Amazing Journey 5 Teacher's Book

ES0000000070685 856777_Amazing_Journey_TB_5_136810
Amazing Journey is a primary language series that takes children on an
Amazing Journey 5
English language learning adventure! Through a careful selection of narratives
and learning situations relevant to the age group, emphasis is on both the children’s
English language acquisition and their integral skills development.
The level and progression of the content presented in the course not only engages the
children and makes learning fun but also evolves with them throughout their primary
education years.
The children’s all-round personal growth is at the forefront of the methodology behind
Teacher’s Book
Amazing Journey. Each unit is an exciting trip that brings into focus the importance of:
Social and emotional skills Thinking skills 21st Century skills
Learning to learn strategies Intercultural awareness Mediation
Collaborative learning Project-based learning Peer and self-assessment
A huge selection of videos and interactive resources ensure the children develop their
viewing skills and digital literacy while they learn about English-speaking countries
and their cultures.
FOR THE STUDENT FOR THE TEACHER

Student’s Book Teacher’s i-solutions for the classroom
Includes access code to: • Fully interactive teaching and learning
• Student’s i-book materials for IWB use
5
• Videos • Step-by-step lesson plans in the form
of learning paths
Activity Book plus Passport • Interactive routine poster
Includes access code to: • Interactive answer key
• Student’s interactive practice • Game generator
• Videos • Full video support for all lessons
• Additional resources to download
Scan the book pages and

Teacher’s Book
Teacher’s Book
access all audios and videos Digital Flashcards
on the go!
Teacher’s Audio available on the course website
Student’s audio and videos also available Teacher’s Resources for mixed abilities
on the course website available on the course website
BLENDED LEARNING SOLUTIONS Access to more than 100 animated grammar

presentations included!
Digital Student’s Book Digital Activity Book
Fully interactive and trackable content for platform use
Amazing Journey covers Common European

Framework levels A1 to A2 as well as
Cambridge English Qualifications Pre-A1
amazingjourney.richmonddigital.eu Starters, A1 Movers and A2 Flyers.
ES0000000070685 856777_Amazing_Journey_TB_5_136810.indd 1 11/24/2022 8:31:17 AM

Cian Magenta Amarillo Negro
Richmond ®
© 2022 Sanoma Educación, S. L. U.
Richmond is a registered trademark, directly or indirectly of Grupo Santillana Educación Global, S. L. U.
Licensed to Sanoma Educación, S. L. U.
Writer: Belinda Edwards
Publishing Director: María Lera

Managing Editor: Catherine Richards
Editorial Team: Joanne Fairgrieve, Eve Hampton, Jennifer Ingham, Grace Lloyd,
Jayne Marshall, Ben Pincus, Silvia Ruiz Calvo, Susana Sánchez González,
Nikki Strutt, Andrea Turner, Cristina Valiente Escobar
Art Director: José Crespo

Art Coordination: Rosa Marín, Javier Tejeda
Cover Design: EMC Design Ltd.
Interiors Design and Layout: Colart Design
Technical Director: Jorge Mira Fernández

Technical Coordination: Rocío Lominchar Romero
Photo Researcher: Amparo Rodríguez
Photos:
ARCHIVO SANTILLANA
Printed in Spain
ISBN: 978-84-668-2568-9
DL: M-24067-2022
CP: 856777
All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted
in any form, electronic, mechanical, photocopying or otherwise without the prior permission in writing of
the copyright holders. Any infraction of the rights mentioned would be considered a violation of the intellectual
property. If you need to photocopy or scan any fragment of this work, contact CEDRO (Centro Español de
Derechos Reprográficos, www.cedro.org).
Every effort has been made to trace the holders of copyright, but if any omissions can be rectified,
the publishers will be pleased to make the necessary arrangements.
The editors would like to thank all those teachers and consultants who provided invaluable help
and insight with their participation in this book.
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Teacher’s Book index
Get started on your Amazing Journey! 2

Teaching and learning materials 4
WALK THROUGH a unit 8
Methodology map 16
Student‘s Book Contents 18
S Here we go! 21
1 Study tips 26
2 Listen to your art 52
3 Time to eat! 78
Our trip to the USA Food 105
4 Grand inventions 110
5 Let’s investigate 136
6 How we move 162
Our trip to the USA People 189
7 World travellers 194
8 Our planet 220
Our trip to the USA Landmarks 247
Communication 252
Term reviews 260
Language reference 263
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Get started on your Amazing Journey!
Amazing Journey is a primary language series that takes children on an English language
learning adventure. Emphasis is placed on both the children’s English language
acquisition and their integral skills development. The level and progression of the content
presented in the course not only engages the children, making learning fun, but also evolves
with them throughout their primary education years. The children’s all-round personal growth is at the
forefront of the methodology.
Learning routes Intercultural awareness

LAND
The language route provides the essential NG
itinerary to the course and covers vocabulary, Virtual tour
E
grammar and skills input and practice.
The project route provides an additional and flexible

detour which can be taken in order to work with the
language and presentation skills in a hands-on way.
s
Learning thread
Course Characters
In each unit, a child from an English-speaking country

presents an interesting Virtual tour video. Understanding
of the material is consolidated in the Activity Book and
recorded on a world map in the My Passport booklet. At
the end of units 3, 6 and 8, we find the Our trip to… pages,
where the term contents are consolidated in a three-part trip
to an English-speaking country.
Projects
Each Student’s Book begins with a short unit to introduce

the course characters and revise the vocabulary and
grammar from previous levels. The range of activities is
also designed to reacquaint the children with an English
language classroom. In each unit, the children follow step-by-step instructions in
In Levels 5 and 6, the course characters Ed, Hannah, the three Project stops. The children are presented with a
Sophie and Danny introduce the key language in a vlogger real-world learning situation to contextualise their project,
style video on the All aboard! and Fasten your seatbelt! and space in the Activity Book to record their work. Again,
pages and lead the children through the unit. The characters the focus is on exposure to and production of the key unit
also feature in the Functional language and Presentation language, and the opportunity to use the language in a
tip videos featuring real-world learning situations. meaningful context. The final step is an oral presentation,
with examples and a Presentation tip video to guide the
children’s output and develop their presentation skills.

Life skills EM
OT I O NS Learning to learn
Throughout Amazing Journey, the children At the beginning of each unit, the children are
are given space to focus on and develop presented with a unit map showing the content
important soft skills. & V of the unit. These elements are then signposted
ALUES
throughout the unit and a prompt is given to promote
The social and emotional skills syllabus
plurilingual awareness. Teachers can also find a
spans the six levels, as each unit story functions as a
suggested Thinking routine to accompany lesson 7
vehicle for discussion of a specific emotion or value and
in the Teacher's Book. At the end of each project
presentation of real-world situations.
there are evaluation questions through which the
ON children peer and self-evaluate the process.
Another focus of the unit is functional
language. In the Functional language
Then, at the end of each unit, the children
lesson, the children watch a video and learn
complete the Checkpoint page, where their
useful expressions for real-world interactions T H E AY
W understanding of the unit material is tested
and then practise them in guided pair work
through Cambridge exam practice activities.
activities which also focus on developing Mediation skills.
They are finally guided to the My Passport
In each Project Terminal, attention is drawn to
21 st booklet, where they reflect on and self-evaluate
a different 21st century skill, with conversation
their learning strategies and journey by rating their abilities
questions to prompt reflection and a further CENTURY and awarding themselves an
explanation in the Teacher’s Book. SKILLS MY PASSPORT PAGE 20
achievement sticker, recording
their progress on a map.
Key features
R
The children can also refresh and consolidate
their learning at the end of units 3, 6 and 8
Each unit is supported by through the Term reviews in the Activity Book.
audio tracks and a wide
variety of engaging video
materials to develop the
s
Cross reference
children’s understanding of
the key unit language.
On the Language Bridge

pages, the children develop
ON their social and emotional
Amazing Journey 3
skills and understanding of
TH
E WAY pronunciation useful functional language MY PASSPORT PAGE 20
phrases and English
education years.
pronunciation. In the Student’s Book, the children are directed to
Amazing Journey. Each unit is an exciting trip full
thatgrammar tables
brings into focus andof:word lists in the Language
the importance
Student’s Book
Social and emotional skills
box to learn strategies Thinking
The Help deskLearning reference pages
skills 21 Centuryat the back of the book. They are
skills st
Help desk explains new words and

Collaborative learning
Intercultural awareness
also
Project-based directed
learning
Mediation
Peer to
and the Activity Book pages, which
self-assessment
lesson stepsAare clearly consolidate and expand
huge selection of videos and interactive resources ensure the children develop their
the content, and to the
labelled, promoting learner
viewing skills and digital literacy while they My
learnPassport self-assessment
about English-speaking countries booklet.
BEFORE YOU READ and their cultures.
independence.
FOR THE STUDENT FOR THE TEACHER

The Grammar way tables Language reference page 88
Grammar Way are supportedIncludes

grammar tables
by complete
access code to:
and i-book
• Student’s further
• Fully interactive teaching and learning
materials for IWB use
3
• Videos In the Activity Book, the children are sent to full
• Step-by-step lesson plans in the form
practice in the Activity Book. grammar tables and further practice in the Language
of learning paths
Activity Book plus Passport • Interactive routine poster
Includes access code to: reference at answer
• Interactive the back
key of the book.
The Writing tip• Student’s
box helps interactive practice • Game generator
• Videos
the children’s to improve
• Additional resources to download
• Full video support for all lessons
Checklist their writing skills, and is

Teacher’s Book
Student’s Book
Flashcards and Word cards
WRITING TIP supported by a Checklist in and videos
access all audios
on the go!
For ideas on how to exploit the
Teacher’s Audiocourse resources, see our Activity Bank
the Activity Book. available on the course website
Student’s audio and videos also available Teacher’s Resourcesamazingjourney.richmonddigital.eu

for mixed abilities
on the course website available on the course website
The Exam tip on the

Exam tip Checkpoint page
BLENDED gives LEARNINGthe SOLUTIONS
children practical exam advice.
Access to more than 100 animated grammar
More than
presentations 100 animated grammar presentations
included!
included. See Teacher's i-solutions for

recommendations for each lesson.

In the Teacher’s Book, teachers are directed to the
Footnotes on each page show teachers and parents the

amazingjourney.richmonddigital.eu
online Activity Bank of suggested games and grammar
Starters, A1 Movers and A2 Flyers.
focus of each lesson. presentations on the Richmond Grammar Channel.

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TEACHING and LEARNING materials
For the student
Student's Book Activity Book

ng Journey is a primary language series that takes children on an
Amazing Journey 5
Amazing Journey 5
nguage learning adventure! Through a careful selection of narratives and learning situations relevant to the age group, emphasis is on both the children’s
ng situations relevant to the age group, emphasis is on both the children’s English language acquisition and their integral skills development.
nguage acquisition and their integral skills development.
and progression of the content presented in the course not only engages the children and makes learning fun but also evolves with them throughout their primary
nd makes learning fun but also evolves with them throughout their primary education years.
years.
en’s all-round personal growth is at the forefront of the methodology behind
Activity Book
Student’s Book
ourney. Each unit is an exciting trip that brings into focus the importance of:
Social and emotional skills Thinking skills 21st Century skills
nd emotional skills Thinking skills 21st Century skills
g to learn strategies Intercultural awareness Mediation
ative learning Project-based learning Peer and self-assessment
ection of videos and interactive resources ensure the children develop their viewing skills and digital literacy while they learn about English-speaking countries
ills and digital literacy while they learn about English-speaking countries and their cultures.
ultures.
HE STUDENT FOR THE TEACHER FOR THE STUDENT FOR THE TEACHER
’s Book Teacher’s i-solutions for the classroom
Includes access code to: • Fully interactive teaching and learning
access code to: • Fully interactive teaching and learning materials for IWB use
• Student’s i-book
5
nt’s i-book materials for IWB use
5
• Videos
s • Step-by-step lesson plans in the form of learning paths
of learning paths Activity Book plus Passport • Interactive routine poster
Book plus Passport • Interactive routine poster Includes access code to: • Interactive answer key
access code to: • Interactive answer key • Student’s interactive practice • Game generator
nt’s interactive practice • Game generator • Videos • Full video support for all lessons
s • Full video support for all lessons • Additional resources to download
onal resources to download
Teacher’s Book
Student’s Book Scan the book pages and
Teacher’s Book
Activity Book
Scan the book pages and access all audios and videos Digital Flashcards
on the go!
on the go! Teacher’s Audio available on the course website
Student’s audio and videos also available Teacher’s Resources for mixed abilities
s audio and videos also available Teacher’s Resources for mixed abilities on the course website available on the course website
ourse website available on the course website

D LEARNING SOLUTIONS Access to more than 100 animated grammar
dent’s Book Digital Activity Book Fully interactive and trackable content for platform use
e and trackable content for platform use

Amazing Journey covers Common European Framework levels A1 to A2 as well as
Framework levels A1 to A2 as well as Cambridge English Qualifications Pre-A1
Cambridge English Qualifications Pre-A1 amazingjourney.richmonddigital.eu Starters, A1 Movers and A2 Flyers.
ney.richmonddigital.eu Starters, A1 Movers and A2 Flyers.
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G JOURNEY 5 SB_120623.indd 1 15/03/2022 8:02:16
The full-colour Activity Book reflects the language and skills

covered in the Student’s Book with additional pronunciation
practice and functional language lessons, writing and
Say hello to project portfolios plus an extended language reference.
Ed, Hannah, The Activity Book audio includes all the listening activities
Sophie and in the Activity Book and is available to download from the
Danny! course website amazingjourney.richmonddigital.eu
This full-colour
My Passport
booklet takes
their learning journe the children a
y. The Amazing step further along
simultaneously Journey Passp
as a learning tool ort works
reflection. and a vehicle for
learning
The three sectio
with stickers
ns of the Amaz
learner autonomy ing Journey Passp
and develop the ort promote
in different ways Learning to learn
: competenc e
My language
and skills map
summary of the offers a stimulating
contexts and the , visual
of the level. The children’s achie
unit-by-unit self-a vements
two sections of ssessment pages
Can-D include
their learning progr o statements to help the childr
My language and skills map
ess: en assess
The My language
trip page cover
The Student’s Book is made up of:

and learning reflec s language goals
tion.
The My life skills
page personalise
emotional and st s the social and
Unit reflect on their
21 century skills
. Here, the childr
1 functional langu
age and media
en also
tion skills.
Here we go! where we start the journey reviewing key

My virtual tours
reinforces the
tours the childr global context
en have been on of the virtual
countries. to various Englis
h-speaking
language from the previous level Unit
5
The Our trip to…
sectio
the children’s deepe n brings together and perso 6
r cultural under nalise
English-speaking standing of a speci s
country. It also fic
guidance for self-a includes step-b
ssessment and y-step
peer evaluation
Eight main units which not only cover the vocabulary, The gamification
a stickers and
points
Unit
of this self-assess
3
ment is achieved
The Amazing Journ system, which is both motivating
.
through Unit
7
Unit ey Passport encou and fun.
grammar and skills, but also: 2

on their learning
language learn
journey and also
ing trip.
rages the childr
creates a visua
en to reflect
l souvenir of their
My Pa ss po rt
Project-based learning
Learning situations Unit
8
Social and emotional development
ES0000000151283
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Unit
JOURNEY 5 PASSPORT
_119961.indd 1
Thinking skills Unit

4
23/06/2022 12:56:03
Pronunciation
Viewing skills Count your unit totals
0-50 points = no sticker
Intercultural awareness ap 51-70 points = unit sticker

m
Stickers d skill s 71-80 points = gold sticker
uage an
My lang
2 3
Functional language Unit 5
Unit 1 ES0000000151283 226887_AJ5_PASSPORT_129806.indd

Cross-curricular links
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Plurilingualism This full-colour booklet with

Presentation tips Unit 2
Unit 6
stickers takes the children a

Mediation step further along their learning
Structured pair communication Unit 7
journey. The Amazing Journey
External exam practice Unit 3
Passport encourages the

Unit 8
children to reflect, evaluate
Our trip to the USA is a chance to look at an Unit 4 and create a visual souvenir of
English-speaking country in more depth focusing their language learning trip in
on food, people and landmarks 01-02
7/22/2022
3:14:18 PM
a dynamic and fun way.
240732
1
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assport_Sticke
4
548 240732_AJ5_P
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Amazing Journey website
amazingjourney.richmonddigita
l.eu
Both the Student’s Book and the
Activity
Book include an access code to
the course
website where the children can
find the
following resources:
Student’s Book digital resources Activity Book digital resources
Student’s i-book Student’s interact

ive practice
Online multi-device version of the Student’s Book to Additional interactive practice to consolidate the course
access the course material at home. content. It is ideal for fast finishers or for homework.
One-touch zoom-in feature Student’s interactive practice includes learning progress.
Video material
Student’s i-tools to personalise the book Additional resources to download
Audio material Language Reference
Flipped Learning
Videos The videos form the base for the Flipped Learning
dynamics suggested in the Teacher’s Book.
Scan the book pages and access all

audios and videos on the go!
A FREE app that allows access to the course
audios and videos through a simple scan of the book
pages. This immediate access facilitates the teacher's
work and allows families to follow what content the
children are covering in English.
Easy access to support for all of the Student’s

and Activity Book videos: BLENDED LEARNING SOLUTIONS
All aboard! Functional language
Fasten your seatbelt! Virtual tour
Presentation tip Fully interactive and trackable content for platform use

Teaching AND LEARNING materials
For the teacher
ook rces
Teacher’s
B Teacher’s Resou
g Journey is a primary language series that takes children on an
Available to edit and download from the course website.
Amazing Journey 5
guage learning adventure! Through a careful selection of narratives

g situations relevant to the age group, emphasis is on both the children’s
Packed with a wealth of optional photocopiable material,

and their integral skills development.
nd progression of the content presented in the course not only engages the
d makes learning fun but also evolves with them throughout their primary
ears.
n’s all-round personal growth is at the forefront of the methodology behind
it is an ideal resource for providing extra practice for the
Student’s Book content and an ideal solution for mixed
Teacher’s Book
urney. Each unit is an exciting trip that brings into focus the importance of:
d emotional skills Thinking skills 21st Century skills
to learn strategies
ative learning
Intercultural awareness
Project-based learning
Mediation
Peer and self-assessment abilities in the classroom.
Vocabulary worksheets at three levels of difficulty
ction of videos and interactive resources ensure the children develop their
ls and digital literacy while they learn about English-speaking countries
ltures.
Grammar worksheets at three levels of difficulty

E STUDENT FOR THE TEACHER
Book Teacher’s i-solutions for the classroom
Skills worksheets at two levels of difficulty
ccess code to:
’s i-book
• Fully interactive teaching and learning
materials for IWB use Tests including a diagnostic test, unit tests,
5
Book plus Passport

of learning paths
• Interactive routine poster
term tests and an end of year test at two levels
of difficulty plus additional speaking tests
ccess code to: • Interactive answer key
’s interactive practice • Game generator
• Full video support for all lessons
nal resources to download

Teacher’s Book
Teacher’s Book
on the go!
audio and videos also available Teacher’s Resources for mixed abilities
rse website available on the course website
LEARNING SOLUTIONS Access to more than 100 animated grammar

ent’s Book Digital Activity Book
and trackable content for platform use

ey.richmonddigital.eu Starters, A1 Movers and A2 Flyers.
The full-colour guide contains step-by-step help to make

the most of each lesson and fully exploit all the Amazing
Journey components. The complete teaching notes include
suggestions for:
Warmer and wrap-up activities
Initial evaluation, continuous and final assessment
Flipped learning options
Fast finisher activities
Answer keys
Audio and video transcripts
s
Digital Flashcard
and word cards
A vibrant and colourful

photographic representation
of all the key vocabulary along
with corresponding word cards.
These can be used for presenting,
reinforcing or reviewing vocabulary.
Teacher’s Audio
Material
All the recordings
used in the Student’s
Book, Activity Book and
Teacher’s Resources are
available to download
from the course
website.

Teacher‘s -solutions
For complete inform
ation about Amazin
Journey Digital Re g
sources, visit the
methodology sect
ion on the course w
ebsite.
The unique Amazing Journey Teacher’s i-solutions for the

classroom provides you with the most effective, visual and
easy-to-use classroom resource.
Teacher’s i-book with step-by-step lesson plans
presented in the form of learning paths
Fully interactive Student’s Book and Activity Book
Interactive answer key
Flipped Learning dynamics
Teacher’s Resources
Audio material and transcripts
i-flashcards and i-stories Online
Flashcard Bank multi-device
Additional interactive games version available
on the course
for whole-class work website
Interactive routine poster
Game Generator to create your own
IWB games to play with the children
Video support for all language presentations,
functional language, culture lessons and
presentation tips
Use the Richmond i-tools to add your own material

for the classroom by inserting notes and links. It is
also possible to write or paint on the pages and in the zoom
windows.
Save all your teaching sessions to meet the needs of each
individual class.
Download the offline version of the

Teacher’s i-solutions from the course website.
Amazing Journey website
Additional resources such as downloadable and editable
material, official documents, interactive activities and
videos are available on the course website.
More than 100 animated grammar presentations

included. See Teacher's i-solutions for
recommendations for each lesson.

Walk through a unit Lessons 1 and 2
2
1 1
Vocabulary and grammar 1
Study tips
5 Listen and read. What does Ed write in his notebook? 1.4
All aboard!
1 1 2 Ed: Sophie, I feel a bit worried about being in a new class.
All aboard! 3 Sophie: You shouldn’t worry! Our teacher, Mr Harris, is very friendly.
Ed: Oh, good. Do you have any tips about what I should do in class?
6
Ask for and give
study advice
Sophie: Yes, you should pay attention when Mr Harris is talking.
Ed: Should I ask for help if I don’t understand something?
1 List common Sophie: Yes, you should! Mr Harris is a good teacher. You shouldn’t try to do
project stop study problems everything alone. Oh, and you should take notes, too.
Ed: OK. Where’s my notebook? Oh, here it is.
4
language Bridge Sophie: What are you doing, Ed?
5
Ed: I’m writing down everything you said.
Solving problems Sophie: No! You shouldn’t take notes when I say something! Only when Mr Harris
says something important!
Asking for and
giving advice Ed: Oh, OK! Thanks, Sophie!
Fasten your seatbelt!

Talk about
exam advice
6
7 8
6 Read again and choose the correct answer.
1 Ed should / shouldn’t worry about his new class.
Grammar Way
They should
should and shouldn’t for advice
take notes.
7
2 He should / shouldn’t pay attention in class.
You shouldn’t worry.
2 List good study 3 He should / shouldn’t ask for help if necessary.
project stop habits 4 He should / shouldn’t try to do everything alone. she ask for help? Yes, she
should.
5 He should / shouldn’t take notes when Sophie Should
skills station speaks. he watch TV? No, he
9 6 He should / shouldn’t take notes when Mr Harris shouldn’t.
10
Our school subjects says something important.
Language reference page 100
7 Ask and answer.

Schools in the USA
I / listen to music I / go to bed early I / ask for help Ed / worry
A description Ed and Sophie / listen to the teacher Ed / take notes when Sophie speaks
3 3
project stop
Make a booklet get distracted go to bed early listen to music pay attention take notes
ask for help do everything alone watch TV worry make a study plan
Should I listen to
music when I study?
No, you shouldn’t.
1 Watch the video. Do you have your own study tips?
Project stop 1
4 project TerminAl
Present your
2 Listen and match. 1.3
3 Categorise the study tips. Say do or don’t.

A study guide
8
study guide Students at your school need
4 Ask and answer about the study tips. help to make a good study plan.
In this project, you’re going to create
5
a study guide for your classmates.
Checkpoint Do you ask for help when you
Yes, I do. I usually ask my dad List common study problems
don’t understand something?
for help. What about you? students have.
6 Lesson 1 Study tips Go to page 14 should and shouldn’t for advice Lesson 2 7
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9 7/13/2022 6:06:48 PM
All aboard! L
The first step of the language trip in every unit. 6 The vocabulary and grammar presented on the initial
Children fill their backpacks with new language to pages of each unit is further contextualised and
help them on their way. practised through a dialogue between the course
characters bringing the target language to life.
1 At the start of every unit there is a map which provides an 7 Each unit includes grammar tables which help the
overview of what children will be learning along the way. children to identify the explicit grammar and understand
This helps to initiate curiosity and interest in the topic. the language. They serve as a quick reference and
help the children to become autonomous learners. The
2 The All aboard! video, presented by the course
Activity Book includes a complete grammar reference
characters Ed, Hannah, Sophie and Danny, sets the
with extra practice activities.
context for the unit as well as presenting the initial
vocabulary and grammar in a fun and dynamic way. 8 Clear speaking models provide a useful reference for the
It also provides the opportunity for a Flipped Learning children as they practise the vocabulary and grammar
dynamic which can facilitate the introduction of the orally in order to develop speaking skills and fluency.
lesson language at home.
9 Project stop 1 is the first stop of the project trip. Here, the
3 The first set of new vocabulary is presented visually learning situation is explained and in small groups, the
using vibrant, colourful visuals which the children can children get together to plan their project.
relate to. A complete Word list is also available at the
back of the Student’s Book and in the Activity Book.
4 Listen and match is an activity where the children hear
short dialogues between the course characters that
Activity Book pages 2-3
prompt them to link the target vocabulary and the visual
representation. 1 Study tips Vocabulary and grammar 1 1
3 Listen and tick (✓) Hannah’s study mistakes. 1
All aboard!
5
She worries.
Children move on to a controlled speaking activity

1 Label the pictures.
She doesn’t go to bed early.
ask for help do everything alone get distracted go to bed early listen to music
make a study plan pay attention take notes watch TV worry
She gets distracted.
1 2 3
which acts as a drill leading to children internalising the

She watches TV.
She doesn’t take notes.
language.
She doesn’t have a study plan.
4 5 4 Rewrite the study advice with should or shouldn’t.

1 It isn’t a good idea to go to bed late. You shouldn’t go to bed late.
2 It’s a good idea to sleep for eight hours.
3 It’s a good idea to study after school.
4 It isn’t a good idea to play video games.
6 7 5 It’s a good idea to have regular breaks.

8
6 It’s a good idea to make a study plan.
5 Give advice with should or shouldn’t.
You aren’t listening to me, You can’t study without writing You’ve got a test tomorrow!
Harry! You things down! You You
9 10
in class! ! by the TV!
1 1 1
2 Which pictures show good or bad ways to study? Tick (✓) or cross (✘) the pictures.
22 Lesson11
Lesson Studytips
Study tips Language reference page 88 should and shouldn’t for advice Lesson 2 3
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Lessons 3 and 4
2
LLaanngguuaagg 1
Emotions and values
ee Bridge Functional language
1 1 BEFORE YOU READ Answer the questions.

STEVEN' S PROBLEM
BEFORE YOU WATCH
ASKING FOR AND GIVING ADVICE
1 Where do you usually study? 1 Discuss with a classmate.
2 Do you ever get distracted?
1 Does your school have clubs?
3 2 READ Read and listen.
1 Steven has got a Maths exam tomorrow. He

1.5
Which words look similar in your
language? Make a list and share.
2 Steven goes to the living room to study

2 What kind of clubs do you like to go to?
2 Read, look and answer.
needs somewhere quiet to study. First, he goes because he can’t concentrate in the kitchen. Today is Ed’s first day at school and
to the kitchen. But his sister, Skye, is cooking. But his brother, Max, is playing the drums. Hannah, Danny and Sophie are helping
him. Mr Harris tells Ed that the school
Hi Steven! I’m
making a special
chocolate cake with
Steven! You should play with me! has lots of after-school clubs. Ed doesn’t
know which to choose. He asks his new
friends for advice.
6
strawberries. You
should help me! 1 What does Mr Harris tell Ed?
2 What does Ed ask his new friends?
3 Who can you see in the scene?
OK. I’d love to help OK! I love playing the guitar! 4 Guess which club Ed chooses.
you. It smells great! Let’s make some music!
WATCH
Why … you …
3 Steven goes to the garden to study because the living 4 Finally, Steven finds a quiet place to 3 Complete the phrase that Danny uses to invite Ed to join them. and talk to us?
room is too noisy. But he immediately gets distracted
and starts playing with Spot the cat.
Mum, it’s six o’clock. I must start my

study. Problem solved!
4 Watch again and match the phrases to the people.
Hannah Danny Sophie Ed
7
Maths now! I keep getting distracted!
What do you suggest? How about skateboarding club? Why don’t you join music club?
I think you should come to swimming club. What’s your advice? What should I do?
Spot, you can stay here and

Steven, I think you should go AFTER YOU WATCH
sleep, but we mustn’t play.
somewhere quiet. Why don’t
I have to concentrate and I 5 Read and say True or False. Correct the false sentences.
you study in your bedroom?
mustn’t get distracted again!
1 Hannah gives advice about swimming club. 3 Sophie gives advice about music club.
AFTER YOU READ
4
2 Danny gives advice about roller skating club. 4 Ed decides to join swimming club.
3 Answer the questions. 4 Discuss with a classmate.
1 What do Skye and Steven make? 1 What’s Steven’s problem? How do you think he feels 6 Categorise the questions.
2 What instruments do the boys play? about it?
Asking for advice Giving advice
3 What time does Steven finally do 2 Who gives him advice to help him solve his problem?
ON
Communication
8
his homework? 3 Do you solve problems alone or ask for advice? What do you
I think you should suggest? Why don’t you
4 Where does Steven do his try dancing. go to music club? Student A: Go to page 92
homework at the end of the story? Spot sleeps on a skateboard and Steven smiles.
THE Student B: Go to page 96
What should I do?
How about
What’s your advice? WAY
Activity Book page 5 1.6 swimming?
pronunciation
8 Lesson 3 Vocabulary and grammar in context Social and emotional skills: solving problems Learning situation: starting at a new school Lesson 4 9
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Language Bridge
A link between the key language presentations, the focus on characters’ motivations and feelings, as well as
Bridge also offers a holistic approach where children relating this to the children’s own experience, is important
learn more than just language. The story provides a for emotional intelligence.
meaningful context for pronunciation and functional 5 The pronunication syllabus is embroidered into the story
language while also developing children’s social and or functional language page. The focus is on the most
emotional awareness. The Functional language page common sounds and spellings and is further developed in
sets children up with a phrase book that can be used the Activity Book to help with writing and pronunciation.
beyond the classroom. 6 The functional language lesson begins by setting
the scene and context in order to stimulate children’s
1 The illustrated story helps the children to learn language interest and their existing knowledge of what to do or
unconsciously by both reinforcing the vocabulary say in a particular situation.
and grammar from All aboard! and providing an initial
presentation of the vocabulary and grammar from the
7 A video featuring the course characters using the target
language, provides children with an opportunity to see
following Fasten your seatbelt! section. The stories
and hear what they are learning in a real-life context.
increase children’s exposure to English, boost their
imagination and motivate them to learn. 8 Children further analyse and practice the functional
language before using it themselves in a communicative
2 Children are encouraged to use their mother tongue
pair work activity, On the way, that also focuses on
as a learning tool by looking for cognates in the text.
mediation strategies.
Plurilingual awareness as a learning strategy helps
the children to build mental bridges between their own
language and the new language. Activity Book pages 4-5
3 Before you read, Read and After you read sections Emotions and values Languag
e Bridge Functional language 1
provide children with a framework for tackling reading texts ,

STEVEN S PROBLEM
1 Read the story in your Student’s Book. Order the sentences. 1 Watch the video. Match.
Asking for and giving advice
and promote the development of their Learning to learn

a Steven plays music with his brother. e Steven goes to the living room.
a should come to 4 What’s
1 What do d should I do?
b Steven goes to the garden. f Steven listens to his mum’s advice. swimming club.
c Steven helps his sister. g Steven goes to the kitchen. 2 I think you b skateboarding club?
5 Why don’t
you e your advice?
d Steven studies in his bedroom. h Steven plays with the cat. 3 How about c you suggest? 6 What
competence. These sections keep the children attentive and

f join music club?
2 Tick (✓) how Steven gets distracted.

2 Complete the dialogue.
1 He wants to help his mother in the garden.
Your friend wants to meet people and learn something new.
2 He wants to play with Spot. They ask you for advice.
support their understanding of the text. 3 He wants to play the guitar.
4 He wants to watch TV with Max.
5 He wants to help Skye bake a cake.

Your friend: I want to meet new people and learn something new.
What (1)
You suggest an after-school club: (2)

?
6 He wants to eat some cake.
4
7 He wants to go skateboarding. Your friend: But there are so many clubs to choose from!
What’s (3) ?
Each story focuses not only on improving children’s

a
3 Look and match. It’s getting late. I’m worried.
You suggest the running club: (4)
b
1 What should Steven say to his sister and brother? Sorry, I can’t. I should go and Your friend: I don’t think running is right for me. Are there any music clubs you can recommend?
study for my Maths exam.
2 What does his mother think? You suggest the school band: (5)
reading skills, but also developing their social and

c
3 What does Steven think when he sees that it’s 6 o’clock? Now I can pay attention Your friend: That sounds good. Thank you for your advice!
to my homework.
4 What does Steven think when he is at his desk?
d
You should go somewhere quiet. 3 Listen and repeat. Write the missing letters. 2
pronunciation
emotional skills by recognising and analysing a series

4 Write ways to solve these problems. sk sl sm sn sp st sw
1 You need to do your homework, but you have left your notebook at school.
2 There are two parties on Friday night, and you want to go to both of them.
of emotions and values. Going beyond the narrative to

amp ile op ide oon y
44 Lesson
Lesson33 Story
Storycomprehension
comprehension Social
Socialand
andemotional
emotionalskills:
skills:solving
solvingproblems
problems Learning
Learningsituation:
situation:choosing
choosingan
anafter-school
after-schoolclub
club Pronunciation:
Pronunciation:initial
initialssblends
blends Lesson
Lesson44 55

Lessons 5 and 6
1
Fasten your seatbelt! Vocabulary and grammar 2 1

1 Watch the video. Do you worry about exams? 5 Listen and read. How long is the exam today? 1.9
2 Look and match. Listen and check. 1.7 Hello, everyone. This morning we’re going to do an exam. You mustn’t
2
worry about it. It’s just a little test to see what you remember after your
arrive on time bring a pen cheat copy distract others
long summer holiday!
listen carefully read the instructions talk write your name
Before you start, I should remind you about our exam rules, so listen
carefully, please.
1 2 3
You must write your name at the top of the exam and you must read
the instructions carefully. You mustn’t copy other people’s work. Also,
you mustn’t distract others and you mustn’t talk during the exam.
Danny, can you hand out the exam papers, please?
Thank you! You have thirty minutes and you can begin now.
4 5 6 6 Read again and complete with must or mustn’t.

Grammar Way
1 The students … worry about the exam. must and mustn’t for obligation
2
3
4
They … listen to Mr Harris carefully.
They … write their names on the exam.
They … read the instructions carefully.
You
They
must
mustn’t
listen.
talk.
3
5 They … copy other people’s work. Language reference page 100
6 They … distract others by talking.
7 8 9
7 Look and say school rules with must or mustn’t.
use phones in class run in the corridor put your hand up
remember your homework eat in the classroom keep your desk tidy
You mustn’t run
in the corridor.
1 2 3
3 Read and complete. Listen and check. 1.8
I’m worried! There’s an exam tomorrow and I don’t know about

exams at this school. What do you suggest? 6:30 PM
4 5 6 4
Don’t worry, Ed! We can give you some advice! You should (1) … at
school at 8:30. Don’t forget to (2) … to write your answers. It’s important
to (3) … to the teacher at the start of the exam and (4) … for each
activity so you know what to do. Oh, and (5) … on the exam! 6:38 PM
Project stop 2 8 Work in pairs to write rules for your class.
There are lots of things we shouldn’t do in exams. We shouldn’t (6) … , by A study guide OUR RULES
5
making noises or passing notes. Also, we shouldn’t (7) … in exams, we have to
be quiet. Don’t (8) … other people’s work, and of course, don’t (9) … ! 6:44 PM Look at your list of study problems. We must arrive on time.
Think about how you can solve them. We mustn’t be late.
Research and make a list of good
4 Tell Ed what to do and not do in an exam. study habits.
Arrive on time! Don’t cheat!
10 Lesson 5 Exam advice Go to page 14 must and mustn’t for obligation Lesson 6 11
6
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Fasten your seatbelt! S

Children add more language to their backpacks as 3 Clear grammar tables and in-context examples provide
they become more confident travellers. a form-focused reference that children can use while
completing the activities. The Activity Book includes
1 The Fasten your seatbelt! video, presented by the a complete grammar reference with extra practice
course characters, provides a visual presentation of the activities.
vocabulary and grammar presented in lessons 5 and 6 4 Throughout the unit, children have the opportunity to play
and another opportunity for a Flipped Learning dynamic. games with the key language, in pairs as well as groups,
2 A variety of activity types are used to not only develop and use it in a meaningful way.
children’s language skills but also their communication 5 Once children have assimilated the target language,
skills accompanied by a series of attractive visuals. The there is also a short collaborative writing activity to
complete Word list is also available at the back of the further internalise the vocabulary and grammar.
Student’s Book and Activity Book.
6 Project stop 2 is the second stop of the project trip. Here,
children are encouraged to prepare their project.

1 Rewrite the sentences. 3 Read and listen. Complete with must or mustn’t. 3
arrive on time bring a pen cheat copy distract others Sophie: Are you ready for the History exam, Ed?
listen carefully read the instructions talk write your name Ed: Yes, I think so! I’ve got my pencil, my notes…
Sophie: Oh no, Ed! You (1) bring a pen or pencil, of
course, but you (2) bring your notes!
1 Don’t forget to say who the work belongs to. Write your name on your paper. Ed: But the notes are just to help me remember the important dates. I think that’s
OK. I know you (3) copy someone else’s work. And you
2 No chatting. Don’t . (4) talk, so you can’t ask them to help you. But you can
look at a few dates in your notes.
3 Don’t look at someone else’s answers and Don’t .
Sophie: No, Ed, that’s cheating, and you (5) cheat in an exam! Why don’t
then write them. you copy the dates over and over again in your notebook, until you remember them?
Ed: That’s a good idea. I might do that just before I come into the classroom.
4 Pay attention to what the teacher says!
Sophie: OK. But remember, you (6) arrive on time! When students arrive late, it
5 Make sure you have something to write with! distracts other students. And one more thing, Ed.
Ed: Oh no, are there any more rules?
6 Before you start writing, make sure you
Sophie: Only one more! You (7) worry. You’re really good at History. Just relax!
know what to do.
7 Don’t look at the answers during the exam. Don’t . 4 Write the rules. Use must or mustn’t.
8 Don’t be late.
listen to put your rubbish in the bin take photos turn left
9 Don’t be noisy. Don’t .
1 2
You You
. .
2 Look and match to the sentences in Activity 1.
a b c 3 4
You You
. .
5 Choose a place. Write four rules.

d e f You must .
You must .
You mustn’t .
You mustn’t .
66 Lesson
Lesson55 Exam
Examadvice
advice Language reference page 88 must and mustn’t for obligation Lesson 6 7
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Teacher's Resources Vocabulary and Grammar worksheets

10

Lessons 7 and 8
1 3 5
USA Virtual tour
Skills Station 1
Viewing
2 Reading
1 BEFORE YOU READ Ask and answer.
SCHOOLS IN THE USA
There are many different types of schools
1 What do you like studying at school? Amy in the USA. Some schools are big with lots
2 What do you think the children are doing in of students and some children go to school at home!
this photo? Some students learn unusual things at American
schools, too.
2 READ Read and listen. Match the subjects to the pictures. 1.10
6
Help desk
BEFORE YOU WATCH Ask and discuss.
sums: maths calculations
Our school subjects

1 1 What subjects do you think children study in
experiment: a test you the USA?
do to see what happens
Welcome back to school! This year, we’re going to study lots of 2 What other activities do you think they do?
to something
interesting subjects!
WATCH Watch and answer.
Can you do sums in your head? You’re going to learn how to do 5
difficult sums and learn about different shapes in Maths. You’re 1 How many students are there at Amy’s school?
2 also going to learn more English words and read longer stories 2 Which is her favourite subject?
in English! 6 3 What is the ‘pledge of allegiance’?
Do you know why plants are green? You’re going to find out the
answer to this in our Science lessons! We’re going to do lots of AFTER YOU WATCH Ask and discuss.
experiments, too. 7 1 Does your class have more students than Amy’s?
3 How much do you know about Ancient Egypt? We’re going to 2 Are schools similar in your country?
learn about how Egyptian people lived in History class. What’s
7
the highest mountain in the world? We’re going to study this
in Geography, and learn about different countries around the MY PASSPORT PAGE 20
world, too.
8
4
There are lots of other exciting subjects. We’re going to learn 9
Writing A DESCRIPTION Paragraphs
8
how to draw in Art and how to write your own programs
in Computing. We’ll try lots of new sports in PE (Physical We use paragraphs to separate a text
Education) and learn how to write and play songs in Music, too! 1 Read and answer. and make it easier to understand.
WRITING TIP
We’re going to have a great year! 1 What is John’s favourite subject?
2 How many paragraphs are there in the description?
AFTER YOU READ My school by John

3 Complete the sentences. My school is big. There are a lot of students. In my school
building, there are lots of classrooms, a library, a Science lab
1 The students are going to do difficult sums in … . and a gym. We have a big playground, too.
2
3
They’re going to study Ancient Egypt in … .
They’re going to find out why plants are green in … . Project stop 3 We study lots of different subjects and the lessons are
interesting. My favourite subject is Geography because I like
4 They can try lots of new sports in … . A study guide learning about different countries.
4 Discuss with a classmate. Make a booklet out of A4 paper. All the teachers are very friendly. My teacher is called Mrs Peters.
Write ideas for good study habits I always ask her for help when I don’t understand something.
1 Which subjects do you think are difficult?
2 Which subjects do you think are most useful? in your booklet.
3 What other subjects do you think they should teach Think about how to present your
in schools? information. Go to Activity Book page 9 and write a description of your school.
12 Lesson 7 Social Studies: school subjects Go to page 14 Culture: USA Writing: paragraphs Lesson 8 13
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9
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Skills Station
Children use all the new language in their backpacks 8 Children focus on a different aspect of writing and
to develop their reading, viewing, writing and analyse a model text with prompt questions before using
communication skills. their own ideas to write a short text. There is a quick tip to
improve their writing – based on language or form.
1 The focus of the text not only gives children further reading 9 In the Activity Book there is space for children to produce their
practice but also provides a cross-curricular link between own writing based on the model. This section acts as a
English-language learning and other subject areas in portfolio where children are able to see their development.
primary education. The Before you read, Read and After
you read framework is reinforced to provide a useful Activity Book pages 8-9
comprehension structure while promoting the development Skills Station USA 1
of the children’s Learning to learn competence.

Virtual tour
Reading
Viewing Schools in the USA
1 Watch the video again and answer the questions.
1 Look at the photo and the title of the text. Read and tick (✓).
Amy
1 What do you think children must do in a mindfulness lesson? 1 What are Amy’s teachers like?
a They must pay attention b They must bring a pen.
2
to what they are doing. 2 Some children don’t have lessons at school. Where do they have their lessons?
THINK-PUZZLE-EXPLORE is a simple and effective

2 How do you think mindfulness can help children at school?
3 Where must the children go when there is an earthquake?
a It helps them to arrive on time. b It helps them not to get distracted.
4 Why do some children learn special dance routines at school?

2 Read and listen. Write True or False. 4
thinking routine that can be used as a warmer to stimulate These days, many children in the UK are learning about mindfulness
at school. Mindfulness teaches you to pay attention to everyday
Writing A description
1 Draw lines ( / ) to show three paragraphs.
interest in the unit content as well as to develop the

things, to really think about what you are doing, and what is happening My school Checklist
around you. It teaches you to use all your senses. When you bite into In my school, we have a library, a hall, two science labs,
an apple, for example, how often do you really think about how it feels? a gym and three music rooms. We have a playground and • Use paragraphs.
lots of sports fields, too. I like all the teachers at my school,
In mindfulness, students learn to train their minds and not get
distracted. Exercises like learning to relax and deep breathing help and most of the lessons are interesting. I sometimes get • Describe your school.
distracted just before lunch time but that’s because I’m
• Write about your teachers.
children’s thinking skills as they discuss the topic.

students do better at school. Students say practising mindfulness
hungry! My favourite subjects are Art and Music. I have
helps them feel calmer and happier, and many sleep better, too.
music lessons after school, and I also go to Art Club on
I get distracted easily, Friday afternoons.
• Give your opinion.
Student opinions but when
I do mindfulness exercises,
Mindfulness helps us to pay find it easier to concentrate
I
We learn to breathe slowly and 2 Write a description of your school.
attention and to focus on in class. And that helps
calmly. This helps me relax when
the present moment, rather better in school.
me do
I feel worried about an exam, for
than the past or the future.
example. Leo
3
Evie
Tara
The Help desk gives children an explanation of any 1 All children in UK schools learn mindfulness.
2 Mindfulness trains you to use all your senses.
subject-specific vocabulary.
3 Breathing slowly and calmly helps Tara relax before an exam.
4 Mindfulness helps Evie to think about the past and the future.
5 Leo gets distracted when he does mindfulness exercises.
8 Lesson 7 Social Studies: school subjects Culture: USA Writing: a description Lesson 8 9
4 Project stop 3 is the third stop of the project trip. Children

produce the material for their project presentation. Teacher's Resources Skills worksheets
5 The Virtual tour offers children the unique opportunity to My Passport pages 20-21
develop their viewing skills and intercultural awareness
within the context of a tour around an English-speaking My virtual tours
Find the country. Add the sticker and complete. Unit 7
Country:
country. Each video is introduced by a child from that

Focus:
Unit 3
Country:
Country:
country.
Focus:
Focus:
Unit 4
Country:
Focus:
6 Virtual tour activities are provided in three phases to

Un i t 5
Country:
Focus:
Unit 2
Country:
Country:
Focus:
Focus:
support and develop children’s comprehension: before, Unit 1

Un i t 8
while and after the children watch the video.

Country:
Country:
Focus:
Focus:
7 The My virtual tours section inside My Passport

Unit 6
Country:
Focus:
reinforces the global context of the Virtual tours the 20

20
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21
21
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children have watched.

11

Lesson 9
2
Project Terminal A study guide
1
Students in your school need help to make a good study plan. In this project, you’re going to
create a study guide for your classmates and present it to the class.
Project Portfolio: Activity Book page 10

1 2
3
project stop project stop
3
• Work in a small group. • Read your list of study project stop
• Make a list of study problems from Project
Stop 1. • Make a study guide
problems students often
booklet from A4 paper.
have. • Think about how
you can solve these • Write tips for good study
• Ask your classmates what
problems. habits in it.
problems they have.
• Write a list of good • Plan how to present your
study habits. study guide to the class.
Present
• Practise your presentation. Presentation tip Making an entrance
• Present your study guide The way you enter the room or appear in front of your
to the class.
• Display your study guide
for your classmates to read.
audience is important.
• Take a deep breath.
• Stand up tall.
4
• Be confident.
• Remember to make a good exit, too!
You shouldn’t study in

a place with bad light.
You should find a quiet,

comfortable place.
21st
CENTURY
SKILLS Learner autonomy
Evaluation
5 1 Do you prefer to study alone or with friends?
2 Do you usually remember to study before
an exam?
• Which presentation was the most helpful?
• Are you going to use any of the study tips?
6
3 Are you good at studying? Which ones?
• Did you make a good entrance and exit?
14 Lesson 9 Presentation skills 21st century skills: learner autonomy
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Project Terminal C
This section brings together Project stops 1-3 with 5 At the end of each project, children are asked to reflect
an additional focus on 21st century skills and on their use of a 21st century skill by answering a series
peer-evaluation. of questions. Children see that they are learning more
than just language in order to prepare them for lifelong
learning and becoming citizens of the modern world.
1 The Project Terminal consolidates all of the three Project
stops which are found in lessons 2, 6 and 7 of each unit. 6 The Evaluation section helps children self and peer
Here the children also learn more about the learning evaluate their own and their classmates’ presentations
situation on which the project is based. with guided questions.
2 In the Activity Book, the Project Portfolio page provides
children with a space to collect all their notes, ideas and
plans for the project, which can be referred back to for
self and peer evaluation later on in this lesson.
3 Each of the Project stops is focused on in more detail with
extra help in order to guide children through the process
of bringing together for their project in a structured way.
4 The final step is the presentation itself. Children are
given guidance and a useful Presentation tip with
accompanying video to help improve their public
speaking skills. The video is presented by the level
characters and shows the characters trying out the tips
Activity Book page 10
for themselves.
Project Portfolio A STUDY GUIDE
My group
1
project stop Study problems:
2
project stop Good study habits:
3
project stop Presentation ideas and notes Presentation tip
Making an entrance
The way you enter the room or appear in
front of your audience is important.
• Stand up tall.
• Be confident.
10 Lesson 9 Project preparation A2 Flyers exam practice Unit review 11
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12

Unit review
1
Checkpoint
1 1 Read and complete. Choose a word from the box.
Exam tip Reading and Writing You don’t need to do the activity in order. Answer the questions you
find easy first. Remember that there are extra words.
3
carefully copy distract late
must pen sleep write
A lot of people can get worried

about exams, but you shouldn’t
worry. These simple rules can help
you to do your best and stay calm!
2 You must arrive on time for exams.

You mustn’t be (1) … . It’s good to
work hard, but you mustn’t stay up
all night studying. You should (2) …
well so that you can think clearly.
You must write your name on your
exam paper, and you must bring a
(3) … to write with.
Before you start the exam, you must read the questions (4) … . Make sure you
understand what you have to do before you start writing. During an exam, you
mustn’t (5) … other people’s work or look at notes. That’s cheating! And very
importantly, you must believe in yourself!
2 Choose the best title for the text in Activity 1.

Exam advice School rules Study tips
3 Listen and answer the questions. 1.11
Exam tip Speaking Don’t worry if you make a mistake, just try to correct it. Native speakers correct
their own mistakes too.
Do you listen to music

when you study?
No, I don’t.
4 MY PASSPORT PAGE 4 A2 Flyers exam practice Unit review 15
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Checkpoint
The unit trip ends here as the children show 4 The unit-by-unit self-assessment pages in My Passport
what they know! include two sections of Can-Do statements to help
the children assess their learning progress: the My
1 At the end of each unit, children are presented with a language trip page covers language goals and learning
series of exercises that review vocabulary and grammar strategies, and the My life skills page personalises the
presented in the unit. social and emotional and 21st century skills. There is a
strong focus on Learning to learn where children assess
2 Each of the activity types in both the Student’s Book and their personal progress and begin to understand their
Activity Book is based on the content of the Cambridge own learning style. Once children have completed the
A2 Flyers exam. Once children have completed Amazing self-assessment pages they can then complete the
Journey 5 and 6, they will have covered all parts of that My language and skills map. The gamification of this
exam and reached A2 exit level. self-assessment is achieved through a stickers and points
system, which is both motivating and fun.
3 Along with reviewing unit content, each activity also
includes an exam tip to help chldren tackle the various
parts of the Cambridge A2 Flyers exam.
Activity Book page 11 My Passport pages 2-5

1
Checkpoint
1
1 My language trip My life skills
1 Listen and draw lines. 5

Think: Evaluate your progress. My functional language and mediation skills
My language and skills map
11 I Ican
canask
askfor
forand
andgive
givestudy
studytips.
tips. 1 I can understand a video about asking for
Andrea Jack Daisy George
and giving advice.
22 I Ican
canuse
useshould
shouldand
andshouldn’t
shouldn’tfor
foradvice.
advice.
Uni
33 I Ican
cantalk
talkabout
aboutexam
examadvice.
advice.
2 I can ask for and give advice in English. t1
3 I can give basic information from texts
44 I Ican
canuse
usemust
mustand
andmustn’t
mustn’tfor
forobligation.
obligation.
and images.
55 I Ican
canunderstand
understandaatext
textabout
aboutschool
schoolsubjects.
subjects.
Uni
66 I Ican
canwrite
writeaadescription.
description.
Total / 15 t6
77 I Ican
canuse
useparagraphs
paragraphsin
inaatext.
text. My social and emotional skills
Uni Uni
Total / 35
1 I know why it is important to solve problems.
t3 t7
2 I can solve my own problems. Uni
t2
Observe: Look at your results. 3 I help others to solve their problems.
What did you do very well?

Total / 15
Ryan Oliver Frank What do you need to improve?
Emma
My 21st century skills

2 Read the conversation and choose the best answer. Reflect: Which learning tool helped you the most?
1 I know how to make an entrance when Uni
1 Katy: What’s the matter, Sam? You don’t look happy.
Listening activities Individual
Individualwork
work I start a presentation. t8
Uni
Sam:
Grammar tables Vocabulary
Vocabularyactivities
activities 2 I know how I like to study.
t5
2 Katy: You shouldn’t worry! It’s just a short test.
Sam: Speaking activities Reading
Readingactivities
activities 3 I can talk about study styles in English.
Uni
3 Katy: You should ask your teacher for help. Can I see your Maths book? Teacher time Pair/group
Pair/groupwork
work t4
Total / 15
Sam:
Videos Digital
Digitalactivities
activities
4 Katy: Oh, I remember this. We did it last year. I think I can help you.
Writing activities Other
Other Unit total / 80
Sam: Count your unit totals
44 55
0-50 points = no sticker
a I know, but I just find it so difficult. d Thanks, Katy. You’re a star! 51-70 points = unit sticker
b Sure! Here it is. e I’m really worried about my Maths exam. 71-80 points = gold sticker
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c Hello Katy, how are you? f I get distracted easily.
22 33
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Teacher's Resources Unit and Term test

13

Terms 1, 2 and 3
Term 3
Our trip to the USA landmarkS
1 BEFORE YOU WATCH Answer the questions in a group.
1 What landmarks do you know in your country?
Term 2
2 Do you know any landmarks in the USA?
3 Would you like to visit them? Our trip to the USA people
2 WATCH Where in the USA are these six places?
TheThe
White House
White House
1 BEFORE YOU WATCH Answer the questions with a classmate.
1 Do you know any famous people from the USA? Grand Central Terminal
21st Term 1
2 Why are they famous?
3 Would you like to meet them? Our trip to the USA
4 foodFind out more about landmarks in the USA. RESEARCH
Cultural awareness:
Think about why these
places are important for
CENTURY
SKILLS
Use the internet or the library to research a famous landmark

2 WATCH Why are these six people famous? American people.
in the USA. Make notes about:
Respect for the planet: Think
1
• Where it is • Who made it and when
1 BEFORE YOU WATCH Answer the questions in a group. about how tourists affect
• What it looks like • What you can do there landmarks.
1 What American foods do you know?
2 Do you sometimes eat American food? 5 CREATE Prepare a travel show about landmarks in the USA.
Hollywood sign
3 How is American food different to the food in your country? 1 In your group, write a travel showMichael Jordan
about your landmark.
2 Presentation tipS
Golden Gate Bridge
2 WATCH What did you learn about these six dishes? 2 Choose roles for the members of your team: the presenter, Amelia Earhart Beyoncé
Would you like to try them? a tourist, an expert, etc. peanut butter
3 AFTER YOU WATCH Read and complete.
Empire State Building
4 RESEARCH Find out more about people
3 Collect any materials you need. Remember
from thehowUSA.
to control your
nerves. Don’t forget to plan the Appreciating diversity:
21st
CENTURY
been don’t has haven’t if just visited visits 4 Practise your travel show. Use the internet or the library to research a famous Think about what makes
ending too. person chocolate chip cookies SKILLS Key lime pie
from the USA. Make notes about: your person different.
6 PERFORM Perform your travel show for the class.
4
• Where they are from • What they do (or did) Problem solving: Think about
Dear Michelle,
Benjamin Franklin
Reese Witherspoon Neil Armstrong
• When they were born
4• RESEARCH Find
Why they are out more about food
special in the USA.
problems that could occur and Learner autonomy: 21st
how
Use the internet or the library to research to solve
food in thethem.
USA. Make sure you understand CENTURY
SKILLS
I’m so excited that you’re 3coming to New
AFTER YOUYork!
WATCHLet’sRead and write the correct form of the words.
plan some 5 CREATE Prepare an interviewChoose with aonefamous American.
dish and make notes about:Autonomy: Plan the best way your role and task.
fried green tomatoes
activities, because if you (1) … buy tickets in advance, you have to wait 1 In pairs, use your notes to write an interview. to complete your task.
5
• The ingredients • Where and when it was invented Critical thinking: Choose the
in long queues! Prepare
Today questions
we’re at the and answers. most interesting information.
• How to make it • Interesting or fun facts
Everyone (2) … Times Square when they arrive but I prefer The High 2Washington
Decide whoMonument.
is going to be the interviewer and who is
Citizenship: Think about how
Line. It was a long train track, but now it’s a garden. (3) … you walk
hot dogs
jambalaya
going to be the famous person.5 CREATE Prepare a TV programme about food in the USA. Presentation tiPS American food is similar or
along it, you get great views of the city. I have (4) … there three 3 Collect any materials you
I’m excited to need.
1 Choose roles for the members of your team: the presenter, different to your country’s.
Think about how you move your
times this month! A new exhibition of art made from recycled plastic hasSacagawea was a Native American woman who helped 4 Practise yourlook
interview.
around! a chef, a restaurant owner, a customer, etc.
hands, your legs and how you can
(5) … started at The Met, that’s an art museum. I haven’t (6) … it, explorers
but cross America
3 AFTER YOU WATCH Read and choose. a long time ago. She was born 2 Use your notes to write a TV programme about food in the USA.
use your voice.
6 PERFORM Perform your interview for the class.
I would like to go. around 1788 in the north of America. 3 Collect any materials you need.
My friend Alex (7) … been on an interesting boat tour on the Hudson Meriweather Lewis and William Clark were explorers, they
4 Practise your TV programme. Presentation tipS
River. I (8) … sailed on a boat before, so we should do that too! were (1) … (investigate) America. They (2) … (not have) Remember to make a good entrance,
Nice to
6 meet you, Perform your TV programme for the class.
PERFORM
maps and Subject:
they (3) …Hi(can
fromnot)
thespeak
USA! with the Native plan how to start and use clear notes.
Tom Cruise!
3
What do you think? American people. Sacagawea could speak different It’s a pleasure
Hi Kerry!
7
Nicky languages very (4) … (good). Because of Sacagawea, the to be here.
I’m having a fantastic time in the USA! The (1) best / better thing is the This is Troy, the chef at In my restaurant we make I come here every
Statue
explorers (5) … (can) talkof
toLiberty
other Native American people Chigago Burgers restaurant! the best cheeseburgers
food! There are (2) lot / lots of great places to eat near our hotel. week. It’s the best
and travel more (6) … (peaceful). in the USA! restaurant in town!
There (3) are / aren’t any foods I don’t like! I think that everyone
The journey was very
(4) should difficult
/ mustn’t try and Sacagawea
jambalaya! It’s a wasn’t
bit spicy but it’s amazing! And
90 Our trip to the USA: Landmarks (7) … (ride)
‘friedagreen
horsetomatoes’
like Lewissound
and Clark. She
weird, I like themMY
butwas (5) PASSPORT
PAGE 24
most / more than red Our trip to the USA: Landmarks 91
(8) … (walk) and carrying
tomatoes. her baby
You (6) must in a bag
/ shouldn’t beon her back!
careful when you eat them though,
sometimes they’re very spicy!
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amazing desserts,
5:58:30 PM too. Mum
ES0000000068203 849766 AJ5says that Key
SB_U8_129635.indd 91 lime 7/13/2022 5:58:35 PM
pie isn’t as delicious (8) than / as apple pie. She likes hot apple pie with a
(9) few / little ice cream. I’m going to buy you some cookies as a present,
how (10) many / much packets do you want?
68 Our trip to the USA: People MY PASSPORT PAGE 23 Our trip to the USA: People 69
Love, Alex Reply
36 Our trip to the USA: Food MY PASSPORT PAGE 22 Our trip to the USA: Food 37
6 8
USA
Our trip to the USA

In addition to the Virtual tours in each lesson 8, after 5 Children are reminded of the 21st century skills they
units 3, 6 and 8 there is an exciting opportunity to have developed during the term as they complete the
learn more about food, people and landmarks in the research, creation and presentation of their material.
USA. Level 3 and 4 focus on countries in Europe and 6 Using their research, children create material which will
in Levels 5 and 6 the countries are further afield. be used as part of a presentation to the rest of the class,
again further developing children’s public speaking
1 Children are presented with exciting visuals to stimulate skills.
interest, draw on their own knowledge of the topic and
expand their intercultural awareness.
7 Each of the three Our trip to… sections culminates in an
oral presentation which brings together all the language
2 A video presents the topic and the country in focus, giving and skills developed over the course of the term.
children an exciting intercultural experience.
8 The Our trip to… section of My Passport brings together
3 In order to practise and fine tune children’s viewing skills, and personalises the children’s deeper cultural
watching the video is an active process with accompanying understanding of the specific English-speaking country
activities which help to focus their attention. of the level. It also includes step-by-step guidance for
self-assessment and peer evaluation.
4 Children are then asked to investigate further, in small
groups, one particular area of the topic. Here children
have the opportunity to develop their information literacy
using either digital methods, such as the internet, or more
conventional methods, like the local or school library.
My Passport pages 22-24
Our trip to the USA OurOtruip

r ttroipthtoe tUhSeAUSA Our trip to the USA
Food Food People Landmarks

My group My group
My group My group
Name: Name: Task: Task: Name: Name: Task: Task: Name: Task:
We made
Wea made
TV programme about about
a TV programme . . We interviewed
We interviewed . . We made a travel show about .
Teamwork reflection Teamwork

Teamwork
reflection
reflection Teamwork reflection
• Something
• Something
I did well:
I did well: • Something
• Something
I did well:
I did well: • Something I did well:
• Something
• Something we did well:
we did well: • Something we did well:
• Something we did well: • Something we did well:
• Something
• Something I can improve:
I can improve: • Something I can improve:
• Something I can improve: • Something I can improve:
• Something
• Something we can improve:
we can improve: • Something we can improve:
• Something we can improve: • Something we can improve:
Self-assessment Self-assessment
1 What1I liked
Whatbest
I liked
about
bestthis
about
topic:
this topic: 1 What1I liked
Whatbest
I liked
about
bestthis
about
topic:
this topic: 1 What I liked best about this topic:
2 Something
2 Something
interesting I learnt: I learnt:
interesting 2 Something
2 Something interesting
interesting I learnt: I learnt: 2 Something interesting I learnt:
3 How I3found
Howthe information:
I found the information: 3 How I3found
Howthe
I found the information:
information: 3 How I found the information:
4 A food
4 from thefrom
A food USAthe
I would
USA like to eat
I would is:to eat is:
like 4 Afrom
4 A person person
thefrom
USAthe USA like
I would I would like to
to meet is: meet is: 4 A landmark in the USA I would like to visit is:
22 22 23 23 24
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14

More practice
ON ON
THE
WAY
Communication Commu
nication THE
WAY
1
Unit 1 • Student B Unit 3 • Student B
1 You have this information for Student A. Answer their questions. 1 You’re the waiter/waitress in a cafe. Help Student A.
Specials:
• After Student A orders, read the order back to
AFTER-SCHOOL CLUBS them to check it.
carrot soup
veggie burger
Monday Tuesday Wednesday Thursday Friday
Yes, of course. Here you are. Sandwiches
cooking club music club photography club art club drama club
ham
egg
OK, so let me check
your order. You’d like … .
Pizzas
vegetable
2 Now you’re a customer in a cafe. Student A is the pepperoni
What sort of things Why don’t you join
… on Monday? How about … ? waiter/waitress.
do you like doing?
Drinks
• Tell them you are allergic to eggs. water
2 Now ask Student A for some advice. You want to try a new sport. • Order some food and a drink. orange juice
• You like football, table tennis and tennis. • You’re only free on Mondays and Thursdays.
Can I see the Does the … have eggs in
I want to try a new menu, please? it? I’m allergic to eggs. Could I have … , please?
sport. What should I do? I like … . I’m not free on … . That’s a good idea!
Unit 2 • Student B Unit 4 • Student B

1 You have this information for Student A. Answer their questions. 1 You and Student B want to buy a present for your friend, Max. Student A is going
to make some suggestions.
• Listen and give two negative opinions and one positive opinion.
Yes, of course. How
many would you like? I’m not sure about that. No, I don’t
Star Cinema Yes. I think … is a great idea.
He doesn’t like … . think so.
adults: 10 euros
children: 5 euros It costs … for adults
and … for children. 2 Now, you and Student A are making
plans for the weekend.
• Make three suggestions for activities
Have a nice day! you can do.
How about going camping?
2 Now ask Student A about the swimming pool. You need to buy tickets for OK. Would you like to … ?
yourself, two friends and one parent.
Good morning. Can I I need ... children’s tickets Thanks for your help! Great. I’m looking
get … tickets, please? and ... adult ticket, please. forward to it!
96 Mediation Mediation 97
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ence
Language refer Language refe
rence 2
1 Study tips Comparatives with as ... as shy
Unit 1
The sports centre is/isn’t big the museum. successful
Study tips as as
should and shouldn’t for advice ask for help
Children’s paintings are/aren’t good artists’ paintings. talented
I/You/He/She/It/ (don’t) do everything alone

should take notes. To say that two people, places or things are similar or different in some way
We/They (don’t) get distracted
we use as + adjective + as.
I/You/He/She/It/ go to bed early
shouldn’t worry. I think your painting is as good as a professional artist’s!
We/They (don’t) listen to music
make a study plan Hannah thinks Wimpy Kid isn’t as funny as Captain Underpants.
I/you/he/she/it/ Yes, I/you/he/she/it/
ask for help? pay attention
we/they we/they should.
Should take notes
I/you/he/she/it/
we/they watch TV?
No, I/you/he/she/it/
we/they shouldn’t.
(don’t) watch TV 3 Time to eat! Unit 3
(don’t) worry Food
We use should and shouldn’t with all subjects to give and ask for advice. Exam advice how much and how many avocado
There’s one pepper. cereal
Ed shouldn’t try to do everything alone. arrive on time
chocolate sauce
bring a pen How many peppers are there? There are four peppers.
Should I ask for help? Yes, you should. coffee
(don’t) cheat There aren’t any peppers.
cucumbers
must and mustn’t for obligation (don’t) copy
(don’t) distract others How much cereal is there?
There’s some cereal.
honey
There isn’t any cereal.
I/You/He/She/It/We/They must listen. ice cream
listen carefully
I/You/He/She/It/We/They mustn’t talk. peaches
read the instructions We use how many + countable nouns + are there to ask about quantity. To peppers
(don’t) talk answer, we use there is for one, there are for more than one, and there aren’t
We use must and mustn’t for obligation. watermelon
write your name any for none.
You must write your name at the top of the page. How many peaches are there? There’s one peach. But there are two apples. Recipes
The students must read the instructions. a pinch
We use how much + uncountable nouns + is there. When we want to say there
is an unspecified quantity of something uncountable, we use some. a scoop
2 Listen to your art Unit 2 How much ice cream is there? There’s some ice cream, but not much.
a spoonful
Adjectives 1
Comparative AND SUPERLATIVE ADJECTIVES bad Quantifiers flour
pancakes
boring
Adjective Comparative Superlative There are a few peaches. salt
cheap There are a lot of / lots of grapes.
1 syllable Add er Add est dark There’s a little flour.
cheap cheaper the cheapest expensive mix
There’s a lot of / lots of honey.
1 or 2 syllables ending in Remove y, add ier Remove y, add iest good pour
consonant + y horrible toss
With a small quantity of countable things, we use there are a few. But with
silly sillier the silliest light weigh
a small quantity of uncountable things, we use there is a little.
1 syllable ending in Double the consonant Double the consonant modern
There are a few strawberries and there’s a little yoghurt.
vowel + consonant and add er and add est silly
weird We use a lot of or lots of for large quantities of countable and uncountable things.
big bigger the biggest
2+ syllables Use more Use the most There are a lot of pancakes and there’s lots of honey.
Adjectives 2
expensive more expensive the most expensive
creative
Irregular exciting
bad worse the worst funny
inventive
The painting in the living room is bigger than the painting in the kitchen. lovely
This museum has the most expensive sculptures in the world. popular
My dad thinks pop music is worse than rock music.
100 Language reference: Grammar and vocabulary Language reference: Grammar and vocabulary 101
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More practice
At the back of the Student’s Book children will find: LanguLaagnegrueafe

rence rence
ge ref LanguLaagnegrueafg
ereernecfe rence
1 Study tips Unit 1 8 Our planet Unit 8
1
Study tips Helping the environment
should and shouldn’t for advice ask for help Zero Conditional donate
Communication activities per unit linked to the On the

(don’t) do everything alone pick up
I/You/He/She/It/ Action Consequence
should take notes. plant
We/They (don’t) get distracted If you recycle, you help the planet.
go to bed early recycle
I/You/He/She/It/ If you don’t turn off lights, you waste energy.
shouldn’t worry. reduce
We/They listen to music
If you travel by bike, you don’t pollute the air.
I/you/he/she/it/ Yes, I/you/he/she/it/ make a study plan Materials
ask for help?
we/they we/they should. pay attention
way section of lesson 4 – Functional language. Each of

We use zero conditional sentences to talk about consequences of events or cotton
Should
I/you/he/she/it/ No, I/you/he/she/it/ take notes glass
watch TV? actions. We put if before the action, then a comma and the consequence.
we/they we/they shouldn’t. (don’t) watch TV gold
If everyone helps, we can reduce climate change.
(don’t) worry leather
We use should and shouldn’t with all subjects to give and ask for advice.
Exam advice Zero Conditional word order metal
paper
Ed shouldn’t try to do everything alone. arrive on time Action Consequence Consequence Action
plastic
the activities practises a mediation strategy.

Should I ask for help? Yes, you should. bring a pen If I help, I feel proud. I feel proud if I help.
➜ rubber
(don’t) cheat
must and mustn’t for obligation (don’t) copy
When I upcycle, I feel happy. I feel happy when I upcycle. silver
wood
I/You/He/She/It/We/They must listen. (don’t) distract others We can also use when in Zero Conditionals, and we can change the order of
I/You/He/She/It/We/They mustn’t talk. listen carefully the sentence.
read the instructions We save money too when we recycle.
We use must and mustn’t for obligation. (don’t) talk When we recycle, we help the planet.
You must write your name at the top of the page. write your name
2
The students must read the instructions. 1 Continue the chain of zero conditional sentences.
Complete Language reference per unit. Along with a

1 If you don’t get enough sleep, you feel tired.
1 Order the sentences.
2 If you feel tired, , .
1 should / you / class / attention / in / pay
2 take / should / notes / I / ? 3
3 shouldn’t / she / no 4
list of the key vocabulary from each unit, children will

4 music / study / they / loud / with / shouldn’t
5
5 bed / get / he / early / to / should
2 Complete the sentences for you.
2 Use must and mustn’t and the words to complete rules for the library.
1 If it’s cloudy when I wake up, I .
be bring have listen write
also find expanded explanations of the target grammar

2 When I do well in a test, .
1 You a library card to borrow books from the library. 3 After school, I like it when .
2 You to music. 4 I always help my friends if .
3 You quiet.
focusing on both form and use. The Activity Book also

4 You in the books.
5 You bring the books back before the date indicated.
provides extra practice activities. ES0000000068205 849788_AB5_Language reference_131130.indd 88 8/1/2022 5:05:09 PM ES0000000068205 849788_AB5_Language reference_131130.indd 95 8/1/2022 5:05:49 PM
15

Methodology map
Take a look at the Amazing Journey website for complete information on how to implement
each methodology in your classroom; amazingjourney.richmonddigital.eu
Digital teaching
Getting the best and the most from
Richmond’s extensive digital material:
Teacher’s i-solutions for the classroom
Videos
Teacher’s i-book Over 400 videos providing
Game generator support for:
Student’s i-book Vocabulary and grammar
Student’s interactive practice presentations
Digital Student’s Book for platform use Songs and chants Levels 1-3
Digital Activity Book for platform use Phonics Levels 1-3
Animated stories Levels 1-4
Culture lessons
Functional language Levels 5-6
Presentation tips Levels 5-6
Viewing skills
Developing the ‘fifth skill’ of More than 100 animated
visual communication efficiently grammar presentations included!
and effectively. Levels 3-6
Project-based
learning
Flipped learning Combining linguistic, higher-order
thinking and soft skills in a meaningful
Changing the order in which new task based on a real-world situation.
material is presented to increase learner
autonomy and optimise classroom time.
Situation-based learning
Using children’s previous knowledge and skills
to solve real, everyday problems.
Presentation skills
Improving children’s confidence and
public speaking abilities using simple
techniques. 21st
21st century skills CENTURY
SKILLS
Using the 7 Cs to develop children’s
self-esteem and promote lifelong learning
habits and learner independence.
16

Key competences
for lifelong learning
Encouraging the development of
t interdisciplinary and transversal skills
required for lifelong learning.
Thinking skills
Setting children up to be
‘good thinkers’, able to make good
decisions and solve problems
effectively using Thinking tools.
OT I O NS
EM
Social and
emotional skills & V
ALUES
Understanding feelings and behaviour

and enhancing children’s motivation,
promoting wellbeing and mental health.
Plurilingualism
Helping children to make
Intercultural connections and understand
the importance of their mother
awareness tongue(s) whilst learning a
Developing valuable attitudes and foreign language.
transferable skills such as acceptance,
inclusion and equality by learning about
places around the world.
ON
Mediation
Sustainable Incorporating simple mediation
THE
W AY
Development Goals strategies into tasks as children develop

their communicative competence.
Constructing a better world by
caring for people and the planet through
17 interlinked global objectives.
Assessment
Highlighting opportunities for peer
and self-assessment as well as more
‘traditional’ teacher-led assessment.
Common European
Framework of Reference
for Languages
Describing language ability using an
internationally recognised standard to
ensure levels A1 to A2 are fully covered. Let’s go!
17

v vv
Contents
Vocabulary Grammar Functions
Starter
Starterpage
page4 4 Vocabulary
Vocabularyreview
review Questions
Questionsreview:
and
andfuture
future
review:present,
present,past
past Getting
Gettingtotoknow
people
people
know
Here
Herewe
wego!
go!
11 page
askfor
ask
page6 6 listen
forhelp,
help,do
listentotomusic,
doeverything
music,make
makea astudy
alone,get
everythingalone,
studyplan,
getdistracted,
plan,pay
distracted,gogototobed
attention,take
payattention, takenotes,
notes,watch
Shouldand
early, Should
bedearly,
watch Must
Mustand
shouldn’tfor
andshouldn’t
mustn’tfor
andmustn’t
foradvice
advice
forobligation
obligation
Asking
Askingfor
giving
forand
givingstudy
and
studyadvice
advice
S
Study
Studytips
tips TV,
TV,worry
worry Talking
Talkingabout
aboutexam
exam
arriveonontime,
arrive time,bring
bringa apen,
pen,cheat,
cheat,copy,
copy,distract
distractothers,
others,listen
listen advice
advice
carefully,
carefully,read
readthe
theinstructions,
instructions,talk,
talk,write
writeyour
yourname
name
Social
SocialStudies
StudiesSchool
Schoolsubjects
subjects
22 page
bad,
bad,boring,
page1616 silly,
boring,cheap,
silly,weird
weird
cheap,dark,
dark,expensive,
expensive,good,
good,horrible,
horrible,light, modern, Comparative
light,modern, Comparativeand
adjectives
adjectives
andSuperlative
Superlative Describing
Describing
and
andcomparing
comparing
T
Listen
Listento
to creative,
creative,exciting,
exciting,funny,
funny,inventive,
inventive,lovely,
lovely,popular,
popular,shy, successful, Comparatives
shy,successful, Comparativeswith
withasas……asas paintings
paintings
talented
talented Comparing
Comparingpeople
people
your
yourart
art and
andworks
worksofofart
art
Art
ArtPainting
Paintingtechniques
techniques
33 page
page26
avocado,cereal,
avocado,
26 ice
icecream,
cereal,chocolate
cream,peaches,
chocolatesauce,
peaches,peppers,
sauce,coffee,
coffee,cucumbers,
peppers,watermelon
watermelon
cucumbers,honey,
honey, How muchand
Howmuch
Quantifiers
Quantifiers
andHow
Howmany
many Talking
Talkingabout
quantities
aboutfood
quantities
food T
Time
Timeto
toeat!
eat! flour,
flour,pancakes,
pancakes,salt,
salt,a apinch,
pinch,pour,
pour,a ascoop,
scoop,a aspoonful,
spoonful,mix,
mix, Talking
Talkingabout
about
toss,
toss,weigh
weigh recipes
recipes
Science
ScienceFood
Foodand
andthe
thefive
fivesenses
senses
Our
Ourtrip
tripto
tothe
theUSA:
USA:Food
Food page
page36
36
44 page
page38
brought,
brought,built,
38 used,
used,wore
wore
built,enjoyed,
enjoyed,explored,
explored,invented,
invented,said,
said,sent,
sent,travelled,
travelled, Past
PastSimple
Simplewith
Couldand
Could
withago
ago
couldn’tfor
andcouldn’t forability
abilityinin
Talking
Talkingabout
past
pastwith
aboutthe
withagoago
the R
Grand
Grand games
gamesconsole,
console,laptop
laptopcomputer,
computer,microwave,
microwave,mobile
mobilephone,
phone, the
thepast
past Talking
Talkingabout
about
passenger
passengerplane,
plane,remote
remotecontrol,
control,sun
suncream,
cream,trampoline,
trampoline,vinyl
vinyl abilities
abilitiesininthe
thepast
past
inventions
inventions record,
record,zip
zip
Social
SocialStudies
StudiesInventions
Inventions
55 page
page48
48
attic,balcony,
attic, balcony,basement,
appear,disappear,
appear,
basement,garage,
garage,gate,
disappear,discover,
discover,follow,
gate,hall,
follow,hurry,
hall,roof,
roof,shed,
hurry,investigate,
shed,shelf,
investigate,remember,
remember,
stairs Past
shelf,stairs PastContinuous
Past
Continuous
PastContinuous
Continuousquestions
questions
Describing
Describingpast
actions
actions
past W
Let’s
Let’s search,
search,solve
solve Asking
Askingabout
aboutpast
past
actions
actions
investigate!
investigate! Social
SocialStudies
StudiesBeing
Beingeco-friendly
eco-friendly
66 page
page58
badly,
badly,beautifully,
58 slowly,
beautifully,fast,
slowly,well
well
fast,happily,
happily,hard,
hard,noisily,
noisily,peacefully,
peacefully,quietly,
quietly, Adverbs
Adverbsofofmanner
Comparative
manner
Comparativeand
andSuperlative
Superlative
Describing
do
Describinghow
dothings
things
howwewe T
How
Howwe
we cheetah,
cheetah,eagle,
eagle,kangaroo,
kangaroo,mole,
mole,peacock,
peacock,platypus,
platypus,polar
polarbear,
bear, adverbs
adverbs Comparing
Comparinghowhow
sloth,
sloth,swan,
swan,tortoise
tortoise things
thingsmove
move
move
move
Science
ScienceAnimal
Animalhomes
homes
Our
Ourtrip
tripto
tothe
theUSA:
USA:People
People page
page68
68
77 page
page70
been,
been,camped,
70 taken
camped,caught,
takenoffoff
caught,climbed,
climbed,drunk,
drunk,eaten,
eaten,landed,
landed,skied, swum, Present
skied,swum, PresentPerfect
Present
Perfect
PresentPerfect
Perfectwith
withjust
just
Talking
Talkingabout
aboutpast
experiences
experiences
past T
World
World chopsticks,
chopsticks,festival,
festival,field,
field,hill,
hill,market,
market,noodles,
noodles,postcard,
postcard,statue,
statue, Talking
Talkingabout
about
tea,
tea,temple
temple recent
recentpast
past
travellers
travellers experiences
experiences
Social
SocialStudies
StudiesGreat
GreatBritain
Britain
88 page
page80
donate,
donate,pick
80 upcycle
upcycle
pickup,
up,plant,
plant,recycle,
recycle,reduce,
reduce,repair,
repair,reuse,
reuse,save,
save,turn off, Zero
turnoff, ZeroConditional
Zero
Conditional
ZeroConditional
Conditionalword
wordorder
order
Talking
Talkingabout
about
consequences
consequences
A
Our
Ourplanet
planet cotton,
cotton,glass,
glass,gold,
gold,leather,
leather,metal,
metal,paper,
paper,plastic,
plastic,rubber,
rubber,silver,
silver, Focussing
Focussingononword
word
wood
wood order
order
Science
ScienceTheThewater
watercycle
cycle
Our
Ourtrip
tripto
tothe
theUSA:
USA:Landmarks
Landmarkspage
page90
90
Communication
Communicationpage
page92
92
Language
Languagereference
referencepage
page100
100
FF Fast finisher activities available

in the Teacher’s Book
18 18
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Virtual tour
Language in context 21st
E MOT IONS ON Writing CENTURY
SKILLS Project Unit review
& V TH
ALUES pronun ciation E WAY
Steven’s
Steven’sproblem
problem USA:
USA:Schools
Schoolsininthe
theUSA
USA AAstudy
studyguide
guide A2
A2Flyers
Flyers
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ice Solving
Solvingproblems
problems Learner
Learnerautonomy
autonomy Reading
Readingand
andWriting
Writingpart
part3 3
m
am Initials sblends
Initial blends Speaking
Speakingpart
part4 4
Asking
Askingfor forand
andgiving
givingadvice
advice AAdescription
description
The
Theart
artcompetition
competition England:
England:Tate
TateModern
Modern An
Anartartgallery
gallery A2A2Flyers
Flyers
Being
Beingpolite
polite Crtitical
Crtiticalthinking
thinking Listening
Listeningpart
part4 4
Hard
Hardand softthth
andsoft Reading
Readingand
andWriting
Writingpart
part2 2
e
ple AAcomparison
comparison
Buying
Buyingtickets
tickets
d
od The
Thecupcake
cupcakecompromise
compromise Canada:
Canada:Canadian
Canadianfood
food An
Anideal
idealrestaurant
restaurant A2A2Flyers
Flyers
Compromising
Compromising Citizenship
Citizenship Listening
Listeningpart
part2 2
Finals ssounds
Final sounds Reading
Readingand
andWriting
Writingpart
part1 1
Eating
Eatingatata arestaurant
restaurant AAreview
review
e Rapunzel’s
Rapunzel’sgreat
greatinvention
invention Scotland:
Scotland:Scottish
Scottishinventors
inventors An
Aninventor
inventor A2
A2Flyers
Flyers
Overcoming
Overcomingfrustration
frustration Appreciating
Appreciatingdiversity
diversity Reading
Readingand
andWriting
Writingpart
part5 5
ough
oughsounds
sounds Speaking
Speakingpart
part1 1
t
ast
Giving
Givingopinions
opinions AAblog
blogpost
post
What’s
What’sininthe
theattic?
attic? Wales:
Wales:Homes
HomesininWales
Wales AAsecurity
securityplan
plan A2
A2Flyers
Flyers
Recognising
Recognisingour ourstrengths
strengths Problem
Problemsolving
solving Reading
Readingand
andWriting
Writingparts
parts6 6
st Silent lettersh,h,t, t,ww
Silentletters and
and7 7
AAlabelled
labelleddiagram
diagram
Looking
Lookingfor fora alost
lostobject
object
e
we The
Thetortoise
tortoiseand
andthe
thehare
hare New
NewZealand:
Zealand:Animals
AnimalsininNew
NewZealand
Zealand AAwellness
wellnessleaflet
leaflet A2
A2Flyers
Flyers
Keep
Keeptrying
trying Autonomy
Autonomy Reading
Readingand
andWriting
Writingpart
part4 4
eaeasounds
sounds Speaking
Speakingpart
part3 3
AAfact
factfile
file
Asking
Askingforforand
andgiving
givingdirections
directions
t
ast The
Theplane
planejourney
journey UK:
UK:Islands
Islandsaround
aroundthe
theUK
UK AAtravel
travelbrochure
brochure A2
A2Flyers
Flyers
Overcoming
Overcomingyour yourfears
fears Cultural
Culturalawareness
awareness Reading
Readingand
andWriting
Writingparts
parts1 1
erersound
sound and
and2 2
AApostcard
postcard
Travelling
Travellingbybyplane
plane
AAvisitor
visitorfrom
fromspace
space Australia:
Australia:The
TheAustralian
Australianclimate
climate Green
GreenWeek
Weekcalendar
calendar A2A2Flyers
Flyers
Looking
Lookingafter
afterthe
theplanet
planet Respect
Respectfor
forthe
theplanet
planet Listening
Listeningpart
part3 3
d
ord ululsound
sound Speaking
Speakingpart
part2 2
Travelling
Travellingbybytrain
train Non-fiction
Non-fiction
Video Listening Speaking Interaction
Reading Writing Social and emotional skills
1919

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Each unit in this book takes you on an English Language Trip.
Are you ready? Let’s go!
My Learning Route
All aboard!
Here we go! Choose your
language
The first step of your language trip
Meet Ed, Hannah, Sophie and Danny in every unit. Fill your backpack with
as you check and review what you new language to help you on your way.
already know.
EM
OT IONS ON
Discover the
Language Bridge & V
ALUES pronun ciation TH
E WAY learning situation
A link between the key language presentations and plan the task
with focus on functional language. The bridge with your group.
also provides context for pronunciation and
mediation while developing your social
and emotional skills.
Get together
and research
everything you need for
Fasten your seatbelt! your project.
Add more language to your
backpack as you become
a more confident traveller.
Time to prepare Skills Station

your presentation Use all the new language in your
together. backpack to develop your reading,
writing and communication skills.
Virtual Focus on your viewing skills as you

tour learn about English-speaking countries.
Project Terminal
Bring together your work from Project
Stops 1-3 and present it to the class.
Improve your presentation skills and
evaluate your use of 21st century skills.
Language reference
At the back of your Student’s Book there is a complete
Language reference and a wordlist for each unit.
Checkpoint
Our trip to the USA The unit trip ends here.
After Units 3, 6 and 8 there is an exciting Show what you know!
opportunity to learn more about food,
people and landmarks in the USA.
Amazin g Journey
on an
that takes children es
language series n of narrativ
ey is a primaryre! Through a careful selectio children’s
Amazing Journ
e learning
adventu
age group,
emphasis is
on both the
English languag the ment.
relevant to skills develop
situations and their integral
s the
and learning e acquisition not only engage
in the course out their primary
English languag presented
of the content evolves with them through
5
progression
The level and fun but also
makes learning
Activity Book
children and ology behind

t of the method nce of:
education years. is at the forefron focus the importa
personal growth trip that brings into
’s all-round is an exciting skills
The children . Each unit • 21 Century
st
Amazing Journey • Thinking skills • Mediati on

skills ess t
emotional tural awaren self-assessmen
• Social and es • Intercul • Peer and
to learn strategi learning
• Learning • Project-based their
learning children develop s
• Collaborative es ensure the
ive resourc -speaking countrie a step further
along
and interact about English
The Activity Book provides consolidation of your language learning and further
n of videos they learn takes the children Passport works
A huge selectio literacy while This full-colo
ur booklet
Amazing Journey for learning
and digital journey. The
viewing skills . their learning as a learning tool and
a vehicle
and their cultures
simultaneously
FOR THE TEACHERfor the classroom reflection. t promote

Journey Passpor nce
of the Amazing Learning to learn compete
5
FOR THE STUDENT
ns The three sections y and develop
the
Teacher’s i-solutio
practice of skills, pronunciation and functional language.

ve teaching
and learning learner autonom
ways: visual
• Fully interacti in different a stimulati ng,
Student’s Book materials for
IWB use
form e and skills
map offers ’s achievem
ents
code to: plans in the My languag and the children include
Includes access step lesson the contexts ssment pages
i-book
• Step-by-
paths summary of nit self-asse children assess
• Student’s of learning of the level.
The unit-by-u to help the
routine poster statements
of Can-Do
• Videos • Interactive two sections
k
Act ivit y Boo
:
t answer key progress
plus Passpor • Interactive their learning
e trip page
covers
Activity Book r
The My languagand learning strategie
s.
code to: • Game generato lessons
Includes access support for
all
language goals
interactive
practice • Full video personalises
skills page skills.
My Passport focuses on the importance of learning to learn and encourages

• Student’s
5
The My life and 21 century
st
emotional
• Videos d Teacher’s Book the social and context of the
virtual
s to downloa s the global
al resource rds English-speaking
• Addition Digital Flashca tours reinforce on to various
pages and website My virtual have been
Scan the book videos available on
the course
tours the children
access all
audios and Teacher’s Audio countries. personalises
for mixed abilities together and
on the go! ’s Resources to… section
brings of a specific
self-assessment of language, skills and culture goals.

Teacher website The Our trip understanding
available on ’s deeper cultural
rt
the course
available on
My Pas spo
and videos also l the children country.
Student’s audio Grammar Channe
20
English-s peaking through
website Richmond grammar is achieved
the course than 100 animated self-assessment motivating
and fun.
Access to more tion of this which is both to reflect
presentations
included! The gamifica system, the children
points t encourages
IONS a stickers and of their
ING SOLUT Journey Passpor a visual souvenir
BLENDED LEARN
Book Digital
Activity Book The Amazing journey and
also creates
’s on their learning trip.
Digital Student content for
platform use
and trackable language learning
Fully interactive
European
covers Common as
Amazing Journey A1 to A2 as well
levels ions Pre-A1
Framework
English Qualificat
Cambridge A2 Flyers.
Movers and
Starters, A1 7:39:02
hmonddigital.eu
09/03/2022
amazingjourney.ric
1.indd 1
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JOURNEY 5
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Here we go!
Overview
Language objectives
Vocabulary Grammar Functional language
ur
e • Review general • Review Wh- questions • Getting to know people
vocabulary • Ask and answer personal questions in the simple past, present and future tenses
Skills objectives
Speaking Listening Reading Viewing
• Ask and answer questions • Listen to and comprehend a • Identify missing words from • See and hear the characters
about activities in the past dialogue a text introduce themselves and
and future • Follow a dialogue and • Read questions introduce the course content
• Ask and answer questions identify missing text • Read general vocabulary
using the simple present,
past and future tenses
Materials Video support

✓ Teacher’s i-solutions • All aboard! An introduction to the course characters and the
✓ Student’s Book Starter unit course content
✓ Student’s Book audio
✓ Teacher’s Resources: Diagnostic Test
Assessment criteria For ideas on how to exploit the

• The children can identify the new characters, follow a text and
course resources, see our Activity Bank
ask and answer questions in different tenses.
Key competences for lifelong learning Teacher’s i-solutions
Linguistic competence Fully interactive teaching and learning materials organised

Lessons 1-2 into step-by-step lesson plans in the form of learning paths
including:
Plurilingual competence Video support for all language presentations,
Lessons 1-2 functional language learning situations, presentation
skills practice and culture lesson
Mathematical competence and
Flipped learning dynamics
competence in science, technology
and engineering Teacher’s Resources
Lessons 1-2 Audio material and transcripts
i-flashcards
Digital competence Flashcard Bank
Lesson 1 Additional interactive games for whole-class
Personal, social and learning to learn content reinforcement
competence Interactive Routine poster
Lessons 1-2 Game Generator to create your own IWB games
to play with the children
Civic competence
Full access to more than 100 Animated grammar
Lessons 1-2 presentations on Richmond Grammar Channel
Entrepreneurship competence Use the Richmond i-tools to add your own material
Lessons 1-2 for the classroom by inserting notes and links. It is
Cultural awareness windows.
and expression competence Save all your teaching sessions to meet the needs of each
Lessons 1-2 individual class.
Starter overview 21
6:06:09 PM
Here we go!
Lesson 1
Here we go! S
Starter
4 Ask and answer. Write the names in your notebook.
All aboard!
Find someone who...
1 Listen and answer. 1.1
1 Who is new to the school?
2 Who is in class 5H?
3 Who are Hannah’s friends?
…plays the pia
2 Read and complete. no.
Listen and check. 1.2 …has got a younger
…walks to school.
What do When did
brother or sister.
…doesn’t like sharks.
Where did Who is Why did
Danny: (1) … you change schools,

Ed?
Ed: My mum got a new job,
so we moved house.
Hannah: (2) … you live before?
…wore trainers
Ed: We lived in London. TV
Sophie: (3) … you move here? …didn’t watch yesterday.
…drank milk for
Ed: On Saturday! yesterday. …went to the beach
breakfast.
Danny: Wow! (4) … you think of last summer.
our school?
Ed: I think it’s great!
Hannah
Hannah: Here we are! This is our Ed Sophie
classroom. (5) … our teacher? Danny
Sophie: It’s Mr Harris! Excellent! This is
going to be an amazing year! listen to
play …is going to
…is going to d. music tonight.
3 Ask and answer. the weeken
…isn’t going to have a football at …is going to study
What did you do yesterday? What are you going to do tomorrow? shower tonight. tomorrow.
What did you do yesterday?

Do you like sharks?
I went to the park. What are No, I don’t. Did you
you going to do tomorrow? go to the beach
Yes, I did. Are you last summer?
I’m going to play a video game. going to listen to
music tonight?
No, I’m not.
4 Lesson 1 Getting to know people Questions Lesson 2 5
22 Lesson 1

Starter S
Lesson 1 Objectives Fast finishers The children write their answers
See and hear the course characters to the questions from Activity 3.
Introduce the course content
Review Wh- questions
Listen to and comprehend a dialogue Initial evaluation
Identify missing words from a text Say some true or false statements about the lesson, for example:
Follow an audio and identify missing text Hannah is new to the school. They are in class 5H. Ed’s dad got a
Ask and answer questions about activities in the past and future new job. Ed is taller than Danny. Ed lived in New York. Danny talked
to Ed first. Their teacher is called Mr Harris. Ed moved on Monday.
Materials The children show thumbs up for true statements and thumbs down
for false ones. Invite volunteers to correct the false statements.
✓ Teacher’s i-solutions
✓ Student’s Book audio Student’s Book video transcript
Warmer Meet the characters

Introduce yourself and say one or two things about yourself. Hannah: Hi, I’m Hannah. Let’s meet my classmates! We go to
For example, My name’s (Mr Smith). I went to France in the Greenwood School together.
summer. I like painting. Invite all the students to do the same. Danny: Hello, I’m Danny.
Then ask volunteers to say what the other children said; model Sophie: Hey, Sophie here.
an example, point to a child and say: His name’s Carlos. He likes Ed: Hi there, my name’s Ed.
playing chess. The child confirms or corrects it. All: And this is our amazing journey.
Ed: On our trip, we’re going to talk about…
Meet the characters Hannah: Study tips and exam advice!
Play the first part of the video to introduce the course characters: Ed: Art and interesting people!
Ed, Hannah, Sophie and Danny. Play the rest of the video all the Sophie: Food and recipes!
way through to see what they will be learning about. Play it again Danny: Important inventions!
and then ask them to remember as many of the topics as they can. Hannah: Investigating at home!
List them on the board and then play through once more to check. Ed: How bodies move!
Sophie: Travelling and experiences!
Danny: And helping the planet!
All: See you later!
Focus the children’s attention on the photos. Elicit descriptions
of the four children with a variety of questions: What is Sophie
wearing? What colour is Sophie’s hair? Who is the tallest? Student’s Book audio transcripts
Who is wearing shorts? Encourage the children to answer in
complete sentences. Play the audio all the way through. Elicit 1.1 Listen and answer.
the answers. Play the audio again. Ask: What does Hannah Hannah: Hello. Are you OK? You look a bit lost!
say about 5H? Which is the friendliest class in our school? Ed: Erm… Yes… it’s my first day at this school. My name’s Ed.
Encourage the children to talk about their class. Hannah: Hi, Ed. My name’s Hannah. Welcome to the school!
Ed: Hi, Hannah! Thanks!
Answers Hannah: Which class are you in?
1 Ed 2 Ed, Hannah, Sophie and Danny 3 Sophie and Danny Ed: Let me look. Erm... I’m in class 5H.
Hannah: 5H? You’re in my class! That’s great! It’s the friendliest
2 Read and complete. Listen and check. 1.2 class in the school!
Establish how the children are expected to set out written Ed: Brilliant!
answers in their notebook. Invite a volunteer to read the first line Hannah: Come and meet my friends. They’re in our class too.
of the dialogue. Elicit the words from the wordpool that fit the Look, there they are! This is Sophie and this is Danny.
gap. Have the children work through the rest of the dialogue Ed: Hi, I’m Ed.
individually or in pairs. Play the audio to check, pausing as Sophie: Hello!
needed. The children practise the dialogue in groups of four. Ask Danny: Hi, Ed! Come on, let’s find our classroom!
questions, for example, Why did Ed change schools?
1.2 Read and complete. Listen and check.
Answers Danny: Why did you change schools, Ed?
1 Why did 2 Where did 3 When did 4 What do 5 Who is Ed: My mum got a new job, so we moved house.
Hannah: Where did you live before?
3 Ask and answer. Ed: We lived in London.
Sophie: When did you move here?
Ask volunteers to read the example questions. Ask Which
Ed: On Saturday!
question asks about the (past/future)? Invite children to read
Danny: Wow! What do you think of our school?
out the speech bubbles. Have the children ask and answer the
questions with a partner. Call on individual children to tell you
Hannah: Here we are. This is our classroom. Who is our teacher?
their partner’s answers: What did (Clara) do yesterday? What is
Sophie: It’s Mr Harris! Excellent! This is going to be an amazing year!
(Sam) going to do tomorrow?
Lesson 1 23

Here we go!
Lesson 2
Here we go! S
Starter
4 Ask and answer. Write the names in your notebook.
All aboard!
Find someone who...
1 Who is new to the school?
2 Who is in class 5H?
3 Who are Hannah’s friends?
…plays the pia
2 Read and complete. no.
Listen and check. 1.2 …has got a younger
…walks to school.
What do When did
brother or sister.
…doesn’t like sharks.
Where did Who is Why did
Danny: (1) … you change schools,

Ed?
Ed: My mum got a new job,
so we moved house.
Hannah: (2) … you live before?
…wore trainers
Ed: We lived in London. TV
Sophie: (3) … you move here? …didn’t watch yesterday.
…drank milk for
Ed: On Saturday! yesterday. …went to the beach
breakfast.
Danny: Wow! (4) … you think of last summer.
our school?
Hannah
Hannah: Here we are! This is our Ed Sophie
classroom. (5) … our teacher? Danny
Sophie: It’s Mr Harris! Excellent! This is
going to be an amazing year! listen to
play …is going to
…is going to d. music tonight.
3 Ask and answer. the weeken
…isn’t going to have a football at …is going to study
What did you do yesterday? What are you going to do tomorrow? shower tonight. tomorrow.
What did you do yesterday?

Do you like sharks?
I went to the park. What are No, I don’t. Did you
you going to do tomorrow? go to the beach
Yes, I did. Are you last summer?
I’m going to play a video game. going to listen to
music tonight?
No, I’m not.
4 Lesson 1 Getting to know people Questions Lesson 2 5
24 Lesson 2

Starter S
Lesson 2 Objectives
Read questions
Ask and answer questions using present, past and future tenses
Materials
✓ Teacher’s Resources: Diagnostic Test
Warmer
Divide the class into two teams. Say a Wh- question word to
one of the teams. They need to make a question and choose
a person in the other team to ask it to. Continue with the other
question words, alternating between teams. Teams get points
for correct questions and answers.
4 Ask and answer. Write the names in your

notebook.
Write on the board … has got two brothers. Elicit what question
we need to ask to find someone who … . Write the question on
the board Have you got two brothers? and answer it yourself.
Write … plays basketball. Elicit the question Do you play
basketball? Remind the children that they need to look at the
verb to decide what question to ask. The top row is the Present
Simple. Make sure the children note that the verb is a bare
infinitive (without the s).
Do the same with the second and third rows, pointing out that
they need to use the Past Simple and Future with going to in
their questions. If the children are not confident with the question
forms, practise a few more examples. You can also elicit all the
questions and write them on the board first.
The children then walk around the class asking the questions to
find someone who fits the sentences in the activity. If you want
to make the activity shorter, have the children choose just two
questions to ask from each row. When most children have found
a person for each question, elicit answers from the class.
FF Fast finishers The children write three things

that they learned about their classmates.
Final evaluation
Write true and false statements about yourself on the board, for
example: I’ve got a blue car. I’m going to go dancing tonight.
I went to France in the summer. I play the guitar. Ask which ones
the children think are true, and which ones are false. Have the
children work with a partner to write questions to check if they
are right. Go around the room and check their question forms as
they do. Invite volunteers to ask you the questions and find the
true statements.
Diagnostic Test
Lesson 2 25

1 Study tips
Overview
Language objectives
• Learn study tips: ask for help, do everything alone, • Use should and shouldn’t for advice • Asking for and giving study
get distracted, go to bed early, listen to music, make • Use must and mustn’t for obligation advice
a study plan, pay attention, take notes, watch TV, • Talking about exam advice
worry Recycled grammar
• Learn exam rules: arrive on time, bring a pen, cheat, should, shouldn’t Learning situation
copy, distract others, listen carefully, read the starting at a new school
instructions, talk, write your name
Recycled vocabulary
daily activities, after-school activities
Skills objectives
Speaking Listening
• Ask and answer about study tips • Hear key language within a dialogue
• Ask for and give study advice • Match spoken language to images
• Discuss the value from the story • Listen to and follow a text
• Discuss school clubs • Follow the narrative of a story
• Ask for and give advice in a guided pair work activity
• Talk about exam advice and school rules Viewing
• Discuss school subjects
• Discuss information from the video • See and hear key language in context
• Present a study guide • Watch and listen for specific phrases
• Watch and listen for specific information
• Learn about schools in the USA
• See incorrect and correct ways to make an entrance when
Reading giving a presentation
• Read and understand key language
• Read and comprehend a text Writing
• Read and show comprehension of a story
• Identify missing words from a text • Write a list of class rules
• Answer questions about a text • Write a list of tips to create a study guide booklet
• Cross-curricular link: Social Studies • Write a descriptive text about school
Learning to learn Assessment criteria

The children self-evaluate their learning progress.
• All aboard! The children can identify study tips and give
advice about them using should/shouldn’t.
Social and emotional skills
The children identify and reflect on how to solve problems. • Language Bridge The children can understand the story,
identify cognates, discuss how to solve problems, pronounce
initial s blends and also follow a video, identify key phrases
Pronunciation and then use them to ask for and give advice.
pronunciation The children hear and pronounce s blends.
• Fasten your seatbelt! The children can identify exam rules
Mediation and explain them using must/mustn’t.
The children relay specific information • Skills Station The children can identify and discuss school
and summarise and explain a text.
subjects, extract information from a video and write a
description of their school.
Project learning situation
The children make a study guide for the children • Project The children can work in groups to follow instructions
in your school. to make a study guide and prepare a presentation of it, then
peer and self-evaluate the project-making process.
21st 21st century skills
CENTURY Learner autonomy: The children recognise
• Checkpoint The children can complete activities based on
SKILLS
and understand personal learning styles. A2 Flyers Reading and Writing and Speaking.
26 Unit 1 overview

✓ Teacher’s i-solutions • All aboard! An introduction to vocabulary and grammar 1
✓ Student’s Book Unit 1 in context
✓ Student’s Book audio • Functional language The course characters use the
✓ Activity Book Unit 1 language in an everyday context
✓ Passport • Fasten your seatbelt! An introduction to vocabulary
✓ Digital Flashcards Unit 1 and grammar 2 in context
✓ Teacher’s Resources Unit 1 • Virtual tour Real-world video to develop viewing skills
in the context of a visit to an English-speaking country
Additional materials: • Presentation tip The course characters demonstrate
✓ Lesson 2 – two slips of paper per child how to do a good presentation
✓ Lesson 3 – a few sheets of paper See lesson notes for Flipped Learning dynamics.
✓ Lesson 7 – class’s timetable
✓ Project stop 3 – A4 paper
✓ Lesson 8 – a world map or globe

including:

functional language learning situations, presentation
Lessons 1-9
skills practice and culture lessons
Mathematical competence and Flipped learning dynamics

competence in science, technology Teacher’s Resources
and engineering
Lesson 8
i-flashcards
Lessons 1, 4, 5, 8, 9
Additional interactive games for whole-class
content reinforcement
Personal, social and learning to learn
Lessons 1, 2, 4-6, 9, Review Game Generator to create your own IWB games
Civic competence
Lessons 1, 2, 4, 6, 7, 9 Full access to more than 100 Animated grammar
presentations on Richmond Grammar Channel
Lessons 2, 6, 7, 9 for the classroom by inserting notes and links. It is
windows.
Cultural awareness and expression Save all your teaching sessions to meet the needs of each
competence individual class.
Lessons 3, 4, 7, 8
Unit 1 overview 27

1 All aboard!
Lesson 1
1 1
Study tips
All aboard!
Ed: Sophie, I feel a bit worried about being in a new class.
1 2
Ask for and give
study advice
4
5
Asking for and
Fasten your seatbelt! 6 6 Read again and choose the correct answer. Grammar Way should and shouldn’t for advice
Talk about 7 8
1 Ed should / shouldn’t worry about his new class. They should take notes.
exam advice
should.
10
7 Ask and answer.

Schools in the USA
3 Make a booklet get distracted go to bed early listen to music pay attention take notes Should I listen to
project stop ask for help do everything alone watch TV worry make a study plan music when I study?
project TerminAl 2 Listen and match. 1.3
Project stop 1
A study guide
Present your 3 Categorise the study tips. Say do or don’t.
1
1
Study tips
All aboard!
She worries.

1 2 3
She watches TV.


8
9 10
1 2 3
2 Lesson 1 Study tips Language reference page 88 should and shouldn’t for advice Lesson 2 3
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Activity Book answer key page 50

28 Lesson 1

Vocabulary and grammar 1 1
Lesson 1 Objectives 4 Ask and answer about the study tips.
Have volunteers read the speech bubbles and then divide the
Identify study tips class into pairs to discuss. Carry out a class discussion to find
Hear and see key language in context out which tips are the most useful and which are the biggest
Associate key words with images problems the students face when trying to study.
Say key language
Match spoken language to images Initial evaluation
Ask and answer about study tips
Display five of the flashcards for ten seconds, then ask the
children to write down which ones they saw. Check answers.
Materials Repeat with a different set. This can be played as a team game,
✓ Teacher’s i-solutions but make sure that everyone participates.
✓ Digital Flashcards Unit 1
Flipped Learning option

The children watch the video at home before the class.
They write the two things that Danny says he loves
doing – learning new things and watching TV.
Warmer
Print the Lesson 1 flashcards and word cards. Display the
flashcards on the board and have the students guess what is
happening in each one. Then display the word cards and get
volunteers to match them.
1 Watch the video. Do you have your own study

tips?
Let the children watch the whole video. Then as they watch
a second time, pause after the introduction of each tip for the
children to say what the person is doing. For each one they can
say if they do it themselves. After watching, ask the question
and discuss their answers.
For video transcript see page 49
Give the children some time to look carefully at the photos and
the words and try to match them. Play the audio and pause after
each one for them to check their initial answer. Play it again
without pausing.
Answers
1 take notes 2 ask for help 3 watch TV 4 pay attention
5 listen to music 6 make a study plan 7 go to bed early
8 do everything alone 9 worry 10 get distracted
For audio transcript see page 48
3 Categorise the study tips. Say do or don’t.

In pairs the students categorise the tips. On the board draw two
large squares, each with a heading: do, don’t. Invite volunteers
to write a tip in one of the squares; each time the rest of the
class can say if they agree or not.
Answers
do: go to bed early, pay attention, take notes, ask for help,
make a study plan
don’t: get distracted, listen to music, do everything alone,
watch TV, worry
Lesson 1 29

1 All aboard!
Lesson 2
1 1
Study tips
All aboard!
Ed: Sophie, I feel a bit worried about being in a new class.
1 2
Ask for and give
study advice
4
5
Asking for and
Fasten your seatbelt! 6 6 Read again and choose the correct answer. Grammar Way should and shouldn’t for advice
Talk about 7 8
1 Ed should / shouldn’t worry about his new class. They should take notes.
exam advice
should.
10
7 Ask and answer.

Schools in the USA
3 Make a booklet get distracted go to bed early listen to music pay attention take notes Should I listen to
project stop ask for help do everything alone watch TV worry make a study plan music when I study?
Project stop 1
A study guide
Present your 3 Categorise the study tips. Say do or don’t.
1
1
Study tips
All aboard!
She worries.

1 2 3
She watches TV.


8
9 10
1 2 3
2 Lesson 1 Study tips Language reference page 88 should and shouldn’t for advice Lesson 2 3
Activity Book answer key page 50 transcripts page 51

30 Lesson 2

Fast finishers The children write some tips for
Lesson 2 Objectives
Hear and read key language within a dialogue FF new students to their school using should and
shouldn’t.
Use should and shouldn’t for advice
Identify how to use should
Ask for and give study advice
Project stop 1
Materials
Divide the class into groups so they can work together on
✓ Teacher’s i-solutions this project. Give them time to read the learning situation at
✓ Student’s Book audio the top of page 14 and clarify anything to help understanding.
✓ two slips of paper per child Then let them read the whole page so they can see more
details about how to plan their work. They complete the
Project stop 1 section of the Project Portfolio.
Warmer
Put students into pairs with their books open on page 6. Say a Activity Book Project Portfolio page 10
study tip and ask them to write down the number of the photo.
Continue until you have said six tips. Then ask volunteers to Continuous assessment
read out the numbers for everyone to check.
Give each child two slips of paper. On one they write should and
on the other shouldn’t. Say a verb phrase about something they
5 Listen and read. What does Ed write in his should or shouldn't do and the children hold up the appropriate
notebook? 1.4 word and form the sentence: for example, ask for help (You
Play the audio several times so the children can follow in their should ask for help.), use a mobile phone in the classroom (You
book. Ask them to focus on the sentences with text in blue and shouldn’t use a mobile phone in the classroom.), speak French in
elicit the meaning of should. Ask what three things Sophie says English class, make friends with new students, etc.
Ed should do and three things he shouldn’t. The children read
the dialogue out in pairs.
Answer
He writes down everything Sophie said.

Ask volunteers to read out the correct phrases. Call out the
number of a sentence and the class call out should or shouldn’t.
Point out when pronouncing these words that the letter l is silent.
Answers
1 shouldn’t 2 should 3 should 4 shouldn’t 5 shouldn’t 6 should
Grammar Way
Ask volunteers to take turns reading out the sentences,
questions and answers. The children refer to the
Language reference. Highlight that we use should with
every subject without changing its form. Invite volunteers
to use the grammar table to give other example
sentences or questions.
Richmond Grammar Channel

Recommended animated grammar presentations
available on the Teacher’s i-solutions.
7 Ask and answer.

Point out the prompts and the model dialogue. Remind students
that should doesn’t change for a different subject. They ask and
answer in pairs. Ask questions for individual students to answer.
Lesson 2 31

1 Language Bridge
Lesson 3
Languag 1
Emotions and values
e Bridge Functional language
STEVEN' S PROBLEM ASKING FOR AND GIVING ADVICE

1 BEFORE YOU READ Answer the questions. BEFORE YOU WATCH
Which words look similar in your 2 What kind of clubs do you like to go to?
2 READ Read and listen. 1.5 language? Make a list and share.
1 Steven has got a Maths exam tomorrow. He 2 Steven goes to the living room to study
Hi Steven! I’m Steven! You should play with me! has lots of after-school clubs. Ed doesn’t
making a special know which to choose. He asks his new
chocolate cake with friends for advice.
strawberries. You
WATCH
Why … you …
room is too noisy. But he immediately gets distracted study. Problem solved!
and starts playing with Spot the cat. 4 Watch again and match the phrases to the people.

AFTER YOU READ
ON
his homework? 3 Do you solve problems alone or ask for advice? What do you Communication
What should I do?
How about
pronunciation
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Languag 1
Emotions and values
,
STEVEN S PROBLEM Asking for and giving advice
5 Why don’t
you e your advice?
d Steven studies in his bedroom. h Steven plays with the cat. 3 How about c you sugges 6 What
t? f join music club?

3 He wants to play the guitar. Your friend: I want to meet new people and learn something new.
4 He wants to watch TV with Max. What (1) ?
5 He wants to help Skye bake a cake. You suggest an after-school club: (2)
What’s (3) ?
a
b
c
to my homework.
d
pronunciation
4 Lesson 3 Story comprehension Social and emotional skills: solving problems Learning situation: choosing an after-school club Pronunciation: initial s blends Lesson 4 5

32 Lesson 3

Vocabulary and grammar in context 1
Lesson 3 Objectives Social and emotional skills
Understand the unit language in context Solving problems
Follow the narrative of a story The children should understand that everyone has problems,
Read and show comprehension of a story sometimes small and sometimes big, and that every problem
Identify and reflect on how to solve problems has a solution. They should also know who they can turn to
Hear and pronounce s blends for help. Teach and explain the saying ‘A problem shared is a
problem halved.’
Materials Write various problems on pieces of paper, for example: you
✓ Teacher’s i-solutions want a new game but you haven’t got enough money; your
✓ Student’s Book audio grandma has bought you a jumper but you don’t like it; you
have forgotten to bring your bag to school; you have broken
✓ a few sheets of paper
your brother’s new toy.
Put the students into groups. Give each group a problem and
Warmer have them decide a solution. Swap the problems and repeat
Discuss with the class their best tips for studying at home using until each group has discussed each one. Then go through
should and shouldn’t. Make a list on the board and have the the problems and invite each group to offer their solution and
children put them in order of importance for them. suggest who they can turn to for help.
1 BEFORE YOU READ Answer the questions.

Pronunciation 1.6
The children answer the questions in pairs, then invite
volunteers to share their answers. Review good study tips from Play the audio several times for the children to repeat. Elicit
the first lesson. the pronunciation practice for this lesson: s + consonant. Have
them look for other examples in the story (study, Skye, special,
2 READ Read and listen. 1.5 strawberries, smells, starts). Have a competition to see who
can say the sentence the fastest and with the most accurate
Play the audio as the children read through several times.
pronunciation.
Let them read the story individually without the audio. Ask
volunteers to explain the story in their own words. In groups of
five the children act it out.
pronun ciation
Pronunciation Activity Book page 5
Which words look similar in your language? Elicit other s blend words and practise saying them with an
emphasised sss, for example, snow, swim, sky, slow, speak.
Make a list and share.
Help the children to identify the pictures. Play the audio for
As a learning strategy, it is important for children to build mental
them to repeat several times. They complete the words.
bridges between their language and the one they are learning.
The children list words from the story which are similar to their Play a Word chain game: say a word, for example, spoon,
language. Review the lists as a class. then name a name a child to say your word and another,
for example spoon and skirt. Continue round the class until
AFTER YOU READ someone forgets or makes a mistake.
3 Answer the questions.

Fast finishers The children write a silly sentence
FF
The children answer in pairs. Ask other questions to check
comprehension. For example, Where is his sister? Why does he with s blend words, for example, It’s snowing and
go into the living room? What distracts him in the garden? Why Steven is swimming slowly.
can’t he play with the cat? Describe Steven’s family.
Continuous assessment
Answers
1 a chocolate cake with strawberries 2 drums and guitar The children close their books. Read out the story, but stop
3 quarter past six 4 in his bedroom in places for the children to say the next words, for example:
Steven has got a (Maths exam) tomorrow. Encourage different
children to answer each time or play as a team game.
4 Discuss with a classmate.
Elicit why the story is called Steven’s problem. Go through the
first two questions and ask the children to explain how they
know the answers. For question 3, invite volunteers to say what
problems they sometimes have and write them on the board.
In pairs, the children think about how to solve each one.
Answers
1 He has got homework to do but he keeps getting distracted.
He probably feels worried or stressed. 2 His mum gives him
advice. 3 Child’s own answer
Lesson 3 33

1 Language Bridge
Lesson 4
Languag 1
Emotions and values
STEVEN' S PROBLEM ASKING FOR AND GIVING ADVICE

Which words look similar in your 2 What kind of clubs do you like to go to?
1 Steven has got a Maths exam tomorrow. He 2 Steven goes to the living room to study
Hi Steven! I’m Steven! You should play with me! has lots of after-school clubs. Ed doesn’t
making a special know which to choose. He asks his new
chocolate cake with friends for advice.
strawberries. You
WATCH
Why … you …
room is too noisy. But he immediately gets distracted study. Problem solved!
and starts playing with Spot the cat. 4 Watch again and match the phrases to the people.

AFTER YOU READ
MEDIATION
ON
his homework? 3 Do you solve problems alone or ask for advice? What do you Communication
What should I do?
How about
pronunciation
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Languag 1
Emotions and values
,
STEVEN S PROBLEM Asking for and giving advice
5 Why don’t
you e your advice?
d Steven studies in his bedroom. h Steven plays with the cat. 3 How about c you sugges 6 What
t? f join music club?

3 He wants to play the guitar. Your friend: I want to meet new people and learn something new.
4 He wants to watch TV with Max. What (1) ?
5 He wants to help Skye bake a cake. You suggest an after-school club: (2)
What’s (3) ?
a
b
c
to my homework.
d
pronunciation
4 Lesson 3 Story comprehension Social and emotional skills: solving problems Learning situation: choosing an after-school club Pronunciation: initial s blends Lesson 4 5

34 Lesson 4

Functional language 1
AFTER YOU WATCH
Lesson 4 Objectives
Discuss school clubs 5 Read and say True or False. Correct the false
Watch and listen for specific phrases sentences.
Watch and listen for specific information Ask the children their opinion on the video: if they liked it, which
Ask for and give advice in a guided pair work activity character they like most, if it was easy to understand, who they
Mediation Relay specific information think speaks the clearest.
They complete the activity in pairs.
Materials
Answers
✓ Teacher’s i-solutions 1 True 2 False. Danny gives advice about skateboarding club.
3 True 4 False. Ed decides to join music club and skateboarding
Warmer club.
Ask the children what clubs there are in school or the local 6 Categorise the questions.
community. Classify them into sports, arts, education or any
Divide the class in two: one half asking for advice and the other
other category. Ask the children if there are any clubs that they
giving advice. Read out the phrases in random order and the
would like to go to but that aren’t available locally.
children raise their hands and say their category if it belongs to
them.
BEFORE YOU WATCH
Answers
1 Discuss with a classmate. Asking for advice: What do you suggest? What should I do?
The children discuss the questions with a partner. Do a survey to What’s your advice?
see which are the most popular clubs. Giving advice: I think you should try dancing. Why don’t you go
to music club? How about swimming?
MEDIATION
ON
The children read the introduction individually and look at

the video still. Ask questions: What is the setting? What is Ed’s TH
E WAY
COMMUNICATION
problem? How does he solve it? The children answer the first Divide the class into pairs and appoint each child as either
three questions in pairs. Check answers as a class. For question 4, Student A or B. The children go to their page and read
write guesses on the board to check after watching. through their role for part 1. Student A starts the conversation
Answers using the prompts and Student B continues using the prompts
1 The school has lots of different clubs. 2 He asks for advice and information. When they have finished, they read through
about which club to join. 3 Hannah, Danny, Sophie, Ed. part 2 and Student B starts the conversation.
4 Child’s own answer
WATCH
3 Complete the phrase that Danny uses FF Fast finishers The children write down from
memory which club each character goes to.
to invite Ed to join them.
After watching several times, the children identify the complete
phrase. They can practise using it with classmates. Play the Divide the class into four teams. Say a problem and the teams
video again and the children call Stop! when they see the exact think of advice. Each team presents their advice and you award
moment from the video still in their book. points for the most useful, funniest or best use of the language.
For example, I can’t sleep at night; what should I do? I have
Answer
some free time in the evenings; what do you suggest? I want to
Why don’t you come and talk to us?
make some new friends; what’s your advice?
4 Watch again and match the phrases to the people.

The children read the phrases. Play the video and when they
hear a phrase, they say Stop! for you to pause it so they can
answer. Play the video again and pause after each phrase
for the children to repeat, mimicking the intonation and
pronunciation.
Answers
Hannah: I think you should come to swimming club.
Danny: How about skateboarding club?
Sophie: Why don’t you join music club?
Ed: What do you suggest? What should I do? What’s your advice?
Lesson 4 35

1 Fasten your seatbelt!
Lesson 5

carefully, please.
1 2 3

Grammar Way
2 They … listen to Mr Harris carefully.
You must listen.
3 They … write their names on the exam.
4 They … read the instructions carefully. They mustn’t talk.
7 8 9
You mustn’t run
in the corridor.
1 2 3

4 5 6

know what to do.
8 Don’t be late.
1 2
You You
. .
a b c 3 4
You You
. .

d e f You must .
You must .
You mustn’t .
You mustn’t .
6 Lesson 5 Exam advice Language reference page 88 must and mustn’t for obligation Lesson 6 7
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36 Lesson 5

Lesson 5 Objectives 4 Tell Ed what to do and not do in an exam.
Explain that, like in Lesson 1, we add don’t to the phrases that
Learn exam rules
should be negative. Quickly read out each phrase from Activity
Hear and see key language in context
2 and the children nod their heads if they should do it and shake
Match spoken language to images
their heads if they shouldn’t. The children then work in pairs to
Associate key words with images
make statements for Ed.
Identify missing words from a text
Hear key language within a dialogue
Talk about exam advice
Materials
FF Fast finishers The children write three rules
about being in their bedroom.
✓ Teacher’s i-solutions Continuous assessment

✓ Student’s Book audio Tell the children to choose any three pictures from Activity 2 and
to write down the three numbers. Play Bingo by naming a rule
Flipped Learning option and if the children have it as one of their chosen ones, they put
a line through the number. Continue until someone has crossed
out their three rules and calls Bingo!
They list any three exam rules mentioned in the video.
Warmer
Discuss with the children how they feel before an exam:
nervous, worried or maybe excited. Then elicit why teachers
give children exams.
1 Watch the video. Do you worry about exams?

Let the children watch the video through. Then, as they watch
a second time, pause after each section so they can read and
repeat the text on screen. Ask the children the question about
exams. Discuss their answers and elicit what they can do so
they don’t worry.
2 Look and match. Listen and check. 1.7
Give the children time to do the activity before playing the audio
for them to check. Call out a number and ask individuals to say
what it is.
Answers
1 don’t talk 2 bring a pen 3 write your name 4 don’t copy
5 don’t cheat 6 read the instructions 7 arrive on time
8 don’t distract others 9 listen carefully
Give the children time to read the conversation silently. In pairs

they complete it before checking with the audio. Put them into
groups of three and assign a character to each child to read:
Ed, Sophie and Danny. When they have finished, ask volunteers
to read out the completed conversation or go around the room
with the children reading a sentence each.
Answers
1 arrive on time 2 bring a pen 3 listen carefully 4 read the
instructions 5 write your name 6 distract others 7 talk 8 copy
9 cheat
Lesson 5 37

Lesson 6

carefully, please.
1 2 3

Grammar Way
2 They … listen to Mr Harris carefully.
You must listen.
3 They … write their names on the exam.
4 They … read the instructions carefully. They mustn’t talk.
7 8 9
You mustn’t run
in the corridor.
1 2 3

4 5 6

know what to do.
8 Don’t be late.
1 2
You You
. .
a b c 3 4
You You
. .

d e f You must .
You must .
You mustn’t .
You mustn’t .
6 Lesson 5 Exam advice Language reference page 88 must and mustn’t for obligation Lesson 6 7

38 Lesson 6

Lesson 6 Objectives 7 Look and say school rules with must or mustn’t.
Make sure they all understand the prompts and then put the
Use must and mustn’t for obligation children into pairs to say the rules. Elicit other rules they know
Read and comprehend a text in the wider world, for example: You mustn’t talk loudly in the
Talk about school rules cinema. In football you mustn’t touch the ball with your hand.
Write a list of class rules
Answers
1 You mustn’t run in the corridor. 2 You must keep your desk tidy.
Materials 3 You mustn’t use phones in class. 4 You must remember your
✓ Teacher’s i-solutions homework. 5 You must put your hand up. 6 You mustn’t eat in
✓ Student’s Book audio the classroom.
✓ Teacher’s Resources Unit 1 8 Work in pairs to write rules for your class.
The children can write a serious list of class rules and then a fun
Warmer list with ideas they would like to see, for example: You mustn’t
Write must and mustn’t on the board. Play the video from last do any homework. Teachers must give children chocolate. We
lesson and have the children raise their hands when they hear must play games every day.
must and wave their hands when they hear mustn’t.
5 Listen and read. How long is the exam Project stop 2

today? 1.9
Remind the children of the learning situation. Give them time
Ask students if they remember the name of the teacher (Mr to read the information and turn to page 14 so they can see
Harris). Tell them to skim read quickly and list the exam rules. more details of how they need to prepare for the making task.
Play the audio for them to follow in their books and answer the In their group the children complete the Project stop 2 section
question. Play the audio again as the children follow, but pause of the Project Portfolio with a list of good study habits.
it randomly and ask individual students to finish the sentence.
Activity Book Project Portfolio page 10
Answer
It’s 30 minutes.
Fast finishers The children write a list of fun
6 Read again and complete with must or mustn’t.
Give the children time to read and complete the sentences.
Then read out each sentence using must/mustn’t either correctly
FF rules they would like to have for their home, for
example: We must only eat pizza at the weekend.
or incorrectly. The children give a thumbs up if you say it

correctly or a thumbs down if it is wrong, and individual children Continuous assessment
correct you. Play the video from the previous lesson twice, telling the
Answers children to remember the rules. Then put the children into small
1 mustn’t 2 must 3 must 4 must 5 mustn’t 6 mustn’t groups and ask them to write down the nine exam rules that
Hannah says in the exact same order. Have the groups read out
Grammar Way the rules and award points for correct ones and for the correct
order.
The children read the sentences individually, then refer
to the Language reference page. Point out that we use
must with every subject without changing its form. Invite
volunteers to give example sentences reminding them that
we do not pronounce the middle t in mustn’t.
Elicit the difference in meaning between must (obligation)
and should (advice).

Unit 1 Vocabulary worksheets
Unit 1 Grammar worksheets
Lesson 6 39

1 Skills Station
Lesson 7
USA Virtual tour
Skills Station 1
Viewing
Reading
SCHOOLS IN THE USA
schools too.
Help desk
Our school subjects

to something
world, too.
8
4
There are lots of other exciting subjects. We’re going to learn
9
WRITING TIP

2
3
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Skills Station USA 1

Virtual tour
Reading
Amy



These days, many children in the UK are learning about mindfulness 1 Draw lines ( / ) to show three paragraphs.
things, to really think about what you are doing, and what is happening My school Checklist
In mindfulness, students learn to train their minds and not get lots of sports fields, too. I like all the teachers at my school,
distracted. Exercises like learning to relax and deep breathing help and most of the lessons are interesting. I sometimes get • Describe your school.
distracted just before lunch time but that’s because I’m
students do better at school. Students say practising mindfulness
helps them feel calmer and happier, and many sleep better, too. hungry! My favourite subjects are Art and Music. I have • Write about your teachers.
Student opinions
I get distracted easily
, but when Friday afternoons.
I do mindfulness exerc
Mindfulness helps us to pay find it easier to conce
ises, I
We learn to breathe slowly and
ntrate
calmly. This helps me relax when 2 Write a description of your school.
the present moment, rather better in school.
me do
I feel worried about an exam, for .
than the past or the future
example. Leo
Evie
Tara
1 All children in UK schools learn mindfulness.
2 Mindfulness trains you to use all your senses.
5 Leo gets distracted when he does mindfulness exercises.
8 Lesson 7 Social Studies: school subjects Culture: USA Writing: a description Lesson 8 9

40 Lesson 7

Reading 1
Lesson 7 Objectives AFTER YOU READ
Learn school subjects 3 Complete the sentences.

Listen to, read and comprehend a text The children try to answer from memory and refer back to the
Discuss school subjects text if necessary. Ask additional questions, for example, What
are they going to learn in History? Hold a survey to find the most
Materials popular favourite subject.
✓ Teacher’s i-solutions Answers
✓ Student’s Book audio 1 Maths 2 History 3 Science 4 PE
✓ class’s timetable, A4 paper
Hold a class discussion for each question. Try to elicit a variety
Warmer of opinions and encourage the children to offer explanations
for their answers. Let them feel comfortable expressing their
Display the class’s timetable and elicit the names for the lessons ideas and understand that there are no right answers, only their
the children already know in English. Leave it on the board with personal points of view.
words they do not know missing.
For questions 1 and 3, ask them to suggest solutions to these
problems.
THINK - PUZZLE - EXPLORE
Put the class into groups of 3 or 4 children. Give the
groups a few minutes to THINK about the topic; ask What do
you think you know about school subjects? Go around the Project stop 3
class to help with vocabulary if needed. The groups call out The children read and follow the instructions, referring to
their answers in turns and record them on post-it notes with page 14 for more details in order to produce their project.
keywords, symbols or drawings to be added to a class list of They work together to decide how to make their booklet and
ideas. which study habits to write in it.
Encourage the children to PUZZLE over the topic; ask What Activity Book Project Portfolio page 10
questions do you have about different school subjects?
Model some examples: What subjects do children do in other
FF
countries? How do different schools teach the same subjects? Fast finishers The children write their school
Ask the children how they can EXPLORE; ask How can you timetable in English.
find the answers to your questions? Model some examples: I
can (look in a book). I can (search the internet). I can (ask my
teacher).
Divide the class into teams. Write the names of the subjects
Once the lesson is completed, ask the children if the answers
in random order across the board. Each team sends out one
to their questions are clear and encourage further research
player. The teams must remain silent. Give a clue about a
for any unanswered questions.
subject and the first player to touch and name the subject gets
a point. Keep playing so everyone has had a turn to represent
1 BEFORE YOU READ Ask and answer. their team. Clues can be simple, for example, We use numbers
The children discuss in pairs and then as a class. Encourage (Maths), We run and jump (PE), or more complicated depending
them to be inventive with their guesses for question 2, imagining on the class.
the subject and the question being asked.
2 READ Read and listen. Match the subjects

to the pictures. 1.10
Ask the children to read the text alone, then play the audio for
the children to follow in their books. Say a number of a picture
and get the children to identify the subject. Revisit the timetable
on the board and complete with any missing words.
Answers
1 Art 2 Computing 3 English 4 Geography 5 History 6 Maths
7 Music 8 PE 9 Science
Lesson 7 41

1 Skills Station
Lesson 8
USA Virtual tour
Skills Station 1
Viewing
Reading
SCHOOLS IN THE USA
schools too.
Help desk
Our school subjects

to something
world, too.
8
4
There are lots of other exciting subjects. We’re going to learn
9
WRITING TIP

2
3
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Skills Station USA 1

Virtual tour
Reading
Amy



My virtual tours These days, many children in the UK are learning about mindfulness 1 Draw lines ( / ) to show three paragraphs.
Unit 7
Find the country. Add the sticker and complete.
things, to really think about what you are doing, and what is happening
Country:
My school Checklist
Focus:
Unit 3 In mindfulness, students learn to train their minds and not get lots of sports fields, too. I like all the teachers at my school,
Country: distracted. Exercises like learning to relax and deep breathing help and most of the lessons are interesting. I sometimes get • Describe your school.
Country: distracted just before lunch time but that’s because I’m
Focus:
Focus: students do better at school. Students say practising mindfulness
helps them feel calmer and happier, and many sleep better, too. hungry! My favourite subjects are Art and Music. I have • Write about your teachers.
Unit 4 I get distracted easily
Student opinions Country: , but when Friday afternoons.
I do mindfulness exerc
helps us to pay
Mindfulness Focus: ises, I
We learn to breathe slowly and find it easier to conce
ntrate
calmly. This helps me relax when 2 Write a description of your school.
Unit 5 the present moment, rather better in school.
me do
I feel worried about an exam, for .
than the past or the future
Country: example.U
Unniitt 22 Leo
Focus: Country:
Country: Evie
Tara Focus:
Focus:
1 All children in UK schools

Unit learn
8 mindfulness.
Unit 1 Country:
Country: 2 Mindfulness trains you to use all your senses.
Focus:
Focus:
Unitwhen
5 Leo gets distracted 6 he does mindfulness exercises.
Country:
8 Lesson 7 Focus:Studies: school subjects
Social Culture: USA Writing: a description Lesson 8 9
20
20 21
21

42 Lesson 8

Viewing and Writing 1
Lesson 8 Objectives Writing
Watch and listen for specific information 1 Read and answer.
Learn about schools in the USA The children read the text individually, then answer the
Discuss information from the video questions in pairs. Check as a class. Ask a volunteer to read out
Write a descriptive text about school the Writing tip and ensure that everyone understands it. Focus
back on the text and elicit what each paragraph is about. The
Materials children write a description of their school in the Activity Book or
on paper.
Answers
✓ a world map or globe 1 Geography 2 Three
✓ Teacher’s Resources Unit 1
Flipped Learning option writing Activity Book page 9
The children watch the video at home before the class. Elicit what the first paragraph in John's description in the
They list the school subjects they see in the video. Student’s Book was about (the school building). Write this on
the board. Then do the same for the next two paragraphs:
Warmer school subjects and the teachers. Ask what information they
Display the map and have volunteers find their own country on would include for each paragraph about their school.
it. Then ask them to find the USA and ask them what they know The children look at the text in pairs and identify where the
about the country. If any children have been, ask them to share three paragraphs should be. Check answers as a class. Review
their experience. the text and have the students say what topic each paragraph
is about. Compare this to the information on the board. Notice
BEFORE YOU WATCH Ask and discuss. that the information is in different paragraphs but it doesn’t
Let the children read Amy’s introduction individually and then affect the text.
read it out to help them understand. Give them time to look at The children write their description. Tell them to look at the
the photos and suggest what is happening in each one. Have a checklist and tick each item they have included. They can
class discussion with the questions. swap their work with a classmate to check.

Play the video all the way through for the children to get a feel
of it. Let them try to answer the questions. Then play the video FF Fast finishers The children draw a portrait of one
of their teachers or a plan of their classroom.
again, pausing for them to answer the questions. Finally, play it
again and the children call Stop! when they see the stills from Continuous assessment
the book. Name some aspects of school life from your school and also
Answers from aspects of schools in the USA from the video. For each
1 500 2 Art 3 It’s a special promise to the USA. one the children say if it is their school, the USA or both. Say for
For video transcript see page 49 example, We study Art, We do cheerleading, We study Maths,
We pledge allegiance to the flag, We play football, etc.
AFTER YOU WATCH Ask and discuss.
Ask the children’s opinion about the video: if they found it
interesting, if they learned something they didn’t know, if there
was anything that surprised them. Have a class discussion with
the questions. For question 1, ask them to say if they think bigger
or smaller classes are better and to explain why. For question 2,
discuss their opinion on home schooling, if people do it in their
country and what they think would be good or bad about it.
Discuss what information they would show in a video about
schools in their country.
MY PASSPORT
The children find the country from today’s lesson on the map,
place the sticker and complete the label. Encourage them to
reflect on what they have learned from the video.
Unit 1 Skills worksheets
Lesson 8 43

1 Project Terminal
Lesson 9
Project Terminal A study guide
Students in your school need help to make a good study plan. In this project, you’re going to
create a study guide for your classmates and present it to the class.

1 2
3
• Work in a small group. • Read your list of study project stop
• Make a list of study problems from Project
Stop 1. • Make a study guide
problems students often
booklet from A4 paper.
have. • Think about how
you can solve these • Write tips for good study
• Ask your classmates what
problems. habits in it.
problems they have.
• Write a list of good • Plan how to present your
study habits. study guide to the class.
Present
ME DIAT ION
• Practise your presentation. Presentation tip Making an entrance

• Present your study guide The way you enter the room or appear in front of your
to the class. audience is important.
• Display your study guide • Take a deep breath.
for your classmates to read. • Stand up tall.
• Be confident.
You shouldn’t study in

a place with bad light.
You should find a quiet,

comfortable place.
21st
CENTURY
1 Do you prefer to study alone or with friends?
Evaluation
2 Do you usually remember to study before • Which presentation was the most helpful?
an exam? • Are you going to use any of the study tips?
3 Are you good at studying? Which ones?
• Did you make a good entrance and exit?
14 Lesson 9 Presentation skills 21st century skills: learner autonomy
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Project Portfolio A STUDY GUIDE
My group
1
project stop Study problems:
2
project stop Good study habits:
3
Making an entrance
The way you enter the room or appear in
front of your audience is important.
• Stand up tall.
• Be confident.
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44 Lesson 9

Presentation skills 1
Lesson 9 Objectives Evaluation
Follow instructions
The children answer each question individually and then in
Write a list of tips to create a study guide booklet
pairs. Encourage them to explain each answer in as much
See incorrect and correct ways to make an entrance when
detail as possible, giving reasons for their answers. Then ask
giving a presentation
each question as part of a class discussion in order for them to
Present a study tips guide
share their opinions.
Reflect on personal learning styles
Mediation Summarise and explain a text
Materials Observe the groups as they present their study guide in order
to assess their guide, how they use the language and their
✓ Teacher’s i-solutions presentation skills.
Play a game of study tips Bingo. Call out a tip and if a group
Project stops 1-2-3 recap have it in their guide, they put a small pencil mark next to it.
Continue naming tips until a group calls Bingo!
Review the three Project stops with the class and ensure that
each group has followed the steps and produced a study
guide. Invite a volunteer to read the instructions for Project
stop 1. When they finish, the groups put their hands up to
show they have done it. Repeat with the other two stops.
Presentation tip
The children read the tips in pairs. Play the video all the way
through. Then play it again and pause after Hannah makes
her first entrance. Elicit what didn’t look good about it. Then
continue the video and pause after her second entrance.
Compare the two and encourage students to explain why the
second entrance looked better. Play the video to the end and
review Danny’s tips.
Encourage everyone to take a deep breath and sit up tall.
Remind them that if you behave like you are confident it will
help you to feel more confident.
Present
Give the groups time to decide who is going to say what and
to practise their presentation. Make sure everyone is involved
in decision making. As they prepare, walk round and assist
where necessary. Remind them of the Presentation tip and that
everyone in the group should say something. Invite groups in
turn to present their study tips to the whole class.
21st
CENTURY
Learner autonomy is an important skill for lifelong learning.
The children need to be aware that they have a large role to
play in their own learning as there will not always be a teacher
there to help them. They need to understand how they learn
best and find opportunities to expand or deepen their own
knowledge independently.
During the discussion the children will reflect on their own
habits for studying. This should help them to become aware
of what works for them and what doesn’t. Remind them to be
honest with themselves in their answers. After they have had
time to read the questions and think alone, open the questions
out to a class discussion.
Lesson 9 45

1 Checkpoint
Unit 1 review
1
Checkpoint
1 Read and complete. Choose a word from the box.
Exam tip Reading and Writing You don’t need to do the activity in order. Answer the questions you
find easy first. Remember that there are extra words.
carefully copy distract late

must pen sleep write
A lot of people can get worried

about exams, but you shouldn’t
worry. These simple rules can help
you to do your best and stay calm!
You must arrive on time for exams.
You mustn’t be (1) … . It’s good to
work hard, but you mustn’t stay up
all night studying. You should (2) …
well so that you can think clearly.
You must write your name on your
exam paper, and you must bring a
(3) … to write with.
Before you start the exam, you must read the questions (4) … . Make sure you
understand what you have to do before you start writing. During an exam, you
mustn’t (5) … other people’s work or look at notes. That’s cheating! And very
importantly, you must believe in yourself!

Exam advice School rules Study tips
Exam tip Speaking Don’t worry if you make a mistake, just try to correct it. Native speakers correct
their own mistakes too.
Do you listen to music

when you study?
No, I don’t.
MY PASSPORT PAGE 4 A2 Flyers exam practice Unit review 15
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Activity Book page 11 Language reference page 88 My Passport pages 4-5
1
Checkpoint rence
Language refe Lang
1 Study tips Unit 1
Andrea Jack Daisy George Study tips
should and shouldn’t for advice ask for help
I/You/He/She/It/ (don’t) do everything alone
should take notes.
We/They (don’t) get distracted
I/You/He/She/It/ go to bed early
shouldn’t worry.
We/They listen to music
I/you/he/she/it/ Yes, I/you/he/she/it/ make a study plan
ask for help?
we/they we/they should. pay attention
Should
I/you/he/she/it/ No, I/you/he/she/it/ take notes
1
1
we/they watch TV?
we/they shouldn’t. (don’t) watch TV
My language trip My life skills (don’t) worry
We use should and shouldn’t with all subjects to give and ask for advice.
Exam advice
Ed shouldn’t try to do everything alone. arrive on time
Think: Evaluate your progress. My functional language and mediation skills Should I ask for help? Yes, you should. bring a pen
(don’t) cheat
11 I Ican
canask
askfor
forand
andgive
givestudy
studytips.
tips. 1 I can understand a video about asking for must and mustn’t for obligation (don’t) copy
and giving advice.
22 I Ican
canuse shouldand
useshould shouldn’tfor
andshouldn’t foradvice.
advice. I/You/He/She/It/We/They must listen. (don’t) distract others
2 I can ask for and give advice in English. I/You/He/She/It/We/They mustn’t talk. listen carefully
33 I Ican
cantalk
talkabout
aboutexam
examadvice.
advice.
read the instructions
3 I can give basic information from texts
44 I Ican
canuse
usemust
mustand
andmustn’t
mustn’tfor
forobligation.
obligation. We use must and mustn’t for obligation. (don’t) talk
and images.
You must write your name at the top of the page. write your name
55 I Ican
canunderstand
understandaatext
textabout
aboutschool
schoolsubjects.
subjects.
The students must read the instructions.
Total / 15
66 I Ican
canwrite
writeaadescription.
description.
Ryan Oliver Emma Frank 1 Order the sentences.
77 I Ican
canuse
useparagraphs
paragraphsininaatext.
text. My social and emotional skills
2 Read the conversation and choose the best answer.
1 I know why it is important to solve problems. 2 take / should / notes / I / ?
Total / 35
2 I can solve my own problems.
1 Katy: What’s the matter, Sam? You don’t look happy. 3 shouldn’t / she / no
Observe: Look at your results. 3 I help others to solve their problems. 4 music / study / they / loud / with / shouldn’t
Sam:
2 Katy: You shouldn’t worry! It’s just a short test.
Total / 15
What do you need to improve? 2 Use must and mustn’t and the words to complete rules for the library.
Sam:
Reflect: Which learning tool helped you the most? 3 Katy: You should ask your teacher for help. Can I see your Maths book? be bring have listen write
1 I know how to make an entrance when
Sam:
Individualwork
work I start a presentation. 1 You a library card to borrow books from the library.

activities 2 I know how I like to study. 4 Katy: Oh, I remember this. We did it last year. I think I can help you. 2 You to music.
Speaking activities Reading
Readingactivities
activities 3 I can talk about study styles inSam:
English. 3 You quiet.
Teacher time Pair/group
Pair/groupwork
work 4 You in the books.
Total / 15
Videos Digital
Digitalactivities
activities a I know, but I just find it so difficult. d Thanks, Katy. You’re a star!
b Sure! Here it is. e I’m really worried about my Maths exam.
Other Unit c
total / 80 how are you?
Hello Katy, f I get distracted easily.
44 55 88 Language reference: Grammar and vocabulary
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Activity Book answer key page 50 transcripts page 51 Language reference answer key page 263
46 Unit review

Unit review 1
Unit review Objectives MY PASSPORT
Review the unit language
The children use the passport to reflect on their personal
Self-evaluate learning style and personal progress
learning journey throughout the unit. Remind them that they
A2 Flyers Reading and Writing part 3, Speaking part 4
should evaluate their own progress honestly because this
will help them to understand how they learn and where they
Materials might need some help.
✓ Teacher’s i-solutions They check their progress by colouring the battery for each
✓ Student’s Book audio can do statement and then adding their score. They then
✓ Digital Flashcards Unit 1 complete the sentences to identify where they have worked
well and what they need to improve. Deciding which tools
helped them most will lead to an understanding of their own
learning style.
Warmer Next, they assess their functional language and mediation
Print the unit flashcards and word cards. Display three random skills, social and emotional skills and 21st century skills.
flashcards for five seconds. Then, as a class, chant the words in The children add up their total, then turn to the language
order. Repeat with another three flashcards. Continue several and skills map on pages 2-3 to see which sticker (if any) they
times and then display more and more until they can remember should place. They place the sticker on the map for this unit.
as many flashcards as possible in the correct order.
1 Read and complete. Choose a word from the box.
Tell the children to look at the activity and elicit what they have Final evaluation
to do. Read through the Exam tip together and make sure they Divide the class into two or more teams. Have a quiz about
understand it. Advise the children to read the word list first the unit and award points for correct answers. They can have
and then read the whole text through so they understand the their books to refer to or play from memory. For example, In the
overall meaning. They complete the activity individually. Tell story, what exam has Steven got tomorrow? Who tells Ed about
them to read through again with their answers to check. Training their class rules? What’s the name of Ed’s teacher? Write three
children how to complete an exam style activity will help them exam rules. In which school subject can you learn about Ancient
when they do exams in the future. They check their answers with Egypt? How many students are there in Amy’s class? How many
a partner and discuss anything that they have different. Check times can you see the word must on page 11?
as a class and ask, for each answer, how they know it is correct.
Answers
1 late 2 sleep 3 pen 4 carefully 5 distract

Tell the children to remember the main theme of the text and to
look at the three possible titles. If they are unsure, they should
skim read the text again. Have a vote to see which title is the
most popular before giving the answer.
Answer
Exam advice
Tell the children to describe the photo and say what is

happening: it’s an exam. Read the Exam tip. Explain that we
always auto-correct in our language and so it is absolutely
fine to do it in an exam too. In fact, it is a good thing because it
shows you have recognised the mistake and changed it. Put the
children into pairs. Play the audio and pause after each question
so they can tell their partner the answer. Invite answers from
volunteers and help them to extend their answers whenever
possible.
Fast finishers The children look back through

FF the unit and write which lesson was their
favourite and try to explain why.
Unit 1 Test
Unit review 47

1 Transcripts
Student's Book audio transcripts 1.8 Read and complete. Listen and check.
Ed: I’m worried! There’s an exam tomorrow and I don’t know
1.3 Listen and match. about exams at this school. What do you suggest?
Sophie: Don’t worry, Ed! We can give you some advice! You
1
should arrive on time at school at 8:30. Don’t forget to bring a
Girl: I always take notes in class. This helps me to remember
pen to write your answers. It’s important to listen carefully to the
things.
teacher at the start of the exam, and read the instructions for
2
each activity so you know what to do. Oh, and write your name
Boy: When I don’t understand something, I ask for help.
on the exam!
3 Danny: There are lots of things we shouldn’t do in exams. We
Boy: Sometimes I watch TV when I’m studying. I know it’s not a shouldn’t distract others by making noises or passing notes.
good idea! Also, we shouldn’t talk in exams, we have to be quiet. Don’t
4 copy other people’s work, and of course, don’t cheat!
Girl: I always pay attention in lessons. It’s important to listen to
the teacher.
5
1.9 Listen and read. How long is the exam today?
Boy: I sometimes listen to music when I’m studying. It doesn’t See Student’s Book page 11, Activity 5
really help, but I like singing!
6 1.10 Read and listen. Match the subjects to the
Girl: I make a study plan for my homework. It helps me to pictures.
remember what subject to study.
See Student’s Book page 12, Activity 2
7
Girl: I go to bed early when I have school the next day.
8
1.11 Listen and answer the questions.
Boy: I sometimes try to do everything alone. I don’t really like to What’s your name?
ask for help. I know it’s not a good idea! What’s your teacher’s name?
9 What time does school start?
Boy: I worry when I have an exam! Say two things you like about your school.
10 Do you have a lot of rules at school?
Girl: Sometimes I get distracted when I’m doing my homework. Say two of your school rules.
Where do you study at home?
Do you listen to music when you study?
1.4 Listen and read. What does Ed write in his Do you study alone?
notebook?
1.5 Read and listen. Steven’s problem

1.6 Pronunciation. Listen and repeat.

See Student’s Book page 8
1.7 Look and match. Listen and check.

1
Girl: Don’t talk!
2
Boy: Bring a pen or a pencil!
3
Girl: Write your name!
4
Boy: Don’t copy!
5
Girl: Don’t cheat!
6
Boy: Read the instructions!
7
Girl: Arrive on time!
8
Boy: Don’t distract others!
9
Girl: Listen carefully!
48 Student’s Book transcripts
ES0000000070685 856777_AJ_TB_5_U1_T_p48_p51_133269.indd 48 12/16/2022 1:18:21 PM

Transcripts 1
Student's Book video transcripts Page 13 Virtual tour – Schools in the USA
Girl: Hello! I’m Amy and I’m from Monroe, North Carolina, in the
Page 6 All aboard! USA.
In today's virtual tour, we're going to take a look at schools in
Danny: Hi everyone, I’m Danny. the USA.
Do you like studying? Last year, I didn’t like studying. Lots of my friends get the school bus. My school is quite small.
But a friend gave me some tips and now I love learning new things! There are about 500 students. There are 20 children in my
So, let’s look at some study tips… class. Our teachers are very friendly.
First, you should ask for help when you need it. We study lots of interesting subjects. We learn how to solve
And you should make a study plan. difficult problems in Maths. We do interesting experiments in
You should go to bed early too, but sometimes I don’t. Science. But my favourite subject is Art. I love painting pictures!
He should pay attention in class! There are also some really big schools in my country, with
What do you think? Should they take notes? Yes, they should! thousands of students.
What shouldn’t you do? First, you shouldn’t worry! There is a Some children don’t go to school. They have lessons at home
solution for everything! with their parents. That’s called ‘home schooling’.
And you shouldn’t try to do everything alone. Remember, you In some parts of the country, students learn what to do in a
can ask for help! natural disaster. In an earthquake, they must get under a desk
At home, you shouldn’t get distracted. or table and face away from windows.
Should she listen to loud music? No, she shouldn’t! In most schools, students must stand in front of our flag and
And I shouldn’t watch TV. recite a special promise to the USA called the ‘Pledge of
So those are my study tips. Do you have your own study tips? Allegiance’.
In many schools, students learn special chants and dance
Page 9 Functional language routines for sporting events. It’s called ‘cheerleading’.
Danny: Hey Ed, why don’t you come and talk to us? I hope you enjoyed the tour!
Ed: OK, thanks!
Sophie: After-school student clubs start next week. Do you want Page 14 Presentation tip – Making an entrance
to join any clubs, Ed? Danny: Hello! Today, our presentation tip is about making an
Ed: Oh yes, I’d love to join a club, but I don’t know which one. entrance. It’s presentation day. Your presentation is next, you’re
What do you suggest? feeling nervous and this is what happens…
Hannah: I think you should come to swimming club on Tuesday. Teacher: Next presentation, please.
Ed: Umm, OK, maybe. I don’t really like swimming… I’m not sure. Danny: Well… that… was not great. The way you appear in front
Danny: How about skateboarding club on Thursday? That’s cool! of your audience is important. Your body gives them information
Ed: Umm, OK, maybe. I like skateboarding, but I’m not very good even before you speak. Take a deep breath, Hannah, and try
at it. that again.
Danny: That’s not important. I can help you! Hannah: Good morning, everyone.
Sophie: What sort of things do you do in your spare time, Ed? Danny: There we go, Hannah! Much better! Remember to leave
Ed: I play the guitar and I like singing, too. the same way, too…
Sophie: OK, so you like music? I think I’ve got some good advice Hannah: Thank you for your time.
for you. Danny: You did it, Hannah! Well done! So just remember, you
Ed: I love music! What’s your advice? should take a deep breath, stand up tall and be confident. See
Sophie: Why don’t you join music club on Wednesday? I go to you next time!
that club. It’s great fun!
Ed: Oh yes, that sounds great! But skateboarding club sounds
good too! What should I do?
Hannah: Do both!
Ed: That’s a great idea. I’ll ask my parents if that’s OK with them.
Page 10 Fasten your seatbelt!

Hannah: Hey, it’s Hannah!
I have an exam tomorrow and I’m worried. So, I’m reading the
exam rules.
Here, it says that… all students must arrive on time.
They must bring a pen or pencil.
They must listen carefully.
They must read the instructions.
And they must write their name on the exam paper.
And there are some general rules too, for things you mustn’t do
in exams.
For example, you mustn’t cheat.
You mustn’t copy others.
And you mustn’t distract others.
Finally, you mustn’t talk.
Phew, I’m more relaxed now I know the rules. Do you worry
about exams?
Student’s Book transcripts 49

1 Activity Book
Answer key Page 5 Page 9

1 Viewing
Page 2 1c 3b 5f 1
1 2a 4e 6d 1 They’re very friendly.
1 worry 2 At home
2 Child’s own answers
2 pay attention 3 Under a desk or table
3 take notes 3 4 For sporting events
4 ask for help st
5 get distracted sm Writing
6 listen to music st 1
7 go to bed early sl In my school, we have a library, a hall,
8 watch TV sp two science labs, a gym and three music
9 do everything alone sk rooms. We have a playground and lots of
10 make a study plan
sports fields, too. / I like all the teachers
Page 6
2 at my school, and most of the lessons are
1 worry ✗ 1 interesting. I sometimes get distracted
2 pay attention ✓ 1 Write your name on your paper. just before lunch time but that’s because
3 take notes ✓ 2 talk in exams I’m hungry! / My favourite subjects are
4 ask for help ✓ 3 copy other people’s work Art and Music. I have music lessons
5 get distracted ✗ 4 Listen carefully to the teacher. after school, and I also go to Art Club on
6 listen to loud music ✗ 5 Bring a pen to write with. Friday afternoons.
7 try to do everything alone ✗ 6 Read the instructions before you start
writing. 2 Child’s own answer
8 watch TV ✗
9 go to bed early ✓ 7 cheat
8 Arrive on time.
Page 10
10 make a study plan ✓
9 distract others by making noise Project Portfolio Child’s own project
Page 3
2 Page 11
3 a1 d6
She doesn’t go to bed early. ✓
1
b7 e8 Jack – boy wearing dark green jumper
She gets distracted. ✓ c3 f2 and looking at his phone
She doesn’t have a study plan. ✓
Daisy – girl wearing pink jumper
Page 7
4 George – boy wearing stripy jumper
1 You shouldn’t go to bed late. 3 Ryan – boy wearing yellow jumper
2 You should sleep for eight hours. 1 must Oliver – boy wearing light green jacket
3 You should study after school. 2 mustn’t Emma – girl wearing green T-shirt
4 You shouldn’t play video games. 3 mustn’t Frank – boy wearing red T-shirt
5 You should have regular breaks. 4 mustn’t
6 You should make a study plan. 5 mustn’t 2
6 must 1e 2a 3b 4d
5 7 mustn’t
1 should pay attention
2 should take notes 4
3 shouldn’t get distracted 1 You mustn’t take photos.
2 You must put your rubbish in the bin.
Page 4 3 You mustn’t listen to music.
4 You must turn left.
1
1g 3e 5b 7f
2c 4a 6h 8d
2 Page 8
2 He wants to play with Spot. ✓ 1
3 He wants to play the guitar. ✓ 1a✓ 2b✓
5 He wants to help Skye bake a cake. ✓
2
3 1 False 4 False
1b 3a 2 True 5 False
2d 4c 3 True
50 Activity Book answer key

Activity Book 1
Audio transcripts 4 Read and listen. Write True or False.
See Activity Book page 8, Activity 2
1 Listen and tick Hannah’s study mistakes.
Danny: Are you OK, Hannah? 5 Listen and draw lines.
Hannah: No, I’m really tired! I went to bed late last night. I was Class 5B are in class. Their teacher, Miss Brown, is reading
studying for the test. from a book. Ryan doesn’t have any books on his desk and he
Danny: You shouldn’t study late at night, Hannah! You should is talking. He should pay attention and he shouldn’t distract
get at least eight hours’ sleep, especially before a test or exam. others. Daisy should put up her hand and ask for help. She
It’s not a good idea to study when your brain is tired. You don’t is confused and she doesn’t understand the lesson. Emma is
remember things so well then. Why didn’t you study after school? taking notes but she looks very tired. She should go to bed
Hannah: I tried to, but my sister was playing a new video game early. Jack should remember this important rule: he must not
and... well, after a while, I joined her. use a mobile phone in class. He should put his phone away
Danny: Hannah! You shouldn’t get distracted! You should follow in his bag. Frank wants to ask a question. He has put his hand
your study plan. up, but Miss Brown can’t see him. George is distracted. He is
Hannah: I don’t have a study plan. reading a book. He should take notes but he hasn’t got a pen
Danny: Well, it’s a good idea to make one! Let me help you or a pencil. Oliver is paying attention. He is writing notes and he
make one. You can decide how much time you need to study, looks happy. He has got two pencils. Perhaps he should give
and when you can do it. And you can plan time for breaks, too – one to George!
like playing video games with your sister!
Hannah: OK. I know you’re right, Danny! Let’s make a study plan.
2 Listen and repeat. Write the missing letters.

Stamp, stamp.
Smile, smile.
Stop, stop.
Slide, slide.
Spoon, spoon.
Sky, sky.
3 Read and listen. Complete with must or mustn’t.

Sophie: Are you ready for the History exam, Ed?
Ed: Yes, I think so! I’ve got my pencil, my notes…
Sophie: Oh no, Ed! You must bring a pen or pencil, of course, but
you mustn’t bring your notes!
Ed: But the notes are just to help me remember the important
dates. I think that’s OK. I know you mustn’t copy someone else’s
work. And you mustn’t talk, so you can’t ask them to help you.
But you can look at a few dates in your notes.
Sophie: No, Ed, that’s cheating, and you mustn’t cheat in an
exam! Why don’t you copy the dates over and over again in
your notebook, until you remember them?
Ed: That’s a good idea. I might do that just before I come into the
classroom.
Sophie: OK. But remember, you must arrive on time! When
students arrive late, it distracts other students. And one more
thing, Ed.
Sophie: Only one more! You mustn’t worry. You’re really good at
History. Just relax!
Activity Book transcripts 51

a
2 Listen to your art

Overview
Language objectives
• Learn adjectives: bad, boring, cheap, • Use Comparative and Superlative adjectives • Describing and comparing
dark, expensive, good, horrible, light, • Use Comparatives with as … as paintings
modern, silly, weird; • Comparing people and
creative, exciting, funny, inventive, works of art
lovely, popular, shy, successful, talented Recycled grammar
Comparatives and Superlatives
Learning situation
Recycled vocabulary buying tickets
adjectives
Skills objectives
Speaking Listening
• Discuss their preferences in paintings • Match spoken language to images
• Use adjectives to describe paintings • Listen to and follow a text
• Ask and answer using Comparatives and Superlatives • Follow the narrative of a story
• Give personal opinions about paintings and exhibitions • Listen for missing words
• Discuss buying tickets
• Ask for tickets in a guided pair work activity
• Give personal opinions Viewing
• Compare artists using as … as • See and hear key language in context
• Discuss information from the video • Watch and listen for specific phrases
• Present and describe a famous painting • Watch and listen for specific information
• Learn about the Tate Modern museum in London
Reading • See incorrect and correct ways to start a presentation
• Read and identify facts as true or false • Compare paintings using Comparative and Superlative
• Read and show comprehension of a story adjectives
• Identify missing words from a text • Write about a creative person
• Answer questions about a text • Write a comparison of two pictures
• Cross-curricular link: Art

• All aboard! The children can use adjectives to describe
pictures and they can use long, short and irregular
Social and emotional skills Comparative and Superlative adjectives to make
The children identify and reflect on how to be polite. comparisons.
• Language Bridge The children can understand the story,
Pronunciation identify cognates, discuss how to be polite, and also follow a
The children hear and pronounce the hard and video, identify key phrases and then use them when asking
pronunciation
soft th sound. to buy tickets. They can also pronounce the hard and soft th
sound.
• Fasten your seatbelt! The children can identify adjectives,
Mediation give their opinion and give comparisons using as…as.
The children relay specific information and explain data. • Skills Station The children can identify and discuss
perspective in paintings, extract information from a video
and write a comparison of two paintings.
Project learning situation • Project The children can work in groups to research and make
The children create an art gallery for a local train station.
notes about a famous painting and prepare a presentation on
it, then peer and self-evaluate the presentations.
21st 21st century skills • Checkpoint The children can complete activities based on
CENTURY Critical thinking: The children analyse people’s work
SKILLS A2 Flyers Listening and Reading and Writing.
objectively in order to form an opinion.
52 Unit 2 overview

✓ Passport • Fasten your seatbelt! An introduction to vocabulary and
✓ Digital Flashcards Unit 2 grammar 2 in context
Additional materials: • Presentation tip The course characters demonstrate
✓ Lesson 7 – examples of paintings from different periods, how to do a good presentation
paper, drawing materials
See lesson notes for Flipped Learning dynamics.
✓ Project stop 3 – printing facilities, paper


including:

Lessons 1-9 skills practice and culture lessons

and engineering
Lessons 1, 2, 4, 6, 7
i-flashcards
Lessons 1, 4-9
Lessons 1, 2, 4-6, 9, Review Game Generator to create your own IWB games
Civic competence
Lessons 2, 4, 6, 7, 9 presentations on Richmond Grammar Channel
Lessons 2, 6, 7, 9 also possible to write or paint on the pages and in the zoom
windows.
Cultural awareness and expression
Lessons 1-8
Unit 2 overview 53

2 All aboard!
Lesson 1
2
2 Listen to your art Vocabulary and grammar 1
5 Listen and read. Which painting is Danny’s favourite? 1.13

All aboard!
3 Hannah: Which paintings do you like, Danny? I don’t like painting
2
number 10. It’s the most expensive but I think it’s a bit boring. Number 5
All aboard! is better than number 10 and number 5 is cheaper!
1
Describe and Danny: Well, I don’t like number 1, I think it’s more boring than
compare paintings number 10. And I don’t like number 3. I don’t like dark colours.
Hannah: Yes, I think number 3 is worse than number 1. I think
1 Choose a work number 9 is the weirdest painting, but I love it! And I like number 8!
project stop of art
Danny: Haha, me too, it’s really silly! I like number 11. I like modern paintings.
6 Hannah: Which painting is the best? What do you think?
language Bridge 4 Danny: I think number 7 is the best. How about you?
Being polite
Hannah: No! I think number 7 is the worst! It’s really bad! Number 9 is the best!
5 €100
Buying tickets 6 Read again and say True or False. Correct the false sentences.
1 Hannah thinks number 5 is better than 4 Hannah thinks number 9 is
Fasten your seatbelt! 7 number 10. the weirdest.
Compare people and 2 Danny thinks number 1 is more boring than 10. 5 Danny thinks number 7 is the worst.
works of art 8 3 Hannah thinks number 3 is better than 1. 6 Hannah thinks number 9 is the best.
2 Research the art 11

project stop and the artist Grammar Way Comparatives and Superlatives 7 Talk about the paintings.
Adjective Comparative Superlative

skills station 9 10
cheap cheaper the cheapest
Perspective in
Which painting is
silly sillier the silliest the most modern?
painting
Tate Modern
€5,0
A comparison
00 good better the best
bad worse the worst
bad boring cheap dark expensive good I think number 4 is
3 Prepare your
horrible light modern silly weird Language reference page 100 the most modern.
project stop notes
1 Watch the video. Do you have a favourite work of art?
Project stop 1
project TerminAl 2 Look at the paintings. Discuss with a classmate.
An art gallery
1 Which ones do you like?
Your local train station needs
Present your 2 Which ones don’t you like? 8 Choose adjectives and compare the paintings.
work of art some colour. In this project,
3 Listen and match. 1.12 you’re going to create an art
gallery for the station to make the I think that painting 3 is the most boring because
4 Ask and answer about the paintings. passengers smile. the colours are dark. I prefer light colours.
Checkpoint
Choose a famous work of art to
Is painting number research with your group.
It’s dark. Is painting
3 dark or light?
number 5 expensive?
16 Lesson 1 Adjectives 1 Go to page 24 Comparative and Superlative adjectives Lesson 2 17
2
3 Listen and number the pictures. 6 b

All aboard!
1 Look and complete. Welcome to a
the art tour!
bad boring cheap dark expensive good
horrible light modern silly weird
1 2 3 c
€10
I like the contrast between It’s not very interesting. I It’s too d for 4 Complete the table.
the r trees and think it’s n . me. I prefer traditional art.
the g sky. Adjective Comparative Superlative
It’s doesn’t cost a lot of
money. It’s a . cheap cheaper
silly the silliest

4 5 6
big
expensive more expensive
good
bad the worst

€200
It’s a bit l It isn’t very o . It’s I don’t understand it, but

just paint, there isn’t a picture.
5 Look at Activity 3. Compare the paintings.
but it makes me laugh. I like it. It’s i .
It costs a lot of money! I think it’s rubbish! I hate it! I think it’s bad boring dark good horrible light modern silly weird
I can’t believe it’s so It’s really a ! r !
e .
1 I think picture 2 is more modern than picture 1. Picture 3 is the most modern.
2 Look and colour the adjectives. 2
3
talk about talk about give a positive give a negative
= = = =
colours money opinion opinion
4
bad cheap good dark silly horrible light expensive 5
12 Lesson 1 Adjectives 1 Language reference page 89 Comparative and Superlative adjectives Lesson 2 13
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54 Lesson 1

Lesson 1 Objectives 4 Ask and answer about the paintings.
Ask two volunteers to read the example speech bubbles and
See and hear key language in context
elicit answers to the second question. (No, it isn’t. It’s cheap.) Ask
Discuss their preferences in paintings
the children a couple more questions about the paintings and
get them into pairs to ask and answer.
Use adjectives to describe paintings
Initial evaluation
Materials Print the Lesson 1 flashcards and word cards. Display the
✓ Teacher’s i-solutions flashcards and elicit the adjectives. Divide the class into two
✓ Student’s Book audio teams. Point to the adjectives randomly and ask several
✓ Digital Flashcards Unit 2 children to make a sentence using different nouns. Continue
with the other adjectives, making sure all children have given a
response.
They describe Sophie’s favourite painting
Warmer
Lead a discussion about art with the class. Ask questions: What
is art? Do you like visiting art galleries? What sort of art do you
like? Can you name some different sorts of art? Can you name
any famous artists?
1 Watch the video. Do you have a favourite

work of art?
Let the children watch all the video. Play it again, pausing on
each painting. Elicit the children’s opinions about each one. Play
the video a third time, pausing to allow the children to read and
repeat the adjectives on the screen. Ask for examples of other
things that the adjectives could describe. After watching, discuss
their answers to the question.
2 Look at the paintings. Discuss with a classmate.

Give the children some time to look at the paintings and have
them share their likes and dislikes with a partner. Encourage
them to give reasons. Find the class’s favourite and least
favourite paintings.
Before playing the audio, have the children try to match the
pictures with the adjectives orally with a partner. Play the audio
and pause after each part for the children to identify the words.
Play it again without pausing for a final check.
Answers
1 boring 2 light 3 dark 4 horrible 5 cheap 6 good 7 bad 8 silly
9 weird 10 expensive 11 modern
Lesson 1 55

2 All aboard!
Lesson 2
2
5 Listen and read. Which painting is Danny’s favourite? 1.13

All aboard!
3 Hannah: Which paintings do you like, Danny? I don’t like painting
2
number 10. It’s the most expensive but I think it’s a bit boring. Number 5
All aboard! is better than number 10 and number 5 is cheaper!
1
Describe and Danny: Well, I don’t like number 1, I think it’s more boring than
compare paintings number 10. And I don’t like number 3. I don’t like dark colours.
Hannah: Yes, I think number 3 is worse than number 1. I think
1 Choose a work number 9 is the weirdest painting, but I love it! And I like number 8!
project stop of art
Danny: Haha, me too, it’s really silly! I like number 11. I like modern paintings.
6 Hannah: Which painting is the best? What do you think?
language Bridge 4 Danny: I think number 7 is the best. How about you?
Being polite
Hannah: No! I think number 7 is the worst! It’s really bad! Number 9 is the best!
5 €100
Buying tickets 6 Read again and say True or False. Correct the false sentences.
1 Hannah thinks number 5 is better than 4 Hannah thinks number 9 is
Fasten your seatbelt! 7 number 10. the weirdest.
Compare people and 2 Danny thinks number 1 is more boring than 10. 5 Danny thinks number 7 is the worst.
works of art 8 3 Hannah thinks number 3 is better than 1. 6 Hannah thinks number 9 is the best.
2 Research the art 11

project stop and the artist Grammar Way Comparatives and Superlatives 7 Talk about the paintings.
Adjective Comparative Superlative

skills station 9 10
Perspective in
Which painting is
silly sillier the silliest the most modern?
painting
Tate Modern
€5,0
A comparison
00 good better the best
bad worse the worst
bad boring cheap dark expensive good I think number 4 is
3 Prepare your
horrible light modern silly weird Language reference page 100 the most modern.
project stop notes
1 Watch the video. Do you have a favourite work of art?
Project stop 1
project TerminAl 2 Look at the paintings. Discuss with a classmate.
An art gallery
1 Which ones do you like?
Your local train station needs
Present your 2 Which ones don’t you like? 8 Choose adjectives and compare the paintings.
work of art some colour. In this project,
3 Listen and match. 1.12 you’re going to create an art
gallery for the station to make the I think that painting 3 is the most boring because
4 Ask and answer about the paintings. passengers smile. the colours are dark. I prefer light colours.
Checkpoint
Choose a famous work of art to
Is painting number research with your group.
It’s dark. Is painting
3 dark or light?
number 5 expensive?
16 Lesson 1 Adjectives 1 Go to page 24 Comparative and Superlative adjectives Lesson 2 17
2
3 Listen and number the pictures. 6 b

All aboard!
1 Look and complete. Welcome to a
the art tour!
bad boring cheap dark expensive good
horrible light modern silly weird
1 2 3 c
€10
I like the contrast between It’s not very interesting. I It’s too d for 4 Complete the table.
the r trees and think it’s n . me. I prefer traditional art.
the g sky. Adjective Comparative Superlative
It’s doesn’t cost a lot of
money. It’s a . cheap cheaper
silly the silliest

4 5 6
big
expensive more expensive
good
bad the worst

€200
It’s a bit l It isn’t very o . It’s I don’t understand it, but

just paint, there isn’t a picture.
5 Look at Activity 3. Compare the paintings.
but it makes me laugh. I like it. It’s i .
It costs a lot of money! I think it’s rubbish! I hate it! I think it’s bad boring dark good horrible light modern silly weird
I can’t believe it’s so It’s really a ! r !
e .
1 I think picture 2 is more modern than picture 1. Picture 3 is the most modern.
2 Look and colour the adjectives. 2
3
talk about talk about give a positive give a negative
= = = =
colours money opinion opinion
4
bad cheap good dark silly horrible light expensive 5
12 Lesson 1 Adjectives 1 Language reference page 89 Comparative and Superlative adjectives Lesson 2 13

56 Lesson 2

Lesson 2 Objectives 7 Talk about the paintings.
Ask volunteers to read the model dialogue. Have the children
Listen to and follow a text work in pairs to ask and answer questions about the paintings
Read and comprehend a text on page 16. Ask questions for individual children to answer.
Read and identify facts as true or false You could also ask for a show of hands to compile the class’s
Ask and answer using Comparatives and Superlatives opinions: Who thinks painting 9 is the weirdest?
Write a comparison using Comparatives and Superlatives
8 Choose adjectives and compare the paintings.
Materials Ask the children to read the example text before writing.
✓ Teacher’s i-solutions Encourage them to use a variety of adjectives and to explain
✓ Student’s Book audio their preferences.
Fast finishers The children write sentences
Warmer
Divide the class into small groups. Display the word cards from
FF to compare three films, books or games using
good/better/the best.
Lesson 1 and give the children a minute to look at them. Remove
the words and have the children list as many words as they can
remember. Invite a child from each group in turn to say a word
Project stop 1
from their list, without repeating. You could also ask them to Divide the children into groups to work on the project. Ask the
write the words and award points for correct spelling. children to read the learning situation at the top of page 24
and clarify any doubts. Then let them read the whole page
5 Listen and read. Which painting is Danny’s for more details. The children should record their chosen
favourite? 1.13 painting and artist in the Project Portfolio.
Play the audio several times as the children follow the dialogue Activity Book Project Portfolio page 20
in their book. Ask the question and elicit the answer. Ask the
children to focus on the words in blue. Elicit when we use better
than and when we use the best. Elicit why Hannah says the Continuous assessment
weirdest but the most expensive. The children practise reading Write skateboard, bike, car and plane on the board (or use
the dialogue in pairs. pictures). Make true or false Comparative or Superlative
Answer statements about them using cheap, expensive and fast, for
Painting number 7 example: A car is more expensive than a plane. The plane is
the biggest. The children show thumbs up for true sentences
6 Read again and say True or False. Correct the and thumbs down for false sentences. Ask volunteers to correct
the false statements. Repeat with a further set of objects and
false sentences. adjectives, for example: the sun, the Earth, a black hole (big,
Ask volunteers to read the sentences and have the children light, weird, dark).
re-read the dialogue to find the answer. Ask the children to give
the speaker’s exact words to justify whether the sentence is true
or false.
Answers
1 True 2 True 3 False. Hannah thinks number 3 is worse than
number 1. 4 True 5 False. Danny thinks number 7 is the best. 6 True
Grammar Way
Ask the children to look at the grammar table and make
sure they understand Comparative and Superlative. Write
the two terms on the board. The children can refer to the
Language reference. Highlight the spelling changes and
remind the children when we use more/the most and when
we use a suffix on the adjective. Drill Comparative and
Superlative forms. Point to Comparative or Superlative on
the board and give long, short or irregular adjectives for the
children to say.

Lesson 2 57

2 Language Bridge
Lesson 3
Languag 2
Emotions and values
The art competition buying tickets

1 Do you ever go to art exhibitions? 1 Discuss with a classmate.
2 What kind of paintings do you like best?
1 List places where you need to buy a ticket.
Which words look similar in your 2 Are tickets cheaper for children?
1 Year 5 are visiting an art exhibition. All 2 The teacher is pointing out a piece of modern
the paintings are finalists in an important art. It came second in the competition. Anita, There’s an exciting exhibition at the
competition. Some of them are by successful Rob and James are giving their opinion. National Museum and Hannah and Danny
and famous artists, others are by new artists. want to see it. They ask Hannah’s dad to
I think it’s fantastic! It’s take them. When they arrive at the museum,
colourful and interesting. they have to buy tickets. Hannah is usually
shy but her dad asks her to buy the tickets.
1 What are they going to see?

2 How many tickets do they need?
3 What can you see in the scene?
4 Guess the price of the tickets.
I agree Rob. It’s interesting, but It’s horrible and
it’s not my favourite picture. weird. I hate it. WATCH
3 The students are now looking at the painting that won. 4 3 How many times do you hear the word please?
Well, James, it’s important to have an
They all have different opinions about it. opinion but maybe try not to be so 4 Watch again and raise your hand when you hear these phrases.
rude. I know the artist. In fact, I know
I don’t think it’s as good as the
him very well because he’s my brother.
one that came second. But I like it. How much are the tickets? Adults or children? Would you like a brochure?
And he’s standing right behind you!
Pardon? Here you are, 35 euros. Enjoy your visit!
AFTER YOU WATCH

I think it’s better than the 1 How much does each child’s ticket cost? 3 Do they buy a brochure?
other one. It’s the best It’s rubbish. The artist isn’t 2 Does Hannah’s dad think it’s cheap? 4 How much change does Hannah get?
painting here. I love it! talented. It’s the worst
painting in the room. 6 Put the conversation in order.
ON
Communication
AFTER YOU READ 4 Discuss with a classmate. Here you are.
Of course, adults or children? Student A: Go to page 92
3 Answer the questions. 1 Do you think James was rude or not?
T H E WAY Student B: Go to page 96
2 Which expression is the rudest? Hello, could I have two tickets, please?
1 Where are the children?
2 What does Anita think of the modern a It’s not my favourite picture.
OK, that’s fifteen euros.
painting? b That picture’s rubbish. One adult and one child. They say thanks for the three
3 Which painting does Rob like best? c I don’t really like that picture very much. tickets.
Thank you. Here are your tickets.
4 How does the teacher know the artist? 3 Is it important to be polite? Activity Book page 15 1.15
pronunciation
18 Lesson 3 Vocabulary and grammar in context Social and emotional skills: being polite Learning situation: buying tickets Lesson 4 19
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Languag 2
Emotions and values

1 Read the story in your Student’s Book. Match the words to their meanings. 1 Watch the video. Who says what? Write H (Hannah), T (ticket seller) or B (both).
1 finalists a very bad
2 Year 5 b not polite 1 How much are the 4 Adults or children? 7 That’s €31
3 rubbish c directing a person’s attention tickets, please? altogether.
4 rude d a class of school children aged 10
2 They’re €15 for adults and 5 One adult and two 8 OK. Here you are,
5 pointing out e people or objects in the last part of a competition €8 for children under 16. children, please. €35.
2 Read and complete the story summary. 3 Could we have three 6 Would you like a brochure? 9 Thank you!
tickets, please?
art best brother exhibition horrible opinions rude worst
Some children are looking at paintings in an (1)
You want to go to a football match with your sister and your parents.
competition. They give their (2) about the You need to buy the tickets.
paintings. James is very (3) about them. He says Ticket seller: Hello, good afternoon.
that the painting that won is the (4) in the room.
You: Hello. How much (1) ?
He doesn’t know that the artist is the teacher’s (5)
and he is listening to the rude comments. Ticket seller: They’re €25 for adults and €12 for children.
3 Look and answer. You: Could we (2) ?
angry embarrassed silly sad surprised Ticket seller: Of course. Adults or children?
You: (3)
1 How does the artist feel when James is talking about his painting?
Ticket seller: That’s €74, please.
2 How does James feel when he sees that the artist is behind him?
You: (4)
4 Read and tick (✓) the best response.
Ticket seller: Thank you. Here’s your change and your tickets. Enjoy the match!
1 You friend has a new haircut. 2 Your uncle makes lunch 3 Your friend comes last You: (5)
You don’t like it. but you don’t like it. in an art competition.
a a a 3 Listen and repeat. Complete the table. 7
Why did you do that? It’s interesting. Oh, I’m sorry. I know pronunciation
You look silly! It’s very unusual! you tried hard.
thanks the Thursday teeth brother this
think with these thirsty bath altogether
b b b
Your hair looks so I can’t eat it. Your picture was soft th thanks,
different! It’s horrible. weird and rubbish! hard th the,
14 Lesson 3 Story comprehension Social and emotional skills: being polite Learning situation: buying tickets Pronunciation: hard and soft th Lesson 4 15
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58 Lesson 3

Give personal opinions about paintings and exhibitions Being polite
Understand the unit language in context It’s important for the children to understand the importance
Follow the narrative of a story of polite behaviour. The social skill of politeness benefits
Read and show comprehension of a story everybody and is essential for a healthy coexistence. It’s
Understand and discuss the importance of being polite important for children to appreciate the consequences of
impolite behaviour and the positive ones of polite behaviour. If
Materials you speak rudely to someone, you may get a rude response
and sometimes an initial bit of rudeness can escalate into a
✓ Teacher’s i-solutions very unpleasant situation. Impolite speech often starts with a
✓ Student’s Book audio negative attitude towards a situation or a person and the first
step in acting politely is noticing when you have a bad attitude.
Warmer Explain that intonation and facial expression can be as
Elicit a list of rules you would find at a museum. Encourage the important as the words you use. Model saying the same phrase
children to use must and mustn’t. Ask the children to think of a in a rude and negative way and a polite and positive way.
museum or art gallery they know and elicit advice they would Explain that sounding polite in a foreign language can be quite
give to new visitors using should or shouldn’t. hard and that non-verbal things like smiling and making eye
contact can help a lot to convey meaning. Give the children
1 BEFORE YOU READ Answer the questions. some simple scenarios: being at a friend’s house and you don’t
Ask the children to discuss the questions in pairs and then elicit like the food, someone pushing in front of you in the line, your
answers from individuals. teacher making a mistake when correcting your work, going
through a door and not noticing somebody behind you, being
2 READ Read and listen. 1.14
served a small portion when you want more. Ask them to act
them out rudely and then again politely. Invite children to show
Play the audio several times as the children read. Give them a few their role plays to the class.
minutes to read it alone. Explain the meaning of successful and
rude. Ask them if they like the story or not. The children can act out
the story in groups of five.
Fast finishers Children draw two pictures with
Which words look similar in your language? FF speech bubbles showing a child behaving
rudely in one and politely in the other.
As a learning strategy, it is important for children to build mental Continuous assessment
bridges between their language and the one they are learning. Make a series of statements or questions either rudely or
The children list words from the story which are similar to their politely. Show rudeness and politeness in your intonation,
language. Review the lists as a class. gestures and facial expressions as well as with words. For
example, Give me your book. What’s your name? I really like
AFTER YOU READ that. That’s rubbish. Ask the children to show a thumbs up if it’s
polite and a thumbs down if it’s rude. Ask volunteers to say how
3 Answer the questions. you could make the rude ones more polite.
The children answer in pairs. Ask additional comprehension
questions. For example, Does Anita prefer the winning painting or
the one that came second? What does Rob think of the modern
painting?
Answers
1 They are at an art exhibition. 2 She thinks it’s interesting.
3 He likes the painting that won. 4 He is her brother.

Read the first question and ask the children to find examples in the
story where James was rude and elicit why what he says is rude.
Ask the children to read the three options and choose. Ask them
to imagine how they would feel if somebody said each expression
about their painting. For the third question, ask the children to
discuss first in pairs, then share their ideas with the class. Ask them
how they think the teacher’s brother felt when he heard James’s
remarks and how James felt at the end. Ask if they think James has
a positive attitude to the paintings in general, and if they think he
was interested in the opinions of others.
Answers
1 Child's own answer 2 b 3 Child's own answer
Lesson 3 59

2 Language Bridge
Lesson 4
Languag 2
Emotions and values

1 Do you ever go to art exhibitions? 1 Discuss with a classmate.
2 What kind of paintings do you like best?
1 List places where you need to buy a ticket.
Which words look similar in your 2 Are tickets cheaper for children?
1 Year 5 are visiting an art exhibition. All 2 The teacher is pointing out a piece of modern
the paintings are finalists in an important art. It came second in the competition. Anita, There’s an exciting exhibition at the
competition. Some of them are by successful Rob and James are giving their opinion. National Museum and Hannah and Danny
and famous artists, others are by new artists. want to see it. They ask Hannah’s dad to
I think it’s fantastic! It’s take them. When they arrive at the museum,
colourful and interesting. they have to buy tickets. Hannah is usually
shy but her dad asks her to buy the tickets.
1 What are they going to see?

2 How many tickets do they need?
4 Guess the price of the tickets.
I agree Rob. It’s interesting, but It’s horrible and
it’s not my favourite picture. weird. I hate it. WATCH
3 The students are now looking at the painting that won. 4 3 How many times do you hear the word please?
Well, James, it’s important to have an
They all have different opinions about it. opinion but maybe try not to be so 4 Watch again and raise your hand when you hear these phrases.
rude. I know the artist. In fact, I know
I don’t think it’s as good as the
him very well because he’s my brother.
one that came second. But I like it. How much are the tickets? Adults or children? Would you like a brochure?
And he’s standing right behind you!
Pardon? Here you are, 35 euros. Enjoy your visit!
AFTER YOU WATCH

I think it’s better than the 1 How much does each child’s ticket cost? 3 Do they buy a brochure?
other one. It’s the best It’s rubbish. The artist isn’t 2 Does Hannah’s dad think it’s cheap? 4 How much change does Hannah get?
painting here. I love it! talented. It’s the worst
MEDIATION
painting in the room. 6 Put the conversation in order.
ON
Communication
AFTER YOU READ 4 Discuss with a classmate. Here you are.
Of course, adults or children? Student A: Go to page 92
3 Answer the questions. 1 Do you think James was rude or not?
2 Which expression is the rudest? Hello, could I have two tickets, please?
1 Where are the children?
2 What does Anita think of the modern a It’s not my favourite picture.
OK, that’s fifteen euros.
painting? b That picture’s rubbish. One adult and one child. They say thanks for the three
3 Which painting does Rob like best? c I don’t really like that picture very much. tickets.
Thank you. Here are your tickets.
4 How does the teacher know the artist? 3 Is it important to be polite? Activity Book page 15 1.15
pronunciation
18 Lesson 3 Vocabulary and grammar in context Social and emotional skills: being polite Learning situation: buying tickets Lesson 4 19
Languag 2
Emotions and values

1 Read the story in your Student’s Book. Match the words to their meanings. 1 Watch the video. Who says what? Write H (Hannah), T (ticket seller) or B (both).
1 finalists a very bad
2 Year 5 b not polite 1 How much are the 4 Adults or children? 7 That’s €31
3 rubbish c directing a person’s attention tickets, please? altogether.
4 rude d a class of school children aged 10
2 They’re €15 for adults and 5 One adult and two 8 OK. Here you are,
5 pointing out e people or objects in the last part of a competition €8 for children under 16. children, please. €35.
2 Read and complete the story summary. 3 Could we have three 6 Would you like a brochure? 9 Thank you!
tickets, please?
art best brother exhibition horrible opinions rude worst
Some children are looking at paintings in an (1)
You want to go to a football match with your sister and your parents.
competition. They give their (2) about the You need to buy the tickets.
paintings. James is very (3) about them. He says Ticket seller: Hello, good afternoon.
that the painting that won is the (4) in the room.
You: Hello. How much (1) ?
He doesn’t know that the artist is the teacher’s (5)
and he is listening to the rude comments. Ticket seller: They’re €25 for adults and €12 for children.
3 Look and answer. You: Could we (2) ?
angry embarrassed silly sad surprised Ticket seller: Of course. Adults or children?
You: (3)
1 How does the artist feel when James is talking about his painting?
Ticket seller: That’s €74, please.
2 How does James feel when he sees that the artist is behind him?
You: (4)
4 Read and tick (✓) the best response.
Ticket seller: Thank you. Here’s your change and your tickets. Enjoy the match!
1 You friend has a new haircut. 2 Your uncle makes lunch 3 Your friend comes last You: (5)
You don’t like it. but you don’t like it. in an art competition.
a a a 3 Listen and repeat. Complete the table. 7
Why did you do that? It’s interesting. Oh, I’m sorry. I know pronunciation
You look silly! It’s very unusual! you tried hard.
thanks the Thursday teeth brother this
think with these thirsty bath altogether
b b b
Your hair looks so I can’t eat it. Your picture was soft th thanks,
different! It’s horrible. weird and rubbish! hard th the,
14 Lesson 3 Story comprehension Social and emotional skills: being polite Learning situation: buying tickets Pronunciation: hard and soft th Lesson 4 15
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60 Lesson 4

Lesson 4 Objectives 6 Put the conversation in order.
Have the children order the conversation in pairs. Invite
Discuss buying tickets volunteers to act it out. Encourage them to smile and act
Watch and listen for specific phrases politely.
Watch and listen for specific information
Ask for tickets in a guided pair work activity Answer
Hear and pronounce the hard and soft th sound Hello, could I have two tickets, please? Of course, adults or
Mediation Relay specific information children? One adult and one child. OK, that’s fifteen euros. Here
you are. Thank you. Here are your tickets.
ON
Materials
✓ Teacher’s i-solutions TH
E WAY
COMMUNICATION
✓ Student’s Book audio Divide the class into pairs and appoint each child as either
✓ Digital Flashcards Unit 2 Student A or B. The children go to their page and read
through their role for part 1. Student A starts the conversation
Warmer using the prompts and Student B continues using the prompts
Call a volunteer to the front and show them a word card. They and information. When they have finished, they read through
draw pictures, mime or use any non-verbal way to communicate part 2 and Student B starts the conversation.
the word for the others to guess. Repeat with different words
and volunteers.
Pronunciation 1.15
BEFORE YOU WATCH Ask the children to say the sentence out loud. Write it on the
board, underline the four ths and ask if they sound the same (no:
1 Discuss with a classmate. soft, unvoiced thanks, three and hard, voiced They, the). Play
The children discuss the questions with a partner and then the audio several times. Let the children repeat and practise the
share with the class. Ask them why children’s tickets should or pronunciation.
shouldn’t be cheaper.
2 Read, look and answer. pronun ciation

The children read the introduction individually and look at the Write soft and thanks on one side of the board and hard and
video still. Elicit answers to the first three questions and ask the on the other side. Read out a list of th words and have the
them to note down their guesses for question 4. children point to the correct sound. Leave the headings on the
Answers board. The children read the words in Activity 3 and then play
1 an exhibition 2 three 3 an art exhibition, Hannah, her dad and the audio for them to repeat. They complete the table. Invite
Danny, a person selling the tickets 4 Child’s own answer volunteers to write words on the board to check.
Ask what other words the children know with either th sound.
WATCH
3 How many times do you hear the word please? Fast finishers The children write sentences
Watch the video all the way through and have the children
count the word please and compare their answers. Then play it
again and have the children call out please when they hear it.
FF using as many th words as they can, and
practise reading them out.
Finally, check who guessed the ticket price.
Answer
Four times Write the scrambled lines of dialogue below on the board, each
on a separate line. Divide the class into five groups and have
them unscramble them. Ask one group to find the first line of
4 Watch again and raise your hand when you hear the dialogue and say it. Continue with successive groups to
these phrases. complete the dialogue.
Allow the children time to read the phrases before playing the morning good help you? can I how / have I can adult tickets two
video. Pause the video when they raise their hands and ask and please? one child / that’s course of €25 / much how tickets?
them to repeat the phrase. are the hello / €10 adults for children and €15 for they’re
Answers: Good morning. How can I help you? Hello, how much
AFTER YOU WATCH are the tickets? They’re €15 for adults and €10 for children. Can
I have two adult tickets and one child please? Of course. That’s
5 Answer the questions. €25.
Ask the children if the people in the video were polite or rude
and to explain why. Have the children answer the questions with
a partner, then check as a class or play the video a final time.
Answers
1 Eight euros 2 No, he doesn’t 3 No, they don’t 4 Four euros
Lesson 4 61

Lesson 5

1 Watch the video. Do you prefer books, films or paintings? 6 Listen and read. Match the names of the exhibitions to the photos. 1.18
2 Look and choose. Listen and check. 1.16

Art attack! Artkids
1 2 3
Art in my town! Last week our class visited two art exhibitions in our
1
a creative b popular a inventive b exciting a funny b talented town. They were very different.
The first exhibition, Art attack!, is in a big museum in
4 5 6
the centre of town. You can see paintings by many
successful and talented artists. The exhibition is very
popular and the tickets are expensive. The paintings
are good but some are a bit weird!
The second exhibition we visited, Artkids, is of children’s paintings in a small 2
a inventive b shy a lovely b successful a popular b inventive
sports centre. It isn’t as popular as the exhibition in the museum, so the
7 8 9 tickets are cheaper. Visiting the sports centre isn’t as exciting as going to the
museum but the children’s paintings are lovely! I think the children’s paintings
are as good as the paintings in the big exhibition!
a funny b shy a creative b successful a talented b shy 7 Read again and choose the correct answer.
1 Artkids is / isn’t as popular as Art attack! Grammar Way Comparatives with as … as
3 Listen and complete. 1.17 2 Artkids is / isn’t as expensive as Art attack! is

The sports the
3 Visiting the sports centre is / isn’t as exciting as big
centre isn’t museum.
visiting the museum. as as
My favourite vlogger My favourite artist is Jennifer
4 The sports centre is / isn’t as big as the museum. Children’s are artists’
is Jared Smith. I love Landry. She draws (5) … comic good
watching his videos strips. She is young, but she’s 5 Hannah thinks the children’s paintings are / aren’t paintings aren’t paintings.
and tutorials on his really (6) … and her cartoons are as good as the paintings by the famous artists.
very (7) … . She doesn’t give many Language reference page 101
channel. He takes photos
of toys, especially action figures. interviews because she is (8) … . She shares 8 Look and talk about the artists.
His photos are really (1) … and art tutorials online but she only shows her
(2) … . Sometimes he uses (3) … hands. I think she’s a (9) … person.
special effects to make them more Theo Smith Jade Turner Zac Rivers Theo is as
interesting. I think he is super (4) … . old as Zac.
Age 25 23 25
Paintings sold 27 27 82
4 Ask and answer. I think the funniest Highest price €1,000 €1,000 €3,000
1 What is the funniest book? book is Diary of a
Wimpy Kid. Theo is as
2 What is the most creative video game?
3 Who is the most talented football player? Project stop 2 successful as
Jade.
I think the Captain
4 Who is the most popular singer? An art gallery
Underpants
5 Who is the silliest cartoon character? books are funnier. Find out about the work of art. Jade’s paintings aren’t
6 What is the most exciting film?
Research the artist’s life, and make as expensive as Zac’s.
5 Write about a person you like. Use Activity 3 as a model. a list of interesting facts.
20 Lesson 5 Adjectives 2 Go to page 24 Comparatives with as … as Lesson 6 21

1 Order and write the adjectives. 3 Listen and tick (✓). 8
1 2 3
Ed Hannah Danny
best
ventinive scceussful craetvie
most creative
4 5 6
funniest
most popular
4 Look at Activity 3. Correct the false sentences.

hys olveyl opularp
1 Hannah’s drawings aren’t as good as Ed’s drawings.
2 Ed’s comic is as creative as Hannah’s comic.

7 8 9
3 Hannah’s drawings are as funny as Danny’s drawings.
4 Danny’s comic is the funniest.
5 Ed’s comic isn’t as popular as Danny’s comic. big small dark colourful expensive funny good popular
6 Ed’s comic is the most popular.

nnufy talteden xcietign
5 Write comparisons with as … as and not as ... as.
1
2 Complete the crossword. Use words from Activity 1.
2
p
2 Everyone likes May. She’s really ... at school.
ACROSS
3 That’s a ... painting! It’s beautiful. 3

4 Tom is ... when he meets new people. He e
4
doesn’t talk much.
5 Luke is very ... . He loves painting and drawing.
7 Ann is so ... ! She can always think of a new 5 6
way to do something. c e
8 Claire is so ... . She makes us laugh!
big colourful dark expensive funny good popular small
1 Joanne is a very ... pianist. She plays very well. 7
DOWN
n v
4 Jason is a ... artist. He sells a lot of paintings. 1 Picture 1 is as as picture 2.
6 I’m reading a really ... book. I can’t wait to see
what happens next! f 2
8
y 3
g
16 Lesson 5 Adjectives 2 Language reference page 89 Comparatives with as ... as Lesson 6 17

62 Lesson 5

Lesson 5 Objectives 4 Ask and answer.
Read the first question and ask two volunteers to read the
See and hear key language in context model dialogue. Invite a couple more volunteers to share their
Learn adjectives opinions and then have the children work with a partner to ask
Match spoken language to images and answer the questions. Remind them to ask their partner for
Listen for missing words repetition if they don’t understand. Ask the children to tell the
Give personal opinions class what their partner’s opinions were. If they don’t remember,
Write about a creative person they should ask again.
Materials 5 Write about a person you like. Use Activity 3

✓ Teacher’s i-solutions as a model.
✓ Student’s Book audio Ask the children to think of possible people for the writing task. Ask
the children to quickly reread the descriptions in Activity 3. Have
the children work individually and then share their writing with
Flipped Learning option a partner. Invite several volunteers to read their descriptions to
The children watch the video at home before the class. the class.
They list any four words that describe the director.
Fast finishers The children write about
Warmer
Ask the children to think of their favourite film. Elicit responses FF themselves using some of the adjectives
from the lesson.
and discuss what they like about the film and anything they know
about it, for example the name of the director and the actors. Continuous assessment
1 Watch the video. Do you prefer books, films or Elicit a list of films that are also books or comics. Write them on
the board and elicit comparisons between the two.
paintings?
Watch the video all of the way through. Watch again and pause
on the first section and ask What’s Ed’s favourite art form?
Continue watching and pause on each section to read and repeat
the words. Check understanding of the adjectives by giving
additional examples of the words. Ask additional questions, for
example: What’s the most popular sport in your country? Are
talented people always successful? Are successful people always
talented? Finally, ask the question. Invite a show of hands to find
out which art form is the most popular in the class.
Have the children choose an option either individually or with

a partner before playing the audio. Pause if needed. Call out a
number and invite children to give a sentence with the correct
adjective.
Answers
1 creative 2 exciting 3 funny 4 inventive 5 lovely 6 popular 7 shy
8 successful 9 talented
3 Listen and complete. 1.17
Give the children time to read the first text individually. Then
have them work with a partner to complete the text with
adjectives from Activity 2. Play the audio to check. Do the same
with the second text.
Answers
1 creative 2 inventive 3 exciting 4 talented 5 funny 6 successful
7 popular 8 shy 9 lovely
Lesson 5 63

Lesson 6

1 Watch the video. Do you prefer books, films or paintings? 6 Listen and read. Match the names of the exhibitions to the photos. 1.18

Art attack! Artkids
1 2 3
Art in my town! Last week our class visited two art exhibitions in our
1
a creative b popular a inventive b exciting a funny b talented town. They were very different.
The first exhibition, Art attack!, is in a big museum in
4 5 6
the centre of town. You can see paintings by many
successful and talented artists. The exhibition is very
popular and the tickets are expensive. The paintings
are good but some are a bit weird!
The second exhibition we visited, Artkids, is of children’s paintings in a small 2
a inventive b shy a lovely b successful a popular b inventive
sports centre. It isn’t as popular as the exhibition in the museum, so the
7 8 9 tickets are cheaper. Visiting the sports centre isn’t as exciting as going to the
museum but the children’s paintings are lovely! I think the children’s paintings
are as good as the paintings in the big exhibition!
a funny b shy a creative b successful a talented b shy 7 Read again and choose the correct answer.
1 Artkids is / isn’t as popular as Art attack! Grammar Way Comparatives with as … as
3 Listen and complete. 1.17 2 Artkids is / isn’t as expensive as Art attack! is

The sports the
3 Visiting the sports centre is / isn’t as exciting as big
centre isn’t museum.
visiting the museum. as as
My favourite vlogger My favourite artist is Jennifer
4 The sports centre is / isn’t as big as the museum. Children’s are artists’
is Jared Smith. I love Landry. She draws (5) … comic good
watching his videos strips. She is young, but she’s 5 Hannah thinks the children’s paintings are / aren’t paintings aren’t paintings.
and tutorials on his really (6) … and her cartoons are as good as the paintings by the famous artists.
very (7) … . She doesn’t give many Language reference page 101
channel. He takes photos
of toys, especially action figures. interviews because she is (8) … . She shares 8 Look and talk about the artists.
His photos are really (1) … and art tutorials online but she only shows her
(2) … . Sometimes he uses (3) … hands. I think she’s a (9) … person.
special effects to make them more Theo Smith Jade Turner Zac Rivers Theo is as
interesting. I think he is super (4) … . old as Zac.
Age 25 23 25
Paintings sold 27 27 82
4 Ask and answer. I think the funniest Highest price €1,000 €1,000 €3,000
1 What is the funniest book? book is Diary of a
Wimpy Kid. Theo is as
2 What is the most creative video game?
3 Who is the most talented football player? Project stop 2 successful as
Jade.
I think the Captain
4 Who is the most popular singer? An art gallery
Underpants
5 Who is the silliest cartoon character? books are funnier. Find out about the work of art. Jade’s paintings aren’t
6 What is the most exciting film?
Research the artist’s life, and make as expensive as Zac’s.
5 Write about a person you like. Use Activity 3 as a model. a list of interesting facts.
20 Lesson 5 Adjectives 2 Go to page 24 Comparatives with as … as Lesson 6 21

1 Order and write the adjectives. 3 Listen and tick (✓). 8
1 2 3
Ed Hannah Danny
best
ventinive scceussful craetvie
most creative
4 5 6
funniest
most popular
4 Look at Activity 3. Correct the false sentences.

hys olveyl opularp
1 Hannah’s drawings aren’t as good as Ed’s drawings.
2 Ed’s comic is as creative as Hannah’s comic.

7 8 9
3 Hannah’s drawings are as funny as Danny’s drawings.
4 Danny’s comic is the funniest.
5 Ed’s comic isn’t as popular as Danny’s comic. big small dark colourful expensive funny good popular
6 Ed’s comic is the most popular.

nnufy talteden xcietign
5 Write comparisons with as … as and not as ... as.
1
2 Complete the crossword. Use words from Activity 1.
2
p
2 Everyone likes May. She’s really ... at school.
ACROSS
3 That’s a ... painting! It’s beautiful. 3

4 Tom is ... when he meets new people. He e
4
doesn’t talk much.
5 Luke is very ... . He loves painting and drawing.
7 Ann is so ... ! She can always think of a new 5 6
way to do something. c e
8 Claire is so ... . She makes us laugh!
big colourful dark expensive funny good popular small
1 Joanne is a very ... pianist. She plays very well. 7
DOWN
n v
4 Jason is a ... artist. He sells a lot of paintings. 1 Picture 1 is as as picture 2.
6 I’m reading a really ... book. I can’t wait to see
what happens next! f 2
8
y 3
g
16 Lesson 5 Adjectives 2 Language reference page 89 Comparatives with as ... as Lesson 6 17

64 Lesson 6

Lesson 6 Objectives 8 Look and talk about the artists.
Ask the children to look at the table and ask some simple
Listen to and follow a text
questions to focus on the information: How old is Theo? How
Read and comprehend a text
old is Zac? Who has sold more paintings, Zac or Jade? Who has
Make comparisons using as … as
sold a painting for €1,000? Ask two volunteers to read the model
dialogue, then the children work in pairs to compare the artists.
Materials
✓ Teacher’s i-solutions Project stop 2
Elicit what the project learning situation is and recap what
work of art each group has chosen. Ask the children to read
the information and then turn to page 24 for more information
Warmer about what they need to prepare. They should then complete
Watch the video from lesson 5. Pause after each section with an the Project stop 2 section of their Project Portfolio.
as ... as structure and ask a question, for example: Is the book
more exciting than the film? Is the film funnier than the book? Activity Book Project Portfolio page 20
Are books more modern than films? Are films more popular than
books?
Fast finishers The children write sentences
6 Listen and read. Match the names of the
exhibitions to the photos. 1.18
FF about themselves and a friend using the
as … as structure.
Read the title of the article. Play the audio while the children
read the text. The children then match the photos to the Continuous assessment
exhibition names. Have the children read again, focussing on Say the beginnings of sentences and ask the children to
the as … as structures in blue. Point out that this structure is used complete them in different ways. For example, Basketball isn’t
to compare two things, but we just use the simple adjective. as popular as … . (Jon) is as tall as … . Harry Potter books aren’t
Ask Is Art attack! more popular than Artkids? (Yes.) Is visiting as funny as … . Puppies are as lovely as … . (Julia) isn’t as old
the sports centre more exciting than the museum? (No.) Are the as … . Cars aren’t as fast as … .
paintings in the museum better that the children’s picture or are
they the same? (The same.)
Answers
1 Artkids 2 Art Attack!

The children work in pairs to choose the correct option. Invite
volunteers to read the sentences.
Answers
1 isn’t 2 isn’t 3 isn’t 4 isn’t 5 are
Grammar Way
Ask volunteers to read comparisons from the table. Say
or write some simple sentences using a comparative
adjective and ask the children to change them to an as … as
sentence. For example, Clara is more talented than Sam.
(Sam isn’t as talented as Clara.) The book is better than the
film. (The film isn’t as good as the book.) The sports centre
tickets are cheaper than the museum’s tickets. (The sports
centre tickets aren’t as expensive as the museum’s tickets.)

Lesson 6 65

2 Skills Station
Lesson 7
LAND
NG Virtual tour
Skills Station 2
E
Viewing
Reading
tate modern
1 How old do you think this painting is? Tate Modern is an art museum in London.
Jay You can see modern art, sculptures and
2 Describe the painting.
installations there. Sculptures are 3D art. Installations
3 Do you like it? are a kind of temporary 3D art. They use big objects
2 READ Read and listen. Read again and draw. 1.19
and the space around them to show an idea or a
Help desk feeling. You can walk through, under or on them!
flat: two
dimensional
Try it yourself: Draw a further away:
horizontal line across the more distant 1 What can you find in an art museum?
middle of a piece of paper. vanish: 2 What can you see in the photos?
Draw a dot in the middle. This to disappear
In medieval times, paintings is the vanishing point. From
were often colourful, but they this point, draw two diagonal 1 When did Tate Modern open?
usually looked flat. This lines down to the bottom of your paper, in a triangle. 2 Does Tate Modern only display British art?
was because artists Use the triangle to draw a road, a river or a path. 3 How much is a ticket for the museum?
did not know how to We can add more perspective to a picture by using
create the effect of light colours for things which are close to us, and by
perspective. Perspective drawing things smaller when they are further away. 1 Would you like to visit Tate Modern?
is an artistic technique which 2 What art museums are there where you live?
shows three dimensions on a two-dimensional
surface. By using perspective, we can make
objects look closer or further away. MY PASSPORT PAGE 20
Filippo Brunelleschi was an architect, but he

was also interested in painting. Brunelleschi
Writing A comparison Connectors
invented the idea of the vanishing point, 1 Read and answer. Use and to connect two similar ideas.
a point where the perspective lines come WRITING TIP Use but to show two different ideas.
1 Which picture does the writer like best?
together.
2 How many connectors can you find in the text?
AFTER YOU READ Two pictures by Sam

1 2
3 Answer the questions. In these pictures we can see stairs in
1 What were paintings like in medieval times?
two different houses. In picture 1, the
artist used perspective but picture 2
2 What idea did Filippo Brunelleschi invent?
looks flat. The colours in picture 1 are
3 What kind of colours make things look closer? in
warmer and brighter than the colours
4 How can artists make objects look further away?
picture 2. Picture 1 feels like the morning
4 Discuss with a classmate. Project stop 3 but picture 2 feels like night-time. I think
1 Can you draw well? An art gallery that picture 1 has nicer colours and
2 What do you like to draw? Print a copy of your painting. picture 2 is more boring.
3 Who are some famous artists from your country? Write notes about the key
information. Go to Activity Book page 19 and write your own comparison.
22 Lesson 7 Art: painting techniques Go to page 24 Culture: England Writing: connectors Lesson 8 23
Skills Station nglan 2

Virtual tour
E
Reading Viewing tate modern

1 Read and listen. Label the picture. 9
Jay
1 How many Tate galleries are there in London?
We know that artists use the vanishing point 2 What is the ‘Turbine Hall’?
to create depth or perspective. Another background foreground middle ground
technique they use is to divide the space
into three horizontal parts: the foreground, 1 2
3 Is all of the art inside the museum?
middle ground and background. Objects in
the foreground look larger and closer to us
than objects in the background.
4 What are the sails of the ship made of?
The foreground of a scene is usually closer
to the bottom of the painting. This is often
where your eyes look first. This area feels like it
is at the front of the picture. The objects here
are bigger and the artist uses thicker lines.
The background of a scene shows us where
in the world the objects are; it gives us
Writing A comparison Checklist
context. Because the artist wants the objects 1 Match the parts of the sentences. • Say how the paintings
in the background to appear further away, are different.
they are smaller. Also, they have less detail 1 The artist used warm a but the others are light.
and they’re usually darker than objects in the 2 This painting is dark b and more colourful. • Say how they are similar.
foreground.
3 3 This painting is bigger c and cool colours. • Use and and but to
connect your ideas.
The middle ground is the space that we see between the
foreground and the background. It connects the two areas. 2 Look at page 12. Write your own comparison • Give your opinion.
of two paintings.
2 Look and tick (✓).

1 Which objects does the artist want to appear closest to the viewer? I am going to compare painting number and painting number .
the sky the flowers the trees
2 How does the artist make objects look closer?
By placing them at the bottom of the scene and making them bigger.
By using darker colours and less detail.
By placing them in the middle of the scene and making them smaller.
3 Where do objects in the picture look smallest?
in the foreground in the middle ground in the background
18 Lesson 7 Art: painting techniques Culture: England Writing: a comparison Lesson 8 19
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66 Lesson 7

Reading 2
Lesson 7 Objectives 2 READ Read and listen. Read again
and draw. 1.19
Describe an image
Learn about perspective in painting Before reading, ask the children to read the Help desk words
Listen to and follow a text and check understanding. Explain the term medieval (5th to
Read and show comprehension of a story 15th centuries). Demonstrate the difference between a three-
Answer questions about a text dimensional shape and a two-dimensional shape by drawing a
circle on the board and holding up a ball. Play the audio while
the children read. Discuss the children’s answer to question 1
Materials in Activity 1: Is it from before or after the medieval period? How
✓ Teacher’s i-solutions do you know? Encourage them to compare the medieval picture
✓ Student’s Book audio with the one showing perspective. Ask: Which picture is flat?
Which one looks three-dimensional? Give each child a piece of
✓ examples of paintings from different periods
plain paper. Ask them to read the text again and to follow the
✓ paper, drawing materials
instructions in the third paragraph to draw a simple perspective
✓ printing facilities picture. Invite some volunteers to the front to show their pictures.
Warmer AFTER YOU READ

Find examples of paintings from very different periods, for
example, a cave painting, a medieval painting, a Renaissance
painting, etc. If possible, some should show perspective. Display Ask the children to answer the questions individually before
them in random order and number them. Ask the children to think comparing answers with a partner and checking as a class.
about which pictures are the oldest and which the most modern. Answers
Elicit ideas in comparative sentences, for example: I think number 1 They were often colourful but they looked flat. 2 The vanishing
one is more modern than number two. I think number three is the point. 3 Light colours. 4 By drawing them smaller.
oldest. Encourage the children to give reasons.
THINK - PUZZLE - EXPLORE Invite the children to ask the questions first. Then have them
Put the class into groups of 3 or 4 children. Give the discuss them with a partner before opening the questions up to
groups a few minutes to THINK about the topic; ask What do the whole class. Ask: Who are the most talented artists in the
you think you know about painting techniques? Go around class? Who uses perspective in their drawings? Who is the most
the class to help with vocabulary if needed. The groups call popular national artist?
out their answers in turns and record them on post-it notes
with keywords, symbols or drawings to be added to a class Project stop 3
list of ideas.
Check that the children have the information that they
Encourage the children to PUZZLE over the topic; ask What
have researched and prepared. Have the children read the
questions do you have about perspective in paintings?
instructions here and on page 24. Make sure all groups are
Model some examples: What famous paintings didn’t have
able to print their pictures. Point out that they don’t need to
perspective? How did perspective change the art of painting?
include all of the information they have found, but that they
Ask the children how they can EXPLORE; ask How can you should be selective and choose the most interesting bits.
can (look in a book). I can (search the internet). I can (ask my Activity Book Project Portfolio page 20
teacher).
Fast finishers The children look at the
FF
for any unanswered questions. paintings on page 16 and identify which
ones they think show perspective, and why.
1 BEFORE YOU READ Ask and answer. Continuous assessment
Ask the children to read and answer the questions in pairs and Show the pictures from the Warmer again in chronological order.
then ask the volunteers for their partner’s ideas. Encourage Ask the children which one is medieval and how they know.
them to give reasons why they like or don’t like the painting. Discuss which pictures show perspective and which ones don’t.
Encourage the children to describe the effects of perspective
they can see: The people are smaller because they are further
away.
Lesson 7 67

2 Skills Station
Lesson 8
LAND
NG Virtual tour
Skills Station 2
E
Viewing
Reading
tate modern
1 How old do you think this painting is? Tate Modern is an art museum in London.
Jay You can see modern art, sculptures and
2 Describe the painting.
installations there. Sculptures are 3D art. Installations
3 Do you like it? are a kind of temporary 3D art. They use big objects
2 READ Read and listen. Read again and draw. 1.19
and the space around them to show an idea or a
Help desk feeling. You can walk through, under or on them!
flat: two
dimensional
Try it yourself: Draw a further away:
horizontal line across the more distant 1 What can you find in an art museum?
middle of a piece of paper. vanish: 2 What can you see in the photos?
Draw a dot in the middle. This to disappear
In medieval times, paintings is the vanishing point. From
were often colourful, but they this point, draw two diagonal 1 When did Tate Modern open?
usually looked flat. This lines down to the bottom of your paper, in a triangle. 2 Does Tate Modern only display British art?
was because artists Use the triangle to draw a road, a river or a path. 3 How much is a ticket for the museum?
did not know how to We can add more perspective to a picture by using
create the effect of light colours for things which are close to us, and by
perspective. Perspective drawing things smaller when they are further away. 1 Would you like to visit Tate Modern?
is an artistic technique which 2 What art museums are there where you live?
shows three dimensions on a two-dimensional
surface. By using perspective, we can make
objects look closer or further away. MY PASSPORT PAGE 20
Filippo Brunelleschi was an architect, but he

was also interested in painting. Brunelleschi
Writing A comparison Connectors
invented the idea of the vanishing point, 1 Read and answer. Use and to connect two similar ideas.
a point where the perspective lines come WRITING TIP Use but to show two different ideas.
1 Which picture does the writer like best?
together.
2 How many connectors can you find in the text?
AFTER YOU READ Two pictures by Sam

1 2
3 Answer the questions. In these pictures we can see stairs in
1 What were paintings like in medieval times?
two different houses. In picture 1, the
artist used perspective but picture 2
2 What idea did Filippo Brunelleschi invent?
looks flat. The colours in picture 1 are
3 What kind of colours make things look closer? in
warmer and brighter than the colours
4 How can artists make objects look further away?
picture 2. Picture 1 feels like the morning
4 Discuss with a classmate. Project stop 3 but picture 2 feels like night-time. I think
1 Can you draw well? An art gallery that picture 1 has nicer colours and
2 What do you like to draw? Print a copy of your painting. picture 2 is more boring.
3 Who are some famous artists from your country? Write notes about the key
information. Go to Activity Book page 19 and write your own comparison.
22 Lesson 7 Art: painting techniques Go to page 24 Culture: England Writing: connectors Lesson 8 23
Skills Station nglan 2

Virtual tour
E
Reading Viewing tate modern

1 Read and listen. Label the picture. 9
Jay
1 How many Tate galleries are there in London?
We know that artists use the vanishing point 2 What is the ‘Turbine Hall’?
to create depth or perspective. Another background foreground middle ground
technique they use is to divide the space
into three horizontal parts: the foreground, 1 2
3 Is all of the art inside the museum?
middle ground and background. Objects in
the foreground look larger and closer to us
than objects in the background.
4 What are the sails of the ship made of?
The foreground of a scene is usually closer
to the bottom of the painting. This is often
where your eyes look first. This area feels like it
is at the front of the picture. The objects here
are bigger and the artist uses thicker lines.
My virtual tours The background of a scene shows us where

in the world the objects are; it gives us
Writing A comparison Checklist
Find the country. Add the sticker and complete. context. Because the artist wants the objects Unit 7 1 Match the parts of the sentences. • Say how the paintings
in the background to appear further away, Country: are different.
they are smaller. Also, they have less detail Focus: 1 The artist used warm a but the others are light.
and they’re usually darker than objects in the 2 This painting is dark b and more colourful. • Say how they are similar.
Unit 3 foreground.
3 3 This painting is bigger c and cool colours. • Use and and but to
Country: connect your ideas.
Country: The middle ground is the space that we see between the
Focus:
Focus:
foreground and the background. It connects the two areas. 2 Look at page 12. Write your own comparison • Give your opinion.
Unit 4 of two paintings.
Country:
2 Look and tick (✓).
Focus:
1 Which objects does the artist want to appear closest to the viewer? I am going to compare painting number and painting number .
Unit 5 the sky the flowers the trees

Country: Unit 2
Focus: 2 How does the artist make objects look closer?
Country:
Focus:
By placing them at the bottom of the scene and making them bigger.
By using darker colours and less detail.

Unit 8
Unit 1 By placing them in the middle of the scene and making them smaller.
Country:
Country:
Focus:
Focus: 3 Where do objects in the picture look smallest?
in the foreground in the middle ground in the background
18 Lesson 7
Unit 6
Art: painting techniques Culture: England Writing: a comparison Lesson 8 19
Country:
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20
20 21
21
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68 Lesson 8

Lesson 8 Objectives MY PASSPORT
Learn about the Tate Modern museum in London
Discuss information from the video
Write a comparison of two pictures
Materials
✓ Teacher’s i-solutions Writing
✓ a world map or globe 1 Read and answer.
✓ Teacher’s Resources Unit 2 Ask the children to read the text individually, then answer the
first question. Ask a volunteer to read out the Writing tip. The
Flipped Learning option children should then read the second question and read the text
again. Have the children check their answers in pairs and then
The children watch the video at home before the class. They
invite volunteers to read out the sentences with connectors. Ask
choose a work of art that they like and one that they don’t like,
the children which picture they prefer and why.
and describe them.
Answers
1 Picture 1 2 and – 2 times; but – 2 times
Warmer
Display the map and ask the children to find their own country
on it, and to find the USA. Then ask them to find England. Point
out that England is only a part of the UK, which also includes
writing Activity Book page 19
Scotland, Wales and Northern Ireland. Find out who has visited Ask the children to think about Sam’s comparison of the two
England and ask the children to name any famous cities, pictures in the Student’s Book and explain that they are going
people, landmarks or events they know. Ask them to describe to compare two pictures. Elicit what aspects of the painting he
the flag. compared (perspective or flat, warm or cool colours, light or
dark, and his personal opinion). Read the checklist together and
BEFORE YOU WATCH Ask and discuss. ask if Sam’s writing contains all of the points. Elicit other things
Read Jay’s introduction aloud as the children follow, then give that they could compare (older or more modern, creative,
them time to read it individually. Discuss the first question funny) The children could choose two pictures from Lesson 1 or
together. Ask the children to look at the pictures and elicit from the Activity Book. They then write their description and tick
descriptions of what they can see in each one. each point from the checklist that they have included. They can
swap their work with a classmate to check.
FF
Ask volunteers to read the three questions. Play the video all Fast finishers The children write sentences to
the way through while the children listen for the answers. Elicit
compare two museums that they know.
answers and then play the video again to check. Pause at the
answers and in other places to ask additional questions, for
example: How many Tate museums are there? Is there any Continuous assessment
medieval art? Where in the world do the artists come from? How Get the children into small groups. Ask them to describe and
many installations are there outside? note as many of the paintings or installations from the video
Answers as they can. Play the video again and groups raise their hands
1 It opened in the year 2000. 2 No, it has art from around the when they see the works of art they noted.
world. 3 Nothing; it’s free.

Elicit the answers to the first question as a show of hands and
then ask individual children to say why. Ask the children to
name their favourite exhibits and the ones they didn’t like. Ask
what museums the children know where they live. If they have
been, ask them to say what you can see there. You could show
museum websites or pictures from them.
Lesson 8 69

2 Project Terminal
Lesson 9
Project Terminal an art gallery
Your local train station needs some colour. In this project, you’re going to
create an art gallery for the station and present a painting to the class.
1 Project Portfolio: Activity Book page 20

2
3
• Work in a small group.
• Find out about your project stop
• Make a list of famous work of art, for example,
works of art. • Print a copy of your painting.
the style and when it
• Choose one work of art was painted. • Plan how to present your
to research. painting.
• Research the artist’s life
too. • Write notes about the most
important information.
Present
Presentation tip Starting a presentation
ME DIAT ION
• Practise your presentation.

• Present your painting to
Think about how to start your presentation. You can
the class.
start with one of these ideas:
• Display the paintings in your
• A question
classroom and decide which
paintings you like best. • A story
• The most interesting facts
• Something surprising
This painting is
called Swans
Reflecting Elephants. It was painted
by Salvador
Dalí in 1937.
21st
CENTURY
SKILLS CRITICAL THINKING Evaluation
1 Which painting was the most popular? • Which presentation did you like best?
2 Did you feel differently about a work of • Was your favourite presentation about your
art after you learnt about it? favourite painting?
3 Which artist was the most interesting? • Did you start your presentation well?
24 Lesson 9 Presentation skills 21st century skills: critical thinking
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Project Portfolio an art gallery
My group
1
project stop Famous works of art:
• •
• •
• •
Our chosen work of art:
2
project stop Research notes
Painted in: Style:
The artist and their life:
3
Starting a presentation
Think about how to start your presentation.
Remember to say hello, smile and introduce
yourself. You can start with one of these
ideas:
• A question
• A story
• The most interesting facts
• Something surprising
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70 Lesson 9

Follow instructions
The children think about their answers, share with a partner first
Make notes about a work of art
and then discuss as a group. Encourage them to explain their
See incorrect and correct ways to start a presentation
answers and give reasons. Ask which paintings they would
Use critical thinking skills
like to find out more about and if they are more interested in
Practise presentation skills
paintings now than at the start of the unit.
Mediation Explain data
Materials Continuous assessment

As the children present their paintings, observe how they
engage with the audience, how effectively they use language
and their presentation skills in general. Display the pictures on
Project stops 1-2-3 recap the board. Give clues and have the children say which picture
you are talking about. Use information that the children included
Review the three steps with the class and make sure all in their presentations or other observations.
groups have their works of art printed out and have their notes
prepared. Ask a volunteer to read out Project stop 1, and the
groups put up their hands to show they have done it. Repeat
with the other two stops.
Presentation tip
Ask the children to read the tip in pairs. Play the video all the
way through. Play it again and pause when Sophie has started
her presentation. Elicit what she did wrong. Play Ed’s comments
to see if they agree. Play Sophie’s second entrance, stop, and
elicit what was wrong with it. Play the video to the end. Ask if
Sophie’s introduction was good, and why it was successful.
Remind the children to plan an interesting introduction, practise
it and smile!
Present
Give the children time to decide who is going to do what and to
practise their presentation. Remind them that they may need to
make compromises if they all want to do the same thing! Make
sure that everyone in the group gets to say something and that
they remember the Presentation tip.
21st
CENTURY
SKILLS CRITIcAL THINKING
Critical thinking is the objective analysis and evaluation of an
issue in order to form a judgement.
Sometimes we form opinions about things without taking
the time to look closely, listen and think. Discuss the three
questions as a group, encouraging all children to participate.
Ask the children questions about the character James from
the story: Did he show critical thinking skills before giving his
negative opinions? Did he look closely at the pictures or listen
to other opinions? Did he try to find out about the paintings and
understand them? Ask the children to say how the story would
have been different if James had better critical thinking skills.
Lesson 9 71

2 Checkpoint
Unit 2 review
2
Checkpoint
1 Listen and choose the picture. 1.20
Exam tip Listening Pay attention but keep calm because you hear the listening twice.
1 Which picture does Jane like best?

a b c
2 Which painting does Mike not like?

a b c
Exam tip Reading and Writing Read each question and try all the options before you choose an answer.
1 Jane: Which of those three boys is Tom? 3 Jane: Is Rob the funniest?
Zach: … Zach: …
2 Jane: Is he taller than the blonde boy? 4 Jane: Who is the most interesting?
Zach: … Zach: …
a Tom is interested in art.

b Alex is my best friend.
c Tom is the boy with the shortest hair.
d I think Rob is more interesting than the others.
e Yes, he is. Alex and Rob are both shorter than Tom.
f He’s older than Rob.
g Yes, he is. He makes us laugh a lot.
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2
Checkpoint rence
1
LListen
anandgwrite e refe
uaagletter. 10
Language refe
rence
Unit 1 2 Listen to your art Unit 2
Study tips Adjectives 1
ask for help Comparatives and Superlatives bad
(don’t) do everything alone Adjective Comparative Superlative boring
(don’t) get distracted 1 syllable Add er Add est cheap
Holly Ryan Davidgo to bed early Betty dark
listen to music 1 or 2 syllables ending in Remove y, add ier Remove y, add iest
expensive
make a study plan consonant + y good
a b c
pay attention silly sillier the silliest horrible
take notes 1 syllable ending in Double the consonant Double the consonant light
2
2
(don’t) watch TV vowel + consonant and add er and add est modern
My language trip My life skills (don’t) worry big bigger the biggest silly
2+ syllables Use more Use the most weird
Exam advice Adjectives 2
arrive on time creative
Think: Evaluate your progress. My functional language and mediation skills Irregular
bring a pen exciting
d e f bad worse the worst
(don’t) cheat funny
11 I Ican
candescribe
describepaintings.
paintings. 1 I can understand a video about buying tickets.
(don’t) copy inventive
(don’t) distract others The painting in the living room is bigger than the painting in the kitchen.
22 I Ican
cancompare
comparepaintings.
paintings. 2 I can buy tickets in English. lovely
listen carefully This museum has the most expensive sculptures in the world. popular
33 I Ican
candescribe
describepeople.
people. 3 I can give basic information about My dad thinks pop music is worse than rock music.
read the instructions shy
numbers and prices. successful
(don’t) talk
44 I Ican
canuse
useas astotocompare
as……as comparetwo
twothings.
things.
Total / 15 write your name Comparatives with as ... as talented
55 I Ican
canunderstand
understandaatext
textabout
aboutpainting
paintingtechniques.
techniques.
2 Read the text. Choose the right words. The sports centre is/isn’t
as
big
as
the museum.
66 I Ican
canwrite
writeaacomparison.
comparison. Children’s paintings are/aren’t good artists’ paintings.
My social and emotional skills
77 I Ican
canuse
usethe
theconnectors
connectorsand
andand
andbut
butininaatext.
text. Yesterday I went to a modern art exhibition. The most (1) painting To say that two people, places or things are similar or different in some way we use as + adjective + as.
1 I know why it is important to be polite.
I think your painting is as good as a professional artist’s!
cost
2 I can politely say that I don’t like nearly one
something. million euros, but it wasn’t the best painting. My favourite painting was the Hannah thinks Wimpy Kid isn’t as funny as Captain Underpants.
Total / 35
3 I can say when someone is not(2)
being polite. painting in the gallery! It was modern but it wasn’t as weird 1 Complete the sentences with your own ideas.
Observe: Look at your results.
1 I think is a better painter than .
(3) Total / the
15 others. The artist doesn’t sell many paintings, so she isn’t
2 is a more expensive museum than .
What do you need to improve? the most (4) painter, but I would like to have this painting on the
My 21 century skills
st 3 I think the funniest TV or film character I know is .
wall in my bedroom. I think she’s a very (5) 4 The most talented singer I know is .
Reflect: Which learning tool helped you the most?
1 I know how to start a presentation.

Individualwork
work
artist and I would love to be as creative as she is! 2 Rewrite the sentences to mean the same, using not as + adjective + as.
2 I can think critically about the information I hear.

activities 3 I can evaluate a work of art in English. 1 The Louvre is bigger than the British Museum.

Readingactivities
activities 1 cheapest expensive best
2 cheaper Total cheapest
/ 15 cheap
Pair/groupwork
work 2 The National Gallery in London is cheaper than the MoMA in New York.
3 as than like
Videos Digital
Digitalactivities
activities
4 talented successful good
Other Unit 5 exciting/ 80
total shy boring
66 77 Language reference: Grammar and vocabulary 89
ES0000000068205 849788_AB5_U2_BISOK_130738.indd 21 8/1/2022 5:06:37 PM
72 Unit review

Unit review 2
A2 Flyers Listening part 4, Reading and Writing part 2
learning style.
Warmer Next, they assess their functional language and mediation
Print the unit flashcards and word cards. Divide the children into skills, social and emotional skills and 21st century skills.
teams. Display a random flashcard. One child from each team The children add up their total then turn to the language and
runs to the front and writes what it is on the board. The quickest skills map on pages 2-3 to see which sticker (if any) they
child wins a point for their team. You can award an extra point should place. They place the sticker on the map for this unit.
for correct spelling. Continue with more flashcards until all
children have had a turn. My Passport pages 6-7
1 Listen and choose the picture. 1.20

Final evaluation
Tell the children to look at the activity and elicit what they have Call out some statements using structures and vocabulary from
to do. Tell them that they will hear two dialogues. Read the the unit, for example: It’s more expensive than a house. It’s the
Exam tip together and check that they understand it. Let them most boring subject at school. He isn’t as talented as Messi. It’s
know that they won’t be able to stop the audio, but if they don’t the silliest cartoon character. It begins with the hard th sound.
understand the first time, they will hear it again. Encourage them It was the most popular presentation. It’s a light colour. The
to look at the pictures for a while and think about how they children write something that matches the description. Try and
might be described. elicit as many different answers as possible. Children shouldn’t
When all the children are ready, play the audio twice. Make put up their hand to answer if someone has already said the
sure the children note down their answers. same thing.
Check the answers as a class and play the audio again, pausing
at the key parts which give the answers.
Answers
1a2b
2 Read the conversation and choose the best

answer.
Explain that in this activity they need to find the best option to
complete the dialogue. Read the Exam tip together. Remind the
children to read all of the options carefully. They complete the
activity individually. Remind them to read through the questions
and answers again to check. They can then check their answers
with a partner before checking as a class.
Answers
1c2e3g4d

FF the unit and find four new words they have
learned and write a sentence with each one.
Unit 2 Test
Unit review 73

2 Transcripts
Student's Book audio transcripts 1.17 Listen and complete.

Danny: My favourite vlogger is Jared Smith. I love watching his
1.12 Listen and match. videos and tutorials on his channel. He takes photos of toys,
Girl: Wow, there are a lot of paintings in here. especially action figures. His photos are really creative and
Boy: Yes! Let’s have a look. What do you think of number 1? inventive. Sometimes he uses exciting special effects to make
Girl: I don’t like it! I think it’s boring. them more interesting. I think he is super talented.
Hannah: My favourite artist is Jennifer Landry. She draws funny
Girl: Do you like number two? comic strips. She is young, but she is really successful and her
Boy: Yes, it’s nice. The colours are light. cartoons are very popular. She doesn’t give many interviews
Girl: Look at number 3. The colours are dark. Do you like it? because she is shy. She shares art tutorials online but she only
Boy: No, I don’t. shows her hands. I think she’s a lovely person.
Boy: Do you like number 4?
Girl: No, I don’t. I don’t like spiders! I think it’s horrible! 1.18 Listen and read. Match the names of the
Boy: Look at number 5. It costs 100 euros. That’s quite cheap for exhibitions to the photos.
a painting in an art gallery!
Girl: I like number 6. The painting of the tiger. I think it’s good. See Student’s Book page 21, Activity 6
Boy: Yeah.
1.19 Read and listen. Read again and draw.
Boy: I don’t like number 7. I think it’s really bad!
Girl: I like number 8 more. It’s silly, haha! See Student’s Book page 22, Activity 2
Boy: Yes, haha!
1.20 Listen and choose the picture.
Boy: What about number 9? He has different faces. I think it’s
weird. 1
Girl: Yes, it is. Narrator: Which picture does Jane like best?
Boy: Do you like this art gallery, Jane?
Girl: Oh, look. Number 10 is very expensive! Girl: Yes. I think that these three paintings are the most beautiful.
Boy: Yes… what about number 11? It’s really modern. Boy: I agree, they are very colourful. I think they are lovely.
Girl: I like it! I like the warm colours of the sunflowers. Which one is your
favourite?
1.13Listen and read. Which painting is Danny’s Girl: I like this picture best because the artist used the vanishing
favourite? point to paint the path between the trees.
Boy: Oh yes!
2
Narrator: Which painting does Mike not like?
1.14 Read and listen. The art competition
Girl: Mike, do you like this painting of a landscape? The trees
See Student’s Book page 18, Activity 2 look far away because the artist made them smaller than the
flowers at the front.
1.15 Pronunciation. Listen and repeat. Boy: It’s OK, but I think it’s a bit boring. I prefer the other
See Student’s Book page 19 landscape with the dark clouds in the sky.
Girl: What about this painting of the leaves on the tree? It looks
like autumn.
1.16 Look and choose. Listen and check.
Boy: Yes, I like it. The red leaves are really colourful.
1 Jamie is a very creative baker. Look at that cake!
2 Lou is an exciting circus performer. Her shows are the best!
3 Lee is a very funny comedian. Everyone laughs at his jokes.
4 Victoria is an inventive artist. She makes her own paints from
plants and rocks.
5 Simon Steel is a lovely actor. Everyone likes him, he’s a very
nice person.
6 Sam Jones is a popular singer with millions of fans.
7 Tony is a shy musician. He’s so shy he can’t look at the
audience during concerts.
8 Paloma is a successful film director. She has won lots of
awards.
9 Joe is a very talented hairdresser.

Transcripts 2
Student's Book video transcripts Page 20 Fasten your seatbelt!
Ed: Hello! Guess what?
Page 16 All aboard! I went to see a great art exhibition at the weekend.
Paintings are my favourite art form.
Sophie: Hey, it’s Sophie! Today, I want to show you some works But there are lots of different art forms, like books and films.
of art. I don’t like books and films as much as paintings, but everyone
Everyone has a different opinion on what’s good and what’s bad. has a different opinion.
So… let’s look at some art! For example, they want to see a popular film. Look at the queue!
This is modern and expensive. The film is popular because it’s exciting and funny!
Some people think graffiti like this is bad. It definitely is cheap! The director is very talented and successful.
Which do you think is better? He’s creative and inventive.
This is dark and light. He’s lovely but he’s very shy. He doesn’t like to talk.
I don’t like this! There aren’t any colours. It’s horrible and boring. This book isn’t as exciting as the film. But it is as funny as the film.
And it’s not even straight! Books aren’t as modern as films. But they are as popular as films.
This is my favourite. It’s silly and weird, but it’s very good. What about you? Which do you like more, books, films or paintings?
My friend thinks Guernica is the most expensive painting.
But I think the Mona Lisa is more expensive.
He thinks this modern art is the weirdest. And this mural is the Page 23 Virtual tour – Tate Modern
worst. And this painting is the best.
I like this. It’s sillier than his favourite! Boy: Hello! I’m Jay and I’m from London.
That was fun! Do you have a favourite work of art? In today's virtual tour, we're going to take a look at Tate Modern.
It’s one of two Tate galleries in London. The other is Tate Britain.
Tate Britain is much older and is for British art.
Page 19 Functional language Tate Modern opened in the year 2000 and is more for
contemporary art from around the world.
Dad: Do you want to ask for them, Hannah? It’s the most popular art museum in the UK.
Hannah: OK. There are paintings and sculptures by famous artists from the
Woman: Good morning. last century.
Hannah: Good morning. How much are the tickets for the And there is art by talented artists from Africa, Asia and America.
exhibition, please? The big space in the centre is called the Turbine Hall, and they
Woman: They’re 15 euros for adults and 8 euros for children have installations that can be really weird and inventive.
under 16. Some you can even be part of or help create!
Hannah: Is that OK, Dad? There are also works of art outside, like this fog installation, the
Dad: It’s a bit expensive, but it’s alright. Let’s get them. ‘Endless Stair’ and the ‘Ship of Tolerance’ on the river Thames,
Hannah: Could we have three tickets, please? with sails made of paintings by children. Isn’t that cool?
Woman: Of course. Adults or children? And the best thing is – it’s all free!
Hannah: One adult and two children, please.
Woman: Would you like a brochure? It’s 5 euros.
Hannah: No, thank you. Page 24 Presentation tip – Starting a presentation
Woman: OK, so that’s 15 euros for the adult and 8 euros
each for the children. That’s 31 euros altogether. Ed: Hi everyone! Today, our presentation tip is about starting
Hannah: Pardon? a presentation. First of all, remember to say hello, smile and
Woman: 31 euros, please. introduce yourself. Let’s see how Sophie starts her presentation.
Hannah: It’s 31 euros. Sophie: Hi, umm, this is a painting, it’s a girl. She, umm…
Dad: Here you are. Ed: Stop right there. Sophie didn’t plan what to say and she’s
Hannah: OK. Here you are, 35 euros. nervous. Let’s try that again…
Woman: Thank you. And here’s your change, 4 euros. Here are Sophie: Hi, I’m Sophie. This painting is called ‘The Girl with the…’
your tickets. Go through that way. Enjoy your visit! Ed: OK, well that was better than before, but let’s see if Sophie
Hannah: Thank you! can make it more interesting. Think about what to include at
the start of your presentation. You can begin with a question,
a story, the most interesting facts, the key information or even
something surprising. Come on, Sophie!
Sophie: Hi, I’m Sophie. Did you know that originally, this painting
was green?
Ed: That’s better Sophie! Now I’m interested and I want to hear
more! So remember, plan your introduction, practise and don’t
forget to smile! Good luck!

2 Activity Book
Answer key 2 Page 18

1 are the tickets for the football match,
1
Page 12 please?
1 background
2 have four tickets, please?
1 2 middle ground
3 Two adults and two children, please.
1 dark; light 3 foreground
4 OK. Here you are, (75) euros.
2 boring; cheap 5 Thank you!
3 modern 2
4 silly; expensive 3 1 the flowers
5 good; bad soft th: thanks; Thursday; teeth; think; 2 By placing them at the bottom of the
6 weird; horrible thirsty; bath; scene and making them bigger.
hard th: the; brother; this; with; these; 3 in the background
2 altogether
talk about colours: dark; light
Page 16 Page 19
talk about money: cheap; expensive
give a positive opinion: good 1 Viewing
give a negative opinion: bad; silly; 1 inventive 4 shy 7 funny 1
horrible 2 successful 5 lovely 8 talented 1 Two
3 creative 6 popular 9 exciting 2 The big space in the centre.
Page 13 3 No. There are also works of art outside.
3 2 4 Paintings by children
1 c 2b 3a Across:
2 popular Writing
4 3 lovely 1
Adjective Comparative Superlative 4 shy 1c 2a 3b
5 creative
cheap cheaper the cheapest 7 inventive 2 Child’s own answer
silly sillier the silliest 8 funny
big bigger the biggest Page 20
Down:
more the most Project Portfolio Child’s own project
expensive 1 talented
expensive expensive 4 successful Page 21
good better the best 6 exciting
bad worse the worst 1
Page 17 Ryan b
5 Child’s own answers Betty d
3
David e
Page 14 Ed Hannah Danny Holly a
1 best ✓ 2
1e 2d 3a 4b 5c most 1 expensive
✓
creative 2 cheapest
2 funniest ✓ 3 as
1 art 4 successful
2 opinions most
✓ 5 exciting
3 rude popular
4 worst
5 brother 4
2 Ed’s comic isn’t as creative as Hannah’s
3 comic. / Hannah’s comic is more creative
1 sad/angry than Ed’s comic.
2 embarrassed/silly/surprised 3 Hannah’s drawings aren’t as funny as
Danny’s drawings. / Danny’s drawings
4 are funnier than Hannah’s drawings.
1b 2a 3a 5 Danny’s comic isn’t as popular as Ed’s
comic. / Ed’s comic is more popular than
Page 15
Danny’s comic.
1
1H 5H 9B 5 Child’s own answers
2T 6T
3H 7T
4T 8H

Activity Book 2
Audio transcripts 10 Listen and write a letter.
Man: Are these the paintings in the school art competition?
6 Listen and number the pictures. Girl: Yes, they are. There were more than 100 paintings, but
Guide: Welcome to the art tour! Today we’re going to look at these are the most popular.
three paintings by the same artist. Painting number one is the Man: They’re all very good. Which is your favourite?
first painting she did when she was young. Some people say it’s Girl: I don’t know! They’re all very good! I think Ryan’s painting
her most boring painting. What do you think? is the most colourful.
Sophie: I agree. I think it’s the worst painting of the three. It’s Man: Yes. It looks like the Sun. Is Ryan in your class?
boring… and grey. Girl: No! He’s in Year One. He’s the youngest artist!
Guide: Number two is more modern. Do you like it? She uses Man: I like Betty’s painting. It’s the darkest painting.
more colours in this picture. Girl: Hmmm. I think Betty’s painting is a bit weird. I don’t know
Sophie: Yes, I think it’s better! It’s more interesting. I like the blue what it is!
water. Man: I think it looks like the sky. I love the dark purple. It’s not as
Ed: I like it too, but it’s a bit weird. Is that an animal swimming? weird as this painting.
Sophie: I don’t know! Girl: This one? This is David’s painting. I think it’s the most
Guide: How about number three? This one is the biggest unusual.
painting. What do you think? Man: Hmmm, I think it’s the most boring. It doesn’t have any
Ed: Woah! Number three is the weirdest of all! Is it a head and a colour. Just black and white. David’s painting isn’t as creative as
body? the others.
Sophie: I think it’s silly. I’m sure it’s the cheapest of all! Girl: What about Holly’s painting? I think Holly’s painting is the
Guide: You’d be surprised to know that it’s the most expensive! funniest.
Ed and Sophie: Really? Man: Yes, I like it. Is Holly in your class?
Girl: Yes. She’s the most talented artist. She always paints
scenes from nature.
7 Listen and repeat. Complete the table. Man: It’s lovely. I like all the different leaves and the little bird.
Thanks, thanks. Girl: Me too. I think it’s the best.
The, the.
Thursday, Thursday.
Teeth, teeth.
Brother, brother.
This, this.
Think, think.
With, with.
These, these.
Thirsty, thirsty.
Bath, bath.
Altogether, altogether.
8 Listen and tick.

Sophie: Every year in our school, there’s a drawing competition.
Everyone draws a comic book and the whole school votes for
the winner. This year, the finalists were three students from
our class… Ed, Hannah and Danny! Here are the results! Ed’s
drawings are the best. Hannah and Danny aren’t as good
at drawing as Ed. But Hannah is more creative than Ed and
Danny. Ed and Hannah both did funny drawings, but they aren’t
as funny as Danny’s drawings. Danny’s comic is the funniest!
But Danny’s comic isn’t as popular as Ed’s comic. Ed’s is the
most popular, it got a lot of votes! So, Ed is the winner of the
competition!
9 Read and listen. Label the picture.


3 Time to eat!
Overview
Language objectives
• Learn food: avocado, cereal, chocolate • Use How much and How many • Talking about food quantities
sauce, coffee, cucumbers, flour, honey, • Use quantifiers • Talking about recipes
ice cream, pancakes, peaches, peppers,
salt, watermelon Recycled grammar
• Learn recipe language: a pinch, a How many Learning situation
scoop, a spoonful; There is/are eating at a restaurant
mix, pour, toss, weigh some/any
Recycled vocabulary
food
Skills objectives
Speaking Listening
• Describe different foods • Hear key language within a dialogue
• Ask and answer about food preferences • Match spoken language to images
• Ask and answer about food quantities • Listen to and follow a dialogue
• Discuss the value from the story • Follow the narrative of a story
• Discuss eating in restaurants • Listen to and follow a text
• Order food in a guided pair work activity
• Describe the actions to make a pancake
• Discuss Canadian and local food Viewing
• Present ideas for a restaurant
• See and hear key language in context
• Watch and listen for specific phrases
Reading • Learn about Canadian food
• Read and understand key language • See how to use notes in a presentation
• Read and comprehend a dialogue
• Read and show comprehension of a story Writing
• Answer questions about a text
• Identify correct words in a text • Write a dialogue about food using key language
• Cross-curricular link: Science • Write a list of pizza toppings using quantifiers
• Write a review of a restaurant

• All aboard! The children can identify foods and ask about
Social and emotional skills them using How much/many.
The children identify and understand the importance • Language Bridge The children can understand the story,
of compromising. identify cognates, discuss how to compromise, and also
follow a video, identify key phrases and then use them to
Pronunciation order food and pronounce final s sounds.
pronunciation The children hear and pronounce final s sounds.
• Fasten your seatbelt! The children can understand the
language of recipes and use quantifiers.
Mediation • Skills Station The children can identify and discuss the
The children summarise and explain texts. senses and food tastes, extract information from a video and
write a review of a restaurant.
Project learning situation • Project The children can work in groups to follow instructions
The children design a menu and styling ideas to style a restaurant and make a menu for it, and prepare a
for a local restaurant. presentation of their ideas, then peer and self-evaluate the
presentations.
21st century skills
21st
CENTURY Citizenship: The children understand the importance • Checkpoint The children can complete activities based on
SKILLS
of the local community. A2 Flyers Listening and Reading and Writing.
78 Unit 3 overview

✓ Teacher’s Resources Unit 3 and Term 2 • Virtual tour Real-world video to develop viewing skills in the
context of a visit to an English-speaking country
Additional materials: • Presentation tip The course characters demonstrate how to
✓ Lesson 7 – three pieces of paper do a good presentation
✓ Project stop 3 – paper or card for menus, small pieces of See lesson notes for Flipped Learning dynamics.
card or thick paper for notes


including:


and engineering
Lessons 2, 5-7
i-flashcards
Lessons 1, 4, 5, 8, 9
Lessons 2, 4-6, 9, Review Game Generator to create your own IWB games
Civic competence
Lessons 1-4, 6, 7, 9 presentations on Richmond Grammar Channel
windows.
Lessons 3, 4, 6, 8, 9
Unit 3 overview 79

3 All aboard!
Lesson 1
3
3
Time to eat!
5 Listen and read. What are Sophie and her dad going to buy? 1.22
All aboard! 3
Dad: Sophie, can you help me to make a shopping list, please?
2
1
All aboard! Sophie: OK!
Dad: How many cucumbers are there?
Talk about food
Sophie: There are two cucumbers.
quantities
Dad: OK. How many peppers are there?
1 List your favourite Sophie: There aren’t any peppers.
project stop foods and drinks Dad: And how many avocados are there?
Sophie: There’s one avocado.
language Bridge 4 5 6 Dad: OK, so we need some peppers and avocados. Let’s get some dessert, too!
How much ice cream is there?
Compromising Sophie: There’s some strawberry ice cream. But there isn’t any vanilla ice cream.
Dad: How much chocolate sauce is there?
Eating at a restaurant
Sophie: There isn’t any chocolate sauce.
Dad: OK, let’s get some vanilla ice cream and chocolate sauce, too! Let’s go!
Talk about recipes 8 6 Look at Activity 5 and choose the correct answer.
9
7 1 There is one / are two cucumbers. Grammar Way How much and How many
2 Design your ideal 2 There are some / aren’t any peppers.
project stop restaurant There’s one pepper.
3 There is one / are two avocado. peppers
How
4 There is some / isn’t any strawberry ice cream. are There are four peppers.
many
there?
skills station 5 There is some / isn’t any vanilla ice cream. There aren’t any peppers.
10 6 There is some / isn’t any chocolate sauce.
Food and the How cereal is There is some cereal.
five senses much there? There isn’t any cereal.
7 Look. Ask and answer.
Canadian food Language reference page 101
avocados cereal coffee
A review
honey peaches watermelons
How many watermelons are there?

3 Plan your avocado cereal chocolate sauce coffee cucumbers
project stop presentation honey ice cream peaches peppers watermelon
There’s one watermelon.
1 Watch the video. Do you help with the shopping?
project TerminAl 2 Listen and match. 1.21 Project stop 1
Present your An ideal restaurant
3 Describe and guess.
restaurant A local restaurant needs ideas
This food is green. You use it to make guacamole. Is it an avocado? to attract more customers. In this
project, you’re going to design an
ideal restaurant and menu.
Checkpoint 4 Ask and answer.
Make a list of your favourite foods 8 Write a short dialogue. Use Activity 5 as a model.
1 What’s your favourite fruit? 3 Do you like cereal?
and drinks.
2 What’s your favourite vegetable? 4 What’s your favourite ice cream?
26 Lesson 1 Food Go to page 34 How much and How many Lesson 2 27
3
3
Time to eat!
3 Listen and complete. 11
All aboard!
1 There is an in the fridge.
1 Read and complete.
2 How many are there? There are three.
avocado cereal chocolate sauce coffee cucumbers
3 There aren’t any .
honey ice cream peaches peppers watermelon
4 There are some .
1 They can be red, green or yellow. They taste good in a salad. 5 There is a .
2 Bees make this. It tastes sweet. 6 How much is there? Oh, no! There isn’t any.
3 It’s dark green outside, and light green inside. It’s got a big stone. 7 There is some .
4 You have it for breakfast with milk.

4 Look at the picture. Write questions and answers.
5 It’s dark green on the outside, and pink inside.
1 How much honey is there?
6 It’s sweet, and very cold.
There isn’t any honey.
7 You can have it on pancakes, or ice cream.
2 cereal ?
8 It’s dark green outside, and light green inside. It hasn’t got a stone.
9 Some people drink it with milk or sugar. 3 peaches ?
10 They are pink or orange, with a stone in the middle.

4 lemons ?
2 Match the sentences from Activity 2 with the pictures.
a b c d e 5 ?
f g h i j
22 Lesson 1 Food Language reference page 90 How much and How many Lesson 2 23

80 Lesson 1

Lesson 1 Objectives 4 Ask and answer.
Invite volunteers to ask you the questions, then ask questions
Learn food vocabulary like What’s my favourite fruit? Do I like cereal? to check that
See and hear key language in context they were listening to your answers. Have the children ask and
Match spoken language to images answer the questions with a partner or in a small group. Then
Describe different foods elicit the answers that their partners gave.
Ask and answer about food preferences
Initial evaluation
Materials Invite a volunteer to the front of the class and show them a word
✓ Teacher’s i-solutions card or tell them a food. The rest of the class ask questions
✓ Student’s Book audio to guess the name of the food but the volunteer can only
✓ Digital Flashcards Unit 3 answer yes or no. Repeat with other volunteers and foods. Elicit
questions from as many children as possible.

They make a list of the green foods in the video.
Warmer
Print the Lesson 1 flashcards and word cards. Ask the children to
name as many foods as they can, for example: biscuits, bread,
ham, jam, lemonade, lemons, onions, pineapples. Display the food
flashcards one at time. Elicit any foods that the children already
know and name the others. Do several rounds with the flashcards
until children can name them without repeating after you.
1 Watch the video. Do you help with the

shopping?
Watch the video all the way through. Watch a second time,
pausing on each food for the children to name it. For each one,
ask several children if they like that food. Ask What fruits are in
the video? Elicit answers and note them. Remind the children
that not all fruits are sweet, and that food with seeds or stones
are fruits. Watch the video again, pausing on the fruit to check
answers. Ask the children: Why was Ed making a list? and then
ask the question.
Ask the children to look at the pictures with a partner and name
the foods they know. Play the audio and pause after each part
to check answers. You could ask an oral question for each part,
for example: When does the girl have cereal? What type of ice
cream is the boy’s favourite?
Call out foods and ask the children to say the number in unison.
Call out a number and the children call back the food. You could
invite a volunteer to call out the foods or numbers.
Answers
1 coffee 2 peaches 3 avocado 4 honey 5 cereal 6 ice cream
7 chocolate sauce 8 peppers 9 cucumbers 10 watermelon

Ask two volunteers to read the model speech bubbles. Then get
the children into pairs to describe and guess the other foods.
Lesson 1 81

3 All aboard!
Lesson 2
3
3
Time to eat!
5 Listen and read. What are Sophie and her dad going to buy? 1.22
All aboard! 3
Dad: Sophie, can you help me to make a shopping list, please?
2
1
All aboard! Sophie: OK!
Dad: How many cucumbers are there?
Talk about food
Sophie: There are two cucumbers.
quantities
Dad: OK. How many peppers are there?
1 List your favourite Sophie: There aren’t any peppers.
project stop foods and drinks Dad: And how many avocados are there?
Sophie: There’s one avocado.
language Bridge 4 5 6 Dad: OK, so we need some peppers and avocados. Let’s get some dessert, too!
How much ice cream is there?
Compromising Sophie: There’s some strawberry ice cream. But there isn’t any vanilla ice cream.
Dad: How much chocolate sauce is there?
Eating at a restaurant
Sophie: There isn’t any chocolate sauce.
Dad: OK, let’s get some vanilla ice cream and chocolate sauce, too! Let’s go!
Talk about recipes 8 6 Look at Activity 5 and choose the correct answer.
9
7 1 There is one / are two cucumbers. Grammar Way How much and How many
2 Design your ideal 2 There are some / aren’t any peppers.
project stop restaurant There’s one pepper.
3 There is one / are two avocado. peppers
How
4 There is some / isn’t any strawberry ice cream. are There are four peppers.
many
there?
skills station 5 There is some / isn’t any vanilla ice cream. There aren’t any peppers.
10 6 There is some / isn’t any chocolate sauce.
Food and the How cereal is There is some cereal.
five senses much there? There isn’t any cereal.
7 Look. Ask and answer.
Canadian food Language reference page 101
avocados cereal coffee
A review
honey peaches watermelons
How many watermelons are there?

3 Plan your avocado cereal chocolate sauce coffee cucumbers
project stop presentation honey ice cream peaches peppers watermelon
There’s one watermelon.
1 Watch the video. Do you help with the shopping?
project TerminAl 2 Listen and match. 1.21 Project stop 1
Present your An ideal restaurant
restaurant A local restaurant needs ideas
This food is green. You use it to make guacamole. Is it an avocado? to attract more customers. In this
project, you’re going to design an
ideal restaurant and menu.
Checkpoint 4 Ask and answer.
Make a list of your favourite foods 8 Write a short dialogue. Use Activity 5 as a model.
1 What’s your favourite fruit? 3 Do you like cereal?
and drinks.
2 What’s your favourite vegetable? 4 What’s your favourite ice cream?
26 Lesson 1 Food Go to page 34 How much and How many Lesson 2 27
3
3
Time to eat!
All aboard!
1 There is an in the fridge.
2 How many are there? There are three.
avocado cereal chocolate sauce coffee cucumbers
3 There aren’t any .
honey ice cream peaches peppers watermelon
4 There are some .
1 They can be red, green or yellow. They taste good in a salad. 5 There is a .
2 Bees make this. It tastes sweet. 6 How much is there? Oh, no! There isn’t any.
3 It’s dark green outside, and light green inside. It’s got a big stone. 7 There is some .
4 You have it for breakfast with milk.

4 Look at the picture. Write questions and answers.
5 It’s dark green on the outside, and pink inside.
1 How much honey is there?
6 It’s sweet, and very cold.
There isn’t any honey.
7 You can have it on pancakes, or ice cream.
2 cereal ?
8 It’s dark green outside, and light green inside. It hasn’t got a stone.
9 Some people drink it with milk or sugar. 3 peaches ?
10 They are pink or orange, with a stone in the middle.

4 lemons ?
2 Match the sentences from Activity 2 with the pictures.
a b c d e 5 ?
f g h i j
22 Lesson 1 Food Language reference page 90 How much and How many Lesson 2 23

82 Lesson 2

Lesson 2 Objectives 7 Look. Ask and answer.
Ask volunteers to read out the model speech bubbles and
Listen to and follow a dialogue identify the food items in the basket. Then have children work
Read and comprehend a dialogue with a partner to ask and answer about the food using the items
Use there is/are and some/any in the word pool.
Ask questions using how much/many
Write a dialogue about food using key language Answers
There aren’t any avocados. There is some cereal. There is some
coffee. There isn’t any honey. There are three peaches.
Materials
✓ Teacher’s i-solutions 8 Write a short dialogue. Use Activity 5 as a model.
✓ Student’s Book audio Ask the children to imagine they are making a shopping list
with a friend or someone in their family. Children can work
Warmer individually or team up with a partner, writing alternate lines of
the dialogue.
Ask the children to try to remember all of the food from the
previous lesson. Watch the video again. Pause on each food
Fast finishers The children think about what
FF
and ask how much or how many of each food item is mentioned.
food there is or there isn’t in their house and
5 Listen and read. What are Sophie and her dad write about it.
going to buy? 1.22
Play the audio while the children read. Elicit the answer to
the question. Ask the children to read the dialogue again
Project stop 1
individually. Elicit or check the meaning of dessert. Ask the Organise the class into groups. Give the children time to
children to look at the text in blue, then ask them when we read the learning situation at the top of page 34 and then
use how much, and when we use how many. Give examples of the rest of the page for more details. Check that the children
countable and uncountable nouns and elicit further examples know the terms starter, main course and dessert. They should
from the children. Ask for an explanation of when we use complete the Project stop 1 section of their Project Portfolio.
some and any. Allow children to consult with a partner before Activity Book Project Portfolio page 30
answering. Confirm or challenge the rules the children suggest
using the sentences from the dialogue. The children practise
reading the dialogue in pairs. Continuous assessment
Answer Divide the children into two teams. Give one team a question
peppers, avocados, vanilla ice cream, chocolate sauce prompt, for example, children in this class, teachers in the class,
windows, ice cream, water, footballs. A child from that team
6 Look at Activity 5 and choose the correct answer. needs to formulate a question with How much/How many to ask
The children can work individually or with a partner. Invite the other team, and a child from the other team needs to answer
volunteers to read out their sentences to check. correctly. Repeat with different question prompts, alternating
questions and answers between teams. A different child should
Answers ask or answer each time, but you can allow them to confer with
1 are two 2 aren’t any 3 is one 4 is some 5 isn’t any 6 isn’t any teammates.
Grammar Way
Ask volunteers to read the questions and answer them.
Drill the question forms by calling out countable or
uncountable food nouns. Signal the answers by either
nodding or shaking your head or giving a number. You
could have one group saying the question and another the
answer. The children refer to the Language reference.

Lesson 2 83

3 Language Bridge
Lesson 3
Languag 3
Emotions and values
THE CUPCAKE COMPROMISE EATING AT A RESTAURANT

1 What special food do you have for birthdays in your family? 1 Discuss with a classmate.
2 Do you ever disagree with anyone in your family?
1 Do you sometimes go out to eat?
Which words look similar in your 2 What kind of restaurants do you like?
It’s Mum’s birthday and Lucas and Agnes want to make something Sophie and Hannah’s team won an
special. important basketball match today.
‘Let’s make pancakes with peaches!’ suggests Agnes. Hannah’s dad takes the girls to a new
restaurant in town to celebrate. They’re
‘No,’ says Lucas. ‘Let’s make a cake with strawberries.’
looking at the menu, but they don’t know
‘I don’t want to make a cake,’ says Agnes. what to order. They ask the waiter for help.
‘And I don’t want to make pancakes,’ says Lucas.
1 Why are the girls celebrating?
2 Where do they go?
After a few minutes, Lucas says, 3 What can you see in the scene?
‘We should work together.’
4 Guess what food they’re going to eat.
‘OK’ says Agnes. ‘We can make
pancakes. There are lots of eggs, but WATCH
how much flour is there?’
‘No, Agnes, let’s compromise,’ says Lucas. ‘Let’s
3 How many times do you hear thank you or thanks?
find something we both want to make.’
4 Watch again. Match the phrases to the customer or the waiter.
The children look through the recipe book.
‘Look!’ says Agnes. ‘Cupcakes with Can we see the Yes, of course. I’ll have the pizza,
peaches and strawberries!’
menu, please? Are you ready to order?
Here you are. please.
‘Fantastic!’ says Lucas.
Could I have the So, let me just Could we have
I’m allergic to nuts. check your order. the bill, please?
soup, please?
Mum walks into the kitchen. ‘Happy birthday, Mum!’ say the children.
‘We made you cupcakes,’ says Lucas. ‘I want to try the first one!’ AFTER YOU WATCH
‘But I want to try the first one,’ says Agnes.
5 Complete the sentences.
‘No! Let’s compromise,’ says Lucas. ‘Mum, you try the first cupcake
because it’s your birthday!’ 1 … asks for the menu. 4 Hannah orders the soup ON
2 Dad orders a … and and a chocolate … . Communication
a glass of water. 5 Sophie orders a pizza
Student A: Go to page 93
AFTER YOU READ 3 … is allergic to nuts. and a … .
3 Correct the false sentences. 4 Discuss with a classmate. 6 Look and match.
1 Today is Agnes’ birthday. 1 What does Agnes want to make?
1 Can we see the menu, a The pizza is good. Two soups, two sandwiches
2 The children want to make something 2 What does Lucas want to make?
please? and two lemonades, please.
special. 3 How do they compromise? b Yes, of course.
2 What’s the soup of the day? 1.24
3 There aren’t any eggs. 4 Talk about a time that you compromised c No, thank you.
3 What do you recommend?
4 The children make a big cake with peaches with someone. d It’s tomato. pronunciation
4 Can I get you anything else? Activity Book page 25
and strawberries.
28 Lesson 3 Vocabulary and grammar in context Social and emotional skills: compromising Learning situation: eating at a restaurant Lesson 4 29
Languag 3
Emotions and values
THE CUPCAKE COMPROMISE Eating at a restaurant

1 Read the story in your Student’s Book. Match the sentence halves. 1 Watch the video. Match.
1 Lucas and Agnes want to give Mum a pancakes with peaches. 5 Would you like e we have the
1 Can we see a recommend?
anything to bill, please?
2 Agnes doesn’t want b something special for her birthday.
2 Are you ready b soup of the 6 Could I
3 Lucas doesn’t want to make c to make a cake. day, please? f anything else?
4 Lucas thinks they should d a recipe book. 3 What do you 7 Can I get you
c to order? g have a lemonade?
5 Together, they look in e work together. 4 What’s the
d the menu, please? 8 Could h drink?
2 Tick (✓) the correct sentences.

2 Order the dialogue.
1 Lucas and Agnes both want to make something special for Mum.
2 Mum doesn’t want pancakes. You are at a restaurant with your mum. The waiter comes to your table.
3 There aren’t any eggs. 6 a You: And I’ll have a pizza, please.
4 They make Mum something special with peaches and strawberries.
b Mum: Could we have two glasses of water?
5 Mum eats the first cupcake.
c Mum: No, that’s all. Thank you!
3 How do Agnes and Lucas compromise? Look and complete. d Mum: That sounds lovely! I’ll have the pasta, please.
1 They want to make different things. 2 They both want to try the first cupcake. e Mum: Can we see the menu, please?
f Mum: Thank you. What do you recommend?
Let’s find Mum, you
g Waiter: Two glasses of water, of course. Can I get you anything else?
! !
h Waiter: So that’s a pizza and the mushroom pasta. Would you like anything to drink?
4 How can they compromise? Look and write a suggestion. i Waiter: Sure. Here you are.
j Waiter: The mushroom pasta is delicious!
I want that peach!
I want that peach too! 3 Listen and repeat. Match. 12 pronunciation
iz sound s sound z sound
sandwiches nuts dishes avocados cups peaches cakes peppers
24 Lesson 3 Story comprehension Social and emotional skills: compromising Learning situation: eating at a restaurant Pronunciation: final s sounds Lesson 4 25

84 Lesson 3

Lesson 3 Objectives 4 Discuss with a classmate.
Ask the children to discuss the first three questions with a
Understand the unit language in context partner and then share their ideas. Ask them to imagine how
Follow the narrative of a story each child would feel if they didn’t make a compromise.
Read and show comprehension of a story Before the children discuss the final question, give them a few
Identify and understand the importance of compromising examples of simple ways that you compromise with family
or friends. Give the children a few minutes to talk about how
Materials they compromise. Ask them to think about disagreements and
✓ Teacher’s i-solutions conflicts where there isn’t a compromise. How does that make
them feel?
Answers
1 She wants to make pancakes with peaches. 2 He wants to
Warmer make a cake with strawberries. 3 They make cupcakes with
Read the title and explain the meaning of compromise with peaches and strawberries. / They choose something different
an example: two friends want to play a video game, but they that they both wanted to make. 4 Child’s own answer
want to play different games. Elicit what they could do. Point
out the suggestions that show compromise (they could play a
completely different game that they both like, or decide to play Social and emotional skills
one now and the other later) and any that don’t (they get cross Compromising
and don’t play anything or one child insists on doing what they Children need to know that being able to compromise is a vital
want). Explain that a compromise is agreeing to something that social skill.
makes both sides happy. Remind the children of the compromises in the story. Imagine
the story if they hadn’t compromised or if one of them had
1 BEFORE YOU READ Answer the questions. imposed their choice on the other. Point out that not dealing
Ask the children to discuss the first question in pairs and then with disagreements by compromising can make problems
elicit answers from individuals. Help with vocabulary as needed. grow.
Discuss the second question as a class. Encourage the children Compromising does not mean losing and refusing to
to give examples of things they disagree about and people who compromise does not mean winning. Empathy is an important
they disagree with most often. Ask them how they think these part of compromising. It’s natural to be pleased when you get
disagreements usually end. what you want but when we empathise with others we are
more likely to compromise to find solutions to conflicts which
2 READ Read and listen. 1.23 are good for both sides. Make sure the children understand
Play the audio as the children read the story several times. Give that in order to find a compromise that works for both people,
them a few minutes to read the text and then invite them to tell they need to listen to the other person and see their point of
the story in their own words. Children can act out the story in view. Prepare some simple conflict situations that children
pairs. can identify with: Who goes first? Who eats the last cake?
Who gets to choose what to watch on TV? Have them work
Which words look similar in your language? in small groups to suggest compromises and also what would
happen if there is no compromise. Ask each group to think of a
conflict situation and prepare a short sketch showing how they
As a learning strategy, it is important for children to build mental compromise.
The children list words from the story which are similar to their
FF
language. Review the lists as a class.
Fast finishers The children do a comic-style
AFTER YOU READ drawing showing two children compromising.
3 Correct the false sentences. Continuous assessment

The children do the activity individually or in pairs. Check Invite each group to act out their compromise situation for the
answers as a class. Say some further false statements for the class. Ask the rest of the class to suggest any alternative ways
children to correct, for example: Lucas eats the first cupcake. that they could compromise.
The children look through a story book.
Answers
1 Today is their mum’s birthday. 3 There are lots of eggs.
4 The children make cupcakes with peaches and strawberries.
Lesson 3 85

3 Language Bridge
Lesson 4
Languag 3
Emotions and values
THE CUPCAKE COMPROMISE EATING AT A RESTAURANT

1 What special food do you have for birthdays in your family? 1 Discuss with a classmate.
2 Do you ever disagree with anyone in your family?
1 Do you sometimes go out to eat?
Which words look similar in your 2 What kind of restaurants do you like?
It’s Mum’s birthday and Lucas and Agnes want to make something Sophie and Hannah’s team won an
special. important basketball match today.
‘Let’s make pancakes with peaches!’ suggests Agnes. Hannah’s dad takes the girls to a new
restaurant in town to celebrate. They’re
‘No,’ says Lucas. ‘Let’s make a cake with strawberries.’
looking at the menu, but they don’t know
‘I don’t want to make a cake,’ says Agnes. what to order. They ask the waiter for help.
‘And I don’t want to make pancakes,’ says Lucas.
1 Why are the girls celebrating?
2 Where do they go?
After a few minutes, Lucas says, 3 What can you see in the scene?
‘We should work together.’
4 Guess what food they’re going to eat.
‘OK’ says Agnes. ‘We can make
pancakes. There are lots of eggs, but WATCH
how much flour is there?’
‘No, Agnes, let’s compromise,’ says Lucas. ‘Let’s
find something we both want to make.’
4 Watch again. Match the phrases to the customer or the waiter.
The children look through the recipe book.
‘Look!’ says Agnes. ‘Cupcakes with Can we see the Yes, of course. I’ll have the pizza,
peaches and strawberries!’
menu, please? Are you ready to order?
Here you are. please.
‘Fantastic!’ says Lucas.
Could I have the So, let me just Could we have
I’m allergic to nuts. check your order. the bill, please?
soup, please?
Mum walks into the kitchen. ‘Happy birthday, Mum!’ say the children.
‘We made you cupcakes,’ says Lucas. ‘I want to try the first one!’ AFTER YOU WATCH
‘But I want to try the first one,’ says Agnes.
5 Complete the sentences.
‘No! Let’s compromise,’ says Lucas. ‘Mum, you try the first cupcake
because it’s your birthday!’ 1 … asks for the menu. 4 Hannah orders the soup ON
and a chocolate … .
MEDIATION
2 Dad orders a … and Communication
a glass of water. 5 Sophie orders a pizza
Student A: Go to page 93
AFTER YOU READ 3 … is allergic to nuts. and a … .
3 Correct the false sentences. 4 Discuss with a classmate. 6 Look and match.
1 Today is Agnes’ birthday. 1 What does Agnes want to make?
1 Can we see the menu, a The pizza is good. Two soups, two sandwiches
2 The children want to make something 2 What does Lucas want to make?
please? and two lemonades, please.
special. 3 How do they compromise? b Yes, of course.
2 What’s the soup of the day? 1.24
3 There aren’t any eggs. 4 Talk about a time that you compromised c No, thank you.
3 What do you recommend?
4 The children make a big cake with peaches with someone. d It’s tomato. pronunciation
4 Can I get you anything else? Activity Book page 25
and strawberries.
28 Lesson 3 Vocabulary and grammar in context Social and emotional skills: compromising Learning situation: eating at a restaurant Lesson 4 29
Languag 3
Emotions and values
THE CUPCAKE COMPROMISE Eating at a restaurant

1 Read the story in your Student’s Book. Match the sentence halves. 1 Watch the video. Match.
1 Lucas and Agnes want to give Mum a pancakes with peaches. 5 Would you like e we have the
1 Can we see a recommend?
anything to bill, please?
2 Agnes doesn’t want b something special for her birthday.
2 Are you ready b soup of the 6 Could I
3 Lucas doesn’t want to make c to make a cake. day, please? f anything else?
4 Lucas thinks they should d a recipe book. 3 What do you 7 Can I get you
c to order? g have a lemonade?
5 Together, they look in e work together. 4 What’s the
d the menu, please? 8 Could h drink?
2 Tick (✓) the correct sentences.

2 Order the dialogue.
1 Lucas and Agnes both want to make something special for Mum.
2 Mum doesn’t want pancakes. You are at a restaurant with your mum. The waiter comes to your table.
3 There aren’t any eggs. 6 a You: And I’ll have a pizza, please.
4 They make Mum something special with peaches and strawberries.
b Mum: Could we have two glasses of water?
5 Mum eats the first cupcake.
c Mum: No, that’s all. Thank you!
3 How do Agnes and Lucas compromise? Look and complete. d Mum: That sounds lovely! I’ll have the pasta, please.
1 They want to make different things. 2 They both want to try the first cupcake. e Mum: Can we see the menu, please?
f Mum: Thank you. What do you recommend?
Let’s find Mum, you
g Waiter: Two glasses of water, of course. Can I get you anything else?
! !
h Waiter: So that’s a pizza and the mushroom pasta. Would you like anything to drink?
4 How can they compromise? Look and write a suggestion. i Waiter: Sure. Here you are.
j Waiter: The mushroom pasta is delicious!
I want that peach!
I want that peach too! 3 Listen and repeat. Match. 12 pronunciation
iz sound s sound z sound
sandwiches nuts dishes avocados cups peaches cakes peppers
24 Lesson 3 Story comprehension Social and emotional skills: compromising Learning situation: eating at a restaurant Pronunciation: final s sounds Lesson 4 25

86 Lesson 4

AFTER YOU WATCH
Lesson 4 Objectives
Discuss eating in restaurants 5 Complete the sentences.
Watch and listen for specific phrases Ask the children if they would like to eat at that restaurant
Watch and listen for specific information and what would they choose. Have the children complete the
Order food in a guided pair work activity sentences individually or in pairs. Find out if any children or
Hear and pronounce final s sounds anyone in their families has a food allergy. Elicit what questions
Mediation Summarise and explain a text they ask if they go to a restaurant.
Answers
Materials 1 Dad 2 pizza 3 Sophie 4 milkshake 5 lemonade
6 Look and match.
The children work in pairs to match, then check as a class.
Children practise the dialogue in pairs, adding more lines of
Warmer their own. Invite volunteers to act out their dialogue for the class.
Write starter, main course and dessert on the board. Elicit or explain Answers
the meaning of each. Ask for examples of each course, either 1b2d3a4c
what the children eat at home, at school, or if they eat out.
ON
BEFORE YOU WATCH
TH
E WAY
COMMUNICATION
Divide the class into pairs and appoint each child as either
The children discuss the questions with a partner. Ask children Student A or B. The children go to their page and read
to share their or their partner’s responses. Find out the most through their role for part 1. Student A starts the conversation
popular type of restaurant or local restaurant. using the prompts and Student B continues, using the prompts
and information. When they have finished, they read through
2 Read, look and answer. part 2 and Student B starts the conversation.
Have the children look at the video still and tell you who the
people are. The children read the introduction text individually,
then elicit answers to the questions 1-3. Elicit suggestions about Pronunciation 1.24
why they don’t know what to order. Write the children’s guesses The children say the sentence individually. Ask Does the final s
for question 4 on the board. sound the same in all the words? Play the audio several times
Answers and elicit the three different sounds (s, z, iz). Children may not
1 Because their team won a basketball match. 2 A new restaurant be aware that the sounds are different, but probably say them
in town. 3 A restaurant, a waiter, Hannah, Sophie and her dad, differently without realising. Invite a few children to say the
a table, menus, knives and forks … 4 Child’s own answer sentence as fast as they can while still pronouncing the words
clearly.
WATCH

pronun ciation
Watch the video all the way through and check the children’s
Play the audio, pausing after each word to allow the children to
answers to question 4 from Activity 2. Watch again while the
write it. Randomly call out s, z or iz and the children say a word
children count up the number of times somebody says the
from their lists with that sound. Call out more words ending in
words. Ask the children if they think everybody is being polite.
the letter s and have the children call out s, z or iz.
Answer
Six
For video transcript see page 101 Fast finishers The children find words from the
4 Watch again. Match the phrases to the customer
or the waiter.
FF unit with a final s and categorise them into the
three sounds.
The children decide with a partner who says each phrase. Watch
the video again, pausing after each phrase to check and for the Continuous assessment
children to repeat. Pause when the waiter repeats their order and Ask the children to imagine they are waiters. Give your order,
ask why he does that (to check that he has the order right). for example: I’d like three ham and tomato pizzas, one soup,
Answers two chocolate milkshakes and a strawberry ice cream, please.
Customer: Can we see the menu, please? I’ll have the pizza, Ask a volunteer to repeat your order to check. If it’s correct, say
please. Could I have the soup, please? I’m allergic to nuts. Could That’s right. If not, repeat the order again and ask another child.
we have the bill, please? Continue repeating until someone gets it right.
Waiter: Yes, of course. Here you are. Are you ready to order? So,
let me just check your order.
Lesson 4 87

Lesson 5

1 Watch the video. Do you have a favourite recipe? 5 Listen and read. Which is your favourite topping? 1.27
2 Look and match. Listen and check.

Pancake toppings
1.25 There are lots of ideas for
pancake toppings! I don’t know
flour pancakes salt a pinch pour a scoop a spoonful mix toss weigh what to choose now!
1 2 3 There are so many delicious toppings for
pancakes. Here are some ideas to get you started!
• You can add lots of fruit and a scoop of ice
cream.
• Add a lot of blueberries and a little sugar.
• Use lots of jam and a spoonful of yoghurt.
• Add a few grapes and a lot of honey.
4 5 6 7 • Add a little strawberry ice cream and put a lot
of strawberries on top.
6 Read again and complete the sentences. Grammar Way Quantifiers

1 There are … ideas for pancake toppings.
There are a few peaches.
8 9 10 2 You can add … fruit and some ice cream.
3 You can use … blueberries and … sugar. There are a lot of / lots of grapes.
4 You can use … jam and some yoghurt. There’s a little flour.
5 You can use … grapes and a lot of honey. There’s a lot of / lots of honey.
6 You can add … strawberry ice cream.
7 Look and describe.
3 Read and choose. Listen and check. 1.26

1 2 3 4
I’m making (1) pancakes / lemonade! I’ve got my ingredients ready. I’ve
got some (2) onions / flour, sugar, eggs, (3) cucumbers / salt and milk.
First, I (4) weigh / decide the ingredients. I need to use the correct amount.
I put the flour, sugar and eggs in a bowl. I (5) turn / pour in the milk and grapes / honey
fruit / honey ice cream / strawberries / sugar
add a (6) pinch / hand of salt. Then I (7) fix / mix everything together.
chocolate sauce
Next, I put the mixture into the pan, and I cook it for a minute on one side.
Then I (8) toss / weigh the pancake so I can cook the other side! There’s a little fruit and there’s a lot of honey.
When they’re ready, I put them on a plate. Now I need a topping for my
pancakes. How about some lemon and a (9) spoonful / kilo of sugar? Or
maybe a (10) scoop / scooter of ice cream and some chocolate sauce? Or I can 8 Work in pairs. Write some crazy ideas for pizza
look in my recipe book to get more ideas! Project stop 2 toppings!
An ideal restaurant
Our pizza toppings
Design your ideal restaurant.
Use lots of cucumbers and a little cheese.
4 Imagine you’re making pancakes. Mime and say what you’re doing. You can also think about how to
decorate your restaurant. Add a little chocolate sauce and a lot of bananas!
I’m weighing the flour!
I’m pouring the milk!
30 Go to page 34
Lesson 5 Recipes Quantifiers Lesson 6 31
ES0000000068203 849766 AJ5 SB_U3_124379.indd 31 11/14/2022 10:55:35 AM
ES0000000068203 849766 AJ5 SB_U3_124379.indd 30 7/13/2022 6:06:33 PM

1 Look and complete. 3 Listen and circle. 13
2
flour pancakes salt a pinch pour a scoop a spoonful mix toss weigh
1
Mr Harris wants us
to keep a diary of
2 3 everything we eat.
1 a few / lots of
3
a little / a lot of
6
the 200g of
of 4 a few / lots of
ice cream. .
pancake. 5
4
5 a few / a lot of
a little / a lot of
a little / lots of
the the flour, 4 Look and complete. a lot of a few a little

milk.
butter and sugar.
6 7
For dinner, Danny had (1) chicken,
8
(2) rice and (3) tomatoes.
For dessert, he had (4) ice cream, with (5)
chocolate sauce, (6)

of
. A plate of honey and (7) strawberries.
of sugar.
.
2 Circle the correct words. 5 What is there in your kitchen? Complete the sentences.
1 Amy: The recipe says I need 150g of flour. 5 Amy: How do I cook the pancake on the other side?
Ben: OK. We should mix / weigh it. Ben: Weigh / Toss it! 1 There is a little bread. 5 There peppers.
2 Amy: What should I do with the water? 6 Amy: Would you like some sugar on your pancakes?
Ben: Just pour / toss it into the glass. Ben: Yes, please. Just a scoop / spoonful. 2 There aren’t any tomatoes. 6 There peaches.
3 Amy: What should I do with the flour and sugar? 7 Amy: How much ice cream do you want?
Ben: You should pour / mix them together. Ben: One scoop / pinch, please. 3 There juice. 7 There milk.
4 Amy: What else should I add? 8 Amy: How about some chocolate sauce?
Ben: Just a pinch of salt / milk. Ben: Yes, please. I’ll pour / weigh it myself. 4 There cereal. 8 There honey.
26 Lesson 5 Recipes Language reference page 90 Quantifiers Lesson 6 27

88 Lesson 5

Lesson 5 Objectives 4 Imagine you’re making pancakes. Mime and say
what you’re doing.
Learn vocabulary related to recipes
Hear and see key language in context Ask the children to read the model speech bubbles and then
Match spoken language to images take turns with a partner to mime and say the actions. They then
Identify correct words in a text mime silently and have their partners narrate their actions.
Describe the actions to make a pancake
Fast finishers The children write different things
Materials
FF they could measure as a spoonful, a pinch or a
scoop.
✓ Digital Flashcards Unit 3 Continuous assessment
Ask the class to mime cooking instructions or other food-related
actions, for example: Add a pinch of salt. Pour a glass of milk.
Flipped Learning option Toss a pancake. Take a scoop of ice cream. Mix the ingredients.
The children watch the video at home before the class. Weigh some flour. Eat a spoonful of honey. Drink some coffee.
They answer the questions: What does Hannah make at the Make it more difficult by miming a different action as you say
weekend? What does she have for dessert? one. Alternatively, you could play it as Simon says, with children
sitting down if they mime at the wrong time.
Warmer
Print the Lesson 5 flashcards and word cards. Display the unit
flashcards and ask the children to identify the food or drink
shown in each one. Tell the children the recipe words being
shown and have them repeat and mime the words. Do this
several times, then display the word cards and ask the children
to match them.
1 Watch the video. Do you have a favourite

recipe?
Watch the video all the way through. Ask the children what
ingredients Hannah uses to make pancakes. Watch again,
pause when the unit vocabulary appears and have the children
say the word or phrase and mime the action. Ask the children
about their favourite recipes. Encourage them to name some of
the ingredients.
Explain that some of the pictures look similar, but some represent
a food, some an action and some a quantity. Read the words in
the wordpool and ask the children to point to the picture they think
matches. Play the audio and pause after each one so that they
can check and write answers in their notebooks.
Answers
1 flour 2 salt 3 a pinch 4 a scoop 5 a spoonful 6 pour 7 weigh
8 mix 9 toss 10 pancakes
The children read and choose the words first and then listen to the
audio to check. Play it twice if needed. Elicit or explain topping.
Answers
1 pancakes 2 flour 3 salt 4 weigh 5 pour 6 pinch 7 mix
8 toss 9 spoonful 10 scoop
Lesson 5 89

Lesson 6

1 Watch the video. Do you have a favourite recipe? 5 Listen and read. Which is your favourite topping? 1.27
2 Look and match. Listen and check.

Pancake toppings
1.25 There are lots of ideas for
pancake toppings! I don’t know
flour pancakes salt a pinch pour a scoop a spoonful mix toss weigh what to choose now!
1 2 3 There are so many delicious toppings for
pancakes. Here are some ideas to get you started!
• You can add lots of fruit and a scoop of ice
cream.
• Add a lot of blueberries and a little sugar.
• Use lots of jam and a spoonful of yoghurt.
• Add a few grapes and a lot of honey.
4 5 6 7 • Add a little strawberry ice cream and put a lot
of strawberries on top.
6 Read again and complete the sentences. Grammar Way Quantifiers

1 There are … ideas for pancake toppings.
8 9 10 2 You can add … fruit and some ice cream.
3 You can use … blueberries and … sugar. There are a lot of / lots of grapes.
4 You can use … jam and some yoghurt. There’s a little flour.
5 You can use … grapes and a lot of honey. There’s a lot of / lots of honey.
6 You can add … strawberry ice cream.
7 Look and describe.

1 2 3 4
I’m making (1) pancakes / lemonade! I’ve got my ingredients ready. I’ve
got some (2) onions / flour, sugar, eggs, (3) cucumbers / salt and milk.
First, I (4) weigh / decide the ingredients. I need to use the correct amount.
I put the flour, sugar and eggs in a bowl. I (5) turn / pour in the milk and grapes / honey
fruit / honey ice cream / strawberries / sugar
add a (6) pinch / hand of salt. Then I (7) fix / mix everything together.
chocolate sauce
Next, I put the mixture into the pan, and I cook it for a minute on one side.
Then I (8) toss / weigh the pancake so I can cook the other side! There’s a little fruit and there’s a lot of honey.
When they’re ready, I put them on a plate. Now I need a topping for my
pancakes. How about some lemon and a (9) spoonful / kilo of sugar? Or
maybe a (10) scoop / scooter of ice cream and some chocolate sauce? Or I can 8 Work in pairs. Write some crazy ideas for pizza
look in my recipe book to get more ideas! Project stop 2 toppings!
An ideal restaurant
Our pizza toppings
Design your ideal restaurant.
Use lots of cucumbers and a little cheese.
4 Imagine you’re making pancakes. Mime and say what you’re doing. You can also think about how to
decorate your restaurant. Add a little chocolate sauce and a lot of bananas!
I’m weighing the flour!
I’m pouring the milk!
30 Go to page 34
Lesson 5 Recipes Quantifiers Lesson 6 31
ES0000000068203 849766 AJ5 SB_U3_124379.indd 31 11/14/2022 10:55:35 AM
ES0000000068203 849766 AJ5 SB_U3_124379.indd 30 7/13/2022 6:06:33 PM

1 Look and complete. 3 Listen and circle. 13
2
flour pancakes salt a pinch pour a scoop a spoonful mix toss weigh
1
Mr Harris wants us
to keep a diary of
2 3 everything we eat.
1 a few / lots of
3
a little / a lot of
6
the 200g of
of 4 a few / lots of
ice cream. .
pancake. 5
4
5 a few / a lot of
a little / a lot of
a little / lots of
the the flour, 4 Look and complete. a lot of a few a little

milk.
butter and sugar.
6 7
For dinner, Danny had (1) chicken,
8
(2) rice and (3) tomatoes.
For dessert, he had (4) ice cream, with (5)
chocolate sauce, (6)

of
. A plate of honey and (7) strawberries.
of sugar.
.
2 Circle the correct words. 5 What is there in your kitchen? Complete the sentences.
1 Amy: The recipe says I need 150g of flour. 5 Amy: How do I cook the pancake on the other side?
Ben: OK. We should mix / weigh it. Ben: Weigh / Toss it! 1 There is a little bread. 5 There peppers.
2 Amy: What should I do with the water? 6 Amy: Would you like some sugar on your pancakes?
Ben: Just pour / toss it into the glass. Ben: Yes, please. Just a scoop / spoonful. 2 There aren’t any tomatoes. 6 There peaches.
3 Amy: What should I do with the flour and sugar? 7 Amy: How much ice cream do you want?
Ben: You should pour / mix them together. Ben: One scoop / pinch, please. 3 There juice. 7 There milk.
4 Amy: What else should I add? 8 Amy: How about some chocolate sauce?
Ben: Just a pinch of salt / milk. Ben: Yes, please. I’ll pour / weigh it myself. 4 There cereal. 8 There honey.
26 Lesson 5 Recipes Language reference page 90 Quantifiers Lesson 6 27

90 Lesson 6

Lesson 6 Objectives 7 Look and describe.
Ask a volunteer to read out the speech bubble. Children can
Use quantifiers
take turns to describe the pancakes to a partner; then invite
volunteers to describe them and have the others say which
Read and understand key language
number it is.
Describe pictures using quantifiers
Write an imaginative list using quantifiers Suggested answers
2 There are lots of grapes and there’s a little honey.
3 There’s a little ice cream and there’s a lot of chocolate sauce.
Materials
4 There are a lot of strawberries and there’s a little sugar.
✓ Student’s Book audio 8 Work in pairs. Write some crazy ideas for pizza
✓ Digital Flashcards Unit 3 toppings!
✓ Teacher’s Resources Unit 3 After reading the example, the children write their topping ideas.
They can have as many toppings as they like, but remind them
Warmer to use a quantifier with each ingredient.
Show a selection of flashcards. Drill them a few times chorally.
Point to one and ask a child to name it and then turn it over.
When all the cards are face down, point to each one in turn and
Project stop 2
see if the children can remember the words. Remind the children of the learning situation. Read the
information and then turn to page 34 for more details of what
5 Listen and read. Which is your favourite they need to prepare for their restaurant presentation. Elicit
topping? 1.27
some ideas for the type of restaurant. The children could also
consider the type of customers who will use the restaurant,
Ask the children to read individually and then read again with and if there are particular things that would make it attractive
the audio. Ask them to focus on the words in blue. Elicit what for them. They should make notes in the Project Portfolio.
the words tell us (quantities). Ask which words describe a large
quantity and which ones a small quantity. Explain that a lot of Activity Book Project Portfolio page 30
and lots of are used in exactly the same way. Ask the children if
they like pancakes and to choose their favourite topping.
6 Read again and complete the sentences.

The children work individually or in pairs to complete the
FF Fast finishers The children draw the crazy pizza
they invented in Activity 8 and label it.
sentences. Ask volunteers to read their completed sentences.

Answers
1 lots of 2 lots of 3 a lot of; a little 4 lots of 5 a few 6 a little Invite pairs of children to read their pizza topping ideas. Ask the
children to imagine eating it and imagine the taste. Children can
vote for their favourite pizza and the craziest pizza.
Grammar Way
Ask the children to read the sentences in the grammar
table. Explain that these words are called quantifiers. Ask
which ones we can use with there’s and which ones with
there are. Elicit more example sentences from the children.

Lesson 6 91

3 Skills Station
Lesson 7
AN A DA Virtual tour
Skills Station 3
C
Viewing
Reading
CANADIAN FOOD
1 What’s your favourite food? Canada is a big country in North America
Luke with a lot of interesting things for visitors to
2 What are the five senses?
see and do. There are also many different kinds of
3 Which senses do you use when you eat food? delicious food to try in Canada. Do you know what
2 READ Read and listen. Match the tastes to the pictures. 1.28
maple syrup is? It’s a very important ingredient in
Help desk Canada and we use it in lots of recipes!
FOOD FIVE SENSES

cell: the
smallest part
AND THE of an animal or

plant
1 What food from other countries do you like?
tongue: the 2 Do you know any Canadian food?
organ inside our
mouth WATCH Watch and answer.
We use all our senses to enjoy food. When we see something that
1 1 Which country does the original bannock recipe
looks delicious, we want to eat it! When we hear someone cooking
food or biting into an apple, we feel hungry! Our sense of touch also come from?
5
helps us to enjoy our food. We touch fruit with our hands to see if it’s 2 What are the ingredients of a chocolate bomb?
ready to eat. 3 What type of plant does maple syrup come from?
But the two most important senses for enjoying food are our AFTER YOU WATCH Ask and discuss.
senses of smell and taste. These two senses work together to 1 Which Canadian food would you most like to try?
recognise flavours. When we smell food, special cells in our nose 2 What special food do you have in your country?
send messages to our brain. Our tongue can recognise five basic
tastes: bitter food like coffee, salty food like crisps, sour food like MY PASSPORT PAGE 20
lemons, spicy food like chilli peppers and sweet food like donuts.
2 So, next time you eat some food, take a moment to Writing A REVIEW Sequencers
think about how all five of your senses are helping We use sequencers to make a list.
you to enjoy it! 1 Read and answer. Use first to start a list, next to add to the list
WRITING TIP
4 1 What is the name of the restaurant? and finally to finish the list.
3 2 Does Kate recommend the restaurant?
3 Find the sequencers in the review.
AFTER YOU READ
3 Answer the questions. A restaurant review: Perfect Pasta by Kate
1 What happens when we see something that looks delicious? Last week, I went to Perfect Pasta. It’s an Italian restaurant.
2 How do we feel when we hear someone cooking food? First, I had avocado and tomatoes. The tomatoes looked good and tasted
3 What two senses do we use to recognise flavours? amazing! Next, I had pasta with peppers. It smelled great and it tasted
delicious. Finally, I had peaches and ice cream. There were a lot of peaches
4 What are the five basic tastes of food?
Project stop 3 and there was a little ice cream. The peaches tasted sweet and delicious,
4 Discuss with a classmate. and I wanted more ice cream!
An ideal restaurant
1 Do you like spicy food? I enjoyed my meal and I recommend Perfect Pasta to everyone!
Make a menu for your restaurant.
2 What’s your favourite sweet food?
Plan how to present your restaurant
3 Which of the tastes are there in your favourite food? Go to Activity Book page 29 and write a review of a restaurant.
and menu.
32 Lesson 7 Science: food and the senses Go to page 34 Culture: Canada Writing: sequencers Lesson 8 33
Skills Station canad 3

Virtual tour
a
Reading
Viewing Canadian food
bitter salty sour sweet 1 Watch the video again and answer the questions.
1 Look and complete. Luke
1 What are the ingredients of poutine?

1 Cakes are . 3 Crisps are .
2 Coffee is . 4 Lemons are . 2 How does Luke describe the flavour of poutine?
2 Read and listen. Check your answers to Activity 1. 14

3 How does he like to eat bannock?
4 How is the Canadian flag connected to a type of food?
Some people prefer salty crisps to sweet cakes.

Some love the bitter taste of black coffee and some
hate the sour taste of lemons. But why do we like
different flavours? Here are some ideas.
Supertasters Writing A REVIEW Checklist
We all have cells called taste buds on our tongues
1 Add the sequencers.
that react to different flavours. However, some people
have more taste buds than others. That means • Say what you ate.
certain flavours can be too strong for them. That’s finally first next
why ‘supertasters’ usually don’t like spicy food!
• Use sequencers to make a list.
Evolution Last night we had dinner at Tony’s Pizza Place. • Give your opinion.
From the moment we are born, we prefer sweet 1 I had some bread and nuts, • Say if you recommend
tastes to bitter tastes. Bitter food can sometimes be the restaurant.
dangerous to humans. So, over time, we have learned 2 I ordered a pizza.
to be careful of things that taste bitter.
3 , I had some delicious ice cream.
Some tastes take time
Younger children often don’t like strong flavours, but 2 Write a review of a restaurant.
as we grow older we learn to enjoy more flavours.
If you don’t like the taste of something, or it makes
you ill, your brain tells you not to try it again. But if
you like a new food, you usually like it more the
second time you try it!
3 Read and write True or False.

1 Nobody likes bitter or sour tastes.
2 We all have the same number of taste buds on our tongues.
3 Bitter foods can be more dangerous to humans than sweet foods.
4 As we grow older, we learn to like more flavours.
28 Lesson 7 Science: food and the senses Culture: Canada Writing: a review Lesson 8 29

92 Lesson 7

Reading 3
Lesson 7 Objectives 2 READ Read and listen. Match the tastes to the
Learn about the five senses
pictures. 1.28
Read and understand a text Play the audio several times as the children read the text. Point
Listen to and follow a text out the words in the Help desk. The children then read again
Identify correct words in a text and match the tastes to the pictures. Check answers and elicit
Ask and answer about food preferences examples of other food with that basic taste.
Answers
Materials 1 salty 2 sweet 3 spicy 4 sour 5 bitter
✓ Teacher’s i-solutions AFTER YOU READ
✓ paper or card 3 Answer the questions.
Have the children work with a partner to answer the questions.
Encourage them to refer back to the text for the exact words.
Warmer
Answers
Write a lot of, a little and a few on pieces of paper and put them
1 We want to eat it. 2 We feel hungry. 3 Smell and taste
in different parts of the room. Ask the children to think about a
4 Salty, sweet, spicy, sour, bitter
healthy diet. Call out a food and the children go and stand by
or point to the quantifier that best describes healthy eating, for
example: fruit – a lot of, sweets – a few, cola – a little. Invite a
child to make a sentence with should eat and the quantifier, for The children discuss the questions with a partner and then with
example: We should eat a lot of fruit. Repeat with other food, for a group. Help out with vocabulary as needed. You could also
example sugar, water, butter, biscuits, ice cream, chips, salt, milk, ask the children to describe their favourite food using verbs for
crisps. the senses: it looks … , it smells … , it feels … , etc.
THINK - PUZZLE - EXPLORE Project stop 3

Put the class into groups of 3 or 4 children. Give the Make sure the children read the details on page 34. Provide
groups a few minutes to THINK about the topic; ask What do a range of paper or card for the menus and for their notes
you think you know about food and the senses? Go around for the presentation, and encourage the children to be
the class to help with vocabulary if needed. The groups call creative and make them look appealing.
out their answers in turns and record them on post-it notes
with keywords, symbols or drawings to be added to a class Activity Book Project Portfolio page 30
list of ideas.
Encourage the children to PUZZLE over the topic; ask What Fast finishers The children write or draw three
FF
questions do you have about the senses and food tastes?
sweet foods or three salty foods. Put them
Model some examples: What makes some food delicious?
Why don’t we like some healthy food?
in order and say which is the sweetest and
which is the saltiest.
Ask the children how they can EXPLORE; ask How can you
find the answers to your questions? Model some examples: I Continuous assessment
Play Noughts and crosses. Divide the class into two teams.
teacher).
Draw a 3x3 grid on the board. Give each group a question about
Once the lesson is completed, ask the children if the answers senses or taste, for example: Name a (bitter) food. What type of
to their questions are clear and encourage further research taste is (chilli)? What do we use to (smell)? If the team answers
for any unanswered questions. correctly, they place a 0 in the grid. The second team does the
same, placing an X in the grid. Continue until one team has
1 BEFORE YOU READ Ask and answer. three in a row.
The children ask and answer the first question with a partner.
Elicit the five senses as verbs (hear, see, smell, taste, touch).
Write them on the board and elicit the sense organ related
to each sense (ears, eyes, nose, tongue, skin). Ask the last
question. Encourage complete sentences: I see food with my
eyes. I smell food with my nose. I taste food with my tongue.
Lesson 7 93

3 Skills Station
Lesson 8
AN A DA Virtual tour
Skills Station 3
C
Viewing
Reading
CANADIAN FOOD
1 What’s your favourite food? Canada is a big country in North America
Luke with a lot of interesting things for visitors to
2 What are the five senses?
see and do. There are also many different kinds of
3 Which senses do you use when you eat food? delicious food to try in Canada. Do you know what
2 READ Read and listen. Match the tastes to the pictures. 1.28
maple syrup is? It’s a very important ingredient in
Help desk Canada and we use it in lots of recipes!
FOOD FIVE SENSES

cell: the
smallest part
AND THE of an animal or

plant
BEFORE YOU WATCH
1 What food from other countries do you like?
Ask and discuss.
tongue: the 2 Do you know any Canadian food?

organ inside our
mouth WATCH Watch and answer.
We use all our senses to enjoy food. When we see something that
1 1 Which country does the original bannock recipe
looks delicious, we want to eat it! When we hear someone cooking
food or biting into an apple, we feel hungry! Our sense of touch also come from?
5
helps us to enjoy our food. We touch fruit with our hands to see if it’s 2 What are the ingredients of a chocolate bomb?
ready to eat. 3 What type of plant does maple syrup come from?
But the two most important senses for enjoying food are our AFTER YOU WATCH Ask and discuss.
senses of smell and taste. These two senses work together to 1 Which Canadian food would you most like to try?
recognise flavours. When we smell food, special cells in our nose 2 What special food do you have in your country?
send messages to our brain. Our tongue can recognise five basic
tastes: bitter food like coffee, salty food like crisps, sour food like MY PASSPORT PAGE 20
lemons, spicy food like chilli peppers and sweet food like donuts.
2 So, next time you eat some food, take a moment to Writing A REVIEW Sequencers
think about how all five of your senses are helping We use sequencers to make a list.
you to enjoy it! 1 Read and answer. Use first to start a list, next to add to the list
WRITING TIP
4 1 What is the name of the restaurant? and finally to finish the list.
3 2 Does Kate recommend the restaurant?
3 Find the sequencers in the review.
AFTER YOU READ
3 Answer the questions. A restaurant review: Perfect Pasta by Kate
1 What happens when we see something that looks delicious? Last week, I went to Perfect Pasta. It’s an Italian restaurant.
2 How do we feel when we hear someone cooking food? First, I had avocado and tomatoes. The tomatoes looked good and tasted
3 What two senses do we use to recognise flavours? amazing! Next, I had pasta with peppers. It smelled great and it tasted
delicious. Finally, I had peaches and ice cream. There were a lot of peaches
4 What are the five basic tastes of food?
Project stop 3 and there was a little ice cream. The peaches tasted sweet and delicious,
4 Discuss with a classmate. and I wanted more ice cream!
An ideal restaurant
1 Do you like spicy food? I enjoyed my meal and I recommend Perfect Pasta to everyone!
Make a menu for your restaurant.
2 What’s your favourite sweet food?
Plan how to present your restaurant
3 Which of the tastes are there in your favourite food? Go to Activity Book page 29 and write a review of a restaurant.
and menu.
32 Lesson 7 Science: food and the senses Go to page 34 Culture: Canada Writing: sequencers Lesson 8 33
Skills Station canad 3

Virtual tour
a
Reading
Viewing Canadian food
bitter salty sour sweet 1 Watch the video again and answer the questions.
1 Look and complete. Luke
1 What are the ingredients of poutine?

1 Cakes are . 3 Crisps are .
2 Coffee is . 4 Lemons are . 2 How does Luke describe the flavour of poutine?
2 Read and listen. Check your answers to Activity 1. 14

3 How does he like to eat bannock?
4 How is the Canadian flag connected to a type of food?
Some people prefer salty crisps to sweet cakes.

Some love the bitter taste of black coffee and some
hate the sour taste of lemons. But why do we like
different flavours? Here are some ideas.
Supertasters Writing A REVIEW Checklist
We all have cells called taste buds on our tongues
My virtual tours that react to different flavours. However, some people
1 Add the sequencers.

have more taste buds than others. That means Unit 7 • Say what you ate.
certain flavours can be too strong for them. That’s Country: finally first next
why ‘supertasters’ usually don’t like spicy food!
• Use sequencers to make a list.
Focus:
Evolution Last night we had dinner at Tony’s Pizza Place. • Give your opinion.
Unit 3
Country:
From the moment we are born, we prefer sweet 1 I had some bread and nuts, • Say if you recommend
Country: tastes to bitter tastes. Bitter food can sometimes be the restaurant.
Focus: dangerous to humans. So, over time, we have learned 2 I ordered a pizza.
Focus:
to be careful of things that taste bitter.
Unit 4 3 , I had some delicious ice cream.
Some tastes take time Country:
Younger children often don’t like strong flavours, butFocus: 2 Write a review of a restaurant.
as we grow older we learn to enjoy more flavours.
If you don’t like the taste of something, or it makes
Unit 5 you ill, your brain tells you not to try it again. But if
Country: you like aUUnew
nniittfood,
22 you usually like it more the
Focus: second time you try it!
Country:
Country:
Focus:
Focus:
3 Read and write True or False.

1 Nobody likes bitter or sour tastes.
Unit 8
Unit 1
2 We all have the same Country:
number of taste buds on our tongues.
Country:
Focus:
Focus:
3 Bitter foods can be more dangerous to humans than sweet foods.
4 As we grow older, we learn to like more flavours.
28 Lesson 7
Unit 6
Science: food and the senses Culture: Canada Writing: a review Lesson 8 29
Country:
ES0000000068205 849788_AB5_U3_129370.indd 28
Focus: 12/2/2022 10:39:06 AM ES0000000068205 849788_AB5_U3_129370.indd 29 8/1/2022 5:08:00 PM
20
20 21
21

94 Lesson 8

Learn about Canadian food
Discuss Canadian and local food
Write a review of a restaurant
Materials
✓ Teacher’s Resources Unit 3 Give the children time to read the text independently and
answer the first two questions. Check answers and then read the
Flipped Learning option Writing tip together. Have the children find the sequencers and
invite volunteers to read the sentences with them in.
Children watch the video at home before the class. They
answer the question What toppings do people put on their Answers
pancakes? 1 Perfect Pasta 2 Yes 3 first, next, finally
Warmer
Display the map and ask the children to point out their own
country, the USA and England. Invite volunteers to find Canada Invite volunteers to read the checklist. Ask the children to work
on the map. Point out the capital city, Ottawa. Elicit anything with a partner and identify the four points in Kate’s review in the
that the children know about Canada, for example places, food, Student’s Book. Encourage the children to think of a restaurant
animals, climate or the people. Tell them that it’s the second they know well or imagine one. Remind them to write an
largest country in the world. introductory sentence, like in Kate’s review. When they have
finished, they should go through the checklist and make sure
BEFORE YOU WATCH Ask and discuss. all points are included. Invite a few volunteers to read their
Ask the children to read Luke’s introduction. Discuss the reviews to the class.
questions as a class. Encourage the children to describe the
pictures of food using sweet or salty and elicit suggestions of
what each one is. You could pre-teach savoury and explain that Fast finishers The children write a list of
we use salty for food with a definite salty taste and savoury for
food that is generally not sweet. FF savoury dishes and sweet dishes from the
video. (Bannocks can be both.)
Watch the video all the way through and then ask the children
to read the questions and attempt to answer before watching a Ask the children to think about the video. Ask: What did Luke
second time. Pause on the bannock cakes, chocolate bomb and talk about first? What food did he talk about next? What was
maple syrup scenes and elicit or confirm the answers. Watch the the final food he talked about? Have the children share their
video again and pause to ask further questions or clarify words, thoughts with a partner and elicit a few responses. Encourage
for example: What sort of food is Bannock? What do you think complete sentences. Play the video through to check and invite
gravy is? Is poutine sweet or savoury? What toppings can you volunteers to confirm the answers.
see on the pancakes? What is sap?
Answers
1 Scotland 2 Cocoa, sweets and hot milk 3 A maple tree

Ask the children if they enjoyed the video and what they have
learned about Canada and Canadian food. Have the children
discuss the two questions together and then share their ideas
with the class. Ask what food they would include in a video
about their country’s food.
Lesson 8 95

3 Project Terminal
Lesson 9
Project Terminal AN ideal

restaurant
A local restaurant needs ideas to attract more customers. In this project, you’re going to
design an ideal restaurant and menu and present it to the class.

1 2
project stop project stop 3
• Work in a small group. • Design your ideal project stop
• Make a list of your restaurant and make • Make a menu for your restaurant
favourite foods and drinks. notes. using your ideas from Project
• Think about different • Think about the type Stop 1.
courses: starters, main of restaurant, the • Plan how to present your
courses and desserts. decoration, music, restaurant and menu to the class.
uniforms, etc. • Make notes to help you
remember the key information.
Present
ME DIAT ION
• Practise your presentation. Presentation tip Using notes

• Present your ideal Notes can help you remember the most important
restaurant to the class. points and help you feel less nervous. Remember:
• Display your menus in your • Only write key information.
classroom. • Don’t write full sentences.
• Use small pieces of card or paper.
• Don’t hold your notes in front of your face.
Our ideal restaurant

has got lots of
delicious starters. For example, soup,
guacamole and salad.
21st
CENTURY
SKILLS Citizenship Evaluation
1 Do you sometimes eat in local restaurants? Which
• Which restaurant was your favourite?
ones?
• Which presentation did you like best?
2 What kinds of restaurants are there in your town?
• Did you use presentation notes?
3 Do you know anyone who works in a restaurant?
34 Lesson 9 Presentation skills 21st century skills: citizenship
ES0000000068203 849766 AJ5 SB_U3_124379.indd 34 7/13/2022 6:06:54 PM
AN ideal
Project Portfolio restaurant
My group
1 2
project stop Our favourite foods and drinks project stop Our ideal restaurant
Starters: Type of restaurant:
• •
• • Decoration:
Main courses:
• •
Music:
• •
Desserts:
Uniforms:
• •
• •
Drinks: Other information:
• •
• •
3
Using notes
Notes can help you remember the most
important points and help you feel less
nervous. Remember:
• Only write key information.
• Don’t write full sentences.
• Use small pieces of card or paper.
• Don’t hold your notes in front of your face.
ES0000000068205 849788_AB5_U3_129370.indd 30 8/1/2022 5:08:04 PM
96 Lesson 9

Follow instructions Ask the children to read the questions individually and think
Use presentation notes effectively about their answers. Open up the discussion to the whole
Present ideas for a restaurant class. Encourage the children to give detailed reasons and to
Mediation Summarise and explain a text question each other. Find out the overall favourite restaurant
and the favourite presentation.
Materials
Observe the groups as they present their restaurant. Ask the
Project stops 1-2-3 recap children to think about what the other groups had on their
menus. Have the children work in their groups and write down
Ask the groups to read Project stops 1-3 to check that as many starters, main courses and desserts as they can
they have followed all of the steps and completed the remember.
corresponding sections in the Project Portfolio. They should
make sure they are clear about who is presenting which
aspect and that their menus are complete.
Presentation tip
Before reading the tips, ask the children if they use notes in
presentations and if they think they use them well. Read the tips
together, asking volunteers to read the different points. Explain
the meaning of key information. Write a few sentences on the
board and ask the children to pick out the key information. Play
the video all the way through. Elicit some of the mistakes that
Ed makes on his first attempt. Play the video again up to the
first attempt and check answers. Play the rest of the video and
encourage children to describe the differences between the first
and second attempt.
Present
Give the children time to prepare in their groups. Remind them
that they may need to compromise if they disagree, and that
all children should have something to say in the presentation.
Walk around and assist where necessary. Invite each group
to present their restaurant to the class. You could allow the
audience to ask additional questions about the restaurant.
21st
CENTURY
SKILLS Citizenship
Part of developing citizenship skills is to be aware of things in
the local community. Knowing what local services like shops
and restaurants there are in the local community is important.
Local businesses like restaurants and cafés are very valuable
because they not only provide work for local people, but can
also bring people together and help to develop a positive
sense of community.
Ask the children to read and think about the questions
independently. They can make notes if they wish. Discuss the
questions as a class. Encourage the children to say me too if
they go to the same places, and to describe what the places
are like and why they like them. Encourage them to give details
of the people they know who work in restaurants and to think
about what’s good about restaurant work.
Lesson 9 97

3 Checkpoint
Unit 3 review
3
Checkpoint
Exam tip Listening Make sure you know the English alphabet well and how each letter is pronounced.
The recipe
1 Sam is making ... .
2 He is making them for: … .
3 Amount of honey: ... .
4 Amount of butter: ... .
5 Cooking time: ... .
2 Look and read. Choose the correct words.
Exam tip Reading and Writing Don’t waste time on difficult questions. If there’s something you
can’t answer, leave it and come back to it later.
avocado cereal cucumber coffee honey
flour grapes ice cream peach watermelon
1 A lot of people eat this with milk for breakfast.

2 We use this to make bread and cakes.
3 This delicious, sweet food is made by bees.
4 This cold dessert comes in lots of different flavours, but my favourite is vanilla.
5 These are small, sweet fruits. They are healthy and are usually green or purple.
6 We use this in salads and to make guacamole.
7 This hot drink is naturally bitter, but lots of people add sugar to make it sweet.
8 This summer fruit is usually yellow, orange or red. It has lots of vitamins A and C.
ES0000000068203 849766 AJ5 SB_U3_124379.indd 35 7/13/2022 6:07:05 PM
3
Checkpoint rence
Language refe Lang
1 Listen and tick (✓) the box. 15
1 How much salt did Sally use?

3 Time to eat! Unit 3
Food
a b c how much and how many avocado
There’s one pepper. cereal
There are four peppers.
chocolate sauce
How many peppers are there?
There aren’t any peppers.
coffee
cucumbers
How much cereal is there? flour
honey
ice cream
We use how many + countable nouns + are there to ask about quantity. To
3
3
answer, we use there is for one, there are for more than one, and there aren’t pancakes
peaches
My language trip 2 Which fruit doMy
they life
use inskills
the fruit salad? any for none.
peppers
How many peaches are there? There’s one peach. But there are two apples.
a b c salt
We use how much + uncountable nouns + is there. When we want to say there
watermelon
Think: Evaluate your progress. My functional language and mediation skills is an unspecified quantity of something uncountable, we use some.
How much ice cream is there? There’s some ice cream, but not much. Recipes
11 I Ican
canidentify
identifyfood
foodand
andquantities.
quantities. 1 I can understand a video about eating a pinch
22 I Ican
canask
askquestions
questionswith
withHow muchand
Howmuch andHow
Howmany.
many.
at a restaurant. Quantifiers a scoop
2 I can order at a restaurant in English. There are a few peaches. a spoonful
33 I Ican
cantalk
talkabout
aboutrecipes.
recipes. There are a lot of / lots of grapes. mix
3 I can summarise the key information from a menu. There’s a little flour. pour
44 I Ican
canuse
usethe
thequantifiers
quantifiersaafew,
few,aalittle, lotofofand
little,aalot andlots
lotsof.
of.
2 Read the story. Choose a word from the box. There’s a lot of / lots of honey. toss
55 I Ican
canunderstand
understandaatext
textabout
aboutfood
foodand
andthe
thesenses.
senses. Total weigh
/ 15
With a small quantity of countable things, we use there are a few. But with a
66 I Ican
canwrite
writeaareview.
review. any eggs little poured recipe salt scoop smelled some spoonfuls small quantity of uncountable things, we use there is a little.
77 I Ican
canuse
usethe
thesequencers
sequencersfirst, nextand
first,next andfinally
finallyininaatext.
text. There are a few strawberries and there’s a little yoghurt.
David wanted
1 I know why it is important to compromise. to make a birthday cake for his mum. He couldn’t find a We use a lot of or lots of for large quantities of countable and uncountable things.
Total / 35 There are a lot of pancakes and there’s lots of honey.
2 I can compromise with others. (1) so he decided to invent one. First, he weighed
1 Complete the dialogues.
3 I encourage others to compromise.
(2) flour and put it in a bowl. Then he added a pinch of
1 A How jam 2 A How honey
What did you do very well? (3) . He didn’t have any sugar but he needed something
Total / 15
there left? there?
What do you need to improve? sweet, so he added four (4) of honey. Next, he added
My 21st century skills some butter and two (5) . He mixed everything together,
Reflect: Which learning tool helped you the most? B There isn’t . Sorry! B There is honey, but not much.
(6)
1 I know how to use notes in a presentation. it into a tin, and cooked it for 30 minutes. The cake was
Individualwork
work 2 Correct the sentences.
a bit
2 I can say why I like the place I live. dry, but David served it with a (7) of ice cream. It was
activities 1 There is lots of grapes.
3 I can talk about the place I live delicious
in English. and David’s mum was very surprised!
Readingactivities
activities 2 There is a lot honey.

Pair/groupwork
work Total
/ 15 3 There are a little pancake toppings.
3 Choose the best title for the story.
Videos Digital
Digitalactivities
activities 4 There is a few sugar.
Other Unit a The
total delicious
/ 80 invention b The terrible cake c Mum’s birthday
88 99 90 Language reference: Grammar and vocabulary
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98 Unit review

Unit review 3
A2 Flyers Listening part 2, Reading and Writing part 1
✓ Teacher’s Resources Unit 3 complete the sentences to identify where they have worked
Warmer helped them most will lead to an understanding of their own
learning style.
Practise saying the alphabet in English, in unison a few times,
then around the room with each child saying a letter. Repeat any Next, they assess their functional language and mediation
letters that children are a bit shaky on, or that they get mixed up skills, social and emotional skills and 21st century skills.
with. Dictate some of the vocabulary words from the unit. The children add up their total then turn to the language and
skills map on pages 2-3 to see which sticker (if any) they
1 Listen and complete. 1.29 should place. They place the sticker on the map for this unit.
Ask the children to look at the activity and read the Exam tip.
Explain that in this type of exam question they need to listen out
for very specific information and that there is always a word that
will be spelled out. Remind the children that they will hear the Final evaluation
audio twice.
Divide the class into two or more teams. Have a quiz about the
Answers unit and award points for correct answers. They can have their
1 biscuits 2 his family 3 two spoonfuls 4 150 grams 5 30 minutes books to refer to or play from memory. Example questions:
For audio transcript see page 100 In the story, what did the children make? Who tries the first
cupcake? Name 3 sweet foods. How do you ask for the bill in a
2 Look and read. Choose the correct words. restaurant? What is the main ingredient in guacamole? How can
Explain that in this exam activity they need to match a picture or you measure salt? What can you use to serve ice cream? Who
word to a description or definition. Read the Exam tip together. takes Hannah and Sophie to a restaurant?
Emphasise that they can answer the questions in any order, and
should always start with the ones they are most sure of. The
children then complete the activity individually. Remind them
to check their answers when they have finished. Children can
check their answers with a partner and discuss any answers that
are different and then check as a class. If children have made
mistakes, encourage them to think about why. Was it a particular
word they didn’t know? Did they misread the question?
Answers
1 cereal 2 flour 3 honey 4 ice cream 5 grapes 6 avocado
7 coffee 8 peach
FF Fast finishers The children write a clue or

definition for other food or drink in the unit.
Unit 3 Test
Term 1 Test
Unit review 99

3 Transcripts
6
Student's Book audio transcripts
Boy: Then you pour some milk into a bowl.
1.21 Listen and match. 7
Girl: You need to weigh the ingredients. We need 100 grams for
1
this recipe.
Girl: My dad drinks coffee in the morning, but I don’t.
8
2
Boy: You mix the ingredients together in a bowl.
Boy: Peaches are delicious! I love them, they’re my favourite
fruit. 9
Girl: Now the fun part. You toss the pancake!
3
Girl: I sometimes eat avocado on toast. It’s yummy. 10
Boy: And now the pancakes are ready to eat! I love pancakes.
4
Girl: Me too!
Boy: I like to put honey on my bread.
5
Girl: I have cereal for breakfast every day.
1.26 Read and choose. Listen and check.
Ed: I’m making pancakes! I’ve got my ingredients ready. I’ve
6
got some flour, sugar, eggs, salt and milk. First, I weigh the
Boy: I eat a lot of ice cream in summer. My favourite flavour is
ingredients. I need to use the correct amount.
strawberry!
I put the flour, sugar and eggs in a bowl. I pour in the milk and
7 add a pinch of salt. Then I mix everything together.
Girl: I love chocolate sauce! Yum! Next, I put the mixture into the pan and I cook it for a minute on
8 one side. Then I toss the pancake so I can cook the other side!
Boy: Peppers can be lots of different colours. I like red peppers When they’re ready, I put them on a plate. Now I need a topping
best! for my pancakes. How about some lemon and a spoonful of
9 sugar? Or maybe a scoop of ice cream and some chocolate
Girl: My favourite vegetable is cucumber. I eat it in salads. sauce? Or I can look in my recipe book to get more ideas!
10
Boy: I love eating watermelon when the weather is hot! 1.27 Listen and read. Which is your favourite topping?
Listen and read. What are Sophie and her dad
1.22
going to buy? 1.28 Read and listen. Match the tastes to the pictures.
See Student’s Book page 27, Activity 5 See Student’s Book page 32, Activity 2
1.23 Read and listen. The cupcake compromise 1.29 Listen and complete.
See Student’s Book page 28, Activity 2 Girl: Ooh, what are you doing, Sam? Are you making pancakes?
Boy: No, I’m making biscuits.
Girl: Biscuits? How do spell that?
Boy: B-I-S-C-U-I-T-S
See Student’s Book page 29 Girl: Who are they for?
Boy: They’re for all the family.
1.25 Look and match. Listen and check. Girl: Are they difficult to make?
Girl: Look. Here’s a recipe for pancakes. Boy: No. The recipe is easy. You can help!
Girl: OK! Are you using honey?
1
Boy: Yes. The recipe says 2 spoonfuls of honey. They are sweet.
Girl: You need some flour.
I’m using eggs and sugar too. Can you weigh the butter for me? I
2 need 150 grams.
Boy: And some salt. Girl: 150 grams of butter. OK.
3 Boy: Now we need to mix in the other ingredients, cut the
Girl: This recipe only needs a pinch of salt. That’s just a little bit. shapes out and put them in the oven.
4 Girl: How long do they take to cook?
Boy: Mmm. I’d like a scoop of this ice cream. Boy: They take 30 minutes to cook.
Girl: Can I try some when they are ready?
5 Boy: Yes, of course!
Girl: You need a spoonful of sugar.

Transcripts 3
Hannah: Hey, it’s me, Hannah!
Page 26 All aboard! Do you like cooking? I love cooking.
Ed: Hi everyone! It’s Ed. At the weekend I always make breakfast for my family.
I have to go shopping today. My mum wants some food. My favourite breakfast is pancakes! I like to eat a lot of
I have a list here. Let's see what there is in the kitchen. pancakes.
OK… How many avocados are there? There are eight avocados. You can make pancakes with a little flour, a pinch of salt.
Oh, there are four peaches. And then pour in some milk.
And there are three peppers. Whatever you make, it’s a good idea to follow a recipe.
How much coffee is there? There's some coffee. You should weigh the ingredients.
There's some honey and there’s some cereal. And mix them well.
There's one watermelon. Yum, watermelon is my favourite fruit! You can toss a salad and add it as a side dish.
And there are two cucumbers. A spoonful of olive oil tastes great with salad!
But there isn’t any ice cream. Oh! Ice cream with chocolate And for dessert, a few scoops of ice cream.
sauce is my favourite. I’m adding chocolate sauce and ice I’m hungry now. I need to make a snack! Do you have a
cream to the list. favourite recipe?
OK, I have to go to the supermarket now. Do you help with the
shopping? Page 33 Virtual tour – Canadian food
Boy: Hello! I’m Luke and I’m from Vancouver, in Canada.
Page 29 Functional language In today's virtual tour, we're going to take a look at Canadian food.
Dad: Can we see the menu, please? One of my favourite meals is poutine. It’s chips with lots of
Waiter: Yes, of course. Here you are. cheese and gravy. It doesn’t look great, but it tastes delicious!
Dad: Thank you. We also make a special bread called ‘bannock’. The original
Sophie: Oh, I don’t know what to order. It all sounds delicious! recipe comes from Scotland!
We can get a starter, main course and dessert! But I can’t eat all Some people like it sweet, but I like it savoury, with cheese.
that. And it’s really good with another Canadian favourite: split pea
Hannah: No! I wonder what the soup of the day is. soup.
Dad: You should ask the waiter. And how about this? They’re chocolate balls filled with a little
Hannah: OK. cocoa and some sweets.
Waiter: Are you ready to order? You pour hot milk on top and hey, a hot chocolate bomb!
Dad: Nearly… What do you recommend? Canada’s most famous sweet food is maple syrup. We often put
Waiter: The pizza with peppers is very good and the ham it on our pancakes, sometimes with butter and fruit.
sandwiches are delicious, too. Maple syrup comes from maple trees. We make a hole in the
Dad: Oh OK, I’ll have the pizza please, and a glass of water. tree and then put some wood in the hole. A special liquid called
Thank you. ‘sap’ comes out of the tree.
Hannah: Excuse me. What’s the soup of the day, please? We collect the sap and use it to make maple syrup.
Waiter: It’s tomato. Maple trees are so important in Canada that we have a maple
Hannah: Oh, my favourite. Could I have the soup, please? And a leaf on our flag!
chocolate milkshake.
Waiter: Yes, of course. Page 34 Presentation tip – Using notes
Hannah: Thanks. Danny: Hi there. Today, our presentation tip is about using
Sophie: I’d like the pizza too, please, but I’m allergic to nuts. notes. Notes can be very useful for presentations but you
Waiter: Don’t worry. There aren’t any nuts on our pizzas. Would have to know how to use them. Good notes can help you to
you like anything to drink? remember the most important points and help you feel less
Sophie: Yes, please. Could I have a lemonade? nervous. Let’s see how Ed uses notes.
Waiter: Sure. So, let me just check your order. You would like a Ed: Our menu has got lots of…
glass of water, a chocolate milkshake, a lemonade, one pizza Danny: Ed! No!
and two soups. Is that right? Ed: Our menu has got lots of…
Dad: No, it’s two pizzas and one soup. Danny: Ed…!
Waiter: Yes, of course. Got it. Ed: Our menu… has got lots of…
Dad: Thanks! Danny: Stop! OK, let’s help Ed. First, don’t hold your notes in
Waiter: Can I get you anything else? front of your face; the audience can’t hear you. Use small pieces
Dad: No, thank you. That was delicious. Could we have the bill, of card or nice paper. And of course, only write key information,
please? not full sentences. Your notes should help you, not make life
Waiter: Yes, of course. more difficult. Something like this is all you need. Come on, Ed…
Dad: Thank you. Ed: Our menu has got lots of milkshakes and ice cream.
Danny: That’s how you use notes. Bye everyone!

3 Activity Book

1 1
Page 22 1d 5h 1 sweet
1 2c 6g 2 bitter
1 peppers 3a 7f 3 salty
2 honey 4b 8e 4 sour
3 avocado
2 3
4 cereal
1e 6a 1 False
5 watermelon
2i 7h 2 False
6 ice cream
3f 8b 3 True
7 chocolate sauce
4j 9g 4 True
8 cucumbers
5d 10 c
9 coffee Page 29
10 peaches 3
iz sound: peaches; dishes; sandwiches
Viewing
2 s sound: cups; nuts; cakes 1
a2 f1 1 Chips, cheese and gravy
z sound: peppers; avocados
b5 g3 2 Delicious
c4 h6 Page 26 3 Savoury, with cheese
d 10 i7 4 There is a maple leaf on the flag. Maple
e9 j8 1 syrup comes from maple trees.
1 Toss
Page 23 2 A scoop Writing
3 Weigh; flour
3 1
4 Pour
1 avocado 1 First 2 Next 3 Finally
5 Mix
2 peppers
6 A pinch; salt 2 Child’s own answer
3 cucumbers
7 A spoonful
4 peaches
8 pancakes Page 30
5 watermelon
6 ice cream Project Portfolio Child’s own project
2
7 chocolate sauce 1 weigh Page 31
2 pour
4 3 mix 1
1 How much; is there 1b
4 salt
There isn’t any honey. 2a
5 Toss
2 How much; is there
6 spoonful
There is some cereal.
7 scoop
2
3 How many; are there 1 recipe
8 pour
There are seven peaches. 2 some
4 How many; are there Page 27 3 salt
There aren’t any lemons. 4 spoonfuls
5 Child’s own question and answer 3 5 eggs
1 a little 6 poured
Page 24 2 a few 7 scoop
3 lots of
1 4 lots of 3a
1b 2c 3a 4e 5d
5 a little
2 6 a few
1✓ 4✓ 5✓ 4
3 1 a lot of
1 something we both want to make 2 a little
2 try the first cupcake (because it’s your 3 a few
birthday) 4 a lot of
5 a little
4 Let's share it. / Let's have half each. 6 a lot of
7 a few

Activity Book 3
Audio transcripts 14 Read and listen. Check your answers to
Activity 1.
11 Listen and complete. See Activity Book page 28, Activity 2
Ed: Let’s make a salad for lunch.
Hannah: Good idea! We need some avocados. 15 Listen and tick the box.
Ed: There’s only one in the fridge.
1
Hannah: That’s OK. How many peppers are there?
Sally: This cake is a disaster! It tastes terrible!
Ed: There are three. There’s a red one, and there are two
Man: Oh dear. What happened, Sally?
orange ones.
Sally: I don’t know. I did everything it said on the recipe. I used
Hannah: Let’s use one of each. That will make a nice colourful
200 grams of flour, 2 eggs, 200 grams of sugar and some salt
salad! What else can we put in the salad …? Are there any
and coffee.
cucumbers?
Man: How much salt and coffee did you use? Did you weigh it?
Ed: No, there aren’t. But there are some peaches.
Sally: No. I didn’t weigh it. I used a pinch of coffee and a large
Hannah: I’m not sure that will be good in a salad. How many
spoonful of salt.
peaches are there?
Man: Is that what the recipe said?
Ed: There aren’t a lot. But there is a watermelon. We can make a
Sally: Yes! Look! Oh dear. The recipe says a spoonful of coffee
fruit salad for dessert. Watermelon and peaches.
and a pinch of salt.
Hannah: Oh yes, that sounds nice. We can have ice cream with it.
Man: Hmm. That explains why it tastes so bad!
Ed: Great! How much ice cream is there?
Hannah: Oh no! There isn’t any ice cream. But there is some 2
chocolate sauce. Woman: Shall we make some fruit salad?
Ed: Do you think that will be nice on fruit salad? Boy: Good idea! What fruit have we got?
Hannah: I don’t know. Let’s try it and see! Woman: Let’s see. We’ve got watermelon, apples, peaches ...
Boy: Hmm. I like watermelons and apples, but I don’t like
12 Listen and repeat. Match. peaches very much.
Woman: Shall we just use one peach then?
Boy: Yes, that’s fine. Did we eat all the grapes yesterday?
Woman: Yes, we did. They were delicious.
13 Listen and circle. Boy: Yes, they were. Have we got any strawberries?
Danny: Mr Harris wants us to keep a diary of everything we eat. Woman: No. But we’ve got lots of strawberry ice cream. We can
He wants us to think about how healthy our diet is. So … this is have some with the fruit salad.
what I had today. Boy: Good idea!
For breakfast, I had a healthy fruit salad with a little honey.
In my fruit salad there were a few strawberries, and lots of
blueberries! So that was a healthy meal. But then I had some
toast, with lots of yummy strawberry jam. That’s not so good.
There’s a lot of sugar in jam. I had a little apple juice, too. But
it’s two hours until lunch time, and I’m already hungry! Perhaps
I’ll have a few biscuits as a snack… uhh, that’s not very healthy
either!

104
ES0000000070685 856777_AJ_TB_5_U3b_p104_p109_133268.indd 104 12/16/2022 1:18:54 PM

Our trip to the USA Food
Language objectives
• Learn vocabulary related to food • Review grammar from units 1, 2 and 3 • Review functional language from units
1, 2 and 3
Skills objectives
Speaking Materials Video support
• Discuss food from the USA ✓ Teacher’s i-solutions • Our trip to the USA:
• Compare food from the USA with food in their country ✓ Student’s Book 5 Food
• Present information about food in the style of a TV programme Real-world video to develop
✓ Passport 5
viewing skills in the context
Viewing Additional material of a visit to the USA
✓ a world map or globe
• See and hear key language in context ✓ access to the internet
• Associate key words with images
• Watch and listen for specific information or a library
• Learn about food in the USA Amazing Journey is a primary language series that takes children on an
Amazing Journey 3
Assessment criteria
• The children can talk abouteducation years.
food, research appropriate For ideas on how to exploit the
information about popular American food and do a TV course resources, see our Activity Bank
Student’s Book
programme role play about food in the USA. amazingjourney.richmonddigital.eu
Social and emotional skills Thinking skills
st
21 Century skills
Linguistic competence
and their cultures. Fully interactive teaching and learning materials organised
including:
FOR THE STUDENT
Plurilingual competence FOR THE TEACHER
Lessons 1-2 Student’s Book Teacher’s i-solutions language
functional for the classroom
learning situations, presentation
Includes access code to: • Fullyskills practice
interactive culture
andlearning
teaching and lessons
Mathematical competence and • Student’s i-book materials for IWB use
3
• Videos
Flipped
• Step-by-step learning
lesson dynamics
plans in the form
competence in science, technology of learning paths Resources
Teacher’s
and engineering Activity Book plus Passport • Interactive routine poster
Includes access code to: Audio
• Interactive material and transcripts
Lesson 2 answer key
• Student’s interactive practice • Game i-flashcards
generator
Digital competence • Additional resources to download
Flashcard Bank
Lessons 1-2 Scan the book pages and
Teacher’s Book
Additional interactive games for whole-class Studen
access all audios and videos content
Flashcards reinforcement
and Word cards
Personal, social and learning to learn on the go!
Teacher’sInteractive Routine
Audio available poster
on the course website
competence Game Generator
Student’s audio and videos also available Teacher’s Resources for mixedto create your own IWB games
abilities
Lessons 1-2 on the course website availableto play
on the with
course the children
website
Civic competence Full access to more than 100 Animated grammar

Lessons 1-2 Digital Student’s Book Digital Activity Book

alsoCommon
Amazing Journey covers possible to write or paint on the pages and in the zoom
European
windows.
Cultural awareness
individual class.
Lessons 1-2
Term 1 overview 105

Our trip to the USA FOOD
Lesson 1
Term 1
Our trip to the USA food
2 Do you sometimes eat American food?
3 How is American food different to the food in your country?
2 WATCH What did you learn about these six dishes?

Would you like to try them? peanut butter
chocolate chip cookies Key lime pie
4 RESEARCH Find out more about food in the USA. Learner autonomy: 21st
Use the internet or the library to research food in the USA. Make sure you understand CENTURY
SKILLS
fried green tomatoes Choose one dish and make notes about: your role and task.
• How to make it • Interesting or fun facts most interesting information.
5 CREATE Prepare a TV programme about food in the USA. American food is similar or
jambalaya
hot dogs 1 Choose roles for the members of your team: the presenter, different to your country’s.
a chef, a restaurant owner, a customer, etc.
3 AFTER YOU WATCH Read and choose. 2 Use your notes to write a TV programme about food in the USA.
3 Collect any materials you need.
Remember to make a good entrance,
Subject: Hi from the USA! 6 PERFORM Perform your TV programme for the class. plan how to start and use clear notes.
Hi Kerry!
food! There are (2) lot / lots of great places to eat near our hotel. Chigago Burgers restaurant! the best cheeseburgers week. It’s the best
in the USA! restaurant in town!
(4) should / mustn’t try jambalaya! It’s a bit spicy but it’s amazing! And
‘fried green tomatoes’ sound weird, but I like them (5) most / more than red
tomatoes. You (6) must / shouldn’t be careful when you eat them though,
There are (7) some / any amazing desserts, too. Mum says that Key lime
Love, Alex Reply
106 Lesson 1

Term 1 1
FF
Lesson 1 Objectives Fast finishers The children write a description
Learn about some food from the USA of their favourite food from the video.
Watch and listen for factual information
Research specific information
Create and perform a TV programme
Initial evaluation
Write the names of the food from the video on the board, along
with other food or drink from the USA that the children know.
Materials Invite a volunteer to the front and tell them to think of the food.
✓ Teacher’s i-solutions The rest of the class ask questions (Is it spicy? Is it sweet?
✓ a world map or globe Has it got chocolate in it?) to guess the food or drink they are
thinking of. Choose as many different children as possible to ask
questions. Play further rounds with different volunteers.
They list the sweet foods they see. Video transcript
Warmer Our trip to the USA: Food

Ask students to find the USA on a map. Ask the children what How many American dishes can you name?
kinds of things they could see, eat, drink, visit or do in the When you think of food from the USA, you shouldn’t just think
USA. Sit the children in a circle and say I went to the USA and I about fast food. That’s boring!
visited New York. The child to your left should repeat what you Actually, a lot of American food is much more interesting than
said and add something of their own. The next child repeats hamburgers.
those two things and adds another. Continue until a child Some foods were invented by creative Americans, like
can’t remember, or makes a mistake, then that child starts the chocolate chip cookies, Key lime pie and peanut butter.
chain again with a new sentence. You might want to remind Also, lots of people came to America from other countries.
the children of the past forms of see, eat, drink and visit before They found ingredients in the USA and made popular food
starting. from their own country.
They tasted a little different, but the new dishes were as
1 BEFORE YOU WATCH Answer the questions in a delicious as the old ones!
People in the south of the USA created Jambalaya. They
group. mixed French and Spanish recipes and made a new, spicy
Look at the photos of the six foods and ask the children which dish: Jambalaya.
ones they know and have eaten. Elicit a couple more examples Jewish people brought food like fried green tomatoes to the USA.
of American food, then divide the children into groups of four or And a German man had the most popular idea. He put
five to continue discussing the questions. They can take notes if sausages into bread so it was easier to eat them. He
they wish. With the class together, elicit answers from all groups. invented… the hot dog!
A lot of people add toppings to hot dogs like tomato ketchup,
2 WATCH What did you learn about these six onions or cheese.
Now you know more about food from the USA, which of these
dishes? Would you like to try them?
foods would you like to try?
Watch the video all the way through. Watch again and pause
after each food and elicit what they have learned. Ask additional
questions to elicit as much information as possible, for example,
Which part of the USA does Jambalaya come from? Elicit or
explain what Jewish means. Ask which foods the children would
like to try. Find out which one is the most popular.
3 AFTER YOU WATCH Read and choose.

Have the children work in pairs to choose the correct the
words, then check answers as a class. Ask some general
comprehension questions. For example, What advice does Alex
give about fried green tomatoes? Does Alex’s mum prefer Key
lime pie or apple pie? What food does Alex not like? What is he
going to give to Katy?
Answers
1 best 2 lots 3 aren’t 4 should 5 more 6 must 7 some
8 as 9 little 10 many
Lesson 1 107

Our trip to the USA FOOD
Lesson 2
Term 1
Our trip to the USA food
2 Do you sometimes eat American food?
3 How is American food different to the food in your country?
2 WATCH What did you learn about these six dishes?

Would you like to try them? peanut butter
chocolate chip cookies Key lime pie
4 RESEARCH Find out more about food in the USA. Learner autonomy: 21st
Use the internet or the library to research food in the USA. Make sure you understand CENTURY
SKILLS
fried green tomatoes Choose one dish and make notes about: your role and task.
• How to make it • Interesting or fun facts most interesting information.
5 CREATE Prepare a TV programme about food in the USA. American food is similar or
jambalaya
hot dogs 1 Choose roles for the members of your team: the presenter, different to your country’s.
a chef, a restaurant owner, a customer, etc.
3 AFTER YOU WATCH Read and choose. 2 Use your notes to write a TV programme about food in the USA.
Remember to make a good entrance,
Subject: Hi from the USA! 6 PERFORM Perform your TV programme for the class.
ME DIAT ION
plan how to start and use clear notes.
Hi Kerry!
food! There are (2) lot / lots of great places to eat near our hotel. Chigago Burgers restaurant! the best cheeseburgers week. It’s the best
in the USA! restaurant in town!
(4) should / mustn’t try jambalaya! It’s a bit spicy but it’s amazing! And
‘fried green tomatoes’ sound weird, but I like them (5) most / more than red
tomatoes. You (6) must / shouldn’t be careful when you eat them though,
There are (7) some / any amazing desserts, too. Mum says that Key lime
Love, Alex Reply
My Passport page 22
Our trip to the USA Our trip to the USA
Food
My group My group
Name: Task: Name: Task:
We made a TV programme about . We interviewed .
Teamwork reflection Teamwork reflection
• Something I did well: • Something I did well:
1 What I liked best about this topic: 1 What I liked best about this topic:
2 Something interesting I learnt: 2 Something interesting I learnt:
3 How I found the information: 3 How I found the information:
4 A food from the USA I would like to eat is: 4 A person from the USA I would like to meet is:
22 23
108 Lesson 2

Term 1 1
Lesson 2 Objectives
Research information about food from the USA
FF Fast finishers The children draw a scene from
their TV programme with speech bubbles.
Work collaboratively to make a TV programme
Practise presenting skills MY PASSPORT
Mediation Manage interaction
The children use the passport to record their work and to
Materials reflect on their team’s and their own performance. Remind
them that they should reflect on and evaluate their progress
honestly as it will help them to understand how they could
✓ access to the internet or a library improve.
Once they have completed the page, they can compare their
Warmer learning summaries with their team’s to see if they identified
Recap the different foods from the previous lesson. Write the same strengths and weaknesses.
anagrams of the foods on the board and have the children put
up their hands when they know what it is. Elicit an answer and My Passport page 22
have the volunteer write the unscrambled word on the board.
Final evaluation
4 RESEARCH Find out more about food in the USA. Observe the groups as they plan and prepare. Check that they
ME DIAT ION
Organise the children into small groups. Read the instructions all participate and see if they reach group decisions effectively,
together, making sure they know what they need to do. find interesting information and present it in a clear and
Encourage each group to choose a different dish. Remind the engaging way.
children to evaluate the information they research and to make Invite the children to say which their favourite TV programme
sure it's both accurate and interesting. You could suggest that was, and to give reasons in as much detail as possible. You
searching for record breaking facts could be a good option, and could invite the favourite TV programme to perform it again.
that they don’t need to be too serious (for example, the longest
hot dog ever, or the largest number of chocolate chip cookies
eaten in a minute).
21st With the class review the 21st century skills

CENTURY
SKILLS and ask the children why each one is important.
5 CREATE Prepare a TV programme about food in

the USA.
Ask volunteers to read out the four parts of the instructions.
Depending on the number of children in the groups, the roles
may vary. Larger groups will need to find additional roles, for
example having two studio presenters, a director or out-of-studio
interviewers. Very small groups could double up on roles. There
may be differences of opinion when assigning roles, so remind
the children that they may need to make compromises. Tell
them that they need to know exactly what they are doing. Give
the children plenty of time to prepare, assisting as necessary.
6 PERFORM Perform your TV programme for the

class.
Read the Presentation tip and remind the children to stand or
sit up straight and smile. Invite each group to perform their TV
programme.
Lesson 2 109

4 Grand inventions
Overview
Language objectives
• Learn Past Simple verbs: brought, built, enjoyed, • Use Past Simple with ago • Talking about the past
explored, invented, said, sent, travelled, used, wore • Use could and couldn’t for ability with ago
• Learn 20th century inventions: games console, in the past • Talking about abilities in
laptop computer, microwave, mobile phone, the past
passenger plane, remote control, sun cream,
trampoline, vinyl record, zip Recycled grammar
regular Past Simple
Learning situation
Recycled vocabulary giving opinions
common regular Past Simple verbs, daily activities
Skills objectives
Speaking Listening
• Ask and answer about Roman life • Hear key language within a text
• Talk about actions that happened in the past using ago • Match spoken language to images
• Practise saying large numbers • Listen to and follow a text
• Discuss doing group projects
• Give opinions in a guided pair work activity Viewing
• Discuss inventions
• Talk about what people could and couldn’t do in the past • See and hear key language in context
• Present a famous inventor • Watch and listen for specific information
• Learn about important inventions from Scotland
• Learn to use their hands effectively when giving a
Reading presentation
• Read and show comprehension of a story
• Identify missing words from a text • Write about past actions using the Past Simple
• Answer questions about a text • Write about what people could and couldn’t do in the past
• Cross-curricular link: Social Studies • Write a blog about an invention that changed the world

• All aboard! The children can form accurate and meaningful
sentences using regular Past Simple verbs and ago.
Social and emotional skills • Language Bridge The children can understand the story,
The children consider how to overcome frustration. identify cognates, discuss how to overcome frustration,
pronounce ough sounds and also follow a video,
Pronunciation identify key phrases and then use them to give and respond
pronunciation The children hear and pronounce ough sounds. to opinions.
• Fasten your seatbelt! The children can talk about inventions
Mediation and things people could and couldn’t do in the past.
The children relay specific information and
summarise and explain a text. • Skills Station The children can identify and discuss
inventions, extract information from a video and write a
blog post.
The children make a poster about an inventor. • Project The children can work in groups to make a poster
about an inventor and prepare a presentation of it, then peer
21st century skills and self-evaluate the presentation.
21st Appreciating diversity: The children understand
CENTURY • Checkpoint The children can complete activities based on
SKILLS differences in the opportunities that different people A2 Flyers Reading and Writing and Speaking.
have.
110 Unit 4 overview

Additional materials:
• Presentation tip The course characters demonstrate
✓ Lesson 7 – plain paper how to do a good presentation
✓ Project stop 3 – large paper or card for posters,
felt-tip pens and markers, glue, computers and printers See lesson notes for Flipped Learning dynamics.


including:

Lessons 1-9

and engineering
Lessons 1-9
i-flashcards
Lessons 1, 4-9
Lessons 3-5, 8, 9, Review Game Generator to create your own IWB games
Civic competence
Lessons 4-7, 9 Full access to more than 100 Animated grammar
windows.
Lessons 1, 2, 6-9
Unit 4 overview 111

4 All aboard!
Lesson 1
4
4 Grand inventions Vocabulary and grammar 1
Do you like chocolate? Our

5 Listen and read. What is the exhibition about? 1.31
All aboard! class went to an interesting
exhibition about it last week.
All aboard! 1
2
3 The HISTORY of CHOCOLATE
The Mayan people from South America discovered cocoa beans
Talk about the past about 2,000 years ago. They used the beans to make a drink. Later,
with ago about 700 years ago, the Aztec people used the beans as money.
They … cats to Britain.
1 Choose an inventor
Explorers travelled the world and brought chocolate back to Europe
about 500 years ago. At first, they used chocolate as a medicine.
project stop
The Romans … roads. They … new places. It tasted bitter, so they added sugar or honey. Then special shops
7 started selling hot chocolate about 400 years ago.
language Bridge 4 6 C.J. van Houten invented a machine to make chocolate powder
about 200 years ago. People could now make a
Overcoming frustration 5 chocolate drink at home. A company in England
made the first solid chocolate bar to eat about
Giving opinions 170 years ago.
They …
Fasten your seatbelt! different 6 Read again and match.
They … long
numbers. 1 Mayan people used cocoa beans… a 400 years ago.
Talk about abilities clothes.
They … in chariots. 2 Aztec people used cocoa beans as money… b 200 years ago.
in the past They … sports.
10 3 Explorers brought chocolate to Europe… c 2,000 years ago.
2 Research and 8 4 Chocolate shops opened in Europe… d 700 years ago.
project stop collect information 9
5 C.J. van Houten invented a chocolate powder e 500 years ago.
machine…
skills station Grammar Way Past Simple with ago
The brothers who 7 Make sentences with ago. Sara travelled to London two days ago.
changed the world (play) a video game (go) to the dentist My grandma sent this letter fifty years ago.
The Romans …
Scottish inventors Cicero … ‘While there’s (travel) in a car (celebrate) my birthday Language reference page 102
books.
They … letters. life, there’s hope.’
A blog post (start) in this school (use) a phone
I played a video game
(wear) pyjamas (build) a snowman three days ago. I went to the dentist
brought built enjoyed explored invented
3 Make a poster said sent travelled used wore
six months ago.
project stop
1 Watch the video. Does your family have any amazing stories?
project TerminAl 2 Listen and complete. 1.30
They travelled
Project stop 1
Present your 3 Close your book. What can you remember? in chariots. An inventor
inventor
4 Compare Roman life with your life. Your school history club wants
to attract new members. In this
The Romans invented project, you’re going to create an 8 Choose actions from Activity 7 and write sentences.
The Romans travelled in chariots.
Checkpoint books. I read books too. exhibition about famous inventors.
I travel by bike and car.
Choose an inventor from the past.
I travelled in a car two hours ago.
38 Lesson 1 Past Simple verbs Go to page 46 Past Simple with ago Lesson 2 39
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4
3 Listen and match. 17

All aboard! a was invented in 1962.
1 The Romans invented
2 Italians brought the recipe for pizza b in New York in 1905.
1 Read and complete. 3 The first pizza restaurant opened c in 1889 for Queen Margherita.
4 A chef invented the Margherita pizza d the first ‘pizzas’ in ancient times.
brought built enjoyed explored invented said sent travelled used wore
5 Pizza with pineapple e to the USA in the 1870s.
1 In the 1960s, people watching television and listening to the radio.
2 They record players to listen to music.
3 They clothes with bright colours and patterns.
4 Children played outside and go-karts from wood.

4 Look at Activity 3. Complete using ago.
5 A vehicle called a milk float fresh milk to people’s houses.
about 150 years over 60 years over 100 years over 130 years thousands of years
6 People by plane to go on holiday.
1 The Romans invented the first pizzas

thousands of years ago .
7 Douglas Engelbart the computer mouse in 1967.
2 A chef invented Margherita pizza .
8 The first humans space in this decade.
3 Italians brought the recipe for pizza to the USA .
9 America the first human to the moon.
4 The first pizza restaurant opened in New York .
10 The artist Andy Warhol ‘In the future, everyone will be 5 Pizza with pineapple was invented .
famous for 15 minutes’.

5 Complete the sentences for you using ago.
2 Match 6 sentences from Activity 2 with the pictures.
1 My birthday was .
a b c
2 I ate breakfast .
3 I went to the cinema .
d e f 4 I had a shower .
5 I was five years old .
6 I learned to ride a bike .
34 Lesson 1 Past Simple verbs Language reference page 91 Past Simple with ago Lesson 2 35

112 Lesson 1

Lesson 1 Objectives 4 Compare Roman life with your life.
Ask two volunteers to read the speech bubbles, and then divide
See and hear key language in context the class into pairs to compare Roman life with modern life. As a
Associate key words with images class, discuss which things they like most about Roman life. Ask
Learn regular and irregular Past Simple verbs them if they think everything is better today.
Ask and answer about Roman life
Initial evaluation
Materials Print the Lesson 1 flashcards and word cards. Show the
✓ Teacher’s i-solutions flashcards and elicit the verbs they show in the past tense. Get
✓ Student’s Book audio the children into four teams. Show a randomly chosen flashcard.
✓ Digital Flashcards Unit 4 Give the children 20 seconds to think of a Past Simple sentence
with that verb. Check the sentences and award points for
meaningful sentences.
They write four things that Hannah’s grandad did.
Warmer
Revise past tense irregular verbs from level 4 (eat, drink, have,
make, sing, see, take, wear, draw, do, read, ride, sleep, swim, go,
write). Write the verbs on the board and elicit their past forms.
Get the children into two teams and give one child in each team
a board marker. When you say Go! the children with the markers
come to the board, choose a verb and write its past form. They
then go back to their team and pass the marker to the next
person in their team, who chooses and writes the past tense of a
different verb, and so on. The first team to write all of the verbs on
the board shouts Stop! Allow children to help their teammates if
needed. You can deduct points for incorrect spelling.
1 Watch the video. Does your family have any

amazing stories?
Let the children watch the video all the way through. Ask some
general comprehension questions: Who is Hannah talking
about? Where did Hannah’s grandad go? Did he send emails?
How many suitcases did he bring? What did he wear? What did
he build in the woods? Then as they watch a second time, pause
to check answers and read the text on the screen. Give the
children a bit of time to talk about the question to a classmate
before sharing their stories with the class.
Ask the children to look at the pictures and elicit who ‘they’ are
in the sentences. Give the children some time to read the words
and try to match them with the gapped sentences. Play the
audio and pause after each one for them to check their initial
answer. Play it again without pausing.
Answers
1 built 2 explored 3 brought 4 travelled 5 enjoyed
6 used 7 wore 8 sent 9 invented 10 said
3 Close your book. What can you remember?

When the children have closed their books, give them a couple
of minutes to tell a partner what they remember before eliciting
answers from the class. Find out what else the children know
about the Romans.
Lesson 1 113

4 All aboard!
Lesson 2
4
Do you like chocolate? Our

5 Listen and read. What is the exhibition about? 1.31
All aboard! class went to an interesting
exhibition about it last week.
All aboard! 1
2
3 The HISTORY of CHOCOLATE
The Mayan people from South America discovered cocoa beans
Talk about the past about 2,000 years ago. They used the beans to make a drink. Later,
with ago about 700 years ago, the Aztec people used the beans as money.
They … cats to Britain.
1 Choose an inventor
Explorers travelled the world and brought chocolate back to Europe
about 500 years ago. At first, they used chocolate as a medicine.
project stop
The Romans … roads. They … new places. It tasted bitter, so they added sugar or honey. Then special shops
7 started selling hot chocolate about 400 years ago.
language Bridge 4 6 C.J. van Houten invented a machine to make chocolate powder
about 200 years ago. People could now make a
Overcoming frustration 5 chocolate drink at home. A company in England
made the first solid chocolate bar to eat about
Giving opinions 170 years ago.
They …
Fasten your seatbelt! different 6 Read again and match.
They … long
numbers. 1 Mayan people used cocoa beans… a 400 years ago.
Talk about abilities clothes.
They … in chariots. 2 Aztec people used cocoa beans as money… b 200 years ago.
in the past They … sports.
10 3 Explorers brought chocolate to Europe… c 2,000 years ago.
2 Research and 8 4 Chocolate shops opened in Europe… d 700 years ago.
project stop collect information 9
5 C.J. van Houten invented a chocolate powder e 500 years ago.
machine…
skills station Grammar Way Past Simple with ago
The brothers who 7 Make sentences with ago. Sara travelled to London two days ago.
changed the world (play) a video game (go) to the dentist My grandma sent this letter fifty years ago.
The Romans …
Scottish inventors Cicero … ‘While there’s (travel) in a car (celebrate) my birthday Language reference page 102
books.
They … letters. life, there’s hope.’
A blog post (start) in this school (use) a phone
I played a video game
(wear) pyjamas (build) a snowman three days ago. I went to the dentist
brought built enjoyed explored invented
3 Make a poster said sent travelled used wore
six months ago.
project stop
1 Watch the video. Does your family have any amazing stories?
project TerminAl 2 Listen and complete. 1.30
They travelled
Project stop 1
Present your 3 Close your book. What can you remember? in chariots. An inventor
inventor
4 Compare Roman life with your life. Your school history club wants
to attract new members. In this
The Romans invented project, you’re going to create an 8 Choose actions from Activity 7 and write sentences.
The Romans travelled in chariots.
Checkpoint books. I read books too. exhibition about famous inventors.
I travel by bike and car.
Choose an inventor from the past.
I travelled in a car two hours ago.
38 Lesson 1 Past Simple verbs Go to page 46 Past Simple with ago Lesson 2 39
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ES0000000068203 849766 AJ5 SB_U4_129608.indd 38 7/13/2022 6:01:52 PM
4
3 Listen and match. 17

All aboard! a was invented in 1962.
1 The Romans invented
2 Italians brought the recipe for pizza b in New York in 1905.
1 Read and complete. 3 The first pizza restaurant opened c in 1889 for Queen Margherita.
4 A chef invented the Margherita pizza d the first ‘pizzas’ in ancient times.
brought built enjoyed explored invented said sent travelled used wore
5 Pizza with pineapple e to the USA in the 1870s.
1 In the 1960s, people watching television and listening to the radio.
2 They record players to listen to music.
3 They clothes with bright colours and patterns.
4 Children played outside and go-karts from wood.

4 Look at Activity 3. Complete using ago.
5 A vehicle called a milk float fresh milk to people’s houses.
about 150 years over 60 years over 100 years over 130 years thousands of years
6 People by plane to go on holiday.
1 The Romans invented the first pizzas

thousands of years ago .
7 Douglas Engelbart the computer mouse in 1967.
2 A chef invented Margherita pizza .
8 The first humans space in this decade.
3 Italians brought the recipe for pizza to the USA .
9 America the first human to the moon.
4 The first pizza restaurant opened in New York .
10 The artist Andy Warhol ‘In the future, everyone will be 5 Pizza with pineapple was invented .
famous for 15 minutes’.

5 Complete the sentences for you using ago.
2 Match 6 sentences from Activity 2 with the pictures.
1 My birthday was .
a b c
2 I ate breakfast .
3 I went to the cinema .
d e f 4 I had a shower .
5 I was five years old .
6 I learned to ride a bike .
34 Lesson 1 Past Simple verbs Language reference page 91 Past Simple with ago Lesson 2 35

114 Lesson 2

Lesson 2 Objectives 7 Make sentences with ago.
Point out the prompts and the model dialogue. Remind students
Read and comprehend a text that they need to change the verb to the past form. They talk in
Listen to and follow a text pairs. After a few minutes, ask volunteers to tell you something
Use ago with the Past Simple about their partner.
Talk about when actions happened in the past using ago
Write about past actions using the Past Simple 8 Choose actions from Activity 7 and write
Practise saying large numbers
sentences.
Materials The children should write at least four sentences here. Check
that Past Simple verbs are spelled correctly.
✓ Student’s Book audio Fast finishers The children write something
Warmer FF they did one minute ago, two days ago and
one year ago.
Practise reading and saying large numbers. Practise counting
in tens from zero to two hundred. Write 10, 20, 30 and have
the children continue from there. When you get to 100, check Project stop 1
that the children say and between the hundreds and the Divide the class into small groups to work on this project.
tens. Practise in unison and around the class. Now count in Give the children time to read the learning situation at
hundreds. Write 100, 200, 300 on the board and elicit the next the top of page 46 and then the rest of the page for more
numbers up to one thousand. Check pronunciation of thousand details. Encourage them to look at all of the steps to get an
and continue up to two thousand or beyond. Write some large idea of the whole project before looking in detail at Project
numbers in figures and ask the children to say them. Say some stop 1. The children may not know some of the suggested
large numbers and invite children to write them on the board inventors. Elicit a list of famous inventors that the children
in figures. know. These will quite likely be white males from quite
rich families. Explain that the inventors mentioned in their
5 Listen and read. What is the exhibition books were all very successful, but some had difficult
about? 1.31 circumstances or disadvantaged backgrounds. Encourage
Play the audio several times while the children read the text in the children to choose inventors from diverse groups that are
their books. Elicit what the children think about chocolate. Ask if underrepresented on account of ethnicity, gender, disability
there’s anything in the text that is surprising. Ask a few general or social circumstances. Make sure each group chooses a
comprehension questions: Who discovered cocoa beans? What different inventor.
did the Aztec people use cocoa beans for? In Europe, what Activity Book Project Portfolio page 42
did people first use chocolate for? Why did they add sugar or
honey? When did people first eat solid chocolate?
Answer
The history of chocolate. Give prompts and have the children make sentences using the
Past Simple and ago. Elicit sentences from individual children
6 Read again and match. around the room. Change the prompt for each child or keep the
same prompt for several children before changing it. Example
When the children have finished matching, have them check
prompts: have a shower, do maths, go to the cinema, get angry,
with a partner and ask volunteers to read out the sentences.
use a pencil, travel on public transport, enjoy a film, send a text,
Answers wear a coat, etc.
1c2d3e4a5b
Grammar Way
Ask volunteers to take turns reading out the sentences.
Point out that we can use ago after any unit of time
(seconds, minutes, days, weeks, etc.). It always goes after
the time expression. You could ask a few quick questions,
for example: When did the class start? When was last
Saturday? When were you in Year 3?

Lesson 2 115

4 Language Bridge
Lesson 3
Languag 4
Emotions and values
RAPUNZEL'S GREAT INVENTION GIVING OPINIONS

1 What things make you feel frustrated? 1 Discuss with a classmate.
2 What do you know about the story of Rapunzel? 1 Do you like doing projects with friends?
Which words look similar in your 2 Is it easy to make decisions together?
Sophie, Danny, Hannah and Ed are at
Once, there was a girl called Rapunzel. A bad witch took Rapunzel away from her school. They are working on a project.
home and brought her to a tall tower. Rapunzel couldn’t escape because there weren’t The children need to think of a simple
machine that they can make together.
any stairs or doors The witch climbed up Rapunzel’s long hair to get inside.
They all have lots of exciting ideas that
Rapunzel wanted to escape and so she tried lots of different things. they want to share.
She made a ladder, but it wasn’t strong enough. Then she made
a slide, but it broke. She made a plane, but it didn’t fly. She didn’t 1 Where are the children?
know what else to do. 2 What do they need to make?
‘It’s no good,’ Rapunzel said. ‘I can’t do it. Nothing works
I’m not clever enough.’ 4 What do you think the children decide to make for their project?
She felt very frustrated and started to cry. WATCH
3 What do the children decide to make?
Then Rapunzel took some deep breaths and 4 Watch again. Group the phrases into positive and negative opinions.
said, ‘I CAN do it I am clever enough ’
No, I don’t think so.
I’m not sure about that. Yes, we could do that! That sounds good.
Rapunzel didn’t stop trying. She found some
old rope and she made a simple machine called
a pulley. It worked She escaped from the I don’t think that’s going to work. That’s a great suggestion!
tower and ran far away from the witch
When Rapunzel was older, she studied Science AFTER YOU WATCH
and became an engineer. She invented lots of
useful things 5 Answer the questions.
1 Who suggests making a computer? 3 Who thinks of making a pulley?
2 What does Sophie suggest making? 4 How do they find out how to make a pulley?
AFTER YOU READ 4 Discuss with a classmate. 6 Look and complete.

3 Answer the questions. 1 How does Rapunzel feel when her ideas don’t sure suggestion right think sounds
work?
1 Who locked Rapunzel in the tower?
2 What does she do to stop feeling this way? ON
2 What three things did Rapunzel make that I’m not ... Communication
3 Do you ever feel frustrated? What do you do? That’s a great … !
didn’t work? I don’t ... that’s about that.
going to work. Student A: Go to page 93
3 What did she make that helped her
Rapunzel thought, ‘I am clever enough!’ That ... good. THE
to escape? You’re … . WAY Student B: Go to page 97
4 What job did she do when she was older? Activity Book page 37 1.33
pronunciation
40 Lesson 3 Vocabulary and grammar in context Social and emotional skills: overcoming frustration Learning situation: planning a project Lesson 4 41
Languag 4
Emotions and values
,
RAPUNZEL S GREAT INVENTION GIVING OPINIONS
1 Read the story in your Student’s Book. Look and write the words. something 1 Watch the video. Circle.
that you use for
a machine climbing up or down 7 I don’t think that’s
to run away from 1 Hey, let’s / could 4 We could / might do that.
that moves things a thing or place share our ideas. going to go / work.
up and down a long piece
of strong something 2 I’m not happy / sure 5 That looks / sounds good! 8 Let’s / How about this?
material you sit on and move about that.
down very quickly 6 That’s a good / right idea. 9 That’s a great
3 I don’t work / think so. project / suggestion.
lypule opre eapsce selid deladr 2 Complete the dialogue.
You and your grandparents are on your way to the cinema. You’re at the bus
stop, but the bus hasn’t arrived. You need to find another way to get there.
1 2 3 4 5
2 Look at the story. Match. Grandma: The bus is very late. Let’s walk to the cinema!
1 A witch brought Rapunzel a broke. You: That (1) ! It’s a lovely day.
2 Rapunzel made a ladder but it b started to cry. Grandad: I’m not (2) that. It’s a long way to walk.
3 Then she made a slide but it c became an engineer. Grandma: Why don’t we go home to get our bikes?
4 She also made a plane but it d wasn’t strong enough. Grandad: That’s (3) idea! We can ride our bikes to the cinema.
5 Rapunzel was frustrated and e to a tower. You: I don’t think that’s (4) . We might be late if we go home first!
6 Then she invented a pulley and f didn’t fly. Let’s take a taxi instead.
Grandad: I (5) so. It’s too expensive.

7 Many years later, she g used it to escape.
You: (6) this? We could walk the last part! That way, it won’t
3 Read and complete. frustrated proud sad
be too expensive.
1 Rapunzel felt in the tower and wanted to escape. Grandma: That’s a (7) !
2 She felt when none of her ideas worked. 3 Listen and repeat. Write the words in the table. 18
3 She felt when she invented a machine to escape. I thought you bought enough food! pronunciation
She brought tough boots to walk in the rough grass.
4 What helps you when you feel frustrated? Tick (✓).
ough sound as in thought ough sound as in enough
I take deep breaths. I count to ten. I talk to a friend.
36 Lesson 3 Story comprehension Social and emotional skills: overcoming frustration Learning situation: getting to the cinema Pronunciation: ough sounds Lesson 4 37

116 Lesson 3

Understand the unit language in context Overcoming frustration
Follow the narrative of a story Frustration can cause anger, sadness and low self-esteem,
Read and show comprehension of a story but it can also help us learn to problem-solve and overcome
Consider how to overcome frustration negative feelings.
Pronounce ough sounds
Point out that, in the story, Rapunzel overcomes her frustration
through perseverance and self-belief, but also that some
Materials frustrating situations may be out of their control or arise
✓ Teacher’s i-solutions though unrealistic expectations. In all cases though, taking
✓ Student’s Book audio some ‘deep breaths’, or a short break to calm down before
taking action, is very important. Point out that good friends
help each other overcome frustration too, by encouraging
each other to keep trying or, when appropriate, to give up on
Warmer something if it’s unachievable or not worth the frustration.
Display the Lesson 1 flashcards and elicit what past verbs they Put the students into pairs or small groups. Have them
show. Give the children one minute to look at the cards and say choose one of the situations you wrote on the board in
the verbs. Remove the flashcards and have the children write Activity 4, or think of another. Have them act out the scenarios
down as many of the verbs as they can. Show the word cards so with the best course of action in each case.
they can check their spelling.
1 BEFORE YOU READ Answer the questions. Pronunciation 1.33
Discuss the two questions as a class. Explain the meaning of Get the children to read the sentence alone. Write ough on the
frustrated and give some examples. Ask What type of story is board and tell them to listen to that part of the words in bold.
Rapunzel? (A fairy tale.) Play the audio several times. Ask if ough sounds the same in all
the words. Model the two pronunciations. Invite volunteers to
2 READ Read and listen. 1.32 say the sentence aloud. Ask the children to find another ough
word in the story (brought). Is it pronounced like thought or
Play the audio several times as the children read the story
enough (thought)?
in their books. Give them a few minutes to read the story
individually without audio support. Ask: Is the story the same
or different to the traditional story? In what ways is Rapunzel
different to the traditional Rapunzel? pronun ciation
Ask the children to read the sentences. Write rough and

Which words look similar in your language? tough on the board and explain their meanings. Ask how the
Make a list and share. words are pronounced and play the audio to check. Play the
audio again as the children look, listen and repeat and then
As a learning strategy, it is important for children to build mental ask the children to read the sentences to a partner.
bridges between their language and the one they are learning. The children then complete the table in their books. Point
The children list words from the story which are similar to their out that there are other ways of pronouncing ough (e.g. in
language. Review the lists as a class. though, through and cough) but that the two ways in the
lesson are the most common.
AFTER YOU READ

Fast finishers The children write a silly
The children answer the questions individually and then share
their answers as a class. Encourage them to give details about the
inventions and why they didn’t work. Ask other questions to check
FF sentence of their own with ough words in it,
and draw an illustration to go with it.
comprehension, for example: Why couldn’t Rapunzel escape? How
did the witch get into the tower? Why did she start to cry? Continuous assessment
Get the children into four teams. Each team writes three false
Answers
statements about the story. Each group takes turns to read one
1 A bad witch 2 A ladder, a slide and a plane
of their sentences to the other teams, who need to correct it.
3 A pulley 4 She became an engineer.
If they are right, they get a point. If they are wrong, the team
giving the false statement gets a point.
The children discuss all three questions with a partner, then
discuss as a whole class. Ask the children to find what Rapunzel
says to herself when she is frustrated, and then when she
overcomes her frustration. Note down on the board some of the
situations where children feel frustrated and what they do.
Answers
1 She feels frustrated. 2 She takes some deep breaths, tells
herself she can do it and doesn't stop trying. 3 Child’s own answer
Lesson 3 117

4 Language Bridge
Lesson 4
Languag 4
Emotions and values
RAPUNZEL'S GREAT INVENTION GIVING OPINIONS

1 What things make you feel frustrated? 1 Discuss with a classmate.
2 What do you know about the story of Rapunzel? 1 Do you like doing projects with friends?
Which words look similar in your 2 Is it easy to make decisions together?
Sophie, Danny, Hannah and Ed are at
Once, there was a girl called Rapunzel. A bad witch took Rapunzel away from her school. They are working on a project.
home and brought her to a tall tower. Rapunzel couldn’t escape because there weren’t The children need to think of a simple
machine that they can make together.
any stairs or doors The witch climbed up Rapunzel’s long hair to get inside.
They all have lots of exciting ideas that
Rapunzel wanted to escape and so she tried lots of different things. they want to share.
She made a ladder, but it wasn’t strong enough. Then she made
a slide, but it broke. She made a plane, but it didn’t fly. She didn’t 1 Where are the children?
know what else to do. 2 What do they need to make?
‘It’s no good,’ Rapunzel said. ‘I can’t do it. Nothing works
I’m not clever enough.’ 4 What do you think the children decide to make for their project?
She felt very frustrated and started to cry. WATCH
3 What do the children decide to make?
Then Rapunzel took some deep breaths and 4 Watch again. Group the phrases into positive and negative opinions.
said, ‘I CAN do it I am clever enough ’
I’m not sure about that. Yes, we could do that! That sounds good.
Rapunzel didn’t stop trying. She found some
old rope and she made a simple machine called
a pulley. It worked She escaped from the I don’t think that’s going to work. That’s a great suggestion!
tower and ran far away from the witch
When Rapunzel was older, she studied Science AFTER YOU WATCH
and became an engineer. She invented lots of
useful things 5 Answer the questions.
1 Who suggests making a computer? 3 Who thinks of making a pulley?
2 What does Sophie suggest making? 4 How do they find out how to make a pulley?
MEDIATION
AFTER YOU READ 4 Discuss with a classmate. 6 Look and complete.
3 Answer the questions. 1 How does Rapunzel feel when her ideas don’t sure suggestion right think sounds
work?
1 Who locked Rapunzel in the tower?
2 What does she do to stop feeling this way? ON
2 What three things did Rapunzel make that I’m not ... Communication
3 Do you ever feel frustrated? What do you do? That’s a great … !
didn’t work? I don’t ... that’s about that.
going to work. Student A: Go to page 93
3 What did she make that helped her
Rapunzel thought, ‘I am clever enough!’ That ... good. THE
to escape? You’re … . WAY Student B: Go to page 97
4 What job did she do when she was older? Activity Book page 37 1.33
pronunciation
40 Lesson 3 Vocabulary and grammar in context Social and emotional skills: overcoming frustration Learning situation: planning a project Lesson 4 41
Languag 4
Emotions and values
,
RAPUNZEL S GREAT INVENTION GIVING OPINIONS
1 Read the story in your Student’s Book. Look and write the words. something 1 Watch the video. Circle.
that you use for
a machine climbing up or down 7 I don’t think that’s
to run away from 1 Hey, let’s / could 4 We could / might do that.
that moves things a thing or place share our ideas. going to go / work.
up and down a long piece
of strong something 2 I’m not happy / sure 5 That looks / sounds good! 8 Let’s / How about this?
material you sit on and move about that.
down very quickly 6 That’s a good / right idea. 9 That’s a great
3 I don’t work / think so. project / suggestion.
lypule opre eapsce selid deladr 2 Complete the dialogue.
You and your grandparents are on your way to the cinema. You’re at the bus
stop, but the bus hasn’t arrived. You need to find another way to get there.
1 2 3 4 5
2 Look at the story. Match. Grandma: The bus is very late. Let’s walk to the cinema!
1 A witch brought Rapunzel a broke. You: That (1) ! It’s a lovely day.
2 Rapunzel made a ladder but it b started to cry. Grandad: I’m not (2) that. It’s a long way to walk.
3 Then she made a slide but it c became an engineer. Grandma: Why don’t we go home to get our bikes?
4 She also made a plane but it d wasn’t strong enough. Grandad: That’s (3) idea! We can ride our bikes to the cinema.
5 Rapunzel was frustrated and e to a tower. You: I don’t think that’s (4) . We might be late if we go home first!
6 Then she invented a pulley and f didn’t fly. Let’s take a taxi instead.
Grandad: I (5) so. It’s too expensive.

7 Many years later, she g used it to escape.
You: (6) this? We could walk the last part! That way, it won’t
3 Read and complete. frustrated proud sad
be too expensive.
1 Rapunzel felt in the tower and wanted to escape. Grandma: That’s a (7) !
2 She felt when none of her ideas worked. 3 Listen and repeat. Write the words in the table. 18
3 She felt when she invented a machine to escape. I thought you bought enough food! pronunciation
She brought tough boots to walk in the rough grass.
4 What helps you when you feel frustrated? Tick (✓).
ough sound as in thought ough sound as in enough
I take deep breaths. I count to ten. I talk to a friend.
36 Lesson 3 Story comprehension Social and emotional skills: overcoming frustration Learning situation: getting to the cinema Pronunciation: ough sounds Lesson 4 37

118 Lesson 4

Lesson 4 Objectives AFTER YOU WATCH
Discuss doing group projects 5 Answer the questions.

Watch and listen for specific phrases After the children have answered the questions, ask if they
Watch and listen for specific information thought the children worked well together and why or why not.
Give opinions in a guided pair work activity
Answers
Mediation Relay specific information
1 Ed 2 A model plane 3 Hannah 4 They look at a website.
Materials 6 Look and complete.
✓ Teacher’s i-solutions The children complete the phrases.
Answers
Warmer I don’t think that’s going to work.
That’s a great suggestion.
Discuss what a machine is (a thing with one or more parts that
I’m not sure about that.
people create to make work easier, usually mechanically or
That sounds good.
electrically powered), elicit some examples and ask what they
You’re right.
help us to do. Encourage the children to share knowledge of
any machines they may have learned about. ON
BEFORE YOU WATCH TH

E WAY
COMMUNICATION
1 Discuss with a classmate. Divide the class into pairs and appoint each child as either
Student A or B. The children go to their page and read
Ask the children what projects they remember working on
through their role for part 1. Student A starts the conversation
and encourage them to give reasons and examples from real
using the prompts and Student B replies with two negative
MEDIATION
projects as they discuss the questions. Then ask the class

opinions and one positive opinion. Then they read through
to answer the questions with a show of hands for Yes, No or
part 2 and Student B starts.
Sometimes.

The children read the introduction individually and look at the
Fast finishers The children imagine they
video still. Ask some questions to check their understanding: are organising a class party and write three
suggestions of what they could do. Then
FF
Where are they? What are they doing? What do they want to
share? The children then answer the first three questions in they find one or more other fast finisher. They
pairs. Check answers as a class. For question 4 invite guesses take turns giving their opinions about their
from the children and write them on the board to check after classmates’ suggestions and decide on three
they have watched. things to do at the party.
Answers
1 At school 2 A simple machine 3 Ed, Danny, Sophie and Continuous assessment
Hannah, a classroom, table, chairs, a blackboard, a poster, a
couple of books and two laptops 4 Child’s own answer Divide the class into three teams. Make a suggestion and ask
each team to give you a positive or negative opinion. Each team
WATCH needs to use a different phrase. Change the order of which team
answers first, and make sure that a different child speaks for
3 What do the children decide to make? their group each time. Suggestions can be sensible or silly!
Check if anyone guessed correctly in Activity 2. Example suggestions: Let’s go home early. I thought I could give
Answer you more homework. Shall we have a party? Let’s play a game.
They decide to make a (small) pulley. Why don’t we dance to loud music? I think we should come to
school on Saturday. Let’s rob a bank to get some money! Let’s
jump on the table. Shall we go to lunch early? Why don’t you
4 Watch again. Group the phrases into positive buy some flowers for your mum? Why don’t we put our coats
on?
and negative opinions.
Explain positive and negative in this context and play the video
again for the children to decide which phrases are positive and
which ones are negative.
Answers
Positive: Yes, we could do that! That sounds good.
That’s a great suggestion!
Negative: I’m not sure about that. No, I don’t think so.
I don’t think that’s going to work.
Lesson 4 119

Lesson 5

1 Watch the video. Do you know any new inventions? 5 Listen and read. Match the paragraphs to the pictures. 1.36
Life oGreat Grandmother

FOR MY -
games console laptop computer microwave mobile phone passenger plane
remote control sun cream trampoline vinyl record zip
1 Life was very different for my great-grandmother, B
B 2 Stella couldn’t cook food in
1 2 3 4 Stella. She could watch TV but she couldn’t use a microwave but she could cook food in
a remote control. People started to use remote a pan. Microwave ovens appeared in 1946.
controls in 1950.
B
4 Stella could listen to vinyl records, but she
B
3 Stella couldn’t talk on a mobile phone but she
could talk to her friends on the telephone. Martin
couldn’t listen to music on a mobile phone.
The first mobile phones that could play music
Cooper made the first mobile phone in 1973. appeared about 20 years ago.
a b c d
5 6 7
6 Read again and say True or False. Correct the false sentences.
8 9 10 1
2
Stella couldn’t watch TV.
She couldn’t use a remote control.
Grammar Way could and couldn’t for ability in the past
3 She couldn’t talk on a mobile phone. I could listen to records.

4 She couldn’t cook in a pan. He couldn’t use a mobile phone.
5 She could listen to vinyl records. she cook in a pan? Yes, she could.
6 She could listen to music on a Could
people watch TV? No, they couldn’t.
mobile phone.
7 Ask and answer.
Could people fly in a passenger
Which invention do you I like the (6) ... because it’s fun to jump on! 200 years ago 10 years ago
plane 200 years ago?
think is the most useful? My dad says the (7) … is important because fly on passenger plane ✘ ✔
he loves music, and my mum thinks the jump on a trampoline ✘ ✔
The (1) … helps us to travel quickly (8) … is the most important invention ✘ ✔ No, they couldn’t.
use sun cream
to distant places. The (2) … helps because she can work anywhere.
The (9) … is also useful because you play on a games console ✘ ✔
us to cook food quickly. The
(3) … is useful on our clothes and can change TV programmes easily.
backpacks and (4) … is important But for me, the most important
when we go outside on a sunny invention is the (10) … because we
day. But I think the most important
invention is the (5) … because I love
can use it to talk to friends, send
messages and play games. Project stop 2
playing video games! An inventor
Research and collect information 8 Write sentences about what people could and couldn’t
about your inventor. do in the past.
4 Discuss with a classmate. The microwave is
I think the … is the Find out about their invention and
useful because… . People couldn’t fly in a passenger plane 1,000 years ago.
most useful because… . their life.
42 Lesson 5 20th century inventions Go to page 46 could and couldn’t for ability in the past Lesson 6 43
ES0000000068203 849766 AJ5 SB_U4_129608.indd 43 11/14/2022 10:55:25 AM
ES0000000068203 849766 AJ5 SB_U4_129608.indd 42 7/18/2022 3:58:25 PM

1 Look and complete. 4 Listen and complete with could or couldn’t. 19
games console laptop computer microwave mobile phone passenger plane This is my homework!
remote control sun cream trampoline vinyl record zip The history of TV
2
1930
1 People watch TV in colour.
1 3
2 People change the channel from their sofa.
1950
3 People change channels without standing up.
6
4 People watch international shows like we can today.
1970
4 5 5 People watch TV in colour.
1990
6 People watch lots of different channels!
5 Look, complete and match. fly jump listen play use
1914 1931 1935 1972 1982

9 10
8
7
The first passenger The first vinyl The first The first games The first laptop
plane flight record trampoline console computer
2 Write the numbers from Activity 1.
a You travel in it. d You can cook or heat up food in it. 1 Mum, could people in a plane in the 1920s? a Yes, I could.
b You use it to listen to music. e You jump on it.

2 Could they to vinyl records? b Yes, he could.
c You play games on it. f You use it to change TV channels.
3 Read the clues and look at the picture again. Write the invention. 3 Could Grandad video games in the 1960s? c Yes, they could.
s s u l s s a n g e 4 Could he on a trampoline? d No, he couldn’t.

The Chinese invented these over 700
years ago. We use them on sunny days.
5 Could you a laptop 30 years ago, Mum? e No, they couldn't.
38 Lesson 5 20th century inventions Language reference page 91 could and couldn’t for ability in the past Lesson 6 39

120 Lesson 5

Lesson 5 Objectives 4 Discuss with a classmate.
Have the children read the two model speech bubbles. Check
Learn about 20th century inventions
that the children understand the meaning of useful. Elicit any
reasons why a microwave is useful, for example: It cooks food
Identify missing words from a text
quickly. It’s smaller than a traditional oven. It uses less power
Hear key language within a text
than a traditional oven. The children discuss other inventions
Talk about important inventions
with a partner and then share their ideas with the class. Ask if all
of the inventions are useful and which are the most useful.
Materials
✓ Teacher’s i-solutions Fast finishers The children choose inventions
✓ Digital Flashcards Unit 4 FF from Activity 2. They write how they are
different from modern versions.
Flipped Learning option Continuous assessment

The children watch the video at home before the class. They Print the Lesson 5 flashcards and word cards. Display five of the
write four inventions in the video that they use at home. flashcards for ten seconds, then ask the children to write down
which ones they saw. Check answers. Repeat with different sets.
Warmer
Discuss what music the children like to listen to. You could
review different types of music from Level 3. Elicit different ways
that they can listen to music: on a mobile phone, on a laptop,
on the radio, on an MP3 player, live, etc. Help with vocabulary,
particularly if children are not aware of vinyl records, CDs or
even cassettes. List them on the board and ask the children to
try and order them from oldest to newest.
1 Watch the video. Do you know any new

inventions?
Play the video all the way through. Then as they watch a
second time, pause after each invention so they can read and
repeat the text on screen. At the end, ask the children what
inventions they can remember. Watch again to check. Ask if
they think the inventions are new or old, which they think is the
newest and which the oldest. Elicit any new inventions that the
children know about.
Give the children time to match the words to the pictures before
playing the audio for them to check. Call out a number and ask
individuals to say what it is. Discuss which things look similar to
modern versions and which ones look very different.
Answers
1 mobile phone 2 passenger plane 3 sun cream 4 zip 5 remote
control 6 microwave 7 laptop computer 8 vinyl record 9 games
console 10 trampoline
Give the children time to read the text independently. Have

them complete it in pairs before checking with the audio. Ask
the children to read one part each with their partner. Ask the
children if they agree more with Hannah or Ed.
Answers
1 passenger plane 2 microwave 3 zip 4 sun cream
5 games console 6 trampoline 7 vinyl record 8 laptop computer
9 remote control 10 mobile phone
Lesson 5 121

Lesson 6

1 Watch the video. Do you know any new inventions? 5 Listen and read. Match the paragraphs to the pictures. 1.36
Life oGreat Grandmother

FOR MY -
games console laptop computer microwave mobile phone passenger plane
remote control sun cream trampoline vinyl record zip
1 Life was very different for my great-grandmother, B
B 2 Stella couldn’t cook food in
1 2 3 4 Stella. She could watch TV but she couldn’t use a microwave but she could cook food in
a remote control. People started to use remote a pan. Microwave ovens appeared in 1946.
controls in 1950.
B
4 Stella could listen to vinyl records, but she
B
3 Stella couldn’t talk on a mobile phone but she
could talk to her friends on the telephone. Martin
couldn’t listen to music on a mobile phone.
The first mobile phones that could play music
Cooper made the first mobile phone in 1973. appeared about 20 years ago.
a b c d
5 6 7
6 Read again and say True or False. Correct the false sentences.
8 9 10 1
2
Stella couldn’t watch TV.
She couldn’t use a remote control.
Grammar Way could and couldn’t for ability in the past
3 She couldn’t talk on a mobile phone. I could listen to records.

4 She couldn’t cook in a pan. He couldn’t use a mobile phone.
5 She could listen to vinyl records. she cook in a pan? Yes, she could.
6 She could listen to music on a Could
people watch TV? No, they couldn’t.
mobile phone.
7 Ask and answer.
Could people fly in a passenger
Which invention do you I like the (6) ... because it’s fun to jump on! 200 years ago 10 years ago
plane 200 years ago?
think is the most useful? My dad says the (7) … is important because fly on passenger plane ✘ ✔
he loves music, and my mum thinks the jump on a trampoline ✘ ✔
The (1) … helps us to travel quickly (8) … is the most important invention ✘ ✔ No, they couldn’t.
use sun cream
to distant places. The (2) … helps because she can work anywhere.
The (9) … is also useful because you play on a games console ✘ ✔
us to cook food quickly. The
(3) … is useful on our clothes and can change TV programmes easily.
backpacks and (4) … is important But for me, the most important
when we go outside on a sunny invention is the (10) … because we
day. But I think the most important
invention is the (5) … because I love
can use it to talk to friends, send
messages and play games. Project stop 2
playing video games! An inventor
Research and collect information 8 Write sentences about what people could and couldn’t
about your inventor. do in the past.
4 Discuss with a classmate. The microwave is
I think the … is the Find out about their invention and
useful because… . People couldn’t fly in a passenger plane 1,000 years ago.
most useful because… . their life.
42 Lesson 5 20th century inventions Go to page 46 could and couldn’t for ability in the past Lesson 6 43
ES0000000068203 849766 AJ5 SB_U4_129608.indd 43 11/14/2022 10:55:25 AM
ES0000000068203 849766 AJ5 SB_U4_129608.indd 42 7/18/2022 3:58:25 PM

1 Look and complete. 4 Listen and complete with could or couldn’t. 19
games console laptop computer microwave mobile phone passenger plane This is my homework!
remote control sun cream trampoline vinyl record zip The history of TV
2
1930
1 People watch TV in colour.
1 3
2 People change the channel from their sofa.
1950
3 People change channels without standing up.
6
4 People watch international shows like we can today.
1970
4 5 5 People watch TV in colour.
1990
6 People watch lots of different channels!
5 Look, complete and match. fly jump listen play use
1914 1931 1935 1972 1982

9 10
8
7
The first passenger The first vinyl The first The first games The first laptop
plane flight record trampoline console computer
2 Write the numbers from Activity 1.
a You travel in it. d You can cook or heat up food in it. 1 Mum, could people in a plane in the 1920s? a Yes, I could.
b You use it to listen to music. e You jump on it.

2 Could they to vinyl records? b Yes, he could.
c You play games on it. f You use it to change TV channels.
3 Read the clues and look at the picture again. Write the invention. 3 Could Grandad video games in the 1960s? c Yes, they could.
s s u l s s a n g e 4 Could he on a trampoline? d No, he couldn’t.

The Chinese invented these over 700
years ago. We use them on sunny days.
5 Could you a laptop 30 years ago, Mum? e No, they couldn't.
38 Lesson 5 20th century inventions Language reference page 91 could and couldn’t for ability in the past Lesson 6 39

122 Lesson 6

Lesson 6 Objectives Richmond Grammar Channel
Use could and couldn’t for ability in the past Recommended animated grammar presentations
Read and comprehend a text available on the Teacher’s i-solutions.
Talk about what people could and couldn’t do in the past
Write about what people could and couldn’t do in the past 7 Ask and answer.
Make sure the children look at the table and read the model
Materials dialogue before asking and answering with a partner. Children
could also ask similar questions about the inventions in Activity 1.
Answers
✓ Student’s Book audio 1 Could people fly in a passenger plane 200 years ago?
✓ Digital Flashcards Unit 4 No, they couldn’t. Could people fly in a passenger plane
✓ Teacher’s Resources Unit 4 10 years ago? Yes, they could.
2 Could people jump on a trampoline 200 years ago?
Warmer No, they couldn’t. Could people jump on a trampoline
10 years ago? Yes, they could.
Show the Lesson 5 flashcards and elicit what they are. Then
3 Could people use sun cream 200 years ago?
play Snowman (like hangman, but for each incorrectly guessed
No, they couldn’t. Could people use sun cream 10 years ago?
letter you draw another part of a snowman) with some of the
Yes, they could.
words. You can play this as a team game, with teams taking
4 Could people play on a games console 200 years ago?
turns to guess a letter. If a child/team guesses the word, they
No, they couldn’t. Could people play on a games console
need to complete it with the correct spelling.
10 years ago? Yes, they could.
5 Listen and read. Match the paragraphs to the 8 Write sentences about what people could and
pictures. 1.36
couldn’t do in the past.
Read the title. Elicit what family relationship a great-grandmother The children should write at least one positive and one negative
is. Ask if any children have great-grandparents and, if so, how sentence. Encourage them to vary the years they use with ago.
old they are. Play the audio for the children to listen and follow
in their books. Ask them to match the paragraphs to the pictures.
Ask the children which of the two pictures of Stella is correct. Project stop 2
Answers
1b2c3a4d Ask the children to read the information and turn to page 46.
Give them time to read the Project stop details and organise
6 Read again and say True or False. Correct the who is doing what in their group. Encourage the children to
find photographs as well as factual information, but suggest
false sentences. that they make notes of the information rather than printing
Give the children time to read the text again, paying attention to out large bits of text.
the words in blue. Ask them to read the first question and elicit
the answer. Invite a volunteer to correct the sentence. Have the Activity Book Project Portfolio page 42
children work with a partner to read the remaining sentences
and decide if they are true or false. Ask why Stella couldn’t do
things: Why couldn’t Stella use a remote control? (The mobile
phone was invented in 1973.)
Answers
FF Fast finishers The children write three things
that they couldn’t do eight years ago.
1 False. Stella could watch TV. 2 True 3 True 4 False.

She could cook in a pan. 5 True 6 False. She couldn’t listen Continuous assessment
to music on a mobile phone. Play the video from the previous lesson and tell the children
to remember what Sophie’s mum could or couldn’t do when
Grammar Way she was young. Then put the children into small groups. Show
the Lesson 5 flashcards one at a time, in random order. In their
Reinforce that could for ability in the past is similar to can groups, children make a sentence about whether Sophie’s
for ability in the present. Practise could and couldn’t by mum could or couldn’t use it. Invite different groups to give their
saying a verb phrase from the text in Activity 5 and having answers each time.
the children supply the sentence: Watch TV (She could
watch TV). Have the children give short answers about the
text: Could she watch TV? (Yes, she could).

Lesson 6 123

4 Skills Station
Lesson 7
tland
co Virtual tour
Skills Station 4
s
Viewing
Reading
SCOTTISH INVENTORS
1 What types of transport could people use in the past? Many famous inventors come from the
Zoe beautiful country of Scotland. They invented
2 How do you think planes changed people’s lives?
lots of things which are still very important in our
3 Where would you like to go by plane? lives today. Can you imagine your life without the
2 Read and listen. Who invented the plane? telephone, the train or the television?
READ 1.37 Help desk
flight: a journey
THE BROTHERS WHO in the air
CHANGED THE WORLD 1 Which of the inventions is most important to you?
2 Who do you think the woman in the picture is?
Orville and Wilbur Wright were two brothers from the USA. They were bicycle
engineers and inventors who had a big dream; they wanted to fly! In 1899 they WATCH Watch and answer.
started to experiment and build flying machines. They worked hard to make the 1 Who invented the engine for the steam train?
wings and controls perfect. They did lots of tests but when the machines didn’t 2 What did Mary Somerville write about?
work they didn’t get frustrated, they made them better.
3 When did John Logie Baird invent the colour TV?
On 17th December 1903 at a place called Kitty Hawk in the USA,
Orville made the world’s first flight in a plane. It travelled AFTER YOU WATCH Ask and discuss.
36 metres through the air in 12 seconds. It was a historic 1 Which of the inventions do you use every day?
moment! But the brothers didn’t stop there; they
2 What famous inventions come from your country?
continued to develop their plane and make it better.
In 1904 Wilbur made a flight that lasted 5 minutes.
Their amazing invention means that we can now
travel long distances much more quickly. Journeys MY PASSPORT PAGE 20
that took months by boat and train in the past now

only take a few hours by plane. That first flight Writing A Blog post Adding information
over 100 years ago changed the world forever! We use also in the middle of a sentence
1 Read and answer. and too at the end of a sentence to add
WRITING TIP
information.
1 What is the topic of the blog?
AFTER YOU READ
2 Find a personal opinion in the text.
3 Read and complete. 3 Find examples of also and too.
1 The Wright brothers were bicycle engineers and … .
2 In 1899 they started to build … . EVA’S BLOG
3 Orville made the world’s first flight on 17th December … . Changing the world
4 The brothers continued to make their plane … .
These are the Wright brothers, Orville and Wilbur. They were inventors
5 We can now travel … distances on planes. from the USA. They invented the plane more than 100 years ago. I think
4 Discuss with a classmate. that the plane was the most important invention of the 20th century
1 Do you have an idea for an invention?

Project stop 3 and the most exciting too. In the past, people couldn’t travel long
distances easily. The plane changed the world because people could
2 Do you agree that planes changed the world forever? An inventor travel more easily and also more quickly to other countries.
3 Do you think the plane is the most important invention Make a poster about your inventor.
of the 20th century?
Decide which information to include
Go to Activity Book page 41 and write about an invention that changed the world.
in your presentation.
44 Lesson 7 Social Studies: inventions

Go to page 46 Culture: Scotland Writing: adding information Lesson 8 45
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Skills Station cotla 4

Virtual tour
nd
s
Reading
Viewing scottish inventors
1 Read and listen. Match. 20 1 Watch the video again and answer the questions. Zoe
1 When was James Watt born?
In 1783, two French brothers, the Montgolfiers, had an idea for a flying machine. 2 What was unusual about Mary Somerville?
They used paper to create a large, round object.

3 Who discovered penicillin?
They heated the air under the round shape and
the ‘balloon’ began to fly up into the air. It was a 4 What did Alexander Graham Bell invent?
success! They experimented a few more times, and
finally, they built a balloon about 9 metres tall. They
used soft material and tied a basket to it with rope.
On 19th September 1783, the Montgolfier brothers

went to fly the hot air balloon for King Louis XVI at
Writing A blog post Checklist
1 Complete with too and also.
his palace in Versailles. About 130,000 people came
• Say who invented your object.
to watch the event. The first passengers were a Thomas Edison invented the light bulb, but he
sheep, a duck and a chicken. The balloon went up invented lots of other things (1) !
• Say when it was invented.
600 metres, and flew for a distance of about He (2) invented a very early film • Say how it changed the world.
3km, before it landed in a forest. The animals camera, and a kind of battery (3) . • Use also and too to add
information.
became national heroes! A few months later, in
November, the first humans climbed the ladder into
2 Write a blog post about an invention that changed the world.
the basket. Two men flew for about 25 minutes and
travelled around 9km.
1 In September 1783, the Montgolfier brothers a were animals.

2 The first passengers b flew a balloon at the palace of Versailles.
3 More than 130,000 people c flew in the balloon.
4 In November 1783, two men d came to the event.
2 Read the text again. Answer the questions.

1 How tall was the balloon?
2 How high did the balloon fly?
3 How far did the animals travel?
40 Lesson 7 Social Studies: inventions Culture: Scotland Writing: a blog post Lesson 8 41

124 Lesson 7

Reading 4
Learn about the invention of the plane 3 Read and complete.

Read and comprehend a text Encourage the children to refer back to the text carefully to
Listen to and follow a text complete the sentences. Check answers and then give a few
Discuss world-changing inventions more incomplete sentences from the children to complete, for
example: Orville and Wilbur were from … (the USA). In 1904,
Materials Wilbur made a flight that lasted … (five minutes).
✓ Teacher’s i-solutions Answers
✓ Student’s Book audio 1 inventors 2 flying machines 3 1903 4 better 5 long
✓ plain paper
✓ large paper or card for posters
✓ felt-tip pens and markers, glue Read all three questions together and give the children a
✓ computers and printers moment to think before discussing their thoughts with a partner.
Get the class together to share their ideas. Lead the discussion
with further questioning, for example: Will their inventions be
Warmer useful to everyone? Did planes change the world in a good way?
Divide the class into teams and give each team some pieces of Are there any negative consequences? What new inventions do
paper. Start to slowly draw one of the inventions line by line on you think the world needs now?
the board. When the teams know what it is, they write the word
on a piece of paper and hold it up. The first team to hold up the
word with the correct spelling wins a point. Project stop 3
The children read and refer to page 46 for more details of
THINK - PUZZLE - EXPLORE what to do. They could make one large poster or several
Put the class into groups of 3 or 4 children. Give the small ones. Encourage them to make their posters attractive,
groups a few minutes to THINK about the topic; ask What informative and easy to read.
do you think you know about inventions? Go around the Activity Book Project Portfolio page 42
class to help with vocabulary if needed. The groups call out
their answers in turns and record them on post-it notes with
keywords, symbols or drawings to be added to a class list of Fast finishers The children think about the
ideas. Wright brothers’ first plane and modern planes
Encourage the children to PUZZLE over the topic; ask
What questions do you have about developments in travel
technology? Model some examples: What was travel like
FF and answer the following questions: What
could the first planes do? What couldn’t the
first plane do that modern planes can do?
before the plane? What were the first commercial passenger
planes like?
Ask the children how they can EXPLORE; ask How can you Continuous assessment
find the answers to your questions? Model some examples: I Say some true or false statements about the text. The children
can (look in a book). I can (search the internet). I can (ask my show thumbs up for true and thumbs down for false. Invite
teacher). volunteers to correct false sentences.

Discuss all three questions as a class. You could do a quick
survey of where children would most like to go.
2 READ Read and listen. Who invented the

plane? 1.37
Find out if any children know the answer to the question and,
if so, what they know about the Wright brothers. Make sure the
children read the Help desk information and then play the audio
while the children follow in their books. Give them time to read
the text alone, confirm initial answers and clarify any doubts.
Answer
Orville and Wilbur Wright
Lesson 7 125

4 Skills Station
Lesson 8
tland
co Virtual tour
Skills Station 4
s
Viewing
Reading
SCOTTISH INVENTORS
1 What types of transport could people use in the past? Many famous inventors come from the
Zoe beautiful country of Scotland. They invented
2 How do you think planes changed people’s lives?
lots of things which are still very important in our
3 Where would you like to go by plane? lives today. Can you imagine your life without the
2 Read and listen. Who invented the plane? telephone, the train or the television?
READ 1.37 Help desk
flight: a journey
THE BROTHERS WHO in the air
CHANGED THE WORLD 1 Which of the inventions is most important to you?
2 Who do you think the woman in the picture is?
Orville and Wilbur Wright were two brothers from the USA. They were bicycle
engineers and inventors who had a big dream; they wanted to fly! In 1899 they WATCH Watch and answer.
started to experiment and build flying machines. They worked hard to make the 1 Who invented the engine for the steam train?
wings and controls perfect. They did lots of tests but when the machines didn’t 2 What did Mary Somerville write about?
work they didn’t get frustrated, they made them better.
3 When did John Logie Baird invent the colour TV?
On 17th December 1903 at a place called Kitty Hawk in the USA,
Orville made the world’s first flight in a plane. It travelled AFTER YOU WATCH Ask and discuss.
36 metres through the air in 12 seconds. It was a historic 1 Which of the inventions do you use every day?
moment! But the brothers didn’t stop there; they
2 What famous inventions come from your country?
continued to develop their plane and make it better.
In 1904 Wilbur made a flight that lasted 5 minutes.
Their amazing invention means that we can now
travel long distances much more quickly. Journeys MY PASSPORT PAGE 20
that took months by boat and train in the past now

only take a few hours by plane. That first flight Writing A Blog post Adding information
over 100 years ago changed the world forever! We use also in the middle of a sentence
1 Read and answer. and too at the end of a sentence to add
WRITING TIP
information.
1 What is the topic of the blog?
AFTER YOU READ
2 Find a personal opinion in the text.
3 Read and complete. 3 Find examples of also and too.
1 The Wright brothers were bicycle engineers and … .
2 In 1899 they started to build … . EVA’S BLOG
3 Orville made the world’s first flight on 17th December … . Changing the world
4 The brothers continued to make their plane … .
These are the Wright brothers, Orville and Wilbur. They were inventors
5 We can now travel … distances on planes. from the USA. They invented the plane more than 100 years ago. I think
4 Discuss with a classmate. that the plane was the most important invention of the 20th century
1 Do you have an idea for an invention?

Project stop 3 and the most exciting too. In the past, people couldn’t travel long
distances easily. The plane changed the world because people could
2 Do you agree that planes changed the world forever? An inventor travel more easily and also more quickly to other countries.
3 Do you think the plane is the most important invention Make a poster about your inventor.
of the 20th century?
Decide which information to include
Go to Activity Book page 41 and write about an invention that changed the world.
in your presentation.
44 Lesson 7 Social Studies: inventions

Go to page 46 Culture: Scotland Writing: adding information Lesson 8 45
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ES0000000068203 849766 AJ5 SB_U4_129608.indd 44 7/13/2022 6:02:07 PM
Skills Station cotla 4

Virtual tour
nd
s
Reading
Viewing scottish inventors
1 Read and listen. Match. 20 1 Watch the video again and answer the questions. Zoe
1 When was James Watt born?
In 1783, two French brothers, the Montgolfiers, had an idea for a flying machine. 2 What was unusual about Mary Somerville?
They used paper to create a large, round object.

3 Who discovered penicillin?
They heated the air under the round shape and
the ‘balloon’ began to fly up into the air. It was a 4 What did Alexander Graham Bell invent?
success! They experimented a few more times, and
finally, they built a balloon about 9 metres tall. They
used soft material and tied a basket to it with rope.
On 19th September 1783, the Montgolfier brothers

My virtual tours
went to fly the hot air balloon for King Louis XVI at
Writing A blog post Checklist
Find the country. Add the sticker and complete. Unit 7 1 Complete with too and also.
his palace in Versailles. About 130,000 people cameCountry:
• Say who invented your object.
to watch the event. The first passengers were a Focus: Thomas Edison invented the light bulb, but he
Unit 3 sheep, a duck and a chicken. The balloon went up invented lots of other things (1) !
• Say when it was invented.
Country:
Country: 600 metres, and flew for a distance of about He (2) invented a very early film • Say how it changed the world.
Focus:
Focus: 3km, before it landed in a forest. The animals camera, and a kind of battery (3) . • Use also and too to add
became national heroes! A few months later, in Unit 4 information.
Country:
November, the first humans climbed the ladder into Focus:
2 Write a blog post about an invention that changed the world.
the basket. Two men flew for about 25 minutes and
Unit 5 travelled around 9km.

Country: U
Unniitt 22
Focus: 1 In September
Country: 1783, the Montgolfier brothers
Country: a were animals.
2 Focus:
Focus:
The first passengers b flew a balloon at the palace of Versailles.
3 More than 130,000 people c flew in the balloon.
4 In November 1783, two men d came to the event.
Unit 8
Unit 1 Country:
Country: 2 Read the text again. Answer the questions.
Focus:
Focus:
3 Uanimals
How far did the nit 6 travel?
Country:
40 Lesson 7 Focus: Studies: inventions
Social Culture: Scotland Writing: a blog post Lesson 8 41
20
20 21
21

126 Lesson 8

Learn about important inventions from Scotland Discuss what a blog post is, whether the children read them,
Discuss information from the video if they have ever written one and, if so, what it was about.
Write a blog about an invention that changed the world The children read the text individually and then answer the
questions in pairs before checking as a class. Ask a volunteer to
Materials read out the Writing tip and ensure that everyone understands it.
The children write their blog in the Activity Book or on paper.
Answers
✓ a world map or globe 1 The invention of the plane. 2 I think that the plane was the
✓ Teacher’s Resources Unit 4 most important invention of the 20th century. 3 … the most
exciting too; … and also more quickly.
They make a list of the inventions they see in the video.
Remind students about using too and also. Ask: Why do we

Warmer use these words? Do they come in the middle a sentence
Display the map and have volunteers find the countries from or at the end? The children complete the sentences in their
Term 1. Invite a volunteer to find Scotland. Remind the children book. Explain to the children that they are going to write their
that Scotland is part of the UK. Ask what they know about own blog posts about an invention that changed the world.
Scotland: any famous places or people, for example. If any Invite volunteers to read the four points of the checklist.
children have been, ask them to share their experience. Ask if the children remember this information from the blog
in the Student’s Book. Elicit a few ideas for inventions to
BEFORE YOU WATCH Ask and discuss. write about. If the children can’t remember the year
something was invented in, or any other exact details,
Ask the children to read Zoe’s introduction and discuss the first encourage them to approximate: An English woman invented
question as a class. Get them to look at the photos from the it about 100 years ago. The children write their description.
video and ask if they can identify any inventions and say when Remind them to include a title. Tell them to look at the
they are from. Elicit ideas about who the woman in the picture is. checklist and tick each item they have included. They can
swap their work with a classmate to check.
Play the video once all the way through for the children to
Fast finishers The children draw a picture
FF
get the idea of it and check their ideas from the Before you
watch section. Ask the children to read the questions and try to of their invention and/or its inventor to
answer. Then play the video again and ask them to answer the accompany their blog.
questions. Finally, play it a third time, pausing in various places
to ask them questions about what they have just seen.
Answers
Write on the board The zip is a great invention. The children
1 James Watt 2 The Earth and the Solar System 3 In 1928
need to say a sentence with another invention using too or also,
For video transcript see page 133 for example: The plane is a great invention too or The plane is
also a great invention. Elicit a sentence from each child around
AFTER YOU WATCH Ask and discuss. the room. They cannot repeat any inventions. You can indicate
Ask the children what they have learned from the video and if whether children should use too or also or have them alternate
there was anything that surprised them. between the two.
Discuss both questions with the class. If the children aren’t sure
if a particular invention is from their country, quickly look it up
on the internet to check, if possible. You may want to explain
the difference between invention and discovery.
MY PASSPORT
Lesson 8 127

4 Project Terminal
Lesson 9
Project Terminal An inventor
Your school history club wants to attract new members. In this project, you’re going to
create an exhibition about famous inventors and present it to the class.

1 2
3
• Work in a small group. • Research information project stop
• Make a list of inventors about your inventor.
• Make a poster about your
and their inventions. Some • Assign topics to each
inventor. You can include
ideas are: member of the group.
fun facts, photographs,
Louis Braille • Find out about their timelines, etc.
Sarah Breedlove invention(s), life, where
Ole Kirk Kristiansen • Plan how to present your
and when they lived, etc.
Bette Nesmith Graham inventor to the class. Decide
which information to include.
• Choose an inventor.
ME DIAT ION
Present Presentation tip Moving your hands

It’s important to remember your hands in a presentation.
• Don’t move your hands too much.
• Present your inventor to the
• Don’t put your hands in your pockets.
class.
• Rest your hands by your side.
• Display the posters in your
school. • Use your hands to interest the audience.
Sarah Breedlove, or ‘Madam

C.J. Walker’ was from the USA.
She was born more

than 150 years ago.
21st Evaluation
CENTURY
SKILLS Appreciating diversity
• What was the most interesting thing you
1 Was it easy to find information about your learned?
inventor?
• Which was your favourite presentation?
2 Can anybody be an inventor?
• Did you remember how to move your hands?
3 Can children invent things?
46 Lesson 9 Presentation skills 21st century skills: appreciating diversity
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Project Portfolio AN INVENTOR
My group
1
project stop Inventor: Invention:
• •
• •
• •
• •
Our chosen inventor:
2
project stop Research notes
3
Moving your hands
It’s important to remember your hands in a
presentation. Remember:
• Don’t move your hands too much.
• Don’t put your hands in your pockets.
• Rest your hands by your side.
• Use your hands to interest the audience.
ES0000000068205 849788_AB5_U4_129374.indd 42 8/1/2022 5:07:45 PM
128 Lesson 9

Follow instructions
Allow the children to think about each question individually
Research a famous inventor
and then discuss in their groups. Encourage them to give as
Learn to use their hands effectively when giving a presentation
much detail as possible and give reasons for their answers.
Make a poster about an inventor
Open up as a class discussion in order for them to share their
Present a famous inventor
opinions.
Appreciate diversity
Materials Observe the groups as they present their posters, noting how
effectively they present their information and how they move
✓ Teacher’s i-solutions their hands. Ask each group to write four questions about
their presentation to ask the other groups for a team quiz. The
Project stops 1-2-3 recap first team asks their questions and the other teams note their
answers. They then give the answers and other teams mark
Review the three Project stops with the class. Each group their own answers with a tick or a cross. When all teams have
should check that they have followed the steps, produced a asked their questions, they count up the number of ticks to find
poster and planned their presentation. Invite a volunteer to the winning team.
read the instructions.
Presentation tip
The children read the tips in pairs. Play the video all the way
through. Then play it again and pause after Sophie makes
her first entrance. Elicit what is wrong with it. Then continue
the video and pause after her second entrance. Elicit what
the problem is here. Continue to play the video, pausing after
Sophie’s final appearance. Elicit how she made effective use
of her hands. Play the video to the end and review Hannah’s
tips. Discuss with the children if they are usually aware of their
hands and if they make any of the mistakes Sophie made. Have
the children take turns to present a piece of information to their
group, thinking about what they do with their hands.
Present
Give the children plenty of time to prepare their presentation.
Walk round and assist where necessary while they do. Remind
them that everyone in the group should say something. Invite
groups in turn to present their poster to the whole class.
Encourage the children in the audience to be good listeners and
allow them to ask questions.
21st
CENTURY
SKILLS Appreciating diversity
In this unit, the children encounter inventors from all walks of
life, some very familiar, others less so.
This raises two issues: firstly, that some groups have had to
overcome considerable barriers to become successful, and
secondly, that some people, despite achieving great work,
have tended to be overlooked in terms of fame and fortune.
Have the children read the questions and talk about them
with a partner before discussing as a group. If the children
found difficulties finding information about their inventors,
ask why they think that is and whether it was because their
inventions were less important.
Children will likely agree that anybody can be an inventor,
but will appreciate that historically it was easier for some
people than others. Encourage the children to give details of
any ideas they have had, and to think about why it’s hard to
turn their ideas into real inventions.
Lesson 9 129

4 Checkpoint
Unit 4 review
4
Checkpoint
1 Look at the picture and read. Complete the sentences.
Exam tip Reading and Writing Use the context of the story to help you understand new words.
The cassette
Sixty years ago, if you wanted to listen to music at home, you had to play it on vinyl
records. You could hear music at home, but you couldn’t listen outside or in the car. Then,
in the 1970s, cassettes became popular. You could buy them with music on them or you
could record your own mix of music. You could also play music on a cassette in the car.
Music cassettes became the most popular way of listening
to music. In 1979 a portable music player was invented,
called the Walkman. People were very excited when they
could walk along the street and listen to their favourite
music. But around 30 years ago, a new way of listening
to music became more popular than the cassette: the CD.
People preferred shiny CD discs, and that was the end of
the cassette.
1 Most people listened to music on ... sixty years ago.

2 Sixty years ago people ... listen to music outside.
3 People could record their own ... onto cassette tapes.
4 The invention of the ... meant that people could listen to music in the street.
5 CDs were invented about ... .
2 Find and say the differences.
Exam tip Speaking Look at the images carefully and take a moment to think before you
start talking.
a b
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4
Checkpoint rence
Language refe Language refe
rence
1 Listen and write a letter. 21
4 Grand inventions
Past Simple with ago
Sara travelled to London two days ago.
My grandma sent this letter fifty years ago.
Unit 4
Valentina Tereshkova Amelia Earhart John Logie Baird Alexander Fleming We use ago to say how much time has passed since the event. Past simple verbs
We put ago after the time passed. brought
a b c The Romans went to Britain over 2,000 years ago.
built
enjoyed
We saw the film two weeks ago.
4 4
4
explored
My language trip My life skills could and couldn’t for ability in the past invented
said
I/You/He/She/It/ could sent
listen to records.
We/They couldn’t travelled
Think: Evaluate your progress. My functional language and mediation
d skills e f Yes, I/you/he/she/it/ used
I/you/he/she/it/ we/they could. wore
Could watch TV?
11 I Ican
canuse
usePast
PastSimple
Simpleverbs.
verbs. 1 I can understand a video about giving opinions. we/they No, I/you/he/she/it/
we/they couldn’t. 20th century inventions
22 I Ican
cantalk
talkabout
aboutthe
thepast
pastwith
withago.
ago. 2 I can give my opinion in English. games console
33 I Ican
canidentify
identify20
20ththcentury
centuryinventions.
inventions. 3 I can give key information about likes and dislikes. We use could and couldn’t to talk about ability in the past. laptop computer
My sister could read when she was three. microwave
44 I Ican
canuse
usecould
couldand
andcouldn’t
couldn’ttototalk
talkabout
aboutability
abilityininthe
thepast.
past. mobile phone
Could you talk to your friends on the phone when you were young, grandma?
Total / 15 passenger plane
55 I Ican
canunderstand
understandaatext
textabout
aboutinventions.
inventions. 2 Read the text. Choose the correct words. Yes, I could.
remote control
66 I Ican
canwrite
writeaablog
blogpost.
post. sun cream
My social and emotional skills 1 Complete the sentences with a verb in past simple and
trampoline
77 I Ican
canadd
addinformation
informationtotoaatext
textwith
withalso
alsoand
andtoo.
too. a phrase with ago. vinyl record
1 I know how to overcome frustration.
Tim Berners-Lee is a computer scientist. He (1) the World zip
2 I know when I am feeling frustrated. build invent open travel use
Total / 35 Wide Web in 1989 and he still works today teaching computer science. His parents
3 I can say when someone is feeling frustrated. (2) computer scientists too, and they helped to make the
1 People around Kazakhstan probably horses . (3500 BCE)
Observe: Look at your results. first commercial computer in the world.
Total / 15 2 The Chinese fireworks . (about 1000)
As a child he (3) and played with model trains. When he
3 Marco Polo across Asia . (1271)
What do you need to improve? was a university student, he (4) a computer from an old
My 21st century skills 4 The Mughal emperor Shah Jahan the Taj Mahal . (1643)
television! In 1976, he finished university and started work as a computer scientist.
Reflect: Which learning tool helped you the most? 5 Japan the first very fast train line . (1964)
1 I know how to move my hands in a presentation.
Tim Berners-Lee’s idea for the web was to make it open and accessible so that
Individualwork
work 2 I understand why diversity is important. everyone (5) look at or create a website, access all types of 2 Order the sentences to complete the dialogue.
activities 3 I can talk about diversity in English. information and connect with each other. Today billions of people use the web every 1 young / you / you / listen to / were / when / could / Grandma, / music / ?
Readingactivities
activities day, and it’s very difficult to imagine life without it!
Boy: Grandma, could
Total / 15
Pair/groupwork
work
2 could / yes / we / vinyl records / listen on / could / we
1 invented make invent 4 was made enjoyed
Videos Digital
Digitalactivities
activities
2 was were had 5 couldn’t use could Grandma:
Other Unit 3
total
build / 80 built discovered
10
10 11
11 Language reference: Grammar and vocabulary 91
ES0000000068205 849788_AB5_U4_129374.indd 43 8/1/2022 5:07:52 PM
130 Unit review

Unit review 4
✓ Digital Flashcards Unit 4 can do statement and then adding their score. They then
learning style.
Get the children into teams. Teams take turns to send a
volunteer to the front. Show or say an invention to the volunteer. Next, they assess their functional language and mediation
They need to give clues about the invention without saying any skills, social and emotional skills and 21st century skills.
part of its name and the team needs to guess what it is. Award The children add up their total, then turn to the language
three points if they guess on the first clue, two points if they and skills map on pages 2-3 to see which sticker (if any) they
guess after two clues, and one point if they guess after three should place. They place the sticker on the map for this unit.
clues. If they don’t guess after three clues, it passes to the next
team. Continue until all of the words have been guessed. My Passport pages 10-11
1 Look at the picture and read. Complete the Final evaluation

sentences. Play Noughts and crosses with verbs from the unit.
Tell the children to look at the activity and elicit what they
Draw a 3x3 grid on the board. In each space, write a verb from
need to do. Read through the Exam tip together and make sure
the unit in the infinitive form. Get the children into two teams;
they understand it. Advise the children to read the whole text
one is noughts, the other crosses. Teams take it in turns to
first so they understand the overall meaning, and then read
choose a verb. They make a sentence in the Past Simple. If the
the questions and look back at the text when they need to. The
verb is correct and the sentence meaningful, they write their
children will not find the exact sentences in the text, and will
0 or X in the space. The team that gets 3 in a row wins. Repeat
need to think carefully about the information. They complete
several times, alternating which team starts first.
the activity individually. Make sure they read through their
completed sentences to check their answers. They can check
their answers with a partner and discuss anything that they
have different. Check as a class.
Answers
1 vinyl records 2 couldn’t 3 (mix of) music 4 Walkman
5 30 years ago
2 Find and say the differences.

The children do this activity with a partner. Read the Exam
tip together. Encourage the children to mentally rehearse
the names of the things in the pictures as they look at them.
Children should take turns to find and say a difference.
Answers
In picture a there’s a (passenger) plane in the sky.
In picture a one of the vinyl records is blue. It’s green in picture b.
In picture a the girl has a remote control in her hand and in
picture b she has a mobile phone.
In picture b there’s a trampoline in the garden.
In picture b the laptop computer is open.
In picture a the television is on.
In picture a the games console is on top of the vinyl records.
Fast finishers The children write three

FF sentences. Each one must include a verb from
the unit and an invention.
Unit 4 Test
Unit review 131

4 Transcripts
Which invention do you think is the most useful?
1.30 Listen and complete. Hannah: The passenger plane helps us to travel quickly to
1 The Romans built roads and bridges. distant places. The microwave helps us to cook food quickly.
2 They explored new places. The Roman Empire was very big! The zip is useful on our clothes and backpacks, and sun cream
3 They brought cats to Britain. They were useful to catch mice! is important when we go outside on a sunny day. But I think
4 The Romans travelled in chariots, pulled by horses. They the most important invention is the games console because I
could go very fast! love playing video games!
5 They enjoyed sports. Ed: I like the trampoline because it’s fun to jump on! My dad
6 They used different numbers to the numbers that we use. says the vinyl record is important because he loves music,
They’re called Roman numerals. and my mum thinks the laptop computer is the most important
7 They wore long clothes. This long dress is called a toga. invention because she can work anywhere. The remote control
8 They sent letters to each other. is also useful because you can change TV programmes easily.
9 Did you know that the Romans invented books? But for me, the most important invention is the mobile phone
10 A famous Roman called Cicero said, ‘While there’s life, because we can use it to talk to friends, send messages and
there’s hope.’ play games.
Listen and read. What is the exhibition

1.31 1.36 Listen and read. Match the paragraphs to
about? the pictures.
1.32 Read and listen. Rapunzel’s great invention 1.37 Read and listen. Who invented the plane?

See Student's Book page 40

1 Martin Cooper made the first phone call on a mobile phone
about 50 years ago.
2 The first person travelled by passenger plane more than 100
years ago.
3 A student called Franz Grieter invented the first sun cream.
4 The first zip was invented more than 100 years ago.
5 The remote control was invented in 1950.
6 Percy Spencer invented the first microwave.
7 The first laptop computer was invented in the 1970s.
8 Peter Carl Goldmark invented the vinyl record.
9 The games console was invented more than 50 years ago.
10 Two students invented the trampoline in 1936.

Transcripts 4
Sophie: Hi everyone! Last night I was talking to my mum about
Page 38 All aboard! how life was different when she was young. She told me some
really interesting things.
Hannah: Hi, Hannah here! She said she could listen to music. They used vinyl records.
History is one of my favourite subjects at school. I love learning I know she could fly on a passenger plane because she
about the past. Yesterday, I asked my mum about my grandad, travelled a lot.
and she told me an amazing story… I asked if she could use a laptop computer. She said, no she
She said my grandad travelled all over North America. 50 years couldn’t.
ago, it was more difficult to travel than it is now. But he explored She said one big difference is mobile phones. They couldn’t
the whole country! send instant messages to their friends like we can now.
He sent letters home, but not very often. 50 years ago, there I didn’t know if she could use a microwave, but she said she could!
wasn’t email! I asked her if she thinks life was better then, or now. She said
He only brought one suitcase, so he used the same clothes a it’s just different. For example, they could play outside for hours.
lot! He wore jeans. They were a new fashion. They even had a trampoline. But they couldn’t play on a games
He enjoyed travelling and went to Canada. He even built a console like I do. And her mum couldn’t use a remote control or
house in the woods! sun cream! And her mum’s mum couldn’t use a zip! Imagine!
I think my grandad is amazing. Has someone in your family There are so many new inventions now! Do you know any new
done something you think is amazing? inventions?
Page 41 Functional language Page 45 Virtual tour - Scottish inventors
Hannah: Hey, let’s share our ideas for our engineering project. Girl: Hello! I’m Zoe and I’m from Glasgow, in Scotland.
Danny: Yes, OK. So, we have to make a simple machine. What In today's virtual tour, we're going to take a look at Scottish
shall we make? Any ideas? inventors.
Ed: I thought we could make a little computer! What do you James Watt was born in Scotland in 1736. He invented the
think? engine for the steam train in 1769. Some trains today can go
Danny: I’m not sure about that. Computers aren’t simple. very, very fast, like this one in China.
Ed: Yes, good point. Mary Somerville was a Scottish scientist who was born in 1780.
Sophie: Oh, I know! Let’s build a model plane. What do you At the time, it was unusual for women to study science. She
reckon? wrote important books to help us understand the Earth and our
Danny: No, I don’t think so. My dad has a model plane, and it place in the Solar System.
looks pretty hard to make. John Logie Baird also came from Scotland. He invented the first
Sophie: No, you’re right. colour television in 1928.
Hannah: I’ve got it! Let’s make a pulley. Scottish scientist Alexander Fleming made a very important
Sophie: What’s that? medical discovery in 1928: penicillin. This important medicine
Hannah: It’s a simple machine which we can make with a rope saved lots of lives. Penicillin continues to save lives today.
and a wheel. Do you know Alexander Graham Bell? He invented something
Danny: Yes, we could do that! very important… the telephone! He made the first phone call in
Ed: That sounds good. 1876. Can you imagine a world now without phones?
Sophie: So, how do we make a pulley? I hope you enjoyed learning about Scottish inventors!
Hannah: Hmm, I’m not sure exactly. Let’s look online.
Ed: That’s a good idea. Page 46 Presentation tip – Moving your hands
Danny: Look at this website. We could make a big pulley with a
car wheel. Hannah: Hi! Today, our presentation tip is about moving your
Hannah: Hmm, I don’t think that’s going to work. We don’t have hands. It’s important to remember your hands in a presentation.
enough space. I think we need to make a small one. Some people move them too much and some people don’t
Sophie: How about this? It’s a website that shows us how to move them at all. Let’s see what Sophie does.
make a small pulley with things we can find in the classroom. Sophie: Sarah Breedlove, or ‘Madam C.J. Walker’, was an
Ed: Yes, Sophie! That’s a great suggestion! Let’s find the things, activist and a self-made millionaire.
then we can build our machine! Hannah: See? Sophie was moving her hands too much. Let’s try
that again.
Sophie: Sarah Breedlove, or ‘Madam C.J. Walker’, was an
activist and a self-made millionaire.
Hannah: That was OK, but Sophie can also use her hands to
interest the audience. Watch this…
Sophie: Sarah Breedlove, or ‘Madam C.J. Walker’, was an
activist and a self-made millionaire.
Hannah: See? Wasn’t that fabulous? She didn’t move too much
or put her hands in her pockets. She rested her arms, then she
used them to interest the audience. Can you do that too? Try it!
See you next time!

4 Activity Book

1 sounds good
Viewing
2 sure about
Page 34 3 a good 1
1 4 going to work 1 1736
1 enjoyed 5 don’t think 2 At the time, it was unusual for women
2 used 6 How about to study science.
3 wore 7 great suggestion 3 Alexander Fleming
4 built 4 The telephone
5 brought 3
ough sound as in thought: bought; brought Writing
6 travelled
7 invented ough sound as in enough: tough; rough 1
8 explored 1 too 2 also 3 too
9 sent Page 38 2 Child’s own answer
10 said
1
2 1 passenger plane Page 42
a2 c1 e7 2 trampoline Project portfolio Child’s own project
b3 d5 f4 3 microwave
4 vinyl record
Page 35 5 sun cream
Page 43
3 6 mobile phone 1
1d 2e 3b 4c 5a 7 games console Valentina Tereshkova e
8 remote control Amelia Earhart a
4 9 zip John Logie Baird c
2 over 130 years ago 10 laptop computer Alexander Fleming b
3 about 150 years ago
4 over 100 years ago 2 2
5 over 60 years ago a1 c7 e2 1 invented
b4 d3 f8 2 were
5 Child’s own answers 3 built
3 sunglasses
4 made
Page 36 5 could
Page 39
1
1 pulley 4
2 rope 1 couldn’t
3 escape 2 couldn’t
4 slide 3 could
5 ladder 4 couldn’t
5 could
2 6 could
1e 3a 5b 7c
2d 4f 6g 5
1 fly; c
2 listen; e
3 3 play; d
1 sad 4 jump; b
2 frustrated 5 use; a
3 proud
4 Child’s own answers Page 40
1
Page 37 1b 2a 3d 4c
1
1 let’s 2
2 sure 1 9 metres
3 think 2 600 metres
4 could 3 3km
5 sounds
6 good
7 work
8 How
9 suggestion

Activity Book 4
Audio transcripts 20 Read and listen. Match.
17 Listen and match.
Ed: Look at that pizza, it looks delicious! 21 Listen and write a letter.
Sophie: I agree! I wonder who invented pizza. I’d like to say Woman: What are you doing, Amy?
thank you to that person. Girl: I’m working on my history project.
Ed: Actually, the Romans invented it, a long time ago! They Woman: It looks interesting! Tell me about it!
enjoyed a kind of flat bread with lots of toppings. Much later, in Girl: It’s about famous people from the past.
the 1870s, many Italians travelled to the USA to start a new life. Woman: Famous inventors?
They brought the recipe for pizza with them. And the first pizza Girl: Inventors, yes. And also explorers and people who have
restaurant opened in New York in 1905. discovered important things.
Sophie: Wow! It’s hard to believe Americans didn’t know about Woman: Who’s this?
pizza until then. Girl: That’s Alexander Fleming. He was a scientist. He
Ed: Yes. And now, it’s the most popular food all over the world! discovered penicillin about 100 years ago.
But the most popular pizza is still the Margherita pizza – a chef Woman: Is that a medicine?
made it in 1889 for Queen Margherita. It has cheese, tomato and Girl: Yes. Medicines like penicillin have saved millions of lives.
basil, because those are the colours of the Italian flag! Woman: What about this woman? She looks like an astronaut.
Sophie: Mmm, Margherita pizza is my favourite! Girl: Yes. That’s Valentina Tereshkova. She was the first woman
Ed: My favourite is pizza with pineapple! It’s called a Hawaiian in space. She went into space about sixty years ago.
pizza, but it was first made in Canada in 1962. Woman: She was very brave!
Sophie: Oh no, pizza with pineapple?! Yuck! Girl: Yes, she was. Another amazing explorer was Amelia
Earhart.
18 Listen and repeat. Write the words in the table. Woman: Did Amelia explore the North Pole?
I thought you bought enough food! Girl: No. She was a pilot. She flew a plane across the Atlantic
Thought, thought. about ninety years ago.
Bought, bought. Woman: Wow! And who is this man?
Enough, enough. Girl: That’s John Logie Baird. He did the first demonstration of
She brought tough boots to walk in the rough grass. television nearly 100 years ago.
Brought, brought. Woman: Were televisions very different then?
Tough, tough. Girl: Yes! People couldn’t watch in colour, and there weren’t
Rough, rough. remote controls.
Woman: What amazing people!
19 Listen and complete with could or couldn’t.
The history of TV
Television has changed a lot. When John Logie Baird invented
the first television, more than 90 years ago, it was only in black
and white. So in the 1930s and 40s, people couldn’t watch TV in
colour. And there were no remote controls, so people couldn’t
change the channel from their sofa, as we do today!
In the 1950s, people began to use a remote control, so they
could change channels without standing up! There were
still only a few local channels, so people couldn’t watch
international shows like we can today.
Things got even better in the 1970s. Finally, people could watch
TV in colour!
By the 1990s, satellite television was popular and people could
watch lots of different channels!

5 Let’s investigate!
Overview
Language objectives
• Learn homes: attic, balcony, basement, garage, gate, • Use Past Continuous affirmative and • Describing past actions
hall, roof, shed, shelf, stairs negative • Asking about past actions
• Learn verbs: appear, disappear, discover, follow, • Use Past Continuous questions
hurry, investigate, remember, search, solve
Learning situation
Recycled grammar looking for a lost object
Recycled vocabulary Past Simple
the home, daily activities
Skills objectives
Speaking Listening
• Talk about one’s home • Hear key language in context
• Talk about what people were doing yesterday • Match spoken language to images
• Discuss mystery stories • Listen to and follow a text
• Discuss losing things • Follow the narrative of a story
• Ask and answer questions about a lost object
• Tell a detective story Viewing
• Ask and answer questions using the Past Continuous
• Talk about eco-friendly actions • See and hear key language in context
• Present a security plan • Watch and listen for specific information
• Learn about different homes in Wales
• Be aware of body movements during a presentation
Reading
• Read and show comprehension of a story • Write about what they were doing in the past
• Read and identify facts as true or false • Write interview questions using the Past Continuous
• Cross-curricular link: Social Studies • Draw a labelled diagram of a house
Assessment criteria
Learning to learn
The children self-evaluate their learning progress. • All aboard! The children can categorise the features of a
house and use the Past Continuous to describe mimed
Social and emotional skills actions in the past and write about things they were or
weren’t doing at a time in the past.
The children understand the importance of
recognising their own strengths. • Language Bridge The children can understand the story,
identify cognates, discuss how to recognise strengths, and
Pronunciation also follow a video, identify key phrases and then use them
pronunciation
The children hear and pronounce words with silent discussing a lost object. They can also pronounce silent
letters h, t and w. letters h, t and w.
Mediation • Fasten your seatbelt! The children can ask and answer
The children relay specific information and questions about actions in progress at a specific time in the past.
summarise and explain a text. • Skills Station The children can identify and discuss features
of eco-friendly homes, extract information from a video and
Project learning situation draw a labelled diagram.
The children make a bike security plan. • Project The children can work in groups to make a bike
security plan and prepare a presentation on it, then peer and
21st century skills self-evaluate the presentations.
21st
CENTURY
SKILLS Problem solving: The children practise identifying • Checkpoint The children can complete activities based on
problems and finding solutions effectively. A2 Flyers Reading and Writing.
136 Unit 5 overview

✓ Lesson 2 – some cards with actions written on them how to do a good presentation
✓ Lesson 3 – lots of blank paper
✓ Lesson 4 – paper cut into strips See lesson notes for Flipped Learning dynamics.
✓ Lesson 5 – three pieces of blank paper
✓ Project stop 3 – paper or card for posters, plain and lined
A4 paper, felt-tip pens and other colouring materials, glue,
printing facilities

Linguistic competence Fully interactive teaching and learning materials

Lessons 1-9 organised into step-by-step lesson plans in the form
of learning paths including:

Lessons 1-9

and engineering
Lessons 1, 2, 5-8, Review
i-flashcards
Lessons 1, 4-6, 8, 9
Lessons 3, 8, 9, Review Game Generator to create your own IWB games
Civic competence
Lessons 7, 8, Review Full access to more than 100 Animated grammar
windows.
Lessons 1, 8, Review
Unit 5 overview 137

5 All aboard!
Lesson 1
5
5 Let’s investigate! Vocabulary and grammar 1
5 Listen and read. Who do you think ate the cake? 2.2
All aboard!
3 THE MYSTERY OF THE
missing cake
2
All aboard! 1
Describe past actions

Today is Hannah’s birthday. She’s having a party at her
house with her family and friends. But a slice of her birthday
1 Identify bike cake disappears before they put the candles on. The kitchen
project stop security problems
was empty at three o’clock. So, who took the slice of cake?
language Bridge 5
THE CLUES
Recognising our 4 Mum was looking The other
strengths for extra chairs My sister, Mia, Danny was guests were
Sophie and Ed
Looking for a lost in the attic at was playing in walking up arriving at the
were talking
object three o’clock. She the hall. She the stairs. He gate. They
on the balcony.
wasn’t talking to wasn’t playing wasn’t looking weren’t eatin
g
They weren’t the party foo
Fasten your seatbelt! 8 the guests. in the garden. at his watch. d.
talking to Danny.
6 7
Ask about past actions 6 Read again and complete.
Grammar Way Past Continuous
1 Sophie and Ed … on the balcony.
2 List possible 2 Mia … in the garden.
I was eating a biscuit.
project stop solutions
3 Danny … at his watch on the stairs. You were talking to the teacher.
4 Mum … extra chairs in the attic. He wasn’t walking to school.
skills station 10 5 Mum … to the guests. They weren’t playing in the park.
9 6 The other guests … the party food.
Eco-friendly homes Language reference page 102
7 Look and say what the people were doing yesterday.
Homes in Wales 1 Luke / watch TV / in / living room / two o’clock
2 Zoe and Marco / tidy / attic / eight o’clock
A labelled diagram 3 Mum / put the car / in / garage / half past five
4 I / open / gate / quarter to nine
attic balcony basement garage
3 Make a bike
gate hall roof shed shelf stairs 5 Zaria / clean / balcony / quarter past six
project stop security plan Luke was watching TV in the living
1 Watch the video. Do you sometimes lose important things? room at two o’clock yesterday.

Project stop 1
3 Look and categorise the words from Activity 2.
Present your A security plan 8 Write about what you were or weren’t doing
bike security inside a house outside a house inside or outside
plan Someone has stolen some at five o’clock yesterday.
bicycles in your neighbourhood.
4 Talk about your home. In this project, you’re going to make I was sitting on the sofa. I was watching TV.
Checkpoint a bike security plan.
1 Do you have a balcony or a garden? 3 Do you have an attic or a basement? I wasn’t eating dinner. I wasn’t playing with my brother.
2 Do you have stairs in your home? 4 What do you keep on shelves? Identify bike security problems.
Go to page 56
48 Lesson 1 Homes Past Continuous Lesson 2 49
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ES0000000068203 849766 AJ5 SB_U5_129615.indd 48 7/13/2022 5:59:46 PM
5
3 Listen. Circle five mistakes in the picture. 22

All aboard!
I’ve got new neighbours!
1 Look and match.
attic balcony basement garage gate
hall roof shed shelf stairs
a
e
b i
f
g j
c
Bobby! Where are you?
d h
2 Look and complete. Write a clue for number 10.
1 It’s a room below the ground level.

10
2 It’s a small building in the garden. 4 Write sentences about the picture using the Past Continuous.
1
3 You open or close it.
2 1 it / rain It wasn’t raining.
4 It’s a small terrace above ground level.
5 It covers the top of the house. 3 2 people / carry / boxes
6 It’s a room under the roof. 4 3 a woman / shout / ‘Bobby! Where are you?’
7 It’s a room for a car.
5 4 the children / fly / a kite
8 This is the part of the house you
come into first. 6 5 they / play / with a dog
9 You can walk up or down these. 7
5 Look at the picture again. Where was Bobby hiding?
10
8 Bobby was hiding .
9
44 Lesson 1 Homes Language reference page 92 Past Continuous Lesson 2 45

138 Lesson 1

Lesson 1 Objectives 4 Talk about your home.
The children can discuss their homes with a partner or in small
See and hear key language in context groups. When they have discussed the four questions, they can
Learn features of a house ask questions about other features.
Categorise features of a house Initial evaluation
Talk about one’s home
flashcards and elicit each one several times. Have the children
Materials close their eyes and remove one of them. The children need to
✓ Teacher’s i-solutions say which one is missing.

write lists of the things that their home has and doesn’t have.
Warmer
Revise vocabulary of the home. Elicit the names of different
rooms and parts of a house and write them on the board. Elicit
furniture that you can find in each room. Ask if the children live
in a flat or a house and what their favourite room is.
1 Watch the video. Do you sometimes lose

important things?
Play the video all the way through. Ask: What did Sophie’s
neighbour lose? Where did they find it? Play it again and ask
the children to try and remember the places they looked for the
cat. Play the video a third time, pausing to check the children’s
answers and for them to read and repeat the house features on
the screen. Discuss the final question together. Encourage them
to give details about what, when and where they lost the items,
and whether they usually find them.
Give the children time to look at the pictures and try to match
them with the words orally with a partner. Play the audio and
pause after each part to see if they were right. Play it again
without pausing for a final check.
Answers
1 gate 2 garage 3 shed 4 hall 5 stairs 6 basement
7 balcony 8 shelf 9 attic 10 roof

The children categorise the pictures with a partner. Check
answers together. Encourage the children to explain why they
put things in a certain category and give examples. For example,
children might categorise gate as being both inside and outside
if they think of child or pet gates, and a garage could be an
integral part of the house or completely separate.
Suggested answers
Inside a house: hall, stairs, basement, attic
Outside a house: gate, shed, balcony, roof
Inside or outside: garage, shelf
Lesson 1 139

5 All aboard!
Lesson 2
5
5 Listen and read. Who do you think ate the cake? 2.2
All aboard!
3 THE MYSTERY OF THE
missing cake
2
All aboard! 1
Describe past actions

Today is Hannah’s birthday. She’s having a party at her
house with her family and friends. But a slice of her birthday
1 Identify bike cake disappears before they put the candles on. The kitchen
project stop security problems
was empty at three o’clock. So, who took the slice of cake?
language Bridge 5
THE CLUES
Recognising our 4 Mum was looking The other
strengths for extra chairs My sister, Mia, Danny was guests were
Sophie and Ed
Looking for a lost in the attic at was playing in walking up arriving at the
were talking
object three o’clock. She the hall. She the stairs. He gate. They
on the balcony.
wasn’t talking to wasn’t playing wasn’t looking weren’t eatin
g
They weren’t the party foo
Fasten your seatbelt! 8 the guests. in the garden. at his watch. d.
talking to Danny.
6 7
Ask about past actions 6 Read again and complete.
Grammar Way Past Continuous
1 Sophie and Ed … on the balcony.
2 List possible 2 Mia … in the garden.
I was eating a biscuit.
project stop solutions
3 Danny … at his watch on the stairs. You were talking to the teacher.
4 Mum … extra chairs in the attic. He wasn’t walking to school.
skills station 10 5 Mum … to the guests. They weren’t playing in the park.
9 6 The other guests … the party food.
Eco-friendly homes Language reference page 102
7 Look and say what the people were doing yesterday.
Homes in Wales 1 Luke / watch TV / in / living room / two o’clock
2 Zoe and Marco / tidy / attic / eight o’clock
A labelled diagram 3 Mum / put the car / in / garage / half past five
4 I / open / gate / quarter to nine
attic balcony basement garage
3 Make a bike
gate hall roof shed shelf stairs 5 Zaria / clean / balcony / quarter past six
project stop security plan Luke was watching TV in the living
1 Watch the video. Do you sometimes lose important things? room at two o’clock yesterday.

Project stop 1
Present your A security plan 8 Write about what you were or weren’t doing
bike security inside a house outside a house inside or outside
plan Someone has stolen some at five o’clock yesterday.
bicycles in your neighbourhood.
4 Talk about your home. In this project, you’re going to make I was sitting on the sofa. I was watching TV.
Checkpoint a bike security plan.
1 Do you have a balcony or a garden? 3 Do you have an attic or a basement? I wasn’t eating dinner. I wasn’t playing with my brother.
2 Do you have stairs in your home? 4 What do you keep on shelves? Identify bike security problems.
Go to page 56
48 Lesson 1 Homes Past Continuous Lesson 2 49
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5
3 Listen. Circle five mistakes in the picture. 22

All aboard!
I’ve got new neighbours!
1 Look and match.
attic balcony basement garage gate
hall roof shed shelf stairs
a
e
b i
f
g j
c
Bobby! Where are you?
d h
2 Look and complete. Write a clue for number 10.
1 It’s a room below the ground level.

10
2 It’s a small building in the garden. 4 Write sentences about the picture using the Past Continuous.
1
3 You open or close it.
2 1 it / rain It wasn’t raining.
4 It’s a small terrace above ground level.
5 It covers the top of the house. 3 2 people / carry / boxes
6 It’s a room under the roof. 4 3 a woman / shout / ‘Bobby! Where are you?’
7 It’s a room for a car.
5 4 the children / fly / a kite
8 This is the part of the house you
come into first. 6 5 they / play / with a dog
9 You can walk up or down these. 7
5 Look at the picture again. Where was Bobby hiding?
10
8 Bobby was hiding .
9
44 Lesson 1 Homes Language reference page 92 Past Continuous Lesson 2 45

140 Lesson 2

Lesson 2 Objectives 7 Look and say what the people were doing
yesterday.
Read and comprehend a text Ask volunteers to read the first sentence prompts and the model
Use the Past Continuous in affirmative and negative sentences speech bubble. Have the children work in pairs to describe what
Talk about what people were doing yesterday the people were doing.
Write about what they were doing in the past Answers
1 Luke was watching TV in the living room at two o’clock
Materials yesterday. 2 Zoe and Marco were tidying the attic at eight
o’clock yesterday. 3 Mum was putting the car in the garage at
✓ Teacher’s i-solutions half past five yesterday. 4 I was opening the gate at quarter to
✓ Student’s Book audio nine yesterday. 5 Zaria was cleaning the balcony at quarter
✓ Digital Flashcards Unit 5 past six yesterday.
✓ some cards with actions written on them
8 Write about what you were or weren’t doing
Warmer at five o’clock yesterday.
Ask the children to read the example text before writing and
Divide the class into small groups. Display the Lesson 1
to also write two affirmative sentences and two negative
flashcards and give the children a minute to look at them.
sentences. Invite volunteers to share their writing with the class.
Remove the word cards and have the children list as many
words as they can remember. Invite a child from each group in
Fast finishers The children think of some
FF
turn to say a word from their list, without repeating any that have
already been said. famous people and imagine what they were
doing on Saturday afternoon.
5 Listen and read. Who do you think ate the
cake? 2.2
Play the audio as the children read in their books. Pause at the
Project stop 1
end of the first paragraph and ask a few general comprehension Get the children into their project groups. Ask the children to
questions: Whose birthday is it? What disappears? Where was read the learning situation at the top of page 56 and then the
the cake? Was Hannah in the kitchen at three o’clock? Play the rest of the page for more details. Discuss which children have
clues several times as the children follow the story in their book. a bike and where they keep it. Ask if any of them have had
The children talk about who they think took the slice of cake, their bicycle stolen or know anyone who has.
giving reasons. The children discuss and list security problems. It might be
useful to provide the children with some key vocabulary, for
6 Read again and complete. example steal, thief, store, saddle, wheels, etc. Encourage
The children re-read the clues, focussing on the words in blue. them to record their lists in their Project Portfolios on page 52
They complete the sentences individually, then check together. of the Activity Book.
Answers Activity Book Project Portfolio page 52
1 were talking 2 wasn’t playing 3 wasn’t looking
4 was looking for 5 wasn’t talking 6 weren’t eating
Grammar Way Prepare cards with easily identifiable actions on them. Get the
children into two teams. The children from team A send a child
Ask the children to look at the table, and explain that we to the front to take an action card. They mime the action for five
use the Past Continuous to talk about an action that was seconds and then stop. Their team has to say what they were
happening at a specific point in the past. You could use a doing, for example: You were brushing your teeth. If they are
timeline to show that the continuous action started before correct, they get a point. If they guess incorrectly, team B has a
the point in time and continued after. Remind the children chance to guess and win a point. Team B now sends a child to
that they can refer to the Language reference on page the front. Continue until all actions have been used.
102 for more examples. Draw a tick and a cross on the Actions could include: brush your teeth, wash your hair, play
board and drill the structure, substituting the subject and the violin, eat spaghetti, read a book, paint your nails, play
indicating affirmative and negative by pointing to the tick tennis, ride a bike, sing, play basketball, ride a motorbike, play
or cross. a computer game, take a photo or play the piano. Cards can be
reused in other lessons.

Lesson 2 141

5 Language Bridge
Lesson 3
Languag 5
Emotions and values
WHAT' S IN THE ATTIC? LOOKING FOR A LOST OBJECT

1 Do you like reading mystery stories? 1 Discuss with a classmate.
2 Do you ever hear strange noises in your home?
1 What was the last object you lost?
Which words look similar in your 2 Who helped you to find it?
One afternoon, Sarah and Thomas were playing in the hall. Sarah was telling Ed and Danny are going to walk to
jokes and Thomas was laughing. Then, suddenly, they heard a noise. school together today. It’s Wednesday
‘Listen! What’s that?’ asked Sarah. and they have got skateboarding club
‘I don’t know,’ said Thomas. ‘Where did it come from?’ after school. But when Danny gets to
Ed’s house, Ed isn’t ready to leave.
‘The attic!’ said Sarah. ‘Let’s investigate!’
1 What have they got after school today?
2 Is Ed ready to go to school?
The children walked up the stairs slowly. They didn’t go into the attic 3 What can you see in the scene?
very often. When they got to the door of the attic, Thomas stopped. 4 Guess what Ed can't find.
‘Why are you so quiet, Thomas?’ asked Sarah.
‘Umm, I feel a bit scared,’ he answered. WATCH
‘Don’t worry,’ Sarah said kindly. ‘Let me go first.’ 3 Where does Mum think she saw the skateboard?
‘You’re very brave, Sarah,’ said Thomas.
4 Watch again. Who says these phrases: Ed or Mum?
Sarah opened the door and went inside. But there was nobody c Where did you last see it?
a Have you seen my skateboard? b I’ve looked everywhere!
there, just a broken pot on the floor. Thomas and Sarah searched
every corner of the room. Then suddenly, another pot fell off a
d It’s not there now. e I think it’s in the garage. f Here it is!
shelf onto a toy castle! The children jumped and turned around.
‘Aha!’ said Thomas. ‘Now I understand! I think I can solve the
mystery!’ AFTER YOU WATCH
‘Really? You’re very clever, Thomas! I know the noise we heard
was the pot falling, but why did it fall off the shelf?’
‘OK, I can explain everything…’ said Thomas. 1 Did Ed look for the skateboard in his bedroom? 3 Who was using it yesterday afternoon?
2 Where did Ed last see his skateboard? 4 How are they going to get to school?
AFTER YOU READ 6 Order the conversation with a classmate.

3 Correct the false sentences. 4 Discuss with a classmate.
I remember seeing it in the car.
1 Sarah and Thomas were playing in the garage. 1 What is Sarah’s strength in the story?
2 They heard a noise from the basement. 2 What is Thomas’s strength? Dad, have you seen my school bag?
ON
3 Sarah and Thomas often went into the attic. 3 What are your strengths? Here it is! Thanks Dad. Communication
Where did you last see it?
4 Thomas thought Sarah was brave. 4 Do you think that everybody has a strength? Student A: Go to page 94
5 Three pots fell off a shelf in No. Have you looked in the living room? THE
the attic. Sarah said, ‘Listen!’ Thomas answered, ‘What to?’ WAY Student B: Go to page 98
Yes, I've looked everywhere. Let's go and look in the car.
6 A mouse made the pots fall. Activity Book page 47 2.4
pronunciation
50 Lesson 3 Vocabulary and grammar in context Social and emotional skills: recognising our strengths Learning situation: looking for a lost object Lesson 4 51
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Languag 5
Emotions and values
,
What s in the attic? Looking for a lost object
1 Read the story in your Student’s Book. Match the words with their meanings. 1 Watch the video. Choose the correct word.
1 something you can’t understand brave
1 I can’t find my skateboard ! 4 I think I it in the garage
somewhere.
2 not scared investigate a anywhere b everywhere c somewhere
a found b left c saw
3 find the answer to a puzzle 2 I’ve looked !
jokes
a anywhere b everywhere c somewhere 5 I’ll go and if it’s there.
4 explore, find out mystery a find b see c try
3 did you last see it?
5 funny stories 6 it is!
solve a How b When c Where
a Here b There c Where
1 Thomas was laughing because Sarah was . 2 Order the dialogue.
2 They heard a noise from .
You’ve got basketball club tomorrow after school, but you can’t find your sports
bag anywhere. Your mum and sister are trying to help you find it.
3 Thomas was quiet because .
4 There was a on the attic floor.

a You: In the hall? I’ll go and see if it’s there.
b You: Mum, I can’t find my sports bag anywhere. Have you seen it?
5 The children jumped when another pot .
c You: Yes, here it is!
6 Thomas solved .
d You: I was using it yesterday. We had a football match.
3 What are their strengths? Look and circle.
e You: Yes, I’ve looked everywhere!
1 Who isn’t brave? Sarah / Thomas
f Mum: Where did you last see it?
2 Who is brave? Sarah / Thomas g Mum: No, sorry. Did you look in your room?
3 Who can’t solve the mystery? Sarah / Thomas h Sister: I think I saw it in the hall somewhere. Did you leave it there yesterday after the match?
4 Who is good at solving mysteries? Sarah / Thomas Sarah Thomas 8 i Sister: Did you find it?
4 Complete the sentences with your and your friends’ strengths.

3 Listen and repeat. Circle the silent letters. 23
pronunciation
good at solving problems kind not scared to ask for help
brave helpful good at telling jokes good at listening
I’m .
where often write school castle hour wrong
My friends are ..
46 Lesson 3 Story comprehension Social and emotional skills: recognising our strengths Learning situation: looking for a lost object Pronunciation: silent letters h, t, w Lesson 4 47

142 Lesson 3

Discuss mystery stories Recognising our strengths
Understand the unit language in context Recognising our strengths helps build self-esteem, and
Follow the narrative of a story sometimes our skills are more apparent to others than to
Read and show comprehension of a story ourselves. In the story, Thomas tells Sarah she is brave, and
Read and identify facts as true or false Sarah tells Thomas he is clever.
Understand the importance of recognising one’s own strengths
Elicit a varied list of strengths from the children. Give
Pronounce words with silent letters h, t and w
examples of some of your own as well as some you think the
children have.
Materials Get the children into groups. Give each child a sheet of paper.
✓ Teacher’s i-solutions They draw a circle in the middle and write in it their name and
✓ Student’s Book audio one strength they think they have. They then pass their sheet
✓ enough blank paper blank to give each child a sheet and to another child, who writes a strength that they can see in
then one for each group in the Pronunciation Activity Book the child whose name is on the sheet. Continue passing the
activity paper around until there are at least four strengths on each
sheet and return each sheet to the child whose name appears
on it. Ask if they agree with the identified strengths and allow
Warmer them to add more of their strengths, helping them where
Discuss attics in houses or other buildings. Ask: Who has an appropriate.
attic? What are they used for? Are all attics like the one in the
book? Have you seen attics in books or films? Elicit things you
can find in an attic, helping out with vocabulary as needed. Pronunciation 2.4
Ask the children to read the sentence and play the audio.
1 BEFORE YOU WATCH Answer the questions. What do they notice about all of the letters in bold? (They’re
Ask the children to discuss the questions in pairs and then silent.) Have the children practise saying the sentences with a
share ideas with the class. Encourage them to give examples of partner. Ask the children to find more words with silent letters
strange noises or events that have happened in their house. Ask in the story.
if they discovered what they were.
2 READ Read and listen. 2.3 pronun ciation

Play the audio several times as the children read the text. Give Ask the children to read the words in Activity 3 and play the
them a few minutes to read it alone and look at the pictures. audio for them to repeat. Check as they circle the silent letters.
Ask what Thomas saw that solved the mystery (the mouse in the Get the children into small groups. Give each group a piece
last picture). of paper and ask them to write h, t and w across the top. Say
words which have one of the silent letters and give them time
Which words look similar in your language? between words to write them under the correct letter. (Silent h:
Make a list and share. why, when, white, wheel, stomach. Silent t: listen, Christmas,
fasten, whistle. Silent w: who, two, answer, sword.) To check,
As a learning strategy, it is important for children to build mental
invite volunteers to write the words on the board.
The children list words from the story which are similar to their
language. Review the lists as a class.
Fast finishers The children look through their
AFTER YOU READ
3 Correct the false sentences.

FF Student’s Book and find four more examples
of words with silent letters. They compare their
lists with another fast finisher.
Invite volunteers to read the sentences and elicit true or false for
each one, re-reading the story if needed. Then have the children Continuous assessment
work with a partner to correct the false sentences. Check answers The children close their books. Read out the story, stopping in
together. places for the children to say the next words, for example: One
Answers afternoon, Sarah and Thomas were playing in the … (hall). Sarah
1 Sarah and Thomas were playing in the hall. 2 They heard a was telling jokes and Thomas … (was laughing). Encourage
noise from the attic. 3 Sarah and Thomas didn’t go into the attic different children to answer each time or play it as a team game.
very often. 4 True 5 Two pots fell off a shelf in the attic. 6 True

The children discuss the four questions with a classmate. Elicit
the answers to the first two questions. Ask children to describe
their partner’s strengths and discuss the last question together.
Answers
1 She’s brave. 2 He’s clever. 3 Child’s own answer 4 Yes
Lesson 3 143

5 Language Bridge
Lesson 4
Languag 5
Emotions and values
WHAT' S IN THE ATTIC? LOOKING FOR A LOST OBJECT

1 Do you like reading mystery stories? 1 Discuss with a classmate.
2 Do you ever hear strange noises in your home?
1 What was the last object you lost?
Which words look similar in your 2 Who helped you to find it?
One afternoon, Sarah and Thomas were playing in the hall. Sarah was telling Ed and Danny are going to walk to
jokes and Thomas was laughing. Then, suddenly, they heard a noise. school together today. It’s Wednesday
‘Listen! What’s that?’ asked Sarah. and they have got skateboarding club
‘I don’t know,’ said Thomas. ‘Where did it come from?’ after school. But when Danny gets to
Ed’s house, Ed isn’t ready to leave.
‘The attic!’ said Sarah. ‘Let’s investigate!’
1 What have they got after school today?
2 Is Ed ready to go to school?
The children walked up the stairs slowly. They didn’t go into the attic 3 What can you see in the scene?
very often. When they got to the door of the attic, Thomas stopped. 4 Guess what Ed can't find.
‘Why are you so quiet, Thomas?’ asked Sarah.
‘Umm, I feel a bit scared,’ he answered. WATCH
‘Don’t worry,’ Sarah said kindly. ‘Let me go first.’ 3 Where does Mum think she saw the skateboard?
‘You’re very brave, Sarah,’ said Thomas.
4 Watch again. Who says these phrases: Ed or Mum?
Sarah opened the door and went inside. But there was nobody c Where did you last see it?
a Have you seen my skateboard? b I’ve looked everywhere!
there, just a broken pot on the floor. Thomas and Sarah searched
every corner of the room. Then suddenly, another pot fell off a
d It’s not there now. e I think it’s in the garage. f Here it is!
shelf onto a toy castle! The children jumped and turned around.
‘Aha!’ said Thomas. ‘Now I understand! I think I can solve the
mystery!’ AFTER YOU WATCH
‘Really? You’re very clever, Thomas! I know the noise we heard
was the pot falling, but why did it fall off the shelf?’
‘OK, I can explain everything…’ said Thomas. 1 Did Ed look for the skateboard in his bedroom? 3 Who was using it yesterday afternoon?
2 Where did Ed last see his skateboard? 4 How are they going to get to school?
AFTER YOU READ 6 Order the conversation with a classmate.
MEDIATION
3 Correct the false sentences. 4 Discuss with a classmate.
I remember seeing it in the car.
1 Sarah and Thomas were playing in the garage. 1 What is Sarah’s strength in the story?
2 They heard a noise from the basement. 2 What is Thomas’s strength? Dad, have you seen my school bag?
ON
3 Sarah and Thomas often went into the attic. 3 What are your strengths? Here it is! Thanks Dad. Communication
Where did you last see it?
4 Thomas thought Sarah was brave. 4 Do you think that everybody has a strength? Student A: Go to page 94
5 Three pots fell off a shelf in No. Have you looked in the living room? THE
the attic. Sarah said, ‘Listen!’ Thomas answered, ‘What to?’ WAY Student B: Go to page 98
Yes, I've looked everywhere. Let's go and look in the car.
6 A mouse made the pots fall. Activity Book page 47 2.4
pronunciation
50 Lesson 3 Vocabulary and grammar in context Social and emotional skills: recognising our strengths Learning situation: looking for a lost object Lesson 4 51
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ES0000000068203 849766 AJ5 SB_U5_129615.indd 51 7/19/2022 9:06:58 AM
Languag 5
Emotions and values
,
What s in the attic? Looking for a lost object
1 Read the story in your Student’s Book. Match the words with their meanings. 1 Watch the video. Choose the correct word.
1 something you can’t understand brave
1 I can’t find my skateboard ! 4 I think I it in the garage
somewhere.
2 not scared investigate a anywhere b everywhere c somewhere
a found b left c saw
3 find the answer to a puzzle 2 I’ve looked !
jokes
a anywhere b everywhere c somewhere 5 I’ll go and if it’s there.
4 explore, find out mystery a find b see c try
3 did you last see it?
5 funny stories 6 it is!
solve a How b When c Where
a Here b There c Where
1 Thomas was laughing because Sarah was . 2 Order the dialogue.
2 They heard a noise from .
You’ve got basketball club tomorrow after school, but you can’t find your sports
bag anywhere. Your mum and sister are trying to help you find it.
3 Thomas was quiet because .
4 There was a on the attic floor.

a You: In the hall? I’ll go and see if it’s there.
b You: Mum, I can’t find my sports bag anywhere. Have you seen it?
5 The children jumped when another pot .
c You: Yes, here it is!
6 Thomas solved .
d You: I was using it yesterday. We had a football match.
3 What are their strengths? Look and circle.
e You: Yes, I’ve looked everywhere!
1 Who isn’t brave? Sarah / Thomas
f Mum: Where did you last see it?
2 Who is brave? Sarah / Thomas g Mum: No, sorry. Did you look in your room?
3 Who can’t solve the mystery? Sarah / Thomas h Sister: I think I saw it in the hall somewhere. Did you leave it there yesterday after the match?
4 Who is good at solving mysteries? Sarah / Thomas Sarah Thomas 8 i Sister: Did you find it?
4 Complete the sentences with your and your friends’ strengths.

3 Listen and repeat. Circle the silent letters. 23
pronunciation
good at solving problems kind not scared to ask for help
brave helpful good at telling jokes good at listening
I’m .
where often write school castle hour wrong
My friends are ..
46 Lesson 3 Story comprehension Social and emotional skills: recognising our strengths Learning situation: looking for a lost object Pronunciation: silent letters h, t, w Lesson 4 47

144 Lesson 4

Discuss losing things 5 Answer the questions.

Watch and listen for specific phrases Have the children answer the questions with a partner and then
Watch and listen for specific information check as a class or play the video a final time to check.
Ask and answer questions about a lost object
Answers
Mediation Relay specific information
1 Yes 2 On the balcony 3 Ed’s father 4 On their skateboards
Materials 6 Order the conversation with a classmate.

✓ Teacher’s i-solutions Have the children order the conversation in pairs and practise
✓ Student’s Book audio saying it. Invite pairs of volunteers to act out their ordered
dialogue. Encourage them to show appropriate expression.
✓ enough paper to give each pair three strips Answer
Dad, have you seen my school bag? No. Have you looked in
the living room? Yes, I’ve looked everywhere. Where did you last
Warmer see it? I remember seeing it in the car. Let’s go and look in the
Display the Lesson 1 flashcards and divide the class into teams. car. Here it is! Thanks Dad.
Each team chooses a player to come to the front. Say a clue
ON
about one of the flashcards: It’s at the bottom of the house. You
can put books on these. You open and close it. The first player to
identify and name the flashcard gets a point. Continue playing TH
E WAY
COMMUNICATION
until all children have had at least one go. Divide the class into pairs and appoint each child as either
Student A or Student B. The children go to their page
BEFORE YOU WATCH and read through their role for part 1. Student A starts the
MEDIATION
conversation using their prompts and Student B continues

1 Discuss with a classmate. using theirs. When they have finished, they read through part
The children discuss the questions with a partner and then share 2 and this time Student B starts the conversation.
with the class. Encourage them to say how they felt when they
lost the item and how they felt when they found it.
2 Read, look and answer. M ED IATIO N

Ask the children to read the introduction individually and look at Tell the children to look at the picture of their lost item and
the video still. Elicit answers to the first three questions and ask describe it to their partner.
them to note down their guesses for question 4.
Answers
FF
1 Skateboarding club 2 No, he isn’t. 3 Ed, his mum and Danny in Fast finishers The children write about
Ed’s living room. 4 Child’s own answer something they have lost. They write whether or
not they found it and, if they did, how.
WATCH
3 Where does Mum think she saw the skateboard? Continuous assessment
Watch the video all of the way through several times. Ask Show the mixed-up lines of dialogue below on the board. Put
the children if they guessed correctly and where Mum saw the children in pairs and give each pair three strips of paper.
the skateboard. Watch the video again and ask additional Assign half of the pairs A and half B and get them to order their
questions: Where did Ed last see his skateboard? Did he look sentences and write them on the strips. Then they find a pair
in his bedroom? Who was using Ed’s skateboard? who have completed the other part and order their sentences.
Check each dialogue when they finish and have them take turns
Answer
reading it.
Mum thinks she saw it in the garage.
A
seen my book you Have?
4 Watch again. Who says these phrases: Ed or Mum? table my It was on. Oh, is here it!
Yes, looked have I everywhere.
Give the children time to read the phrases before playing the
video. Play it all the way through for the children to record their B
answers and again to check, stopping after each phrase for the No. bag looked Have in you your?
children to repeat them. take care more should You!
see it last did you Where?
Ed: Have you seen my skateboard? I’ve looked everywhere.
It’s not there now. Answers:
A Have you seen my book? B No. Have you looked in your bag?
Mum: Where did you last see it? I think it’s in the garage.
A Yes, I have looked everywhere. B Where did you last see it?
Here it is!
A It was on my table. Oh, here it is! B You should take more care!
Lesson 4 145

Lesson 5

1 Watch the video. Do you like investigating? 5 Listen and read. Can you solve the mystery of the missing cake? 2.7

Hannah: The cake disappeared at three o’clock. Ed, what were you doing
1 2 3 at three o’clock? What was Sophie doing?
Ed: Sophie and I were talking on the balcony. I was eating a sandwich. Were
you drinking lemonade, Sophie?
Sophie: Yes, I was! We weren’t eating your cake, Hannah!
Hannah: What about you, Danny? Were you eating cake in the kitchen at three o’clock?
a investigate b hurry a search b solve a follow b discover Danny: No, I wasn’t! I was walking up the stairs. I wasn’t eating cake! What were your
mum and sister doing?
4 5 6
Hannah: Mum was looking for chairs in the attic and Mia was playing in the hall.
Danny: I was standing on the stairs at three o’clock. Mia definitely wasn’t in the hall.
Hannah: Aha! Mystery solved.
a disappear b appear a investigate b follow a hurry b solve 6 Read again and match.
7 8 9 1 What were Sophie and Ed doing? a No, he wasn’t.
2 What was Sophie doing? b Yes, she was.
3 What was Ed doing? c They were talking on the balcony.
4 Was Danny talking to Sophie and Ed? d No, she wasn’t.
5 Was Mum looking for chairs in the attic? e He was eating a sandwich.
a discover b remember a appear b disappear a solve b hurry
6 Was Mia helping Mum? f She was drinking lemonade.
3 Read and order the words. Listen and check. 2.6 7 What were they doing at half
past nine? Ask and answer.
Grammar Way Past Continuous questions
Was she playing in Yes, she was.
Hi, my name is Detective Hannah! I’m going to (1) vesintiegat the Louise / do ➔ look / for her bag the hall?
mystery of the missing cake by looking for clues! Can you help me to No, she wasn’t.
find the answers and (2) olvse the mystery? I have to (3) hrruy ! Max / go ➔ go / to school
Were they eating cake? Yes, they were.
So, the cake (4) dispparedae from the kitchen at three o’clock. Our Tom / do ➔ sleep / on the sofa
No, they weren’t.
cat suddenly (5) appreaed in the kitchen just before three o’clock.
But I don’t think it’s her, because cats don’t like chocolate! the friends / go ➔ go / to the park Where was he going? He was going upstairs.
I’m going to (6) earsch for clues in the kitchen. Oh, look! There’s some the children / eat ➔ eat / breakfast What were they eating? They were eating cake.
chocolate cake on the floor. I can (7) wollof the chocolate cake all
the way to the hall. I must (8) remmebre that clue because it might be
important. What was Louise doing at half past nine?
Now, I’m going to talk to everyone who was in the house at She was looking for her bag.
three o’clock. I’m going to (9) sidcovre the truth!
Project stop 2
A security plan
8 Write three questions and interview a classmate.
4 Use the verbs in Activity 1 to tell a detective story.
Look at your list of security
Once a detective was investigating a mystery. What were you doing at ten o’clock?
She was searching for clues. problems. Think of solutions.
I was discovering a secret door in a house.
Research and make a list of
solutions.
52 Lesson 5 Verbs Go to page 56 Past Continuous questions Lesson 6 53

1 Look and complete. 3 What were they doing last night? Listen and write a letter. 24
appeared disappeared discovered follow hurry

investigate remembered searched solve
Where’s my ring? I’ve (2) for it everywhere, but I can’t

Sophie Ed Hannah Danny
It’s (1) ! find it. Can you help me (3) ? But
(4) – it will soon be too dark to see anything! a b c d e f
4 Complete the questions and answers.
1 at 8 o’clock? He was doing his homework.
2 Was Sophie doing her homework?
I’ve (5) something! Yesterday, around 3 Were Sophie’s brother and his friends watching TV?
I’ve found your ring!
this time, a bird suddenly (6) at my 4 What was Hannah doing?
I (9) it
window. Maybe it took my ring! (7)
in the bird’s nest.
5 They were playing table tennis.
me. I’ll show you where its nest is.
5 Write questions and answers.
you your friends your parents your teacher your class
at 5:00 on at 7:00 this at 1:00 yesterday

2 hours ago 5 minutes ago
Saturday afternoon morning afternoon
Let’s (8)
What were you doing at 1:00 I was
this mystery!
yesterday afternoon ? .
2 Complete the detective’s questions with the correct form of the verbs from Activity 1.
What
1 What were you doing when you that your ring was missing?
?
2 Has anything else from your room?
3 We often mysteries. I’m sure we will this one! What
?
4 Can you anything else?
48 Lesson 5 Verbs Language reference page 92 Past Continuous questions Lesson 6 49

146 Lesson 5

Lesson 5 Objectives 4 Use the verbs in Activity 1 to tell a detective story.
The children work in pairs to create their own detective story.
See and hear key language in context Invite volunteers to tell their story to the class.
Learn more regular verbs
Associate key words with images
FF
Order scrambled words
Fast finishers The children draw an illustration
Tell a detective story
for the story they created in Activity 3.
Materials
✓ Student’s Book audio Print the Lesson 5 flashcards and word cards. Show the
flashcards and elicit the verbs they show. Get the children
into three teams and give each team a piece of paper. Show
✓ three pieces of blank paper
a randomly chosen flashcard. Give the children 30 seconds
to make a Past Simple sentence with that verb. Check the
Flipped Learning option sentences and award points for meaningful sentences. Repeat
with other flashcards. Ensure that different children give their
The children watch the video at home before the class and
team’s answers each time.
answer the following questions: What was Danny doing last
night? Did he enjoy the film? Why couldn’t he concentrate?
Warmer
Recap the story from Lesson 3 and ask: What was the mystery?
How did they solve it? Discuss different sorts of mysteries that
are common in stories, for example, something going missing, a
strange noise, a strange monster. Ask what mystery stories the
children have read or seen in films.
1 Watch the video. Do you like investigating?

Watch the video all of the way through. Pause after each
question and elicit possible answers. Encourage the children
to use the verbs on the screen. Ask the children to count how
many questions Danny’s friend asked (ten) and watch the video
again. Discuss the question in the rubric together. Encourage the
children to share any situations they have investigated.
Have the children choose an option with a partner before

playing the audio. Play the audio several times to check,
pausing if needed. Call out a number and invite children to give
the correct verb.
Answers
1 investigate 2 search 3 discover 4 disappear 5 follow
6 hurry 7 remember 8 appear 9 solve
3 Read and order the words. Listen and

check. 2.6
Give the children time to read the text individually. Then have
them work with a partner to unscramble the words. Play the
audio to check.
Answers
1 investigate 2 solve 3 hurry 4 disappeared 5 appeared
6 search 7 follow 8 remember 9 discover
Lesson 5 147

Lesson 6

1 Watch the video. Do you like investigating? 5 Listen and read. Can you solve the mystery of the missing cake? 2.7

Hannah: The cake disappeared at three o’clock. Ed, what were you doing
1 2 3 at three o’clock? What was Sophie doing?
Ed: Sophie and I were talking on the balcony. I was eating a sandwich. Were
you drinking lemonade, Sophie?
Sophie: Yes, I was! We weren’t eating your cake, Hannah!
Hannah: What about you, Danny? Were you eating cake in the kitchen at three o’clock?
a investigate b hurry a search b solve a follow b discover Danny: No, I wasn’t! I was walking up the stairs. I wasn’t eating cake! What were your
mum and sister doing?
4 5 6
Hannah: Mum was looking for chairs in the attic and Mia was playing in the hall.
Danny: I was standing on the stairs at three o’clock. Mia definitely wasn’t in the hall.
Hannah: Aha! Mystery solved.
a disappear b appear a investigate b follow a hurry b solve 6 Read again and match.
7 8 9 1 What were Sophie and Ed doing? a No, he wasn’t.
2 What was Sophie doing? b Yes, she was.
3 What was Ed doing? c They were talking on the balcony.
4 Was Danny talking to Sophie and Ed? d No, she wasn’t.
5 Was Mum looking for chairs in the attic? e He was eating a sandwich.
a discover b remember a appear b disappear a solve b hurry
6 Was Mia helping Mum? f She was drinking lemonade.
3 Read and order the words. Listen and check. 2.6 7 What were they doing at half
past nine? Ask and answer.
Grammar Way Past Continuous questions
Was she playing in Yes, she was.
Hi, my name is Detective Hannah! I’m going to (1) vesintiegat the Louise / do ➔ look / for her bag the hall?
mystery of the missing cake by looking for clues! Can you help me to No, she wasn’t.
find the answers and (2) olvse the mystery? I have to (3) hrruy ! Max / go ➔ go / to school
Were they eating cake? Yes, they were.
So, the cake (4) dispparedae from the kitchen at three o’clock. Our Tom / do ➔ sleep / on the sofa
No, they weren’t.
cat suddenly (5) appreaed in the kitchen just before three o’clock.
But I don’t think it’s her, because cats don’t like chocolate! the friends / go ➔ go / to the park Where was he going? He was going upstairs.
I’m going to (6) earsch for clues in the kitchen. Oh, look! There’s some the children / eat ➔ eat / breakfast What were they eating? They were eating cake.
chocolate cake on the floor. I can (7) wollof the chocolate cake all
the way to the hall. I must (8) remmebre that clue because it might be
important. What was Louise doing at half past nine?
Now, I’m going to talk to everyone who was in the house at She was looking for her bag.
three o’clock. I’m going to (9) sidcovre the truth!
Project stop 2
A security plan
8 Write three questions and interview a classmate.
4 Use the verbs in Activity 1 to tell a detective story.
Look at your list of security
Once a detective was investigating a mystery. What were you doing at ten o’clock?
She was searching for clues. problems. Think of solutions.
I was discovering a secret door in a house.
Research and make a list of
solutions.
52 Lesson 5 Verbs Go to page 56 Past Continuous questions Lesson 6 53

1 Look and complete. 3 What were they doing last night? Listen and write a letter. 24
appeared disappeared discovered follow hurry

investigate remembered searched solve
Where’s my ring? I’ve (2) for it everywhere, but I can’t

Sophie Ed Hannah Danny
It’s (1) ! find it. Can you help me (3) ? But
(4) – it will soon be too dark to see anything! a b c d e f
4 Complete the questions and answers.
1 at 8 o’clock? He was doing his homework.
2 Was Sophie doing her homework?
I’ve (5) something! Yesterday, around 3 Were Sophie’s brother and his friends watching TV?
I’ve found your ring!
this time, a bird suddenly (6) at my 4 What was Hannah doing?
I (9) it
window. Maybe it took my ring! (7)
in the bird’s nest.
5 They were playing table tennis.
me. I’ll show you where its nest is.
5 Write questions and answers.
you your friends your parents your teacher your class
at 5:00 on at 7:00 this at 1:00 yesterday

2 hours ago 5 minutes ago
Saturday afternoon morning afternoon
Let’s (8)
What were you doing at 1:00 I was
this mystery!
yesterday afternoon ? .
2 Complete the detective’s questions with the correct form of the verbs from Activity 1.
What
1 What were you doing when you that your ring was missing?
?
2 Has anything else from your room?
3 We often mysteries. I’m sure we will this one! What
?
4 Can you anything else?
48 Lesson 5 Verbs Language reference page 92 Past Continuous questions Lesson 6 49

148 Lesson 6

Lesson 6 Objectives 8 Write three questions and interview a classmate.
The children write their three questions individually, then
Listen to and follow a text interview each other in pairs. Encourage them to give some false
Read and comprehend a text answers for their partners to try to detect.
Make Past Continuous questions
Ask and answer questions using the Past Continuous
Write interview questions using the Past Continuous Project stop 2
Recap what the project is about and what the children did in
Materials Project stop 1. Ask the children to read the information and
✓ Teacher’s i-solutions then turn to page 56 for more details about what they need
✓ Student’s Book audio to prepare. As the children think of solutions, encourage
✓ Digital Flashcards Unit 5 them to listen to everybody’s suggestions and to use the
functional language from Unit 4. Point out that all suggestions
don’t necessarily have to be good ideas. It’s good to explore
a range of alternative solutions, and creative solutions
Warmer sometimes come from quite unlikely initial ideas. The children
Display the Lesson 5 flashcards randomly. Make a sentence should consider the pros and cons of each solution and
about each card that is either true or false. The children repeat pick the best one or combine several. Encourage them to
the true sentences and stay silent for the false ones. really imagine how their solutions would work in a real-life
situation. Children should come up with their own solutions
5 Listen and read. Can you solve the mystery to the security problems they identified, but they could also
of the missing cake? 2.7 research tips and advice from crime prevention sites on the
internet. It would be useful to provide the children with some
Play the audio several times while the children read the text.
key vocabulary relating to bikes and security, e.g. chain,
Encourage them to focus on the text in blue. Elicit ideas about
padlock, lock, saddle, CCTV, identification, etc. Remind them
who stole the cake and encourage them to justify their answers.
to list their security solutions in their Project Portfolio.
Have children practise the dialogue in pairs.
6 Read again and match.
The children match questions and answers. Check as a class. Fast finishers The children find another fast
Answers
1c2f3e4a5b6d FF finisher. They take turns to guess what the other
was doing yesterday at six o’clock, for example:
Were you watching TV? No, I wasn’t.
Grammar Way Continuous assessment

Ask volunteers to read the questions and answers in Get the children in a circle. Say something you were doing
the table. Remind the children that they can find more yesterday at a particular time, for example: I was having a
examples in the Language reference on page 103. Drill shower at eight o clock. Turn to the child on your left and ask
the question forms substituting the subject. What were you doing at (eight o’clock)? That child answers and
then asks the child next to them what they were doing. You can
Activity Book page 92 keep the same time or have the children change it. Continue
around the circle until it gets back to you. Ask some Yes/No
questions to see what the children can remember. For example,
Richmond Grammar Channel Was (Bea) having a shower?
7 What were they doing at half past nine?

Ask and answer.
Ask the children to look at the first question and answer
prompts. Elicit the correct question and answer and then have
the children take turns to ask and answer in pairs.
Answers
1 What was Louise doing at half past nine? She was looking
for her bag.
2 Where was Max going? He was going to school.
3 What was Tom doing? He was sleeping on the sofa.
4 Where were the friends going? They were going to the park. Teacher’s Resources
5 What were the children eating? They were eating breakfast.
Lesson 6 149

5 Skills Station
Lesson 7
le
Wa s Virtual tour
Skills Station 5
Viewing
Reading
HOMES IN WALES
1 What type of home would you like when you grow up? Wales is a beautiful place to live. There are
David lots of different types of homes in Wales.
2 What does eco-friendly mean?
Some people live in traditional cottages that people
3 Are you eco-friendly? built many years ago. Other people choose to live in
2 READ Read and listen. Match the eco-friendly features to the pictures. 2.8
modern, eco-friendly houses. There are some very
unusual homes in Wales too.
Help desk
renewable energy: BEFORE YOU WATCH Ask and discuss.
Eco-friendly
1 energy that can be
homes
used again. 1 What are traditional houses like in your country?
2 What do you think houses in Wales are like?

1 What colour is David’s house?
Eco-friendly homes are houses with features that are 2 What does the house called Malator look like?
designed to help the environment. Here are some ideas to 2
3 What’s special about Quay House in Conwy?
make our homes more eco-friendly and help the planet.
One way we can help is by saving electricity. We can make
renewable energy by installing solar panels on the roof of 1 What eco-friendly features did you see?
the house. These panels make electricity from the sunshine. 2 Which house would you most like to live in?
We mustn’t create a lot of rubbish at home. We can reuse our old
things. We can also put recycling bins inside or outside the house,
so we can recycle plastic, paper, metal and glass. We can put our waste MY PASSPORT PAGE 20
food in a compost bin. Compost is a type of fertiliser. The waste food 3

turns into compost in the bin, and we can use it to help plants grow! Writing A LABELLED DIAGRAM The connector so
We can also save water by collecting rain in a container called a We use so to link two ideas
4 1 Read and answer.
water butt. When it is full we can use the water for our plants. It’s WRITING TIP in a sentence.
good to grow vegetables and plant new trees in our gardens, too! 1 Does the writer use long paragraphs?
2 What tense does the writer use?
3 Find examples of the word so.
AFTER YOU READ
home
3 Read and choose the correct answer. My eco-frien dly
We have solar panels so we
1 We can put our waste food in a compost bin / solar panel. can make electricity from
the sun.
We plant new
2 Water butts / Solar panels make electricity from sunshine.
trees to help the
3 We can put plastic, paper and glass into recycling bins / We have water butts in
a compost bin. Project stop 3 our garden to collect water
environment.
We have recycling
4 We can collect rain water in a water butt / compost bin. when it rains.
A security plan bins so we can
We have flowers in our recycle plastic, paper
Make a bike security plan for your garden, so lots of bees visit. and glass.
1 What makes a home eco-friendly? neighbourhood.
2 Is your home eco-friendly? Think about how to present the
3 How can you make your home more eco-friendly? information. Go to Activity Book page 51 and make a labelled diagram of an eco-friendly home.
54 Lesson 7 Social Studies: being eco-friendly Go to page 56 Culture: Wales Writing: the connector so Lesson 8 55
Skills Station Wa le s 5
Virtual tour
Reading
Viewing Homes in wales
1 Read and listen. Write the correct heading for each paragraph. 25 1 Watch the video again and answer the questions. David
Turn off the tap! Be an eco-eater Think before you write! Eco-friendly electronics 1 What part of a traditional Welsh cottage is thatched?
2 What kind of homes do people in Cardiff live in?
How can we make our daily life more eco-friendly? Here are some top tips: 3 Where does the house in the forest get water from?
1
4 What is unusual about the houses near the sea?
Transporting food over long distances uses a lot of energy. Try to eat
eco-friendly local products. Local food is fresher, lasts longer, and there
is less waste from packaging like plastic bags and boxes too.
2 Writing A labelled diagram

1 Match.
After you finish using anything electronic, make sure you turn it off
completely so it doesn’t waste electricity. Also, when you get a new
Checklist
1 We have a shower, not a bath,
phone, recycle your old one or donate it to someone who needs it. • Use sentences to label
2 We have a compost bin your diagram.
3 3 We use low-energy light bulbs

• Draw arrows to the different
parts of your diagram.
Take a shower! You’ll use less water than having a deep
’t
c so we can
use • Use the Present Simple.
bath. Also, did you know that washing machines use a so we don b so we
don’t food waste
about 50 litres of water per wash? Before you turn on the waste electrici
ty.
waste wa
ter.
the garden
in • Use so to link your ideas.
.
washing machine, make sure it’s completely full. And ask
yourself: are my clothes really that dirty?
2 Create a labelled diagram of an eco-friendly home.
4
On average, each person in the UK uses 200 kilograms of paper every

year. Use both sides of a piece of paper for your homework and try to My eco-friendly home
use recycled paper when you can.
2 Underline the mistake in each sentence. Write the correct word.
1 You can produce more waste by eating local food. less
2 You should recycle or turn off your old phone.
3 Each person in the UK uses around 200 pieces of paper per year.
4 Showers use about 50 litres of water per wash.
5 You should check that the washing machine isn’t full before you turn it on.
50 Lesson 7 Social Studies: being eco-friendly Culture: Wales Writing: a labelled diagram Lesson 8 51

150 Lesson 7

Reading 5
Learn about eco-friendly homes 3 Read and choose the correct answer.
Read and comprehend a text The children choose the correct word and check with a partner.
Listen to and follow a text Find out who in the class has solar panels, recycling bins,
Use key vocabulary compost bins or water butts at home.
Talk about eco-friendly actions
Answers
1 compost bin 2 Solar panels 3 recycling bins 4 water butt
Materials
✓ Teacher’s i-solutions 4 Discuss with a classmate.
✓ Student’s Book audio Put the students in pairs to discuss the questions, prompting
✓ paper or card for posters, plain and lined A4 paper, them with possible answers if needed, and then feed back their
felt-tip pens and other colouring materials, glue, answers to the class. Encourage them to consider energy and
printing facilities water use and conservation.
Warmer Project stop 3

Discuss water and electricity use. Ask: What do you use water
and electricity for at home? Do you use other forms of energy? Check that the children have all of the information they need
Do you try to save water or energy at home? How? for their security plan. Ask them to read the instructions on
page 56. Make sure a variety of materials are available.
Groups can choose how to present their information, but
THINK - PUZZLE - EXPLORE remind them that it should be suitable to display around the
Put the class into groups of 3 or 4 children. Give the school, so double-sided formats or computer presentations
groups a few minutes to THINK about the topic; ask What do won’t be suitable. Make sure all groups are able to print any
you think you know about being eco-friendly? Go around the pictures or text they want to present.
class to help with vocabulary if needed. The groups call out Activity Book Project Portfolio page 52
their answers in turns and record them on post-it notes with
keywords, symbols or drawings to be added to a class list of
ideas. Fast finishers The children write about the
questions do you have about eco-friendly homes? Model FF recycling system in their neighbourhood (types
and colour of bins, location, etc).
some examples: What eco-homes are there in my country?
What features do they have?
find the answers to your questions? Model some examples: I Play Snowman (see Unit 4, Lesson 6 Warmer) with selected
can (look in a book). I can (search the internet). I can (ask my vocabulary from the lesson: solar panel, water butt, compost bin,
teacher). recycling bin, eco-friendly, renewable, rain water, waste food,
environment. Elicit letters from a different child each time.

Ask the children to read and answer the questions in pairs and
then ask volunteers for their partner’s ideas.
2 READ Read and listen. Match the eco-friendly

features to the pictures. 2.8
Before reading, ask the children to read the Help desk word and
definition. Elicit different types of renewable energy, helping out
with vocabulary as needed. Play the audio while the children
read. Give the children time to read the text alone and match
the pictures to the phrases in bold. Check as a class.
Answers
1 solar panels 2 water butt 3 recycling bins 4 compost bin
Lesson 7 151

5 Skills Station
Lesson 8
le
Wa s Virtual tour
Skills Station 5
Viewing
Reading
HOMES IN WALES
1 What type of home would you like when you grow up? Wales is a beautiful place to live. There are
David lots of different types of homes in Wales.
2 What does eco-friendly mean?
Some people live in traditional cottages that people
3 Are you eco-friendly? built many years ago. Other people choose to live in
2 READ Read and listen. Match the eco-friendly features to the pictures. 2.8
modern, eco-friendly houses. There are some very
unusual homes in Wales too.
Help desk
renewable energy: BEFORE YOU WATCH Ask and discuss.
Eco-friendly
1 energy that can be
homes
used again. 1 What are traditional houses like in your country?
2 What do you think houses in Wales are like?

1 What colour is David’s house?
Eco-friendly homes are houses with features that are 2 What does the house called Malator look like?
designed to help the environment. Here are some ideas to 2
3 What’s special about Quay House in Conwy?
make our homes more eco-friendly and help the planet.
One way we can help is by saving electricity. We can make
renewable energy by installing solar panels on the roof of 1 What eco-friendly features did you see?
the house. These panels make electricity from the sunshine. 2 Which house would you most like to live in?
We mustn’t create a lot of rubbish at home. We can reuse our old
things. We can also put recycling bins inside or outside the house,
so we can recycle plastic, paper, metal and glass. We can put our waste MY PASSPORT PAGE 20
food in a compost bin. Compost is a type of fertiliser. The waste food 3

turns into compost in the bin, and we can use it to help plants grow! Writing A LABELLED DIAGRAM The connector so
We can also save water by collecting rain in a container called a We use so to link two ideas
4 1 Read and answer.
water butt. When it is full we can use the water for our plants. It’s WRITING TIP in a sentence.
good to grow vegetables and plant new trees in our gardens, too! 1 Does the writer use long paragraphs?
2 What tense does the writer use?
3 Find examples of the word so.
AFTER YOU READ
home
3 Read and choose the correct answer. My eco-frien dly
We have solar panels so we
1 We can put our waste food in a compost bin / solar panel. can make electricity from
the sun.
We plant new
2 Water butts / Solar panels make electricity from sunshine.
trees to help the
3 We can put plastic, paper and glass into recycling bins / We have water butts in
a compost bin. Project stop 3 our garden to collect water
environment.
We have recycling
4 We can collect rain water in a water butt / compost bin. when it rains.
A security plan bins so we can
We have flowers in our recycle plastic, paper
Make a bike security plan for your garden, so lots of bees visit. and glass.
1 What makes a home eco-friendly? neighbourhood.
2 Is your home eco-friendly? Think about how to present the
3 How can you make your home more eco-friendly? information. Go to Activity Book page 51 and make a labelled diagram of an eco-friendly home.
54 Lesson 7 Social Studies: being eco-friendly Go to page 56 Culture: Wales Writing: the connector so Lesson 8 55
Skills Station Wa le s 5
Virtual tour
Reading
Viewing Homes in wales
1 Read and listen. Write the correct heading for each paragraph. 25 1 Watch the video again and answer the questions. David
Turn off the tap! Be an eco-eater Think before you write! Eco-friendly electronics 1 What part of a traditional Welsh cottage is thatched?
2 What kind of homes do people in Cardiff live in?
How can we make our daily life more eco-friendly? Here are some top tips: 3 Where does the house in the forest get water from?
1
4 What is unusual about the houses near the sea?
Transporting food over long distances uses a lot of energy. Try to eat
eco-friendly local products. Local food is fresher, lasts longer, and there
is less waste from packaging like plastic bags and boxes too.
2 Writing A labelled diagram

My virtual tours 1 Match.
After you finish using anything electronic, make sure you turn it off
Unelectricity.
completely so it doesn’t waste it 7 Also, when you get a new
Checklist
1 We have a shower, not a bath,
phone, recycle your old oneCountry:
or donate it to someone who needs it. • Use sentences to label
Focus: 2 We have a compost bin your diagram.
Unit 3 3 3 We use low-energy light bulbs

• Draw arrows to the different
parts of your diagram.
Country:
Country:
Focus:
Take a shower! You’ll use less water than having a deep
’t
c so we can
use • Use the Present Simple.
Focus: bath. Also, did you know that washing machines use a so we don b so we
don’t food waste
about 50 litres of water per wash? U nit 4
Before you turn on the waste electrici
ty.
waste wa
ter.
the garden
in • Use so to link your ideas.
.
washing machine, make sure it’s completely full. And ask
Country:
yourself: are my clothes really that dirty?
Focus:
2 Create a labelled diagram of an eco-friendly home.
4
Unit 5 On average, each person in the UK uses 200 kilograms of paper every
Country: U
Unniitt 22 year. Use both sides of a piece of paper for your homework and try to My eco-friendly home
Focus: Country:
Country: use recycled paper when you can.
Focus:
Focus:
2 Underline the mistake in each sentence. Write the correct word.

Unwaste
it 8 by eating local food. less
Unit 1 1 You can produce more
Country:
Country:
2 You should recycleFocus:
or turn off your old phone.
Focus:
3 Each person in the UK uses around 200 pieces of paper per year.
4 Showers use about 50 litres of water per wash.
Unithat
5 You should check t 6the washing machine isn’t full before you turn it on.
Country:
50 Lesson 7 Focus: Studies: being eco-friendly
Social Culture: Wales Writing: a labelled diagram Lesson 8 51
20
20 21
21

152 Lesson 8

Learn about different homes in Wales Read the title and ask the children to look at the diagram. Ask
Discuss information from the video what the diagram shows, and how many labels there are (five).
Draw a labelled diagram of a house Ask the children to read the Writing tip and the text and answer
the questions individually. Check answers. Point out that
Materials the ideas in the text after so are consequences of the ideas
before it. Give some further examples of sentences with so, for
✓ Teacher’s i-solutions example: I don’t have a garden, so I don’t have a compost bin.
✓ a world map or globe I have a compost bin so I make fertiliser for my plants. I always
✓ Teacher’s Resources Unit 5 turn off the light so I don’t waste electricity. Explain to the
children that they are going to design, draw and label an eco-
friendly home of their own.
Answers
The children watch the video at home before the class. They 1 No 2 The Present Simple 3 so we can make electricity from
choose their favourite house and describe it. the sun; so lots of bees visit; so we can recycle plastic, paper
and glass.
Warmer
Ask the children to look at the Welsh flag in their book. Display
the world map and ask the children to try to locate Wales. writing Activity Book page 51
Remind them that Wales is part of the UK, which also includes
Scotland, England and Northern Ireland. Ask what the children First, the children match the two sentence halves with so.
know about Wales. Ask the children to read the writing checklist. Ask: Did the
diagram in the student’s book contain all of the points? (Yes.)
BEFORE YOU WATCH Ask and discuss. Quickly recap eco-friendly features that their house could
have. Children draw a diagram of an eco-friendly home.
Ask the children to read David’s introduction individually. It must have at least four labels. When the children have
Explain the meaning of cottage and unusual. completed their diagram, they tick each point from the
Discuss the questions together. Ask if traditional houses are the checklist that they have included.
same in all parts of their country. Ask the children to look at
the pictures and elicit what they can see in each one. Ask: Can
you see a cottage? Which houses are unusual? Why? Fast finishers The children complete the
WATCH Watch and answer. FF following sentence with four different endings:
I care about the environment so … .
Play the video all of the way through, then ask the children to
read the questions. Elicit initial answers, then play the video Continuous assessment
again. Check answers and then play the video again, pausing
Get the children into three groups. Ask them to list as many eco-
to check and to ask additional questions, for example: Which
friendly house features as they can. After a couple of minutes,
is David’s house? What are the walls of the cottage made of?
have the teams count up how many they have. The team with
What’s special about Cardiff?
the most feature reads them out. The other teams can then say
Answers any different features they wrote.
1 Pink 2 All you can see is earth and the windows.
3 It’s the smallest house in Great Britain.

Elicit the answers to the first question as a class and ask for a
show of hands for the second question. Ask individual children
to say why they prefer the house they choose. Find out what
else the children learned from the video.
MY PASSPORT
Lesson 8 153

5 Project Terminal
Lesson 9
Project Terminal A SECURITY plan
Someone has stolen some bicycles in your neighbourhood. In this project, you’re going to
make a bike security plan and present it to the class.

1 2
3
• Work in a small group. • Read your list of project stop
• Make a list of possible problems from Project
Stop 1. • Make your bike
security problems for bikes,
security plan.
for example unsafe places • Think of solutions for
to leave your bike. these problems. • Include lists, photos,
drawings or diagrams.
• Write a list of good bike
security habits. • Think about how to present
your plan to the class.
Present
ME DIAT ION

• Present your plan to the
Presentation tip Moving your legs
class. This advice is very simple. Don’t move your legs! If it’s not
part of your presentation, don’t dance, jump or hop.
• Display your security plans
around your school. • Put both feet on the floor.
• Point your toes forward.
• Bend your knees a little.
• Imagine your feet are stuck to the floor.
Remember to keep your

bike in a basement,
garage or shed.
Or keep it in front of
a window so you can
see it from your house.
21st
CENTURY
SKILLS Problem solving Evaluation
1 Are you good at finding solutions to • Did your classmates enjoy your presentation?
problems? • How can you make your next presentation
2 Do you usually solve your own problems? better?
3 Who do you ask for help when you can’t • Did you remember not to move your legs?
solve a problem?
56 Lesson 9 Presentation skills 21st century skills: problem solving
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Project Portfolio A security plan
My group
1 2
project stop Security problems for bikes: project stop Good bike security habits:
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
• •
3
Moving your legs
This advice is very simple. Don’t move your
legs! If it’s not part of your presentation,
don’t dance, jump or hop.
• Put both feet on the floor.
• Point your toes forward.
• Bend your knees a little.
• Imagine your feet are stuck to the floor.
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154 Lesson 9

Follow instructions
The children can discuss the questions in their groups, then
Make a bike security plan
have each group share their thoughts with the class. Ask how
Be aware of body movements during a presentation
they knew that the class enjoyed their presentation. Discuss
Use problem-solving skills
with the class which security ideas they think are the best or
Present a security plan
most creative and vote for the best presentation.
Materials Continuous assessment

Discuss what the children have learned from their research and
✓ Teacher’s i-solutions presentations. If they have a bike, ask if they have changed their
habits. Elicit other things that can get stolen or damaged, and
Project stops 1-2-3 recap ask if these security measures could apply to those things too.
Review the three steps with the class and make sure all
groups have their security plans prepared. Read out Project
stop 1, and ask the groups to put up their hands to show they
have done it. Repeat with the other two stops.
Presentation tip
Ask the children to read the tips. Play the video once all the
way through. On the second viewing, pause after Danny’s
first presentation and elicit what he did wrong. Play Sophie’s
comments. Ask Why is it bad to move a lot in a presentation?
Play Danny’s second attempt and ask what Sophie tells Danny
to do. Play that section again and have the children do the same
as Danny. Play the video to the end. Ask what Sophie says not
to do. Recap other Presentation tips from Units 1 to 4.
Present
Give the children time to practise their presentation. Make sure
that everyone in the group gets to say something and that they
remember the Presentation tip. Make notes of the ideas that
were presented.
21st
CENTURY
SKILLS Problem solving
In the project, the children go through different steps of a
problem-solving process. They identify and define the
problems. They find a variety of possible solutions. They
consider the pros and cons of each, and they choose the
ones they think will be most effective and practical. Ask
the children if they usually follow similar steps when they are
trying to solve a problem.
Discuss the three questions with the class. Encourage
children to give details and concrete examples.
You can point out that sometimes asking for help is the
best solution to a problem. If children first think about the
problem and consider courses of action, they are still using
problem-solving skills, even if they then ask for help. If they
automatically ask for help without thinking about different
solutions they are not.
Lesson 9 155

5 Checkpoint
Unit 5 review
5
Checkpoint
1 Read and write the missing words.
Exam tip Reading and Writing Read the whole text first to understand what it is about.
Check your spelling when you finish.
A school trip to
an eco-friendly
home
Today we had a fun day at school! We went
on an excursion to an eco-friendly (1) … .
The family who live there showed us how
they have designed their house to help the
environment. They have solar panels on the
(2) … of the house to make electricity from
the sun. They also have a water butt they
use to collect rain water for the plants in the
garden. They don’t have a car in the (3) … ,
instead they have recycling bins in there
to recycle plastic, paper, metal and glass. The children
showed us their bedroom. They sleep under the roof, upstairs in the (4) … .
It was really interesting and we (5) … all asking lots of questions. The whole
time I (6) … thinking how cool it would be to live in a house like that!
2 Look at the pictures. Write about this story.
Exam tip Reading and Writing Read your story without looking at the pictures to see if it makes sense.
Make any corrections.
1 2 3
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5
Checkpoint rence
Language refe Lang
5 Let’s investigate! Unit 5

Mimi Tom Dad Mum Home
Past Continuous attic
balcony
I/He/She/It was eating a biscuit.
basement
You/We/They were talking to the teacher.
garage
I/He/She/It wasn’t walking to school.
gate
You/We/They weren’t playing in the park. hall
roof
We use the past continuous to describe an action that was in progress over a
shed
period of time in the past.
5
5
shelf
For the first two years of my life, my parents and I were living in my stairs
My language trip My life skills grandparents’ house.
When you called me, I was having dinner. Verbs
appear
Think: Evaluate your progress. My functional language and mediation skills Past Continuous questions disappear
Yes, I/he/she/it was. discover
11 I Ican
cantalk
talkabout
abouthouses
housesand
andhomes.
homes. 1 I can understand a video about looking Was I/he/she/it playing in the hall? follow
No, I/he/she/it wasn’t.
for a lost object. hurry
22 I Ican
candescribe
describepast
pastactions
actionsusing
usingthe
thePast
PastContinuous.
Continuous. Sandy Oliver Bella John Yes, you/we/they were.
2 I can talk about a lost object in English. Were you/we/they eating cake? investigate
No, you/we/they weren’t.
33 I Ican
canuse
useverbs
verbsabout
aboutinvestigating.
investigating. remember
2 Read
3 I can talk about key information fromthe story and complete the sentences. Where was I/he/she/it going? I/He/She/It was going upstairs.
solve
44 I Ican
canask
askquestions
questionsusing
usingthe
thePast
PastContinuous.
Continuous.
a poster or a sign. What were you/we/they eating? You/We/They were eating cake.
55 I Ican
canunderstand
understandaatext
textabout
aboutbeing
beingeco-friendly.
eco-friendly.
We use past continuous questions to ask about actions in progress at a specific time.
66 I Ican
canmake
makeaalabelled
labelleddiagram.
diagram. Total / 15
Harry was walking with his dog Jessie. Suddenly Jessie saw a cat and Where were you going when I saw you yesterday? We were going to my aunt’s house.
77 I Ican
canuse
usethe
theconnector
connectorso
soininaatext.
text. Were you walking there? No, we weren’t. We were going to get the bus.
My social and emotional skills she started barking loudly. The noise scared the cat and it started to run.
Jessie was pulling so hard on her lead that Harry couldn’t hold on and 1 Tick (✓) the sentences that are true for you. Correct the false ones.
Total 1 I know everyone has different strengths. Jessie escaped. The cat jumped onto a wall and disappeared. Jessie
/ 35
1 It was raining outside my house yesterday.
2 I know what my strengths are. followed it. Harry was calling for Jessie and searching around the
Observe: Look at your results. streets for a long time, but he couldn’t find her. He was crying and on 2 At eight o’clock this morning, I was sleeping.
3 I can identify other people’s strengths.
his way home to tell his parents when Jessie and the cat appeared in 3 When I arrived at school, my friends were playing a game.
front of him, running a bit more slowly now. Harry quickly grabbed
Total / 15
What do you need to improve? Jessie’s lead with both hands and held on tightly. The cat ran 2 Complete the dialogue. Use one word each time.
My 21 century skills
st away, and Jessie and Harry went home. Jenny: You missed the basketball match this morning, Oscar. (1) were you doing?
Reflect: Which learning tool helped you the most?
(2) you sleeping?
1 I know how to move my legs in a presentation.
Individualwork
work
2 I can find solutions to problems. Oscar: No, I (3) . I (4) going somewhere.
activities
3 I can talk about problem solving in English. Jenny: That sounds mysterious. (5) were you going?
Readingactivities
activities 1 Jessie was barking loudly because she .
Oscar: It’s not really, haha. I (6) visiting my grandad. He was a bit ill, but he’s better now.
Pair/groupwork
work 2 When the cat jumped
Total
onto the wall, Jessie .
/ 15 We (7) eating biscuits and (8) hot chocolate!
Videos Digital
Digitalactivities
activities 3 Harry searched for Jessie but .
Other Unit 4
total / 80crying when Jessie and the cat
Harry was in front of him.
12
12 13
13 92 Language reference: Grammar and vocabulary
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156 Unit review

Unit review 5
A2 Flyers Reading and Writing parts 6 and 7
will help them to understand how they learn and where
Materials they might need some help.
✓ Teacher’s Resources Unit 5 well and what they need to improve. Deciding which tools
Warmer learning style.
Divide the children into three or four groups. Display the unit Next, they assess their functional language and mediation
word cards and give the children a minute to look at them. skills, social and emotional skills and 21st century skills.
Remove the words and have the children list as many words The children add up their total, then turn to the language
as they can remember. Count up the totals and ask a volunteer and skills map on pages 2-3 to see which sticker (if any) they
from each group to read their group’s list. should place. They place the sticker on the map for this unit.
1 Read and write the missing words. My Passport pages 12-13

In this activity, children need to find the correct word to complete
the gaps in the text. Ask the children to read the Exam tip. Point Final evaluation
out that there might also be some context clues in the picture. Prepare a team quiz about the unit. Get the children into three
When the children have written their answers, they can then or four teams and award points for correct answers. They can
check their answers with a partner before checking as a class. have their books to refer to or play from memory.
Answers Example questions: Write three things you can keep on a shelf.
1 house/home 2 roof 3 garage 4 attic 5 were 6 was This is where you can keep a car. What were you doing fifteen
2 Look at the pictures. Write about this story. minutes ago? In the story, where were Sarah and Tom playing?
What was making the noise? What can you say if you can’t
In this activity, children write a short story based on three find your jacket? Write a sentence with ‘followed’. What does a
pictures. Encourage them to look at the pictures carefully before detective search for? Name three things an eco-friendly house
they start writing, and to think of details they can include. Read can have. We use this to collect rain water.
the Exam tip together and remind them to read what they have
written without the picture after they have finished. The children
could also read their story to a classmate to check that it makes
sense.

FF the unit and find four new verbs they have
learned and write a sentence with each one.
Unit 5 Test
Unit review 157

5 Transcripts
Student's Book audio transcripts 2.6 Read and order the words. Listen and check.
Hannah: Hi, my name is Detective Hannah! I’m going to
2.1 Listen and match. investigate the mystery of the missing cake by looking for clues!
1 I love our house! I can show you around. There’s a gate at the Can you help me to find the answers and solve the mystery? I
end of my garden. have to hurry!
2 Mum and Dad keep the car in the garage. So, the cake disappeared from the kitchen at 3 o’clock. Our cat
3 And we have a shed in the garden. suddenly appeared in the kitchen just before 3 o’clock. But I
4 Let’s go inside the house! This is the hall. don’t think it’s her, because cats don’t like chocolate!
5 These are the stairs. You go upstairs to get to my bedroom. I’m going to search for clues in the kitchen. Oh, look! There’s
6 And you go downstairs to get to the basement. It’s under the some chocolate cake on the floor. I can follow the chocolate
house. cake all the way to the hall. I must remember that clue because
7 We have a balcony upstairs. In summer, I like to sit outside and it might be important.
read there. Now, I’m going to talk to everyone who was in the house at
8 I keep my books on the shelf. 3 o’clock. I’m going to discover the truth!
9 We have an attic at the top of the house.
10 The attic is under the roof, on top of our house. 2.7 Listen and read. Can you solve the mystery of
the missing cake?
2.2 Listen and read. Who do you think ate the cake? See Student’s Book page 53, Activity 5
2.8 Read and listen. Match the eco-friendly
2.3 Read and listen. What’s in the attic? features to the pictures.

2.5 Look and choose. Listen and check.

Boy: I’m reading a book about two funny detectives, Detective
Dina and Detective Dave. It’s called The mystery of the missing
painting.
1 Detective Dina and Detective Dave were investigating the
mystery.
2 They were searching for clues.
3 Suddenly Detective Dina discovered a secret door!
4 Detective Dave disappeared through the door.
5 Detective Dave saw a robber! He had the missing painting in
his bag! Detective Dave followed him!
6 Detective Dave ran after the robber. He had to hurry!
7 Suddenly Detective Dave remembered the secret door!
8 Detective Dina appeared through the door and caught the
robber!
9 Together Detective Dina and Detective Dave solved the
mystery of the missing painting!

Transcripts 5
Student's Book video transcripts Page 55 Virtual tour – Homes in Wales
Boy: Hello! I’m David and I’m from a little village in Wales called
Page 48 All aboard! Llandeilo.
In today's virtual tour, we're going to take a look at homes in Wales.
Sophie: Hey everyone. I’m so tired! I had a crazy day yesterday. This is my village, and that’s my house - the pink one!
My neighbour lost his cat and we couldn’t find it anywhere. Many Welsh people live in traditional cottages like this one. The
I was washing the dishes in the kitchen. And I saw my neighbour walls are made of old stone and the roof is thatched.
through the window. He was looking for his cat. A lot of people in bigger cities like Cardiff, the capital, live in
We went to his house, but the cat wasn’t playing in the hall. It more modern homes.
wasn’t playing in the garage. It wasn’t sleeping in the attic. Or on There are also eco-friendly homes in Wales. Look at the solar
the balcony. Or near the gate. And it wasn’t sleeping on the stairs. panels on the roof of this house!
We were looking down in the basement. We were even looking This house is called Malator. It’s an ‘earth house’. From the
in the shed, and on its favourite shelf. Then we found the cat. It outside, all you can see is earth and windows!
was sitting on the roof! Look at this eco-friendly home. This man was living in London,
It's good we found it. My neighbour was very worried. Have you and he decided he wanted a more relaxed life. So, he built a
ever lost something important to you? house in a forest in south Wales from the materials around it. It’s
very simple, but it makes its own electricity and gets fresh water
Page 51 Functional language from a little river nearby. Isn’t that cool?
Danny: Hi Ed, are you ready to go? These houses in the seaside village of Portmeirion look like
Ed: Nearly. I’ve got my bag and coat. But I can’t find my houses in a village in Italy!
skateboard anywhere and we’ve got skateboarding club today. Can you imagine living in this house? It’s called Quay House, it’s
Mum! in Conwy and it’s the smallest house in Great Britain!
Mum: Yes? Are you OK, Ed?
Ed: Yeah. Have you seen my skateboard? Page 56 Presentation tip – Moving your legs
Mum: Umm, I don’t think so. Have you looked in your bedroom? Sophie: Hey there! Today, our presentation tip is about moving
Ed: Yes, I’ve looked everywhere. your legs. This advice is very simple. Don’t move your legs! It
Mum: OK, let’s think. Where did you last see it? really distracts your audience. Danny, show us what not to do.
Ed: Umm. I think it was on the balcony. But it’s not there now. Danny: Remember to keep your bicycle in a basement, garage
Mum: OK, oh! Hang on, I think I saw it in the garage somewhere. or shed. Or keep your bicycle in front of a window so you can
Ed: Pardon? see it from your house.
Mum: I think it’s in the garage. Your father was using it yesterday Sophie: Danny was moving a lot. He was distracting his
afternoon. audience, and he wasn’t focusing on his presentation. Let’s try
Ed: What do you mean, Mum? something… put both feet on the floor. Point your toes forward.
Mum: Well, he saw how much fun you’re having, and I guess he Bend your knees a little. Now, imagine your feet are stuck to the
wanted to try it himself. floor. Great! Just remember, don’t walk around too much, don’t
Ed: I’d like to see that! stand on one leg, and if it’s not part of your presentation, don’t
Mum: Well, listen, I’ll go and see if it’s there. dance, jump or hop! Simple, right? Good luck!
Mum: I’ve found it! Here it is!
Ed: Thanks, Mum!
Danny: Got your skateboard then? Ready now?
Ed: Yes, got it. Hey, let’s skate to school so we’re not late.

Danny: Hey there! What were you doing last night? I was
watching a film with a friend. It was about a stolen laptop and
there was a detective investigating the mystery. But I couldn’t
concentrate because my friend asked so many questions!
He asked ‘Where was the detective going?’ I said he was going
to investigate the mystery. Then, ‘Who was he following?'
He asked so many questions! Were they escaping? Was he
hurrying to catch them? Was he searching for clues? Was he
discovering new information? Why are the clues appearing and
disappearing? Why isn’t he solving the mystery?
I couldn’t remember the story! And then my friend fell asleep
before the end! I’m not watching a film with him again!
What about you? Do you like investigating?

5 Activity Book

1 Thomas 2 Sarah 1
Page 44 3 Sarah 4 Thomas 1 Be an eco-eater
1 4 Child’s own answers 2 Eco-friendly electronics
a roof 3 Turn off the tap!
b gate Page 47 4 Think before you write!
c shelf 1 2
d shed 1 a – anywhere 1 You can produce more waste by eating
e stairs 2 b – everywhere local food; less
f hall 3 c – Where 2 You should recycle or turn off your old
g balcony 4 c – saw phone; donate
h garage 5 b – see 3 Each person in the UK uses around 200
i attic 6 a – Here pieces of paper per year; kilograms
j basement
4 Showers use about 50 litres of water
2 per wash; Washing machines
2 1b 4f 7a
1 basement 5 You should check the washing machine
2g 5d 8i isn’t full before you turn it on; is
2 shed 3e 6h 9c
3 gate
Page 51
4 balcony 3 where often write school
5 roof castle hour wrong Viewing
6 attic 1
7 garage Page 48 1 The roof
8 hall 2 More modern homes
9 stairs 1
3 A little river nearby
10 Child’s own answers 1 disappeared
4 They look like houses in a village in Italy.
2 searched
Page 45 3 investigate
4 hurry Writing
3 Circled: 5 remembered 1
- The man painting the shed 6 appeared 1b 2c 3a
- Two girls playing with the dog 7 Follow 2 Child’s own answers
- The cat on the balcony 8 solve
- The woman walking down the stairs 9 discovered Page 52
- People carrying boxes into the garage Project Portfolio Child’s own project
2
4 1 discovered Page 53
2 People were carrying boxes. 2 disappeared
3 A woman was shouting ‘Bobby! Where 1
3 investigate; solve Mimi – cat in the tree
are you?’ 4 remember
4 The children weren´t flying a kite. Tom – cat on the garage roof
Oliver – boy standing on the balcony
5 They were playing with a dog. Page 49
holding a fish
5 behind the tree 3 Dad – man coming out of the shed
Sophie c carrying a ladder
Page 46 Ed b Mum – woman standing under the tree
1 Hannah e holding a mouse
1 mystery Danny a Sandy – girl sitting at the table talking on
2 brave the phone
3 solve
4
1 What was Ed doing 2
4 investigate
2 No, she wasn’t. 1 saw a cat
5 jokes
3 No, they weren’t. 2 followed it
2 4 She was having dinner. 3 he couldn’t find her
1 telling jokes 5 What were Danny and his friend doing? 4 appeared
2 the attic
3 he was scared
4 broken pot
5 fell off a shelf
6 the mystery

Activity Book 5
Audio transcripts 25 Read and listen. Write the correct heading for
each paragraph.
22 Listen. Circle five mistakes in the picture. See Activity Book page 50, Activity 1
Our new neighbours moved in yesterday. I was watching from
the balcony. A big lorry arrived with all the furniture, and people 26 Listen and draw lines.
were carrying boxes into the shed. A man was painting the
garage door. A cat was sleeping on the roof of the shed. A Woman: Is this a picture of your house, Bill?
woman was walking up the stairs to the attic. She was calling Boy: Yes, it is! It’s when everyone was trying to catch our cat
‘Bobby! Where are you!’ But I don’t know what Bobby was Mimi.
doing. I couldn’t see him anywhere. A boy was playing with a Woman: Was Mimi on the garage roof?
dog in the garden. Maybe he was Bobby’s brother … Boy: On the garage roof? No, that’s Tom. Tom’s our other cat.
Mimi was in the tree. She couldn’t get down!
Woman: Oh yes! I can see her in the tree. What were you doing?
23 Listen and repeat. Circle the silent letters. Boy: I was on the balcony with my brother Oliver. I was calling
See Activity Book page 47, Activity 3 her name and Oliver was holding a fish for Mimi, but she wasn’t
interested.
24 What were they doing last night? Listen and Woman: Where was your dad?
write a letter. Boy: That’s my dad. He was in the shed, getting a ladder.
Woman: Oh yes, I can see him carrying the ladder. It looks
Danny: Ed, did you watch the latest episode of that TV mystery heavy. What was your mum doing?
programme last night? Boy: She was standing under the tree. She was shouting and
Ed: No, I couldn’t watch it. It started at 8 o’clock and I was still waving Mimi’s favourite toy mouse, but she wasn’t interested in
doing my homework then. that either.
Danny: What about you, Sophie? Were you doing your Woman: Is that your sister Sandy?
homework too? Boy: Yes, Sandy was talking on the phone.
Sophie: No, I wasn’t. I was reading a book. Well, I was trying to Woman: Was she phoning the fire brigade?
read, but my brother’s friends were making such a noise in the Boy: No, she was just talking to her friends. She wasn’t helping!
living room! Woman: How did you get Mimi down?
Danny: What were they doing? Were they watching something? Boy: When it was dinner time, she climbed down the tree by
Sophie: No, they weren’t. They were playing a video game. Did herself and went to the kitchen!
you watch it, Hannah?
Hannah: I couldn’t watch it, because I was having dinner. It was
my mum’s birthday, and we went out to a restaurant! Anyway
what happened in the last episode, Danny?
Danny: I don’t know. I was at the sports centre. My friend
and I were playing table tennis. I wanted you to tell me what
happened!

6 How we move
Overview
Language objectives
• Learn adverbs: badly, beautifully, fast, happily, hard, • Use adverbs of manner • Describing how we do things
noisily, peacefully, quietly, slowly, well • Use Comparative and Superlative • Comparing how things move
• Learn animals: cheetah, eagle, kangaroo, mole, adverbs
peacock, platypus, polar bear, sloth, swan, tortoise
Learning situation
Recycled grammar asking for and giving directions
Recycled vocabulary adjectives, Comparative and Superlative
adjectives, animals adjectives
Skills objectives
Speaking Listening
• Talk about how they do sports • Hear key language in context
• Give directions in a guided pair work activity • Match spoken language to images
• Solve animal riddles • Listen to and follow a dialogue
• Say what animals can do • Follow the narrative of a story
• Compare animals using adverbs of manner • Listen to and follow a text
• Talk about animal homes and habitats
• Discuss information from the video Viewing
• Present wellness ideas
• Learn about animals in New Zealand
Reading • Learn to use one’s voice effectively in a presentation
• Read and comprehend a dialogue
• Cross-curricular link: Science • Write about how they do sports
• Write how they do things compared to other people
• Write a fact file

• All aboard! The children can use regular and irregular
adverbs of manner in statements and ask and answer
Social and emotional skills questions that include them.
The children identify and reflect on the value of
perseverance. • Language Bridge The children can understand the story,
identify cognates, discuss why it’s important to keep trying,
and also follow a video, identify key phrases and then use
Pronunciation them to ask for and give directions and pronounce different
pronunciation The children hear and pronounce different ea sounds. ea sounds.
• Fasten your seatbelt! The children can understand and
Mediation use animal words and Comparative and Superlative forms of
The children explain data and summarise adverbs.
and explain a text.
• Skills Station The children can talk about animal homes and
habitats, extract information from a video and write a fact file.
The children make a wellness leaflet. • Project The children can make a wellness leaflet and prepare
a presentation of their ideas, then peer and self-evaluate the
21st century skills presentations.
21st
CENTURY
SKILLS
Autonomy: The children understand the value of • Checkpoint The children can complete activities based on
self-managing emotions as well as knowing when A2 Flyers Reading and Writing and Speaking.
to ask for help.
162 Unit 6 overview

✓ Teacher’s Resources Unit 6 and Term 2 • Virtual tour Real-world video to develop viewing skills
✓ Lesson 2 – pencils and paper clips how to do a good presentation
✓ Lesson 5 – enough sheets of paper for groups of three
✓ Project stop 3 – paper for the leaflets, drawing See lesson notes for Flipped Learning dynamics.
and colouring materials

Linguistic competence Fully interactive teaching and learning materials

Lessons 1-9 organised into step-by-step lesson plans in the form
of learning paths including:

Lessons 1-9

and engineering
Lessons 5-8, Review
i-flashcards
Lessons 1, 2, 4, 5, 8, 9
Lessons 1-3, 6, 8, 9, Review Game Generator to create your own IWB games
Civic competence
Lessons 2, 4, 7-9 Full access to more than 100 Animated grammar
windows.
Lessons 3, 7, Review
Unit 6 overview 163

6 All aboard!
Lesson 1
6
6
How we move
5 Listen and read. Who is happy when her team scores a goal? 2.10
All aboard! 3
2 Sophie: Do you want to come to the sports centre with me?
1
All aboard! Hannah: That sounds fun! What sports can we do?
Sophie: We can go running.
Describe how we
Hannah: I love running! I run fast!
do things
Sophie: I run slowly! But we can also play tennis. I play tennis well.
Research
1 mindfulness
Hannah: I play tennis badly, but it’s still fun!
project stop activities Sophie: I love yoga because I like exercising quietly and relaxing peacefully.
6 Hannah: No, that’s boring! My favourite sport is football. My team always play well
4 and we celebrate noisily when we score a goal!
language Bridge 5
Sophie: It’s fun to try new activities. Let’s go to the sports centre after school!
Keep trying
Asking for and giving 6 Read again and complete.

directions
1 Hannah runs … , but Sophie runs … . 3 Sophie likes exercising … and relaxing … .
Fasten your seatbelt! 2 Hannah plays tennis … , but Sophie plays 4 Hannah likes playing football and celebrating … .
tennis … .
Compare how 8
things move
7
Grammar Way Adverbs of manner
2 Research breathing + ly l ➔ lly y ➔ ily irregular

project stop exercises
bad ➔ badly peaceful ➔ peacefully noisy ➔ noisily good ➔ well

skills station
7 Play a game.
Animal homes in
10 v
a forest instructions
v
9
Animals in f You need: 2 pencils and 2 paperclips.
New Zealand f Put a pencil and a paperclip in the centre
of each spinner.
A fact file
f Spin the paperclip to choose a verb.
f Spin the other paperclip to choose an adverb.
3 Make a wellness f Act out the action.
project stop leaflet
badly beautifully fast happily hard noisily f Your partner guesses.
peacefully quietly slowly well
project TerminAl 1 Watch the video. How do you do your favourite activity? Project stop 1
2 Listen and match. 2.9 A wellness leaflet
Present your You’re eating angrily!
wellness Some students in your school
leaflet 3 Talk about how you do sports. I play tennis noisily! are feeling stressed. In this
project, you’re going to make a
4 Mime and guess. wellness leaflet. 8 Write about how you do your favourite sports.
Checkpoint
Are you running fast? Find information about mindfulness I love running. I run fast! I play football well.
No, I’m not! activities.
58 Lesson 1 Adverbs Go to page 66 Adverbs of manner Lesson 2 59
6
6
How we move
3 Read and complete. Listen and check. 27
All aboard!
5
Do you want to learn a new skill?
1 Look and complete.
Join an after-school club!
fast peacefully quietly slowly well
1
You can do art,
art, play music, dance or even learn languages!
3
He acts Perhaps you play a musical instrument (1) . We can help
.
2 you get better. Just practise (2) , and you’ll improve really
She can run
. 4 (3) !
I can’t hear you.
You’re speaking too Do you want to speak another language really (4) , or learn
. to dance (5) ? Come along! There are also mindfulness

He walks
ing classes where you sit (6) , and learn to breathe
. The baby’s sleep
. (7) .
6
Does any of this sound interesting? Come along to the hall after school on Friday!
badly beautifully happily hard noisily 10
4 Find two sentences to describe each picture.
She bakes 8 1 2 3 4
.
She’s working
7 9
.
He’s hitting the ball
. a He’s cycling very fast. e He should go slowly.

b They’ve practised hard. f He hasn’t painted it well.
He’s smiling They are painting
c They’re playing noisily. g They should play quietly.
.
. d They’re dancing beautifully. h He’s done it badly.
5 Write sentences about the way you do things.

2 Which words in Activity 2 can you use to talk about how… ?
1 someone plays the piano
2 someone plays tennis I read quietly. I fast. I well.
3 someone eats soup

I beautifully. I badly.
4 someone draws a picture
54 Lesson 1 Adverbs Language reference page 93 Adverbs of manner Lesson 2 55

164 Lesson 1

Lesson 1 Objectives Initial evaluation
Learn adverbs of manner flashcards and elicit the adverbs they show. Ask questions
See and hear key language in context about the flashcards. The children answer Yes, (he) is or No,
Match spoken language to images (she) isn’t. When the answer is negative, elicit a sentence with
Talk about how they do sports the correct adverb.
Materials
✓ Digital Flashcards Level 3 Unit 7

They make a list of all the activities in the video.
Warmer
Ask the children to name as many sports as they can. Review
sports from Level 3 Unit 7 (badminton, basketball, cycling,
gymnastics, hockey, rugby, skateboarding, table tennis and
volleyball). Show the Level 3 Unit 7 flashcards and elicit the
sport or define or mime one for the children to guess. Discuss
which sports the children play and the sports they watch. Ask:
Which sports do you play best? Can you name famous players
of any of the sports?
1 Watch the video. How do you do your favourite

activity?
Watch the video all the way through. Watch a second time,
pausing on each scene for children to name the activity and say
the adverb. Ask the children Do you (study) (quietly)? Where the
answer is no, encourage them to give a different adverb.
Ask the children to look at the pictures. Elicit the action shown
in each one. Have the children suggest in pairs which pictures
could go with which words in the wordpool. Play the audio,
pausing to check answers. You could ask a question for each
picture, for example for picture 1: Is she walking slowly? Call out
the adverbs randomly and ask volunteers to say a sentence
about one of the pictures.
Answers
1 fast 2 slowly 3 badly 4 well 5 quietly 6 noisily
7 beautifully 8 hard 9 happily 10 peacefully
3 Talk about how you do sports.

Call out different sports and elicit sentences using different
adverbs, making different children speak. The children can then
continue to talk about how they do sports with a partner.
4 Mime and guess.

When the children have read the model speech bubbles, get
them into pairs. They take turns to mime doing a sport in a
certain way while their partner guesses it by asking questions.
Lesson 1 165

6 All aboard!
Lesson 2
6
6
How we move
5 Listen and read. Who is happy when her team scores a goal? 2.10
All aboard! 3
2 Sophie: Do you want to come to the sports centre with me?
1
All aboard! Hannah: That sounds fun! What sports can we do?
Sophie: We can go running.
Describe how we
Hannah: I love running! I run fast!
do things
Sophie: I run slowly! But we can also play tennis. I play tennis well.
Research
1 mindfulness
Hannah: I play tennis badly, but it’s still fun!
project stop activities Sophie: I love yoga because I like exercising quietly and relaxing peacefully.
6 Hannah: No, that’s boring! My favourite sport is football. My team always play well
4 and we celebrate noisily when we score a goal!
language Bridge 5
Sophie: It’s fun to try new activities. Let’s go to the sports centre after school!
Keep trying
Asking for and giving 6 Read again and complete.

directions
1 Hannah runs … , but Sophie runs … . 3 Sophie likes exercising … and relaxing … .
Fasten your seatbelt! 2 Hannah plays tennis … , but Sophie plays 4 Hannah likes playing football and celebrating … .
tennis … .
Compare how 8
things move
7
Grammar Way Adverbs of manner
2 Research breathing + ly l ➔ lly y ➔ ily irregular

project stop exercises
bad ➔ badly peaceful ➔ peacefully noisy ➔ noisily good ➔ well

skills station
7 Play a game.
Animal homes in
10 v
a forest instructions
v
9
Animals in f You need: 2 pencils and 2 paperclips.
New Zealand f Put a pencil and a paperclip in the centre
of each spinner.
A fact file
f Spin the paperclip to choose a verb.
f Spin the other paperclip to choose an adverb.
3 Make a wellness f Act out the action.
project stop leaflet
badly beautifully fast happily hard noisily f Your partner guesses.
peacefully quietly slowly well
project TerminAl 1 Watch the video. How do you do your favourite activity? Project stop 1
2 Listen and match. 2.9 A wellness leaflet
Present your You’re eating angrily!
wellness Some students in your school
leaflet 3 Talk about how you do sports. I play tennis noisily! are feeling stressed. In this
project, you’re going to make a
4 Mime and guess. wellness leaflet. 8 Write about how you do your favourite sports.
Checkpoint
Are you running fast? Find information about mindfulness I love running. I run fast! I play football well.
No, I’m not! activities.
58 Lesson 1 Adverbs Go to page 66 Adverbs of manner Lesson 2 59
6
6
How we move
3 Read and complete. Listen and check. 27
All aboard!
5
Do you want to learn a new skill?
Join an after-school club!
fast peacefully quietly slowly well
1
You can do art,
art, play music, dance or even learn languages!
3
He acts Perhaps you play a musical instrument (1) . We can help
.
2 you get better. Just practise (2) , and you’ll improve really
She can run
. 4 (3) !
I can’t hear you.
You’re speaking too Do you want to speak another language really (4) , or learn
. to dance (5) ? Come along! There are also mindfulness

He walks
ing classes where you sit (6) , and learn to breathe
. The baby’s sleep
. (7) .
6
Does any of this sound interesting? Come along to the hall after school on Friday!
badly beautifully happily hard noisily 10
4 Find two sentences to describe each picture.
She bakes 8 1 2 3 4
.
She’s working
7 9
.
He’s hitting the ball
. a He’s cycling very fast. e He should go slowly.

b They’ve practised hard. f He hasn’t painted it well.
He’s smiling They are painting
c They’re playing noisily. g They should play quietly.
.
. d They’re dancing beautifully. h He’s done it badly.
5 Write sentences about the way you do things.

2 Which words in Activity 2 can you use to talk about how… ?
1 someone plays the piano
2 someone plays tennis I read quietly. I fast. I well.
3 someone eats soup

I beautifully. I badly.
4 someone draws a picture
54 Lesson 1 Adverbs Language reference page 93 Adverbs of manner Lesson 2 55

166 Lesson 2

Lesson 2 Objectives 7 Play a game.
Ask the children to read the instructions and check that they
Listen to and follow a dialogue understand how to make the spinner.
Read and comprehend a dialogue
Use regular and irregular adverbs of manner Point out the new adverbs on the spinner and check meaning.
Write about how they do sports Each child should spin the paperclip on their own books,
and shouldn’t let their partner see where their spinner lands.
The children take it in turns to spin, mime and guess.
Materials
✓ Teacher’s i-solutions 8 Write about how you do your favourite sports.
✓ Student’s Book audio The children should write at least four sentences about the
✓ Digital Flashcards Unit 6 sports. Encourage them to use a different adverb for each
✓ two pencils and two paper clips per child sentence, and to think about how they are spelled as they write.
Warmer
Display the Lesson 1 flashcards and recap the adverbs they
show. Say an adverb and ask the children to think of something
FF Fast finishers The children write about how they
speak English, play the piano and sing.
they do in that way. Elicit sentences from several children and

then move on to a different adverb. They could also talk about a Project stop 1
different person.
Give the children time to read the information and ask them
5 Listen and read. Who is happy when her team what they understand about wellness and mindfulness. Ask
the children if they sometimes feel stressed, what about and
scores a goal? 2.10
what they do about it. Elicit any mindfulness activities that
Play the audio while the children read the text. Elicit the answer the children already know. Turn to page 66 for more details
to the question. Ask the children what they do when their team about the project and organise the class into groups. The
scores a goal. Play the audio again and ask the children to children can use the internet or other sources to research
focus on the words in blue. Elicit what the words tell us (how mindfulness activities. They complete the Project stop 1
someone does something). The children can practise reading section of their Project Portfolio.
the dialogue in pairs.
Answer
Hannah
6 Read again and complete. Play Noughts and crosses. Divide the class into 2 teams, one
The children complete the sentences using the adverbs from the noughts and the other crosses. Draw two 3x3 grids on the board.
dialogue, either individually or with a partner. Invite volunteers Write or show an adjective (one which can be transformed into
to read out their sentences to check. adverbs of manner) to the first team. A child from the noughts
team comes to the front and writes the adverb form and another
Answers child in the team says a sentence. If the spelling is correct and
1 fast; slowly 2 badly; well 3 quietly; peacefully 4 noisily the sentence meaningful, they write a 0 in the grid. The second
Grammar Way
team does the same, writing a X in the grid. Continue until
one team has three in a row. Play several times with different
adjectives, and alternating which team goes first.
Have the children read the grammar table. Remind them
that adverbs of manner describe how someone does
something. Point out that many adverbs are made by
adding -ly to an adjective, but that there are some spelling
changes, and some are irregular. Ask volunteers to find
another adverb from the dialogue or from Lesson 1 that
has the same spelling pattern as each of the four adverbs
in the table.

Lesson 2 167

6 Language Bridge
Lesson 3
Languag 6
Emotions and values
THE TORTOISE AND THE HARE ASKING FOR AND GIVING DIRECTIONS
1 Do you know any stories about animals? 1 Discuss with a classmate.
2 Do you know this story?
1 When did you last need help to find a place?
language? Make a list and share. 2 Did you ask for directions?

Once, there was a hare who liked to run and show off. Her After school, Hannah and Sophie
friend was a tortoise. decide to go to the sports centre to get
‘I can run very fast!’ said the hare. ‘Nobody can run faster information about the activities. They
than me!’ don’t know where things are, so they
ask a person for directions.
‘Let’s have a race,’ said the tortoise.
‘Ha ha!’ said the hare. ‘I can beat you easily!’ 1 What do they want to do?
2 Why do they speak to the woman?
So, the two friends had a race. The hare ran fast and the
tortoise walked slowly. Soon, the hare was a long way
ahead. But the tortoise didn’t give up. He kept 4 Guess what place they’re trying to find.
walking.
WATCH
After a few minutes, the hare said to herself,
‘I have time to eat my breakfast and rest. I can 3 What two places do the children get directions to?
easily beat the slow tortoise!’
So, she ate some bread and fruit, then lay down
4 Watch again. Number the phrases in the order you hear them.
and went to sleep.
a Go past the tennis courts. c Turn right after the stairs.
b Where’s reception, please?
Two hours passed. The hare slept peacefully.
The tortoise walked slowly but he didn’t stop.
e Excuse me. f It’s next to the café. g It’s just opposite.
He kept trying. He walked past the hare very, d It’s just over there by the door.
very quietly and he smiled when he saw the
finish line. Suddenly, the hare woke up, but it
was too late. She couldn’t win now! AFTER YOU WATCH
‘I ran fast, but I came last,’ said the hare quietly. 5 Answer the questions.
‘I can’t run, but I won!’ said the tortoise happily. 1 Where is the information about the activities? 3 Where do Hannah and Sophie have to go first?
2 How long does it take to walk there? 4 Where’s the reception?
AFTER YOU READ 4 Discuss with a classmate. 6 Give directions to guess places in your school.
3 Complete with tortoise or hare. 1 What does the tortoise do even though Go out of this classroom and go
he’s losing the race? along the corridor. Turn left. Go down
1 The … suggests a race.
2 Why does the hare think she can rest? the stairs. It’s opposite the main door.
2 The … is ahead at the start of the race. ON
3 Why is it important to keep trying? Communication
3 The … goes to sleep in the middle of
the race. ‘The hare eats her bread and the tortoise It’s the toilet! Student A: Go to page 94
goes ahead!’ says the teacher. THE
WAY
4 The … is ahead at the end of the race. Student B: Go to page 98
pronunciation
Activity Book page 57 2.12
60 Lesson 3 Vocabulary and grammar in context Social and emotional skills: keep trying Learning situation: registering at a sports centre Lesson 4 61
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Languag 6
Emotions and values
The Tortoise and the Hare Asking for and giving directions
1 Read the story in your Student’s Book. Replace the underlined words 1 Watch the video. Circle.
with phrases from the box.
1 Can you tell us the street / way 5 Go opposite / past the tennis courts.
competition continued end of the race in front stop trying win to the main sports hall?
left.
6 The main sports hall is along / on your
2 Go along / over this corridor.
1 Let’s have a race.
7 It’s just along / opposite.
3 Then walk / turn right after the
2 I can beat you easily! stairs.
8 It’s just over / turn there by the door.
3 Soon, the hare was a long way ahead. 4 Go along / through the door.
4 But the tortoise didn’t give up.

2 Complete the dialogue using the pictures.
5 He kept walking.
You are shopping in town. A tourist asks you for directions to the museum.
6 The tortoise saw the finish line.
Tourist: Excuse me! Can you tell me the way to the museum, please?
You: Yes, of course!
a The tortoise walked past the hare.
1 2 3 4
b The tortoise won the race. e The hare ate and went to sleep.
c The tortoise suggested a race. f The hare woke up.
d The hare thought she could win. g The hare was ahead of the tortoise. Go along this street. Then (1) the park.
3 Look and answer. Write two words. (2) the post office. Then (3) .
The museum is on the left; it’s just (4) the restaurant.

embarrassed disappointed happy proud surprised
Tourist: Got it! Thanks!
1 How does the tortoise feel when he beats the hare?

3 Listen and repeat. Classify the words in the table. 28 pronunciation
2 How does the hare feel when the tortoise beats her?
The weather is hot, so wear suncream at the beach!
4 A friend is finding a task difficult. What can you say? Tick (✓). Let’s work as a team and get breakfast ready.
1 You can do it! 3 Don’t do it. 5 It’s hard, but don’t give up. ea sound as in eat
2 It’s too difficult to do. 4 Keep trying. 6 It’s hard. Don’t waste your time. ea sound as in bread
56 Lesson 3 Story comprehension Social and emotional skills: keep trying Learning situation: helping a tourist Pronunciation: ea sounds Lesson 4 57

168 Lesson 3

Understand the unit language in context Keep trying
Read and show comprehension of a story Perseverance is a very important skill. Children need to
Follow the narrative of a story keep trying in the face of challenges, and not give up as
Understand why it’s important to keep trying soon as they encounter something that is difficult. Remind
Hear and pronounce different ea sounds the children of their answers to Activity 4, and ask them
what happens when we don’t give up and we keep trying.
Materials You could set up several different team tasks, for example
throwing a scrunched up bit of paper into a bin, saying the
alphabet backwards or patting their heads while rubbing
✓ Student’s Book audio their stomachs, and have all the members of the team try
to do them all. Remind them to encourage their teammates,
Warmer and ask them if they were eventually able to do the tasks by
Ask the children what sports they do and if they play for fun not giving up and how it felt.
or if they are competitive and like to win. Write win on the board,
point out its irregular past form won and elicit other things you Pronunciation 2.12
can win, for example, a prize, a medal, a trophy or the lottery.
Get the children to read the sentence and play the audio. Ask
Encourage the children to think of a time when they won
them which ea sounds are the same (eats and teacher, bread
something and to tell the class.
and ahead). Ask them to find more ea words in the story (beat,
easily and peacefully) and which sound they have. Give the
1 BEFORE YOU READ Answer the questions.
children time to practise saying the sentence.
Ask the children to discuss the questions in pairs and then elicit
answers from individuals. Encourage the children to say what
they know about the story.
pronun ciation
2 READ Read and listen. 2.11 Play the audio several times and have the children repeat
each sentence. Have them classify the words in bold.
Play the audio as the children read the story several times.
Point out the verbs win and beat and explain that you win Write eat and bread on the board. Put the children in pairs
something but you beat your opponent(s), for example other and give definitions for ea words for them to guess
runners in a race. Give the children a few minutes to read the (e.g. clean, dream, each, feather, head, heavy, leaf, leaflet,
text individually and ask them to find the exact words that the read) and write under the correct header. Invite volunteers
hare said and that the tortoise said. Put them in groups of three to write the words on the board to check.
and have one child play the tortoise, another child the hare
and the third the narrator.
FF
Fast finishers The children write two sentences
Which words look similar in your language? that contain the two different ea sounds. They
Make a list and share. can read them to another fast finisher.
As a learning strategy, it is important for children to build
mental bridges between their language and the one they
are learning. The children list words from the story which are Continuous assessment
similar to their language. Review the lists as a class. Ask the children to close their books. Read the story again,
but make mistakes as you do. The children need to put up their
AFTER YOU READ hand as soon as they hear a mistake. Invite volunteers to say
what the mistake was and correct it. For example: Once there
3 Complete with tortoise or hare. was a tortoise who liked to run and show off. His friend was a
The children do the activity individually or in pairs. Check tortoise. ‘I can run very quietly!’ said the hare.
answers as a class.
Answers
1 tortoise 2 hare 3 hare 4 tortoise

Ask the children to discuss the first two questions with a
partner and then share their ideas with the class. Before the
children discuss the final question, teach them give up as the
opposite of keep trying and ask them to think of situations
when people either give up or keep trying and encourage them
to think of personal examples. Elicit a list.
Answers
1 He doesn't give up and keeps walking. 2 Because she thinks
she can easily beat the slow tortoise. 3 Child’s own answer
Lesson 3 169

6 Language Bridge
Lesson 4
Languag 6
Emotions and values
THE TORTOISE AND THE HARE ASKING FOR AND GIVING DIRECTIONS
1 Do you know any stories about animals? 1 Discuss with a classmate.
2 Do you know this story?
1 When did you last need help to find a place?
language? Make a list and share. 2 Did you ask for directions?

Once, there was a hare who liked to run and show off. Her After school, Hannah and Sophie
friend was a tortoise. decide to go to the sports centre to get
‘I can run very fast!’ said the hare. ‘Nobody can run faster information about the activities. They
than me!’ don’t know where things are, so they
ask a person for directions.
‘Let’s have a race,’ said the tortoise.
‘Ha ha!’ said the hare. ‘I can beat you easily!’ 1 What do they want to do?
2 Why do they speak to the woman?
So, the two friends had a race. The hare ran fast and the
tortoise walked slowly. Soon, the hare was a long way
ahead. But the tortoise didn’t give up. He kept 4 Guess what place they’re trying to find.
walking.
WATCH
After a few minutes, the hare said to herself,
‘I have time to eat my breakfast and rest. I can 3 What two places do the children get directions to?
easily beat the slow tortoise!’
So, she ate some bread and fruit, then lay down
4 Watch again. Number the phrases in the order you hear them.
and went to sleep.
a Go past the tennis courts. c Turn right after the stairs.
b Where’s reception, please?
Two hours passed. The hare slept peacefully.
The tortoise walked slowly but he didn’t stop.
e Excuse me. f It’s next to the café. g It’s just opposite.
He kept trying. He walked past the hare very, d It’s just over there by the door.
very quietly and he smiled when he saw the
finish line. Suddenly, the hare woke up, but it
was too late. She couldn’t win now! AFTER YOU WATCH
‘I ran fast, but I came last,’ said the hare quietly. 5 Answer the questions.
‘I can’t run, but I won!’ said the tortoise happily. 1 Where is the information about the activities? 3 Where do Hannah and Sophie have to go first?
2 How long does it take to walk there? 4 Where’s the reception?
MEDIATION
AFTER YOU READ 4 Discuss with a classmate. 6 Give directions to guess places in your school.
3 Complete with tortoise or hare. 1 What does the tortoise do even though Go out of this classroom and go
he’s losing the race? along the corridor. Turn left. Go down
1 The … suggests a race.
2 Why does the hare think she can rest? the stairs. It’s opposite the main door.
2 The … is ahead at the start of the race. ON
3 Why is it important to keep trying? Communication
3 The … goes to sleep in the middle of
the race. ‘The hare eats her bread and the tortoise It’s the toilet! Student A: Go to page 94
goes ahead!’ says the teacher. THE
WAY
4 The … is ahead at the end of the race. Student B: Go to page 98
pronunciation
60 Lesson 3 Vocabulary and grammar in context Social and emotional skills: keep trying Learning situation: registering at a sports centre Lesson 4 61
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Languag 6
Emotions and values
The Tortoise and the Hare Asking for and giving directions
1 Read the story in your Student’s Book. Replace the underlined words 1 Watch the video. Circle.
with phrases from the box.
1 Can you tell us the street / way 5 Go opposite / past the tennis courts.
competition continued end of the race in front stop trying win to the main sports hall?
left.
6 The main sports hall is along / on your
2 Go along / over this corridor.
1 Let’s have a race.
7 It’s just along / opposite.
3 Then walk / turn right after the
2 I can beat you easily! stairs.
8 It’s just over / turn there by the door.
3 Soon, the hare was a long way ahead. 4 Go along / through the door.
4 But the tortoise didn’t give up.

2 Complete the dialogue using the pictures.
5 He kept walking.
You are shopping in town. A tourist asks you for directions to the museum.
6 The tortoise saw the finish line.
Tourist: Excuse me! Can you tell me the way to the museum, please?
You: Yes, of course!
a The tortoise walked past the hare.
1 2 3 4
b The tortoise won the race. e The hare ate and went to sleep.
c The tortoise suggested a race. f The hare woke up.
d The hare thought she could win. g The hare was ahead of the tortoise. Go along this street. Then (1) the park.
3 Look and answer. Write two words. (2) the post office. Then (3) .
The museum is on the left; it’s just (4) the restaurant.

embarrassed disappointed happy proud surprised
Tourist: Got it! Thanks!
1 How does the tortoise feel when he beats the hare?

3 Listen and repeat. Classify the words in the table. 28 pronunciation
2 How does the hare feel when the tortoise beats her?
The weather is hot, so wear suncream at the beach!
4 A friend is finding a task difficult. What can you say? Tick (✓). Let’s work as a team and get breakfast ready.
1 You can do it! 3 Don’t do it. 5 It’s hard, but don’t give up. ea sound as in eat
2 It’s too difficult to do. 4 Keep trying. 6 It’s hard. Don’t waste your time. ea sound as in bread
56 Lesson 3 Story comprehension Social and emotional skills: keep trying Learning situation: helping a tourist Pronunciation: ea sounds Lesson 4 57

170 Lesson 4

Discuss being lost 5 Answer the questions.

Watch and listen for specific phrases Ask the children to read and answer the questions individually
Watch and listen for specific information and then check as a class.
Give directions in a guided pair work activity
Answers
Mediation Explain data
1 The main sports hall 2 Three minutes 3 To reception
4 Opposite, over by the door
Materials
6 Give directions to guess places in your school.
Before the children get into pairs, recap phrases that give
directions: Go along the … Turn right/left. Go through the … .
Warmer Go past the … . Go straight ahead. It’s on the left/right. It’s next
Ask the children to hold up their right hand and then their left to the … . Go up/down the stairs. You could note these on the
hand. Ask them to stand up and follow the instructions you give board. Have the children read the example speech bubble.
them. Start slowly, then get faster and faster. Give instructions Ask where these directions take you at your school. Have the
using left and right, for example: Touch your right ear with your children work in pairs, or invite volunteers to the front to give
left hand. Turn your head left. Look at the person on your right. directions for the class to guess.
Stand on your right leg. Turn right. You could make this into a
ON
game of Simon says or invite volunteers to give the directions.
BEFORE YOU WATCH TH

E WAY
COMMUNICATION
Divide the class into pairs and appoint each child as either
1 Discuss with a classmate. Student A or B. The children go to their page and read
MEDIATION
The children discuss the questions with a partner, then share through their role for part 1, making sure they can locate
responses. the places on the map. Student A starts the conversation
using the prompts and Student B gives directions to the two
2 Read, look and answer. places, according to the map and Student A’s starting point.
Give the children time to read the introduction text individually When they have finished, Student B starts the conversation
and then elicit answers to the questions 1-3. Write up the and Student A gives directions.
children’s guesses for question 4 on the board.
Answers
Fast finishers With another fast finisher, the
FF
1 They want to get information about the activities at the
sports centre. 2 They don’t know where things are. children ask for directions to places near the
3 Hannah and Sophie, a woman, the sports centre, trees. school.
WATCH
Write the jumbled sentences below on the board. Get the
3 What two places do the children get directions to? children into pairs. They unscramble the sentences and match
the questions and answers. Invite pairs of volunteers to read
Watch the video all the way through and elicit the answer to
the dialogues.
the question. Check if anyone guessed the answer to question 4
from Activity 2. along the corridor Go, then stairs the up. Year 4 classroom
opposite the It’s.
Answer
straight Go ahead and then left turn the supermarket after.
The main sports hall and reception
Straight ahead Go, then past the go badminton court. next
For video transcript see page 185 to It’s the café.
me Excuse, tell me you can museum the the way to?
4 Watch again. Number the phrases in the order please? is toilet boys’ the Where
you hear them. the dance studio is where please? me Excuse.
Give the children time to read all the phrases on the cork Answers:
board before watching the video and numbering. Play twice if Q Excuse me, can you tell me the way to the museum?
needed. Play again, pausing on each phrase for the children A Go straight ahead and then turn left after the supermarket.
to check and repeat the phrases. Ask how Hannah shows Q Excuse me. Where is the dance studio, please?
that she understands the directions, and why Hannah and the A Go straight ahead, then go past the badminton court. It’s next
woman get confused with right. (It has two meanings.) to the café.
Answers Q Where is the boys’ toilet, please?
1e2c3a4f5b6g7d A Go along the corridor, then up the stairs. It’s opposite the
Year 4 classroom.
Lesson 4 171

Lesson 5

1 Watch the video. What animal do you think is the best and why? 5 Listen and read. What is Danny’s book about? 2.14

I got this book for my birthday. It’s really interesting!
cheetah eagle kangaroo mole peacock platypus polar bear sloth swan tortoise My favourite animal is the sloth. Did you know that sloths walk more slowly than
some tortoises? Of all the animals in my book, sloths move the most slowly.
1 2 3
I also like polar bears. They can swim faster than most humans! Cheetahs run
the fastest of all land animals. They can run at about 110 km per hour!
Did you know that eagles can swim? They swim better than a lot of birds, but
swans swim the best of all! Swans fly better than peacocks, but eagles fly the best of all.
But peacocks have the most beautiful feathers!
4 5 6 7 6 Read again and choose.

1 Sloths walk faster / more slowly Grammar Way Comparative and Superlative adverbs
than tortoises.
2 Sloths move the fastest / the most slowly. Adverb Comparative Superlative
3 Polar bears swim faster / more slowly + -ly slowly more slowly the most slowly
than humans. short fast faster the fastest
4 Swans swim better / worse than eagles.
8 9 10 well better the best
5 Swans fly better / worse than eagles. irregular
badly worse the worst
6 Eagles fly the best / the worst of all.
7 Look and say sentences.
Sw ie Swan rah Swan

Sam an Sus Sa
3 Read and guess the animal.
1 2 I’m a large bird

3 4 5 Sam Swan swims faster
than Susie Swan.
I’ve got a and sometimes I live in I’ve got white I’m a big bird
hard shell and I show my Australia and I fur and I love and I catch I swim fast. I swim slowly. I swim very fast.
Sarah Swan swims
I walk slowly. colourful jump very well! snow! small animals! the fastest.
What am I? What am I? What am I? What am I? I fly very well. I fly badly. I fly well.
feathers.
What am I? I sing beautifully. I sing very beautifully. I sing badly.
I eat noisily. I eat quietly. I eat very noisily.

6 I’m very
7 8 9 10
I dig well, but I can swim
Project stop 2 8 Write sentences about people you know to
slow and I I’m a big, white I’m a big cat
like to hang I can’t see well and I’ve
bird and I swim and I can run compare how you do things.
peacefully well. I live got a beak
beautifully. very fast.
from trees. underground. like a duck. A wellness leaflet
What am I? What am I? run sing eat dance
What am I? What am I? What am I?
Find out about different breathing
exercises. I run faster than my brother. But my mum
Try them in your group and say if runs the fastest in our family.
4 Say what the animals can do. An eagle can fly fast. they work.
62 Lesson 5 Animals Go to page 66 Comparative and Superlative adverbs Lesson 6 63
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1 Find and write the animal words. 3 Listen and match. 29 Listen to these amazing
animal facts!
1 2 3 1 Eagles can see 8 times a faster than they walk.
2 They can see b well.
3 Moles can’t see c more clearly than humans.
4 They can dig d more slowly than other animals.
5 Sloths move e better than rabbits.
6 Sloths swim f the most clearly.

4 5
A N C H E E T A H L E
M P O L A R B E A R R 4 Tick (✓) the true sentences. Write two more comparisons.
S K A N G A R O O P S
W B E A L R S M T R L
swim well dog polar bear dolphin
A U W P E A C O C K O
6 7 communicate loudly frog lion whale
N Q U I P T Y L O N T
move quietly snake fish butterfly
T O R T O I S E P B H
1 Dolphins swim better than polar bears. 2 Frogs communicate more loudly than lions.
Z S I M A B C P O K W
3 Butterflies move more quietly than snakes. 4 Dogs swim better than polar bears.
Y P L A T Y P U S A E
5
8 9 10
6
5 Compare the way you do these things.
noisily eat crisps eat popcorn eat sweets
I eat popcorn more noisily than I eat sweets. But I eat crisps the most noisily!
slowly run swim walk

2 Write animals from Activity 1.
1 They are birds.
2 They can move fast. well play football play tennis play volleyball
3 They move slowly.
58 Lesson 5 Animals Language reference page 93 Comparative and Superlative adverbs Lesson 6 59

172 Lesson 5

Lesson 5 Objectives 4 Say what the animals can do.
Call out an animal and elicit different things that animal can
Learn animal vocabulary
do. Encourage different children to contribute. They can then
continue to talk about the animals with a partner.
Solve animal riddles
Say what animals can do
Materials FF Fast finishers The children choose their

favourite animal and write what it can do.
✓ Student’s Book audio Continuous assessment
✓ Digital Flashcards Unit 6 Print the Lesson 5 flashcards and word cards. Invite a volunteer
✓ a sheet of paper per group of three to the front of the class. Display a flashcard on the board so
that the volunteer can’t see the animal but the rest of the class
can. The children mime the animal and the volunteer needs
Flipped Learning option to guess. As well as the mime, the volunteer can ask three
The children watch the video at home before the class. questions about what the animals can do to help them guess.
They draw and write the animal that moves the fastest
and the animal that moves the slowest.
Warmer
Review animals and animal body parts. Write beak, wings,
shell, scales and fins on the board. Get the children into groups
of three, give each group a piece of paper and ask them to
assign a scribe. Give the children two minutes to write as many
animals as they can that have each body part. They should
try not to repeat any animals. Go through each body part, with
teams taking turns to read their animals first. The winning team
is the team with the largest number of animals in total.
1 Watch the video. What animal do you think

is the best and why?
Watch the video all the way through. Ask the children what
animals they can remember. Play the video again. Pause on
each animal and invite the children to name it. Elicit what the
animals can do, and how they do it. Ask the children to think
about the question and then play the video again and ask
the children to put their hands up when they see the best
animal. Pause and elicit reasons why from the children with
their hands up.
Ask the children to read the animals in the wordpool and match
each to the corresponding picture. Play the audio and pause
after each one to check answers. Encourage the children to
say what the children in the audio say about the animals.
Answers
1 cheetah 2 sloth 3 kangaroo 4 tortoise 5 mole 6 swan
7 eagle 8 polar bear 9 peacock 10 platypus

Ask a volunteer to read the first riddle, and elicit guesses. Then
have the children read and guess the animals with a partner.
Check answers as a class.
Lesson 5 173

Lesson 6

1 Watch the video. What animal do you think is the best and why? 5 Listen and read. What is Danny’s book about? 2.14

I got this book for my birthday. It’s really interesting!
cheetah eagle kangaroo mole peacock platypus polar bear sloth swan tortoise My favourite animal is the sloth. Did you know that sloths walk more slowly than
some tortoises? Of all the animals in my book, sloths move the most slowly.
1 2 3
I also like polar bears. They can swim faster than most humans! Cheetahs run
the fastest of all land animals. They can run at about 110 km per hour!
Did you know that eagles can swim? They swim better than a lot of birds, but
swans swim the best of all! Swans fly better than peacocks, but eagles fly the best of all.
But peacocks have the most beautiful feathers!
4 5 6 7 6 Read again and choose.

1 Sloths walk faster / more slowly Grammar Way Comparative and Superlative adverbs
than tortoises.
2 Sloths move the fastest / the most slowly. Adverb Comparative Superlative
3 Polar bears swim faster / more slowly + -ly slowly more slowly the most slowly
than humans. short fast faster the fastest
4 Swans swim better / worse than eagles.
8 9 10 well better the best
5 Swans fly better / worse than eagles. irregular
badly worse the worst
6 Eagles fly the best / the worst of all.
Sw ie Swan rah Swan

Sam an Sus Sa
1 2 I’m a large bird

3 4 5 Sam Swan swims faster
than Susie Swan.
I’ve got a and sometimes I live in I’ve got white I’m a big bird
hard shell and I show my Australia and I fur and I love and I catch I swim fast. I swim slowly. I swim very fast.
Sarah Swan swims
I walk slowly. colourful jump very well! snow! small animals! the fastest.
What am I? What am I? What am I? What am I? I fly very well. I fly badly. I fly well.
feathers.
What am I? I sing beautifully. I sing very beautifully. I sing badly.
I eat noisily. I eat quietly. I eat very noisily.

6 I’m very
7 8 9 10
I dig well, but I can swim
Project stop 2 8 Write sentences about people you know to
slow and I I’m a big, white I’m a big cat
like to hang I can’t see well and I’ve
bird and I swim and I can run compare how you do things.
peacefully well. I live got a beak
beautifully. very fast.
from trees. underground. like a duck. A wellness leaflet
What am I? What am I? run sing eat dance
What am I? What am I? What am I?
Find out about different breathing
exercises. I run faster than my brother. But my mum
Try them in your group and say if runs the fastest in our family.
4 Say what the animals can do. An eagle can fly fast. they work.
62 Lesson 5 Animals Go to page 66 Comparative and Superlative adverbs Lesson 6 63
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1 Find and write the animal words. 3 Listen and match. 29 Listen to these amazing
animal facts!
1 2 3 1 Eagles can see 8 times a faster than they walk.
2 They can see b well.
3 Moles can’t see c more clearly than humans.
4 They can dig d more slowly than other animals.
5 Sloths move e better than rabbits.
6 Sloths swim f the most clearly.

4 5
M P O L A R B E A R R 4 Tick (✓) the true sentences. Write two more comparisons.
S K A N G A R O O P S
swim well dog polar bear dolphin
6 7 communicate loudly frog lion whale
N Q U I P T Y L O N T
move quietly snake fish butterfly
T O R T O I S E P B H
1 Dolphins swim better than polar bears. 2 Frogs communicate more loudly than lions.
Z S I M A B C P O K W
3 Butterflies move more quietly than snakes. 4 Dogs swim better than polar bears.
Y P L A T Y P U S A E
5
8 9 10
6
5 Compare the way you do these things.
noisily eat crisps eat popcorn eat sweets
I eat popcorn more noisily than I eat sweets. But I eat crisps the most noisily!
slowly run swim walk

2 Write animals from Activity 1.
1 They are birds.
2 They can move fast. well play football play tennis play volleyball
3 They move slowly.
58 Lesson 5 Animals Language reference page 93 Comparative and Superlative adverbs Lesson 6 59

174 Lesson 6

Lesson 6 Objectives 8 Write sentences about people you know to
compare how you do things.
Use Comparative and Superlative adverbs
Listen to and follow a text After reading the example, the children write their comparisons.
Compare animals using adverbs of manner They can compare people in their family, people in their class
Write how they do things compared to other people or a group of friends. When they have finished, they can read
their sentences to a classmate and check that they have used
Comparative and Superlative adverbs correctly.
Materials
✓ Student’s Book audio Project stop 2
✓ Digital Flashcards Unit 6 Remind the children what the project is and recap some
✓ Teacher’s Resources Unit 6 of the mindfulness activities their group found in Project
stop 1. Read the instructions for Project stop 2 and then go
Warmer to page 66 for more details about how to prepare. If doing
internet research, ask the children to suggest what search
Play Snowman (see Unit 4, Lesson 6 Warmer) with animal terms they think would be effective. Encourage them to use
names from the previous lesson. Play in two teams, with teams ‘children’ or ‘kids’ in their search and to make notes. You
taking turns to say a letter. might want to teach words like inhale, exhale, lungs, and
the difference between breathe (verb) and breath (noun),
5 Listen and read. What is Danny’s book pointing out the pronunciation of the ea in each case. Give
about? 2.14 the children time to try out different exercises and evaluate
Ask the children to read the text as they listen to the audio and how each one made them feel. They can make notes in their
answer the question. Then give them time to read the text by Project Portfolio.
themselves, focussing on the words in blue. Ask if they find Activity Book Project Portfolio page 62
any of the information surprising.
6 Read again and choose. Fast finishers The children think of three
The children work individually or in pairs to choose the correct
word. Ask volunteers to read their completed sentences.
FF famous sportspeople. Write sentences to
compare how they do things.
Answers
1 more slowly 2 the most slowly 3 faster 4 better 5 worse Continuous assessment
6 the best
Get the children into four teams. Show three random Lesson 5
flashcards. The children need to make two sentences: one
Grammar Way with a Comparative adverb and one with a Superlative adverb.
They can choose any verb and any adverb to use for each
Explain that the phrases in blue in the text in Activity sentence. Elicit each group’s answers. Award points for correct
5 are Comparative and Superlative adverbs. Ask the sentences. Repeat with further sets of three animals.
children why we say more slowly and the most slowly
but faster and the fastest. Ask which adverbs are
irregular. Point out that there are not many short or
irregular adverbs. Ask them if they remember another
short adverb from Lesson 1 (hard).


Ask the children to look at the cards and invite volunteers to
read the information for each swan. Invite volunteers to read
out the speech bubble. They then take turns to talk about
the three swans. Remind the children to take turns and make
sure they use a Comparative adverb or a Superlative adverb
in every sentence. When they have finished, the children can
practise saying Sam Swan swims faster than Susie swan as Teacher’s Resources
quickly as they can.
Lesson 6 175

6 Skills Station
Lesson 7
Z e a l a nd
w Virtual tour
Skills Station 6
Ne
Viewing
Reading
ANIMALS IN NEW ZEALAND
1 What animals live in our homes? New Zealand is an amazing country with
Amelia many habitats for lots of different animals.
2 How do animals make homes in the wild?
There are some unusual birds, including some that
3 Where do animals live in the wild? can’t fly. There are some interesting sea creatures
2 READ Read and listen. What animals live in these five homes? 2.15
too. Some of these animals are in danger because
there aren’t many left, so we must protect them.
Help desk
Animal homes IN A forest shelter:

a place that
1 What dangerous animals do you think live
protects you
from weather or in New Zealand?
A natural habitat is a place where an animal lives. An animal finds food,
danger 2 Why do we need to protect animals?
water and shelter in its habitat. Different animals live in different habitats
around the world. Lots of animals make their homes in forest habitats. hexagonal: WATCH Watch and answer.
A beehive is a home for bees. About 40,000 bees can live in a beehive a shape with six
1 What’s the most famous animal in New Zealand?
with one queen bee. There are hexagonal shapes inside a beehive to sides
2 How tall are blue penguins?
store honey.
3 How many New Zealand sea lions are there?
Small animals like rabbits live in holes called a burrow. This underground
home keeps them safe from bigger animals that want to eat them. AFTER YOU WATCH Ask and discuss.
burrow
Birds often make their nests in tall trees. This keeps their eggs and their 1 Which animal in the video do you like best?
babies safe from animals that can’t climb trees. 2 What interesting animals live in your country?
A web is a home for spiders. Spiders make webs in different places
to catch insects to eat. The webs are thin, but very strong. MY PASSPORT PAGE 20
Foxes make holes under the ground or find holes in old trees. This
home is called a den. Foxes store their food and keep their babies beehive Writing A FACT FILE Colons and bullet points
safe in dens. We use colons ( : ) to make notes and start
1 Read and answer. a list and bullet points ( • ) for each item.
WRITING TIP
1 Does the writer use full sentences or notes? We don’t always need full sentences.
nest 2 What sort of information does the writer include?
AFTER YOU READ FACT FILE: POLAR BEARS By Chris

3 Read and answer.
1 How many bees live in a beehive?
Body: Size: Live: 20–25 years
2 Why do small animals live in burrows?
• four legs • 3 metres long Habitat: the Arctic
den
3 Where do birds build nests?
• white fur • weighs up to 800 kg
web Food: seals
4 What do spiders catch in webs?
5 Where do foxes make dens? Project stop 3 Polar bears can: Polar bears can’t: Fun fact: Polar bears
• walk, run and swim • live in hot places have black skin.
4 Discuss with a classmate. A wellness leaflet
1 Which animal homes do you often see? Make a wellness leaflet.
2 Which is your favourite animal home? Include your favourite mindfulness Go to Activity Book page 61 and create your own animal fact file.
3 What other animal habitats do you know? activities and breathing exercises.
64 Lesson 7 Science: animal homes Go to page 66 Culture: New Zealand Writing: colons and bullet points Lesson 8 65
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Skills Station W
z eal 6
Virtual tour
and
NE
Reading
Viewing ANIMALS IN New Zealand
1 Read and listen. Circle T (true) or F (false). 30 1 Watch the video again and answer the questions. Amelia
1 What can’t a kiwi bird do?
2 What do the Tui’s white feathers look like?
3 Where do the penguins make their nests?
Like humans, birds also build their homes in different ways.

4 What is special about Hector’s dolphins?
The cup nest is one of the most common bird nests. Birds build cup
nests out of small sticks or twigs, grass and leaves. Some birds work neatly and make beautiful nests.
We can help birds collect materials more easily by leaving bits of wool, dried leaves and flowers outside.
Birds like swallows like to build their nests in safe places, like the roof of your house. You can often see
swallows’ nests on the sides of buildings or trees. They
Writing A fact file
are made of a sticky mixture of mud from the ground and
1 Add colons or bullet points. Checklist
saliva from the bird’s beak. These nests have holes in the FACT FILE: SWANS • Write notes, not full sentences.
sides for doors. It’s amazing that such a small bird can
build a nest so beautifully! Food Can sleep
• Use colons ( : ) and bullet points ( • )
to write lists.
Most birds like to build their own nests, but some live plants on land or water • Include interesting facts about your animal.
happily in the nests of other birds. Owls, for example,
move into existing nests or holes in trees to protect their
grass standing on one leg • Say what your animal can and can’t do.
babies. This means they can make a home more quickly!
2 Write an animal fact file.
1 All birds’ nests look the same. T/F
2 We can help birds to build their nests. T/F

FACT FILE: by:
Body: Size: Live:
3 Some birds build their nest on the side of houses. T/F
4 All birds build their own nests. T/F • •
2 Answer the questions. Habitat:

• •
1 Name three materials birds use to build cup nests.
They can: They can’t:
Food:
2 What does a swallow use to build a nest? • •
• • Fun fact:
3 Where do owls live?
60 Lesson 7 Science: animal homes Culture: New Zealand Writing: a fact file Lesson 8 61

176 Lesson 7

Reading 6
Learn about animal homes 3 Read and answer.

Read and understand a text Have children work individually or with a partner to answer
Listen to and follow a text the questions. After checking answers, ask additional
Find information in a text questions: Can you think of other animals that live in burrows,
Talk about animal homes and habitats dens or nests? What other animals live in very large colonies?
How many sides does a hexagon have?
Materials Answers
✓ Teacher’s i-solutions 1 About 40,000 2 It keeps them safe from bigger animals.
3 In tall trees 4 Insects 5 Under the ground or in holes in
old trees
✓ paper for the leaflets, drawing and colouring materials
Warmer Have the children discuss the questions with a partner, helping
Get the children into groups of about four. They need to write out with vocabulary as needed. Discuss different animal
clues about two people in their group using a Superlative habitats together. You could broaden the discussion to include
adverb, for example: This person swims the fastest in our group. what we can do to protect animal homes.
Give them a few minutes to write, and then one child from each
team reads out their clues for the other teams to guess.
Project stop 3
THINK - PUZZLE - EXPLORE Make sure the children read the details on page 66. The
Put the class into groups of 3 or 4 children. Give the children can decide on the best form for their leaflets. They
groups a few minutes to THINK about the topic; ask What could use one or several folds, one or both sides of the
do you think you know about animal homes? Go around the paper, etc. Encourage the children to use scrap paper to
class to help with vocabulary if needed. The groups call out plan their leaflet before using clean paper. Give the children
their answers in turns and record them on post-it notes with time to plan how to present their leaflet. Remind them that
keywords, symbols or drawings to be added to a class list of everyone needs to be involved in the presentation.
ideas. Activity Book Project Portfolio page 62
questions do you have about animal homes and habitats?
Model some examples: What different animal habitats are Fast finishers The children draw an animal
there? What are the most complex animal homes?
FF home that they have seen. They write a short
description of the home, the animal that lives
there and the habitat.
teacher). Continuous assessment
Once the lesson is completed, ask the children if the answers Make a series of true or false statements about the text. The
to their questions are clear and encourage further research children show thumbs up for true sentences and thumbs down
for any unanswered questions. for false ones. For example, The forest is a natural habitat (true).
An animal only finds shelter in its habitat (false). Many birds lay
1 BEFORE YOU READ Ask and answer. their eggs in nests (true). A spider’s web is thin and weak (false).
Foxes make holes in tall trees (false). A burrow is a hole (true).
Answer the questions as a class. Encourage the children to
think of small animals as well as birds and mammals. Ask the
children if any wild animals live in our homes and if so, whether
they build homes within our homes.
2 READ Read and listen. What animals live in

these five homes. 2.15
Play the audio several times as the children read it. Point out
the words in the Help desk. The children then read again and
find the animals. Have them check with a partner.
Answers
burrow: rabbit nest: bird web: spider den: fox beehive: bee
Lesson 7 177

6 Skills Station
Lesson 8
Z e a l a nd
w Virtual tour
Skills Station 6
Ne
Viewing
Reading
ANIMALS IN NEW ZEALAND
1 What animals live in our homes? New Zealand is an amazing country with
Amelia many habitats for lots of different animals.
2 How do animals make homes in the wild?
There are some unusual birds, including some that
3 Where do animals live in the wild? can’t fly. There are some interesting sea creatures
2 READ Read and listen. What animals live in these five homes? 2.15
too. Some of these animals are in danger because
there aren’t many left, so we must protect them.
Help desk
Animal homes IN A forest shelter:

a place that
BEFORE YOU WATCH
1 What dangerous animals do you think live
Ask and discuss.
protects you
from weather or in New Zealand?
A natural habitat is a place where an animal lives. An animal finds food,
danger 2 Why do we need to protect animals?
water and shelter in its habitat. Different animals live in different habitats
around the world. Lots of animals make their homes in forest habitats. hexagonal: WATCH Watch and answer.
A beehive is a home for bees. About 40,000 bees can live in a beehive a shape with six
1 What’s the most famous animal in New Zealand?
with one queen bee. There are hexagonal shapes inside a beehive to sides
2 How tall are blue penguins?
store honey.
3 How many New Zealand sea lions are there?
Small animals like rabbits live in holes called a burrow. This underground
home keeps them safe from bigger animals that want to eat them. AFTER YOU WATCH Ask and discuss.
burrow
Birds often make their nests in tall trees. This keeps their eggs and their 1 Which animal in the video do you like best?
babies safe from animals that can’t climb trees. 2 What interesting animals live in your country?
A web is a home for spiders. Spiders make webs in different places
to catch insects to eat. The webs are thin, but very strong. MY PASSPORT PAGE 20
Foxes make holes under the ground or find holes in old trees. This
home is called a den. Foxes store their food and keep their babies beehive Writing A FACT FILE Colons and bullet points
safe in dens. We use colons ( : ) to make notes and start
1 Read and answer. a list and bullet points ( • ) for each item.
WRITING TIP
1 Does the writer use full sentences or notes? We don’t always need full sentences.
nest 2 What sort of information does the writer include?
AFTER YOU READ FACT FILE: POLAR BEARS By Chris

3 Read and answer.
1 How many bees live in a beehive?
Body: Size: Live: 20–25 years
2 Why do small animals live in burrows?
• four legs • 3 metres long Habitat: the Arctic
den
3 Where do birds build nests?
• white fur • weighs up to 800 kg
web Food: seals
4 What do spiders catch in webs?
5 Where do foxes make dens? Project stop 3 Polar bears can: Polar bears can’t: Fun fact: Polar bears
• walk, run and swim • live in hot places have black skin.
4 Discuss with a classmate. A wellness leaflet
1 Which animal homes do you often see? Make a wellness leaflet.
2 Which is your favourite animal home? Include your favourite mindfulness Go to Activity Book page 61 and create your own animal fact file.
3 What other animal habitats do you know? activities and breathing exercises.
64 Lesson 7 Science: animal homes Go to page 66 Culture: New Zealand Writing: colons and bullet points Lesson 8 65
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Skills Station W
z eal 6
Virtual tour
and
NE
Reading
Viewing ANIMALS IN New Zealand
1 Read and listen. Circle T (true) or F (false). 30 1 Watch the video again and answer the questions. Amelia
1 What can’t a kiwi bird do?
2 What do the Tui’s white feathers look like?
3 Where do the penguins make their nests?
Like humans, birds also build their homes in different ways.

4 What is special about Hector’s dolphins?
The cup nest is one of the most common bird nests. Birds build cup
nests out of small sticks or twigs, grass and leaves. Some birds work neatly and make beautiful nests.
We can help birds collect materials more easily by leaving bits of wool, dried leaves and flowers outside.
Birds like swallows like to build their nests in safe places, like the roof of your house. You can often see
swallows’ nests on the sides of buildings or trees. They
Writing A fact file
My virtual tours 1 Add colons or bullet points. Checklist
are made of a sticky mixture of mud from the ground and
saliva from the bird’s beak. These nests have holes in the • Write notes, not full sentences.
Country: FACT FILE: SWANS
sides for doors. It’s amazing that such a small bird can
Focus:
build a nest so beautifully! Food Can sleep
• Use colons ( : ) and bullet points ( • )
to write lists.
Unit 3 Most birds like to build their own nests, but some live
Country:
plants on land or water • Include interesting facts about your animal.
Country: happily in the nests of other birds. Owls, for example,
Focus:
Focus:
move into existing nests or holes in trees to protect their
grass standing on one leg • Say what your animal can and can’t do.
babies.U nimeans
This t 4 they can make a home more quickly!
Country: 2 Write an animal fact file.
Focus:
1 All birds’ nests look the same. T/F
2 We can help birds to build their nests. T/F

FACT FILE: by:
Unit 5 Body: Size:
3 SomeUbirds T/F Live:
Country: U nniittbuild
22 their nest on the side of houses.
Focus:
4 All birds build their own nests.
Country:
Country: T/F • •
Focus:
Focus:
2 Answer the questions. Habitat:
• •
1 Name three materials birds use to build cup nests.
Unit 8 They can: They can’t:
Unit 1 Country: Food:
Country:
Focus:
Focus: 2 What does a swallow use to build a nest? • •
• • Fun fact:
3 Where do owls live?
Unit 6
Country:
60 Lesson 7 Focus:
Science: animal homes Culture: New Zealand Writing: a fact file Lesson 8 61
20
20 21
21

178 Lesson 8

Learn about animals in New Zealand The children read the fact file independently and answer the
Discuss information from the video first two questions. Check answers and then read the Writing
Write a fact file tip together. Ask the children to count how many colons there
are (nine including the title) and how many bullet points (six).
Materials Ask what polar bears can do, and what they can’t do.
Answers
1 Notes 2 Facts
Flipped Learning option The children compete the swans fact file with colons or
The children watch the video at home before the class. bullet points. Tell the children that they are going to write a
They write the names of four birds from the video and one fact file about a wild animal of their choice. They may need
thing that is unusual about each one. to consult references for some of the information, such as
size. If this is not possible, encourage the children to make a
Warmer sensible estimate. The children should write their fact file in
their notebooks or on a separate piece of paper, in order to
Display the map and invite volunteers to point to any countries
practise using colons and bullet points. When the children
that they know. Invite volunteers to find New Zealand on
have completed their fact file, they should go through the
the map. Point out that New Zealand consists of two main
checklist and make sure all points are included.
islands: the North Island and the South Island, and more than
700 smaller islands. Its capital is Wellington, which is at the
southernmost point of the North Island. Elicit anything that
the children know about New Zealand, for example places, Fast finishers The children write a fact file about
animals, sports or people.

FF themselves. If there are several fast finishers,
you could read them out for the class to guess
who wrote them.
Ask the children to read Amelia’s introduction. Discuss the
questions as a class. Make sure they understand the difference Continuous assessment
between in danger and dangerous. Ask the children to look at Invite a volunteer to the front of the class with their fact file. The
the stills from the video and try to identify the animals. rest of the class need to ask questions to guess what animal
they wrote about. They can ask a maximum of six questions.
WATCH Watch and answer. Invite several more volunteers and ensure that different children
Watch the video all the way through and then ask the children ask the questions each time.
to read the questions and attempt to answer before watching a
If the children have read each other’s fact files before the end
second time. Pause on the relevant scenes to confirm answers.
of the class, collect them all in and give the volunteer a random
Ask additional questions; for example: Where do kiwis make
one to answer questions about.
their nests? What’s the kiwi’s beak like? What’s special about
the tui? Which penguin is endangered? Do penguins make their
nest in trees?
Answers
1 The kiwi 2 25 centimetres 3 About 10,000

Discuss the questions as a class. Encourage the children to
give reasons for their favourite animal. Ask which animals they
would choose to put in a video about interesting animals in their
country and what information they would give about them.
MY PASSPORT
The children find the country from today’s lesson on the
map, place the sticker and complete the label. Encourage
them to reflect on what they have learned from the video.

Lesson 8 179

6 Project Terminal
Lesson 9
Project Terminal A wellness leaflet
Some students in your school are feeling stressed. In this project, you’re going to
make a wellness leaflet and present it to the class.

1 2
3
• Work in a small group. • Find out about different project stop
• Research mindfulness breathing exercises.
• Create a wellness leaflet
activities for your body and • Try them in your group.
using a sheet of paper.
mind. Take turns being the
leader. • Include your favourite
• Think about why they are
mindfulness activities and
useful. • Think about how they
breathing exercises and say
make you feel and if they
why they are useful.
work.
• Plan how to present your
Present leaflet to the class.
ME DIAT ION

• Present your wellness
leaflet to the class. Presentation tip Using your voice
• Display the leaflets in your Knowing how to use your voice is an important presentation skill.
classroom. • Use a happy voice, with energy.
• Try some of the activities • Don’t always speak in the same voice.
from the other leaflets. • Don’t speak very slowly or quietly.
• Imagine you’re talking to someone at the back of the room.
First, breathe in slowly

through your nose.
Then, breathe out

through your mouth!
21st
CENTURY
SKILLS autonomy Evaluation
1 When you feel bad, do you ask for help? • Did your classmates like your activities and
2 Are you good at understanding your exercises?
emotions? • Do you think they are helpful?
3 When you feel bad, are you good at making • Did you remember to use your voice well?
yourself feel better?
MY PASSPORT PAGE XXX
66 Lesson 9 Presentation skills 21st century skills: autonomy
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Project Portfolio A wellness leaflet
My group
1
project stop Mindfulness activities: Why they are useful:
• •
• •
• •
• •
2
project stop Breathing exercises: How they make me feel:
• •
• •
• •
• •
3
project stop Presentation ideas and notes
Presentation tip
Using your voice
Knowing how to use your voice is an
important presentation skill.
• Use a happy voice, with energy.
• Don’t always speak in the same voice.
• Don’t speak very slowly or quietly.
• Imagine you’re talking to someone at the
back of the room.
ES0000000068205 849788_AB5_U6_129386.indd 62 8/1/2022 5:07:23 PM
180 Lesson 9

Lesson 9 Objectives 21st
Follow instructions
CENTURY
SKILLS Autonomy
Use their voice effectively in a presentation
Children need to learn independence and self-reliance, but
Make a wellness leaflet
at the same time, they need to seek help when they need it.
Present wellness ideas
Knowing when to ask for help is an important part of being
autonomous and recognising emotions makes it easier for
children to find effective self-help activities and strategies.
Materials
This project encourages the children to think about their own
✓ Teacher’s i-solutions feelings of stress and ways that mindfulness activities might
help. It also encourages the children to think about how they
Project stops 1-2-3 recap could help another person when they need it. Discuss the
questions as a class. Remind the children that it if they can’t
find a way of overcoming a negative emotion, it is vital that
Ask the groups to read Project stops 1-3 to check that
they ask for help, and that even sharing the problem can
they have followed all of the steps and completed the
help to clarify their feelings.
corresponding sections in the Project Portfolio. Their leaflet
should be complete and they should be clear about how
they are going to present it.
Evaluation
Presentation tip Give the children time to read the questions and think
about their answers individually, then discuss as a group.
Before reading the Presentation tip, ask the children to think Encourage the children to talk about any other activities and
about listening to presentations. Ask them what problems there exercises they know that make them feel better, and to say if
can be with how people talk. For example, the presentation they dislike activities like these or find them pointless or silly.
can sound boring or maybe they don’t understand or hear what Encourage the children to say if there are ways that they
someone says. Elicit ideas and then read the Presentation tips could use their voice better and mention children who they
and relate them to the problems they identified. Play the video think used their voice particularly effectively.
all the way through. Elicit what was wrong with Hannah’s first
attempt and how it’s better on her second attempt. Ask what
advice Ed gave her. Play the video again to check answers. Continuous assessment
For video transcript see page 185 Observe the groups as they prepare and present their leaflets.
Ask the children to choose their favourite mindfulness activity.
Present Take a vote to find the class favourite (or the top two). Invite
children from that team to the front to give instructions and
Give the children time to prepare in their groups. Remind them
lead the activity for the whole class to do.
that their pamphlets will be too small for the audience to see,
so they need to rely on their voices or gestures to explain what
their pamphlet is about. When all groups have presented their
leaflets, place the leaflets around the classroom in places
where they are easily visible. Send groups to another group’s
leaflet so that they can try out their activities. Let the groups
try as many activities as time allows, moving around the room
to different leaflets. Encourage the children to give feedback
to other groups about their activities. You could put the leaflets
on permanent display for the children to refer to and follow in
the future, perhaps at the beginning of a lesson.
Lesson 9 181

6 Checkpoint
Unit 6 review
6
Checkpoint
1 Read the text. Choose the correct words.
Exam tip Reading and Writing Check your answers carefully when you finish.
Read the whole text to see if it makes sense.
KINGS Everyone knows that the cheetah can run the

(1) … of all land animals, but what about animals
OF that move through the water and the air? Well, the
(2) … swimmer in the ocean is the sailfish. It can swim
SPEED at the same speed as a cheetah can run: about 110kph.

But both animals move more (3) … than the peregrine
falcon. This bird normally flies at only 50kph, but when
it’s flying straight down to catch other birds it can
fly much (4) … : over 320 kph! Some
birds can fly more quietly or more
(5) … , but in terms of speed, no bird flies
(6) … than the fastest animal on Earth,
the peregrine falcon.
1 fast faster fastest 4 fast faster fastest

2 fast better best 5 beautiful beautifully better
3 slow slower slowly 6 good better best
2 Look and say the story.

Exam tip Speaking It’s important to keep talking. If you can’t remember a word, use different words.
1 2
3 4
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6
Checkpoint rence
rence
1 Listen and colour. Write. 31
6 How we move Unit 6
Adverbs
Adverbs of manner badly
+ ly l ➔ lly y ➔ ily irregular
beautifully
fast
bad ➔ badly beautiful ➔ beautifully happy ➔ happily fast ➔ fast
happily
quiet ➔ quietly peaceful ➔ peacefully noisy ➔ noisily good ➔ well
hard
noisily
Most adverbs of manner end in -ly. We use them to describe how people do things.
peacefully
Ed plays the guitar well. quietly
6 6
6
My mum is relaxing peacefully in the garden. slowly
well
My language trip My life skills Comparative and Superlative adverbs
Animals
Adverb Comparative Superlative
cheetah
-ly slowly more slowly the most slowly
Think: Evaluate your progress. My functional language and mediation skills eagle
short fast faster the fastest kangaroo
11 I Ican
candescribe
describehow
howwe
wedo
dothings.
things. 1 I can understand a video about asking for irregular badly worse the worst mole
and giving directions. peacock
22 I Ican
canuse
useadverbs
adverbsofofmanner.
manner. We use comparative and superlative adverbs to compare how people do things. platypus
2 I can ask for and give directions in English.
33 I Ican
cantalk
talkabout
aboutanimals.
animals. 2 Look and read. Choose the correct words. I eat slowly, but my mum eats more slowly than me. polar bear
3 I can understand and describe a map. I’m the best at drawing, but I’m the worst at painting. sloth
44 I Ican
canuse
useadverbs
adverbstotocompare
comparehow
howanimals
animalsmove.
move.
swan
cheetah den kangaroo mole nest 1 Circle the correct adverb for you.
55 I Ican
canunderstand
understandaatext
textabout
aboutanimal
animalhomes.
homes. tortoise
platypus
Total polar
/ 15 bear sloth swans webs
1 I think I eat quietly / noisily. 4 I think my teacher
66 I Ican
canwrite
writeaafact
factfile.
file.
2 I think I write quite well / badly. speaks slowly / fast.
1 This animal lives on the ice. Its habitat is disappearing.
77 I Ican
canuse
usecolons
colonsand
andbullet
bulletpoints
pointsininaatext.
text. 5 I think my English is improving slowly / fast.
3 I’ve got a friend who sings beautifully / badly.
1 I know why it is important to keep trying.
2 This animal digs fast and lives in dark tunnels. 2 Put a tick (✓) if the sentences are true and correct them if they are not. Check online.
Total / 35 2 I keep trying when something is difficult.
3 This animal moves very slowly along tree branches. 1 Cheetahs run faster than tuna can swim.
3 I encourage others to keep trying.
4 This is a home that birds build to keep their eggs in,
What did you do very well? Total / 15 2 The golden eagle flies the fastest of all birds.
usually in trees.
What do you need to improve?
5 This hunter moves quietly and are the fastest land 3 The blue whale ‘sings’ more loudly than any animal on earth.
Reflect: Which learning tool helped you the most? animals in the world.
1 I know how to use my voice in a presentation.

Individualwork
work 2 I understand my emotions. 6 This unusual animal’s mouth and feet look like a duck’s, 4 Some sea creatures can change colour better than chameleons.
activities but it’s got brown fur too.
3 I can talk about my emotions in English.

Readingactivities
activities 5 Sloths’ body odour smells worse than ours.
Total / 15
Pair/groupwork
work
Videos Digital
Digitalactivities
activities

Other Unit total / 80
14
14 15
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ES0000000068205 849788_AB5_U6_129386.indd 63 8/1/2022 5:07:29 PM
182 Unit review

Unit review 6
will help them to understand how they learn and where
Materials they might need some help.
Divide the children into two teams. Display a random flashcard. Next, they assess their functional language and mediation
One child from each team runs to the front and writes it on the skills, social and emotional skills and 21st century skills.
board. The quickest child wins a point for their team. You can The children add up their total, then turn to the language
award an extra point for correct spelling. Continue with more and skills map on pages 2-3 to see which sticker (if any) they
flashcards until all children have had a go. should place. They place the sticker on the map for this unit.
1 Read the text. Choose the correct words. My Passport pages 14-15
Explain that in this exam activity children need to choose
one correct word from a choice of three. Read the Exam tip Final evaluation
together. Point out that sometimes the words might be quite Call out some statements about things in the unit where there
similar, so careful reading and checking are really important. is more than one answer, for example: It jumps higher than a
The children then complete the activity individually. They can cheetah. It moves more slowly than a tortoise. It flies worse
check their answers with a partner and discuss any answers than a swan. It sees better than a human. It lives in a den. It
that are different. Invite volunteers to read out the text one builds a nest. It’s a bird that lives in New Zealand. It swims faster
sentence at a time. than a polar bear.
Answers The children write something that matches the description.
1 fastest 2 best 3 slowly 4 faster 5 beautifully 6 better Try and elicit as many different answers as possible. Children
shouldn’t put up their hand to answer if someone has already
2 Look and say the story. said the same thing.
In this type of question, the children need to tell a story based
on a series of pictures. Read the Exam tip together. Ask the
children to suggest what they can say if they can’t remember
words like cheetah, for example, or burrow. Give the children
time to look carefully at the story and to think about what is
happening and what words to use. In this story, it could be
useful to say what the animals are saying or thinking. The
children take turns to tell the story to partner. They can do this
several times and will find that their stories get more detailed
each time.
Fast finishers The children choose their

FF favourite animal from the unit and compare
what it can do it with what they can do.
Unit 6 Test
Term 2 Test
Unit review 183

6 Transcripts
Student's Book audio transcripts

2.9 Listen and match.
1 I can run fast! I love running!
2 He’s learning to ride a bike. He’s riding slowly and his dad is
helping him.
3 My friend Sarah jumps badly. But she’s getting better!
4 I swim well. I go to swimming lessons three times a week!
5 Lucy likes yoga. She likes doing it quietly.
6 Our school football team celebrate noisily when they win!
7 Look at the ballerina. She dances beautifully!
8 He can hit the ball hard!
9 They like basketball. They’re playing happily.
10 I like to relax peacefully in the garden with my dog.
2.10 Listen and read. Who is happy when her team

scores a goal?
2.11 Read and listen. The tortoise and the hare



1 It’s a cheetah. It can run very fast.
2 It’s a sloth. It’s hanging peacefully from a tree branch.
3 It’s a kangaroo. It can jump very well.
4 It’s a tortoise. It walks very slowly.
5 It’s a mole. It lives under the ground and it’s very good at digging.
6 It’s a swan. It’s swimming.
7 It’s an eagle. It’s flying.
8 It’s a polar bear. It’s swimming, too.
9 It’s a peacock. It’s walking slowly, showing off its beautiful feathers.
10 It’s a platypus. It’s got a beak like a duck.
2.14 Listen and read. What is Danny’s book about?

2.15 Read and listen. What animals live in these

five homes?

Transcripts 6
Ed: Hi everyone! I just watched a nature programme. I love
Page 58 All aboard! nature programmes. This one compared how different animals
move. I learnt some really fun things.
Danny: Hey, it's me again! A kangaroo moves fast. Look at it jump! But a cheetah moves
Today at school we were talking about the different things that the fastest. Wow!
we do and how we do them. It was good because we learnt new A tortoise moves more slowly than most animals. But I think a
things from our classmates. sloth moves the most slowly.
For example, I like to study quietly because I need to A peacock is the worst at flying. But an eagle is the best at
concentrate. My friend listens to loud music, but now he wants flying. Wow, it's amazing!
to study quietly too. And did you know that moles can swim? But a platypus is better at
Before I go to bed, I like to watch a film, but my teacher relaxes swimming than a mole. I think a swan is the best of all at swimming.
peacefully before bed because it helps him to sleep. I'm going It swims beautifully! But polar bears swim very well, too.
to try it! I want to watch another episode now. What animal do you think
Oh, and my classmates say I eat noisily. They said I should eat is the best and why?
slowly.
I don’t sing beautifully, and I know I play football badly. I kick Page 65 Virtual tour – Animals in New Zealand
the ball too hard! But it's OK, I still enjoy it. And I play chess well.
Everyone is good at something! Girl: Hello! I’m Amelia and I live in Wellington, in New Zealand.
What else? Umm… Oh, I like running fast because it's exciting. In today's virtual tour, we're going to take a look at animals in
And I happily give gifts to my friends and family! New Zealand.
What about you? We all have a different way of doing things. Our most famous animal is the kiwi. The kiwi is a bird. It can walk
How do you do your favourite activity? fast, but it can’t fly. Kiwis make nests in burrows underground.
The kiwi is a national symbol, and people from New Zealand
Page 61 Functional language are often called Kiwis.
This bird is a tui. It can fly. It’s got white feathers that look like
Hannah: OK, so I read on the website that the information about golf balls under its head and it can make some very strange
the activities is in the main sports hall. I don’t know where that is. noises. Listen!
Sophie: Neither do I. Let’s ask this woman for directions. I think There are some cute penguins in New Zealand too! The smallest
she works here. penguins in the world, blue penguins, live here. They’re only 25
Hannah: Excuse me, can you tell us the way to the main sports centimetres tall.
hall, please? Yellow-eyed penguins also live here. There aren’t many yellow-
Woman: Yes, of course. Go along this corridor, then turn right eyed penguins left in the world, so we protect them. Penguins in
after the stairs. New Zealand make nests in burrows or on cliffs by the sea.
Hannah: OK… We also have the smallest dolphins in the world: Hector’s
Woman: Then, go through the door, go past the tennis courts dolphins. They’re also protected.
and the main sports hall is on your left. It’s next to the café. It’s The New Zealand sea lion is another sea creature that lives
not far, just a three-minute walk. here. There are only about 10,000, so again, we look after them.
Hannah: OK, so along this corridor, then right, through the door, I hope you enjoyed meeting some of the amazing animals that
past the tennis courts and the hall is on the right? live in New Zealand.
Woman: No, it’s on the left.
Hannah: Oh, right. I mean, left! Got it. Page 66 Presentation tip – Using your voice
Woman: Oh, wait a second. You’re new here, right?
Sophie: Yes, we are. Ed: Hello! Today, our presentation tip is about using your voice.
Woman: Great. You’ll love it. But you have to register first at Knowing how to use your voice is an important presentation
reception before you go to the sports hall. skill. We want an audience like this, not this! Let’s watch Hannah.
Sophie: Oh, OK. Thanks for telling us. Umm, where’s reception, Hannah: Are you feeling stressed? Well, we’ve created some
please? special mindfulness activities just for you.
Woman: That’s easy. It’s just opposite. See? It’s just over there Ed: I’m bored. Are you bored? Used well, your voice can help
by the door. you get your audience’s attention. Here are some ideas. Don’t
Sophie: Thanks. always speak in the same voice. And don’t speak very slowly
or quietly. Use a happy voice, with energy. And imagine you’re
talking to someone at the back of the room. Now let’s see what
Hannah can do...
Hannah: Are you feeling stressed? Well, we’ve created some
special mindfulness activities just for you.
Ed: Great stuff, Hannah! Well done! Now you try it! Goodbye!

6 Activity Book

1 1
Page 54 1 way 5 past 1F 2T 3F 4F
1 2 along 6 on
1 fast 3 turn 7 opposite 2
2 slowly 4 through 8 over 1 Twigs, grass and leaves
3 quietly 2 Mud and saliva
4 peacefully 2 3 In existing nests or holes in trees
5 well 1 go/walk through
6 badly 2 go past Page 61
7 happily 3 turn left
Viewing
8 hard 4 opposite
1
9 beautifully 3 1 Fly
10 noisily ea sound as in eat: sun cream; beach; team 2 Golf balls
2 ea sound as in bread: weather; breakfast; 3 In burrows or on cliffs
1 fast; well; quietly; slowly; beautifully; ready 4 They’re the smallest dolphins in the world.
noisily; happily; badly
2 well; slowly; hard; noisily; happily; Page 58 Writing
badly 1 1
3 fast; quietly; slowly; noisily; happily Food: • plants
4 fast; well; quietly; slowly; happily; badly • grass
M P O L A R B E A R R
Can sleep: • on land or water
S K A N G A R O O P S • standing on one leg
Page 55
3 2 Child’s own answer
1 badly
N Q U I P T Y L O N T Page 62
2 hard
3 fast T O R T O I S E P B H Project Portfolio Child’s own project
4 well Z S I M A B C P O K W
5 beautifully Y P L A T Y P U S A E Page 63
6 quietly
7 slowly 1 cheetah 1
2 eagle Colour the big sloth – green
4 3 kangaroo Colour the tortoise sleeping in its shell –
1 b; d 2 c; g 3 a; e 4 f; h 4 mole red
5 peacock Colour the two flying swans – yellow
5 Child’s own answers Write the word ‘Peaceful’ in the sign
6 sloth
7 tortoise Colour the peacock showing its tail –
Page 56 blue
8 swan
1 9 platypus
1 competition
2
10 polar bear 1 polar bear
2 win
2 2 mole
3 in front
1 eagle; peacock; swan 3 sloth
4 stop trying
2 cheetah; kangaroo; platypus; polar bear 4 nest
5 continued
3 mole; sloth; tortoise 5 cheetah
6 end
6 platypus
2
1c Page 59
2d 3
3g 1c 3b 5d
4e 2f 4e 6a
5a
6f 4
7b 1✓
3✓
3 Any two of these words: 5 Child’s own answer
1 happy; proud; surprised 6 Child’s own answer
2 embarrassed; disappointed; surprised
4 5 Child’s own answer

1 You can do it! ✓
4 Keep trying. ✓
5 It’s hard, but don’t give up. ✓

Activity Book 6
3
Audio transcripts Girl: I love the swans. They swim beautifully.
Man: Yes, and they also fly very well too. Can you colour the
27 Read and complete. Listen and check. flying swans?
Do you want to learn a new skill? Join an after-school club! You Girl: Shall I colour them blue?
can do art, play music, dance or even learn languages! Man: No, colour them yellow please.
Perhaps you play a musical instrument badly. We can help you Girl: OK.
get better. Just practise hard and you’ll improve really fast! Do
you want to speak another language really well, or learn to 4
dance beautifully? Come along! There are also mindfulness Girl: Where are the animals?
classes where you sit quietly, and learn to breathe slowly. Man: They’re in an animal sanctuary. It’s called ‘Peaceful
Does any of this sound interesting? Come along to the hall after Animal Sanctuary’.
school on Friday! Girl: Oh dear. The letters have come off the sign.
Man: Can you write ‘peaceful’ on the sign?
Girl: Good idea.
28 Listen and repeat. Classify the words in the Man: OK. Above the words ‘Animal Sanctuary’ write ‘Peaceful’.
table.
5
The weather is hot, so wear sun cream at the beach!
Girl: Do you think the animals are happy?
Weather, weather.
Man: Well, those peacocks are eating happily and calling
Sun cream, sun cream.
noisily, so I think they are.
Beach, beach.
Girl: Ooh! I love peacocks. Can I colour one?
Let’s work as a team and get breakfast ready.
Man: Yes, of course. Colour the one that is showing its tail.
Team, team.
Girl: It’s got a beautiful tail. Can I colour it blue?
Breakfast, breakfast.
Man: Good idea. Thank you!
Ready, ready.
29 Listen and match.

Ed: I love learning interesting facts! Humans can generally see
very well. We can see stars from millions of light years away,
and we can see lots of different colours. But did you know that
eagles can see eight times more clearly than humans? They
have the best eyesight of all animals and can see the most
clearly from a long distance away.
Moles can’t see well at all, but they can dig well! They can dig
better than rabbits, even though they are much smaller!
Sloths move more slowly than other animals. But here’s a
surprising fact about sloths. They can swim! In fact, they actually
swim a lot faster than they walk!
30 Read and listen. Circle T (true) or F (false).

31 Listen and colour. Write.

1
Girl: Wow! What a lot of animals!
Man: Yes! Would you like to colour the picture?
Girl: Yes please.
Man: OK. Can you see the sloths in the tree?
Girl: Yes, I can. They’re moving slowly.
Man: Can you colour the big sloth green.
Girl: OK. That’s a good colour.
2
Man: Can you see some other animals that move slowly?
Girl: Oh yes! There are four tortoises. Two of them are walking
near the lake and two are under the tree.
Man: And one is sleeping peacefully inside its shell.
Girl: Cool! Can I colour it?
Man: Yes. Colour it red.

188
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Our trip to the USA People
Language objectives
• Learn vocabulary related to people • Review grammar from units 4, 5 and 6 • Review functional language from units
4, 5 and 6
Skills objectives
• Discuss famous people from the USA ✓ Teacher’s i-solutions • Our trip to the USA:
• Talk about different reasons for being famous ✓ Student’s Book 5 People
• Role-play an interview with a famous American Real-world video to develop
✓ Passport 5
Additional materials of a visit to the USA
Viewing ✓ access to the internet or
• See and hear key language in context a library
• Learn about famous peopleAmazing
in the USAJourney is a primary language series that takes children on an
Amazing Journey 3
Assessment criteria
A
• education years.
The children can talk about fame and famous people, For ideas on how to exploit the
Amazing Journey. Each unit is an exciting trip that brings into focuscourse resources, see our Activity Bank
research appropriate information about a famous person
Student’s Book
the importance of:
and ask and answer questions in a role play of an interview. amazingjourney.richmonddigital.eu
st
21 Century skills
including:
FOR THE STUDENT
interactive andlearning
teaching and culture lessons
3
• Videos
Flipped
lesson dynamics
plans in the form
Teacher’s
Lesson 1 answer key
generator and i-stories
Flashcard Bank
Teacher’s Book
and Word cards
abilities
on the with
course the children
website

Lessons 1-2 Digital Student’s Book Digital Activity Book

alsoCommon
European
Cambridge Englishwindows.
Cultural awareness
Qualifications Pre-A1
Term 2 overview 189

Lesson 1
Term 2
Our trip to the USA people
1 Do you know any famous people from the USA?
3 Would you like to meet them?
2 WATCH Why are these six people famous?
Michael Jordan
Amelia Earhart Beyoncé
4 RESEARCH Find out more about people from the USA. Appreciating diversity: 21st
CENTURY
Use the internet or the library to research a famous person Think about what makes SKILLS
Reese Witherspoon • Where they are from • What they do (or did) Problem solving: Think about
Benjamin Franklin Neil Armstrong
• When they were born • Why they are special problems that could occur and
how to solve them.
3 AFTER YOU WATCH Read and write the correct form of the words. 5 CREATE Prepare an interview with a famous American.
Autonomy: Plan the best way
1 In pairs, use your notes to write an interview. to complete your task.
Prepare questions and answers.
2 Decide who is going to be the interviewer and who is
going to be the famous person.
Presentation tiPS
Sacagawea was a Native American woman who helped 4 Practise your interview.
explorers cross America a long time ago. She was born use your voice.
around 1788 in the north of America.
Meriweather Lewis and William Clark were explorers, they
were (1) … (investigate) America. They (2) … (not have)
Nice to meet you,
maps and they (3) … (can not) speak with the Native Tom Cruise!
American people. Sacagawea could speak different It’s a pleasure
languages very (4) … (good). Because of Sacagawea, the to be here.
explorers (5) … (can) talk to other Native American people
and travel more (6) … (peaceful).
The journey was very difficult and Sacagawea wasn’t
(7) … (ride) a horse like Lewis and Clark. She was
(8) … (walk) and carrying her baby in a bag on her back!
190 Lesson 1

Term 2 2
Lesson 1 Objectives Fast finishers The children write a short
Talk about different reasons for being famous
Learn about some famous people from the USA
Practise viewing skills
FF description of a favourite famous person from
their own country. They should say what they
do, how they do it and why they are special.
Materials Initial evaluation

✓ Teacher’s i-solutions Play Guess who. Invite a volunteer to the front of the class. Ask
them to choose a famous American. You can prepare a list of
people from the video or the text and include other famous
Flipped Learning option Americans that the children talked about in Activity 1. The rest of
The children watch the video at home before the class. They the class needs to ask them questions to guess who the famous
choose their favourite famous person and write why they like person is. Limit the number of questions to five so that they
that person. need to think carefully about the best questions to ask. Elicit
questions from different children each time. When they have
guessed or used all five questions, invite another volunteer to
Warmer
the front to choose another famous person.
Discuss what being famous means and elicit some names of
famous people, from the present day or from the past. Ask what
they are famous for, which of the famous people they think are Video transcript
most important and why. Ask the children if they would like to
be famous, and why or why not. Our trip to the USA: People
Throughout history there have been some amazing American
1 BEFORE YOU WATCH Answer the questions with a people. I’m sure you know some of these names and faces…
classmate. There were incredible pilots, like Amelia Earhart and Neil
The children discuss the questions with a partner. They may Armstrong, who walked on the moon!
have lots of ideas! Encourage them to think of people who are In the worlds of basketball and tennis, there are megastars
famous for different things. Pairs can then share some of their like Michael Jordan and Serena Williams. She hits the ball
famous people with the class. Ask which person they would harder than I can!
most like to meet. There are people who sing very well, like John Legend and
Beyoncé.
And famous actors, like Tom Hanks, the voice of this famous
2 WATCH Why are these six people famous? character, and Reese Witherspoon.
Elicit what the children know about any of the people, then One very interesting American person from a long time ago is
watch the video all the way through and check their ideas. Elicit Benjamin Franklin. You can see his face on American money.
what each of the people in the pictures were famous for, and Benjamin Franklin was born in Boston. He designed, invented
any other details the children remember about them. Ask if the and discovered some very useful things. Before this experiment,
children can remember the other famous people in the video people couldn’t protect buildings in a storm.
(Tom Hanks, Serena Williams and John Legend). Ask which There are lots of interesting people from the USA. Which ones
famous person the children think lived the longest time ago and would you like to meet?
how they know. (Benjamin Franklin. The picture is a painting,
not a photo, and clothes are very old-fashioned. You can tell
them he lived from 1706-1790.) Ask if there are famous people
on banknotes in their country. Ask if they remember the things
Franklin invented, designed or discovered and play the video
again, pausing after Franklin’s section to elicit more details. Point
out that Franklin discovered and invented many more things, and
was also a politician, diplomat and philosopher. Ask the children
if they can think of people in their country who are famous for the
same things.
3 AFTER YOU WATCH Read and write the correct

form of the words.
Ask the children to read the first paragraph of the text. Ask if
Sacagawea was born before or after Benjamin Franklin (after
him). Have the children work in pairs to choose the correct
the words, then check answers as a class. Ask some general
comprehension questions, for example: How did Sacagawea
help the explorers? How did Lewis and Clark travel? Why was
the journey difficult for Sacagawea?
Lesson 1 191

Lesson 2
Term 2
Our trip to the USA people
1 Do you know any famous people from the USA?
3 Would you like to meet them?
2 WATCH Why are these six people famous?
Michael Jordan
Amelia Earhart Beyoncé
4 RESEARCH Find out more about people from the USA. Appreciating diversity: 21st
CENTURY
Use the internet or the library to research a famous person Think about what makes SKILLS
Reese Witherspoon • Where they are from • What they do (or did) Problem solving: Think about
Benjamin Franklin Neil Armstrong
• When they were born • Why they are special problems that could occur and
how to solve them.
3 AFTER YOU WATCH Read and write the correct form of the words. 5 CREATE Prepare an interview with a famous American.
Autonomy: Plan the best way
1 In pairs, use your notes to write an interview. to complete your task.
Prepare questions and answers.
2 Decide who is going to be the interviewer and who is
going to be the famous person.
Presentation tiPS
ME DIATION
Sacagawea was a Native American woman who helped 4 Practise your interview.
explorers cross America a long time ago. She was born use your voice.
around 1788 in the north of America.
Meriweather Lewis and William Clark were explorers, they
were (1) … (investigate) America. They (2) … (not have)
Nice to meet you,
maps and they (3) … (can not) speak with the Native Tom Cruise!
American people. Sacagawea could speak different It’s a pleasure
languages very (4) … (good). Because of Sacagawea, the to be here.
explorers (5) … (can) talk to other Native American people
and travel more (6) … (peaceful).
The journey was very difficult and Sacagawea wasn’t
(7) … (ride) a horse like Lewis and Clark. She was
(8) … (walk) and carrying her baby in a bag on her back!
My Passport page 23
Our trip to the USA
Food People
My group
We made a TV programme about . We interviewed .
Teamwork reflection
• Something I did well: • Something I did well:
Self-assessment
1 What I liked best about this topic: 1 What I liked best about this topic:
2 Something interesting I learnt: 2 Something interesting I learnt:
3 How I found the information: 3 How I found the information:
4 A food from the USA I would like to eat is: 4 A person from the USA I would like to meet is:
22 23
192 Lesson 2

Term 2 2
M ED IATIO N
Lesson 2 Objectives
At the end of the presentation, the interviewer should ask
Research a famous person from the USA the audience if anyone has questions for the famous person.
Prepare an interview with a person They will then manage the conversation between the
Perform a role play of an interview member(s) of the audience and the famous person.
Materials
FF Fast finishers The children draw a scene from
their interview with speech bubbles.
✓ access to the internet or a library
MY PASSPORT
Warmer
Recap the famous people from the previous lesson. Give clues The children use the passport to record their work and to
about each person for the children to guess, for example: This reflect on their team’s and their own performance. Remind
person sings very well and dances beautifully. This person them that they should reflect on and evaluate their progress
travelled to the moon. This person played basketball brilliantly. honestly as it will help them to understand how they could
This person is one of the best tennis players in the world. This improve.
person could speak languages very well. You could play the Once they have completed the page, they can compare their
ME DIATION
video again to check answers. learning summaries with their team’s to see if they identified
the same strengths and weaknesses.
4 RESEARCH Find out more about people from the
My Passport page 23
USA.
Organise the children into pairs. Read the instructions together,
making sure they know what they need to do. Each pair should Final evaluation
choose a different person. The famous person can be from the Observe the children as they plan and prepare. Check that
past or living now, and does not need to be from the video. they research appropriate material and take into account the
As well as the four pieces of information given, encourage the Presentation tips as they perform their interviews. Invite the
children to find out other things about the person that will help children to say which their favourite interview was, and why.
them to make their interview interesting.
Elicit other questions the children could ask the famous people.
Invite a volunteer to sit at the front of the class to role-play the
21st With the class review the 21st century skills and ask person in their interview. The rest of the children ask questions,
CENTURY
SKILLS the children why each one is important. and the ‘famous person’ improvises their answers. After a few
questions, invite another child to role-play their character.
5 CREATE Prepare an interview with a famous

American.
Invite volunteers to read out the four parts of the instructions.
Encourage the children to think about a good order for their
questions and how they can introduce and end their interviews.
Elicit suggestions for how to introduce their interview. Ask them
to read the ending in the example speech bubbles and to tell
you other phrases they could use. Encourage the children to
gather simple props to bring their interviews alive. Give the
children plenty of time to prepare. Encourage them to memorise
their questions and replies as much as possible, and not rely on
notes.
Read the Presentation tips with the children. Encourage them
to think of and practise body movements, voice and facial
expressions that are appropriate for the character in their
interview.

When the children are ready, have each pair perform their
interview for the class. Encourage the audience to applaud. The
children could make a note of their favourite characters and
think of questions to ask later.
Lesson 2 193

7 World travellers
Overview
Language objectives
• Learn past participles: been, camped, • Use Present Perfect • Talking about past experiences
caught, climbed, drunk, eaten, landed, • Use Present Perfect with just • Talking about recent past experiences
skied, swum, taken off
• Learn travel nouns: chopsticks, festival, Recycled grammar Learning situation
field, hill, market, noodles, postcard, Past Simple travelling by plane
statue, tea, temple
Recycled vocabulary
common irregular Past Simple verbs,
sport words, food words
Skills objectives
Speaking Listening
• Discuss new experiences • Hear key language within a text
• Talk about experiences using the Present Perfect • Match spoken language to images
• Talk about travelling experiences • Listen to and follow a text
• Discuss travelling by plane • Follow the narrative of a story
• Define and guess key vocabulary
• Discuss the value from the story
• Role-play airport scenarios in a guided pair work activity Viewing
• Discuss information from the video
• Present a travel brochure
Reading • Learn about islands in the UK
• Read and understand key language • Learn to control their nerves
• Read and comprehend a text
• Identify missing words from a text
• Answer questions about a text • Write about experiences they have and haven't had
• Cross-curricular link: Social Studies • Write about things that have just happened
• Write a postcard

• All aboard! The children can use the Present Perfect to talk
about interesting and unusual experiences, especially travel
Social and emotional skills experiences.
The children consider how to overcome their fears. • Language Bridge The children can understand the story,
identify cognates, discuss how to overcome fears, and also
Pronunciation follow a video, identify key phrases and then use them when
The children hear and pronounce er sounds. travelling by plane. They can also pronounce the er sound.
pronunciation
• Fasten your seatbelt! The children can use nouns related

Mediation to travelling experiences and talk about recent experiences
The children relay specific information and summarise using just.
and explain a text. • Skills Station The children can understand a text about an English
city, extract information from a video and write a postcard.
Project learning situation • Project The children can work in groups to research and
The children make a travel brochure. make notes about a tourist destination and prepare a
presentation on it, then peer and self-evaluate the presentations.
21st century skills • Checkpoint The children can complete activities based on
21st Cultural awareness: The children understand the value A2 Flyers Reading and Writing.
CENTURY
SKILLS
of being aware of and appreciating cultural differences.
194 Unit 7 overview

✓ Teacher’s Resources Unit 7 • Virtual tour Real-world video to develop viewing skills in the
✓ Project Stop 1 – local or national travel brochures do a good presentation
✓ Project Stop 3 – printing facilities, paper, drawing materials, See lesson notes for Flipped Learning dynamics.
glue
✓ Lesson 8 – a world map or globe, a piece of paper and
pencil per small group


including:


and engineering
Lessons 3, 4, 6, 7, 9
i-flashcards
Lessons 1, 4-9
Lessons 1, 3, 8, Review Game Generator to create your own IWB games
Civic competence
windows.
Lessons 1, 2, 5-9
Unit 7 overview 195

7 All aboard!
Lesson 1
7
7
World travellers
5 Listen and read. Whose family has eaten and drunk unusual things? 2.18
All aboard! 3
Sophie: I’m looking forward to the summer holidays! I love travelling!
All aboard! 1 2 Ed: Me too! My family and I have had some great holidays! We’ve camped in
a forest under the stars!
Talk about past Sophie: Oh, cool! I haven’t camped in a forest, but I’ve climbed trees!
experiences
Ed: It’s fun to try new things on holiday!
1 Choose a place to Sophie: I agree! We’ve tried some interesting new food too! I’ve eaten snails,
project stop
travel to my dad has eaten purple carrots and my mum has drunk a green milkshake!
They’ve skied Ed: Really? I haven’t eaten any new food and I haven’t drunk any new drinks! But
down a mountain! I’m going to Indonesia next week to visit my aunt. She lives there! Maybe I’ll try
I’ve drunk green juice!
language Bridge He’s eaten purple some new food then!
ice cream! 6 Sophie: Oh wow! That sounds amazing!
Overcoming fears 4
Ed: I know! I can’t wait!
5
Travelling by plane
Fasten your seatbelt! 1 Ed and his family… a haven’t camped in a forest.
I’ve swum in a lake! 2 Sophie and her family… b hasn’t eaten or drunk anything new.
Talk about recent
She’s climbed a tall tree! 3 Sophie… c has eaten purple carrots.
past experiences I’ve camped in a forest!
4 Sophie’s dad… d have camped in a forest.
9
2 Research your 8 5 Sophie’s mum… e has eaten snails.
project stop place 7
6 Ed… f has drunk a green milkshake.
skills station Our plane has taken off

7 Play a game. Grammar Way Present Perfect
A visit to Liverpool
from the airport!
INSTRUCTIONS I
have climbed trees.
10 Write three sentences using the haven’t camped in a forest.

Islands around the UK Present Perfect. has had great holidays.
They’ve been to She
Two sentences should be true and one hasn’t eaten any new foods.
A postcard the USA! should be false.
We’ve caught a bus Language reference page 103
Say your sentences to your partner.
in London!
3 Make a travel
Our plane has landed in Paris!
Can your partner guess the false sentence?
project stop brochure
I’ve swum in the Atlantic Ocean.
be camp catch climb drink eat land ski swim take off
I haven’t camped in a forest.
project TerminAl 1 Watch the video. What new experiences have you had? Project stop 1 My dad has been to the moon.
2 Listen and repeat. 2.16 A travel brochure The last sentence is false!
Present
your travel There is a travel exhibition in your
3 Match the verbs and the past participles.
brochure local tourist office. In this project,
Eat! you’re going to make a travel brochure 8 Write about things you have and haven’t done.
Eaten! to display about a place you would
Checkpoint like to visit.
4 Listen and say Me too! for the things that are true for you. 2.17 I’ve eaten Indian food. I haven’t camped in a forest.
Choose an interesting place.
70 Lesson 1 Past participles Go to page 78 Present Perfect Lesson 2 71
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7
7
World travellers
3 Listen to Hannah and tick (✓) or cross (✘). 33
All aboard!
been camped caught climbed drunk eaten landed skied swum taken off Danny Sophie Ed Hannah
drunk green juice ✓ ✘ ✓ ✓
1 2 3 tried coffee
eaten sushi
skied
swum in a lake
I’ve I’ve I’ve camped in the snow
next to a waterfall. a fish. coconut water.
4 Write what Hannah and Sophie have or haven’t done.

6
4 5
climb drink take off
I’ve
I’ve on TV.
I’ve
in Canada.
on a beach.
9
7 8
Hannah ✘ Sophie ✘ Hannah ✘ Sophie ✓ Hannah ✓ Sophie ✓
1 Hannah and Sophie in a plane during a storm.

I’ve and 2 Hannah carrot juice, but Sophie it. She loves it!
I’ve I’ve in a hot air
to the top of a tower. insect snacks. balloon.
3 Hannah and Sophie a mountain.
5 Write sentences about things you have and haven’t done.

2 Look and complete. be lost in a forest eat Italian food take off in a helicopter catch a train
Infinitive Past Simple Past participle
drink drank 1
ate eaten 2
be / been
3
take off taken off
catch caught 4
66 Lesson 1 Past participles Language reference page 94 Present Perfect Lesson 2 67

196 Lesson 1

Lesson 1 Objectives Initial evaluation
Play Noughts and crosses. Divide the class into two teams. Draw
See and hear key language in context a large 3x3 grid on the board. Write a verb infinitive into each
Associate key words with images grid space. Toss a coin to decide which team goes first. The
Discuss new experiences first team chooses a verb, says the participle and spells it. If the
Learn regular and irregular part participles participle and its spelling is correct, they rub out the infinitive
and place a nought in that space. The next team does the
Materials same, placing a cross if they give the correct participle for their
✓ Teacher’s i-solutions chosen verb. Continue until one team gets three in a row. Play
again, replacing the verbs.

They write what Hannah’s family has done in a storm.
Warmer
Review vocabulary from previous terms. Choose words from
three or four different categories (for example food from Unit 3,
inventions from Unit 4, house features Unit 5, animals from Unit 6).
Write and show or whisper a different word to each child. The
children move around the room saying their words out loud,
trying to find other children from the same category to form
groups. Tell the children beforehand how many categories there
are. When groups are formed, elicit what each group’s category
is. Repeat with different vocabulary categories.
1 Watch the video. What new experiences have

you had?
Watch the video all the way through. Elicit any of the holiday
experiences the children remember. Play the video again and
ask the children to put up their hands if they have had that
experience. Play the video a third time, pausing to invite children
to read and say the experience. After watching, invite children to
talk about holiday experiences they have had.
2 Listen and repeat. 2.16
Ask the children to look at the pictures and text as they listen
and repeat. Play the audio twice. Encourage the children to
copy the intonation on the audio.

Explain that the words in bold are called past participles. Ask
what the children notice about landed, camped, climbed and
skied. (They are the same as the Past Simple form of the verbs.)
Explain that the others are irregular. Call out verbs and have
volunteers tell you the participles. Children can then continue in
pairs, taking turns to say the verb or give the participle.
Answers
1 drink 2 eat 3 ski 4 camp 5 climb 6 swim 7 be 8 catch 9 take off
10 land
4 Listen and say Me too! for the things that are

true for you. 2.17
When the children listen to the audio, encourage them to shake

their heads if the statement is not true for them. Check that
the children understand each statement, and that all children
respond in some way. Play several times.
Lesson 1 197

7 All aboard!
Lesson 2
7
7
World travellers
5 Listen and read. Whose family has eaten and drunk unusual things? 2.18
All aboard! 3
Sophie: I’m looking forward to the summer holidays! I love travelling!
All aboard! 1 2 Ed: Me too! My family and I have had some great holidays! We’ve camped in
a forest under the stars!
Talk about past Sophie: Oh, cool! I haven’t camped in a forest, but I’ve climbed trees!
experiences
Ed: It’s fun to try new things on holiday!
1 Choose a place to Sophie: I agree! We’ve tried some interesting new food too! I’ve eaten snails,
project stop
travel to my dad has eaten purple carrots and my mum has drunk a green milkshake!
They’ve skied Ed: Really? I haven’t eaten any new food and I haven’t drunk any new drinks! But
down a mountain! I’m going to Indonesia next week to visit my aunt. She lives there! Maybe I’ll try
I’ve drunk green juice!
language Bridge He’s eaten purple some new food then!
ice cream! 6 Sophie: Oh wow! That sounds amazing!
Overcoming fears 4
Ed: I know! I can’t wait!
5
Travelling by plane
Fasten your seatbelt! 1 Ed and his family… a haven’t camped in a forest.
I’ve swum in a lake! 2 Sophie and her family… b hasn’t eaten or drunk anything new.
Talk about recent
She’s climbed a tall tree! 3 Sophie… c has eaten purple carrots.
past experiences I’ve camped in a forest!
4 Sophie’s dad… d have camped in a forest.
9
2 Research your 8 5 Sophie’s mum… e has eaten snails.
project stop place 7
6 Ed… f has drunk a green milkshake.
skills station Our plane has taken off

7 Play a game. Grammar Way Present Perfect
A visit to Liverpool
from the airport!
INSTRUCTIONS I
have climbed trees.
10 Write three sentences using the haven’t camped in a forest.

Islands around the UK Present Perfect. has had great holidays.
They’ve been to She
Two sentences should be true and one hasn’t eaten any new foods.
A postcard the USA! should be false.
We’ve caught a bus Language reference page 103
Say your sentences to your partner.
in London!
3 Make a travel
Our plane has landed in Paris!
Can your partner guess the false sentence?
project stop brochure
I’ve swum in the Atlantic Ocean.
be camp catch climb drink eat land ski swim take off
I haven’t camped in a forest.
project TerminAl 1 Watch the video. What new experiences have you had? Project stop 1 My dad has been to the moon.
2 Listen and repeat. 2.16 A travel brochure The last sentence is false!
Present
your travel There is a travel exhibition in your
brochure local tourist office. In this project,
Eat! you’re going to make a travel brochure 8 Write about things you have and haven’t done.
Eaten! to display about a place you would
Checkpoint like to visit.
4 Listen and say Me too! for the things that are true for you. 2.17 I’ve eaten Indian food. I haven’t camped in a forest.
Choose an interesting place.
70 Lesson 1 Past participles Go to page 78 Present Perfect Lesson 2 71
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7
7
World travellers
3 Listen to Hannah and tick (✓) or cross (✘). 33
All aboard!
been camped caught climbed drunk eaten landed skied swum taken off Danny Sophie Ed Hannah
drunk green juice ✓ ✘ ✓ ✓
1 2 3 tried coffee
eaten sushi
skied
swum in a lake
I’ve I’ve I’ve camped in the snow
next to a waterfall. a fish. coconut water.
4 Write what Hannah and Sophie have or haven’t done.

6
4 5
climb drink take off
I’ve
I’ve on TV.
I’ve
in Canada.
on a beach.
9
7 8
Hannah ✘ Sophie ✘ Hannah ✘ Sophie ✓ Hannah ✓ Sophie ✓
1 Hannah and Sophie in a plane during a storm.

I’ve and 2 Hannah carrot juice, but Sophie it. She loves it!
I’ve I’ve in a hot air
to the top of a tower. insect snacks. balloon.
3 Hannah and Sophie a mountain.
5 Write sentences about things you have and haven’t done.

2 Look and complete. be lost in a forest eat Italian food take off in a helicopter catch a train
Infinitive Past Simple Past participle
drink drank 1
ate eaten 2
be / been
3
take off taken off
catch caught 4
66 Lesson 1 Past participles Language reference page 94 Present Perfect Lesson 2 67

198 Lesson 2

Lesson 2 Objectives 7 Play a game.
Ask the children to read the instructions and the model speech
Listen to and follow a dialogue bubbles. Check that the children know what to do. Point out that
Read and comprehend a dialogue their sentences can be about themselves or about somebody
Talk about experiences using the Present Perfect else. Give the children a couple of minutes to write their
sentences and then get them into pairs to say their sentences
Materials and guess their partner’s false sentence. Change pairs and
✓ Teacher’s i-solutions repeat with different partners a couple of times. When they have
finished, ask the class who guessed a false sentence.
✓ local or national travel brochures (optional) 8 Write about things you have and haven’t done.
Ask the children to read the example text before writing.
Warmer Encourage them to use a variety of participles. They should
Get the children into two teams. Give a board marker to each write at least four sentences.
team. In the middle of the board, write an anagram of a past
participle from Lesson 1. When the children work out the participle,
Fast finishers The children write about two
FF
they send a child from their team to the front to write it. The child
who writes the participle first wins a point for their team.
experiences they have had with their class, for
example excursions, things they have seen or
5 Listen and read. Whose family has eaten and games or sports they have played.
drunk unusual things? 2.18
Play the audio several times as the children follow the dialogue
in their book. Ask the question and elicit the answer. Remind
Project stop 1
the children what looking forward to means, giving a couple of Ask the children to read the learning situation on page 78
examples yourself. Ask the children to read the text individually, and then to continue reading for more details. Explain what
focussing on the words in blue. a travel brochure is. If possible, bring some examples of
Answer tourist brochures from your local or national tourist office.
Sophie’s family Encourage them to look through the whole project to get an
idea of what they will be doing. Get the children into groups
6 Read again and match. to choose a place for their brochure. This should be a place
that all or most of the group would like to visit, and should
Ask volunteers to read the sentences and have the children re-
be in a different country. Encourage the children to think of a
read the dialogue to find the answer. The children can practise
place that is quite different from where they live.
reading the dialogue in pairs.
1d2a3e4c5f6b
Grammar Way Call out a past participle (camped, drunk, eaten, climbed,
caught, swum, tried, etc.) In pairs, the children need to make
Ask the children to look at the grammar table. Point out two sentences using that participle: one affirmative and one
that this tense is called the Present Perfect. Ask the children negative. Elicit answers from different pairs each time.
to identify the past participle in each example and ask
which ones are regular and which ones are irregular. Point
out the use of have/has before the participle and explain
that we use the Present Perfect to talk about something
that happened at some time in the past, but without saying
when. The children can refer to the Language reference
section on page 103 for more examples and a summary
of the past participles in this unit. Drill Present Perfect
sentences, substituting the subject.

Lesson 2 199

7 Language Bridge
Lesson 3
Languag 7
Emotions and values
THE PLANE JOURNEY TRAVELLING BY PLANE

1 Do you know any stories about travelling? 1 Discuss with a classmate.
2 How do you think the girl is feeling in the pictures below?
1 Have you travelled by plane?
Which words look similar in your 2 What do you need to do at an airport
before you get on a plane?

Fern and her parents are going on holiday to Italy. Ed and his parents have arrived at the
Everyone is very excited! Everyone except for Fern.
airport. They’re going to fly to Indonesia to
She hasn’t been on a plane before and she is worried.
visit Ed’s aunt! But first, they need to check
Fern sees the words ‘Departure gates’ on a sign in the in their bags, go through security and go to
airport. Her hands start to shake and she feels sick! the departure gate.
‘I’m scared! I can’t get on the plane!’ Fern says to her mum.
1 Where are they going to fly to?
2 What do they need to do first?
Mum replies, ‘It’s OK to feel 4 Do you think the plane will be on time?
scared, Fern. We all feel scared
sometimes. Breathe in through your
WATCH
nose, and out through your mouth.’
After a few minutes, Fern starts to feel 3 What two places do Ed’s family ask for directions to?
better. She’s still a bit worried, but she
feels calm and she gets on the plane. 4 Watch again. Match the questions to the answers.
1 May I see your tickets and passports, please?
As the plane is taking off, Fern turns to 2 Are you checking any bags in today? a Yes, I want to check in two bags, please.
look out of the window and says, ‘We’re
flying higher than the birds! The world 3 Did you pack the bags yourself? b Yes, I did. c You need to go to Gate H.
looks so beautiful from up here!’
4 What gate do we need?
She stops feeling worried and starts to d Yes, of course.
feel proud and very, very excited about the holiday!
‘Italy, here we come!’ she shouts happily. AFTER YOU WATCH

1 Where are Ed’s family’s plane tickets? 3 What time does boarding start?
AFTER YOU READ 4 Discuss with a classmate. 2 How many bags do they check in? 4 Is the plane on time?
3 Answer the questions. 1 How does Fern’s mum help her? 6 Look and complete. check in Gate passport tickets
2 Why do you think Fern feels proud when she’s on the plane?
1 Where is Fern going on holiday?
3 What makes you feel scared? What do you do to feel better? ON
2 Who is she going with? 1 Here are your … for your plane to Italy. Communication
3 Why is Fern scared? 2 You need to show your … at the check-in desk. Student A: Go to page 95
Fern turned to see the birds flying over the world.
4 How does she feel at the end of 3 I would like to … three bags, please.
the story? Activity Book page 69 2.20 4 You should go to … B. WAY
pronunciation
72 Lesson 3 Vocabulary and grammar in context Social and emotional skills: overcoming your fears Learning situation: travelling by plane Lesson 4 73
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Languag 7
Emotions and values
THE PLANE JOURNEY Travelling by plane

1 Read the story in your Student’s Book. Write True or False. 1 Watch the video. Choose the correct word.
1 Everyone in Fern’s family is excited about going to Italy. 1 May I your tickets and 4 Here are your for your flight.
2 This will be Fern’s first time on a plane. passports, please? a passports b bags c boarding passes
a check in b see c pack
3 Her hands start shaking when she gets on the plane. 849766U7P77H1a
5 Are there any to the flight today?
2 I want to two bags, please.
4 Fern’s mum never feels scared. a board b pack a passports b delays c tickets
c check in
5 Fern’s mum helps her to feel calm. 3 Did you the bags yourself? 6 Can you tell us the way to the , please?
c book a departure gates b boarding c departure times
6 Fern looks out of the plane window. a pack b delay
2 Read and match. 2 Complete the dialogue.

1 When Fern sees the ‘Departure gates’ sign, a they take some big breaths together.
You and your dad are at the airport. You are flying to the UK.
2 When Mum sees that Fern is worried, b her holiday to Italy!
3 Fern starts to feel calmer c she feels happy and proud. Check-in assistant: (1) your tickets please?
4 As the plane is taking off, d and she gets on the plane. You: Yes, here they are.
5 Fern feels excited about e she feels sick. Check-in assistant: Are you checking in any bags today?
Dad: Yes, we (2) two bags, please.
3 Draw how Fern feels, calm or worried . Check-in assistant: (3) the bags yourselves?
You: Yes, we packed them ourselves.
1 Her hands start to shake. 4 She feels sick. Check-in assistant: Here are your (4) for the flight.
Dad: Thank you. Are there any (5) today?
2 ‘Italy, here we come! 5 ‘The world looks so beautiful from up here!’
Check-in assistant: No, it’s on time. Departure is from Gate A.
3 ‘I can’t get on the plane.’ 6 ‘Breathe in through your nose, and out through your mouth.’ You: Can you (6) to the departure gate, please?
Check-in assistant: Go past the bank, and it’s on the right.
You: Thank you!
4 Your friend is afraid of the dark. Tick (✓) the helpful things to say.
pronunciation
3 Listen and circle the er sounds. 34
1 Don’t be silly! 4 We are all scared of different things.
2 It’s OK to be scared. 5 We can put a light on.
3 Only babies are 6 When I feel worried about

scared of the dark. something, I listen to music. girl turtle person words shirt worm purple
68 Lesson 3 Story comprehension Social and emotional skills: overcoming your fears Learning situation: travelling by plane Pronunciation: er sounds Lesson 4 69

200 Lesson 3

Talk about travelling experiences Overcoming your fears
Understand the unit language in context As Fern’s mum points out in the story, it’s perfectly normal to
Follow the narrative of a story feel scared about certain things. It isn’t silly or something to
Read and show comprehension of a story be ashamed about. We don’t choose to be afraid of things,
Understand and discuss the importance of overcoming fears and overcoming fear means being brave. As you discuss
Hear and pronounce the er sound the questions in Activity 4, you could share any of your own
fears when the children talk about theirs and how they feel
Materials when they overcome them. Remind the children about the
mindfulness breathing activities they presented in Unit 6.
In the story, Fern’s mum understands and helps her a lot. Ask
the children to imagine if her mum said she was just being
✓ Digital Flashcards Unit 7 silly, or to stop being a baby.
Discuss with the children what they would do if a friend was
Warmer scared about something (the dark, thunder, clowns, spiders,
Print the Lesson 1 flashcards and word cards. Show the snakes, wasps, dogs, going to the dentist, etc). Ask what
flashcards one at a time. Make a true or false statement they can do to help and what they shouldn't do. Remind the
about what is in the image, for example: She has drunk a blue children that a fear might seem silly or even funny to them,
milkshake. If the sentence is correct, the children repeat it; if it’s but for the person who is scared, it is very real.
not correct, they stay silent. In pairs or small groups, have the children think of a situation
where one of them is really scared and the others help them
1 BEFORE YOU READ Answer the questions. to overcome it. They act out the situation.
The children discuss the questions in pairs and then share ideas
with the class. Help out with language to describe the girl’s
feelings, for example scared, nervous, worried, excited. Find out Pronunciation 2.20
which children have been on a plane and how it made them feel. Ask the children to read the sentence alone; then play the audio
several times and have them repeat it. Can the children identify
2 READ Read and listen. 2.19 the sound of the letters in bold? How many different spellings
Play the audio several times as the children read. Give them a make this sound? Have the children say the er sound in isolation.
few minutes to read it alone.
Which words look similar in your language? pronun ciation

Make a list and share. Ask the children to look at the pictures and read the words in
As a learning strategy, it is important for children to build mental Activity 3. Play the audio several times and have the children
bridges between their language and the one they are learning. underline the part of the word that makes the er sound. Write ir, ur,
The children list words from the story which are similar to their er and or on the board. Ask if the children can think of other words
language. Review the lists as a class. with those spellings that have the er sound. Remind the children
that not all words with these spelling patterns are pronounced in
AFTER YOU READ this way. You could also point out that the letters or only make the
er sound in some words with a w. If the children struggle to think of
3 Answer the questions. other words, give clues: It’s the day after Wednesday (Thursday).
The children answer in pairs. Ask additional comprehension It’s not clean, it's … (dirty). I want a drink! I’m … (thirsty). Juan is
questions: Why do Fern’s hands shake? How does she feel when eleven today. It’s his … (birthday). It has wings and a beak …
she gets on the plane? When does she look out of the window? (bird). My cat has soft … (fur). It’s not the best; it’s the … (worst). In
Answers pairs or small groups, ask the children to write some sentences
1 Italy 2 Her parents 3 She hasn’t been on a plane before. with as many er words as possible, and try to make them funny.
4 Proud and excited Other er words: third, skirt, work, learn, her, nervous, perfect,
certain, hurt, burn, surf, Thursday.
When the children have discussed the questions with a
classmate, have them share their thoughts with the class.
Fast finishers The children draw a picture of
FF
Answers themselves in a situation where they feel scared.
1 She tells her it's OK to feel scared and tells her to breathe in They add a thought bubble to show what they
through her nose and out through her mouth. 2 Because she's are thinking and how they can overcome the fear.
overcome her fear. 3 Child’s own answer
Observe the children as they improvise their role play situations.
Invite volunteers to perform their scenes in front of the class. Invite
children to read their phonics sentences for the class. Check
pronunciation. The children can vote for the best/funniest sentences.
Lesson 3 201

7 Language Bridge
Lesson 4
Languag 7
Emotions and values
THE PLANE JOURNEY TRAVELLING BY PLANE

1 Do you know any stories about travelling? 1 Discuss with a classmate.
2 How do you think the girl is feeling in the pictures below?
1 Have you travelled by plane?
Which words look similar in your 2 What do you need to do at an airport
before you get on a plane?

Fern and her parents are going on holiday to Italy. Ed and his parents have arrived at the
Everyone is very excited! Everyone except for Fern.
airport. They’re going to fly to Indonesia to
She hasn’t been on a plane before and she is worried.
visit Ed’s aunt! But first, they need to check
Fern sees the words ‘Departure gates’ on a sign in the in their bags, go through security and go to
airport. Her hands start to shake and she feels sick! the departure gate.
‘I’m scared! I can’t get on the plane!’ Fern says to her mum.
1 Where are they going to fly to?
2 What do they need to do first?
Mum replies, ‘It’s OK to feel 4 Do you think the plane will be on time?
scared, Fern. We all feel scared
sometimes. Breathe in through your
WATCH
nose, and out through your mouth.’
After a few minutes, Fern starts to feel 3 What two places do Ed’s family ask for directions to?
better. She’s still a bit worried, but she
feels calm and she gets on the plane. 4 Watch again. Match the questions to the answers.
1 May I see your tickets and passports, please?
As the plane is taking off, Fern turns to 2 Are you checking any bags in today? a Yes, I want to check in two bags, please.
look out of the window and says, ‘We’re
flying higher than the birds! The world 3 Did you pack the bags yourself? b Yes, I did. c You need to go to Gate H.
looks so beautiful from up here!’
4 What gate do we need?
She stops feeling worried and starts to d Yes, of course.
feel proud and very, very excited about the holiday!
‘Italy, here we come!’ she shouts happily. AFTER YOU WATCH

1 Where are Ed’s family’s plane tickets? 3 What time does boarding start?
MEDIATION
AFTER YOU READ 4 Discuss with a classmate. 2 How many bags do they check in? 4 Is the plane on time?
3 Answer the questions. 1 How does Fern’s mum help her? 6 Look and complete. check in Gate passport tickets
2 Why do you think Fern feels proud when she’s on the plane?
1 Where is Fern going on holiday?
3 What makes you feel scared? What do you do to feel better? ON
2 Who is she going with? 1 Here are your … for your plane to Italy. Communication
3 Why is Fern scared? 2 You need to show your … at the check-in desk. Student A: Go to page 95
Fern turned to see the birds flying over the world.
4 How does she feel at the end of 3 I would like to … three bags, please.
the story? Activity Book page 69 2.20 4 You should go to … B. WAY
pronunciation
72 Lesson 3 Vocabulary and grammar in context Social and emotional skills: overcoming your fears Learning situation: travelling by plane Lesson 4 73
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Languag 7
Emotions and values
THE PLANE JOURNEY Travelling by plane

1 Read the story in your Student’s Book. Write True or False. 1 Watch the video. Choose the correct word.
1 Everyone in Fern’s family is excited about going to Italy. 1 May I your tickets and 4 Here are your for your flight.
2 This will be Fern’s first time on a plane. passports, please? a passports b bags c boarding passes
a check in b see c pack
3 Her hands start shaking when she gets on the plane. 849766U7P77H1a
5 Are there any to the flight today?
2 I want to two bags, please.
4 Fern’s mum never feels scared. a board b pack a passports b delays c tickets
c check in
5 Fern’s mum helps her to feel calm. 3 Did you the bags yourself? 6 Can you tell us the way to the , please?
c book a departure gates b boarding c departure times
6 Fern looks out of the plane window. a pack b delay
2 Read and match. 2 Complete the dialogue.

1 When Fern sees the ‘Departure gates’ sign, a they take some big breaths together.
You and your dad are at the airport. You are flying to the UK.
2 When Mum sees that Fern is worried, b her holiday to Italy!
3 Fern starts to feel calmer c she feels happy and proud. Check-in assistant: (1) your tickets please?
4 As the plane is taking off, d and she gets on the plane. You: Yes, here they are.
5 Fern feels excited about e she feels sick. Check-in assistant: Are you checking in any bags today?
Dad: Yes, we (2) two bags, please.
3 Draw how Fern feels, calm or worried . Check-in assistant: (3) the bags yourselves?
You: Yes, we packed them ourselves.
1 Her hands start to shake. 4 She feels sick. Check-in assistant: Here are your (4) for the flight.
Dad: Thank you. Are there any (5) today?
2 ‘Italy, here we come! 5 ‘The world looks so beautiful from up here!’
Check-in assistant: No, it’s on time. Departure is from Gate A.
3 ‘I can’t get on the plane.’ 6 ‘Breathe in through your nose, and out through your mouth.’ You: Can you (6) to the departure gate, please?
Check-in assistant: Go past the bank, and it’s on the right.
You: Thank you!
4 Your friend is afraid of the dark. Tick (✓) the helpful things to say.
pronunciation
3 Listen and circle the er sounds. 34
1 Don’t be silly! 4 We are all scared of different things.
2 It’s OK to be scared. 5 We can put a light on.
3 Only babies are 6 When I feel worried about

scared of the dark. something, I listen to music. girl turtle person words shirt worm purple
68 Lesson 3 Story comprehension Social and emotional skills: overcoming your fears Learning situation: travelling by plane Pronunciation: er sounds Lesson 4 69

202 Lesson 4

AFTER YOU WATCH
Lesson 4 Objectives
Discuss travelling by plane 5 Answer the questions.
Watch and listen for specific phrases Have the children answer the questions with a partner and then
Watch and listen for specific information check as a class or play the video a final time.
Role-play airport scenarios in a guided pair work activity Answers
Mediation Relay specific information 1 On Ed’s mum’s phone 2 Two 3 Quarter to five 4 Yes
Materials 6 Look and complete.

✓ Teacher’s i-solutions The children read the words in the wordpool and then complete
the sentences. Invite volunteers to read their sentences to
check. Ask the children to find differences between these
Warmer sentences and the ones in the video. (In the video they check in
Review different types of transport. Write Air, Sea and Land on the two bags, they are going to Indonesia and they go to Gate H.)
board. Ask the children to think of different types of transport for
Answers
each category and note them on the board as they are mentioned.
1 tickets 2 passport 3 check in 4 Gate
Remind the children that we use by to talk about modes of
transport. Around the room, elicit whether children have or haven’t ON
travelled on the different transport types.

TH
E WAY
COMMUNICATION
BEFORE YOU WATCH Divide the class into pairs and appoint each child as either
Student A or B. The children go to their page and read
1 Discuss with a classmate. through their role for part 1. Student A starts the conversation
The children discuss the questions with a partner or in a small using their prompts and Student B continues using theirs.
group. When they have finished, they read through part 2 and this
time Student B starts the conversation.
Ask the children to read the introduction individually and look at
the video still. Elicit answers to the first three questions. Check
that the children understand on time and elicit their predictions.
Answers
1 Indonesia 2 Check in their bags, go through security and go to
FF Fast finishers The children write a list of things
you can see at an airport.
the departure gate. 3 Ed, his parents, a man in a uniform, a desk

4 Child's own answer Continuous assessment
Play Snowman with plane-related words (check in, airport, bags,
WATCH passport, gate, tickets, departure, security).
3 What two places do Ed’s family ask for

directions to?
Watch the video all of the way through and then ask the
children for their answers. Watch a second time, pausing to
check answers.
Answer
The check-in desks and departure gates
4 Watch again. Match the questions to the answers.

Give the children a moment to read the phrases before playing
the video. Play the video again and have the children match the
answers. Play another time to check answers.
Answers
1d2a3b4c
Lesson 4 203

Lesson 5

1 Watch the video. What tourist sites have you seen? 5 Listen and read. What has Ed just learned to do? 2.23
chopsticks festival field hill market noodles postcard statue tea temple Hi Hannah,
I’m sending you a postcard as promised! We’ve
1 2 3 just got back from my aunt’s house after a great
evening. We’ve just been to the most amazing
restaurant in the world! I had noodles with fish
and vegetables, and a cup of tea. I’ve learned
how to use chopsticks! It isn’t difficult anymore!
Yesterday, we visited another island and saw
another beautiful temple. I’ve taken lots of photos
4 5 6 7 and I’ve just sent you some by email!
See you soon!
Ed
8 9 10
6 Read again and say True or False. Grammar Way Present Perfect with just
1 Ed has just returned from his uncle’s house.
They have just been to a restaurant.
2 He’s just been to a restaurant.
3 He hasn’t visited any islands. Ed has just eaten some noodles.
4 He’s seen a beautiful temple. Language reference page 104
5 He hasn’t taken any photos.
6 He’s just sent some photos to Hannah.
3 Read and complete. Listen and check. 2.22 7 Look and say Present Perfect sentences with just.
1 2 3 4
Hi, Ed! Are you having a good time?
Yes, I am! We’re staying with my aunt. Today, we visited an old

(1) t… . That’s a building where people go to pray. I saw lots of old
(2) s… of people. I also bought some cool presents at the (3) m… .
Great! What else?
We went to a street (4) fe… yesterday. There were lots of people and
music! We also went on a trip around the island. We saw some (5) fi… The plane… Amy, Liza and Sam… I… Mark…
where they grow rice and we climbed a beautiful green (6) h… .
What’s the food like? The plane has just taken off.
Amazing! I’ve eaten lots of tasty (7) n… with vegetables, but I

Project stop 2
haven’t eaten with (8) c… . It’s really difficult, but I’m going to A travel brochure
learn! I’ve drunk lots of (9) t… ! I’ll send you all a (10) p… soon! 8 Write about things that have just happened.
Research your place.
Find out about what you can do, see I’ve just eaten my lunch. Mario has just opened the window.
4 Look at Activity 2. Describe and guess. This is something you eat. and eat there.
Noodles!
Go to page 78
74 Lesson 5 Travel nouns Present Perfect with just Lesson 6 75
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1 Order the letters and complete. 3 Listen and tick (✓) the things that have just happened. 35 Look at my amazing
3 4 holiday pictures!
1 2
1
2
ra k e m t
emptle 3 4 5
e ta
5
t u e s ta
Hi, Dom!
We are having a fantastic holiday! Right now we are visiting a (1) 4 Crack the code and work out what Hannah’s present is.
and a
in a village. I’m sitting at a little café in a square in the village, with a fountain 1 2 3 4 5 6 7 8 9 10 11 12 13
in the middle. There is a (3) here today, castdorp
(2) a b c d e f g h i j k l m
little tables drinking glasses
and people are shopping for fresh fruit and vegetables, and sitting at 14 15 16 17 18 19 20 21 22 23 24 25 26
. After I’ve written this (5) ,
of special ice (4) 6 n o p q r s t u v w x y z
for lunch. I’m quite good at eating with Dominic Smith
I’m going to have some (6)
3 8 15 16 19 20 9 3 11 19
now! The view from here is so peaceful. In the distance I can see 28 Cavendish Drive
(7)
Manchester
Hannah’s present is:
and a (9) where they grow rice.
green (8)
England 5 Look and complete the sentences with the Present Perfect and just.
Tonight we are going to a (10) ! There’ll be fireworks and traditional
dolesno 1 2 3
music. I can’t wait!
Love, Natalie
7
9 8
10
4 5 6
kitchspocs
ilfed shlil
valestif
2 Write words from Activity 1.
1 Three things you can find on a restaurant table: 1 chocolate. 4 some milk.
2 Two monuments made of stone: 2 the ball. 5 up a tree.
3 Two green places in the countryside: 3 in the lake. 6 down a mountain.
70 Lesson 5 Travel nouns Language reference page 94 Present Perfect with just Lesson 6 71

204 Lesson 5

Lesson 5 Objectives 4 Look at Activity 2. Describe and guess.
Invite volunteers to read the example speech bubbles. Give a
See and hear key language in context few more clues yourself, then get the children into pairs or small
Learn travel-related nouns groups to take turns to describe and guess.
Complete a text with missing words
Fast finisher The children write a list of things
FF
Define and guess key vocabulary
you can find in a field in their country or draw
Materials and describe a statue in their town.
✓ Digital Flashcards Unit 7 Print the Lesson 5 flashcards and word cards. Display the
flashcards and drill chorally. Then remove them and give the
children two minutes to write down as many things as they can
Flipped Learning option remember. Show them again for five seconds and give them a
The children watch the video at home before the class. They further minute. You can show the word cards so that children
answer the following questions: What has Danny’s friend can check their answers.
eaten? What has she drunk?
Warmer
Elicit a list of places that the children have been to on holiday.
Discuss how these places were similar or different from where
they live, and ask which are the most interesting places to visit.
1 Watch the video. What tourist sites have you

seen?
Watch the video all the way through. Ask: Who is on holiday?
Where do you think she is? Watch again and pause on each
section. Invite the children to put up their hands if they have
seen or done the thing on the screen. Ask volunteers to say
sentences (e.g. I have been to a market). Invite children with their
hands down to make a negative sentence (e.g. I haven’t seen a
temple). Elicit all of the things the children can remember from
the video. Note them on the board and then watch the video
again to check.
2 Look and match. Listen and check. 2,21
The children match the words to the pictures and check with the
audio. Pause if needed. Ask the children where they think these
pictures are from. Call out a number and invite children to say the
word. Ask some additional questions about the places and things
in the pictures: What can you see at the festival? Is the statue of a
person? What’s growing in the fields?
Answers
1 tea 2 temple 3 statue 4 festival 5 market 6 chopsticks 7 noodles
8 hill 9 field 10 postcard
Give the children time to complete the text with nouns from Activity 2.
Play the audio to check.
Answers
1 temple 2 statues 3 market 4 festival 5 fields 6 hill 7 noodles
8 chopsticks 9 tea 10 postcard
Lesson 5 205

Lesson 6

1 Watch the video. What tourist sites have you seen? 5 Listen and read. What has Ed just learned to do? 2.23
chopsticks festival field hill market noodles postcard statue tea temple Hi Hannah,
I’m sending you a postcard as promised! We’ve
1 2 3 just got back from my aunt’s house after a great
evening. We’ve just been to the most amazing
restaurant in the world! I had noodles with fish
and vegetables, and a cup of tea. I’ve learned
how to use chopsticks! It isn’t difficult anymore!
Yesterday, we visited another island and saw
another beautiful temple. I’ve taken lots of photos
4 5 6 7 and I’ve just sent you some by email!
See you soon!
Ed
8 9 10
6 Read again and say True or False. Grammar Way Present Perfect with just
1 Ed has just returned from his uncle’s house.
They have just been to a restaurant.
2 He’s just been to a restaurant.
3 He hasn’t visited any islands. Ed has just eaten some noodles.
4 He’s seen a beautiful temple. Language reference page 104
5 He hasn’t taken any photos.
6 He’s just sent some photos to Hannah.
3 Read and complete. Listen and check. 2.22 7 Look and say Present Perfect sentences with just.
1 2 3 4
Hi, Ed! Are you having a good time?
Yes, I am! We’re staying with my aunt. Today, we visited an old

(1) t… . That’s a building where people go to pray. I saw lots of old
(2) s… of people. I also bought some cool presents at the (3) m… .
Great! What else?
We went to a street (4) fe… yesterday. There were lots of people and
music! We also went on a trip around the island. We saw some (5) fi… The plane… Amy, Liza and Sam… I… Mark…
where they grow rice and we climbed a beautiful green (6) h… .
What’s the food like? The plane has just taken off.
Amazing! I’ve eaten lots of tasty (7) n… with vegetables, but I

Project stop 2
haven’t eaten with (8) c… . It’s really difficult, but I’m going to A travel brochure
learn! I’ve drunk lots of (9) t… ! I’ll send you all a (10) p… soon! 8 Write about things that have just happened.
Research your place.
Find out about what you can do, see I’ve just eaten my lunch. Mario has just opened the window.
4 Look at Activity 2. Describe and guess. This is something you eat. and eat there.
Noodles!
Go to page 78
74 Lesson 5 Travel nouns Present Perfect with just Lesson 6 75
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1 Order the letters and complete. 3 Listen and tick (✓) the things that have just happened. 35 Look at my amazing
3 4 holiday pictures!
1 2
1
2
ra k e m t
emptle 3 4 5
e ta
5
t u e s ta
Hi, Dom!
We are having a fantastic holiday! Right now we are visiting a (1) 4 Crack the code and work out what Hannah’s present is.
and a
in a village. I’m sitting at a little café in a square in the village, with a fountain 1 2 3 4 5 6 7 8 9 10 11 12 13
in the middle. There is a (3) here today, castdorp
(2) a b c d e f g h i j k l m
little tables drinking glasses
and people are shopping for fresh fruit and vegetables, and sitting at 14 15 16 17 18 19 20 21 22 23 24 25 26
. After I’ve written this (5) ,
of special ice (4) 6 n o p q r s t u v w x y z
for lunch. I’m quite good at eating with Dominic Smith
I’m going to have some (6)
3 8 15 16 19 20 9 3 11 19
now! The view from here is so peaceful. In the distance I can see 28 Cavendish Drive
(7)
Manchester
Hannah’s present is:
and a (9) where they grow rice.
green (8)
England 5 Look and complete the sentences with the Present Perfect and just.
Tonight we are going to a (10) ! There’ll be fireworks and traditional
dolesno 1 2 3
music. I can’t wait!
Love, Natalie
7
9 8
10
4 5 6
kitchspocs
ilfed shlil
valestif
2 Write words from Activity 1.
1 Three things you can find on a restaurant table: 1 chocolate. 4 some milk.
2 Two monuments made of stone: 2 the ball. 5 up a tree.
3 Two green places in the countryside: 3 in the lake. 6 down a mountain.
70 Lesson 5 Travel nouns Language reference page 94 Present Perfect with just Lesson 6 71

206 Lesson 6

Lesson 6 Objectives 7 Look and say Present Perfect sentences with just.
The children look at the pictures and say what has just
happened.
Read and comprehend a text
Use just with the Present Perfect Suggested answers
2 Amy, Liza and Sam have just learned to use chopsticks.
3 I have just climbed a mountain.
Materials
4 Mark has just taken a photo of a statue.
✓ Student’s Book audio 8 Write about things that have just happened.
✓ Teacher’s Resources Unit 7 Ask the children to read the example sentences. Invite children
to say things that have just happened in or around the
Warmer classroom. Encourage them to be observant of small things
Choose a vocabulary item from the previous lesson and begin around them that they can see or hear.
to draw a picture of it on the board. As you continue to draw,
have the children guess what you are drawing. The first child to
guess correctly can go to the board to draw a new vocabulary
Project stop 2
item that you whisper to them. Continue until all words have Ask the children what places they chose in Project stop 1.
been guessed. Ask them to turn to page 78 for more information about what
things they can consider for their research. Point out that
5 Listen and read. What has Ed just learned to they will be selecting the best information for the brochure
do? 2.23 in the next step, so they can gather a lot of information but
shouldn’t print out everything at this stage. They should then
Elicit what the text is (a postcard) and who wrote it (Ed). Play
complete the Project stop 2 section of their Project Portfolio.
the audio while children read the text. Ask the children to read
again, focussing on the Present Perfect structures with just in Activity Book Project Portfolio page 74
blue. Ask the children if Ed got home a long time ago or very
recently (very recently). Do the same with the other structures
with just. You could ask the children to suggest how long ago Fast finishers The children write the following
sentences and draw pictures to illustrate:
FF
they happened.
Answer A boy has just caught a fish. A spaceship has
Use chopsticks just landed on the moon. A snake has just
eaten an elephant.
6 Read again and say True or False. Continuous assessment
The children work in pairs to choose True or False. Check Ask the children to stand up. Call out different scenarios of
answers as a class. Ask volunteers to correct the false something that has just happened. The children mime the
sentences. action. You could then invite volunteers to the front, show them
Answers or tell them one of the situations and have them act it out for the
1 False 2 True 3 False 4 True 5 False 6 True rest of the class to guess.
Example scenarios to mime: You have just seen a spider. You
Grammar Way have just eaten very hot food. You have just scored a goal. You
have just had a shower. You have just climbed a mountain. You
Explain that we use just with the Present Perfect to talk have just got up. You have just been to the dentist. You have just
about something that has happened very recently. Ask seen a sad film. You have just taken off in a plane. You have just
the children to read the first example and ask: Are they seen a ghost. You have just eaten something horrible!
going to a restaurant now? (No. They have just been to a
restaurant.) Ask the children to read the second sentence
and ask: Is Ed hungry? (No. He has just eaten.)

Lesson 6 207

7 Skills Station
Lesson 7
UK
Virtual tour
Skills Station 7
Viewing
Reading
ISLANDS AROUND THE UK
1 What do you know about the United Kingdom? The UK is part of a group of islands in the
Luca north of Europe called the British Isles. There
2 What do you know about England?
are two big islands and thousands of smaller islands.
3 What do you know about the city of Liverpool? I live on an island called the Isle of Wight.
2 READ Read and listen. Say what you can see in the pictures. 2.24
Help desk
C
A visit Liverpool
roast: cook
meat in an oven 1 Have you ever been to the UK?
C to
2 Do you think it is good to live on an island?
gravy: a sauce,
usually for meat WATCH Watch and answer.
Anna’s cousin Maria is from Portugal. She’s studying in Liverpool, England. 1 What is special about the Isle of Wight?
1 2 Where are the Hebrides?
Dear Anna, 3 What does Jura mean?
Let me tell you all about Liverpool! AFTER YOU WATCH Ask and discuss.
of England, on the west coast. The family I’m
Liverpool is a city in the UK. It’s in the north city,
area in the east of Liverpool. South of the 1 Which island in the video do you want to visit most?
staying with live in Stoneycroft, which is an 2 Are there any islands near where you live?
there is a river called the Mersey. Last
and I love it, especially with peas.
I like the food here. I’ve tried fish and chips
We had roast beef, roast potatoes,
2 weekend, we had a traditional Sunday lunch.
lots of vegetables and gravy! It was delicious!
is the Royal Liver Building. MY PASSPORT PAGE 20
Liverpool is an amazing city. My favourite building
liver birds on top. Last Saturday
There are two statues of mythical birds called
It was great! Writing A POSTCARD
we went on a boat across the river Mersey. Informal writing
but the family I’m staying with also
Football is the most popular sport in England, 4 1 Read and answer. We can use exclamation marks ( ! ) to
and I really liked it! I’ve just bought a rugby shirt! show something is surprising or exciting.
like rugby. We’ve been to watch a match 1 How does the writer start and end the postcard? WRITING TIP
Come and visit me in Liverpool soon! 2 What do you think xxx means?
3
Maria 3 How many exclamation marks can you find?
AFTER YOU READ Hi George!

3 Read and answer. I’m on holiday in Morocco! There are so many interesting things to
do here in Marrakech!
1 What country is Liverpool in?
We’ve visited a market called a souk and we’ve seen some really old
2 What’s the name of the river in Liverpool? coins in the museum. I’ve had a bath in a hammam, which is a big
3 What typical food does Maria like? public bath house. I’ve even travelled on a camel! Amazing!
4 What has Maria just bought? I’ve just had an amazing lunch. I ate a stew called a tagine and
Project stop 3 I drank a glass of mint tea. Delicious!
A travel brochure Love,
1 Do you want to study in another country like Maria?
Collect photos, maps and drawings.
Millie xxx
2 What would a visitor to your town write about? Go to Activity Book page 73 and write your own postcard.
3 Say and point north, south, east and west. Plan and make your travel brochure.
76 Lesson 7 Social Studies: Great Britain Go to page 78 Culture: UK Writing: informal writing Lesson 8 77
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Skills Station UK 7
Virtual tour
Reading
Viewing ISLANDS AROUND THE UK
1 Read and listen. Look and circle T (true) or F (false). 36 1 Watch the video again and answer the questions.
Luca
1 How many islands has Scotland got?
There are lots of interesting and unusual islands around 2 How many bridges go to Anglesey?
the UK. Lundy and the Scilly Isles are in the south west of
England. 3 What is special about one of the villages on Anglesey?
Lundy Island has a population of fewer than 30 people, but

more than 20,000 visitors come to the island every year. It 4 How do people get to Carrick-a-Rede?
is home to many native species of insects, plants and birds,
for example, the puffin. It takes about two hours to get to
Lundy from the mainland, on the island’s own ship. With no
cars on the island, it remains quiet and unspoilt. Writing A postcard
The Scilly Isles are off the coast of Cornwall and around 2,200 1 Add full stops or exclamation marks.
people live on the five islands. You can reach the Scilly Isles Checklist
easily by ferry (3 hours) or by catching a small plane (45 mins). I’m having a wonderful holiday We went
The quickest way is by helicopter (15 minutes)! The islands are
• Say which place you are visiting.
on a trip to see some seals They were
famous for their beaches, which are some of the best in Britain, • Write about what you have
and their dark skies – perfect for looking at the stars! One of the incredible Tomorrow we’re going to a done on your trip.
islands, Tresco, also has a world-famous botanical garden, with
tropical plants from around the world.
museum It’s a museum about chocolate • Use exclamation marks ( ! ).
• Include your opinion.
2 Write a postcard to a friend.
1 Over 1000 people live on Lundy Island. T/F

2 You can see puffins on Lundy Island. T/F
3 You can travel around Lundy by car. T/F
4 There are beautiful beaches on the Scilly Isles. T/F
5 You can see exotic plants on one of the islands. T/F
2 Read again and answer. Name:

Address:
1 How long does it take to get to Lundy from the mainland?
2 Why is Lundy quiet?
3 How can you travel to the Scilly Isles?
4 Where can you find a tropical botanical garden?
72 Lesson 7 Social Studies: Great Britain Culture: UK Writing: a postcard Lesson 8 73

208 Lesson 7

Reading 7
AFTER YOU READ
Lesson 7 Objectives
3 Read and answer.
Learn about Liverpool
Listen to and follow a text Ask the children to answer the questions individually before
Read and show comprehension of a text comparing answers with a partner and checking as a class. You
Relate vocabulary in a text to pictures could ask some additional questions, for example: Is Liverpool in
Answer questions about a text the north or south of England? Which coast is it on? Where is the
river Mersey? Which part of Liverpool is Maria staying in?
Materials Answers
1 The UK/England
✓ Teacher’s i-solutions 2 The Mersey
✓ Student’s Book audio 3 Sunday lunch and fish and chips
✓ Digital Flashcards Unit 7 4 A rugby shirt
✓ paper, drawing materials, glue, printing facilities
Warmer Invite the children to think about the questions first, and then
answer with a partner. They can point out north, south, east and
Put the children in pairs. Display Lesson 7 flashcards and get the west on the map at the top of the page or on another map. After
children to say sentences in the Present Perfect using the travel a couple of minutes, ask the children to share their answers to
nouns. the first two questions with the class.
THINK - PUZZLE - EXPLORE

Put the class into groups of 3 or 4 children. Give the
Project stop 3
groups a few minutes to THINK about the topic; ask What Check that the children have the researched information
do you think you know about Great Britain? Go around the about their chosen location. Ask them to read the
class to help with vocabulary if needed. The groups call out instructions here and on page 78. Make sure all groups
their answers in turns and record them on post-it notes with are able to print any pictures they need. Emphasise that
keywords, symbols or drawings to be added to a class list of they should be selective and choose the most interesting
ideas. information and photos for their brochure. They can make
their brochure in any form they like, but for the purposes of
the presentation, pictures should be large enough for the
questions do you have about British cities? Model some
audience to see. They can use several pieces of paper.
examples: What places do tourists visit? What types of things
can you do there? Activity Book Project Portfolio page 74
can (look in a book). I can (search the internet). I can (ask my Fast finishers The children write places that
are in the north, south, east and west of their
FF
teacher).
country. They can use a map. They can find
to their questions are clear and encourage further research another fast finisher and take turns to ask
for any unanswered questions. questions, for example: Where’s (Malaga)?
1 BEFORE YOU READ Ask and answer. Designate the front of the class as north, and write N on the
Ask the children to read and answer the questions in pairs, then board. (Alternatively, use a compass to find north and stick a
share ideas as a class. Encourage them to look at the map to piece of paper with N on it on the corresponding wall.) Ask the
prompt discussion about the UK, and to locate Liverpool. children to stand up. Call out compass points and have them
turn and point in that direction, using N as a reference. Start off
2 READ Read and listen. Say what you can see in slowly and then increase speed. Include the mid-points (north-
the pictures. 2.24 east, south-west, etc) if the children are confident.
Check the children's understanding of the Help desk words.
After they hear the audio and read, ask them to discuss what
the pictures show with a partner. Elicit answers and ask if any
children have eaten fish and chips or seen a rugby match.
Answers
1 North, south, east and west
2 Traditional Sunday lunch
3 A rugby match
4 The Royal Liver Building
Lesson 7 209

7 Skills Station
Lesson 8
UK
Virtual tour
Skills Station 7
Viewing
Reading
ISLANDS AROUND THE UK
1 What do you know about the United Kingdom? The UK is part of a group of islands in the
Luca north of Europe called the British Isles. There
2 What do you know about England?
are two big islands and thousands of smaller islands.
3 What do you know about the city of Liverpool? I live on an island called the Isle of Wight.
2 READ Read and listen. Say what you can see in the pictures. 2.24
Help desk
C
A visit Liverpool
roast: cook
meat in an oven 1 Have you ever been to the UK?
C to
2 Do you think it is good to live on an island?
gravy: a sauce,
usually for meat WATCH Watch and answer.
Anna’s cousin Maria is from Portugal. She’s studying in Liverpool, England. 1 What is special about the Isle of Wight?
1 2 Where are the Hebrides?
Dear Anna, 3 What does Jura mean?
Let me tell you all about Liverpool! AFTER YOU WATCH Ask and discuss.
of England, on the west coast. The family I’m
Liverpool is a city in the UK. It’s in the north city,
area in the east of Liverpool. South of the 1 Which island in the video do you want to visit most?
staying with live in Stoneycroft, which is an 2 Are there any islands near where you live?
there is a river called the Mersey. Last
and I love it, especially with peas.
I like the food here. I’ve tried fish and chips
We had roast beef, roast potatoes,
2 weekend, we had a traditional Sunday lunch.
lots of vegetables and gravy! It was delicious!
is the Royal Liver Building. MY PASSPORT PAGE 20
Liverpool is an amazing city. My favourite building
liver birds on top. Last Saturday
There are two statues of mythical birds called
It was great! Writing A POSTCARD
we went on a boat across the river Mersey. Informal writing
but the family I’m staying with also
Football is the most popular sport in England, 4 1 Read and answer. We can use exclamation marks ( ! ) to
and I really liked it! I’ve just bought a rugby shirt! show something is surprising or exciting.
like rugby. We’ve been to watch a match 1 How does the writer start and end the postcard? WRITING TIP
Come and visit me in Liverpool soon! 2 What do you think xxx means?
3
Maria 3 How many exclamation marks can you find?
AFTER YOU READ Hi George!

3 Read and answer. I’m on holiday in Morocco! There are so many interesting things to
do here in Marrakech!
1 What country is Liverpool in?
We’ve visited a market called a souk and we’ve seen some really old
2 What’s the name of the river in Liverpool? coins in the museum. I’ve had a bath in a hammam, which is a big
3 What typical food does Maria like? public bath house. I’ve even travelled on a camel! Amazing!
4 What has Maria just bought? I’ve just had an amazing lunch. I ate a stew called a tagine and
Project stop 3 I drank a glass of mint tea. Delicious!
A travel brochure Love,
1 Do you want to study in another country like Maria?
Collect photos, maps and drawings.
Millie xxx
2 What would a visitor to your town write about? Go to Activity Book page 73 and write your own postcard.
3 Say and point north, south, east and west. Plan and make your travel brochure.
76 Lesson 7 Social Studies: Great Britain Go to page 78 Culture: UK Writing: informal writing Lesson 8 77
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Skills Station UK 7
Virtual tour
Reading
Viewing ISLANDS AROUND THE UK
1 Read and listen. Look and circle T (true) or F (false). 36 1 Watch the video again and answer the questions.
Luca
1 How many islands has Scotland got?
There are lots of interesting and unusual islands around 2 How many bridges go to Anglesey?
the UK. Lundy and the Scilly Isles are in the south west of
England. 3 What is special about one of the villages on Anglesey?
Lundy Island has a population of fewer than 30 people, but

more than 20,000 visitors come to the island every year. It 4 How do people get to Carrick-a-Rede?
is home to many native species of insects, plants and birds,
for example, the puffin. It takes about two hours to get to
Lundy from the mainland, on the island’s own ship. With no
cars on the island, it remains quiet and unspoilt. Writing A postcard
The Scilly Isles are off the coast of Cornwall and around 2,200 1 Add full stops or exclamation marks.
My virtual tours people live on the five islands. You can reach the Scilly Isles Checklist
easily by ferry (3 hours) or by catching a small plane (45 mins). I’m having a wonderful holiday We went
The quickest way is by helicopter (15 minutes)! The islands are
• Say which place you are visiting.
Country: on a trip to see some seals They were
famous for their beaches,
Focus: which are some of the best in Britain, • Write about what you have
and their dark skies – perfect for looking at the stars! One of the incredible Tomorrow we’re going to a done on your trip.
Unit 3 islands, Tresco, also has a world-famous botanical garden, with
Country:
tropical plants from around the world.
museum It’s a museum about chocolate • Use exclamation marks ( ! ).
Country:
Focus:
Focus:
• Include your opinion.
2 Write a postcard to a friend.
Unit 4
1 Over 1000 people live on Lundy Island. Country:
T/F
Focus:
2 You can see puffins on Lundy Island. T/F
3 You can travel around Lundy by car. T/F
Unit 5
4 There are beautiful beaches on the Scilly Isles. T/F
Country: Unniitt 22
U
Focus: 5 You canCountry:
see exotic plants on one of the islands.
Country: T/F
Focus:
Focus:
2 Read again and answer. Name:
Address:
1 How long does it take to get to Lundy from the mainland?
Unit 8
Unit 1 2 Why is Lundy quiet?
Country:
Country:
Focus: 3 How can you travel to Focus:
the Scilly Isles?
4 Where can you find a tropical botanical garden?
72 Lesson 7
Unit 6
Social Studies: Great Britain Culture: UK Writing: a postcard Lesson 8 73
Country:
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20
20 21
21

210 Lesson 8

Learn about islands around the UK
Discuss information from a video
Write a postcard
Materials
✓ a piece of paper and pencil per small group Ask the children if they send postcards when they are on holiday.
✓ Teacher’s Resources Unit 7 Ask a volunteer to read out the Writing tip and then have the
children read the text individually and answer the questions. Ask
Flipped Learning option if they can find anything else in the text that is informal (Hi, Love).
Ask if they can think of any examples of informal writing they
already use. Explain to the children that they are going to write
answer the following questions: What’s the name of the UK’s
their own postcard and have them turn to page 73 in their Activity
biggest island? What is the name of England’s biggest island?
Book.
And Wales’s biggest Island?
Answers
1 Hi, Love 2 Kisses 3 Six
Warmer
Display the map and invite volunteers to point out the two main
islands of New Zealand from the last Virtual tour. Ask Which
other countries do you know that are islands? Do you live on an
island? Does your country have islands? Do you know what the Ask volunteers to read the checklist. The children should
biggest island in the world is? (Greenland.) find examples of all four points in Millie’s postcard. For their
postcards, the children can think of real experiences they have
BEFORE YOU WATCH Ask and discuss. had on holiday, or just imagine a place and what they’ve done
Ask the children to read Luca’s introduction aloud. Explain that there. The children write their description and tick each point
isle is another word for island. Ask the children to look at the from the checklist that they have included.
pictures and elicit descriptions of what they can see in each one.
Discuss the questions together. Encourage the children to think
about pros and cons of living on an island.
Fast finishers The children write one good
Before watching the video, ask volunteers to read the three
FF thing and one bad thing about living on an
island.
questions. Play the video all the way through while the children
listen for the answers. Elicit answers and then play the video Continuous assessment
again to check. You could pause on the scene of the station sign Get the children into small teams and have a mini-quiz about the
at the Welsh village of Llanfairpwllgwyngyllgogerychwyrndrob- video. Give each team a piece of paper and a pencil and read
wllllantysiliogogogoch and let the children have a go at saying out some quiz questions (see examples below). The children
it; you should be able to find a model pronunciation online, for write their answers and then swap papers with another team.
example in the Wikipedia entry. Play the video again and have the children mark the other
Answers team’s answers. Add up the scores and declare the winning
1 It’s England’s biggest island. 2 Off the west coast of Scotland team.
3 Deer Island Example quiz questions: What countries are part of the UK?
For video transcript see page 217 What’s the biggest island called? What’s England’s biggest
island? Where is there a music festival? Where are the Isles of
AFTER YOU WATCH Ask and discuss. Scilly? What are the beaches like on the Isles of Scilly? Where
Elicit the answers to the first question as a show of hands and are the Hebrides? Are there more people or more deer on Jura?
then ask individual children to say why. The children should be Where is Anglesey? How many houses are there on Carrick-a-
able to name islands that are part of their country’s national Rede?
territory. Encourage the children to describe the location of the
islands.
Lesson 8 211

7 Project Terminal
Lesson 9
Project Terminal AA travel

travel brochure
brochure
There is a travel exhibition in your local tourist office. In this project, you are going to make a
travel brochure about an amazing place you would like to visit and present it to the class.

2
3
• Work in a small group.
• Research your place. project stop
• Make a list of places you
• Include information • Plan and make your brochure.
would like to travel to.
about: the food,
• Choose one place to • Include the most interesting
monuments, traditional
research for the exhibition. information, plus photos,
clothes, things to do
drawings and maps.
and the local culture.
travel brochure to the class.
Present
ME DIAT ION

• Present your travel brochure
Presentation tip Controlling your nerves
to the class. Lots of people feel nervous before they speak in public.
• Display your travel These feelings aren’t nice but they can help you focus on
brochures in your school. your task.
• Sit down and close your eyes.
• Imagine a calm place like the beach.
• Breathe in through your nose and out through your mouth.
• Say to yourself ‘I can do this!’
We’ve made a
presentation I haven’t been
about Hawaii. there, but it
looks amazing!
21st
CENTURY
SKILLS Cultural awareness
1 Do you usually find out about a place
before you visit? Evaluation
2 What cultures do you know that are • Where was your favourite destination?
different to yours? • What was the most interesting thing you learned?
3 What do you think other people find • Did you feel nervous before your presentation?
different about your culture?
78 Lesson 9 Presentation skills 21st century skills: cultural awareness
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Project Portfolio A TRAVEL BROCHURE
My group
1 2
project stop Places we would like to visit: project stop Research notes
Our chosen place:
3
Controlling your nerves
Lots of people feel nervous before they speak
in public. These feelings aren’t nice but they
can help you focus on your task.
• Sit down and close your eyes.
• Imagine a calm place like the beach.
• Breathe in through your nose and out
through your mouth.
• Say to yourself ‘I can do this!’
ES0000000068205 849788_AB5_U7_129392.indd 74 8/1/2022 5:06:39 PM
212 Lesson 9

Lesson 9 Objectives 21st
Follow instructions
CENTURY
SKILLS Cultural awareness
Research tourist information
In this unit, the children have talked about different experiences
Make a travel brochure
in different parts of the world, and described novel sights,
Present a travel brochure
sounds and tastes as exciting and appealing aspects of travel.
Learn strategies for controlling nerves
Ask the children to read all three questions and share some
Show cultural awareness
initial thoughts with a partner. Discuss the three questions with
Practise presentation skills
the whole class, encouraging all children to listen to each
other’s contributions and participate. Encourage them to think
about their answers and extend the discussion with additional
Materials questions: What do they like about different cultures? Are there
✓ Teacher’s i-solutions things they don’t like? Are there things they didn’t like at first,
but then liked? What things about your culture do you think
people like? Are there things that you think they don’t like?
Project stops 1-2-3 recap Make a note of the different things the children say about their
culture.
Review the three steps with the class. All groups should make
sure they have their brochures ready and have decided how to
present them.
Evaluation
Presentation tip The children think about their answers by themselves first, then
discuss as a group. Encourage the children to give reasons for
Ask the children if they feel nervous before giving a presentation their answers. Ask: What is it about the place that is appealing?
and if they have strategies to help them feel calmer. Invite a The food? The people? The tourist attractions? Ask the children
volunteer to read the introduction. Emphasise that whilst feeling to compare how they felt before and after the presentation, and
a bit nervous before a presentation is completely normal, if we ask if the presentation tips helped them to feel less nervous.
are too nervous it stops us performing well, so we need to find
ways to control our nerves. Have other volunteers read the tips
and then play the video all the way through. Play it again and Continuous assessment
pause before Hannah gives the tips. Elicit how Danny feels Give a clue about one of the things the children identified about
(nervous) and what it feels like (sweaty hands, heart beating their own culture in question 3, and invite the children to guess.
fast, feeling sick). Play Hannah’s tips, then pause and elicit Continue with other clues. Elicit answers from different children
them. Say each strategy and have the children follow your each time or play as a team game.
instructions. Ask which ones the children think could work best
for them.
Present
Give the children time to practise their presentation. Remind
them to be encouraging and helpful to everyone in their group.
When the children have practised and are ready to present,
give them a moment to control their nerves, making use of
the presentation tips. When they have finished, encourage
them to think about how they felt before, during and after the
presentation.
Lesson 9 213

7 Checkpoint
Unit 7 review
7
Checkpoint
Exam tip Reading and Writing When you finish, read the whole conversation again to check.
1 Sarah: Hi Paul. Are you having a good time 3 Sarah: What’s the food like?
in Japan? Paul: …
Paul: …
4 Sarah: Do you eat it
2 Sarah: What have you done there? with chopsticks?
Paul: … Paul: …
a I haven’t swum in the sea.

b It’s great! I’ve eaten sushi nearly every day.
c I’m on holiday in Japan!
d Yes, it is. I’ve eaten lots of fish.
e Yes. I’ve just learned how to use them!
f We’ve visited ancient temples and we’ve been shopping.
g Yes, I am. It’s brilliant!

Exam tip Reading and Writing Copy the words carefully. Remember there are some extra words.
camp climb hill island land noodles postcard spoons skiing statues take off
1 This is what a plane does when it leaves the ground and goes up in the air.
2 This is an area of land with water all around it. Majorca is one.
3 These can be made of stone or metal. They usually represent people.
4 This is like a mountain but smaller.
5 People sometimes do this on holiday when they prefer to sleep closer to nature than you
can in a hotel.
6 This is a faster way of moving over snow than walking.
7 This is what you do to get to the top of a tree or mountain.
8 This is something you write and send someone when you’re on holiday, usually with a nice
picture on it.
ES0000000068203 849766 AJ5 SB_U7_129632.indd 79 7/13/2022 6:04:00 PM
7
Checkpoint rence
Language refe Lang
7 World travellers Unit 7
Past participles
1 Dan is in: Present Perfect been
camped
I/You/We/They ’ve (have) been to Greece.
2 Name of hotel: caught
He/She/It ’s (has) climbed a mountain.
climbed
I/You/We/They haven’t camped by a river. drunk
3 It’s near a:
He/She/It hasn’t eaten snails. eaten
landed
4 He’s been to a: festival We form the Present Perfect with have + past participle. We use it to describe skied
7 7 actions that happened at some point in the past, without saying when. swum
7 My language trip
5 His favourite places: the
My life skills
Sophie has eaten some strange food on her holidays.
To talk about places we’ve visited, we use the past participle been, not gone.
My grandfather has been to London, but he hasn’t been to Paris.
taken off
Travel nouns
chopsticks
2 Read the email and write the missing words. festival
Think: Evaluate your progress. My functional language and mediation skills Present Perfect with just field
11 I Ican
canidentify
identifypast
pastparticiples.
participles. 1 I can understand a video about travelling by plane. I/You/We/They have just been to a restaurant. hill
He/She/It has just eaten some noodles. market
22 I Ican
canuse
usethe
thePresent
PresentPerfect
Perfecttototalk
talkabout
aboutpast
pastexperiences.
experiences. 2 I can ask questions in an airportTo: Keira
in English. noodles
Subject: My trip We use the Present Perfect with just to say that something has happened very postcard
33 I Ican
cantalk
talkabout
abouttravelling.
travelling. 3 I can give instructions about travel times
recently, and we put it after have or has. statue
and locations.
44 I Ican
canuse
usejust
justtototalk
talkabout
aboutrecent
recentpast
pastexperiences.
experiences. Hannah has just received a postcard from Ed. tea
Dear Keira, temple
55 I Ican
canunderstand
understandaatext
textabout
aboutGreat
GreatBritain.
Britain. I’ve just tried snails for the first time. They’re delicious!
Total / 15 We’ve just arrived home from a long trip. I’m really tired.
66 I Ican
canwrite
writeaapostcard.
postcard. I’m having a fantastic (1) in Mexico City!
My social and emotional skills 1 Order the sentences and tick the ones that are true for you.
77 I Ican
canuse
useexclamation
exclamationmarks
marksinininformal
informalwriting.
writing. I’ve done so many cool things!
1 I know why it is important to overcome your fears. 1 my country / travelled / outside / haven’t / I
I’ve seen the Zocalo and I’ve (2) to
Total / 35 2 I can overcome my fears.
the Frida Kahlo Museum.
3 I encourage others overcome their fears. 2 been / I / on TV / someone who’s / know
I’ve (3) Mexican food every day.
What did you do very well? Total / 15
It’s delicious! 3 anything strange / haven’t / my parents / in their lives / eaten
My dad (4) climbed a mountain called
Reflect: Which learning tool helped you the most? 1 I know how to control my nerves during 2 Match the sentences.
‘El Ajusco’, and my mother and I (5)
a presentation. 1 I’ve just finished lunch. a You don’t need the umbrella.
Listening activities Individualwork
Individual work been on an excursion to the amazing pyramids of Teotihuacan.
2 I understand that other cultures are different to mine. 2 Sarah has just started singing classes. b She’s very excited.
Grammar tables Vocabularyactivities
Vocabulary activities I (6) taken many photos because I’ve lost
3 I can talk about other cultures in English.
3 My brother’s just come home. c I’m going to say hi.
Speaking activities Readingactivities
Reading activities 4 It’s just stopped raining. d I’m full!
my camera.
Teacher time Pair/groupwork
Pair/group work Total / 15
See you soon!
Videos Digitalactivities
Digital activities

Other Unit Love,
total Jason
/ 80
16
16 17
17 94 Language reference: Grammar and vocabulary
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214 Unit review

Unit review 7
Self-evaluate learning progress
A2 Flyers Reading and Writing parts 1 and 2
✓ Digital Flashcards Unit 7 can do statement and then adding their score. They then
learning style.
Get the children into three teams and assign a scribe in each
team. Say or write a verb on the board. Give the children one Next, they assess their functional language and mediation
minute to make as many Present Perfect sentences as they skills, social and emotional skills and 21st century skills.
can with that verb. Check the sentences. Award one point for a The children add up their total, then turn to the language
meaningful sentence. Repeat with other verbs. and skills map on pages 2-3 to see which sticker (if any) they
should place. They place the sticker on the map for this unit.
1 Read the conversation and choose the best
answer. My Passport pages 16-17
Explain that in this activity the children need to find the best
option to complete the dialogue. Read the Exam tip together. Final evaluation
Remind the children to read all of the options carefully. They Play Bingo. Display all of the unit word cards. Ask the children
complete the activity individually. Remind them to read through to choose five of them and write them on a piece of paper. Give
the questions and answers again to check. They can then check clues in a random order. For example, It’s the Past Participle of
their answers with a partner before checking as a class. catch. It’s a drink. The plane has arrived! It has ... . The children
Answers cross out any words that match the clues. The child who crosses
1g2f3b4e all of their words first calls Bingo!

Explain that in this exam activity the children need to match a
word to a description or definition. Read the Exam tip together.
Emphasise that they can answer the questions in any order,
and should always start with the ones they are sure of. The
children then complete the activity individually. Remind them
to check their answers when they have finished. Children can
check their answers with a partner, discuss any answers that are
different and then check as a class. If they have made mistakes,
encourage them to think about why: perhaps they just didn’t
know the word, or perhaps they misread the description or
definition.
Answers
1 take off 2 island 3 statues 4 hill 5 camp 6 skiing 7 climb
8 postcard
FF Fast finishers The children write a clue or

definition for tea, chopsticks and check in.
Unit 7 Test
Unit review 215

7 Transcripts
Sophie: Hi Ed! Are you having a good time?
2.16 Listen and repeat. Ed: Yes, I am! We’re staying with my aunt. Today, we visited an
See Student’s Book page 70, Activity 2 old temple. That’s a building where people go to pray. I saw lots
of old statues of people. I also bought some cool presents at the
market.
2.17 Listen and say Me too! for the things that are
Sophie: Great! What else?
true for you. Ed: We went to a street festival yesterday. There were lots of
Girl: I’ve caught a bus to school. people and music! We also went on a trip around the island.
Boy: I’ve drunk orange juice. We saw some fields where they grow rice and we climbed a
Girl: I’ve been to London. beautiful green hill.
Boy: I’ve climbed a mountain. Sophie: What’s the food like?
Girl: I’ve eaten sushi. Ed: Amazing! I’ve eaten lots of tasty noodles with vegetables. But
Boy: I’ve swum in the sea. I haven’t eaten with chopsticks. It’s really difficult, but I’m going to
learn! I’ve drunk lots of tea! I’ll send you all a postcard soon!
2.18 Listen and read. Whose family has eaten and
drunk unusual things? 2.23 Listen and read. What has Ed just learned to do?
2.19 Read and listen. The plane journey 2.24 Read and listen. Say what you can see in the
See Student’s Book page 72, Activity 2 pictures.


Girl: There are a lot of beautiful things to see and do in Indonesia.
1 People in Indonesia drink a lot of tea.
2 This is a beautiful temple.
3 Look at this statue of a cow!
4 We saw a street festival yesterday. It was beautiful.
5 This is the market. People sell things from boats.
6 People eat with chopsticks here.
7 The noodles are delicious.
8 The landscape in Indonesia is beautiful. Look at that beautiful
green hill.
9 Those fields in the water are rice fields.
10 I’m going to send a postcard home to my friends!

Transcripts 7
Student's Book video transcripts Page 77 Virtual tour – Islands around the UK
Boy: Hello! I’m Luca and I live in Ryde, on the Isle of Wight.
Page 70 All aboard! In today's virtual tour, we're going to take a look at islands around
the UK.
Hannah: Hello again! The UK consists of the island of Great Britain, containing England,
Last night, I was looking at old photos of some of the places I’ve Scotland and Wales, and then Northern Ireland, which is on the
been with my family. I was remembering all the things I've done. island of Ireland. It’s confusing, isn’t it?
I've had some amazing experiences. I'm so lucky. And there are many islands around the UK. I live on the Isle of
I've been to Switzerland. They have four national languages! Wight, England’s biggest island.
Isn't that cool?! These islands are to the southwest of the main island of Great
My family and I have camped in the countryside. We’ve been on Britain. They’re called the Isles of Scilly and they have warm,
a plane that’s taken off and landed in a storm! We've eaten fish sandy beaches… in England!
and chips, too. That was a different holiday. We were in London. Scotland has more than 790 islands, though some are very small.
But we haven't swum in the sea because my mum can't swim! Off the west coast of Scotland are the Hebrides. This is Jura. It
This is my uncle. He's drunk egg soda in Vietnam. I don’t think it means ‘Deer Island’. 200 people live on the island along with
sounds very tasty! But he hasn't caught a stomach bug. Phew! 6,000 red deer!
Now I'm thinking about what I haven’t done... Hmm, I haven't The largest island off the coast of Wales is Anglesey. There are two
climbed a mountain, and I haven't skied. That's what I want to do bridges that go across to the island. Anglesey has the village with
next! I love the snow! the longest name in Britain. I can’t say it. Can you?
I’m going to look at more photos now! What new experiences And this tiny Northern Irish island, Carrick-a-Rede, is only
have you had in the last year? accessible by rope bridge. It’s only got one house on it, but half a
million people visit every year.
Page 73 Functional language I hope you enjoyed my tour of islands around the UK!
Ed: Excuse me, where are the check-in desks, please?
Woman: Go through that door, then turn right. They’re opposite Page 78 Presentation tip – Controlling your nerves
the café. Hannah: Hi there. Today, our presentation tip is about
Ed: Great, thanks. controlling your nerves. Lots of people feel nervous before they
Man: Good morning. May I see your tickets and passports, please? speak in public. Sometimes your hands feel wet or ‘sweaty’,
Mum: Yes, of course. Here are our passports. And our tickets are your heart beats fast or you feel sick. These feelings are not
on my phone. nice but they can help you focus on your task. If you’re feeling
Man: Thank you, that’s great. Are you checking any bags in today? nervous, try this… sit down and close your eyes. Imagine a calm
Mum: Yes, I want to check in two bags, please. place like the beach or your bedroom. Breathe in through your
Man: No problem. Did you pack the bags yourself? nose and out through your mouth. Say to yourself, ‘I can do this!’
Mum: Yes, I did. I hope you’re feeling cool and calm now and not too nervous!
Man: Great. Well, here are your boarding passes for your flight Teacher: OK, you can start when you’re ready.
to Indonesia. Danny: Good afternoon.
Dad: Thank you. Are there any delays to the flight today? Hannah: See? Not so scary! Bye!
Man: No, it’s on time. Boarding starts half an hour before your
departure time, so that will be quarter to five.
Dad: And what gate do we need?
Man: You need to go to Gate H.
Dad: OK. Oh, and can you tell us the way to the departure
gates, please?
Man: Sure. Go past those shops and they’re on the left.
Dad: Got it. Great, thank you.

Danny: Oh, umm. Hey, sorry. My friend is on holiday and she’s
sending me messages all the time.
She’s with her family. They’ve just been to a market. Wow!
They’ve just seen a temple and a statue.
She’s just eaten some noodles, with chopsticks! Yum!
They’ve just been to a festival, too. Now they are drinking tea.
Oh, they’ve just seen rice fields, too. She says the hills are
beautiful.
Oh, and she’s just sent me a postcard, aww, that’s nice!
I’m going to switch my phone off for a while. I’ve just got a
headache!
What tourist sites have you seen?

7 Activity Book

1e 2a 3d 4c 5b
3
Page 66 3 2 ✓ market
1 1 3 5 3 ✓ fruit juice
1 swum 2 4 6 5 ✓ monkeys
2 caught
3 drunk 4 4 chopsticks
4 camped 2 It’s OK to be scared. ✓
5 skied 4 We are all scared of different things. ✓ 5
6 been 5 We can put a light on. ✓ 1 She’s just eaten
7 climbed 6 When I feel worried about something, 2 He’s just thrown
8 eaten I listen to music. ✓ 3 The dog has just swum
9 taken off 4 She’s just drunk/had
10 landed Page 69 5 The cat has just climbed
1 6 They’ve just skied
2 1 b – see
Page 72
2 c – check in
Past 3 a – pack 1
Infinitive Past Simple
Participle
4 c – boarding passes 1F 2T 3F 4T 5T
drink drank drunk 5 b – delays
eat ate eaten 6 a – departure gates 2
be was/were been 1 About two hours
2 2 There are no cars on the island.
take off took off taken off
1 May I see 3 By ferry, by catching a small plane or
catch caught caught 2 want to check in by helicopter.
3 Did you pack 4 On Tresco
Page 67 4 boarding passes
5 delays to the flight Page 73
3
6 tell us the way Viewing
Danny Sophie Ed Hannah
3 1
drunk 1 More than 790
girl
green ✓ ✗ ✓ ✓ turtle 2 Two
juice 3 It has the longest name in Britain.
person
words 4 By rope bridge
tried
coffee ✓ ✓ ✗ ✗ shirt
Writing
worm
purple 1
eaten I’m having a wonderful holiday! We went
sushi ✓ ✓ ✗ ✗
Page 70 on a trip to see some seals. They were
incredible! Tomorrow we’re going to a
1 museum. It’s a museum about chocolate!
skied ✗ ✗ ✓ ✗ 1 temple
2 statue 2 Child’s own answer
3 market
swum in
✓ ✓ ✓ ✓ 4 tea Page 74
a lake 5 postcard Project Portfolio Child’s own project
6 noodles
camped Page 75
7 chopsticks
in the ✗ ✗ ✗ ✓ 8 hills
snow 1
9 field 1 London
4 10 festival 2 Bilton
1 haven’t taken off 3 big market
2
2 hasn’t drunk; has drunk 4 music
1 tea; noodles; chopsticks
3 have climbed 5 museums
2 temple; statue
3 hills; field 2
1 time/holiday
Page 68 2 been
3 eaten
1 4 has
1 False 4 False 5 have
2 True 5 True 6 haven’t
3 False 6 True

Activity Book 7
Audio transcripts 37 Listen and complete.
Dan: Hi, Betty. It’s Dan here.
33 Listen to Hannah and tick or cross. Betty: Hi, Dan. Are you still in London?
Hannah: Today at school we did a questionnaire about Dan: Yes, I am. It’s great! I love London! We’re staying at a hotel
adventures. Let’s look at the answers! Ed and I have drunk called The Bilton.
green juice, but we haven’t tried coffee or eaten sushi. Sophie Betty: How do spell that?
hasn’t drunk green juice, but she’s tried coffee and eaten sushi Dan: B-I-L-T-O-N
– she says it was delicious! Danny has been the bravest when Betty: Do you like the hotel?
it comes to food. He’s drunk green juice, tried coffee and eaten Dan: Yes! It’s in the centre, near a big market.
sushi! Betty: Near a market? Is it noisy?
We’ve all travelled to different places, but Ed is the only one Dan: Yes, it is. But I like the noise! We’ve been to a music festival
who has skied – he’s skied in France and Italy. We’ve all swum here, too. That was really loud!
in a lake, but I’m the only one who has camped in the snow. It Betty: Wow! I’m sure you’ve sung and danced too.
was great! Dan: Yes. We’ve been to so many places! The theatre, museums,
shops ...
Betty: Cool! And your favourite places?
34 Listen and circle the er sounds. Dan: Hmm. We’ve visited some brilliant museums. I think they’ve
See Activity Book page 69, Activity 3 been the best part.
35Listen and tick the things that have just

happened.
Hannah: Hi Ed, how’s your holiday?
Ed: It’s great! Yesterday we visited a temple. It was amazing. I
took loads of photos.
Hannah: Have you sent me a postcard?
Ed: No. I will, though! I haven’t had time. We’ve just come back
from a trip to a market. I got you a present there.
Hannah: Oh, great! Thanks! Are you enjoying the food there?
Ed: I love it! I’ve just had a delicious fruit juice – mango,
watermelon and coconut.
Hannah: That sounds interesting!
Ed: We’re going to the beach this afternoon. It’s really hot here,
and… oh wow!
Hannah: What? What’s happened?
Ed: I’ve just seen some monkeys right in front of me! This place
is amazing!
36 Read and listen. Look and circle T (true)

or F (false).

8 Our planet
Overview
Language objectives
• Learn words for helping the environment: • Use Zero Conditional • Talking about consequences
donate, pick up, plant, recycle, reduce, • Combine clauses in Zero Conditional • Focussing on word order
repair, reuse, save, turn off, upcycle sentences in different ways
• Learn materials: cotton, glass, gold, Learning situation
leather, metal, paper, plastic, rubber, Recycled grammar travelling by train
silver, wood Present Simple, word order
Recycled vocabulary
transport, containers
Skills objectives
Speaking Listening
• Discuss ways we help the planet • Hear key language within a text
• Talk about ways to reduce waste • Match spoken language to images
• Discuss train travel • Listen to and follow a text
• Talk about what things are made of
• Combine clauses in Zero Conditional sentences in different ways
• Discuss issues relating to the Earth’s water Viewing
• Use train travel vocabulary in a guided pair work activity
• Discuss information from the video
• Present a Green Week calendar
• Learn about the Australian climate
• Learn to use presentation notes effectively
Reading
• Read and understand key language Writing
• Read and comprehend a text
• Read and show comprehension of a story • Write sentences using the Zero Conditional
• Identify missing words from a text • Use a comma in Zero Conditional sentences where needed
• Answer questions about a text • Write a non-fiction information text about weather or the
• Cross-curricular link: Science environment
Assessment criteria
Learning to learn • All aboard! The children can use the Zero Conditional to talk
The children self-evaluate their learning progress. about ways of helping the environment.
• Language Bridge The children can understand the story,
Social and emotional skills identify cognates, discuss how to look after the planet, and also
The children reflect on looking after the planet. follow a video, identify key phrases and then use them when
travelling by train. They can also pronounce the ul sound.
Pronunciation • Fasten your seatbelt! The children can use nouns referring
pronunciation The children hear and pronounce ul sounds. to materials and talk about actions and their consequences
using different Zero Conditional sentences.
Mediation • Skills Station The children can understand a text about the water
The children summarise and explain a text cycle, extract information from a video and write a non-fiction text
and explain data. about the environment.
• Project The children can work in groups to research and
Project learning situation make notes about activities to help the environment and
The children make a Green Week calendar. prepare a presentation on them, then peer and self-evaluate
the presentations.
21st century skills • Checkpoint The children can complete activities based on
21st Respect for the planet: The children understand A2 Flyers Listening and Speaking.
CENTURY
SKILLS
the importance of looking after the planet.
220 Unit 8 overview

✓ Teacher’s Resources Unit 8, Term 3 and End of year • Virtual tour Real-world video to develop viewing skills in the
✓ Lesson 1 – some rolled up newspapers do a good presentation
✓ Project stop 3 – paper or card for calendars, glue, writing See lesson notes for Flipped Learning dynamics.
and drawing materials


including:


and engineering
Lessons 1-9
i-flashcards
Lessons 1, 4, 5, 8, 9
Lessons 3, 8, Review Game Generator to create your own IWB games
Civic competence
Lessons 2, 5-7 also possible to write or paint on the pages and in the zoom
windows.
Lessons 5, 6, 8, 9
Unit 8 overview 221

8 All aboard!
Lesson 1
8
8
Our planet
4 Listen and read. What are Hannah and Danny doing on Saturday? 2.26
All aboard! 3
2 Danny: I’m going to go to Green Club today.
All aboard! 1 Hannah: Cool! What can I do to help the planet?
Danny: Lots of things! For example, if everyone turns off the lights
Talk about when they leave a room, we save energy.
consequences
Hannah: I can do that! What else?
1 List ways to Danny: If we reuse bottles, we reduce plastic pollution. And if we
project stop reduce waste pick up rubbish on the beach, it doesn’t go into the sea.
6 Hannah: Yes, because if plastic goes into the sea, fish eat it. Look! Someone has
4 left rubbish in the playground. I’m going to put it in the recycling bin. If we all look
language Bridge 5
after the planet, it’s a better place to live! Maybe I’ll come to Green Club too!
Looking after the planet
Danny: Great! Are you free on Saturday? There’s an exhibition about the
environment!
Hannah: That sounds great!
Travelling by train
Fasten your seatbelt! 5 Read and say True or False. Correct the
7 8 false sentences. Grammar Way Zero Conditional
Focus on word order
1 If we turn off lights, we don’t save energy. If you recycle, you help the planet.
2 If we reuse bottles, we reduce plastic pollution. If you don’t turn off lights, you waste energy.
2 Think of ways to 3 If we pick up rubbish on the beach, it goes into
project stop recycle objects the sea. If you travel by bike, you don’t pollute the air.
4 If plastic goes into the sea, fish don’t eat it. Language reference page 104
skills station 5 If we all look after the planet, it’s a worse place to live.
The water cycle 9 10 6 Match and say.

1 If we travel by car, a we save water.
The Australian climate 2 If we don’t recycle things, b the streets are cleaner.
3 If we turn off the taps, c we don’t need to buy new ones.
Non-fiction 4 If we don’t turn off the lights, d we create more rubbish.
5 If we pick up rubbish, e we pollute the air. If we travel by car,
we pollute the air.
3 Make a Green 6 If we repair clothes, f we waste energy.
project stop Week calendar donate pick up plant recycle reduce
repair reuse save turn off upcycle
1 Watch the video. What do you do to help the planet?

project TerminAl
Project stop 1 7 Copy and complete the sentences with
the Zero Conditional.
Present your Green Week calendar
Green Week 3 Play the game. 1 If I’m tired, …
calendar Your head teacher would like to do
s things at home recycle more for the environment. 2 If I don’t eat breakfast, …
Find someone picks up rubbish In this project, you’re going to organise
3 If I’m late for school, …
Checkpoint
who … donates old things reuses things at school a Green Week for your school.
4 If I feel cold, …
List ways you can reduce waste.
80 Lesson 1 Helping the environment Go to page 88 Zero Conditional Lesson 2 81
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8
8
Our planet
3 Listen and tick (✓) the things Ed and Danny talk about. 38
All aboard! 1 2
donate pick up plant recycle reduce repair reuse save turn off upcycle
3 4 5
1 6
the lights when you

trees. 6 7 8
leave the room.
2 7
paper. Don’t throw it water. Have a shower,

away! not a bath.
4 Listen again and complete. 39
3 8
your old clothes. cut down dangerous electricity recycle throw away turn off
rubbish. Keep our
Somebody can wear
environment clean! 1 If you don’t turn off the TV, you waste .
them.
2 If we paper, we don’t need to cut down more trees.
4 9
3 If we all the trees, we destroy animals’ homes.
objects. You can make
broken objects. 4 If we plastic bags, they can end up in the sea.
something new!
5 If there are plastic bags in the sea, they are to fish.
5 10
6 If you don’t the light, you waste energy.
Buy a water bottle. You
the amount of plastic
can 5 Write sentences with If.
you use. Use cloth
it over and over again.
bags.
1 come into class late / say sorry
2 mix red and yellow / get orange
2 Look and tick (✓) things that you do to help the environment.
3 speak quietly / can’t hear you
donate recycle repair reuse upcycle
4 go to bed very late / feel tired in the morning
broken toys
magazines
glass jars
5 feel hungry in the afternoon / have a snack
plastic bottles
old clothes
76 Lesson 1 Helping the environment Language reference page 95 Zero Conditional Lesson 2 77

222 Lesson 1

Lesson 1 Objectives 3 Play the game.
Remind the children of the Find someone who … game in Activity
Learn vocabulary related to helping the environment 4 of the Starter unit. Ask the children to look at the actions
See and hear key language in context and invite them to make questions to ask, for example: Do
Match an audio to visual cues you recycle things at home? You could add in some additional
Discuss ways we help the planet actions from Activity 1 (donates clothes, plants trees, etc). Ask
them to note down their questions on a piece of paper. They
Materials then move around the room asking their questions until they
✓ Teacher’s i-solutions have found a person for each action. You could define the rules
further; for example, children need to have a different name for
each action. When a child has found a person for every action,
they sit down.
✓ some rolled up newspapers
Initial evaluation
Flipped Learning option Print the Lesson 1 flashcards and word cards. Get the children
The children watch the video at home before the class. They into two teams. Have them form two lines and give the child
write something they can reduce, something they can reuse, at the front of each team a rolled up newspaper. Display the
something they can recycle and something they can repair. flashcards on the board. Choose a card at random and describe
it. The first child to swat the correct picture with their newspaper
scores a point for their team. They then pass the newspaper to
Warmer the next child in line. Repeat until all children have had at least
Write the unit title (Our planet) on the board. Get the children into one turn.
small groups to make a list of whatever ideas it makes them think
of. After a few minutes, bring the class together and share their
ideas. Make a note of them, and keep it for the end of the unit.
1 Watch the video. What do you do to help the

planet?
Watch the video all the way through and ask how many ways to
help the planet the children can remember. Watch the video a
second time, pausing on each action. Ask What is she/he doing?
and elicit the action. Ask additional questions: What other things
can we recycle? What else should we turn off? Why? Are there
other places that we could pick up litter? Watch the video a
final time. This time, ask the children to raise their hands for the
things that they do, and count up how many of the actions they
do in total. Ask what other things they do to help the planet that
aren’t on the video.
Ask the children to look at the pictures with a partner and

identify the ones they know. Play the audio and pause after
each part to check answers. You could add an oral question for
each part: What can we recycle? What can we save? What can
we reduce? Call out numbers and the children call back the
action.
Answers
1 recycle 2 save 3 reduce 4 upcycle 5 turn off 6 plant 7 pick up
8 donate 9 reuse 10 repair
Lesson 1 223

8 All aboard!
Lesson 2
8
8
Our planet
4 Listen and read. What are Hannah and Danny doing on Saturday? 2.26
All aboard! 3
2 Danny: I’m going to go to Green Club today.
All aboard! 1 Hannah: Cool! What can I do to help the planet?
Danny: Lots of things! For example, if everyone turns off the lights
Talk about when they leave a room, we save energy.
consequences
Hannah: I can do that! What else?
1 List ways to Danny: If we reuse bottles, we reduce plastic pollution. And if we
project stop reduce waste pick up rubbish on the beach, it doesn’t go into the sea.
6 Hannah: Yes, because if plastic goes into the sea, fish eat it. Look! Someone has
4 left rubbish in the playground. I’m going to put it in the recycling bin. If we all look
language Bridge 5
after the planet, it’s a better place to live! Maybe I’ll come to Green Club too!
Looking after the planet
Danny: Great! Are you free on Saturday? There’s an exhibition about the
environment!
Hannah: That sounds great!
Travelling by train
Fasten your seatbelt! 5 Read and say True or False. Correct the
7 8 false sentences. Grammar Way Zero Conditional
Focus on word order
1 If we turn off lights, we don’t save energy. If you recycle, you help the planet.
2 If we reuse bottles, we reduce plastic pollution. If you don’t turn off lights, you waste energy.
2 Think of ways to 3 If we pick up rubbish on the beach, it goes into
project stop recycle objects the sea. If you travel by bike, you don’t pollute the air.
4 If plastic goes into the sea, fish don’t eat it. Language reference page 104
skills station 5 If we all look after the planet, it’s a worse place to live.
The water cycle 9 10 6 Match and say.

1 If we travel by car, a we save water.
The Australian climate 2 If we don’t recycle things, b the streets are cleaner.
3 If we turn off the taps, c we don’t need to buy new ones.
Non-fiction 4 If we don’t turn off the lights, d we create more rubbish.
5 If we pick up rubbish, e we pollute the air. If we travel by car,
we pollute the air.
3 Make a Green 6 If we repair clothes, f we waste energy.
project stop Week calendar donate pick up plant recycle reduce
repair reuse save turn off upcycle
1 Watch the video. What do you do to help the planet?

project TerminAl
Project stop 1 7 Copy and complete the sentences with
the Zero Conditional.
Present your Green Week calendar
Green Week 3 Play the game. 1 If I’m tired, …
calendar Your head teacher would like to do
s things at home recycle more for the environment. 2 If I don’t eat breakfast, …
Find someone picks up rubbish In this project, you’re going to organise
3 If I’m late for school, …
Checkpoint
who … donates old things reuses things at school a Green Week for your school.
4 If I feel cold, …
List ways you can reduce waste.
80 Lesson 1 Helping the environment Go to page 88 Zero Conditional Lesson 2 81
ES0000000068203 849766 AJ5 SB_U8_129635.indd 81 11/14/2022 10:55:25 AM
ES0000000068203 849766 AJ5 SB_U8_129635.indd 80 7/13/2022 5:57:53 PM
8
8
Our planet
3 Listen and tick (✓) the things Ed and Danny talk about. 38
All aboard! 1 2
donate pick up plant recycle reduce repair reuse save turn off upcycle
3 4 5
1 6
the lights when you

trees. 6 7 8
leave the room.
2 7
paper. Don’t throw it water. Have a shower,

away! not a bath.
4 Listen again and complete. 39
3 8
your old clothes. cut down dangerous electricity recycle throw away turn off
rubbish. Keep our
Somebody can wear
environment clean! 1 If you don’t turn off the TV, you waste .
them.
2 If we paper, we don’t need to cut down more trees.
4 9
3 If we all the trees, we destroy animals’ homes.
objects. You can make
broken objects. 4 If we plastic bags, they can end up in the sea.
something new!
5 If there are plastic bags in the sea, they are to fish.
5 10
6 If you don’t the light, you waste energy.
Buy a water bottle. You
the amount of plastic
can 5 Write sentences with If.
you use. Use cloth
it over and over again.
bags.
1 come into class late / say sorry
2 mix red and yellow / get orange
2 Look and tick (✓) things that you do to help the environment.
3 speak quietly / can’t hear you
donate recycle repair reuse upcycle
4 go to bed very late / feel tired in the morning
broken toys
magazines
glass jars
5 feel hungry in the afternoon / have a snack
plastic bottles
old clothes
76 Lesson 1 Helping the environment Language reference page 95 Zero Conditional Lesson 2 77

224 Lesson 2

Lesson 2 Objectives Richmond Grammar Channel
Listen to and follow a dialogue Recommended animated grammar presentations
Read and comprehend a dialogue available on the Teacher’s i-solutions.
Use the Zero Conditional
Talk about ways to reduce waste
6 Match and say.
Materials Children can work individually or with a partner. Invite
volunteers to read out their sentences to check.
Answers
✓ Student’s Book audio 1e2d3a4f5b6c
7 Copy and complete the sentences with the Zero
Warmer Conditional.
Ask the children to think of examples of the following: something Write If I’m tired, … on the board. Elicit different responses from
you can save, something you can donate, something you turn volunteers. Before they start writing, remind them to include the
off to save energy, a place where you can pick up rubbish, comma.
something you recycle.
Fast finishers The children complete If clauses
4 Listen and read. What are Hannah and Danny
doing on Saturday? 2.26
The children read as they listen to the audio. Elicit the answer to
FF to start the following sentences: If … , we waste
water. If …, we save energy. They can write
several ideas for each one.
the question and ask a few more simple questions: Who goes to
Green Club? What has someone left in the playground? Ask the
children to read the dialogue again individually, focussing on
the words in blue.
Project stop 1
Answer Give the children time to read the learning situation on
They’re going to an exhibition about the environment. page 88 and then continue reading for more details. Get the
children into their groups. Make sure they look over all of the
5 Read and say True or False. Correct the false steps before starting on Project stop 1.
sentences. Encourage the children to think of different types of energy
waste as well as material waste.
Have the children work with a partner to find the true sentences
and correct the false ones. Remind them to read the sentences Activity Book Project Portfolio page 84
carefully and think about the meaning. Check answers as a
class. Some sentences could be corrected in two ways, for
example: If we turn off lights, we save energy and If we don’t Continuous assessment
turn off lights, we don’t save energy. Get the children into four groups. Show a flashcard randomly to
each group in turn. The children need to identify the action and
Suggested answers use it as a prompt for a Zero Conditional sentence. For example:
1 False. If we turn off lights, we save energy. 2 True If we turn off the tap, we don’t waste water. The groups score a
3 False. If we pick up rubbish on the beach, it doesn’t go into the sea. point for the correct action, and a point for a correct conditional.
4 False. If plastic goes into the sea, fish eat it. 5 False. If we all You could set a time limit for this, and elicit alternative sentences
look after the planet, it’s a better place to live. from other groups.
Grammar Way
Explain that the text in blue in Activity 4 highlights the Zero
Conditional. When the children have read the example
sentences, ask them if they think these statements are
sometimes true, or always true. Explain that sentences like
these use the Zero Conditional and we use it to talk about
the consequences of actions that are always completely
true. Get the children to look back at the blue text in the
dialogue and ask: What’s the first word of the sentence?
(If) What form are the verbs in both parts of the sentence?
(Present Simple) What can you see between the two parts
of the sentence? (A comma)
Lesson 2 225

8 Language Bridge
Lesson 3
Languag 8
Emotions and values
A VISITOR FROM SPACE TRAVELLING BY TRAIN

1 Do you like reading science fiction stories or watching science fiction films? 1 Discuss with a classmate.
2 Do you think there is life on other planets?
1 Have you travelled by train?
2 READ Read and listen. 2.27 language? Make a list and share. 2 What information do you need before you
catch a train?

There was once a space girl called Zul. One day, she got into her
eco-friendly spaceship and travelled to Earth. When she landed, Danny and Hannah are going to an
two Earth children ran to say hello. exhibition about the environment at the
‘I’m Rachel and this is Michael,’ said the girl Science museum. Danny hasn’t travelled
excitedly. to the city centre by train before. Hannah
shows him what he needs to do.
‘Hello, Earth animals! I’m Zul! Come inside
my spaceship!’ said Zul. ‘You can show me
1 Where are they going?
your planet!’
2 Who has travelled on this train before?
They flew around the Earth together.
‘Your planet is amazing and colourful,’ said
4 What do you think a single ticket is?
Zul. ‘Those forests are beautiful and so full
of life! But why are those people cutting WATCH
down trees? That’s horrible. The planet
can’t breathe when you cut down trees.’ 3 What do they ask the man at the station?
4 Watch again and order the questions.

‘You’re right, Zul,’ said Michael, ‘and the forests are homes to lots of
animals and plants. We should take better care of them.’ a What time is the next train? c Is that a direct train? e How much is a ticket
‘What are those?’ asked Zul. to the city centre?
b Which platform do d Where’s the ticket
‘Those are solar panels,’ said Rachel. ‘They make energy from the sun.
we need, please? office, please?
And over there, you can see wind turbines. They make energy from the
wind!’
AFTER YOU WATCH
‘What great ideas!’ said Zul. ‘Earth people have found clever ways to
look after the planet! Promise me you’ll protect your beautiful planet.’ 5 Answer the questions.
‘We promise!’ said the children. 1 Do they buy single or return tickets? 3 How much do their tickets cost?
2 What time does their train leave? 4 Which platform does their train leave from?
AFTER YOU READ 4 Discuss with a classmate. 6 Look and match.

3 Correct the false sentences. 1 What human actions does Zul think are platform return single ticket office
good and which are bad?
1 Zul comes from planet Earth.
2 What makes Earth beautiful? 1 This ticket is to go somewhere but not come back.
2 Zul meets two children called Rachel
3 How can we take care of our planet? 2 You buy this ticket when you want to go and
and Michael. ON
come back. Communication
3 There are people planting trees in the forest.
Zul said, ‘Rachel, Earth animal! 3 This is where a train stops so passengers can get Student A: Go to page 95
4 Zul doesn’t like the solar panels and on and off.
Your planet is beautiful not horrible!’ THE Student B: Go to page 99
wind turbines.
pronunciation 4 This is the place you buy tickets. WAY
82 Lesson 3 Vocabulary and grammar in context Social and emotional skills: looking after the planet Learning situation: travelling by train Lesson 4 83
Languag 8
Emotions and values
A visitor from space Travelling by train

1 Read the story in your Student’s Book. Match the words with their meanings. 1 Watch the video. Match the questions and answers.
1 eco-friendly a take in air
1 What time is the next train to the city centre, please? a Yes, of course. That’s €12, please.
2 breathe b relating to the sun
3 take care of c a machine that turns 2 Is that a direct train?
b All trains to the city centre leave from platform 4.
4 solar d kind to the environment 3 How much is a ticket to the city centre?
c No, you have to change at North
5 turbine e look after Station.
4 Could we have two children’s return
d The next train leaves at 9:45.
2 Look and complete. tickets and one adult return, please.
e A single is €4 and a return is
around forest looking planet spaceship wind 5 Which platform do we need, please? €6. It’s half price for children.
1 Zul got into her and travelled to Earth. 2 Order the dialogue.
2 Rachel and Michael flew the Earth with Zul. You and your aunt want to take a train to the city centre for the day.
3 People were cutting down trees in the . a You: OK, no problem. Which platform do we need, please?
4 Zul thought that was bad for the . b You: Great! Is that a direct train?
5 They saw solar panels and turbines. c You: Thank you!
6 Zul was happy because people were after the Earth. d Aunt: Could we have two adult return tickets and one child’s return ticket, please?
3 Answer the questions. e Aunt: Here you are. What time is the next train, please?
1 Why does Zul think cutting down trees is horrible? f Aunt: Excuse me, how much is a ticket to the city centre, please?
g Assistant: No, you have to change once.
2 Why is she happy about the solar panels and wind turbines?
h Assistant: All trains to the city centre leave from platform 5. Have a good journey!
i Assistant: It’s at 10:35.
4 Which are good for the planet? Look and tick (✓). j Assistant: A single ticket is €8 and a return is €14. It’s half price for children.
1 2 3 4 k Assistant: Of course! That’s €35, please.
3 Listen and circle the ul sounds. 40 pronunciation
5 6 7 8
animal apple beautiful camel cereal solar panel table
78 Lesson 3 Story comprehension Social and emotional skills: looking after the planet Learning situation: travelling by train Pronunciation: ul sounds Lesson 4 79

226 Lesson 3

Understand the unit language in context Looking after the planet
Read and show comprehension of a story The children will probably be aware of the serious environmental
Follow the narrative of a story problems facing our planet. They should understand that our
Understand the importance of looking after the planet planet provides us with everything we need to live our lives
Hear and pronounce ul sounds and that everything we buy, use and throw away can have
an impact on the environment. This means finding ways to
Materials get the things we need without harming our planet. Recap the
part of the story when Zul sees people cutting down trees in
the forest and ask the children why people cut down forests.
✓ Student’s Book audio Point out that the main reasons are for animals like cows,
which we use for meat, and for growing plants for food (a lot
Warmer of this is to feed animals); elicit other reasons too: for paper,
Discuss ideas for making your home eco-friendly. Children can for wood for building and furniture and for mines (for metals
look back at Unit 5, page 55 for ideas. Recap solar panels, and minerals). Other reasons, like houses or roads, account
compost bins, water butt and renewable energy. Elicit other for a very small part. Ask the children to think about what we
forms of renewable energy. can do about each of these things. You could get the children
into groups, assign each group one aspect and have them
1 BEFORE YOU READ Answer the questions. discuss it and feed back to the class.
Discuss both questions as a class. Ask the children to read the
first question and elicit what science fiction is. Elicit any science Pronunciation 2.28
fiction books or films that the children know. Encourage the
The final syllable of most words that end in l or le is pronounced
children to describe the settings and characters. Ask for a show
ul at the end. The vowel is unstressed, and the l itself can be quite
of hands for question 2 and encourage the children to give
indistinct. Play the audio and tell the children to listen carefully to
reasons for their answers.
the sentences as they read. Ask them to focus on the word parts
in bold. Ask what sound they hear and whether it is a different
sound in all of the words or the same. Have the children practise
Play the audio as the children read the story several times. Give saying ul in isolation, and then try reading the sentences in pairs
them a few minutes to read the text individually, then invite them and giving each other feedback.
to tell the story to a partner in their own words.
Which words look similar in your language? pronun ciation

Make a list and share. Ask the children to read the words and think how they are
As a learning strategy, it is important for children to build mental pronounced. Play the audio several times, then have them circle
bridges between their language and the one they are learning. the ul sound. Have the children practise saying the words to
The children list words from the story which are similar to their a partner. Write al, le, ul and el on the board. Can the children
language. Review the lists as a class. think of any other words with those spellings? Add any that the
children mention to the list, then add a few more, for example:
AFTER YOU READ angel, towel, label, model; medal, pedal, local, oval, normal;
3 Correct the false sentences. recycle, possible, eagle, people, purple, bottle, table, horrible,
cycle; useful, careful, colourful, awful. Invite the children to
Children do the activity individually or in pairs, then check write down the lists of words as you point them out. In pairs or
answers as a class. Say some further false statements for the small groups, challenge the children to make sentences using as
children to correct, for example: Rachel and Michael ran away many ul words as possible. They should practise saying them in
when the spaceship landed. Zul and the children ran around the their groups: then invite groups to say them for the class. The rest
planet. Earth people don’t have good ideas. of the children count the ul words in the other groups’ sentences.
Answers
1 False. Zul is a space girl. 2 True 3 False. There are people
cutting down trees in the forest. 4 False. Zul likes the solar Fast finishers The children imagine Zul the
FF
panels and wind turbines. space girl comes to your school and write
a list of the eco-friendly things and the bad
4 Discuss with a classmate. things she would find. Get them to draw and
Ask the children to discuss the questions with a partner for a couple write a comic strip of the event.
of minutes, then share their ideas with the class. Elicit the answers
to the first two questions and ask what ideas the children had for Continuous assessment
the third. The children can use we in its broadest sense: What can Read the story but pause in various places and invite the children
we humans do? and more personally: What can you and I do? to supply the missing word or the rest of the sentence. You
Answers can do this individually or in small groups. There was once a …
1 Zul thinks that using solar panels and wind turbines is good and (space girl) called Zul. One day, she got into her eco-friendly …
that cutting down trees is bad. 2 Beautiful forests full of life (spaceship) and travelled to (Earth). You can do this orally or have
3 Child’s own answer the children write their answers and check at the end.
Lesson 3 227

8 Language Bridge
Lesson 4
Languag 8
Emotions and values
A VISITOR FROM SPACE TRAVELLING BY TRAIN

1 Do you like reading science fiction stories or watching science fiction films? 1 Discuss with a classmate.
2 Do you think there is life on other planets?
1 Have you travelled by train?
2 READ Read and listen. 2.27 language? Make a list and share. 2 What information do you need before you
catch a train?

There was once a space girl called Zul. One day, she got into her
eco-friendly spaceship and travelled to Earth. When she landed, Danny and Hannah are going to an
two Earth children ran to say hello. exhibition about the environment at the
‘I’m Rachel and this is Michael,’ said the girl Science museum. Danny hasn’t travelled
excitedly. to the city centre by train before. Hannah
shows him what he needs to do.
‘Hello, Earth animals! I’m Zul! Come inside
my spaceship!’ said Zul. ‘You can show me
1 Where are they going?
your planet!’
2 Who has travelled on this train before?
They flew around the Earth together.
‘Your planet is amazing and colourful,’ said
4 What do you think a single ticket is?
Zul. ‘Those forests are beautiful and so full
of life! But why are those people cutting WATCH
down trees? That’s horrible. The planet
can’t breathe when you cut down trees.’ 3 What do they ask the man at the station?

‘You’re right, Zul,’ said Michael, ‘and the forests are homes to lots of
animals and plants. We should take better care of them.’ a What time is the next train? c Is that a direct train? e How much is a ticket
‘What are those?’ asked Zul. to the city centre?
b Which platform do d Where’s the ticket
‘Those are solar panels,’ said Rachel. ‘They make energy from the sun.
we need, please? office, please?
And over there, you can see wind turbines. They make energy from the
wind!’
AFTER YOU WATCH
‘What great ideas!’ said Zul. ‘Earth people have found clever ways to
look after the planet! Promise me you’ll protect your beautiful planet.’ 5 Answer the questions.
‘We promise!’ said the children. 1 Do they buy single or return tickets? 3 How much do their tickets cost?
2 What time does their train leave? 4 Which platform does their train leave from?
AFTER YOU READ 4 Discuss with a classmate. 6 Look and match.
MEDIATION
3 Correct the false sentences. 1 What human actions does Zul think are platform return single ticket office
good and which are bad?
1 Zul comes from planet Earth.
2 What makes Earth beautiful? 1 This ticket is to go somewhere but not come back.
2 Zul meets two children called Rachel
3 How can we take care of our planet? 2 You buy this ticket when you want to go and
and Michael. ON
come back. Communication
3 There are people planting trees in the forest.
Zul said, ‘Rachel, Earth animal! 3 This is where a train stops so passengers can get Student A: Go to page 95
4 Zul doesn’t like the solar panels and on and off.
Your planet is beautiful not horrible!’ THE Student B: Go to page 99
wind turbines.
pronunciation 4 This is the place you buy tickets. WAY
82 Lesson 3 Vocabulary and grammar in context Social and emotional skills: looking after the planet Learning situation: travelling by train Lesson 4 83
Languag 8
Emotions and values
A visitor from space Travelling by train

1 Read the story in your Student’s Book. Match the words with their meanings. 1 Watch the video. Match the questions and answers.
1 eco-friendly a take in air
1 What time is the next train to the city centre, please? a Yes, of course. That’s €12, please.
2 breathe b relating to the sun
3 take care of c a machine that turns 2 Is that a direct train?
b All trains to the city centre leave from platform 4.
4 solar d kind to the environment 3 How much is a ticket to the city centre?
c No, you have to change at North
5 turbine e look after Station.
4 Could we have two children’s return
d The next train leaves at 9:45.
2 Look and complete. tickets and one adult return, please.
e A single is €4 and a return is
around forest looking planet spaceship wind 5 Which platform do we need, please? €6. It’s half price for children.
1 Zul got into her and travelled to Earth. 2 Order the dialogue.
2 Rachel and Michael flew the Earth with Zul. You and your aunt want to take a train to the city centre for the day.
3 People were cutting down trees in the . a You: OK, no problem. Which platform do we need, please?
4 Zul thought that was bad for the . b You: Great! Is that a direct train?
5 They saw solar panels and turbines. c You: Thank you!
6 Zul was happy because people were after the Earth. d Aunt: Could we have two adult return tickets and one child’s return ticket, please?
3 Answer the questions. e Aunt: Here you are. What time is the next train, please?
1 Why does Zul think cutting down trees is horrible? f Aunt: Excuse me, how much is a ticket to the city centre, please?
g Assistant: No, you have to change once.
2 Why is she happy about the solar panels and wind turbines?
h Assistant: All trains to the city centre leave from platform 5. Have a good journey!
i Assistant: It’s at 10:35.
4 Which are good for the planet? Look and tick (✓). j Assistant: A single ticket is €8 and a return is €14. It’s half price for children.
1 2 3 4 k Assistant: Of course! That’s €35, please.
3 Listen and circle the ul sounds. 40 pronunciation
5 6 7 8
animal apple beautiful camel cereal solar panel table
78 Lesson 3 Story comprehension Social and emotional skills: looking after the planet Learning situation: travelling by train Pronunciation: ul sounds Lesson 4 79

228 Lesson 4

AFTER YOU WATCH
Lesson 4 Objectives
Discuss train travel 5 Answer the questions.
Watch and listen for specific phrases Have the children write answers individually or in pairs. When
Watch and listen for specific information they have answered what they can, play the video a final time
Use train travel vocabulary in a guided pair work activity for them to check their answers.
Mediation Summarise and explain a text Answers
1 Return tickets 2 9:55 3 12 euros 4 Platform 4
Materials
6 Look and match.
Have children work in pairs to match, then check as a class.
Give a definition for direct for the children to guess: You don’t
Warmer need to change trains on this service.
Elicit some modes of transport, or write bike, car, train, bus, plane
Answers
on the board. Invite the children to compare them, for example:
1 single 2 return 3 platform 4 ticket office
Which is the most expensive? Are trains faster than cars? Discuss
ON
what energy they use: petrol, electricity, human energy, etc.
Discuss which ones are the best and worst for the environment.
TH
E WAY
COMMUNICATION
BEFORE YOU WATCH Divide the class into pairs and appoint each child as
either Student A or B. The children go to their page and
1 Discuss with a classmate. read through their role for part 1. Student A starts the
Ask the children to discuss the questions with a partner. They conversation using the prompts and information and Student
then share their idea for the second question with the class. B continues using the prompts. When they have finished,
Help out with vocabulary as needed. they read through part 2 and this time Student B starts the
conversation.
Give the children time to read the introduction text individually
and answer the questions. Check and discuss answers as a class. Fast finishers The children think about travelling
Answers
1 The Science museum 2 Hannah 3 Danny, Hannah, Hannah’s
FF by train and travelling by plane. They write two
or more similarities and two or more differences.
dad and a man in a uniform at the station 4 A ticket to go one
way only. Continuous assessment
Write the answers below on the board. Get the children into
WATCH small groups. Give them a few minutes to make a question to
go with each answer. Elicit questions from different groups.
3 What do they ask the man at the station?
Encourage the children in other groups to say if the question is
Before watching, elicit suggestions for what the children ask correct or not.
the man. Watch the video all the way through and check the
1 It’s over there. 2 A single ticket, please. 3 It leaves at 12:20.
children’s answers to the main question and question 4 from
4 Platform 6. 5 No. You need to change. 6 €6 for a single and
Activity 2.
€10 for a return. 7 I’d like a ticket to Bristol, please.
Answer
Where the ticket office is

Remind the children of their answer to Activity 3 and elicit the
question Hannah’s dad asked. Ask if they can remember the first
question they asked in the ticket office and confirm if they get
it right. Give the children time to read the rest of the questions
on the cork board and then watch the video again all the way
through for them to note the order. Play the video again, pausing
after each question to check, and for the children to repeat the
phrases. Children can take turns asking the questions with a
partner and inventing the answers.
Answers
1d2a3c4e5b
Lesson 4 229

Lesson 5

1 Watch the video. What natural materials do you use every day? 5 Listen and read. What two objects do people want to upcycle? 2.31
reen
reen
upcycling ideas Are you interested in
cotton glass gold leather metal paper plastic rubber silver wood upcycling? Look at these
1 2 3
Club’s If you upcycle things, you make
them better! Send us your upcycling
ideas from Green Club!
problems and we can help you to fix them!

4
Shall I throw away an old plastic bottle?
I’ve got some old wellies that don’t
fit me. What can I do with them? No! Plastic bottles
look lovely if you
You can turn old paint them! Cut them
wellies into flower in half and keep
pots when you fill things in them.
5 6 7 them with soil! They
aren’t rubber boots
Don’t throw your old things in the bin!
any more. They’re
When you upcycle things, you help the planet.
rubber flower pots!
And you feel happy when you help the planet!
10
6 Read and choose.
1 If you upcycle things, you make them better / worse.
8 9 2 When you fill boots with wood / soil, you can plant flowers in them.
3 If you turn wellies into flower pots, they aren’t boots / pots any more.
4 If you fill / paint plastic bottles, they look lovely.
5 You help / don’t help the planet when you upcycle things.
6 When you help the planet, you feel happy / sad.
3 Read and complete. Listen and check. 2.30 Grammar Way Zero Conditional word order
If I help, I feel proud. I feel proud if I help.

➜
We’re learning about materials at Green I can’t decide what to make When I upcycle, I feel happy. I feel happy when I upcycle.
Club. It’s important to know what things because there are so many things Language reference page 104
are made of so we can recycle, reuse we can upcycle! 7 Make sentence combinations for each pair.
or upcycle them. These bottles are made of (6) … .
you reuse cotton / you help the planet
I like this box. It’s made of (1) … . And Look at this can made of (7) … .
here’s a towel. It’s made of (2) … . I can reuse this jar made of you repair clothes / you save money If you reuse cotton, When you reuse cotton,
There are some sandals too, they’re (8) … . There’s also a nice you help the planet. you help the planet.
made of (3) … . Look at that ring. It’s necklace made of (9) … . I like we upcycle things / we make new objects
made of (4) … . I can use this bag to these wellies! They’re made
make something. It’s made of (5) … . of (10) … . 8 Write answers in the Zero Conditional.
Project stop 2 1 What happens when you mix red and yellow?
4 Talk about things in your classroom. Green Week calendar When you mix red and yellow, you get orange.
Make a list of some objects, then
2 What happens if you don’t study for an exam?
There’s a table. think about how you can recycle,
There are some books. 3 What happens if you go to bed late?
It’s made of wood. reuse, upcycle or donate them.
They’re made of paper.
4 What happens if you stand in the rain?
Go to page 88
84 Lesson 5 Materials Zero Conditional word order Lesson 6 85
ES0000000068203 849766 AJ5 SB_U8_129635.indd 84 11/14/2022 10:55:31 AM
ES0000000068203 849766 AJ5 SB_U8_129635.indd 85 7/13/2022 5:58:05 PM

1 Look and write. Find the words. 3 Listen and tick (✓). 41
1 2 3 4
wood
L U K G T H E N G D W L reuse
donate
5
V T D L H S A G P T A N repair throw away
E Y I A D T W T L T J N
E G Z S R U B B E R O F
Y G D S I C F M A T S A
6 P U O L P L A S T I C B
upcycle donate recycle

Z F E L O M V O H E T E
recycle repair reuse
F W O O D R C E E D F C
P E C B P A P E R E E Q 4 Read and match.

1 When I don’t want a toy anymore, a if nobody else wants to read them.
7 8 9 10
2 I repair my socks b when they have holes in them.
3 If I need a plant pot, c I cut up an old plastic bottle.
4 If I have an empty plastic bag, d I usually donate it.
5 I recycle comics and magazines e I use it again.

2 Write three materials from Activity 1. 1 If we don’t go to school, .
11 A
A toy
toy can
can be
be made
made of
of ,, or
or .. 2 When I am ill, .
3 if we do well in a test.
22 A
A bag
bag can
can be
be made
made of
of ,, or
or ..
4 When I go to bed late, .
33 A
A bracelet
bracelet can
can be
be made
made of
of ,, or
or ..
5 if I eat too much chocolate.
44 A
A table
table can
can be
be made
made of
of ,, or
or .. 6 when I tell a lie.
80
80 Lesson
Lesson 55 Materials
Materials Language reference page 95 Zero Conditional word order Lesson 6 81

230 Lesson 5

Lesson 5 Objectives
Learn vocabulary of common materials
FF Fast finishers The children write a list of
different things you can make from paper.
Hear key language

Identify missing words from a text Continuous assessment
Talk about what things are made of Get the children into two teams. In turns, each team sends a
volunteer to the front of the class. Display a random Lesson 5
Materials word card so that the volunteer cannot see, but the rest of
the team can. Members of their team give up to three clues in
✓ Teacher’s i-solutions order to guess the material. For example, It comes from a plant.
✓ Student’s Book audio My socks are made of this material. Award three points if the
✓ Digital Flashcards Unit 8 volunteer guesses on the first clue, two points if they guess on
the second clue and one point if they guess on the third clue.
Flipped Learning option Different children should give the clues each time. Continue until
all of the words have been used.
The children watch the video at home before the class and
note which materials come from under the ground and which
materials come from plants.
Warmer
flashcards and ask the children to identify the objects shown in
each one. Say or elicit what each one is made of. Then display
the word cards and ask the children to match them to the
flashcards.
1 Watch the video. What natural materials do you

use every day?
Watch the video all the way through. Ask the children to list the
materials they remember. Watch again, pause when the unit
vocabulary appears and have the children say the word. Ask
additional questions about the materials: Where does cotton
come from? What material is made of sand? Which materials
come from trees? Does plastic come from living things?
2 Look and match. Listen and check. 2,29
Give the children time to match the words to the pictures. Play the
audio to check, pausing if needed. Say a number and elicit what
the object is in each case. Call out object names and the children
respond with what they are made of. Encourage them to answer
with a sentence, for example: The necklace is made of silver.
Answers
1 plastic 2 glass 3 paper 4 metal 5 wood 6 silver 7 gold 8 leather
9 cotton 10 rubber
Children read and choose the words first and then listen to the
audio to check. Play it twice if needed.
Answers
1 wood 2 cotton 3 leather 4 gold 5 paper 6 plastic 7 metal 8 glass
9 silver 10 rubber
4 Talk about things in your classroom.

Ask the children to read the model speech bubbles. They work
with a partner to describe things around the room. They could
include things that either they or other children are wearing, as
well as classroom objects.
Lesson 5 231

Lesson 6

1 Watch the video. What natural materials do you use every day? 5 Listen and read. What two objects do people want to upcycle? 2.31
reen
reen
upcycling ideas Are you interested in
cotton glass gold leather metal paper plastic rubber silver wood upcycling? Look at these
1 2 3
Club’s If you upcycle things, you make
them better! Send us your upcycling
ideas from Green Club!
problems and we can help you to fix them!

4
Shall I throw away an old plastic bottle?
I’ve got some old wellies that don’t
fit me. What can I do with them? No! Plastic bottles
look lovely if you
You can turn old paint them! Cut them
wellies into flower in half and keep
pots when you fill things in them.
5 6 7 them with soil! They
aren’t rubber boots
Don’t throw your old things in the bin!
any more. They’re
When you upcycle things, you help the planet.
rubber flower pots!
And you feel happy when you help the planet!
10 6 Read and choose.

1 If you upcycle things, you make them better / worse.
8 9 2 When you fill boots with wood / soil, you can plant flowers in them.
3 If you turn wellies into flower pots, they aren’t boots / pots any more.
4 If you fill / paint plastic bottles, they look lovely.
5 You help / don’t help the planet when you upcycle things.
6 When you help the planet, you feel happy / sad.
3 Read and complete. Listen and check. 2.30 Grammar Way Zero Conditional word order
If I help, I feel proud. I feel proud if I help.

➜
We’re learning about materials at Green I can’t decide what to make When I upcycle, I feel happy. I feel happy when I upcycle.
Club. It’s important to know what things because there are so many things Language reference page 104
are made of so we can recycle, reuse we can upcycle! 7 Make sentence combinations for each pair.
or upcycle them. These bottles are made of (6) … . you reuse cotton / you help the planet
I like this box. It’s made of (1) … . And Look at this can made of (7) … .
here’s a towel. It’s made of (2) … . I can reuse this jar made of you repair clothes / you save money If you reuse cotton, When you reuse cotton,
There are some sandals too, they’re (8) … . There’s also a nice you help the planet. you help the planet.
made of (3) … . Look at that ring. It’s necklace made of (9) … . I like we upcycle things / we make new objects
made of (4) … . I can use this bag to these wellies! They’re made
make something. It’s made of (5) … . of (10) … . 8 Write answers in the Zero Conditional.
Project stop 2 1 What happens when you mix red and yellow?
4 Talk about things in your classroom. Green Week calendar When you mix red and yellow, you get orange.
Make a list of some objects, then
2 What happens if you don’t study for an exam?
There’s a table. think about how you can recycle,
There are some books. 3 What happens if you go to bed late?
It’s made of wood. reuse, upcycle or donate them.
They’re made of paper. 4 What happens if you stand in the rain?
Go to page 88
84 Lesson 5 Materials Zero Conditional word order Lesson 6 85
ES0000000068203 849766 AJ5 SB_U8_129635.indd 84 11/14/2022 10:55:31 AM
ES0000000068203 849766 AJ5 SB_U8_129635.indd 85 7/13/2022 5:58:05 PM

1 Look and write. Find the words. 3 Listen and tick (✓). 41
1 2 3 4
wood
L U K G T H E N G D W L donate reuse
5
V T D L H S A G P T A N repair throw away
E G Z S R U B B E R O F
Y G D S I C F M A T S A
6 P U O L P L A S T I C B
upcycle donate recycle

Z F E L O M V O H E T E
recycle repair reuse
F W O O D R C E E D F C
P E C B P A P E R E E Q 4 Read and match.

1 When I don’t want a toy anymore, a if nobody else wants to read them.
7 8 9 10 b when they have holes in them.
2 I repair my socks
3 If I need a plant pot, c I cut up an old plastic bottle.
4 If I have an empty plastic bag, d I usually donate it.
5 I recycle comics and magazines e I use it again.

2 Write three materials from Activity 1. 1 If we don’t go to school, .
1 A toy can be made of , or . 2 When I am ill, .
3 if we do well in a test.
2 A bag can be made of , or .
4 When I go to bed late, .
3 A bracelet can be made of , or .
5 if I eat too much chocolate.
4 A table can be made of , or . 6 when I tell a lie.
80 Lesson 5 Materials Language reference page 95 Zero Conditional word order Lesson 6 81

232 Lesson 6

Lesson 6 Objectives 7 Make sentence combinations for each pair.
Ask the children to look at the first prompt and read the two
Read and understand key language
example sentences. Write another example prompt, for example,
Combine clauses in Zero Conditional sentences in different ways
you turn off the tap / you save water. Elicit the two sentence
Use a comma in Zero Conditional sentences where needed
combinations, and write them on the board. Then have the
Write sentences using the Zero Conditional
children practise making both sentence combinations from the
two prompts with a partner.
Materials
Answers
✓ Teacher’s i-solutions 1 If/When you reuse cotton, you help the planet. You help the
✓ Student’s Book audio planet if/when you reuse cotton.
✓ Digital Flashcards Unit 8 2 If/When you repair clothes, you save money. You save money
✓ Teacher’s Resources Unit 8 if/when you repair clothes.
3 If/When we upcycle things, we make new objects. We make
new objects if/when we upcycle things.
Warmer
Show the flashcards one at a time and elicit the materials. Play 8 Write answers in the Zero Conditional.
Snowman with the words. Make sure the children read the example answers and then
complete their answers individually.
5 Listen and read. What two objects do people
want to upcycle?
Project stop 2
2.31
Read Danny’s speech bubble together and ask the children to

read the text as they listen to the audio. Elicit the answer to the Recap what the learning situation is. Remind them about the
question and then play the audio again, asking the children lists they made in Project stop 1: ways we can reduce waste,
to focus on the words in blue. Elicit or explain that these are and what we waste at home. Elicit some objects or materials
examples of the Zero Conditional. and elicit different ways we could reduce waste by recycling,
Answer etc. Encourage the children to come up with as many ideas
Old wellies and a plastic bottle as possible, not just the most obvious ones. Ask the children
to consider which things they could do at home or at school.
6 Read and choose. Get the children to make a list of ideas and note them down.
The children work individually or in pairs to complete the Their ideas should be practical, and possible to carry out in
sentences. Ask volunteers to read their completed sentences. real life.
1 better 2 soil 3 boots 4 paint 5 help 6 happy
Fast finishers The children rewrite the Zero
Grammar Way FF Conditional sentences they wrote in Activity 8
in another way.
Elicit or remind the children when we use the Zero
Conditional. Ask the children to read the two Zero Continuous assessment
Conditional sentences on the right. Point out that we can Get the children into small groups. Write the mixed-up sentences
use if or when with the Zero Conditional, and the two below on the board. The children need to unscramble the words
are practically interchangeable. Both are used to talk to make two Zero Conditional sentences for each one. Elicit
about real consequences that are always true. Read the answers from different groups.
sentences. Point out that the meanings of the sentences
on the right are exactly the same as the ones on the left. if light we don’t the waste energy we turn off; we people donate
Invite the children to say how the pairs of sentences are if other clothes we help; we reuse plastic planet the when we
different. Ask when we need a comma. Ask the children help. When the children give their answers, ask them to indicate
to find sentences like these in the Activity 5 text. Remind if there should be a comma.
them to look at page 104 for other examples. Possible answers: If we turn off the light, we don’t waste energy.
/ We waste energy if we don’t turn off the light. If we donate
Activity Book page 95 clothes, we help other people. / We help other people if we
donate clothes. When we reuse plastic, we help the planet. / We
help the planet when we reuse plastic.
Lesson 6 233

8 Skills Station
Lesson 7
s t r a lia Virtual tour
Au
Skills Station 8
Viewing
Reading
Help desk THE AUSTRALIAN CLIMATE
1 Why is water important to us? water vapour: water in Australia is a huge country with many
the form of a gas Pippa different climates. The largest part of
2 Where do we find water on our planet?
rise: go up Australia has a desert climate. The summers are hot
3 Where does the water we drink come from? and it doesn’t rain very often. People mustn’t waste
shine: give out a very water. But there are other types of climate
2 READ Read and listen. Match. 2.32
bright light in Australia too.
The water cycle

Did you know that the water that you drink is the same
a b
1 What places in Australia do you know?
2 What can you see in the photos?
water that the dinosaurs drank? The Earth has recycled
its water for billions of years. This process is called the c WATCH Watch and answer.
water cycle and it has four main stages.
1 What’s the name of Pippa’s town?
d 2 What kind of climate does her part of the country
have?
1 Evaporation
The sun heats the water in
seas, lakes and rivers. The water
3 Precipitation
The tiny drops of water in
the clouds join together and become heavier. When the
3 What’s the climate like in the north of Australia?

changes from a liquid to a gas drops become too big to float in the air, they fall from the 1 Which part of Australia would you like to visit?
(water vapour) and rises into the air. clouds as precipitation: rain, hail or snow. 2 What’s the climate like where you live?
2 Condensation
As the water vapour rises, it
meets cold air high in the sky. It then
4 Collection
The precipitation collects in rivers, lakes and seas.
Some water goes into the ground. Writing NON-FICTION
MY PASSPORT PAGE 20
Introductions and conclusions

condenses back into tiny drops of liquid. Then the sun shines, the water evaporates, and the water We introduce the main points
These drops of water make clouds. 1 Read and answer. in the introduction.
cycle starts again. WRITING TIP
1 Which is bigger, a hurricane or a tornado? We summarise them in the
In some parts of the world, there isn’t much water. Some
2 How many paragraphs are there? conclusion.
AFTER YOU READ desert areas only get a few millimetres of rain every
year. Sometimes, there isn’t enough water for people 3 Which is longer, the introduction or the conclusion?
3 Answer the questions. or animals to drink. We can all help. If we don’t waste
water, there’s enough for everyone. Hurricanes and tornadoes by Lisa
1 How long has the Earth recycled its water?
2 What happens if the sun heats the water in rivers? Do you know the difference between a hurricane and a tornado?
3 What happens when water vapour meets cold air in the sky? They both contain fast wind, but they are not the same.
4 What happens when the drops of water in a cloud become too heavy? Hurricanes begin over water. They are very big and bring heavy
5 Where does rain, hail and snow collect when it falls back to Earth? rain. If a hurricane is strong, it destroys everything.
Tornadoes begin over land. They are smaller than hurricanes.
Project stop 3 If a tornado isn’t strong, it stops after a few minutes.
1 Is there more or less water on the planet than there
was billions of years ago? Green Week calendar So, hurricanes and tornadoes look similar, but they’re different.
2 Why is it important to save water? Make a calendar and plan a Green
3 How can you save water at home and at school? Week for your class.
Go to Activity Book page 83 and write a non-fiction text about the environment.
Plan a different activity for every day.
86 Lesson 7 Science: the water cycle Go to page 88 Culture: Australia Writing: introductions and conclusions Lesson 8 87
Skills Station r
ust a l 8
Virtual tour
ia
a
Reading
Viewing The Australian climate
1 Look at the photos and the title of the text. Answer. 1 Watch the video again and answer the questions. Pippa
Why do
Why do you
you think
think the
the text
text is
is called
called ‘Planet
‘Planet Water’?
Water’?
1 Which are the summer months in Australia?
2 Where do people in Coober Pedy live, and why?
2 Read and listen. Check your answer. 42 3 When are there big thunderstorms in Darwin?
4 What problem has climate change caused in Australia?
Taking care of ‘Planet Water’

People call our planet ‘the Blue Planet’ because most of it is covered by
oceans and seas so when we look at it from space, it looks blue! In fact,
only 29% of the Earth’s surface is land. Maybe we should call it ‘Planet Writing Non-fiction Checklist
Water’ instead of ‘Planet Earth’! 1 Read and match. • Divide your text into
paragraphs.
Most people think there is a lot of water on Earth for us to use and drink.
What they don’t understand is that only about 2.5% of all the water on • Write an introduction to the
Earth is fresh water, the kind of water humans can drink. The rest is salt 1 Introduce the main points in a the conclusion. topic in the first paragraph.
water, which we can’t drink. Less than 1% of the fresh 2 Summarise the main points in b the last paragraph.
water on Earth is in rivers, lakes and clouds. Around
• Include factual information.
3 The conclusion is in c the introduction.
99% of it is trapped as snow, ice and groundwater – • Summarise the main points
water deep under the ground. As fresh water is a vital in the conclusion.
2 Write a non-fiction text about the weather
liquid and there’s not much of it, we have to look after
it better.
or the environment.
We also need to think about global warming. As the
Earth gets hotter, huge pieces of ice called glaciers
melt. When fresh water in glaciers mixes with the
ocean’s salt water, we lose more fresh water.
If you don’t look after a person, they get sick. That’s
true for our beautiful blue planet, too.
3 Circle T (true) or F (false).

1 There is more fresh water than salt water on our planet. T/F
2 Humans can drink salt water. T/F
3 There is more water in snow, ice and groundwater than in rivers, lakes and clouds. T/F
4 When glaciers melt into the sea, we can drink the water. T/F
82
82 Lesson 77
Lesson Science: the
Science: the water
water cycle
cycle Culture: Australia
Culture: Australia Writing: non-fiction
Writing: non-fiction Lesson 88
Lesson 83
83

234 Lesson 7

Reading 8
AFTER YOU READ
Lesson 7 Objectives
Learn about the water cycle
Read and understand a text The children work individually or with a partner to answer the
Listen to and follow a text questions. Encourage them to refer back to the text for the exact
Match information in a text to a diagram words. Check answers as a class. The children can take turns
Discuss issues relating to the Earth’s water describing the water cycle to each other using the diagram.
Answers
Materials 1 For billions of years 2 It changes from a liquid to a gas.
3 It condenses back into drops of liquid. 4 They fall from the
✓ Teacher’s i-solutions clouds as precipitation. 5 In rivers, lakes and seas
✓ paper or card for calendars, glue, writing and drawing 4 Discuss with a classmate.
materials The children discuss the questions with a partner or in a small
group. After a few minutes, they share their ideas with the rest
Warmer of the class. Encourage the children to consider the process
involved in getting clean water to our homes. Remind them
Write wet weather and dry weather on the board. Ask the that this uses energy and resources. Draw on any first-hand
children to discuss what they like and what they don’t about experience they may have of water restrictions and drought
the two types of weather. Ask what problems we can have conditions where they live.
when there is too much rain or not enough rain. Encourage the
children to talk about situations they have heard about in their
country or in other parts of the world. Explain and supply the Project stop 3
words flood, drought and water restrictions if needed.
Make sure children read the details on page 88. Decide
if the children are going to have an activity for every day
THINK - PUZZLE - EXPLORE of the week (Monday to Sunday), or just on school days. If
Put the class into groups of 3 or 4 children. Give the they are including weekends, they should choose activities
groups a few minutes to THINK about the topic; ask What that are particularly suited to doing at home. Encourage
do you think you know about the water cycle? Go around the them to think of a good range of activities, without too much
class to help with vocabulary if needed. The groups call out repetition (not upcycling four different things, for example).
their answers in turns and record them on post-it notes with The children can choose any way they like to make and
keywords, symbols or drawings to be added to a class list of present their calendar. Encourage them to think carefully
ideas. about how to explain each one clearly, making use of
visuals and examples.
questions do you have about water on our planet? Model Activity Book Project Portfolio page 84
some examples: How do we get fresh water? What are the
dangers for the world’s water resources?
FF Fast finishers The children write three ways
that they can save water.
teacher). Continuous assessment

Once the lesson is completed, ask the children if the answers Get the children into pairs or small groups. Read out the
to their questions are clear and encourage further research following sentences and have them write what the missing word
for any unanswered questions. is. Elicit answers from different pairs. Depending on your group,
you could supply a wordpool of answers on the board.
1 BEFORE YOU READ Ask and answer. 1 When water changes from a liquid to a gas it is called … .
(evaporation)
Give the children a couple of minutes to ask and answer with a
partner or in a small group. Bring the children together to share 2 When water changes from a gas to a liquid it is called … .
ideas. In question 1 encourage the children to think of ways that (condensation)
people use water, as well as its importance for the natural world. 3 The … heats water in seas, rivers and lakes. (sun)
In question 3, children may need help to express things like 4 Water drops in clouds join together and get … . (heavier)
reservoirs, water treatment plants, pipes, etc.
5 Rain, snow and hail are forms of … . (precipitation)
2 READ Read and listen. Match. 2.32 6 In the collection stage, some water goes … the ground. (into/
under)
Before reading and listening to the text, make sure the children
read and understand the words in the Help desk. Play the audio 7 Snow and hail are solid forms of precipitation but rain is … .
several times as the children read it. The children then read the (liquid)
text again and match the paragraphs to the relevant parts of the 8 We must not … water. (waste)
diagram.
Answers
1c2b3a4d
Lesson 7 235

8 Skills Station
Lesson 8
s t r a lia Virtual tour
Au
Skills Station 8
Viewing
Reading
Help desk THE AUSTRALIAN CLIMATE
1 Why is water important to us? water vapour: water in Australia is a huge country with many
the form of a gas Pippa different climates. The largest part of
2 Where do we find water on our planet?
rise: go up Australia has a desert climate. The summers are hot
3 Where does the water we drink come from? and it doesn’t rain very often. People mustn’t waste
shine: give out a very water. But there are other types of climate
2 READ Read and listen. Match. 2.32
bright light in Australia too.
The water cycle

Did you know that the water that you drink is the same
a b
BEFORE YOU WATCH
1 What places in Australia do you know?
Ask and discuss.
2 What can you see in the photos?

water that the dinosaurs drank? The Earth has recycled
its water for billions of years. This process is called the c WATCH Watch and answer.
water cycle and it has four main stages.
1 What’s the name of Pippa’s town?
d 2 What kind of climate does her part of the country
have?
1 Evaporation
The sun heats the water in
seas, lakes and rivers. The water
3 Precipitation
The tiny drops of water in
the clouds join together and become heavier. When the
3 What’s the climate like in the north of Australia?

changes from a liquid to a gas drops become too big to float in the air, they fall from the 1 Which part of Australia would you like to visit?
(water vapour) and rises into the air. clouds as precipitation: rain, hail or snow. 2 What’s the climate like where you live?
2 Condensation
As the water vapour rises, it
meets cold air high in the sky. It then
4 Collection
The precipitation collects in rivers, lakes and seas.
Some water goes into the ground. Writing NON-FICTION
MY PASSPORT
Introductions and conclusions

PAGE 20
condenses back into tiny drops of liquid. Then the sun shines, the water evaporates, and the water We introduce the main points
These drops of water make clouds. 1 Read and answer. in the introduction.
cycle starts again. WRITING TIP
1 Which is bigger, a hurricane or a tornado? We summarise them in the
In some parts of the world, there isn’t much water. Some
2 How many paragraphs are there? conclusion.
AFTER YOU READ desert areas only get a few millimetres of rain every
year. Sometimes, there isn’t enough water for people 3 Which is longer, the introduction or the conclusion?
3 Answer the questions. or animals to drink. We can all help. If we don’t waste
water, there’s enough for everyone. Hurricanes and tornadoes by Lisa
1 How long has the Earth recycled its water?
2 What happens if the sun heats the water in rivers? Do you know the difference between a hurricane and a tornado?
3 What happens when water vapour meets cold air in the sky? They both contain fast wind, but they are not the same.
4 What happens when the drops of water in a cloud become too heavy? Hurricanes begin over water. They are very big and bring heavy
5 Where does rain, hail and snow collect when it falls back to Earth? rain. If a hurricane is strong, it destroys everything.
Tornadoes begin over land. They are smaller than hurricanes.
Project stop 3 If a tornado isn’t strong, it stops after a few minutes.
1 Is there more or less water on the planet than there
was billions of years ago? Green Week calendar So, hurricanes and tornadoes look similar, but they’re different.
2 Why is it important to save water? Make a calendar and plan a Green
3 How can you save water at home and at school? Week for your class.
Go to Activity Book page 83 and write a non-fiction text about the environment.
Plan a different activity for every day.
86 Lesson 7 Science: the water cycle Go to page 88 Culture: Australia Writing: introductions and conclusions Lesson 8 87
Skills Station r
ust a l 8
Virtual tour
ia
a
Reading
Viewing The Australian climate
1 Look at the photos and the title of the text. Answer. 1 Watch the video again and answer the questions. Pippa
Why do you think the text is called ‘Planet Water’?
1 Which are the summer months in Australia?
2 Where do people in Coober Pedy live, and why?
2 Read and listen. Check your answer. 42 3 When are there big thunderstorms in Darwin?
4 What problem has climate change caused in Australia?
Taking care of ‘Planet Water’

People call our planet ‘the Blue Planet’ because most of it is covered by
oceans and seas so when we look at it from space, it looks blue! In fact,
only 29% of the Earth’s surface is land. Maybe we should call it ‘Planet Writing Non-fiction Checklist
Water’ instead of ‘Planet Earth’! 1 Read and match. • Divide your text into
My virtual tours Most people think there is a lot of water on Earth for us to use and drink.
paragraphs.

What they don’t understand is that only about 2.5% of U alln it water
the 7 on • Write an introduction to the
Earth is fresh water, the kind of water humans can drink.Country:
The rest is salt 1 Introduce the main points in a the conclusion. topic in the first paragraph.
water, which we can’t drink. Less than 1% of the fresh Focus: 2 Summarise the main points in b the last paragraph.
water on Earth is in rivers, lakes and clouds. Around
• Include factual information.
3 The conclusion is in c the introduction.
Unit 3 99% of it is trapped as snow, ice and groundwater – • Summarise the main points
Country: water deep under the ground. As fresh water is a vital in the conclusion.
Country: 2 Write a non-fiction text about the weather
Focus: liquid and there’s not much of it, we have to look after
Focus: or the environment.
it better.
Unit 4
We also need to think about global warming. As the
Country:
Earth gets hotter, huge pieces of ice called glaciers
Focus:
melt. When fresh water in glaciers mixes with the
ocean’s salt water, we lose more fresh water.
Unit 5 If you don’t look after a person, they get sick. That’s
Country: U
true for ourU nniitt 22 blue planet, too.
beautiful
Focus: Country:
Country:
Focus:
Focus:
3 Circle T (true) or F (false).
1 There is more fresh water than salt water on our planet. T/F
Unit 8
Unit 1 2 Humans can drink saltCountry:
water. T/F
Country:
Focus:
Focus: 3 There is more water in snow, ice and groundwater than in rivers, lakes and clouds. T/F
4 When glaciers melt into the sea, we can drink the water. T/F
82 Culture: Australia Writing: non-fiction Lesson 8 83

Lesson 7
Unit 6
Science: the water cycle
Country:
ES0000000068205 849788_AB5_U8_129396.indd 82
20
20 21
21

236 Lesson 8

Learn about the Australian climate
Describe and discuss different climates
Write a non-fiction information text about weather
or the environment My Passport pages 20-21
Materials Writing
1 Read and answer.
Give the children time to read the text independently and answer
the first two questions. Check answers and then read the Writing
tip together. Make sure the children understand the terms
Flipped Learning option paragraph, introduction and conclusion, and can find them in the
The children watch the video at home before the class and text. They then answer the final question.
answer the question: What three climate types does Pippa talk Answers
about? 1 Hurricanes 2 Four 3 The introduction
Warmer
Display the map and invite a volunteer to find Australia. You
could point out that whilst Australia is completely surrounded Have the children complete Activity 1, and then check
by sea, it isn’t considered to be an island, but is in fact a whole together. Invite volunteers to read the checklist. Working with
continent! Elicit anything that the children know about Australia, a partner, they identify the four points in Lisa’s text. Ask them
for example places, food, animals, famous or indigenous people to find examples of the Zero Conditional in Lisa’s text. For their
or climate. You could show some ‘iconic’ pictures as prompts, writing, children can choose any topic related to the weather
for example Uluru (or Ayers Rock), Sydney Opera House or the and climate. Remind them that a non-fiction text needs to be
Great Barrier Reef. factual. It is written in the Present Simple and does not include
opinions. Give the children time to gather information about
BEFORE YOU WATCH Ask and discuss. their chosen topic before they start writing, and encourage
Ask the children to read Pippa’s introduction. Write climate and them to make notes. Although it is not on the checklist,
weather on the board. Elicit or explain the difference between encourage the children to include the Zero Conditional. When
the two. Discuss the questions as a class. Encourage the the children have finished writing, they should go through
children to describe the scenes in detail, with particular attention the checklist and make sure all points are included. They
to the weather or climate shown. can share work with a partner. Invite volunteers to read their
information texts to the class.
Watch the video all the way through. Then ask the children to
read the questions and attempt to answer before watching a
second time. Pause after the three relevant scenes to confirm
or correct their answers. Point out that Pippa mentions another
FF Fast finishers The children write three
sentences about the climate in their country.
climate type and ask if they remember which (temperate).

Explain that a temperate climate has warm summers and cool Continuous assessment
winters. Ask the children which parts of Australia Pippa talks about in
Answers the video. Write them on the board as follows: A the middle of
1 Alice Springs 2 A desert climate 3 It’s tropical. Australia, B the north of Australia, C the south-east of Australia.
For video transcript see page 243 Establish a signal for A, B and C: for example, stand up if it’s
A, put your hand up if it’s B, stay still if it’s C. Read out the
AFTER YOU WATCH Ask and discuss. statements below. The children need to decide which part of
Australia each one relates to and respond accordingly.
Have the children discuss the two questions with a partner and
then share their ideas with the class. Sydney (C). Alice Springs (A). Darwin (B). There is a dry season
and a wet season (B). It’s hot, with very little rain (A). It has hot
Encourage them to give reasons. Ask the children if the climate
summers and cold winters (C). The climate is tropical (B). It has
is the same all over their country. If there are different climate
a desert climate (A). There is a temperate climate (C). There are
types, ask them to describe those as well.
sometimes big thunderstorms (B). The biggest city is there (C).
Some people live underground (A).
Lesson 8 237

8 Project Terminal
Lesson 9
Project Terminal Green Week

calendar
Your head teacher would like to do more for the environment. In this project, you’re going to
organise a Green Week for your school and present it to the class.

2
3
• Work in a small group. project stop
• Make a list of some
• Make a list of the ways objects. Think about
you can reduce waste. • Make a Green Week
how you can recycle,
calendar. Look at the lists
• Think about the waste you reuse, upcycle or
you have made and choose
make at school and home. donate them.
one activity for each day.
calendar to the class.
Present
ME DIAT ION

• Present your Green Week Presentation tip Ending a presentation
calendar to the class. Don’t forget the end of your presentation. Ask if anyone has
• Vote for your favourite a question, then you can finish by:
activities and have a Green • Summarising the key information.
Week at school. • Asking the audience a question.
• Asking the audience to do something.
• Thanking the audience for listening.
On Monday we’re going

to make a recycling box On Tuesday we’re going
for the classroom. to make plant pots from
plastic bottles.
21st
CENTURY
SKILLS Respect for the planet Evaluation
1 Do you usually recycle at home? • Did you learn anything new from your research?
2 Are you an eco-friendly person? • Are you going to use any of the ideas?
3 Why do you think we should care for the • Did you end your presentation well?
planet?
88 Lesson 9 Presentation skills 21st century skills: respect for the planet
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Green Week
Project Portfolio calendar
My group
1
project stop Ways to reduce waste
At school: At home:
• •
• •
• •
2
project stop Ways to upcycle, reuse, recycle or donate objects
Objects: Ideas:
• •
• •
• •
• •
3
Ending a presentation
Don’t forget the end of your presentation.
Ask if anyone has a question, then you can
finish by:
• Summarising the key information.
• Asking the audience a question.
• Asking the audience to do something.
• Thanking the audience for listening.
ES0000000068205 849788_AB5_U8_129396.indd 84 8/1/2022 5:07:07 PM
238 Lesson 9

Follow instructions Ask the children to read the questions individually, think about
Use presentation notes effectively their answers and then discuss their thoughts with the whole
Present a travel brochure class. Children can give feedback to groups or individuals who
Mediation Explain data presented particularly well. Discuss how their presentation
skills have improved over the year.
Materials
Observe the groups as they present their activities. Show the
Project stops 1-2-3 recap children the list of ideas they came up with related to the unit
title My planet at the start of Lesson 1. Give the children two
In their groups, the children check that they have followed all of minutes to write more words and phrases to add to the list. They
the steps in Project stops 1-3 and completed the corresponding can do this with a partner. Elicit answers from as many different
sections in the Project Portfolio. They should make sure that pairs as possible.
their calendar is ready and that they know how they are going
to present it.
Presentation tip
Before reading the tips, ask the children to think about what
they usually do at the end of a presentation and elicit ideas.
Play the video all the way through. Ask the children if they end
their presentations in any of these ways. Ask if they remember
the tips Sophie gives and play the video again up to the end of
Sophie’s tips to check. Play Ed’s second attempt. Ask: Was this
better than his first attempt? Did he use all of Sophie’s tips? Play
the section again, pausing each time Ed uses a tip. Ask which
tips the children like best. As the children are doing a group
presentation, they will need to plan exactly how to end it, and
who will say what. Encourage them to prepare a very simple
summary of their activities. These summaries could be useful to
have ready as a re-cap when the class votes for their favourite
activities. Give the children some time to plan this. If time allows,
recap the other Presentation tips over the year.
Present
Allow the children time to practise in their groups. Assist where
needed. Invite each group to present their Green Week activities
to the class. Encourage the children to ask questions if they
need clarification or further information, but remind them not to
ask questions that are not relevant!
As the children watch the presentations, they may want to note
down the activities they like best.
When all groups have presented their activities, vote for the
favourite five (or seven, if the children have included activities
for the weekend). If possible, share the Green Week activities
with other classes in the school and arrange a suitable time to
put the activities into practice.
21st
CENTURY
SKILLS RESPECT FOR THE PLANET
Have the children discuss the questions with a partner or in a
small group before discussing as a class. Extend the discussion
to other eco-friendly activities the children engage in.
If time allows, groups could make posters to show why we
should care for the planet.
Lesson 9 239

8 Checkpoint
Unit 8 review
8
Checkpoint
1 Listen and write a letter. 2.33
Exam tip Listening Listen carefully. The people aren’t named in order, not all the activities are
mentioned and sometimes there’s information to distract you.
1 2 3 4 5
Richard Mum Dad Emma Lucy
c
b d
a
f
e
2 Copy and complete the table for you. Then ask and answer the questions
in pairs to complete it.
Exam tip Speaking Before you start asking your partner for their information, decide what
complete questions you need to ask.
Questions Me My partner
What / recycle? glass, metal… …
Throw away / food? … …
What / do / old clothes? … …
Do / turn off lights and taps? … …
What / shopping bag / use? … …
What do you recycle?

My family recycles glass,
metal, plastic and paper.
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8
Checkpoint rence
rence
1 Read the text. Choose the correct words and write them.
8 Our planet Unit 8
eco-friendly glass plastic pollution reuse separate upcycle waste
Helping the environment
Zero Conditional donate
How can you be more (1) at school? Here are a few tips. pick up
Action Consequence
plant
If you recycle, you help the planet.
• Don’t throw all your rubbish in one bin! If you (2) plastic, recycle
If you don’t turn off lights, you waste energy. reduce
metal, paper and glass, it can be recycled. If you travel by bike, you don’t pollute the air.
Materials
• Don’t buy (3) bottles of water. Buy a reusable water bottle We use zero conditional sentences to talk about consequences of events or cotton
glass
8 actions. We put if before the action, then a comma and the consequence.
8
and fill it from the tap. If everyone helps, we can reduce climate change.
gold
My language trip My life skills leather
• Don’t buy things you don’t need. Check your school supplies before you buy new ones. Zero Conditional word order metal
paper
(4) your pencils and pens from last year if they still work! Action Consequence Consequence Action
plastic
Think: Evaluate your progress. My functional language and mediation skills If I help, I feel proud. I feel proud if I help.
➜ rubber
11 I Ican
cantalk
talkabout
abouthelping
helpingthe
theenvironment.
environment. Don’t (5)
1 I can understand a video about •travelling by train. food! If we buy too much, we throw it away. When I upcycle, I feel happy. I feel happy when I upcycle. silver
wood
22 I Ican
canuse
usethe
theZero
ZeroConditional
Conditionaltototalk
talkabout
aboutconsequences.
consequences. 2 I can ask questions in a train station in English.
• Don’t come to school by car. Walk to school, take the bus or get on your We can also use when in Zero Conditionals, and we can change the order of
the sentence.
33 I Ican
cantalk
talkabout
aboutdifferent
differentmaterials.
materials. 3 I can summarise key information from
bike to reduce (6) . We save money too when we recycle.
everyday texts.
44 I Ican
canchange
changethe
theword
wordorder
orderininZero
ZeroConditional
Conditionalsentences.
sentences. When we recycle, we help the planet.
55 I Ican
canunderstand
understandaatext
textabout
aboutthe
thewater
watercycle.
cycle. Total 1 Continue the chain of zero conditional sentences.
2 Look and read. Complete the sentences.
/ 15
66 I Ican
canwrite
writenon-fiction.
non-fiction. you feel tired.
1 If you don’t get enough sleep,
77 I Ican
canwrite
writean
anintroduction
introductionand
andaaconclusion
conclusiontotoaatext.
text. My social and emotional skills The planet is important to me and my family, so we 2 If you feel tired, , .
1 I know why it is important to look after the planet. participate in clean-up days. Every Saturday we collect
3
Total / 35 rubbish in different places in our town. If we don’t
2 I look after the planet.
4
finish cleaning the area in one day, we go back another
Observe: Look at your results. 3 I encourage others to look after the planet.
day. When we pick up rubbish, we always separate it. 5
What did you do very well? If we find plastic bottles, we upcycle them to reuse
Total / 15 2 Complete the sentences for you.
as plant pots. When we find glass, we recycle it. If the
glass is broken, we pick it up carefully. It makes us sad 1 If it’s cloudy when I wake up, I .
Reflect: Which learning tool helped you the most? to see so much rubbish, but we’re happy to help. 2 When I do well in a test, .
1 I know how to end a presentation. 3 After school, I like it when .
Listening activities Individualwork
Individual work
2 I understand why we should1respect
The writer picks
the planet. up rubbish because is important to her.
Grammar tables Vocabularyactivities
Vocabulary activities 4 I always help my friends if .
3 I can talk about being eco-friendly
2 Theirin English.
clean-up day is on .
Speaking activities Readingactivities
Reading activities
Teacher time Pair/groupwork

Pair/group work 3 If they don’t Total / 15
the area, they go back.
Videos Digitalactivities
Digital activities 4 They plastic bottles to make plant pots when they find them.
Other Unit 5
total / 80 broken
If they find glass, they .
18
18 19
ES0000000068205 849788_AB5_U8_129396.indd 85 8/1/2022 5:07:12 PM
Activity Book answer key page 244 Language reference answer key page 266
240 Unit review

Unit review 8
Self-evaluate learning progress
A2 Flyers Listening part 3, Speaking part 2
Divide the children into teams. Display a random flashcard. One Next, they assess their functional language and mediation
child from each team runs to the board and writes the word on skills, social and emotional skills and 21st century skills.
the board. The quickest child wins a point for their team. Award The children add up their total, then turn to the language
extra points for correct spelling. Continue with more flashcards and skills map on pages 2-3 to see which sticker (if any) they
until all children have had a go. should place. They place the sticker on the map for this unit.
1 Listen and write a letter. 2.33 My Passport pages 18-19

Ask the children to read the Exam tip. Tell them that they will Final evaluation
hear Richard talking about what the people in his family do
Divide the class into two or more teams. Have a quiz about
to help the planet. They need to listen out for the person that
the unit and award points for correct answers. Use a variety of
Richard is talking about, and what they do. Remind them that
question types, for example: Write three things you can recycle.
they can only write one letter per person. Play the audio up to
What do you waste if you don’t turn off the light? Where does
the first pause and elicit the first answer. Play the rest of the
leather come from? Name three materials we get from plants.
audio and have the children write the letters. Play again and
Complete the sentence: If we recycle plastic, … . What’s a return
check answers.
ticket? Why should you repair things? What is a towel made of?
Answers
1e2c3a4d5b
2 Copy and complete the table for you. Then ask

and answer the questions in pairs to complete it.
Ask the children to read the Exam tip. Remind them that in an
exam, the examiner will be listening for correct grammar, so they
should prepare their questions carefully. Make sure the children
read the model speech bubbles. Note that, in the example,
the person is talking about their family, not just themselves.
Allow the children some time to think about their questions and
then take turns asking and answering. Remind them to note
their partner’s answers. When the children have finished, ask
volunteers questions about what their partner does.
FF Fast finishers The children write about three

of their partner’s answers from Activity 2.
Unit 8 Test
Term 3 Test
End of year Test
Unit review 241

8 Transcripts
Hannah: We’re learning about materials at Green Club. It’s
2.25 Listen and match. important to know what things are made of so we can recycle,
Girl: There are lots of things we can do to help our planet. reuse or upcycle them.
1 We can recycle paper, plastic and glass. I like this box. It’s made of wood. And here’s a towel. It’s made
2 We can save energy by switching off the lights when we leave of cotton. There are some sandals, too, they’re made of leather.
the room. Look at that ring. It’s made of gold. I can use this bag to make
3 We can reduce the amount of plastic we use. Bring your own something. It’s made of paper.
bag instead of using plastic bags. Danny: I can’t decide what to make because there are so many
4 We can upcycle objects and make them into new things that things we can upcycle!
we can use again! These bottles are made of plastic. Look at this can made of
5 Remember to turn off the taps while you brush your teeth. metal. I can reuse this jar made of glass. There’s also a nice
6 We can plant trees. necklace made of silver. I like these wellies! They’re made of
7 We can pick up rubbish. rubber.
8 We can donate our old clothes and toys.
9 We can buy a water bottle and reuse it every day. 2.31 Listen and read. What two objects do people
10 We can repair clothes and broken toys. want to upcycle?
2.26Listen and read. What are Hannah and Danny
doing on Saturday? 2.32 Read and listen. Match.
2.27 Read and listen. A visitor from space 2.33 Listen and write a letter.
See Student’s Book page 82, Activity 2 Woman: Do you try to look after the planet, Richard?
Boy: Yes, I do.
2.28 Pronunciation. Listen and repeat. Woman: What things do you and your family do at home?
See Student’s Book page 82 Boy: We all do a bit of everything, but we each have special
jobs, too.
Woman: What’s your special job?
2.29 Look and match. Listen and check. Boy: I separate rubbish for recycling. I put plastics, glass, paper,
1 These bottles are made of plastic. metal and organic waste into different containers. If we don’t
2 This jar is made of glass. separate rubbish, it’s hard to recycle.
3 This bag is made of paper. Woman: That’s a good job, Richard.
4 This can is made of metal. Boy: Thanks! My sister Emma checks the lights. She goes
5 This box is made of wood. around the house turning off anything we have forgotten.
6 This necklace is made of silver. Woman: Why does she do that?
7 This ring is made of gold. Boy: If we turn off lights, we save electricity. We call her ‘Electric
8 These sandals are made of leather. Emma’.
9 This towel is made of cotton. Woman: And does your dad help?
10 These wellies are made of rubber. Boy: Of course! Dad does all the shopping. He buys fruit and
vegetables from the markets. He says they don’t always look
beautiful, like in supermarkets, and you have to wash them
carefully, but they taste better. And he never buys too much.
Woman: What does your mum do?
Boy: Mum does lots of things! One important thing she does is to
donate all of our old clothes.
Woman: That’s good. If you donate clothes, other people can
use them.
Boy: And my cousin Lucy is the queen of upcycling! She has
amazing ways of making new things out of old things. She
makes bags from old clothes, and she uses old metal cans to
make plant pots.
Woman: That’s very creative. Well, it sounds like your family is
really helping to look after the environment!

Transcripts 8
Sophie: Hey there! I've been learning more about the planet this
Page 80 All aboard! week. When I think about it, the planet produces some really
amazing things that we use every day!
Ed: Hey everyone! It's a beautiful day today! Do you know the Like cotton and wood. Wood makes paper too! Gold comes from
three Rs? Remembering the three Rs helps to reduce waste and deep in the earth. So does silver.
keep our planet beautiful! When I recycle natural materials, I feel happy because I've
The first R is Reduce. That means reduce things like packaging, helped the planet.
so there is less waste. People with special skills can make glass from sand. There
The second R is Reuse. That means reuse what you have. Like are more complicated processes for making things from metal,
shopping bags. plastic and rubber. But they all use natural resources.
And the third R is Recycle. That means recycle materials like When I use or buy things, I always think of the planet because
plastic or paper. we only have one. What natural materials do you use every
Here are some other tips, too. If you plant flowers, you help day?
bees to pollinate. If you turn off the lights, you save energy. If
you pick up litter, it doesn't pollute the sea. Page 87 Virtual tour – The Australian climate
And if you donate clothes, you reduce waste. Or you can repair
them. Or upcycle them too! Girl: Hello! I’m Pippa and I come from Alice Springs, in Australia.
If we all help a little, it can make a big difference. What do you In today's virtual tour, we're going to take a look at the Australian
do to help the planet? climate.
Australia is in the southern hemisphere, so summer is from
Page 83 Functional language December to February and winter is from June to August.
It’s so big that there are different climates in different places. I live
Danny: This is exciting. I haven’t travelled to the city centre by in the middle of Australia in a town called Alice Springs. This part of
train before. the country has a desert climate. Summers are very hot here and it
Hannah: Really? It’s good for the environment to use public doesn’t rain very often, so we don’t waste water!
transport instead of driving everywhere. People have learnt to live in desert temperatures. In Coober Pedy,
Danny: Yes, you’re right. a town not far away, people live underground, where it’s cool.
Dad: Let’s find out where the ticket office is and get our tickets. In the north of Australia, the climate is tropical. The city of Darwin
Excuse me, where’s the ticket office, please? is in the north. There is a dry season and a wet season. The
Man: Go through that door, go past the shop and it’s on the left. wet season is between November and April and there are big
Dad: Great, thanks. thunderstorms sometimes.
Woman: Hello, can I help you? Australia’s biggest city, Sydney, is in the south-east of Australia,
Hannah: What time is the next train to the city centre, please? where the climate is temperate. Did you know it rains more in
Woman: The next train leaves at 9:45. Sydney than in London? To the south-west of Sydney, there are
Hannah: Is that a direct train? mountains where it snows.
Woman: No, you have to change at North Station. The next Sadly, climate change has caused some big problems for Australia
direct train is at 9:55. in recent years – especially fires.
Hannah: OK, thanks. We must all do everything we can to stop climate change and keep
Danny: What’s a direct train? our planet safe!
Hannah: It means the train goes straight there and you don’t
have to change to a different train.
Danny: Oh, I see. Page 88 Presentation tip – Ending a presentation
Hannah: How much is a ticket to the city centre? Sophie: Hi everyone. Today, our presentation tip is about ending
Woman: A single is 4 euros and a return is 6 euros. It’s half price a presentation. At the end of a presentation, I think we’ve all
for children. done something like this…
Danny: What’s a return ticket? Ed: And that’s the last day of Green Week. Thanks.
Hannah: It means you go and come back again. Sophie: Don’t forget to plan the end of your presentation.
Danny: Oh, OK. If you’re still in front of the class, your presentation hasn’t
Hannah: Could we have two children’s return tickets and one finished. Ask if anyone has a question, and then you can finish
adult return, please? For the direct train at 9:55. by… summarising the key information, asking the audience
Woman: Yes, of course. That’s 12 euros, please. a question, asking the audience to do something or thanking
Hannah: OK. Here you are. Which platform do we need, please? everyone for listening. Let’s give Ed another chance.
Woman: All trains to the city centre leave from platform 4. Ed: And that’s the last day of Green Week. Does anyone have
Danny/Hannah: Thanks! any questions? No? Well, I would like to ask you, what are you
going to do to make your week ‘green’? Thank you for listening.
Sophie: That’s how you finish a presentation. Thank you for your
time.

8 Activity Book

1 1 Suggested answer:
Page 76 1d 2c 3e 4a 5b Because most of it is covered by oceans
1 and seas.
1 turn off 2
1f 5e 9a 3
2 recycle
2j 6I 10 h 1F 2F 3T 4F
3 donate
4 upcycle 3d 7b 11 c
4k 8g Page 83
5 reduce
6 plant Viewing
3
7 save animal 1
8 pick up apple 1 December, January and February
9 repair beautiful 2 They live underground because it’s
10 reuse camel cool.
cereal 3 Between November and April
2 Child’s own answers 4 Fires
solar panel
Page 77 table
Writing
3 Page 80 1
1✓ 1c 2a 3b
2✓ 1
4✓ L U K G T H E N G D W L 2 Child’s own answer
6✓ V T D L H S A G P T A N
8✓ Page 84
Project Portfolio Child’s own project
4 E G Z S R U B B E R O F
1 electricity Y G D S I C F M A T S A Page 85
2 recycle P U O L P L A S T I C B 1
3 cut down Z F E L O M V O H E T E 1 eco-friendly
4 throw away
F W O O D R C E E D F C 2 separate
5 dangerous
P E C B P A P E R E E Q 3 plastic
6 turn off
4 Reuse
5 Child’s own answers 2 paper 5 waste
3 leather 6 pollution
Page 78 4 silver
5 metal 2
1 1 the planet
1d 2a 3e 4b 5c 6 glass
7 plastic 2 Saturday
2 8 rubber 3 finish cleaning
1 spaceship 4 planet 9 cotton 4 upcycle
2 around 5 wind 10 gold 5 recycle it
3 forest 6 looking
3
1 Because the planet can’t breathe when
you cut down trees.
Page 81
2 Because they are clever ways to look
after the planet.
3
Toys: donate ✓
4 Plastic bags: reuse ✓
3✓ Plastic bottles: upcycle ✓
Socks: repair ✓
5✓
Comics or magazines: recycle ✓
6✓
7✓ 4
1d 2b 3c 4e 5a
8✓

Activity Book 8
Audio transcripts 40 Listen and circle the ul sounds.
38Listen and tick the things Ed and Danny talk
about. 41 Listen and tick.
Danny: Hi, Ed. Hannah: Hey, Sophie, do you want to do this survey? It’s to find
Ed: Hi, Danny. out how eco-friendly you are.
Danny: Are you watching the TV? Sophie: Sure!
Ed: No, I’m doing my homework. Hannah: OK. First question! What do you do with your old toys?
Danny: Well, turn it off! If you don’t turn off the TV, you waste Do you repair them?
electricity. Sophie: No. When I don’t want a toy anymore, I usually donate
Ed: OK, I’ve turned it off. it. There are lots of shops where people buy old toys and
Danny: Hey, are those old comics? You’re not going to put them clothes.
in the bin, are you, Ed? Hannah: Do you donate your old clothes too?
Ed: Err, yes. Sophie: Some of them, but I usually try to repair my socks when
Danny: You should put them in the recycling bin! If we recycle they have holes in them, so I can keep wearing them!
paper, we don’t need to cut down more trees to make more Hannah: Oh, cool! The next question is about empty plastic
paper! If we cut down all the trees, we destroy animals’ homes. bottles. Do you recycle them?
Hey, there’s a plastic bag in the bin! Sophie: I try to upcycle them!
Ed: Yes, I don’t need it anymore. Hannah: How?
Danny: You should reuse it! If we throw away plastic bags, they Sophie: If I need a plant pot, for example, I cut up an old plastic
can end up in the sea. If there are plastic bags in the sea, they bottle and fill it with soil. That way, you reduce waste, and you
are dangerous to fish. You have to be more eco-friendly, Ed. have a free plant pot!
Now, let’s go and play football. Hannah: Great idea! What about plastic bags? Do you throw
Ed: Aren’t you forgetting something, Danny? The light! Turn it off! them in the bin?
If you don’t, you waste energy. Sophie: No, I don’t. I always try to reuse plastic bags. If I have
Danny: Oops. You’re right! Sorry. an empty one, I use it again when I go shopping.
Hannah: OK, last question. What do you do when you’ve
39 Listen again and complete. finished reading comics or magazines?
Sophie: Sometimes I give them to a friend to read. But I recycle
1
them if nobody else wants to read them.
Danny: If you don’t turn off the TV, you waste electricity.
Hannah: OK, well I can see you’re really eco-friendly!
2
Danny: If we recycle paper, we don’t need to cut down more trees.
3 42 Read and listen. Check your answer.
Danny: If we cut down all the trees, we destroy animals’ homes. See Activity Book page 82, Activity 2
4
Danny: If we throw away plastic bags, they can end up in the sea.
5
Danny: If there are plastic bags in the sea, they are dangerous
to fish.
6
Ed: If you don’t turn off the light, you waste energy.

246

Our trip to the USA LANDMARKS
Language objectives
• Learn vocabulary related to landmarks • Review grammar from units 7 and 8 • Review functional language from units
7 and 8
Skills objectives
• Discuss landmarks in the USA ✓ Teacher’s i-solutions • Our trip to the USA:
• Compare US landmarks with landmarks in their country ✓ Student’s Book 5 Landmarks
• Perform an episode of a travel show Real-world video to develop
✓ Passport 5
Additional materials of a visit to the USA
Viewing ✓ access to the internet or
• See and hear key language in context a library
• Learn about landmarks in the USA Journey is a primary language series that takes children on an
Amazing
Amazing Journey 3
Assessment criteria
• The children can talk abouteducation years.
landmarks, research appropriate For ideas on how to exploit the
course resources,
information about US landmarks and talk about places they see our Activity Bank
Student’s Book
imagine they have been. amazingjourney.richmonddigital.eu
st
21 Century skills
including:
FOR THE STUDENT
interactive andlearning
teaching and culture lessons
3
• Videos
Flipped
lesson dynamics
plans in the form
Teacher’s
Lesson 2 answer key
generator and i-stories
Flashcard Bank
Teacher’s Book
and Word cards
abilities
on the with
course the children
website

Lesson 2 Digital Student’s Book Digital Activity Book

alsoCommon
European
Cambridge Englishwindows.
Cultural awareness
Qualifications Pre-A1
Term 3 overview 247

Our trip to the USA Landmarks
Lesson 1
Term 3
3 Would you like to visit them?

TheThe
White House
White House
Grand Central Terminal

Cultural awareness: 21st
CENTURY
4 RESEARCH Find out more about landmarks in the USA. Think about why these SKILLS
Use the internet or the library to research a famous landmark American people.
• Where it is • Who made it and when about how tourists affect
5 CREATE Prepare a travel show about landmarks in the USA.

Hollywood sign
1 In your group, write a travel show about your landmark.
Golden Gate Bridge 2 Choose roles for the members of your team: the presenter,
a tourist, an expert, etc.
Presentation tipS
3 AFTER YOU WATCH Read and complete. 3 Collect any materials you need. Remember how to control your
Empire State Building nerves. Don’t forget to plan the
been don’t has haven’t if just visited visits 4 Practise your travel show.
ending too.
Dear Michelle,
I’m so excited that you’re coming to New York! Let’s plan some
activities, because if you (1) … buy tickets in advance, you have to wait
in long queues! Today we’re at the
Everyone (2) … Times Square when they arrive but I prefer The High Washington Monument.
along it, you get great views of the city. I have (4) … there three I’m excited to
times this month! A new exhibition of art made from recycled plastic has look around!
(5) … started at The Met, that’s an art museum. I haven’t (6) … it, but
I would like to go.
My friend Alex (7) … been on an interesting boat tour on the Hudson
River. I (8) … sailed on a boat before, so we should do that too!
What do you think?
Nicky
Statue of Liberty
90 Our trip to the USA: Landmarks MY PASSPORT PAGE 24 Our trip to the USA: Landmarks 91
248 Lesson 1

Term 3 3
Answers
Lesson 1 Objectives
Hollywood sign: California
Learn about landmarks in the USA Golden Gate Bridge: California
Practise viewing skills Empire State Building: New York
Use researching skills Statue of Liberty: New York
Create and perform a travel show Grand Central Terminal: New York
The White House: Washington DC
Materials
✓ Teacher’s i-solutions 3 AFTER YOU WATCH Read and complete.
The children work in pairs to choose the correct the words
and then check answers as a class. Ask some general
Flipped Learning option comprehension questions: Why should you buy tickets in
The children watch the video at home before the class. They advance? What’s the High Line? What has just started at The
write the names of the two statues in the video, describe Met? What can you do on the Hudson River?
them and say where they are.
Answers
1 don’t 2 visits 3 If 4 been 5 just 6 visited 7 has 8 haven’t
Warmer
FF
Review different types of landmarks. Write landmarks on the Fast finishers The children write a postcard from
board and elicit what a landmark is. Remind the children that
Washington DC, New York or California.
landmarks can be natural or man-made. Elicit a list of examples
of both sorts of landmarks, giving prompts to reactivate
vocabulary from Level 4 Unit 2 (e.g. valley, waterfall, lake, Initial evaluation
skyscraper) and general vocabulary from this level (e.g. bridge, Get the children into two teams. Write the following anagrams
building, fountain, statue). on the board: snig, degrib, igbuldin, utaste, materlin, ushoe,
tomnemun (sign, bridge, building, statue, terminal, house,
1 BEFORE YOU WATCH Answer the questions in a monument). Teams take turns to choose an anagram, solve it,
group. and say the whole the name of the monument and where it is.
Give the children time to discuss the three questions in their Award a point for each correct part. Continue until all of the
groups, with their books closed, and then elicit some of their anagrams are solved.
ideas. Invite children who have visited the USA to talk about the
places they have seen. Encourage the children to give details
Video transcript
about the landmarks they have heard of. Ask: Are they natural
or man-made? Why are they famous? Where are they?
Our trip to the USA: Landmarks
There are lots of famous landmarks in the USA that everyone
2 WATCH Where in the USA are these six places? has seen on television.
Ask the children to look at the pictures and ask if they can When you visit the USA, you feel like you’re walking through
see any of the landmarks they mentioned in Activity 1. Elicit your favourite films!
suggestions about where the landmarks are and watch the video Let’s start in Washington DC. Here, right next to Maryland.
all the way through to check if they were right. There are beautiful buildings and huge statues like the Lincoln
Memorial and the Washington Monument.
Watch again, pausing on the map showing Washington DC. Ask
Then there’s the White House, where the president lives, and
if Washington DC is in the east or the west of the USA (east).
Capitol Building, where politicians meet and work.
You can point out that Maryland is the state just to the north of
They’re actually quite close together, look! I haven’t been
Washington DC. Remind the children that Washington DC is the
there, but I would love to go.
capital of the USA. You might also want to point out that there is
Now let’s go to New York. Have you visited New York City?
a state called Washington too, which is on the west coast. Elicit
There, you can find the Statue of Liberty, the Empire State
which of the six landmarks in the book is in Washington DC (the
Building and Grand Central Terminal, a very busy train and
White House). Play the rest of the section (up to ‘I haven’t been
metro station.
there, but I would like to go!’) and ask what other landmarks they
On the other side of the USA, we find California. Here, you
saw in the video.
can climb up to the Hollywood sign or cross the Golden Gate
Continue to play the video, but pause on the map showing New Bridge. If you travel south across the bridge, you arrive in San
York. Elicit which part of the USA it is in (east), and whether it is Francisco.
to the north or the south of Washington DC (north). Point out that There are some amazing landmarks in the USA. Which one
New York is the name of a whole state, as well as the city of New would you like to visit?
York. Ask the children to identify the New York landmarks in their
books. Pause on the final map and elicit the state (California).
Play to the end and elicit the two landmarks. Ask if the children
remember which city the Golden Gate Bridge is in (California).
Play the video a final time and then ask the children to say which
landmark they would most like to visit.
Lesson 1 249

Our trip to the USA Landmarks
Lesson 2
Term 3
3 Would you like to visit them?

TheThe
White House
White House
Grand Central Terminal

Cultural awareness: 21st
CENTURY
4 RESEARCH Find out more about landmarks in the USA. Think about why these SKILLS
Use the internet or the library to research a famous landmark American people.
• Where it is • Who made it and when about how tourists affect
5 CREATE Prepare a travel show about landmarks in the USA.

Hollywood sign
1 In your group, write a travel show about your landmark.
Golden Gate Bridge 2 Choose roles for the members of your team: the presenter,
a tourist, an expert, etc.
Presentation tipS
3 AFTER YOU WATCH Read and complete. 3 Collect any materials you need. Remember how to control your
Empire State Building nerves. Don’t forget to plan the
been don’t has haven’t if just visited visits 4 Practise your travel show.
ending too.
Dear Michelle,
ME DIATION
I’m so excited that you’re coming to New York! Let’s plan some
activities, because if you (1) … buy tickets in advance, you have to wait
in long queues! Today we’re at the
Everyone (2) … Times Square when they arrive but I prefer The High Washington Monument.
along it, you get great views of the city. I have (4) … there three I’m excited to
times this month! A new exhibition of art made from recycled plastic has look around!
(5) … started at The Met, that’s an art museum. I haven’t (6) … it, but
I would like to go.
My friend Alex (7) … been on an interesting boat tour on the Hudson
River. I (8) … sailed on a boat before, so we should do that too!
What do you think?
Nicky
Statue of Liberty
90 Our trip to the USA: Landmarks MY PASSPORT PAGE 24 Our trip to the USA: Landmarks 91
My Passport page 24
Our trip to the USA
Landmarks
My group
Name: Task:
Name: Task:
Name: Task:
Name: Task:
We made a travel show about .
Teamwork reflection
• Something I did well:
• Something we did well:
• Something I can improve:
• Something we can improve:
Self-assessment
1 What I liked best about this topic:
2 Something interesting I learnt:
3 How I found the information:
4 A landmark in the USA I would like to visit is:
24
250 Lesson 2

Term 3 3
Lesson 2 Objectives Read the Presentation tip. Recap the relaxation tips from the Unit
Research a famous landmark in the USA 7 project and practise some of them. As it’s a TV show, it won’t
Prepare a travel show about a famous landmark be appropriate to invite questions from the audience, but groups
Perform a travel show should have prepared an effective ending.
Fast finishers The children look back at the
Materials
FF Our trip to videos. They write something new
that they learned in each one.
✓ access to the internet or a library
MY PASSPORT
Warmer
Recap the landmarks from the previous lesson. Give clues about The children use the passport to record their work and to
each landmark for the children to guess: You go here to catch a reflect on their team’s and their own performance. Remind
train. This a large house where the president lives. It’s a statue of them that they should reflect on and evaluate their progress
a woman. Politicians work here. People make famous films here. honestly as it will help them to understand how they could
It’s a skyscraper in New York. It’s big, orange and made of metal. improve.
Write the names of the places on the board. Play the video to Once they have completed the page, they can compare their
ME DIATION
confirm the names of each place. learning summaries with their team’s to see if they identified
the same strengths and weaknesses.
4 RESEARCH Find out more about landmarks in
the USA. My Passport page 24
Organise the children into small groups. Read the instructions
together, making sure children know what they need to do. Final evaluation
Each group should research a different landmark. You could ask Observe the children as they prepare and perform their travel
each group to choose three or four that they would like to do, shows. Check that the children share tasks well, that they
and then assign them. As well as researching the information help each other to control their nerves, that their information
suggested, encourage the children to note down other is relevant and interesting, and that they include an effective
interesting things about the landmark: who lives in the White ending. Invite the children to say which their favourite travel
House now, for example, or why Lincoln is famous. show was and why.
Have the children prepare a mini-quiz about the shows. Ask
21st With the class review the 21st century skills and each group to prepare three questions about their show to ask
CENTURY
SKILLS ask the children why each one is important. the other groups. The groups take turns to ask their questions
and give the answers. When all groups have asked their
questions, they add up all of their correct answers to find the
winner.
5 CREATE Prepare a travel show about landmarks
in the USA.
Ask the children if they have seen travel shows on the
television. Ask how the presenters make the places sound
interesting. Invite volunteers to read out the four parts of the
instructions and make sure the children know what they need to
do. Groups may want to decide on the format of their show and
on the different roles before finalising the script. Remind them
to prepare an introduction. They could give their travel show a
name like Welcome to ‘Landmarks USA’! Elicit or suggest ways
that the presenter can end the show: That’s all for now; Thanks
to everyone here (at Grand Central); So, come and visit (the
White House)! They could also make a reference to the next
show: Join us next time in (California); Our next show takes us
to (Washington); Come with us to (New York) on our next show.
Then sign off with a short phrase: Goodbye for now! See you
soon! Until then, goodbye!
Help out with any simple props the children require and give the
children plenty of time to prepare.
Lesson 2 251

Communication
ON
THE
W AY
Communication
Unit 1 • Student A
1 You want to join an after-school club. Ask Student B for some advice.
• You like art, cooking and drama. • You’re only free on Tuesdays and Fridays.
I want to join a new club.

What do you suggest? I like … . I’m not free on … . That sounds great!
2 You have this information for Student B. Answer their questions.
SPORTS CENTRE ACTIVITIES

basketball table tennis football tennis skateboarding
What sort of sports How about … on

do you like doing? Wednesday? Why don’t you try … ?
ON
Communication
1 You want to go to the cinema. You need to buy tickets for you, your nine-year-old cousin
and your two grandparents.
THE
W AY
Unit 1Hello. Can I get

• Student
... tickets, please?
B I need … adult tickets and How much
… children’s tickets, please. is it in total?
1 You have this information for Student A. Answer their questions.
AFTER-SCHOOL
2 Now Student B asks you questions. You have thisCLUBS
information about the swimming pool.

Of course. Adults
or children?
Swimming In total, that’s ... euros.

Pool entry
What sort of things prices Why don’t you join
How about … ?
do you like doing? … on Monday?
adults: 5 euros You’re welcome!
2 Now ask Student A for some advice. You want toEnjoy
try ayour
newvisit!
sport.
children: 2 euros
92 I want to try a new

Mediation
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31/03/2022 12:28:38
Unit 2 • Student B
252 Mediation
Yes, of course. How
many would you like?
ES0000000070685 856777_AJ_TB_5_End matter_p252p272_135507.indd 252 Star Cinema 12/16/2022 1:21:19 PM
adults: 10 euros
basketball table tennis football tennis skateboarding
Pair work
What sort of sports How about … on
do you like doing? Wednesday? Why don’t you try … ?
ON
Communication
1 You want to go to the cinema. You need to buy tickets for you, your nine-year-old cousin
and your two grandparents.
THE
W AY
Unit 1Hello.
• Student
Can I get B I need … adult tickets and How much
... tickets, please? … children’s tickets, please. is it in total?
AFTER-SCHOOL
2 Now Student B asks you questions. You have thisCLUBS
information about the swimming pool.
Of course. Adults
or children?
Swimming In total, that’s ... euros.

Pool entry
What sort of things prices Why don’t you join
How about … ?
do you like doing? … on Monday?
adults: 5 euros You’re welcome!
2 Now ask Student A for some advice. You want toEnjoy
try ayour
newvisit!
sport.
children: 2 euros
92 Mediation
I want to try a new
Yes, of course. How

many would you like?
Star Cinema
adults: 10 euros
children: 5 euros It costs … for adults
and … for children.
Have a nice day!
2 Now ask Student A about the swimming pool. You need to buy tickets for
yourself, two friends and one parent.
Good morning. Can I I need ... children’s tickets Thanks for your help!
get … tickets, please? and ... adult ticket, please.
96 Mediation
Mediation 253
31/03/2022 12:28:38 ES0000000068203 849766 AJ5 SB_Pairwork_129636.indd 96 11/14/2022 10:56:45 AM
ES0000000070685 856777_AJ_TB_5_End matter_p252p272_135507.indd 253 12/16/2022 1:21:21 PM

Communication ON
Commu
nication THE
W AY
1 You’re a customer in a cafe. Student B is a waiter / waitress.
• Ask to see the menu. • Order some food and a drink.
Can I see the What do you

Could I have … , please?
... please? recommend?
2 Now you’re the

waiter / waitress.
Specials Pizzas Drinks
Help Student B.
tomato soup vegetable water
• After Student B orders, salad pepperoni milkshake
read the order back to ham juice
them to check it.
Today we have … . The … is very good OK. So, let me check

and the … is delicious. your order. You’d like … .
ON
1 You and Student B want to buy a present for your friend, Max.
Commu
• Make three suggestions for presents you can buy.
nication THE
W AY
Let’s get Max a … .

Unit 3 • Student B OK. How about a … ? We could ... .
1 You’re the waiter/waitress in a cafe. Help Student A.

2 Now you and Student B are making Specials:
• After Student A orders, read the order back to
plans for the weekend. carrot soup
them to check it. veggie burger
• Listen and give two negative opinions
and one positive
Yes, ofopinion.
course. Here you are. Sandwiches
ham
egg
OK, so let me check
your order. You’d like … .
It’s going to rain. Pizzas
vegetable
waiter/waitress.
I don’t really like … .
Drinks
• Order some food and a drink. orange juice
Yes, that sounds good!

menu, please? it? I’m allergic to eggs. Could I have … , please? Mediation 93
1 You and Student B want to buy a present for your friend, Max. Student A is going
254 Mediation
I’m not sure about

ES0000000070685 856777_AJ_TB_5_End matter_p252p272_135507.indd 254 that. No, I don’t 12/16/2022 1:21:24 PM
Yes. I think … is a great idea.
tomato soup vegetable water
• After Student B orders, salad pepperoni milkshake
read the order back to ham juice
them to check it.
Pair work
Today we have … . The … is very good OK. So, let me check
and the … is delicious. your order. You’d like … .
ON
1 You and Student B want to buy a present for your friend, Max.
Commu
• Make three suggestions for presents you can buy.
nication THE
W AY
Unit 3 • Student
Let’s get MaxBa … . OK. How about a … ? We could ... .
1 You’re the waiter/waitress in a cafe. Help Student A.

2 Now you and Student B are making Specials:
• After Student A orders, read the order back to carrot soup
plans
themfor
to the weekend.
check it. veggie burger
• Listen and give two negative opinions
and one positive
Yes, ofopinion.
course. Here you are. Sandwiches
ham
egg
OK, so let me check
No,
yourI don’t
order.think
You’dso.like … .
It’s going to rain. Pizzas
vegetable
waiter/waitress.
I don’t really like … .
Drinks
• Order some food and a drink. orange juice
Yes, that sounds good!

menu, please? it? I’m allergic to eggs. Could I have … , please? Mediation 93
1 You and Student B want to buy a present for your friend, Max. Student A is going
I’m not sure about that. No, I don’t

Yes. I think … is a great idea.
2 Now, you and Student A are making

plans for the weekend.
• Make three suggestions for activities
you can do.
How about going camping?
OK. Would you like to … ?
Great. I’m looking

forward to it!
Mediation 97
Mediation 255
31/03/2022 12:28:38

Communication
ON
THE
W AY
Communication
1 You can’t find your bike. Ask Student B to help you find it.
Have you seen … ?

I’ve looked everywhere!
The last time I saw it … .
2 Now Student B needs your help to find something.

Listen and respond.
• Ask where he / she last saw it.
• Ask if he / she looked in the garage.
Oh no! Where did

you last see … ? Maybe you should check … .
Have you looked … ?
ON
Communication
1 You are in the town centre. You are standing at the fountain. Ask Student B for directions to:
• the park
THE
W•A Y the school
Unit Excuse
5 • Student
me, can youB
tell
me the way to … , please?
1 Student A needs your help to find something. Listen and answer.
• Ask where he / she last • Ask if he / she looked in • Say where you last saw it.
saw it. Thank you. I also the attic.
need to go to the … .
Oh dear! Where did you last see it? Have you looked … ? I think I saw it … .
2 Now Student B needs your help
to find places in the town centre.
2 Now, youBcan’t
Student is atfind
the your cat. Ask Student A to
playground.
help you find it.
• Look at the map and give him / her
directions.
I can’t find my cat!
Yes, of course. If you go … . He isn’t in the … .
Turn right … . And then … .

Thank you for your help.
94 Mediation
1 Student A needs your help to find places in the town centre. Listen, look at your map and
answer. You are standing at the fountain.
256 Mediation
Yes, of course.

Go straight ahead and then … .
Listen and respond.
• Ask where he / she last saw it.
• Ask if he / she looked in the garage.
Oh no! Where did

you last see … ? Maybe you should check … . Pair work
Have you looked … ?
ON
Communication
1 You are in the town centre. You are standing at the fountain. Ask Student B for directions to:
THE • the park
W AY
• the school
Unit Excuse
5 • Student B
me, can you tell
me the
1 Student way to …
A needs , please?
your help to find something. Listen and answer.
• Ask where he / she last • Ask if he / she looked in • Say where you last saw it.
saw it. Thank you. I also the attic.
need to go to the … .
Oh dear! Where did you last see it? Have you looked … ? I think I saw it … .
2 Now Student B needs your help
to find places in the town centre.
2 Now, youBcan’t
Student is atfind
the your cat. Ask Student A to
playground.
help you find it.
• Look at the map and give him / her
directions.
I can’t find my cat!
Yes, of course. If you go … . He isn’t in the … .
Turn
Thankright
you…for
. your help.
And then … .
94 Mediation
1 Student A needs your help to find places in the town centre. Listen, look at your map and
answer. You are standing at the fountain.
Yes, of course.
Go straight ahead and then … .
It’s opposite ... .
2 Now you’re at the park.

Ask Student A for directions to:
• the fountain • the church
Excuse me,
where’s the … ?
I also need to go to the ... .
98 Mediation
Mediation 257

Communication ON
Commu
nication THE
W AY
1 You work at the check-in desk at the airport. Student B is a traveller. Ask:
• to see their ticket and passport • Tell them that the flight is on time today and
• how many bags they want to check in will leave from Gate 6 at 5:30.
• if they packed their bags themselves
Hello, may I see your ... please? And how many … ? Did you pack the bags yourself?
2 Now, you’re the traveller. You go to the check-in desk at the airport to check in your two
bags. Respond to Student B’s questions. Then ask:
• if there are any delays
• what gate you need
Hello, I’d like to check in please.
Is the flight on time? What gate do I need?
ON
Commu
1 You work at the ticket office in the train station. Student B is a customer.
Answer their questions.
nication THE
W AY
Hello, can I help you?
Unit 7 • Student B Tickets to Manchester
1 You’re a want
traveller. Single: 20 euros
Do you singleYou go to the check-in desk at the airport to check in three bags.
Respond
or return to Student A’s questions.
tickets? Return:Then 35
ask:
euros
When: The next train leaves at 4:30
• The
whatnextgatetrain
youleaves
should go to
• at … from
if the flight… is. on time Platform: 7
Yes, I’d like to check in, please.
2 Now, you want to travel by train. Student B works at the ticket office.
What gate do I need?
• You want to travel to Bristol. Can you tell me if … ?
• Ask how much the tickets cost.
• Ask for one single ticket.
2 •Now,
Ask you
whatwork at the
time the nextcheck-in desk
train leaves andat the airport.
which platform Student A is a traveller. Ask:
it leaves from.
• to see their ticket and passport • Tell them that the flight is delayed by one hour
• howHowmany bags they want to check in and will leave from Gate F at 11:15.
much are … ? What time is the next ... ? Which ... do I need?
Hello. Can I see your ticket Mediation 95

and passport, please? How many … ? Did you pack the bags yourself?
1 You want to travel by train. Student A works at the ticket office at the train station.
258 • You want to travel to Manchester.
Mediation • Ask what time the next train leaves and which
• Ask how much tickets to Manchester cost. platform it leaves from.
• Say you want to buy two return tickets.
Hello. How much are … ? What time is the next ... ? Which ... do I need?
• what gate you need
Hello, I’d like to check in please.
Is the flight on time? What gate do I need?

Pair work
Unit 8 • Student A ON
Commu
1 You work at the ticket office in the train station. Student B is a customer.
Answer their questions.
nication THE
W AY
Unit 7 •can
Hello, Student
I help you? B Tickets to Manchester
1 You’re a traveller. You go to the check-in20
Single: euros
desk at the airport to check in three bags.
Do you want single
Respond to Student A’s questions. Then ask:
or return tickets? Return: 35 euros
• what gate you should go to When: The next train leaves at 4:30
The next train leaves
• if the
at flight…is. on time
… from Platform: 7
Yes, I’d like to check in, please.
2 Now, you want to travel by train. Student B works at the ticket office.
What gate do I need?
• You want to travel to Bristol. Can you tell me if … ?
• Ask how much the tickets cost.
• Ask for one single ticket.
2 Now, you work at the check-in desk at the airport. Student A is a traveller. Ask:
• Ask what time the next train leaves and which platform it leaves from.
• to see their ticket and passport • Tell them that the flight is delayed by one hour
• how many bags they want to check in and will leave from Gate F at 11:15.
How much are … ? What time is the next ... ? Which ... do I need?
Hello. Can I see your ticket

and passport, please? How many … ? Did you pack the bags yourself?
Mediation 95
1 You want to travel by train. Student A works at the ticket office at the train station.
• You want to travel to Manchester. • Ask what time the next train leaves and which
• Ask how much tickets to Manchester cost. platform it leaves from.
• Say you want to buy two return tickets.
Hello. How much are … ? What time is the next ... ? Which ... do I need?
2 Now, you work at the ticket office in the train station. Student A is a customer.
Tickets to Bristol Hello, can I help you?

Single: 40 euros
Return: 60 euros Do you want a single
or a return ticket?
When: The next train leaves at 7:15
Platform: 3
The next train
leaves at … from … .
Mediation 99
Mediation 259
31/03/2022 12:28:38

R Activity Book
R1
R Term 1 review
3 Read and answer.
1 Complete the mind map with words from Units 1, 2 and 3. Review: Broadway Market, London
One of the most exciting places to visit in London is Broadway market.
Study tips Adjectives to describe art It’s popular with tourists, but many local people visit it too. There’s a lot
to see and do.
First, we looked at the work of a few very talented artists. Then we went to a fashion show.
Some of the designs were a bit weird, but they were all very creative! They were not as cheap
as in high street shops, but the designs were more inventive and original. Finally, we all tried
a few different international street food dishes, something the market is famous for.
I had pancakes with honey and a few strawberries on top, and a lovely smoothie made from
peaches and watermelons. You should definitely visit this place, even if you only have a little
time. But you must get there early. It gets busier and more crowded later on. And you mustn’t
eat breakfast before you go, because there is so much delicious food there to enjoy!
1 What kind of people visit Broadway Market?
2 What is the writer’s opinion of the clothes at the fashion show?

Food Verbs to talk about cooking 3 What kind of food attracts people to the market?
4 Why does the writer advise people to arrive early?
5 What other advice does the writer give readers?
4 Write a review of a market you have visited.
Checklist
2 Listen and tick (✓). 16
• Use paragraphs.
1 2 • Use and and but to
connect your ideas.
• Use sequencers to
make a list.
88R1P32H1a 849788R1P32H1b
88R1P32H1c 849788R1P32H1d
88R1P32H1e 849788R1P32H1f
3 4
88R1P32H1g 849788R1P32H1h
88R1P32H1i 849788R1P32H1j
32 Units 1, 2 and 3 Term review Term review Units 1, 2 and 3 33
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Answer key Audio transcript
Page 32 16 Listen and tick.

1 Unit word lists: Boy: How much flour have we got? We only need a little.
Study tips: ask for help; don’t do everything alone; don’t get Girl: There is a lot of flour. So that’s not a problem. We need 20
distracted; go to bed early; don’t listen to music; make a study grams. Let’s weigh it, to make sure we aren’t using too much.
plan; pay attention; take notes; don’t watch TV; don’t worry There. That’s 20 grams.
Adjectives to describe art: bad; boring; cheap; dark; expensive; Boy: Is there any milk?
good; horrible; light; modern; silly; weird Girl: Yes, there’s a little.
Verbs to talk about cooking: mix; pour; toss; weigh Boy: That’s fine, we only need a little. Pour it into the bowl, and
Food: avocado; cereal; chocolate sauce; coffee; cucumbers; mix it with the flour.
honey; ice cream; peaches; peppers; watermelon Girl: Should I use all these blueberries?
Boy: No, you only need a few. But you must remember to add
2 some honey.
1 Image on right Girl: How much honey do I need? Shall I pour some from the jar?
2 Image on left Boy: You don’t need as much as that. Just a spoonful.
3 Image on left Girl: Sorry. I hope I didn’t add too much.
4 Image on right Boy: Don’t worry! The mixture looks perfect! Now, we can put it
in the oven. I can’t wait to try it!
Page 33
3
1 Tourists and local people.
2 A bit weird, but creative and original.
3 International street food dishes.
4 It gets busier and more crowded later on.
5 You mustn’t eat breakfast before you go (because there is so
much food there to enjoy).
260 Term review

Term review R
R2
R Term 2 review
3 Read and answer.
1 Complete the spidergram with words from Units 4, 5 and 6.
Past Simple verbs Outside Lots of things have changed in our everyday lives thanks to technology:
The past
The home Up until about 80 years ago, people couldn’t heat up food quickly. They had
to cook slowly, using an oven. But then in 1940, an American engineer called
Percy Spencer invented the microwave. It was an accident! He was doing a
Inventions scientific experiment, investigating the way special heat waves changed some
material. Then he discovered that they were also melting his snack!
Inside
On the ground The first mobile phone appeared in the 1970s. Suddenly people could communicate
with each other in a new way. The first mobile phone with a camera appeared in
1999, more than 20 years ago. But then you could only take 20 photos! Modern
mobile phones can hold more photos, so we can take hundreds today.
Before Tim Berners-Lee invented the World Wide Web, people couldn’t
With wings Under the ground search for information on computers. But now we can find out everything
online, using the internet on our mobile phones and laptops.
Animals
I think technology has made our lives better. What do you think?
2 Listen and tick (✓). 32 1 How did people used to cook and heat up food?
1 What was Rory doing yesterday? 2 What happened during Percy Spencer’s experiment?
a b c
3 Which 1970s invention changed the way we communicate?
4 What couldn’t early mobile phone cameras do, that they can do today?
5 What technology made searching for information easier and quicker?
4 Write a blog post about how you use

2 What was Ellen’s sister doing yesterday? technology. Checklist
a b c • Use also and too to add
information.
• Use so to link your ideas.
• Use colons ( : ) and bullet
points ( • ) to write lists.
3 What can polar bears do better than cheetahs?
a b c
64 Units 4, 5 and 6 Term review Term review Units 4, 5 and 6 65
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Page 64 32 Listen and tick.

1 Unit word lists: Ellen: What were you doing yesterday, Rory? I tried your mobile
The past phone but there was no reply.
Past Simple verbs: brought; built; enjoyed; said; set; wore; invented Rory: Oh, sorry! I didn’t have my phone with me.
Inventions: trampoline; games console; laptop computer; hot air Ellen: Were you in the garden?
balloon; telephone Rory: Yes at first, but my sister was playing noisily on the
trampoline, and I couldn’t listen to my music! So I went inside to
The home
listen to my new vinyl record. What were you doing? Were you
Outside: balcony; gate; roof, shed
watching TV?
Inside: attic; basement; garage; hall; shelf; stairs
Ellen: No. I couldn’t watch TV because my sister was using
Animals the games console. So I was on my laptop. I was searching for
With wings: eagle, peacock; swan information for my project about wild animals.
On the ground: cheetah, kangaroo, platypus; polar bear; sloth; Rory: Did you discover anything interesting?
tortoise Ellen: Did you know that polar bears can run quite fast?
Under the ground: mole Rory: Yes, but they can’t run as fast as cheetahs. I bet polar
bears can swim faster than cheetahs, though!
21a 2b 3a
Ellen: Polar bears and cheetahs can both swim well, but it’s true
Page 65 that polar bears can swim better. Cheetahs can see more clearly
than polar bears, though. They can see for up to 5 kilometres!
3 Rory: Wow, that’s amazing!
1 They had to cook slowly, using an oven.
2 The heat waves were melting his snack.
3 The mobile phone
4 Take more than 20 photos
5 The World Wide Web (or the internet)
Term review 261

R Activity Book
R3
R Term 3 review
3 Read and answer.
1 Complete the chart with words from Units 7 and 8.
In January every year, people in India hold two festivals to celebrate

the end of winter and the coming of spring.
Travel Materials Looking after the planet
At the Festival of Lohri, on 13 January, people make huge fires
outside the temples. If you walk around the fire, it brings good luck.
A popular game during the festival is ‘popcorn chopsticks’ where
you have to pick up popcorn with chopsticks. If you have the most
popcorn after one minute, you win!
Makar Sankranti is a Hindu festival the day after
Lohri. The markets are full of delicious sweets, which people enjoy with a cup of
hot tea. Kite flying is a traditional activity during Makar Sankranti. Today kites
are made of cotton and paper instead of plastic. Researchers have discovered
that if kites smell of garlic or mint, birds stay away from them! So now people
hang garlic and mint on their kites, to protect birds.
These are just two examples of traditional festivals that have changed to reflect
the way we look after our planet today.
2 Listen and tick (✓) or cross (✘). 43

1 When is the Festival of Lohri?
1 2 3
2 Why do people walk around the fire at Lohri?
3 How do you win the game of ‘popcorn chopsticks’?
4 What food and drink do people enjoy at Matkar Sankranti?
5 Why do people hang garlic and mint from their kites?
4 Write a non-fiction text about a festival you know.

Emily Matt Emily Matt Emily Matt
Checklist
4 5 6 • Write an introduction to the
topic in the first paragraph.
• Use exclamation marks ( ! ).
• Summarise the main points

in the conclusion.
Emily Matt Emily Matt Emily Matt
86 Units 7 and 8 Term review Term review Units 7 and 8 87
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Page 86 43 Listen and tick or cross.

1 Unit word lists: Emily: Let’s do this survey! Have you ever camped in a field? I have.
Travel: chopsticks; festival; field; hill; market; noodles; postcard; Matt: No, I haven’t. I’ve camped in a forest, on a hill.
statue; tea; temple Emily: Sorry, that’s a no for you! Have you ever repaired
Materials: cotton; glass; gold; leather; metal; paper; plastic; anything?
rubber; silver; wood Matt: Yes, in fact I’ve just repaired my coat! I had to put a new
Looking after the planet: donate; pick up; plant; recycle; button on it.
reduce; reuse; save; turn off; upcycle; waste Emily: I’ve repaired my jeans. And my bike! Have you ever
caught a taxi?
2 Matt: No, not without my parents. Have you?
1 Emily ✓ Matt ✗ Emily: No, I’m the same as you! I’ve been in a taxi but I’ve never
2 Emily ✓ Matt ✓ stopped one myself. Have you ever been to an island?
3 Emily ✗ Matt ✗ Matt: Yes, I have. I’ve been to Ireland.
4 Emily ✓ Matt ✓ Emily: Oh! I haven’t.
5 Emily ✗ Matt ✗ Matt: Yes, you have! You’ve been to Iceland. That’s an island, too!
6 Emily ✓ Matt ✗ Emily: You’re right! So that’s a yes for both of us. Have you ever
found any money in the street?
Page 87 Matt: No. I’ve found a gold ring, but no money.
3 Emily: I’ve only found a broken umbrella. I’ve never found
1 On 13 January. anything more interesting. Have you ever planted anything? I’ve
2 It brings good luck. planted tomatoes.
3 Having the most popcorn after one minute. Matt: Oh, that’s good! I haven’t planted anything. I live in a flat.
4 Sweets and hot tea. Emily: Me too, but you can grow plants on a balcony, or in a pot
5 To protect birds. by the window. You should try. It’s fun!
262 Term review

Language reference
rence
rence
1 Study tips Unit 1 2 Listen to your art Unit 2
Study tips Adjectives 1
should and shouldn’t for advice ask for help Comparatives and Superlatives bad
I/You/He/She/It/ (don’t) do everything alone Adjective Comparative Superlative boring
should take notes.
We/They (don’t) get distracted 1 syllable Add er Add est cheap
I/You/He/She/It/ go to bed early cheap cheaper the cheapest dark
shouldn’t worry.
We/They listen to music 1 or 2 syllables ending in Remove y, add ier Remove y, add iest
expensive
I/you/he/she/it/ Yes, I/you/he/she/it/ make a study plan consonant + y good
ask for help?
we/they we/they should. pay attention silly sillier the silliest horrible
Should light
I/you/he/she/it/ No, I/you/he/she/it/ take notes 1 syllable ending in Double the consonant Double the consonant
we/they watch TV? modern
we/they shouldn’t. (don’t) watch TV vowel + consonant and add er and add est
(don’t) worry big bigger the biggest silly
We use should and shouldn’t with all subjects to give and ask for advice. 2+ syllables Use more Use the most weird
Exam advice
Ed shouldn’t try to do everything alone. expensive more expensive the most expensive Adjectives 2
arrive on time
Should I ask for help? Yes, you should. Irregular creative
bring a pen
(don’t) cheat bad worse the worst exciting
must and mustn’t for obligation (don’t) copy funny
I/You/He/She/It/We/They must listen. (don’t) distract others The painting in the living room is bigger than the painting in the kitchen. inventive
listen carefully This museum has the most expensive sculptures in the world. lovely
I/You/He/She/It/We/They mustn’t talk.
My dad thinks pop music is worse than rock music. popular
read the instructions
shy
We use must and mustn’t for obligation. (don’t) talk
You must write your name at the top of the page. write your name Comparatives with as ... as successful
talented
The students must read the instructions. The sports centre is/isn’t big the museum.
as as
Children’s paintings are/aren’t good artists’ paintings.
To say that two people, places or things are similar or different in some way we use as + adjective + as.
I think your painting is as good as a professional artist’s!
2 take / should / notes / I / ? Hannah thinks Wimpy Kid isn’t as funny as Captain Underpants.
3 shouldn’t / she / no
1 Complete the sentences with your own ideas.
4 music / study / they / loud / with / shouldn’t
1 I think is a better painter than .
2 is a more expensive museum than .
2 Use must and mustn’t and the words to complete rules for the library.
3 I think the funniest TV or film character I know is .
be bring have listen write 4 The most talented singer I know is .
1 You a library card to borrow books from the library. 2 Rewrite the sentences to mean the same, using not as + adjective + as.
2 You to music. 1 The Louvre is bigger than the British Museum.
3 You quiet.
4 You in the books. 2 The National Gallery in London is cheaper than the MoMA in New York.
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Answer key Answer key
Unit 1 Unit 2
Page 88 Page 89
1 1 Child’s own answers
1 You should pay attention in class.
2 Should I take notes? 2
3 No, she shouldn’t. 1 The British Museum isn’t as big as the Louvre.
4 They shouldn’t study with loud music. 2 The MoMA in New York isn’t as cheap as the National Gallery
5 He should get to bed early. in London.
2
1 must have
2 mustn’t listen
3 must be
4 mustn’t write
5 must bring

Language reference
rence
rence
3 Time to eat! Unit 3 4 Grand inventions
Food
how much and how many avocado Past Simple with ago
There’s one pepper. cereal Sara travelled to London two days ago.
There are four peppers.
chocolate sauce My grandma sent this letter fifty years ago.
How many peppers are there?
There aren’t any peppers.
coffee Unit 4
cucumbers We use ago to say how much time has passed since the event. Past simple verbs
How much cereal is there? flour We put ago after the time passed. brought
honey built
The Romans went to Britain over 2,000 years ago.
ice cream enjoyed
We use how many + countable nouns + are there to ask about quantity. To We saw the film two weeks ago.
pancakes explored
answer, we use there is for one, there are for more than one, and there aren’t
any for none. peaches
peppers
could and couldn’t for ability in the past invented
said
How many peaches are there? There’s one peach. But there are two apples. I/You/He/She/It/ could sent
salt listen to records.
We use how much + uncountable nouns + is there. When we want to say there We/They couldn’t travelled
watermelon
is an unspecified quantity of something uncountable, we use some. Yes, I/you/he/she/it/ used
How much ice cream is there? There’s some ice cream, but not much. Recipes I/you/he/she/it/ we/they could. wore
Could watch TV?
a pinch we/they No, I/you/he/she/it/
Quantifiers a scoop we/they couldn’t. 20th century inventions
a spoonful games console
We use could and couldn’t to talk about ability in the past. laptop computer
There are a lot of / lots of grapes. mix
My sister could read when she was three. microwave
There’s a little flour. pour
Could you talk to your friends on the phone when you were young, grandma? mobile phone
There’s a lot of / lots of honey. toss
Yes, I could. passenger plane
weigh
remote control
With a small quantity of countable things, we use there are a few. But with a sun cream
small quantity of uncountable things, we use there is a little. 1 Complete the sentences with a verb in past simple and
trampoline
There are a few strawberries and there’s a little yoghurt. a phrase with ago. vinyl record
We use a lot of or lots of for large quantities of countable and uncountable things. zip
There are a lot of pancakes and there’s lots of honey. build invent open travel use
1 Complete the dialogues.

1 People around Kazakhstan probably horses . (3500 BCE)
1 2
A How jam A How honey 2 The Chinese fireworks . (about 1000)
there left? there? 3 Marco Polo across Asia . (1271)
4 The Mughal emperor Shah Jahan the Taj Mahal . (1643)

B There isn’t . Sorry! B There is honey, but not much.
5 Japan the first very fast train line . (1964)
2 Correct the sentences.
2 Order the sentences to complete the dialogue.
1 There is lots of grapes.
1 young / you / you / listen to / were / when / could / Grandma, / music / ?
2 There is a lot honey.
Boy: Grandma, could
3 There are a little pancake toppings.
2 could / yes / we / vinyl records / listen on / could / we
4 There is a few sugar.
Grandma:
Unit 3 Unit 4
Page 90 Page 91
1 1
1 A: much; is 1 used; Child’s own answer
B: any 2 invented; Child’s own answer
2 A: much; is 3 travelled; Child’s own answer
B: some 4 built; Child’s own answer
5 opened; Child’s own answer
2
1 There are lots of grapes. 2
2 There is a lot of honey. 1 Grandma, could you listen to music when you were young?
3 There are a few pancake toppings. 2 Yes, we could. We could listen on vinyl records.
4 There is a little sugar.
264 Language reference

Language reference
rence
rence
5 Let’s investigate! Unit 5 6 How we move Unit 6
Home Adverbs
Past Continuous attic Adverbs of manner badly
balcony + ly l ➔ lly y ➔ ily irregular
beautifully
I/He/She/It was eating a biscuit.
basement fast
You/We/They were talking to the teacher. bad ➔ badly beautiful ➔ beautifully happy ➔ happily fast ➔ fast
garage happily
I/He/She/It wasn’t walking to school. quiet ➔ quietly peaceful ➔ peacefully noisy ➔ noisily good ➔ well
gate hard
You/We/They weren’t playing in the park. hall noisily
Most adverbs of manner end in -ly. We use them to describe how people do things.
roof peacefully
We use the past continuous to describe an action that was in progress over a Ed plays the guitar well. quietly
shed
period of time in the past. My mum is relaxing peacefully in the garden.
shelf slowly
For the first two years of my life, my parents and I were living in my stairs well
grandparents’ house. Comparative and Superlative adverbs
When you called me, I was having dinner. Verbs Animals
Adverb Comparative Superlative
appear cheetah
Past Continuous questions disappear
-ly slowly more slowly the most slowly
eagle
short fast faster the fastest kangaroo
Yes, I/he/she/it was. discover
Was I/he/she/it playing in the hall? follow irregular badly worse the worst mole
No, I/he/she/it wasn’t.
hurry peacock
Yes, you/we/they were. We use comparative and superlative adverbs to compare how people do things.
Were you/we/they eating cake? investigate platypus
No, you/we/they weren’t. I eat slowly, but my mum eats more slowly than me. polar bear
remember
Where was I/he/she/it going? I/He/She/It was going upstairs. I’m the best at drawing, but I’m the worst at painting. sloth
solve
What were you/we/they eating? You/We/They were eating cake. swan
1 Circle the correct adverb for you. tortoise
We use past continuous questions to ask about actions in progress at a specific time. 1 I think I eat quietly / noisily. 4 I think my teacher
Where were you going when I saw you yesterday? We were going to my aunt’s house. 2 I think I write quite well / badly. speaks slowly / fast.
Were you walking there? No, we weren’t. We were going to get the bus.
3 I’ve got a friend who sings beautifully / badly. 5 I think my English is improving slowly / fast.
1 Tick (✓) the sentences that are true for you. Correct the false ones.
2 Put a tick (✓) if the sentences are true and correct them if they are not. Check online.
1 It was raining outside my house yesterday.
1 Cheetahs run faster than tuna can swim.
2 At eight o’clock this morning, I was sleeping.
3 When I arrived at school, my friends were playing a game. 2 The golden eagle flies the fastest of all birds.
2 Complete the dialogue. Use one word each time.
Jenny: You missed the basketball match this morning, Oscar. (1) were you doing? 3 The blue whale ‘sings’ more loudly than any animal on earth.
(2) you sleeping?

4 Some sea creatures can change colour better than chameleons.
Oscar: No, I (3) . I (4) going somewhere.
Jenny: That sounds mysterious. (5) were you going?

5 Sloths’ body odour smells worse than ours.
Oscar: It’s not really, haha. I (6) visiting my grandad. He was a bit ill, but he’s better now.
We (7) eating biscuits and (8) hot chocolate!
Unit 5 Unit 6
Page 92 Page 93
1 Child’s own answers 1 Child’s own answers
2 2
1 What 1✓
2 Were 2 ✗ The Peregrine falcon flies fastest.
3 wasn’t 3✓
4 was 4 ✓ (Some species of squid and octopus, for example)
5 Where 5 ✗ Sloths cannot sweat and have no body odour, though they
6 was can have algae and mould growing on their fur.
7 were
8 drinking

Language reference
rence
rence
7 World travellers Unit 7 8 Our planet Unit 8
Past participles Helping the environment
Present Perfect been Zero Conditional donate
camped pick up
I/You/We/They ’ve (have) been to Greece. Action Consequence
caught plant
He/She/It ’s (has) climbed a mountain. If you recycle, you help the planet.
climbed recycle
I/You/We/They haven’t camped by a river. drunk If you don’t turn off lights, you waste energy. reduce
He/She/It hasn’t eaten snails. eaten If you travel by bike, you don’t pollute the air.
landed Materials
We form the Present Perfect with have + past participle. We use it to describe skied We use zero conditional sentences to talk about consequences of events or cotton
actions that happened at some point in the past, without saying when. swum actions. We put if before the action, then a comma and the consequence. glass
taken off gold
Sophie has eaten some strange food on her holidays. If everyone helps, we can reduce climate change.
leather
To talk about places we’ve visited, we use the past participle been, not gone.
My grandfather has been to London, but he hasn’t been to Paris.
Travel nouns
chopsticks
Zero Conditional word order metal
paper
Action Consequence Consequence Action
festival plastic
Present Perfect with just field If I help, I feel proud.
➜
I feel proud if I help. rubber
I/You/We/They have just been to a restaurant. hill When I upcycle, I feel happy. I feel happy when I upcycle. silver
He/She/It has just eaten some noodles. market wood
noodles We can also use when in Zero Conditionals, and we can change the order of
We use the Present Perfect with just to say that something has happened very postcard the sentence.
recently, and we put it after have or has. statue We save money too when we recycle.
Hannah has just received a postcard from Ed. tea When we recycle, we help the planet.
I’ve just tried snails for the first time. They’re delicious! temple
1 Continue the chain of zero conditional sentences.
We’ve just arrived home from a long trip. I’m really tired.
1 If you don’t get enough sleep, you feel tired.
1 Order the sentences and tick the ones that are true for you.
2 If you feel tired, .
1 my country / travelled / outside / haven’t / I
3
4
2 been / I / on TV / someone who’s / know
5
3 anything strange / haven’t / my parents / in their lives / eaten 2 Complete the sentences for you.
1 If it’s cloudy when I wake up, I .
2 Match the sentences. 2 When I do well in a test, .

1 I’ve just finished lunch. a You don’t need the umbrella. 3 After school, I like it when .
2 Sarah has just started singing classes. b She’s very excited.
4 I always help my friends if .
3 My brother’s just come home. c I’m going to say hi.
4 It’s just stopped raining. d I’m full!
Unit 7 Unit 8
Page 94 Page 95
1 1 Possible answers:
1 I haven’t travelled outside my country. Child’s own answer 2 you don’t pay attention in class.
2 I know someone who’s been on TV. Child’s own answer 3 If you don’t pay attention in class, you miss things your
3 My parents haven’t eaten anything strange in their lives. teacher says.
Child’s own answer 4 If you miss things your teacher says, you don’t learn well.
5 If you don’t learn well, you do badly in tests.
2
1d
2b
3c
4a
266 Language reference

267

268

269

270

271

272

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ES0000000070685 856777_Amazing_Journey_TB_5_136810

Amazing Journey is a primary language series that takes children on an

FOR THE STUDENT FOR THE TEACHER

Scan the book pages and

BLENDED LEARNING SOLUTIONS Access to more than 100 animated grammar

Amazing Journey covers Common European

ES0000000070685 856777_Amazing_Journey_TB_5_136810.indd 1 11/24/2022 8:31:17 AM

Writer: Belinda Edwards

Publishing Director: María Lera

Art Director: José Crespo

Technical Director: Jorge Mira Fernández

ES0000000070685 856777_AJ TB5_RETIRACION_2a_CUB_133270.indd 2 11/24/2022 11:17:20 AM

Get started on your Amazing Journey! 2

ES0000000070685 856777_AJ_TB_5_Intro_p01_p7_133275.indd 1 12/16/2022 1:17:22 PM

Learning routes Intercultural awareness

The project route provides an additional and flexible

In each unit, a child from an English-speaking country

Each Student’s Book begins with a short unit to introduce

ES0000000070685 856777_AJ_TB_5_Intro_p01_p7_133275.indd 2 12/16/2022 1:17:27 PM

On the Language Bridge

Help desk explains new words and

FOR THE STUDENT FOR THE TEACHER

Grammar Way are supportedIncludes

Checklist their writing skills, and is

Student’s audio and videos also available Teacher’s Resourcesamazingjourney.richmonddigital.eu

The Exam tip on the

included. See Teacher's i-solutions for

Amazing Journey covers Common European

Footnotes on each page show teachers and parents the

focus of each lesson. presentations on the Richmond Grammar Channel.

ES0000000070685 856777_AJ_TB_5_Intro_p01_p7_133275.indd 3 12/16/2022 1:17:31 PM

Student's Book Activity Book

BLENDED LEARNING SOLUTIONS Access to more than 100 animated grammar

Amazing Journey covers Common European

ES0000000068205 849788 COVER AMAZING JOURNEY 5 AB_121085.indd 1 23/06/2022 12:45:13

The full-colour Activity Book reflects the language and skills

The Student’s Book is made up of:

Here we go! where we start the journey reviewing key

language from the previous level Unit

grammar and skills, but also: 2

Thinking skills Unit

Intercultural awareness ap 51-70 points = unit sticker

Unit 1 ES0000000151283 226887_AJ5_PASSPORT_129806.indd

Plurilingualism This full-colour booklet with

stickers takes the children a

Passport encourages the

ES0000000070685 856777_AJ_TB_5_Intro_p01_p7_133275.indd 4 12/16/2022 1:17:40 PM

Student’s Book digital resources Activity Book digital resources

Student’s i-book Student’s interact

Scan the book pages and access all

Easy access to support for all of the Student’s

ES0000000070685 856777_AJ_TB_5_Intro_p01_p7_133275.indd 5 12/16/2022 1:17:45 PM

guage learning adventure! Through a careful selection of narratives

Packed with a wealth of optional photocopiable material,

Grammar worksheets at three levels of difficulty

Book plus Passport

Scan the book pages and

LEARNING SOLUTIONS Access to more than 100 animated grammar

Amazing Journey covers Common European

The full-colour guide contains step-by-step help to make

A vibrant and colourful

ES0000000070685 856777_AJ_TB_5_Intro_p01_p7_133275.indd 6 12/16/2022 1:17:50 PM

The unique Amazing Journey Teacher’s i-solutions for the

Use the Richmond i-tools to add your own material

Amazing Journey 5 Teacher's Book

Amazing Journey 5 Teacher's Book