Extensive Reading 1 A biographical text

1 BEFORE YOU READ Look at the pictures and read the titles.
Discuss the questions.
1 How do you think the two athletes spend their days?
2 Which activities do you think are mentioned in the text?

2 Listen and read. 076 Check your ideas.

Some people think that Sophia Warner is a superwoman. She has two
children, a full-time job with British Athletics – and she keeps a small farm
with sheep, lambs, chickens and rabbits. On top of all this, she does 30 hours
a week of athletics training! If that wasn’t impressive enough, Sophia does
it all with a disability. She has cerebral palsy, which means that the
connection between her brain and her legs is broken. Her left arm has
also got problems.
Sophia is a Paralympic runner and one of Team GB’s favourite athletes.
She is ranked third in the world for the 100 metres sprint. So, when Sophia is
training for the Paralympics, how does she spend a typical day?
Sophia gets up at about six o’clock to prepare breakfast and make
packed lunches for her family. After taking her children to school,
Sophia goes to her first three-hour training session of the day. This
usually starts at about 8.30 am. She follows the same training plan as
an able-bodied athlete. She also does special exercises for her disability
with her physiotherapist. For example, Sophia has problems with her
balance, so she spends hours standing on one leg to help improve it. She
then spends the rest of the morning running and practising her sprint.
Lunch always includes lots of protein for energy!
Sophia has three more hours of training in the afternoon. In this session,
she runs, does exercises and lifts weights in the gym. When she gets
home, she enjoys a relaxing bath and she goes to bed quite early.
Sophia says there have been
positive changes in disabled
athletics in the past 20 years.
More and more spectators enjoy
watching the Paralympics, and
opportunities for disabled athletes
are growing. The next time the
Paralympics are on TV, look out
for Sophia. She will probably be
somewhere near the front of the
race, winning another medal!

one
oneonwone 1 Text type: a play
biographical text © Oxford University
© Oxford Press
University 2018
Press PHOTOCOPIABLE
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3 AFTER YOU READ Answer the questions.

1 Why is Sophia sometimes called a ‘superwoman’?

2 How does Sophia feel about the future for disabled athletes?
3 What does Duncan do to stay fit and healthy?

4 Think Imagine that you are one of Sophia’s children. How do

you feel about your mum being a world champion athlete?

5 Create Imagine that Sophia and Duncan meet and talk about
their training. Write a short dialogue between them, comparing
their daily routines.    

Born in Scotland in 1997, Duncan Scott is one of Great Britain’s young

sporting heroes. When he joined a swimming club at the age of six,
nobody expected him to become an Olympic gold medal winner. He
started to become famous in 2013, when he won eight gold medals in
the Scottish Age Group Championships. By the age of 18, Duncan had
medals from the Olympic Games, the World Championships and the
European Games.
These days, Duncan is a student at Stirling University, in Scotland. He
studies Business and Sports Studies. In many ways, he is the same
as his friends. He lives in a student flat, goes to class, writes essays,
studies in the library – and just enjoys student life. But you can’t be
a world champion swimmer without some serious training.
Duncan trains every day with Robbie Renwick, who has already
won many medals for swimming in previous competitions. On
Mondays, Tuesdays, Thursdays and Fridays, he trains at the
swimming pool twice a day. He is in the water by 8.00 am and
swims for two hours. Afternoon training starts at 3.30 pm. On
Wednesdays and Saturdays, he trains just once a day.
As well as training in the pool, Duncan also has three training
sessions a week in the gym. He lifts weights and does
special cardio exercises to make his heart strong. He
has to keep fit and healthy! He eats meals with plenty
of protein, fruit and vegetables.
In the evenings, Duncan usually stays at home. He
cooks a healthy meal, washes his clothes and makes
his lunch for the next day.
Oh, and if you are asking yourself what Duncan
does on a Sunday, he lies on the sofa all day,
watching TV and dreaming about the medals
he’s going to win at the next Olympic Games!

©
© Oxford
Oxford University
University Press
Press 2018
2018 PHOTOCOPIABLE
PHOTOCOPIABLE Text type: a biographical play 2 2
text
Text type: a two
two
 Extensive Reading 1
A biographical text
Lesson Objectives
Learn about two amazing athletes.
Make predictions about a text before reading.
Develop reading comprehension skills.
Write a dialogue between two athletes.
Language
New: athletics, training, disability, cerebral palsy, connection,
brain, affected, ranked, sprint, session, able-bodied,
physiotherapist, balance, protein, lift weights, spectators,
medal, champion, cardio
Review: present continuous, past simple, present perfect,
Warm up
• Ask students what famous sporting events they can think of
and whether they have ever watched any of these events.
Reading pages pages 1–2
1 BEFORE YOU READ Look at the pictures and
read the titles. Discuss the questions.
1 How do you think the two athletes spend their days?
2 Which activities do you think are mentioned in the text?
• Explain that a biographical text is a text about a person’s
life, written by someone else.
• Ask the students to look at the pictures in the texts and
say what kind of people they think these biographical
texts are about (athletes). Ask students to say what sports
these two athletes do (running and swimming).
• Read out the questions in Activity 1 and ask the students
to discuss their answers in pairs. Invite students to share
their answers with the class.
SUGGESTED ANSWERS
1 training / at home / studying / competing
2 running / swimming
2 Listen and read. e 076 Check your ideas.
• Play the recording for the students to listen and read the
texts. As this is a longer text than the students may be
familiar with, suggest to students that they follow the
texts with their fingers, and to underline any words that
they don’t know the meaning of as they go along.
• Ask students around the class to say which of their ideas
in Activity 1 were in the text.
• Ask students to read out the words they underlined in
the text. Write the words on the board. Read out each of
the words in turn and open the question up to the class
to see if anyone else knows the meanings of the words.
Encouraging this kind of positive support from peers can
help build confidence within the class. Tick the words that
students can explain, and write a question mark next to
the words that students can’t explain. Students can look
3 Extensive Reading 1
up the words with question marks next to them in their
dictionaries, then explain the words to the class.
3 AFTER YOU READ Answer the questions.
• Students work in pairs to discuss the questions, then join
with another pair to compare their answers.
ANSWERS
1 Because she has got a family, a full-time job and a small
farm, and she trains 30 hours a week as runner – all this
with a disability.
2 She thinks that opportunities for disabled athletes are
growing.
3 He trains every day except Sunday. He trains in the
swimming pool and also in the gym.
4 Imagine that you are one of Sophia’s children.
How do you feel about your mum being a world
champion athlete? 8
• Students work in pairs to discuss the questions, then share
their answers with the class. Ask students whether they would
like their mums to be world champion athletes, and – if they
were – how the students think their lives would be different.
5 Imagine that Sophia and Duncan meet and
talk about their training. Write a short dialogue
between them, comparing their daily routines.
q
• Divide the class into pairs to write dialogues. Students can
practise their dialogues, then act them out.
TIP Mixed Ability Teaching
• Support lower level students by pairing them with
higher level students to write the dialogue. As they
work, you should circulate around the class listening to
ensure that both students in each pair are contributing
equally to the process.
• Stretch higher level students by asking them to include
more information in the dialogue, such as how they feel
about training, competing, their home life, etc.
KEY COMPETENCES Cultural awareness and expression
Writing a dialogue in which students are putting
themselves in someone else’s shoes encourages the
creative expression of ideas and helps students to
develop their sense of empathy. Students interpret the
information they have read and use their imaginations
and creativity to expand on the text. Encourage students
to practise acting out their dialogues, and to think about
each character’s personality, mannerisms, attitudes, etc.
Students can then act out their dialogues for the class.
TIP Optional activity
Tell students to imagine that they are either Sophia or
Duncan, and that a young athlete has written to them asking
for advice on how to be a successful athlete. Students write
Sophia or Duncan’s reply to the young athlete for homework.
© Oxford University Press 2018 PHOTOCOPIABLE
Extensive Reading 2 A traditional story
1 BEFORE YOU READ Look at the pictures in the story.
Then read the questions and discuss your ideas with your partner.
1 How are the people in the pictures related?
2 How are they different to the people around you today?
2 Listen and read. 149 Check your ideas.
‘Tom! Tom! Where are you?’
Aunt Polly’s voice was loud and she sounded angry.
Tom was hiding from her. He was in the kitchen,
eating spoon after spoon of Aunt Polly’s strawberry
jam. Yummy! This was the best jam ever.
‘TOM!’
Aunt Polly was often angry with him but she loved
him very much and she never stayed angry for
long. Tom heard footsteps. He looked up and smiled
at his aunt.
‘Hello, Aunt Polly. What’s the matter?’ asked Tom.
Aunt Polly looked at Tom’s face and then at the
open pot of jam on the kitchen table and the dirty
spoon. Oh, dear. He was in trouble again.
‘Tom! I told you not to eat the jam!’ said Aunt
Polly.
‘It wasn’t me,’ said Tom. ‘Maybe it was a mouse!’
Aunt Polly looked angry. ‘Tom! You’ve got jam
all over your face … and the pot is nearly empty.
Can mice use spoons? Telling lies is worse than
eating jam, Tom. I’m sorry but this time I’m going
to punish you. You need to learn what’s right and
what’s wrong! Lying is wrong.’
Tom wasn’t worried. Aunt Polly wasn’t very good
at punishing. Sometimes, she sent him to his room.
He liked his room. He liked to lie on his bed and
imagine adventures.
© Oxford University
4 Text Press
type: a2018
play PHOTOCOPIABLE© Oxford University
[Illustrated story text]
But, this time, Aunt Polly had another idea.
She took Tom outside and pointed to the garden
fence. It went all around the outside of the house
and garden, at the back, at the front and on the
sides. It was an old fence, made of wood. It was big.
Very big.
‘Tomorrow, you can paint this fence,’ said Aunt
Polly.
Tom’s mouth opened wide, ‘But … tomorrow is
Saturday … but ... ’
‘No "buts"’, said Aunt Polly. ‘Tomorrow, you must
paint every centimetre of this fence. You can’t go
out with your friends until you finish the job.’
Saturday was Tom’s favourite day because there
was no school. Saturdays were for playing ball,
swimming in the river and having fun with his
friends. Saturdays were special.
This Saturday, Tom got up early. He was outside
in the garden before seven o’clock. He had a plan.
First, he got some paint and brushes, and put them
on the grass, carefully. Then he looked for a part of
the fence next to the road. He waited until he heard
his friends. Then he picked up a brush, and started
painting and singing.
Text type: a biographical
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four
 3 AFTER YOU READ Ask and answer.
1 Why was Aunt Polly angry?
2 How did Aunt Polly punish Tom?
3 Which of the words below describes Tom? Give reasons.

honest clever unkind funny generous mean

4 Think Imagine that you are Aunt Polly. What do you say to Tom
when you see his friends painting the fence?
5 Create What do all the children do after the fence is painted?
Write a story about the rest of Saturday.    

‘La la la! It’s a lovely day today,’ sang Tom.

He looked up and saw his friends watching him over the fence.
‘Why are you painting the fence?’ asked Joe, ‘Are you being punished again?’
‘Poor Tom. He can’t come and play in the river today,’ said Huck.
Tom smiled and explained, ‘No. I’m not being punished! Can’t you see? This
isn’t just painting a fence. I am an artist. I am creating art. This fence is my
new art project. It’s very exciting!’
Tom’s friends looked at each other. Art! Now that was something different.
Some other friends arrived. They watched Tom painting the fence. He
was singing and he looked very happy.
‘Can I help you?’ asked Joe.
‘Oh, no’, answered Tom. ‘You have to be an artist to paint this fence.
You aren’t an artist.’
‘Please?’ asked Joe. He really wanted to help with Tom’s art
project. This kind of painting wasn’t work. It was fun. Great fun!
Tom stopped painting and looked at his friends.
He counted. One, two, three … seven and a half (Molly was
only small). He smiled.
‘Alright. You can paint, too … but you have
to pay me,’ he said.
Joe looked worried. ‘We haven’t got any money,’
he said.
‘That’s OK,’ said Tom. ‘You’ve got other things.’
… And that was how Tom painted the fence in
one hour (with a little help), and how he got
four marbles, a ping-pong ball, an orange,
a ball of string and a few other useful objects.
And what about Aunt Polly?
Well, that’s a story for another day …

Adapted from The Adventures of Tom

Sawyer by Mark Twain.

five 5 Text type: a play

biographical text ©
© Oxford
Oxford University
University Press
Press 2018
2018 PHOTOCOPIABLE
PHOTOCOPIABLE
 Extensive Reading 2
A traditional story
Lesson Objectives
Read and understand a traditional story.
Develop reading comprehension skills.
Think about a story character’s personality.
Write a continuation of the story.
Language
New: footsteps, punish, marble, ping-pong ball
Review: present continuous, past simple
Warm up
• Ask students what their favourite stories are. Invite them
to tell the class who the main characters are and what
happens in their favourite stories.
Reading pages pages 4–5
1 BEFORE YOU READ Look at the pictures in the
story. Then read the questions and discuss your
ideas with your partner.
• Ask students to look at the pictures in the story and say
when they think this story took place (140 years ago), and
what they think is happening in each of the pictures.
• Read out the questions in Activity 1 and have the students
discuss their answers in pairs.
SUGGESTED ANSWERS
1 (page 4) They might be mother and son, or aunt and
nephew, or grandmother and grandson. (page 5) They
are friends.
2 They wear different clothes and live in different kinds of
houses.
2 Listen and read. e 149 Check your ideas.
• Play the recording for the students to listen and follow the
story in their books.
• Ask students around the class to say which of their ideas
in Activity 1 were correct. Ask students to say any other
ways in which the people in the story are different to the
people around them today.
• Ask students to say who the main character in the story is
(Tom) and whether they like him or not. Ask students to
give reasons for their answers.
3 AFTER YOU READ Ask and answer.
• Have the students discuss the questions in pairs, then
join with another pair to compare their answers. Invite
students to share their answers with the class.
• As an extension, divide the class into two teams. Say a
true or false statement about the story to students from
each team in turn. The students answer True or False.
Lower level students can look at the story in their books
and answer. Higher level students should try to answer
© Oxford University Press 2018 PHOTOCOPIABLE
from memory. Award one point for each correct answer,
and award extra points if students can correct the false
statements. The team with the most points wins.
ANSWERS
1 She was angry because Tom ate the jam and told lies
about it.
2 She told him to paint the fence.
3 Possible answers include: Clever – because he gets his
friends to do his work for him and gets them to give
him their things, too. / Unkind – because he tells lies
and tricks his friends. / Funny – because he said that
maybe a mouse ate the jam, when Aunt Polly could
see he had a spoon and jam all over his face. / Mean –
because he takes his friends’ things.
4 Imagine that you are Aunt Polly. What do you
say to Tom when you see his friends painting the
fence? 8
• Students discuss the questions in pairs, then join up with
another pair to compare answers. Invite students to tell
the class their answers.
5 What do all the children do after the fence is
painted? Write a story about the rest of
Saturday. q
• Students can discuss their ideas in pairs or small groups
before writing their stories. Invite students to read out
their stories to the class. If you like, you can have a class
vote to decide on the best story. You can ask students
to illustrate their stories, then display them on the
classroom wall.
TIP Mixed Ability Teaching
• Support lower level students by having them discuss
their ideas as a class before writing their stories.
Encourage students to think about where the children
go, what they do and what other things happen. Write
their suggestions on the board. Encourage students
to choose their favourite ideas, then write a short story
about the rest of Saturday.
• Stretch higher level students by asking them to make
sure their stories have a beginning, a middle and an
ending, as well as an exciting event.
KEY COMPETENCES Cultural awareness and expression
Short story writing is a great way for students to express
their ideas. Communicating via the written word is often
more appealing as it gives students the time and space to
express themselves that oral communication sometimes
does not allow. Encourage students to think about the
characters in the story, the events that could take place
and how the characters will react to these events.
Extensive Reading 2 6
Extensive Reading 3 A science journal article

1 BEFORE YOU READ Look at the pictures and answer the questions.

1 What do you know about the objects in the pictures?

2 Which planets do you think are mentioned in the text? Voyager 1

2 Listen and read. Check your ideas. 222

On 4th October 1957, Russia launched the first satellite into space. Its name was
Sputnik 1, which means ‘Companion 1’ in Russian, and it was the first object
Sputnik 1 made by humans to fly around the Earth. This was the beginning of the Space
Age. Later that year, a dog called Laika was sent into space on Sputnik 2. Then,
in 1961, a Russian astronaut named Yuri Gagarin became the first human to fly
in space.
In the 1960s, the USA began its Apollo space program and, in 1969, a US
organization called NASA (National Aeronautics and Space Administration) sent
astronauts Neil Armstrong, Buzz Aldrin and Michael Collins into space. They
soared into space on the space shuttle Apollo 11 and landed on the Moon. As
Neil Armstrong stepped onto the Moon’s surface, he famously said, ‘That’s one
small step for man, one giant leap for mankind.’
The last time that humans landed on the Moon was in 1972, but that wasn’t the
end of space exploration. Since then, spacecraft without people have explored
every planet in the solar system. In 1976, NASA spacecraft, called Viking 1 and
Viking 2, landed successfully on Mars. They sent back important information
to scientists on Earth. In 1977, NASA’s Voyager 1 and Voyager 2 were sent to
explore Jupiter and Saturn. After this mission, they travelled further, and got
information about Uranus and Neptune.
Recently, scientists have received amazing photos from space using the Hubble
telescope, which has been in space since 1990. The Hubble has taken over
100,000 colourful and detailed photos of the universe. One of the most famous
Hubble images, called ‘Pillars of Creation’, even shows stars being born!
The Apollo Moon landin In 1998, the International Space Station (ISS) was completed. Journeys there
g
usually last for about six months, and astronauts do lots of different experiments.
The ISS travels between 330 and 435 kilometres above the Earth. It flies around
the planet just over 15 and a half times a day. If you look up into the sky on a
clear night, you may see it flying past at eight kilometres per second!

Voyager 2

seven 7 Text type: a play

science journal article © Oxford University Press 2018 PHOTOCOPIABLE
 3 AFTER YOU READ Ask and answer.
1 What was special about Sputnik 1 ?
2 How quickly does the ISS fly around the Earth?
3 What two things will happen in the future of space exploration?

4 Think What are the benefits of space exploration?

5 Create Imagine you are going to live on Mars. What will you
take with you? Make a list of everything you will need or want.    

Space exploration goes deeper and deeper into space

as each year goes by. This is because technology is Pillars of Creation
getting better and better. And yet, at the same time, old
technology remains useful. In 2012, NASA’s Voyager 1
left our solar system and went into interstellar space. It
continues to send important information about our universe
back to us on Earth.
Also in 2012, the world was amazed when the ESA
(European Space Agency) Rosetta spacecraft, which left
the Earth in 2002, reached an asteroid and sent a special
small ship, called a lander, to its surface. Because of this,
scientists now know that the surface of an asteroid can
contain a small amount of water ice.
In 2015, we received fantastic photos of Pluto and its
moons, right at the edge of our solar system. Scientists
who study these photos are especially excited about two
giant mountains, which they think might be volcanoes that
explode with ice.
The Space Age has had a big effect on our modern world.
Nowadays, thousands of satellites fly around the Earth. They send information
about the weather, our geography and many other things. They make sure
that lots of equipment continues to work, like mobile phones and televisions.
Space has become part of our everyday lives. Can you imagine a world without
satellites?
In the future, space travel will become increasingly common. It’s possible that
people will even live in space. Some people believe that humans will be able
to live on the Moon and on Mars. For now, there are only plans to take tourists
into space. In fact, by the time you are 30 years old, you might be thinking
about going on a trip to Mars!

Mars human colony

© Oxford University Press 2018 PHOTOCOPIABLE Text type: a science Text type:
journal a play 8 8
article two
eight
 A science journal article
Lesson Objectives
Learn about the space age.
Develop reading comprehension skills.
Talk about the benefits of space exploration.
Write a list of things to take to Mars.
Language
New: satellite, soar, spacecraft, space exploration, Moon,
Mars, Jupiter, Saturn, Uranus, Neptune, telescope, asteroid,
surface, Pluto
Review vocabulary: space
Review grammar: past simple, present perfect, present
continuous, will / won’t
Warm up
• Ask students if they can name all of the planets. Write the
names of the planets on the board and ask students to
put them in the correct order.
• Ask students what they know about each of the planets.
Reading pages pages 7–8
1 BEFORE YOU READ Look at the pictures and
answer the questions.
1 What do you know about the objects in the pictures?
2 Which planets do you think are mentioned in the text?
• Tell students that they are going to read a science journal
article. Explain that a science journal article can be
found in a science magazine, and can be about any area
of science. Ask students to say which areas of science
interest them most (space, technology, medicine, etc.).
• Ask students to look at the pictures in the texts and say
what they think this science journal article is about (space
exploration). Ask students to say what they know about space
exploration (what planets or other bodies people have visited,
how people travel into space, how people study space, etc.).
• Read out the questions in Activity 1 and have the students
discuss their answers in pairs. Invite students to share their
answers with the class.
SUGGESTED ANSWERS
1 One photo is a satellite. / The satellite is called
Sputnik. / The men are astronauts. / The men walked
on the Moon.
2 Earth, the Moon, Mercury, Venus, Mars, Jupiter, Saturn,
Uranus, Neptune
2 Listen and read. e 222 Check your ideas.
• Play the recording for the students to listen and follow the
article in their books. Tell the students to underline any
new words in the article.
• Ask students around the class to say which of their ideas
in Activity 1 were correct. Ask students to say what
interesting facts they learned from the article.
9 Extensive Reading 3
• Ask students to read out the words they underlined in the
text. Write the words on the board. Ask students to explain
what each of the words mean. If none of the students can
explain a word, have the students look up the word in
their dictionaries.
3 AFTER YOU READ Ask and answer.
• Students work in pairs to discuss the questions, then
join with another pair to compare their answers. Invite
students to share their answers with the class.
ANSWERS
1 It was the first satellite to be launched into space.
2 Eight kilometres per second.
3 Space travel will become more common and people
may live in space, on the moon or on Mars.
4 What are the benefits of space exploration?
8
• Students discuss the questions in pairs, then join up with
another pair to compare answers. Invite students to tell
the class their answers.
SUGGESTED ANSWERS
Space exploration helps science and technology to develop.
Lots of important things used on Earth have been
developed in space, such as satellites.
5 Imagine you are going to live on Mars. What will
you take with you? Make a list of everything you
will need or want. q
• Ask students to imagine what it would be like living on
Mars. Ask them to say what they think the advantages and
disadvantages might be. Then ask students to make their lists.
• For homework, you can ask students to find out more
about Mars and the possibility of humans living there.
TIP Mixed Ability Teaching
• Support lower level students by having them discuss their
ideas as a class before writing their lists. Encourage students
to think about what things they will need to survive on
Mars and what things they will want to have with them.
Write their suggestions on the board. Encourage students
to choose their favourite things, then write their lists.
• Stretch higher level students by asking them to write
their lists on their own and to write reasons for taking
each item with them.
KEY COMPETENCES Sense of initiative and
entrepreneurship
Deciding on how to deal with a problem or situation
allows students to develop their sense of autonomy and
personal initiative. Encourage students to think about
how they would survive on Mars, how it might feel if they
were alone up there, and how they could make life on
Mars easier and more pleasant.
© Oxford University Press 2018 PHOTOCOPIABLE
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acknowledgements
Stories written by: Katherine Bilsborough; Steve Bilsborough
Teacher’s Guide notes: Tamzin Thompson
Illustrations by: Alida Massari pp.1, 2; Richard Watson/The Bright Agency pp.4,
5; Andy Elkerton/Sylvie Poggio Artists Agency pp.7, 8.