Lighthouse 5 - TB

For centuries, lighthouses have guided ships in their travels and they continue
to light the way in our modern world. Similarly, the six-level series
aims to guide primary students through the sometimes-rough seas of their
adventure in learning English. It seamlessly integrates modern language teaching
practices with traditional classroom needs, helping students successfully navigate
Tea
through reading, writing, listening, speaking and grammar, to be able to use
English in real life.
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Special features:
Combines a structural grammatical-based programme with a functional
syllabus to promote communicative language use across the four skill areas.
Teachers Book 5
Provides ample opportunity for students to understand and use the language at
he
their own pace.
Offers frequent pair and group work activities to build students confidence
rs
and independence.
Includes an easy-to-follow self-evaluation for students at the end of each unit.
B oo
Offers a variety of dynamic materials and activities, including songs, chants,
stickers, games and craft projects. Even the homework is fun!
Promotes universal values and celebrates cultural differences through a
variety of colourful, in-class craft activities.
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Components:
Students Book + Students CD-ROM
Activity Book
Teachers Book + Class CDs

Teachers Resource CD-ROM
Richmond Readers Michael Downie David Gray Juan Manuel Jimnez

Downie, Michael
58 St Aldates Lighthouse 5 Teachers Book / Michael Downie ; David
Oxford OX1 1ST Gray ; Juan Manuel Jimnez. - 1a ed. - Buenos Aires :
United Kingdom Santillana, 2013.
144 p. + CD-ROM ; 28x22 cm.
2013 Ediciones Santillana, S.A.
Leandro N. Alem 720 ISBN 978-950-46-3601-4
C1001AAP Buenos Aires, Argentina
1. Enseanza de Ingls. I. Gray, David II. Jimnez,
Juan Manuel
Michael Downie, David Gray, Juan Manuel Jimnez CDD 420.7
Santillana Educacin, S.L. / Richmond Publishing 2011
ISBN: 978-950-46-3601-4
Music and Recordings: Bobally Records
Publisher: Mabel Manzano

Publishing Director: Alicia Becker, Vicki Caballero Anderson
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Cover Photograph: Ingram Publishing
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Photos:
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ARCHIVO SANTILLANA
This Teachers Book includes Audio CDs.
Queda hecho el depsito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
First Edition Published 2013
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission
in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will
correct any involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de diciembre de 2013, en Artes Grficas Color Efe, Paso 192,
Avellaneda, Provincia de Buenos Aires, Repblica Argentina.
Te
ach
ers Book
Michael Downie David Gray Juan Manuel Jimnez

Contents Introduction 3 7 Time for a game 10
Scope & sequence 89 Associated reading 11
Units Overview Unit 1 12 13

Unit 1 14 23
Overview Unit 2 24 25
Unit 2 26 35
Unit 3 38 47
Unit 4 50 59
Unit 5 62 71
Unit 6 74 83
Unit 7 86 95
Unit 8 98 107

Unit 9 110 119
Activity Book with answers

Contents
Unit 1 . . . . . . . . . . . . . . . 120 122 Unit 7. . . . . . . . . . . . . . . . 135 137
Unit 2. . . . . . . . . . . . . . . . 123 124 Unit 8. . . . . . . . . . . . . . . . 138 139
2 Unit 3. . . . . . . . . . . . . . . . 125 127 Unit 9. . . . . . . . . . . . . . . . 140 142
Unit 4. . . . . . . . . . . . . . . . 128 129 My spelling practice . . . . . . . .. . . 143
Unit 5. . . . . . . . . . . . . . . . 130 132 Track List . . . . . . . . . . . . . . . . . 144

Unit 6. . . . . . . . . . . . . . . . 133 134
Introduction
Lighthouse approach
is a six-level series for primary learners. also gives students lots of opportunities to
It combines a structural grammar-based course with a understand and use the language for themselves and
functional syllabus to promote communicative language at their own pace. It promotes interaction through pair
use in reading, speaking, listening and writing. and group work. Students build up their independence
by helping and learning from each other. It establishes
introduces and practises the main the right kind of environment for all types of students to
grammar and vocabulary items, taking into enjoy learning English.
consideration learners individual needs.
Language
Students Book presentation
consists of 9 units with 10 pages each opens with a model
is clearly organised and consistent sentence and then
includes a pictionary for all new vocabulary Stickers is clearly explained
provide dynamic on two pages.
interaction
Unit opener with textbook
activities.
presents new words
in such a way that
students discover
their meaning
independently.
Chant
practises
the new
structure and
the grammar
provides useful
rule.
everyday English
expressions
related to the Time to practise! shows examples of
theme of the unit.
gives students the new grammar
the opportunity to structures along with
Introduction
review the new a task for students.
structure and
vocabulary.
Pair work
is introduced in Time to write 3
the series as a helps students
special feature so develop
that students can their writing
communicate with skills through
each other more manageable,
effectively. step-by-step tasks.
Introduction
introduces students
to information
about other cultures
The lighthouse through a series of
keepers story motivating texts and
activities.
contains texts appropriate to
students age, interests and
language level. They are
presented by the
keepers, Joe and Sally. The
texts are fully developed
through Before and After
you read sections.
Pictionary
provides audio
and visual support
to help students to
actively review
the new words in
each unit.
Activity Book
provides grammar and vocabulary reinforcement
the first eight pages of each unit shadow the material covered in the Students Book
the last two pages offer self-evaluation tasks and a project to be done with the family
Check what My project

you know! gives family
is a part of the Time to check page. members an
It helps students to evaluate their opportunity to get
progress at the end of each unit. involved in students
There is no writing involved, so it is learning in an
quick and easy and allows teachers enjoyable way.
to identify students who need help.
Introduction
Students evaluate themselves by

completing the faces:
My spelling
practice
includes crossword puzzles
4 and wordsearches with
a selection of words from
the unit. In solving them,
students reinforce the
written form of vocabulary
taught in each unit.
Teachers Book
is very clear and easy to use
includes all the Students Book answers in every lesson page
shows reduced pages from the Activity Book with answers
Objectives
lists new vocabulary highlight the
with phonetic target language
transcriptions and a for each unit.
space to write the words
in your own language.
Teaching tip
suggests different
strategies to create
an effective learning
environment.
summarises the
grammar items
taught in the
unit; gives easy
explanations for each
structure.
Basic
competences
list competences that
students will accomplish
in every lesson. They focus
highlights the on educating the children
expressions as a whole, helping them
The lighthouse
Introduction
presented in also develop interpersonal
the unit. keepers story and learning to learn
competences, among
tells you the title others.
of the unit story;
the picture of the
lighthouse keepers Unit value
relates to the theme
of the unit.
can be found in 5
the ; it is a craft
activity to make
the value more
meaningful to
children.
Introduction
Activities within the sections Wrap-up
personalises and
consolidates the
War m-up language and
concepts practised
establishes a in the lesson.
nonthreatening
atmosphere in the
classroom.
Transcripts
indicates the end are provided for
of a lesson when all the listening
there is more than activities except
one lesson on a when the text is
page. present in the
Students Book.
Icons
allow for quick
identification
of time and
Teachers Book icons components
needed for each
Activity Book activity.
Activity time
Craft activity
Teachers Resource
CD-ROM
Teaching tip Key to phonetic transcripts

Introduction
Time for a game Consonants: Vowels:

p pink Z treasure I fish up
1 Time for a test b ball h hello i tree eI train
t talk tS chalk cat U phone
d doll dZ bridge A car aI bike
k cave m man clock aU owl
g give n now O horse OI boy
6 v vase N song father I ear
T think w with U look e hair
this r rock u flute U tour
s salt l live bird
z zebra j you e egg divides syllables
S short " stressed syllable
Class CDs
The teachers are provided with a complete
audio set containing all the songs, listening
activities, and stories in each level.

The Teachers Resource CD-ROM contains
a wealth of printable and photocopiable
worksheets divided into sections:
Celebrations
Richmond Primary Reader
Tests
Values
Vocabulary lists
Young Learner and Trinity Exams tips
Grammar activities
Celebrations Tests
can be found in the ; can be found in the ;
these three-step activities foster each test consists of three
cooperation and teamwork. pages that evaluate the
Students work together in grammar and vocabulary,
three teams to complete as well as reading
different parts of each activity. strategies from the unit.
Then, they assemble the
finished parts to create a
classroom decoration. Introduction
Students CD-ROM 7
includes lots of fun activities to

do at home to consolidate the
language learned at school
Scope and sequence
Unit Light on reading
Have to: Do you have to

Job accessories: broom, bucket, feather duster, vacuum the carpet? No, I
rubbish bin, lead, mop, duster, vacuum cleaner dont have to vacuum the Surprise!
Jobs: dust the furniture, make the bed, mop the carpet. I have to walk the
1
floor, set the table, sweep the floor, take out the dog. Does your dad have to
rubbish, vacuum the carpet, walk the dog, do the set the table? No, he doesnt
washing-up have to set the table. He has
I can help at to vacuum the carpet.
home! Before / after: Wash the
paintbrushes after you Morocco
Hurry up! Take your time! Dont forget the bucket. paint. Clean your work
Remember the lead. area before you leave.
Dates: I visited Rome on

Roman buildings: amphitheatre, aqueduct, 23rd August. I was born in
fountain, public bath, road, temple, theatre 1949. I started school on The sword and
2 Roman society: citizen, emperor, gladiator,

philosopher, scribe, senator, slave, soldier
5th September, 1955.
Adverbs: They cheered
the lions
Ancient loudly. They could retire

Rome happily. They worked
hard. They fought well.
Did you know that? Can you believe that? Really? Ancient
I cant believe it! I didnt know that! Rome
Comparatives (long
adjectives): Surfing is
Natural disasters: drought, earthquake, A true story
more dangerous than
eruption, flood, hurricane, tornado, tsunami
3 Adjectives: dangerous, destructive, frightening,
powerful, raging, violent, volcanic
sailing. Some sports are
more extreme than others.
The power Superlatives (long
Scope and sequence
of nature adjectives): The most

powerful hurricane in 2005
was Katrina. The most Mexico
Be careful! Stay calm! Watch out! Dont panic!
violent earthquake in 1985
was in Mexico City.
Will (spontaneous
Party accessories: cup, decoration, fork, invitation, decisions): Who will
help? Ill prepare the What a day!
knife, napkin, plate, snack, spoon
Party arrangements: bake the cake, get the games snacks. Well blow up
8
4 ready, bow up the balloons, choose the music,
pour the drinks, prepare the snacks, put up the
the balloons. Will you
help? Yes, I will. Will
Lets have decorations, send the invitations you prepare the
a party! snacks? No, I wont be
able to.
Ireland
Have we got everything? Yes, everythings
ready! Where is everybody? Dont worry. Its
still early. I cant find any napkins. I looked
everywhere! Look in the bags.
Unit Light on reading
How long: How long

Countries: China, France, Great Britain, Italy, Japan, does it take to prepare? A lucky apple pie!
Mexico, Spain, the United States It takes 35 minutes.
5 Nationalities: American, British, Chinese, French,

Italian, Japanese, Mexican, Spanish
How often: How often
do you eat fruit? Every
International Kitchen actions: bake, boil, chop, fry, grill, peel, slice, stir day. How often does
cuisine she do exercise? Once
a week.
Children are welcome here. Taking pictures is allowed. Nepal
Dogs arent allowed here. Smoking isnt allowed.
Reported speech
Crime scene: detective, evidence, fingerprint, (present) with say: He
footprint, magnifying glass, mask, thief, witness says shes pretty. She
6
A cheesy mystery
Detective work: arrest the suspects, check alibis, says shes tall. They
find proof, interview witnesses, look for clues, say shes intelligent.
Modern process the evidence He says hes from the
detectives planet Zog. He says
they come in peace.
He says we can visit Bermuda
Can I ask you some questions? Sure! No, I dont think so.
Go ahead. No comment. the spaceship.
Will (uncertain
Restaurant: bill, credit card, customer, menu, pepper, predictions): Will cars
salt, waiter, waitress fly? Yes, they will. No, A dream come true!
Menu: apple pie with ice cream, chicken broth, chocolate they wont. Will we
brownie, cream of potato soup, cream of sweet corn soup,
7 desserts, fried fish and salad, grilled steak with peas,
lemon sorbet, main course, mango mousse, mushroom
go on holiday to the
moon? Yes, we will.
No, we wont. What
Future soup, roast chicken with carrots, spaghetti with tomato will I be? A famous
world sauce, starters musician. Where will Russia
she live? On a new
planet.
Are you ready to order? Yes, Id like some soup, please.
Anything else? A pizza, please. Can I have the bill,
please? Right away.
Zero conditional: If
Scope and sequence

Science: atom, battery, chemicals, light bulb, magnet, you mix blue and yellow
8 microscope, test tubes, thermometer, wire paint, you get green A frosty invention
Verbs: add, attach, disappear, evaporate, fill, float, paint. If you heat water
form, hang, sink, squeeze, suck to 100 degrees, it boils.
Experiments If the insect touches the
are fun! plant, it eats it.
Not enough / too:
How does it work? Here, let me show you. Lets read Scandinavian
Its not hot enough. Its
the instructions. I have no idea! Peninsula
too cold.
Might (future
Theatre: audience, character, curtain, director, play, possibility): I might A happy ending? 9
9
programme, prop, script, setting, spotlight, stage win three or four
Theatre actions: laugh at, pick up, point at, put on, Oscars. He might not
run away from, take off, turn off, turn on live in Hollywood.
On stage Going to (predictions Indonesia
based on evidence):
Theyre delighted. Shes unhappy. Hes terrified. The clouds are black.
Hes furious. Were frustrated. Its going to rain.
Level 5
5
Call my bluff Invisible drawings

Divide the class into teams. Give each team a Draw a word or sentence in the air. Students
word and a written definition of its meaning. Each guess what it is. Divide the class into five groups.
team writes two false definitions of the word. Then, Students take turns drawing words or sentences in
they read their word and the three definitions the air and guessing what they are.
to the class. The other teams guess which is the
correct meaning. The first team to guess correctly Making faces
wins a point. Students make faces to represent language or
situations in the book. Other students on their team
Catch me if you can guess what they are showing. They continue until
Materials: Five sheets of paper rolled up into a all students have participated.
ball.
Divide the class into five groups and give each
Mime it!
group a ball. Tell the class what they are going to Divide students into teams. Together, they mime a
say every time they get the ball. Then, one student word, phrase or sentence. The first team to guess
in each group says the sentence you indicate what it is wins a point. Continue with other teams.
and throws the ball to another member of his /
her group. This student says his / her sentence Slow motion
and throws the ball to another student. Students Divide students into pairs. One student starts
continue until all the members of each group have acting out a word, phrase or dialogue with the
participated. other student in slow motion as he / she speaks.
The other student continues the dialogue or says
Correct it! another word or phrase in slow motion.
Divide the class into teams. Write a word, phrase
or sentence on the board. Each team must decide Spelling race
if it is correct or not. If it is not correct, they must Divide students into teams and get them to form
identify the mistake and correct it. Teams get a lines at the board. The first student from each team
point if they guess correctly that a word, phrase or takes a board pen. The second spells a word to
sentence is correct or incorrect. They get another him / her. Then, they go to the end of the line. The
point if they can correct it. The team with the most
Time for a game
third student checks the word and marks it with 3

points at the end wins. if it is correct. If not, he / she corrects it. Students
continue in this pattern until their team has got five
Dance it! words on the board. The first team with five correct
Divide students into teams. They invent a dance words wins.
action to represent a scene of a story or other
information in the unit. The first team to guess
what it is wins a point. Continue with other teams.
10
Escape artist!
Divide students into teams. Together, they mime
that they are trying to escape from something. The
first team to guess what it is wins a point. Continue
with other teams.
Associated reading
Richmond Primary Readers
The reader recommended for this level is
Mystery Island. This is available in book format
and also as an APP. There are photocopiable
worksheets available in the Lighthouse 5
Teachers Resource CD-ROM, along with
teachers notes and answers. These worksheets
together with the readers audio are also
available at www.richmond.com.ar
Richmond Interactive Digital Practice Tests
Associated reading
Interactive activities and tests in the
Interactive Digital Practice Tests Book
that can help prepare students for
the Flyers Young Learners Exams.
11
1 I help at home!
Objectives:
learn words for household job accessories and household jobs
practise expressions about household jobs
talk about obligations using have to
show sequence using before and after
Job accessories Jobs

broom /brum/ ____________ do the washing-up /du D "wSIN p/ ______
bucket /"bkIt/ ____________ dust the furniture /dst D "fnItS/ ______
duster /"dst/ ____________ make the bed /meIk D bed/ ______
feather duster /"feD "dst/ ____________ mop the floor /mp D flO/ ______
lead /lid/ ____________ set the table /set D "teIbl/ ______
mop /mp/ ____________ sweep the floor /swip D flO/ ______
rubbish bin /"rbIS bIn/ ____________ take out the rubbish /teIk aUt D "rbIS/ ______
vacuum cleaner /"vkjum "klin/ ____________ vacuum the carpet /"vkjum D "kApIt/ ______
walk the dog /wOk D dg/ ______
Have to Before and after

We use the structure subject + have to + verb to We use before and after to indicate the sequence
talk about obligations. We add Do or Does to form of actions. In this unit, we use before and after to
questions. For the negative form, we add do not / talk about which jobs we do first and which we do
does not (dont / doesnt). second.
The lighthouse keepers story

In this section, students will learn phrases and Surprise!
short exchanges used in everyday life.
Unit 1
In this unit, students will learn and practise

expressions for talking about helping at home.
Hurry up!
Take your time!
12 Dont forget the bucket.
Remember the lead.
Teaching tip Basic competences
Build students awareness about how their In this unit, students will develop:
actions in class contribute to their success in Competence in Learning to learn by reflecting
learning English. One way to do this is with a on attitudes towards classroom learning and
class contract: how actions in class contribute to success (TB p.
Invite students to say two or three things they 13)
can do to learn English more effectively:
Linguistic competence by identifying and
participate in class activities with confidence,
learning new household cleaning objects as
do homework, work in teams, etc.
well as functional language for reminding and
Write their ideas on the board.
giving orders (SB p. 4)
Get the class to vote for the six most useful
ideas and number them. Calculate the votes Linguistic competence by consolidating
by saying a number and getting students to put knowledge of vocabulary regarding cleaning
up their hands. Count the hands and write the and household activities (SB p. 5).
total next to the idea. Cultural and artistic competence through
Write Class Contract at the top of a sheet of creating and labelling a personalised clay
poster paper. Under that, write: This year, we figure that is doing a household job (SB p. 6).
agree to do these things to learn English better: Processing information and digital competence
Then, invite some volunteers to write the six in the classroom by participating in an
ideas the class voted for, beginning with the information gap activity about internet caf
most popular. rules (SB p. 7)
Finally, sign the contract with all of the students Interpersonal and civic competence by focusing
and display it on the bulletin board. on the topic of equality in the family when
cleaning (SB p. 8)
Linguistic competence by analysing and
Value: Helping out creating a short note (SB p. 9)
Helping out means doing your part to make a Mathematical competence by using a numerical
job less difficult. chart to rate the popularity of household
activities (SB p. 10)
Make a jigsaw puzzle. Linguistic competence by listening to and
reading a story while looking at drawings that
support contextual information (SB p. 11)
Knowledge and interaction with the physical
world by reading about Morocco and doing a
quiz on the information afterwards (SB p. 12)
Competence in Autonomy and personal
initiative by creating a personalised family job
chart (SB p. 13)
Unit 1
13
1 I help at home!
1 Stick the pictures and read. 15 Assign homework 5
AB page 4 ex. 1
Invite the class to look at the picture of the robot Additional homework
and describe what she is doing. Then, say This is For the next lesson, students write five household
Betty, the robot. Refer the class to the title of the unit job accessory words with scrambled letters in
and ask what you might have to help with at home: their notebooks.
cleaning, tidying, etc. Explain that Betty does these
jobs for the family. After that, tell students to use the
stickers for Activity 1 on page 4. Have students put
the stickers of the accessories in the appropriate
spaces according to their shape. When they have
finished, invite volunteers to read the new words. Do
not correct their pronunciation at this time. 20
Answer Key: Invite the class to look at the first expression
and the picture of the clock running. Have a
volunteer read the expression aloud and guess
its meaning. Explain that people say Hurry
up! to get other people to do actions faster.
Encourage students to say whether there is
a similar expression in their own language
and when they use it. Next, refer the class to
Take your time! Explain that people use this
expression to get people to do actions slowly
and carefully. Mime a household job and have
students say the expressions. When they say
Hurry up! or Take your time!, mime the action
faster or slower. After that, have the class look
at the remaining expressions. Explain that there
are two different expressions to tell people to
remember things. Invite a pair of volunteers
Unit 1 - Students Book page 4
to read the expressions. Encourage students

to give examples of things they need help to
remember: homework, lunchbox, etc. Finally,
ask students if they do anything special when
they want to remember something.
Listen and repeat. 1.1

10
Assign homework 5
Play track 1.1 and have students listen to each word AB page 4 ex. 2
and point to it. Then, play the CD again. Students listen
Additional homework
Students make a sign out of card that says Take
and repeat the words. Finally, play the CD for a third
your time! on one side and Hurry up! on the other.
time and invite students to repeat the words using a
They should bring their sign to the next lesson.
robots voice.
14 track 1.1
narrator: listen and repeat.
narrator: feather duster.
mop.
broom.
bucket.
lead.
duster.
vacuum cleaner.
rubbish bin.
1.3
2 Follow and read. 10
track
narrator: listen and number the pictures.
narrator: betty, were going out now and there are
Point to the heading and invite a volunteer to read lots of jobs to do. lets see hurry up and
it. Then, refer the class to the first picture and ask make the beds first. then, take your time
dusting the furniture. next, vacuum the
what it is: a vacuum cleaner. Get a volunteer to
carpet. when you finish that, dont forget
mime the action you do with the vacuum cleaner. to do the washing-up and walk the dog.
Next, tell students to follow the line to the phrase. finally, remember to take out the rubbish.
Say: Look, hes vacuuming the carpet. Continue

with the other actions in the same way. Answer Key:
Answer Key:

10
Material: Students signs from the previous

Additional homework.
Play track 1.2 and have students listen to the new
phrases and repeat them. Then, get students to
take out their signs and assign groups. Tell them
to take turns telling each other jobs to mime. They
should use their signs to get the person to mime

the activity faster or slower.
track 1.2 Unscramble the expressions. 10

narrator: vacuum the carpet. Students write the expressions. When they are
take out the rubbish.
finished, have them compare their answers with
do the washing-up.
mop the floor. a friend. Check by asking volunteers to read the
make the bed. expressions aloud.
dust the furniture.

sweep the floor.
set the table.
Answer Key:
walk the dog. Hurry up and sweep the floor.
Take your time setting the table.
Dont forget to mop the floor.
3 Listen and number
the pictures. 1.3
10
Ask students to look at the pictures and say what

Betty is doing in each. Then, play track 1.3.
Assign homework 5 15
AB page 5
Students listen and number the jobs in the order Additional homework
that they hear them. When they finish, invite them Pictionary pages 94 and 95. Students identify the
to compare their answers with a friend. Check as pictures and write the corresponding words or
a class by saying the number and getting students phrases. Then, they write a sentence for each.
to give the corresponding jobs. Finally, they listen to the words and phrases in
this units section of the CD in class.
I have to mop the floor
1 Listen and mark (3). 1.4
10 2 Listen and chant. 1.5
15
Get students to look at the table and explain that it Invite students to look at the picture and say what it is: an
shows the jobs that people do in Zoes house. Have alarm clock. Ask why people use alarm clocks: to wake
them look at the pictures and say who these people up on time. Then, refer the class to the title of the chant.
are: Zoe, her dad and her mum. Then, play track Ask them to guess what the chant is about. Accept all
1.4 and invite students to mark who does which job. answers. After that, play track 1.5 and have students
Check as a class by saying the name of a family listen and follow along in their books. Ask whether or
member and eliciting his / her jobs. not the children have to go to school today and why: No,
they dont. Because its Saturday. Then, divide the class
track 1.4 into two groups. They take turns chanting pairs of lines
narrator: listen and mark. with the CD. Then, switch roles and do the chant again.
boy: zoe, can i ask you some questions about your jobs at home?
Finally, have the whole class chant all the lines together.
zoe: sure!
boy: do you have to make your bed?
zoe: yes, i do. and i have to set the table before lunch.
boy: what about your mum? 10
zoe: she has to vacuum the carpet.
boy: does she have to do the washing-up? Invite some volunteers to read the first question and
zoe: no, my dad does that. but she usually has to take out the the two answers aloud. Explain that we use have
rubbish and dust the furniture.
to when it is important for us to do something. Point
boy: does your dad have to do anything else?
zoe: yes, he has to mop the floor. he has to walk the dog, too.
out that we make the question and negative with do
/ dont have to. Then, have another volunteer read
Answer Key: the second question and its answers aloud. Ask
students why we use has to: Because we are talking
about another person. Point out that we use has to
only in affirmative sentences. To form the question
and negative we use does / doesnt have to.
Complete about you. 10
Refer the class to the incomplete sentences about

jobs to help at home. Have them complete the
sentences according to what they and their family

members have to do. They should use the correct
Now ask a friend and mark (3). 15 form of have to. When they are finished, invite
Invite two volunteers to read the dialogue aloud. Then, some students to read their sentences aloud.
refer students to the photos of the household objects. Elicit Answer Key:
the names of the different jobs related to each photo.
Students own answers.
After that, divide the class into pairs. Students take turns
asking each other about the jobs they do and marking
the boxes. Finally, name each job and get students to put
up their hands if they have to do that at home.
Spelling race (see page 10) 10
Answer Key: Now play Spelling race with household
Students own answers. jobs vocabulary. Have fun!
16 Assign homework 5
AB page 6 ex. 1
Additional homework Assign homework 5
In their notebooks, students draw a person doing AB page 6 ex. 2
Additional homework
something to help at home. Then, they stick a
Students use modelling clay to make a figure
magazine cutout of a head on the body of their
doing a household job. Then, they put the figure
drawing. Finally, they write a dialogue between
on a piece of cardboard and label it: I have to
the person and themselves: Do you have to (walk
(walk the dog).
the dog)? Yes, I do.
3 Read and stick. 20 5

Tell students to use the stickers for Activity 3 on page Invite a volunteer to read the first rule aloud.
7 and refer students to the bulletin board of art camp Have students point to action 2 and action
rules. Then, invite a volunteer to read the first rule 1 in Activity 1. Explain that we put action 2
aloud and point out the two actions: prepare / start. first when we use after. Do the same with the
Get students to hold up the stickers that go with this second rule and explain that we use action 1
rule. Ask them which action comes first and have first when we use before.
them put it in the space marked 1. Then, they put the
second sticker in the space marked 2. Do the same Number the actions. 5
for the other three rules. Then, invite them to point to Have students read the incomplete sentences
the words before and after. Get a volunteer to say and number the actions 1 or 2. Check by
what word we use to talk about actions that come saying action 1 to elicit the first action for each
first (before) and second (after). Finally, write pairs of sentence. Do the same with action 2.
actions on the board and invite volunteers to come
up and write before or after next to them: get up / Complete the sentences. 5
have breakfast; get dressed / have a shower.
Students complete the sentences with before or
Answer Key: after. Check by getting volunteers to read the
completed sentences aloud.
Answer Key:
Make your bed before you go to school.
Do the washing up after you eat your lunch.
Pair work 15
Ask students if they have ever been to an

internet caf and what people do there: They
pay to use a computer. They can chat online,
search the internet or print documents.

Then, divide the class into pairs: student A
and student B. Student A looks at page 112
and student B looks at page 116. Students
take turns dictating the internet caf rules
Talk about the camp rules with a friend. 10
to their friend. Tell them to spell any words
Divide the class into pairs. Invite a volunteer to read their friend does not know. When they
what the girl says about a camp rule. Then, get pairs are finished, encourage them to compare
to take turns talking about the remaining rules. books to check.
Assign homework 5
AB page 7 ex. 1
Additional homework Assign homework 5
AB page 7 ex. 2
In their notebooks, students draw a picture of Additional homework
their bedroom before they clean it and after they In their notebooks, students write five rules for
clean it. They label the pictures Before and After. helping at home, one with after and one with 17
Encourage them to use as much detail as possible. before. They use the examples in Light on
grammar as models.
Time to practise!
1 Follow and draw the paths. 5 3 Sing a song. 1.6
15
Refer students to the pictures of the family members Ask students what they do at the weekend. Then, play
and invite volunteers to read who they are. Then, get track 1.6 and have them listen and follow along in
them to identify the household jobs in the pictures. their books. Ask if the singers are happy or sad and
Finally, have them follow the lines and draw the why: Theyre happy. Because its the weekend. They
paths connecting each person to his / her job. dont have to do any jobs. Explain that chill out means
relax and hang out means spend time with friends.
Answer Key: Ask students if they enjoy chilling out and hanging
out. Then, play the CD again and invite the class to
sing along. Sing the song two or three more times
until students feel confident.
Assign homework 5
AB page 8 ex. 2
Additional homework
In their notebooks, students draw an award
for the person who helps the most or does the
most jobs in their household.
Look and answer the questions. 10
Divide the class into pairs. Ask Does Dad have to

walk the dog? Students look at Dads path and
answer: No, he doesnt. Have them write the answer
on the line. After that, students answer the rest of the
questions together. Check by reading the questions
aloud for volunteers to answer.
Answer Key:
1. No, he doesnt.
2. No, she doesnt.
3. Yes, she does.
4. Yes, he does.
5. No, she doesnt.
6. No, he doesnt.
2 Play a guessing game with a friend. 15
Refer the class to the dialogue and invite a pair of

volunteers to read it aloud. Then, mime doing a
household job. Encourage students to ask Do you
have to (take out the rubbish)? If they ask about the
job you are doing, say Yes, I do. If not, say No, I dont.
Continue until they guess the job by asking the correct
question. Next, divide the class into pairs. Have them
take turns miming and asking about household jobs.
When they are finished, invite some volunteers to
18 mime household jobs for the class to guess.
Assign homework 5
AB page 8 ex. 1
Additional homework
Students make a sculpture to represent a
household job using common household items.
Time to write
1 Read and number the jobs. 10 Bulletin board idea 15
Have the class look at the note to Peter and ask them if Materials: One sheet of poster paper per group, one
their family members write messages to each other. Elicit half-sheet of card, magazine cutouts, coloured felt-
what they write them about. Next, refer students to the tip pens, glue.
pictures and get them to say the jobs. Then, tell the class to Invite students to name classroom jobs: wipe the
read the note and number the pictures. Check by saying a board, put rubbish in the rubbish bin, arrange
number to elicit each job. Finally, point out Remember to..., the desks, collect the worksheets, hand out the
Dont forget to... and before and after in the note. worksheets, water the plants, etc. Then, divide the
class into five groups and hand out the materials.
Answer Key: Assign each group a job to illustrate. When they are
finished, collect the posters and display them on the
bulletin board. After that, have groups write their
names on the sheet of card. They should put their
names next to the job they illustrated. Encourage
groups to do those jobs during the next week. After
that, switch jobs each week. Make sure to make them
fun and exciting.
Look and complete the note. 10
Have students look at the pictures and say what Karens

jobs are. Then, read the beginning of the note aloud Assign homework 5
and elicit what the first instruction is: First, make your
bed. After that, tell students to complete the note. When AB page 9
they are finished, encourage them to compare what
they have written with a friend. Finally, check by asking
volunteers to read their notes aloud.
Answer Key:
Karen,

Remember to do your jobs!
First, make your bed.
Then, please do the washing-up before you vacuum the
carpet.
Take your time - its very dirty! After you finish, dont
forget to take out the rubbish.
And finally, walk the dog.
Mum
2 Now write a note for a family

member. 10
Ask students who they want to write their note to.
Then, invite students to say how they are going to start
their note: (Miguel), remember to do your jobs! First
Get students to write their notes individually. Remind 19
them to use the other notes on this page as a guide.
When they are finished, encourage them to compare
what they have written with a friend. Finally, ask some
volunteers to read their notes aloud.
Answer Key:
Before you read 15 Now read the story in groups. 10
Rate the household jobs.
Divide the class into groups of three and assign the
Ask students what their favourite roles of the narrator, Carol and Todd. The narrator
household job is. Then, ask them what their least also reads the role of the twins parents. Tell them to
favourite job is. After that, point out the scale read and act out the story. When they are finished,
and the list of jobs in their books and explain have students switch roles and read the story again.
that they should number the jobs in order from Finally, ask some volunteers to act out the story for
the most boring to the most fun. When they are the rest of the class.
finished, read the jobs aloud. Students say the
number that they wrote for each one. Finally, ask
volunteers which jobs are the most and the least Assign homework 5
popular in the class. AB page 10
Additional homework
Answer Key: In their notebooks, students write a short note of
advice for Carol and Todd: Carol and Todd, You
have to clean the house before you watch TV. /
You have to hurry up! / Make the house look nice
before your mum comes home!, etc.
1 Listen to the first part of
the story. 1.7
20
Invite the class to look at the pictures and say what

this type of story is called: a comic. Ask them if they
like to read comics and why. Then, tell students
to close their books. Write these questions on the
board:
What are the childrens names?
What do they like?
What do they dislike?
Whats the special event?
Whats the childrens plan?

Play track 1.7 and have students listen for the
answers. After that, encourage volunteers to write
the answers on the board. Play the CD again and
ask the class whether the answers are correct.
Elicit corrections if necessary. Next, write twins,
surprise and behave yourselves on the board. Get
students to open their books. Play the CD again
and ask them to find and underline in their books
the words that are written on the board and guess
what they mean. Then, invite volunteers to explain
the meanings of the words. Use a dictionary if
necessary. Finally, invite students to say what
happened in the story in their own words and guess
what will happen next.
20
2 Listen to the second part of

the story. 1.8
10
Value: Helping out
Make a jigsaw puzzle. 15
Ask students what happened in the first part of the
Materials: One photocopy of craft template 1a
story and whether or not Carol and Todds mum is
and 1b (see the Values Section on the Teachers
going to have a good birthday surprise. Then, play
Resource CD-ROM) per student, two sheets
track 1.8. Students listen and follow along in their
of letter-sized card per student, sticky tape,
books. Ask if their predictions were correct.
coloured pencils, scissors, glue.
Now read the story in groups. 10 Invite students to name ways that they can
help other people: cleaning the house,
Divide the class into groups of three and assign carrying things, showing someone how to
roles. The narrator reads the role of the childrens do something, etc. Encourage them to give
mum. Students read and act out the story. When examples of other ways that they can help
they are finished, ask some groups to act out the people and ways that people help them. Next,
story for the rest of the class. hand out the materials. Tell students to tape
the two pieces of card together along the long
edge. Then, have them colour the templates
and cut out the puzzle pieces. When they are
After you read 10 finished, they exchange puzzles with a friend.
Draw the perfect present for your Students put their friends puzzle together on
the card. After that, they return the puzzles
mums birthday.
and stick the pieces onto the card. Finally,
Encourage students to close their eyes and elicit ways that the people in the puzzle are
think what present would make their mum helping out: cleaning the classroom, teaching
really happy. Remind them that it doesnt have someone how to roller skate, doing the
to be something they buy, it can be an action washing-up, etc.
or something that they make by themselves.
Then, invite students to draw that present in the
drawing box. When they are finished, encourage
them to compare pictures with a friend and tell Assign homework 5
him / her why they decided to draw it.
Answer Key: AB page 11
21
Warm-up: Lets talk about Morocco 10 Invite volunteers to circle the words that they
Materials: A map of the world, photos of a think are about Morocco. Accept all answers.
traditional Marrakesh street, Moroccan carpets, a After that, pass around the photos and explain
market,a landscape, a Moroccan ferry. that Morocco has got a very old culture. Morocco
Display the map and have a volunteer come and is famous for its beautiful carpets and also for
point to Morocco. Encourage the class to help. being very dry. Many European tourists go to
Invite students to say anything they know about Morocco by ferry. A ferry is a type of boat that
Morocco: Its in Africa. Its near Spain. Then, takes people and sometimes cars from one place
write these words and phrases on the board: the to another. People come in ferries from Spain,
Sahara Desert, the Himalayas, Islam, the Amazon France, Great Britain, and Italy. The trip to
River, Rabat, Arabic, French. Morocco from Spain is very short. On a very fast
ferry, it only takes 35 minutes!
Read and do the quiz. 25
Get the class to look at the pictures and guess AB page 12 15

what information they will find in the text. Then,
ask volunteers to read the Country quiz: Morocco Check what you know!
questions aloud. Explain the meaning of any words Divide the class into pairs. One student mimes
if necessary. After that, tell the class to read the a household job. Their friend asks: Do you have
texts individually and write their answers on the to (mop the floor)? The first student answers
lines below. When they are finished, they compare Yes, I do for a correct guess or No, I dont for an
answers with a friend. Check as a class by reading incorrect guess. Next, students make true / false
the questions aloud and inviting volunteers to read sentences about jobs at home or at school. The
the answers aloud. Encourage them to say where sentences should include before or after: You
they found the answers in the text. Next, refer the have to make your bed before you go to school.
class to the pictures and ask them what they show: Their friend says whether the sentences are
a big city (Casablanca, Marrakesh, Fez or Rabat); true or false. Finally, ask the class to complete
people at a market; people wearing djellabas and the faces according to how they feel about what
dancing during Mouloud; people eating at home; they know.

camels in the desert. After that, have students look
again at the words on the board and elicit the ones
that are about Morocco: the Sahara Desert, Islam,
Rabat, Arabic and French. Finally, ask students
how people greet each other in Morocco: They
shake hands and say Marhaba! or Bonjour! Tell
students to stand up and greet each other in the
same way.
Answer Key:
22
Read and number the pictures. 20
Assign homework 5
Tell students to look at the pictures and say what the AB page 13
Additional homework
girl is doing. Then, have them read the texts
individually and number the pictures. When they My project
are finished, encourage them to compare answers
Make a family job chart.
with a friend. After that, check as a class by giving a
number for volunteers to describe the corresponding Materials: One piece of card per student,
action. Finally, ask them how Bainas life is similar to a ruler, photos of family members, an
theirs and how it is different. envelope.
Invite the class to look at My project and tell
Answer Key: them the main materials for the craft. Point out
the icons and explain the additional materials
that they need. Then, go through each step
with them. Finally, remind them that they can
do their project with the help of their family.
A friendly reminder
1 It is advisable to create a stress-free
and supportive environment for taking
a test. Before students are assessed, they should
review the unit vocabulary with My spelling
practice on page 94 and the Time to check section
on page 12 in the Activity Book. During the
evaluation:
read the instructions for the first activity with
students
read the example and clarify doubts

ask a volunteer for another example

assign time to complete the exercise
Look and read this Moroccan proverb. 5 read the instructions for the next activity, etc.
Explain that Arabic has got a different alphabet and

that people read it from right to left. Get students to
try to write their names in the air from right to left.
Then, have students trace the Arabic text from right
to left with a pencil. Next, get a volunteer to read the
English translation of the proverb aloud.
Discuss its meaning with a friend. 10
Invite volunteers to explain the meaning of the

proverb. Point out that in this proverb, light means
the opposite of heavy. Finally, explain that jobs are
easier to do when lots of people help.
23
Correct it! (see page 10) 10

Now play Correct it! with words from
the texts about Morocco. Have fun!
2 Ancient Rome
Objectives:
learn words for Roman buildings and people in Roman society
practise expressions to react to amazing facts
learn how to write and say dates
learn how to form and use adverbs
Roman buildings Roman society

amphitheatre /"mfITIt/ ____________ citizen /"sItIzn/ ____________
aqueduct /"kwdkt/ ____________ emperor /"empr/ ____________
fountain /"faUntIn/ ____________ gladiator /"gldIeIt/ ____________
public bath /"pblIk bAT/ ____________ philosopher /fI"lsf/ ____________
road /rUd/ ____________ scribe /skraIb/ ____________
temple /"templ/ ____________ senator /"sent/ ____________
theatre /"TIt/ ____________ slave /sleIv/ ____________
soldier /"saUldZ/ ____________
Dates Adverbs
When we talk about dates, we use on + the date We usually use adverbs to give more information
in ordinal numbers + the month + the year: on 18th about actions. They often come after the verb in
February, 2009. We can also use the date without a sentence. To form many adverbs, we add -ly to
the year: on 18th February. When we speak we use the adjective: slowly. If the adjective ends in -y,
the words of and the: on the 18th of February. When we change it to -ily: luckily. In some cases, the
we write we leave them out.When we talk about adjective stays the same or becomes a different
years, we use in + the year: in 2010. word: fast; goodwell.
Unit 2

In this section, students will learn phrases and The sword and the lions
24 expressions to react to amazing facts.
Did you know that?
Can you believe that?
Really? I cant believe it!
I didnt know that!
It is important that students realize that English In this unit, students will develop:
is a vehicle for exploring the world. The Light Competence in Processing digital information
up the world pages in Lighthouse make a good in the classroom by using the internet to explore
starting point. In the case of this unit, ask them and find information on educational websites
where they can find information about Ancient (TB p. 25).
Rome. Encourage them to use the internet if
possible. There are lots of good educational Linguistic competence by identifying and
websites that are specially designed for children, learning different architectural contributions
for example: from the Romans as well as learning functional
http://www.historyforkids.org language for showing surprise and emphasis
http://www.factmonster.com (SB p. 14).
http://kids.nationalgeographic.com Linguistic competence by using functional
http://www.bbc.co.uk/schools/index.shtml language to show surprise when identifying
If you have access to computers at your school, different people and facts in Ancient Rome (SB
open one of these sites and show students how p. 15).
to find information there. In addition, you should Mathematical competence by practising talking
also show them how to type key words into a about different dates and diary events (SB p. 16).
children-friendly search engine (http://www. Cultural and artistic competence by reading
askforkids.com). Then, show them how to open facts about the lives of gladiators in Ancient
sites and look for the topic they are interested Rome and matching them to representative
in. Remember to give students the opportunity pictures (SB p. 17)
to share what they have found. One way to do
Linguistic competence by practising the
this is to have a Fascinating Facts poster space
adverbs they have learnt by filling the gaps in
on your bulletin board. Each week, a different
a newspaper, making sentences in a game with
group can write three fascinating facts that they
adverbs, and finally learning a chant about the
have found on the internet. Encourage them
Romans (SB p. 18).
to illustrate their facts and make sure they say
where they found the information. Since students Interpersonal and civic competence by reading
are free to choose information that is interesting two different texts about the same event and
to them, this can be one of the most popular choosing who wrote them: the slave or the
spaces on the bulletin board! Roman senator (SB p. 19).
Linguistic competence by listening and reading
a story aloud to their classmates (SB p. 20)
Competence in Learning to learn by creating a
Value: Learning from the past
Learning from the past picture and frame (SB p.
Learning from the past means thinking about 21).
mistakes and learning what they can teach us.
Competence in Knowledge and interaction with
Make a picture frame. the physical world by reading about Roman
occupation in Europe and filling in the gaps
about what resources came from different
countries (SB p. 22).
Unit 2

initiative by designing and making a
personalized mosaic for homework from the My
Project section of their books (SB p. 23)
25
2 Ancient Rome

Warm-up: Ten questions 20 track1.9
Invite the class to name famous people from the narrator: aqueduct.
past and write their names on the board. Then, amphitheatre.
choose one of the people and tell them they have theatre.
to guess who it is. They ask you Yes / No questions fountain.
to find out who you are: Were you a woman? road.

public bath.
Did you live in France? If they do not guess after temple
asking ten questions, they lose and you think of
another person. If they do, it is their turn to think
of someone from the board. After that, divide the Assign homework 5
class into five groups and have students take AB page 14 ex. 1
turns playing the game together. Additional homework
Students make a small Roman building with
modelling clay.
1 Stick the pictures and read. 10
Tell students to look at the picture and say what it

shows: The forum in ancient Rome. Explain that the
forum was the main meeting place in a Roman city.
Invite students to say anything they know about
ancient Rome. Then, tell students to usethe stickers for 20
Activity 1 on page 14. Students put the stickers in the
Invite a volunteer to read the first fact aloud and
spaces according to their shape. Check by reading
elicit the meaning of air conditioning. Then, ask
the names of the places aloud and having students
the class: Did you know that? Can you believe
point to each place.
that? Next, invite a different volunteer to read the
Answer Key: second headline aloud. Then, read the response
aloud: Really? I cant believe it! I didnt know
that! Finally, explain that both facts are true.
Romans used to circulate cold water through
pipes in the walls of their houses to cool the air.
Stuffed mice were a part of the menu at special

parties. Rich Romans also used to eat boiled
parrots and jellyfish omelettes! After that, ask
students what they say in their own language
to respond to amazing facts. Finally, read the
expressions again for students to repeat.
Assign homework 5
AB page 14 ex. 2
Additional homework
Students find an amazing fact online. Then, in
their notebooks, they draw a picture where they
tell another person about the fact. They should
10
write the dialogue in speech bubbles: Did you
26 Material: A piece of paper rolled into a ball. know the Romans didnt have tomatoes? Really?
Play track 1.9 and get students to repeat the words. I cant believe it!
Repeat several times. Next, say the name of a Roman
building and toss the ball to a student. The student
repeats the word, says a word for a different building
and tosses the ball to another student. Encourage
students to do this faster and faster. Continue until all
students have participated.
2 Find and count the
different people. 10
Refer students to the picture of the gladiator and ask React to the facts. 10
how many gladiators there are in the scene: two.
Have students write 2 in the box. Next, tell them to Read the first fact to the class and encourage
find and count the rest of the people and write the students to react: Really? I cant believe it! Then,
numbers in the boxes. When they finish, ask them divide the class into pairs. Tell students to take
what they think the different people used to do in turns reading the rest of the facts and reacting to
ancient Rome. them. Help with meaning if necessary.
Answer Key:
Wrap-up: I cant believe it! 5

Say a surprising fact about yourself: I play
the guitar in a rock band. Encourage students
to react: Really? I didnt know that! Invite
volunteers to continue with other surprising
facts.
Listen and check. 1.10
5
Play track 1.10. Have students listen and check their

answers. Check as a class by asking volunteers how Assign homework 5
many of each of the people they see. AB page 15
Additional homework
Pictionary pages 96 and 97. Students identify the
track1.10
narrator: listen and check.
pictures and write the corresponding words or
narrator: its a busy day in the forum. two gladiators phrases. Then, they write a sentence for each.
are going to fight in the amphitheatre. there Finally, they listen to the words and phrases in
are three senators in the forum. one is at this units section of the CD in class.
the temple talking to five citizens. another
one is talking to a citizen at the public bath.
another one is looking at three soldiers.
they want to go to the circus. four slaves
are carrying the emperor. there are two
philosophers. one philosopher is teaching
a group of boys by the fountain. another

philosopher is talking to himself. there are
two scribes in the forum writing letters.

10
Play track 1.11. Students listen and repeat. Then,

say what some of the people are doing: They are
carrying the emperor. Students say who the people
are: slaves. Continue in the same way for the rest of
the people.
track 1.11
gladiator.
senator.
citizen.
philosopher. 27
slave.
soldier.
emperor.
scribe.
On 24th July
is: the Colosseum. Explain that the Colosseum was an
1 Listen and number. 1.12
20
amphitheatre where people went to watch gladiator
Tell students to look at the picture of the boy and his fights. Then, play track 1.13 and have students listen
grandad. Ask what Grandad is doing: showing the and follow along in their books. Next, divide the class
boy his diary. Invite the class to say what a diary is: a into two groups. Groups chant alternate lines. Point
notebook that you write in every day. Tell them to read out the pronunciation of the dates: the first of May,
the texts from Grandads diary individually. Next, refer the second of May, the third of May, the fourth of May.
students to the dates in the table and explain that they Finally, have the whole class chant together.
should listen and number the texts according to the
dates. Then, play track 1.12 twice and have students
compare answers with a friend. Finally, check as a 10
class by saying a date and inviting volunteers to read
the corresponding correct extract aloud. Ask a volunteer to read the examples aloud.
Remind the class how we say the dates. Do the
track 1.12 same for the years. Point out that we always
narrator: listen and number. say the date with an ordinal number: the fifth
boy: did you know that gladiators fought in a of September. Finally, ask students to look at the
place called the colosseum in rome, grandad?
grandad: yes, i did. in fact i used to visit rome often
examples and say when we use on and when we
when i was younger. use in: We use on with dates: on 5th September.
boy: i didnt know that. when did you go? We use in when we say the year without the date:
grandad: my first trip to rome was in 1969.
boy: did you visit the colosseum?
in 1998. We can also use in to talk about months
grandad: yes, i did. i visited it on 23rd august. i took lots of without the date: in March.
pictures. its in my diary.
boy: really? Write sentences about Grandad. 5
grandad: i went to rome again the next year, in 1970.
did you know that i met your granny there? Refer students to the prompt words and elicit the
boy: i cant believe that!
grandad: its true! we met on 24th july.
first sentence: He got married in 1971. Then, ask
boy: wow! students to write the rest of the sentences. When
they are finished, encourage them to compare
Answer Key: their work with a friend.
Answer Key:
He got married in 1971.

He moved to New York in 1975.
He had a baby girl on 17th May, 1976.
He retired on 1st January, 2009.
Ask a friend about Grandads life. 10
Invite two volunteers to read the dialogue. Then,

divide the class into pairs. Encourage them to ask
each other questions about Grandads life. Invite
them to use all the information on the page.
Assign homework 5
AB page 16 ex. 1
Additional homework
On a sheet of poster paper, students make a Spelling race (see page 10) 5
one-page scrapbook of important events in their
Play Spelling race with Roman
life. They stick photos or magazine cutouts to
28 society vocabulary. Have fun!
represent the events, for example: their birthday,
their first day at school, getting a pet, etc.
Assign homework 5
AB page 16 ex. 2
Additional homework
Students write labels on slips of paper for the
2 Listen and chant. 1.13
10 scrapbook they made. They stick the labels next
Have students look at the picture and ask them what it to the pictures.
information to nouns, not verbs. Invite volunteers
3 Read and draw the paths. 20
to guess the adjective form of the adverbs in the
Ask the class what they know about gladiators. Then, sentences. Accept all answers. Finally, point out
get students to describe what they can see in the that adverbs usually follow verbs in sentences.
pictures. Read the texts aloud and invite students
to underline any unknown vocabulary. After that, Find the adverbs in the texts
encourage them to ask about their doubts and have and complete. 5
volunteers explain the meaning. Next, tell them Refer students to the adjectives in the table and the
to read the texts individually and draw the paths. four ways of forming adverbs. Then, divide the class
Check by reading the first part of the first text aloud: into pairs and tell them to find the adverbs in the texts
Some gladiators were slaves Students describe the to complete the columns. Check as a class by getting
corresponding picture: Two men are ready to fight. them to read the adjectives and adverbs aloud.
Finally, invite students to say whether or not they
would want to be a gladiator. Encourage them to Answer Key:
explain their answers.
Answer Key:
Pair work 15
Divide the class into pairs: student A and student

B. Student A looks at page 112 and student B
looks at page 117. Explain that there are some
differences between the scenes of ancient
Rome. Students take turns describing what the
people are doing. When they find a difference,
they circle it. When they are finished, students

compare pictures to check. Finally, check as a
Assign homework 5
AB page 17 ex. 1 class by asking students how many differences
Additional homework they found and what they were.
Students choose three words from the texts and
copy them into their notebooks. They should find
and copy the definition and write an example
sentence for each word. Making faces (see page 10) 5
Now play Making faces with the
adverbs on this page. Have fun!
Assign homework 5
15 Additional homework AB page 17 ex. 2
Invite volunteers to read the examples aloud. In their notebooks, students draw three pictures
Help with meaning as necessary. Mime the of people from ancient Rome doing different 29
actions and encourage the class to imitate things. They write a sentence with an adverb for
you. Next, write adverb on the board. Explain each picture:
that the word in red in each sentence is called The scribe is writing very fast.
an adverb and that we use adverbs to add The emperor is smiling happily.
information about the verb. Write adjective on The slave is working hard.
the board and elicit the difference between
an adverb and an adjective: Adjectives add
Time to practise!
Slow motion (see page 10) 15 Assign homework 5
Play Slow motion with the adverbs from
AB page 18 ex. 1
Additional homework
page 17. Have fun! Students invent another Roman product and
make an advertisement for it in their notebooks.
1 Complete the information. 25
Invite the class to look at the pictures and explain that

these are advertisements from an ancient Roman
newspaper. Ask them the name of the newspaper and
when it was printed: Ancient Roman Times, 26th June, 78 2 Sing a song. 1.14
15
AD. Then, tell them to look at the first picture and guess Ask students to say some things the Romans invented:
what it is. Accept all answers. Next, have students read air conditioning, concrete, shopping centres. Then,
the first text quickly and say what the product is: mouse play track 1.14 and have them listen and follow along
brain powder. Continue in the same way for the rest of the in their books. Elicit the Roman inventions in the
advertisements. Help with meaning if necessary. For the song: months and days of the week, our languages,
advertisement about tunics and togas, explain that they concrete, newspapers, books. Invite the class to say
were Roman clothes. Tunics were like very long T-shirts. what facts surprised them. Then, divide the class into
Togas were long pieces of heavy cloth that Romans two groups. Play the CD again. One group sings the
wore over their tunics. They were warm, like coats. Only first verse and the other group sings the second verse.
Roman citizens could wear togas. Women wore tunics Both groups sing the chorus. When they are finished,
with dresses called stolas. After that, tell students to groups switch roles and sing the song again.
complete the texts using the adverbs in the table. When
they are finished, encourage them to compare answers
with a friend. Check as a class by getting volunteers to
read the completed advertisements aloud. Assign homework 5
AB page 18 ex. 2
Additional homework
Answer Key: Students investigate the Roman name for one of
the months of the year, write it in their notebooks
and explain the origin of the name.
30
Time to write
1 Match the diary entries to the people. 10 Answer Key:
Tell students to look at the pictures and say who the people
are: a senator and a slave. Then, have them read the
extracts individually and say what they are and how they
decided: Theyre diary entries. Theyve got a date and talk
about the persons day. After that, get students to match
the entries to the people. Next, invite volunteers to tell you
which words helped them decide. Check by asking who
wrote the first entry and who wrote the second. Encourage
them to explain their answers. Finally, ask them who they
would prefer to be and why.
Find and underline the time expressions

in each entry. 10
Elicit two time expressions from the first text: very early,
after breakfast. Then, have students underline the
other time expressions in the entries. Check by asking Bulletin board idea 15
volunteers to write the expressions on the board.
Materials: Magazine cutouts of faces, card on
Answer Key: different colours, felt-tip pens, coloured pencils.
Divide the class into four groups and assign
each group a Roman building and two people
in Roman society. Then, hand out the materials.
Students should draw and cut out pictures of their
building and people. They can use magazine
cutouts of faces for the people. When they are
finished, stick the pictures to the bulletin board to
make a unique Roman forum.

Assign homework 5
AB page 19
2 Write a diary entry for Justus

the Gladiator. 10
Refer students to the pictures and ask them what Justus
did during the day: got up early, had breakfast, practised
fighting, fought a lion, watched a race, went to bed. Then,
elicit a day and a date for the diary entry. Tell students to
write it at the top of the page. After that, have them write
Justuss diary according to the pictures. Remind them to
use time expressions. When they are finished, encourage 31
them to compare texts with a friend. Finally, invite some
volunteers to read their texts aloud.
Before you read 10 Now read the story in pairs. 15
What adventure stories
Divide the class into pairs. Students take turns
do you know?
reading the story aloud. When they are finished,
Refer students to the picture and ask them what
invite a pair of volunteers to read the story to the rest
they see: a dragon, a castle, a girl with a crystal
of the class. Encourage them to read with emotion.
ball, etc. Ask them if they know any stories with
any of these elements: Harry Potter, Peter Pan,
Eragon, Lord of the Rings, etc. Finally, ask the
class what their favourite adventure story is. Assign homework 5
AB page 20
Additional homework
In their notebooks, students draw a sword and
write a secret message on it. Tell them to use this
1 Listen to the first part of code: A = 1, B = 2, C = 3, etc.
the story. 1.15
15
Invite a volunteer to read the title of the story and

have students look at the pictures. Encourage
them to guess what the story is about. Accept all
answers. Next, tell the class to close their books.
Write these questions on the board:
Where did the boy go on holiday?
What did he find?
What happened when he picked it up?
Play track 1.15 and have them listen for the
answers. After that, have students open their books.
Play the CD again and tell them to listen and follow
along. After that, elicit the answers to the questions.
Finally, invite them to guess what the writing on
the sword says.
32

the story. 1.16
10 Value: Learning from the past
Get students to exchange notebooks. Each student Make a picture frame. 15
decodes the message on their friends sword and Materials: One photocopy of craft template 2
checks their answer. Then, play track 1.16 and invite (see the Values Section on Teachers Resource
volunteers to explain the story in their own words. CD-ROM) per student, scissors, cardboard,
Ask what happened to the boy when he had the one sheet of white paper per student, glue,
sword: He was a gladiator. small pasta shapes e.g. macaroni, paint,
Now read the story in pairs. 10
coloured pencils.
Tell a very brief anecdote about a mistake
Divide the class into pairs and tell them to take turns
that you learned from in the past. Encourage
reading the whole story aloud and acting it out.
When they are finished, they switch roles and read students to say what you did wrong and what
the story again. you can do to avoid that mistake in the future.
Then, divide the class into groups of three
and have them each talk about a mistake
that they made in the past. When they are
finished, invite a volunteer to say what their
After you read 10
mistake was and what they learned from it:
Unscramble the words from I lost my friends CD. I learned to be more
the story. careful with other peoples things. Explain
Write the letters of the first word on the board that everybody makes mistakes and that it is
scrambled up and invite students to unscramble important to think about them and decide how
it: shield. Tell them to find the word in the story to be different in the future. Next, hand out
and get a volunteer to read the sentence aloud. the materials and tell students to cut out the
Then, have them unscramble the rest of the words. picture frame. After that, they trace the frame
Check by asking students to read the words aloud onto a sheet of cardboard and cut it out. They
and say the sentences from the story where they should stick the frame to the cardboard. Next,
appear. Finally, ask which item each picture they glue the pasta to the front of the frame
shows: coins, sword, shield, statue. and paint it. Then, on the white paper, they
Answer Key: should draw a picture to represent something
coins / sword / shield / statue they learned from a mistake in the past. They
stick the picture onto the back of the frame so
that the picture is visible through the frame.

Finally, encourage students to display their
frame at home and celebrate the things they
learn through making mistakes.
Assign homework 5
AB page 21
33
Warm-up: Lets talk about Rome 10 East and northern Africa. Pass around the photo
Materials: A map of the world, photos of a of the statue of Julius Caesar and explain that he
statue of Julius Caesar, a Roman road and a was a very famous emperor. Next, pass around
Roman aqueduct. the photos of the road and the aqueduct. Explain
that when the Romans conquered a country,
Ask the class what country Rome is in: Italy.
they built many monuments and cities there.
Invite a volunteer to point to Rome on the map.
They built roads so that their armies could move
Then, explain that two thousand years ago,
around quickly and aqueducts to bring water
Rome was the capital of the Roman Empire.
to the new cities. The Roman Empire lasted for
It started as a small city in Italy but later it
more than 700 years.
conquered many countries in Europe, the Middle
1.17
Listen and match. 10 Read and stick. 10
Refer students to the photos of different countries Refer students to the countries in the previous activity
and to their names in the centre of the page. and explain that the Romans got different things
Encourage the class to guess the flag that goes from each one. Then, tell students to use the stickers
with each country and compare answers with for Light up the world on page 22 and help students
a friend. Then, play track 1.17. Students listen identify each item. After that, students read the text and
and match the countries to the photos. Check by put the stickers on the appropriate countries. Check
describing the flags and getting volunteers to by saying the names of the countries and getting
name the countries. volunteers to name the items.
Answer Key:
track 1.17
narrator: listen and match.
narrator: e
gypt is in africa. its flag has got horizontal
red, white and black stripes. there is a gold
eagle in the middle of the flag.
spain is a country in the west of europe. its
flag has got horizontal red and yellow
stripes. there is a coat of arms on the yellow
stripe.
china is a very big country in asia. its flag is
red with five yellow stars.
germany is a country in the middle of europe.
its flag has got horizontal black, red and
yellow stripes.
rance is between spain and germany. its flag
f
has got vertical blue, white and red stripes.
india is in the south of asia. its flag has got
horizontal orange, white and green stripes.
there is a blue wheel in the middle of the flag.
britain is part of the united kingdom. its flag AB page 22 20
is dark blue with horizontal, vertical and
diagonal red and white stripes.
Check what you know!
Note: Write adverbs on separate slips of paper
and put them into a bag.
Divide the class into pairs. Tell them to open
34 their books to pages 14 and 15. Each student
chooses five words and writes them with their
letters scrambled. Then, they exchange words
and unscramble the letters. They draw a small
symbol for each word. Finally, ask the class to
complete the faces according to how they feel
about what they know.
Read and label the structures. 20
Assign homework 5
AB page 23
Ask a volunteer to read the first text aloud. Then, Additional homework
elicit the name of the Roman monument: the Library
My project
of Celsus. Have students write the name on the
line. Next, tell students to read the rest of the texts Make a Roman mosaic.
and label the pictures. When they are finished, Materials: One paper plate, a ruler, a
check by saying the countries to elicit the names of paintbrush, some water, a container.
the monuments. Finally, ask students which of the Invite students to look at My project and tell
places they would like to visit and encourage them to them the main materials for the craft. Then, go
explain their answers. through each step with them. Finally, remind
Answer Key: them that they can do their project with the
help of their family.
A friendly reminder
and supportive environment for
taking a test. Before students are assessed, they
should review the unit vocabulary with My spelling
practice on pages 94 and 95 and the Time to check
section on page 22 in the Activity Book. During the
evaluation:
students
Read the legend and connect the dots. 10
read the instructions for the next activity, etc.
Elicit what a legend is: A story about something that

happened a long time ago. Tell students the Romans
had an interesting legend about how Rome began.
Ask a volunteer to read the legend aloud. Then, ask
students if they think it is true. Finally, have them
connect the dots and discover the famous sculpture
that shows Romulus and Remus with the wolf.
Answer Key:
35
Dance it! (see page 10) 10

Now play Dance it! with information
about ancient Rome. Have fun!
3 The power of nature
Objectives:
learn words for natural disasters and adjectives that describe them
practise expressions for emergency situations
form comparatives and superlatives of long adjectives
Natural disasters Adjectives

drought /draUt/ ____________ dangerous /"deIndZrs/ ____________
earthquake /"TkweIk/ ____________ destructive /dIs"trktIv/ ____________
eruption /I"rpSn/ ____________ frightening /"fraItnIN/ ____________
flood /fld/ ____________ powerful /"paUwfl/ ____________
hurricane /"hrIkeIn/ ____________ raging /"reIdZIN/ ____________
tornado /tO"neIdU/ ____________ violent /"vaIlnt/ ____________
tsunami /su"nAmi/ ____________ volcanic /vl"knIk/ ____________
Long adjectives
Long adjectives are adjectives that have more than using more + adjective + than. We make their
two syllables. We make their comparative form superlative form by using the most + adjective.

In this section, students will learn phrases and A true story
expressions we use in emergency situations.
Be careful!
Stay calm!
Watch out!
Dont panic!
Unit 3
36
Basic competences
Teaching tip
Mime is an excellent way to involve students and In this unit, students will develop:
make your classes memorable. It works particularly Competence in Learning to learn by using
well for showing the meaning of action verbs and role-play and mime as a communicative
getting students to associate the actions with the resource (TB p. 37).
words. But for mime to be truly effective, you need Linguistic competence by identifying and
to do it confidently. Think about the mimes you are learning about different natural disasters as
going to do before the lesson. Try them out in front well as functional language using imperatives
of a mirror or with a colleague. Remember, if you in emergency situations (SB p. 24).
feel uncomfortable or unsure of yourself, students Competence in Processing digital information
may also be uncomfortable miming. In addition, in the classroom by listening for specific
before asking students to participate in a miming information in order to complete a text from
activity, you can have them do some warm-up a news programme about natural disasters
exercises. Get them to stretch their arms out and around the world (SB p. 25).
wiggle their fingers. Invite them to stand up and Cultural and artistic competence by reading
shake their arms and legs. Tell them to open their facts about Extreme surfing while underlining
mouths as wide as they can, then their eyes. And adjectives in the text (SB p. 26).
when you demonstrate a mime, make sure to use Linguistic competence by identifying and
exaggerated gestures. Invite confident volunteers practising using the most + longer adjectives
to demonstrate a mime for the rest of the class. in superlative sentences in a geography quiz,
Finally, encourage students to observe the world unscrambling sentences and in a pair work
around them and imitate things that people do activity that provides spoken practice (SB p.
when they do certain actions. Invite them to share 27).
their observations through mime with the rest of the Mathematical competence by interpreting
class. information and measurements about
earthquakes and tornados in order to write
and talk about them using superlative
structures (SB p. 28).
Value: Learning how to stay safe Competence in Autonomy and personal
Learning how to stay safe means finding out initiative by writing a riddle about a type
what to do in emergencies and how to avoid of natural disaster for the rest of the class to
unnecessary risks. guess (SB p. 29).
Competence in Interpersonal and civic
Make a safety wind chime. competence by reading a true story about
how an English girl was able to save over 100
lives in Sumatra by recognising the signs of a
tsunami (SB p. 30).
initiative by evaluating a situation and
responding by creating a special award
for Tilly as well as writing her a note
congratulating her efforts (SB p. 31).
Competence in Knowledge and interaction
Unit 3
with the physical world by reading and

listening to information about the Pacific Ring
of Fire and filling in a chart (SB p. 32).
Linguistic competence by listening and
ordering events about how a volcano was 37
born in Mexico in the 1940s (SB p. 33).
3 The power of nature
track 1.18
Warm-up: How many words? 10 narrator: listen and repeat.
narrator: tornado.
Have students look at the title of the unit. Ask them earthquake.
if they have seen the word power before and tsunami.
where. Then, invite them to explain the meaning hurricane.
of the title: Nature can be very strong. After that, flood.
divide the class into teams of four. Students get eruption.

drought.
five minutes to make as many words as possible
using the letters of the title: run, tree, hot, etc.
Check by asking teams to read their words aloud.
Teams win a point for each word that no other
Assign homework 5
team has got. The team with the most points wins. AB page 24 ex. 1
Additional homework
In their notebooks, students write three natural
disaster words in a way that illustrates those
1 Find and unscramble disasters.
the names of disasters. 15
Write Natural disaster on the board and explain that

a natural disaster is an event when nature causes
destruction. Then, invite the class to look at the
pictures and elicit what is similar about all of them:
They are news reports about natural disasters. Next,
20
get them to look at the first disaster. Read the caption
aloud and ask students what the scrambled word Material: Eight sheets of white paper.
is: tornado. Tell them to write tornado in the space. Invite students to look at the pictures and have
After that, tell them to find and unscramble the rest them say who the people are: a police officer,
of the natural disaster words. Finally, invite students a teacher, a lifeguard, a firefighter. Next, get
to explain what happens during each of the natural volunteers to read the expressions aloud.
disasters in their own words. Explain that people use them in emergency
situations. Encourage students to guess what
Answer Key:
each means and when we use it: Be careful!

tornado / earthquake / tsunami / hurricane / flood / when someone does something that could
eruption / drought become dangerous, Stay calm! / Dont panic!
when theres a scary situation and people
15
need to be calm, Watch out! when something
Materials: A small piece of paper rolled into a ball. dangerous is going to happen. After that, divide
Play track 1.18 several times and have students repeat the class into eight groups and hand out the
the words. Then, ask the class to stand up. Toss the ball paper. Assign each group an expression. They
to a student. He / She says one of the words. should write the expression and illustrate it.
If the pronunciation is correct, the student tosses the Finally, get groups to show their pictures to the
ball to another person and sits down. The second rest of the class.
student says a different natural disaster word. If the
pronunciation is incorrect, encourage the rest of
the class to help. Continue with the rest of the words.
Assign homework 5
If a student repeats a word, the rest of the students AB page 24 ex. 2
38 jump up and down and mime that disaster. The student Additional homework
continues with a different word. When all of the words In their notebooks, students draw a weather
have been used, the students who are still standing disaster on a TV screen and label it with an
start again. expression from Light on real language.
2 Stick the missing parts. 10 Listen and repeat. 1.20
5
Invite the class to say the names of the natural Play track 1.20. Students listen and repeat the
disasters and vote on the scariest. Then, have them adjectives. Play the CD again. Clap with each
look at the coloured word parts and tell them to use syllable and encourage the class to imitate you.
the stickers for Activity 2 on page 25. Explain that
the word parts and the stickers form adjectives that track 1.20
describe natural disasters. After that, get them to put narrator: listen and repeat.
narrator: a powerful tornado.
the stickers in the spaces according to colour. Finally,
a destructive earthquake.
invite volunteers to read the words aloud. a frightening experience.
a dangerous tsunami.
Draw the paths and discover a raging hurricane.
the meaning. 5 violent winds.
a volcanic eruption.
Say raging and tell students to follow the path to
the meaning. Get a volunteer to read it aloud: very
angry. Then, have them draw the paths for the rest of
the words. Check by saying the words aloud to elicit
their meaning. Listen and number the events. 1.21
5
Answer Key: Tell students to look at the pictures and identify
the natural disasters. Then, play track 1.21.
Students number the pictures in the order that
they hear them. Check by saying a number and
getting a volunteer to name the disaster.
track 1.21
narrator: listen and number the events.
narrator: number one. its an earthquake.
dont panic, were safe now.
number two. theres a flood. stay
calm and wait for help.
3 Listen and complete the text. 1.19
5 number three. be careful!
Have the class look at the news reporter and the natural a tornado is coming!
number four. watch out! theres a
disasters on the screens. Get volunteers to identify volcanic eruption!
the disasters. Then, encourage students to name any
recent natural disasters and say where they happened.
Answer Key:
Next, play track 1.19. Students listen and complete the
text with the adjectives from Activity 2. After that, have

students compare answers with a friend. Then, play the
CD again for them to check their answers. Check as a
class by getting volunteers to read the text aloud. Act out the expressions with
a friend. 10
track 1.19
narrator: listen and complete the text.
Have the class look at the expressions about
weatherman: now for news of some natural disasters emergencies from page 24 and invite them to say
around the world. reports are coming in which expressions they would use for each picture.
of a powerful tornado in louisiana, usa. Then, divide the class into pairs. Students take turns
were also getting news of a destructive
saying the expressions and acting them out.
earthquake on the coast of chile. it
destroyed many buildings. a resident said,
it was a very frightening experience!
everything around me was moving.
experts say that a dangerous tsunami
Correct it! (see page 10) 5
might be on its way. in mexico, a raging Now play Correct it! with natural disaster
hurricane is going to hit the yucatan and adjectives vocabulary. Have fun!
peninsula tonight, bringing violent winds
and heavy rain. and in japan, mount fuji
39
erupted last night. this was the biggest
volcanic eruption in three hundred years. Assign homework 5
AB page 25
Additional homework
Answer Key: Pictionary pages 98 and 99. Students identify the
powerful / destructive / frightening / dangerous / pictures and write the corresponding words or
raging / violent / volcanic phrases. Then, they write a sentence for each.
Finally, they listen to the words and phrases in this
units section of the CD in class.
Its more dangerous!
1 Read and underline the adjectives. 15 2 Listen and chant. 1.23
10
Encourage the class to look at the picture and say what Invite the class to look at the picture and say what they
the person is doing: surfing. Then, have students read see: a palm tree in a hurricane. Elicit the names of
the article quickly to find out the persons name and any recent hurricanes that students may have heard
his unusual hobby: Miles Thornton, surfing during big of. Then, play track 1.23 for students to follow along in
storms. Next, elicit what an adjective is: a word that their books. Play the CD again and encourage them to
describes a person, place or thing. Elicit an example chant along. After that, divide the class into two groups
from the title: extreme. Then, tell students to read the and have them chant alternate lines. When they are
text again and underline the adjectives. Finally, have finished, they switch roles and do the chant again.
them compare answers with a friend.
Answer Key: 10
Invite a pair of volunteers to read the examples

aloud. Explain that when we compare two
things with a long adjective, we use more +
adjective + than. We do not add -er. After that,
give a long adjective from the table in Activity 1.
Students say the comparative form. Do the same
with the rest of the adjectives in the table.
Complete with adjectives from
the article. 10 Listen and write
the comparisons. 1.24
10
Invite the class to look at the table. Read the short
adjectives from the table aloud and clap to show that Play track 1.24 and tell students to write the
they have only one syllable. Then, ask them to say comparisons on the lines. Check by inviting
a different adjective from the text: (extreme). Elicit volunteers to read the comparisons aloud.
the number of syllables: (two). Help by clapping if
track 1.24
necessary. Explain that long adjectives have got two narrator: listen and write the comparisons.
or more syllables. Finally, have students complete narrator: whats your favourite sport,
the table with the underlined words from the text. basketball or golf?
boy: its basketball! basketball is more exciting

Answer Key: than golf. golf is boring.
narrator: do you like surfing?
girl: no, i dont. i like playing tennis. surfing is
more dangerous than tennis.
narrator: whats more popular in your school,
football or judo?
boys: football is more popular than judo, of course!
Answer Key:
10
Play track 1.22 for students to check their answers.

Ask them how many syllables each adjective has got.
track 1.22
narrator: extreme. Escape artist! (see page 10) 10
powerful.
exciting. Now play Escape artist! with natural
40 dangerous. disasters vocabulary. Have fun!
careful.

Assign homework 5
Assign homework 5
AB page 26
In their notebooks, students illustrate three long Additional homework
adjectives from the table in their books using Students cut out a dramatic picture from a
magazine cutouts. Then, they label them. magazine that shows a natural disaster. They
bring it to the next lesson.
Warm-up: General knowledge 20 10
Write these topics on the board: Sports, Music,
Invite a pair of volunteers to read the examples
Films, Geography. Then, divide the class into three
aloud. Explain that when we use a long
teams. Each team gets ten minutes to write one
adjective to choose one item with special
general knowledge question for each topic: What is
characteristics from a group of similar items, we
the capital of Austria? What sport does David Villa
say the most + adjective. We do not add -est.
play?, etc. Students should know the answers to
their questions. Next, teams take turns asking the Unscramble the sentences. 5
class their questions. The first team to answer each
question correctly wins a point. If a team answers Tell the class to unscramble the sentences and
incorrectly, another team can answer. write them on the lines. Check by getting a
volunteer to read each sentence aloud.
Answer Key:
3 Read and underline the correct The most powerful volcanic eruption in

option. 15 modern times was in Alaska.
The most devastating tsunami of this century
Material: Students dramatic natural disaster pictures
killed over 200.000 people.
from the previous Additional homework.
Have students compare their natural disaster picture
with a friend. Get them to say what the disaster is
Pair work 15
and where and when it happened. Then, invite
a volunteer to read the title of the geography quiz Divide the class into pairs: student A and
aloud. After that, divide the class into pairs. Students student B. Student A looks at page 113 and
read the questions and underline the correct options. student B looks at page 117. Tell students to
Answer Key: look at the table. Explain that hurricanes have
different categories according to how powerful
1. New Orleans.
they are. Ask them how strong the winds are
2. Indonesia.
in Category 5: more than 249 kilometres per
3. in the spring.
hour. Explain that winds that fast can totally
4. Katrina.

destroy buildings. After that, tell students
5. Nova Rupta.
to take turns asking questions to complete
6. Mexico City.
the information about the hurricanes.
Check the answers on page 33. 5 When they are finished, students compare
information to check. Then, they answer
Invite students to read the questions aloud. Get other the questions together. Check as a class
volunteers to read their answers. Then, have the by getting volunteers to read hurricane
class turn to page 33 and check their answers. Finally, information aloud. Finally, elicit answers to
point out that Hurricane Katrina caused the flood in the questions.
New Orleans in 2005. Mount Nova Rupta is a volcano
in Alaska. It erupted in 1912.
Assign homework 5
AB page 27
Assign homework 5 Additional homework
In their notebooks, students draw a simple map Students choose a question from the geography
of a country where a natural disaster happened. quiz. In their notebooks, they write the answer as
a sentence. Then, they investigate and write one 41
They write the name of the place and create a
symbol to illustrate the disaster. additional fact about that disaster.
Time to practise!
Making faces (see page 10) 10 3 Sing a song. 1.25
15
Play Making faces with natural disasters
Write these jobs on the board: explorer, astronaut,
and adjectives vocabulary. Have fun!
doctor. Ask students which they would prefer to be.
Encourage them to explain their answers. Next, play
track 1.25 and ask what the singers job is: Hes an
1 Read and answer the questions. 10
explorer. After that, tell students to open their books.
Invite a volunteer to read the title of the table aloud. Play the CD again and have them follow along in
Ask where the earthquakes occurred: in Pakistan, their books. Then, divide the class into two groups.
Sumatra and China. Explain that the Richter scale One group sings the first verse. The other group
measures how powerful earthquakes are. It goes from sings the second verse. Both groups sing the chorus
0 to 10. Point out that an earthquake that measures together. After that, have groups switch roles and
7 is 30 times more powerful than one that measures sing the song again.
6. The most powerful earthquake in history was 9.5
in Chile. Next, have students read the questions
individually and write the answers on the lines.
Assign homework 5
AB page 28
When they are finished, encourage them to compare Additional homework
answers with a friend. Check as a class by reading Invite the class to give examples of nature
the questions aloud and eliciting the answers. explorers: people who investigate sea animals,
people who study tornadoes, etc. Then, students
Answer Key: find a magazine cutout of an interesting place
1. Pakistan. to explore and stick it into their notebooks. Next,
2. Sumatra. they draw a picture of themselves as explorers
3. China. on white paper, cut it out and stick it onto the
magazine cutout. Finally, they write a sentence
2 Read about the Fujita Scale. 15 about the place: I want to explore Antarctica
Invite students to look at the tornado scale and ask because I like penguins.
them if they have heard of this scale before. Point out
that we measure tornadoes according to the damage
they cause and the speed of their winds. Tell students
to point to this information in the table. Explain that

the wind on a normal windy day is only 20km/h. Get
students to guess which tornadoes have winds as
fast as a car: F-0, F-1. Do the same for a racing car:
F-5. Finally, have the class read the descriptions
individually. Help with meaning if necessary.
Compare the tornadoes with a friend. 10
Have the class look at the information about the

tornadoes in Kansas, New York and Indiana. Say The
tornado in Kansas was more powerful than the tornado
in New York. Then, get a volunteer to make another
sentence about the disasters: The tornado in Kansas
was the most destructive. Then, divide the class into
pairs. They take turns making sentences to compare the
42 tornadoes. When they are finished, get volunteers to
say some of the sentences that they made.
Assign homework 5
Students investigate a recent tornado and write

the place, the date and the power of the tornado
in their notebooks.
Time to write
1 Read and match. 10 Bulletin board idea 15
Tell students to look at the photos and say what they show: Materials: Black card, chalk, white paper, felt-tip
a volcano, a tornado, a tsunami. Then, point out the text pens, sticky tape.
and explain that it is a riddle. Ask the class what a riddle Divide students into seven groups and assign each a
is: a language puzzle to guess what something is. Next, natural disaster. Make sure that they do not tell other
have them read the text individually and match it to one of groups which natural disaster they have. Hand out
the photos. Finally, elicit the answer to the riddle: volcano. the black card and the chalk. Students cut the card
into an interesting shape and write a riddle about
Underline the parts of the text with the their natural disaster on it. Next, hand out the rest of
corresponding colour. 5 the materials. Students trace the shape of the black
Have the class look at the table and ask them what part card onto the white paper. Then, they draw their
of the text describes the size and shape of a volcano: Im natural disaster in the shape. After that, they put
very tall and shaped like a triangle. At the top Ive got a the black paper onto the shape and tape it at the
hole. Tell them to underline the sentence in red. Do the top so that only the riddle is visible. Finally, display
same for the other two colours. the riddles and encourage students to guess which
disasters they are. They can lift the black card to
Answer Key: check their answers.
Assign homework 5
AB page 29
Number the parts of the riddle

and answer it. 5

Point out the order of information in the riddle: size and
shape, other characteristics, the question. Then, have
students read the texts and number the parts of this
riddle. Check by getting a volunteer to read the riddle
aloud. Finally, elicit the answer: a hurricane
Answer Key:.
2 Write a riddle about one of these. 10
Have students read the texts. Elicit the type of natural

43
disaster: volcanoes. Then, tell students to choose one of
the texts and write a riddle. Remind them to start their
riddle with I. When they are finished, invite volunteers
to read their riddles aloud for the class to guess.
Answer Key:
Discuss what to do if one of
these disasters happens.
reading the texts. Then, invite volunteers to read
Divide the class into three groups and assign
Tillys project aloud to the class.
each group one of the natural disasters. Have
them discuss what people should do to stay safe
in that disaster. Then, invite volunteers from Assign homework 5
each group to tell the class what to do. AB page 30
Additional homework
Students investigate one other fact about
tsunamis and write it in their notebooks:
1 Listen to the first part of Tsunami means harbour wave in Japanese.
Tsunamis can travel very far across the ocean.
the story. 1.26
15
Invite a volunteer to read the title and the question

aloud. Encourage them to answer the question and
say anything they remember about tsunamis. Point
out that this story really happened and ask the class
what they think the true story is about. Accept all
answers. Then, write these questions on the board:
What country is Tilly Smith from?
Where did her family go on holiday?
How did she learn about tsunamis?
How high can tsunami waves be?
After that, get students to close their books. Play
track 1.26 and tell them to listen for the answers
to the questions. Then, get volunteers to write the
answers on the board. Play the CD again to check
the answers. Finally, have students look at Tillys
project and say what is happening in each of the
pictures.
44

the story. 1.27
10 Value: Learning how to stay safe
Make a safety wind chime. 15
Ask students the name of the girl in the first part
of the story: Tilly Smith. Get them to say what her Materials: One photocopy of craft template 3a
project was about: tsunamis. Elicit everything and 3b (see the Values Section on the Teachers
students remember about tsunamis and invite them Resource CD-ROM) per student, coloured
to read their homework facts aloud. Then, play track pencils, scissors, glue, five jar lids per student,
1.27 and have them listen and follow along in their wool, one metal clothes hanger per student.
books. After that, get volunteers to describe what Hand out the templates and invite the class
happened in their own words. to guess what the emergency situations are in
template 3b: electrical storm, earthquake, fire,
Now read the story in pairs. 10 flood, hurricane. Then, get them to guess what
Divide the class into pairs. Students take turns the rules in template 3a are: Dont stand under
reading the story aloud. When they are finished, a tree. Dont use the lift. Dont drive through
invite some volunteers to read the summary of a flood. Crawl under the smoke. Listen to
events aloud. the authorities. Next, divide the class into
pairs and tell them to match the rules to the
emergency situations. Check as a class by
saying a rule to elicit the type of situation.
After you read 5 After that, students colour and cut out the
Draw an award for Tilly. circles. Hand out the jar lids and have
students stick the disaster symbols on the
Tell the class that Tillys school backs of the lids. On the opposite side of
wants to give her an award. Have students draw each lid, they stick a piece of wool and the
the award in the box. When they are finished, corresponding scene. When they finish, they
encourage them to compare pictures with tie the other end of each piece of wool to
a friend. the clothes hanger. The lids should be close
Answer Key: enough to hit each other. Encourage students
Students own drawings. to display their wind chimes at home and
follow the rules to stay safe.
Write a note for Tilly. 5
Tell students to imagine that they can write a note Assign homework 5
to Tilly. Invite them to suggest things to say: Well
done, Tilly, etc. Then, tell them to write their own
AB page 31

note to Tilly. When they are finished, invite some
volunteers to read their note aloud.
Answer Key:
45
Warm-up: Lets talk about Mexico 10 Aztecs and the Mayans. These civilizations
Materials: A map of the world, photos of ancient were famous for their impressive pyramids
Aztec / Mayan monuments like Chichn-Itz, the and also their practice of human sacrifice!
Mexican flag, Mexico City. Pass around the photo of the Mexican flag and
point out the symbol in the centre. Explain
Display the map and invite a volunteer to
that this is based on the Aztec legend of the
point to Mexico. Encourage students to say
discovery of an important city. The legend
anything they know about Mexico: They speak
goes that the Aztec gods told the people to
Spanish, etc. Then, pass around the photos
build the city at the place where they saw
of the monuments. Explain that before the
an eagle, sitting on a cactus, eating a snake.
Spanish arrived in Mexico, there were many
This city was called Tenochtitln, and is now
native American peoples living there, like the
known as Mexico City.
to check. After that, check as a class by getting volunteers

Look and stick the pictures. 10 to write the information for each volcano on the board.
Finally, invite volunteers to read the numbers aloud.
Invite a volunteer to read the text in the circle aloud.
Then, get students to look at the map in the circle track 1.28
and tell them to point to the Pacific Ocean. Point out narrator: listen and complete the table.
that the red triangles show volcanoes. Explain that man: mexicos got some amazing volcanoes. theyre part of the pacific
ring of fire. here are the names of five of the most important
the land at the surface of the Earth is called the crust. volcanoes in mexico and some incredible facts about them!
There are different pieces that hit each other with woman: first, lets look at colima. its in the state of jalisco. its
lots of force. This causes volcanoes to form. After that, elevation is 3,850 metres thats almost four kilometres above sea
level! it last erupted in 2005. then, theres chichonal in chiapas. it stands
point out to the class the map of Mexico and the table at 2,224 metres high and it had a major eruption in 1982.
about volcanoes. Have them point to the state of man: t
he next volcano is paricutin in michoacan. this volcano is really
Jalisco on the map and find the name of the volcano unique. it erupted for nine years, from 1943 to 1952. it started out
as flat land, but now its 2,774 metres above sea level!
in the table: Colima. Then, tell students to use the woman: unbelievable!
stickers for Light up the world on page 32. Get man: another famous volcano in mexico is pico de orizaba in the state of
students to put the pictures in the spaces according veracruz. its the highest of these volcanoes. its elevation is 5,675
metres! it erupted in 1846. but thats not very long ago when you
to the information in the table. Check by saying the think of how old these volcanoes are!
names of the volcanoes and inviting volunteers to woman: and last but not least, popocatepetl in the state of puebla is 5,426
give the name of the state where each is found. metres high. you can see it from more than 70 kilometres away!
man: and how long ago did it erupt?
Answer Key: woman: it erupted in 2000.
man: wow!
Answer key:
AB page 32 15

Invite volunteers to draw symbols for the seven
46 natural disasters words on the board. Then, get
1.28
Listen and complete the table. other volunteers to label them. Next, tell groups to
15
look back at the information about natural disasters
Ask the class what information is missing from the in the unit and write four sentences comparing
table: The elevation of the volcanoes, the date of their natural disasters, two with more and two with
last eruption. Then, play track 1.28. Students listen and most. Finally, ask the class to complete the faces
complete the numbers. Play the CD again for students according to how they feel about what they know.
Read the story and number the pictures. 10
Assign homework 5
AB page 33
Have the class look at the volcano. Explain that Additional homework
it is Paricutin in the Mexican state of Michoacan. My project
Next, get them to look at the table on page 32 and
say when Paricutin last erupted: 19431952. Next, Make a weather vane.
invite students to say what they see in the pictures. Materials: Two pieces of card, a straw, a
Then, tell them to read the texts individually and pin, a pencil, a paper plate.
number the pictures. Check by saying a number Invite students to look at My project and tell
and getting volunteers to describe the appropriate them the main materials for the craft. Point
picture. After that, ask the class what was unusual out the icons and explain the additional
about Paricutin: It was a completely new volcano. materials that they need. Then, go through
Invite volunteers to tell the story in their own words. each step with them. Finally, remind them
Explain that Paricutin used to be the name of the that they can do their project with the help of
town that the volcano destroyed. It also destroyed their family.
San Juan Parangaricutiro when it erupted. It is a
special type of volcano that only erupts once. It will
never erupt again. Three people died because of it A friendly reminder
but not because of the volcanic eruption it caused
an electrical storm and they were hit by lightning. 3 It is advisable to create a stress-
free and supportive environment
Answer Key: for taking a test. Before students are assessed,
they should review the unit vocabulary with
My spelling practice on page 95 and the Time
to check section on page 32 in the Activity Book.
During the evaluation:
students

47

Now play Dance it! with the story about
Paricutin. Have fun!
4 Lets have a party!
Objectives:
learn words for party accessories and related activities
practise expressions with everything, everybody and everywhere
ask for and offer help with will
Party accessories Party arrangements

cup /kp/ ____________ bake the cake /beIk D keIk/ _________
decoration /dek"reISn/ ____________ blow up the balloons /blU p D b"lunz/ _________
fork /fOk/ ____________ choose the music /tSuz D "mjuzIk/ _________
invitation /InvI"teISn/ ____________ get the games ready /get D geImz "redI/ _________
knife /naIf/ ____________ pour the drinks /pO D drINks/ _________
napkin /"npkIn/ ____________ prepare the snacks /pr"pe D snks/ _________
plate /pleIt/ ____________ put up the decorations /pUt p D dek"reISnz/ ______
snack /snk/ ____________ send the invitations /send D InvI"teISnz/ _________
spoon /spun/ ____________
Will
We use will to talk about spontaneous requests and In this context, we use the short answer Yes, I will
offers. We use will with the infinitive form of the verb to answer affirmatively. If you cannot answer
without to. We make the contraction form with the affirmatively, it is considered impolite to give the
pronoun + ll. To form Yes / No questions, we use the negative answer No, I wont. It is more polite to say
structure Will + subject + verb. In this unit, we use will No, I wont be able to. We can use wont when we
to ask for and offer help with party arrangements. describe other peoples actions.

In this section, students will learn phrases and What a day!
Unit 4

expressions with everything, everybody and
everywhere.
Have we got everything?
48 Yes, everythings ready!
Where is everybody?
Dont worry. Its still early.
I cant find any napkins. I looked everywhere!
Look in the bags.
Students at all ages like to feel their teacher cares In this unit, students will develop:
about them. There are many ways to do this: Interpersonal and civic competence by
Learn students names as quickly as possible in creating an activity within as a reminder to be
the school year. Try to remember their likes and empathetic and ensure positive relationships
dislikes, as well. with other students in the classroom (TB p. 49).
Show concern if a student is obviously upset.
Mathematical competence by playing a game
Try not to sit behind your desk a lot. This puts
called the Birthday Lottery to revise saying
both physical and social distance between you
the date using the birthday of different class
and your class.
members (SB p. 34)
When talking to individual students, crouch
down so that your face is at the same level as Linguistic competence by identifying and
theirs. learning the names of verbs + different objects
Make eye contact with individual students as needed in order to plan a party as well as
you teach and smile as much as you can. functional language usually used in a party
Record yourself teaching and listen to your preparation situation (SB p. 35).
voice, or invite another teacher to observe one Competence in Processing digital information in
of your lessons. Do you put enough expression the classroom by reading an internet chatroom
into what you say? Do you speak at an text and interpreting what the abbreviations
appropriate speed and volume? Do you call on mean (SB p. 36).
the same students a lot? Interpersonal and civic competence by learning
Most of all, remember that you transmit your how to make polite requests and giving polite
beliefs and attitudes in everything you do and answers using the structure Will you? (SB p.
say in the classroom. Examine these and you will 37).
become a more effective teacher. Autonomy and personal initiative by drawing
a scene and writing a caption that depicts a
situation in which they feel it is important to ask
for help / offer help to others (SB p. 38).
Value: Including others the physical world by reading and writing a
Including others means doing activities and model invitation sent over the internet (SB p. 39).
encouraging everyone to participate.
Make an activity tin. a story aloud in pairs afterwards (SB p. 40).
a story and then finding specific vocabulary
words in the text to test comprehension (SB p.
41).
Cultural and artistic competence by reading
facts about Ireland and listening to an Irish folk
tale while ordering the events (SB p. 42).
Competence in Learning to learn by reviewing
Unit 4
key unit concepts, as well as asking the teacher

questions to clear up doubts and completing
review activities in the Time to check and My
spelling practice sections (SB p. 43).
49
4 Lets have a party!
Warm-up: Birthday lottery 20 Listen and repeat. 1.29
10
Materials: Twelve equal-sized pieces of card per Play track 1.29 several times and invite students to
group. repeat the words. Then, mime the items for the class
Divide the class into groups of six and hand out to guess.
the materials. Students each take two pieces of
card. On one piece, they write their name: Alicia. track 1.29
On the other piece, they write their birthday: narrator: listen and repeat.
6th October. Then, they put the pieces face down narrator: invitation.
and mix them together. Students take turns plate.
choosing two pieces of paper to flip over. snacks.

knife.
If a student chooses both of another students cup.
cards, he / she wins a point. The student with napkin.
the most points at the end wins. When they are decorations.
finished, they can shuffle the cards and play again. fork.
spoon.
1 Read and follow the lines. 10
Tell students to look at the picture and say what is Assign homework 5
going to happen: There is going to be a birthday party. AB page 34 ex. 1
Then, have them read the words on the balloons and Additional homework
follow the lines to the pictures to discover what each Students tape five party accessories to a sheet of
word means. Check by saying the names aloud and card. They label the accessories and decorate the
getting students to point to the objects. poster with felt-tip pens and glitter.
Answer Key:
20
Write everybody, everything and everywhere

on one side of the board. Then, write all
places, all people and all things on the other
side of the board. Next, invite a volunteer
to match the words and their meanings.
Encourage the class to help. After that, get
students to look at the expressions in the
book. Explain that in this unit, we use these
expressions to talk about party arrangements.
Invite pairs of volunteers to read the dialogues
aloud. Then, divide the class into pairs
and have them imagine a context for each
expression and illustrate it. Then, they get
another pair to look at the pictures and guess
the expressions.
50
Assign homework 5
AB page 34 ex. 2
Additional homework
In their notebooks, students write a dialogue
from Light on real language with the words
scrambled.
Continue with the rest of the actions in the same
2 Listen and complete the list. 1.30
15
way. After that, divide the class into pairs and have
Material: Students scrambled dialogues from the students do the same with a friend.
previous Additional homework.
Divide the class into pairs and have them unscramble track 1.31
the dialogues they did for homework. Then, play track
narrator: prepare the snacks.
1.30 and ask students what the boy and the girl are pour the drinks.
talking about: a party. Next, get them to open their bake the cake.
books and refer them to the To do list. Explain that choose the music.
people make To do lists to help them to remember the put up the decorations.
activities they have to do. Ask students whether or not blow up the balloons.
get the games ready.
they make To do lists and when. Then, play the CD send the invitations.
again for students to complete the list using the words
and phrases in the table. Play the CD once more for
them to check. Finally, check as a class by getting
volunteers to read the To do list items aloud.
track 1.30 Complete the dialogues. 5

narrator: listen and complete the list.
girl: is everything ready, eric?
Remind students about the expressions from the
boy: yes, i think so. i prepared the snacks and i previous lesson. Then, tell them to complete the
poured the drinks. dialogues. Check by getting volunteers to read
girl: good. the completed dialogues aloud.
boy: and i baked the cake.
girl: great. did you choose the music? Answer Key:
boy: yes, done. 1. everybody
girl: what about the decorations?
did you put them up?
2. everything
boy: no, not yet. but i blew up the balloons 3. everywhere
and i got the games ready.
girl: fantastic. just one more thing Now make up similar dialogues
did you send the invitations? with a friend. 10
boy: oh, no! i forgot!
Point out that there are some differences between
the dialogues on page 34 and the dialogues on
Listen again and mark (or ). 1.30
5 page 35. Elicit an example: Dont worry. Its still
Play track 1.30 again and tell students to mark the party early. / Dont worry. Its only 4 oclock. Invite the
arrangements that are finished with a . They should class to give the other differences and explain

mark the things that are not ready with a . Check by that we can change the expressions according
reading the items aloud and having students say Done to the situation. Ask them to suggest a change:
or Not done. Finally, ask the class whether they think the Where are the cups? Ive looked everywhere!
party will be a success: No, because Eric forgot to send Dont worry. Theyre on the table. After that, divide
the invitations. Nobody knows about the party! the class into pairs. Have them make up more
dialogues with their friend. Finally, invite some
Answer Key: pairs to read their dialogues aloud.

Now play Dance it! with the expressions
from Light on real language. Have fun!
Assign homework 5 51
AB page 35
Additional homework
Pictionary pages 100 and 101. Students identify
10
the pictures and write the corresponding words
Play track 1.31. Students listen and repeat. Then, say or phrases. Then, they write a sentence for each.
a word from one of the expressions: music. Students Finally, they listen to the words and phrases in
say the complete expression: choose the music. this units section of the CD in class.
Ill prepare the snacks!
1 Read and match. 20 Assign homework 5
Tell students to look at the text and describe what In their notebooks, students write an online chat
they see: an online chat. Ask the class what they with a friend. They should invite their friend to
know about chatting online: People have different a party and talk about four party arrangements.
names. They use abbreviations, etc. Elicit different
abbreviations and get students to write them on the
board: 2 to, U you, etc. Then, point out the text and
ask how many people are in the chat: three. After
that, get three volunteers to read the text aloud. Next,
point out Kellys display picture on the right. Ask what 15
she offers to do: Buy the drinks. Have them draw
a line from the display picture to the appropriate Have some volunteers read the examples aloud.
party arrangement. Then, tell the class to work Then, explain that we use will when we offer
individually to match the rest of the children with the to do something. Ask what the people in the
arrangements. Check by inviting volunteers to read examples offer to do: prepare the snacks, blow
the names of the people aloud and say what they up the balloons. Point out the contractions: I
will do. Finally, divide the class into groups of three will Ill and We will Well. Get volunteers to
and tell them to read the conversation aloud. When give contractions for she, they and you: shell,
they are finished, they switch roles and read the theyll, youll. Explain that we can ask Who + will
conversation again. + the verb infinitive without to to request help.
Say Who will... and encourage the class to add
Answer Key: an action: choose the music? Repeat with other
verbs.
Talk about planning a party with

a friend. 10
Get students to identify the party items in the
pictures. Then, say Hi. Im having a party
on (Saturday). Who will help? Invite the class
to respond according to the pictures: Ill blow up

the balloons. Then, divide the class into pairs
and have them make party arrangements with
their friend using the pictures as a guide.
Catch me if you can (see page 10) 15

Now play Catch me if you can. Make
sentences about party arrangements. Have fun!
2 Listen and chant. 1.32
10
Invite the class to look at the picture and say what they
see: party balloons. Then, play track 1.32 and have
students listen and follow along in their books. Elicit the Assign homework 5
AB page 36
things the people offer to do: Put up the decorations, Additional homework
52 send the invitations, blow up some balloons, tidy up In their notebooks, students write one of the party
the room, help with everything. Next, divide the class arrangements and illustrate it with magazine
into four groups. Play the CD again. Groups chant cutouts.
alternate lines. The whole class chants the last four
lines together. When they are finished, groups switch
lines and do the chant again.
3 Follow and circle the answers. 15
Then, play track 1.33. Students listen and
number the questions in the order that they hear
Invite the class to look at the picture and describe them. Check by saying a number and getting a
what is happening: A boy is asking his friends for volunteer to read the question aloud.
help with tidying up after a party. Get students to say Answer Key:
whether they like helping after a party. Then, have 1. Will you choose the music?
them follow the lines from the activities to the people 2. Will you put up the decorations?
and discover what each person will help with. After 3. Will you pour the drinks?
that, tell them to read the questions and circle the 4. Will you buy the drinks?
correct answer. Have them compare answers with 5. Will you send the invitations?
a friend to check. Check as a class by reading the 6. Will you do the washing-up?
questions aloud to elicit the answers.
track 1.33
Answer Key: narrator: listen and number the questions.
narrator: number one.
boy1: hey mark, will you choose the music?
boy2: sure!
narrator: number two.
girl1: will you put up the decorations?
boy1: no problem.
narrator: number three.
woman: will you pour the drinks?
man: of course, darling.
narrator: number four.
boy1: will you buy the drinks?
girl: sure, ill get some lemonade?
narrator: number five.
girl 1: will you send the invitations, mary?
girl2: no, i wont be able to. im ill.
narrator: number six.
boy: will you do the washing-up?
girl1: no, but ill take out the rubbish.
Assign homework 5
AB page 37 ex. 1
Additional homework

Pair work 10
In their notebooks, students copy three
questions from Activity 3 and illustrate the party
Divide the class into pairs: student A and student B.
arrangements with magazine cutouts.
Student A looks at page 113 and student B looks at
page 118. Explain that there are six arrangements
and each student should do three. Then, tell
students to ask each other about the arrangements
to decide who will do each. Next, they write Me
next to the arrangements that they will do. They
10 write their friends name next to the arrangements
that he / she will do. Finally, ask some students to
Invite a volunteer to read the first question and
say what they and their friend will do.
answer aloud. Explain that to make a request
using will, we use the structure: will + you +
the verb infinitive. To respond affirmatively, we
say Yes, I will. Have another volunteer read the Assign homework 5
second question and answer aloud. Explain
AB page 37 ex. 2 53
Additional homework
that a short answer No, I wont is impolite in this In their notebooks, students stick magazine
context. It is better to say No, I wont be able to. cutouts of two famous people. Then, they draw
a speech bubble for one of the people and write
Listen and number the
a request for help at a party: Will you do the
questions. 1.33
10
washing-up? The other person replies Yes, I will
Tell students to read the questions individually. or No, I wont be able to.
Time to practise!
Warm-up: Ask, ask, ask! 20 Assign homework 5
Material: Two soft balls. In their notebooks, students list three friends or
Elicit party arrangements and write them on the family members and write offers to help them:
board. Then, divide the class into two groups and Ill help my mum do the washing-up. Ill help my
give each group a ball. One student requests brother with his homework. Ill help my friend
help with a party arrangement and tosses learn to swim, etc. Encourage them to follow
the ball to another student: Will you prepare through with the actions that they have written.
the snacks? The second student should ask a
relevant question: Do you like crisps? Then, he
/ she tosses the ball to a third student. The third
student should request help with a different party
arrangement: Will you put up the decorations?
Students only ask questions. If they answer a 2 Sing a song. 1.34 15
question, they are out of the game. Students Ask the class who tidies up in their house when they
continue taking turns until only one is left. The have a party. Then, play track 1.34 and have students
last student in each group is the winner. follow along in their books. Get them to say what the
singers problem is: She needs help to tidy up after a
1 Stick the captions. 10 party and all her friends have gone home. Next, divide
the class into two groups. Play the CD again. One
Have students look at the pictures and say what is group sings the first verse and the other group sings
happening in each one. Then, divide the class into the second verse. Both groups sing the chorus. After
pairs and tell students to use the stickers for Activity that, have groups switch roles.
1 on page 38. Students put down the appropriate
captions to complete each scene. When they are
finished, check by saying the numbers of the pictures
Assign homework 5
for volunteers to read the captions aloud. AB page 38
Additional homework
Answer Key: In their notebooks, students stick magazine cutouts
of celebrities at a party. Then, they write dialogues
between the celebrities about party arrangements.
Draw a scene and write a caption. 15
Elicit other situations to offer or request help: Helping

to pick up toys, helping someone with homework,
54 helping to find a present for someone, etc. Then, have
students draw a scene that shows a person offering or
requesting help. When they are finished, get them to
write a caption for the scene. Finally, encourage them
to compare their scene and caption with a friend.
Answer Key:
Student's own drawing and answers.
Time to write
1 Complete the invitation. 10 Bulletin board idea 20
Tell the class to look at the text quickly and say what it is: Materials: Students photos, one sheet of poster
an e-mail. Ask students why people write e-mails. Point paper per group, felt-tip pens, glitter.
out that this e-mail is an invitation to a party. Then, refer Note: Before this lesson, ask students to bring in a
them to the items in the box and ask which item goes in photo of a party at their house.
the first space: [email protected]. After that, tell Divide the class into groups of four. They show their
students to complete the rest of the spaces individually. party photos to the other students in their group
Check by getting volunteers to read the invitation aloud. and say what the party was for. Then, hand out the
materials. Get groups to divide the paper into four
Answer Key: sections. They draw an outline for one photo in each
section and write three sentences to describe it: This
is (Juana)s (birthday) party. She had a delicious
cake. You can see her mum and her two sisters.
Make sure they do not stick the photo in the space
yet. Then, they can decorate their poster with felt-tip
pens and glitter. After that, they display their poster
paper on the bulletin board. When all the groups
are finished, get them to exchange photos with
another group. Students read the descriptions and
point to where each photo should go. Groups say
whether they are correct and stick the photos in the
appropriate spaces. Finally, encourage students to
look at the photos for the rest of the class.
2
Write an invitation with this
information. 15
Have students look at the information in the table and
Assign homework

ask what kind of party it is for: a Halloween party. Tell 5
students to write the invitation using the information
in the table. Explain that they should use the e-mail in AB page 39
Activity 1 as a guide. When they are finished, get them
to compare invitations with a friend. Finally, check by
asking some volunteers to read their invitations aloud.
Answer Key:
55
Discuss the questions in groups. Read the first paragraph of the story aloud with lots
Ask two volunteers the questions. of expression in your voice. Then, divide the class
Then, divide the class into groups of six. Students into pairs and have them take turns reading the
discuss the questions. When they are finished, story aloud. Encourage them to be as expressive
invite volunteers to share their groups views as possible. When they are finished, get some
with the class. Finally, tell the class how you like volunteers to read the story aloud and act it out for
to spend your birthday. the class.
Assign homework 5
1 Listen to the first part AB page 40
of the story. 1.35
15
Additional homework
In their notebooks, students write a short
Invite a volunteer to read the title of the story aloud. paragraph about what happened on their last
Have the class look at the picture and ask them if birthday.
they think the boy is having a good or a bad day.
Then, tell students to close their books and write
these questions on the board:
Whats the boys name?
What day is it?
What did he look for when he got up?
How did his parents celebrate his birthday?
What did his friends do?
Next, play track 1.35 and have students listen for the
answers. Get volunteers to write the answers on the
board. After that, play the CD again for students to
follow along in their books. Then, check the answers
on the board. Finally, encourage them to say how
Ben felt and why.
56
2 Listen to the second part Value: Including others
of the story. 1.36
10 Make an activity tin. 15
Invite students to say what happened to Ben in Materials: One photocopy of craft
the first part of the story and what they think will template 4a and 4b (see the Values Section on
happen next. Then, play track 1.36 and ask them the Teacher's Resource CD-ROM) per student,
whether their predictions were correct. Next, play coloured pencils, scissors, glue, a tin, sticky tape.
the CD again for them to listen and follow along in Tell students to close their eyes and imagine this
their books. Ask how Ben felt at the end of the story: situation: Your best friend is having a birthday
happy. Get them to say why: Because his friends party next week. He / She gave invitations to lots
and family remembered his birthday. Ask the class of children, but not to you. Now, have students
whether they like surprise parties. open their eyes and ask them how they feel
about the party. Explain that it can hurt when
Now read the story in pairs. 10 people do not include us in fun activities. It is OK
to have special friends but we should remember
Divide the class into pairs. One student reads the to value other people, too, and include them in
story and the other student reads what the people our activities when we can. Next, hand out the
in the story say. When they are finished, have them templates and ask students what activity the
switch roles and read the story again. children are doing: Theyre playing football.
Point out the children who is sitting and invite
volunteers to say how he might feel: sad, angry,
shy, etc. After that, hand out the rest of the
After you read 10 materials and tell students to colour and cut out
Find words in the story with a the scenes and the children. Tell them to stick the
similar meaning. scenes together and glue them to the tin. Then,
Explain that in English, we can often say the they glue the children into the scenes. When they
same thing using different words. Then, ask a finish, encourage students to show their tins to
volunteer to read the first phrase aloud and each other. Finally, get students to say different
have students find the appropriate word in the situations in which they can include others:
text: bed. Tell students to write it in the space. playing at break, visiting a family member, etc.
Then, have them find the rest of the words in
the story. After that, invite volunteers to read the
definitions and the words aloud. Finally, point out
that students can use similar descriptions when Assign homework 5
they cant remember a word in English. Give an

example to elicit the word from the class: You can AB page 41
use it to eat soup. A spoon.
Answer Key:
57
Warm-up: Lets talk about Ireland 10 and tell the class that there are many traditional
Materials: A map of the world, photos of an Irish dances in Irish culture. Finally, pass around
countryside, people doing Irish stepdancing, the photo of the Blarney stone and explain that
people kissing the Blarney stone. one Irish tradition is to kiss the Blarney stone. It
Display the map and ask a volunteer to point is a rock in Blarney Castle, near Cork, Ireland.
to Ireland. Invite students to say anything they Many people believe that the rock has magical
know about Ireland. Then, pass around the photo powers. They hang upside-down from the top of
of the Irish countryside. Explain that it rains a the castle to kiss it. Their friends hold their feet to
lot in Ireland and that everything is very green. prevent them from falling. According to tradition,
Thats why Ireland is called the Emerald Isle. if you kiss the Blarney stone, you win the ability
Next, pass around the photo of Irish stepdancing to persuade people with your speech.
Read and colour the flag. 10 Match the captions to the pictures. 5
Tell students to read the text quickly and find Tell the class to read the texts and match them to the
out what the capital of Ireland is: Dublin. Invite appropriate pictures. When they are finished, have them
a volunteer to point to Dublin on the map. Then, compare answers with a friend. Check as a class by
have them read the text again and colour the describing each picture to elicit the numbers of the text.
flag. When they are finished, have them compare
Answer Key:
flags with a friend. Then, ask what the stripes of
the flag represent: the green stripe the original
inhabitants, the orange stripe the English and
Scottish people who came to live in Ireland, the
white stripe peace between the two groups.
Answer Key:
Students colour the flag green, white and orange.
1.37
Listen and number. 10
Have students look at the pictures and ask them

what kind of people they can see: giants. Then,
tell them to look in the texts for the names of the
giants: Finn McCoul, Benandonner. Next, play
track 1.37. Students listen and number the extracts
in the order that they hear them. Check by saying AB page 42 15
a number and getting a volunteer to read the
corresponding part of the story aloud.
Divide the class into pairs. Each student draws
track 1.37 five party objects in their notebook. Then, they
narrator: listen and number.
narrator: number one. finn mccoul was a giant. he lived in the north
exchange drawings and label them. Next, get
of ireland. students to write three party arrangements in their
number two. benandonner was the biggest giant in the notebooks. Then, they make requests about those
world. he lived in a different country. he wanted to fight
finn so he went to ireland.
arrangements: Will you (put up the decorations)?
number three. when benandonner arrived in ireland, finns If the other student has written the same
58 wife saw him. she was very frightened because he was so big. arrangement in his / her notebook, he / she says
number four. she ran home, dressed finn in baby clothes and
put him to bed.
Yes, I will. He / She should write his / her name in
number five. benandonner was very afraid when he saw the the friends notebook. If not, he / she says No, I wont
baby. he thought, if the baby is like that, then the father be able to. Students ask and answer until they
must be enormous.
number six. he ran back to his country. he went so fast that
find three people to do their party arrangements.
he left his boot behind him. Finally, ask the class to complete the faces
number seven. you can still see his boot today at a place according to how they feel about what they know.
called the giants causeway in the north of ireland.
Read and label the pictures. 20
Mime it! (see page 10) 10
Invite the class to look at the picture and get them
Now play Mime it! with sentences from
to describe what they see: a street, green people,
the story about Finn McCoul and Benandonner.
a green hat, etc. Explain that the people are wearing
Have fun!
green to celebrate a special holiday: Saint Patricks
Day. Invite the class to say what they know about it.
Then, have students read the text individually and
label the pictures. When they are finished, get them Assign homework 5
to compare answers with a friend. After that, check AB page 43
Additional homework
as a class by saying the number of the picture to elicit
the name. Finally, invite volunteers to read the text My project
aloud. Explain that green is the traditional colour of
Ireland. In New York, people drink green beer on St Make a birthday wreath.
Patricks Day. In Chicago, they use green dye to make Materials: Two sheets of white paper and one
the river green! Add that Irish wolfhounds are among piece of card per student, ribbons of different
the the biggest dogs in the world. When they stand on colours.
their back legs, they are taller than a person. Invite students to look at My project and tell
them the main materials for the craft. Point out
Connect the dots and discover the icons and explain the additional materials
10 that they need. Then, go through each step
the national emblem of ireland.
Tell students to connect the dots. Explain that the do their project with the help of their family.
national emblem of Ireland is called the shamrock.
Ask students how many leaves a shamrock's got:
three. Tell them that sometimes shamrocks have A friendly reminder
four leaves. People in Ireland look for four-leaved It is advisable to create a stress-free
4
shamrocks because they are good luck. and supportive environment for taking
Answer Key:

practice on page 96 and the Time to check
section on page 42 in the Activity Book. During
the evaluation:
students
59
5 International cuisine
Objectives:
learn words for countries and nationalities
learn kitchen actions
practise expressions for rules
ask and answer questions with How long and How often
Countries
China /"tSaIn/ ____________ Italian /I"tlIn/ ____________
France /frAns/ ____________ Japanese /dZp"niz/ ____________
Great Britain /greIt "brItn/ ____________ Mexican /"meksIkn/ ____________
Italy /"ItlI/ ____________ Spanish /"spnIS/ ____________
Japan /dZ"pn/ ____________
Mexico /"meksIkU/ ____________ Kitchen actions
Spain /speIn/ ____________ bake /beIk/ ____________
the United States /D ju"naItId steIts/ ____________ boil /bOIl/ ____________
chop /tSp/ ____________
Nationalities fry /fraI/ ____________
American /"merIkn/ ____________ grill /grIl/ ____________
British /"brItIS/ ____________ peel /pil/ ____________
Chinese /tSaI"niz/ ____________ slice /slaIs/ ____________
French /frentS/ ____________ stir /st/ ____________
How long + time How often

We can ask about the duration of time with the We can ask about the frequency of activities with
question How long does it take + the verb. We How often. The structure of the question is the same
answer with It takes + time period. In this unit, we talk as a Yes / No question. We can answer with every +
about the time required to prepare different meals. time or once / twice a + time.
Unit 5

A lucky apple pie!
In this section, students will learn phrases and
60 short exchanges used in everyday life.
expressions to talk about rules.
Children are welcome here.
Taking pictures is allowed.
Dogs arent allowed here.
Smoking isnt allowed.
Promoting teamwork is an important aspect In this unit, students will develop:

of teaching children. In Lighthouse, there are Interpersonal and civic competence by
several activities designed specifically to foster participating in different teamwork activities
teamwork: Pair work, bulletin boards, values such as: Pair work, Bulletin board, Check what
activities, Check what you know activities, and you know, etc. (TB p. 61).
celebrations projects. To make the most of these
Linguistic competence by revising the names
teamwork activities, make students more aware
of countries and associating them with different
of their distinct talents and skills. Get them to
food items that are typical in other countries (SB
write down three things they are good at. Then,
p. 44).
divide the class into groups. Students tell each
other what they have written. When they are Competence in Processing digital information
finished, ask some students to say what they in the classroom by listening for specific
wrote. Point out that people are good at different information regarding specific actions used for
things. Explain that this is very useful when they cooking in order to be able to then circle the
work together in groups. Next, ask the class to picture being described (SB p. 45).
suggest ways to make groups work well: respect Mathematical competence by learning and
other people, listen to other peoples ideas, help practising the structure: How long does it take
people with problems, etc. Finally, get students + time? to ask questions about the length of
to make a poster. They write rules of group cooking preparation time (SB p. 46).
behaviour and illustrate them. Linguistic competence by learning how to talk
about frequency per week by reading a survey
and completing it for themselves, in addition to
writing about the results from their survey as
Value: Trying new things compared to a friends results (SB p. 47).
Trying new things means being open to new Cultural and artistic competence by reading
experiences. Its a way to have fun and learn about food from different countries in an
more about the world! activity where the students must read the texts,
unscramble the country words, and then fill in
Make an exotic cookbook. the gaps (SB p. 48).
Competence in Learning to learn by analysing
the stages in a recipe (SB p. 49).
Linguistic competence by listening to a fictional
story and then reading it out loud in pairs
afterwards (SB p. 50).
initiative by creating a personalised exotic
cookbook that encourages students to try new
foods and plan to make them at home (SB p. 51).
the physical world by reading and listening to
Unit 5
information about Nepal in order to underline
the correct option in the text dealing with factual
geographical information (SB p. 52).
Mathematical competence by learning about
measurements for recipes in English (SB p. 53) 61
5 International cuisine
Invisible drawings (see page 10) 10 Listen and repeat. 1.39
10
Play track 1.39 and have students repeat the words.
Play Invisible drawings with food
Then, say the name of a dish: sushi. Students say
vocabulary. Have fun!
where it is from and the nationality: Sushis from
Japan. Its Japanese. Continue in the same way with
1 Listen and complete the names the rest of the dishes.
of the countries. 1.38

10
track 1.39
Get students to look at the picture and invite a narrator: listen and repeat.
narrator: spain spanish.
volunteer to read the sign aloud: International Food
mexico mexican.
Competition. Next, play track 1.38. Students listen the united states american.
and complete the names of the countries. Check by japan japanese.
saying a number and asking a volunteer to say and china chinese.
spell the name of the country. great britain british.
france french.
italy italian.
track 1.38
narrator: listen and complete the names of the
countries.
narrator:
number one. spain. s-p-a-i-n.
Assign homework 5
number two. mexico. m-e-x-i-c-o. AB page 44 ex. 1
number three. the united states. Additional homework
t-h-e, u-n-i-t-e-d, s-t-a-t-e-s. In their notebooks, students draw three flags.
number four. japan. j-a-p-a-n. Under each flag they write the country and the
number five. china. c-h-i-n-a.
number six. great britain. nationality. Then, they write one interesting fact
g-r-e-a-t, b-r-i-t-a-i-n. about each country.
number seven. france. f-r-a-n-c-e.
number eight. italy. i-t-a-l-y.
Stick and read. 15
Give the names of some of the countries and encourage

students to name typical dishes from each. Then, tell 25

students to use the stickers for Activity 1 on page 44. Material: One sheet of white paper per pair.
Students place the pictures in the spaces according to Have students look at the signs. Ask if they have
their shape. Check by giving a number and getting seen any of them before. Elicit where: in the street,
volunteers to name the country and read the nationality in the park, in a restaurant, etc. Then, invite a
aloud. Finally, ask students whether or not they have volunteer to read the first rule aloud and explain
eaten the different dishes and which is their favourite. it in his / her own words: Children can come here.
Do the same for the rest of the rules. After that,
Answer Key:
divide the class into pairs and hand out the paper.
Get them to draw a sign for the classroom and
label it: (Toys) are(nt) allowed. Finally, invite some
volunteers to read their rules to the class.
AB page 44 ex. 2
Additional homework
In their notebooks, students draw two original
signs for their bedroom. Then, they write a
notice under each sign: Food is(nt) allowed.
Parents are(nt) welcome, etc.
Answer Key:
2 Read and number the chefs. 10
Invite the class to look at the pictures and elicit who

the people are: chefs. Ask students whether or not
they watch cooking programmes on TV. Encourage
them to name the shows they like and explain why
they like them. Then, ask a volunteer to read the first
sentence aloud. Students find the Italian chef by
looking for the corresponding flag. Then, they write 1
in the box. After that, tell them to read the rest of the
sentences individually and number the pictures in the
same way. Finally, tell students to underline the verb track 1.41
narrator: listen and circle the correct picture.
in each sentence and point to the chefs actions in the narrator: number one. they are slicing a cake.
corresponding picture. Ask students which actions number two. they are boiling potatoes.
they have done before. number three. they are peeling the cucumber.
number four. they are grilling the sausages.
Answer Key:
Talk to a friend about the signs. 10
Divide the class into pairs. Students look at the

signs and tell each other the rule for each sign:
Children are welcome. Pets are welcome. Eating
is allowed. Shorts are not allowed. Mobile
phones are not allowed.
Wrap-up: Can you or cant you? 10

Divide the class into two teams. Then, say a kitchen
action: stir. Teams take turns saying things you can
stir: soup, milk, coffee, tea. When one of the teams

5 cannot think of anything else or says something that
cannot be stirred the other team wins.
Play track 1.40 and have students repeat the kitchen Do the same with other kitchen actions.
actions. Then, mime the actions and get the class to
say what you are doing: Youre (baking a cake).
track 1.40 Assign homework 5

narrator: listen and repeat. AB page 45
narrator: chop. Additional homework
grill. Pictionary pages 102 and 103. Students identify
slice.
peel.
bake.
or phrases. Finally, they listen to the words and
stir. phrases in this units section of the CD in class.
fry.
boil.
3 Listen and circle 63

the correct picture. 1.41
5
Tell students to look at the pairs of photographs and ask

them what cooking action is shown in each photo. Then,
play track 1.41. Students circle, in each pair, the photo
that describes the activity that they hear. Finally, check
by saying each number aloud to elicit the activity.
How long does it take to cook?
1 Listen and complete the table. 1.42
Tell students to read the names of the dishes in the In their notebooks, students draw a picture
table. Invite them to say which of the dishes is their of their favourite dish. Then, they write a list of
favourite. Then, get the volunteers to read the names ingredients for the dish.
of the ingredients aloud. Have them guess which of
the ingredients are for a chocolate cake and how
long it takes to bake a cake. Accept all answers.
After that, play track 1.42 twice. Students complete
the table with the ingredients and cooking time for 2 Listen and chant. 1.43 15
each dish. Then, play the track again. Finally, check Have students look at the picture and say what
by inviting volunteers to read the dishes aloud and they can see: a birthday cake. Then, play track 1.43.
give the ingredients and the preparation times. Students listen and follow along in their books. Ask
how long it takes to bake the cake: forty minutes.
track 1.42 Next, divide the class into two groups. Play the CD
narrator: listen and complete the table. again. One group chants the first four lines and the
interviewer: hello. today were going to talk to some of the
other chants the last four lines. After that, groups
chefs at the international food festival.
excuse me, what are you making?
switch roles and do the chant again. Finally, get both
chef 1: im baking a chocolate cake. groups to do the chant together.
int: mmm. delicious! what are the ingredients?
chef 1: well, i use flour and eggs, a little milk, some sugar
and chocolate of course. 10
int: and how long does it take to bake?
chef 1: it takes about 35 minutes in the oven. Ask a pair of volunteers to read the question and
int: right, thank you. and over here weve got a very answer aloud. Explain that we use How long
different dish. excuse me, what are you making? does it take to ask about the length of time for an
chef 2: fried rice.
action. We answer with It takes + time. We can use
int: is it difficult to make?
chef 2: no, its easy. i chop some onions and carrots and then
these sentences to talk about cooking times, travel
i fry them with fish. and then i add some rice and fry it times or other lengths of time for a specific action.
all together. Encourage students to give their own examples.
int: how long does it take to fry?
Talk about these dishes with a friend.
chef 2: it only takes about 15 minutes. 10

int: thank you very much. and here is our italian chef. what
are you making today? Tell students to look at the first picture. Ask what it
chef 3: spaghetti bolognese. its quick and easy. is: a fried egg. Elicit the question and the answer:
int: what ingredients do you need? How long does it take to fry an egg? It takes three
chef 3: spaghetti, some onion, garlic, salt, meat and lots of
minutes. Then, divide the class into pairs and have
tomatoes.
int: how long does it take to cook?
students talk about the other dishes together.
chef 3: about 25 minutes.
Answer Key: Wrap-up: Dictation 10

Dictate questions to the class: How long does it take
to bake a cake? How long does it take to make fried
rice? When they are finished, get them to compare
their questions with a friend. Check by inviting
volunteers to write the questions on the board.
64
Assign homework 5
AB page 46
Additional homework
In their notebooks, students write sentences
about how long three daily activies take: It takes
fifteen minutes to eat breakfast. It takes half an
hour to do my homework. It takes forty minutes
to go to school.
Warm-up: Categories race 15 Assign homework 5
AB page 47 ex. 1
Materials: Four sheets of white paper, words and Additional homework
phrases, each on a big strip of paper: playing Students write three sentences about activities
football, running, apples, hot chocolate, oranges, they do regularly and illustrate them with
riding a bicycle, orange juice, water, peanuts, magazine cutouts: I play with my dog every day.
milk, climbing, coffee, bananas, surfing, mangos. I eat chicken three times a week.
Divide the class into four teams and give a sheet of
paper to each. Write food, drinks, exercise on the
board and tell students to copy the headings. Then,
stick the strips of paper on the board randomly.
Teams write the words in the correct category.
When they are finished, they put up their hands. 10
When all teams are finished, ask volunteers from
the first team to arrange the words on the board Invite volunteers to read the examples aloud.
under the correct heading. If all the words are in Explain that we use How often to ask about the
the correct categories, the team wins. number of times a person does something in a
period of time. Point out that we say once a week
and twice a week, not one time a week or two
3 Read the survey and times a week. However, we say three times a week
complete about you. 15 and four times a week. Tell them that we can also
Have students look at the activities in the table and use this with other periods of time like day, month
ask them which ones they like to do. Then, tell them and year: once a month, twice a year, etc. Finally,
to look at the survey and say who the children are: say different frequencies and get students to say
Andy and Megan. Next, get them to look at the appropriate actions: once a year have a birthday
box and guess what the marks show: the number party, every day eat lunch, etc.
of times you do an activity in a week. After that, Interview three friends. 10
they should mark the table to complete the survey
according to the number of times they do the activity Divide the class into groups of four. Students ask
each week. When they are finished, encourage three friends about their activities: How often do

them to draw a picture of themselves in the circle. you (drink lemonade)? When they are finished,
invite volunteers to tell the rest of the class about
Answer Key:
their friends: (Ofelia) reads a story every day.
Write about the results of the survey. 15 Pair work 10
Ask the class who the survey results are about: Andy Divide the class into pairs: student A and student
and Megan. Tell them to point to the box and read B. Student A looks at page 114 and student B
how to say the number of times you do the activity. looks at page 118. Then, tell them to ask questions
Then, elicit the first sentence: Andy eats fruit five times to complete the table. When they are finished,
a week. After that, have students write the rest of the get them to compare books to check.
sentences. When they are finished, encourage them
to compare their sentences with a friend. Check by
asking volunteers to read their sentences aloud.
Assign homework 5
Answer Key: AB page 47 ex. 2
Additional homework
Andy eats fruit five times a week. Students interview a family member about how 65
He drinks lemonade every day. often they do four activities. Then, they write
He does exercise once a week. four sentences in their notebooks: My dad walks
He reads a book twice a week. the dog every day. My sister goes to the cinema
Megan eats fruit twice a week. once a week, etc.
She drinks lemonade five times a week.
She does exercise three times a week.
She reads a book four times a week.
Time to practise!
boy: and how long does it take to run 100 metres in
1 Read and unscramble. 15 record time?
man: records change all the time, but it takes about
Ask some questions about foods from different countries: 9.77 seconds.
Where does pizza come from? Italy. Whats a typical boy: ok, next question... how long does it take to get
Chinese dish? Fried rice. Then, have the class look at to the moon in a spaceship?
the pictures. Get them to name the dishes: omelettes, man: it depends how fast the spaceship is, but it takes
more or less two days.
ice cream, cheese, chocolate, spaghetti. Next, have
boy: two days! wow! and the last question: how
them read the texts and write the unscrambled names long does it take to fly from spain to mexico?
of countries and nationalities in the spaces. Check by man: about eleven hours in a jumbo jet.
asking volunteers to read the texts aloud. After that, ask boy: great! lets go!
what the most surprising fact was. Explain that a frozen
mixture of milk and rice was first used in China around
Answer Key:
200 BC. Reportedly, Marco Polo then brought the secret
back to Europe. Charles I of England apparently liked it
so much that he paid the chef lots of money to keep the
recipe a secret, so that only he and his family could eat
it! Then explain that chocolate was used in the Mayan
civilizations of Central America as a bitter, spicy drink
flavoured with vanilla and chilli and made from cacao
beans. These beans were very important to the Mayans
and Aztecs who believed they gave the eater wisdom
and power: they were even used as money!
Answer Key:
Assign homework 5
AB page 48 ex. 1
Additional homework
Students find another interesting fact on the
internet: It takes sixty-seven hours to fly nonstop
around the world. They write the fact in their
notebook and illustrate it with a magazine cutout.
3 Sing a song. 1.45

15
Material: A map of the world.

Play track 1.45. Students listen and identify the places
2 Listen and match. 1.44
15
in the song. Invite volunteers to write them on the
board. Next, display the map of the world. Invite
Invite a volunteer to read the heading aloud and volunteers to come to the front and point to the places.
make the first question: How long does it take to fly Then, play the CD again. Students listen and follow
from Spain to Mexico? Encourage the class to guess along in their books. Get students to say what the
the answer. Then, play track 1.44. Students listen and singers job is: a pilot. After that, play the CD again
match the questions and answers. Check by reading and have students sing the song. Finally, ask them if
the questions aloud to elicit the answers. they would like to travel like the singer does.
66
track 1.44
narrator: listen and match. Assign homework 5
boy: hi, dad. can i ask you some questions? AB page 48 ex. 2
man: sure, how can i help you? Additional homework
boy: how long does it take to fry an egg? Students choose one of the countries in the song and
man: mmm... im not sure. i think it takes about
write the name of a typical dish from that country.
one minute.
Time to write
1 Look and number the pictures. 10 Bulletin board idea 15
Invite a volunteer to read the title of the recipe aloud. Materials: Magazine cutouts of different foods, four
Ask students whether or not they like paella and how sheets of card, felt-tip pens, sticky tape,
often they eat it. After that, have them look at the a sheet of newspaper with two large headings:
pictures and describe what is happening in each one. Healthy, Unhealthy.
Finally, tell them to number the pictures to show the Note: Divide the cutouts into breakfast, snack lunch
sequence. and dinner categories.
Elicit the names of the meals and write them on
Read the recipe to check. 5
the board: breakfast, snack, lunch, dinner. Then,
Have students read the recipe individually to check the divide the class into four groups and assign one of
order of the pictures. Then, say the ingredients for one of the meals to each group. Hand out the materials.
the pictures and get students to say the number: Yellow Students write the name of their meal on the card
rice and tomatoes. Picture 4! Do the same with the rest and cut it out. After that, display the newsprint. Invite
of the pictures. groups to stick their meal names in order on the
left side of the bulletin board. Next, get the class to
Circle the linking words. 5 look at the headings: Healthy / Unhealthy. Students
Remind the class that linking words show the sequence decide which of the foods on their magazine
of ideas in a text. Then, have students look at the text in cutouts are healthy and which are unhealthy. Then,
Activity 1 and find the first linking word: first. After that, they tape the foods to the newspaper under the
have the class circle three more linking words: then, appropriate category. Finally, encourage the class to
next, finally. Check by getting volunteers to read the look at the completed bulletin board and name other
linking words aloud. foods for each category.
Answer Key:
Assign homework 5

AB page 49
2 Look and write a recipe. 15
Point out the ingredients and ask a volunteer to read

the title of the recipe aloud. Then, tell them to look at the
photos of the procedure. Elicit what is happening in each
one. After that, tell students to write their recipes. Remind
them to use linking words. When they finish, encourage 67
them to compare recipes with a friend. Finally, invite some
volunteers to read their recipes aloud.
Model Answer:
First, wash the grapes and the strawberries. Then peel
the apples, grapes and bananas. Next, chop the grapes
and strawberries and slice the bananas. Put the fruit into
a bowl. Mix the fruit. Finally, add yoghurt and raisins.
Unscramble the name of a
dessert.
reading the text aloud. Then, invite three volunteers
Have students look at the picture and
to each read a part the story to the class.
unscramble the name of the dessert: apple pie.
Ask students whether or not they like apple pie.
Then, have them say the names of some of their
favourite desserts.
Assign homework 5
Additional homework
Apple pie Have students investigate recipes for apple pie.
In their notebooks, they write the ingredients
and illustrate the steps.
the story. 1.46
20
Invite a volunteer to read the title of the story aloud.

Then, tell students to look at the pictures and guess
what happens in the story. After that, tell them
to close their books. Write these questions on the
board:
What special thing happens on the weekends?
What do Chris and Samantha do with their granny?
Why is their mum excited?
Next, play track 1.46 and have students listen for the
answers. Get volunteers to write the answers on the
board. After that, play the CD again for students to
follow along in their books. Then, check the answers
on the board. Finally, get students to guess where
the missing ticket is. Accept all answers.
68
2 Listen to the second part
of the story. 1.47
10
Value: Trying new things
Make an exotic cookbook. 15
Get students to say what happened in the first part of
Materials: One photocopy of craft template
the story. Then, play track 1.47. Elicit what happened
5a, 5b and 5c (see the Values Section on the
to the lottery ticket: It was in the middle of the apple
Teachers Resource CD-ROM) per student,
pie. After that, have students open their books. Play
coloured pencils, scissors, glue, a stapler.
the CD again. Finally, invite students to tell the story
in their own words. Ask students if there are any dishes they do not
like or have never eaten. Encourage them
Now read the story in pairs. 10 to explain their answers. Then, ask them if they
have ever tried foods from other countries. Get
Divide the class into pairs. Have one student read
them to say what foods they tried and whether
the narrative and the other what the people say.
or not they liked them. Explain that it is good
Encourage students to use different voices for the
to try new things. Then, hand out the templates
characters. When they are finished, tell them to
and elicit the names of the four dishes. After
switch roles and read the story again.
that, students colour and cut out the cookbook
pages and recipes. Get them to stick the recipes
onto the corresponding pages. Make sure
students match the recipes correctly. When they
After you read 10 finish, help them to staple the pages together.
Correct these sentences about Finally, ask students which of the dishes they
the story. would be willing to try.
Invite a volunteer to read the first sentence
aloud. Then, ask students to find the incorrect
information in the sentence: twice a year. Invite
Assign homework 5
another volunteer to correct the information:
Granny comes to see Chris and Samantha every
weekend. Have students write the correct sentence AB page 51
on the line. After that, tell them to read the other
sentences and correct them individually. Check by
inviting volunteers to read the incorrect sentences
aloud, say what the incorrect information is and
read the correct sentence aloud.
Answer Key:

1. Granny comes to see Chris and Samantha
every weekend.
2. Chris helps Granny to peel the apples.
3. Mum is excited because her lucky numbers won
the lottery.
4. Mums lottery ticket is in the pie.
69
Warm-up: Lets talk about Nepal 10
10 Next, pass around the photo of the yaks and tell
Materials: A map of the world, photos of Mount students what they are called. Explain that they
Everest, yaks, prayer flags. live in the Himalayas. Tell students that yaks are
Pass around the photo of Mount Everest and invite like cows, but they have a very thick coat of hair to
the class to guess the name of the country it is in: keep them warm in the mountains. Finally, pass
Nepal. Invite a volunteer to find Nepal on the map. around the photo of the prayer flags. Explain that
Encourage the rest of the class to help. Explain that in Nepal, people like to hang prayer flags high in
most of the country of Nepal is in the Himalayas the mountains. They believe that the wind takes the
the mountain range that includes Mount Everest. prayers. This brings good luck to all living beings.
1.48
Listen and underline the correct option. 10 what the different symbols are. Accept all answers.
Then, point out the table. Play track 1.49 and tell them
Tell students to read the text individually. Then, to circle the words that they hear. Check by getting
play track 1.48. Students listen and underline the volunteers to read the words that they circled aloud.
correct option. Check by inviting volunteers to read
the completed text aloud. track 1.49
narrator: listen and circle the words that you hear.
track 1.48
narrator: d
id you know that the national flag of nepal
narrator: listen and underline the correct option.
is not a rectangle? its the only one in the
narrator: the complete name of this country is the
world that is different. it is the shape of two
republic of nepal. its a small country in asia. to the north,
triangles, a small triangle on top of a bigger
it shares a border with china and to the south, with india.
one. the smaller triangle has got the symbol
the highest mountains in the world, the himalayas, are in
for the moon and the big triangle has got the
nepal. many climbers come every year to conquer mount
symbol for the sun. the triangles represent
everest. the capital of nepal is kathmandu.
the himalayan mountains. the moon shows that
Answer Key: nepal is a peaceful country and its people

can sleep well at night. the sun represents the
daytime and how hard people work then.
Answer Key:
rectangle / triangles / bigger / symbol / moon /
Now read and label. 5 mountains / peaceful / people
Unit55 - Students Book page 52
Invite the class to look at the map. Point out the

map legend. Then, have them read the text again Read and complete the text. 10
and label the places on the map. Check by saying
Read the first sentence aloud and elicit the missing
a place name and getting volunteers to describe
word: rectangle. Get students to write the word
where it is on the map.
in the space. Then, have them complete the text
Answer Key: with the words from the table. Check by inviting
volunteers to read the completed text aloud.
AB page 52 10
Unit

70 Divide the class into pairs. Tell them to open their
70 books to page 44. Students take turns pointing to the
flags. Their friend says the name of the country and
the nationality. Then, students take turns miming
1.49
Listen and circle the words that you hear. cooking actions. Finally, ask the class to complete
5
the faces according to how they feel about what
Tell students to look at the flag. Ask them what is they know.
unusual about it: It isnt a rectangle. Get them to guess
Read the recipe and match. 15
Invite a volunteer to read the name of the recipe Slow motion (see page 10) 5
aloud. Ask students whether or not they have tried Now play Slow motion with kitchen
curry before and if they liked it. Explain that curry is actions vocabulary. Have fun!
a typical dish from Nepal and India. You can make
curry with different kinds of meat, fish or vegetables.
Then, invite the class to look at the list of ingredients.
Point out that tbsp means tablespoon (a normal Assign homework 5
spoon) and that tsp is teaspoon (a little spoon). Invite
AB page 53
Additional homework
volunteers to read the names of the ingredients
aloud. Get students to put up their hands if they My project
have tried the ingredient before. After that, have Make bagel faces.
students read the recipe individually and draw a Materials: Bagels, salad dressing, cream
line from each step to the corresponding picture. cheese, nuts, grated cheese, raisins, red
When they are finished, encourage them to compare peppers, avocado, cherry tomatoes, lettuce,
their answers with a friend. Check as a class by carrots, a toaster, a knife, a small bowl, a
reading the steps aloud and getting volunteers to plate. Invite the class to look at My project
describe the pictures. and tell them the main materials for the craft.
Answer Key: Then, go through each step with them. Finally,
remind them that they can do their project with
the help of their family.
A friendly reminder

on page 52 in the Activity Book. During the
evaluation:
students
Make a recipe for a dish from your
20
country and illustrate it in your notebook.
Ask students to suggest some typical dishes from

their country. Then, divide the class into pairs. Have
them write a recipe for one of their countrys dishes
in their notebooks. When they are finished, they
should draw a picture to illustrate the dish. Finally, 71
ask volunteers to say what dish they chose and
explain why they like it.
6 Modern detectives
Objectives:
learn words to talk about a crime scene
learn expressions to talk about detective work
practise interview expressions
report what other people say
Crime scene Detective work

detective /dI"tektIv/ ____________ arrest the suspects /"rest D "sspekts/ ________
evidence /"evIdns/ ____________ check alibis /tSek "lIbaIz/ ________
fingerprint /"fINgprInt/ ____________ find proof /faInd pruf/ ________
footprint /"fUtprInt/ ____________ interview witnesses /"Intvju wItnsIz/ ________
magnifying glass /"mgnIfaIIN glAs/ ____________ look for clues /lUk f kluz/ ________
mask /mAsk/ ____________ process the evidence /"prUses Di "evIdns/ ________
thief /Tif/ ____________
witness /"wItns/ ____________
Reported speech
We use reported speech to tell a person what another show our own perspective. If the subject is he, she or
person says. We use the structure subject + says / say + they, there is no change. If the subject is I, you or we,
the original statement: They are tall. He says they are we change the subject and the verb accordingly:
tall. The subject of the reported statement should I am pretty. She says she is pretty.

In this section, students will learn phrases and A cheesy mystery
interview expressions.
Unit 6
Can I ask you some questions?

Sure!
No, I dont think so.
Go ahead.
72 No comment.
It is important to encourage students to think In this unit, students will develop:

about and learn from their mistakes. There are Competence in Learning to learn by analysing
several ways to do this: their own errors and learning from them (TB p.
Decide with the class on a gesture to make when 73).
there is a mistake. Then, when they make a
Linguistic competence by learning the
mistake, make the gesture and give the student
definitions of vocabulary related to mysteries
time to correct the mistake.
and detectives as well as functional language
Write down some common mistakes that the
that detectives would use to interrogate a
students make. Then, after lesson or at the end
suspect (SB p. 54).
of the week, write the mistakes on the board for
students to correct with a friend. Competence in Processing digital information
Use a correction code with writing. Mark in the classroom by listening for specific
spelling mistakes and missing words, capital information to order actions used to conduct a
letters and punctuation. Then, tell the student to detective search and catch a criminal (SB p. 55).
look at the marks and rewrite the text correctly. Competence in Autonomy and personal
Mostly, help students to have a positive initiative by creating a Wanted Poster with a
attitude about mistakes and encourage them drawing and a description of a criminal that
to be adventurous in their use of English. And they have invented from their imagination (SB p.
remember to respond to what they say and 56).
write as well. Interpersonal and civic competence by
participating in pair work to describe the
physical appearance of criminal suspects and
decide who is the most probable match to the
Value: Sticking to the facts description (SB p. 57).
Sticking to the facts means not gossiping or Linguistic competence by learning how
telling rumours about people. to organize and number turn taking in a
conversational interaction (SB p. 58).
Make a truth bracelet. Linguistic competence by participating in
process writing where they organize the text
from picture cues and then turn the notes into a
complete story written in their own words using
linking words (SB p. 59).
Linguistic competence by listening to and
reading a detective story, and then reading
aloud in pairs afterwards (SB p. 60).
Cultural and artistic competence by making a
Truth bracelet as a symbol of the importance of
being honest and not gossiping about others (SB
p. 61).
Mathematical competence by skim-reading and
Unit 6
scanning a text with information about Bermuda
in order to find the meaning of specific numbers
in the text that give factual geographical
information about the islands (SB p. 62).
Competence in Knowledge and interaction with 73
the physical world by reading and labelling
a map with information about the Bermuda
Triangle (SB p. 63).
6 Modern detectives
Warm-up: I spy... 15 Assign homework 5
AB page 54 ex. 1
Choose an object in the classroom and say I spy Additional homework
with my little eye something beginning with (B). Write detective on the board and elicit the stress:
Encourage students to ask Yes / No questions to oOo. Then, students write the rest of the crime
find out what it is: Is it big? Is it by the door? Can scene vocabulary in their notebooks and mark
you eat it?, etc. The student who guesses the object the stress in the same way.
chooses another object for the class to ask about.
Continue until all students have participated.
10
1 Read and number the pictures. 15
Play track 1.50 and have students repeat the words.
Invite the class to look at the scene and describe Then, write the mirror image of some of the words on
what they see: A man is taking some money. A police the board and invite volunteers to guess what they are.
officer is talking to a woman, etc. After that, invite
a volunteer to read the first sentence aloud. Get track 1.50
students to deduce who the witness is: the woman
narrator: witness.
with the green face. Ask what a witness is: A person thief.
who sees the crime. Get students to write 1 in the mask.
box next to the woman. Do the same with the rest of fingerprints.
the descriptions and help students with meaning if footprints.
necessary. Check by saying a number and getting detective.

magnifying glass.
volunteers to describe the person or object. evidence.
Answer Key:
15
Invite a volunteer to read the question aloud. Elicit

who could ask it: a police officer, a reporter, etc.
Then, get another volunteer to read the question
again. Answer Sure! with lots of expression in
your voice. Get the class to say how you feel about
answering the questions: You feel happy. Do the
same with the rest of the answers. Ask different
volunteers the question and encourage them to
answer with lots of expression. Finally, divide the
class into pairs and have them take turns using the
interview expressions.
Assign homework 5
AB page 54 ex. 2
Additional homework
74 In their notebooks, students stick a magazine
cutout or a comic book picture of a detective and
a magazine cutout of another person. Then, they
write a question and answer in speech bubbles:
Can I ask you some questions? (No comment.)
2 Listen and stick. 1.51
15
Ask students to say the names of any detective TV

programmes they know and whether or not they
like these programmes. Encourage them to say
Listen and match. 1.53
15
what the detectives do to solve crimes. Accept all Invite the class to look at the picture of the
answers. Next, invite the class to describe what detective and get a volunteer to read the
they see in the different pictures. Then, hand out question aloud. After that, tell students to look
the stickers for Activity 2 on page 55. Tell students to at the pictures and say whether or not the
read the phrases on the stickers silently. Play track people are happy to talk to the detective. Then,
1.51. Students listen and place the stickers in the play track 1.53. Students listen and match the
appropriate spaces. Check by asking volunteers responses to the people. Check by saying a
to read the completed phrases aloud. Explain number and getting a pair of volunteers to read
meaning as necessary. the dialogue aloud and act it out:
T: Number one.
track 1.51 S1: Can I ask you some questions?
narrator: listen and stick. S2: No, I dont think so.
narrator: first, we have to look for clues. then,
we interview witnesses. we process the
evidence in the lab. after that, we check track 1.53
alibis. next, we find proof. finally, we narrator: listen and match.
arrest the suspects! narrator: number one.
man 1: can i ask you some questions?
Answer Key: man 2: no, i dont think so.
man 3: go ahead.
narrator: number three.
girl: no comment.
man1: can i ask you some questions?
boy: sure!
Answer Key:

5
Play track 1.52. Students listen and repeat the new

phrases several times. Encourage them to point to
the appropriate pictures as they say the phrases.
track 1.52
10
narrator: listen and repeat. Now play Dance it! with detective work
narrator: look for clues. vocabulary. Have fun!
interview witnesses.
process the evidence.
check alibis.
find proof.
arrest the suspects.
Assign homework 5
AB page 55
Additional homework 75
or phrases. Then, they write a sentence for each.
Finally, they listen to the words and phrases in
this units section of the CD in class.
He says he is innocent!
1 Listen and point to the thief. 1.54
20 2 Listen and chant. 1.55
15
Point out the scene on the right. Ask students who Tell students to look at the picture and say what
they think the detective is. Encourage them to they see: a parrot and two police officers. Explain
explain their answers. Then, have them read what that the police officers are chasing the parrot
the people say silently and elicit what is happening because he broke a vase. Then, play track 1.55
in the scene: The detective is interviewing some and have students listen and follow along in
witnesses. Ask what time it is: 10.45. Next, tell their books. After that, ask who says the parrot is
them to look at the Wanted poster. Ask students if innocent and who says he is guilty: the parrot /
they have seen similar pictures and where: at the Detective Hewitt. Next, divide the class into three
airport, on TV, etc. Explain that they are pictures groups. Play the CD again. The first group chants
of criminals. Elicit the time and point out that the the first three lines, the second group chants lines 4
detective is reporting to the chief police officer what and 5, and the third group chants the last two lines.
the witnesses said. The chief uses the information When they are finished, groups switch roles and
to find out which criminal is guilty. Next, play track do the chant again.
1.54. Students listen and point to the thief. Check
by getting students to say which person is the thief:
Person 1. Finally, have them describe the people in 10
the rest of the pictures. Invite a volunteer to read what the man in the
picture says: Shes pretty. Then, invite another
track 1.54 student to read the reported sentence aloud:
narrator: listen and point to the thief.
He says shes pretty. Explain that we use this
detective: these are my notes from the interview with the
witnesses. the two boys say that he is fat.
kind of sentence to tell someone what another
chief: mmmm fat. person says. Ask who he refers to: the man in the
detective: and they say that he wears glasses. picture. Ask who she refers to: a pretty woman.
chief: glasses, eh? Do the same with the rest of the examples.
detective: and the woman says that hes got a
moustache.
chief: a moustache
Report these sentences to a friend. 10
detective: and long hair. Tell students to look at the first speaker. Elicit
chief: great. now i know who he is.
a report of what he says: He says hes short. Ask
who the first He refers to: the man in the picture.

Ask who the second he refers to: a short man.
Assign homework 5 Elicit who is reporting information in the other
examples: a woman, two people, two children.
In their notebooks, students draw a Wanted poster Then, divide the class into pairs. Students take
and write a short description of the criminal: He is turns reporting the sentences to their friend.
thin. Hes got short hair and he wears glasses. Finally, invite some volunteers to report the
remaining sentences to the rest of the class: She
says hes got a beard. They say hes wearing a
black jacket. They say he speaks English.
Spelling race (see page 10) 10

Now play Spelling race with crime
76 scene vocabulary. Have fun!
Assign homework 5
AB page 56
3 Listen and number the scenes. 1.56
Invite a volunteer to read the title aloud. Tell students Write They say they wont visit us on the board
to describe the first picture. Then, play track 1.56 and and elicit the context: The aliens report what the
ask students what happens in the scenes in their own people on Earth say. Students copy the sentence
words: The aliens come. They dont speak English. A and illustrate the scene in their notebooks.
man can understand them. He reports what they say.
Ask them whether or not they think the aliens really
want to take people to Zog. After that, play the CD
again for students to listen and number the scenes.
Check by saying the numbers aloud and getting
students to read what the man says. 10
Ask the class to say what happened in Activity 3.

track 1.56 Then, have them read the example sentences
narrator: listen and number the scenes.
silently. Ask who says the two sets of sentences:
male voice: listen everybody! i understand their
language. ill tell you what he says.
the aliens, the man. Tell them that the man
narrator: number one. reports what the aliens say. Next, invite a pair of
alien: [alien language] volunteers to read the aliens sentences and the
male voice: he says they come in peace. reported sentences. Explain that the pronoun
and the verb form change in the reported
alien: [alien language]
male voice: he says he is from the planet zog.
sentence because the man reports from his own
narrator: number three. perspective. Get different volunteers to read the
alien: [alien language] other examples and act them out.
male voice: he says we can visit the spaceship.
narrator: number four. Rewrite these sentences. 10
people: he wants to take us to zog! run!
Have a volunteer read what the girl says aloud.
Answer Key: Then, elicit a report of what she says: She says she is
1. He says they come in peace. very hungry. Students write the sentence on the line.
2. He says he is from the planet Zog. Next, have them look at the pictures and report what
3. He says we can visit the spaceship. the children say. Check by inviting students to write

4. He wants to take us to Zog! Run! the reported sentences on the board.
Answer Key:
Listen and complete what She says she is very hungry.
the alien says. 1.57
10
She says he can eat here.
Have the class look at the incomplete speech bubbles He says they come here all the time.
and get students to guess what the aliens say. Accept
all answers. Then, play track 1.57. Students complete
the sentences. Check as a class by inviting volunteers Pair work 15
to read the completed sentences aloud.
Divide the class into pairs: student A and student
track 1.57 B. Student A looks at page 114 and student B
narrator: listen and complete what the alien says.
looks at page 119. Tell students to choose a thief
alien: we come in peace.
and think of a description. Then, they take turns
narrator: number two. asking questions to identify the thief. When they
alien: i am from the planet zog. are finished, have students show each other 77
narrator: number three. which thief they chose. Then, they play again.
alien: you can visit the spaceship.
Answer Key:
Assign homework 5
1. We come in peace.
2. I am from the planet Zog.
3. You can visit the spaceship.
AB page 57
Time to practise!
Warm-up: Guess who 15 Assign homework 5
Say a sentence that describes a cartoon character: In their notebooks, students stick a magazine
Hes short. Students put up their hands cutout of a famous person. They draw a speech
if they think they know the name of the character. bubble for that person and write three things
Ask one student to say the name. If the student is he / she says: Im a singer. Im American. I love
wrong, say another sentence: Hes yellow. Continue Japanese food. Then, they draw a news reporter
until someone guesses correctly: Spongebob and report the things that the person says: She
Squarepants. Do the same with other cartoon says shes a singer. She says shes American. She
characters. says she loves Japanese food.
1 Read and number the answers. 15
Invite the class to look at the scene and describe what

they see: a man with a hat, a woman with a suitcase,
a detective, a woman with a mobile phone. Point out 2 Sing a song. 1.58
25
that the detective is talking on the phone to his boss. Play track 1.58 and ask how many people are
Hes saying things about the man and the woman. speaking: two. Elicit who the people are: a detective
Then, tell them to read the bosss questions and number and a suspect. Then, play the CD again. Students
the detectives answers. After that, encourage them to listen and follow along in their books. Get the class to
compare answers with a friend. Finally, check as a class vote on whether or not they believe the suspects alibi.
by asking pairs of volunteers to read the questions and Next, divide the class into two groups and play the CD
answers aloud. again. One group sings the detectives questions and
Answer Key: the other sings the suspects answers. When they are
finished, groups switch roles and sing the song again.
1. Im outside a costume shop. Next, invite students to imagine what happens next:
2. Shes Chinese and hes American. The detective asks a man questions: Where were you
3. Hes very tall. on the night of the crime? Did you see the suspect?, etc.
4. Shes wearing a black skirt, a blue shirt and a red After that, divide the class into groups and encourage
scarf. them to imagine and write the mans answers: He was
5. Theyre going to the airport. at a party. He didnt see the suspect. etc. Finally, get
6. Shes carrying a suitcase.
volunteers to say what the man did.

7. Hes wearing a large black hat.
Report the detectives answers. 15

Assign homework 5
Invite the class to look at the picture and ask what AB page 58
it shows: a computer screen. Have them read the
Additional homework
Tell students to think of an activity they did last
sentence on the screen silently. Explain that the boss
Saturday. In their notebooks, get them to stick
is reporting what the detective says in Activity 1. Then,
proof of the activity: a film ticket, a shop receipt,
get them to point to the next sentence and elicit
an invitation to a birthday party, etc. Then, have
the bosss report: He says shes Chinese and hes
them write an alibi for a crime: It wasnt me. I was
American. Tell students to write it in their books.
(watching a film).
Next, have the class report the rest of the answers.
Check by inviting volunteers to write the sentences
on the board.
Answer Key:
78 He says hes outside a costume shop. He says shes
Chinese and hes American. He says hes very
tall. He says shes wearing a black skirt, a blue
shirt and a red scarf. He says theyre going to the
airport. He says shes carrying a suitcase. He says
hes wearing a large black hat.
Time to write
In your notebook, write the story using
1 Look at the pictures and number these linking words. 10
the notes. 10 Tell students to look at the linking words and elicit the
Have students look at the pictures and invite a volunteer order according to the story. Then, students write the
to read the title aloud: A day at the zoo. story in their notebooks using the linking words. Finally,
Get the class to describe what they see in the different invite a volunteer to read the completed story aloud.
scenes. Point out that the girls name is Zoe. Then,
tell students to read the notes and match them to
the scenes. They should write the appropriate scene Bulletin board idea 15
number next to each note. Check by saying what the
Materials: One sheet of poster paper per group,
girl did to elicit the number of the scene:
magazine cutouts of objects, ink pads, one half-
T: Zoe went to the zoo.
SS: Number one. sheet of white paper per group, rulers.
Divide the class into groups of four and assign a
Rewrite the notes in complete letter to each group: A, B, C, etc. Then, hand out
sentences. 10 the poster paper and the magazine cutouts to
each group. Students label their poster Fingerprint
Have the class look at the notes for the first picture. Point evidence and write the letter of their group. Next,
out the words that we need to add to the notes to make students stick magazine cutouts of different objects
sentences. Explain that commas mean that the words go onto the poster. Each student puts a fingerprint
together in a sentence but we need other words to connect on one object on the poster. They should use only
them. Invite a volunteer to make a sentence with went to their index finger. Next, students make a chart of
zoo, Mum and Dad: Zoe went to the zoo with her mum and their index finger fingerprints on the half-sheet
dad. Next, point out that a / shows where a new sentence of paper. They each write their name under their
begins. Elicit the second sentence for the first note: She fingerprint. They should also write the letter of
took her new bag. Then, get students to write sentences their group. After that, display the posters and the
for the rest of the pictures individually. Finally, check charts. Finally, encourage groups to try to identify
as a class by inviting volunteers to read the completed a fingerprint on another groups poster.
sentences aloud.
Answer Key:

Assign homework 5
AB page 59
79
Look at the crime scene and
Divide the class into groups of four and assign the
circle whats wrong. roles of the narrator, gardener, security guard and
Ask students if they would like to be detectives. cleaner. Students read the story aloud. After that,
Encourage them to say why or why not. Then, get them to switch roles and read the story again.
tell them to look at the scene and circle whats Finally, invite a group to read the story to the rest of
wrong. When they are finished, ask them what the class.
they have circled and what they think the crime
was. Accept all answers.
Assign homework 5
AB page 60
Additional homework
1 Listen to the first part of In their notebooks, students write three questions
the detective asked the suspects: Where were
the story. 1.59
15
you at five thirty? Why did you leave the
Invite a volunteer to read the title of the story and diamond room? What were you doing in the
the three headings aloud: The crime, The scene, diamond room?, etc.
What the witnesses said. Have the class look at
the pictures and ask them to point to the different
people: Detective Ross, the gardener, the cleaner,
the security guard. Then, have them close their
books. Write these questions on the board:
What was wrong?
What evidence did Detective Ross find?
What was the gardener doing at five forty-five?
Next, play track 1.59 and have students listen for
answers to the questions. Invite volunteers to write
their answers on the board. After that, play the CD
again for students to listen and follow along in their
books to check. Finally, invite the class to guess who
is guilty. Accept all answers.
80
2 Listen to the second part Value: Sticking to the facts
of the story. 1.60
10 Make a truth bracelet. 15
Materials: One copy of craft template 6 (see the
Ask students what happened in the first part of the
Values Section on the Teachers Resource CD-
story. Then, invite a volunteer to read the title and
ROM) per student, coloured pencils, scissors,
the subheading aloud. Next, play track 1.60. Have
string, sticky tape.
students listen and follow along in their books. After
that, get them to describe what happened in their Write gossip and rumours on the board. Get
own words. students to guess whether these are good or
bad things: bad. Explain that we gossip when
Now read the story in groups. 10 we talk about other peoples secrets. When
we start rumours, we spread information that
Divide the class into groups of six. Each student might not be true about someone. Have students
reads the caption for one illustration. When they close their eyes and imagine that they hear
are finished, have them switch roles and read the two friends gossiping about them. They are
story again. laughing about a secret. Then, tell them to open
their eyes and ask them how they felt. Point
out that gossiping and telling rumours hurts
After you read 10 people. After that, hand out the materials and
Underline the correct option. get students to choose four words or phrases and
Invite a volunteer to read number colour them. Next, have them cut out the words
1 aloud. Then, point out the line numbers and or phrases that they chose. They should cut a
ask students to find line 30. Count the lines with piece of string 15 centimetres long. Then, they
the students and tell them to point to she in line fold the tabs on each word or phrase over the
32.After that, get another volunteer to read the string and tape it in place. They should cover
sentence with They aloud. Ask if it is the cleaner: both sides of each phrase with clear sticky tape.
No. The cleaner is a woman. Ask who ran back When they are finished, encourage them to put
into the hole. Remind students that they should on their bracelets and show them to a friend.
look at the words and sentences before They Finally, ask volunteers which words or phrases
to find the answer. Then, elicit the answer: the they chose and why.
mice. Tell students to underline c. Next, divide
the class into pairs and have them find what the
other words refer to and underline the correct
options. Check by reading the descriptions to Assign homework 5

elicit the appropriate letter.
1. cleaner
2. mice
3. security guards
4. mice
81
Warm-up: Lets talk about Bermuda 10 around the photos and explain that Bermuda is
Materials: A map of the world, photos of a pink very small. Only 65,000 people live there. There
beach in Bermuda, a 35 km/h speed limit sign, are beautiful beaches. The sand is pink. Tell them
a billboard from another country. that Bermuda used to be famous for its pirates but
Display the map. Then, say the names of some nowadays many tourists and business people
island countries in and around the Caribbean: go there. People speak English there. There
Haiti, Cuba, Jamaica, Bermuda. Have volunteers are many laws to protect Bermudas peaceful
find the countries on the map and point to them. environment: People can only have one car.
Encourage the rest of the class to help. Next, elicit They cannot drive at more than 35 km/h. Large
what ocean Bermuda is in: the Atlantic. Pass billboards are not permitted.
Read and stick. 10

it refers to: the distance from the USA to Bermuda in
kilometres. Tell students to write the answer on the
Have the class look at the text and get volunteers to lines. Then, get them to find the rest of the numbers
read the headings aloud. Ask them where we see and write what each number refers to on the lines.
this kind of information: in holiday brochures. Next, Check by asking volunteers to read their answers
invite them to identify what they see in the pictures. aloud.
Then, tell students to use the stickers for Light up the Answer Key:
world on page 62. Students read the text and put
the stickers in the spaces according to their shapes.
When they are finished, invite volunteers to explain
what activity each sticker represents: frog hiking
in the national parks, shipwreck snorkelling on
the coral reef, shorts shopping, zoo sightseeing.
Finally, ask students which activity they like the best.
Answer Key: AB page 62 20

Divide the class into pairs. Tell them to open their

books to page 54. Students take turns saying true-
false sentences about the crime scene: There are
fingerprints on the carpet. Their friend corrects the
false sentences: False. There are footprints on the
carpet. Then, students take turns pointing to the
pictures on page 55. Their friend says what the
detectives are doing. After that, divide the class
into groups of three. The first student whispers
something to the second student: Im hungry. The
second student reports what the first student said:
She says shes hungry. Students switch roles and
continue until each person has reported several
sentences. Finally, ask the class to complete the
faces according to how they feel about what they
82 know.
Read and find the meaning

10
of these numbers.
Tell students to look at the brochure again and

find one thousand and fifty in the text. Elicit what
Read and label the map. 15
Get the class to look at the map and invite a volunteer Correct it! (see page 10) 10
to read the title aloud. Encourage students to say Now play Correct it! with reported
anything they know about the Bermuda Triangle. speech. Write five original sentences and
Then, have them read the texts and identify the five incorrect reported sentences on the
locations that mark the points of the triangle: Bermuda, board: I am short. The teacher says they
Miami and San Juan. After that, invite them to label are short. Students correct the reported
the map with those locations and compare answers sentences. Have fun!
with a friend. Check as a class by reading the names
aloud and getting students to point to the places on
the map. Finally, ask why the Triangle is famous:
Assign homework 5
Because many ships and planes disappear there. AB page 63
Elicit the possible reasons: weather patterns, UFOs, Additional homework
connections to other times and dimensions.
My project
Answer Key: Make an identity kit.
Materials: One sheet of card and one sheet of
white paper per student, a ruler.
A friendly reminder
Read and solve the crossword puzzle. 15 and supportive environment for taking

Invite the class to look at the picture and ask them what review the unit vocabulary with My spelling
they think happened to the planes: They disappeared practice on pages 97 and 98 and the Time to check
in the Bermuda Triangle. Next, have students read section on page 62 in the Activity Book. During the
the text. When they are finished, encourage them to evaluation:
say what happened in their own words. After that, get read the instructions for the first activity with
them to solve the crossword puzzle. Check by reading students
the numbers and clues aloud and inviting volunteers read the example and clarify doubts
to say and spell the words. ask a volunteer for another example
Answer Key: read the instructions for the next activity, etc.
83
7 Future world
Objectives:
learn the words for things in a restaurant
learn the names of different types of dishes
practise expressions for ordering food in a restaurant
talk about future predictions with will
Restaurant cream of /krim v

bill /bIl/ ____________ sweetcorn soup "switkOn sup/ ____________
credit card /"kredIt kAd/ ____________ desserts /dI"zts/ ____________
customer /"kstm/ ____________ fried fish and /fraId fIS nd
menu /"menju/ ____________ salad "sld/ ____________
pepper /"pep/ ____________ grilled steak /grIld steIk
salt /"sOlt/ ____________ and peas nd piz/ ____________
waiter /"weIt/ ____________ lemon sorbet /"lemn "sObeI/ ____________
waitress /"weItrs/ ____________ main courses /meIn "kOsIz/ ____________
mango mousse /"mNgU mus/ ____________
Menu mushroom soup /"mSrum sup/ ____________
roast chicken /"rUst "tSIkIn
apple pie with /"pl paI wIT
with carrots wID "krts/ ____________
ice cream aIs krim/ ____________
spaghetti with /sp"getI wID
chicken soup /"tSIkIn sup/ ____________
tomato sauce tmAtU sOs/ ____________
chocolate brownie /"tSklt "braUnI/ ____________
starters /"stAtz/ ____________
cream of /krim v
potato soup p"teItU sup/ ____________
Will
In this unit, we use will to talk about future predictions. Will people eat pills? To form Wh- questions, we add
We use the structure subject + will + verb infinitive: the question word to the beginning of the sentence and
People will fly to other planets. To form Yes / No switch will and the subject: What will you be?
questions, we switch will and the subject:
Unit 7

In this section, students will learn phrases and A dream come true!
84 In this unit, students will learn and practise
expressions for ordering food in a restaurant.
Are you ready to order?
Yes, Id like some soup, please.
Anything else?
A pizza, please.
Can I have the bill, please?
Right away.
Students who are aware of their progress have In this unit, students will develop:
a more positive attitude that helps them to Competence in Learning to learn by becoming
learn better. The opposite is also true: students aware of the progress they are making during
who do not know how they are doing can lose the course through reviewing the learning
motivation. How do we help our students see objectives in the Check what you know section,
the progress they are actually making? The and through progress feedback from the teacher
following can be done: accompanied by practical suggestions (TB p. 85).
schedule reflection time into your lessons.
Lighthouse provides an opportunity for this
definitions of vocabulary related to eating at
through the Check what you know section at
restaurants as well as functional language for
the end of every unit of the Activity Book.
ordering when eating out (SB p. 64).
highlight class progress by telling students at
the beginning of every lesson or every week Mathematical competence by listening to prices
what they are going to learn. Write learning on a menu and matching them to the dishes
objectives for a lesson on the board at the start pictured (SB p. 65).
of class, or make a poster with learning aims Competence in Autonomy and personal
for the week. Then, at the end of the lesson initiative by writing questions and conducting a
or the week, students can look at the list and classroom survey predicting the future (SB p. 66).
mark what they have learned. Cultural and artistic competence by creating
encourage students who do not feel good a collage where a famous person interviews a
about their progress. In some cases, they may robot about the future (SB p. 67).
have unrealistic expectations about learning. Linguistic competence by practising the use
They might feel that they should not make any of will + base verb to predict future events in a
mistakes or that they need to understand every guided fashion from drawings (SB p. 68).
unfamiliar word in English. In other cases,
they might need suggestions for practising Linguistic competence by participating in
at home or participating better in class. By process writing where they read a model
doing these progress checks together, you gain horoscope and identify textual features such
awareness of small challenges before they as emotions and events in time, in order to be
become problems for the students. able to write their own horoscope based on the
model (SB p. 69).
the physical world by listening and reading a
Value: Minding your manners true story about an astronaut and her dream (SB
Minding your manners means being polite and p. 70).
acting in a way that makes other people feel Interpersonal and civic competence by creating
comfortable. a book of table manners identifying polite and
rude ways of behaving (SB p. 71).
Make a book of table manners.
Competence in Processing digital information
in the classroom by listening to pronunciation in
Russian and matching a word to a definition (SB
Unit 7
p. 72).
Competence in Knowledge and interaction
with the physical world by creating and
experimenting with a balloon rocket(SB p. 73).
85
7 Future world
Warm-up: Word factory 15 Assign homework 5
AB page 64 ex. 1
Write the unit title on the board. Then, divide the Additional homework
class into small groups. Allow five minutes for Students stick three magazine cutouts that
them to list the words that they can form with the illustrate restaurant words in their notebooks
letters FUTURE WORLD: word, two, for, etc. After and label them.
that, have students count their words. Ask the
group with the most words to read them aloud.
Invite other groups to say any different words on
their lists. They get one point for each correct word.
Finally, invite the class to say words they associate
with the future: robots, space, flying cars, etc.
20
Material: Board pens.
1 Find and count the following
Invite students to look at the picture. Elicit
objects in the picture. 15 who the people are: a waiter, a customer.
Have students look at the scene and ask them what Ask what is happening in the scene: The
kind of place it is: a restaurant. Invite a volunteer to customer is ordering food. Then, invite a pair
read the name of the restaurant aloud: Fast Food of volunteers to read the dialogue aloud. Help
Planet. Ask if there is a restaurant like this where with pronunciation as necessary. Point out that
they live and why: No, all the characters are robots. a customer always says please. Explain that this
Next, tell students to look at the picture of the waiter is polite. After that, hand out the board pens and
in the box and ask how many waiters are in the invite volunteers to write the names of food items
restaurant: three. Students write 3 in the space. After on the board. Next, divide the class into pairs
that, have them count the rest of the items and write and get them to read the dialogue aloud, using
the numbers in the boxes. When they are finished, different food items.
check by asking how many of each item there are.
Answer Key:
Assign homework 5
AB page 64 ex. 2
Additional homework
Students make a waiter and a customer out

of modelling clay. Then, they make a speech
bubble for each and cut them out: Are you
10 ready to order? Yes, Id like a (hot dog), please.
They stick the speech bubbles to the characters.
Play track 2.1 twice and invite students to repeat
the words. Then, mime saying the words very
slowly and exaggerate the movements of your
mouth. Students call out the words. Finally, several
volunteers take your place and mime the words for
the class to guess.
track 2.1
narrator: waiter.
waitress.
86 customer.
bill.
credit card.
menu.
salt.
pepper.
2 Listen and stick the Listen and repeat. 2.3
5
headings. 2.2
10 Play track 2.3 for students to listen and repeat. Then,
Elicit the names of students favourite restaurants describe dishes and headings for students to guess:
and ask them what they like to eat there. Then, have T: It costs 2.99. Its got mushrooms.
students look at the menu and point to the dishes in SS: Mushroom soup. Starters.
each column that they think they want to order. Explain
that a dish is a combination of food items on one plate. track 2.3
Then, tell students to use the stickers for the names of narrator: starters.
the headings for Activity 2 on page 65. Tell the class mushroom soup.
to read the names of the headings silently. Next, play chicken soup.
track 2.2. Students listen and put the stickers above the cream of sweetcorn soup.
appropriate items on the menu. Check by eliciting the cream of potato soup.
main courses.
names of the headings in order. Finally, invite the class grilled steak and peas.
to vote on their favourite part of the meal. roast chicken with carrots.
fried fish and salad.
track 2.2 spaghetti with tomato sauce.
narrator: listen and stick the headings. desserts.
narrator: welcome to fast food planet. todays menu apple pie with ice cream.
features these tasty starters: delicious lemon sorbet.
mushroom soup for 2.99 and chicken soup chocolate brownie.
for 2.00. weve also got smooth cream of mango mousse.
sweetcorn soup for 2.49 and creamy cream
of potato soup for 1.95. after that, sink your
teeth into one of our four main courses: grilled
steak and peas for only 6.99, roast chicken with
carrots for 5.99, fried fish and salad for 7.20,
or if you dont like meat you can have spaghetti
with tomato sauce for just 4.55. to finish, dive Act out with a friend. 10
into one of our famous desserts: amazing apple
pie with ice cream for 2.99, or our incredible Invite volunteers to read the names of the dishes
lemon sorbet for 2.60. for chocolate lovers, aloud. Explain meaning and correct pronunciation
theres a chocolate brownie for 3.49, or for as necessary. Then, divide the class into pairs: a
those with more exotic tastes, theres a delicious
waiter / waitress and a customer. Students act out
mango mousse for 4.00. enjoy!
a restaurant scene using the food on the menu.
When they are finished, they switch roles and act
Listen again and stick the names out the scene again.

of the dishes. 2.2
10
Tell students to use the stickers for the names of dishes

and their prices for Activity 2 on page 65. Then, play Assign homework 5
the CD again. Students listen and stick the names and AB page 65
prices next to the corresponding pictures in the menu. Additional homework
Check by saying the heading and number to elicit the Pictionary pages 106 and 107. Students identify
name of the dish. the pictures and write the corresponding words
or phrases. Finally, they listen to the words and
Answer Key: phrases in this units section of the CD in class.
87
Cars will fly!
1 Listen and circle 2 Listen and chant. 2.5
10
the correct option. 2.4
15
Ask a volunteer to read the title of the chant aloud. Then,
Invite the class to look at the picture. Explain that the get students to say what they see in the picture: a school
man is a professor and that he is talking about the on Mars. Next, play track 2.5 and encourage students to
future. Invite a volunteer to read the boys question follow along in their books. After that, divide the class
aloud. Then, read the first question aloud: Will scientists into two groups. Play the CD again and have the groups
discover life on other planets? Encourage students to say chant alternate lines. When they are finished, have
what they think. Do the same for the rest of the questions. them switch roles and do the chant again.
Next, play track 2.4. Students listen and circle the
answers according to what the professor says. Check by
reading the questions aloud to elicit the answers. 10
Invite some volunteers to read the examples

track 2.4 aloud. Point out that they are predictions about
narrator: listen and circle the correct option.
student: professor brains! what will happen in the future?
the future. Explain that we ask Yes / No questions
will scientists discover life on other planets? about the future with Will + the subject + the
professor: yes, i think they will. verb in the infinitive. We can use short answers.
s: will people live to be more than 130 years old? The negative form is wont. Point out that will
p: yes, most people will live to be older than 130.
and wont have the same form for all subjects.
s: will robots teach english?
p: no, they wont teach. you will have english teachers for
a long time.
Unscramble the questions. 10
s: will people go on holiday to the moon?
Tell students to unscramble the questions
p: yes, you will. and maybe even to mars, too.
s: will people travel in time?
and write them on the lines. Check by getting
p: ah, thats different. no, i dont think so. volunteers to read the questions aloud. Invite the
we wont travel in time. class to answer the questions. Encourage them
to explain their answers.
Answer Key:
Answer Key:
1. Will we have more time?
2. Will people be happy?
3. Will we take care of our planet?
Wrap-up: Survey 15
Material: One half-sheet of paper per pair.
Divide the class into pairs and hand out the paper.
Each pair writes a question about the future on
their sheet of paper: Will tigers exist in the future?
Look and ask a friend. 10 They write Yes and No next to the question. Then,
Have the class look at the first picture. Get a volunteer they ask ten students and record the number of
to make a question with the prompts: Will people live people who say Yes and the number who say No.
under the sea? Invite the rest of the class to answer. When they are finished, invite pairs to count and
Accept all answers. Then, divide the class into pairs. report their answers: Seven people say tigers will
Have students take turns making questions about exist in the future. Three people say tigers wont
the pictures. Finally, get some volunteers to say the exist in the future.
88 questions and what they answered.
Assign homework 5 Assign homework 5

AB page 66 ex. 1 AB page 66 ex. 2
Additional homework Additional homework
In their notebooks, students copy one of the In their notebooks, students write two more lines
questions from Activity 1. Then, they draw a for the chant: Well talk with dolphins,
picture to illustrate it. And well travel to the sun.
Answer Key:
Play Dance it! with predictions about the
future. Have fun! Assign homework 5
AB page 67 ex. 1
Additional homework
3 Match the questions and answers. 10 In their notebooks, students copy one of their
questions and illustrate it.
Tell students to look at the picture and say what is
happening: A girl is asking a robot some questions.
Then, have a volunteer read the first question aloud:
What will I be? Get another volunteer to find the
answer and read it aloud: A famous musician. After
that, get the class to match the rest of the questions 5
and answers individually.
Invite some volunteers to read the examples
Answer Key: aloud. Explain that we can ask for information
about future predictions using question words.
Point out the question words in Activity 3: What,
Where, Who, Why, How long, How many. After
the question word, the structure is the same as
in Yes / No questions.
Read and make questions

with a friend. 10
Ask a volunteer to read the first answer aloud: In
Europe. Elicit an appropriate question word: where.
Then, have a volunteer form a question: Where will
I (work)? Then, divide the class into pairs. Students
10 take turns reading answers aloud and making
appropriate questions. When they finish, have
Play track 2.6 for students to listen and check. Then,
them switch roles. Check by getting some pairs to

check as a class by getting volunteers to read the
say their questions and answers aloud.
questions and answers aloud.
track 2.6 Pair work 15

girl: what will i be when i grow up?
robot: a famous musician. Divide the class into pairs: Student A and student
girl: why will i be famous? B. Student A looks at page 115 and student B looks
robot: because you will play the drums with your feet.
girl: who will i marry?
at page 119. Tell students to look at the picture.
robot: a very intelligent man. Explain that the fortune-teller robot is making
girl: where will i live? predictions for the other robot. Students take
robot: on a new planet.
girl: how many children will i have?
turns telling each other their predictions and
robot: two boys. circling the corresponding pictures. When they
girl: how long will i live? finish, get them to compare pictures to check.
robot: one hundred and twenty-one years.
Write three questions for the robot. 15 Assign homework 5 89

AB page 67 ex. 2
Invite the class to name other activities for the girl to ask Additional homework
the robot about: Visit other countries? Go to the moon? In their notebooks, students draw a robot and
Explore other planets?, etc. Then, have students write stick a magazine cutout of a famous person or
three questions in their books. When they are finished, cartoon character beside it. Then, they write
encourage them to ask a friend their questions. Finally, the famous persons question and the robots
invite some students to read their questions aloud and answer: Where will I live? On the moon.
say their answers.
Time to practise!
Warm-up: Inventions 20 2 Sing a song. 2.7
20
Materials: Seven photos of unusual gadgets and Write the chorus on the board with one missing word
inventions. for each line. Invite students to guess the missing
Write these questions on the board: words. Accept all answers. Then, play track 2.7 and
What is it? get volunteers to write the missing words on the
What does it do? board. Next, play the CD again to check. After that,
Have you got one? play the CD a third time for students to listen and
Is it useful? follow along in their books. Then, divide the class into
Then, pass around one of the photos and elicit two groups. One group sings the first verse. The other
students answers to the questions. Next, divide group sings the second verse. The whole class sings
the class into six groups. Give one photo to each the chorus. When they are finished, they switch roles
group for them to answer the questions. When and sing again.
they are finished, get them to switch photos with
another group and answer the questions again.
Continue until all six groups have seen all the Making faces (see page 10) 20
photos. Stick them onto the board and invite the Now play Making faces with future
class to give their answers. Finally, tell students predictions. Have fun!
the real names of the gadgets and their functions.
1 Read and write predictions. Assign homework 5

20 AB page 68 ex. 2
Additional homework
Invite students to look at the first picture and say
Students stick three magazine cutouts into their
what they can see. Then, point out the word prompts
notebooks to represent their future. Then, they
for the first picture and the tick in the box. Explain
label them: I will be a doctor. I will live in a nice
that they should form an affirmative sentence. Get
house. I will help people in other countries.
a volunteer to say the prediction: Robots will drive
buses and cars. Tell students to write the sentence
on line 1. Next, have them write the rest of the
predictions individually. Remind them to make
the sentences affirmative or negative according
to the marks in the boxes. When they are finished,

encourage them to compare their predictions with a
friend. Check as a class by getting volunteers to read
their predictions aloud.
Answer Key:
1. Robots will drive buses and cars.
2. People wont go skiing on Neptune.
3. People wont protect the earth.
4. Aliens and humans will be friends.
4. Children will fly rockets to school.
6. New kinds of animals wont exist on Earth.
Assign homework 5
AB page 68 ex. 1
90 Additional homework
In their notebooks, students write three
predictions about how their school will be
different in 100 years.
Time to write
1 Read and choose Bulletin board idea 15
your favourite horoscope. 10
Materials: Three letter-sized sheets of poster paper
Ask some students if they read their horoscope and per group, three letter-size sheets of card of different
encourage them to say what star sign they are. Then, colours per group, sticky tape, felt-tip pens, a die.
have them look at the robot horoscopes. Get them to Note: Make the following headings on card and cut
read the names of the star signs: Pisces, Cancer, Leo, them out:
Capricorn. Next, have students read the horoscopes 1 This year...
silently. When they are finished, ask them which 2 Next year...
horoscope they prefer. Encourage them to say why. 3 In 10 years...
4 In 50 years...
Underline with the corresponding colour. 10 5 In 200 years...
Point out the categories and the corresponding colours. 6 In 1,000 years...
Then, invite the class to find an example for the first Divide the class into six groups and give each
category in the first horoscope and get a volunteer to group poster paper, felt-tip pens and a heading.
read it aloud: You arent very happy. Have students Students write one prediction on each sheet of
underline the sentence in red. Do the same for the other poster paper and illustrate it: You will (buy a
categories. After that, tell them to finish underlining the house on the moon). When they are finished,
information. When they are finished, encourage them to hand out the card. Students make large
compare with a friend. Check as a class by saying the question marks on each sheet. After that, stick
categories to elicit sentences. the groups headings to the board. Stick the
predictions under the headings and tape the
Answer Key:
card to the top of each prediction to cover it.
Students colour references to emotions red, to present Finally, groups take turns rolling the die and
events, blue, to future events, purple and actions to do, choosing a prediction from the corresponding
green.
category. Continue until all the predictions have
been read.
2 Write a horoscope. 10

Invite a volunteer to read the first prompt aloud: feel
bored. Elicit the category: emotions. Explain that
the other prompts fit the remaining categories from Assign homework 5
Activity 1. Then, tell students to write the horoscope for

Sagittarius using the prompts. They should organize AB page 69
it according to the model horoscopes. When they are
finished, get them to compare horoscopes with a friend.
Finally, ask some volunteers to read their horoscopes
aloud.
Model Answer:
You feel bored because your job as a robo-waiter isnt
exciting. Be prepared and clean your uniform! New
customers from Saturn will come next weekend and
youll meet a nice Saturnian girl.
91
Unscramble the names of these Divide the class into groups of three. Students take
planets. turns reading paragraphs of the story aloud. When
Ask students how many planets there are in they are finished, get them to switch roles and read
the solar system: Eight. Then, have students the story again. Finally, invite volunteers to read the
unscramble the names of the planets in their story to the class.
books. Check by inviting volunteers to say
and spell the names of the planets. Encourage
them to say which planets are missing: Earth,
Assign homework 5
Mars, Uranus. AB page 70
Additional homework
Answer Key: Students investigate a planet and draw a
picture of it in their notebooks. Then, they write
a fact about the planet: This is Neptune. Its got
thirteen moons.

the story. 2.8
15
Invite a volunteer to read the title of the story aloud:

A dream come true! Have the class look at the
pictures and ask them what the womans dream
was: to explore space. Ask them whether or not they
would like to travel to space. Then, tell them to close
their books. Write these questions on the board:
What happened when Anousheh was sixteen?

Where did she train?
What happened on 18th September?
answers to the questions. Invite volunteers to write
their answers on the board. After that, play the CD
again for students to listen and follow along in their
books to check.
92
2 Listen to the second Value: Minding your manners
part of the story. 2.9
10 Make a book of table manners. 15
Ask students what they remember about Anousheh Material: One photocopy of craft template
Ansari. Then, play track 2.9. Have students listen and 7a, 7b and 7c (see the Values Section on the
follow along in their books. After that, get them to Teachers Resource CD-ROM) per student,
say how life in space is different from life on Earth. coloured pencils, scissors, glue, a stapler.
Finally, ask how Anousheh felt when she returned to Write Manners on the board and explain that
Earth. they are the way that we act. People with good
manners are polite. People with bad manners
Now read the story in groups. 10 are rude. Hand out the templates. Have
students look at the rules and point out that they
Divide the class into groups and have them take
show how to be polite when you eat. They are
turns reading the story aloud. When they are
called table manners. Tell students to colour
finished, encourage students to say which space
and cut out the pictures and the rules. They
activity they liked the most and why.
should stick the rules onto the corresponding
pictures. When they are finished, help them
to staple the pages together to make a book.
Encourage them to follow the rules to be polite
After you read 5
when they eat.
Read and cross out the incorrect
drawings.
Invite students to say what they can see in
the first set of pictures: illnesses. Then, ask a
volunteer to read number 1 aloud: Anousheh
had a ... Tell students to look in the story to find
which illness completes the sentence: headache.
Get them to cross out the other illnesses. After Assign homework 5
that, have them do the other two questions
individually. Check by saying the numbers and AB page 71
inviting volunteers to read the complete sentence
aloud:
T: Number 2.
S: Once, she wanted a sweet.
Answer Key:
93
Warm-up: Lets talk about Russia 10 class that one of the coldest places in the world
Materials: A map of the world, photos of Siberia, is in Russia. It is called Siberia. In the winter, the
a Russian farm and Russian forests. temperature can fall to -70 degrees! In the summer,
Display the map. Ask a volunteer to come and point it can be warm and people grow wheat and
to Russia on the map. Explain that it is the largest potatoes. There are also cows, sheep and reindeer.
country in the world. Elicit the name of the capital: The forests in Russia are the second largest in the
Moscow. Ask students to say anything they know world. Only the Amazon rainforest is bigger.
about Russia. Pass around the photos and tell the
2.10
Follow and draw the paths. 5
Listen and stick. 10
Invite the class to look at the Russian words and the
Invite the class to look at the pictures and describe pictures. Get students to guess what the first word
what they see. Accept all answers. Then, tell students is: robot. Have them draw a path connecting the
to use the stickers for Light up the world on page 72. Russian word with the picture of the robot and the
Play track 2.10 and get students to put the stickers in word in English. Then, tell students to follow and
the appropriate spaces. Finally, play the CD again draw the paths for the rest of the words.
and ask students what they learned about each item.
Answer key:
track 2.10
narrator: listen and stick.
narrator: the russian federation is the largest country
on earth, at over seventeen million square
kilometres. (the usa is nine point three million
and china is nine point two). the capital of russia
is moscow. more than one hundred and forty
million people live in russia. st. basils cathedral
2.11
in moscow is one of the countrys most famous 5
tourist sites. it is almost five hundred years old. Listen to the words in Russian.
visitors to russia often buy matryoshka: nesting
dolls that fit inside each other. traditionally, Play track 2.11 and have students listen to the Russian
russian people like to meet with friends and words. Play the CD again and encourage them to point
prepare tea in a samovar. they are also famous
for their folk dancing, which they perform to to the corresponding words and pictures.
the sound of a balalaika, a russian guitar.
Answer key: track 2.11

narrator: listen to the words in russian.
narrator: [robot in russian]. robot.
[pizza in russian]. pizza.
[computer in russian]. computer.
[astronaut in russian]. astronaut.
[exam in russian]. exam.
AB page 72 10

Read and match the pictures Divide the class into pairs. Tell them to open
10
with the Russian names. their books to page 64. Get them to cover the
words in the box. Then, they take turns pointing
Have the class look at the words and definitions in the
to items in the picture and saying their names.
picture of the book. Explain that the Russian language.
94 Next, have students look at the menu on page 65.
Have students look at the first word and definition and
One student describes a dish: Its a main course.
say what they refer to: nesting dolls. Ask the class if
Its got little green vegetables. The other student
anyone remembers the name in Russian: matryoshka.
guesses the dish: grilled steak and peas. They
Tell them to draw a line to connect the picture of the
take turns describing and guessing the rest of the
dolls and the Russian name. After that, have students
dishes. Finally, ask the class to complete the faces
read the rest of the definitions and match the names to
according to how they feel about what they know.
the appropriate pictures.
Read and complete the table. 15
Assign homework 5
AB page 73
Tell students to look at the photos and read the Additional homework
captions silently. Encourage them to think up
questions about the photos: What did Laika do? My project
Who was Valentina Tereschkova? When did Make a balloon rocket.
Vostok 2 go into space? Then, point out the table. Materials: One toilet paper tube, one piece of
Tell students to read the text to find the missing card, a balloon, a paintbrush, a clothespeg.
information. Invite the class to look at My project and tell
They should write the information to complete them the main materials for the craft. Point out
the table. Copy the table on the board and check the icons and explain the additional materials
by getting volunteers to write the answers in the that they need. Then, go through each step
spaces. Finally, elicit the answers to the questions with them. Finally, remind them that they can
about the photos: Laika was the first dog in space. do their project with the help of their family.
Valentina Tereschkova was the first woman to go
into space. Vostok 2 went into space in 1961.
Answer Key: A friendly reminder

on page 62 in the AB. During the evaluation:
students

Decode Yuri Gagarins message. 10
Divide the class into pairs. Students decode the

message with their friend and write it on the lines.
Check as a class by getting a volunteer to read
the message aloud. Explain that this is what Yuri
Gagarin said when he was in space.
Answer Key:
I see Earth. It is beautiful. 95
Slow motion (see page 10) 10

Now play Slow motion with situations from
the Light up the world text. Have fun!
8 Experiments are fun!
Objectives:
learn words to talk about science
learn verbs for Science experiments
practise expressions for asking and showing how things work
talk about general truths with the zero conditional
Science Verbs
atom /"tm/ ___________ add /d/ ___________
battery /"btrI/ ___________ attach /"ttS/ ___________
chemicals /"kemIklz/ ___________ disappear /dIs"pI/ ___________
light bulb /laIt blb/ ___________ evaporate /I"vpreIt/ ___________
magnet /"mgnt/ ___________ fill /fIl/ ___________
microscope /"maIkrskaUp/ ___________ float /flUt/ ___________
test tubes /test tubz/ ___________ form /fOm/ ___________
thermometer /T"mmIt/ ___________ hang /hN/ ___________
wire /waI/ ___________ sink /sINk/ ___________
squeeze /skwiz/ ___________
suck /sk/ ___________
Zero conditional Not enough / too

We use the zero conditional to talk about general We use not + adjective + enough to show that we
truths, things that always happen under certain need more of something: Its not hot enough. We
conditions. The structure is If + subject + verb (the use too + adjective to show that we have more than
condition), subject + verb (the consequence): If you we want: Its too cold. A not enough sentence and
cool water to 0 degrees, it freezes. a too sentence can have the same meaning if the
adjectives are opposites.
Unit 8

In this section, students will learn phrases and A frosty invention
96 In this unit, students will learn and practise
expressions for asking and showing how
things work.
How does it work?
Here, let me show you.
Lets read the instructions.
I have no idea!
Encourage your students to experiment with their In this unit, students will develop:
English, just like they do experiments in their Competence in Learning to learn by learning
Science lesson. Experimenting is fun, it helps to experiment with different techniques to help
students see how the language works, and it them practise using English, such as substituting
develops their confidence: word types for sounds, changing the stress, and
1) Get them to experiment with pronunciation by experimenting with emotions and intonation (TB
saying phrases with different emotions: angry, p. 97).
happy, sad, shy, etc.
2) Have them read sentences aloud, putting the
definitions of vocabulary related to Science and
stress on different words each time. They act out a
Science fairs as well as functional language for
situation for each meaning.
giving and asking for instructions (SB p. 74).
3) To experiment with vocabulary, read a simple
text aloud. Replace certain words with the sound Competence in Knowledge and interaction with
Beep! Students guess the original word. the physical world by completing the steps for
4) When students learn a new grammar point, two science experiments (SB p. 75).
invite them to give more examples after the Light Competence in Knowledge and interaction
on grammar activity, and encourage them to use with the physical world by completing or
the new language to talk about other contexts. matching sentence halves of statements that
When you use techniques like these, you help make observations about the physical world by
students to enjoy language learning. You also hypothesizing (SB p. 76).
teach them different ways to understand and use Linguistic competence by learning and
language in real life. practising using questions to ask for information
about problems, as well as the answers as to
why there is a problem (SB p. 77).
Competence in Processing digital information in
Value: Using the scientific method the classroom by listening to and singing along
Using the scientific method means asking a with a song about scientific experiments (SB p.
question about the way something works, 78).
developing a hypothesis to explain it and then Mathematical competence by numbering the
doing an experiment to see if the hypothesis steps in a scientific procedure and filling in the
is correct. gaps to the sentences that describe the process
(SB p. 79).
Make an experiment chart. Linguistic competence by listening to and
reading along with a text about the history of
some inventions, and then by reading aloud in
pairs afterwards (SB p. 80).
initiative by creating their own personal
experiment chart (SB p. 81).
Interpersonal and civic competence by reading
Unit 8
and working with a text about the Nobel Prize in
order to completing a puzzle (SB p. 82)
Cultural and artistic competence by learning
about the Vikings in order to solve a crossword
puzzle (SB p. 83). 97
8 Experiments are fun!
Warm-up: How many words? 15 Listen and repeat. 2.13
15
Invite a volunteer to read the title of the unit Play track 2.13 and have students repeat the words.
aloud. Ask them if they have ever done an Then, write the first letter of one of the words on the
experiment. Encourage them to describe what board: c. Invite a volunteer to say the appropriate word
they did. Then, divide the class into teams of four. and write it on the board. Do the same with the rest of
Students get five minutes to make as many words the words.
as they can from the letters of the title: team,
nature, present. Check by asking teams to read track 2.13
and spell their words aloud. Teams win a point narrator: listen and repeat.
for each correctly spelled word. They get an extra narrator: atom. thermometer.
point if no other teams have the same word. The light bulb. test tubes.
microscope. wires.
team with the most points at the end wins. chemicals. battery.
magnet.
1 Listen and stick. 2.12
10
Invite the class to look at the scene and get them to say Assign homework 5
what the event is: a science fair. Then, ask them how AB page 74 ex. 1
many experiments are in the scene: five. Next, tell students
Additional homework
In their notebooks, students draw pictures of
to use the stickers for Activity 1 on page 74. Tell students to
three science vocabulary items and label them.
read the words silently and think what space they might
go with. Then, play track 2.12. Students listen twice to the
descriptions and put the words in the appropriate spaces.
Finally, have them compare with a friend to check.
track 2.12
20
narrator: number one. the girls are explaining the Ask what the object in the picture is: a microscope.
structure of the atom. thats a-t-o-m.
Then, invite a volunteer to read the question aloud:
number two. the children are charging the light
bulb with combs. thats l-i-g-h-t b-u-l-b. How does it work? Ask: Does the person know how
number three. a girl is showing a boy how to to use a microscope? Elicit the answer: No. Next,
use a microscope. thats m-i-c-r-o-s-c-o-p-e.
get the student to read the question again and

number four. the teacher is helping a student to
mix chemicals. thats c-h-e-m-i-c-a-l-s. say: Here, let me show you. Then mime showing
number five. a girls magnet attracts all the someone how to use a microscope. After that, get
metal objects. thats m-a-g-n-e-t.
a different volunteer to ask the question and say:
number six. a boy is looking at the thermometer.
thats t-h-e-r-m-o-m-e-t-e-r. Lets read the instructions. Mime opening a set of
number seven. there are some test tubes with instructions. Ask students whether or not they have
different coloured liquids on the table.
used instructions before. Encourage them to say
thats t-e-s-t t-u-b-e-s.
numbers eight and nine. a boy is connecting wires what the instructions were for. Next, get a different
to a battery. thats w-i-r-e-s. thats b-a-t-t-e-r-y. volunteer to read the question a third time. Answer
and mime: I have no idea. After that, divide the
Answer Key: class into pairs. Have them put an object on their
desk: a watch, a mobile phone, a mechanical
pencil, etc. Students take turns asking the question
and answering it. Encourage the students who
answer the question to act it out.
98
Assign homework 5
AB page 74 ex. 2
Additional homework
Students stick magazine cutouts of two people in
their notebooks and draw a picture of an unusual
gadget for them to look at. Then, they write a
dialogue: How does it work? I have no idea!
2 Look and complete the steps. 10
Ask students if they have done any experiments

recently. Encourage them to say what materials they Match. 10
used and what they did. Then, have the class look at
the two experiments in their books. Invite a volunteer Material: An electronic or mechanical gadget
to read the names of the materials for the experiments such as a watch or a mechanical pencil.
aloud. After that, explain that all experiments have Show the gadget to the class, scratch your head
a method. Ask the class what they think method and ask: How does it work? Encourage students
means: steps to follow. Tell them to point to the pictures to explain. Then, have students look at the
and the text of the method for each experiment. pictures and the expressions. Point out that the
Then, have them look at the container of words. Get expressions do not match the pictures. Invite a
students to complete the methods using the words in volunteer to read the phrase that matches the
the container. Point out that the colour of each verb first picture aloud: Here, let me show you. Then,
corresponds to the colour of the space. have students match the other phrases. Check by
getting volunteers to read the phrases aloud for
Answer Key: the second and third pictures. After that, divide
the class into groups of three. The first student
asks How does it work? The second student mimes
one of the expressions. The third student says
the corresponding expression. When they are
finished, they switch roles and play again.
Answer Key:

10
Play track 2.14. Students listen to the complete

method for each experiment and check their
answers. Check as a class by inviting volunteers to
read the completed steps aloud and getting students
to point to the corresponding picture.
track 2.14 Assign homework 5

narrator: listen and check. AB page 75
narrator: here are the instructions for experiment one. Additional homework

first, fill a plastic bottle with water. then, Pictionary pages 108 and 109. Students identify
suck some water into the pipette. put the pipette
the pictures and write the corresponding
into the bottle. it will float. after that, put
the cap on the bottle and squeeze it gently. the
words or phrases. Then, they write a sentence
pipette will sink. and these are the instructions for each. Finally, they listen to the words and
for experiment two. first, add some salt to a phrases in this units section of the CD in class.
glass of water. the saltwill disappear. after
that, attach the pieces of string to the pencil
and hang them in the glass of water. the water
will evaporate and crystals will form on the
string.

5
Play track 2.15 several times for students to listen

and repeat. Mime the words and encourage the
class to imitate your actions as they say the words.
99
track 2.15
narrator: fill. disappear.
suck. attach.
float. hang.
squeeze. evaporate.
sink. form.
add.
If you feed the plant, its happy
1 Read and circle the verbs. 10
Assign homework 5 AB page 76 ex. 1
Ask students to say if they have plants at home and how Tell students to do one of these experiments from
they take care of them. Then, have the class look at the Activity 2: Put sugar in water. / Mix bicarbonate
first picture and read the caption silently. Ask whether or of soda and vinegar. Then, they illustrate and
not the plant is happy and why: It isnt, because it hasn't describe it.
got any water. Next, get students to look at the second
picture and read the caption silently. Explain that its a
carnivorous plant. After that, have students find and
circle the verbs. Check by inviting volunteers to read the
verbs aloud for each sentence. 3 Listen and chant. 2.17
10
Unscramble and colour. 10 Invite the class to look at the picture and say what
Invite students to say what is happening in picture 3: they can see: a monster. Have a volunteer read the
The insect is escaping. Then, get them to unscramble title aloud. Then, play track 2.17. Students listen and
the sentence individually. Do the same with the next follow along in their books. Ask what the monster is
sentence. Finally, tell students to colour the pictures. doing: mixing chemicals in its hat. Next, divide the
class into two groups and play the CD again. Groups
Answer Key: chant alternate lines. When they are finished, they
switch roles and do the chant again.
10
Point out the photo of the boy and get a student to

read what he says aloud. Then, invite a volunteer to
read the first sentence aloud. Tell students to point
to If. Explain that we use if to show a condition, or
an action that causes another thing to happen. Tell
students to point to the words after the comma in
the first sentence. Explain that this is a consequence
2 Listen and match. 2.16

15
of the condition. We use the present simple in the
condition and the consequence. This structure is
Have students read all the texts silently. Help with called the zero conditional. We use it to talk about
meaning as necessary. Point out that the texts on the things that always happen. Invite other volunteers
top are conditions for the actions on the bottom to to read the second and third examples aloud. Elicit
happen. Then, invite students to match both parts in the condition and the consequence for each.
pencil. After that, play track 2.16. Students listen and
check if they were right. Finally, invite volunteers to Make sentences with a friend. 10
read the completed sentences aloud. Have students look at the word prompts. Explain that
the first set of words is the condition and the second
track 2.16 set of words is the consequence. Ask what words are
narrator: listen and match.
narrator: if bicarbonate of soda and vinegar mix, bubbles
missing in number 1: If, you, you. Invite a volunteer
appear. to say the first sentence: If you play with snow, you
if you cool water to zero degrees, it freezes. get cold. After that, divide the class into pairs and
if sugar falls into water, it dissolves. tell them to make the rest of the sentences. When
if metal stays in water long, it rusts.
they are finished, check by inviting volunteers to
100 if you touch fire, you get burned.
write the sentences on the board.
Answer Key:
Assign homework 5
AB page 76 ex. 2
4 Listen and number the 10
pictures. 2,18
10 Invite a volunteer to read the first example aloud.
Invite the class to look at the scenes and say what Ask the class if it is hot or cold: cold. Explain that
they see in each one. Then, play track 2.18. Students we use not...enough to show when we need more
listen and number the pictures in the order they of something. Elicit what we need more of in the
hear them. Check by drawing a square on the first example: We need it to be hotter. Then, get
board and dividing it into four. Point to each of the another volunteer to read the second sentence
squares in turn. Students say the number. aloud. Explain that we use too to show that we've
got more than we want of something. Finally, point
out that the first and second examples are two
track 2.18 different ways to say the same thing.
narrator: listen and number the pictures.
girl: why dont you run in the race?
Number the pictures. 10
tortoise: im not fast enough.
Tell students to look at the pictures and read what
boy 1: why is my face so red?
the people say silently. Then, elicit the number
boy 2: you were in the sun for too long! of the sentence that goes with the first picture: 4.
narrator: number three. Next, have students number the rest of the pictures.
girl: ouch! why isnt it frozen? Check by getting volunteers to read the captions
dad: its not cold enough!
for the second, third and fourth pictures.
girl: why isnt he working? Answer Key:
boy: hes too tired!
Listen again and complete. 2.18

15
Play track 2.18 again. Students listen and complete

what the people in the pictures say. Next, encourage
them to compare answers with a friend to check.
Check as a class by inviting volunteers to read the
dialogues aloud.

Answer Key: Pair work 15
Divide the class into pairs: Student A and student

B. Student A looks at page 115 and student B
looks at page 120. Students take turns reading
the sentences aloud and writing the missing
information. When they are finished, have them
compare sentences to check.

Now play Dance it! with sentences
with not enough and too. Have fun!
101
Assign homework 5
Assign homework 5 AB page 77 ex. 2
AB page 77 ex. 1 Additional homework
Additional homework Students write a sentence on a note card:
In their notebooks, students write Its too (hot)! Then, Theyre too heavy. Then, they make a figure with
they illustrate it with three magazine cutouts. modelling clay to illustrate the sentence: (e.g. a
model of a man trying to lift enormous weights).
Time to practise!
Warm-up: Consequences 10 Now write your own examples. 10
Material: Ten strips of paper with word prompts for Invite volunteers to show their figures from the
a condition or a consequence on each: cool water previous Additional homework and read the labels
to 0 degrees / becomes ice. aloud: Its (too heavy). Encourage other students
Stick the conditions and consequences on the to suggest a sentence with the same meaning: Its
board in random order. Leave space for completed (not light enough). Then, have students write a pair
sentences on one side of the board. Invite volunteers of sentences with the same meaning in their books.
to find a matching pair and stick them side by side Finally, get some volunteers to read their sentences
on the board. Then, get another volunteer to say the aloud.
sentence: If you cool water to 0 degrees, it becomes
ice. Continue with the rest of the prompts. Answer Key:
Student's own answers.
1 Circle the correct option. 10
Invite a volunteer to read the first question aloud:

Assign homework 5
AB page 78 ex. 1
What happens if you mix red and blue? Have Additional homework
students read the options and elicit the answer: You Students paint a picture in their notebooks to
get purple. Then, have students read and answer illustrate a pair of sentences with too and
the rest of the questions individually. When they are not enough.
finished, encourage them to compare answers with
a friend. Check as a class by getting some volunteers
to read the questions and others to read the answers.
Answer Key:
3 Sing a song. 2.19
15
Write gravity on the board. Ask the class if they

know what it means. Then, invite a volunteer to
demonstrate the force of gravity. After that, play track
2.19. Students listen and follow along in their books.
Ask why Isaac Newton started thinking about gravity:
Because an apple fell on him. Get students to say

why the singer is happy about gravity: Because it
keeps him on the ground. Next, divide the class into
two groups and play the song again. One group sings
the chorus and the other sings the verses. When they
2 Draw the paths. 10 are finished, groups switch roles and sing the song
again.
Ask a volunteer to read the first sentence aloud: These
gloves are too expensive. Tell students to find another
sentence with the same meaning and get a different Assign homework 5
volunteer to read it aloud: They arent cheap enough. Tell AB page 78 ex. 2
Additional homework
students to draw the path to connect the sentences. Then, In their notebooks, students write a sentence
have them draw the paths for the rest of the sentence. about a condition and a consequence and draw
Finally, get volunteers to read the sentences pairs aloud. a picture to illustrate it: If you eat lots of sweets,
Answer Key: you get a stomachache.
102
Time to write
1 Look at the pictures and complete. 10 Bulletin board idea 15
Have the class look at the pictures of the materials and say Materials: One sheet of coloured card and one sheet
what they are: a balloon, a bottle, hot water, cold water. of white paper per team, one sheet of poster paper, a
Remind students that when we describe an experiment, we tape measure, sticky tape.
make a list of the materials and describe the method. Then, Divide the class into teams of four. Each team makes
divide the class into pairs. Students write the list of materials a paper aeroplane and writes the name of their
and complete the method according to the pictures. When team on it. Write Paper Aeroplane Competition on
they are finished, invite volunteers to read the list and the the poster paper and list the teams on the left side
method aloud. Point out that we use linkers such as first and of the paper. Next, students take turns flying their
next when we describe a method. Finally, invite students to paper aeroplanes. Each team has three attempts.
explain why the balloon gets bigger and smaller. If no one Measure the distance of the farthest attempt and
knows, encourage them to investigate to find out why: Hot write it on the poster. The team with the aeroplane
air expands and makes the balloon bigger. Cold air has got that flies the farthest is the winner. Finally, teams
less volume and makes the balloon smaller. tape their planes onto a sheet of card and write the
names of the team members. Display the planes on
Answer Key: the bulletin board with the competition poster.
Assign homework 5
AB page 79

2 Number the steps in this method. 10
Point out the materials and get volunteers to read the

words aloud. Then, have the class look at the pictures
of the method and number the steps. When they are
finished, have them compare answers with a friend.
Look and complete the method. 10
Tell the class to complete the method according to the

pictures. Elicit the first step: Wrap some wire around a
large nail. Then, get students to complete the rest of the
steps. Check by inviting volunteers to read the steps aloud.
Answer Key:
103
Discuss the question with a
Divide the class into groups of three. Students take
friend.
turns reading paragraphs of the story aloud. When
Divide the class into pairs and have them look at they are finished, invite volunteers to read the story
the pictures. Students point to the invention that to the class.
is the most important to them and tell their friend
why.
Assign homework 5
AB page 80
Additional homework
1 Listen to the first part of In their notebooks, students draw a picture of the
the story. 2.20
15 most important invention in their life.
Invite a volunteer to read the title of the story aloud.
Encourage students to guess the meaning of frosty.
Accept all answers. Then, have the class look at the
pictures. Ask them to say what each one shows and
how life is different nowadays. Next, tell students to
close their books. Write these items on the board:
jeans, paper clips, crisps, toilet paper, the vacuum
cleaner, zip. Invite students to guess when each
was invented. Accept all answers. After that, play
track 2.20. Students listen for when the items were
invented. Check by saying the names of the items
and inviting volunteers to write the dates on the
board. Finally, encourage the class to guess the
invention in the last text. Accept all answers.
104
2 Listen to the second part of Value: Using the scientific method
the story. 2.21
10 Make an experiment chart. 10
Mime a hot summer day and encourage the class to Material: One photocopy of craft template 8a, 8b
name useful inventions: air conditioning, ice cream, and 8c (see the Values Section on the Teacher's
etc. Then, play track 2.21. Have students listen and Resource CD-ROM) per student, coloured
follow along in their books. After that, elicit the pencils, scissors, glue.
name of the invention: Popsicles. Have students say Ask the class whether or not they like doing
in their own words how Popsicles were invented. experiments. Encourage them to explain
Finally, ask them whether or not they like Popsicles their answers. Then, hand out the templates
and what their favourite flavours are. and tell students that we use the scientific
method to do experiments. Have them look at
Now read the story in groups. 10 template 8c and say that first, we think of a
Divide the class into groups of three. Students take question. Invite a volunteer to find and read
turns reading paragraphs aloud. When they are a question aloud. Then, point out that we
finished, they switch roles and read the story again. make a hypothesis to explain the question.
Invite another volunteer to find and read the
corresponding hypothesis aloud. After that, tell
the class that we do an experiment and make
After you read 10
observations to show whether the hypothesis is
true or false. Have students point to the picture
Underline the correct answer. of the corresponding experiment. Next, tell the
Tell students to find his in line 3 of class to colour the experiment chart and the
the second part of the story. Have them read the pictures. Then, have them cut out the chart and
whole sentence silently. Then, invite a volunteer stick it together. Next, get them to cut out the
to say what his refers to: Franks. Then, get the pictures and the steps of the experiments. They
class to underline the rest of the answers. Point should put them in the spaces and compare
out that students should read the whole sentence with a friend. Then, they glue the steps in
even if it begins on a previous line. Check by the spaces. Finally, encourage students to do
saying the numbers to elicit the answers. the experiments at home and complete the
Answer Key: experiment chart for each. They should also
think of another question and hypothesis for a
third experiment. Invite volunteers to talk about
their experiments in another lesson.

Assign homework 5
AB page 81
105
Warm-up: Lets talk about the Scandinavian Very cold in the winter. Ask why: Because it is
Peninsula 10 very far north. Next, pass around the photos of
the reindeer and the snowmobile. Explain that
Materials: A map of the world, photos of a herd of herding reindeer is a traditional way of life on
reindeer, a dogsled, a snowmobile and a summer the Scandinavian Peninsula. People used to use
landscape. Display the map. Then, ask a volunteer dogsleds but now many people use snowmobiles
to come and point to the Scandinavian Peninsula. to travel. After that, pass around the photo of the
Elicit what continent it is in: Europe. Ask the class landscape. Point out that Scandinavia is a very
to say what they think the weather is like there: cold place, but it can be warm in the summer.
Read and label the countries. 5 Read and unscramble the prize categories. 15
Point out the text on the left side of the page. Have Ask students if they have ever heard of the Nobel Prize.
students read the text and write the names of the Ask them what people win it for. Accept all answers.
countries on the map. Check by asking them the name Then, have them read the text silently. When they are
of the country on the left and the country on the right. finished, encourage them to give facts from the text
2.22 that surprise them. Next, have them look at the pictures
Listen and stick. 10 of the people. Explain that each person won a Nobel
Prize. Students unscramble the letters to find the prize
Tell students to use the stickers for the Light up the categories. Check by reading the names of the people
world on page 82. Invite students to say what they aloud. Students name the prize category. For each
see in each one. Then, play track 2.22. Students listen person, ask why he / she is famous. Explain that Marie
and guess where each sticker goes. Tell them to Curie discovered radiation. Mario Renato Capecchi
compare answers with a friend. After that, play the won the Nobel Prize in 2007 for his work in genetics.
CD again and get students to put the stickers in the Winston Churchill was the Prime Minister of Britain
corresponding spaces. Check as a class by describing during World War II. He wrote many history books.
the location for students to identify the picture: Nelson Mandela was the President of South Africa. He
T: Its in the north of Sweden. is famous for getting equal rights for all races of people
SS: The ice hotel. in South Africa. Muhammad Yunus started a bank to
help poor people around the world. He won the Nobel
track 2.22 Prize in 2006.

narrator: n
orway offers a wide variety of activities and Answer Key:
adventures. you can go on a killer whale safari
or tour the incredible fjords. you can also ride physics
a special train to see waterfalls near oslo. literature
sweden is a great place to go dog sledding. its
peace
also home to the famous ice hotel in the far
north of the country. they build it every winter. medicine
even the beds are made of ice! economics
AB page 82 10

Divide the class into pairs. One student scrambles
106 science vocabulary items in his / her notebook. The
other scrambles verbs from this unit. When they
are finished, they exchange notebooks, write the
names of the items and point to their illustrations
on pages 74 and 75. Finally, ask the class to
complete the faces according to how they feel
about what they know.
Read and solve the crossword puzzle. 15
Call my bluff (see page 10) 15
Tell students to look at the pictures and say what they Now play Call my bluff with
see. Accept all answers. Then, get them to read the text. vocabulary from this unit. Have fun!
Ask what group of people it talks about: Vikings. Elicit
what the Vikings did. After that, divide the class into
groups of three and have them complete the puzzle.
Check by reading the numbers aloud to elicit the Assign homework 5
AB page 83
words. Finally, point out that even though Christopher Additional homework
Columbus is famous for being the first European to
discover America, the Vikings sailed to Canada many My project
years before Columbus, in 876 or 877 AD. Do a magic experiment.
Answer Key: Materials: A paper clip, a clean glass jar
with a metal lid, a small magnet.
A friendly reminder
8 It is advisable to create a stress-free and
supportive environment for taking a test.
Before students are assessed, they should review
the unit vocabulary with My spelling practice on
page 99 and the Time to check section on page 82
Decode the Viking proverb. 15 in the Activity Book. During the evaluation:

Explain that the Vikings had a special alphabet students
with letters called runes. Then, have the class look read the example and clarify doubts
at the runes in the table. Divide the class into pairs ask a volunteer for another example
and have students decode the runes to discover assign time to complete the exercise
the message. Check by getting a volunteer to read read the instructions for the next activity, etc.
the message aloud. Finally, ask the class what they
think the proverb means. Explain that the Vikings
believed that if a person did great things during his /
her life, people would always remember him / her.
Answer Key:
107
9 On stage
Objectives:
learn the names of things in a theatre
learn some theatre actions
practise ways to talk about emotions
talk about possibilities in the future with might and might not
make predictions based on evidence with be going to
Theatre Theatre actions

audience /"OdIns/ ____________ laugh at /lAf t/ ____________
character /"krIkt/ ____________ pick up /pIk "p/ ____________
curtain /"ktn/ ____________ point at /"pOInt t/ ____________
director /dI"rekt/ ____________ put on /pUt "n/ ____________
play /pleI/ ____________ run away from /rn "weI frm/ ____________
programme /"prUgrm/ ____________ take off /teIk "f/ ____________
prop /prp/ ____________ turn off /tn "f/ ____________
script /skrIpt/ ____________ turn on /tn "n/ ____________
setting /"setIN/ ____________
spotlight /"sptlaIt/ ____________
stage /steIdZ/ ____________
Might Be going to
We use might before the infinitive to show when In this unit, we use be going to to talk about
an event or action in the future is probable but not predictions based on evidence that we can see or
certain. It has the same form for all subjects. We use hear. The structure is subject + the verb be + going
might not for actions and events in the future that to + verb infinitive without to. We form the negative
are not probable. In this unit, we use it to talk about by adding not after the verb to be.
possibility in the future.
Unit 9

In this section, students will learn phrases and A happy ending?
108 short exchanges used in everyday life.
In this unit, students will learn and practise ways
to talk about emotions.
Theyre delighted.
Shes unhappy.
Hes terrified.
Hes furious.
Were frustrated.
Basic competences
Teaching tip
Students sometimes get nervous when they are In this unit, students will develop:
asked to speak or sing in front of their classmates, Linguistic competence by learning to use
or if they have to act something out. It is not a bad strategies that help them to communicate better
thing to feel nervous, but it can be helpful to give such as visualizing doing the task well or taking
students some techniques to help to control their a deep breath before starting to speak (TB p. 109).
nerves. Start by asking students when they get
nervous. Explain that everybody gets nervous
definitions of vocabulary related to the theatre
sometimes, even teachers! Tell them that when
and acting as well as functional descriptive
they start feeling nervous, they should think
language that describes the characters (SB p. 84).
about what they have to do and not about what
other people will think. Explain that it is important Cultural and artistic competence by playing
to be positive. Students can do this by imagining Mime it with the new vocabulary they have
themselves doing the task well. They can also learned for theatre actions (SB p. 85).
choose a person who they feel comfortable with Competence in Processing digital information in
and look at that person most of the time. Taking the classroom by listening to and singing along
deep breaths to relax just before they start is also with a chant about dealing with stage fright (SB
useful. Remind the class that nobody is perfect. p. 86).
We only try to do our best and have fun in Linguistic competence by learning and
the process. practising using language to make predictions
using be going to by matching sentences to
pictures and doing a guided speaking activity in
pairs (SB p. 87).
Value: Being confident Linguistic competence by learning to make
Being confident means doing your best without predictions by contrasting be going to and might
being afraid of what other people think of you. and then matching pictures to text (SB p. 88).
Mathematical competence by numbering the
Make an acting game. actions in the story A Cave Monster by looking at
the pictures and the text (SB p. 89).
Interpersonal and civic competence by playing
an acting game in groups that works on
increasing self confidence and awareness about
how we choose to react when we feel shy (SB p.
90).
initiative by looking at the picture and writing the
next scene for the play in their notebooks (SB p.
91).
the physical world by reading and listening to
information about Indonesia in order to find
Unit 9
information on a map and match the text to the
correct island (SB p. 92).
Competence in Learning to learn by reviewing
key unit concepts and revision techniques in the
Time to Check and My Spelling Practice sections 109
before doing a final test (SB p. 93).
9 On stage
1 Find and match. 15 Listen and repeat. 2.23
10
Have the class look at the picture and say what they Play track 2.23 and have students repeat the words.
can see: people acting, trees, a hat, a basket, a broom, Then, get them to say the words and clap the
etc. Then invite a volunteer to read the title aloud: The syllables. Finally, clap a rhythm for the class to guess
Wizard of Oz. Encourage students to say whether or the words.
not they have heard of The Wizard of Oz and if they
like it. Then, point out the scrambled words in the boxes tra ck 2.23
n arrator: lis te n an d re pe at.
and tell students that those words are hidden in the
n arrator: pl ay.
picture. Students find the words and match them to the cu rtain .
scrambled words in the boxes. When they are finished, spo tlig h t.
check by saying a number and getting volunteers to ch aracte rs.
say and spell the word. Finally, point out that scripts d ire ctor.
se tti n g.
show the things that actors say and do in a play. Actors
scrip t.
use them. Programmes show the information about the pr op s.
play and the people who are in it. The people in the stage .
audience use them. pr ogramme .
au d ie n ce .
Answer Key:
Assign homework 5
AB page 84 ex. 1
Additional homework
In their notebooks, students draw a stage. Then,
they draw five of the vocabulary items from this
lesson on the stage and label them.
20
Write these words on the board: very happy, sad,
very scared, very angry and angry because you
Complete the script. 10
cant do something. Divide the class into pairs and
Divide the class into pairs and tell them to guess the tell them to read the sentences in their books silently,
theatre words that complete the script. Ask what that say how people feel. They should guess which
word goes in the first space: play. Students complete words on the board go with each sentence. Then,
the rest of the script together. Check as a class by invite a volunteer to read the first sentence aloud
inviting volunteers to read the completed script and elicit the meaning of delighted: very happy. Do
aloud. the same with the rest of the sentences: unhappy
Answer Key: sad, terrified very scared, furious very angry,
frustrated angry because you cant do something.
Next, say sentences and encourage the class to
mime how the people feel.
110
Assign homework 5
AB page 84 ex. 2
Additional homework
Students choose three emotions and illustrate
them in their notebooks with magazine cutouts.
Then, they label them: Shes delighted!
2 Listen and number. 2.24
10 Listen and repeat. 2.25
5
Have students say who the person on the right is: the Play track 2.25. Students listen and repeat the theatre
director. Ask what he is doing: giving instructions actions. Then, say the last word in each sentence
to the people in the pictures. Then, play track 2.24 from the previous activity. Students say the complete
and tell students to put up their hands when they sentence:
hear the words that complete the sentences under T: Costume.
the pictures. Play the CD again and have them SS: Put on your costume.
listen and number the pictures. Tell them to compare
answers with a friend to check. tra ck 2.25
n arrator: lis te n an d re pe at.
tra ck 2.24 n arrator: pu t on .
n arrator: lis te n an d n u mbe r. tu rn on .
n arrator: n u m be r on e . pic k u p .
ma n : h e y, lion ! pu t on y ou r costu me ! take off.
n arrator: n u m be r tw o. tu rn off.
ma n : d oroth y, pic k u p th e script ! lau gh at.
n arrator: n u m be r th re e . po in t at.
ma n : tu rn off th e mu sic ! ru n aw ay from .
n arrator: n u m be r fou r.
ma n : scare crow , take off y ou r ja cke t!
n arrator: n u m be r fiv e .
ma n : ok , tin ma n , n ow lau gh at th e lion !
n arrator: n u m be r six .
ma n : toto. y ou h av e to ru n aw ay from th e w itch !
n arrator:: n u m be r se v e n .
Talk to a friend about the faces. 10
ma n : ok , n ow tu rn on th e spo tlig h t!
Ask a volunteer to say how the first person feels:
n arrator: n u m be r e ig h t.
ma n : y ou re te rrifie d ! po in t at th e torn ad o!
terrified. Encourage the class to guess why the
person might be terrified. Accept all answers.
Then, divide the class into pairs and tell students
Listen again and stick. 2.24
10 to do the same for the rest of the pictures. When
Tell students to use the stickers for Activity 2 on page they are finished, ask what the emotion is for each
85 and tell students to read the words silently. Then, face and invite volunteers to say why they think
play track 2.24. Students listen and stick the words to each person might feel that way.
complete the sentences. Check by having volunteers
read the sentences aloud.

Answer Key: Mime it! (see page 10) 10
Now play Mime it! with theatre actions
vocabulary items. Have fun!
Assign homework 5
AB page 85
Additional homework
the pictures and write the corresponding
words or phrases. Then, they write a sentence
for each. Finally, they listen to the words and
phrases in this units section of the CD in class.
111
I might become a famous actor!
1 Look and discuss with a friend. 15 3 Listen and chant. 2.27
10
Tell students to look at the boy and his mother. Have students look at the picture of the actor and
Encourage them to describe what is happening in the invite a volunteer to read the title aloud. Explain
picture: The boy is telling his mother the things he is that stage fright is a feeling that actors sometimes
worried about. Then, invite a pair of volunteers to read get before they go on stage. Next, play track 2.27 for
the questions aloud. Next, divide the class into pairs students to listen and follow along in their books. Elicit
and tell students to discuss the questions. When they some things the actor is nervous about: people might
are finished, invite volunteers to give their answers: not clap, they might not like his acting, etc. After that,
Hes worried. Hes worried about not remembering his divide the class into two groups and play the CD
lines / falling / people laughing at him. again. One group chants the first six lines, the other
chants the last three. When they finish, groups switch
2 Listen and mark (3). 2.26
10 roles and chant again.
Invite the class to look at the pairs of pictures and
describe them: 1 Hollywood and New York; 2 Brad
Pitt and Matt Damon; 3 Antarctica and Thailand; 10
4 a boat and a plane; 5 an Oscar and a Grammy;
Invite a volunteer to read the example sentences
6 a country house and a city. After that, play track
aloud. Elicit what time the speaker is referring to:
2.26. Students listen and mark the pictures that show
the future. Explain that we use might and might
the things the person might do in the future. Check by
not before the infinitive when we do not know for
saying the number and asking which box has got a 3.
certain if events in the future will happen. We say
might when we think that the events are possible
tra ck2.26
n arrator: lis te n an d ma rk . in the future. We say might not when we do not
n arrator: n u m be r on e . i mig h t w ork in n e w y ork . think that the events are very likely. Point out that
n u m be r tw o. i mig h t me e t ma tt d amo n . the forms are the same for all subjects. Finally,
n u m be r th re e . i mig h t trav e l to th ailan d . invite the class to give examples of might and
n u m be r fou r. i mig h t n ot h av e a pl an e , might not from the previous activities.
bu t i mig h t h av e a b oat.
n u m be r fiv e . i mig h t n ot w in a grammy ,
bu t i mig h t w in an oscar. Write about you. 10
n u m be r six . i mig h t liv e in th e city. Ask some volunteers to read the sentence aloud
and complete it: When Im thirty years old, I
Answer Key:
might (not) (live in Spain). Then, tell students to
write three or four sentences about themselves.
When they are finished, invite volunteers to read
their sentences to the class.
Answer Key:
Assign homework
Assign homework 5
AB page 86 ex. 2
Additional homework
In their notebooks, students stick a magazine
AB page 86 ex. 1 cutout to show something they might do after
112 school. Then, they label it: I might (go to the park).
Warm-up: Draw it! 20 10
Divide the class into four teams and invite Invite a volunteer to read the example
a volunteer from one team to come to the board. sentences aloud. Point out that the second
Tell the volunteer a sentence with might: The example refers to the future. Ask if the speaker
cat might jump out of the tree. Make sure the is certain about the prediction: Yes, he is. Ask
other students do not hear the sentence. The why: Because he can see black clouds. Explain
volunteer gets one minute to draw a scene for that we use be going to + the infinitive when
his / her team to guess the sentence. If his / her something in the present makes us certain
team cannot guess, other students can put up about something in the future. Refer students
their hands and guess. The team that guesses to the pictures in Activity 4. Ask what students
the sentence wins a point. Invite volunteers from can see in each picture that makes them certain
other teams to draw other sentences. The team about what is going to happen.
with the most points at the end wins.
Make predictions with a friend. 10
4 Look and underline the Have the class look at the first picture and
correct option. 20 elicit what is going to happen: The flowers are
going to fall. Then, divide the class into pairs.
Ask students to describe the pictures. Then, tell Students look at the pictures and say what is
them to read the options for the first picture and say going to happen. Finally, invite volunteers to
what is going to happen: Hes going to fall down. give their predictions and explain why they
After that, divide the class into pairs. Tell students to think those things are going to happen.
underline the correct option for each picture. Finally,
check by inviting volunteers to say what is going to
happen in each picture. Pair work 15
Answer Key: Divide the class into pairs: student A and
1. Hes going to fall down. student B. Student A looks at page 116 and
2. The window is going to break. student B looks at page 120. Tell students to look
3. Shes going to jump. at their picture. Explain that there are several
differences between their picture and their

4. Its going to rain.
5. Hes going to sneeze. friends picture. Students take turns describing
6. Hes going to wake up. their picture and circling the differences.
Finally, get them to check by comparing their
friends picture with their own.
Assign homework 5
AB page 87 ex. 1
Additional homework
Students choose one of the scenes. In their
Assign homework 5
notebooks, they draw a picture of what happens AB page 87 ex. 2
next. Additional homework
Students use modelling clay to make a model
of a person holding an object. Then, they write
the persons name on an index card and say
what he / she is going to do. This is (Tina).
Shes going to paint her house.
113
Time to practise!
Answer Key:
1 Listen and circle the girl. 2.28
10 The witch is going to fly.
Invite the class to look at the pictures and describe the The mice are going to eat cheese.
future possibilities that the girls are thinking about:
Japan, France, horses, etc. Then, play track 2.28. Tell Students own drawings.
students to listen and put a 3 next to the things the girl
might do. They should put a 7 next to the things she Assign homework 5
might not do. Play the CD several times for students AB page 88 ex. 1
to identify and circle the girl who is speaking. She is Additional homework
the girl with a 3 next to all of her pictures. Check by Ask students when we use might and when we
asking which girl is speaking: the one in the middle. use going to. Then, draw a sun and a cloud on
the board. Beside it, draw a dark cloud. Ask the
tra ck 2.28 class which picture shows that it might rain: the
n arrator: lis te n an d circle th e girl. sun and the cloud. Elicit a sentence for the dark
girl: w h e n i grow u p , i m igh tb e com e a ch e for a clim b e r. cloud: Its going to rain. At home, students draw
i mig h t n ot be come an astron au t. i lov e an ima ls. two pictures to illustrate The tree might fall and
i m i gh th av e som e cats, ori m i gh th av e som e h orse s,
b u t i m igh t n ot h ave sn ake s... an d i w an t to liv e in a
The tree is going to fall.
cool pl ace . i mig h t liv e in italy or i mig h t liv e in
ja pa n . bu t i mig h t n ot liv e in fran ce . an d i h av e to
h av e a fu n h ob b y. i m i gh tm ake scu lp tu re s ori m i gh t
d e si gn cloth e s. i m i gh t n ot su rf. i ts ki n d of scary. i
gu e ss i ll h av e to w ait an d se e !
3 Sing a song. 2.29

20
Answer Key:
Play track 2.29 and have students listen and follow
along in their books. Then, ask students what advice
the singer is giving: Do your best. Forget about the
rest. Wait before you act. Listen before you speak.
Ask them which piece of advice they think is the most
important and why. Then, divide the class into two
groups. One group sings the first verse and the other
sings the second verse. Both groups sing the chorus.
When they are finished, groups switch roles and sing

the song again.
Write what the girl might do in the future. 15
Invite a volunteer to complete the first sentence Assign homework 5

AB page 88 ex. 2
according to the pictures around the girl that they Additional homework
circled in the previous activity: She might become In their notebooks, students draw and stick
a chef. Students write the rest of the sentence on magazine cutouts to show something that is going
the line. Then, divide the class into pairs. Students to happen. Then, they write a prediction: Its going
complete the other sentences with their friend. When to fall!
they are finished, invite some volunteers to read their
sentences aloud. Encourage the rest of the class
to listen and say whether or not they agree.
Answer Key:
114
2 Unscramble and draw. 10
Tell students to unscramble the words and write the

sentences on the line. Then, invite volunteers to read
the sentences aloud. Next, have students draw a picture
to illustrate each sentence. When they are finished,
encourage them to compare pictures with a friend.
Time to write
Answer Key:
1 Look and number the actions. 15
Invite a volunteer to read the title aloud: A cave

monster! Then, tell the class to look at the pictures
and say what they see in each one. Next, point out the
phrases below the pictures. Explain that the phrases
show actions that happen in the story. They are parts
of the script. Read the actions aloud for the class to
mime. Then, have students look at the pictures. Elicit
what the first action in the story is: points at a cave.
Have students write number 1 beside the phrase. After
that, students number the rest of the phrases. Check
by saying a number and getting volunteers to read the
corresponding phrase aloud.
Answer Key:
1. points at a cave
2. swims into the cave
Bulletin board idea 10
3. follows Todd
4. see big eyes Materials: Several sheets of different coloured
5. screaming card per group, scissors, coloured pencils, glue.
6. turns on a light Write the name of a TV programme that all the
7. smiles students know on the board. Ask students to
choose a scene that they remember. Get them to
Read and complete the table. 5 say the names of the characters, the setting, what
happened, and what props are in the scene. Then,
Read the first heading aloud and elicit the words that
divide the class into four groups and give out
go in the space: A cave monster! Tell students to write
materials. Assign tasks: Group A makes a stage
the title. Then, get them to complete the rest of the table
and curtains. Group B draws the scenery for the
individually. Check by asking volunteers to read the
setting. Group C makes the characters and the

different parts of the table aloud.
props. Group D makes the audience. As they are
Answer Key: doing their tasks, encourage groups to look at each
others work to make sure that they are not making
their part of the scene too big or too small. When
they are finished, display the scene on the bulletin
board.
Complete the script. 10
Invite the class to look at the script and elicit the word
Assign homework 5
that goes in the first space: into. Have students write the
word in the script. Point out that the word comes from
the pictures in Activity 1. Then, invite a volunteer to read
AB page 89
Todds line aloud and act it out. Explain that the phrases
in parentheses are instructions to the actors. Next, tell
the class to look at the next space. Elicit what kind of 115
information goes here: a name. Point out the parentheses
in the next line and get students to say the corresponding
phrase: swims into the cave. After that, have students
complete the rest of the script. Check by getting
volunteers to read the script aloud. Finally, invite a pair of
volunteers to read and act out the play. Remind them to
act out the phrases in parentheses, not read them aloud.
Value: Being confident
Before you read 5
Make an acting game. 15
Look and match. Materials: One photocopy of craft template 9a,
Tell students to look at the pictures 9b and 9c (see the Values Section on the
and elicit the names of the animals. Then, invite Teachers Resource CD-ROM) per student,
volunteers to say the sounds of the animals scissors, coloured pencils and one split pin per
in their own language. After that, get a volunteer student.
to read the first animal sound aloud. Correct Write CONFIDENT on the board and elicit the
pronunciation as necessary. Get students to say meaning: Doing your best without being afraid
the animal that makes the sound: a cat. After of what other people think. Then, ask students
that, tell students to match the animal sounds to to rate individually how confident they are,
the appropriate animal. When they are finished, from one to ten. Next, hand out the materials
check by saying the name of the animal and and tell students to colour and cut out the
getting the class to make the sound. circles and the arrow. Then, they put the small
Answer Key: circle on top of the medium circle and the
large circle. All of the words should be visible.
Have students put the arrow on top of the small
circle. Next, tell them to put the split pin through
the arrow. Students can move the arrow and
the circles to make silly situations to act out.
This can help them build their confidence.
Finally, get some volunteers to act out different
situations for the class to guess.
1 Listen to the first part
of the play. 2.30
15
Tell students to look at the pictures and read the first Assign homework 5
text aloud. Elicit who the characters are: Alex, Mike AB page 90
and Dog. Then, tell them to close their books. Write Additional homework
these questions on the board: Students make the front page of a programme
for A happy ending? They should include the
What are the cats names?

Why are they afraid? title and pictures of the characters.
Where do they hide?
answers to the questions. After that, get them to open
their books again. Play the CD again. Students listen
and follow along to check their answers. Finally, ask
the questions to elicit the answers.
Now read the play in groups. 10
Divide the class into groups of four. Students take

the roles of narrator, Mike, Alex and Dog. Then,
have them read the script aloud. The narrator
reads the names before each line and the actions
that the actors do. Encourage them to put as much
116 expression as possible into their voices.
2 Listen to the second part
of the play. 2.31
10 After you read 15
Ask students where the cats are and what their ook at the picture and
L
problem is: Theyre in a rubbish bin. A dog is outside. write the next scene in your
Then, play track 2.31. Have students listen and follow notebook.
along in their books. After that, get them to say why Have students look at the picture and find
the cats are confused. Finally, ask if they really think Mike, Alex and Dog. Explain that this is the
Dog is a good friend to have. next scene in the play and invite them to
guess what is happening: A different dog
Now read the play in groups. 20 wants to hurt the cats. Their friend protects
Divide the class into groups of four. Get students to them. Elicit a description for the scene and
assign roles and read the script aloud. When they write it on the board: Dog, Alex and Mike are
are finished, invite volunteers to read and act out the walking in the park. Suddenly, a different dog
roles of Mike, Alex and Dog for both parts of the play. appears. Encourage the class to guess what the
characters say: Woof! Woof!,
Save us!, etc. Then, divide the class into pairs
and have them write the script for the scene.
When they are finished, invite some volunteers
to read their script to the class.
Assign homework 5
AB page 91
117
Warm-up: Lets talk about Indonesia 10 still done by hand. Rice is a very important part of
Materials: A map of the world, photos of people the Indonesian diet. Next, pass around the photo
working in paddy fields, logging in a tropical of logging. Explain that most of Indonesia used
forest, an oil rig at sea, traditional Indonesian to be covered by tropical forest, but now much of
boats and a modern ferry. the forest has disappeared. The money from the
Display the map. Then, ask a volunteer to come wood from these trees is very important for the
to the front and point to Indonesia. Elicit what Indonesian economy. After that, pass around the
continent Indonesia is in: Asia. Next, pass around photo of an oil rig. Explain that Indonesia has got
the photo of people working in paddy fields. lots of oil. Finally, pass around the photos of the
Explain that these are fields which are flooded with traditional boat and the ferry. Explain that because
water to grow rice. In most places rice-picking is Indonesia has got lots of islands, boats and ferries
are very important.
Answer Key:
Read and stick. 15
Write these numbers on the board: 2004, 17,500, 220

million, 200,000, 6,000. Then, tell students to read
the text and find what the numbers refer to. When
they are finished, elicit the answers: 2004 the
date of the tsunami; 17,500 the number of islands
in Indonesia; 220 million the population of Java;
200,000 the number of people who were killed
in the tsunami; 6,000 the number of inhabited
islands in Indonesia. After that, tell students to tra ck 2.32
use the stickers for Light up the world on page 92. n arrator: lis te n an d ma tch .
n a rra tor: y ou m ig h tn otkn ow m u ch abo u tin d on e sia ,
Students put the stickers in the spaces according to b u ty ou m i gh tre cogn i ze th e n am e s krakatoa ,
their shapes. When they are finished, encourage oran gu tan an d komo d o d ragon . krakatoa
them to compare maps with a friend. is a v e ry famo u s v olcan o in in d on e sia . it
e ru pt e d in 1883.
Answer Key: d e e p i n th e ra i n fore st, y ou ll fi n d th e
a m a z i n g ora n gu ta n . th e w ord ora n gu ta n
a ctu a lly m e a n s fore st p e rson . i ts a ki n d

of p ri m a te w i th re d d i sh -b row n h a i r.
a n d th e n th e re s th e i n cre d i b le kom od o
d ra gon . i ts n ot a d ra gon , i ts a li z a rd . i t
li v e s on th e i n d on e si a n i sla n d , kom od o. i t
ca n grow to b e th re e m e tre s lon g a n d i ts
b i te i s p oi son ou s .
la st b u t n ot le a st, i n d on e si a i s h om e to
th e d i sgu sti n g corp se flow e r. th e corp se
flow e r ca n w e i gh te n ki logra m s a n d
2.32 m e a su re on e m e tre i n d i a m e te r. th e corp se
10
Listen and match. flow e r i s a lso fa m ou s b e ca u se i t sm e lls
li ke a d e a d b od y. y u k !
Invite students to look at items in the photos
and guess what they are. Accept all answers.
Then, read the words aloud randomly and have AB page 92 15
students put up their hands when they find and
point to each word. After that, encourage them Check what you know!
to guess which words go with each picture and Divide the class into pairs. Students take turns
118 compare answers with a friend. Then, play track pointing to theatre vocabulary items on page 84
2.32. Students listen and match the words to the and saying the names. Next, students tell their
pictures. Point out that there is more than one word friend about things they might do during the
for each picture. Finally, check by saying the name summer holiday: I might go to the beach. I might
of the item in each photo to elicit the words. learn to surf. Then, mime that you are going to
sneeze. Finally, ask the class to complete the faces
according to how they feel about what they know.
Read and label the pictures. 15
Invite the class to look at the pictures and say what Dance it! (see page 10) 10
they can see: characters, a play, etc. Then, point out the Now play Dance it! with might and be
labels and encourage students to give the information going to sentences. Have fun!
that they need in their own language. Next, get them
to look at the text. Invite volunteers to read the italicized
words aloud. Tell them to read the first sentence silently.
Assign homework 5
Elicit the meaning of wayang kulit: shadow puppet AB page 93
theatre. Help with meaning as necessary. Then, tell Additional homework
students to read the rest of the text and label the pictures
My project
with the italicized words. When they are finished,
encourage them to compare answers with a friend. Make finger puppets.
Check as a class by asking about the answers on the top Material: One sheet of card and 10 index cards
and bottom of each picture. Finally, explain that wayang per student.
kulit plays are very popular in Indonesia. People sit on Invite the class to look at My project and tell
the ground in front of the screen. Other people sell things them the main materials for the craft. Point out
to eat and drink during the play. Because the plays are the icons and explain the additional materials
outside, people can come and go whenever they want. that they need. Then, go through each step
Answer Key: with them. Finally, remind them that they can
A friendly reminder
Read about these puppets. 20 practice on page 100 and the Time to check
section on page 92 in the Activity Book. During the

Tell students to read the text silently. Then, ask them evaluation:
who Arjuna was: a Hindu prince and a great warrior. read the instructions for the first activity with
Explain that Arjuna is the hero of many wayang kulit students
plays. Next, ask what the Kayonan represents: the tree read the example and clarify doubts
of life and the elements of earth, water, wind and fire. ask a volunteer for another example
Then, have students connect the dots to complete the assign time to complete the exercise
forms of the puppets. Finally, encourage students to read the instructions for the next activity, etc.
find Arjuna and the Kayonan in the pictures at the
top of the page.
Answer Key:
119
Activity Book
120
Unit 1
Unit 1
Activity Book
121
Unit 1
Unit 2
Activity Book
122
Unit 2
Blue
Red
Blue
Blue
Red
Activity Book
123
Activity Book
124
Unit 2
Unit 3
Activity Book
125
Activity Book
126
Unit 3
Unit 3
Unit 4
Activity Book
127
Activity Book
128
Unit 4
Unit 4
Activity Book
129
Activity Book
130
Unit 5
Unit 5
Activity Book
131
Unit 5
Unit 6
Activity Book
132
Unit 6
Activity Book
133
Activity Book
134
Unit 6
Unit 7
Activity Book
135
Activity Book
136
Unit 7
Unit 7
Unit 8
Activity Book
137
Activity Book
138
Unit 8
Unit 8
Activity Book
139
Activity Book
140
Unit 9
Unit 9
Activity Book
141
Unit 9
practice
My spelling practise
Unit 1 I help at home! Unit 2 Ancient Rome
Look and write the correct word. Read and complete.
Activity Book
1. aqueduct 5. temples
2. amphitheatre 6. theatre
3. fountain 7. public baths
4. roads
Unscramble and complete.

142 1. soldiers 5. philosopher
2. emperor 6. scribes
3. citizens 7. senators
4. gladiator 8. slave
practice
My spelling practise
Unit 3 The power of nature
Read and complete the words.
1. floods 7. eruption
Unit 7 Future world
2. powerful 8. volcano
3. tsunami 9. raging Write the rhyming words.
4. drought 10. volcanic 1. customer 5. salt
5. earthquake 11. dangerous 2. master 6. waitress
6. tornado 3. credit card 7. bill
4. menu 8. pepper
Unit 4 Lets have a party!
Unit 8 Experiments are fun!
Solve the crossword puzzle.
1. music 9. napkin Read and write the words.
2. worry 10. ready 1. microscope 6. atom
3. balloons 11. spoon 2. batteries 7. test tubes
4. knife 12. snacks 3. chemical 8. thermometer
5. decorations 13. fork 4. light bulb 9. wires
6. invitations 14. plates 5. magnet
7. washing up 15. everybody
8. drinks
Unit 9 On stage
Unit 5 International cuisine Solve the crossword puzzle.
Write the countries. 1. characters 7. spotlight
2. script 8. audience
1. the United States 5. Spain 3. props 9. stage
2. France 6. Great Britain 4. director 10. programme
3. Itlay 7. Japan 5. play 11. setting
4. China 8. Mexico 6. curtain
Correct the verbs.
My spelling practice
Unit 6 Modern detectives 143
Read and write the words.

1. detective 6. footprints
2. thief 7. evidence
3. witness 8. mask
4. magnifying glass
5. fingerprints
Track List
CD 1 CD 2
Unit Track Rubrics Unit Track Rubrics
1.1 Listen and repeat. 2.1 Listen and repeat.
1.2 Listen and repeat. 2.2 Listen and stick the headings.
1.3 Listen and number the pictures. 2.3 Listen and repeat.
1.4 Listen and mark. 2.4 Listen and circle the correct option.
1
1.5 Listen and chant. 2.5 Listen and chant.
1.6 Sing a song. 7 2.6 Listen and check.
1.7 Listen to the first part of the story. 2.7 Sing a song.
1.8 Listen to the second part of the story. 2.8 Listen to the first part of the story.
1.9 Listen and repeat. 2.9 Listen to the second part of the story.
1.10 Listen and check. 2.10 Listen and stick.
1.11 Listen and repeat. 2.11 Listen to the words in Russian.
1.12 Listen and number. 2.12 Listen and stick.
2 1.13 Listen and chant. 2.13 Listen and repeat.
1.14 Sing a song. 2.14 Listen and check.
1.15 Listen to the first part of the story. 2.15 Listen and repeat.
1.16 Listen to the second part of the story. 2.16 Listen and match.
1.17 Listen and match. 8 2.17 Listen and chant.
1.18 Listen and repeat. 2.18 Listen and number the pictures.
1.19 Listen and complete the text. 2.19 Sing a song.
1.20 Listen and repeat. 2.20 Listen to the first part of the story.
1.21 Listen and number the events. 2.21 Listen to the second part of the story.
1.22 Listen and check. 2.22 Listen and stick.
3 1.23 Listen and chant. 2.23 Listen and repeat.
1.24 Listen and write the comparisons. 2.24 Listen and number.
1.25 Sing a song. 2.25 Listen and repeat.
1.26 Listen to the first part of the story. 2.26 Listen and mark.
1.27 Listen to the second part of the story. 2.27 Listen and chant.
9
1.28 Listen and complete the table. 2.28 Listen and circle the girl.
1.29 Listen and repeat. 2.29 Sing a song.
1.30 Listen and complete the list. 2.30 Listen to the first part of the play.
1.31 Listen and repeat. 2.31 Listen to the second part of the play.
1.32 Listen and chant. 2.32 Listen and match.
4 1.33 Listen and number the questions.
Diagnostic
2.33 Listen and write the names.

1.34 Sing a song.
test
1.35 Listen to the first part of the story. 2.34 Listen and mark.
1.36 Listen to the second part of the story. 2.35 Sing a song.
1.37 Listen and number. 2.36 Unit 1. Household job accessories.
1.38 Listen and complete the names of the countries. 2.37 Unit 1. Household jobs.
1.39 Listen and repeat. 2.38 Unit 2. Roman buildings.
1.40 Listen and repeat. 2.39 Unit 2. Roman society.
1.41 Listen and circle the correct picture. 2.40 Unit 3. Natural disasters.
1.42 Listen and complete the table. 2.41 Unit 3. Adjectives.
1.43 Listen and chant. 2.42 Unit 4. Parties.
5
1.44 Listen and match. 2.43 Unit 4. Party arrangements.
Pictionary
1.45 Sing a song. 2.44 Unit 5. Countries / Nationalities.

1.46 Listen to the first part of the story. 2.45 Unit 5. Kitchen actions.
Track List
1.47 Listen to the second part of the story. 2.46 Unit 6. Crime scene.
1.48 Listen and underline the correct option. 2.47 Unit 6. Detective work.
1.49 Listen and circle the words you hear. 2.48 Unit 7. Restaurant.
1.50 Listen and repeat. 2.49 Unit 7. Menu.
1.51 Listen and stick. 2. 50 Unit 8. Science.
1.52 Listen and repeat. 2.51 Unit 8. Verbs.
1.53 Listen and match. 2.52 Unit 9. Theatre.
144 1.54 Listen and point to the thief. 2.53 Unit 9. Phrasal verbs.
6 1.55 Listen and chant.
1.56 Listen and number the scenes.
1.57 Listen and complete what the alien says.
1.58 Sing a song.
1.59 Listen to the first part of the story.
1.60 Listen to the second part of the story.
Downie, Michael
58 St Aldates Lighthouse 5 Teachers Book / Michael Downie ; David
Oxford OX1 1ST Gray ; Juan Manuel Jimnez. - 1a ed. - Buenos Aires :
United Kingdom Santillana, 2013.
144 p. + CD-ROM ; 28x22 cm.
2013 Ediciones Santillana, S.A.
Leandro N. Alem 720 ISBN 978-950-46-3601-4
C1001AAP Buenos Aires, Argentina
1. Enseanza de Ingls. I. Gray, David II. Jimnez,
Juan Manuel
Michael Downie, David Gray, Juan Manuel Jimnez CDD 420.7
Santillana Educacin, S.L. / Richmond Publishing 2011
ISBN: 978-950-46-3601-4
Music and Recordings: Bobally Records
Publisher: Mabel Manzano

Publishing Director: Alicia Becker, Vicki Caballero Anderson
Managing Editor: Janet Wilson-Smith
Development Editor: Justine Piekarowicz, Elsa Rivera
Editorial Team: Liliana Andrade, Marie Deer, Harriet Grigg, Suzanne Harris, Beatriz Romn, Jacaranda Ruiz,
Ins S. Prez
Proofreading: Jane Holt, Rebecca Watson, Rosario Brondolo
Art Director: Isabel Arnaud, Jos Crespo, Rub V. Ramrez

Design supervisor: Marisela Prez
Cover Design: Karla vila
Cover Illustration: Estudio de Diseo A corazn abierto
Illustrators: Marisa Arroyo, Ana Castillo, Mariana Ins Daz, Estudio de Diseo A corazn Abierto, Guillermo
Graco, Gilberto Guzmn, Vanesa Hernndez-Gusmao, Octavio Jimnez, Tania Jurez, Diego Llans, Roselino
Lpez, Teresa Martnez, Juan Manuel Moreno, Rosario Valderrama, Carlos Vlez, Alex Villalobos, Richard Zel
Cover Photograph: Ingram Publishing
Photo Researcher: Amparo Rodrguez

Technical Director: ngel Garca Encinar, Salvador Pereira
Production Manager: Roco Lominchar Romero
Technical Coordination: Jos Luis vila, Edgar Coln, Daniel Santilln
Layout: Paola Romero, Antonio Ruano, Daniel Santillan, Colin Stobbart, Mara Florencia Visconti
Photos:
Brand X Pictures, Comstock, Digital Stock, Elas Salas, Hemera, Ingram Publishing, Photo Disc, S. Enrquez;
ARCHIVO SANTILLANA
This Teachers Book includes Audio CDs.
Queda hecho el depsito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.
First Edition Published 2013
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission
in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will
correct any involuntary omission at the earliest opportunity.
Este libro se termin de imprimir en el mes de diciembre de 2013, en Artes Grficas Color Efe, Paso 192,
Avellaneda, Provincia de Buenos Aires, Repblica Argentina.
For centuries, lighthouses have guided ships in their travels and they continue
to light the way in our modern world. Similarly, the six-level series
aims to guide primary students through the sometimes-rough seas of their
adventure in learning English. It seamlessly integrates modern language teaching
practices with traditional classroom needs, helping students successfully navigate
Tea
through reading, writing, listening, speaking and grammar, to be able to use
English in real life.
c
Special features:
Combines a structural grammatical-based programme with a functional
syllabus to promote communicative language use across the four skill areas.
Teachers Book 5
Provides ample opportunity for students to understand and use the language at
he
their own pace.
Offers frequent pair and group work activities to build students confidence
rs
and independence.
Includes an easy-to-follow self-evaluation for students at the end of each unit.
B oo
Offers a variety of dynamic materials and activities, including songs, chants,
stickers, games and craft projects. Even the homework is fun!
Promotes universal values and celebrates cultural differences through a
variety of colourful, in-class craft activities.
k
Components:
Students Book + Students CD-ROM
Activity Book
Teachers Book + Class CDs

Richmond Readers Michael Downie David Gray Juan Manuel Jimnez

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For centuries, lighthouses have guided ships in their travels and they continue

Teachers Book + Class CDs

Richmond Readers Michael Downie David Gray Juan Manuel Jimnez

Music and Recordings: Bobally Records

Publisher: Mabel Manzano

Art Director: Isabel Arnaud, Jos Crespo, Rub V. Ramrez

Photo Researcher: Amparo Rodrguez

This Teachers Book includes Audio CDs.

Queda hecho el depsito legal que marca la ley 11.723.

Michael Downie David Gray Juan Manuel Jimnez

Units Overview Unit 1 12 13

Overview Unit 9 108 109

Activity Book with answers

Unit 1 . . . . . . . . . . . . . . . 120 122 Unit 7. . . . . . . . . . . . . . . . 135 137

Unit 2. . . . . . . . . . . . . . . . 123 124 Unit 8. . . . . . . . . . . . . . . . 138 139

2 Unit 3. . . . . . . . . . . . . . . . 125 127 Unit 9. . . . . . . . . . . . . . . . 140 142

Unit 4. . . . . . . . . . . . . . . . 128 129 My spelling practice . . . . . . . .. . . 143

Unit 5. . . . . . . . . . . . . . . . 130 132 Track List . . . . . . . . . . . . . . . . . 144

Check what My project

Students evaluate themselves by

Teaching tip Key to phonetic transcripts

Time for a game Consonants: Vowels:

Teachers Resource CD-ROM

includes lots of fun activities to

Unit Light on reading

Have to: Do you have to

Dates: I visited Rome on

2 Roman society: citizen, emperor, gladiator,

Ancient loudly. They could retire

of nature adjectives): The most

How long: How long

5 Nationalities: American, British, Chinese, French,

Scope and sequence

Call my bluff Invisible drawings

third student checks the word and marks it with 3

Richmond Interactive Digital Practice Tests

Job accessories Jobs

Have to Before and after

The lighthouse keepers story

In this unit, students will learn and practise

to read the expressions. Encourage students

Listen and repeat. 1.1

Say: Look, hes vacuuming the carpet. Continue

Listen and repeat. 1.2

Material: Students signs from the previous

Unit 1 - Students Book page 5

track 1.2 Unscramble the expressions. 10

Ask students to look at the pictures and say what

Complete about you. 10

Refer the class to the incomplete sentences about

sentences according to what they and their family

Ask students if they have ever been to an

Unit 1 - Students Book page 7

Divide the class into pairs. Ask Does Dad have to

2 Play a guessing game with a friend. 15

Refer the class to the dialogue and invite a pair of

Look and complete the note. 10

Have students look at the pictures and say what Karens

Unit 1 - Students Book page 9

2 Now write a note for a family

boy: its basketball! basketball is more exciting