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ii
Story-Based Approach
A story-based approach uses stories as the starting
point for planning materials and activities. Language
is taught through stories, and learners engage in
different tasks to develop their understanding of
them. Star Players uses engaging stories that have
been written for native speakers of the same age.
The Communicative Approach
The basis of this approach is that language is
communication and that in the classroom the focus
should be on enabling learners to communicate
successfully with each other. The communicative
approach focuses on learners being able to use
the language with both f uency and accuracy. Star
Players offers many communicative activities, such as
games and role plays.
Multiple Intelligences
We do not all learn in the same way. Research
shows that there are at least seven different
intelligences: kinesthetic, mathematical/logical,
intrapersonal, interpersonal, visual/spatial, verbal
and musical. In Star Players, activities and tasks are
varied to cater to these different ways of learning.
Topic and Content-Based Approaches
Language has not got any value without a context
that is meaningful to learners. The contexts or topics
best suited for young children are those that come
from their own world and experience, such as family,
friends and pets. As children get older, they can work
with topics that take them into the wider worldfor
example, space, history or the Internet.
In a topic-or content-based approach, language
is taught through themes that are interesting and
involving and that are often linked with other school
subjects. In this way, Star Players helps learners to
reinforce what they have already learned in other
subjects and exposes them to new content as well.
Star Players makes every
student the centre of
the learning process. It
recognizes that children
learn in different ways
and that they have got
different intelligences, learning styles
and interests.
Star Players is designed to build on and
extend students knowledge and help them learn through
engaging and motivating activities. Students learn best
when they are cognitively and linguistically challenged and
when activities are meaningful, purposeful and enjoyable.
Star Players acknowledges the importance of exposing
students to natural language. Literature is an effective tool
that offers students opportunities to experience language
in a way that mirrors how they learn their mother tongue.
A story, poem or song can all reach within each student to
bring out a genuine response and help them to grow and
respond at a deeper level. Students are the heroes of their
own lives and stories help them to develop their own sense
of self and values, as well as to sympathize and identify
with others.
Star Players is based on the latest research about how
children learn languages.
Task-Based Learning
In this approach, learning is structured around tasks
and their successful completion. It is important
that the tasks are carefully constructed, meaningful
and purposeful. Learners have got to solve a
problem, which means that they are cognitively and
linguistically engaged. There are three phases in task-
based learning: pre-task, during-task and post-task.
In the post-task phase, learners display or talk about
the outcome. Star Players provides numerous tasks
that are motivating and that give children a real sense
of achievement.
Zone of Proximal Development
Learning takes place within the zone of proximal
development, or ZPD. The ZPD is the difference
between what children can do alone and what
they can do when they are working in a supported
environment with other children or with their
teacher. The collaborative nature of tasks is a very
important aspect of learning. When children work
together, they learn to share ideas, listen to others
and work as a team. They also learn to be tolerant
of others and to understand that each person can
contribute and has value.
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iii
Extras
Review Pages
T15A, T27A, T39A, T51A, T63A, T75A, T87A & T99A
Star Players Certif cate
T99B
Project Pages
T100
Worksheets
T108
Assessment Pages
T116
Practice Book Answer Key
T132
CD Track Section
T141
Introduction
Course Features
iv & v
Tips and Tricks
vi & vii
Scope and Sequence
viii & ix
Vocabulary Lists
x, xi & xii
Diagnostic Test
xiii & xiv
Unit 1 Around the World
T3
Unit 2 The Natural World
T15B
Unit 3 The Material World
T27B
Unit 4 Experiences and Challenges T39B
Unit 5 Amazing Lives
T51B
Unit 6 The Incredible Body
T63B
Unit 7 The Cinema
T75B
Unit 8 Communication
T87B
1
2
3
4
5
6
7
8
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iv
C
o
u
r
s
e
F
e
a
t
u
r
e
s
Students Book contains
topic-based units that develop all four skills in a
relevant context
three original stories that expose students to
natural language
engaging projects that build teamwork
fun songs and chants that expose students
to rhythm
games and hands-on activities
language boxes that highlight new grammar points
self-assessment activities that develop students
awareness of their own learning process and style
skills pages (levels 13)
process writing pages (levels 46) to build students'
writing skills
review sections to reinforce target language
s
Practice Book contains
activities to reinforce the language and structures
taught in the Students Book
two review pages per unit with listening activities
Class CD
recordings of all
songs, chants and
listening material
Cutouts and Holidays
a booklet with holiday pages that include crafts,
games and songs
contains interactive student cutouts that promote
dynamic exchanges
contains
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v
Teachers Book contains
a Scope and Sequence with the topic and language
focus of each unit
a Tips and Tricks section with hints on how to use all
the components
notes for developing the projects and additional
cross-curricular activities
grammar teaching tips and grammar modules for
each unit
word lists for each unit
a photocopiable Diagnostic Test
photocopiable Assessment Pages for each unit with
listening activities
photocopiable Worksheets for each unit to reinforce
the grammar
a CD Track Section
full answer keys for the Practice Book, Students
Book, Assessment Pages and Worksheets
a Star Players Certifcate
Each unit contains
a variety of games
Multiple Intelligences activities
one Values activity
one Teaching Tip
Each lesson contains
full teachers notes
an opening box with the vocabulary and grammar
taught in each lesson and the materials and
preparation needed
Warm-ups, Wrap-ups, Extensions and ideas for
extra activities
Posters
a full-colour interactive poster for each unit
colourful poster cutouts for use with the posters
extra poster cutouts for additional class activities
l
e
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vi
Literature Pages
The main objective of the stories in Star Players is
to increase students exposure to natural language,
thus providing them with a valuable opportunity to
learn common f xed expressions and high-frequency
vocabulary used by native speakers. Before students
read the literature in Star Players, it is important to
explain that they do not have to understand every
word; instead, they should aim to grasp the overall
meaning and enjoy the reading process.
To check students understanding of the stories,
a Comprehension Check section, with a series of
questions, is provided in the Teachers Book.
To further develop students' critical-thinking skills,
challenging activities such as predicting, summarizing,
analysing and evaluating the story and its characters
have also been included.
Listening Activities
There are many ways in which Star Players helps your
students to develop listening skills. One of them is
through catchy songs and chants. You will f nd that
students love them and learn them quite quickly.
There are also listening activities throughout the
Students Book, Practice Book review pages and, very
importantly, in the Assessment Pages.
You can f nd all the Students Book tracks in a separate
section called the CD Track Section (pages T141T148).
The tracks for the Practice Book review pages and
Assessment Pages are also included in the Teachers
Book (pages T15A, T27A, T39A, T51A, T63A, T75A,
T87A and T99A). )
Vocabulary Lists
On pages x, xi and xii, you will f nd photocopiable word
lists of the target vocabulary for each Students Book
unit. These lists can be photocopied and distributed
each month to be used in various ways:
to create a picture dictionary
to write sentences to contextualize new words
to write a story
to illustrate new vocabulary in notebooks
to classify vocabulary into semantic groups
Posters
Each poster, together with its cutouts, can be used to
present, practise and review vocabulary and grammar
points. Posters are an excellent tool to promote student
participation and cooperation.
Star Players posters are made of a material you can
write on using whiteboard or water-based markers.
You can also attach the cutouts to their corresponding
poster by using tape, Blu-tack or any adhesive
substance. This gives you the freedom to move cutouts
around and reuse them without damaging them.
Cutouts can either be used with their corresponding
poster or as f ashcards. In Star Players, some poster
cutouts have been designed to be used without
the poster.
To make the most of the posters, cutouts should be
prepared before the lesson and then stored in large
envelopes marked with the unit number.
Process Writing
Students need to be taught how to write, because it is
not a skill that comes naturally. In levels 13, the skills
pages focus on developing this skill.
In levels 46, writing is taught by means of Process
Writing.
The key steps for teaching process writing are:
setting a context or situation for writing
showing students a model
brainstorming and exploring ideas
giving a clear purpose for writing and an audience
The sequence for process writing is:
writing a f rst draft
checking work (either peers, the teacher or both
can do this) and giving feedback
writing a f nal version
Project Work and Hands-on Activities
In every unit, there is a hands-on project as well as
additional cross-curricular activities. Project work is a
time when students can be creative and learn to share
ideas and work in teams. It is important to emphasize
that there is not only one way of doing things and to
encourage students to respect each other's work.
Before starting a project, make sure that all students
have got the necessary materials to hand. You should
also demonstrate each step so that all students
understand what they have to do and how to do it.
At the end of each project, exhibit and praise students
work equally, without making comparisons.
T
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vii
Review and Evaluation
Evaluating your students is an ongoing process that
helps you to see clearly how much your students have
learned and assess their strengths and weaknesses.
Diagnostic Test
To help you in this process, Star Players provides
you with a photocopiable Diagnostic Test. The
Diagnostic Test should be administered in the f rst
week of classes. It has been designed to help you
to evaluate students general level and determine in
which areas they need reinforcement.
Assessment Pages
Star Players also provides you with photocopiable
Assessment Pages. These pages are designed to test
students' progress upon completion of each unit.
Self-assessment Activities
Since it is also important for students to gain
awareness of their own strengths and weaknesses,
there are self-assessment activities at the end of
each Students Book unit (levels 13) and in the
Teachers Book (levels 46).
Review Pages
Before evaluating your students, it is crucial to
review the language you have taught. Both the
Students Book and the Practice Book provide
review pages.
Worksheets
In addition, the Teachers Book includes
photocopiable Worksheets that can be used to
provide additional grammar practice for each unit.
Grammar Modules and Teaching Tips
These elements provide expansion of the main
grammar points of the unit and suggest ways to
teach the material. Using these can help you in the
review process.
Class Materials
At the beginning of the school year, put all the
materials that you will need for practical activities into a
box and keep them in the classroom. Your box should
contain coloured pencils, scissors, glue sticks, pencils
and rubbers. Each student is expected to bring the
same materials from home.
Read the Materials and Preparation sections that appear
in the opening boxes in the Teachers Book before
each lesson. These two sections will remind you of the
materials you need to make the most of each lesson.
Before the f rst practical activity, clarify the procedure
for using materials. Always make sure that students
clean up at the end of each activity and return all
materials to the box.
Cutouts
It is a good idea to collect students cutouts at the
beginning of the year and distribute cutout pages only
when you are going to use them in a lesson. Make sure
that you demonstrate to students exactly what they
have to do before they start cutting.
Sometimes, cutouts are used for several different
activities. When this is the case, there are reminder
notes in the Teachers Book to ensure that students
keep their cutouts in envelopes for future activities.
Pair and Group Work
Young children may not be used to working in pairs
and groups. The f rst few times they do pair activities,
keep the activities short and make sure that you give
them clear instructions. As they get used to doing
pair and group activities, you can begin to hand over
responsibility to students. For example, for each pair,
you can assign one student to be the task monitor
(he/she makes sure that they do what they are meant
to) and the other student to be the language monitor
(he/she makes sure that they speak English).
It is more fun and more interesting for students if
they do not always work within the same pairs. Decide
before the lesson how you are going to organize
the pairs.
Teaching Values
Being a teacher goes far beyond teaching a language.
Being a teacher also involves teaching a student
universal values and how to adapt to different
situations. In Star Players, we include values activities to
remind teachers of the key role they play in a students
life. At lower levels, these activities are designed to be
initiated and carried out in the students' native tongue
so that they can fully participate. English may be
gradually integrated into these activities at higher levels
of the series.
1 1. was f shing, saw;
was running, f ashed;
3. opened, was sitting
2 1. hotter; 2. smallest;
3. more expensive;
4. most polluted;
5. least expensive;
6. coldest
1. is, 2. is, 3. are, 4. is,
5. are, 6. are
3 1. wont, 2. might,
3. will
1. F, 2. T
4 1. your heart beats
faster; 2. you put on
weight; 3. you will
need f llings; 4. you
wont go jogging.
5 1. wherewardrobe;
2. thatumbrellas;
3. thatTV; 4. who
clowns
6 1. (that) he was having
piano lessons that
week. 2. (that) she
loved her new guitar.
Answer Key to Diagnostic Test
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viii
Frequency Adverbs
What do you (usually) do?
We (often) take trips into
the wilderness.
Present Continuous
Were (walking on
snowshoes). Hes (cooking
fsh).
Intensifer
There is too much (food).
There are too many
(mirrors).
Past Simple
What did she (do)? She
(sailed around the world).
How long did it (take)?
Adverbs
carefully, fast, happily,
loudly, nervously, quietly,
sadly, sleepily, slowly
Adjectives
up-to-date, dangerous,
long/short-sleeved,
traditional, waterproof
Jobs
At Sea
iceberg, pirate, sailor,
suncream, wave, whale
The Outdoors
compass, insect repellent,
journey, map, penknife,
tent, torch, wilderness
1
Grammar Vocabulary G
S
c
o
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e

&
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q
u
e
n
c
e
Possibility
The rings can (strangle
them).
Present Continuous
(Future Plans)
Were (having a poster
competition).
Comparatives
They arent as (good)
as dogs. The marmoset
monkey is the (best father).
First Conditional
If (a door is closed, Goldie
opens it for me).
Time Markers
When (I get home from
school, I eat). Before (I go
on holiday, I pack).
Environment
helium balloon, pesticide,
recycle, rubber band, six-
pack ring, stream
Animals
blue-ring octopus,
butterfy, coyote, quetzal,
tortoise, tyrannosaurus rex,
velociraptor, wolf
Animal Related
beak, chrysalis, claw, den,
feather, fur, habitat, paw,
pouch, tail, wing
Disabilities
blind, disabled, wheelchair
2
Past Simple
He (worked for Thomas
Edison). He didnt (make
money).
Past Continuous
What were you (doing at
six oclock)? I was (doing
my homework).
Interrupted Past
He was (looking under the
professors bed) when he
(felt a pain in his leg).
First Conditional
Passive Voice
It is (made of metal). They
arent (made of plastic).
Materials
cloth, cotton, glass, metal,
paper, plastic, rubber, wood
Inventions
blade, dam, electron,
engine, genius, geothermal,
hydroelectric, laser beam,
lightbulb, pipe, turbine
Adjectives
amazing, disappointed,
envious, excited, sharp,
terrifed, weird
Others
coast guard, current,
feather, hobbies, shopping,
tyre, tower
3
Present Perfect
He has (done some
incredible journeys).
I havent (won a
competition). Have you
ever (fown in a plane)?
Reported Speech
She said that (he was
making a documentary).
He asked (where he was
from). She told us (to talk
to the other children).
Personality
adventurous, clever,
competitive, enthusiastic,
friendly, hardworking, lazy,
organized, serious, shy, silly
Past Participle Verbs
been, caught, driven, eaten,
fown, gone, held, made,
met, ridden, run, spoken,
slept, sung, swum, taken
Sports
Camping
cabin, camp leader, kit,
path, road, sweatshirt
4
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ix
Grammar Vocabulary
Present Perfect
(since/for)
Ive (had a computer) since
(2005). Ive (wanted to be
in flms) for (three or four
years).
Indefnite Pronouns
Everyone (in the audience
was scared).
Question Tags
This is (the shop), isnt it?
Film Genres
The Cinema
background, cast, costume,
location, plot, props,
scene, screenplay, special
effect, stunt
Phrasal Verbs
ask for, fnd out, grow up,
keep on, take off, try on,
turn down, watch out for,
work out
Professions
actor, art director, camera
operator, director, extra,
producer, writer, sound
recordist, sound-effects
specialist
Verbs
attack, capture, climb,
destroy, escape, freeze,
worship
Adjectives
Hes (very ft).
Used to
I used to (get up quite late).
I didnt use to (study).
Present Perfect
Have you (killed three
dragons) yet? Ive already
(rescued a princess).
I havent (fought a giant)
yet.
Reported Speech
She told me that (it was
very important to keep ft).
Adjectives
ancient, beautiful, brave,
clean, cowardly, fair, full,
new, old, short, strict, tall,
ugly, wet, wise
Medieval Times
archery, battle, cloak,
crown, hawk, knight,
stable, sword, tournament,
tower
Past Participles
bought, fed, fought, found,
gone, had, ridden
Others
breadcrumbs, dignity, fre
engine, frefghter, gap,
golden, horn, luck, net,
nickname, stepbrother,
sunlight, swamp, unity
5
Should
You should (take a
painkiller).
Have to
Nurses have to (inject
patients every day). Patients
dont have to (have a bath).
Passive Voice
Your body is (defended by
a fabulous immune system.
The liquid isnt (absorbed
into the stomach). How
much food is (eaten by an
adult in a year)?
The Body
antibody, blood, blood
vessel, bone, brain,
cell, hair strand, heart,
hormone, intestine, liver,
muscle, nerve, saliva, skin,
stomach
Ailments
First Aid
antiseptic cream, cotton
wool, kit, plaster, syringe,
thermometer, tweezers
6
7
Present Simple
Most animals (produce
scent).
Past Simple
2,500 years ago,
messengers (carried
messages on horses).
Relative Clauses
(He sent a radio signal)
which (was received by his
brother).
Tag Questions
They were (polytheists),
werent they?
Communication
code, codices, facial
expression, fag, glyph,
message, messenger,
satellite, signal, SMS, surf,
telegraph, wire
Feelings
Animals
Animal Related
antennae, pheromone,
poisonous, predator,
territory
Verbs
appear, applaud, burp,
cheer, creep, fold, grab,
kneel, lean, lift, point, rub,
scratch, spray, stick, warn
8
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x
Materials
cloth
cotton
glass
metal
paper
plastic
rubber
wood
Inventions
alternating current
dam electricity
electron
engine
genius
geothermal
energy
hydro power
laser beam
lightbulb
pipe
solar panel
solar power
speed of light
turbine
wind power
Verbs
break into
emigrate
frighten
illuminate
invent
invest
scare
witness
Others
optimist
pessimist
V
o
c
a
b
u
l
a
r
y
1
Adverbs
fast
happily
loudly
nervously
quietly
sadly
sleepily
slowly
Adjectives
dangerous
long/short-sleeved
thirsty
traditional
up-to-date
Clothes
hiking boots
sandals
socks
trousers
Verbs
catch
fsh
hunt
toast
At Sea
bay
iceberg
pirate
sailing boat
wave
whale
Outdoor
Equipment
insect repellent
compass
map
matches
penknife
string
suncream
torch
Others
beard
earring
footstep
ice block
patch
sword
tent
wilderness
2
3
Environment
biodegradable
contaminated
habitat
helium balloon
pesticide
plastic bag
recycling
rubbish
rubber band
six-pack rings
wildlife
Animals
blue-ring octopus
camel
chimpanzee
coyote
jellyfsh
monarch butterfy
quetzal
rhinoceros
panda bear
seal
shark
tortoise
wolf
Words related to
animals
beak
chrysalis
den
migration
pouch
pup
Verbs
breed
drown
feed
get caught
hunt
injure
kill
lay eggs
stand guard
starve
strangle
swallow
take part
throw away
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xi
Parts of the
Body
antibody
blood vessel
brain
cell
hormone
immune system
intestine
liver
muscle
nerve
saliva
skin
stomach
Ailments
bruise
cut
faint
fever
fu
sore throat
stuffy nose
First Aid
antiseptic cream
bandage
cotton
plaster
syringe
safety pin
thermometer
tweezers
Phrasal Verbs
get on with
give up
keep on
pick up
put away
put on
run into
run out of
turn off
wake up
Verbs
blink
breathe
chew
digest
grow
inject
protect
remember
sneeze
swallow
taste
vibrate
4
5
6
Personality
Adjectives
adventurous
competitive
clever
disorganized
enthusiastic
friendly
hardworking
lazy
organized
serious
shy
silly
Past Participle
Verbs
been
caught
done
driven
eaten
fown
given
gone
held
made
met
ridden
run
slept
spoken
sung
swum
taken
Sports
backpacking
canoeing
hiking
ice skating
judo
karate
mountain biking
rock climbing
sailing
surfng
waterskiing
white-water
rafting
The Middle Ages
armour
barrel
helmet
knight
lance
servant
Adjectives
amazing
brave
cowardly
frightening
man-eating
strict
terrifying
wild
Medieval Times
archery
arrow
battle
castle
cloak
knight
stable
sword
throne
tournament
tower
Verbs
beat
cheat
earn
feed
fght
frighten
look after
milk
polish
put out
serve
Others
banner
breadcrumb
council
fre boat
fre engine
gap
human dignity
justice
rainbow
symbol
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xii
Communication
body language
code
fag
mail coach
message
mobile phone
radio signal
satellite
SMS
telegraph
Verbs
chat
burp
download
fold
lean back / forward
print
scratch
smell
spray
surf the Internet
touch
warn
Animals
ant
ape
cobra
crow
gorilla
lizard
monarch butterfy
moth
orangutan
sloth
wasp
wolf
Words Related to
Animals
antennae
feather
mate
nest
pheromone
poisonous
predator
scent
tail
territory
Film Genres
action
cartoon
comedy
horror
musical
romantic
sci-f
thriller
Words about Films
background
costume
extra
location
plot prop
scene
screenplay
set
sound track
special effect
Professions
actor / actress
camera operator
stuntman/woman
writer
director
makeup artist
producer
sound-effect specialist
sound recordist
Verbs
behave
borrow
complain
dig
freeze
jump off
look after
Phrasal Verbs
ask for
fnd out
grow up
keep on
take off
try on
turn down
watch out for
work out
7
8
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xiii Photocopiable
1 Look and circle the correct forms of the verbs. (3 points)
Diagnostic Test
Name:
2 1 3
1. Tip was fishing / fished when he was seeing / saw the storm clouds.
2. He was running / ran when the lightning was flashing / flashed.
3. When Tip was opening / opened the door, Lil was sitting / sat at the table.
2 Read and complete with the correct forms of the adjectives. (3 points)
Temperature: 16
o
C
Population: 18,000,000
Cost of a coffee: 1.70
Pollution: ++++
Cars: ++++
Temperature: 28
o
C
Population: 72,000
Cost of a coffee: 2.30
Pollution: +
Cars: +
Temperature: 19
o
C
Population: 7,700,000
Cost of a coffee: 1.00
Pollution: +++
Cars: ++
1. Lima is than Mexico City. (hot)
2. Darwin is the

city. (small)
3. Darwin is than Lima. (expensive)
4. Mexico City is the city. (polluted)
5. Lima is the city. (expensive)
6. Mexico City is the city. (cold)
Read and circle the correct verb. (3 points)
1. There is / are a lot of pollution in Mexico City.
2. There is / are little pollution in Darwin.
3. There is / are fewer cars in Lima than in Mexico City.
4. There is / are less trafc in Darwin than in Mexico City.
5. There is / are a lot of people in Mexico City.
6. There is / are few people in Darwin.
1730060.indb 13 22/4/09 20:03:51
xiv Photocopiable
3 Read and complete the sentences with will, wont or might. (3 points)
Predictions for the World in 2150
all lakes polluted: polar bears extinct: ?? cars that pollute the air:
1. In the year 2150, there be any cars that pollute the air.
2. In 2150, polar bears be extinct.
3. In 2150, all lakes be polluted.
Read and circle T (True) or F (False). (2 points)
1. We must use toxic chemicals to clean the house. T / F
2. We mustnt throw rubbish in rivers and lakes. T / F
4 Read and match. (2 points)
1. When you do lots of sit-ups,
2. When you eat a lot of junk food,
3. If you dont brush your teeth,
4. If you break your leg,
you will get need llings.
you wont go jogging.
your heart beats faster.
you put weight on.
5 Complete the riddles with who, that or where and match. (2 points)
1. A place you keep your clothes.
2. Objects protect us when it rains.
3. A box shows moving pictures.
4. People make you laugh.
6 Read the speech bubbles and write the reported speech. (2 points)
Im having piano
lessons this week.
I love my new
guitar!
1. Danny said
.
2. Christine said
.
1730060.indb 14 22/4/09 20:03:52
G
r
a
m
m
a
r
Frequency Adverbs
What do you (usually) do?
We (often) take trips into the
wilderness. They (sometimes)
teach us traditional crafts.
Present Continuous
Were (walking) on
snowshoes.
Hes (cooking a fsh).
Intensifiers
There is too much (food).
There are too many (mirrors).
Past Simple
What did she (do)? She
(sailed) around the world.
How long did it (take)?
It didnt (take) long.
Did you (travel by plane)?
Yes, I did. / No, I didnt.
V
o
c
a
b
u
l
a
r
y
Adverbs
angrily, badly, carefully, fast,
happily, loudly, nervously, quietly,
sadly, sleepily, slowly, well
Adjectives
enough, dangerous, (long)-sleeved,
up-to-date, outside, traditional, water-
proof, thirsty, ft, single, return, cool
Places
bank, ticket booth, gift shop, hotel,
post offce, restaurant, station,
desert
Jobs
assistant, receptionist, ticket
salesperson, waiter, salesperson,
sailor, pirate
Verbs
climb, cycle, hunt, rollerblade, row,
sail, shine, ski, sunburn, toast, train,
beat, survive
At Sea
iceberg, pirate, sailor, seal,
suncream, wave, whale, bay, sailing
boat, motorboat
Outdoors
compass, penknife, tent, string,
repellent, walking boots, weather
forecast, hill, batteries, torch, trip,
journey, adventure, wilderness, map
Others
central heating, crafts, fag, ice
blocks, igloo, marshmallows, mobile
phone, running water, sword,
telescope, tools, culture, language,
tradition, candles
F
u
n
c
t
i
o
n
s
- Making polite requests
- Giving advice for a trip
- Writing a quiz
- Talking about imaginary adventures
- Describing past events
- Writing a website entry
- Giving personal information
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
Environmental Education (page T9) Around the World (page 100) Bodily-Kinesthetic Intelligence (page T5)
Visual-Spatial Intelligence (page T9)
Musical Intelligence (page T11)
1
Around the World
T3
1730060.indb 15 22/4/09 20:03:53
Lesson 1 4
Hi! My names Laurie Puttayuk and Im from
Nunavik, in the northern part of Canada. My
people are called Inuit. We never say Eskimo
anymore. A lot of my life is like that of other
children around the world. I go to school, I see
my friends and I play games, but we are very
proud of our culture. We always speak
our language, Inuktitut, in our first years at
school. Later, we learn French or English.
We also do traditional Inuit sports such as
jumping games and tests of strength.
On long, Arctic summer days, we often go
on trips into the wilderness in our four-wheel-
drive car. We go fishing and have barbecues. In
the summer, my grandparents live in a tent and
go hunting. My brother and I usually stay with
them in their tent. Its great. They sometimes
teach us traditional
crafts like carving
Inuit tools.
In the winter, we
often go on hunting
trips. Its very, very
cold, so we wear
traditional clothes made of animal skins. Theyre
warmer than modern clothes. In the past, Inuit
used dogsleds, but we have a snowmobile! We use
Inuit hunting methods to catch seals and fish.
And sometimes we build an igloo and stay in it
overnight! Its fun, but it's cold!
Im always glad to get back to my modern
life: a new house with central heating, running
water and a TV, but I never want to give up our
Inuit traditions.
Around the World
say Eskimo instead of Inuit learn traditional tasks
speak Inuktitut in the first years at school go on hunting trips in the winter
take trips to the wilderness in the summer build an igloo
visit their grandparents in the summer want to give up traditions
1. Inuit people are usually called Eskimos.
2. Laurie speaks only her language, Inuktitut, at school.
3. Her grandparents dont remember traditional Inuit skills.
4. Lauries family uses a dogsled in the winter.
5. Laurie often sleeps in an igloo.
2 Complete the table, according to the text in activity 1.
never = sometimes = often = usually = always =
1 Read and write T (True) or F (False).
I go to school. I see my friends.
We sometimes build an igloo.
1730060.indb 16 22/4/09 20:03:55
T4 Lesson 1
Preteaching Vocabulary
Write the following words on the board: strength,
wilderness, barbecue, tent, craft, igloo, seal, central
heating, tool, running water, hunt, carve, skin,
dogsledge, tradition.
Divide the class into three groups and assign fve words
to each group. Distribute dictionaries (see Materials).
Students look up their words in a dictionary.
Ask students to write their words on the board and to
explain their meaning to the rest of the class.
Make sure that the explanations are clear.
1 Read and write T (True) or F (False).
On the board, draw three columns and write the titles
What I know, What I dont know, What I would like
to know. Ask students to work in pairs and think of
at least two things to write in each column about the
Inuit. Allow some time for the activity. Then encourage
students to present their ideas to the class and write
them on the board.
Tell students that they are going to read about the life
of an Inuit girl.
Students read the text and confrm their ideas of what
they know, dont know and would like to know about the
Inuit. Ask students to share their fndings with the class.
Students mark the statements true or false individually.
Then ask them to read the text again to check their
answers. Get them to underline the words in the text
that provided the clues for each answer.
Check the answers with the whole class.
2 Complete the table, according to the text in
activity 1.
Ask students to fnd and underline all the frequency
adverbs in the text: never, always, often, usually,
sometimes.
Elicit the adverbs and arrange them on the board
according to the frequency each one represents. Start
with never and fnish with always.
Ask students to give percentages to each adverb: never
0%; sometimes 40%; often 60%; usually 80%; always 100%.
Ask students to complete the table individually.
Point out that frequency adverbs come between the
subject and the verb in a sentence.
Finally, students choose three phrases from the table and
ask them to write complete sentences in their notebooks,
including the corresponding frequency adverb.
1
Around the World
Grammar: Present Simple (frequency adverbs):
They sometimes teach us traditional crafts. In winter,
we often go on hunting trips.
Vocabulary: culture, wilderness, language, tent,
craft, igloo, seal, central heating, tool, running water,
traditional, hunt, sports, skin, dogsledge, clothes
Materials: Dictionaries, encyclopedias or reference
books about ethnic groups.
1
Poster and poster
cutouts.
Warm-up
Canada and the Inuit
1
Show students the poster and ask them to locate
Canada.
Ask students to tell you what they know about this
country and draw a mind map. Group ideas into the
following branches: geographical position, weather,
clothes, people, sports, houses, food, languages and
any other that may come up. Provide ideas and give
explanations as needed. Include the word Eskimos
in the branch of people. Explain that Eskimos are
now called Inuit, which is their own name for their
people.
Extension
My Life
Ask students to think about how their life is different
or similar to that of the girl in the text. Invite an open
discussion using the ideas drawn on the mind map in
the Warm-up activity.
Ask students to fnd the following actions in the text:
go to school, see my friends, play games, speak our
language, do sports, have barbecues and go on trips.
In their notebooks, students write sentences that are
true about them using the actions. Encourage them
to use the frequency adverbs reviewed in this lesson.
Invite volunteers to write their sentences on the
board and correct mistakes as appropriate.
Different People, Different Habits
Divide the class into small groups. Students think about
a cultural or ethnic group in their country or in another
country. They plan a description of their habits and
routines.
Provide encyclopedias, reference books or the Internet.
Ask students to organize their ideas to present them to
the rest of the group.
Invite volunteers to come to up and give their
presentations.
Wrap-up
Inuit Laughing Game
Divide the class into pairs. Each player faces a
partner and they hold each others hands.
Tell everyone to laugh after a signal. The partners
who laugh the longest are the winners.
1730060.indb 17 22/4/09 20:03:56
T5 Lesson 2
1
Around the World
Grammar: Present Continuous: He is cooking a
fsh. They are building an igloo.
Vocabulary: ice block, marshmallow, snowshoe,
hill, igloo, toast, ski; countries
Materials: Slips of paper.
1
Poster and poster
cutouts.
Preparation: Picture cards: magazine pictures or
drawings of the following: ice block, marshmallow,
snowshoe, toast, ski. Scene pictures: magazine
pictures of the following: people sunbathing,
drinking soft drinks, swimming, on the beach;
people talking, eating, drinking in a restaurant.
1 Discuss the questions.
Ask students to think of their most recent school trip.
Write on the board: Where/to, What/do, Who/with,
How long, How/get there.
Students use the cues to make notes about the place
they visited, what they did, who they went with, how
long it took them to get there and how they got there.
Encourage students to share their ideas with the class.
In pairs, students discuss the questions. Ask each pair to
be prepared to report back to the class. Invite volunteers
to participate.
2 Laurie is lming her school trip. Match the sentences
with the pictures.
Ask students to look at the pictures and say what they
can see, what country they think it is, what time of the
year it is and who the adult is.
Display Picture cards (see Preparation). Use the cards to
preteach the words listed.
Students tell you how the trip in the pictures is different
compared with their own school trips.
Ask students to read the sentences and number them
according to the pictures.
Grammar Revision
Ask students to look at the six sentences in activity 2
and tell you what they have got in common. Point out
the use of the verb to be as an auxiliary and the ing
ending of the verbs.
Write the following verbs on the board: making,
walking, sitting, cooking, cutting, skating.
Ask students to copy the verbs and write the infnitive
of each one.
Elicit the spelling rules:
1. When a verb ends in a consonant vowel consonant
(cut), you double the last consonant.
2. When a verb ends in vowel consonant and the letter
e (make), you drop the e before adding ing.
Extension
Guess the place.
Divide the class into small groups. Give each group a
Scene picture. Ask students not to show their picture
to the rest of the class.
Ask each group to write sentences describing what is
happening in their scene. The sentences should not
include the place where the actions are happening.
As a competition, a member of each group in turn
goes to the front of the class and reads his/her
sentences. The rest of the class tries to guess the
place where the actions are taking place. Students
should not shout out their guesses. Each group writes
their guesses on a slip of paper. After all the groups
have read out their sentences, check the answers.
The group with the most correct guesses wins.
3 Draw people doing things on a school trip.
Tell the class to think of a nice place to go on a school
trip. Agree with them on one place. Elicit some activities
they could do there and write them on the board. Draw
some stick fgures doing these activities.
Ask students to draw their own scene picture using stick
fgures only. They should draw a picture of a school trip
with four classmates doing different activities.
In turns, volunteers display their scene picture and tell
the group what is happening in it.
Ask students to write a description of their picture using
the present continuous.
Get students to exchange their writing and correct each
others work. This could lead to a language discussion
afterwards.
Warm-up
Countries Around the World
1
Display the poster for Unit 1.
Divide the class into pairs. Give students three
minutes to write the names of as many countries as
they can. The pair with the longest correct list wins
the game.
Display Country name poster cutouts. Ask students
to take turns coming up and attaching the names
next to the corresponding countries.
Wrap-up
Bodily-Kinesthetic Intelligence
Mime it.
Ask volunteers to go to the front of the class and
mime an action. The rest of the class guesses what
he/she is doing: Youre watching TV.
Alternatively, the actions can be given to the
students in writing or orally by the teacher.
1730060.indb 18 22/4/09 20:03:58
5 Lesson 2
What do you usually do?
Do you enjoy them? What do you usually do on school trips?
What kinds of places do you usually visit?
1 Discuss the questions.
Around the World
Do you go far?
2 Laurie is filming her school trip. Match the sentences with the pictures.

Ned is toasting marshmallows and the teacher is making tea.
Were walking on snowshoes.

Ned is cooking a fish.

Paul is skiing down the hill.

Sharon and David are building an igloo. The teacher is cutting the ice blocks.
Im catching a fish.
1 Wednesday morning 2 Wednesday afternoon 3 Wednesday evening
4 Thursday morning 5 Thursday lunchtime 6 Thursday afternoon
3 Draw people doing things on a school trip.
Were building an igloo.
Ned is cooking a fish.
1730060.indb 19 22/4/09 20:03:59
6
Around the World
1 Listen and number the pictures.

1
Listen again and underline the correct adverbs.
1. Ray is talking happily/quietly.
2. Ray is driving fast/slowly.
3. Ray is talking quietly/quickly.
4. Rocco is talking loudly/sleepily.
5. Ray is talking nervously/sadly.
6. Ray is running fast/nervously.
2 Play the adverb game.
1
A
Ray is on holiday, but he likes staying in touch with his friend, Rocco.
Lesson 3
Ray is talking happily.
Im running fast.
Are you eating loudly?
Yes, I am.
Are you singing loudly?
No, Im not.
3 4 1
2 6 5
1730060.indb 20 22/4/09 20:03:59
T6 Lesson 3
1 Listen and number the pictures.
1
Introduce the two characters in the pictures: Ray and his
good friend, Rocco. Tell students that they are going to
hear about Rays strange holiday.
Students look at the pictures and describe what they
see in each one.
Ask them to guess what Ray and Rocco are saying to
each other.
In pairs, students number the pictures in order to make
a story. Ask them to write the numbers in pencil, as this
order might not be the defnite one. Elicit the proposed
sequences, accepting all versions.
Students listen to the conversation between Ray and
Rocco and check their story sequence.
Play Track 1. Students check their answers. Elicit the
correct sequence and write it on the board.

Listen again and underline the correct adverbs.

Play the track again, pausing after each extract.
Students underline the correct adverbs in the sentences.
Ask the following questions to check general
comprehension of the story:
Why is Ray happy? Why is Ray driving slowly? Why is
he talking quietly? Why cant he sleep? What can he
hear? Whats he running away from? Why is he
running quickly?
Language Focus
Write on the board all the adverbs used in this lesson,
in random order.
Explain to students that adverbs of manner say how
something happens, and that they are used to modify
verbs.
Elicit the meaning of each adverb or teach using mime,
explanations or examples.
1
Around the World
Grammar: Using adverbs: He is driving slowly.
Vocabulary: happily, quietly, slowly, fast, loudly,
nervously, sadly, sleepily, angrily, badly, well,
carefully
Materials:
1
A
Student cutouts.
Warm-up
Whilst on Holiday
Divide the class into pairs. Ask students to work
together to write a list of fve things they usually do
when they are on holiday. Elicit some of these and
write a list on the board.
Still in pairs, ask students to talk about the strangest
holiday they have ever had. Invite some volunteers
to share their anecdotes with the class.
Extension
Sentence Completion
Write the following sentence beginnings on the
board:
A good driver... A bad driver...
A good student... A bad student....
A good pedestrian... A bad pedestrian...
A good salesperson A bad salesperson
A good teacher A bad teacher
Ask students to complete them in pairs, using
adverbs: A good driver drives carefully.
Elicit and correct as appropriate.
2 Play the adverb game.
1
A
Distribute cutouts. Ask students to cut out the cards.
Divide the class into two teams. Ask students from each
team take to turns going to the front.
One student takes a card from the pile of actions (Set 1)
and one from the pile of adverbs (Set 2). As the student
mimes, his/her team ask yes/no questions to try to
guess the action: Are you cooking some eggs? Are you
cooking happily?
Ask the whole class to decide on the number of guesses
allowed before a team loses a chance.
Keep track of the correct guesses on the board.
The team with the most correct guesses wins. The cards
can be used again to extend the game.
Wrap-up
Act it out.
Students act out the dialogue in Track 1, following
the script or reconstructing it from the pictures in
activity 1.
In pairs, ask students to match the adverbs to their
opposite in meaning. One adverb can have more than
one opposite.
Suggested answers: happilysadly, fastslowly, loudly
quietly, carefullynervously, happilyangrily, badlywell.
Teaching Tip
Motivation
Ask students to analyse what makes their classes
more or less motivating. They can do this by
remembering two recent lessons, one in which
they were highly motivated and one in which their
motivation was low. Each student makes a list of
specifc aspects of the two lessons that infuenced
his/her level of motivation. Then students meet
in small groups to reach a consensus on the
characteristics that contribute to high and low
motivation.
1730060.indb 21 22/4/09 20:04:00
T7 Lesson 4
1
Around the World
Functional Language: Making polite requests:
Can I have six postcards, please? Id like a mushroom
pizza, please. Could you tell me the way to the Hotel
Plaza, please?
Vocabulary: bank, post offce, restaurant, hotel,
gift shop, ticket booth, salesperson, waiter, assistant,
receptionist, single, return, (double) room
Materials: Matchboxes (1 per student), paper,
crayons, pens, glue.
1
C
Student cutouts.
1 Listen and say where the people are.
2
Ask students to tell you where the characters are in
each picture.
Elicit what people often say in these places and write
the expressions on the board: Id like...
Can/Could I have... ? Can you tell me ?
Can/Could we have... ?
Introduce the characters in the pictures. Tell students
that Sarah, Emily and their parents are on holiday to
Los Angeles and that they are going to listen to what
they say in each place.
Students write the numbers 16 in their notebooks.
Play Track 2, pausing the track after each dialogue.
Students write in their notebooks the name of the place
where each dialogue is taking place.
Check answers with the class.
Play Track 2 again. Before you play each extract, ask
questions to help students to focus:
1 How many postcards does Sarah buy? How much are
they?
2 What pizza does Sarah order? What about Emily?
3 Is the park on the left or the right? How far is it?
4 How many tickets does Mum ask for? Where are they
going? Are they coming back?
5 How many rooms does Dad ask for? How many beds
are there in each room? How much are the rooms?
Is breakfast included?
Pause the CD after each extract, ask the corresponding
questions again and allow students to answer orally.
Warm-up
Places to go on Holiday
Ask students to brainstorm all the public places they
go to whilst on holiday.
Make a list of these on the board: restaurant, hotel,
shop, airport, bus station, etc.
Elicit the people who work in each place and
write the words on the board: waiter, waitress,
salesperson, receptionist, etc.
Follow-up
Ask students to say how often they hear the word
please. Play Track 2 again, if necessary.
Ask students to remember what the characters say.
They should try to reconstruct each request. Use
the following questions as guidelines: What are the
expressions that people use to ask for things? What
does the waiter ask? What does the receptionist ask?
Write the complete expressions on the board:
Have you got... ? Can I have... ? Id like... Could you tell
me... ? Could we have... ? How much is that?

Act out the situations.

1
C
Ask students to cut out the information cards and the
role cards.
Divide the class into pairs A and B.
Student A is the customer and student B is the
salesperson / receptionist / waiter.
Students choose a location and fnd the two
corresponding role cards. They role play the situation
and then write the dialogue in their notebooks.
Students switch roles and then choose another location
and repeat the procedure.
Extension
Writing the Dialogue
Ask students to write one of the dialogues they role
played in their notebooks.
Students exchange their written dialogue with
another pair for peer correction.
Alternatively, notebooks can be collected for teacher
correction, or students can read their dialogues out
loud for monitoring and feedback.
Correction should focus on the use of the expressions
to make polite requests.
2 Make your own Amazing Matchbox Journey.
Distribute materials (see Materials). Students follow the
instructions to make their own Matchbox Journey.
Have an exhibition of students work and ask the class
to vote on frst, second and third prize.
Wrap-up
Where am I and what am I?
Divide the class into two teams.
Ask volunteers to go to the front and give the class
clues about where they are or what job they do:
You go there to change money bank
You go there to buy stamps and send parcels and
letters post offce
I work in a restaurant waiter, chef, cook
I welcome guests in a hotel receptionist
Keep track of the correct and fastest guesses.
1730060.indb 22 22/4/09 20:04:01
7
1 Listen and say where the people are.

2
Lesson 4
Around the World
Act out the situations.
1
C
2 Make your own Amazing Matchbox Journey.
Materials
a matchbox
paper
crayons and pens
glue
Instructions
1. Cut a piece of paper six times longer than your matchbox.
2. Draw lines on your paper to make six sections.
3. Fold the paper to make an accordion.
4. Think of an amazing journey around the world.
5. Draw and write on each section of your map.
6. Glue the end of the paper inside the matchbox.
Can we have four
tickets to L.A., please?
Id like a mushroom
pizza, please.
1730060.indb 23 22/4/09 20:04:03
8
Listen and complete the text.

3
Around the World
Lesson 5
1 insect repellent 2 a torch 3 medicine 4 a penknife 5 batteries
6 suncream 7 string 8 a hat 9 water
10 sunglasses
11 candles 12 soap 13 a map 14 a compass 15 waterproof
matches
Too much Too many
Food,
Listen again and take notes.
2 Listen and tick () the items in activity 1.

4
When you go camping, you need to take equipment to help you survive. To make a fire, you need
and , and a to see at
night. You must take extra for your torch. Of course, you need to know where
you are, so carry a good and a for finding north.
A is important for preparing food, and you need for washing.
is useful for hanging your clothes out to dry. You must protect yourself, so wear
a good pair of to protect your eyes and a for your head. There
are lots of biting insects, so make sure that you take . Its easy to get sunburned,
so take lots of , and make sure that you have got in case you
get ill. Finally, dont forget the most important thing of all lots of !
1 Look and glue the cutouts.

1
B
There is too much food.
There are too many candles.
waterproof matches candles
map compass
penknife
string
soap
sunglasses hat
insect repellent
suncream medicine
water
torch
batteries
1730060.indb 24 22/4/09 20:04:03
T8 Lesson 5
1
Around the World
Grammar: Intensifers with countable and
uncountable nouns (Too much / too many): There is
too much food. There are too many candles.
Vocabulary: penknife, compass, string, suncream,
insect repellent, sunburn, torch, waterproof,
batteries, candles, map, survive, soap
Material:
1
B
Student cutouts.

Listen and complete the text.

3
Before listening, ask students to read the text and guess
the missing words. They should use some of the words
in activity 1.
Play Track 3. Students listen and check their guesses.
Students make further suggestions on what to take on
a camping trip and the reasons for this: Take a blanket
because its very cold at night.
2 Listen and tick () the items in activity 1.
4
Introduce the people in the conversation: Rachel and
Dylan are going on a trip into the desert.
Play Track 4. Students tick the items in activity 1 that
Rachel and Dylan have got.
Elicit answers. One item is not illustrated: mirrors.
Ask students to recall those items that the couple hasnt
got.
Elicit and write complete sentences on the board: There
isnt a torch. There isnt any suncream. There arent any
sunglasses. There isnt any medicine.

Listen again and take notes.

Play Track 4 again and ask students to write the items in
the table. Ask them which items that are countable and
which are uncountable. Elicit the difference between
too much / too many.
Finally, ask students to write complete sentences in their
notebooks: There is too much food.
Play Track 4 a third time and ask students to answer the
following questions: How many candles are there? How
many batteries are there? How much food is there?
How many mirrors are there?
1 Look and glue the cutouts.
1
B
Elicit what basic equipment is needed when going
camping. Write the words on the board.
Ask students to cut out the pictures in cutout 1B.
Students glue the pictures in the corresponding spaces.
Warm-up
Countable or Uncountable?
Write the following words on the board: paper, ink,
cars, computers, books, noise, water, music, bikes,
traffc, information, photos, perfume, classes, milk,
money, boxes, phones.
Draw the following table on the board.
Countable Uncountable
Ask students to copy the table in their notebooks
and classify the words into the two groups.
Ask individual students to come up and write the
words in the correct part of the table.
Elicit more words and write them in the table.
Extension
Survival Noughts and Crosses
Draw the following grid on the board:
1 too much 2 too many 3 too much
4 too many 5 too much 6 too many
7 too much 8 too many 9 too much
Divide the class into pairs. S1 chooses a number and
then makes a sentence, using the expression in the
square and a word from activity 1: Theres too much
insect repellent. If the sentence is correct, S1 draws
an O around the expression. Then S2 does the same
and draws an X if the sentence is correct.
The frst student to have a horizontal, vertical or
diagonal row of Xs or Os is the winner.
Optional: Students play with different words. Elicit
what you need for a birthday party and write the
words on the board: soft drinks, crisps, juice, candles,
balloons, water, music, etc.
Wrap-up
Stuffed Classroom
Ask students to look around the classroom and tell
you sentences: Theres too much (noise). There are
too many (chairs). Alternatively, they can write the
sentences and then read them out loud.
1730060.indb 25 22/4/09 20:04:04
T9 Lesson 6
1
Around the World
Functional Language: Giving advice for a trip:
Take warm clothes because it gets very cold.
Vocabulary: sandals, T-shirt, enough, walking
boots, dangerous, short-sleeved, long-sleeved,
desert, trip, clothes, cool, sand, heat, thirsty
Materials: Paper, coloured pencils or felt-tip pens,
magazines, tape,
1

Poster.

Read again and mark (or ) the pictures.

Students read the article again and mark the items that
illustrate what is recommended for the desert.
Students explain in their own words why the other
picture in each pair is wrong.
Write the following sentences on the board:
1 The sleeves arent long enough.
2 The cap isnt big enough.
3 The trousers are too dark.
4 The sandals dont protect you enough.
5 There isnt enough water.
6 The sunglasses arent good enough.
Explain to students the meaning and position of the
adjective enough to refer to suffcient quantity.
Ask students to read each paragraph in the text and
write sentences about the items needed for a trip to the
Sahara, using enough to indicate suffcient amount: You
need enough water to drink in the desert.
Invite volunteers to write their sentences on the board.
3 Write a Desert Survival Quiz.
Divide the class into small groups. Students write
questions about the desert using Why should/
shouldnt?: Why should you wear a big hat?
Write the following ideas on the board: wear a big hat,
wear light-coloured clothes, wear boots and socks, carry
a lot of water, wear suncream, take warm clothes, walk
slowly, wear sandals, carry too many things.
Tell students that they can use any other ideas.
Extension
Speaking
Students pair up with a partner from a different
group. Students interview each other using their
questions from activity 3.
Values Syllabus
Environmental Education
Talk with students about the climate change the
world is suffering as a consequence of pollution,
deforestation and global warming.
Talk about endangered species of different biomes
and the reasons why they are in danger.
Invite students to propose some realistic solutions
to these problems.
1 Listen and complete.
5
Students read the fact fle and guess the missing
information. Ask them to compare their guesses.
Play Track 5 and ask students to confrm or correct
their guesses.
Play the track again for students to check their answers.
Elicit answers.
Follow-up
Ask students to imagine life in the Sahara desert.
Ask students what basic items they would need for
survival. Write their ideas on the board.
2 Read and write the questions in the article.
Write the following words on the board: shorts,
trousers, short-sleeved/long-sleeved T-shirt, small/big
hat, walking boots, sandals, socks, skirt, sunglasses,
cool/warm clothes.
Go over the meaning of the words, pointing out
relevant items of clothing that students are wearing.
Ask students which of the things listed they should
wear in the desert.
Read the questions out loud, discuss the answers.
Add words.
Students read the article and check their answers.
Students write the questions in the article.
Warm-up
Finding the Sahara
1
Display the unit poster. Ask students to brainstorm
where deserts are in the world: North Africa, Egypt,
Saudi Arabia, Australia, USA, Mexico, India. Use the
poster to identify the places.
Elicit the typical weather conditions in a desert: not
much rain, sandy, hot, windy, very cold at night,
not many plants, no shelter, specially adapted plants
and animals.
Elicit names of some famous deserts in the world:
Sahara, Arabian, Kalahari, Great Victoria, Sonora.
Ask students to point out the Sahara.
Explain what a biome means: a major ecological
community type (such as tropical rainforest,
grassland, or desert).
Wrap-up
VisualSpatial Intelligence
Illustrate the Sahara desert.
Distribute materials. Ask students to make a
drawing or a collage of the Sahara desert.
Display students work.
1730060.indb 26 22/4/09 20:04:05
9
1 Listen and complete.

5
Around the World
Lesson 6
the worlds -largest desert
located in North
about the size of
sahara means in Arabic
million people live there
people lived there years ago
Fact File: The Sahara
2 Read and write the questions in the article.
1. How do you protect yourself against the sun?
2. What footwear do you need?
3. How much water do you need?
4. How many miles can you go in a day?
5. What clothes do you need?
Read again and mark ( or ) the pictures.
3 Write a Desert Survival Quiz.
You need enough warm
clothes. Take enough socks.
The desert is a fantastic place
to visit, but it is also dangerous.
Read our advice to help you
have a safe and exciting trip.
1
You need to wear the right clothes. Dont wear shorts
or short-sleeved T-shirts. They dont protect you. It is
better to wear long trousers and long-sleeved shirts so
that the air can cool you. Wear a big hat to keep your
head and neck cool. Make sure that your hat and
clothes are light-coloured to reflect the suns rays.
2
Sandals are not protective enough for the desert.
There are dangerous animals and plants, and
the sand is very hot. You need walking boots and
socks. Take enough socks.
3
People need a lot to drink in the desert, so make
sure that you take enough water. People often
dont carry enough water for the desert. You need
about three litres per person per day.
4
The desert sun burns the skin quickly. Wear
lots of suncream and put it on regularly. Dont
forget to protect your lips and ears! Sunglasses
are important, but they must be good enough to
protect against the sun. You also need enough
warm clothes for the cold desert nights.
5
This depends on the group and the temperatures,
but even one kilometre can be enough in the desert
heat! Walk slowly and dont carry too much because
the heat is very tiring. Moving makes you more
thirsty, so you need more water. On a very hot day,
sit quietly and wait for evening.
What clothes do you need?
second desert
Africa 25
USA half a million
How much water do you need?
How do you protect yourself against the sun?
What footwear do you need?
How many miles can you go in a day?

1730060.indb 27 22/4/09 20:04:07

10

Important training

Why do it?
1 Read and match the headings with the paragraphs.
Around the World
Lesson 7
2 Have a vote about Ellens adventure.

Up-to-date technology

A long journey around the world

The dangerous sea

Ellen beat the world record
She sailed around the world. She didnt
get much privacy. Why did she do it?
Read again and complete the information.
Name:
How old was she?
What did she do?
How many kilometres did she travel?
How long did the journey take?
What happened on day 63?
1 She never slept for more than an hour at a
time. She lived on dried food and washed in
a bucket! Why did she do that? Well, in 2005,
a small, 28-year-old Englishwoman, Ellen
MacArthur, sailed around the world solo in 71
days and beat the world record.
2 She sailed from England, past Africa and
Australia and along the east coast of South
America. It was a 43,000-kilometre trip in a
25-metre boat, and she beat the previous record
by only 33 hours.
3 She trained for six days a week before she
started; she needed to be very fit. When she
crossed the finish line, she was very tired, but
excited. It was an unbelievable journey.
4 She had a lot of frightening experiences. She sailed
in terrible weather and six-metre-high waves, and
even saw icebergs. She risked her life when she
climbed the 30-metre-high mast to repair it in
high winds, and she almost hit a whale on day 63!
She spent Christmas Day in a storm.
5 She was a modern-day adventurer. She stayed in
touch via the Internet and satellite phones. She
received up-to-date weather forecasts and used
satellite navigation. On board, there were 12
cameras and eight microphones, so she didnt
get much privacy!
6 She loves sailing and loved it even as a little girl.
She is happiest when she is sailing. Ellen is an
inspiration to young people all over the world.
Ellen MacArthur
43,000 kilometres.
28 years old
It took 71 days.
She sailed on a long journey around the world.
She almost hit a whale.
4
5
3
2
1
6
1730060.indb 28 22/4/09 20:04:07
T10 Lesson 7
Students make a table in their notebooks with the
present and past form of each verb. Give them an
example on the board frst:
Regular Irregular
live lived sleep - slept
Remind students of the three different endings that
regular verbs can take; -d, -ed, -ied. Elicit some
examples.
Review the sentence construction of the negative form
of the past simple.

Read again and complete the information.

Ask students to answer the questions and complete the
information about Ellen MacArthur.
Elicit the correct answers.
1
Around the World
Grammar: Past Simple: What did she do?
She sailed around the world. How long did it take?
It didnt take long.
Vocabulary: up-to-date, sail, train, waves,
iceberg, whale, storm, weather forecast, journey,
beat, record, ft
Preparation: Read about Galia Moss challenge
on the Internet: www.retogaliamos.com.mx,
1
Poster and poster cutouts.
Extension
Memory Game
Students close their books. Dictate the following
numbers: 28, 71, 43,000, 25, 33, 6, 30, 63, 12, 8.
Divide the class into small groups. Students try to
remember what each number represents from the
article. After about 10 minutes, the group with the
most correct answers wins.
2 Have a vote about Ellens adventure.
Ask students to list the exciting things in Ellens journey.
Write these on the board.
Have a vote for each to decide which was the most
exciting thing she did.
Extension
Writing Your Own Adventure
This could be done as homework or in class.
Students write a short paragraph narrating one
adventurous thing they did in the past. Encourage
students to write about real-life facts. Alternatively,
they could write about a relative or a family member.
Collect and check for mistakes using past tenses.
1 Read and match the headings with the paragraphs.
Students look at the picture. Tell them that Ellen
MacArthur did an incredible thing. Ask them to guess
what it was.
Ask students to read the headings before they read the
text. Ask them to predict what information might go
under each one.
Students read the article and match the headings with
the paragraphs.
Students underline the key words in each paragraph
that helped them to make the match.
Vocabulary Work
Write the following on the board:
1. Food with no water in it.
2. An open container for water with a handle.
3. To be healthy and physically strong.
4. Water movement in the sea.
5. Large pieces of ice in the sea.
6. A tall piece of wood in the middle of a boat where
you put the sail.
7. A very large sea animal.
8. Very bad weather with rain and wind.
9. A prediction about the weather.
Students read the text again and fnd a word that
matches the meaning given in each sentence.
Language Focus
Ask students to underline the verbs in the past simple
in the text: slept, lived, washed, sailed, beat, was,
trained, started, needed, crossed, was, had, saw, risked,
climbed, hit, spent, stayed, received, used, were, loved.
Warm-up
Amazing Challenges
Students tell you what they would consider to be an
amazing challenge. Provide an example by referring
to the Mexican, Galia Moss. This woman crossed
the Atlantic alone on her sailing boat, El Ms Mejor,
at the age of 31. In 2006, she sailed from the
Canary Islands, on 22 April, to Playa del Carmen,
Mexico, where she landed on 3 June, after 41 days
at sea. She is the frst Latin American to succeed in
such a challenge.
Wrap-up
Follow the route.
1
Display the unit poster. Ask students to fnd Ellens
route on the map. Ask them if they would ever
embark on such adventure.
Ask students to say what other thing she could have
experienced as an ultimate adventure.
1730060.indb 29 22/4/09 20:04:08
T11 Lesson 8
1
Around the World
Grammar: Past Simple: Did you travel by plane?
Yes, I did. / No, I didnt.
Vocabulary: compass, sandals, cycle, sail, adventure
Materials: 5 one-minute extracts of instrumental
music, tape, slips of paper, a hat or an empty can,
5 magazine pictures of exotic places: an island, some
mountains, a desert, an ocean, a jungle.
Preparation: Past slips: Write the following
time expressions on separate slips of paper: Last
weekend, Last summer, Last Christmas, Last Easter,
Last Monday, Last Tuesday, Last Wednesday, Last
night, Last month, Last week, In 2003, In 2004,
In 2005
1 Read and complete the notes.
Divide the class into pairs. Tell them to choose one of
the pictures from the previous activity and imagine that
they travel to that place. Suggest exciting places such as
the Antarctic, the Amazon rainforest, the Sahara Desert
or the Pacifc Ocean.
Ask students to imagine that they were on an adventure
with Ray and Rocco the week before.
Ask students to complete the notes about their
adventure using their own ideas.
2 Ask a classmate about his/her adventure.
Get students to read the questions in silence. Clarify any
unknown vocabulary.
Divide the class into pairs, so that students are working
with a different classmate than in activity 1.
Students interview each other. Get students to take
notes when they are the interviewer.
Extension
Writing
Write some linkers on the board: First, and, then,
fnally.
Using the notes from the interview, students write
the adventure of the classmate they interviewed.
Ask students to write as many details as possible and
remind them to use linkers in their writing.
Students exchange their written texts with the
student they interviewed. The student involved in the
adventure reads what his/her classmate wrote and
makes any corrections needed to content and ideas.
Display the stories or ask volunteers to read the
adventures. Alternatively, collect and correct use of
the past simple.
3 Listen to the song and circle the correct words.
6
Ask students to read through the song and guess the
right options.
Play Track 6 and ask students to check their work.
Play the track again and ask students to sing along.
Gradually rehearse the song with movements.
Students listen to the song and mime the actions when
they hear the words.
Warm-up
Musical Intelligence
Wheres the beat?
Attach the magazine pictures (see Materials) to the
board and number them from 1 to 5.
Tell students that they will hear fve musical extracts
and that they have to match each one to a picture.
This is a personal interpretation activity, so there is
no correct answer.
Play musical extracts.
In pairs, students talk about their choice of music for
each picture.
Elicit some comments.
Language Focus
Write some questions from activity 2 on the board. Elicit
the rules for the construction of past simple questions
and the use of the auxiliary verb did. Make sure that
students understand that the verb is used in base form
when you ask questions using the auxiliary did.
Wrap-up
Story in a Hat
Place the Past slips (see Preparation) in a hat or an
empty tin.
Volunteers take turns going to the front and taking
a slip. They read it and in a few sentences say what
they did in the time expressed on the slip.
Ask as many students as possible to speak about
their past experiences.
1730060.indb 30 22/4/09 20:04:09
11
1 Read and complete the notes.
Lesson 8
Around the World
2 Ask a classmate about his/her adventure.
Did you go into space? Did you explore the jungle? Did you hike in the desert?
What did you wear? Did you wear a hat? Did you wear sandals?
What did you take? Did you take a compass?
How did you travel? Did you travel by helicopter? Did you travel by boat?
What did you see? Did you see wild animals?
What did you do? Did you sing a song? Did you win a sports championship?
Who did you meet? Did you meet a cartoon character? What did Ray and Rocco do?
What was the best thing you did?
3 Listen to the song and circle the correct words.

6
Im walking / running down the street.
I've got lots of friends to meet.
But what I want, what I really, really want,
Is to cycle / sail around the world.
Im riding on my bike / horse.
I can go just where I like.
But what I want, what I really, really want,
Is to walk / drive around the world.
Im sitting in my chair / car.
I haven't got a single care.
But what I want, what I really, really want,
Is to run / y around the world.
And then come back, come back,
come back
To where Im happy / sad, to where I live.
Imagine that you went on a fantasy adventure with Ray and Rocco
last week. What happened?
We went to .
We went by . (transport)
We wore . We took .
We saw .
We met .
We . (activity)
The best thing we did was .
Around the World
Did you travel by helicopter last
week? Yes, I did. / No, I didnt.
1730060.indb 31 22/4/09 20:04:10
12
Around the World
Lesson 9
Episode 1
1 Look at the picture and find the following.
an eye patch a pirates ag a sword an earring a telescope
2 Read the story and answer the questions.

7
1. Who are Melissa and Gina?
2. Where does Jack live?
3. Where are Jacks parents going?
4. What does he see in the bay?
Wild Billy was a pirate. He was wearing
a big hat, a gold earring and a patch over
one eye. He had a black beard, a long
black coat and black leather boots. He
was holding a long sword and a pirates
f lag and he wasnt smiling. He looked
dangerous, but he was quite safe, really!
That's because Wild Billy was on a poster
in a boys room.
There were footsteps outside the room. The
door opened, the light entered and the boy
in bed woke up.
Hey, Jack, are you awake? asked his dad.
Jack blinked. Uh huh.
Your mum and I are leaving now, his
dad said. See you tonight.
Be good, said his mum, and dont argue
with your sister.
Jack heard the car drive away. His
parents were going to the city to see his
grandmother. Jack, his sister Melissa and
his cousin Gina werent going with them.
It was their school holidays.
Jack couldnt sleep, so he got up and
turned on his computer. His favourite
game at the moment was The Battle
of the Pirates. Almost all the books
in his room were about the great
pirates of the past, like Captain Kidd
and Blackbeard. In fact, Jack liked
everything about pirates. He wanted
to be a pirate one day. It was better
than any job he could think of.
After half an hour, Jack went to the
window and looked down at Blue
Diamond Bay through his telescope.
The moon was shining on the water,
and then he saw a sailing boat silently
enter the bay.
1730060.indb 32 22/4/09 20:04:11
T12 Lesson 9
1
Around the World
Grammar: Past Simple Review: There were footsteps
outside the room. He heard the car drive away.
Vocabulary: leather, pirate, footsteps, sword,
telescope, bay, patch, beard, coat, boots, fag,
earring, sailing boat
Materials: Slips of paper (1 per student).
Extension
Jacks Prole
Students read the story again and produce a profle
of Jack.
Write the following cues on the board:
Name:
Family:
Interests:
Hobbies:
Things in his room:
Ambition:
Multiple Intelligences
Intrapersonal and Interpersonal Intelligence
The True Character in You
Hand out slips of paper to students. They write their
personal profle on it, following the same cues as for Jacks.
Ask students to think carefully about their ambition.
Students exchange profles and read their partners
information in detail.
Tell students to think about the kind of flm character
their partners could be. This is a rather personal activity,
so advise everyone to be respectful and to think of a
positive suggestion. Do not allow the use of negative
characters such as monsters, villains or any other
derogative fgure. Collect the slips, if necessary, to give
a quick inspection before they are returned to their
owners.
Invite some volunteers to talk about their partners
suggestion of character. Students to say whether they
agree or disagree.
1 Look at the picture and nd the following.
Students look at the picture and tell you what they can
see. Ask students to describe the pirate on the poster.
Read the words in the box out loud. Ask students to
fnd the items in the picture.
2 Read the story and answer the questions.
7
Play Track 7. Students listen and read along in their
books. Then they read the story again in silence.
Students answer the questions in their books. Elicit
the answers.
Sequence of Events
Students read the text again and write a list of events in
Jacks day. Remind students to just include actions and
not descriptions of things:
There were footsteps. The door opened. The light
entered. The boy woke up. Dad spoke to Jack. Mum
said goodbye. The car drove away. Jack turned on the
computer.
This sequence of events will be useful for lesson 10, so
make sure that students have it accurately written in
their notebooks.
Warm-up
Whos that man?
Write the name Jack Sparrow on the board and
ask students to tell you what they know about this
flm character. This is the famous pirate character
in the flm Pirates of the Caribbean, played by the
American actor Johnny Depp in 2003.
Ask students the following questions: Have you seen
any other pirate flms? What do you know about
flms? What did pirates wear? How did they travel?
What sorts of things did they do? (Look for buried
treasure, attack other ships, make people walk the
plank, etc.) Do you know of any famous real pirates?
Are there still any pirates today?
Wrap-up
Predictions
Divide the class into pairs. Students talk about what
will happen in the next part of the story. Make sure
that nobody turns the page whilst they do this ctivity.
Elicit some general ideas.
1730060.indb 33 22/4/09 20:04:12
T13 Lesson 10
1
Around the World
Grammar: Past Simple: It was ten oclock.
Past Continuous: She was making coffee.
Vocabulary: mobile phone, outside, bay,
telescope, pirate, sailing boat, sailor, map, beard,
patch, motorboat
Material: Students sequence of events from
lesson 9.
Preparation: Diary pages: Create diary pages
with different times of the day or photocopy from a
personal agenda (1 per student).
Warm-up
Whats the story so far?
Using the sequence of events (see Materials), students
tell you what has happened in the story so far.
Take notes on the board to create a story line.
Recycling vocabulary
Divide the class into pairs. Students make a mind map
of vocabulary related to pirates. They can look back to
the previous lesson for reference.
Elicit the words and make a mind map on the board.
1 Read the story and write T (True) or F (False).
8
Students look at the picture. Ask them questions: Who
are the people in the picture? What are they doing?
What can they see? Is it the same boat as before?
Students read the frst paragraph of the story and name
the girls in the picture.
Play Track 8. Students listen and read along in their
books.
Students decide if the sentences are true or false.
Volunteers go to the board and correct the false
sentences.
Follow-up
Ask students to refer back to their original story line
of events and add more sentences in the past simple.
Write the following on the board to guide them:
Why did Melissa call Jack? Did the man with the map
look like a pirate? Who went to the beach?
compass
pirates
wooden leg
treasure
hat
eye patch
parrot
ship
beard
Grammar Focus
Past Simple and Past Continuous
Write on the board:
What were Melissa and Gina doing at 10 oclock?
What was Jack doing outside the house?
What was the man with a beard doing?
What were the two men on the motorboat doing?
Students fnd the answers to these questions and write
them down.
Ask students to contrast these sentences with the ones
in the story, and tell you the difference.
Point out that past simple refers to actions that were
completed in the past, while past continuous refers to
actions that were in progress at a specifc time in
the past.
Then ask students to look at the questions and answers
on the board and ask them the following questions to
check concept:
When was Melissa making coffee? (At ten oclock.)
When was Gina reading a sports magazine? (At ten
oclock.)
When was Jack looking down the bay? (When he was
outside.)
When was the man with the beard wearing a hat?
(When Melissa saw him.)
When were the men holding a strange instrument
and pointing it at the water? (When they were on the
motorboat, or when Jack saw them.)
Extension
Writing a Diary Page
Ask students what they did the day before. Write on
the board: What did you do yesterday?
Elicit some answers: I came to school, I did my
homework.
Hand out the Diary pages (see Preparation). In their
diary page, students write what they were doing at
specifc times of the day.
11:00 a.m.: I was in my maths lesson.
6:00 p.m.: I was doing my homework.
Collect diary pages for correction.
Interviews
Divide the class into pairs. Tell students that they will be
asking each other questions about specifc periods of
time in the past. Elicit some examples:
What were you doing last Monday at six oclock?
Students take turns asking each other. Then ask them
to report back to the class: Ernesto was sleeping at six
oclock last Monday.
Wrap-up
Predicting
Students read the last paragraph of the story again
Ask them to think what the end of the whole story
sould be.
Elicit some ideas.
1730060.indb 34 22/4/09 20:04:13
13
Around the World
Lesson 10
1 Read the story and write T (True) or F (False).

8
1. Gina is fifteen years old.
2. Jack was still asleep at ten oclock.
3. Jack was looking at a sailing boat with his telescope.
4. Jack didnt want to go swimming.
5. There was a small boat near the beach.
It was ten oclock and M
elissa was making
hot chocolate in the kitchen. She was
sixteen, four years older than Jack and
their cousin Gina. Gina was reading a
sports magazine.
W
heres Jack? asked M
elissa.
Gina shook her head.
M
elissa went to the door and called out,
Jack! There was no answer.
This is crazy, she said. Is he still
sleeping?
M
elissa made a call on her purple mobile
phone. She waited for a few seconds,
then...
Jack, are you still in bed? she asked.
W
hat are you doing outside?... OK, were
coming!
Whats up? asked Gina.
Jacks outside, said Melissa. Hes
looking at pirates!
The girls laughed.
They found Jack outside the house. He
was looking down at the bay through
his telescope. It was a beautiful place.
There wasnt another house in sight.
So where are the pirates? asked
Melissa.
Down there, said Jack, pointing at
the sailing boat. Have a look.
Melissa took the telescope. She saw a
30-metre boat, a few sailors and a man
with a map. He had a beard. He was
wearing a hat, and he had a patch over
one eye. Then she passed the telescope to
Gina.
Thats not a pirate boat, said Gina.
Were going swimming now, said
Melissa.
Me too! said Jack.
Are you sure youre not afraid of the
pirates? asked his sister with a smile.
With their towels and bags, they
walked down through the trees. Then
Jack told them to stop. He could see a
small motorboat near the beach. Two
men were holding a strange instrument
and pointing it at the water. What was
going on?
F
F
F
T
T
1730060.indb 35 22/4/09 20:04:14
14
1 Complete the form.
Around the World
Lesson 11
1. You
Name:
Where you are from:
Your family:
Language/s you speak:
2. Your culture
Parts of your life that you have in common with children everywhere:

Parts of your culture that you are proud of:

3. Your spare time
Sports/games you play:

Your hobbies:
4. An event you enjoy (festival, family tradition, regional tradition, etc.)


5. The best thing in your life


2 Use your notes to write a website entry about you.
Paragraph 1 Hi! My names... Im from... I have got (brothers and sisters)... I speak...
Paragraph 2 A lot of my life is like that of other children around the world.
I... and... But, in my culture, we... and... I like the way we... (eat a
special food and do certain things at the weekend, etc.).
Paragraph 3 In my spare time, I like... (sports). My hobbies are...
Paragraph 4 (Name of event) is when we... We... My favourite moment is...
Paragraph 5 The best thing in my life is when...
1730060.indb 36 22/4/09 20:04:15
Functional Language: Writing a website entry.
Giving personal information: My names Im
from
Vocabulary: life, culture, spare time, tradition,
hobbies, event
Materials: old magazines, students photos
(if available), coloured pencils, paper.
Preparation: Website Entry: Print out a website
entry where a person introduces him/herself and
talks about his/her culture.
T14 Lesson 11
1
Around the World
Extension
Analysing Published Work
Students analyse a printed out Website Entry (see
Preparation).
Ask students about the writing style, the distribution
of information and the text resources; pictures,
photos, drawings, title, bullet notes, paragraphs.
Layout
Students decide what extra information they want
to add to their writing.
Hand out magazines to students. They cut out pictures
or draw a self-portrait. Ask them to decide on colours.
Final Draft
Students write their work out again.
Ask them to focus on neat handwriting, headings, etc.
Remind students that their writing should be as clear
and attractive as possible, since it will be displayed in
the classroom.
Students display their work around the classroom walls.
1 Complete the form.
Planning
Divide the class into pairs and ask them to brainstorm
possible answers to the table.
Students then complete the form for themselves.
Students compare their answers and make necessary
changes to their form.
2 Use your notes to write a website entry about you.
Writing
Students complete the sentences using the notes they
made in the table.
Revising
Ask students to read through what they have written
and ask the following questions:
What else could I tell the reader? Is the information in
the best possible order? What words or details could
I add to make it more interesting?
Get students to rewrite their work, if necessary. They
could work with a partner to discuss changes.
Editing
Students check their work for spelling, grammar,
punctuation, subject-verb agreement and sentence
structure.
Students exchange their work with a partner to have
it proofread for mistakes.
Remind students that after reading our own work
so many times, we are unable to detect even the
simplest errors.
Ask students to discuss their improvements.
Warm-up
The Web
Ask students to say all the different types of
documents they can fnd on the internet: adverts,
personal pages, lists, descriptions, stories, narrations.
Wrap-up
Class Vote
Ask students to walk around the classroom, reading
the website entries.
Students then vote for the best website entry. Ask
students to write their name and the name of the
website entry they like most on a slip of paper.
Votes are counted and a winner is announced.
Students can discuss why they think one entry is
more attractive than another.
1730060.indb 37 22/4/09 20:04:20
T15 Lesson 12
1
Around the World
Grammar: Review of Present Simple and Present
Continuous, too much, too many, not enough.
Vocabulary: Key vocabulary from the unit.
Materials: Paper (1 sheet per pair of students),
small adhesive stars.
1 Complete the sentences.
Elicit sentences about what is happening in each scene:
Hes watching TV. Hes reading a book.
Students read the sentences and fnd the frequency
adverbs in each. Ask them what tense is used to express
the frequency of actions or habits: present simple. Elicit
what tense is used to describe an action happening as
we speak: present continuous.
Students do the activity orally before writing the
answers.
Volunteers go to the board to write the sentences.
2 Look and circle the correct options.
Students look at the picture and say what Anna has got
too much of, too many of, not enough of.
Students circle the correct option in each sentence.
Elicit the answers and correct as needed.
Extension
Your Turn
Divide the class into pairs. Hand out paper to pairs
and get them to cut it into 10 equal pieces.
Ask students to write a verb on each piece. They can
use verbs from the unit and include any others:
rollerblade, ski, eat, wear.
Students place the pieces upside down on their desk
and shuffe them.
In turns, students take two slips and say a sentence
using the present simple and the present continuous:
I usually rollerblade to school, but today Im skiing.
Some of the sentences will be silly, but the idea is to
give learners a chance to practise on their own.
Extension
Cities and Towns
Divide the class into pairs and ask them to decide
on cities they both know well. Ask them to write a
sentence using too much and too many: There are
too many cars in Madrid. There is too much humidity
in Valencia. There are too many taxis in London.
Pairs think of a small town they both know well and
write a sentence about what the town has not got
enough of: There arent enough cinemas in Teruel.
Shops are not big enough in Piedras Negras.
Ask pairs to present their sentences.
Warm-up
Game: Alphabet Crazy
Divide the class into groups. Hand out paper.
Write the following categories on the board:
Countries, Daily activities, Adverbs, Holiday places,
Clothes, Pirate vocabulary.
Asks groups to copy the categories in their
notebooks.
Say a letter of the alphabet.
Students have one minute to write one word
beginning with that letter under each heading:
Brazil, buy food, badly, beach, boots, beard.
Ask groups to read their answers. Groups score fve
points for a word that no other groups have got and
one point for a word in common.
Repeat with different letters.
The team with the most points wins.
Wrap-up
Star Players Unit 1
Draw the following table on the board, but do not
write the title of each lesson.
Star Players Unit 1 loved
really
liked
didnt
like
Greetings from
Canada
My School Trip
Ray and Rocco
The Adverb Game
Make Your Amazing
Matchbox Journey
A Camping Trip
Survival in the
Sahara
Ellen MacArthur
Fantasy Adventure
Song
The Pirates of Blue
Diamond Bay
Students copy the table into their notebooks.
Students decide on their feelings about each lesson
and glue stars next to the ones they liked. Go
through students opinions.
Find out why they liked or didnt like the activities.
Ask them what they would like more of or less of.
Check that they understood the activities and
language in each lesson and use this time to solve
doubts regarding grammatical forms and functions.
1730060.indb 38 22/4/09 20:04:22
15
1 Complete the sentences.
the guitar the bus football a pizza
music TV a burger a book homework
Around the World
Lesson 12
1. Henry usually before dinner,
but today, he .
2. He usually after school,
but today, he .
3. He usually to school, but
today, he to school.
4. He usually in his spare time, but
this Friday, he .
5. He usually on Saturday, but
this Saturday, he .
2 Look and circle the correct options.
1. Shes wearing too much / too many perfume.
2. She has got too much / too many CDs.
3. She has got too much / too many goldfish.
4. She has got / hasn't got enough soft drinks.
5. Shes making too much / too many noise.
6. She has got too much / too many toys.
7. She has got / hasn't got enough books.
8. She eats too much / too many chocolates.
watches TV
does his homework
gets the bus
plays the guitar
eats pizza
's reading a book
's playing football
's walking
's listening to music
's eating a burger
1730060.indb 39 22/4/09 20:04:24
T15A Review Page
1
Around the World
Grammar Module: Enough, Too Many, Too
Much
We use enough to indicate that the quantity or size
of something is suitable or appropriate.
The shoe is big enough.
We use too much and too many to indicate that
there is an excess of something.
We use too much before uncountable nouns.
It has got too much water.
We use too many before countable nouns.
He has got too many books.
Grammar Teaching Tip
One way to help students to understand the use and
form of adverbs is by contrasting pairs of sentences
that include an adjective and its corresponding
adverb. Help students to notice the verb that is used
in each sentence: verb to be for adjectives, and any
verb (that is not the verb to be) for adverbs.
John is slow. (adjective)
John is reading slowly. (adverb)
Chris was patient. (adjective)
Chris waited patiently. (adverb)
How did Laura speak? She spoke loudly.
How does George work? He works quickly.
Grammar Module: Adverbs of Manner
Adverbs of manner show how an action or
something is done. They answer the question
How? They are usually placed just after the verb.
He drives quickly.
Practice Book
Track 9
Listen and write T (True) or F (False).
JOSH: Hello, Mum! Its Josh.
MUM: Hi Josh! How are you?
JOSH: Im fne.
MUM: Are you at the campsite?
JOSH: Yes. Its great!
MUM: So, youre having a good time?
JOSH: Yes. Campings brilliant!
MUM: Oh, good! Where are the teachers?
JOSH: Theyre cooking our dinner, outside their tent.
MUM: What are you having for dinner?
JOSH: Sausages, I think.
MUM: Is it cold? Have you got enough warm clothes?
JOSH: Its hot!
MUM: Its cold here! What are you wearing?
JOSH: Shorts.
MUM: Dont wear shorts! Wear long trousers. What about insects?
JOSH: Mum, Im fne.
MUM: Are you using lots of suncream?
JOSH: Mum, its seven oclock in the evening!
MUM: Its easy to get sunburned
JOSH: Mum!
MUM: Have you got enough water?
JOSH: Mum, were not in the desert! Its a school trip in
France!
Assessment 1
Track 10
Listen to Sarah talking to John and write T (True)
or F (False).
SARAH: Hello.
JOHN: Hi. Could I talk to Sarah, please?
SARAH: Hi, John. This is Sarah.
JOHN: Sarah. Im glad that youre at home. Listen, would you like
to go to the cinema today?
SARAH: Id love to, but I cant. I usually have nothing to do on
Friday night, but today Im making a cake for Kate, my sister.
JOHN: Is it her birthday today?
SARAH: No. It was yesterday, but we didnt have a party because
she was studying all afternoon for an exam, so were
celebrating tonight. Would you like to come?
JOHN: Id love to. Could you tell me how to get to your house?
SARAH: Of course. Take Jeffersons Road and then
Assessment 1
Track 11
Listen and ll in the blanks.
NARRATOR: When you go on a camping trip make sure that you take
all the necessary equipment for basic survival. Take at least one
torch because it can get quite dark at night. You should check the
weather forecast before you leave to know what clothes to take.
Pack plenty of long-sleeved T-shirts and enough insect repellent
or the mosquitoes will eat you alive. Remember to pack a good
pair of walking shoes in case you decide to go hiking, and sandals
to relax in your tent. Finally, do not forget to take a penknife and
waterproof matches; these are basic tools for camping.
Assessment 1
Answer Key
1 1. T 2. F 3. F 4. T 5. F 6. F
2 1. isnt enough wind 2. hasnt got enough money
3. are too many people 4. hasnt got enough sweets
5. too much ice cream 6. are too many cars
3 1. goes/took 2. came/made 3. were, doing/called
4. plays/goes 5. invited/saw
4 1. torch 2. long-sleeved T-shirts 3. insect repellent
4. walking shoes 5. go hiking 6. tent 7. penknife
8. waterproof matches
5 1. red its an adjective, not an adverb;
2. lips its a part of the body, not an item of clothing;
3. camera its an object, not an adjective;
4. poster the other items are related to pirates
Worksheet 1
Answer Key
1 From top to bottom: 4 dangerously; 7 quietly;
6 badly; 8 carefully; 2 happily; 5 loudly; 1 noisily;
3 well
2 1. enough; 2. much; 3. many; 4. enough; 5. much;
6. many
1730060.indb 40 22/4/09 20:04:24
2
The Natural World
G
r
a
m
m
a
r
Expressing Possibility
The rings can (strangle them).
Present Continuous (future plans)
Were (having a poster competition).
Adjectives: Comparative
Tigers weigh (more than lions).
Quetzals are (smaller than hummingbirds).
They are (not as good as dogs).
Superlative
The marmoset monkey is the (most caring father).
Conditionals
If (a door is closed, Goldie opens it for me).
When (I read a book, Goldie turns the pages).
Time Markers
When (I get home from school, I eat).
Before (I go on holiday, I pack).
After (I have lunch, I do my homework).
V
o
c
a
b
u
l
a
r
y
Environment
environment, helium
balloons, motor oil,
pesticide, recycle, reuse,
rubber bands, six-pack
rings, stream
Animals
blue-ringed octopus,
butterfy, caterpillar,
coyote, (guide)
dog, eagle, fea,
hummingbird, marmoset
monkey, seabird, seal,
tortoise, tyrannosaurus
rex, velociraptor, wolf
Animal Related
beak, claw, den, fur,
habitat, nectar, paw,
pouch, tail, wing
Verbs
emerge, get caught,
howl, injure, lay,
strangle, drown, starve,
swallow, breed, take
part, give birth
Disabilities
blind, disabled,
wheelchair
Others
event, death,
community, ponytail,
crew
F
u
n
c
t
i
o
n
s
- Expressing plans for the future
- Writing an e-mail
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
Disability Awareness (page T21) The Natural World (page 101) Verbal-Linguistic Intelligence (page T20)
Visual-Spatial Intelligence (page T22)
Bodily-Kinesthetic Intelligence (page T23)
Poster cutouts
T15B
1730060.indb 41 22/4/09 20:04:25
Lesson 1 16
The Natural World
Trees
Insects Mammals
Storms
Flowers Beaches Mountains
Rocks Rivers
Deserts
Reptiles
Birds The sea Fish
1 Vote on the top five wonders of our planet.

Rain
Sunshine
Air Microbes
Lakes
2 Read the article and answer the questions.
1. What is the problem with six-pack rings? What can you do to help?
2. What is the problem with helium balloons? What can you do to help?
3 Discuss how these objects can hurt animals and what you can do to help.
get caught swallow eat injure kill
The rings can get caught
around the necks of seabirds.
You can help!
rubber
bands
plastic
bags
string glass jars pesticide used
engine oil
broken
glass
There are some simple things that we can do to
help wild animals. First, we can think about the
things we throw away.
Six-pack rings
Your cans of cola probably come in a six-
pack and are held together by plastic rings.
Unfortunately, many of these rings end up in
rivers and seas.
These six-pack rings are invisible when they are
in the water. The rings can get caught around
the necks, beaks or legs of seabirds and fish.
The rings can strangle them, drown them or
cause them to starve to death. They may also get
caught around the necks of baby seals. When the
seals grow, the rings can strangle them.
It is very sad, but you can help! Just cut the
rings before you throw them away. Also, if you
find any rings on the ground, cut the rings and
then throw them away.
Helium balloons
Its fun letting bright helium balloons fly up into
the sky, but they are not biodegradable, and they
can injure or kill wild animals. If they land in
the sea, turtles, dolphins and whales can mistake
them for jellyfish, a favourite food, and swallow
them. The balloons can get caught in their
stomachs and kill them. If the balloons land in
a tree, birds and small animals can get caught
in the string. So help wildlife: dont release
balloons outside.
1730060.indb 42 22/4/09 20:04:27
Lesson 1
2
The Natural World
Functional Language: Expressing possibility:
Can: The rings can (get caught around the necks of
seabirds). The rings can (strangle them).
Vocabulary: get caught, strangle, drown, starve,
swallow, injure, six-pack ring, helium balloon, beak,
death, biodegradable, wildlife
Materials: Construction paper, felt-tip pens.
Extension
Sentence Jigsaw
Divide the class into pairs. Distribute materials.
Students write their sentences from activity 3 on a
sheet of paper, separating each word so that the
words can be cut out into cards.
Students shuffe all the words and then exchange
cards with another pair. Students put the sentences
back together again.
1 Vote on the top ve wonders of our planet.
Ask students to work in groups and decide together on
the fve top wonders of the world.
Write on the board some useful expressions like Lets
Shall we? I agree because I think we should
choose
Each group presents their list to the class and gives their
reasons for their choices. Then have a class vote.
2 Read the article and answer the questions.
Tell students that they will read a short text with some
ideas about what we can do to help wild animals.
First, students scan the text and underline all the names
of animals.
Then ask them to circle the parts of the body they fnd.
Finally, ask them to read the text and answer the
questions.
Ask more questions: Why do you think that rings
can cause animals to (starve to death) (drown) (be
strangled)? Why do you think that balloons can kill
animals? What does the string do?
Make sure that students understand the vocabulary.
The Use of Can
Ask students to fnd the sentences with can in the text.
Discuss with the class the use of can, reminding
students that we use it to express possibility.
Ask students to tell you the difference between
They injure animals and They can injure animals.
The rings get caught and The rings can get caught.
Work with other examples from the text.
Wonderful Animals
Draw a bird on the board and ask students to go to
the front and label the body, beak, eyes, legs, feet and
neck. Teach claw, wing, tail, feathers.
Draw a dog on the board and encourage students to go
up and label all the parts they can. Teach paw, fur.
3 Discuss how these objects can hurt animals and
what you can do to help.
Point to the picture of the rubber band. Ask How do
you think that rubber bands can hurt animals?
If students are having a diffcult time thinking of ideas,
help them and say Animals can swallow rubber bands.
We can help animals by reusing rubber bands, not
throwing them away.
Repeat with the other illustrations: Small animals can
get caught in plastic bags. Pesticide can kill birds.
Broken glass can injure dogs.
T16
You can help.
Ask students to make warning signs in their notebooks
about the following items: rubber bands, plastic bags,
string, glass jars, broken glass, used oil and pesticide:
Pick up broken glass. It can cut dogs paws.
Dont use pesticide. It can kill plants.
Students illustrate their signs.
Warm-up
Our Wonderful World
On the board draw three columns and write these
titles: Animals, Places, Things.
Write the words from activity 1 on the board. Ask
students to help you to organize the vocabulary into
each column.
Make sure that students understand the meaning of
the words clearly.
Wrap-up
Rules in School
Divide the class into small groups. Students think
about some rules to follow in the school to help the
environment, for example, recycling paper or reusing
some material.
Students organize their ideas to present them to the
rest of the group.
Invite volunteers to go to the front and give their
presentations.
1730060.indb 43 22/4/09 20:04:28
2
The Natural World
Grammar: Present Continuous for future
arrangements: We are (selling T-shirts). We are
(planting native trees).
Vocabulary: Earth, environment, events, take,
part, community, celebration
Materials: Construction paper, slips of paper
(1 per student), paper bags (1 per student),
magazines, crayons, felt-tip pens.
arrangementssomething already planned.
Students write fve complete sentences expressing
arrangements, using the information from the table of
the previous activity.
3 Plan an Earth Day event.
Read the instructions aloud. Make a list of possible
ideas.
In groups, students plan their Earth Day. They make
notes and think how to organize their plan.
Distribute construction paper. Students make a poster
to help them during their presentation.
Encourage students to present their plan to the class.
Vote for the best activity and, ideally, try to do it!
Lesson 2 T17
1 Read and answer the questions.
Ask students if they know anything about Earth Day.
Ask the questions below the text and make notes on
the board of students ideas.
Students read the text and answer the questions.
Ideas and More Ideas
Ask students what schools can do to help the
environment on Earth Day. Elicit specifc things they
can do to protect nature. Write students ideas on the
board: We need to use less plastic. We should recycle
paper and glass. We should walk more. We can plant
trees.
2 Listen and complete the table.
12
Ask students to look at the picture and describe what
they see. Ask them to guess what the girl is answering.
Go through the list of activities in the table with
students. Make sure that they understand the
vocabulary. Play Track 12 and ask students to complete
the table. Play it as many times as necessary.
Check answers by asking Whats Class (A) doing on
Earth Day?
Talking about Future Plans
Read the Star Language Box aloud.
On the board write Were selling T-shirts. Were
collecting old mobile phones. Were sending lots of
e-cards. Were cleaning up part of our community.
Underline the verbs and elicit from students how to
form the present continuous.
Explain that we use the present continuous to talk
about actions that are happening in the moment
of speaking, but that we also use it for future
Warm-up
Planet Earth
Draw a sun in the centre of the board.
Elicit the names of the planets and write them on
the board.
Ask Which is our planet? Underline the word Earth.
Ask If we destroy our planet, what could we do?
Ask some students to answer. Then say The best we
can do is to protect our planet.
Extension
My Plans for the Weekend
Elicit different activities that can be done during the
weekend and write them on the board.
In pairs, get students to tell each other what they are
doing the following weekend and who with.
S1: What are you doing Saturday morning?
S2: Im playing football with my friends.
S2: What are you doing Sunday evening?
S1: Im going to the cinema with my mother.
4 Make your own Earth Day bag.
Divide the class into pairs. Distribute the paper bags,
magazines, crayons and felt-tip pens.
Elicit from students what a slogan is. Provide some
examples: The future is green. Be the change.
Ecocentric, not egocentric. Nature rules. Trees are us.
Students invent a slogan and write it on their bag with
felt-tip pens.
Students decorate their bags with crayons and pictures
cut out from magazines.
Have a class exhibition. Vote for the best bags.
Wrap-up
Miming Game
Divide the class into two teams. Hand out slips of
paper. Ask each student to write an activity they are
planning to do at the weekend.
Ask a member of each team to collect the slips from
his/her team.
Team 1 chooses an activity from their slips for a
member of Team 2 to mime. The rest of the students
on Team 2 try to guess what the activity is.
When they guess, they say the complete sentence to
get a point: Shes cleaning the house.
Teams take turns. The team with the most points
wins.
1730060.indb 44 22/4/09 20:04:29
17 Lesson 2
The Natural World
2 Listen and complete the table.

12
2. What is it about?
1 Read and answer the questions.
On Earth Day, 22 April, people all over the
world do things to help the environment. It
started in 1970, and today more than 500
million people in 85 countries take part.
They want to make the world cleaner,
healthier and safer.
Schools and local groups organize
special events for Earth Day. They
organize parties, games, activities,
talks and sales to collect money, or they do
things to improve their community.
Students learn more about the world
and take part in activities that help
their local community, such as
collecting things for recycling. Of
course, they have fun! Earth Day
is a celebration of the Earth and the
natural wonders of our planet.
1. When did Earth Day start?
3. What do people do on Earth Day?
Tomorrow is Earth Day. What are the students plans?
Class A Class B Class C
read poetry, perform rap songs
sell T-shirts we made
do research about rubbish
plant native trees
collect old mobile phones
send Earth Day e-cards
have a poster competition
clean the community
have an art exhibition
3 Plan an Earth Day event.
1. Work in groups. Imagine its Earth Day tomorrow. Plan the best Earth Day ever.
2. Tell other groups about your plans.
A: What are you doing on Earth Day?
B: Were having a poster competition in the morning. The title is Save the World.
4 Make your own Earth Day bag.
What are you doing on Earth Day?
Were having a poster competition
in the afternoon.

1730060.indb 45 22/4/09 20:04:32

The Natural World
18
1 Look and answer the quiz.
Lesson 3
1. Tigers weigh more than lions. True / False
2. Sharks have got a better sense of smell than other fish. True / False
3. Dogs are more intelligent than chimpanzees. True / False
4. Quetzals are smaller than hummingbirds. True / False
5. Blue-ringed octopuses are more dangerous than sharks. True / False
6. Tyrannosaurus Rex was bigger than Velociraptor. True / False
7. Cows drink less than camels. True / False
8. Elephants live longer than tortoises. True / False
2 Role play: Which animal?
Work in pairs. You are zookeepers at the London Zoo. You can buy either a giraffe or a
rhinoceros. Choose one of the animals to buy and defend your choice by comparing it
with the other animal.
Write a letter to the zoo director and explain the reasons for your choice.
Giraffe
weighs about 1.9 tons
is about 5.5 metres tall
lives 3540 years
has got very good eyesight
is very quiet
isnt aggressive
is a sociable animal
Black Rhino
weighs about 2.3 tons
is about 2 metres tall
lives 2030 years
has got very bad eyesight
makes a lot of noise
is quite aggressive
is not a sociable animal
Tigers weigh more than
lions. Quetzals are smaller
than hummingbirds.
n
er
The rhino is heavier
than the giraffe.
The giraffe is taller
than the rhino.
1730060.indb 46 22/4/09 20:04:32
2
The Natural World
Grammar: Comparatives: Dogs are (more
intelligent than chimpanzees). Elephants (live longer
than tortoises).
Vocabulary: eyesight; adjectives; animals
Materials:

2

Poster and poster cutouts,
encyclopedias.
2 Role play: Which animal?
Ask students if they have been to the zoo.
Ask students to say what they saw and which animal
was their favourite.
Read the instructions out loud. Read the two boxes
describing the animals.
Divide the class into pairs. Assign the giraffe to one
student and the rhino to the other. Explain that they can
buy only one animal. They have to defend
their animal. Give an example: We should buy the
giraffe because rhinos are more aggressive.
Walk around during the activity, correcting students if
they are using the comparative adjectives incorrectly.

Write a letter to the zoo director and explain

the reasons for your choice.
Pair up students who defended the same animal.
Students write a letter to the zoo director explaining
why they want the chosen animal.
Volunteers read their letters aloud.
1 Look and answer the quiz.
Point to the pictures around the quiz. Ask What animal
is this? What do you know about it?
Teach the ones that students do not know in English.
Students answer the quiz individually.
Read each sentence and elicit what students answered.
Ask them to explain their choices.
Give students the correct answers:
1. T (Siberian tiger: 300 kg; lion: 250 kg); 2. F; 3. F; 4.
T (quetzals have got 1 mlong tail feathers); 5. T; 6. T
(tyrannosaurus rex was 12 m long; velociraptor was
human-sized); 7. T (camels can drink 130 litres in a
few minutes); 8. F (tortoises live for 100 years or more;
elephants live for 70 years).
Comparing Animals
Ask students to mark the sentences from activity 1 that
have got the verb to be (present and past). Ask them
to underline the comparatives in these sentences: more
intelligent, smaller, more dangerous, bigger.
Point to the Star Language Box and ask When do we
use more? What do we do with short adjectives?
Explain that adjectives ending in y change their spelling
to ier. Then elicit the comparatives of good and bad.
Adjective Game
Divide the class into two teams.
Each team stands in a line. Say an adjective. The frst
player of each team runs to the board and writes the
comparative form of the adjective. They must write the
adjective correctly to get a point.
Adjectives to use: slow, hungry, expensive, delicious,
long, old, diffcult, beautiful, happy, tall, quiet,
beautiful, aggressive, careful, fat, nice, famous, new.
Lesson 3 T18
Warm-up
Animal World

2
Display the unit poster. Elicit the names of the
animals and teach the ones that students do not
know. Ask students which animal they like the
most from the poster and why. Let everybody
answer. Then elicit interesting information students
know about the animals, for example, Tortoises
live for many years. Pandas only eat bamboo.
Elephants have got a great memory. Tigers are in
danger of extinction.
Wrap-up
Animals in Danger
2

Display the unit poster. Students label the animals
using the Name poster cutouts.
Divide the class into groups. Give each group some
Information Cards. Students deduce which animals
on the poster match their cards.
Students go to the front and present their cards:
Giant pandas live in the forests and mountains of
China. They eat bamboo. There are only 1,200 giant
pandas left in the world. The problems they face are
hunting and habitat change.
Extension
My Own Animal Quiz
Provide encyclopedias.
Ask students to write their own animal quiz, using
information from the lesson, the poster cutouts or
information they know.
When students fnish, ask them to sit in pairs and
answer each others quizzes.
Teaching Tip
Pacing
Vary the pacing of your class. If you rush through
your class at full speed, slow things down and
take time to ask your students personal questions
based on the materials you are using. If you tend to
proceed at a snails pace, prepare some additional
activities and push yourself to accomplish more than
you usually do.
1730060.indb 47 22/4/09 20:04:33
2
The Natural World
Grammar: Superlatives: Wolves are the most
loving creatures. Getting food is his most
important job.
Vocabulary: den, give birth, howl, lay, newborn,
pouch, pup, stand guard, father, mother; adjectives;
verbs in present simple
Materials: Index cards, magazines with pictures of
animals.

2
B

Student cutouts.
Preparation: Baby Animal Cards: Cut out pictures
from magazines to illustrate animals and their
babies: dogpuppy, catkitten, frogtadpole, hen
chick, bearcub, butterfycaterpillar. Glue them on
the index cards.
1 Read the webpage and take notes. What do
the fathers do?
Ask questions about the pictures: Which animals can
you see? What do you know about them? Where do
they live?
Elicit the dangers of living in the forest and in the
jungle, and ask students what they think baby animals
have to learn in order to survive.
Students read the texts and take notes in their
notebooks about what the fathers do (students can use
the two example sentences below the text as a guide).
Explain any diffcult vocabulary.
The Most
Point to the Star Language Box and ask students to
underline the superlative adjectives in the text.
Explain that the superlative is used when one thing is
superior to others.
Ask them how to form the comparative of short and
long adjectives.
Ask students to stand in a line.
Say an adjective. If the adjective takes most to make
the superlative, students jump to the right. If the
adjective takes est, they jump to the left.
The students who make a mistake sit down.
Adjectives to use: beautiful, angry, happy, sad, silly,
boring, long, expensive, green, bright, aggressive, tall,
lazy, noisy, loud, complicated.
2 Listen and number the notes.

13
Ask students if they know anything about the Emperor
penguin. Ask Where do penguins live? Whats the
weather like? How are penguins adapted to this kind
of weather?
Read the sentences out loud and make sure students
understand the vocabulary.
Play Track 13 and ask students to number the sentences
in order.
Students check their answers with a partner. Play the
track again.
To check comprehension, ask Whats the weather like as
Lisa is talking? Wheres the warmest place in the group
of penguins? How does each penguin get a chance to
keep warm?
The Best Father
Write on the board: penguin, wolf, marmoset monkey.
Divide the class into small groups.
Ask students to discuss the different fathers. They have
to agree as a group on which animal is the best father.
Remind them to use the following expressions:
I think I, I agree, I dont agree.
Have a class vote on the best father.
Extension
Game: Listen and point.
Say Im going to tell you a sentence. Listen carefully
and point to the thing or person that Im describing.
Its the biggest desk.
Continue with: the oldest student, the tallest person
in the classroom, the most energetic student, the
smallest book, the highest window.
Lesson 4 T19
Warm-up
Baby Animals
Write the following animals on the board:
bird, tiger, lion, cat, frog, dog, wolf and butterfy.
Divide the class into pairs. Students try to write the
names of the baby animals.
Elicit answers and write them on the board: chick,
cub, cub, kitten, tadpole, puppy, caterpillar.
Ask What makes a good animal father? Write some
of students ideas on the board: feeding babies,
playing with them, protecting the family.
Get them to discuss some flms or documentaries
where they have seen and learned about good
animal fathers.
Wrap-up
The Biggest in the World!

2
B

Students cut out the quiz in cutout 2B.
Students frst complete the quiz by writing the
superlative form of the adjectives.
In groups of four, ask them to answer the questions.
The team with the most correct answers, and correct
superlatives, wins.
1730060.indb 48 22/4/09 20:04:35
The Natural World
19
2 Listen and number the notes.

13
Lesson 4
The wolf
Wolves are the most loving creatures in the animal kingdom, and they
usually stay together for their whole lives. When a mother wolf gives
birth, the father stands guard outside their den and also brings food
for the mother and cubs. Getting food is his most important job. He
carries the food in his stomach and produces it from his mouth one
helping for each cub. It doesnt sound very nice to us, but its the best
way for him to carry it. He hasn't got a bag! He spends a lot of time
with the cubs, plays with them and teaches them how to survive. The
father also teaches them how to hunt and howl.
The marmoset monkey
The marmoset monkey is the most caring father. He helps the
mother to give birth, usually to twins, and even bites off the
umbilical cord! Then he cleans the newborn babies. He lets the
mother look after the babies for only the first few weeks. Then he
takes the babies away and starts babysitting. He carries them with
him at all times. He allows the mother to see them only when they
need milk. When the babies can eat solid food, he feeds them. Its a
full-time job, but he gets a break after 12 weeks when they become
independent. They have learned from their father how to be good
parents when they grow up!
1 Read the webpage and take notes. What do the fathers do?
The marmoset
monkey is the most
caring father.
The Emperor penguin
Father stays in a group to keep warm.
Mother lays one egg.
Mother comes back with food.
Father puts egg in a pouch under his tummy.
Mother walks to the sea and dives in.
Father waits for nine weeks and loses 12 kilos.






5
1
6
3
2
4
1730060.indb 49 22/4/09 20:04:36
The Natural World
20
1 How can animals help people? Add to the list.
Lesson 5
hunt for food
find lost people
as clean as not as good as
2 Read and fill in the blanks.
successfully long calm clean good memories good big well
Guide dogs help blind people. They guide them around town, across streets
and onto buses. Did you know that there is another animal that can do this
job? A horse!
Most horses would be too big. Guide horses, however, arent as
(1) as normal horses. In fact, theyre minihorses
only the size of a large dog!
Guide dogs and minihorses are expensive to train. But guide dogs dont work
as (2)

as horses. Horses work for about 30 to 40 years,
so horses are better value.
Guide dogs are well-behaved, but they are not as (3) as horses in scary
situations. Horses can use taxis and lifts as (4) as guide dogs. And dogs arent
as (5) as horses at finding the best paths.
Dogs have got some other limitations. They haven't got as (6) as horses,
and they cant see as (7) as horses. Did
you know that horses can see almost 360 degrees? And, finally,
horses are as (8) as dogs, and they
dont get fleas!
Read and underline the correct options.
1. Guide horses are bigger/smaller than most dogs.
2. Horses are calmer/less calm than dogs.
3. Horses/dogs are better at finding paths.
4. Horses have got better/worse memories than dogs.
3 Game: World Records
2
A
big
long
calm
successfully
good
good memories
well
clean
1730060.indb 50 22/4/09 20:04:36
2
The Natural World
Lesson 5
Grammar: Comparative adjectives: asas: Guide
horses arent as big as normal horses. Horses are as
good as dogs.
Vocabulary: blind, feas, (guide) dogs; adjectives
Materials: Blindfolds, paper.
2
Poster,
2
A

Animal cutouts.
1 How can animals help people? Add to the list.
Read the phrases out loud and ask Can dogs hunt for
food? Can dogs fnd lost people? What else can dogs
do to help people?
Divide the class into pairs. Ask each pair to write fve
other ways in which animals help people: pulling things,
riding, for company, as guards, as pest control, for
education.
Elicit students ideas and write a class list.
2 Read and ll in the blanks.
Point to the picture. Ask What do you think the man
is doing? What cant he do? What are the advantages
and disadvantages of guide animals?
Read the words from the box and check that students
understand them.
Students read the text and fll in the blanks.
Ask questions to check comprehension: What do guide
dogs and guide horses do? Who do they help? How big
are the horses? What everyday activities do the animals
help with?

Read and underline the correct options.

Students read the article again in silence.
Students underline the correct words and check their
answers in pairs.
Comparing Things
Ask students to underline sentences with asas in the
text. Explain that we use asas when comparing
two things
Copy the following headings on the board:
Guide dogs Guide horses
Students complete the table with information
comparing the two guide animals.
Go over the answers with the class:
Guide dogs Guide horses
expensive to train expensive to train
dont work as long live for 3040 years
well-behaved
better in scary
situations
can use lifts and taxis can use lifts and taxis
not as good at fnding
the best paths
better at fnding the
best paths
not as good memory better memory
cant see as well
can see almost 360
degrees
as clean dont get feas
Ask students which animal they would prefer to have if
they were blind. They may have other advantages: dogs
are better company, more playful, easier to have in the
house, cheaper to feed, easier to clean after, etc.
3 Game: World Records
2

2
A

Display the unit poster. Students list the characteristics
of the animals: caring, brave, strong, fast, intelligent,
lazy, big, ugly, cute.
Students cut out the Animal cutouts.
Divide the class into pairs. Students shuffe their cards
and place them face down in two piles.
S1 picks a card from each pile. He/she compares the
two animals using asas or not asas: The lion is not
as fat as the elephant.
Students take turns making their sentences.
Extension
Verbal-Linguistic Intelligence
An Animal Poem
Elicit all the adjectives from the lesson and write them
on the board.
Students classify the adjectives into those they would
like to have, and those they would not like.
Show students the following poem pattern:
I would like to be
As fast as a tiger,
As strong as a bear,
But not as big as an elephant.
Students write their own poems, substituting other
animals and adjectives and adding drawings.
Ask students to read the poems out loud. Display
them on the wall.
T20
Warm-up
Draw a dog.
Blindfold students or ask them to close their eyes.
Distribute paper and ask students to draw a dog
without looking at what they are drawing.
Display students drawings. Ask How did you feel?
Was it easy to draw without seeing?
Wrap-up
My Animal Cards
Students write sentences about the animals in their
cutouts, using their notebooks. Tell them to use as
as, comparative and superlative adjectives.
Volunteers read out their sentences.
1730060.indb 51 22/4/09 20:04:39
2
The Natural World
Lesson 6
Grammar: Zero Conditional: If a door is closed,
Goldie opens it for me. When I read a book, Goldie
turns the pages.
Vocabulary: disabled, wheelchair, helper
Materials: Magazines, felt-tip pens, construction
paper (1 sheet per group), blindfolds (1 per pair).
1 Read and answer the questions in pairs.
Ask Which of the previous activities wouldnt you be
able to do if you couldnt move your arms and legs?
Students read the text in silence and answer the
questions in pairs.
Students tell the class how they think that Goldie helps
Sandy.
2 Listen to the interview and match.
14
Students read the phrases and guess how they link
together. Students match the phrases in pencil.
Play Track 14. Students check their answers.
Write on the board: How does Goldie give food to
Sandy? How does Goldie actually answer the phone?
How does Goldie make Sandy feel?
Play Track 14 again and get students to answer the
questions.
If and When
Focus on the Star Language Box. Tell students that
this construction is called the zero conditional. Ask
questions to help them to deduce the structure:
How many verbs has each sentence got? What tense is
used in both verbs? Which is the cause and which the
consequence in each sentence? Does Goldie always
open the door when its closed? Does she always turn
the pages when Sandy reads?
Explain that when something always has the same
result, we use the zero conditional.
Students underline the verbs in activity 2 and circle the
words If and When.
A Stable World
Divide the class into teams. Ask students to write fve
sentences about things that always have the same
consequences, using the zero conditional.
Teams take turns reading the frst part of their
sentences. The members of another team have to
complete the sentence so that it is true.
TEAM 1: If it rains
TEAM 2: the street gets wet.
If the beach is sunny
TEAM 3: everyone wears suncream.
3 Complete the sentences about yourself.
Point to the frst sentence. Ask What do you do if
you feel happy? Ask several students to answer the
question. Students complete the sentences in their
notebooks. Divide the class into pairs. Students read
each others sentences.
Elicit some examples.
T21
Values Syllabus
Disability Awareness
Tell students about the famous exhibition Dialogue
in the Dark. In it, you are guided by a blind person
through different atmospheres: a city street, a
market, the wood. You even sail in a boat. The idea
is to awaken our senses and to reduce the distance
between blind people and those who can see. It tries
to teach us to respect each other.
Divide the class into pairs. Blindfold one student in
each pair. Ask the seeing students to take the blind
ones on a tour around the school for 10 minutes.
Then students swap roles. After the experience, talk
to students about how they felt.
Warm-up
What do you love and hate?
Dictate the following verbs to students: clean, play
football, cook, do the washing up, talk on the
phone, read a book, listen to music, iron, take the
rubbish out, do homework.
Students write the verbs as a list in their notebooks.
Check spelling on the board.
Students draw three columns next to the verbs. In
the frst column, they write their name. In the other
columns, they write the name of two friends.
Students mark the frst column with their likes and
dislikes. For what they like, they draw a happy face.
For what they dont like doing, they draw a sad face.
Then students walk around interviewing each other
to fnd out their likes and dislikes: Do you like
cleaning? Do you like to do the washing up?
Wrap-up
Goldie, the Robot
Divide the class into small groups.
Ask Would you like to have Goldie for a pet?
Tell students that they will invent a robot named
Goldie that can do anything they want.
Students take out their lists from the Warm-up
activity and analyse the activities they and their
classmates love and hate doing.
Distribute magazines, felt-tip pens and construction
paper. Students design a poster showing fve things
their robot does for them. Tell them to write fve
sentences explaining the robots abilities: If my
trousers are creased, my robot irons them for me.
When I play football, my robot plays with me.
1730060.indb 52 22/4/09 20:04:40
The Natural World
21
1 Read and answer the questions in pairs.
Lesson 6
1. What do you think is difficult for Sandy to do?
2. What do you think Goldie does for her?
2 Listen to the interview and match.

14
1. If a door is closed, Goldie turns it on.
2. If I want to listen to music, Goldie answers it for me.
3. If the light is off, Goldie presses the keys.
4. When Im hungry, Goldie opens it for me.
5. If I want to send an e-mail, Goldie gets food out of the fridge.
6. If the phone rings, Goldie turns the pages.
7. When I read a book, Goldie puts a CD on for me.
3 Complete the sentences about yourself.
If a door is closed, Goldie opens it for me.
When I read a book, Goldie turns the pages.
1. If I feel happy, I 2. If I feel sad, I
3. If I like someone, I
4. If my best friend is sad, I
5. If people dont like me, I 6. If I get good results at school, I
Sandy is disabled and cant move her
legs and arms. She uses a wheelchair.
But Sandy has got Goldie, a capuchin
monkey, that helps her!
1730060.indb 53 22/4/09 20:04:41
The Natural World
22 Lesson 7
Answer the questions.
1. What do monarch butterflies eat and drink?
2. What do they do before the winter?
3. What happens during the journey north?
4. What dangers do they face?
2 Listen and correct the information.

15
1. Before the 1960s, we didnt know about their amazing journeys.
2. F. A. Urquhart put tags on butterflies' legs.
3. One butterfly travelled 2,000 kilometres!
4. It travelled from San Luis Potos in Mexico to Ontario, Canada.
5. Pacific Grove in California is known as Butterfly City.
3 Ask each other the questions. Invent more questions!
1 Read and number the headings.
Life in the North Hope for the Future The Return Journey

The Winter Months Amazing Travellers The Journey South
1 Seeing millions of orange and black monarch
butterflies flying is a beautiful sight. After they go
through the same life cycle as all butterflies, they
fly thousands of kilometres! They fly about 80
kilometres a day. Imagine that!
2 In spring and summer, the butterflies live in
North America drinking nectar from milkweed
flowers and laying their eggs. The caterpillars eat
milkweed plants.
3 Some butterflies store fat to give them energy for
their long trip. And before the winter starts, these
butterflies start their long journey south
to Mexico.
4 When they arrive in Mexico in November, they hang
in oyamel (a rare type of fir) trees in large groups to
keep warm.
5 After breeding in mid-February, they start their
spring migration. During the journey back north,
the female butterflies lay eggs. Their caterpillars eat
milkweed and become chrysalises. After only two
weeks, a monarch emerges.
6 Individual butterflies dont live long enough to
migrate both ways. So their grandchildren continue
the journey, which is very dangerous. Cars hit them,
animals eat them, and they die in storms. Their
habitat is also in danger: people are cutting down
the oyamel trees and they are killing the milkweed.
Fortunately, there are butterfly reserves that protect
these incredible creatures.
when you... get home from school?
feel happy?
What do you do... before you... fall asleep?
go on holiday?
after you... get up in the morning?
have lunch?
When the butterflies are flying over
California, tourists visit Pacific Grove.
Before the 1950s, people didnt
know about the monarch butterflies.
After breeding in mid-February, they
start their spring migration.
2 6
5
4 1 3
1730060.indb 54 22/4/09 20:04:41
2
The Natural World
Grammar: Time markers (when, before, after):
Before the 1950s, we didnt know about their
amazing journeys.
Vocabulary: nectar, caterpillar, migration, emerge,
habitat, journey, fy, live, drink, lay, eat, arrive, hang,
breed, become, die
Materials: Map of North America, tape, wool,
felt-tip pens, slips of paper (1 per student).
Preparation: Butterfy Shapes: Draw the shape of
a butterfy on paper (1 per student).
Students fnd the words in the text that match the
defnitions (journey, nectar, store, arrive, breeding).

Answer the questions.

Read the questions out loud. Students answer them
with what they remember from the text. Then they read
the text again to check their answers.
2 Listen and correct the information.

15
Tell students they will listen to a radio programme about
monarch butterfies.
Ask them to read the statements and make sure that
everyone understands them.
Play Track 15 and ask students to take notes on the
corrections needed for each statement.
Call on individual students to write the corrected
statements on the board.
3 Ask each other the questions. Invent more questions!
Draw a timeline on the board. Divide it into three
sections. In the centre, write Go to bed. Ask What do
you do before you go to bed?
Write the answer in the frst section. Ask What do you
do when you go to bed? What do you do after you go
to bed? Write the answers in the appropriate section.
Write the words: When, Before, After.
Divide the class into pairs. Have them answer the
questions and invent some more.
Lesson 7
Extension
Visual-Spatial Intelligence
Butteries in My Window
Write the word symmetrical on the board.
Encourage a volunteer to come up and draw a
symmetrical fgure on the board. Distribute the
Butterfy Shapes (see Preparation). Students make
a symmetrical design on the wings and colour
their butterfy on both sides. Students cut out their
butterfies and tape some wool or string to them.
Students hang their butterfies near the window.
1 Read and number the headings.
Ask students what type of butterfy the text is about.
Ask them what they know about monarch butterfies.
Read out the headings and ask students to guess what
sort of information would go under each one.
Attach the map of North America to the board.
Students guess how far it is from Canada to Mexico.
Ask How much time would it take you to travel from
Mexico to Canada on foot, by car and by aeroplane?
Students read the text and match the headings with
the paragraphs.
Vocabulary
Write the following defnitions on the board:
a trip
the juice of fowers
to keep for emergencies
to get to your destination
reproducing
T22
Warm-up
Amazing Butteries
Dictate the following to students. Each time you say
snap, ask students to leave a blank:
1. Butterfies exist in every continent except (snap).
Answer: Antarctica
2. The Aztecs (snap) butterfies on their murals.
Answer: painted
3. Butterfies taste with their (snap). Answer: feet
4. Butterfies can see ultraviolet (snap). Answer: light
5. Butterfies havent got a (snap). They smell with
their antennae. Answer: nose
Write the incomplete sentences on the board and
check spelling. Invite some students to complete
the frst sentence orally. Then students complete the
sentences individually in their notebooks. Invite
students to read their sentences to the class.
Encourage other students to justify or challenge
the answers.
Tell students that butterfies are very specialized.
Each one lays its eggs only on one kind of plant,
and their caterpillars eat that plant only.
Wrap-up
Ping-pong Answers
Distribute slips of paper. Students write one question
using a time marker from the lesson: What do you
do before you do your homework?
Collect the slips.
Divide the class into two teams. Ask one question to
the frst team. After they answer, ask the same
question to the other team.
As in ping-pong, go back and forth until one team
repeats an answer or does not answer after 10
seconds. Every original answer gets one point.
1730060.indb 55 22/4/09 20:04:46
2
The Natural World
Lesson 8
Grammar: Prepositions: Clever Coyote climbed up
a hill. He hid behind a rock.
Vocabulary: across, clever, over, into, up, under,
down, thief, fame, stream, stick, rub
Materials: Timer, 2 fy swatters or rolled-up
newspapers.
1 Listen and complete the song.

16
Read the title of the song. Tell students that the song
is about a coyote. Ask if anybody has heard a Native
American legend or tales about coyotes.
Read the introduction to the song. Ask students what
they know about Native American cultures. Before you
listen to the song, review the prepositions in the box.
Draw some arrows on the board to show the meaning
of up, down, into, over, under and across.
Play Track 16. Students fll in the blanks.
Play the song as many times as necessary.
Gradually memorize the verses of the song with
students.

Listen and number the pictures in order.

Ask Whats the man doing in the frst picture?
Students put the pictures in order according to
the song.
Play the song again to check students answers.
Bodily-Kinesthetic Intelligence
Sing and dance!
Read the frst verse of the song aloud. Ask students to
help you to put some movements to the words.
Divide the class into six groups. Give each group a verse
of the song.
Students invent a series of movements to go with each
verse of the song.
Bring the groups together and play the song. Each
group performs their verse.
Ask the whole class to sing and dance one more time,
asking everyone to use the movements from each group.
2 Help Coyote get home. Write instructions.
Write the following words on the board: rock, river,
yellow wall, purple wall, hill, tent.
Ask a volunteer to give an instruction with the frst
word: Go over the rock.
Students write the complete set of instructions in their
notebooks.
T23
Warm-up
Find the word!
Write the following words on the board: coyote,
legend, thief, fame, stream, stick, shock, rub, clever,
freeze, weather, rock, spirits, man.
Divide the class into two teams. Ask the teams to
line up in front of the board.
Give a fy swatter or a rolled newspaper to the frst
student in each line.
Say a defnition for one of the words. The frst
student to hit the word on the board gets a point.
Defnitions:
a small river a Mexican wolf
a traditional story somebody who steals
a fre a small branch
extreme surprise intelligent
to make very cold the climate
a big stone ghosts
human being
to move two things together, causing friction
Extension
The Long, Long, Journey
Ask students to sit in a circle. Tell students that they
will describe the coyotes long journey from North
America to their country.
Everyone should repeat the frst sentence and add to
it to make a chain.
T: The coyote went up the hill.
S1: The coyote went up the hill and over the wall.
S2: The coyote went up the hill and over the wall and
under the bridge.
Tell students to mime or use their hands to emphasize
the preposition and to facilitate memory.
The game continues like this until a student cannot
remember what was said before. The one who
cannot is eliminated.
The student who remains until the end of the
game wins.
Wrap-up
Crazy Racetrack
If possible, do this activity in the playground or in
the whole school.
Arrange the furniture in the classroom in order to
simulate a racetrack.
Students help you to come up with six instructions:
Go under the table, run across the classroom, climb
up the stairs.
Ask for some volunteers to complete the racetrack.
Use the timer to time them. The fastest student wins.
1730060.indb 56 22/4/09 20:04:47
The Natural World
23
Listen and number the pictures in order.
2 Help Coyote to get home. Write instructions.
1 Listen and complete the song.

16
over into up across under down
Lesson 8
A Native American Legend
A legend about how the Coyote the cleverest animal gave people the secret of fire.
When the world was very young,
Human beings loved the sun.
In the summer their lives were all right,
But winter was freezing day and night.
Three Spirits who lived far away
Kept a fire by night and day.
But Clever Coyote had a plan
To give the gift of fire to Man.
Clever Coyote climbed (a) a hill,
The Fire Spirits were very still.
When the Spirits were all asleep,
Clever Coyote became a thief.
Coyote took the living flame,
Then hurried (b) the hill again.
The Spirits woke up from their dreams
To see Coyote jump (c) a stream.
The Spirits ran quickly after him,
But he was faster than the wind.
And when he hid (d) a rock,
The Spirits looked around in shock.
The Spirits searched (e) sea and land,
But Clever Coyote had another plan.
He threw the fire (f) a tree,
And the wood held the fire for eternity.
Clever Coyote was the peoples friend,
And this story has got a happy end.
Now if you rub two sticks together,
You can be warm in the coldest weather!
up down
over under
into across
er
5
6
1
2
3
4 7
up
down
over
under
across
into
1730060.indb 57 22/4/09 20:04:49
24
The Natural World
Lesson 9
Episode 2
1 Read the story and answer the questions.

17
1. What do the men say is wrong with the water?
2. Why do the children disagree?
3. Who was Captain Blood?
4. Why is it called Blue Diamond Bay?
5. How do you think Gina is going to find the treasure?
The Internets quicker than your silly
books, Jack! Listen to this. Three hundred
years ago, Captain Blood was the most
terrifying pirate on the sea, and his crew
was the most dangerous. His ship was
called The Blue Diamond. In 1706, it
disappeared. A legend says that it sank
near here with lots of treasure on board.
Jack smiled. I've got something better.
He showed them a map of their bay in a
very old book. There was a red cross and
the words The Blue Diamond sank here!
The men are looking in the wrong place,
said Gina. This is the place to look! She
walked to the door.
Where are you going? asked Melissa.
Im going to find the treasure.
Jack, Melissa and Gina walked down to
the shore and looked at the men on the
motorboat. One man was tall and thin, with
a ponytail. The other one was short, round
and very red. The tall man saw them first.
Hey, get away from here!
Why? asked Jack. Whats the problem?
Were analysing the water, said the short
man. Its contaminated.
When did this happen? asked Melissa.
A few days ago, said the tall man. So
keep away. Its dangerous!
Back at the house, the three children sat
around the kitchen table.
Theres nothing wrong with the water,
said Gina. We all went swimming yesterday
and were OK.
Theyre looking for something, said
Melissa, and they dont want us around.
Maybe theyre looking for the Blue
Diamond, said Jack.
The girls looked confused.
Well, why is it called Blue Diamond Bay?
I think theres a diamond under the water.
Lets search on the Internet, said Melissa.
Not me, said Jack. Im looking in my books.
After half an hour, Melissa and Gina walked
happily into Jacks room.
1730060.indb 58 22/4/09 20:04:49
2
The Natural World
Grammar: Past Simple Review: The three children
sat around the kitchen table. She walked to the
door. Review of comparatives and superlatives: The
Internets quicker than your books. His crew was the
most dangerous.
Vocabulary: shore, ponytail, crew, sink, diamond,
contaminated, bay
Materials: Paper, paper bags (1 per student),
dark felt-tip pens, coffee.
the legend again, including as many details as they can
remember.
Ask them to compare their legends with the one in
the book.
Treasure Map
Ask How do you imagine the map Jack found? What
does the red cross show? Have you seen a treasure
map? How does it look?
Tell students that they are going to make their own
treasure maps. Give each student a paper bag. Ask
them to tear out a large piece with their hands, not
with scissors, to make it look like old parchment.
Ask them to crumple the bag and then fatten the
paper again.
Students brush coffee over the paper and use a dark
felt-tip pen to mark around the torn edges of the paper
to give it a worn out, burned look.
Students use the felt-tip pens to draw their maps. There
should be a big X in the middle, a title that names the
island or bay, and some obstacles or landmarks.
They can include things like Great Waterfalls, Monster
Mountain, Serpent Pass and Captains Cave.
Ask students to write instructions for getting to the
treasure. Encourage them to use prepositions
(over, across, under, up, down).
Ask students to come up, display their maps and explain
them to the rest of the class.
Lesson 9
Extension
Treasure Map Story
Divide the class into groups. Ask them to vote for the
map they like the most.
Ask students to invent a story about the chosen map.
Ask Who hid the treasure? What obstacles did he/she
face? Who found it? When did it happen?
Students read the stories to each other.
1 Read the story and answer the questions.

17
Encourage students to describe the picture and make
predictions based on it. Ask questions to guide them:
Who do you think the men are? What are they doing?
Where are Jack, Melissa and Gina? What are they doing?
Play Track 17. Students listen and read along in
their books.
Read the comprehension questions out loud. Ask
students to answer the questions individually. Check
as a class.
Find the word.
Tell students the following defnitions and ask them to
fnd the words in the text:
where the land meets the sea (shore)
when something went underwater to the bottom (sank)
studying (analysing)
infected or poisoned (contaminated)
is not clear about something (confused)
the people who work on a boat or ship (crew)
when your hair is tied at the back (ponytail)
to have a circular shape (round)
very frightening or scary (terrifying)
The Blue Diamond Legend
Ask students to close their books.
Read the paragraph about the Blue Diamond legend
out loud (frst paragraph, second block of text).
Give each student a piece of paper. Ask them to write
T24
Warm-up
The Story

7 & 8
Ask students questions to help them to remember
the story so far: Who are Jack, Melissa and Gina?
Where are they? Where are Jack and Melissas
parents? Whats Jack really interested in? What
did he see in the bay? What did the three of them
decide to do? What did they see near the beach?
What were they doing?
Elicit as many details as possible and write notes on
the board.
Play Tracks 7 and 8. Get students to follow the frst
episode of the story on pages 12 and 13.
Wrap-up
A False Legend
Ask students to close their books and pay attention.
Read the Blue Diamond Legend again, but include
mistakes. For example, say Four hundred years ago,
Captain Hook was the most wonderful pirate on the
sea and his crew was the most attractive.
Each time students hear a mistake, ask them to put
their hand up and give you the correct information.
1730060.indb 59 22/4/09 20:04:52
2
The Natural World
Lesson 10
Functional Language: Describing a scene: It was
a mysterious, silent world.
Grammar: Past Simple Review: They stood on the
beach.
Vocabulary: surface, seaweed, wreck, anchor,
sword, deck, patch, dive, wave, catch
Materials: Paper, index cards (1 per student).
Students imagine an underwater experience.
Ask Whats it like under the sea? Is it warm or cold?
Is there light? What things do you need?
Ask students to write fve things they saw in an
imaginary underwater adventure.
Distribute paper and ask students to draw a sketch of
an underwater scene. It can be similar to the picture in
their books, with a line simulating the division between
sky and water, and another line showing the bottom
where seaweed grows.
Ask students to draw their fve things and colour them.
Divide the class into pairs. Say Now youre going to fnd
similarities and differences in your pictures, but you
cant show them to each other.
Write on the board: When I was underwater, I saw
(a blue whale).
Ask students to tell their partners the fve things they
saw underwater. Ask them to write the similarities or
differences they found.
Write a model sentence on the board: I saw a blue
whale, but (Tony) saw a big turtle.
T25
1 Read the story and number the events in order.

18
Ask students to look at the picture. Ask Whos
swimming underwater? Wheres she swimming?
Whats she looking for? Has she found anything?
Play Track 18. Students listen to the story as they follow
along in their books.
Read the sentences in the activity out loud. Students
number the events in order.
Play Track 18 one more time and ask students to check
their answers.
Going Deeper
Divide the class into two teams.
Write the following adjectives on the board: large, silver,
strong, old, black, tired, green and hot.
Both teams read the text and fnd the nouns that the
adjectives describe: large (sailing boat), silver (fsh),
strong (hand), old (piece of metal), small (motorboat),
tired (Gina), green (seaweed) and hot (sun).
The team with the most correct answers wins.
2 What do you think?
Ask students to answer the questions and predict the
next part of the story.
Encourage students to invent their own endings.
Underwater World
Ask students to imagine what Gina saw under the
water. Elicit the animals, plants and things you could see
if you were scuba diving.
Warm-up
True or False?
Give each student an index card. Ask students to
colour one side red and the otherside green.
Ask students to listen to you. If what you say is true,
they have to turn their cards green side up. If what
you say is false, they have to turn the red side up.
Students who show the incorrect side must give
their cards to you.
Make true and false statements about the story up
to this lesson: Melissa and Jack are cousins. There
were two men on the sailing boat. The men told the
children that the water was contaminated. Captain
Bloods ship was called The Green Diamond.
Extension
Picture Dictation
Divide the class into pairs. They should be different
pairs from the Underwater World activity.
Emphasize that, again, they should not show their
picture to their partner.
Ask students to describe their fve things, including
colour, to their partner. For example, In my picture,
theres (a blue whale). There are (three black
octopuses).
S1 dictates, S2 draws the thing(s) or animal(s) that
S1 describes.
Students take turns dictating and drawing.
By the end of this activity, they should have 10 things
drawn in their picture.
Wrap-up
What did Gina see?
Ask students to help you to come up with a
summary of the story so far.
Ask What time was it? How did Gina swim? Why
did Gina love swimming? What did she see frst?
What did she see at the end?
Encourage students to predict what is going to
happen in the next episode.
Write students predictions on a sheet of paper and
save for the next unit.
1730060.indb 60 22/4/09 20:04:53
25
The Natural World
Lesson 10
1 Read the story and number the events in order.

18
a The captain saw Gina.
b The men caught Gina.
c Jack and Melissa didnt know what to do.
d Gina swam underwater.
e Gina dived into the water.
f Gina saw an old piece of metal.
2 What do you think?
Who are the men in the sailing boat?
What will happen to Gina?
What can Jack and Melissa do?
It was two oclock and the hot sun burned
on the sea. Gina, Jack and Melissa stood
on the beach and studied the large sailing
boat and the smaller motorboat. They
f loated peacefully together out in the bay.
The cousins couldnt see any of the crew.
Are you sure you want to do this? asked
Jack.
Of course, Gina said. Dont worry.
Gina dived into the water and swam
quickly toward the boat. She was the best
swimmer at school. She turned around,
waved and disappeared under the surface.
Gina loved swimming underwater. It was
a mysterious, silent world. There were
hundreds of red and silver fish, and the
seaweed was as green as emeralds. On her
first few dives, she couldnt see anything like
the wreck of a ship. The fourth time, she
saw an old piece of metal on the sand. It
could be an anchor... or a sword! She swam
up to the surface to get some more air.
Suddenly, Jack and Melissa saw a
movement on the sailing boat. There was a
man on the deck with a beard, a hat and a
patch over one eye. It was the captain.
Hey! Whos that? the captain cried.
His men ran onto the deck. The captain
pointed at Gina.
Get her! he shouted.
The men jumped into their small motorboat.
Gina swam as fast as she could, but she was
very tired. Then she felt a strong hand on
her arm. She was caught.
Jack and Melissa didnt know what to do.
If those men are from the government,
were in big trouble, said Melissa.
If we talk to them, we can explain, said
Jack. And then he thought for a moment.
But if they really are pirates, what do we
do then?
4
5
6
2
1
3
1730060.indb 61 22/4/09 20:04:54
The Natural World
26 Lesson 11
1 Discuss the questions.
1. Who is it to? 2. Who is it from? 3. What did Pablo do last weekend?
4. What is the school planning?
1. Do people still write?
2. What do they write?
3. What are the differences between an e-mail and a letter?
4. How often do you send e-mails? To who?
2 Read the e-mail and answer the questions.
3 Read and find the lines in Pablos e-mail.

Subject line: This tells your friend what the e-mail is about.
Greeting: To a friend, you can write Hi, + name.
Opening sentence: Thank your friend for his/her last e-mail. Ask how your friend is.
Closing questions: Ask your friend about his/her news.
Closing sentence: You can ask your friend to write soon.
The end of the e-mail: To a friend or a family member, write Love, + name.
4 Write an e-mail to someone in your class. Talk about your plans.
To: Tina
From: Pablo
Subject: Last weekend and plans
Hi, Tina!
Thanks for your e-mail. How are you?
Im busy at the moment. We are back at school now and we have got lots of things to do.
Last weekend, my family and I went to the zoo. I really enjoy going to this zoo because it has
got a great collection of animals and it is very modern. My favourite animals are the giant
pandas and the Asian elephants, Ranny and Yammy. I love the snakehouse too, but its a bit
scary. We had burgers for lunch. Delicious!
Our class is planning a Christmas party and a play. Our parents are coming to see the play
and then we are having the party afterwards. We rehearse the play twice a week and we
make the costumes in class.
What did you do last weekend? What are your plans?
Write soon.
Love, Pablo
1730060.indb 62 22/4/09 20:04:55
2
The Natural World
Functional Language: Writing an e-mail.
Vocabulary: plans
Materials: Paper, slips of paper, box.
Preparation: Scrambled e-mail: Write an e-mail
to your students. Print it out and make one copy
for every two students. Cut the e-mail into jigsaw
puzzle pieces.
Scrambled e-mail
Divide the class into pairs. Give students the Scrambled
e-mail (see Preparation).
Ask students to put the e-mail in the right order.
Check it with them and review the sections seen in the
previous activity.
4 Write an e-mail to somebody in your class.
Talk about your plans.
Give each student a slip of paper. Ask them to write
their name on it.
Put the slips in a box and ask each student to take one
out. They should keep the name a secret, unless it is
their own. In that case, they should take another slip.
The name on the slip is the person they will be writing
an e-mail to.
Brainstorming
Distribute paper. Students draw two circles on the
sheet. In one circle, ask them to brainstorm their
activities from the previous weekend.
In the second circle, ask them to write a plan they have
for the following week, month or year.
Ask students to plan their e-mail frst. Encourage them
to remember the parts of an e-mail from activity 3.
Encourage them to use the brainstorming activity to
organize their ideas.
When they fnish, they give the e-mail to the
corresponding classmate.
Lesson 11
Extension
Read and answer.
Ask students to answer the e-mail sent to them.
Ask them to hand it personally to the addressee.
Ask some volunteers to read their e-mails to the
whole class.
1 Discuss the questions.
Read the questions one at a time and discuss them as
a class.
2 Read the e-mail and answer the questions.
Ask students to read the e-mail in silence.
Read out the questions. Mention a colour for each
question, for example, number 1: yellow.
Ask students to underline each answer with the same
colour given to the question.
Check answers together.
In order to check comprehension, add more questions:
Which are Pablos favourite animals? What did he have
for lunch? How often does Pablos class rehearse the
play? What does Pablo ask Tina?
3 Read and nd the lines in Pablos e-mail.
Students look at the Tips box.
Give each part a number from 1 to 6: for example,
subject line is number 1.
Students fnd the lines that match the different parts of
an e-mail and write the number next to them.
T26
Warm-up
E-mailing
Write @ on the board. Ask students what they know
about this symbol.
Ask students if they have got an e-mail address.
Divide the class into pairs and ask them to dictate
their e-mail address to each other.
Draw a table on the board to teach students the
names of symbols that may be unknown to them:
@ at
_ underscore
/ slash
dash
Remind students how we ask for spelling:
How do you spell that? Can you spell that, please?
Wrap-up
Sharing Plans
Ask students to sit in a circle. Encourage them to
share what they read in their e-mails without saying
who wrote them.
The rest of the class has to guess whose plans the
student is talking about.
Give everybody a chance to speak and share at least
one or two ideas.
1730060.indb 63 22/4/09 20:05:01
2
The Natural World
Lesson 12
Grammar: Review of the Present Continuous
for future arrangements, Comparatives and
Conditionals.
Vocabulary: Key vocabulary from the unit.
Materials: Stars (5 per student), dots (5 per
student), construction paper, paper.
Preparation: Self-Evaluation Table: Copy the
following table onto a large sheet of construction
paper:
liked
didnt
like
Eco Helpers
Earth Day Carrier Bag
The Amazing Animal Quiz
Hero Fathers
Animal Helpers
An Incredible Journey
A Native American Legend
The Pirates of Blue Diamond Bay
2 Look and complete the sentences.
Ask students to read the information related to Betty
and Cindy.
Elicit the answer for the frst sentence.
Students complete the activity individually.
Check the answers with the class.
Extension
What about me?
Distribute paper. Ask students to write down the
questions answered by Betty and Cindy: How old are
you? Can you swim? How many books do you read a
year? How many English words do you know? How
many siblings have you got? How much water do you
drink? Can you do tricks with a yoyo?
Students answer them.
Divide the class into pairs. Ask them to compare
their answers.
Then students write sentences that are true, using
comparatives. For example, I am younger than (Sam).
Ask some pairs to read their sentences to the class.
1 Complete the sentences with the correct form
of the verbs.
Ask students to look at the frst picture. Ask What do
you think Rocco is asking Ray?
Ask students to read the sentences and remind them of
the use of the present continuous for arrangements in
the future.
Get students to answer orally before they write the
answers.
Get volunteers to go to the board to write the correct
answers.
T27
Warm-up
What are you drawing?
Tell students that they have to guess your plans for
the weekend.
Divide the class into two teams. Ask one student
from each team to go to the front.
Whisper a plan in their ear: Im watching a flm
on Sunday.
Students have to draw the activity for their team
members to guess. The team that guesses frst gets
a point: Youre watching a flm. Use easy verbs
to draw.
At the end, review with students your plans for the
weekend based on the drawings on the board.
3 Match the phrases.
Ask What happens if you eat too much? Listen to the
different answers. When one of them matches the one
in the book, point it out on the page.
Explain the instructions and get students to complete
the activity.
Check it with them.
What do I think?
Give each student fve stars and fve dots.
Display the Self-Evaluation Table (see Preparation). Ask
students to copy the table into their notebooks.
Ask students to decide which activity they liked the
best. They should glue their fve stars accordingly. If they
did not like an activity, they should glue a dot.
Check which activity of Unit 2 was the most liked and
the least liked.
Take the most liked activity from Unit 2 and ask
students what was the most exciting or interesting
thing about it.
Discuss what things they have learned and what their
favourite word was.
Write a list of the new words they learned on the board.
Ask them to give you some sentences with each.
Wrap-up
My World
Draw three circles on the board. In one write
Animals, in the second Protecting Earth, in the third
The Pirates of Blue Diamond Bay.
Ask students to tell you everything they remember
from the three sections, including new vocabulary.
1730060.indb 64 22/4/09 20:05:03
The Natural World
27 Lesson 12
1 Complete the sentences with the correct form of the verbs.
2 Look and complete the sentences.
3 Match the phrases.
1. If you heat water, a) you get fit.
2. If you recycle paper, b) you feel sick.
3. If you eat too much, c) you get wet.
4. If you exercise, d) you help the environment.
5. If you go out in the rain, e) you send an e-mail.
6. If you press this key, f) it boils.
Betty
12 years old
can swim 100 m
reads 25 books
a year
knows 200
English words
has got two sisters
drinks 1 litre of
water a day
knows 2 tricks
with a yoyo
1. is younger
than .
2. is a better
swimmer than .
3. reads as many
books as .
4. speaks English
better than .
5. has got more
sisters than .
6. drinks less
water than .
7.

isn't as skilled
with a yoyo as .
Cindy
14 years old
can swim 20 m
reads 25 books
a year
knows 500
English words
has got one sister
drinks 1.5 litres
of water a day
knows 9 tricks
with a yoyo
What (1) you
(do) this weekend, Ray?
I (2) (have) a party
on Friday night.
My friend Tina and I (3)
(buy) tickets for the concert on Saturday.
My grandmother (4) (visit)
us on Sunday, and I have got to make a cake.
I (5) (watch) DVDs with
my sister on Sunday evening.
are
doing
'm having
are buying
is visiting
'm watching
Betty
Cindy
Betty
Cindy
Betty
Cindy
Betty
Cindy
Betty
Cindy
Betty
Cindy
Betty
Cindy
1730060.indb 65 22/4/09 20:05:05
2
The Natural World
T27A
Grammar Module: Present Continuous
One of the uses of the Present Continuous is to talk
about future arrangements.
Subject + verb to be (present) + verb (ing)
On Saturday, Im visiting my aunt.
the fsh, the dolphins came.
MARK: How many dolphins were there?
KIA: About 20! They swam next to us and under us. It was
incredible!
MARK: It sounds great! What are you doing this morning?
KIA: Im going to Abu Dabab Bay to see green sea turtles!
MARK: And what about tomorrow?
KIA: Tomorrow, Im riding a camel up in the mountains.
MARK: Can you ride a camel?
KIA: I can try!
Assessment 2
Track 20
Listen and answer the questions.
SALLY: Hey, Michael! Tomorrows Saturday. Lets do something
together.
MICHAEL: OK. Have you got any ideas?
SALLY: How about going to the football game at my school?
MICHAEL: I dont know. Is it in the afternoon?
SALLY: At three oclock.
MICHAEL: But on Saturday, Im visiting my grandmother. Im
afraid I cant.
SALLY: Then lets go to the cinema on Sunday.
MICHAEL: That sounds better. Lets do that!
Assessment 2
Track 21
Listen and complete the Snake Facts.
ZOOKEEPER: Hello, everyone. Im going to talk to you this
morning about snakes. As you can see, snakes are long and
thin, very long and very thin. But what does their skin feel
like? Does anyone want to touch this snake and fnd out?
BOY: Uh OK. Oh, its skin feels cool, and its smooth and dry.
I thought it would be slimy.
ZOOKEEPER: What do snakes eat? Does anyone know?
GIRL: Animals like rabbits and mice.
ZOOKEEPER: Yes, youre right. Some snakes eat rabbits and
rodents like mice and rats. Others eat eggs. Snakes dont have
to eat very often. Some eat once a week; others eat only eight
or ten times a year. Another characteristic of snakes is that
they cant hear, and they cant close their eyes, either. They
sleep with their eyes open. Snakes live between 10 and 30
years, depending on the species.
Assessment 2
Answer Key
1 1. Its Friday. 2. She wants to go to a football game.
3. Its at three oclock. 4. Hes visiting his grandmother.
5. Theyre going to the cinema.
2 1. After; 2. Before; 3. When; 4., 5., and 6. Answers
will vary.
3 Across: under, down, into, across Down: over, up
4 long and thin; cool, smooth and dry; rabbits and
rodents; cant hear; cant close their eyes; sleep with
their eyes open; 10 to 30 years, depending on the species
5 Suggested answers: 1. longer 2. most aggressive
3. more sociable 4. biggest 5. as beautiful
6. as independent
(Answers will vary)
Worksheet 2
Answer Key
2 From top to bottom: hotter, the hottest; pretty, the
prettiest; more beautiful, the most beautiful; good, the
best; comfortable, more comfortable
Grammar Module: Adjectives (Comparative
and Superlative)
There are three forms of adjectives: positive degree,
comparative degree and superlative degree.
The positive degree takes as before the adjective
and as after it:
This stick is as long as this one.
The comparative takes than after the adjective.
Short adjectives take er.
Longer adjectives take more.
Youre older than me.
Youre more patient than me.
The superlative form for short adjectives adds est.
For longer adjectives we use most.
This hotel is the cheapest in town.
It was the most boring flm Ive ever seen.
There are some irregular adjectives: good, bad,
little, far.
Grammar Teaching Tip
Some two-syllable adjectives are followed by -er
or preceded by more. This can be confusing, for
example: lucky-luckier, modern-more modern.
Give students enough practice. You can do it by:
Playing games such as Bingo or Memory.
Using critical thinking techniques to help your
students understand the language. For instance:
1. Tom is taller than Richard, and Richard is taller
than Fred. Who is the shortest?
2. A train goes faster than a ship but not as fast
as an aeroplane. Which is the slowest?
3. It is hotter in Athens than it is in London; it is not
as hot in Oslo as it is in London. Which of the
three cities is the hottest? Which is the coldest?
Using diagrams and illustrations to help them to
compare different nouns.
Practice Book
Track 19
Listen and ll in the blanks.
MARK: Hello, this is Wildlife Radio, and Im here at the Red Sea.
Im talking to Kia. Kia, what did you do yesterday?
KIA: I went swimming with dolphins! Last week, I went
snorkelling with my mum. We swam underwater, and frst we
saw lots and lots of beautiful coral and fsh.
MARK: Was the water cold?
KIA: No. It was really warm. About 28 degrees. After seeing
1730060.indb 66 22/4/09 20:05:05
3
The Material World
G
r
a
m
m
a
r
Past Simple
He (worked for Thomas Edison).
What did (he invent)?
He didnt (make money).
Past Continuous
What (were you doing at six oclock last night)?
I was (doing my homework).
Interrupted Past
He was (looking under the professors bed)
when (he felt a pain in his leg).
First Conditional
If (you travel faster than the speed of light,
you will get younger).
Passive Voice
It is (made of metal). They arent (made of
plastic).
V
o
c
a
b
u
l
a
r
y
Materials
cloth, cotton, glass, metal, paper, plastic, rubber, wood
Inventions and Science
blade, botanist, dam, engine, genius, geothermal,
heat, hydroelectric, lightbulb, panel, pipe, powercut,
pump, research, speed of light, turbines, inventor,
electricity, electronic
Adjectives
amazing, disappointed, envious, excited, sharp,
strange, terrifed
Verbs
frighten, light, rise, scare, pull, push, rescue, break into,
search, shout, press
Others
coastguard, feather, hobbies, optimist, tower, thief,
gadget, robot pet, evidence, valuables, pain, pessimist,
shopping
F
u
n
c
t
i
o
n
s
- Writing a mini-biography
- Talking about consequences
- Describing an object
- Writing a story
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
Accepting Consequences
(page T32)
The Material World (page 102) Mathematical Intelligence (page T29)
Interpersonal Intelligence (page T33)
Verbal-Linguistic Intelligence (page T36)
T27B
1730060.indb 67 22/4/09 20:05:06
Lesson 1 28
The Material World
1 Read the text and complete the table.
2 Game: Who Am I?
3
A
He worked for Thomas Edison.
He didnt make money.
What did he invent?
on.
Read the text again and ask questions about Tesla.
What When Where Who Why
go born work for invent help be die
1856 1884 1893 1887 1943
was born
In Alternating
Current (AC),
electrons move
quickly back and
forth. It is easier to
send electricity long
distances. It is used
in our homes today.
Nikola Tesla was an
amazing inventor.
He was born in 1856
during an electrical
storm, and as an adult
he loved electricity.
In Direct Current
(DC), electrons
move only in one
direction. It is
difficult to send
electricity long
distances. It is
used in batteries.
A
C
/
D
C

F
a
c
t

F
i
l
e
In the 19th century, the
United States was the
land of opportunity
for inventors. So Tesla
emigrated there from
Europe in 1884.
In the United States, he
worked for Thomas Edison,
the inventor of the lightbulb.
Tesla invented alternating
current (AC), an incredible
new kind of electricity.
Edison, however, was envious
of the young man. They had
an argument and Tesla left.
At first, Tesla couldnt get another job. Then a rich
man named Westinghouse invested in his ideas.
In 1893, Tesla and Westinghouse illuminated the
Chicago World's Fair. After the fair, many people
wanted to use Teslas new AC electricity.
Tesla started his own laboratory in 1887, and
his inventions included radio, laser beams and
robotics. Many people witnessed his extraordinary
electrical experiments. All the newspapers wrote
about him, and he was friends with famous people.
Tesla didnt make money from his ideas. He died
in 1943 alone, poor and almost forgotten by
the world. Imagine life without his inventions. No
radios, no telephones, no street lights, no factories!
He was a superstar!
emigrated from
Europe to US
Telsa and Westinghouse
illuminated the Chicago
World's Fair
started his new
laboratory
he died
1730060.indb 68 22/4/09 20:05:08
T28 Lesson 1
1 Read the text and complete the table.
Tell students that the text is about a man called Tesla.
Ask students to read the text silently. Ask Who was
Tesla? What did he invent? Who did he work with?
Let students complete the table.
Check answers with the whole class.
Read the AC/DC Fact File aloud. Explain that the
electricity we use in our homes today was not invented
by Thomas Ed ison, but by Tesla. Ask What happens
to electrons when we use DC power? Whats the
disadvantage of DC power? What happens to electrons
when we use AC power? Whats the advantage?
Vocabulary Game
Write the word electricity on the board. Tell students
that they have to use the letters in the word to make
other words. They can use the letters in any order, but
they cannot use any letters that are not in the word.
Give students a few examples: tree, try, cry.
Elicit students words and write them on the board:
lit, tie, city, tricycle, tyre, circle, elite.

Read the text again and ask questions about Tesla.

Ask students to underline the past simple verbs in the
text: was, loved, emigrated, worked, invented, had, left,
couldnt, named, invested, illuminated, wanted, started,
included, witnessed, wrote, died.
Write the verbs on the board.
Ask individual students to come up and underline the
regular verbs, and circle the irregular ones.
Write didnt and ask students how it is used: Does did
indicate the past or the future? What happens to the
main verb when we use did in questions?
Remind them how to form questions using the auxiliary
did, and what happens to the verb to be.
Students write six questions about the text with the
words in the box: Where did Tesla go in 1884?
Divide the class into pairs. Let them close their books
and ask each other their questions.
Vocabulary
Write the following on the board: genius, lightbulb,
current, argument, laser beam, electron, witness, light,
emigrate, illuminate, invest and envious.
Divide the class into pairs. Distribute dictionaries. Look
up the frst word with students and write the defnition
on the board.
Ask students to look up the remaining words. Ask
volunteers to write the defnitions on the board.
3
The Material World
Grammar: Past Simple: He worked for Thomas
Edison. What did he invent? He didn't make money.
Vocabulary: envious, genius, illuminate, lightbulb,
inventor, electricity
Materials:
3
A
, Student cutouts, dictionaries, glue,
construction paper, magazines, felt-tip pens, scissors
Extension
A World of Light!
Explain that even though Tesla and Edison had
differences, both are very important inventors and,
without them, we would not have electricity.
Divide the class into groups.
Give each group a situation: working in an offce,
studying at school, watching TV, cooking food, going
out at night, doing homework.
Distribute construction paper, magazines and
felt-tip pens, glue and scissors. Ask students to make
a poster showing the importance of electricity in their
particular situation.
Students illustrate their posters with magazine
cutouts and write sentences to explain their ideas.
Display the posters on the wall.
2 Game: Who Am I?
3
A
Distribute cutouts for Unit 3. Ask students to cut out
the Fact Files.
Divide the class into groups of six. Ask students to
shuffe their cards and take one.
Students ask each other questions in order to identify
the person on their classmates
,
cards: Was the person
a man or a woman? When was he/she born? What did
he/she do?
Wrap-up
Mini-biographies
Ask students to choose one of the people in their Fact
Files and write a mini-biography with the information
from the card and anything else they know.
Students write three questions under their texts.
Divide the class into pairs. Students exchange texts
and answer their partners questions.
Warm-up
Thomas Edison
Write Thomas Edison on the board. Elicit what
students know about this inventor. Explain that he
invented the lightbulb.
Ask students to count how many lightbulbs there
are in the classroom. Divide the class into pairs. Give
students a two-minute time limit to list as many
things that use electricity as they can.
Ask students to read out their lists. The pair with the
longest list wins the game.
1730060.indb 69 22/4/09 20:05:10
T29 Lesson 2
3
The Material World
Grammar: Past Continuous: What were you doing
at six oclock last night? I was doing my homework.
Vocabulary: world, electricity, electronic
Materials:
3
B
, Student cutouts.
1 Listen and ll in the blanks.
22
Read the title aloud. Ask Do you agree? Why?
Ask students to read the instructions. Read the
incomplete sentences and students guess the missing
information.
Play Track 22. Students listen and complete the sentences.
Check answers with the class.
Students circle the sentences where the children were
not using electricity.

Match the pictures with the actions.

Point to the pictures and ask students to tell you what
the actions are: What's he doing? He's riding a bike.
Let them write the corresponding letter next to each
picture.
What were you doing?
Write the following questions on the board:
What were you doing at seven oclock yesterday
evening?
What were you doing at eight oclock?
What was your brother/sister doing?
What were your parents doing at nine oclock?
Students answer the questions in their notebooks.
Ask volunteers to share their answers with the class.
Write one student's answer on the board: I was
watching TV. Elicit the negative: I wasn't watching TV.
Elicit the difference between was and were.
Game: How well do you know your partner?
Tell students that they are going to try to guess their
classmate's morning routines.
Write on the board 6 to 9 a.m.
Divide the class into pairs. Students write yes/no
questions about their partner's morning routine, trying
to obtain as many affrmative answers as they can.
For each affrmative answer, students score a point.
S1: Were you having breakfast at eight oclock?
S2: No, I wasnt.
S1: Were you having a shower at seven oclock?
S2: Yes, I was.
Set a time limit, and then ask students to count their
points. The one with the most points wins.
2 Research how important electricity is today.
Point to the table and go through the activities with
students. Decide on a time of day in the afternoon.
Tell students that they have to walk around the room
asking their classmates the questions. They should put
a tick for every student that says yes.
Ask two students to demonstrate the activity.
S1: Were you watching TV at seven o'clock?
S2: Yes, I was.
If they ask a student all the questions and don't get
an affrmative answer, they should ask What were you
doing at eight oclock? They should make a note of the
answer.
Extension
Mathematical Intelligence
Pie Charts
Ask students to analyse the information from activity
2. Ask them to count how many students were doing
the same activity. Then ask them to make a pie chart
showing the different activities their classmates were
doing at the same time.
Show them how to use colours for each activity, and
how to divide a circle to show the answers.
Ask them to compare their pie charts and report the
fnal results to the class:
Yesterday at seven oclock, fve students were
watching TV, two students were eating and one
student was playing video games.
Warm-up
Spelling
Divide the class into two teams. Call a student from
one team to the board and give him/her a verb: eat.
The student writes the verb in its ing form. The other
members of the team can help him/her by spelling
it out.
Award one point if the word is written correctly.
Do the same with the opposing team.
Include verbs that double the last consonant or drop
the e, such as ride, swim and write.
Wrap-up
Memory Game
3
B
Students cut out the picture.
Divide the class into pairs.
Both students study the picture for one minute and
try to remember all the details.
Student A covers the picture and tells student B
everything he or she can remember about what the
people were doing: A girl and a boy were playing
tennis.
Student B can ask questions to help. There are 10
main actions in the picture. Student A gets a point
for each one he or she remembers.
Let them change roles and repeat.
Note: Ask students to save the picture for lesson 3.
1730060.indb 70 22/4/09 20:05:11
29 Lesson 2
The Material World
1 Listen and fill in the blanks.

22
Match the pictures with the actions.
2 Research how important electricity is today.
Time:
Were you
watching TV? doing your homework?
eating? playing video games?
drawing or painting? talking to your parents?
surfing the Internet? exercising?
What were you doing at
six oclock last night?
I was doing my homework.
t
a a video game.
b TV.
c to music.
d a picture.
e an e-mail.
f my teeth with
an electric toothbrush.
g a text message.
h to my friend on
the phone.
i my new bike.
I was playing
Its an electronic world!
We asked some students, What were you doing
at seven oclock last night?
We discovered that electricity plays an amazing
part in peoples lives.
i f
h
c a
g
e d b
I was watching
I was listening
I was painting
I was sending
I was reading
I was brushing
I was talking
I was riding
1730060.indb 71 22/4/09 20:05:13
The Material World
Lesson 3 30
1 Number the story in order. Listen and check.
23
3 Game: Interrupt Me. Make as many sentences as you can.
3
B
Lisa was listening to the radio when I fell asleep.
A Then Dean heard a shout. He ran to the
professors study. Jake was holding his arm
when Dean ran into the room. Gozo the cat was
sitting on the floor with a piece of Jakes jacket
in its mouth. Lets get out of here! said Dean.
B Weird parrot, said Jake. The living
room was full of strange objects and machines,
but Jake and Dean didnt see any money or
jewellery. They decided to look in different
rooms.
C Professor Boffin got home. He was
putting his shopping away in the kitchen when
he saw his pet robots holding the evidence.
Polly showed him two photos of the thieves.
Gizmo and Gozo had pieces of their clothes.
So Professor Boffin called the police!
D Professor Boffin lived in a strange
house with lots of electronic gadgets. He
went shopping yesterday and left his robot
pets Polly, Gizmo and Gozo in charge.
E Dean went to the professors bedroom.
He was looking under the professors bed when
he felt a pain in his leg. He jumped up and saw
a very strange metal dog. It was Gizmo. It had
a piece of Deans jeans in its mouth!
F When the professor was out shopping,
he had some unexpected visitors! Two
thieves, Jake and Dean, broke into the
professors house. They were looking for
valuables in the living room when they heard
a noise. It sounded like a camera. They
looked around and saw a metal parrot. It was
sitting on a computer. Then it closed its eyes
with a click and opened them again.
Professors pets catch thieves!
2 What was happening in the story?
He was looking under the professors
bed when he felt a pain in his leg.
5 4
2 3
6
1
1730060.indb 72 22/4/09 20:05:13
T30 Lesson 3
3
Grammar: Interrupted Past: He was looking under
the professors bed when he felt a pain in his leg.
Vocabulary: click, shopping, thief, gadget, robot
pet, evidence, valuables, living room, pain,
break into
Materials:
3
B
, Student cutouts, paper slips,
paper.
Preparation: Interrupted Past Slips. Write different
sentences in the interrupted past on separate slips
of paper: When you were sleeping, the phone rang.
When you were reading, you fell asleep. When
you were running, you fell down. When you were
playing tennis, you saw a famous flm star.
Extension
Mime the sentence.
Divide the class into two groups: A and B.
Write on the board: When you, you
Ask a member of each group to go to the front.
Ask them both to read the same Interrupted Past Slip
(see Preparation).
Each student mimes one of the actions.
Explain that the member of group A is miming the frst
action (for the when part of the sentence), and the
student from group B is miming the second part half of
the sentence. For example, whilst one student pretends
to be sleeping, the second student mimes a phone
ringing: When you were sleeping, the phone rang.
If students are having trouble, write clues on the
board, one at a time: phone, ring, sleep.
Once each sentence has been guessed, students
write it down. At the end, students hand in their
papers for correction. Award one point for each
correct sentence.
2 What was happening in the story?
Students describe what is happening in the pictures
using their own words, or words from the story. Each
sentence should have past simple, past continuous and
when: The professor was carrying his food when his
parrot showed him the evidence.
3 Game: Interrupt Me. Make as many sentences
as you can.
3
B
Ask students to cut out the scene. Divide the class into
small groups. One student says a sentence in the past
continuous about the scene: I was reading a book
The rest of the group has to complete the sentence
with actions in the past simple. These must refer to
something that is also happening or is about to happen
in the scene: when the ball hit the girl, when the boy
fell off the bike, when the girl woke up.
1 Number the story in order. Listen and check.
23
Read out the title of the story and let students predict
what the story will be about.
Write on the board: Professor Boffn, Jake, Dean,
Gizmo, Gozo, Polly. Students guess who the characters
are just by looking at the pictures.
Divide the class into pairs. Students read the scrambled
story and decide on the correct order. Encourage them
to use English to negotiate:
S1: I think number 1 is because
S2: I agree / I dont agree
Play Track 23. Students listen to the story and check
their answers.
Ask How did Gizmo and Gozo get the samples of the
thieves clothes? How did Polly get the photos? Why
were the thieves surprised at what they saw in the
house, and the pets? Did they take anything? What
do you think the police will do?
Interrupted Past
Ask students to underline the sentences in the
interrupted past in the text. Ask a volunteer to read the
sentence in the Star Language Box.
Warm-up
When the cats away
Tell students that you are going to leave the room for a
minute. Leave the classroom and come back suddenly.
Ask What were you doing when I came in? On the
board write the proverb: When the cats away, the
mice will play.
Elicit the meaning of the proverb. Ask students if
they think that it is true. Ask them to discuss other
situations where this proverb is true.
Write on the board When the teacher came in,
___ was _____. Students complete the sentence
in their notebooks and read it out.
Go over the sentences with the class and draw timelines
on the board to show the continuous action and the
interrupted action.
Explain the use of the past continuous. Elicit which
tense comes after when.
Wrap-up
Robot Pets
Ask students if they would like to have a pet such as
Polly, Gozo or Gizmo, and let them say which animal
they would choose, and why.
Divide the class into pairs. Students think of three
advantages of having a robot pet, and three
disadvantages.
Draw up a table on the board with students' ideas.
The Material World
1730060.indb 73 22/4/09 20:05:15
T31 Lesson 4
3
Grammar: Interrupted Past: What were you doing
when you got lost? Past Continuous, Past Simple.
Vocabulary: botanist, coastguard, engine, fash,
searchlight, shout, mobile phone, text message,
search, shout
Material: Paper.
2 Role play: Power cut
Ask students When was the last time there was a power
cut in your house? What were you doing? What did you
do after the lights went out? What was it like? What
did you feel? How long did it last?
Read out the instructions for activity 2.
Elicit the four questions that they have to ask.
Give students time to individually write some notes
answering the four questions. Encourage them to think
of unusual activities and people.
Divide the class into pairs and get students to ask each
other the four questions.
Invite some pairs to act out their dialogue in front of
the class.
Extension
News Report
Divide the class into pairs. Ask students to write a
news report about the powercut. Help them with
ideas and guidelines:
Yesterday at nine oclock, there was a power cut. We
asked fve people what they were doing and these
were their answers.
When the power cut occurred, .was (were)
with They (He) ... and then
Encourage students to write a descriptive paragraph.
Students exchange reports with another pair.
Ask students to read each others reports and correct
any mistakes they fnd.
Ask students to return the reports to the original
authors, look at their corrected report and make any
necessary changes.
Collect the reports and correct them yourself, or read
some of them aloud.
1 Match the pictures with the text messages.
Ask students to read the text messages and guess as
much as possible about the situations.
Encourage them to imagine what the people were
doing in each place, and how they got there.
Students match the texts with the pictures.

Listen and check your answers.

24
Play Track 24 and ask students to check their answers.
Elicit which words in the text messages gave them the
clues to fnd the pictures.

Listen again and complete the table.

Ask students to look at the phrases in the blue boxes.
Tell them to circle all the place names and underline all
the peoples names. Finally, they put a tick next to the
actions in the past simple.
Ask students to look at the table. Make sure that they
know who Tom, Anna, Vince and Karen are.
Play Track 24. Students complete the table.
Play the recording as often as necessary.
Ask extra questions to check comprehension:
What country was Tom visiting? What were the two
loud bangs he heard? Why was Anna in Spain? Did she
like diving from a boat? How many messages could
Anna send? Why? Where did Anna's father live? Who
found Anna? Who did Vince get lost with? What was
the weather like on the mountain? What was Karen's
profession? How many days was Karen lost? What did
she eat?
Questions
Ask students to cover the answers in their table and
describe what happened in each situation, using the
questions as prompts.
Warm-up
Dangerous Places
Elicit a list of dangerous places and possible
adventures from students.
Write the places on the board: the mountains,
the jungle, the sea. In a second column write the
possible adventures, accidents or problems for each
place: insect bites, getting lost, dangerous animals,
drowning.
Wrap-up
Being a Reporter
Ask students to imagine that they are reporters for a
famous newspaper.
Tell students to imagine that there was a fre at
school the previous day, and that they have found
out what different people were doing when the fre
alarm went off.
Ask students to walk around the class asking their
classmates what they were doing when the alarm
went off.
Ask students to report to you what they discovered
from their interviews.
The Material World
1730060.indb 74 22/4/09 20:05:17
The Material World
31 Lesson 4
1 Match the pictures with the text messages.
2 Role Play: Power cut
Imagine that there was a power cut in your town at eight
oclock last night. It lasted for two hours. In pairs, ask and
answer questions. Think about what you were doing, who
you were with, what you did and what happened next.
A: What were you doing when the electricity went out?
B: I was eating dinner with my family.
What were you doing
when you got lost?
Tom Anna Vince Karen
What were they doing?
Where were they?
Who did they contact?
How did the rescuers find them?
Listen and check your answers.
24
Listen again and complete the table.
climbing a mountain studying plants
in the jungle
on a mountain father
b
o
yfrie
n
d

they saw a ash
riding in a boat
driving home
in the desert
in the sea
a friend
brother
they heard a shout
they used a searchlight
they used a plane
A Snowstorm.
We r up Mt Eiger.
Need helicopter.
B Emergency.
Engine stopped.
Near Cdiz.
C Get help.
Lost in jungle.
Am near camp.
D Lost in desert.
Emergency.
Get help!
B
A C
D
driving home riding a boat climbing a mountain studying plants
brother father a friend boyfriend
in the desert in the sea on a mountain in the jungle
they used a plane
they used a searchlight
they saw a ash they heard a shout
1730060.indb 75 22/4/09 20:05:19
The Material World
32
1 Take the quiz with a partner.
Be the Optimist and the Pessimist. How long can you continue the conversation?
2 Listen and complete the dialogue.
25
Lets the museum tomorrow. What if its ?
If its , we
on a bike ride.
What if its too ?
If it , we
at home, silly!
What if it
?
The Optimist
The Pessimist
If you travel faster than the speed
of light, you will get younger.
If its too , we
a barbecue.
1 You are in the desert. You will
stay cooler
a) if you wear dark clothes.
b) if you wear pink clothes.
c) if you wear white clothes.
2 You have got a kilo of feathers and a kilo of
sugar. If you drop them from a 60-metre tower,
a) the feathers will land first.
b) they will land at the same time.
c) the sugar will land first.
3 You are in a spaceship. If you
travel at almost the speed of light,
a) you will get old more slowly
than your family on earth.
b) you will stay the same age as
your family on earth.
c) you will get old more quickly
than your family on earth.
4 You are in a boat in a pool. There is a heavy
rock in the boat. If you throw the rock into
the pool,
a) the water level will rise.
b) the water level will go down.
c) the water level will stay the same.
5 You have got green, red, yellow
and blue ink. If you mix all the
colours together,
a) you will make black ink.
b) you will make white ink.
c) you will make purple ink.
How did you score? Give yourself five points
for each correct answer. Maximum score 25.
010 You need to concentrate more in
Science class! Dont worry, you can
improve.
1520 Not bad! You like Science and thinking
about the world around you.
25 Youre a genius! Are you a future
Einstein?
Lesson 5
visit closed
hot closed
'll go
hot
rains 'll have
rains
'll stay
1730060.indb 76 22/4/09 20:05:19
T32 Lesson 5
1 Do the quiz with a partner.
Read the questions aloud and clarify vocabulary.
Explain that in question 2, the sugar and the feathers
are in the same-size bags; the feathers are compacted.
Divide the class into pairs. Students discuss the answers
and choose the one they think is correct.
Go over the answers, with pairs explaining their
answers and why they think that they are correct.
Check answers, explaining when necessary.
Ask pairs to add up their scores.
Answers:
1c White refects heat, so it isnt absorbed and you stay
cooler. Black absorbs heat and will make you hotter.
Pink will absorb some heat and isnt as effective as
white.
2b Both are the same weight, so they will land at the
same time, but the feathers must be compacted so
there is no air in them, which would create resistance
and slow them down.
3b According to the theory of relativity, an astronaut
travelling near the speed of light will not get old as
quickly as people on Earth.
4b When the rock is in the boat, its weight pulls the
boat down, causing an equivalent weight of water to
be displaced. If the rock weighs fve kilograms, then it
displaces fve litres of water. When you drop the rock
into the pool and it sinks to the bottom, it displaces
only its volume of water. If the rock is one litre in
volume then, when it is out of the boat, it will only
displace one litre of water.
The boat without the rock will displace less water than
is displaced by the rock at the bottom of the pool, and
the water level in the pool will go down.
5a If you mix all the colours together, you get black.
Inks block various colours of light, and only the colours
that are NOT blocked are refected from the paper to
your eyes. So all the inks mixed together will block all
the colours, leaving no colour, or black.
If
Write on the board: You will stay cooler if you wear
white clothes. Show students how even if you change
the order of the clauses you still use the same tense: the
condition takes the present simple; the result takes will.
Students write the other three conditional sentences
from the quiz in their notebooks.
2 Listen and complete the dialogue.
25
Go through the dialogue and ask students to guess
what could go in the blanks.
Play Track 25 as many times as necessary.

Be the Optimist and the Pessimist. How long can

you continue the conversation?
Divide the class into pairs.
Ask students to role play the continuation of the
dialogue until they run out of ideas.
Invite some volunteers to role play their dialogue in
front of the class.
3
Grammar: First Conditional: If you travel faster
than the speed of light, you will get younger.
Vocabulary: feather, ink, optimist, pessimist, rise,
speed of light, tower
Material: Ball.
Extension
Values Syllabus
Accepting Consequences
Ask students to think about things that can have
negative consequences. Discuss the dangers of
smoking, drinking alcohol and driving, or not
studying for an exam. Emphasize the importance
of taking responsibility for the consequences of our
actions and for the decisions we make.
Divide the class into small groups. Each group
chooses a potentially harmful situation and decides
what negative consequences it could have.
Groups write their ideas in their notebooks and then
present them to the class. Encourage them to use
frst conditional sentences.
Warm-up
Einstein
Elicit what students know about Albert Einstein.
Remind them of the Fact File about him from lesson
1. Ask students to comment on other famous
scientists. Brainstorm discoveries and inventions that
have changed our lives.
Wrap-up
Conditional Ping-pong
Divide the class into two teams.
Teams stand in a line, facing each other.
Give the ball to a student from Team A. The student
starts a sentence with an If clause and then throws
the ball to someone on Team B.
The student on Team B has got to fnish the
sentence with a logical result. Then he/she
transforms his/her clause into a conditional and
throws the ball to someone from Team A.
S1: If I go to Europe, (throws ball to S2).
S2: Ill visit Italy. If I visit Italy, (throws ball to S3).
S3: Ill eat pizza. If I eat pzza,
If a student cannot continue, he/she is out. The
winner is the team with the most students left.
The Material World
1730060.indb 77 22/4/09 20:05:21
T33 Lesson 6
3
Grammar: First Conditional using When, As soon
as, After: When the lesson fnishes, youll eat one
kilogram of ice cream.
Vocabulary: press, pull, push, prediction, opposite
Materials: Index cards (2 per student), paper, hat.
Preparation: Conditional Strips: Write frst
conditional sentences on strips of paper: If it rains,
I'll take my umbrella. If I pass the exam, I'll go to the
cinema. If I see my granny this weekend, she'll give
me a present. Cut each strip in half at the comma (1
per pair of students).
1 Use Professor Bofns machine to nd out your
future.
Ask students to look at the illustrations. Ask them what
the girls printout says and how she got it.
Divide the class into pairs: A and B. Student A closes his
or her book and chooses a colour (red, green or blue), a
number (1, 2, 3, 4, 5 or 6) and a letter (A, B, C, D, E or F).
Student B tells the frst student the corresponding
prediction, according to his or her choices.
Go over an example with the class before they work
in pairs.
S1 chooses red, number 4 and the letter F.
T: After you fnish dinner, youll go to the beach.

Write predictions for your classmates.

Give each student two index cards.
Ask students to design a different set of options for the
numbers and the letters in Professor Boffn's machine.
On one card they write six situations: You go to the
beach. You fnish your classes. You are 20 years old. On
the other card they write six consequences: Youll go to
the moon. Youll cry. You'll fnd some money.
Ask students to stand up and walk around the classroom.
Clap your hands; students stop and form pairs. They then
each say a sequence: Blue, 1, C. The other student has
got to give the prediction according to his/her cards.
After some time, ask students to write in their
notebooks the funniest predictions they got.
Optionally, ask them to draw pictures of the predictions.
Conditional Words
Elicit some of the predictions and write them on the
board. Underline the expressions When, As soon as
and After.
Explain that the structure of these sentences is the same
as in a conditional where you use If.
Elicit what the difference in meaning is (when you use
when, as soon as or after, the conditional has a higher
degree of certainty).
2 Read the song and guess the missing words.
Ask students to look at the pictures and guess the
missing words. Ask them to write the words in pencil
next to each picture.

Listen and sing the song.

26
Play Track 26 and ask students to check their answers.
Play the track again and encourage students to sing
along.
Extension
Interpersonal Intelligence
Were different!
Distribute paper. Ask students to copy the following
sentences in their notebooks and circle the options
according to their opinion:
I prefer hot/cold weather.
I like loud/soft music.
I would like to live at the beach/in the forest.
I prefer juice/milk.
At a party, I like to dance/talk.
I think that cats/dogs are great.
Chocolate/vanilla ice cream is better.
Divide the class into small groups. Ask students to
discuss their opinions.
Ask them to pair up with the person who has got the
most answers that are different from theirs. Ask them
to write a song similar to the one in activity 2.
Encourage some pairs to sing or recite their versions
to the class.
Warm-up
Professor Bofn
Ask Do you remember Professor Boffn? What
happened to him? What pets did he have? What do
you think he has invented now?
Brainstorm possible answers and encourage
students to imagine what a scientist invents or tries
to discover.
Tell them that Professor Boffn has invented a
machine to discover ones future.
Wrap-up
Game: Find your partner!
Distribute Conditional Strips (see Preparation). Allow
students one minute to memorize their clause and
then collect the strips.
Students fnd the classmate with the other half of
their sentence.
Ask pairs to say their sentences aloud.
The Material World
1730060.indb 78 22/4/09 20:05:22
The Material World
33
1 Use Professor Boffins machine to find out your future.
The Opposites Song
If I , you will .
If I , you will .
Were opposites.
If I am , youll be .
If I write , youll write .
Were opposites.
If I , you will .
If Im , you will .
Were opposites.
If I say , youll say .
If I , you will .
Were opposites.
Were opposites.
And thats the reason that I like you!
When the lesson
finishes, youll eat
a kilo of ice cream.
FINALLY, PICK UP YOUR PRINTOUT HERE.
Lesson 6
When the lesson
finishes, youll ride on
an elephant.
As soon as the lesson
finishes, youll eat
1 kg of ice cream
.
After you finish dinner, youll get a present.
No, I wont!
Thats crazy!
Write predictions for your classmates.
2 Read the song and guess the missing words.
Listen and sing the song.
26
1730060.indb 79 22/4/09 20:05:24
The Material World
34
Read the article and write the types of power.
1. Water is used:

2. The sun is used:
3. Underground heat is used: 4. The wind is used:
Answer the questions.
1. Whats special about these types of energy?
2. Which kind of power do you think is the
most useful?
3. What other kinds of energy are used?
1 Listen and fill in the blanks.
27
Light from the sun is collected
with special solar panels.
Huge dams are built on rivers.
ted
2 Make your own wind gauge.

Solar Power. The sun is the oldest source of
heat. Today, it is used to make electricity.
Light from the sun with
solar panels. These are large panels on the
roofs of buildings. They turn the sunlight into
electricity. This electricity to
give heat and energy.
Hydro Power. Have you ever seen Niagara
Falls? Powerful, aren
,
t they? Weve used
river water for over 2,000 years to make
energy. Today, huge dams
on waterfalls. Turbines by the
falling water, and electricity .
It hydroelectric power.
Geothermal Energy. Did you know that 1.2
metres underground, the temperature stays at
about 12C all year round? Well, this energy can
be used to heat your home. Water
in underground pipes. Then the
warm water into your house.
It is used to heat the air.
Wind Power. Wind turbines look like giant
robots. They in wind farms.
The wind is used to turn the turbines, and
power is created. Obviously, wind turbines
in windy places. The largest wind
turbines in the world in Hawaii.
Their blades are as long as a football pitch!
Lesson 7
http://www.energy.edu
Measure the wind with a wind gauge.
1. Make a hole at the bottom of the cup and
insert the pencil. Attach the cup to a piece
of cardboard with plasticine.
2. Attach a cardboard square to each end of
the straw. Push a tack through the middle
of the straw and into the rubber of the
pencil. Mark a red dot on one of the sails.
3. Place your wind gauge outside. Count how
many times the sails spin in one minute.
You need:
a paper glass
a straw
construction paper
a pencil with
a rubber
plasticine
a tack
is collected
is used
are built
are turned
is made
is called
is pumped
are found
are placed
are located
Solar Power Hydro Power
Wind Power Geothermal Energy
is heated
1730060.indb 80 22/4/09 20:05:25
T34 Lesson 7
2 Make your own wind gauge.
Distribute materials.
Read the instructions with the class. Check that
students understand what they have to do.
Students follow the instructions to make the wind
gauge.
Take students outside, where there is wind. Get them to
measure wind for one minute.
Students report their results to the class.
Where does water come from?
3
Ask students what we use water for (to drink, to wash,
to wash clothes, to water plants, for crops, to swim in).
Ask How do we get water? Where does it come from?
How does it get to our taps?
Brainstorm ideas on the board and help students with
any vocabulary.
Display the poster. Elicit the process of getting water to
our taps.
Distribute poster cutouts. Ask individuals to read the
process written on their cutouts to the class and see if
they can work out the order.
Ask them to attach the process cutouts to the correct
places on the poster.
Then ask students to put the vocabulary labels on the
different items of the process.
3
Grammar: Passive Voice (present): Light from the
sun is collected. Huge dams are built on rivers.
Vocabulary: blade, dam, geothermal, heat,
hydroelectric, panel, pipe, pump, turbine,
underground, wind
Materials:
3
Poster and poster cutouts;
For each student: 1 paper cup or glass, 1 straw,
construction paper, 1 pencil with a rubber,
plasticine, 1 tack
1 Listen and ll in the blanks.
27
Ask students how they think electricity is made. Ask
them to list all the sources of electricity they know:
Electricity can be made from solar energy.
Play Track 27. Students fll in the blanks. Play the
recording as many times as necessary.
Check answers with the class. Make sure that students
have included the verb to be in their answers.

Read the article and write the types of power.

Students write the type of power next to each
description.
What is the Passive Voice?
Divide the class into four groups. Assign a paragraph
from the text to each group.
Ask students to underline the passive sentences in
their section.
Ask volunteers to write the sentences they found on
the board.
Elicit how the passive is formed.
Explain that we use this voice to emphasize the action
more than the subject.

Answer the questions.

Read the questions with the class.
Ask students to answer the questions in small groups.
Ask groups to report their answers and discuss them
with the class. Focus on the fact that none of the
electricity sources in the text causes pollution, and that
that is why they are called "green power."
Warm-up
Where does electricity come from?
Draw 11 dashes on the board, one for each letter in
the word electricity.
Play Hangman with students.
Discuss with students where electricity comes from:
Who makes it? Where is it made? How far does it
have to travel to get to your city or town? Is this
expensive? Do you always remember to turn off
the lights? Why?
Extension
Speed Writing
Divide the class into small groups. Explain that you
will tell them what to write.
The frst group to fnish shouts Stop! If correct, they
score a point for every word.
The categories are:
Write three places where you can fnd water.
Write the names of the four types of power.
Write two new words you learned today.
Write four things you used to make your wind meter.
Write fve objects that use electricity.
Add other categories, if necessary.
Optional: Students can do the activity individually
instead of in groups.
Wrap-up
Water Dictation
Divide the class into pairs.
One member of each pair sits far away from the
poster. The other student runs and reads a part
of the process. Then he/she runs back and quietly
dictates what he/she has read to his/her partner.
When half of the text is written down, students
swap roles.
The frst pair to fnish writing the complete text on
the poster wins the game.
The Material World
1730060.indb 81 22/4/09 20:05:26
T35 Lesson 8
3
Grammar: Passive Voice (present): It is made
of metal. They arent made of plastic.
Vocabulary: cloth, cotton, rubber, wood, glass
Materials:
3
C
, Objects made from different
materials (paper, glass, cloth, metal, wood, rubber,
plastic), blindfold, box
Vocabulary Presentation
Display objects of different materials, one at a time.
Elicit what they are made of and write the name of
the materials on the board in columns: What's this
made of? Plastic.
1 Match the words with the pictures.
Ask students to identify the objects and match the
words with the pictures.
Point to the names of materials on the board.
Ask students to look around the classroom and tell you
objects made of each material.
Write them in the corresponding column.
Let them copy the lists in their notebooks.
2 Listen and identify the objects.
28
Read the list of mystery objects and make sure that
everyone understands them.
Ask Are there any of these objects in the classroom?
Do you own any of them?
Students work in pairs and write what each object is
typically made of.
Tell students that they will listen to some riddles. They
have to pay attention to what the objects are made of,
as well as their use.
Play Track 28. After each riddle, pause the recording
and get students to discuss the answer. If necessary,
play the recording again.

Write your own riddles.
Write the following cues on the board:
It isnt made of
Its made of
You dont use it to
You use it to
What is it?
Use the cues to elicit one of the riddles from the
previous activity and write it on the board.
Focus students' attention on the Star Language Box.
Elicit the rules for the passive voice.
Divide the class into pairs.
Students write a riddle for another object in activity 2,
using the riddle on the board as a model.
Students ask each other their riddle.
Game: Describe it!
3
C
Divide the class into small groups.
Ask students to cut out the picture cards in cutout 3C.
They place the cards face down on their desks.
One student picks a card and looks at the picture. He/
she uses two sentences to describe it, using the passive
voice: It's used by artists. It's made of wood. The rest of
the group tries to identify the object. The student who
does so correctly wins the card and describes another
object.
The student with the most cards wins the game.
3 Invent a cool object.
3
C
Ask students to create an object using the geometrical
shapes in cutout 3C.
Students glue their creation in their book.
Then they complete the sentences describing the object.
Call volunteers up to display their creations and read
their sentences.
Warm-up
Vocabulary Review
Write on the board 20 words that students have
learned recently: turbine, solar panel, waterfall,
feather, tower, ink, engine, searchlight, strange,
shopping, unexpected, click, genius, lightbulb,
current, argument, laser beam, electron,
witness, light.
Give students one minute to look at the list.
Then rub out the words.
Give students three minutes to write all the words
they can remember.
Divide the class into small groups and ask students
to help each other to complete the list.
Check spelling with the class.
Extension
Pictionary
Divide the class into two groups. Each group writes a
list of 20 objects.
A student from each group goes to the board.
Give him/her one of the words from the other teams
list. The student draws the word for his/her team to
guess. Repeat the procedure with the second team.
Award a point for every correct answer.
Wrap-up
Mystery Object
Put objects of different materials in a box.
Blindfold a student. Ask him/her to take an object
and guess what it is just by touch.
Students can ask the class yes/no questions to get
clues: Is it used to? Is it made of?
Repeat until all the students have participated.
The Material World
1730060.indb 82 22/4/09 20:05:27
The Material World
35
1 Match the words with the pictures.
3 Invent a cool object.
3
C

1. Use cutout 3C.
2. Glue your creation here.
1. It is made of .
2. It is found in .
3. It isnt made of .
4. It is used for .
5. Its a .

Write your own riddles.
Its made of metal.
They arent made
of plastic.
tal.
e
2 Listen and identify the four mystery objects.
28
wood metal paper rubber plastic glass cloth
Lesson 8
Mystery Objects
a mobile phone

cotton a penknife
an alarm clock a computer mouse a notebook
apples a paper clip a pair of trainers
a pair of sunglasses a magazine coffee
1
4
2
3
1730060.indb 83 22/4/09 20:05:29
The Material World
Lesson 9 36
1 Look at the picture. Why is Gina on the boat? What is going to happen?
2 Read the story and answer the questions.
29
Who
1. offered to let Gina go? 2. dreamed of becoming rich?
3. disappeared? 4. had a plan?
5. was working on her computer? 6. walked to the house?
Gina was standing on the deck of the sailing boat,
surrounded by the captain and his men.
What did you see? asked the captain.
Where did you look? asked the tall sailor with the ponytail.
Wheres the treasure? added the short sailor with the red face.
If you tell us, said the captain with a smile, well let you go.
I dont know anything about any treasure, Gina replied.
I didnt see anything.
But they didnt believe her.
The short sailor pointed at the sea and said, She was
swimming down there. I think thats where the treasure is.
The captain laughed. They all looked over the side of the boat
and dreamed of being rich. But when they turned back, Gina
wasnt there!
Back at the house, Jack and Melissa were
thinking hard.
How can we get Gina back? asked Melissa.
We've got to frighten them, said Jack.
If we scare them, theyll give Gina up.
But how can we do that?
I've got a plan.
Jack and Melissa were working fast on a plan
to rescue Gina. Melissa was downloading
sound effects onto her computer, and Jack
was sticking his poster of Wild Billy onto
a piece of wood, when they heard footsteps
outside.
It was Gina! She explained how she escaped.
While the pirates were looking over the side
of the boat, she climbed down into the water
and then swam away.
Melissa said, We've still got a problem.
As soon as they realize that you aren't on
the boat, theyll look for you.
OK, said Jack, we have to change our
plan. We can frighten them on land!
Episode 3
1730060.indb 84 22/4/09 20:05:30
T36 Lesson 9
Phrasal Verbs
Write the following phrasal verbs from the story on the
board: let go, turn back, give up, look for.
Let students look for the words in the text and then
invite them to try to explain what they mean.
Clarify their meaning, if necessary.
Ask studentst to write a new sentence in their notebook
with each phrasal verb.
Collect and correct sentences.
Act it out!
29
Divide the class into groups of six. Assign roles: Gina,
Jack, Melissa, the captain and two sailors.
Ask students to plan how to act out the story.
Play Track 29 and ask a group to act out the story in
front of the class.
Optional: Give students time to memorize their lines
and then act out the story without the recording (you
can read out the narrator's lines).
Repeat the activity with other groups.
3
Grammar: Past Simple Review: The captain
laughed. Past Continuous Review: Gina was standing
on the deck.
Vocabulary: deck, download, footstep, frighten,
ponytail, scare, rescue, stick, treasure
Material: Paper.
1 Look at the picture. Why is Gina on the boat?
What is going to happen?
Point to the picture and ask students to brainstorm
what is happening. Then ask students to predict what
will happen next: What do you think Melissa and Jack
will do? What would you do?
2 Read the story and answer the questions.
29
Play Track 29. Students follow along in their books.
Then they answer the questions in their notebook.
Go over the answers with the class.
Ask students more questions: What did the pirates think
Gina was looking for? Has she seen the treasure? How
did Gina escape? What do you think Jack and Melissa
are going to do with the poster and sound effects?
How do you think they can frighten the pirates?
Past Continuous Review
Students underline the sentences in the past continuous
in the text and copy them into their notebooks.
Divide the class into pairs. Students retell the story using
the sentences as cues.
Opposites
Dictate the following words from the story to students:
standing, men, tall, smile, anything, short, down,
laughed, all, rich, hard, can, outside, problem.
Students think of opposites for the words. If they don't
understand the meaning of a word, they should go
back to the text and try to deduce its meaning.
Go over the answers with the whole class.
Warm-up
Story Recall
7, 8, 17 & 18
Ask students about the story so far: Who did Jack,
Melissa and Gina talk to? Did they believe what
the men said about the water? What did Jack read
about The Blue Diamond? What did Gina do? What
did Gina see underwater? What happened to Gina
at the end of the last episode?
Play Tracks 7 and 8. Students follow episode 1 of the
story on pages 12 and 13.
Then play Tracks 17 and 18. Students follow episode
2 of the story on pages 24 and 25.
Extension
Verbal-Linguistic Intelligence
The Captains Diary
Ask What do you think the name of the captain is?
Why is he looking for the treasure? Do you think he
is a bad person? Why? How do you think he feels
about Ginas disappearance? What do you think hes
going to do?
Distribute paper.
Students write the diary entry of that day for the
captain.
Remind them to write the date above the diary entry.
Tell them that a diary is written in the frst person and
includes the events of a day, but also the feelings of
the person writing.
Encourage them to add what they think the captain
will do.
Collect diary entries and correct them. Read some of
them at random, or ask volunteers to read out
their work.
Wrap-up
Predicting
Ask students to write two ideas about how the
children can frighten the pirates on land, using their
notebooks.
Ask them to read their ideas aloud.
Discuss with the class which ideas they think are the
most likely.
The Material World
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T37 Lesson 10
3
Grammar: Past Simple: They all heard a strange
sound. Past Continuous: They were playing with
the computer.
Vocabulary: beard, breathing, guy, knife, land,
laugh, sail, set, sharp, shore, terrifed
Materials: Lists of items, prizes.
Preparation: Treasure List: Write a list of 10 silly
and hard-to-fnd items in the school:
an old magazine, a piece of wool, an ant, a shoe, the
headteachers signature, a red crayon, a ring, etc.
Make a copy for each team.
1 Read the story and answer the questions.
30

Ask students to look at the picture and predict why the
pirates are running away.
Play Track 30 while students follow along in their books.
Divide the class into pairs. Then ask students to answer
the questions.
Discuss the answers with the class.
2 Work in pairs. Answer the questions.
Write on the board: If you don't, my men will
Divide the class into pairs. Students write three possible
endings to Captain Bloods sentence.
When students call out the endings, write them on
the board.
Get the class to vote on the best ending.
Discuss question number 2 with the whole class.
Treasure-Story Hunt
Write the following defnitions on the board:
Not light
The hair on the cheeks and chin of a man
Grains of disintegrated rock
Shouting loudly
Giving off bright light
Very frightened
Came to shore
Another word for "man"
Not publicly known
Pulling something along the ground
Making the air move
Making sounds that express happiness
Ask students to fnd the words for the defnitions in
the text.
Students then copy each word with its defnition
into their notebooks.
Extension
School Treasure Hunt
Divide the class into teams. Give each team a small
prize such as some chocolate. Each team hides the
treasure somewhere in the school and then write
clues to lead other teams to the location where the
treasure is.
This is another variation:
Divide the class into small groups. Give each team a
copy of the Treasure List (see Preparation).
Set a time limit. The groups have got to fnd as many
of the items as possible.
When the time is up, all the teams return to the
classroom and report their results.
The team with the most items from the list is
the winner.
Warm-up
Run to the board.
Divide the class into two teams. Divide the board in
half, one for each team.
On slips of paper, write two sets of numbers that
match the number of students in each group: for
example, two sets of numbers 114.
Give each team one set of numbers.
Students cannot say what number they have got.
Ask a question from the story in lesson 9. Call out
a number. The two students who have got that
number (one from each team) run to the board and
write the answer.
Award one point for each correct answer, and an
extra point for fnishing frst.
Wrap-up
My Opinion
Ask students questions to review the complete story:
Who are Jack, Melissa and Gina?
What are they doing in Blue Diamond Bay?
What did they discover?
What did they do?
What happened to Gina?
How did they frighten the pirates?
Ask students to write three sentences giving their
opinion of the story. Give them guidelines of what
they can write:
My favourite character was I think the pirates
I didnt like that My favourite part was when
Ask some students to read out their opinions.
The Material World
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The Material World
37 Lesson 10
1 Read the story and answer the questions.
30
1. What did the captain want to do?
2. What did the sailors see?
3. What did the sailors hear?
4. Were Captain Blood and his pirates really there?
5. What was Melissas plan?
2 Work in pairs. Answer the questions.
1. How does Captain Bloods sentence finish?
2. Will the children find the treasure? If they find it, what will they do?
The sun was setting when the sailors
landed on the shore. They pulled their
motorboat onto the sand. Then the captain
said, Come on, you men. Lets find those
children.
It was quiet and dark under the trees. They
couldnt hear anything only their own
breathing. Then the short sailor saw a
pirate with a black hat and a long sword.
The tall sailor saw another pirate with a
red beard and a sharp knife. Next, they all
heard a strange sound. It was like the wind
blowing the sails of an old ship. And then
they heard a voice, a terrible voice
My name is Captain Blood. Keep away
from my treasure. If you dont, my men
will
They didnt wait to hear how the sentence
ended. The captain and his men screamed
and ran back to the beach. In 10 minutes,
they were on the sailing boat. After 20
minutes, Blue Diamond Bay was shining
in the light of the red sun. And the boat
was gone.
Later that day, Melissa, Gina and Jack
were playing with the computer and
listening again to Captain Bloods
message. Gina laughed.
It was incredible! They were terrified!
Wild Billy the Pirate was great, too,
said Melissa, pointing at Jacks posters.
Then they heard a car drive up to the
house. The front door opened, and Jack
and Melissas mother called out,
Hi, everyone!
Jack looked at the others.
Are we going to tell them? he asked.
Melissa shook her head.
Lets keep it a secret. Well tell them
tomorrow if we find the treasure!
1730060.indb 87 22/4/09 20:05:36
The Material World
Lesson 11 38
1 Work in pairs. Look at the pictures and tell the story. Use the words in the box.
1 He was playing The post arrived There was a letter for him
2 He opened the letter He read
3 He was excited He sent a text message to his friend Suzy She was eating
4 Suzy sent a text message back She wrote
5 The next day at school, All the friends had their letters
6 They made They had fun
Write the story.
Tips
Think about these questions:
Who is Jeremy? Where does he live? How old is he? What are his hobbies?
Open your story with some information about your character:
Jeremy was from Canada. He lived in Vancouver with his mother,
father and two brothers. He loved playing video games.
Then start the story with:
One day, Jeremy...
Think about the feelings of the characters:
Jeremy was very excited/disappointed
Think of a conclusion:
This is better than winning a prize, said Jeremy!
2 Write a short story of your own.
1730060.indb 88 22/4/09 20:05:36
T38 Lesson 11
1 Work in pairs. Look at the pictures and tell the story.
Use the words in the box.
Planning
Ask students to look at the pictures. Tell them that they
are all from the same story.
Read out the prompts for each section of the story.
Divide the class into pairs.
Encourage students to tell each other the story using
the past simple and the past continuous.

Write the story.
Writing
Read through the tips, adding ideas to help students
see the importance of adding extra information.
Emphasize the importance of a good opening, including
information about the character.
Allow time for students to write their stories.
Revising
Students read through what they have written and
go back to the tips. Ask them to check that they have
followed all the tips thoroughly. Encourage them to
expand their work as necessary.
Divide the class into pairs. Give students a copy of the
Sample Story (see Preparation). Students read the story
and suggest how it could be improved. They can do
corrections directly on the paper and add paragraphs or
sentences it they need to.
Editing
Ask students to read through what they have written
and check their work for spelling, grammar, punctuation,
subject-verb agreement and sentence structure.
Divide the class into pairs. Pairs read their stories to
each other, and check if they have got any mistakes or
confusing sentences.
2 Write a short story of your own.
Ask students to choose a different way of winning a
prize. Ask the following questions and get students to
take notes on a sheet of paper:
Where were you?
What were you doing?
How did you receive notifcation of your prize
(the radio, a letter, an e-mail, in person, during a raffe)?
What did you win?
Was it real?
How did you feel?
What did you do with the prize?
Students write a story with their notes.
3
Grammar: Past Simple and Past Continuous Review.
Vocabulary: disappointed, excited, prize
Materials: Paper, felt-tip pens, index cards (6 per
student).
Preparation: Sample Story. Copy the following
story on a sheet of paper. Make 1 copy per student:
Jeremy lived in Chicago with his mother. He loved
playing computer games. One day, he was playing a
game when the post arrived. There was a letter for
him. Jeremy opened the letter and read, You are
our winner. The prize is 50.
He was very excited. So he sent a text to his friend
Suzy. Hi, Suzy! I got a letter this morning. Ive won
a prize!
Suzy was eating pizza when the message arrived.
After she fnished her pizza, Suzy sent a text back.
She wrote, Hi, Jeremy. We all got the letter!
It isnt true!
The next day at school, Suzy and Jeremy saw their
friends. They were all holding their letters.
They made paper aeroplanes with the letters. They
had fun! This is better than winning a prize!
said Jeremy.
Extension
Layout and Final Draft
Ask students to divide their story into six scenes.
Give each student six index cards (see Materials).
Students illustrate each part of their story on one of
the index cards, like a story from a book.
Students write their work out again. Ask them to
focus on neat handwriting and headings.
Divide the class into pairs.
Student A tells his/her story.
Student B arranges the cards in order according to
what his/her partner is saying.
Students swap roles.
Warm-up
How to Get a Prize
Write the following letters on the board: i-e-r-p-z.
Students unscramble the letters to make the word
prize.
Elicit ways in which you can win a prize: a raffe,
calling a radio station, sending in the packaging of a
product, the lottery, winning a poetry contest, etc.
Elicit which prizes are offered most frequently:
money, tickets for a concert, trips.
Wrap-up
Reading our Stories
Ask for volunteers to read their stories aloud.
Praise all students for their effort.
Collect their stories to correct and help students
with spelling and grammar.
The Material World
1730060.indb 89 22/4/09 20:05:40
T39 Lesson 12
3
Grammar: Review of Interrupted Past,
First Conditional and Passive Voice.
Vocabulary: Key vocabulary from the unit.
Materials: Paper slips,
3
Preparation: Consequence Slips: Write 10
consequences on separate paper slips, using the
Past Simple: The phone rang, My mother arrived.
Extension
Water in Your Home
3
Divide the class into two teams.
Two students, one from each team, go to the board.
Elicit information about the poster, reviewing
vocabulary and passive voice sentences.
The students point to the correct part of the poster
to get a point.
Show me sludge.
Which is the flter?
In this illustration, water is sucked by big pumps.
Chemicals are added to the water.
1 Complete the e-mail with the correct form
of the verbs.
Ask students to frst read the incomplete e-mail to get a
general idea of what it is about.
Do the frst example with the whole class.
Students complete the rest of the activity individually.
Check answers as a class.
2 Match the phrases.
Write on the board If my parents
Look at the cartoon. Elicit a sentence from the class:
If I pass my exam, my parents will buy/give me
a bicycle. Ask students to complete the frst sentence
by drawing a line between the two sentence halves.
Then students complete the activity.
Ask them to check their answers in pairs.
3 Complete the sentences with these verbs
in the correct form.
Ask students to look at the picture of the chocolate tree
and the bars of chocolate. Elicit the answer to the frst
sentence: Chocolate is made from the seeds of a tree.
Students complete the sentences.
Ask volunteers to write their answers on the board.
Check spelling and the correct use of the passive voice.
Warm-up
Whisper the ending.
Divide the class into two teams.
Ask each team to stand in a line.
Write on the board the beginning of a sentence
for example, I was sleeping when
The frst student in each line takes a Consequence
Slip (see Preparation) and reads the ending. Then he/
she whispers the consequence to the next student
in the line, and so on, until the complete sentence
reaches the last student in the line, who says it out
loud. If it matches the original sentence, the team
scores a point.
Repeat several times.
Wrap-up
What did I learn?
Copy the following table on the board.
Students write a new word or interesting piece of
information for each lesson.
Activity
New words/new
information
The genius who lit the
world
Its an electronic world!
Professors pets catch
thieves!
Texting for help
How scientifc are you?
Professor Boffns
predictometer
The Opposites Song
Green power
Make your own wind
gauge
The Pirates of Blue
Diamond Bay
The Material World
Teaching Tip
Reinforcing New Vocabulary
To reinforce vocabulary, try the following activity:
Send several students to the board. Say a silly
sentence and ask them to illustrate it. The sentence
should be very silly so that students must understand
the individual words to know what to draw. They
shouldnt be able to deduce the meaning from
context. For example, My sister saw a hungry
tortoise. I like to eat expensive jumpers.
1730060.indb 90 22/4/09 20:05:42
The Material World
39 Lesson 12
1 Complete the e-mail with the correct form of the verbs.
2 Match the phrases.
3 Complete the sentences with these verbs in the correct form.
use play recycle eat make speak grow nd
1. Chocolate from the seeds of a tree.
2. Computers in our school.
3. Volleyball inside.
4. A lot of pasta in Italy.
5. Portuguese in Brazil.
6. Coffee in Mexico.
7. Glass and plastic in this factory.
8. Rainforests along the equator.
1. If I pass the exam, a) if her mum drives to my house.
2. If it doesnt rain, b) well have a picnic.
3. If you like salsa music, c) my parents will buy me a bike.
4. If Claire comes to the party, d) Ill help to cook dinner.
5. They wont get fit e) shell get a good job.
6. She wont go on the bus f) Ill buy you that CD.
7. As soon as I finish my homework, g) if they dont exercise.
8. When Angie finishes university, h) Ill tell her that I like her.
Hi, Chris,
What a day! I (sleep) when my alarm clock woke me up at 6:00 a.m.
Then we (have) breakfast when the post arrived. There was a letter
from my teacher telling my mother that I needed to study more!
I (walk) to the bus stop when it started to rain. I was very wet when
I got on the bus! The bus went past your house. Who you
(talk) to when I (see) you on your street?
The sun (shine) again when I got to school. My friends
(play) cricket. I played with them, too. Then it was my turn
with the bat. Bad news! My teacher (correct) homework when I
(hit) the ball through her window. She wasnt very happy!
was sleeping
were having
was walking
saw
were playing
was correcting
hit
were talking
was shining
is grown
are used
is played
is eaten
is made
are recycled
are found
is spoken
1730060.indb 91 22/4/09 20:05:45
3
T39A Review Page
Grammar Module: Interrupted Past
We use the Interrupted Past to indicate that a longer
action in the past was interrupted. The interruption
is usually a shorter action in the Simple Past.
When her phone rang, she was taking an exam.
Jerry was washing up when he dropped a
plate.
Grammar Module: First Conditional
Use if + the Present Simple to talk about events in
the future which are likely to happen. Then use the
future (will) for the result.
If you go to England, youll learn English.
Grammar Teaching Tip
It is important that students understand the
difference between Active Voice and Passive Voice.
These are ways to help them to see the difference:
Write on the board Tea is sold in England. Ask
Who sells it? (We do not know, but it is not
important). Therefore, the Passive is used. If it
were important, we would say Mr Todd sells tea.
Explain that in the Passive Voice the subject
receives the action. Show students inanimate
objects and write sentences about them:
I paint a picture. The picture is painted.
Get students to analyse the fnal credits of a flm
or the credits on a CD. Everything is in Passive
Voice: directed by, composed by, etc.
Practice Book
Track 31
Listen and number the pictures.
DETECTIVE: So, Sylvia, where were you when the thief came into
your house?
SYLVIA: I was upstairs, in my room.
DETECTIVE: What were you doing?
SYLVIA: I was sitting on my bed doing my homework when I
heard a big bang.
DETECTIVE: What did you do?
SYLVIA: I called out, Mum, are you OK? I thought it was
my mum!
DETECTIVE: Where was your mum?
SYLVIA: She was in the garden.
DETECTIVE: How do you know?
SYLVIA: Well, when I looked out of my window, she was
watering the plants.
DETECTIVE: So what did you do then?
SYLVIA: I walked out of my room and went downstairs. Whilst
I was going downstairs, I saw a man in the hall! I ran back
upstairs very quickly. I was really scared!
DETECTIVE: Did you go back into your room?
SYLVIA: No, I didnt. I went into the bathroom and locked the
door. There isnt a lock on my bedroom door.
The Material World
DETECTIVE: What did you do in the bathroom?
SYLVIA: I called my mum on my mobile phone! I told her that
there was someone in the house.
DETECTIVE: What did she do?
SYLVIA: She left the garden, but whilst she was walking into the
house, the man ran out of the front door!
DETECTIVE: Did he take anything?
SYLVIA: Yes, he did! He took my camera, my mums computer
and my brothers CD player!
Assessment 3
Track 32
Listen and complete the table.
REPORTER: So, what were you doing when the power went out?
JENNY: It was horrible! I was writing an e-mail and I lost all the
information.
NICK: I was playing football outside, so I didnt mind. It wasnt
too dark, and I scored a goal!
REPORTER: And what about you?
SUSAN: I was watching TV. I couldnt watch the end of my
programme!
TOM: For me, it was terrible! I was trying to study for my Maths
exam. Im sure Im going to fail!
REPORTER: Didnt you have any candles at home?
TOM: I didnt think about that! So I decided to sleep.
Assessment 3
Track 33
Listen and number the sentences in order.
Cacao is cultivated in tropical climates, like in Brazil and
Nigeria. The beans are placed on large wooden boxes and they
are left to ferment for several days. After fermentation, beans
are dried, then packed and shipped to factories. Once in the
factories, the beans are cleaned. Then they are roasted in
large drums. When the outer shell is removed, the inner part
is melted. This paste is called chocolate liquor. From this paste
we get chocolate in its different forms.
Assessment 3
Answer Key
1 Jenny was writing an e-mail. She lost the information;
Nick was playing football. He scored a goal; Susan was
watching TV. She couldnt watch the end of a
programme; Tom was studying for a Maths exam.
He went to sleep
2 1. was swimming / saw 2. got / was snowing 3. was
skiing / broke 4. were leaving / rang 5. was playing / arrived
From left to right: 5, 1, 2, 4, 3
3 1. If she goes by ship, itll take her one week. 2. If she
goes by train, itll take her 14 hours. 3. If she goes by
bus, itll take her three days. 4. If she goes by plane, itll
take her six hours.
4 From top to bottom: 2, 3, 5, 1, 4
5 1. is used 2. is made 3. are combined 4. is moulded
5. are sold
Worksheet 3
Answer Key
1 2. We were singing a song. 3. Richard was swimming
in the river. 4. The cat was sleeping. 5. They were
writing a letter. 6. It was raining.
3 1., 3., 5., 7. is made/Answers will vary. 2., 4., 6. are made/
Answers will vary.
1730060.indb 92 22/4/09 20:05:45
G
r
a
m
m
a
r
Present Perfect
He has (done some incredible journeys).
Ive (ridden a horse). I havent (won a
competition). Have you ever (fown in
a plane)? Yes, I have. /No, I havent.
Reported Speech
She said that (summer camp was fun).
She said that (he was making
a documentary). He asked (where he
was from).
She told us (to talk to the other children).
V
o
c
a
b
u
l
a
r
y
Personality Adjectives
adventurous, clever, competitive, disorganized,
enthusiastic, friendly, hardworking, lazy, organized,
serious, shy, silly
Past Participles
been, caught, driven, eaten, fown, gone, held, made,
met, ridden, run, spoken, slept, sung, swum, taken
Sports
rucksacking, climbing, canoeing, hiking, ice-skating,
mountain biking, rock climbing, sailing, skateboarding,
surfng, waterskiing, white-water rafting
Middle Ages
armour, barrel, court, helmet, lance, Sir, tent
Camping
bruise, cabin, canoe, camp leader, hill, kit, overnight,
paths, roads, roommate, rucksack, sign up, sweatshirt
F
u
n
c
t
i
o
n
s
- Describing personality
- Expressing experiences
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
The Code of Chivalry (page T49) My Sports Hero (page 104) Musical Intelligence (page T44)
Intrapersonal Intelligence (page T46)
4
Experiences and Challenges
T39B
1730060.indb 93 22/4/09 20:05:46
Lesson 1 40
Experiences and Challenges
Jamel's job
the number of countries he has crossed
the total distance he has run
the hottest temperature he has felt
the things he carries
the number of hours he runs a day
1 Read the article and number the paragraphs.
1. Why does he run? 2. Who is Jamel? 3. What is his routine?
4. What has he done? 5. Where has he run?

Jamel Balhi is French. He was born in 1963
and today he lives in Paris. Hes a professional
photographer, but that isnt why hes famous.
Jamel is a runner. He started running in 1985.
During his life, he has run more than 450,000
kilometres and crossed 168 countries!

Jamel has done some incredible journeys.
He has run from Paris to Istanbul. He has run
across Australia. He has gone from Alaska in
North America to Tierra del Fuego in South
America (a distance of 24,000 kilometres). He has even
run around the world!

He has slept in many different places, from
Austria to Africa, and from Chile to China. He
2 Draw an Experiences Rucksack for Jamel and one for you.
Read the article again and find the following information.
He has done some
incredible journeys.
He has taken photos
in every country.
has run through snow and ice, and he has
experienced temperatures of 58C in West
China. He has taken photos in every country.

Jamel runs for six or seven hours a
day at a speed of 15 kilometres per hour.
He changes his running shoes every 2,000
kilometres. In his rucksack, he carries only
a photography kit, a pair of trousers, a
sweatshirt and a raincoat.

Jamel isnt a competitive runner. He
doesnt like racing against others. In fact, he
prefers running alone. He chooses to run on
roads because he meets new people. He says,
A stranger is a friend I havent met.
photography kit, pair of trousers, sweatshirt, raincoat
6 to 7
58C
more than 450,000 km
168
professional photographer
2
5
4
3
1
1730060.indb 94 22/4/09 20:05:48
T40 Lesson 1
1 Read the article and number the paragraphs.
Discuss with students what they think the man in the
picture does for a living and where he is from.
Read the fve questions aloud.
Students read the text and number the paragraphs.
Check answers as a class.

Read the article again and nd the following

information.
Divide the class into pairs. Ask students to read the
text again and complete the table by working out the
answers to the following questions:
How many pairs of trainers has he used?
How many hours does he run before he changes
his trainers?
What countries has he defnitely been to?
What countries has he probably been to?
Planning a Run
Divide the class into small groups.
Tell students that they are going on a long run across
Spain. Get them to plan the route and decide what they
are going to take in their rucksacks. It must not weigh
more than 5 kilograms.
Ask each group to tell the rest of the class their
possible route and the things they will take with
them.
2 Draw an Experiences Rucksack for Jamel and one
for you.
Distribute paper. Students draw a picture of a
rucksack with a fap that closes. Tell them that this is
an experiences rucksack and that it contains all the
things Jamel has done up to now.
Students write a list of Jamels experiences inside the
rucksack. Then they draw and cut out two shoulder
straps from paper. They glue the straps to the back
of the rucksack.
Elicit some of the students sentences: Jamel has run
from Paris to Istanbul. He has taken photos in every
country. He has slept in different places.
Ask students to make their own experiences
rucksack. If necessary, provide ideas for their
sentences: something strange they have eaten,
a place they have visited, a sport they have
participated in, a special person they have met.
Focus students attention on the Star Language
Box. Read the sentences aloud. Elicit the verb tense
(present perfect) and remind students that it does
not tell us when a person did something; what it tells
us is that at some point in the past, that person has
had an experience.
4
Experiences and Challenges
Grammar: Present Perfect: He has (done some
incredible journeys).
Vocabulary: ice, kit, journey, road, routine,
rucksack, speed, stranger, sweatshirt, competitive;
past participles: run, made, gone, slept, taken
Materials: Paper, coloured pencils, felt-tip pens.
Extension
My Experiences Rucksack
Divide the class into small groups.
Students share their experiences rucksacks with
their group.
In a report-back session, ask students to share
some interesting things they have discovered
about their classmates. Elicit the correct form of
the sentence: He/she has
Finish by telling students how different all the
experiences are, because actually we are all
different, and thats what makes life exciting!
Warm-up
Measurements
Dictate the following words and phrases to students:
month, second, kilometre, degrees Celsius, hour,
centimetre, kilogram, litre.
Ask students what each expression measures
(time, distance, liquid, weight, temperature). Then
Ask them to write a defnition for each word for
example, An hour has got 60 minutes.
Ask students questions in relation to their own lives:
How many kilometres is it from here to your home?
How hot is it today? How many hours a day do you
watch TV?
Ask students to choose a class record related to
one of the expressions, for example, who has run
the most kilometres, been in the hottest place or
trained in a sport for the most hours. Let students
write questions for their record and ask all their
classmates: Which is the hottest place you have
been to? How many degrees Celsius was it?
Students report their fndings to the class.
Wrap-up
Friends and Strangers
Write Jamels quote on the board: A stranger is
a friend I havent met.
Discuss with students what it means.
Ask students to write their own defnitions for
a friend and a stranger:
A friend is...
A stranger is...
Ask them to read their sentences to the class.
Write the most creative ones on the board.
1730060.indb 95 22/4/09 20:05:50
T41 Lesson 2
4
Experiences and Challenges
Grammar: Present Perfect: Ive (ridden a horse).
Ive (acted in a play).
Vocabulary: chimpanzee, cycle, snail, summer,
met, whale; past participles: ridden, eaten, swum,
driven
Materials:
4
A
, paper.
Preparation: Verb Flashcards: Write the following
verbs on separate sheets of paper: ride, act, play,
write, fy, go, win, run, make, sleep, dance, cycle,
take, swim, meet, see, eat, sing, climb, sail, drive
and send. Cut out pictures from magazines or draw
pictures for each verb. Bingo Grid: Divide a sheet of
paper into 9 squares to play Bingo.
1 Listen and draw lines.
34
Students look at the pictures. Elicit the verbs they might
represent.
Play Track 34. Students match the characters with the
things they have done.
2 Game: Past Participle Snap.
4
A
Display Verbs Flashcards (see Preparation) one at a time.
Students call out the corresponding past participles.
Divide the class into small groups. Students cut out one
set of verb and object cards from cutout 4A.
Each student starts with fve points.
Students lay the verb cards face up on the desk. The
object cards are kept face down in a pile.
A student takes a card from the pile. He/she can then
choose any of the verbs to form a true sentence. If
another student doesnt think that it is true, they
challenge.
A challenger loses a point if the student can explain
when they did the activity and the rest of the group
accepts the explanation.
Point out to students that they have to move from the
Present Perfect to the Past Simple when they are talking
about a specifc event.
A student gets a point for each sentence accepted as
true. He/she also keeps the card from the pile.
A student gets two points if he/she tells an untruth and
no one challenges them.
The student with the most points wins.
3 Listen and complete the song.
35
Ask students to look at the pictures. Elicit the names of
the activities and animals.
Students read the song and guess what goes in the
blanks, writing their guesses in pencil.
Play Track 35. Students write the words in pen.
Then students match the parts of the song with the
corresponding pictures.
Play Track 35 again. Encourage students to sing along.
Warm-up
Remembering Jamel
Divide the class into pairs. Ask each pair to write as
many things as they can about what Jamel has done
up to now in his life.
After a couple of minutes, review the sentences.
The pair with the most correct sentences wins.
Write some of the sentences on the board and
underline the verbs. Elicit the rules for forming the
past participle of some of the verbs.
Extension
My Best Experience
Distribute paper. Ask students to write a question
about strange experiences they have had: Have
you ever eaten a live insect? The answer should be
affrmative: Yes, I have.
Students draw a picture of their experience.
Display students work around the classroom.
Divide the class into pairs. Students ask each other
questions about their experiences.
Wrap-up
Participle Bingo
Write on the board a list of verbs (at least 18), each
with its past participle.
Distribute Bingo Grids (see Preparation).
Ask students to choose nine verbs from the board and
write their participle in the squares.
Erase the writing from the board.
Get students to cut out nine small pieces of paper. Say
the verbs in the infnitive in random order. Students
cover the participles of the verbs they hear. They say
Bingo! when their entire grid is covered. Repeat several
times, getting students to exchange grids.
Teaching Tip
Discipline
Establish clear classroom rules. Then keep a notebook
at the back of the room and write students names
on one page. If a student breaks a rule, they go to
the notebook and put a tick by their name. They
do this every time there is a problem. At the end of
the day, look at the list. The students with no ticks,
get two points. Those with one or two ticks get one
point, and those with three or more ticks don't get
any points.
Students accumulate points until the last day of the
month. Then open a classroom shop. Students can
buy items such as pencils, rubbers or art kits with
their points.
1730060.indb 96 22/4/09 20:05:51
41 Lesson 2
Experiences and Challenges
The Universal Rap
Ive been to China and Ive been to Spain.
Ive around the world in a great, big plane.
Ive in Rio and Ive slept in Illinois.
I guess you could say Im the Universal Boy!
Ive cycled in Paris and Ive snails.
Ive with dolphins and Ive seen white whales.
Ive been everywhere in the whole, wide world.
I guess you could say Im the Universal Girl!
Weve taken trains and weve in cars.
Weve met lots of actors and weve with pop stars.
But it was only last summer in the mountains of Tibet,
I saw the Universal Girl and we finally met!
Weve Mount Everest and weve sailed the seas.
Weve ridden on camels and weve with chimpanzees.
But it was only last summer in the mountains of Tibet,
I saw the Universal Boy and we finally met!
1 Listen and draw lines.
34
2 Game: Past Participle Snap

4
A
3 Listen and complete the song.
35
Ive ridden a horse.
Ive acted in a play.
flown
danced
eaten
swum
driven
sung
climbed
talked
1730060.indb 97 22/4/09 20:05:53
Experiences and Challenges
42
hasnt seen Toy Story. hasnt fried an egg.
has been ice-skating. has won a competition.
hasnt earned any money. hasnt played a video game.
has broken a bone. has been to another country.
Read the webpage and answer the questions.
Who
1. has earned some money? 2. has broken his or her arm?
3. has made lots of friends 4. hasnt won a competition?
5. has been to another country? 6. hasnt missed any schoolwork?
2 Find someone who
1 Read and complete the fact files.
I havent won a competition.
Name
Age
Nationality
Sport
Trains
hours a week
Joshua
F
a
c
t

F
i
l
e

Name

Age
Nationality

Sport

Trains


hours a week
F
a
c
t

F
i
l
e
Joshua I go mountain-biking because its fun and I like
learning new things. I started when I was five. Im only 13
now, but Ive won competitions here in the UK and Ive
earned some money. Its a great feeling when youve done a
difficult trick, and then you think, That wasnt too bad!
Anyone can ride a bike, but my sport is different I ride
down hills really fast and do special tricks. Its scary, but very
exciting. I wear special protective clothes, but Ive had some
cuts and bruises. I havent broken any bones! Ive been to
lots of other countries, including Canada, Brazil and Peru.
Ive also met some really great people. I train for 15 hours
a week, but I havent missed any schoolwork. I have got a
special teacher. She comes with me on tour.
Maria I began ice-skating when I was nine. Now Im
14. I train for about 10 hours each week. Skating is
my passion.
It hasn't got rules like football; its what you make it. Thats
why I love it. Ive made lots of friends in this sport. We
skate in the ice rink. We just enjoy skating together. Some
of the tricks can be dangerous. Ive broken my arm and
my hand, even though I wear proper protective clothes.
Bad luck! My parents are happy about my sport. I havent
been to other countries, but Ive been to competitions
here in Spain with my mum and dad. I havent won any
competitions and I havent earned any money, but I dont
mind. Its participating thats important.
Lesson 3
13
British
mountain-biking
15
Maria
14
Spanish
ice-skating
10
Joshua
Maria
Joshua
Maria
Maria
Joshua
1730060.indb 98 22/4/09 20:05:54
T42 Lesson 3
1 Read and complete the fact les.
Ask What accidents can happen if you go
mountain-biking? And ice-skating?
Review the meaning of the following vocabulary: hill, cut,
bruise, trick, bone, ice rink, scary, protective, earn, train.
Ask what special clothes you should wear to do
adventure sports and why.
Ask students if they have ever broken a bone or injured
themselves in any other way.
Students read the texts and complete the fact fles.
They compare answers with a partner and then check
as a class.

Read the webpage and answer the questions.

Let students read the texts again and answer the
questions.
Check answers on the board.
Ask individual students Which sport do you like the
most? Why?
Have and Havent
Call students attention to the sentence in the Star
Language Box. Encourage students to explain how to
make negative sentences in the present perfect.
Ask students to underline the negative sentences in the
text in activity 1.
Ask individual students to write the sentences on
the board.
Dictate the following sentence openers to students:
I have eaten fsh, but I havent eaten
I have studied English, but I havent studied
Students copy and complete the sentences.
Elicit some of the complete sentences.
2 Find someone who
Ask several students the question: Have you ever seen
Toy Story? Elicit the remaining questions.
Get students to walk around the classroom asking
each other if they have or havent done the
different activities. When they fnd a student who
fts a description, they write his/her name in the
corresponding space.
Have students report their fndings: Gina hasnt seen
Toy Story.
4
Experiences and Challenges
Grammar: Present Perfect: I havent
(won a competition).
Vocabulary: bruise, bone, cut, earn, hill, ice,
protective, rink, scary, trick, train; adventure sports;
past participles: won, broken, gotten
Materials:
4
, construction paper, felt-tip pens.
Extension
Adventures in My Country
4
Display the poster. Brainstorm cities or places in your
country where students could participate in different
adventure sports.
Divide the class into pairs. Ask students to write a list
of all the words they can think of related to sports
and eco-tourism. After fve minutes, tell students to
stop. The pair with the longest list wins the game.
Elicit words and write them on the board: extreme,
adventure, calculated risks, hazards, conditions,
equipment, ecology, extinction, pollution.
Divide class into groups. Get each group to imagine
an adventure in nature. Provide ideas: a mountain
biking tour, scuba diving at a beach.
Students divide a piece of construction paper into
three columns: Ive seen, Ive smelled, Ive
heard
They complete the columns with the things they
have seen, smelled and heard during their imaginary
adventure. Ask them to focus on things in nature.
Students read their sentences to the class.
Briefy discuss with students the benefts of eco-
tourisma type of travel that preserves the
environment and promotes the welfare of local
people. Discuss with them why it is important to
experience nature frst hand and how that can enrich
our lives. Elicit ways in which tourists typically destroy
natural environments, and suggestions for what can
be done to prevent this.
Warm-up
Adventure Sports Poster
4
Ask students Have you ever been mountain-biking?
Explain the meaning of the verb, if necessary.
Brainstorm extreme sports or fun activities students
have done or would like to try.
Display the poster on the board and point to the
children. Ask What are they doing?
Hold up the poster cutouts one by one and elicit the
activities. Attach the pictures to the poster and label
the activities with the word label cutouts.
Ask students to vote on the three most popular
adventure sports from the poster.
Wrap-up
Joshua and Marias Interview
Divide the class into pairs. One student chooses
to be Joshua or Maria. The other student is the
interviewer.
Students prepare an interview, asking their character
questions about other aspects of his/her life. They
write their dialogue in their notebooks.
Give students time to practise their interview. Then
encourage some pairs to act out their dialogue in
front of the class.
1730060.indb 99 22/4/09 20:05:55
T43 Lesson 4
4
Experiences and Challenges
Grammar: Present Perfect: Have you ever (fown
in a plane)? Yes, I have. /No, I havent.
Vocabulary: skateboarding, canoeing, surfng,
sailing, rock climbing, hiking, climbing, lizard, row,
underwater, scary; past participles: fown, been,
caught, held, spoken, sung
Material: Paper.
1 Listen and mark () or ().
36
Ask students to name the activities in the pictures.
Play Track 36 and let them mark the pictures.
Check answers with the class.
Ask individual students the questions.
2 Work in pairs. Do the questionnaire.
Read the questionnaire, clarifying any unknown
vocabulary.
Divide the class into new pairs, so that students are not
working in the same pairs as in recent lessons.
Students ask their partners the questions: Have you ever
fown in a plane? S2 answers Yes, I have. /No, I havent.
Make sure that students make a note of each
affrmative answer they get.

For each Yes answer, colour in the mountain.

Students colour in one section of the mountain for each
answer, starting at the bottom.
Ask them to report to the class their conclusions from
the activity. Are they adventurous?
Is their partner?

Interview a classmate. How adventurous is

he or she?
Ask students to change partners.
They should ask each other the same questions again
and make notes on their partners answers.
Each student writes a paragraph about their new
partner, telling him/her how adventurous they think
they are.
Your Own Quiz
Divide class into trios. Students design their own quiz
using the question Have you ever...?
Brainstorm ideas: How techie are you? How sporty are
you? How creative are you?
Ask each student to write the same quiz on a separate
page for the next activity.
Extension
My Wish List
Ask students what things from the quiz in the book,
or from their partners quiz, they havent done.
Ask them if they would like to do any of those
activities, and why.
Ask them to write a list of 10 things they would like to
do before a specifc year, 5,10 or 15 years from now.
Say Imagine yourself (X) years from now. You are
writing about all the incredible things you have done.
What will you write?
Write on the board: Today is (year) and Ive
Ask them to complete the text with the 10 things
from their Wish List.
Ask some of them to read out their wishes.
Warm-up
Have you ever?
Ask students about their experiences:
Have you ever played football?
Have you ever won a prize?
Have you ever sent a postcard?
Have you ever eaten Chinese food?
Have you ever seen a camel?
Have you ever swum in a river?
Make sure that students produce the short answer
correctly: Yes, I have. /No, I havent.
Wrap-up
Answer my quiz.
Arrange the class so that each student is with a
student from a different team. To do this, number
the students in each group and then get all the
number ones to sit together, all the number twos, all
the number threes, etc.
Students exchange quizzes and answer them either
orally or in written form.
Ask students to interpret the results of each
other's quiz.
1730060.indb 100 22/4/09 20:05:56
Experiences and Challenges
43
1 Listen and mark () or ( ).
36
Interview a classmate. How adventurous is he or she?
For each Yes answer, colour in the mountain.
Action hero
Very adventurous
Adventurous
Not very adventurous
Stay-at-home
Score
2 Work in pairs. Do the questionnaire. Have you ever flown in a plane?
Yes, I have.
No, I havent.
Have you ever
flown in a plane? flown in a helicopter?
been to another country? been in the jungle or a forest?
ridden a bike? ridden a horse? been skateboarding? climbed a tree?
dived into a pool or the sea? swum underwater?
gone canoeing? gone surfing? gone sailing? rowed a boat?
been on scary rides at a theme park? watched a horror film?
slept in a tent? cooked on a campfire? caught a fish?
gone rock climbing? gone hiking? climbed a climbing wall? done karate?
eaten Chinese food? eaten Indian food? eaten Italian food?
held a snake? held a spider? held a lizard?
spoken English to a foreign visitor? given a speech? sung in public?
Lesson 4

1730060.indb 101 22/4/09 20:05:58
Experiences and Challenges
44
1 Find and underline the words on this page.
friendly serious hardworking silly disorganized
adventurous organized shy clever lazy
3 Choose the best camp for your partner.
Ethan is quite shy.
He loves computers,
but he needs to get
fit as well.
Roxy is very organized. Shes
clever, too. Shes athletic, and
she likes music and technology.
Grace likes running and playing
tennis, but she would not like to
try extreme sports. She thinks
that theyre too dangerous.
Ryan doesnt know what
to do this summer. Hes
very artistic. Hes a bit
disorganized, but hes very
friendly and likes acting.
Jessica is very adventurous
and energetic. She really likes
the outdoors, and she would
like to try alternative sports.
Andrew is serious and
very hardworking.
He likes the idea of a
summer camp, but he
doesnt want to leave
his chemistry lab!
2 Choose a summer camp for these students.
Wild Wolf: Action Adventure Camp
Our camp isnt for lazy people! Go
on adventure treks and learn survival
skills. Activities include white-water
rafting, mountain biking, waterskiing
and more.
Andover Tech Camp
Learn new computer programs and play
exciting new games. Have fun doing what
you like best. Our camp isnt just for the
serious exercise your body as well with
lots of sports.
Timber Ranch Art Summer School
Dont be shy! Perform in a play or make a
film. If you prefer, you can paint a picture
or do sculpture. And you can do sports as
well. Make new friends and have fun.
Green Hills Science Camp
Tired of silly games? Try some real science!
Do great science experiments whilst
getting all the excitement of summer-camp
activities. Our course leaders are friendly
and clever.
Barchester Sports Camp Fitness and Fun
Do you want to get fit? Then join us this
summer! We have got training programmes
in basketball, swimming, football, volleyball,
tennis, windsurfing and waterskiing, plus
lots of social activities.
Southwaters Music Camp
Make music and have fun. There are lots
of activities, including using computers to
compose music. Other activities include
tennis, basketball, football, sailing and surfing.
Lesson 5
1730060.indb 102 22/4/09 20:05:59
T44 Lesson 5
1 Find and underline the words on this page.
Read the words aloud. Check understanding. Say If you
love meeting new people, you are If you enjoy work
and concentrate well, you are If you hate working,
you are
Students complete the sentences with an appropriate
adjective.
Ask students to match the opposites. They should
complete the activity individually. Check answers with
the class.
2 Choose a summer camp for these students.
Students take turns reading the profles aloud. Let them
close their books and ask them questions about the
people: Whos quite shy?
Students should try and remember the names of the
characters.
Talk about summer camps with students. Have you ever
been to a summer camp? If so, what did you do? If not,
what do you think happens there?
Students read the adverts in silence.
Divide the class into groups. Students choose a summer
camp for each character. Remind them how to agree
and disagree in English.
Students then report back to the class and give reasons
for their choices.
3 Choose the best camp for your partner.
Distribute sheets of paper. Ask students to write a brief
profle about themselves, describing their personality
and interests. They should use the texts in activity 2 as
models. Provide personality adjectives as needed and
write all the new words on the board.
Give each student a secret number, which they write on
the profle.
Distribute the texts around the class and ask students to
choose a camp for the profle they receive.
Let students look for their profle card and fnd out
what their suggested camp is. Ask them if they agree
with their partners choice and if they would like to go
to that specifc camp.
Conversation Game
4
B

Students cut out the cards in cutout 4B. Divide the class
into small groups. Students put all their cards face down
in three piles: role cards, personality cards and situation
cards.
Each student takes a role card and a personality card.
Then they take one situation card for the whole group.
Students have a few minutes to think about their role,
then they role play the situation.
They have to try to keep in character and make as much
conversation (in their role) as possible.
The role play can be repeated several times, with
students choosing new role and personality cards.
4
Experiences and Challenges
Functional Language: Describing personality:
Ethan is (quite shy). Roxy is (very organized).
Vocabulary: adventurous, clever, disorganized,
friendly, hardworking, lazy, organized, serious, shy,
silly, backpacking, white-water rafting, waterskiing
Materials:
4
,
4
B
, paper, dictionaries.
Warm-up
Sports and Personalities
Elicit from students different adventure sports from
the previous lesson. Brainstorm adjectives that
match each sport: What characteristics do you need
to go (mountain-biking)? Write the adjectives on the
board: energetic, strong, brave, disciplined.
Extension
Musical Intelligence
Camp Songs
Divide the class into six groups. Each group will
have one of the summer camps from the lesson.
Ask each group to invent a short tune or song to
promote their camp. The song has got to inform
others what activities can be done at their camp, as
well as include a catchy phrase or slogan to attract
customers.
Tell students that camp songs tend to be silly, so they
can use a familiar tune like Happy Birthday and just
change the lyrics.
Ask each group to perform their song. Vote for the
most creative one.
Wrap-up
Vocabulary
Write the following words and phrases on
the board: survival skills, white-water rafting,
waterskiing, sculpture, football, volleyball, surfng.
Divide the class into pairs.
Distribute dictionaries. Students look up the
meaning of the words they do not understand.
Ask students to make a mind map for each word or
phrase. Explain that the mind map should include
as much information about each activity as possible.
Provide cues: equipment needed, where it takes
place, rules, number of participants.
1730060.indb 103 22/4/09 20:06:00
T45 Lesson 6
4
Experiences and Challenges
Grammar: Reported Speech (Present to Past):
She said that (summer camp was fun).
Vocabulary: either, overnight, popular, skill
Materials: Paper.
Preparation: Adjective Cards: Write the
following adjectives on separate slips of paper:
friendly, serious, hardworking, silly, disorganized,
adventurous, organized, shy, clever, lazy.
Write a sentence in the present tense on a sheet of
paper: A small elephant lives in my garden; it always
wears a blue hat. Cue Sheets: Make fve columns on
a sheet of paper, with the following headings: Who
met who? Where? What did he say? What did she
say? What did they do? (1 per student).
Extension
He Said, She Said
Divide the class into groups of six and distribute Cue
Sheets (see Preparation). Students write a name in
the frst row, fold the paper to cover what they wrote
and pass the paper to the student on the left. They
repeat with the remaining rows, passing the paper on
after each one has added a sentence to the story.
Do not allow students to look at what has previously
been written.
When the stories are complete, students read them
to their group: met in/at
. He/she said . He/she said . And so
they .
Report what others say.
Focus students attention on the sentences on the
board. Ask how they change when you report what
someone said: present becomes past, and I becomes he
or she.
Students walk around the classroom asking fve of their
classmates what they think of summer camps. Students
write their classmates opinions.
Divide the class into pairs. Students work together to
write their sentences in reported speech.
3 Look at the journalists notes. Listen and help her
get the facts right!
38
Explain that Kath is a journalist and that she has
gone to a summer camp to write an article about it.
Unfortunately she has made mistakes in her notes.
Play Track 38. Students correct the sentences.
4 What did Tony say to the journalist?
Divide the class into pairs. Students report to each other
what the journalist said. Ask some students to report
the sentences to the class.
Students write the reported sentences in their
notebooks.
1 Read and complete the text. Then nd three
reasons to go to a summer camp.
Ask students to look at the picture and describe what
the children are doing.
Students close their books and take out a sheet of
paper.
Read the text aloud without stopping; students write
down what they can.
Students work in groups to remember as much as
possible and complete the text.
Repeat until students have written most of the text,
including the blanks.
Students try to fll in the blanks.
Finally, ask them to look at the page in their book to
check how close they were to the real text.
Let them fll the blanks with the words from the box.
Check with the class.
2 Listen and number what the students say.
37
Ask students to read the sentences. Ask them what
they expect to hear for each sentence. Write students
predictions on the board: I really want to go to
summer camp.
Play Track 37. Students listen and number the sentences
in order.
Warm-up
Who am I?
Ask for a volunteer to come to the front. Give him/
her an Adjective Card (see Preparation). The student
acts according to the personality described. He/she is
not allowed to talk.
The class tries to guess his/her personality.
Wrap-up
Chinese Whispers
Divide the class into groups of eight students.
Give a student in each group a sheet of paper with
a sentence in the present tense (see Preparation).
The student reports the sentence to the next person,
whispering: She said that a...
Students continue around the group, until the last
student reports out loud what he/she heard.
1730060.indb 104 22/4/09 20:06:02
Experiences and Challenges
45
1 Read and complete the text. Then find three reasons to go to a summer camp.
week people interest fun skills day popular night holidays
4 What did Tony say to the journalist?
Tony said that they got up at seven oclock.
3 Look at the journalists notes. Listen and help her get the facts right!
38
GGGGeeettt uuuppppp aaatttt hhhaaaaallffff ppppaaassstttt ssssiiiixxx..
EEEaaattt bbbrrreeeeaaaakkkffffaaassstttt aattt nnniiinnneee oooccclllooocccckkkk..
DDDDDDoooo sssccchhhooooooooolllllwwwwooorrrkkkk iiiinnnnn tttttthhhheeeeeee mmmmooorrrnnnniinnnnnggggggg..
DDDDDDDooo ooouuurrr pppprrrooojjjjjjjeeecccctttsss iiinnn ttthhheee aaafffftttteeerrrnnnnooooooonnnn..
EEEaaatttt dddiiinnnnnneeerrr aaatttt ssseeevvveeennn oooocccllloooccckkk..
SSSSiiinnnnngggggggggg sssoooonnnnggggggss iiiinnnnn oooouuuurrr rrrroooooommmmsss iiinnnnn tttttthhheeeee eeeeevvveeeeeeennnnniiinnnnngggggggggg..
TTTTTTyyyyyypppiiicccaaalllll dddddddaaaayyyyyy
2 Listen and number what the students say.
37

Lisa said that she really wanted to go to summer camp.
Tony said that it was good because they learned new things.
Debbie said that she didnt like summer camp. She missed home.
Laura said summer camp was fun. She said that she made new friends.
Ann said she loved summer camp because she played new sports and met new friends.
Jane said that summer camp scared her. She said there were people she didnt know.
Summer camps are very with young people in the USA.
You go to a camp in the summer . You can either stay
overnight, usually for a or so, or you can go to the camp
during the and go home at . You learn new
, meet new and have lots of .
Theres a camp for every age and .
Summer camp is fun. She said that
summer camp was fun.
I dont like summer camp. She said
that she didnt like summer camp.
1
Lesson 6
popular
holidays
day
week night
skills people fun
interest
4
2
6
3
5
1730060.indb 105 22/4/09 20:06:06
Experiences and Challenges
46
1 Listen and number the pictures.
39

4 Role play your dialogue. Then write it in reported speech.
3 Write the next three questions that Nick asks Lena.

Where? What? How often? What types? Why? Who?

He is making a documentary. She said that he was making a documentary.
Where are you from? He asked where she was from.
What does he do? He asked what her father did.
2 Listen and fill in the blanks.
40
Hi, Steve. Its Nick. Im having a great time at summer camp. Ive made a new
friend. Her names Lena. We played tennis today, and she won! I said that she
great at tennis, and she said that she (1) every day.
I said that her name (2) English. I asked her (3) she
(4) from. She said that she (5) from Germany. She
said that her father (6) working here at the moment. I asked
(7) he (8) . She said that he (9) a film
director and that he (10) a documentary. I said that her English
(11) really good. I asked her (12) languages she

(13) . She said that she (14) three! Then I asked
was
Hes a film director.
Hes making a
documentary. I speak three.
What does he do?
Lena isnt an English name.
Where are you from?
Lesson 7
Im from
Germany. My
fathers working
here at the
moment.
Your English
is really good.
How many
languages do
you speak?
Thanks, Nick!
I practise
every day.
Youre great at tennis, Lena.
4
3
1
2
practised
wasn't where
was
was working
was making
was
what was
was how many
spoke spoke
did
1730060.indb 106 22/4/09 20:06:07
T46 Lesson 7
1 Listen and number the pictures.
39
Tell students the boy in the illustration is called Nick and
that he met a girl at camp.
Read the dialogues with a volunteer.
Play Track 39. Students number the pictures.
Report the conversation.
Ask students how they would report what the
characters are saying. Write an example on the board:
Nick asked Lena where she was from.
Ask students to look at the Star Language Box and
identify the changes that happen. Underline how the
Present Continuous changes to the Past Continuous.
Emphasize that we say He asked where she was from,
not where was she from.
Divide the class into two groups, preferably boys
and girls.
One group writes Nicks lines in reported speech. The
other group reports Lenas lines.
They should read aloud their sentences according to the
correct order in the dialogues.
2 Listen and ll in the blanks.
40
Tell students that they will hear a conversation between
Nick and his friend Steve.
Play Track 40 and ask students to complete the paragraph.
Play it again for students to check their answers.
3 Write the next three questions that Nick asks Lena.
Divide the class into pairs.
Each student should write three questions, using the
question words from the box.
4 Role play your dialogue. Then write it in reported
speech.
Students take turns being Nick and Lena. Lena has got
to improvize her answers.
Students write out their dialogue, making it simple
and clear.
Ask them to work together to write their dialogue in
reported speech.
4
Experiences and Challenges
Grammar: Reported Speech (Present Simple and
Continuous): She said that (he was making
a documentary). He asked (where he was from).
Vocabulary: documentary; question words
Materials: Index cards (1 per student).
Extension
Role play your dialogue.
Invite some volunteers to go up and role play a
dialogue, using their new personality profles.
Encourage the class to pay attention.
When they fnish, ask Where is (Tom) from?
They should answer He said that he was from (Italy).
Another alternative is to display all the new profles
on the wall and ask students to walk around and
guess who they belong to.
Then they can write some sentences using reported
speech.
Warm-up
Intrapersonal Intelligence
A New Me
Tell students to imagine that they went to summer
camp and met someone from another country. Ask
them what they would like to fnd out about that
person. Brainstorm some questions they would ask
the person and write them on the board.
Tell students they have to invent a new personality
for themselves. Distribute index cards and ask
students to write a profle for their new selves with
the following information: name, age, nationality,
fathers occupation, mothers occupation, hobbies,
favourite sport, languages and favourite food.
Students keep their cards for the Wrap-up activity.
Wrap-up
Meet a new friend.
Ask students to take out their new personality
profle cards (see Warm-up).
In pairs, students write questions and answers to
each other by passing a sheet of paper back
and forth.
They carry out the dialogue without speaking, only
in writing.
They start each question with a question word and
use their new information to answer. They should
ask one question in the Present Continuous.
Students give their dialogues to another pair. That
pair writes a version in reported speech of the
dialogue they received.
1730060.indb 107 22/4/09 20:06:09
T47 Lesson 8
4
Experiences and Challenges
Grammar: Reported Speech (commands): She told
us to (talk to the other children).
Vocabulary: enthusiastic, roommate, share, sign up
Materials: Paper, coloured paper, rubber bands
(1 per student), straws or sticks (1 per student),
hole punch.
1 Listen and complete the camp leaders advice.
41
Brainstorm ideas on how to make friends and enjoy
summer camp. Write students ideas on the board.
Ask students to read the advice and guess what words
go in the blanks.
Play Track 41 and get students to fll in the blanks.
Ask students which advice was similar to what was
discussed during the Warm-up activity.

Write an e-mail reporting the advice the camp

leader gave.
Look at the sentence in the Star Language Box with
students.
Then they write the things the camp leader said,
continuing from the examples in the book.
School Rules
Ask a student to go up and tell the class six or seven
school rules.
Ask students to work in pairs to write a report of what
the student said.
The pair who remembers all the rules and reports them
correctly wins.
3 Make a summer camp passport.
Distribute white and coloured paper. Ask students to
fold the paper in four. Ask them to follow the cues to
write about themselves on each page.
Lead them through the following instructions:
1. Students fold the coloured paper in four and cut out
two sections.
2. Students decorate a sheet of coloured paper to make
a passport cover.
3. They put the folded sheet of white paper between
the covers and punch two holes on one side of all the
sheets of paper.
Extension
Follow my orders.
Divide the class into small groups. Each group
chooses a leader.
The leader gives some instructions (at least fve
actions) to the group. This can be done in the
playground so that there is more space to move.
Then each group writes what the leader told them
to do.
They exchange pages with another group and read
aloud the other teams orders, to compare against
their own.
Ask students to report which instructions were
funnier, easier, more diffcult and so on.
4. Students pull a rubber band through one of the
holes, then put a straw or stick into the loop of the
rubber band. They pull the rubber band through the
other hole and put the other end of the stick through
the loop.
Display the passports so that students can share their
work with others.
Warm-up
Packing
Ask students what they need when they go
camping. Divide the class into pairs and ask students
to write a list of 10 things you need to go
to camp. Ask pairs to read out their lists.
This activity is designed to expand vocabulary. Write
the words on the board and ask students to write
the list in their notebooks.
Wrap-up
The teacher told us...
Give students a series of TPR instructions to carry
out. For example:
Walk to the door.
Touch your head.
Look at the window.
Sit down.
Say your name.
Students then work in pairs and try to decide on
the order in which they did the actions. They make
notes using reported speech: The teacher told us to
walk to the door. Then he/she told us to touch
our heads.
With the whole class, repeat the instructions in the
correct order. The students with the most correct
actions, and the most accurately remembered
sequence, win.
1730060.indb 108 22/4/09 20:06:10
Experiences and Challenges
47
1 Listen and complete the camp leaders advice.
41
2 Make a summer camp passport.
You need:
1 sheet of paper
1 sheet of coloured paper
1 large rubber band
1 straw, a hole punch.
Page 1: Biographical information
your photo, name, nationality
and age
Page 2: My skills and interests
I can
My hobbies and interests are
My favourite subjects are
Page 3: My experiences
I have
ridden a horse
flown in a plane
Page 4: In English
I can
describe my home.
talk about my experiences.
I have
listened to a song in English.
watched a programme in English.
passed an English exam.
written to a friend in English.
TTTTTTThhhhheeeee cccccaaaaammmmmppppp llllleeeeeaaaaaaadddddddeeeeeeeerrrr tttttooooollldddd uuuussssss hhhhhhooooww tttttoooo mmmmmaaaakkkkeeee ffffffrrrriiiiieeeennnddsssss aannnndd eeennnnjjjjjoooyyyyy ssssuummmmmeerr
ccaammmpppppp... IIIItttt wwaassss rrrreeeeaallllyyyyy hheeellpppppfffffuull.. SSSSSShhee tttoooolldd uusss ttoo tttaallkkk ttooo tthheee ooottthhheerrr ccchhhiilldddrrrreeenn
aannddd tttoo gggggeettt tttoo kkknnnoowww ooouuurr rroooommmmaatteess.
Write an e-mail reporting the advice the camp leader gave.
She told us to talk to
the other children.
How to make friends and enjoy summer camp.
T to the other children.
G to know your roommates.
S up for lots of activities.
S your things.
H other people.
B natural.
B enthusiastic.
C the camp spirit.
Lesson 8
alk
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atch
1730060.indb 109 22/4/09 20:06:13
Experiences and Challenges
48
Goodnight, Georgie.
Goodnight, Mum, Georgie replied.
It wasnt a boys, but a girls, voice that said these
words. Georgie hated her real name, Georgina. So
everybody, including her parents, called her Georgie.
And dont worry, her mother added.
Georgies mother turned off the light and closed
the bedroom door. Georgie tried to sleep, but it
was impossible. She had a History exam the next
day, and History was her worst subject. She knew
that King Henry the Eighth came after King Henry
the Seventh. But who came first, King Richard
the Third or Queen Elizabeth the First? She was
nervous. She tossed and turned and first she felt
hot and then she felt cold. Gradually. she fell into a
deep sleepuntil something woke her up.
It wasnt her alarm clock. It was well, it sounded
like a horse, which was strange, because Georgie
lived in a house in the middle of a town. Then
somebody said, Good morning, Sir George.
It wasnt Georgies mother. This voice was too deep,
and her name was Georgie, not Sir George. But
Georgie was too sleepy to open her eyes and look.
Ive made your breakfast, the man continued.
Ive filled your bath. Ive fed your horse.
That was interesting. So there was a horse.
Ive polished your armour and your helmet,
and Ive cleaned your lance.
That wasnt her school uniform. Georgie opened
one eye and saw the inside of a tent. A tent?
She opened her other eye and saw a tall, thin
man in front of her. Georgie jumped up, suddenly
wide awake.
Episode 1
1 Read the story and answer the questions.
42
1. Why cant Georgie sleep?
2. What wakes her up?
3. The man says he has done five things. Which ones are unusual?
4. Why does Georgie jump up in bed?
Lesson 9
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T48 Lesson 9
1 Read the story and answer the questions.
42
Read the title of the story and ask students to look at
the illustration. Ask them questions about the picture:
Whats strange about the picture? Why does the girl
look shocked? How do you think she got in the tent?
Play Track 42. Students follow along in their books.
Students answer the questions in their notebook.
Play Track 42 again and ask further questions: Why is
Georgie called Georgie? What exam did she have the
next day? Where did she wake up? What did she hear
that told her she wasnt in her bed at home? Why did
she jump up in bed? What do you think happened to
Georgie? Where do you think she is?
Digging Deeper
Ask students to look at the text more closely. Ask
students to fnd the phrase something woke her up.
Ask What does the word something refer to?
Students fnd the phrase Then someone said Ask
Who does the word someone refer to?
Students silently read the text and underline any words
they do not understand. Write the words on the board
and ask volunteers to explain them.
Ask some students to read the story aloud and notice
any mispronounced words. At the end, ask them to
repeat the right pronunciation.
Practise the Present Perfect
Students underline all the sentences in the Present
Perfect in the text (most of them are in Alfreds
dialogue). They write the sentences in their notebooks:
Ive made your breakfast. Ive flled your bath.
Students transform the sentences into questions:
Have you ever made breakfast? Have you ever
cleaned a lance? Have you ever fed a horse?
Ask them to use the questions to talk about their own
experiences: Ive never flled a bath. Ive never polished
a helmet.
4
Experiences and Challenges
Grammar: Present Perfect: Ive (made your
breakfast).
Vocabulary: add, armour, deep, helmet, lance,
nervous, parent, polish, Sir, tent, toss, wide, worst
Material: Picture of knight.
Extension
Alfreds Duties
See if students can remember all the things that
Alfred says he has done. Can they think of any more
things he has done that morning?
Students write Alfreds duties using bullets (dots).
Call the composition Duties of a Servant.
Make masters breakfast.
Fill his bath.
Feed his horse.
Clean his house.
Polish his armour.
Warm-up
What is a knight?
Tell students about knights in the Middle Ages:
Knights in the Middle Ages fought for their lords in
battle. Before someone became a knight, he had to
go through these stages: page, squire and armiger.
The son of a noble was sent to a lords house at the
age of seven to serve him as a page. As a page, he
was taught manners and skills in serving food, and
he also learned how to read and write. When the
page turned 13, he was named a squire.
A squire learned how to ride horses and how to
handle weapons. Once the lord thought that he
was skilled enough to go with him into battle, he
declared him an armiger. After the armiger stage,
it was time for the youth to become a real knight.
At the granting ceremony, the lord who trained him
touched him on the shoulder with the fat surface of
his sword, and he was then offcially a knight.
Knights used different weapons. The most common
were the sword and the lance.
The tournaments held in the Middle Ages were
intended to keep the knights in shape whilst there
was no war. As time passed, the event gradually
became entertainment for the people. The most
famous event in the tournament was jousting. In
this event, each knight tried to knock the other off
his horse. Even though sharp pointed lances were
prohibited, bloodshed was still possible.
The Coat of Arms was an important part of a
knights banner. Every knight had a different design
that showed who they were. Only seven colours
were used in a Coat of Arms. The designs could
include animals, stripes, crosses and stars. If a knight
had a father who was a knight, he had to use the
same design, but could add his own symbol.
Wrap-up
Predicting
Ask students what they think will happen in the next
episode. Students write three general predictions:
Georgie will visit the king. She will realize its a
dream. Collect the sentences and save them for the
next class.
1730060.indb 111 22/4/09 20:06:16
T49 Lesson 10
4
Experiences and Challenges
Grammar: Reported Speech practice.
Vocabulary: barrel, confused, court, meeting, rub,
test, wooden
Materials: Students predictions from the Wrap-up
activity in the previous lesson, paper, construction
paper, felt-tip pens.
1 Read the story and answer the questions.
43
Point to the illustration and tell students to guess what
has happened. Ask Wheres Georgie? Whats she
doing? What can she see? Can you describe the man
on the horse? How do you think Georgie feels?
Play Track 43. Students listen and follow along in
their books.
Students answer the questions.
Ask more questions: Whos Georgie meeting? What
do you think her big test will be? Why was Georgie
shocked when she saw the tents and the knight? Do
you think the knight on the horse will be important in
the story? Why?
Vocabulary Practice
Ask students to suggest adjectives to describe Alfred
and Georgie and write them on the board.
Encourage them to use the adjectives they have
learned in this unit: Alfred is hardworking. Georgie is
adventurous.
2 Complete Georgies secret diary.
Ask students to complete Georgies secret diary.
Check spelling.
As an extra activity, students write Georgies secret diary
for the frst part of the story.
Encourage students to use pictures and leave a line
where the word should be. Then they exchange diaries
with another student for him/her to complete.
Extension
Values Syllabus
The Code of Chivalry
Tell students that knights had a Code of Chivalry,
which was a set of rules that governed their
behaviour. Some of their rules were:
You must defend the weak.
You must love the country in which you were born.
You must never lie.
You must be generous.
Brainstorm ideas of where a set of rules could be
useful: driving in the city, walking down a street,
watching a flm in a cinema.
Divide the class into small groups. Students write a
Code of Chivalry for drivers/cinema goers/neighbours/
sports players on a sheet of construction paper. Ask
each group to read their code to the class.
Comment on the importance of following moral
values in order to live peacefully.
Reported Speech Practice
Ask students to underline the direct speech in the
text. Ask them to transform some of the phrases into
reported speech.
Where am I? Georgie asked.
Georgie asked where she was.
You are in bed, said the tall man.
The tall man said that she was in bed.
Wrap-up
Were you right?
Review the predictions that students wrote in the
previous lesson. Were they right?
Ask them to write fve new predictions for the next
part of the story.
Warm-up
Story Review
42
Write the following key words from the story on
the board: Georgie, couldnt sleep, nervous, history
exam, woke up, deep voice, breakfast, bath,
horse, tent.
Ask what students remember about the story.
In pairs, students use the key words to write a
summary of the frst part of the story.
Play Track 42 and ask students to follow the text on
page 48.
Read out students predictions from the previous
lesson.
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Experiences and Challenges
49
1 Read the story and answer the questions.
43
Who
1. said that it was an important day? 2. had a very cold bath?
3. was shocked? 4. was annoyed?
2 Complete Georgies secret diary.
I had a in a outside! Then I saw
lots of and . I saw a
on a huge . I have got a meeting with the
in five minutes. Later, I have a got big
Where am I? Georgie asked, feeling very confused.
You are in bed, Sir George, said the tall man.
Why are you calling me Sir George? My names
Georgie.
Because its your name. Now please get up and
have your bath.
Who are you? Georgie asked.
Im Alfred, sir, your very patient servant, Alfred
replied. Now please get up, sir. You have got a very
important day. First, you have got a meeting, and
then you have got your big test.
It was true. Georgie did have an exam. At least
something made sense.
OK, OK, Im coming, said Georgie, rubbing the
sleep from her eyes. She followed Alfred out of
the tent. A wooden barrel stood in front of a dark,
green forest.
Wheres my house? she thought. Wheres my
mother? And wheres my real bath?
Georgie didnt understand anything, but there was
nothing she could do. So she told Alfred not to
look, climbed over the top of the barrel and fell
into the freezing water.
Its nice and cold, Sir George, just the way you
like it, said Alfred.
Georgie turned to face Alfred and saw hundreds
of tents, brightly coloured flags and a knight in
black armour on an enormous horse. She was
shocked.
Where am I Alfred? Georgie asked.
At the Court of King Richard.
Is that King Richard the Third?
Dont be silly, said Alfred, who was annoyed
at his masters strange behaviour, and please
hurry up. In half an hour, you have got your
meeting with the king.
Lesson 10
bath barrel
tents flags knight
horse
king test
1730060.indb 113 22/4/09 20:06:20
Experiences and Challenges
50
1 Read the diary and answer the questions.
1. What are the people like?
2. What activities has Nick done?
3. Whats he doing tomorrow?
3 You are at a summer camp. You have been there for a week.
Write a page of your diary.
Tips for Writing a Diary
Write down as much information as possible. Itll help you remember
things in the future.
Describe your feelings.
Say what you like and what you dont like.
2 Read and discuss the tips.
Thursday, July 15
Dear Diary,
Im having a great time at summer camp.
Im learning lots of new things. Weve sailed
on the lake and gone on really long hikes.
Weve sung songs around the campfire, too.
And Ive played lots of football and baseball.
Im sharing my cabin with some great boys,
and Ive made lots of new friends. My best
friend is Danny. Hes from New York.
Last night, our camp leaders woke us up at
2:30 a.m. and we went night canoeing!!! It
was fun. We got back to the cabin at five
in the morning! We went to bed again and
had a late breakfast. Then we made some
masks for a play. My mask is a wolf. It
looks great! Tomorrow, were going camping
in the forest.
The weather is really warm. But the food
isnt very good. I miss my mums cooking!
Lesson 11
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T50 Lesson 11
1 Read the diary and answer the questions.
Read the questions with students. Ask them to read
Nicks Diary in silence.
Students underline the words they do not understand.
Then they individually read out the words. Encourage
other students to explain their meaning. Provide
meanings, if necessary.
Divide the class into pairs. Students answer the three
questions orally.
Check answers with the class.
2 Read and discuss the tips.
Planning
Get students to read each of the tips.
Ask them questions to help them plan their writing:
Why do we write things in a diary? What kinds of
feelings can you write about? Why is it important
to write down your experiences in the moment they
happen and not later? What other things can you
include in a diary? Who will read your diary?
Should you take that into consideration?
Welcome to imaginary camp!
Divide the class into small groups. Students imagine
that they have been at a summer camp for a week.
Give each group a grid (see Preparation). Students
complete it with their camp activities for the week.
Monday Tuesday
Morning
Breakfast
Hike
Canoeing
Breakfast
Sailing
Swimming
Afternoon
Lunch
Arts and Crafts
Lunch
Nature hike
Evening
Dinner
Campfre
Dinner
Songs
3 You are at a summer camp. You have been there
for a week. Write a page of your diary.
Writing
Students work individually. They choose one day from
their invented timetable and write a diary entry of their
experience.
Revising
Ask students to read through what they have written
and to ask themselves the following questions:
What else could I include? Am I expressing my feelings?
What details could I add to make it more interesting?
Students rewrite their work, if necessary. They could
work with a partner to discuss changes.
Tense Analysis
Editing
Ask students to underline the verbs in the Past Simple
and to circle the verbs in the Present Perfect in the text
in activity 1. Ask them what the difference is. When
does Nick use both tenses, and why?
Students check the verb tenses in their own work and
make any necessary changes.
Ask students to exchange their work with a partner
to proofread for mistakes. Remind students that after
reading our own work many times, we are unable to
detect even the simplest errors.
Students discuss their improvements.
Final Draft
Students write a clean version of their diary entry on a
sheet of coloured paper. Encourage them to illustrate
their work with drawings or magazine cutouts.
4
Experiences and Challenges
Grammar: Present Simple and Continuous,
Past Simple, Present Perfect.
Vocabulary: cabin, canoe, camp leader, hike, sail
Materials: Paper, magazines, felt-tips, coloured
paper.
Preparation: Camp Timetable: Make a grid with
the days of the week and some divisions to write
activities (1 per group).
Extension
Scrapbooks
Tell students that some people keep scrapbooks. As
well as diary entries, they save photographs, napkins,
leaves, letters and other interesting things.
Distribute magazines and other materials. Divide the
class into the same small groups as in the previous
activities.
Students create a scrapbook for their summer camp.
They can include drawings, dried leaves, magazine
cutouts and other details.
Warm-up
Diaries
Ask Do you keep a diary? Why do people like
diaries? What kinds of things do they write in them?
Elicit if they know about any famous diaries. Write
some of their ideas on the board.
Wrap-up
Camp Experiences
Ask students to keep a diary in English for a week.
Encourage them to continue with it!
1730060.indb 115 22/4/09 20:06:25
T51 Lesson 12
4
Experiences and Challenges
Grammar: Review of Present Perfect and Reported
Speech.
Vocabulary: Key vocabulary from the unit.
Materials:
4
, stars and dots (fve for each
student).
1 Look at the pictures and write what Andrew
has done in his life.
Ask students to look at the pictures in their books.
Elicit the frst sentence. Then ask them to complete the
activity individually.
Ask some volunteers to write the sentences on the
board and check spelling.
2 Write reported speech. What did they say
at summer camp?
Draw a cartoon face on the board and label it with a
name. Draw a speech bubble with the words Im going
to a big party.
Ask students what this is in reported speech and write it
on the board: He said he was going to a big party.
Read the instructions aloud.
Students complete the activity.
Messengers
Divide the class into threes. Explain that one of each trio
is the messenger.
S1 is a boy or girl at summer camp. S2 is one of his/her
parents.
The messenger has got to take information from one to
the other. Therefore, students must be sitting far away
from each other. Get the boys and girls to sit at one
end of the classroom, and the parents at the other.
Each boy or girl or parent reports what the
messenger said whilst the messenger is on the other
side of the classroom. For example:
S1 says Im having fun at camp.
The messenger walks to the other side of the room and
reports that (Jenny) said that she was having fun
at camp.
S2 says What do you eat for breakfast?
Messenger reports (Your mum) asked what you ate for
breakfast.
The activity will be diffcult at the beginning, but with
enough monitoring, it will become more fuid.
At the end, each trio analyses the sentences and
decides if they were correct or not.
Extension
I am packing for camp.
Begin the game by choosing an item to complete
the phrase Im packing for camp and Im taking
a (T-shirt).
The second player continues the game by repeating
what the frst person is packing in the bag and
adding something of his/her own.
Each player adds a word and repeats the preceding
items in order.
Any player who forgets an item or says the list
incorrectly is out of the game.
Encourage students to use words from previous units.
Warm-up
Do you remember?
4
Display poster with the attached cutouts.
Ask students to look at the poster for one minute.
Take the poster away and divide the class into two
teams. Ask each group questions and give a point
for every correct answer.
How many birds are there in the poster?
Which animals are there in the river?
How many starfsh did you see?
Who is skating: a boy or a girl?
What is the diver wearing?
How many boys are skateboarding?
Wrap-up
You vote!
Give each student fve stars and fve dots.
Copy the following table onto the board and ask
students to copy it into their notebooks and record
their opinions: they should glue a star for what they
liked and a dot for what they didn't like.
liked
didnt
like
Jamel the Runner
The Universal Rap
Alternative Sports
How adventurous are you?
Questionnaire
Summer Camps
Make a Summer Camp Passport
Story: The Black Knight
PortfolioWriting A Diary Entry
1730060.indb 116 22/4/09 20:06:26
Experiences and Challenges
51
1. Matt said that they were
2.

3.
4.
5.
6.
1 Look at the pictures and write what Andrew has done in his life.
2 Write reported speech. What did they say at summer camp?
Were learning how
to make pizza.
We eat breakfast
at eight oclock.
My best friend cant
ride a horse.
I come to summer
camp every year.
Im watching
a tennis match.
My class goes swimming
on Wednesday.
6. Joshua 1. Matt 5. Olivia 4. Chris 3. Robbie 2. Lissie
1. He s flown in a plane. 2.
3. 4.
5. 6.
Lesson 12
He's broken his leg.
He's acted in a play.
Hes gone fishing.
Hes slept in a tent.
Hes won money.
learning how to make pizza.
Lissie said that they ate breakfast at eight oclock.
Robbie said that his best friend couldnt ride a horse.
Chris said that he came to summer camp every year.
Olivia said that she was watching a tennis match.
Joshua said that his class went swimming on Wednesday.
1730060.indb 117 22/4/09 20:06:29
T51A Review Page
4
Experiences and Challenges
Grammar Module: Present Perfect
The Present Perfect is formed by using have/has and
a Past Participle.
One of its uses is to sum up ones experience up to
the present time.
Ive been to Europe twice.
I havent won a competition.
Grammar Teaching Tip
When teaching Reported Speech, make sure that
you show students the difference between direct and
reported statements. You can do this by:
Highlighting the quotation marks ( ) in Direct
Speech. Ask students to circle them in texts.
Asking students to notice the change in pronouns
and possessive adjectives. For example, when
using 1
st
person my, in reported speech it
changes to his/her.
Showing them the difference between a news
report, where Reported Speech is used, and a
play, where Direct Speech is vital.
Practice Book
Track 44
Listen to the messages and circle the correct
options.
1 Hi, Tina! Its Sara. Im making lots of friends. Summer camp
is great! Meet me at my house on Friday. See you then!
2 Jamie! Its Dan. Im really missing homeI dont like it
here. The food is awful! Dont come to summer camp!
Speak to you soon.
3 Hi. Its Rosa! Music camp is a lot of fun, Jenny! Come with
me next summer! Bye for now.
4 Hello, Lucy. Its Rick. Im learning lots of new computer
programs hereits great! I get back on Mondaygive
me a call!
5 Karl, are you there? Its Tracy. Im at art summer school and
Im making a flm!! Watch it with me when I get home!
See you soon.
6 Hi Ben. Its Sasha. Im not having a good time at adventure
camp. Im too lazy! Im going home tomorrowcome and
play computer games with me! Bye!
Assessment 4
Track 45
Write the adjective that describes the child who is
speaking.
GIRL 1: I dont like waking up early. I also hate cleaning and
studying. I prefer to sleep all day!
BOY 1: If I can, I like to go hiking and camping. I love to go to
new, dangerous places!
GIRL 2: When I meet a person, I dont know what to say and
start shaking. My face goes red.
BOY 2: I never know where I leave my toys or my schoolbag.
My desk is very messy!
GIRL 3: I love meeting new people and asking them for their
phone numbers and e-mails. I have got a list of 50!
BOY 3: If Ive got homework, I dont play until I fnish it all. I
love to start projects!
Assessment 4
Track 46
Listen and write T (True) or F (False).
TOMMY: Mum?
MUM: Hi, Tommy! How is camp?
BOY: Great! Ive got the best camp leader. His name is Matt.
We get up at six oclock every day and go hiking before
breakfast. Then we go swimming.
MUM: Are you going to bed early?
BOY: Not really. Yesterday, we went to sleep at midnight.
MUM: Be careful, Tommy. Is there anything you dont like?
BOY: Well, Im not very good at canoeing, so Ill probably do
something different.
Assessment 4
Answer Key
1 1. lazy 2. adventurous 3. shy 4. disorganized 5. friendly
6. hardworking
2 From top to bottom, let to right: been, fown, gone,
made, ridden, run, slept, taken, watched
1. ridden 2. watched 3. fown 4. slept
3 1. F 2. F 3. T
1. that he had the best 2. that the day before, he had
slept 3. he wasnt good at
4 1. to drink lots of water. 2. to make his bed. 3. not to
eat junk food. 4. to enjoy his activities.
5 Animals: camel, snail, whale, spider, lizard
Clothes: raincoat, uniform, T-shirt
Activities: surfng, ice-skating, racing, hiking
Worksheet 4
Answer Key
1 1. ridden 2. eaten 3. acted 4. met 5. won 6. seen
Answers to questions will vary.
2 From left to right, top to bottom: clever; silly; organized;
serious
3 1. (that) she was happy. 2. (that) they were cleaning.
3. (that) she hadnt got any sisters. 4. where he lived
5. to go to the doctor.
1. Direct 2. Reported 3. Infnitive 4. Direct
Grammar Module: Reported Speech
In Reported Speech, the verb being reported is
converted to its past tense form.
Reported Speech with the verb to be:
Im sad. She said that she was sad.
Reported Speech with Present Simple:
I dont like tea. He said that he didnt like tea.
Reported Speech with the Present Continuous:
Shes running. He said that she was running.
Reported Speech with Infnitive (orders):
Talk to the boy. He told us to talk to
the boy.
Reported Speech with questions:
Where is she from? He asked where she
was from.
What does he do? He asked what he did.
1730060.indb 118 22/4/09 20:06:30
G
r
a
m
m
a
r
Adjectives
Hes very (ft).
Used to
I used to (get up quite late).
I didnt use (to study)
Present Perfect
Have you (killed three dragons) yet?
Ive already (rescued a princess).
I havent (fought a giant) yet.
Reported Speech
She told me that (it was very
important to stay ft).
V
o
c
a
b
u
l
a
r
y
Adjectives
ancient, beautiful, brave, clean, cowardly, fair, full, new, old, scared,
short, strict, tall, ugly, wet, wise
Medieval Times
archery, banner, battle, castle, chambers, cloak, council, crown,
entertainment, fencing, fght, hawks, hunt, knight, stables, sword,
swordfght, symbol, tournament, tower, tutor
Verbs
agree, beat, brush, cheat, fetch, fght, gulp, hunt, polish
Past Participles
bought, fed, fought, found, gone, had, met, ridden, seen, slept,
swum, written
Others
abroad, breadcrumbs, choice, development, dignity, emergency,
fre engine, frefghter, gap, golden, Greek, horns, luck, felt-tip, net,
nickname, rights, stepbrother, summit, sunlight, swamp, trusteeship,
unity
F
u
n
c
t
i
o
n
s
- Asking about experiences
- Writing an autobiography
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
Peace on Earth (page T56) My Sports Hero (page 104) Verbal-Linguistic Intelligence (page T52)
Visual-Spatial Intelligence (page T57)
5
Amazing Lives
T51B
1730060.indb 119 22/4/09 20:06:31
Lesson 1 52
Amazing Lives
1 Read the story of Hercules and label the pictures.
dog with three heads deer with golden horns dirty stables golden apples
man-eating birds terrifying lion wild horses monster with many heads
Hercules was one of the greatest heroes of the ancient Greeks and Romans.
His cousin, King Eurystheus, set him 12 impossible tasks. Hercules did them
all and they became his most famous adventure. Here are some of them.
2 Listen and number the pictures in order.
47
3 Read and number the tasks.
He killed a terrifying lion.
4 What would be eight impossible tasks today?
The tasks of Hercules

He picked the golden apples.

He cleaned the enormous, dirty stables.

He caught a deer with golden horns.

He destroyed the Hydra, a creature
with lots of heads.

He found Cerberus, a scary dog
with three heads.

He killed a terrifying lion.

He caught dangerous horses.

He killed man-eating birds.
7 2 4 1
monster with
many heads
golden apples dirty stables terrifying
lion
wild horses dog with
three heads
man-eating
birds
deer with
golden horns
7
4
3
2
8
1
6
5
8
6 5 3
1730060.indb 120 22/4/09 20:06:33
T52 Lesson 1
1 Read the story of Hercules and label the pictures.
Ask students to look at the pictures and identify the
animals: dog, deer, birds, lion, horses and monster.
Ask What has the deer got on its head?
How many heads has the dog got? How many heads
has the monster got? What colour are the apples?
Students label the pictures.
Read the text aloud. Students guess from the pictures
what the impossible tasks are.
2 Listen and number the pictures in order.
47
Play Track 47 and students number the pictures.
Check answers with the class.
Play the recording again and ask students
comprehension questions:
How did Hercules kill the lion?
How many heads did the Hydra grow?
What did Hercules throw over the deer?
How did Hercules describe the deer?
How did he describe the stables?
How did he describe the birds?
How did he describe the horses?
How did he describe the apples?
Where did the dog come from?
3 Read and number the tasks.
Students number the tasks according to the pictures in
activity 1.
Vocabulary Expansion
Ask students to fnd the adjectives on the page.
Write the adjectives on the board: golden, terrifying,
enormous, dirty, scary, dangerous, man-eating, strong,
wild.
Add the adjectives from the recording: beautiful and
horrible.
Ask students to write a list of other things that could be
described using the same adjectives:
golden: ring, crown
terrifying: experience, ride
Retelling the Story
Let students look at the pictures, cover the page and
then try to tell the story from memory. Encourage them
to use First, Next, Then, After that, Finally.
4 What would be eight impossible tasks today?
Divide the class into small groups. Students decide on
the tasks together. Encourage them to use the language
of agreement and disagreement.
Get them to select a member to take notes while they
brainstorm adjectives to describe their situations. They
then allocate one or two tasks per person, and each
student draws a picture and labels it with what was
agreed in the group. They can then attach them all to a
poster and put them up round the class.
Provide ideas, if necessary: Make a nature reserve to
protect all animal species. Take all the rubbish out of
the sea.
Ask students to look at the posters with the impossible
tasks. Distribute slips of paper and ask them to vote for
their favourite. Count the votes and choose a winner.
5
Amazing Lives
Grammar: Past Simple and Adjectives:
He (killed a terrifying lion).
Vocabulary: ancient, fetch, golden, Greek, horns,
man-eating, net, scary, stables, swamp
Materials: Paper, felt-tip pens, construction paper,
slips of paper.
Extension
Verbal-Linguistic Intelligence
New Heroes
Divide the class into pairs or small groups.
Using the winning tasks from the previous activity,
ask students to invent a new hero. They should give
him/her a name, age, physical appearance and
superpowers.
Ask them to write a short story, like the Hercules one,
using the impossible tasks already chosen.
Ask some students to read their compositions
to the class.
Wrap-up
Vote!
Elicit the word Hercules. Ask students what they
know about this hero.
Write students ideas on the board. Then
invite students to draw Hercules, showing the
characteristics mentioned before. Ask students to
walk around the class and show their drawings.
Finally, vote on the best ones.
Warm-up
Ancient Greece
Write on the board the word Greece. Ask students
to tell you what they know about this country,
especially ancient Greece.
Tell students they will learn about a famous hero
from Greek mythology.
1730060.indb 121 22/4/09 20:06:35
T53 Lesson 2
5
Amazing Lives
Grammar: Habits in the Past (used to): I used to
(get up quite late). I didnt use (to study).
Vocabulary: archery, battle, breadcrumbs,
entertainment, fghting, frighten, hawks, hunt,
knight, milk, stepbrother, sword, tutor, tournament,
wise
Materials: King Arthur and Word cutouts
5
A ,
5
C , paper.
2 Read young Lionels diary and write B (Before)
or N (Now) next to each picture.
Go through the short introduction about Lionel.
Ask students to look at the pictures and describe them.
Students read the diary and identify which pictures refer
to which moment in Lionels life.
Clarify vocabulary, if necessary.
Ask students further questions about the diary: Which
animals did Lionel look after, and when? What skills did
he learn? What advice did his aunt and uncle give him?
3 Read again and complete the table.
Students read the diary again and complete the table.
Check as a class.
Divide the class into pairs. One student should cover
column 1 and the other column 2. They take turns
telling each other about Lionel.
S1: Lionel used to get up quite late.
S2: Now he gets up earlier.
When I Was Seven
Talk about what you used to do/didnt use to do when
you were seven years old.
Ask students to write notes about how their life now is
different from when they were seven. Get them to write
sentences about what they used to do/didnt use to do
and what they do now that is different.
Students tell each other about their childhood.
Extension
21 Booklet
Divide the class into pairs. Distribute paper.
Students make a booklet comparing a 21-year-old
knight with a 21-year-old student today: Sir (Percival)
used to fght dragons. (Mario) fghts pollution. Sir
(Percival) didnt use to wear T-shirts. (Mario) doesnt
wear armour.
Check booklets and give students feedback on their
ideas and their English.
1 Read about King Arthur.
5
A
On the board, write the phrase King Arthur and the
Knights of the Round Table. Elicit what students know
about them and draw a mind map on the board.
Include the following characters: King Uther and Queen
Igraine (Arthurs real parents), Arthur, Merlin, Sir Hector
(stepfather), Kay (stepbrother).
Divide the class into groups of six.
Students cut out the texts in cutout 5A.
Students work in pairs within their groups. Each pair
gets three parts of the story. They read these and decide
what is missing. They read their parts aloud to the other
two pairs and, together, they work out the order of the
story.
Students should not show their parts to the group,
but only read out loud.
Warm-up
The Black Knight
Review what students learned about knights in the
frst episode of the story The Black Knight.
Tell them about food in the Middle Ages in Europe:
Poor people (almost everyone) ate mostly barley.
Sometimes, they made their barley into bread,
sometimes into pancakes, pizza or porridge (like
oatmeal) and sometimes into barley soup. But every
day for breakfast, lunch and dinner, they ate barley.
It must have been very boring! They tried to fnd
other things to eat with their barley. They grew
carrots, onions, cabbage and garlic to put in their
soup, and they made cheese to eat with their bread.
They gathered apples and pears to make pies. They
got honey to sweeten their food. They grew herbs
like basil and rosemary to add favour.
Rich people also ate a lot of bread, but they made
it out of wheat, so it tasted better. And they had
a greater variety of things to eat with their bread.
They ate meat: pork, roast beef, stew, lamb chops,
deer and rabbit. They had spices to put in their
food, expensive spices that came all the way from
India, like pepper and cinnamon. Even salt was too
expensive for poor people, and only the rich had it.
Wrap-up
Dominoes
5
C
Divide the class into small groups.
Students cut out and scramble one set of words
from cutout 5C.
Set a fve-minute time limit. Students make as many
sentences as they can using the words. Explain that
the sentences have to be true, and that they should
refer to what people used to and didnt use to do in
the Middle Ages.
Go through the sentences with the class. The group
with the most correct sentences wins the game.
Students glue their sentences in their notebooks,
with each student using his/her own set of cutouts.
1730060.indb 122 22/4/09 20:06:36
53 Lesson 2
Amazing Lives
At home At his uncles castle
gets up early
didnt use to study
learns archery and plays fighting games
2 Read young Lionels diary and write B (Before) or N (Now) next to each picture.
Lionel was King Arthurs friend. His father was a poor farmer. His rich uncle, however,
decided to train him to be a knight at his castle.
1 Read about King Arthur.
5
A
3 Read again and complete the table.
The Legend of King Arthur
King Arthur and his Knights of the Round Table are the most famous knights.
They lived at Camelot, and they fought giants and terrifying monsters.
At my uncles, I get up very early. At home, I used to get up
quite late! I didnt use to study, but at the castle I study every
day. My tutor is teaching me music and poetry. My uncle says,
A true knight knows all the arts, not just the art of battle.
Today, I practised archery with the other boys and I played
fighting games it was hard work. At home, I used to play
countryside games with my friends.
I used to milk our cow, but now I have got a beautiful
horse, and we go hunting with the knights. I used to have
a little pet bird that I used to feed breadcrumbs. Now
I have got to look after the big hunting hawks they
frighten me a bit!
At home, my mother used to serve us food. Its
strange, but at the castle the student knights serve the
food. This is to teach us that the highest honour is to serve
other people. In my family, we didnt use to eat meat very
often, but now I eat meat every day. Its delicious.
In the evening, we used to sit around the fire and tell
stories, and we used to go to bed early. At the castle, there
is entertainment, and we go to bed late. Its more fun.
I used to get up quite late.
I didnt use to study.
N N
B N
B N
N B
used to get up late
used to milk the cow
didnt use to eat meat
looks after big hawks
student knights serve food
1730060.indb 123 22/4/09 20:06:39
Amazing Lives
54
1 Look at the school syllabus and number the activities.
2 Write sentences about Merlin. What has he done today?
Today
'
s jobs
look into the future [ ] feed the lion [

]
prepare the lessons
[ ]
talk to Arthur [

]
buy some dragons [

] visit my parents
[ ]
Answer the questions.
What has Arthur already done? What hasnt Arthur done yet?
Colour the sentences with yet. Underline the sentences with already.
Have you killed three dragons yet?
Ive already rescued a princess.
I havent fought a giant yet.
et?
Knight School
Well, Arthur, said Merlin. Its the end of your first year at Knight School.
Lets see what you have done.
Yes, sir, said young Arthur. Merlin was a strict teacher and Arthur was
a bit scared of him.
Have you killed three dragons yet? Merlin asked.
No, sir.
Hrrmmph! said Merlin. Have you found any buried treasure yet?
Erm, no, sir, said Arthur. It was very difficult.
Hrrmmph! said Merlin a second time. And have you had a swordfight yet?
No, sir, said Arthur, and then he continued quickly before Merlin made that noise
again, and I havent fired an arrow yet." "BUT, said Arthur loudly, Ive already
written a poem. Ive already rescued a princess. And Ive already climbed up
a castle tower.
What about the giant? asked Merlin.
Oh, erm, said Arthur. I havent fought a giant yet. You know, sir, theyre very big.
HRRMMPH!!! said Merlin.
Lesson 3
Year 1 syllabus
1 kill three dragons
2 find buried treasure
3 have a swordfight
4 fire an arrow
5 write a poem
6 rescue a princess
7 climb up a castle tower
8 fight a giant
4 5 7 8
6 2 1 3
1730060.indb 124 22/4/09 20:06:39
T54 Lesson 3
1 Look at the school programme and number the activities.
Students look at the picture in their book. Explain that it
shows young Arthur and Merlin.
Students look at the Year 1 Programme and number the
pictures.

Answer the questions.

Ask students to read the text in silence and answer the
questions in their notebooks.
Ask volunteers to read the text aloud.
Go over both questions with the whole class.
Merlin and Arthur
Divide the class into pairs. Students role play the
conversation between Arthur and Merlin.
They should read the dialogue and try to impersonate
the nervous Arthur and the strict teacher. Then they
swap roles.

Colour the sentences with yet. Underline the

sentences with already.
Students complete the activity individually.
Ask them to work out the difference between yet
and already: We use yet with the Present Perfect, in
questions and in negative sentences. We use already
with affrmative sentences. We use already to talk about
things we have done, and yet to talk about things we
havent done up to the present.
2 Write sentences about Merlin. What has he done
today?
Elicit the past participles of the verbs and write them
on the board.
Do the frst sentence together: Merlin hasnt looked
into the future yet.
Ask students to write the sentences in their notebooks.
When fnished, ask them to swap sentences with other
students to check.
Have you yet?
Write verbs and complements as cues on the board:
eat / breakfast, brush / teeth, watch / TV, send / text
message.
Students work in small groups and ask a question.
Students answer using yet or already.
S1: Have you watched TV yet?
S2: Ive already watched TV.
S3: I havent watched TV yet.
5
Amazing Lives
Grammar: Present Perfect: Have you (killed three
dragons) yet? Ive already (rescued a princess).
I havent (fought a giant) yet.
Vocabulary: buried, castle, fre, scared, strict,
swordfght, tower
Materials:
5
Poster and poster cutouts.
Extension
A Day in a Castle
5
Ask students to imagine that they are living in a castle
for a day. Ask them to choose one of the people in
the poster.
Individually, they write about their typical day.
If possible, encourage them to include adjectives
and feelings.
Place the compositions around the poster and
let students circulate and read each others
compositions.
Warm-up
Life in a Castle
5
Display the poster with the Picture cutouts attached.
Explain that it shows a medieval castle.
Ask What looks different from daily life today? What
looks similar or the same? What did they do for
entertainment? Why did people live in castles?
Distribute Text poster cutouts. Invite students to
come up one at a time, read out their cutout and
attach it to the correct place on the poster.
Check vocabulary with the class.
Wrap-up
Find someone who...
5
Display the poster. Divide the class into two teams.
Ask them to stand in a line. The frst students from
each line should run and point to items in the poster
according to your instructions.
For example, say Find someone who is falling in the
water. Find someone who is stirring a pot.
The frst student to point to the correct picture gets
a point for his/her team.
Teaching Tip
Spelling Game
Write on the board all the words you want your
students to learn how to spell.
Allow students to study them for one minute.
Ask students to put their heads down and then
change a word: misspell it or change the tense.
Tell students to put their heads up. Ask a student
to spell the word correctly to you. If the student is
correct, change the word back and give the class a
point. If they are wrong, YOU get the point. Students
love this game because they are trying to beat the
teacher and not each other.
1730060.indb 125 22/4/09 20:06:41
T55 Lesson 4
5
Amazing Lives
Grammar: Present Perfect: Have you (seen the
sea) yet? Ive already (swum in a cold river).
I havent (met a famous person) yet.
Vocabulary: eclipse, lunar, pyjama party
Materials: Index cards.
Preparation: Sentence Cards: Prepare two sets of
cards with 10 experiences: swim in the sea, sleep in
a tent, ride a donkey, see a rainbow, get sunburned,
make chocolate biscuits, write a story, visit a science
museum, ride a motorbike, feed an elephant. Tick
and X Cards: Write a tick on 5 separate index cards
and an X on another 5.
1 Listen and tick () the things that Ray has done. Mark
the things he hasnt done with a cross ().
48
Ask students to look at the picture and identify who is
Ray and who is Rocco (Ray has got the list in his hand).
Students read through Rays list.
Check comprehension.
Play Track 48 and students mark with a tick or a cross
the things on the list, depending on whether Ray has or
hasn
,
t done them.
Students compare their answers in pairs. Play the
recording again and check answers.
2 Role play the conversation between Ray and Rocco.
Elicit the rules for using already and yet. Ask students to
look at the Star Language Box and discuss the sentences.
Students role play the conversation between Ray and
Rocco, acting like the characters and using the list as
a guide to what they should say.
3 Add ve things to the list. Then ask a classmate.
Ask students to add fve activities to the list. They can use
some of the ideas from the Warm-up or their own ideas.
Divide the class into pairs. Students ask each other their
questions using yet.
They should answer with their personal information and
mark the activities depending on whether their partner
has done them already or has not done them yet.
Encourage some students to report to the class what
their partner has done already or has not done yet
of the fve things in his/her list.
Point out to students that, while the questioner uses
only yet, the person answering will use
Yes + already or No + yet:
S1: Have you climbed a mountain yet?
S2: Yes, Ive already climbed a mountain. / No, I havent
climbed a mountain yet.
4 Play Thats not true! Write four sentences about
yourself. Make one of them untrue.
Students write their four sentences using the Present
Perfect and yet or already.
Divide the class into groups of four, preferably students
that have not worked together during this lesson.
Students read out their sentences. The other students in
the group have to decide which one is not true.
Extension
List of Accomplishments
Ask students to write 10 things that they have
already done and have enjoyed doing.
Ask them to read some of their sentences to the rest
of the class.
Warm-up
Ten Things
Ask students to think about things that they
would like to do one day. Tell them that they can
include wishes, dreams, benefcial activities or crazy
adventures.
Ask them to write their lists and then ask them to
sit in small groups to share their ideas. Ask them to
note if there are any similar things in their lists.
Brainstorm some of the most common ideas and
write them on the board.
Wrap-up
Hat Race
Place two chairs at the front of the class. On one
chair, put the Sentence Cards (see Preparation) and,
on the other, put the Tick and Cross Cards.
Divide the class into two teams. Each team stands in
a line facing the chairs.
The frst student in each team runs to the chairs and
takes a card from both piles. He/she mimes
the action.
Teams guess the experience. They must use
complete sentences and the Present Perfect, and
the sentence should be negative or affrmative
depending on whether there is a tick or a cross on
the card.
For example, if a student picks the card swim in
the sea and a tick (), he/she has got to mime the
action and nod his/her head. The students say Ive
already swum in the sea.
If the sentence is correct, the student goes to the
end of the line, and the second student repeats the
procedure. The frst line of players to fnish is
the winner.
1730060.indb 126 22/4/09 20:06:42
Amazing Lives
55
10 things to do one day
1. swim in a cold river
2. ride a horse

3. plant a tree
4. meet a famous film star
5. sleep under the stars

6. see a lunar eclipse

7. have a pyjama party

8. learn to play a musical instrument

9. see the sea
10. go up in a hot-air balloon
1 Listen and tick () the things that Ray has done. Mark the
things he hasn't done with a cross ( ).

48
4 Play Thats not true! Write four sentences about yourself. Make one of them untrue.
2 Role play the conversation between Ray and Rocco.
3 Add five things to the list. Then ask a classmate.
Have you seen the sea yet?
Ive already swum in a cold river.
I havent met a famous film yet.
11.
12.
13.
14.
15.
Ray and Rocco
Lesson 4

1730060.indb 127 22/4/09 20:06:44

Amazing Lives
56
1 Read about Fred Stern and answer the questions.
2 Match the questions with the answers.
What happened in Rio? How long are Freds biggest rainbows?
How many rainbows has Fred made? What did he do in New York?
Whats Freds message to the world? Where has he made his rainbows?
Where were Freds favourite rainbows?
3 Plan your own peace event.
1. ?
Fred has made rainbows over 600 metres long.
2. ?
He has created more than 40 rainbows around the world.
3. ?
He has had shows in Germany, Sweden, Holland, Mexico,
Brazil and many cities in the USA.
4. ?
He thinks that his best rainbows were in Rio de Janeiro
in 1992 at the Earth Summit and in New York in 1996.
5. ?
In Rio, there were over a thousand children with banners on the beach. They wanted
to see the rainbow, but there was no sun and he was worried. When the last child
got to the beach, the sun suddenly came out, and then they all saw the rainbow.
6. ?
He made a rainbow over the United Nations building. It took three years to plan. The
rainbow went higher than the flags of all the nations. It was a symbol of world peace.
7. ?
He thinks that the rainbow is the planets flag its a symbol of peace. My
message is to believe in our children and in the future of the world.
1. What does he do? 2. How does he do it? 3. Why does he do it?
Fred Stern is the Rainbow Maker! Hes travelled all over the
world making rainbows for festivals and events. He wants his rainbows to
make people happy and think about world peace and global unity. Fred plans the
event using computers. On the day, firefighters pump the water into the air from fire engines
or fire boats. Then sunlight shining through the water makes a beautiful rainbow in the sky.
What happened in Rio?
How many rainbows
has Fred made?
io?
Lesson 5
How long are Freds biggest rainbows
How many rainbows has Fred made
Where has he made his rainbows
Where were Freds biggest rainbows
What happened in Rio
What did he do in New York
Whats Freds message to the world
1730060.indb 128 22/4/09 20:06:44
T56
1 Read about Fred Stern and answer the questions.
Students frst read the three questions. They quickly
read the text to fnd the answers.
Ask individual students to read out the text.
Focus on correct pronunciation.
2 Match the questions with the answers.
Ask students to read the questions and to try to guess
the answers.
Students read the answers and write the questions.
5
Amazing Lives
Grammar: Past Simple and Present Perfect: What
(happened in Rio)? How many (rainbows has Fred
made)?
Vocabulary: banner, fag, felt-tip, pump, rainbow,
sunlight, symbol, unity
Materials: Construction paper, paper, paints,
paintbrushes, song about peace (e.g., John Lennons
Give Peace a Chance or Cat Stevens Peace Train).
Extension
The Longest Chat
Write the following questions on the board:
Have you ever been to? When did you go?
How long did you go for? What exactly did you do?
Who did you go with? Where else have you been?
Ask students to write notes about the questions.
Divide the class into groups of three.
Students talk about places, using the cue questions
for ideas. Mark the start of the activity. The group
that manages to talk the longest wins.
Monitor the activity to make sure that students are
using English.
Past Simple or Present Perfect?
Ask students to underline the sentences in the Present
Perfect and circle the ones in the Past Simple.
Elicit when the Past Simple is used (when talking about
events that occurred at a specifc time in the past). Elicit
when the Present Perfect is used (to talk about general
past experiences).
3 Plan your own peace event.
Tell students that the UN proclaimed 22 September
International Peace Day. Brainstorm things that they
could do to promote peace. Provide ideas: Ask an
organization to endorse the International Day of Peace.
Ask the president or prime minister to pledge to honour
the United Nations
,
call for a Global Ceasefre and Day
of Peace and Nonviolence. Have a Peace Day rally or
a Peace Day Parade. Organize a minute of silence for
peace at noon.
Divide the class into small groups. Students plan their
event. They decide what to do, when and where, how
many people will participate, how they will invite people
and how they will keep a record of the event (photos,
a newspaper article).
Groups present their ideas to the class. Praise all the
groups for their efforts and creativity. Ask students
to sign a Peace Day Pledge at
www.internationaldayofpeace.org
Warm-up
Rainbows
Dictate the following text to students:
Every rainbow is unique. Each rainbow is formed as
light hits your eye at a very precise angle. Someone
standing next to you will see light coming from a
slightly different angle than you and will therefore
see a different rainbow.
It is a myth that you can walk under a rainbow
and come out at the other side. This is because a
rainbow is all water and so it will always be in front
of you whilst your back is to the sun. Europeans,
however, believed that you would be transformed
into the opposite sex by walking under a rainbow!
Students write the text in their notebooks.
Check spelling on the board.
Wrap-up
Values Syllabus
Peace on Earth
Write the following quotes on the board:
Our scientic power has outrun our spiritual power.
We have guided missiles and misguided men.
Martin Luther King Jr.
Peace is not merely the absence of war but the
presence of justice, of law, of order
Albert Einstein
Since wars begin in the minds of men, it is in the
minds of men that the defences of peace must be
constructed.
UNESCO Constitution
Ask students to help you write a denition of peace.
Write the denition on the board.
Play a peace song (see Preparation). Students listen and
discuss what the song is trying to say.
Distribute paper, paints and paintbrushes.
Play the song again. Students paint anything that
comes to mind. They can explain their paintings and
talk about what peace means to them.
Lesson 5
1730060.indb 129 22/4/09 20:06:45
T57 Lesson 6
5
Amazing Lives
Functional Language: Asking about
experiences: Have you been to the UN? When did
you go?
Vocabulary: currently, development, dignity,
found, justice, principle, well-being
Materials: Paper; per pair: coloured paper,
1 wooden stick, glue, crayons.
Preparation: Verb Cards: Write the following
verbs on separate sheets of paper: write, choose,
make, run, go, sleep, take, swim, eat, break, win,
fy, ride, catch.
1 Work in pairs. You went on a tour to the UN.
Answer the questions.
Students read the text.
Ask comprehension questions: When was the UN
founded? Whats its purpose? How many members has
it got? What are the offcial languages used?
Divide the class into pairs. Students read the details
of the tour. Explain new words.
Ask them to write notes about an imaginary tour to the
UN. They have to decide on the day and time, and think
of the questions their partner is going to ask.
Work with another pair. Talk about your trip.
Ask two students to read out the dialogue.
Divide the class into different pairs. Students interview
each other about their imaginary trip to the UN. Get
them to use the questions in the book and add others.
Ask some pairs to act out their conversation in front of
the class.
2 Make your own Peace Flag.
Divide the class into pairs and distribute materials.
Ask students to follow the instructions for making their
peace fag.
Ask each pair to read out their best slogan and write all
the slogans on the board.
Let the class vote on the three best slogans.
Before the Flag Show
Students look at the Star Language Box. Elicit what they
remember from the use of the Present Perfect. Explain
that another use of the Present Perfect is when you talk
about an action youve just completed, which has got a
visible result in the present.
Explain that when they explain what theyve done with
their fags, they should use this tense.
Present your Peace Flag to the class.
Display the fags around the classroom.
Each pair presents their fag and explains their symbols
and slogans.
Warm-up
The United Nations
Ask students what they remember about Fred Stern.
Elicit the word peace.
Write on the board Peace begins with me. Ask
students what they think this means. Tell them that
a confict is defned as when two people disagree,
and this causes a problem for at least one of them.
Ask for examples of conficts. Talk about anger and
confict. Help them to see that anger and confict are
normal, but how we deal with them can be wrong.
Pose the following situation:
A valuable card has disappeared from your card
collection. You see a boy selling that same card for a
lot of money. You are sure it is yours because it has
got a mark you recognize. The boy has threatened
to hit you if you tell anyone. He says that he found
the card at the park.
Divide the class into pairs. Ask students to come up
with three suitable ways of solving the confict and
three unsuitable ways.
Discuss answers with the whole class.
Extension
Visual-Spatial Intelligence
Fix the building.
Tell students to imagine that a serious storm or an
earthquake has damaged the UN building.
Draw on the board a building with broken windows,
no doors, no paint, and any other things that come
to your mind.
Students redraw the building on a sheet of paper and
then write fve things they have just done to repair it.
They can change the architecture of the building
and make it more modern. Or they can include
architectural elements from different cultures to
represent this multi-national symbol.
They should write: Ive painted the walls. Ive
redecorated the lobby. Ive put in new windows.
Check their sentences and display the pictures.
Call on volunteers to explain why they chose certain
architectural features for this international building.
Wrap-up
Verb Quiz
Attach Verb Cards (see Preparation) to different
places on the wall.
Divide the class into pairs.
One member of each pair gets up and reads a card,
then runs back and quietly dictates the verb to his
or her partner, who writes its past simple and past
participle forms.
After seven verbs, students exchange roles.
The frst pair to write all the verbs correctly wins the
game.
1730060.indb 130 22/4/09 20:06:46
Amazing Lives
57
The United Nations
The UN was founded in 1945. Its purpose is to bring
all nations of the world together to work for peace
and development, based on the principles of justice,
human dignity and the well-being of all people.
There are currently 191 members of the UN.
1 Work in pairs. You went on a tour to the UN. Answer the questions.
Present your Peace Flag to the class.
2 Make your own Peace Flag.
Materials: A large
sheet of paper, a
wooden stick, pencils,
crayons, glue
Directions
1. Design a symbol for peace.
2. Write three peace slogans.
3. Draw your symbol and write
your slogans on the paper.
4. Use your wooden stick as a
flagpole.
Work with another pair. Talk about your trip.
Have you ever been to the UN?
When did you go?
What was it like?
Yes, I have.
Last year.
It was great/interesting/nice/boring.
The main part of the tour consists of a visit to the chambers of the Security
Council, the Trusteeship Council and the Economic and Social Council,
which are located in the Conference Building.
Timetable: Tours are conducted on Monday to Friday from 9:30 a.m. to
4:45 p.m. Saturday and Sunday from 10:00 a.m. to 4:30 p.m.
Age Limit: Children under age 5 are not allowed on the tour.
Prices: Adults 12.00; Senior Citizens 8.50; Students 8.00;
Children between 5 and 14 years old 7.00
Languages: Tours in English are available every day and leave approximately
every 30 minutes. Tours are also conducted in other languages.
Please call 212-963-TOUR (8687) for up-to-date information.
The UN has got its own flag, its own post office
and its own postage stamps. Six
official languages are used at
the UN: Arabic, Chinese, English,
French, Russian and Spanish.
When did you go?
What did you do?
What did you see?
What did you eat?
What did you buy?
What was it like?
Weve chosen this peace symbol because Weve written these slogans because
Lesson 6
Ive written Ive chosen
1730060.indb 131 22/4/09 20:06:48
Amazing Lives
58
Name
Age
Nickname
College activities
Name of band
Ambition
1 Read the beginning of the article and guess the answers to the questions.
4 Write the journalists report.
Its important to stay fit. She told
me that it was very important to stay fit.
1. She told me that she went to the gym
regularly. She added that it was very
important to stay fit.
1. I go to the gym regularly. Our teammates can make the
difference between life and death.
2. We've got classes at college every day.
We practise on mannequins.
Our tutors teach us lots of new skills.
4. Its very important to work in teams.
Its important to stay fit.
3 Match the sentences, then listen and check.

50
2 Listen to the interview with Madison and take notes.
49
Madison Jones
Complete the article.
Madison told me that she and her nickname .
She told me that they on fire engines and practised
. She told me that her band .
And she told me that she .
3. We learn how to save lives in an emergency.
During the day, Madison Jones trains to be a firefighter at
the Central Fire Service College. At night, she's a singer
in a band! Madison told me about her amazing double life.
1. How old is she? 2. Whats the name of her band? 3. What does she do at college?
Lesson 7
go out on fire engines, put out fires, practise on buildings and offices
Firefighters
a professional firefighter and a pop star
Mad Maddy
19 years
was nineteen
went out
on buildings and offices was called the Firefighters
wanted to be a professional firefighter and a pop star, too
was Mad Maddy
1730060.indb 132 22/4/09 20:06:49
T58 Lesson 7
1 Read the beginning of the article and answer
the questions.
Read the title of the article aloud. Ask students why
they think it is called The Singing Firefghter.
Ask them to close their books. Read the article aloud
as students listen. When you fnish, ask them to write
down everything they can remember to reconstruct
the text.
Read out the text as often as necessary until students
have reconstructed the entire text. Allow them to help
each other in small groups.
Ask students to read the text in the book and check
spelling.
Let them read the three questions under the text, write
the questions in their notebooks and answer them with
their guesses.
2 Listen to the interview with Madison and take
notes.
49
Students close their books.
Play Track 49. Students listen and compare what they
hear with their own answers to the three questions in
activity 1.
Ask students to look at the table in activity 2. Let them
try to complete it after the frst listening.
Play Track 49 again, students complete the table.

Complete the article.

Draw a girl on the board with a speech bubble. Write
the following text in the bubble: Im nineteen years old.
Ask students how they would convert this sentence into
reported speech. Write the sentence on the board:
She told me she that was nineteen years old.
Go over the rules with the class, trying to remember
previous lessons.
Play Track 49 so that students hear We go out on fre
engines and we put out fres. We practise on blocks of
fats, offces and even planes.
Write the text from the recording on the board.
Show students how it is reported:
She told me that they went out on fre engines and they
put out fres. They practised on blocks of fats, offces
and even planes.
Students look at the incomplete text in their books.
Ask them to fll in the blanks. Go over the answers with
the whole class.
3 Match the sentences, then listen and check.
50
Tell students that they will hear Madison talking about
life at the frefghting school.
Students try to match the sentences before
they listen.
Play Track 50 and let students match the sentences.
4 Write the journalists report.
Divide the class into pairs.
Ask students to work together to report the sentences
from activity 3.
Call on volunteers to write the sentences on the board.
5
Amazing Lives
Grammar: Reported Speech: She told me that
(it was very important to stay ft).
Vocabulary: ambition, band, death, emergency,
ft, frefghter, gym, mannequin, nickname
Material: Paper.
Extension
Two Jobs
Ask students to write down two professions they
would love to have.
Ask them to brainstorm some ideas in small groups
about how they could combine both jobs.
They should write fve advantages and fve
disadvantages of having two jobs.
Encourage students to share their ideas with the
class.
Warm-up
Fire!
Write the following questions on the board:
Have you ever seen a big fre?
Where was it? What happened?
How can we avoid fres?
What should you do if there is a fre at school?
Who comes along to help if there is a fre?
What do you think of frefghters?
Would you like to be a frefghter?
Divide the class into pairs.
Students answer the questions orally.
Go over some of the answers with the class.
Wrap-up
What about you?
Write on the board the four questions Madison was
asked: What do you do at school? How often do you
have classes? Do you learn about (insects)? What
lessons have you learned?
Divide class into pairs.
Students ask each other the questions.
Ask them to write the four answers in reported speech.
Check as a class.
1730060.indb 133 22/4/09 20:06:50
T59 Lesson 8
5
Amazing Lives
Grammar: Adjectives: Hes very (ft and strong).
Vocabulary: bad, brave, clean, cowardly, dry,
empty, ft, full, good, loud, old, short, strong, tall,
ugly, unft, wet
Materials:
5
B
Adjective cutouts, paper.
1 Talk about the picture. Glue the words.
5
B
Ask students to identify the two superheroes. Tell them
that they are named Super Chump and Cat Girl. Ask them
what qualities and abilities they think these superheroes
have got.
Divide the class into two teams. Students take turns
saying a sentence describing what is happening in the
picture.
Award a point for every correct sentence.
Students cut out the adjectives in cutout 5B.
Check that they understand the adjectives.
Divide the class into pairs. Students shuffe the cards
and place them face down on the desk.
Students pick a card and make a sentence about the
picture using the adjective: The bank robbers have got
a dirty car. Theres a cowardly man running. The bag is
full of money.
If the sentence is correct, the student keeps the card.
If not, he/she puts it back on the desk.
The student with the most cards wins.
Finally, students glue the cutouts next to the
corresponding pictures in the scene.
Adjective Snap Student
Divide the class into pairs.
Get students to cut a piece of paper into 16 pieces.
Dictate the following adjectives. Students write one
adjective on each piece of paper: cowardly, brave, full,
empty, clean, old, good, loud, ft, unft, tall, short, ugly,
wet, dry, bad.
Divide the class into pairs.
Students put one set of cards face down. They shuffe
and deal out the other set.
Students pick a card from the pile and show it to their
partner. If the partner has got the opposite adjective,
he/she says Snap and keeps both cards. If not, he/she
loses that turn and puts the frst card under the pile.
The student with the most cards wins.
2 Can you guess the missing words? Listen and check.

51
Ask students to write a list of fve adjectives or phrases
to describe the superhero. Elicit them and write them
on the board: tall, blond, cowardly, strong, loud,
blue-eyed, big.
Explain that in this song the words in every other line
rhyme. Read the song aloud and ask students to try to
guess the missing words by paying attention to
the rhyme.
Play Track 51. Students fll in the blanks.
Discuss with students the kind of superhero Dave is.
Would they like to call him for an emergency? Ask them
them to underline the adjectives in the song.
Play Track 51 again and invite students to sing along.
Warm-up
Superheroes
Play Hangman with the class and get students to
guess the word superhero.
Ask Can you name any superheroes? Write their
ideas on the board: Spider Man, Superman,
Catwoman. Then ask Why are they superheroes?
What can they do? What are their qualities? Write
students ideas on the board: brave, strong, can
climb buildings, can fy.
Extension
Superhero Poem
Students choose their favourite superhero and draw
him/her on paper.
Ask them to write a poem following this model:
name
three adjectives to describe him/her
phrase that identifes him/her
three action words ending in ing
where or when he/she acts
thoughts or feelings about the hero
Examples:
Batman:
Intelligent, strong, brave.
He fghts the Joker.
Flying, diving, hanging,
In Gotham City at night.
He wants to help.
Mrs Incredible:
Elastic, pretty, ft.
Wife of Mr Incredible.
Stretching, jumping, helping,
Around town every day.
Shes a great mother.
Wrap-up
Charades
Divide the class into two teams.
Invite a student to come up and mime an adjective
for the class to guess.
The frst student to correctly guess the adjective
wins a point for his/her team.
Repeat several times.
The team with the most points wins.
1730060.indb 134 22/4/09 20:06:51
Amazing Lives
59
1 Talk about the picture. Glue the words.
5
B
2 Can you guess the missing words? Listen and check.

51
He's not a Superhero!
Hes very fit and .
And he says hes very .
He thinks hes like King Kong.
But his name is simply Dave.
He looks like a superstar.
His clothes are always .
But when theres any danger,
Daves to be seen.
He thinks hes number .
But we call him Mr Zero.
If somebody calls for , he runs.
He's not a superhero!
Adjectives: tall short
brave cowardly
Lesson 8
strong
brave
clean
never
one
help
1730060.indb 135 22/4/09 20:06:54
Amazing Lives
60
1 Read the story and answer the questions.

52
1. Why did Alfred think that Georgie had a bad memory?
2. Who was the Black Knight?
3. What did the king say to Georgie?
4. Why was the princess unhappy?
2 Discuss the questions.
1. Do you think that people judge on appearances?
2. What do you think will happen next?
Episode 2
Why does the king want to see me,
Alfred? asked Georgie, putting on her hat.
Im not sure, sir. I think its because of
the Black Knight.
Who is the Black Knight? asked Georgie.
You have got a very bad memory today,
sir, Alfred replied. The Black Knight, or Sir
Roger, is the kings oldest friend. They used
to play games when the king was a boy. Ten
years ago, Sir Roger went abroad and fought
in many wars. He returned last week. And
And what? asked Georgie.
Alfred gave Georgie her sword.
Its time to see the king, said Alfred.
The king was wearing his gold crown and a
blue cloak. His daughter was sitting on one
side of his throne. She wasnt very happy.
The Black Knight was standing next to her.
He was smiling.
Sir George, said the king.
Georgie nodded.
If Sir Roger wins the tournament this
afternoon, hell marry my daughter.
Georgie nodded again.
I want you to fight against him, said
the king.
Georgie gulped.
Later, the princess took Georgie into a
corner of the kings tent and said that her
father didnt want her to marry Sir Roger.
Then why is there a tournament?
asked Georgie.
I dont know. Something happened last
night. Then the princess added, I dont
like Sir Roger. Hes horrible. Its not fair.
Im a girl and I haven
,
t got any rights.
Its OK for you. Youre a man.
A man? Is everybody blind? thought
Georgie. But then she looked at her sword
and her clothes. People see the clothes and
they think they see a man.
Lesson 9
1730060.indb 136 22/4/09 20:06:54
T60 Lesson 9
The Story So Far
42 &

43
Ask students questions to review the story so far:
Is Georgie a boy or a girl? Where is she? Whos Sir
George? What was strange about Georgies bath?
Play Tracks 42 and 43 students follow the story on
pages 48 and 49 of their books.
1 Read the story and answer the questions.
52
Ask students questions about the king: Who do you
think the man with the beard is? What do you think
hes like? Whats he wearing? How do you think he
feels?
Ask similar questions about the princess and the knight.
Students read the story in silence and answer the
questions in their notebooks.
Go over the answers with the class.
New Words
Write the following defnitions on the board.
Students fnd the corresponding words in the text:
Another country (abroad)
The chair a king or queen sits on (throne)
Move your head up and down to say yes
(in past tense) (nodded)
A competition (tournament)
To swallow hard, especially if you are nervous
(in past tense) (gulped)
Adjective that means you cant see (blind)
Just, equal (fair)
A long robe (cloak)
The point where two edges or sides meet (corner)
Something you have naturally got a claim to (rights)
Further Comprehension
Call on individual students to read the story aloud.
Ask comprehension questions:
Why does Alfred think that Georgie has got a bad
memory? What did the Black Knight and the king use
to do when they were boys?
What did the Black Knight do 10 years ago?
When did he come back?
Why is the Black Knight happy?
The princess said something happened last night.
What do you think it was?
The princess said Its not fair. Im a girl and I havent
got any rights. What does she mean?
2 Discuss the questions.
Ask students to discuss the two questions in pairs.
Then hold a class discussion.
For question 1, point out that the princess cant see
that Georgie is a girl because her attention is on
what Georgie is wearing. She cant see past Georgies
appearance. Ask Is it right or wrong to judge by
appearances? Why?
5
Amazing Lives
Grammar: Reported Speech: He said that (he
wanted Georgie to fght against the Black Knight).
Vocabulary: abroad, blind, cloak, corner, fair,
gulp, nod, rights, throne, tournament
Extension
The Princess Dilemma
Ask What would you feel if you had to marry
someone you disliked? How do you think the princess
feels? What would you do in her situation?
Ask students to write two advantages of having ones
parents choose a partner, and two disadvantages.
Divide the class into groups of four. One student is
the king, another student is the princess and the
other two are the advisors.
Ask them to discuss the problem: the fact that the
princess does not want to marry the Black Knight.
The king has got to try to convince her. The two
advisors have got to suggest alternatives and offer
advice. They can use the list they wrote at the
beginning.
To sum up, discuss as a class what the king should do
and what the best way to solve this situation is.
Warm-up
Knight-Night
Write knight-night on the board. Ask students to read
the words aloud.
Explain that they are called homophones: words that
sound alike but have got different spellings and meanings.
Write the following words on the board: see, be, for,
to, there, knew, whole, which, by, here, right, weight,
pair, meet.
Ask students to work in pairs to fnd the homophones
for the words. Go over the answers with the class,
clarifying the meaning of the words, if necessary:
see-sea, be-bee, for-four, to-two, there-their, knew-
new, whole-hole, by-buy, here-hear, right-write,
weight-wait, pair-pear, meet-meat.
1730060.indb 137 22/4/09 20:06:56
T61 Lesson 10
5
Amazing Lives
Grammar: Reported Speech: Georgie told Alfred
that she couldnt fght the Black Knight.
Vocabulary: agree, beaten, brush, cheat, choice,
fencing, gap, luck, marks, polish
Material: Paper.
Preparation: Danger Slips: Slips of paper with the
following words written on them: jail, the Titanic,
avalanche, octopus, Black Knight, a big snake,
an earthquake, a thief
1 Read the story and answer the questions.
53
Ask students questions about the picture: Wheres
Georgie? Whos inside the tent? Whats Sir Roger
doing? Can you describe the men? How do you think
Georgie feels? Do you think that the playing cards are
important in the story? Why?
Play Track 53. Students follow along in their books.
Then students answer the questions individually.
Check answers as a class.
Ask further comprehension questions: Why is Georgie
nervous when she asks if anyone has ever beaten
the Black Knight? Why doesnt she want to be in the
tournament? What games did the King and Sir Roger
use to play when they were children? How did Sir Roger
win the card game? Why does he want to marry the
princess?
Direct or reported?
Ask students to fnd a sentence in the story in reported
speech: Georgie told Alfred that she couldnt fght the
Black Knight.
Ask students to transform the sentence into direct
speech.
Write the following sentence on the board. Ask
students to change it to reported speech:
You cant change your mind now, sir, said Alfred.
Collocations
Write the following on the board:
brush: a horse
change: your mind
beat: the black knight
play: cards
look through: a gap
Divide the class into pairs. Students add other objects
to the list that can be used with the verbs.
Elicit answers and write them on the board:
brush: a horse, your hair, your teeth
change: your mind, your clothes
beat: the black knight, your opponent
play: cards, chess, football
look through: a gap, a hole, a window
Georgie tells the princess.
Ask students to imagine that Georgie goes to the
princess and tells her what she heard in the tent.
Divide the class into pairs. Students write a dialogue
between Georgie and the princess:
Georgie: Princess! I heard something terrible!
Princess: What is it?
Georgie: Sir Roger told a man that he cheated in last
nights game.
Princess: Oh, no!! How did he do that?
Georgie: He made secret marks on the cards.
When they fnish, ask some pairs to act out their
dialogue for the class.
Warm-up
Who said it?
Read out the following phrases from the frst part
of this episode and ask students to identify who is
speaking:
Why does the King want to see me, Alfred?
(Georgie)
Its time to see the King. (Alfred)
I want you to fght against him. (The King)
Then why is there a tournament? (Georgie)
I dont like Sir Roger. (The princess)
I havent got any rights. (The princess)
Review with students what happened in the frst
part of the story.
Extension
Crossword Puzzles
Divide the class into small groups.
Distribute paper.
Students make a crossword puzzle using 10
vocabulary items from episode 2 of the story
(on pages 60 and 61).
They write the clues and draw the crossword on one
sheet of paper, and write the answer key
on another sheet.
Let groups exchange crossword puzzles and
solve them.
Wrap-up
Medieval Scenes
Distribute paper.
Students cut their paper in half. On one half, they
describe a medieval scene, writing about different
characters and situations: There is a tall, thin knight
walking near some tents. Hes wearing armour and
he has got a huge sword.
On the other half, students illustrate their scene.
Display pictures around the classroom. Collect and
redistribute descriptions.
Students match their description with the
corresponding scene.
1730060.indb 138 22/4/09 20:06:57
Amazing Lives
61 Lesson 10
1 Read the story and answer the questions.

53
1. Georgie didnt want to fight the Black Knight because
a) she didnt like him. b) she was frightened. c) she didnt like the princess.
2. When she looked into the tent, she saw
a) a game of cards. b) two men. c) the kings daughter.
3. When Sir Roger and the king were children, Sir Roger used to
a) lose all their games. b) win most of the time. c) win all their games.
4. If Sir Roger wins the tournament, hell
a) become king. b) marry the princess. c) spend lots of money.
Georgie and Alfred walked through the
tents and under the bright f lags. Men were
brushing horses, polishing swords, and
telling jokes and stories. Many of them
said, Good luck, Sir George!
Georgie told Alfred that she couldnt fight
the Black Knight.
You cant change your mind now, sir.
Youve already agreed to do it, said
Alfred.
But the king told me to fight! I didnt
have a choice! Then Georgie asked
nervously, Has anyone ever beaten the
Black Knight?
Not yet, sir, Alfred replied.
Georgie needed time to think. She told
Alfred to prepare her horse for the
tournament (she wanted to sound like a
real knight!), then she walked around the
camp on her own. She felt sick. She hated
fighting. She was never in fights at school.
But now
Georgie stopped. She could hear a voice. It
was a mans voice. And it was frightening.
She looked through a gap in a tent and
saw Sir Roger. He was talking to a huge
man with a thick black beard.
We used to play games when we were
children, the king and I. Cards and chess
and fencing, mainly. But the king didnt
use to win. I did. Because I cheated. Sir
Roger laughed softly.
We played cards again last night. I said
to the king, If I win this game, Ill marry
your daughter.
What happened? asked the man.
I won, of course. Look, these are my
playing cards
Sir Roger showed his cards to the man.
They had secret marks on them.
When the princess becomes my wife,
Ill be very rich, said Sir Roger.
1730060.indb 139 22/4/09 20:07:00
Amazing Lives
62
Fact file about me
Name and age
Where I was born
What I look like
Childhood memories
My family
My home and my pets
My community
My school and my class
My best friend and how we met
Likes and dislikes
1 Complete the form about yourself. Write notes.
2 Write your autobiography. Use the model below.
My Autobiography
Paragraph 1: Basic facts about me My names/Im
I was born in
Im years old.
I have got eyes.
I have got hair. Im
Paragraph 2: My family and home I have got brothers/sisters/cousins
I live in with my
Paragraph 3: My childhood memories When I was I used to
Paragraph 4: My community and school My schools
In my community, there is/are
Paragraph 5: My best friend My best friends
Weve been friends for/since
Paragraph 6: My likes and dislikes My favourite is
What I like/dislike doing the most is
Tips
Use your notes to write a first draft of your autobiography.
Include details. It makes your autobiography more interesting.
Draw pictures to illustrate your autobiography.
Find photos of you, your family, your home, your best friend, etc.
Write your autobiography.
Decorate it with your photos and drawings.
Lesson 11
1730060.indb 140 22/4/09 20:07:00
Function: Writing an autobiography.
Vocabulary: detail, draft
Materials: Paper, index cards; optional: students
photos.
Pair Editing
After students fnish the frst draft, ask them to
exchange papers with another student.
Ask the other student to underline if he/she spots any
mistakes, to write a question mark for any unclear
sentence and to comment on the general information:
Is it complete? Is it detailed? Is it interesting?
Final Draft
Students copy their frst draft onto a new page. If they
have doubts about their partners feedback, help them
and check their work.
If possible, provide colourful paper to motivate students
to work neatly.
Remind them to leave space for photos or drawings.
Adding Illustrations
Ask students to glue their photos or draw pictures
to illustrate their work.
Ask them to add a title.
T62 Lesson 11
5
Amazing Lives
Extension
Sharing Circles
Students sit in a circle. Ask them to comment on
each others autobiographies: What information is
new to them? What was interesting? What did they
learn from the rest of the class?
Encourage students to ask for more information
about their classmates. For example, if a student
wrote about a best friend who lives far away, his/
her classmates can ask where he/she lives, how they
communicate and other details.
Ask questions to motivate students to pay attention
to their classmates participation.
1 Complete the form about yourself. Write notes.
Planning
Ask students what an autobiography is. Ask them
what kind of information is usually included in an
autobiography.
Read out the fact fle headings.
Check comprehension.
Students write notes next to each heading. If they need
more space, they can write in their notebooks.
Five Key Words
Divide the class into pairs.
Ask students to think of fve key words about
themselveswords that defne who they are. These can
be nouns, adjectives or verbs.
Provide an example: dogs, books, painting, sister,
chocolate.
Students write their words down.
Then they explain to their partners why they chose
those words.
Tell them that this will help them to analyse what
information they left out of the fact fle.
Finally, they add any missing information to the fact fle.
2 Write your autobiography. Use the model below.
Writing
Read the instructions with students. On the board,
write the outline with the six paragraphs, and elicit
more phrases or tenses that students will need to
include in their information.
Students read the tips in silence.
Ask them to write their frst draft individually.
Wrap-up
Read your autobiography.
Ask students to read their autobiographies to the
whole class.
They should display them on the walls for other
students to look at.
Praise them for their effort.
If possible, invite parents or other classes to read
the autobiographies.
Warm-up
Name Race
Distribute index cards. Students write their names
on the cards to make name cards. Collect the cards.
Hold one up and ask the student whose card it is to
say My names (Tony).
Divide the class into two teams and divide the name
cards into two piles, making sure that each of the
piles corresponds to one team. Teams stand at the
back of the classroom.
Hold up one name card from each team and say
the names. The corresponding students race to take
their card from you and say My names (Alicia).
The frst student to do this wins a point for his/her
team. Continue the activity in this way until all the
names have been called.
1730060.indb 141 22/4/09 20:07:05
T63 Lesson 12
5
Amazing Lives
Grammar: Review of Present Perfect, Reported
Speech and Used to.
Vocabulary: Key vocabulary from the unit.
Materials: Stars and dots (5 per student),
construction paper, paper.
Preparation: Stars and Dots Table: Copy the table
from the Wrap-up activity onto construction paper.
1 Match the phrases.
Find out who your students sports heroes are.
Ask them why.
Ask students to look at the photo of Tiger Woods. Ask
them if they know anything about him. Write their
ideas on the board.
Students match the phrases individually.
Check answers with the class.
Personalize the questions by asking students What have
you won so far? What have you played so far? What
have you received?
2 Report the joke.
Write on the board in a speech bubble: I feel happy.
Ask students to tell you the sentence in reported
speech: She said that she felt happy.
Ask two volunteers to read out the joke.
Students work individually to report the joke.
Check answers as a class.
Ask students if they understood the joke. Ask them to
offer some explanations.
3 Write about life 100 years ago.
Students brainstorm how life was different 100 years
ago.
Emphasize the use of didnt use to in the example
sentence.
Divide the class into pairs and ask them to complete
the activity.
Ask them to write three more sentences in their
notebooks about life in the past.
Students read their sentences aloud.
Discuss the information.
Extension
Write your own joke.
Divide the class into pairs. Ask students to draw three
squares on a sheet of paper. Tell them to write a joke
or a short comic strip like the one from the book.
Encourage them to write six speech bubbles in the
present tense.
Ask them to exchange their joke with another pair.
They then rewrite the joke or comic strip using
reported speech.
Vote on the funniest jokes.
Warm-up
Opposites Tennis
This game is intended to practise some of the
adjectives reviewed during this unit.
Divide the class into two teams. A student in the frst
team says an adjective that has got an opposite. The
frst player in the second team must answer with
the opposite.
If the student does not know the answer, the
student from Team 1 must say what word he/she
was thinking of. If its correct, he/she gets a point.
If the student from the other team provides the
opposite, that team gets a point.
Repeat the procedure with other students.
Wrap-up
Stars and Dots
Give each student fve stars and fve dots.
Display the Stars and Dots Table (see Preparation).
Students record their opinions. Remind them that stars
are for loved and liked and dots are for didnt like.
Star Players Unit 5
loved liked
didnt
like
The Story of Hercules
The Legend of King
Arthur
Knight School
Ray and Rocco
The Rainbow Felt-tip
Make a Peace Flag
The Singing Firefghter
Super Chump and
Cat girl
The Black Knight
Portfolio Writing
Autobiography
1730060.indb 142 22/4/09 20:07:07
Amazing Lives
63 Lesson 12
have/phones
cook/fire
play/video games
travel/horse
fly/aeroplanes
1 Match the phrases.
At the age of two, he more money than any other golfer.
He has broken a lot of received many athletic awards.
At the age of eight, he won more than 60 tournaments in his life.
When he was fifteen, world records in his life.
Tiger has won played golf on a TV show.
Over his life, he has his first competition.
He has earned he became the youngest US Junior Champion ever.
2 Report the joke.
Tiger Woods
What an
athlete!
3 Write about life 100 years ago.
People didn t use to have phones.
She told him that
.
He told her that
.
She
.
He
.
She
.
He
.
I have got a ladder.
The Black Knight
is not in the castle!
I haven't got much time!
Im climbing as fast as I can.
Youre my hero!
Were the best
and the fastest.
Tiger Woods is a world-famous golfer, and he has got an amazing life story!
told him that she didnt
have much time
told her that he was
climbing as fast as he could
the Black
Knight wasnt in the castle
he had
a ladder
told him that he
was her hero
told her that they were
the best and the fastest
People used to cook on fires.
People didnt use to play video games.
People used to travel by horse.
People didnt use to fly aeroplanes.
1730060.indb 143 22/4/09 20:07:10
T63A Review Page
5
Amazing Lives
Grammar Module: Used to
We use used to to talk about past habits or the
actions that people did in the past, but not now.
They used to live in London.
Grammar Teaching Tip
In this unit, students have to use Reported Speech
with the verb tell. It is confusing for them when to
use say or tell, so here are some tips:
Draw a boy on the board. Draw a speech bubble
saying: Im ill. Report it: He said that he was ill.
Draw a boy and a girl on the board. Draw a
speech bubble on top of the boy saying: Im ill.
Draw an arrow from the boy to the girl. Report
the sentence: He told her that he was ill.
Explain that we use the verb tell when we want
to emphasize who is receiving the information.
Give them some sentences to fll in with said
or told: He (said) that it was cold.
She (told) me that she was angry.
Practice Book
Track 54
Listen to the conversation and complete the table.
SANDRA: Hi. Im Sandra. Whats your name?
JOHNNY: Im Johnny. How long have you been in New York?
SANDRA: Three days. How about you?
JOHNNY: Ive been here for two weeks.
SANDRA: Wow! Have you seen lots of places?
JOHNNY: Yes. Ive visited most areas. Its a great city!
SANDRA: Have you been up the Empire State Building yet?
JOHNNY: Yes. How about you?
SANDRA: Yes, I have. And Ive already walked across the Brooklyn
Bridge.
JOHNNY: Me, too. I really like Brooklyn. I love the Statue of
Liberty, too. I climbed that yesterday. Have you climbed it yet?
SANDRA: No, not yet. But Ive already seen a show on Broadway!
JOHNNY: I havent been to Broadway yet! Have you walked
through Central Park?
SANDRA: Yes, and I went rollerblading there, too! What about
shopping? Ive done lots of shopping!
JOHNNY: No, I havent done any shopping yet. But I have eaten
lots of food! Have you eaten in Chinatown yet?
SANDRA: No, I havent. I really want to visit some museums and
art galleries. Have you been to any museums yet?
JOHNNY: Well, Ive been to the Guggenheim Museum, but I
havent been to the Metropolitan Museum yet.
SANDRA: Maybe we could go together?
JOHNNY: Thats a great idea! What about this afternoon?
SANDRA: OK!
Assessment 5
Track 55
Listen and tick () what Sally has already
done. Cross out () what she hasnt done yet.
DAD: Oohh! Whats that smell? Have you made the toast, Sally?
SALLY: Yes, I have! But I burnt it, sorry!
DAD: But youve already made the beds. What about the dogs
and the dirty clothes?
SALLY: Ive already fed the dogs, but I havent done the
washing yet.
DAD: When you fnish, eat breakfast and dont forget to wash up.
SALLY: Oh, Dad! When is Mum coming back from her holiday?
Its easier to be a superhero!
Assessment 5
Track 56
Listen to Sallys grandfather. Write T (True) or
F (False).
GRANDFATHER: I grew up in Scotland. I used to wear a uniform, a
shirt and shorts. We didnt wear long trousers, even in winter!
I was very ft. I used to walk about six kilometres to school
every day. I used to play football on the beach. And, of course,
in my spare time, I used to help other people!
Assessment 5
Answer Key
1 1. 2. 3. 4. 5. 6.
1. Sallys mum hasnt arrived yet 2. Sally has already
made the beds. 3. Sally hasnt washed up yet.
4. She has already made the toast.
2 1. brave 2. short 3. dry 4. full 5. ugly 6. dirty
3 1. F 2. F 3. F 4. T
4 Suggested answers: she was 13 years old. she
was a student. she helped people at night. she caught
criminals. she wanted to be a doctor. she wanted to
make people better. she collected insects.
Worksheet 5
Answer Key
1 1. I used to play football. 2. I didnt use to wear
jackets. 3. He used to have a dog. 4. We didnt use
to live in this house.
2 1. He hasnt washed up yet. 2. Have you
talked to your mother yet? 3. She has already
fnished her homework.
3 1. said 2. told 3. said 4. told
4 loud/quiet; pretty/ugly; old/new; full/empty; bad/
good
Grammar Module: Already, Yet
We use the Present Perfect Simple with yet in
questions, if we want to know if something that we
are expecting has or has not happened.
Have they fnished yet?
We also use yet in the negative.
We havent had breakfast yet.
We use already in positive sentences.
Ive already eaten.
Grammar Module: Reported Speech.
In Reported Speech the verb being reported is
converted to its past tense form.
Im tired. She told me that she was tired.
1730060.indb 144 22/4/09 20:07:11
6
The Incredible Body
G
r
a
m
m
a
r
Should
You (should take a painkiller).
Have to
Nurses (have to inject
patients every day). Patients
(dont have to have a bath).
Passive Voice
Your body (is defended by
a fabulous immune system).
The liquid (isnt absorbed
into the stomach). How
much (food is eaten by an
adult in one year)?
V
o
c
a
b
u
l
a
r
y
Parts of the Body
antibody, blood, blood vessel,
bone, brain, cell, hair strand, heart,
hormone, immune system, intestine,
liver, muscle, nerve, organ, saliva,
skin, stomach, taste bud
Ailments
ache, bite, broken arm, bruise, cold,
cut, disease, earache, faint, fu,
headache, loss of memory, pain,
plague, sore throat, stomachache,
stuffy nose, temperature, toothache
First Aid / Medicine
antibacterial, antiseptic cream,
cotton wool, eye patch, kit, remedy,
safety pin, plaster, soap, syringe,
thermometer, tweezers
Five Senses
bitter, salty, sight, smell, sound, sour,
sweet, taste, touch
Phrasal Verbs
get on with, give up, go out, go up,
keep up, look up, pick up, put away,
put on, run into, run out of, turn off,
wake up, write down
Verbs
absorb, blink, breathe, chew,
defend, digest, frown, inject,
protect, pump, sneeze, swallow,
vibrate, wrap
Others
bacon fat, chemical, dirt, emerald,
feather, four, ginger, microscopic,
molecule, mustard, onion, pearl
F
u
n
c
t
i
o
n
s
- Giving advice
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
Prevention is the best cure. (page T68) The Incredible Body (page 105) Interpersonal Intelligence (page T66)
Naturalist Intelligence (page T69)
Verbal-Linguistic Intelligence (page T73)
T63B
1730060.indb 145 22/4/09 20:07:11
Lesson 1 64
The Incredible Body
1. They carry millions of
messages around your body
so you can feel heat, cold
and pain.

1 Listen and complete the ingredients list.

57
2 Solve the riddles.
Ingredients for a human
bones
muscles (big and small)
million hair strands
kilometres of blood vessels
metres of intestine
litres of blood
kilometres of nerves
Lots of organs (heart, stomach, eyes, etc.)
Lots of hormones
square metres of skin
1 brain weighing kilos
Nerves
9. It goes around your body
like a river and carries
oxygen, chemicals and food.

3. They support and protect
your body and carry its
weight.

4. They are responsible for all
your movements, including
breathing.

5. It moves food through your
body and helps to digest it.

6. It covers your body, protects
you and allows you to feel.
7. It grows all over your body.
On your head, it keeps you
warm.

8. It controls everything, sends
messages and allows you to
remember things.

2. They tell cells to behave in
a certain way. Adrenalin,
for example, helps you in
dangerous situations.

parts of the body
208
650
5
100,000
7.5
5 to 6
80
2
1.4
hormones
bones
muscles
intestine skin
brain blood vessels hair
1730060.indb 146 22/4/09 20:07:14
T64 Lesson 1
noun or v for verb. Help them to transform the verbs
into their infnitive form.
Distribute dictionaries. Students look up the words and
write the meanings.
Go over the meanings with the class.
Ask students to solve the riddles in pairs.
Check their answers as a class.
6
The Incredible Body
Vocabulary: blood vessel, bone, brain, breathing,
chemical messenger, digest, hair strand, heart, heat,
hormone, intestine, muscle, nerve, organ, pain,
protect, pump, skin, stomach
Materials: Paper, dictionaries, felt-tip pens, straw,
hole punch, wool.
6
Poster and poster cutouts.
Extension
Body Picture Dictionary
Distribute paper. Assign a different part of the body
or organ to each student in the class.
Students draw their organ or part of the body and
label it on top. They write a short description at the
bottom. They can write it as a riddle if they like.
Put all the pages together to make a book. Punch two
holes on all the pages and tie together with wool.
Make a cover page with the title Our Body Dictionary.
Students take turns looking through the book.
1 Listen and complete the ingredients list.
57
Ask students to look at the picture and name as many
parts of the body as they can. Write a list on the board.
Go over the list and ask students to guess the quantity
of each item: How many bones are there? How many
muscles? How many million hair strands? How many
kilometres of blood vessels?
Write students guesses on the board.
Play Track 57. Students listen and complete the list.
Play the track as many times as necessary.
Ask students which information they found the most
surprising. Compare the correct answers with the
students guesses.
Memory Game
Students to close their books. Write the quantities
on the board, in random order.
Let students work in teams to remember what each
quantity refers to.
The team with the most correct answers wins.
2 Solve the riddles.
Write the following words on the board: messages,
heat, pain, cells, behave, weight, movements,
breathing, digest, protects, grows and carries.
Let students copy the words in alphabetical order in
their notebooks and, next to each word, write n for
Warm-up
Our Wonderful Body
6
Display the poster. Point to different body parts and
review vocabulary: arm, leg, foot, hand, fnger, toe,
knee, elbow, wrist, shoulder, head, face, eye, nose,
mouth, ear.
Display Body Part cutouts one at a time. Name the
body part and students repeat. Then ask a student
to place the cutout on the poster.
Distribute Label poster cutouts.
Ask each student with a cutout to come up and read
the word aloud. Correct pronunciation, if necessary,
and ask students to repeat the word.
Ask the student to place the cutout where he/
she thinks it goes. Let the other students agree or
disagree. Correct, if necessary.
Wrap-up
Whats the function?
6
Display the poster. Divide the class into two teams.
Attach the Label poster cutouts to the key.
Ask each team to write fve questions about the
organs in the key: What flters the blood and helps
to absorb fats?
Each team asks the other team their fve questions.
If the other team answers correctly, they get a point.
Teaching Tip
Pronunciation
One way you can help students to improve their
pronunciation is by putting a word on the board and
asking them how many syllables it has got and then
practising some stress placement.
Ask them which is the stressed (strong) syllable. For
example:
before = 2 syllables be FORE = The second syllable is
stressed.
after = 2 syllables AF ter = The frst syllable is
stressed.
computer = 3 syllables com PU ter = The second
syllable is stressed.
afternoon = 3 syllables af ter NOON = The third
syllable is stressed.
Doing a little pronunciation work can fll time here
and there in a lesson.
1730060.indb 147 22/4/09 20:07:16
T65 Lesson 2
6
The Incredible Body
Grammar: You need (two ears) so that (you can
tell where sounds come from).
Vocabulary: bitter, cell, disgusting, hearing,
molecule, pressure, salty, sight, smell, sour, sweet,
taste, taste bud, touch, upside down, vibration, wave
Materials: Four cloth bags, small objects that can
be identifed by touch (e.g., a spoon, an apple, an
alarm clock, a sock), four samples of different food;
for each pair of students: plastic bag, large can,
large rubber band, sugar, metal tray.
6

Poster and poster cutouts.
Preparation: Touch Bags: Put four objects into
four separate cloth bags.
Encourage students to try to deduce the meaning of the
words. Provide help as needed.

Read and nd
Read the seven phrases aloud. Students fnd the
answers in the text and circle them.
The Word So that
6
Ask students to fnd and underline the two examples
of so that in the text. Your tongue has got thousands
of tiny taste buds so that you can taste food. You need
two ears so that you can tell where sounds come from.
Ask students how the phrase so that connects the two
phrases in each sentence (it establishes that the second
phrase is a consequence of the frst).
Display the poster again. Ask students to think of a
sentence using so that: We have got a brain so that
we can understand things. Ask them to turn it into a
question and an answer: Why have we got a brain?
So that we can understand things.
Let each student write a question about the poster
using so that. Students walk around and ask other
students their question.
2 Make an eardrum.
Divide the class into pairs. Distribute plastic bags, cans,
rubber bands, sugar and metal trays.
Students follow the instructions to make an eardrum.
Ask students how they think the vibration of the metal
tray reaches the sugar. Get them to write a prediction of
what will happen and then write a description of what
happened as if they were doing a science experiment.
Ask students to predict what will happen if you move
the tray closer to the model eardrum.
Discuss the result of the experiment with them and ask
them to write their conclusions.
Exploring Your Senses
Tell students that they are going to explore their fve
senses.
For hearing, students close their eyes and listen for a
minute. Then write a list of everything they heard.
For sight, students look at an object in the distance (4
to 6 metres away), such as a clock on the wall. They
close one eye, hold up their arm and line up their fnger
with the object. Without moving their fnger or head,
they close the opened eye and open the closed eye. The
object will appear to jump to the side and their fnger will
no longer be lined up.
For touch, display Touch Bags (see Preparation) and
divide the class into pairs. Students go around the bags
with a notebook and write what they feel in each one.
They must not look inside the bags.
For taste, ask four volunteers to go to the front and
blindfold them. Give them four foods to taste. They
have to guess what they are eating.
For smell, do the same test but ask new volunteers to
plug their noses as they taste. Ask students to predict if
these guesses will be as good as the frst.
1 Read and match the senses with the sense organs.
Students read the text and label the pictures. Check
answers.
Ask students to underline the following words in the
text: skin, nerve endings, pressure, dirt, rays, molecules,
taste buds, sweet, salty, sour, bitter, disgusting, hole,
upside down, cells, right way up, waves, vibrate.
Warm-up
Five Senses
Tell students that you are going to focus on the fve
senses. Elicit what they are and write them on the
board: hearing, sight, touch, taste and smell.
Ask students which organs are associated with each
of the fve senses.
Extension
Other Cultures
Ask students to use the library or the Internet to fnd
out how people from different cultures use drums to
communicate.
Ask them to present their fndings to the class.
Wrap-up
More so that
Ask students to complete the following sentences
aloud with as many different endings as they can.
Encourage them to come up with as many reasons
as possible.
You need to study English so that you
You need to eat healthy food so that you
You need to do your homework so that you
You need to wear shoes so that you
1730060.indb 148 22/4/09 20:07:17
65 Lesson 2
The Incredible Body
1 Read and match the senses with the sense organs.
Hearing Sight Touch Taste Smell
You need two ears so that you
can tell where sounds come from.
The Five Senses
We need our sense organs to understand the world. Our skin, nose, ears, eyes and tongue work
amazingly quickly to send information to the brain.
Your skin is where your sense of touch is. It has got lots of
nerve endings that tell you about heat, cold, pain, pressure
and movement. The skin protects you from dirt, water and the
suns rays. It even helps keep your body temperature at 37C!
When you smell something, you breathe in air. There are about
10 million nerve endings in your nose that collect information
from the smell molecules in the air. We can identify 10,000
different smells!
Your tongue has got thousands of tiny taste buds so that you
can taste food. It has got special areas that identify sweet,
salty, sour and bitter. It also tells you if something is disgusting!
Light goes into your eye through a hole. It makes an upside-
down image on your retina. One hundred and thirty million
special cells read the image. The brain then creates a picture
the right way up!
The outside part of the ear collects sound waves. They go into
your ear and make the eardrum vibrate. These vibrations pass
over the three smallest bones in your body and into a special
liquid. Then millions of tiny hairs pick up the vibrations. You
need two ears so that you can tell where sounds come from.
Read and find
- where the body's smollest bones ore. - why you need two eors.
- two thlngs your skln does. - somethlng thot vlbrotes.
- somethlng wlth 10 mllllon nerve endlngs. - four dlfferent tostes.
- where you con flnd on upslde-down plcture.
2 Make an eardrum.
You need: o plostlc bog, o lorge con, o rubber bond, sugor, o metol troy
1. Cut o squore from the plostlc bog ond stretch lt over the top of the con.
2. Hold lt ln ploce wlth o rubber bond. Put some sugor on the plostlc.
3. Hlt o metol troy neor the con. Wotch corefully. Whot hoppens to the sugor Whot
does thls tell you obout your eordrum Whot does lt tell you obout sound woves
Taste Sight
Hearing
Smell Touch
1730060.indb 149 22/4/09 20:07:23
The Incredible Body
66
Symptoms Problem Advice
1
2
3
1 Complete the e-mail.
2 Listen and complete the table.

58
3 Game: I dont feel well!
6
A
Hi, Karen,
How are you? I had a terrible day. I woke up with a
and a . I also had a .
I think I had a , too. I didnt eat a lot for breakfast because
I had a .
Mum asked me what was wrong, but I didnt hear her at first because of my
. I felt terrible. It was worse than a .
Perhaps I had . Anyway, I went to play football.
The ball hit me on the leg and I got a bad . Then Rick
kicked my knee and I got a . After that, I fell over and
got a .
Tom
You should take a painkiller.
You shouldnt go to school today.
Why dont you go to bed?
Lesson 3
:. . ::+
:c tc cc t|c occtcc
c|c c ccccctcc|
:. . -:-...
! u
uu'
tai iee mac
|+
,.-: .
|c.| |ct
c .ctcc
'.! ! .u- u !u,
: a cci..i
headache
sore throat
stomachache
toothache
earache cold
flu
bruise
cut
broken arm
sore throat, runny
nose, fever
stomachache
pain in a tooth
cold
indigestion
toothache
go to bed
shouldnt eat so much
go to a dentist
temperature
1730060.indb 150 22/4/09 20:07:24
T66 Lesson 3
1 Complete the e-mail.
Students complete the e-mail by looking at the pictures
and writing the ailments on the lines.
Ask the following questions to check comprehension:
What was wrong with Tom when he woke up? Why
didnt he eat breakfast? Why didnt he hear his mum?
Whats worse than a cold? What happened to his leg?
What happened to his knee? What happened to
his arm?
Read the e-mail aloud and ask students to pay attention
to your pronunciation.
Ask different volunteers to read out the e-mail and
correct pronunciation.
2 Listen and complete the table.
58
Ask students What does the woman in the photo do?
When was the last time you went to see the doctor?
Why did you go? What sort of advice do doctors give?
Go through the three columns in the table and ask
students to tell you what kind of information they
expect to hear.
Play Track 58 several times and ask students to
complete the table. Play it once for each column.
Students compare their answers in pairs.
Giving Advice
Elicit from students why the doctor says should and
Why dont you? (These are expressions used for giving
advice.)
Elicit other ways of giving advice and write them on the
board:
You could consider.
Perhaps you could think about.
Have you thought about?
Divide the class into pairs.
Students role play the dialogue between doctor and
patient, using the notes in the table.
They can extend this to other problems.
3 Game: I dont feel well!
6
A
Divide the class into small groups.
Students take out one set of cards from cutout 6A.
They put the cards in a pile face down.
One student takes a card and mimes the ailment.
The others guess what it is. Then each student gives the
frst one a piece of advice. Encourage them to use the
phrases learned in the previous activity.
6
The Incredible Body
Grammar: Giving advice: You (should take a
painkiller). Why dont you (go to bed)?
Vocabulary: broken arm, bruise, cold, cut,
earache, fu, headache, pain in your foot, sore,
stomachache, temperature, throat, toothache
Materials:
6
A
, slips of paper (1 per student).
Extension
Interpersonal Intelligence
Why dont you?
Give a slip of paper to each student.
Students write about a problem they have got and
would like to solve. They should try to disguise their
handwriting, so that nobody can tell who wrote the
problem.
Collect slips of papers and read them aloud one at a
time. Let the class give the person some advice using
Should or Why dont you?
Note: If you think this activity could be controversial
or diffcult, you can do the activity by writing fve
or six problems on separate slips of paper. Include
problems that are common to younger students, such
as fear of the dark, feeling left out, envy of a new
baby in the family and doing badly at school.
Wrap-up
Spelling Lines
Divide the class into two teams. Each team stands in
a line.
Give the frst team a key word from the lesson,
e.g., headache, temperature, cold.
Starting at the front of a line, each student says one
letter of the word, in order:
S1: H
S2: E
S3: A
If a student makes a mistake, the word goes to
the other team. If the team spells the entire word
correctly, they score a point.
Warm-up
Im ill.
6
A
Students cut out the Ailment cards from
cutout 6A.
Name each ailment. Students fnd the corresponding
card, show it to you and mime the ailment.
Students put their cutouts away. Keep a set for
yourself.
Divide the class into teams. A student from the
frst team goes to the front. Show him/her one of
the cards. The student mimes it for his/her team to
guess the word.
Award a point for each correct answer.
1730060.indb 151 22/4/09 20:07:29
T67 Lesson 4
6
The Incredible Body
Functional Language: Expressing obligation
(have to): Nurses have to (inject patients every day).
Patients dont have to (have a bath).
Vocabulary: bacon fat, bite, bruise, disease,
emerald, fainting, feather, four, ginger, honey,
inject, memory, mustard, onion, pearl, plague,
remedy, skin, stuffy nose
Materials: Index cards (1 per student).
1 Look at the picture and write.
Tell students that the picture shows a hospital from the
Middle Ages. Ask them to identify the nurses, doctors
and patients.
Read out the sentences in the Star Language Box.
Ask individuals to provide other sentences about the
pictures, using the clues in the box.
Students write all the sentences in their notebooks.
Elicit the sentences and write them on the board.
Ask students questions to check comprehension of the
structure: Can patients have a bath? (Yes) Is it necessary
for them to have a bath? (No)
Repeat with other questions: Is it necessary for doctors
to prepare remedies? Is it necessary for them to wear
gloves?
Some things never change!
Tell students that some things in medicine havent
changed.
Divide the class into two teams. Students take turns
making sentences about what patients and doctors
have to and dont have to do. Write the sentences on
the board and award a point for each correct sentence:
Patients have to rest, they dont have to look after other
patients, they have to take their medicine. Doctors have
to examine their patients, they have to work very hard,
they dont have to wash the patients.
2 Read and number the pictures.
Tell students that the doctor in the picture is from
medieval times. Students read the banner.
Ask comprehension questions: Does Doctor Dread treat
only headaches and stomachaches? How do you know?
Will you get better if you dont follow his advice?
How do you know? Does it cost money to get Doctor
Dreads advice? How do you know? Would you take his
remedies?
Go through the vocabulary with students.
Divide the class into pairs. Ask students to number the
pictures. Encourage them to use English: I think that this
is the honey jar in this picture. I agree. I dont agree.

What do you think these things cure?

Encourage students to guess what each thing cures:
I think that bacon fat and four cure a headache.

Listen and match the ailments with the cures.

59
Go through the ailments and clarify vocabulary.
Tell students that they will be listening to Dr Dread and
some of his patients.
Play Track 59. Students number the ailments.
Play the track again and students to jot down the cure
that Dr Dread offers for each ailment.
3 Role Play: Doctor Dread and His Patients
Divide the class into small groups. Get them to choose
roles: the doctor and the patients.
Students role play the dialogues using the notes in their
books as a guide.
Extension
Modern Doctor Dread
Divide the class into pairs. Ask pairs to invent new
and crazy cures for different ailments.
They should use have to and dont have to.
Students write and decorate their cures on sheets
of paper.
Display these around the classroom.
Warm-up
Medieval Times and Doctors
Brainstorm vocabulary from the previous unit related
to castles, knights and the Middle Ages.
Ask students if they think that there were doctors,
and what kind of medicine they practised.
Elicit the differences between modern medicine
and medicine in the past: Today, we have got
antibiotics, doctors can use anaesthetics, operations
are carried out in sterile conditions, there are natural
and artifcial medications, illnesses are studied
scientifcally and medicines tested in the laboratory,
we have got vaccines.
Wrap-up
Doctor Dreads Prescriptions
Give each student an index card. Ask them to write
down the prescription for a particular ailment.
Encourage them to use creepy, gothic handwriting
and clear instructions.
For example: For the plague, you have to eat pearls
and emeralds. You have to take three pearls after
breakfast and one emerald before going to bed.
Put all the prescriptions on the wall and ask
students to read them.
1730060.indb 152 22/4/09 20:07:31
The Incredible Body
67
1 Look at the picture and write.
Nurses have to inject patients every day.
Patients dont have to have a bath.
doctors / prepare medicines
patients / stay in bed
doctors / wear gloves
nurses / wear shoes
patients / wash the f loor
nurses / inject patients every day
2 Read and number the pictures.
3 Role Play: Doctor Dread and His Patients
Listen and match the ailments with the cures.

59
loss of memory

fainting

skin disease

snake bite

bruises

blocked nose

plague

3
5 Ginger 6 Wolf skin 7 Feathers
1 Bacon fat and flour

2 Honey

3 Pearls and emeralds

4 Mustard and onions
Lesson 4
Do you feel ill?
Doctor Dread has got the right
medicine for all your problems.
If you want to get better, you have
got to follow his advice.
Get all the latest cures of the 13th
century from Doctor Dread!
You have to pay a small fee.
What do you think these things cure?
1 7
4 5
6 2
1730060.indb 153 22/4/09 20:07:34
The Incredible Body
68
F
i
r
s
t
-
A
i
d
K
i
t
s
y
r
in
g
e
c
o
tto
n
s
a
fe
ty
p
in
s
tw
e
e
z
e
r
s
s
c
is
s
o
r
s
so
a
p

e
ye
p
a
tc
h
p
a
r
a
c
e
ta
m
o
l
b
a
n
d
a
g
e
a
n
tis
e
p
tic
c
r
e
a
m
p
la
ste
r
th
e
r
m
o
m
e
te
r
trapped
in your
nose?
What
is
by injections?
defended by
the immune
system?
sent
around your
body?
in your
bones?
What are
made
How are
germs
killed in
your
stomach?
1 Read and answer the questions.
2 Game: First-Aid Kit
6
B
Germs are microscopic
creatures, too small to
see. They live in even
the cleanest places.
These viruses and
bacteria can make you
ill, and theyre attacking
your body all the time! But dont worry your
body is defended by a terrific immune system. It
works around the clock to protect you!
Your skin protects you against germs. Its
like the plastic film you use for food! It also
contains antibacterial substances.
Germs are trapped in your nose and ears by
hairs. In fact, 80 90 percent of germs are
stopped by them.
Germs are killed by saliva in your mouth and
by acid in your stomach.
Every time you breathe, your body is invaded
by germs. Your lungs, however, contain special
cells that kill them.
White cells are like the street cleaners of
your body! Millions of them are made in your
bones. Then they travel around your body and
kill germs.
Your body also contains a clear liquid called
lymph. It is sent around the body to kill germs.
Your body has got millions of antibodies. Each
one is matched to a particular germ and fights it.
Your immune system is helped by medicine,
too. When you are injected with weak versions
of viruses, your
body learns about
them and makes new
antibodies. Then, if
the virus enters your
body, the antibody is
ready to fight!
Lesson 5
Your body is defended by
a terrific immune system.
Germs are trapped in your
nose and ears by hairs.
w
o
o
l
1730060.indb 154 22/4/09 20:07:34
T68 Lesson 5
1 Read and answer the questions.
Read out the title.
Encourage students to describe the pictures. Ask them
to predict what the text will be about. Ask Whos under
attack?
Ask students to read the questions and try to guess the
answers.
Then ask them to read the article and write the answers
in their notebooks.
Attacking Passive!
Write the following sentence on the board: Your body is
defended by a fabulous immune system.
Underline the subject, object and verb. Work with the
students to turn the sentence into the active voice:
A fabulous immune system defends your body.
Circle the subject, object and verb again.
Remind students that the passive is used when you
choose to start a sentence with what is done, not who
does it. We commonly use the passive when talking
about scientifc processes.
Ask students to examine the text for fve sentences in
the passive voice, and to transform them into the active
voice in their notebooks.
Check with the class.
What is it?
Make up simple riddles about common objects, using
the passive voice. Give students the riddles:
Its quite small; its made of plastic and metal; its used
by photographers (camera).
Its made of wool or another warm fabric; its used to
cover your body when its cold outside (jumper).
Divide the class into pairs. Students write a similar riddle
about an object in a hospital.
Students exchange and solve each others riddles.
2 Game: First-Aid Kit
6
B
Students cut out the cards in cutout 6B.
Name each item and ask students to hold up the
corresponding card. Students repeat the words aloud,
chorally and then individually.
Divide the class into groups of four.
Students place the cards face up on the desk. They
take turns mentally choosing a card and describing it
for their classmates to identify: Its made of; Its used
to; Its put on/in your
Encourage students to use the passive voice.
The frst student to identify the item wins the card.
Students repeat the procedure with all the cards.
The student with the most cards wins the game.
6
The Incredible Body
Grammar: Passive Voice: Your body is defended
by a fabulous immune system.
Vocabulary: acid, antibody, antiseptic cream,
bacteria, bandage, clear, cotton wool, defend,
eye patch, germ, immune system, inject,
microscopic, safety pin, plaster, saliva, soap, syringe,
thermometer, tweezers, virus
Materials:
6
B , construction paper, felt-tip pens.
Preparation: Sentences: Write a list of sentences
in the active and passive voice on a sheet of paper:
Our body is defended by antibodies. Doctors treat
patients. The musician composed a symphony.
My book is made from recycled paper.
Extension
Values Syllabus
Prevention is the best cure.
Write on the board Prevention is the best cure.
Brainstorm what the phrase means and how we can
carry out its advice.
Write some ideas on the board.
Ask the class to prepare a Prevention Poster, including
their ideas.
At the bottom, students include local emergency
phone numbers.
Warm-up
The Immune System
Elicit what students know about the immune
system: What does your skin do? Why do we
produce saliva? Why have we got have hair in our
noses and ears? How does blood help to protect our
body against illness? How do our bones protect us?
What are viruses and bacteria?
Try to include some words that students will encounter
in the text, such as microscopic, defend, antibacterial,
acid, antibody and inject.
Wrap-up
Passive or Active?
Take out a list of sentences in the active and the
passive voice (see Preparation).
Tell students to listen carefully to each sentence. If it
is in the passive voice, they should stand up. If it is in
the active voice, they should remain seated.
1730060.indb 155 22/4/09 20:07:36
T69 Lesson 6
6
The Incredible Body
Grammar: Passive Voice (negative): This liquid isnt
(absorbed into the stomach). The nutrients arent
(taken to your cells yet)!
Vocabulary: absorb, chew, digestive, liver,
nutrients, saliva, soupy, swallow
Materials: Paper, construction paper, felt-tip pens.
6

Poster and poster cutouts.
Preparation: Digestive Facts: Download from the
Internet or bring reference books with information
about the digestive systems of other animals.
Write on the board: I am driven to school by my mother.
Elicit the negative and add not to the sentence.
Students look at examples of passive sentences in the
text and turn them into negatives.
2 Work in teams. Research the information
and correct it.
Ask students to read the sentences in silence.
Tell them that one of the sentences is true and the other
four are false, and that all the mistakes are to do with
numbers.
Divide the class into pairs. Students decide which
sentences are false and what the correct information is.
If they think that a sentence is false, they should rewrite
it with the correct information.
Read out the true information and ask students to
correct their work:
1. About 38,000 litres of saliva are produced in a
persons lifetime.
2. About 60 percent of the body is made up of water.
3. About six litres of air are breathed every minute.
4. About two litres of acid are produced by your body
every day.
5. About half a litre of water a day is lost in sweat.
Extension
Naturalist Intelligence
Other Digestive Systems
Divide the class into small groups. Provide reference
material about the digestive systems of animals.
Tell them that all animals have got a digestive system,
a feature that distinguishes them from plants.
Ask students to fnd differences between the human
digestive system and those of other animals.
Students prepare a poster with the information they
have found. Some interesting facts:
Birds havent got teeth, so digestion takes place in a
chamber called the crop; then food moves into the
stomach. The small intestine of a horse is 18 to 21
metres long. Food is swallowed whole by snakes.
A cows stomach is divided into four different parts or
chambers. Each chamber has got a different function.
Wrap-up
The Digestive System

6
Display the poster. Ask students to fnd some key
parts of the digestive system and explain their
function.
Ask questions as a general review: How long does
food stay in your stomach? How long is your small
intestine? How long does food stay in your body
after you eat it?
1 Match the paragraphs and the headings.
Ask students to read the text and number the phrases
according to the paragraph numbers.
Ask questions to check vocabulary:
Whats the liquid thats made in the mouth? (saliva)
Where does food go once its swallowed? (stomach)
Whats the place where food spends four hours?
(small intestine)
What do you call those things that give energy to your
body? (nutrients)
What do you call the smallest components of your
body? (cells)

Answer the questions.

Divide the class into pairs. Students answer the questions
on a sheet of paper. When they fnish, they exchange
answers with another pair and check the answers.
Negative Passive
Ask students to underline the examples of passive
sentences in the text. Elicit the negative examples of the
passive and write them on the board: The liquid isnt
absorbed in the stomach. The nutrients arent taken to
your cells yet! Some of the food you ate isnt digested
and absorbed in the small intestine.
Encourage students to deduce how the negative of the
passive is formed (you add not to the auxiliary verb to be).
Ask Does the past participle of the verb change? (No.)
Warm-up
Where is your breakfast?
Ask students what they had for breakfast. Ask them
what happens to food after theyve eaten it.
Brainstorm ideas. Write some key words on the
board: stomach, digestion and intestine.
Ask How long does food stay in your body?
Write students ideas on the board. They can test
their guesses against what they will read in the text.
Tell students that they are going to read about the
journey a pizza makes when it enters your body.
1730060.indb 156 22/4/09 20:07:38
The Incredible Body
69
The liver The mouth
The small intestine The stomach The large intestine
1 Match the paragraphs and the headings.
The liquid isnt absorbed in the stomach.
The nutrients arent taken to your cells.
Answer the questions.
1. What two things does food give your body? 2. What happens in the stomach?
3. What happens in the small intestine? 4. What happens in the large intestine?
2 Work in teams. Research the information and correct it.
Jimmys Homework
1. About 10,000 litres of saliva are produced in a persons lifetime.
2. About 90 percent of the body is made up of water.
3. About six litres of air are breathed every minute.
4. About a litre of acid is produced by your body every day.
5. About two litres of water a day are lost in sweat.
Youve just finished a delicious pizza. But have you ever wondered what happens to it
next? Food gives us energy to work and play, and materials to build new cells. Before
you can use it, however, it has to make an incredible journey through your digestive
system! Lets find out more.
Before you start to eat, saliva is produced in your mouth. When you chew, the food
is mixed with saliva. When you swallow, it goes down into the stomach.
The food stays in the stomach for about four hours. It is mixed with digestive
chemicals and acid. It becomes a soupy liquid full of nutrients (energy for your body).
But thats only the beginning. This liquid isnt absorbed in the stomach. It has got a
long journey ahead!
The liquid is passed into the small intestine. Actually, it isnt small at all its 6.5
metres long! Your food spends another four hours here. Nutrients are absorbed in
the small intestine, then passed into the blood.
But wait! The nutrients arent taken to your cells yet! The next stop is the liver. Here,
they are processed. Only then are they sent by the liver to the cells in your body.
Some of the food you ate isnt digested and absorbed in the small intestine. It has to
go even further! It moves into the large intestine. Here, water, salts and minerals are
absorbed into the blood. So, 15 hours after your meal, the journey is finished. What is
left is stored and passed out of the body.
Lesson 6
4
3
1
2 5
1730060.indb 157 22/4/09 20:07:40
The Incredible Body
70
1. How many muscles are used to smile?
a) about 10 b) about 20 c) about 30
2. How many muscles are used to frown?
a) about 20 b) about 30 c) about 40
3. How much food is eaten by an adult
in one year?
a) 300 kilos b) 500 kilos c) 700 kilos
4. How much saliva is produced in a day?
a) 1.7 litres b) 2.2 litres c) 2.5 litres
5. How much skin do we lose in a year?
a) 1 kilo b) 1.5 kilos c) 2 kilos
6. Where is the smallest muscle in the body?
a) in your ear b) in your hand c) in your foot
7. How many cells in your body died
while you were reading this?
a) 10,000 b) 30,000 c) 50,000
8. How much air is held in an adults lungs?
a) 1 litre b) 3 litres c) 5 litres
9. How much blood is pumped in one day
by an adult?
a) 4,500 6,000 litres b) 6,000 7,500 litres
c) 7,500 9,000 litres
10. How many trips around the body are made
by red blood cells before they retire?
a) 2,500 b) 25,000 c) 250,000
11. How often do you blink in a minute?
a) 10 times b) 25 times c) 40 times
12. How fast is an average sneeze?
a) 160.9 km/h b) 241.4 km/h c) 321.8 km/h
Question word:
Where
Verb to be:
is, are
Past participle: used spoken
made found grown
Possible answers: Germany
South America Spain Mexico
Europe Switzerland California
Italy Africa India France
Australia Colombia
Object: German
Ferrari cars
kangaroos tortillas
French the euro tea
cocoa beans
elephants llamas
Hollywood films
Spanish coffee
How much food is eaten by an adult in one year?
How many muscles are used to smile?
1 Work in pairs. Do the quiz and circle your answers.
2 Listen and underline the correct answers. Check your score.

60
3 Research and write quiz questions. Then ask and answer your questions.
Score: 1012 Incredible! You know your body amazingly well or you made some amazing guesses!
69 Have you studied Biology? You could become a doctor!
15 Dont worry. You didnt get many right answers, but we hope you have learned a lot!
Y
ou live in it. You wash it. You feed
it. You use it every day and then
you sleep in it. But how much do you
know about your body? Take this mind-
blowing quiz and find out about
Your Amazing Body
Lesson 7
Star
Players
Fantastic
Quiz
Maker
1730060.indb 158 22/4/09 20:07:40
T70 Lesson 7
1 Work in pairs. Take the quiz and circle your answers.
Tell students that they are going to do a quiz about the
amazing human body.
First, ask them to look at the pictures on the quiz and
guess some of the questions that are in the quiz.
Let students work in pairs to solve the quiz. They should
read each question aloud and discuss their answers.
2 Listen and underline the correct answers.
Check your score.
60
Before you play the recording, write the numbers 1 to
12 vertically on the board with three columns: A, B, C.
Students vote on the answers for each question
in the quiz.
Play Track 60. Students check their answers.
Ask students to read their scores in pairs.
The pair with the most correct answers wins.
Analysing the Quiz
Ask students to underline the passive sentences in the
quiz. Ask them when we use the singular and when
we use the plural form of the verb to be (depending on
whether the grammatical subject is singular or plural).
Ask students to underline the words much and many.
Elicit when we use each one, with some examples.
3 Research and write quiz questions. Then ask
and answer your questions.
Students look at the Quiz Maker. Go through each box.
Elicit a question and write it on the board: Where is the
euro used?
6
The Incredible Body
Grammar: Passive Voice (questions): How much
food is eaten by an adult in one year? How many
muscles are used to smile?
Vocabulary: blink, mind-blowing, frown, pump,
retire, sneeze
Materials: Slips of paper, reference books about
the body.
Preparation: Body Cards: On separate slips of
paper, write different parts of the body.
Extension
Our Own Quiz
Write on the board the following question
beginnings:
How many?
How much?
Divide the class into pairs. Students write fve
questions about their partner on a sheet of paper.
Each question should have three optional answers,
one of which is true. To obtain the answers, students
should ask their partner the question: How many
(dogs) has (Daniel) got? a) 2, b) 3, c) 4.
How much (time) does (Andrea) spend having a
shower? a) 5 minutes b) 10 minutes c) 15 minutes.
On the reverse side of the sheet, students write the
correct answers.
Students form new pairs, exchange quizzes and
answer them.
Brainstorm what their most interesting discoveries were.
Warm-up
Body Review
Display Body Cards (see Preparation).
Divide the class into two teams. The frst student
from Team A goes to the board.
Show him/her a Body Card. He/she draws the part of
the body on the board for his/her team to guess.
Repeat the procedure with Team B.
Award a point for each correct answer.
The team with the most points wins the game.
Wrap-up
The Most Amazing Fact
Ask students which fact from the quiz in the book
was the most amazing for them. Take a class vote
and decide which was the most amazing.
Read the fact again with them and ask them why
they found it so fascinating.
Make sure that students understand in which order they
should use the words from each box.
Ask students if they know the answer. Focus their
attention on the Answers box and elicit the answer:
The euro is used in Europe.
Divide the class into pairs. Students write the 13
questions and their complete answers.
Check with the class.
1730060.indb 159 22/4/09 20:07:42
T71 Lesson 8
6
The Incredible Body
Grammar: Phrasal verbs: I ran into a friend
the other day.
Vocabulary: get on with, give up, go out, keep
on, look up, pick up, put away, put on, run into,
run out of, turn off, wake up, write down
Materials: Small cards (24 per pair), construction
paper, felt-tip pens.
1 Listen and complete the song.
61
Ask students to guess which activities the illustrations
represent.
Play Track 61 and ask students to fll in the blanks.
Play the recording as many times as necessary.
Write the following defnitions on the board:
put clothes on your body
meet by chance
take
put in writing
have no more
stop sleeping
Tell students that they refer to the frst six phrasal verbs
in the song. Students match the verbs to the defnitions.
Divide the class into pairs. Students write similar
defnitions for the last six phrasal verbs in the song.
Go over the defnitions with the class.

Listen again and mark (or ) the pictures.

Play Track 61 and ask students to mark the pictures
according to whether the song suggests doing them
or not.
Perform the song.
Divide the class into fve groups. Each group will
perform one of the verses in the song.
Groups develop movements to go with the words.
Then they show the other groups the routine they have
worked out to go with the song.
Play Track 61. Students sing and perform the song.
2 Write a poem giving advice for a happy life.
Use the verbs in the box.
Read the phrasal verbs in the box aloud. Check that
students understand all of them.
Divide the class into pairs. Students brainstorm advice
for a happy life.
Then they write their ideas in the form of a poem and
illustrate it with pictures.
Display their poems on the wall.
Phrasal Verb Concentration
Divide the class into pairs. Give each pair 24 cards.
Student A uses 12 cards. On six, he/she writes a phrasal
verb. On the other six, he/she draws the corresponding
picture for each phrasal verb.
Student B does the same with his/her 12 cards. They
should be different verbs from student As. They can
agree on this before starting.
When students fnish, they shuffe their cards together
and place them face down on their desks. They take
turns turning two cards over. If the cards match, the
student keeps them and gets another turn. If they
dont, the student turns the cards over and the other
student has a turn. The student with the most matching
cards wins.
Extension
Other People
Divide the class into small groups. Students choose a
type of person to write about, for example,
sad friends, bad students, nice neighbours.
They write fve characteristics of that kind of person,
using some of the phrasal verbs from the lesson. They
can write the sentences in the negative or affrmative:
Good neighbours pick their rubbish up.
Bad students dont write their homework down.
Students write their fve sentences on construction
paper and illustrate them.
Warm-up
Getting Happy!
Ask students Are you happy? Why? Why not?
Divide the class into pairs. Students A should not
smile at all. Students B should do everything possible
to make the other student laugh.
Say Go! The student A who does not laugh wins.
Exchange roles and repeat.
As a variation, give students A and B set phrases to
repeat, over and over, in different tones:
Student A: I think youre amazing.
Student B: I think youre amazing too, but I cant
smile at the moment.
Student B has got to mimic the style and tone of
Student A without laughing. So, if Student A
shouts the statement, and coughs between words,
Student B has got to do the same.
Wrap-up
Find the right preposition.
Write on the board: up, on, with, into, out of,
down, away.
Divide the class into two teams. Each team sends a
volunteer to the front.
Say a verb: give. Students run to the board and
touch the preposition that can go with it: give up.
The frst one to touch the word scores a point, and if
he/she gives a sentence using it, the team gets two
points. The team with the most points wins.
1730060.indb 160 22/4/09 20:07:43
The Incredible Body
71
1 Listen and complete the song.

61
Get Happy!
I a friend the other day.
She was just about to cry.
She said, Ive energy.
I feel sad and I dont know why.
I said, Thats no way to live your life.
Theres no reason to be blue.
that pen and notebook,
And my message to you.
You have to and be happy,
some nice, new jeans.
that TV its boring!
And that MP3!
those biscuits and sweets.
for a healthy run.
your friends and family,
And life will start to be fun.
at the stars at night,
Theyre shining just for you.
And if you smiling,
The world will smile with you!
give up get on with go out keep on look up pick up put away
put on run into run out of wake up write down turn off
Listen again and mark ( or ) the pictures.
2 Write a poem giving advice for a happy life. Use the verbs in the box.
turn off put away give up pick up put on go out
A Happy Life
Lesson 8


ran into
run out of
Pick up
write down
wake up
Put on
Turn off
put away
Give up
Go out
Get on with
Look up
keep on

1730060.indb 161 22/4/09 20:07:45

The Incredible Body
72
Episode 3
Georgie was standing outside the tent
when she felt as if she had a cold
probably because of that icy bath in the
barrel. Her nose felt funny. She tried to
control it, but it was impossible. Then,
suddenly, she sneezed! The tent door
opened and the big man grabbed her.
You shouldnt listen to other peoples
conversations, he said.
I was just going back to my tent,
Georgie replied.
You dont have to go back there, he said.
Why dont you come in here?
He pulled Georgie inside. Sir Roger looked
at her and smiled a horrible smile. You
aren't going to tell anyone my secrets
before the tournament. Sir Roger laughed
a horrible laugh and hit her on the head.
There were three unhappy people that
afternoon. The King felt terrible about
losing the game of cards. The princess
was miserable because she didnt want to
marry Sir Roger. And Alfred was worried
because his master was missing. Then, five
minutes before the tournament, Georgie
ran into her tent.
1 Read the story and answer the questions.

62
1. Who
a) was worried about Georgie? d) didnt want to get married?
b) felt bad about losing a game? e) pulled Georgie into a tent?
c) was horrible to Georgie? f) had a headache?
2. Why doesnt Sir Roger want Georgie to go back to her tent?
3. Why doesnt Georgie talk to the king?
4. How does Sir Roger cheat in the tournament?
I have got to talk to the king! she said,
rubbing her head.
You cant, sir. There isnt time, Alfred
replied.
But it was all a trick! The Black Knight...
Im sorry sir, but its time to put on your
armour, Alfred said, placing a heavy
helmet on Georgies head.
Sir Roger climbed onto his horse and
waved to the crowd. His black armour
gleamed in the sun. The big man gave him
his special lance. It had a sharp metal tip
on it covered with poison. Then Sir Roger
saw Georgie sitting nervously on her horse.
He bowed to the king and the princess,
and moved slowly forward
Lesson 9
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T72 Lesson 9
1 Read the story and answer the questions.
62
Let students describe the picture and talk about who
the characters are and what is happening. Play Track
62. Students follow along in their books. Read the
questions with the class. Ask students to read the text
again to fnd the answers and write them down.
Discuss each question as a class.
Ask some extra questions to check comprehension:
Why did Georgie sneeze?
Why did the big man grab her?
Why did the Black Knight hit her?
Why did Georgie want to talk to the king?
What was special about the lance?
Give Georgie advice.
Let students imagine that they have got Georgie there.
What advice would they give her?
Elicit from students the correct structure. Write on the
board: You should
Students write three pieces of advice to Georgie.
Write some of students ideas on the board.
About Tournaments
Brainstorm with students what they know about
medieval tournaments. Explain how the knights rode
horses and carried lances. There were some things that
were allowed; others were forbidden.
Divide class into trios. Ask them to write down some
rules for fair tournaments. Encourage them to use
should, have to and dont have to:
6
The Incredible Body
Function: Giving advice.
Vocabulary: barrel, bow, forward, gleam, grab,
helmet, icy, miserable, missing, poison, rub, sharp,
sneeze, tip, trick, wave
Materials: Construction paper, felt-tip pens.
Extension
Phrasal Verb Jousting
Divide the class into two teams. Write the following
verbs on the board: give, get, go, keep, look, pick,
put, run, wake, write, turn.
Each team chooses a student to represent them in
the jousting.
Students stand face to face.
Flip a coin. The student who wins gets a point
and chooses a verb from the board. The second
student has got to complete the phrasal verb with
an appropriate preposition. If he/she does, S2 gets a
point. If he/she does not know or makes a mistake,
S1 should complete the phrasal verb. S1 gets a point
if he/she answers correctly.
Two other volunteers go up, and so on.
Warm-up
Recall the story.
42, 43, 52, & 53
Ask students questions to review the story so far:
Can you remember the title of the story? What can
you remember about the story? Who are the
characters? What happens to them?
Talk about the predictions they made at the end of
the last episode.
Play Tracks 42 and 43 and ask students to follow the
story on pages 48 and 49 of their books.
Play Tracks 52 and 53 and ask students to follow the
story on pages 60 and 61.
You have to wear a helmet.
You dont have to carry a sword.
You should have a fast horse.
Ask them to prepare a poster. They should read it
to the class and attach it to a wall.
Wrap-up
Follow my advice, Georgie.
Distribute paper and ask students to write a letter to
Georgie with advice and encouragement before the
tournament.
Divide the class into pairs. Each student reads his/
her letter to his/her partner. Ask them to correct any
mistakes they detect and to help their partner to
edit the letter.
Collect the letters at the end of the lesson to correct
them yourself and give feedback.
1730060.indb 163 22/4/09 20:07:48
T73 Lesson 10
6
The Incredible Body
Grammar: Passive Voice (Review).
Vocabulary: cheer, faint, fat, gasp, herb,
poisoned, pole-vaulter, weakly
Materials: Paper, coloured pencils.
1 Read the story and answer the questions.
63
Focus on the picture. Ask Whats happening? Whos in
the air? Why? Whats going to happen?
Explain what a pole-vaulter is before starting to read
the story.
Play Track 63. Students follow along in their books.
Students answer the questions in their notebooks.
Check answers with the class.
Focus on Vocabulary
Ask students to read the story and fnd words that mean
To breathe in noisily when you are surprised.
To shout loudly, all together, when you are happy.
To speak very softly.
To fall unconscious.
2 Discuss the questions.
Divide the class into small groups.
Students read the questions and share ideas.
Students then share their ideas with the whole class.
Verbal-Linguistic Intelligence
A Weird Dream
Tell students they are going to write about a strange
dream they have had. It can be true, or invented,
and about the past or the future.
Write the following questions on the board:
What happened before the dream?
Where did you wake up?
Describe the place and the people.
What was the problem (danger, mystery)?
What did you do?
When did you realize it was a dream?
What happened after the dream? Did something
change? Did you change?
Extension
Alfreds Home Remedy
Ask students to recall what Alfred gave Georgie to
drink. How was it prepared? Herbs are collected at
dawn. They are chopped. They are crushed
Divide the class into small groups. Ask students to
prepare a home remedy for a common cold.
They should include the ingredients and the
procedure, using the passive voice.
Ask students to go up and describe their remedy.
Warm-up
What is happening?
Ask for a volunteer to go to the front of the class.
Whisper a sentence from the story in Lesson 9. For
example, Alfred was worried because his master was
missing.
Ask the student to mime the action. The class can
ask questions, but the student can only answer yes
or no: Are you a man? Are you worried?
When the class guesses the action, ask for another
volunteer and repeat the procedure.
Wrap-up
Book Report
Write the following on the board:
1. Title:
2. Author:
3. Type of story (comedy/humorous, science
fction, mystery, biography, nonfction):
4. Main character:
5. Describe this character:
6. The main character changes from
to by the end of the story.
7. The main character does the right thing when:
8. I can identify with the character when:
9. Other characters:
10. Setting:
11. This is a story about (courage? working hard?
doing the right thing? greed? friendship?
jealousy? love? caring? happiness? sadness?)
12. What is the author trying to say in this story?
Is there a moral to this story?
14. I learned from this story:
15. State a problem in the story and how it was
solved:
Students complete the sections to write a book
report. Collect and correct reports.
Students use the questions as a guide for writing notes
about the dream. Once they have got some notes, ask
them to write about their dream.
Ask them to illustrate their text.
Divide the class into small groups. Students read their
dreams to each other.
Dream Experiment
Tell students that psychologists have studied brain
activity during sleep and that you are going to show
them a technique for remembering dreams.
Ask students, for homework, to set their alarm clocks
for 4 a.m. They have got to get out of bed and write
down exactly what is running through their minds. They
should try to remember what they have been dreaming
about.
Students bring in their texts and share them with
the class.
1730060.indb 164 22/4/09 20:07:49
The Incredible Body
73
1 Read the story and answer the questions.

63
1. Why did Sir Roger lift up his lance?
2. What did Georgie want to tell Alfred?
3. Why didnt she tell him?
4. Why did she feel happy during the History test?
2 Discuss the questions.
1. Why did Georgie wake up with aches and pains?
2. What is she going to write in the test?
3. Have you ever had an amazing dream?
Georgie rode towards the Black Knight. She
tried to hold up her lance, but she couldnt.
It was too heavy! The lance hit the grass,
and suddenly she was flying through the
air like a pole-vaulter. The crowd gasped.
Sir Roger looked up in surprise. He lifted
up his poisoned lance, but Georgie missed it
and landed on him instead! They fell to the
ground. Sir Roger lay flat on his back.
Georgie was still standing. She was the
winner! The king and the princess jumped up.
Alfred threw his hat into the air. The people
cheered. Georgie smiled weakly and fainted.
Then Georgie was sitting in her tent. The
princess and Alfred were standing over her.
The Black Knight Georgie whispered.
Dont worry, said the princess. Alfred
told us all about Sir Roger. My father sent
him to prison. Now, drink this medicine.
It will help you to sleep.
Georgie drank a glass of green liquid.
It was horrible!
The herbs, explained Alfred, are collected
at dawn. Then they are chopped, crushed
and mixed with water. After that, they are
put into
Stop, Alfred, said Georgie. I have got to
tell you something. Im not Sir George.
What do you mean, sir? asked Alfred.
But Georgie didnt answer. She was already
asleep.
The next morning, Georgie woke up to
the sound of an alarm clock. There was
no horse, no servant, no cold bath in a
barrel and no Black Knight. She just had
a few strange aches and pains. She went
to school and took the History test. One
question said, Describe a day at the
Court of King Richard. Georgie smiled.
She wasnt worried about the test any
more. And the next 30 minutes went very
quickly.
Lesson 10
1730060.indb 165 22/4/09 20:07:52
The Incredible Body
74
1 Choose two problems and write letters giving advice.
Tips
Work in pairs and think of advice for the different people.
Write notes about your advice.
When you write, use
You should You shouldnt Why dont you?
Start your letter with the expression Dear ,
Send your advice to Astra Magazine. We will publish the best letters or e-mails.
Dear Dr Stress,
I want to do sports and get fit.
I feel as if I haven't got any energy. The
problem is that Im not very good at ball
games and I think that no one wants to
play with me. What should I do?
Antonio
Dear Dr Stress,
I had an argument with my best
friend and now she isnt talking to
me. We had an argument because she
lost some money and she thinks that
I took it. But I didnt. She doesnt
believe me. What can I do?
Leticia
Dear Dr Stress,
A boy at school called my best friend bad
names. Hes very upset. He doesnt want to tell
the teacher. What can he do?
Bobby
Dear Dr Stress,
I love sweets, crisps and soft drinks, but my mum says
that they arent good for me. I always eat some in the
afternoon when she isnt looking. I think Im addicted to
junk food. The other day she found me eating some
chocolate and she got very, very angry. But I cant
stop eating! What should I do?
Lisa
Dear Dr Stress,
I have got a test next week and Im really
nervous about it. I cant sleep. I dont
understand what the teacher says in class,
but when I ask a question, she just tells me
to pay attention. What should I do?
Dora
Lesson 11
Dr. Stress
1730060.indb 166 22/4/09 20:07:52
T74 Lesson 11
1 Choose two problems and write letters giving advice.
Planning
Ask students to look at the picture of Dr Stress.
Ask Does she look professional? Does she look like an
expert? What do you think she studied?
Read the title of the magazine page. Elicit some typical
problems that young students could have at school
and at home.
Ask fve volunteers to read the letters aloud.
Write on the board the fve names: Dora, Leticia, Bobby,
Antonio and Lisa.
Ask students to write, in one short sentence, a summary
of each one of their problems. They can do this in their
notebooks, or some volunteers could go to the board
and write what the class dictates.
Writing
Read out the tips at the bottom of the page.
Divide the class into pairs. Students choose two
problems.
Ask them to do a mind map with possible solutions to
the problems. They should underline the solution that
fts best.
Elicit the different sections of a letter.
Write some useful phrases on the board.
For example, they should start their letter with the
expression Dear (name).
Ask which phrases are useful for giving advice, such
as the ones mentioned in the book: should, why dont
you? have to, dont have to.
Remind students that these letters are usually short
6
The Incredible Body
Function: Giving Advice.
Vocabulary: addicted, argument, shape, upset
Phrasal verbs
Materials: Slips of paper.
Warm-up
I just hate it!
Ask students to write on a slip of paper something
that annoys them: I hate it when my little sister plays
with my school things.
Collect slips and redistribute. Encourage students
to write two pieces of advice for the student who
wrote the problem: You should keep your things in
a locked place. You should try to be patient with her.
Then students circulate to fnd the student who
wrote the problem: Do you hate it when your little
sister plays with your school things? When students
fnd the corresponding person, they share the advice
they wrote.
and to the point because space in magazines and
newspapers is limited.
For that reason, they should write two different letters.
Students write their letters or e-mails giving advice.
Ask them to read them out to check any unclear
sentences.
Revising
Divide the class into pairs. Each student reads out one
of his/her letters.
Students comment on their classmates letter, giving
advice on how to make it clearer and improve the
structures.
Then students swap letters with their partner and mark
any corrections they think are needed.
Pairs discuss corrections.
Final draft
Students write their letter out again. Ask them
to focus on neat handwriting.
Remind students that their writing should be as clear
and attractive as possible, because it will be displayed in
the classroom.
Extension
Dr Stress
Ask students to imagine a typical day in Dr Stress
life. Write on the board some of the phrasal verbs
from the unit.
Students work in small groups and draw a table
simulating Dr Stress timetable.
Ask them to fll it in with the activities they think
she does during a day, using some phrasal verbs if
possible.
Ask them to compare their ideas with the other
groups and fnd similarities and differences.
Wrap-up
Letter Exhibition
Each pair chooses their best letter and attaches it to
a classroom wall.
1730060.indb 167 22/4/09 20:07:58
T75 Lesson 12
6
The Incredible Body
Grammar: Review of Should, Have to and Passive
Voice.
Vocabulary: Key vocabulary from the unit.
Materials: Stars and dots (5 of each per student),
construction paper.
6
Preparation: Stars and Dots Table: Copy the table
from the Wrap-up activity onto construction paper.
1 Write the advice in the correct column with should
or shouldnt.
Students read the actions in the box. Explain that they
have to write each phrase in the correct column.
Students complete the activity individually.
Check as a class.
Ask students to decide which pieces of advice they
consider vital for being a good student. Which are the
most diffcult to follow?
Add two more sentences in each column as a class.
2 Complete the sentences about what to do when
going to a concert.
Read the instructions with students.
Ask Who has been to a concert? Who was the
singer? What did you have to do? What was not that
important?
Divide the class into pairs. Students complete the
activity together.
Why didnt you go to the concert?
Working with the same partner, students imagine they
are going to a concert.
However, at the last minute, one of them gets ill.
Ask them to sit back to back.
Students role play a telephone conversation in which
S1 tells S2 that he/she is ill, without specifying what is
wrong. S2 has got to guess his/her partners illness by
clues S1 gives during the conversation.
Warm-up
Body Dictation
6
Display the poster from the unit. Ask students to
look at it for one minute.
Take the poster away and ask students to write the
numbers 1 to 10 on a sheet of paper.
Dictate key words from the poster, but instead of
saying the word, give a defnition.
For example, It pumps blood around the body.
If students do not remember the word in English,
they can make a drawing of it, but the winner is the
one with the most correctly spelled words.
Wrap-up
Class Vote
Display the Stars and Dots Table (see Preparation).
Ask students to record their opinions. Remind them
that stars are for loved and liked, and dots are for
didnt like.
Star Players Unit 6
loved liked
didnt
like
Building the human
body
The fve senses
Toms e-mail
Doctor Dread
Under attack
The incredible journey
Your amazing body
quiz
Song: Get Happy!
The Black Knight
Extension
I didnt know.
Ask students to go through Unit 6 again and take
notes of new facts they have learned about the
human body.
Divide the class into small groups. Students share the
things they have learned and see if some of them are
the same.
Analyse as a class two or three of the most amazing
facts discovered in this unit.
For example, S1 can cough, or say he/she feels very hot.
If the activity runs well, choose the best pairs to perform
their role play for the class.
3 Fill in the blanks with the correct form of the verbs.
Write the word Passive on the board. Elicit how it is
formed and when it is used.
Point out the frst example in the book. Read it
to students.
If there are no questions, students complete the rest of
the sentences.
Ask volunteers to write their answers on the board and
check as a class.
1730060.indb 168 22/4/09 20:08:00
The Incredible Body
75
1 Write the advice in the correct column with should or shouldnt.
listen to the teacher eat salads and vegetables do more homework
waste time in class exercise more send text messages in class
eat so many sweets go to the sweet shop after school
2 Complete the sentences about what to do when going to a concert.
buy wear take arrive go spend
1. I have to a ticket.
2. I dont have to special clothes.
3. I alone. I like to be with my friends.
4. I my money on souvenirs.
5. I on time so I dont miss anything.
6. I some money in case Im hungry or thirsty.
3 Fill in the blanks with the correct form of the verbs.
1. Olives

in Canada. (not grow) Where ? In Spain.
2. Camels in the Arctic. (not find) Where ? In deserts.
3. Cars in Iceland. (not manufacture) Where ? In Japan.
4. English in Haiti. (not speak) What language ? French.
5. Baseball a lot in the UK. (not play) Where ? In the USA.
6. Computers of metal. (not make) What of? Plastic.
aren t grown are they grown
Lucy wants to do better in school. She
should listen to the teacher.
Spiro would like to be healthier. He
This weeks advice
Lesson 12
should do more homework.
shouldnt waste time in class.
shouldnt send text messages in class.
shouldnt eat so many sweets.
should exercise more.
shouldnt go to the sweet shop after school.
should eat salads and vegetables.
buy
wear
dont have to go
dont have to spend
have to arrive
have to take
arent manufactured are they manufactured
arent found
isnt spoken
isnt played
arent made
are they found
is spoken
is it played
are they made
1730060.indb 169 22/4/09 20:08:04
T75A Review Page
6
The Incredible Body
Grammar Module: Should and Have to
These verbs are called modals. They usually precede
the main verb.
Use have to to express rules, orders or duties.
You have to do your homework.
Use dont have to to express there are no rules,
orders or duties.
You dont have to get a job.
Use should to give advice to somebody on what
to do.
You should be more careful.
Use shouldnt to give advice to somebody on what
not to do.
You shouldnt smoke.
Grammar Teaching Tip
When teaching modals, it is important to show the
negative, affrmative and question form of each.
Emphasize that should can be used as an auxiliary
for the question and the negative form.
Point out that have to needs the auxiliary do
or does.
Help students to see the difference in meaning:
advice versus orders or rules.
Practice Book
Track 64
Listen and tick () the corresponding pictures.
a) DOCTOR: How are you today, Janie?
JANIE: Oh, Doctor, Im not very well.
DOCTOR: Whats the matter?
JANIE: Ive got a really painful ear.
DOCTOR: What happened? Did anyone hit your ear?
JANIE: No, no.
DOCTOR: Let me see. Oh, yes. It looks red.
JANIE: I was walking into the classroom and I bumped into
the door.
DOCTOR: Thats a shame! Use this cream and itll get better.
JANIE: Thank you, Doctor.
b) DAVID: Hello, Doctor.
DOCTOR: Hello, David. How are you?
DAVID: Oh, Doctor. My arms very painful. I think its broken.
OR: Let me see. Hmm, no, it isnt broken.
DAVID: But it really hurts! I fell out of a tree.
DOCTOR: Its just very bruised.
DAVID: What should I do?
DOCTOR: Try to rest your arm and itll get better.
DAVID: Thanks, Doctor.
c) TONY: Doctor, can you help me?
DOCTOR: Ill try. Whats the matter, Tony?
TONY: I feel sick and Ive got a stomachache.
DOCTOR: Mmm Have you been to another country
recently?
TONY: No. Ow, my stomach!
DOCTOR: What did you eat for lunch?
TONY: I cooked some fsh myself but I think it was quite old.
DOCTOR: Thats bad! Heres some medicine.
TONY: Thank you very much, Doctor.
d) DOCTOR: Hello. How are you today, Yasmin?
YASMIN: Oh, Doctor, I feel terrible. Ive got a temperature
and I ache all over.
DOCTOR: Have you got a sore throat?
YASMIN: No, I haven't.
DOCTOR: Hmm, I think you might have got fu.
YASMIN: Oh, no. My friend has got fu!
DOCTOR: Have you seen her recently?
YASMIN: Yes. I saw her two days ago.
DOCTOR: Well, go straight to bed and drink lots of liquids.
YASMIN: Yes, Doctor.
Assessment 6
Track 65
1 Whats wrong with Gary? Listen and tick ().
DOCTOR: So, Gary, whats the problem?
GARY: Im ill, Doctor.
DOCTOR: Whats wrong? Does your stomach hurt?
GARY: Not really. Ive got a sore throat and my head aches.
DOCTOR: I see. Let me check if youve got a temperature.
No, you havent.
GARY: Just give me something for this stuffy nose, Doctor. I
hate speaking like this.
DOCTOR: Its a common cold, Gary. You wont die. I promise.
Assessment 6
Track 66
Listen to Angie and ll in the blanks with a phrasal
verb.
ANGIE: When Im sad, I usually write down my feelings.
Sometimes, I turn off the radio, because some songs are
depressing. I prefer to put on some nice clothes and go out
with my friends. And if I run out of ideas, I just look up to the
sky to get some inspiration. What do you do when youre sad?
Assessment 6
Answer Key
1 From top to bottom, left to right: sore throat, cold,
headache, stuffy nose.
2 1. brain 2. eyes 3. vocal cords 4. heart 5. lungs
6. stomach 7. liver 8. kidneys 9. bones 10. muscles
3 1. write down 2. turn off 3. put on 4. go out 5. run out
of / look up
4 1. have to 2. doesnt have to 3. dont have to
4. has to
5 2. is found 3. is covered 4. is known 5. is hunted
6. is eaten
Worksheet 6
Answer Key
2 Suggested answers:1. dont have to 2. have to
3. have to 4. have to 5. have to
6. dont have to
3 From top to bottom, left to right: soap; bandage;
syringe; tweezers; painkiller; plaster; cotton wool;
eye patch
4 Suggested answers: 1. Portuguese is spoken in
Brazil. 2. Basketball is played in a court. 3. The body
is protected by antibodies. 4. Patients are injected by
nurses. 5. Coffee is grown in Brazil. 6. Dogs are
found in every town.
1730060.indb 170 22/4/09 20:08:04
G
r
a
m
m
a
r
Indefinite Pronouns
Everyone in the audience was scared.
Present Perfect (since/for)
Ive had a computer (since 2005).
Ive wanted to be in flms
(for three or four years).
Question Tags
This is (the shop, isnt it?)
V
o
c
a
b
u
l
a
r
y
Film Genres
action, cartoon, comedy,
horror, musical, romantic,
sci-f, thriller
Phrasal Verbs
ask for, fnd out, grow up,
keep on, watch out for, take
off, try on, turn down,
work out
Film Related
appearance, background,
blockbuster, cast, costumes,
extra, locations, flmmaking,
plot, props, release, review,
scene, screenplay, shot, sound
effect, special effect, stunt
Professions
actor, art director, assistant,
camera operator, costume
designer, director, editor,
electrician, extra, journalist,
producer, screenplay writer,
sound recordist, sound-effects
specialist, stunt, writer
Verbs
attack, capture, climb, destroy,
escape, freeze, worship
Others
advert, aliens, bossy, brief,
closely, clue, envelope,
evidence, footprint, gang, line,
pale, pavement, petrol station,
skull, spade, strange, upset
F
u
n
c
t
i
o
n
s
- Describing a flm
- Asking and giving permission
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
Asking for Permission (page T81) The Cinema (page 106) Musical Intelligence (page T76)
Bodily-Kinesthetic Intelligence (page T84)
7
The Cinema
T75B
1730060.indb 171 22/4/09 20:08:05
Lesson 1 76
The Cinema
1 Look and match the types of films.
Sci- Horror Cartoon Romantic
Action Comedy Thriller Musical
4 Game: Whats My Film?
2 Listen and number the four films.

67

3 Complete the form.
Film Title
Its a film.
The actors are .
Its set in _ .
Its about .
The best part is .
It Must Be Love
The love story
of the year.
Bill and Bob
Go to New York
When cartoons
and reality meet.
Dont Look Back!
There are horrible
things in the dark.
The House with
a Hundred Cats
You wont stop laughing!
Theyre Singing My Song!
Eric wrote great
hits, but nobody
believed him!
The Case of the
Woman in Black
A detective and a
mysterious woman.
The Space Gang
From Earth to the stars.
up, $abg, up[
A man, a woman, and
a race against time.
Types of films
a b c d
e f
g
h
g
h
b a d
c f e
4 2 3
1
1730060.indb 172 22/4/09 20:08:08
Warm-up
Films
Play Hangman with students with the word flms.
Ask students what flms they have really liked. Write
a list of their favourite flms on the board.
Ask individual students which was the last flm they
saw.
Talk in general terms about good and bad flms.
T76 Lesson 1
1 Look and match the types of lms.
Read out the eight words in the box. Go through each
type of flm with students, giving an example for each
category.
Write the examples on the board:
sci-f: Men in Black
horror: Dracula
cartoon: The Simpsons
romantic: Twilight
action: Pirates of the Caribbean
comedy: Night at the Museum
thriller: Knowing
musical: High School Musical
Ask students to read the posters and match them with
the flm types.
Ask Which flm would you like to see? Why?
Have a class vote and choose the most popular flm
from the activity.
2 Listen and number the four lms.
67
Ask students what elements tell you what type of flm a
particular flm is. Brainstorm ideas: how it is advertised,
the actors, its title, the music.
Tell students that there are defnite ways of recognizing
the flm genre.
Explain that they will listen to four extracts from the
flms in activity 1. They have got to number the ones
they hear.
Play Track 67. Students number the posters.
Ask students to check their answers in pairs. Then go
over the answers with the class.
Our Own Extract
Write on the board the flms that were not included in
the listening activity.
On the board write flm genres: romantic, cartoon,
horror, sci-f.
Divide the class into small groups. Students write an
extract for one of the flms, including special effects and
dialogue.
Each group reads their extract to the rest of the class.
The other groups guess which flm is being described.
If there are similar ones, ask students to highlight the
differences.
3 Complete the form.
Choose a flm you like. Complete the form about that
flm on the board as an example, but do not include the
name of the flm:
Its an adventure flm. The actors are Tom Hanks and
Tim Allen, but they only do the voices. It's set in a boy's
bedroom. Its about a group of toys that come to life
when no one is watching them, and they have a lot of
adventures together. The best part is when Woody, one
of the toys, is rescued.
Ask students to read the information and guess the flm
(Toy Story).
Distribute index cards. Students complete the form
individually on an index card. Ask them not to write the
name of the flm yet.
7
The Cinema
Function: Describing flms: It's a musical.
Its about (a school). Its set in (the US). The actors
are (Zac Efron and Vanessa Hudgens).
Vocabulary: action, cartoon, comedy, gang,
horror, musical, romantic, sci-f, strange, thriller
Materials: Index cards (1 per student); optional:
CDs of flm soundtracks.
Extension
Musical Intelligence
Guess the flm!
Play excerpts from flm soundtracks (see Materials)
one by one.
Ask students to identify the flm: Do you know this
flm? Whats it called? What type of flm is it?
Students vote on their favourite soundtrack.
Divide the class into small groups. Give an excerpt to
each group and ask them to plan a short scene to act
out with the music as background.
They can mime or read short dialogues.
Each group presents their performance to the class.
Vote on the most original!
Wrap-up
4 Game: Whats My Film?
Divide the class into small groups. Students take
turns reading the information on their form.
The other students guess the title.
If noone can guess the flm, the student in turn can
provide hints.
When everyone has guessed, students write the flm
title on their forms.
Note: Collect the cards and keep them in a box for
lesson 2.
1730060.indb 173 22/4/09 20:08:14
T77 Lesson 2
7
The Cinema
Grammar: Phrasal verbs: I have to try on lots of
women's shoes.
Vocabulary: alien, artist, ask for, assistant, crowd,
director, extra, fnd out, grow up, guy, keep on,
makeup, sound-effects specialist, stuntman, take
off, try on, turn down, watch out for, work out,
Materials:
7
, Poster and poster cutouts, box,
slips of paper (4 per student), flm cards from
lesson 1.
Preparation: Charade Slips: Write the names of
fve flms on separate strips of paper.
Elicit defnitions and write them on the board. Go over
them with the class, encouraging students to improve
them.
3 Play Guess Who.
Ask students to read the four questions. Explain any
words they do not understand.
Elicit possible answers for the frst question and write
the complete sentences on the board: When I grow up,
I want to be a famous writer.
Ask each student to write the answer to each question
on a slip of paper.
Collect the sentences in a box.
Read out one slip and let students guess who wrote it.
Repeat with the other slips.
Extension
Charades
Invite a volunteer to come up and select a Charade
Slip (see Preparation). Ask the student to act out each
word in the title for the class to guess the name of
the flm.
The frst student to guess correctly acts out the next
title, and so on.
Wrap-up
Filmmaking
7
Display the poster. Explain that it shows a flm set
with all the different people who work there.
Hold up the People poster cutouts one by one and
elicit the professions. Let students repeat together
and then individually.
Attach the People poster cutouts to the poster.
Distribute the Label poster cutouts. The students
holding cutouts come up one at a time, read their
label and attach it next to the corresponding person
on the poster.
Read the Job description cutouts one by one and
Ask students to match them with the pictures.
Film Credits
Ask students if they ever read the credits at the
beginning or end of a flm. Can they name any of the
jobs included there? Write a list on the board.
1 Read and number the pictures.
Ask students to read the headings only, not the
paragraphs. Ask them to guess which person is saying
each line.
Students read the texts and number the pictures.
Ask them to number the pictures with the texts.
2 Complete the descriptions with the verbs.
Listen and check.
68
Go through the Star Language Box with students,
explaining the meaning of the phrasal verbs.
Ask students to read the paragraphs and write the
correct verbs in pencil.
Play Track 68. Students check their answers.
Let students read the text again and ask them to make
notes of what each professional does.
Ask extra comprehension questions: Why does a sound-
effects specialist have to put on different shoes? Why
havent extras got words to say? What sort of person
chooses to be a stuntman or woman? Why does a
makeup artist have to get up so early?
Vocabulary
Write the following words on the board: director,
makeup, alien, crowd, assistant and guy.
Divide the class into pairs. Students work together to
write a defnition for each word. Provide dictionaries, if
these are needed.
Warm-up
Remember the lm.
Divide the class into two teams.
Take one of the flm cards from lesson 1.
Read some of the information on the card.
Students guess the flm and its genre. Award
a point for every correct answer.
1730060.indb 174 22/4/09 20:08:16
77 Lesson 2
The Cinema
You have got three wishes. What will you ask for?
1 Read and number the pictures.
What are you going to do when you grow up?
Whats the first thing you take off when you go to bed? What have you found out today?
2 Complete the descriptions with the verbs. Listen and check.

68
3 Play Guess Who.
You never see me in a film, but you hear me.
Film making is a complicated business. I make the
sounds you hear and directors

lots of
them! Car doors, people walking, people eating I
have to how to create the sounds in
a studio. Sometimes, I have to lots of
womens shoes before I can make the right sound.
I never talk in a film, but you see me.
Im one of those people you see in a film walking
across the road or standing in a crowd. Often, I
dont what Im going to do until the
last moment. Suddenly, an assistant director says,
Youre in the next scene! And our work begins.
Im going to trying to be a real actor.
But, for now, this is great.
You think its an actor, but I do it.
When I was a child, I said, When I ,
Im going to be in films. And here I am!
Im not famous, but I have got an exciting life. The
next time you go to the cinema, the
man who jumps off buildings or crashes a car. That
isnt Tom Cruise. Thats a man like me!
If actors look good, thank me.
I put on the actors makeup, and at the end of the
day, I it again! I dont
always make actors look good. Sometimes, I have to
make their faces look terrible. I had to
a job on a science-fiction film recently. There were too
many aliens. Putting on that makeup is hard work.
A stuntman or woman An extra A makeup artist A sound-effects specialist
turn down find out work out
look out for keep on try on
take off ask for grow up
ask for
work out
try on
find out
keep on
take off
turn down
grow up
watch out for
4 2 3 1
1730060.indb 175 22/4/09 20:08:18
The Cinema
Lesson 3 78
1. Why were people scared in the Grand Caf in Paris?
2. What kind of films did Charlie Chaplin make?
3. Which two famous film characters werent people?
4. How many extras were in The Lord of the Rings?
2 Complete the cartoons.
1 Read and answer the questions.
Everyone loves blockbusters
like Harry Potter and Shrek.
No one spoke any dialogue.
rs
k
E
verybody loves blockbusters like Harry
Potter and Shrek with their digital
technology and amazing special effects. But do
you know about these other great moments in
film history?
The Lumire brothers showed the first-
ever film in 1895 in the Grand Caf in Paris.
When a train entered a station, everyone in
the audience was scared. They all thought that
the train was real!
The first films were silent. No one spoke
any dialogue. One of the funniest comic actors
was Charlie Chaplin. Everyone loved his
famous character, the little tramp.
In 1928, someone made his first film
appearance. It was Mickey Mouse. He had to
wait until 1941 to win his first Oscar.
Most people in New Zealand knew
someone in The Lord of the Rings. They used
4,000 extras in the film, but they recycled them
and made them look like 20,000! The extras
behaved strangely during the making of the film.
People cast as hobbits talked a lot, and people
cast as elves complained a lot.
3 Make a film poster.
1. Invent the title and slogan of a film.
2. Think of the actors you want to be in it
and the characters they will play.
3. Design a poster with a picture from the
film, the title, stars and slogan.
4. Display the posters around the classroom
and decide which films you want to see.
Theres in here.
Hello. Is there?
Theres
at the door.
Who knows the answer?
!
anyone
someone
nothing
Everyone
1730060.indb 176 22/4/09 20:08:19
Warm-up
Classics
Ask students to name classic flms. Write a list on
the board: Bambi, Rocky, Jaws, The Lion King, The
Adventures of Robin Hood, ET, The Jungle Book.
Check that students know something about the
following: Harry Potter, Shrek, Charlie Chaplin,
Mickey Mouse, The Lord of the Rings.
Elicit some characters from The Lord of the Rings.
T78 Lesson 3
1 Read and answer the questions.
Point out the Oscar statue on the page. Ask what
students know about this award.
Ask students to read the article and answer the
questions.
Compare answers as a class. Then ask extra
comprehension questions:
When was the frst flm ever shown?
In which country was it shown?
What was the name of Charlie Chaplins character?
How do you think that they recycled the extras?
What was strange about the extras behavior?
Find out.
Copy the following chart on the board:
someone everyone no one anyone
Ask students to underline the words in the text.
Emphasize that we only use anyone in questions and
negative sentences.
Write the following questions on the board:
Have you seen The Lord of the Rings?
Have you seen a Charlie Chaplin flm?
Have you seen a silent flm?
Have you seen Pirates of the Caribbean 3?
Students walk around the classroom and ask everyone
the four questions. When they fnish, ask them to
report their fndings to the class, using the words from
the chart: No one has seen a silent flm. Everyone has
seen The Lord of the Rings. Someone has seen Pirates
of the Caribbean 3 more than fve times.
2 Complete the cartoons.
Divide the class into pairs.
Ask students to complete the speech bubbles using
everyone, anyone, no one and someone.
3 Make a lm poster.
Let students look at the poster in their book and ask
what makes it attractive.
Read out the instructions.
Make sure that students know what information they
need to invent: title, slogan, actors and characters,
genre and stars.
Ask them to go back to page 76 to get more ideas for
their posters and slogans.
Divide the class into small groups.
Distribute construction paper, felt-tip pens and magazines.
Ask students to design their posters.
Display posters around the classroom.
7
The Cinema
Grammar: Indefnite pronouns: Everyone in the
audience was scared.
Vocabulary: blockbuster, special effects, tramp;
indefnite pronouns
Materials: Construction paper, magazines, felt-tip pens.
Extension
Fame Poem
Write the following poem on the board and read it
with students:
If I were famous,
I'd appear in flms.
I'd live in Hollywood,
And be really rich.
If I were famous,
I'd have a big pool.
I'd swim in the sun,
And feel really cool.
Divide the class into pairs and distribute paper.
Ask students to write their own fame poems and
invite volunteers to read out their poems.
Wrap-up
I want to watch
Let students look at their classmates' posters.
Ask them to choose the flm they would like to see
and why. Elicit which flms look attractive to them
because of the title, the slogan or the actors.
Tell students that they are reporters and they have
to write a review of viewers reactions. Ask them
to interview each other and write at least four
sentences about their classmates opinions.
They should try to use everyone, no one, someone
and anyone: We talked to ten people. Everyone
agreed that the best poster is the Insect Film one.
Ask students to read their sentences aloud.
1730060.indb 177 22/4/09 20:08:21
T79 Lesson 4
7
The Cinema
Grammar: Indefnite pronouns: You dont see him
anywhere in the flm.
Vocabulary: attack, capture, climb, destroy,
escape, skull, worship; indefnite pronouns
Material:
7
A
1 Read and number the pictures.
Ask students if they have ever seen King Kong.
Students look at the pictures and discuss what is
happening in each one.
Ask them to read the text and number the pictures
in order.

Answer the questions.

Ask students to read the text again. Ask them the
following questions: Who plays King Kong? Who is Carl
Denham? Who are Jack and Ann? What does the tribe
on Skull Island worship? What does King Kong fght
on Skull Island? Who does King Kong fall in love with?
Where does Carl take King Kong? What part of New
York does King Kong destroy? Who does he take up
the Empire State Building? What attacks him? Who dies
at the end of the flm? Why should you take food and
drink with you when you go to see this flm?
Divide the class into pairs. Students discuss the
questions in their book.
Go over the answers with the whole class.
More Some, Every, No, and Any
Write the frst line of the following chart on the board:
someone everyone no one anyone
thing thing thing thing
where where where where
Encourage students to complete the remaining words in
the chart.
Elicit how each prefx is used:
some: is used when the action or description applies to
a person, thing or place, but without being specifc.
every: is used when the action or description applies to
all the people, things or places.
no: is used when the action or description does not
apply to any of the people, things or places.
any: is used in questions where the subject or object is
non-specifc, or in a statement when you want to show
that it makes no difference what person, thing or place
you are referring to.
Ask students to underline the words in the text that use
these prefxes.
2 Complete the sentences. Then discuss them in groups.
Ask students to complete the sentences in as many
ways as possible.
Divide the class into small groups to discuss and
compare their answers.
3 Act in a lm.
7
A
Ask students to cut out the role cards in cutout 7A.
Explain that each one contains a dialogue from a flm.
Divide the class into pairs. Each pair chooses one of
the dialogues. Students decide what kind of flm the
dialogue comes from and then decide what happens
next in the scene, and continue the dialogue. They write
the dialogue in their notebooks.
Call on several volunteers to act out their dialogues in
front of the class.
The rest of the class can guess the flm genre.
Extension
TPR
Give instructions to the class using the indefnite
pronouns from the lesson. Students follow the
instructions:
Everyone jump three times.
Can anyone bring me a chair?
Everything today is out of place.
Put your pencils somewhere.
Ask students for more ideas.
Warm-up
Twenty Questions
Play a game, the aim of which is that students guess
the flm King Kong.
Say Im thinking of a flm. You have to guess which
one it is. You can ask me 20 questions, but I can
only answer yes or no.
Some possible questions students can ask: Is it an
(action) flm? Is it (old)? Does (Johnny Depp) act
in it? Is it about (an animal)?
The student who guesses frst thinks of a flm and
the rest of the class asks him/her questions.
Wrap-up
Finish the sentence.
Divide the class into two teams. Ask them to stand
in a line.
Begin a sentence using an indefnite pronoun. Then
a student from each team runs to the board and uses
the phrase you gave to write a complete sentence.
The frst student to do this correctly wins a point for
his/her team. Possible phrases: Theres something
in Can anyone? Somewhere in the desert
1730060.indb 178 22/4/09 20:08:22
The Cinema
79 Lesson 4
1 Read and number the pictures.
3 Act in a film.
7
A
Something I like doing is Someone I like being with is
Somewhere I enjoy visiting is
2 Complete the sentences. Then discuss them in groups.
Answer the questions.
1. Where is Skull Island? Do we know its exact location?
2. Michael says, something incredible happens. What?
3. Michael says that Kong has got nowhere to go. Why?
4. What does Michael like about the film?
You dont see him
anywhere in the film.
Take something to eat
and drink.
King Kong my favourite film
by Michael Wilson
King Kong is the best film Ive ever seen. There are famous
actors in it. But the real star for me is Andy Serkis and you
dont see him anywhere in the film. He is hidden behind the
costume of King Kong.
Carl Denham is a film director. He wants to make a film on
an island somewhere in the Indian Ocean. He leaves New York
on an old ship with his actors Ann and Jack. Skull Island is a
strange place. There are prehistoric animals and a tribe that
worships a giant gorilla named Kong. Kong saves Anns life
and then there is an exciting fight between Kong and three
dinosaurs. Kong wins! Then something incredible happens.
Kong falls in love with Ann.
Carl captures Kong and takes him back to New York. He
thinks that he can make lots of money from the giant gorilla.
But Kong escapes and destroys a lot of Manhattan. Then he
climbs the Empire State Building with Ann in his hand. But
when he gets to the top, there is nowhere to go. Seven planes
attack him. Kong saves Ann but theres nothing he can do.
He falls to the ground. Kong is dead.
I love everything in the filmthe story, the actors and the
special effects. But the film is over three hours long. So if you
see it in a cinema, take something to eat and drink.
3
1
4
2
1730060.indb 179 22/4/09 20:08:24
The Cinema
80
2 Write true sentences about yourself.
1. I have studied English since I was .
2. I have been at this school for .
3. I have lived in my home since .
4. I have had my school bag for .
5. I have read (number) books since last year.
6. I have seen (number) films since last year.
Lesson 5
1 Fill in the blanks. Listen and check.

69
producer actor director camera operator sound recordist actor writer actor
Ive been to the cinema every Sunday since 2005.
Ive wanted to be in films for three or four years.
Write the names. Which person
1. cant remember things? 2. likes being in control?
3. likes looking at films and paintings? 4. has liked the cinema since she was eight?
5. is interested in stories?
Our film project
We are going to make a film for our school project. Were very excitedbut were a little nervous, too. Its
a lot of work! We have got four weeks to make the film. We hope that we can finish it in time!
I love painting and photography. I dont like
science. I watch a lot of films.
Tony
JOB:
I dont like acting. I like inventing stories
and characters. Ive written ten since May!
Mary
JOB:
Ive composed music on my computer for three
months now. I enjoy recording music for films.
Holly
JOB:
Ive been interested in films since I was eight. I
love Nicole Kidman. I want to be like her.
Sara
JOB:
My friends think that Im a bit bossy because
I like being in control.
Jim
JOB:
Ive been to the cinema every Sunday since
2005. I know everything about the cinema.
Lindsey
JOB:
Ive wanted to be in films for three or four years. I
saw The Lord of the Rings and I thought,
I want to do that! It looked so exciting.
Ryan
JOB:
This is going to be fun. I hope that the story
is funny. Theres only one problem. I have
got a terrible memory!
Scott
JOB:
camera operator
sound recordist
producer
actor
writer
actor
director
actor
1730060.indb 180 22/4/09 20:08:24
T80 Lesson 5
7
The Cinema
Grammar: Present Perfect (for, since): Ive had a
computer (since 2005). Ive wanted to be in flms
(for three or four years).
Vocabulary: bossy, painting; flm professions
Materials:
7

Poster and poster cutouts,

paper,
small prizes.
Preparation: Celebrity Facts: Ask students to bring
in some facts about famous actors and actresses.
Extension
Celebrities
Ask students to take out their Celebrity Facts
(see Preparation). They design a multiple-choice
quiz based on the material they brought in. Ask them
to use for and since:
How long has Mickey Mouse been famous?
a) since 1998 b) since 1820 c) since 1928
Who has acted for more than 10 years?
a) Penlope Cruz b) Jennifer Aniston c) Jodie Foster
Divide the class into small groups. Each student asks
his/her group one of his/her questions. If someone
answers correctly, they score a point.
Award a prize to the winners in each group.
Wrap-up
For or Since?
Students divide a sheet of paper in half. They write
for on one half and since on the other.
Dictate the following phrases to students. They
have to write them on the correct half of the paper:
June (since), ten minutes (for), one year (for), 1998
(since), last year (since), nine oclock (since), three
months (for).
1 Fill in the blanks. Listen and check.
69
Read the introductory text aloud. Let students look at
the pictures and guess what each of the characters
does: Who do you think the actress is? Whos the
writer?
Ask students to read the texts and complete the jobs
in pencil.
Play Track 69. Students check their answers.

Write the names. Which person...

Students read the texts and answer the questions.
Check answers with the whole class.
Grammar Focus: Who
Ask students to look at the questions again. Ask them
if the questions have an auxiliary. Help them to deduce
the rule that when you use Who to ask a question
about the subject of an action, then do, does or did are
not part of the question, and the verb remains in the
same tense.
Write the following sentences on the board:
Peter likes red cars. Martha loves books.
I lost a lot of money. George will be 12 in May.
My parents have never seen a tiger.
Students write the corresponding Who questions for
each sentence: Who likes red cars? Who loves books?
Who lost a lot of money? Who will be 12 in May? Who
has never seen a tiger?
What about us?
Ask students If we had to make a flm, what job would
you like to do? Why?
Warm-up
Film making Review
7
Display the poster with the People cutouts attached.
Ask students to name the different jobs illustrated.
Write the jobs on the board.
Ask students what they would need to do if they
were going to make a video. Ask them to make a
list of the tasks that would need to be done: Write
a script. Rehearse the scenes. Make the costumes.
Write and record the music. Learn the lines. Film the
video. Edit the video.
Ask students to share their ideas and to propose
someone who they think would ft the job description.
For and Since
Write on the board: Ive lived in this house for fve years.
Ive lived in this house since 2002.
Elicit from students the use of for and since.
Ask them to underline the sentences with for and since
in the texts.
Explain that we use How long, many or much to
ask about time. Elicit the question from the previous
examples: How long have you lived in this house?
Divide the class into pairs. Students write fve questions
for the characters in the texts: How long has Tony had
his computer?
Students form new pairs and ask each other their
questions. They try to answer without looking back at
the texts.
2 Write true sentences about yourself.
Students complete the sentences in their books.
Elicit what the question would be for each one.
Divide the class into pairs. Have students question each
other.
S1: How long have you studied English?
S2: Ive studied English for three years.
1730060.indb 181 22/4/09 20:08:26
T81 Lesson 6
7
The Cinema
Functional Language: Asking for and giving
permission: Could I (borrow your bike)? Of course.
Vocabulary: costume, location, prop
Materials:
7
B
construction paper, felt-tip pens.
1 Listen and number. What cant they do?
70
Tell students that the characters from lesson 5 have
started preparing for their flm and that the list shows
the tasks they have to do that day.
Read the list of tasks aloud and clarify vocabulary.
Encourage students to describe what is happening in
each picture:
Look at the frst picture. Whos the boy? (Tony.) Whats
he doing? Who do you think the man is?
Play Track 70. Students number the pictures in order.
Check with the class.

Listen again and complete the questions. Then write

the answers.
Ask students to guess the words that go in the blanks.
Write their guesses on the board.
Play Track 70 again. Students complete the questions.
Play the recording again and ask students to write the
answers.
Play Track 70 once more. Ask students to pay attention
to the intonation of the questions. Play the track again,
pausing after each question. Students repeat out loud.
Asking for Something
Write the following replies from the recording on the
board: Of course. Thats fne. Yes, of course.
Go ahead. No problem. Im sorry, but you cant.
Point out that Do you mind? and Would you mind?
are polite questions. Point out the answers they take:
Yes, I do. Yes, I would.
Build up the frst two dialogues on the board.
2 Role play the situations.
7
B
Students cut out the role cards from cutout 7B. Explain
that the cards are all situations where they have to ask
someone permission.
Divide the class into pairs.
Students divide a sheet of paper into 10 pieces and
write a reply from activity 1 on each piece. They should
write the negative reply three times.
Students place one set of cards face down in a pile, and
the reply slips in another pile.
They take turns picking a card and asking permission in
an appropriate way. Their partner takes a reply slip and
responds accordingly.
Encourage students to ask questions eliciting more
information. If they say no, they have to give an excuse.
Extension
Values Syllabus
Asking for Permission
Ask students why it is important to ask for permission
and elicit from them occasions when we need to do so.
Brainstorm typical situations where students have to
ask or give permission.
Ask Do you think that taking something without
permission is stealing? Encourage students to defend
their ideas.
Divide the class into small groups. Students write
fve rules to follow regarding other peoples property.
Some suggestions:
Dont take something that is not yours without asking
for permission frst.
Always say please.
Always say thank you.
Look after what you borrowed.
Return what you borrowed as soon as you can.
If someone says no, accept the persons answer.
Students write the rules on construction paper.
Display these around the classroom.
Warm-up
Who am I?
Divide the class into two teams. Ask for a volunteer
from Team A.
Whisper a job from the flm to the student, such as
producer, director, actor or makeup artist.
The student mimes the job for his/her team to guess.
Award a point for every correct answer. Award an
extra point if students remember the name of the
character from lesson 5 who had that job.
Repeat the procedure several times, alternating
teams.
Wrap-up
Role play your dialogue.
In pairs, students choose one of the situations from
activity 2. They compose a short dialogue where
they ask for permission and build a dialogue around
the situation. In case they decide to say no, they
should give an excuse.
Call on volunteers to act out their role plays for the
class.
1730060.indb 182 22/4/09 20:08:27
The Cinema
81 Lesson 6
1 Listen and number. What cant they do?

70
Could I borrow your bike? Of course.
2 Role play the situations.
7
B
Listen again and complete the questions. Then write the answers.
1. I borrow your bike?
2. we film outside your shop?
3. I borrow your jacket?
4. I use your video camera?
Our Film Diary
Today, we have to:

find our locations

collect our props

choose our costumes

get our cameras

Were asking everyone for help!
4
2
1
3
Could
Is it OK if
Do you mind if
Can
Of course. When do you need it?
Of course.
I'm sorry, but you cant borrow it.
Yes, of course. But look after it.
1730060.indb 183 22/4/09 20:08:29
The Cinema
82 Lesson 7
1 Read the screenplay and answer the questions.
1. Where are the two scenes set?
2. Why do Dan and Maria change their plans?
3. What do they do between the two scenes?
This is the shop, isnt it?
2 Listen and complete.

71
3 What do you think will happen next? What was in the box?
Listen and check.

72
4 Write five things about your partner, then check whether they are true.
You can swim, cant you? Thats right!
SCENE 1: EXTERIOR. DAY. GAMES SHOP
DAN and MARIA arrive on their bikes. They stand
them against the wall.
MARIA: This is the shop,
?
DAN: Thats right.
MARIA: And you have got the money,
?
DAN: Er yes, I have.
MARIA sees an envelope on the pavement.
MARIA: (surprised) Hey! Look at this.
(picking it up) Its an envelope.
DAN: Whats inside it?
MARIA: Theres a sheet of paper.
DAN: What does it say?
MARIA: (reading) Hello. Youre 10 minutes away from
an amazing discovery! Youre curious,
?
Just follow the instructions.
1 Go to the park.
2 Go to the tree in the middle of the park.
Theres a stone next to it.
3 Move the stone and start digging.
DAN: We arent going into the shop,
?
MARIA: No! Were going to the park!
DAN: Your dad has got a spade,
?
MARIA: Yes. Lets pick it up on the way.
CUT TO
SCENE 2: EXTERIOR. DAY. THE PARK
DAN and MARIA ride to the tree. They see a stone next
to it. DAN moves the stone and starts digging with
the spade. We hear the sound of metal.
DAN: You can hear that,
?
MARIA: Yes. What is it?
DAN: I think its a metal box.
isnt it
haven't you
arent you
are we
hasn't he
cant you
1730060.indb 184 22/4/09 20:08:30
Extension
Tag Game
Divide the class into two teams.
Read out sentences. Students from each team take
turns calling out the corresponding tag questions.
Award a point for every correct tag.
Some sentences to use:
Youre learning English.
Theyre Spanish.
She can swim.
Were ready.
Its cold.
T82 Lesson 7
1 Read the screenplay and answer the questions.
Ask students to look at the text and explain that it
is a screenplay. Ask them questions to help them to
understand the layout: How many scenes are there?
Where does the frst scene take place? And the second
scene? How many actors are there? Apart from the
dialogue, are there instructions? Who are
the instructions for?
Ask students to read the screenplay and answer the
questions in their books.
Ask them some extra questions: Who has got the
money? What do they fnd? What does it say? What do
they need?
2 Listen and complete.
71
Play Track 71. Students listen and fll in the blanks.
Play the recording as many times as necessary.
Elicit the answers and write them on the board.
Perform the story.
Divide the class into pairs. Ask them to read the
dialogue in the script aloud with proper intonation.
Display Props (see Materials). Ask for two volunteers to
act out the screenplay for the class. Ask some students
to do the special effects.
Repeat with different volunteers.
To make the activity more fun, give students different
styles to follow when they enact the scenefor example,
soap opera, adventure, romance, horror.
3 What do you think will happen next? What was
in the box? Listen and check.
72
Divide the class into small groups. Students discuss
what they think the box contains. They write down their
ideas and then share them in class.
Play Track 72. Students check their predictions.
Tag Questions
Point out the tag questions in the screenplay. Ask what
the purpose of using them is (to check information).
Point out that when the sentence is positive, the tag is
negative. Also point out how the tag uses the auxiliary.
Remind students that the tag for I am is arent I.
Point out that tag questions are often used for
rhetorical purposes, as in You do love me, dont you?
Write the following chart on the board:
Main verb Tag
am/is/ are arent/isnt/arent
has got/have got hasnt/havent got
am/is/are going arent/isnt/arent
can cant
Students copy the chart into their notebooks.
4 Write ve things about your partner, then check
whether they are true.
Divide the class into pairs. Students write fve sentences
about their partner using question tags and stating
things they think are true about them. They should use
the following auxiliary verbs: can, going to, have, is, are.
Students ask each other their questions and confrm or
correct the information.
S1: You can play the guitar, cant you?
S2: Thats right.
S2: Your birthdays in March, isnt it?
S1: No, it isnt. Its in April.
7
The Cinema
Grammar: Tag questions: This is the shop, isnt it?
Vocabulary: amazing, digging, envelope,
pavement, scene, screenplay, spade
Materials: Props: envelope, shovel or picture of a
shovel, rock or picture of a rock.
Warm-up
Drama Practice
Divide the class into small groups. Name an object:
bicycle.
Each group has to make the shape of that object out
of their own body shapes, whilst you count down
slowly from ten to zero. Usually, every group will
fnd a different way of forming the object. Repeat
with envelope, tree, spade and box.
Wrap-up
Stage Voices
Give each student a simple phrase that is easy to
memorize. For example, Elizabeth, come here.
or Open the door.
Each student has got to say his or her line using
different tones of voice to convey different meanings
and feelings.
1730060.indb 185 22/4/09 20:08:31
T83 Lesson 8
7
The Cinema
Grammar: Tag questions: Holly operates the
camera, doesnt she?
Vocabulary: advert, garage, journalist, writer
Material: Paper.
Extension
Famous for a Day
Ask students Would you like to be famous for a day?
What would you do?
Divide the class into small groups. Each group decides
what they are famous forfor example, playing a
sport, composing music, acting in a flm, discovering
something new.
Students prepare a role play where one of them is the
journalist and the rest are part of the famous team.
Students write the script, including tag questions.
Then they perform it in front of the class.
Finish the activity by eliciting advantages and
disadvantages of being famous.
Wrap-up
Now its your turn.
Divide the class into pairs. Each student writes three
words or phrases about him/herself. Two should be
true and one false.
The other student has got to fnd out which one is
false by asking his/her partner tag questions.
S1: You have got a dog, havent you?
S2 answers truthfully.
1 Find Alices questions.
Ask students to look at the picture. Elicit what the
woman does for a living.
Read the introductory text aloud.
Ask students to circle the verb and auxiliary in each
sentence.
Students match the columns to form tag questions.
Then they write the questions in their notebooks.
Practise the intonation of the questions through choral
repetitions.
Guessing Game
Divide the class into pairs.
One student goes frst and thinks of a living animal and
gives one fact about it: It lives in Africa or Its extinct.
The second student asks tag questions to work out
which animal has been chosen: Its a mammal, isnt it?
It can fy, cant it? It eats meat, doesnt it? Its brown,
isnt it?
Students switch roles and repeat the activity. Then
they can play with other categories: sports, cartoon
characters, and so on.

Dont look at lesson 5. Ask and answer

the questions from memory.
Divide the class into pairs. One student is Alice and the
other is one of the flm team. One student formulates a
question and the other must answer it correctly.
S1: Holly operates a camera, doesnt she?
S2: No, she doesnt.
The other student can challenge if they think that the
answer is either incorrect grammatically or factually.
Warm-up
About Me
Write three words or phrases on the board related
to your life. Two should be true and one false. For
example, British, 34, play the piano.
Ask students to use the phrases and tag questions
to interview you:
S: Youre British, arent you?
T: Yes, I am.
S: Youre 34, arent you?
T: No, Im not. Im 36.
2 Listen and complete the song.
73
Ask students to look at the picture. Explain that this
song is a dialogue between a young actor and a
woman who stops him in the street because she thinks
that she knows him. Ask them to complete the tag
questions.
zPlay Track 73. Students check their answers and fll in
the last three blanks.
Play the song again. Ask the girls to sing the womans
lines and the boys to sing the young mans. Sing the last
four lines together.
Teaching Tip
Getting Feedback from Your Students
Periodically, take fve minutes to ask students
anonymously to fll out index cards answering the
following question: What's the most signifcant
thing that happened in class today? Explain that this
doesn't just mean something that you have said or
done; it could be any aspect of the class.
Later, read through all the responses and select some
that are provocative. Then read them aloud and
discuss the issues they raise.
1730060.indb 186 22/4/09 20:08:32
The Cinema
83
Holly operates the camera,
Mary is the writer,
Tony doesnt like Science,
Ryan likes acting, arent
Lindsey is directing the film, dont she?
Scott and Sara are actors, is he?
Holly loves Nicole Kidman, doesnt they?
Theyre making a film, does
Jim isnt the writer, isnt
Holly composes music,
Mary doesnt want to be in films,
Lesson 8
1 Find Alices questions.
People Think They Know Me
Hey, I know you, ?
Im sorry, but I dont think so.
But you live in the community,
?
Im afraid the answers no.
Youre a waiter in a restaurant,
?
Well, I worked last year in a bar.
You dont work in the petrol
station, ?
I dont even drive a car.
2 Listen and complete the song.

73
Dont look at lesson 5. Ask and answer the questions from memory.
Were famous!
A local journalist came to the set of our film today. Her names Alice and shes
writing an article about our film project! She asked us all lots of questions.
Holly operates the camera, doesnt she?
Mary doesnt want to be in films, does she?
Holly operates the camera, doesnt she? No, she doesnt.
Youre a friend of my brothers,
?
I dont even know his name.
You arent a football player,
?
Im afraid Ive never played the game.
People think they know me
Because theyve seen my face,
But Im just the man on
,
In the about outer
space!
dont I
dont you
arent you
do you
arent you
are you
new
TV
film
1730060.indb 187 22/4/09 20:08:34
The Cinema
Lesson 9 84
On the street corner, Olivia replied.
She looked around.
Oh, no! Someone has stolen my bike!
It was a bad end to a bad day.
That evening, Grace and Ricky watched the
days filming on their computer. They were
studying a shot of Ricky and Olivia in the
street when Ricky said, Look at that
background! Someones taking Olivias
bike!
Grace froze the picture and made the face
of the thief bigger.
Thats your classmate Tim, isnt it?
asked Ricky.
I dont think so, said Grace. But then
she looked again. Ricky was right.
1 Read the story and answer the questions.

74
Who is
Christopher Marlow? Natalie Hammet? Ricky? Grace? Olivia? Tim?
2 Read the story again and answer the questions.
1. What kind of film are they making?
2. What clue does Christopher find?
3. Why does Grace decide to stop filming?
4. Why does Olivia have a bad day?
5. What does Ricky discover in the film?
On a grey afternoon, two silent figures
were standing in the front garden of an old
house. One was Christopher Marlow, the
famous teen detective. The other was Natalie
Hammet, his beautiful assistant. Christopher
was studying a shape in the ground.
You can see this, cant you? Christopher
asked. Its the thiefs footprint.
Wow! said Natalie. Thats an important
clue! Theres no one better than you. You
really are the worlds greatest detective!
Christopher smiled at her and didnt say
a word.
Cut!
Christopher and Natalie, or rather Ricky
and Olivia, looked at a girl holding a small
video camera. It was Rickys sister, Grace,
and she wasnt very happy.
Sorry, said Ricky. I couldnt remember
my next line.
Thats OK, said Grace. Lets stop.
I think its going to rain.
Grace, Ricky and Olivia were making
a film for a school project. They were
talking about the next days filming when
Ricky asked, Where did you leave your
bike, Olivia?
Episode 1
1730060.indb 188 22/4/09 20:08:35
T84 Lesson 9
1 Read the story and answer the questions.
74
Ask students to read the title of the story and look at
the illustration. Encourage them to predict what the
story will be about.
Ask them questions about the illustration: Who do you
think the children are? How old are they? Where are
they? What are they looking at? Whats the girl with
the camera doing?
Play Track 74 and have students follow along in their
books.
Students answer the questions in their notebook.
Check their answers with the class.
Draw the following table on the board:
Real People Characters
Elicit the names of the real people in the story and write
them in the table. Elicit the corresponding characters
and write the names in the table.
Elicit personality adjectives to describe each character.
Write them in the table.
For example, Ricky is careful. Grace is clever.
2 Read the story again and answer the questions.
Ask students to read the text again and answer the
questions.
Go through the answers with the class.
Ask extra questions:
What part does Ricky play?
What part does Natalie play?
Why didnt Ricky say anything?
Whats the relationship between Ricky and Grace?
What did Ricky see in the background?
Who was stealing the bike?
Learning New Words
Ask students to fnd words in the text that mean:
1. Piece of information that helps solve a crime. (clue)
2. Young person between ages 13 and 19. (teenager)
3. Mark made by a foot or shoe on the ground.
(footprint)
4. The part of a picture that is not the main focus.
(background)
5. Stopped moving. (froze)
7
The Cinema
Vocabulary: background, clue, corner, footprint,
freeze, ground, line, teen, thief
Materials: Paper, coloured pencils.
Extension
Bodily-Kinesthetic Intelligence
Game: Freeze!
The class suggests an actionfor example, painting
a wall.
Two students begin to improvise painting a wall
together. They should talk and move realistically.
When one student sees them in an interesting
position, he/she shouts Freeze!
That student enters the scene and replaces the body
position of one of the players. The other student
remains frozen.
The student who enters the new scene has got to
adjust the theme. He/she counts to three and starts a
new actionfor example, rowing a boat or fying.
Other students can jump in and freeze them,
changing positions and improvising new scenes.
Encourage students to be creative and to have fun.
Warm-up
Play Hangman with students with the word
detective. Ask students what a detective does, how
old a detective can be and what you need to do in
order to become one.
Brainstorm some famous detectives from history,
literature and flm.
Wrap-up
Freeze!
Ask What do you think is going to happen now?
What will they do about the bike?
Elicit the meaning of freeze. Ask How do you freeze
an image?
Distribute paper and coloured pencils.
Students draw a picture of the flm scene that Grace
freezes.
Display the drawings on the wall and ask students to
fnd similarities and differences.
1730060.indb 189 22/4/09 20:08:38
T85 Lesson 10
7
The Cinema
Vocabulary: closely, evidence, gang, hit, pale,
upset
Materials: Paper, construction paper, felt-tip pens.
1 Read the story and write T (True) or F (False).
75
Let students look at the picture. Ask Who are they?
Where are they going? What do you think they are
going to do?
Play Track 75 and ask students to follow along in their
books.
Divide the class into pairs. Students complete the
activity together.
Go through the answers and ask students to tell you
where the information is in the story.
Ask some more questions to further check
comprehension:
Why did Grace watch Tim closely?
What did Tim tell Grace about the bicycle?
What was in the text message?
2 Discuss the questions.
Divide the class into small groups.
Ask students to discuss the questions.
Ask them what they think is going to happen
in the next episode.
What happened before?
Say Olivia, Ricky and Grace know that Tim stole the
bike. But they didnt see when the gang of older boys
told Tim to do it. In groups of three, pretend that two
of you belong to the gang and that one of you is Tim.
What do you think happened?
Divide the class into groups of three. Ask them to write
a dialogue in which the gang threatens Tim and forces
him to steal Olivias bike.
Students act out their dialogues in front of the class.
Extension
Just say no!
Divide the class into groups of fve. Give them a
situation of negative peer pressure, such as cheating
in an exam, making fun of someone or drug abuse.
Students write a story about this topic. They should
divide it into fve parts:
1. The group together.
2. The leader asking them to do something bad.
3. One of the group members thinking that it is not
a good idea to do what the leader says.
4. That member saying no.
5. The outcomethe character who said no is
either laughed at or admired.
Each student draws one of the scenes as in a comic
strip, including speech bubbles.
Students put their scenes together and glue them
onto construction paper. They add a title.
Display students work around the classroom.
Finish the activity by concluding that even if it is
diffcult to say no, it is usually the best option.
Wrap-up
Read aloud.
Divide the class into groups of four: Narrator, Tim,
Grace and Ricky.
Ask students to read the story aloud in their groups.
Encourage them to use correct intonation for tag
questions and to read with full expression.
If there are any mispronounced words or students
are lacking intonation, play Track 75 again and ask
them to repeat after the recording.
Warm-up
Story Summary
74
Write the following words on the board: footprint,
detective, next line, bike, street corner, freeze.
Ask students to copy the words and use them to
write a short summary of the story so far.
Ask some students to read their summaries aloud.
Add any information that is missing. Ask What do
you think Grace and Ricky are going to do? Do you
think that Tim stole the bike?
Play Track 74 and ask students to follow along on
page 84.
Peer Pressure
Talk to students about peer pressure. Explain that,
often, young people feel pressured to act in the same
way as friends of their age and that they often feel self-
conscious or insecure about refusing to do something
bad if the others are doing it.
Brainstorm some ways in which friends press each other
to do good or bad things.
Discuss practical examples from everyday life, such
as making fun of others, starting to smoke, pushing
someone to get better grades.
Elicit ideas from students about how to say no when
they are feeling pressured to do something they dont
want to do.
1730060.indb 190 22/4/09 20:08:39
The Cinema
85 Lesson 10
1 Read the story and write T (True) or F (False).

75
1. Grace and Tim have been friends for three years.
2. Tim is angry with Grace.
3. Tim didnt want to take Olivias bike.
4. Grace wants to help Tim.
5. Ricky sends Grace a text message.
2 Discuss the questions.
1. Why isnt Tim funny and friendly now?
2. Why does he turn very pale?
3. Why does Grace run after she gets the text message?
4. What is Graces plan?
The next day at school, Grace watched Tim
closely. He used to be funny, but now he was
quiet and serious. She didn't see him smile.
After the last class, she said to Ricky, Im
not coming home yet. Theres something I
want to do.
Tim was walking alone when Grace saw him
again. She ran after him, then slowed down.
Hi, she said, casually.
He looked worried for a moment,
then realized it was her.
Oh, hi.
Ive known you for three years now, Tim,
and weve been friends since we first met.
I know, he said.
Youre not angry with me, are you?
Tim shook his head.
So whats wrong?
Nothings wrong.
Then why did you take Olivias bike?
Tim turned very pale. I didnt take it.
I have got the evidence on film, said
Grace.
Tim was upset, but he explained his problem.
Theres a gang of older boys at school.
Theyre really horrible. They hit me a lot.
They made me steal Olivias bike.
Let me help you, Tim.
Theres nothing you can do.
Then he quickly walked away.
But Grace soon had a plan. She told Ricky
and Olivia to look for Tim and the gang
in town.
What about our film? asked Ricky.
Forget it. This is more important!
After a couple of hours, Grace received
a text message.
Ive seen the gang. Come 2 the corner of
Vine Street. Olivia
Grace took her video camera from her bag
and started running.
T
F
T
T
F
1730060.indb 191 22/4/09 20:08:43
The Cinema
Lesson 11 86
1 Write a film review. First, complete the table below.
I General facts
II Plot
III Your comments
IV Your opinion
I General facts
This (genre) film (title) was made in (date).
It was directed by (name). The main actors
are (names).
Tip: Divide your review into
these paragraphs.
II Plot
The plot is It is set in (period) and (place).
(About twenty words telling the story.)
III Your comments
The costumes are The sets are
I (like/dont like) the sound track. (name of actor) is
very (convincing/unconvincing/impressive) as (name
of character). I was (impressed/unimpressed) by
the (special effects/stunts). They are
IV Your opinion
Overall I think this (is/isnt) a very good film.
I (would/wouldnt) recommend it.
General facts
Name of film
Type of film
Year of release
Director
Main actors
Plot
Brief summary
When it is set
Where it is set
Your comments
the costumes
the sets (the places)
the sound track (the music)
the acting
the stunts
the special effects
Your opinion
What do you think of it?
Do you recommend it?
1730060.indb 192 22/4/09 20:08:43
T86 Lesson 11
Reviews
Show students some flm reviews (see Preparation).
Divide the class into pairs and give each pair a review.
Elicit what kind of information is usually included in
a review.
Ask students to fnd the name of the flm, the actors/
actresses, the director, country and year of production.
Students read the review, comment on it and decide if
they agree with it (if they have seen the flm).
1 Write a lm review. First, complete the table below.
Planning
Go through the fle with students, clarifying new words.
Divide the class into pairs.
Students choose a flm they have seen recently.
They fll in the information, adding as many details as
they can. If they dont know some of the information,
and ask them to research it on the Internet.
Drafting
Ask students to work individually. Read the tips for
General facts aloud.
Give an example: This (comedy) flm (101 Dalmatians)
was made in (1996). It was directed by Stephen Herek.
The main actors are (Jeff Daniels and Glenn Close).
Students write the frst paragraph of their reviews.
Then they exchange their texts with a partner and
correct each others work.
Read the tips for the second paragraph, giving an
example again: The plot is (about a woman who
kidnaps a lot of Dalmatian puppies to make a fur
coat. She steals the puppies from Pongo and Perdita.
Then they go to fnd them). It is set in (the 1900s) (in
England).
Students write the second paragraph and again
exchange texts for peer correction.
Follow the same procedure for paragraphs three and
four: The costumes are (great, especially Cruella De Vils
coats and also her hairstyle). The sets are (mostly of
scenes from London). I (dont like the soundtrack very
much). (Glenn Close) is impressive as (Cruella). I was
(surprised when I saw so many dogs). They are
(really cute).
Overall, I think that this (is) a very good flm. I (would)
recommend it.
Ask students to read through their complete review and
check it for spelling or grammar mistakes.
Layout
Ask students to decide what extra information they
want to add to their writing.
Ask them to cut out magazine pictures or draw pictures
to illustrate their work.
Final Draft
Ask students to write their work out again.
Ask them to focus on neat handwriting.
Remind students that their writing should be as clear
and attractive as possible, because it will be displayed in
the classroom.
Ask students to display their work around the classroom
walls.
7
The Cinema
Functional Language: Writing a flm review.
Vocabulary: comment, genre, plot, release,
review, summary
Material: Paper.
Preparation: Bring in flm reviews in English from
magazines, newspapers or the Internet. Make
copies so you have 1 review for every 2 students.
Extension
Lets go to the cinema.
Ask students if they agree with their classmates
reviews. Brainstorm ideas about the flms now
showing in cinemas nearby.
Pretend that you are going to the cinema after class.
Which flm would they recommend?
Why?
Have a class vote.
Warm-up
How do you choose a lm?
Ask students how they normally choose which flm
to watch. Write the following on the board:
Friends recommendation
Parents recommendation
TV adverts
Previews at the cinema
Billboards
Film reviews
Divide the class into pairs. Ask students to number
the list from most important (= 1) to least important
(= 6). Go over the results with the whole class.
Wrap-up
Read your review.
Divide the class into small groups. Students read
their reviews to the rest of the group.
As the others listen, they should pay attention to the
authors comments and decide if he/she is giving the
flm a two-, three- or four-star review.
Remind them that four is the maximum.
At the end, brainstorm which flms got the most
stars.
1730060.indb 193 22/4/09 20:08:51
T87 Lesson 12
7
The Cinema
Grammar: Indefnite pronouns and Tag questions.
Vocabulary: Key vocabulary from the unit.
Materials: Construction paper, felt-tip pens.
Extension
Design a new award.
Elicit the shape and appearance of different awards,
such as the Oscar or the Grammy.
Ask students what they think designers take into
consideration when designing the award. Sometimes,
it is related to the profession being honoured, or to
the feld of endeavour. For example, the Grammy is a
gramophone (phonograph) on which music is played.
Divide the class into small groups. Ask them to design
and draw a new award for outstanding English
students, using construction paper.
Ask them to name their award.
Display the designs and vote for the best award.
1 Number the pictures.
Write on the board: is going to the cinema.
Ask students to complete the phrase with everyone, no
one or someone.
Elicit the use of some/any/every/no.
Ask students to number the pictures.
Check as a class.

Complete the sentences with some/any/every/no

+ one/thing/where.
Ask students to complete the sentences in pairs.
When they fnish, elicit the answers and ask some
volunteers to write them on the board.
Noughts and Crosses
Draw a Noughts and Crosses grid on the board. In each
square write a phrasal verb: turn down, fnd out, work
out, watch out for, keep on, try on, take off, ask for,
grow up.
Divide the class into two teams. Each team has to make
a sentence using the phrasal verb in the correct way.
If they do it, they get that square. The frst team with
three squares in a row wins the game.
You can repeat the game by changing the order of the
phrasal verbs in the grid.
2 Persistent Percy never stops asking questions.
Can you complete them?
Ask students to look at the picture of Percy.
Elicit what the meaning of persistent is.
Review the rules to form tag questions. Remind
students of the different auxiliary verbs that can
be used.
Students complete the activity.
Ask them to check in pairs, then check as a class.
Warm-up
I want to go to the cinema.
Divide the class into pairs: A and B. Students A are
the parents. Students B are the children.
Students B ask their parents for permission to go to
the cinema. Remind them of the expressions seen in
the unit.
Students have to be specifc about which flm they
want to see, who they are going with and what time
they are coming back.
Parents can decide if they give permission or not.
Students role play the scene.
Finish the activity by asking the outcome of the
conversation. Are students B going to the cinema?
Wrap-up
And the Oscar goes to
Talk briefy about the Oscars and other awards given
to flm actors, directors and producers, and to flms
themselves.
Tell students that they will give awards to the lessons
they liked the most during this unit.
Write the following list on the board:
Film Genres
Whos who in the cinema?
Great Film Moments
Make a flm poster.
King Kongmy favourite flm
Parktown School flm project
Song: People Think They Know Me
Story: The Screen Detectives Episode 1
Portfolio Writinga flm review
Students vote on the most interesting, the most
boring and the funniest activities.
1730060.indb 194 22/4/09 20:08:54
The Cinema
87 Lesson 12
1 Number the pictures.
1. Tell me you know about making films.
2. I have to go on holiday. All the hotels are full!
3. in the class knew the answer. It was a difficult question.
4. Look! Theres under your desk. What is it?
5. Ive lost my mobile phone. I cant find it .
6. I dont know in Room 11. They are much younger than me.
7. knows Madonna. Shes world famous.
8. Is in the room?
Complete the sentences with some/any/every/no + one/thing/where.
2 Persistent Percy never stops asking questions. Can you complete them?
Mercury isnt between Earth and Venus, ?
Penguins can swim, ?
The Olympic Games are held every four years, ?
A frog eats insects, ?
Maradona doesnt live in Mexico, ?
The sun is a star, ?
Elephants cant jump, ?
Stuntmen haven't got a glamorous job, ?
Im very persistent, ?
anything
nowhere
No one
something
anywhere
anyone
Everyone
anyone
2 3 7 5
6 4 1 8
is it
cant they
arent they
doesnt it
does he
isnt it
can they
have they
arent I
1730060.indb 195 22/4/09 20:08:57
T87A
The Cinema
Review Page
Grammar Module: For and Since
When using Present Perfect, use for with periods or
lengths of time, such as minutes, weeks or years.
I have lived here for 10 years.
When using Present Perfect, use since with times,
dates or actions in the past, such as four oclock,
Monday, they arrived.
He has lived here since 1998.
JAY: And this character has got long blonde hair. But you have
got short blonde hair, havent you?
ANNIE: Er, yes, I have. I can grow it!
JAY: And this character dances. You know how to dance,
dont you?
ANNIE: Dance? Oh
JAY: You cant dance, can you?
ANNIE: Im not very good at dancing.
JAY: I see. What about singing?
ANNIE: Singing? Well, I...
JAY: You cant sing, either, can you?
ANNIE: Im a really bad singer.
JAY: OK, OK. Youre wasting my time, arent you? You dont
want to be in this flm, do you?
ANNIE: Oh, no, Mr Feldman. I mean, yes, I do, I really do...
JAY: Next!
Assessment 7
Track 77
Listen to the extracts and number the lms.
[Extract 1] Soundtrack of an action flm.
[Extract 2] Soundtrack of a horror flm.
[Extract 3] Soundtrack of a romantic flm.
[Extract 4] Soundtrack of a cartoon flm.
Assessment 7
Track 78
Listen to Toby and write T (True) or F (False).
TOBY: Ive loved flms since I was little. Last week, in school,
we were told to make our own flm. My team chose me as
the producer. We have got to talk about our community. I
have lived here since my sister was born. That was in 2004.
We need a very good actor. I have got a friend who likes
to act. His name is John. But I havent seen him for a long
time. I think the last time I saw him was at my birthday
party. Anyway, the flm has got to be in English. Thats a real
challenge because I have only been studying it for two years!
Last June, my dad got me a dog, and thats good because we
need a dog for the flm.
Assessment 7
Answer Key
1 1. action 2. horror 3. romantic 4. comedy
3 1. anything 2. everywhere 3. No one 4. Someone
From left to right: 2, 1, 4, 3
4 1. for 2. since 3. since 4. for 5. since 6. since
F, T, T, F, T, T
5 1. dont you? 2. does he? 3. is she? 4. arent they?
5. dont you? 6. havent we?
6 1. actor 2. director 3. camera operator 4. screenplay
writer
Worksheet 7
Answer Key
1 Every; some; some; every; no; any; some; any
From top to bottom: for; since
3 1. arent I? 2. correct 3. arent they? 4. isnt she?
7
Grammar Teaching Tip
Tag questions can be confusing because of the use of
auxiliaries in different tenses. There are several ways
to help students:
Make a chart where you show the different tenses
studied in this unit: Present Tense, modals such as
can, Present Tense with verb to be. In one column
include a sentence, then the auxiliary.
Play games where students have to practise
changing positive to negative or negative to
positive.
Play a flm where tags are used, and ask
students to write them down and imitate the
intonation.
Grammar Module: Tag Questions
Use Tag Questions when you are speaking to
another person and you want to be sure that he/she
agrees with you.
When you use a verb in the positive form, make the
question tag negative.
We are late, arent we?
The question tag has always got a pronoun.
When you use a verb in the negative, the question
tag is positive.
We arent late, are we?
Practice Book
Track 76
Listen and mark the sentences T (True) or F (False).
JAY: OK, thanks. Thats enough. Whats your name? Its Annie,
isnt it?
ANNIE: Yes, thats right.
JAY: And youre 28 years old, arent you?
ANNIE: Er, no. Im 18.
JAY: Eighteen!! Oh. But youre an actress, arent you?
ANNIE: Yes. Well, Im studying acting. I really want to be an
actress.
JAY: Hmm. This flm is set underwater. You can swim, cant
you?
ANNIE: Er, no, I cant. But I like the sea!
JAY: You live near a swimming pool, dont you?
ANNIE: Yes, I do! I can take lessons.
1730060.indb 196 22/4/09 20:08:58
G
r
a
m
m
a
r
Present Simple
Most animals (produce scent).
Past Simple
2,500 years ago, messengers (carried
messages on horses).
Relative clauses
He sent a radio signal (which was received by
his brother)
Tag Questions
They were (polytheists, werent they?) V
o
c
a
b
u
l
a
r
y
Communication
chatting, coaches, codes, codices, dashes, dots, facial
expression, fags, glyphs, Internet, printed, questionnaires,
satellites, signal, SMS, surf, telegraph, wires
Feelings
angry, bored, confused, excited, happy, sad
Verbs
appear, applaud, burp, cheer, creep, fold, grab, kneel,
lean, lift, plug, point, rub, scratch, spray, stick, warn
Animals
ape, crow, emu, lizard, moth, orangutan, sloth, wasp
Related to animals
antennae, mate, pheromone, poisonous, predator,
territory
F
u
n
c
t
i
o
n
s
- Giving opinions
Val ues Syl l abus Star Project Mul ti pl e Intel l i gences
Respecting Private Property (page
T96)
Secret Codes (page 107) Kinesthetic Intelligence (page T88)
Musical Intelligence (page T92)
8
T87B
Communication
1730060.indb 197 22/4/09 20:09:00
Lesson 1 88
Communication
1 Read and label the paragraphs.
Smell Hearing Sight Face Touch Motion
Make notes about the animals.
apes and monkeys birds insects reptiles dogs cats other animals
2 Look at the photos and write what the animals are saying.
8
A
Most animals produce scent.
The monarch butterflys
colours scare predators.
Animal Communication
Animals need to find a home, mate, warn of danger, teach their young,
build group relationships and scare predators. To do this, they need
to communicate with each other.
1
Apes and monkeys communicate and warn
of danger using loud calls. Birds sing to
protect their territory or keep their group
together crows use 300 different sounds.
Some insects rub their legs together to
produce sounds. Kangaroos warn of danger
by hitting the ground with their hind legs.
The male orangutan burps as a warning.
And whales sing special songs; their
sounds can travel thousands of kilometres!
2
Most animals produce scent and
communicate with it. Dogs and cats spray
a scent and smell each other. The sloth
uses scents to attract a mate. Bees, wasps,
moths and ants use pheromones. These are
powerful chemicals. Some male moths can
smell a female moth 11 km away!
3
Animals communicate emotions by the way
they move. Cats and dogs show different
moods with their tails. Cobras raise their
heads to frighten unwanted guests, and
lizards move their heads up and down.
Bees dance when they have found nectar it
tells other bees where to find the flowers.
4
Some male birds have got brightly coloured
feathers to attract a female. Colours can
mean that an animal is poisonous or is
pretending to be poisonous. The monarch
butterflys colours scare predators, and
male bower birds decorate their nests with
colourful flowers to attract a mate.
5
Faces tell you a lot, even in the animal
world. Mammals often bare their teeth
when they are scared or angry. Gorillas
show anger by sticking their tongues
out. Wolves use a wide range of facial
expressions and eye contact to maintain
relationships in the pack.
6
Many animals clean each other to develop
group relationships. Apes and monkeys hug
and kiss on meeting; lions and tigers rub
against each other; and elephants link their
trunks. When two ants meet, they touch
each other with their antennae to find out
what nest they come from.
Hearing
Smell
Motion
Sight
Face
Touch
1730060.indb 198 22/4/09 20:09:04
8
Warm-up
Feeling Charades
Display the Role cards (see Preparation). Students
take turns picking a card and acting out the feeling
without saying anything. Encourage them to use
facial expressions and body language freely.
Repeat with different students.
Ask students how they think animals communicate.
Discuss how we can communicate non-verbally.
Wrap-up
What are they saying?
Display students work from the previous activity in
the classroom.
Vote on the funniest, most interesting and different
ideas. Compare the expressions of the animals with
those of human beings.
Grammar: Present Simple: Most animals (produce
scent).
Vocabulary: bare, burp, call, crow, hind, hug,
kiss, loud, mood, pack, poisonous, raise, rub, scent,
sloth, stick out
Materials: Index cards
8
A
Preparation: Role cards: Write the following on
separate index cards: angry, bored, excited, happy,
interested, nervous, pleased, sad, scared, tired,
unhappy
Verb Mania cards: Write the following on separate
index cards: bare your teeth, burp, clean, dance,
decorate, hug, kiss, raise, rub, scare, sing, smell,
spray, touch, warn
Extension
Bodily/Kinesthetic Intelligence
Verb Mania
Divide the class into two teams.
One student from each team comes up and they take
a Verb Mania card (see Preparation).
Students act out the verb together, pretending to be
animals from the text. For example, if they get the
verb rub, they can rub their noses together.
Award one point to the team that guesses the action
frst.
Lesson 1 T88

Make notes about the animals.

Divide the class into small groups. Students note the
information in the text about each animal.
Go over the notes with the class, asking individual
students to write their notes on the board.
Encourage students to add other facts about the
animals. Provide ideas: The smallest primate is the
pygmy mouse lemur; it fts in the palm of your hand.
The largest is the gorilla; it weighs about 200 kg.
Birds skeletons are reduced in weight and size so they
can fy. The bones are hollow and thin-walled.
There are about 10 quintillion (10,000,000,000,000,
000,000) individual insects alive. About 10% of the
animal biomass of the world is made of ants, and
another 10% of termites. Social insects make up 20%
of the total animal biomass on the planet! Depending
upon the size of the meal, anacondas can go several
months between meals. A dog's sense of smell is about
1,000 times better than a person's. Dogs hear high-
pitched sounds, like some insects make, that we cant
even detect. The earliest dog fossils date back to 10,000
BC. Cats were frst domesticated about 4,000 years ago
by the Egyptians, who worshiped felines. Lions are the
world's most social felines. Except for a mother and her
cubs, tigers live and hunt alone.
2 Look at the photos and write what the animals
are saying.
8
A
Students cut out the photos and speech bubbles in
cutout 8A. They complete a speech bubble for each
animal. Then they glue the photos and speech bubbles
onto a piece of paper.
Communication
Find the animals.
Students name the animals in the photographs.
They read the text and underline the animals. Write
a list on the board: dog, cat, ape, monkey, crow,
kangaroo, orangutan, whale, sloth, bee, wasp, moth,
butterfy, cobra, lizard, emu, gorilla, wolf, lion, tiger,
elephant, ant. Clarify vocabulary.
Divide the class into pairs. Students copy the animal
names into their notebooks and classify them into
Mammals, Birds, Insects and Reptiles.
Before reading the text again, ask students to guess the
following: 1. Which animal hits the ground on its feet?
2. Which animal habitually burps? 3. Which animal
raises its head to communicate? 4. Which animal sticks
its tongue out? 5. Which animals kiss each other?
6. Which animals touch antennae to learn about each
other? 7. Which animals rub their legs together to make
a sound?
Write students guesses on the board.
1 Read and label the paragraphs.
Clarify the meanings of the words in the box.
Students read the text and label the paragraphs.
Students check their answers with a partner.
Go over the answers to the previous exercise with
the class: 1. Kangaroo 2. Male orangutan 3. Cobra 4.
Gorilla 5. Apes and monkeys 6. Ants 7. Some insects
1730060.indb 199 22/4/09 20:09:06
8
Communication
Wrap-up
SMS Abbreviations
Write the following table on the board, but include
only the abbreviations, not what they mean:
ASAP
as soon as
possible
IMO in my opinion
B4 before IMS Im sorry
B4N bye for now JAS just a second
COZ because L8R later
CUL8R see you later PLS please
UR youre PPL people
G2G got to go 2MORO tomorrow
GR8 great SOZ sorry
BRB be right back THX thanks
ILU I love you :-* kiss
Divide the class into small groups. Ask students to
try to work out what each abbreviation means.
Go over the answers with the whole class.
Extension
Send a text message
Students sit in a circle. Give each student three
slips of paper. Tell students that they are going to
send each other text messages using emoticons or
abbreviations.
Decide on a topic, for example, getting together in
the afternoon, the best flm now showing or diffcult
homework they have to do.
Students write their text message on a slip of paper,
only using one side. They give their message to the
student on their left.
That student answers the message on the reverse
side of the slip and returns it to the original student.
Continue with other slips.
Ask volunteers to read out their messages.
Functional language: Giving opinions: I think
that text messaging can be bad for you. I agree with
Clare. I dont agree.
Vocabulary: abbreviation, chat, damage, point,
ring, text message, thumb
Materials: Slips of paper (3 per student).
T89 Lesson 2
1 Read the article and answer the questions.
Ask students if they send text messages. Find out which
student in the class sends the most text messages in
a day.
Ask students to focus on the text message illustrated
in the book. Get them to work out what the text is in
normal English.
Students read the text and answer the questions in their
notebooks.
Check as a class. Ask students further questions:
How do young people use their thumbs? Do you
sometime point with your thumb? Why does text talk
use abbreviations?
2 Do the quiz.
Divide the class into pairs. Students answer the quiz.
Check answers with the class.
3 Read the messages and complete the table in
your notebook.
Tell students that each text expresses someone's
opinion. Ask individual students to read out the texts.
Students copy the table into their notebooks and
complete it according to whether they agree or not with
each opinion. They give reasons for their choices.

Agree or disagree, then give your opinion.

Go through the example dialogue and remind students
of the expressions in the language box.
Divide the class into small groups. Get students to agree
or disagree and discuss their opinions.
Warm-up
Find Someone Who
Write the following sentences on the board and ask
students to copy them into their notebooks:
fnd someone who
has got a new mobile phone
hasnt got a phone
sends more than fve text messages a day
doesnt send text messages
texts friends once a day
never answers text messages
Ask students to stand up and ask their classmates
questions to fnd someone with the given
characteristic. If they fnd someone, they write that
persons name next to the phrase.
The frst student to complete his/her list wins.
1730060.indb 200 22/4/09 20:09:08
89 Lesson 2
Communication
Text messages
are good for
chatting with
friends.
Claire, 10
I dont think that
text talk is OK
for homework.
Its bad for your
spelling. Alice, 10
You shouldnt send
too many texts. If
you use your thumb
all the time, you can
damage it. Sara, 10
Sending text
messages
is fun when
youre bored.
Jake, 10
I think that text
messaging can be
bad for you. Its
important to talk!
Luke, 12
1. What does SMS stand for?
a) Short Message Service b) Send Me Symbols c) Standard Messaging System
2. What is somebody sending you when they send this text? :-*
a) a shout b) an angry look c) a kiss
3. What does CU L8r mean?
a) I have got eight minutes left. b) Well meet later. c) I had a great time.
Reason
Claire
1 Read the article and answer the questions.
The Wonderful World of Texts
Do you often send text messages?
In Japan, they call young people the thumb
generation. Why? Because their thumbs are
growing bigger! And do you know why? Because
children spend so much time sending text
messages (SMS) and playing computer games.
In fact, young people are now using their thumbs
to point and to ring doorbells.
James Trussler, an Australian engineer, is the
worlds fastest texter. He typed a message with
1. Can you write the text message in normal English?
2. About how many texts does Mr Trussler send a day?
3. Why are thumbs getting larger?
4. Why are British teenagers getting into trouble?
2 Do the quiz.
3 Read the messages and complete the table in your notebook.
Agree or disagree, then give your opinion.
I agree with Claire. I think that text messages are great.
I dont agree with Claire. I think that theyre a waste of time.
I think that
I agree. I dont agree.
160 letters in one minute seven
seconds! He sends about 4,000
text messages a month.
British teenagers are getting
into trouble with their teachers
for writing their homework in
text talk. Text talk uses
special words and lots of
abbreviations.
1730060.indb 201 22/4/09 20:09:11
Communication
90 Lesson 3
Label the pictures.
Messengers Flags and Fires The Post Ofce Electric Telegraph
Telephones Satellites The Internet
1. It took messengers days to travel kilometres.
2. The French navy used numbered messages.
3. The electric telegraph could send words a minute.
4. There are more than satellites orbiting the earth.
5. It takes less than second to send and receive messages on the Internet.
3,200
2,000

1,000

30

10

1
Listen again and match.
1. 2,500 years ago, people started using the telephone to talk.
2. 2,400 years ago, people started sending messages via satellites.
3. In the 18th

century, we are using the Internet.
4. In the 1850s, messengers carried messages on horses.
5. In the 1870s, ancient Greeks held up flags to communicate.
6. In the 1960s, people started using the electric telegraph.
7. Today, fast coaches carried letters.
Can you remember? Complete the sentences.
2,500 years ago, messengers
carried messages on horses.
1 Listen and number the pictures.

79
7
5
6
1
3
2
4
Telephones
Satellites
The Internet
Messengers
The Post Office
Flags and Fires
Electric Telegraph
10
1,000
30
2,000
one
3,200
1730060.indb 202 22/4/09 20:09:11
8
Communication
Grammar: Past Simple: 2,500 years ago,
messengers (carried messages on horses).
Vocabulary: coach, code, dash, dot, fag, satellite,
telegraph, wire
Materials: Construction paper, felt-tip pens.
Extension
Your Grandparents
Ask students to imagine when their grandparents
were young. Did they use the Internet or satellites?
What were telephones like?
Divide the class into pairs and ask them to write a
short paragraph describing communication in the
times of their grandparents.
Encourage them to use the Past Simple and Used to.
Collect and correct students' compositions.
Pre-teaching Vocabulary
Write the following words on the board: message, fag,
navy, coach, letter, wires, code, dots, dashes, satellite
Divide the class into fve groups. Assign two words per
group. Distribute dictionaries. Students look up their
words in the dictionary.
Then they explain the meaning of the words to the
class, using drawings, examples or a defnition.
1 Listen and number the pictures.
79
Ask students to speculate about what is happening in
each picture.
Play Track 79. Students number the pictures in order.
Go over the answers with the class.
Play Track 79 again. Ask students to note down an
animal, a form of transport, an electrical device, a
country and an adjective: horses, coaches, telephone,
Egypt, expensive

Label the pictures.
Read the words in the box aloud. Students label the
pictures with the words.

Listen and match.

Play Track 79 one more time. Students match the dates
with the information.
Students compare their answers with a partner. Then
elicit the complete sentences.

Can you remember? Complete the sentences.

Divide the class into pairs. Ask them to complete the
sentences with the information they remember from the
recording, using the numbers given.
Play Track 79. Students check their answers.
Communication
Divide the class into seven groups.
Distribute construction paper and felt-tip pens. Each
group chooses one of the forms of communication from
the box in activity 1.
Students draw two columns and write the advantages
and disadvantages of that form of communication in
each column.
For example, for the post offce, they can write:
Advantages: People can keep the letters. It provides
many jobs. It's cheap.
Disadvantages: It's slow. Things can get lost.
Lesson 3 T90
Warm-up
Game: Alphabet Crazy
Divide the class into groups. Distribute paper. Write
the following categories on the board: Animals,
Forms of Transport, Electrical Devices, Countries,
Adjectives
Ask groups to copy the words.
Say a letter of the alphabet: t. Give groups one
minute to write one word beginning with that letter
under each heading: tiger, train, television, Tanzania,
tricky
Ask groups to read out their answers. They score
fve points for a word that no other group has got,
and one point for a word in common.
Repeat with different letters:
r: rat, rickshaw, refrigerator, Russia, rich
b: bear, boat, blender, Brazil, beautiful
c: camel, car, computer, Colombia, colourful
The group with the most points wins.
Wrap-up
Do you agree?
Ask each group to display their table and read the
advantages and disadvantages they have decided on.
Open the discussion as a class, encouraging students
to agree, disagree and state their opinion.
They can also add any other advantage or
disadvantage not mentioned by the team.
1730060.indb 203 22/4/09 20:09:13
8
Communication
Grammar: Relative clauses: He sent a radio signal
that was received by his brother.
Vocabulary: cheap, copy, DJ, download, ordinary,
print, share
Materials: Everyday objects and gadgets (e.g.
stapler, toothbrush, screwdriver, key, pencil
sharpener, scissors, nail clipper, tablecloth
Extension
Mystery Object
Ask students to fnd objects in their school bags that
are useful.
Put the objects on the foor, on a tablecloth. Add
other objects you have brought in (see Materials).
Students sit in a circle. They mentally choose an
object and describe it using that.
The rest of the students have to identify the object.
Its an object that you use to cut your nails.
The frst student to guess takes that object and
keeps it.
Repeat until everyone has had a turn. The winner is
the student with the most objects.
T91 Lesson 4
1 Read the article and add the sentences.
Ask students to read the title of the article and look at
the small pictures. Ask them what they think the article
is about.
Students read the text in silence.
Elicit new words and phrases, and write them on the
board.
Go over their meanings with the whole class.
Students add the missing sentences by numbering the
corresponding boxes.
Check answers.
Ask further comprehension questions:
What was special about moveable type?
Which came frst, records or CDs?
What did Daguerre do?
What did Marconi do in 1901?
What was strange about the frst TV image?
The First Radio Message
Ask students to imagine they have invented the radio.
Ask them what their frst radio message would be.
Divide the class into small groups. Students write
a message or short dialogue for the frst radio
transmission.
Each group performs it for the rest of the class.
That
Read out the sentences in the Star Language box and
discuss the use of that.
Ask students to underline the sentences in the text that
contain that.
Write the following sentences on the board: Youre
studying from a book that has been printed.
Ask students how the sentence would change if they
were to omit that: Youre studying from a book. It has
been printed.
Explain that a relative clause joins two sentences. If the
noun is the same, we omit it in the second clause.
Write on the board: Its an electrical device. It shows
pictures.
Students join both sentences with a clause: Its an
electrical device that shows pictures.
2 Work in pairs. Describe the inventions and guess
what they are.
Students read the list of inventions. Explain new words
and phrases.
Divide the class into pairs. Ask a pair to read out the
model dialogue.
Students play the guessing game. Explain they should
specify if they are talking about a machine, an object
or a vehicle. Then, using that, they should explain other
characteristics.
Monitor the activity, encouraging students to use
relative clauses.
Warm-up
Stem sentences
Write these stems on board:
Many people dont listen to the radio because
If a child watches too much TV
Anybody who reads
The only way to take good photographs
Students copy and complete the sentences.
Organize students into small groups and ask them
to share their ideas and reach a consensus. After fve
minutes, call a representative from each group to tell
you their conclusions.
Wrap-up
My Favourite Invention
Elicit the inventions seen in the lesson. Write them
on the board.
Students vote on the three most important to them.
Ask them which three would be most diffcult to live
without.
Remind them that sometimes we take for granted
many wonderful inventions.
1730060.indb 204 22/4/09 20:09:14
Communication
91 Lesson 4
1 Read the article and add the sentences.
A) By 1901, Marconi managed to send a radio signal across the Atlantic Ocean.
B) The picture was green and there wasnt any sound!
C) He could make a page, print it and then use the letters for another book.
D) Until the 1980s, most people bought records.
E) In fact, most families have got old photos that show their relatives.
2 Work in pairs. Describe the inventions and guess what they are.
machine object vehicle
Is it an aeroplane?
Its a vehicle that you use to travel
long distances. It flies in the sky.
aeroplanecomputercarlightbulbradio
bicyclefridgeremote controltelephone
glasseswashing machinemicrowave oven
alarm clockbookCDballpoint pen
Inventions
Changed the World
that
Printing
Youre studying from a book that has been printed.
So is your classmate and your books look just the
same. But, before printing, people had to copy books
by hand! A German named Johannes Gutenberg
invented modern printing in 1440. He invented
moveable type. These were separate letters that you
could use again. Books became cheaper, and
ideas were easier to share.
Recording sound
You probably use an MP3 player to listen to music.
But the records that DJs use go back to the beginning
of sound recording, which was over a century
ago.

The new format that introduced digital
recording was the CD. These days, more and more
people download music from the Internet.
Photography
Has your family got a photo album? Or do they keep
their pictures on the computer? A Frenchman named
Daguerre invented one of the first cameras in 1839.
Cameras became cheap enough for ordinary people
over a century ago. Have you got any? Now most
photos are digital, and we keep them on our computers.
Radio
You probably use your radio to listen to music. An
Italian, Guglielmo Marconi, invented the radio in
1894. He sent a radio signal that was received by his
brother. Nowadays, we listen to digital radio.
Television
In 1926, a Scotsman named John Logie Baird created
the worlds first TV image. In England, they
started programmes in 1929, but only 30 people
watched them! Now we buy a TV, take it home and
plug it in. But early viewers made their own TV sets.
What is the TV technology today? Digital, of course. e.
He sent a radio signal that was
received by his brother. Most
families have got old photos
that show their relatives.
C
D
E
A
B
1730060.indb 205 22/4/09 20:09:17
Communication
92 Lesson 5
1 Read the article and do the tasks.
2 Complete the sentences.
1. A person who covers his/her eyes .
2. A person who holds his/her stomach .
3. A person who turns red .
4. A person who looks away .
5. A person who covers his/her ears .
6. A person who crosses his/her fingers .
7. A person who puts his/her thumb up .
is scared
A person who is laughing is happy.
Im interested.
I dont know.
Im not telling the truth.
Im not interested.
Im thinking.
Im cleverer than you.
People use their faces and bodies to
communicate with other people. Did you
know that humans can produce about
10,000 different expressions? Our muscles
are very busy when we are laughing or
looking angry. And did you know
that the things we do with our bodies
can reveal what we are thinking? This is
called body language. How good are you
at understanding body language?
1 angry
2 sad
3 bored
4 happy
5 confused
6 excited
A person who folds his/her arms is saying
A person who touches his/her mouth while
speaking is saying
A person who leans forward is saying
A person who scratches his/her head is saying
A person who puts his/her hand on his/her chin is saying
A person who leans back with his/her
hands behind his/her head is saying
Do you know what this body language means? Match.
Number the faces.
4 5 3
6 2 1
1730060.indb 206 22/4/09 20:09:17
8
Communication
Wrap-up
Body Alphabet
Divide the class into pairs. Call out different letters
of the alphabet.
Students make the letter by connecting their bodies
in different ways.
Ask them to use only capital letters.
Warm-up
Feelings
Write the letters l-i-e-e-n-f-g-s on board. Tell
students to unscramble the letters to make a
word (feelings). Students work in pairs to make an
acronym with the word, i.e., they write the word in
vertical form and use each letter to write adjectives,
events, characteristics, names of people, etc. that
describe the meaning of the word.
Elicit how it is possible for us to know how a person
is feeling without them telling us. Write their ideas
on the board in note form: tears, laughter, body
language. Elicit specifc feelings and the body
language we use to express them: How can we
express being bored?
Functional language: Describing feelings: A
person who (covers his/her eyes is scared).
Vocabulary: bored, chin, confused, excited, fold,
interested, lean forward, scratch
Materials: Several CDs of instrumental dance
music (rock and roll, disco, salsa) .
Extension
Musical Intelligence
Dance the feeling!
Make as much space as you can in the classroom and
ask students to stand up. Tell them that you will play
some music and that they should try to express the
feeling being represented by the music. They can use
gestures, body movements or dance steps.
Start playing some music (see Materials). Try to
combine fast-paced music with slow dances, so that
students can experiment with different feelings.
For example, you can use rock and roll to show
happiness, a song in a minor key to project sadness, a
waltz to imply boredom, and so on.
After each piece of music, ask students to tell you
what the music made them feel.
4. I'm feeling sad. I would like to feel happier.
5. I'm feeling angry. I would like to feel more peaceful.
6. I'm feeling nervous. I would like to feel more
confdent.
Brainstorm ways of making each of the changes listed.
Write all the ideas on the board, and then ask each
student to write down the ones that would work best
for him or her personally.
Get the class to make a list of "helpers" who may be
able to assist children who are afraid or worried. Ask
students to describe times when they've wanted to use,
or have used, these helpers.
Cultural Body Language
Tell students that different cultures have got different
codes governing the way they use body language.
Write on the board several ideas:
Delicious!
I dont know.
I dont care.
Good luck!
Well done!
Divide the class into small groups. Ask them to decide how
these things are expressed in their own culture without
speaking, that is, using body language or gestures.
1 Read the article and do the tasks.
Read out the title and ask students to guess what the
text will be about.
Divide the class into pairs. Students read the text and
underline one interesting fact.
Discuss the facts as a class.
Students number the faces according to the numbered
feelings.
In pairs, students take turns making faces for their
partners to guess the feelings.
Finally, ask students to match the sentences with the
speech bubbles.
Check answers.
2 Complete the sentences.
Read the example aloud. Ask students to think of an
idea for sentence 2 and write their proposals on the
board.
Students complete the activity individually.
Divide the class into pairs. Students compare their
answers.
Feeling Changes
Write the following sentences on the board:
1. I'm feeling bored. I would like to feel enthusiastic.
2. I'm feeling fdgety and anxious. I would like to feel
calmer.
3. I'm feeling afraid. I would like to feel safer.
T92 Lesson 5
1730060.indb 207 22/4/09 20:09:19
8
Communication
Wrap-up
What does it mean?
Ask students to take out their Language Slips (see
Warm-up).
Tell each student the meaning of his/her word.
Students walk around the classroom explaining their
word using who, which or where.
S1: A halimos is a plant with a trunk and leaves.
S2: A tree! What language is it?
S1: Greek.
Warm-up
Tower of Babel
Give each student a Language Slip. They walk
around the classroom asking their classmates if they
know what language the word is in.
At the end, ask each student to read his/her word
and predict the language it belongs to.
Provide correct answers, if necessary.
Ask students to keep their slip for the Wrap-up
activity.
T93 Lesson 6
Grammar: Relative clauses: A zoo is a place where
animals are kept.
Vocabulary: appear, language, offcial
Materials: Paper slips,
8
B
.
Preparation: Language Slips: On separate slips of
paper, write a word in a different language.
Use occupations, places and objects (1 per student):
un escalier (stairs, French), un poisson (fsh,
French), la pluie (rain, French), die Frau (woman,
German), die Stadt (city, German), das Haus (house,
German), mdico (doctor, Portuguese), o livro
(book, Portuguese), mjlk (milk, Swedish), katt (cat,
Swedish), sensei (teacher, Japanese), gohan (rice,
Japanese), halimos (tree, Greek), ias (fower, Greek),
fratello (brother, Italian), tavolo (table, Italian)
Who, That, Where
Write the following sentences on the board.
The supermarket is where you buy food.
Susan is the woman who teaches music.
A bee is an insect that makes honey.
Elicit the difference between who and what.
Ask students to draw a place near their home, with an
object and a person included. Ask them to write about
their pictures using relative pronouns: This is the place
where we buy our food. This is the man who works at
the shop. This is the chocolate milk that we buy.
1 Complete the sentences.
Tell students that they are going to learn about
languages. Ask them to predict which is the language
spoken by most people in the world, and which is the
most used language on the Internet.
Write their guesses on the board.
Students read the quiz and complete the sentences
using who, that or where.
Emphasize that they should not answer the quiz yet.

Do the quiz in teams.
Divide the class into small groups. Let them discuss the
options and agree on the answers.

Listen and check your answers.
80
Play Track 80. Students check their answers.
Ask them which team got all the answers correct.
Check their predictions on the board.
2 Game: Denitions
8
B
Students cut out the cards from cutout 8B.
Divide the class into pairs. Students arrange all the cards
face down on a desk.
A student turns over two cards. If the parts of the
sentence do not match, he/she turns both cards face
down. If they do, he/she makes a sentence using who,
what or where: A doctor is a person who makes ill
people better.
Students can only keep the cards if they make the
sentence correctly with the appropriate pronoun.
Students should try to remember the position of the
cards they have seen.
The winner is the student with the most cards.
Extension
A New Rhyme!
Students choose a traditional nursery rhyme or poem
in their mother tongue. Write it on the board. Ask
students to translate it into English.
Read it in English, then in the students mother
tongue.
1730060.indb 208 22/4/09 20:09:21
Communication
93 Lesson 6
1 Complete the sentences.
who that where
2 Game: Definitions
8
B
A zoo is a place where animals
are kept.
A telescope is an instrument
that makes things look bigger.
Do the quiz in teams.
Listen and check your answers.

80
1. The USA / China / Great Britain is the country you find the most English speakers.
2. Chinese / English / Spanish is the language is spoken by most people in the world.
3. The first word was spoken on the moon was hello / OK / wait.
4. J. K. Rowling is the author wrote King Kong / Harry Potter / The Jungle Book.
5. Guyana / Brazil / Chile is the only South American country English is the official language.
6. The place our modern alphabet was invented is the Middle East / Japan / Italy.
7. The number of languages are spoken in the world is about 17,000 / 7,000 / 3,000.
8. G / Q / Z is the only letter does not appear in any of the names of the states in the USA.
9. Shakespeare / Cervantes / Dante is the man wrote Hamlet.
10. About 60% / 70% / 80% of the information you find on the Internet is in English.
The Big Language Quiz
A doctor is a person who
makes ill people better.
where
that
that
who
where
that
that
who
that
where
1730060.indb 209 22/4/09 20:09:24
Communication
94
Ingredients: 400g salt,
220g flour, 240 ml
water, 3 drops oil.
Materials: Black acrylic
paint, food colouring
(several colours),
eggshells, paintbrushes,
glue.
1. Mix the ingredients
together to make a dough.
Make a face shape and let
it dry.
2. Paint the mask black.
3. Break the eggshells into
small pieces. Paint them
with food colouring and let
them dry.
Lesson 7
1 Read and number the words.
2 Make a pre-Hispanic mask.
1. The Maya live in Central America, they? , they .
2. The Maya were polytheists, they? , they .
3. Palenque is the most beautiful city, it? , it .
4. People have studied the Maya for two years, they? , they .
5. The Mayan civilization has always interested people, it? , it .
= is = isn't = were = have = havent
= did = didnt = werent = has = hasnt
Use the key to complete the sentences.
Key
monkey

corn

snake

star

man

house

eagle

jaguar

They were polytheists, werent they?
Messages from the Past
T
he Maya flourished in what is known today as southern Mexico, Guatemala
and part of Honduras and Belize. Maya settlements began as early as
2000 BC. Palenque, which is considered the most beautiful Mayan city, was
founded in the year 100 BC.
The Maya were very religious and built vast temples for their gods. They
invented a complex system of picture writing. Their picture symbols are called
glyphs each one representing a word. The Maya recorded facts about
important people and events in folding books called codices. The Maya also
had sophisticated systems of arithmetic they created the concept of zero
astronomy and calendars. The Maya shared a common culture, but they did not
have a ruler. Instead, each city governed itself.
The Mayan civilization has always fascinated people. Anthropologists have studied
it for many years. If you ever get a chance, visit one of the great Mayan ruins.
8 6 4 1 2 3 7 5
Yes
Yes
Yes
No
Yes
1730060.indb 210 22/4/09 20:09:24
8
Communication
Wrap-up
Remind students of the civilizations mentioned at
the beginning of the class. Ask them to choose one
and write fve tag questions about it. (The questions
have not got to contain content which is true): The
Egyptians lived in Africa, didnt they?
Divide the class into pairs. Student A reads his/her
fve questions. Student B answers.
Warm-up
Old Civilizations
Elicit the great ancient civilizations: The Aztecs, the
Mayans, the Egyptians, the Romans, the Greeks. Ask
about their writing systems. Tell students about the
history of writing. Writing developed independently
in at least three places: Mesopotamia, China and
Mesoamerica. Writing began as pictures carved on
stone. At frst, the pictures represented what they
were. These were called pictographs. Eventually,
certain pictures represented an idea or concept,
called ideographs and, fnally, they represented
sounds. Our modern-day alphabet, the so-called
Roman alphabet, was the result of nearly 4,000
years of development.
Extension
Past Experiences
Go back to Unit 4 with students and ask them to
remember some of the experiences they mentioned.
Divide the class into pairs. Students try to remember
experiences or adventures their partner has had, and
confrm the information using tag questions.
S1: You have been to Europe, havent you?
S2: Yes, I have.
S2: You have eaten snails, havent you?
S1: No, I havent.
Lesson 7 T94
1 Read and number the words.
Ask students what they know about the Mayan
civilization.
Ask students to read the text in silence. Ask
comprehension questions:
Where did the Mayan civilization fourish?
How do we know that they were religious?
What are their picture symbols called?
Where did they record their events?
What mathematical concept did they create?
How were they governed?
Have you ever visited any Mayan ruins?
Divide the class into pairs. Students number the words
according to the glyphs.
Give students the correct answers.
Discuss with the class: Do the glyphs really look like
what they represent?
Tag Questions
Direct students attention to the Star Language box.
Check the grammatical form and use of tag questions.
Copy the following table onto the board:
Verb tense
Affrmative
Auxiliary
Negative
Auxiliary
Present
Past
Present Perfect
Students copy and complete the table with the
auxiliaries. Elicit and write the auxiliaries on the board.

Use the key to complete the sentences.

Ask students to look at the key. Do the frst sentence as
a class: The Mayans didnt live in Central America, did
they? Yes, they did.
Explain to students that they should read each sentence
using the correct words and then write Yes or No.
Divide the class into pairs. Students do the activity orally
frst and then copy the complete sentences into their
notebooks.
Ask pairs to read the sentences aloud, and check
intonation.
2 Make a pre-Hispanic mask.
Distribute materials. Ask students to prepare the dough
frst. They can do this in small groups. They should
model the face and let it dry. Whilst the face is drying,
they break the eggshells. Students paint the shells and
let them dry. Then they glue them to the mask.
Display the masks and praise students efforts.
Grammar: Tag Questions: They were polytheists,
werent they?
Vocabulary: acrylic, arithmetic, codices, complex,
dough, drop, eggshell, glyphs, ruin, vast, ruler
Materials: Salt (1 cup per student), four (2 cups
per student), water (1 cup per student), oil (3 drops
per student), black acrylic paint, food coloring,
eggshells, paintbrushes, glue.
1730060.indb 211 22/4/09 20:09:27
8
Communication
Wrap-up
Advice for Mobile Phones
Divide the class into pairs.
Students work together to design a brochure giving
advice on how to use your mobile phone properly.
Ask pairs to share their advice with the class.
Warm-up
New Mobile Phone
Tell students that you are not going to speak and
that they can't speak, either.
Write on the board: I have got a new mobile phone.
You have to fnd out what it looks like. You can ask
me questions by writing them on the board.
Use mime and emoticons or abbreviations, as if you
were sending text messages.
Continue this silent conversation until you can
describe your mobile phone.
At the end, show students a picture of a mobile
phone or a real mobile phone.
Grammar: Tag Questions: Gina didnt like (pirates,
did she?)
Vocabulary: busy, clever, cool, guy, Internet,
modern, surf
Materials: mobile phone or picture of a mobile
phone, slips of paper (5 for every 2 students), paper,
magazines, glue sticks, scissors.
1 Complete the song. Listen and check.
81
Tell students that they are going to hear a song about
a person who has got a new mobile phone. Divide the
class into pairs.
Students try to guess the words that go in the gaps.
Play Track 81. Students check their answers.
A New Video
Tell students that they have been chosen to flm the
video for the song in activity 1.
Divide the class into small groups. Ask them to imagine
actions and how to perform the verses, as in a
music video.
Each group plans and prepares their performance. Then
they act it out for the class as the song plays.
Tags and More Tags
Go over the use of tag questions. Remind students
about the use of auxiliaries and the change from
affrmative to negative and vice versa.
Divide the class into pairs. Students write fve tag
questions on separate slips of paper: Mobile phones use
batteries, don't they?
Students cut off the tags and mix up the pieces.
Students exchange and match each other's sentences.
2 Do the quiz. Discuss your answers.
Get students to answer the quiz individually.
Divide the class into pairs. They discuss their answers
using tag questions.
Tell them not to look back for the answers.
Join two pairs and ask them to compare answers, and
once more, discuss their ideas using tags.
Finally, let students check their answers in the previous
units. They should write the page number next to each
question, as well as the correct answer, in case they
were wrong.

Write your own questions.

Working with the same pair from the previous activity,
students look back through the book and write more
questions to test other classmates.
Where was Laurie Puttayuk from? What type of clothes
should you wear in the desert?
Students join two other pairs and test each other. They
keep score to see which pair is the winner.
Extension
Star Players Collage
Brainstorm with students different things they have
learned about in Star Players 5: adventures and
holidays, nature, technology, amazing experiences,
medieval times, world peace, our body, the cinema,
communication
Divide the class into pairs.
Distribute magazines.
Students cut out images of things that represent
things they have learned about during this level.
Students glue their pictures onto construction paper
to make a collage.
Call on volunteers to display and explain their
collages to the class.
T95 Lesson 8
1730060.indb 212 22/4/09 20:09:28
Communication
95 Lesson 8
1 Complete the song. Listen and check.

81
party playing games busy money home modern text video talk
2 Do the quiz. Discuss your answers.
My Mobile Phone
I've got a brand new mobile phone,
The best that can buy,
Its small and blue and very smart.
Im a very guy.
It has got a camera.
It can surf the Internet.
It has got a hundred computer
.
I havent played them yet.
Sallys having a
On Saturday, at her .
I haven't got time to go there.
Im too busy with my phone.
I got a from Ricky,
He's got tickets for a show.
I haven't got time to go with him,
Im with my phone.
I got a call from Alice,
From Tom, and Tim
and Lizzy.
I haven't got time
to to them,
With my phone
Im just too !
Write your own questions.
Gina didnt like
pirates, did she?
Thats right.
Gina didnt like pirates, did she?
Jack liked pirates, didnt he?
Unit 1
1. Who liked pirate stories, film and video
games in The Pirates of Blue Diamond Bay?
2. What did Ellen MacArthur do in 71 days?
Unit 2
3. Which hero fathers look after the eggs
for nine weeks?
4. Which mythical character gave the gift
of fire to humans?
Unit 3
5. Which famous inventor did Tesla work for
in the USA?
6. Why did the pirates run away at the end
of The Pirates of Blue Diamond Bay?
Unit 4
7. What can you remember about Jamel
the runner?
8. Where did Nick and Lena meet?
Unit 5
9. How many tasks did the hero Hercules do?
10. What does Fred Stern make?
Unit 6
11. What are your bodys five sense organs?
12. What did Sir Roger put on his lance
in The Black Knight?
Yes, he did.
Quiz: Test Your Memory of Star Players!
money
modern
video
games
party
home
text
playing
talk
busy
1730060.indb 213 22/4/09 20:09:31
Communication
96 Lesson 9
1 Read the story and answer the questions.

82
1. Who were they? [line 3]
2. Who was the tall dark-haired boy? [lines 1011]
3. What made a sudden noise? [line 23]
4. What was already in a safe place? [line 39]
2 What do you think?
1. Why did Grace film the gang?
2. Why did Grace throw the camera to Olivia?
3. Why did Grace feel safe in a busy street?
Olivia was waiting on the corner of Vine Street
when Grace arrived.
Where are they?
Olivia pointed down a narrow side street.
5 Stay here, Grace said.
OK, but be careful.
The gang was standing in the gloomy street.
Everyone was looking at a white wall. Grace
crept to a pile of old boxes on the pavement
10 and hid behind them. A tall, dark-haired boy
who was standing in the middle said, Hey,
Timmy, get the spray cans out of the bag.
Grace recognized the speaker. His name
15 was Gino.
Tim walked away nervously.
Hurry up, or Ill make you move faster!
Tim hurried back with the cans of paint and
handed them out. Then the gang started
20 spraying.
Grace filmed them whilst they were covering
the wall with cartoons and slogans. Then
she heard a sudden noise behind her and
screamed. The boys turned and saw Grace
25 and a stray cat that was sitting on a box.
Get her! shouted Gino.
Grace ran. When she got to the corner,
she threw the camera to Olivia.
Episode 2
Take it home! Now!
30 Grace kept on running with the gang behind
her. She stopped in a busy street where she was
safe.
You were watching us, werent you?
asked Gino, angrily.
35
I wasnt just watching. I was filming you.
And youll be in big trouble if I show it to
anyone.
Give me the camera.
I cant. Its already in a safe place.
40
So what are you going to do?
I've got a proposal, Grace replied coolly.
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8
Communication
Wrap-up
Graces Proposal
Read the last line of the story aloud.
Ask What do you think Graces proposal will be?
Students take notes of their predictions in order to
check them in the next lesson.
Finally, ask students what they would do in this
situation.
Warm-up
Who are the screen detectives?
74, 75
Brainstorm everything that students can remember
about the story so far.
Name the main characters and ask students to tell
you what they remember about them: Olivia, Grace,
Ricky, Tim.
Play Tracks 74 and 75. Students follow along on
pages 84 and 85 of their books.
Vocabulary: busy, creep, gloomy, hand out,
narrow, pavement, pile, proposal, slogan, spray,
stray, throw
Materials: Construction paper, felt-tip pens, paint.
Lesson 9 T96
1 Read the story and answer the questions.
82
Ask students to look at the picture. Ask them what they
think is happening.
Write their ideas in note form on the board.
Play Track 82. Students read along.
Divide the class into pairs and let them answer the
questions in their books.
Ask extra questions to check comprehension:
Where was Olivia waiting for Grace?
Where did Grace hide?
What did Gino and his gang do with the paint?
Why did Grace scream?
When did Grace stop running?
Opposites
Write the following words on the board: wide, bright,
black, new, in front of, calmly, slower, fnished, small,
dangerous. Make sure that students understand them.
Ask students to fnd the opposites in the text: narrow,
gloomy, white, old, behind, nervously, faster, started,
big, safe.
New Words
Ask students to underline fve words from the text that
they dont understand.
Elicit everybodys words and write them on the board.
Help students to guess the meaning through the
context. If some students know the words, ask them
to give you a defnition or an example, or to draw a
picture.
2 What do you think?
Divide the class into small groups. Students answer the
questions.
Ask students their opinions of the characters: What do
you think about Grace/Tim/Olivia?
Extension
School Grafti
Tell students that many young people use graffti to
send messages out to the world about issues they
feel are not being heard, sometimes about social
issues, such as poverty, hunger or political justice.
Divide the class into small groups. Distribute
construction paper, paint and felt-tip pens.
Students make a poster using graffti to support a
good cause.
Elicit what is characteristic of graffti: stylized, big
handwriting, bright colours, the use of symbols.
Students can use slogans and cartoons to support a
good cause and to raise peoples awareness of
the topic.
Display the posters around the classroom and
comment on students ideas.
Values Syllabus
Respecting Our Surroundings
Ask What did the children in the story do with the
spray cans? What is that called? Why do you think
people do it? What are the messages they write?
Should you paint walls in the street? Why?
Talk about two important concepts: respect and
cleanliness. What do students think about them?
What is their connection to graffti?
Divide the class into small groups. Each group
chooses one of the following categories:
Respecting older people.
Respecting our surroundings.
Respecting animals.
Respecting parents.
Respecting other citizens.
Ask them to write some examples of how we can
show respect in different ways.
Each group presents their ideas to the rest of
the class.
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8
Communication
Wrap-up
Cast Interview
Divide the class into groups of three. Ask them to
choose who they want to be: the reporter, Grace
or Gino.
Tell students that the reporter wants to write a
magazine article about the flm and is interviewing
Grace and Gino.
Students write up the interview. The reporter can
ask Grace or Gino whatever he/she wants. Ask
students to include some Tag Questions to help
them to practise.
Groups perform their interviews to the class.
Warm-up
Action!
Read the frst line of this episode of the story aloud:
OK, action! shouted Grace.
Ask students to imagine what has happened
between the last line of the previous page, Graces
proposal to Gino and this new scene. What do they
think Grace is doing?
Vocabulary: applaud, audience, bridge, cheer,
crowd, grab, hood, kneel, lift, point, success
Materials: Slips of paper, index cards.
T97 Lesson 10
1 Read the story and answer the questions.
83
Play Track 83, pausing the recording after each
paragraph. Ask students comprehension questions
about the part of the text they have just listened to.
Play the track up to It was perfect, said Grace.
Ask students the following questions:
Did the boys know that Grace was flming them? Why
do you think that they are letting Grace flm them? Has
Ginos attitude changed? What is his attitude now?
What has Gino become?
Play the track up to And the audience cheered and
applauded.
Ask students the following questions:
Where are the events taking place? What is happening?
What happened in the last scene of Graces flm? Did
the audience enjoy it?
Play the track until the end.
Ask students the following questions:
Why is it called The Clean-Up Boys?
How has Gino changed during the story?
Why was Graces proposal successful?
Divide the class into pairs. Students answer the
questions in their book.
2 Discuss the questions.
Divide the class into small groups and let them discuss
the questions.
Discuss the last question with the whole class.
Interpreting the Story
Write the following questions on the board:
1. What did you think of the story?
2. What did you like about the story?
3. What didnt you like about the story?
4. Was the story confusing or hard to believe?
5. Was the story predictable (could you guess what was
going to happen)?
Extension
Do you remember the stories?
Ask students to look through the book and fnd the
three stories they read during the course.
Divide the class into two teams.
Each team writes 10 questions about the stories.
They can ask the names of characters or any other
information they want.
Give each team 10 slips of paper to write their
questions on.
Collect the questions.
Read a question written by the opposite team to the
frst team. Students in the team discuss the questions
and the leader calls out the answer.
If it is right, they score a point. If it is incorrect, the
other team tells them the correct answer.
Continue with the remaining questions.
6. Was the story believable?
7. The ending was .
Students write the questions on a sheet of paper and
answer them.
Divide the class into pairs and let them read their
answers to each other.
Collect students answers and check them. Give
students written feedback.
Vocabulary Revision
Ask students to write fve words that they have learned
during the course. They write each word on a slip of
paper and then fold it.
Divide the class into small groups. Give each group
three index cards.
Students write the following headings on the cards:
Describe it, Make a drawing, Mime it.
Students put the cards face down. Each student takes a
card and a slip of paper. The other students have got to
guess the word that their partner is trying to convey.
For example, if the card says Mime it and the word is
screen, the student has got to mime a screen.
The student who guesses the most words wins.
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Communication
97 Lesson 10
1 Read the story and answer the questions.

83
1. What were the boys doing by the river?
2. Where did Grace show the film?
3. What were the boys doing in the street?
4. Why did Gino want to make another film?
2 Discuss the questions.
1. Why did Grace change the subject of her film?
2. Would you like to make a film ? What would it be about?
street, away from the camera. One of them was
carrying a bag. They turned into Vine Street,
and then walked down a narrow street. They
stopped in front of a white wall that was covered
with graffiti. The boy with the bag opened it
up. Everyone saw it was Timmy and he took out
some spray cans. He passed them around, and
then they started to work. Paint shot out of the
cans and onto the wall. But these boys werent
writing stupid messages. The paint they were
spraying was white. And when they finished, the
wall was clean and perfect. Then they all turned
and smiled at the camera. Gino was there, and
so was Ricky. And the audience cheered and
applauded.
Graces film was called The Clean-Up Boys,
and it was a great success. The girls at school
thought that Ricky and Timmy were good
performers, and all the boys liked Olivia. But
the actor everyone loved was Gino. The students
crowded around him. He was a hero.
You havent made a film before, have you?
No, I havent.
Did you like making the town clean?
It was cool.
Youre going to make another film,
arent you?
Gino didnt answer. He saw Grace and walked
over to her.
Hey, Grace. Would you like to make another
film?
Grace smiled.
I think thats a great idea, Gino.
OK! Action! shouted Grace.
She pointed her camera at a gang of boys. They
were wearing jackets with the hoods pulled
over their head and they were walking along
a riverbank. A girl was following close behind.
Without saying a word, the boys stopped under
a bridge, and one of them knelt down. He
grabbed a metal bar that was sticking out of
the water and pulled on it. It moved. The others
helped him to lift the object out of the river. It
was dripping with water.
You lost this bike, didnt you? a tall boy
asked.
Thats right, said Olivia, and smiled.
Cut! shouted Grace.
Gino, the tall boy, looked at her.
Was that OK?
It was perfect, said Grace.
The room was dark. The only light came from
the film projector and the image moving on
the screen. A gang of boys was walking along a
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Communication
98 Lesson 11
1 Survey: Interview your classmates.
Report your findings to the class.
Which way of communicating is most common? What do you prefer?
Write a report about your findings.
Tips
Key expressions: I found that Most of my group Not many students
One student No one We all enjoy We dont often We usually
about an hour a day, two hours a week, three times a day
Divide your report into five paragraphs:
1. Introduction
This report is about how my classmates communicate in a typical week.
2. Face-to-face
3. Writing and pictures
4. Reading and watching
5. Conclusion
The most common form of communication is I think that this means that
Face-to-Face
Chatting with my family
and friends
Talking to the teacher
Talking on the phone
Playing games with people
Performing in plays
Writing
and Pictures
Texting
Writing e-mails
Writing letters
Making posters
Taking photos and sending
them to friends
Writing stories
Filling in questionnaires
Reading and
Watching
Surfing the Internet
Listening to music
Watching TV and DVDs
Listening to the radio
Going to live concerts
and events
1730060.indb 218 22/4/09 20:09:42
Vocabulary: questionnaire
Materials: Paper, construction paper, felt-tip pens,
slips of paper, index cards, examples of different
types of graphs: pie charts, bar graphs, line graphs.
Lesson 11 T98
1 Survey: Interview your classmates.
Students read the survey and write a tick () next to the
things they prefer from each list.
Elicit possible questions for each section:
Face to Face: How do you prefer talking to others?
Writing and Pictures: What form of writing do
you prefer?
Reading and watching: Which of these ways of
communicating do you do more often?
Divide the class into pairs. Students interview each other
and write their partners answers next to their own.

Report your ndings to the class.

Ask each pair to report their answers to the class.
Count how many students preferred each way of
communicating. Write the information on the board.
Analyse with students which way of communicating is
most common.

Write a report about your ndings.

Planning
Read out the tips mentioned in the book.
Analyse each key expression, giving students specifc
examples with the results written on the board.
Tell students that their report should have fve
paragraphs.
Go through the information each paragraph should
include.
Students write notes and general ideas for each
paragraph.
Writing
Students write their reports individually.
Revising
Ask students to read through what they have written
and ask the following questions:
What else could I tell the reader?
Is the information in the best possible order?
What words or details could I add to make it more
interesting?
Students rewrite their work, if necessary. They could
work with a partner to discuss changes.
Editing
Ask students to check their work for spelling, grammar,
punctuation, subject-verb agreement and sentence
structure.
Students exchange their work with a partner to have it
proofread for mistakes.
Encourage peer correction and monitor the activity so
that you can provide help with diffcult structures or
point out mistakes.
Encourage students to discuss their improvements.
Layout
Distribute construction paper and felt-tip pens.
Students prepare a graph or a pie chart to show their
fndings.
Communication
8
Warm-up
Surveys
Ask students if they have ever participated in a survey.
Let them share some, such as the topic of the survey,
some of the questions or their answers.
Show them examples of different types of graphs.
Ask them to analyse how they show the results from
a survey.
Draw a circle on the board. Divide it in half. Tell
students to imagine that 20 people participated in a
survey. Ask them how many would be on each part
of the graph (10).
Write on the board: , , , .
Call on a volunteer to represent the fgures in a pie chart.
Make sure that students know that equals 25%.
Wrap-up
Presentations
Ask each pair to go up and present their fndings,
using their reports as reference and displaying their
pie charts or graphs to help themselves.
Discuss who this information would beneft: a TV
broadcaster? a mobile-phone company? Why do
people do surveys?
1730060.indb 219 22/4/09 20:09:49
8
Communication
Warm-up
My Favourite Song
Ask students what their favourite song from the
book was.
Have a vote and then play the corresponding CD
track. Encourage students to sing along.
Grammar: Review of Relative Clauses, Present
Tenses and Tag Questions.
Vocabulary: Key vocabulary from the unit.
Materials: Poster, game markers, Blu-tack, coin,
paper.
Lesson 12 T99
1 Complete the e-mail.
Ask students to look at the e-mail. Ask what
information is missing at the top.
Students fll in the blank sections and then complete the
e-mail. Check answers.
Ask them to underline the correct tense of the verbs.
Read the e-mail aloud to check the answers.
Write back to Claudia.
Tell students that they are going to answer Claudias
e-mail. In their notebooks, they write a similar e-mail
including the same type of information, such as their
name, country, family, likes and dislikes, school and
hobbies. Ask volunteers to read their e-mails aloud.
2 Complete the questions.
Elicit the rules used to make a tag question.
Read the frst question aloud and ask students to
complete it orally with the correct tag.
Ask students to complete the rest of the questions
individually.
Check answers as a class.
Do you know your teacher?
Students are always curious about their teacher.
Probably, by now, they know many things about you.
Encourage them to tell you information about you,
using tag questions:
You have taught for fve years, havent you?
Answer truthfully.
If students are reticent or do not know what to ask,
provide clues:
T: Did you know that I have got three pets at home?
Guess what they are.
S: You have got a dog, havent you?
Or write on the board topics such as your favourite food,
favourite flm, marital status, children, studies, favourite
colour or other professional training you may have done.
General Review
Poster Game
Display the poster. Divide the class into two teams and
give each team a game marker.
Place the Game Symbol cutouts in separate piles.
Explain the rules of the game.
Teams take turns fipping a coin. If it lands on heads,
they move one space along the game board. If it lands
on tails, they move two spaces forward.
Students must take the corresponding Game Symbol
cutout and either follow the command, make a true
sentence with the given word, or report the quote.
The frst team to get to the end of the game board wins
the game.
Extension
A Letter to the Authors
Ask students to think about the topics in the book
and the illustrations.
Divide the class into pairs. Students write a letter to
the authors or illustrators, telling them which parts
of the book they liked the most, which units they
enjoyed and what they would change.
Wrap-up
You vote!
Write the following chart on the board:
loved
quite
liked
didnt
like
Animal communication
The wonderful world
of texts
The history of
communication
Getting the message
across
Are you a good body
detective?
The big language quiz
Messages from the past
Make a secret code
Test your memory of
Star Players
The Screen Detectives
Episode 2
Students vote and decide on their favourite activities
from the unit.
1730060.indb 220 22/4/09 20:09:52
Communication
99 Lesson 12
1 Complete the e-mail.
which that where who
2 Complete the questions.
1. Sophies been to Ireland, ?
2. They eaten their dinner, have they?
3. Paul likes video games, ?
4. He go to school, did he?
5. You havent flown in an aeroplane, ?
6. Harry visited his parents, ?
7. Ernesto and Angie havent been to Cuba, ?
8. We saw that film, ?
9. Isabel like horror films, does she?
10. Shes driven in a sports car, ?
11. Ive been to this place before, ?
12. You ate all the ice cream, ?
Hi,
I am writing / write this e-mail to tell you something about myself. I am / am
being Spanish and I am living / live in Madrid. Madrid is Real
Madrid plays, of course! I have got / am having two brothers are twins.
We live / are living in a at. I see / am seeing my friends every day. There is a
great park near my house we play / are playing football.
I love / am loving lms and listening to music. I listen / am listening to a
new CD right now. I enjoy / am enjoying video games. I have got a really good
football game I play / am playing with my friends. I also belong /
am belonging to Greenpeace, protects animals around the world.
I do / am doing some research about young people in other parts of the
world. Could you write to me and tell me about yourself?
All the best, Claudia
To:
From:
Subject:
where
who
where
that
which
hasnt she
havent
doesnt he
didnt
have you
didnt he
have they
didnt we
doesnt
hasnt she
havent I
didnt you
1730060.indb 221 22/4/09 20:09:56
8
Communication
T99A Review Page
Grammar Teaching Tip
Something basic in Relative Clauses is the fact that
they substitute the nouns and pronouns when the
subject in both sentences is the same. To practise,
you can:
Give students incorrect statements and ask
them to cross out or call out the extra word. For
example: I have got a dog that it is black.
The extra word is it.
Explain that the word that can substitute which
or who, but not where.
Help students to identify the clauses in stories,
magazines or other written material.
Practice Book
Track 84
Listen to the conversations and number the
pictures.
NARRATOR: Number 1
BOY: Whos your letter from, Dad?
DAD: Its from Auntie Lynn. Shes coming to visit.
BOY: Great! When?
DAD: Next week.
NARRATOR: Number 2
GIRL: Who are you e-mailing?
BOY: My friend Sam.
GIRL: What are you writing?
BOY: Its a secret!
NARRATOR: Number 3
BOY 1: Whos sent you a text message, Robbie?
BOY 2: Its my mum.
BOY 1: What does she say?
BOY 2: She needs me to buy bread on my way home.
NARRATOR: Number 4
MAN: Who called?
WOMAN: I dont know.
MAN: Why? What do you mean?
WOMAN: I didnt understand the message. It was in Spanish!
NARRATOR: Number 5
MUM: When did you get that postcard from Tony?
GIRL: This morning. Its taken a long time. Tonys already back
from his holiday.
MUM: Where did he go?
GIRL: He went to Barbados.
NARRATOR: Number 6
BOY: Oh, I like that photo!
MUM: The mountains are beautiful, arent they?
BOY: Where did you take it, mum?
MUM: I took it in France.
Assessment 8
Track 85
Listen to the advice and mark ( or ).
PRESENTER: And now, some tips about what things you should
and shouldnt do when youre surfng the Internet. First of
all, dont give out any personal information such as your real
name or your address. And never, never give your e-mail to
someone you dont know.
Tell your parents if you fnd information that makes you feel
uncomfortable, and dont write anything that is private. Check
any fles you download because they may contain viruses, and
use safe websites. Remember, its very important not to talk to
strangers! Even on the Internet!
Assessment 8
Track 86
Listen and write a word next to the symbol.
TEACHER: The Egyptians wrote with some symbols called
hieroglyphs. Each heiroglyph meant a sound.
BOY: What is the sound of this bird?
TEACHER: It has got different sounds, such as the W we use
in water.
GIRL: What about the snake?
TEACHER: Thats an F, as in foot.
Boy: I really like the lion.
TEACHER: Actually, that is the same sound: L as in lion.
GIRL: And this other bird? Its an owl, isnt it?
TEACHER: Yes, and it represents the M, as in mother.
BOY: I love hieroglyphs!
Assessment 8
Answer Key
1 1. 2. 3. 4. 5. 6.
1. who / that 2. which / that 3. where 4. which / that
2 1. who/that designs buildings. 2. which/that cannot
be explained. 3. which/that makes washing machines.
4. where you buy books. 5. who/that invented the
telephone.
3 as in water, as in foot, as in lion, as in mother
4 1. b 2. f 3. a 4. e 5. c 6. d
did he? 2. hasnt she? 3. werent they?
Worksheet 8
Answer Key
1 Answers will vary.
1. where I was born. 2. that is broken. 3. who met
Madonna. 4. that is near my house. 5. who are twins.
2 1. is 2. havent 3. went 4. was 5. studied 6. live
Grammar Module: Relative Clauses.
A clause adds information about the main noun
in a sentence. It must go as near as possible to the
noun it describes.
The house that Jack built has fallen down.
The boy who looks after the cars is fast asleep.
A relative pronoun that, which, who, where does
the work of a pronoun and a conjunction.
I have got a book that teaches grammar.
1730060.indb 222 22/4/09 20:09:57
This is to certify that
has successfully completed
Congratulations!
(Teachers signature)
173006 _ 0223-0239.indd 223 24/4/09 17:33:40
TEST YOUR STRENGTH
Divide the group into two teams and choose a leader for each team.
The leaders hold each other by their wrists. The team members form a queue
behind their leaders. They should put their arms around the waist of the student
in front of them.
When the teacher says Go!, teams start pulling their leader to try to unlock him
or her from the opponent. The chain should not break.
The first team to unlock their leader is the winner.
Unit 1: Around the World
1 Make and play Inuit games.
CUP AND PIN
JUMPING GAME
Materials: construction paper, a stick, wool, tape
1. Cut out a triangle and roll it to form a cone.
Tape the paper in place.
2. Thread some wool through the tip of the cone.
Tie a knot on one end of the wool and tape it to
the outside of the cone.
3. Tie the stick to the other end of the wool.
4. Play the game! You must get the stick in the
cone. You have only got five opportunities.
Materials: a clothes line, balloons, strong tape,
pegs
1. Attach a clothes line across the room about 70
cm above the floor. Inflate a balloon and pin it
to the clothes line with a peg.
2. Divide the group into two teams. Take turns
to play: Stand with both feet together on the
floor. Jump up to kick the hanging balloon with
one foot. You must land on the same foot that
kicked the balloon and keep your balance.
3. Raise the clothes line five centimetres every
round and discover who the best kicker is.
100 Unit 1 Project
1730060.indb 224 22/4/09 20:10:02
Unit 1 Project
1
Around the World
Science: Make a Compass
Materials: Per pair of students: magnet, glass of
water, cork, needle.
Instructions
Write the following instructions on the board or
dictate them to students:
1. Rub a magnet 20 times across a needle, always in
the same direction.
2. Cut a small slice from one end of the cork.
3. Push the needle through the cork slice, from one
end of the circle to the other. Label the cork N, S, E
and W.
4. Float the cork and needle in the glass of water.
5. Place the compass on a still surface and watch
what happens. The needle should eventually point
toward the nearest magnetic pole: either north or
south.
Divide the class into pairs. Distribute materials.
Students follow the instructions to make a compass.
Ask students to write a route in their notebooks
for their classmates to follow: Walk fve steps north
and then 20 steps southeast. Students exchange
notebooks and use their compasses to follow the
Instructions of the route.
Vocabulary: cup, pin, cone, tip, stick, strength,
leader, wrist, line, waist, opponent, chain, clothes
line, peg, balloon, balance, kick, unlock
Materials: Construction paper (1 A4-size sheet per
2 students), a small stick, wool (50 cm per student),
tape, glue, scissors, pegs, a clothes line (long
enough to go across the classroom).
Preparation: Fold construction paper sheets
to make 2 even triangles (1 per student). Cut off
remaining part.
1 Make and play Inuit games.
Ask students to tell you all they can remember about
the Inuit. If needed, go over lesson 1.
Cup and Pin
Distribute materials. Students follow the instructions to
make the cup and pin.
Make sure that students tape the wool to the outside of
the cone.
Divide the class into small teams and ask them to
compete against each other.
Test your Strength
This activity requires space for students to move, so it is
better to take them to the playground.
Divide the class into groups of fve. Make sure that
size and strength is balanced in both teams to avoid
accidents. Read out the game description.
Ask groups to compete against each other.
Winning teams can compete against each other to
select a class champion.
Jumping Game
For this activity, you need space, to avoid children kicking
each other or any object. It has got to be done on a fat
area to avoid injuries. If possible, do it outdoors.
Attach a clothes line to two steady sources. Two
students can be holding the rope, as long as they keep
it steady. Ask one student (someone who is good at
jumping and kicking) to demonstrate the game.
Divide the class into two teams. Supervise the activity,
making sure that the rules are being followed. Get the
best kickers to compete against each other.
T100
Language Arts: Writing your own poem
Materials: Paper.
Instructions
Write SUMMER DAYS vertically on the board. Ask
students to tell you what comes to mind when
they read these words. Ask them to give one idea
per letter. Pick one idea and write it on the board.
Continue with all the letters.
Read out the following example:
S ummer is here
U nder the trees in the shade
M y mum buys me suncream
M y brother plays football
E ating ice creams
R eally hot summer
D arting about playing
A nd playing with friends
Y ear after year this happens
S ummer, the best season of the year!!!
Distribute paper. Ask students to write the words
CAMPING TRIP vertically on their sheet of paper.
Review lesson 5 of the unit and select vocabulary
they can use in their poem.
Students write their poems and add illustrations.
Display them on the wall.
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Maths: Collecting Rubbish
Materials: Large bin liners, plastic gloves
(1 pair per student).
Instructions
Give students a bin liner. Ask them to go around the
school collecting rubbish until the bag is full.
Students bring the rubbish into the classroom and
examine the contents.
Ask students to think about how many bin liners
are flled every day at school. How many bin liners
are there at the end of one week? Discuss the
importance of separating rubbish into organic and
non-organic waste.
Draw this table on the board and ask students to
copy it on a sheet of paper.
Rubbish No. Recyclable
Paper
Tissues
Banana
skin
Sweet
wrappers
Chewing
Gum
Tell them to use the plastic gloves and to separate
the rubbish, into recyclable and non-recyclable. They
should also record what they collected on the table.
Ask students to make a pie table to show which item
is the most used in their school. They report their
fndings in front of the class.
T101 Unit 2 Project
2
The Natural World
Vocabulary: community, slogan, campaign,
plastic, glass, paper, celebrate, change, recycle,
reuse
Material: Magazines, felt-tip pens, construction
paper, scissors, white glue, large or medium-size
boxes, paper.
Preparation: Find out if your local supermarket
has got a recycling bin and if there is a place near
the school where you can sell glass, paper or plastic
for recycling.
1 Think about your community and complete
the table.
Ask students to close their eyes and think of their
community.
Tell them to open their eyes and brainstorm the things
they like and the things they dont like about the place
they live in.
Ask them to look at the table on page 101. Ask them
to write sentences about their community, including the
things they like and the things that should be changed.
Ask students to compare tables with a partner.
2 Make a recycling poster.
Divide the class into small groups.
Read the instructions out loud. Elicit examples of objects
made of plastic, glass and paper.
Ask students to read the sample slogans and say which
they think is the best one.
Distribute magazines, construction paper, scissors, felt-
tip pens and white glue. Students design their posters.
Ask one student from each group to go to the front to
explain their slogans.
3 Start a recycling campaign in your classroom.
Ask students to tell you ways to reuse plastic, glass and
paper. Tell them how important it is to pack things with
material that can be recycled. Explain how, in many
places, you can sell recyclable material.
Students read the instructions in silence.
Divide the class into groups. Ask them to decorate their
boxes and label them with the material they want to
collect.
Place students boxes around the school for several
weeks. Take the items collected to a recycling centre or
to your local supermarket. If you obtain some money,
buy seeds and plant them in the classroom.
Science: A Waste-Free Lunch
Materials: Construction paper, felt-tip pens.
Instructions
Ask students to discuss how much rubbish they
produce from a packed lunch.
Discuss which items are not recyclable or reusable,
such as plastic spoons, straws or individual wrapped
snacks.
Brainstorm what items would be reusable, such as
sandwiches in reusable containers, fruit without
packaging and drinks in containers that can be
recycled.
Ask students to think of a lunch that is healthy and
at the same time environmentally friendly.
Divide the class into threes. Students plan and write
a Waste-Free Lunch menu on construction paper,
including how the food should be wrapped so that it
doesnt produce so much rubbish.
Ask students to share their menus and invite them
to suggest these ideas to their parents in order to
protect the environment.
Non-
recyclable
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1 Think about your community and complete the table.
Unit 2: The Natural World
My Community
Things to celebrate Things to change
Theres a nice park. Theres rubbish on the streets.
2 Make a recycling poster.
In groups, make a poster using pictures from magazines to show how important
recycling is.
a) Cut out pictures of plastic, glass and paper items.
b) Write slogans inviting people to reuse these items.
c) Glue your pictures and slogans on large sheets of construction paper and
display around the school.
3 Start a recycling campaign in your classroom.
1. Make boxes for collecting plastic, glass and
paper. Decorate your boxes.
2. Collect bottles, jars, egg and milk cartons,
newspaper, used magazines, etc. in your boxes.
3. Take the items to a recycling centre and use the
money to buy seeds for a garden.
Unit 2 Project 101
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1. who invented or discovered it:

2. when they were born and died:
3. where they were from:
4. some information how it works, what it does:




5. how it has changed our lives:

3 Each member of the group writes about one invention or discovery.
4 Make a poster with pictures and photos.
Use books and the Internet.
Use your own sentences to explain things.
Dont write too much; 100 words is fine!
Check your spelling and grammar before you copy out your work.
Unit 3: Great Inventions
1 Research the top six inventions and discoveries ever!
1. Work in groups. Decide on the top six inventions and discoveries of the 19th
and 20th centuries. Choose from the following or choose your own.
the bicycle
the computer
the electric lightbulb
aeroplanes
the microwave
e mail
the washing machine the refrigerator
TV frozen food
CDs cars
the Internet the telephone
batteries
video games
the radio satellites
2 Do research about your six inventions. Make notes.
Unit 3 Project 102
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Social Studies: I Can Live Without It!
Instructions
Give students the following situation: Youre a
member of the World Invention Committee. It seems
that there are too many inventions. Choose three
inventions you would get rid of and say why.
Students write their ideas on a table:
Invention Reasons you dont need/want it
Role-play a convention where everyone gives their
ideas. Find out which inventions came up the
most. Discuss with students if they agree with their
classmates. Ask Do we really need so many gadgets/
inventions? Invite them to save energy!
Vocabulary: invention, discovery, century
Material: Construction paper, magazines,
encyclopedias, access to the Internet.
Preparation: Internet handouts: If your students
do not have access to the Internet, fnd and
print out handouts with information about the
discoveries and inventions mentioned in the book.
1 Research the top six inventions and discoveries ever!
Ask students what they remember about Edison and
Tesla. Ask them to discuss how we get water to our
taps and the importance of electricity.
Go through the inventions and discoveries, checking
that students understand all the words.
Divide the class into small groups, preferably of
six students each. Ask them to choose the six top
inventions. They should give reasons for their choice.
2 Do research about your six inventions.
Ask students to research information on the Internet
about the inventions they chose.
The following is a useful website:
http://www.zoomschool.com/inventors/1800b.shtml
If your students do not have access to the Internet,
distribute the Internet handouts (see Preparation).
Monitor the activity and encourage students to ask
for help if they are having trouble with English or with
technical explanations.
Encourage them not to try to read too much!
3 Each member of the group writes about one
invention or discovery.
Ask students to each choose an invention.
Go through the Tips with students. Emphasize the
number of words and that they should check their
grammar and spelling.
Each student produces a clean copy of their text and
fnds a picture of their invention, or draws one.
4 Make a poster with pictures of photos.
Distribute construction paper and magazines.
In their groups, students work together to make their
poster.
They write an attractive title, glue on the text from each
member of the group and sign their work.
Hold an exhibition with the posters.
Vote on the top six inventions and discoveries as a class.
3
The Material World
Unit 3 Project T102
Science: Flubber
Materials: Per pair of students: 2 plastic containers,
2 cups warm water, 2 cups glue, food colouring,
3 teaspoons borax.
Instructions
Divide the class into pairs. Distribute materials.
One student mixes 1 cup water, glue and food
colouring in a container. The other student mixes
1
1
/3 cups water and the borax in another container.
Then students mix the contents of both containers
together. They gently lift and turn the mixture until
Flubber is formed. They should drip off the excess
liquid. The Flubber is ready!
Students write a paragraph in their notebooks
describing the Flubber.
Write questions on board to help them with the
description: What does Flubber feel like? Does it feel
cold/wet/sticky? Can you stretch it? Can you roll it
into a ball? Does it stick to things? What could it be
used for?
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T103 Unit 4 Project
4
Experiences and Challenges
Vocabulary: hero, nickname, background,
achievement; sports
Material: Encyclopedias, sports or news
magazines, access to Internet articles, construction
paper (half a sheet per student), felt-tip pens.
1 Make a poster about your hero. Follow the example.
Ask students to brainstorm famous sports heroes and
write the names on the board.
Divide the class into pairs. Students tell their partner
about a sports person they admire and why.
Display page 103 and read out the sample. Discuss with
students if they fnd the information relevant. Is there
anything you would omit? Anything to add?
Discuss what makes a sports hero in their opinion.
Students work individually to make a poster of their
hero. They research in magazines, encyclopedias or on
the Internet. Encourage the use of pictures or drawings.
Divide the class into groups and ask one student at a
time to present his or her sports hero. Encourage the
rest of the group to ask questions, either about the
athlete or about the reasons for admiring that person.
Optional: Ask students to write a paragraph describing
interesting or new information they have learned from
their classmates posters.
Cooking: Putty Snack
Materials: Peanut butter, honey, powdered milk,
raisins, coconut or chocolate chips, clingflm.
Instructions
Tell students about nutrition for athletes:
Athletes need more calories and nutrients than
people who do not exercise. Nutrients are:
carbohydrate, protein, fat, vitamins and minerals.
Eating a healthy snack before exercise gives you the
energy and the extra calories and nutrients you need
without making you feel too full.
Snacks high in fat and sugar are not good because
they havent got many nutrients. Some examples of
these foods are doughnuts, biscuits, crisps, chocolate
bars and fzzy drinks. Its good to choose foods
from more than one food group to get a variety of
nutrients, as well as foods that are easy to carry.
In pairs, students think of fve healthy snacks. Elicit
ideas and write a list on the board:
apple or banana slices and peanut butter
carrot and celery sticks with dressing
cheese with fresh fruit
dry cereal with dried fruit
granola with low-fat milk and a banana
yogurt and fruit
peanut butter, turkey or tuna sandwiches
smoothies made with milk or juice and fresh fruit
nuts and dried fruit
Write the following recipe on the board and ask
students to copy it into their notebooks:
Ingredients:
cup peanut butter
2 tablespoons honey
2 tablespoons dried non-fat powdered milk
cup raisins
Instructions:
Divide the class into small groups and distribute
ingredients.
Mix the ingredients. Place on clingflm and roll into a log.
Roll in dessicated coconut or chocolate chips on a plate.
Wrap with clingflm and chill for about two hours,
until hard enough (but not frozen) to cut into slices.
Supervise the activity.
Students eat the snack.
Social Studies: Sportswear Design
Materials: Construction paper (1 large sheet per
group).
Instructions
Tell students that they are going to fnd out what
kind of sportswear people of their age want to wear
and design a piece of sports clothing for them.
Divide the class in small groups. Ask groups to decide
what kind of sports clothing they will survey: trainers,
jackets, shirts,
Write the following prompts on the board:
colour, material, images, length, size tight/baggy.
Groups design a table to record the information from
the survey. Then tell them to interview at least 15
people and record what they would like to include in
the design.
Distribute construction paper. Groups sketch a
design for the new product that meets the needs
highlighted in the survey.
Groups present their designs to the class.
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1 Make a poster about your hero. Follow the example.
Unit 4: My Sporting Hero
Unit 4 Project 103
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Unit 5: Amazing Lives
Design your own coat of arms!
During battles, all knights looked very similar. So they created their own personal
patterns on their shields. These were called coats of arms. They were a bit like
football teams shirts and shorts today! They became a symbol of families, and
were passed down from generation to generation. People put them on their
houses, jewellery and letters.
1. Choose a shape for your shield and divide it
into separate areas
cross diamond stripes diagonal stripe
vertical stripe a line across the top
2. Draw one or more animals.
bear bee camel dog eagle dragon hawk
fox horse lion snake deer tiger unicorn
wolf or make up your own animal!
3. Draw one or more symbols.
bridge cross crown fire heart hand
lightning moon sun shell ring sword star
tower castle tree or choose a personal
symbol
4. Draw two characters, one on each side,
holding up your shield.
The characters can be animals (horses, goats,
etc.) or people (football players, cartoon
characters, etc.).
5. Write a slogan for your shield.
Write this under your shield in the banner.
It can be a line of a song, a saying or a belief.
Unit 5 Project 104
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Vocabulary: knight, shield, coat of arms,
symbol, banner
Materials: Construction paper (half a large sheet
per student), felt-tip pens, scissors.
Design your own coat of arms!
Tell students about coats of arms during the Middle Ages:
In the early 12
th
century, because all the warriors wore
helmets and other armour, it was diffcult to tell them
apart. The solution was for each knight or soldier to
paint something personal on their shield. These designs
were important in battle, but they also functioned like
team uniforms when knights met in tournaments.
Over time, shield designs became symbols of their
owners and of their owners' families. It became
fashionable to have a "coat of arms", so people hired
artists to design them. The designs weren't just used on
shields. They were applied on tunics, saddle blankets,
banners and tapestries. They were used in signs and
adverts. They were carved into coins, jewellery and the
personalised stamps for sealing letters.
Soon, coats of arms weren't just for soldiers! Some
priests and women are known to have had them.
Tradesmen and even peasants started using coats of
arms in about 1250. In an era when few people could
read or write, coats of arms made it easier for people to
recognize each other's marks.
Analyse the coats of arms in the book. Describe the
pictures and ask students to mention any interesting
symbols they fnd.
Read the instructions step by step, making sure that
students understand what they have to do. Tell students
that colours on coats of arms had different meanings:
red generosity and courage
black loyalty
blue honesty
green hope and joy
purple royalty and justice
yellow generosity
white peace
Make sure that, for step 4, students understand that
they have got to draw two characters holding up the
shield.If possible, show students examples of real coats
of arms.
Distribute materials.
Students outline the shape for the shield in pencil frst.
Remind students that the area under the shield is for
the banner, so they must keep it clean.
Display students coats of arms and encourage them to
explain the meaning of their symbols and mottos.
Art: Juggling Balls
Materials: Different-coloured balloons (at least 2
per student), uncooked rice, scissors,
5
poster
Instructions
Point out the juggler in the poster. Invite students to
make some juggling balls.
Distribute materials. Demonstrate how to cut small
circles, squares or diamonds out of one balloon. Tell
students not to cut them too close together or the
balloon will tear apart.
Students fll another balloon with rice. Show them
how to use a pencil to push rice into the balloon.
Students make a knot on this balloon, and carefully
tuck this balloon into the cut balloon, including the
knot and stem.
Each student makes two or more juggling balls.
Students practise juggling with them. Tell them that
the trick for not dropping the balls is to relax the
eyes while looking up at one fxed spot, usually the
place where the balls rise, and let the hands catch,
pass and throw the ball automatically.
5
Amazing Lives
Unit 5 Project T104
Game: Blind Mans Bluff
Materials: Blindfold.
Instructions
Make sure that you play this game in an area with no
obstacles.
Tell students that this game was invented during the
Middle Ages.
One student is It. He/she puts on a blindfold and
stands in the middle. He/she spins in place fve times
while the remaining students run around.
On the ffth spin, It yells Stop!
All the students freeze in place. It begins to look
for the other players saying Blind mans
All the other players shout Bluff!
They can disguise their voices.
When It catches another student, that student
becomes It.
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T105 Unit 6 Project
6
The Incredible Body
Vocabulary: journey, body, outline, blood, bone,
heart, brain, mouth, throat, stomach, liver, lung,
eye, ear
Materials: Long roll of paper, felt-tip pens,
masking tape.
1 Make a Body Poster.
Ask students if they have ever seen a flm or read a
book where someone becomes very small. Ask them
to discuss what part of the flm or book they liked best
and what they would like about being tiny.
Ask students to close their eyes and read the following
text out loud:
You are very smallalmost too small to see. You have
got an incredible submarine. Get into it and start the
engine. Theres a countdown: 5, 4, 3, 2, 1, take off!
The engine starts. You suddenly fnd that you are going
towards a giant mouth. It opens and you dive inside.
What do you see? What do you hear? How big are the
teeth? The tongue is bigger than an elephant. You hear
an incredibly loud noise and you go down the throat.
Its a giant tunnel. Youre getting close to something
dangerous. Its the stomach. Its like a cave with a lake.
The lake is full of dangerous acid... What do you do?
What do you hear?
Ask the class to discuss in small groups what they saw
and heard. Then have an open-class discussion.
Read the instructions for the project with the class.
Focus on the poster and the drawing. Divide the class
into pairs. Ask them to do each step.
a) Make a body outline.
Ask students to help each other with the outline. Then
ask them to choose individually what and how they
would like to draw inside the body.
b) The Incredible Journey.
Encourage students to write their descriptions using
words from the unit.
Students should include any mishaps, problems or
accidents they had during their imaginary journey.
Display the body outlines, posters and students diaries
around the class, as in a museum.
Invite other classes to join you and walk around the
classroom.
Students should be available to explain or clarify any
doubts or to add information.
Science: Left Brain vs. Right Brain
Materials: Paper, felt-tip pens.
Preparation: Colour sheets: Prepare and copy
sheets of paper with the names of colours (red, green,
black, purple, yellow, orange, blue) in block letters so
that the outline can be coloured in (1 set per student).
Instructions
Distribute Colour sheets (see Preparation) and ask
students to colour in the words using a different
colour to what each word says. For example, colour
in red with a green felt-tip pen, and so on.
Divide the class into pairs. Students exchange sheets
with their partners. They take turns trying to say
the colour of each word on the sheet, rather than
reading the word itself. Tell students to do this as
quickly as possible.
Conduct a class discussion on how easy or diffcult
the task was. Lead students in explaining why the
task may be diffcult: The right side of the brain is
competing with the left side. The right side is better
at identifying colour and the left side at processing
language. Most people are left-brained, so its easier
to read the word than to say the colour.
Physical Education: Heart Rates
Materials: Watch with a second hand or
stopwatch.
Instructions
Divide the class into pairs. Each student fnds their
partners pulse by placing two fngers on the inside
of the wrist.
Students take their partners pulse rate by counting
the beats in one minute. They should record their
results.
Then students do jumping jacks, sit-ups or any other
cardiovascular exercise.
They should take their partners pulse again and
check the difference. How many beats did they
count this time?
Students discuss why this happens. Ask them to
notice how much time they need to fnally get their
pulse back to normal.
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1 Make a Body Poster.
Imagine that you are incredibly small. You go on a fantastic journey into the
human body. Make a poster describing your journey.
Unit 6: The Incredible Body
a) Make a body outline.
1. Put a long piece of paper on the floor. Tape it down
with masking tape.
2. Carefully lie on your back on top of the paper. Ask
a classmate to trace the outline of your body with a
felt-tip pen. Stand up slowly, so the paper doesnt rip.
3. Draw the parts of your body that you cant see, such
as your blood, bones, heart and brain. Look in books
and on the Internet about whats inside your body.
b) The Incredible Journey
1. Imagine that you are on a trip inside the body. Start
in the mouth, then go down the throat and into the
stomach and the liver. Next, go through the heart
and lungs. Go up into the brain and visit the eye,
and then finish your journey in the ear.
2. Describe how you feel and what you see and hear.
3. Draw pictures. Dont forget that you are very small
and you are inside the different parts!
4. Describe what the organs do.
5. Glue your descriptions on a poster, next to your
body outline.
c) Write a diary of your incredible journey.
Unit 6 Project 105
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Unit 7: The Cinema
Write your own screenplay.
Write a short screenplay about something that happened in your own life.
It could be:
the day I won a prize
the day we moved house
the funniest thing that ever happened
the scariest thing that ever happened
the day we had a power cut
the day we got ready to go away
Before you start writing the scene:
Make a list of the characters.
Add any useful information, for example, their age, what they are wearing,
who they are (mother, doctor, etc.).
Note:
The date and time of the year
A brief description of the location or place
When you write your scene or scenes, use the screenplay in
Lesson 7 as a guide:
First, write the scene number. Then whether the scene is inside (interior) or
outside (exterior). Then whether it is day or night. And, finally, the location.
SCENE 1: EXTERIOR. DAY. GAMES SHOP
Then write what you can see in the scene. Whos in it? What are they doing?
Use the present simple.
DAN and MARIA arrive on their bikes. DAN puts the bikes against the wall.
Now write the dialogue.
MARIA: This is the shop, isn t it?
DAN: That s right.
You can also say how your characters say their words.
MARIA: (surprised) Look at this!
At the end of the scene, write CUT TO. This takes you to the next scene.
Or at the end of your screenplay, write THE END.
Unit 7 Project 106
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Vocabulary: screenplay, scene, characters,
location, plot, story, props
Material: Paper.
Write your own screenplay.
Discuss with students what the frst step in making a
flm is and what you need before you start flming. Elicit
the importance of a screenplay and the fact that the
plot or story is a basic element.
Read out the list of ideas for screenplays in the Students
Book.
Ask students to choose an idea and encourage them to
make it about their own lives.
Before you start writing the scene:
Go through the suggestions with students.
Ask them to take some notes about the things they will
add to their screenplay.
Remind them of the flms they have studied during this
unit and how some of these elements, such as location
and props, are important.
When you write your scene or scenes, use the
screenplay in Lesson 7 as a guide.
Check the screenplay in lesson 7 with the class.
Students write their screen plays individually or in pairs.
Monitor the activity and provide assistance as needed.
Students can add drawings to illustrate the script.
Divide the class into small groups. Students read their
screenplays to each other. Ask them to choose one of
the screenplays they liked and make a copy for each
member of the group.
Students prepare a performance based on the
screenplay.
Invite students to perform their screenplays in front of
the class.
Art: Cut-out Star Names
Materials: Construction paper, crayons, glue,
scissors.
Instructions
Distribute materials. Students fold a sheet of paper in
half lengthwise. Show them how to use a crayon to
write their name in script along the creased edge.
Demonstrate how to cut around both sides of the
crayon line, making sure that part of each letter is
still on the fold.
Students open the paper and paste the design onto
contrasting coloured paper. Make sure that they put
the crayon-side down.
Note: If any letter goes below the line, make sure
that students write the word above the line so that
only the end of the letter touches the fold.
Display students work under the title Our Star
Names.
7
The Movies
Unit 7 Project T106
Maths: Popcorn and Volume
Materials: 2 construction paper rectangles (22 X 28
cm), popped popcorn, tape
Preparation: Hold one paper rectangle on the long
side and loosely roll it into a tall cylinder until the
edges overlap just enough to stick a bit of tape on
to hold it together. Hold the other rectangle on the
short side and loosely roll it into a tall cylinder until
the edges overlap just enough to stick a bit of tape
on to hold it together.
Instructions
Display the cylinders and popped popcorn.
Ask students to estimate which cylinder will hold more
popcorn. Ask them Why do you think so? Let's see.
Put the tall cylinder into the short cylinder. Fill the tall
cylinder to the top with popcorn.
Slowly remove the tall cylinder so that the popcorn
spills into the short cylinder.
Ask students what they think now.
The activity shows that the short cylinder holds
more than the tall cylinder. In other words, the short
cylinder has a larger volume.
Roll the short cylinder tighter and see what happens.
Allow students to roll the cylinders tighter and
looser, inserting one into the other, flling them with
popcorn, withdrawing and seeing what happens.
Does the diameter (how wide the cylinder is) make a
difference? Can they work out a way to make both
cylinders hold the same amount of popcorn?
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T107 Unit 8 Project
8
Communication
Vocabulary: code, message, fag, signal, mask,
Braille, fngertips, dots
Material: White paper, scissors, white glue, index
cards, lentils.
Preparation: Make a sample mask code to show
students.
1 Try out some secret codes.
Flag Code
Ask students to read the text in their books. Ask them
comprehension questions: What is semaphore? What
do the fags represent?
Ask students to decipher the message: Send a secret
message.
Divide the class into pairs. Students write a message for
their partner using the secret code.
They exchange and decipher each others message.
Then they reply.
Mask Code
Show students a sample mask code.
Ask students to follow the instructions and highlight
that the mask needs to match the words. If not, the
message will be confusing.
Distribute three sheets of paper per student: two for the
masks and one for the hidden message. They write their
secret message frst, then mark where the windows
should go.
Show them how to cut out the windows.
Then students write any text around their secret
message.
Braille
Ask students if they know how blind people read.
Go through the instructions with the class.
Distribute glue, lentils and index cards. Students write
their names, then other simple words. Remind students
to glue the lentils carefully and on the line so that the
letters can be deciphered easily.
Divide the class into pairs. Students close their eyes or
blindfold them.
Students try to read their partners words by touching
the lentils and looking at the letters from the Braille
alphabet.
Science: Invisible Ink
Materials: Lemon juice, toothpicks, paper, small
paper cups, candles or hot iron.
Instructions
Tell students that they are going to learn another
way of writing secret messages.
Divide the class into small groups. Give a small cup
with lemon juice to each group.
Distribute toothpicks. Instruct them to soften the
point of their toothpick with lemon juice.
Students write a message with the juice.
Once the messages are dry, show students how to
heat them carefully over a candle until the message
appears.
Students can also use a hot iron.
Students read each others messages.
Science: String Phone
Materials: For every pair of students: 2 paper cups,
6 m of strong string, 2 paper clips.
Instructions
Write the following instructions on the board or
dictate them to the students:
1. Make a hole in the bottom of each cup using a
sharpened pencil.
2. Put the string through the holes in the cups and
tie each end around a paper clip on the inside.
3. Stand next to your partner, hold the cup up to
your ear and ask him or her to whisper into a cup.
Observe how well you can hear.
4. Now stand at a distance from your partner so that
the string between the cups is tight. Hold the cup up
to your ear and ask your partner to whisper into the
cup. Can you hear better?
Divide the class into pairs and distribute materials.
Encourage students to follow the instructions.
Art: Flags
Materials: Red paper (1 A4-size sheet per student),
wooden sticks (2 per student).
Instructions
Distribute red paper sheets and wooden sticks.
Students create paper fags by folding the sheet
crosswise to make two equal halves.
They cut them and glue each half onto a stick.
Divide the class into two teams. Ask them to prepare
a message and practise using the fags.
Ask each team to perform their message. The other
team should decipher what they are trying to say.
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1 Try out some secret codes.
Flag Code
Materials: Paper
Messages sometimes travel between ships
by semaphore: a signalling system using two
flags. Held in different positions, the flags
represent letters. You can send these signals
on paper by drawing stick figures with arms
set like the hands of a clock.
Instructions
1. Study the chart. Each box shows a letter,
its flag signal and its symbol.
What does the following message say?
2. Write a message on a piece of paper by
substituting every letter with a symbol.
3. Give your friend the message to decipher.
Mask Code
Materials: Paper, scissors
Instructions
1. Put two pieces of paper together and cut identical
windows in both to make identical masks. Write
top on each. Give one to a classmate.
2. Put your mask over a blank paper and write your
message by writing a word or words in each window.
3. Remove the mask and add more words to hide your
message. Your friend can read the message using
the other mask.
Braille
Materials: Index cards, white glue, lentils
Blind people use their fingertips to read by
learning the Braille alphabet: a series of
raised dots that represent letters.
Instructions
1. On an index card, write your name in
Braille, glueing on lentils.
2. Write other words in Braille. Give your
words to a classmate to read.
Unit 8: Communication
Unit 8 Project 107
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Unit 1
Name:
1 Number the sentences and circle the correct adverbs. (Lesson 3)
Worksheet 1
Around the World
1 2 3
4 5 6
7
8
2 Complete the sentences. (Lesson 6)
many much enough
1. If you dont sleep , .
2. If you drink too water, .
3. If you have got too shoes, .
4. If you dont wear suncream, .
5. If you watch too TV, .
6. If you eat too biscuits, .
He is driving very dangerously / noisily.
He walked quickly / quietly by the sleeping baby.
Sandy danced beautifully / badly in the show last night.
She is doing her homework very loudly / carefully.
They are opening their presents slowly / happily.
Be careful! David shouted loudly / carefully.
She walked into the classroom noisily / badly.
They did the exam very quickly / well.
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Unit 2
Worksheet 2 Name:
Santillana Educacin, S.L./Richmond Publishing 2009, Photocopiable
1 Complete your timetable for next weekend. (Lesson 2)
The Natural World
Morning Afternoon Evening
Saturday
Sunday
Complete and answer the questions according to your timetable.
1. What are you doing on Saturday morning?

2. What are you doing on afternoon?

3. What are you doing on evening?

4. What on Sunday ?

5. What on Sunday ?

2 Complete the table. (Lesson 4)
Adjective hot beautiful
Comparative prettier better
Superlative
the most
comfortable
3 Complete the sentences. (Lesson 6)
1. If I have got toothache, .
2. When Im thirsty, .
3. If I have a bad dream, .
4. When I read a good book, .
5. If my best friend has got a problem, .
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Name:
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Worksheet 3
1 Change the sentences from the Past Simple to the Past Continuous. (Lesson 3)
1. I opened the door.
2. We sang a song.
3. Richard swam in the river.
4. The cat slept.
5. They wrote a letter.
6. It rained.
Using the sentences above, write how the actions were interrupted.
1.
2.
3.
4.
5.
Unit 3 The Material World
I was opening the door.
When I was opening the door, the dog ran out.
3 Underline the passive voice and give an example. (Lesson 8)
1. It is made of plastic.
2. They are made of rubber.
3. It is made of cloth.
4. They are made of glass.
5. It is made of wood.
6.

They are made of paper.

7.

It is made of metal.

2 Complete the sentences. (Lesson 6)
What is Bens mum telling him?
1. If you dont brush your teeth,

.
2. , you
wont go to the party.
3. If you eat too many biscuits,

.
4. , you will have
to do the washing up.
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Name:
1 Complete the sentences and answer the questions. (Lesson 4)
1. Have you ever a bike? (ride)
2. Have you ever French food? (eat)
3. Have you ever in a play? (act)
4. Have you ever a famous person? (meet)
5. Have you ever a prize? (win)
6.
Have you ever a ghost? (see)
Worksheet 4
Experiences and Challenges Unit 4
2 Unscramble the personality adjectives. (Lesson 6)
l-v-e-r-c-e l-i-l-y-s
g-i-e-d-r-a-o-n-z r-o-u-s-e-i-s
1. She said .
2. He said .
3. She said .
4. She asked .
5. He told him .
Read and circle the correct options.
1. We use quotations ( ) in Direct / Reported Speech.
2. If the verb is in the Present, we change it to the Past in Direct / Reported Speech.
3. When we report orders, we write the verb in the Past / Infinitive.
4. Direct / Reported Speech is used when we say the exact words a person used.
3 Change the sentences from Direct Speech to Reported Speech.
I am happy.
I havent got any sisters.
They are cleaning. Where does he live?
Go to the doctor.
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1730060.indb 243 22/4/09 20:10:55
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Worksheet 5
Amazing Lives Unit 5
1 Correct the sentences. (Lesson 2)
1. I used play football.

2. I didnt used to wear jackets.

3. He used to had a dog.

4. We hadnt use to live in this house.

2 Unscramble the sentences. (Lesson 3)
1. hasnt / yet / washed / up / he

2. have / you / talked / yet / your / to / ? / mother

3. already / she / homework / has / her / finished

3 Underline the correct options. (Lesson 7)
1. She told / said that she was hungry.
2. He told / said me that he was at the beach.
3. They told / said that they had a dog.
4. You told / said the teacher that you were ill.
4 Match each adjective with its opposite. (Lesson 8)
loud
pretty
ugly
old
full
quiet
bad empty
new
good
Name:
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Name:
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Worksheet 6
The Incredible Body Unit 6
1 Your friend has got a stomachache. Give him some advice. (Lesson 3)
1. You should .
2. Why dont you ?
3.
4.
2 Circle the correct option according to the rules of your school. (Lesson 4)
1. You have to / dont have to use a pen with blue ink.
2. You have to / dont have to do your homework.
3. You have to / dont have to wear a uniform.
4. You have to / dont have to arrive on time.
5.

You have to / dont have to do exams.
6.

You have to / dont have to go to the library.
4 These sentences are incorrect, grammatically and in information. Correct them.
1. Spanish are spoken in Brazil.

2. Basketball is play in a swimming pool.

3. The body isnt protect by antibodies.

4. Patients is injected by magicians.

5. Coffee are grown in Alaska.

6. Dogs is found in every house.

3 Unscramble the words. All of them are things you can find in a first-aid kit.
p-a-s-o a-l-p-r-n-l-i-k-i-e
d-a-b-a-n-g-e l-t-p-a-s-e-r
g-e-y-n-s-i-r t-n-o-c-o-t o-l-o-w
s-e-e-w-r-z-e-t a-c-h-t-p y-e-e
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Worksheet 7
Unit 7 The Cinema
1 Fill in the blanks with every, no, any or some. (Lesson 4)
3 Correct the question tags where necessary. (Lesson 7)
1. Im very organised, are you?
2. They can play for hours, cant they?
3. Vegetables are delicious, dont they?
4. Your grandmother is French, doesnt she?
Write for or since.
= a period of time
= from a point in time
2 Complete the sentences. (Lesson 5)
1. Ive done my favourite sport for .
2. Ive known my best friend since .
3. Ive .
4. Ive .
Toy Story 2
one in my family watched this film. Most of
the characters are toys, and they are generated by
computers. The film takes place where in the
United States.
A child has got two favourite toys, Woody and
Buzz. But one day,

one steals Woody. I think
hes a toy collector. Buzz and his friends look
where for Woody, but

one knows where
he is. Woody meets Jessy and they decide to escape,
but it seems that there isnt thing they can
do. Finally, they are rescued.
I really like this film, but I think that thing
that is not very good is the music. Does one
agree with me?
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Worksheet 8
Communication Unit 8
1 Describe the picture using who, that or where. (Lesson 5 & 6)
1. There are people
2. There is a car
3. There are
4. There is
5.
6.
Complete the sentences.
Answer the questions.
1. Youre tired, arent you?
2. Your teacher is British, isnt she?
3. You live in a city, dont you?
4. You can swim, cant you?
5. Your father works in a school, doesnt he?
1. She happy, isnt she?
2. They finished yet, have they?
3. We to the beach, didnt we?
4. He ill last week, wasnt he?
5. You for the exam, didnt you?
6. You in a small house, dont you?
2 Fill in the blanks. (Lesson 7)
1. This is the house .
2. I have got to repair the door .
3. I know a girl .
4. I study in a school .
5. I have got two sisters .
who met Madonna
who are twins where I was born
that is broken
that is near my house
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Assessment 1
Unit 1
Name:
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1 Listen to Sarah talking to John and write T (True) or F (False). (3 points)
10
Around the World
1. John wants to invite Sarah to the cinema.
2. Sarah has usually got a lot of things to do on Friday night.
3. Kate is making a cake tonight.
4. Kate didnt have a birthday party yesterday.
5. Sarah was studying all yesterday afternoon.
6. John knows how to get to Sarahs house.
1. There to fly the kite.
2. He to go to the cinema.
3. There in the lift.
4. She for all the children.
5. Eating is bad for your teeth.
6. In big cities, there in the streets.
2 Complete the sentences. (6 points)
too much too many enough
1 2 3
4 5 6
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1. Susan always to school by bus, but today, her
mother

her by car.
go / take
2. Yesterday, Tony into the house and an hour
later, he and Melanie a cake.
come / make
3. What you yesterday at 7:00?
I

you, but you sister told me you were busy.
do / call
4. Jeffrey sometimes football, but he never
__ to football games.
play / go
5. Last week, I Roger to the cinema and we
an action film about pirates.
invite / see
Around the World Unit 1
5 Circle the word that is different. Justify your choice. (2 points)
1. fast happily red nervously
2. T-shirt socks sandals lips
3. important camera dangerous unbelievable
4. earring poster eye patch sword
4 Listen and fill in the blanks.
11
(4 points)
When you go on a camping trip, make sure that you take
all the necessary equipment for basic survival. Take at least
one (1) because it can get quite
dark at night. You should check the weather forecast before
you leave to know what clothes to take. Pack plenty of (2)
and enough
(3) or the mosquitoes will eat you
alive. Remember to pack a good pair
of (4) in case you decide to (5)
,
and sandals to relax in your (6)
. Finally, do not forget to take a (7)
and
(8) . These are basic tools
for camping.
3 Complete the sentences with the correct form of the verbs. (5 points)
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Assessment 2
1 Listen and answer the questions. (5 points)
20
1. What day is it?
2. Where does Sally want to go?
3. What time is the game?
4. What is Michael doing on Saturday?
5. What are they doing on Sunday?
2 Read and complete the sentences. (3 points)
when before after
This is what Michael and Sally did the previous weekend
The Natural World Unit 2
1. her guitar lesson, Sally went shopping.
2. Michael visited his grandmother, he played basketball.
3. Michael and Sally were watching the lm, they ate popcorn.
4. Before .
5. After .
6. When .
3 Circle six prepositions. (2 points)
u n d e r g u
d o w n e d p
i n t o v h j
e a c r o s s
Sally Michael
Friday morning
Saturday
morning
Sunday morning
Friday
morning
Saturday
morning
Sunday morning
taking guitar
lesson
eating
breakfast with
Laura
playing
basketball
hurt knee
ice skating with
Sam
Friday
afternoon
Saturday
afternoon
Sunday
afternoon
Friday
afternoon
Saturday
afternoon
Sunday
afternoon
cleaning up
room
shopping for
trainers
going to the
cinema with
Michael
popcorn
going to the
dentist
visiting
grandmother
going to
the cinema
with Sally
popcorn
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Draw a route on a map and write the instructions. (2 points)
The Natural World Unit 2
Shape:
Skin:
Diet:
Hearing:
Eyes:
Sleeping habits:
Life span:
5 Complete the sentences. (2 points)
1. A tortoise lives than a butterfly.
2. The tyrannosaurus rex was the animal
in the past.
3. Chimpanzees are than tigers.
4. Elephants are the animals in a zoo.
5. Parrots are as humming birds.
6. Dogs are not as cats.
6 Complete the sentences. (3 points)
1. If my dad goes to bed late, .
2. When I get good marks, .
3. If my mother doesnt cook, .
4. When Im thirsty, .
5. If I dont study, .
6. When the phone rings, .
4 Listen and complete the Snake Facts. (3 points)
21
cool, smooth and dry
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Assessment 3
1 Listen and complete the table. (4 points)
32
Unit 3 The Material World
Activity he/she was doing Result
Jenny
Nick
Susan
Tom
2 Complete the sentences with the correct form of the verbs. (5 points)
Number the pictures. (2 points)
1. I (swim) when I (see) a shark.
2. When they (get) off the plane, it (snow).
3. He (ski) when he (break) his leg.
4. We (leave) when the phone (ring).
5. She (play) the piano when her father (arrive).
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3 Look and answer the questions. (2 points)
The Material World Unit 3
4 Listen and number the sentences in order.
33
(2 points)
1. How long will it take if she goes by ship?
2. How long will it take if she goes by train?
3. How long will it take if she goes by bus?
4. How long will it take if she goes by plane?
Beans are placed in boxes.

Beans are sent to factories.

The inner part is melted to produce chocolate liquor.

Cacao is cultivated in Brazil.

Beans are roasted in large drums.
5 Complete the sentences with the correct form of the verbs. (5 points)
1. Low-fat cocoa (use) for cola drinks.
2. Dark chocolate (make) by combining chocolate liquor with sugar,
cocoa butter and vanilla.
3. When the ingredients (combine), they go through a refining
process.
4. Chocolate (mould) into chocolate bars.
5. Chocolate bars (sell) around the world.
1
1 week
14 hours
3 days
6 hours
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Name:
1 Write the adjective that describes the child who is speaking. (3 points)
45
Assessment 4
Unit 4 Experiences and Challenges
2 Write the past participle of the verbs (3 points)
friendly hardworking disorganized shy lazy adventurous
1.
2.
3.
4.
5.
6.
Complete the sentences using the verbs above. (2 points)
1. She has on a rollercoaster at
the theme park.
2. I have never that film.
3. Have you ever in a helicopter?
4. We havent in a tent yet.
be make sleep
fly ride take
go run watch
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Santillana Educacin, S.L./Richmond Publishing 2009, Photocopiable
3 Listen and write T (True) or F (False). (3 points)
46
Experiences and Challenges Unit 4
1. Tommy doesnt like his camp leader.
2. Every day, he goes to sleep early.
3. He doesnt like canoeing.
What did Tommys mum tell Tommys dad about camp? (3 points)
1. Tommy said

camp leader.
2. He said

at midnight.
3. He said that

canoeing.
4 Read Tommys mums advice and report what she said. (2 points)
1. She told him

.
2. She told him

.
3. She told him

.
4. She told him

.
1. Drink lots of water. 2. Make your bed.
3. Dont eat junk food.
4. Enjoy your activities!
5 Classify the words. (4 points)
surng raincoat camel ice-skating uniform snail
T-shirt whale racing spider lizard hiking
Animals Clothes Activities
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Assessment 5
Unit 5 Amazing Lives
1 Listen and tick () what Sally has already done. Cross out () what she
hasnt done yet. (3 points)
55
1. Make the toast
2. Make the beds
3. Feed the dogs
4. Do the washing
5. Eat breakfast
6. Wash up
Write complete sentences. (2 points)
1. Sallys mum / arrive / yet

3. She / up / wash / yet

2. She / already / make beds

4. She / already / make / toast

2 Write the opposites of the adjectives. (3 points)
1. cowardly 2. tall

3. wet
4.

empty

5.

pretty

6.

clean

Write complete sentences. (3 points)
1 2 3
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Santillana Educacin, S.L./Richmond Publishing 2009, Photocopiable Amazing Lives Unit 5
4 Read Sallys interview and report her answers. (4 points)
1. When I was in year 1, .
(wear a uniform)
2. When I was younger, .
(walk to school)
3. When I was in pre-school, .
(play football)
1. Sally told the interviewer that .
2. Sally told him that .
3. Sally told him that .
4. Sally told him that .
5. Sally told him that .
INTERVIEWER: Hello, Sally. How old are you?
SALLY: Im thirteen.
INTERVIEWER: Is it true that you are a superhero?
SALLY: Yes. During the day, Im a student.
At night, I help people.
INTERVIEWER: What kind of things do you do?
SALLY: I catch criminals.
INTERVIEWER: And what else?
SALLY: I help elderly people.
INTERVIEWER: What do you want to study
when you go to university?
SALLY: I want to be a doctor!
INTERVIEWER: Really? Why?
SALLY: I want to make people better.
INTERVIEWER: Have you got any hobbies?
SALLY: Yes. I collect insects!
INTERVIEWER: Insects?
SALLY: I think that insects are amazing!
Write sentences that are true about you. (3 points)
3 Listen to Sallys grandfather. Write T (True) or F (False). (2 points)
56
1. He used to wear trousers with his uniform.
2. He used to be fit.
3. He didnt use to play football.
4. He used to help people.
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1. You should .
2. You should .
3. You shouldnt .
4. You shouldnt .
Assessment 6
Unit 6 The Incredible Body
1 Whats wrong with Gary? Listen and tick (). (3 points)
65
sore throat
earache
cold

plague
headache
stuffy nose
fever
toothache
Give Gary some advice to get better. (2 points)
2 Label the parts of the body. (5 points)
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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Santillana Educacin, S.L./Richmond Publishing 2009, Photocopiable Unit 6 The Incredible Body
3 Listen to Angie and fill in the blanks with a phrasal verb. (3 points)
66
1. I how I feel.
2. I the radio.
3. I some nice clothes.
4. I with my friends.
5. If I ideas,
I to the sky.
4 Complete the sentences with have to, has to, doesnt have to or
dont have to. (2 points)
1. Policemen wear a uniform.
2. She get up early on Sundays. She can stay in bed.
3. We pay. It's free.
4. He be on time or well leave without him.
5 Fill in the blanks with the correct form of the verbs in parentheses. (5 points)
The Texas Horned Lizard
One of the fiercest-looking lizards
1.

( call ) the Texas
Horned Lizard. As its name
suggests, it 2. ( find )
in Texas. Its body 3.

( cover ) with sharp spines and it
has got three horns on its head.
It 4. ( know ) for
its defence mechanisms, which
include squirting blood from its
eyes when in danger. It needs
good defence mechanisms
because it 5. ( hunt )
and it 6. ( eat )
by predators.
is called
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every
no
any
some
where
thing
one
Assessment 7
The Cinema Unit 7
1 Listen to the extracts and number the films. (2 points)
77
Sci-fi Horror Thriller
Romantic Comedy Action
2 Make four word combinations. (2 points)
Write true sentences. (2 points)
1.
2.
3.
4.
3 Underline the correct options. (2 points)
1. There isnt everything / anything to watch on TV tonight.
2. The cinema was crowded. There were people nowhere / everywhere.
3. No one / Someone had a ticket because all of them had been sold.
4. Someone / Anyone left a bag in the last row of the cinema.
Match the sentences with the pictures. (2 points)
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Santillana Educacin, S.L./Richmond Publishing 2009, Photocopiable The Cinema Unit 7
4 Complete the sentences with since or for. (3 points)
1. Tobys been a producer four weeks.
2. Hes lived in the same town 2004.
3. He hasnt seen John his birthday party.
4. Hes studied English two months.
5. Hes had his dog
June.

6. Hes liked films
he was a boy

Listen to Toby and write T (True) or F (False). (2 points)
78
5 Write the question tags. (3 points)
1. You live in London, ?
2. He doesnt like films, ?
3. She isnt an actress, ?
4. The Oscars are important awards, ?
5. You hate chocolate, ?
6. We have got a test tomorrow, ?
6 Write the professions. (2 points)
1. 2.
3. 4.
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Name:
Santillana Educacin, S.L./Richmond Publishing 2009, Photocopiable Communication Unit 8
Assessment 8
1 Listen to the advice and tick ( or ). (3 points)
85
1. Give personal information such as your name or address.
2. Give your e-mail address to anyone.
3. Tell your parents if you dont like something.
4. Write private things.
5. Check the files you download.
6. Use safe websites.
Complete the sentences with that, who or where. (2 points)
1. Dont give personal information to
people you do not know.
2. Check the files you download
from the Internet.
3. Dont go to websites you may
find dangerous information.
4. Tell your parents anything makes
you uncomfortable.
2 Complete the sentences. (5 points)
invented the telephone you buy books
cannot be explained
makes washing machines designs buildings
1. An architect is a person .
2. A mystery is something .
3. My father works for a company .
4. A book shop is a place .
5. Alexander G. Bell was the man .
Tips for Using the Internet
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Santillana Educacin, S.L./Richmond Publishing 2009, Photocopiable Communication Unit 8
3 Listen and write a word next to each symbol. (2 points)
86
4 Match the sentences with the question tags. (3 points)
1. The Egyptians built pyramids, a. were they?
2. Cleopatra was a princess, b. didnt they?
3. Pharaohs werent kings and priests, c. didnt we?
4. You havent been to Egypt, d. doesnt she?
5. We read about Egyptians at school, e. have you?
6. Out teacher has got a book about Egypt, f. wasnt she?
Complete the sentences using a question tag. (3 points)
1. He didnt do his homework, ?
2. Shes studied history before, ?
3. Egyptians were polytheists, ?
5 Write the meanings. (2 points)
CU L8R
THX
COZ
ILU
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Practice Book
Answer Key
Page 4
1 1. often gets up early; 2. usually gets up early; 3. usually
plays with friends after school; 4. sometimes plays with
friends after school; 5. often sends text messages;
6. always sends text messages; 7. never read comics
2 play tennis; read a book; go to the cinema; surf the
Internet; call friends; go to bed late; eat pizza; go
swimming
Page 5
1 1. go; 2. see; 3. play; 4. do; 5. go; 6. go; 7. have; 8. go
2 1. Theyre travelling by bus; 2. Theyre eating
sandwiches; 3. Theyre looking at a pyramid; 4. Hes
buying an ice cream; 5. Hes swimming; 6. Theyre
writing postcards.
Page 6
1 nervously; quietly; sleepily; slowly; fast; happily; loudly;
sadly
2 cooking; Hes running fast. Hes eating noisily. Hes
reading nervously. Hes looking sadly. Hes writing
sleepily. Hes walking slowly. Hes talking quietly.
Page 7
1 1. bank; 2. station; 3. cinema; 4. park;
5. museum; 6. hotel; 7. supermarket; 8. restaurant
2 1 H, F; 2 D,E; 3 G, C; 4 I, B; 5 A, J
Page 8
1 Countable: penknife; batteries; candles;
matches; compass. Uncountable: suncream; soap; string
2 too many; too many; Too many; too much; too much;
too much; too many
Page 9
1 1. boots; 2. belt; 3. jeans; 5. T-shirt;
6. shirt; 8. coat; 9. hat. Across: 4. sunglasses; 7. socks;
10. sandals; 11. skirt; 12. trousers
2 1. There is enough four. 2. There is enough butter.
3. There arent enough bananas. 4. There isnt enough
milk. 5. There is enough sugar.
Page 10
1 November; They went to Wat Pho temple and saw the
big, golden Buddha. They went by train to Ko Phangan
and swam in the sea. They walked in the jungle, rode
a motorbike and saw monkeys. Etta and Billie rode on
an elephant. December; They saw a Water Festival with
candles on the Siem Reap River. January; They climbed
up mountains, swam under a waterfall and saw lots of
coconut palms. February; They saw freworks, dolphins,
parrots and kangaroos. They bought a campervan and
drove many miles to Adelaide, Melbourne and Sydney.
Billie walked a dog.
1. F; 2. T; 3. F; 4. T; 5. F; 6. T
Page 11
1 go; went; travel; didnt; see; saw; meet; met; wear;
wore; did; sang
3 2. space; 3. boat; 4. compass; 5. bike; 6. car; 7. plane; 8.
hat; 9. jungle; 10. desert
Page 12
1 cousin; Blue Diamond Bay; grandmother; computer
game; pirates; telescope; window
3 2. b; 3. a; 4. b
Page 13
1 From left to right: 12; 12; computer games; cooking;
Answers will vary
3 1. Gina; 2. Melissa; 3. Jack; 4. Sailors
Page 14
1 in; saw; met; has; plays; in; much; in; go
2 Sample answer: Last weekend, I got up at nine oclock.
Then I played football in the park. My family and I
went to a restaurant for lunch, and we ate pizza. In the
evening, I watched TV at home with my friends. What
do you normally do at the weekend?
Pages 15 and 16
1 a) F; b) T; c) F; d) T; e) F; f) F; g) F; h) T
2 doing; listening; drinking; do; practise; go; catch; dont;
doing; cooking; eat; make
3 Transport: helicopter; boat; bike; plane
Countries: Australia; Egypt; Canada; England
Adjectives: frightening; dangerous; thirsty; exciting
4 2. quietly; 3. well; 4. loudly; 5. nervously; 6. happily
5 1. Did; 2. went; 3. Did; 4. take; 5. meet; 6. see; 7. did;
8. did; 9. travelled; 10. did
T132 Answer Key
1
Around the World
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Page 17
1 1. it poisons or damages the earth; 2. our surroundings;
3. overheating of the atmosphere; 4. something
reused naturally by nature; 5. things that exist naturally
in the world
2 Reuse: use paper on both sides; use paper cups several
times; use old cereal boxes for projects. Recycle: collect
old mobile phones; wash and collect milk cartons; hold
a jumble sale. Reduce: walk to the shop; use a cloth
shopping bag; put a bucket in the shower to collect water.
Page 18
1 7; 4; 6; 3; 1; 2; 5
2. On Tuesday, shes helping to clean the local beach.;
3. On Wednesday, shes planting trees in the rainforest.;
4. On Thursday, shes visiting the orangutan sanctuary.;
5. On Friday, shes writing a report on rubbish recycling.;
6. On Saturday, shes running in a sponsored race to help
endangered animals; 7. On Sunday, shes going to bed
early to save energy.
Page 19
1 Mammal: wolf; tiger; fox; lion; rhinoceros; camel;
chimpanzee; kangaroo. Bird: chicken; parrot; ostrich;
hummingbird; quetzal. Reptile: snake; lizard; crocodile;
tortoise. Fish: whale; dolphin; shark; goldfsh; tuna.
Insect: mosquito; worm; butterfy; snail; fy; beetle.
Amphibian: toad; frog. Molluscs: octopus; crab
2 +er: young; long; slow; strong; weak; short; fast;
tall; older.
double letter +er: big; thin; fat; sad.
take out y +er: ugly; lazy; happy; scary; heavy.
more + adjective: intelligent; useful; dangerous;
interesting; beautiful
irregular: bag, good
Page 20
1 1. is younger than; 2. is the heaviest; 3. is the youngest;
4. is more powerful than; 5. is longer than; 6. is the
most dangerous; 7. are smaller than; 8. is the lightest
Page 21
1 a button; a fddle; an arrow; snow; grass; night; a
feather; gold
2 1. is as old as; 2. is not as tall as; 3. is as heavy as; 4. are
not as old as; 5. is not as fast as; 6. doesnt; 7. run; as
fast as; 8. can run faster than; 9. cant jump as high as;
10 can jump as high as
Page 22
1 bring you a drink; can entertain you; can do it; can turn
on the lights; can clean it; When you are hungry; If you
lose your bag; If you are sad
2 2. If you put ice in water, it foats.; 3. If it doesnt rain,
the grass doesnt grow.; 4. If sugar gets wet, it dissolves.;
5. If you stay in the sun for a long time without any
suncream, your skin burns.
Page 23
1 has breakfast; goes to school; walks the dog; watches
TV; does her homework; plays computer games; goes to
bed; reads a book
2 1. Before; entering; 2. When; are swimming; 3. diving;
check; 4. After; get out; do not; 5. leave
3 1.c; 2.e; 3.a; 4.f; 5.d; 6.b
Page 24
1 under; over; up; down; into
James: along; down; across; under; up; into
Page 25
1 1; 3; 2; 5; 4
2 1. F; 2. T; 3. T; 4. T; 5. F; 6. F; 7. T; 8. F
Page 26
1 1. good; 2. was; 3. saw; 4. was
2 1. sea; 2. ponytail; 3. dangerous; 4. anchor; 5. ship;
6. fsh 7. hat; 8. patch; 9. blood
Page 27
1 E-mail: Hi, Molly! How are you? Thanks for your e-mail.
Im really excited because next weekend, Im going to
London with Mum and Dad. Were planning to visit
the Natural History Museum. What are you doing next
weekend? Love, Hannah
Letter: Dear Molly, Thank you for your letter. Please write
another letter soon! Last weekend, we went to London.
I really enjoyed the Natural History Museum. It was
great. We saw dinosaurs there! What did you do last
weekend? Write soon. Love, Hannah
Pages 28 and 29
1 Red Sea; did; swimming; dolphins; swam; beautiful; fsh;
cold; twenty-eight; After; how many; twenty; under;
incredible; are; doing; going; riding; mountains. Can; can
2 1. more; as; as; 2. bigger than; as slow as; 3. calmer
than; as dangerous as; 4. weighs more than; as heavy as;
5. more aggressive than; as intelligent as
3 1. go to bed; 2. hungry; eats an apple; 3. drink; throw
it in the bin; 4. goes; feeds the penguins; 5. go to the
beach; have ice cream; 6. listen; play a CD
4 Prepositions: up; down; across; under.
Adjectives: heavy; successful; dangerous; clean.
Verbs: swallow; collect; eat; injure
5 went; listened; watched; cleaned up; recycled; walked;
went; ate
T133 Answer Key
2
The Natural World
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Page 30
1 could; died; had; illuminated; invented; invested; left; lit;
loved; made; started; wanted; witnessed; worked; wrote
2 1. When; He was born in 1856.; 2. Where; In Europe.;
3. Who; He worked for Thomas Edison.; 4. What;
He invented alternating current.; 5. Why; Edison was
envious of the young man.; 6. Who; A rich man called
Westinghouse.; 7. Where; It was in Chicago.; 8. Which;
He invented the radio, laser beams and robotics.
3 1. What time did you get up; What did you eat for
breakfast; Where did you go in the morning; When did
you watch TV; Who did you see in the evening
Page 31
1 1. Was ; talking; was; 2. eating; wasnt; was reading;
3 Were; playing; werent; were playing; 4. was; doing;
was eating; and drinking; 5. Was; sleeping; wasnt; was
sleeping; 6. was; sitting; was; doing; was feeding
Page 32
1 1. was climbing; saw; 2. rang; was taking; 3. was
washing; dropped; 4. was riding; started
2 shout-scream; valuables-expensive things; type of
trousers-jeans; hurt-pain; rings, bracelets and earrings-
jewellery; food-groceries; proof-evidence; jacket-coat;
instrument- gadget; surprise-unexpected event; piece-
part; loud sound-noise
3 1. left; in charge; 2. put; away; 3. look for; 4. break into;
5. jumped up
Page 33
1 lighting a fre; was digging a hole; was peeling potatoes;
was taking a picture; was collecting wood; was putting
up a tent
2 went; were climbing; started; couldnt go; couldnt
go; sent; said; called; were waiting; took; saw; called;
asked; found
Page 34
1 1. watch; wont have; 2. make; will fnish; 3. keep; will
be; 4. have; will relax; 5. read; will have; 6. do; will
work; 7. practise; will be; 8. check; will avoid; 9. read;
will fnd
2 drop: your pencil; money; a kilo of sugar; your books; get:
old; hot; tired; go: down; up; around; inside; land: a hot-air
balloon; an aeroplane; a spaceship; a helicopter; stay: cool;
the same; where you are; home; throw: a rock; a ball;
away; wear: clothes; shoes; a hat; glasses
Page 35
1 1. fnish; will play 2. leave; will become; 3. will have; are;
4. will send; get; 5. read; will play 6. make; will have
From left to right: 2; 1; 5; 4; 3; 6
2 From left to right: after; white; hot; same; start; go
down; dark; frst; close; fast; fast; cooler
Page 36
1 is/are bought; is/are fed; is/are ignored; is/are included;
is/are loved; is/are made; is/are taken; is/are talked;
is/are taught
is called; is made; is talked; be taken; be ignored; is
included; be fed; is loved; is; bought
2 1. Source; 2. Powerful; 3. Huge; 4. Energy;
5. Temperature; 6. Underground; 7. Pipe; 8. Blade
Page 37
1 1. lightbulb; 2. metal; 3. computer; 4. Washing machines;
5. mobile phone; 6. underground; 7. Glass; 8. cloth
2 1. Tables are made of wood.; 2. A tower is built with
metal strips.; 3. Plants are studied in a laboratory.;
4. Paper is recycled in schools.; 5. Argentina is found in
South America.; 6. Trainers are used for running.
Page 38
1 2; 4; 1; 3
3 From top to bottom: where you stand outside on
a sailing boat; something very special, like gold or
jewellery; having lots of money; a picture made of
paper; the person in charge of sailors on a sailing boat;
something diffcult that has got to be worked out
Page 39
1 listened; dreamed; screamed; swam; saw, frightened;
scared
2 1. c; 2. a; 3. b; 4. a; 5. c; 6. b
Page 40
1 23 May; In the garden; a professor; He was inventing a
robot; A spaceship landed; Yes. The professor; He felt sad
2 1. It is called an MP3 Player; 2. It is white and silver;
3. It is made of plastic; 4. Yes, it does; 5. It can store
3000 songs; 6. Yes, it has; 7. Yes, I do; 8. Yes, I can;
9. I can play games and look at the time
Pages 41 and 42
1 4; 3; 6; 5; 1; 2
1. What; when she heard; doing her homework;
2. What did she think; her mum; 3. her mum doing;
watering the plants; 4. When did; going downstairs;
5. did; the bathroom
3 1. was sending; rang; 2. was listening; saw; 3. was
riding; took; 4. was walking; lost
4 2. invented; When you are sixteen, you will invent an
amazing computer.; 3. bought; Your mum will buy you a
new video game next Saturday.; 4. will go; There will be
a big storm after your dad goes to work tomorrow.;
5. got; If you dont listen to your teacher, you will get
into trouble.
5 1. used by lots of people every day.; 2. are played by
many children at home.; 3. is spoken by people living in
Paris.; 4. are recycled by that company.
T134 Answer Key
3
The Material World
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Page 43
1 brought; bought; caught; chosen; done; drunk; eaten;
fown; gone; had; made; run; seen; sung; slept; taken
3 1. is he from; 2. was he born; 3. does he live; 4. does he
do; 5. did he start running; 6. kilometres has he run; 7.
has he slept; 8. has he done with his camera; 9. he like
competing; 10. does he run a day
Page 44
1 1. taken a train; 2. Jenny has ridden on a camel in
Egypt.; 3. Paul and Jenny have climbed a mountain
in China.
3 2. Has she ever worked with children; Yes, she worked
with children in July 2002.; 3. Has she ever played
football; Yes, she played football for her school team
in 2000.; 4. Has she ever played the guitar; Yes, she
learned to play the guitar in 1998.
Page 45
2 1 done; been; met; marked; 2 sold; had; been; met;
3 worked in; received; taken; served; 4 travelled; played;
worn; scored
teacher; an artist; waitress; an athlete
Page 46
1 1. plane; 2. spider; 3. surfng; 4. helicopter;
5. skateboarding; 6. rowing; 7. jungle; 8. snake;
9. lizard; 10. hiking; 11. rock climbing; 12. karate
13. sailing
Page 47
1 1. friendly; 2. serious; 3. hardworking; 4. silly;
5. disorganized; 6. adventurous; 7. organized; 8. shy;
9. smart; 10. lazy
Page 48
1 he really liked making new friends.; she loved all the
things she learned to do, and that it was fantastic!; it
was great because he did lots of things like water rafting
and horse riding.; the best thing for her was
that she met lots of new people.; this year, he wanted
to go to a Science camp.; she loved music and dance
and that there were many activities like making music
with a computer!
2 1.I want you to get on your horse and go!; 2. Youre
the most beautiful woman in the room.; 3. I cant fnd
the key to the door.
Page 49
1 doing; going; visit; wear; buy; skateboard
2 was; visited; went; wore; was; had; bought;
skateboarded; did; skateboard
3 1. was; 2. went; 3. did; 4. liked
Page 50
1 2. I swam when I was a boy. 3. But Im quite scared
of the long swim across the Channel. 4. I had to eat a
lot to give me energy. 5. I have to be careful because
the sea is full of jellyfsh. 6. And there are about 800
ships every day!
2 wash their hands and feet before judo; to tie back long
hair; to walk on the judo mat with bare feet only; told
them to have short fngernails and toenails; to wear any
jewellery; not to talk when she was talking
Page 51
1 liked; hated; Maths; history; disorganized; nervous;
cow; horse; evening; morning; horse; armour; uniform;
helmet; house; tent; short; tall; fast asleep; wide awake
2 Adjectives: sleepy; strange; cold; nervous; interesting;
hot; dirty. Verbs: sleep; hate; call; polish; wake.
Page 52
1 1. barrel; 2. helmet; 3. servant; 4. lance; 5. awake;
6. shocked; 7. freezing; 8. thin; 9. king; 10. history;
11. meeting; black knight
2 1. F; 2. T; 3. T; 4. T; 5. F
Page 53
1 is Australian. He is 10 years old. He likes surfng and
basketball. His favourite subjects are Maths and Art.
He has sailed in a boat. Last year, he won a surfng
competition. He wants to fy in a plane.
is Canadian. She is 11 years old. She likes singing and
dancing. Her favourite subjects are French and History.
She has been in a play at school. When she was 10, she
visited New York. She wants to be a pop star.
Pages 54 and 55
1 1. making lots of friends; her house on Friday; 2. missing
home; come to summer camp; 3. a lot of fun; summer;
4. learning lots of computer programs; give him a call;
5. making a flm; watch it with her; 6. was not having a
good time; computer games
3 2. Yes, 20 children in class 7 have eaten pizza.;
3. 15 children have visited a theme park.;
4. How many children have swum in the sea;
5. 10 children have been to another country.;
6. Has anyone surfed the Internet
4 1. Yes, she has.; 2. No, he hasnt.; 3. He has ridden a
mountain bike and been to summer camp.; 4. She has
ridden a mountain bike, she has seen a horror flm and
she has been to summer camp.
T135 Answer Key
4
Experiences and Challenges
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Page 56
1 3; 4; 1; 2
2 1) ingenious; 2) complicated; 3) terrifying;
4) man-eating; 5) scared; 6) brave; 7) beautiful;
8) golden; 9) strong; 10) dirty; 11) terrible
Page 57
1 Red: wear armour; ride horses; travel to other countries
by ship; wash clothes in the river; sing and make music
together; use candles for light; keep chicken for eggs;
watch jesters for fun; use arrows as weapons; grow your
own vegetables
Blue: watch TV; use computers; use electric light; travel
to other countries by plane; talk on the phone; live in
fats; send e-mails; use plastic cups
Page 58
1 1. already; a new computer game; 2. learnt 10 new
English words; 3. Shes already been to the dentist; 4. She
hasnt done research about Incas yet; 5. She has already
cleaned up her room; 6. She has already visited her
grandparents; 7. She hasnt made a birthday cake yet
Page 59
1 1. Japan; 2. Egypt; 3. Italy; 4. Mexico; 5. India;
6. Germany; 7. Peru; 8. Brazil; 9. Ecuador; 10. France
2; 4; 3; 7; 5; 8; 10; 9; 1; 6
2 2. Ray has already visited the Galapagos Islands. Rocco
hasnt visited them yet.; 3. Ray hasnt visited the Sahara
yet. Rocco has already visited it.; 4. Ray has already
visited the North Pole. Rocco hasnt visited it yet.; 5. Ray
hasnt visited the Amazon yet. Rocco has already visited
it.; 6. Ray and Rocco havent visited the Pyramids yet.
Page 60
1 1. Yes, he has.; 2. He wants to be a pop star.;
3. No, he hasnt.
2 1. When did Jason appear for the frst time on Pop
Star; 2. What has he done since then; 3. How many hit
singles has he had; 4. When did he have an interview;
5. Whats the best thing about being a pop star; 6. How
many cities has he performed in; 7. How many times has
he been on TV
Page 61
1 2. Maria has washed her car.; 3. Tom has baked a cake.;
4. Claire has sent an e-mail.; 5. Peter and Mike have
watched a flm.; 6. Sue and Kathy have drunk milk.
2 Have you ever eaten; have; What did you eat; Have you
ever seen; have; What was it like; Have you ever bought;
have; What did you buy; Have you ever done; have;
What did you do; Have you ever travelled; have; When
did you go
Page 62
1 1. Hes a geographer and an explorer.; 2. She works in
Africa.; 3. Lisa does.; 4. Adam does.; 5. a) he climbed
very high mountains; b) He told him that he sailed in
his boat with fve other people.; c) He told him that
he wanted to try to fnd out the reasons for global
warming.; 6. a) She told him that she helped people
who didnt have any homes in Uganda.; b) She told
him that she gave food and medicine if the people
were ill.; c) She told him that she wanted to help
people.
Page 63
1 tall-short; brave-cowardly; boring-interesting; dirty-clean;
small-big; hard-soft; safe-dangerous
1. Tall; 2. Interesting; 3. Dirty; 4. Small
Page 64
1 The princess told Georgie that she didnt want to marry
Sir Roger; Georgie was surprised that everyone thought
she was a man; Georgie was nervous when the king
told her that he wanted her to fght Sir Roger; When
Georgie met the king, he was sitting with his daughter
on one side and the Black Knight on the other; Alfred
told Georgie that the king wanted to see her because of
the Black Knight
4; 5; 3; 2; 1
2 3; 8; 6; 7; 2; 1; 5; 4
Page 65
2 Across: 2. fag; 3. night; 7. king; 8. rich; 9. chess
Down: 1. camp; 2. fghting; 4. tent; 5. fght; 6. horse;
9. cards
3 1. Many men; 2. The King; 3. Georgie; 4. A huge man
with a thick, black beard; 5. Sir Roger; 6. Sir Roger
Pages 67 and 68
1 Sandra: ; ; ; ; ; ; . Johnny: ; ; ; ; ; ; .
2 2. have been; 3. have walked; 4. has seen; hasnt;
5. have walked through; 6. has eaten; hasnt
3 she needed a copy of his birth certifcate; said that he
wanted a copy of that; told him that the photocopier
wasnt working
4 1. Simon; get up at 10 a.m.; He; get up at 7 a.m.; 2.
Robert used to eat a burger and biscuits for lunch. He
didnt use to eat salads; 3. Jody didnt use to do her
homework. She used to forget to do it.; 4. Amanda
used to be alone all the time. She didnt use to be
famous and popular.
5 1. did; 2. used to play; 3. Have; written; 4. has; been; 5.
went; 6. used to walk
6 Nouns: deer; peace; frefghter; flm star. Verbs: cheat;
kill; rescue; destroy. Adjectives: terrifying; delicious;
impossible; enormous.
T136 Answer Key
5
Amazing Lives
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Page 69
1 Across: 1. nose; 2. knee; 6. foot; 9. intestine; 11. brain;
12. eye; 13. arm; 17. shoulder; 19. hand; 20. heart;
22. leg. Down: 1. neck; 3. nerves; 4. mouth; 5. tongue;
7. fngers; 8. bone; 10. stomach; 11. blood; 14. ear;
15. muscles; 16. head; 18. hair; 21. toes
Page 70
1 1. so that you can get enough vitamins and minerals;
2. because your body needs to be hydrated; 3. because
its bad for your teeth; 4. so that you can keep your
heart and muscles strong; 5. because youll get very
tired; 6. so that you dont become nervous; 7. because
its bad for your heart; 8. because it will keep your body
fexible; 9. so that you can avoid infections
3 1. so; 2. because; 3. because; 4. so; 5. because; 6. so
4 sweet: sugar; honey; banana. salty: pretzels; cheese;
peanuts. sour: lemon; tamarind; vinegar. bitter: orange
peel; dark chocolate; coffee
Page 71
1 3; 4; 1; 2
Page 72
1 1. anaesthetist; 2. doctor; 3. surgeon; 4. nurse;
5. radiologist
1. have to; 2. dont have to; 3. dont have to; 4. have to;
5. have to
Page 73
1 are picked up; are washed off; is reduced; are washed;
are not brushed; are left; is attracted; is formed; are
caused; is protected
2 Secret word: antibody; 1. eye patch; 2. faint; 3. safety
pin; 4. scissors; 5. bruise; 6. cotton wool; 7. bandage; 8.
syringe
Page 74
1 Fruit: plum; grapes; strawberry; pineapple; banana
Vegetables: onion; cucumber; potato; lettuce; avocado;
corn; green beans
Dairy products: ice cream; cheese; yogurt; cream; milk
Meat and fsh: lamb; beef; salmon; tuna; pork
Cereals: oats; rice; lentils
2 are selected; are sorted; are roasted; is removed;
are crushed; mashed; are added; is heated; cooled;
is packaged
3 1. ice cream is eaten by children; 2. fruits and vegetables
are grown in Spain; 3. salt and minerals are absorbed
from food; 4. is digested 15 hours after we have eaten it
Page 75
1 2. many electrical tastebuds are grown in Billys mouth;
3. are the tiny telescopes found; 4. is found inside Billys
ears; 5. is stored in Billys heart; 6. is used to protect
Billys brain; 7. many litres of liquid gold is pumped
around Billys legs in one day; are the minirockets hidden
3 Countable: pancakes; year; cell; lung; flm; sneeze
Uncountable: food; skin; saliva; energy; blood; air
Page 76
1 Give up smokingbe healthy!; Get up early! Enjoy
the day!; Turn off the TV! Read a book instead!;
Get on with your brothers and sisters! Make
your parents happy!
2 1. Pick up; 2. write down; 3. Put away; 4. Put on
3 From top to bottom: 5; 3; 6; 1; 2; 4
Page 77
1 sneezed; man; listen; conversations; tent; secrets; hit;
unhappy; tournament; talk; armour; poison
Page 78
1 1. heavy; 2. pole-vaulter; 3. crowd; 4. poisoned;
5. winner; 6. fainted; 7. prison; 8. herbs; 9. aches;
10. worried
2 Left column from top to bottom: cold; horrible; black;
grass; Sir Roger; hat; Sir George; test
Page 79
1 2. Tom has been too busy. He has worked until late.
He didnt have breakfast or lunch. Hes really hungry.;
3. Ben is very sad. A boy kicked him at school and he
has got a sore leg. He didnt tell anyone.
Pages 80 and 81
1 a) picture in the middle; b) picture on the right; c) picture
on the left; d) picture in the middle
a) Janie bumped into her classroom door; b) David fell
out of a tree; c) Tony ate some old fsh; d) Yasmin caught
fu from her friend
2 1. She had a cold so she had a stuffy nose.; 2. He fainted
because he didnt eat breakfast.; 3. He had a headache
in the afternoon because he banged his head on the
foor.; 4. She fell over in the gym because the foor was
wet.; 5. A ball hit his face so he had a black eye.
3 1. You shouldnt miss school; 2. You should go to the
dentist; 3. You should say youre sorry; 4. You shouldnt
waste money; 5. You shouldnt eat junk food
4 3. Mum has to cook. Dad doesnt have to cook.;
4. Sonny has to clean his room.; 5. Sonny and Carla
have to go to bed at 9 p.m.; 6. Sonny and Carla dont
have to wash the car.
5 2. Lots of milk is drunk by some children.; 3. Patients
are given medicine by doctors.; 4. Meat is not eaten by
vegetarians.; 5. Snowshoes are not worn by people in
Australia.
T137 Answer Key
6
The Incredible Body
1730060.indb 269 22/4/09 20:11:39
Page 82
1 1. Sci-f; 2. Thriller; 3. Horror; 4. Romantic
Page 83
1 1. extra; 2. stuntman; 3. director; 4, actress; 5. actor; 6.
sound effects specialist; 7. makeup artist
2 1. complicated; 2. right; 3. good; 4. last; 5. famous;
6. real; 7. exciting; 8. hard
3 1. asked for; 2. found out; 3. grew up; 4. kept on;
5. looked for; 6. turned down
Page 84
1 1. someone; 2. Everything; 3. anywhere;
4. Something; 5. no one; 6. somewhere
5; 4; 3; 1; 6; 2
Page 85
1 Place: somewhere; everywhere; nowhere; anywhere
Person: someone; everyone; no one; anyone
Object: something; everything; nothing; anything
somewhere; Nothing; someone; No one; something;
everyone; anyone; Everyone; something; something;
somewhere; somewhere; Everyone; everyone
Page 86
1 1. read; 2. worked; 3. known; 4. been; 5. made;
6. written; 7. lived; 8. married
a. since; b. since; c. for; d. for; e. since; f. since;
g. since; h. for
a. 5; b. 1; c. 8; d. 4; e. 6; f. 7; g. 3; h. 2
Page 87
1 First picture: borrow
Second picture: scissors; course
Third picture: Do; use; not
Fourth picture: Is it OK; skateboard; sorry
2 2. Im sorry, but you cant.; 3. No, of course not.;
4. Of course.
Page 88
1 When; It was made; many; It won 10 Oscars; Yes, it did;
isnt it; it is; is it; it is; arent they; they arent
2 From left to right, top to bottom: can we; isnt it; are
they; havent you; arent you; are you
Page 89
1 1. isnt he?; 2. isnt she?; 3. does he?; 4. dont you?;
5. do we?; 6. are they?
2 1. Everything is ready for our escape, isnt it?; 2. You
dont want to stay, do you?; 3. Yes, we are; 4. Your
husband doesnt know, does he?
3 1 director; 2 cartoon; 3 writer; 4 music; 5 makeup;
6 actor; Mystery word: camera
Page 90
1 4; 3; 1; 5; 2
2 Ricky: Christopher; Olivias boss; Finding clues
Olivia: Natalie Hammet; Graces friend; Acting
Grace: Director; Rickys sister; Using a camera
1. Christopher and he is Olivias boss. Hes good at
fnding clues.; 2. Natalie Hammet. Shes Graces friend:
Shes good at acting.; 3. the Director. Shes Rickys sister.
Shes good at using a camera.
Page 91
1 3; 5; 1; 4; 2
2 Horizontally: camera; text; message; shot; line; pale;
fgure
Vertically: freeze; clues; flming; corner; background;
footprint; flm
woman; man; next; leg; milk
3 person who tries to solve a crime; person who takes
something that isnt his/hers; no sound at all; the
director says this to stop flming; take something
that isnt yours; makes you laugh; group of people
who often do wrong; information that shows what
happened
Pages 93 and 94
1 1. F; 2. T; 3. F; 4. F; 5. F; 6. T; 7. F; 8. T
2 1. take off; 2. Look out for; 3. turned down; 4. tried on
3; 4; 1; 2
3 1) anyone; 2) Everywhere; 3) anyone; 4) nothing;
5) anything; 6) something; 7) no one; 8) someone
4 for: 4 days; 3 weeks; a long time; months; 15 years
since: 2005; October 7; Christmas; I was 5;
I met you
5 First picture: 6; 5
Second picture: 2; 8
Third picture: 7; 1
Fourth picture: 3; 4
6 1. dress; isnt she; 2. stuntman; isnt he; 3. are
learning; arent they; 4. arent; are they; 5. Extras;
dont they; 6. Filmmaking; isnt it
T138 Answer Key
7
The Cinema
1730060.indb 270 22/4/09 20:11:40
Page 95
1 bee; snake; orangutan; ant; whale; dog; wolf; elephant;
gorilla; lizard; sloth; moth; kangaroo; cobra; wasp; tiger
Mammals: orangutan; whale; dog; wolf; elephant;
gorilla; sloth; kangaroo; tiger. Reptiles: snake; lizard;
cobra. Insects: bee; ant; moth; wasp.
2 1. sing; 2. scare; 3. dance; 4. attract; 5. shows;
6. sticks; 7. hug; 8. rub
Page 96
1 1 Hi. How are you? Do you want to meet to see a flm
tonight?; 2 What are you doing? I went to bed late
last night. Im very tired.; 3 It was great fun yesterday.
It was funny when we ate that big pizza!; 4 Were
going to school on the bus. Where are you?; 5 Can
you give me a call? I need to talk to you urgently.
Page 97
1 eight; forty-three; thousand; ten thousand; ffty-six
thousand; two hundred thousand; thirteen thousand
six hundred and sixty-seven; six hundred and thirty;
two hundred and seventy-fve; ninety; fve thousand
2 everyone; computers; invented; thousands; that; later;
used; improved; powerful; homes; built; sold; everywhere
Page 98
1 1 scissors; 2 alarm clock; 3 rubber; 4 torch; 5 spoon;
6 plug; 7 soap; 8 battery; 9 lipstick; 10 penknife;
11 toothbrush; 12 key; 13 computer mouse;
14 dictionary
1. penknife; 2. scissors; 3. computer mouse;
4. plug; 5. dictionary; 6 rubber
Page 100
1 1. steals things.; 2. An aquarium is a place where you
can see fsh and sea life.; 3. Isaac Newton was the
man who discovered gravity.; 4. A centipede is an
insect that has got lots of legs.; 5. A school is a place
where people study.; 6. A chef is a person who cooks
food in a restaurant.; 7. A museum is a building
where you can fnd ancient objects; 8. A microscope
is an instrument that makes tiny things look bigger.
2 1. An ostrich is a bird that cannot fy.; 2. A composer
is a person who writes music.; 3. A dictionary is a
book that has got a lot of words.; 4. A journalist is
a person who writes for newspapers.; 5. A teenager
is a person who is between 13 and 19 years old.; 6.
Pandas are animals that only eat bamboo shoots.
Page 101
1 1) calendar; 2) headdress; 3) code; 4) writing;
5) alligator; 6) monkey; 7) eagle; 8) glyph;
9) mountain; 10) symbol
2 isnt; isnt; isnt; is; doesnt; does; hasnt; hasnt;
has; isnt
Page 102
1 1. wasnt she; Yes, she was.; 2. didnt she; Yes, she did.;
3. did she; No, she didnt.; 4. didnt she; Yes, she did.;
5. isnt it; Yes, it is.; 6. didnt she; Yes, she did.; 7. did
she; No, she didnt.
2 igloo; camel; six-pack; turbine; bike; monster; broken
arm; video camera
Page 103
1 in the middle; wide; in front of; red-haired; Gary;
laughed; dog; a ball; quiet; cinema ticket; made
a promise
1. on the corner; 2. narrow; 3. behind; 4. white;
5. dark-haired; 6. Gino; 7. screamed; 8. cat; 9. the
camera; 10. busy; 11. camera; 12. a proposal
Page 104
1 1. F; 2. F; 3. T; 4. F; 5. T; 6. T; 7. F; 8. T; 9. T; 10. F
2 1. character; 1. correct; 2. spray cans; 3. pavement;
4. love; 5. gang; 5. graffti; 6. camera; 7. vandal;
8. audience; 9. cat
3 Nouns: success; hero; image; hood; slogan
Verbs: point; grab; kneel; shout; follow
Adjectives: gloomy; cool; stupid; sudden; dark
Page 105
1 a) Do u want 2 C a flm Sat? Meet 2pm my house.
CU L8r! b) Hi. Rosie! How are you? Are you having a
good holiday? Whats the countryside like? What have
you seen? Have you been to Oaxaca yet? When are you
coming home? Guess what? I have got a new dog! His
name is Chocco. See you soon! c) Dear Granny, Thank
you for the great present that you sent me. My party
was How is Grandad? Ill see you next week.
Love, Natalie
Pages 106 and 107
1 6; 3; 4; 5; 1; 2
2 1. a; 2. c; 3. c; 4. a; 5. c; 6. b
4 1. A kangaroo is an animal that hits the ground with
its back legs.; 2. Egypt is the country where there are
famous pyramids.; 3. David Beckham is a football player
who is world famous.; 4. A butterfy is an insect that
produces pheromones.; 5. A camera is an object that
takes photos.; 6. A restaurant is a place where you can
eat different things.; 7. She is the girl who made a flm
called The Clean-Up Boys.
5 1. didnt she; 2. didnt you; 3. has she; 4. did I; 5. have
you; 6. did she; 7. hasnt she; 8. was he
6 1. wasps; 2. civilization; 3. fy; 4. Middle East
T139 Answer Key
8
Communication
1730060.indb 271 22/4/09 20:11:42
1730060.indb 272 22/4/09 20:11:43
T141 CD Track Section
CD Track Section
1
Around the World
Track 1
1. RAY: Hello, Rocco!
ROCCO: Hello, Ray.
RAY: What a great day! The suns
shining and the skys blue.
ROCCO: You sound happy, Ray!
RAY: Im very happy, Rocco.
ROCCO: What are you doing?
RAY: Im putting my bag in the car
And Im starting the engine.
Its the frst day of my holiday!
2. RAY: Hi, Rocco.
ROCCO: Hi, Ray. What are you doing?
RAY: Im driving very slowly to my hotel.
ROCCO: Really? You usually drive very
fast. Why are you driving slowly?
RAY: Because, Rocco, the road is really
dangerous!
3. RAY: Hi, Rocco.
ROCCO: Is that you, Ray?
RAY: Yes, its me.
ROCCO: I cant hear you. Where are you?
RAY: Im at the hotel reception..
ROCCO: Why are you talking quietly?
RAY: Its a bit strange in here.
MAN: Can I help you?
Ray: Oh!!!!!
4. ROCCO: Hello?
RAY: Hi, Rocco. Its me, Ray.
ROCCO: Ray? Do you know what time
it is? Its the middle of the night.
RAY: Sorry, Rocco. I cant sleep.
ROCCO: Whats that noise?
RAY: Its a dog. Its barking loudly in the
garden. Its a very big dog!
5. RAY: Rocco? Its me, Ray.
Rocco: Hello, Ray. What are you calling
me for this time?
RAY: Its terrible, Rocco!
ROCCO: Whats wrong now?
RAY: I can hear strange noises
ROCCO: What kind of noises?
RAY: Listen
[The foor creaks then slow, heavy
footsteps some chains rattle]
RAY: Im a bit scared.
6. RAY: Hi, Rocco.
ROCCO: Ray? Whats going on?
RAY: Im running, Rocco.
ROCCO: Where are you going, Ray?
RAY: Im running away from the hotel.
ROCCO: Why are you running so fast?
RAY: Because I dont like it here!
Track 2
1. SARAH: Have you got any postcards?
SALESPERSON: Yes. Theyre over there.
SARAH: OK can I have these six
postcards, please?
SALESPERSON: Thats three pounds.
2. WAITER: Can I take your order?
SARAH: Yes. Can I have a pepperoni
pizza, please?
EMILY: Id like a mushroom pizza, please.
WAITER: And what
3. SARAH: Excuse me. Could you tell me
the way to the park, please?
PASSERBY: Of course. Its down this street
on the left. Its about 200 metres.
4. MUM: Can we have four tickets to
L.A., please?
TICKET CLERK: Single or return?
MUM: Return, please.
5. RECEPTIONIST: Can I help you?
DAD: Yes. Could we have two double
rooms for tonight, please?
RECEPTIONIST: Let me just checkYes,
thats fne.
DAD: How much will it be?
RECEPTIONIST: Its 120 a room, breakfast
included.
Track 3
When you go camping, you need to
take equipment to help you to survive.
To make a fre, you need waterproof
matches and candles, and a torch
to see at night. You must take extra
batteries for your torch. Of course,
you need to know where you are, so
carry a good map and a compass for
fnding north. A penknife is important
for preparing food, and you need
soap for washing. String is useful for
hanging your clothes out to dry. You
must protect yourself, so wear a good
pair of sunglasses to protect your eyes
and a hat for your head. There are lots
of biting insects, so make sure that you
take insect repellent. Its easy to get
sunburned, so take lots of suncream,
and make sure you have got medicine
in case you get ill. Finally, dont forget
the most important thing of alllots
of water!
Track 4
RACHEL: Have you got everything for our
camping trip?
DYLAN: Yes, I think so.
RACHEL: Im really excited about this trip.
The Sonoran Desert is amazing. OK, we
need enough for two days. Is there any
water?
DYLAN: Yes, there is.
RACHEL: How much?
DYLAN: Erm one bottle.
RACHEL: One bottle? That isnt enough!
Are there any waterproof matches?
DYLAN: Yes, there are, and there are 24
candles.
RACHEL: 24? For one night? Thats too
many candles! Lets take six.
DYLAN: OK. Theres some string. There
are some batteries
RACHEL: How many batteries are there?
DYLAN: I have got 12.
RACHEL: Oh, Dylan, thats too many
batteries! Theres another problem.
There isnt a torch.
DYLAN: Oh, no! I forgot.
RACHEL: There isnt any suncream, and
there arent any sunglasses.
DYLAN: OK, but I have got lots of food.
Look at these high-energy bars.
RACHEL: Thats too much food!
DYLAN: Theres some insect repellent.
RACHEL: There isnt any medicine.
DYLAN: No, but theres a penknife, a
compass, a map and six mirrors.
RACHEL: Thats too many mirrors, Dylan!
DYLAN: I know, I know, but there are
also two really nice hats.
RACHEL: Lets try them on. I think theyre
great! We look like real explorers!
Track 5
PRESENTER: And now we turn our
attention to the Sahara Desert. The
Sahara Desert is the second-largest
desert in the worldonly Antarctica is
bigger. Of course, Antarctica is a cold
desert. The Sahara is located in North
Africa, and its about the same size as
the USA. Interestingly, Sahara in Arabic
means desert. The Sahara has got a
small populationonly 2.5 million
people live therebut it has got a very
long history. People frst lived there
half a million years ago. OK, those are
the main facts. Now lets look in more
detail at
Track 6
Song: Around the World
(See Students Book page 11.)
Tracks 7 and 8
(See Students Book page 9 and 10.)
For Practice Book and Assessment Pages
CD tracks, see page T15A.
1730060.indb 273 22/4/09 20:11:43
T142 CD Track Section
2
The Natural World
Track 12
1. INTERVIEWER: Hello!
GIRL AND BOY: Hi.
INT: Can I ask you about your plans for
Earth Day?
BOY: Yes, of course.
INT: OK. What class are you in?
GIRL: Were in Class A.
INT: And what are you doing on
Earth Day?
GIRL: Were doing some really good
things! In the morning, were selling
T-shirts we made.
BOY: Were collecting old mobile
phones in the afternoon.
GIRL: And were reading poetry and
performing rap songs in the evening.
INT: That sounds great! Thanks.
GIRL AND BOY: Thats OK!
2. INT: Hello.
GIRL AND BOY: Hi.
INT: Can I ask you two questions?
GIRL: Yes, go ahead.
INT: OK. What class are you in?
BOY: Were in Class B.
INT: And what are you doing on Earth
Day?
GIRL: Well, we have got a computer
room at school and were sending lots
of Earth Day e-cards in the morning.
BOY: Were having a poster competition
in the afternoon. Ive got a super idea
for my poster!
GIRL: And in the evening, were having
an art exhibition. Why dont you come?
INT: OK, I will. Thanks.
3. INT: Hi, Miguel. Hi, Anna.
MIGUEL/ANNA: Hi!
INT: Youre in Class C, arent you?
ANNA: Thats right!
INT: What are you doing on Earth Day?
ANNA: Weve got great plans.
MIGUEL: Were planting native trees in
the morning.
INT: Thats hard work!
ANNA: Were doing something really big
in the afternoon. Were cleaning part
of our community.
INT: Wow!
MIGUEL: And in the evening, were
getting together and doing some
research about rubbish.
INT: That sounds amazing! Have a
wonderful Earth Day!
ANNA: You, too!
Track 13
JIM: Hi, and welcome to Natural World.
Today, we have got a special report
from one of the coldest places on the
plaInternet. So lets talk to Lisa Hi,
Lisa.
LISA: Hello, Jim.
JIM: Where are you today, Lisa?
LISA: Im in the Antarctic!
JIM: Whats the weather like?
LISA: Well, the suns shining, but its
very cold! Today, Im looking at one
of the greatest animal fathers, the
Emperor penguin. After the mother
Emperor penguin lays her one egg,
she walks to the sea and then dives in
to fnd food. But what happens to the
egg? Well, the father keeps the egg
warm in a special pouch on his feet,
under his tummy. And then he doesnt
move or eat for nine weeks. That is
a really long time! Each father loses
about 12 kilograms.
JIM: Thats incredible!
LISA: Yes. And dont forget, this is the
Antarctic. The weathers often terrible.
Its freezing and very windy.
JIM: How do the father penguins keep
warm?
LISA: The easiest way for them to keep
warm is to stay together in a group.
The warmest place is in the middle of
the group. So they take turns moving
to the middle. That way, they all get
a chance to warm up! They only get
a break when the chicks hatch out of
their eggs and the mother comes back
with food. Then both the mother and
the father feed the chick.
Jim: The Emperor penguin really is a
hero father. Thanks for that amazing
report, Lisa.
LISA: Bye, Jim!
Track 14
TOM: Hi, Sandy.
SANDY: Hi.
TOM: Do you need help in your daily life?
SANDY: Yes, I do. I can do some things,
but I need help for a lot of other things.
TOM: Who helps you?
SANDY: Well, my best friend is Goldie.
Shes a capuchin monkey, and shes
really special. She helps me a lot.
TOM: Really? What does she do?
SANDY: Well, Goldie has got hands like
a human, and shes very intelligent. If a
door is closed, she opens it, just like a
human! If I want to listen to music, she
puts a CD on for me. And if the light
is off, she turns it on. I cant do those
things on my own.
TOM: Thats amazing! Can she do other
things?
SANDY: When Im hungry, she gets food
out of the fridge. She even holds it to
my mouth. If want to send an e-mail,
she presses keys on the computer
for me. And if the phone rings, she
answers it for me. She presses a button
and then I can speak to my friends.
Shes fantastic!
TOM: Whats the best thing that Goldie does?
SANDY: Well, when I read a book, she
turns the pages. Its wonderful!
TOM: Can you imagine life without Goldie?
SANDY: No, I cant. When my parents
can leave me alone, I trust Goldie to
look after me. I feel really independent.
Come here, Goldie!
TOM: She really is fantastic!
Track 15
Monarch butterfies travel a long way.
But how do we know? Because of one
man: F. A. Urquhart.
Before the 1950s, people didnt know
about the monarch butterfies amazing
journeys. Then F. A. Urquhart had a
great idea. He put tags on butterfies
wings and started to track them.
For more than 20 years, people
contacted Urquhart when they found
a tagged monarch. The results of his
research were amazing. One tagged
butterfy followed a 3,000 kilometre
route! It started in September in
Ontario, Canada and arrived in San Luis
Potos, Mexico, four months later!
Today, thousands of people continue to
tag monarchs. In 1997, people put tags
on more than 75,000 butterfies!
And listen to this. When the butterfies
are fying over California, many tourists
visit the town of Pacifc Grove. Why?
The answer is simple. The nickname of
Pacifc Grove is Butterfy Town, USA.
Track 16
Song: A Native American Legend
(See Students Book page 23.)
Tracks 17 and 18
(See Students Book pages 24 and 25.)
For Practice Book and Assessment Pages
CD Tracks, see page T27A.
1730060.indb 274 22/4/09 20:11:45
T143 CD Track Section
3
The Material World
Track 22
INTERVIEWER: Hi!
GROUP OF CHILDREN: Hello/Hi.
INTERVIEWER: Can I ask you all a question?
GROUP OF CHILDREN: Of course. Go ahead.
INTERVIEWER: What were you doing at
seven oclock yesterday evening?
GIRL 1: Thats easy. I was playing a
video game.
BOY 1: I was watching TV. It was boring.
BOY 2: I was listening to music in my
bedroom.
GIRL 1: I was painting a picture.
GIRL 2: I was sending an e-mail.
BOY 3: I was brushing my teeth with
an electric toothbrush.
INTERVIEWER: And what were you doing at
seven oclock?
BOY 4: I was reading a text message
from my best friend.
GIRL 3: I was talking to my friend on the
phone.
BOY 5: And I was riding my new bike. It
was my birthday yesterday!
INTERVIEWER: Happy birthday!
BOY 5: Thanks.
Track 23
(See Students Book page 30.)
Track 24
INTERVIEWER: What were you doing when
you got lost, Tom?
TOM: I was driving home after my
holiday in Australia. I got lost. Soon, I
was driving across the desertthere
was just sand everywhere. Then I heard
two loud bangs and I stopped the car.
I had two fat tyres! I couldnt drive any
more. It was really hot. I didnt have
any food and I only had a little water.
INTERVIEWER: So what did you do?
TOM: I tried to call home. It was diffcult.
Finally, I got a signal. I sent a message
to my brother saying that I was lost in
the desert. He called the police, and
they searched for me in a small plane.
They found me after six hours. I was
very happy to see them!
INTERVIEWER: What were you doing when
you got into trouble, Anna?
ANNA: I was riding in a small boat. I was
on holiday in Spain.
INTERVIEWER: What happened?
ANNA: Well, I was going back to the
beach when the engine stopped. It was
getting dark, and I didnt know what
to do. Then I remembered my mobile
phone. But I had another problem. The
battery was low. I could only send one
text message.
INTERVIEWER: Who did you send it to?
ANNA: I sent it to my dad in Florida!
INTERVIEWER: So what did he do?
ANNA: He called the coast guard in
Spain. Then the lifeguards sent a boat
to search for me. It was dark by then,
and they used a searchlight. I was really
lucky!
INTERVIEWER: What were you doing when
you got into trouble, Vince?
VINCE: My girlfriend and I were climbing
Mount Eiger, a beautiful mountain,
when a snowstorm started. It was
terrible. We couldnt go up and we
couldnt go down.
INTERVIEWER: What did you do?
VINCE: We sent a text message to
a friend in London. It said Need
helicopter. She then called the
mountain rescue teams. Whilst we
were waiting, we took a photo. The
rescue team in the helicopter saw the
fash through the snow and then they
found us!
INTERVIEWER: What were you doing when
you got lost, Karen?
KAREN: Well, Im a botanist, and I was
studying plants in the jungle.
I was collecting plants close to my camp
when I got lost. I had only got three
biscuits, an apple and a bottle of water.
INTERVIEWER: So what did you do?
KAREN: I sent a text message to my
boyfriend, saying that I was lost in the
jungle near the camp. He called the
police. The police took fve days to
fnd me.
INTERVIEWER: Five days! How did you
survive?
KAREN: Luckily, I knew what plants and
fruit were safe to eat! I stayed near a
stream and drank the water. I heard
a noise that sounded like a car, and I
shouted. I was lucky. The police were
close by and they heard me!
Track 25
BOY: Lets visit the museum tomorrow.
GIRL: What if its closed?
BOY: If its closed, well go on a bike ride.
GIRL: What if its too hot?
BOY: If its too hot, well have a
barbecue.
GIRL: What if it rains?
BOY: If it rains, well stay home, silly!
Track 26
The Opposites Song
(See Students Book page 33.)
Track 27
(See Students Book page 34.)
Track 28
Number 1
It isnt made of glass.
It isnt made of paper.
Its made of metal.
You dont use it to talk to people.
You use it to cut things with.
What is it?
Number 2
It isnt made of glass.
It isnt made of cloth.
Its made of paper.
We dont use it to write notes.
We read from it.
What is it?
Number 3
They arent made of wood.
They arent made of plastic.
They are made of rubber and cloth.
You dont use them to send text
messages.
You use them to go running.
What are they?
Number 4
It isnt made of glass.
It isnt made of cloth.
Its made of metal or plastic.
You dont use it to protect your eyes.
You use it to hold sheets of paper.
What is it?
Tracks 29 and 30
(See Students Book pages 36 and 37.)
For Practice Book and Assessment Pages
CD tracks, see page T39A.
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T144 CD Track Section
4
Experiences and Challenges
Track 34
PAUL: Hi, Jenny.
JENNY: Hi, Paul.
PAUL: Can I ask you a question?
JENNY: Of course. What is it?
PAUL: What have you done in your life
so far?
JENNY: Wow. Thats a big question! OK.
Lets think. Um... Ive ridden a horse.
Ive acted in a play. And Ive met a
famous person.
PAUL: Who?
JENNY: Ive met David Beckham, the
famous football player. Hes really cool.
PAUL: What other things have you
done?
JENNY: Ive been to the USA. And Ive
won a prize for running.
So what about you, Paul? What have
you done in your life so far?
PAUL: Well, Ive designed a website.
JENNY: Thats really good.
PAUL: Ive written some poems. Theyre
on my website. Ive acted in a play at
school. And um...Oh, yes! Ive fown in
a plane.
JENNY: Me, too! I forgot to say that. Ive
fown in a plane, too!
Track 35
The Universal Rap
(See Students Book page 41.)
Track 36
ISABEL: Hi, Andrs.
ANDRS: Oh, hi, Isabel.
ISABEL: How adventurous are you?
ANDRS: Me? I think that Im really
adventurous!
ISABEL: Well, Im going to ask you some
questions to fnd out.
ANDRS: OK, go ahead. Im not worried!
ISABEL: Have you ever fown in a
helicopter?
ANDRS: No, I havent. I dont like
helicopters.
ISABEL: Have you ever climbed a tree?
ANDRS: Yes, I have. Lots of times! See?
Im an adventurous boy.
ISABEL: Have you ever been canoeing?
ANDRS: Canoeing? No, I havent.
ISABEL: Have you ever cooked on a
campfre?
ANDRS: No, I havent. Im not very good
at cooking.
ISABEL: Have you ever been rock
climbing?
ANDRS: Umno, I havent.
ISABEL: Have you ever done karate?
ANDRS: Yes, I have! I do judo, which is
like karate, after school.
ISABEL: Have you ever eaten Chinese
food?
ANDRS: No, I havent.
ISABEL: And have you ever sung in
public?
ANDRS: Yes, I have! To all the parents
at school. So what do you think? Am I
adventurous?
ISABEL: Um I dont think so, Andrs.
ANDRS: Oh, no!
Track 37
KATH: OK. Hi everyone.
ALL: Hi/Hello.
KATH: Im writing an article about
summer camps for a magazine. Can I
ask you some questions?
ALL: Yes/OK.
KATH: Well, do you like summer camp?
TONY: Its good because we learn new
things.
DEBBIE: I dont like summer camp. I miss
home.
ANN: I love summer camp because you
play new sports and meet new friends.
LISA: I really want to go to summer
camp.
JANE: Summer camp scares me. There
are people there that I dont know.
LAURA: Summer camp is fun. You make
new friends.
Track 38
KATH: Tony, can I ask you one last
question?
TONY: Yes, of course.
KATH: Can you tell me about a
typical day?
TONY: Of course. We get up at seven
oclock.
We eat breakfast at eight oclock.
We work on our projects in the
morning.
In the afternoon, we do sports and play
games.
We eat dinner at six oclock.
We sing songs around the campfre in
the evening.
KATH: Thanks, Tony.
TONY: Youre welcome. It was fun.
Track 39
NICK: Youre great at tennis, Lena.
LENA: Thanks, Nick! I practise every day.
NICK: Lena isnt an English name.
Where are you from?
LENA: Im from Germany. My fathers
working here at the moment.
NICK: What does he do?
LENA: Hes a flm director. Hes making a
documentary.
NICK: Your English is really good. How
many languages do you speak?
LENA: I speak three languages.
Track 40
NICK: Hi, Steve. Its Nick. Im having a
great time at summer camp. Ive made
a new friend. Her names Lena. We
played tennis today, and she won! I
said that she was great at tennis, and
she said that she practised every day.
I said that her name wasnt English. I
asked her where she was from. She
said that she was from Germany. She
said that her father was working here
at the moment. I asked what he did.
She said that he was a flm director and
that he was making a documentary. I
said that her English was really good.
I asked her how many languages she
spoke. She said that she spoke three
languages! Then I asked
Track 41
WOMAN: Hi, and thanks for coming to
this meeting.
I hope that you will all enjoy summer
camp this year.
I want to give you eight tips on how
to make friends and enjoy summer
camp.
So, number one. Talk to the other
children. Dont be shy. Everyones a bit
nervous.
Number two. Get to know your
roommates. You spend a lot of time
with them!
Three. Sign up for lots of activities.
Youll get to know more people and
have a lot more fun.
The next four tips are very simple, but
very important.
Share your things.
Help other people.
Be natural.
And be enthusiastic.
And fnally, number eight. Catch the
camp spirit. Have a great time!
Tracks 42 and 43
(See Students Book page 48 and 49.)
For Practice Book and Assessment Pages
CD Tracks, see page T51A.
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T145 CD Track Section
5
Amazing Lives
Track 47
MAN: Hercules was one of the greatest
heroes of the ancient world. This is the
story of his most famous adventure: the
12 impossible tasks. For his frst task,
Hercules killed a terrifying lion, and he
only used his hands.
HERCULES: This is hard work!
MAN: For his second task, Hercules
destroyed the Hydra, a creature with
lots of heads that lived in a swamp.
HERCULES: I will cut off your heads
Oh, no! It grew two heads in place of
the one I cut off!
MAN: For his third task, Hercules
captured a deer with golden horns.
HERCULES: I can see the deer. Its so
beautiful. Now Im going to catch it
I caught it!
MAN: For his fourth task, Hercules
cleaned the enormous stables of
King Augeas.
HERCULES: These stables are so dirty!
MAN: For his ffth task, Hercules killed
man-eating birds.
HERCULES: These birds are horrible!
Go away!
MAN: For his sixth task, Hercules caught
dangerous horses.
HERCULES: I hope that my next task is
easier than this one!
MAN: For his next task, Hercules picked
the golden apples of the Hesperides.
HERCULES: These golden apples look
delicious. I think Ill eat one.
HERCULES: Ouch!
MAN: And fnally, for his last task,
Hercules brought Cerberus, a dog with
three heads, from the Underworld.
HERCULES: What a scary dog! Come here,
Cerberus! Thats my last task. Now
Im going home to my dog, Rover. He
has only got one head!
Track 48
ROCCO: Hi, Ray!
RAY: Hi, Rocco!
ROCCO: How are you?
RAY: Im really well, Rocco.
ROCCO: What are you holding, Ray?
RAY: This? Its my list of 10 things to do
before I die.
ROCCO: That sounds interesting. Can I
see it?
RAY: Yes of course.
ROCCO: Wow! Have you done all of
these things?
RAY: No, not all of them.
ROCCO: Have you swum in a cold river
yet?
RAY: Yes, I have. It was freezing!
ROCCO: Have you ridden a horse yet?
RAY: Yes, I have. It went really fast.
ROCCO: Have you planted a tree yet?
RAY: No, I havent. I havent planted a
tree yet. But Ive already met a famous
flm star. And Ive already slept under
the stars. Oh, and Ive already seen a
lunar eclipse.
ROCCO: Thats great. Have you had a
pyjama party yet?
RAY: No, I havent had a pyjama party
yet. But Ive already learned to play a
musical instrumentthe electric guitar!
ROCCO: The electric guitar? Thats
brilliant.
RAY: And Ive already seen the sea!
ROCCO: But whats wrong Ray? You look
terrible!
RAY: Well, I havent gone up in a hot-air
balloon yet. Im doing that tomorrow.
ROCCO: So whats the problem?
RAY: Im frightened, Rocco! Im really
scared!
Track 49
JOURNALIST: Hello, Madison. Its nice to
meet you.
MADISON: Its nice to meet you, too!
JOURNALIST: Thanks for doing this
interview with me. I have got some
easy questions to start with.
MADISON: Great!
JOURNALIST: OK. How old are you?
MADISON: Im 19.
JOURNALIST: And whats your nickname?
MADISON: Its Mad Maddy.
JOURNALIST: Mad Maddy?
MADISON: Thats right. All my friends
think Im mad!
JOURNALIST: Now youre training to be a
frefghter.
MADISON: Thats right.
JOURNALIST: What kind of things do you
do at college?
MADISON: We go out on fre engines and
we put out fres. We practise on blocks
of fats and offces, and even on planes.
JOURNALIST: And you still fnd time to do
other things!
MADISON: Thats right. I play in a band.
JOURNALIST: Whats the name of your
band?
MADISON: Were called the Firefghters!
JOURNALIST: Yes, thats a good name!
One more question. What are your
ambitions?
MADISON: Well, I want to be a
professional frefghter. I really want
to help people. But I want to be a
pop star, too!
Track 50
1. JOURNALIST: So, Madison, what do you
do at college?
MADISON: I go to the gym regularly. Its
important to stay ft.
2. JOURNALIST: How often have you got
classes?
MADISON: We have got them every day
at college. Our tutors teach us lots of
new skills.
3. JOURNALIST: Do you learn about life
saving?
MADISON: Oh, yes. We learn how to save
lives in an emergency. We practise on
mannequins. Its very strange!
4. JOURNALIST: What lessons have you
learned?
MADISON: Well, its very important to
work in teams. Our teammates can
make the difference between life and
death.
Track 51
Song: Hes not a Superhero!
(See Students Book page 59.)
Tracks 52 and 53
(See Students Book pages 60 and 61.)
For Practice Book and Assessment Pages
CD tracks, see page T63A.
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T146 CD Track Section
6
The Incredible Body
Track 57
JERRY: Your body is an incredible
machine. Its a very complicated
machine, too. Now Im sure that you
know that you have got one head, two
arms, two hands and 10 fngers. But
what about these amazing facts?
Your body has got 208 bones. And it
contains 650 musclesbig and small.
And how many hairs are on your
skin? There are about fve million hair
strands! Thats right! Five million. And
inside your body, there are 100,000
km of blood vessels and 7.5 metres of
intestine. Yes, 100,000 km of blood
vessels and 7.5 metres of intestine.
Amazing! Your body also holds fve or
six litres of blood and 80 km of nerves.
You have got lots of organs, such as
your heart, your stomach and your
eyes, and you have got lots of different
hormones, too. And did you know that
your body is covered by two square
metres of skin, and that your brain
weighs 1.4 kg? Thats heavy!
Track 58
1. DOCTOR: Good morning, Mr Jones.
MR JONES: Good morning, doctor.
DOCTOR: Now whats the problem?
MR JONES: I have got a terrible sore
throat and a runny nose.
DOCTOR: Have you got a temperature?
MR JONES: Yes, I have.
DOCTOR: You have got a cold, Mr Jones.
You should go home and go to bed.
MR JONES: Thank you, doctor.
2. JERRY: Hello, doctor.
DOCTOR: Hello, Jerry. How are you today?
JERRY: I feel really ill.
DOCTOR: Whats the problem?
JERRY: I have got an awful stomachache.
DOCTOR: Oh, dear! What have you eaten
today?
JERRY: I ate a bowl of cornfakes, a slice
of toast and a pizza.
DOCTOR: Is that all?
JERRY: And a sandwich. And some fries.
And a burger. Two hot dogs, three bars
of chocolate, four bananas, fve ice
creams, six
DOCTOR: Stop! Jerry, you shouldnt eat so
much! You have got indigestion.
3. MRS BLOOM: Good afternoon, doctor.
DOCTOR: Good afternoon, Mrs Bloom.
Whats the problem?
MRS BLOOM: I cant eat, I cant drink, I
cant think and I cant sleep.
DOCTOR: Whys that? MRS BLOOM: I have
got a terrible pain in my tooth.
DOCTOR: You have got toothache,
Mrs Bloom! Why dont you go to the
dentist?
Track 59
1. WOMAN: Doctor Dread, I have got a
bruise on my arm.
DREAD: A bruise? That looks very nasty.
You have got to cover it with this bacon
fat and four. But dont eat it! Ha, ha, ha!
2. MAN: Doctor Dread, look at my leg.
A snake bit it this morning and it really
hurts.
DREAD: A snake bite? That must be
painful. You have got to eat this honey.
Its delicious. Ha, ha, ha!
3. OLD MAN: Doctor Dread, Doctor
Dread. I think Ive got the plague.
DREAD: The plague? Well, Ive got the
perfect cure. But its very expensive.
OLD MAN: What is it, doctor?
DREAD: You have got to eat these pearls
and emeralds. Ha, ha, ha!
4. BOY: Hello, Doctor Dread.
DREAD: Hello, little boy. Whats wrong
with you?
BOY: I have got a blocked nose.
DREAD: You have got to put mustard and
onions up your nose. Theyre a bit hot.
Ha, ha, ha!
5. WOMAN: Doctor Dread, I have got
these horrible marks on my skin.
DREAD: A skin disease? Ooh, nasty! You
have got to cover it with this wolf skin.
6. MAN: Doctor Dread, I keep fainting.
DREAD: Fainting? Thats not nice. You
have got to burn these feathers and
breathe in the smoke.
MAN: Oh [Faints]
DREAD: Too late.
7. OLD WOMAN: Doctor Dread, I I I
cant remember why Im here.
DREAD: You have lost your memory. You
have got to eat this ginger. Dont forget
to take it. Ha, ha, ha!
Track 60
JERRY: And now its time for our
challenge to the whiz children, Amy and
Kate. They are two brilliant girls who
can answer questions on every subject.
Hello.
AMY & KATE: Hi, Jerry.
JERRY: Are you ready for the quiz?
AMY & KATE: Yes, we are.
JERRY: Well, you have got to answer 12
questions in 60 seconds. And todays
subject is Your Amazing Body. Question
1. How many muscles are used to
smile?
AMY: About 20.
JERRY: Correct. Question 2. How many
muscles are used to frown?
KATE: About 40.
JERRY: Correct. Question 3. How much
food is eaten by an adult in one year?
AMY: 500 kilos.
JERRY: Thats right. Question 4. How
much saliva is produced in a day?
KATE: 1.7 litres, Jerry.
JERRY: Correct. Question 5. How much
skin do we lose in a year?
AMY: 2 kilos.
JERRY: Correct. Question 6. Where is the
smallest muscle in the body?
KATE: Its in your ear, Jerry. Its called the
stapedius.
JERRY: Amazing! Question 7. How many
cells in your body died whilst you were
reading this?
AMY: 50,000.
JERRY: Correct. Question 8. How much
air is held in an adults lungs?
AMY: 5 litres.
JERRY: Correct. Question 9. How much
blood is pumped in one day by an
adult?
KATE: 6,000 to 7,500 litres.
JERRY: Incredible! Question 10. How
many trips around the body are made
by red blood cells before they retire?
AMY: Ermabout 250,000 trips.
JERRY: Correct again. Question 11. How
often do you blink in a minute?
KATE: 25 times, Jerry.
JERRY: Incredible! And now the last
question. Just a moment
[Sneezes] Sorry about that. Question 12.
How fast is an average sneeze?
AMY & KATE: 160.9 kilometres per hour!
JERRY: Thats right! Thats 12 out of 12.
Fantastic!
Track 61
Song: Get Happy!
(See Students Book page 71.)
Tracks 62 and 63
(See Students Book pages 72 and 73.)
For Practice Book and Assessment Pages
CD tracks, see page T75A.
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T147 CD Track Section
7
The Films
Track 67
1. JANET: Thanks for walking home with
me, Brad.
BRAD: Thats OK, Janet.
JANET: Do you want to come in and
have some juice?
BRAD: Yes, please.
JANET: Hi, Petal.
BRAD: Petal?
JANET: Shes one of my cats.
BRAD: Cats?
JANET: Shes hungry. Lets go into the
kitchen. Are you OK?
BRAD: Oh, Im fne, but I prefer dogs,
really. (cats meowing)
Oh no! Whats going on?
JANET: Dont worry, Brad. Its their
dinnertime. (cat hissing)
BRAD: Get down!
2. SAM: It was a quiet Friday afternoon
after another week without a job. I was
sitting behind my desk, trying to read
the newspaper, when I heard a noise
and a woman walked into my offce.
MRS AMBERSON: Mr Sam Shade?
SAM: Thats right.
MRS AMBERSON: Youre a private
detective?
SAM: Thats what it says on the door.
MRS AMBERSON: I need your help,
Mr Shade. My life is in danger.
3. LISA: What are we going to do next?
STEVE: Just run!
LISA: But where?
STEVE: I dont know!
LISA: Oh, no! Theyve seen us!
STEVE: Theyre getting closer.
LISA: Whats that noise?
STEVE: Its a helicopter!
STEVE: Theres a river. Jump!
LISA: I cant swim!
STEVE: Jump!!!
4. KATY: What are you doing, Eric?
ERIC: Im doing my homework.
KATY: Boring.
ERIC: So what are you doing?
KATY: Im listening to a cool new song
on my iPod. Tell me what you think.
(distorted music)
KATY: Its great, isnt it? Its the number
1 hit. Whats wrong, Eric? Why are you
looking like that? Dont you like it?
ERIC: I dont believe it.
KATY: Whats wrong?
ERIC: I wrote it!
KATY: Oh, dont be silly.
ERIC: Its my song!
KATY: Are you mad?
Track 68
(See Students Book page 77.)
Track 69
1. Hi. Im Tony, and Im the camera
operator. Im doing the lights, too.
2. Hello. My names Mary, and Im the
screenplay writer.
3. Hi! Im Ryan, and Im one of the
actors.
4. My names Sara, and Im an actor.
Im really excited.
5. Hello. My names Jim. And Im the
producer.
6. My names Lindsey. Im the flm
director.
7. Hello. My names Holly, and Im the
sound recordist.
8. Hi. Im Scott, and in this flm Im a
er I cant remember. Oh, yes! Im an
actor!
Track 70
1. LINDSEY: Hi, Jason.
JASON: Hi, Lindsey.
LINDSEY: Jason, were making a flm for a
school project.
JASON: Thats great!
LINDSEY: Im looking for props for the
flm. Could I borrow your bike?
JASON: Of course. When do you need it?
LINDSEY: Next week.
JASON: OK.
2. JIM: Hello. Are you the shop manager?
MANAGER: Thats right.
JIM: My names Jim. I go to Parktown
Primary School. Were making a flm for
a school project.
MANAGER: That sounds interesting.
JIM: Is it OK if we flm outside your
shop?
MANAGER: Of course. Thats fne.
JIM: Thank you very much.
3. SARA: Hi.
LUCY: Oh, hi, Sara.
SARA: Lucy, were making a flm for a
school project.
LUCY: That sounds like fun.
SARA: Im looking for costumes for the
flm. Do you mind if I borrow your
jacket?
LUCY: My jacket? Im sorry, but you
cant borrow it. Its my favourite!
SARA: OK.
4. TONY: Hi, Dad.
DAD: Oh, hello, Tony. What is it?
TONY: Dad, were making a flm for a
school project. But we havent got all
the equipment. Can I use your video
camera?
DAD: Yes, of course. But look after it.
TONY: Yes, I promise.
Track 71
MARIA: This is the shop, isnt it?
DAN: Thats right.
MARIA: And youve got the money,
havent you?
DAN: Er yes, I have.
MARIA: Hey! Look at this. Its an
envelope.
DAN: Whats inside it?
MARIA: Theres a sheet of paper.
Dan: What does it say?
MARIA: Hello. Youre 10 minutes away
from an amazing discovery! Youre
curious, arent you? Just follow the
instructions.
1. Go to the park.
2. Go to the tree in the middle of the
park. Theres a stone next to it.
3. Move the stone and start digging.
DAN: We arent going into the shop,
are we?
MARIA: No way! Were going to the
park!
DAN: Your dad has got a shovel, hasnt
he?
MARIA: Yeah. Lets pick it up on the way.
DAN: You can hear that, cant you?
MARIA: Yes. What is it?
DAN: I think its a metal box.
Track 72
MARIA: Can you get the box out of the
hole?
DAN: I think so Its really heavy.
MARIA: Is it coming out?
DAN: Yes!
DAN: Ive done it!
MARIA: It looks old. There isnt a lock
on it, is there?
DAN: No, there isnt. I think I can
open it.
MARIA: Wow! Look at that!
DAN: I dont believe it! Ten tickets for
tonights amazing concert!
MAN: Hey! What are you doing?
Track 73
Song: People Think They
Know Me
(See Students Book page 83.)
Tracks 74 and 75
(See Students Book page 84 and 85.)
For Practice Book and Assessment Pages
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T148 CD Track Section
8
Communication
Track 79
NARRATOR: The history of
communication in seven parts
Part 1
WOMAN: 2,500 years ago, messengers
carried messages across Egypt and
Persia on horses. New men and horses
carried the message each day. It only
took 10 days for a message to go
3,200 kilometres.
NARRATOR: Part 2
WOMAN: 2,400 years ago, the Greeks
used to communicate with fres. They
also used fags. Much later, in the 18
th

century, the French navy also used
fags. They could send 1,000 different
messages, using only fags. Each
message had got a numberand they
used the fags to communicate that
number. They say that the number 66
meant Help!.
NARRATOR: Part 3
WOMAN: In the 18
th
century in Britain,
post coaches with horses used to
carry letters from city to city. But only
rich people sent letters. It was very
expensive!
NARRATOR: Part 4
WOMAN: People started to use the
electric telegraph in the 1850s.
Messages travelled along wires. People
used a code of dots and dashes like
this
They could send 30 words a minute.
NARRATOR: Part 5
Woman: In the 1870s, people started
using the telephone. For the frst time
ever, people in different places could
speak to each other!
NARRATOR: Part 6
WOMAN: In the 1960s, people started
sending messages using satellites.
With satellites, you can send messages
from one side of the world to the
other very quickly. There are now more
than 2,000 satellites in space.
NARRATOR: Part 7
WOMAN: Nowadays, millions of
computers can send messages to each
other, thanks to the Internet. It takes
less than one second to send and
receive messages. Thats amazing!
Track 80
BOY: OK, these are the answers to the
Big Language Quiz.
GIRL: Number 1. The USA is the
country where you fnd the most
English speakers.
BOY: Number 2. Chinese is the
language that is spoken by most
people in the world.
GIRL: Number 3. The frst word that
was spoken on the moon was OK.
BOY: Number 4. J. K. Rowling is the
author who wrote Harry Potter.
GIRL: Number 5. Guyana is the only
South American country where English
is the offcial language.
BOY: Number 6. The place where our
modern alphabet was invented is the
Middle East.
GIRL: Number 7. The number of
languages which are spoken in the
world is about 7,000.
BOY: Number 8. Q is the only letter
that does not appear in any of the
names of the states in the USA.
GIRL: Number 9. Shakespeare is the
man who wrote Hamlet.
BOY: And fnally, number 10. About
80% of the information that you fnd
on the InterInternet is in English.
Track 81
Song: My New Mobile Phone
Ive got a great new mobile phone,
The best that money can buy,
Its small and blue and very smart.
Im a very modern guy.
Its got a video camera.
It can surf the Internet.
Its got a hundred computer games.
I havent played them yet.
Sallys having a party
On Saturday at her home.
I havent got time to go there.
Im too busy with my phone.
I got a text from Ricky,
Hes got tickets for a show.
I havent got time to go with him,
Im playing with my phone.
I got a call from Alice,
From Tom, and Tim, and Lizzy.
I havent got time to talk to them,
With my mobile phone, Im just too
busy!
Track 82 and 83
(See Students Book page 96 and 97.)
For Practice Book and Assessment
Pages CD tracks, see page T99A.
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