8

Lesson

A city park
Objectives

Key language

Basic competences

To develop reading and listening

skills.
To be aware of the importance of
protecting the environment.
To appreciate the importance of
team work.

Verbs: help, plan, work, skate, run, suggest,

sit, rest, choose, give, clean, waste, decide,
organize, start.
Nouns: local government, leader, suggestion,
swings, slides, caf, bin, fountain, bench,
rubbish, compost, worker.
Adjectives: local, hard, whole, good,
different, best.

Linguistic competence.
Knowledge of and
interaction with the
physical world.
Learning to learn
competence.
Competence in social
skills and citizenship.

To learn and sing a song.

To practise and use the park
vocabulary correctly and coherently.

Verbs: plant, water, grow.

Nouns: bench, swing, fountain rubbish bin.

Linguistic competence.
Cultural and artistic
competence.

To develop listening and speaking

skills.
To use will / wont for offering or
volunteering to do something.

Verbs: offer, volunteer, plan, water, pick up,

help, tidy, sweep.
Nouns: park, garden, rubbish, visitor, house,
floor.

Linguistic competence.
Knowledge of and
interaction with the
physical world.

To understand commands to carry

out different exercises.
To appreciate the importance of
regular exercise.
Curricular link: Natural Science.

Verbs: train, check, lie, bend, keep, hold,

stand, point, straighten, step, place, lift,
lower.
Nouns: head, elbow, shoulder, feet, knee,
arm, body, ground.
Adjectives / adverbs: behind, towards, face
down, beside, straight, slowly.

Learning to learn
competence.
Linguistic competence.
Knowledge of and
interaction with the
physical world.

To describe how we can help to

protect the environment.
To learn the rule of the three Rs.
To use recycling vocabulary
correctly and coherently.
Curricular link: Natural Science.

Verbs: live, reduce, reuse, recycle, mean, buy,

use, save, turn off, brush, paint, share, take,
save.
Nouns: world, planet, cloth, paper, electricity,
light, computer, bath, teeth, cans, bags,
magazines, comics, clothes, toys, bottle, bin,
container, illness, obligation, fabric, charity.
Adjectives: polluted, healthy, fewer, new, old,
special.

Linguistic competence.
Learning to learn
competence.
Knowledge of and
interaction with the
physical world.

To appreciate the importance of

poems in language learning.
To learn how to write a calligram.
Curricular link: Artistic Education.

Verbs: clean, climb, watch, pass by, smell, die.

Nouns: poem, pollution, leaf (leaves),
branches, roots, trunk, factory, gas, oil,
rubbish, air, noise, car, plane.
Adjectives: high, sick.

Cultural and artistic

competence.
Linguistic competence

To read and understand an action

plan.
To write an action plan.

Verbs: start, plan, talk, listen, choose, explain,

draw, make, list, send.
Nouns: idea, choice, plan, description,
timetable, cement, wood, bricks, expert,
builder, architect, teacher, government.
Adjectives: popular.

Linguistic competence.
Competence in social
skills and citizenship.

Unit 8

149

A city park

Lesson 1
Objectives
To develop reading and listening skills.
To be aware of the importance of protecting the
environment.
To appreciate the importance of team work.
Key language
Verbs: help, plan, work, skate, run, suggest, sit, rest,
choose, give, clean, waste, decide, organize, start.
Nouns: local government, leader, suggestion, swings,
slides, caf, bin, fountain, bench, rubbish, compost,
worker.
Adjectives: local, hard, whole, good, different, best.
Basic competences
Linguistic competence
Communicate verbally and in writing in a foreign
language as a way to enrich social relations.
Knowledge of and interaction with the physical
world
Understand the relationship between societies and
their environments and assess the impact of human
activities on the environment.
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Competence in social skills and citizenship
Be familiar with and understand the historical reality
of the world and its evolutionary nature.
Use the multi-causal analysis to interpret social and
historical facts and reflect on them.
Materials
Class CD, Pupils Book, Activity Book, sheets of A4
paper, coloured pencils.

Warm-up
The park
Ask the children if there is a park near their own home
and encourage them to say what they can see there. Write
the words they suggest on the board.
Suggested answers: trees, flower beds, lake, fountain,
statues, swings, slides, see-saws, bicycle path, caf,
bandstand, benches, rubbish bins, roller skating rink, ducks,
birds and squirrels, etc.

150

Unit 8 Lesson 1

The pupils should already be aware of the importance

of protecting the natural environment but it is important
to remind them that when they are out in the open air,
they have to put all their rubbish in the bins. Above all,
emphasise the importance of not harming the animal and
plant life.

Presentation
Predict
Display the Predict questions and the picture on page 68
of the On-line Digital Book, if available, or ask the pupils to
open the Pupils Book at page 68. Ask them to look at the
questions and to answer them in pairs.
Check answers briefly in open class. Accept all answers at
this stage.
Finally, instruct the pupils to work with their partner to read
the story on page 68 and check whether their answers to
the prediction questions were correct.
Answers: 1. School children designed the park. 2. Open
answer, the text mentions a fountain and swimming pool.

A Listen and read.

Play Class CD Track 43 and ask the pupils to listen and
follow the text.

Ill organise the vegetable garden, said Mark.I can get

seeds from my uncles garden.
And well plan where things go, said Alice and Martha.
Finally, Anna and her group gave their plan to the local
government and workers started to build the park.
Write the following names on the board: Anna, Martha,
Alice, Mark. Ask the pupils if they can remember what
these children are going to do.
Answers: Anna is the leader. Martha and Alice will plan
where things go. Mark will get seeds and organise the
vegetable garden.

B Answer the questions

Instruct the pupils to read the questions in exercise B.
Tell them to read the story carefully again to find all the
information they need to answer the questions in their
notebooks.
When they have finished, ask them to check their answers
with a partner before correcting them in open class.

Class CD Track 43: Listen and read.

Anna is very excited. The new park next to her school
is going to open today. Last year, the local government
asked Annas school for help. They wanted a group of
children from the school to help to plan the park. Anna
was the leader of the group and they worked very
hard.
They asked the whole school for ideas and there were a lot
of good suggestions. Most children wanted trees, swings
and slides, and a place to skate and run. But other children
suggested different things: a place for vegetable and flower
gardens, a caf, bins, a fountain, a ping-pong table, some
benches for people to sit and rest on and even a swimming
pool!
Annas group read all the suggestions and chose the best
ideas.
Of course we need trees, they give us shade and also help
to clean the air, said Anna.
Yes, and a vegetable garden too, we can use organic
rubbish as compost, said Martha. But I dont think we
should have a fountain, it wastes water. We should use
water for the gardens.
Now, we have to decide who is responsible for each area,
said Anna.

Answers: 1. No, because it wastes water. 2. To give shade

and to clean the air. 3. Any three of the following: swings,
slides, a place to skate and run, a vegetable garden, a flower
garden, a caf, bins, a ping-pong table, benches, swimming
pool. 4. Mark is going to organise the vegetable garden.

C Put the pictures in the correct order.

Tell the pupils to look at each picture carefully and put the
pictures in the correct order to retell the story.
Answers: b, d, c, a.
Invite volunteers to tell the story again in their own words.

D What would you like to have in your local park?

Tell the class.
Ask the pupils to select a park near their home or school
and think about what they can see there. Instruct them to
write notes about what they would like it to have that it
hasnt got now.
When they have completed their work, give the pupils
the opportunity to put forward their ideas and discuss the
different opinions.

Wrap-up
Drawing a park
Give each pupil a sheet of A4 paper and ask them to take
out their coloured pencils. Ask them to draw and label a
map or plan of their park as they would like it to be.

Unit 8 Lesson 1

151

Extra practice
A map exhibition
Display the pupils maps around the classroom and ask
them to walk around and make a note of what they like
best about each one.
If time allows, create a new, joint class map on the board
to incorporate all their favourite features.

Activity Book page 66

1 Number the steps to open a new park.
Invite volunteers to tell the class what they can
remember about Anna and the new park.
They then have to read and number the steps the
children followed to open the park.

2 What would you like to have in a park? Write

two new ideas.
Tell the children to write what they themselves would
like to have in the park.

152

Unit 8 Lesson 1

Lesson 2
Objectives
To learn and sing a song.
To practise and use the park vocabulary correctly and
coherently.
Key language
Verbs: plant, water, grow.
Nouns: bench, swing, fountain rubbish bin.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, A3 or A4 paper.

Warm-up
Guessing game
Instruct the pupils to open the Pupils Book at page 70 and
ask them to look at the picture of the park.
In pairs, pupil A will select a person in the picture and
pupil B will ask questions to guess which person it is. A
can only answer yes or no.
Demonstrate with a volunteer in the following way:
Teacher: Ready!
Pupil: Is it a boy?
Teacher: No
Pupil: Is it a girl?
Teacher: No
Pupil: Is it a man?
Teacher: Yes
Pupil: Is he sitting down?
Teacher: No
When B guesses correctly, the pupils change roles and
continue in the same way.

Presentation
A Look at the picture. Then read the definitions
below and guess what each one is describing.
Display the picture on page 70 in the On-line Digital Book,
if available, or ask pupils to look at the picture in the
Pupils Book on page 70.
Write the first definition on the board or point it out in the
Digital Book. Ask the class what the keywords are in the
sentence and underline them. Remind them, if necessary,
that keywords are the most important words in a sentence.
Underline wood, metal, sit and rest.
Ask the pupils to look at the picture and point to the
objects that are made of wood and metal. Then ask them
which of these they could sit on. Tell them to write their
answers in their notebooks.
Check answers in open class, inviting pupils to point to the
features on the picture.
Answers: 1. bench. 2. caf. 3. swing. 4. fountain. 5. rubbish bin.
Ask the class to work in pairs to write three more
definitions of things that they can see in the picture. While
they are writing, help pupils with any unfamiliar vocabulary
or spelling.

Unit 8 Lesson 2

153

 Tell the pupils to work in groups of three pairs and ask

them to read their definitions to each other and to guess
what they are.
End this activity by asking volunteers pairs to read their
definitions aloud to the class.

B Listen and complete the song in your notebook.

Tell the pupils that Anna and her friends wrote a song
about their project. Ask them to read through the song
and check that they understand all the vocabulary.
Encourage them to guess what the missing words are.
Play Class CD Track 44 and ask pupils to listen and follow
the text and check whether they guessed correctly.

Class CD Track 44: Listen and complete the song

in your notebook.

Our park
Oh were going to make a park
Well build it in the town
Well make our neighbourhood all green
Instead of grey and brown.
We will plant our seeds and wait
And water them with care
And soon theyll start to grow and that
Will help to clean up the air.
Our mothers and fathers will help
Our friends and teachers too
Because when you want to change the world
Theres lots of work to do.
Play the song a second time and ask them to write the
missing words in their notebooks. Ask them to compare
answers with their partners and then review in open class.
Play a third time and ask all the class to sing along. Put the
pupils into two groups (A and B). Each group will take a turn
at singing two lines of the song. Repeat the song so that
both groups sing the two lines they didnt sing the first time.

Wrap-up
Memory game
Instruct the pupils to close their books. Read the song
slowly and pause before the last word of every second line
for the class to elicit the missing word.
Ask the class to continue the game in pairs. Walk around
the classroom and note down any words that they are
mispronouncing.
To round up, list the mispronounced words on the board.
Ask the class what the correct pronunciation is in each case.
154

Unit 8 Lesson 2

Extra practice

Ask the pupils to imagine that they are going to build a park.
When the park is finished, they will all have a job to do. Ask
them to write a short paragraph explaining which job they
would like to have and why. When they have completed the
activity, invite volunteers to read their paragraphs aloud.

Activity Book page 67

3 Learn about trees and answer the questions.
Invite volunteers to talk about what they have learnt
about trees in their Science class. Read the text and
clarify any words that may be causing difficulties.
Instruct the pupils to read the text slowly and answer
the questions.

4 Read this poem about seeds and write the

missing words.
Instruct the pupils to read the poem about seeds and
write the missing words using the ones in the box.

Lesson 3
Objectives
To develop listening and speaking skills.
To use will / wont for offering or volunteering to do
something.
Key language
Verbs: offer, volunteer, plan, water, pick up, help, tidy,
sweep.
Nouns: park, garden, rubbish, visitor, house, floor.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Knowledge of and interaction with the physical
world
Adopt a respectful attitude towards the environment,
contributing to its protection and preservation.
Encourage global and intergenerational solidarity, so
that all human beings benefit from development.
Support the ability to admire life and the world.
Materials
Class CD, Pupils Book, Activity Book, a sheet of A4
paper for each pupil.

Warm-up
Picture dictation
Give each pupil a sheet of A4 paper and explain that you
are going to describe a park and they have to draw a map
on their sheet of paper.
Say: In the centre of the park there is a lake. In the centre
of the lake there is a fountain. There are also some flower
gardens around the lake. In the top left-hand corner of the
park, there is a playground. It has got some swings and
slides. There are some benches for parents to sit on too.
At the top right-hand corner of the park, there is a caf. It
has some tables and chairs outside. There are a lot of trees
in this area. In the bottom right-hand corner of the park,
there is a large vegetable garden. The entrance to the park
is in the bottom left-hand corner.
When the pupils have completed their pictures, ask them
to compare their maps with their partners and discuss the
differences.

Presentation

Ask pupils if they remember who is going to organise the

vegetable garden in the story from lesson 1 (Mark). Ask
them what Mark says when he offers to do this and elicit
the sentence: Ill organise the vegetable garden.
Explain that we use Ill + verb in infinitive to make an offer
or volunteer to do something.
Look at the following examples.
Ask the pupils to look at the pictures and examples on
page 71 of their Pupils Books. While they are reading the
examples, write the following cues on the board: water
gardens, pick up rubbish, help you.
Tell the class to close their Pupils Books and look at the
board. Ask them to use the cues to say what the children
said in the pictures. Write the complete sentnces on
the board and ask the pupils to copy them into their
notebooks.
Ask them to think of two more examples of what the
children in Annas class said when they volunteered to do
something in the garden.

Unit 8 Lesson 3

155

A Your family have visitors tonight. You offer to help

to tidy the house. Look at the picture and say
what you will do.
Ask the class to open their Pupils Book at page 71 or
display the picture on page 71 in the On-line Digital Book,
if available. Ask the class: Does your house ever look like
this? and What happens if the house is untidy and people
are coming to visit you?
Instruct the class to work with a partner to find at least ten
things that need tidying up. To help them, give the first
example: This tennis racket shouldnt be there. Ill put it in
the cupboard.
Do a brief feedback in class. Ask each pair to offer to do one
task that needs doing. Emphasise that they cannot repeat
a task that has already been named by their classmates
beforehand.
Possible answers: Ill water the flowers, Ill clean the dishes,
Ill tidy the books, Ill put my clothes away, Ill throw away the
rubbish, Ill clean the table, etc.
Explain how the negative form could be used in this
context. For example: I wont make any more mess.
Encourage them to give more examples using wont.

Wrap-up

Point to the picture again and explain that you are going
to play the role of a parent and say: This house is such
a mess. Who is going to help me to clean it up? When
a pupil raises his or her hand say, for example: Yes, Leo,
what will you do to help? When he or she has answered,
say: Thank you, Leo. Who else will help? Elicit answers
from at least ten pupils.

Extra practice
More offers
Explain that you are going to tell the class a problem and
you want them to help you. Ask for volunteers to put their
hands up and offer help using the Ill / I wont + infinitive
structure. Possible problems:
- Its very hot in the classroom.
- My bag is very heavy. I cant lift it.
- Im very thirsty.
- The blackboard is very dirty.
- Ive got a terrible headache.

156

Unit 8 Lesson 3

Activity Book page 68

5 The park near Annas school is finished and the
teacher is choosing a team of children to take
care of it. Listen and complete the table.
Play the recording twice. Instruct the pupils to listen
carefully and complete the missing information.
 lass CD Track 45: The park near Annas
C
school is finished and the teacher is choosing
a team of children to take care of it. Listen
and complete the table.
Teacher: Okay, so lets decide ...Yes, Martin, what will
you do?
Martin: Ill take care of the vegetable garden. I can get
some lettuce seeds and green beans from my
grandfather.
Rachel: And Ill help Martin to plant the seeds, its a
lot of work. Ill water the flowers, too.
Teacher: Good Rachel, we certainly need more than
one person for that ... Anyone else? Yes,
Alan?
Alan: Well, Ill help with the flowers, but Ill also
water the trees in the mornings.
Teacher: Thats great. Now, wholl pick up the rubbish?
We need someone to do it in the morning
and someone else to do it in the afternoon.
Christine, what about you? Can you pick up
the rubbish?
Christine: Okay. Ill pick up the rubbish in the mornings
before school and Ill take care of the compost
too.
Teacher: Great! Thanks Christine.
Dave: Ill pick up the rubbish after school, then.
Teacher: Thank you, Dave. and thanks to all of you.

6 Match the problems to the solutions.

Instruct the pupils to read the problems and match
them to the solutions.

7 Work with your partner. Imagine you are

planning one of these activities. Write what
youll do.
Tell the pupils to work with a partner and to imagine
that they are planning one of the following activities.
They then have to write what they will do.

Lesson 4
Objectives
To understand commands to carry out different
exercises.
To appreciate the importance of regular exercise.
Curricular link: Natural Science.
Key language
Verbs: train, check, lie, bend, keep, hold, stand, point,
straighten, step, place, lift, lower.
Nouns: head, elbow, shoulder, feet, knee, arm, body,
ground.
Adjectives/adverbs: behind, towards, face down,
beside, straight, slowly.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Knowledge of and interaction with the physical
world.
Become acquainted with physical space and value its
influence on living things.
Know the human body in order to develop a
respectful and careful attitude towards it.
Materials
Pupils Book, Activity Book, A4 paper or poster paper
(exercise B), a stop-watch, exercise cards and a whistle
(extra practice).

Warm-up
Keeping fit
Remind the class that regular exercise is very important
because we spend a lot of time sitting down at school
and at home. We must exercise regularly to keep our body
healthy.
As they have all studied the human body in their Science class,
ask if they can tell you what a joint is in English and if they can
say where they are.
Suggested answer: A joint is where two or more bones
connect. We have them in our neck, shoulders, elbows,
wrists, spinal column, hips, ankles and knees.
Ask the class to explain what they do in their PE class at
school or if anybody goes to a sports club to do sport.

Encourage them to describe how they warm up and to

demonstrate and describe the type of exercises they do.

Presentation
A Read the descriptions of the exercises and then
match them to the pictures.
Instruct the pupils to open the Pupils Book at page 72 and
display the pictures in the On-line Digital Book, if available.
Ask pupils to cover the descriptions of the exercises with their
notebooks. Read the text about Tess and her classmates aloud.
Ask the class if they have ever done any circuit training and tell
them that they will be doing some today.
Tell the pupils to look at the pictures in pairs and to try to
describe what the figure is doing in each one. Do the first
one as an example. Elicit the description from the pupils by
questioning and writing their description on the board.
Tell the pupils to look at the descriptions of the exercises.
Explain that they have to match them to the illustrations. Do
text number 1 as an example with the On-line Digital Book, or
with the Pupils Book. Point out the key information that helps
them to identify the exercise (lie down, knees bent, hands
behind head, shoulders off ground, etc.).
Instruct the pupils to do the matching exercise individually in
their notebooks. Then, ask them to compare their answers
with a partner.

Unit 8 Lesson 4

157

Answers: 1. Sit-ups. 2. Squats. 3. Bench step-ups. 4. Pressups. 5. Running on the spot.

Encourage the pupils to work in pairs to do a slow-motion,
gentle version of exercises 2 and 5 in the classroom as
these exercises do not require lying on the floor.

B Now design your own circuit training exercise.

Draw a picture and write a description.
Instruct the class to work individually to do this task. Give
them a sheet of A4 paper to draw and write on. Monitor
and help them with the vocabulary and expressions they
need for their descriptions, so that each exercise is clearly
defined.

Wrap-up

2. Put pupils in as many groups as there are training

stations. Place one group in each station: this is their
starting point.
3. Warm-up: do some stretching exercises to warm the
class up for exercise. This may include reaching up to
the sky, touching their toes, twisting their body slowly
to the left left then right, etc.
4. Blow a whistle to signal when it is time to start. Allow
pupils to do each exercise for 20-30 seconds and then
rest for 30 seconds before blowing the whistle again
and beginning the next exercise.
At the end of the training session, ask pupils to check
their heart rates again. Are they the same as before or are
they faster or slower? Talk briefly about why this is.

Designing an exercise
Invite a volunteer to show their exercise to the class. Ask
them to draw the picture of their exercise on the board and
describe it in as much detail as possible. Ask the class to do
the exercise that is being described.
Tell the pupils to work in groups of four or five and ask each
member of the group to teach his or her classmates their
exercise. As you watch, select three or four of the exercises to
be included in the circuit training session below. At the end of
the Wrap-up activity, collect the exercises you have selected
and show them to the whole class. Ask the designer of each
exercise to teach the rest of the class how to do it.
Ask the class to invent a name for each of the new exercises.

Activity Book page 69

Extra practice

10 Write a description of your gym class.

Describe the exercises you do.

Exercising!
If possible, take the class into the playground and organise
a circuit training session. The session may include all the
exercises in the book, as well as those selected from the
pupils ideas.
Ask the class if they can remember what Tess and her
classmates did after their circuit training session (They
checked their heart rates).
At the beginning of the session, ask pupils to check their
heart rates and time them for 30 seconds.
Do the training session as follows:
1. Designate eight to ten training stations. These are the
areas where different exercises will be done. Prepare
a card to show what exercise is done at each station.
These cards may be name cards (such as press-ups), or
they may include a picture to show the exercise.

158

Unit 8 Lesson 4

8 Number the pictures using the words in the

box.
Instruct the pupils to observe the pictures carefully and
match them to the words in the box.

9 Look at the picture and complete the

instructions to do squats by choosing the
correct word.
The pupils have to observe the pictures and complete
the instructions to do squats by choosing the correct
word in each sentence.

Before asking the pupils to write a description of their

own gym class, invite volunteers to tell the class what
kind of activities they do and which sports they play.

Lesson 5
Objectives
To describe how we can help to protect the
environment.
To learn the rule of the three Rs.
To use recycling vocabulary correctly and coherently.
Key language
Verbs: live, reduce, reuse, recycle, mean, buy, use,
save, turn off, brush, paint, share, take, save.
Nouns: world, planet, cloth, paper, electricity, light,
computer, bath, teeth, cans, bags, magazines, comics,
clothes, toys, bottle, bin, container, illness, obligation,
fabric, charity.
Adjectives: polluted, healthy, fewer, new, old, special.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Learning to learn competence
Develop the motivation to improve learning capacities.
Knowledge of and interaction with the physical
world
Adopt a respectful attitude towards the environment,
contributing to its protection and preservation.
Encourage global and intergenerational solidarity, so
that all human beings benefit from development
Materials
Class CD, Pupils Book, Activity Book, A3 or A4 paper
and coloured pencils for Wrap-up.

Warm-up
Quiz
Describe five or six of the exercises from the previous
lesson and ask pupils to write down the names of the
exercises. When they have finished, ask them to compare
their answers with a partner and then review in open
class.
Ask pupils where they like to exercise. Talk about what is
needed to exercise well: open spaces, good equipment,
appropriate clothing, good shoes, a clean environment,
fresh air, etc.

Presentation

Focus on the importance of clean air from the warm-up

activity, explain that in this lesson they are going to learn and
talk about keeping the environment a clean and healthy place
to live in.
Write the word pollution on the board slowly, letter by letter,
and ask the pupils if they know what the word is.
Ask the pupils to work in pairs to brainstorm the topic of
pollution for a few minutes and to make a note of what they
think the word pollution means. Do a brief feedback in class
and write the pupils ideas on the board.
If the word recycle is mentioned, underline it. If not, circle the
letter r and explain that today they are going to learn about the
rule of the three Rs. Ask them if they know what any of the
other Rs might be. Write their suggestions on the board.

A Read and learn about The rule of the three Rs.

Instruct the pupils to open the Pupils Book at page 73 and
display the picture in the On-line Digital Book, if available.
Ask them to look at the picture and describe what the
children are doing (They are reusing old things to make
new things). Ask if they have ever done anything similar.
Tell them to read the text quickly and to find out what the
three Rs are. Were their ideas correct? Ask them to find

Unit 8 Lesson 5

159

the word for each of the Rs and a description of each one.

Invite volunteers to give a brief description of each R.
Encourage the class to say what kind of things they have
done to make new things out of old things. Ask if they
have ever made games or toys from old cardboard boxes
or plastic bottles, etc. If so, ask them to tell the class what
they did.

B Find words in the text for these definitions.

Point out the definitions in exercise B and explain that the
pupils will have to read the text carefully to find the words
for each one.
Instruct the class to do this exercise individually and write
the answers in their notebooks. When they have finished,
ask them to compare their answers with a partner before
checking them in open class.
Answers: 1. polluted. 2. healthy. 3. rule. 4. cloth. 5. bottle
bank.

C Do you and your family recycle at home? Tell the

class what you do.
Encourage the class to say what they do at home to help
to protect the environment. Ask them to say what they
recycle, what they reuse and how they reduce by saving
electricity, water, paper, etc.

D Work with your partner. Think of things you can

reuse to give them a new life. Tell the class
Ask pupils to work with a partner to make a list of at least
five things that they can reuse. Remind them what this
means by giving examples of reusing things from the text,
for example, using paint cans for pencil holders, reusing
plastic bags, sharing magazines, giving toys to charity, etc.
Do a brief feedback in open class. Ask the class to vote on
their favourite or the most original idea.

Wrap-up
Poster
Give pupils a sheet of A3 or A4 paper. Ask them to design,
draw and colour a recycle, reuse or reduce poster. Display
the posters in the classroom or around the school.

Extra practice

Ask the pupils to write a short passage suggesting ways in

which the school could reuse, reduce and recycle to help
to make the school environment a healthier place.

160

Unit 8 Lesson 5

Activity Book page 70

11 Read and learn more about pollution.
Read the text and clarify any words the pupils may not
understand.
Now complete the sentences.
Instruct them to read the text again in silence and
complete the six sentences below.
Tell pupils to compare answers in pairs and then review
in open class.

12 Match the words to the definitions.

The pupils have to match the words to the definitions.
When they have completed the activity, check their
answers and invite volunteers to make a sentence with
each word.

Lesson 6
Objectives
To appreciate the importance of poems in language
learning.
To learn how to write a calligram.
Curricular link: Artistic Education.
Key language
Verbs: clean, climb, watch, pass by, smell, die.
Nouns: poem, pollution, leaf (leaves), branches, roots,
trunk, factory, gas, oil, rubbish, air, noise, car, plane.
Adjectives: high, sick.
Basic competences
Cultural and artistic competence
Be familiar with the main techniques, resources and
conventions of the different artistic languages.
Understand and value critically different cultural and
artistic manifestations.
Use own initiative, imagination and creativity to
express ones ideas, experiences or feelings by means
of artistic codes.
Use abilities, techniques and resources to create
artistic productions.
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Materials
Class CD, Pupils Book, Activity Book, A3 or A4 paper,
slips of paper (Extra practice).

Warm-up
Word association game
Tell the pupils that they are going to play a game where
you say a word and the student next to you has to say
another associated word. Say tree, for example, and write
it on the board. Ask a pupil to say what word tree makes
them think of, for example, flowers, and write it below
the word tree. Invite volunteers to continue the chain.
Play the game around the class. Use the following words
to start the game: tree, park, factory.
If there is time, repeat the game, but this time each
person has to repeat all the previous words in the chain
before adding a new word.

Presentation
A A calligram is a poem arranged in a way to
create an image. This image expresses the
subject of the poem visually. Read the following
calligrams.
Instruct the class to open their books at page 74 or display the
poems in the On-line Digital Book, if available. Ask them to
read the two poems to themselves in silence.
After two or three minutes, read the two poems aloud before
inviting volunteers to read the poem for the rest of the class.
Pay special attention to their pronunciation and intonation.

B Answer the questions.

Ask the pupils to read the poems again and answer
the two questions. This may be done orally or, as an
alternative, they can write the answers in their notebooks.
Pupils may interpret question 1 as meaning easiest to
write, or easiest to read. Both interpretations are correct.
Ask pupils to discuss their choice for question 2 with a
partner.

Unit 8 Lesson 6

161

C Now its your turn. Think about a topic and follow

these steps.

Activity Book page 71

Instruct the pupils to select a topic and follow the steps on

page 74 of the Pupils Book. It is customary for some pupils
to make a false start and then to discover that they cannot
think of enough ideas for the topic they have selected. If
this is the case, encourage them to move on to another
topic and try again.
When pupils have completed steps one and two, ask them
to share their work with a partner. The partner may help
them think of more words or may even suggest something
about the order in which the words should appear. Ask
the pupils to describe the kind of picture they will draw to
their partner.
Remind pupils of the role of metaphor in poetry (we
addressed this in Unit 4). Suggest that they may like to use
metaphors in these poems too.
To complete step three, ask the pupils to make a rough
sketch of the outline for their poem in their notebooks.
When they have done this, give them a sheet of A3 or A4
paper and ask them to draw the outline of their image
very softly in pencil. They can use it as a template to write
the poem in black or any colour of their choice.

13 The words for two different calligrams are

mixed up in this chain. Separate the words
and write them around the outline for each
calligram.

Wrap-up
Gallery
Display the pupils poems on the wall of the classroom or
around the school. Group the poems written about similar
topics together, so that the readers may compare them.
Ask if anybody would like to talk about or explain his or
her ideas.

Extra practice

Give each pupil a strip of paper and ask them to write

a word on the paper. Collect the strips of paper and
redistribute them, so that each pupil has a new word. Tell
them that this word is the topic for their next calligram.
Remind them to reread the steps on page 74, if necessary.
This can be done for homework if you do not have enough
time in class.
Prepare a supply of strips of paper with the following
words written on them, just in case some pupils choices
are too difficult or inappropriate: park, school, friends,
family, pets, elephants, Africa, etc.
When they have finished, read some of the poems aloud,
but do not say the title. The rest of the class will guess the
title of the poem.

162

Unit 8 Lesson 6

Instruct the pupils to separate the words in the chain.

They then write them in the corresponding outline for
each calligram.
Add three more words for each poem.
Instruct the chidren to add three more words to each
group.

14 Write a list of words about your house and

then make a calligram with them.
Ask the pupils to think about their own house and
what they do there.
They then have to make their own calligram with the
words they have chosen.

Lesson 7
Objectives
To read and understand an action plan.
To write an action plan.
Key language
Verbs: start, plan, talk, listen, choose, explain, draw,
make, list, send.
Nouns: idea, choice, plan, description, timetable,
cement, wood, bricks, expert, builder, architect,
teacher, government.
Adjectives: popular.
Basic competences
Linguistic competence
Activate linguistic abilities to interact and create written
texts suitable for each communicative situation, with a
variety of communicative or creative purposes.
Analyse and understand different types of texts with a
variety of communicative purposes.
Competence in social skills and citizenship
Identify the characteristics and the way present
societies operate, as well as their diversity.
Adopt a constructive, supportive and responsible
attitude before social problems.
Recognise the rights of others and develop
cooperative attitudes in different contexts.
Use dialogue and negotiation to solve conflicts of
values and interests adopting a constructive attitude.
Grow a feeling of belonging to the society to which
one pertains, thus integrating local identity and global
citizenship.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Picture guessing game
Select some of the items that are easy to draw from the
previous lessons and write them on cards. Possible words
include: tree, leaves, swing, slide, bench, vegetable,
flower, grass, fountain, rubbish bin, computer, plastic
bags, bottles, magazines.
Ask one pupil to come to the front of the class and show
him or her one of the cards. The pupil has to draw a
picture of the word written on the card so that other
pupils can guess what it is.

This may also be played as a team game. Divide the board

into two halves and the class into two teams. You can
either show the same card to the two pupils at the front or
you can show each of them a different card.

Presentation

Ask the class what they can remember about Anna, her
classmates and the park they created. Brainstorm all the ideas
they can remember. Ask them if they can remember how Anna
and her classmates planned the park.
Instruct the pupils to work together to write a plan of at least
five steps that they think Anna and her class might have used.
You may do the first step together. Remind the class that Anna
and her class spoke to the whole school to get their ideas.

A When Anna and her friends started to plan their

park, they made this action plan.
Instruct the class to open their Pupils Books at page 75
and display the action plan in the On-line Digital Book, if
available. Ask them to read the action plan in the book
quickly to compare the eight steps with their own lists.
Check whether there is anything on the list that pupils do
not understand.
Discuss why it is important to have an action plan when
you are planning and organising a new project.

Unit 8 Lesson 7

163

B Work with your partner. Think of an activity you

could do with your class. You can choose one
from the list below. Then, write an action plan.
Instruct the pupils to work with a partner to read the list
on page 75. Tell them that if they choose to write an idea
for a project that is not on the list, they need to check it
with you first, to be sure it is appropriate for the activity.
Suggest they begin by selecting a topic and brainstorming
all the different things they will need to do. The order is
not important at this point.
When pupils have brainstormed and sketched out their
action plans in their notebooks, give them the materials
they need to prepare their presentation. If you have a
digital whiteboard, ask pupils to prepare their plans on
the computer. If not, give them large sheets of paper or
cardboard for their work.

C Explain your action plan to your classmates.

Ask each pair of pupils to present their action plan to the
class. They have to explain each step in detail to ensure
that the rest of the class understands exactly what they are
going to do.
Encourage the rest of the class to play the role of the
teacher or local government and to respond critically to
the plan. Encourage them to ask questions about how
long it will take, the cost of the materials or how many
people they will need to work on their project.

Wrap-up
Complete the sentence
Write the following sentences from Annas action plan on
the board and ask the class to fill in the blanks with the
appropriate verbs:
1. ___________ to the whole school.
2. ___________ the most popular ideas.
3. ___________ the choice to the school.
4. ___________ a plan and ___________ a detailed description.
5. ___________ a timetable.
6. ___________ the materials we need.
7. ___________ lists to teachers and government.
Answers: 1. talk, 2. choose, 3. explain, 4. draw / write,
5. make, 6. list, 7. send.

Extra practice

Ask pupils to write an action plan for an end-of-year party

with their classmates. Point out that they have to use all the
verbs in the list in the Wrap-up activity.

164

Unit 8 Lesson 7

Activity Book page 72

15 Look at the pictures and read. Then write
what the action plan is for and complete it
using the words in the box.
Instruct the pupils to look at the pictures carefully and
read the text. Ask for suggestions for the name of the
action plan.
They then have to complete the text with the words in
the box.
Ask pupils to compare answers in pairs and then review
in open class.

16 Write an action plan to organise a birthday

party for your best friend.
Ask the children to imagine they are going to organise a
surprise party for a friend.
Encourage them to write out their action plan.

Activity Book page 73

Do the A city park quiz!
Ask pupils to read the sentences in the box and
choose the correct option to fill the gaps.
Correct the quiz in open class.
Use your dictionary.
Ask pupils to work in pairs with a dictionary to answer
the questions.
Review the answers in open class.
Choose and circle. Give examples.
Ask pupils to choose the best option for each
question.
Remind them to give examples.
Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.