6

Teacher’s Book
Julie Penn

Syllabus 2 Unit 5 103

Introduction 10 Unit 6 119
Components 14 Unit 7 136
Tour of a unit 16 Unit 8 153
Optional lessons using the DVD 27 Unit 9 169
Other features of the course 28 Revision stories 186
Ace! Digital 29 Festivals 193
Starter unit 31 Classroom language 199
Unit 1 35 Wordcards 200
Unit 2 54 Ideas bank 201
Unit 3 71 Wordlist 203
Unit 4 87


 Syllabus
Vocabulary Structures

Starter: Core Question tags:

School and learning words: term, timetable, subject, textbook, That’s an easy question, isn’t it?
New term homework, test, exam, practice, club, coach, study
William likes puzzles, doesn't he?
Other
School subjects; clubs and hobbies; staffroom, science lab, stone, clay,
play (n), noticeboard, announce, after-school (adj),
train (v), regular, improve, schedule, leave school, karate, brainteaser, logic,
puzzle, time zone, dictionary, leap year, calendar, kilo, pottery

Unit 1: Core Present simple and present continuous:

Dramatic verbs: shout, whisper, scream, laugh, mutter, cheer, catch, They come to the beach once a week.
Del ghtful follow, hide, escape, chase, rescue
There are pirates in the cave.
Performers and skill words: comedian, acrobat, magician, musician, tell
drama jokes, do acrobatics, perform tricks, play an instrument, get on with people,
Catch them!
work as a team, practise a lot, learn new skills They’re hiding.
Other so and such:
Shakespeare's Globe Theatre: build, notice (v), roof, firework, canon, It was so smelly in the summer.
burn down, chemical, entertainment, uncomfortable, experience, smelly, It was such an uncomfortable experience.
stinkard, cushion, ticket, comfortable,
Shakespeare is so famous that people came from
Street performance around the world: performance, puppet, puppeteer, all over the world to see plays here.
wife, crocodile, seaside, comedy, string, dragon, stick, luck, parade, mime,
shadow puppet, attach, storytelling

Unit 2: Core Verb patterns:

Travel and transport words: canal, motorway, railway, tunnel, port, verb + infinitive with to:
Global airport, coach, ferry, road sign, traffic jam, roadworks, speed limit
need, expect, pretend, agree, offer, promise
Air travel words: check-in, passport, ticket, luggage, security, hand
geography luggage, queue, gate, boarding, seat belt, take-off, landing
He pretended to do his homework.
verb + gerund (–ing form):
Other
The Channel Tunnel: lorry, terminal, enormous, shake hands, crossing, imagine, enjoy, avoid, suggest, mind
rough (weather), emergency services, organize, safety test, prentend, Mum suggested going out for an ice cream.
suggest, build Present perfect and past simple:
Special transport around the world: aqueduct, street cable car, steep, It has/hasn’t made travelling easier.
metal cable, electric street car, tourist attraction, footpath, cycle path,
vehicle, special clothes, equipment, safety instructions, mountain range, The tunnel opened in 1994.
build

2 Syllabus
Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Reading: reading and understanding a story about brainteasers
Listening: listening for specific information (identify information in a timetable)
Speaking: giving definitions; arranging to meet; practise using question tags and
giving a presentation about a club or hobby
Writing: writing core language and preparing for a class presentation

Pronunciation: can Reading: developing intensive and extensive reading comprehension skills of Drama: Street
and can’t multiple text types: a drama textbook, a playscript, a play summary, a cross- Shakespeare’s performance
Phonics review: curricular text about Shakespeare’s Globe Theatre, culture texts about street Globe Theatre around the world /
homophones performance in different countries, a review of a play or show, a presentation plan The importance of
about a favourite performer making sure
buy – by, some – sum, everyone can see a
wait – weight, Listening: developing intensive and extensive listening skills: identifying
vocabulary and grammar in context, listening for gist and/or specific information performance
they're – their,
pear – pair, sea – see, from multiple sources: a dialogue about homework, a song about performers and
know, night, there, their skills, an extended dialogue about a Talent Show audition (skills and abilities);
high, weeks focusing on pronunciation: can and can’t; listening to a presentation about a
favourite performer
Speaking: developing fluency and accuracy: using dramatic verbs; talking about
performers and skills and abilities; talking about repeated actions and facts,
and using imperatives (There’s a school show every year.) as well as talking about
things happening now (Mr Murphy is playing the piano.); using so and such to
emphasize adjectives (Theatre tickets are so cheap! The theatre is such a smelly place!);
focusing on pronunciation: can and can’t, talking about skills and abilities; giving a
presentation about a favourite performer
Writing: identifying and writing dramatic verbs and words related to
performers and their skills and abilities; writing a review of a playscript; writing
a play summary; writing a culture text about a puppet show in your country;
identifying the features of and writing a review; preparing a presentation about a
favourite performer

Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Geography: Special transport
numbers ending with multiple text types: a blog, a diary, a cross-curricular text about the Channel The Channel around the world /
–teen and –ty Tunnel, culture texts about special transport in different countries, an opinion Tunnel The importance
Phonics review: /aɪ/ essay, a presentation plan about a family holiday of being safe and
Listening: developing intensive and extensive listening skills: identifying following safety
sky, light, white, my, instructions
high, fly, why, buy, vocabulary and grammar in context, listening for gist and/or specific information
try, quite, side, flights, from multiple sources: a dialogue about homework; a song about going
right, might on holiday; an extended dialogue about buying a train ticket; focusing on
pronunciation: numbers ending in –teen and –ty; identifying words with the
phoneme /aɪ/, listening to a presentation about a family holiday
Speaking: developing fluency and accuracy: talking about travel and transport
and air travel; using verbs with particular patterns (Anya’s parents suggested moving
to the UK.); talking about past actions that are still true and actions that started
and finished in the past (They started digging the tunnel in 1988.); numbers ending
in –teen and –ty; practise buying a train ticket; giving a presentation about a
family holiday
Writing: identifying and writing words related to travel and transport and air travel;
writing a review of a diary; writing a travel blog; writing a culture text about a
special transport where you live; identifying the features of and writing an essay;
preparing a presentation about a family holiday

Syllabus 3
 Vocabulary Structures

Unit 3: Core Past simple and past continuous:

Characters in different story types: detective, witness, thief, reporter, He stole the jewel.
L vely victim, assistant, hero, heroine, companion, enemy, giant, wise character
Watson was eating dinner and Holmes was
Story words: clue, magnifying glass, disguise, diamond necklace, spell, reading a book.
l terature magic cloak, creatures, shield, alien, UFO, time machine, spaceship
Holmes was looking at a hat when Watson
Other arrived.
Harry Potter film locations: steam train, cloister, tourist, theme park
While they were walking away, a tall man arrived.
Famous writers around the world: stamp, non-fiction, comedian, crime,
Present perfect with for and since:
popular, film, solve, mystery, be born, statue, journey, imaginative, deep sea
exploration, space travel, real life They’ve eaten in the Great Hall for hundreds of
years.
They’ve travelled on steam trains since 1984.

Unit 4: Core Modal verbs:

Life event words: be born, start school, grow up, leave school, go to It must/can’t/might/may/could be modern.
Human h story university, learn to drive, leave home, get married, move house, get a job,
Present perfect with just, already and yet:
have children, retire
They’ve already/just found all the pieces.
Family and community words: community, home, husband, wife,
parent, toddler, child, grandparent, best friend, grown-up, teenager, They haven’t found all the pieces yet.
neighbour
Other
Archaeological finds in the UK: archaeologists, discover, board game,
missing, popular, chess, writing tablets, careful, law document, helmet,
valuable, chief, cooking pot, puzzle, jewellery, sword, bracelet
Homes in the past around the world: museum, Stone Age,
archaeologist, post (n), cliff, war, desert, tepee, hunt, buffalo, villa, design,
build, roof

Unit 5: Core will for instant decisions and going to for

Conservation words: endangered, extinct, protected, in the wild, in plans:
Smart captivity, Chinese river dolphin, Atlantic albatross, African penguin, I’ll ring them now.
c t zensh p European bison, Iberian lynx, Arctic fox, Antarctic
We aren’t going to keep Coco.
blue whale
less and fewer with countable and
Environment words: recycle, turn off, use up, sort out, put on, give away,
uncountable nouns:
look after, clean up, cut down, pollute, throw away, waste
We should use less energy.
Other
Recycling: coal, oil, CO2, bag, packet, walkway, degrees, Celsius, energy, We should use fewer plastic bottles.
habitat, pollution, aluminium, fizzy drink, local
Environmental projects around the world: trouble, build, pipe, storage
tank, collect, roof, filter, clean (v), timer, precious, bat, species, destroy,
habitat, healthy, crop, helpful, bat box, project, bees, sick, scientist, hive,
plenty, honey, beekeeping, threat, rainwater, local, turtle, footprint, turtle
egg

4 Syllabus
Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Geography: Famous authors
intonation in multiple text types: a summary of a story, an essay, a detective story, a cross- Harry Potter around the world /
questions and curricular text about Harry Potter film locations, culture texts about famous authors film locations The importance
answers from different countries, a detective story, a presentation plan about a favourite of finding time to
Phonics review: /uː/ type of book read every day
knew, you, who, soon, Listening: developing intensive and extensive listening skills: identifying
glue, new, too, blue, vocabulary and grammar in context, listening for gist and/or specific information
clues, through, to, two, from multiple sources: a dialogue about homework, a song about books,
onto an extended dialogue about borrowing books from a library (enquiring and
exchanging information about books); focusing on pronunciation: intonation in
questions and answers, identifying words with the phoneme /uː/; listening to a
presentation about a favourite type of book
Speaking: developing fluency and accuracy: talking about characters in different
story types and using story words; talking about parallel and interrupted actions in
the past (This girl was running and this boy was drawing. While the man was reading,
the cat stole his biscuits.); talking about how long something has been happening
(Tourists have travelled on the steam trains since 1984.); focusing on pronunciation:
intonation in questions and answers; enquiring and exchanging information about
books; giving a presentation about a favourite type of book
Writing: identifying and writing words related to stories and characters in different
story types; writing a review of a story; writing an essay; writing a culture text
about a famous author from your country; identifying the features of and writing a
detective story; preparing a presentation about your favourite type of book

Pronunciation: Reading: developing intensive and extensive reading comprehension skills of History: Homes in the past
linking words multiple text types: an autobiography, a newspaper story, a cross-curricular text Archaeological around the world /
Phonics review: /iː/ about archaeological finds in the UK, culture texts about how people lived a long finds in the UK The importance
time ago in different countries, a diary entry, a presentation plan about people of respecting your
sheep, leave, she, thief, local area and
from history
we, ice cream, Beans, learning about its
eat, three, feel, feet, Listening: developing intensive and extensive listening skills: identifying
vocabulary and grammar in context; listening for gist and/or specific information history
cheese, sleep
from multiple sources: a dialogue about homework, a song about a Viking family
and their longhouse, an extended dialogue about preparing for a party (offering
and requesting help); focusing on pronunciation: linking words; identifying words
with the phoneme /iː/; listening to a presentation about people from history
Speaking: developing fluency and accuracy: talking about life events and family
and community; expressing certainty and possibility with modal verbs (It can’t be
the Ancient Greek. It might be the Viking.); talking about things using just, already and
yet (Archaeologists haven’t found a lot of helmets yet.); focusing on pronunciation:
linking words, offering and requesting help; giving a presentation about people
from history
Writing: identifying and writing words related to life events and family and
community; writing a review of a newspaper story; writing an autobiography;
writing a culture text about an old home in your country; identifying the features
of and writing a diary entry; preparing a presentation about people from history

Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Citizenship: Environmental
intonation with multiple text types: a leaflet, a website, a rescue story, a cross-curricular text about Recycling projects around
question tags recycling, culture texts about environmental projects in different countries, a the world / The
Phonics review: /əʊ/ personal account, a presentation plan about helping wildlife importance of
Listening: developing intensive and extensive listening skills: identifying trying to protect
show, toe, go, coach, and help your local
rope, toads, ago, so, vocabulary and grammar in context; listening for gist and/or specific information
from multiple sources: a dialogue about homework, a song about recycling, environment
go, hope, homes,
know, grow an extended conversation about raising money (making and responding to
suggestions); focusing on pronunciation: intonation with question tags; identifying
words with the phoneme /əʊ/; listening to a presentation about helping wildlife
Speaking: developing fluency and accuracy: talking about conservation and
the environment; talking about instant decisions and decisions made earlier (I’ll
ring them now. They're going to sell T-shirts.); talking about a smaller amount with
uncountable and countable nouns (Recycling uses less energy than making new
things. We should use fewer new plastic bags.); focusing on pronunciation: intonation
with question tags; making and responding to suggestions; giving a presentation
about helping wildlife
Writing: identifying and writing words related to conservation and the
environment; writing a review of a rescue story; writing a leaflet; writing a culture
text about an environmental project in your country; identifying the features of
and writing a personal account; preparing a presentation about helping wildlife

Syllabus 5
 Vocabulary Structures

Unit 6: Core will and going to for predictions:

Expedition words: water bottle, sun cream, insect repellent, first aid kit, Jamie will remember his birthday!
Spec al sport survival blanket, route, landmark, destination, campsite, picnic area, car
There’s going to be a storm.
park, national park
Indefinite pronouns:
Extreme adjectives: hilarious, enormous, tiny, filthy, starving, exhausted,
delicious, terrified, fantastic, awful, fascinated, delighted somewhere, something, someone, everywhere,
everything, everyone, nowhere, nothing, no one,
Other
anywhere, anything, anyone
Safety in the mountains: weather forecast, mobile phone, emergency
kit, whistle, mountain rescue team, emergency equipment, helicopter,
volunteer, walker, danger, rescue dog
Scout groups around the world: scout, camp, camping, campfire, burnt,
sailing, nature, hummingbird, bald eagle, habitat, owl sanctuary, tasty,
march, parade, bagpipes, international

Unit 7: Core Reported speech:

Clothes and accessories words: belt, trainers, raincoat, suit, umbrella, He said the suit was great.
Dar ng des gn handbag, suitcase, briefcase, tracksuit, hoody, jeans, leggings
She told him there was a famous designer.
Textile adjectives: striped, spotted, checked, dark, pale, bright, tight,
Present simple passive statements and
baggy, sparkly, comfortable, patterned, plain
questions:
Other
These fabrics are called smart fabrics.
Modern fabrics and technology: traditional, cotton, raw materials,
processed, fabric, weaving, synthetic, chemical, waterproof, hiking boots, Are synthetic fabrics made from natural materials?
gadget, MP3 player, mobile phone, integrate, electronic circuit, sew,
scientist, develop, nanotechnology, smart fabric, conduct electricity, light
up, record data, athlete, exercise, woven, clothes bank, second-hand
clothes shop
Traditional crafts around the world: traditional craft, cloth, natural
dyes, weave, myth, universe, knitting, fibre, unwashed, oil, sewing, soldier,
armour, firefighter, decoration, silk painting

Unit 8: Core First conditional:

ICT nouns and verbs: password, icon, text message, download, link, log If I log on, I will send a download.
Interest ng ICT on, copy, paste, click on, save, attach, delete
Past simple passive statements:
Gadgets and inventions words: telephone, mobile phone, laptop,
Lots of mistakes were made.
e-reader, tablet PC, MP3 player, games console, sat-nav, calculator, digital
camera, digital radio, walkie-talkie His ’difference engine’ wasn’t built.
Other
The history of computers: engineer, mathematician, solve, mistake,
create, invent, mechanical, computer, design, build, difference engine,
museum, digital computer, moon landing, computer chip, telephone
exchange
Internet use around the world: internet, skater website, skatepark,
research, careful, useful site, social network, email

6 Syllabus
Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: word Reading: developing intensive and extensive reading comprehension skills of Sport: Scout groups
stress in prepositions multiple text types: a route plan, a survival story, a cross-curricular text about safety Safety in the around the world /
Phonics review: silent in the mountains, culture texts about scout groups in different countries, an advice mountains The importance of
letters: text, a presentation plan about trying a new activity joining in and
Listening: developing intensive and extensive listening skills: identifying trying new
when, knee, island, activities
comb, castle, knife, vocabulary and grammar in context; listening for gist and/or specific information
witch, write, white, from multiple sources: a dialogue about homework, a song about an activity
hour, where, what, holiday, an extended dialogue about finding a place in a town (asking for and
why, knock, know, giving directions); focusing on pronunciation: word stress in prepositions;
mustn’t, listen identifying silent letters; listening to a presentation about trying a new activity
Speaking: developing fluency and accuracy: talking about expeditions and using
extreme adjectives; talking about predictions about the future (He’s going to be
very tired. They won’t go home by car. They’ll go home by bus.); making sentences
that avoid being exact about who/where/what we are talking about (You should
tell someone where you’re going.); focusing on pronunciation: word stress in
prepositions; asking for and giving directions; giving a presentation about trying a
new activity
Writing: identifying and writing words related to expeditions and using extreme
adjectives; writing a review of a survival story; writing a route plan; writing a
culture text about an activity you do regularly; identifying the features of and
writing an advice text; preparing a presentation about trying a new activity

Pronunciation: Reading: developing intensive and extensive reading comprehension skills Design: Traditional crafts
schwa sound in a and of multiple text types: a website, a cartoon story, a cross-curricular text about Modern and designs
the (/ə/) modern fabrics and technology, culture texts about traditional crafts from different fabrics and around the world
Phonics review: /ʃ/ countries, a presentation plan about a design for a new school uniform technology / The importance
Listening: developing intensive and extensive listening skills: identifying of learning about
fashion, she, traditional crafts
information, sugar, vocabulary and grammar in context; listening for gist and/or specific information
from multiple sources: a dialogue about homework, a song about being happy and skills
delicious, T-shirt,
paintbrush, should, in your own clothes, an extended dialogue about trying on clothes (talking to a
shapes, stylish, wash, clothes shop assistant); focusing on pronunciation: schwa sound in a and the (/ə/),
special, instructions, identifying words with the phoneme /ʃ/; listening to a presentation about a design
sure for a new school uniform
Speaking: developing fluency and accuracy: talking about clothes and accessories
and adjectives to describe textiles; talking about what someone said (Billy
told Mr Murphy he liked the cowboy hat. Jilly said the silver hat was her favourite.);
emphasizing the person or thing affected by an action (It’s used to make raincoats
and hiking boots. Are traditional fabrics made from natural materials?); focusing on
pronunciation: the schwa sound in a and the (/ə/), practising talking to a clothes
shop assistant, giving a presentation about a design for a new school uniform
Writing: identifying and writing clothes and accessories and adjectives to describe
textiles; writing a review of a cartoon story; designing and writing a website;
writing a culture text about a traditional craft in your country; identifying the
features of and writing instructions; preparing a presentation about a design for a
new school uniform

Pronunciation: saying Reading: developing intensive and extensive reading comprehension skills of ICT: The Using the internet
website addresses multiple text types: an illustrated glossary, an advert, a playscript, a cross-curricular history of around the world /
Phonics review: /eɪ/ text about the history of computers, culture texts about internet use in different computers The importance of
countries, an email, a presentation plan about a favourite gadget being sensible and
train, take, paste, play, safe when you go
break, ace, name, Listening: developing intensive and extensive listening skills: identifying
vocabulary and grammar in context; listening for gist and/or specific information online
came, same, made,
email, faithfully, days, from multiple sources: a dialogue about homework, a song about when different
say, great gadgets were made, an extended dialogue about computer use (conducting a
survey); focusing on pronunciation: saying website addresses; identifying words
with the phoneme /eɪ/; listening to a presentation about a favourite gadget
Speaking: developing fluency and accuracy: talking about ICT nouns and verbs
and gadgets and inventions; talking about possible events and outcomes in the
future (If you click on the link, the website will open.); emphasizing the person or
thing affected by an action (In the 19th century, calculations were done by people.);
focusing on pronunciation: saying website addresses; conducting a survey, giving
a presentation about a favourite gadget
Writing: identifying and writing different things connected with ICT and gadgets
and inventions; writing a review of a playscript; writing an advert; writing a culture
text about how you use the internet; identifying the features of and writing a
formal email; preparing a presentation about a favourite gadget

Syllabus 7
 Vocabulary Structures

Unit 9: Core Second conditional:

Planets and space words: planet, star, comet, orbit, moon, constellation, If I had a spaceship, I would explore the planets.
Spectacular asteroid, solar system, satellite, continent, pole, ocean
Past simple passive questions:
sc ence Science and space words: invention, build, inventor, design, astronomer,
When were the spacecraft sent into space?
observe, calculate, record, experiment, notice, discover, scientist
Were the photos chosen by aliens?
Other
The Voyager mission: mission, spacecraft, scientific equipment and
messages, launch, take photos, outer space, sounds from nature, greetings,
astronaut
Strange stories from around the world: crash, desert, museum, wonder,
news report, realistic, strange, crop circles, mysteries

Rev s on story 1 Review: play (n), motorway, airport, companion, port, tickets, passport, luggage, catch, thief, canal, India, follow, detective,
disguise, discover, railway, ferry, magician, circus, escape, rescue, whisper, enemy, heroine, perform tricks, tell jokes, audience, cheer,
creature, spell, costume, Indian; present simple and present continuous; verb patterns; present perfect and past simple; past
simple and past continuous; present perfect with for and since; so and such
Extra: enjoy, avoid, surprise, boss, journey, mistake, circus, clap, hire

Rev s on story 2 Review: China, be born, grow up, water bottle, coach, fascinated, endangered, in the wild, starving, delicious, protected, cut down,
hilarious, home, leave home, grown-up, picnic area; modal verbs; present perfect with just, already and yet; will for instant
decisions and going to for plans; less and fewer with uncountable and countable nouns; will and going to for predictions;
indefinite pronouns
Extra: surprise, panda, zoo, guide book, omnivore, zookeeper, nap, wide awake, bamboo, sugar cane, lunchbox

Rev s on story 3 Review: design, hoody, walkie-talkie, tablet PC, password, link, download, satellite, observe, continent, ocean, notice, catch,
tracksuit, raincoat, weather, calculate, log on, follow, chase, checked, striped, build, audience; reported speech; present simple
passive questions and statements; first conditional; second conditional; past simple passive statements
Extra: forget, project, dream, smart, sleeves, change colour, invent, programme, gadget, helium balloon, connect gas, competition

Fest val 1: Review: dangerous, grandparent

Extra: settler, prayer, celebration, thankful, be together, uncle, aunt, cousin, volunteer, soup kitchen, turkey, pumpkin pie, paper leaf,
Thanksg v ng
plantation, open-air museum, explore, tour, journey, pilgrim, fish, corn, harvest, website, charity, parade

Fest val 2: Review: delicious, home, put up

Extra: festival, celebration, advent, decorations, Christmas cards, employ, deliver, mince pie, raisin, sugared fruit, recipe,
Chr stmas
supersitition, good luck, enjoy, Middle Ages, neighbourhood, popular, carol concert, dazzling, tasty, countdown, Santa, reindeer

Fest val 3: Review: laugh, notice, follow, moon

Extra: competition, rhyme, rhythm, syllables, haiku, popular, ice melting, limericks, dream, terrible, fright, celebrate, invite
World Poetry
Day

8 Syllabus
Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Science: The Strange stories
sentence stress multiple text types: a science textbook, a quiz, a science fiction story, a cross- Voyager around the world /
Phonics review: curricular text about the Voyager mission, culture texts about strange stories from mission The importance of
Magic E: different countries, a report, a presentation plan about making a Golden Record not believing
Listening: developing intensive and extensive listening skills: identifying everything you see
hide, made, note, tube, on the internet or
like, time, take, made, vocabulary and grammar in context, listening for gist and/or specific information
from multiple sources: a dialogue about homework, a song about space, an on TV
space, hope
extended dialogue about leaving a phone message for someone (asking for
and giving information on the phone); focusing on pronunciation: sentence
stress; identifying Magic E words; listening to a presentation about making a
Golden Record
Speaking: developing fluency and accuracy: talking about planets and space and
science and space; talking about the outcomes of unlikely or impossible events
(If the alien spoke English, I would ask him questions.); asking about the person or
thing affected by an action (What was sent back to Earth by the Voyager spacecraft?);
focusing on pronunciation: stress in sentences, asking for and giving information
on the phone; giving a presentation about making a Golden Record
Writing: identifying and writing words related to planets and space and science
and space; writing a review of a science fiction story; writing a quiz; writing a
culture text about what you think of aliens; identifying the features of and writing a
report; preparing a presentation about making a Golden Record

Syllabus 9
 Introduct on
About Ace!
Ace! is a six-level course for children learning English from
Primary 1 to Primary 6.
The course combines a high-level grammar and vocabulary
syllabus with fresh, modern visual appeal and all the rich,
imaginative context of a true story-based course.
The context for the Ace! course is the Ace School and the
Ace! characters, who are the school pupils. In each cycle,
we experience the daily life and learning of a different age
group of pupil characters. And just as the Ace! characters are
given a chance to shine, children learning English with Ace!
are also inspired to flourish.
The language and skills practice in Ace!, shaped in line
with the requirements of the Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET) and Trinity
examinations, has been carefully chosen and crafted to
benefit all children in higher-level learning contexts, whether
they intend to sit external examinations or not. While the
syllabus is fast-paced and comprehensive, lessons are
carefully staged, the approach to practice and recycling
of language is thorough, and the methodology is clear
and supportive for teachers and children alike. The course
empowers the children to achieve, and at the same time
places importance on the fun and enjoyment of learning at
primary school.
Ace! has an inviting, highly motivating concept and a wealth
of story genres. The course places strong emphasis on
literacy, with the inclusion of a wide variety of text types
and a regular phonics review. In addition, importance is
given to the development of the whole child, through the
incorporation of Key Competence aims in the Ace! syllabus,
as well as rich cultural input, the highlighting of values, and a
cross-curricular lesson in every unit throughout the course.
To bring the Ace! world to life, the course offers a complete,
up-to-date suite of learning and teaching materials,
including a comprehensive Teacher’s Resource Pack, an
External Exams Practice CD-ROM, and course-specific digital
components (see Components, page 14).
Ace! 6
Learners are guided through Ace! 6 by triplets Billy, Jilly and
Milly Bean, who are all pupils at the Ace School. The triplets,
along with their friends, family and teachers provide the
background and context to each unit.
In the Starter unit, the children return to school after the
summer break and meet their new teacher, Mr Murphy. At
the end of the lesson, Mr Murphy sets the class a homework
assignment, which sets the topic for the next unit.
The opening spread of each unit shows three texts that have
been brought in by Billy, Jilly or Milly for their homework
assignment. Each text is based on authentic material that
children would find at home.
The first, and sometimes second, text presents the
vocabulary for the lesson; the second provides a gist reading
activity and the third provides the story for Lesson 2.
10 Introduction
At the end of each unit, Mr Murphy reveals the homework for
the next unit and the children are introduced to the context
for the next unit. (See Using the homework assignment as an
optional activity on page 13 for more information.)
Stories
The value of stories is widely recognized in Primary English
Language Teaching. In a fast-paced course such as Ace!,
stories are the perfect vehicle for the presentation of new
language structures.
The emphasis on stories is also invaluable in the
development of children’s literacy skills, as it furthers
familiarity and understanding of the functions of text, as well
as promoting a positive attitude to books and reading.
Stories are a way of immersing children in the target culture,
which is a significant part of learning a foreign language and
of considerable benefit to children preparing to sit external
exams. They are also a useful framework for developing Key
Competences, particularly raising awareness with regard to
inter-curricular themes and citizenship.
At this level, it is important that children have exposure to
a wide variety of texts and understand that stories are not
confined to simple narratives or cartoon strips. In Ace! 6 the
stories are provided by a reading text that Billy, Jilly or Milly
has brought in as part of his/her homework assignment.
The text type changes from lesson to lesson, with the stories
taking the form of a page from an internet blog, a theatre
programme, a playscript, a detective story and so on.
As a follow-up, animated versions of all the unit
stories on the DVD bring an extra dimension to the
storytelling experience.
Vocabulary and grammar
Ace! is a high-level English course and therefore incorporates
a greater amount of vocabulary and a wider range of
grammatical structures than would be expected in a
mainstream English language course. The language syllabus
for Ace! 1 to Ace! 6 has been specifically designed in line
with the syllabi of the Trinity examinations, as well as the
Cambridge English: Young Learners and the Cambridge English:
Key (KET for schools) examinations. The path towards the
goal of entering these external examinations has therefore
been taken into consideration in the design and coverage
of the Ace! 6 syllabus. At the same time, equal emphasis
has been placed on the importance of teaching a practical,
well-balanced, high-frequency language syllabus, which is
appropriate for all children learning English at this level.
In Ace! 6, twelve new core items of vocabulary are presented
in Lesson 1 of each unit, with a further twelve taught in
Lesson 5. All the new core vocabulary is grouped in semantic
sets that relate to the unit topic. The vocabulary is presented
through listening activities, and then practised through
motivating communicative games and activities. Wordcards
are provided in the Teacher’s Resource Pack for practice and
reinforcement, and the children are encouraged to keep
a record of this new language (along with any more new
vocabulary) in their own Bilingual dictionaries in the back of
their Activity Books throughout the course of the year.
Each unit of Ace! 6 also presents and practises two new
core structures. The children are exposed passively to the
first structure through the story in Lesson 2, with Lesson 3
providing a clear focus on how the grammar works. There is
thorough listening, speaking, reading and writing practice of
the structure in the Class Book and Activity Book.
A second grammatical structure is presented through the
cross-curricular reading text in Lesson 6. This is practised
through engaging reading, writing and communicative
pairwork activities in the Class Book, and reading, writing
and listening activities in the Activity Book. The Grammar
and everyday language posters for each unit, provided in
the Teacher’s Resource Pack, can also be used to introduce
and explain the grammatical structures in Lessons 3 and
6, as well as providing a visual opportunity to review the
grammar, for example, at the end of a unit. Specific notes for
using the posters are provided in the unit notes.
At this level, there is also a focus on functional language.
Lesson 7 centres around a dialogue based on an everyday
situation, such as buying a train ticket or asking for and
giving directions. Useful phrases are highlighted so that they
are easy to pick out. These are practised through acting out
the roleplay and completing a communicative activity with
the fluency cards from the Activity Book. The Grammar and
everyday language posters for each unit also have a section
on functional language, providing useful language for the
fluency card activities in Lesson 7.
Skills
Ace! 6 has an integrated approach to language and skills
development. The Class Book and Activity Book work
closely together to encourage development of the four
skills. Through a variety of enjoyable tasks with a very
systematic approach, the children progress from listening
practice to speaking practice, and from reading practice to
writing practice.
Over the Ace! series as a whole, care has also been taken to
ensure that children preparing for Trinity and Cambridge
English examinations develop the required level of skills
competency, as well as familiarity with examination
task types.
Listening: Ace! recognizes the particular importance of
listening in the early years of language learning. All new
language is presented with clear models on the Audio CD.
Listening to songs, stories, and cross-curricular and cultural
texts also helps the children assimilate the language and
exposes them to native speaker pronunciation. In addition,
listening activities in the Activity Book help to prepare pupils
for practical, everyday tasks in English.
Speaking: There is a strong speaking focus in Ace! 6,
with activities designed to help the children develop
fluency and accuracy. This includes personalized speaking
activities, practice of the everyday dialogue in Lesson 7 and
communicative games using the fluency cards from the
Activity Book.
The speaking practice in Ace! 6 culminates in the delivery of
a class presentation at the end of every unit. The children
are guided in this through a series of clear and supportive
preparation activities in the Activity Book.
Further opportunities for speaking in class are provided
through contexts the children can easily relate to, as well
as suggestions for teacher-led discussions provided in
the teaching notes. The Speak up poster, available in the
Teacher’s Resource Pack, can also be used to support
any kind of communicative activity, be it part of the core
lesson, a warmer or lead-in activity or an optional activity.
It can also be used for both open pairwork, where a pair of
children work together while the rest of the class observes,
and closed pairwork, where the children work in pairs
without being observed by others. Structures and example
sentences are provided for a variety of functions, such as
talking on the phone and using numbers.
Details of optional communication games are also given in
the Ideas bank (see page 201).
Reading and writing: Children learning English at a higher
level need to be able to make fast progress in reading
and writing. This is particularly true for those studying
in bilingual projects or with the intention of sitting
external examinations.
Ace! 6 takes a very systematic approach to reading and
writing. It familiarizes children with the structures and
conventions of different types of text before any reading or
writing takes place.
Lesson 1 provides an overview of different text types; it
begins with a text-type recognition activity and leads on to
a gist reading activity. In Lesson 2, the children read in more
detail to find specific information in a story.
In Lesson 8, the children read each of the three cultural texts
for gist before they read again to extract specific information
to answer questions.
Lesson 9 in the Class Book and Activity Book prepares the
children for a writing activity. It presents and provides
analysis of a particular type of text, for example a review,
essay or diary entry.
Following a series of preparation activities in the Activity
Book, the children then produce their own texts. The Class
Book and the Activity Book provide models that the children
can use to support their writing.
External examinations for young learners
At this higher level of English-language learning, many
young learners in Primary 1 to Primary 6 are entered for
external examinations such as the Trinity examinations, the
Cambridge English: Young Learners examinations (Starters,
Movers and Flyers) and the Cambridge English: Key for Schools
examination (KET). The syllabus of Ace! 1–6 reflects the
language and skills requirements of these examinations.
Trinity examinations: The Ace! series aims to prepare the
children to enter the Trinity Grade 2 examination by the end
of Ace! 2, the Trinity Grade 4 examination by the end of Ace! 4
and the Trinity Grade 6 examination by the end of Ace! 6.
Cambridge English: Young Learners examinations: The Ace!
series aims to prepare the children to sit Starters by the end
of Ace! 3, Movers by the end of Ace! 5 and Flyers by the end of
Ace! 6.
Cambridge English: Key for Schools examination (KET): The
Ace! series aims to prepare the children to sit the Cambridge
English: Key for Schools examination (KET) by the end of
Ace! 6.
Introduction 11
 Practice tests for the Trinity, Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET), as
well as Cambridge English: Preliminary for Schools (PET)
examinations can also be found on the Ace! External Exams
Practice CD-ROM.
Culture
Ace! values intercultural education as an essential part of
language learning. It is important for children to understand
and reflect on the differences and similarities between
their own and other cultures in order to develop Key
Competences, in particular competence in social skills and
citizenship. The culture lessons throughout the Ace! series
help them to develop an awareness of the people around
them, as well as a stronger understanding of the different
cultures around the world.
There are regular culture lessons in every unit throughout
the Ace! course. In Ace! 6, the children learn about aspects
of the lives of children in different countries. The cultural
information is presented as a web page in which different
children respond to questions about their lives that Billy, Jilly
and Milly have posted. This sets a context that the children
will easily be able to relate to and shows how children from
all over the world are united as part of a ‘global village’.
The follow-up activities in the Ace! 6 Activity Book give
the children the opportunity to consolidate what they
have learnt. They are also encouraged to reflect on the
target culture and draw conclusions about similarities and
differences by producing their own text, personalized with
ideas and experiences from their own culture.
In addition to the cultural input in Lesson 8, further
intercultural learning is provided through the three Festival
sections located at the end of the Ace! 6 Class and Activity
Books. These are intended to be used at the appropriate
times of the year: Thanksgiving (November), Christmas
(December) and World Poetry Day (March).
Pronunciation and phonics
Ace! 6, like Ace! 5, has a strong pronunciation focus, which
is found at the end of Lesson 7. These sections deal with
intonation, stress in words, sentences and questions and
pronunciation of numbers and web addresses.
The children listen to a recording of the target words,
phrases and sentences and repeat them with the class. The
pronunciation point is reinforced through the dialogue from
the lesson; the children listen out for the words and phrases
in the dialogue before acting it out in pairs or groups.
Phonemes in English can be represented by a variety of
spelling patterns, which can be a great cause of confusion
to learners of English. The phonics review in Lesson 9 of
the Activity Book helps the children to recognize different
spelling patterns for particular sounds as well as focusing on
tricky aspects of English spelling and pronunciation, such as
silent letters and homophones.
Songs
Songs are an invaluable way of practising new language,
as they naturally include repetition and greatly aid memory
through their use of rhythm.
Each unit of Ace! 6 contains a song, which is found in Lesson
5 and on the DVD. The song videos use real-life footage,
which is particularly relevant for this age group. The songs
12 Introduction
offer practice and reinforcement of the vocabulary from
the lesson. They cover a wide variety of musical genre,
specifically designed to encompass the diverse range of
musical styles the children enjoy in the real world.
Cross-curricular focus
The Ace! course transfers useful, practical English language to
a range of different areas of the curriculum, including drama,
geography, history, citizenship, sport and design. The areas
chosen reflect and build on the kind of subject matter that
the pupils are working with in other classes.
In Ace! 6, Lesson 6 is contextualized as a school trip where
the Ace School pupils visit Shakespeare’s Globe Theatre,
museums, film locations, a recycling centre and other
interesting places that will spark curiosity in different areas of
the curriculum.
The cross-curricular content of the lesson is consolidated
and practised through a reading activity and a personalized
communication game in the Class Book, as well as follow-up
activities in the Activity Book.
Values
Learning about values is a key feature of the Ace! series as a
whole. In Ace! 6, Lesson 8 ends with a Vital values focus. In
this level, the pupils will encounter the following themes:
• being a considerate member of an audience at a
performance
• being safe and following safety instructions
• finding time to read every day
• respecting your local area and learning about its history
• trying to protect and help your local environment
• joining in and trying new activities
• learning about traditional crafts and skills
• being sensible and safe when you go online
• not believing everything you see on the internet or on TV.
Revision
In Ace! 6, the core vocabulary and grammar of the unit
is reviewed in each Lesson 10 through the Ace School
newsletter. Each edition of the newsletter contains a range
of fun activities to review vocabulary and grammar, such as
word puzzles, magazine-style reports, surveys and picture-
based activities.
Following each sequence of three units, there is also a more
extensive revision section, each based around a story in the
Class Book featuring the Ace School characters. Two pages
of follow-up exercises per story also appear in the Activity
Book. These Revision story lessons review the core and
secondary vocabulary and grammar from each term. Details
can be found in the Revision stories section of this Teacher’s
Book (see page 186).
Optional lessons
Each unit includes two optional lessons, details of which can
be found in the Optional lessons using the DVD section of this
Teacher’s Book (see page 27) and in the lesson notes that
follow. The first optional lesson (Lesson 3a) comes after Lesson
3 and reviews the main vocabulary from the unit and provides
reinforcement of the main grammar point presented in the
previous lesson. This is also the suggested point for showing
the animated version of the story on the DVD. The second
optional lesson (Lesson 6a) follows Lesson 6. It gives ideas
for extending cross-curricular content and language taught
in the cross-curricular lesson, and for a project based on the
cross-curricular topic. This is also the suggested point for
showing the real-world film clips from the DVD.
Using the homework assignment as an
optional activity
Teachers may wish to set their own class the homework that
Mr Murphy gives Class 6A at the end of the unit. This can
then be used as an optional lead-in activity for the following
unit. The children will find this interesting and rewarding, but
it will demand some degree of classroom time.
If you wish to set the homework assignments to your class,
you will need to be sure that you have enough time in
your schedule for the children to present what they have
brought in. Some teachers may wish to set the homework
assignment for some, but not all units; others may wish
to divide up the class so that different children do the
assignment for different units.
You may choose to ask the children to present their
homework to the whole class or within small groups.
The second option may suit teachers with less time and
those who have less confident pupils. Go around the
class, listening and helping as the children present their
homework. Also allow time at the end to discuss the activity
with the class, for example by asking one child from each
group to tell the class what the children have brought in
Testing and evaluation
Children’s progress can be evaluated through formal testing,
ongoing assessment and self-assessment. In terms of formal
testing, there are nine unit tests, three term tests and one
end-of-year test on the Teacher’s Resource CD-ROM, which
together cover the target language from the course. All
these tests are available as printable or editable documents,
so you can choose to adapt the material to suit your class.
For ongoing and self-assessment, each unit ends with a
self-evaluation task in Lesson 11, encouraging the pupils to
reflect on the activities they have done in the unit they have
just finished. The focus is on becoming aware of the progress
they are making and of areas that need more attention. As
well as this, there are evaluation grids and portfolio material
on the Teacher’s Resource CD-ROM, which allow you to
continuously assess your pupils’ progress and provide them
and their parents with feedback.
You will also find practice papers for the Trinity and
Cambridge English: Young Learners, Cambridge English: Key for
Schools (KET), and Cambridge English: Preliminary for Schools
(PET) examinations on the External Exams Practice CD-ROM.
Multimedia
Ace! has a fresh, innovative and fully integrated approach to
multimedia in the classroom, allowing teachers to create a
tailored digital solution to best suit them and their school
facilities. The Ace! digital tools include the iPack, Teacher’s
Resource CD-ROM, DVD and Oxford Online Learning
Zone website. Details of these features are provided in the
Optional lessons using the DVD and Ace! Digital sections of this
Teacher’s Book (see pages 27 and 29).
Key Competences
The inclusion of the Key Competences in the curriculum
is designed to integrate the formal learning specific to
each subject area with less formal learning. This helps the
children to see the relationship between different subjects
and use skills learnt in one area in different contexts. The Key
Competences encourage the activation of resources that the
learner already has. Foreign-language learning contributes
directly to the development of competence in linguistic
communication as it increases, enriches and complements
a pupil’s communicative capacity. When language learning
is based on the development of the four communicative
skills (reading, writing, listening and speaking), it helps
to develop this Key Competence in the same way as the
study of a native language. A more detailed explanation
of how learning a foreign language can develop the other
Key Competences can be found on the Teacher’s Resource
CD-ROM, along with ideas and worksheets for further
exploitation of each Key Competence.
The materials in Ace! 6 offer many opportunities for the
development of the Key Competences. These are clearly
highlighted and explained throughout the teacher’s notes.
Parental involvement
Learning involves a cooperative relationship between
home and school, and it is important to establish clear
communication with parents to encourage home support.
The following are suggestions about possible ways of
doing this.
• Keep parents informed about what their children are
learning and their progress. School blogs can be an
effective way to keep parents up to date, as well as
being highly motivating for children. Please make sure,
however, that the children in your classes are protected
at all times when they are online. Ensure that the school
blog has a password, so that it is only available for the
people for whom it is intended. In addition, teach children
about internet security. Screen what they plan to post
before they post it and make sure that they don’t reveal
too much personal information, especially telephone
numbers, addresses or personal emails.
• Set the children homework to tell their parents the unit
topic, sing them a song in English or tell them about life
in the English-speaking countries, for example. Encourage
parents to play the Songs CD, at home or in the car, to
motivate their children.
• Inform parents of the values their children are learning,
and ask them to encourage their children to employ them
at home too.
Introduction 13
 Components
Class Book
• a Starter unit reintroducing Billy, Jilly and Milly Bean, their
friends and Mr Murphy, their class teacher
• nine teaching units of eleven lessons per unit providing the
core material
• three Revision stories featuring the course characters
• three pages of festival materials
• a clear syllabus summary showing the main language learnt in
each unit
• a Songs CD with all the songs from the course

Activity Book
• ten pages of activities per core unit, including pairwork
activities; a Reading Club feature; follow-up to the cross-
curricular and cultural lessons; unit review and self-evaluation
• activity ideas for fast finishers at the bottom of each page
Class Book • follow-up to the Revision stories
• follow-up to the festivals
• one set of fluency cards per unit for communicative
pairwork activities
• Bilingual dictionary, Grammar reference section and an
Irregular verbs list

Teacher’s Book
• a full description of the syllabus
• an introductory section, with explanations of the
methodology and concept behind the course
• an annotated Tour of a unit
• clear, succinct teaching notes for each lesson
• teaching notes for two optional lessons per unit (one DVD
lesson and one cross-curricular lesson)
• optional extra activity ideas
• culture notes
Activity Book • references to Key Competences
• full answer keys for Class Book and Activity Book activities
• transcript for each lesson
• references to worksheets on the Teacher’s Resource CD-ROM
• useful classroom language
• a list of the unit wordcards
• an Ideas bank with suggestions for games and activities that
Audio CDs can be used to practise and reinforce the course language
• a wordlist for Ace! 6
Del g h t f u l d ra ma
Lesson 1
Les
VOCABULARY
VOC
CB PAGE 6 and AB PAGES 4 and 103
t
Tell the children that you are going to play the recording
again. They must listen and find the text types that Billy
talks about. Explain that they do not need to read the text,
Audio CDs
• recording of all the songs, stories and listening activities
but should look for visual clues, such as layout and style.
Lesson objectives
Les Before playing the recording, read the text types with
the class and check that children understand what each
Iden dramatic verbs
Identify
one means.
Identify different text types
Iden
t
Play the recording, pausing where necessary for the
Spe
Speed read a page from a drama textbook for children to listen and match the text types to the texts.

including recordings for the tests

info
information
t
Check the answers as a class.
Iden
Identify different ways to use your voice
Transcript
Language
Lan Mum What are you doing, Billy?
Core: shout, whisper, scream, laugh, mutter, cheer, catch,
Cor Billy It’s my drama homework for Mr Murphy.
follo
follow, hide, escape, chase, rescue Mum What do you have to do?
Review: play (n), textbook, stage, hard-working, poor, gold,
Rev Billy We have to find out about a play.
stone,
ston spider Mum Oh, OK. Great. What have you found?
Extra:
Extr voice, exercise, argument, complain, pirate, cove, Billy I’ve got a drama textbook and a part of the script for
mus footprint
mussel, the play we went to last month.

Teacher’s Resource CD-ROM

Mum Oh, yes, that was an exciting story. I’ve got the play
summary somewhere.
Materials
Mat
Billy Can I take it to school?
CD1 $ tracks 06–09; Unit 1 wordcards Set 1; a watch Mum Of course you can. I think it’s on my desk.
or ti
timer
ANSWERS
A drama textbook B play summary C playscript
Warmer
Warm
t
Play a game of Simon says … (see page 199) with action
ver
verbs that the children already know (e.g. run, jump, sit
dow
down, stand up, walk).

Lead-in
Lead
2 Match the words and the pictures (1–12). Listen,
check and say. $ r
t
Ask the children to look at the drama textbook and the
page from the play summary on page 6. Ask them to
match the verbs to the pictures and write the answers in
• evaluation material
t
Ask the children what they remember about the story

•
their notebooks.
from the Starter Unit. Ask What is the new club? What do
the children have to do? Are they ready for Brainteasers now?
t
Ask What homework did Mr Murphy set at the end of the last
t
Play the recording for the children to listen and check
their answers. Check the activity as a class.
nine unit tests, three term tests and one end-of-year test
TTeacher’s
h ’ Book
B k
t
Play the recording again, pausing for the children to
unit? (Find out about a play.)
repeat the words, first in chorus and then individually.
t
If you have asked the children to do the homework

•
assignment, ask them now to present what they have Transcript
brought in to the class or their group. (See page 13 for the
suggested procedure.)
t
Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
1 scream 2 cheer 3 mutter 4 laugh 5 whisper
6 shout 7 follow 8 hide 9 chase 10 catch
11 escape 12 rescue
two worksheets to supplement the Starter unit
brought in? Encourage a variety of suggestions from 3 Read text A. Listen and say the word. $ r

•
different children around the class. t
Ask the children to look at the drama textbook page

Class Book
1 Listen. $ r Look and find these text types.
again. Tell them that they are going to read and listen
to the text. They must listen and say the way of using
your voice.
t
Play the recording, pausing after each extract for the
one Story worksheet per unit
t
With books closed, tell the children that they are going to children to say the word.
hear a recording of Billy telling his mum about the things
that he has collected for his homework assignment. Play
the recording. Ask individual children to tell you what they
can about Billy’s homework.
t
Ask the children to open their books. Focus attention on
t
Check the answers with the class.
ANSWERS
1 scream 2 cheer 3 mutter 4 laugh
5 whisper 6 shout
• two Vocabulary and grammar worksheets per unit
pages 6 and 7 and explain that these are the different
things that Billy has collected.

Unit 1 35

14 Components
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• three festival worksheets (one per festival) the beac

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sink? (4)
make a boat

• one cross-curricular DVD worksheet per unit and a DVD story

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• full transcripts and answers for tests, and full teaching notes and 3 Write
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answers for worksheets Narrato , Blac

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notes for Key Competences and worksheets er’s Resource

CD-ROM
© Oxfor
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Photocopia
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photographs postcards

flf fl saw ²eil årmstrong’s footprints, fl wouldd take

takke photographs.
6 Teach

•
6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable 2

PDF version of the printed Teacher’s Book (English) as well as PDFsFs

of Guía Didáctica and Llibre del Professor Teacher’s Resource CD-ROM

External Exams Practice CD-ROM

• practice tests for the following external exams: Trinity, Cambridge
English: Young Learners, Cambridge English: Key for Schools (KET)
and Cambridge English: Preliminary for Schools (PET)

Teacher’s Resource Pack

Wordcards
• 227 wordcards (Set 1: Lesson 1 vocabulary; Set 2: Lesson 5 vocabulary)
y) –
see page 200 of this Teacher’s Book for the list of wordcards

Posters
• Speak up poster with useful structures and models for classroom
conversations and pairwork Wordcards
• Grammar and everyday language posters for each unit, with grammar
tables, explanations and examples of grammatical structures and useful
phrases for the Lesson 7 everyday language fluency cards activities

Wipe-clean poster
• a wipe-clean Directions poster which can be written on with
a whiteboard marker, wiped clean and used again

DVD
• animation of each unit story Speak
Spea
Sp eakk up pposter
oste
os terr
• one cross-curricular video clip per unit
• video clips of the nine unit songs

iPack
Presentation and practice material for interactive whiteboards and
data projectors that includes the following:
• stories
• songs
• audio
• poster and wordcard presentation material GGrammar andd everyday
d llanguage posters
t
• Activity Book activities

Oxford Online Learning Zone

• interactive website content for students to use at home or in
the classroom

Wipe-clean
Wi l poster

Components 15
 Tour of a un t
Lesson 1 Vocabulary
Lesson 1 teaches and practises the first key vocabulary set of twelve words. The spread
for Lessons 1 and 2 shows the three texts brought in by Billy, Jilly or Milly for the Word-level writing activity
homework assignment nt that Mr Murphy set at the end of the previous unit. practising
p
pr key vocabulary.

Writing activity
The texts brought in n based on definitions,
s
by Billy, Jilly or Milly practising key
for their homework vocabulary.
y.
assignment allow w Listening activity
ctivity
pupils to connectt with practising
the course characters
actterss recognition off kkey
ey
and engage with h the
t e vocabulary.
text types.

Identification of
different text types.
s.
Practice of the keyy
vocabulary through h
a matching activity
followed by active
production of the key
vocabulary through a
listening activity.
Active production of
A
tthe key vocabulary Activity Book
ok 6
tthrough a pairwork
sspeaking activity. Activity suggestions
for fast finishers.
FFinding of
iinformation
tthrough a speed
Class Book 6 reading activity.

Bilingual dictionary (Activity Book 6) Wordcards Set 1

Wordcards Activity Book

• Use the wordcards for practice and reinforcement of
the key vocabulary.
Class Book
• The children listen to the recording and find the
text types.
• The children listen to the second recording and
match the words to the pictures. They listen to the
recording again and repeat the words chorally and
then individually.
• The children listen to a recording of definitions or
sounds and say the new words.
• The children speed read one of the texts to find the
answer to one or two gist questions.
• They then do a pairwork activity that prompts them to
actively produce the new vocabulary.
• Before the children move on to Activity 1 in their
Activity Books, they add the new vocabulary to
their own Bilingual dictionaries at the back of their
Activity Books.
• The children then practise recognizing the vocabulary
by writing the correct word beneath each picture.
• In the second activity, the children complete definitions
with the key vocabulary.
• The children listen to a dialogue or conversation
containing the new vocabulary, and then complete
an activity that requires them to recognize the
new vocabulary.
• The children write their own personalized texts with
the new vocabulary in their notebooks, using word or
question prompts in the Activity Book.
• An activity suggestion for fast finishers keeps all the
children engaged. This feature is present in all lessons.

16 Tour of a unit