Teaching notes - Macmillan Education Everywhere

This page was downloaded from www.macmillanyounglearners.com/readers. © Macmillan Publishers Limited 2013

Teaching notes

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Introduction page 2

The Macmillan Factual Readers and CLIL page 3

The Macmillan Factual Readers in the language classroom page 9

Answer key for the Macmillan Factual Readers worksheets page 11


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The Macmillan Factual Readers form a series of Readers that addresses the increased importance of CLIL (Content and Language Integrated Learning) in the ELT classroom, by focusing on the content of subjects taught across the curriculum. The Readers cover a wide range of high–interest topics, appealing to all students, whilst ensuring controlled usage of both vocabulary and structures and offering smooth progression in terms of reading ability. As well as the Readers, the series comes complete with audio downloads, photocopiable worksheets containing extra exercises and teaching notes. All of these support materials can be downloaded from www.macmillanyounglearners.com/readers.

Key features of the Macmillan Factual ReadersThe Macmillan Factual Readers use authentic language and include important high–frequency words. Subject–specific words are listed in the easy–to–use glossary.

They are designed to address the additional lexis, grammar structures and concepts that occur in the subjects studied in the CLIL classroom, and they provide a motivating context in which to learn about different topics.

They aim to support the reader through stunning photographs, which not only provide a visual context but also provide visual clues to the more demanding lexis.

Macmillan Factual Readers levelsThe Macmillan Factual Readers form a six–level series (1+ to 6+) of Readers. Each level is carefully graded to ensure that language structures are gradually introduced through each Reader, and that the more complex language demands of the CLIL content are embedded in language that is readily accessible to the students. The inclusion of the plus (+) symbol is to indicate that, due to the focus on specialized vocabulary and concepts in the Macmillan Factual Readers, the language demands are more challenging than standard Readers of the same level.

Level 1+ texts have up to 20 words per page. The Readers of this level have been designed to include high–frequency words, repetition of new structures and vocabulary wherever possible, and vocabulary that is largely phonetically regular. The sentences in this level are short and may include some simple compound sentences linked with ‘and’ and ‘but’.

Level 2+ texts have up to 50 words per page with the inclusion of words that are not phonetically regular. The sentences are still short and simple and connected by ‘and’ and ‘but’.

Level 3+ texts have up to 75 words per page. This level starts to introduce more specialized vocabulary. Some of the texts use the past tense. The sentences are longer than the previous levels and include more formal sentences and more compound sentences.

Level 4+ texts have up to 100 words per page. They include more specialized and technical vocabulary than the previous levels and many of the words are less familiar. A variety of grammatical structures are used and there are more compound sentences joined by colons and semi–colons.

Level 5+ texts have up to 100 words per page in the main body of the text. There is a much greater variety in specialized and technical vocabulary as well as more unfamiliar words. A variety of grammatical structures are used and there can be up to 30 words per sentence, including subordinate clauses.

Level 6+ texts have up to 100 words per page and include specialized and technical vocabulary. A variety of grammatical structures are used, including the passive voice.

Support materialsThe Readers are accompanied by audio downloads of all texts, teaching notes and photocopiable worksheets with extra exercises. Each of these components provides the teacher and student with a variety of means through which language and concepts can be reviewed and reinforced. The components also encourage the students to find out more information about the topic in follow–up project work.

Introduction


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CLIL is an approach to language learning with a difference: CLIL encompasses subject content, concepts and language learning under one umbrella. It aims to create a meaningful and motivating environment in which to learn an additional language. The integration of different subject areas with language learning has the potential benefit of engaging all students in language learning.

CLIL classes draw on fundamental language functions and structures as well as specialist subject matter. In some cases, the CLIL content may be familiar to the students: the students having been introduced to the subject content and conceptual ideas in their first language. In these situations, the language teacher then focuses on using the subject matter as a context for learning the additional language. In other cases, the subject teacher may use the additional language as a means of teaching new content and concepts in the subject. Both these approaches aim to develop the student’s language and content knowledge simultaneously.

How the Macmillan Factual Readers support CLIL teachingThe Macmillan Factual Readers have been especially designed:

● To control the use of language so that complex structures are built up to gradually and key subject vocabulary is built upon and extended.

● To support the language and concepts through stunning photographs and detailed illustrations.

● To encourage the students to talk about the different topics in pairs, in groups and as a whole class.

● To teach reading skills, such as skimming and scanning for information.

● To provide teachers with support through the provision of CLIL, comprehension and language exercises, which develop a range of reading skills.

● To develop word recognition skills. ● To draw on the students’ cross-curricular

knowledge. ● To provide opportunities for students to develop

their writing through different projects and activities.

Using the Macmillan Factual Readers in the CLIL classroomThe following teaching notes have been designed to provide tips on how the topics of the Macmillan Factual Readers could be exploited in the classroom. The Readers have been sorted into five thematic areas: Natural Sciences/Environment; History; About Us; Wildlife and Transport.

Before starting work on a ReaderFind out what the students already know about the topic. Provide them with a large piece of paper and ask them to brainstorm words, pictures or phrases that come to mind about the topic.

Ask the students to write questions about what they would like to find out about the topic. These questions could be supported in their first language.

Use their questions as a form of pre-assessment to find out the interests of the students, what they already know about the topic and what vocabulary they are already able to use to express their ideas.

Use this information to design activities that build on their knowledge and interest level and that are more finely tuned to the needs of the specific class/student.

Activity ideas for Natural Sciences / EnvironmentMacmillan Factual Readers: Colourful Coral Reefs (Level 1+), Seasons (Level 1+), Volcanoes (Level 3+), The Arctic and Antarctica (Level 4+), Rivers (Level 4+), Weather (Level 4+), Hurricanes (Level 5+), The Rainforest (Level 5+), The Environment (Level 6+), and Space (Level 6+)

Colourful Coral Reefs (Level 1+) ● Students do further research about the plants and

animals that live on a coral reef. Make a wall frieze to show the diversity of life that can be found on the reef.

● Make a chart showing the different patterns and colours of the sea creatures on a coral reef. Use the patterns to create a piece of art – and use this as a stimulus for talking about the piece of art.

The Macmillan Factual Readers and CLIL


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Seasons (Level 1+) ● Students imagine they are going on holiday to

a hot and/or cold country. Ask them to draw a suitcase. Then ask them to draw the clothes they take with them. Ask the students to compare their suitcases with a partner. What is the same? What is different? Ask them to draw a Venn diagram to show 1) a comparison of the two students’ suitcases, or 2) to show clothes for hot/cold countries.

Volcanoes (Level 3+) ● Design a volcanic island and make a model.

Encourage the students to use the language of agreeing and disagreeing with each other when making the models, and to use the language of describing through presenting their models to a wider audience.

The Arctic and Antarctica (Level 4+) ● Ask students to find out about one of the explorers

in the MFR or a more recent explorer who has been to the North or South Pole. Find out what they need to take – food, equipment, clothing, accommodation etc. Prepare a leaflet that provides information about what explorers need to do/ know/take on their expedition.

Rivers (Level 4+) ● Design a river landscape and make a model.

Encourage the students to use the language of agreeing and disagreeing with each other when making the models. Students present their models to a wider audience.

● Students work in small groups or pairs and to choose a river in their country to work on. Use a map or Google© maps/Earth and follow the course of the river. Ask the students to draw a map showing the course of the river and to add other geographical features to the map and then annotate it with interesting/important information, e.g. the main towns and villages on the river; river activities (fishing, sailing, kayaking); main roads that follow the river and any bridges that cross it, etc. Use this as a stimulus to talk about where different features are in relation to the river and to each other. Ask students to prepare a quiz about their river and to give it to different people to answer.

Weather (Level 4+) ● Keep a daily record of the weather over a

week. Students record the amount of rain and temperature by using a rain gauge and a thermometer respectively, then record the information on a chart. They can record the amount of cloud cover by drawing a circle to represent the sky and shading in the approximate amount of cloud that they can see. Students draw a graph of the results of the weather record and discuss their results.

● Link up with a school in a different country and arrange to do the same weather recording activity in the same week. Students exchange information and talk about how the local people adapt to that time of year, eg clothes they wear, activities they do, etc.

Hurricanes (Level 5+) ● Students keep a natural disasters record over

a period of a month. They either choose one geographical area or one natural disaster and record the date, location, strength etc. as well as any other interesting information.

The Rainforest (Level 5+) ● Ask students to create a model of the different

layers of a rainforest.

● Students write to a rainforest charity to find out more about the work they do to protect the rainforests

● Students create posters to show endangered animals and what is happening to them.

● Do an environment–themed role play where students play the part of: a member of a conservation group, someone who cuts down the trees for cattle (or other reasons), someone who lives in the rainforest, someone who represents the animals and a tourist.

● Set up a mock interview with students taking the roles of someone who lives in the rainforest and someone who works for a big company that is destroying the rainforest.

The Environment (Level 6+) ● Students find out about conservation work in their

country. What work do they do? What can you do to help? Plan a mini-class project based on one area of conservation and create posters to display


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at school. Organise an event to raise awareness of the conservation work happening through a play, picture, article in a school magazine or on the school website.

Space (Level 6+) ● Students make a calendar with the dates of any

special sights in the sky, for example meteor showers, lunar eclipses, full / half / new moons, constellations in the sky at different times of the year, etc.

Activity ideas for HistoryMacmillan Factual Readers: The Romans (Level 3+), Vikings (Level 3+), Pirates (Level 4+), Explorers (Level 5+), and Ancient Egyptians (Level 6+)

The Romans (Level 3+) ● Students list comparisons between then and now

– clothes, buildings, food, etc. They can then draw a Venn diagram to show ‘Roman times’ and ‘Now’ with the overlap showing both ‘Roman times’ and ‘Now’.

Vikings (Level 3+) ● Students list comparisons between then and now

– clothes, buildings, food, etc. They can then draw a Venn diagram to show ‘Viking times’ and ‘Now’ with the overlap showing both ‘Viking times’ and ‘Now’.

● Students make some Viking jewellery out of papier maché or scrap material and decorate it with Viking patterns.

● Role-play a scene in a Viking longhouse. Students decide what activities the people might be doing and to choose one of those to act out. Ideas could include spinning wool, preparing food, repairing fishing nets or weapons, playing dice or chess. Ask them to think about what they might say to each other as they are doing the different activities. Encourage them to use the MFR for further ideas of life in Viking times to help with the role play or search the web for more information. Perform to another class or in a school assembly.

Pirates (Level 4+) ● Students trace out trade routes on a map that

pirates might have used.

● Students work in pairs to create a ‘Pirate’s code’.

Explorers (Level 5+) ● Groups of students choose one of the explorers

in the MFR. Many of them faced long and difficult journeys in very different climates and environments, and at different points in history. The students make a list of what their chosen explorers would have taken with them to survive (food, equipment, clothing, accommodation). Ask the groups to compare their lists. The groups could prepare fact sheets without the names of the explorers or the places they went to, only including the items they took with them, and ask the other groups to guess which explorer they chose based on the things they needed to survive the journey.

Ancient Egyptians (Level 6+) ● Role play going shopping in an Egyptian market

– students find typical foods, spices and clothes that the ancient Egyptians might have bought in a market. They decide what they want in exchange for the different items and role play a market–stall holder and a customer. Introduce the idea of arguing over the price with the customer trying to pay less and the stall holder trying to justify charging more.

● Timelines can be used with all the historical Readers. They can be used to aid the students’ understanding of the sequencing of events in the Readers. They might show a process, for example, of mummification, or show the chronological order in which specific events happened, such as a timeline of key years in the Roman Empire, or the key years of the history of exploration, or the progress of Magellan’s voyage to the Pacific and beyond. Timelines can also be used to assess the students’ understanding of a part of the Reader by asking them to sequence the events / process.

Activity ideas for About UsMacmillan Factual Readers: Jobs People Do (Level 1+), What We Eat (Level 2+), Where We Live (Level 2+), Your Body (Level 2+), Firefighters (Level 3+), The Human Body (Level 4+), and Record Breakers: The Fastest (Level 5+), and Record Breakers: The Most Dangerous (Level 6+)

Jobs People Do (Level 1+) ● Students work in groups. Each group chooses a

job and finds out what the person doing that job needs to wear, where that person works and what


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time they work from / to. Students plan a little skit / mime with their group and act it out to the rest of the class. The students can then divide into different groups and one or two students take it in turns to mime jobs while the rest of the group guesses the job.

What We Eat (Level 2+) ● Work with the school nurse or nutritionist to

develop a healthy diet. Students look at different foods and find out about the content of fats and sugars, etc.

Where We Live (Level 2+) ● Students make models of different types of homes.

Students use a map and string to link each type of home to a country.

● Students work in groups. They find out about homes in hot/cold/dry/wet places. They choose a place and work with the art design teacher to create a model village of that place.

Your Body (Level 2+) and The Human Body (Level 4+)

● Make a cut-out movable model of a skeleton or body. Use the model to talk about the different parts of the body and the different function of each part of the body.

● Students ask volunteers from different classes (different year groups) to be measured/drawn round (ideally someone who is of average height in the class). The body outlines/measurements are put in order on a long frieze from youngest to oldest. Students talk about the changes that take place as they grow.

● Arrange for students to work with the PE specialist to design an exercise programme.

Firefighters (Level 3+) ● Students work in groups. Each group takes one

aspect of being a firefighter. Ask each group to find out what firefighters need to wear, where they work, what special equipment they need for their job, some challenging parts of the job, etc. Ask them to present their ideas to the rest of the class through a poster/power point or other medium.

Record Breakers: The Fastest (Level 5+) ● Arrange to do some speed tests with your class.

Students work in groups. They decide what they

would like to measure, for example time taken to run/hop /jump 100 metres, time taken to swim 25 metres, how long a student can skip without stopping, etc.

Record Breakers: The Most Dangerous (Level 6+)

● Do a survey to find out ‘What is the most dangerous/deadly animal/sight/sport you have seen?’ Students choose a question and then they go round the class asking and answering each others’ questions. They draw a graph or other means to show the results of their surveys.

Activity ideas for WildlifeMacmillan Factual Readers: Baby Animals (Level 1+), Butterflies (Level 1+), Busy as a Bee (Level 1+), Snakes Alive (Level 1+), Amazing Animals Senses (Level 2+), Fur and Feathers (Level 2+), What Animals Eat (Level 2+), Where Animals Live (Level 2+), Dinosaur World (Level 3+), Minibeasts (Level 3+), Record Breakers: The Biggest (Level 3+), Sharks (Level 4+), and Spiders (Level 4+)

Baby Animals (Level 1+) ● Students create a poster that includes a picture

and the name of the adult and young of different animal species.

Butterflies (Level 1+) and Minibeasts (Level 3+)

● Students find out about one insect – where it lives, what it eats, where it is in the food chain, etc. They can create a poster.

Butterflies (Level 1+), Snakes Alive (Level 1+), and Minibeasts (Level 3+)

● Students look at the patterns in nature. They draw and describe a butterfly/snake /minibeast to their partner. Then their partner draws it without looking.

Busy as a Bee (Level 1+) ● Students look at the patterns in a honey comb.

They draw it and/or make a model of it and then use it as a stimulus for describing shape, pattern, usage etc.

● Students work in pairs or small groups. Ask the students to draw a diagram to show the journey from the bee drinking the nectar from a flower to


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the bees eating honey. The groups take turns to ask and answer questions about their diagrams.

Amazing Animals Senses (Level 2+) ● Students find out about the different senses of

animals. Then ask them to make a mobile showing the different animal senses (e.g. the head of a hare/ elephant with large ears; the head of a frog and woodpecker catching their food.

● Students make a chart to show which animals have which special sense.

Fur and Feathers (Level 2+) ● Students find out about the feathers of different

birds and make a bird mobile showing the different feathers.

● Students work in pairs. They draw pictures of different birds. Each student chooses one bird and describes it to their partner. They take turns to describe their bird to the other student without showing them the picture. Once they have finished, they can compare their pictures.

What Animals Eat (Level 2+) and Where Animals Live (Level 2+)

● Students make a matching game with cards. On one set of cards, draw an animal from the MFR. On the other set of cards, draw a different food, or a set of food, if preferred (What Animals Eat), or a habitat (Where Animals Live). Students can play a game of ‘Memory’ or ‘Snap’ or ‘Happy Families’ with the cards. If the students have read both books, they could find out more information about the animals in the books and play an extended version of the game, matching animals to the food they eat and also to their habitats.

Dinosaur World (Level 3+) ● Students work in pairs. They draw pictures

of different dinosaurs. They then do a picture dictation by taking turns to describe their dinosaur to their partner without showing them the picture. The partner listens and draws a picture of the dinosaur from the description. Once they have finished, they can compare their pictures.

Record Breakers: The Biggest (Level 3+)

Sharks (Level 4+) ● Have a discussion about protecting sea creatures

such as sharks. Students find out what is happening now and say what they think about it.

Spiders (Level 4+) ● Students find out about one member of the

arachnid family – where it lives, what it eats, where it is in the food chain, etc. They use this information to create a poster.

● Students look at pictures (or take photos themselves) of different spider webs. They choose different materials to make a spider’s web. Students talk about the different textures of the different materials as well as the patterns they have made.

Suitable for all titles listed above ● Students make an information leaflet about one of

the animals in the MFR. Students put their leaflets together to make a class book.

● Students find out and give instructions about what they would do if they met a polar bear snake/saltwater crocodile, etc.

● Students make an information leaflet giving instructions about looking after one or more animals.

Activity ideas for TransportMacmillan Factual Readers: Trains (Level 1+), Lorries, Trucks and Vans (Level 2+), Cars (Level 3+), and Flight (Level 4+)

Trains (Level 1+) ● Download or bring in bus/train/plane timetables.

Students use them to a) work out how long it would take to get somewhere, b) work out what time they would have to leave somewhere to catch the bus/train/plane.

Lorries, Trucks and Vans (Level 2+) ● Students make a road race game. Create different

problems/situations that need different types of transport. Students have to say what type of transport they need in order to continue, e.g. ‘It is snowing a lot. Your car gets stuck.’ ‘You want to cut a field of wheat.’

Cars (Level 3+) ● Students work in pairs to design a model car –

past, present or future. They plan how they are going to make the model and explain to another pair how they made it. The other pair gives feedback and suggestions to make the design even better. When the models have been made, ask the


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students to test drive their model cars by pushing them to see how far they can go. Then they measure the distances travelled by the cars. Ask them to draw a pictogram / graph of the distances and talk about the graphs.

Flight (Level 4+) ● Students work in pairs to design a paper aeroplane.

They draw the process then explain to another pair how they made it. They launch the planes, measure the distances travelled and place the planes in order of distance covered. Ask them to draw a pictogram/graph of the distances and talk about the graphs.

Using the photocopiable worksheetsEach Reader is also accompanied by a photocopiable worksheet with extra exercises. These exercises are designed to support the student with the content of the Reader. They support the understanding of the information rather than test it. The worksheets follow the content of the Reader sequentially in order to help the student locate the information with relative ease. Each page of the worksheet also covers a specific language focus: the first page relates to CLIL and focuses on the vocabulary of the subject area, plus suggestions for follow up activities; the second page focuses on reading comprehension of the Reader; and the third page focuses on the key structures that are presented in the Reader. All the exercises provide extension activities and a means of consolidating the language and content encountered. The key to the exercises can be found at the end of these teaching notes.


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Before using a Macmillan Factual Reader in the classroom, read it through several times and highlight any key topic areas that may be of particular interest or relevance to the class. Highlight any vocabulary or structures that may need some pre–teaching or specific focus. There is also an accompanying audio download, which could be used to help with pronunciation, intonation and word stress of new vocabulary where needed.

Each page of the Reader looks at a different aspect of the topic. In the different levels, decide whether it is more appropriate to read through the whole book with your class first and then work through the different topic areas, or whether to read just a few pages at a time that are related to a specific topic. Age, time restrictions and syllabus may also need to be considered when determining how to use a Reader, as well as how much of the reading will be done in the class – as a whole class, in small groups, in pairs and individually, and how much will be done outside of the classroom. Whatever the context, the teaching notes below aim to give some suggestions as to what activities could be done before, during and after using a Reader in the classroom.

Before reading ● Brainstorm the topic of the Reader by using mind

maps to find out what the students already know about it. This could focus on one specific aspect of the topic that you are going to read about first, or a more general brainstorm on the topic.

● Bring in realia – pictures, exhibits, maps, timetables, etc.

● Watch an extract of a DVD related to the topic. ● Look at maps or photos about the topic and

identify different features (eliciting language that they will come across in the Reader).

● Use the audio download and set a gist listening task before reading a section of the Reader; ask the students to listen to the audio a few more times and, in groups, try to note down the key information they heard and any sections that they could not understand. Use the Reader as a means for the students to self–assess their ideas.

During reading ● Provide open prompt questions for the students to

think about the text and to encourage them to put forward their own ideas.

● Encourage the students to underline and ‘guess’ the meaning of unknown vocabulary from the context.

● Create a variety of activities for the students to do whilst reading the text that reflects different learning styles, for example, reading and completing a grid / table / diagrams or read and draw / create / discuss.

● Use tick lists to develop skimming and scanning skills by providing the students with key information about a particular page, or pages, of the Reader, followed by a small tick box. Ask the students to scan the page(s) for the information as quickly as possible, or give a time limit, and to tick the item when they have found it. This could be adapted by adding line numbers to the text in question and asking the students to note down the line the information is on, as well as a tick.

● Use the audio download to encourage the students to listen for specific information, for example by providing grids / tables / diagrams for them to complete (see scanning activity above) and by using tick lists where they have to listen for specific information in the audio and tick / match / insert the items they hear (see scanning activity above).

● Use the audio download as an aid to pronunciation, intonation and sounds in connected speech. For example, select a particular part of speech or lexical item that is key in the text or that is used frequently in the Reader; ask the students to listen to the section of the audio with the text embedded a few times (this could be done in small groups so it is student–led); then ask the students to use the Reader to highlight any stress / intonation features / connected speech issues they hear; ask the students to practise reading / saying the section of text.

● Put students in groups to select mini projects to work on within the Reader; this could be language

The Macmillan Factual Readers in the language classroom


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focused, for example highlighting the use of topic phrases and headings, or content focused, for example using the vocabulary of a particular section and building up lexical sets; or the students could create a thematic working–dictionary with definitions, in which the students decide which words they would like to include.

After reading ● Use the photocopiable worksheet with extra

exercises that accompanies the Reader. ● Students write a letter, for example to a wildlife

organization, to find out more about the topic. ● Plan a visit to a planetarium / science museum /

observatory to find out more about the topic. ● Students work in pairs / small groups to write a

quiz or True / False statements and then swap papers. These activities could be prepared for the Reader or for the audio download.

Reading and language work ● Show the pictures on the page then ask the

students to describe what they see. ● Ask questions related to the pictures to elicit

language that will occur in the Reader. ● Highlight key words in a small part of the text

and ask the students to guess the meaning of those words.

● Ask students to highlight words which they think are key ‘information’ words that will help them to understand the text.

● Encourage students to make logical connections between the information before and after a specific piece of information – for example the use of pronouns ‘this’, ‘it’, etc. where they occur.

● Ask students to write questions about the text for a partner to answer.

● Use the text to highlight the use of adjectives / connectors, etc.

● Use the text as a stimulus for story writing or drama projects. Students work in pairs or small groups to do further research on the area they are interested in. They plan and write a draft of their story / skit; ask a different pair / group to proofread the draft and set up an informal feedback session, before writing and presenting the final product.

● Use the Reader as a prompt for different types of writing: letters, descriptions, articles and reports, etc.

● Encourage students to do further research on the Internet / school library / wider community and to prepare Powerpoint presentations or talks on one aspect of the Reader.


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Baby animals Level 1+1 2 f

3 e4 a5 d6 c

2 2 kangaroos3 lions4 ducklings5 spiders6 snakes

3 2 a3 c4 a5 c6 b

4 2 T3 T4 F5 F6 F

5 2 are3 are born4 is5 look after6 finds

6 2 are born3 look4 need5 comes6 hatches

Busy as a Bee Level 1+1 2 nectar

3 pollen4 honeybees5 honey6 make with beeswax

2 2 43 34 25 16 6

3 Open answers

4 2 a3 e4 b5 f6 d

5 2 drinks3 live4 are watching5 lays6 hatch

6 2 more important3 most important4 sweeter5 sweetest6 busy

Answer key for the Macmillan Factual Readers worksheets


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Butterflies Level 1+1 2 d

3 e4 f5 c6 a

2 Student’s own answer

3 2 bad3 wings4 different5 feet6 a few weeks

4 2 b3 a4 f5 c6 e

5 2 are3 have4 look like5 has6 look like

6 2 safe3 safest4 smaller5 smallest6 pretty

Colourful Coral Reefs Level 1+1 2 d

3 a4 f5 b6 e

2 Open answers

3 2 F3 T4 T5 F6 T

4 2 coral3 sea cucumber4 sting5 sea anemones6 clown fish

5 2 Some fish are more than one colour.3 Many animals live on coral reefs.4 Star fish move on the coral reef.5 Giant clams do not move.6 The animals need our help.

6 2 can3 can4 can not5 can not6 can


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Jobs People Do Level 1+1 2 e

3 f4 a5 d6 b

2 2 vet3 chef / waiter4 waiter / chef5 pilot / bus driver6 bus driver / pilot

3 2 c3 a4 b5 a6 c

4 2 T3 T4 F5 T6 F

5 2 builds 3 help4 keep5 puts6 brings

6 2 They are doing their jobs.3 The postman is bringing letters.4 What is the chef making?5 The zookeeper feeds the animals.6 The band plays music.

Seasons Level 1+1 2 Y

3 N4 Y5 N6 N

2 2 winter3 spring4 summer5 autumn6 shorter

3 2 early3 winter4 rains5 babies6 three months

4 2 a3 d4 b5 f6 c

5 2 longer3 stronger4 earlier5 later6 fewer

6 2 swimming3 cool4 grows5 trees6 holidays


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Snakes Alive Level 1+1 Student’s own answer

2 2 f3 a4 e5 d6 b

3 2 a tree3 dry4 warm5 a nose6 animals

4 2 F3 T4 F5 T6 T

5 2 crush 3 hisses4 shake5 spit6 lay

6 2 d3 b4 f5 a6 c

Trains Level 1+1 2 bridge

3 tunnel4 coal5 carriage6 locomotive

2 2 conductor3 carriages / engine / locomotive4 carriages / engine / locomotive5 carriages / engine / locomotive6 oil

3 2 c3 a4 c5 b6 b

4 2 T3 F4 T5 F6 T

5 2 through3 over4 under5 in6 on

6 2 travel3 go4 coming5 can6 can have


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Amazing Animal Senses Level 2+1 2 Eyes see what is happening.

3 Ears hear sounds.4 The nose can smell.5 The tongue can taste.6 Whiskers can touch and feel.

2 2 f3 a4 c5 b6 e

3 2 T3 F4 T5 T6 F

4 2 b3 c4 a5 c6 b

5 2 when3 because4 when5 when6 because

6 2 at3 if4 can5 to6 How

Fur and Feathers Level 2+1 2 f

3 e4 a5 d6 b

2 2 heat3 oil4 pests5 spines6 mate

3 2 e3 d4 a5 b6 c

4 2 b3 c4 b5 a6 c

5 2 fluffy3 thick4 warm5 furry6 dry

6 2 starts3 have4 leave5 hides6 grows


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factual

Lorries, Trucks and Vans Level 2+1 2 fire engine

3 quarry4 crane5 tarmac6 load

2 2 forklift truck3 tanker4 tractor5 dustbin lorry6 snowplough

3 2 cars from the factory.3 and sleeps in the cab.4 and not wheels.5 and tips the back of the dumper.6 you need a crane to lift things.

4 2 T3 F4 T5 T6 F

5 2 c3 b4 a5 c6 b

6 2 smaller3 push4 comes5 carry6 slowly

What Animals Eat Level 2+1 2 herbivores

3 carnivores4 omnivores5 birds of prey6 beak

2 2 rabbits3 web4 poison5 squid6 squirrel

3 2 other hard vegetables.3 nuts and acorns.4 other large animals.5 fish, crabs, octopuses and sea birds.6 snails, worms and insects.

4 2 F3 T4 T5 F6 F

5 2 c3 b4 a5 c6 a

6 2 the tallest3 long4 late5 good6 long


Teaching notes

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factual

What We Eat Level 2+1 2 factory

3 milk4 fish5 drink6 Diwali

2 Open answers

3 2 sit3 breakfast4 cakes5 vegetables6 brain

4 2 T3 F4 F5 T6 T

5 2 much3 lots of4 A little5 Lots of6 Some

6 2 need to3 can4 need5 can6 need to

Where Animals Live Level 2+1 2 e

3 d4 f5 a6 c

2 2 cubs3 burrow4 colony5 migration6 anthill

3 2 F3 F4 T5 T6 F

4 2 d3 e4 c5 b6 a

5 2 dig3 build4 comes5 lays6 chooses

6 2 when they dig tunnels3 when they swing from trees4 it repairs the nest5 they work hard6 they work as a team


Teaching notes

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factual

Where We Live Level 2+1 2 detached

3 flats4 canal5 houseboat6 stilts

2 2 f3 b4 c5 d6 a


4 2 F3 T4 T5 F6 F

5 2 We3 their4 your5 them6 them

6 2 travel3 sell4 help5 make6 take

Your Body Level 2+1 2 levers

3 lungs4 energy5 digests6 cells

2 2 breathing3 tongue4 protects5 Heart6 intestine

3 2 d3 f4 e5 b6 a

4 2 F3 T4 T5 F6 F

5 2 b3 c4 a5 a6 c

6 2 hearing3 hear4 chewing5 chew6 smiling


Teaching notes

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factual

Cars Level 3+1 2 engine

3 fuel4 passengers5 pollution6 steer

2 2 f3 a4 e5 b6 d

3 2 T3 T4 F5 T6 F

4 2 b3 a4 b5 c6 a

5 2 more powerful3 longest4 fastest5 quieter6 warmer

6 2 The driver presses the pedals when he wants to speed up.

3 All drivers have to pass a driving test before they can drive on their own.

4 People put on seat belts before the car begins to move.

6 Some people cannot breathe easily when there is lots of air pollution.

Dinosaur World Level 3+1 2 Allosaurus

3 Diplodocus4 Stegosaurus5 Parasaurolophus6 Tryannosaurus rex

2 2 ferns3 prey4 spines5 birds6 extinct

3 2 T3 F4 F5 T6 F

4 2 43 54 25 66 3

5 2 more dangerous3 bigger4 biggest5 as sharp as6 as huge as

6 2 were3 ate4 helped5 had6 called


Teaching notes

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factual

Firefighters Level 3+1 2 equipment

3 breathing apparatus4 hydrant5 nozzle6 smoke detector

2 2 b3 f4 a5 c6 e

3 2 T3 F4 T5 T6 F

4 2 f 3 a4 b5 d6 e

5 2 a3 c4 b5 c6 a

6 2 on3 at4 in5 to6 in

Minibeasts Level 3+1 2 earthworm

3 dragonfly4 millipede5 grasshopper6 honeybee

2 2 The eggs hatch and a caterpillar crawls out.3 The caterpillars eat the leaves and grow bigger

and bigger.4 Each caterpillar makes a chrysalis around

its body.5 The caterpillar’s body turns into a butterfly.6 The chrysalis opens and the butterfly crawls

out. It flies away.

3 2 three3 eight4 tadpoles5 Monarch butterflies6 tiny lenses

4 2 T3 T4 F5 F6 T

5 2 eats3 has4 is5 lives6 catches

6 2 in3 under4 in5 on6 up


Teaching notes

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factual

Record Breakers The Biggest Level 3+1 2 Reptiles

3 Continents4 Mammals5 wild boar6 Planets

2 2 c3 f4 a5 e6 b

3 2 a3 c4 c5 b6 c

4 2 T3 F4 F5 T6 F

5 2 highest 3 driest4 biggest5 most powerful6 heaviest

6 2 too small3 as much as4 too heavy5 as tall as6 as big as

The Romans Level 3+1 2 brooches

3 traders4 generals5 banquets6 massages

2 2 erupted3 forum4 legion5 mosaics6 gladiators

3 2 F3 T4 T5 F6 T

4

2 sword3 toga4 tunic5 helmet6 spear

5 2 built3 caught4 murdered5 punished6 gave

6 2 but some fought on horses.3 gods and spirits protected their homes.4 where everyone ate too much.5 looked at herself in the mirror.6 scraped their skin clean.


Teaching notes

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factual

Vikings Level 3+1 2 brooch

3 chief / jarl4 jarl / chief5 longship6 boar

2 2 slaves3 ravens4 thatched5 harbours6 prow

3 2 T3 T4 F5 T6 F

4 2 a3 f4 c5 b6 e

5 2 drank3 told4 built5 rode6 slept

6 2 to defend themselves from enemies.3 to carry heavy cargo.4 to row up a river.5 to protect the rowers from enemy arrows.6 to keep it safe.

Volcanoes Level 3+1 2 ash

3 crater4 lava5 magma6 eruption

2 2 The volcano erupts with a huge blast.3 Gas, ash and burning rock shoot out of the

peak.4 Hot lava runs downhill.5 The lava cools and becomes hard.6 The layers of lava make a cone.

3 2 N3 Y4 N5 Y6 Y

4 2 c3 a4 c5 b6 a

5 2 most powerful3 faster4 tallest5 highest

6 2 It is so hot there that some of the rock melts.3 People nearby had to run from the rocks that

could shoot out and could hit them.4 They ran from the ash that covered

everything.5 They ran from the burning lava that destroyed

villages.


Teaching notes

23

factual

The Arctic and Antarctic Level 4+1 1 polar regions

2 blizzards3 glaciers4 mammals5 dog sled

2 1 North Pole2 South Pole3 polar bears/seals4 seven species of penguin5 polar bears/seals

3 Open answers

4 1 a2 c3 b4 b 5 c

5 1 d2 b3 e4 a5 c

6 1 can2 cannot3 have to4 may5 could

7 1 imaginary2 ice3 powerful4 active5 thick

Flight Level 4+1 1 bird

2 plane3 glider4 helicopter5 rocket

2 1 b2 c3 b4 a5 c

3 1 climb2 drag3 spin4 weight5 planes

4 1 T2 T3 F4 F5 T

5 1 b2 c3 e4 a5 d

6 1 door2 fuselage3 tail rotor4 engine5 rotor6 rotor blades

7 1 into2 upwards3 inside4 in5 round

8 1 to find2 stopping3 to keep4 to sell5 to escape

9 1 slow down2 bounce back3 worked out4 made of5 looks like


Teaching notes

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factual

The Human Body Level 4+1 1 c

2 a3 e4 b5 d

2 1 ear drum2 bones3 nerve to brain4 liquid5 outer ear6 ear canal

3 Open answers

4 1 c2 a3 b4 c5 a

5 1 d2 b3 e4 a5 c

6 1 lungs2 heart3 liver4 kidneys5 bladder

7 1 where2 which3 when4 where5 when

8 1 in2 inside3 to4 on5 inside

9 1 tiny2 fair3 strong4 Stretchy5 Dead

Pirates Level 4+1 1 d

2 a3 e4 b5 c

2 1 braid 2 plumed3 hull4 ransom5 Scotland


4 1 c 2 a3 b4 b5 a

5 1 T2 F3 T4 F5 T

6 1 who / that2 who / that3 that4 that5 where

7 1 needed to2 needed to3 needed4 needed to5 needed to

8 1 at2 on3 in4 on5 for


Teaching notes

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factual

Rivers Level 4+1 1 banks

2 crops3 dams4 ports5 Pollution

2 1 c2 b3 e4 d5 a

3 Open answers

4 1 T2 F3 T4 T5 F

5 1 b2 a3 c4 c5 a

6 1 which2 where3 who4 which5 where

7 1 longest2 shortest3 most important4 more dangerous5 best

Sharks Level 4+1 1 d

2 c3 e4 b5 a

2 1 tail2 skin3 pectoral fin4 dorsal fin5 jaws6 gills


4 1 sea creatures2 flexible3 gas4 smelling5 tiny teeth

5 1 Wobbegong shark2 Great white shark3 204 25 sea bed

6 1 F2 T3 F4 T5 F

7 1 further2 as long as3 longer4 thinner5 as rough as

8 1 most dangerous2 fastest3 thickest4 most famous5 largest

9 1 strange–looking2 meat–eating3 teeth–like4 S–shaped5 spiral–shaped


Teaching notes

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factual

Spiders Level 4+1 1 habitats

2 species3 antennae4 segments5 ambush

2 1 camouflage2 cramps3 cocoon4 defends5 grubs

3 1–5 Open answers

4 1 F2 T3 T4 F5 T

5 1 d2 a3 c4 e5 b

6 1 abdomen

2 spinnerets

3 palps for tasting and feeling

4 sharp fangs

5 head

7 1 bigger2 fastest3 the largest4 strong5 smaller

8 1 finer than2 stronger than3 light enough4 may use5 may sew up

Weather Level 4+1 1 gale

2 thunder3 floods4 poles5 forecasters



4 1 a2 b3 c4 b5 b

5 1 e2 c3 b4 d5 a

6 1 made from2 come from3 made up of4 made up of 5 made from

7 1 heavy2 powerful3 severe4 strong5 underground

8 1 Water evaporates from seas, lakes and rivers.2 Water vapour cools and makes clouds.3 Rain falls from the clouds.4 Water soaks into the ground.5 Rainwater runs into rivers and back to the sea.


Teaching notes

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factual

Explorers Level 5+1 1 missionary / Polynesian

2 Polynesian / missionary3 expedition / pilgrimage4 pilgrimage / expedition5 telescope

2 1 e2 b3 d4 a5 c

3 Open answers

4 1 T2 F3 T4 F5 T

5 1 North America2 Native American3 Northwest Passage4 Africa5 missions

6 1 b2 c3 a4 a5 c

7 1 sandiest2 finding3 run out of4 strong enough5 dangerously

Hurricanes Level 5+1 1 volcano

2 tornado3 vapour4 levee5 aid

2 1 tropics2 hurricane season3 Equator4 thunderstorm5 tropical storm


4 1 T2 F3 T4 F5 T

5 1 e2 b3 d4 a5 c

6 1 b2 ec3 a4 c5 b

7 1 super-strong2 man-made3 panic-stricken4 once-great5 low-lying

8 1 a2 b3 c4 a5 c

9 1 the wind destroys buildings.2 If a hurricane reaches the shore3 If the storm surge is high enough4 a hurricane is coming.5 If forecasters expect a big storm surge


Teaching notes

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factual

Record Breakers The Fastest Level 5+1 1 spikes

2 racket3 Super Bowl4 sleigh5 pitch

2 1 a2 b3 a4 c5 b


4 1 d2 c3 e4 a5 b

5 1 The cyclist Chris Boardman won a gold medal at a top speed of 52 km/h.

2 Cricketer Shoaib Akhtar bowled a ball at 161.3 km/h.

3 Tennis player Venus Williams served a ball at 208 km/h.

4 Joseph Kittinger fell at a speed of 988 km/h before opening his parachute.

5 Helios 2 flew at 252,792 km/h and reached the sun in three months.

6 1 F2 T3 F4 T5 F

7 1 man–made2 record–breaking3 super–fast4 fastest–selling5 fastest–growing

8 1 hardest2 earliest3 youngest4 fastest5 slowest

9 1 19642 Earth3 the air4 the atmosphere5 444 km/h6 5,500 metres

The Rainforest Level 5+1 1 latex

2 North Pole3 caiman4 claws5 canopy

2

Canopy

Emergents

Understorey

Groundcover

3

2

4

51


4 1 T2 F3 T4 T5 F

5 1 parrot2 anaconda 3 toucan4 ants5 jaguar

6 1 c2 a3 b4 d5 e

7 1 a2 b3 c4 a5 a

8 1 blue–headed2 Long–nosed3 slow–moving4 three–toed5 metre–long


Teaching notes

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factual

Ancient Egyptians Level 6+1 1 Pharaohs

2 shrine3 forts4 scribe5 mummy6 Isis

2 1 Lower Egypt

2 Upper Egypt

3 the Nile Delta

4 loin cloth

5 oxen

6 plough


4 1 b2 c3 e4 a5 d

5 1 To make a mummy, the priests began by cleaning the body.

2 Then they took out the brain.3 They cut out the guts, liver, lungs and

stomach, dried them and put them in jars.4 They dried the body in a kind of salt called

natron.5 Then they stuffed the body with cloth or sawdust.6 Then they wrapped it in linen bandages,

adding charms.

6 1 c2 a3 c4 b5 a

7 1 worked out2 must have been3 would be4 had not taken5 had been

The Environment Level 6+1 1 b

2 e3 a4 d5 c

2 1 polar regions2 desert3 coral reef4 grasslands5 drought

3 Open answers

4 1 d2 b3 e4 a5 c

5 1 T2 T3 F4 F5 T

6 1 c2 a3 b4 b5 a

7 1 may2 could3 could4 can5 must


Teaching notes

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factual

Space Level 6+1 1 orbit

2 craters3 galaxies4 Comets5 space probes



4 1 b2 b3 a4 a5 c

5 1 T2 F3 F4 T5 T

6 1 Copernicus showed that the Sun was in the centre of the Solar System.

2 The Russian satellite Sputnik 1 orbited Earth.3 The space probe Pioneer 10 sent back its final

signal after flying for 30 years.

7 1 have taken2 were made3 is pulled4 have flown5 has been

8 1 long2 colder3 the nearest4 bigger5 most famous

9 1 Looking2 To reach3 to be 4 To become5 to work

Record Breakers: The Most Dangerous Level 6+1 1 eruption

2 suffocation3 prey / parasite4 parasite / prey5 vaccine

2 1 vessels2 gland3 germs4 venom5 mammals


4 1 b2 d3 e4 a5 c

5 1 T2 F3 F4 T5 T

6 1 most powerful2 most feared3 most venomous4 longest5 most sensible

7 1 are taught2 will attack3 have learnt4 could protect5 are trying

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Teaching notes - Macmillan Education Everywhere