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AchieversYoung
Teacher’s Book
5
Achieving goals with Young Achievers! page 2
For the Student page 3
Take a tour of the Student’s Book page 4
For the Teacher page 10
Digital Solutions page 12
Key Competences for Lifelong Learning page 16
Activity Bank page 17
Go Digital! Bank page 22
Student’s Book contents page 24
Unit 0 – Welcome page 26
Unit 1 – Rome page 42
Unit 2 – Wild weather page 72
Language fun! Units 0-2 page 102
Unit 3 – Space travel! page 108
Unit 4 – We can do it! page 138
Unit 5 – Super cities page 168
Language fun! Units 0-5 page 198
Unit 6 – Cool technology! page 204
Unit 7 – Time detectives page 234
Unit 8 – Telling tales page 264
Language fun! Units 0-8 page 294
Achieve more! Units 1-8 page 300
Word reference page 316
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Young Achievers 5Contents
Lesson 1
Young Achievers 5Contents
Unit Vocabulary Grammar
0Welcome!
JobsQuestion wordsCountries and citiesFoodPlanets
Ability: can, can’t, could, couldn’tAdvice: should, shouldn’tPresent simple and continuousPast simple and continuousPresent perfect
1Rome
Ancient Rome: aqueduct, arch, architect, ceiling, chariot, civilisation, Colosseum, democracy, dome, emperor, founding, Latin, legend, gladiator, pipe, race, Remus, Romulus, she-wolf, stadiumSequencers:
Question words: how, what, when, where, who, whyPast simple with after and beforeInterrupted past with while and whenPast simple Wh- questions:
who, that, where
2Wild weather
Weather: chase, fog, freeze, frost, icy, lightning, shelter, thunder, thunderstorm, tornado, visibilityWord formation: rain, rainy, rainingPlanets
Obligation, lack of obligation and prohibition: must, mustn’t, not have toSpeculation: might, may, couldFuture plans with going to
Language fun! Units 0-2
3Space travel!
Space: astronaut, diameter, Earth, gravity, Jupiter, Mars, Mercury, meteor, Moon, Neptune, Saturn, spaceship, stars, Sun, Venus Large numbers:seven hundred and seventy-eight million
Predictions with will, won’t and might Future plans with will and going toPresent continuous for arrangementsPunctuation
4We can do it!
Experiences: ride, visit, watch, winAdjectives: aggressive, annoyed, bored, calm, energetic, excited, happy, proud, sadTypes of music: blues, classical, country, hip-hop, jazz, rockThe circus: clown, juggle, make-up, stilts, swing, tightrope, trapeze, unicycle
Present perfect and past simplePresent perfect with since and forPresent perfect with already, yet and just
5Super cities
Large numbersCountries and citiesBuildings: height, length, location, storeyAdjectives: bad, beautiful, cheap, clean, cold, expensive, fast, good, high, large, noisy, old, polluted, quiet, short, spectacular, strong, tall
Comparatives and superlativesenough, a little, a few, a lot of, many, much
There is / There are
Language fun! Units 0-5
6Cool technology!
Adjectives: big, ecological, expensive, heavy, hot, noisy, portable, tall, useful, wideTechnology and inventions: air balloon, Internet, keyboard, mobile phone, paper, radio, recycling, robot, satellite, steam train, toothbrush, underground, wheelSequencers:
Questions with How + adjectivesPresent and past passive
7Time detectives
Archaeology: bone, CAT scan, cave, chemistry, DNA, drawings, paintings, palace, ruins, site, treasure, X-raysEgyptology: curse, hieroglyphic, mummy, pharaoh, tomb
Zero conditionalFirst conditional
8Telling tales
Myths, legends and fairy tales: beast, beauty, character, chariot, Cinderella, clever, creation, dove, dwarf, Emperor, fairy, helmet, monster, race, Snow White, thieves, trick, UFO, vampire, werewolf, Wicked Queen, wingsGods and goddesses of Ancient Rome and Greece: Apollo, Deucalion, Jupiter, Mercury, Minerva, Pyrrha, Venus, Zeus
Reported speech with sayReported commands with tell
Language fun! Units 0-8
Achieve more! Units 1-8
Listening Speaking Reading Writing
Comparatives and superlativesPredictions: will, won’tObligation: must, mustn’t
-body, -thing, -where
Contents
Functions Phonics for pronunciation
Achieve!Culture
Asking and answering about the holidaysDescribing what people were doing in the pastAsking and answering about experiences: Have you visited another country? Where did you go?Making comparisonsMaking predictions and agreeing or disagreeing with them
Telling stories: I was sitting in the stadium when I fell asleep. Then...Writing a tourist pamphlet for your town or cityWriting a report about a special trip, excursion, visit or weekend
ie / ei CLIL: Roman civilisation
Michelangelo
Talking about safety measures: You have to use lots of sun cream! And you must wear sunglasses! You mustn’t stand still for a long time.Talking about future plans: What are you going to do tomorrow morning? I’m not sure. I might get up late.
l / ll CLIL: Volcanoes
The wettest place on Earth
Making predictions: They will radio for help. They won’t run. They might stand still and wait.Making plans: I’m going to India in the summer. I won’t go to the party tonight. I’ll help you with your homework.Making arrangements: What are you doing on Saturday afternoon? I’m watching the Robot Races. Me too! We can go there together.Writing a postcard
r / rr CLIL: The Bedouin people
Space tourism
Talking about experiences: Have you ever acted in a play? What play did you act in? I’ve already won a chess game. I haven’t written a novel yet. I have just learnt to juggle balls.Expressing the duration of experiences: I’ve played the piano since 2007. I’ve had my MP3 player for eight months.
oy / oi CLIL: Classical music: Changing lives
Surviving at sea
Making comparisons and agreeing or disagreeing with them: The Great Wall of China is the oldest structure. I think that The Great Wall of China is more spectacular than Burj Khalifa.Describing problems about a place and suggesting solutions: There’s too much rubbish in our neighbourhood. There should be more rubbish bins in the streets.
eer / ear / ier / ere CLIL: The history of cities
Super cities of the future
Asking about the characteristics of an object: How heavy is it?Describing passive events and processes in the present and the past: Then air
s / z CLIL: Nikola Tesla
Recycling
Talking about general truths or facts: When they dig, they don’t do it quickly.What will happen if you go
to bed late? I won’t wake up in the morning.Making a tourist brochure
s / ss / ce / z / zz CLIL: The mystery of the Tollund man
The Rosetta Stone
Inventing a mythological god or goddess: She said she was the goddess of peace.Giving and reporting commands: David told me to say the alphabet backwards.
Writing a fairy taleInventing a modern myth
im / in CLIL: Myths: Explaining our world
Modern-day myths and legends
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Interactive practice
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Contents
Lesson 1
Young Achievers 5Contents
Unit Vocabulary Grammar
0Welcome!
JobsQuestion wordsCountries and citiesFoodPlanets
Ability: can, can’t, could, couldn’tAdvice: should, shouldn’tPresent simple and continuousPast simple and continuousPresent perfect
1Rome
Ancient Rome: aqueduct, arch, architect, ceiling, chariot, civilisation, Colosseum, democracy, dome, emperor, founding, Latin, legend, gladiator, pipe, race, Remus, Romulus, she-wolf, stadiumSequencers:
Question words: how, what, when, where, who, whyPast simple with after and beforeInterrupted past with while and whenPast simple Wh- questions:
who, that, where
2Wild weather
Weather: chase, fog, freeze, frost, icy, lightning, shelter, thunder, thunderstorm, tornado, visibilityWord formation: rain, rainy, rainingPlanets
Obligation, lack of obligation and prohibition: must, mustn’t, not have toSpeculation: might, may, couldFuture plans with going to
Language fun! Units 0-2
3Space travel!
Space: astronaut, diameter, Earth, gravity, Jupiter, Mars, Mercury, meteor, Moon, Neptune, Saturn, spaceship, stars, Sun, Venus Large numbers:seven hundred and seventy-eight million
Predictions with will, won’t and might Future plans with will and going toPresent continuous for arrangementsPunctuation
4We can do it!
Experiences: ride, visit, watch, winAdjectives: aggressive, annoyed, bored, calm, energetic, excited, happy, proud, sadTypes of music: blues, classical, country, hip-hop, jazz, rockThe circus: clown, juggle, make-up, stilts, swing, tightrope, trapeze, unicycle
Present perfect and past simplePresent perfect with since and forPresent perfect with already, yet and just
5Super cities
Large numbersCountries and citiesBuildings: height, length, location, storeyAdjectives: bad, beautiful, cheap, clean, cold, expensive, fast, good, high, large, noisy, old, polluted, quiet, short, spectacular, strong, tall
Comparatives and superlativesenough, a little, a few, a lot of, many, much
There is / There are
Language fun! Units 0-5
6Cool technology!
Adjectives: big, ecological, expensive, heavy, hot, noisy, portable, tall, useful, wideTechnology and inventions: air balloon, Internet, keyboard, mobile phone, paper, radio, recycling, robot, satellite, steam train, toothbrush, underground, wheelSequencers:
Questions with How + adjectivesPresent and past passive
7Time detectives
Archaeology: bone, CAT scan, cave, chemistry, DNA, drawings, paintings, palace, ruins, site, treasure, X-raysEgyptology: curse, hieroglyphic, mummy, pharaoh, tomb
Zero conditionalFirst conditional
8Telling tales
Myths, legends and fairy tales: beast, beauty, character, chariot, Cinderella, clever, creation, dove, dwarf, Emperor, fairy, helmet, monster, race, Snow White, thieves, trick, UFO, vampire, werewolf, Wicked Queen, wingsGods and goddesses of Ancient Rome and Greece: Apollo, Deucalion, Jupiter, Mercury, Minerva, Pyrrha, Venus, Zeus
Reported speech with sayReported commands with tell
Language fun! Units 0-8
Achieve more! Units 1-8
Listening Speaking Reading Writing
Comparatives and superlativesPredictions: will, won’tObligation: must, mustn’t
-body, -thing, -where
Contents
Functions Phonics for pronunciation
Achieve!Culture
Asking and answering about the holidaysDescribing what people were doing in the pastAsking and answering about experiences: Have you visited another country? Where did you go?Making comparisonsMaking predictions and agreeing or disagreeing with them
Telling stories: I was sitting in the stadium when I fell asleep. Then...Writing a tourist pamphlet for your town or cityWriting a report about a special trip, excursion, visit or weekend
ie / ei CLIL: Roman civilisation
Michelangelo
Talking about safety measures: You have to use lots of sun cream! And you must wear sunglasses! You mustn’t stand still for a long time.Talking about future plans: What are you going to do tomorrow morning? I’m not sure. I might get up late.
l / ll CLIL: Volcanoes
The wettest place on Earth
Making predictions: They will radio for help. They won’t run. They might stand still and wait.Making plans: I’m going to India in the summer. I won’t go to the party tonight. I’ll help you with your homework.Making arrangements: What are you doing on Saturday afternoon? I’m watching the Robot Races. Me too! We can go there together.Writing a postcard
r / rr CLIL: The Bedouin people
Space tourism
Talking about experiences: Have you ever acted in a play? What play did you act in? I’ve already won a chess game. I haven’t written a novel yet. I have just learnt to juggle balls.Expressing the duration of experiences: I’ve played the piano since 2007. I’ve had my MP3 player for eight months.
oy / oi CLIL: Classical music: Changing lives
Surviving at sea
Making comparisons and agreeing or disagreeing with them: The Great Wall of China is the oldest structure. I think that The Great Wall of China is more spectacular than Burj Khalifa.Describing problems about a place and suggesting solutions: There’s too much rubbish in our neighbourhood. There should be more rubbish bins in the streets.
eer / ear / ier / ere CLIL: The history of cities
Super cities of the future
Asking about the characteristics of an object: How heavy is it?Describing passive events and processes in the present and the past: Then air
s / z CLIL: Nikola Tesla
Recycling
Talking about general truths or facts: When they dig, they don’t do it quickly.What will happen if you go
to bed late? I won’t wake up in the morning.Making a tourist brochure
s / ss / ce / z / zz CLIL: The mystery of the Tollund man
The Rosetta Stone
Inventing a mythological god or goddess: She said she was the goddess of peace.Giving and reporting commands: David told me to say the alphabet backwards.
Writing a fairy taleInventing a modern myth
im / in CLIL: Myths: Explaining our world
Modern-day myths and legends
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Interactive practice
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Grammar presentation
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Skills objectivesSpeaking Reading
•To introduce oneself•To ask and answer questions using a variety of
structures in order to find out information about a classmate
•To talk about age, likes/dislikes, family, routine•To describe different items using Comparatives and
Superlatives•To make predictions based on personal opinions
•To identify and understand target language in order to select the correct words
Listening Writing•To understand and recognise target language in order
to complete an activity•To identify future predictions based on the pictures
provided
•To write and answer questions using the target grammar•To write a description about your partner’s experiences
using the Present perfect
Grammar Functions•To review the Past modal of can•To review the Present perfect•To review Past simple•To review Past continuous•To review the Comparative and Superlative forms•To review will/won’t for predictions•To review modals for ability: can, can’t, could, couldn’t
and advice: should, shouldn’t•To review modals for obligation: must, mustn’t
•To discuss holiday activities•To describe past experiences•To discuss past experiences•To make comparisons•To make predictions
Vocabulary Pronunciation•To review jobs, countries, cities, food, planets•To review holiday activities•To review adjectives•To review indefinite pronouns: -body, -thing, -where
Language objectives
Grammar Vocabulary Pronunciation Recycled language•Ability: can, can’t, could,
couldn’t•Advice: should, shouldn’t•Present simple and
continuous•Past simple and
continuous•Present perfect•Comparatives and
Superlatives•Predictions: will, won’t•Obligation: must, mustn’t
• Jobs•Question words•Countries and cities•Food•Planets•Holiday activities• Indefinite pronouns
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Overview0Unit
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Teacher’s i-book
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Use the Richmond i-tools to complete the activities with the children on the IWB.
Activities with
i-poster
i-flashcards
Lead-in
Speaking
+ beside the rubric offer an additional interactive activity to reinforce the activity content. See lessons 3 and 4 of this unit.
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Provides extra interactive practice which can be used for Fast finishers or as a Wrap up activity. Alternatively, it can be used as homework. See lesson 6 of this unit.
Use the Interactive Routines Poster at the beginning of each lesson.
Go digital!
Key competences
Assessment criteria•Check children can identify, understand and
produce language for ability, advice, Present simple and continuous, Past simple and continuous, Present perfect, Comparatives and Superlatives, predictions, obligation and indefinite pronouns.
•Check children can identify, understand and produce vocabulary for jobs, question words, countries and cities, food and planets.
•Check children can ask and answer about the holidays, describe and discuss past experiences, make comparisons, make predictions and agree or disagree with them.
Materials•Teacher’s i-book•Student’s Book 5 CD 1•Teacher’s Resource Book 5
Diagnostic test pages 110-111: Lesson 6•Extra
Poster paperSheets of paper
Slips of paper for name tagsDice
Linguistic competence Children develop listening, speaking, reading and writing skills. Children learn to ask and answer questions about the holidays and to describe what people were doing in the past. Children learn to make comparisons, to make predictions and agreeing or disagreeing with them.
Social and civic competenceChildren learn to participate in an effective and constructive way in social life.
Cultural awareness and expressionChildren learn to use and appreciate ways of expressing ideas, experiences and emotions and an understanding of one’s own culture and diversity in the world.
Competence in learning to learnChildren develop strategies to improve the learning process and to assume control over their own learning.
Sense of initiative and entrepreneurship Children develop abilities and capacities like critical reflection, decision-making and independent action.
Mathematical competence and basic competences in Science and TechnologyChildren develop and apply mathematical thinking and explain the natural world.
Digital competence Children become familiar with the use of technology as a tool to reinforce language acquisition.
For suggestions on how to exploit the course resources see the Activity Bank, pages 17-23
SCCLC
MST
DC
CAE
LL
IE
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This activity will help children to recycle and evaluate their knowledge of English after the summer, which involves reflecting on what they know and being aware of what they need to learn.
Continuous assessmentAsk them how many points have been achieved.
Key competence
LL
4
Lesson 1
Welcome!0Unit
1poin
t
The holidays are over and it’s time to go back to school. How much English can you remember?
For every
correct answer
1. Name 10 jobs.
3. Write 5 things you couldn’t do when you were a baby.
4. Name 4 Olympic cities.
5. Write 15 countries.
6. Write 15 items of food.
2. Write 6 question words.
7. Name 3 professions that work with animals.
8. Write 3 interesting things you have done this week.
10. Name 6 planets.
11. What word is a nickname for New Zealanders, a fruit and a bird?
12. Write 5 things you should or shouldn’t do in very hot weather.
9. Name 5 jobs where you have to wear a uniform.
1 Read and answer.
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LL
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Lesson 1Unit 0
Materials•Teacher’s i-book•Slips of paper for name tags
Initial evaluationMonitor carefully during activity 1 to gauge how well children manage question forms and other grammatical structures.
WarmerIntroduce yourself: Hello, my name’s... and I love… Write your name on the board. Ask individual children: What’s your name? Respond: Hello (Maria). Nice to meet you. Children mingle and introduce each other: Hello, my name’s Marcus. I love football. Nice to meet you. What’s your name? Distribute slips of paper, one for each child. Allow children to create their own name tags, adding drawings if they wish.
Lead-inOn the board create a mind map of all the topics covered in Book 4. Elicit the following: jobs, countries, cities, food, planets and elicit an example of each.
1 Children read and answer. AnswersChild’s own answers
Optional extra: Depending on numbers, divide the class into teams and do the quiz as an open class competition. For each ‘round’ dictate the instruction and allocate one minute for the children to write down the answers in their teams. Monitor and check children’s answers for accuracy in spelling and grammar. For each question ask the winning teams to call out their answers whilst the others copy down any items they didn’t get.
Skills objectivesSpeaking•Do a quiz
Wrap upChildren copy the mind map from the lead-in in their notebooks and complete the categories with the words from activity 1.
At home•Activity Book 5 page 4•Optional extra: Children start a word bank in the back
of their notebooks. For each page children write a heading for a category and write down the words, e.g. one page could be on jobs. Encourage children to check spelling in their dictionaries at home.
Grammar•Review: question formation, past modal of can,
Present perfect
Functions•Review: jobs, countries, cities, food, planets
Language objectives
Attention to diversityThe overall purpose of this unit is to review and consolidate language seen previously. Monitor carefully and incorporate as much repetition and drilling as needed as by the group.
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CAE
Asking and answering questions provides a simple framework to allow children to interact and revise language in a controlled way.
Observe the pictures and talk about how the place where we live affects our lives: All the activities we do, sports, food, schools or even social life depend on social and cultural influences.
Continuous assessmentMonitor the activity and check grammar structures.
Make them think which activities children in Africa, for example, will do.
Key competence
LC
LC
LC
LC
CAE
5
Lesson 2Unit 0
1 Read the answers and write the questions.
2 Ask and answer with a partner about your summer holidays.
3 Answer the questions.
4 Ask and answer about what they were doing yesterday at 5 o’clock.
1. ?
I went to the beach in France.
2. ?
I went with my parents and grandparents.
3. ?
No, we didn’t. We went by car.
4. ?
No, I didn’t because I can’t speak French.
5. ?
We stayed in a hotel next to the beach.
6. ?
Yes, I did!
Where did you go this summer
1. What were you doing at 11 o’clock last night?
2. What were you doing between 5 and 6 o’clock yesterday afternoon?
3. What were you doing 2 hours ago?
4. What were you doing this time yesterday?
What was he doing yesterday at five o'clock? He was playing tennis.
1 2 3
4 5 6
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2 Children ask and answer with a partner about their summer holidays.Optional extra: Children write notes about what their partner told them about their holidays. Children use their notes in order to report back on their partner, e.g. Patricia went to a beach in France. She went with her parents and sister, etc.
3 Children answer the questions.AnswersChild’s own writing
Optional extra: Children ask and answer the questions in activity 3 and report back on what their partner was doing at the given times. Elicit the two tenses in the unit: Past simple/Past continuous. Elicit the differences in use.
4 Children ask and answer about what they were doing yesterday at 5 o’clock.AnswersChild’s own answers
Optional extra: Individually children draw three more pictures of activities and in pairs take turns to ask the question: What was (s)he/were they doing…?
Wrap upDraw up a class poll on children’s holidays. Draw a table on the board:
car/bus/train/plane
Spain/abroad hotel/campsite/other
swimming/sightseeing/other
car: 111 Spain: 111
train: 111 Abroad: 111
Get the results from the questionnaire done in activity 2 and tally up the number of communal activities in the table. Then, summarise the results as a class, e.g. Two people went to France.
Lesson 2Unit 0
WarmerCreate a holiday mind map on the board with the following categories: places/accommodation/transport/activities. Elicit items for each category, for example, places: beach; accommodation: campsite; transport: plane; activities: go swimming.
Lead-inUse the mind map to elicit statements about the children’s summer holidays, e.g. I went to the beach.
1 Children read the answers and write the questions.Answers2 Who did you go with? 3 Did you go by plane/Did you go by train? 4 Did you speak French? 5 Where did you stay? 6 Did you have fun?
Optional extra: For question 6, write on the board Did you…? And ask children to write five more questions in their notebook about their partners’ holidays.
Materials•Teacher’s i-book
Skills objectivesSpeaking •Ask and answer questions using a variety of
structures in order to find out information about a classmate
•Talk about age, likes/dislikes, family, routine•Discuss holidays in the past
Writing •Write and answer questions using the target
grammar
Grammar•Review: Past simple and Past continuous
Vocabulary•Holiday activities
Functions•Discuss holidays in the past
Language objectives
Continuous assessmentWrite the following sentences on the board and children choose the correct form:1. This time last week I was swimming / swam in the sea.2. We didn’t go / weren’t going to the cinema last night.3. When I was three, I wasn’t speaking / couldn’t speak French.4. I slept / was sleeping when you called.
Attention to diversityThis lesson relies on children’s knowledge of question formation. It also deals with the past simple and continuous . Children might need reminding of the difference between the two tenses in terms of use and form.
At home•Activity Book 5 page 5•Optional extra: Children write six sentences about the
results from the class poll.
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CAE Talking about holidays give children the opportunity to reflect on their own and other countries — culture, society and nature.
Writing activities support children acquisition of language, helping them to communicate their ideas and emotions to others.
Continuous assessmentEncourage children to talk about their own and other countries.
Assess the activity by asking them to read the text out loud.
Key competence
LC
LC
CAE
CAE
6
1 1.1 Listen and tick (4) what Rebecca has done.
2 Ask and answer the questions with a classmate. If your partner answers yes to any of the questions, ask other questions to get more information.
3 Complete the information about your partner.
visit another country
eat Mexican food swim in the sea win a prize
see a shooting star ride a horse
Have you ever visited another country?
Where did you go?
When did you go there?
Name
He / She has / hasn’t visited
1
5
2
6
3
7
4
8
Lesson 3Unit 0
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Lesson 3
WarmerDictate five sentences using the Present perfect about your past experiences. One should be false. Include some of the vocabulary from Lesson 3, e.g.:1. I have ridden on the back of a Harley Davidson.2. I have eaten frog legs.Children decide in pairs which one is false.
Lead-inChildren do a Describe and Draw activity with the pictures from page 6. Put children into pairs: A and B. As turn to their books and describe a picture for child B to draw in their notebook. Pre-teach any unknown items, e.g. treehouse, water ski, canoe, parachute.
1 1.1 Children listen and tick (3) what Rebecca has done.Answerspictures 1, 3, 6, 7, 8
Optional extra: In pairs, children say which activities they have done from activity 1 and which activities they would like to do.
2 Children ask and answer the questions with a classmate. AnswersChild’s own answers
Optional extra: Tell children to write 3 more questions and write them in their notebook. Children ask and answer the new questions with a classmate.
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Lead-in
Speaking
+ to open the activity. Children read the information about different people provided in the table. Open the sample questions and ask the children to answer them using the information from the table. Add your own questions if needed. Then, invite a volunteer out. The volunteer chooses a person from the table. He/she says a correct sentence about that person using the Present perfect. Classmates put their hands up if they know the answer. Demonstrate the activity if needed.
3 Children complete the information about their partner.AnswersChild’s own writing
Optional extra: Ask volunteers to read their descriptions to the rest of the class, but not to say the name. The rest of the class must guess who is being described.
Fast finishers Children repeat activity 3 but for themselves.
Wrap upDraw a Noughts and Crosses grid on the board with nine squares (numbered one to nine). In each square, write the following clues:
1. swim/present perfect/?2. go/past simple/+3. win/present perfect/-4. ride/past simple/?5. visit/present perfect/+
6. see/past simple/-7. eat/present perfect/+ 8. dive/present perfect/ - 9. climb/past simple/?
Divide the class into two teams: X and O. A child from team X chooses a number. The team write the full form and a child from the group comes to the board and writes it in the respective square. If correct, draw an X in the space. Repeat with team O. The first team to get three X’s or three O’s in a row vertically or horizontally wins.
Materials•Teacher’s i-book•Student’s Book 5 CD 1•Sheets of paper
Skills objectivesSpeaking •Ask and answer questions in order to reinforce
target language
Writing •Write a description about your partner’s
experiences using the Present perfect
Grammar•Review: Present perfect•Present perfect with the Past simple
Vocabulary•go parachuting, climb a mountain, ride an elephant,
build a tree house, sleep outside, go waterskiing, go canoeing
Functions•Talk about past experiences
Language objectives
Continuous assessmentTake in children’s descriptions of their partner’s experience to check their use of the target grammar.
Unit 0
At home•Activity Book 5 page 6
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MST Children focus on numbers, figures and a range of measures to describe and compare different quantities such as weight, height, speed, age, etc.
Children learn to make comparisons and refresh vocabulary, which helps them to use the language as a communication tool for expressing things.
Continuous assessmentCheck if they circle the right amounts.
Check if they can make comparisons and use the adjectives properly.
Key competence
LC
LC
MST
7
1 1.2 Listen and circle.
2 Look and compare the pictures.
Height: 2 / 1.90 / 1.80 m
Age: 35 / 33 / 31
Run: 60 / 70 / 80 kph
Fly: 100 / 120 / 130 kph
Height: 2 / 1.90 / 1.80 m
Age: 35 / 33 / 31
Run: 60 / 70 / 80 kph
Fly: 100 / 120 / 130 kph
Height: 2 / 1.90 / 1.80 m
Age: 35 / 33 / 31
Run: 60 / 70 / 80 kph
Fly: 100 / 120 / 130 kph
Superguy Wondergirl Captain Power
bad dangerous delicious fast good healthy interesting scary
A horse is faster than a dog, but the cheetah is the fastest.
I think Maths is better than Art, but English is the best subject!
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horse dog tarantulacheetah
pizza hamburger sharksalad
Maths English crocodileArt
Lesson 4Unit 0
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Lesson 4
WarmerChildren write a list of categories they saw in the previous academic year. On the board, write out the alphabet and elicit a topic for each letter, e.g. A: animals.
Lead-inPlay Hangman with the following superheroes: Superguy and Wondergirl. Elicit the special powers they could have and brainstorm more superheroes and their individual powers.
1 1.2 Children listen and circle.AnswersSuperguy: Height: 2 m, Age: 35, Run: 60 kph, Fly: 130 kph Wondergirl: Height: 1.90 m, Age: 31, Run: 70 kph, Fly: 100 kph Captain Power: Height: 1.80 m, Age: 33, Run: 80 kph, Fly: 120 kph
Optional extra: Write the following examples from the transcript on the board with spaces as indicated:1. Superguy is tall of the three. 2. Wondergirl is tall Captain Power.Elicit the missing letters/words: 1. the/tallest and 2. er/than. Next elicit the two forms: Superlative and Comparative.
2 Children look and compare the pictures.Optional extra: Elicit the categories of words from activity 2: animals, food, school subjects. Individually, children think of three more items for each of the categories. They then swap the words with their partner and their partner writes three sentences using the Comparatives/Superlatives.
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Lead-in
Speaking
+ to open the activity. Children read the sentences and choose the comparative or superlative of the adjectives to complete them. Once the activity is completed, ask for volunteers to come to the IWB to highlight the comparatives in yellow and the superlatives in green using the Richmond i-tools.
Fast finishersChildren write more sentences in the Comparative/Superlative form using their own ideas/words.
Wrap upIndividually children create a name for a superhero. They write information under the headings: height/age/run/fly as in activity 1. With their partner they compare their superheroes and report back to the class, e.g. Waterman is faster than Airman.
Materials•Teacher’s i-book•Student’s Book 5 CD 1
Skills objectivesSpeaking •Describe different items using Comparatives and
Superlatives
Listening•Understand and recognise target language in
order to complete an activity
Grammar•Review: Comparative and Superlative forms
Functions•Adjectives: bad, dangerous, delicious, fast, good,
healthy, interesting, scary, tall, young
Language objectives
Unit 0
Continuous assessmentWrite the sentences on the board and children correct the errors:1. Dogs are the bestest friends.2. Salads are healthier that pizzas.3. Art is more interestinger than Maths.4. Crocodiles are more scarier than sharks.5. Tarantulas are most dangerous than wild dogs.
At home•Activity Book 5 page 7•Optional extra: Children draw their invented superhero
with a description using the Comparatives and the Superlatives, e.g. Waterman is the fastest superhero. He runs…
Attention to diversityThe Comparative and Superlative are often confused in terms of form. Allow for plenty of written as well as oral practice to ensure children can use the structures accurately.
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Listening activities that focus on content give children the opportunity to practise listening for gist.
Reflect with children about the future and pessimistic predictions and how these changes are caused by the human activity.
Children become independent and autonomous learners by having an active role in the learning process, generating ideas and giving opinions.
Continuous assessmentAsk children about the pictures that were mentioned.
Ask children what they can do to promote sustainability.
Monitor the activity and check if they express their own points of view.
Key competence
LC
LC
MST
MST
IE
8
Lesson 5
1 1.3 Listen and tick (4) what will happen.
2 Read and match the predictions for the year 2100.
3 Agree or disagree with the predictions for 2100.
1. People will live extinct.
2. Earth will be electric cars.
3. Tigers will become at home.
4. We will drive on Mars.
5. Microchips will be much warmer.
6. We will travel rise.
7. Children will learn inserted in our brains.
8. The sea level will to the future.
I agree, the Earth will be warmer.People won't live on Mars, but I think they will live on
the Moon.
Unit 0
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Lesson 5
WarmerBrainstorm areas for predictions: animals, the environment, space/planet, technology, homes, economy, sports, transport, etc.
Lead-inElicit some examples of predictions based on the topics brainstormed in the warmer, e.g. People will travel to the Moon on holidays.
1 1.3 Children listen and tick (3) what willhappen. Answerswedding, car, money, football team
Optional extra: In pairs, children make predictions about their futures.
2 Children read and match the predictions for the year 2100.Answers1 on Mars. 2 much warmer. 3 extinct. 4 electric cars. 5 inserted in our brains. 6 to the future. 7 at home. 8 rise.
Optional extra: Individually, children rank these predictions in order of probability and write the list in their notebooks. Number 1 will be what they consider most likely. Children then compare their ideas with their partner.
3 Children agree or disagree with the predictions for 2100.AnswersChild’s own answers
Optional extra: Summarise the results from activity 3 on the board. Count the number of children who agree with each prediction. The most popular prediction can be written on a poster and displayed in the classroom.
Fast finishersChildren write three more predictions about the year 2100.
Wrap upWith books closed, write up the following key words on the board: extinct, electric cars, at home, on Mars, warmer, rise, inserted in our brains. Elicit some examples of full sentences and substitute with new items, e.g. Elephants will become extinct.
Materials•Teacher’s i-book•Student’s Book 5 CD 1•Poster paper
Skills objectivesSpeaking•Make predictions based on personal opinions
Listening• Identify future predictions based on the pictures
provided
Reading •Make sentences about future predictions
Grammar•Review: will/won’t for predictions
Vocabulary•extinct, insert, rising sea levels
Functions•Make predictions
Language objectives
Continuous assessmentChildren play Pictionary with words seen so far in the unit. Each child chooses three words in secret and writes them in their notebook. In groups of three, one child begins to draw and the others guess what they are drawing. The child who guesses correctly takes the next turn to draw. Set a time limit for this.
At home•Activity Book 5 page 8•Optional extra: Children write 50 words to summarise the
predictions they made in activity 3.
Unit 0
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Focus on sentences and tense makes children become progressively more competent in both writing and speaking as well as improving general linguistic knowledge.
Continuous assessmentAsk children to read the sentences out loud and analyse as necessary.
Key competence
LC
LC
LC
9
Lesson 6
1 Read and circle the correct words.
2 Read and complete the sentences.
1. I can / could play golf very well now. When I was little I can’t / couldn’t hit the ball, but now I can / could hit it perfectly!
2. If the fire alarm rings, you must / mustn’t panic. You mustn’t / shouldn’t get your bag. You must / mustn’t walk calmly out of the building. You should / shouldn’t line up so your teachers can check the register.
3. My friends are organising a surprise for me; I don’t know something / anything. I only know we are going somewhere / anywhere exciting and that nobody / everybody is invited.
ate eat eaten eating
play played played playing
writes writing written wrote
1. I am spaghetti.
2. I chicken and salad yesterday.
3. I don’t usually chocolate.
4. They have football in the snow!
5. She tennis when she was younger.
6. He is the piano in his bedroom.
7. My mum e-mails at the weekends.
8. My teacher has a book.
9. My grandma a letter to the king when she was young.
Unit 0
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Lesson 6
WarmerWrite prompts on the board:Every Saturday I…I usually…At the moment I’m…
I have never…Last weekend…At school, you mustn’t…
Children complete the sentences about themselves.
Lead-inElicit the school rules and write them on the board. Write the following example: You must / mustn’t run in the corridor. Ask children which modal is most suitable. Elicit other examples with previously brainstormed items.
1 Children read and circle the correct words.Answers1 can, couldn’t, can 2 mustn’t, shouldn’t, must, should 3 anything, somewhere, everybody
Optional extra: Ask children to write something for each of the following: 1. Something you couldn’t do when you were two. 2. Something you can do very well now.3. Something you mustn’t do in a museum.4. Something you must do in class. 5. Something you should do when you have a new classmate.6. Somewhere you would like to do this weekend.Children compare what they have written with a classmate.
2 Children read and complete the sentences.Answers1 eating 2 ate 3 eat 4 played 5 played 6 playing 7 writes 8 written 9 wrote
Optional extra: Elicit the tenses and write them on the board: Present simple, Present continuous, Present perfect, Past simple. Children copy the tenses down in their notebooks with the examples from activity 2, e.g. present simple: I don’t usually eat chocolate. My mum writes e-mails at the weekends.
Wrap upGive each pair of children a die. On the board write:1. Present simple2. Present continuous3. Past simple
4. Present perfect5. can/can’t6. must/mustn’t
Children take turns to throw the die and make a sentence according to the number of the die, for example if they roll a 5 they make a sentence using can/can’t.
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Children play a fun game dragging the words to form correct sentences, which will help them review the learning points of the lesson.
Materials•Teacher’s i-book•Dice
Skills objectivesReading• Identify and understand target language in order
to select the correct words
Grammar•Review modals for ability: can, can’t, could, couldn’t
and advice: should, shouldn’t•Review modals for obligation: must, mustn’t•Review tenses
Vocabulary• Indefinite pronouns: -body, -thing, -where
Language objectives
Final evaluationTeacher’s Resource Book 5: Diagnostic test
At home•Activity Book 5 page 9
Unit 0
Attention to diversityThis lesson covers different types of modals and tenses. As there is a lot to assimilate, assess the children’s knowledge of these grammatical areas and revisit them in future lessons for further consolidation.
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