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Teachers Book
Julie Penn
2
Unit 5
103
Introduction
10
Unit 6
119
Components
14
Unit 7
136
Tour of a unit
16
Unit 8
153
Unit 9
169
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
Syllabus
Starter:
New term
Vocabulary
Structures
Core
School and learning words: term, timetable, subject, textbook,
homework, test, exam, practice, club, coach, study
Question tags:
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:
Del ghtful
drama
Core
Dramatic verbs: shout, whisper, scream, laugh, mutter, cheer, catch,
follow, hide, escape, chase, rescue
Performers and skill words: comedian, acrobat, magician, musician, tell
jokes, do acrobatics, perform tricks, play an instrument, get on with people,
work as a team, practise a lot, learn new skills
Other
Shakespeare's Globe Theatre: build, notice (v), roof, firework, canon,
burn down, chemical, entertainment, uncomfortable, experience, smelly,
stinkard, cushion, ticket, comfortable,
Street performance around the world: performance, puppet, puppeteer,
wife, crocodile, seaside, comedy, string, dragon, stick, luck, parade, mime,
shadow puppet, attach, storytelling
Unit 2:
Global
geography
Core
Travel and transport words: canal, motorway, railway, tunnel, port,
airport, coach, ferry, road sign, traffic jam, roadworks, speed limit
Air travel words: check-in, passport, ticket, luggage, security, hand
luggage, queue, gate, boarding, seat belt, take-off, landing
Other
The Channel Tunnel: lorry, terminal, enormous, shake hands, crossing,
rough (weather), emergency services, organize, safety test, prentend,
suggest, build
Special transport around the world: aqueduct, street cable car, steep,
metal cable, electric street car, tourist attraction, footpath, cycle path,
vehicle, special clothes, equipment, safety instructions, mountain range,
build
Syllabus
Verb patterns:
verb + infinitive with to:
need, expect, pretend, agree, offer, promise
He pretended to do his homework.
verb + gerund (ing form):
imagine, enjoy, avoid, suggest, mind
Mum suggested going out for an ice cream.
Present perfect and past simple:
It has/hasnt made travelling easier.
The tunnel opened in 1994.
Phonics and
pronunciation
Skills
Crosscurricular
themes
Cultural
themes /
Values
Drama:
Shakespeares
Globe Theatre
Street
performance
around the world /
The importance of
making sure
everyone can see a
performance
Geography:
The Channel
Tunnel
Special transport
around the world /
The importance
of being safe and
following safety
instructions
Pronunciation: can
and cant
Phonics review:
homophones
buy by, some sum,
wait weight,
they're their,
pear pair, sea see,
know, night, there,
high, weeks
Pronunciation:
numbers ending with
teen and ty
Phonics review: /a/
sky, light, white, my,
high, fly, why, buy,
try, quite, side, flights,
right, might
Syllabus
Unit 3:
L vely
l terature
Vocabulary
Structures
Core
Characters in different story types: detective, witness, thief, reporter,
victim, assistant, hero, heroine, companion, enemy, giant, wise character
Unit 4:
Human h story
Core
Life event words: be born, start school, grow up, leave school, go to
university, learn to drive, leave home, get married, move house, get a job,
have children, retire
Family and community words: community, home, husband, wife,
parent, toddler, child, grandparent, best friend, grown-up, teenager,
neighbour
Modal verbs:
It must/cant/might/may/could be modern.
Present perfect with just, already and yet:
Theyve already/just found all the pieces.
They havent found all the pieces yet.
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:
Smart
c t zensh p
Core
Conservation words: endangered, extinct, protected, in the wild, in
captivity, Chinese river dolphin, Atlantic albatross, African penguin,
European bison, Iberian lynx, Arctic fox, Antarctic
blue whale
Environment words: recycle, turn off, use up, sort out, put on, give away,
look after, clean up, cut down, pollute, throw away, waste
Other
Recycling: coal, oil, CO2, bag, packet, walkway, degrees, Celsius, energy,
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
Syllabus
Phonics and
pronunciation
Skills
Crosscurricular
themes
Cultural
themes /
Values
Pronunciation:
intonation in
questions and
answers
Geography:
Harry Potter
film locations
Famous authors
around the world /
The importance
of finding time to
read every day
History:
Archaeological
finds in the UK
Citizenship:
Recycling
Environmental
projects around
the world / The
importance of
trying to protect
and help your local
environment
Pronunciation:
linking words
Phonics review: /i/
sheep, leave, she, thief,
we, ice cream, Beans,
eat, three, feel, feet,
cheese, sleep
Pronunciation:
intonation with
question tags
Phonics review: //
show, toe, go, coach,
rope, toads, ago, so,
go, hope, homes,
know, grow
Syllabus
Unit 6:
Spec al sport
Vocabulary
Structures
Core
Expedition words: water bottle, sun cream, insect repellent, first aid kit,
survival blanket, route, landmark, destination, campsite, picnic area, car
park, national park
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:
Dar ng des gn
Core
Clothes and accessories words: belt, trainers, raincoat, suit, umbrella,
handbag, suitcase, briefcase, tracksuit, hoody, jeans, leggings
Textile adjectives: striped, spotted, checked, dark, pale, bright, tight,
baggy, sparkly, comfortable, patterned, plain
Other
Modern fabrics and technology: traditional, cotton, raw materials,
processed, fabric, weaving, synthetic, chemical, waterproof, hiking boots,
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
Reported speech:
He said the suit was great.
She told him there was a famous designer.
Present simple passive statements and
questions:
These fabrics are called smart fabrics.
Are synthetic fabrics made from natural materials?
Unit 8:
Interest ng ICT
Core
ICT nouns and verbs: password, icon, text message, download, link, log
on, copy, paste, click on, save, attach, delete
Gadgets and inventions words: telephone, mobile phone, laptop,
e-reader, tablet PC, MP3 player, games console, sat-nav, calculator, digital
camera, digital radio, walkie-talkie
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
Syllabus
First conditional:
If I log on, I will send a download.
Past simple passive statements:
Lots of mistakes were made.
His difference engine wasnt built.
Phonics and
pronunciation
Skills
Crosscurricular
themes
Cultural
themes /
Values
Pronunciation: word
stress in prepositions
Phonics review: silent
letters:
Sport:
Safety in the
mountains
Scout groups
around the world /
The importance of
joining in and
trying new
activities
Design:
Modern
fabrics and
technology
Traditional crafts
and designs
around the world
/ The importance
of learning about
traditional crafts
and skills
ICT: The
history of
computers
Speaking: developing fluency and accuracy: talking about expeditions and using
extreme adjectives; talking about predictions about the future (Hes going to be
very tired. They wont go home by car. Theyll go home by bus.); making sentences
that avoid being exact about who/where/what we are talking about (You should
tell someone where youre 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
Phonics review: //
fashion, she,
information, sugar,
delicious, T-shirt,
paintbrush, should,
shapes, stylish, wash,
special, instructions,
sure
Pronunciation:
schwa sound in a and
the (//)
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 (Its used to make raincoats
and hiking boots. Are traditional fabrics made from natural materials?); focusing on
pronunciation: the schwa sound in a and the (//), 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
website addresses
Phonics review: /e/
train, take, paste, play,
break, ace, name,
came, same, made,
email, faithfully, days,
say, great
Syllabus
Unit 9:
Spectacular
sc ence
Vocabulary
Structures
Core
Planets and space words: planet, star, comet, orbit, moon, constellation,
asteroid, solar system, satellite, continent, pole, ocean
Second conditional:
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:
Thanksg v ng
Fest val 2:
Chr stmas
Fest val 3:
World Poetry
Day
Syllabus
Extra: settler, prayer, celebration, thankful, be together, uncle, aunt, cousin, volunteer, soup kitchen, turkey, pumpkin pie, paper leaf,
plantation, open-air museum, explore, tour, journey, pilgrim, fish, corn, harvest, website, charity, parade
Extra: festival, celebration, advent, decorations, Christmas cards, employ, deliver, mince pie, raisin, sugared fruit, recipe,
supersitition, good luck, enjoy, Middle Ages, neighbourhood, popular, carol concert, dazzling, tasty, countdown, Santa, reindeer
Extra: competition, rhyme, rhythm, syllables, haiku, popular, ice melting, limericks, dream, terrible, fright, celebrate, invite
Phonics and
pronunciation
Skills
Crosscurricular
themes
Cultural
themes /
Values
Pronunciation:
sentence stress
Science: The
Voyager
mission
Strange stories
around the world /
The importance of
not believing
everything you see
on the internet or
on TV
Phonics review:
Magic E:
hide, made, note, tube,
like, time, take, made,
space, hope
Syllabus
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 Teachers 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
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 childrens 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
storytellingexperience.
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
writingpractice.
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
tasktypes.
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.
Introduction
11
Culture
Revision
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
Cross-curricular focus
Introduction
Values
Optional lessons
Each unit includes two optional lessons, details of which can
be found in the Optional lessons using the DVD section of this
Teachers 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
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 pupils 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 Teachers 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 teachers 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
doingthis.
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 dont 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.
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, Teachers
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
Teachers Book (see pages 27 and 29).
Introduction
13
Components
Class Book
a Starter unit reintroducing Billy, Jilly and Milly Bean, their
Activity Book
ten pages of activities per core unit, including pairwork
Class Book
activities; a Reading Club feature; follow-up to the crosscurricular and cultural lessons; unit review and self-evaluation
activity ideas for fast finishers at the bottom of each page
follow-up to the Revision stories
follow-up to the festivals
one set of fluency cards per unit for communicative
pairworkactivities
Bilingual dictionary, Grammar reference section and an
Irregular verbs list
Teachers Book
a full description of the syllabus
an introductory section, with explanations of the
Activity Book
Audio CDs
Del g h t f u l d ra ma
Lesson 1
Les
VOCABULARY
VOC
Lesson objectives
Les
Iden dramatic verbs
Identify
Identify different text types
Iden
Spe
Speed read a page from a drama textbook for
info
information
Iden
Identify different ways to use your voice
Audio CDs
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,
but should look for visual clues, such as layout and style.
Before playing the recording, read the text types with
the class and check that children understand what each
onemeans.
t Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
t Check the answers as a class.
Transcript
Language
Lan
Core: shout, whisper, scream, laugh, mutter, cheer, catch,
Cor
follo
follow, hide, escape, chase, rescue
Review: play (n), textbook, stage, hard-working, poor, gold,
Rev
stone,
ston spider
Extra:
Extr voice, exercise, argument, complain, pirate, cove,
mus footprint
mussel,
Materials
Mat
CD1 $ tracks 0609; Unit 1 wordcards Set 1; a watch
or ti
timer
ANSWERS
Warmer
Warm
Lead-in
Lead
TTeachers
h Book
B k
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
unit? (Find out about a play.)
t If you have asked the children to do the homework
assignment, ask them now to present what they have
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
brought in? Encourage a variety of suggestions from
different children around the class.
1 Listen.
$r
Transcript
1 scream 2 cheer 3 mutter 4 laugh 5 whisper
6 shout 7 follow 8 hide 9 chase 10 catch
11 escape 12 rescue
$r
Class Book
Look and find these text types.
t With books closed, tell the children that they are going to
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 Billys homework.
Unit 1
14
Components
35
evaluation material
nine unit tests, three term tests and one end-of-year test
two worksheets to supplement the Starter unit
one Story worksheet per unit
two Vocabulary and grammar worksheets per unit
Unit 1
Story
y. Read
er the pla
1 Rememb
1
and
spaper
the new
wordcard worksheet
full transcripts and answers for tests, and full teaching notes and
answers for worksheets
notes for Key Competences and worksheets
PDF version of the printed Teachers Book (English) as well as PDFs
Fs
of Gua Didctica and Llibre del Professor
play.
nt to the
importa
that are
articles
e our
3 Welcom
Friends
Spanish
ing from
th?
good heal
Ligh
I
secret to
early, so
whats your
. I get up
...
Int: So,
of sleep
y night
plenty
ck ever
LK: Get
at 10 oclo
go to bed
5)
es on page
(Continu
er
Rememb
!
ket Day
y is Mar ket
Thursda
r local mar
Visit you fresh fruit
r
for all you es.
tabl
and vege
y.
a specialit
Mussels
tick the
Our
w with
Keeper
thouse
2 Intervie
t be
ne mus
4 Everyo
re are
ful. The
! Soldiers
very care
in the area
port and
pirates
ching the
time. But
are wat
ge all the
caves on
the villa
into the
dont go
h!
the beac
g for a
Lookin ?
present Jewellery Shop
s
Pendleton
lots
Try Tom
r rings and
laces, silve
Gold neck
more!
take a look!
Come and
rmation
at
2 Look
Blackb
eard
Find
s plan.
the info
How to
get very
n.
d from Spai
to the islan
on its way
r.
A ship is
and silve
of gold
Its full
r
and silve
the gold
(1)
Aim: steal
arriving.
when its
Find out
d
guar
on
soldiers
Problem:
? (2)
the time
all
e
ther
Are they
(3)
beach?
the
d
guar
Do they
ds in
he nee
rich
Unit 9
is com
rrow
A big ship arrive tomo
will
Come
Spain. It
midnight. nesday
night at
on Wed
to the party the port to
at
morning
rs.
our visito
welcome
l a n e t
sail too
6 Dont to the
se
clo
ks!
big roc erous
very dang
Theyre
s.
!
for boat
stay away
Think safe
6 Man-made s
are used
d for communication
co
and entertainment.
1.
on Earth.
in the sky are upside down.
float in space butt never
neve pass very close to the earth.
s o
n
my pla
erous.
very dang
rocks are
The big
sink? (4)
make a boat
e to sail.
Can they
ships wher
e shows
d
lighthous
house, and
Problem:
in the light
the light
put out
s!
can
We
big rock
near the
bed?
er go to
put a light
keep
e
hous
the light
When does
rdd
eard
bea
Blackb
(5)
9 Large a
10 The m
spa
the new
on Earth.
East and West.
8 In Australia, the c
vity
per in Acti
4 The Mediterranean is an o
plan.
st ning
about his
liste
list
tes are
3 Can you imagine going on holiday to the moon? Write a text about tourism on the moon.
. The pira
is telling
tes cave
ckbeard
conditional.
In the pira
tes.Use the ideas below (or your own ideas) and the second cond
play. Bla
Setting:
h pira
th
for the
kbeard.
n to the
to Blac
a scene
his plan
lained
3 Write
ard exp
w are we
? How
r: Blackbe
kbeard?
Blac
,
Narrato
your plan
?
Whats
the gold
Pirate 1:
get
to
going
l, listen.
ard: Wel
see Neil Armstrongs
go on a day trip / drive stay in a moon hotel /
have post office on the
Blackbe
1
und
a moon buggy
float around
moon / send lots of
footprints / take
photographs
postcards
tes
the pira
rsity Press
ers
6 Teach
Resource
d Unive
Oxfor
CD-ROM
ble
Photocopia
Posters
Wordcards
Wipe-clean poster
DVD
animation of each unit story
one cross-curricular video clip per unit
video clips of the nine unit songs
Speak
Spea
Sp
eakk up pposter
oste
os
terr
iPack
Presentation and practice material for interactive whiteboards and
data projectors that includes the following:
stories
songs
audio
poster and wordcard presentation material
Activity Book activities
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
homework assignment
nt that Mr Murphy set at the end of the previous unit.
Writing activity
based on definitions,
s
practising key
vocabulary.
y.
Listening activity
ctivity
practising
recognition off kkey
ey
vocabulary.
Identification of
different text types.
s.
Active production of
A
tthe key vocabulary
tthrough a pairwork
sspeaking activity.
Activity Book
ok 6
FFinding of
iinformation
tthrough a speed
reading activity.
Class Book 6
Activity suggestions
for fast finishers.
Wordcards Set 1
Wordcards
Activity Book
Class Book
16
texttypes.
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
thenindividually.
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.
Tour of a unit