172936 _ 000i-0xiv.

indd i 20/5/09 07:04:31

 Task-Based Learning
In this approach, learning is structur
Star Players makes every ed around tasks
and their successful completion. It
student the centre of is important
that the tasks are carefully constru
the learning process. It cted, meaningful
and purposeful. Learners have got
recognizes that children to solve a
problem, which means that they are
learn in different ways cognitively and
linguistically engaged. There are thre
and that they have got e phases in task-
based learning: pre-task, during-task
different intelligences, learning styles and post-task.
In the post-task phase, learners disp
and interests. lay or talk about
the outcome. Star Players provides
numerous tasks
Star Players is designed to build on and that are motivating and give children
a real sense
extend students’ knowledge and help them to learn of achievement.
through engaging and motivating activities. Students learn
best when they are cognitively and linguistically challenged
and when activities are meaningful, purposeful and Story-Based Approach
as the starting
enjoyable. A story-based approach uses stories
ls and activ ities. Language
Star Players acknowledges the importance of exposing point for planning materia
ners do different
students to natural language. Literature is an effective tool is taught through stories, and lear
thei r und erst and ing of them. Star
that offers students opportunities to experience language tasks to develop
have been written
in a way that mirrors how they learn their mother tongue. Players uses engaging stories that
.
A story, poem or song can all reach within each student to for native speakers of the same age
bring out a genuine response and help them to grow and
respond at a deeper level. Students are the heroes of their The Communicative Approach
own lives and stories help them to develop their own sense The basis of this approach is that lang
of self and values, as well as to sympathize and identify uage is
communication and that, in the clas
with others. sroom, the focus
should be on enabling learners to
communicate
successfully with each other. The com
municative
approach focuses on learners bein
g able to use
the language with both fluency and
accuracy. Star
Players offers many communicative
activities, such as
games and role plays.

Multiple Intelligences
. Research
We do not all learn in the same way
at leas t seve n diffe rent
shows that there are
sthe tic, mat hem atica l/log ical,
intelligences: kine
l, inte rper sona l, visu al/sp atia l, verbal
Star Players is based on the latest research about how intrapersona
and tasks are
children learn languages. and musical. In Star Players, activities
s of learning.
varied to cater to these different way
Topic- and Content-Based Approa
ches
Language has not got any value with Zone of Proximal Development
out a context
that is meaningful to learners. The Learning takes place within the zon
contexts or topics e of proximal
best suited for young children are development, or ZPD. The ZPD is the
those that come difference
from their own world and experien between what children can do alon
ce, such as family, e and what
friends and pets. As children get olde they can do when they are working
r, they can work in a supported
with topics that take them into the environment with other children or
wider world, for with their
example, space, history or the Inte teacher. The collaborative nature of
rnet. tasks is a very
In a topic- or content-based approac important aspect of learning. Whe
h, language n children work
is taught through themes that are together, they learn to share ideas,
interesting and listen to others
involving and that are often linked and work as a team. They also lear
with other school n to be tolerant
subjects. In this way, Star Players help of others and understand that each
s learners to person can
reinforce what they have already lear contribute and has value.
ned in other
subjects and exposes them to new
content as well.

ii

172936 _ 000i-0xiv.indd ii 20/5/09 07:04:33

 Introduction

Course Features
iv & v
Tips and Tricks
vi & vii
Scope and Sequence
viii & ix
Vocabulary Lists
x, xi & xii
Diagnostic Test
xiii & xiv

Back to School T3
1 Unit 1

Natural Disasters T15B

2 Unit 2

Children Around the World T27B

3 Unit 3

Space T39B
4 Unit 4

A Healthy Life T51B

5 Unit 5

After-school Clubs T63B

6 Unit 6

Be a Conservationist T75B
7 Unit 7

Music in My World T87B

8 Unit 8

Extras

Review Pages
T15A, T27A, T39A, T51A, T63A, T75
A, T87A & T99A
Star Players Certificate
T99B
Project Pages
T100
Worksheets
T108
Assessment Pages
T116
Practise Book Answer Key
T132
CD Track Section
T141

iii

172936 _ 000i-0xiv.indd iii 20/5/09 07:04:35

 u r se
Co res
e a tu
F

Student’s Book contains

· topic-based units that develop all four skills in a
relevant context
· three original stories that expose students to
natural language
· engaging projects that build teamwork
· fun songs and chants that expose students
to rhythm
· games and hands-on activities
· language boxes that highlight new grammar points
· self-assessment activities that develop students’
awareness of their own learning process and style
· skills pages (levels 1–3)
· process writing pages (levels 4–6) to build students' Practice Book contains
writing skills · activities to reinforce the language and structures
· review sections to reinforce target language taught in the Student’s Book
· two review pages per unit with listening activities

Cla
Class CD
· recordings of all
songs, chants and
listening material

Cutouts and Holidays

· a booklet with holiday pages that include crafts,
games and songs
· contains interactive student cutouts that promote
dynamic exchanges

iv

172936 _ 000i-0xiv.indd iv 20/5/09 07:04:37

 Teacher’s Book contains
· a Scope and Sequence with the topic and language
focus of each unit
· a Tips and Tricks section with hints on how to use all
the components
· notes for developing the projects and additional
cross-curricular activities
· grammar teaching tips and grammar modules for
each unit
· word lists for each unit
· a photocopiable Diagnostic Test
· photocopiable Assessment Pages for each unit with
listening activities
· photocopiable Worksheets for each unit to reinforce
the grammar
· a CD Track Section
· full answer keys for the Practice Book, Student’s
Book, Assessment Pages and Worksheets
· a Star Players Certificate

Each unit contains

· a variety of games
· Multiple Intelligences activities
· one Values activity
· one Teaching Tip

Each lesson contains

· full teacher’s notes
· an opening box with the vocabulary and grammar
taught in each lesson and the materials and
preparation needed
· Warm-ups, Wrap-ups, Extensions and ideas for
extra activities

Posters
· a full-colour interactive poster for each unit
· colourful poster cutouts for use with the posters
· extra poster cutouts for additional class activities

172936 _ 000i-0xiv.indd v 20/5/09 07:04:40

 Listening Activities

p s & There are many ways in which Star

Players helps your
Ti students to develop listening skills.
One of them is

ri cks through catchy songs and chants.

students love them and learn them
You will find that

T There are also listening activities thro

Student’s Book, Practice Book revie
quite quickly.
ughout the
w pages and, very
importantly, in the Assessment Pag
es.
You can find all the Student’s Boo
k tracks in a separate
section called the CD Track Section
(pages T141–T148).
The tracks for the Practice Book revie
Literature Pages w pages and
Assessment Pages are also included
The main objective of the stories in in the Teacher’s
Star Players is Book (pages T15A, T27A, T39A, T51
to increase students’ exposure to natu A, T63A, T75A,
ral language, T87A and T99A). )
thus providing them with a valuable
opportunity to
learn common fixed expressions and
vocabulary used by native speakers
high-frequency Vocabulary Lists
photocopiable word
read the literature in Star Players,
. Before students On pages x, xi and xii, you will find
Student’s Book
explain that they do not have to und
it is important to lists of the target vocabulary for each
pied and distributed
word; instead, they should aim to
erstand every unit. These lists can be photoco
us way s:
meaning and enjoy the reading proc
grasp the overall each month to be used in vario
To check students’ understanding
ess. · to create a picture dictionary
e new words
a Comprehension Check section, with
of the stories, · to write sentences to contextualiz
a series of · to write a story
questions, is provided in the Teacher’ notebooks
To further develop students' critical-t
s Book. · to illustrate new vocabulary in
hinking skills, bula ry into sem anti c groups
challenging activities such as pred · to classify voca
icting, summarizing,
analysing and evaluating the story
and its characters
have also been included. Process Writing
write, because
Students need to be taught how to
rally. In levels 1 – 3,
writing is not a skill that comes natu
ng this skill.
Posters the skills pages focus on developi
ht by mea ns of Process
Each poster, together with its cuto
uts, can be used to In levels 4 – 6, writing is taug
w voca bula ry and grammar Writing.
present, practise and revie writing are:
points. Posters are an exce llent tool to promote student The key steps for teaching process
for writing
participation and cooperation. · setting a context or situation
material you can · showing students a mod el
Star Players posters are made of a s
tebo ard or wat er-b ased marker pens. · brainstorming and exploring idea
write on using whi ing and an audience
their corresponding · giving a clear purp ose for writ
You can also attach the cutouts to
poster by using tape, Blu-Tack or any
adhesive The sequence for process writing is:
to move cutouts · writing a first draft
substance. This gives you the freedom teacher or both
around and reuse them without dam agin g them. · checking work (either peers, the
Cutouts can either be used with thei
r corr esponding can do this) and giving feedback
poster or as flashcards. In Star Play
ers, som e poster · writing a final version
to be used with out
cutouts have been designed Project Work and Hands-on Act
ivities
the poster. In every unit, there is a hands-on proj
cutouts should be ect as well as
To make the most of the posters, additional cross-curricular activities
n and then stored in large . Project work is a
prepared before the lesso time when students can be creative
the unit num ber. and learn to share
envelopes marked with ideas and work in teams. It is importa
nt to emphasize
that there is not only one way of doin
g things and to
encourage students to respect each
other's work.
Before starting a project, make sure
that all students
have got the necessary materials to
hand. You should
also demonstrate each step so that
all students
understand what they have to do
and how to do it.
At the end of each project, exhibit
and praise students’
work equally, without making com
parisons.
vi

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 Review and Evaluation Class Materials
Evaluating your students is an ongoing process that At the beginning of the school year
, put all the
helps you to see clearly how much your students have materials that you will need for prac
tical activities into a
learned and assess their strengths and weaknesses. box and keep them in the classroo
m. Your box should
Diagnostic Test contain coloured pencils, scissors,
glue sticks, pencils
To help you in this process, Star Players provides and rubbers. Each student is expe
cted to bring the
you with a photocopiable Diagnostic Test. The same materials from home.
Diagnostic Test should be given in the first week of Read the Materials and Preparation
sections that appear
classes. It has been designed to help you to evaluate in the opening boxes in the Teacher’
s Book before
students’ general level and determine in which each lesson. These two sections will
remind you of the
areas they need reinforcement. materials you need to make the mos
t of each lesson.
Before the first practical activity, clari
Assessment Pages fy the procedure
for using materials. Always make
Star Players also provides you with photocopiable sure that students
clean up at the end of each activity
Assessment Pages. These pages are designed to test and return all
materials to the box.
students' progress upon completion of each unit.
Self-assessment Activities Cutouts
’ cutouts at the
Because it is also important for students to gain It is a good idea to collect students
awareness of their own strengths and weaknesses, and distr ibut e cutout pages only
beginning of the year
a lesson. Make sure
there are self-assessment activities at the end of when you are going to use them in
exactly what they
each Student’s Book unit (levels 1–3) and in the that you demonstrate to students
Teacher’s Book (levels 4–6). have to do before they start cutting.
ral different
Review Pages Sometimes, cutouts are used for seve
inder notes in the
Before evaluating your students, it is crucial to activities. In this case, there are rem
ents keep their
review the language you have taught. Both the Teacher’s Book to ensure that stud
ities.
Student’s Book and the Practice Book provide review cutouts in envelopes for future activ
pages.
Pair and Group Work
Worksheets
Young children may not be used to
In addition, the Teacher’s Book includes working in pairs
and groups. The first few times they
photocopiable Worksheets that can be used to do pair activities,
keep the activities short and make
provide additional grammar practice for each unit. sure that you give
them clear instructions. As they get
Grammar Modules and Teaching Tips used to doing
pair and group activities, you can
begin to hand over
These elements provide expansion of the main responsibility to students. For exam
ple, for each pair,
grammar points of the unit and suggest ways to you can assign one student to be
the task monitor
teach the material. Using these can help you in the (he/she makes sure that they do wha
t they are meant
review process. to) and the other student to be the
language monitor
(he/she makes sure that they spea
k English).
Answer Key to Diagnostic Test It is more fun and more interesting
for students if
1 1. always; 2. usually; She’s playing the violin. they do not always work within the
same pairs. Decide
3. sometimes; 4. never 4. They aren’t jumping before the lesson how you are goin
g to organize
on the sofa. They’re the pairs.
2 had, swam, played,
sleeping on the sofa.
listened, ate, drank,
took 6 1. many; any; 2. any;
some; 3. much; any; Teaching Values
hing a language.
3 1. Tom should give his
4. some; many Being a teacher goes far beyond teac
dog more delicious teac hing a student
food. 2. Jane should buy
Being a teacher also involves
to ada pt to diffe rent
a new dress. universal values and how
ers, we inclu de valu es activities to
situations. In Star Play
play in a student’s
4 1. happier; 2. tall; the
remind teachers of the key role they
tallest; 3. thin; thinner are designed to be
life. At lower levels, these activities
ents' native tongue
5 1. playing; playing initiated and carried out in the stud
lish may be
the guitar. 2. He isn’t so that they can fully participate. Eng
ities at higher levels
reading. He’s eating a
gradually integrated into these activ
hot dog. 3. She isn’t
playing the drums. of the series.

vii

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 p e &
Sco ence
u
Seq
Grammar
G Vocabulary
1 Present Simple
Past Simple
Wh- Questions: What
(sport) does Tony (play)?
When does he (play
tennis)? Where does he (go
to school)? Who did you
(go) with?
2 There was/There were
Prepositions of Time:
at + hour: at (nine o’clock
in + year/month: in (2006),
in (May)
on + date: on (2 May)
Past Simple with ago: It
happened (10 years) ago.
3
Comparative Adjectives:
(My city) is (hotter) than
(London). (She) is (more
organized) than (Tim).
Superlative Adjectives:
(He) is the (tallest person) in
(my family). (My mother) is
the (most intelligent).
Countable and
Uncountable Nouns
4
Future with will: He’ll
(travel to Venus). I won’t
(live in a space city). Will he
(write a book)? (What) will
she (see)?
Need to + verb: He needs
to (take a space suit).
viii
172936 _ 000i-0xiv.indd viii
Subject Questions: Who
sits to the (left) of (Kim)?
Conjunctions (and/but)
Past Continuous:
I was (walking). I wasn’t
(swimming).
Past Continuous with
when + Past Simple:
When (the hurricane hit),
I was (reading).
Before/After
There is/are with
Quantifiers: There is a lot/
some/a little. There are a
lot/some/a few. There are
fewer (cars) in (Darwin).
There is less (rain).
There are more (cars) in
(Mumbai). There is
more (traffic).
He doesn’t need to (take a
mobile phone).
How far/How long
Comparatives and
Superlatives with
far/near
Phrasal Verbs: get Prepositions/Adverbs:
dressed, get on, get up, behind, in front of, to the
look for, put on, wait for, left of, to the right of
wake up
Spare-Time Activities
Adjectives to Describe
Classroom Activities
People
Holiday Words
Beach Activities Natural Disasters:
earthquake, emergency,
Tourism: beach hut,
firefighter, first-aid kit,
hammock, hotel,
flood, forest fire, hurricane,
restaurant, sailing, souvenir
lightning, safety, safety
shop, swimming pool,
instructions, storm,
tennis court, tourist resort
supplies, tidal wave,
volcanic eruption, warning
Adjectives to Describe Food
People
Countries and Cities
Adjectives to Describe
Others: fresh water,
Places: beautiful, big,
mountain, natural
cheap, clean, cold,
resources, noise, oil,
colourful, comfortable,
pollution, population,
crowded, dangerous, dry,
rainfall, sunshine,
exciting, expensive, high,
temperature, traffic,
hot, low, modern, old,
vegetation, wildlife
old-fashioned, organized,
peaceful, polluted, ugly, wet
Exploring Space: The Solar System
astronaut, astronomer,
The Universe
atmosphere, distance,
food capsule, fuel tank, Large Numbers
helmet, oxygen tank, robot,
seat belt, space boots,
spaceship, space station,
space suit, telescope, UV
20/5/09 07:04:45
 Grammar
5 Reflexive Pronouns:
(I) hurt (myself). (He) cut
(himself).
Zero Conditional: What
happens when you (run)?
When you (run), (your pulse
goes faster).
6 Present Simple vs
Present Continuous:
What does Charlie usually
do on (Saturday) at (4:30
a.m.)? He usually (does 100
push-ups).What’s he doing
now? He’s (watching TV).
Relative Pronouns
(that, who, where):
The invention that (won).
7 First Conditional: What
will happen in the future
if (we don’t look after our
forests)?
Modal Verb Must/
Mustn’t: We must (recycle
cans). We mustn’t (throw
cans in the rubbish).
8 Adverbs: Play (quietly).
Reported Speech
Present of to be to past
of to be: She said that
(the music was scary). Who
said that (their music was
energetic)?
172936 _ 000i-0xiv.indd ix
First Conditional: What
will happen if you (eat too
many sweets)? If you (eat
too many sweets), you will
(get cavities).
The girl who (invented
the Tipper Toe).The place
where (I thought of
the idea).
Indefinite Pronouns:
Everyone (watches TV).
Someone (goes jogging).
No one (paints pictures).
Does anyone (play chess)?
Modal Verb Might:
Humans might (travel back
in time).
Present Continuous to
Past Continuous: He said
that (they were working
hard).
Present Simple to Past
Simple: He said that (he
practised every day).
Can to could: You said
that (I could watch TV).
Vocabulary
Injuries and Health
Problems: accident,
allergic, asthma, bee sting,
black eye, break, broken
bone, bruise, burn, cavity,
cut, diabetes, hurt, ill,
inhaler, injure, insulin,
pollen, shot, twist
Sports and Exercise:
baseball, basketball,
football, golf, gymnastics,
jogging, karate, martial art,
push-ups, skateboarding,
stretches, surfing,
swimming, tennis,
weight lifting
Ecology: acid rain, air
pollution, biodiversity,
chemical pollution,
ecosystem, environment,
ozone layer, public
transport, rainforest,
recycling bin, recycling
centre, rubbish, solar
power, toxic chemical,
rubbish
Making Music: album,
band, composer, concert,
concerto, fan, genius,
guitar player, opera,
performance, prodigy,
recording, rehearsal,
singer, sonata, symphony,
symphony orchestra
Musical Instruments
Exercise
Parts of the Body
Food and Diet
Spare-Time Activities:
chat on the Internet,
collect insects, do a puzzle,
do karaoke
Inventors’ Club
Drama Club: actor, actress,
brass band, curtain, leading
part, lights, play, stage,
stage manager, theatre
Ecology Adjectives:
biodegradable,
contaminated, eco-friendly,
endangered, extinct,
fragile, non-organic,
organic, threatened
Animals and Animal
Classification
Adverbs: angrily, badly,
excitedly, gently, happily,
loudly, nervously, quickly,
quietly, sadly, seriously,
sleepily, slowly, well
Adjectives: energetic,
famous, fresh, happy,
peaceful, popular,
romantic, sad, scary,
supportive, worried
ix
20/5/09 07:04:47
 la r y
c abu
Vo
1
Phrasal Verbs
get dressed, get on, get up, look for, put on, wait for,
wake up
Classroom Actions
clean the board, collect the homework, do the
weather chart, hand out the books, open the
windows, tidy the shelves
Action Verbs
buy, do, drink, eat, get up, go, like, listen to, meet,
play, read, roast, see, wake up, watch
Holiday
beach, national park, pyramid, restaurant, safari,
sandals, shopping, souvenir, summer camp, surfboard
2
Tourism
bar, beach chair, club, gym, hammock, hotel, hut,
lifeguard, palm tree, sailing, sand, souvenir shop,
suitcase, tennis court, tourist resort
Beach
campfire, kite, picnic, read a book, sandcastle, sleep
in a hammock, swim, take photos
Natural Disasters
cellar, earthquake, emergency, firefighter, first-aid
kit, flood, forest fire, hurricane, lightning, rain, safe
room, safety instructions, snow, supplies, tidal wave,
volcanic eruption, warning, wind
172936 _ 000i-0xiv.indd x
Spare-Time Activities
basketball, canoeing, chess, cycling, drama,
fishing, football, hiking, horseriding, painting,
pottery, rock climbing, sailing, scuba diving,
swimming, tennis
Prepositions/Adverbs
behind, in front of, to the left of,
to the right of
Others
acrobat, bridge, chopsticks, coconut milk, cowboy,
crocodile, diver, farm, garage, green tea, mango,
opera, parents, rice, diving instructor, singer,
waterfall, woman
Action verbs
announce, arrive, chase, climb, close, count,
evacuate, fall asleep, fall down, feed, fill, float, hide,
hit, leave, lie, pack, protect, repair, rescue, survive, tell
a joke, warn, wash
Others
ark, attic, barbecue, bookshelf, bridge, cage,
container, dam, electricity, fountain, furniture, garage,
gas, ground, lift, path, people, police, road, spark,
stairs, trail, valley, village, water bottle, water tank,
whistle, window
20/5/09 07:04:49
 3
Adjectives
bad, beautiful, brave, cheap, clean, clever, colourful,
comfortable, crowded, dangerous, delicious, dry,
exciting, expensive, funny, good, high, intelligent,
interesting, international, long, low, messy, modern,
old-fashioned, organized, peaceful, polluted, short,
smart, strange, tall, tidy, ugly, wet
Places
building, block of flats, cinema, city, country, farm,
forest, garden, market, museum, park, restaurant,
shop, street
4
The Universe
comet, Earth, galaxy, Jupiter, Mars, Mercury, meteor,
Moon, Neptune, planet, Pluto, satellite, Saturn, solar
system, Uranus, Venus
Exploring Space
alien, astronaut, astronomer, atmosphere, distance,
food capsule, fuel tank, helmet, oxygen tank,
ray, robot, seat belt, space boots, spaceship,
space station, space storm, space suit, telescope,
temperature, UV
Large Numbers
one, ten, hundred, thousand, ten thousand,
hundred thousand, million
5
Parts of the Body
ankle, back, biceps, blood, bone, brain, buttocks,
cheek, chest, chin, digestive system, elbow, heart,
hip, intestine, kidneys, knee, liver, lungs, muscle,
neck, shoulder, skin, stomach, teeth, tissue, toe,
triceps, wrist
Health Problems
accident, allergic, asthma, bee sting, black eye, break,
broken bone, bruise, burn, cavity, cut, diabetes, hurt,
ill, inhaler, injure, insulin, pollen, shot, twist
172936 _ 000i-0xiv.indd xi
Food
burger, course, crisps, dessert, dish, egg, fish, frog’s
legs, fruit, grapes, jelly, main course, meal, meat,
menu, onion, pear, pudding, rice, salad, sandwich,
sausage, soup, squid, starter, sweet potato, tea,
vegetable, watermelon
Countries
Australia, Brazil, China, France, India, Japan, Kenya,
South Africa, Spain, Thailand, USA
Others
fresh water, natural resources, noise, oil, pollution,
population, rainfall, sunshine, temperature, traffic,
vegetation, wildlife
Verbs
bring back, build, discover, dream, find, get lost, help,
live, meet, orbit, report, return, speak, spin, take,
train, travel, write
Others
antenna, cave, mobile phone, cool bag, film director,
graduate, hospital, invention, inventor, film star,
profession, swimsuit, tool kit, university, water
bottle, workshop
Exercise
bench jumps, breathe, energy, jog, jumping jacks,
oxygen, pulse, pump, push-ups, run, sit-ups, skip,
sweat
Food and Diet
bread, breakfast, butter, cereal, crisps, cucumber,
dairy product, diet, dinner, fizzy drink, flour,
grapefruit, healthy, junk food, lettuce, lunch, milk,
nut, orange juice, shellfish, snack, sugar, toast, tuna,
wheat, yogurt
Others
dust, fur, gain, hungry, lose, thirsty, tired, weight
xi
20/5/09 07:04:51
 6
Sports and Exercise
baseball, basketball, football, golf, gymnastics,
jogging, karate, martial art, push-ups, skateboarding,
stretches, surfing, swimming, tennis, weight lifting
Spare-Time Activities
chat, collect insects, do a puzzle, do karaoke
Inventors’ Club
invention, materials, prize, result
Drama Club
actor, actress, brass band, curtain, leading part, lights,
play, stage, stage manager, theatre
7
Ecology
acid rain, air pollution, atmosphere, biodiversity,
carbon dioxide, cattle, chemical pollution, coal,
detergent, ecosystem, electricity, environment,
factory, farming, forest fire, fresh water, ozone layer,
plastic, public transport, rainforest, recycling bin,
recycling centre, rubbish, solar power, toxic chemical,
web
Ecology Adjectives
biodegradable, contaminated, eco-friendly,
endangered, extinct, fragile, interconnected,
non-organic, organic, threatened
8
Making Music
album, band, composer, concert, fan, genius, guitar
player, opera, orchestra, performance, prodigy,
recording, rehearsal, singer, sonata, symphony
Musical Instruments
cello, clarinet, cymbals, drum, flute, guitar, maracas,
percussion, piano, saxophone, string, trumpet, violin,
wind, xylophone
xii
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City Farm Club
butter, cow, dairy herd, garden, organic, produce,
vegetable
Verbs
brainstorm, cheer, clap, deliver, feed, milk, pick,
water, weed
Others
museum, order, leaflet, project,
raw egg, staff member, till, volunteer, X-ray
Animals
amphibian, bat, beaver, carnivore, chimpanzee, crab,
crocodile, deer, dragonfly, eagle, giraffe, gorilla,
herbivore, insect, jaguar, leopard, lizard, mammal,
monkey, mosquito, ocelot, owl, reptile, rhino, shark,
species, squirrel, tiger, toad, turtle, wild boar, zebra
Verbs
breathe, burn, cut down, damage, destroy, disappear,
harm, interact, kill, pollute, protect, provide, recycle,
reduce, reuse, survive, throw away, waste
Adverbs
angrily, badly, excitedly, gently, happily, loudly,
nervously, quickly, quietly, sadly, seriously, sleepily,
slowly, well
Adjectives
energetic, famous, fresh, peaceful, popular, romantic,
scary, supportive, worried
Verbs
compose, iron, perform, practise, relax, skip
20/5/09 07:04:53
 Diagnostic Test Name:
1 Complete the sentences. (2 points)
sometimes never always usually

1. He watches TV every day. He watches TV.

2. He eats eggs for breakfast five days a week. He eats eggs
for breakfast.
3. He goes to the cinema at weekends. He goes to the cinema.
4. He doesn’t play football. He plays football.
2 Complete the text with the past tense of the verbs. (7 points)
eat drink go have swim play take listen

John went to the beach last week with his

cousin. They a great time. They
in the sea and volleyball on the beach.
They to some music. Then they
hot dogs and soft drinks. In the afternoon,
they some photos.

3 Unscramble the advice. (2 points)

1. give / more / Tom / food / should / dog / his / delicious

2. buy / Jane / dress / should / new / a

© Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable xiii

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 4 Look and complete the sentences. (3 points)
1. Tom is happy.
Fred is .
Dan is the happiest.
2. Tom is .
Fred is taller.
Dan is .
3. Dan is .
Fred is .
Tom is the thinnest.
5 Look and correct the sentences. (4 points)
1. She’s playing the trumpet.
She isn’t the trumpet.
She’s .
2. He’s reading.

3. She’s playing the drums.

4. They’re jumping on the sofa.

6 Complete the questions and answers. (2 points)

much many any some

1. How apples have you got? I haven’t got .

2. Is there ice cream? Yes, there’s in the fridge.
3. How water is in the jug? There isn’t .
4. There are eggs on the table. How are there?

xiv © Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable

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 1 Back to School
Present Simple Who did you (go) with? Phrasal Verbs Action Verbs
Danny waits for the bus. What did you (do)? get dressed, get on, get up, Countries
Christine doesn’t get up. Subject Questions look for, put on, wait for, Holiday Words
Does Danny play sport? Who sits to the wake up
beach, national park,
Past Simple (left) of (Christine)? Adjectives pyramid, safari, sandals,
Conjunctions boring, brave, clever,

Vo ca bula r y
I went to China. shopping, souvenir,
G ra mm a r

We didn’t play. We went to the beach cowardly, disorganized, summer camp, surfboard
Did you go to Japan? and we made a fire. funny, interesting, kind, Spare-time Activities
We went to the park, mean, messy, tidy,
Wh Questions canoeing, chess, cycling,
but we didn’t play. organized, outgoing,
What (sport) does drama, fishing, hiking,
serious, shy
David (play)? horseriding, pottery, rock
Classroom Actions climbing, sailing, diving
When does he
clean the board, collect the Prepositions/Adverbs
(play tennis)?
homework, do the weather
Where does he behind, in front of, to
table, hand out the books,
(go to school)? the left of, to the right of
open the windows, tidy
Where did you (go)? the shelves
Fun c tion s

- Asking about routines in the present. - Writing postcards.

- Asking for descriptions of people.
- Describing people’s personalities.
- Asking about the position of people and objects.
- Asking about and describing past events.

Value s Syllabus Star Proje c t Multiple Intelligence s

Being Tidy and Organized (see page T4) Starting the School Year Spatial Intelligence (page T6)
Appreciating People (see page T15) Linguistic Intelligence (page T9)
Linguistic & Spatial Intelligence (page T11)

T3

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 Back to School
1
1 Listen and number the verbs.
8 waits for 3 gets up 7 looks for 9 gets on 1 wakes up 6 puts on
2 doesn’t wake up 10 doesn’t get on 4 doesn’t get up 5 gets dressed

6:45 7:00

At 6:45, Danny wakes up . At 7:00, Danny gets up .

Christine doesn't wake up . Christine doesn't get up .

7:30 8:00

At 7:30, Danny gets dressed . At 8:00, Christine looks for

He puts on his favourite jumper. her clothes. It's very late.

8:10 8:15

At 8:10, Danny waits for the At 8:15, Danny gets on the

school bus. Christine is still at home. bus. Christine doesn't get on .
Look and complete the sentences.
Game: True or False?

Danny gets up False! He doesn’t get up at

at 6:45. 6:45. He gets up at 7:00.

4 Lesson 1

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• Look and complete the sentences.
Grammar: Present Simple: Danny gets up at
(6:45). Christine doesn’t get up.
Spelling: Present Simple 3rd Person “s”.
Vocabulary: get dressed, get on, get up, look for,
put on, wait for, wake up
Materials: Construction paper circles (20 cm
diameter, 1 per student), construction paper strips (5
x 2 cm, 2 per student), butterfly clips (1 per student),
1 Poster and poster cutouts.
• Game: True or False?
Warm-up
Meeting New Friends
Sit with students in a circle. Say Hello, my name’s
(Mrs Krystel). Turn to the student on your left. Ask
for the student’s name and age, and help him/
her respond: T: What’s your name? S1: My name’s
(Noah). T: How old are you? S1: I’m (10) years old.
T: Nice to meet you, (Noah).
Students repeat the dialogue with the student
on his/her left until all students have introduced
themselves.
1 Listen and number the verbs. 1 Students stand up and say Snap! if they wake up at
Read out the verbs in the box. Emphasize the s at the
end of the verbs.
Students look at the pictures. Explain that Danny and
Christine are the characters in this level.
Tell students that they are going to hear what Danny
and Christine do every morning.
Play Track 1.
Students number the verbs in the order in which they
hear them.
Students read out the verbs in the correct order to
check their work.
Make a clock and tell the time.
Hand out the circles and strips of construction paper
and the butterfly clips (see Materials).
Students draw a clock face on the circles and make
hands using the strips.
Show students how to attach the hands to the clock by
pushing the butterfly clip through the hands and the
centre of the clock face.
Call out times: two o’clock, half past three, quarter past
four, quarter to five. Students move the hands on their
clocks to show the times and hold them up.
Students repeat the activity in pairs.
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Back to School
1
Students look at the pictures in activity 1. Ask them to
look at picture 1 and say It’s 6:45. Danny wakes up.
Christine doesn’t wake up.
Volunteers describe the events in the other pictures.
Students complete the sentences with verbs from the
word box.
Play Track 1 again. Students correct their work.
Students look at the pictures and completed sentences
in activity 1.
Make true or false statements about the events: Danny
doesn’t get up at 7:00. Ss: False! He gets up at 7:00.
Students play the game in pairs.
Wrap-up
My Busy Day 1
Hold up the Daily Routine poster cutouts: wake up,
get up, look for your clothes, put your shoes on,
wait for the bus and get on the bus.
Narrate the events: Look! I wake up at 6:00 a.m.
I get up at 6:30 a.m. Hold up the cutouts as you
speak. Repeat the narration several times.
Then say It’s Monday morning. What time do you do
wake up?
the same time as you.
Extension
Values Syllabus
Being Tidy and Organized
Students look carefully at Danny and Christine’s
rooms in the pictures on page 4. Students talk about
the differences between the two rooms. Explain
that Christine is often late for school because she is
messy and disorganized. Elicit a list of things students
can do at night to help them to plan their time. For
example, Put my homework and school things in my
school bag. Prepare my lunch. Clean my shoes. Go to
bed early!
Lesson 1 T4
20/5/09 07:23:19
 1 Back to School

Play Track 2.
Functional Language: What’s (he) like? Students listen and fill in the missing words. Tell them
He’s (serious). to write just the first few letters of each word if they do
Vocabulary: boring, brave, clever, cowardly, not have time to write the whole word.
disorganized, funny, interesting, kind, mean, messy, Students finish the words, using the words in the word
tidy, organized, outgoing, serious, shy box above.
Play Track 2 again.
Materials: Poster-sized white paper (2 sheets),
Students check their work and complete the song.
paper.
Sing the song.
Students choose either Danny or Christine as their
best friend.
Warm-up Divide students into two groups according to
their choice.
Attach two sheets of poster-sized white paper (see
Each group sings the corresponding verse of the song
Materials) to the board. Two volunteers go to the
for the rest of the class.
board with coloured pencils or crayons and draw
Danny and Christine. Ask the students questions 2 Choose five people and describe them in your
about their physical appearance: What colour is
notebook.
Christine’s hair? Is it long or short?
Students choose five people from those shown on the
Continue asking questions whilst the volunteers
stars. They write a short description in their notebook
complete the drawings of the characters.
for each one, using the words in the word box at the
Explain that they just described the characters
top of the page.
physically, but in this lesson they are going to learn
about their personalities and habits. • Ask and answer with a classmate.
Students use the model dialogue to ask and answer
questions about the people they have described.
Adjectives and Their Opposites
Students look at the words in the word box. Write the
following words in two columns on the board: Column Wrap-up
1: boring, disorganized, serious, mean, messy, brave,
Call out one of the words from the stars.
outgoing. Column 2: funny, tidy, organized, interesting,
Students stand up if they have described that person.
shy, kind, cowardly.
Students read out their descriptions and compare.
Explain to students that these are words we can use to
describe people’s personalities.
Volunteers go to the board and match opposites by
drawing a line. Explain the meanings of any unknown Extension
words. Make a family tree.
Draw your family tree on the board. Include mother,
1 Look and describe the children. father, sisters, brothers and grandparents.
Point to a student at random and ask What’s Danny Point to each family member and explain who he/she
like? Is he (organized)? is: This is (Holly). She’s my mother.
Elicit a description based on what students know about
the characters from the pictures on pages 4 and 5.
Repeat with Christine.
In pairs, students take turns asking and answering
questions about Danny and Christine.

• Listen and complete the song. 2

Write best friend on the board. Ask Who’s your
best friend? What’s he/she like? Elicit answers from
various students. Explain that Danny and Christine are
best friends.
Students look at the Best Friend Song.
Students guess what adjectives might be missing from
the song.
Distribute paper.
Students draw their own family trees.
Students draw a small picture of each family member
and write a sentence to describe him/her. Remind
students to write their names at the top of the sheet
of paper.
Display the family trees on the walls of the classroom.

T5 Lesson 2

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 Back to School

1 Look and describe the children.

clever kind messy shy organized funny brave boring
tidy disorganized interesting mean serious outgoing

What’s Danny like? He’s tidy.

What's he like?
He's serious.
What’s Christine like? She isn't boring!

2
Listen and complete the song.

The Best Friend Song

My best friend is Danny. My best friend is Christine.
He’s the best friend of all! She’s the best friend of all!
What’s he like? What’s he like? What’s she like? What’s she like?
He’s tidy , he’s organized , She’s messy , she’s
he’s clever and he’s kind . disorganized , she’s funny
He’s never, ever mean . and she’s brave .
He’s the best friend ever! She’s never, ever boring .
She’s the best friend of all!

2 Choose five people and describe them in your notebook.

P.E.
r
dad sister
brot
her best
d te ache randad teacher
mum friend he a g

Ask and answer with a classmate. English

teacher
What’s your mum like? She’s funny and clever.

Lesson 2 5

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 Back to School

1 Read the text and mark (✓ or ✗) the classroom chore table.

Each student does two chores. Two students do each chore.
Christine and one of the boys hand out the books, but not
Nick. Christine and another girl do the weather chart, but
not Emma. Danny and Sarah open the windows. One of the
girls tidies the shelves and cleans the board. Nick tidies the
shelves. Danny collects the homework. David doesn’t collect
the homework.

clean the hand out the collect the open the tidy the do the
board books homework windows shelves weather chart

Christine
✘ ✔ ✘ ✘ ✘ ✔

Danny
✘ ✘ ✔ ✔ ✘ ✘

Emma
✔ ✘ ✘ ✘ ✔ ✘

Nick
✘ ✘ ✔ ✘ ✔ ✘

David
✔ ✔ ✘ ✘ ✘ ✘

✘ ✘ ✘ ✔ ✘ ✔
Sarah

Check your answers with a classmate.

Who cleans the board? Emma and David. Who sits on your left?
1
2 Make a classroom seating chart. A
1. Cut out the children and the classroom plan.
2. Glue the children on the plan to make a classroom seating chart.
Ask a classmate about his/her classroom seating chart.
behind in front of to the left of to the right of Who sits to the
right of Christine?

6 Lesson 3

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Grammar: Subject Questions: Who cleans the
board? Who sits to the (left) of (Christine)?
Vocabulary: behind, clean the board, collect the
homework, do the weather table, hand the books
out, in front of, open the windows, tidy the shelves,
to the left of, to the right of
Materials: White post-its (1 per student and 1 for
the teacher), large piece of lightweight cardboard,
1
A Children and Seating Table cutout, 1 Poster
and poster cutouts.
Preparation: Classroom Table: On a piece of
cardboard draw a bird’s-eye view map of the
classroom showing the position of desks, windows,
doors and the board. Draw the desks the same size
as a post-it note.
Warm-up
Daily Routine 1
Attach the poster to the board and place the poster
cutouts in different times of the day.
Explain that Laura is in the same year as Christine
and Danny and that this is her daily routine.
Ask questions about the poster, for example, What
does Laura do at (4:00) P.M.? When does Laura clean
the board?
Mime any actions that students do not understand.
1 Read the text and mark ( ✘ or ✔) the classroom
chore table.
Explain that the text is a logic puzzle and students
should read it very carefully. Read out the sentence
Christine and one of the boys hand the books out.
Students put a tick in the box in the table corresponding
to Christine and hand out the books.
Then read the next phrase.
Students draw an X in the box corresponding to Nick
and hand out the books.
Students continue on their own until they have
completed the table.
• Check your answers with a classmate.
Using the model dialogue, students take turns asking
and answering questions about the table.
Describing Positions
Write the name of a student who sits in the centre of
the classroom on the board.
Ask Who sits behind (Ernesto)? Who sits in front of
him? Who sits to the left/right of him?
As you ask the questions, point to the student you
are referring to in order to clarify the meaning of
the prepositions.
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Back to School
1
2 Make a classroom seating table. 1
A
Students cut out the Children and Seating Table cutout.
• Ask a classmate about his/her classroom
seating table.
Divide the class into pairs. S1 places the pictures of the
children in any order on his/her Seating Table cutout,
without letting S2 see.
S2 asks questions and places the pictures of the children
on his/her table until he/she has reproduced S1’s table.
Students change roles and repeat.
Then students change partners and repeat the activity.
Once you feel that students have learned to use the
target language, they glue their pictures onto the table.
Make a seating table for your classroom.
Attach the Classroom Table (see Preparation) to the
board. Hand out the post-it notes (see Materials).
Students draw a picture of their face and write their
name on their post-it notes.
Students go to the board and attach their post-it note to
the desk that corresponds to their place in the classroom.
Using the finished Classroom Table, ask questions about
who is sitting behind, in front of, to the left of and to
the right of different students.
Wrap-up
Game: Who sits behind you?
Write the following incomplete sentences on the
board: I sit behind... I sit in front of... I sit to the left
of... I sit to the right of...
Students copy and complete the sentences on
notebook paper. Students sitting at the front,
back or far sides of the classroom eliminate the
unnecessary sentences. Collect the papers, shuffle
them and hand them out again.
Students take turns reading out the sentences and
saying who they refer to.
Extension
Spatial Intelligence
Find your place!
Attach the Classroom Table with the post-it notes
attached to the board.
Students close their eyes. Move the post-it notes
around on the table.
Students open their eyes and look at the table.
Students find their new places according to the table
and change seats. Check to make sure that students
can associate their place on the table with their
actual place in the classroom.
Lesson 3 T6
20/5/09 07:26:17
 Back to School
1
2 Write eight questions in your notebook.
Grammar: Present Simple with Wh Questions:
What sport does David play? When does he play
tennis? Where does he go to school?
Vocabulary: do, drink, eat, get up, go to, like,
listen to, play, read, wake up, watch
Materials: Paper, paper slips (1 per student),
1 Poster and poster cutouts.
• Ask and answer the questions with a classmate.
Warm-up
Laura’s Busy Day 1
Attach the poster to the board and hand out the
poster cutouts.
Explain that you are going to describe Laura’s day.
Narrate the actions on the cutouts, indicating a
different time for each one. The students holding
the cutouts go to the board and attach them to
the poster.
Ask questions about the poster: When does Laura
tidy the shelves? Where does she go swimming?
What does she do at 7:00 p.m.?
1 Look and complete the questions.
Students look at the picture of David’s bedroom.
Ask questions, for example, What do you see in
David’s bedroom? What does David do after school?
Is David tidy?
Students stand up and give information about David
based on their observations.
Students complete the questions with question words.
Volunteers read out the questions.
• Answer the questions
Students write answers to the questions.
Students check their work in pairs.
My Room
Distribute paper (see Materials).
Students draw and label their bedroom. Encourage
them to draw things that show what their hobbies or
interests are, for example, sports equipment, pets or
posters of films or music groups.
Display the pictures around the classroom. Point to the
pictures one by one and ask questions: Whose bedroom
is this? What do you think (Arturo) likes to do after
school? What is (his) favourite colour? Has (he) got any
pets? Does (he) like football?
Encourage students to make observations about their
classmates based on their pictures.
T7 Lesson 4
172936 _ 0015-0040.indd 22
Students look at the words in the word bags.
Explain that students should use these words to form
questions. Ask students to think of one question.
Invite volunteers to say their questions out loud, for
example, What TV shows does your mum like? When
do you get up? Where does your dad listen to music?
Students write eight different questions in
their notebooks.
Divide the class into pairs.
Students ask their partner the questions they have
written and record their answers in their notebooks.
Wrap-up
What about me?
Write the following questions on the board:
What activities do you do after school?
When do you do them?
Where do you do them?
What’s your favourite animal?
Is your bedroom tidy or messy?
Are you organized?
Students copy the questions into their notebooks
and answer them.
Extension
My After-school Activities
Ask several students What hobby or sport do you do
after school? Where do you do it? When do you do it?
Distribute paper slips.
Students write down the name of a hobby or sport
they do, the days when they do it and the place
where they do it.
Collect the paper slips, shuffle them and hand them
out again.
Students take turns standing up and reading out the
information: Someone (does ballet) on (Thursdays
and Saturdays) at the (community centre). Who is it?
The class tries to guess who it is.
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 Back to School

1 Look and complete the questions.

What sport does David play?
When does he play tennis?
Where does he go to school?

Where What When

1. Where does David go to school? At Valley Park School .

2. When has David got a guitar class? At 4.30 p.m. on Tuesday.
3. What sports does he like? Football and tennis.
4. When does he play tennis? At 5.00 p.m. on Friday.
5. What class is he in? Class 9A.
6. What animals does he like? Spiders and dogs.

Answer the questions.

2 Write eight questions in your notebook.

books read play

you
school do go to
What your mum like
do football team eat
When your best friend get up
does sports
your teacher wake up
TV shows Where
music your dad listen to

Ask and answer the questions with a classmate.

Lesson 4 7

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 Back to School

1 Look and complete the sentences.

I went to China.
bought ate met went saw drank Did you go to Japan?

I saw the
went to China. Great Wall of China.
Last summer I

I bought
I ate snake and rice. some chopsticks.

I drank green tea.

I met some acrobats.
3
2 Listen and tick (✓) the pictures.
went saw ate bought drank met
Mexico ✔
USA ✔ ✔ ✔
Japan

Australia ✔ ✔

Play the Fantasy Holiday Game.

8 Lesson 5

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Grammar: Past Simple with Irregular Verbs: I went
to China. Did you go to Japan?
Vocabulary: acrobat, Australia, buy, China,
chopsticks, crocodile, cowboy, diver, garage, go,
green tea, Japan, mango, meet, Mexico, pyramid,
rice, safari, sandals, see, singer, surfboard, USA,
volcano, waterfall, woman
Materials: Index cards, paper (1 sheet per student),
1 Poster and poster cutouts.
Preparation: Concentration Cards: Using index
cards, make a set of cards for every 6 students with
the following words on them: ate, bought, drank,
met, saw, went, Mexico, USA, Japan, Australia,
crocodile, waterfall, volcano, pyramid, mangoes, rice,
fish, burger, computer game, sandals, surfboard,
guitar, tea, orange juice, pineapple juice, coconut
milk, cowboy, singer, Japanese woman, scuba diver.
Warm-up
Past Tense Verb Review 1 Look at our photo album!
Attach the poster to the board.
Place the cutout of the word Yesterday at the top of
the poster. Say Yesterday, Laura had a very busy day.
Look at all the things she did.
Attach cutouts in the spaces on the clock and
explain the actions, for example, At nine o’clock, she
(tidied the bookshelves).
As you attach the cutouts, write the corresponding
verbs in the past tense on the board.
Students repeat Laura’s routine using the past tense
verbs. Then ask questions such as What did Laura do
at four o’clock?
Ask a student to go to the board and change the
order of the cutouts. Repeat the activity.
1 Look and complete the sentences.
Students look at the pictures from Christine’s holiday.
Ask students questions and encourage them to draw
conclusions from the pictures: Where did Christine go?
What did she eat? What did she buy? Who did she
meet? Did she enjoy her holiday? Why or why not?
Students complete the sentences using the verbs in
the word box.
Ask volunteers to read out their sentences.
2 Listen and tick (✓) the pictures. 3
Hold your book up and point to the drawings in the
table, one by one. Students call out the corresponding
vocabulary: crocodile, waterfall, volcano, pyramid,
mangoes, rice, fish, burger, computer game,
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1
sandals, surfboard, guitar, tea, orange juice, coconut
milk, pineapple juice, cowboy, singer, Japanese woman,
scuba diver.
Write any new vocabulary terms on the board.
Explain that two children, Stan and Tina, are playing a
game. Stan is imagining a fantasy holiday and Tina is
guessing about it by asking questions.
Play Track 3. Students listen and tick the corresponding
pictures in the table.
Play the track again so that students can check their
answers.
Go through the table, asking questions about what
students heard in the listening task: T: Did Stan go to
Mexico? S1: No.
• Play the Fantasy Holiday Game.
Divide the class into pairs. Students circle one
picture in each column on their table to plan their
fantasy holiday.
Students take turns asking and answering questions in
order to learn about their partner’s fantasy holiday. For
example, S1: Did you go to the USA? S2: No, I didn’t.
S1: Did you go to Japan? S2: Yes, I did!
Divide the class into pairs. Distribute paper (see Materials).
Pairs imagine that they visited a special place together
for a fantasy holiday.
Students draw and cut out six pictures and write a
caption below each picture.
Display the pictures on the wall.
Ask pairs to stand next to their pictures and explain
their holiday to the class.
Wrap-up
Students write a summary of the fantasy holiday
they presented to the class in their notebooks.
Encourage them to add more details.
Extension
Game: Concentration
Divide the class into groups of six.
Hand out the Concentration Cards (see Preparation).
Students place the verb cards on one side of the table
and all the other cards on the other side. All cards
should be face down.
Students take turns turning over one verb card and
one object card. They try to make a sentence using
the two words and say it out loud: I (ate) (mangoes)
yesterday. They keep the object card and return the
verb card.
At the end of the game, the student with the most
object cards is the winner.
Lesson 5 T8
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1
Grammar: Conjunctions: We went to the beach
(and) we made a fire. We went to the park, (but)
we didn’t play.
Vocabulary: beach, bridge, coconut milk, farm,
horseriding, national park, opera, scared, diving
instructor, restaurant, roast
Materials: Lightweight cardboard, used magazines
and brochures about holiday destinations, a large
cardboard box.
Preparation: Postcards: Cut the cardboard into
postcard-sized pieces (1 per student). Postbox: Slit a
hole in the top of a cardboard box and decorate it.
Warm-up
Postcards
Explain that many people write and send postcards
to friends and family when they are on holiday.
Ask students if they have ever sent or received
a postcard.
Elicit the kinds of topics you might write about when
you send a postcard to a friend whilst you are on
holiday. Prompt students, if necessary: Do you write
about the weather? Do you write about the hotel?
Do you write about the food?
Make a list of all students’ suggestions on the board.
1 Read and answer the questions.
Ask three volunteers to read out the text of the
postcard.
Students look at the list you made during the warm-up
to see how many topics are in the text.
Ask general questions, for example, Where is Emma
spending her holiday? Who is she with? Is she
having fun?
Volunteers read out the questions under the text.
Students write answers to the questions in
their notebooks.
Read out the questions one by one and ask volunteers
to answer.
• Underline the verbs.
Students read through the postcard again and call out
all the verbs. Write the verbs on the board as students
mention them.
Ask Which verbs are affirmative? Students call out the
affirmative verbs.
Ask Which verbs are negative? Students call out the
negative verbs.
Students use the key to underline the verbs in the text.
Draw two columns on the board with the headings
Affirmative and Negative.
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Students go to the board and write the verbs they
underlined in the correct column.
Students correct their work.
Elicit the affirmative or negative form of the verbs on
the list, for example, didn’t come (negative), came
(affirmative). Write them on the board.
2 Complete the text about your last holiday.
Students read and complete the text with the missing
verbs and circle the correct conjunctions.
Volunteers read out the text.
3 Make a postcard for a classmate.
Ask students to look carefully at the postcard in
activity 1 and ask the following questions:
Who wrote the postcard? Who did she write it to?
What is Sarah’s address? Where does the stamp go?
What punctuation mark comes after Dear Sarah?
Is the next letter a capital letter?
Hand out Postcards (see Preparation) and the magazines
and brochures (see Materials).
Assign each student a classmate to whom he/she is
going to write a postcard.
Students cut out and glue pictures on one side of
the postcard. They write a message to their assigned
classmate on the other side.
Students place their finished postcards in the Postbox.
Wrap-up
Assign a student to be the postman or woman.
He/She opens the Postbox and delivers the
postcards. Volunteers read out their postcards.
Extension
Linguistic Intelligence
Expression in Writing
Students look at the text of the postcard in activity 1.
Write the following on the board:
Dear Sarah, The weather is terrible and I don’t
like Australia.
Students imagine that they are Emma and rewrite the
postcard text in their notebooks with a negative tone.
Volunteers read out their postcards.
Note: Ask students to bring in an object or souvenir
from a special holiday for a show-and-tell session
during the next class.
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1 Read and answer the questions.

Dear Sarah,
The weather is great and I just love Australia.
Yesterday, Mum and I went to the Sydney Harbour
Bridge and the Opera House, but Dad and Josh
didn’t come with us.
On Monday, we visited a national park and then
we went horseriding. We didn’t go to a restaurant Ms Sarah Collins
that night, but we made a fire on the beach and 23 Hopps Road
roasted some hot dogs. Bournemouth
The next day, we went to a crocodile farm, but I
BM3 6TQ
didn’t feed the crocodiles. I was too scared!
Love, Emma

1. Did Emma go to one or two places yesterday?

2. Did the whole family go to the Opera House?
3. What did she do on Monday?
4. What is something that she didn’t do on Monday?
5. Where did she go on Tuesday?
Underline the verbs.
Key: Affirmative verbs = green We went to the beach and we made a fire.
Negative verbs = blue We went to the park, but we didn’t play.

2 Complete the text about your last holiday.

Last summer, I to Australia, and / but I a crocodile.
I to the beach and / but I surfing.
I a famous diving instructor and / but I scuba
diving. I fried fish, and / but I coconut milk.

3 Make a postcard for a classmate.

Dear Jane
,

Tony

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Where did you go? Who did you go with? What did you do?
4
1 Listen and match.
Where... ? Who... with? What... ?

Carmen Canada dad diving

Nick Argentina parents shopping for

souvenirs

Sarah Spain friends rock climbing

David Thailand sister sailing

Complete the questions.

TEACHER: Where did you go ?
Nick : I went to Thailand.
TEACHER: What did you do ?
Nick : We went diving. It was great!
TEACHER: Who did you go with ?
Nick : I went with my parents.

Write the name of the character in the dialogue.

Imagine you are one of the characters. Ask and answer with a classmate.
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Grammar: Past Simple with Wh Questions: Where
did you go? Who did you go with? What did you do?
Vocabulary: Argentina, Canada, rock climbing,
parents, sailing, scuba diving, shopping, souvenir,
Spain, Thailand
Materials: Paper slips (1 per student), objects
or souvenirs students bring in from a special holiday,
paper.
Preparation: Word Slips: Write a selection of
words on the slips of paper. They should be places
(countries), people (family words), objects or actions.
Warm-up
Holiday Show and Tell
Students place their holiday objects or souvenirs (see
Materials) on a table at the front of the classroom.
Pick up the objects one by one and ask questions:
T: Whose (shell) is this? S1: It’s mine. T: Where did
you find it? S1: At the beach in Ibiza. T: When did
you go to the beach? S1: Last summer.
As the activity continues, encourage students to
ask their classmates questions about their holidays
and souvenirs.
Is it a person, place, thing or action?
Draw a table on the board with the following columns:
Place, Person, Thing, Action.
Hand out the Word Slips (see Preparation).
Students go to the board and write the word on their
slip in the correct column.
Go over the table with students and make corrections,
if necessary.
1 Listen and match. 4 student and ask Where did you go?
Students look at the pictures in activity 1.
Ask questions such as Which country has got a (blue
and white) flag? What activities can you see?
Play Track 4. Students listen and draw a line to match
the people, places and activities.
Questions and Answers
Write the following sentences on the board (underline
the words): I went to Spain. I went with my sister.
I bought a guitar. I saw some dancers. I ate in a restaurant.
Point to the word Spain and ask Is this a place, a person
or a thing? Students answer Place.
Then ask Which question word do we use? Students
answer Where!
Repeat the process with the other sentences.
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Back to School
1
• Complete the questions.
Students look at the answers in the dialogue. Ask
them to think about a question that corresponds to
each answer.
Students fill in the questions.
• Write the name of the character in the dialogue.
Students compare the questions and answers in the
dialogue with the information in activity 1. They write
in the name of the character who is answering the
teacher in the dialogue.
Ask a volunteer to say the name of the character.
• Imagine that you are one of the characters. Ask and
answer with a classmate.
Divide the class into pairs.
Each student chooses a line matching a character to
a place, person and action in activity 1 and imagines he/
she is that character.
Pairs take turns asking and answering questions until
they can guess their classmate’s character.
Wrap-up
Game: Me, too!
Students choose and circle one picture from each
column (except the first column) in activity 1.
Point to a student and ask Where did you go? The
student answers according to what he/she has
circled: I went to (Thailand).
Any other student who has circled the same place
stands up and says Me, too!
The students remain standing until the next
question. If they cannot say Me, too! again, then
they sit down.
Choose one of the students left standing at the end
of the three questions and ask him/her to point to a
Repeat the game several times.
Extension
Game: Running Dictation
Divide the class into small groups and distribute paper.
Each group makes a list of 10 things to pack in a
suitcase. They should include different kinds of items
and descriptive elements, for example, a purple and
blue swimsuit.
Collect the lists and tape them up on the walls.
When you say Go, members of the groups take turns
running to the list, reading the first item, running
back to their groups and dictating the information.
The first group to correctly recompose a list is
the winner.
Lesson 7 T10
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1
Grammar: Past Simple with Wh Questions: When
did Jonah go to the Caribbean? Where did he go
swimming? What did he see in the sea? Who did he
meet on the beach?
Vocabulary: Action verbs.
Materials: Paper (2 sheets per pair),
1
B Jonah’s Story cutout.
Warm-up
Students write five sentences about what they did
yesterday on a piece of paper. For example, I woke
up at seven o’clock. I ate lunch with Sonia.
I fell asleep in class. I went to my swimming lesson.
Tell students to leave space below each sentence.
Students cut out the sentences to make five
separate strips.
Divide the class into pairs.
Pairs place their sentence strips on their desks. Each
student reads his/her partner’s strips and tries to put
them in the correct sequential order.
Students read their classmate’s sentences out loud
in order.
Teaching Tip
Anticipating the Meaning of Unknown Words
Students need to learn how to work out the
meaning of unknown words using clues. The kinds
of clues they can use include illustration and context.
In this lesson, students will be reading a text about
a man called Jonah and his disastrous holiday. They
should be able to anticipate some of the events from
the picture, which should help them to guess the
meaning of new vocabulary in the reading.
Students first look at the illustration and answer
questions, for example, Where is Jonah? What can
you see in the sea? How does he look? What’s
wrong with his hand? What has he got in his other
hand? What can you see in the tree?
What is it doing?
1 Read the text. Then complete and answer
the questions.
Read out the text to students.
Students underline any words they do not understand.
Invite students to go to the board and write the words
they have underlined.
The rest of the class helps you to explain the meanings
of the words on the board.
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Ask volunteers to read out the text again.
Students complete the questions below the text
using words from the box and write the answers.
Ask volunteers to read out their questions and answers.
1
• Ask a classmate and complete the cutout. B
Divide the class into pairs and assign A or B to the
students in each pair.
Students cut out Jonah’s Story cutout. They fold their
cutout down the centre so that they can only see their
assigned text.
Students quietly read through their text. Then they
take turns asking and answering questions to complete
their text.
When pairs have finished, they unfold their cutouts and
check their work.
2 Write interview questions in your notebook.
Students write 10 questions about the previous summer
holidays in their notebooks, using the words
in the stars.
Encourage students to add their own ideas.
Students should leave a line between each question
where they can write the answers.
• Interview a classmate.
Divide the class into pairs.
Pairs take turns asking and answering the questions
they have written.
They write the answers under the questions.
Wrap-up
Invite several volunteers to the front of the class to
summarize their partner’s answers to their questions
from the previous activity. For example, Last summer,
Anna went to the USA. She bought some CDs.
Extension
Linguistic & Spatial Intelligence
Making Comic Strips
Divide the class into pairs and distribute paper
(see Materials).
Students reread the story in activity 1 and count the
sentences (10).
Pairs draw five boxes on each sheet of paper. They
illustrate each sentence in the story in a box to make
a comic strip.
Students write the corresponding sentence under
each picture.
Encourage students to add speech bubbles.
Display the comic strips on the walls.
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 Back to School

1 Read the text. Then complete and answer the questions.

Last summer, Jonah Albatross went to the
Caribbean. In the first week, he went to a
small island. He went swimming in the sea,
but then he saw some sharks. No more
swimming for Jonah! The food was horrible
and he only ate biscuits. On Wednesday
night, he drank a strange drink called Scary
Sunrise and he was ill for two days. On
Saturday, he went to the market and bought
a digital camera. Then he went to the beach.
He met an old man with a monkey. The
monkey bit him and stole his camera!

Where What When Who

When did Jonah go to the Caribbean? Last summer.

Where did he go swimming? In the sea.
What did he see in the sea? Some sharks.
What did he eat and drink? Biscuits and a strange drink.
Who did he meet on the beach? An old man with a monkey.
What did the monkey do? He bit him and stole his camera.
Ask a classmate and complete the cutout. B1
2 Write interview questions in your notebook.

Where did you go on holiday last summer?

Interview a classmate.
Who did you meet on holiday? I met a boy from Wales.

Lesson 8 11

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Episode 1

The children arrived at Camp Paradise after

lunch. They were 1
exhausted after the long, hot journey, but they
soon forgot about
being tired and stared in amazement at the
wonderful surroundings.
The cabins were in a cool, green forest on the
edge of a magnificent
blue lake. All around was the sound of wate
r and wildlife.
“OK! Everyone find your cabin and unpack your
things,” said Brenda,
the head camp leader. “There is a welcome
party by the lake tonight.
See you all there at seven o’clock sharp.”
Maria went to her cabin. She picked out a bunk
bed and began to
unpack. A few minutes later, another girl arriv
ed.

2 “Hi,” she said, “I’m Andrea. I’m meeting my

friends Jason and Ben to
explore the camp and go swimming. Do you
want to come?”
“No, it’s OK. I want to find the horses,” said
Maria, shyly.
“OK, then! See you later!” called Andrea as she
ran out to meet the
others. Maria watched the children as they walk
ed up the trail. When she
had finished unpacking, she wandered off alon
e and found the stables.
Andrea, Ben and Jason walked for a while until
they came to a clearing in
the forest.
“Look at that! It'
s amazing!” exclaimed Ben. There was a deep
pond with
a waterfall at one end. The children jumped
into the cool water. They
swam and splashed around for the next hour
. After their swim, they sat on
the rocks drying themselves in the sun.

“Now I know why this is called Camp Paradise!

” exclaimed
Andrea. The others all agreed. 3
After dinner, the children played games by the
edge of the
lake. Suddenly, there was a loud clap of thun
der and a bright
flash of lightning. It began to rain.
“Don’t worry,” said Brenda. “Storms are norm
al up here in
the mountains.”
The children all shouted goodnight and ran
for their cabins.
The girls dropped their boots and rucksacks
on the porch and
fell into bed. Soon, they were fast asleep.

5
1 Find and circle the past tenses of the following verbs.
forget swim fall sit begin
come are run find is

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1 Find and circle the past tenses of the following verbs.
Grammar: Past Simple: Maria went to her cabin.
Vocabulary: boots, bunk bed, cabin, camp leader,
clearing, exhausted, forest, journey, lake, lightning,
magnificent, pond, porch, rucksack, shyly, stable,
storm, thunder, trail, unpack, walk, waterfall,
wildlife, wonderful
Materials: Photocopies of Story Sequence Sheets
(1 per student).
Preparation: Story Sequence Sheets: On a sheet
of paper, write the following sentences, leaving a
space between each one so that students can cut
them out: The children arrived at Camp Paradise after
lunch. They went to their cabins to unpack. Maria
met Andrea. Andrea went to explore with Jason and
Ben. Maria went to find the horses. Andrea, Jason
and Ben found a pond in the forest. They swam and
laid in the sun. They went to a welcome party and
played games. It began to rain. The children went
back to their cabins. They all went to sleep.
Warm-up
Anticipating Story Content
Encourage students to anticipate the events of the
story by using the pictures and title as clues. Write
their suggestions on the board and leave them up
to check later.
Listen and follow the story. 5
Read out the title of the story.
Ask students if they have been to summer camp. Ask
Where did you go to camp? What activities did you do?
Explain that they are going to listen to the first part of
episode 1 of the story.
Play Track 5.
Students listen and read along in their books.
Comprehension Check
Ask questions about the story: What is the name of the
camp? When did the children arrive? Why were they
exhausted? What was the camp like? Who is Brenda?
What did they do first? What’s Andrea like?
What’s Maria like? What did Maria do? What did the
other children do? Where did they have the welcome
party? What did they do at the party? What happened
at the end of the party? Where did the girls leave their
boots and rucksacks?
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Back to School
1
Students look for and underline the past tense forms of
the verbs in the story.
Write the verbs in the present tense on the board. Ask
volunteers to go up and write the past tense form they
have found for each verb.
Explain that is, are, was and were are all forms of the
verb to be.
Four volunteers go to the front of the class and read out
the story. The other students close their books and
listen.
Make a note of any words the volunteers mispronounce.
Write the words from your list on the board and ask if
any student knows how to say the words correctly.
Correct pronunciation.
Sequence the Story
Hand out the Story Sequence Sheets (see Preparation).
Students cut the sheet into individual sentence strips.
Students mix up the strips and then try to put them
in the correct order.
Ask volunteers to read out the sentences and check the
order.
Students glue the sentences into their notebooks in
the correct order.
Wrap-up
Look at the story events written on the board that
students anticipated during the warm-up. Discuss
whether they were right or not.
Extension
Dictation Work
Students open their notebooks and prepare for
a dictation.
Dictate the sentences from the Story Sequence Sheet,
but include a mistake in each sentence. For example,
The children arrived at Camp Paradise after breakfast.
Students listen and write the sentences. Then
students read them again and underline the mistakes.
Students check their work against the sentences they
have glued into their notebooks.
Lesson 9 T12
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 Back to School
1
Grammar: Past Simple Questions: Did the
raccoons eat Andrea’s biscuits?
Vocabulary: chocolate, rubbish, climb, crawl,
dangerous, forest ranger, grab, higher, jumper, level,
1 Match the questions with the answers.
raccoon, radio, scared, shine, sleepily, sock, stare,
torch, whistle, whisper, wind
Warm-up
Game: I’m Going to Summer Camp!
The class sits in a circle.
Say I’m going to summer camp and I’m taking a
(swimsuit).
Point to the student sitting next to you and
encourage him/her to repeat what you have said
and add another item to the list:
I’m going to summer camp and I’m taking a
(swimsuit) and a (football).
The next student repeats and adds another word to
the chain, and so on.
What can you remember?
Write the following words on the board: Camp Paradise,
lake, Maria, Andrea, Jason, Ben, Brenda, cabin, pond,
horse stables, welcome party, storm, rain.
Divide the class into small groups. Students write
sentences that include the words on the board.
Set a five-minute time limit.
Groups read out their sentences.
Story Summary and Anticipation
A volunteer reads the sentences that he/she glued in
his/her notebook in the previous lesson.
Then students look at the pictures in their book and
guess what is going to happen in the second part of
episode 1.
Write their suggestions on the board and leave them up
to check later.
Listen and follow the story. 6
Tell students that they are going to listen to the next
part of the story.
Play Track 6.
Students listen and read along in their books.
Comprehension Check
Ask questions about the story: Why did Maria wake
up? What did the girls grab? How did they get out of
the cabin? What did they see on the porch? Why did
Brenda run to the cabin? What did she tell the girls?
Did Brenda go back to sleep? Why not? Who did she
radio? What did the forest rangers say? What was the
weather like the next morning? What did the children
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take with them on the walk? Who helped Brenda with
the horses? What time did they leave the camp? Where
did they go? Were the children scared?
Students read the questions and match them to
the answers.
Read out the questions and ask volunteers to
say the answers.
Four volunteers go to the front of the class and read out
the second part of the story. The other students close
their books and listen.
Make a note of any words students mispronounce.
Write the words from your list on the board.
Ask if anyone knows how to say the words correctly.
Correct the pronunciation.
Summarize and order the story.
Write the following sentences on the board in a
different order: Andrea heard a sound and woke up.
Maria and Andrea found some raccoons on the porch.
Brenda radioed the forest rangers. Brenda called a
meeting in the canteen. The children packed clothes,
safety supplies and food. Maria got the horses ready.
The water almost reached the windows of the cabins.
Brenda and the children walked into the woods.
Students copy the sentences into their notebook and
number them in the correct order.
A volunteer reads out his/her sentences in order. Make
corrections, if necessary.
Wrap-up
Look at the story events on the board that the
students anticipated and discuss whether they were
right or not.
Extension
Story Vocabulary Spelling Bee
Divide the class into two teams.
Ask a member from team 1 to spell a word from the
story out loud.
A correctly spelled word earns a point for the team.
If the word is spelled incorrectly, a member of the
other team tries. If they spell the word correctly, they
earn an extra point.
The team with the highest number of points after
several rounds is the winner.
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 Back to School

“Everyone, we have got a problem. I spoke

with the forest rangers this morning. The
level of water in the lake is very dangerous.
We need to move to higher ground. Get your
rucksacks ready, and take an extra pair of
socks and boots and an extra jumper. Take
4 your torches and whistles. Then come to the
canteen and pick up some chocolate bars and
Late that night, Andrea woke up. bottles of water. We leave the camp in exactly
“Maria,” she whispered, “there’s someone one hour. Who can help me with the horses?“
outside on the porch. Listen!” Maria put her hand up. “I can do that,“she said.
The girls grabbed their torches and climbed At half past nine, the children left the camp.
quietly out of the window. They crawled
“Jason, I’m scared,“said Ben.
around to the porch and shone their torches.
“Me, too!” said Jason. “But we have got to get
“Got you!” shouted Maria.
out of here.”
Brenda heard all the noise and ran through
“Look!” Andrea pointed to the cabins. The
the rain to the cabin. The girls were staring
in water almost reached the windows.
amazement at a family of raccoons and the
remains of a packet of biscuits from Andrea’s “Everyone, let’s go! Follow me!”
rucksack. called Brenda.
“First rule of the forest, girls,” said Brenda. Maria led the horses and everyone walked
“Never leave food outside. Raccoons love quickly and quietly into the dark forest.
biscuits!”
The girls laughed and went back to sleep. But
Brenda was worried because the storm was
5
worse now. There was a wild wind and the
rain was heavy. She radioed the forest rangers
for a weather forecast.
“Keep the children close to the camp and don’
t
go out on the lake,” they said.
In the morning, it was still raining. When the
children stepped sleepily out of their cabins,
there was water everywhere. Brenda called
them all together in the canteen.

6
1 Match the questions with the answers.
Was there someone on the porch? No, they didn’t.
Did the raccoons eat Andrea’s biscuits? Yes, she was.
Was Brenda worried about the storm? Yes, they were.
Were the children scared? No, there wasn’t.
Did the children go swimming in the lake? Yes, they did.

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 Back to School

1 Read the text and complete the tasks.

Green Valley Choose two activities for each day.

After each activity, please complete your evaluation.

Summer Camp Name: Angie Bunting

M 2 5
O
horse
N swimming riding canoeing

T 4 1
U
rock
E sailing climbing hiking

W 5 3
Key E
1 = not much fun D fishing football basketball

2 = OK T 3 5
3 = good H
U tennis cycling painting
4 = great
5 = excellent F 5 2
R
I pottery drama chess

1. What kind of text is this? a) a letter b) an evaluation form c) an advert

2. What did Angie do on Tuesday? What did she do on Friday?
3. Did she like canoeing? Did she like rock climbing?
4. Find four water sports and two team sports.
5. Name two activities that Angie didn’t do.
6. Name her five favourite activities.
2 Make a camp activity questionnaire.

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1
Tell students that their camp should offer three activities
Grammar: Like + gerund: She liked (rock climbing). each day. They can use the activities from the book or
Vocabulary: basketball, canoeing, chess, cycling, include their own ideas. Remind them to include a key
drama, fishing, football, hiking, horseriding, with a point system as well.
painting, pottery, rock climbing, sailing, summer When students finish, they exchange forms with
camp, swimming, tennis a classmate and imagine they have been to the
summer camp.
Materials: Paper (2 sheets per student), used
Students choose two activities for each day and
magazines.
evaluate them using the key.
When they finish, students take turns asking and
answering questions about their choices and evaluation:
Which activity did you like best? Which activity didn’t
Warm-up
you like? Do you recommend this summer camp? Why
My Favourite Spare-time Activity or why not?
Draw the symbols from activity 1 on the board
and explain that they represent different activities. Make a shape poem.
Students guess what the activities are. Students choose their favourite activity from the
As students identify each activity, write the evaluation form in activity 1.
corresponding word below the symbol. Discuss different objects associated with the activities,
Students choose their favourite activity from the list. for example, tennis – a racket, swimming – a pool,
Find out which is the most popular activity in the and so on.
class. Ask Who likes swimming best? Distribute paper.
Students whose favourite activity is swimming put Students draw a large outline of an object associated
their hands up. with their favourite activity.
Continue to ask about each activity and write the Students write four sentences about their favourite
corresponding number of students on the board activity and why they like it.
under each symbol. Explain that they can either write their sentences around
the shape or inside the shape.
Display the shape poems on the wall.
1 Read the text and complete the tasks.
Write the word evaluation on the board and check that
students understand what it means. Explain that the Wrap-up
text in activity 1 is an evaluation form for the activities Miming Actions
at Green Valley Summer Camp. Mime one of the activities on the board. Ask Guess
Ask students to look at the key. Explain that the what I like doing?
points show how much the participant liked (or didn’t Students take turns guessing: Do you like (painting)?
like) each activity. The student who guesses correctly mimes the
Ask a volunteer to read out the instructions at the top next activity.
of the evaluation form.
Ask students to look carefully at the text and ask
questions: Who completed this evaluation form? How
many activities did she do each day? What did she do Extension
on (Monday)? Did she like (rock climbing)? Learn a rhyme.
Students answer the questions that appear under the Teach students a traditional British rhyme for
text in their notebooks. remembering the days of the week:
Students read out their answers. Solomon Grundy,
Born on Monday,
2 Make a camp activity questionnaire. Named on Tuesday,
Distribute paper and magazines (see Materials). Married on Wednesday,
Tell students that they are going to make their own Ill on Thursday,
camp evaluation form based on the form in activity 1. Worse on Friday,
Students think up a name for their camp. Died on Saturday,
They cut out magazine pictures of different activities Buried on Sunday,
or make drawings. That was the end
Of Solomon Grundy!

Lesson 11 T14

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 Back to School
1
• Talk about the characters with a classmate.
Grammar: Review of Present and Past Simple.
Functions: Review of describing people.
Vocabulary: Key vocabulary from the unit.
Materials: Paper strips (20), paper, a bag,
3 Answer the questions about your weekend.
1 Poster and poster cutouts.
Preparation: Bingo Strips: Choose 20 key words
from the unit and write each one on a strip of
paper. Fold the strips and put them in a bag.
Warm-up
Present vs Past
Attach the poster to the board and place half of the
cutouts on the poster. Attach the word cutout Every
day to the top of the poster.
Distribute paper (see Materials). Students invent a
character, give him/her a name and write about his/
her daily routine, using the poster as a guide.
Now place the word cutout Yesterday at the top of
the poster and attach the other half of the cutouts.
Students write about what their character
did yesterday.
1 Look and match.
Students cover the phrasal verbs on the left-hand side
of the page with a piece of paper.
Volunteers look at the pictures and say what Nick does
at the different times.
Students uncover the verbs and match them with
the pictures.
• Ask and answer questions about Nick’s morning
timetable.
Divide the class into pairs.
Using the model dialogue, students take turns asking
and answering questions about the pictures.
When students are finished, ask pairs to write down as
many questions as they can think of about the pictures.
Remind them of the question words they can use: What
time, What, When, Where. The pair with the highest
number of correct questions wins.
2 Look and match the adjectives to the characters.
Write the adjectives shown in activity 2 on the board.
Elicit other adjectives we use to describe people’s
personalities and write them on the board.
Students match the adjectives to the characters.
Students read their answers and explain why they
matched certain words to one of the characters.
Elicit other adjectives that students can use to
describe the characters in the pictures and write them
on the board.
T15 Lesson 12
172936 _ 0015-0040.indd 38
Students take turns asking and answering questions
about the characters.
Students think about last weekend and write answers
to the questions.
Divide the class into pairs.
Pairs ask questions and compare their answers.
For example, S1: I went to the circus last weekend.
Where did you go?
Play Vocabulary Bingo.
Write the 20 key words from the unit from the Bingo
Strips (see Preparation) on the board.
Tell students to draw a Bingo grid with six boxes in
their notebooks.
Students choose six words from the list and write one
in each box.
Pick the Bingo Strips out of the bag one at a time and
read out the word.
The first student to cross out all the words on his/her
Bingo grid is the winner.
Wrap-up
Write the following text on the board:
The title of the unit is ____.
My favourite activity was ____.
My least favourite activity was ____.
The two main characters are named ____.
Danny is ____.
Christine is ____.
I liked / didn’t like this unit.
Students copy and complete the sentences in their
notebooks.
Extension
Values Syllabus
Appreciating People
Explain that it is far more important to
appreciate people for their personalities than for
their physical appearance.
Ask students if they would like to be friends with
Christine and Danny. Encourage them to give reasons
for their answers.
Students write their name on a small slip of
notebook paper. Collect the slips, shuffle them and
hand them out.
Students write one sentence about the person whose
name is on their strip of paper. The sentences should
start I like (name) because... Students read out their
sentence.
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 Back to School

1 Look and match.

get dressed 7:00 7:15 7:45

get up

wait for

wake up

get on 8:15 8:30

Ask and answer questions about Nick's morning timetable.

What time does Nick get dressed? He gets dressed at 7:45.

2 Look and match the adjectives to the characters.

funny kind

brave messy

organized clever

Talk about the characters with a classmate.

What's she like? She's... She isn’t...

3 Answer the questions about your weekend.

1. Where did you go last weekend?

2. Who did you see?
3. What did you do?
4. What did you eat?
5. What did you buy?
6. When did you do your homework?

Lesson 12 15

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 Back to School
1
Grammar Module: Past Simple
In this unit, we use the Past Simple to talk about
events in the past that have been completed. The
Past Simple is formed without an auxiliary verb in
the affirmative.
We form the Past Simple of regular verbs by adding
-ed or -d to the main verb. The forms of irregular
Past Simple verbs vary widely.
She played tennis yesterday. (regular)
I went to China. (irregular)
For the negative and interrogative forms, we use
the auxiliary verb did.
We didn’t play.
Did you go to Japan?
Grammar Module: Subject Questions
When you want to find out information about the
subject of a sentence, you use subject questions.
Who sits to the left of Christine?
What fell on the floor?
Note that, in these questions, we do not use an
auxiliary verb, but the main verb in the tense we
are using. Since these questions inquire after the
subject, they are formed using only who or what.
Grammar Teaching Tip
Students sometimes have difficulty manipulating
double verb forms (auxiliary + verb). You can explain
to students that, in the case of simple tenses, when
there is an auxiliary verb and a main verb, each verb
has a different job.
Offer students an example:
He didn’t play tennis.
In this sentence, the auxiliary verb didn’t does all the
structural work. It tells us if the sentence is past or
present, negative or interrogative.
The main verb play provides the meaning.
On the board, analyse several more examples of
Present Simple and Past Simple sentences and
questions until students have grasped the concept.
Practice Book
Unit 1 Track 7
Listen and draw the objects.
[Narrator]: Draw a pencil case behind the book. Draw a rubber
in front of the book. Draw a pencil to the right of the pencil
case. Draw a sharpener to the left of the rubber. Draw
a pair of scissors to the left of the book.
T15A Review Page
172936 _ 0015-0040.indd 40
Assessment 1
Track 8
Listen and complete the seating table.
[Narrator]: Glenda is sitting behind Anna. Bob is sitting to the
right of Glenda. Isabel is sitting to the left of Glenda. Bob is
sitting behind Harry. Elisa is sitting in front of Isabel.
Assessment 1
Track 9
Listen and mark the table using the key.
[Girl]: Hi! I’m Mary. I live near the beach. I eat pineapple every
day for breakfast. It’s my favourite fruit! I go to the beach
every day before school. And every day, after school, I play
football with my friends.
Last summer, I had a great time on holiday! I went to Lake
Como in Italy to visit my aunt and uncle. I went cycling by the
lake. In the evenings, I watched TV and I played chess with my
cousin Jack.
Assessment 1
Answer Key
1 From left to right, top to bottom: E, H, I, B
• 1. Harry; 2. Isabel; 3. Bob; 4. Elisa
2 He’s funny, messy, brave and sociable. He isn’t shy
or tidy.
3 eat, drink, meet, take, bite, buy
• ate, drank, met, took, bit, bought
4 From left to right: E, V, E, E, V, V
• went, doesn’t go, doesn’t watch, played, didn’t play,
plays
• 2. When does she get up? 3. What did she play?
4. Who did she see?
5 1. up; 2. up; 3. on; 4. for; 5. on; 6. for
Worksheet 1
Answer Key
1 Who...? his family, Danny, my best friend; What...?
a bus ticket, a bicycle, a present; Where...? at the
beach, at school, in my bedroom; When...? last year,
in April, at 7:00
2 1. Sarah likes Music, but she doesn’t like Maths.
2. Sarah is learning the flute and she is taking piano
lessons. 3. Sarah hasn’t got a brother, but she has got a
sister. 4. Sarah ate pizza for lunch and she drank some
water. 5. Sarah makes her bed in the morning, but she
doesn’t make breakfast.
3 Top to bottom: Present Simple: play; plays; don’t play;
doesn’t play; Do, play; Does, play; Past Simple: played;
played; didn’t play; didn’t play; Did, play; Did, play
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