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Unit 370

Lesson 1 CB PAGE 26 and AB PAGES 24 and 104

VOCABULARY

Lesson objectives

Identify different types of materials

Identify different text types

Find information in a diary

Ask and answer about materials you can see

Language

Core: wool, iron, bronze, stone, gold, wood, leather, wax,

clay, linen, ivory, silver,

Review: What … can you see? I can see … , coins

Extra: ancient, legend, BC, slave, bench

Materials

CD2 $ tracks 01–03; Unit 3 wordcards Set 1; a watch

or timer; a collection of classroom objects made from

a range of materials, e.g. a wax crayon, a metal pencil

sharpener, a wooden ruler

Warmer

Put the classroom objects on your table. Ask the class

What can you see? Point to each object in turn and ask

What’s it made of?

Lead-in

Ask What homework did Miss London set at the end of the

last unit? (Find out about Ancient Greece.)

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.)

Ask the children Who do you think will talk about their

homework this week? (Jilly) What do you think she has

brought in? Encourage a variety of suggestions from

different children around the class.

Class Book

1 Listen. $ Look and find these text types.

With books closed, play the recording and ask the children

to tell you all they can about Jilly’s homework.

Ask the children to open their Class Books and look at the

things Jilly has brought in.

Read through the text types with the class and check that

the children understand what each one means. Explain

that a legend is an old story.

Remind the children that they should look at the texts and

use visual clues, such as layout, to help them find the text

types, rather than reading.

Play the recording, pausing where necessary for the

children to listen and match the text types to the texts.

TranscriptMiss London Hi everyone! What was your heroic history

homework this week?

Jilly Find out about Ancient Greece.

Miss London That’s right! What have you got, Jilly?

Jilly Well, I’ve got a page from a history book. It’s got pictures

of people and things in Ancient Greece.

Miss London Great! What else?

Jilly I found a page from a diary. It’s an Ancient Greek diary.

Miss London 800 BC! Wow!

Jilly And I’ve got a story. It’s a legend about Ancient Greece.

Miss London Well done, Jilly! Thank you!

ANSWERS

A history book page B diary entry C legend

2 Match the words and the pictures (1–12). Listen, check and say. $

Ask the children to look at the materials on the history

book page (text A). They match the words to the pictures

and write their answers in their notebooks.

Play the recording for the children to listen and check

their answers. Then check as a class.

Play the recording again, pausing for the children to

repeat the words, first in chorus and then individually.

Transcript1 gold 2 silver 3 bronze 4 stone 5 iron 6 ivory

7 clay 8 wool 9 leather 10 linen 11 wax 12 wood

3 Look at text A. Listen and say the material.

$

Ask the children to look at the history book page again. Tell

them that they are going to hear Jilly talking about each of

the objects. They must listen and complete the sentences

by saying what materials the objects are made of.

Play the recording, pausing after each extract for the

children to say the material.

TranscriptA Candles were made of …

B Ancient Greek sandals were made of …

C Ancient Greek combs were made of …

D Men’s clothes were made of …

E Women’s clothes were also made of …

F Coins were made of …

ANSWERS

A wax B leather C ivory D linen E linen

F gold, silver

Optional activity

Ask the children to work in pairs. They take turns to

make comparisons between the materials things were

made from in Ancient Greece and the materials they

are made from today, e.g. In Ancient Greece, combs were

ivory. My comb is plastic.

Hero c h story

71 Unit 3

KEY COMPETENCE: Learning to learn

By making comparisons with things in their own lives, the

children are better able to relate to life in the past. Where

possible, use personalization to help the children relate

other people’s experiences and situations to their own.

4 Read text B and answer.

Ask the children to look at text B. Read the questions with

the class. Explain that this is a speed-reading task and that

the children have one minute to complete it.

Ask the children to use the diary entry to find the answers

to the questions. Use a watch or timer to time one minute.

ANSWERS

A boy from Ancient Greece wrote the diary. It’s about school.

5 Ask and answer in pairs.

Divide the class into pairs. Ask a pair of children to read

the example dialogue for the class.

The children take turns to ask and answer the questions

in pairs.

Activity Book

Bilingual dictionary

Tell the children to turn to page 105 of the Activity Book

and write translations for the materials.

1 Write the materials.

The children look at the pictures and write the adjectives

that describe the materials. Display the Unit 3 Set 1

wordcards for support while they work.

ANSWERS

1 iron 2 leather 3 wool 4 stone 5 wood 6 ivory

7 clay 8 wax

2 Read and complete the definitions.

The children complete the definitions with the correct

materials.

ANSWERS

1 ivory 2 wool 3 Gold, silver 4 leather 5 Linen

6 wax 7 Bronze 8 Clay

3 Complete the table using words from Activities 1 and 2.

The children use the pictures from Activity 1 and the

information from Activity 2 to complete the table.

ANSWERS

1 Metals gold silver bronze iron

2 Materials from animals leather wool ivory

3 Materials from plants wood linen

4 Choose five materials and write sentences.

The children choose five materials and write their own

sentences about them.

Lesson 2 CB PAGE 27 and AB PAGE 25

STORY

Lesson objectives

Read and understand a legend

Retell a story

Write a review of the legend

Language

Core: Lesson 1 materials words

Review: past simple; city, run/ran

Extra: ancient, wooden, coast, protect, gate, lock, enter,

general, harbour, destroy

Materials

CD2 $ track 04; Unit 3 wordcards Set 1

Warmer

Divide the class into two teams. Hold up the Unit 3 Set 1

wordcards one at a time. The first person to call out the

name of an object made from that material wins a point

for their team.

Lead-in

Explain that the children are going to hear a legend about

Ancient Greece. Ask them if they know of any legends.

They tell the class about them.

Class Book

6 Read and listen. $ Choose the best title.

With books open, ask the children to read the list of

possible titles for the story.

Play the recording for the children to follow the story in

their books.

Check the answer with the class and then discuss the

children’s reactions to the story.

ANSWER

The wooden horse

7 Read again and answer.

Ask the children to read the legend again and write their

answers to the questions in their notebooks.

ANSWERS

1 No. Because there was a war between the Trojans

and the Greeks. 2 Because there was a very high

wall around the city. 3 an enormous wooden horse

4 Because they thought it was a present from the Greeks.

5 30 Greeks 6 No. Because the Greeks destroyed it.

Optional activity

Write some significant words and phrases from the story

on the board, e.g. war, wall, general, horse, present, soldiers.

The children work in a pairs to make sentences about

each thing, e.g. There was a war between the Greeks and

the Trojans.

Unit 372

8 Retell the story with your partner.

Divide the class into pairs. Tell the children that they are

going to retell the story with their partner.

Focus on the example and ask a pair of children to read it

to the class. Then ask the children to close their books.

Go around the class, helping and checking as the children

retell the story with their partners.

Retell the story as a class. Ask different children to tell you

each part.

What do you think? Discuss the question as a class. Ask the

children to think about what happened in the story. What

do they think of the Trojans and the Greeks?


Retelling a story helps to reinforce it in the children’s

minds. When this is done in pairs, it is even more effective

as different children will remember different elements

more clearly.

When the children retell stories, encourage them to do

this completely from memory. They can look back at the

story only when they have finished to check that what

they remembered was correct.

Activity Book

Plot, characters and setting

1 Remember the story. Circle the correct answers.

The children read the sentences about the story and

choose the correct words or phrases to complete them.

ANSWERS

1 c 2 a 3 c 4 b 5 b

2 Match the questions and answers.

The children find and match the correct answer to

each question.

ANSWERS

1 b 2 d 3 a 4 c

Synopsis

3 Read and complete.

The children complete the text by writing the missing

words in the table.

ANSWERS

1 for 2 wall 3 couldn’t 4 sailed 5 horse 6 had

7 were 8 opened 9 won

Review

4 Complete the review.

The children complete the review and rate the story,

referring to the writing tip for help.

POSSIBLE ANSWERS

1 The wooden horse 2 Greeks 3 Trojans 4 many

years ago on the coast of Asia 5 Children’s own answers

6 Children’s own answers

Further practice$ Teacher’s Resource CD-ROM, Worksheet section, Unit 3,

Story worksheet. Notes and answers on CD-ROM.


GRAMMAR

Lesson objectives

Practise using be made of in the present and past simple

Make sentences about what things are/were made of

Describe a picture

Regular review: practise using his/her and the possessive ‘s

Language

Core: Lesson 1 materials words; be made of (present and

past simple)

Review: wear

Extra: tunic, denim,

Materials

CD2 $ tracks 04–05; Unit 3 wordcards Set 1; Unit 3

Grammar and everyday language poster; Speak up poster

Warmer

Play a game of Categories (see page 201) with the Unit 3

Set 1 wordcards.

Lead-in

Ask the children what they can remember about the

legend from Lesson 2. Prompt with questions if necessary.

Ask the children to open their Class Books and look at the

story on page 27 again. How well did they remember it?

Class Book

1 Read and listen to the story again on page 27.

$ Match.

With books open, tell the children that they are going to

hear the story again. As they listen, they match the two

halves of the sentences.

Play the recording, more than once if necessary.

ANSWERS

1 b 2 a 3 d 4 c

2 Listen and say the number. $ Describe the pictures.

Focus on the pictures. Tell the children that they are going

to hear a description of each picture.

Play the recording, pausing after each description for a

different child to say the number.

Ask the children to work in pairs. They take turns to

describe the pictures to each other.

Transcript It’s made of plastic.

It was made of wood and wax.

They are made of leather.

They were made of leather.

It’s made of paper.

It was made of ivory.

ANSWERS

1, 4, 5, 6, 3, 2

73 Unit 3

Grammar and everyday language poster

Ask the children to look at the Grammar 1 section on the

Grammar and everyday language poster for Unit 3.

Write a present simple affirmative and negative sentence

and a question from the table on the board. Ask the

children to identify them.

Ask volunteers to come to the front and underline the

phrase made of in each one. Point out that this phrase

never changes, i.e. we do not say make of when using the

present simple.

Repeat with the past simple.

Read the explanations and examples on the poster to

the class.

3 Read and learn.

Ask the children to look at the grammar table and

memorize the sentences.

Ask the children to cover the table. Ask different volunteers

to make sentences from each section of the table.


Through using a grammar table to make sentences, the

children see how the structure works.

If there is time, allow the children to practise making

more sentences in pairs before they move on to the less

controlled activity that follows.

4 Describe the pictures in pairs.

Focus on the two pictures. Explain that the first shows Billy

and William in a classroom in Ancient Greece. The second

shows them in Miss London’s classroom in the present day.

Ask a pair of children to read the example dialogue to the

class. Elicit some similar present simple and past simple

sentences about the pictures from the class.

Ask the children to work in pairs to talk about the things

in the picture of the classroom from Ancient Greece

and compare them with the things in the modern day

classroom. They use past simple and present simple

sentences with made of. They can also refer to the Talking

about a picture section on the Speak up poster, for help.

POSSIBLE ANSWERS

The Ancient Greeks wrote on tablets. They were made of

wood and wax. We write in books. They are made of paper.

The Ancient Greeks sat on benches. They were made

of wood. We sit on chairs. They are made of metal and

plastic.

The Ancient Greeks used abacuses. They were made of

wood. We use calculators. They are made of plastic.

The Ancient Greeks used combs. They were made of ivory.

We use combs too. They are made of plastic.

The Ancient Greeks drank from cups. They were made of

clay. We drink from bottles. They are made of plastic.

Optional activity

Read out some correct and incorrect sentences about

objects in Ancient Greece and the modern day for the

children to call out True or False. They correct the false

sentences, e.g. In Ancient Greece, combs were made of

ivory. – True; Today, combs are made of wood. – No they’re

not. They are made of plastic.

Activity Book

Grammar

Tell the children to turn to the Grammar reference on

page 109 of their Activity Books, and remind them that it

is here to help them when they need it.

1 Read and complete. Write is made of or are made of.

The children read what Jilly has written and complete the

sentences with is made of or are made of.

ANSWERS

1 is made of 2 are made of 3 is made of

2 Look at Activity 1 and write sentences about toys in Ancient Greece.

The children use the word prompts to make negative

sentences about the toys. They write affirmative sentences

using the information from Activity 1.

ANSWERS

1 Rattles weren’t made of wood. They were made of clay.

2 Knucklebones weren’t made of ivory. They were made

of bronze and glass.

3 Dolls weren’t made of gold. They were made of clay.

3 Look and write. Compare.

The children look at the pictures. In their notebooks, they

write a sentence about what each thing was made of in

Ancient Greece, followed by a sentence about what their

corresponding belongings are made of today.

POSSIBLE ANSWERS

1 In Ancient Greece, toys were made of wood and clay.

My toys are made of plastic.

2 In Ancient Greece, clothes were made of wool and

linen. My clothes are made of cotton and wool.

3 In Ancient Greece, combs were made of ivory. My comb

is made of plastic.

4 In Ancient Greece, beds were made of wood and

leather. My bed is made of wood and metal.

4 Look and complete.

The children look at the picture and complete the

sentences about what the children’s clothes are made of.

Remind them to use the pronoun his or her for the second

sentence about each child.

ANSWERS

1 Jilly’s coat is made of wool. Her shoes are made

of leather.

2 Billy’s trousers are made of wool. His shirt is made

of cotton.

3 Milly’s skirt is made of wool. Her bag is made of leather.


Vocabulary and Grammar 1. Notes and answers on CD-ROM.

Unit 374

Reinforcement Lesson 3a (optional)

REINFORCEMENT AND STORY PRACTICE

Lesson objectives

Review and practise be made of in the present and

past simple

Review and practise materials vocabulary

Language

Core: Lesson 1 materials words; be made of (present and

past simple)

Review: plastic, cotton

Materials

DVD Story 3; Unit 3 wordcards Set 1; Unit 3 Grammar

and everyday language poster; $ Teacher’s Resource

CD-ROM, DVD worksheets section, Unit 3; a collection of

objects made of different materials for each group (e.g.

a wax candle, a plastic comb, a pair of woollen gloves,

some silver earrings)

Warmer

Put the Unit 3 Set 1 wordcards face down on your table.

Ask a volunteer to stand up. Turn over the first wordcard

and show the class. The volunteer makes a sentence

about it, e.g. My shoes are made of leather.

Repeat with the rest of the wordcards.

Lead-in

Divide the class into small groups. Give each group a

collection of objects. The children talk to each other about

what each object is made from.

Ask one person from each group to report back to the class.

1 Write the vowels.

Tell the children that you are going to write some phrases

on the board that are made up of a material and an

object, but the vowels will be missing. They must copy

them down, writing in the missing vowels.

Write the following in a column on the right-hand side of

the board:

l _ n _ n t _ n _ c

w _ x t _ b l _ t

_ v _ r y c _ m b

c l _ y p _ t

_ r _ n d _ _ r

c _ t t _ n T-s h _ r t

l _ _ t h _ r s _ n d _ l s

p l _ s t _ c t _ _ t h b r _ s h

Go around the room, helping and checking as the

children write their answers.

Check the answers with the class. Write in the missing

vowels and leave the phrases on the board.

ANSWERS

linen tunic, wax tablet, ivory comb, clay pot, iron door,

cotton T-shirt, leather sandals, plastic toothbrush

2 Complete the diagram.

Ask the children if they have ever heard of a Venn diagram.

Tell them that they are going to draw one and put the

words from Activity 2 into it.

Draw two overlapping circles on the board. Write the

heading Today at the top of the left-hand circle, and

Ancient Greece at the top of the right-hand circle.

Tell the children that they must write the objects in

the correct circles. Any objects that are used today and

were used in Ancient Greece should be written in the

overlapping section.

Do the first object as a class and then allow the children to

sort the remaining objects by themselves.

Go through the answers with the class. The children may

feel that some of the answers are a matter of debate, e.g.

we don’t usually have iron doors today, but they can be

found on some buildings. Resolve any disputes and come

to an agreement as a class.

POSSIBLE ANSWERS


Tell the children that Venn diagrams can be used to show

relationships between any two groups. Explain that by

using a diagram, we can present information in a visual way.

Diagrams can also be useful in helping us to plan our work.

Discuss with the class what kind of diagrams the children

have used and how these diagrams help with presenting

information and planning work.

3 Choose one of these topics: clothes, things in the house, things at school. Compare life today with life in Ancient Greece.

Tell the children that they are going to write about the

similarities and differences between one aspect of life

today and life in Ancient Greece. Explain that they can use

the information from their diagrams to help them.

Use the Grammar 1 section of the Grammar and everyday

language poster for Unit 3 to review the use of be made of

in the present and past simple.

The children choose their topic and write their

comparisons. They should include sentences with is/are

made of and was/were made of.

4 Watch the story on DVD. DVD Story 3

Tell the children they are going to watch the story The

wooden horse on DVD.

Write the following words on the board and ask the

children to copy them into their notebooks.

Today

cotton T-shirt

leather sandals

linen tunic

wax tablet

ivory comb

iron door

plastic toothbrush

clay pot

AncientGreece

75 Unit 3

1 city 2 war 3 castle 4 wall 5 gates 6 stone

7 boat 8 party

Ask the children to circle the words that are animated as

they watch the DVD.

Play the Unit 3 story clip on the DVD. Play the clip again

for the children to check their answers.

ANSWERS

1 city 2 war 4 wall 5 gates 6 stone 8 party

5 Make story wordcards.

Print the DVD story wordcard worksheet provided on the

Teacher’s Resource CD-ROM $ in the DVD section and

make two copies for each child.

Put the children into pairs or groups of four. The pairs or

groups choose eight words from the story and ‘design’

each of them on a wordcard worksheet, following the

animated text on the DVD story as a model. They can

design words already animated on the DVD or choose

other words from the story text if they wish.

When the children have finished designing their words,

they write a sentence from the story on the back of the

wordcard which includes the word they have designed

on the front. More confident children can then write their

own sentence including the designed word.

Play the DVD again. The pairs or groups hold up their

designed words when they appear or are said on the DVD.

The pairs or groups hold up their wordcards and say the

words/sentences out loud in different ways, for example,

quietly, loudly, angrily, happily, quickly, slowly.

The children’s completed wordcards can be displayed in

the classroom.


READING AND WRITING

Lesson objectives

Read and understand a diary entry from Ancient Greece

Use adjectives in the correct order in sentences

Write a diary entry

Learning to learn: keeping a learning diary

Language

Core: Lesson 1 materials words; adjective word order;

Review: adjectives to describe opinion, size, age, shape,

colour, origin and material; octopus, reading, run/ran,

write/wrote

Extra: athletics, wrestle, discus

Materials

Unit 3 wordcards Set 1

Warmer

Play a game of Spell it! (see page 202) with some of the

Unit 3 Set 1 wordcards.

Lead-in

Ask if the class can remember what Jilly brought in for her

homework assignment in Lesson 1. Ask Which thing told use

about the life of a boy in Ancient Greece? (T=the diary entry)

Class Book

1 Read part 1. Remember and complete. Read page 26 again and check.

Ask the children to look at the diary entry on page 29 and

complete part 1 from memory.

When they have finished, the children look at the diary

entry on page 26 to check their answers. Then go through

the answers with the class.

ANSWERS

1 slave 2 rich 3 wood 4 boys 5 home

2 Read and write rich boys, girls or slaves. Read part 2 and check.

Ask the children to read the sentences and write in their

notebooks who they think they are about (rich boys, girls

or slaves).

Ask the children to read part 2 of the diary entry to check

their answers. Then check as a class.

ANSWERS

1 slaves 2 girls 3 rich boys 4 rich boys 5 rich boys

Optional activity

Ask the children to read part 2 of the diary entry again

and write down all of the adjectives they can find.

3 Read part 2 again and match. Complete the table.

Focus on the example. Ask the children to find the

sentence in the text.

Unit 376

Ask the children to read the rest of part 2 again and match

the remaining sentences.

Check the answers with the class.

Ask the children to write the adjectives in the correct

columns in the table.

Go through the activity. Explain that this is the way that

we order adjectives when we use several in one sentence.

ANSWERS

Opinion Size Age Shape Colour Origin Material Noun

1 my wonderful old Greek teacher

2 a fantastic long classical poem

3 my new brown wooden abacus

4 a heavy round iron discus

4 Describe the people and objects in each picture with three adjectives.

Focus on the first picture. Ask What can you see? (a helmet)

Elicit three adjectives that could describe the helmet (grey

blue, iron). Ask the children to help you put the adjectives

in the correct order. Write the complete phrase on the

board (a grey and blue iron helmet).

The children write phrases with three adjectives for the

remaining pictures.

POSSIBLE ANSWERS

1 A grey and blue iron helmet.

2 A smelly, brown, leather sandal.

3 A heavy, old, iron door.

4 A big, young, rich Greek.

5 A tall, young, slim woman.

6 A beautiful, brown, wooden horse.

Activity Book

1 Read the diary and complete the sentences. Then underline the adjectives in the text.

The children read the Ancient Greek girl’s diary and

complete the sentences. They then underline the

adjectives in the diary.

ANSWERS

1 clay 2 brother 3 read and write 4 a tunic

5 of wood 6 octopus soup

Adjectives: clay, big, fresh, delicious, big, square, woollen,

large, round, wooden

2 Read and circle.

The children read the sentences and circle the correct

word or phrase in each one.

ANSWERS

1 yourself 2 date 3 past simple 4 morning

5 ’I’ and ‘we’

3 Create an adjective table like the one in your Class Book page 29. Add phrases from the diary entry in Activity 1.

The children copy the phrases with more than one adjective

from the text into their table from Activity 1.

ANSWERS

Opinion Size Age Shape Colour Origin Material Noun

my clay doll

a big square woollen one

our large round wooden hoops

4 Write a diary entry about what you did yesterday.

Ask the children to think about what they did yesterday in

the morning, afternoon and evening. Ask a different child

to suggest a sentence for each time of the day.

The children write a diary entry in their notebooks, using

the one from Activity 1 as a model. Encourage them to

use as many adjectives as possible.

Learning to learn: Write a diary entry for today. Use these questions to help.

Ask the children to read the questions. They use their

answers to write a learning diary.

Focus the children’s attention on the Writing tip.

Write a word or draw a picture to describe how you feel about learning today.

The children write a word or draw a picture that describes

how they feel about their learning to go with their diary.


Writing a learning diary helps the children to take control

of their learning. While it may not be possible to write

a diary entry at the end of each lesson, encourage the

children to talk about how they feel about their learning

and achievement as often as possible.

77 Unit 3


VOCABULARY AND DVD SONG

Lesson objectives

Identify different parts of a Roman villa

Listen and extract information from a song

Compare your house to a Roman house

Language

Core: couch, mattress, heating, tiles, first floor, balcony,

stairs, pillar, fountain, courtyard, study, mosaic,

Review: prepositions; toilets, fat, road

Extra: folding clothes, sweeping the path, laying the table

Materials

CD2 $ tracks 06–09; DVD Song 3; Unit 3 wordcards Set

2; Speak up poster

Warmer

Ask different children around the class to stand up and

describe one of their belongings or something that they

are wearing, using a phrase with three adjectives, e.g. This

is my fantastic, new, pink pencil case.

Lead-in

Ask the children to work in pairs. They take turns to describe

their houses and objects in certain rooms to each other.

Class Book

1 Look and say what the lesson is about.

Tell the children to open their books and look at the

picture of the interactive whiteboard. Ask different

children what they think the lesson is going to be about.

Listen to their suggestions, but don’t confirm at this stage.

2 Listen and repeat. $

Establish that this lesson is about Roman houses.

Focus on the pictures. Play the recording for the children

to listen and repeat, pointing at the things in the picture

as they do so.

Transcript 1 couch 2 mattress 3 heating 4 tiles 5 first floor

6 balcony 7 stairs 8 pillar 9 fountain 10 courtyard

11 study 12 mosaic

3 Listen and say the word. $

Play the recording, pausing after each description for

the children to say the word. Display the Unit 3 Set 2

wordcards for support while they listen.

Transcript A The Romans lay on this to eat.

B It was a room to work in.

C They were on the roof of a villa.

D It was under the floor in a villa.

E The Romans used these to go up to the bedroom.

F This was in the courtyard.

ANSWERS

A couch B study C tiles D heating E stairs

F fountain

4 Listen to the song. $ Which rooms do you hear? DVD Song 3

Play the audio or DVD version of the song for the children

to listen and make a note in their notebooks of the rooms

they hear.

Play the song a second time if necessary.

Transcript When you look back in time, in our history,

Tell me who invaded Europe, from 200 BC?

They were Romans! They’re still really famous.

Romans! Look what they gave us!

They’re the ones who built the roads.

The Romans were builders. They built big villas,

With tiles on the roof and huge stone pillars.

In the kitchen it was dark. It was dirty and bare,

But it didn’t really matter ‘cos the slaves worked there.

The rich men lay on couches to eat their dinner.

While the rich got fat, the slaves got thinner.

… They’re the ones who built the walls.

Now let’s take the stairs to the first floor.

Look and see just what those Ancient Romans saw.

In the bedroom was a bed, made of wood and leather,

And a mattress made of grass or straw or maybe feathers.

They had a study with mosaic floors, a balcony.

They had a courtyard with a fountain and an olive tree.

… They’re the ones who built the baths.

Hey under the floor the Romans had heating.

They liked to take a bath when they finished eating.

They had public toilets. They had public baths.

And they all washed together and they talked and laughed.

They didn’t have a bathroom in their home,

‘Cos they didn’t like bathing all alone.

They were Romans … Look at what they gave us! [x2]

ANSWERS

kitchen, bedroom, study, bathroom

5 Listen again. $ Say True or False.

Ask the children to read the sentences in their Class Books.

Play the recording again, pausing if necessary, for the

children to listen and say True or False for each sentence.

ANSWERS

1 False 2 False 3 True 4 False 5 False 6 True

Optional activity

Ask the children to correct the false sentences in

Activity 5.

KEY COMPETENCE: Artistic and cultural competence

Through this true/false comprehension activity, the

children learn about how people lived their everyday lives

in Roman times.

Tell the class that there are examples of well-preserved

Roman houses and villages that are still around today.

Ask if they know of any such sites and if they can tell you

anything about them.

Unit 378

6 Compare your house to a Roman house. Talk in pairs.

Ask a pair of children to read the example dialogue to

the class.

Refer the children to the section on describing similarities

and differences on the Speak up poster. They work in pairs,

taking turns to make comparisons.

Activity Book Bilingual dictionary

Tell the children to turn to page 104 of their Activity Books

and write the translations for the Ancient Rome words.

1 Complete the song. Listen and check. $

The children complete the song from memory, using the

words in the box.

Play the song for the children to listen and check their

answers. Check the answers with the class.

ANSWERS

1 villas 2 tiles 3 pillars 4 couches 5 stairs

6 mattress 7 study 8 mosaic 9 balcony

10 courtyard 11 heating

2 Listen and tick ✓ the typical Greek house. $

Play the recording for the children to listen to the description

of a typical Greek house. They tick the correct picture.

Check the answer with the class.

TranscriptAncient Greek houses had different rooms for men and

women. Here’s a typical one. It’s got two floors.

There’s a courtyard in the middle with pillars in it. On the

ground floor, there’s the men’s dining room on the left.

There are couches for the men to sit on. At the back, there’s

a kitchen and on the right, there’s a bathroom. There’s also a

room for keeping food and a room for working.

On the first floor, there are two bedrooms with beds and

wooden boxes. The mattresses were made of linen or

leather. There’s also a small room for a slave and a large room

for the women.

ANSWER

a ✓

3 Look at Activity 2 and complete.

The children complete the sentences about the typical

Greek house (picture a).

ANSWERS

1 There’s, courtyard 2 There’s, bathroom

3 first floor, bedrooms

4 Write about your home.

The children write a description of their home in their

notebooks.


GRAMMAR AND CROSS-CURRICULAR

Lesson objectives

Learn about Roman baths

Read and understand a text about Roman baths

Practise using used to / didn’t use to to describe things

that people regularly did in the past

Make sentences about people’s regular activities in the

past and present

Language

Core: activities; used to / didn’t use to

Review: present simple; past simple; restaurant, city, wear

Extra: games room, take off, perfumed, humid, oil, sweat,

body, statue

Materials

CD2 $ tracks 08 and 10–11; Speak up poster; Unit 3


Warmer $

Play the song from Lesson 5 again, encouraging the

children to sing along.

Lead-in

Ask individual children about their bath-time routine, e.g.

When do you have your bath? What do you wash with? Do

you put bubbles in the water?

Now ask the children to imagine they live in Roman times.

Ask different children to tell you about their baths.

Tell the children that the Ace pupils are going to visit

some Roman baths in this lesson, where they will learn

about Romans and their bathing habits.

Class Book

1 Look at the photos. Say what you know about Roman baths.

Ask the children to look at the photos and say what they

can see.

Ask the children to work in pairs. They use the photos to

tell each other what they know about Roman baths. Refer

them to the Guessing section on the Speak up poster for

help, if necessary.

Discuss the photos as a class. Encourage different children

to share their ideas.

2 Listen, read and check your ideas. $

Tell the children that they are going to listen and read to

check their ideas on Roman baths.

Play the recording while the children follow the words in

their books.

Ask the children if their predictions were correct. Answer

any questions that the children have and go through the

meanings of any unknown vocabulary.

79 Unit 3

3 Read the grammar table and learn. Find more examples of used to in the text.

Draw the children’s attention to the Grammar 2 section

on the Grammar and everyday language poster for Unit

3. Use the examples and explanations to show how and

when we use used to / didn’t use to.

Ask the children to look at the grammar table in their Class

Books and memorize the sentences.

The children look at the text from Activity 2 again and find

more examples of used to.

ANSWERS

They used to go to the public baths …; They used to do

exercises …; They used to wear wooden sandals …; They

didn’t use to wash with soap; Then they used to jump into

a very cold pool!


Making and memorizing sentences consolidates learning.

The children will be able to use the structures that they

have memorized to make new sentences. Ask the children

to write an example of an affirmative and negative

sentence and a question about the Romans.

Optional activity

Make false sentences about the Romans for the class

to correct, e.g. The Romans used to wash with soap. (No!

They didn’t use to wash with soap. They used to take off the

oil and sweat with a strigil.)

4 Read again and complete the table.

Focus on the table. Explain that the first column is for the

activities that the Romans did in the past and the second

column is for the things that the tourists do in the present.

Ask the children to read the text again. They write the

activities in the correct columns.

ANSWERS

Past activities Present activities

use a strigil take photos

wash in the baths visit the museum

do exercises buy souvenirs

use soap

jump into cold pools

5 Make sentences about Romans and tourists in pairs.

Ask the children to work in pairs. They take it in turns to

use the first column of the table to make sentences with

used to / didn’t use to about what the Romans did in the

past, and the second column to say what the tourists

do today.

Activity Book

Grammar

Tell the children to turn to the Grammar reference on

page 110 of their Activity Books, and remind them that it

is here to help them when they need it.

1 Write used to or didn’t use to.

The children complete the sentences from memory.

They look back at the text on page 31 of their Class Books

to check their answers.

ANSWERS

1 didn’t use to 2 used to 3 didn’t use to 4 used to

2 Listen and number the pictures in order. $

Play the recording, pausing if necessary, for the children to

number the pictures in the correct order.

TranscriptRich people in Ancient Greece had bathrooms. Baths were

very important.

1 First, a slave used to collect water from a well. The slave

carried the water back to the house.

2 Then the slave used to heat the water over a fire. When it

was hot, he poured it into the bath. The baths were made

of wood or stone.

3 The rich person used to wash in the bath. The Ancient

Greeks didn’t use to use soap.

4 After the bath, the rich person used to cover his or her

body with olive oil. The Ancient Greeks often used to eat

after a bath.

ANSWERS

a 3 b 1 c 4 d 2

3 Write sentences. Then write G (Greeks) or R (Romans).

The children complete the sentences by looking at the

phrases and the ticks and crosses, and writing affirmative

or negative used to sentences accordingly.

They then look at the pictures in Activity 2 and remember

the information about Romans on the Class Book page to

decide if the sentence applied to the Greeks or Romans.

ANSWERS

1 They used to have baths at home. G

2 They didn’t use to have baths alone. R

3 They used to heat water over a fire. G

4 They didn’t use to have a bathroom in their home. R

5 They used to meet their friends at the baths. R

6 They didn’t use to jump into a cold pool. G

4 Listen again and tick ✓ or cross ✗. $ Then write about rich people in Ancient Greece.

Play the recording for the children to listen again. They put

a tick or a cross next to the sentences.

The children then use the sentences to write about rich

people in Ancient Greece.

Check the answers with the class.

ANSWERS

1 ✗ 2 ✓ 3 ✗ 4 ✓1 They didn’t use to carry their own water. Their slave

used to carry their water.

2 They used to have baths made of wood or stone.

3 They didn’t use to use soap. They used to use olive oil.

4 They often used to eat after a bath.


Vocabulary and Grammar 2. Notes and answers on CD-ROM.

Unit 380

Extension Lesson 6a (optional)

CROSS-CURRICULAR AND SOCIAL TASK

Lesson objectives

Identify people and things in a Roman amphitheatre

Research the life of a gladiator

Write a diary entry for a gladiator

Share knowledge and learning in the form of a social task

Language

Core: Lesson 1 materials words; Lesson 5 Ancient

Rome: house and home words; amphitheatre, audience,

gladiator, tier, arena, corridor

Extra: wild animal, criminal

Materials

DVD cross-curricular; computer, internet/encyclopedias

and interactive whiteboard or a large picture of a well-

preserved amphitheatre, such as the Colosseum in Rome

or the Roman Amphitheatre at Arles, France; a smaller

picture of an amphitheatre for each group; large sheets

of paper for each group; Speak up poster

Warmer

Play a game of Twenty twenty (see page 202) to review the

vocabulary from Lesson 5.

Lead-in

Divide the class into small groups. Hold up the picture of

the amphitheatre so that all the class can see it, or project

an image of the amphitheatre on to the interactive

whiteboard.

Ask the children to describe what they can see. Tell them

that the building is a Roman amphitheatre. Write the word

on the board and ask the children to repeat it.

1 What do you think amphitheatres were for? Tell your partner.

Refer the children to the Speak up poster. Focus on the

section for agreeing and disagreeing. Tell them that they

are going to use some of this language to talk about what

they think Roman amphitheatres were for.

Ask the children to work in pairs. They talk about what

they think Roman amphitheatres were used for.

Ask the children to share their ideas with the class.

Use the information in the Culture notes below to

make corrections or tell the children about Roman

amphitheatres. Teach the words in bold. Write them on

the board for the children to repeat.

CULTURE NOTES: Roman amphitheatres

Amphitheatres are open structures that were used for

entertainment in Roman times. The audience could

watch fighters called gladiators battle to the death with

each other, wild animals or condemned criminals.

The first amphitheatres were made of wood, but after the

construction of the Colosseum in Rome, amphitheatres

were built from stone.

Amphitheatres were typically elliptical in shape with seats

rising in tiers around a central arena. Corridors and stairs

allowed the audience to move around freely. Below the

arena were the quarters for the gladiators, beasts and

other fighters.

2 Find or draw a picture of an amphitheatre. Label these things: audience, gladiator, tiers, arena, corridors.

If there is classroom access to the internet, ask the

children to find a picture of a Roman amphitheatre that

they can label. If not, ask the children to work in small

groups. Give each group a large sheet of paper and a

picture of an amphitheatre that they can copy.

Walk around the class as the children draw and/or label

their pictures. Help where necessary.

Ask some of the children to hold up their pictures and tell

the class about them.

Optional activity

Ask the children to work in pairs. They take turns to tell

each other about their pictures.

3 Research the life of a gladiator.

Ask the children to imagine that they are gladiators.

Encourage them to discuss in their groups what life might

be like, then discuss this as a class.

Ask the children to use the internet (if you have classroom

access) or encyclopedias to find out more about the life of

a gladiator.

KEY COMPETENCE: Competence in social skills and

citizenship

By working in a group, the children have the opportunity

to share ideas with their peers without having to address

the whole class. This helps less outgoing children to build

confidence.

Where practical, allow the children to share ideas with a

partner or group before discussing ideas as a class.

4 Imagine you are a gladiator. Write a diary entry.

Tell the children that they are going to imagine they are

a gladiator and write a diary entry, using their researched

information. Go around the class as they do this, helping

and checking.

Divide the class into small groups. The children take turns

to read their diary entries to each other.

Further practice$ DVD, Unit 3 Cross-curricular video clip.

$ Teacher’s Resource CD-ROM, DVD section, Unit 3,

Cross-curricular worksheet. Notes and answers on CD-ROM.

81 Unit 3


LISTENING AND SPEAKING

Lesson objectives

Listen for gist and for specific information

Act out a dialogue

Pronunciation: listen for and use intonation in lists

Use shopping language by pretending to buy something

in a shop

Language

Core: Lesson 5 Ancient Rome: house and home words

Review: Can I help you? Do you sell …? Yes, we do. / No, we

don’t. Have you got …? We’ve got … What colour T-shirts

have you got? Here you are, spend

Extra: gladiator, paddling pool, emperor, spa water, feel free,

look around, special offer, sale, ornament, half price

Materials

CD2 $ tracks 12–14; Unit 3 wordcards Set 2; scissors

Warmer

Put the Unit 3 Set 2 wordcards on the board and play a

game of The definitions game (see page 202) with the class.

Lead-in

Ask the children to use the wordcards on the board to tell

you all they can remember about Roman houses.

Class Book

1 Listen and say who is talking. $

Ask the children to look at the picture. Ask Where is Jilly?

Play the recording all the way through. The children listen

and say who is talking.

TranscriptShop assistant Hello. Please feel free to have a look around!

We’ve got lots of exciting things! Just to let you know, there

are some special offers today. Some of our toys have special

prices. The puppet is just £6.99 now. It was £12, so that’s a

good price. The little wooden horses there, they’re just 90p

each and the Roman paddling pool was £23, but now it’s

£19.99. Then there’s a great saving on the model of the villa.

That was £40, but now it’s £36.50.

Over in the corner we’ve got some clothes. They’re in the

sale too. The large T-shirts are £18 and the small T -shirts

are … I think they’re £15 … yes, the small T-shirts are £15.

And the caps … can you see the caps? They’re just £7

each now.

Oh! And before I forget …we’ve got little bottles of spa

water for just £1.50 each. They normally cost £3, so they’re

half price. And we’ve also got cups. They cost £4.25 each.

ANSWER

a shop assistant

2 Listen again and complete the price list. $

Focus the children’s attention on the price list at the top of

the page. Point out that some of the information is missing.

Play the recording, pausing if necessary, for the children to

complete the missing information in their notebooks.

ANSWERS

1 £12.00 2 £19.99 3 £40.00 4 T-shirts

5 £7.00 6 £1.50

3 Listen and read the dialogue. $ Which is Jilly’s shopping? How much did she spend?

Ask the children to look at the three sets of shopping on

the right-hand side of the page. Ask them to describe

what they see.

Play the recording for the children to listen and find Jilly’s

shopping and the price.

ANSWER

3 £16.80

4 Look, listen and repeat. $

Tell the children to look at the sentences in the Perfect

pronunciation box. Explain that they all come from the

dialogue in Activity 3. Tell the children that in sentences

like this, where lots of items are listed, the intonation

rises on all but the last item in the list. Show how this is

indicated by the arrows.

Play the recording for the children to listen to the

intonation in the sentences, then play it again for the

children to repeat chorally then individually.

5 Listen to the dialogue again. $ Act out.

Play the dialogue again for the children to follow the

words in their books and listen for the intonation in the

sentences that contain lists.

Ask the children to work in pairs to act out the dialogue.

Ask some of the pairs to act out the dialogue for the class.

6 Cut out and complete your fluency cards. Practise in pairs.

Ask the children to look at the Everyday language section

on the Grammar and everyday language poster for Unit 3

and draw attention to the shopping language.

Divide the children into pairs, A and B. Tell the children

to turn to the back of their Activity Books and cut out

the Unit 3 fluency cards. They complete their individual

questions on their cards.

Ask the children to take turns to ask and answer the

questions on their cards.

KEY COMPETENCE: Competence in social skills and

citizenship

The children need to be able to relate to others on a

variety of levels: as peers, students or strangers asking for

or giving help. It’s important that the children recognize

the appropriate way to speak in different situations.

Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3,

Listening and Speaking. Notes and answers on CD-ROM.

Unit 382


CULTURE AND READING

Lesson objectives

Read and understand texts about ancient monuments

from different countries

Talk about your favourite ancient monument

Understand the importance of being a responsible

tourist

Regular review: practise using superlatives

Language

Core: Lesson 1 materials words; Lesson 5 Ancient Rome:

house and home words

Review: superlatives; pyramid

Extra: tomb, chamber, entrance, stadium, spectator, wild

animal, temple, goddess

Materials

Speak up poster

Warmer

Play Everything I know about … (see page 202) on the

subject of Romans.

Lead-in

Ask the children what they remember about the Roman

baths from Lesson 6. Tell them that today they are going

to learn about ancient monuments from around the

world today.

Class Book

1 Compare the photos in pairs.

Ask the children to work in pairs to compare the photos.

Refer them to the section on describing objects and

talking about similarities and differences on the Speak

up poster.

Monitor the activity as the children talk.

Ask some of the children to share their ideas with

the class.

2 Read and match the texts and photos.

Focus attention on the children’s photos and the

messages that they have posted. Tell the class that Billy,

Jilly and Milly want to know about ancient monuments

in different countries, and Ammon, Francesca and Yanni

have posted responses on Ace! Space.

Ask the children to read the three texts quickly and match

each of them with a photo from Activity 1.

ANSWERS

1 Francesca 2 Yanni 3 Ammon

3 Read again and choose the best answer.

Before they read the text again, ask the children to read

each sentence. They then read the texts and choose the

best answer for each sentence.

ANSWERS

1 a 2 c 3 b 4 b 5 b 6 b

4 What is your favourite monument? Write three reasons.

Ask the children to think about which of the three ancient

monuments they like best. In their notebooks, they write

three reasons for their choice.

5 Tell your partner.

Ask a child to read the example in the speech bubble to

the class.

Ask the children to work in pairs. They tell each other

which ancient monument they like best and why.

Ask some of the children to share their opinions with

the class.

KEY COMPETENCE: Artistic and cultural competence

In Activity 5, the children have to think in detail about

their chosen monument to explain why it is their

favourite. In doing so, they take in cultural information and

use it in a way that is personal to them.

During feedback, ask the children if they have ever visited

any of the monuments. Ask which ancient monument in

the world they would most like to visit and why.

Optional activity

Play a game to review superlative adjectives. Describe

the monuments using superlative sentences for the

class to guess, e.g. It’s on the highest hill in Athens.

(The Parthenon!)

Vital values

Focus the children’s attention on the Vital values feature

and read the sentence with the class. Ask the class How

can we be responsible tourists? Encourage a variety of

responses from different children around the class. Accept

answers in English or the children’s own language.

Activity Book

1 Read the texts on Class Book page 33 again. Make notes in the first three columns of the table.

Ask the children to read the texts about the ancient

monuments again and complete the notes in the first

three columns.

Check the answers with the class. (Because the topics are

likely to be new to the children, allow for flexibility in the

children’s answers by encouraging a variety of responses

where possible.)

ANSWERS

Monument Great Pyramid

of Giza

Colosseum Parthenon

Country Egypt Italy Greece

Built by … Ancient

Egyptians

Ancient

Romans

Ancient

Greeks

Built in … 2470–2560 BC 72–80 AD 447–438 BC

Size 146.5 m tall 188 m long,

156 m wide

69.5 m long,

30.9 m wide

Use tomb theatre/

stadium

temple

2 Write notes about an ancient monument in your country in the last column of the table.

The children think about an ancient monument in their

country and fill in the last column of the table in Activity 1.

3 Complete the sentences with superlative adjectives.

Review superlative forms of adjectives with the class if

necessary. The children complete the sentences.

ANSWERS

1 oldest, biggest 2 largest 3 highest 4 longest

4 Write about the pyramids.

The children look at the picture and write sentences

about the pyramids using the superlative forms of the

adjectives in the box.

ANSWERS

1 Pyramid C is the tallest. 2 Pyramid B is the widest.

3 Pyramid A is the oldest.

5 Use your notes in the table to write about the ancient monument in your country.

The children use their notes from the table in Activity 1 to

write about an ancient monument in their country.

They should write full sentences, in their notebooks, in

answer to the questions (1–3).


WRITING AND PHONICS

Lesson objectives

Identify the features of a tourist information leaflet

Understand when to use p for pence

Recognize the spelling patterns of regular and irregular

plural forms

Write a tourist information leaflet

Language


house and home words; irregular and regular plural nouns

Review: find/found

Extra: fort, nearby, explorer,

Materials

CD2 $ track 15, Unit 3 wordcards Set 1; a watch or timer

Warmer

Put the Unit 3 Set 1 wordcards on the board. Divide the

class into small groups. Say that they have dug up some

ancient treasures in their gardens. Set a time limit of three

minutes. They must write down as many adjective and

noun combinations as possible to say what they have

found, e.g. an ivory comb, a wooden sandal, an iron door.

Lead-in

Ask the children what other ancient things people might

find under the ground.

Class Book

1 Read the leaflet. What kind of leaflet is it?

Focus on the leaflet. Invite the children to predict what it

is about. Ask them to read the text quickly and choose the

correct answer.

Would you like to visit Vindolanda? Before the children move

on to Activity 2, encourage them to read the question on

the top-right of the page and quickly scan the text again.

The children respond with their own answers.

ANSWER

b

2 Read the leaflet again and answer the questions.

Ask the children to read the six questions in their Class Books.

The children read the leaflet again, in more detail, and

write their answers to the questions.

ANSWERS

1 6 pm 2 £16.25 3 interesting leather, wood and iron

objects, some special 2,000-year-old letters and Hadrian’s

Wall 4 73 miles long 5 6 years 6 Jilly spelt the plural

of child incorrectly. Because it is an irregular plural.

After you have gone through the answers with the class,

ask the children to look at the annotations on the left of

the text. Go through them with the class.

Focus on the Punctuation box. Ask them Is ‘p’ used for

‘pence’ every time in the leaflet? Why? / Why not?

83 Unit 3

3 Listen and read. $ Which animals appear in the poem?

Ask the children to look at the picture to the right of the

poem and tell you what they can see.

Read the question with the class.

Play the poem for the children to listen and follow the

words in their books and find the answer. Play the poem a

second time, if necessary.

ANSWERS

sheep, deer, geese, mice, wolves, foxes

4 Listen and read again. $ Find and write the plurals.

Ask the children to look again at their answers to Activity

3. Ask What is unusual about these words? (Most of them are

irregular plurals.)

Play the recording for the children to listen and read again.

Pause, if necessary, for the children to write down the rest

of the plurals.

ANSWERS

sheep, deer, leaves, geese, mice, wolves, tracks, foxes,

boxes, scarves, ladies, knives, men, sandals, feet, children,

potatoes, tomatoes, people


Encouraging the children to notice spelling patterns helps

with reading and writing. It is useful to keep a record of

words that follow particular patterns.

Activity Book

1 Write and say the irregular plurals.

The children write the plural version of each word.

The children then work in pairs to practise saying the words.

ANSWERS

1 sheep 2 potatoes 3 mice 4 deer 5 scarves

6 men 7 foxes 8 geese 9 ladies

2 Read the tourist information leaflet quickly. Complete the headings.

The children read the leaflet quickly and then write the

headings for each section, using the phrases in the boxes.

ANSWERS

A Opening Times B Admission Charges C What

is Stonehenge? D What else is there to see and do?

E Where can you find us?

3 Read the leaflet again. Write the irregular plurals of the words in brackets.

The children fill in the remaining gaps in the leaflet text

with the plural forms of the words in brackets.

ANSWERS

children, people, teeth, knives

4 Use the information below and on Class Book page 31 to write a leaflet about the Roman baths in Bath.

The children write a tourist information leaflet about

the Roman baths in Bath in their notebooks using the

information in the boxes and the details in the Class Book.

Lesson 10 CB PAGE 35 and AB PAGES 32, 109 and 110

REVIEW

Lesson objectives

Review the unit vocabulary and grammar

Practise integrated skills

Language


house and home words; be made of (present simple and

past simple); used to / didn’t use to

Review: school hall,

Materials

CD2 $ track 16; DVD Song 3/DVD Story 3; Unit 3


Warmer DVD Song 3 / Story 3

Ask the children to vote on whether they would like

to watch the Unit 3 story animation or the Unit 3 song

video again.

Play the story or song on the DVD, depending on which

choice is the most popular.

Lead-in

Tell the children that in this lesson they are going to

review all the vocabulary and grammar they have learnt

in Unit 3.

Ask the children to open their books and look at the

school newsletter. Ask What’s in the newsletter this time?

Class Book

1 Look and read. Write numbers and words.

Focus on the picture. Ask What did Class 5A make this

week? (A model of a Roman villa).

Ask the children to read the text and write the words and

numbers in the correct places on the picture.

ANSWERS

1 study 2 tiles 3 stairs 4 balcony 5 bedroom

6 bed 7 mosaic floor 8 couch 9 pillars

10 fountain 11 courtyard 12 heating

2 Read and choose.

Use the Grammar 1 section on the Unit 3 Grammar and

everyday language poster to review the present simple

and past simple forms of be made of.

Ask the children to read the text and choose the correct

forms of the verb to be.

ANSWERS

1 was 2 is 3 were 4 are

3 Write sentences with used to.

Focus attention on the pictures of the past pupils. Explain

that the other photos show what the pupils are like now.

Ask the children to read the sentences and complete

them with the correct form of used to.

Unit 384

ANSWERS

1 used to be 2 didn’t use to be 3 used to like

4 used to have

4 Order and write the materials.

Ask the children to read about the craft exhibition.

They reorder the jumbled letters to write words for

the materials.

ANSWERS

1 gold 2 silver 3 woollen 4 linen 5 leather

6 ivory 7 bronze 8 stone 9 wax 10 clay


Solving anagrams focuses the children’s attention on

spelling. As an extension of Activity 4, ask the children to

make some anagrams of other vocabulary items from the

unit. They give them to their partner to solve.

Activity Book

1 Jilly did a materials hunt at home. Listen and complete her column of the table. $

Play the recording of Jilly talking about her materials hunt.

Pause, where necessary, for the children to complete the

information in Jilly’s column of the table.

TranscriptMiss London So, Jilly, did you do the materials hunt?

Jilly Yes, I found everything!

Miss London Well done. What did you find that was made

of clay?

Jilly A jug. It’s in our living room. We put flowers in it.

Miss London Good. And what about gold?

Jilly My mum has got some earrings made of gold.

Miss London Great. What about iron? Was that more difficult?

Jilly Well, I couldn’t find anything inside the house. But the

gate in the courtyard is made of iron.

Miss London That’s fine. Leather?

Jilly That was easy! We’ve all got shoes made of leather.

Miss London Of course. How about linen?

Jilly I found a linen jacket. I think it’s my dad’s.

Miss London OK. What did you find made of silver?

Jilly My sister has got a watch made of silver. It’s really pretty.

Miss London A silver watch. Great. And what about stone?

Jilly That was difficult. But the tiles in our kitchen are made

of stone.

Miss London Excellent. Just three to go. Wax?

Jilly There’s a candle in the study.

Miss London OK. Wood?

Jilly Oh, there are lots of things made of wood. The table in

the kitchen, for example.

Miss London A table. That’s good. So that just leaves wool.

Jilly I’ve got a sweater made from wool. Look – I’m wearing

it now!

ANSWERS

clay jug, gold earrings, iron gate, leather shoes, linen

jacket, silver watch, stone tiles, wax candle, wood table,

wool sweater

2 Do a materials hunt. Complete the last column of the table in Activity 1. Then choose four objects and write what they are made of.

Set this activity as a homework task. Ask the children to do

a materials hunt in their own homes, as Jilly did.

They complete the last column of the table in Activity

1 and choose four of the objects and write sentences

about them.

3 Read and circle the correct answers. Then underline three irregular plurals in the text.

Ask the children to read Billy’s text and choose the correct

word to go in each gap.

Ask the children to then read the text again and underline

three of the irregular plurals.

ANSWERS

1 used 2 of 3 the 4 of 5 are 6 as

Irregular plurals: boxes, knives, teeth

4 Write about your home.

The children write a sentence about their home for each

of the words (1–5).

85 Unit 3


CLASS PRESENTATION AND SELF-EVALUATION

Lesson objectives

Prepare and give a presentation

Consolidate learning from Unit 3

Evaluate your own progress

Language

Core: vocabulary and structures from Unit 3

Materials

CD2 $ track 17

Warmer

Ask the children to write down three questions about the

objects learnt in the unit. These can be factual questions,

language questions or a combination of both.

Ask the children to work in pairs. They swap papers and

answer each other’s questions.

Lead-in

Discuss with the class what the children have learnt in this

unit. Ask individual children What did you enjoy learning

about most? Why?

Class Book

1 Prepare a presentation. 2 Give your presentation to the class.

Tell the children to look at the photo of the boy giving a

presentation. Ask What is the presentation about? What is

the boy showing the class?

Tell the children they are going to prepare and then give a

class presentation about their home.

Ask the children to complete the preparation activities in

their Activity Books before they give their presentations.

Activity Book

1 Look at the presentation plan in Activity 3. Read and write the headings.

Focus the children’s attention on the spider diagram. Ask

What is the presentation about?

Ask the children to read the headings in the box and the

information in the diagram. They write the headings in

the correct places. Point out that they do not need to read

every word.

ANSWERS

1 Where I live 2 What it’s made of 3 Inside

4 Outside 5 My favourite thing

2 Listen and circle the correct answers in the presentation plan. $

Tell the children that they are going to hear a pupil giving

his presentation about his home.

Play the recording for the children to listen and choose

the correct answers from each pair of options.

Transcript1 I live in a house at 157 Green Road. It’s about a hundred

years old.

2 It’s made of bricks and there are tiles on the roof. It’s got a

blue door. The door is made of wood and glass.

3 Inside, it’s got a living room, a dining room and a big

kitchen. On the first floor, there are three bedrooms and

a bathroom.

4 Outside at the front there’s a wall and a gate. At the back

there’s a small garden.

5 My favourite thing in my home is my computer. I use it all

the time.

ANSWERS

1 house,100 2 bricks, blue 3 big, three

4 small 5 computer

3 Plan your presentation. Use the headings in Activity 1. Give your presentation to the class.

Tell the children to plan a presentation about their home

by copying the headings from Activity 1 and making

notes. Go around the class helping and checking.

Ask the children, one at a time, to stand up and deliver

their presentations to the class. Alternatively, divide the

class into groups and ask the children to present their

work to the rest of the class.

KEY COMPETENCE: Autonomy and personal initiative

The presentation is about the children’s own homes,

so their approach will be a personal one. The children

will not be able to find facts on the internet or in

encyclopedias – all of the information must come directly

from them. Whenever possible in lessons, relate topics to

the children’s own lives. Ask questions for the children to

provide personal information.

Optional activity

Discuss the presentations with the class. What did the

children find most interesting? Ask Whose house would

you like to visit? Why?

4 Look back at the unit. Read and tick ✓. Complete.

Ask the children to look back at the work they have done

in the unit and complete the self-evaluation task in pairs.

Go around the class as the children work. If possible, talk

to individuals about their work in the unit.

HomeworkDraw the children’s attention to the homework

assignment that Miss London has set Billy, Jilly and Milly

and their class on page 35 of the Class Book: Lovely

Literature homework. Find out about a famous English writer.

Tell them that this will be the theme for the next unit.

Ask the children if they know of any famous English

writers. What kinds of things do they think Billy, Jilly and

Milly might bring into class next time?

If you like, you can also ask the children to do the

homework task with Billy, Jilly and Milly (see page 13).

NOTE: The children are now ready to do the Unit 3 Test or the

Term 1 Test. You will find the tests on the Teacher’s Resource

CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 3

Test / Term 1 Test. Notes and answers on CD-ROM.

Unit 386

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