star player.pdf

8/11/2019 star player.pdf

1/280


2/280


3/280iii

Extras

Rev iew Pages T 15A, T 27A, T 39A, T 51A, T 63A, T 75A, T 87A & T 99AS t ar P l a y er s Certi cate T 99BPro ject Pages T 100W orksheets T 108Assessment Pages T 116Practice Book Answ er Key T 132CD T rack Section T 141

In t r o d u c t io n

Cour se Featur es iv & v T ips a

nd T r icks v i & v iiScope and Sequence v iii & ixV ocabular y Lists x, xi & xiiDiagnostic T est xiii & xiv

Uni t 1 Around the World T3

Uni t 2 The Natural World T15B

Uni t 3 The Material World T27B

Uni t 4 Experiences and Challenges T39B

Uni t 5 Amazing Li ves T51B

Uni t 6 The Incredible Bod y T63B

Uni t 7 The Cinema T75B

Uni t 8 Communication T87B

1

2

3

4

5

6

7

8


4/280iv

Course

C o u r s e

F e a t u

r e s

Students Book contains topic-based units that develop allfour 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 13) process writing pages (levels 46) to build students'

writing skills review sections to reinforce target language

Practice Book contains activities to reinforce the language and structures

taught in the Students Book two review pages per unit with listening activities

Class CD recordings of all

songs, chants andlistening material

Cutouts and Holidays a booklet with holiday pages that include crafts,

games and songs contains interactive student cutouts that promote

dynamic exchanges


5/280v

Teachers 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 foreach unit

word lists for each unit a photocopiableDiagnostic Test photocopiable Assessment Pages for each unit with

listening activities photocopiableWorksheets for each unit to reinforce

the grammar a CD Track Section full answer keys for thePractice Book , Students

Book , Assessment Pages and Worksheets a Star Players Certi cate

Each unit contains a variety of games Multiple Intelligences activities one Values activity one Teaching Tip

Each lesson contains full teachers notes an opening box with the vocabulary and grammar

taught in each lesson and the materials andpreparation needed

Warm-ups, Wrap-ups, Extensions and ideas forextra 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

l


6/280


7/280


8/280viii

Frequency AdverbsWhat do you (usually) do?We (often) take trips intothe wilderness.

Present ContinuousWere (walking on

snowshoes). Hes (cookingsh).

Intensi er There is too much (food).There are too many(mirrors).

Past SimpleWhat did she (do)? She(sailed around the world).How long did it (take)?

Adverbscarefully, fast, happily,loudly, nervously, quietly,

sadly, sleepily, slowly

Adjectivesup-to-date, dangerous,long/short-sleeved,traditional, waterproof

Jobs

At Seaiceberg, pirate, sailor,

suncream, wave, whale

The Outdoorscompass, insect repellent,

journey, map, penknife,tent, torch, wilderness

1

Grammar Vocabulary

Scope

S c o p e &

Sequence

S e q u e n c e

PossibilityThe rings can (stranglethem).

Present Continuous(Future Plans)Were (having a postercompetition).

ComparativesThey arent as (good)

as dogs. The marmosetmonkey is the (best father).

First ConditionalIf (a door is closed, Goldieopens it for me).

Time MarkersWhen (I get home from

school, I eat). Before (I goon holiday, I pack).

Environmenthelium balloon, pesticide,recycle, rubber band, six-

pack ring, stream

Animalsblue-ring octopus,butter y, coyote, quetzal,tortoise, tyrannosaurus rex,velociraptor, wolf

Animal Relatedbeak, chrysalis, claw, den,feather, fur, habitat, paw,

pouch, tail, wing

Disabilitiesblind, disabled, wheelchair

2

Past SimpleHe (worked for ThomasEdison). He didnt (makemoney).

Past ContinuousWhat were you (doing at

six oclock)? I was (doingmy homework).

Interrupted PastHe was (looking under the

professors bed) when he(felt a pain in his leg).

First Conditional

Passive VoiceIt is (made of metal). Theyarent (made of plastic).

Materialscloth, cotton, glass, metal,

paper, plastic, rubber, wood

Inventionsblade, dam, electron,engine, genius, geothermal,hydroelectric, laser beam,lightbulb, pipe, turbine

Adjectivesamazing, disappointed,envious, excited, sharp,terri ed, weird

Otherscoast guard, current,feather, hobbies, shopping,tyre, tower

3

Present PerfectHe has (done someincredible journeys).I havent (won acompetition). Have youever ( own in a plane)?

Reported SpeechShe said that (he wasmaking a documentary).He asked (where he wasfrom). She told us (to talkto the other children).

Personality adventurous, clever,competitive, enthusiastic,friendly, hardworking, lazy,organized, serious, shy, silly

Past Participle Verbsbeen, caught, driven, eaten,

own, gone, held, made,met, ridden, run, spoken,

slept, sung, swum, taken

Sports

Campingcabin, camp leader, kit,

path, road, sweatshirt

4


9/280ix

Grammar Vocabulary

Present Perfect(since/for)Ive (had a computer) since(2005). Ive (wanted to bein lms) for (three or four

years).

Inde nite PronounsEveryone (in the audiencewas scared).

Question TagsThis is (the shop), isnt it?

Film Genres

The Cinemabackground, cast, costume,

location, plot, props, scene, screenplay, specialeffect, stunt

Phrasal Verbsask for, nd out, grow up,keep on, take off, try on,turn down, watch out for,work out

Professionsactor, art director, cameraoperator, director, extra,

producer, writer, soundrecordist, sound-effects

specialist

Verbsattack, capture, climb,destroy, escape, freeze,worship

AdjectivesHes (very t).

Used toI used to (get up quite late).I didnt use to (study).

Present PerfectHave you (killed threedragons) yet? Ive already(rescued a princess).

I havent (fought a giant) yet.

Reported SpeechShe told me that (it wasvery important to keep t).

Adjectivesancient, beautiful, brave,

clean, cowardly, fair, full,new, old, short, strict, tall,ugly, wet, wise

Medieval Timesarchery, battle, cloak,crown, hawk, knight,

stable, sword, tournament,tower

Past Participlesbought, fed, fought, found,

gone, had, riddenOthersbreadcrumbs, dignity, reengine, re ghter, gap,

golden, horn, luck, net,nickname, stepbrother,

sunlight, swamp, unity

5

ShouldYou should (take a

painkiller).

Have toNurses have to (inject

patients every day). Patientsdont have to (have a bath).

Passive VoiceYour body is (defended bya fabulous immune system.The liquid isnt (absorbedinto the stomach). Howmuch food is (eaten by anadult in a year)?

The Bodyantibody, blood, bloodvessel, bone, brain,cell, hair strand, heart,hormone, intestine, liver,muscle, nerve, saliva, skin,

stomach

Ailments

First Aidantiseptic cream, cottonwool, kit, plaster, syringe,thermometer, tweezers

6

7

Present SimpleMost animals (produce

scent).

Past Simple2,500 years ago,messengers (carriedmessages on horses).

Relative Clauses(He sent a radio signal)which (was received by hisbrother).

Tag QuestionsThey were (polytheists),werent they?

Communicationcode, codices, facialexpression, ag, glyph,message, messenger,

satellite, signal, SMS, surf,telegraph, wire

Feelings

Animals

Animal Relatedantennae, pheromone,

poisonous, predator,territory

Verbsappear, applaud, burp,cheer, creep, fold, grab,kneel, lean, lift, point, rub,

scratch, spray, stick, warn

8


10/280x

Materialsclothcotton

glassmetal

paper plastic rubber wood

Inventionsalternating currentdam electricity electronengine

genius geothermalenergy hydro power

laser beamlightbulb

pipe solar panel solar power speed of lightturbinewind power

Verbsbreak intoemigratefrightenilluminateinvent invest

scarewitness

Othersoptimist

pessimist

Vocabula

ry

V o c a b u l a

r y

1Adverbsfast happily loudly nervously quietly

sadly sleepily

slowly

Adjectivesdangerouslong/short-sleeved thirsty traditional up-to-date

Clotheshiking boots

sandals sockstrousers

Verbscatchshhunt toast

At Seabay iceberg

pirate sailing boat wavewhale

OutdoorEquipmentinsect repellent compassmapmatches

penknife string

suncreamtorch

Othersbeard earringfootstepice block

patch sword tent

wilderness

2

3

Environmentbiodegradablecontaminated habitat

helium balloon pesticide plastic bagrecyclingrubbishrubber band

six-pack ringswildlife

Animalsblue-ring octopuscamel chimpanzeecoyote

jelly shmonarch butter y quetzal

rhinoceros panda bear seal shark

tortoisewolf

Words related toanimalsbeak chrysalis

denmigration

pouch pup

Verbsbreed drownfeed

get caught hunt

injurekill lay eggs

stand guard

starve strangle swallowtake part throw away


11/280xi

Parts of theBodyantibody blood vessel braincell hormoneimmune systemintestineliver musclenerve

saliva skin stomach

Ailmentsbruisecut

faint fever u

sore throat stuffy nose

First Aidantiseptic creambandagecotton

plaster syringe safety pinthermometer tweezers

Phrasal Verbs get on with give up

keep on pick up put away put onrun intorun out of turn off wake up

Verbsblink breathechew

digest grow inject

protect remember

sneeze swallow tastevibrate

4

5

6

PersonalityAdjectivesadventurouscompetitiveclever disorganized enthusiastic friendly hardworkinglazyorganized

serious

shy silly

Past ParticipleVerbsbeencaught donedriveneatenown

given

goneheld mademet riddenrun

slept spoken sung swumtaken

Sportsbackpackingcanoeinghikingice skating

judokaratemountain bikingrock climbing

sailing sur ng

waterskiingwhite-waterrafting

The Middle Agesarmour barrel helmet knight lance

servant

Adjectivesamazingbravecowardly frighteningman-eating

strict terrifying

wild

Medieval Timesarchery arrow battlecastlecloak knight

stable

sword throne

tournamenttower

Verbsbeat cheat earnfeed ght frighten

look after milk

polish put out serve

Othersbanner breadcrumbcouncil

re boat re engine

gaphuman dignity

justicerainbow

symbol


12/280


13/280


14/280xiv Photocopiable

3 Read and complete the sentences with will , wont or might . (3 points)

Predictions for the World in 2150

all lakes polluted: polar bears extinct: ?? cars that pollute the air:

1. In the year 2150, there be any cars that pollute the air.2. In 2150, polar bears be extinct.3. In 2150, all lakes be polluted.

Read and circle T ( True ) or F ( False ). (2 points)1. We must use toxic chemicals to clean the house. T / F 2. We mustnt throw rubbish in rivers and lakes. T / F

4 Read and match. (2 points)1. When you do lots of sit-ups,2. When you eat a lot of junk food,3. If you dont brush your teeth,4. If you break your leg,

you will get need llings.you wont go jogging.your heart beats faster.you put weight on.

5 Complete the riddles with who , that or where and match. (2 points)1. A place you keep your clothes.2. Objects protect us when it rains.3. A box shows moving pictures.4. People make you laugh.

6 Read the speech bubbles and write the reported speech. (2 points)Im having pianolessons this week.

I love my newguitar!

1. Danny said.

2. Christine said.


15/280

G r a m m a r

Frequency AdverbsWhat do you (usually) do?We (often) take trips into thewilderness. They (sometimes)teach us traditional crafts.Present ContinuousWere (walking) on

snowshoes.Hes (cooking a sh).IntensifiersThere is too much (food).There are too many (mirrors).Past SimpleWhat did she (do)? She(sailed) around the world.

How long did it (take)?It didnt (take) long.Did you (travel by plane)?Yes, I did. / No, I didnt.

V o c a b u l a r y

Adverbsangrily, badly, carefully, fast,happily, loudly, nervously, quietly,

sadly, sleepily, slowly, well Adjectivesenough, dangerous, (long)-sleeved,up-to-date, outside, traditional, water-

proof, thirsty, t, single, return, cool Placesbank, ticket booth, gift shop, hotel,

post of ce, restaurant, station,desert Jobsassistant, receptionist, ticket

salesperson, waiter, salesperson,

sailor, pirateVerbsclimb, cycle, hunt, rollerblade, row,

sail, shine, ski, sunburn, toast, train,beat, survive

At Seaiceberg, pirate, sailor, seal,

suncream, wave, whale, bay, sailingboat, motorboat Outdoorscompass, penknife, tent, string,repellent, walking boots, weatherforecast, hill, batteries, torch, trip,

journey, adventure, wilderness, mapOtherscentral heating, crafts, ag, iceblocks, igloo, marshmallows, mobile

phone, running water, sword,telescope, tools, culture, language,tradition, candles

F u n c t i o n s

- Making polite requests- Giving advice for a trip- Writing a quiz- Talking about imaginary adventures

- Describing past events- Writing a website entry- Giving personal information

Values Syllabus Star Project Mult ip le Intel ligences

Environmental Education (page T9) Around the World (page 100) Bodily-Kinesthetic Intelligence (page T5)Visual-Spatial Intelligence (page T9)Musical Intelligence (page T11)

1 Around the World

T3


16/280Lesson 14

Hi! My names Laurie Puttayuk and Im fromNunavik, in the northern part of Canada. Mypeople are called Inuit. We never say Eskimoanymore. A lot of my life is like that of otherchildren around the world. I go to school, I seemy friends and I play games, but we are veryproud of our culture. We always speak

our language, Inuktitut, in our first years atschool. Later, we learn French or English. We also do traditional Inuit sports such asjumping games and tests of strength.

On long, Arctic summer days, we often goon trips into the wilderness in our four-wheel-drive car. We go fishing and have barbecues. Inthe summer, my grandparents live in a tent andgo hunting. My brother and I usually stay with

them in their tent. Its great. They sometimes

teach us traditionalcrafts like carvingInuit tools.

In the winter, weoften go on huntingtrips. Its very, verycold, so we wear

traditional clothes made of animal skins. They warmer than modern clothes. In the past, Inuitused dogsleds, but we have a snowmobile! WeInuit hunting methods to catch seals and fish. And sometimes we build an igloo and stay in iovernight! Its fun, but it's cold!

Im always glad to get back to my modernlife: a new house with central heating, runnin water and a TV, but I never want to give up o

Inuit traditions.

Around the World

say Eskimo instead of Inuit learn traditional tasksspeak Inuktitut in the first years at school go on hunting trips in the wintertake trips to the wilderness in the summer build an igloovisit their grandparents in the summer want to give up traditions

1. Inuit people are usually called Eskimos.2. Laurie speaks only her language, Inuktitut, at school.3. Her grandparents dont remember traditional Inuit skills.4. Lauries family uses a dogsled in the winter.5. Laurie often sleeps in an igloo.

2 Complete the table, according to the text in activity 1.never = sometimes = often = usually = always =

1 Read and write T (True) or F (False). I go to school. I see my friends.We sometimes build an igloo.


17/280T4Lesson 1

Preteaching VocabularyWrite the following words on the board: strength,wilderness, barbecue, tent, craft, igloo, seal, centralheating, tool, running water, hunt, carve, skin,

dogsledge, tradition .Divide the class into three groups and assign ve wordsto each group. Distribute dictionaries (see Materials).Students look up their words in a dictionary.Ask students to write their words on the board and toexplain their meaning to the rest of the class.Make sure that the explanations are clear.

1 Read and write T (True) or F (False).On the board, draw three columns and write the titlesWhat I know, What I dont know, What I would liketo know. Ask students to work in pairs and think ofat least two things to write in each column about theInuit . Allow some time for the activity. Then encouragestudents to present their ideas to the class and writethem on the board.Tell students that they are going to read about the lifeof an Inuit girl.Students read the text and con rm their ideas of whatthey know, dont know and would like to know about theInuit. Ask students to share their ndings with the class.Students mark the statements true or false individually.Then ask them to read the text again to check theiranswers. Get them to underline the words in the text

that provided the clues for each answer.Check the answers with the whole class.

2 Complete the table, according to the text inactivity 1.Ask students to nd and underline all the frequency

adverbs in the text:never, always, often, usually, sometimes.Elicit the adverbs and arrange them on the boardaccording to the frequency each one represents. Startwith never and nish with always.Ask students to give percentages to each adverb: never0%; sometimes 40%; often 60%; usually 80%; always 100%.Ask students to complete the table individually.Point out that frequency adverbs come between thesubject and the verb in a sentence.Finally, students choose three phrases from the table andask them to write complete sentences in their notebooksincluding the corresponding frequency adverb.

1Around the World

Grammar: Present Simple (frequency adverbs):They sometimes teach us traditional crafts. In winter,we often go on hunting trips.Vocabulary: culture, wilderness, language, tent,craft, igloo, seal, central heating, tool, running water,

traditional, hunt, sports, skin, dogsledge, clothesMaterials: Dictionaries, encyclopedias or referencebooks about ethnic groups. 1 Poster and postercutouts.

Warm-upCanada and the Inuit 1Show students the poster and ask them to locateCanada.Ask students to tell you what they know about thiscountry and draw a mind map. Group ideas into thefollowing branches: geographical position, weather,clothes, people, sports, houses, food, languages andany other that may come up. Provide ideas and giveexplanations as needed. Include the wordEskimos in the branch of people . Explain thatEskimos arenow called Inuit, which is their own name for theirpeople.

ExtensionMy LifeAsk students to think about how their life is differentor similar to that of the girl in the text. Invite an opendiscussion using the ideas drawn on the mind map inthe Warm-up activity.Ask students to nd the following actions in the text:

go to school, see my friends, play games, speak ourlanguage, do sports, have barbecues and go on trips.In their notebooks, students write sentences that aretrue about them using the actions. Encourage themto use the frequency adverbs reviewed in this lesson.Invite volunteers to write their sentences on theboard and correct mistakes as appropriate.

Different People, Different HabitsDivide the class into small groups. Students think aboua cultural or ethnic group in their country or in anothercountry. They plan a description of their habits androutines.Provide encyclopedias, reference books or the InternetAsk students to organize their ideas to present them tothe rest of the group.Invite volunteers to come to up and give their

presentations.

Wrap-upInuit Laughing GameDivide the class into pairs. Each player faces apartner and they hold each others hands.Tell everyone to laugh after a signal. The partnerswho laugh the longest are the winners.


18/280T5 Lesson 2

1 Around the World

Grammar: Present Continuous:He is cooking ash. They are building an igloo.Vocabulary: ice block, marshmallow, snowshoe,hill, igloo, toast, ski ; countriesMaterials: Slips of paper. 1 Poster and postercutouts.Preparation: Picture cards: magazine pictures ordrawings of the following:ice block, marshmallow,

snowshoe, toast, ski. Scene pictures: magazinepictures of the following: people sunbathing,drinking soft drinks, swimming, on the beach;

people talking, eating, drinking in a restaurant.

1 Discuss the questions.Ask students to think of their most recent school trip.Write on the board: Where/to, What/do, Who/with,How long, How/get there.

Students use the cues to make notes about the placethey visited, what they did, who they went with, howlong it took them to get there and how they got there.Encourage students to share their ideas with the class.In pairs, students discuss the questions. Ask each pair tobe prepared to report back to the class. Invite volunteersto participate.

2 Laurie is lming her school trip. Match the sentenceswith the pictures.Ask students to look at the pictures and say what theycan see, what country they think it is, what time of theyear it is and who the adult is.DisplayPicture cards (see Preparation). Use the cards topreteach the words listed.Students tell you how the trip in the pictures is differentcompared with their own school trips.Ask students to read the sentences and number themaccording to the pictures.

Grammar RevisionAsk students to look at the six sentences in activity 2and tell you what they have got in common. Point outthe use of the verb to be as an auxiliary and theingending of the verbs.

Write the following verbs on the board:making,walking, sitting, cooking, cutting, skating.Ask students to copy the verbs and write the in nitiveof each one.Elicit the spelling rules:1. When a verb ends in a consonant vowel consonant

(cut), you double the last consonant.2. When a verb ends in vowel consonant and the letter

e (make), you drop the e before adding ing.

ExtensionGuess the place.Divide the class into small groups. Give each group aScene picture . Ask students not to show their pictureto the rest of the class.Ask each group to write sentences describing what ishappening in their scene. The sentences should notinclude the place where the actions are happening.As a competition, a member of each group in turn

goes to the front of the class and reads his/hersentences. The rest of the class tries to guess theplace where the actions are taking place. Studentsshould not shout out their guesses. Each group writestheir guesses on a slip of paper. After all the groupshave read out their sentences, check the answers.The group with the most correct guesses wins.

3 Draw people doing things on a school trip.Tell the class to think of a nice place to go on a schooltrip. Agree with them on one place. Elicit some activitiesthey could do there and write them on the board. Drawsome stick gures doing these activities.Ask students to draw their own scene picture using stickgures only. They should draw a picture of a school tripwith four classmates doing different activities.In turns, volunteers display their scene picture and tellthe group what is happening in it.Ask students to write a description of their picture usingthe present continuous.Get students to exchange their writing and correct eachothers work. This could lead to a language discussionafterwards.

Warm-upCountries Around the World 1Display the poster for Unit 1.Divide the class into pairs. Give students threeminutes to write the names of as many countries asthey can. The pair with the longest correct list winsthe game.DisplayCountry name poster cutouts. Ask studentsto take turns coming up and attaching the namesnext to the corresponding countries.

Wrap-upBodily-Kinesthetic IntelligenceMime it.Ask volunteers to go to the front of the class andmime an action. The rest of the class guesses whathe/she is doing:Youre watching TV.Alternatively, the actions can be given to thestudents in writing or orally by the teacher.


19/2805Lesson 2

What do you usually do?

Do you enjoy them?What do you usually do on school trips?

What kinds of places do you usually visit?

1 Discuss the questions.

Around the World

Do you go far?

2 Laurie is filming her school trip. Match the sentences with the pictures.

Ned is toasting marshmallows and the teacher is making tea. Were walking on snowshoes.Ned is cooking a fish.

Paul is skiing down the hill.

Sharon and David are building an igloo. The teacher is cutting the ice blocks.Im catching a fish.

1 Wednesday morning 2 Wednesday afternoon 3 Wednesday evening

4 Thursday morning 5 Thursday lunchtime 6 Thursday afternoon

3 Draw people doing things on a school trip.

Were building an igloo.Ned is cooking a fish.


20/2806

Around the World

1 Listen and number the pictures. 1

Listen again and underline the correct adverbs.1. Ray is talking happily/quietly .2. Ray is driving fast/slowly .3. Ray is talking quietly/quickly .4. Rocco is talking loudly/sleepily .5. Ray is talking nervously/sadly .6. Ray is running fast/nervously .

2 Play the adverb game. 1A

Ray is on holiday, but he likes staying in touch with his friend, Rocco.

Lesson 3

Ray is talking happily .Im running fast .

Are you eating loudly?

Yes, I am.Are you singing loudly?

No, Im not.

3 4 1

265


21/280T6Lesson 3

1 Listen and number the pictures. 1Introduce the two characters in the pictures: Ray and hisgood friend, Rocco. Tell students that they are going tohear about Rays strange holiday.Students look at the pictures and describe what theysee in each one.Ask them to guess what Ray and Rocco are saying toeach other.In pairs, students number the pictures in order to makea story. Ask them to write the numbers in pencil, as thisorder might not be the de nite one. Elicit the proposedsequences, accepting all versions.Students listen to the conversation between Ray andRocco and check their story sequence.Play Track 1. Students check their answers. Elicit thecorrect sequence and write it on the board.

Listen again and underline the correct adverbs.Play the track again, pausing after each extract.Students underline the correct adverbs in the sentences.Ask the following questions to check generalcomprehension of the story:Why is Ray happy? Why is Ray driving slowly? Why ishe talking quietly? Why cant he sleep? What can hehear? Whats he running away from? Why is herunning quickly?

Language FocusWrite on the board all the adverbs used in this lesson,in random order.Explain to students that adverbs of manner say howsomething happens, and that they are used to modifyverbs.Elicit the meaning of each adverb or teach using mime,explanations or examples.

1Around the World

Grammar: Using adverbs:He is driving slowly. Vocabulary: happily, quietly, slowly, fast, loudly,nervously, sadly, sleepily, angrily, badly, well,carefully Materials: 1A Student cutouts.

Warm-upWhilst on HolidayDivide the class into pairs. Ask students to worktogether to write a list of ve things they usually dowhen they are on holiday. Elicit some of these andwrite a list on the board.Still in pairs, ask students to talk about the strangestholiday they have ever had. Invite some volunteersto share their anecdotes with the class.

ExtensionSentence CompletionWrite the following sentence beginnings on theboard:

A good driver... A bad driver... A good student... A bad student.... A good pedestrian... A bad pedestrian... A good salesperson A bad salesperson A good teacher A bad teacherAsk students to complete them in pairs, usingadverbs: A good driver drives carefully.Elicit and correct as appropriate.

2 Play the adverb game. 1ADistribute cutouts. Ask students to cut out the cards.Divide the class into two teams. Ask students from eacteam take to turns going to the front.One student takes a card from the pile of actions (Set 1and one from the pile of adverbs (Set 2). As the studenmimes, his/her team ask yes/no questions to try toguess the action: Are you cooking some eggs? Are youcooking happily? Ask the whole class to decide on the number of guesseallowed before a team loses a chance.

Keep track of the correct guesses on the board.The team with the most correct guesses wins. The cardcan be used again to extend the game.

Wrap-upAct it out.Students act out the dialogue in Track 1, followingthe script or reconstructing it from the pictures inactivity 1.

In pairs, ask students to match the adverbs to theiropposite in meaning. One adverb can have more thanone opposite.Suggested answers:happilysadly, fastslowly, loudly quietly, carefullynervously, happilyangrily, badlywell.

Teaching Tip

MotivationAsk students to analyse what makes their classesmore or less motivating. They can do this byremembering two recent lessons, one in whichthey were highly motivated and one in which theirmotivation was low. Each student makes a list ofspeci c aspects of the two lessons that in uencedhis/her level of motivation. Then students meetin small groups to reach a consensus on thecharacteristics that contribute to high and lowmotivation.


22/280


23/280

1 Listen and say where the people are. 2

Lesson 4

Around the World

Act out the situations. 1C

2 Make your own Amazing Matchbox Journey.

Materialsa matchboxpapercrayons and pensglue

Instructions1. Cut a piece of paper six times longer than your matchbox.2. Draw lines on your paper to make six sections.3. Fold the paper to make an accordion.4. Think of an amazing journey around the world.5. Draw and write on each section of your map.6. Glue the end of the paper inside the matchbox.

Can we have fourtickets to L.A., please?Id like a mushroompizza, please.


24/2808

Listen and complete the text. 3

Around the World

Lesson 5

1 insect repellent 2 a torch 3 medicine 4 a penknife 5 batteries

6 suncream 7 string 8 a hat 9 water 10 sunglasses

11 candles 12 soap 13 a map 14 a compass 15 waterproofmatches

Too much Too many

Food,

Listen again and take notes.

2 Listen and tick ( ) the items in activity 1. 4

When you go camping, you need to take equipment to help you survive. To make a fire

and , and a to see at

night. You must take extra for your torch. Of course, you need to know

you are, so carry a good and a for finding north.

A is important for preparing food, and you need for wa

is useful for hanging your clothes out to dry. You must protect yourself,

a good pair of to protect your eyes and a for your head.

are lots of biting insects, so make sure that you take . Its easy to get sun

so take lots of , and make sure that you have got in case

get ill. Finally, dont forget the most important thing of all lots of !

1 Look and glue the cutouts. 1B

There is too much food.There are too many candles.

waterproof matches candles

map compasspenknife

stringsoap

sunglasses hatinsect repellent

suncream medicinewater

torchbatteries


25/280T8Lesson 5

1Around the World

Grammar: Intensi ers with countable anduncountable nouns (Too much / too many): There istoo much food. There are too many candles.Vocabulary: penknife, compass, string, suncream,insect repellent, sunburn, torch, waterproof,

batteries, candles, map, survive, soapMaterial: 1B Student cutouts.

Listen and complete the text. 3Before listening, ask students to read the text and guesthe missing words. They should use some of the wordsin activity 1.Play Track 3. Students listen and check their guesses.Students make further suggestions on what to take on

a camping trip and the reasons for this:Take a blanketbecause its very cold at night.

2 Listen and tick ( ) the items in activity 1. 4Introduce the people in the conversation: Rachel andDylan are going on a trip into the desert.Play Track 4. Students tick the items in activity 1 thatRachel and Dylan have got.Elicit answers. One item is not illustrated:mirrors.Ask students to recall those items that the couple hasngot.Elicit and write complete sentences on the board:Thereisnt a torch. There isnt any suncream. There arent any

sunglasses. There isnt any medicine.

Listen again and take notes.Play Track 4 again and ask students to write the items ithe table. Ask them which items that are countable andwhich are uncountable. Elicit the difference betweentoo much / too many.Finally, ask students to write complete sentences in thenotebooks: There is too much food.Play Track 4 a third time and ask students to answer thfollowing questions:How many candles are there? Howmany batteries are there? How much food is there?How many mirrors are there?

1 Look and glue the cutouts. 1BElicit what basic equipment is needed when going

camping. Write the words on the board.Ask students to cut out the pictures in cutout 1B.Students glue the pictures in the corresponding spaces.

Warm-upCountable or Uncountable?Write the following words on the board: paper, ink,cars, computers, books, noise, water, music, bikes,traf c, information, photos, perfume, classes, milk,money, boxes, phones.Draw the following table on the board.

Countable Uncountable

Ask students to copy the table in their notebooksand classify the words into the two groups.Ask individual students to come up and write thewords in the correct part of the table.Elicit more words and write them in the table.

ExtensionSurvival Noughts and CrossesDraw the following grid on the board:

1 too much 2 too many 3 too much4 too many 5 too much 6 too many 7 too much 8 too many 9 too much

Divide the class into pairs. S1 chooses a number andthen makes a sentence, using the expression in thesquare and a word from activity 1:Theres too muchinsect repellent. If the sentence is correct, S1 drawsan O around the expression. Then S2 does the sameand draws an X if the sentence is correct.The rst student to have a horizontal, vertical ordiagonal row of X s or Os is the winner.Optional: Students play with different words. Elicitwhat you need for a birthday party and write thewords on the board: soft drinks, crisps, juice, candles,balloons, water, music , etc.

Wrap-upStuffed ClassroomAsk students to look around the classroom and tellyou sentences:Theres too much (noise). There aretoo many (chairs) . Alternatively, they can write thesentences and then read them out loud.


26/280T9 Lesson 6

1 Around the World

Functional Language: Giving advice for a trip:Take warm clothes because it gets very cold.Vocabulary: sandals, T-shirt, enough, walkingboots, dangerous, short-sleeved, long-sleeved,desert, trip, clothes, cool, sand, heat, thirsty

Materials: Paper, coloured pencils or felt-tip pens,magazines, tape, 1 Poster.

Read again and mark ( or ) the pictures.Students read the article again and mark the items thatillustrate what is recommended for the desert.Students explain in their own words why the otherpicture in each pair is wrong.Write the following sentences on the board:

1 The sleeves arent long enough.2 The cap isnt big enough. 3 The trousers are too dark .4 The sandals dont protect you enough.5 There isnt enough water.6 The sunglasses arent good enough.Explain to students the meaning and position of theadjectiveenough to refer to suf cient quantity.Ask students to read each paragraph in the text andwrite sentences about the items needed for a trip to theSahara, usingenough to indicate suf cient amount: Youneed enough water to drink in the desert.Invite volunteers to write their sentences on the board.

3 Write a Desert Survival Quiz.Divide the class into small groups. Students writequestions about the desert using Why should/

shouldnt?: Why should you wear a big hat?Write the following ideas on the board: wear a big hat,wear light-coloured clothes, wear boots and socks, carrya lot of water, wear suncream, take warm clothes, walk

slowly, wear sandals, carry too many things.Tell students that they can use any other ideas.

ExtensionSpeakingStudents pair up with a partner from a differentgroup. Students interview each other using theirquestions from activity 3.

Values SyllabusEnvironmental EducationTalk with students about the climate change theworld is suffering as a consequence of pollution,deforestation and global warming.Talk about endangered species of different biomesand the reasons why they are in danger.

Invite students to propose some realistic solutionsto these problems.

1 Listen and complete. 5Students read the fact le and guess the missinginformation. Ask them to compare their guesses.Play Track 5 and ask students to con rm or correcttheir guesses.Play the track again for students to check their answers.Elicit answers.

Follow-upAsk students to imagine life in the Sahara desert.Ask students what basic items they would need forsurvival. Write their ideas on the board.

2 Read and write the questions in the article.Write the following words on the board: shorts,trousers, short-sleeved/long-sleeved T-shirt, small/bighat, walking boots, sandals, socks, skirt, sunglasses,cool/warm clothes.Go over the meaning of the words, pointing outrelevant items of clothing that students are wearing.Ask students which of the things listed they shouldwear in the desert.Read the questions out loud, discuss the answers.Add words.Students read the article and check their answers.Students write the questions in the article.

Warm-upFinding the Sahara 1Display the unit poster. Ask students to brainstormwhere deserts are in the world:North Africa , Egypt,Saudi Arabia, Australia, USA, Mexico, India . Use theposter to identify the places.Elicit the typical weather conditions in a desert:notmuch rain, sandy, hot, windy, very cold at night,not many plants, no shelter, specially adapted plantsand animals.Elicit names of some famous deserts in the world:Sahara, Arabian, Kalahari, Great Victoria, Sonora. Ask students to point out the Sahara .Explain what abiome means: a major ecologicalcommunity type (such as tropical rainforest,grassland, or desert).

Wrap-upVisualSpatial IntelligenceIllustrate the Sahara desert.Distribute materials. Ask students to make adrawing or a collage of the Sahara desert.Display students work.


27/2809

1 Listen and complete. 5

Around the World

Lesson 6

the worlds -largest desert located in North

about the size of

sahara means in Arabic million people live there people lived there years ago

Fact File: The Sahara

2 Read and write the questions in the article.1. How do you protect yourself against the sun?2. What footwear do you need?3. How much water do you need?4. How many miles can you go in a day?5. What clothes do you need?

Read again and mark ( or ) the pictures.

3 Write a Desert Survival Quiz.

You need enough warmclothes. Take enough socks.

The desert is a fantastic placeto visit, but it is also dangerous.Read our advice to help youhave a safe and exciting trip.

1 You need to wear the right clothes. Dont wear shortsor short-sleeved T-shirts. They dont protect you. It isbetter to wear long trousers and long-sleeved shirts sothat the air can cool you. Wear a big hat to keep yourhead and neck cool. Make sure that your hat andclothes are light-coloured to reflect the suns rays.

2Sandals are not protective enough for the desert.There are dangerous animals and plants, andthe sand is very hot. You need walking boots andsocks. Take enough socks.

3People need a lot to drink in the desert, so masure that you take enough water. People oftendont carry enough water for the desert. You nabout three litres per person per day.

4The desert sun burns the skin quickly. Wearlots of suncream and put it on regularly. Donforget to protect your lips and ears! Sunglasse

are important, but they must be good enough protect against the sun. You also need enough warm clothes for the cold desert nights.

5This depends on the group and the temperaturebut even one kilometre can be enough in the deheat! Walk slowly and dont carry too much bethe heat is very tiring. Moving makes you morthirsty, so you need more water. On a very hot

sit quietly and wait for evening.

What clothes do you need?

second desertAfrica 25

USA half a million

How much water do you need?

How do you protect yourself against the

What footwear do you need?

How many miles can you go in a day?


28/28010

Important training

Why do it?

1 Read and match the headings with the paragraphs.

Around the World

Lesson 7

2 Have a vote about Ellens adventure.

Up-to-date technology A long journey around the world

The dangerous sea Ellen beat the world record

She sailed around the world. She didnt get much privacy. Why did she do it?

Read again and complete the information.

Name:How old was she?What did she do?How many kilometres did she travel?How long did the journey take?What happened on day 63?

1 She never slept for more than an hour at atime. She lived on dried food and washed ina bucket! Why did she do that? Well, in 2005,a small, 28-year-old Englishwoman, EllenMacArthur, sailed around the world solo in 71

days and beat the world record.2 She sailed from England, past Africa and

Australia and along the east coast of South America. It was a 43,000-kilometre trip in a25-metre boat, and she beat the previous recordby only 33 hours.

3 She trained for six days a week before shestarted; she needed to be very fit. When shecrossed the finish line, she was very tired, butexcited. It was an unbelievable journey.

4 She had a lot of frightening experiences. She sain terrible weather and six-metre-high waves, aeven saw icebergs. She risked her life when sheclimbed the 30-metre-high mast to repair it inhigh winds, and she almost hit a whale on day She spent Christmas Day in a storm.

5 She was a modern-day adventurer. She stayetouch via the Internet and satellite phones. Shreceived up-to-date weather forecasts and us

satellite navigation. On board, there were 12cameras and eight microphones, so she didnget much privacy!

6 She loves sailing and loved it even as a little gShe is happiest when she is sailing. Ellen is aninspiration to young people all over the world

Ellen MacArthur

43,000 kilometres.

28 years old

It took 71 days.

She sailed on a long journey around the world

She almost hit a whale.

4

5

3

2

1

6


29/280T10Lesson 7

Students make a table in their notebooks with thepresent and past form of each verb. Give them anexample on the board rst:

Regular Irregularlive lived sleep - slept

Remind students of the three different endings thatregular verbs can take;-d, -ed, -ied . Elicit someexamples.Review the sentence construction of the negative formof the past simple.

Read again and complete the information.Ask students to answer the questions and complete theinformation about Ellen MacArthur.Elicit the correct answers.

1Around the World

Grammar: Past Simple:What did she do?She sailed around the world. How long did it take?It didnt take long.Vocabulary: up-to-date, sail, train, waves,iceberg, whale, storm, weather forecast, journey,

beat, record, t Preparation: Read about Galia Moss challengeon the Internet: www.retogaliamos.com.mx,1 Poster and poster cutouts.

ExtensionMemory GameStudents close their books. Dictate the followingnumbers: 28, 71, 43,000, 25, 33, 6, 30, 63, 12, 8.Divide the class into small groups. Students try toremember what each number represents from thearticle. After about 10 minutes, the group with themost correct answers wins.

2 Have a vote about Ellens adventure.Ask students to list the exciting things in Ellens journWrite these on the board.Have a vote for each to decide which was the mostexciting thing she did.

ExtensionWriting Your Own AdventureThis could be done as homework or in class.Students write a short paragraph narrating oneadventurous thing they did in the past. Encouragestudents to write about real-life facts. Alternatively,they could write about a relative or a family member.Collect and check for mistakes using past tenses.

1 Read and match the headings with the paragraphs.Students look at the picture. Tell them that EllenMacArthur did an incredible thing. Ask them to guesswhat it was.Ask students to read the headings before they read thetext. Ask them to predict what information might go

under each one.Students read the article and match the headings withthe paragraphs.Students underline the key words in each paragraphthat helped them to make the match.

Vocabulary WorkWrite the following on the board:1. Food with no water in it.2. An open container for water with a handle.

3. To be healthy and physically strong.4. Water movement in the sea.5. Large pieces of ice in the sea.6. A tall piece of wood in the middle of a boat where

you put the sail.7. A very large sea animal.8. Very bad weather with rain and wind.9. A prediction about the weather.Students read the text again and nd a word thatmatches the meaning given in each sentence.

Language FocusAsk students to underline the verbs in the past simplein the text: slept, lived, washed, sailed, beat, was,trained, started, needed, crossed, was, had, saw, risked,climbed, hit, spent, stayed, received, used, were, loved.

Warm-upAmazing ChallengesStudents tell you what they would consider to be anamazing challenge. Provide an example by referringto the Mexican, Galia Moss. This woman crossedthe Atlantic alone on her sailing boat,El Ms Mejor, at the age of 31. In 2006, she sailed from theCanary Islands, on 22 April, to Playa del Carmen,Mexico, where she landed on 3 June, after 41 daysat sea. She is the rst Latin American to succeed insuch a challenge.

Wrap-up

Follow the route.1

Display the unit poster. Ask students to nd Ellensroute on the map. Ask them if they would everembark on such adventure.Ask students to say what other thing she could haveexperienced as an ultimate adventure.


30/280T11 Lesson 8

1 Around the World

Grammar: Past Simple:Did you travel by plane?Yes, I did. / No, I didnt.Vocabulary: compass, sandals, cycle, sail, adventureMaterials: 5 one-minute extracts of instrumentalmusic, tape, slips of paper, a hat or an empty can,

5 magazine pictures of exotic places: an island, somemountains, a desert, an ocean, a jungle.Preparation: Past slips: Write the followingtime expressions on separate slips of paper:Lastweekend, Last summer, Last Christmas, Last Easter,Last Monday, Last Tuesday, Last Wednesday, Lastnight, Last month, Last week, In 2003, In 2004,In 2005

1 Read and complete the notes.Divide the class into pairs. Tell them to choose one ofthe pictures from the previous activity and imagine thatthey travel to that place. Suggest exciting places such asthe Antarctic, the Amazon rainforest, the Sahara Desertor the Paci c Ocean.Ask students to imagine that they were on an adventurewith Ray and Rocco the week before.Ask students to complete the notes about theiradventure using their own ideas.

2 Ask a classmate about his/her adventure.Get students to read the questions in silence. Clarify anyunknown vocabulary.Divide the class into pairs, so that students are workingwith a different classmate than in activity 1.Students interview each other. Get students to takenotes when they are the interviewer.

ExtensionWriting Write some linkers on the board:First, and, then,nally.Using the notes from the interview, students writethe adventure of the classmate they interviewed.Ask students to write as many details as possible andremind them to use linkers in their writing.Students exchange their written texts with thestudent they interviewed. The student involved in theadventure reads what his/her classmate wrote andmakes any corrections needed to content and ideas.

Display the stories or ask volunteers to read theadventures. Alternatively, collect and correct use ofthe past simple.

3 Listen to the song and circle the correct words. 6Ask students to read through the song and guess theright options.Play Track 6 and ask students to check their work.Play the track again and ask students to sing along.Gradually rehearse the song with movements.Students listen to the song and mime the actions whenthey hear the words.

Warm-upMusical IntelligenceWheres the beat?Attach the magazine pictures (see Materials) to theboard and number them from 1 to 5.Tell students that they will hear ve musical extractsand that they have to match each one to a picture.This is a personal interpretation activity, so there isno correct answer.Play musical extracts.In pairs, students talk about their choice of music foreach picture.Elicit some comments.

Language FocusWrite some questions from activity 2 on the board. Elicitthe rules for the construction of past simple questionsand the use of the auxiliary verbdid. Make sure thatstudents understand that the verb is used in base formwhen you ask questions using the auxiliarydid .

Wrap-upStory in a HatPlace thePast slips (see Preparation) in a hat or anempty tin.Volunteers take turns going to the front and takinga slip. They read it and in a few sentences say whatthey did in the time expressed on the slip.Ask as many students as possible to speak abouttheir past experiences.


31/2801

1 Read and complete the notes.

Lesson 8

Around the World

2 Ask a classmate about his/her adventure.

Did you go into space? Did you explore the jungle? Did you hike in the desert?What did you wear? Did you wear a hat? Did you wear sandals?What did you take? Did you take a compass?How did you travel? Did you travel by helicopter? Did you travel by boat?What did you see? Did you see wild animals?What did you do? Did you sing a song? Did you win a sports championship?Who did you meet? Did you meet a cartoon character? What did Ray and Rocco do?What was the best thing you did?

3 Listen to the song and circle the correct words. 6

Im walking / running down the street.I've got lots of friends to meet.But what I want, what I really, really want,Is to cycle / sail around the world.Im riding on my bike / horse.I can go just where I like.But what I want, what I really, really want,Is to walk / drive around the world.

Im sitting in my chair / car.I haven't got a single care.But what I want, what I really, really want,Is to run / y around the world.And then come back, come back,come backTo where Im happy / sad, to where I live.

Imagine that you went on a fantasy adventure with Ray and Roccolast week. What happened?We went to .We went by . (transport)We wore . We took .We saw .We met .We . (activity)The best thing we did was .

Around the World

Did you travel by helicopter lastweek? Yes, I did. / No, I didnt.


32/28012

Around the World

Lesson 9

Episode 1

1 Look at the picture and find the following.

an eye patch a pirates ag a sword an earring a telescope

2 Read the story and answer the questions. 71. Who are Melissa and Gina?2. Where does Jack live?3. Where are Jacks parents going?4. What does he see in the bay?

W i ld B i l l y was a p i rate. He was wea r i ng

a b ig hat, a go ld ea r r i ng a nd a patc h o ve r o ne e ye. He had a b lac k bea rd, a lo ng

b lac k coat a nd b lac k leat he r boots. He

was ho ld i ng a lo ng s wo rd a nd a p i rates

f lag a nd he was nt s m i l i ng. He loo k ed

da nge rous, but he was qu ite saf e, rea l l y!

T hat' s because W i ld B i l l y was o n a poste r

i n a bo ys roo m.

T he re we re f ootste ps outs ide t he roo m. T he

doo r o pe ned, t he l ig ht e nte red a nd t he bo y

i n bed wo k e u p.He y, Jac k , a re you a wa k e? as k ed h is dad.

Jac k b l i n k ed. U h hu h.

You r mu m a nd I a re lea v i ng no w, h is

dad sa id. See you to n ig ht.

Be good, sa id h is mu m, a nd do nt a rgue

w it h you r s iste r.

Jac k hea rd t he ca r d r i ve a wa y. H is

pa re nts we re go i ng to t he c it y to see h is

g ra nd mot he r. Jac k , h is s iste r Me l issa a nd

h is cous i n G i na we re nt go i ng w it h t he m.

It was t he i r sc hoo l ho l ida ys.

J ack couldnt sleep, so he got up and t ur ned on his comput er . His f av our it e game at t he moment w as T he Bat t le of t he P ir a t es. A lmost all t he book s in his r oom w er e about t he gr eat pir a t es of t he past , lik e C apt ain K idd and Black bear d. In f act , J ack lik ed e v e r y t h i n g about pir at es. He w ant ed t o be a pir at e one day . It w as bet t er t han any job he could t hink of .

A f t er half an hour , J ack w ent t o t he w indow and look ed dow n at Blue Diamond Bay t hr ough his t elescope. T he moon w as shining on t he w at er , and t hen he saw a sailing boat silent ly ent er t he bay .


33/280T12Lesson 9

1Around the World

Grammar: Past Simple Review:There were footstepsoutside the room. He heard the car drive away.Vocabulary: leather, pirate, footsteps, sword,telescope, bay, patch, beard, coat, boots, ag,earring, sailing boat

Materials: Slips of paper (1 per student).

ExtensionJacks ProleStudents read the story again and produce a pro leof Jack.Write the following cues on the board:Name:Family:Interests:Hobbies:Things in his room:

Ambition:

Multiple Intelligences Intrapersonal and Interpersonal Intelligence The True Character in You

Hand out slips of paper to students. They write theirpersonal pro le on it, following the same cues as for JacksAsk students to think carefully about their ambition.

Students exchange pro les and read their partnersinformation in detail.Tell students to think about the kind of lm charactertheir partners could be. This is a rather personal activitso advise everyone to be respectful and to think of apositive suggestion. Do not allow the use of negativecharacters such as monsters, villains or any otherderogative gure. Collect the slips, if necessary, to givea quick inspection before they are returned to theirowners.Invite some volunteers to talk about their partnerssuggestion of character. Students to say whether theyagree or disagree.

1 Look at the picture and nd the following.Students look at the picture and tell you what they cansee. Ask students to describe the pirate on the poster.Read the words in the box out loud. Ask students tond the items in the picture.

2 Read the story and answer the questions.7

Play Track 7. Students listen and read along in theirbooks. Then they read the story again in silence.Students answer the questions in their books. Elicitthe answers.

Sequence of EventsStudents read the text again and write a list of events inJacks day. Remind students to just include actions andnot descriptions of things:There were footsteps. The door opened. The lightentered. The boy woke up. Dad spoke to Jack. Mum

said goodbye. The car drove away. Jack turned on the

computer.This sequence of events will be useful for lesson 10, somake sure that students have it accurately written intheir notebooks.

Warm-upWhos that man?Write the name Jack Sparrow on the board andask students to tell you what they know about thislm character. This is the famous pirate characterin the lm Pirates of the Caribbean , played by theAmerican actor Johnny Depp in 2003.Ask students the following questions:Have you seenany other pirate lms? What do you know aboutlms? What did pirates wear? How did they travel?What sorts of things did they do? (Look for buriedtreasure, attack other ships, make people walk the

plank, etc.) Do you know of any famous real pirates? Are there still any pirates today?

Wrap-upPredictionsDivide the class into pairs. Students talk about whatwill happen in the next part of the story. Make surethat nobody turns the page whilst they do this ctivity.Elicit some general ideas.


34/280T13 Lesson 10

1 Around the World

Grammar: Past Simple:It was ten oclock.Past Continuous:She was making coffee.Vocabulary: mobile phone, outside, bay,telescope, pirate, sailing boat, sailor, map, beard,

patch, motorboat

Material: Students sequence of events fromlesson 9.Preparation: Diary pages: Create diary pageswith different times of the day or photocopy from apersonal agenda (1 per student).

Warm-upWhats the story so far?Using the sequence of events (see Materials), studentstell you what has happened in the story so far.Take notes on the board to create a story line.

Recycling vocabularyDivide the class into pairs. Students make a mind mapof vocabulary related to pirates. They can look back tothe previous lesson for reference.Elicit the words and make a mind map on the board.

1 Read the story and write T (True) or F (False). 8Students look at the picture. Ask them questions:Whoare the people in the picture? What are they doing?What can they see? Is it the same boat as before?Students read the rst paragraph of the story and namethe girls in the picture.Play Track 8. Students listen and read along in theirbooks.Students decide if the sentences are true or false.Volunteers go to the board and correct the falsesentences.

Follow-upAsk students to refer back to their original story lineof events and add more sentences in the past simple.Write the following on the board to guide them:Why did Melissa call Jack? Did the man with the maplook like a pirate? Who went to the beach?

compass

pirates

wooden leg

treasure

hat

eye patch

parrot

ship

beard

Grammar Focus Past Simple and Past Continuous

Write on the board:What were Melissa and Gina doing at 10 oclock?What was Jack doing outside the house?What was the man with a beard doing?

What were the two men on the motorboat doing?Students nd the answers to these questions and writethem down.Ask students to contrast these sentences with the onesin the story, and tell you the difference.Point out that past simple refers to actions that werecompleted in the past, while past continuous refers toactions that were in progress at a speci c time inthe past.Then ask students to look at the questions and answerson the board and ask them the following questions tocheck concept:When was Melissa making coffee? (At ten oclock.)

When was Gina reading a sports magazine? (At tenoclock.)When was Jack looking down the bay? (When he wasoutside.)When was the man with the beard wearing a hat?(When Melissa saw him.)When were the men holding a strange instrumentand pointing it at the water? (When they were on themotorboat, or when Jack saw them.)

ExtensionWriting a Diary Page

Ask students what they did the day before. Write onthe board: What did you do yesterday?Elicit some answers:I came to school, I did myhomework.Hand out the Diary pages (see Preparation). In theirdiary page, students write what they were doing atspeci c times of the day.11:00 a.m.: I was in my maths lesson.6:00 p.m.: I was doing my homework.Collect diary pages for correction.

InterviewsDivide the class into pairs. Tell students that they will be

asking each other questions about speci c periods oftime in the past. Elicit some examples:What were you doing last Monday at six oclock?Students take turns asking each other. Then ask themto report back to the class:Ernesto was sleeping at sixoclock last Monday.

Wrap-upPredictingStudents read the last paragraph of the story againAsk them to think what the end of the whole storysould be.Elicit some ideas.


35/28013

Around the World

Lesson 10

1 Read the story and write T (True) or F (False). 8

1. Gina is fifteen years old.2. Jack was still asleep at ten oclock.3. Jack was looking at a sailing boat with his telescope.4. Jack didnt want to go swimming.5. There was a small boat near the beach.

I t was t e n oc loc k a nd M e l issa was

ma k i ng

ho t c hoco la t e i n t he k i t c he n . S he w

as

s i x t ee n , f o u r yea rs o lde r t ha n Jac k a

nd

t he i r co us i n G i na. G i na was read i n

g a

s po r t s magaz i ne. W he res Jac k ? a

s k ed M e l issa.

G i na s hoo k he r head.

M e l issa we n t t o t he doo r a nd ca l led

o u t ,

Jac k ! T he re was no a ns we r.

T h is is c raz y, s he sa id. Is he s t i l l

s lee p i ng ?

M e l issa made a ca l l o n he r p u r p le m

o b i le

p ho ne. S he wa i t ed

f o r a f e w seco nds,

t he n ...

Jac k , a re yo u s t i l l i n bed ? s he as k

ed.

W ha t a re yo u do i ng o u t s ide ?... O K

, we re

co m i ng!

W hat s up? ask ed Gina. J ack s out side, sa id M elissa. Hes look ing at pir at es!T he gir ls laughed.

T hey f ound J ack out side t he house. He was look ing down at t he bay t hr ough his t elescope. It was a beaut if ul place. T her e wasnt anot her house in sight .So wher e ar e t he pir a t es? ask ed M elissa.Down t her e, said J ack , point ing a t t he sailing boat . Have a look .M elissa t ook t he t elescope. She saw a 3 0 -met r e boat , a f ew sailor s and a man wit h a map. He had a bear d. He was wear ing a hat , and he had a pat ch over one eye. T hen she passed t he t elescope t o Gina .T hat s not a pir at e boat , said Gina.W er e going swimming now, said M elissa.M e t oo! said J ack .

A r e you sur e your e not af r aid of t he pir at es? ask ed his sist er wit h a smile.W it h t heir t owels and bags, t hey walk ed down t hr ough t he t r ees. T hen J ack t old t hem t o st op. He could see a small mot or boat near t he beach. T wo men wer e holding a st r ange inst r ument and point ing it a t t he wat er . W hat was going on?

FF

F T

T


36/28014

1 Complete the form.

Around the World

Lesson 11

1. You Name:

Where you are from:Your family:Language/s you speak:

2. Your culture

Parts of your life that you have in common with children everywhere:

Parts of your culture that you are proud of:

3. Your spare time

Sports/games you play: Your hobbies:

4. An event you enjoy (festival, family tradition, regional tradition, etc.)

5. The best thing in your life

2 Use your notes to write a website entry about you.

Paragraph 1 Hi! My names... Im from... I have got (brothers and sisters)... I speak...Paragraph 2 A lot of my life is like that of other children around the world.

I... and... But, in my culture, we... and... I like the way we... (eat aspecial food and do certain things at the weekend, etc.).

Paragraph 3 In my spare time, I like... (sports). My hobbies are...Paragraph 4 (Name of event) is when we... We... My favourite moment is...Paragraph 5 The best thing in my life is when...


37/280

Functional Language: Writing a website entry.Giving personal information:My names ImfromVocabulary: life, culture, spare time, tradition,hobbies, event

Materials: old magazines, students photos(if available), coloured pencils, paper.Preparation: Website Entry : Print out a websiteentry where a person introduces him/herself andtalks about his/her culture.

T14Lesson 11

1Around the World

ExtensionAnalysing Published WorkStudents analyse a printed outWebsite Entry (seePreparation).Ask students about the writing style, the distributionof information and the text resources; pictures,photos, drawings, title, bullet notes, paragraphs.

LayoutStudents decide what extra information they wantto add to their writing.Hand out magazines to students. They cut out picturesor draw a self-portrait. Ask them to decide on colours.

Final DraftStudents write their work out again.Ask them to focus on neat handwriting, headings, etc.Remind students that their writing should be as clear

and attractive as possible, since it will be displayed inthe classroom.Students display their work around the classroom wall1 Complete the form.

PlanningDivide the class into pairs and ask them to brainstormpossible answers to the table.Students then complete the form for themselves.Students compare their answers and make necessarychanges to their form.

2 Use your notes to write a website entry about you. Writing

Students complete the sentences using the notes theymade in the table.

RevisingAsk students to read through what they have writtenand ask the following questions:What else could I tell the reader? Is the information inthe best possible order? What words or details couldI add to make it more interesting?Get students to rewrite their work, if necessary. Theycould work with a partner to discuss changes.

EditingStudents check their work for spelling, grammar,

punctuation, subject-verb agreement and sentencestructure.Students exchange their work with a partner to haveit proofread for mistakes.Remind students that after reading our own workso many times, we are unable to detect even thesimplest errors.Ask students to discuss their improvements.

Warm-upThe WebAsk students to say all the different types ofdocuments they can nd on the internet: adverts,

personal pages, lists, descriptions, stories, narrations.

Wrap-upClass VoteAsk students to walk around the classroom, readingthe website entries.Students then vote for the best website entry. Askstudents to write their name and the name of thewebsite entry they like most on a slip of paper.Votes are counted and a winner is announced.

Students can discuss why they think one entry ismore attractive than another.


38/280T15 Lesson 12

1 Around the World

Grammar: Review of Present Simple and PresentContinuous, too much, too many, not enough.Vocabulary: Key vocabulary from the unit.Materials: Paper (1 sheet per pair of students),small adhesive stars.

1 Complete the sentences.Elicit sentences about what is happening in each scene: Hes watching TV. Hes reading a book.Students read the sentences and nd the frequency

adverbs in each. Ask them what tense is used to expressthe frequency of actions or habits: present simple. Elicitwhat tense is used to describe an action happening aswe speak: present continuous.Students do the activity orally before writing theanswers.Volunteers go to the board to write the sentences.

2 Look and circle the correct options.Students look at the picture and say what Anna has got too much of, too many of, not enough of .Students circle the correct option in each sentence.Elicit the answers and correct as needed.

ExtensionYour TurnDivide the class into pairs. Hand out paper to pairsand get them to cut it into 10 equal pieces.Ask students to write a verb on each piece. They can

use verbs from the unit and include any others:rollerblade, ski, eat, wear.Students place the pieces upside down on their deskand shuf e them.In turns, students take two slips and say a sentenceusing the present simple and the present continuous:I usually rollerblade to school, but today Im skiing.Some of the sentences will be silly, but the idea is togive learners a chance to practise on their own.

ExtensionCities and TownsDivide the class into pairs and ask them to decideon cities they both know well. Ask them to write asentence using too much and too many : There aretoo many cars in Madrid. There is too much humidityin Valencia. There are too many taxis in London.Pairs think of a small town they both know well andwrite a sentence about what the town has not gotenough of: There arent enough cinemas in Teruel.Shops are not big enough in Piedras Negras.Ask pairs to present their sentences.

Warm-upGame: Alphabet CrazyDivide the class into groups. Hand out paper.Write the following categories on the board:Countries, Daily activities, Adverbs, Holiday places,Clothes, Pirate vocabulary.Asks groups to copy the categories in theirnotebooks.Say a letter of the alphabet.Students have one minute to write one wordbeginning with that letter under each heading:Brazil, buy food, badly, beach, boots, beard.Ask groups to read their answers. Groups score vepoints for a word that no other groups have got andone point for a word in common.Repeat with different letters.The team with the most points wins.

Wrap-upStar Players Unit 1Draw the following table on the board, but do notwrite the title of each lesson.

Star Players Unit 1 loved reallylikeddidntlike

Greetings fromCanada

My School Trip

Ray and RoccoThe Adverb Game

Make Your AmazingMatchbox Journey

A Camping TripSurvival in the

SaharaEllen MacArthur

Fantasy AdventureSong

The Pirates of BlueDiamond Bay

Students copy the table into their notebooks.Students decide on their feelings about each lessonand glue stars next to the ones they liked. Gothrough students opinions.Find out why they liked or didnt like the activities.Ask them what they would like more of or less of.Check that they understood the activities andlanguage in each lesson and use this time to solvedoubts regarding grammatical forms and functions.


39/28015

1 Complete the sentences.

the guitar the bus football a pizzamusic TV a burger a book homework

Around the World

Lesson 12

1. Henry usually before dinner,but today, he .

2. He usually after school,but today, he .

3. He usually to school, buttoday, he to school.

4. He usually in his spare time, butthis Friday, he .

5. He usually on Saturday, butthis Saturday, he .

2 Look and circle the correct options.1. Shes wearing too much / too many perfume.2. She has got too much / too many CDs.3. She has got too much / too many goldfish.4. She has got / hasn't got enough soft drinks.5. Shes making too much / too many noise.6. She has got too much / too many toys.7. She has got / hasn't got enough books.8. She eats too much / too many chocolates.

watches TV

does his homework

gets the bus

plays the guitar

eats pizza

's reading a book

's playing football

's walking

's listening to music

's eating a burger


40/280


41/280

2 The Natural World

G r a m m a r

Expressing PossibilityThe rings can (strangle them).Present Continuous (future plans)Were (having a poster competition).Adjectives: ComparativeTigers weigh (more than lions).Quetzals are (smaller than hummingbirds).They are (not as good as dogs).SuperlativeThe marmoset monkey is the (most caring father).ConditionalsIf (a door is closed, Goldie opens it for me).When (I read a book, Goldie turns the pages).Time MarkersWhen (I get home from school, I eat).Before (I go on holiday, I pack).

After (I have lunch, I do my homework).

V o c a b u l a r y

Environmentenvironment, heliumballoons, motor oil,

pesticide, recycle, reuse,rubber bands, six-packrings, streamAnimalsblue-ringed octopus,butter y, caterpillar,coyote, (guide)dog, eagle, ea,hummingbird, marmosetmonkey, seabird, seal,tortoise, tyrannosaurusrex, velociraptor, wolf

Animal Relatedbeak, claw, den, fur,habitat, nectar, paw,

pouch, tail, wingVerbsemerge, get caught,howl, injure, lay,

strangle, drown, starve, swallow, breed, take part, give birthDisabilitiesblind, disabled,wheelchair Othersevent, death,

community, ponytail,crew

F u n c t i o n s

- Expressing plans for the future- Writing an e-mail

Values Syllabus Star Project Mult iple Intell igences

Disability Awareness (page T21) The Natural World (page 101) Verbal-Linguistic Intelligence (page TVisual-Spatial Intelligence (page T22)Bodily-Kinesthetic Intelligence (page T23)

Pos ter cu tou t s

T15B


42/280Lesson 116

The Natural World

Trees

Insects Mammals

Storms

Flowers BeachesMountains

RocksRivers

Deserts

Reptiles

Birds The seaFish

1 Vote on the top five wonders of our planet.

Rain

Sunshine

AirMicrobes

Lakes

2 Read the article and answer the questions.1. What is the problem with six-pack rings? What can you do to help?2. What is the problem with helium balloons? What can you do to help?

3 Discuss how these objects can hurt animals and what you can do to help.

get caught swallow eat injure kill

The rings can get caughtaround the necks of seabirds.You can help!

rubberbands

plasticbags

string glass jars pesticide usedengine oil

brokenglass

There are some simple things that we can do tohelp wild animals. First, we can think about thethings we throw away.Six-pack rings Your cans of cola probably come in a six-pack and are held together by plastic rings.Unfortunately, many of these rings end up in

rivers and seas.These six-pack rings are invisible when they arein the water. The rings can get caught aroundthe necks, beaks or legs of seabirds and fish.The rings can strangle them, drown them orcause them to starve to death. They may also getcaught around the necks of baby seals. When theseals grow, the rings can strangle them.

It is very sad, but you can help! Just cut therings before you throw them away. Also, if yofind any rings on the ground, cut the rings anthen throw them away.Helium balloons Its fun letting bright helium balloons fly up ithe sky, but they are not biodegradable, and t

can injure or kill wild animals. If they land inthe sea, turtles, dolphins and whales can mistthem for jellyfish, a favourite food, and swallthem. The balloons can get caught in theirstomachs and kill them. If the balloons land ia tree, birds and small animals can get caughin the string. So help wildlife: dont releaseballoons outside.


43/280Lesson 1

2The Natural World

Functional Language: Expressing possibility:Can: The rings can (get caught around the necks of

seabirds). The rings can (strangle them).Vocabulary: get caught, strangle, drown, starve,

swallow, injure, six-pack ring, helium balloon, beak,

death, biodegradable, wildlifeMaterials: Construction paper, felt-tip pens.

ExtensionSentence JigsawDivide the class into pairs. Distribute materials.Students write their sentences from activity 3 on asheet of paper, separating each word so that thewords can be cut out into cards.Students shuf e all the words and then exchangecards with another pair. Students put the sentencesback together again.

1 Vote on the top ve wonders of our planet.Ask students to work in groups and decide together onthe ve top wonders of the world.Write on the board some useful expressions likeLetsShall we? I agree because I think we shouldchooseEach group presents their list to the class and gives theirreasons for their choices. Then have a class vote.

2 Read the article and answer the questions.Tell students that they will read a short text with someideas about what we can do to help wild animals.First, students scan the text and underline all the namesof animals.Then ask them to circle the parts of the body they nd.Finally, ask them to read the text and answer thequestions.Ask more questions:Why do you think that ringscan cause animals to (starve to death) (drown) (be

strangled)? Why do you think that balloons can killanimals? What does the string do?Make sure that students understand the vocabulary.

The Use of Can Ask students to nd the sentences with can in the text.Discuss with the class the use ofcan, remindingstudents that we use it to express possibility.Ask students to tell you the difference betweenThey injure animals and They can injure animals.The rings get caught and The rings can get caught .Work with other examples from the text.

Wonderful AnimalsDraw a bird on the board and ask students to go tothe front and label the body, beak, eyes, legs, feet andneck. Teachclaw, wing, tail, feathers. Draw a dog on the board and encourage students to goup and label all the parts they can. Teach paw, fur.

3 Discuss how these objects can hurt animals andwhat you can do to help.Point to the picture of the rubber band. AskHow do

you think that rubber bands can hurt animals?If students are having a dif cult time thinking of ideas,help them and say Animals can swallow rubber bands.We can help animals by reusing rubber bands, notthrowing them away.Repeat with the other illustrations:Small animals can

get caught in plastic bags. Pesticide can kill birds.Broken glass can injure dogs.

T16

You can help.Ask students to make warning signs in their notebooks

about the following items: rubber bands, plastic bags,string, glass jars, broken glass, used oil and pesticide:Pick up broken glass. It can cut dogs paws.Dont use pesticide. It can kill plants.Students illustrate their signs.

Warm-upOur Wonderful WorldOn the board draw three columns and write thesetitles: Animals, Places, Things.Write the words from activity 1 on the board. Askstudents to help you to organize the vocabulary intoeach column.Make sure that students understand the meaning of

the words clearly.

Wrap-upRules in SchoolDivide the class into small groups. Students thinkabout some rules to follow in the school to help theenvironment, for example, recycling paper or reusingsome material.Students organize their ideas to present them to therest of the group.Invite volunteers to go to the front and give theirpresentations.


44/280


45/2801Lesson 2

The Natural World

2 Listen and complete the table. 12

2. What is it about?

1 Read and answer the questions.

On Earth Day, 22 April, people all over the world do things to help the environment. Itstarted in 1970, and today more than 500million people in 85 countries take part.They want to make the world cleaner,healthier and safer.Schools and local groups organizespecial events for Earth Day. Theyorganize parties, games, activities,

talks and sales to collect money, or they things to improve their community.

Students learn more about the woand take part in activities that heltheir local community, such ascollecting things for recycling. Ocourse, they have fun! Earth Day

is a celebration of the Earth and tnatural wonders of our planet.

1. When did Earth Day start?

3. What do people do on Earth Day?

Tomorrow is Earth Day What are the students plans?Tomorrow is Earth Day. What are the students plans?

Class A Class B Class Cread poetry, perform rap songssell T-shirts we madedo research about rubbishplant native treescollect old mobile phonessend Earth Day e-cardshave a poster competitionclean the community

have an art exhibition

3 Plan an Earth Day event.1. Work in groups. Imagine its Earth Day tomorrow. Plan the best Earth Day ever.2. Tell other groups about your plans. A:What are you doing on Earth Day? B:Were having a poster competition in the morning. The title is Save the World.

4 Make your own Earth Day bag.

What are you doing on Earth Day?Were having a poster competitionin the afternoon.


46/280

The Natural World

18

1 Look and answer the quiz.

Lesson 3

1. Tigers weigh more than lions. True / False2. Sharks have got a better sense of smell than other fish. True / False3. Dogs are more intelligent than chimpanzees. True / False4. Quetzals are smaller than hummingbirds. True / False5. Blue-ringed octopuses are more dangerous than sharks. True / False6. Tyrannosaurus Rex was bigger than Velociraptor. True / False7. Cows drink less than camels. True / False8. Elephants live longer than tortoises. True / False

2 Role play: Which animal?Work in pairs. You are zookeepers at the London Zoo. You can buy either a giraffe or arhinoceros. Choose one of the animals to buy and defend your choice by comparing itwith the other animal.

Write a letter to the zoo director and explain the reasons for your choice.

Giraffe

weighs about 1.9 tons is about 5.5 metres tall lives 3540 years has got very good eyesight is very quiet isnt aggressive is a sociable animal

Black Rhino

weighs about 2.3 tons is about 2 metres tall lives 2030 years has got very bad eyesight makes a lot of noise is quite aggressive is not a sociable animal

Tigers weigh more than lions. Quetzals are small erthan hummingbirds.

The rhino is heavierthan the giraffe.

The giraffe is tallerthan the rhino.


47/280

2The Natural World

Grammar: Comparatives:Dogs are (moreintelligent than chimpanzees). Elephants (live longerthan tortoises).Vocabulary: eyesight ; adjectives; animalsMaterials: 2 Poster and poster cutouts,encyclopedias.

2 Role play: Which animal?Ask students if they have been to the zoo.Ask students to say what they saw and which animalwas their favourite.Read the instructions out loud. Read the two boxesdescribing the animals.

Divide the class into pairs. Assign the giraffe to onestudent and the rhino to the other. Explain that they canbuy only one animal. They have to defendtheir animal. Give an example:We should buy the

giraffe because rhinos are more aggressive.Walk around during the activity, correcting students ifthey are using the comparative adjectives incorrectly.

Write a letter to the zoo director and explainthe reasons for your choice.Pair up students who defended the same animal.Students write a letter to the zoo director explainingwhy they want the chosen animal.

Volunteers read their letters aloud.

1 Look and answer the quiz.Point to the pictures around the quiz. AskWhat animalis this? What do you know about it?Teach the ones that students do not know in English.Students answer the quiz individually.Read each sentence and elicit what students answered.Ask them to explain their choices.Give students the correct answers:1. T (Siberian tiger: 300 kg; lion: 250 kg); 2. F; 3. F; 4.T (quetzals have got 1 mlong tail feathers); 5. T; 6. T(tyrannosaurus rex was 12 m long; velociraptor washuman-sized); 7. T (camels can drink 130 litres in afew minutes); 8. F (tortoises live for 100 years or more;elephants live for 70 years).

Comparing AnimalsAsk students to mark the sentences from activity 1 thathave got the verb to be (present and past). Ask themto underline the comparatives in these sentences:moreintelligent, smaller, more dangerous, bigger.Point to the Star Language Box and askWhen do weuse more? What do we do with short adjectives?Explain that adjectives ending iny change their spelling

to ier. Then elicit the comparatives of good and bad.Adjective GameDivide the class into two teams.Each team stands in a line. Say an adjective. The rstplayer of each team runs to the board and writes thecomparative form of the adjective. They must write theadjective correctly to get a point.Adjectives to use: slow, hungry, expensive, delicious,long, old, dif cult, beautiful, happy, tall, quiet,beautiful, aggressive, careful, fat, nice, famous, new.

Lesson 3 T18

Warm-upAnimal World 2Display the unit poster. Elicit the names of theanimals and teach the ones that students do notknow. Ask students which animal they like themost from the poster and why. Let everybodyanswer. Then elicit interesting information studentsknow about the animals, for example,Tortoiseslive for many years. Pandas only eat bamboo.

Elephants have got a great memory. Tigers are indanger of extinction.

Wrap-upAnimals in Danger 2 Display the unit poster. Students label the animalsusing the Name poster cutouts.Divide the class into groups. Give each group someInformation Cards . Students deduce which animalson the poster match their cards.Students go to the front and present their cards:Giant pandas live in the forests and mountains ofChina. They eat bamboo. There are only 1,200 giant

pandas left in the world. The problems they face arehunting and habitat change.

ExtensionMy Own Animal QuizProvide encyclopedias.Ask students to write their own animal quiz, usinginformation from the lesson, the poster cutouts orinformation they know.When students nish, ask them to sit in pairs andanswer each others quizzes.

Teaching TipPacingVary the pacing of your class. If you rush throughyour class at full speed, slow things down andtake time to ask your students personal questionsbased on the materials you are using. If you tend toproceed at a snails pace, prepare some additionalactivities and push yourself to accomplish more thanyou usually do.


48/280

2 The Natural World

Grammar: Superlatives:Wolves are the mostloving creatures. Getting food is his mostimportant job.Vocabulary: den, give birth, howl, lay, newborn,

pouch, pup, stand guard, father, mother; adjectives ;

star player.pdf

Documents