Ace5 Unit Wks Mat

Starter

Lessons 1 and 2

1 Read the penfriend messages. Match the texts to the pictures. a

b

1   My name is Leon and I’m

2   My name is Aalia and I’m 10.

11. My birthday is 24th May. I live in Naples, in Italy. I’ve got short, curly brown hair and brown eyes. I haven’t got any brothers or sisters, but I’ve got a pet. He’s a snake called Horatio. My hobby is painting.

My birthday is 10th December. I live in Manchester, in England. I’ve got long, dark hair and brown eyes. I’ve got a sister. She’s two years older than me. I’ve got a dog. Her name is Bella. My hobby is playing rounders in the park.

blonde hair and blue eyes. I’m 11 and my birthday is 25th March. I live in Glasgow, in Scotland. I’ve got two younger brothers. I haven’t got a pet but I’d like a hamster. My hobby is football. I play in a team and I play football computer games, too!

In my school there isn’t a science lab or a drama theatre. There isn’t a canteen – we eat lunch in our classroom. My school is small but I like it because I know everybody!

I go to a big school. It’s fun because there are lots of children from all over the world. My school has got tennis courts and a big playground. There isn’t a swimming pool, but there’s a football field.

I like my school. It’s got lots of cool things like a music room and a drama theatre. It’s quite big so new students sometimes get lost, but now I know where everything is. The only room I haven’t been in is the staffroom!

Write to me and tell me about your family and pets!

Write to me and tell me about your school!

Aalia 

Dave 

Write to me and tell me about your pets and hobbies! Leon 

c

 3   My name is Dave and I’ve got

2 Read and write the name: Dave, Leon or Aalia. 1 This student is good at art. 

¼eon

 

2 This student goes to a school with children from other countries.  3 This student is one of three boys in the family.  4 This student hasn’t got a pet.  5 This student has got an unusual pet.  6 This student is the youngest. 

3 Choose a penfriend and write a message. Write about yourself and your school. Draw a picture of yourself.

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1

Starter

Story

1 Read and write the verbs in the past simple. A 

B 



Today (1) (2)

was

Last night we (1) (camp) in the (be) cool! We garden. It (2) (have) a picnic for dinner. I (3) (eat) cheese sandwiches and (4) (tell) scary stories crisps. We (5) (laugh) a lot. In the and we (6) (hear) middle of the night, I (7) (remember) a strange noise. I (8) the ghost stories and I was scared – but it was (want) just Bongo! He (9) to come into the tent.

(be) so much fun! We

(arrive) in Marseille this

morning. We (3)

(fly) over the sea

and the mountains. I (4)

(look)

out of the window all the way! We (5)

(go) to our hotel by taxi.

It was big and modern. My sister and I (6)

(want) to go the beach, so

we (7)

(eat) our lunch quickly. The

beach is amazing! I (8)

(swim) in

the sea all afternoon. I like Marseille!

C 

other at Fun World! My br This is my first day y! (be) in the park all da and I (1) erent (explore) all the diff We (2) (like) Mountain places. I (3) cool! There (4) World best. It was so other d a waterfall. My br (be) a big volcano an al! We (think) they were re (5) actions – (ride) on all the attr (6) ne es! There was a machi even the big scary rid (take) pictures – I that (7) e of (buy) a funny pictur (8) ir! wn! It’s a cool souven my brother upside do be even more fun! Tomorrow is going to

2 Who wrote the diaries? Write the names: Jilly, Betty or William. 3 Read and write T (true) or F (false). Correct the false sentences. 1 Jilly didn’t eat her dinner in the house. 

†

2 Betty flew over volcanoes and rivers.  3 William thought the volcano in Mountain World was real.  4 Betty likes swimming in the sea.  5 William took a funny picture of his brother.  6 Jilly was frightened in the night. 

4 Think about your summer holidays. Which was the best day? Write your diary for that day.

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2

Unit 1

Story

1 Remember the story poem. Read and write the missing bugs/animals. 2 Look at the words in bold in the playscript. Circle the words that rhyme with them. 3 Perform the poem in groups.

The bugs poem Setting: By the old chestnut tree Narrator:  The bugs had a meeting by an old chestnut tree. Bee 1: (angry)  Why don’t humans like us? Beetle:  (pointing at Moth) Well, everyone knows, sometimes (1) moths eat people’s clothes.

Moth: (upset)  Excuse me! Some (2) eat wood. They eat doors and furniture! That isn’t good! Spider 1: (thoughtful)  People don’t like my legs. They’re hairy. I don’t know why, but humans think that we’re scary. (sound of fly buzzing as if it’s laughing at spider) Spider 2: (grumpy)  Flies annoy people. Here’s how … They make lots of noise! Fly’s making noise now! (3) are quiet. I’m not telling lies. Spider 1:  And we help humans because we catch (4) ! (pointing at Fly, who starts to cry) Centipede:  Poor Fly! Oh dear! Don’t cry! We’re all food for animals. It isn’t just Fly. Fly: (tearful)  Birds and (5)

, fish and (6) eat me and you. We’re an important part of the food chain. It’s true.

Bee 2: (thoughtful)  And I know sometimes we sting. It’s for our protection. It’s a natural thing.

Bee 1: (excited)  But (7) are working in hives as we speak. They’re making honey for humans to eat. Worm 1: (excited)  Hey, I’m ugly and thin, but when I move through the soil, air and water get in. Worm 2: (excited)  I’m useful. I want those big humans to know that I help all their plants and their flowers to grow. Ant: (shouting, excited)  Let’s tell the world! Come on, (8) ! We’re important to animals, humans and plants!’ All:  Yes! It’s true! Narrator:  The bugs all agreed. So they all wrote this poem for people to read.

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Unit 1

Vocabulary and grammar 1

1 Write the bugs. Use red for the nocturnal bugs. B

A 1 3

9

8 7

2 12

10

4

11

5 6 1

fly

5

9

2

6

10

3

7

11

4

8

12

2 Look at Picture A. Read and complete the lab report. Use each verb twice.

dig  fly  sleep  build  make  jump  eat Behaviour Many bugs are active in the daytime. Nocturnal animals (1) sleep in the daytime. Wasps (2) around. They look for flowers. Ants are very busy. They (3) big nests. They walk in lines. Ladybirds (4) other insects. Grasshoppers eat plants. They (5) around. Worms live under the ground. They (6) tunnels in the soil. Flies fly around. They (7) a lot of noise.

Observations There are two wasps. One wasp is (a) flying . There are lots of ants. They are (b) a nest. There’s a ladybird. It (c) . There are two grasshoppers. One grasshopper (d) . There’s a worm. It (e) . There are flies. They (f) a lot of noise. There’s a snail. It’s nocturnal. It (g) .

3 Look at Picture B. Copy and complete the lab report.



eat old wood  eat leaves  make webs  fly around  look for food walk around   sleep   come to the surface Behaviour Nocturnal animals are active at night-time.

∆eetles eat old wood. 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

Observations

†here are two beetles. †hey’re eating old wood. 2

Unit 1

Vocabulary and grammar 2

1 Write the words. Find the items in the picture and write the numbers.

3 seeds

a  deses 



b  toros 





c  stalep 





d  lolnep 





e  emst 



2 Read and complete the words. Use the words to write sentences about what is in Mike’s garden. 1 gr

e e nh o u s e

5 wh

lb

rr

w

2  r

spb

6  sc

r

rr cr

s w

3  w 7  b

ds rd f

4  w d

t

r

ng c

n

r

†here’s a greenhouse. 3 Read and match. 1 If I plant tomatoes in winter,

a lots of flowers grow.

2 If I plant sunflowers in autumn,

b hedgehogs and toads don’t visit.

3 If I water the garden in spring,

c the birds eat all my raspberries.

4 If I take out all the weeds,

d they don’t make any fruit.

5 If I’m not there,

e they don’t grow tall.

4 Write sentences. 1 in a sunny place / you / they / plant sunflowers / grow / tall / If / ýf you plant sunflowers in a sunny place, they grow

tall.

2 fruit / they / make / lots of / If / tomatoes / grow / in the greenhouse 3 there’s / If / hedgehogs and toads / are happy / a small area of weeds 4 If / have / away / birds / stay / a scarecrow / you 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

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Unit 1

Functions

1 Complete the list. Match the words and pictures.

greenhouse  raspberries  scarecrow  water  plant  wheelbarrow  hang up  weeds

Tidy up the garden Jobs: (1)

plant

pull up (2) (3)

seeds   

tidy the (8)

c

d

e

f

g

h

the tomatoes 

empty the (5) (7)

b

b  

pick the (4) make a (6)

a

    the bird feeder 

 

2 Look at the pictures and write the excuses. 1 don’t / need to / think / we / raining / I / It’s / ý don’t think we need to. ýt’s raining. 2 I / any / There / sorry / aren’t / seeds / I’m / can’t 3 raspberries / I / I / can / have eaten / think / all the / don’t / The birds / 4 I / hurt / can’t / I’ve / arm / my / Sorry

3 Use the pictures in Activity 1 and write mini-dialogues. Use the excuses from Activity 2. 1 Dad: Can you (picture a) , please? Child:

2

Dad: Oh. Well, please can you (picture c) ? Child: Yes, of course!

Mum: Please can you (picture f) ? Child: Mum: Oh, dear. Well, can you (picture g) , please? Child: No problem.

4 Use the other jobs and excuses to write two more mini-dialogues. 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

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Unit 2

Story

1 Remember the story. Read the sentences and write T (true) or F (false). 1 Nathan got Freddie as a birthday present. 

ƒ

2 It was a very snowy morning.  3 The wind blew Freddie out of Nathan’s hands.  4 Freddie fell into a puddle.  5 A man used him to buy a cup of coffee.  6 A thief took Freddie from the ice cream van.  7 The thief heard his favourite song.  8 The wind blew Freddie back to Nathan. 

2 Use the phrases to correct the false sentences in Activity 1. a very windy day b for being such a good boy

c the police on the way d an ice cream

3 Read, cut out and order. Write the missing lines from Activity 2 in the correct places.

Freddie’s Busy Day 1

The thief ran away towards the road, Then he heard (a) The wind blew Freddie out of his hand. He ran off without further delay.

5

So Freddie was in the ice cream van, And soon something else went wrong. Suddenly, Freddie was stolen, But that didn’t last very long!

2

Now Nathan can save for his cool toy And Freddie is safe in his room. For now, Freddie’s adventures are over But I’m sure they’ll start again soon!

6

Just then Nathan was passing. Without Freddie there, he felt sad. But soon he was happy and laughing, Because Freddie blew into his hand.

3

The wind carried Freddie all over. He flew as high as a jumbo jet. But then he fell into a puddle, And Freddie got awfully wet.

7

In the park Ian’s dog saw the money. (Freddie thought it was like a bad dream.) But the weather was now hot and sunny, . And Ian used him to buy (c)

4

But outside the wind was blowing, It was a (b) And Freddie was already flying, Before Nathan could put him away.

8 Grandma gave Freddie to Nathan, (d) She told him to keep the money And save up to buy a cool toy.

.

.

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1

Unit 2

Vocabulary and grammar 1

1 Read and write the type of programme for each person. 1

I like funny stories and adventures. I don’t like shows with real actors.

5

a c artoon 2

I like shows with familiar characters. I like to watch the same programme every day.

l 6

a s  3

I’m going on holiday to Wales next week. I need to know if I should pack warm clothes or shorts and T-shirts.

I love pop songs. I like to know all about the latest groups and singers.

Watching TV is OK, but what I really like is shopping. I want to know about new shops and the latest products. a 

7

the w  4

I love football! When I’m not playing football, I watch my favourite team!

I want to know what happened today in my country. the n 

8

a m 

I don’t like serious shows. I like shows that make me laugh. a c 

2 Write the comparative or superlative forms. Then write the programme types. Carla

Lewie My favourite programme is on Saturday evening. I think (expensive) it’s (1) programme on TV because the people can win £1 million! At the beginning the questions are easy and then they get (2) (difficult). Sometimes even (3) (intelligent) people make mistakes – and they lose lots of money! My favourite show is a .

The presenter of my favourite programme is a man called Bear Grylls. He’s (1) (adventurous) person on TV! He goes to (2) (terrifying) places in the world. I think his programmes are (3) (educational) than nature shows like Springwatch because they teach you about survival! My favourite show is a .

Sam

Hayley

My favourite programme is on Saturday morning. It’s not (1) (serious) programme on TV, but you find out a lot about different cultures. (2) (interesting) thing is learning about where the ingredients come from. The chefs are very clever and they make (3) (delicious) dishes. My favourite show is a .

My favourite programme is a competition, so it’s (1) (interesting) than a documentary. This Saturday is (2) (exciting) show in the series because it’s the final! You can vote in the competition, but I don’t do that. I like it because of the costumes. Every Saturday they are (3) (beautiful) than the week before. My favourite show is a

the most expensive

.

3 What’s your favourite show? Make notes, then write about it.

µy favourite programme is more exciting than … ý think it’s the most … 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

2

Unit 2

Vocabulary and grammar 2

1 Look, read and complete.



notes  coins  pocket money  piggy bank   wallet  money box  ten pound note   twenty pence piece  penny  spends  saves

Pocket money

Elsa

Ludo

Eric

£6 / week

£5 / week

£15 / month

Save

Where?

Spend

Elsa gets £6 (1) pocket money a week. She puts some of her money in her (2) . She’s got a (3) . She (4) her money on sweets and books. Ludo never saves his money. He’s only got a (5) and a (6) in his (7) . He spends all his money on games. Eric (8)

most of his

money. He’s got lots of (9) in his and (10) (11) . He sometimes buys magazines.

2 Read and identify the infinitives of purpose and adjective + infinitive structures in the text. Then answer the questions.

Suzie’s Money Box Blog I’m doing a survey to find out all about pocket money and household tasks. I get £6 pocket money a week. Mum and Dad think it’s important to learn about saving money. They gave me a piggy bank to help me. I’m saving to buy a bike. Every Saturday I put £4 in my piggy bank. I keep £2 in my purse to spend on sweets and little toys. It’s not easy to save money! Last month was my best friend’s birthday. I needed money to buy her a present. And then it was Mother’s Day. My sister and I bought some flowers to surprise Mum. (It was good to see Mum looking so happy!) I did extra jobs in the house to get some money for those things. Do you help around the house? Do you get pocket money? Send me a message and tell me about you!

1 2 3 4 5

Why is Suzie doing a survey? What do Suzie’s mum and dad think about money? Is Suzie saving to buy something special? Does Suzie think it’s easy to save money? Why? What does Suzie do to get extra money?

3 Write a message to Suzie about your household tasks, pocket money and savings. Use the questions in Activity 2 to help you.

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Unit 2

Functions

1 Look and complete the table.

Title

Amazing Man

Year

(1)

Cost

2009

The Giggle

Inspector Hound

Manga!

(3)

(5)

(8)

$3.99

(4)

(6)

¥500

Value now

£3

£24

£9

£6

Country

(2)

UK

(7)

Japan

2 Match the questions and answers. 1 Wow! What are all these comics?

c

a It’s from the USA. My cousin sent me that one.

2 Where do you get them from?

b I like The Giggle best. My Dad gave me this one.

3 Where’s this comic from?

c This is my comic collection. I’ve got 23 comics.

4 Which is the most valuable comic?

d The Giggle is worth more than all the others.

5 Which is your favourite comic?

e I save my pocket money to buy them. And sometimes people send me comics from other countries.

3 Use the prompts and the completed dialogue in Activity 2 to write your own dialogue. Use the information on your favourite comic in Activity 1. 1 3

comic collection / 34

Japan / my Japanese penpal

4

2

pocket money / people send

oldest / It’s called / It’s from

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5

I like / … / best

4

Unit 3

Story

1 Remember the story. Read the headlines and number them in order. Is the newspaper Greek or Trojan? a

We won! Let’s have a party!

b e

d

s The Greek ! have gone

f

ished!

c

The new wall is fin

It’s war! The Greeks are coming.

1

When will the Greeks go? It’s a mystery: huge wooden horse found

g

s are The Greek ity ec outside th

2 Read and complete the story. Choose and write a headline from Activity 1.

Greeks  city  party  present  war  wood  sailed  ships

(7)

The mystery is solved! The huge horse is a (1) present from the (2) ! The Greek (3) aren’t in the harbour. They (4) away in the night! That means the war is over! Troy has won!

. Come and celebrate! Bring some food! We have won the (8) !

Our soldiers are moving the horse into the (5) . It’s very big and heavy. It’s made of (6) . Tonight there is a big

3 Write a newspaper story for a Greek newspaper. Choose a headline. Include information to answer the questions.



Sailing back to Sparta   Our clever trick   A present for the Trojans How long was the Greek army outside Troy? Who had the idea to make the horse? What was the horse like? Where did the soldiers leave the horse? What did they do next? Who was in the horse? What did they do? Were the Greek ships across the sea in Sparta? Who won the war?

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1

Unit 3

Vocabulary and grammar 1

1 Look and write the words for the materials. 2  leheatr

3  bnzroe

7  iryvo

9  niro

5  lisrev

10  awx

1  nilne

11  olgd

6  oowl

8  yalc

4  odow

12  tosne 1 shirt –

linen

5 necklace –

9 pen –

2 jacket ­–

6 scarf –

10 writing tablet –

3 helmet –

7 combs –

11 coins –

4 javelin –

8 lamp –

12 bench –

2 Look and complete Ben’s description. It’s History Day tomorrow at school. We have to dress up as people from the past. I’ve made my own costume. It’s cool! I’m a Roman gladiator! The gladiator’s shirt (1) was made of linen (linen). I’m wearing a big T-shirt.

It (2) (✗ linen). It (3) (cotton). Gladiators wore sandals. They (4) (leather). My sandals are modern. They (5) (✗ leather). They (6) (plastic). Some gladiators used a javelin. It (7) (wood). My javelin (8) (wood) too! History Day is going to be so cool!

3 Draw a costume for a Roman man or woman. Think about the materials you could use. Write about your costume.

scarf – a scarf (cotton)   coins – plastic and silver foil 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

2

Unit 3

Vocabulary and grammar 2

1 Look, choose and write the words. This is a Roman villa. Roman villas were very comfortable and elegant. Many Roman villas had a (1) courtyard / study in the middle. There was often a (2) fountain / first floor in the centre, decorated with statues and with pretty (3) heating / mosaic tiles around it. Roman villas had more than one floor. From the courtyard, (4) stairs / a balcony went up to the (5) fountain / first floor. Outside the upstairs rooms, there was a long (6) mattress / balcony with (7) pillars / mosaic tiles made of wood. Roman villas had lots of rooms. As well as a kitchen and bedrooms, they sometimes had a (8) couch / study. The villas were warm because they had (9) heating / a courtyard. The rich Romans lay on (10) pillars / couches with soft (11) stairs / mattresses made of wool. They had slaves to cook and clean.

2 Read the text. Compare houses in Ancient Britain with the Roman villa. Underline what was different.

The Romans invaded Britain in 50 BC. They changed lots of things in Britain. They built towns and cities. They built long roads. They built new houses. Ancient Britons lived in small villages. They lived in round houses. The houses were big – everyone lived in one room. The houses were quite warm because there was a big fire in the middle. The Ancient Britons slept on mattresses made of straw. They didn’t have beds. The mattresses were on the floor. They decorated their houses for festivals with flowers and branches. Life for Ancient Britons was hard. They didn’t have slaves.

3 Write about how the Ancient Britons lived. Use used to and didn’t use to. 1 2 3 4

live / in cities live / in small villages build / big round houses have / lots of rooms

5 6 7 8

have / warm houses sleep / straw mattresses make / fountains and mosaics decorate / with flowers and branches

1 †hey didn’t use to live in cities. 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

3

Unit 3

Functions

1 Complete the shopping list.

Sna cks

snack  postcard  fruit  ice cream

(salads, chips, sandwiches – types: tuna, ham, egg)

Shopping list

£2

(1)

– ham or cheese sandwich

Postcards

(2)

(views of mountains or the castle)

– vanilla or stra wberry (3)

20p

– oranges or bananas

Fruit

(4)

– view of the beach or the castle

(apples, bananas, strawberries)

50p Sweets (biscuits, cakes, ice cream – flavours: coffee, chocolate, vanilla)

2 Look at the shopping list and the

£1.50

price list. Use the information to complete the dialogue. Assistant:  Hello! Can I help you? Customer:  Yes. Do you sell (1)

postcards

?

Assistant:  Yes, we do! We’ve got views of (2)

and the castle.

Customer:  Oh. OK. Thank you. And have you got any sweets? Assistant:  Yes, we’ve got (3)

, (4)

and ice cream.

Customer:  What flavours of ice cream have you got? Assistant:  We’ve got (5)

, vanilla or (6)

Customer:  A postcard of the (7)

.

and a (8) vanilla

, please.

How much is that? Assistant:  Here you are. That’s (9)

.

3 Choose other things from the shopping list/price list and write another dialogue.

åssistant:  ™ello! ©an ý help you? ©ustomer:  ¥es. ∂o you sell fruit? 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

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Unit 4

Story

1 Remember the story. Cut out and order. Write the scene numbers. 2 Complete the play. Then perform in groups.

scared  cold  worried  miserable  mean  cheerful  surprised   [In Scrooge’s past]

Scene 

Scene 

[Scrooge is snoring; the Ghost of Christmas Past enters]

  [Christmas now without Scrooge]

Scrooge: Oh! They were so kind and I was mean. [Scrooge is crying; the the Ghost of Christmas

Scrooge: (scared) Aagh! Who are you?

Present enters]

Ghost 1: Look, here are people from your past.

Ghost 2: Look. Here are people you know.

[Fezziwig enters]

[Bob Cratchit enters with his wife; she is crying]

Fezziwig: ((a)

Bob: ((e)

cheerful ) Merry Christmas! Let’s

put some more coal on the fire – it’s cold today! Scrooge: Oh! It’s Fezziwig! He was such a nice man! He was generous and cheerful! [Belle enters]

) I know Tiny Tim is sick, but

we don’t have money for medicine. Scrooge: It’s Bob! I don’t give him enough money. [Fred enters with a party hat on] Fred: Merry Christmas! This party is fun! It’s good

Belle: (sad) Oh Scrooge! I love you, but I think you love your money more than me.

to be with friends and family at Christmas! Scrooge: What fun! Oh! I feel lonely.

Scrooge: Belle! I do love you! Don’t go!   [Scrooge’s Christmas Day]

Scene 

Scrooge: Good morning! Merry Christmas! ) Oh! Merry

Mrs Cratchit: ((b) Christmas, Mr Scrooge!

Scene 

  [The graveyard]

[The Ghost of Future Christmases enters] Scrooge: Oh! Where am I? Who are you? Ghost 3: I am the ghost of the future. This is your

Scrooge: I’ve brought you a turkey. And I’m going

grave. Listen.

to give you more money. I know you’re worried

[Fred, Bob and Mrs Cratchit enter]

about Tiny Tim.

Fred: Oh, Bob. Scrooge is dead.

Bob: Thank you! That’s generous!

Mrs Cratchit: He was a mean, lonely man.

Scrooge: Merry Christmas, Fred! Can I come to

Scrooge: ((f)

) They don’t care! I’m a

mean, lonely man and no one likes me!

your party?

Ghost 3: This is the future. But you can change it.

Fred: Of course! Scrooge: Merry Christmas, everyone!

You can change yourself.

Tiny Tim: Let’s have a Merry Christmas! Scene 

1

  [On Christmas Eve, in Scrooge’s office]

Bob: ((c)

) It’s very cold, Mr Scrooge.

Can I put some coal on the fire? Scrooge: ((d)

) No, you can’t! Coal costs

money. Look at my lovely money! 100, 200, 300 … [A knock at the door: Fred enters] Fred: (cheerful) Happy Christmas, Uncle! Would you like to come to a party? Scrooge: No! Go away. I hate parties. I hate

Scene 

  [At Scrooge’s house]

[Footsteps: Marley enters behind Scrooge] Scrooge: (surprised) Oh! What’s that noise? Marley: It’s me. Jacob Marley, your old, hardworking business partner. Scrooge: ((g)

) Marley? But you’re a

ghost! Marley: Don’t be so mean, Ebenezer! I was mean like you and now I’m unhappy.

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1

Unit 4

Vocabulary and grammar 1

1 Read and write the words. Find the word to answer the question. What did Scrooge change? His

. 1

p

2 3

m 5

6

8

o o r

g 4

7

w

6 7 8 9 10 11

m

s

c 9 10

c

e 11

1 2 3 4 5

l

The opposite of rich. Another word for clever. The opposite of mean. Another word for sad. Thinking bad things might happen. The opposite of generous. Another word for friendly. Another word for happy. Another word for kind. The opposite of lazy. Sad and alone.

2 Look and write sentences with the past continuous and past simple.

1  ‡crooge was crying when the second ©hristmas ghost came. 1

2

3

4

5

6

1 Scrooge cry / second Christmas ghost come 2 Tiny Tim not sleep / Bob Cratchit get home 3 The fire not burn / Mrs Cratchit finish work

4 Fred dance / Scrooge arrive at the party 5 Fred’s friends sing / start to snow 6 Scrooge feel lonely / look at his grave

3 Write sentences using the prompts. Write two more sentences about the characters in A Christmas Carol. 1 Belle cry / Scrooge see 

∆elle was crying when ‡crooge saw her.

2 Scrooge eat dinner / Marley visit  3 Bob play with Tiny Tim / Scrooge give turkey  4 Fred decorate the tree / friends arrive  5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

2

Unit 4

Vocabulary and grammar 2

1 Read and write the type of book. 1 Ingredients 2 eggs 100 g sugar 500 ml milk …

4

a

Chapter 1 

Bike repair

7

It is important to have the proper tools …

ô  The Month of May ò My favourite month is the month of May When all the birds and animals play …

recipe book 2

✎

You will need: coloured paper, glue, paint and paperclips …

3

5

6 The capital city of Colombia is Bogotá.

‘What do you call a deer with no eyes?’ ‘No idea!’ (Ha ha ha!)

8

Listen! Someone’s coming! Quick! Let’s hide!

9

Scene 1 Scrooge: (grumpy) Bah! I hate Christmas!

Includes jokes, games and puzzles with all your comic favourites. Here’s the Christmas 2014 …

2 Look at the story maze. Choose your favourite option each time and follow the path.

Leo & Anna

alien planet

new spaceship strange green liquid

factory Jenny & Zack

mysterious person ship secret document

Paula & Tim castle

woman in black

3 Find out about your friend’s story. Write questions, then ask and answer in pairs. 1 Which / story / choose 

∑hich type of story did you choose?

2 When / story / happen  3 Who / choose / as main character  4 Where / go  5 Why / go / there  6 What / see / there 

4 Write your story. Decide what happened next. 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

3

Unit 4

Functions

1 Complete the membership cards.



Lily  (01238)  2003  Green  AC2 1LU  634 291  @ace.co.uk lilysmith@  23/4  3 King Street

The Big Story Book ˘ily Smith Name: (1)

Club

) Date of birth: 8/2/(2 Address:  26 Station



Road, Aceton (3)

Telephone number: 

(01238) (4)

Email address: (5)

ace.co.uk

The Big Story Book Club Name:  Dylan (6) Date of birth: (7) Address: (8)

 /2004  , Aceton AC4 9NL

Telephone number: (9)

774 893

Email address:  dylang (10)

2 Choose Lily or Dylan and complete the dialogue. A Hi, I’d like to join the Big Story Book Club, please.

A (3)

B Sure. I just need to ask you for some information. What’s your name?

A (4)

A (1) B Can you spell your surname, please? A (2) B Thank you. What’s your date of birth?

B What’s your address?

B And what’s your telephone number? A (5) B Have you got an email address? A (6)

3 Choose a club. Fill in your membership card

Club

and write a dialogue with your details.

Poetry Club

Name:

Science Fiction Club

Date of birth:

Ghost Story Club

Address: Telephone number: Email address:

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4

Unit 5

Story

1 Remember the story. Number the pictures in the right order. a

b

c

d

e

f

1 2 Read. Find and correct the two mistakes in each blog entry.

yachting

2nd November 2008 Hello! We’re Jan and Dave Griffith and this is our new blog! We love canoeing. We try to go sailing every weekend. Our cat, Sophie Tucker, comes with us. She loves the sea. 6th December 2008 I’m excited about the weekend. We’re going sailing off the coast of Florida. It’s so beautiful there. We’re going to sail for a few days and sleep on the yacht. 8th November 2008 What a terrible weekend! There was a bad storm. It was very frightening. Then something awful happened. A big wave came over the boat and Jan fell into the sea. Poor dog! We looked for her for four hours but the weather was very bad. We decided to continue our journey. I miss Sophie Tucker. I feel very sad that she’s gone. 3rd January 2009 Still no news about poor Sophie Tucker. We’ve asked everywhere. We put up posters in the ports and on the islands. We heard about a wild dog on St Bees Island. Some tourists saw it. I don’t think it’s our Sophie Tucker, though. The people said the dog was scared and unfriendly. It was thin and it took their food. 6th February 2009 The police on St Bees Island are going to catch the wild dog. It’s killed some cats and people are angry. The rangers asked us to go and look at it tomorrow. I don’t think it’s Sophie.

3 Imagine you are Jan or Dave. Write your blog for the end of the story. Use these questions to help you.

Where did Jan and Dave go to meet the rangers? Where was the dog when they saw her? Did they recognise the dog?

How did they feel when they saw the dog? How did the dog behave? What did they do next?

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1

Unit 5

Vocabulary and grammar 1

1 Read and complete with adventure sports. Which sport is not mentioned? Why? Adventure racing is a team sport for people who love excitement and adventure. A race lasts 2 to 3 days. Teams race non-stop (no sleep!) across lakes and mountains. There are different parts of the race: Travelling on water: c

a  n   o   e   i  n   g , r

Travelling in water: swimming, s Travelling on wheels: m s

 

 

 

 

 

 

   

 

   

     

 

   

   

 

 

 

 

 

 

d

 

 

 

 

b

 

 

 

 

or y

 

 

 

 

 

 

, rollerskating,

In the air: paragliding, hang gliding Up and down: m s

 

 

 

 

   

   

   

   

   

Using ropes: rock climbing, a

 

 

 

 

 

 

 

, skiing,

   

 

 

 

 

 

 

,b

 

 

 

 

j

 

 

 

 

 

The organisers like to plan surprises too. Never tried s           ? They might just ask you to jump out of a plane. The only thing that is against the rules is transport with a motor – that’s too easy!

2 Look, read and write sentences about an adventure race.

Lisa / want / try mountaineering

˘isa wanted to try mountaineering.

at the start / hope / win after two days / want / sleep

one day, Dave / ask / go canoeing with him

they / decide / continue

they / decide / do an adventure race

finally / manage / finish

their friend liam / help / train

3 Write about a challenge you’ve done. Use the ideas and the verbs to help you.



an exam   a race   a new sport or skill   a long walk a time when you were lost   a difficult decision

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tell  decide  manage  help  want hope  invite  learn  ask

2

Unit 5

Vocabulary and grammar 2

1 Look and write the words. Some equipment is for more than one sport. paddle  rope  flippers  parachute  harness  snorkel  goggles jumpsuit  lifejacket  seatbelt  oxygen tank  mask



oxygen tank

2 Look at the advert. Write the rules with have to, don’t have to, must and mustn’t. A

Come and dive with us!

A

No experience is necessary. Can you … swim 200 m? hold your breath for 1 minute? Are you … 10 years or older? healthy and fit? Equipment mask and snorkel, oxygen tank, flippers (You can wear a wetsuit if you want.) Rules Don’t touch the fish or sea animals! Don’t pick up shells or coral. Take all your rubbish home. Take your time and enjoy the experience! A

1 You / be / younger than 10 years old ¥ou mustn’t be younger than

10 years old.

2 You / be able to / swim 200m 3 you / wear a mask and snorkel 4 you / wear a wetsuit 5 you / touch the fish or sea animals 6 you / take your rubbish away with you 7 you / rush around

A

3 Read and write about karting.

Are you the next Sebastian Vettel? Come karting and find out!

◗  ◗  ◗  ◗ 

Are you … 10 or older? 1 m 40 or taller? Equipment: a helmet, goggles You can wear a jumpsuit if you want. Shoes essential – no sandals or flip flops allowed

Rules

seat belt! ◗  Always fasten your d legs in the kart. ◗  Keep your arms an karts. ◗  Don’t bump other t. go slowly if you wan ◗  Have fun! You can

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3

Unit 5

Functions

1 Order the letters. Write the activities. Monday

yacnhtig

Tuesday

0

Friday

bilianseg

yachting

kgainrt

Saturday

9

Wednesday

Sunday

Thursday

Notes

otunamin binkig

J

noecaing

snoarding

owb

Don’t forget your helmet!

2 Read and match. Anna 1 Whoopee! It’s the holidays!

a at the skate park!

Bob 2 Do you want to come

b to the skate park with me on Monday?

Anna 3 I’d like to, but I’m going

c I’ve got lots of exciting plans!

Bob 4 Oh. OK. Can you

d come on Saturday, then?

Anna 5 Sorry, I can’t. I’m

e I can meet you at 9.30?

Bob 6 I have to visit my Grandma

f mountain biking on Monday.

Anna 7 I’m free in the morning too.

g going canoeing on Saturday.

Bob 8 OK. See you

h on Thursday afternoon, but I’m free in the morning.

3 Choose and write six activities in your diary. Complete the dialogue for you. Monday Tuesday

A Whoopee! It’s the holidays! I’ve got lots of exciting plans!

Wednesday

B Do you want to play tennis with me on Tuesday?

Thursday

A

Friday Saturday Sunday Notes

B Oh. OK. Can you come on Friday, then? A B I have to go to my piano lesson on Wednesday morning, but I’m free in the afternoon. A B OK. See you at the tennis club!

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4

Unit 6

Story

1 Remember the story. Tick ✔ the objects mentioned in the text. Write how many objects the average person throws away. a

b

✔ f

c

d

e

23 g

h

i

j

2 Read and number the pictures in order. a

c

b

The WEEE Man weighs 3.3 tonnes. He is 7 m tall. Not everyone can make a WEEE Man at home. But we can all make a WEEE picture! 1 Look in magazines and find pictures of electric household items.

d

2 Cut out the items.

1 e

f

3 Look at the shapes. What looks like ears? What looks like teeth? 4 Decide what kind of WEEE picture you want to make, e.g. a WEEE animal or a WEEE car. Draw it. 5 Use glue to stick your items and make a WEEE picture.

g

h

6 Write what your picture is made of. 7 Show what the WEEE man project says about the environment. 8 Make a WEEE display.

3 Make a WEEE picture and write about it. 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

1

Unit 6

Vocabulary and grammar 1

1 Look and complete the schedule. Schedule 9:00 write my list

saw

9:15 sharpen the (1) 9

9:45 put the (2) the (3) mend the (4)

5 3

10:30 make tea

12 2

8

on

11:00 fix the (5)

11

12:00 find a new part for the (6) fix the (7) and buy some (8)

7 10

1:00 have lunch; go to the recycling centre

1

2:30 check the (9)

6

4:00 take Dave’s (10) tidy the (11) (12)

4

back and

5:00 finish work

2 Copy and complete the table with the verbs in the schedule in Activity 1. present

past simple

write

past participle

wrote

written

3 Write sentences. Compare with the schedule and use just with the verbs if necessary. 9:05 I

’ve just written

(write) my list.

10:30 (sharpen, put, mend)

1:05 (buy, have, go)

4:05 (check, take, tidy)

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2

Unit 6

Vocabulary and grammar 2

1 Read and choose the opposites. 1 I decided to restore an old chair which was dirty. First, I had to make it nice and clean / bumpy. 2 The chair had a spiky design on the back, which I didn’t like. I decided to make it round / shiny. 3 The decorations were a bit bumpy but I made them wide / flat again. 4 The armrests were dry / narrow and uncomfortable, so I put nice wide ones on. 5 The old paint was dark and dull / spiky so I chose shiny new paint. 6 I wanted to sit in my chair, but the paint was wet so I had to wait for it to be dry / dull.

2 Read and write who, which or where.

As good as new! Last week I was at the recycling centre (1) where we take all our paper and glass and I saw an old chair. It looked just like the one (2) my Granny used to have. I asked the man (3) works there if I could have it. He said the people (4) left it didn’t need it any more, so I should take it. I took it home and got out the tools (5) I got for my birthday. It was dirty and there were places (6) it was a bit broken. I asked my neighbour (7) is good at mending things for some help, and he told me what to do. Now it’s fixed, it’s as good as new! I’m going to put it on the balcony (8) Granny likes to sit in the sun!

3 Look, read and write the story.

1 find dirty old bike / shed / Grandad keeps his tools

2 paint bike / shiny paint / buy from the bike shop

3 replace old wheels / clean new wheels / Dad gave me

4 go for a ride / friend / likes old bikes

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3

Unit 6

Functions

1 Look, read and match the comments to the projects. a b

d

1

c 4

c

e

f

This tray is fantastic! You’ve worked hard.

2

I like your vase. Oh! Congratulations! You won first prize!

3

This is a great sculpture. It’s really fun. Good work!

I like your bowl. It’s very interesting. You’re very skilful!

5

I really like the penholder. Isn’t it neat?

6

I like this teacup. Isn’t the colour beautiful?

2 Complete the dialogue with sentences from Activity 1. Dad:

What a fantastic exhibition. Which one is yours?

Sister:

This one. You can put flowers in it.

Dad: (1) Sister:

What do you like, Mum?

Mum: (2) Brother: No one likes my dog. It’s dreadful. Dad:

No, it’s not. (3)

3 Write another dialogue. Use the other sentences from Activity 1. 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

4

Unit 7

Story

1 Remember the story. Number the sentences in order.   It’s very, very, very windy.   A hare ran behind some trees and I followed it.   I have put some branches on the floor and I have lit a candle.   I saw seals and a wolf.   Felix saw the smoke from my fire and came to rescue me.

1

  I’m going to travel to the Arctic tomorrow.   Now I am sitting on my rucksack in the snow all alone.   I woke up very early and lit a fire outside my snow shelter.

2 Read and tick ✔ the sentences that describe Uncle Tom’s trip. Change the other sentences to describe his trip. 1

3

5

2

Fly to Norway for an amazing adventure in the Arctic!

Come and see the wildlife – you’ll see parrots, snakes and monkeys!

Travel to the Arctic by train.

6

Groups of 9 people per tour – plus your friendly tour guide, Felix. 4

Stay in our cosy Polar Bear lodge

❄

❄

❄

Prepare for your trip:

read The Tropical Survival Guide

3 Discuss in pairs. 1 How did Uncle Tom feel when … ? a Felix disappeared c he finished his snow shelter 2

How did Felix feel when … ? a the snow buggy broke down b the storm started c he saw the smoke from Uncle Tom’s fire

3

In the story, what’s … ? a the most interesting part b the most exciting part c the scariest part

b his tent blew away d Felix came back

fl think ‹ncle †om was surprised when ƒelix disappeared. ý think ƒelix was cross when the snow buggy broke down.

4 Imagine that Felix didn’t come back the next day. What happened next? Write Uncle Tom’s diary.

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1

Unit 7

Vocabulary and grammar 1

1 Read and score out the adjectives which are wrong. 1 a crowded rural city 2 a snowy tropical jungle 3 a dangerous cosy forest

4 a noisy deserted market 5 a historic mountainous path 6 the freezing urban Arctic

2 Read and complete the quiz. Then answer for you.

Adventure Quiz! How adventurous are you? Do the quiz and find out! 1 Have you ever

been

(go) camping in the countryside? Do you think camping is … ? a  great fun   b OK   c  scary and awful

¥es, ý have.

2 Have you ever

(visit) a tropical jungle or a big forest? How would you like to experience the jungle? a  Sleeping in a camp.   b  Visiting in the day.   c  Watching on TV.

3 Have you ever

(get lost) in a crowded place? Do you think the city is … ? a  an exciting urban jungle   b  busy and fun   c  noisy and dangerous

4 Have you ever

(do) something that made you feel scared? What did you want to do afterwards? a  Do it again!   b  Tell my friends   c  Go home to my cosy bed.

5

(fly) in an aeroplane? Imagine it’s your first time flying. How do you feel? a  I want to be the pilot!   b  Excited and happy.   c  Nervous and scared. Your Answers Mostly a You’re a true adventurer! You think everything new is exciting and fun. You want to explore all kinds of places. Be careful. Prepare for your adventures and make sure you don’t do things that are dangerous.

Mostly b You like life to be interesting. Sometimes you feel nervous or scared, but you enjoy new experiences and you want to explore. Be sensible. Have fun, but if you think something is dangerous, don’t do it.

Mostly c You’re happy in your own space. You like things to be familiar and safe. It’s fine to be a bit nervous sometimes – but remember to try new things! Be brave! The world is full of opportunities.

3 Write about your experiences. Write about the things in the quiz, then write

three more sentences about adventurous things that you have/haven’t done.

ý’ve / ý’ve never been camping. 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

2

Unit 7

Vocabulary and grammar 2

1 Read and choose the answers.  appy Camping ✿ ✿H Dear Visitor, Thank you for your reservation. We ing you at (1) look forward to / run out of see tions for a the weekend! Here are some sugges happy camping trip: up your tent ✿ Make sure you (2) put out / put it’s dark! when you arrive. Don’t wait until your ✿ Bring enough food and water for / group. You don’t want to (3) run out put up. where you’re ✿ If you go hiking, tell someone going before you (4) set off / do up.

2 Read and complete the sentences about what Liam and his friends will do next weekend. Use the future tense. Saturday

1 They

9:00 – catch the bus opposite the library

2

10:30 – bus arrives at National Park 11:00 – make camp

✿H  appy Camping ✿

✿ Before you go to bed at night, (5 ) get on with / put out th e campfire. ✿ Keep out biting insects. (6) Set of f / Do up your tent at nigh t. ✿ Take turns to do jobs like cooking and washing up. You don’t want to (7) fall out with / run out of your friends! ✿ Be polite to yo ur neighbours. Ca mping is fun if we all (8) ge t on with / fall ou t with each other. ✿ Finally, (9) look forward to / look after your friends and make sure everyone is safe.

get on  not get back  get off  put out not cook lunch  make up  put up  set off

’ll get on the bus

at the National Park at 10:30.

3 When they arrive, they

12:30 – picnic lunch (bring sandwiches!)

4 They

1:30 – leave for short hike (4 hours)

5 At 1:30 they

6:30 – make campfire 7:30 – cook dinner

at 9 o’clock.

. – they’ll eat sandwiches. .

6 They

before 5:30.

8:30 – invent ghost stories

7 After dinner they

10:00 – bedtime (fire out!)

8 They

. before they go to bed.

3 Look and write sentences. 1 They’re best friends. (fall out) They won’t fall out. . 2 There isn’t enough cheese for everyone. (run out) They . 3 The weather forecast is good. (rain) It

.

4 Her sister is scared of ghost stories. (look after) She

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.

3

Unit 7

Functions

1 Read and complete.

skiing  adventure  camping  cycling  beach

Travel Do you want to try lots of different extreme sports? Come on our exciting (1) adventure holiday in Scotland! Try diving, mountain biking, mountaineering – and many more activities! Do you want to rest and relax in the sun? Try our (2) holiday in Spain! Swim in the sea! Try snorkelling!

This year, try something different! Book a (3) holiday and go away in winter! Come to France – the mountains are beautiful! Are you tired of all the noise and the traffic? Ireland is green and rural. Enjoy the peace and quiet of the countryside on one of our brilliant (4) holidays. You’ll sleep better in a tent! Are you an active, sporty person? Do you get bored just lying on the beach? Then a (5) holiday in Wales is for you. Get on your bike and have a fantastic time!

2 Read and number the sentences in order.

1

  Girl:

Oh no! Let’s go to Spain! I prefer swimming to cycling.

  Dad:

Me too! Can we go snorkelling? I like trying new things best.

  Mum: It’s the holidays soon. I’m going to book a holiday for us.   Mum: Look! Here’s the solution. Let’s book an adventure holiday and

we can do lots of different things.   Boy:

Ooooh great! Can we go to Wales? I like cycling best!

3 Write sentences. Then write a new dialogue for you. 1 city? / noisy / best Can we go to the

city? fl like noisy places best.

2 countryside / prefer / rural / urban Oh no! 3 island / deserted beaches / best Me too! 4 book / 10-day tour / visit lots of places Let’s 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

4

Unit 8

Story

1 Remember the story. Read and write where you can find the information: C (cartoon), N (newspaper) or B (both)?

∆ 

1 Millet flour can be used to make noodles. 

ƒact

  2 The farmers were happy because the harvest was good.    3 The oldest noodles in the world were found in 2005.    4 There was a big earthquake in Lajia 4,000 years ago.    5 After the earthquake, water covered the countryside.    6 The noodles the archaeologists found were longer than a ruler.    7 Li was greedy and he ate too many noodles.    8 Now we know that noodles come from China.    9 Li didn’t have time to take his noodles with him. 

2 Read the sentences again and write Fact or Fiction. 3 Read the encyclopedia article. Write the numbers of the missing facts from Activity 1.

Noodles History and origins (a)

3

Archaeologists were digging next to the

Yellow River in Lajia in China. (b)

Scientists

think that the earthquake made the river flood and the people had to run away. Someone dropped a bowl of noodles, and 4,000 years later, archaeologists found them. (c)

The noodles

were preserved in the mud. The discovery is exciting for Chinese people. (d) How noodles are made (e)

You make the flour into a paste and cut the long, thin noodles. (f)

The flour can

be made from different plants, for example, rice or wheat flour. Where do people eat them? Noodles are eaten all over Asia. They are a ‘staple food’ – that means that most people eat them a lot. Nowadays noodles have become popular all over the world.

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1

Unit 8

Vocabulary and grammar 1

1 Complete the shopping list.

1 a bottle of o i   l 2 a head of g         3 a bag of b     s           4 1 c            

5 2 packets of p 6 1 red p       7 4 fresh l     8 100 g of b    

 

 

 

 

 

     

s

 

 

 

2 Look, read and complete the recipe. Spicy Noodle Salad

100 g

noodles tablespoons oil red chillies spring onions prawns peppers cucumber

Chef A has got too many noodles. She hasn’t got enough chillies. She’s got too many spring onions. She hasn’t got enough cucumbers or enough peppers. Chef B hasn’t got enough oil. He’s got too many chillies. He hasn’t got enough prawns. He’s got too many peppers. Chef C hasn’t got enough noodles. She’s got too much oil. She hasn’t got enough spring onions. She’s got too many prawns and too many cucumbers.

3 Write about chef D.

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2

Unit 8

Vocabulary and grammar 2

1 Read and complete. Colour the flags. I’m from flndia . This is the flndian flag. It’s orange, white and green. The top is orange and the middle is white.

1

2 I’m from

. This is the red on the right. The middle is white.



3 I’m from

. This is the bottom. The middle is yellow.



4 I’m from

. This is the

flag. It’s blue on the left, and flag. It’s red at the top and flag. It’s red with five yellow

stars in the corner.

5 I’m from

. This is the and red on the right. The middle is white.



6 I’m from

. This is the

flag. It’s green on the left flag. It’s white at the top

and red at the bottom.

2 Read and complete the introduction. Then complete the instructions with the present simple passive.

This is a traditional P         recipe. It’s called pierogi. Pierogi can have many different fillings. They are delicious and many people in P         eat them on Christmas Eve. 1 Flour

is mixed

2 The dough

(mix) with warm water to make dough. (roll) flat.

3 The flat dough 4 The filling

(cut) into little circles. (put) in the middle and the dough

5 Many pierogi

(make) then they

6 The boiled pierogi

(fold). (boiled).

(fry) and served hot.

3 Write about the food. Spring rolls are a traditional C           dish. They can have many different fillings. People all over C       eat spring rolls at New Year. 1 dough / make / with flour and water

1 Ðough is made with flour and water. 2 dough / roll / very thin 3 flat dough / cut / into squares

4 5 6

filling / put / in the middle of the squares / dough fold over filled rolls / fry / in hot oil cooked spring rolls / serve hot with spicy sauce

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3

Unit 8

Functions

1 Write the words in the columns.



mushroom omelette  bread  vegetable curry and rice  green salad pea soup  pineapple juice  lemonade  fish and chips Starters

Main courses

Side dishes

Drinks

mushroom omelette 2 Make sentences and write them in the dialogue. 1 2 3 4 5

ready / Are / order / to / you starter / you / What / like / would / the / for like / please / pizza / I’d have / I / Can / please / some / bread juice / Can / please / a / I / apple / of / glass / have

Waiter: (1)

åre you ready to order?

Mr Bean: Yes, I am. Waiter: (2) Mr Bean: I’d like tomato soup, please. Waiter:

What would you like for the main course?

Mr Bean: (3) Waiter:

Anything else?

Mr Bean: (4) Waiter:

Yes, of course. What would you like to drink?

Mr Bean: (5)

3 Write a dialogue for you. What would you like for the starter?

What would you like for the main course?

Are you ready to order? Yes, of course. What would you like to drink?

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Anything else?

4

Unit 9

Story

1 Remember the play. Write the characters’ names.

Big Bad Wolf  Sleeping Beauty  Ugly Sisters  Elves  Queen  Goldilocks ✓ I should get the prize because fl’m more

1

2

✓ I should get the prize because

beautiful.

✗ She should not get the prize because she

oldilocks 3

✗ She should not get the prize because

made ∆aby ∆ear cry.

✓ I should get the prize because

4

✗ He should not get the prize because

5

✓ We should get the prize because

✓ I should get the prize because

✗ She should not get the prize because

6

✗ They should not get the prize because

✓ We should get the prize because

✗ They should not get the prize because

2 Read the play again. Complete the reasons for each character.



mean  hard-working  scary  beautiful  kind  helpful  clever  clumsy  friendly   cheerful  generous  sociable  energetic  lonely  poor  caring  selfish do nothing  eat Grandma  trick someone  always asleep  make Baby Bear cry  scare people

3 Imagine the prince wants to give another prize. Choose or make up a character and say why they should get this prize.

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Unit 9

Vocabulary and grammar 1

1 Look and complete the words. 1 c urtain 2 s 3 b 3

1

2

5

4 d

4 6

7

8

5 p 6 e 7 c

10 9 11

8 c 9 l

d

10 s 11 a 12

12 s

2 Read and complete the play review. You can use some words more than once.

t

at  to  about  with  of  for  in

Last night I went to see The BFG – it’s a play based on a book by the famous author Roald Dahl. I love the book so I was interested (1)

in

seeing the play.

It’s the story of Sophie, a little girl in England, who meets the BFG (Big Friendly Giant). He takes her from her room one night. At first, Sophie is scared (2) (3)

the giant, but he is friendly

her. The other giants are mean and scary. The BFG is angry (4)

and tired (5)

them

their bad behaviour. With Sophie’s help, he catches them and puts them in

a cage. I was excited (6) worried (7) (8) very good (9)

seeing the play, because it is one of my favourite stories! But I was it, too. What if the script wasn’t funny? Roald Dahl’s books are famous

their crazy characters and the fantastic pictures by Quentin Blake. But the cast was making the audience laugh. The director was very happy (10)

the reaction!

3 Write a review of a play that you have seen. Use the questions to help you. What is the name of the play? Who is it by? What is the story? How do the characters feel? How did the actors / audience feel before the play? Why? Is anyone famous for something special? How did the audience / cast / director / lighting designer feel after the play? 5 Teacher’s Resource CD-ROM © Oxford University Press  Photocopiable

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Unit 9

Vocabulary and grammar 2

1 Complete the theatre activities. 1 paint

your nails

7 test

2 put on

8 design

3 style

9 rehearse

4 tie

10 write

5 advertise

11 mend

6 dye

12 build

2 Read and choose the answers. Reporter: Can you tell me about how you prepare for the performance? What do you do first? Actor: Well, obviously, first the director (1) (writes the script / has the script written) and then I (2) (learn my lines / have my lines learned). Reporter: OK, great. What happens next? Actor: Well, then the whole cast get together and we (3) (have the show rehearsed / rehearse the show). Reporter: And what about backstage, just before the show? Does it take a long time to get ready? Actor: Yes! I play Simba, the Lion King. I spend hours with the make-up artists. I (4) (style my hair / have my hair styled) and the make-up artist (5) (puts on loads of make-up / has loads of make-up put on). I even went to the hairdresser to (6) (dye my hair / have my hair dyed) for this show. Reporter: Wow! Well, it looks great. I hope the show goes well! Actor:

Thank you!

3 Imagine you are doing a school show. Who does what? Write sentences. 1 2 3 4 5

our teacher / choose the play students / learn lines teacher / build sets / school handyman students / paint the scenery students / design costumes

6 7 8 9 10

students / make costumes / parents teacher / create sound effects / music teacher all cast and helpers / rehearse the show students / put on make-up / helpful mums audience / enjoy the show

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Unit 9

Functions

1 Look, read and match. 1 title

b

2 type of film 3 cast 4 certificate 5 length a 1h30 b Not Again! c PG d comedy e James Flipo, Harry Boyle and Danny the dog

2 Read and choose the answers. 1

Why don’t we watch a romantic film? a Oh, no! I don’t like scary films. b It’s a 12. We’re not allowed to watch it. c Yes, good idea. We all like funny films!

2 OK, then. Let’s watch this science fiction film. a OK, great. Look, it’s got a dog in it. b That’s good, but I’ve seen it. c No, thanks. I don’t really like films about the police.

3 Let’s choose a film that we haven’t seen before. a Good idea. Which ones are new? b This one is really old. It’s my favourite. c Yes, he’s cool. Is it a PG? 4 Well, how about this new comedy? It’s got James Flipo in it. a Oh, cool. He’s a great actor. b OK, great. What flavours have they got? c I don’t really like cartoons.

3 Complete the dialogue with appropriate answers from Activity 2. A Let’s watch this film. It’s a ghost story about Halloween. B (1) A Oh, OK then. How about this one? It’s about a detective in Miami. B (2) A Right. Well, what about this comedy? Do you like Freddie Lucas? B (3) A Yes, it is. So my little brother can watch it with us. Let’s get some ice cream, too.

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UNIT WORKSHEET NOTES AND ANSWERS

2 Who wrote the diaries? Write the names: Jilly, Betty or William.

• The children remember the Class Book story and identify who wrote the diary entries.

There are four worksheets per unit: • Story: story-based activities for use after Lesson 2 • Vocabulary and grammar 1: key language practice activities for use after Lesson 3 • Vocabulary and grammar 2: key language practice activities for use after Lesson 6 • Functions: functional language practice activities for use after Lesson 7 In addition, there are two worksheets for the Starter unit: key language practice activities for use after Lesson 2 and storybased activities for use after Lesson 4.

Starter Lessons 1 and 2 1 Read the penfriend messages. Match the texts to the pictures.

• The children read the penfriend messages and write the letter of the corresponding picture for each.

Answers

A  Betty  B  Jilly  C  William

3 Read and write T (true) or F (false). Correct the false sentences.

• Confirm the answers to Activity 2 before children do this activity. The children read the sentences and write T (true) or F (false) for each one. They look back at the diary entries and correct the false sentences orally. Answers

2  F – Betty flew over the sea and the mountains.  3  F – William’s brother thought the volcano was real.   4  T 5  F – William bought a funny picture of his brother. 6 T

4 Think about your summer holidays. Which was the best day? Write your diary for that day.

• The children decide which was their favourite day of the summer holidays and write a diary entry for that day. ANSWERS

Children’s own answers

Answers

1  c  2  a  3  b

2 Read and write the name: Dave, Leon or Aalia.

• The children read the sentences and write the name of the person in Activity 1 that they describe. Answers

2  Aalia  3  Dave  4  Dave  5  Leon  6  Aalia

3 Choose a penfriend and write a message. Write about yourself and your school. Draw a picture of yourself.

• The children choose a penfriend and write them a message, using the three messages in Activity 1 as models. Answers

Children’s own answers

Unit 1 Story 1 Remember the story poem. Read and write the missing bugs/animals.

• The children remember the Class Book story poem, or read it again if necessary. They read the playscript based on it and complete it with the missing bugs/animals. Answers

2  beetles  3  spiders  4  flies  5  bats  6  frogs  7  bees  8 ants

2 Look at the words in bold in the playscript. Circle the words that rhyme with them.

• The children identify the word in each speech which rhymes with the word in bold. Encourage them to say the words out loud to themselves and think about the sounds, not just look at the spelling. Answers

Starter Story

knows – clothes, wood – good, hairy – scary, how – now, cry – Fly, you – true, sting – thing, thin – in, know – grow, plants – ants, agreed – read

1 Read and write the verbs in the past simple.

3 Perform the play in groups.

• The children read the diary entries and complete them with the past simple form of the verbs supplied. Answers

A 2  arrived  3  flew  4  looked  5  went  6  wanted  7  ate  8 swam B 1  camped  2  was  3  had  4  ate  5  told  6  laughed  7 heard  8 remembered  9 wanted C 1  were  2  explored  3  liked  4  was  5  thought  6  rode  7 took  8 bought

• Cast:

Bee 1 Spider 1 Fly Beetle Bee 2 Spider 2 Worm 1 Ant Moth Centipede Worm 2 Narrator • The play has been set up for 12 children, so that each child has approximately one line, and the play could be performed for an audience without scripts. However, parts can easily be combined to make it work for smaller groups or in a stronger class, to give each child more to say.

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Unit 1 Vocabulary and grammar 1 1 Write the bugs. Use red for the nocturnal bugs.

• The children write the names of the bugs on the numbered labels, using red for the ones that are active at night.

2 Read and complete the words. Use the words to write sentences about what is in Mike’s garden.

• The children write in the missing vowels to complete the garden words.

• They use the words to write sentences using There’s/There isn’t/There are/There aren’t.

Answers

1  fly  2  grasshopper  3  ladybird  4  ant  5  worm 6 wasp  7  moth  8 mosquito  9 snail  10 spider 11 beetle  12 centipede (7–12 in red, to show they are nocturnal)

2 Look at Picture A. Read and complete the lab report. Use each verb twice.

• The children look at Picture A (daytime). They complete the report using the verbs in the box in the present simple or present continuous, as appropriate.

Answers

2  3  4  5  6  7 

There are some raspberries. There are some weeds. There’s a watering can. There’s a wheelbarrow. There isn’t a scarecrow. There isn’t a bird feeder.

3 Read and match.

• The children read and match the sentence halves to make zero conditional sentences.

Answers

2  fly  3  build  4  eat  5  jump  6  dig  7  make b  building  c  is eating  d  is jumping  e  is digging  f  are making  g  is sleeping

Answers

2  e  3  a  4  b  5  c

4 Write sentences. 3 Look at Picture B. Copy and complete the lab report.

• The children re-order the words to make zero conditional sentences giving advice to Mike about his garden.

• The children use Picture B and the report in Activity 2 to write a report about the nocturnal bugs. ANSWERS

Behaviour – any of the following: Beetles eat old wood. Snails eat leaves. Spiders make webs. Mosquitoes and moths fly around. Centipedes look for food/walk around. Ants sleep. Worms come to the surface. Observations – any of the following: There are two beetles. They are eating old wood. There’s a snail. It’s eating leaves. The spider is making a web. There are moths and mosquitoes. They’re flying around and looking for food. The centipede is looking for food/walking around. The ants are sleeping. There is a worm. It’s coming to the surface.

Answers

2  If tomatoes grow in the greenhouse, they make lots of fruit. 3  If theres a small area of weeds, hedgehogs and toads are happy. 4  If you have a scarecrow, birds stay away.

Unit 1 Functions 1 Complete the list. Match the words and pictures.

• The children read and complete the to do list. • They write the picture letter for each task. Answers

2  4  6  8 

pull up weeds h 3  water the tomatoes a pick the raspberries d 5  empty the wheelbarrow f make a scarecrow e 7  hang up the bird feeder g tidy the greenhouse c

2 Look at the pictures and write the excuses.

• The children look at the pictures and rearrange the words

Unit 1 Vocabulary and grammar 2 1 Write the words. Find the items in the picture and write the numbers.

• The children write the correct versions of the scrambled •

forms of flower parts. They find each item in the picture and write the number by the word.

Answers

b  roots 5  c  petals 2  d  pollen 1  e  stem 4

to make sentences giving an excuse. Answers

2  I’m sorry, I can’t. There aren’t any seeds. 3  I don’t think I can. The birds have eaten all the raspberries. 4  Sorry, I can’t. I’ve hurt my arm.

3 Use the pictures in Activity 1 and write minidialogues. Use the excuses from Activity 2.

• The children complete the mini dialogues using items from the to do list in Activity 1 and excuses from Activity 2.

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Answers

1  w  ater the tomatoes / I don’t think we need to. It’s raining. / tidy the greenhouse 2  empty the wheelbarrow / Sorry, I can’t. I’ve hurt my arm. / hang up the bird feeder

4 Use the other jobs and excuses to write two more mini-dialogues.

• The children use the remaining list items and excuses to write two more mini-dialogues in their notebooks. Answers

A  Can you pick the raspberries, please? B  I don’t think I can. The birds have eaten all the raspberries. A  Oh. Well, please can you make a scarecrow? B  Yes, of course! A  B  A  B 

Please can you plant the seeds? I’m sorry. I can’t. There aren’t any seeds. Oh. Well, please can you pull up the weeds? No problem.

Unit 2 Vocabulary and grammar 1 1 Read and write the type of programme for each person.

• The children read the sentences to decide which type of TV programme would be best for each person. They write the programmes. Answers

2  soap opera  3  weather  4  music programme  5  live sports  6  adverts  7  news  8  comedy show

2 Write the comparative or superlative forms. Then write the programme types.

• The children read and complete the sentences by choosing the correct adjective forms.

• They write the programme types in the gaps. Answers

Unit 2 Story

Lewie 2  more difficult  3  the most intelligent (quiz show) Carla 1  the most adventurous  2  the most terrifying  3  more educational (documentary) Sam 1  the most serious  2  The most interesting  3  the most delicious (cookery show) Hayley 1  more interesting  2  the most exciting  3  more beautiful (talent show)

1 Remember the story. Read the sentences and write T (true) or F (false).

3 What’s your favourite show? Make notes, then write about it.

• The children remember the Class Book story, or read it again if necessary. They read the sentences and write T (true) or F (false) for each one. Answers

2  F  3  T  4  T  5  F  6  T  7  F  8 T

2 Use the phrases to correct the false sentences in Activity 1.

• The children read the phrases and use them to correct the false sentences in Activity 1. Answers

1  2  5  7 

Nathan got Freddie for being such a good boy. It was a very windy day. A man used him to buy an ice cream. The thief heard the police on the way.

3 Read, cut out and order. Write the missing lines from Activity 2 in the correct places.

• The children read the Class Book story again if necessary,

•

then order the verses correctly. They can cut them out and rearrange them, or simply write the correct verse order on the sheet. They can work in pairs. The children write in the missing phrases (using the prompts supplied in Activity 2).

AnswerS

8, 4, 3, 7, 5, 1, 6, 2 a  the police on the way b  very windy day c  an ice cream d  For being such a good boy

• The children make notes about their favourite show, comparing it to other shows. They then write about it. ANSWERS

Children’s own answers

Unit 2 Vocabulary and grammar 2 1 Look, read and complete.

• Using the information in the table, the children complete the text with the words in the box. AnswerS

2  piggy bank  3  ten pound note  4  spends 5  penny  6  twenty pence piece  7  wallet 8  saves  9  notes  10  coins  11  money box

2 Read and identify the infinitives of purpose and adjective + infinitive structures in the text. Then answer the questions.

• The children read the text. They circle the infinitives •

of purpose and underline the adjective + infinitive structures. They answer the questions.

Answers

to help, to buy, to spend, to buy, to surprise, to get easy to save, good to see 1  She’s doing a survey to find out all about pocket money and household tasks. 2  They think it’s important to learn about saving.

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3  Yes, she is. She’s saving to buy a bike. 4  No, she doesn’t. She needs money to buy presents. 5  She does extra jobs in the house.

2 Read and complete the story. Choose and write a headline from Activity 1.

3 Write a message to Suzie about your household tasks, pocket money and savings. Use the questions in Activity 2 to help you.

• They look back at Activity 1 and choose the best headline

• The children write to Suzie, answering the questions in Activity 2 with their own details. ANSWERS

Children’s own answers

Unit 2 Functions 1 Look and complete the table.

• The children use the information in the picture to complete the table. Answers

2  USA  3  1983  4  20p  5  1968  6  10p  7  UK  8 2012

2 Match the questions and answers.

• The children match questions 1–5 with answers a–e to make a dialogue about the comics. Answers

2  e  3  a  4  d  5  b

3 Use the prompts and the completed dialogue in Activity 2 to write your own dialogue. Use the information on your favourite comic in Activity 1.

• The children use the prompts to write a new dialogue, using the dialogue in Activity 2 as a model. Answers

1  This is my comic collection. I’ve got 34 comics. 2  I save my pocket money to buy them. And sometimes people send me comics from other countries. 3  It’s from Japan. My Japanese penpal sent it to me. 4  This one is the oldest. It’s called Inspector Hound. It’s from 1972. 5  I like (Children’s own answers).

• The children complete the story using the words in the box. for the story. Answers

2  Greeks  3  ships  4  sailed  5  city  6  wood  7  party  8 war Headline: a We won! Let’s have a party!

3 Write a newspaper story for a Greek newspaper. Choose a headline. Include information to answer the questions.

• The children look at the headlines in the box and choose the best one for their story.

• They read the questions and find the answers in the story. • They use the answers to write a newspaper story about wooden horse, this time from the Greek perspective. Answers

The Greek army was outside Troy for ten years. The Greek general Odysseus had the idea to build the horse. The horse was made of wood and it was very beautiful. The soldiers left the horse outside the walls of Troy. They sailed away in their ships. There were 30 Greeks in the horse. They came out in the night and opened the gates of Troy. The Greek ships weren’t across the sea. They were on the coast near Troy. In the end the Greeks won the war. Headline: Our clever trick

Unit 3 Vocabulary and grammar 1 1 Look and write the words for the materials.

• The children look at the labels and unjumble the words, writing the materials that the clothes, etc., are made of. Answers

2  leather  3  bronze  4  wood  5  silver  6  wool  7  ivory  8 clay  9 iron  10 wax  11 gold  12 stone

2 Look and complete Ben’s description.

• The children read and complete the diary entry using the prompts supplied. Answers

Unit 3 Story 1 Remember the story. Read the headlines and number them in order. Is the newspaper Greek or Trojan?

• The children remember the Class Book story, or read it again if necessary. Then they read the newspaper headlines and number them in the order the events happened in the story. Answers

a  7  b  2  (c 1) d 5  e  4  f  6  g  3 The newspaper is Trojan.

2  isn’t made of linen  3  is/’s made of cotton  4  were made of leather  5  aren’t made of leather  6  are/’re made of plastic  7  was made of wood  8  is made of wood

3 Draw a costume for a Roman man or woman. Think about the materials you could use. Write about your costume.

• The children plan a costume, thinking about the different materials they could use. They write a paragraph about their costume, using the text in Activity 2 as a model. ANSWERS

Children’s own answers

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Unit 3 Vocabulary and grammar 2 1 Look, choose and write the words.

• The children look at the picture and complete the description by circling the correct option from the two given each time. Answers

2  fountain  3  mosaic tiles  4  stairs  5  first floor  6  balcony  7  pillars  8 study  9 heating  10 couches 11 mattresses

2 Read the text. Compare houses in Ancient Britain with the Roman villa. Underline what was different.

• The children look at the picture and read the text about the Ancient Britons. They find differences between the way the Britons lived and the way the Romans lived, underlining the details in the text. Answers

SUGGESTED ANSWER

Assistant:  Hello! Can I help you? Customer:  Yes. Do you sell fruit? Assisant:  Yes, we do! We’ve got apples, bananas and strawberries. Customer:  Oh. OK. Thank you. And have you got any snacks? Assistant:  Yes, we’ve got salads, chips and sandwiches. Customer:  What sort of sandwiches have you got? Assistant:  We’ve got tuna, ham and egg. Customer:  A banana and a ham sandwich, please. How much is that? Assistant:  Here you are. That’s £2.50.

Unit 4 Story 1 Remember the story. Cut out and order. Write the scene numbers.

• The children remember the Class Book story, or read it again if necessary. They read the jumbled scenes. Then they cut up the worksheet and order the scenes as they happen in the play. They write the correct scene numbers.

Underlined:  round houses, one room, fire in the middle, mattresses made of straw, mattresses on the floor, decorated their houses for festivals, didn’t have slaves

3 Write about how the Ancient Britons lived. Use used to and didn’t use to.

• The children use the prompts to write sentences about how the Ancient Britons lived before the Romans arrived. answers

2  3  4  5  6  7  8 

They used to live in small villages. They used to build big round houses. They didn’t use to have lots of rooms. They used to have warm houses. They used to sleep on straw mattresses. They didn’t use to make fountains and mosaics. They used to decorate their houses with flowers and branches.

Unit 3 Functions 1 Complete the shopping list.

• The children complete the shopping list using the words in the box. Answers

1  snack  2  ice cream  3  fruit  4  postcard

2 Look at the shopping list and the price list. Use the information to complete the dialogue.

• The children read the dialogue and complete it with information from the shopping list and the price list. Answers

2  mountains  3  biscuits  4  cakes  5  coffee  6  chocolate 7 castle  8  ice cream  9  £1.70

3 Choose other things from the shopping list/price list and write another dialogue.

• The children use the dialogue in Activity 2 as a model to write a new dialogue about things not mentioned in Activity 1 (fruit and snacks).

Answers

2  3  4  5  6 

At Scrooge’s house In Scrooge’s past Christmas now without Scrooge The graveyard Scrooge’s Christmas Day

2 Complete the play. Then perform in groups.

• The children write in the missing instructions for the actors, which describe how the characters feel.

• Prepare to perform the play. Discuss what the stage

•

directions mean, and what actors can do to show that they are feeling a certain way. Practise saying the lines that follow the stage directions to convey the appropriate feelings. The children perform the play in groups. In a weaker class, or a large group, assign the roles in each scene to a different group.

Answers

b  surprised  c  cold  d  mean  e  worried  f  miserable g scared

Unit 4 Vocabulary and grammar 1 1 Read and write the words. Find the word to answer the question.

• The children read the clues and complete the puzzle. • They find the hidden word (on the shaded squares) and use it to answer the question. Answers

2  intelligent  3  generous  4  miserable  5  worried  6  mean  7  sociable  8 cheerful  9 caring  10 energetic 11 lonely Missing word:  His personality.

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2 Look and write sentences with the past continuous and past simple.

• The children use the picture prompts to write sentences with the past continuous and past simple to describe the events from the story. Tiny Tim wasn’t sleeping when Bob Cratchit got home. The fire wasn’t burning when Mrs Cratchit finished work. Fred was dancing when Scrooge arrived at the party. Fred’s friends were singing when it started to snow. Scrooge was feeling lonely when he looked at his grave.

3 Write sentences using the prompts. Write two more sentences about the characters in A Christmas Carol.

• The children use the prompts to write sentences carrying •

1 Complete the the membership cards.

• The children complete the two membership cards with the information in the box. Answers

Answers

2  3  4  5  6 

• Unit 4 Functions

on the story. They use their own ideas to write two more sentences about the characters in the story.

ANSWERS

2  Scrooge was eating dinner when Marley visited him. 3  Bob was playing with Tiny Tim when Scrooge gave him the turkey. 4  Fred was decorating the tree when his friends arrived. 5 & 6  Children’s own answers

2  2003  3  AC2 1LU  4  634 291  5  lilysmith@  6  Green 7 23/4  8  3 King Street  9 (01238)  10 @ace.co.uk

2 Choose Lily or Dylan and complete the dialogue.

• The children choose Lily or Dylan and use the information from the completed membership card to complete the dialogue. Answers

1  Lily Smith / Dylan Green.  2  S-M-I-T-H / G-R-E-E-N. 3  08/2/2003 / 23/4/2004. 4  26 Station Road, Aceton AC2 1LU / 3 King Street, Aceton AC4 9NL. 5  (01238) 634 291 / (01238) 774 893. 6  [email protected] / [email protected]

3 Choose a club. Fill in your membership card and write a dialogue with your details.

• The children choose which of the three clubs they would •

Unit 4 Vocabulary and grammar 2 1 Read and write the type of book.

• The children identify each type of book.

like to join. They fill in the membership card with their details. They use their own personal information to write a dialogue about joining that club, following Activity 2 as a model.

Answers

Children’s own dialogues

Answers

2  craft book  3  atlas  4  manual  5  joke book  6  play 7  poetry book  8  graphic novel  9 annual

Unit 5 Story

2 Look at the story maze. Choose your favourite option each time and follow the path.

1 Remember the story. Number the pictures in the right order.

• The children choose one of the three story types, then move through the maze, choosing from the options offered at each stage. They highlight the details they choose.

3 Find out about your friend’s story. Write questions, then ask and answer in pairs.

• The children use the prompts to write questions, then use these to find out about their friend’s story. Encourage them to think up additional questions of their own. ANSWERS

2  3  4  6 

When did the story happen? Who did you choose as the main character? Where did he/she/it go?  5  Why did he/she/it go there? What did he/she/it see there?

4 Write your story. Describe what happened next.

• The children write their story, using the questions in Activity 3 and adding details of what happened next. Answers

Children’s own answers

• The children remember the Class Book story, or read it again if necessary. Then they look at the pictures and number them in the order the events occur in the story. Answers

a  3  b  6  c  4  d  2  (e  1)  f  5

2 Read. Find and correct the two mistakes in each blog entry.

• The children read the blog and identify the two mistakes in each entry. They correct them with information from the magazine story in the Class Book. Answers

2nd November:  We love canoeing (yachting), Our cat, Sophie Tucker (dog) 6th December (November):  off the coast of Florida (Queensland) 8th November:  Jan fell into the sea (Sophie Tucker), We looked for her for four hours (an hour) 3rd January:  Some tourists saw it (local people), it took their food (didn’t want to take) 6th February  The police on St Bees (wildlife rangers), It’s killed some cats (goats)

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3 Imagine you are Jan or Dave. Write your blog for the end of the story. Use these questions to help you.

• The children read the questions and find the answers in the story.

• They use the answers to write a blog about the day the Griffiths got their dog back. Answers

They went to the port. The dog was on the wildlife rangers’ boat. Yes, they did. They couldn’t believe it was Sophie Tucker. The dog was very excited. Children’s own answers

Unit 5 Vocabulary and grammar 1 1 Read and complete with adventure sports. Which sport is not mentioned? Why?

• The children read and complete the text with the •

adventure sports words from Class Book Lesson 1. Elicit which of the adventure sports is not mentioned in the text (karting) and ask why. (The rules of adventure racing say that motorised transport is not allowed.)

Answers

Travelling on water: rafting, yachting Travelling in water: scuba diving Travelling on wheels: mountain biking, skateboarding Up and down: mountaineering, snowboarding Using ropes: abseiling, bungee jumping; skydiving

2 Look, read and write sentences about an adventure race.

• The children look at the pictures and use the prompts to write sentences with the correct verb patterns (+ infinitive with to / + object + infinitive with to). Answers

One day, Dave asked her to go canoeing with him. They decided to do an adventure race. Their friend Liam helped them to train. At the start they hoped to win. After two days, they wanted to sleep! They decided to continue. Finally, they managed to finish.

3 Write about a challenge you’ve done. Use the ideas and the verbs to help you.

• The children write about a sports or other challenge they’ve done (or they can pretend to have done it), using the ideas and verbs supplied. Answers

Children’s own answers

Unit 5 Vocabulary and grammar 2 1 Look and write the words. Some equipment is for more than one sport.

• The children look and label the equipment pictured for each sport, using the words supplied.

Answers

Scuba diving:  flippers, mask, snorkel Skydiving:  goggles, jumpsuit, parachute, harness Rafting:  paddle, lifejacket Karting:  goggles, jumpsuit, seatbelt Abseiling:  rope, harness

2 Look at the advert. Write the rules with have to, don’t have to, must and mustn’t.

• The children use the information in the advert for scuba diving and the prompts supplied to make sentences with the appropriate modals of obligation. Answers

2  3  4  5  6  7 

You must/have to be able to swim 200m. You have to/must wear a mask and a snorkel. You don’t have to wear a wetsuit. You mustn’t touch the fish or sea animals. You have to/must take your rubbish away with you. You don’t have to rush around.

3 Read and write about karting.

• The children use the information in the karting advert to write sentences with modals of obligation. SUGGESTED ANSWERS

You have to/must be over 10 years old. You must/have to be 1m40 or taller. You must/have to wear a helmet and goggles. You don’t have to wear a jumpsuit. You must/have to wear shoes. You mustn’t wear sandals or flip flops. You must/have to fasten your seatbelt. You must/have to keep your arms and legs in the kart. You mustn’t bump other karts. You don’t have to go fast.

Unit 5 Functions 1 Order the letters. Write the activities.

• The children write the words for the scrambled forms of the sports. Answers

Tuesday karting Wednesday mountain biking Friday abseiling Saturday canoeing Sunday snowboarding

2 Read and match.

• The children match the sentence halves to make a dialogue. Answers

2  b  3  f  4  d  5  g  6  h  7  e  8 a

3 Choose and write six activities in your diary. Complete the dialogue for you.

• The children use adventure sports/ other activities to fill in •

the diary (leaving Wednesday free). When they have chosen their activities, they complete the dialogue with the relevant details.

Answers

Children’s own answers

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Unit 6 Story 1 Remember the story. Tick ✔ the objects mentioned in the text. Write how many objects the average person throws away.

• The children remember the Class Book newspaper story, •

or read it again if necessary. Then they tick the pictures of items that are part of the WEEE man sculpture. They write how many of each item the WEEE man has got.

Answers

Ticks by:  c (8), d (8), f (8), g (6), i (5)

2 Read and number the pictures in order.

3 Write sentences. Compare with the schedule and use just with the verbs if necessary.

• The children use the verb prompts to write sentences. They compare the times given here with the schedule, and use just for actions that have been completed very recently. ANSWERS

10:30 I sharpened the saw. I put the plug on the iron. I mended the kettle. 1:05 I bought some light switches and clothes pegs. I’ve just had lunch. I’ve just gone to the recycling centre. 4:05 I checked the toaster. I’ve just taken Dave’s drill back. I’ve just tidied the needles and thread.

• The children read the instructions for how to make a WEEE picture and number the pictures in the correct order. Answers

a  5  b  2  c  6  (d  1)  e  3  f  7  g 8  h 4

3 Make a WEEE picture and write about it.

• The children follow the instructions in Activity 2 to make a WEEE picture of their choice. They write about what it includes, and the message behind the WEEE art. Use the pictures to make a display for the classroom or the school notice board.

Unit 6 Vocabulary and grammar 2 1 Read and choose the opposites.

• The children read and complete the sentences by choosing the correct option from the two given each time. Answers

2  round  3  flat  4  narrow  5  dull  6  dry

2 Read and write who, which or where.

• The children read and complete the text with the

Unit 6 Vocabulary and grammar 1

appropriate relative pronouns. Answers

1 Look and complete the schedule.

• The children look at the picture and complete the schedule by writing the words for the numbered items. Answers

2  plug  3  iron  4  kettle  5  vacuum cleaner  6  fridge 7  light switches  8  clothes pegs  9 toaster  10 drill 11 needles  12 thread

2 Copy and complete the table with the verbs in the schedule in Activity 1.

• The children use the verbs in the schedule in Activity 1 to complete the table. Answers

present

past simple

past participle

write sharpen put mend make fix find buy have go check take tidy finish

wrote sharpened put mended made fixed found bought had went checked took tidied finished

written sharpened put mended made fixed found bought had gone checked taken tidied finished

2  which  3  who  4  who  5  which  6  where  7  who 8 where

3 Look, read and write the story.

• The children use the pictures and the prompts to write a story. ANSWERS

1  I found a dirty old bike in the shed where Grandad keeps his tools. 2  I painted the bike with shiny paint which I bought from the bike shop. 3  I replaced the old wheels with clean new wheels which Dad gave me. 4  I went for a ride with a friend who likes old bikes.

Unit 6 Functions 1 Look, read and match the comments to the projects.

• The children read the comments and find the items described, writing the letter of the corresponding picture each time. Answers

2  d  3  a  4  e  5  f  6  b

2 Complete the dialogue with sentences from Activity 1.

• The children read the dialogue and complete it with sentences from Activity 1.

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Answers

1  I like your vase. Oh! Congratulations! You won first prize! 2  I like this teacup. Isn’t the colour beautiful? 3  This is a great sculpture. It’s really fun. Good work!

3 Write another dialogue. Use the other sentences from Activity 1.

• The children use the other sentences from Activity 1 to write another dialogue.

Unit 7 Vocabulary and grammar 1 1 Read and score out the adjectives which are wrong.

• The children read the phrases and score out the incorrect adjective in each one. Answers

Scored-out: 2 snowy  3  cosy  4  deserted  5  historic 6 urban

SUGGESTED answer

Dad:  What a fantastic exhibition. Which one is yours? Sister:  This one. You can put fruit in it. Dad:  I like your bowl. It’s very interesting. You’re very skilful! Sister:  What do you like, Mum? Mum:  I really like the penholder. Isn’t it neat? Brother:  No one likes my tray. It’s dreadful. Dad:  No, it’s not. This tray is fantastic! You’ve worked hard.

Unit 7 Story 1 Remember the story. Number the sentences in order.

• The children remember the Class Book story, or read it again if necessary. They number the statements in the order they occur in the story. Answers

2 Read and complete the quiz. Then answer for you.

• The children work in pairs to complete and answer the

•

Answers

2  visited  3  got lost  4  done  5  Have you ever flown

3 Write about your experiences. Write about the things in the quiz, then write three more sentences about adventurous things that you have/haven’t done.

• The children write sentences about their own experiences using the present perfect. They start by writing about things in the quiz, then add three more sentences about other things they have or haven’t done.

5, 3, 6, 2, 8, (1,) 4, 7

2 Read and tick ✔ the sentences that describe Uncle Tom’s trip. Change the other sentences to describe his trip.

quiz. They read and complete the quiz questions, then write their own answers to them, using Yes, I have. or No, I haven’t. They assess their answers and find out how adventurous they are. Have a show of hands for each category.

ANSWERS

Children’s own answers

• The children read the sentences and tick the ones that •

match the details mentioned in Uncle Tom’s diary. They change the sentences that don’t match so that they describe the holiday Uncle Tom went on.

Unit 7 Vocabulary and grammar 2 1 Read and choose the answers.

Answers

Tick by: 2, 4 Changes: 1  Fly to Canada for an amazing adventure in the Arctic. 3  Come and see the wildlife – you’ll see seals, wolves and Arctic hares. 5  Travel to the Arctic by helicopter. 7  Prepare for your trip: read The Arctic Survival Guide

3 Discuss in pairs.

• The children discuss answers to the questions in pairs. Answers

Children’s own answers

4 Imagine that Felix didn’t come back the next day. What happened next? Write Uncle Tom’s diary.

• The children write Uncle Tom’s diary entry on what happened next day, imagining Felix didn’t come back to find him. Answers

Children’s own answers

• The children read and complete the letter by circling the correct option from the two given each time. Answers

2  put up  3  run out  4  set off  5  put out  6  Do up  7  fall out with  8  get on with  9  look after

2 Read and complete the sentences about what Liam and his friends will do next weekend. Use the future tense

• The children use the schedule to complete the sentences with the future tense of the verbs in the box. Answers

2  3  4  5  6  7  8 

will/’ll get off the bus will/’ll put up the tents won’t cook lunch will/’ll set off for a short hike won’t get back to the camp will/’ll make up ghost stories will/’ll put out the fire

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3 Look and write sentences.

• The children use the pictures to write sentences about the camping trip.

3 Read the encyclopedia article. Write the numbers of the missing facts from Activity 1.

• The children read and complete the text by adding the numbers of the missing facts from the sentences in Activity 1 in each box.

ANSWERS

2  They will run out.  3  It won’t rain.  4  She will look after her.

Answers

b  4  c  5  d  8  e  1  f  6

Unit 7 Functions

Unit 8 Vocabulary and grammar 1

1 Read and complete.

1 Complete the shopping list.

• The children read and complete the adverts with the words in the box. Answers

2  beach  3  skiing  4  camping  5  cycling

2 Read and number the sentences in order.

• The children read the sentences and number them in order to make a dialogue about choosing a holiday.

• The children complete the shopping list with the food words from Class Book Lesson 1. Answers

2  garlic  3  bean sprouts  4  cucumber  5  peanuts  6  pepper  7  limes  8  brown sugar

2 Look, read and complete the recipe.

• The children use the information in the pictures and in the descriptions to complete the recipe. If necessary, read the first one together and talk through the logic so that the children can see how to solve the puzzle.

Answers

3, 4, 5, (1,) 2

3 Write sentences. Then write a new dialogue for you.

• The children use the prompts to write sentences. • They use the framework in Activity 2 to write their own dialogue. Answers

2  O  h no! Let’s go to the countryside. I prefer rural places to urban places. 3  Me too! Can we go to an island? I like deserted beaches best. 4  Let’s book a 10-day tour and we can visit lots of places. Dialogue:  Children’s own answers

Answers

3 tablespoons oil, 2 red chillies, 4 spring onions, 10 prawns, 2 peppers, 1 cucumber

3 Write about chef D.

• The children use the ingredients pictured and the information in the completed recipe to write sentences using too much, too many and (not) enough about chef D. ANSWERS

Chef D has got too many noodles. He’s got too much oil. He’s got enough chillies. He hasn’t got enough spring onions. He’s got enough prawns. He’s got enough cucumbers and peppers.

Unit 8 Story

Unit 8 Vocabulary and grammar 2

1 Remember the story. Read and write where you can find the information: C (cartoon), N (newspaper) or B (both)?

1 Read and complete. Colour the flags.

• The children remember the Class Book story, or read it again if necessary. Then they read the sentences and decide whether the information in them can be found in the cartoon or the newspaper or in both, writing C, N or B as appropriate. Answers

2  C  3  N  4  B  5  C  6  N  7  C  8 N  9 C

2 Read the sentences again and write Fact or Fiction.

• The children read the sentences in Activity 1 again and label each Fact or Fiction. Answers

2  Fiction  3  Fact  4  Fact  5  Fact  6  Fact  7  Fiction 8 Fact  9 Fiction

• The children read and complete the descriptions. • They colour in the flags. Answers

2  France, French  3  Spain, Spanish  4  China, Chinese  5  Italy, Italian  6  Poland, Polish

2 Read and complete the introduction. Then complete the instructions with the present simple passive.

• The children look at the recipe and write in the nationality •

and country words. They read and complete the instructions with the present simple passive.

Answers

Polish, Poland 2  is rolled  3  is cut  4  is put, is folded  5  are made, are boiled  6  are fried

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3 Write about the food.

• The children use the prompts to write instructions for how to make spring rolls. ANSWERS

Chinese, China 2  The dough is rolled very thin. 3  The flat dough is cut into squares. 4  The filling is put in the middle of the squares and the dough is folded over. 5  The filled rolls are fried in hot oil. 6  The cooked spring rolls are served hot with spicy sauce.

Answers

Children’s own answers

3 Imagine the prince wants to give another prize. Choose or make up a character and say why you should get this prize.

• In groups of six, each child plays a character and presents

•

their case on why they should win the prince’s prize. At the end of the discussion, the group votes, choosing the person who put forward the strongest argument. You could turn it into a class discussion, with all the character groups having a chance to present their arguments, and a class vote to decide which character wins.

Unit 8 Functions 1 Write the words in the columns.

• The children categorise the food items, writing them in the correct column. Answers

Starters:  pea soup Main courses:  vegetable curry and rice, fish and chips Side dishes:  bread, green salad Drinks:  pineapple juice, lemonade

2 Make sentences and write them in the dialogue.

• The children order the sentences correctly and write them in the correct place in the dialogue.

1 Look and complete the words.

• The children complete the labels for the theatre words pictured. Answers

2  scenery  3  backstage  4  director  5  prop  6  lines  7  cast  8 costume 9  lighting designer  10 stage 11 audience  12  sound technician

2 Read and complete the play review. You can use some words more than once.

• The children read the play review and complete the text

Answers

2  3  4  5 

Unit 9 Vocabulary and grammar 1

What would you like for the starter? I’d like pizza, please. Can I have some bread, please? Can I have a glass of apple juice, please?

3 Write a dialogue for you.

• The children write their own dialogue, using the question prompts and adapting their answers to Activity 2 to feature different food and drink items. Answers

Children’s own answers

with the prepositions from the box. Answers

2  of  3  to  4  with  5  of  6  about  7  about  8 for 9 at  10 with

3 Write a review of a play that you have seen. Use the questions to help you.

• The children write a play review using the questions supplied to help them structure it. ANSWERS

Children’s own reviews

Unit 9 Story

Unit 9 Vocabulary and grammar 2

1 Remember the play. Write the characters’ names.

1 Complete the theatre activities.

• The children remember the Class Book story, or read it again if necessary. They label the people pictured, using the words in the box. Answers

2  Queen  3  Big Bad Wolf  4  Sleeping Beauty  5  Ugly Sisters  6  Elves

2 Read the play again. Complete the reasons for each character.

• The children read the play again and complete the reasons why each character should and shouldn’t get the prize, using the words in the boxes.

• The children complete the phrases for theatre activities. ANSWERS

2 put on make-up  3 style your hair  4 tie your shoelaces  5 advertise the show  6 dye your hair  7 test the sound 8  design the programmes  9 rehearse the show 10  write the script  11  mend the costumes  12  build the set

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2 Read and choose the answers.

• The children read and complete the interview by circling the correct option from the two given each time. Answers

2  3  4  5  6 

learn my lines  rehearse the show  have my hair styled  puts on loads of make-up  have my hair dyed

3 Imagine you are doing a school show. Who does what? Write sentences.

• The children use the prompts to write sentences about who does what at a school show. ANSWERS

 2  The students learn their lines.  3  The teacher has sets built by the school handyman.  4  The students paint the scenery.  5  The students design costumes.   6  The students have the costumes made by their parents.   7  The teacher has sound effects created by the music teacher.   8  All the cast and helpers rehearse the show.   9  The students have their make-up put on by helpful mums. 10  The audience enjoy the show.

Unit 9 Functions 1 Look, read and match.

• The children use the information in the picture, writing the letter of the correct detail for each category listed. AnswerS

2  d  3  e  4  c  5  a

2 Read and choose the answers.

• The children read the sentences and circle the most logical responses to make a dialogue. Answers

1  b  2  b  3  a  4  a

3 Complete the dialogue with appropriate answers from Activity 2.

• The children read and complete the dialogue using the answer options in Activity 2. Answers

1  Oh no! I don’t like scary films. 2  No, thanks. I don’t really like films about the police. 3  Yes, he’s cool. Is it a PG?

4 Write another dialogue. Use real films.

• The children choose real films that they are familiar with, and write a dialogue based on the one in Activity 2 or Activity 3. Answers

Children’s own answers

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