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.
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
1
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.
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
2
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.
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
3
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
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
4
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.
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
5
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)
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
6
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
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
7
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.
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
8
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
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
9
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
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
10
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
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
11
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
5 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
12
