24 24 Y oung A chievers 5 Contents Lesson 1 L L L e es ss so on n n 1 1 1 C C C C C C C C C C C C C C Co o o o o o o o o o on n n n n n n n n n n n n nt t t t t t t t t t t t t t te e e e e e e e e e e e en n n n n n n n n n n n n nt t t t t t t t t t t t t ts s s s s s s s s s s s s Y oung A chievers 5 Contents Unit Vocabulary Grammar 0 Welcome! Jobs Question words Countries and cities Food Planets Ability: can, can’t, could, couldn’t Advice: should, shouldn’t Present simple and continuous Past simple and continuous Present perfect 1 Rome Ancient Rome: aqueduct, arch, architect, ceiling, chariot, civilisation, Colosseum, democracy, dome, emperor, founding, Latin, legend, gladiator, pipe, race, Remus, Romulus, she-wolf, stadium Sequencers: Question words: how, what, when, where, who, why Past simple with after and before Interrupted past with while and when Past simple Wh- questions: who, that, where 2 Wild weather Weather: chase, fog, freeze, frost, icy, lightning, shelter, thunder, thunderstorm, tornado, visibility Word formation: rain, rainy, raining Planets Obligation, lack of obligation and prohibition: must, mustn’t, not have to Speculation: might, may, could Future plans with going to Language fun! Units 0-2 3 Space travel! Space: astronaut, diameter, Earth, gravity, Jupiter, Mars, Mercury, meteor, Moon, Neptune, Saturn, spaceship, stars, Sun, Venus Large numbers: seven hundred and seventy-eight million Predictions with will, won’t and might Future plans with will and going to Present continuous for arrangements Punctuation 4 We can do it! Experiences: ride, visit, watch, win Adjectives: aggressive, annoyed, bored, calm, energetic, excited, happy, proud, sad Types of music: blues, classical, country, hip-hop, jazz, rock The circus: clown, juggle, make-up, stilts, swing, tightrope, trapeze, unicycle Present perfect and past simple Present perfect with since and for Present perfect with already, yet and just 5 Super cities Large numbers Countries and cities Buildings: height, length, location, storey Adjectives: bad, beautiful, cheap, clean, cold, expensive, fast, good, high, large, noisy, old, polluted, quiet, short, spectacular, strong, tall Comparatives and superlatives enough, a little, a few, a lot of, many, much There is / There are Language fun! Units 0-5 6 Cool technology! Adjectives: big, ecological, expensive, heavy, hot, noisy, portable, tall, useful, wide Technology and inventions: air balloon, Internet, keyboard, mobile phone, paper, radio, recycling, robot, satellite, steam train, toothbrush, underground, wheel Sequencers: Questions with How + adjectives Present and past passive 7 Time detectives Archaeology: bone, CAT scan, cave, chemistry, DNA, drawings, paintings, palace, ruins, site, treasure, X-rays Egyptology: curse, hieroglyphic, mummy, pharaoh, tomb Zero conditional First conditional 8 Telling tales Myths, legends and fairy tales: beast, beauty, character, chariot, Cinderella, clever, creation, dove, dwarf, Emperor, fairy, helmet, monster, race, Snow White, thieves, trick, UFO, vampire, werewolf, Wicked Queen, wings Gods and goddesses of Ancient Rome and Greece: Apollo, Deucalion, Jupiter, Mercury, Minerva, Pyrrha, Venus, Zeus Reported speech with say Reported commands with tell Language fun! Units 0-8 Achieve more! Units 1-8 Listening Speaking Reading Writing Comparatives and superlatives Predictions: will, won’t Obligation: must, mustn’t -body, -thing, -where
Transcript
2424
Young Achievers 5Contents
Lesson 1LLLeessssoonnn 111
CCCCCCCCCCCCCCCooooooooooonnnnnnnnnnnnnnttttttttttttttteeeeeeeeeeeeennnnnnnnnnnnnnttttttttttttttsssssssssssss Young Achievers 5Contents
Unit Vocabulary Grammar
0Welcome!
JobsQuestion wordsCountries and citiesFoodPlanets
Ability: can, can’t, could, couldn’tAdvice: should, shouldn’tPresent simple and continuousPast simple and continuousPresent perfect
Asking and answering about the holidaysDescribing what people were doing in the pastAsking and answering about experiences: Have you visited another country? Where did you go?Making comparisonsMaking predictions and agreeing or disagreeing with them
Telling stories: I was sitting in the stadium when I fell asleep. Then...Writing a tourist pamphlet for your town or cityWriting a report about a special trip, excursion, visit or weekend
ie / ei CLIL: Roman civilisation
Michelangelo
Talking about safety measures: You have to use lots of sun cream! And you must wear sunglasses! You mustn’t stand still for a long time.Talking about future plans: What are you going to do tomorrow morning? I’m not sure. I might get up late.
l / ll CLIL: Volcanoes
The wettest place on Earth
Making predictions: They will radio for help. They won’t run. They might stand still and wait.Making plans: I’m going to India in the summer. I won’t go to the party tonight. I’ll help you with your homework.Making arrangements: What are you doing on Saturday afternoon? I’m watching the Robot Races. Me too! We can go there together.Writing a postcard
r / rr CLIL: The Bedouin people
Space tourism
Talking about experiences: Have you ever acted in a play? What play did you act in? I’ve already won a chess game. I haven’t written a novel yet. I have just learnt to juggle balls.Expressing the duration of experiences: I’ve played the piano since 2007. I’ve had my MP3 player for eight months.
oy / oi CLIL: Classical music: Changing lives
Surviving at sea
Making comparisons and agreeing or disagreeing with them: The Great Wall of China is the oldest structure. I think that The Great Wall of China is more spectacular than Burj Khalifa.Describing problems about a place and suggesting solutions: There’s too much rubbish in our neighbourhood. There should be more rubbish bins in the streets.
eer / ear / ier / ere CLIL: The history of cities
Super cities of the future
Asking about the characteristics of an object: How heavy is it?Describing passive events and processes in the present and the past: Then air
s / z CLIL: Nikola Tesla
Recycling
Talking about general truths or facts: When they dig, they don’t do it quickly.What will happen if you go
to bed late? I won’t wake up in the morning.Making a tourist brochure
s / ss / ce / z / zz CLIL: The mystery of the Tollund man
The Rosetta Stone
Inventing a mythological god or goddess: She said she was the goddess of peace.Giving and reporting commands: David told me to say the alphabet backwards.
Writing a fairy taleInventing a modern myth
im / in CLIL: Myths: Explaining our world
Modern-day myths and legends
Interactive practice Grammar presentation
Audiovisual material
Children practise listening, writing and reading concepts for measurements.
Children need to listen very carefully paying attention because they have to look for specific information.
To become fluent in mathematics children need to do varied and frequent practice with increasingly complex difficulties.
Continuous assessment
Ask them if they know other facts about Jupiter.
Encourage children to listen in silence and concentrate.
Check the spelling of numbers.
Key competence
MST
MST
MST
LC
DC
Space travel!3Unit
Lesson 1
Twelve thousand, seven hundred
and !fty-six.
Seven hundred and seventy-eight
million.
Grammar
36 practiceMorepracticeMore
1 Look, read and complete the fact !les.
2 1.25 Listen and check your answers.
3 Write out the numbers.
Distance from the Sun: 152,000,000 km
Number of moons: 1
Length of a year: days
Size (diameter): 12,756 km
Average surface temperature: °C
Temperature at core: 4,500°C
Maximum wind speed: 408 kph
Biggest hurricane: 960 km wide
Distance from the Sun: km
Number of moons:
Length of a year: days
Size (diameter): km
Average surface temperature: –150°C
Temperature at core: °C
Maximum wind speed: 620 kph
Biggest hurricane: km wide
22 63 365 4,331 20,000 24,780 142,000 778,000,000
Venus facts
Distance from the Sun: (108,200,000)
km
Size (diameter): (12,104)
km
Length of a year: (225)
days
Saturn facts
Distance from the Sun: (1,514,500,000)
km
Size (diameter): (120,540)
km
Length of a year: (10,759)
days
514488 _ 0036-0047.indd 36 28/01/14 08:14
LC
MST
110
Lesson 1Unit 3
MaterialsTeacher’s i-book
Student’s Book 5 CD 1
Poster Unit 3
WarmerWrite the title of the unit on the board: Space travel! Children close their eyes and imagine what life would be like in outer space. Ask children questions to prompt their imagination: What can you see? What can you hear? Can you smell anything? What colours can you see?
Lead-inDisplay the unit 3 Poster (or open the i-poster on the Teacher’s i-book). Elicit what children know about the solar system by asking questions: How many planets are there? What are their names? Write the following on the board:reath (Earth) turnsa (Saturn)sunev (Venus) iertpuj (Jupiter)In pairs, children race to unscramble the planets using the poster for guidance. Drill the words both chorally and individually paying particular attention to stress.
1Children look, read and complete the fact !les.
Values: Talk to children about the benefits of exploring the unknown and stress that exploration is fun and
Skills objectives
ListeningIdentify target language in order to check answers
ReadingDemonstrate comprehension by completing a gap fill
WritingCopy and write the target language
Complete an open cloze
Write out large numbers in word form
exciting and that learning things about the world we live in is an essential part of one’s development.
i-book Open the i-story on the Teacher’s i-book by touching the first picture. Read and listen to the story with the children.
2 1.25 Children listen and check their answers.
AnswersEarth facts: Length of year: 365; Average surface temperature: 22 Jupiter facts: Distance from the Sun: 778,000,000; Number of moons: 63; Length of a year: 4,331; Size: 142
Optional extra: Cover the answers using the shade in Richmond i-tools and ask the children to answer the questions. Remove the shade and play to check their answers.
Visual grammar presentation
i-book Touch + to open the extra Grammar activity. Children listen and choose the correct large numbers. Play the audio for each number several times. If children find the activity too difficult, ask for volunteers to write the complete words beside each number using the Richmond i-tools.
3 Children write out the numbers.
AnswersVenus facts: Distance from the Sun: One hundred and eight million, two hundred thousand. Size: Twelve thousand, one hundred and four. Length of a year: Two hundred and twenty-five.Saturn facts: Distance from the Sun: One thousand, five hundred and fourteen million, five hundred thousand. Size: One hundred and twenty thousand, five hundred and forty. Length of a year: Ten thousand, seven hundred and fifty-nine.
Wrap up
Divide children into five teams and have them stand in lines at the board. Read a number from the lesson aloud, reading longer numbers twice if necessary, while the children at the front of each line race to write the number on the board: 20,000. The first child to write the number correctly wins a point. Repeat
procedure until every child has had a turn.
Children play a fun game matching the questions with
the answers to consolidate their solar system knowledge.
Attention to diversitySome language items in the lesson, such as large numbers, may require a lot of drilling, repetition and recycling at various points in the lesson in order to aid assimilation.
Initial evaluationDivide children in groups of three. They take turns reading a number from activities 1 and 3 for the others to identify what it describes: (C1) One! (C2) The number of moons on Earth!
At home
Activity Book 5 page 36
111
Children learn about the natural world by listening information about the planets and the solar system.
Children acquire an understanding of grammar, vocabulary and linguistic conventions for reading, writing and spoken language.
Guessing is very important in language learning because it involves making predictions and hypotheses.
Continuous assessment
Ask them questions about the planets.
Be sure they use the correct word to make predictions.
Monitor the interaction and check the predictions.
Key competence
LC
LC
MST
MST
LL
LL
DC
Lesson 2Unit 3
1 1.26 Listen and write.
2 Read and circle your predictions.
3 Predict how the story ends.
1. They will / might / won’t land on the planet.
2. They will / might / won’t radio for help.
3. They will / might / won’t run.
4. They will / might / won’t stand still and wait.
37
✔ = will ? = might ✘ = won’t
Sun Moon Saturn Neptune Jupiter
stars Venus Mars Mercury Earth
practiceMorepracticeMore
Dylan, Emma and Luke are flying through
space in a small spaceship when they fly
into a meteor shower. Fortunately, they
survive, but now their ship is damaged. They
can’t see the Sun or Earth but they can see
another strange planet nearby.
What will they do next?
They decide to land on the planet. They walk around
for an hour, and then Dylan says, ‘Wait! I heard
a noise. Listen! There it is again!’ ‘Oh no,’
whispers Luke. ‘It sounds like a space lizard.’
Then suddenly they see an animal walking towards
them. Luke was right. It’s a space lizard! What
will they do next?
They will land on the planet. They won’t
make a noise. They might run away.
Grammar
514488 _ 0036-0047.indd 37 28/01/14 08:14
112
i-book Open the i-poster. Children read the words and drag them to the correct place. Use the Answers button to show the correct answers and compare them with the children’s answers.
Optional extra: Children compare in pairs before general feedback as a group. Focus their attention on the Grammar box and elicit when we use might: to make speculations and show that something is possible in the future. Point out that might doesn’t change to show agreement with the subject: He might run away. They might run away.
Visual grammar presentation
3 Children predict how the story ends.
Wrap upTell children that they are going on a camping trip… in space! Elicit things which may be useful and write suggestions on the board. Board at least ten suggestions. Explain to children that they can only take eight items. In pairs, children work together and decide on the most important things.
i-book Use the Vocabulary Game Generator to review the key vocabulary covered in the lesson. See page 22 for games instructions and ideas.
Children take a quiz choosing the correct words to
complete the sentences which will help them consolidate the learning points of the lesson.
Lesson 2Unit 3
WarmerHand out the word cards, five per child. In pairs, children take turns dictating the numbers for their partner to write in numeric form.
Lead-inDisplay the following unit 3 Flashcards (or open the i-flashcards on the Teacher’s i-book) on the board and drill the words chorally and individually: Earth, Jupiter, Mars, Mercury, meteor, Moon, Neptune, Saturn, stars, Sun, Venus. Remove the flashcards one by one. Point to where they were and children continue the drill as if they were still there.
ListeningIdentify target structures and match them to the correct image
ReadingDemonstrate understanding by circling the correct answer
MaterialsTeacher’s i-book
Student’s Book 5 CD 1
Flashcards Unit 3
Word cards (225/365/4,331/12, 104/20,000/24, 780/120, 540/142,000/778,000,000/ 108,200,000)Poster paper
Coloured card
Colours
Magazines
Books
The Internet
Attention to diversityWeaker learners may find the meaning of will/might difficult to assimilate and later produce. Allow for plenty of consolidation work and pair stronger learners with weaker ones to facilitate peer teaching. Allow children individual time to prepare their stories in activity 3 if necessary.
Continuous assessment
Hand out poster paper, coloured card and colours to each child. Children design their planet poster, adding illustrations and facts about their favourite planet. Bring in magazines and books and allow children to use them to research their topic. In small groups, children present their posters. Display children’s work on the bulletin board.
At homeActivity Book 5 page 37
113
Children use an analysis tool to organise and better understand and remember the information.
Once children are familiar with a grammatical structure they should be encouraged to apply and practise this concept.
Continuous assessment
Ask children which plans (sentences) are in each colour classification.
Be sure they understand and use the grammar points by listening to their conversations.
Key competence
LC
LC
LL
LL
DC
38
Colour the organised, decided plans in green. Colour the unknown or possible plans in red.
Colour the last-minute plans in blue.
I think I’ll stay at home.
I’m going to do my project.
I’ll help you.
Grammar
Lesson 3
practiceMorepracticeMore
Unit 3
1 Read and colour.
2 Talk about your future plans with a classmate.
514488 _ 0036-0047.indd 38 28/01/14 08:14
114
Lesson 3
WarmerWrite on the board: What are your plans for the summer? Invite children to ask you about your plans and use modals will and might when answering. In pairs, have children ask and answer questions, using the target structures to predict future plans: I might go to the countryside. Change pairs and have children report their findings to their new partner: Mark might go to the beach!
Lead-inRefer children to the Grammar box and read the examples aloud. Tell children that going to and will are used to talk about future plans. Write definite and possible on the board. Elicit which example describes a definite plan: I’m going to do my project. Remind children that be going to changes to show agreement with the subject. Write the following sentence stems on the board: have a shower, clean my room, do my homework, have dinner with my family, go to the park, watch TV, wash the dishes and play with my friends. In pairs, children discuss their plans for tomorrow using the target structures and the information on the board: I’m going to do my homework. I think I’ll watch TV.
1 Children read and colour.AnswersOrganised/green: I’m going on holiday to Greece next year. I’m going to a party next weekend. I’m going to India in the summer. I’m not going to come to school next week. Unknown/red: I’ll help you with your project
if you want. I think I’ll have three children when I’m older. I think I’ll visit my grandma on Sunday. Last-minute/blue: I’ve got lots of homework, so I won’t watch any television tonight.
Optional extra: Write: I’m going to India in the summer on the board. Explain to children that going to is usually produced in a shortened form in rapid speech. Drill the exponent both chorally and individually.
2 Children talk about their future plans with a classmate.AnswersChild’s own answers
Optional extra: Invite volunteers to the front of the class to role play their discussion.
Visual grammar presentation
i-book Touch + to open the extra Grammar activity. Children work in groups. They read the answers and suggest questions for those answers. Give them some time to confer. After that, choose a representative from each group to write the possible questions on the IWB using the Richmond i-tools. Note that more than one answer can be correct. Once all the groups have written or said their questions, open the Suggested answers and compare them with the children’s.
Fast finishers Children write sentences about their future plans using the target structures.
Wrap upWrite When I grow up, I… on the board. Divide children into groups and have them take turns to finish the sentence with a possible plan and a certain plan. Monitor and help as needed.
Children play a fun game choosing the correct verb forms
to complete the sentences which will help them consolidate the learning points for the future with will and going to.
MaterialsTeacher’s i-book
Teacher’s Resource Book 5
Colours: green, red and blue
Skills objectives
Speaking Use target language in order to interview a
classmate
ReadingDemonstrate understanding by choosing the correct function of the target structures
GrammarFuture plans with will and going to
Vocabularylast-minute plans, possible, unknown
FunctionsMake plans
Language objectives
Unit 3
At homeActivity Book 5 page 38
Optional extra: Children write 50 words about their plans for the summer in their notebook.
Continuous assessment
Teacher’s Resource Book 5: Vocabulary worksheet Unit 3Optional extra: Divide children into groups of three and have them write three sentences in their notebooks about their plans. One sentence must be a lie and the others must be true. Children read their sentences aloud while the group listens carefully and tries to guess which sentence is a lie.
115
Children use cognitive strategies like reasoning and inferring from evidence rather than from explicit statements.
Children need to make a conscious effort to hear, understand and pay attention carefully to pick up specific information.
Once children are familiar with a grammatical structure they should be encouraged to apply and practise this concept.
Continuous assessment
Check the activity by asking them to read out loud the matching sentences.
Check if they write the right activity in the right space in the agenda.
Be sure they understand and use the grammar points by listening to their conversations.
Key competence
LC
LC
LC
LC
LL
LL
DC
39
The top ten things to do in the city of Galaxia!
1. It’s got the best food ever!
2. You can get a great view from this antique ride!
3. See how people lived hundreds of years ago!
4. See the city from above in this fast $ying vehicle!
5. It’s the tallest building in the solar system!
6. You won’t believe how fast they can run!
7. See rare animals such as horses and monkeys!
8. Find the best digital games in the universe!
9. You can $oat in the air with your friends!
10. It’s high, it’s scary and it’s covered in ice!
Visit the Zero Gravity Dome.
Go up the New Babel Tower.
Watch the robot races.
Take a yellow taxi.
Shop at Toys 4 U.
Visit Galaxia Zoo.
Climb the Ice Wall.
Visit the Museum of the 21st Century.
Ride the Central Park Ferris Wheel.
Dine at Pluto’s Pizza & Burger Bar.
Lesson 4
practiceMorepracticeMore
Unit 3
1 Read the poster and match the information.
2 1.27 Listen and complete Jada’s agenda with the activities in the poster.
3 Plan your weekend in Galaxia and exchange information with a classmate.3 PlaPlaPlaPlan yn yn yn yn yn yourourourourourour we we we weekeekeekeekeekend nd nd nd in Galaxia and exchanhanhanhanhanhange ge ge ge ge ge infinfinfinfinformormormatiation on witwith a
What are you doing
on Saturday morning?
I’m visiting Galaxia Zoo.
Grammar
514488 _ 0036-0047.indd 39 28/01/14 08:14
116
Lesson 4
WarmerDivide children into two teams and tell them they are going to mime future plans using going to. Write a number of actions on slips of paper e.g. go to the cinema. Invite a member of a team to the front of the class to act it out. Members of the team try to guess.
Lead-inWrite City of Galaxia on the board. Tell children they are going to read about a city in the future. Create a mind map on the board by eliciting words and phrases to do with activities children might do there: visit the zoo, go to a restaurant, etc. Use the pictures from the lesson as visual aids. Children copy the mind map in their notebooks.
1 Children read the poster and match the information.
Answers1 Dine at Pluto’s Pizza & Burger Bar. 2 Ride the Central Park Ferris Wheel. 3 Visit the Museum of the 21st
Century. 4 Take a yellow taxi. 5 Go up the new Babel Tower. 6 Watch the robot races. 7 Visit Galaxia Zoo. 8 Shop at Toys 4 U. 9 Visit the Zero Gravity Dome. 10 Climb the Ice Wall.
2 1.27 Children listen and complete Jada’s agenda with the activities in the poster.
AnswersSaturday Morning: Go up the New Babel Tower. Saturday Afternoon: Visit the Zero Gravity Dome. Saturday Evening: Dine at Pluto’s Pizza & Burger Bar. Sunday Morning: Take a yellow taxi. Sunday Afternoon: Climb the Ice Wall. Sunday Evening: Watch the robot races.
Optional extra: Focus on the Grammar box and read the examples aloud. Point out that Present continuous is often used for activities that require some planning beforehand. In pairs, children ask each other questions about weekend plans using the target structure: What are you doing on Sunday evening? I’m going to the cinema with friends.
Visual grammar presentation
i-book Touch + to open the extra Grammar activity. Children look at Eve’s agenda and choose the correct answer for the questions on the screen.Optional extra: Once the activity is completed, restart the activity and ask the children to read the possible answers on each screen and write the negative form of each sentence using the Richmond i-tools.
3 Children plan their weekend in Galaxia and exchange information with a classmate.
Wrap upTell children about your perfect weekend: This weekend I’m going camping in the mountains and swimming in a lake with my friends. In pairs, children plan their perfect weekend together.
Children play a fun game dragging the words to form
correct sentences which will help them consolidate the learning points and structures of the lesson.
MaterialsTeacher’s i-book
Teacher’s Resource Book 5
Student’s Book 5 CD 1
Slips of paper
Skills objectives
SpeakingPlan a weekend and exchange information with
a classmate using target grammar
ListeningDemonstrate comprehension of the target structures by completing a gap fill
ReadingShow understanding by completing a matching task
GrammarPresent continuous for arrangements
Vocabularyantique, dine, float in the air, scary
FunctionsMake arrangements
Language objectives
Unit 3
Attention to diversity
This lesson requires some creativity. Allow children to work together to aid imagination and promote the sharing of ideas.
Continuous assessment
Teacher’s Resource Book 5: Grammar worksheet Unit 3, Listening worksheet Unit 3Optional extra: Children write an e-mail to a friend describing their plans for their weekend in Galaxia.
At home
Activity Book 5 page 39
117
Articles provide children with a variety of themes and topics related to other subjects, in this case, about life in the International Space Station.
Looking for specific information in a text encourages children to practise active reading.
Continuous assessment
Discuss their understanding of what they have read.
Ask children where they found the information to say true or false.
Key competence
LC
LC
MST
1. Astronauts prepare a lot before they go to the ISS.
2. Everybody speaks English on board.
3. Weightlessness is good for astronauts.
4. Astronauts can’t shower in the ISS.
5. Astronauts wear $ight suits all the time.
6. Astronauts bring their own food on board.
Lesson 5
1 1.28 Read and listen to the article.
2 Read and write True, False or Don’t know.
The International Space Station (ISS) is the most
expensive single object ever built! It travels around
Earth 15 times a day at 27,000 km/h. It is both a
laboratory and a home to astronauts.
There are between three and six astronauts from
different countries living in the ISS at any time and
they usually spend up to six months there. Space
vehicles travel to the station bringing new supplies
and transporting crew members. People who are
going to work there have to train very hard before
they go. Once they get there, their daily life is going
to be very different.
Living together
It is important that the astronauts learn to live with
each other and work together even though they
may speak different languages and have different
customs. They have to share cleaning and repair
duties like in any house. They are going to be living
with the same people very closely for months.
Weightlessness
Without gravity, everything has to be
fastened down. This can be good fun for
the astronauts because they can "oat
around, but it also causes problems.
There is no up or down, so they can feel
sick for a while and get headaches until
they get used to it. It can also make
their bones and muscles very weak.
Personal hygiene
The astronauts clean
themselves with a wet
soapy cloth because
there are no showers
or sinks on board. The
little water they have
is for drinking and preparing food. Some water
is recycled from the air, but most of it has to be
brought from Earth.
Clothes
The astronauts can wear any
comfortable clothes, but they can’t
wash them, so they need to bring
enough. They have a "ight suit for
when they "y in the shuttle which
transports them to and from the ISS.
When they go outside to work, they
wear special suits to protect them
from the dangers of space.
Unit 3
40
514488 _ 0036-0047.indd 40 28/01/14 08:14
MST
118
Lesson 5
WarmerDisplay the unit 3 Poster (or open the i-poster on the Teacher’s i-book). Children study the poster, choose a planet and write a short description in their notebooks. In pairs, children read their descriptions aloud for their partner to guess: C1: A planet that has a diameter of 12,104 km. C2: Venus!
Lead-inWrite The International Space Station on the board. Tell children they are going to read about the most expensive object ever built and the astronauts who live there. Write living together, weightlessness, personal hygiene and clothes on the board. In pairs, children predict what life is like on the station using the headings as a guide.
1 1.28 Children read and listen to the article.
Optional extra: Ask questions to check comprehension: How long do the astronauts generally spend there? (Six months) Do the astronauts speak the same language? (No, they speak different languages) Can astronauts walk everywhere? (No, they float) How do they clean themselves? (With a wet soapy cloth) Why do they wear special suits outside? (To protect them from the dangers of space)
i-book Touch the Reading text to open the i-story in a new window. Read and listen to the story with the children.
Hot spots: hygiene - weightlessness. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.
2 Children read and write True, False or Don’t know.
Optional extra: In pairs, children role play an interview between an astronaut from The International Space Station and a reporter, scripting their own short dialogues. Invite volunteers to the front of the class to act out for the class.
Fast finishersChildren can read the story to themselves quietly.
Wrap upChildren write 50 words in the form of a diary entry for one of the astronauts from The International Space Station. Encourage children to include key vocabulary from the text.
MaterialsTeacher’s i-book
Student’s Book 5 CD 1
Poster Unit 3
Skills objectives
SpeakingRole play an interview
ListeningUnderstand and follow an article
Reading Demonstrate comprehension by deciding on validity of statements about the article
Writing Write a diary entry
Vocabularyastronauts, crew members, flight suits, float, headaches, International Space Station, muscles, personal hygiene, weightlessness
Language objectives
Continuous assessmentChildren close their eyes as you read the article again. Encourage children to visualise the scenes as you read. Individually, children choose a section from the article and draw it in their notebooks, writing a short description underneath using their own words.
At home
Activity Book 5 page 40
Optional extra: Children write five sentences about their plans for the weekend on The International Space Station using target structures from the unit: Next weekend, I’m going to do my cleaning and repair duties and wear my special suit.
Unit 3
Attention to diversity
The article may prove challenging for some learners. Encourage children to infer meaning from context or ask a friend if they think the word looks useful or important. Remind children of the importance of recording new language.
119
Use the interactive version of the story to show children the variety of information media available to us.
A good way to improve reading comprehension skills and interiorise knowledge learnt in a story is by analysing the ideas in the text and making connections between them and the real world, noticing similarity and differences.
Continuous assessment
Allow children to use the interactive material to be familiar with new technologies.
Check if they can make connections and compare life in space and life on Earth.
Key competence
LL
LL
DC
DC
DC
1. How is life on the ISS similar to being on Earth?
2. How is life very different?
3. Imagine you are going to stay there for three months.
- What are you going to take with you?
- Explain what your life is going to be like there.
Lesson 6
1 1.29 Read and listen to the article.
2 Read and answer.
Mealtimes
Astronauts have three meals a day, like on Earth, as
well as snacks. They can eat some food in its natural
form, such as fruit and nuts. There isn’t a fridge on
board so a lot of the food is dried and they need to
add water to it. There is an oven to warm food up.
They have to drink with a straw so the liquid doesn’t
�oat around and damage the machines.
Household jobs
The ISS is like a large house that needs to be
kept clean. Like in any house, after meals it can
get messy. There is a vacuum cleaner and the
astronauts also have to wipe the walls and �oors
with detergent. They store the rubbish, which is then
brought back to Earth on the next shuttle.
The astronauts also need to do repairs, and this can
mean going outside for a spacewalk! They are held
to the station by a robotic arm or by cords to stop
them �oating away into space.
Work
The ISS is a �oating laboratory for different kinds
of experiments, including testing the possibility of
living on the Moon or Mars. Most of the astronaut’s
time is spent carrying out experiments. Scientists
can "nd out a lot from research carried out in a
weightless environment. The astronauts usually
practiceMorepracticeMore
work for about nine hours a day, which includes a
meeting with mission control.
Exercise
The astronauts must exercise for at least two hours
a day to stay healthy. They have exercise bikes and
a running machine. It is important that they are "t
and keep their muscles working. Without gravity,
they do not use their bodies in the same way and it
is easy for the bones and muscles to deteriorate.
Relaxation
The astronauts all get some free time - but obviously,
being on a spaceship they are on permanent alert.
They can bring things with them, such as books
and music. They can watch DVDs and chat to
their families via a video link or send e-mails. The
most popular activity though is looking out of the
window! They like to look at Earth, take photos, see
the Moon and Sun rise and just marvel at its beauty.
Bedtime
In space there is no up or down, and so astronauts
can sleep any way round! They do have to tie
themselves down so they don’t �oat around and
bump into something. Space station crews usually
sleep in special sleeping bags in small cabins just big
enough for one person.
Unit 3
41
514488 _ 0036-0047.indd 41 28/01/14 08:14
120
Lesson 6
WarmerDivide the class into two teams. Write some of the key vocabulary from the unit in large letters on slips of paper. Underneath, write three or four related words: Astronautspace suit weightlessness train very hardChildren must try to get the members of their group to guess the word in bold without saying any of the other words in a minute. If they are unable to guess the word within the given time limit, the other team may join in. Award a point for each correctly guessed word.
Lead-inFocus children’s attention on the headings in the story and ask them to remember what they read about in pairs.
1 1.29 Children read and listen to the article.
Optional extra: Children listen again, this time reading aloud in time with the audio. Ask children questions to check comprehension and key vocabulary: How many meals a day do astronauts have? (three) Why do
astronauts go outside for a spacewalk? (To do repairs) What kind of work do astronauts do on the ISS? (They carry out experiments) How much exercise do astronauts do a day? (A least two hours a day) How do they contact their families? (They send e-mails or talk to them via a video link)
i-book Touch the Reading text to open the i-story in a new window. Read and listen to the story with the children again.
Hot spots: hygiene - weightlessness. Use the Hot spots to highlight this potentially difficult vocabulary before the reading activities.
2 Children read and answer.
Answers
1 The astronauts have to keep the ISS clean and they need to do repairs. 2 At bedtime they have to tie themselves down so they don’t float around. 3 Child’s own writing
Optional extra: Children compare their answers in groups of three and agree on a list of ten things to bring on their journey, giving reasons for their answers: I’m going to bring my camera because I love taking pictures!
i-book Touch + to open the activity. Children match the definitions with the words from the story. Cover the words using the shade in the Richmond i-tools and ask volunteers to read the definitions aloud. Children guess the words. Remove the shade and do the activity to check their answers.
Wrap upChildren draw a T chart on their notebooks and write An astronaut’s life and My life at the top of each column. Individually children compare their lives and that of an astronaut using the headings as guidance: mealtimes, household jobs, work, etc.
Children play a fun game choosing the correct words for
each of the following categories: Weightlessness, Meals in the ISS, Household jobs in the ISS, Relaxation.
MaterialsTeacher’s i-book
Teacher’s Resource Book 5
Student’s Book 5 CD 1
Slips of paper
Poster paper
Colours
Vocabularybedtime, carry out experiments, gravity, household jobs, laboratory, mealtimes, rubbish, snacks, tie down
Language objectives
Continuous assessment
Teacher’s Resource Book 5: Reading worksheet Unit 3Optional extra: Hand out poster paper and colours to each child. Children draw and name their own astronaut, adding information about their work and daily lives in space.
At home
Activity Book 5 page 41
Optional extra: Children reread the article and underline three unfamiliar words. Children then search for these words in the dictionary.
Unit 3
Attention to diversity
As this piece is quite long allow plenty of time for processing and have tasks at hand for quick finishers.
Skills objectives
ListeningFollow the thread of an informative piece
ReadingUnderstand and follow an article
Demonstrate understanding by answering comprehension questions
Writing Predict content based on information in the text
121
Punctuation marks are used to improve comprehension of written language. Children should start having good punctuation, as this helps to structure and organise their writing.
When choosing a holiday destination to write the postcard, children are using their own criteria and ideas and are developing initiatives of planning and execution, reinforcing autonomy and self-esteem.
Continuous assessment
Check if they circle the right punctuation symbols.
Ask them to do a proof read for spelling and punctuation errors.
Key competence
LC
LC
IE
LC
DC
capital letters = green full stops = red commas = yellow
apostrophes = blue
quotation marks = purple
exclamation marks = pink
42
Lesson 7
apostrophes = blue exclamation marks = pink
1 Read the postcard and circle the punctuation using the key.
2 Rewrite Simon’s postcard with correct punctuation in your notebook.
3 Choose a holiday destination. Then write a postcard to a friend.
question marks = brown
Dear Maria,
Are you enjoying your summer holiday? We’re having
a fabulous time here in Japan. It’s sunny and
warm. Since we arrived in Tokyo, we’ve visited
three temples, a museum and an aquarium. Have you
ever eaten sushi? I love it! We’re eating it again
tonight! This time tomorrow I’ll be in Osaka. We’re
going to see a famous castle and we might watch
a traditional puppet show. Next week, we’re going
to see Mount Fuji. It’s Japan’s tallest mountain.
We might not see it because it’s often covered
in clouds! I have learnt how to say ‘Hello’ and
‘Goodbye’ in Japanese.
See you soon! Sayonara!
dear mum and dad
how are you im fine were having a great time here on mars but the weathers terrible yesterday it was very windy were in voyagertown at the moment but tomorrow were going to see olympus mons i hope it doesnt erupt weve been on a bike ride in victoria crater and enjoyed the great views of earth were going to a national park on saturday and we might see a martian im looking forward to seeing you in two weeks how is my kitten karen says hi to you both
love
Jasmine
simon
practiceMorepracticeMore
Unit 3
514488 _ 0036-0047.indd 42 28/01/14 08:14
IE
122
Lesson 7
WarmerWrite the word summer holidays on the board. Elicit what plans children have for the summer and encourage them to use the target structures: I think I’ll go to the beach with my family.
Lead-inWrite the following words on the board as headings: country, food, sights, cities, tourist activities, language. With the class, brainstorm ideas for each category for Japan - sushi, Mount Fuji, Tokyo, take pictures, Japanese. Repeat with other countries.
i-book Open the lead-in activity. Look at the pictures with the children and ask them to describe what they can see. Then they choose five things that they might see in Japan. Use the pictures to introduce some Japanese cultural facts.
Optional extra: Once the activity is completed, ask the children to say where they could find or see the rest of the pictures (English breakfast, omelette, etc).
1 Children read the postcard and circle the punctuation using the key.
AnswersDear Maria,Are you enjoying your summer holiday? We’re having a fabulous time here in Japan. It’s sunny and warm. Since we arrived in Tokyo, we’ve visited three temples, a museum and an aquarium. Have you ever eaten sushi? I love it! We’re eating it again tonight! This time tomorrow I’ll be in Osaka. We’re going to see a famous castle and we might watch a traditional puppet show. Next week, we’re going to see Mount Fuji. It’s Japan’s tallest mountain. We might not see it because it’s often covered in clouds! I have learnt how to say ’Hello’ and ‘Goodbye’ in Japanese.See you soon! Sayonara!Jasmine
2 Children rewrite Simon’s postcard with correct punctuation in their notebook.
AnswersDear Mum and Dad,How are you? I’m fine! We’re having a great time here on Mars, but the weather is terrible! Yesterday it was very windy. We’re in Voyagertown at the moment, but tomorrow we’re going to see Olympus Mons. I hope it doesn’t erupt!We’ve been on a bike ride in Victoria Crater and enjoyed the great views of Earth. We’re going to a national park on Saturday and we might see a Martian! I’m looking forward to seeing you in two weeks. How is my kitten? Karen says hi to you both.Love, Simon
3 Children choose a holiday destination. Then they write a postcard to a friend.
Wrap upDistribute poster paper and have children rewrite the final draft of their postcard, adding illustrations and activities.
Children find six things to see on holiday in Japan in the
word search.
MaterialsTeacher’s i-book
Teacher’s Resource Book 5
Poster paper
Attention to diversity
Ensure that children notice and record useful language/structures for their postcard in the lead-in activities in order to help them when writing the final product.
Skills objectives
Reading Show understanding of key vocabulary
WritingRewrite a postcard focusing on correct punctuation
Optional extra: Children write a postcard to their family from Mars in 50 words or more.
Continuous assessmentTeacher’s Resource Book 5: Writing worksheet Unit 3
123
Children develop strategic thinking when they make links between sounds and words developing deduction strategies and practising pronunciation.
LC Children realise about the different intonation in messages like adverts and slogans in publicity, used to attract attention and improve the effectiveness of the communication.
Continuous assessment
Ask them to repeat the advert using exaggerated intonation.
Check children can distinguish between r or rr sounds.
Key competence
LC
LC
LL
LL
DC
43
Lesson 8honicsP1 1.30 Listen and complete the TV advert.
2 1.31 Listen to the slogans. Then complete the words with r or rr.
3 Choose a slogan and write an advert. Then present it to the class.
Are you bored with your "at?
Are your revolting?
Is your home ?
Then don’t live in the house of yesterday!
Move to the home of !
Our houses are taller than ,
Lighter than air,
More than hurricanes!
So come and visit a Rocket Home today!
Rocket Homes - the homes of the !
Ice c eam isn’t nice
c eam without Shi ley’s
Strawbe y Sy up.
Are you often w ong when
you think you’re ight?
Are you emba assed by
your memo y? Take Magic
B ain Tablets!
So y, but your compute ’s
te ible! Time to t y a really
g eat one!
Don’t wo y! Don’t be
af aid! Buy a b and
new ca today!
Don’t ca y your own
g oceries. Let one of
our obots do that!
Ba y’s bu gers are the
best in the wo ld!
phonicsMorephonicsMore
1
2
3
6
4
5
Unit 3
future horrifying powerful rooms tomorrow trees
124
Lesson 8
WarmerWrite the word advert on the board. Elicit or explain the definition: a picture, film, song or text that tries to persuade you to buy something. Define the term slogan: a short phrase in an ad. Point out that slogans are often designed to be easy to remember. Encourage children to say slogans that they know from popular adverts.
Lead-inFocus children’s attention on the words from activity 1. Clear up any doubt about meaning through visuals, definitions and examples. Write the words on the board and circle the r and rr in each word. Explain that they have the same pronunciation and double r indicates a new syllable.
1 1.30 Children listen and complete the TV advert.
Optional extra: In pairs, children discuss the most effective slogan and when finished, class vote on the best one.
3 Children choose a slogan and write an advert. Then they present it to the class.
Optional extra: Hand out poster paper to each child. Children design a poster for their campaign adding new slogans and messages if they wish.
Fast finishersChildren copy their favourite slogan from activity 2 in their notebooks and draw a corresponding picture.
Wrap upIn pairs, children take turns to say a word from the lesson aloud while the partner spells it.
Children listen and drag the letters to form the words.
They choose the correct spelling for the r sound (r, rr). For further practice, open My notes and the Richmond i-tools and dictate more words containing this sound.
MaterialsTeacher’s i-book
Teacher’s Resource Book 5
Student’s Book 5CD 1
Poster paper
Board pens
Attention to diversity
Weaker learners may struggle with the advert. Monitor carefully and provide language input and correction where needed.
Listening Identify target language in a dialogue and complete a gap fill
WritingRaise awareness of spelling
Continuous assessment
Teacher’s Resource Book 5: Speaking worksheet Unit 3Optional extra: Divide children into five teams and have them stand in lines at the board. Say future. Children race to spell the word correctly. The first child writes the first letter of the word and gives the board pen to the next child. They continue in the same way until they are satisfied the word is correct. The team with the most points at the end wins. Repeat the procedure with: burgers, carry, horrifying, ice cream, powerful, robots, terrible, tomorrow, world, worry.
At home
Activity Book 5 page 43
Optional extra: Children write eight new words from the lesson in their notebooks and write a sentence for each word.
125
Children make predictions and hypotheses, using the personal background knowledge to analyse and make reflections about different situations.
Children not only learn about the interaction between physical and human processes but also become aware of their own culture and the enormous and rich diversity in the world.
Continuous assessment
Monitor the activity and check their previous knowledge about deserts.
Check if the sentences they wrote have the information in the text.
1 Imagine you have to live in a desert. Discuss the questions with a classmate.
2 Read and write sentences about how the Bedouin people adapt to desert life.
They wear long clothes to protect themselves against the heat.
1. How would your life be different?
2. What would you need to survive?
Life in the desertImagine living in a desert where water is scarce and plants do not grow easily! The Bedouin people have lived in the deserts of the Arabian peninsula and North Africa since ancient times.
TentsTents are the centre of Bedouin life. Women weave animal hair into a special cloth for tents. This material provides shade from the sun and protection against the wind and rain. In the summer, tents are cool inside, and in the winter, they stay warm. Tents are decorated with beautiful curtains and carpets, which are also made by Bedouin women. Each tent is divided by a curtain; men sit on one side, and women sit on the other! The tents are portable, and it is the women’s job to take them down, pack them on the camels and put them up again.
FoodIn the desert, food must be easy to carry and must last for a long time without a fridge. So the Bedouin use a lot of dry foods like "our, rice and dried fruit. They also make "at bread over the #re. The Bedouin only eat meat on special occasions. In that case, they go hunting or kill a sheep or a goat. They drink strong tea and coffee.
AnimalsThe Bedouin people keep several animals, including camels, sheep and goats. Camels are very important to the Bedouin because they carry their belongings and because they are well adapted to the harsh conditions in the desert. All these animals provide the Bedouin with meat, milk and wool or hair for weaving.
ClothesThe Bedouin wear long clothes that absorb the hot sun’s rays and allow cool air to circulate. Men wear a cloth wrapped around their heads to protect them against the sun and sand. Women wear colourful dresses. They use head covers and sometimes cover their faces.
HospitalityGuests are very important and can stay in a Bedouin home for three days. They are always welcome because they bring news from the outside world.
Modern lifeMany Bedouin people today live a modern life. They live in houses and have got mobile phones and TVs. A lot of them don’t wander anymore, but live in one place. However, they often return to their traditional lifestyle for the summer and earn a living showing tourists a typical Bedouin tent!
ICL LICL L
Unit 3
514488 _ 0036-0047.indd 44 28/01/14 08:14
LL
CAE
126
Lesson 9
WarmerWrite the word desert on the board. In their notebooks, children copy the word and circle it. Children then draw lines extending out from the circle at the end of which they write a word or phrase that they associate with deserts. Children share their work in pairs.
Lead-inAsk children to look at the photos from the lesson. Ask: Where do these people live? (In the desert) What are they wearing and why? (Garments to protect them from the heat) What animals can you see? (Camels and goats) Why do you think they keep these animals? (For transport, milk, meat and wool)
i-book Open the lead-in activity. Children use the Richmond i-tools to circle the things they couldn’t live without. Allow some class discussion. Then, children add more things and say why they are important or necessary in their lives.
Optional extra: Individually they choose just three things from the IWB and take turns to explain their choices.
1 Children imagine they have to live in a desert. They discuss the questions with a classmate.
AnswersChild’s own answers
Optional extra: Preteach the following vocabulary from the text: hunting, special cloth, tents, wander, weaving through examples, definitions and visuals. In pairs, children predict what desert life is like for the Bedouin people using the key vocabulary and headings in the text.
2 Children read and write sentences about how the Bedouin people adapt to desert life.
AnswersWomen weave animal hair into a special cloth for tents to provide shade from the sun and protection against the wind and rain. The Bedouin use a lot of dry foods that are easy to carry and last a long time. The Bedouin keep camels to carry their belongings because they are well adapted to the harsh conditions of the desert. Men wear a cloth wrapped around their heads to protect them against the sun.
Optional extra: Children read the text again and circle two words or phrases that they do not understand. Encourage children to share their words and write them on the board. Explain meaning through visuals, gesture and examples.
Wrap upChildren write five sentences about the Bedouin in their notebooks: Tents are the centre of Bedouin life. Distribute five slips of paper to each child. Write the sentences on the paper with one word missing. In place of the word, they should draw a line: _______ are the centre of Bedouin life. In pairs, children complete their partners’ sentences using the text as reference.
i-book Watch the video The Bedouin people. Complete the
onscreen comprehension activity with the children. For further practice, open the worksheet before you watch the video and use the Richmond i-tools to complete it as you watch the video. Alternatively, print out copies for the children to do the worksheet individually.
MaterialsTeacher’s i-book
Slips of paper
A5 paper for postcards
Skills objectives
SpeakingDescribe life in the desert
Reading Understand and follow descriptions of the Bedouin people
Demonstrate comprehension by writing sentences with information from the text
FunctionsDescribe features and aspects of the Bedouin people
Language objectives
Continuous assessmentTell children to imagine they are spending a week with a traditional Bedouin family in the desert. Ask questions to help the students imagine their time together: What activities did you do? Did you see any animals? Where did you sleep? What was the weather like? What clothes did you wear? What did you eat and drink? How was life in the desert different from your life at home? Children write a postcard about their visit to their family and draw a picture of an activity they did with the family. Display the postcards around the classroom walls.
At home
Activity Book 5 page 44
Optional extra: Children research five more facts about the Bedouin people and write them in their notebooks.
Unit 3
127
Children discuss and reflect on ethical issues and respect for sustainability. Some scientists explain the accumulation of black carbon in the stratosphere as a result of humans going into space.
Children need to have an active role in the learning process, generating ideas, giving opinions and having a deep introspection to reflect about themselves.
Continuous assessment
Ask children if they had ever heard of this effect, and if they know anything about space tourism.
Monitor the activity and check attitude.
Key competence
MST
MST
IE
45
1. Why would some people think about spending their holidays in space?
2. Why will space tourists experience weightlessness?
3. What can tourists do during their trip to space?
4. How long will the trip to space take?
5. How much will it cost?
6. Why is the trip to Mars just one way?
1. Would you like to travel on a space plane?
2. Would you volunteer to go to Mars?
3. Do you think space travel will become more common?
Lesson 10
CultureCulture
1 Read and answer the questions.
2 Answer the questions with a classmate.
Space tourismSpace tourism
Some people have travelled all over the world; they
have tried lots of exciting activities. What are they
going to do next?
The new kind of adventure holiday experience is called
space tourism. It’s going to be the most exciting
adventure of all!
There are several companies which are now preparing
space planes, ready to take people for a ride into space.
The tourists will get to see
Earth from inner space and
experience weightlessness.
After about an hour they will
return back to the spaceport
with an amazing, unique
experience to talk about.
Between 2001 and 2009, some people travelled with the
Russian astronauts to the ISS, paying 20 million dollars for their
ticket! The new space "ights will not cost that much, but they
will still be too expensive for most people.
There won’t be any hotels on the Moon or Mars just yet
- they are still a long way into the future. But there are
serious plans for manned trips to Mars. The people who
are volunteering for this journey know that it is going to
be a one-way trip only. If you go to Mars, there won’t be
any rockets to get you home again!
Unit 3
IE
128
Lesson 10
WarmerDisplay the unit 3 Flashcards (or open the i-flashcards on the Teacher’s i-book). Children take turns to say a word aloud while their partner writes it in their notebooks. Children swap notebooks and correct each other’s work.
i-book Use the Vocabulary Game Generator to review the key vocabulary covered in previous lessons. See page 22 for games instructions and ideas.
Lead-inWrite Space tourism on the board. Encourage children to close their eyes and imagine themselves on holiday in space. In pairs, they discuss what it would be like to holiday in this farfetched place and brainstorm activities they might do there. Write children’s suggestions on the board: We might wear a space suit and experience weightlessness.
1Children read and answer the questions.
Answers1 People would think about spending their holidays in space because they have travelled all over the world. 2 Because they will ride into space. 3 Tourists will get to see Earth from inner space and experience weightlessness. 4 The trip to space will take about an
hour. 5 The trip will be too expensive for most people. 6 The trip to Mars is one way because there won’t be any rockets to take the people home again.
Optional extra: Children underline six useful words or phrases that they can use to describe space tourism: try lots of exciting activities, an amazing, unique experience, a one-way trip, etc.
2 Children answer the questions with a classmate.
AnswersChild’s own answers
Optional extra: In pairs, children design their space travel package to Mars. Tell them to think about food, sights, tourist activities and cost of flight. Hand out poster paper and allow children to design an advert for their package. Invite volunteers to the font of the class to present their work and have class vote on the best one.
Fast finishersChildren read the text again, quietly to themselves.
Wrap upPrepare a list of essential and nonessential items for survival if you are stranded in space: a mobile, a tent, matches, a space suit, etc. Divide the class into groups of five. Children work in their groups to come up with a list of the five most essential items. Explain that they all have to agree on the items on the list.
i-book Watch the video Be a star and travel through
space! Complete the onscreen comprehension activity with the children. For further practice, open the worksheet before you watch the video and use the Richmond i-tools to complete it as you watch the video. Alternatively, print out copies for the children to do the worksheet individually.
MaterialsTeacher’s i-book
Flashcards Unit 3
Poster paper
Skills objectives
Speaking Discuss space travel with a classmate
ReadingUnderstand and follow descriptions of space tourism
Demonstrate understanding by answering comprehension questions
Vocabularycost, one-way trip, ride, space tourism, spaceport, travel, volunteer, weightlessness
Language objectives
Continuous assessment
Individually, children create an alphabetical list of the target vocabulary from the unit. They may use their books as reference. Choose a child to say any word on his or her sheet: astronaut. The next child must say a word beginning with the last letter of the word: tent. The third child then says a word beginning with t, and so on. If a child is unable to think of a word, their turn passes to another child. Play until one child is left.
At home
Activity Book 5 page 45
Optional extra: Children write a paragraph about space tourism in their notebooks.
Unit 3
Attention to diversity
Make lessons as effective as possible by managing time well. Set time limits when necessary such as in activity 1 and monitor closely to ensure children are on task.
129
The review lesson provides a comprehensive review of all four language skills: listening, speaking, reading and writing, as well as vocabulary and grammar, and allows teachers to continuously assess the children’s progress.
Continuous assessment
Check whether some children are making more progress in one skill than in the others.
Key competence
LL
LL
LL
LL
46
1 1.32 Listen and complete the information.
2 Write out the numbers.
3 Write !ve big numbers that mean something to you. Your classmate must guess what they are.
1.
2.
3.
4.
5.
6.
7.
8.
Size (diameter) 1. 5.
Distance from the Earth 2. 6.
Surface temperature 3. 7.
Length of year 4. 8.
Sun Mars
Unit 3 Review
514488 _ 0036-0047.indd 46 28/01/14 08:14
130
Review
i-book Open the i-poster. Children listen to the descriptions and choose the correct area on the i-poster.
Optional extra: For further practice, ask the children to add their own descriptions for other planets. Classmates use the Richmond i-tools to circle the correct planets on the i-poster.
Lead-inChildren look through the unit and write five words or expressions they learned in their notebooks. In pairs, children describe the word or phrase to their partner for their partner to guess. Children record the words and phrases in the word bank in their notebooks that they created in unit 0. Encourage them to draw pictures or write definitions or translations to help them to recall the language.
i-book Use the Vocabulary Game Generator to review the key vocabulary covered in the unit. See page 22 for games instructions and ideas.
1 1.32 Children listen and complete the information.
Answers(Sun) 1 1,400,000 km 2 150,000,000 km 3 5,800 degrees Celsius 4 Can’t be measured because it doesn’t orbit anything(Mars) 5 6,800 km 6 225,000,000 km 7 -63 degrees Celsius 8 687 days
2 Children write out the numbers.
Answers1 One million, four hundred thousand 2 One hundred and fifty million 3 Five thousand, eight hundred 4-5 Six thousand, eight hundred 6 Two hundred and twenty-five million 7 Minus sixty-three 8 Six hundred and eighty-seven
Optional extra: Divide children into two teams (AB) and give each team ten slips of paper. Children write a single digit on each slip of paper. Invite team members from team A to the board to assemble a large number by sticking the slips of paper in order to the board. Team B writes the word form of team A’s number. If team B’s answer is correct, they win a point. If incorrect, team A reads their word form of the number. Repeat procedure several times.
3 Children write !ve big numbers that mean something to them. Their classmates must guess what they are.
AnswersChild’s own writing
i-book Open the Speaking activity. Children look at the picture and speak about trips to space in pairs. They can use ideas from the unit and their own ideas. Use the sample questions provided as a whole class start. They can speak to their classmates for five minutes. Then children share their ideas with the rest of the class.
WarmerDisplay the unit 3 Flashcards and the Poster (or open the i-poster on the Teacher’s i-book). Divide the class into pairs. Allow children to study the poster for one minute. Make ten statements about the poster, e.g. The Earth is next to Venus. In pairs, children write true or false in their notebooks from memory. Award one point for each correct answer. Award two points for the correct version of the sentence if the statement is false. The pair with the most points at the end of the game is the winner.
MaterialsTeacher’s i-book
Teacher’s Resource Book 5
Student’s Book 5 CD 1
Flashcards Unit 3
Poster Unit 3
Slips of paper
Poster paper
Colours
Attention to diversityThere is a lot of new language in this unit for children to assimilate. Incorporating regular opportunities for practice into the lesson plan will reinforce vocabulary and grammatical structures.
Skills objectives
Speaking Ask and answer questions using the target vocabulary and grammar
ListeningIdentify and write target information
Reading Show understanding by completing a table
Review the target vocabulary and grammar
WritingWrite out large numbers in word form
Write a description of a future house
GrammarPredictions with will, won’t and might
VocabularySpace and space travel
Large numbers
House and furniture
FunctionsDescribe a future house
Language objectives
Unit 3
131
Students become independent learners aware of their own capacities, strengths and weaknesses.
Continuous assessment
Check and correct their work.
Key competence
IE
IE
47
4 Read and complete the table.
5 Plan a house of the future and complete the table with ideas. Then write a description.
By 2030, families might be
travelling in giant airships
that will hover above popular
destinations. The airships will be
100% environmentally friendly
and will have gardens and !elds
to grow all the food for the
restaurants aboard.
Inside the airship, holidaymakers
will stay in high-tech hotels. The
bathrooms will recycle all the
water and the bedrooms will
have special windows to block
out the sun, so curtains and air-
conditioning won’t be necessary.
Electricity for lights and heating
will be produced by wind and
solar power. You might be
able to travel without leaving a
carbon footprint!
In the future, the airships will be
able to travel around the world
in record times. That means
we might be able to #y from
London to Sydney in ninety
minutes, depending on the
weather. The airships won’t be
able to #y if there is a storm.
These massive airships will also
need massive airports. Some
of the airports will actually be
destinations too, with adventure
parks, entertainment and
shopping centres. Imagine
spending your summer holidays
at Heathrow Airport… you
might in the future!
The future of family holidays
airship hotel airport
will
might
won’t
living room kitchen bedroom bathroom garden
will
might
won’t
Unit 3 Review
IE
132
Review
4 Children read and complete the table.
Answers(airship) will: Will be 100% environmentally friendly. Will have gardens and fields. Holidaymakers will stay in high-tech hotels. Airships will be able to travel around the world in record times. The airships will need massive airports. might: By 2030 families might be travelling in giant airships. We might be able to travel without leaving a carbon footprint. We might be able to fly from London to Sydney in ninety minutes. won’t: The airships won’t be able to fly if there is a storm.(hotel) will: The bathrooms will recycle all the water and the bedrooms will have special windows. Electricity for lights and heating will be produced by wind and solar power. won’t: Curtains and air conditioning won’t be necessary. (airport) will: Some airports will be destinations too. might: We might spend our summer holidays at airports.
Optional extra: Write airship, hotel and airport on the board and tell children to image themselves as the designers. In pairs, children brainstorm an extra feature/service for each one using the target language: In the future, airships will serve pizza for dinner every day!
5 Children plan a house of the future and complete the table with ideas. Then they write a description.
AnswersChild’s own writing
Optional extra: Divide children into groups of four and distribute poster paper and colours. Groups brainstorm ideas for their dream classroom using the target structures and design their poster, adding information and illustrations. Finally, invite volunteers to present their posters to the class and children vote on their favourite classroom.
Wrap upAsk children to think about what they have learnt in this and the previous unit. In their notebook, they copy the following questions:1. What did you enjoy learning?2. What was difficult for you to learn?3. What would you like to learn more about?
At home
Activity Book 5 pages 46-47
Optional extra: Children write up to 60 words describing their dream holiday using the target structures.
Unit 3
Final evaluationTeacher’s Resource Book 5: Test Unit 3
