Teacher’s Book
Julie Penn
6
Syllabus 2
Introduction 10
Components 14
Tour of a unit 16
Optional lessons using the DVD 27
Other features of the course 28
Ace! Digital 29
Starter unit 31
Unit 1 35
Unit 2 54
Unit 3 71
Unit 4 87
Unit 5 103
Unit 6 119
Unit 7 136
Unit 8 153
Unit 9 169
Revision stories 186
Festivals 193
Classroom language 199
Wordcards 200
Ideas bank 201
Wordlist 203
Syllabus
Syllabus2
Vocabulary Structures
Starter:
New term
Core School and learning words: term, timetable, subject, textbook, homework, test, exam, practice, club, coach, study
Other School subjects; clubs and hobbies; staffroom, science lab, stone, clay, play (n), noticeboard, announce, after-school (adj), train (v), regular, improve, schedule, leave school, karate, brainteaser, logic, puzzle, time zone, dictionary, leap year, calendar, kilo, pottery
Question tags:
That’s an easy question, isn’t it?
William likes puzzles, doesn't he?
Unit 1:
Del ghtful
drama
Core Dramatic verbs: shout, whisper, scream, laugh, mutter, cheer, catch, follow, hide, escape, chase, rescue
Performers and skill words: comedian, acrobat, magician, musician, tell jokes, do acrobatics, perform tricks, play an instrument, get on with people, work as a team, practise a lot, learn new skills
Other Shakespeare's Globe Theatre: build, notice (v), roof, firework, canon, burn down, chemical, entertainment, uncomfortable, experience, smelly, stinkard, cushion, ticket, comfortable,
Street performance around the world: performance, puppet, puppeteer, wife, crocodile, seaside, comedy, string, dragon, stick, luck, parade, mime, shadow puppet, attach, storytelling
Present simple and present continuous:
They come to the beach once a week.
There are pirates in the cave.
Catch them!
They’re hiding.
so and such:
It was so smelly in the summer.
It was such an uncomfortable experience.
Shakespeare is so famous that people came from all over the world to see plays here.
Unit 2:
Global
geography
Core Travel and transport words: canal, motorway, railway, tunnel, port, airport, coach, ferry, road sign, traffic jam, roadworks, speed limit
Air travel words: check-in, passport, ticket, luggage, security, hand luggage, queue, gate, boarding, seat belt, take-off, landing
Other The Channel Tunnel: lorry, terminal, enormous, shake hands, crossing, rough (weather), emergency services, organize, safety test, prentend, suggest, build
Special transport around the world: aqueduct, street cable car, steep, metal cable, electric street car, tourist attraction, footpath, cycle path, vehicle, special clothes, equipment, safety instructions, mountain range, build
Verb patterns:
verb + infinitive with to:
need, expect, pretend, agree, offer, promise
He pretended to do his homework.
verb + gerund (–ing form):
imagine, enjoy, avoid, suggest, mind
Mum suggested going out for an ice cream.
Present perfect and past simple:
It has/hasn’t made travelling easier.
The tunnel opened in 1994.
3Syllabus
Phonics and
pronunciation
Skills Cross-
curricular
themes
Cultural
themes /
Values
Reading: reading and understanding a story about brainteasers
Listening: listening for specific information (identify information in a timetable)
Speaking: giving definitions; arranging to meet; practise using question tags and giving a presentation about a club or hobby
Writing: writing core language and preparing for a class presentation
Pronunciation: can and can’t
Phonics review: homophones
buy – by, some – sum, wait – weight, they're – their, pear – pair, sea – see, know, night, there, high, weeks
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a drama textbook, a playscript, a play summary, a cross-curricular text about Shakespeare’s Globe Theatre, culture texts about street performance in different countries, a review of a play or show, a presentation plan about a favourite performer
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about performers and their skills, an extended dialogue about a Talent Show audition (skills and abilities); focusing on pronunciation: can and can’t; listening to a presentation about a favourite performer
Speaking: developing fluency and accuracy: using dramatic verbs; talking about performers and skills and abilities; talking about repeated actions and facts, and using imperatives (There’s a school show every year.) as well as talking about things happening now (Mr Murphy is playing the piano.); using so and such to emphasize adjectives (Theatre tickets are so cheap! The theatre is such a smelly place!); focusing on pronunciation: can and can’t, talking about skills and abilities; giving a presentation about a favourite performer
Writing: identifying and writing dramatic verbs and words related to performers and their skills and abilities; writing a review of a playscript; writing a play summary; writing a culture text about a puppet show in your country; identifying the features of and writing a review; preparing a presentation about a favourite performer
Drama: Shakespeare’s Globe Theatre
Street performance around the world / The importance of making sure everyone can see a performance
Pronunciation: numbers ending with –teen and –ty
Phonics review: /aɪ/sky, light, white, my, high, fly, why, buy, try, quite, side, flights, right, might
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a blog, a diary, a cross-curricular text about the Channel Tunnel, culture texts about special transport in different countries, an opinion essay, a presentation plan about a family holiday
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework; a song about going on holiday; an extended dialogue about buying a train ticket; focusing on pronunciation: numbers ending in –teen and –ty; identifying words with the phoneme /aɪ/, listening to a presentation about a family holiday
Speaking: developing fluency and accuracy: talking about travel and transport and air travel; using verbs with particular patterns (Anya’s parents suggested moving to the UK.); talking about past actions that are still true and actions that started and finished in the past (They started digging the tunnel in 1988.); numbers ending in –teen and –ty; practise buying a train ticket; giving a presentation about a family holiday
Writing: identifying and writing words related to travel and transport and air travel; writing a review of a diary; writing a travel blog; writing a culture text about a special transport where you live; identifying the features of and writing an essay; preparing a presentation about a family holiday
Geography: The Channel Tunnel
Special transport around the world / The importance of being safe and following safety instructions
4
Vocabulary Structures
Unit 3:
L vely
l terature
Core Characters in different story types: detective, witness, thief, reporter, victim, assistant, hero, heroine, companion, enemy, giant, wise character
Story words: clue, magnifying glass, disguise, diamond necklace, spell, magic cloak, creatures, shield, alien, UFO, time machine, spaceship
Other Harry Potter film locations: steam train, cloister, tourist, theme park
Famous writers around the world: stamp, non-fiction, comedian, crime, popular, film, solve, mystery, be born, statue, journey, imaginative, deep sea exploration, space travel, real life
Past simple and past continuous:
He stole the jewel.
Watson was eating dinner and Holmes was reading a book.
Holmes was looking at a hat when Watson arrived.
While they were walking away, a tall man arrived.
Present perfect with for and since:
They’ve eaten in the Great Hall for hundreds of years.
They’ve travelled on steam trains since 1984.
Unit 4: Human h story
Core Life event words: be born, start school, grow up, leave school, go to university, learn to drive, leave home, get married, move house, get a job, have children, retire
Family and community words: community, home, husband, wife, parent, toddler, child, grandparent, best friend, grown-up, teenager, neighbour
Other Archaeological finds in the UK: archaeologists, discover, board game, missing, popular, chess, writing tablets, careful, law document, helmet, valuable, chief, cooking pot, puzzle, jewellery, sword, bracelet
Homes in the past around the world: museum, Stone Age, archaeologist, post (n), cliff, war, desert, tepee, hunt, buffalo, villa, design, build, roof
Modal verbs:
It must/can’t/might/may/could be modern.
Present perfect with just, already and yet:
They’ve already/just found all the pieces.
They haven’t found all the pieces yet.
Unit 5: Smart
c t zensh p
Core Conservation words: endangered, extinct, protected, in the wild, in captivity, Chinese river dolphin, Atlantic albatross, African penguin, European bison, Iberian lynx, Arctic fox, Antarctic blue whale
Environment words: recycle, turn off, use up, sort out, put on, give away, look after, clean up, cut down, pollute, throw away, waste
Other Recycling: coal, oil, CO2,
bag, packet, walkway, degrees, Celsius, energy,
habitat, pollution, aluminium, fizzy drink, local
Environmental projects around the world: trouble, build, pipe, storage tank, collect, roof, filter, clean (v), timer, precious, bat, species, destroy, habitat, healthy, crop, helpful, bat box, project, bees, sick, scientist, hive, plenty, honey, beekeeping, threat, rainwater, local, turtle, footprint, turtle egg
will for instant decisions and going to for plans:
I’ll ring them now.
We aren’t going to keep Coco.
less and fewer with countable and uncountable nouns:
We should use less energy.
We should use fewer plastic bottles.
4 Syllabus
Phonics and
pronunciation
Skills Cross-
curricular
themes
Cultural
themes /
Values
Pronunciation: intonation in questions and answers
Phonics review: /uː/ knew, you, who, soon, glue, new, too, blue, clues, through, to, two, onto
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a summary of a story, an essay, a detective story, a cross-curricular text about Harry Potter film locations, culture texts about famous authors from different countries, a detective story, a presentation plan about a favourite type of book
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about books, an extended dialogue about borrowing books from a library (enquiring and exchanging information about books); focusing on pronunciation: intonation in questions and answers, identifying words with the phoneme /uː/; listening to a presentation about a favourite type of book
Speaking: developing fluency and accuracy: talking about characters in different story types and using story words; talking about parallel and interrupted actions in the past (This girl was running and this boy was drawing. While the man was reading, the cat stole his biscuits.); talking about how long something has been happening (Tourists have travelled on the steam trains since 1984.); focusing on pronunciation: intonation in questions and answers; enquiring and exchanging information about books; giving a presentation about a favourite type of book
Writing: identifying and writing words related to stories and characters in different story types; writing a review of a story; writing an essay; writing a culture text about a famous author from your country; identifying the features of and writing a detective story; preparing a presentation about your favourite type of book
Geography: Harry Potter film locations
Famous authors around the world / The importance of finding time to read every day
Pronunciation: linking words
Phonics review: /iː/ sheep, leave, she, thief, we, ice cream, Beans, eat, three, feel, feet, cheese, sleep
Reading: developing intensive and extensive reading comprehension skills of multiple text types: an autobiography, a newspaper story, a cross-curricular text about archaeological finds in the UK, culture texts about how people lived a long time ago in different countries, a diary entry, a presentation plan about people from history
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about a Viking family and their longhouse, an extended dialogue about preparing for a party (offering and requesting help); focusing on pronunciation: linking words; identifying words with the phoneme /iː/; listening to a presentation about people from history
Speaking: developing fluency and accuracy: talking about life events and family and community; expressing certainty and possibility with modal verbs (It can’t be the Ancient Greek. It might be the Viking.); talking about things using just, already and yet (Archaeologists haven’t found a lot of helmets yet.); focusing on pronunciation: linking words, offering and requesting help; giving a presentation about people from history
Writing: identifying and writing words related to life events and family and community; writing a review of a newspaper story; writing an autobiography; writing a culture text about an old home in your country; identifying the features of and writing a diary entry; preparing a presentation about people from history
History: Archaeological finds in the UK
Homes in the past around the world / The importance of respecting your local area and learning about its history
Pronunciation: intonation with question tags
Phonics review: /əʊ/show, toe, go, coach, rope, toads, ago, so, go, hope, homes, know, grow
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a leaflet, a website, a rescue story, a cross-curricular text about recycling, culture texts about environmental projects in different countries, a personal account, a presentation plan about helping wildlife
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about recycling, an extended conversation about raising money (making and responding to suggestions); focusing on pronunciation: intonation with question tags; identifying words with the phoneme /əʊ/; listening to a presentation about helping wildlife
Speaking: developing fluency and accuracy: talking about conservation and the environment; talking about instant decisions and decisions made earlier (I’ll ring them now. They're going to sell T-shirts.); talking about a smaller amount with uncountable and countable nouns (Recycling uses less energy than making new things. We should use fewer new plastic bags.); focusing on pronunciation: intonation with question tags; making and responding to suggestions; giving a presentation about helping wildlife
Writing: identifying and writing words related to conservation and the environment; writing a review of a rescue story; writing a leaflet; writing a culture text about an environmental project in your country; identifying the features of and writing a personal account; preparing a presentation about helping wildlife
Citizenship: Recycling
Environmental projects around the world / The importance of trying to protect and help your local environment
5Syllabus
6
Vocabulary Structures
Unit 6: Spec al sport
Core Expedition words: water bottle, sun cream, insect repellent, first aid kit, survival blanket, route, landmark, destination, campsite, picnic area, car park, national park
Extreme adjectives: hilarious, enormous, tiny, filthy, starving, exhausted, delicious, terrified, fantastic, awful, fascinated, delighted
Other Safety in the mountains: weather forecast, mobile phone, emergency kit, whistle, mountain rescue team, emergency equipment, helicopter, volunteer, walker, danger, rescue dog
Scout groups around the world: scout, camp, camping, campfire, burnt, sailing, nature, hummingbird, bald eagle, habitat, owl sanctuary, tasty, march, parade, bagpipes, international
will and going to for predictions:
Jamie will remember his birthday!
There’s going to be a storm.
Indefinite pronouns:
somewhere, something, someone, everywhere, everything, everyone, nowhere, nothing, no one, anywhere, anything, anyone
Unit 7: Dar ng des gn
Core Clothes and accessories words: belt, trainers, raincoat, suit, umbrella, handbag, suitcase, briefcase, tracksuit, hoody, jeans, leggings
Textile adjectives: striped, spotted, checked, dark, pale, bright, tight, baggy, sparkly, comfortable, patterned, plain
Other Modern fabrics and technology: traditional, cotton, raw materials, processed, fabric, weaving, synthetic, chemical, waterproof, hiking boots, gadget, MP3 player, mobile phone, integrate, electronic circuit, sew, scientist, develop, nanotechnology, smart fabric, conduct electricity, light up, record data, athlete, exercise, woven, clothes bank, second-hand clothes shop
Traditional crafts around the world: traditional craft, cloth, natural dyes, weave, myth, universe, knitting, fibre, unwashed, oil, sewing, soldier, armour, firefighter, decoration, silk painting
Reported speech:
He said the suit was great.
She told him there was a famous designer.
Present simple passive statements and questions:
These fabrics are called smart fabrics.
Are synthetic fabrics made from natural materials?
Unit 8: Interest ng ICT
Core ICT nouns and verbs: password, icon, text message, download, link, log on, copy, paste, click on, save, attach, delete
Gadgets and inventions words: telephone, mobile phone, laptop, e-reader, tablet PC, MP3 player, games console, sat-nav, calculator, digital camera, digital radio, walkie-talkie
Other The history of computers: engineer, mathematician, solve, mistake, create, invent, mechanical, computer, design, build, difference engine, museum, digital computer, moon landing, computer chip, telephone exchange
Internet use around the world: internet, skater website, skatepark, research, careful, useful site, social network, email
First conditional:
If I log on, I will send a download.
Past simple passive statements:
Lots of mistakes were made.
His ’difference engine’ wasn’t built.
Syllabus
7
Phonics and
pronunciation
Skills Cross-
curricular
themes
Cultural
themes /
Values
Pronunciation: word stress in prepositions
Phonics review: silent letters:
when, knee, island, comb, castle, knife, witch, write, white, hour, where, what, why, knock, know, mustn’t, listen
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a route plan, a survival story, a cross-curricular text about safety in the mountains, culture texts about scout groups in different countries, an advice text, a presentation plan about trying a new activity
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about an activity holiday, an extended dialogue about finding a place in a town (asking for and giving directions); focusing on pronunciation: word stress in prepositions; identifying silent letters; listening to a presentation about trying a new activity
Speaking: developing fluency and accuracy: talking about expeditions and using extreme adjectives; talking about predictions about the future (He’s going to be very tired. They won’t go home by car. They’ll go home by bus.); making sentences that avoid being exact about who/where/what we are talking about (You should tell someone where you’re going.); focusing on pronunciation: word stress in prepositions; asking for and giving directions; giving a presentation about trying a new activity
Writing: identifying and writing words related to expeditions and using extreme adjectives; writing a review of a survival story; writing a route plan; writing a culture text about an activity you do regularly; identifying the features of and writing an advice text; preparing a presentation about trying a new activity
Sport: Safety in the mountains
Scout groups around the world / The importance of joining in and trying new activities
Pronunciation: schwa sound in a and the (/ə/)Phonics review: /ʃ/fashion, she, information, sugar, delicious, T-shirt, paintbrush, should, shapes, stylish, wash, special, instructions, sure
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a website, a cartoon story, a cross-curricular text about modern fabrics and technology, culture texts about traditional crafts from different countries, a presentation plan about a design for a new school uniform
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about being happy in your own clothes, an extended dialogue about trying on clothes (talking to a clothes shop assistant); focusing on pronunciation: schwa sound in a and the (/ə/), identifying words with the phoneme /ʃ/; listening to a presentation about a design for a new school uniform
Speaking: developing fluency and accuracy: talking about clothes and accessories and adjectives to describe textiles; talking about what someone said (Billy told Mr Murphy he liked the cowboy hat. Jilly said the silver hat was her favourite.); emphasizing the person or thing affected by an action (It’s used to make raincoats and hiking boots. Are traditional fabrics made from natural materials?); focusing on pronunciation: the schwa sound in a and the (/ə/), practising talking to a clothes shop assistant, giving a presentation about a design for a new school uniform
Writing: identifying and writing clothes and accessories and adjectives to describe textiles; writing a review of a cartoon story; designing and writing a website; writing a culture text about a traditional craft in your country; identifying the features of and writing instructions; preparing a presentation about a design for a new school uniform
Design: Modern fabrics and technology
Traditional crafts and designs around the world / The importance of learning about traditional crafts and skills
Pronunciation: saying website addresses
Phonics review: /eɪ/train, take, paste, play, break, ace, name, came, same, made, email, faithfully, days, say, great
Reading: developing intensive and extensive reading comprehension skills of multiple text types: an illustrated glossary, an advert, a playscript, a cross-curricular text about the history of computers, culture texts about internet use in different countries, an email, a presentation plan about a favourite gadget
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about when different gadgets were made, an extended dialogue about computer use (conducting a survey); focusing on pronunciation: saying website addresses; identifying words with the phoneme /eɪ/; listening to a presentation about a favourite gadget
Speaking: developing fluency and accuracy: talking about ICT nouns and verbs and gadgets and inventions; talking about possible events and outcomes in the future (If you click on the link, the website will open.); emphasizing the person or thing affected by an action (In the 19th century, calculations were done by people.); focusing on pronunciation: saying website addresses; conducting a survey, giving a presentation about a favourite gadget
Writing: identifying and writing different things connected with ICT and gadgets and inventions; writing a review of a playscript; writing an advert; writing a culture text about how you use the internet; identifying the features of and writing a formal email; preparing a presentation about a favourite gadget
ICT: The history of computers
Using the internet around the world / The importance of being sensible and safe when you go online
Syllabus
8
Vocabulary Structures
Unit 9: Spectacular
sc ence
Core Planets and space words: planet, star, comet, orbit, moon, constellation, asteroid, solar system, satellite, continent, pole, ocean
Science and space words: invention, build, inventor, design, astronomer, observe, calculate, record, experiment, notice, discover, scientist
Other The Voyager mission: mission, spacecraft, scientific equipment and messages, launch, take photos, outer space, sounds from nature, greetings, astronaut
Strange stories from around the world: crash, desert, museum, wonder, news report, realistic, strange, crop circles, mysteries
Second conditional:
If I had a spaceship, I would explore the planets.
Past simple passive questions:
When were the spacecraft sent into space?
Were the photos chosen by aliens?
Rev s on story 1 Review: play (n), motorway, airport, companion, port, tickets, passport, luggage, catch, thief, canal, India, follow, detective, disguise, discover, railway, ferry, magician, circus, escape, rescue, whisper, enemy, heroine, perform tricks, tell jokes, audience, cheer, creature, spell, costume, Indian; present simple and present continuous; verb patterns; present perfect and past simple; past simple and past continuous; present perfect with for and since; so and such
Extra: enjoy, avoid, surprise, boss, journey, mistake, circus, clap, hire
Rev s on story 2 Review: China, be born, grow up, water bottle, coach, fascinated, endangered, in the wild, starving, delicious, protected, cut down, hilarious, home, leave home, grown-up, picnic area; modal verbs; present perfect with just, already and yet; will for instant decisions and going to for plans; less and fewer with uncountable and countable nouns; will and going to for predictions; indefinite pronouns
Extra: surprise, panda, zoo, guide book, omnivore, zookeeper, nap, wide awake, bamboo, sugar cane, lunchbox
Rev s on story 3 Review: design, hoody, walkie-talkie, tablet PC, password, link, download, satellite, observe, continent, ocean, notice, catch, tracksuit, raincoat, weather, calculate, log on, follow, chase, checked, striped, build, audience; reported speech; present simple passive questions and statements; first conditional; second conditional; past simple passive statements
Extra: forget, project, dream, smart, sleeves, change colour, invent, programme, gadget, helium balloon, connect gas, competition
Fest val 1: Thanksg v ng
Review: dangerous, grandparent
Extra: settler, prayer, celebration, thankful, be together, uncle, aunt, cousin, volunteer, soup kitchen, turkey, pumpkin pie, paper leaf, plantation, open-air museum, explore, tour, journey, pilgrim, fish, corn, harvest, website, charity, parade
Fest val 2: Chr stmas
Review: delicious, home, put up
Extra: festival, celebration, advent, decorations, Christmas cards, employ, deliver, mince pie, raisin, sugared fruit, recipe, supersitition, good luck, enjoy, Middle Ages, neighbourhood, popular, carol concert, dazzling, tasty, countdown, Santa, reindeer
Fest val 3: World Poetry
Day
Review: laugh, notice, follow, moon
Extra: competition, rhyme, rhythm, syllables, haiku, popular, ice melting, limericks, dream, terrible, fright, celebrate, invite
Syllabus
9
Phonics and
pronunciation
Skills Cross-
curricular
themes
Cultural
themes /
Values
Pronunciation: sentence stress
Phonics review: Magic E:
hide, made, note, tube, like, time, take, made, space, hope
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a science textbook, a quiz, a science fiction story, a cross-curricular text about the Voyager mission, culture texts about strange stories from different countries, a report, a presentation plan about making a Golden Record
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context, listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about space, an extended dialogue about leaving a phone message for someone (asking for and giving information on the phone); focusing on pronunciation: sentence stress; identifying Magic E words; listening to a presentation about making a Golden Record
Speaking: developing fluency and accuracy: talking about planets and space and science and space; talking about the outcomes of unlikely or impossible events (If the alien spoke English, I would ask him questions.); asking about the person or thing affected by an action (What was sent back to Earth by the Voyager spacecraft?); focusing on pronunciation: stress in sentences, asking for and giving information on the phone; giving a presentation about making a Golden Record
Writing: identifying and writing words related to planets and space and science and space; writing a review of a science fiction story; writing a quiz; writing a culture text about what you think of aliens; identifying the features of and writing a report; preparing a presentation about making a Golden Record
Science: The Voyager mission
Strange stories around the world / The importance of not believing everything you see on the internet or on TV
Syllabus
Introduct on
About Ace!
Ace! is a six-level course for children learning English from
Primary 1 to Primary 6.
The course combines a high-level grammar and vocabulary
syllabus with fresh, modern visual appeal and all the rich,
imaginative context of a true story-based course.
The context for the Ace! course is the Ace School and the
Ace! characters, who are the school pupils. In each cycle,
we experience the daily life and learning of a different age
group of pupil characters. And just as the Ace! characters are
given a chance to shine, children learning English with Ace!
are also inspired to flourish.
The language and skills practice in Ace!, shaped in line
with the requirements of the Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET) and Trinity
examinations, has been carefully chosen and crafted to
benefit all children in higher-level learning contexts, whether
they intend to sit external examinations or not. While the
syllabus is fast-paced and comprehensive, lessons are
carefully staged, the approach to practice and recycling
of language is thorough, and the methodology is clear
and supportive for teachers and children alike. The course
empowers the children to achieve, and at the same time
places importance on the fun and enjoyment of learning at
primary school.
Ace! has an inviting, highly motivating concept and a wealth
of story genres. The course places strong emphasis on
literacy, with the inclusion of a wide variety of text types
and a regular phonics review. In addition, importance is
given to the development of the whole child, through the
incorporation of Key Competence aims in the Ace! syllabus,
as well as rich cultural input, the highlighting of values, and a
cross-curricular lesson in every unit throughout the course.
To bring the Ace! world to life, the course offers a complete,
up-to-date suite of learning and teaching materials,
including a comprehensive Teacher’s Resource Pack, an
External Exams Practice CD-ROM, and course-specific digital
components (see Components, page 14).
Ace! 6
Learners are guided through Ace! 6 by triplets Billy, Jilly and
Milly Bean, who are all pupils at the Ace School. The triplets,
along with their friends, family and teachers provide the
background and context to each unit.
In the Starter unit, the children return to school after the
summer break and meet their new teacher, Mr Murphy. At
the end of the lesson, Mr Murphy sets the class a homework
assignment, which sets the topic for the next unit.
The opening spread of each unit shows three texts that have
been brought in by Billy, Jilly or Milly for their homework
assignment. Each text is based on authentic material that
children would find at home.
The first, and sometimes second, text presents the
vocabulary for the lesson; the second provides a gist reading
activity and the third provides the story for Lesson 2.
At the end of each unit, Mr Murphy reveals the homework for
the next unit and the children are introduced to the context
for the next unit. (See Using the homework assignment as an
optional activity on page 13 for more information.)
Stories
The value of stories is widely recognized in Primary English
Language Teaching. In a fast-paced course such as Ace!,
stories are the perfect vehicle for the presentation of new
language structures.
The emphasis on stories is also invaluable in the
development of children’s literacy skills, as it furthers
familiarity and understanding of the functions of text, as well
as promoting a positive attitude to books and reading.
Stories are a way of immersing children in the target culture,
which is a significant part of learning a foreign language and
of considerable benefit to children preparing to sit external
exams. They are also a useful framework for developing Key
Competences, particularly raising awareness with regard to
inter-curricular themes and citizenship.
At this level, it is important that children have exposure to
a wide variety of texts and understand that stories are not
confined to simple narratives or cartoon strips. In Ace! 6 the
stories are provided by a reading text that Billy, Jilly or Milly
has brought in as part of his/her homework assignment.
The text type changes from lesson to lesson, with the stories
taking the form of a page from an internet blog, a theatre
programme, a playscript, a detective story and so on.
As a follow-up, animated versions of all the unit
stories on the DVD bring an extra dimension to the
storytelling experience.
Vocabulary and grammar
Ace! is a high-level English course and therefore incorporates
a greater amount of vocabulary and a wider range of
grammatical structures than would be expected in a
mainstream English language course. The language syllabus
for Ace! 1 to Ace! 6 has been specifically designed in line
with the syllabi of the Trinity examinations, as well as the
Cambridge English: Young Learners and the Cambridge English:
Key (KET for schools) examinations. The path towards the
goal of entering these external examinations has therefore
been taken into consideration in the design and coverage
of the Ace! 6 syllabus. At the same time, equal emphasis
has been placed on the importance of teaching a practical,
well-balanced, high-frequency language syllabus, which is
appropriate for all children learning English at this level.
In Ace! 6, twelve new core items of vocabulary are presented
in Lesson 1 of each unit, with a further twelve taught in
Lesson 5. All the new core vocabulary is grouped in semantic
sets that relate to the unit topic. The vocabulary is presented
through listening activities, and then practised through
motivating communicative games and activities. Wordcards
are provided in the Teacher’s Resource Pack for practice and
reinforcement, and the children are encouraged to keep
a record of this new language (along with any more new
10 Introduction
Introduction 11
vocabulary) in their own Bilingual dictionaries in the back of
their Activity Books throughout the course of the year.
Each unit of Ace! 6 also presents and practises two new
core structures. The children are exposed passively to the
first structure through the story in Lesson 2, with Lesson 3
providing a clear focus on how the grammar works. There is
thorough listening, speaking, reading and writing practice of
the structure in the Class Book and Activity Book.
A second grammatical structure is presented through the
cross-curricular reading text in Lesson 6. This is practised
through engaging reading, writing and communicative
pairwork activities in the Class Book, and reading, writing
and listening activities in the Activity Book. The Grammar
and everyday language posters for each unit, provided in
the Teacher’s Resource Pack, can also be used to introduce
and explain the grammatical structures in Lessons 3 and
6, as well as providing a visual opportunity to review the
grammar, for example, at the end of a unit. Specific notes for
using the posters are provided in the unit notes.
At this level, there is also a focus on functional language.
Lesson 7 centres around a dialogue based on an everyday
situation, such as buying a train ticket or asking for and
giving directions. Useful phrases are highlighted so that they
are easy to pick out. These are practised through acting out
the roleplay and completing a communicative activity with
the fluency cards from the Activity Book. The Grammar and
everyday language posters for each unit also have a section
on functional language, providing useful language for the
fluency card activities in Lesson 7.
Skills
Ace! 6 has an integrated approach to language and skills
development. The Class Book and Activity Book work
closely together to encourage development of the four
skills. Through a variety of enjoyable tasks with a very
systematic approach, the children progress from listening
practice to speaking practice, and from reading practice to
writing practice.
Over the Ace! series as a whole, care has also been taken to
ensure that children preparing for Trinity and Cambridge
English examinations develop the required level of skills
competency, as well as familiarity with examination
task types.
Listening: Ace! recognizes the particular importance of
listening in the early years of language learning. All new
language is presented with clear models on the Audio CD.
Listening to songs, stories, and cross-curricular and cultural
texts also helps the children assimilate the language and
exposes them to native speaker pronunciation. In addition,
listening activities in the Activity Book help to prepare pupils
for practical, everyday tasks in English.
Speaking: There is a strong speaking focus in Ace! 6,
with activities designed to help the children develop
fluency and accuracy. This includes personalized speaking
activities, practice of the everyday dialogue in Lesson 7 and
communicative games using the fluency cards from the
Activity Book.
The speaking practice in Ace! 6 culminates in the delivery of
a class presentation at the end of every unit. The children
are guided in this through a series of clear and supportive
preparation activities in the Activity Book.
Further opportunities for speaking in class are provided
through contexts the children can easily relate to, as well
as suggestions for teacher-led discussions provided in
the teaching notes. The Speak up poster, available in the
Teacher’s Resource Pack, can also be used to support
any kind of communicative activity, be it part of the core
lesson, a warmer or lead-in activity or an optional activity.
It can also be used for both open pairwork, where a pair of
children work together while the rest of the class observes,
and closed pairwork, where the children work in pairs
without being observed by others. Structures and example
sentences are provided for a variety of functions, such as
talking on the phone and using numbers.
Details of optional communication games are also given in
the Ideas bank (see page 201).
Reading and writing: Children learning English at a higher
level need to be able to make fast progress in reading
and writing. This is particularly true for those studying
in bilingual projects or with the intention of sitting
external examinations.
Ace! 6 takes a very systematic approach to reading and
writing. It familiarizes children with the structures and
conventions of different types of text before any reading or
writing takes place.
Lesson 1 provides an overview of different text types; it
begins with a text-type recognition activity and leads on to
a gist reading activity. In Lesson 2, the children read in more
detail to find specific information in a story.
In Lesson 8, the children read each of the three cultural texts
for gist before they read again to extract specific information
to answer questions.
Lesson 9 in the Class Book and Activity Book prepares the
children for a writing activity. It presents and provides
analysis of a particular type of text, for example a review,
essay or diary entry.
Following a series of preparation activities in the Activity
Book, the children then produce their own texts. The Class
Book and the Activity Book provide models that the children
can use to support their writing.
External examinations for young learners
At this higher level of English-language learning, many
young learners in Primary 1 to Primary 6 are entered for
external examinations such as the Trinity examinations, the
Cambridge English: Young Learners examinations (Starters,
Movers and Flyers) and the Cambridge English: Key for Schools
examination (KET). The syllabus of Ace! 1–6 reflects the
language and skills requirements of these examinations.
Trinity examinations: The Ace! series aims to prepare the
children to enter the Trinity Grade 2 examination by the end
of Ace! 2, the Trinity Grade 4 examination by the end of Ace! 4
and the Trinity Grade 6 examination by the end of Ace! 6.
Cambridge English: Young Learners examinations: The Ace!
series aims to prepare the children to sit Starters by the end
of Ace! 3, Movers by the end of Ace! 5 and Flyers by the end of
Ace! 6.
Cambridge English: Key for Schools examination (KET): The
Ace! series aims to prepare the children to sit the Cambridge
English: Key for Schools examination (KET) by the end of
Ace! 6.
12 Introduction
Practice tests for the Trinity, Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET), as
well as Cambridge English: Preliminary for Schools (PET)
examinations can also be found on the Ace! External Exams
Practice CD-ROM.
Culture
Ace! values intercultural education as an essential part of
language learning. It is important for children to understand
and reflect on the differences and similarities between
their own and other cultures in order to develop Key
Competences, in particular competence in social skills and
citizenship. The culture lessons throughout the Ace! series
help them to develop an awareness of the people around
them, as well as a stronger understanding of the different
cultures around the world.
There are regular culture lessons in every unit throughout
the Ace! course. In Ace! 6, the children learn about aspects
of the lives of children in different countries. The cultural
information is presented as a web page in which different
children respond to questions about their lives that Billy, Jilly
and Milly have posted. This sets a context that the children
will easily be able to relate to and shows how children from
all over the world are united as part of a ‘global village’.
The follow-up activities in the Ace! 6 Activity Book give
the children the opportunity to consolidate what they
have learnt. They are also encouraged to reflect on the
target culture and draw conclusions about similarities and
differences by producing their own text, personalized with
ideas and experiences from their own culture.
In addition to the cultural input in Lesson 8, further
intercultural learning is provided through the three Festival
sections located at the end of the Ace! 6 Class and Activity
Books. These are intended to be used at the appropriate
times of the year: Thanksgiving (November), Christmas
(December) and World Poetry Day (March).
Pronunciation and phonics
Ace! 6, like Ace! 5, has a strong pronunciation focus, which
is found at the end of Lesson 7. These sections deal with
intonation, stress in words, sentences and questions and
pronunciation of numbers and web addresses.
The children listen to a recording of the target words,
phrases and sentences and repeat them with the class. The
pronunciation point is reinforced through the dialogue from
the lesson; the children listen out for the words and phrases
in the dialogue before acting it out in pairs or groups.
Phonemes in English can be represented by a variety of
spelling patterns, which can be a great cause of confusion
to learners of English. The phonics review in Lesson 9 of
the Activity Book helps the children to recognize different
spelling patterns for particular sounds as well as focusing on
tricky aspects of English spelling and pronunciation, such as
silent letters and homophones.
Songs
Songs are an invaluable way of practising new language,
as they naturally include repetition and greatly aid memory
through their use of rhythm.
Each unit of Ace! 6 contains a song, which is found in Lesson
5 and on the DVD. The song videos use real-life footage,
which is particularly relevant for this age group. The songs
offer practice and reinforcement of the vocabulary from
the lesson. They cover a wide variety of musical genre,
specifically designed to encompass the diverse range of
musical styles the children enjoy in the real world.
Cross-curricular focus
The Ace! course transfers useful, practical English language to
a range of different areas of the curriculum, including drama,
geography, history, citizenship, sport and design. The areas
chosen reflect and build on the kind of subject matter that
the pupils are working with in other classes.
In Ace! 6, Lesson 6 is contextualized as a school trip where
the Ace School pupils visit Shakespeare’s Globe Theatre,
museums, film locations, a recycling centre and other
interesting places that will spark curiosity in different areas of
the curriculum.
The cross-curricular content of the lesson is consolidated
and practised through a reading activity and a personalized
communication game in the Class Book, as well as follow-up
activities in the Activity Book.
Values
Learning about values is a key feature of the Ace! series as a
whole. In Ace! 6, Lesson 8 ends with a Vital values focus. In
this level, the pupils will encounter the following themes:
• being a considerate member of an audience at a
performance
• being safe and following safety instructions
• finding time to read every day
• respecting your local area and learning about its history
• trying to protect and help your local environment
• joining in and trying new activities
• learning about traditional crafts and skills
• being sensible and safe when you go online
• not believing everything you see on the internet or on TV.
Revision
In Ace! 6, the core vocabulary and grammar of the unit
is reviewed in each Lesson 10 through the Ace School
newsletter. Each edition of the newsletter contains a range
of fun activities to review vocabulary and grammar, such as
word puzzles, magazine-style reports, surveys and picture-
based activities.
Following each sequence of three units, there is also a more
extensive revision section, each based around a story in the
Class Book featuring the Ace School characters. Two pages
of follow-up exercises per story also appear in the Activity
Book. These Revision story lessons review the core and
secondary vocabulary and grammar from each term. Details
can be found in the Revision stories section of this Teacher’s
Book (see page 186).
Optional lessons
Each unit includes two optional lessons, details of which can
be found in the Optional lessons using the DVD section of this
Teacher’s Book (see page 27) and in the lesson notes that
follow. The first optional lesson (Lesson 3a) comes after Lesson
3 and reviews the main vocabulary from the unit and provides
reinforcement of the main grammar point presented in the
previous lesson. This is also the suggested point for showing
the animated version of the story on the DVD. The second
Introduction 13
optional lesson (Lesson 6a) follows Lesson 6. It gives ideas
for extending cross-curricular content and language taught
in the cross-curricular lesson, and for a project based on the
cross-curricular topic. This is also the suggested point for
showing the real-world film clips from the DVD.
Using the homework assignment as an optional activity
Teachers may wish to set their own class the homework that
Mr Murphy gives Class 6A at the end of the unit. This can
then be used as an optional lead-in activity for the following
unit. The children will find this interesting and rewarding, but
it will demand some degree of classroom time.
If you wish to set the homework assignments to your class,
you will need to be sure that you have enough time in
your schedule for the children to present what they have
brought in. Some teachers may wish to set the homework
assignment for some, but not all units; others may wish
to divide up the class so that different children do the
assignment for different units.
You may choose to ask the children to present their
homework to the whole class or within small groups.
The second option may suit teachers with less time and
those who have less confident pupils. Go around the
class, listening and helping as the children present their
homework. Also allow time at the end to discuss the activity
with the class, for example by asking one child from each
group to tell the class what the children have brought in
Testing and evaluation
Children’s progress can be evaluated through formal testing,
ongoing assessment and self-assessment. In terms of formal
testing, there are nine unit tests, three term tests and one
end-of-year test on the Teacher’s Resource CD-ROM, which
together cover the target language from the course. All
these tests are available as printable or editable documents,
so you can choose to adapt the material to suit your class.
For ongoing and self-assessment, each unit ends with a
self-evaluation task in Lesson 11, encouraging the pupils to
reflect on the activities they have done in the unit they have
just finished. The focus is on becoming aware of the progress
they are making and of areas that need more attention. As
well as this, there are evaluation grids and portfolio material
on the Teacher’s Resource CD-ROM, which allow you to
continuously assess your pupils’ progress and provide them
and their parents with feedback.
You will also find practice papers for the Trinity and
Cambridge English: Young Learners, Cambridge English: Key for
Schools (KET), and Cambridge English: Preliminary for Schools
(PET) examinations on the External Exams Practice CD-ROM.
Multimedia
Ace! has a fresh, innovative and fully integrated approach to
multimedia in the classroom, allowing teachers to create a
tailored digital solution to best suit them and their school
facilities. The Ace! digital tools include the iPack, Teacher’s
Resource CD-ROM, DVD and Oxford Online Learning
Zone website. Details of these features are provided in the
Optional lessons using the DVD and Ace! Digital sections of this
Teacher’s Book (see pages 27 and 29).
Key Competences
The inclusion of the Key Competences in the curriculum
is designed to integrate the formal learning specific to
each subject area with less formal learning. This helps the
children to see the relationship between different subjects
and use skills learnt in one area in different contexts. The Key
Competences encourage the activation of resources that the
learner already has. Foreign-language learning contributes
directly to the development of competence in linguistic
communication as it increases, enriches and complements
a pupil’s communicative capacity. When language learning
is based on the development of the four communicative
skills (reading, writing, listening and speaking), it helps
to develop this Key Competence in the same way as the
study of a native language. A more detailed explanation
of how learning a foreign language can develop the other
Key Competences can be found on the Teacher’s Resource
CD-ROM, along with ideas and worksheets for further
exploitation of each Key Competence.
The materials in Ace! 6 offer many opportunities for the
development of the Key Competences. These are clearly
highlighted and explained throughout the teacher’s notes.
Parental involvement
Learning involves a cooperative relationship between
home and school, and it is important to establish clear
communication with parents to encourage home support.
The following are suggestions about possible ways of
doing this.
• Keep parents informed about what their children are
learning and their progress. School blogs can be an
effective way to keep parents up to date, as well as
being highly motivating for children. Please make sure,
however, that the children in your classes are protected
at all times when they are online. Ensure that the school
blog has a password, so that it is only available for the
people for whom it is intended. In addition, teach children
about internet security. Screen what they plan to post
before they post it and make sure that they don’t reveal
too much personal information, especially telephone
numbers, addresses or personal emails.
• Set the children homework to tell their parents the unit
topic, sing them a song in English or tell them about life
in the English-speaking countries, for example. Encourage
parents to play the Songs CD, at home or in the car, to
motivate their children.
• Inform parents of the values their children are learning,
and ask them to encourage their children to employ them
at home too.
Components
14 Components
Class Book• a Starter unit reintroducing Billy, Jilly and Milly Bean, their
friends and Mr Murphy, their class teacher
• nine teaching units of eleven lessons per unit providing the
core material
• three Revision stories featuring the course characters
• three pages of festival materials
• a clear syllabus summary showing the main language learnt in
each unit
• a Songs CD with all the songs from the course
Activity Book• ten pages of activities per core unit, including pairwork
activities; a Reading Club feature; follow-up to the cross-
curricular and cultural lessons; unit review and self-evaluation
• activity ideas for fast finishers at the bottom of each page
• follow-up to the Revision stories
• follow-up to the festivals
• one set of fluency cards per unit for communicative
pairwork activities
• Bilingual dictionary, Grammar reference section and an
Irregular verbs list
Teacher’s Book• a full description of the syllabus
• an introductory section, with explanations of the
methodology and concept behind the course
• an annotated Tour of a unit
• clear, succinct teaching notes for each lesson
• teaching notes for two optional lessons per unit (one DVD
lesson and one cross-curricular lesson)
• optional extra activity ideas
• culture notes
• references to Key Competences
• full answer keys for Class Book and Activity Book activities
• transcript for each lesson
• references to worksheets on the Teacher’s Resource CD-ROM
• useful classroom language
• a list of the unit wordcards
• an Ideas bank with suggestions for games and activities that
can be used to practise and reinforce the course language
• a wordlist for Ace! 6
Audio CDs• recording of all the songs, stories and listening activities
including recordings for the tests
Teacher’s Resource CD-ROM• evaluation material
• nine unit tests, three term tests and one end-of-year test
• two worksheets to supplement the Starter unit
• one Story worksheet per unit
• two Vocabulary and grammar worksheets per unit
35 Unit 1
Lesson 1 CB PAGE 6 and AB PAGES 4 and 103
VOCABULARY
Lesson objectives
Identify dramatic verbs
Identify different text types
Speed read a page from a drama textbook for
information
Identify different ways to use your voice
Language
Core: shout, whisper, scream, laugh, mutter, cheer, catch,
follow, hide, escape, chase, rescue
Review: play (n), textbook, stage, hard-working, poor, gold,
stone, spider
Extra: voice, exercise, argument, complain, pirate, cove,
mussel, footprint
Materials
CD1 $ tracks 06–09; Unit 1 wordcards Set 1; a watch
or timer
Warmer
Play a game of Simon says … (see page 199) with action
verbs that the children already know (e.g. run, jump, sit
down, stand up, walk).
Lead-in
Ask the children what they remember about the story
from the Starter Unit. Ask What is the new club? What do
the children have to do? Are they ready for Brainteasers now?
Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about a play.)
If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen. $ Look and find these text types.
With books closed, tell the children that they are going to
hear a recording of Billy telling his mum about the things
that he has collected for his homework assignment. Play
the recording. Ask individual children to tell you what they
can about Billy’s homework.
Ask the children to open their books. Focus attention on
pages 6 and 7 and explain that these are the different
things that Billy has collected.
Tell the children that you are going to play the recording
again. They must listen and find the text types that Billy
talks about. Explain that they do not need to read the text,
but should look for visual clues, such as layout and style.
Before playing the recording, read the text types with
the class and check that children understand what each
one means.
Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
Check the answers as a class.
TranscriptMum What are you doing, Billy?
Billy It’s my drama homework for Mr Murphy.
Mum What do you have to do?
Billy We have to find out about a play.
Mum Oh, OK. Great. What have you found?
Billy I’ve got a drama textbook and a part of the script for
the play we went to last month.
Mum Oh, yes, that was an exciting story. I’ve got the play
summary somewhere.
Billy Can I take it to school?
Mum Of course you can. I think it’s on my desk.
ANSWERS
A drama textbook B play summary C playscript
2 Match the words and the pictures (1–12). Listen, check and say. $
Ask the children to look at the drama textbook and the
page from the play summary on page 6. Ask them to
match the verbs to the pictures and write the answers in
their notebooks.
Play the recording for the children to listen and check
their answers. Check the activity as a class.
Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript1 scream 2 cheer 3 mutter 4 laugh 5 whisper
6 shout 7 follow 8 hide 9 chase 10 catch
11 escape 12 rescue
3 Read text A. Listen and say the word. $
Ask the children to look at the drama textbook page
again. Tell them that they are going to read and listen
to the text. They must listen and say the way of using
your voice.
Play the recording, pausing after each extract for the
children to say the word.
Check the answers with the class.
ANSWERS
1 scream 2 cheer 3 mutter 4 laugh
5 whisper 6 shout
Del ghtful drama
Class Book
Activity Book
Teacher’s Book
Audio CDs
Les
VOC
Les
Iden
Iden
Spe
info
Iden
Lan
Cor
follo
Rev
ston
Extr
mus
Mat
CD1
or ti
Warm
Play
ver
dow
Lead
Ask
from
the
Ask
T h ’ B k
15 Components
• one Functions worksheet per unit
• three festival worksheets (one per festival)
• one cross-curricular DVD worksheet per unit and a DVD story
wordcard worksheet
• full transcripts and answers for tests, and full teaching notes and
answers for worksheets
• notes for Key Competences and worksheets
• PDF version of the printed Teacher’s Book (English) as well as PDFs
of Guía Didáctica and Llibre del Professor
External Exams Practice CD-ROM• practice tests for the following external exams: Trinity, Cambridge
English: Young Learners, Cambridge English: Key for Schools (KET)
and Cambridge English: Preliminary for Schools (PET)
Teacher’s Resource Pack
Wordcards
• 227 wordcards (Set 1: Lesson 1 vocabulary; Set 2: Lesson 5 vocabulary) –
see page 200 of this Teacher’s Book for the list of wordcards
Posters
• Speak up poster with useful structures and models for classroom
conversations and pairwork
• Grammar and everyday language posters for each unit, with grammar
tables, explanations and examples of grammatical structures and useful
phrases for the Lesson 7 everyday language fluency cards activities
Wipe-clean poster
• a wipe-clean Directions poster which can be written on with
a whiteboard marker, wiped clean and used again
DVD• animation of each unit story
• one cross-curricular video clip per unit
• video clips of the nine unit songs
iPackPresentation and practice material for interactive whiteboards and
data projectors that includes the following:
• stories
• songs
• audio
• poster and wordcard presentation material
• Activity Book activities
Oxford Online Learning Zone• interactive website content for students to use at home or in
the classroom
Speak up poster
Teacher’s Resource CD-ROM
Wordcards
Grammar and everyday language posters
Wipe-clean poster
Fs
1
6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
Story
Unit 1
1 Remember the play. Read the newspaper and tick the articles that are important to the play.
3 Write a scene for the play. Blackbeard is telling the pirates about his plan.
Setting: In the pirates’ cave. The pirates are listening
to Blackbeard.
Narrator: Blackbeard explained his plan to the pirates.
Pirate 1: What’s your plan, Blackbeard? How are we
going to get the gold?
Blackbeard: Well, listen. …
2 Look at Blackbeard’s plan. Find the information he needs in the newspaper in Activity 1.
1 Remember
Thursday is Market Day!
Visit your local market
for all your fresh fruit
and vegetables.
Mussels a speciality.
4 Everyone must be
very careful. There are
pirates in the area! Soldiers
are watching the port and
the village all the time. But
don’t go into the caves on
the beach!
3 Welcome our
Spanish Friends
A big ship is coming from
Spain. It will arrive tomorrow
night at midnight. Come
to the party on Wednesday
morning at the port to
welcome our visitors.
6 Don’t sail too
close to the
big rocks!
They’re very dangerous
for boats.
Think safe – stay away!
2 Interview with Our
Lighthouse Keeper
Int: So, what’s your secret to good health?
LK: Get plenty of sleep. I get up early, so I
go to bed at 10 o’clock every night ...
(Continues on page 5)
5 Looking for a
present?
Try Tom Pendleton’s Jewellery Shop
Gold necklaces, silver rings and lots
more!
Come and take a look!
How to get very rich – my plan
A ship is on its way to the island from Spain.
It’s full of gold and silver.
Aim: steal the gold and silver
Find out when it’s arriving. (1)
Problem: soldiers on guard
Are they there all the time? (2)
Do they guard the beach? (3)
The big rocks are very dangerous.
Can they make a boat sink? (4)
Problem: lighthouse shows ships where to sail.
We can put out the light in the lighthouse, and
put a light near the big rocks!
When does the lighthouse keeper go to bed?
(5) Blackbeard
y) –
Wordcards
SpSpeaeakk upup ppososteterr
GG dd dd ll tt
Wi l
are list
n to th
? How
d
beard
st
h
w
d
26 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable
Vocabulary and grammar 1Unit 9
1 Complete the words. Write T (True) or F (False).
T 1 Earth is the only p l a n e t .
2 The sun is a bright s at the centre of our s s .
3 Some c are only seen from Earth once in a century.
4 The Mediterranean is an o on Earth.
5 Earth has got two p – East and West.
6 Man-made s are used for communication and entertainment.
7 There are seven c on Earth.
8 In Australia, the c in the sky are upside down.
9 Large a float in space but never pass very close to the earth.
10 The m ’s o of Earth takes approximately one month.
2 Write sentences using the second conditional.
1 a spaceship go / to Mars / take eight months
flf a spaceship went to μars, it would take eight months.2 astronauts land / on the surface / do experiments and explore
3 they spend / a month on Mars / be away for 520 days
4 they meet aliens / bring one home
5 a spaceship broke down / astronauts have to fix it
3 Can you imagine going on holiday to the moon? Write a text about tourism on the moon.
Use the ideas below (or your own ideas) and the second conditional.
see Neil Armstrong’s
footprints / take
photographs
go on a day trip / drive
a moon buggy
stay in a moon hotel /
float around
have post office on the
moon / send lots of
postcards
flf fl saw ²eil årmstrong’s footprints, fl would take photographs.
s s
once in
d for co
Earth.
t neve
proxim
e eiggggexplor
a text
cond
moon
und
d takke
Tour of a un t
16 Tour of a unit
Lesson 1 Vocabulary Lesson 1 teaches and practises the first key vocabulary set of twelve words. The spread
for Lessons 1 and 2 shows the three texts brought in by Billy, Jilly or Milly for the
homework assignment that Mr Murphy set at the end of the previous unit.
Wordcards
• Use the wordcards for practice and reinforcement of
the key vocabulary.
Class Book
• The children listen to the recording and find the
text types.
• The children listen to the second recording and
match the words to the pictures. They listen to the
recording again and repeat the words chorally and
then individually.
• The children listen to a recording of definitions or
sounds and say the new words.
• The children speed read one of the texts to find the
answer to one or two gist questions.
• They then do a pairwork activity that prompts them to
actively produce the new vocabulary.
Activity Book
• Before the children move on to Activity 1 in their
Activity Books, they add the new vocabulary to
their own Bilingual dictionaries at the back of their
Activity Books.
• The children then practise recognizing the vocabulary
by writing the correct word beneath each picture.
• In the second activity, the children complete definitions
with the key vocabulary.
• The children listen to a dialogue or conversation
containing the new vocabulary, and then complete
an activity that requires them to recognize the
new vocabulary.
• The children write their own personalized texts with
the new vocabulary in their notebooks, using word or
question prompts in the Activity Book.
• An activity suggestion for fast finishers keeps all the
children engaged. This feature is present in all lessons.
Identification of
different text types.
The texts brought in
by Billy, Jilly or Milly
for their homework
assignment allow
pupils to connect with
the course characters
and engage with the
text types.
Class Book 6
Bilingual dictionary (Activity Book 6)
nt that Mr
nnnn
Active production of
the key vocabulary
through a pairwork
speaking activity.
Finding of
information
through a speed
reading activity.
Practice of the key
vocabulary through
a matching activity
followed by active
production of the key
vocabulary through a
listening activity.
Wordcards Set 1
AA
ttt
t
s
Activity Book 6
Writing activity
based on definitions,
practising key
vocabulary.
Listening activity
practising
recognition of key
vocabulary.
Word-level writing activity
practising key vocabulary.
ok 6
s
prppppppppppppppppp
Activity suggestions
for fast finishers.
yy...
ctivity
f kofofofofofofofofofofofofofofof kkkkey
w
t with
act
h t
s.
y y
hh
with
ters s
theee e e e e e ee e e e e e e e
F
ii
t
