QUEST6 Teachers Notes PDF

EN DIT
E
GL IO
Teacher’s Notes
IS N
H
Emma Mohamed
Quest TB6_ENG_ED_2a.indd 1 09/06/14 12:38

Contents
Syllabus 4
Introduction
• What is Quest? 14
• The main aims of Quest 6 14
• The course components of Quest 6 15
• The aspects of the course 17
• Organisation and key competences 17
• Methodology 20
• Classroom management 21
• Involving parents and carers 22
• Evaluation 22
Activity Bank 23
CLIL Poster ideas 24
Starter Unit: Welcome Back to Quest TV! 25
Unit 1: Focus on Free Time 35
Unit 2: Fashion Fix 65
Unit 3: Marvellous Myths 95
Unit 4: Let’s Cook! 123
Unit 5: Where Were You? 153
Unit 6: Eureka! 183
Unit 7: On Safari 213
Unit 8: Party Time! 245
Everyday English 275
New Year’s Eve 293
St Patrick’s Day 297
Notting Hill Carnival 301
Answer Keys: Grammar Builder

and Basics Book 305

Syllabus
Unit Learning objectives Key language Recycled language
• Greeting people and saying goodbye (C1 C5) Vocabulary • Do you like (my new bag)? I
Starter – • Remembering the Quest TV presenters (C1 C3) • Question words: What/How many/ like/love (your new bag).
Welcome Back • Reviewing vocabulary from Quest 5 (C1 C7 C8) When/Who/Where • He/She has got a (laptop).
• Reading personal descriptions (C1) • get up on Saturday, have Sunday • You/I have got a (laptop).
to Quest TV! lunch, tidy your room, play computer
• Using personal descriptions to talk about friends • My favourite (sport) is
(C5 C8) games, study English, do your (snorkelling).
homework, visit friends or family, go • I’m (Jack).
• Listening to, understanding and singing a song
to bed
(C1 C6 C7 C8) • peaches, green beans,
• Writing short descriptions about yourself and Australia, funny, artist,
Structures snorkelling, the underground,
others (C1 C5 C6 C7 C8)
• Telling the time: It’s five/ten/quarter/ long sleeved top, funfair,
twenty/twenty-five past/to / half past turtle, sunglasses, laptop,
six. bag, T-shirt
• I sometimes/often/always (do my • Personal descriptions
homework) at (half past six). • Colours
• Numbers
• Days of the week
• Months of the year
• Identifying and saying free-time words and Vocabulary • I love / like / don’t like / hate
1 Focus on phrases and writing them correctly in context • play table tennis, play the drums, paint (Art).
Free Time (C1 C3 C7 C8) pictures, paint models, collect stickers, • He likes / doesn’t like (Art).
• Listening to, understanding and singing a song collect stamps, go fishing, go to the • Do you play (football)?
(C1 C6 C7 C8) cinema, do magic tricks, do exercise Yes, I do. / No, I don’t.
• Reading and listening to a story about free time • a paintbrush, an album, an exercise • I (don’t) play (table tennis).
and hobbies (C1 C3 C6 C7 C8) mat, a pack of cards, a fishing rod • go shopping/skiing/
• Showing understanding of the story by • restoration, detail, minimalist, straight, swimming, play basketball/
answering questions and writing a story review curved, three-dimensional, hyperrealist, ice hockey/football/
(C1 C6 C7 C8) pop art volleyball, do sport/
• Identifying how to use and form the present gymnastics/judo, watch TV
simple with like + -ing (C1 C7) Structures • letters, postcards, museum,
• Identifying parts of the language structure and • I like / don’t like (painting pictures). bedroom, garden, favourite
showing understanding by creating sentences • He/She likes / doesn’t like (going • Countries
and questions (C1 C7 C8) fishing).
• Listening to, reading and acting out an interview • Do you like (playing football)?
using language in context (C1 C5 C7 C8) Yes, I do. / No, I don’t.
• Identifying and saying free-time equipment (C1 • Does he/she like (doing exercise)?
C3 C7 C8) Yes, he/she does. / No, he/she doesn’t.
• Reading, extracting information and writing an
authentic web page about hobbies (C1 C3 C4
C6 C7 C8)
• Reading, listening and writing about three
contemporary artists (C1 C3 C4 C7 C8)
• Using the internet to find out about a famous
artist (C3 C4 C6 C7 C8)
• Understanding and extracting information from
a letter about hobbies and activities that your
friend likes and dislikes (C1 C4 C7 C8)
• Categorising free-time activities with their
corresponding verbs (C1 C3 C7 C8)
• Writing your own letter about things you and
your friend like and dislike doing in your free
time (C1 C3 C5 C6 C7 C8)
• Reviewing and reflecting on the unit (C1 C3 C6
C7 C8)
• Practising everyday English through listening to
and acting out a dialogue about hobbies and
finding a free-time activity (C1 C3 C5 C6 C7 C8)

Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• TV show, studio, presenter • Interest in a new English Book (C6 C7)
• Who is/are ...? • Pleasure in talking about friends in English (C1
• Who has got ...? C5 C8)
• Open your Pupil’s/Activity Book at • Positive attitude towards own ability to
page … participate in class activities (C8)
• Tell me ... you know in English. • Willingness to review and reflect on own learning
• Can you find …? (C7)
• professional, pets, holiday, • /р/ sound as in • Showing interest in and learning about different Art: Contemporary artists
boats, landscapes, exhibition, people and stamps types of art (C3 C6 C8)
newspapers, flowers, driver, • Learning about culture and customs in the
• /ƅ/ sound as in
instructions, collection, English-speaking world (C5 C6 C7 C8)
hobbies and table
comfortable, championship, free, • Using everyday English to act out finding a
insect free-time activity (C1 C3 C5 C6 C7 C8)
• What do the Quest team do in
their free time?
• shapes, sculptures
• What’s wrong? I’m (not) bored.
• Let’s (watch TV).
• Enjoy yourself!
• Have fun!
Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of ICT Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

• Identifying and saying the names of clothes Vocabulary • I/You wear / don’t wear
2 Fashion Fix and accessories and writing them correctly in • sandals, a cap, a polo shirt, shorts, (trousers).
context (C1 C3 C7 C8) a tracksuit, a denim skirt, leggings, • He/She wears / doesn’t
• Listening to, understanding and singing a song trousers, a headband, a necklace wear (trousers).
(C1 C6 C7 C8) • cotton, wool, silk, denim, leather • Does he/she (wear
• Reading and listening to a story about a fashion • a textile mill, spin, weave, chemicals, trousers)?
show (C1 C3 C6 C7 C8) cloth, skins, nylon, natural, artificial, • Where is the (fashion
• Showing understanding of the story by plastic, a tannery show)?
answering questions and writing a story review • boots, coat, belt, dress,
(C1 C6 C7 C8) Structures skirt, jeans, scarf, watch
• Comparing the present simple for everyday • What are you wearing? I’m (not) • sometimes, never, often,
routines to the present continuous for talking wearing (boots). normally
about now (C1 C7 C8) • He’s/She’s wearing (a dress). • Colours
• Identifying parts of the language structure and • He/She isn’t wearing (a cap). • Countries
showing understanding by creating sentences
• Are you wearing (a cap)? Yes, I am. / • Likes and dislikes
and questions (C1 C7 C8)
No, I’m not.
• Listening to, reading and acting out a dialogue
• Is he/she wearing (shorts)? Yes, he/she
using language in context (C1 C5 C7 C8)
is. / No, he/she isn’t.
• Identifying and saying clothing materials (C1 C3
C7 C8)
authentic advertisement for a clothes shop (C1
C3 C4 C6 C7 C8)
• Reading, listening and writing about materials
(C1 C3 C4 C7 C8)
• Using the internet to find out about where linen
comes from (C3 C4 C7 C8)
• Understanding and extracting information from a
letter about what clothes someone often wears
and is wearing today (C1 C4 C7 C8)
• Categorising clothes/accessories with their
corresponding season (C1 C3 C7 C8)
• Writing your own letter about what clothes you
and your friends wear (C1 C3 C6 C7 C8)
C7 C8)
and acting out a dialogue about buying clothes
in a shop (C1 C2 C3 C5 C6 C7 C8)
• Identifying and saying adjectives and writing Vocabulary • I’m/You’re/He’s/She’s
3 Marvellous them correctly in context (C1 C3 C7 C8) • brave, frightened, strong, weak, lucky, luckier/stronger/more
• Listening to, understanding and singing a song unlucky, difficult, easy, dangerous, safe important than you/me/
Myths
(C1 C6 C7 C8) • interesting, boring, clever, silly, magical them.
• Reading and listening to a story about the • a torso, a soldier, a bat, treasure, fall in • I/It can’t/can (pull out the
legend of King Arthur (C1 C3 C6 C7 C8) love, a centaur, a dragon, a mermaid, sword).
• Showing understanding of the story by a horse • It’s/They’ve got (a horse’s
answering questions and writing a story review body and legs).
(C1 C6 C7 C8) Structures • He’s/She’s/I’m (fighting).
• Identifying how to use and form superlative • I’m (the unluckiest) boy in London. • It’s/She’s/He’s/I’m (brave).
adjectives (C1 C7) • You’re (the strongest) person in the • There are (kings).
• Identifying parts of the language structure and world. • star, hide, island, sea, shark,
showing understanding by creating sentences • He’s/She’s (the most dangerous) king/ king, queen, princess
and questions (C1 C7 C8) queen in the country. • Countries
• Listening to, reading and acting out a dialogue • The continents
• Colours
• Identifying and saying more adjectives (C1 C3 C8)
• Adjectives
• Animal body parts
authentic film review (C1 C3 C4 C6 C7 C8)
• Reading, listening and writing about mythical
creatures in children’s literature (C1 C3 C4 C7 C8)
• Using the internet to find out about the mythical
creature Pegasus (C3 C4 C7 C8)
• Understanding and extracting information about
a mythical creature from an email (C1 C4 C7 C8)
• Planning and writing a description of a mythical
creature (C1 C6 C7 C8)
• Categorising adjectives in pairs of opposites (C1
C3 C7 C8)
• Writing your own email about your own mythical
creature (C1 C6 C7 C8)
C7 C8)
and acting out a dialogue about buying a book
about myths and legends (C1 C3 C5 C6 C7 C8)

• What are you wearing today? • /w/ sound as in • Understanding where clothing materials come Science: Where materials
• They’re wearing (clothes). woolly from (C3 C6 C8) come from
• They feel good. • /v/ sound as in • Showing interest in materials and how they’re
• Don’t worry / be silly. gloves made (C3 C6 C8)
• She can’t win the fashion show. • Learning about culture and customs in the
English-speaking world (C5 C6 C7 C8)
• What a great (T-shirt)! What great
(shoes)! • Using everyday English to act out buying clothes
in a shop (C1 C3 C5 C6 C7 C8)
• The changing room is on the left.
• Can I try them on?
• dressed up, fashion star/show,
model, clothes shop, materials,
match, kilt, miniskirt, worm, size,
imagination
• imaginative, fashionable, colourful,
small, medium, large
• elastic, strand, liquid, preserve,
machine, paper, prehistoric
• adventure, wizard, knight, myth, • Stress in two- and • Understanding mythical creatures and where Languages and Literature:
legend, magic, bells, century, three-syllable words they originate from (C6 C8) Mythical creatures in
sword, fight, marry, review, special • Showing interest in mythical creatures in Literature
effects, character, prince, funniest, Literature (C6 C8)
Loch Ness Monster, St George, • Learning about culture and customs in the
Bigfoot, leprechauns, unicorn, English-speaking world (C5 C6 C7 C8)
eagle, respect
• Using everyday English to act out buying a book
• My favourite film/character is ... about myths and legends (C1 C3 C5 C6 C7 C8)
• Once upon a time ...
• How can I help you? I’m looking
for (a book).
• What adjectives do you know to
describe how a person looks?
• What’s the opposite of (brave)?


• Identifying and saying the names of food and Vocabulary • He’s/She’s/You’ve/I’ve got
4 Let’s Cook! drink and writing them correctly in context (C1 • butter, milk, sugar, salt, a mango, (an omelette).
C3 C5 C7 C8) a lemon, flour, a doughnut, a pancake, • Can I have (a lemon),
• Listening to, understanding and singing a song an omelette please?
(C1 C6 C7 C8) • a cookery programme, a cartoon, • I like / don’t like (pizza).
• Reading and listening to a story about a cookery a quiz show, a sports programme, • Do you like (pizza / watching
programme (C1 C3 C6 C7 C8) a comedy series cookery programmes)? Yes,
• Showing understanding of the story by • a snack, a dessert, honey, cardamom, I do. / No, I don’t.
answering questions and writing a story review spice, baklava cakes, alfajor biscuits • It’s (ten past four).
(C1 C6 C7 C8) • This is/isn’t (my special
• Identifying how to use and form There is/are + Structures mango cake). These
countable and uncountable nouns (C1 C7) • There’s some (milk). / There are some are/aren’t (my special
• Identifying parts of the language structure and (eggs). pancakes).
showing understanding by creating sentences • There isn’t any (milk). / There aren’t any • I’m hungry. Let’s (cook
and questions (C1 C7 C8) (eggs). something).
• Listening to, reading and acting out a dialogue • Is there any (milk)? Yes, there is. / No, • Can you cook? Yes, I can. /
using language in context (C1 C5 C7 C8) there isn’t. No, I can’t.
• Identifying and saying types of TV programmes • Are there any (eggs)? Yes, there are. / • smile, ingredient, kitchen,
(C1 C3 C5 C8) No, there aren’t. fridge, cupboard, football,
• Reading, extracting information and writing basketball, run
an authentic class survey about types of TV • Countries
programmes (C1 C3 C4 C6 C7 C8) • Continents
• Reading, listening and writing about food around • Adjectives
the world (C1 C3 C4 C7 C8)
• Food
• Using the internet to find out about dan tat
cakes (C3 C4 C7 C8)
a description of food in the kitchen (C1 C3 C4
C5 C6 C7 C8)
• Categorising food and drink by taste (C1 C3 C7
C8)
• Writing a description of the food that is/isn’t in
your fridge or cupboard (C1 C3 C6 C7 C8)
C7 C8)
• Practising Everyday English through listening
to and acting out a dialogue about watching
cookery programmes (C1 C3 C5 C6 C7 C8)
• Identifying and saying the names of places and Vocabulary • Can we (speak to your
5 Where Were writing them correctly in context (C1 C3 C7 C8) • a football stadium, a shopping centre, grandma)?
You? • Listening to, understanding and singing a song a police station, a post office, a palace, • We’re (looking for a cup).
(C1 C6 C7 C8) a market, a sports centre, an airport, a • Do you (remember anything
• Reading and listening to a story about a missing campsite, an amusement park about yesterday)?
football cup (C1 C3 C6 C7 C8) • last month, last weekend, last week, • She has got (the cup).
• Showing understanding of the story by yesterday, last night • horses, gold, clean, mystery,
answering questions and writing a story review • stones, a cemetery, a field, a temple, problem, basketball, feet,
(C1 C6 C7 C8) crops, a monster imagination, king, queen
• Identifying how to use and form the past simple • Everyday activities
of to be (C1 C7) Structures • Adjectives
• Identifying parts of the language structure and • I/He/She was/wasn’t (at the football • Places
showing understanding by creating sentences stadium).
• Natural Features
and questions (C1 C7 C8) • We were/weren’t (at the football
• Food
• Listening to, reading and acting out a dialogue stadium).
using language in context (C1 C5 C7 C8) • Days of the week
• Were you (at the football stadium)?
• Identifying and saying different time expressions Yes, I was. / No, I wasn’t. / Yes, we • Countries
to talk about the past (C1 C3 C8) were. / No, we weren’t.
• Reading, extracting information and writing an • Was he/she (at the football stadium)?
authentic blog about a band (C1 C3 C4 C6 C7 Yes, he/she was. / No, he/she wasn’t.
C8)
• Reading, listening and writing about mysteries in
the UK (C1 C3 C4 C7 C8)
• Using the internet to find out about the Nazca
Desert in Peru (C3 C4 C7 C8)
places from an email (C1 C3 C4 C7 C8)
• Categorising places by purpose (C1 C3 C7 C8)
• Writing your own email about places you were at
in the last week (C1 C6 C7 C8)
C6 C7 C8)
and acting out a dialogue about ordering food in
a restaurant (C1 C3 C5 C6 C7 C8)

• tears, chef, primary, results, • Comparing the • Learning about food from around the world (C3 Social Science: Food around
survey, TV programmes, drawings, sounds in words C5 C6 C8) the world
laugh, throw, shelf with a voiced and • Showing interest in food ingredients and cooking
• sweet, flat, rainy, thin unvoiced /r/ as in (C3 C5 C6 C8)
• cookie, tea, coffee, pavlova, orange and in purple • Learning about culture and customs in the
meringue English-speaking world (C5 C6 C7 C8)
• nuts, honey bees, main meal • Using everyday English to act out watching
• Here are your ingredients. cookery programmes (C1 C3 C5 C6 C7 C8)
• Let’s (watch this).
• What’s your favourite type of TV
programme?
• It’s a piece of cake!
• Can you change the channel? All
right.
• How can I help you? • Comparing and • Learning about mysteries in the UK (C3 C5 C6 Social Science: Mysteries in
• Where I live (there is a post office). differentiating the C8) the UK
• What would you like for your sounds /n/ as in • Showing interest in English history (C3 C6 C8)
starter / main course / dessert? piano and /m/ as in • Learning about culture and customs in the
drum English-speaking world (C5 C6 C7 C8)
• police officer, football teams, tent,
guards, football cup, local, cup • Using everyday English to act out ordering food
of tea, answer the phone, water in a restaurant (C1 C3 C5 C6 C7 C8)
activities, drummer, missing,
fans, on stage, hometown, tourist
attraction, clock tower, Bigfoot,
hairy, theories
• Stonehenge, Loch Ness, crop
circles, monument, religious,
astronomical, site, report,
dinosaur, patterns, mathematical,
aliens, tornadoes, mysterious


• Identifying and saying regular verbs and writing Vocabulary • I love (chocolate).
6 Eureka! them correctly in context (C1 C3 C7 C8) • invent, discover, ask, answer, open, • You can try (this month’s
• Listening to, understanding and singing a song close, travel, return, start, finish new flavour).
(C1 C6 C7 C8) • First, Then, After that, Later, Finally • Do you know (who invented
• Reading and listening to a story about a visit to • patent, a pocket, a wrist, a doll, sew, Converse shoes)? It was (a
an ice cream factory (C1 C3 C6 C7 C8) ear muffs man called Mr Converse).
• Showing understanding of the story by • What happened?
answering questions and writing a story review Structures • What time (did you start
(C1 C6 C7 C8) • I/He/She/They invented (a dessert). school yesterday)?
• Identifying how to use and form the past simple • I/He/She/They didn’t invent (a new • history, mountains, snow,
with regular verbs (C1 C7) dessert). ingredients, dessert,
• Identifying parts of the language structure and • What did he/she invent? octopus, basketball, Maths
showing understanding by creating sentences Did you/he/she/they invent (a new class, village, hospital,
and questions (C1 C7 C8) dessert)? cow, jeans, website,
• Listening to, reading and acting out a dialogue Yes, I/he/she/they did. supermarket, homework
using language in context (C1 C5 C7 C8) No, I/he/she/they didn’t. • Ingredients, food and drink
• Identifying and saying sentence linkers (C1 C7 • Verbs
C8) • Adjectives
• Reading, extracting information and writing an • Jobs
authentic biography of a scientist (C1 C3 C4 • Family members
C6 C7 C8)
• Countries
• Reading, listening and writing about young
inventors (C1 C3 C4 C6 C7 C8)
• Using the internet to find out about Blaise
Pascal’s invention (C3 C4 C7 C8)
• Understanding and extracting information
about Mark Zuckerberg from a biography (C1
C3 C4 C7 C8)
• Categorising verbs in pairs (C1 C3 C7 C8)
• Writing your own biography (C1 C6 C7 C8)
C7 C8)
• Practising everyday English through listening
to and acting out a dialogue about visiting the
doctor (C1 C3 C5 C7 C8)
• Identifying and saying irregular verbs and Vocabulary • I/They can/can’t (see the
7 On Safari writing them correctly in context (C1 C3 C7 C8) • I went on safari/to bed, I said hello/ chimpanzees).
• Listening to, understanding and singing a song goodbye, I ate a sandwich/pineapple, • I often (go to the cinema).
(C1 C6 C7 C8) I saw zebras/lions, I wrote emails/ • They are/aren’t (about one
• Reading and listening to a story about Jane postcards metre tall).
Goodall, the anthropologist (C1 C3 C6 C7 C8) • a buffalo, an ostrich, an antelope, a • There are (lots of different
• Showing understanding of the story by leopard, a vulture types of animals).
answering questions and writing a story review • a cage, a fence, a habitat, an enclosure, • (A safari park) is bigger than
(C1 C6 C7 C8) biodiversity, a safari park, animal (a zoo).
• Identifying how to use and form the past simple conservation • We/I/He/She travelled (in a
with irregular verbs (C1 C7) special safari car).
• Identifying parts of the language structure and Structures • awards, basketball match,
showing understanding by creating sentences • I/He/She saw / didn’t see (an ostrich). swim, climb, jump
and asking questions (C1 C7 C8) • Did you/he/she see (an ostrich)? • Continents
• Listening to, reading and acting out a dialogue Yes, I/he/she did. • Countries
using language in context (C1 C5 C7 C8) No, I/he/she didn’t.
• Wild animals
• Identifying and saying safari animals (C1 C3
• Family members
C7 C8)
• Food
authentic fact file about African animals (C1 C3 • Regular past simple verbs
C4 C6 C7 C8) • Adjectives
• Reading, listening and writing about animals • Body parts
and animal conservation (C1 C3 C4 C5 C6 C7) • Places
• Using the internet to find out about endangered • Natural features
animals (C3 C4 C5 C7 C8)
about a safari holiday from a postcard (C1 C3
C4 C7 C8)
• Categorising verbs into regular or irregular
verbs (C1 C3 C7 C8)
• Writing your own postcard about a safari
holiday (C1 C3 C6 C7 C8)
C7 C8)
and acting out a dialogue about visiting a safari
park (C1 C3 C5 C6 C7 C8)
10

• wide, coolest, flavours, hope, • Comparing the • Learning about famous discoveries, inventors Science: Young inventors
facts, ruled, Roman Empire, sounds /t/ as in cart and scientists (C3 C6 C7 C8)
buffalo milk, mixed, ice cream and /d/ as in card • Showing interest in the history of science and
cone, cart, biography, explorer, the inventors (C3 C6 C8)
public, unusual • Learning about culture and customs in the
• by car, by bus, by underground English-speaking world (C5 C6 C7 C8)
• medical, medicine, penicillin, • Using everyday English to act out visiting the
prescription, cream, disease, doctor (C1 C3 C5 C6 C7 C8)
smallpox, cowpox, vaccination
• inventions, electronic TV,
experimented, discovery, reflecting
telescope, gravity, universe, co-
invent, Glo-Sheet, windscreen
wipers
• Wristies®, Little Bundies, patented,
battery operated heater, pockets,
inventor, ice skating
• What an (interesting world we live
in).
• What’s your favourite (flavour)?
• What’s the matter? My leg hurts.
• How are you feeling?
• interested in, lay eggs, • Comparing the /f/ • Interest in learning about animals and Natural Science: Animal
anthropologist, vegetarian, tool, sound in differently conservation (C3 C5 C7 C8) conservation
environment, organisations, spelt words as in • Showing interest in learning about animals and
conservation projects, spots, French, different, being on safari (C3 C6 C8)
herbivore, omnivore, carnivore, and geography • Learning about culture and customs in the
soar, balance, main aim, text English-speaking world (C5 C6 C7 C8)
message
• Using everyday English to act out seeing
• We need someone to (go to the animals on safari (C1 C3 C5 C6 C7 C8)
Gombe Reserve).
• hens, chimpanzees, ants, gazelles,
insects, white-backed vulture,
common ostrich
• fur, feathers, hooves, curly horns
• grass stem, savannah, desert,
jungle, leaves, rainforest, National
Park
• extinction, animal reserve, giant
panda, golden lion tamarin, one-
horned rhino
• Where is it? It’s over there. /
Where are they? They’re over
there.

11

• Identifying and saying vocabulary about parties Vocabulary • They/We are/aren’t (talking
8 Party Time! and celebrations and writing them correctly in • a party, an invitation, snacks, fizzy to their teacher).
context (C1 C3 C5 C7 C8) drinks, paper plates, paper cups, a • Can we (have a party)?
• Listening to, understanding and singing a song band, speakers, balloons, streamers • We/They need (snacks and
(C1 C6 C7 C8) • make friends, get a job, get married, fizzy drinks).
• Reading and listening to a story about a party have children, go on holiday • There are (no lights).
at Greenhill school (C1 C3 C6 C7 C8) • spirits, a birthday cake, a goddess, • Let’s have (a party). / It’s
• Showing understanding of the story by candles, round, an e-card time for (a party).
answering questions and writing a story review • I’ve got (an idea).
(C1 C6 C7 C8) Structures • (The cakes) looked (like the
• Identifying how to use and form the future with • What are you going to do? moon).
to be + going to (C1 C7) I’m/He’s/She’s/We’re going to (buy • When, Who, Where, What
• Identifying parts of the language structure and balloons).
• Don’t worry.
showing understanding by creating sentences • I’m not going to (bring speakers).
and questions (C1 C7 C8) • dancing, safari holiday,
• He/She isn’t going to (buy snacks). sports, celebrations,
• Listening to, reading and acting out a dialogue • We aren’t going to (bring streamers). computer, guitar
• Are you going to (go to the party)? • Months
• Identifying and saying different stages in life Yes, I am. / No, I’m not.
(C1 C3 C5 C8) • Continents
Yes, we are. / No, we aren’t.
• Reading, extracting information and writing an • Countries
• Is he/she going to (bring snacks)?
authentic horoscope (C1 C3 C4 C6 C7 C8) • Free-time activities
Yes, he/she is. / No, he/she isn’t.
• Reading, listening and writing about the history • Adjectives
of birthday celebrations (C1 C3 C4 C5 C7 C8) • Jobs
• Using the internet to find out about the Happy
Birthday song (C3 C4 C5 C6 C7 C8)
about a party from an e-invitation and email (C1
C3 C4 C5 C6 C7)
• Categorising party words into different groups
(C1 C3 C7 C8)
• Writing your own email about a party (C1 C3
C4 C5 C6 C7 C8)
C7 C8)
and acting out a dialogue about being invited
to a party (C1 C3 C5 C6 C7 C8)
• Identifying New Year’s Eve words and writing Vocabulary • party, decorations, London,
New Year’s Eve them correctly (C1 C3 C6 C7 C8) • New Year’s Eve, midnight, Big Ben, New York, famous, kiss,
• Listening to, understanding and singing a New fireworks, torches, pipers, bagpipes, favourite, fantastic, special,
Year’s Eve song (C1 C6 C7 C8) kilts, Times Square, confetti beautiful, healthy, play the
• Listening to, understanding and explaining a drums
New Year’s Eve web page (C1 C3 C4 C6 C7 Structures • What do you do (on New
C8) • I want to (improve my Spanish). Year’s Eve)?
• There are (decorations). There’s (a
bonfire).
• Identifying St Patrick’s Day words and writing Vocabulary • symbol, special, celebration,
St Patrick’s them correctly (C1 C3 C6 C7 C8) • St Patrick’s Day, parade, an Irish flag, a fun, silly, hat, jackets,
Day • Listening to, understanding and explaining a St shamrock, a leprechaun, fairy (fairies), a myth, little, old, good luck,
Patrick’s Day webpage (C1 C3 C4 C6 C7 C8) pot of gold, Ireland mythical creature
• Listening to and reading about St Patrick’s Day • Do you know (about St
traditions (C1 C6 C7 C8) Structures Patrick’s Day)?
• Happy St Patrick’s Day! • Colours
• It’s (a day of fun).
• We/I wear (green clothes).
• Identifying Notting Hill Carnival words and Vocabulary • celebration, favourite,
Notting Hill writing them correctly (C1 C3 C6 C7 C8) • Notting Hill Carnival, children’s parade, traditionally, amazing
Carnival • Listening to, understanding and explaining a bright costumes, steel bands, food • I like (watching the Notting
Notting Hill Carnival web page (C1 C3 C4 C6 stalls, sweetcorn Hill Carnival parades).
C7 C8) • I love/like (the music).
• Listening to and reading a Notting Hill Carnival Structures • There are (fantastic steel
song (C1 C6 C7 C8) • There’s/There are … bands).
• People wear (bright costumes). • Days of the week
• People are (wear)ing … • Do you know (about the
• I love (dancing to the music). Notting Hill Carnival)?
• Do you like (wearing
costumes)?
12

• party animal, horoscope, • /h/ sound as in • Showing interest in learning about parties, History: The history of
Valentine’s Day, Ancient Greeks, holiday birthdays and celebrations (C3 C5 C6 C7 C8) birthday celebrations
Artemis, the Goddess of the • Learning about culture and customs in the
• /ʤ/ sound as in job
Moon, christening, ceilidh, English-speaking world (C5 C6 C7 C8)
carnival, MP3 player, long life • Using everyday English to act out being invited
• as soon as possible to a party (C1 C3 C5 C6 C7 C8)
• Come on everyone!
• Would you like to come? I’d love
to!
• Auld Lang Syne, New Year’s • Pleasure in celebrating New Year’s Eve in
Resolutions, Happy New Year, English (C3 C5 C8)
bonfire, chime, Edinburgh, hold • Awareness of the traditions of New Year’s Eve in
hands other countries (C5 C6 C7 C8)
• How is your New Year’s Eve similar
or different?
• limerick, public holiday, culture, • Pleasure in celebrating St Patrick’s Day in

The Emerald Isle, poem, rain, sun, English (C3 C5 C8)
hair • Awareness of the traditions of St Patrick’s Day in
other countries (C5 C6 C7 C8)
• cultures, Caribbean, reggae, hip • Pleasure in celebrating the Notting Hill Carnival
hop, jazz, variety, delicious in English (C3 C5 C8)
• Awareness of the traditions of carnivals in other
countries (C5 C6 C7 C8)

13

Introduction discriminate between different sounds and show
an awareness of English pronunciation.
1 What is Quest? Communication strategies: to identify
Quest is a story and topic-based course for and understand linguistic structures and
primary school pupils who have little or no lexical aspects of English and use them to
previous knowledge of English. The course communicate effectively.
takes pupils from primero through to sexto
Eliciting meaning through context: to develop
over a period of six school years. The aim of
strategies to understand structures or lexis not
the course is to allow pupils to maximise their
seen before, but which can be understood from
learning potential by working through eight
the context and clues given.
topic-based units, that motivate and interest
them, and which are presented in a way that 2 The main aims of Quest 6
allows easy transfer to their own world. Its aim
The objectives of this cycle have been written in
is to develop their competence in using English
accordance with the requirements of the Council
in a series of ‘building blocks’ and to provide
of Europe and LOE. There is a strong focus in
solid foundations in language skills for future
this cycle on the development of reading and
learning in ESO.
writing skills and bringing English closer to
The main aims of Quest pupils’ real-life experiences. As in 1st and 2nd
cycles, speaking and listening continue to be of
Listening: to participate in and understand
key importance, as well as the maintenance of
messages through a variety of auditory forms
a positive attitude to learning a foreign language
(songs, stories, raps, dialogues and real
and respect for classmates.
world situations). Quest also aims to develop
techniques and strategies which will enable Listening: to participate in and understand
pupils to respond to what they hear. English from songs, raps, stories, CLIL topics
and everyday situations.
Speaking: to ask and respond in the correct
manner in a variety of situations (role plays, group Speaking: to learn to communicate in English,
work); to observe the norms of turn-taking and using linguistic or non-linguistic means.
customs of speaking (please, thank you). Writing: to produce short written texts of
Writing: to produce and learn about different various genres. In each case, the pupils are
texts which have a transferable value from personalising the text, using a model as a guide
their own world (blogs, emails, posters, web for layout and content.
pages, magazines, brochures, film reviews, Reading: to understand and respond to
biographies); to evaluate and reflect on their information at both sentence and paragraph
writing at the end of each unit. level, using visual clues as a strategy to further
Reading: to understand different texts related understanding and answering questions or
to their interests; to develop techniques and True or False sentences. Pupils are required
strategies to respond to English texts. to understand and respond to information
presented in authentic style texts.
Learning to learn and reflect: to develop
strategies and techniques in each cycle through Learning to learn and reflect: to give an
which they are able to show their autonomy opinion on their own learning by employing a
as learners and are able to evaluate their own basic evaluation strategy.
learning. Language comparison: to learn about the
Different cultures: to learn about different differences between English and their own
cultural aspects of the language as a means language.
of communicating with people from different CLIL: to learn about other school subjects
backgrounds and cultures; to develop respect through the medium of English so their
for different cultures. development in the foreign language is more
CLIL: to learn and apply aspects of other school natural and integrated.
subjects to their language learning, and to Teamwork: to respect classmates and work in
appreciate the benefits of CLIL. pairs or groups with a positive attitude.
Pronunciation: to identify and understand Pronunciation: to reproduce words, songs,
sound and phoneme rhythm and intonation, raps and chants with the appropriate rhythm
in songs, questions, chants and dialogues; to and intonation.
14

Introduction
3 The course components of Quest 6 Class CDs

All the stories, songs, pronunciation chants and
Pupil’s Book other listening activities in Quest 6 are on the
This consists of 72 full-colour pages containing Class CD. Every main unit song has a karaoke
eight units of work that introduce pupils to version, which can be used when the pupils
different topics, a starter unit and three festivals are familiar with the lyrics, for recycling and
(New Year’s Eve, St Patrick’s Day and Notting follow-up activities. (The recordings of the Entry
Hill Carnival). Level Test, the Unit Tests, the Term Tests and
Each unit consists of eight lessons, including the End-of year Test are found in the Tests and
a story and five pages of activities. In Photocopiable Resources pack.
addition there is a Language Guide and an
Everyday English page for each unit. There is Grammar and Story posters
pronunciation work with the Funky Phonics There is a pack of eight double-sided posters
activity and a CLIL-based fact page. which show the story frames on one side to use
for front-of-class presentation. On the reverse
Activity Book side of each poster, there is a full grammar table
This consists of 96 pages of activities for all the showing all the pronouns to be used for front-
units, which are fully integrated with the Pupil’s of-class presentation. This can also be the basis
Book. The Activity Book reinforces language of grammar concept questions for the class.
and vocabulary from the Pupil’s Book and
aims to develop listening, reading and writing Flashcards
skills. There are Progress Check lessons, There is a pack of 96 full-colour flashcards
extra Grammar Practice pages and a Bilingual which correspond to the key vocabulary of the
Dictionary page for each unit. course. Each flashcard is numbered and an
index is also provided. They can be used for
Basics Book vocabulary presentation, practice and recycling.
This consists of 64 pages of activities for all Teachers should refer to the teaching notes
the units, which are also fully integrated with which provide activities and ideas on how to
the Pupil’s Book. It provides a lower level use the flashcards in each unit.
workbook for pupils who need to work with
activities at recognition level and with less Word cards
written production. It reinforces language and There is a pack of 96 word cards which
vocabulary from the Pupil’s Book and aims to correspond to the key vocabulary of the
help those pupils who would struggle with the course. Like the flashcards, each word card is
regular Activity Book. numbered and an index is provided. They can
be used for vocabulary presentation, practice
Grammar Builder and recycling. Teachers should refer to the
The booklet, packaged with the Activity Book, teaching notes which provide activities and
consists of 24 full-colour pages with further ideas on how to use the word cards in each unit.
grammar practice for each Pupil’s Book unit.
The booklet contains grammar tables showing CLIL posters
all the pronouns and two pages of grammar There is a pack of eight posters to assist the
activities per unit, to consolidate what pupils teacher in presenting the CLIL concepts for each
have learnt in the grammar lesson in the Pupil’s unit. The uses of the CLIL posters are threefold:
Book. they allow the teacher to present, teach and
revise CLIL vocabulary and concepts. At the
Interactive Activities CD-ROM bottom of each poster there is a lozenge with
This interactive resource, packaged with the prompt questions for the teacher to use with
Activity Book, contains activities focusing on the class in order to check understanding of the
the song, vocabulary and grammar from each key concepts. As well as providing presentation
unit. The CD-ROM enables pupils to have of CLIL concepts from the Pupil’s Book, the
further practice at home in a way that is fun and posters also contain the key vocabulary on
attractively presented. the topic which the teacher can present if he/
she wishes. All CLIL key vocabulary is listed in
a lozenge for the teacher at the bottom of the
poster. The posters can also be used to recycle
15

Introduction
vocabulary and concepts, and ideas for this Tests and Photocopiable Resources pack
are given in the relevant section of the teaching This accompanies the teacher’s file and
notes. Optional ideas on how to use the posters provides all the additional worksheets that a
are included in the teaching notes. teacher may wish to use. The sections are:
1 Classroom practice worksheets: extension
Teacher’s Notes
and reinforcement
The Teacher’s Notes provide all the information
2 Phonics worksheets
and guidance for teaching Quest 6. The
syllabus at the beginning of the Teacher’s 3 Grammar worksheets
Notes is detailed and gives the teacher a clear 4 Macmillan Children’s Readers worksheets
overview of how the book and each unit is 5 Tests: Unit Tests, Term Tests, End-of-year
structured. The syllabus is mapped to the eight Test, End-of-cycle Test
key competences given in the LOE:
6 Assessment: Teachers assessment of
Units 1–8 and of class
Competences key
7 Letters to parents: a letter introducing the
Competence in linguistic communication
course, and then one letter per unit including
Mathematical competence the main song lyrics. These are in Word so
Competence in knowledge of and interaction can be personalised for each pupil.
with the physical world 8 DVD worksheets
Competence in processing information and
use of ICT Website
Competence in social skills and citizenship There is a pupil website which accompanies
Artistic and cultural competence Quest and provides lots of activities to enable
the pupils to practise and develop what they’ve
Learning to learn
learnt in class. All the key vocabulary and
Autonomy and personal initiative structures from Quest are included in this
valuable extra resource, which can be used in
After the Introduction, the material is organised
the classroom or at home.
by unit and set out in a format which is easy to
use. Each unit of the Teacher’s Notes includes: Online Digital Course
• Unit overview: This page outlines the main This component is a digital reproduction of the
objectives of the unit. It focuses on learning Pupil’s and Activity Books for use on an IWB
objectives, key vocabulary and structures, (Interactive White Board) or with a computer
pronunciation, cross-curricular content and and projector. This is a valuable resource
socio-cultural aspects. which enables the teacher to project the book
• Teaching notes: These provide the teacher content on the IWB and encourages the pupils
with a guide to each lesson. Here you will to interact with it. There is an option of zooming
find reproductions of the corresponding in on all key activities. Audio links are also
Pupil’s Book and Activity Book pages. The provided for listening activities. The Activity
teaching notes outline the main objectives of Book provides all the exercise pages with
the lesson and materials required, and a short answers to facilitate correction in the classroom.
lesson plan (At-a-glance lesson plan). The The materials are very easy to use and provide a
teaching notes give suggestions on how to motivating change of focus for the pupils.
begin and end each lesson. They also include
DVD
instructions on conducting the lesson, and
they give practical suggestions (Tips) as well The DVD includes live action material to support
as further ideas to expand or adapt activities the Pupil’s Book. The DVD has two basic
(Options). In addition, there are suggested sections: a sketch for each unit and a CLIL
activities for pupils who find English difficult section for each unit. The DVD adds another
or for those who need an extra challenge dimension to the course, using the language
(Differentiated learning) and extra activities taught in an authentic UK context. There are
at the end of each lesson (Extra activities). worksheets to accompany the DVD which
The teaching notes include transcripts of can be found in the Tests and Photocopiable
all the material on the CDs. At the end of Resources pack.
each unit there is also a transcript of the
corresponding unit on the DVD.
16

Introduction
4 The aspects of the course Quest 6 provides pupils with a careful balance
of vocabulary and structures, which is practised
4.1 The Quest characters and consolidated in a carefully staged and
In Quest 6, the pupils are re-introduced to integrated manner. The language of the course
the four main course characters: Jack, Kiera, has been selected with the following criteria in
Sophie and Dan. The Quest characters are mind:
the same age as pupils in 3rd cycle and are • level of frequency
the presenters of Quest TV, a show for kids • communicative purpose and usefulness
presented by kids. Quest TV is a magazine- outside the classroom setting
style programme with songs, stories, interesting
• natural choice for recycling and reinforcing
facts, interviews, quizzes and lots of audience
previously learned language
participation.
• support for the learning process through its
4.2 The Quest stories utility as a classroom management resource
Several of the stories in Quest 6 are based • support for the understanding of cross-
on real characters and events. All the stories curricular themes.
provide a clear and entertaining context for
the target language of each unit, as well as 4.4 The teaching programme
providing a clear link to the CLIL topic, which Quest is designed to accommodate
the pupils will be formally introduced to later in different teaching situations. There is
each unit. The varied contexts and storylines: extensive supplementary material, including
•p rovide ample opportunity to consolidate the photocopiable worksheets, DVD activities,
target language of each unit, with repetition project ideas, a digital reproduction of the
and building on course language as a whole. course and an interactive website. The
proposed programme for the core material in
•c reate opportunities for pupils to relate
Quest 6 is:
the stories to their own experiences and
knowledge of the world around them. • First term: Starter Unit, Units 1, 2 and 3,
Festival (New Year’s Eve)
•m otivate pupils to speculate about real world
content and the unit CLIL focus. The visual • Second term: Units 4, 5 and 6, Festival
context of the stories is important in order to (St Patrick’s Day)
help understanding and provide clear clues • Third term: Units 7 and 8, Festival (Notting
for the pupils to associate what they hear with Hill Carnival)
what they see. The images and language aim
to: 5 Organisation and key competences
• stimulate the imagination of young learners. Each unit is introduced with a unit overview to
•e xpose them to useful, everyday language in a provide teachers with a map of the contents
clear context. and direction of the unit. This resource assists
teachers in their planning for the unit as a whole,
• s timulate curiosity with the introduction of the as well as providing a quick comparison tool
CLIL theme as part of each storyline. which can aid in the pre-teaching and recycling
•p romote autonomous discovery by exposing of language. Each lesson starts with an At-a-
pupils to real life people and events, and glance lesson plan, which provides the teacher
encourage them to find out more about similar with a quick overview of the content of each
stories. lesson and the materials needed.
In Quest 6, there is coverage of all the key
4.3 Selection and treatment of language
competences set down in the LOE. In the unit
In Quest 6 pupils are provided with many overview, the key competences are listed for
opportunities to experience and experiment each learning objective, so that the teacher can
with the language in a variety of activities easily see which competences are being worked
and contexts. From the first level, they are on.
encouraged to take an active role in the learning
process, through enquiring, reflecting, and 5.1 The organisation of the Pupil’s Book
manipulating the language, thus developing The Pupil’s Book contains a starter unit, eight
increasing competence and confidence through main units, each consisting of eight lessons,
the six levels. and three Festival lessons. The eight main units
follow the same general structure:
17

Introduction
Lesson 1 The theme for the unit is introduced, then read an authentic style text which also
along with a new lexical set, using the presents the vocabulary in context. Pupils
flashcards. A simple game is played with the answer comprehension questions and
flashcards to help the pupils remember the consolidate what they have learnt by completing
new words, they listen to the Word Quest 1 a writing activity based on a similar text type in
and repeat the words to help them with the the Activity Book. The pupils end the lesson by
pronunciation. The vocabulary is reinforced focusing on phonics, with a phoneme-rich chant
and more active recognition is encouraged as to draw pupils’ attention to, and give them
pupils match the word cards to the flashcards. practice of the target sound. In the Activity Book
They then play a word game, Quest Memory they are asked to sort words and distinguish
Game, which encourages interactive practice between the sounds they have been introduced
of the new vocabulary using simple question to in the Pupil’s Book.
and answer dialogues. The pupils next listen to
the song, which presents the new vocabulary Lesson 5 This lesson introduces a cross-
through simple grammatical structures. The curricular theme. A large CLIL poster is used to
context of the song clearly establishes the present the topic. Pupils answer questions from
communicative purpose of the language. the teacher to elicit information on the topic. The
Further activities in the Activity Book provide poster also contains the key vocabulary from
written practice of the vocabulary set. the CLIL texts which the teacher can present.
The pupils then listen, with their books open, so
Lesson 2 Here pupils are introduced to the they can read the texts at the same time. In the
main unit story. The aim of the story is to Pupil’s Book they answer questions designed
reinforce the new language in context and touch to pull out specific information from the texts.
on the cross-curricular content of the unit in They then answer True or False questions to
an entertaining way. At first the pupils listen to consolidate their understanding.
the story whilst looking at the story poster. The
pupils then listen again and follow the story Lesson 6 This lesson touches on customs
in their Pupil’s Book. Afterwards, the teacher and culture from around the world with the
asks comprehension questions to establish main focus being English-speaking countries.
understanding of the storyline. The pupils Pupils answer multiple-choice questions in the
then complete two activities in the Activity Culture Quiz. The lesson aims to expand their
Book based on the story. The first reinforces understanding of other customs and cultures
understanding of the sequence and events of and encourages comparison with their own
the story, while the second allows for further culture. In the second half of the lesson pupils
related language practice. The pupils end the prepare for the final writing task by reading
lesson by writing a guided review of the story, the Star Writer text and doing the follow-up
giving their own opinion on what they liked activities in the Activity Book.
about it.
Lesson 7 This lesson focuses on the final
Lesson 3 This lesson introduces pupils to the cumulative writing task. Pupils plan their Star
target grammar structure, first by looking at Writer piece by completing various planning
the grammar tables and doing an investigation activities in the Activity Book. Finally, pupils
of the grammar by answering the concept write their written piece in their Activity Books.
questions. The language in the Grammar Quest
tables is from the story to establish context. Lesson 8 This lesson reviews the unit with the
Pupils then listen to a dialogue featuring the Language Guide in the Pupil’s Book. This gives
course characters and read along in their Pupil’s a clear reference point for all the vocabulary
Books. Pupils act out the dialogue to familiarise and grammar structures covered in the unit.
themselves with the language in context. Pupils then complete the Progress Check in
Further activities in the Activity Book provide their Activity Books. Pupils focus and reflect on
practice of the target structure. Extra grammar what they have learnt in the unit by completing
practice can be found in the Activity Book in the this review. The Progress Check is divided
Grammar Practice pages and in the Grammar into sections: Vocabulary, Grammar, Listening,
Builder. Reading and Speaking.
Lesson 4 This lesson begins with the Everyday English This is a one-page section
presentation of the second lexical set. Pupils focusing on everyday English. This section
can be done at the end of each unit or at any
18

Introduction
time during the course. Pupils are presented in the Pupil’s Book. There are nine pages of
with a listening activity that provides structured activities per unit of work, a page for each
listening practice. They then complete a of the festivals, a Bilingual Dictionary page
speaking activity using a visual similar to those for every unit, where pupils write the main
used in the Cambridge Young Learner’s Exam. vocabulary from the unit in their own language
Finally, pupils are given a further opportunity and complete the Concept Map. There is also
to listen to everyday English and practise a an Extra Grammar Practice per unit for pupils to
dialogue focusing on key functional language. get extra practice of the main language points.
The activities for each unit follow the same
5.2 The organisation of the lesson general structure.
The lessons in Quest 6 have been carefully
designed to engage the pupils and have been Lesson 1 Pupils write the 10 main lexical items
planned to ensure that pupils can easily follow within a short chunk of text. Pupils then write
the different stages throughout each lesson. the key vocabulary items in a sentence which
Every activity has a clear linguistic goal and also serves to recycle grammar.
each activity flows naturally to the next. Each Lesson 2 Pupils read, gap-fill and match
lesson follows the same general format. sentences from the story script to images of
the story. They then order the sentences. Pupils
Opening activities match questions and answers about the story,
The opening activities have multiple gap-fill or read sentences about the story and
purposes: to signal the start of the lesson, decide if they are true or false. Finally pupils
to introduce useful language for simple complete a review of the story, giving their
information exchanges as well as for classroom opinion.
management, and to review language from Lesson 3 Pupils write sentences related to
previous units. the grammar from the unit in the affirmative,
negative and question form.
Main activities
Lesson 4 Pupils write the second lexical set.
Each lesson comprises a variety of main They complete an authentic text type using
activities, with a balance of pace and skill words from the second lexical set. Finally, they
focus. The activities are designed to engage work on their pronunciation skills by sorting
and motivate the pupils and promote the words into their sound groups.
development of communicative confidence in a
Lesson 5 Pupils complete a writing and a
carefully staged and integrated manner.
listening task related to the CLIL content of the
The combination of main activities is dependent unit.
on the goal for each lesson. Pupils are also
Lesson 6 Pupils do a written activity related
encouraged to work in smaller groups and pairs
to the Culture Quiz. Pupils then do activities to
to optimise opportunities of experimenting with
prepare for the final writing activity in Lesson 7.
the language. The Activity Book is later used
Pupils find out information from the Pupils Book
to give pupils a further opportunity to work
and through a listening, transfer it onto a chart.
more independently, reflecting on the language
Pupils use the chart to complete a sample writing
as they complete activities in the book. This
piece to become familiar with the language
period of the lesson also gives the teacher a
and structures and to get practice writing at
chance to move around the class and assess
paragraph level.
pupils’ progress on an individual level, providing
support where necessary. There are also ideas Lesson 7 Pupils prepare and write the final
provided for supporting pupils who need more cumulative writing piece. They do a vocabulary
help and also for those who finish quickly activity to review the main lexical items from
and need a further challenge (Differentiated the unit. Pupils then plan what they are going to
learning). write. Finally pupils write their own piece using
the language and vocabulary they have learnt in
5.3 The organisation of the Activity Book the unit.
The Activity Book contains 96 pages of activities Lesson 8 Pupils complete six revision activities
aimed at promoting reading and writing in organised by skills (Vocabulary, Grammar,
English. The activities support the language Listening, Reading and Speaking). The listening
that the pupils have practised aurally and orally activity is based on the type of activity they are
given in external young learners exams.
19

Introduction
The Grammar Builder language and supra-segmental features of

The Grammar Builder is an extra resource which pronunciation, such as stress and intonation,
provides valuable supplementary grammar while Lesson 4 looks more closely at a specific
practice for pupils. The grammar tables in the sound to provide the pupils with more focused
Builder are extended to cover all the pronouns, pronunciation practice.
and there are cumulative grammar activities Vocabulary: A lexical set is presented in the
which cover grammar from previous units. The first lesson of each unit. The pupils first see
pupils complete the relevant section in the the words on flashcards, followed by a word
Builder after they have completed each unit in chant (recorded on the Class CD) to model
the Pupil’s Book. and aid pronunciation. Pupils then listen to a
song including the words in simple grammatical
6 Methodology structures. This is supported by the Quest
Memory Game, to provide individual practice. In
6.1 Child-centred learning Lesson 4 the pupils are introduced to a new set
Pupils are naturally curious and Quest 6 aims to of vocabulary items that are generally related to
utilise this curiosity to maximise learning. They the first vocabulary set in terms of theme. There
are encouraged and supported on their quest to are many opportunities for pupils to practise
investigate the English language and the world and develop key lexical items in each unit.
around them. The course content generates a Reading and writing: There are opportunities
fun-filled environment in which pupils can freely in both the Pupil’s Book, Activity Book and
experiment with the language and communicate Grammar Builder to develop the pupils’ reading
their ideas and opinions to their peers and and writing skills. Texts in the Pupil’s Book
their teacher. There is a focus on working with provide pupils with clear models of language to
language visually; pupils are encouraged to use interpret and use as a guide for their own text.
the pictures to arouse interest, make predictions This is supported by activities in the Activity
and generate ideas. Different learning styles are Book which scaffold written tasks leading to
catered to with a variety of tasks and learning is freer writing and encouraging pupils to explore
active and child-centred. the language to express their own ideas.
6.2 The development of communicative skills 6.3 A focus on meaning
In all six levels of Quest communicative The language in Quest 6 is presented in an age-
competence is the central goal and appropriate context, enabling pupils to make
communicative skills are built on in a systematic connections with it and the world around them.
and integrated way. The main features of Quest Throughout each unit, language is recycled
6 are as follows: in various lessons, to consolidate the pupils’
Listening: Listening activities are varied learning. The topics included are interesting and
with multiple aims. In the first lesson, a song relate to their world. Communicative activities
provides a memorable introduction to the in Quest 6 promote practising language in a
language of the unit, promoting a sense of real world context, which is therefore easily
rhythm, stress and intonation. Pupils are transferable to contexts outside the classroom.
encouraged to develop a good ear for specific
English sounds with the phonics activity. 6.4 Cross-curricular content (CLIL)
Dialogues throughout the units provide ample An objective of Quest 6 is to link learning
practice of listening to, understanding and English with other primary subjects. However,
responding to language in simple, familiar when working in English with topics from
contexts, while the stories maximise the pupils’ another subject, it is important to have a context
interest in narration and provide a context for to aid understanding and help learning. With this
more global understanding. in mind, in Quest 6 the CLIL topic of each unit is
Speaking: The oral activities in Quest 6 are first introduced with a poster presentation with
carefully designed and staged to give pupils the colourful photographic images. This generates
courage and confidence to express themselves interest and allows pupils to make predictions
in English. Pupils are provided with models about the specific topic. It also generates
which can easily be mimicked, which allow other vocabulary in English (featured as key
for extension and personalisation, providing vocabulary on the posters). Pupils listen and
an opportunity for them to demonstrate their follow the CLIL texts in the Pupil’s Book. They
understanding. The modern and appealing then develop their understanding by answering
songs and chants invite them to practise the
20

Introduction
questions. The poster can be used for review Book, pupils can understand what is required of
activities and as part of a classroom display. them in order to complete tasks.
Differentiated learning, Extra grammar
6.5 Phonics practice pages, Bilingual Dictionary
In Quest 6, pupils’ understanding and usage activities:
of key aspects of pronunciation such as Pupils can use these materials to work
rhythm, stress and intonation are incorporated independently.
in a natural way through exposure to songs,
stories, raps and chants. In Lesson 4, there is 6.8 Managing diversity in the classroom
a specific feature on phonics: ‘Funky Phonics’.
Not all pupils learn in the same way or at
Using a chant, pupils listen and say a fun chant
the same pace. In Quest 6, this difference in
where they are made aware of how particular
learning is approached in a number of ways:
sounds are correctly pronounced. The activity
also further develops an awareness of sound/ Extra activities: In the Closing activities of
spelling patterns in English which was started each lesson in the teaching notes, an extra
in the earlier levels of Quest. Finally, the pupils activity is included for optional use with groups
complete a sorting activity to demonstrate their who work faster or who have more time.
understanding of the featured sounds. The Differentiated learning: In some lessons of
objective is to develop the pupils’ awareness of the teaching notes there are Differentiated
a sound, and provide a foundation from which learning activities for fast finishers. They can be
they can learn to speak. used when pupils finish work ahead of others
in the class or for further consolidation of work
6.6 Developing learner autonomy which has been done.
It is important for pupils to develop strategies
for future learning – a skill which is transferable 6.9 Integration of socio-cultural aspects
to all subjects. In Quest 6 these are: The integration of socio-cultural aspects of
•p redicting the content of the story from the learning is an important part of the Quest 6
story posters syllabus, and is highlighted in the overview
page for each unit. The main socio-cultural
•p redicting the CLIL topic from the poster
objective is to nurture interest and positive
•p reparing for the end writing task by attitudes towards a language, people and
organising information and note taking culture which is different from the pupils’ own.
• r ecording vocabulary in the Bilingual In the culture section, pupils are able to develop
Dictionary and Concept Map an understanding of other pupils’ lives while
•u sing the Grammar Builder. comparing them to their own.
In Quest 6 activities in both the Pupil’s Book Another objective is to develop a positive belief
and the Activity Book encourage a degree in pupils in their own ability to learn a foreign
of autonomy. Pupils are also encouraged to language. In Quest 6 this is achieved through
evaluate their progress at the end of each unit. the use of stories and communicative activities
which relate to the pupils’ lives and experiences.
6.7 Learning how to learn This develops a positive attitude towards
One of the objectives of Quest is to guide learning English.
pupils to becoming responsible, independent,
reflective learners, which will help them in later
7 Classroom management
years. In Quest 6 there are a number of ways
7.1 Classroom organisation
in which learning how to learn is integrated into
the course: Quest 6 is a course which incorporates routines
in the teaching notes and activities which, in
At-a-glance lesson plan: This can be written
turn, support the teacher in his/her classes.
on the board, so the pupils can see what they
Each lesson begins and ends with an opening
will achieve in class that day.
and closing activity. The teaching notes provide
Lesson organisation: Through the clear concise instructions on how to set up and
organisation of lessons, pupils feel secure monitor the activities.
and confident in the way they approach their
learning. 7.2 Classroom language
Instructions: Through the use of simple Teachers are encouraged to use English in the
instructions in the Pupil’s Book and Activity classroom wherever possible in Quest 6.
21

Introduction
Classroom language is introduced in the 9.3 Self-evaluation

opening and closing routines, and in the course Self-evaluation is an important part of the
material. Essential classroom language is learning process in Quest 6. This is provided in
scripted in the teaching notes for the teacher both the Progress Check and the Self-evaluation
and pupils to use. However, it is also anticipated worksheets in the Tests and Photocopiable
that pupils will use their own language (L1) at Resources pack.
different times during a lesson.
8 Involving parents and carers

For this age group it is important to involve
the family in the learning process. Language
which is learnt at school can be reviewed
and reinforced at home. Quest 6 aims to
involve parents and carers in pupils’ learning
in a number of ways. The Activity Book is
accompanied by an Interactive Activities
CD-ROM which enables the pupils to listen
to the songs at home and work on the main
vocabulary and grammar. In the teacher’s Tests
and Photocopiable Resources pack there are
letters for each unit (in word format so they
can be personalised) which can be sent out to
parents so they know what their children are
learning in their English classes and can feel
involved.
9 Evaluation
Evaluation in Quest is developed appropriately
at each stage of the course. The evaluation
material is designed to check achievements in
teaching and learning, identify pupils’ needs and
provide the opportunity for self-assessment.
9.1 Informal evaluation

Record sheets for teacher’s observations and
informal ongoing evaluation are provided in the
teacher’s Tests and Photocopiable Resources
pack. These give the teacher the opportunity
to record and measure the progress of the
individual pupil and the whole class. A Teacher’s
Assessment of the Unit sheet is also provided
to allow teachers to reflect on and assess the
effectiveness of the material provided.
9.2 Formal evaluation

More formal evaluation material is also provided
in the Tests and Photocopiable Resources pack.
The Unit tests enable the teacher to chart the
pupils’ progress through the book. The Term
tests enable the teacher to see how well the
pupils have assimilated the material taught
that term, and the End-of-year test provides a
record of the pupils’ progress at the end of the
academic year. The End-of-cycle test can be
used to assess the pupils’ level at the end of the
academic year.
22

Activity Bank Banana sentences
These five-minute activities can be used to • Place the word cards on the board. Divide the
practise or recycle language. To recycle items pupils into two teams, and say Let’s play the
from the previous lesson, use an activity after Banana sentences game. Draw two columns
the Opening activities. Choose the activities on the board and write the name of each team
that work best with your class. at the top. Invite a volunteer to come to the front
to write the scores.
Mime and match the flashcard • Say a sentence to Team 1, for example, I
• Show the word cards to the pupils. Encourage (banana) stickers. Invite a pupil to guess
them to say the words as you stick them on the the complete sentence, for example, I collect
board. stickers. If they seem unsure, mime the action.
Repeat the process with Team 2. Ask your
• Take the flashcards and shuffle them in front
volunteer to award points if the sentence is
of the pupils. Place them face down in a pile on
completed correctly.
your desk and take the top one.
• Continue the game. Invite volunteers to
• Ask the pupils Which one is this? and mime
make sentences, either positive, negative or
the flashcard. Invite a pupil to answer by saying
questions, for the other team to complete.
the word. Then invite the pupil to the front to
Praise the sentences that they make, saying
remove the correct word card from the board
Very good!
and show the pair to the class. Say Well done!
• Continue the activity until all the word cards Mime
have been removed from the board.
• Ask the pupils what words they remember
from the previous lesson (these will be the
Story sentence review
vocabulary from the first or second lexical set).
• Hold up the story poster and ask the pupils Listen to and praise their answers. Say to the
Do you remember the story? Stick the poster pupils Let’s stand up!
on the board.
• Explain to the pupils that they should mime
• Say a sentence aloud from the story, and the words you say. Say the words slowly and
invite the pupils to say which character says the then speed up as they mime them.
sentence.
• Invite different pupils to the front to say the
• Invite a pupil to read another sentence aloud words and encourage their classmates to mime.
or ask a question about the story and another
pupil gives the answer. Continue with other Story quiz
sentences and questions.
• Divide the pupils into two teams and say Let’s
• Praise their speaking and say Very good! play the story quiz. Draw two columns on the
Finally, take the poster off the board. board and write the name of each team at the
top. Stick the story poster on the board.
Five sentences
• Ask a team to choose a story card that the
• Place the flashcards on the board. Ask the other team must answer questions about. Point
pupils Can you say five sentences? to the story frame. Ask them the questions
• Ask the pupils to work in groups to think of relating to that frame from Lesson 2, or create
five sentences using the vocabulary on the some of your own.
flashcards. After a minute, invite a volunteer • Invite different pupils to answer, and award
to come the front to say their group’s five points for correct answers. If the team cannot
sentences. As they say their sentences, they answer, invite a pupil from the other team to
touch the correct flashcards. answer for a bonus point.
• Praise their speaking, saying Very good! • Continue the quiz with the rest of the story
Repeat the process with different volunteers frames. Praise the pupils’ answers, saying Very
coming to the front. good!
23

CLIL Poster ideas Jump the line
• Place the unit’s CLIL poster in the middle of
What’s behind the paper? the board so the class can see it, and draw a
• Before class, place the unit’s CLIL poster on line down the centre of the board so the poster
the board and cover important pictures with is clearly split into two parts.
some numbered pieces of paper. • Invite four volunteers to come to the front and
• Divide the class into teams and invite a team stand in a line, one behind each other, facing
to choose a number. If a team chooses number the poster. Say a word for something from the
1, remove the piece of paper labelled with 1. poster and ask the pupils to jump to the left or
• The team should say what they can see on right according to where the word visual is on
the poster, and give points for what they say. the poster. The last pupil to jump correctly or
The game continues until all the pieces of paper incorrectly should return to their seat. The game
have been removed. continues until one pupil is left. Invite different
pupils to the front.
True or false?
• Place the CLIL poster on the board and ask
the pupils what they remember about the CLIL
topic. Divide the class into two teams.
• Say Let’s answer true or false. Explain that
you will say a sentence and then you will invite
a pupil to answer, saying It’s true! or It’s false! If
they get it right, they get a point for their team.
• Say different sentences about the topic. Invite
volunteers to the front to say sentences.
• Put the pupils into pairs, and encourage them
to play the game by making sentences. Move
around the room and listen to their speaking.
Praise it, saying Very good!
Beat the teacher

• Place the CLIL poster on the board. Remind
the pupils of the words for the pictures by
pointing to the pictures and repeating them.
• Draw two columns for points, label one Class,
and the other Teacher.
• Point to a picture and say the word for it.
Ask the pupils to repeat it if the word matches
the picture. Point to another picture and say a
word that doesn’t match. Ask the pupils not to
repeat the word if it doesn’t match the picture.
If there is silence, the pupils get a point. If any
child says the incorrect word, the teacher gets a
point. Continue the game by pointing quickly to
keep the pupils guessing.
Statues
• Place the unit’s CLIL poster on the board,
and invite a volunteer to come to the front. Ask
him/her to choose a picture from the poster
without telling anyone what their choice is. The
pupil chooses one and places him/herself in the
position/stance of the picture. Ask the class to
identify it. Invite different volunteers to the front.
24

Starter Welcome Back to Quest TV!
Unit
Learning objectives Receptive language

• Greeting people and saying goodbye • TV show, studio, presenter
• Remembering the Quest TV presenters • Who is/are ...?
• Reviewing vocabulary from Quest 5 • Who has got ...?
• Reading personal descriptions • Open your Pupil’s/Activity Book at page …
• Using personal descriptions to talk about • Tell me ... you know in English.
friends • Can you find …?
• Listening to, understanding and singing a
song
• Writing short descriptions about yourself and Socio-cultural aspects
others • Interest in a new English Book
• Pleasure in talking about friends in English
Key language • Positive attitude towards own ability to

Vocabulary participate in class activities
• Question words: What/How many/When/Who/ • Willingness to review and reflect on own
Where learning
• get up on Saturday, have Sunday lunch, tidy
your room, play computer games, study
English, do your homework, visit friends or
family, go to bed
Structures
• Telling the time: It’s five/ten/quarter/twenty/
twenty-five past/to / half past six.
• I sometimes/often/always (do my homework)
at (half past six).
Recycled language
• Do you like (my new bag)? I like/love (your new
bag).
• He/She has got a (laptop).
• You/I have got a (laptop).
Competences key
• My favourite (sport) is (snorkelling).
• I’m (Jack). Competence in linguistic communication
• peaches, green beans, Australia, funny, artist, Mathematical competence
snorkelling, the underground, long sleeved Competence in knowledge of and interaction
top, funfair, turtle, sunglasses, laptop, bag, with the physical world
T-shirt Competence in processing information and
• Personal descriptions use of I.C.T.
• Colours Competence in social skills and citizenship
• Numbers Artistic and cultural competence
• Days of the week Learning to learn
• Months of the year Autonomy and personal initiative
25

Starter Unit Lesson 1
Lesson 1 Main activities

pages
Learning objectives 2–3 Listen and point.
• To reintroduce the Quest TV show and its • Say Open your Pupil’s Books at pages 2
presenters to the class and 3. Give the pupils time to find the pages
• To review vocabulary from Quest 5 and to look at the new Quest TV studio. Get
Language focus them to point at the presenters as you say their
• Vocabulary from Quest 5: sports, fruits, types names.
of transport, adjectives, countries, vegetables, • Explain that they will hear the presenters
places, items of clothing, animals, jobs speaking. They need to listen and tell you the
Materials five new things which are mentioned. They
follow in their book as they listen. Play CD 1
• Pupil’s Book, pages 2 and 3
track 2.
• Activity Book, page 2
• Class audio CD • Elicit the five new things from the class.
• Optional Basics Book, page 2 • Answers: a new Quest studio / Dan’s new
laptop / Kiera’s new sunglasses / Sophie’s new
bag / Jack’s new T-shirt
At-a-glance lesson plan CD1
2
(PB pages 2 and 3, AB page 2)
Opening activities Narrator: Hello and welcome to Quest,
The TV show that’s the best. And here are our
• Reintroducing Quest TV and its presenters.
Quest presenters!
Kiera: Hi everyone! Welcome back to Quest TV,
Main activities your favourite TV show! I’m Kiera, and here we
• Vocabulary activities Find. Listen and check are in our new Quest TV studio. And the studio
(CD 1 track 3) (PB page 2). isn’t the only new thing. It looks like Dan has
• Writing practice Write the words in the got a new laptop.
correct column. Write another word in each Dan: Yes, I have! It’s great and it’s very fast.
column in Activity 1. Complete the sentences And Kiera, I love your new sunglasses. They’re
(AB page 2). cool!
• Listening and speaking practice Listen and Sophie: Do you like my new bag, Jack? It’s a
point (CD 1 track 2) (PB page 2). pink sports bag! I love sport!
Jack: I love your new bag, Sophie! And look,
Closing activities this is my new T-shirt. It’s got an octopus on it.
• Play a game and read out sentences. It’s my favourite animal!
All: We’re the Quest TV presenters!
Opening activities pages

2–3 Find. Listen and check.
• Say Hello, how are you? and encourage the • Hold up the Pupil’s Book and point to Activity
pupils to return the greeting. 2. Ask pupils to work in pairs and find the
• Reintroduce the class to Quest. Ask them Is objects listed in the blue box in the main picture.
Quest a radio show or a TV show? (TV show). • Play CD 1 track 3. The pupils listen to the
Who are the four presenters of Quest? (Kiera, Quest presenters describing each object. Pause
Dan, Jack and Sophie). the CD after each presenter has spoken to give
• Ask volunteers to describe the presenters from the pupils time to find the object.
memory, as much as possible. If necessary, give • Check the answers with the class. Accept any
them prompts to help, e.g. Who has got short sensible answer, for example, a place to visit
blond hair? (Jack) Who wears glasses? (Dan) could be Australia, a funfair, London, and so on.
Who has got long red hair? (Sophie) Who has • Answers: 1 peaches / 2 green beans /
got straight brown hair? (Kiera). 3 an underground train / 4 funny / 5 an artist,
an actor / 6 snorkelling / 7 Australia / 8 a T-shirt,
trousers, a long sleeved top, sunglasses, etc. /
9 a funfair, an aquarium, London, etc. /
10 a turtle, an octopus
26

Welcome Back to Quest TV!

Studio
1
3 4 Read and match. Listen and check.
1 How many brothers and a Penelope Cruz

Lessons 1 and 2 sisters have you got?
b pizza
1 2 When’s your birthday?
1 Listen and point. Indian Pacific
Yes,
c in London
2
3 Who’s your favourite
NORTHERN
Ocean TERRITORY Ocean
Great Tanami
Sandy Desert
I have! It’s great d three
actor?
Desert
Little QUEENSLAND
Sandy Gibson
and it’s very fast! And

Simpson
Desert Desert Desert Sturt
Stony
Hi everyone!
WESTERN Pedirka
Desert Tirari Desert
4 Where do you live?

AUSTRALIA Great Victoria
Desert
SOUTH
Desert
Strzelecki Kiera, I love your new e in November
Welcome back to Quest TV, AUSTRALIA Desert
NEW SOUTH
sunglasses. They’re
5 What’s your favourite
WALES
your favourite TV show! I’m Kiera, and VICTORIA

AUSTRALIAN
CAPITAL
cool!
here we are in our new Quest TV studio. food?
TERRITORY
N
Southern Ocean
And the studio isn’t the only new thing.

TASMANIA
It looks like Dan has got a new

laptop. Do you
like my new bag,
Jack? It’s a pink sports
bag! I love sport!
I love
your new bag,
Sophie. And look, this
is my new T-shirt. It’s got
an octopus on it. It’s my
favourite animal!
1
4 5 Listen and read. Sing the song.
Welcome back to Quest TV,

Healthy Eating
The best TV show that you can see.
Here’s the Quest team, oh yes, they’re back!
It’s Kiera, Dan, Sophie and Jack!
New stories to read, more songs to sing.

You can learn lots more English with Quest TV.
New words to learn, more grammar to do.
Quest is fun and it’s ready for you!

1
2 3 Find. Listen and check. The best TV show that you can see!
1 a fruit 2 a vegetable 3 a type of transport 4 the opposite of ‘serious’ 5 a job It’s Kiera, Dan, Sophie and Jack!
6 a sport 7 a country 8 an item of clothing 9 a place to visit 10 an animal
2 3
9780230734838.Text.indd 2 09/03/2012 15:12 9780230734838.Text.indd 3 09/03/2012 15:12
CD1
3
Jack: Finally, can you find an item of clothing?
Kiera: Hello. I’m Kiera. In our new Quest TV We’re all wearing clothes, of course. But can
studio, we’ve got an aquarium with some fish you find another item of clothing in the studio?
and a turtle in it. A turtle is an animal. I love What’s that under the screen with the photo of
animals! the underground? Ah! It’s a long sleeved top!
Dan: Hi, I’m Dan. Do you like my new laptop?
Look at today’s web page. It’s all about green • Read out the topic words from the blue
beans – they’re very healthy vegetables! And box again. This time get individuals to raise
there’s some fruit in the studio, too. There are their hands to tell you other words they know
some peaches in the new fruit bowl on the in English, e.g. Tell me sports you know in
table. English (football/basketball, etc.). Tell me fruit
Sophie: Hello, I’m Sophie. Can you find an you know in English (orange/bananas, etc.).
item of sports equipment in our new studio?
There’s a snorkelling mask on the table. Option: Play a game. Refer the class to the topics
Snorkelling is a sport that I love! in the blue box at the bottom of page 2. Get two
Jack: Hi, I’m Jack. What’s the opposite of children to read them out. Divide the class into
serious? Funny! That’s right! Can you find pairs/small groups. Get them to write five words
something funny in our new studio? Yes, the for each topic title. Give them a time limit, i.e. 30
photo of the clown! And what’s the other photo seconds for each set of words. When the time is up,
of? Is it a job? Yes, it’s a photo of an artist! feed back their answers as a class. Give them one
Kiera: Can you find a country in our new point for any correct answer that other pairs/groups
studio? Look carefully. That’s right! There’s have also written. Give them two points for any
a map of Australia on one of our new studio correct words that no other pair/group has written.
screens. The pair/group with the most points wins the game.
Dan: And what about a place to visit? Yes!
There’s a photo of a funfair on one of the
screens, too! I love the funfair. Do you? Write the words in the
page 2
Sophie: Yes, I do too, Dan! And do you know correct column.

what else I love? I love the underground. • Say Open your Activity Book at page 2.
There’s a photo of this type of transport on one Hold up the Activity Book and point to Activity
of our new studio screens, too! 1. Point to the word pool box and ask a pupil
27

Differentiated learning: Pupils could write

Welcome Back to Quest TV! additional sentences about themselves on a
separate piece of paper or in their notebooks.
Lesson 1 Studio
1 Write the words in the correct column. Basics Book: For pupils using the Basics Book
peaches an actor
the underground
a long sleeved top
a funfair
an artist
a turtle Australia
snorkelling
green beans
refer them to page 2, Activities 1, 2 and 3.
a T-shirt funny an octopus
Sports Fruit Types of

transport
Adjectives Countries Closing activities
snorkelling • If you have time, ask some pupils to read out
two or three of the sentences about themselves
Vegetables Places Items of Animals Jobs
to visit clothing from their Activity Book.
• Say Everybody finish now. Say Goodbye!
Encourage the pupils to close their books and
2 Write another word in each column in Activity 1.
tidy up their things.
3 Complete the sentences.
1 My favourite animal is . Extra: Play Walk and Stop. Get the pupils to walk
2 I’m from .
3 My mum is a .
around the class, holding their Activity Books
4 My favourite sport is . open at page 2. Say Stop. Everyone stops. Pupils
5 I go to school .
6 Today, I’m wearing .
find the nearest pupil and each reads one of their
7 I’m a person. sentences to the other. Then say Walk. The pupils
8 There’s a near my house/flat.
walk around again until you say Stop again. They
2
find another pupil and read another sentence aloud
9780230424531.P01-04.indd 2 19/03/2012 17:25
to each other.
to read the words to the class. Then do one Homework: Get pupils to write their sentences
example with the class. from their Activity Book in neat on a piece of paper.
• Get the pupils to work individually. Once They can add new sentences about themselves,
they’ve finished, check their work as a class. too. Ask them to draw a picture of themselves or
• Answers: Sports: snorkelling / Fruit: peaches to bring in a photo. Display their texts and pictures
/ Types of transport: the underground / under a heading: Quest English Class.
Adjectives: funny / Countries: Australia /
Vegetables: green beans / Places to visit:
a funfair / Items of clothing: a long sleeved top,
a T-shirt / Animals: a turtle, an octopus / Jobs:
an artist, an actor
page 2
Write another word in each
column in Activity 1.
• Hold up the Activity Book and point to Activity
2. Ask What’s another sport in English?
(football/basketball, etc.). Say Write another
word for each topic.
• When the pupils have finished, get several
individuals to tell you their additional words.
• Answers: will vary.
page 2
Complete the sentences.
3. Elicit a couple of possible sentence endings
with the class, before they work individually to
complete the sentences about themselves.
28

Lesson 2 Main activities

Learning objectives page 3
Read and match. Listen and
• Remember the Quest TV presenters check.
• Understand, ask and answer questions
• Brainstorm with the class question words they
• Listen to, read and sing the Quest song
know in English, e.g. What, Who, When, Where,
Language focus etc. Ask pupils to make questions with these
• Question words: What/How many/When/ words, e.g. What’s your name? etc.
Who/Where • Tell them to open their Pupil’s Book at page 3.
• read stories, sing songs, learn words, do Tell them that the Quest audience have sent in
grammar some questions and answers to the Quest team.
Materials Ask several pupils to read out the questions
• Pupil’s Book, pages 2 and 3 on the screen. Refer the class to the short
• Activity Book, page 3 answers (a-e). Tell them to read them silently
• Class audio CD to themselves. Then get pupils to match the
• Optional Basics Book, page 3 questions with the answers.
• Play CD 1 track 4 so they can check their
answers. Then check answers with the class.
At-a-glance lesson plan
(PB pages 2 and 3 and AB page 3) • Answers: 1 d / 2 e / 3 a / 4 c / 5 b
Opening activities CD1
4
• Remember the Quest TV presenters.
1 How many brothers and sisters have you got?
Main activities
D three
• Vocabulary activity Read and match. 2 When’s your birthday?
Listen and check (CD 1 track 4) (PB page 3). E in November
3 Who’s your favourite actor?
• Writing practice Write the questions in order. A Penelope Cruz
Answer the questions in Activity 4. Write 4 Where do you live?
complete sentences (AB page 3). C in London
5 What’s your favourite food?
• Speaking practice Ask your friend the B pizza
questions in Activity 4. Complete the chart
(AB page 3). Option: ask different individuals the questions.
• Song Listen and read. Sing the song Then, get some pupils to ask other pupils in the
(CD 1 track 5) (PB page 3). class in the same way.
Closing activities Divide the class into pairs. Give them time to ask
and answer the questions. When they’ve finished,
• Sing the karaoke version of the song (CD 1
get some pupils to feed back some information
track 6).
about their partner, e.g. Who is Marc’s favourite
actor?
Opening activities
• Say Hello and encourage the pupils to return page 3
Write the questions in order.
the greeting. Ask How are you? and encourage
the pupils to answer and ask you the same • Say Open your Activity Book at page 3. Give
thing. Say I’m fine, thank you. the pupils a moment to find the page.
• Ask the class to remember the last lesson and • Hold up the Activity Book and point to Activity
ask questions about the Quest presenters, e.g. 4. Do the first question as an example with the
What are the names of the presenters? What class. Check the pupils understand what they
do they look like? What new things have they have to do.
got? • Get them to work individually and then to
compare answers in pairs.
• Check their answers as a class. Prepare them
for the next activity at the same time by asking
individuals to answer the questions. Get them
to use complete sentences rather than short
answers.
29

Welcome Back to Quest TV!

Studio
1
3 4 Read and match. Listen and check.
1 How many brothers and a Penelope Cruz

Lessons 1 and 2 sisters have you got?
b pizza
1 2 When’s your birthday?
1 Listen and point. Indian Pacific
Yes,
c in London
2
3 Who’s your favourite
NORTHERN
Ocean TERRITORY Ocean
Great Tanami
Sandy Desert
I have! It’s great d three
actor?
Desert
Little QUEENSLAND
Sandy Gibson
and it’s very fast! And

Simpson
Desert Desert Desert Sturt
Stony
Hi everyone!
WESTERN Pedirka
Desert Tirari Desert
4 Where do you live?

AUSTRALIA Great Victoria
Desert
SOUTH
Desert
Strzelecki Kiera, I love your new e in November
Welcome back to Quest TV, AUSTRALIA Desert
NEW SOUTH
sunglasses. They’re
5 What’s your favourite
WALES
your favourite TV show! I’m Kiera, and VICTORIA

AUSTRALIAN
CAPITAL
cool!
here we are in our new Quest TV studio. food?
TERRITORY
N
Southern Ocean
And the studio isn’t the only new thing.

TASMANIA
It looks like Dan has got a new

laptop. Do you
like my new bag,
Jack? It’s a pink sports
bag! I love sport!
I love
your new bag,
Sophie. And look, this
is my new T-shirt. It’s got
an octopus on it. It’s my
favourite animal!
1

Healthy Eating


1
2 3 Find. Listen and check. The best TV show that you can see!
1 a fruit 2 a vegetable 3 a type of transport 4 the opposite of ‘serious’ 5 a job It’s Kiera, Dan, Sophie and Jack!
6 a sport 7 a country 8 an item of clothing 9 a place to visit 10 an animal
2 3
9780230734838.Text.indd 2 09/03/2012 15:12 9780230734838.Text.indd 3 09/03/2012 15:12
• Answers: 1 Who’s your favourite singer? /

2 How many aunts and uncles have you got? /
page 3
Listen and read. Sing the
3 When’s your birthday? / 4 Where do you go to song.
school? / 5 What’s your favourite food?
• Refer the pupils back to page 3 in their Pupil’s
Book. While they find the page, write the
Answer the questions
page 3
following on the board:
in Activity 4. Write complete In Quest, there are stories to ______, songs
sentences. to _______, words to ________, grammar to
• Get pupils to work individually to write their _______.
sentences. Get some pupils to read out their • Tell them to listen to the song, as they follow
answers. along in their books, and to tell you the missing
• Answers: will vary. verbs from the sentence on the board. Play CD
1 track 5.
Ask your friend the questions
page 3
• Elicit the answers from the class and write
in Activity 4. Complete the chart. them in the gaps on the board.
• Practise the questions again. Ask a pupil • Answers: read / sing / learn / do
to stand up and ask another pupil one of the • Play the CD again, pause after each line of the
questions for this activity. The other pupil stands song and get the pupils to repeat. Then, play
up too, and answers the question. Repeat this the CD again and get the pupils to sing the song
procedure a few times, getting pupils to ask chorally, along with the CD.
different questions.
CD1
• Pupils work in pairs to ask and answer the 5
questions. They complete the chart for their Welcome back! song
friend’s answers. Welcome back to Quest TV,
• Answers: will vary. The best TV show that you can see.
30

Lesson 2
? ? ? ?
4 Write the questions in order.
? ?
?
? ?
1 your / Who’s / singer / favourite / ?
Who’s your favourite singer?
??
2 have / How / aunts / and / many / got / you / uncles / ?
??
3 birthday / When’s / your / ?
4 you / go / do / Where / school / to / ?
5 your / food / What’s / favourite / ?
5 Answer the questions in Activity 4. Write complete sentences.

?
1 My favourite singer is
2
3
4
5
6 Ask your friend the questions in Activity 4. Complete the chart.
Favourite singer:
Number of aunts and uncles:
Birthday:
School:
Favourite food:
Who’s your favourite singer?
Rihanna.
9780230424531.P01-04.indd 3 19/03/2012 17:25

Basics Book: For pupils using the Basics Book

refer them to page 3, Activity 4.
Closing activities
Extra: Play the karaoke version of the Welcome

back! song. Play CD 1 track 6, sing and encourage
the pupils to sing with you.
Homework: Pupils write a small interview with

a famous person of their choice. They write five
questions and short answers for an interviewer and
their famous person. The answers can be imagined
if necessary.
31

Lesson 3 Opening activities

• Say Hello, how are you? The pupils answer
Learning objectives and return the greeting.
• Revise daily routine activities • Sing the Welcome back! song from the last
• Understand, ask and answer questions about lesson. Play the karaoke version of the song on
daily routines CD 1 track 6, sing and encourage the class to
• Revise and extend telling the time in English join in.
Language focus
• get up, have Sunday lunch, tidy your room,
play computer games, study English, do your
Main activities
homework, visit friends or family, go to bed
• What time do you (get up)? At two o’clock /
page 4
Read and match.
At half past two / At quarter to two / At • Get the class to open their Pupil’s Book at
quarter past two page 4. Talk with them about what they can
• five past six / ten past six / twenty past six see, e.g. the Quest studio / Sophie / people in
/ twenty-five past six / twenty-five to six / the audience. Refer them to the screen and its
twenty to six / ten to six / five to six title Ask the audience! Tell them that Sophie is
• I usually (get up) (at 7 o’clock). asking people in the audience questions about
their daily routines.
Materials
• Get the class to look at the daily routines
• Pupil’s Book, page 4
written on the left and the pictures (a-h). Give
them a few minutes to quietly match the
• Class audio CD
phrases and pictures in their heads. Then get
• Optional Basics Book, page 3
a pupil to read out the first routine (get up
on Saturday). Ask Which picture goes with
At-a-glance lesson plan get up? Pupils raise their hands to tell you.
(PB page 4 and AB page 4) Continue in the same way for the other daily
Opening activities routine phrases.
• Sing the Welcome Back! song, karaoke • Answers: 1 h / 2 b / 3 d / 4 f / 5 a / 6 g / 7 e / 8 c
version (CD 1 track 6).
Main activities Listen and read. Ask and
page 4
• Vocabulary activities Read and match. answer.

Put the times in order. Listen and check • Refer the class to the pictures of Sophie and
(CD 1 track 8) (PB page 4). Complete (AB the audience. Tell pupils to listen to each answer
page 4). from members of the audience, and to tell you
• Listening activity Listen and read. Ask and what Sophie’s question was. Play CD 1 track 7,
answer (CD 1 track 7) (PB page 4). pause after each sentence and get volunteers to
tell you the correct question.
• Writing practice Look at the clocks. Write
the sentences. Write true sentences. Use the • Afterwards, elicit the questions again from the
phrases in Activity 7 (AB page 4). class and write them on the board.
• Answers: 1 study English / 2 visit friends or
Closing activities family / 3 do your homework / 4 go to bed
• Ask questions and report back on CD1
classmates. 7
Narrator: Ask the audience!

Sophie: What time do you …?
Girl 1: I always study English at quarter past
three on Monday.
Sophie: What time do you … study English?
Girl 2: I often visit my grandma after school.
Sophie: What time do you … visit friends or
family?
Boy 1: I do my homework at five o’clock.
Sophie: What time do you … do your
homework?
32

Lesson 3
1 Read and match. Studio
Lesson 3
7 Complete.
Studio
play go have tidy get up do study visit
Ask the audience! a b

What time do you …
1 get up on Saturday?
2 have Sunday lunch?
c d e
3 tidy your room? 1 get up on 2 computer 3 your 4 to bed
4 play computer games? Saturday games homework
5 study English?
f g h
6 do your homework?
7 visit friends or family?
8 go to bed?
5 your 6 friends or 7 Sunday 8 English
room family lunch
1
2 7 Listen and read. Ask and answer. 8 Look at the clocks. Write the sentences.
What I always I often I do 11 12 1 11 12 1 11 12 1 11 12 1

I sometimes 10 2 10 2 10 2 10 2
time do you ...? study English at visit my grandma my homework go to bed at half
quarter past three at five o’clock. 9 3 9 3 9 3 9 3
after school. past nine.
on Monday. 8 4 8 4 8 4 8 4
7 6 5 7 6 5 7 6 5 7 6 5
1 It’s ten past 2 3 4

four.
9 Write true sentences. Use the phrases in Activity 7.

1 I always get up at
2
1
3 8 Put the times in order. Listen and check. 3
It’s twenty- 4
half past six quarter to six
five to six.
five past six ten past six 5
11 12 1
10 2 twenty to six five to six 6
TO 9 3 PAST
ten to six twenty-five to six 7
8 4
7 6 5 twenty-five past six twenty past six 8
quarter past six six o’clock
4 4
9780230734838.Text.indd 4 09/03/2012 15:13 9780230424531.P01-04.indd 4 27/03/2012 09:33
• Play CD 1 track 8 and go through the answers

Boy 2: I sometimes go to bed at half past nine.
with the class.
Sophie: What time do you … go to bed?
• Answers: 1 twenty-five to six / 2 twenty to six /
Tip: Refer the class to the questions you wrote on 3 quarter to six / 4 ten to six / 5 five to six /
the board in the last activity. Model how to do the 6 six o’clock / 7 five past six / 8 ten past six /
speaking by asking a few pupils similar questions, 9 quarter past six / 10 twenty past six /
e.g. When do you do your homework? etc. 11 twenty-five past six / 12 half past six
Help them to answer. Pay particular attention to CD1
how to tell the time in English and help pupils as 8
necessary. Divide the class into pairs and get them Narrator:
to ask and answer the questions about their daily 1 twenty-five to six
routines. 2 twenty to six
3 quarter to six
4 ten to six
Put the times in order. Listen
page 4
5 five to six
and check. 6 six o’clock
• Tell the class that they’re going to learn more 7 five past six
times in English. Draw a big clock face on the 8 ten past six
board. Or, if you have a toy clock face with 9 quarter past six
moveable hands, use that. Briefly go through 10 twenty past six
the times they already know, drawing the times 11 twenty-five past six
on the clock if necessary (o’clock/half past/ 12 half past six
quarter to/quarter past).
• Then show pupils the new times and how to page 4
Complete.
say them in English. Show them, for example,
• Get the pupils to open their Activity Book at
five past three, then ten past three, etc. Get
page 4. Refer them to the words in the word
them to repeat the time after you say it.
pool box.
• Refer them to Activity 3. Get them to note
• Give them time to complete the activity
down the times in the correct order on a piece
individually. Check their answers orally, as a
of paper or in their notebooks. They can work in
class.
pairs in order to help each other.
33

• Answers: 1 get up / 2 play / 3 do / 4 go / 5 tidy

/ 6 visit / 7 have / 8 study
Look at the clocks. Write the

page 4
sentences.
• Hold up the Activity Book and point to the
clock faces.
• Read the first sentence and elicit the sentence
for the second clock. Then ask pupils to work
individually to write the sentences. Move around
the room to check their work and offer help.
• When the pupils have finished, write the
sentences on the board so pupils can check
their work.
• Answers: 1 It’s ten past four. / 2 It’s twenty-five
past ten. / 3 It’s five to nine. / 4 It’s twenty to
three.
Write true sentences. Use

page 4
the phrases in Activity 7.

• Refer the class to the example sentence
beginning. Elicit different endings with the class.
Do a couple more example sentences with the
class orally to check they understand what to
do.
• Ask the pupils to work individually to write
their sentences. If you have time, you can ask
pupils to read out some of their sentences.

refer them to page 3, Activities 5 and 6.
Closing activities
Extra: Ask a pupil a question about their daily

routine, e.g. When do you go to bed? Help him/
her to answer using a complete sentence. Then,
ask another pupil to tell you about the previous
pupil, e.g. Tell me about Maria. / She goes to bed
at 9 o’clock. Repeat in the same way with other
questions and other pupils.
Homework: Pupils write three sentences about a

family member and his/her daily routines, e.g. My
mum gets up at 7 o’clock.
34

Unit
Focus on Free Time
Learning objectives • restoration, detail, minimalist, straight, curved,
• Identifying and saying free-time words and three-dimensional, hyperrealist, pop art
phrases and writing them correctly in context Structures
• I like / don’t like (painting pictures).
• Listening to, understanding and singing a • He/She likes / doesn’t like (going fishing).
song • Do you like (playing football)? Yes, I do. / No, I
• Reading and listening to a story about free don’t.
time and hobbies • Does he/she like (doing exercise)? Yes, he/she
• Showing understanding of the story by does. / No, he/she doesn’t.
answering questions and writing a story review
• Identifying how to use and form the present Recycled language

simple with like + -ing • I love / like / don’t like / hate (Art).
• Identifying parts of the language structure and • He/She likes / doesn’t like (Art).
showing understanding by creating sentences • Do you play (football)? Yes, I do. / No, I don’t.
and questions • I (don’t) play (table tennis).
• Listening to, reading and acting out an interview • go shopping/skiing/swimming, play basketball/
using language in context ice hockey/football/volleyball, do sport/
• Identifying and saying free-time equipment gymnastics/judo, watch TV
• letters, postcards, museum, bedroom, garden,
• Reading, extracting information and writing an favourite
authentic web page about hobbies • Countries
• Reading, listening and writing about three
contemporary artists Receptive language
• Using the internet to find out about a famous • professional, pets, holiday, boats, landscapes,
artist exhibition, newspapers, flowers, driver,
• Understanding and extracting information instructions, collection, comfortable,
from a letter about hobbies and activities that championship, free, insect
your friend likes and dislikes • What do the Quest team do in their free time?
• Categorising free-time activities with their • shapes, sculptures
corresponding verbs • What’s wrong? I’m (not) bored.
• Writing your own letter about things you and • Let’s (watch TV).
your friend like and dislike doing in your free • Enjoy yourself!
time • Have fun!
• Reviewing and reflecting on the unit
• Practising everyday English through listening Pronunciation

to and acting out a dialogue about hobbies
• /р/ sound as in people and stamps
and finding a free-time activity
• /ƅ/ sound as in hobbies and table
Socio-cultural aspects
Key language
• Showing interest in and learning about
Vocabulary
different types of art
• play table tennis, play the drums, paint • Learning about culture and customs in the
pictures, paint models, collect stickers, collect English-speaking world
stamps, go fishing, go to the cinema, do • Using everyday English to act out finding a
magic tricks, do exercise free-time activity
• a paintbrush, an album, an exercise mat,
a pack of cards, a fishing rod
35

Unit 1 Lesson 1

• Say Hello, how are you? and encourage the
Learning objectives pupils to return the greeting.
• Identify and say verb phrases for free-time • Ask the class to remind you about the Quest
activities TV show and the presenters from the starter
• Play the Quest Memory Game to practise the unit: Kiera, Dan, Jack and Sophie.
vocabulary • Say Quest’s first TV show is about free
• Listen to, read and sing the Quest song time. Check pupils understand the meaning
• Show understanding by completing sentences of ‘free time’, i.e. It’s the time when you’re not
Language focus in school. Explain the meaning of the word
• play table tennis, play the drums, paint ‘hobby’, i.e. a hobby is something fun we do
pictures, paint models, collect stickers, in our free time. Brainstorm with the class any
collect stamps, go fishing, go to the cinema, free-time activities they already know in English,
do magic tricks, do exercise especially sports they’ve already learned.
• I (collect stickers). / I don’t (collect stickers). Encourage them to give you verb phrases rather
• Do you (collect stickers)? than words, e.g. play football.
Materials • Hold up the Unit 1 flashcards one at a time
and stick them on the board, in the same order
• Flashcards and word cards: play table tennis,
as the verb phrases in the Pupil’s Book. Ask
play the drums, paint pictures, paint models,
the pupils to tell you any phrases or individual
collect stickers, collect stamps, go fishing, go
words they already know in English. Don’t worry
to the cinema, do magic tricks, do exercise
about any words they don’t know.
• Class audio CD Main activities
page 5
Listen and repeat the words.
At-a-glance lesson plan • Say Open your Pupil’s Books at page 5. Give
(PB page 5, AB page 5) the pupils time to find the page.
Opening activities • Point to Activity 1. Say It’s time for Word
Quest 1. Play CD 1 track 9. Point to the
• Remember the Quest TV show and flashcards of the different free-time activities as
presenters. you hear them on the CD.
• Brainstorm free-time vocabulary in English. • Play the CD again and tell the pupils to repeat
the phrases as they hear them. Play the CD a
Main activities final time, get the pupils to repeat the phrases
• Vocabulary activities Listen and repeat the and take down each flashcard as it’s mentioned
words (CD 1 track 9) (PB page 5). Quest on the CD. Praise their speaking, saying Well
Memory Game. Listen and play (CD 1 track done!
10) (PB page 5).
CD1
• Song Listen and read. Sing the song (CD 1 9
track 11) (PB page 5). Hello and welcome to Quest,
• Writing practice Complete the sentences. The TV show that’s the best!
Look. Write the questions. Write about you It’s time for Word Quest 1.
(AB page 5). Listen, repeat and have fun!
Closing activities play table tennis
• Sing the karaoke version of the song (CD 1 play the drums
track 12). paint pictures
paint models
collect stickers
collect stamps
go fishing
go to the cinema
do magic tricks
do exercise
36

Unit 1 Lesson 1
Focus on Free Time Focus on Free Time

Lesson 1 Word Quest 1
Lesson 1
1 1
1 9 Listen and repeat the words. 2 10 Quest Memory Game. Listen and play.
play play paint paint collect collect go go do do
Word Quest 1
1 I collect stickers. 6 I table tennis.
What’s number 2?
Play the drums.
2 I the drums. 7 I to the cinema.
1 play table tennis 2 play the drums 3 I fishing. 8 I exercise.
Yes. What other hobby Play table 4 I pictures. 9 I stamps.

do we use with ‘play’? tennis.
3 paint pictures 4 paint models

5 I magic tricks. 10 I models.
1
3 Listen and read. Sing the song.
11
2 Look. Write the questions.
Monday to Friday, it’s school every day. 1 2 3 4 5 6
I’m with all my friends, so I feel ok.
On Tuesday, we paint models after school.
5 collect stickers 6 collect stamps We collect stickers, too – it’s really cool!
But on Saturday,
I’m free! 1 Do you play table tennis? 4
I play the drums all day,
2 5
Come and listen to me!
And on Sunday, 3 6
7 go fishing 8 go to the cinema
I’m free!
I want to be a pop star, 3 Write about you.
Monday to Friday, it’s school every day. In my free time I
9 do magic tricks 10 do exercise
On Wednesday, we go fishing after school.
We go to the cinema, too – it’s really cool!
Chorus Listen to the song again.
5 5
9780230734838.Text.indd 5 09/03/2012 15:14 9780230424531.P05-14.indd 5 20/03/2012 09:15
ask Do you play table tennis in your free

Quest Memory Game. Listen
page 5
time? Help pupils to answer Yes, I do. / No, I
and play. don’t. As pupils answer about each flashcard,
stick the flashcards on the board, so they can
• Hold up the Pupil’s Book and point to Activity
be used later on in the lesson. Repeat until all
2. Say These children are playing the Quest
the flashcards are on the board.
Memory Game. Listen and repeat. Play CD 1
track 10. Pause after each line for the class to
repeat.
page 5
song.
CD1
10
• Say It’s time for a Quest song. Point to the
Boy: What’s number 2? flashcards on the board and ask Which five
Girl: Er … Play the drums. free-time activities are in the song? Play CD 1
Boy: Yes. What other hobby do we use with track 11.
‘play’? CD1
Girl: Play table tennis. 11 The I’m free! song
• Say Let’s play the Quest Memory Game. Dan: And now it’s time for a Quest song …
First, model the game with a confident student.
Monday to Friday, it’s school every day.
Then, once the class understands how to play,
divide the class into pairs. The pupils take turns
On Tuesday, we paint models after school.
to open their books and ask questions. Monitor
We collect stickers, too – it’s really cool!
and praise their speaking, saying Very good!
But on Saturday, I’m free!
Differentiated learning: If your class finds English I play the drums all day,
difficult, make this game easier. Allow all the pupils Come and listen to me!
to keep their books open. Instead of answering the And on Sunday, I’m free!
question from memory, they can look in their books. I want to be a pop star,
• Finally, say Close your books. Invite individual
pupils to name the activities again from memory. Monday to Friday, it’s school every day.
Ask What’s number 1? (play table tennis). Then I’m with all my friends, so I feel ok.
37

Unit 1 Lesson 1
answer, help him/her to give you a complete

On Wednesday, we go fishing after school.
sentence, e.g. I don’t play table tennis.
We go to the cinema, too – it’s really cool!
Chorus sentences about what they do and don’t do in
their free time. When the pupils have finished,
• Elicit the five flashcard verb phrases in the
ask different pupils to read out some of their
song (paint models, collect stickers, play the
sentences about their free time.
drums, go fishing, go to the cinema). Say Good
listening. Well done! • Answers: will vary.
• Play CD 1 track 11 again and encourage the Differentiated learning: Pupils could write
pupils to read the song in their Pupil’s Book additional sentences on a separate piece of paper
while listening. or in their notebooks.
• Say Let’s sing the song. Play the CD again,
pause after each line and get the pupils to sing
the line back to you. Then play the CD again,
pause after every two lines and get the pupils to
sing these back to you. Finally, play the whole
song on the CD and encourage the pupils to Closing activities
sing the song with the CD. • Say Everybody finish now. Say Goodbye!
page 5
Complete the sentences. tidy up their things.
• Say Open your Activity Book at page 5. Hold
up the Activity Book, and point to Activity 1. Extra: Play the karaoke version of the I’m free!
Point to the word pool box and ask a pupil to song. Play CD 1 track 12 and sing, encouraging the
read the verbs to the class. Then, refer the class pupils to sing along with you.
to number 1. Say I ‘mmm’ stickers. Ask What’s
the missing verb? Get a pupil to read out the Homework: Pupils write more sentences about
completed sentence: I collect stickers. Explain what they do in their free time. They can add other
that pupils should look at the word pool box hobbies/sports that they already know, or new
and the pictures, and write the missing verbs to hobbies. They may need to use a dictionary.
complete the sentences 1-10.
• Check their answers as a class and place
each word card on the board when they give the
answer. Check their spelling.
• Answers: 1 collect / 2 play / 3 go / 4 paint /
5 do / 6 play / 7 go / 8 do / 9 collect / 10 paint
page 5
Look. Write the questions.
2. Read out number one (the example). Point
to the pictures and tell the class to write the
question for each picture.
• When the pupils have finished, check their
answers as a class.
• Answers: 1 Do you play table tennis? / 2 Do
you go fishing? / 3 Do you paint pictures? / 4 Do
you collect stamps? / 5 Do you play the drums?
/ 6 Do you go to the cinema?
page 5
Write about you.
3. Refer the class back to the questions they’ve
just written in Activity 2. Ask a pupil Do you
play table tennis? Encourage a short answer
from the pupil. Then, depending on the short
38

Unit 1 Lesson 2

• Play the I’m Free! song on CD 1 track 11 as
Learning objectives the class enter the classroom.
• Listen to, read, understand and explain the • Say Hello, and encourage the pupils to return
story the greeting. Ask How are you? and encourage
• Show understanding of the story by ordering the pupils to answer and ask you the same
the narration text and matching questions thing. Say I’m fine, thank you.
and answers
• Write a review of the story • Ask them questions about this unit. Ask What
is this unit’s Quest topic? (free-time activities/
Language focus hobbies). What do you do in your free time?
• play table tennis, play the drums, paint • Brainstorm the activities from the last lesson.
pictures, paint models, collect stickers, Stick the appropriate flashcards on the board as
collect stamps, go fishing, go to the cinema, the pupils say the activities.
do magic tricks, do exercise
• Say Let’s sing the I’m free! song. Play the
Materials karaoke version of the song on CD 1 track 12
• Flashcards: play table tennis, play the drums, and encourage the class to join in. Point to the
paint pictures, paint models, collect stickers, flashcards on the board and ask them to tell
collect stamps, go fishing, go to the cinema, you which activities were in the song. Leave the
do magic tricks, do exercise flashcards on the board.
• Story poster: The Young Picasso
• Activity Book, page 6 Main activities
• Class audio CD Listen to the story with the story
• Optional Basics Book, page 5 poster.
• Say It’s time for a Quest TV story. Show the
At-a-glance lesson plan story poster to the pupils. Generate interest in
(PB page 6 and AB page 6) the story by telling the pupils that this is a true
Opening activities story about an amazing young boy called Kieron
Williamson. Play the story introduction on CD 1
• Revision of free-time activities (with
track 13.
flashcards). Song review: The I’m free! song,
karaoke version (CD 1 track 12). • Ask the class a gist question before you
continue with the story. Ask Why is Kieron
Main activities
amazing? Tell the story yourself or play CD 1
• Story The Young Picasso. Listen to the story track 13. Point to the different frames on the
with the story poster (CD 1 track 13). Listen story poster to help the pupils understand the
to the story. Read. Check comprehension. story.
Ask questions (PB page 6).
CD1
• Story activities Remember the story. Write 13
and order. Listen and check (CD 1 track
Sophie: See what happens when a young boy
14). Match the questions and answers
starts painting pictures on holiday with his
(AB page 6).
family!
• Writing practice Think about the story.
The Young Picasso
Circle. Write a review. (AB page 6).
Frame 1
Narrator: Kieron is five years old and he lives
Closing activities
with his family in England. He likes going fishing
• Class survey of free-time activities. and he loves playing football.
Kieron: Look Dad! I’ve got a fish.
Dad: That’s great, Kieron.
Frame 2
Narrator: One day on holiday, Kieron starts
painting pictures.
Mum: That’s a really good picture, Kieron.
Kieron: Thanks Mum. I like painting boats.
39

Unit 1 Lesson 2
1 Lesson 2 See what happens when a young 1 Lesson 2

boy starts painting pictures on CD1
1 holiday with his family! 4 Remember the story. Write and order. Listen and check.
4 13 Listen to the story. Read. 14
paints family classes holiday pictures newspapers

1 Kieron is five years old and he lives with 2 One day on holiday, Kieron starts painting pictures.
his family in England. He likes going That’s a really good
fishing and he loves playing football. a Soon Kieron is in the and on TV.
picture, Kieron.
That’s great,
b People from all over the world want to buy his .
Kieron.
Look Dad! I’ve c One day on , Kieron starts painting pictures.
got a fish.
d Kieron is five years old and he lives with his family in England. 1
Thanks Mum. I like
painting boats. e He pictures of people’s pets for money to help him buy professional paints.
f After his holiday, Kieron goes to painting .

3 After his holiday, Kieron goes to painting 4 Kieron doesn’t like painting with children’s
classes. There aren’t any children in the paints. He paints pictures of people’s pets for
class, but that’s ok for Kieron. money to help him buy professional paints. 5 Match the questions and answers.
You can add some
Here’s the picture 1 How old is Kieron at the start of our story? a yes
white paint here.
of your dog.
2 Where does Kieron start painting? b five years old
That’s a 3 Why does Kieron paint people’s pets? c on holiday

good idea. Thanks Kieron.
It’s fantastic! 4 How old is Kieron at his first exhibition? d seven years old
Thanks.
5 Do lots of people buy Kieron’s paintings? e because he needs money
5 Kieron paints lots of 6 Soon Kieron is in the newspapers and on TV.
pictures. He’s very good.
for professional paints
Hello! Can I Does Kieron Yes, he does. 6 Think about the story. Circle. Write a review.
have some like painting
paints,
please?
boats? 1 It’s about … Story Review
a) a boy. b) a girl. c) a dog. The story is about a boy .
2 It happens in …
Of course!
It happens in .
a) the USA. b) England.
Here you And I like painting
landscapes and animals. c) Scotland. The main character is .
are.
3 The main character is … He’s a/an .
7 This is Kieron at his first art exhibition. People from
a) old. b) young. c) tall.
all over the world want to buy his pictures.
England’s Young Artist! My favourite character is .
A boy of seven sells all his 4 He’s a famous …
pictures in fourteen minutes. Some people call Kieron In general, I think the story is
a) writer. .
Williamson a mini Mone
t
or a mini Picasso becaus b) singer.
e
he paints beautiful pictur
and he’s only a young boy.
es c) artist. ✩ ok ✩✩ good ✩✩✩ excellent
Some of his pictures cost
thousands of pounds. He’s
Kieron Williamson is very famous.
an excellent artist.
6 6
NO DROP SHADOWS ON
9780230734838.Text.indd 6
font same as PB3, but smaller 09/03/2012 15:14 9780230424531.P05-14.indd 6 20/03/2012 09:15
BUBBLES PB3 is 11.5 on 13.8

Frame 3 Journalist 1: A boy of seven sells all his
Narrator: After his holiday, Kieron goes to pictures in fourteen minutes!
painting classes. There aren’t any children in Journalist 2: Kieron Williamson is an excellent
the class, but that’s ok for Kieron. artist.
Art teacher: You can add some white paint Frame 8
here. Narrator: England’s Young Artist!
Kieron: That’s a good idea. Thanks. Some people call Kieron Williamson a mini
Frame 4 Monet or a mini Picasso because he paints
Narrator: Kieron doesn’t like painting with beautiful pictures and he’s only a young boy.
children’s paints. He paints pictures of Some of his pictures cost thousands of
people’s pets for money to help him buy pounds. He’s very famous.
professional paints.
Kieron: Here’s the picture of your dog. • When the track has finished, ask the class
Woman: Thanks Kieron. It’s fantastic! the gist question again. Ask Why is Kieron
amazing? Elicit the answer Because he’s a very
Frame 5
young artist.
Kieron: Hello! Can I have some paints, please?
Shop assistant: Of course! Here you are.
Narrator: Kieron paints lots of pictures. He’s
page 6
Listen to the story. Read.
very good. • Say Open your Pupil’s Book at page 6. Give
the pupils time to find the page.
Frame 6
Narrator: Soon Kieron is in the newspapers • Ask the pupils to listen to the story and follow
and on TV. the dialogue by reading in their Pupil’s Book.
Presenter: Does Kieron like painting boats? Play CD 1 track 13.
Dad: Yes, he does. • When the track has finished, ask the pupils to
Kieron: And I like painting landscapes and name any free-time activities mentioned in the
animals. story (go fishing, play football, paint pictures).
Frame 7
Narrator: This is Kieron at his first art
exhibition. People from all over the world want
to buy his pictures.
40

Unit 1 Lesson 2
Check comprehension. Ask 3 After his holiday, Kieron goes to painting

questions. classes. / 4 He paints pictures of people’s pets
for money to help him buy professional paints. /
• Check that the pupils understand the story by 5 Soon Kieron is in the newspapers and on TV. /
asking questions about each frame. Encourage 6 People from all over the world want to buy his
the pupils to answer in English. pictures.
Frame 1
How old is Kieron at the start of the story? CD1
14
(five years old)
Where does he live? (in England) 1 Kieron is five years old and he lives with his
family in England.
Frame 2 2 One day on holiday, Kieron starts painting
Where does Kieron start painting pictures? pictures.
(on holiday) 3 After his holiday, Kieron goes to painting
Who is he on holiday with? (his family) classes.
Frame 3 4 He paints pictures of people’s pets for money
Are there lots of children in Kieron’s painting to help him buy professional paints.
class? (no) 5 Soon Kieron is in the newspapers and on TV.
Does he like his painting class? (yes) 6 People from all over the world want to buy his
Frame 4 pictures.
Why does Kieron want more money? (to buy
professional paints) Match the questions and
page 6
How does Kieron get money for his paints?
(he paints people’s pets) answers.
Frame 5 • Hold up the Activity Book and point to Activity
What does Kieron buy in the shop? (paints) 5. Check the pupils understand what they have
Are Kieron’s paintings good? (yes) to do.
Frame 6 • Ask a pupil to read the first question aloud.
Does Kieran like painting landscapes? (yes) Ask another pupil to give the answer.
Frame 7 • Tell the pupils to work individually. Check the
How old is Kieron at his first art exhibition? answers together.
(seven years old) • Answers: 1 b / 2 c / 3 e / 4 d / 5 a
Do people want his pictures? (yes)
Do his paintings sell quickly? (Yes, only 14 Think about the story. Circle.
page 6
minutes) Write a review.

Why do some people call Kieron a mini 6. Check the pupils understand what they have
Picasso? (because he’s a young, talented artist) to do.
• Give the pupils time to read the sentences and
Remember the story. Write
page 6
circle a), b) or c).
and order. Listen and check. • Check the answers together, asking different
• Say Open your Activity Book at page 6. Give pupils to answer.
the pupils a moment to find the page.
• Answers: 1 a / 2 b / 3 b / 4 c
4. Check the pupils understand what they have page 6
Quest Story Review
to do. Refer them to the words in the word pool
box. Tell them to write the correct word in each • Hold up the Activity Book and point to the
sentence from the story. Then, they number the Quest Story Review box. Ask the pupils to work
sentences in the correct order. Get them to work individually to complete the sentences. They
individually and then to compare answers in should look at the answers they have circled
pairs. to help them. They also say who their favourite
character is and whether this is a true story or
• Play CD 1 track 14 and the pupils check their not (it is a true story).
answers.
• When they have finished, invite individual
• Answers: 1 Kieran is five years old and he pupils to read out their sentences. Ask the class
lives with his family in England. / 2 One day whether they liked the story.
on holiday, Kieron starts painting pictures. /
41

Unit 1 Lesson 2
• Answers (apart from personal opinion): The

story is about a boy. / It happens in England. /
The main character is young. / He’s an artist.

Closing activities
Extra: Do a class survey of free-time activities

with the class. Ask each pupil What do you do in
your free time? Put ticks next to the appropriate
flashcards on the board and write any new activities
on the board. Say the results (for example, Twelve
people in our class collect stamps).
Homework: Pupils write about their family’s free

time. For example, My mum does exercise.
Remind them to pay attention to the ‘s’ at the end
of the verb when writing about He/She.
42

Unit 1 Lesson 3

• To recall the story • Display the story poster for Unit 1. Ask
• Identify the present simple forms and make What’s the name of the boy in this story?
questions and short answers (Kieron Williamson). Is this a true story? (yes).
• Write sentences and questions practising the Summarise the story by asking a question about
language structure each important frame. Point to the appropriate
• Listen, read and act out a dialogue frame as you ask the questions.
Language focus Frames 1-2
• play table tennis, play the drums, paint How old is Kieron when he starts painting
pictures, paint models, collect stickers, pictures? (five years old)
collect stamps, go fishing, go to the cinema, Frame 3
do magic tricks, do exercise Are they children or adults in his painting
• I love / like / don’t like / hate verb + -ing classes? (adults)
• Do you like verb + -ing ?
Frame 4
• Yes, I do. / No, I don’t.
Why does Kieron paint people’s pets? (for
Materials money)
• Flashcards and word cards: play table tennis, What does he buy with his money?
play the drums, paint pictures, paint models, (professional paints)
collect stickers, collect stamps, go fishing, go Frame 5
to the cinema, do magic tricks, do exercise Are his pictures good or bad? (good)
• Story poster: The Young Picasso
Frame 7
How old is Kieron in his first art exhibition?
• Activity Books, page 7 and 88
(seven years old)
• Class audio CD
Do lots of people buy his pictures? (yes)
Frame 8
Why do some people call Kieron a mini
At-a-glance lesson plan Monet? (because he’s a young, talented artist)
(PB page 7 and AB pages 7 and 88)
• Play the story on CD 1 track 13. Encourage
Opening activities
the class to listen and check their answers to
• Review the story (CD 1 track 13) with the the questions.
story poster.
Main activities
Main activities
• Grammar presentation Let’s investigate
grammar. Answer the questions. Look at Grammar presentation.
the Grammar Quest to help you (PB page 7). • Refer the class to the story poster: The Young
Picasso. Point to Frame 1 on the story poster.
• Grammar practice Look at the chart Say Kieron likes (blank). Elicit the end of the
and complete the sentences. Look at the sentence and write He likes going fishing on
pictures. Complete the questions. Write the the board. Say And he loves (blank). Elicit the
short answers. Look at activity 8 and write end of the sentence and write He loves playing
affirmative and negative sentences (AB page football on the board.
7). Extra! Go to the Grammar Practice on • Point to Frame 2 on the story poster. Read
page 88 (AB page 88). out what Kieron’s mother says: That’s a really
• Speaking practice Listen, read and good picture, Kieron. Begin Kieron’s answer:
repeat. Act it out (CD 1 track 15) (PB page 7). Thanks, Mum. I like (blank). Elicit the end of
the sentence and write the complete sentence
Closing activities on the board: I like painting boats.
• Invent a dialogue (PB page 7). • Point to Frame 4 on the story poster. Point to
Kieron. Say Kieron doesn’t like (blank). Elicit
the complete sentence and write He doesn’t like
• Bilingual Dictionary (AB page 14). painting with children’s paints on the board.
43

Unit 1 Lesson 3
1 Lesson 3 1 Lesson 3 Grammar Quest

7 Look at the chart and complete the sentences. Present simple – like + -ing
5 Let’s investigate grammar.
Revision – Present
simple – 3rd person 1 Sophie loves doing exercise . Sophie Dan Kiera Jack
Grammar Quest He/She

likes
Art.
2 She doesn’t .
doesn’t like
3 Dan doesn’t .
Present simple – like + -ing
4 He to the cinema. do exercise   
like
I
don’t like painting pictures. 5 Kiera hates . paint pictures   
likes going fishing. 6 She likes .
He/She
doesn’t like
go to the cinema  
7 Jack to the cinema.
loves  likes  doesn’t like   hates
Do you Yes, I do. 8 He pictures.
like playing football?
Does he/she No, I don’t.
8 Look at the pictures. Complete the questions. Write the short answers.
Yes, he/she does.
No, he/she doesn’t. ✓ ✓ ✓
6 Answer the questions. Look at the Grammar Quest to help you.

1 Do we use the verb with or without -ing after like/likes? ✗ ✗ ✗
2 Do we use the verb with or without -ing after don’t like/doesn’t like?
3 Do we start the question for he/she with Does or Do?
1
7 15 Listen, read and repeat. Act it out. Paul Jenny You!
1 Does Paul like painting models ? Yes, he does.

An interview with Free Time Magazine
2 Does he ? No, .
Interviewer: What do the Quest team do in their free time? 3 Does Jenny ? Yes, .
Jack: Well, Sophie loves sport. 4 No,
? .
Interviewer: Oh yes. What’s her favourite sport?
5 Do you like ? ,I .
Jack: She loves playing table tennis. And she’s very good.
Interviewer: And what about Dan? 6 Do you ? ,I .
Jack: He likes going to the cinema.
Interviewer: Does Kiera like going to the cinema, too? 9 Look at Activity 8 and write affirmative and negative sentences.
Jack: Yes, she does. And she likes collecting 1 Paul likes painting models. 4
stamps.
Interviewer: And do you like collecting stamps, Jack? 2 He . 5 I .
Jack: No, I don’t. I love doing magic tricks. Look! 3 Jenny . 6
Interviewer: Oh, what lovely flowers! Thank you!
7 Go to the Grammar Practice on page 88. 7
PB3, but smaller 9780230734838.Text.indd 7 09/03/2012 15:14 9780230424531.P05-14.indd 7 20/03/2012 09:15
13.8
• Introduce this lesson’s grammar by referring look at the Revision table as well as the main
the class to the sentences on the board. First, Grammar Quest box and to think about the
remind them of the third person ‘s’. Highlight the differences they can see.
‘s’ at the end of likes in the sentence He likes • Read the questions in Activity 6 out loud to the
going fishing. Compare this sentence to I like class. Invite pupils to answer. Ask the rest of the
painting. Then, ask Can you see what happens class if they agree before confirming the correct
to the verb after like? Encourage pupils to answer. Refer back to the tables, if necessary.
notice that the verb ends in -ing.
Note: You may need to guide pupils or use
page 7
Let’s investigate grammar. L1 to help their understanding of the concept
• Say Open your Pupil’s Book at page 7. Give questions.
• Answers: 1 with -ing / 2 with -ing / 3 Does
• Invite volunteers to read the sentences from
the Grammar Quest box. Again, draw pupils’ page 7
Listen, read and repeat. Act
attention to the ‘s’ at the end of the verb likes.
Draw their attention also to the use of doesn’t.
it out.
• Then, draw the pupils’ attention to the verb
7. Ask the pupils questions about the pictures,
+ -ing after like / likes / don’t like / doesn’t like.
for example, Who can you see? (Jack and an
Remind them that we also use verb + -ing after
interviewer). Refer the pupils to the dialogue
love / loves / hate / hates.
heading An interview with Free Time Magazine.
• Focus on the question and short answers. Ask Play CD 1 track 15 and encourage the pupils to
a pupil Do you like painting? Help him/her to read the dialogue while listening.
answer (Yes, I do or No, I don’t). Then ask Does
• Ask the pupils questions about the dialogue
Kieron like painting? and elicit the answer (Yes,
to check their understanding, for example,
he does).
Does Sophie like playing table tennis? (Yes,
she does. She loves playing table tennis.) Does
Answer the questions. Look
page 7
Dan like going to the cinema? (Yes, he does.)
at the Grammar Quest to help you. What about Kiera? (She likes going to the
• Hold up the Pupil’s Book and point to Activity cinema and collecting stamps.) Does Jack like
6. Say Answer the questions. Ask the class to collecting stamps? (No, he doesn’t. He loves
doing magic tricks.)
44

Unit 1 Lesson 3
Jack: No, I don’t. I love doing magic tricks.

Grammar Practice 1
Present simple – like + -ing
Look!
1 Write the missing words.
Interviewer: Oh, what lovely flowers! Thank
I
like 
(1) don’t like  you!
(4) pictures.
(2)  (5) fishing.
He/She
(3) like 
Yes, I do.
Look at the chart and
page 7
complete the sentences.

(6) you
No, I don’t.
Yes, he/she (8) .
(7) he/she
No, he/she (9) .
• Say Open your Activity Book at page 7. Give
loves  likes  doesn’t like  hates

1 He loves collecting (collect) stickers. 4  She ________________ (go) fishing. • Tell the pupils to look at the chart. Ask
5
questions about the chart to check
2  She (play) table tennis. He (do) exercise.
3  He (paint) models. 6  She (do) magic tricks.
3 Write the questions and short answers.

understanding, for example, Does Sophie like
1 she / go / fishing painting pictures? (No, she doesn’t.) Tell me
Does she like going fishing?
2 he / paint / models
✓ Yes, she does.
about Kiera and daily exercise. (She hates
✓ doing exercise.) etc.
3 she / collect / stamps
4 she / go / cinema
✗
• Draw their attention to the example answer for
✓ question 1. Ask the class to work individually to
5 he / play / the drums
✗ complete the sentences.
6 he / collect / stickers
✗ • When the pupils have finished, check the
answers together.
88
• Answers: 1 Sophie loves doing exercise. /
2 She doesn’t like painting pictures. / 3 Dan
doesn’t like doing exercise. / 4 He loves going
9780230424531.P85-96.indd 88 20/03/2012 12:07
• Play the CD again, but this time encourage the to the cinema. / 5 Kiera hates doing exercise. /
pupils to repeat each sentence of the dialogue 6 She likes painting pictures. / 7 Jack doesn’t
after it is said, pausing the CD after each line. like going to the cinema. / 8 He loves painting
Help them with pronunciation, as necessary. pictures.
• Put the class into two groups. Ask one group
to read out the interviewer’s lines of the dialogue
page 7
Look at the pictures.
in chorus and the other group to read out Jack’s Complete the questions. Write the
lines of the dialogue in chorus. Repeat this until short answers.
the pupils are confident with the dialogue. • Hold up the Activity Book and point to Activity
8. Refer the class to the pictures of Paul
Option: To give the pupils more practice with the and Jenny, and the activities in their thought
dialogue, put them into pairs and have them practise bubbles. Read the first question and short
saying the dialogue together. Invite some of the answer with the class to check understanding.
groups to perform the dialogue for the class. Say Does Paul like painting models? Refer
the pupils to the symbol next to the picture of
CD1
painting models and elicit the answer, Yes, he
15
does. Tell them to write the questions and short
Narrator: An interview with Free Time Magazine
answers for Paul and Jenny. Then, they should
Interviewer: What do the Quest team do in
complete the final speech bubble and questions
their free time?
about themselves.
Jack: Well, Sophie loves sport.
Interviewer: Oh yes. What’s her favourite sport? • Ask the pupils to work individually to write
Jack: She loves playing table tennis. And she’s the questions and short answers about Paul
very good. and Jenny. When they have finished, check the
Interviewer: And what about Dan? answers together.
Jack: He likes going to the cinema. • Answers: 1 Does Paul like painting models?
Interviewer: Does Kiera like going to the Yes, he does. / 2 Does he like collecting
cinema, too? stickers? No, he doesn’t. / 3 Does Jenny like
Jack: Yes, she does. And she likes collecting going fishing? Yes, she does. / 4 Does she like
stamps. playing table tennis? No, she doesn’t. / 5-6
Interviewer: And do you like collecting stamps, questions and answers: will vary.
Jack?
45

Unit 1 Lesson 3
Look at Activity 8 and write

page 7 Extra: Ask pupils to invent their own dialogue in
pairs, using the one in the Pupil’s Book as a model.
affirmative and negative sentences.
Bilingual Dictionary: Ask the pupils to turn to
9. Elicit a sentence about Paul, e.g. Paul likes
page 14 in their Activity Book. Explain that this is a
painting models. Remind them that there’s no
Bilingual Dictionary which they can complete to
‘s’ at the end of like when they’re talking about
keep a record of the words they have learnt in this
themselves, e.g. I like painting models.
unit. Pupils work individually to complete the words
• Ask the pupils to work individually to write from Word Quest 1.
sentences about Paul, Jenny and themselves.
Move around the room to check their work and
offer help. Homework: Pupils write two more sentences about
what they like or don’t like doing and two more
• When the pupils have finished, invite
about a member of their family.
individuals to read out their sentences. Praise
them and say Well done!
• Answers: 1 Paul likes painting models. / 2 He
doesn’t like collecting stickers. / 3 Jenny likes
going fishing. / 4 She doesn’t like playing table
tennis. / 5-6: answers will vary.
Go to the Grammar Practice

page 88
on page 88.
• Say Turn to page 88 in your Activity Book.
Give pupils time to find the page.
• Pupils work individually to complete the three
activities. If pupils find the activities difficult,
refer them to the Grammar Quest box in the
Pupil’s Book on page 7.
• Answers:
Activity 1: (1) don’t / (2) likes / (3) doesn’t /
(4) painting / (5) going / (6) Do / (7) Does /
(8) does / (9) doesn’t
Activity 2: (1) loves collecting / (2) doesn’t like
playing / (3) likes painting / (4) hates going /
(5) loves doing / (6) doesn’t like doing
Activity 3: (1) Does she like going fishing? Yes,
she does. / (2) Does he like painting models?
Yes, he does. / (3) Does she like collecting
stamps? No, she doesn’t. / (4) Does she like
going to the cinema? Yes, she does. / (5) Does
he like playing the drums? No, he doesn’t. /
(6) Does he like collecting stickers? No, he
doesn’t.

Closing activities
46

Unit 1 Lesson 4

• Identify and say hobby equipment • Display the Unit 1 grammar poster. Get
• Listen to, read and write a web page about volunteers to read some of the sentences.
hobbies Remind the pupils of the third person ‘s’ after
• Discriminate between the two sounds /p/ He/She. Highlight We/They and refer them to
and /b/ and know how to spell words which the fact that after like / likes / don’t like / doesn’t
contain these sounds like, it’s verb + -ing.
Language focus • Play a game with the poster. Tell the class to
• a paintbrush, an album, an exercise mat, a close their eyes for the count of three, and cover
pack of cards, a fishing rod a word on the poster. Once the pupils open
• play table tennis, play the drums, paint their eyes, they put their hands up to tell you the
pictures, paint models, collect stickers, covered word. Keep up a fast pace to make this
collect stamps, go fishing, go to the cinema, feel like a game.
do magic tricks, do exercise
• He/She loves / likes / doesn’t like / hates verb
+ -ing Main activities
Materials page 8
• Say Open your Pupil’s Book at page 8. Give
paint pictures
• Activity Book, page 8 • Hold up the Pupil’s Book and point to Activity
• Grammar poster for Unit 1 8. Say Look at Word Quest 2. Listen to the
• Class audio CD names of the equipment.
• Optional Basics Book, page 7 • Play CD 1 track 16 and encourage the pupils
to read the words/phrases in their Pupil’s Book
while listening.
• Play the CD again. Pause after each word/
(PB page 8 and AB page 8)
phrase and encourage the pupils to repeat it.
Opening activities
CD1
• Grammar practice Grammar poster 16
summary and game
a paintbrush
Main activities an album
• Vocabulary presentation Listen and an exercise mat
repeat the words (CD 1 track 16) (PB page 8). a pack of cards
a fishing rod
• Listening practice Listen and read. Answer
• Finally, ask pupils to tell you which free-time
the question (CD 1 track 17). Listen and
activity goes with each piece of equipment. Ask
answer the questions you hear. Listen and
What hobbies can I do with a paintbrush?
check (CD 1 track 18) (PB page 8).
(paint models and paint pictures) etc.
• Writing practice Match the words and write. Listen and read. Answer the
page 8
Look at the code. Complete the web page

(AB page 8).
question.
• Funky Phonics Listen and say (CD 1 track • Hold up the Pupil’s Book and point to Activity
19) (PB page 8). 9. Ask What type of text is this? (a web page).
What is the web page about? (hobbies and
• Phonics practice Complete and sort the celebrities).
words. Listen and check (CD 1 track 20) (AB
page 8). • Invite a pupil to read the question in the blue
box above the web page: Which 3 hobbies are
Closing activities in the texts? Play CD 1 track 17 and encourage
• Say the rap in groups. the pupils to read the web page in their Pupil’s
Book while listening. Elicit the answer to the
47

Unit 1 Lesson 4
1 Lesson 4 1 Lesson 4 Word Quest 2
8
1
16 Listen and repeat the words. 10 Match the words and write.
Word Quest 2 a a pack rod
b a fishing mat 1 2 3 a pack of

cards
c a paint of cards
1 a paintbrush 2 an album 3 an exercise mat 4 a pack of cards 5 a fishing rod d an brush
e an exercise album 4 5
9
1
17 Listen and read. Answer the question. Text type: a web page
Which 3 hobbies are in the texts?
11 Look at the code. Complete the web page. Text type: a web page
Hobbies are a great way to learn something new and to have fun. There are
lots of different hobbies. Here are some of the hobbies you can do:
1
a
2
b
3
c
4
d
5
e
6
f
7
g
8
h
9
i
10
j
11
k
12
l
13 14 15
m n o
16
p
17
q
18 19 20 21 22 23 24 25 26
r s t u v w x y z
Doing magic Collecting Doing exercise
tricks is a stamps is an is a good hobby www.freetimeactivities
cool hobby. interesting and it’s healthy.
Hobbies
The formula 1 hobby. You You need an
driver, Fernando Alonso, loves can take the stamps from old exercise mat and comfortable
doing card tricks! All you need letters and postcards. It’s a good clothes. You can do exercise f __
is a pack of cards and some idea to buy an album. You can wherever you want – in your
Going __ i __s __ __ __ __ is a cool __ __ __ __ __.
6 9 19 8 9 14 7 8 15 2 2 25
instructions. And you need to organise your stamp collection bedroom, in the garden or even
practise. by theme, like putting all your on the beach!
All you __ __ __ __ is a fishing __ __ __ (and food for the fish, too!)
14 5 5 4 18 15 4
Then you animal stamps together. The pop star,
can do your John Lennon’s Shakira, does
You can go fishing in a __ __ __ __ __, a __ __ __ __ or in the __ __ __.
18 9 22 5 18 12 1 11 5 19 5 1
card or other stamp lots of exercise. Tennis player
magic tricks collection is in She likes Ask for permission from your __ __ __ or __ __ __ first. Rafa Nadal likes
13 21 13 4 1 4
for people! a museum! dancing, too! fi shing in his
__ __ __ __ __ fishing is lots of __ __ __! free time.
7 15 9 14 7 6 21 14
What equipment do you need for your favourite hobby?

CD1
10
1
Listen and answer the questions you hear. Listen and check. 12 20 Complete and sort the words. Listen and check.
18
/p/ /b/
1 comp uter edroom
11 19 Listen and say. people hobby
icture ta le stam s
People’s hobbies, people’s hobbies. al um ook a er
computer
What hobbies do they do? lay aint rush
They put stamps in albums, play table tennis,
And paint pictures with paintbrushes, too!
8 8
9780230734838.Text.indd 8 09/03/2012 15:15 9780230424531.P05-14.indd 8 20/03/2012 09:15
question (doing magic tricks, collecting stamps,

doing exercise). Listen and answer the
page 8
questions you hear. Listen and

check.
CD1
17
Hobbies are a great way to learn something • Hold up the Pupil’s Book and ask the class to
new and to have fun. There are lots of different read the text in Activity 9 again. Ask questions
hobbies. Here are some of the hobbies you to check their understanding, e.g. What do you
can do: need if you want to do magic tricks? (a pack
of cards) etc.
Doing magic tricks is a cool hobby. The
• Point to Activity 10. Explain to the class that
Formula 1 driver, Fernando Alonso, loves doing
they are going to hear some questions on
card tricks! All you need is a pack of cards and
the CD. Play CD 1 track 18. Pause after each
some instructions. And you need to practise.
question and elicit answers from the class
Then you can do your card or other magic
(these do not have to be complete answers or
tricks for people!
exactly the same as those on the CD). Check by
Collecting stamps is an interesting hobby. continuing to play the CD.
You can take the stamps from old letters and CD1
postcards. It’s a good idea to buy an album. 18
You can organise your stamp collection by 1 Which famous person likes doing card
theme, like putting all your animal stamps tricks?
together. John Lennon’s stamp collection is in Fernando Alonso likes doing card tricks.
a museum!
2 Which hobby do you need comfortable
Doing exercise is a good hobby and it’s clothes for?
healthy. You need an exercise mat and You need comfortable clothes for doing
comfortable clothes. You can do exercise exercise.
wherever you want – in your bedroom, in 3 Which famous person likes doing exercise?
the garden or even on the beach! The pop Shakira likes doing exercise.
star, Shakira, does lots of exercise. She likes 4 Do you need an exercise mat for collecting
dancing, too! stamps?
No, you don’t. You need an album for
collecting stamps.
48

Unit 1 Lesson 4
corresponding word cards on the board next to

5 Which hobby do you need a pack of cards
the flashcards. Say paint pictures. Exaggerate
for?
the /p/ sound. Get the pupils to copy you. Then
You need a pack of cards for doing magic
say table tennis and exaggerate the /b/ sound.
tricks.
Get the pupils to copy you. Then say play table
tennis and exaggerate the /p/ and the /b/. Get
Tip: The aim of this activity is to check
the pupils to copy you.
understanding of the text; therefore don’t correct
the pupils’ grammar or ask for long answers. • Point to the Funky Phonics rap. Explain that
the letters in red have the same /p/ sound and
• Finally, ask individual pupils the the letters in blue have the /b/ sound. Play CD
personalisation question below the web page: 1 track 19 and encourage the pupils to read the
What equipment do you need for your rap in their Pupil’s Book while listening.
favourite hobby? Listen to their answers and • Play the CD again. Pause at the end of each
provide them with new vocabulary as they line and encourage the pupils to repeat it. Then,
need it. play the CD without pausing and encourage
the class to join in with the rap. Repeat this
page 8
Match the words and write. procedure.
• Say Open your Activity Books at page 8. • Invite individual pupils to say the rap aloud.
Give the pupils time to find the page. Then ask pupils to read it as fast as possible.
• Hold up the Activity Book and point to Activity CD1
10. Ask the pupils to work individually to draw 19
lines matching the two halves of the phrases. People’s hobbies, people’s hobbies.
Check their answers in pairs. Deal with any What hobbies do they do?
discrepancies as a class. Then, get the pupils to They put stamps in albums, play table tennis,
write the correct phrases under the appropriate And paint pictures with paintbrushes, too!
picture.
• Answers: 1 an album / 2 a paintbrush / 3 a Complete and sort the
page 8
pack of cards / 4 a fishing rod / 5 an exercise
mat words. Listen and check.
Look at the code. Complete
page 8 12. Tell the class the words in this activity
contain the letter ‘p’ or ‘b’ Ask the pupils to
the web page. work in pairs to complete the words. Play CD 1
• Hold up the Activity Book and point to Activity track 20 and get them to check their answers.
11. Explain to the pupils that they are going They can change any answers which are
to use a code to write a web page about Rafa incorrect.
Nadal’s favourite hobby.
• Get the pupils to work individually and to
• Point to the first gapped word and the write the words in the correct column. When the
numbers under each letter. Get pupils to tell pupils have finished, check the answers with the
you the letters and to spell out the first word class.
together as an example.
CD1
• Move around the room to check their work. 20
• When the pupils have finished, check the /p/
answers with the class. Ask different pupils to computer
read out the completed sentences. picture
• Answers: Going fishing is a cool hobby. All you stamps
need is a fishing rod (and food for the fish, too!) paper
You can go fishing in a river, a lake or in the sea. play
Ask for permission from your mum or dad first. paintbrush
Going fishing is lots of fun!
/b/
page 8
Listen and say. bedroom
• Hold up the Pupil’s Book and point to Activity table
11. Stick the play table tennis and paint album
pictures flashcards on the board. Stick the book
paintbrush
49

Unit 1 Lesson 4

Closing activities
Extra: Divide the class into two groups. Play the

Funky Phonics rap again on CD 1 track 19 and
ask the groups to alternate reading a sentence
each from the rap. Correct their pronunciation, if
necessary. Encourage the class to say it as fast as
they can. Congratulate them and say Well done!
Homework: Pupils find out about a celebrity

and a hobby he/she likes doing. They write a few
sentences for a web page.
50

Unit 1 Lesson 5
Lesson 5 • Then, say Number one. I like doing magic

tricks. What do I need? (a pack of cards).
Learning objectives Continue Number two. I like doing exercise.
What do I need? And so on, until pupils have
• Listen and learn about three contemporary
written the five pieces of equipment learned in
artists
Lesson 4.
• Answer comprehension questions about the
text
• Read and find out some amazing facts Main activities
Language focus
• hyperrealist, minimalist, pop art Look at the poster and discuss.
• restoration, detail, straight, curved, three- • Place the CLIL poster Contemporary Artists on
dimensional the board. Ask the class to tell you what today’s
Materials lesson is about. Ask the class the questions
in the Teacher’s Questions box on the poster.
• Unit 1 CLIL poster: Contemporary Artists
Encourage your pupils to speak English as
• Pupil’s Book, pages 8 and 9
much as possible but use L1 as necessary. Get
the class interested in the topic.
• Class audio CD
Focus on vocabulary.
• Refer the pupils to the six smaller pictures on
At-a-glance lesson plan the poster. Use the pictures to teach them the
(PB page 9 and AB page 9) key words/phrases they need for this lesson:
Opening activities restoration, detail, minimalist, straight, curved,
• Hobbies equipment vocabulary quiz three-dimensional. Ask questions to check
their understanding of these words/phrases, for
example, Which picture on the poster do you
Main activities
think is ‘minimalist’ art? Which picture has
• Unit 1 CLIL poster activities Contemporary curved lines? etc.
Artists. Look at the poster and discuss.
• Finally, ask a volunteer to read out the
Amazing Fact on the poster.
• CLIL main activities Listen and read.
Answer the audience questions (CD 1 Listen and read. Answer the
page 9
track 21). Read and say ‘True’ or ‘False’

(PB page 9). audience questions.
• CLIL follow-up activities Write. Write the • Say Open your Pupil’s Book at page 9. Give
words in order. Complete the sentences the pupils time to find the page.
about Julian Opie and Frank Stella. Complete • Explain that the questions on the mobile
the amazing facts. Write the mystery word phone have been sent in to the Quest team by
(AB page 9). the Quest audience. Read the questions aloud
Closing activities to the class. Encourage pupils to predict the
answers but don’t say if they are right or wrong.
• Make a poster.
• Say Listen and read. Answer the audience
• Bilingual dictionary (AB page 14). questions. Play CD 1 track 21 and encourage
the pupils to read the main text as they listen.
Opening activities Afterwards, ask the pupils to raise their hands to
• Say Hello, how are you? The pupils answer answer the questions. Accept short answers.
and return the greeting. • Answers: 1 Spain / 2 Pop art / 3 everyday
objects / 4 minimalist
Vocabulary quiz. CD1
• Do a quiz with your class to practise the 21
hobbies equipment vocabulary from Lesson 4. Contemporary Artists

Divide the class into small groups. Give each
group a piece of scrap paper. Get them to write Girl: Where is the artist Pedro Campos from?
1-5 on the paper. Explain they’ll write short Sarah in England
answers. Boy: What style of Art is Julian Opie famous
for? Mark in Scotland
51

Unit 1 Lesson 5
1 Lesson 5 C LI L Art 1 Lesson 5 C LI L Art

13 Write.
1
12 Listen and read. Answer the audience questions. nce ‘pop art’ Spain everyday objects the USA Frank Stella Julian Opie people
Audie ons:
21
Pedro Campos ‘minimalist’ art England ‘hyperrealist’ art straight and curved lines
ti Pedro
Ques artist
Contemporary is the
Artists
ere ?
1 Wh pos from in England
Cam om Sarah
SMS
fr Julian Pedro Campos Julian Opie
Art is Artist:
t st yle of r?
a fo
2 Wh ie famous in Scotland From: the USA
Op om Mark ‘hyperrealist’ art
fr pie Style of art:
Pedro Campos SMS lian O
es Ju straight and
at do Likes painting:
He’s an artist from Spain. He was born in 3 Wh painting? in Wales
like om Eleri curved lines
1966. He studied at an Art restoration school in SMS
fr Frank
Art is
le of r?
Madrid. He’s famous for his ‘hyperrealist’ style at sty fo
4 Wh lla famous in Ireland
of art. He likes painting everyday objects, for Ste Brian
from 14 Write the words in order.
SMS
example apples, cans of cola and sweets. His
paintings look very realistic, like photographs. 1 Spain / . / from / Pedro / is / Campos
Julian Opie Pedro

He’s an artist from England. He was born 2 famous / He / . / art / is / for / style / his / ‘hyperrealist’ / of
in 1958. He studied at an Art school in
London. He’s famous for his popular style Amazing fa
ct
of art, or ‘pop art’. He likes painting people. Ju lia n Op 3 everyday / likes / . / He / objects / painting /
ie
His paintings look very simple. They don’t de sig ne d
a
have a lot of detail. He painted a CD cover stam p fo
r th e
for a famous British band called Blur. Lo nd on 2
01 2 15 Complete the sentences about Julian Opie and Frank Stella.
Ol ym pic s.
Frank Stella 1 Julian Opie is from England .
He’s an artist from the USA. He was born in 1936. He studied
2 He is famous for .
painting at Phillips Academy in Massachusetts. He’s famous
for his ‘minimalist’ style of art. He likes painting straight 3 He likes painting .
lines and curved lines. Colours and shapes are important 4 Frank .
in his paintings. He also likes making sculptures. He thinks
sculptures are like three-dimensional (3D) paintings. 5 He is .
6 He likes .
fact
Amazing
13 Read and say ‘True’ or ‘False’. te lla
Fra nk S
es us es 16 Complete the amazing facts. Write the mystery word.
1 Lots of Pedro Campos’ paintings look like photographs. so m et im us e
a l ho
2 Julian Opie painted a CD cover. no rm Amazing facts London house Opie stamp Stella
pa in t. Mystery
3 Frank Stella is from the UK. 1 Julian designed a for the Word! You can paint these.
4 Frank Stella likes painting people.
2012 Olympics .
TM
Online 2 Frank sometimes uses normal paint in his pictures.

What style of art was the artist Andy Warhol famous for?
9 9
9780230734838.Text.indd 9 09/03/2012 15:15 9780230424531.P05-14.indd 9 20/03/2012 09:15
Girl: What does Julian Opie like painting? Eleri Option: Ask the class to close their books. Write
in Wales the audience questions on the board. The pupils
Boy: What style of Art is Frank Stella famous work in pairs and guess the answers to the
for? Brian in Ireland questions. Feed back their ideas as a class. Then
ask the class to open their Pupil’s Books at page 9.
Pedro Campos Play CD 1 track 21 as they read. The pupils see if
He’s an artist from Spain. He was born in 1966. their initial ideas were correct or not. Feed back the
He studied at an Art restoration school in correct answers as a class.
Madrid. He’s famous for his ‘hyperrealist’ style
of art. He likes painting everyday objects, for
example apples, cans of cola and sweets. His
page 9
Read and say ‘True’ or ‘False’.
paintings look very realistic, like photographs. • Hold up the Pupil’s Book and point to Activity
13. Ask the pupils to work in pairs, to read the
Julian Opie
sentences and say if they are true or false. They
He’s an artist from England. He was born in
can write the answers in their notebooks or on
1958. He studied at an Art school in London.
scrap paper.
He’s famous for his popular style of art, or ‘pop
art’. He likes painting people. His paintings look • When the pupils have finished, check the
very simple. They don’t have a lot of detail. He answers with the class. Ask different pupils to
painted a CD cover for a famous British band read the sentences and then ask True or False?
called Blur. Encourage the pupils to read you the parts of
the text which justify their answers.
Frank Stella • Answers: 1 True / 2 True / 3 False / 4 False
He’s an artist from the USA. He was born
• Hold up the Pupil’s Book and point to the
in 1936. He studied painting at Phillips
Amazing facts. Ask pupils to read them out. Ask
Academy in Massachusetts. He’s famous for
questions to check that pupils have understood
his ‘minimalist’ style of art. He likes painting
the facts. Finally, ask pupils Which is your
straight lines and curved lines. Colours and
favourite amazing fact?
shapes are important in his paintings. He also
likes making sculptures. He thinks sculptures
are like three-dimensional (3D) paintings. page 9
Write.
• Say Open your Activity Book at page 9. Give
52

Unit 1 Lesson 5
• Hold up the Activity Book and point to Activity instructions. Refer them to the words in the
13. Refer the class to the word pool box. Look word pool box. Ask the pupils to write the
at the examples in the boxes. Do a couple more missing words.
words/phrases from the word pool box with the • Check the answers with the class. Ask
class orally to check they understand. different pupils to read out their completed
• The pupils work individually to categorise the sentences.
vocabulary. Encourage them to check with a • Answers: 1 Opie, stamp, London / 2 Stella,
partner once they’ve finished. Draw three big house / Mystery word: models
boxes on the board, check their answers as a
• Write the circled letters on the board and
class and write the answers on the board, within
encourage the pupils to work out from the
the appropriate box.
letters what the mystery word is.
• Answers: Box 1: Pedro Campos, Spain,
‘hyperrealist’ art, everyday objects / Box 2:
Julian Opie, England, ‘pop art’, people / Box 3:
Frank Stella, the USA, ‘minimalist’ art, straight What sort of art was the artist
and curved lines
Andy Warhol famous for?
Option: Hold up the Pupil’s Book and point to the
page 9
Write the words in order. Online Quest at the bottom of page 9. Say This is a
Quest challenge. Take your class to the computer
room so they can research the answer (Andy
14. Refer the class to the completed box on the
Warhol was famous for his ‘pop’ art).
board about Pedro Campos. Then, do the first
sentence with the class orally. Afterwards pupils Ask the pupils to find out about another famous
can work in pairs to order the sentences. artist. Give them some questions to help structure
their research: Who is your famous artist? Where
• Check the answers with the class. Write the
was he/she born? What is his/her style of art?
three sentences on the board so they can check
What does he/she have in his/her paintings?
their work more accurately.
Get the class to write down their research answers
• Answers: 1 Pedro Campos is from Spain. /
in their notebook or on paper. Then, get pupils to
2 He is famous for his ‘hyperrealist’ style of art. /
share their information with the class. Help them
3 He likes painting everyday objects.
to say what they want to say in English by referring
back to the structures used in the writing tasks.
Complete the sentences
page 9
about Julian Opie and Frank Stella. Basics Book: For pupils using the Basics Book
• Explain the activity. Tell pupils to look back at refer them to page 8, Activities 13, 14, 15 and 16.
the boxes they completed in Activity 13 to help
them and to use the same structures as the
sentences about Pedro Campos in Activity 14. Closing activities
• The pupils work individually to complete the • Say Everybody finish now. Say Goodbye!
sentences. Walk around the class and help as Encourage the pupils to close their books and
necessary. Praise them for their effort, saying tidy up their things.
Well done!
Extra: Pupils can work in small groups to create a
• When the pupils have finished, ask volunteers
poster combining all their interesting facts about
to read out their sentences. Correct as
new artists to present to the rest of the class.
necessary.
• Answers: 1 Julian Opie is from England. /
Bilingual Dictionary: Ask the pupils to turn to page
2 He is famous for his ‘pop’ style of art. /
14 in their Activity Book. Remind them that this is
3 He likes painting people. / 4 Frank Stella
a Bilingual Dictionary, which they can complete to
is from the USA. / 5 He is famous for his
‘minimalist’ style of art. / 6 He likes painting
straight and curved lines.
from Word Quest 2.
Complete the amazing facts.

page 9
Homework: Pupils write up the information they

Write the mystery word. found, using complete sentences. Or, they can find
• Hold up the Activity Book and point to out about another artist.
Activity 16. Check the pupils understand the
53

Unit 1 Lesson 6

• Do a Culture Quiz • Hold up the Unit 1 CLIL poster to review what
• Learn about the UK and the English-speaking the class learnt in Lesson 5. Ask questions to
world check understanding, for example: What are
• Listen, read and understand a letter the names of these three contemporary
• Listen and find information about free-time artists? What different styles of art do they
activities and likes and dislikes. represent? What things can we see in their
• Complete a letter paintings?
Language focus
• play table tennis, play the drums, paint
pictures, paint models, collect stickers, collect
Main activities
stamps, go fishing, go to the cinema, do page 10
magic tricks, do exercise
Do the quiz. Listen and
• I like / don’t like verb + -ing check.
• He/She likes/ doesn’t like verb + -ing • Say Open your Pupil’s Book at page 10.
Materials Give the pupils time to find the page.
• Flashcards and word cards: play table tennis, • Hold up the Pupil’s Book and point to Activity
play the drums, paint pictures, paint models, 14. Tell them that they are going to find out
collect stickers, collect stamps, go fishing, go some interesting facts about free time in Britain
to the cinema, do magic tricks, do exercise and other English-speaking countries (in today’s
• Pupil’s Book, page 10 lesson, the USA).
• Activity Book, pages 10 and 14 • Say Let’s do the Quest Culture Quiz about
• Unit 1 CLIL poster free time in Britain and other English-
• Class audio CD speaking countries. Put the pupils in pairs and
• Optional Basics Book, page 9 together they answer the quiz questions. They
can write their answers on a piece of scrap
paper or in their notebooks.
• When the pupils finish, ask them to swap
their papers with another pair. Say Listen and
Opening activities check and write a ✓ and a ✗ on the board so
• Review the Unit 1 CLIL poster they understand they should mark the other
Main activities pair’s quiz. Play CD 1 track 22. Pause after each
• Culture Quiz Do the quiz. Listen and check answer, so the pupils have time to correct their
(CD 1 track 22) (PB page 10). Complete the friends’ quiz.
sentences. (AB page 10). • Ask the pupils to return the marked quizzes so
• Writing and listening practice Star writer they can see how they did. Praise them, saying
Listen and read (CD 1 track 23) (PB page Well done!
10). Look at Jim’s letter on page 10 in the • Answers: 1 c / 2 a / 3 c / 4 b / 5 c
Pupil’s Book. Complete column A. Listen and CD1
complete column B (CD 1 track 24) (AB page 22
10). Complete Ruth’s letter to the Quest team. Kiera: And now a Quest Culture Quiz!
Look at column B (AB page 10).
1 The most popular day for going shopping in
• Vocabulary practice Bilingual Dictionary the UK is on … Saturday! The answer is C!
(AB page 14).
2 People in the UK spend about half their free
Closing activities time … watching TV! The answer is A!
• Free-time activity vocabulary game. 3 The first world table tennis championship
was in … London. The answer is C!
4 The first stamps were from … the UK in
1840. The answer is B!
5 In the USA, … collecting stamps is one of the
most popular hobbies. The answer is C!
54

Unit 1 Lesson 6
1 Lesson 6 1 Lesson 6 Culture Quiz

Culture Quiz
1 1 acigwthn TV
14 22 Do the quiz. Listen and check. 1 People in the UK spend about half their free time watching TV .
2 audyStra
1 T he most popular day for going shopping in the UK is on ... . 2 In the UK, the most popular day for going shopping is on .
3 odnLno
a ) Monday b) T hursday c) Saturday 3 The first world table tennis championship was in .
4 tmssap
2 People in the UK spend about half their free time ... . 4 The first were from the UK.
5 olcigcletn
a ) watching T V b) playing the drums c) going fishing 5 stamps is a very popular hobby in the USA.
3 T he first world table tennis championship was in ... . What is a popular hobby in your country?
a ) Dublin b) Edinburgh c) London
18 Look at Jim’s letter on page 10 in the Pupil’s Book. Complete column A.
4 T he first stamps were from ... in 184 0.
A Jim B Ruth
a ) the USA b) the UK c) A ustralia
Language fa going to the cinema,
5 In the USA, ... is one of the most popular hobbies. ct Like?
In th e UK
, pe op le
a ) doing exercise b) painting models c) collecting stamps of te n s ay
‘E njo y
yo ur se lf! Don’t like?
’ o r ‘H av e
fu n!’ w h en
th ey w an My friend’s name:
so m eo ne t
to lik e an
ac tiv ity .
1
15 23 Listen and read. Likes?
Write to Quest TV.
Tell us about what you and your Doesn’t like?
friend do in your free time.
CD1
19 Listen and complete column B.
Dear Quest team, 24
My name’s Jim. In 20 Complete Ruth’s letter to the Quest team. Look at column B.
My favourite film my free time I like going to the
s are adventure fi
magic tricks. I no
rmally use a pa lms. I also lik cinema. Dear Quest team,
magic tricks for my ck of cards and edodoing Ruth
painting pictures. sister and my friends. I don Lesson 7:
My name’s 1 . In my free time I like 2
My friend’s name ’t lik
loves painting pic is Diana and shee with my dad. I also like 3 . I put my stickers in an album.
playing the drumstures. She loves Write your letter
I don’t like 4 . My friend’s name is 5 and he
good! She likes , too. She’s really (Activity Book,
she doesn’t like doing exercise, but page 11). loves 6 . He likes 7 , too. He’s very good.
She likes my magoing to the cinema. Lesson 8: He doesn’t like 8 .
gic tricks!
Bye, Jim Do the Progress Bye, Ruth
Check (Activity
Book, page 12).
10 10 Go to the Bilingual Dictionary on page 14.
9780230734838.Text.indd 10 09/03/2012 15:15 9780230424531.P05-14.indd 10 20/03/2012 09:15
• Ask the pupils what they say if they want

page 10
someone to enjoy an activity. Pupils can answer Listen and read.
in L1. Ask pupils if they know what people say • Hold up the Pupil’s Book and point to Activity
in English. Acknowledge logical answers and 15. Say This is the Quest TV Star Writer. Invite
praise the pupils for their ideas, saying Well a pupil to read the instruction (Write to Quest
done! TV. Tell us about what you and your friend do in
• Hold up the Pupil’s Book and point to the your free time.). Then say Lots of people write
Language fact. Invite a pupil to read out the to Quest TV. Each week they choose the best
sentence. Then repeat the key phrases and do a letter. Their Star Writer today is Jim. Let’s
thumbs up sign to help comprehension of Enjoy listen and read. Encourage the pupils to read
yourself! and Have fun! the text as they listen. Play CD 1 track 23.
• Check the pupils’ understanding by saying
page 10
Complete the sentences. some true or false sentences. Encourage
• Say Open your Activity Book at page 10. them to say true or false and correct the false
Give the pupils time to find the page. sentences, for example, This letter is about the
• Hold up the Activity Book and point to Activity Quest team (False. It’s about Jim and his friend,
17. Ask the pupils to work individually to Diana.) Jim likes going to the cinema. (True)
unscramble the letters and write the words. He doesn’t like doing magic tricks. (False.
He likes doing magic tricks.) He likes painting
• When the pupils have finished, check the
pictures. (False. He doesn’t like painting
answers with the class.
pictures.) Diana doesn’t like playing the
• Answers: 1 watching TV / 2 Saturday / drums. (False. She loves playing the drums.)
3 London / 4 stamps / 5 Collecting She likes doing exercise. (True) She likes
• Invite a pupil to read out the personalisation going to the cinema. (False. She doesn’t like
question What is a popular hobby in your going to the cinema.)
country? Encourage the pupils to answer,
naming hobbies they like doing or that are
popular where they live. Listen to their answers
and praise their speaking.
55

Unit 1 Lesson 6
CD1
• Answers: (Ruth): likes: going fishing, collecting
23 stickers / doesn’t like: doing exercise / My
Write to Quest TV. Tell us about what you and friend’s name: Bob / likes: painting models,
your friend do in your free time. playing table tennis / doesn’t like: collecting
stamps
Dear Quest team,
CD1
24
My name’s Jim. In my free time I like going to
Ruth: Hi. My name’s Ruth. In my free time I like
the cinema. My favourite films are adventure
going fishing with my dad. I also like collecting
films. I also like doing magic tricks. I normally
stickers. I put my stickers in an album. I don’t
use a pack of cards and do magic tricks for
like doing exercise.
my sister and my friends. I don’t like painting
My friend’s name is Bob and he loves painting
pictures. My friend’s name is Diana and she
models, especially model trains. He likes
loves painting pictures. She loves playing the
playing table tennis, too. He’s very good. He
drums, too. She’s really good! She likes doing
doesn’t like collecting stamps.
exercise, but she doesn’t like going to the
cinema. She likes my magic tricks!
Complete Ruth’s letter to the
page 10
Bye, Quest team. Look at column B.

Jim
• Hold up the Activity Book and point to
Look at Jim’s letter on page
page 10
instructions. Ask the pupils to work individually
10 in the Pupil’s Book. Complete to complete the sentences in Ruth’s letter about
herself and her friend, Bob. Refer the pupils to
column A.
Jim’s model letter in their Pupil’s Book on page
• Hold up the Activity Book and point to 10 and column B in Activity 18.
Activity 18. Ask the pupils to work individually
• Move around the room to check the pupils’
to complete column A with the information
work. Praise it and say Very good!
from the Pupil’s Book letter on page 10. Refer
the pupils to the example answer and check • Get pupils to check their answers in pairs.
understanding. When the pupils finish writing, Where they have a different answer, they should
check the answers with the class. both look back at column B and try to find
the correct answer. Finally, check the answers
• Answers: (Jim): like: going to the cinema,
with the class. Ask different pupils to read the
doing magic tricks / don’t like: painting
completed sentences.
pictures / My friend’s name: Diana / likes:
painting pictures, playing the drums, doing • Answers: 1 Ruth / 2 going fishing / 3 collecting
exercise / doesn’t like: going to the cinema stickers / 4 doing exercise / 5 Bob / 6 painting
models / 7 playing table tennis / 8 collecting
Listen and complete
page 10 stamps
column B. Differentiated learning: If pupils find writing in
• Hold up the Activity Book and point to Activity English easy, ask them to do this writing task
19. Tell the pupils they’re going to listen to a without looking at the model letter in their Pupil’s
girl called Ruth. She’s talking about herself Book.
and her friend, Bob. Explain that they must
listen carefully and complete column B with the
correct answers. Explain that Ruth is talking
page 14
Bilingual Dictionary
about free-time activities. • Ask the pupils to turn to page 14 in their
• Play CD 1 track 24, pausing at the end of Activity Book. Remind pupils that the Bilingual
each sentence to give the pupils time to write Dictionary is where they can keep a record of
the answers. Play the CD again for the pupils to the words they have learnt in this unit.
check their work. • Pupils work individually to complete the CLIL
• Check the answers with the class. Write the words.
correct words on the board.
56

Unit 1 Lesson 6
Closing activities
Extra: Play a miming game to practise the free-

time vocabulary. Shuffle word cards and put them
face down on your desk. Ask a volunteer to come
and look at the first word card. He/She mimes the
activity to the class. Pupils raise their hands to say
the free-time activity, e.g. play the drums.
Homework: Pupils write a Culture Quiz about free

time in their country. Ask pupils to research facts
about free time in their country on the internet, in
books or in the library. Pupils write three questions
and give three multiple-choice answers for each
question. Pupils take turns asking some of their
quiz questions in the next lesson, and the other
pupils guess which of the multiple-choice answers
are correct.
57

Unit 1 Lesson 7
Lesson 7
1 Lesson 7
Learning objectives 21 Write the words in the correct column.

Learning to
LEARN
• Categorising free-time activities with their
stickers to the cinema exercise ice hockey swimming the drums gymnastics
table tennis magic tricks stamps fishing volleyball judo basketball skiing
corresponding verbs play do collect go

• Asking a friend about their free-time likes and stickers
dislikes
• Planning and writing a letter
Language focus
22 Make notes for you. Then ask a friend and make notes.
• play table tennis, play the drums, paint My name:
pictures, paint models, collect stickers, Like? Do you like painting
in your free time?
collect stamps, go fishing, go to the cinema, Don’t like?
My friend’s name:
do magic tricks, do exercise Likes?
• likes / doesn’t like / hates / loves verb + -ing

Yes, I do. I love
Doesn’t like? painting pictures.
• Do you like verb + -ing? Yes, I do. / No, I 23 Write a letter to Star Writer. Use your notes from Activity 22.
don’t.
30
Materials CENTS
POST

play the drums, paint pictures, paint models,
• Activity Book, page 11 11

9780230424531.P05-14.indd 11 20/03/2012 09:15
activities, e.g. collect stamps and play the drums.

At-a-glance lesson plan Ask Do they contain the same verb? (No). Put
(AB page 11) the two cards face down again on the board. If
Opening activities the two flashcards do contain the same verb,
• Vocabulary practice A flashcard game to keep them face up and give a point to team A.
revise free-time vocabulary Next, it’s team B’s turn to choose two flashcards.
Main activities Continue until all the verb pairs have been found.
• Vocabulary activity Write the words in the • The team with the most points wins the game.
correct column (AB page 11). Say Well done! Ask individual pupils about the
activities on the board, e.g. Do you like playing
• Speaking and writing practice Make notes
the drums? (Yes, I do. / No, I don’t.)
for you. Then ask a friend and make notes
(AB page 11).
• Writing practice Write a letter to Star Writer. Main activities
Use your notes from Activity 22 (AB page
11). Write the words in the
page 11
Closing activities correct column.

• Play a hobby guessing game • Say Open your Activity Book at page 11.
Give the pupils time to find the page.
Opening activities • Hold up the Activity Book and point to Activity
21. Ask What verb do we use with stickers?
Pupils put up their hands to answer (collect).
and return the greeting.
Ask the pupils to work individually to write the
• Play a flashcard game to revise this unit’s free- free-time words in the correct columns.
time vocabulary. Mix up the flashcards. Stick
them face down on the board and label them
answers with the class. Say to the pupils Let’s
1-10. Say Find the activities with the same
check our answers. Ask different pupils What
verbs.
verb do we use with to the cinema (go).
• Divide the class into two teams: A and B. Ask Continue with the rest of the answers and write
team A to choose two flashcards, e.g. 3 and 6. them on the board. Praise the pupils’ answers
Show these flashcards to the class. Elicit the two by saying Well done!
58

Unit 1 Lesson 7
• Answers: play: ice hockey, the drums, table Basics Book: For pupils using the Basics Book
tennis, volleyball, basketball / do: exercise, refer them to page 9, Activity 20. Once pupils have
gymnastics, magic tricks, judo / collect: completed all the activities, ask them to turn to the
stickers, stamps / go: to the cinema, swimming, Bilingual Dictionary on page 63. Encourage them to
fishing, skiing complete the words they have learnt in this unit.
Make notes for you. Then

page 11
ask a friend and make notes. Closing activities

• Hold up the Activity Book and point to Activity • Say Everybody finish now. Say Goodbye!
22. Ask two pupils to read the question and Encourage the pupils to close their books and
answer. Then ask several pupils questions about tidy up their things.
the free-time activities in Activity 21. Ask, for
Extra: Play a hobby guessing game. Model the
example, Do you like playing table tennis?
game first to the class. Say I’m thinking of a
Encourage the pupils to reply with different
hobby. What is it? Then help the pupils to ask you
answers using like, love, don’t like or hate.
questions in order to guess your hobby, e.g. Do you
• Ask the pupils to complete the first part for need a paintbrush? (no) Do you need a ball? (yes)
themselves. Give them a short time limit to Is it ‘play volleyball’? (yes). Refer the pupils to the
finish. Then, get them to work in pairs. Tell them vocabulary on page 11 in their Activity Book and
to take turns asking questions about what they get them to take turns playing this guessing game
like and don’t like doing in their free time. They in pairs.
note down the answers.
• Afterwards, get pupils to tell you something Homework: Ask your class to write their letters in
about themselves or their friend, e.g. I like neat on pieces of paper. Get them to draw a small
collecting stamps. My friend doesn’t like picture to illustrate their letter. Then, display their
going to the cinema. letters on the classroom wall under the heading
• Answers: will vary. Our Star Writer letters! Each week, you can choose
one letter and read it to the class as the Star Writer.
Write a letter to Star Writer.
page 11
Stick a star next to it on the display. Make a note of
Use your notes from Activity 22. the Star Writer each week, to ensure each pupil has
a turn to be the Star Writer.
23. Explain to the pupils that this is their turn
to be Star Writer on Quest TV. Ask the pupils
to write a letter about free-time activities. They
should write about themselves and their friend.
Tell the pupils that they should use the notes
they have made in Activity 22. They can also
refer to Ruth’s letter on the previous page in
their Activity Book.
the letter. Move around the room to offer help.
Encourage pupils to decorate their letters, too, if
appropriate. When the pupils have finished, take
their books in to correct their writing.
Differentiated learning: If your students find

writing in English easy, challenge them further by
asking them to include more detail in their letter.
Who do they like doing their hobby with? What
equipment do they use? etc. Refer them to the
model writing in their Pupil’s Book and encourage
them to use some of the additional language.
59

Unit 1 Lesson 8
Lesson 8
Unit 1 Language Guide
Learning objectives Word Quest 1
• Review the unit with the Language Guide

• Review the unit using the Progress Check
1 play table tennis 2 paint pictures 3 collect stickers 4 go fishing 5 do magic tricks
• Complete the Bilingual Dictionary for Unit 1
• Add words to the hobby Concept Map to
create a personalised record 6 play the drums 7 paint models 8 collect stamps 9 go to the cinema 10 do exercise
• Complete Unit 1 in the Grammar Builder Word Quest 2
Language focus
• play table tennis, play the drums, paint 1 a paintbrush 2 an album 3 an exercise mat 4 a pack of cards 5 a fishing rod
pictures, paint models, collect stickers, Learning to

LEARN Go to the Bilingual Dictionary (Activity Book, page 14). 45 words and expressions
collect stamps, go fishing, go to the cinema, Grammar Quest
do magic tricks, do exercise Present simple – like + -ing
• likes / doesn’t like / loves / hates verb + -ing Affirmative and negative
I like
Questions and short answers
Do you
• Does he/she like verb + -ing? Yes, he/she You don’t like Does he/she
likes
does. / No, he/she doesn’t. He/She
doesn’t like
painting pictures.
going fishing.
Yes, I do. Yes, he/she does.
• a paintbrush, an album, an exercise mat,

We No, I don’t. No, he/she doesn’t.
like
You
don’t like
They
a pack of cards, a fishing rod Remember!
He likes painting pictures.
Materials
She doesn’t like going fishing.
Learning to
LEARN Go to Unit 1 in your Grammar Builder.
play the drums, paint pictures, paint models, 11

9780230734838.Text.indd 11 09/03/2012 15:16
• Pupil’s Book page 11

• Activity Book pages 12, 13 and 14 • Vocabulary practice Complete the Bilingual
• Grammar Builder Dictionary (AB page 14).
• Class audio CD Closing activities
• Optional Basics Book, page 10 • Act out the dialogue.
• Grammar Builder (pages 2, 3 and 4).
(PB page 11, AB pages 12, 13 and 14,
Grammar Builder Unit 1) Opening activities
Opening activities • Say Hello, how are you? The pupils answer
• Vocabulary Game Play Ten unit questions. and return the greeting.
Main activities Play Ten unit questions.

• Unit 1 Language Guide Word Quest 1 and • Ask the pupils ten questions about Unit 1. The
2 Grammar Quest (PB page 11). pupils write one word or short answers to the
Progress Check 1 questions.
• Vocabulary Complete the sentences. Use • Here are some suggestions for questions: Ask
free-time activities and equipment words questions about this unit’s main vocabulary
(AB page 12). sets, for example, Name one free-time activity
we use with the verb ‘collect’. (stickers or
• Grammar Look at the chart and write
stamps). What verb do we use with ‘magic
sentences about the group of friends
tricks’? (do). What equipment do you need
(AB page 12).
if you like doing exercise? (an exercise
• Listening Listen and draw lines. What do mat). What do you need if you like painting
David’s family like doing? (CD 1 track 25) models? (a paintbrush).
(AB page 13).
• Ask simple comprehension questions based on
• Reading Read and write ‘True’ or ‘False’ the story in Lesson 2, for example, Name one
(AB page 13). thing Kieron likes doing? (going fishing/playing
• Speaking Ask and answer. Make your own football/painting pictures). How old was Kieron
dialogue (AB page 13). in his first art exhibition? (seven years old).
60

Unit 1 Lesson 8
Progress Check 1
1 Complete the sentences. Use free time activities and equipment words. Vocabulary 3
CD1
Listen and draw lines. What do David’s family like doing? EX AM
CTI CE Listening
25 PRA
1 You can collect stamps or and put them in . a 1 David d

b 2 mum e
2 You can paint or with . c 3 dad f
4 brother
3 You can do . You need .
5 sister
4 You can do on . 4 Read and write ‘True’ or ‘False’. Reading
5 You can go . You need . I like collecting stickers. It’s a fun hobby. I buy stickers from shops and
my parents sometimes buy me stickers, too. I like looking at my friends’
6 You can play or play after school. stickers at school. I sometimes give stickers to my friends and my friends
sometimes give me stickers. I have got an album for my stickers. I organise
7 You can go to at the weekend. my stickers by theme, for example, all my insect stickers are together.
Collecting stickers is an interesting hobby. I like looking at my stickers with
Grammar my friends at school. And I like looking at my stickers on my own in my
2 Look at the chart and write sentences about the group of friends.
bedroom before I go to sleep.
Chris Sophie John Penny
1 Mary likes collecting stamps. False
play table tennis   2 Mary’s parents sometimes buy her stickers.
do magic tricks   3 Mary’s friends sometimes give her stickers.
paint pictures   4 Mary puts her stickers in an album.
collect stamps   5 She organises her stickers by alphabet.
1 Chris likes playing table tennis . 6 Mary looks at her stickers at school and at home.
2 He doesn’t .
3 Sophie magic tricks? No, . 5 Ask and answer. Make your own dialogue. Speaking
4 She . Do you like (playing table tennis)?
5 John ? Yes, . (No, I don’t.)
6 He .
7 Penny . Do you like (collecting stickers)?
8 She .
(Yes, I do.) I love (collecting stickers).
YES • Remember the vocabulary from the unit. YES • Understand a short listening. • Read about hobbies.
12
I CAN • Use like + -ing to talk about things I like and don’t like doing. I CAN • Talk about things I like and don’t like doing.
13
9780230424531.P05-14.indd 12 20/03/2012 09:15 9780230424531.P05-14.indd 13 20/03/2012 09:15
• Ask questions about this unit’s grammar, for over the vocabulary and grammar, in silence.
example, Complete the sentence: I like … the Afterwards, ask them if they have any questions
drums. (playing). Which sentence is correct, about the vocabulary or the grammar.
a or b? a) He likes going fishing. b) He like
going fishing. (sentence a). Progress Check 1. Complete
page 12
• Ask questions about this unit’s CLIL lesson, the sentences. Use free-time
for example, Name an artist who paints in a activities and equipment words.
‘hyperrealist’ style. (Pedro Campos) Name
• Say Open your Activity Book at page 12.
an artist who is famous for ‘pop art’. (Andy
Give the pupils time to find the page. Explain
Warhol, Julian Opie)
that the Progress Check pages focus on all the
• Check the answers with the class. Pupils put language they’ve been studying in Unit 1.
up their hands to answer. Write the answers on
the board. Say Well done!
1. Ask the pupils to work individually to look at
Option: Pupils can play this game in pairs or in the pictures and write the correct words in the
groups. Give each group or pair a piece of paper sentences.
and a pencil. Read out the questions, then ask the • When the pupils have finished, check the
groups to exchange papers and mark one another’s answers with the class.
work. The groups get one point for each correct • Answers: 1 stamps, stickers, an album /
answer. The group with the most points wins. 2 pictures, models, a paintbrush / 3 magic
tricks, a pack of cards / 4 exercise, an exercise
Main activities mat / 5 fishing, a fishing rod / 6 table tennis, the
drums / 7 the cinema
page 11
Review the unit with the
Language Guide.
• Say Open your Pupil’s Book at page 11.
• Hold up the Pupil’s Book and point to Word
Quest 1 and 2 and the grammar boxes. Tell
the pupils to spend a few minutes just looking
61

Unit 1 Lesson 8
Woman: Does your brother like going fishing,

Look at the chart and write
page 12
too?
sentences about the group of David: No, he doesn’t. He hates fish. My
friends. brother likes collecting stickers.
• Hold up the Activity Book and point to Woman: Oh cool. And what about your sister?
Activity 2. Refer the pupils to the chart. Check David: My sister likes going to the cinema.
they understand the chart. Elicit the first two She loves funny films.
sentences with the class as a whole. Remind
them that some of the children in the chart CYL Exam Practice: This listening activity provides
are girls, and some are boys, so they need to practice for pupils who may do the Cambridge
remember to use He and She as appropriate. Young Learner exams.
sentences. Move around the room to offer help. Read and write ‘True’ or
page 13
• When the pupils have finished, check their ‘False’.

work by asking different pupils to read out their
sentences.
4. Ask the pupils to read about Mary’s hobby
• Answers: 1 Chris likes playing table tennis. silently, to themselves. You may also want to
/ 2 He doesn’t like painting pictures. / 3 Does read the text aloud as the pupils follow in their
Sophie like doing magic tricks? No, she doesn’t. books.
/ 4 She likes painting pictures. / 5 Does John
• When the pupils have finished reading, ask
like doing magic tricks? Yes, he does. / 6 He
them questions to check understanding, for
doesn’t like collecting stamps. / 7 Penny likes
example, What is Mary’s hobby? (collecting
collecting stamps. / 8 She doesn’t like playing
stickers). Where does she get her stickers?
table tennis.
(from shops, her parents and her friends).
Where does she keep her stickers? (in an
Listen and draw lines. What
page 12
album).
do David’s family like doing? • Ask the pupils to work individually to read the
• Hold up the Activity Book and point to Activity sentences under the text and write whether they
3. Read out the names in the centre of the are true or false.
activity (David, mum, dad, brother, sister). Read • When the pupils have finished, get them to
out the question What do David’s family like check their answers in pairs. Where they have
doing? Say Listen and draw lines from the different answers, get them to look back at the
people to the activity. Tell the pupils that you text and decide which is correct. Finally, write
will play the CD twice. the answers on the board for them to check a
• Play CD 1 track 25 all the way through without final time.
stopping. Pupils complete what they can. Play • Answers: 1 False / 2 True / 3 True / 4 True /
the CD again. Pause a short time after each 5 False / 6 True
section to give the pupils time to finish the
activity and to check their answers.
Ask and answer. Make your
page 13
• Finally check the answers orally with the class.

own dialogue.
• Answers: 1 a / 2 e / 3 d / 4 f / 5 b
CD1 5. Ask two pupils to read out the dialogue.
25
• Say to the pupils Now, you talk about the
Woman: So, David, what do you like doing in free-time activities you like and don’t like.
your free time? Ask the pupils to work in pairs. They should use
David: I like playing the drums. I love music. the dialogue as a model, substituting the words
Woman: Ok. And what about your mum, does in brackets. When they finish, you may want to
she like music? ask the pupils to find new partners and repeat
David: Yes, she does. But she doesn’t play an the activity.
instrument. She likes doing exercise. She does
• Move around the room to listen to the pupils
exercise classes every week.
speaking and praise them, saying Very good!
Woman: I see. And what about your dad?
David: That’s easy. He loves going fishing. He
goes fishing every weekend.
62

Unit 1 Lesson 8
Option: The class create a Concept Map poster.

Pupils add new vocabulary to the poster. This could
be done at the beginning of the unit and displayed
album (n) paint models (v)
artist (n) paint pictures (v) throughout the year. Pupils can add new categories,
bright (adj) paintbrush (n)
championship (n) painting (n) linked to the topic.
collect stamps (v) play table tennis (v)
collect stickers (v) play the drums (v)
colourful (adj) pop art (n)
curved (adj) realistic (adj) Basics Book: For pupils using the Basics Book
detail (n) restoration (n)
do exercise (v) sculpture (n) refer them to page 10, Activities 1, 2 and 3. After
do magic tricks (v) straight (adj)
dream (n) three-dimensional (adj) pupils have completed the speaking activity, ask
exercise mat (n)
exhibition (n) Useful Expressions them to write out their own dialogue based on the
fishing rod (n) Enjoy yourself!
go fishing (v) Have fun! one in the Progress Check.
go shopping (v) Here you are.
go to the cinema (v) I’m (not) bored. *
hyperrealist art (n) Let’s (go)…*
hobby (n)
landscape (n)
Let’s (watch)…*
Of course! Closing activities
minimalist (adj) That’s a good idea.
museum (n) That’s great! • Say Everybody finish now. Say Goodbye!
pack of cards (n) Everyday English*

Add words to the Concept Map. Learning to
Hobbies LEARN tidy up their things.
My favourite hobbies Hobbies I want to do Extra: Ask some pairs to act out their dialogues in
front of the class. Listen and praise their speaking,
saying Well done!
14
Homework: Pupils complete the Grammar Builder
9780230424531.P05-14.indd 14 20/03/2012 09:15
for Unit 1, pages 2, 3 and 4. See TN page 305 for
the answer key.
Tick the Yes I can … statements.
• Point to the Yes I can … language statements Everyday English: For teaching notes for the
for Unit 1. Ask the pupils to tick the language Everyday English section on PB page 12, see TN
statements to show what they can do. page 276.
Complete the Bilingual

page 14
Dictionary.
• At the end of the lesson, pupils complete their
Bilingual Dictionary. Ask them to complete the
Useful Expressions section, and translate any
words they have not done yet.
Concept Map at the bottom of the page. Ask
a pupil to read out the headings at the top
of each box. Explain to the pupils that this is
another way of recording new vocabulary they
learn in English. It is a visual map in which they
can record words and associate them within
different categories. Explain that it sometimes
helps to link new words in different ways.
• Encourage pupils to give you examples of
words they know in English that can go in each
box. They should be able to add the words they
have learned in the unit in some of the boxes.
• If pupils want to add a word they know in L1,
encourage them to use a dictionary to check
what the word is in English.
63

Unit 1 DVD Scripts
DVD
‘We like playing table tennis.’

Jess: They’ve got amazing hobbies!
Matt: Hi, my name’s Matt and this is Quest TV.
Matt: I know!
Today, we’re talking about our hobbies
Jess: That’s all we’ve got time for today.
and things we like doing.
Matt: See you next time on Quest TV.
Jess: Welcome to Quest TV. I’m Jess and, as
Matt
you can see, we like playing table tennis.
& Jess: See you later!
Jess: Ok Matt, what are your hobbies?
DVD
Matt: I like collecting stamps and I like playing
the drums. What do you like doing, Jess?
CLIL – Hobbies
Jess: I like painting pictures and I like playing
the drums, too. Matt: There’s the USA flag.
Matt: So we both like playing the drums! Cool! Jess: That’s right. We’re looking at the USA.
Do you like going fishing? That man’s fishing. He’s using a fishing
Jess: No, I don’t like fishing. rod.
Matt: Lots of people in the UK spend their Matt: In the USA, lots of people go fishing as
spare time going fishing. a hobby.
Jess: Really! Jess: That man’s fishing, too.
Matt: Yes! Now let’s see some schoolchildren Matt: Where’s that?
talking about their hobbies. Jess: That’s in the UK. He’s fishing on the
River Thames.
Thomas: I’m Thomas and my hobbies are doing Matt: What is that man doing?
exercise and playing the drums. Jess: He’s collecting stamps. That’s a stamp
Ellie: My name’s Ellie and I like painting album.
models. Matt: You’re right. And those men are playing
Shannon: Hi, Quest TV. I’m Shannon and my cricket. Lots of people like playing
hobbies are playing table tennis and sports as a hobby.
going to the cinema. Jess: That’s London and those people are
Ines: Hello, Matt and Jess. My name’s Ines and shopping.
I like doing magic tricks. Matt: Lots of people like going shopping.
Thomas: I like playing football, tennis and golf. Jess loves going shopping!
Shannon: I play table tennis on Saturday mornings Jess: That’s right, I do! Look, they’re doing
and I’ve got my own table at home. yoga.
Ellie: I like painting models. It’s my hobby. I’ve Matt: They’re using exercise mats. People
got lots of models in my bedroom. often do exercise as a hobby.
Thomas: My dad likes going fishing. I don’t like Jess: I think those people are at an art class.
going fishing. It’s boring! Matt: That boy’s painting a picture.
Ellie: I don’t like sports, but I like doing Jess: There are lots of different hobbies in the
exercise. I do yoga and aerobics. USA and the UK.
Shannon: I don’t like aerobics. I love going to the Matt: Some are the same and some are
cinema. I go to the cinema every week. different.
Ines: My other hobby is collecting stamps and Jess: But they’re all good fun and people all
stickers. I’ve got stamps from all over the over the world enjoy doing hobbies.
world. I collect stickers from the USA.
All: Bye!
64

Unit Fashion Fix
Learning objectives Structures
• Identifying and saying the names of clothes • What are you wearing? I’m (not) wearing (boots).
and accessories and writing them correctly in • He’s/She’s wearing (a dress).
context • He/She isn’t wearing (a cap).
• Listening to, understanding and singing a • Are you wearing (a cap)? Yes, I am./No, I’m not.
song • Is he/she wearing (shorts)? Yes, he/she is. /
• Reading and listening to a story about a No, he/she isn’t.
fashion show
• Showing understanding of the story by
answering questions and writing a story Recycled language
review • I/You wear / don’t wear (trousers).
• Comparing the present simple for everyday • He/She wears / doesn’t wear (trousers).
routines to the present continuous for talking • Does he/she (wear trousers)?
about now • Where is the (fashion show)?
• Identifying parts of the language structure • boots, coat, belt, dress, skirt, jeans, scarf, watch
and showing understanding by creating • sometimes, never, often, normally
sentences and questions • Colours • Countries • Likes and dislikes
• Listening to, reading and acting out a dialogue
using language in context
• Identifying and saying clothing materials Receptive language
• What are you wearing today?
• Reading, extracting information and writing an • They’re wearing (clothes).
authentic advertisement for a clothes shop • They feel good.
• Don’t worry / be silly.
• Reading, listening and writing about materials • She can’t win the fashion show.
• What a great (T-shirt)! What great (shoes)!
• Using the internet to find out about where • The changing room is on the left.
linen comes from • Can I try them on?
• Understanding and extracting information from • dressed up, fashion/show, model, clothes
a letter about what clothes someone often shop, materials, match, kilt, miniskirt, worm,
wears and is wearing today size, imagination, elastic, strand, liquid,
• Categorising clothes/accessories with their preserve, machine, paper, prehistoric
corresponding season • imaginative, fashionable, colourful, medium,
• Writing your own letter about what clothes large
you and your friends wear
• Reviewing and reflecting on the unit
Pronunciation
• Practising everyday English through listening • /w/ sound as in woolly
to and acting out a dialogue about buying • /v/ sound as in gloves
clothes in a shop
Key language
• Understanding where clothing materials come
Vocabulary from
• sandals, a cap, a polo shirt, shorts, a tracksuit, • Showing interest in materials and how they’re
a denim skirt, leggings, trousers, a headband, made
a necklace • Learning about culture and customs in the
• cotton, wool, silk, denim, leather English-speaking world
• a textile mill, spin, weave, chemicals, cloth, • Using everyday English to act out buying
skins, nylon, natural, artificial, plastic, a tannery clothes in a shop
65

Unit 2 Lesson 1
Lesson 1 and Sophie). Ask them to remind you what last

unit’s topic was (free-time activities).
Learning objectives • Say Quest’s next TV show is about fashion.
• Identify and say clothes and accessories Check pupils understand the meaning of
vocabulary ‘fashion’, i.e. clothes and things we wear.
• Play the Quest Memory Game to practise the Brainstorm with the class any clothes or
vocabulary accessories they already know in English. Get
• Listen to, read and sing the Quest song pupils to spell out some of the words they
• Show understanding by completing contribute.
sentences • Hold up the Unit 2 flashcards one at a time
Language focus and stick them on the board, in the same order
as the words in the Pupil’s Book. Ask the pupils
• sandals, a cap, a polo shirt, shorts, a
to tell you any of the clothes words they already
tracksuit, a denim skirt, leggings, trousers, a
know in English. Don’t worry about any they
headband, a necklace
don’t know.
• Are you wearing …? Yes, I am. / No, I’m not.
• I’m wearing … / I’m not wearing …
Materials Main activities
• Flashcards and word cards: sandals, a cap,
a polo shirt, shorts, a tracksuit, a denim skirt,
page 13
leggings, trousers, a headband, a necklace • Say Open your Pupil’s Books at page 13.
• Pupil’s Book, page 13 Give the pupils time to find the page.
• Activity Book, page 15 • Point to Activity 1. Say It’s time for Word
• Class audio CD Quest 1. Play CD 1 track 28. Point to the
• Optional Basics Book, page 11 flashcards of the different clothes and
accessories as you hear them on the CD.
At-a-glance lesson plan • Play the CD again and tell the pupils to repeat
(PB page 13, AB page 15) the words as they hear them. Play the CD a final
time, get the pupils to repeat the words and
Opening activities take down each flashcard as it is mentioned on
• Remember the Quest TV show and the CD. Praise their speaking, saying Well done!
presenters and last unit’s topic.
CD1
• Brainstorm clothes vocabulary in English. 28
Hello and welcome to Quest,

Main activities The TV show that’s the best!
• Vocabulary activities Listen and repeat the It’s time for Word Quest 1.
words (CD 1 track 28) (PB page 13). Quest Listen, repeat and have fun!
Memory Game. Listen and play (CD 1 track
29) (PB page 13). sandals
a cap
• Song Listen and read. Sing the song (CD 1 a polo shirt
track 30) (PB page 13). shorts
• Writing practice Look. Complete the a tracksuit
sentences. Look. Write the questions. Write a denim skirt
about what you are wearing today (AB page leggings
15). trousers
Closing activities a headband
• Sing the karaoke version of the song (CD 1 a necklace
track 31).
page 13
Opening activities and play.

• Say Hello, how are you? and encourage the • Hold up your Pupil’s Book and point to Activity
pupils to return the greeting. 2. Say These children are playing the Quest
• Ask the class to remind you about the Quest Memory Game. Listen and repeat. Play CD 1
TV show and the presenters (Kiera, Dan, Jack track 29. Pause after each line for the class to
repeat.
66

Unit 2 Lesson 1
Fashion Fix Fashion Fix

2
Lesson 1
1 1
1 Look. Complete the sentences.
1 28 Listen and repeat the words. 2 29 Quest Memory Game. Listen and play. 1
Word Quest 1 1 He’s wearing a tracksuit and . 2
What’s number 3? A polo 2 She’s wearing and . 3

shirt.
3 and . 4
1 sandals 2 a cap
4 and . 5
Yes. Are you
wearing a polo Yes, I am. 5 and .
shirt today?
3 a polo shirt 4 shorts 2 Look. Write the questions.

1
3 30 Listen and read. Sing the song. 1 22 33 44 55 66
He’s wearing black trousers and a polo shirt. 4

She’s wearing silver sandals
And a denim skirt.
5 a tracksuit 6 a denim skirt They feel good, walking down the street.
1 Are you wearing trousers today? 4
They’re all dressed up, from head to feet.
Everyone’s looking at them, 2 5
Yes, they are! 3 6
Because they’re wearing
cool clothes. 3 Write about what you are wearing today.
7 leggings 8 trousers Yes, they’re fashion stars!
She’s wearing grey leggings
And a necklace that’s red. Today I’m wearing
He’s wearing shorts
And a cap on his head.
They look happy, walking along.
9 a headband 10 a necklace They’re all dressed up, they can’t go wrong. Listen to the song again.
Chorus
13 15
9780230734838.Text.indd 13 09/03/2012 15:17 9780230424531.P15-24.indd 15 20/03/2012 09:21

CD1 page 13
29
Girl: What’s number 3? song.

Boy: A polo shirt. • Say It’s time for a Quest song. Say Listen.
Girl: Yes. Are you wearing a polo shirt today? What clothes can you hear in the song? Play
Boy: Yes, I am. CD 1 track 30.
• Say Let’s play the Quest Memory Game. CD1
First, model the game with a confident student. 30 The Fashion stars song
Then, once the class understand how to play, Kiera: And now it’s time for a Quest song …
divide the class into pairs. The pupils take turns
to open their books and ask questions. Monitor He’s wearing black trousers and a polo shirt.
and praise their speaking, saying Very good! She’s wearing silver sandals and a denim skirt.
They feel good, walking down the street.
Differentiated learning: If your class finds English They’re all dressed up, from head to feet.
difficult, make this game easier. Allow all the pupils
to keep their books open. Instead of answering the Everyone’s looking at them,
question from memory, they can look in their books. Yes, they are!
Because they’re wearing cool clothes,
• Finally, say Close your books. Invite Yes, they’re fashion stars!
individual pupils to name the activities again
She’s wearing grey leggings and a necklace
from memory. Ask What’s number 1? (sandals).
that’s red.
Then ask Are you wearing sandals today?
He’s wearing shorts and a cap on his head.
Help pupils to answer Yes, I am. / No, I’m not.
They look happy, walking along.
As pupils answer about each flashcard, stick
They’re all dressed up, they can’t go wrong.
the flashcards on the board, so they can be
used later on in the lesson. Repeat until all the Chorus
flashcards are on the board.
• Elicit some of the clothes and accessories the
pupils heard in the song (trousers, polo shirt,
sandals, denim skirt, etc.). Say Good listening.
Well done!
67

Unit 2 Lesson 1
• Teach them some additional items of clothing, • Ask the pupils to work individually to write
for example, a suit, a tie, a wallet, shades sentences about what they are and aren’t
(another word for sunglasses). wearing today. When the pupils have finished,
• Play CD 1 track 30 again and encourage the ask different pupils to read out some of their
pupils to read the song in their Pupil’s Book sentences.
while listening.
additional sentences about what a friend in the
class is wearing, on a separate piece of paper or in
their notebooks.
pause after every two lines and get them to sing
these back to you. Finally, play the whole song
on the CD and encourage the pupils to sing the Differentiated learning: If your class finds writing
song with the CD. in English easy, tell them to include adjectives in
their sentences, to describe more fully what they
Look. Complete the
page 15 are wearing, e.g. I’m wearing a blue polo shirt and a
short denim skirt.
sentences.
Hold up the Activity Book and point to Activity
1. Point to the pictures next to each sentence.
Say Look at the pictures. What are the boy
and girl wearing? Explain that the pupils Closing activities
should look at the pictures and complete the • Say Everybody finish now. Say Goodbye!
sentences. Refer the class to the example. Encourage the pupils to close their books and
• Check their answers as a class and place tidy up their things.
each word card on the board when they give the
answer. Get them to check their spelling. Extra: Play the karaoke version of the Fashion stars
• Answers: 1 a tracksuit, a cap / 2 a denim skirt, song. Play CD 1 track 31 and sing, encouraging
leggings / 3 He’s/She’s wearing, shorts, sandals the pupils to join in with you. Invent actions to do
/ 4 He’s/She’s wearing, a polo shirt, trousers / as they sing the song. Get the pupils to help you.
5 He’s/She’s wearing, a headband, a necklace For example, point at your top for polo shirt, point
at your feet for sandals, point at your head for cap.
Then, play the CD again, and get the pupils to sing
page 15
along and do the actions.
to the pictures and tell the class to write the Homework: Pupils write sentences about what
question for each picture. members in their family are wearing today. Remind
them of He/She’s wearing …
answers as a class.
• Answers: 1 Are you wearing trousers today?
/ 2 Are you wearing a cap today? / 3 Are you
wearing a polo shirt today? / 4 Are you wearing
a denim skirt today? / 5 Are you wearing
sandals today? / 6 Are you wearing a tracksuit
today?
Write about what you are

page 15
wearing today.
3. Refer the class back to the questions they’ve
just written in Activity 2. Ask a pupil Are you
wearing trousers today? Encourage a short
answer from the pupil. Then, depending on
the short answer, help him/her to give you a
complete sentence, e.g. Today, I’m wearing
trousers.
68

Unit 2 Lesson 2
Lesson 2 • Ask them questions about this unit. Ask

What is this unit’s Quest topic? (clothes and
Learning objectives accessories). What are you wearing today?
• Listen to, read, understand and explain the • Brainstorm the clothes vocabulary from the
story last lesson. Stick the appropriate flashcards on
• Show understanding of the story by the board as pupils say the item of clothing or
completing and ordering speech bubbles and accessory. Leave the flashcards on the board.
by writing words in sentences • Say Let’s sing the Fashion stars song. Play
• Write a review of the story the karaoke version of the song on CD 1 track
Language focus 31 and encourage the class to join in.
tracksuit, a denim skirt, leggings, trousers, Main activities
a headband, necklace
Listen to the story with the story
Materials
poster.
a polo shirt, shorts, a tracksuit, a denim skirt, • Say It’s time for a Quest TV story. Show the
leggings, trousers, a headband, necklace story poster to the pupils. Generate interest in
• Story poster: The Fashion Show the story by telling the pupils that this is a story
• Pupil’s Book, page 14 about a fashion show. Before they listen to the
• Activity Book, page 16 introduction, ask the class a question: Listen.
• Class audio CD Where is the fashion show? Play the story
• Optional Basics Book, page 12 introduction on CD 1 track 32. Elicit that the
fashion show is in a school (Greenhill school).
• Ask the class a gist question before you
At-a-glance lesson plan continue with the story. Ask Who is the winner
(PB page 14 and AB page 16) of the Greenhill school fashion show? Tell the
Opening activities story yourself or play CD 1 track 32. Point to the
• Revision of clothes/accessories (with different frames on the story poster to help the
flashcards). Song review: The Fashion stars pupils understand the story.
song, karaoke version (CD 1 track 31). • Afterwards, ask the class the gist question
again. Ask Who is the winner of Greenhill
Main activities school fashion show? Elicit the answer Sandra.
• Story The Fashion Show! Listen to the story CD1
with the story poster (CD 1 track 32). Listen to 32
the story. Read. Check comprehension. Ask Jack: See what happens when Greenhill school
questions (PB page 14). has its very own fashion show!
• Story activities Remember the story. Write, The Fashion Show
order and match. Listen and check (CD 1
Frame 1
track 33). Write the words (AB page 16).
Narrator: Every year at Greenhill school,
there’s a fashion show.
• Writing practice Think about the story. Narrator: Greenhill Fashion Show
Circle. Write a review (AB page 16). You can be a model in the show, or you can
help design the clothes. Look different and use
Closing activities your imagination. Win the fashion show and be
• Design an outfit for a fashion show. Greenhill school’s fashion star!
Frame 2
Narrator: It’s a week before the fashion show.
The children are at school.
Opening activities Sandra: Maybe I can win.
• Play The fashion stars song on CD 1 track 30 Cassy: Don’t be silly, Sandra. I’m the fashion
as the class enter the classroom. star! I always wear great clothes.
• Say Hello, and encourage the pupils to return Dave: I can help you, Sandra.
the pupils to answer and ask you the same
thing. Say I’m fine, thank you.
69

Unit 2 Lesson 2
2 Lesson 2 2 Lesson 2
See what happens when
Greenhill school has its
1 CD1
4 32 Listen to the story. Read. very own fashion show! 4 33 Remember the story. Write, order and match. Listen and check.
Don’t be silly, Sandra.

denim fashion Sandra idea win skirt
1 Every year at Greenhill school, 2 It’s a week before the fashion
I’m the fashion star!
there’s a fashion show. show. The children are at school. a
I always wear great
Maybe I can win. clothes. Look at these great things! Now, Oh, no! Dave, look at my
b
where’s your skirt? !
or
the show,
a model in k
You can be clothes. Loo
p design the
you can hel gination.
nt and use your ima be
Don’t be silly, Sandra. And the winner is ...
differe n show and
fas hio
Win the n star! I’m the star!
ool’s fashio I can help you, !
Greenhill sch
Sandra.
c
3 Sandra often does her homework with Dave. 4 Sandra and Dave leave the Art room.
But today she isn’t doing her homework … Don’t worry, Sandra. I’ve got an
Not any more! She can’t win
Look at these great things!
Look! Sandra’s
the fashion show now. Ha, ha! . Maybe I can win . 1
Here. Wow, there clothes are good. d
Now, where’s your denim skirt? are necklaces,
flowers and stars! 5 Write the words.
1 Greenhill school is having a fashion show.

2 The children have to use their .
5 Sandra and Dave come back into the Art room. 6 A few days later, at the fashion show … 3 Dave helps Sandra with her denim .
Don’t worry, Sandra. I’ve
And here’s last year’s
4 Cassy is wearing silver sandals and a silver .
Oh no! Dave, look at my
got an idea. Where are
skirt! I can’t win now. winner, Cassy. 5 Sandra is wearing a necklace, a denim skirt and
your leggings? .
6 At the end, is the fashion star.
6 Think about the story. Circle. Write a review.

She’s wearing a fantastic long dress,
silver sandals and a silver headband. 1 It’s about … Story Review
7 At last, it’s Sandra’s big moment … 8 And the winner is … Sandra! For such a) a clothes shop. b) a fashion show. The story is about a fashion show .
And here’s Sandra. She’s wearing colourful and imaginative clothes. c) a dancing competition.
It happens in .
a necklace, a denim skirt and
2 It happens in …
leggings. Look at all those colours! The main character is .
a) a school. b) a theatre. c) a park.
At the end, she .
3 The main character is …
a) Sandra. b) Cassy. c) a teacher. My favourite character is .
Thank you everyone. And thank 4 At the end, she … the show. Is this a true story?
you Dave. He’s got great ideas a) introduces b) wins c) doesn’t win ✩ ok ✩✩ good ✩✩✩ excellent
and he always helps me!
14 16
9780230734838.Text.indd 14 09/03/2012 15:17 9780230424531.P15-24.indd 16 20/03/2012 09:21
Frame 3 Frame 8
Narrator: Sandra often does her homework Mr Dixon: And the winner is … Sandra! For
with Dave, but today she isn’t doing her such colourful and imaginative clothes.
homework … Sandra: Thank you everyone. And thank you
Dave: Look at these great things! Now, where’s Dave. He’s got great ideas and he always helps
your denim skirt? me!
Sandra: Here. Wow, there are necklaces,
flowers and stars! page 14
Frame 4
Narrator: Sandra and Dave leave the Art room.
Friend: Look! Sandra’s clothes are good.
Cassy: Not any more! She can’t win the • Ask the pupils to listen to the story and follow
fashion show now. Ha, ha! the dialogue by reading in their Pupil’s Book.
Play CD 1 track 32.
Frame 5
Narrator: Sandra and Dave come back into • When the CD has finished, ask the pupils to
the Art room. name any clothes/accessories mentioned in
Sandra: Oh no! Dave, look at my skirt! I can’t the story (a denim skirt, a necklace, leggings,
win now. a dress, sandals, a headband).
Dave: Don’t worry, Sandra. I’ve got an idea.
Where are your leggings? Check comprehension. Ask
Frame 6 questions.
Narrator: A few days later, at the fashion show • Check that the pupils understand the story by
… asking questions about each frame. Encourage
Mr Dixon: And here’s last year’s winner, Cassy. the pupils to answer in English.
Mr Dixon: She’s wearing a fantastic long Frame 1
dress, silver sandals and a silver headband. Where is the fashion show? (in Greenhill
Frame 7 school)
Narrator: At last, it’s Sandra’s big moment … What is this year’s theme for the fashion
Mr Dixon: And here’s Sandra. She’s wearing a show? (imagination)
necklace, a denim skirt and leggings. Look at
all those colours!
70

Unit 2 Lesson 2
Frame 2 CD1
Who wants to win? (Sandra) 33
Who thinks she is the fashion star? (Cassy) Narrator: Number 1

Who wants to help Sandra? (Dave) Sandra: Maybe I can win.
Narrator: Number 2
Frame 3
Cassy: Don’t be silly, Sandra. I’m the fashion
What item of clothing does Dave want to
star!
decorate? (a denim skirt)
Narrator: Number 3
Frame 4 Dave: Look at these great things! Now, where’s
What does Cassy do to Sandra’s denim skirt? your denim skirt?
(She cuts it and she paints it) Narrator: Number 4
Why does Cassy do this? (Because she Sandra: Oh no! Dave, look at my skirt!
doesn’t want Sandra to win.) Narrator: Number 5
Frame 5 Dave: Don’t worry, Sandra. I’ve got an idea.
Who has an idea? (Dave) Narrator: Number 6
Frame 6 Teacher: And the winner is ... Sandra!
What is Cassy wearing? (a dress, sandals and
a headband) page 16
Write the words.
What is Sandra wearing? (a necklace, a denim 5. Check the pupils understand what they have
skirt and leggings) to do. Ask a pupil to read the example sentence
Frame 8 aloud.
Who wins the fashion show? (Sandra) • Tell them to work individually. Check the
Why does she win? (Because her clothes are answers together.
imaginative and colourful)
• Answers: 1 Greenhill school is having a
Who does Sandra say thank you to?
fashion show. / 2 The children have to use their
(everyone, but especially Dave)
imagination. / 3 Dave helps Sandra with her
Remember the story. Write,
page 16 denim skirt. / 4 Cassy is wearing silver sandals
and a silver headband. / 5 Sandra is wearing a
order and match. Listen and check. denim skirt and leggings. / 6 At the end, Sandra
• Say Open your Activity Book at page 16. is the fashion star.
Give the pupils a moment to find the page.
• Hold up the Activity Book and point to Activity Think about the story. Circle.
page 16
4. Check the pupils understand what they have Write a review.

box. Tell them to write the correct word in each
6. Check the pupils understand what they have
sentence from the story. Then, they number
to do.
the sentences in the correct order. Refer them
to the headshots and elicit the names of the • Give the pupils time to read the sentences and
characters. They have to match each speech circle a), b) or c).
bubble to the corresponding person. • Check the answers together, asking different
• Get pupils to work individually and then to pupils to answer.
compare answers in pairs. • Answers: 1 b / 2 a / 3 a / 4 b
• Play CD 1 track 33 and the pupils check their
answers. Quest Story Review
• Answers: 1 Maybe I can win. (a) / 2 Don’t be • Hold up the Activity Book and point to the
silly, Sandra. I’m the fashion star! (c) / 3 Look Quest Story Review box. Ask the pupils to work
at these great things! Now, where’s your denim individually to complete the sentences. They
skirt? (b) / 4 Oh no! Dave, look at my skirt. (a) / should look at the answers they have circled
5 Don’t worry, Sandra. I’ve got an idea. (b) / to help them. They also say who their favourite
6 And the winner is … Sandra! (d) character is and whether this is a true story or
not (it isn’t a true story).
pupils to read out their sentences. Ask the class
whether they liked the story.
71

Unit 2 Lesson 2

story is about a fashion show. / It happens in a
school. / The main character is Sandra. / At the
end, she wins the fashion show.

Closing activities
Extra: Get the pupils to work in pairs/small groups

to design an outfit for Sandra or Dave for the
Greenhill school fashion show. Remind them that
the theme is imagination. After they have done a
simple drawing (with notes), they can present their
outfit to the rest of the class, e.g. Dave is wearing
red shorts with green paint, etc.
Homework: Pupils design their own outfit for a

fashion show. Either use the same theme as in the
story (imagination) or give them a new theme (e.g.
the sea). They write three sentences about their
design, e.g. I’m wearing blue sandals with starfish
on them.
72

Unit 2 Lesson 3

• To recall the story • Display the story poster for Unit 2. Ask What
• Compare the present simple for everyday is the important event in Greenhill school? (a
routines, to the present continuous for fashion show). Summarise the story by asking
talking about now a question about each frame. Point to the
• Write sentences and questions practising appropriate frame as you ask the questions.
this comparison
Frame 1
• Listen, read and act out a dialogue
What is the theme of the fashion show?
Language focus (imagination)
• sandals, a cap, a polo shirt, shorts, Frame 2
a tracksuit, a denim skirt, leggings, trousers, Who wants to win? (Sandra and Cassy)
a headband, a necklace
Frame 3
• Today I’m/he’s/she’s wearing …
Who helps Sandra? (Dave)
• In general I/he/she wear(s) …
• Is he/she wearing …? Frame 4
• Yes, he/she is. / No, he/she isn’t. Who wants to stop Sandra winning? (Cassy)
Materials Frame 5
Who has a good idea? (Dave)
• Story poster: The Fashion Show
• Pupil’s Book, page 15 Frame 6
• Activity Book, pages 17 and 89 What is Cassy wearing? (a dress, sandals and
• Class audio CD a headband)
• Optional Basics Book, page 13 Frame 7
What is interesting about Sandra’s clothes?
(there are lots of colours)
(PB page 15 and AB pages 17 and 89) Frame 8
Who is the winner? (Sandra)
Opening activities
• Review the story (CD 1 track 32) with the
the class to listen and check their answers to
story poster.
the questions.
Main activities
grammar. Answer the questions. Look at the
Main activities
Grammar Quest to help you (PB page 15). Grammar presentation.
• Introduce this lesson’s grammar focus. Refer
• Grammar practice Look at the pictures the class to the story poster The Fashion Show.
and complete the sentences. Look. Write Point to Frame 2 on the story poster. Say Cassy
the questions and short answers. Look at says I’m the fashion star. I always (blank)
Activity 8 and write sentences (AB page 17). great clothes. Elicit the missing verb and write
Extra! Go to the Grammar Practice on page the sentence I always wear great clothes on the
89 (AB page 89). board. Ask Is Cassy talking about now or in
• Speaking practice Listen, read and repeat. general? (in general)
Act it out (CD 1 track 34) (PB page 15). • Point to Frame 3 on the story poster. Read
out the narration: Sandra often (blank) her
Closing activities homework with Dave. Elicit the missing verb
and write the sentence She often does her
• Invent a dialogue (PB page 15).
homework on the board. Ask Are we talking
about Sandra and her homework today or
• Bilingual Dictionary (AB page 24). in general? (in general). Continue But today
she (blank) her homework. Elicit the missing
verb and write the sentence She isn’t doing her
homework on the board. Ask Are we talking
about Sandra now or in general? (now).
73

Unit 2 Lesson 3

Present simple
7 Look at the pictures and complete the sentences. Present continuous and Present simple
5 Let’s investigate grammar. In general (always/often/sometimes/never)
I wear
You don’t wear I often wear a skirt . In general Today
Grammar Quest
great clothes.
wears Today I’m wearing
He/She What do you wear? What are you wearing?
doesn’t wear
.
Present continuous I’m not wearing
Now Now .
I‘m Are you
wearing great clothes. helping Dave?
I‘m not Is he/she
He‘s
doing her homework. Yes, I am. Yes, he/she is.
She isn’t
I often .
No, I’m not. No, he/she isn’t.
Today I’m
.
I’m not
6 Answer the questions. Look at the Grammar Quest to help you. .
1 When we talk about things in general, do we use the present simple or the
present continuous? 8 Look. Write the questions and short answers.
2 Do we use be + verb + -ing when we talk about things in general or now?
In general Now
3 Do we use don’t/doesn’t with the present simple or the present continuous?
1
7 34 Listen, read and repeat. Act it out. Matt Clare Matt Clare
The Quest TV Fashion Show

1 Does Matt wear a tracksuit? 4 Is Matt wearing a tracksuit?
Dan: Today our show is about fashion.

Yes, he does. No, he isn’t.
Sophie: I often wear a T-shirt and trousers. 2 Clare wear a necklace? 5 Clare a skirt?
Dan: But today Sophie is wearing a denim skirt
and grey leggings.
Sophie: And look at Dan. What’s he wearing? Dan 3 Clare leggings? 6 Clare a cap?
sometimes wears a polo shirt, but today
he’s wearing a blue T-shirt with shorts and
a red cap.
Dan: And Sophie is wearing a necklace. 9 Look at Activity 8 and write sentences.
She never wears necklaces!
1 Matt often wears . 4 Today Matt isn’t .
Sophie: I know! I like what I’m wearing today.
What about you, Dan? 2 Clare often . 5 Today Clare .
Dan: Er, I’m not sure! 3 Clare doesn’t . 6 .
9780230734838.Text.indd 15 09/03/2012 15:17 9780230424531.P15-24.indd 17 23/03/2012 15:24
• Point to Frame 7. Say Sandra (blank) a denim • Answers: 1 present simple / 2 now / 3 present
skirt. Elicit the missing verb and write the simple
complete sentence She’s wearing a denim skirt
on the board. Ask Are we talking about now or
page 15
in general? (now). it out.
page 15
Let’s investigate grammar. 7. Ask the pupils Who can you see? (Dan
• Say Open your Pupil’s Book at page 15. and Sophie). Refer the pupils to the dialogue
Give the pupils time to find the page. heading. Play CD 1 track 34 and encourage the
• Invite volunteers to read the sentences from pupils to read the dialogue while listening.
the Grammar Quest box. Draw pupils’ attention • Ask the pupils questions about the dialogue to
to the differences between in general and now. check their understanding, for example, Does
Sophie often wear a T-shirt? (Yes, she does).
page 15 What is Sophie wearing today, trousers or a
skirt? (a skirt). Does Dan sometimes wear a
at the Grammar Quest to help you.
polo shirt? (Yes, he does). What is he wearing
• Hold up the Pupil’s Book and point to Activity today, a T-shirt or a polo shirt? (a T-shirt).
6. Say Answer the questions. Ask the class Do Dan and Sophie like their new clothes?
to look at the Revision table, as well as the (Sophie does, but Dan doesn’t).
main Grammar Quest box. Refer them to the
• Play the CD again, but this time encourage the
differences between the sentences about now
pupils to repeat each sentence of the dialogue
(with the present continuous) and the sentences
after you, pausing the CD after each line. Help
about in general (with the present simple).
them with pronunciation, as necessary.
• Read the questions in Activity 6 out loud to the
class. Invite pupils to answer. Ask the rest of the
to read out Dan’s lines in chorus and the other
class if they agree before confirming the correct
group to read out Sophie’s lines in chorus.
answer. Refer back to the tables, if necessary.
Repeat this until the pupils are confident with
Note: You may need to guide pupils or use the dialogue.
L1 to help their understanding of the concept
questions.
74

Unit 2 Lesson 3
wears a skirt). What is she wearing today, a

Grammar Practice 2 skirt or a tracksuit? (She’s wearing a tracksuit),
Present continuous and Present simple
etc.
Now
• Do an example sentence with the class first,
‘m wearing
I
‘m (1) not wearing ✗
trousers.
orally. Then ask the class to work individually to
He
She
(2)
(3)
helping ✓
helping ✗
Sandra.
Cassy.
complete the sentences. When the pupils have
(4) you Yes, I am. Yes, he/she is.
finished, check the answers together.
helping Dave?
(5) he/she No, I’m not. No, he/she isn’t. • Answers: Sophie: 1 I often wear a skirt. Today,
In general (always/often/sometimes/never) (9) you
help Dave?
I’m wearing a tracksuit. I’m not wearing (a skirt
I
You
wear ✓
(6) wear ✗
(10) he/she
/ boots / a shirt). Dan: I often wear trousers and
trousers.
a T-shirt. Today, I’m wearing trousers and a polo
He (7) ✓
She (8) wear ✗ No, I don’t. No, he/she doesn’t.
shirt. I’m not wearing (a T-shirt / trainers).
2 Complete the sentences with the correct form of the verbs.
Look. Write the questions

1 He never wears (wear) jeans. He likes shorts.
page 17
2 He always (help) his mother with the dinner.
3 Today she
4 She
(wear) her favourite long-sleeved top and a denim skirt.
(help) her sister to do her homework today. and short answers.
3 Write the questions and short answers. • Hold up the Activity Book and point to
1 she / wear / headband / today
Is she wearing a headband today? ✓ Yes, she is. Activity 8. Refer the class to the two pictures
2 he / always / help / his mum
✓
of Matt and Clare (In general and now). Briefly
3 he / wear / a tracksuit / today brainstorm the clothes/accessories they can
✗
4 she / wear / sandals / now
see in the pictures. Then, read the first question
✗
and short answer with the class to check
89
understanding. Ask In general, does Matt wear
a tracksuit? Elicit the answer Yes, he does. Tell
9780230424531.P85-96.indd 89 20/03/2012 12:07
them to write the questions and short answers
Option: To give the pupils more practice with for Matt and Clare, in general and today.
the dialogue, put them into pairs and have them • Ask the pupils to work individually. When they
practise saying the dialogue together. Invite some have finished, check the answers together.
of the groups to perform the dialogue for the class. • Answers: In general: 1 Does Matt wear a
CD1 tracksuit? Yes, he does. / 2 Does Clare wear a
34 necklace? Yes, she does. / 3 Does Clare wear
The Quest TV Fashion Show leggings? No, she doesn’t. / Now: 4 Is Matt
Dan: Today our show is about fashion. wearing a tracksuit? No, he isn’t. / 5 Is Clare
Sophie: I often wear a T-shirt and trousers. wearing a skirt? Yes, she is. / 6 Is Clare wearing
Dan: But today Sophie is wearing a denim skirt a cap? No, she isn’t.
and grey leggings.
Sophie: And look at Dan. What’s he wearing? Look at Activity 8 and write
page 17
Dan sometimes wears a polo shirt, but today sentences.

he’s wearing a blue T-shirt with shorts and a
red cap.
9. Elicit a sentence about Matt, e.g. Matt often
Dan: And Sophie is wearing a necklace. She
wears a tracksuit and a cap.
never wears necklaces!
Sophie: I know! I like what I’m wearing today. • Ask the pupils to work individually to write
What about you, Dan? sentences. Move around the room to check
Dan: Er, I’m not sure! their work and offer help.
• When the pupils have finished, invite some to
read out their sentences. Praise them and say
Look at the pictures and
page 17
Well done!
complete the sentences. • Answers: 1 Matt often wears a tracksuit. /
• Say Open your Activity Book at page 17. 2 Clare often wears a necklace. / 3 Clare doesn’t
Give the pupils time to find the page. wear leggings. / 4 Today Matt isn’t wearing a
• Tell the pupils to look at the pictures of Sophie tracksuit. / 5 Today Clare is wearing a skirt. /
and Dan. Ask questions about the pictures to 6 Today Clare isn’t wearing a cap.
check understanding, for example, Does Sophie
often wear a skirt or a tracksuit? (She often
75

Unit 2 Lesson 3

page 89
on page 89.
refer them to the Grammar Quest box in the
Pupil’s Book on page 15.
• Check the answers with the class.
• Answers:
Activity 1: (1) not / (2) ’s / (3) isn’t /
(4) Are / (5) Is / (6) don’t / (7) wears / (8) doesn’t /
(9) Do / (10) Does
Activity 2: (1) wears / (2) helps / (3) ’s wearing /
(4) ’s helping
Activity 3: (1) Is she wearing a headband today?
Yes, she is. / (2) Does he always help his mum?
Yes, he does. / (3) Is he wearing a tracksuit
today? No, he isn’t. / (4) Is she wearing sandals
now? No, she isn’t.

Closing activities
Extra: Ask pupils to invent their own dialogue in


from Word Quest 1.
Homework: Pupils write sentences about what

they often wear, and what they’re wearing today
and what they aren’t wearing today.
76

Unit 2 Lesson 4
Lesson 4 • Display the Unit 2 grammar poster. Get

volunteers to read some of the sentences.
Learning objectives Remind the pupils of the third person ‘s’ after
he/she, in the present simple sentences with
• Identify and say clothes materials
in general. Remind them that the verb to be
• Listen to, read and write an advert for a
changes with I/You/He/She/We/They in the
clothes shop
present continuous sentences with Today. Elicit
• Discriminate between the two sounds /w/
the different structures used for talking about in
and /v/ and know how to spell words which
general compared to talking about today.
contain these sounds
• Play a game with the poster. Tell the class to
Language focus
close their eyes for the count of three, and cover
• cotton, wool, silk, denim, leather a word on the poster. Once the pupils open
• sandals, a cap, a polo shirt, shorts, a their eyes, they put their hands up to tell you the
tracksuit, a denim skirt, leggings, trousers, a covered word. Keep a fast pace to make this
headband, a necklace feel like a game.
• He’s/She’s wearing …
Materials
Main activities
• Grammar poster for Unit 2
page 16
• Class audio CD • Say Open your Pupil’s Book at page 16.
• Optional Basics Book, page 14 Give the pupils time to find the page.
8. Say Look at Word Quest 2. Listen to the
At-a-glance lesson plan clothes materials.
• Play CD 1 track 35 and encourage the pupils
Opening activities to read the words in their Pupil’s Book while
• Grammar practice Grammar poster listening.
summary and game • Play the CD again. Pause after each word and
Main activities encourage the pupils to repeat it.
• Vocabulary presentation Listen and repeat CD1
the words (CD 1 track 35) (PB page 16). 35
cotton
• Listening practice Listen and read. Answer wool
the question (CD 1 track 36). Listen and silk
answer the questions you hear. Listen and denim
check (CD 1 track 37) (PB page 16). leather
• Writing practice Look. Write the missing • Finally, ask pupils to tell you which materials
letters. Write an advert. What are the models often go with different items of clothing, for
wearing? (AB page 18). example, What material is a T-shirt? (cotton)
What about sandals? (leather), etc.
• Funky Phonics Listen and say (CD 1 track
38) (PB page 16).
Listen and read. Answer the
page 16
• Phonics practice Complete and sort the
words. Listen and check (CD 1 track 39) question.
(AB page 18). • Hold up the Pupil’s Book and point to Activity
Closing activities 9. Ask What type of text is this? (an advert).
What is this advert for? (a clothes shop).
• Say the rap as fast as you can.
• Invite a pupil to read the question in the blue
box above the web page: Which material isn’t
Opening activities in the text? Play CD 1 track 36 and encourage
• Say Hello, how are you? The pupils answer the pupils to read the advert in their Pupil’s
and return the greeting. Book while listening. Elicit the answer to the
question (silk).
77

Unit 2 Lesson 4

1 10 Look. Write the missing letters.
8 35 Listen and repeat the words.
Word Quest 2 a c d h i k l m o r t w
1 2 3
1 My T-shirt is co ton.
2 My gloves are made of o l.
1 cotton 2 wool 3 silk 4 denim 5 leather 3 My scarf is s l .

4 My trousers are e t e . 4 5
5 My jacket is eni .
Text type: an advertisement
1
9 36 Listen and read. Answer the question.
Which material isn’t in the text?
11 Write an advert. What are the models wearing? Text type: an advertisement
• She’s wearing lots of
wool. Her hat, scarf,
Fun and Fashionable
Mix and match different materials.
gloves and jumper are
THE BEST CLOTHES all made of wool. She Look at our models and see how to do it!
SHOP IN TOWN! looks warm.
•
• She’s wearing blue wool
Mix and match denim jeans and
Fun
different materials. boots, too. leather
Look at our models cotton
E
IONABL
and see how to do it! COME TO
silk •
SH
• He’s wearing a black
leather jacket and a white AND FA denim
cotton T-shirt. YOU CAN
LOOK FUN AND wool
• He’s wearing black denim FASHIONABLE, TOO! Come to our clothes shop.
jeans. He looks cool! leather
You can look fun and fashionable, too!
What type of clothes do you prefer?
1
10 Listen and answer the questions you hear. Listen and check. CD1
37
12 39 Complete and sort the words. Listen and check.
1
11 Listen and say.
38
w ater hale
Winter gloves, winter gloves. /w/ woolly /v/ gloves
atch olleyball
White woolly winter gloves. water
ork isit
Vera’s very white
woolly winter gloves.
Will’s wearing Vera’s very white
woolly winter gloves!
16 18
9780230734838.Text.indd 16 09/03/2012 15:18 9780230424531.P15-24.indd 18 20/03/2012 09:21
CD1 CD1
36 37
Fun and fashionable … 1 Is it an advertisement for a clothes shop or

an advertisement for different materials?
Funky Clothes – the best clothes shop in town! It’s an advertisement for a clothes shop.
Mix and match different materials. Look at our
2 Is the boy wearing leather?
models and see how to do it!
Yes, he is. He’s wearing a black leather jacket.
He’s wearing a black leather jacket and a white
cotton T-shirt. He’s wearing black denim jeans. 3 Which material is the girl wearing lots of?
He looks cool! She’s wearing lots of wool.
She’s wearing lots of wool. Her hat, scarf, 4 Who’s wearing cotton?
gloves and jumper are all made of wool. She The boy is wearing a white cotton T-shirt.
looks warm. She’s wearing blue denim jeans 5 What kind of denim clothes are they
and boots, too! wearing?
Come to Funky Clothes. You can look fun and They’re wearing denim jeans.
fashionable, too.
Listen and answer the
page 16
understanding of the text; therefore, don’t correct
questions you hear. Listen and the pupils’ grammar or ask for long answers.
check. • Finally, ask individual pupils the

• Hold up the Pupil’s Book and ask the class to personalisation question below the advert What
read the text in Activity 9 again. Ask questions type of clothes do you prefer? Listen to their
to check their understanding, e.g. What is the answers and provide them with new vocabulary
model wearing? (a black leather jacket) etc. as they need it (e.g. polyester, nylon, etc).
they are going to hear some questions on Look. Write the missing
page 18
the CD. Play CD 1 track 37. Pause after each letters.

question and elicit answers from the class • Say Open your Activity Books at page 18.
(these do not have to be complete answers or Give the pupils time to find the page.
continuing to play the CD.
78

Unit 2 Lesson 4
• Hold up the Activity Book and point to Activity CD1

10. Refer the class to the letters in the word 38
pool box. Point to the pictures. Explain that they Winter gloves, winter gloves.
use the letters in the word pool box to complete White woolly winter gloves.
the sentences about the pictures. Vera’s very white
• Check their answers in pairs. Deal with any woolly winter gloves.
discrepancies as a class. Will’s wearing Vera’s very white
• Answers: 1 My T-shirt is cotton. / 2 My gloves woolly winter gloves!
are made of wool. / 3 My scarf is silk. / 4 My
trousers are leather. / 5 My jacket is denim. Complete and sort the
page 18
words. Listen and check.

Write an advert. What are the
page 18
models wearing? 12. Tell the class the words in this activity
• Hold up the Activity Book and point to Activity contain the letter ‘v’ or ‘w’. Ask the pupils to
11. Explain to the pupils that they are going to work in pairs to complete the words. Play CD 1
write an advert for the ‘Fun and Fashionable’ track 39 and get them to check their answers.
clothes shop. There are write-on lines for They can change any answers which are
them to write about the models (a boy and a incorrect.
girl). They need to include materials in their • Get the pupils to work individually and to
sentences. Elicit some possible sentences, for write the words in the correct column. When the
example, She’s wearing a green silk skirt and pupils have finished, check the answers with the
leather boots. class.
• Move around the room to check their work
CD1
and help as necessary.
39
• If you have time, ask different pupils to read /w/
out some of their sentences. water
• Answers: will vary. whale
watch
page 16
Listen and say. work
• Hold up the Pupil’s Book and point to Activity /v/
11. Draw a pair of gloves on the board (two volleyball
hand shapes). Ask What are these? (gloves). visit
Write gloves on the board. Ask Are gloves
usually for summer or winter? (winter). Write
winter on the board. Ask Are gloves usually
wool or cotton? (wool). Write wool on the
board. Underline the ‘v’ in gloves, the ‘w’ in
winter, and the ‘w’ in wool. Say gloves and Closing activities
exaggerate the /v/ sound. Get the pupils to • Say Everybody finish now. Say Goodbye!
repeat. Say wool and winter, and exaggerate Encourage the pupils to close their books and
the /w/ sound. Get the pupils to repeat. tidy up their things.
• Point to the Funky Phonics rap. Explain that
the letters in red have the same /w/ sound as Extra: Play the Funky Phonics rap again on CD
in winter and wool and the letters in blue have 1 track 38, and get pupils to say the rap as they
the /v/ sound as in gloves. Play CD 1 track 38 listen. Then, divide the class into pairs and get them
and encourage the pupils to read the rap in their to practise saying it together, as fast as they can.
Pupil’s Book while listening. Invite volunteers to come and say the rap to the rest
• Play the track again. Pause at the end of each of the class.
line and encourage the pupils to repeat it. Then,
play the CD without pausing and encourage Homework: Pupils find a picture of a model in a
the class to join in with the rap. Repeat this magazine. They cut the picture out and stick it on a
procedure. piece of paper. They write several sentences about
• Invite individual pupils to say the rap aloud. what the model is wearing (including the clothes’
Then ask pupils to read it as fast as possible. materials).
79

Unit 2 Lesson 5
Lesson 5 piece of scrap paper. Get them to write 1-5 on

the paper. Explain they’ll write short answers.
Learning objectives • Then, say Number one. A polo shirt and
• Listen and learn about where materials come shorts are often this material (cotton).
from Continue Number two. A scarf can be this
• Answer comprehension questions about the material, especially in the summer, not in the
text winter. (silk) And so on, until pupils have written
• Read and find out some amazing facts the five materials learned in Lesson 4.
Language focus
• leather, cotton, nylon Main activities
• a textile mill, spin, weave, chemicals, cloth,
skins Look at the poster and discuss.
Materials • Place the CLIL poster Materials on the
• Unit 2 CLIL poster: Materials board. Ask the class to tell you what today’s
• Pupil’s Book, page 17 lesson is about. Ask the class the questions
• Activity Book, page 19 in the Teacher’s Questions box on the poster.
• Class audio CD Encourage your pupils to speak English as
• Optional Basics Book, page 15 much as possible but use L1 as necessary. Get
the class interested in the topic.
At-a-glance lesson plan Focus on vocabulary.

Opening activities the poster. Use the pictures to teach them the
• Materials vocabulary quiz key words/phrases they need for this lesson:
Main activities a textile mill, spin, weave, chemicals, cloth,
• Unit 2 CLIL poster activities Materials. skins. Ask basic questions to check their initial
Look at the poster and discuss. Focus on understanding of these words/phrases, e.g.
vocabulary. Where do people make materials? (in a textile
mill). Which material comes from chemicals?
• CLIL main activities Listen and read. Answer
(nylon). The work in the Pupil’s Book and
the audience questions (CD 1 track 40). Read
Activity Book will extend pupils’ understanding
and say ‘True’ or ‘False’ (PB page 17).
of these words.
• CLIL follow-up activities Write the words
Amazing Facts on the poster.
in the correct column. Write the words
about cotton in order. Then write sentences
about leather. Listen and complete the Listen and read. Answer the
page 17
chart about Jack’s new clothes (CD 1 track audience questions.

41). Complete the amazing facts. Write the • Say Open your Pupil’s Book at page 17.
mystery word (AB page 19). Give the pupils time to find the page.
• Remind pupils that the questions on the
Closing activities mobile phone have been sent in to the Quest
• Make a poster. team by the Quest audience. Read the
• Bilingual dictionary (AB page 24). questions aloud to the class. Encourage pupils
to predict the answers but don’t say if they are
right or wrong.
Opening activities • Say Listen and read. Answer the questions.
• Say Hello, how are you? The pupils answer Play CD 1 track 40 and encourage the pupils
and return the greeting. to read the main text as they listen. Afterwards,
ask the pupils to raise their hands to answer the
Vocabulary quiz. questions. Accept short answers.
• Do a quiz with your class to practise the • Answers: 1 a plant / 2 No, it isn’t / 3 in a
materials vocabulary from Lesson 4. Divide
the class into small groups. Give each group a
80

Unit 2 Lesson 5
2 Lesson 5 C LI L Science 2 Lesson 5 C LI L Science

Audience 13 Write the words in the
correct column. a textile mill animals artificial plants natural
Questio
12
1
40 Listen and read. Answer the audience questions. ns: a chemical plant a tannery natural plastic
1 Where
does cotto
materials come from

from? n come
SMS from
Where
Pa
ula in Wa nylon leather cotton
2 Is nylo les
na
material natural
a textile mill
SMS from
?
Ben in En
Cot ton is a natural material. This is the pop star, Katy Perry. 3 Whe re do pe
gland
nylon? ople mak

It comes from cotton plants. What’s she wearing? e
SMS from
The cotton plants go to a textile Jenny in
Sc
otland
4 Which 14 Write the words about cotton in order. Then write sentences about leather.
mill where machines clean the mat
from anim erial comes
cotton. Later, other machines SMS al skin?
from Kie
ron
Cotton
spin the cotton into strands. in Irelan
d 1 is / material / a / Cotton / natural / .
Then, machines weave the Cotton is
strands into cloth.
a c ot to n 2 comes / plants / . / It / from / cotton
and nylo n Amazing fact
dress 3 to / mill / . / The / a / go / cotton / textile / plants
Cotton is cool P rehis toric cave
le
when it’s hot! a w o olly pain tings sho w peop
c ardigan wear ing leat her
w
cloth es – that ’s ho
Nylon is strong
and elastic. Wool is Leather
old leat her is!
warm and 4
light to wear.
Nylon is an artificial material. 5
It’s a type of plastic. Nylon is le ath e r
sh oes 6
made in a chemical plant.
Machines mix chemicals at a Leather
high temperature to make a lasts a 15
CD1
Listen and complete the chart about Jack’s new clothes. I wear … What about you?
41
long time!
semi liquid. Later, other
machines spin this semi Amazing fa Item of clothing: boots
liquid into strands of
ct
T h e m o ne Leather is a natural Colour:
y
nylon. Then, machines U SA isn ’ in th e material. It comes from the Material:
t m ad e
of pa pe r, skin of animals, especially
weave the strands it’ s 7 5%
co tt o n! cows. The animal skins go
into cloth.
to a tannery. Here, different 16 Complete the amazing facts. Write the mystery word.
ct
13 Read and say ‘True’ or ‘False’. Amazing fa s ay chemicals make the animal
op le
S o m e pe w o rd skins into leather. Some
1 Cotton is an artificial material. th at th
e
chemicals clean the leather, Amazing facts London Cave word cotton people
m es k
2 Nylon is a type of plastic. ny lo n co Yo rk some chemicals preserve it,
Mystery
fr o m N ew n! 1 The money in the USA isn’t paper, it’s 75% . Word! You can wear this.
3 People make cotton in a tannery. an d L o nd o and some chemicals make
4 Leather can be hard or soft. the leather hard or soft. 2 The nylon comes from New York and .
Online
3 paintings show wearing leather clothes.
Where does linen come from?
17 19
9780230734838.Text.indd 17 09/03/2012 15:18 9780230424531.P15-24.indd 19 20/03/2012 09:21
chemical plant / 4 leather

Then, machines weave the strands into cloth.
CD1
40 Leather is a natural material. It comes from the
Where materials come from skin of animals, especially cows. The animal
skins go to a tannery. Here, different chemicals
Girl: Where does cotton come from? Paula in
make the animal skins into leather. Some
Wales
chemicals clean the leather, some chemicals
Boy: Is nylon a natural material? Ben in
preserve it, and some chemicals make the
England
leather hard or soft.
Girl: Where do people make nylon? Jenny in
Scotland
Option: Ask the class to close their books. Write
Boy: Which material comes from animal skin?
the audience questions on the board. The pupils
Kieron in Ireland
work in pairs and guess the answers to the
This is the pop star, Katy Perry. What’s she questions. Feed back their ideas as a class. Then
wearing? ask the class to open their Pupil’s Books at page
A cotton and nylon dress – Cotton is cool when 17. Play CD 1 track 40 as they read. The pupils see
it’s hot! Nylon is strong and elastic. if their initial ideas were correct or not. Feed back
A woolly cardigan – Wool is warm and light to the correct answers as a class.
wear.
Leather shoes – Leather lasts a long time! page 17
Read and say ‘True’ or ‘False’.
Cotton is a natural material. It comes from • Hold up the Pupil’s Book and point to Activity
cotton plants. The cotton plants go to a textile 13. Ask the pupils to work in pairs, to read the
mill where machines clean the cotton. Later, sentences and say if they are true or false. They
other machines spin the cotton into strands. can write the answers in their notebooks or on
Then, machines weave the strands into cloth. scrap paper.
Nylon is an artificial material. It’s a type of • When the pupils have finished, check the
plastic. Nylon is made in a chemical plant. answers with the class. Ask different pupils
Machines mix chemicals at a high temperature to read the sentences, and then ask True or
to make a semi liquid. Later, other machines False? Encourage the pupils to read you the
spin this semi liquid into strands of nylon. parts of the text which justify their answers.
81

Unit 2 Lesson 5
• Answers: 1 false / 2 true / 3 false / 4 true

through. Then, play it again but pause after each
• Hold up the Pupil’s Book and point to the piece of information is given. Correct their work
Amazing facts. Ask pupils to read them out. Ask together, as a class. Praise them for their effort
questions to check that pupils have understood by saying Good listening!
favourite amazing fact? CD1
41
Kiera: Let me see your new clothes, Jack.

Write the words in the
page 19
Jack: Well, these are my new black boots.
correct column. Kiera: I like them. They look very strong.
• Say Open your Activity Book at page 19. Jack: Yes, they are. They’re leather boots.
Give the pupils time to find the page. They’re good for walking.
• Hold up the Activity Book and point to Activity Kiera: And are your trousers new, too?
13. Refer the class to the word pool box. Look Jack: Yes, they are. Do you like them?
at the example. Do a couple more words/ Kiera: Yes, I do. They’re a great colour.
phrases from the word pool box with the class Jack: Yeah. I like green. Green’s a happy
orally to check they understand. colour.
• The pupils work individually to categorise Kiera: I agree. And are your new trousers
the vocabulary. Encourage them to check with nylon?
a partner once they’ve finished. Write three Jack: No, they’re cotton. I prefer cotton.
headings on the board, check the answers as a • Answers: 1: boots / black / leather / 2:
class and write the answers on the board, under trousers / green / cotton
the appropriate heading.
• Answers: nylon: artificial, plastic, a chemical Complete the amazing facts.
page 19
plant / leather: animals, natural, a tannery /

Write the mystery word.
cotton: a textile mill, plants, natural
16. Check the pupils understand the instructions.
Write the words about cotton
page 19
Refer them to the words in the word pool box.
in order. Then write sentences Ask the pupils to write the missing words.
about leather. • Check the answers with the class. Ask
• Hold up the Activity Book and point to Activity different pupils to read out their completed
14. Refer the class to the completed column on sentences.
the board. Then, do the first sentence with the • Write the circled letters on the board and
class orally. Afterwards, pupils can work in pairs encourage the pupils to work out from the
to unscramble the sentences. letters what the mystery word is.
• Check the answers about cotton with the • Answers: 1 cotton / 2 word, London / 3 Cave,
class. Write the three sentences on the board. people / Mystery Word: necklace
Refer the pupils to these sentences as a model
before completing sentences about leather.
• Answers: Cotton: 1 Cotton is a natural
material. / 2 It comes from cotton plants. / 3 The
Where does linen come from?
cotton plants go to a textile mill. Leather:
Option: Hold up the Pupil’s Book and point to
4 Leather is a natural material. / 5 It comes from
the Online Quest at the bottom of page 17. Say
animals. / 6 The animal skins go to a tannery.
This is a Quest challenge. Take your class to the
computer room so they can research the answer
Listen and complete the
page 19
(linen comes from the flax plant).
chart about Jack’s new clothes. Ask the pupils to find out about linen. Give them
• Explain the activity. The pupils will listen to a some questions to help structure their research: Is
conversation between Kiera and Jack. They’re linen natural or artificial? Where do people make
talking about Jack’s new clothes. The pupils it? What machines do people use?
need to write the items of clothing, the colour of
Get the class to write down their research answers in
the clothes and what materials they are.
their notebook or on paper. Then, get pupils to share
• Play CD 1 track 41, pause after the first their information with the class. Help them to say
line, and check the pupils understand how to what they want to say in English by referring back to
complete the chart. Play the CD all the way the structures used in previous writing tasks.
82

Unit 2 Lesson 5

refer them to page 15, Activities 13, 14, 15 and 16.
Closing activities

different materials to present to the rest of the class.

from Word Quest 2.

found, using complete sentences. Or, they can find
out about another material.
83

Unit 2 Lesson 6

• Do a Culture Quiz • Hold up the Unit 2 CLIL poster to review what
• Learn about the UK and the English- the class learnt in Lesson 5. Ask questions
speaking world about each material to check understanding,
• Listen, read and understand a letter for example, Is cotton a natural or artificial
• Listen and find information about what material? Where does it come from? Where
clothes people often wear and clothes is it made? What do the machines do with
they’re wearing today. the cotton?
• Complete a description
Language focus
• sandals, a cap, a polo shirt, shorts,
Main activities
a tracksuit, a denim skirt, leggings, trousers, Do the quiz. Listen and
page 18
a headband, a necklace check.

• cotton, wool, silk, denim, leather
• I often wear … / I don’t often wear … / Today,
I’m wearing …
• He/She often wears … • Hold up the Pupil’s Book and point to Activity
• He/She doesn’t often wear … 14. Tell them that they are going to find out
• Today, he/she’s wearing … some interesting facts about clothes in Britain
and other English-speaking countries (in today’s
Materials
lesson, the USA).
• Say Let’s do the Quest Culture Quiz about
clothes in Britain and other English-speaking
leggings, trousers, a hairband, a necklace
countries. Put the pupils in pairs. The pupils
work in pairs and answer the quiz questions.
They can write their answers on a piece of scrap
• Unit 2 CLIL poster
paper or in their notebooks.
• Class audio CD
• Optional Basics Book, page 16 • When the pupils finish, ask them to swap
check and write a ✓ and a ✗ on the board so
At-a-glance lesson plan they understand they should mark the other
(PB page 18 and AB pages 20 and 24) pair’s quiz. Play CD 1 track 42. Pause after each
Opening activities answer, so the pupils have time to correct their
• Review the Unit 2 CLIL poster. friends’ quiz.
Main activities • Ask the pupils to return the marked quizzes so
they can see how they did. Praise them, saying
• Culture Quiz Do the quiz. Listen and check Well done!
(CD 1 track 42) (PB page 18). Match the
sentence halves (AB page 20). CD1
42
• Writing and listening practice Star Writer
Listen and read (CD 1 track 43) (PB page Sophie: And now a Quest Culture Quiz!
18). Look at Emma’s letter on page 18 in the 1 A kilt is a traditional … skirt for men from
Pupil’s Book. Complete column A (AB page Scotland.
20). Listen and complete column B The answer is B!
(CD 1 track 44) (AB page 20). Complete 2 The mini skirt comes from … the UK.
Sam’s letter. Look at column B (AB page 20). The answer is A!
3 Jeans are made from a material called denim.
• Vocabulary practice Bilingual Dictionary Denim is a type of … cotton.
(AB page 24) The answer is C!
Closing activities 4 … New York is a city in the USA famous for
• Clothes vocabulary game. fashion.
The answer is A!
5 Silk is a material that comes from … a worm.
The answer is C!
84

Unit 2 Lesson 6

Culture Quiz
17 Match the sentence halves.
1
14 42 Do the quiz. Listen and check.
1 A kilt is a traditional skirt for men a fashion.
1 A kilt is a traditional ... for men from Scotland . 2 The miniskirt comes from b cotton.
a ) polo shirt b) skirt c) tracksuit 3 Denim jeans are made from a type of c from Scotland.
the USA
2 T he miniskirt comes from ... . 4 New York is famous for d the UK.
a ) the UK b) the USA c) Canada 5 Silk is a material that comes from e a worm.
3 Jeans are made from a material called What are your favourite clothes?
denim. Denim is a type of ... .
Language fac
a ) wool b) leather c) cotton t 18 Look at Emma’s letter on page 18 in the Pupil’s Book. Complete column A.
In the UK ,
peo ple often
say ‘Wh at a A Emma B Sam
4 ... is a city in the USA famous for fashion. gre at
T-s hirt!’ or
a ) New York b) New Orleans c) Las Vegas the UK ‘Wh at gre at
sho es! ’ wh en black leggings,
the y rea lly
5 Silk is a material that comes from ... . like you r clot Today?
hes .
a ) a plant b) a bird c) a worm
✓
1 At the weekend? ✓
15 Listen and read.
43
Write to Quest TV. ✗
Tell us about your clothes. Tell About my friend:
us about a friend’s clothes, too.
Hi Quest team, Today?
Today I’m wearing

trainers. My T-s black leggings, a white T-shir CD1
I often wear my hir t and red

t has got a heart 19 Listen and complete column B.
Lesson 7:
44
on it. At the
blue leggings – I favourite denim skirt and my weekend, Write your letter 20 Complete Sam’s letter. Look at column B.
wear jeans, but I think it looks cool! I sometimes (Activity Book,
My friend is called don’t often wear page 21).
a dress. Today I’m wearing 1 and a cotton 2 .
wearing denim sho Jane. Today she’s Oh yeah, and I’m also wearing 3 . At the weekend, I often wear cotton
a cap and brown rts, a cotton T-s Lesson 8:
leather sandals. hirt,
4 and 5 , if it’s hot. If it’s sunny, I also wear a
Do the Progress 6 . I don’t normally wear a 7 . My friend is called
See you! Check (Activity
8 . Today he’s wearing a blue 9 , a cotton
Book, page 22).
Emma 10 , and white 11 .
Jane and me
9780230734838.Text.indd 18 09/03/2012 15:18 9780230424531.P15-24.indd 20 20/03/2012 09:22
• Answers: 1 b / 2 a / 3 c / 4 a / 5 c page 18
Listen and read.
• Ask the pupils what they say if they love
somebody’s clothes. Pupils can answer in • Hold up the Pupil’s Book and point to Activity
L1. Ask pupils if they know what people say 15. Say This is the Quest TV Star Writer. Invite
in English. Acknowledge logical answers and a pupil to read the instructions (Write to Quest
praise the pupils for their ideas, saying Well TV. Tell us about your clothes. Tell us about a
done! friend’s clothes, too.). Then say Lots of people
write to Quest TV. Each week they choose
• Hold up the Pupil’s Book and point to the
the best writing. Their star writer today is
Language fact. Invite a pupil to read out the
Emma. Let’s listen and read. Encourage the
sentence. Then repeat the key phrases and do a
pupils to read the text as they listen. Play CD 1
thumbs-up sign to help comprehension of What
track 43.
a great T-shirt! and What great shoes!
page 20
Match the sentence halves. some true or false sentences. Encourage
them to say true or false and correct the false
• Say Open your Activity Book at page 20. sentences, for example, This letter is about
Give the pupils time to find the page. free-time activities (False. It’s about clothes.)
• Hold up the Activity Book and point to Activity Emma sometimes wears jeans. (True) At the
17. Ask the pupils to work individually to draw weekend she wears shorts. (False. She wears
lines matching the sentence halves. a skirt or leggings.) She often wears a dress.
• When the pupils have finished, check the (False. She doesn’t often wear a dress.) Today
answers with the class. Jane’s wearing white leggings. (False. She’s
• Answers: 1 c / 2 d / 3 b / 4 a / 5 e wearing denim shorts.) She’s wearing brown
sandals. (True)
• Invite a pupil to read out the personalisation
question What are your favourite clothes?
Encourage the pupils to answer, describing the
clothes they like wearing. Listen to their answers
and praise their speaking.
85

Unit 2 Lesson 6
CD1 • Answers: (Sam): Today: jeans, cotton polo

43 shirt, trainers / At the weekend: (✓) cotton
Write to Quest TV. Tell us about your clothes. shorts, sandals, cap / (✗) tracksuit / My friend’s
Tell us about a friend’s clothes, too. name: Mike / Today: blue tracksuit, cotton
T-shirt, white trainers
Hi Quest team,
Today I’m wearing black leggings, a white CD1
T-shirt and red trainers. My T-shirt has got a 44
heart on it. At the weekend, I often wear my Sam: Hi. My name’s Sam. Today I’m wearing
favourite denim skirt and my blue leggings – I jeans and a cotton polo shirt. Oh yeah, and I’m
think it looks cool! I sometimes wear jeans, also wearing trainers. At the weekend, I often
but I don’t often wear a dress. My friend is wear cotton shorts and sandals, if it’s hot. If it’s
called Jane. Today she’s wearing denim shorts, sunny, I also wear a cap. I don’t normally wear
a cotton T-shirt, a cap and brown leather a tracksuit. My friend is called Mike. Today he’s
sandals. wearing a blue tracksuit, a cotton T-shirt and
See you! white trainers.
Emma
Differentiated learning: If your class find English
difficult, ask your pupils to only write the item of
Look at Emma’s letter
page 20
clothing (and not the adjectives, too).
on page 18 in the Pupil’s Book.
Complete column A.
Complete Sam’s letter. Look
page 20
18. Ask the pupils to work individually to at column B.

complete column A with the information from • Hold up the Activity Book and point to
the Pupil’s Book description on page 18. Refer Activity 20. Check the pupils understand the
the pupils to the example answer and check instructions. Ask the pupils to work individually
understanding. to complete the sentences in Sam’s letter about
• When the pupils finish writing, check the himself and his friend, Mike. Refer the pupils to
answers with the class. Emma’s model text in their Pupil’s Book on page
18 and column B in Activity 18.
• Answers: (Emma): Today: black leggings,
white T-shirt, red trainers / At the weekend: (✓) • Move around the room to check the pupils’
denim skirt, blue leggings, jeans / (✗) dress / work. Praise it and say Very good!
My friend’s name: Jane / Today: denim shorts, • Get pupils to check their answers in pairs.
cotton T-shirt, cap, brown leather sandals Where they have a different answer, they should
both look back at column B and try to find
Differentiated learning: If your class find English the correct answer. Finally, check the answers
difficult, ask your pupils to only write the item of with the class. Ask different pupils to read the
clothing (and not the adjectives, too). completed sentences.
• Answers: 1 jeans / 2 polo shirt / 3 trainers /
Listen and complete
page 20 4 shorts / 5 sandals / 6 cap / 7 tracksuit / 8 Mike
/ 9 tracksuit / 10 T-shirt / 11 trainers
column B.
Differentiated learning: If pupils find writing in
19. Tell the pupils they’re going to listen to a
English easy, ask them to do this writing task
boy called Sam. He’s talking about himself
without looking at the model letter in their Pupil’s
and his friend, Mike. Explain that they must
Book.
listen carefully and complete column B with the
correct answers. Explain that Sam is talking
about clothes. page 24
• Play CD 1 track 44, pausing at the end of • Ask the pupils to turn to page 24 in their
each sentence to give the pupils time to write Activity Book. Remind pupils that the Bilingual
the answers. Play the CD again for the pupils to Dictionary is where they can keep a record of
check their work. the words they have learnt in this unit.
• Check the answers with the class. Write the • Pupils work individually to complete the CLIL
correct words on the board. words.
86

Unit 2 Lesson 6

Closing activities
Extra: Play a miming game to practise the clothes

vocabulary. Shuffle word cards and put them face
down on your desk. Ask a volunteer to come and
look at the first flashcard. He/She mimes putting
on this item of clothing/accessory to the class.
Pupils raise their hands to say the item of clothing/
accessory, e.g. a headband.
Homework: Pupils write a Culture Quiz about

clothes in their country. Ask pupils to research facts
about clothing in their country on the internet, in
are correct.
87

Unit 2 Lesson 7
Lesson 7
2 Lesson 7
Learning objectives 21 Write the words in the correct column. Learning to
LEARN
• Categorising clothes/accessories with their a tracksuit a necklace sandals boots a headband a cap a denim skirt
a belt leggings a coat a scarf a polo shirt a watch shorts trousers
corresponding season In summer In winter All year Accessories
• Writing about what you often wear at the a tracksuit
weekend and what you are wearing today

• Planning and writing a description
Language focus 22 Make notes about you and your friend. Then draw. Me today.
• sandals, a cap, a polo shirt, shorts, a My name:
tracksuit, a denim skirt, leggings, trousers, a Today? ✓

At the weekend? ✓
headband, a necklace At the weekend? ✗
• cotton, wool, silk, denim, leather My friend’s name:

Today? ✓
• I often wear … / I don’t often wear … / Today, My friend today.
I’m wearing … 23 Write a letter to Star Writer. Use your notes from Activity 22.
• He/She often wears … / He/She doesn’t

often wear … / Today, he/she’s wearing … 30
CENTS
POST
Materials
leggings, trousers, a headband, a necklace

9780230424531.P15-24.indd 21 20/03/2012 09:22
• Divide the class into two teams, A and B. Ask

a pupil in team A to guess the card. If he/she
(AB page 21)
doesn’t guess correctly, ask a pupil in team B
Opening activities to guess. Continue in this way until someone
• Vocabulary practice A flashcard game guesses correctly. The team that guesses
to revise this unit’s clothes/accessories correctly gets a point. Then, stick flashcard
vocabulary number 1 on the board again, face down.
Main activities • Take down flashcard number 2 and get the
• Vocabulary activity Write the words in the teams to guess again. The team to guess
correct column (AB page 21). correctly gets the point. And so on, until all ten
• Speaking and writing practice Make flashcards have been guessed and are back on
notes about you and your friend. Then draw the board face down. The team with the most
(AB page 21). points wins the game.
• Writing practice Write a letter to Star Writer. • Finally, ask volunteers to raise their hands
Use your notes from Activity 22 (AB page and to tell you flashcards 1-10 on the board
21). from memory. Congratulate the first pupil who
manages to say all the flashcard words in the
Closing activities
correct order from memory.
• Play a clothes and materials game.
Main activities
Opening activities
• Say Hello, how are you? The pupils answer Write the words in the
page 21
and return the greeting. correct column.

• Play a flashcard game to revise this unit’s • Say Open your Activity Book at page 21.
clothes/accessories vocabulary. Mix up the Give the pupils time to find the page.
flashcards. Stick them face down on the board
and label them 1-10. Take down flashcard
21. Ask When do we wear a tracksuit? In
number 1 and hold it so that only you can see it.
the summer? In the winter? All year? Pupils
Say Guess number 1.
put up their hands to answer (all year). Ask the
88

Unit 2 Lesson 7
pupils to work individually to write the clothes Closing activities

and accessory words in the correct columns.
• When the pupils have finished, check the Encourage the pupils to close their books and
answers with the class. Say to the pupils Let’s tidy up their things.
check our answers.
• Answers: In summer: sandals, a cap, a polo Extra: Play a game to revise clothes and materials.
shirt, shorts; In winter: boots, a coat, a scarf; Say Everybody stand up. Then say Sit down if
All year: a tracksuit, a denim skirt, leggings, you’re wearing green cotton shorts. Anyone
trousers; Accessories: a necklace, a headband, wearing the above clothing sits down. Continue
a belt, a watch saying other clothes and accessories. The final
pupil(s) standing is the winner. Keep up a fast pace.
Make notes about you and
page 21
your friend. Then draw. Homework: Ask your class to write their
• Hold up the Activity Book and point to descriptions in neat on pieces of paper. Get them to
Activity 22. Ask the pupils to complete the draw a small picture to illustrate their descriptions.
first part about the clothes and accessories Then, display their writings on the classroom wall
they themselves wear. They then complete the under the heading Our Star Writer letters! Each week,
second part, by looking at a friend to see what you can choose one description and read it to the
they are wearing. class as the Star Writer. Stick a star next to it on the
display. Make a note of the Star Writer each week, to
• They draw a picture showing what they and
ensure each pupil has a turn to be the Star Writer.
their friend are each wearing today.
• Afterwards, get pupils to tell you something
about themselves or their friend, e.g. At the
weekend, I often wear trousers.
Write a letter to Star Writer.

page 21
Use your notes from Activity 22.

23. Explain to the pupils that this is their turn
to be Star Writer on Quest TV. Ask the pupils to
write a letter about clothes. They should write
about themselves and their friend. Tell the pupils
that they should use the notes they have made
in Activity 22. They can also refer to Sam’s
description on the previous page in their Activity
Book.
• Ask the pupils to work individually to write the
description. Move around the room to offer help.
Encourage pupils to draw themselves, too, if
appropriate. When the pupils have finished, take
their books in to correct their writing.
Differentiated learning: If your students find

writing in English difficult, don’t expect them to
include adjectives about the clothes. If your pupils
find writing in English easy, refer them to the model
writing in their Pupil’s Book and encourage them to
use some of the additional language.

refer them to page 16, Activity 20. Once pupils have
completed all the activities, ask them to turn to the
Bilingual Dictionary on page 63. Encourage them to
complete the words they have learnt in this unit.
89

Unit 2 Lesson 8
Lesson 8

• Complete the Bilingual Dictionary for Unit 2 1 sandals 2 a cap 3 a polo shirt 4 shorts 5 a tracksuit
• Add words to the fashion Concept Map to

create a personalised record 6 a denim skirt 7 leggings 8 trousers 9 a headband 10 a necklace
• Complete Unit 2 in the Grammar Builder Word Quest 2 Learning to Go to the Bilingual Dictionary
LEARN words and expressions
Language focus
51
(Activity Book, page 24).
Grammar Quest Present continuous and Present simple

Affirmative and negative
tracksuit, a denim skirt, leggings, trousers,
1 cotton
Now In general (always/often/sometimes/never)
a headband, a necklace I
‘m wearing
‘m not wearing
trousers.
I
You
wear
don’t wear
trousers.
• cotton, wool, silk, denim, leather 2 wool

He
She
‘s helping
isn’t helping
Sandra.
Cassy.
He
She
helps Sandra.
doesn’t help Cassy.
• I often wear … / I don’t often wear … / Today, We

You
‘re wearing
leggings.
We
You
wear
leggings.
aren’t wearing don’t wear
I’m wearing … 3 silk
They They
• He/She often wears / He/She doesn’t often Questions and short answers
Are you Do you
wear / Today, he/she’s wearing … Is he/she
helping Dave?
Does he/she
help Dave?
4 denim
Materials Yes, I am. Yes, he/she is.
No, I’m not. No, he/she isn’t.
No, I don’t. No, he/she doesn’t.
• Flashcards and word cards: sandals, a cap, Learning to

a polo shirt, shorts, a tracksuit, a denim skirt, 5 leather
leggings, trousers, a headband, a necklace 19
• Pupil’s Book page 19

• Activity Book pages 22, 23 and 24
9780230734838.Text.indd 19 09/03/2012 15:19
• Grammar Builder
• Class audio CD Closing activities
• Optional Basics Book, page 17 • Act out the dialogue.
Grammar Builder Unit 2) Opening activities
Opening activities • Say Hello, how are you? The pupils answer
• Vocabulary Game Play Ten unit questions. and return the greeting.
Main activities • Play Ten unit questions.

• Unit 2 Language Guide Word Quest 1 and • Ask the pupils ten questions about Unit 2. The
2, Grammar Quest (PB page 19). pupils write one word or short answers to the
Progress Check 2 questions.
• Vocabulary Complete the sentences. Use • Here are some suggestions for questions:
clothes words and materials words (AB page Ask questions about this unit’s main vocabulary
22). sets, for example, Name something you wear
on your head (a cap). What is a good item of
• Grammar Write the sentences. Use the clothing for doing sports? (a tracksuit). What
present simple and present continuous material is good for a scarf in the winter?
(AB page 22). (wool). What material is good for a scarf in
• Listening Listen and draw lines (CD 1 track the summer? (silk).
45) (AB page 23). • Ask simple comprehension questions based
• Reading Read and write ‘True’ or ‘False’ (AB on the story in Lesson 2, for example, Name
page 23). one thing Cassy wears at the Greenhill
• Speaking Ask and answer. Make your own Fashion Show. (a dress / a headband /
dialogue (AB page 23). sandals). Name one thing Sandra wears at
• Vocabulary practice Complete the Bilingual the Greenhill Fashion Show. (a denim skirt /
Dictionary (AB page 24). leggings).
90

Unit 2 Lesson 8
Progress Check 2
1 Complete the sentences. Use clothes words and materials words. Vocabulary 3
CD1
Listen and draw lines. EX AM
CTI CE Listening
45 PRA
1 He’s wearing a polo shirt and otncto . Jim Laura Pam
2 She’s wearing a , a eidnm jacket and a .
3 He’s wearing a and a .
Matt Kevin Jill

4 She’s wearing a iksl skirt and a .
4 Read and write ‘True’ or ‘False’. Reading
5 She’s wearing yonln and therlea
This is Annie and Alex, the actors from a famous TV show. In this photo, they’re collecting their
. special acting awards. They’re wearing amazing clothes. Annie’s wearing a long red dress and red
sandals. Alex is wearing grey trousers, black shoes and a white shirt. But they don’t always wear
these amazing clothes. When Annie’s at home, she often wears leggings and a T-shirt. Alex likes
6 He’s wearing and a scarf made from lwoo . walking in the park to relax and he often wears shorts, a polo shirt and a cap.
2 Write the sentences. Use the present simple and present continuous. Grammar
1 Annie and Alex are famous singers. False
2 Annie always wears a dress.
1 He often wears trousers . Often Today 3 Annie is wearing red sandals in the photo.
2 Today he’s . 4 Alex is wearing grey trousers in the photo.
1 wear trousers 2 wear shorts
wear shorts
3 She . 5 Annie often wears leggings in the park.
3 play table tennis 4 do exercise
do exercise
4 6 Alex often wears a cap.
5 listen to music 6 watch TVwatch TV
5 He .
7 eat peaches 8 eat pearseat pears
6 5 Ask and answer. Make your own dialogue. Speaking
7 She . What are you wearing today?
8
I’m wearing (trousers and a polo shirt).
What do you usually

wear at the weekend?
I wear (a tracksuit and a cap).
YES • Remember vocabulary from the unit. YES • Understand a short listening. • Read about what people are wearing.
22
I CAN • Use the present simple and the present continuous to talk about in general and now. I CAN • Talk about what I usually wear and what I’m wearing today.
23
9780230424531.P15-24.indd 22 20/03/2012 09:22 9780230424531.P15-24.indd 23 20/03/2012 09:22
• Ask questions about this unit’s grammar, for the pupils to spend a few minutes just looking
example, Complete the sentence: Today, over the vocabulary and grammar, in silence.
Peter … cotton trousers. (is wearing). Which Afterwards, ask them if they have any questions
sentence is correct, a or b? a) I often am about the vocabulary or the grammar.
wearing shorts. b) I often wear shorts.
(sentence b). Progress Check 2. Complete
page 22
• Ask questions about this unit’s CLIL lesson, the sentences. Use clothes words
for example, Where does leather come from? and materials words.
(an animal). Name an artificial material we use
for leggings. (nylon).
• Check the answers with the class. Pupils put that the Progress Check pages focus on all the
up their hands to answer. Write the answers on language they’ve been studying in Unit 2.
Option: Pupils can play this game in pairs or in 1. Ask the pupils to work individually to look at
groups. Give each group or pair a piece of paper the pictures and write the correct words in the
and a pencil. Read out the questions, and then sentences. They also unscramble the words in
ask the groups to exchange papers and mark one bold before some of the gaps.
another’s work. The groups get one point for each • When the pupils have finished, check the
correct answer. The group with the most points answers with the class.
wins. • Answers: 1 polo shirt, cotton shorts / 2 skirt,
denim, necklace / 3 tracksuit, cap / 4 silk,
Main activities headband / 5 nylon leggings, leather sandals /
6 trousers, wool
page 19
Write the sentences. Use
page 22
Language Guide.
the present simple and present
Give the pupils time to find the page. continuous.
• Hold up the Pupil’s Book and point to Word • Hold up the Activity Book and point to Activity
Quest 1 and 2 and the grammar boxes. Tell 2. Refer the pupils to the boxes on the right.
Check they understand how to use them.
91

Unit 2 Lesson 8
Elicit the first two sentences with the class as

Girl: No, she isn’t. Jill’s wearing leggings.
a whole, orally. Remind them that we use the
Man: Oh, yeah. And a silk shirt.
present simple to talk about what people often
Girl: That’s right. And Pam’s wearing a short
wear/do, and the present continuous to talk
denim skirt.
about what people are wearing/doing today.
Man: Is Pam wearing a necklace, too?
• Ask the pupils to work individually to write Girl: Yes, that’s right.
sentences. Move around the room to offer help. Man: And who’s that funny man?
• When the pupils have finished, check their Girl: The man wearing the leather trousers and
work by asking different pupils to read out their the leather jacket? That’s my teacher, Kevin
sentences. Jones.
• Answers: 1 He often wears trousers. / 2 Today, Man: Oh, he looks funny.
he’s wearing shorts. / 3 She often plays table
tennis. / 4 Today, she’s doing exercise. / 5 He CYL Exam Practice: This listening activity provides
often listens to music. / 6 Today, he’s watching practice for pupils who may do the Cambridge
TV. / 7 She often eats peaches. / 8 Today, she’s Young Learner exams.
eating pears.
page 23
Listen and draw lines. Read and write ‘True’ or
page 23

‘False’.
3. Read out the names around the picture. • Hold up the Activity Book and point to Activity
Check the pupils know if they are boy’s names 4. Ask the pupils to read about Annie and Alex.
or girl’s names, e.g. Jill is a girl’s name. Ask They are actors. You may also want to read the
them to describe what they can see in the text aloud as the pupils follow in their books.
picture, e.g. A girl is wearing a denim skirt and a • When the pupils have finished reading,
necklace. ask them questions to check understanding,
• Say Listen and draw lines from the people’s for example, What is Annie wearing in the
names to the people in the picture. Tell them photo? (a red dress and sandals). What is
that you will play the CD twice. Alex wearing in the photo? (trousers, a shirt,
and shoes). Does Annie often wear a dress
• Play CD 1 track 45 all the way through without
at home? (No, she doesn’t). What does Alex
stopping. Pupils complete what they can. Play
often wear in the park? (shorts, a tracksuit and
the CD again. Pause a short time after each
a cap).
activity and to check their answers. • Ask the pupils to work individually to read the
sentences under the text and write whether they
• Finally, check the answers orally with the
are true or false.
class.
• When the pupils have finished, get them to
• Answers: Laura: long denim skirt, a hairband
check their answers in pairs. Where they have
/ Matt: shorts, a T-shirt (stripes) / Jill: leggings,
different answers, get them to look back at the
silk shirt / Pam: short denim skirt, necklace /
text and decide which is correct. Finally, write
Kevin: leather trousers, leather jacket
the answers on the board for them to check a
CD1 final time.
45
• Answers: 1 False / 2 False / 3 True / 4 True /
Man: Wow. Are they your friends in the fashion 5 False / 6 True
show?
Girl: Yes, they look great! Oh, look at Laura. Ask and answer. Make your
page 23
Man: Which one is Laura?
Girl: She’s wearing a denim skirt and a own dialogue.
headband. • Hold up the Activity Book and point to Activity
Man: Is her denim skirt long or short? 5. Ask two pupils to read out the dialogue.
Girl: It’s a long denim skirt. • Say to the pupils Now, you talk about the
Man: Oh yeah. I can see Laura now. clothes you often wear at the weekend and
Girl: And there’s Matt. He’s wearing shorts and the clothes you’re wearing today. Ask the
a T-shirt. pupils to work in pairs. They should use the
Man: I like the stripes! dialogue as a model, substituting the words in
Girl: Yeah, me, too. And can you see Jill? brackets. When they finish, you may want to ask
Man: Is she wearing a skirt, too?
92

Unit 2 Lesson 8

Bilingual Dictionary what the word is in English.
accessory (n) preserve (v)
animal skin (n) sandals (n)
artificial (adj) shorts (n) Option: The class create a Concept Map poster.
boot (n) silk (n) (adj)
cap (n) silver (adj) Pupils add new vocabulary to the poster. This could
cave (n) spin (v)
chemical plant (n) strand (n) be done at the beginning of the unit and displayed
summer (n)
chemicals (n)
cloth (n) tannery (n) throughout the year. Pupils can add new categories,
cotton (n) (adj)
denim (n) (adj)
textile mill (n)
tracksuit (n) linked to the topic.
denim skirt (n) traditional (adj)
fashion show (n) trousers (n)
headband (n) watch (n)
weave (v)
hard (adj)
imagination (n) winter (n) refer them to page 17, Activities 1, 2 and 3. After
kilt (n) wool (n)
leather (n) (adj) worm (n) pupils have completed the speaking activity, ask
leggings (n)
machine (n) Useful Expressions them to write out their own dialogue based on the
material (n) Can I try them on?*
miniskirt (n) Don’t worry. one in the Progress Check.
natural (adj) Don’t be silly.
necklace (n) What a great (T-shirt)!
nylon (n) (adj) What great (shoes)!
plastic (n) (adj)
polo shirt (n)
The changing room
is on the left.*
Everyday English*
Closing activities
Add words to the Concept Map.
Learning to • Say Everybody finish now. Say Goodbye!
LEARN
Fashion Encourage the pupils to close their books and
I like wearing I don’t like wearing
Extra: Ask some pairs to act out their dialogues in

24 front of the class. Listen and praise their speaking,
9780230424531.P15-24.indd 24 20/03/2012 09:31
saying Well done!
the pupils to find new partners and repeat the Homework: Pupils complete the Grammar Builder
activity. for Unit 2, pages 5, 6 and 7. See TN page 305 for
• Move around the room to listen to the pupils the answer key.
Everyday English: For teaching notes for the
Tick the Yes I can … statements. Everyday English section on PB page 20, see TN
• Point to the Yes I can … language statements page 278.
for Unit 2. Ask the pupils to tick the language
statements to show what they can do.

page 24
Dictionary.
Useful Expressions section and to translate any
Concept Map at the bottom of the page. Ask a
pupil to read out the headings at the top of each
box. Remind pupils that this is another way of
recording new vocabulary they learn in English.
It is a visual map in which they can record words
and associate them within different categories.
It sometimes helps to link new words in different
ways.
have learnt in the unit to some of the boxes.
93

Unit 2 DVD Scripts
DVD
‘You’re wearing great clothes!’ Tom: I like your shoes.

Sarah: They’re not shoes, Tom. They’re sandals!
Jess: Hello, everyone! Welcome to Quest TV.
And now it’s time to go back to the studio.
Matt: Hey, Jess! You look amazing!
Jess: Thanks, Matt.
Jess: Sarah looks great. She’s wearing great
Matt: What great shoes!
clothes. Ok, thanks for watching Quest TV.
Jess: They’re not shoes, Matt. They’re sandals!
See you soon.
Matt: Ok, sorry! Let’s talk about what Jess is
Matt: Bye for now!
wearing … Here we are today at the Quest
TV fashion show. Jess is wearing a cotton
DVD
T-shirt and a denim skirt, with leggings and
sandals. She’s also wearing a necklace and
CLIL – Clothes
a silk hairband.
Jess: And Matt’s wearing a polo shirt, a tracksuit Jess: Today, we’re looking at clothes and fashion
top, trousers and shoes. in the UK.
Matt: They’re not shoes, Jess. They’re trainers!
Jess: Oh, yes, trainers. Ok. Well, today Sarah and Matt: That man’s wearing a skirt!
Tom are visiting a clothes shop. Jess: No, silly, that’s called a kilt.
Matt: Let’s see what they’re wearing! Matt: People wear them in Scotland. They’re
traditional!
Sarah: Hi, everyone! We’re here in Casa Rose, with Jess: I like those boots.
Rose. Thank you for talking to Quest TV. Matt: Those are wellington boots.
Rose: No problem. Jess: They were invented by a famous soldier
Sarah: Rose, can you tell us what you’re wearing called the Duke of Wellington. That’s why
today? they’re called wellington boots.
Rose: Well, I’m wearing trousers, a blouse and Matt: That’s a great jumper!
sandals. Jess: That’s not a jumper. It’s a cardigan.
Sarah: Anything else? Matt: Yes, they were first worn by the Earl of
Rose: Yes, I’m also wearing a necklace. Cardigan. He was a famous soldier, too!
Sarah: What are your favourite clothes? Jess: What are those men doing?
Rose: I love these shorts. Matt: They’re morris dancing. It’s traditional
Tom: I sometimes wear shorts to play football. dancing in England.
Sarah: Those aren’t football shorts, Tom. Jess: They’re all wearing white.
Rose: Do you like these shorts, Sarah? Do you Matt: Yes. They always wear white. Morris
want to try them? dancers often dance on the first of May.
Sarah: Oh, yes please! Jess: Wow! Those clothes are great!
Rose: There you are. And take these leggings … Matt: That’s London Fashion Week.
and this top. Jess: They are the models and they’re walking
Tom: Can I try some clothes on, please? down the catwalk.
Rose: Not really, Tom. This shop only sells clothes Matt: They look amazing.
for women and girls. Jess: What a lot of different clothes. Traditional
Sarah: Do you want to try some girls’ clothes on, and modern.
Tom?
Tom: No way!
Rose: You look great!

Sarah: That’s because I’m wearing great clothes!
Denim shorts and cotton leggings! Thanks,
Rose!
94

Unit
Marvellous Myths
• Identifying and saying adjectives and writing • I’m (the unluckiest) boy in London.
them correctly in context • You’re (the strongest) person in the world.
• Listening to, understanding and singing a • He’s/She’s (the most dangerous) king/queen in
song the country.
• Reading and listening to a story about the
legend of King Arthur
• Showing understanding of the story by Recycled language
answering questions and writing a story • I’m/You’re/He’s/She’s luckier/stronger/more
review important than you/me/them.
• Identifying how to use and form superlative • I/It can’t/can (pull out the sword).
adjectives • It’s/They’ve got (a horse’s body and legs).
• Identifying parts of the language structure • He’s/She’s/I’m (fighting).
and showing understanding by creating • It’s/She’s/He’s/I’m (brave).
sentences and questions • There are (kings).
• Listening to, reading and acting out a dialogue • star, hide, island, sea, shark, king, queen,
using language in context princess
• Identifying and saying more adjectives • Colours • Countries • Likes and dislikes
• Adjectives • Animal body parts
authentic film review
• Reading, listening and writing about mythical Receptive language
creatures in children’s literature • adventure, wizard, knight, myth, legend,
magic, bells, century, sword, fight, marry,
• Using the internet to find out about the review, special effects, character, prince,
mythical creature Pegasus funniest, Loch Ness Monster, St George,
• Understanding and extracting information Bigfoot, leprechauns, unicorn, eagle, respect
about a mythical creature from an email • My favourite film/character is ...
• Once upon a time ...
• Planning and writing a description of a mythical • How can I help you? I’m looking for (a book).
creature • What adjectives do you know to describe how
• Categorising adjectives in pairs of opposites a person looks?
• What’s the opposite of (brave)?
• Writing your own email about your own
mythical creature
• Reviewing and reflecting on the unit Pronunciation
• Stress in two- and three-syllable words
• Practising everyday English through
listening to and acting out a dialogue about
buying a book about myths and legends Socio-cultural aspects
• Understanding mythical creatures and where
they originate from
• Showing interest in mythical creatures in
Key language
literature
Vocabulary • Learning about culture and customs in the
• brave, frightened, strong, weak, lucky, unlucky, English-speaking world
difficult, easy, dangerous, safe • Using everyday English to act out buying
• interesting, boring, clever, silly, magical a book about myths and legends
• a torso, a soldier, a bat, treasure, fall in love,
a centaur, a dragon, a mermaid, a horse
95

Unit 3 Lesson 1
Lesson 1 • Say Quest’s next TV show is about myths

and legends. Check they understand what
Learning objectives these are, i.e. stories which happened a long
time ago and some people think are real. Ask for
• Identify and say adjectives
some examples of myths or legends they might
• Play the Quest Memory Game to practise the
know, e.g. George and the dragon, Robin Hood,
vocabulary
etc.
• Listen to, read and sing the Quest song
• Show understanding by completing • Explain that this lesson looks at adjectives
sentences which are often used in myths and legends.
Brainstorm with the class any adjectives they
Language focus
already know in English. Ask, for example, What
• brave, frightened, strong, weak, lucky, adjectives do you know to describe how a
unlucky, difficult, easy, dangerous, safe person looks? What adjectives do you know
• I’m / He’s/She’s … to describe a person’s personality? etc. When
Materials a pupil tells you an adjective (e.g. tall), ask for its
• Flashcards and word cards: brave, frightened, opposite (i.e. short). Tell your class that thinking
strong, weak, lucky, unlucky, difficult, easy, about adjectives in pairs can help remember
dangerous, safe them.
• Pupil’s Book, page 21 • Hold up the Unit 3 flashcards one at a time
• Activity Book, page 25 and stick them on the board, in the same order
• Class audio CD as the words in the Pupil’s Book. Ask the pupils
• Optional Basics Book, page 18 to tell you any of the adjectives they already
know in English. Don’t worry about any words
they don’t know.
(PB page 21, AB page 25)
Opening activities Main activities
• Remember the Quest TV show and
page 21
• Brainstorm adjectives in English. • Say Open your Pupil’s Books at page 21.
Main activities
• Point to Activity 1. Say It’s time for Word
• Vocabulary activities Listen and repeat the Quest 1. Play CD 2 track 1. Point to the
words (CD 2 track 1). Quest Memory Game. flashcards of the different adjectives as you hear
Listen and play (CD 2 track 2) (PB page 21). them on the CD.
• Play the track again and tell the pupils to repeat
• Song Listen and read. Sing the song (CD 2 the words as they hear them. Play the track a
track 3) (PB page 21). final time, get the pupils to repeat the words and
• Writing practice Find and circle the words. take down each flashcard as it is mentioned.
Complete the sentences (AB page 25). Write Praise their speaking, saying Well done!
the sentences. Use the opposite adjective
(AB page 25). Complete the columns. Use CD2
1
the words in Activity 1 (AB page 25).
The TV show that’s the best!
Closing activities It’s time for Word Quest 1.
• Sing the song in groups (CD 2 track 3). Listen, repeat and have fun!
Sing the karaoke version of the song (CD 2
track 4). brave
frightened
strong
Opening activities weak
• Say Hello, how are you? and encourage the lucky
pupils to return the greeting. unlucky
• Ask the class to remind you what last unit’s difficult
topic was (fashion). easy
dangerous
safe
96

Unit 3 Lesson 1
Marvellous Myths Marvellous Myths

3
Lesson 1
1 Find and circle the words. Complete the sentences.
2 2
1 Listen and repeat the words. 2 Quest Memory Game. Listen and play. 1 2 4
1 2
3 A B D F I P W U F T
F R I G H T E N E D
Word Quest 1
C A F L A G A P K A
What’s number 8? H V F O B M K S E N
5 6
Easy. J E I R S T R O N G
L U C K Y D M U S E
N W U N L U C K Y R
1 brave 2 frightened 7 8 10 C I L O D L N T J O
9
H E T R X E A S Y U
Yes. What’s S A F E G Q Z V Y S
Difficult.
the opposite of
‘easy’? 1 He’s strong . 5 It’s . 9 It’s .
3 strong 4 weak 2 It’s . 6 He’s . 10 She’s .

2
3 3 Listen and read. Sing the song. 3 It’s . 7 She’s .
It’s the time of brave knights 4 She’s . 8 She’s .
And mythical creatures.
Strong men fight for their country and King. 2 Write the sentences. Use the opposite adjective.
A difficult time with dangerous adventures. 1 I’m very brave. I’m very frightened.
5 lucky 6 unlucky When the knights come home,
We hear the bells ring! 2 He’s an unlucky boy.
It’s the time of our 3 She’s a strong girl.

myths and legends. 4 My homework is difficult.
The time of our magical past.
5 The dog is dangerous.
It’s the time of our
7 difficult 8 easy
myths and legends. 3 Complete the columns. Use the words in Activity 1. Listen to the song again.
The magic goes by so fast.
Positive Negative
It’s the time of wizards and magical places.
Lucky girls dance with the knights they love.
An easy time with love all around,
9 dangerous 10 safe
With stars shining down from above!
Chorus
21 25
9780230734838.Text.indd 21 09/03/2012 15:20 9780230424531.P25-34.indd 25 20/03/2012 09:42
answer about each pair of flashcards, stick the

page 21
flashcards on the board, so they can be used
and play. later on in the lesson.
• Hold up your Pupil’s Book and point to Activity
page 21
Memory Game. Listen and repeat. Play CD song.
2 track 2. Pause after each line for the class to
repeat.
flashcards on the board and ask Which six
CD2 adjectives are in the song? Play CD 2 track 3.
2
CD2
Girl: What’s number 8? 3 Brave Knights song
Boy: Er … easy.
Girl: Yes. What’s the opposite of ‘easy’? Sophie: And now it’s time for a Quest song …
Boy: Difficult.
It’s the time of brave knights and mythical
• Say Let’s play the Quest Memory Game. creatures.
First, model the game with a confident student. Strong men fight for their country and King.
Then, once the class understands how to play, A difficult time with dangerous adventures.
divide the class into pairs. The pupils take turns When the knights come home, we hear the bells
to open their books and ask questions. Monitor ring!
and praise their speaking, saying Very good!
It’s the time of our myths and legends,
Differentiated learning: If your class finds English The time of our magical past.
difficult, make this game easier. Allow all the pupils It’s the time of our myths and legends.
to keep their books open. Instead of answering the The magic goes by so fast.
question from memory, they can look in their books. It’s the time of wizards and magical places.
Lucky girls dance with the knights they love.
• Finally, say Close your books. Invite
An easy time with love all around,
individual pupils to name the adjectives again
With stars shining down from above!
from memory. Ask What’s number 1? (brave).
Then ask What’s the opposite of ‘brave’? Chorus
Help him/her to answer frightened. As pupils
97

Unit 3 Lesson 1
• Elicit the six flashcard adjectives (brave,

strong, difficult, dangerous, lucky, easy). Say Complete the columns. Use
page 25
Good listening. Well done! the words in Activity 1.

• Play CD 2 track 3 again and encourage the • Hold up the Activity Book and point to Activity
pupils to read the song in their Pupil’s Book 3. Refer the class to the two column headings:
while listening. Positive and Negative. Ask Is brave a positive
• Say Let’s sing the song. Play the CD again, adjective (do a thumbs-up sign) or a negative
pause after each line and get the pupils to sing adjective (do a thumbs-down sign)? What do
the line back to you. Then play the CD again, you think? Ask several pupils their opinions.
pause after every two lines and get them to sing • Ask the pupils to work individually to write the
these back to you. Finally, play the whole song adjectives in the columns. When the pupils have
on the CD and encourage the pupils to sing the finished, ask different pupils to read out some
song with the CD. of their answers. Ask for justification if there are
any that seem very strange to you. Allow L1 as
Find and circle the words.
page 25 necessary.
Complete the sentences. • Answers: Positive – strong, safe, brave, easy,
• Say Open your Activity Book at page 25. lucky / Negative – difficult, weak, frightened,
Hold up the Activity Book and point to Activity dangerous, unlucky
1. Point to the word search and the example
adjective which is circled. Say Circle the ten
adjectives. Refer the class to the gapped
sentences (1-10) under the pictures. Say Write
the words. Closing activities
• Check their answers as a class and place • Say Everybody finish now. Say Goodbye!
each word card on the board when they give the Encourage the pupils to close their books and
answer. Get them to check their spelling. tidy up their things.
A B D F I P W U F T
Extra: Sing the Brave Knights song again, in two
F R I G H T E N E D
groups (A and B). Get group A to sing the first line
C A F L A G A P K A of the verse 1 along with the CD. Then, get group B
H V F O B M K S E N to sing the second line and so on. Get both groups
J E I R S T R O N G to sing the chorus together. Then play the karaoke
L U C K Y D M U S E version of the song. Play CD 2 track 4 and sing,
N W U N L U C K Y R
encouraging the pupils to join in with you.
C I L O D L N T J O
Homework: Pupils write four sentences using four
H E T R X E A S Y U
of this unit’s adjectives. Ask for a few ideas before
S A F E G Q Z V Y S they go home, e.g. Harry Potter’s a brave boy, etc.
• Answers: 1 He’s strong. / 2 It’s difficult. /
3 It’s safe. / 4 She’s brave. / 5 It’s easy. / 6 He’s
weak. / 7 She’s lucky. / 8 She’s frightened. /
9 It’s dangerous. / 10 She’s unlucky.
Write the sentences. Use the

page 25
opposite adjective.
2. Do number one with the class as an example.
Read I’m very brave. Ask What’s the opposite
of brave? (frightened). Elicit the sentence I’m
very frightened.
answers as a class.
• Answers: 1 I’m very frightened. / 2 He’s
a lucky boy. / 3 She’s a weak girl. / 4 My
homework is easy. / 5 The dog is safe.
98

Unit 3 Lesson 2
Lesson 2 • Brainstorm the adjectives from the last lesson.

Stick the appropriate flashcards on the board
Learning objectives as the pupils say the adjective. Leave the
flashcards on the board.
• Listen to, read, understand and explain the
story • Say Let’s sing the Brave Knights song. Sing
• Show understanding of the story by along. Play the karaoke version of the song on
completing and ordering speech bubbles and CD 2 track 4 and encourage the pupils to join in.
by writing words in sentences
• Write a review of the story Main activities
Language focus
• brave, frightened, strong, weak, lucky,
unlucky, difficult, easy, dangerous, safe
poster.
• Say It’s time for a Quest story. Show the
Materials
story poster to the pupils. Generate interest in
• Flashcards and word cards: brave, frightened, the story by telling the pupils that this is a real
strong, weak, lucky, unlucky, difficult, easy, legend. Before they listen to the introduction,
dangerous, safe ask the class a question Listen. Who is this
• Story poster: The Legend of King Arthur legend about? Play the story introduction on
• Pupil’s Book, page 22 CD 2 track 5. Elicit that this is the legend of King
• Activity Book, page 26 Arthur. Tell them that King Arthur was a real king
• Class audio CD and that there are now many legends about him.
continue with the story. Ask How does Arthur
At-a-glance lesson plan become the true King of England? Tell the
(PB page 22 and AB page 26) story yourself or play CD 2 track 5. Point to the
Opening activities different frames on the story poster to help the
pupils understand the story.
• Revision of adjectives (with flashcards). Song
review: the Brave Knights song, karaoke CD2
version (CD 2 track 4). 5
Main activities Kiera: Do you like legends? Here’s a legend

from a long time ago. It’s about King Arthur!
• Story The Legend of King Arthur Listen to
the story with the story poster (CD 2 track The Legend of King Arthur
5). Listen to the story. Read (PB page 22). Frame 1
Check comprehension. Ask questions. Narrator: It’s the 6th century. There are lots
of different kings in England. The knights are
• Story activities Remember the story. Write, fighting for their kings.
order and match. Listen and check (CD 2 Knight 1: I’m fighting for King Uther. He’s the
track 6). Match the questions and answers most important king in England.
(AB page 26). Frame 2
• Writing practice Think about the story. Narrator: King Uther and his Queen have got a
Circle. Write a review (AB page 26). baby boy. His name is Arthur.
Queen Igraine: Our country is very dangerous.
We need to hide Arthur in the safest place
Closing activities possible.
• Play a matching pairs game. King Uther: Merlin the wizard can help us.
Frame 3
Opening activities Narrator: Merlin takes the baby Arthur to a
• Play the Brave Knights song on CD 2 track 3 kind family in the countryside.
as the class enter the classroom. Merlin: Please look after Arthur and don’t
tell anyone he’s King Uther’s baby. It’s an
• Say Hello, and encourage the pupils to return important secret.
the greeting. Ask How are you? and encourage Countryman: Of course. Our son’s name is
the pupils to answer and ask you the same Kay. He can be Arthur’s older brother.
• Ask them questions about this unit. Ask What
is this unit’s Quest topic? (myths and legends).
99

Unit 3 Lesson 2
Do you like legends? Here’s
a legend from a long time
The Legend of
CD2
4
2
Listen to the story. Read. ago. It’s about King Arthur! 4 6 Remember the story. Write, order and match. Listen and check.
5
Kay King dangerous baby sword unluckiest

King Arthur
The Legend of 1 It’s the 6th century. There are lots
of different kings in England. The
2 King Uther and his Queen have got
a baby boy. His name is Arthur. a b
King Arthur knights are fighting for their kings. Oh good! I can give this sword Bring my ,
to . Arthur.
Our country is very

dangerous. We need Merlin the c d
to hide Arthur in the wizard can
safest place possible. help us. Please look after Arthur and don’t tell
I’m fighting for King Uther. He’s the
anyone he’s King Uther’s .
Our country is very dangerous . 1
most important king in England.
3 Merlin takes the baby Arthur to 4 15 years later, King Uther dies. Other kings and knights e
a kind family in the countryside. want to be the most important king in England.
Arthur is the real Oh no! I’m the
I can be the most of England. boy in London.
important king now.
5 Match the questions and answers.

Please look after Arthur
and don’t tell anyone Of course. Our son’s 1 When does this legend start? a because the country is dangerous
he’s King Uther’s baby. name is Kay. He can be No, I’m the bravest knight.
It’s an important secret. Arthur’s older brother. I want to be the king. 2 Who helps King Uther hide Arthur? b a sword
3 Why do they want to hide Arthur? c in the 6th century
5 In London, a mysterious 6 Arthur is now 15 years old. One 7 But Arthur forgets
sword appears in a stone. day, he goes to London with Kay. Kay’s sword … 4 Where is the stone? d Merlin the wizard
Bring my sword, 5 What is in the stone? e Arthur
Arthur. Don’t forget.
6 Who pulls out the sword? f in London
I’m the strongest Oh no! I’m the 6 Think about the story. Circle. Write a review.
The person who pulls knight in England, unluckiest boy
out this sword is the
real King of England.
but I can’t pull out
this sword!
in London. 1 It’s about … Story Review
a) kings. b) knights. c) kings and knights. The story is about kings and knights
9 And so the legend continues … .
8 Then, Arthur sees the sword in the stone.
Arthur becomes the King of England. 2 It happens in … It
He goes to the stone and pulls it out! That young man .
He lives in Camelot, and Merlin a) Ireland. b) England. c) Scotland.
Oh good! I can give has got the the wizard helps him. King Arthur The .
this sword to Kay. sword. Amazing! marries Princess Guinevere. He’s a 3 The main character is …
What’s his name? He .
very strong king and his knights are a) Kay. b) Merlin. c) Arthur.
the bravest knights in the country. My favourite character is .
They fight dragons and have lots of 4 He becomes …
amazing adventures together. Do a) the King. b) a knight. c) a wizard. Is this a true story?
you know any more stories about ✩ ok ✩✩ good ✩✩✩ excellent
the legend of King Arthur?
It’s Arthur! Arthur is the real King
of England. Long live King Arthur!
22 26
9780230734838.Text.indd 22 09/03/2012 15:20 9780230424531.P25-34.indd 26 20/03/2012 09:42
Frame 4 Frame 9
Narrator: 15 years later, King Uther dies. Narrator: And so the legend continues …
Other kings and knights want to be the most Arthur becomes the King of England. He lives
important king in England. in Camelot, and Merlin the wizard helps him.
Knight 2: I can be the most important king King Arthur marries Princess Guinevere. He’s a
now. very strong king and his knights are the bravest
Knight 3: No, I’m the bravest knight. I want to knights in the country. They fight dragons and
be the king. have lots of amazing adventures together. Do
Frame 5 you know any more stories about the legend of
Narrator: In London, a mysterious sword King Arthur?
appears in a stone.
• Afterwards, ask the class the gist question
Narrator: The person who pulls out this sword
again. Ask How does Arthur become the true
is the real King of England.
King of England? Elicit the answer He pulls the
Knight 4: I’m the strongest knight in England,
sword from the stone.
but I can’t pull out this sword!
Frame 6 page 22
Narrator: Arthur is now 15 years old. One day,
he goes to London with Kay.
Kay: Bring my sword, Arthur. Don’t forget.
• Ask the pupils to listen to the story and follow
Frame 7
the dialogue by reading in their Pupil’s Book.
Narrator: But Arthur forgets Kay’s sword …
Play CD 2 track 5.
Arthur: Oh no! I’m the unluckiest boy in
London. • When the CD has finished, ask the pupils
to name any of the flashcard adjectives they
Frame 8
recognised in the story (dangerous, safe, brave,
Narrator: Then, Arthur sees the sword in the
strong, unlucky). Don’t explain why some of the
stone. He goes to the stone and pulls it out!
adjectives are in different forms.
Arthur: Oh, good! I can give this sword to Kay.
Man in crowd 1: That young man has got the
sword. Amazing! What’s his name?
Man in crowd 2: It’s Arthur! Arthur is the real
King of England. Long live King Arthur!
100

Unit 3 Lesson 2
Check comprehension. Ask • Get the pupils to work individually and then
questions. to compare answers in pairs. Finally, Play CD 2
track 6 and the pupils check their answers.
• Check that the pupils understand the story by
asking questions about each frame. Encourage • Answers: 1 Our country is very dangerous. (a)
the pupils to answer in English. / 2 Please look after Arthur and don’t tell anyone
he’s King Uther’s baby. (b) / 3 Bring my sword,
Frame 1 Arthur. (c) / 4 Oh no! I’m the unluckiest boy in
When was this legend? (in the 6th century) London. (d) / 5 Oh good! I can give this sword to
Why are the knights fighting? (for their Kings) Kay. (d) / 6 Arthur is the real King of England. (e)
Frame 2
Who has a baby boy? (King Uther and his CD2
6
Queen)
What is the baby’s name? (Arthur) Narrator: Number 1
Why do they hide Arthur? (because England is Queen: Our country is very dangerous.
dangerous) Narrator: Number 2
Merlin: Please look after Arthur and don’t tell
Frame 3 anyone he’s King Uther’s baby.
Who takes Arthur to a different family? Narrator: Number 3
(Merlin) Kay: Bring my sword, Arthur.
What is special about Merlin? (he’s a wizard) Narrator: Number 4
What is the name of Arthur’s new older Arthur: Oh no! I’m the unluckiest boy in
‘brother’? (Kay) London.
Frame 4 Narrator: Number 5
Which King dies? (King Uther) Arthur: Oh good! I can give this sword to Kay.
What is in the stone? (a mysterious sword) Knight: Arthur is the real King of England.
Where is the stone and the sword? (in
London) Match the questions and
page 26
Can the strong knights pull out the sword?
(no, they can’t) answers.
How old is Arthur when he goes to London? 5. Check the pupils understand what they have
(15 years old) to do.
Who does he go to London with? (Kay) • Ask a pupil to read the first question aloud.
Frame 7 Ask another pupil to give the answer.
Why is Arthur unlucky? (he forgets Kay’s • Tell the pupils to work individually. Check the
sword) answers together.
Frame 8 • Answers: 1 c / 2 d / 3 a / 4 f / 5 b / 6 e
Can Arthur pull out the sword? (yes, he can)
So, now who is Arthur? (the King of England) Think about the story. Circle.
page 26
Frame 9 Write a review.

Do you know any more stories about King • Hold up the Activity Book and point to Activity
Arthur and his knights? (answers will vary) 6. Check the pupils understand what they have
to do.
page 26
order and match. Listen and check. circle a), b) or c).
• Say Open your Activity Book at page 26. • Check the answers together, asking different
Give the pupils a moment to find the page. pupils to answer.
• Hold up the Activity Book and point to Activity • Answers: 1 c / 2 b / 3 c / 4 a
4. Check the pupils understand what they have
to do. Refer them to the words in the word pool page 26
Quest Story Review
Quest Story Review box. Ask the pupils to work
the sentences in the correct order. Refer them
individually to complete the sentences. They
to the headshots and elicit the names of the
should look at the answers they have circled
characters. They have to match each speech
to help them. They also say who their favourite
bubble to the corresponding person.
101

Unit 3 Lesson 2

story is about kings and knights. / It happens
in England. / The main character is Arthur. / He
becomes the King.

Closing activities
Extra: Put the flashcards face down on the board,

in a random order. Number them 1-10. Divide the
class into two groups (A and B). Ask group A to
choose two flashcards, turn them over, and get
the class to tell you the adjectives. If they are a
matching pair (i.e. strong and weak), leave the
flashcards face up and give the team a point. If
they’re not a pair, turn the flashcards face down
again and ask team B to choose two flashcards.
Continue in this way. The team with most points
wins.
Homework: Get the pupils to design a shield

for a knight. Ask them to write two sentences on
the shield, using adjectives, for example, I’m a
dangerous knight. Get them to think of symbols
to illustrate these sentences as part of the shield
design.
102

Unit 3 Lesson 3
Lesson 3 • Display the story poster for Unit 3. Ask What

is the name of this story? (The Legend of
Learning objectives King Arthur). Summarise the story by asking a
question about each important frame. Point to
• To recall the story
the appropriate frame as you ask the questions.
• Introduce how to use and how to form
superlative adjectives Frame 1
• Read and write sentences practising Where does the story happen? (in England)
superlative adjectives When does it start? (in the 6th century)
• Listen, read and act out a dialogue Frame 2
Language focus What is the name of King Uther’s baby?
(Arthur)
unlucky, difficult, easy, dangerous, safe Frame 3
• I’m/You’re/He’s/She’s the strongest. Where does Merlin take baby Arthur? (to a
• I’m/You’re/He’s/She’s the luckiest. family in the countryside)
• I’m/You’re/He’s/She’s the most important. Frame 4
Materials What happens to King Uther? (he dies)
• Flashcards and word cards: brave, Frame 5
frightened, strong, weak, lucky, unlucky, What is in the stone in London? (a sword)
difficult, easy, dangerous, safe Frame 6
• Story poster: The Legend of King Arthur Who goes to London? (Kay and Arthur)
• Pupil’s Book, page 23 Frame 7
• Activity Book, pages 27 and 90 What does Arthur forget? (Kay’s sword)
• Class audio CD
Frame 8
How does Arthur become the King? (he pulls
out the sword)
At-a-glance lesson plan • Play the story on CD 2 track 5. Encourage the
(PB page 23 and AB pages 27 and 90) class to listen and check their answers to the
• Opening activities questions.
• Review the story (CD 2 track 5) with the
story poster. Main activities
• Main activities Grammar presentation.
• Grammar presentation Let’s investigate • Introduce this lesson’s grammar focus. Refer
grammar. Answer the questions. Look at the the class back to the story poster The Legend
Grammar Quest to help you (PB page 23). of King Arthur. Point to the knight who speaks
in Frame 1. Say He says I’m fighting for King
• Grammar practice Look at the chart Uther. He’s the (blank) king in England.
and complete the sentences. Look at the Elicit the missing part of the sentence from the
pictures. Answer the questions. Look at pupils. Write the complete sentence on the
Activity 8 and write sentences (AB page 27). board: He’s the most important king in England.
Extra! Go to the Grammar Practice on page Ask Is important a short adjective or a long
90 (AB page 90). adjective? (a long adjective). Underline ‘most’ in
• Speaking practice Listen, read and repeat. the sentence.
Act it out (CD 2 track 7). (PB page 23). • Point to the knight trying to pull out the
sword in Frame 5. Say He says I’m the (blank)
Closing activities knight in England. Flex your muscles to elicit
• Invent a dialogue (PB page 23). the missing adjective. Write the complete
sentence on the board: I’m the strongest knight
in England. Ask Is strong a short adjective or
• Bilingual Dictionary (AB page 34). a long adjective? (short adjective). Underline
‘-est’ in the sentence.
Opening activities • Point to the unhappy Arthur in Frame 7. Say
• Say Hello, how are you? The pupils answer Arthur says I’m the (blank) boy in London.
and return the greeting. Put your hand to your brow in a dramatic way to
103

Unit 3 Lesson 3

Revision – Comparative adjectives To be + superlative adjectives
7 Look at the chart and complete the sentences.
5 Let’s investigate grammar. I’m unluckier you.
1 Kiera is the bravest (brave) character in the legend. Quest
Grammar Quest
You’re
He’s/She’s
stronger
more important
than me.
them. 2 She isn’t the (frightened) character.
Legend
3 Jack (strong) character.
To be + superlative adjectives
Kiera ✓ brave ✗ frightened
4 He (weak) character. Jack ✓ strong ✗ weak
I’m the unluckiest boy in London.
5 Dan (lucky) character. Dan ✓ lucky ✗ unlucky
You’re the strongest knight in England.
6 He (unlucky) character. Sophie ✓ dangerous
He’s king in England.
the most important 7 Sophie (dangerous) character.
She’s queen in England.
8 Look at the pictures. Answer the questions.

Zoo Castle Forest
lion
Jane
1 Do we add the most to one-syllable adjectives or longer adjectives?
Ted
2 Do we use the or than to make superlative adjectives? mouse Sally
3 With adjectives ending in y , do we add -est or -iest ? monkey

Mary Fred
2
7 7 Listen, read and repeat. Act it out.
1 What is the most dangerous animal in the zoo? the lion
The legend of The princess and the dragon 2 What is the most frightened animal in the zoo?
Kiera: Today, Quest TV is doing a play about a famous legend. 3 Who is the luckiest princess in the castle?
Jack: I play the most important knight in the country. 4 Who is the strongest princess in the castle?
Kiera: And I play the princess.
Jack: I’m the strongest knight! 5 Who is the bravest dragon in the forest?
Kiera: Yes, Jack! The play is about a very dangerous dragon. 6 Who is the weakest dragon in the forest?
The knight wants to save the princess.
Jack: She’s the luckiest princess in the country! 9 Look at Activity 8 and write sentences.
Kiera: But first the knight needs to fight the dragon.
The knight is very frightened ... 1 The lion is the most dangerous animal in the zoo .
Jack: Because the dragon is very big and strong. 2 The mouse is .
Kiera: But the knight forgets his sword.
3 Jane is .
Jack: Oh?
Kiera: So the princess kills the dragon and she’s the 4 Sally is .
bravest person in the country! 5 Fred .
6 Ted .
9780230734838.Text.indd 23 09/03/2012 15:20 9780230424531.P25-34.indd 27 20/03/2012 09:42
elicit the missing adjective. Write the complete • Read the questions in Activity 6 out loud to the
sentence on the board: I’m the unluckiest boy class. Invite pupils to answer. Ask the rest of the
in London. Ask Does unlucky end with a ‘y’, class if they agree before confirming the correct
yes or no? (yes). Underline the ‘-iest’ in the answer. Refer back to the tables, if necessary.
sentence.
Note: You may need to guide pupils or use
page 23
Let’s investigate grammar. L1 to help their understanding of the concept
questions.
Give the pupils time to find the page. • Answers: 1 longer adjectives / 2 the / 3 -iest
• Invite volunteers to read the sentences from
the Grammar Quest box. First get them to page 23
read the sentences in the Revision table. Ask it out.
How many people are we comparing in
each sentence? (two) Then, encourage them
7. Ask the pupils Who can you see? (Kiera and
to tell you why we sometimes add -er, -ier, or
Jack) Refer the pupils to the dialogue heading.
more. Check they remember that it depends on
(The Quest team are acting in a short legend.)
whether the adjective is short, long or ends in
Play CD 2 track 7 and encourage the pupils to
a ‘y’.
read the dialogue while listening.
• Then, get pupils to read the sentences in
the main Grammar Quest box. They mirror
to check their understanding, for example, Who
the sentences on the board. Again, draw their
is Kiera in the legend? (a princess) What is
attention to the different way the adjectives are
Jack? (a knight) Who is the bravest character
formed (-est, -iest, most). Highlight the use of
in the legend? (the princess). Why? (She stops/
the word the before the superlative adjectives.
kills the dragon.)
page 23 • Play the CD again, but this time encourage the
pupils to repeat each sentence of the dialogue
at the Grammar Quest to help you. after you, pausing the CD after each line. Help
• Hold up the Pupil’s Book and point to Activity pupils with pronunciation, as necessary.
6. Say Answer the questions. Ask the class to
• Divide the class into two groups. Assign each
look at the Revision table, as well as the main
group a person. Get each group to repeat their
Grammar Quest box.
person’s lines in chorus after the CD. Repeat
104

Unit 3 Lesson 3
Grammar Practice 3
page 27

To be + superlative adjectives complete the sentences.
I’m the (1) luckiest (luck) boy in London. • Say Open your Activity Book at page 27.
You’re the (2) (strong) knight in England. Give the pupils time to find the page.
• Tell the pupils to read the chart about the
He’s the (3) king in England.
She’s important queen in England.

Quest team in a legend. Ask questions about
2 Complete the sentences. the chart to check understanding, for example,
luckiest
1 He’s the
2 She’s the
(lucky) boy in the school.
(happy) girl in the school
Who is dangerous? (Sophie). Who is brave?
3 He’s the (strong) boy in the football team. (Kiera) etc.
4 It’s the (dangerous) animal in the world.
5 He’s the (tall) boy in the class. • Complete an example sentence with the
6 This is the (interesting) book in the library.
class first, orally. Then ask the class to work
7 I’m the (clever) person in the class.
8 This is the (easy) activity in the book. individually to complete the sentences. When
3 Write the sentences. the pupils have finished, check the answers
1 Jack / funny / person / on Quest TV
Jack is the funniest person on Quest TV.
together.
2 Kiera / tall / person / on Quest TV • Answers: bravest / 2 most frightened / 3 is the
3 The tiger / clever / animal / in the jungle strongest / 4 isn’t the weakest / 5 is the luckiest
4 The elephant / strong / animal / in the jungle / 6 isn’t the unluckiest / 7 is the most dangerous
5 The mouse / frightened / animal / in the forest
6 English / interesting / subject at school

Look at the pictures. Answer
page 27
the questions.
90 • Hold up the Activity Book and point to Activity
8. Refer the class to the row of pictures. Then,
read the first question to the class and point to
9780230424531.P85-96.indd 90 20/03/2012 12:07
the picture of the zoo. Elicit the answer (a lion).

this until the pupils are confident with the
dialogue. • Ask the pupils to work individually. When they
have finished, check the answers together.
Option: To give the pupils more practice with • Answers: 1 the lion / 2 the mouse / 3 Sally /
the dialogue, put them into pairs and have them 4 Jane / 5 Fred / 6 Ted
practise saying the dialogue together. Invite some
of the groups to perform the dialogue for the class. Look at Activity 8 and write
page 27
sentences.
CD2
7
9. Read out the example (number 1). Elicit the
The legend of The princess and the dragon next sentence.
Kiera: Today, Quest TV is doing a play about a
famous legend. • Ask the pupils to work individually to write the
Jack: I play the most important knight in the remaining sentences. Move around the room to
country. check their work and offer help.
Kiera: And I play the princess. • When the pupils have finished, invite
Jack: I’m the strongest knight! individuals to read out their sentences. Praise
Kiera: Yes, Jack! them and say Well done!
The play is about a very dangerous dragon. • Answers: 1 The lion is the most dangerous
The knight wants to save the princess. animal in the zoo. / 2 The mouse is the most
Jack: She’s the luckiest princess in the frightened animal in the zoo. / 3 Jane is the
country! strongest princess in the castle. / 4 Sally is
Kiera: But first the knight needs to fight the the luckiest princess in the castle. / 5 Fred is
dragon. The knight is very frightened. the bravest dragon in the forest. / 6 Ted is the
Jack: Because the dragon is very big and weakest dragon in the forest.
strong.
Kiera: But the knight forgets his sword. Go to the Grammar Practice
page 90
Jack: Oh? on page 90.

Kiera: So the princess kills the dragon and
she’s the bravest person in the country! • Say Turn to page 90 in your Activity Book.
105

Unit 3 Lesson 3

activities. If they find the activities difficult, refer
them to the Grammar Quest box in Pupil’s Book
page 23.
• Answers:
Activity 1: (1) luckiest / (2) strongest / (3) most
Activity 2: (1) luckiest / (2) happiest /
(3) strongest / (4) most dangerous / (5) tallest /
(6) most interesting / (7) cleverest / (8) easiest
Activity 3: (1) Jack is the funniest person on
Quest TV. / (2) Kiera is the tallest person on
Quest TV. / (3) The tiger is the cleverest animal
in the jungle. / (4) The elephant is the strongest
animal in the jungle. / (5) The mouse is the most
frightened animal in the forest. / (6) English is
the most interesting subject at school.

Closing activities


from Word Quest 1.
Homework: Set the pupils a little challenge. Ask

them to find the answer to three questions: 1 What
is the biggest animal in the world? 2 What is the
fastest animal in the world? 3 What is the tallest
mountain in the world? They write their answers
in complete sentences, e.g. The blue whale is the
biggest animal in the world.
106

Unit 3 Lesson 4
Lesson 4 • Display the Unit 3 grammar poster. Get

volunteers to read some of the superlative
Learning objectives sentences out loud. Remind them we use the
superlative form of an adjective to compare
• Identify and say more adjectives
someone/something to other people/things.
• Listen to, read and write a film review
• Identify how many syllables there are in • Play a game with the poster. Tell the class to
different adjectives and where the main close their eyes for the count of three, and cover
stress in the adjectives is a word on the poster. Once the pupils open
their eyes, they put their hands up to tell you the
Language focus
covered word. Keep a fast pace to make this
• interesting, boring, clever, silly, magical feel like a game.
• He’s/She’s/It’s the …est / …iest / most … Main activities
Materials
• Flashcards and word cards: brave,
page 24
frightened, strong, weak, lucky, unlucky, • Say Open your Pupil’s Book at page 24.
difficult, easy, dangerous, safe Give the pupils time to find the page.
• Pupil’s Book, page 24 • Hold up the Pupil’s Book and point to Activity
• Activity Book, page 28 8. Say Look at Word Quest 2. Listen to more
• Grammar poster for Unit 3 adjectives.
• Class audio CD • Play CD 2 track 8 and encourage the pupils
• Optional Basics Book, page 21 to read the words in their Pupil’s Book while
listening.
At-a-glance lesson plan • Play the CD again. Pause after each word and
(PB page 24 and AB page 28) encourage the pupils to repeat it.
8
• Grammar practice Grammar poster
summary and game interesting
boring
Main activities
clever
• Vocabulary presentation Listen and silly
repeat the words (CD 2 track 8) (PB page magical
24).
• Listening practice Listen and read. Answer • Finally, ask pupils to make some sentences
the question (CD 2 track 9). Listen and using these adjectives, for example, I’m reading
answer the questions you hear. Listen and an interesting book.
page 24
• Writing practice Look. Write the words. question.

Write a review for your favourite film • Hold up the Pupil’s Book and point to Activity
(AB page 28). 9. Ask What type of text is this? (a film review).
• Funky Phonics Listen and say (CD 2 track What film is this review about? (The Voyage of
11) (PB page 24). the Dawn Treader).
• Phonics practice Sort the words. Listen • Invite a pupil to read the question in the blue
and check (CD 2 track 12) (AB page 28). box above the film review: How many adjectives
from Activity 8 can you find in the review? Play
Closing activities CD 2 track 9 and encourage the pupils to read
• Say the Funky Phonics rap (PB page 24). the review in their Pupil’s Book while listening.
Elicit the answer to the question (four: magical,
silly, interesting, clever).
Opening activities
107

Unit 3 Lesson 4

2 10 Look. Write the words.
Word Quest 2 1 2
1 This film is tntnigieers interesting !
2 This film is goibrn !

3
3 She’s vleerc !
1 interesting 2 boring 3 clever 4 silly 5 magical
4 She’s lisly !
Text type: a film review 5 It’s aclgima

2
9 Listen and read. Answer the question. !
9
4 5
How many adjectives from Activity 8 can you find in the review?
11 Write a review for your favourite film. Text type: a film review
The Chronicles of Narnia
The Voyage of the Dawn Treader
This is my favourite film. The story is about the mythical land of Narnia.
A FILM REVIEW
✩✩✩✩✩
Lucy and Edmond go to Narnia through a magical painting. Their
My favourite film is .
cousin Eustace goes with them. He’s really silly. Lucy and Edmond
meet Prince Caspian on a big boat called ‘The Dawn Treader’.
The story is about
They travel to different islands and help him go to Aslan’s
country. There, they meet Aslan, the bravest lion in the .
world. I think the film is interesting because there I like the film because
are lots of amazing mythical creatures and clever
.
special effects, too. My favourite character in the
film is Reepicheep. He’s a very clever mouse and he
My favourite character is
can talk. He’s the funniest character in the film. .
What’s your favourite film?

CD2
12 12 Sort the words. Listen and check.
2
10 10 Listen and answer the questions you hear. Listen and check.
difficult weak dangerous easy frightened clever brave interesting safe
2
11 Listen and say.
LISTEN!
11
One syllable Two syllables Three syllables

This new film is interesting.
difficult In all of the
There’s lots of dangerous action. adjectives
The hero is my favourite actor. above, the most
important sound is
He’s clever and attractive.
the first syllable.
24 28
9780230734838.Text.indd 24 09/03/2012 15:21 9780230424531.P25-34.indd 28 20/03/2012 09:42
CD2 question and elicit answers from the class

9 (these do not have to be complete answers or
The Chronicles of Narnia: The Voyage of the exactly the same as that on the CD). Check by
Dawn Treader continuing to play the CD.
Girl: This is my favourite film. The story is CD2
about the mythical land of Narnia. Lucy and 10
Edmond go to Narnia through a magical 1 What are the names of the three children who
painting. Their cousin Eustace goes with travel to Narnia?
them. He’s really silly. Lucy and Edmond meet Lucy, Edmond and Eustace.
Prince Caspian on a big boat called ‘The Dawn 2 Is Eustace really clever?
Treader’. They travel to different islands and No, he isn’t. He’s really silly.
help him go to Aslan’s country. There, they 3 What’s the name of the big boat in the film?
meet Aslan, the bravest lion in the world. I think It’s called The Dawn Treader.
the film is interesting because there are lots of
amazing mythical creatures and clever special 4 Who is Aslan?
effects, too. My favourite character in the film Aslan is the bravest lion in the world.
is Reepicheep. He’s a very clever mouse and 5 Who’s the funniest character in the film,
he can talk. He’s the funniest character in the Reepicheep or Prince Caspian?
film. Reepicheep is the funniest character in the
film.
page 24
questions you hear. Listen and understanding of the text; therefore, don’t correct
check. the pupils’ grammar or ask for long answers.
• Hold up the Pupil’s Book and ask the class
to read the text in Activity 9 again. Ask a few • Finally, ask individual pupils the
simple questions to check their understanding, personalisation question below the review
e.g. What place is the film about? (Narnia) etc. What’s your favourite film? Listen to their
answers and help them explain why they like the
films they choose, for example, I like it because
they are going to hear some questions on
it’s interesting.
the CD. Play CD 2 track 10. Pause after each
108

Unit 3 Lesson 4
CD2
page 28
Look. Write the words. 11
• Say Open your Activity Books at page 28. This new film is interesting.
Give the pupils time to find the page. There’s lots of dangerous action.
• Hold up the Activity Book and point to Activity The hero is my favourite actor.
10. Refer the class to the pictures next to the He’s clever and attractive.
speech bubbles. Tell them to complete the
sentences by writing the missing words. Show Sort the words. Listen and
page 28
them that the letters they need for each word

are in jumbled order.
check.
• Get your pupils to check their answers in
12. Refer pupils to the adjectives in the word
pairs. Deal with any discrepancies as a class.
pool box. Say. How many syllables? Ask the
Finally, write the answers on the board so they
pupils to write the words in the correct boxes,
can double check their spelling.
depending on how many syllabes they contain.
• Answers: 1 interesting / 2 boring / 3 clever /
• Play CD 2 track 12 and pause after each word
4 silly / 5 magical
so the pupils have time to check their answers.
They can change any answers which are
Write a review for your
page 28
incorrect. Check the answers with the class.
favourite film. • Answers: One syllable: weak, brave, safe /
• Hold up the Activity Book and point to Activity Two syllables: easy, frightened, clever / Three
11. Explain to the pupils that they are going to syllables: difficult, dangerous, interesting
choose a film and write a review. Brainstorm
some favourite films with the class. Read the CD2
12
beginnings of the sentences with the class and
One syllable Two syllables
brainstorm possible ways to end the sentences.
weak easy
Tell them that they need to include adjectives in
brave frightened
their sentences.
safe clever
• Pupils write their reviews individually. Move
around the room to check their work and help Three syllables
as necessary. difficult
• If you have time, ask different pupils to read dangerous
out some of their reviews. interesting
page 24
Listen and say. refer them to page 21, Activities 10, 11 and 12.
11. Play CD 2 track 11 and pause after the Closing activities
first line. Write interesting on the board and
ask How many syllables are there in this
adjective? (three). Play the line again on the
CD if necessary. Get the class to repeat the line
after the CD. Clap the first syllable of interesting, Extra: Play the Funky Phonics rap again on CD 2
so they can hear that the first sound is the track 11 and get pupils to say the rap as the listen.
most important (it’s stressed). Then, repeat the Play the CD and this time clap the rhythm as they
same procedure with the final three lines of the listen. Encourage pupils to clap along. Then, divide
dialogue, pausing after each line, to ask about the class into pairs and get them to practise saying
the adjective. and clapping the rhythm (quietly!) as they say the
• Play the track again. Pause at the end of each rap. Invite volunteers to come and clap and say the
line and encourage the pupils to repeat it. Then, rap to the rest of the class.
play the CD without pausing and encourage the
class to join in with the dialogue. Repeat this Homework: Get pupils to write three sentences
procedure. using three of the adjectives from this lesson (as
• Invite individual pairs to say the rap aloud, in they did orally earlier on in the lesson).
front of the class.
109

Unit 3 Lesson 5
Lesson 5 • Write a different adjective on a piece of paper

for him/her. He/She claps the syllables to the
Learning objectives class. Pupils raise their hands to guess. Each
pupil who guesses correctly comes to the front
• Listen and learn about mythical creatures in
to clap the syllables for another adjective.
children’s literature
text Main activities
• Read and find out some amazing facts
Language focus Look at the poster and discuss.
• a centaur, a dragon, a mermaid • Place the CLIL poster Mythical creatures in
• a torso, soldier, a bat, treasure, fall in love Literature on the board. Ask the class to tell you
Materials what today’s lesson is about. Ask the class the
questions in the Teacher’s Questions box on the
• Unit 3 CLIL poster: Mythical creatures in
poster. Encourage your pupils to speak English
Literature
as much as possible but use L1 as necessary.
Get the class interested in the topic.
• Class audio CD
• Optional Basics Book, page 22 Focus on vocabulary.
• Refer the pupils to the five smaller pictures on
the poster. Use the pictures to teach them the
At-a-glance lesson plan key words they need for this lesson: a torso,
(PB page 25 and AB page 29) a soldier, a bat, treasure, fall in love. Ask basic
Opening activities questions to check their initial understanding of
• Adjective syllables game these words, e.g. What animals do you know
in English with wings? (a bird, a penguin, a
Main activities
bat). The work in the Pupil’s Book and Activity
• Unit 3 CLIL poster activities Mythical Book will extend their understanding of these
creatures in Literature. Look at the poster and words.
discuss. Focus on vocabulary.
• CLIL main activities Listen and read. Amazing fact on the poster.
Answer the audience questions (CD 2 track
13). Read and say ‘True’ or ‘False’ (PB page Listen and read. Answer the
page 25
25).
audience questions.
• CLIL follow-up activities Match the picture
halves. Write. Look. Complete the sentences. • Say Open your Pupil’s Book at page 25.
Complete the sentences. Complete the Give the pupils time to find the page.
amazing facts. Write the mystery word (AB • Remind them that the questions on the mobile
page 29). phone have been sent in to the Quest team by
Closing activities the Quest audience. Read the questions aloud
to the class. Encourage pupils to predict the
• Make a poster. answers but don’t say if they are right or wrong.
• Bilingual Dictionary (AB page 34). • Say Listen and read. Answer the audience
questions. Play CD 2 track 13 and encourage
Opening activities the pupils to read the main text as they listen.
• Say Hello, how are you? The pupils answer Afterwards, ask the pupils to raise their hands to
and return the greeting. answer the questions. Accept short answers.
• Answers: 1 centaurs / 2 Yes, it can / 3 Hans
Syllables game. Christian Anderson / 4 a centaur
• Play a syllables game with your class to CD2
practise the adjectives from Lessons 1 and 4. 13
Write an adjective on a piece of paper (e.g. silly). Mythical creatures in Literature

Say Listen. What’s my adjective? Clap the
syllables of the adjective (2 claps for silly). Pupils Girl: Which creatures are sometimes soldiers?
raise their hand to guess your two-syllable Sally in England
adjective. The first pupil to guess correctly Boy: Can a dragon fly? Andrew in Scotland
comes to the front of the class.
110

Unit 3 Lesson 5
3 Lesson 5 C LI L Languages and Literature 3 Lesson 5 C LI L Languages and Literature

13 Match the picture halves. Write. 1 2 3
nce
12
2
Listen and read. Answer the audience questions. Audie ns: 1 It’s a mermaid .
io
Quest
13
e
tures ar ?
ch crea rs
1 Whi imes soldie and 2 It’s a
somet lly in En
gl .
m Sa a b c
SMS fro
on fly?
a drag in 3 It’s a .
2 Can from Andrew
SMS
nd
Scotla
thor of
is the au d?
3 Who ttle Mermai Wales
in Literature The Li m Kathryn in
SMS fro part
A mermaid ture is
A centaur ch crea
4 Whi Ireland
fish dinosaur man woman horse bat
A mermaid is part horse? trick in
A centaur is part man and part m Pa
woman and part fish. SMS fro
horse. It’s got a man’s head and 1 2 3
It’s got a woman’s head
torso, and it’s got a horse’s body
and torso, and it’s got a
and legs. It can talk like a man
fish’s tail. It can sing like
and it can run like a horse.
a woman and it can swim
In The Chronicles of Narnia
like a fish. In the book The
books by CS Lewis, centaurs
Little Mermaid by Hans
are soldiers. They’re very Do you know? I’m a man I’m a I’m a
Christian Andersen, the
clever and brave creatures. A mermaid can live and a . and a . and a .
mermaid falls in love with
a human and wants to for a very long time
Do you know? – abo ut 3 0 0 years!
become a
A c e ntau r h a s g o t 15 Complete the sentences.
t w o s to m a c h s, a human,
m an’s s to m a c h an d a too. She’s 1 A mermaid has got a woman’s head and torso and a fish’s tail.
h o rs e’s s to m a c h . It an unlucky
e ats a l o t o f fo o d! 2 A centaur legs.
A dragon creature.
3 A dragon wings.
A dragon is part dinosaur, part snake and part bat.
It’s got a dinosaur’s body and legs, a snake’s tail and 16 Complete the amazing facts. Write the mystery word.
a bat’s wings. A dragon can fly and it can breathe out
fire. In the book The Hobbit by JRR Tolkien, the dragon 13 Read and say ‘True’ or ‘False’.
Amazing facts mermaid dragons centaur
is called Smaug. It loves treasure and 1 A centaur can’t talk.
it’s a very dangerous creature. Do you know?
M erlin the wiza 2 A dragon is part snake. 1 A has got two stomachs.
rd
from the ‘Leg end 3 A centaur is a very weak Mystery
of King A rth ur’ 2 A can live for about 300 years.
is creature. Word! It’s an adjective.
a Dra gonl o rd.
T his 3 Mer l in the wizard can speak to
mea ns he can spea 4 In The Little Mermaid, the
k to
and cont rol dra mermaid wants to become in the Legend of King Arthur.
gons !
a fish.
Online
What type of mythical creature is Pegasus?

25 29
9780230734838.Text.indd 25 09/03/2012 15:21 9780230424531.P25-34.indd 29 20/03/2012 09:42
Girl: Who is the author of The Little Mermaid? Option: Ask the class to close their books. Write
Kathryn in Wales the audience questions on the board. The pupils
Boy: Which creature is part horse? Patrick in work in pairs and guess the answers to the
Ireland questions. Feed back their ideas as a class. Then
ask the class to open their Pupil’s Books at page
A centaur 25. Play CD 2 track 13 as they read. The pupils see
A centaur is part man and part horse. It’s got if their initial ideas were correct or not. Feed back
a man’s head and torso, and it’s got a horse’s the correct answers as a class.
body and legs. It can talk like a man and it can
run like a horse. In The Chronicles of Narnia
books by CS Lewis, centaurs are soldiers. Read and say ‘True’ or
page 25
They’re very clever and brave creatures. ‘False’.

A dragon • Hold up the Pupil’s Book and point to Activity
A dragon is part dinosaur, part snake and 13. Ask the pupils to work in pairs, to read the
part bat. It’s got a dinosaur’s body and legs, sentences and say if they are true or false. They
a snake’s tail and a bat’s wings. A dragon can write the answers in their notebooks or on
can fly and it can breathe out fire. In the book scrap paper.
The Hobbit by JRR Tolkien, the dragon is • When the pupils have finished, check the
called Smaug. It loves treasure and it’s a very answers with the class. Ask different pupils
dangerous creature. to read the sentences, and then ask True or
False? Encourage the pupils to read you the
A mermaid parts of the text which justify their answers.
A mermaid is part woman and part fish. It’s got
• Answers: 1 false / 2 true / 3 false / 4 false
a woman’s head and torso, and it’s got a fish’s
tail. It can sing like a woman and it can swim • Hold up the Pupil’s Book and point to the
like a fish. In the book The Little Mermaid by Do you know boxes. Ask pupils to read them
Hans Christian Andersen, the mermaid falls out. Ask questions to check that pupils have
in love with a human and wants to become a understood the information. Finally, ask pupils
human, too. She’s an unlucky creature. Which is your favourite Do you know box?
111

Unit 3 Lesson 5
in the word pool box. Ask the pupils to write the

page 29
Match the picture halves. missing letters.
Write. • Check the answers with the class. Ask
• Say Open your Activity Book at page different pupils to read out their completed
29. Give the pupils time to find the page sentences.
themselves. • Write the circled letters on the board and
• Hold up the Activity Book and point to Activity encourage the pupils to work out from the
13. Refer the class to the pictures labelled 1-3 letters what the mystery word is.
and a-c. Tell them to match the pictures to make • Answers: 1 centaur / 2 mermaid / 3 dragons /
the mythical creatures they’ve just been reading Mystery Word: magical
about. Then, they complete the sentences by
writing the names of the mythical creatures.
The jumbled letters before each gap are to help
them write the words. What type of mythical creature is
• Encourage your pupils to check with a partner
Pegasus?
once they’ve finished. Then, correct their Option: Hold up the Pupil’s Book and point to the
answers as a class. Online Quest at the bottom of page 25. Say This is
a Quest challenge. Take your class to the computer
• Answers: 1 b It’s a mermaid. / 2 a It’s a
room so they can research the answer. Work with
centaur. / 3 c It’s a dragon.
the pupils to find out what type of mythical creature
Pegasus is (a horse with wings).
Look. Complete the
page 29
Ask the pupils to find out about another mythical
sentences. creature, like a Yeti, a phoenix, a unicorn, etc.
• Hold up the Activity Book and point to Activity Give them some questions to help structure their
14. Refer the class to the word pool box. Say research: What is the name of the mythical
Write these words in the sentences. Point to creature? Is it in a book? What’s the name of the
the pictures and say These are the mythical book and author? What does it look like? What
creatures. Read aloud the example sentence can it do?
(number 1). Pupils can work in pairs to write the Get the class to write down their research answers in
missing words. their notebook or on paper. Then, get pupils to share
• Check the answers with the class. Write the their information with the class. Help them to say
three sentences on the board. what they want to say in English by referring back to
the structures used in previous writing tasks.
• Answers: 1 I’m a man and a horse. / 2 I’m a
woman and a fish. / 3 I’m a dinosaur and a bat.
page 29
Complete the sentences. refer them to page 23, Activities 13, 14 and 15.
• Ask a volunteer to read the example sentence
aloud to the class. Then ask a different volunteer Closing activities
to try to do sentence 2 orally. Once the pupils • Say Everybody finish now. Say Goodbye!
have understood what to do, get them to Encourage the pupils to close their books and
complete the sentences individually. tidy up their things.
• When finished, get pupils to read you their
sentences. Write them on the board so the class Extra: Pupils can work in small groups to create a
can check their work. poster combining all their interesting facts about other
• Answers: 1 A mermaid has got a woman’s mythical creatures to present to the rest of the class.
head and torso and a fish’s tail. / 2 A centaur
has got a man’s head and torso and a horse’s Bilingual Dictionary: Ask the pupils to turn to page
legs. / 3 A dragon has got a dinosaur’s body 34 in their Activity Book. Remind them that this is
and a bat’s wings. a Bilingual Dictionary, which they can complete to
page 29
Write the mystery word. from Word Quest 2.

Activity 16. Check the pupils understand the Homework: Pupils write up the information they
instructions. Draw their attention to the words found using complete sentences. Or, they can find
out about another mythical creature.
112

Unit 3 Lesson 6
Lesson 6 questions about the mythical creatures to

check understanding, for example, What is
Learning objectives a centaur? What famous books have got
centaurs in them? What is a dragon? What
• Do a Culture Quiz
can a dragon do? etc.
• Learn about the UK and the English-
speaking world
• Listen, read and understand a description Main activities
• Listen and find information about another
mythical creature. Do the quiz. Listen and
page 26
• Complete a description
check.
Language focus
• brave, frightened, strong, weak, lucky, Give the pupils time to find the page.
• interesting, boring, silly, clever, magical
14. Tell pupils that they are going to find out
• He’s/She’s/It’s the …est /…iest / most …
some interesting facts about myths and legends
creature in the world.
in Britain and other English-speaking countries
Materials (in today’s lesson, North America, Scotland and
• Flashcards and word cards: brave, Ireland).
frightened, strong, weak, lucky, unlucky, • Say Let’s do the Quest Culture Quiz about
difficult, easy, dangerous, safe myths and legends in Britain and other
• Pupil’s Book, page 26 English-speaking countries. Put the pupils in
• Activity Book, page 30 pairs. The pupils work in pairs and answer the
• Unit 3 CLIL poster quiz questions. They can write their answers on
• Class audio CD a piece of scrap paper or in their notebooks.
At-a-glance lesson plan check and write a ✓ and a ✗ on the board so
(PB page 26 and AB pages 30 and 34) they understand they should mark the other
pair’s quiz. Play CD 2 track 14. Pause after each
Opening activities
answer, so the pupils have time to correct their
• Culture Quiz Do the quiz. Listen and check they can see how they did. Praise them, saying
(CD 2 track 14). Complete the answers Well done!
(AB page 30). • Answers: 1 b / 2 a / 3 c / 4 b / 5 c
• Writing and listening practice Star Writer
CD2
Listen and read (CD 2 track 15) (PB page 14
26). Look at Tony’s email on page 26 in the
Dan: And now a Quest Culture Quiz!
Pupil’s Book. Complete column A (AB page
30). Listen and complete column B (CD 2 1 The Loch Ness Monster is a mythical
track 16) (AB page 30). Complete Sam’s creature from … Scotland! The answer is B!
email. Look at column B (AB page 30). 2 In the famous legend, St George kills a …
dragon with his sword!
• Vocabulary practice Bilingual Dictionary The answer is A!
(AB page 34). 3 Bigfoot is a mythical creature from … North
Closing activities America!
The answer is C!
• Adjectives vocabulary game.
4 Leprechauns are mythical creatures from
Ireland. They usually wear … green clothes!
Opening activities The answer is B!
• Say Hello, how are you? The pupils answer 5 Merlin, Harry Potter and Gandalf are famous
and return the greeting. … wizards!
• Hold up the Unit 3 CLIL poster to review The answer is C!
what the class learnt in Lesson 5. Ask
113

Unit 3 Lesson 6

Culture Quiz
17 Complete the answers.
2
14 Do the quiz. Listen and check.
14
North America Gandalf George green Scotland
1 T he Loch Ness Monster is a mythical creature from ... .
a ) Wales b) Scotland c) Ireland
1 Where is the Loch Ness Monster from? Scotland
2 Who kills the dragon in the famous legend? St
2 In the famous legend, St George kills a ... with his sword.
3 Where is Bigfoot from?
a ) dragon b) mermaid c) unicorn
4 What colour clothes do leprechauns wear?
3 Bigfoot is a mythical creature from ... . 5 Who is a famous wizard?
a ) A ustralia b) England c) North America
Are there any mythical creatures from your country?
4 Leprechauns are mythical creatures from Ireland.
T hey usually wear ... clothes. 18 Look at Tony’s email on page 26 in the Pupil’s Book. Complete column A.
a ) red b) green c) blue
A sharkeagle B peliger
5 Merlin, Harry Potter and Gandalf are famous ... . shark
t Head and body?
a ) mermaids b) centaurs c) wizards Language fac
In En gli sh Legs and wings?
ma ny
lit eratu re,
ch ild ren
st or ies fo r nc e It can ...
‘O
2
15 15 Listen and read.
Write to Quest TV. be gin wit h …’ .
tim e
Invent and describe up on a the most dangerous
a mythical creature. Adjectives?
Email to: Quest TV CD2

19 16 Listen and complete column B.
Dear Quest team,
20 Complete Sam’s email. Look at column B.
My mythical creature is part shark and part eagle. It’s got a shark’s head
and body, and it’s got an eagle’s legs and wings. It can swim like a shark
Lesson 7:
Write your email Dear Quest team,
and it can fly like an eagle. It’s called a sharkeagle!
(Activity Book, My mythical creature is part 1 and part 2
It isn’t safe to be near a sharkeagle because it’s the .
page 31).
most dangerous creature in the world. It’s very It’s got a 3 ’s head and 4 and a 5
legs and 6 . It can 7 and 8
clever and it’s the strongest creature in the world, Lesson 8:
too. All the other mythical creatures are like a tiger. It’s a very 9 and 10
Do the Progress
frightened of my mythical creature! creature. It’s the 11 creature in the world. All the other creatures respect
Check (Activity
Book, page 32). my mythical creature.
Bye, Tony
Bye, Sam
9780230734838.Text.indd 26 09/03/2012 15:21 9780230424531.P25-34.indd 30 20/03/2012 09:42
• Ask the pupils how typical stories for young

children start. Pupils will answer in L1. Ask
page 26
Listen and read.
pupils if they know what people say in English. • Hold up the Pupil’s Book and point to Activity
Acknowledge logical answers and praise the 15. Say This is the Quest TV Star Writer.
pupils for their ideas, saying Well done! Invite a pupil to read the instructions (Invent and
• Hold up the Pupil’s Book and point to the describe a mythical creature.). Then remind your
Language fact. Invite a pupil to read out the class Lots of people write to Quest TV. Each
story phrase, Once upon a time. week they choose the best writing. Their Star
Writer today is Tony. Let’s listen and read.
Tip: If your pupils find this interesting, tell them how Encourage the pupils to read the text as they
most children’s stories traditionally end in English, listen. Play CD 2 track 15.
too: … and they lived happily ever after. • Check the pupils’ understanding by saying
some true or false sentences. Encourage
page 30
Complete the answers. sentences, for example, This description
• Say Open your Activity Book at page 30. is about a real animal. (False. It’s about a
Give the pupils time to find the page. mythical creature.) Tony’s mythical creature
• Hold up the Activity Book and point to Activity is part eagle. (True) Tony’s mythical creature
17. Refer the class to the word pool box. has got a penguin’s wings. (False. It’s got an
Tell them to use these words to answer the eagle’s wings.) It’s got a shark’s head. (True)
questions. It can swim but it can’t fly. (False. It can swim
• When the pupils have finished, check the and fly.) It’s the strongest mythical creature in
answers with the class. the world. (True)
• Answers: 1 Scotland / 2 George / 3 North CD2
America / 4 green / 5 Gandalf 15
• Invite a pupil to read out the personalisation Write to Quest TV. Invent and describe a
question Are there any mythical creatures from mythical creature.
your country? Encourage the pupils to answer,
Dear Quest team,
naming mythical creatures from their region or
My mythical creature is part shark and part
country. Listen to their answers and praise their
eagle. It’s got a shark’s head and body, and it’s
speaking.
got an eagle’s legs and wings. It can swim like
114

Unit 3 Lesson 6
a shark and it can fly like an eagle. It’s called a Complete Sam’s email. Look
page 30
sharkeagle!
It isn’t safe to be near a sharkeagle because
at column B.
it’s the most dangerous creature in the world. • Hold up the Activity Book and point to
It’s very clever and it’s the strongest creature in Activity 20. Check the pupils understand the
the world, too. All the other mythical creatures instructions. Ask the pupils to work individually
are frightened of my mythical creature! to complete the sentences in Sam’s description
Bye, of his mythical creature. Refer the pupils to
Tony Tony’s model text in their Pupil’s Book on page
26 and column B in Activity 18.
Look at Tony’s email on page
page 30
26 in the Pupil’s Book. Complete • Get pupils to check their answers in pairs.
column A. Where they have a different answer, they should
• Hold up the Activity Book and point to Activity both look back at column B and try to find
18. Ask the pupils to work individually to the correct answer. Finally, check the answers
complete column A with the information from with the class. Ask different pupils to read the
the Pupil’s Book description on page 10. Refer completed sentences.
the pupils to the example answer and check • Answers: 1 pelican / 2 tiger / 3 tiger / 4 body
understanding. / 5 pelican’s / 6 wings / 7 run / 8 jump /
• When the pupils finish writing, check the 9 interesting / 10 strong / 11 bravest
• Answers: Head and body: shark / Legs and Differentiated learning: If pupils find writing in
wings: eagle / It can: swim, fly / Adjectives: the English easy, ask them to do this writing task without
most dangerous, the strongest, very clever looking at the model letter in their Pupil’s Book.
Listen and complete

page 30 page 14
column B. • Ask the pupils to turn to page 34 in their AB.
• Hold up the Activity Book and point to Activity Remind pupils that the Bilingual Dictionary is
19. Tell the pupils they’re going to listen to a where they can keep a record of the words they
boy called Sam. He’s talking about his magical have learnt in this unit.
creature, called a peliger. Explain that they must • Pupils work individually to complete the CLIL
listen carefully and complete column B with the words.
correct answers.
• Play CD 2 track 16, pausing at the end of Basics Book: For pupils using the Basics Book
each sentence to give the pupils time to write refer them to page 23, Activities 16, 17 and 18.
the answers. Play the CD again for the pupils to
check their work. Closing activities
• Check the answers with the class. Write the • Say Everybody finish now. Say Goodbye!
correct words on the board. Encourage the pupils to close their books and
• Answers: Head and body: tiger / Legs and tidy up their things.
wings: pelican / It can: run, jump / Adjectives:
very interesting, very strong, the bravest Extra: Play Hangman with adjectives. Include
adjectives from this lesson and also other adjectives
CD2
16
they already know (i.e. tall, short, fat, etc.).
Sam: My name’s Sam and I want to tell
you about my mythical creature. It’s called Homework: Pupils write a Culture Quiz about
a peliger because it’s part pelican and part myths and legends in their country. Ask pupils to
tiger. That’s right, a pelican and a tiger! Let research facts about myths and legends in their
me explain more. It’s got a tiger’s head and country on the internet, in books or in the library.
body, with yellow and black stripes. And it’s Pupils write three questions and give three multiple-
got a pelican’s legs and wings. It can run like a choice answers for each question. Pupils take turns
tiger and it can jump like a tiger, too. It’s a very asking some of their quiz questions in the next
interesting creature and it’s very strong. But lesson, and the other pupils guess which of the
more than anything, it’s the bravest creature in multiple-choice answers are correct.
the world, so all the other creatures respect it.
Do you like my mythical creature? 115

Unit 3 Lesson 7
Lesson 7
3 Lesson 7
Learning objectives 21 Write the opposite words.

Learning to
LEARN
• Categorising adjectives in pairs of opposites
brave silly safe boring attractive nasty frightened unlucky
strong ugly lucky kind dangerous interesting clever weak
• Planning and writing a description of a

brave
mythical creature
Language focus
unlucky, difficult, easy, dangerous, safe 22 Invent a mythical creature. Then draw.
• interesting, boring, clever, silly, magical Name:
• He’s/She’s/It’s …er / …ier / more … than … Animal’s head and body?

Animal’s legs and wings?
Materials It can ...

Adjectives?
• Flashcards and word cards: brave,
frightened, strong, weak, lucky, unlucky, 23 Write an email to Star Writer. Use your notes from Activity 22.
difficult, easy, dangerous, safe Email to: Star Writer


(AB page 31)
Opening activities 31
• Vocabulary practice A game to revise 9780230424531.P25-34.indd 31 20/03/2012 09:43
adjectives vocabulary
Main activities • Play the game several times, changing the
• Vocabulary activity Write the opposite number of words in the sentence and the
words (AB page 31). compulsory word (which in this lesson should
focus on adjectives). The team with most points
• Writing practice Invent a mythical creature.
wins.
Then draw. Write an email to Star Writer.
Use your notes from Activity 22 (AB page
31). Main activities
Closing activities
• Read a friend’s description.
page 31
Write the opposite words.
• Say Hello, how are you? The pupils answer 21. Ask What is the opposite of brave? Pupils
and return the greeting. put up their hands to answer (frightened). Ask
• Explain the game Write a sentence to the the pupils to work individually to write the
class. Divide the class into small groups. Give adjectives in the correct spaces.
each group a piece of paper. First, say a number • When the pupils have finished, check the
out loud (e.g. seven). Tell them this number answers with the class. Say to the pupils Let’s
is how many words they must have in their check our answers.
sentence. Then, you say a word (e.g. strongest).
Tell them this word must be in their sentence. • Answers: brave, frightened / silly, clever / safe,
dangerous / boring, interesting / attractive, ugly
• Say Say stop when you’re finished. The / nasty, kind / unlucky, lucky / strong, weak
first group to finish writing a sentence, with
seven words, including the word strongest,
says Stop. Give them one point. Then ask for
Invent a mythical creature.
page 31
their sentence and write it on the board. If it Then draw.

is accurate, award them another point. If it • Hold up the Activity Book and point to Activity
isn’t accurate, ask another pupil to tell you the 22. Tell the pupils that they are going to invent
mistake. The pupil that tells you the mistake their own mythical creature. Tell them to think
gets a bonus point for his/her team. which two animals are going to make up their
116

Unit 3 Lesson 7
mythical creature. Then, get them to draw their

mythical creature in the space provided (a quick,
simple drawing). Give them a time limit.
• Then, the pupils complete the chart for their
own mythical creature.
• Afterwards, get pupils to tell you something
about their mythical creature, e.g. It’s got an
eagle’s head.
Write an email to Star Writer.

page 31

23. Explain to the pupils that this is their turn to
be Star Writer on Quest TV. Ask them to write
a description of their newly invented mythical
creature. Tell the pupils that they should use the
notes they have made in Activity 22. They can
also refer to Sam’s description on the previous
page in their Activity Book.
description. Move around the room to offer help.
When the pupils have finished, take their books
in to correct their writing.
Differentiated learning: If your pupils find writing

in English easy, refer them to the model writing in
their Pupil’s Book and encourage them to use some
of the additional language.

Closing activities
Extra: Before you take in the pupils’ books to

correct, let them swap their book with a friend so
they can read each other’s descriptions.
Homework: Get your class to do a more detailed,

colour picture of their mythical creature. Also, ask
your class to write their descriptions again in neat
on pieces of paper. Then, display their writings and
pictures on the classroom wall under the heading
Our Star Writer letters! Each week, you can choose
one description and read it to the class as the Star
Writer. Stick a star next to it on the display. Make a
note of the Star Writer each week, to ensure each
pupil has a turn to be the Star Writer.
117

Unit 3 Lesson 8
Lesson 8

1 brave 2 strong 3 lucky 4 difficult 5 dangerous
• Add words to the adjectives Concept Map to
create a personalised record 6 frightened 7 weak 8 unlucky 9 easy 10 safe
Language focus
• brave, frightened, strong, weak, lucky, 1 interesting 2 boring 3 clever 4 silly 5 magical
unlucky, difficult, easy, dangerous, safe Learning to

words and expressions
• interesting, boring, clever, silly, magical LEARN Go to the Bilingual Dictionary (Activity Book, page 34). 53
• You’re/He’s/She’s the …est / …iest / most … Grammar Quest
To be + superlative adjectives
Materials I’m
the unluckiest boy in London.
You’re Remember!
• Flashcards and word cards: brave, He’s

the most important
king in England. brave easy frightened
–>
–>
–>
She’s queen in England.
frightened, strong, weak, lucky, unlucky,
braver easier more frightened
–>
–>
–>
We’re
You’re the strongest knights in England. the the the
difficult, easy, dangerous, safe They’re bravest easiest most frightened
• Pupil’s Book, page 27 Learning to

• Activity Book, pages 32, 33 and 34

• Grammar Builder
• Class audio CD 27
• Optional Basics Book, page 24 9780230734838.Text.indd 27 09/03/2012 15:21
At-a-glance lesson plan Opening activities

(PB page 27, AB pages 32, 33 and 34, • Say Hello, how are you? The pupils answer
Grammar Builder Unit 3) and return the greeting.
Opening activities
• Vocabulary Game Play Ten unit questions. Play Ten unit questions.
• Ask the pupils ten questions about Unit 3. The
Main activities pupils write one word or short answers to the
questions.
• Unit 3 Language Guide Word Quest 1 and
2, Grammar Quest (PB page 27). • Here are some suggestions for questions:
Ask questions about this unit’s main vocabulary
Progress Check 3
sets, for example, What’s the opposite of
• Vocabulary Complete the sentences. Use safe? (dangerous). What adjective can we use
adjectives (AB page 32). to describe a person who wins the lottery?
• Grammar Look at the chart. Write sentences (lucky). What is the opposite of silly? (clever).
about Amy, Charlie and George (AB page How many syllables are there in ‘interesting’?
32). (three).
• Listening Listen and circle the correct answer • Ask simple comprehension questions based
(CD 2 track 17) (AB page 33). on the story in Lesson 2, for example, What is
• Reading Read and write ‘True’ or ‘False’ the name of King Uther’s baby boy?(Arthur).
(AB page 33). What special thing does Arthur do in London.
• Speaking Look at the creatures. Read (gets/takes/pulls out the sword from the stone).
the dialogue. Make your own dialogue • Ask questions about this unit’s grammar, for
(AB page 33). example, Complete the sentence with the
• Vocabulary practice Complete the Bilingual correct form of ‘strong’. Arthur is the …
Dictionary (AB page 34). boy in London (strongest). Which sentence
is correct, a or b? a) This is the difficultest
Closing activities homework. b) This is the most difficult
• Act out the dialogue. homework. (sentence b).
• Grammar Builder (pages 8, 9 and 10). • Ask questions about this unit’s CLIL lesson,
for example, What animal’s tail has a mermaid
118

Unit 3 Lesson 8
Progress Check 3
EX AM
CD2
1 Complete the sentences. Use adjectives. Vocabulary 3 17 Listen and circle the correct answer. PRACTI CE Listening
The legend of King Arthur was 1 interesting . It wasn’t 2 b . England 1 What’s the most dangerous animal in the sea? a) shark b) jellyfish c) whale
was a 3 d country. It wasn’t 4 s 2 What’s Jim’s easiest homework today? a) Geography b) English c) Maths
. But King Uther’s
3 Who’s the bravest knight in the story? a) Alfred b) David c) Henry
Queen was 5 . She wasn’t 6 . Arthur was
4 What’s the happiest animal in the park today? a) a cat b) a dog c) a rabbit
7 l . He wasn’t 8 u . It was 9
5 Who’s the strongest person in May’s family? a) her brother b) her mum c) her dad
for Arthur to get the sword. It wasn’t 10 d . King Arthur was
a 11 s King. He wasn’t 12 w . The wizard Merlin
was 13 m . King Arthur’s knights were 14 b . My favourite book is The Little Mermaid, by Hans Christian Anderson. The story is about a mermaid
who lives in the sea. She loves a human prince. She asks the sea witch for legs so she can live on
They weren’t 15 f . the land and not in the sea. I like the book because it’s an interesting and magical story. My favourite
Grammar
character is the little mermaid because she’s very brave. She’s very unhappy, too.
2 Look at the chart. Write sentences about Amy, Charlie and George.
1 The book review is about The Big Mermaid. False
Amy Charlie George
2 The story is about a mermaid.
1 strong ✓ ✓✓✓ ✓✓ 3 In the story, the mermaid loves the sea witch.
2 weak ✓✓✓ ✓ ✓✓ 4 She asks the sea witch for new clothes.
3 clever ✓✓ ✓ ✓✓✓ 5 It’s a magical story.
4 silly ✓✓ ✓✓✓ ✓ 6 The mermaid is a brave character.
5 brave ✓✓✓ ✓✓ ✓
6 frightened ✓ ✓✓ ✓✓✓ 5 Look at the creatures. Read the dialogue. Make your own dialogue. Speaking
7 lucky ✓✓ ✓ ✓✓✓
Tell me about (Centaur Clive).
1 Charlie is the strongest child in the group.
2 Amy He’s the (most
dangerous) creature
3
Dragon Den
4
Tell me about (Mermaid Mandy).
5 Rem emb er!
6 the strongest, Centaur Clive
She’s the (luckiest) creature.
the luckiest,
7 the most frightened
Mermaid Mandy
YES • Remember vocabulary from the unit. YES • Understand a short listening. • Read and understand a review of a story.
32
I CAN • Use superlative adjectives to describe things. I CAN • Talk about creatures.
33
9780230424531.P25-34.indd 32 20/03/2012 09:43 9780230424531.P25-34.indd 33 20/03/2012 09:43
got? (a fish’s). What animal’s wings has a them that the Progress Check pages focus on
dragon got? (a bat’s). all the language they’ve been studying in Unit 3.
• Check the answers with the class. Pupils put • Hold up the Activity Book and point to Activity
up their hands to answer. Write the answers on 1. Ask the pupils to work individually to look
the board. Say Well done! at the pictures in the sentences and write the
correct adjectives in the sentences.
Option: Pupils can play this game in pairs or in • When the pupils have finished, check the
groups. Give each group or pair a piece of paper and answers with the class.
a pencil. Read out the questions, and then ask the
• Answers: 1 interesting / 2 boring / 3 dangerous
groups to exchange papers and mark one another’s
/ 4 safe / 5 clever / 6 silly / 7 lucky / 8 unlucky
work. The groups get one point for each correct
/ 9 easy / 10 difficult / 11 strong / 12 weak / 13
answer. The group with the most points wins.
magical / 14 brave / 15 frightened
Main activities Look at the chart. Write

page 22
sentences about Amy, Charlie and

page 27
George.
Language Guide. • Hold up the Activity Book and point to Activity
• Say Open your Pupil’s Book at page 27. 2. Refer the pupils to the chart about the group
Give the pupils time to find the page. of friends, Amy, Charlie and George. Elicit
• Hold up the Pupil’s Book and point to Word several sentences about the children, to check
Quest 1 and 2 and the Grammar boxes. Tell pupils understand how to use the chart, for
the pupils to spend a few minutes just looking example, Charlie is the strongest child in the
over the vocabulary and grammar, in silence. group.
Afterwards, ask them if they have any questions • Ask the pupils to work individually to write the
about the vocabulary or the grammar. sentences. Move around the room to offer help.
Progress Check 3. Complete
page 32
the sentences. Use adjectives. sentences.
• Say Open your Activity Book at page 32. • Answers: 1 Charlie is the strongest child in the
Give the pupils time to find the page. Remind group. / 2 Amy is the weakest child in the group.
119

Unit 3 Lesson 8
/ 3 George is the cleverest child in the group. / Girl: Yeah, and that cat likes climbing trees.
4 Charlie is the silliest child in the group. / Boy: True. But look at the dog playing with the
5 Amy is the bravest child in the group. / ball.
6 George is the most frightened child in the Girl: Oh, yes. It’s definitely the happiest animal
group. / 7 George is the luckiest child in the in the park.
group.
Narrator: Number 5. Who’s the strongest
Listen and circle the correct
page 33
person in May’s family?
answer. Man: Who’s the strongest person in your
family, May?
May: Well, my dad’s very strong. He plays
3. Get the pupils to read the questions aloud.
football every weekend. And my mum’s very
Say Listen and circle a, b, or c. Tell them that
strong. She plays basketball every week. But
you will play the CD twice.
my brother’s the strongest person in my family.
• Play CD 2 track 17 all the way through without He plays football and basketball!
the CD again. Pause a short time after each CYL Exam Practice: This listening activity provides
section to give the pupils time to finish the practice for pupils who may do the Cambridge
activity and to check their answers. Young Learner exams.
class.
• Answers: 1 b / 2 c / 3 c / 4 b / 5 a Read and write ‘True’ or
page 33
‘False’.
CD2
17
Narrator: Number 1. What’s the most 4. Ask the pupils to read the book review. You
dangerous animal in the sea? may also want to read it aloud as the pupils
Man: Well, lots of people think the shark is the follow in their books.
most dangerous, but it isn’t. The Box jellyfish • When the pupils have finished reading, ask
kills more people than the shark. It’s one of the them questions to check understanding, for
biggest jellyfish. The Box jellyfish is the most example, What book is the review about? (The
dangerous sea animal. Little Mermaid). Where does the mermaid live?
(in the sea). Who does she love? (a human
Narrator: Number 2. What’s Jim’s easiest prince). What two adjectives describe the
homework today? mermaid? (brave and unhappy).
Mum: Have you got lots of homework today, • Ask the pupils to work individually to read the
Jim? sentences under the text and write whether they
Jim: Yes, I have. This is my Geography are true or false.
homework.
Mum: Oh, that looks difficult. • When the pupils have finished, get them to
Jim: Yes, it is. And my English homework is check their answers in pairs. Where they have
difficult, too. But my Maths homework is easy. different answers, get them to look back at the
Narrator: Number 3. Who’s the bravest knight the answers on the board for the pupils to check
in the story? a final time.
Girl: I think Alfred’s the bravest knight in the • Answers: 1 False / 2 True / 3 False / 4 False /
story. 5 True / 6 True
Boy: Oh, I don’t. I think Henry’s braver than
Alfred. Look at the creatures. Read
page 33
Girl: But Alfred fights the dragon, David.

Boy: Yes, but Henry fights the dragon and
the dialogue. Make your own
stops the bad king. dialogue.
Girl: Oh, yeah. Ok, I agree. Henry’s the bravest • Hold up the Activity Book and point to Activity
knight. 5. Ask two pupils to read out the dialogue. Refer
the class to the pictures of the creatures. They
Narrator: Number 4. What’s the happiest should use the pictures for information, and the
animal in the park today? dialogue as a model, substituting the words in
Boy: That rabbit is really funny! It’s jumping a brackets. When they finish, you may want to ask
lot!
120

Unit 3 Lesson 8
Bilingual Dictionary what the word is in English.
adventure (n) monster (n)
amazing (adj) mouse (n)
bat (n) mysterious (adj) Option: The class create a Concept Map poster.
boring (adj) mythical (adj)
brave (adj) princess (n) Pupils add new vocabulary to the poster. This could
bring (v) Queen (n)
centaur (n) safe (adj) be done at the beginning of the unit and displayed
shark (n)
throughout the year. Pupils can add new categories,
clever (adj)
creature (n) silly (adj)
snake (n)
dangerous (adj)
difficult (adj) soldier (n) linked to the topic.
dragon (n) stone (n)
eagle (n) strong (adj)
easy (adj)
England (n)
sword (n)
tail (n)
fall in love (v)
fight (v)
torso (n)
treasure (n)
refer them to page 24, Activities 1, 2 and 3. After
frightened (adj)
hide (v)
unlucky (adj)
weak (adj)
pupils have completed the speaking activity, ask
interesting (adj)
King (n)
wing (n)
wizard (n)
them to write out their own dialogue based on the
knight (n)
Useful Expressions
one in the Progress Check.
legend (n)
leprechaun (n) at the moment
look after (v) How can I help you?*
lucky (adj)
magical (adj)
mermaid (n)
I’m looking for . . . *
in trouble
Closing activities
Everyday English*
LEARN Encourage the pupils to close their books and
Mythical creatures Adjectives to describe them
Myths and
Legends

34 front of the class. Listen and praise their speaking,
9780230424531.P25-34.indd 34 20/03/2012 09:43
saying Well done!
the pupils to find new partners and repeat the Homework: Pupils complete the Grammar Builder
activity. for Unit 3, pages 8, 9 and 10. See TN page 305 for
• Move around the room to listen to the pupils the answer key.
Everyday English: For teaching notes for the
Tick the Yes I can … Everyday English section on PB page 28, see TN
• Point to the Yes I can … language statements page 280.

page 34
Dictionary.
Useful Expressions sections and to translate
any words they have not done yet.
ways.
121

Unit 3 DVD Scripts
DVD
At Broughton Castle eat here! The Fiennes family eat

here with their most important guests.
Jess: Hello, everyone!
Jess: And they eat Christmas dinner in here! Did
Matt: Welcome to Quest TV.
you have an interesting time, Matt?
Jess: Ok, King Matt! What are we talking about
Matt: Definitely. I had a more interesting than
today?
you.
Matt: We are talking about myths and legends,
Jess: Oh no! I had the most interesting time!
Princess Jess.
Matt: See you soon.
Jess: Brilliant!
Jess: Thanks for watching Quest TV.
Matt: UK history is full of stories about dragons,
kings, knights, wizards, princesses and
Matt
magic.
& Jess: Goodbye!
Jess: For example?
Matt: The legend of King Arthur.
DVD
Jess: Of course. His friend is Merlin, the
magician.
CLIL – UK myths and legends
Matt: Exactly! Merlin is the cleverest magician in
Britain and Arthur is the strongest knight. Jess: Today, we’re talking about myths and
Jess: That’s right! He is brave and lucky! legends.
Matt: His life is interesting and never boring! Matt: That’s Warwick Castle in the UK. People
Jess: Does King Arthur live in a castle? say that a famous knight, Sir Guy of
Matt: Oh, yes! Warwick, lived there. Legend says that he
Jess: I think it’s time to go and look at a castle! killed a dragon, and his sword is
Matt: Great idea! there in the castle.
Jess: Come with us and take a look at a real Jess: Wow! And that’s Loch Ness, in Scotland.
English castle! Matt: As in the Loch Ness Monster?
Jess: Yes! It’s the most frightening monster in
Jess: Hello again! the UK. People say it’s a sort of dragon or
Matt: Welcome to Broughton Castle. a dinosaur that lives in the water!
Jess: I think this is the most beautiful castle in Matt: Where’s that?
England! Jess: Do you know the legend of the giant
Matt: Let’s see what interesting facts we can Finn McCool? He tried to build a bridge
discover! from Ireland to Scotland so he could fight
Jess: This is the Great Hall. It’s the biggest room a Scottish giant!
in the castle. The film Shakespeare in Love, Matt: And that’s his bridge. It’s called the Giant’s
starring Gwyneth Paltrow, takes place here! Causeway. Finn McCool was the cleverest
Matt: I’m in the Ladies’ Garden. These patterns giant, and the strongest. He won the fight!
are more interesting than normal gardens! Jess: Look at those stones.
Jess: In the English Civil War, soldiers almost Matt: That’s Stonehenge in the UK.
destroyed this gatehouse. Soldiers in the Jess: There are lots of myths and legends about
castle can shoot arrows through these Stonehenge.
windows. I feel safer in here than outside! Matt: People say it was built by a giant for the
Matt: This is the Council Chamber and these wizard Merlin.
are cannon balls! In 1642, soldiers from Jess: Merlin lived in King Arthur’s time.
the King’s army tried to destroy Broughton Matt: That’s right! The legend says that the giant
Castle. The King’s soldiers were stronger got the stones from Ireland. It was
than the castle’s soldiers and they a place to bury Britain’s princes and kings.
captured the castle. Jess: The giant was stronger than Merlin.
Jess: This is Ben Jonson. He wrote magical Matt: There are so many myths and legends
stories and plays. I think I’m having a more in Britain.
interesting time than Matt! Jess: Dragons, knights, giants and wizards.
Matt: I’m in the dining room. This is the most Matt: I wonder if they’re true?
important room in the house because you
122

Unit Let’s Cook!
• Identifying and saying the names of food and • There’s some (milk). / There are some (eggs).
drink and writing them correctly in context • There isn’t any (milk). / There aren’t any (eggs).
• Is there any (milk)? Yes, there is./No, there isn’t.
• Listening to, understanding and singing a • Are there any (eggs)? Yes, there are. / No,
song there aren’t.
• Reading and listening to a story about a
cookery programme
• Showing understanding of the story by Recycled language
answering questions and writing a story • He’s/She’s/You’ve/I’ve got (an omelette).
review • Can I have (a lemon), please?
• Identifying how to use and form There is/are + • I like / don’t like (pizza).
countable and uncountable nouns • Do you like (pizza / watching cookery
• Identifying parts of the language structure programmes)? Yes, I do. / No, I don’t.
and showing understanding by creating • It’s (ten past four).
sentences and questions • This is/isn’t (my special mango cake). These
• Listening to, reading and acting out a dialogue are/aren’t (my special pancakes).
using language in context • I’m hungry. Let’s (cook something).
• Identifying and saying types of TV programmes • Can you cook? Yes, I can. / No, I can’t.
• smile, ingredient, kitchen, fridge, cupboard,
• Reading, extracting information and writing football, basketball, run
an authentic class survey about types of TV • Countries • Continents
programmes • Adjectives • Food
• Reading, listening and writing about food
around the world
Receptive language
• Using the internet to find out about dan tat
cakes • tears, chef, primary, results, survey, TV
• Understanding and extracting information programmes, drawings, laugh, throw, shelf
about a description of food in the kitchen • sweet, flat, rainy, thin
• cookie, tea, coffee, pavlova, meringue
• Categorising food and drink by taste • nuts, honey bees, main meal
• Here are your ingredients.
• Writing a description of the food that is/isn’t in • Let’s (watch this).
your fridge or cupboard • What’s your favourite type of TV programme?
• Reviewing and reflecting on the unit • It’s a piece of cake!
• Can you change the channel? All right.
• Practising Everyday English through listening
to and acting out a dialogue about watching Pronunciation
cookery programmes • Comparing the sounds in words with a voiced
and unvoiced /r/ as in orange and in purple
Key language
Vocabulary Socio-cultural aspects
• butter, milk, sugar, salt, a mango, a lemon, • Learning about food from around the world
flour, a doughnut, a pancake, an omelette
• a cookery programme, a cartoon, a quiz show, • Showing interest in food ingredients and
a sports programme, a comedy series cooking
• a snack, a dessert, honey, cardamom, spice, • Learning about culture and customs in the
baklava cakes, alfajor biscuits English-speaking world
• Using everyday English to act out watching
cookery programmes
123

Unit 4 Lesson 1
Lesson 1 • Say Quest’s next TV show is about food and

cooking. Brainstorm with the class any food or
Learning objectives drinks they already know in English. Get pupils
to spell out some of the words they contribute.
• Identify and say food and drink vocabulary
• Play the Quest Memory Game to practise the • Hold up the Unit 4 flashcards one at a time
vocabulary and stick them on the board, in the same order
• Listen to, read and sing the Quest song as the words in the Pupil’s Book. Ask the pupils
• Show understanding by completing to tell you any of the flashcard food or drink
sentences words they already know in English. Don’t worry
about any words they don’t know.
Language focus
• butter, milk, sugar, salt, a mango, a lemon,
flour, a doughnut, a pancake, an omelette Main activities
• He’s/She’s got a/some …
• Can I have a / some …
page 29
• Every day I eat … / I don’t eat … every day. • Say Open your Pupil’s Books at page 29.
• Flashcards and word cards: butter, milk, • Point to Activity 1. Say It’s time for Word
sugar, salt, a mango, a lemon, flour, Quest 1. Play CD 2 track 20. Point to the
a doughnut, a pancake, an omelette flashcards of the food/drink as you hear them
• Pupil’s Book, page 29 on the CD.
• Activity Book, page 35 • Play the track again and tell the pupils to
• Class audio CD repeat the words as they hear them. Play the
• Optional Basics Book, page 25 track a final time, get the pupils to repeat the
words and take down each flashcard as it is
mentioned on the CD. Praise their speaking,
saying Well done!
20
• Brainstorm food vocabulary in English. It’s time for Word Quest 1.
Listen, repeat and have fun!
Main activities
butter
• Vocabulary activities Listen and repeat the
milk
words (CD 2 track 20). Quest Memory Game.
sugar
Listen and play (CD 2 track 21) (PB page 29).
salt
a mango
• Song Listen and read. Sing the song (CD 2 a lemon
track 22) (PB page 29). flour
• Writing practice Look. Complete the a doughnut
sentences. Look. Write the questions. Write a pancake
about you. What do you eat every day? (AB an omelette
page 35).
Closing activities Quest Memory Game. Listen
page 29
• Sing the karaoke version of the song (CD 2 and play.

track 23).
Opening activities Memory Game. Listen and repeat. Play CD 2
• Say Hello, how are you? and encourage the track 21. Pause after each line for the class to
pupils to return the greeting. repeat.
• Ask the class to remind you what last unit’s
topic was (myths and legends).
124

Unit 4 Lesson 1
Let’s Cook! Let’s Cook!

4
Lesson 1
2 2
Word Quest 1
What’s number 9? 1 2 3 4 5 6 7 8 9 10
A pancake.
1 He’s got an omelette . 6 She’s got some .
2 He’s got a . 7 .
1 butter 2 milk
3 . 8 .
Yes. How 4 . 9 .
do you spell P-a-n-c-a-k-e.
5 . 10 .
‘pancake’?
2 Look. Write the questions.
3 sugar 4 salt 2
3 22 Listen and read. Sing the song. 1 Can I have a 2
lemon, please?
When I see you, I don’t know what to say.
Your smile is so sweet.
It’s like eating mangoes on a sunny day. 3 4
5 a mango 6 a lemon Your love is so sweet.

It’s like sugar, sugar, yeah!
Your love is so sweet. 5
It’s like sugar, sugar, yeah!
When you don’t see me,
And you walk away. 3 Write about you. What do you eat every day?
7 flour 8 a doughnut There are tears in my eyes.
It’s like eating lemons on a rainy day.
Chorus
Every day, I eat
.
When you talk to me, then I feel ok.
Your smile is so sweet. I don’t eat .
9 a pancake 10 an omelette It’s like eating pancakes on a sunny day.

29 35
9780230734838.Text.indd 29 09/03/2012 15:22 9780230424531.P35-44.indd 35 20/03/2012 10:09
CD2
21
page 29
Boy: Er … a pancake. • Say It’s time for a Quest song. Point to the
Girl: Yes. How do you spell ‘pancake’? flashcards on the board and ask Which four
Boy: P-A-N-C-A-K-E. food words are in the song? Play CD 2 track
22.
• Say Let’s play the Quest Memory Game.
First, model the game with a confident student. CD2
Then, divide the class into pairs. The pupils take 22 Love is sweet song
turns to open their books and ask questions.
Jack: And now it’s time for a Quest song.
Monitor and praise their speaking, saying Very
good! When I see you, I don’t know what to say.
Your smile is so sweet.
Differentiated learning: If your class finds English It’s like eating mangoes on a sunny day.
to keep their books open. Instead of answering the Your love is so sweet. It’s like sugar, sugar,
question from memory, they can look in their books. yeah!
Your love is so sweet. It’s like sugar, sugar,
• Finally, say Close your books. Invite individual yeah!
pupils to name the foods again from memory.
Ask What’s number 1? (butter). Then ask When you don’t see me, and you walk away.
Do you eat butter every day? Help pupils to There are tears in my eyes.
answer Yes, I do. / No, I don’t. As pupils answer It’s like eating lemons on a rainy day.
about each flashcard, stick the flashcards on Chorus
the board, so they can be used later on in the
lesson. Repeat until all the flashcards are on the When you talk to me, then I feel ok.
board. Your smile is so sweet.
It’s like eating pancakes on a sunny day.
Chorus
125

Unit 4 Lesson 1
• Elicit the four food words they heard in the Basics Book: For pupils using the Basics Book
song (mangoes, sugar, lemons, pancakes). Say refer them to page 25, Activities 1, 2 and 3.
Good listening. Well done!
• Play CD 2 track 22 again and encourage the
pupils to read the song in their Pupil’s Book Closing activities
while listening. • Say Everybody finish now. Say Goodbye!
• Say Let’s sing the song. Play the CD again, Encourage the pupils to close their books and
pause after each line and get the pupils to sing tidy up their things.
Extra: Play the karaoke version of the Love is Sweet
song. Play CD 2 track 23 and sing, encouraging the
pupils to sing along with you.
on the CD and encourage the pupils to sing the
song with the CD.
Homework: Pupils write additional sentences
Look. Complete the
page 35 about what members of their families eat/don’t eat
every day.
sentences.
1. Refer the class to sentence number 1, as an
example. Get a child to spell out the gapped
word: o – m – e – l – e – t – t – e.
• Get the pupils to work individually. Check their
answers as a class and place each word card
on the board when they give the answer. Get
them to check their spelling by looking at the
word cards.
• Answers: 1 omelette / 2 mango / 3 doughnut /
4 lemon / 5 pancake / 6 flour / 7 sugar / 8 salt /
9 milk / 10 butter
page 35
to the pictures and tell the class to write the
question for each picture.
answers as a class.
• Answers: 1 Can I have a lemon, please? /
2 Can I have some milk, please? / 3 Can I have
some salt, please? / 4 Can I have a doughnut,
please? / 5 Can I have an omelette, please?
Write about you. What do

page 35
you eat every day?

3. Ask several pupils to tell you things they eat
every day. Then, ask pupils to tell you things
they don’t eat every day.
sentences about what they eat and don’t eat
every day. When the pupils have finished,
sentences.
126

Unit 4 Lesson 2
Lesson 2 • Brainstorm the food and drink vocabulary from

the last lesson. Stick the appropriate flashcards
Learning objectives on the board as the pupils say the words. Leave
the flashcards on the board.
story • Say Let’s sing the Love is sweet song. Play the
• Show understanding of the story by karaoke version of the song on CD 2 track 23
completing and ordering speech bubbles and encourage the class to join in.
and by writing words in sentences
• Write a review of the story Main activities
Language focus
poster.
Materials • Say It’s time for a Quest TV story. Show the
story poster to the pupils. Generate interest
• Flashcards and word cards: butter, milk,
in the story by telling the pupils that this is
sugar, salt, a mango, a lemon, flour, a
a story about food. Before they listen to the
doughnut, a pancake, an omelette
introduction, ask the class a question: Listen.
• Story poster: 1, 2, 3, Let’s Cook!
What type of TV programme is the story
about? Play the story introduction on CD 2
track 24. Elicit that the story is about a cookery
• Class audio CD
programme. Ask your class if they watch/know
of any cookery programmes on TV.
At-a-glance lesson plan continue with the story. Ask What is the big
(PB page 30 and AB page 36) mistake in the story? Tell the story yourself
Opening activities or play CD 2 track 24. Point to the different
• Revision of food and drink (with flashcards). frames on the story poster to help the pupils
Song review: the Love is sweet song, understand the story.
karaoke version (CD 2 track 23). CD2
Main activities 24
• Story 1,2,3, Let’s Cook! Listen to the story Dan: Do you like watching cookery
with the story poster (CD 2 track 24). Listen programmes on TV? Well, here’s a story
to the story. Read. Check comprehension. about a cookery programme. Let’s see what
Ask questions (PB page 30). happens!
1, 2, 3, Let’s Cook!
• Story activities Remember the story. Write, Frame 1
order and match. Listen and check (CD 2 Presenter: Welcome to everyone’s favourite
track 25). Read and write the words (AB cookery programme. It’s 1, 2, 3, Let’s Cook!
page 36). And here are our chefs. Hello, Monica and
• Writing practice Think about the story. Nigel!
Circle. Write a review (AB page 36). Frame 2
Presenter: Ok! Here are your ingredients.
Closing activities There’s some flour, there’s some butter and
• Act out the story. there’s some sugar. There are some lemons
and there are some eggs, too. And remember
chefs, you can’t make the same food!
Opening activities Frame 3
• Play the Love is sweet song on CD 2 track 23 Presenter: But you can each have one extra
as the class enter the classroom. ingredient from our kitchen.
• Say Hello, and encourage the pupils to return Monica: There aren’t any mangoes in the bag.
the greeting. Ask How are you? and encourage Are there any mangoes in the fridge?
the pupils to answer and ask you the same Presenter: Yes, there are.
is this unit’s Quest topic? (food and drink).
127

Unit 4 Lesson 2
Do you like watching cookery programmes
on TV? Well, here’s a story about a cookery CD2
2 4 Remember the story. Write, order and match. Listen and check.
4 24 Listen to the story. Read. programme. Let’s see what happens! 25
eggs chefs pancakes sugar salt mango

Welcome to everyone’s favourite Ok! Here are your ingredients. There’s some flour,
1 2
cookery programme. It’s 1, 2, there’s some butter and there’s some sugar. There
3, Let’s Cook! And here are our are some lemons and there are some eggs, too. This isn’t a There are some lemons and there are
chefs. Hello, Monica and Nigel! And remember chefs, you can’t make the same food! ! some , too.
And here are our chefs . And these are my special

Hello, Monica and Nigel! 1 b .
This is my special Always check that it’s sugar, not
But you can each have one extra cake. !

3 4
ingredient from our kitchen. There isn’t any
milk in the bag. c
5 Read and write the words.
Is there any milk
There aren’t any in the fridge?
mangoes in the pancakes cake can’t sugar horrible cookery salt hungry kitchen one
bag. Are there
any mangoes in
the fridge? Chefs Monica and Nigel are on a cookery
Yes, there are. programme. There are lots of ingredients in the bag and they can
Yes, there is. have extra ingredient from the
. They make the
5 It’s ten past four. You’ve got all your 6 3, 2, 1! Let’s stop! Now it’s time for
same food. Monica makes a mango and
food and you’ve got twenty minutes. the chefs to tell us about their food.
It’s time … 1, 2, 3, let’s cook! Nigel makes . Monica is
And these are , but the food is .
This is my my special
They use not in their food!
special mango pancakes.
cake. It’s got They’ve got flour,
flour, butter, butter, eggs, 6 Think about the story. Circle. Write a review.
eggs, sugar milk, sugar and
Your pancakes look great,

and mangoes. lemons. 1 It’s about … Story Review
7
Nigel. And your mango cake a) clothes. b) food. c) television. The story is about food .
looks delicious, Monica! Mmm! I’m hungry. 8 2 It happens on a … programme. It .
Yuck! It’s horrible!
a) cookery b) fashion c) sports
The .
3 The main characters are … There’s .
a) chefs. b) TV presenters. c) singers.
This isn’t My favourite character is .
Yuck! It’s salt!
sugar! 4 There’s a problem with …
Is this a true story? .
a) oranges and lemons. b) salt and sugar.
Well, there’s something very important c) milk and water.
to remember when you’re cooking. ✩ ok ✩✩ good ✩✩✩ excellent
Always check that it’s sugar, not salt!
30 36
9780230734838.Text.indd 30 09/03/2012 15:23 9780230424531.P35-44.indd 36 20/03/2012 10:09
Frame 4 page 30
Nigel: There isn’t any milk in the bag. Is there
any milk in the fridge?
Presenter: Yes, there is.
Frame 5
the dialogue by reading in their Pupil’s Book.
Presenter: It’s ten past four. You’ve got all your
Play CD 2 track 24.
food and you’ve got twenty minutes.
It’s time … 1, 2, 3, Let’s Cook! • When the track has finished, ask the pupils to
name any food or drink mentioned in the story
Frame 6
(flour, butter, sugar, lemons, eggs, mangoes,
Presenter: 3, 2, 1, Let’s stop! Now it’s time for
milk, cake, pancake, salt).
the chefs to tell us about their food.
Monica: This is my special mango cake. It’s
got flour, butter, eggs, sugar and mangoes. Check comprehension. Ask
Nigel: And these are my special pancakes. questions.
They’ve got flour, butter, eggs, milk, sugar and • Check that the pupils understand the story by
lemons. asking questions about each frame. Encourage
Frame 7 the pupils to answer in English.
Presenter: Your pancakes look great, Nigel. Frame 1
And your mango cake looks delicious, Monica. What’s the name of the cookery programme?
Monica: Mmm! I’m hungry. Yuck! It’s horrible! (1,2,3, Let’s cook!)
This isn’t sugar! How many chefs are on the programme? (two)
Nigel: Yuck! It’s salt! Frame 2
Frame 8 Can the chefs make the same food? (no, they
Presenter: Well, there’s something very can’t)
important to remember when you’re cooking. Frame 3
Always check that it’s sugar, not salt What is Monica’s extra ingredient? (mangoes)
• Afterwards, ask the class the gist question Frame 4
again. Ask What is the big mistake in the What is Nigel’s extra ingredient? (milk)
story? Elicit the answer They used salt not Frame 5
sugar. What are the chefs doing? (they’re cooking)
128

Unit 4 Lesson 2
Frame 6 they have to do. Ask a pupil to read the example

What is Monica’s food? (a mango cake) sentence aloud.
What is Nigel’s food? (a pancake with lemon • Tell them to work individually. Get pupils to
and sugar) refer back to the story in their Pupil’s Book and
Frame 7 to correct their work themselves. Then get them
What do the chefs want to do? (eat the food) to check their answers in pairs. Deal with any
Is the food good? (no) discrepancies as a class.
Why not? (the sugar is really salt) • Answers: cookery / one / kitchen / can’t / cake
Frame 8 / pancakes / hungry / horrible / salt / sugar
Are the chefs happy with the presenter? (no)
Think about the story. Circle.
page 36

page 36
Write a review.
order and match. Listen and check. • Hold up the Activity Book and point to Activity
• Say Open your Activity Book at page 36. 6. Check the pupils understand what they have
Give the pupils a moment to find the page. to do.
• Hold up the Activity Book and point to Activity • Give the pupils time to read the sentences and
4. Check the pupils understand what they have circle a), b) or c).
• Check the answers together, asking different
pupils to answer.
the sentences in the correct order. Refer them • Answers: 1 b / 2 a / 3 a / 4 b
to the headshots and elicit the names of the
page 36
Quest Story Review
bubble to the corresponding person. • Hold up the Activity Book and point to the
• Get the pupils to work individually and then to Quest Story Review box. Ask the pupils to work
compare answers in pairs. individually to complete the sentences. They
answers.
• Answers: 1 And here are our chefs. Hello, not (it isn’t a true story).
Monica and Nigel! (a) / 2 There are some lemons
and there are some eggs, too. (a) / 3 This is my
special mango cake. (b) / 4 And these are my
special pancakes. (c) / 5 This isn’t sugar. (b) /
6 Always check that it’s sugar, not salt! (a) • Answers (apart from personal opinion): The
story is about food. / It happens in a cookery
programme. / The main characters are chefs. /
CD2
25
There’s a problem with the salt and sugar.
Narrator: Number 1
Presenter: And here are our chefs. Hello,
Monica and Nigel!
Narrator: Number 2
Presenter: There are some lemons and there Closing activities
are some eggs, too. • Say Everybody finish now. Say Goodbye!
Narrator: Number 3 Encourage the pupils to close their books and
Monica: This is my special mango cake. tidy up their things.
Narrator: Number 4
Nigel: And these are my special pancakes. Extra: Get the pupils to act out the story, in groups
Narrator: Number 5 of three. They can use props. Remind them that this
Monica: This isn’t sugar! is a funny story and so their acting should reflect
Narrator: Number 6 this. Afterwards, get volunteer groups to perform in
Presenter: Always check that it’s sugar, not front of the class.
salt!
Homework: Pupils write down the ingredients for a
page 36
Read and write the words. recipe of their choice. Encourage them to ask an adult
• Hold up the Activity Book and point to at home, if they don’t know a recipe themselves.
Activity 5. Check the pupils understand what
129

Unit 4 Lesson 3

• To use there is for uncountable nouns and type of TV programme is the story about? (a
there are for countable nouns in the plural cookery programme). Summarise the story by
• Write sentences and questions practising asking a question about each important frame.
this language focus Point to the appropriate frame as you ask the
• Listen, read and act out a dialogue questions.
Language focus Frame 1
• butter, milk, sugar, salt, a mango, a lemon, What are names of the two chefs? (Monica
flour, a doughnut, a pancake, an omelette and Nigel)
• There’s some (flour). / There are some (lemons). Frame 2
• There isn’t any (milk). / There aren’t any (eggs). Are there any eggs? (Yes, there are.)
• Is there any (milk)? Yes, there is. / No, there
Frame 3
isn’t.
What food does Monica ask for? (mangoes)
• Are there any mangoes? Yes, there are. /
No, there aren’t. Frame 4
Materials What drink does Nigel ask for? (milk)
• Flashcards and word cards: butter, milk, Frame 6
sugar, salt, a mango, a lemon, flour, What does Monica make? (a mango cake)
a doughnut, a pancake, an omelette What does Nigel make? (a pancake)
• Story poster: 1, 2, 3, Let’s cook! Frame 8
• Pupil’s Book, page 31 Why does the food taste horrible? (It was salt,
• Activity Book, pages 37 and 91 not sugar)
• Class audio CD • Play the story on CD 2 track 24. Encourage
• Optional Basics Book, page 27 the class to listen and check their answers to
the questions.
(PB page 31 and AB pages 37 and 91) Main activities
Opening activities Grammar presentation.
• Review the story (CD 2 track 24) with the • Introduce this lesson’s grammar focus. Hold
story poster. up the story poster 1,2,3, Let’s cook! Point to
Main activities Frame 2 of the story. Say There’s some flour.
• Grammar presentation Let’s investigate There’s some (blank). Elicit the end of the
grammar. Answer the questions. Look at the sentence: butter. Write one of the sentences on
Grammar Quest to help you (PB page 31). the board, e.g. There’s some flour.
• Then, say There are some lemons and there
• Grammar practice Look at the chart and are (blank). Elicit the end of the sentence: some
complete the sentences. Look, complete and eggs. Write a sentence on the board, e.g. There
answer the questions. Write affirmative and are some lemons. Underline flour and lemons
negative sentences about Table B (AB page on the board. Ask What can we count, flour or
37). Extra! Go to the Grammar Practice on lemons? (lemons). Say Lemon is a countable
page 91 (AB page 91). noun. We can count lemons. We can’t count
• Speaking practice Listen, read and repeat. flour. Flour is an uncountable noun.
Act it out (CD 2 track 26) (PB page 31). • Point to Frame 3 on the story poster. Point
to Monica. Say Monica says There aren’t
Closing activities any (blank) in the bag. Elicit the missing word
mangoes. Write the complete sentence on the
• Invent a dialogue (PB page 31). board: There aren’t any mangoes. Then, point
to Frame 4 on the story poster. Point to Nigel.
• Bilingual Dictionary (AB page 44). Say Nigel says There isn’t (blank). Elicit the
missing words any milk. Write the complete
sentence on the board: There isn’t any milk.
Underline mangoes and milk. Ask What can
130

Unit 4 Lesson 3

Revision – There is / There are 7 Look at the chart and complete the sentences. There is + uncountable nouns
5 Let’s investigate grammar. + countable nouns There are + countable nouns (plural)
There’s a pear. 1 There’s some butter in Jack‘s cupboard.
Jack Kiera
Grammar Quest There are some pears. 2 any flour in cupboard.
3 There are some in Jack’s cupboard.
There is + uncountable nouns There are + countable nouns (plural) 4 There aren’t any in Jack’s cupboard. butter ✓ ✗
There’s some flour. There are some lemons.
5 butter in Kiera‘s cupboard.
flour ✗ ✓
sugar. eggs. lemons ✓ ✗
6 lemons in her cupboard.
There isn’t any milk. There aren’t any mangoes. mangoes ✗ ✓
Is there any milk? Are there any mangoes? 7 mangoes in her cupboard.
Yes, there is. Yes, there are.

8 Look, complete and answer the questions.
Table A Table B
No, there isn’t. No, there aren’t.
✗ ✗ ✓
salt sugar

1 Do we use is some or are some with countable nouns? 1 Are there any pancakes on Table B? Yes, there are.
2 Do we use There isn’t or There aren’t with uncountable nouns? 2 butter on Table B?
3 Do we use any with affirmative or negative sentences?
3 sugar on Table B?
2 4 lemons on Table B?
5 milk on Table A?
Let’s cook!
6 salt on Table B?
7 omelettes on Table A?
Sophie: I’m hungry.
Dan: Me too. Let’s cook something.
9 Write affirmative and negative sentences about Table B.
Sophie: I can’t cook. Can you cook, Dan?
Dan: Yes, I can. I can make pancakes. Are there
any eggs? 1 There are some pancakes on Table B. (pancakes)
Sophie: No, there aren’t. 2 There isn’t any butter on Table B. (butter)
Dan: Oh! Is there any flour? 3 (sugar)
Sophie: No, there isn’t. But there’s some salt.
4 (lemons)
Dan: Oh dear! That’s no good. I can’t make
pancakes now! 5 (milk)
Sophie: I’ve got an idea! Let’s go and buy some 6 (salt)
doughnuts!
7 (omelettes)
9780230734838.Text.indd 31 09/03/2012 15:23 9780230424531.P35-44.indd 37 20/03/2012 10:09
we count, mangoes or milk? (mangoes). Say

Mango is a countable noun. We can count Answer the questions. Look
page 31
mangoes. We can’t count a liquid. Milk is at the Grammar Quest to help you.
uncountable. • Hold up the Pupil’s Book and point to Activity
• Point to Frame 3 again. Say Monica asks the 6. Say Answer the questions. Ask the class to
presenter a question. What’s the question? look at the Revision table, as well as the main
Elicit the question from the class and write it on Grammar Quest box.
the board: Are there any mangoes in the fridge? • Read the questions in Activity 6 out loud to the
Get the class to tell you the presenter’s answer class. Invite pupils to answer. Ask the rest of the
and write it on the board: Yes, there are. Point to class if they agree before confirming the correct
Frame 4 again. Ask What’s Nigel’s question? answer. Refer back to the tables, if necessary.
Elicit the question from the class and write it
on the board: Is there any milk in the fridge? Note: You may need to guide pupils or use
Get the class to answer, Yes, there is. Underline L1 to help their understanding of the concept
mangoes and milk. Ask What is uncountable, questions.
mangoes or milk? (milk)
• Answers: 1 are some / 2 There isn’t /
3 negative sentences
page 31
Let’s investigate grammar.
• Say Open your Pupil’s Book at page 31. page 31
it out.
• Invite volunteers to read the two sentences
from the Revision table. Remind the pupils that • Hold up the Pupil’s Book and point to Activity
we use There is + singular noun and There are + 7. Ask the pupils Who can you see? (Dan and
plural noun. Sophie). Play CD 2 track 26 and encourage the
pupils to read the dialogue while listening.
• Then, read the sentences in the Grammar
Quest box with the class. Using the sentences, • Ask the pupils questions about the dialogue to
remind the class that we use There are with check their understanding, for example, Who is
plural nouns, but we always use There is with hungry? (Sophie and Dan) Can Dan cook? (Yes,
uncountable nouns. he can.) Are there any eggs? (No, there aren’t.)
Is there any flour? (No, there isn’t.) What is
Sophie’s idea? (to buy some doughnuts).
131

Unit 4 Lesson 3
Grammar Practice 4
page 37

There is + uncountable nouns
There are + countable nouns (plural)
There’s some
flour. Yes, there (3) . • Say Open your Activity Book at page 37.
sugar.
There (1) isn’t any milk.

No, there (4) . Give the pupils time to find the page.
(2) there any milk?
• Tell the pupils to look at the chart about Jack
and Kiera. Ask questions about the chart to
There (5) are (8) mangoes.
check understanding, for example, Is there any
There (6) any mangoes.
Yes, there (9) .
butter in Jack’s cupboard? (Yes, there is.) Are
(7) there any mangoes?
No, there (10) . there any lemons in Kiera’s cupboard? (No,
there aren’t.) etc.
2 Look at the picture and write the sentences
1 There are some bananas in the fridge. (bananas) • Do the example sentence with the class first,
2
3
(milk)
(salt)
4 (lemons) complete the sentences. When the pupils have
5
6
(doughnuts)
(sugar)
finished, check the answers together.
3 Look at Activity 2. Write the questions and short answers. • Answers: 1 There’s some / 2 There isn’t,
1 Are there any bananas in the fridge? Yes, there are. Jack’s / 3 lemons / 4 mangoes / 5 There isn’t
2
3
any / 6 There aren’t any / 7 There are some
4
5
6
Look, complete and answer
page 37
the questions.
91 • Hold up the Activity Book and point to Activity
8. Refer the class to the two pictures: Table A
and Table B. Briefly brainstorm what they can
9780230424531.P85-96.indd 91 20/03/2012 12:07
• Play the CD again, but this time, encourage see on the tables. Then, read the first question
the pupils to repeat each sentence of the and short answer with the class to check
dialogue after you, pausing the CD after understanding. Say Is there any sugar on
each line. Help them with pronunciation, as Table A? Elicit the answer No, there isn’t.
necessary. • Ask the pupils to work individually. When they
• Put the class into two groups. Ask one group have finished, check the answers together.
to read out Sophie’s lines in chorus and the • Answers: 1 Are there any pancakes on Table
other group to read out Dan’s lines in chorus. B, Yes, there are. / 2 Is there any, No, there isn’t.
Repeat this until the pupils are confident with / 3 Is there any, Yes, there is. / 4 Are there any,
the dialogue. Yes, there are. / 5 Is there any, No, there isn’t. /
6 Is there any, No, there isn’t. / 7 Are there any,
Option: To give the pupils more practice with
Yes, there are.
the dialogue, put them into pairs and have them
practise saying the dialogue together. Invite some
of the groups to perform the dialogue for the class.
Write affirmative and
page 37
negative sentences about Table B.

CD2
26
9. Refer pupils to the word prompt at the end of
Let’s cook!
each sentence. Make sure they understand that
Sophie: I’m hungry.
they should write only about Table B.
Dan: Me too. Let’s cook something.
Sophie: I can’t cook. Can you cook, Dan? • Ask the pupils to work individually to write
Dan: Yes, I can. I can make pancakes. Are sentences. Move around the room to check
there any eggs? their work and offer help.
Sophie: No, there aren’t. • When the pupils have finished, invite pupils to
Dan: Oh! Is there any flour? read out their sentences. Praise them and say
Sophie: No, there isn’t. But there’s some salt. Well done!
Dan: Oh dear! That’s no good. I can’t make • Answers: 1 There are some pancakes on
pancakes now! Table B. / 2 There isn’t any butter on Table B. /
Sophie: I’ve got an idea! Let’s go and buy 3 There’s some sugar on Table B. / 4 There are
some doughnuts! some lemons on Table B. / 5 There’s some milk
on Table B. / 6 There isn’t any salt on Table B. /
7 There aren’t any omelettes on Table B.
132

Unit 4 Lesson 3
Go the Grammar Practice on

page 91
page 91.
page 31.
• Answers
Activity 1: (1) isn’t / (2) Is / (3) is / (4) isn’t /
(5) are / (6) aren’t / (7) Are / (8) some / (9) are /
(10) aren’t
Activity 2: (1) There are some bananas in the
fridge. / (2) There is/’s some milk in the fridge. /
(3) There isn’t any salt in the fridge. / (4) There
aren’t any lemons in the fridge. / (5) There are
some doughnuts in the fridge. / (6) There isn’t
any sugar in the fridge.
Activity 3: (1) Are there any bananas in the
fridge? Yes, there are. / (2) Is there any milk in
the fridge? Yes, there is. / (3) Is there any salt
in the fridge? No, there isn’t. / (4) Are there any
lemons in the fridge? No, there aren’t. / (5) Are
there any doughnuts in the fridge? Yes, there
are. / (6) Is there any sugar in the fridge? No,
there isn’t.

Closing activities


44 in their Activity Book. Remind them that this is a
Bilingual Dictionary which they can complete to keep
a record of the words they have learnt in this unit.
Pupils work individually to complete the words from
Word Quest 1.
Homework: Pupils write a list of three other

countable and uncountable food and drink that they
know in English.
133

Unit 4 Lesson 4

• Identify and say types of TV programmes • Display the Unit 4 grammar poster. Get
• Listen to, do a class survey and write up a volunteers to read some of the sentences.
report about the survey Remind the pupils that some food is countable
• Discriminate between the voiced and and some food and drink is uncountable.
unvoiced sound for the letter ‘r’ in words Remind them that with uncountable food and
Language focus drink, we always use There’s some …, but with
• a cookery programme, a cartoon, a quiz countable food (in the plural), we use There are
show, a sports programme, a comedy series some ….
• butter, milk, sugar, salt, a mango, a lemon, • Play a game with the poster. Tell the class to
flour, a doughnut, a pancake, an omelette close their eyes for the count of three, and cover
• (Three) children like watching (quiz shows). a word on the poster. Once the pupils open
Materials their eyes, they put their hands up to tell you the
• Flashcards and word cards: butter, milk, covered word. Keep a fast pace to make this
sugar, salt, a mango, a lemon, flour, feel like a game.
a doughnut, a pancake, an omelette
• Pupil’s Book, page 32 Main activities
• Grammar poster for Unit 4 page 32
• Class audio CD
At-a-glance lesson plan 8. Say Look at Word Quest 2. Listen to the
(PB page 32 and AB page 38) types of TV programmes.
Opening activities • Play CD 2 track 27 and encourage the pupils
• Vocabulary practice Grammar poster to read the words in their Pupil’s Book while
summary and game listening.
Main activities • Play the CD again. Pause after each word and
• Vocabulary presentation Listen and repeat encourage the pupils to repeat it.
the words (CD 2 track 27) (PB page 32). CD2
27
• Listening practice Listen and read. Answer a cookery programme

the question (CD 2 track 28). Listen and a cartoon
answer the questions you hear. Listen and a quiz show
check (CD 2 track 29) (PB page 32). a sports programme
a comedy series
• Writing practice Read the definitions.
Write. Ask your friends. Complete the graph. • Finally, ask pupils to tell you the names of
TV programmes they know, which fit these
categories e.g. Tell me a cartoon you watch
• Funky Phonics Listen and say (CD 2 track on TV. Allow them to answer using L1. Ask
30) (PB page 32). them personalised questions like What’s your
• Phonics practice Sort the words. Listen favourite quiz show? etc.
and check (CD 2 track 31) (AB page 38).
page 32
Closing activities question.

• Memorise and say the rap. • Hold up the Pupil’s Book and point to Activity
9. Ask What type of text is this? (a survey).
What is the survey about? (favourite TV
programmes).
134

Unit 4 Lesson 4

2 10 Read the definitions. Write.
Word Quest 2 a cookery programme a comedy series a cartoon a sports programme a quiz show
1 A TV programme with drawings that move. a cartoon

2 A TV programme that shows a football match, for example.
3 A TV programme that makes people laugh.
1 a cookery 2 a cartoon 3 a quiz show 4 a sports 5 a comedy series 4 A TV programme about food.
programme programme
5 A TV programme where people play a game.
9
2
Listen and read. Answer the question. Text type: a class survey
11 Ask your friends. Complete the graph. Text type: a class survey
28
How many children like watching cartoons more than other TV programmes? Our favourite TV programmes Survey Results
sports programmes
Our favourite TV programmes My name’s . I go to comedy series
quiz shows
Survey Results school. Here are the
Hello! My name’s Bianca comedy series results of my class survey. cookery programmes
and I go to Hillgate primary
TV programme
cartoons
school in Manchester. Here
cartoons There are children in my class.
are the results of my class sports programmes 1 2 3 4 5 6 7 8 9 10 11
survey about our favourite quiz shows •
TV programmes. There are cookery programmes • .
25 children in my class.
1 2 3 4 5 6 7 8 9 10 11 • Our favourite type of TV programme is
• !
• 11 children like watching comedy series more than other TV programmes.
• 6 children like watching cartoons, especially The Simpsons.
• 4 children like watching sports programmes. Football and basketball are their favourite sports.
CD2
• 3 children like watching quiz shows, such as Who wants to be a millionaire?. 12 31 Sort the words. Listen and check.
• Only 1 child likes watching cookery programmes.
Our favourite type of TV programme is a COMEDY SERIES! rock orange boring purple dragon shorts world art dangerous skirt
What’s your favourite type of TV programme?

2 You can hear the /r/ sound. You can’t hear the /r/ sound.
10 29 Listen and answer the questions you hear. Listen and check. LISTEN!
rock
2
In these words,
11 30 Listen and say. you can hear the
/r/ sound. In some
Cookery programmes are all about real food. words, you can’t
A comedy series is funny. hear the /r/ sound.
Cartoons contain lots of drawings,

And sports programmes have people running!
32 38
9780230734838.Text.indd 32 09/03/2012 15:23 9780230424531.P35-44.indd 38 20/03/2012 10:09
• Invite a pupil to read the question in the

blue box above the web page: How many Listen and answer the
page 32
children like watching cartoons more than questions you hear. Listen and
other TV programmes? Play CD 2 track 28 and check.
encourage the pupils to read the report in their • Hold up the Pupil’s Book and ask the class to
Pupil’s Book while listening. Elicit the answer to read the text in Activity 9 again.
the question (six).
CD2 they are going to hear some questions on
28 the CD. Play CD 2 track 29. Pause after each
Our favourite TV programmes question and elicit answers from the class
(these do not have to be complete answers or
Bianca: Hello! My name’s Bianca and I go exactly the same as those on the CD). Check by
to Hillgate primary school in Manchester. continuing to play the CD.
Here are the results of my class survey about
our favourite TV programmes. There are 25 CD2
29
children in my class.
1 How many children are there in Bianca’s
class?
Survey results:
There are 25 children in Bianca’s class.
• 11 children like watching comedy series
more than other TV programmes. 2 How many children like watching cookery
• 6 children like watching cartoons, especially programmes?
The Simpsons. Only one child likes watching cookery
• 4 children like watching sports programmes. programmes.
Football and basketball are their favourite 3 Do any children like watching quiz shows?
sports. Yes. Three children like watching quiz shows.
• 3 children like watching quiz shows, such as 4 What kind of sports programmes do the
Who wants to be a millionaire?. children like watching?
• Only 1 child likes watching cookery The children like watching football and
programmes. basketball.
Our favourite type of TV programme is a

COMEDY SERIES!
135

Unit 4 Lesson 4

5 What is the children’s favourite type of TV
the letters in red have the same /r/ sound as in
programme?
cookery and the letters in blue have the silent
The children’s favourite type of TV programme
letter ‘r’ as in cartoon. Play CD 2 track 30 and
is a comedy series.
encourage the pupils to read the rap in their
Tip: The aim of this activity is to check Pupil’s Book while listening.
understanding of the text; therefore, don’t correct • Play the track again. Pause at the end of each
the pupils’ grammar or ask for long answers. line and encourage the pupils to repeat it. Then,
play the CD without pausing and encourage
• Finally, ask individual pupils the the class to join in with the rap. Repeat this
personalisation question below the advert: procedure.
What’s your favourite type of TV programme? • Invite individual pupils to read the rap aloud to
Listen to their answers and provide them with the class.
new vocabulary as they need it.
CD2
page 38
Read the definitions. Write. 30
Cookery programmes are all about real food.

• Say Open your Activity Books at page 38. A comedy series is funny.
Give the pupils time to find the page. Cartoons contain lots of drawings,
• Hold up the Activity Book and point to Activity And sports programmes have people running!
10. Refer the class to the word pool box. Point
to sentences 1-5. Explain that they read each
sentence and then choose and write a type of Sort the words. Listen and
page 38
TV programme from the word pool box. check.

• Check their answers in pairs. Deal with any • Hold up the Activity Book and point to Activity
discrepancies as a class. 12. Tell the class the words in this activity all
• Answers: 1 a cartoon / 2 a sports programme / contain the letter ‘r’. In some words we say it as
3 a comedy series / 4 a cookery programme / the /r/ sound and in other words, it is silent. Get
5 a quiz show the class to work in pairs to decide which words
contain a silent ‘r’ and which words don’t.
Ask your friends. Complete
page 38
• Play CD 2 track 31 and pause after each word
the graph. so the pupils can check their answers. They can
• Hold up the Activity Book and point to Activity change any answers which are incorrect. When
11. Explain to the pupils that they are going the pupils have finished, check the answers with
to ask their friends about their favourite types the class.
of TV programmes and complete the graph. • Answers: non-silent ‘r’: rock, orange, boring,
Get a volunteer to ask you first What’s your dragon, dangerous / silent ‘r’: purple, shorts,
favourite type of programme? Answer, e.g. I world, art, skirt
love cookery programmes. Get the class to
CD2
colour in a square on the graph for you. Once 31
they’ve done this, tell them to stand up and ask You can hear the /r/ sound
everyone in the class the same question. Each rock
time they colour in a square on the graph. orange
• Afterwards, they look at their results and write boring
their report. If you have time, ask different pupils dragon
to read out some of their sentences. dangerous
You can’t hear the /r/ sound
page 32
Listen and say. purple
• Hold up the Pupil’s Book and point to Activity shorts
11. Write a cookery programme and a cartoon world
on the board. Circle the ‘r’s in cookery and art
cartoon. Say In English, sometimes we can skirt
hear the sound /r/ like in cookery. Sometimes
the letter ‘r’ is silent, like in cartoon. Basics Book: For pupils using the Basics Book
136

Unit 4 Lesson 4
Closing activities
Extra: Play CD 2 track 30 again, and get pupils

to say the rap as they listen. Then, give them time
to try to learn it from memory. Invite volunteers to
come and say the rap to the rest of the class from
memory. Encourage the rest of the class to help
them if they get stuck.
Homework: Pupils write a TV guide in English for

what’s on TV tonight. For example, 6pm - a quiz
show. They can write the names of the programmes
in L1 but its genre must be in English.
137

Unit 4 Lesson 5
Lesson 5 piece of scrap paper. Get them to write 1-5 on

the paper. Explain they’ll write short answers.
Learning objectives • Then, say Number one. This is a TV
• Listen and learn about food from around the programme where people make different
world food (a cookery programme). Continue Number
• Answer comprehension questions about the two. This is a TV programme where people
text play games, like football or basketball (a
• Read and find out some amazing facts sports programme). Continue until the groups
have written the five types of TV programmes
Language focus
learned in Lesson 4.
• the USA, Europe, North Africa, South
America
• baklava cakes, alfajor biscuits, pancakes Main activities
• a snack, a dessert, honey, cardamom, spice
Materials Look at the poster and discuss.
• CLIL poster: Food around the world • Place the CLIL poster Food around the world
• Pupil’s Book, page 33 on the board. Ask the class to tell you what
• Activity Book, page 39 today’s lesson is about. Ask the class the
• Class audio CD questions in the Teacher’s Questions box on
• Optional Basics Book, page 29 the poster. Encourage your pupils to speak
English as much as possible but use L1 as
necessary. Get the class interested in the topic.
At-a-glance lesson plan Ask personalised questions, e.g. Do you like
(PB pages 33 and AB page 39) honey? Do you eat pancakes? etc.
Opening activities
• TV programmes vocabulary quiz Focus on vocabulary.
• Refer the pupils to the five smaller pictures on
Main activities the poster. Use the pictures to teach them the
key words they need for this lesson: a snack,
• Unit 4 CLIL poster activities Food around
a dessert, honey, cardamom/spice. Ask basic
the world. Look at the poster and discuss.
questions to check their initial understanding
of these words, e.g. What is a typical dessert
• CLIL main activities Listen and read. for your family? What food do bees make?
Answer the audience questions (CD 2 track (honey). The work in the Pupil’s Book and
32). Read and say ‘True’ or ‘False’ (PB page Activity Book will extend their understanding of
33). these words.
• CLIL follow-up activities Write ‘True’ or • Finally, ask a volunteer to read out the
‘False’. Correct the false sentences. Write Amazing Fact on the poster.
the words in order. Listen and answer the
questions (CD 2 track 33). Complete the Listen and read. Answer the
page 33
amazing facts. Write the mystery word (AB

page 39).
audience questions.
Closing activities
• Make a poster.
• Explain that the questions on the mobile
• Bilingual Dictionary (AB page 44). phone have been sent in to the Quest team by
the Quest audience. Read the questions aloud
Opening activities to the class. Encourage pupils to predict the
and return the greeting. • Say Listen and read. Then, answer the
audience questions. Play CD 2 track 32 and
Vocabulary quiz. encourage the pupils to read the main text as
they listen. Afterwards, ask the pupils to raise
• Do a quiz with your class to practise the TV
their hands to answer the questions. Accept
programmes vocabulary from Lesson 4. Divide
short answers.
the class into small groups. Give each group a
• Answers: 1 baklava cakes / 2 crêpes / 3 alfajor
biscuits / 4 potatoes
138

Unit 4 Lesson 5
4 Lesson 5 C LI L Social Science 4 Lesson 5 C LI L Social Science

13 Write ‘True’ or ‘False’. Correct the false sentences.
2
nce
1 Baklava cakes aren’t popular in North Africa. False
12 32 Listen and read. Answer the audience questions. Audie ns:
io 2 Baklava cakes are popular in Turkey.
Quest k is pop
ular in
Food around the world ch snac

1 Whi Africa?
North m Paul in Engl
SMS fro
p an cakes
and
called
3 In the UK, people often eat pancakes on Christmas Day.
4 In France, pancakes are called crêpes.
t are
Amazing fact Pancakes are popular in 2 Wha ce? otland 5 In Germany, people often put potatoes in pancakes.
in Fran m Kenny in Sc
In the UK, people
Europe, for example in France, SMS fro ular in
k is pop 6 Alfajor biscuits are a popular snack in North Africa.
have panca ke races Germany and the UK. People ch sn ac
3 Whi h America? ales 7 An alfajor biscuit is two biscuits together with a layer of honey in the middle.
on Panca ke Day. sometimes eat pancakes as a Sout n in W
m Rhia
T hey run and thro w dessert or sometimes as a main SMS fro
ople in in 8 Some alfajor biscuits have got chocolate on top.
a panca ke in the air! t do pe ve
meal. A pancake is often thin and 4 Wha any often ha
flat. In the UK, people often eat Germ ncakes?
land
their pam Roisin in Ire
pancakes on Pancake Day in February. SMS fro
ct 1 Baklava cakes are popular in North Africa.
Amazing fa r
In France, pancakes
st alf ajo
T he big ge e are called crêpes. In
th
bis cu it in Germany, there are
s ma de in
w orl d wa 0. often potatoes
in 2 01
Ur ug ua y
6 4 kg ! in pancakes.
It wa s 4
We like ...
CD2 What about
14 33 Listen and answer the questions. you?
Baklava cakes are popular in North 1 What’s Jack’s favourite dessert?

Africa, for example in Tunisia, Morocco and 2 What does Sophie like on her pancakes?
Egypt. People often eat baklava cakes as
3 What’s Dan’s favourite snack?
Alfajor biscuits are a dessert. A baklava cake is a small cake
popular in South America, with nuts and honey. Baklava cakes are Amazing 4 What type of biscuits does Kiera like?
also popular in Turkey and Greece. In North fact
for example in Argentina, H o ne y
is
Uruguay and Peru. People Africa, there’s a spice called cardamom in in g re d ie a m a in
baklava cakes to give them a special taste. ba kl av nt in a
often eat alfajor biscuits as a a c a ke 15 Complete the amazing facts. Write the mystery word.
H o ne y .
be
snack. An alfajor biscuit is two go t fi ve es h av e
biscuits together with a layer 13 Read and say ‘True’ or ‘False’. ey es !
Amazing facts bees races pancake biscuit
of jam or dulce de leche in the
1 Baklava cakes are often thin and flat.
middle. Traditionally, there’s
sugar on the top of an alfajor 2 In Europe, people sometimes eat pancakes as a 1 The big g est alfajor was 464 kg.
dessert or sometimes as a main meal. Mystery
biscuit. Nowadays, there are 2 There are in the UK
lots of alfajor biscuits with 3 A crêpe is another name for a baklava cake. Word! It’s a food.
on Pancake Day.
chocolate on top, too. 4 There are some alfajor biscuits with sugar on top.
Online
3 Honey have got five eyes!
Which part of the world do dan tat cakes come from?
33 39
9780230734838.Text.indd 33 09/03/2012 15:24 9780230424531.P35-44.indd 39 20/03/2012 10:09
CD2
32
Baklava cakes are popular in North Africa,
for example in Tunisia, Morocco and Egypt.
Food around the world
People often eat baklava cakes as a dessert.
Boy: Which snack is popular in North Africa? A baklava cake is a small cake with nuts and
Paul in England honey. Baklava cakes are also popular in
Boy: What are pancakes called in France? Turkey and Greece. In North Africa, there’s a
Kenny in Scotland spice called cardamom in baklava cakes to
Girl: Which snack is popular in South America? give them a special taste.
Rhian in Wales
Girl: What do people in Germany often have in Option: Ask the class to close their books. Write
their pancakes? Roisin in Ireland the audience questions on the board. The pupils
work in pairs and guess the answers to the
Pancakes are popular in Europe, for example
questions. Feed back their ideas as a class. Then
in France, Germany and the UK. People
ask the class to open their Pupil’s Books at page
sometimes eat pancakes as a dessert or
33. Play CD 2 track 32 as they read. The pupils see
sometimes as a main meal. A pancake is
if their initial ideas were correct or not. Feed back
often thin and flat. In the UK, people often
the correct answers as a class.
eat pancakes on Pancake Day in February.
In France, pancakes are called crêpes.
In Germany, there are often potatoes in Read and say ‘True’ or
page 33
pancakes. ‘False’.
Alfajor biscuits are popular in South America, • Hold up the Pupil’s Book and point to Activity
for example in Argentina, Uruguay and Peru. 13. Ask the pupils to work in pairs, to read the
People often eat alfajor biscuits as a snack. sentences and say if they are true or false. They
An alfajor biscuit is two biscuits together with can write the answers in their notebooks or on
a layer of jam or dulce de leche in the middle. scrap paper.
Traditionally, there’s sugar on the top of an • When the pupils have finished, check the
alfajor biscuit. Nowadays, there are lots of answers with the class. Ask different pupils
alfajor biscuits with chocolate on top, too. to read their sentences, and then ask True or
parts of the text which justify their answers.
139

Unit 4 Lesson 5

Woman: Sounds good. And what about Dan
• Hold up the Pupil’s Book and point to the and Kiera?
Amazing facts. Ask pupils to read them out. Ask Jack: Dan likes pancakes for dessert, too. But
questions to check that pupils have understood his favourite snack is a doughnut with lots of
the facts. Finally, ask pupils Which is your jam inside.
favourite amazing fact? Sophie: That’s right. And Kiera likes biscuits ...
chocolate biscuits.
Write ‘True’ or ‘False’.
page 39
Correct the false sentences. Complete the amazing facts.

page 39
• Say Open your Activity Book at page Write the mystery word.
39. Give the pupils time to find the page
themselves.
• Hold up the Activity Book and point to Activity instructions. Refer them to the words in the
13. Read the first two sentences. Get the class word pool box. Ask them to write the missing
to tell you if they are true or false. Then, get words.
the class to correct the false sentence with you
• Check the answers with the class. Ask
orally (number 1).
different pupils to read out their completed
• The pupils work individually to write True sentences.
or False and to correct the false sentences.
Encourage them to check with a partner once
they’ve finished. Finally, check their answers as
a class.
• Answers: 1 biscuit / 2 pancake races /
• Answers: 1 False – Baklava cakes are popular
3 bees / Mystery Word: sugar
in North Africa. / 2 True / 3 False – In the UK,
people often eat pancakes on Pancake Day /
4 True / 5 True / 6 False – Alfajor biscuits are a
popular snack in South America. / 7 False – An Which part of the world do Dan tat
alfajor biscuit is two biscuits together with a
cakes come from?
layer of jam or dulce de leche in the middle. / Option: Hold up the Pupil’s Book and point to
8 True the Online Quest at the bottom of page 33. Say
page 39
computer room so they can research the answer.
questions. (Dan tat cakes come from Hong Kong.)
Ask the pupils to find out about another snack or
dessert from a different country. Give them some
14. Explain the activity. The pupils will listen
questions to help structure their research: What
to an interview with Sophie and Jack. They’re
is the name of the snack/dessert? Where is
talking about the snacks and deserts that the
your snack/dessert from? Describe the snack/
Quest team like. The pupils need to listen and
dessert?
answer the questions about the Quest team.
• Play CD 2 track 33 all the way through. Then, in their notebook or on paper. Then, get pupils to
play it again but pause after each answer is share their information with the class. Help them
given. Correct their work as a class. Praise them to say what they want to say in English by referring
for their effort by saying Good listening! back to the structures used in previous writing
• Answers: 1 pancakes / 2 lemon and sugar / tasks.
3 a doughnut / 4 chocolate biscuits
CD2 Basics Book: For pupils using the Basics Book
33 refer them to page 29, Activities 13, 14, 15 and 16.
Woman: So, Jack. What’s your favourite
dessert?
Jack: Let me see. Well, I love pancakes.
Closing activities
Woman: Mmm. What about you, Sophie? Do • Say Everybody finish now. Say Goodbye!
you like pancakes, too? Encourage the pupils to close their books and
Sophie: Yes, I do. I like pancakes with lemon tidy up their things.
and sugar on top.
140

Unit 4 Lesson 5

different snacks/desserts to present to the rest of
the class.

from Word Quest 2.

found about a snack/dessert, using complete
sentences. Or, they can find out about another
snack/dessert.
141

Unit 4 Lesson 6

• Do a Culture Quiz • Hold up the Unit 4 CLIL poster to review
• Learn about the UK and the English- what the class learnt in Lesson 5. Ask them
speaking world questions, e.g. What food is a popular snack
• Listen, read and understand a letter in North Africa? (baklava cakes) What type
• Listen and find information about different of biscuit is popular in South America? (an
foods from around the world. ‘alfajor’ biscuit) What type of pancake is
• Complete a letter. common in Germany? (potato pancake)
Language focus
Main activities
• ‘alfajor’ biscuits, baklava cakes
• There’s some (flour). / There isn’t any (flour).
page 34
• There are some (lemons). / There aren’t any check.

(lemons). • Say Open your Pupil’s Book at page 34.
• Flashcards and word cards: butter, milk, • Hold up the Pupil’s Book and point to Activity
sugar, salt, a mango, a lemon, flour, 14. Tell pupils that they are going to find out
a doughnut, a pancake, an omelette some interesting facts about food and drink in
• Pupil’s Book, page 34 Britain and the USA. Say Let’s do the Quest
• Activity Book, pages 40 and 44 Culture Quiz about food and drink in Britain
• Unit 4 CLIL poster and the USA.
• Class audio CD • Put the pupils in pairs and together answer the
• Optional Basics Book, page 30. quiz questions. They can write their answers on
a piece of scrap paper or in their notebooks.
Opening activities they understand they should mark the other
• Review the Unit 4 CLIL poster. pair’s quiz. Play CD 2 track 34. Pause after each
Main activities answer, so the pupils have time to correct their
• Culture Quiz Do the quiz. Listen and check friends’ quiz.
(CD 2 track 34). Match the sentence halves • Ask the pupils to return the marked quizzes so
(AB page 40). they can see how they did. Praise them, saying
• Writing and listening practice Star Writer Well done!
Listen and read (CD 2 track 35) (PB page 34). • Answers: 1 c / 2 a / 3 c / 4 b / 5 a
Look at Rebecca’s description on page 34 in CD2
the Pupil’s Book. Complete column A. Listen 34
and complete column B (CD 2 track 36) Jack: And now a Quest Culture Quiz!
(AB page 40). Complete Tom’s description. 1 People grow lots of … apples in the UK.
Look at column B (AB page 40). The answer is C!
2 On Pancake Day in the UK, people
• Vocabulary practice Bilingual Dictionary traditionally put … lemon and sugar on their
(AB page 44). pancakes.
Closing activities The answer is A!
• Food vocabulary game. 3 A … cookie is another name for a biscuit in
the USA. The answer is C!
4 … Tea is the most popular hot drink in the
UK.
The answer is B!
5 Pancakes in the USA are … smaller than
pancakes in the UK.
The answer is A!
142

Unit 4 Lesson 6

Culture Quiz
16 Match the sentence halves.
14
2
Do the quiz. Listen and check. In the UK ...
34
1 People grow a and sugar on their pancakes.
1 People grow lots of ... in the UK.
2 People often put lemon b popular hot drink.
a ) mangoes b) oranges c) apples
3 Tea is the most c lots of apples.
2 On Pancake Day in the UK, people traditionally put ...
and sugar on their pancakes. What is a popular drink where you live?
a ) lemon b) salt c) milk
17 Look at Rebecca’s description on page 34 in the Pupil’s Book.
3 A ... is another name for a biscuit in the USA . Complete column A.
a ) cake b) doughnut c) cookie
A Rebecca B
4 ... is the most popular hot drink in the UK.
✓ some flour
a ) Milk b) Tea c) Coffee
Food in the cupboard? ✓
5 Pancakes in the USA are ... pancakes in the UK. ✗
a ) smaller than b) bigger than c) the same size as Language fact ✓
In the UK, peop le
ofte n say ‘It’ s a
✓
Food in the fridge?
piec e of cak e!’ if
2
15 Listen and read. ✓
35
Write to Quest TV. som eth ing is eas y.
What’s in your kitchen? ✗
CD2
18 36 Listen and complete column B.
19 Complete Tom’s description. Look at column B.
In the cupboard, there’s

some
some flour and there’s In the cupboard, there’s some 1
any
sugar. But there isn’t flour Lesson 7: and there’s some 2 , but there
re’s
salt. In the fridge, the
Write your
description isn’t any 3 . In the fridge,
are
some butter and there (Activity Book, there are some 4 and there are some
some eggs. There aren’t page 41).
5 . There is some 6 ,
are
any lemons, but there Lesson 8: but there isn’t any 7
ke .
some oranges. I can ma sugar Do the Progress
butter I can make pancakes!
an orange cake! eggs oranges Check (Activity
By Rebecca Book, page 42).
9780230734838.Text.indd 34 09/03/2012 15:24 9780230424531.P35-44.indd 40 20/03/2012 10:09
• Ask the pupils if they know an expression Quest TV. Each week they choose the best
in L1, for when something is very easy. Ask writing. Their Star Writer today is Rebecca.
pupils if they know what people say in English. Let’s listen and read. Encourage the pupils to
Acknowledge logical answers and praise the read the text as they listen. Play CD 2 track 35.
pupils for their ideas, saying Well done! • Check the pupils’ understanding by saying
• Hold up the Pupil’s Book and point to the some true or false sentences. Encourage
Language fact. Invite a pupil to read out the them to say true or false and correct the false
sentence. Then repeat the key phrase It’s a sentences, for example, There’s some flour
piece of cake! in Rebecca’s fridge (False. There’s some flour
in Fiona’s cupboard.) There are some lemons
page 40
Match the sentence halves. in Rebecca’s fridge. (False. There aren’t any
• Say Open your Activity Book at page 40. lemons.) There are some eggs in the fridge.
Give the pupils time to find the page. (True) There’s some butter in the fridge. (True)
There’s some salt in the fridge. (False. There
isn’t any salt in the cupboard). There are some
16. Ask the pupils to work individually to draw
oranges. (True)
lines matching the sentence halves.
• When the pupils have finished, check the CD2
35
Write to Quest TV. What’s in your kitchen?
• Answers: 1 c / 2 a / 3 b
• Invite a pupil to read out the personalisation In the cupboard, there’s some flour and there’s
question What is a popular drink where you live? some sugar. But there isn’t any salt.
Encourage the pupils to answer, naming drinks In the fridge, there’s some butter and there are
from their region or country. Listen to their some eggs. There aren’t any lemons, but there
answers and praise their speaking. are some oranges.
I can make an orange cake!
page 34
Listen and read. By Rebecca
15. Say This is the Quest TV Star Writer. Invite
a pupil to read the question (What’s in your
kitchen?). Then say Lots of people write to
143

Unit 4 Lesson 6
• Get pupils to check their answers in pairs.

Look at Rebecca’s
page 40
Where they have a different answer, they should
description on page 34 in the both look back at column B and try to find
Pupil’s Book. Complete column A. with the class. Ask different pupils to read the
• Hold up the Activity Book and point to completed sentences.
• Answers: 1 sugar / 2 flour / 3 salt / 4 eggs /
to complete column A with the information
5 lemons / 6 milk / 7 cheese
from the Pupil’s Book letter on page 34. Refer
the pupils to the example answer and check Differentiated learning: If pupils find writing in
understanding. English easy, ask them to do this writing task
• When the pupils finish writing, check the without looking at the model letter in their Pupil’s
answers with the class. Book.
• Answers: Food in the cupboard: ✓ some flour,
✓ some eggs, ✗ salt / Food in the fridge: ✓
some butter, ✓ some eggs, ✓ some oranges,
page 44
✗ lemons • Ask the pupils to turn to page 44 in their AB.
Remind them that the Bilingual Dictionary is
Listen and complete
page 40 where they can keep a record of the words they
have learnt in this unit.
column B.
• Pupils work individually to complete the CLIL
words.
18. Tell the pupils they’re going to listen to a
boy called Tom talking about the food in his Basics Book: For pupils using the Basics Book
fridge. Explain that they must listen carefully and refer them to page 30, Activities 17, 18 and 19.
complete column B with the correct answers.
• Play CD 2 track 36, pausing at the end of
each sentence to give the pupils time to write Closing activities
the answers. Play the CD again for the pupils to • Say Everybody finish now. Say Goodbye!
check their work. Encourage the pupils to close their books and
• Check the answers with the class. Write the tidy up their things.
Extra: Play a vocabulary game with the class. As
• Answers: Tom, Food in the cupboard: some a class, try to find a food or drink for each letter of
sugar, some flour / Food in the fridge: some the alphabet, for example, A is for apple. B is for
eggs, some lemons, some milk baklava. C is for chocolate, etc.
CD2
36
Homework: Pupils write a Culture Quiz about food
Tom: In the cupboard, there’s some sugar and and drink in their country. Ask pupils to research
there’s some flour, but there isn’t any salt. In facts about food and drink in their country on the
the fridge, there are some eggs and there are internet, in books or in the library. Pupils write three
some lemons. There is some milk, but there questions and give three multiple-choice answers
isn’t any cheese. I can make pancakes! for each question. Pupils take turns asking some
of their quiz questions in the next lesson, and the
Complete Tom’s description.
page 40 other pupils guess which of the multiple-choice
answers are correct.
Look at column B.
instructions. Ask the pupils to work individually
to complete the sentences in Tom’s description
about the food in his fridge and cupboard.
Refer the pupils to Rebecca’s model text in
their Pupil’s Books on page 34 and column B in
Activity 17.
144

Unit 4 Lesson 7
Lesson 7
4 Lesson 7

flour a pear a lemon milk a mango peas a doughnut LEARN
• Categorising food and drink by taste sugar butter olives a pancake salt an omelette a pepper sweetcorn
• Writing what food and drink is in your fridge Food that’s sweet Food that’s savoury
and cupboard and isn’t in your fridge and flour
cupboard
Language focus 21 Make notes about your fridge and cupboard. Then draw.
• butter, milk, sugar, salt, a mango, a lemon, Food in your cupboard? ✓
flour, a doughnut, a pancake, an omelette Food not in your cupboard? ✗

• There’s some (flour). / There isn’t any (flour).
• There are some (lemons). / There aren’t any Food in your fridge? ✓
(lemons). Food not in your fridge? ✗ In my fridge and

cupboard
Materials
22 Write a description to Star Writer. Use your notes from Activity 21.
• Flashcards and word cards: butter, milk, In my fridge, there’s
sugar, salt, a mango, a lemon, flour,
a doughnut, a pancake, an omelette
41

(AB page 41) 9780230424531.P35-44.indd 41 20/03/2012 10:09
Opening activities they don’t match, turn them over again and ask
• Vocabulary practice A flashcard game to team B to find a pair.
revise food and drink vocabulary • Continue in this way, until all ten flashcards
Main activities and corresponding word cards have been
• Vocabulary activity Write the words in the matched and are face up on the board. The
correct column (AB page 41). final pair doesn’t count! The team with the most
• Writing practice Make notes about your points wins the game.
fridge and cupboard. Then draw. Write a
description to Star Writer. Use your notes Main activities
from Activity 21 (AB page 41).
page 41
Closing activities correct column.

• Play a game. • Say Open your Activity Book at page 41.
• Say Hello, how are you? The pupils answer 20. Ask Is flour sweet or savoury? Pupils put
and return the greeting. up their hands to answer (savoury). Ask the
pupils to work individually to write the food and
• Play a pairs game to revise this unit’s food and
drink words in the correct columns.
drink vocabulary. Mix up the flashcards. Stick
them face down on the board, in a row, and • When the pupils have finished, check the
label them 1-10. Mix up the word cards, stick answers with the class. Say to the pupils Let’s
them face down on the board in a row, under check our answers. Explain to the children
the flashcards, and label them a-j. Say Find the that some savoury foods can be combined with
pairs. other foods to make something sweet, and vice
versa, for example, flour is used to make cakes.
• Divide the class into two teams: A and B. Ask
Ask the pupils if they can think of any others.
a pupil in team A to say a number and a letter.
Turn over the corresponding flashcard and word • Answers: Food that’s sweet: a pear, a mango,
card. If they match, give a point to team A and a doughnut, sugar, a pancake / Food that’s
keep the flashcard and word card face up. If savoury: flour, a lemon, milk, peas, butter, olives,
salt, an omelette, a pepper, sweetcorn
145

Unit 4 Lesson 7
Extra: Play a game to revise food and drink. Say

Make notes about your
page 41
I’m in the supermarket and I’ve got some milk.
fridge and cupboard. Then draw. Then, point to another pupil and help him/her to
• Hold up the Activity Book and point to Activity repeat your phrase and add another food or drink,
21. Ask the pupils to think about what is in their e.g. I’m in the supermarket and I’ve got some milk
fridge and cupboard at home. It doesn’t matter and some mangoes. Ask another pupil. He/She
if they can’t remember completely. They can adds a new food to the sentence. Continue in this
guess. Ask individuals What’s in your fridge? way, until most of/all the pupils have spoken.
What’s in your cupboard? What isn’t in your
fridge/cupboard? Then, they complete the Homework: Ask your class to write their letters in
column for themselves. Finally they draw a neat on pieces of paper. Get them to draw a small
picture. picture to illustrate their letters. Then, display their
writings on the classroom wall under the heading
Write a description to Star
page 41
Writer. Use your notes from Activity one letter and read it to the class as the Star Writer.
21. Stick a star next to it on the display. Make a note of
the Star Writer each week, to ensure each pupil has
22. Explain that this is their turn to be Star
Writer on Quest TV. Ask the pupils to write a
letter about the food and drink in their fridges
and cupboards. Tell the pupils that they should
use the notes they have made in Activity 21.
They can also refer to Tom’s letter on the
previous page in their Activity Book.
the letter. Move around the room to offer help.
Option: Some pupils may not wish to (or be able

to) describe the ingredients for a particular dish.
If pupils do wish to make something with their
ingredients, it can be a fantasy dish.
Differentiated learning: If your pupils find writing in

English easy, refer them to the model writing in their
Pupil’s Book and encourage them to use some of
the additional language.

Closing activities
146

Unit 4 Lesson 8
Lesson 8

1 butter 2 sugar 3 a mango 4 flour 5 a pancake
• Add words to the food Concept Map to
create a personalised record 6 milk 7 salt 8 a lemon 9 a doughnut 10 an omelette
Language focus
• butter, milk, sugar, salt, a mango, a lemon, 1 a cookery 2 a cartoon 3 a quiz show 4 a sports 5 a comedy
flour, a doughnut, a pancake, an omelette programme programme series
Learning to
• a cookery programme, a comedy series, a LEARN Go to the Bilingual Dictionary (Activity Book, page 44). 50 words and expressions
cartoon, a sports programme, a quiz show Grammar Quest
• There’s some (flour). / There isn’t any (flour). There is + uncountable nouns
There are + countable nouns (plural)
• There are some (lemons). / There aren’t any There’s some
flour.
There are some
lemons.
(lemons).
sugar. eggs.
Remember!
There isn’t any milk. There aren’t any mangoes.
some = affirmative
Materials Questions and short answers Questions and short answers

any = negative and
questions
Is there any milk? Are there any mangoes?
• Flashcards and word cards: butter, milk, Yes, there is. No, there isn’t. Yes, there are. No, there aren’t.
sugar, salt, a mango, a lemon, flour, a Learning to

doughnut, a pancake, an omelette
• Pupil’s Book, page 35 35

• Grammar Builder
9780230734838.Text.indd 35 09/03/2012 15:24
• Class audio CD
• Optional Basics Book, page 31 Closing activities
• Act out the dialogue.
At-a-glance lesson plan • Grammar Builder (pages 11, 12 and 13).
Grammar Builder Unit 4)
Opening activities Opening activities
• Vocabulary Game: Play Ten unit questions. • Say Hello, how are you? The pupils answer
Main activities
• Unit 4 Language Guide Word Quest 1 and Play Ten unit questions.
2, Grammar Quest (PB page 35). • Ask the pupils ten questions about Unit 4. The
Progress Check 4 pupils write one word or short answers to the
questions.
• Vocabulary Complete the sentences. Use
food words and TV programmes (AB page • Here are some suggestions for questions: Ask
42). questions about this unit’s main vocabulary sets,
for example, Name a white drink (milk). What
• Grammar Look at the picture and write
food do we make with eggs? (an omelette).
sentences (AB page 42).
What type of TV programme is funny? (a
• Listening Listen and match (CD 2 track 37) comedy series). What type of TV programme
(AB page 43). has got moving drawings? (a cartoon).
• Reading Read and write ‘True’ or ‘False’ • Ask simple comprehension questions based
(AB page 43). on the story in Lesson 2, for example, What
• Speaking Look at the picture. Ask and type of cake does Monica make? (a mango
answer. Make your own dialogue (AB page cake). What two foods does the presenter
43). mix up? (salt and sugar).
• Vocabulary practice Complete the Bilingual • Ask questions about this unit’s grammar,
Dictionary (AB page 44). for example, Complete the sentence. There
(blank) some lemons in the bowl (are). Which
147

Unit 4 Lesson 8
Progress Check 4
EX AM
CD2
1 Complete the sentences. Use food words and TV programmes. Vocabulary 3 37 Listen and match. CTI CE
PRA Listening
1 2 3 4 5
a b c
1 Chef Albert
2 Chef Eric
1 The chef in the cookery programme is making an omelette . 3 Chef Diana
d e f
2 The monkey in the is eating . 4 Chef Mark
3 The boy in the has got on his head. 5 Chef Kate
4 The woman in the is drinking .
5 The man on the is asking a question about 4 Read and write ‘True’ or ‘False’. Reading
and .
pavlova
A pavlova cake is a popular dessert in Australia and New Zealand.
6 I’m eating a with and
The pavlova cake is a meringue with fruit on top. There are eggs in the
on it. meringue and there’s a lot of sugar, too. People put lots of different fruit on
top, for example bananas and strawberries. In Australia and New Zealand,
7 My favourite snack is a . people often eat pavlova at Christmas or during holidays.
2 Look at the picture and write sentences. Grammar

1 A pavlova cake is popular in Australia. True
2 It’s a meringue with chocolate on top.
3 There’s lots of flour in a pavlova cake.
eggs salt doughnuts lemons mangoes flflour butter sugar 4 People put bananas on top of the cake.
eggs salt doughnuts lemons mangoes our butter sugar
5 People eat pavlova at Christmas.
1 There are some eggs on the shelf .
2 There isn’t any .
5 Look at the picture. Ask and answer. Make your own dialogue. Speaking
3
Is there any (flour)?
4
(No, there isn’t.)
5
Oh dear. There isn’t any (flour).
6
Are there any (doughnuts)?
7
Yes, (there are).
8
YES • Remember the vocabulary from the unit. YES • Understand a short listening. • Read about food around the world.
42
I CAN • Use There is/are and countable and uncountable nouns to talk about amounts of things. I CAN • Talk about quantities of things.
43
9780230424531.P35-44.indd 42 20/03/2012 10:09 9780230424531.P35-44.indd 43 20/03/2012 10:10
sentence is correct, a or b? a) There aren’t Afterwards, ask them if they have any questions
any flour. b) There isn’t any flour. (sentence b). about the vocabulary or the grammar.
• Ask questions about this unit’s CLIL lesson,
for example, Where do alfajor biscuits Progress Check 4. Complete
page 42
come from? (South America). What are two the sentences. Use food words and
important ingredients in a baklava cake? TV programmes.
(honey and nuts).
• Check the answers with the class. Pupils put Give the pupils time to find the page. Remind
up their hands to answer. Write the answers on them that the Progress Check pages focus on
the board. Say Well done! all the language they’ve been studying in Unit 4.
Option: Pupils can play this game in pairs or in • Hold up the Activity Book and point to Activity
groups. Give each group or pair a piece of paper 1. Ask the pupils to work individually to look at
and a pencil. Read out the questions, and then the pictures and write the correct word in the
ask the groups to exchange papers and mark one sentences.
another’s work. The groups get one point for each • When the pupils have finished, check the
correct answer. The group with the most points answers with the class.
wins. • Answers: 1 cookery programme, an omelette /
2 cartoon, a mango / 3 comedy series, flour /
Main activities 4 sports programme, milk / 5 quiz show, butter,
salt / 6 pancake, lemon, sugar / 7 doughnut
page 35
Look at the picture and write
page 42
Language Guide.
sentences.
Give the pupils time to find the page. • Hold up the Activity Book and point to Activity
2. Refer pupils to the picture of the shelf with
• Hold up the Pupil’s Book and point to Word food. Ask Are there any eggs? (Yes, there are.)
Quest 1 and 2 and the Grammar boxes. Tell Are there any lemons? (No, there aren’t.) Is
the pupils to spend a few minutes just looking there any flour? (Yes, there is.) Is there any
over the vocabulary and grammar, in silence. salt? (No, there isn’t.) Ask a volunteer to read
148

Unit 4 Lesson 8
the example sentence and then elicit two more

sentences from the class as a whole.
• Ask the pupils to work individually to write Bilingual Dictionary
sentences. Move around the room to offer help. alfajor biscuit (n)
baklava cake (n)
olive (n)
omelette (n)
butter (n) pancake (n)
• When the pupils have finished, check their cardamom (n) pavlova cake (n)

cartoon (n) pea (n)
chef (n) pepper (n)
sentences. coffee (n)

comedy series (n)
potato (n)
quiz show (n)
cookery programme (n) salt (n)
• Answers: 1 There are some eggs on the shelf. smile (n)
cookie (n) snack (n)
/ 2 There isn’t any salt on the shelf. / 3 There are cupboard (n) spice (n)
some doughnuts on the shelf. / 4 There aren’t

delicious (adj) sports programme (n)
dessert (n) strawberry (n)
any lemons on the shelf. / 5 There aren’t any doughnut (n)

egg (n)
sugar (n)
sweet (adj)
mangoes on the shelf. / 6 There is some flour on flat (adj)

flour (n)
sweetcorn (n)
tea (n)
the shelf. / 7 There is some butter on the shelf. / fridge (n)

honey (n)
thin (adj)
Useful Expressions
8 There isn’t any sugar on the shelf. kitchen (n)
lemon (n)
All right.*
Can you change the channel?*
mango (n)
meringue (n)
Listen and match.

I feel sick.
page 43 milk (n) It’s a piece of cake!
mushroom (n) Let’s watch this.*

nut (n) Everyday English*
Learning to
3. Read out the names of the chefs. Check the Add words to the Concept Map.
Food LEARN
pupils know if they are boys’ names or girls’ Food from my country Ingredients in my favourite dish
names. Ask them to describe what they can see

in the pictures a-f.
• Say Listen and match. Tell them that you will 44
play the CD twice.

9780230424531.P35-44.indd 44 20/03/2012 10:10

stopping. Pupils match the names to the
CYL Exam Practice: This listening activity provides
pictures by drawing lines. Play the CD again.
practice for pupils who may do the Cambridge
Pause a short time after each section to give the
Young Learner exams.
pupils time to finish the activity and to check
their answers.
• Finally check the answers orally with the class. Read and write ‘True’ or
page 43
• Answers: Chef Albert: c / Chef Eric: a / Chef ‘False’.

Diana: f / Chef Mark: d / Chef Kate: b • Hold up the Activity Book and point to Activity
CD2
4. Ask the pupils to read about a pavlova cake.
37 It’s a popular dessert in Australia and New
Albert: Hi! I’m Chef Albert. I’ve got some great Zealand.
food on my table. There are some oranges. • When the pupils have finished reading, ask
There’s some milk. Oh, and there are some them questions to check understanding, for
apples, too. example, What is a meringue? (eggs and
Eric: Hello. My name’s Chef Eric. I’ve got some sugar). What goes on top of the meringue?
delicious food on my table. There are some (fruit). When do people often eat a pavlova
pancakes. There’s some sugar. And, of course, cake? (at Christmas and during holidays).
lemons are great with pancakes, so there are • Ask the pupils to work individually to read the
some lemons, too. sentences under the text and write whether they
Diana: I’m Chef Diana and let me tell you are true or false.
about the food on my table. There’s some flour
and there’s some sugar. There are also some
eggs.
different answers, get them to look back at the
Mark: Let me tell you about my food. My
name’s Chef Mark. There are some oranges
and there is a mango. There’s some milk and
final time.
there’s some butter.
Kate: Hi! I’m Chef Kate and there’s lots of • Answers: 1 True / 2 False / 3 False / 4 True /
food on my table. There’s some flour and 5 True
there’s some salt. There’s also some sugar.
And there are some eggs.
149

Unit 4 Lesson 8
Look at the picture. Ask and

page 43 Basics Book: For pupils using the Basics Book
answer. Make your own dialogue. pupils have completed the speaking activity, ask
• Hold up the Activity Book and point to Activity them to write out their own dialogue based on the
5. Refer the class to the picture of the open one in the Progress Check.
fridge. Ask two pupils to read out the dialogue.
• Say to the pupils Now, you talk about the
food in the fridge. Ask the pupils to work in
Closing activities
pairs. They should use the dialogue as a model, • Say Everybody finish now. Say Goodbye!
substituting the words in brackets. When they Encourage the pupils to close their books and
finish, you may want to ask the pupils to find tidy up their things.
new partners and repeat the activity.
front of the class. Listen and praise their speaking,
saying Well done!
Tick the Yes I can … statements.

• Point to the Yes I can … language statements
for Unit 4, pages 11, 12 and 13. See TN page 305
for the answer key.

page 44 Everyday English: For teaching notes for the
Everyday English section on PB page 36, see TN
Dictionary. page 282.
Bilingual Dictionary. They complete the Useful
Expressions section and translate any words
they have not done yet.
• Ask questions, for example, What’s butter in
Spanish? or What’s … in English?
ways.

linked to the topic.
150

Unit 4 DVD Scripts
DVD DVD
‘Is there any milk?’ CLIL – Food around the world

Matt Jess: Today, we’re looking at food.
& Jess: Hello! This is Quest TV! Matt: Yes, we’re going on a tour around the
Jess: Today, we’re in the kitchen. It’s competition world.
time! Jess: This is Japan.
Matt: You’re right! Matt: In Japan, people eat lots of fish and rice.
Jess: We’re having a pancake flipping Jess: It’s a very healthy diet. This food is called
competition. sushi.
Matt: But first, are there any pancakes? Matt: It’s raw fish. Those are the thinnest slices
Jess: There’s a lemon. in the world!
Matt: There’s some butter.
Jess: There’s some sugar and there’s some salt. Jess: What’s that? Are those pieces of chicken?
Matt: There are three doughnuts. Matt: No, there isn’t any chicken. They’re frogs’
Jess: Pass me a doughnut, please Matt. legs. That’s a frog festival in the USA.
Matt: There’s a doughnut. People like frogs’ legs in France, too.
Jess: Is there any milk?
Matt: There’s some milk. Matt: Now this is India.
Jess: Now, let’s make some pancakes! Have we Jess: In India, they eat very spicy food called
got all the ingredients? curry.
Matt: We’ve got some flour, we’ve got some milk Matt: Look, she’s making pancakes!
and we’ve got some butter. Is there an egg? Jess: Those aren’t pancakes. They’re a sort of
Jess: I’ve got an egg. Here you go! bread. They’re called chapattis.
Jess: Ok, let’s make pancakes!
Matt: What’s that man eating?
Matt: Mix some flour with an egg. Jess: He’s eating mussels.
Jess: Now mix in some milk. Matt: And he’s in Belgium. Mussels with chips is
Matt: Put some butter into a hot pan. Then put the Belgian national dish.
some mixture into the pan. Jess: So people eat mussels in Brussels?
Matt: That’s right!
Matt: My pancake is the most delicious. Jess: I want to try some different food.
Jess: No, Matt. Mine’s the nicest! Everything looks delicious.
Matt: What do you think?
Matt: That’s right! Delicious food from all over
Jess: Pancakes. Yummy! the world.
Matt: But what about our competition, Jess?
Jess: Our pancake flipping competition, of
course.
Jess: Ready, steady, go!
Jess: I’m not the best at flipping pancakes. But
I’m definitely the best at eating doughnuts!
Matt: That’s all for today. See you next time on
Quest TV. Goodbye!
Jess &
Matt: Goodbye!
151

Unit Where Were You?
• Identifying and saying the names of places • I/He/She was/wasn’t (at the football stadium).
and writing them correctly in context • We were/weren’t (at the football stadium).
• Were you (at the football stadium)? Yes, I was. /
• Listening to, understanding and singing a No, I wasn’t. / Yes, we were. / No, we weren’t.
song • Was he/she (at the football stadium)? Yes, he/
• Reading and listening to a story about a she was. / No, he/she wasn’t.
missing football cup
• Showing understanding of the story by
answering questions and writing a story Recycled language
review • Can we (speak to your grandma)?
• Identifying how to use and form the past • We’re (looking for a cup).
simple of to be • Do you (remember anything about yesterday)?
• Identifying parts of the language structure and • She has got (the cup).
showing understanding by creating sentences • horses, gold, clean, mystery, problem,
and questions basketball, feet, imagination, king, queen
• Listening to, reading and acting out a dialogue • Everyday activities • Adjectives • Places
using language in context • Natural features • Food
• Identifying and saying different time • Days of the week • Countries
expressions to talk about the past
• Reading, extracting information and writing
an authentic blog about a band Receptive language
• How can I help you?
• Reading, listening and writing about mysteries • Where I live (there is a post office).
in the UK • What would you like for your starter / main
• Using the internet to find out about the Nazca course / dessert?
Desert in Peru • police officer, football teams, tent, guards,
• Understanding and extracting information about football cup, local, cup of tea, answer the
places from an email phone, water activities, drummer, missing,
• Categorising places by purpose fans, on stage, hometown, tourist attraction,
• Writing your own email about places you clock tower, Bigfoot, hairy, theories
were at in the last week • Stonehenge, Loch Ness, crop circles,
• Reviewing and reflecting on the unit monument, religious, astronomical, site,
report, dinosaur, patterns, mathematical,
• Practising everyday English through listening aliens, tornadoes, mysterious
to and acting out a dialogue about ordering
food in a restaurant
Pronunciation
• Comparing and differentiating the sounds /n/
Key language as in piano and /m/ as in drum
Vocabulary
• a football stadium, a shopping centre, a police
station, a post office, a palace, a market, Socio-cultural aspects
a sports centre, an airport, a campsite, an • Learning about mysteries in the UK
amusement park
• last month, last weekend, last week, yesterday, • Showing interest in English history
last night • Learning about culture and customs in the
• stones, a cemetery, a field, a temple, crops, English-speaking world
a monster • Using everyday English to act out ordering
food in a restaurant
153

Unit 5 Lesson 1
Lesson 1 • Ask the class to remind you what last unit’s

topic was (food and drink).
Learning objectives • Say Quest’s next TV show is about time and
• Identify and say places vocabulary places. Brainstorm with the class any places
• Play the Quest Memory Game to practise the they already know in English. Get pupils to spell
vocabulary out some of the words they contribute.
• Listen to, read and sing the Quest song • Hold up the Unit 5 flashcards one at a time
• Show understanding by writing sentences and stick them on the board, in the same order
Language focus as the words in the Pupil’s Book. Ask the pupils
to tell you any of the flashcard place words they
• a football stadium, a shopping centre,
already know in English. Don’t worry about any
a police station, a post office, a palace,
words they don’t know.
a market, a sports centre, an airport, a
campsite, an amusement park
• There’s a … / There isn’t a … Main activities
• Is there a … where you live?
• Yes there is. / No, there isn’t. page 37
Materials • Say Open your Pupil’s Books at page 37.
• Flashcards and word cards: a football Give the pupils time to find the page.
stadium, a shopping centre, a police station, • Point to Activity 1. Say It’s time for Word
a post office, a palace, a market, a sports Quest 1. Play CD 3 track 1. Point to the
centre, an airport, a campsite, an amusement flashcards of the places as you hear them on
park the CD.
• Play the track again and tell the pupils to
repeat the words as they hear them. Play the
• Class audio CD
track a final time, get the pupils to repeat the
words and take down each flashcard as it is
mentioned. Praise their speaking, saying Well
At-a-glance lesson plan done!
(PB page 37, AB page 45) CD3
Opening activities 1
• Remember the Quest TV show and Hello and welcome to Quest,

presenters and last unit’s topic. The TV show that’s the best!
It’s time for Word Quest 1.
• Brainstorm places vocabulary in English.
Listen, repeat and have fun!
Main activities a football stadium

• Vocabulary activities Listen and repeat the a shopping centre
words (CD 3 track 1). Quest Memory Game. a police station
Listen and play (CD 3 track 2) (PB page 37). a post office
a palace
a market
• Song Listen and read. Sing the song (CD 3
a sports centre
track 3) (PB page 37).
an airport
• Writing practice Read and write the places. a campsite
Look. Write sentences. Write true sentences an amusement park
about where you live. Use the places in
Activity 1 (AB page 45).
page 37
Closing activities
• Sing the song in groups (CD 3 track 3).
and play.
Sing the karaoke version of the song (CD 3 • Hold up the Pupil’s Book and point to Activity
track 4). 2. Say These children are playing the Quest
Memory Game. Listen and repeat. Play CD
3 track 2. Pause after each line for the class to
Opening activities repeat.
pupils to return the greeting.
154

Unit 5 Lesson 1
Where Were You? Where Were You?

5
Lesson 1
3 3
1 Read and write the places.
1 I watch a football match in this place. football stadium
Word Quest 1 2 I buy fruit and vegetables in this place.
3 I go to lots of shops in this place.
What’s number 4?
4 A king and queen live in this place.
A post office.
5 I travel by plane from this place.
6 I send postcards from this place.
1 a football stadium 2 a shopping centre 7 I go on lots of fun rides in this place.
That’s 8 I do exercise in this place.
right. Is there a Yes, there is.
post office where 9 I sleep in a tent in this place.
you live? 10 A police officer works in this place.
3 a police station 4 a post office 3 2 Look. Write sentences.

1 2 3 4 5 6
Let me show you, this is London town.
Come with me, let’s walk around!
Arrive at the airport, take the bus or the train.
Visit lots of places, never mind the rain. ✓ ✗ ✗ ✓ ✓ ✗
5 a palace 6 a market
Go to Buckingham Palace, stand by the gate. Where I live …
See the guards on their horses.
1 There’s a post office. 4
They’re really great!
2 There isn’t 5
Chorus
3 6
There’s Camden market,
7 a sports centre 8 an airport for lots of funky clothes. 3 Write true sentences about where you live. Use the places in Activity 1.
There are shopping centres
everywhere you go. There’s a .
There are football stadiums,
with people crowding in.
They want to see their football teams
9 a campsite 10 an amusement park win, win, win!
Chorus
Listen to the song again.
37 45
9780230734838.Text.indd 37 09/03/2012 15:26 9780230424531.P45-54.indd 45 20/03/2012 10:17
CD3
2
page 37
Boy: Er, … a post office.
• Say It’s time for a Quest song. It’s about
Girl: That’s right. Is there a post office where
London. Point to the flashcards on the board
you live?
and ask Which five places are in the song?
Boy: Yes, there is.
Play CD 3 track 3.
First, model the game with a confident student. 3 London town song
Then, divide the class into pairs. The pupils take Dan: And now it’s time for a Quest song.
Monitor and praise their speaking, saying Very Let me show you, this is London town.
good! Come with me, let’s walk around!
Differentiated Learning: If your class finds English Arrive at the airport, take the bus or the train.
difficult, make this game easier. Allow all the pupils Visit lots of places, never mind the rain.
to keep their books open. Instead of answering the Go to Buckingham Palace, stand by the gate.
question from memory, they can look in their books. See the guards on their horses, they’re really
great!
pupils to name the activities again from memory. Chorus
Ask What’s number one? (a football stadium). There’s Camden market, for lots of funky
Then ask Is there a football stadium where clothes
you live? Help pupils to answer Yes, there is. / There are shopping centres everywhere you
No, there isn’t. As pupils answer about each go.
flashcard, stick the flashcards on the board, so There are football stadiums, with people
they can be used later on in the lesson. Repeat crowding in.
until all the flashcards are on the board. They want to see their football teams win, win,
win!
Chorus
155

Unit 5 Lesson 1
• Elicit the five places they heard in the song (an you about what places there aren’t where they
airport, a palace, a market, a shopping centre, live.
football stadiums). Say Good listening. Well • When the pupils have finished the activity,
done! Then ask the class what place the song ask different pupils to read out some of their
was about (London). Ask if anyone has been to sentences.
London, and if so, what places they visited. Ask • Answers: will vary.
pupils if they know any other famous places in
London. Basics Book: For pupils using the Basics Book
• Play CD 3 track 3 again and encourage the refer them to page 32, Activities 1, 2 and 3.
pupils to read the song in their Pupil’s Book
while listening. Differentiated learning: If your class find English
• Say Let’s sing the song. Play the CD again, difficult, they need only write sentences using
pause after each line and get the pupils to sing There is a … and not the negative sentences.
these back to you. Finally, play the whole song Closing activities
on the CD and encourage the pupils to sing the • Say Everybody finish now. Say Goodbye!
song with the CD. Encourage the pupils to close their books and
page 45
Read and write the places.
Extra: Sing the London town song in three groups.
Divide the class into three groups. Ask the first
group to sing verse 1 along with CD 3 track 3. Then
1. Refer the class to sentence number 1, as an
get everyone to sing the chorus. Ask the second
example. Get a pupil to read out the definition
group to sing the second verse. Get everyone to
sentence and the answer (football stadium).
sing the chorus. Ask the third group to sing the
• Get the pupils to work individually. Check their third verse. Everyone sings the chorus. Then get the
answers as a class and place each word card class to sing the song in the same way, but without
on the board when they give the answer. Get the CD.
them to check their spelling by looking at the Then, play the karaoke version of the song. Play CD
word cards. 3 track 4 and sing, encouraging the pupils to join in
• Answers: 1 football stadium / 2 market / with you.
3 shopping centre / 4 palace / 5 airport / 6 post
office / 7 amusement park / 8 sports centre / Homework: Pupils draw a simple map of the
9 campsite / 10 police station streets near where they live (or they can invent a
map). They draw the different places on the map
page 45
Look. Write sentences. and write a few sentences about their map, e.g.
• Hold up the Activity Book and point to Activity There’s a market next to the police station.
to the pictures and tell the class to write a
sentence for each one. Refer them to the tick or
cross next to each picture.
answers as a class.
• Answers: 1 There’s a post office. / 2 There
isn’t a police station. / 3 There isn’t an airport. /
4 There’s a sports centre. / 5 There’s a football
stadium. / 6 There isn’t a palace.
Write true sentences about

page 45
where you live. Use the places in

Activity 1.
3. Ask several pupils to tell you what places
there are where they live. Then, ask pupils to tell
156

Unit 5 Lesson 2
Lesson 2 • Say Hello, and encourage the pupils to return

Learning objectives the pupils to answer and ask you the same
story • Ask them questions about this unit. Ask What
• Show understanding of the story by is this unit’s Quest topic? (time and places).
completing and ordering speech bubbles • Brainstorm the places vocabulary from the
and by answering questions last lesson. Stick the appropriate flashcards
• Write a review of the story on the board as they say the words. Leave the
Language focus flashcards on the board.
• a football stadium, a shopping centre, • Say Let’s sing the London town song. Play
a police station, a post office, a palace, the karaoke version of the song on CD 3 track 4
a market, a sports centre, an airport, a and encourage the class to join in.
• I/He/She was at the … Main activities
• I/He/She wasn’t at the …
Materials
• Flashcards and word cards: a football
poster.
stadium, a shopping centre, a police station, • Say It’s time for a Quest TV story. Show the
a post office, a palace, a market, a sports story poster to the pupils. Generate interest in
centre, an airport, a campsite, an amusement the story by telling the pupils that this is a story
park about a mystery.
• Story poster: The Mystery of the Football Cup • Before they listen to the introduction, ask
• Pupil’s Book, page 38 the class a question. Say Listen. What is the
• Activity Book, page 46 mystery about in this story? Play the story
• Class audio CD introduction on CD 3 track 5. Elicit that the
• Optional Basics Book, page 33 mystery is about a football cup. Ask the class if
anyone plays football and if anyone’s team has
ever won a football cup as a trophy.
continue with the story. Ask Where was the
Opening activities football cup? Tell the story yourself or play CD
• Revision of places (with flashcards). Song 3 track 5. Point to the different frames on the
review: The London town song, karaoke story poster to help the pupils understand the
version (CD 3 track 4). story.
Main activities CD3
• Story The Mystery of the Football Cup. 5
Listen to the story with the story poster Jack: Let’s see if police officers Plod and Todd
(CD 3 track 4). Listen to the story. Read. can solve the mystery of the football cup!
Check comprehension. Ask questions The Mystery of the Football Cup
(PB page 38).
Frame 1
• Story activities Remember the story. Write, Narrator: It was Monday morning at the
order and match. Listen and check (CD football stadium and the football cup wasn’t in
3 track 5). Read the questions. Write the the cupboard!
answers (AB page 46). Football Manager: Hello? Is that the police
• Writing practice Think about the story. station?
Circle. Write a review (AB page 46). Officer Plod: Yes, how can I help you?
Football Manager: Our football cup is missing!
Closing activities Frame 2
• Play a matching pairs game. Narrator: At the police station, officers Plod
and Todd decided to find the cup.
Plod: Officer Todd, were you at the football
Opening activities stadium yesterday?
• Play the London town song on CD 3 track 3 as Todd: No, I wasn’t. I was with you!
the class enter the classroom.
157

Unit 5 Lesson 2
if they heard any other places mentioned (a

Plod: Oh yes! So who was at the football
school).
stadium?
Frame 3
Check comprehension. Ask
Narrator: Officers Plod and Todd talked to
pupils at the local school. questions.
Plod: Hello, boys. Were you at the football • Check that the pupils understand the story by
stadium yesterday? asking questions about each frame. Encourage
Boys 1 & 2: No, we weren’t. We were at the the pupils to answer in English.
shopping centre. Frame 1
Girl: I wasn’t at the football stadium, I was at What is the problem at the football stadium?
the airport. (the football cup is missing)
Frame 4 Who does the football manager telephone?
Narrator: They talked to a boy called Ben. (the police officers)
Plod: Excuse me. Were you at the football Frame 2
stadium yesterday? What question does Police Officer Plod ask
Ben: Yes, I was. I was with my grandma. She at the end of this frame? (Who was at the
loves football! football stadium?)
Plod: Can we speak to your grandma? Frame 3
Frame 5 Where do Police Officer Plod and Todd go?
Narrator: At grandma’s house … (to the local school)
Plod: We’re looking for a cup. Frame 4
Grandma: Ah, yes. I like a cup of tea. Were the boys at the shopping centre? (yes,
Todd: It’s a football cup! It’s missing! they were)
Frame 6 Where was the girl? (at the airport)
Grandma: Ah! What does it look like? Frame 5
Plod: It’s big and it’s gold. Was Ben at the football stadium? (yes, he was)
Todd: Do you remember anything about Who was with Ben at the football stadium?
yesterday? (his grandma)
Grandma: Well, let me see …
Frame 6
Frame 7 What is Ben’s grandma drinking? (a cup of
Grandma: We were at the football match. I tea)
wanted to drink my tea. There was a lovely cup What does the football cup look like? (it’s big
in the cupboard … and gold)
Frame 8 Frame 7
Narrator: They phoned the football stadium. Why was the football cup with Ben‘s
Ben: My grandma has got the cup! grandma? (she was using it for her tea)
Grandma: It’s nice and clean!
Frame 8
Plod & Todd: Well, we solved the mystery of
Who gives the cup to the football manager?
the football cup!
(Ben’s grandma)
• Afterwards, ask the class the gist question Are police officers Plod and Todd happy?
again. Ask Where was the football cup? Elicit (yes, they are)
the answer At Ben’s grandma’s house.
page 46
page 38
Listen to the story. Read. order and match. Listen and check.
• Say Open your Pupil’s Book at page 38. • Say Open your Activity Book at page 46.
Give the pupils time to find the page. Give the pupils a moment to find the page.
• Ask the pupils to listen to the story and follow • Hold up the Activity Book and point to Activity
the dialogue by reading in their Pupil’s Book. 4. Check the pupils understand what they have
Play CD 3 track 5. to do. Refer them to the words in the word pool
• When the CD has finished, ask the pupils to box. Tell them to write the correct word in each
name any of this unit’s places mentioned in sentence from the story. Then, they number
the story (a football stadium, a police station, the sentences in the correct order. Refer them
a shopping centre, an airport). Then, ask them to the headshots and elicit the names of the
bubble to the corresponding person.
158

Unit 5 Lesson 2
Let’s see if police officers
Plod and Todd can solve the CD3
3 4 Remember the story. Write, order and match. Listen and check. The Mystery
4 Listen to the story. Read. mystery of the football cup! 6 of the
5 Football
Cup
mystery was football tea has stadium
1 It was Monday morning at the 2 At the police station, officers Plod
The Mystery football stadium and the football and Todd decided to find the cup. No, I wasn’t. I
of the
cup wasn’t in the cupboard! was with you! My grandma a So who was at the football
Football
Cup Officer Todd, were you at the
got the cup. b ?
Hello? Is that the Yes, how can I football stadium yesterday?
police station? help you?
Yes, I was. I Our football cup
with my grandma. is missing! 1
Oh yes! So who was at c
d
Our football cup is missing! the football stadium?
Well, we solved the of I wanted to drink
3 Officers Plod and Todd talked 4 They talked to a boy called Ben. the football cup. my .
Yes, I was. I was e
to pupils at the local school.
Excuse me. Were you at the with my grandma.
Hello, boys. Were you at the She loves football.
football stadium yesterday?
football stadium yesterday? 5 Read the questions. Write the answers.
No, we weren’t. We were

1 What is the problem at the football stadium? The football cup is missing.
at the shopping centre. 2 Who answers the phone at the police station?
I wasn’t at the football Can we speak to 3 Where do the police officers go for help?
stadium, I was at the airport. your grandma?
4 Who was at the football stadium yesterday?
5 At Grandma’s house … 6
We’re looking for a cup. Ah, what does it look like? 5 Who has got the football cup?
It’s big and it’s gold. 6 Why has Ben’s grandma got the football cup? Because she wanted to
Ah, yes. I 6 Think about the story. Circle. Write a review.
like a cup
of tea.
Do you remember
1 It’s about a football … Story Review
anything about a) T-shirt. b) match. c) cup.
It’s a football cup!
It’s missing. yesterday? Well, let me see … The story is about a football cup.
2 It happens in …
a) two places. b) three places. .
7 8 They phoned the football stadium.
We were at the football match. I
wanted to drink my tea. There was
c) four places. .
My grandma
a lovely cup in the cupboard ... 3 The main character is … .
has got the cup.
a) the football manager. My favourite character .
b) Officer Todd. c) Ben’s grandma.
Is this a true story?
4 He/She has got …
In general, I think the story is .
a) the football cup. b) the football.
It’s nice and clean! Well, we solved the mystery c) the football hat.
of the football cup!
✩ ok ✩✩ good ✩✩✩ excellent
38 46
9780230734838.Text.indd 38 09/03/2012 15:26 9780230424531.P45-54.indd 46 20/03/2012 10:18
• Give the pupils time to work individually and sentences. Check they understand the question
then to compare answers in pairs. words.
• Play CD 3 track 6 and the pupils check their • Tell them to work individually. Then, check
answers. their answers as a class.
• Answers: 1 Our football cup is missing! (d) / • Answers: 1 The football cup is missing. /
2 So who was at the football stadium? (a) / 2 Officer Plod answers the phone. / 3 They go
3 Yes, I was. I was with my grandma. (b) / to the school. / 4 Ben and his grandma were
4 I wanted to drink my tea. (c) / 5 My grandma at the football stadium yesterday. / 5 Ben’s
has got the cup. (b) / 6 Well, we solved the grandma has got the football cup. / 6 Because
mystery of the football cup. (a and e) she wanted to drink her tea.
CD3
6 Think about the story. Circle.
page 46
Narrator: Number 1 Write a review.

Football manager: Our football cup is missing! • Hold up the Activity Book and point to Activity
Narrator: Number 2 6. Check the pupils understand what they have
Plod: So who was at the football stadium? to do.
Narrator: Number 3
Ben: Yes, I was. I was with my grandma.
Narrator: Number 4
Grandma: I wanted to drink my tea. • Check the answers together, asking different
Narrator: Number 5 pupils to answer.
Ben: My grandma has got the cup. • Answers: 1 c / 2 c / 3 c / 4 a
Narrator: Number 6
Plod and Todd: Well, we solved the mystery of page 46
Quest Story Review
the football cup. • Hold up the Activity Book and point to the
Read the questions. Write
page 46
the answers. should look at the answers they have circled
5. Ask a pupil to read the example question and
answer aloud. Remind pupils to use complete
159

Unit 5 Lesson 2
• When the pupils have finished, invite individual

story is about a football cup. / The policemen
go to a school. / The main character is Ben’s
grandma. / She has got the football cup.

Closing activities
Extra: Put the flashcards and word cards face

down on the board, in a random order. Number
them 1-20. Divide the class into two groups (A
and B). Ask group A to choose a flashcard and a
word card, turn them over, and get the class to tell
you the place names. If the cards are a matching
pair, leave them face up and give the team a point.
If they’re not a pair, turn the flashcard and word
card face down again and ask team B to choose a
flashcard and word card. Continue in this way. The
team with most points wins.
Homework: Ask pupils to write three sentences

about where they were last weekend, who they
were with and what they did.
160

Unit 5 Lesson 3

• To use the verb to be in the past, in was the mystery in the story about? (a
affirmative, negative and question forms football cup). Summarise the story by asking a
• Write sentences and questions practising question about each important frame. Point to
this language focus the appropriate frame as you ask the questions.
Frame 1
Language focus Who does the football manager telephone
• a football stadium, a shopping centre, about the missing football cup? (Officer Plod)
a police station, a post office, a palace, Frame 3
a market, a sports centre, an airport, a Where do the police officers go for help? (to
campsite, an amusement park a school)
• I/He/She was at the (airport). / I/He/She Where was the boy and his friend on Sunday?
wasn’t at the (airport). (at the shopping centre)
• We were at the (airport). / We weren’t at the Where was the girl on Sunday? (at the airport)
(airport).
Frame 4
• Were you at the (airport)? / Yes I was/we
Where was Ben on Sunday? (at the football
were. / No I wasn’t/we weren’t.
stadium)
Materials Who was with Ben? (his grandma)
• Flashcards and word cards: a football stadium, Frame 6
a shopping centre, a police station, a post Who has got the football cup? (Ben’s grandma)
office, a palace, a market, a sports centre, an
Frame 7
airport, a campsite, an amusement park
Why has Ben’s grandma got the football cup?
• Story poster: The Mystery of the Football Cup
(for her tea)
• Activity Book, pages 47 and 92 • Play the story on CD 3 track 5. Encourage the
• Class audio CD class to listen and check their answers to the
• Optional Basics Book, page 34 questions.
At-a-glance lesson plan Main activities

(PB page 39 and AB pages 47 and 92) Grammar presentation
Opening activities • Introduce this lesson’s grammar focus. Refer
• Review the story (CD 3 track 5) with the the class to the story poster The Mystery of the
story poster. Football Cup. Point to Frame 4 of the story. Elicit
Main activities Officer Plod’s question Were you at the football
• Grammar presentation Let’s investigate stadium? Point to the two boys and say No, we
grammar. Answer the questions. Look at the weren’t. Elicit the following sentence from the
Grammar Quest to help you (PB page 39). class and write it on the board: We were at the
shopping centre. Point to the girl and ask What
about the girl? She says I wasn’t at the football
• Grammar practice Look at the chart. stadium. Elicit her next sentence from the class
Complete the sentences. Look and complete and write it on the board: I was at the airport.
the questions. Write short answers. Write
affirmative and negative sentences for the • Refer the class to the two sentences on the
people in Activity 8 (AB page 47). Extra! board. Draw a line under were and draw two
Go to the Grammar Practice on page 92 heads next to the first sentence to highlight that
(AB page 92). we use were about more than one person. Draw
a line under was and draw one head next to the
• Speaking practice Listen, read and repeat. second sentence to highlight that we use was
Act it out (CD 3 track 7) (PB page 39). for one person.
• Point back to Officer Plod in Frame 2, and
Closing activities elicit his question again, and this time write it
• Invent a dialogue (PB page 39). on the board: Were you at the football stadium?
Then point to the two boys and shake your head
• Bilingual Dictionary (AB page 54).
161

Unit 5 Lesson 3

7 Look at the chart. Complete the sentences. Past simple – to be
Kiera and Sophie Jack Dan
Revision – to be 1 Kiera was at an amusement park yesterday.
Yesterday …
Grammar Quest Today, I’m at school.
Yesterday, I was at the park.
2 She at a post office.
3 Sophie at a campsite. an amusement park ✓ ✗ ✗
Past simple – to be
4 She a sports centre. a post office ✗ ✗ ✓
I was at the airport.
He/She 5 Jack a campsite. a campsite ✗ ✓ ✗
wasn’t at the amusement park.
were at the football stadium. 6 He an amusement park. a sports centre ✗ ✗ ✓
We
weren’t at the shopping centre. ✗ 7 Dan a post office and .
✓
8 He or .
Were you Yes, I was. No, I wasn’t.
at the football stadium? Yes, we were. No, we weren’t. Yesterday
8 Look and complete the questions. Write short answers.
Was he/she Yes, he/she was. No, he/she wasn’t.
1 Were you , I .
at an airport?

1 When we talk about the past, do we use was or were with I and He/She? 2
, we .
a sports centre?
2 Do we use was or were with We?
3 Do we use Were … ? or Was … ? to ask a question with He/She?
3
Yes, .
3 ?
Where were you yesterday? 4

? Yes, .
Kiera: Can you guess where Sophie and I were yesterday?

Jack: I can try. But you need to help me, too. 9 Write affirmative and negative sentences for the people in Activity 8.
Kiera: Ok. You can eat at this place.
Jack: Were you at the shopping centre?
Kiera: No, we weren’t. There are water activities at this place. I wasn’t at an airport yesterday.
1
I was
2
Jack: I know! Were you at the sports centre? .
Kiera: No, we weren’t. And you can fly at this place. We yesterday.
Jack: Really? Were you at the airport? We were .
3
Kiera: No, we weren’t.
Jack: Oh, I don’t know. Tell me, please! 4
Kiera: We were at the amusement park!
Jack: Ah!
9780230734838.Text.indd 39 09/03/2012 15:26 9780230424531.P45-54.indd 47 20/03/2012 10:18
to elicit No, we weren’t. Write the short answer look at the Revision table, as well as the main
on the board. Point to the girl and answer for Grammar Quest box.
her No, I wasn’t. Write the short answer on the • Read the questions in Activity 6 out loud to the
board. Explain that in the past, we use were/ class. Invite pupils to answer. Ask the rest of the
weren’t for more than one person and was/ class if they agree before confirming the correct
wasn’t for one person. answer. Refer back to the tables, if necessary.
• Point to the question on the board: Were you
at the football stadium? Underline were and you Note: You may need to guide pupils or use
and explain that in the question, we use were L1 to help their understanding of the concept
with you in the past. questions.
• Answers: 1 was / 2 were / 3 was
page 39
• Say Open your Pupil’s Book at page 39. page 39
Give the pupils time to find the page. it out.
• Invite volunteers to read the two sentences • Hold up the Pupil’s Book and point to Activity
from the Grammar Revision box. Remind them 7. Ask the pupils Who can you see? (Kiera and
that we use I/He/She was for talking about the Jack). Refer the pupils to the dialogue heading
past. (Where were you yesterday?). Play CD 3 track 7
• Then, read the sentences in the first half of and encourage the pupils to read the dialogue
the Grammar Quest box with the class. Remind while listening.
them that we use was/wasn’t for singular • Ask the pupils questions about the dialogue to
pronouns (I/He/She). Then, read the sentences check their understanding, for example, Were
in the second half of the box. Explain that we Sophie and Kiera at a restaurant? (No, they
use were/weren’t for plural pronouns (in these weren’t). Were they at a sports centre? (No,
examples: we). they weren’t). Were they at the airport? (No,
they weren’t). Where were Sophie and Kiera?
page 39
(at the amusement park).
at the Grammar Quest to help you. • Play the CD again, but this time encourage the
• Hold up the Pupil’s Book and point to Activity pupils to repeat each sentence of the dialogue
6. Say Answer the questions. Ask the class to after you, pausing the CD after each line. Help
162

Unit 5 Lesson 3
Grammar Practice 5
Look at the chart. Complete
page 47

Past simple – to be the sentences.
I (1) was ✓ • Say Open your Activity Book at page 47.
He/She
(2) ✗ at the airport.
at the amusement park.
✓
We
(3) at the shopping centre.
• Tell the pupils to look at the chart about Kiera
(4) ✗
and Sophie, Jack and Dan. Ask questions about
the chart to check understanding, for example,
(5) you
at the football stadium?
(6) he/she
Yes, I was. No, I wasn’t.

Dan was at the post office. True or false?
Yes, he/she was. No, he/she wasn’t. (true). Jack was at the sports centre. True or
Yes, we were. No, we weren’t.
false? (false), etc.
2 Complete the sentences with the correct form of was or were.
• Do the example sentence with the class first,
1 He was (✓) at the market. He (✗) at the football stadium.
2 We (✓) at the campsite. We (✗) at the sports centre. orally. Then ask the class to work individually to
3 She (✓) at the police station in the morning. She
the palace in the afternoon.
(✗) at complete the sentences. When the pupils have
4 You (✗) at the airport yesterday. You (✓) at the finished, check the answers together.
amusement park.
5 I (✗) at the football stadium. I (✓) at the shopping centre. • Answers: 1 was / 2 wasn’t / 3 wasn’t /
6 They (✓) at the police station. They (✗) at the post office.
4 wasn’t at / 5 was at / 6 wasn’t at / 7 was at, a
3 Look at Activity 2. Answer the questions.
1 Was he at the market? 4 Were you at the airport yesterday?
sports centre / 8 wasn’t at an amusement park,
Yes, he was. a campsite
2 Were we at the sports centre? 5 Was I at the shopping centre?
3 Was she at the police station in the morning? 6 Were they at the post office?
Look and complete the
page 47
92
questions. Write short answers.
Activity 8. Refer the class to the picture of the
9780230424531.P85-96.indd 92 20/03/2012 12:07
policeman. Tell the class that the police officer is

• Put the class into two groups. Ask one group asking questions. Refer the class to the smaller
to read out Kiera’s lines in chorus and the other pictures to the right of the page and explain
group to read out Jack’s lines in chorus. Repeat that these people are answering the questions.
this until the pupils are confident with the Then, read the first question and elicit the short
dialogue. answer with the class to check understanding.
Option: To give the pupils more practice with • Ask the pupils to work individually. When they
the dialogue, put them into pairs and have them have finished, check the answers together.
practise saying the dialogue together. Invite some • Answers: 1 Were you at an airport? No, I
of the pairs to perform the dialogue for the class. wasn’t. / 2 Were you at a sports centre? No, we
weren’t. / 3 Were you at a market yesterday?
CD3
Yes, we were. / 4 Were you at a campsite
7
yesterday? Yes, I was.
Where were you yesterday?
Kiera: Can you guess where Sophie and I were
yesterday?
page 47
Jack: I can try. But you need to help me, too. negative sentences for the people
Kiera: Ok. You can eat at this place. in Activity 8.
Jack: Were you at the shopping centre? • Hold up the Activity Book and point to Activity
Kiera: No, we weren’t. There are water 9. Explain to the pupils that they should write
activities at this place. sentences using the information and pictures
Jack: I know! Were you at the sports centre? from the previous activity. Do a couple of
Kiera: No, we weren’t. And you can fly at this examples with the class first to check they
place. understand what to do.
Jack: Really? Were you at the airport? • Ask the pupils to work individually to write
Kiera: No, we weren’t. sentences. Move around the room to check
Jack: Oh, I don’t know. Tell me, please! their work and offer help.
Kiera: We were at the amusement park!
Jack: Ah! • When the pupils have finished, invite pupils to
Well done!
163

Unit 5 Lesson 3
• Answers: 1 I wasn’t at an airport yesterday.

I was at a football stadium. / 2 We weren’t at a
sports centre yesterday. We were at a shopping
centre. / 3 We were at a market yesterday. /
4 I was at a campsite yesterday.

page 92
on page 92.
refer them to the Grammar Quest box in Pupil’s
Book page 39.
• Answers:
Activity 1: (1) was / (2) wasn’t / (3) were /
(4) weren’t / (5) Were / (6) Was
Activity 2: (1) was, wasn’t / (2) were, weren’t /
(3) was, wasn’t / (4) weren’t, were / (5) wasn’t,
was / (6) were, weren’t
Activity 3: (1) Yes, he was. / (2) No, we weren’t. /
(3) Yes, she was. / (4) No, I wasn’t. / (5) Yes, you
were. / (6) No, they weren’t.

Closing activities


a Bilingual Dictionary which they can complete to
unit.
Word Quest 1.
Homework: Pupils write sentences about

themselves and members of their family and where
they were yesterday, e.g. I was at school. I wasn’t at
a football stadium. My mum was at the market, etc.
164

Unit 5 Lesson 4

• Identify and say different time expressions to • Display the Unit 5 grammar poster. Get
talk about the past volunteers to read some of the sentences.
• Listen to, read and write a blog Remind the pupils that we use was/were to talk
• Discriminate between the letters ‘m’ and ‘n’ about the past. Remind them that we use was
in words with I/He/She and were with you/we/they.
• last month, last weekend, last week, close their eyes for the count of three, and cover
yesterday, last night a word on the poster. Once the pupils open
• a football stadium, a shopping centre, their eyes, they put their hands up to tell you the
a police station, a post office, a palace, covered word. Keep up a fast pace to make this
a market, a sports centre, an airport, a feel like a game.
• I/He/She was/wasn’t …
• We were/weren’t … Main activities
Materials page 40
stadium, a shopping centre, a police station,
a post office, a palace, a market, a sports
centre, an airport, a campsite, an amusement • Hold up the Pupil’s Book and point to Activity
park 8. Say Look at Word Quest 2. Listen to the
• Pupil’s Book, page 40 time expressions for talking about the past.
• Activity Book, page 48 • Play CD 3 track 8 and encourage the pupils
• Grammar poster for Unit 5 to read the words/phases in their Pupil’s Book
• Class audio CD while listening.
• Optional Basics Book, page 35 • Play the CD again. Pause after each word/
phrase and encourage the pupils to repeat it.
At-a-glance lesson plan CD3
(PB page 40 and AB page 48) 8
Opening activities last month

last weekend
last week
summary and game
yesterday
Main activities last night
• Vocabulary presentation Listen and repeat
the words (CD 3 track 8) (PB page 40). • Ask the pupils to tell you the equivalent time
expressions in L1 to check they understand.
• Listening practice Listen and read. Answer
the question (CD 3 track 9). Listen and Listen and read. Answer the
page 40
answer the questions you hear. Listen and question.

check (CD 3 track 10) (PB page 40). • Hold up the Pupil’s Book and point to Activity
9. Ask What type of text is this? (a blog). What
• Writing practice Find the words and write. is the blog about? (a music band/group).
Look at the notes about Jan and Sam. Write • Invite a pupil to read the question in the blue
their blog (AB page 48). box above the web page: Where was the lead
• Funky Phonics Listen and say (CD 3 track singer yesterday? Check pupils understand the
11) (PB page 40). meaning of lead singer (e.g. the most important
• Phonics practice Complete and sort the singer in a music group/band). Play CD 3
words. Listen and check (CD 3 track 12) (AB track 9 and encourage the pupils to read the
page 48). blog in their Pupil’s Book while listening. Elicit
Closing activities the answer to the question (She was at the
shopping centre).
• Say the rap as fast as you can.
165

Unit 5 Lesson 4

3
8 8 Listen and repeat the words. 10 Find the words and write.
Word Quest 2
A W F K W P S T B 1 last m
Y E S T E R D A Y 2 last
J E B Q E N N X K 3 last
O K U F K R I H M 4 last
1 last month 2 last weekend 3 last week 4 yesterday 5 last night
Z A K G E D G J S 5
Y D M O N T H I L
Text type: a blog
3
9 9 Listen and read. Answer the question. C G I V D M T W E
Where was the lead singer yesterday?
11 Look at the notes about Jan and Tom. Write their blog. Text type: a blog
home about us photos fan club
Blog Welcome back! Last month we were on tour in

the USA. We played in New York, San Francisco
and Los Angeles. It was lots of fun!
Blog
Welcome to the Star Band blog! Last weekend we were back in the UK for more
I’m Tom, the drummer. great concerts. We played in Bristol and
home about us photos fan club
Manchester. Our fantastic fans were there to
cheer us on!
June Last week was quiet. There weren’t any Last month Jan was in the USA.
concerts and we had time to visit our families Jan (lead singer)
25th New York
and friends. It’s always good to go home. I love Last month – the USA
27th San Francisco
seeing my little dog, Josie!
29th Los Angeles Last weekend – the UK
And yesterday Jan, our lead singer, was at her
favourite place with Sam, our backing singer – Yesterday – at the shopping centre
July
the shopping centre! And do you know where
Hi guys! We 7th Bristol
Ron and I were? We were at the amusement
were happy on 8th Manchester park. It was really cool! Tom (drummer)
tour in the USA, 14th Liverpool
but we’re even Then, last night we were all back on stage in our Last month – the USA
15th London
happier now hometown of Liverpool. Last weekend – at home
we’re home! See you soon! Yesterday – at the amusement park
Who’s your favourite famous person?

3
10 Listen and answer the questions you hear. Listen and check. CD3
10
12 12 Complete and sort the words. Listen and check.
11
3
Listen and say. albu m cotto ja ba d rai stadiu sta ps
11
Last month, on a Sunday night,

/n/ /m/
Tom and Ron played the drums.
piano drum
Last night, on a Monday night, album
Jan and Sam played the piano.
40 48
9780230734838.Text.indd 40 09/03/2012 15:27 9780230424531_text.indb 48 06/06/2013 09:37
CD3
9 Listen and answer the
page 40
Star Band Blog questions you hear. Listen and

Tom: Welcome to the Star Band blog! I’m Tom, check.
the drummer. • Hold up the Pupil’s Book and ask the class to
read the text in Activity 9 again.
Welcome back! Last month we were on tour • Point to Activity 10. Explain to the class that
in the USA. We played in New York, San they are going to hear some questions on
Francisco and Los Angeles. It was lots of fun! the CD. Play CD 3 track 11. Pause after each
Last weekend we were back in the UK for question and elicit answers from the class
more great concerts. We played in Bristol and (these do not have to be complete answers or
Manchester. Our fantastic fans were there to exactly the same as those on the CD). Check by
cheer us on! continuing to play the CD.
Last week was quiet. There weren’t any
CD3
concerts and we had time to visit our families 11
and friends. It’s always good to go home. I love
1 Where was the Star Band last month?
seeing my little dog, Josie!
The Star Band was on tour in the USA.
And yesterday, Jan, our lead singer, was at her
favourite place with Sam, our backing singer – 2 Where was the Star Band on 27th June?
the shopping centre! And do you know where The Star Band was in San Francisco.
Ron and I were? We were at the amusement 3 Was the Star Band in Manchester last
park. It was really cool! weekend?
Then, last night we were all back on stage in Yes, it was. They played in Manchester on 8th
our hometown of Liverpool. July.
See you soon! 4 Where were Jan and Sam yesterday?
They were at the shopping centre.
Jan: Hi guys! We were happy on tour in the 5 Were the boys at the football stadium
USA, but we’re even happier now we’re home! yesterday?
No, they weren’t. They were at the amusement
park.
166

Unit 5 Lesson 4
• Play the CD again. Pause at the end of each

line and encourage the pupils to repeat it. Then,
play the CD without pausing and encourage
the pupils’ grammar or ask for long answers.
the class to join in with the rap. Repeat this
• Finally, ask individual pupils the procedure.
personalisation question below the advert: • Invite individual pupils to read the rap aloud to
Who’s your favourite famous person? Listen the class.
to their answers and provide them with new
CD3
vocabulary if they need it. 11
Last month, on a Sunday night,

page 48
Find the words and write. Tom and Ron played the drums.
• Say Open your Activity Books at page 48. Last night, on a Monday night,
Give the pupils time to find the page. Jan and Sam played the piano.
10. Refer the class to the wordsearch. Point to Complete and sort the
page 48
the gapped phrases 1-5. Explain that they find

the words in the wordsearch and complete the
gaps. Check their answers in pairs. Deal with • Hold up the Activity Book and point to Activity
any discrepancies as a class. 12. Tell the class that the words in this activity
are missing the letter ‘n’ or the letter ‘m’. Get the
• Answers: 1 month / 2 week / 3 weekend /
class to work in pairs to complete the words.
4 night / 5 yesterday
• Give the pupils time to write the words in
Look at the notes about Jan
page 48 the correct columns. Play CD 3 track 12 and
pause after each word so pupils can check their
and Sam. Write their blog. answers. They can change any answers that are
• Hold up the Activity Book and point to Activity incorrect.
11. Explain to the pupils that they are going to • Write the answers on the board so pupils can
write a blog for Jan and Sam. They need to use check their own answers.
the information given. Refer them also to the
• Answers: /n/: piano, cotton, band, rain /
blog in their Pupil’s Book to use as a model.
/m/: drum, album, jam, stadium, stamps
• Pupils work individually or in pairs. If you have
time, ask different pupils to read out their blogs. CD3
These may vary slightly from the Answer below. 12
/n/
• Answers: Last month Jan was in the USA. Last
cotton
weekend she was in the UK and yesterday she
band
was at the shopping centre. Last month Sam
rain
was in the USA. Last weekend he was at home
and yesterday he was at the amusement park. /m/
album
page 40
Listen and say. jam
• Hold up the Pupil’s Book and point to Activity stadium
11. Write Tom and Jan on the board. Remind stamps
them that Tom and Jan are members of the Star
Band. Basics Book: For pupils using the Basics Book
• Say Tom and exaggerate the /m/ sound at the refer them to page 35, Activities 10, 11 and 12.
end. Show how you put your lips together to get
this sound. Get the class to repeat. Next, say Closing activities
Jan and exaggerate the /n/ sound at the end.
Show how you put your tongue at the top of your
mouth to get this sound. Get the class to repeat.
the letters in red have the same /m/ sound as
in Tom and the letters in blue have the same
/n/ sound as in Ron. Play CD 3 track 11 and
Pupil’s Book while listening.
167

Unit 5 Lesson 4
Extra: Play CD 3 track 11 again, and get pupils to

say the Funky Phonics rap as they listen. Then, give
them time to practise saying the rap as fast as they
can in pairs. Invite volunteers to say the rap as fast
as they can to the class. They can read it or say it
from memory.
Homework: Pupils write a blog about a famous

person of their choice. They write true or imagined
sentences about his/her whereabouts the past
month, e.g. Messi was in Argentina last month, etc.
168

Unit 5 Lesson 5
Lesson 5 the letters on the board and write the five time
phrases. Encourage them to do this as fast as
Learning objectives possible. The first pair to finish and have the
phrases written correctly, wins the vocabulary
• Listen and learn about mysteries in the UK
race.
text
• Read and find out some amazing facts Main activities
Language focus Look at the poster and discuss.
• Stonehenge, Loch Ness, crop circles • Place the CLIL poster Mysteries in the UK on
• stones, a cemetery, a field, a temple, crops, the board. Ask the class to tell you what they
a monster think today’s lesson is about. If they don’t know
Materials the three mysteries in the photos, tell them:
• CLIL poster: Mysteries in the UK Stonehenge, Loch Ness and crop circles. Get
• Pupil’s Book, page 41 the class interested in the topic by asking the
• Activity Book, page 49 class the questions in the Teacher’s Questions
• Class audio CD box on the poster. Encourage your pupils to
• Optional Basics Book, page 36 speak English as much as possible but use L1
as necessary.
At-a-glance lesson plan Focus on vocabulary.

Opening activities the poster. Use the pictures to teach them the
• Past time phrases race key words they need for this lesson: stones, a
Main activities cemetery, a field, a temple, crops, a monster.
• Unit 5 CLIL poster activities Mysteries in Ask basic questions to check their initial
the UK. Look at the poster and discuss. understanding of these words, e.g. Where can
Focus on vocabulary. you find stones? Do you ever go to a temple?
etc. The work in the Pupil’s Book and Activity
• CLIL main activities Listen and read. Book will extend pupils’ understanding of these
Answer the audience questions (CD 3 track words.
13). Read and say ‘True’ or ‘False’ (PB page
41). • Finally, ask volunteers to read out the Amazing
Facts on the poster.
• CLIL follow-up activities Choose the
correct words. Answer the questions.
Write the words. Use the code. Complete
page 41
the amazing facts. Find the mystery word audience questions.

(AB page 49). • Say Open your Pupil’s Book at page 41.
Closing activities Give the pupils time to find the page.
• Make a poster. • Remind pupils that the questions on the
mobile phone have been sent in to the Quest
• Bilingual Dictionary (AB page 54)
team by the Quest audience. Read the
questions aloud to the class. Encourage pupils
Opening activities to predict the answers but don’t say if they are
• Say Hello, how are you? The pupils answer right or wrong.
and return the greeting. • Say Listen and read. Answer the audience
questions. Play CD 3 track 13 and encourage
Vocabulary race. the pupils to read the main text as they listen.
• Do a vocabulary race with your class to Afterwards, ask the pupils to raise their hands to
practise the past time phrases from Lesson 4. answer the questions. Accept short answers.
Before class, write the past time phrases on • Answers: 1 about 4,000 years old / 2 in
the board (numbered 1-5), with the letters in a Scotland / 3 because some people think a
jumbled order, e.g. 1 tlsa nhtom (last month). monster lives in it / 4 in fields
• Divide the class into pairs. Give each group
a piece of scrap paper. Get them to write 1-5
on the paper. Then tell them to unscramble
169

Unit 5 Lesson 5
5 Lesson 5 C LI L Social Science 5 Lesson 5 C LI L Social Science

13 Choose the correct words.
12
3
Listen and read. Answer the audience questions. nce 1 Stonehenge is an ancient / a modern monument.
13
Audie ns:
io
Quest onehend
ge? 2 It’s in the south of England / Scotland.
old is St glan
1 Howfrom Lisa in En 3 It’s a group of very small / big stones.
SMS s?
ch Nes land
re is Lo Ire 4 The stones are organised in two circles / triangles.
2 Whefrom Paddy in
SMS
ch N ess a 5 One theory is that Stonehenge was a cemetery / school.
is Lo
3 Why rious place? otland
myste m
Sc
Colin in
SMS fro crop 14 Answer the questions.
Amazing fact u find
recan yo
4 Whe s? es 1 What is Loch Ness? a very big lake
O rigin ally, th ere circle in Wal
m Catrin
w ere m o re th an SMS fro
2 Where is Loch Ness?
6 0 sto nes in
Sto neh enge. 3 Why is Loch Ness famous?
4 Do all people think there really is a monster?
is an ancient stone monument. It’s about 4000 years Amazing fact 15 Write the words. Use the code.
T h ere are m o re
old and it’s in the south of England. Stonehenge is a group of very big stones
organised in two circles. Some of the stones are 13 metres tall and weigh more crop circl es in 1 2 3 4 5 6 7 8 9 10 11 12 13
than 50 tonnes each. Some of the stones come from about 250 kilometres away. Eng land th an in a b c d e f g h i j k l m
There are different theories about Stonehenge. Was it a religious temple? Was it oth er co untr ies.
an astronomical site? Or was it a cemetery? 14 15 16 17 18 19 20 21 22 23 24 25 26
ct
Amazing fa
13 Read and say n o p q r s t u v w x y z
‘True’ or ‘False’.
L ot s of pe op le 1 Crop circles are patterns in f i
is a very big lake in h .
l th e L oc r
are patterns in fields. They appear
Scotland. Some people think c al 1 Some people 6 9 5 12 4 19
ns te
Ne ss M o
mysteriously at night and people 2 Crop circles often appear at
say Stonehenge .
that the Loch Ness Monster e’ ! see the patterns in the morning.
‘N es si
14 9 7 8 20
lives in the lake! According In the past, crop circles were often was a cemetery. 3 People often see crop circles in the .
13 15 18 14 9 14 7
to reports, the Loch Ness simple patterns. Nowadays, they are 2 Loch Ness is a 4 Some people think that make the crop circles.
Monster has got a small head, a long neck often more complicated mathematical big mountain in 1 12 9 5 14 19
and a long body. There are different theories or astronomical patterns. There are Scotland.
about the Loch Ness Monster. Is it really a
16 Complete the amazing facts. Find the mystery word.
different theories about crop circles. Do 3 Some people
monster? Is it a type of dinosaur? Or is it aliens make them? Do mini tornadoes
say the Loch
people’s imaginations? make them? Or do artists make them? Amazing facts circles stones Monster Nessie
Ness Monster is Mystery
really a type of Word! It’s a place.
dinosaur. 1 There were more than 60 a t Stonehenge.
4 Crop circles 2 ‘ ’ is another name for the Loch Ness .
often appear in
3 More crop ap p ear in England than in other countries.
forests.
Online
What is mysterious about the Nazca Desert in Peru?
41 49
9780230734838.Text.indd 41 09/03/2012 15:27 9780230424531.P45-54.indd 49 20/03/2012 10:18
CD3
13
circles were often simple patterns. Nowadays,
Mysteries in the UK they are often more complicated mathematical
Girl: How old is Stonehenge? Lisa in England or astronomical patterns. There are different
Boy: Where is Loch Ness? Paddy in Ireland theories about crop circles. Do aliens make
Boy: Why is Loch Ness a mysterious place? them? Do mini tornadoes make them? Or do
Colin in Scotland artists make them?
Girl: Where can you find crop circles? Catrin in
Wales Option: Ask the class to close their books. Write
the audience questions on the board. The pupils
Stonehenge is an ancient stone monument. work in pairs and guess the answers to the
It’s about 4000 years old and it’s in the south questions. Feed back their ideas as a class. Then
of England. Stonehenge is a group of very big ask the class to open their Pupil’s Books at page
stones organised in two circles. Some of the 41. Play CD 3 track 13 as they read. The pupils see
stones are 13 metres tall and weigh more than if their initial ideas were correct or not. Feed back
50 tonnes each. Some of the stones come the correct answers as a class.
from about 250 kilometres away. There are
different theories about Stonehenge. Was it a
religious temple? Was it an astronomical site? Read and say ‘True’ or
page 41
Or was it a cemetery? ‘False’.

Loch Ness is a very big lake in Scotland.
13. Ask the pupils work in pairs, to read the
Some people think that the Loch Ness Monster
lives in the lake! According to reports, the
can write the answers in their notebooks or on
Loch Ness Monster has got a small head, a
scrap paper.
long neck and a long body. There are different
theories about the Loch Ness Monster. Is it • When the pupils have finished, check the
really a monster? Is it a type of dinosaur? Or is answers with the class. Ask different pupils
it people’s imaginations? to read their sentences, and then ask True or
Crop circles are patterns in fields. They parts of the text which justify their answers.
appear mysteriously at night and people see • Answers: 1 true / 2 false / 3 true / 4 false
the patterns in the morning. In the past, crop
170

Unit 5 Lesson 5
• Hold up the Pupil’s Book and point to the • Check the answers with the class. Ask
Amazing facts. Ask pupils to read them out. Ask different pupils to read out their completed
questions to check that pupils have understood sentences.
the facts. Finally, ask pupils, Which is your • Write the circled letters on the board and
favourite amazing fact? encourage the pupils to work out from the
page 49
Choose the correct words. • Answers: 1 stones / 2 Nessie, monster /
• Say Open your Activity Book at page 3 circles / Mystery Word: airport
49. Give the pupils time to find the page
themselves.
What is mysterious about the
13. Tell the class that these sentences (1-5) are

Nazca desert in Peru?
about Stonehenge. Refer them to the words in
bold. Tell them they must choose the correct
word(s) in each sentence. Do the first sentence
with the class as an example.
computer room so they can research the answer
• The pupils work individually. Encourage them (there are giant lines, symbols and drawings).
to check with a partner once they’ve finished. Ask the pupils to find out about other mysteries,
Finally, check their answers as a class. e.g. The Bermuda triangle, the great pyramids, etc.
• Answers: 1 an ancient / 2 England / 3 big / Give them some questions to help structure their
4 circles / 5 cemetery research: What is the name of the mysterious
place? Where is the mysterious place? Why is it
page 49
Answer the questions. mysterious?
• Hold up the Activity Book and point to Activity Get the class to write down their research answers
14. Tell the class that these four questions are in their notebook or on paper. Then, get pupils to
about Loch Ness. Do the first question with share their information with the class. Help them
the class orally. Afterwards, pupils can work to say what they want to say in English by referring
individually to write short answers. back to the structures used in previous writing
tasks.
• Check their answers as a class.
• Answers: 1 a very big lake / 2 in Scotland /
3 because some people think a monster lives Basics Book: For pupils using the Basics Book
there / 4 no, they don’t refer them to page 36, Activities 13, 14, 15 and 16.
page 49
Write the words. Use the Closing activities
code. • Say Everybody finish now. Say Goodbye!
• Tell the class that these sentences are about Encourage the pupils to close their books and
crop circles. Refer them to the code key. Tell tidy up their things.
them to use the code to write the missing word
in each sentence. Extra: Pupils can work in small groups to create a
• Get pupils to work individually. Then, check
new mysterious places to present to the rest of the
their answers as a class. Write the missing
class.
words on the board.
• Answers: 1 fields / 2 night / 3 morning /
4 aliens
page 49
Find the mystery word. unit. Pupils work individually to complete the words
• Hold up the Activity Book and point to from Word Quest 2.
instructions. Refer them to the words in the Homework: Pupils write up the information they
word pool box. Ask the pupils to write the found about a mysterious place, using complete
missing words. sentences. Or, they can find out about another
mysterious place.
171

Unit 5 Lesson 6

• Do a Culture Quiz • Hold up the Unit 5 CLIL poster to review
• Learn about the UK and the English- what the class learnt in Lesson 5. Ask them
speaking world questions, e.g. Where is Stonehenge? (in
• Listen, read and understand an email England). Is it an old or new monument?
• Listen and find information about what a (old). What is Loch Ness? (a lake). Why is
person did in the past. Complete an email it famous? (because some people think a
Language focus monster lives there). Where do crop circles
• a football stadium, a shopping centre, occur? (in fields). When do they occur? (at
a police station, a post office, a palace, night).
• last month, last weekend, last week,
Main activities
yesterday, last night
• I/He/She was …
page 42
• We were … check.
• Yes, I was. / No, I wasn’t. • Say Open your Pupil’s Book at page 42.
• Yes, we were. / No, we weren’t. Give the pupils time to find the page.
Materials • Hold up the Pupil’s Book and point to Activity
• Flashcards and word cards: a football 14. Tell pupils that they are going to find out
stadium, a shopping centre, a police station, some interesting facts about famous places in
a post office, a palace, a market, a sports Britain and other English-speaking countries.
centre, an airport, a campsite, an amusement Say Let’s do the Quest Culture Quiz about
park famous places in Britain and other English-
• Pupil’s Book, page 42 speaking countries.
• Activity Book, page 50 • Put the pupils in pairs and together they
• Class audio CD answer the quiz questions. They can write their
• Optional Basics Book, page 37 answers on a piece of scrap paper or in their
notebooks.
Opening activities they understand they should mark the other
• Review the Unit 5 CLIL poster. pair’s quiz. Play CD 3 track 14. Pause after each
Main activities answer, so the pupils have time to correct their
• Culture Quiz Do the quiz. Listen and check friends’ quiz.
(CD 3 track 14). Write the places. Look at the • Ask the pupils to return the marked quizzes so
maps (AB page 50). they can see how they did. Praise them, saying
• Writing and listening practice Star Writer Well done!
Listen and read (CD 3 track 15) (PB page • Answers: 1 c / 2 b / 3 b / 4 a / 5 c
42). Look at Sarah’s email on page 42 in the CD3
Pupil’s Book. Complete column A. Listen and 14
complete column B (CD 3 track 16) (AB page Sophie: And now a Quest Culture Quiz!
50). Complete Brain’s email. Look at column 1 The football club with the biggest football
B (AB page 50). stadium in the UK is … Manchester United.
• Vocabulary practice Bilingual Dictionary The answer is C!
(AB page 54). 2 … Big Ben is the name of the clock tower
Closing activities that is a very famous tourist attraction in
• Places vocabulary game. London.
The answer is B!
172

Unit 5 Lesson 6

Culture Quiz
17 Write the places. Look at the maps.
3
14 Do the quiz. Listen and check. 1 The biggest UK football stadium is in Manchester
14
.
1 T he football club with the biggest football stadium in the UK is ... . 2 Shell Island is in .
a ) A rsenal b) Liverpool c) Manchester United 3 Big Ben is a famous clock tower.
It’s in .
2 ... is the name of the clock tower that is a very famous the USA
tourist attraction in London. 4 Walt Disney World is the biggest amusement Wales
a ) Camden Market b) Big Ben c) Buckingham Palace park in . Wales Manchester
London
3 Walt Disney World ® is the biggest amusement park in ... . What is your favourite tourist attraction?
a ) A ustralia b) the USA c) Canada
18 Look at Sarah’s email on page 42 in the Pupil’s Book. Complete column A.
4 T he Royal Mail is the name of the British ... company.
A Sarah B Brian
a ) post office b) airport c) police station t
Language fac Last week? at school, school trip to London
, we
5 Shell Island in ... has got one of the biggest campsites in Europe. In th e UK he re’ s Last Saturday morning?
‘T
a ) England b) Ireland c) Wales of te n say ho me !’
lik e
no pla ce
Last Saturday afternoon?
ha pp y
wh en we ’ re Last Sunday morning?
at ho me .
to be
Write to Quest TV.
3
15 15 Listen and read. Last Sunday afternoon?
Where were you last week? Yesterday?
Send us a photo.
Last night?
CD3
Email to: Quest TV 19 16 Listen and complete column B.
Dear Quest team, 20 Complete Brian’s email. Look at column B.

Last week I was at school, but on Friday we visited London on a school
trip. It was great! Last weekend was really good, too. On Saturday, I Lesson 7: Dear Quest team,
was with my mum and dad. We were at the shopping centre. In the Write your email
afternoon, I was at the sports centre. I played basketball! On Sunday (Activity Book, Last week I was 1 with my family. We were at a campsite near the sea.
morning, I visited the market with my mum. page 51). Last weekend we were 2 on Saturday morning. Then in the
In the afternoon, I was at the football stadium afternoon we were 3 to get my grandma. Sunday was a great day.
with my dad and my brother. We love football! Lesson 8: I was 4 in the morning. I was 5 with my
Do the Progress family in the afternoon. Yesterday I was 6 . And then last night we were
Yesterday was Monday and I was at school
again. Last night I was at home with my family.
Check (Activity 7 . It was Grandma’s birthday.
Book, page 52). Love Brian
Love Sarah
9780230734838.Text.indd 42 09/03/2012 15:27 9780230424531.P45-54.indd 50 20/03/2012 10:18
pupils to work individually to write the places

3 Walt Disney World® is the biggest
from the map into the gapped sentences.
amusement park in … the USA.
The answer is B! • When the pupils have finished, check the
4 The Royal Mail is the name of the British …
post office company. • Answers: 1 Manchester / 2 Wales / 3 London /
The answer is A! 4 the USA
5 Shell Island in … Wales has got one of the • Invite a pupil to read out the personalisation
biggest campsites in Europe. question What is your favourite tourist
The answer is C! attraction? Encourage the pupils to answer and
write the places on the board. Listen to their
• Ask the pupils if they know an expression in answers and praise their speaking.
L1, for when we are happy to be back home.
Ask pupils if they know what people say in page 42
Listen and read.
English. Acknowledge logical answers and
praise the pupils for their ideas, saying Well
15. Say This is the Quest TV Star Writer.
done!
Invite a pupil to read the instructions (Write to
• Hold up the Pupil’s Book and point to the Quest TV. Where were you last week? Send
Language fact. Invite a pupil to read out the us a photo). Then say This week, Quest TV’s
sentence. Then repeat the key phrase There’s Star Writer is Sarah. Let’s listen and read.
no place like home! Encourage the pupils to read the text as they
listen. Play CD 3 track 15.
page 50
Write the places. Look at the • Check the pupils’ understanding by saying
maps. some true or false sentences. Encourage
• Say Open your Activity Book at page 50. them to say true or false and correct the false
Give the pupils time to find the page. sentences, for example, Last week, Sarah
• Hold up the Activity Book and point to Activity was at school. (True) Last weekend was
17. Refer the class to the maps of the UK and good. (True) On Saturday afternoon she was
the USA. Tell them that two big cities in the UK at a campsite. (False. She was at a shopping
are labelled. Read the cities to the class. Ask the centre.) On Saturday afternoon, she was at a
173

Unit 5 Lesson 6
football stadium (False. She was at the sports • Play CD 3 track 16, pausing at the end of
centre.) On Sunday morning, Sarah and her each answer to give the pupils time to write the
mum were at the market. (True) Yesterday answers. Play the CD again for the pupils to
was Tuesday. (False. Yesterday was Monday.) check their work.
Last night, Sarah was at an amusement park. • Check the answers with the class. Write the
(False. She was at home.) correct words on the board.
CD3 • Answers: last week: at a campsite (near the
15 sea) / Last Saturday morning: at a shopping
Write to Quest TV. Where were you last week? centre / Last Saturday afternoon: at the airport
Send us a photo. / Last Sunday morning: at the market / Last
Sunday afternoon: at the amusement park /
Dear Quest team, Yesterday: at school / Last night: at a restaurant
Last week I was at school, but on Friday
we visited London on a school trip. It was CD3
great! Last weekend was really good, too. On 16
Saturday, I was with my mum and dad. We Sarah: So, Brian, where were you last week?
were at the shopping centre. In the afternoon, Were you at school?
I was at the sports centre. I played basketball! Brian: No, I was on holiday with my family. We
On Sunday morning, I visited the market with were at a campsite near the sea.
my mum. In the afternoon, I was at the football Sarah: Oh that sounds good. And what about
stadium with my dad and my brother. We love last weekend? Were you at the campsite?
football! Brian: No, we weren’t. We were at a shopping
Yesterday was Monday and I was at school centre on Saturday morning. And then in the
again. Last night I was at home with my family. afternoon we were at the airport to get my
Love Sarah grandma.
Sarah: And what about on Sunday?
Brian: Last Sunday was a great day. I was at
Look at Sarah’s email
page 50
the market with my grandma in the morning.
on page 42 in the Pupil’s Book. And in the afternoon, I was at the amusement
Complete column A. park with my family. It was fun!
• Hold up the Activity Book and point to Sarah: Cool! And where were you yesterday?
Activity 18. Ask the pupils to work individually Brian: I was at school. And then, last night,
to complete column A with the information we were at a restaurant. It was Grandma’s
from the Pupil’s Book email on page 42. Refer birthday.
the pupils to the example answer and check Sarah: Happy birthday to your grandma!
understanding.
• When the pupils finish writing, check the Complete Brian’s email. Look
page 50
answers with the class. at column B.

• Answers: Last week: at school, school trip • Hold up the Activity Book and point to
to London / Last Saturday morning: at the Activity 20. Check the pupils understand the
shopping centre / Last Saturday afternoon: at instructions. Ask the pupils to work individually
the sports centre / Last Sunday morning: at the to complete the sentences in Brian’s letter
market / Last Sunday afternoon: at the football about what he did last week. Refer the pupils
stadium / Yesterday: at school / Last night: at to Sarah’s model text in their Pupil’s Books on
home page 42 and column B in Activity 18 on page 50
in their Activity Book.
Listen and complete
page 50
column B. work. Praise it and say Very good!
• Hold up the Activity Book and point to Activity • Get pupils to check their answers in pairs.
19. Tell the pupils they’re going to listen to Where they have a different answer, they should
Sarah talking to a boy called Brian. She’s asking both look back at column B and try to find
Brian about what he did last week. Explain that the correct answer. Finally, check the answers
they must listen carefully and complete column with the class. Ask different pupils to read the
B with the correct answers. completed sentences.
174

Unit 5 Lesson 6
• Answers: 1 at a campsite / 2 at a shopping

centre / 3 at the airport / 4 the market / 5 at the
amusement park / 6 at school / 7 at a restaurant
Differentiated learning: If pupils find writing in

Book.
page 54
• Ask the pupils to turn to page 54 in their
Activity Book. Remind them that the Bilingual
Dictionary is where they can keep a record of
the words they have learnt in this unit.
words.

refer them to page 37, Activities 17, 18 and 19
Closing activities
Extra: Play a vocabulary game with the class. Stick

the place flashcards on the board. Get the class
to tell you the places as you stick them on the
board. Then, look at the class and mouth a place
(silently). Pupils raise their hands to tell you the
place you mouthed. Divide the class into pairs and
get them to take turns to mouth different places
to each other. This is a good game to practise
pronunciation.

famous places in their country. Ask pupils to
research facts about famous places in their country
on the internet, in books or in the library. Pupils
write three questions and give three multiple-choice
answers for each question. Pupils take turns asking
some of their quiz questions in the next lesson, and
the other pupils guess which of the multiple-choice
answers are correct.
175

Unit 5 Lesson 7
Lesson 7
5 Lesson 7

Learning to
supermarket football stadium sports centre police station palace zoo
LEARN
• Categorising places by purpose post office market airport aquarium bookshop shopping centre
amusement park museum campsite
• Writing where you were last week
For shopping For visiting
For sport
supermarket Other
Language focus
a police station, a post office, a palace, 22 Make notes about your week. Then draw.
a market, a sports centre, an airport, a Name:
campsite, an amusement park Last week?

Saturday morning?
• last month, last week, last weekend, Saturday afternoon?
yesterday, last night Sunday morning?

Sunday afternoon?
• I was at … / I wasn’t at ... Yesterday?
My favourite moment
• We were at … / We weren’t at … Last night?
23 Write an email to Star Writer. Use your notes from Activity 22.
Materials
Email to: Star Writer
stadium, a shopping centre, a police station,

centre, an airport, a campsite, an amusement
park
• Optional Basics Book, page 37 9780230424531.P45-54.indd 51 20/03/2012 10:18
class has guessed all the flashcards. The team

with the most points wins.
(AB page 51)
Opening activities
• Vocabulary practice A flashcard game to
Main activities
revise places vocabulary
page 51
Main activities
• Vocabulary activity Write the words in the
correct column.
correct column (AB page 51). • Say Open your Activity Book at page 51.
• Writing practice Make notes about your
week. Then draw. Write an email to Star • Hold up the Activity Book and point to Activity
Writer. Use your notes from Activity 22 21. Ask What is a supermarket for: sport,
(AB page 51). shopping or visiting? Pupils put up their hands
to answer (for shopping). Ask the pupils to work
Closing activities
individually to write the places in the correct
• Play a miming game. columns.
Opening activities answers with the class. Say to the pupils Let’s
• Say Hello, how are you? The pupils answer check our answers.
and return the greeting. • Answers: For sport: football stadium, sports
• Play a guessing game to revise this unit’s centre / For shopping: supermarket, market,
places vocabulary. Divide the class into two shopping centre, bookshop / For visiting:
teams: A and B. Mix up the flashcards. Pick up palace, zoo, aquarium, amusement park,
a flashcard so that only you can see it. Ask team museum / Other: police station, post office,
A Guess my place. A pupil in team A raises his/ airport, campsite
her hand to tell you a place. If the pupil guesses
correctly, give his/her team a point. If team A Make notes about your
page 51
doesn’t guess correctly, team B tries to guess. week. Then draw.

Continue in this way until someone guesses • Hold up the Activity Book and point to
correctly. Repeat the same procedure until the Activity 22. Ask the pupils to think about where
they were last week. Ask individuals Where
176

Unit 5 Lesson 7
were you last week? Where were you last

Saturday? Then, they complete the column for
themselves.

page 51

an email about where they were last week,
last weekend, yesterday and last night. Tell
the pupils that they should use the notes they
have made in Activity 22. They can also refer
to Brian’s email on the previous page in their
Activity Book.
the email. Move around the room to offer
help. Encourage pupils to draw their favourite
moment, if appropriate. When the pupils have
finished, take their books in to correct their
writing.


Closing activities
Extra: Play a miming game to revise places. Mix up

the word cards. Ask a volunteer to come to the front
of the class. Give him/her a word card, (e.g. sports
centre). He/She mimes the place to the rest of the
class (e.g. running on a running machine). Pupils
raise their hands to answer. The pupil that answers
correctly comes to the front of the class to mime a
new word card.
Homework: Ask your class to write their emails in

neat on pieces of paper. Get them to draw a small
picture to illustrate their emails. Then, display their
writings on the classroom wall under the heading
one email and read it to the class as the Star Writer.
Stick a star next to it on the display. Make a note of
the Star Writer each week, to ensure each pupil has
177

Unit 5 Lesson 8
Lesson 8

• Complete the Bilingual Dictionary for Unit 5 1 a football stadium 2 a shopping centre 3 a police station 4 a post office 5 a palace
• Add words to the Concept Map to create a

personalised record 6 a market 7 a sports centre 8 an airport 9 a campsite 10 an amusement
• Complete Unit 5 in the Grammar Builder park
Word Quest 2
Language focus
a police station, a post office, a palace, 1 last month 2 last weekend 3 last week 4 yesterday 5 last night

Learning to
campsite, an amusement park Grammar Quest Past simple – to be
• last month, last week, last weekend, Affirmative Negative

I was I wasn’t
yesterday, last night You were at the airport. You weren’t at the airport.
at the amusement park. at the amusement park.
• I/He/She was at …. He/She was
We at the football stadium.
He/She wasn’t
We
at the football stadium.
• I/He/She wasn’t at … You

They
were at the shopping centre. You
They
weren’t at the shopping centre.
• We were at … / We weren’t at …. Questions and short answers

Were you Yes, I was. No, I wasn’t.
Materials Was he/she
at the football stadium?
Yes, we were. No, we weren’t.
Yes, he/she was. No, he/she wasn’t.
• Flashcards and word cards: a football Learning to
stadium, a shopping centre, a police station, 43

centre, an airport, a campsite, an amusement
9780230734838.Text.indd 43 09/03/2012 15:28
park
• Pupil’s Book, page 43 • Speaking Ask and answer. Make your own
• Activity Book, pages 52, 53 and 54 dialogue (AB page 53).
• Grammar Builder • Vocabulary practice Complete the Bilingual
• Class audio CD Dictionary (AB page 54).
• Vocabulary Game Play Ten unit questions. • Say Hello, how are you? The pupils answer
Main activities
• Vocabulary Complete the sentences. questions.
Use time phrases and places words. • Here are some suggestions for questions:
(AB page 52). Ask questions about this unit’s main vocabulary
• Grammar Write affirmative and negative sets, for example, Where do you go if you
sentences. Remember to use was or were want to post a letter? (a post office). Where
(AB page 52). do you go if you want to buy apples and
oranges? (a market). Which happened first,
• Listening Listen and draw lines. Where
last month or last week? (last month). Which
were they yesterday? (CD 3 track 17)
happened first, last weekend or last night?
(AB page 53).
(last weekend).
• Reading Read and write ‘True’ or ‘False’
• Ask simple comprehension questions based
(AB page 53).
on the story in Lesson 2, for example, What
was missing in the story? (a football cup).
178

Unit 5 Lesson 8
Progress Check 5
EX AM
CD3
1 Complete the sentences. Use time phrases and places words. Vocabulary 3 17 Listen and draw lines. Where were they yesterday? PRACTI CE Listening
a e
1 Las t m n h, she played football in a football stadium not in
Sarah
c d
. Leo
Beth and Alan

b f
2 a t w e e d, she was at and
Max and Lily
3 L s w e , her mum was at and 4 Read and write ‘True’ or ‘False’. Reading
. Some people think that there is a big hairy creature called Bigfoot. It lives in forests
in the USA and Canada. It’s more than two metres tall and it weighs 200 kilos. And
4 Y s e d y, she was at and her brother was at yes, it’s got very big feet! In 1967 there was a famous film about Bigfoot, made by
Roger Patterson and Robert Gimlin. There are different theories about Bigfoot.
Is it a monster? Is it a dinosaur called a ‘gigantopithecus’?
.
Or is it just people’s imagination? We don’t know. It’s a mystery!
5 a t n g t, her dad was at . He wasn’t at

1 Bigfoot is a short hairy creature. False
. 2 It lives in rivers and lakes.
3 It’s about two metres tall.
2 Write affirmative and negative sentences. Remember to use was or were. Grammar 4 It’s got very big feet.
1 John was at the post office . ( ✓ the post office) 5 There was a film about Bigfoot in 1967.
He wasn’t . ( ✗ the football stadium)
6 Everybody thinks that Bigfoot is a dinosaur.
2 Emma . ( ✓ the campsite)
She . ( ✗ the police station) 5 Ask and answer. Make your own dialogue. Speaking
3 Ruth and Sam . ( ✓ the shopping centre) Were you (at a sports centre yesterday)? (Yes, I was.)
They . ( ✗ the market)
4 Tim and Judy . ( ✓ the amusement park) Were you (at a market last weekend)?
They . ( ✗ the airport)
(No, I wasn’t.) I was (at a shopping centre).
YES • Remember the vocabulary from the unit. YES • Understand a short listening. • Read about mythical creatures.
52
I CAN • Use the past simple to be to talk about the past. I CAN • Talk about the past.
53
9780230424531.P45-54.indd 52 20/03/2012 10:18 9780230424531.P45-54.indd 53 20/03/2012 10:18
Who was at the football stadium with Ben? • Hold up the Pupil’s Book and point to Word
(his grandma). Quest 1 and 2 and the Grammar boxes. Tell
the pupils to spend a few minutes just looking
• Ask questions about this unit’s grammar, for
over the vocabulary and grammar, in silence.
example, Complete the sentence: My mum
Afterwards, ask them if they have any questions
and my dad (blank) at the shopping centre
about the vocabulary or the grammar.
(were). Which sentence is correct, a or b?
a) I wasn’t at the airport. b) I weren’t at the
airport (sentence a). Progress Check 5. Complete
page 52
• Ask questions about this unit’s CLIL lesson, the sentences. Use time phrases
for example, What is Loch Ness? (a lake). and places words.
Where do crop circles occur? (in fields). • Say Open your Activity Book at page 52.
• Check the answers with the class. Pupils put Give the pupils time to find the page. Remind
up their hands to answer. Write the answers on pupils that the Progress Check pages focus on
the board. Say Well done! all the language they’ve been studying in Unit 5.
Option: Pupils can play this game in pairs or in 1. Refer the class to the time expressions with
groups. Give each group or pair a piece of paper letters missing and to the pictures of the places.
and a pencil. Read out the questions, and then Ask the pupils to work individually to write the
ask the groups to exchange papers and mark one missing letters and to write the correct word
another’s work. The groups get one point for each within the sentences.
correct answer. The group with the most points
wins.
• Answers: 1 Last month, a football stadium,
Main activities a palace / 2 Last weekend, a campsite, an
amusement park / 3 Last week, a market, a post
page 43
office / 4 Yesterday, a shopping centre, a sports
Language Guide. centre / 5 Last night, an airport, a police station
179

Unit 5 Lesson 8

airport (n) market (n)
alien (n) monster (n) section to give the pupils time to finish the
amusement park (n) palace (n)
ancient (adj) police officer (n) activity and to check their answers.
appear (v) police station (n)
backing singer (n)
campsite (n)
post office (n)
religious (adj)
cemetery (n) shopping centre (n) class.
cheer (v) sports centre (n)
complicated (adj)
concert (n)
stage (n)
stones (n)
• Answers: Sarah a / Leo e / Beth and Alan c
crop (n)
crop circle (n)
swimming pool (n)
temple (n)
/ Max and Lily f
cup of tea (n) tonne (n)
drummer (n) tornado (n)
CD3
fan (n) win (v)
field (n) weigh (v) 17
football stadium (n) yesterday
gate (n) Useful Expressions Man: So, Sarah, were you at the sports centre
yesterday?
guard (n) Are you ready to order?*
lake (n)
last month
last night
See you soon!
dessert*
Sarah: No, I wasn’t. I was at the airport. My
last week
last weekend
main course*
starter*
uncle Toby is visiting from Germany.
lead singer (n) Everyday English*
Man: I see. The airport. And what about you,
LEARN
Leo? Were you at the sports centre?
Places
Places I visit regularly Places I sometimes visit

Leo: Er, no. I wasn’t. I was at the shopping
centre. I love shopping.
Man: I like shopping, too. And what about you,
Beth and Alan?
54 Beth: Well, we weren’t at the sports centre
either.
Alan: That’s right. We were at a campsite.
9780230424531.P45-54.indd 54 20/03/2012 10:19
Man: Ok. And what about you, Max and Lily?

page 52 Were you at the campsite with Beth and Alan?
Max: No, we weren’t at the campsite.
negative sentences. Remember to Lily: We were at the sports centre.
use was or were.
• Hold up the Activity Book and point to Activity CYL Exam Practice: This listening activity provides
2. Refer the pupils to the word prompts in practice for pupils who may do the Cambridge
brackets next to each sentence. Young Learner exams.
sentences. Move around the room to offer help.
Read and write ‘True’ or
page 53
work by asking different pupils to read out their ‘False’.
sentences. • Hold up the Activity Book and point to Activity
• Answers: 1 John was at the post office. He 4. Ask the pupils to read about ‘Bigfoot’, a
wasn’t at the football stadium. / 2 Emma was at mysterious monster from North America.
the campsite. She wasn’t at the police station. • When the pupils have finished reading, ask
/ 3 Ruth and Sam were at the shopping centre. them questions to check understanding, for
They weren’t at the market. / 4 Tim and Judy example, How tall is Bigfoot? (more than two
were at the amusement park. They weren’t at metres). Has it got big hands or big feet? (big
the airport. feet). Does everybody think it’s a monster?
(No, they don’t).
Listen and draw lines. Where
page 53
• Ask the pupils to work individually to read the
were they yesterday? sentences under the text and write whether they
are true or false.
3. Read out the names of the people. Check • When the pupils have finished, get them to
the pupils know if they are boys’ names or girls’ check their answers in pairs. Where they have
names. Ask them to describe what they can see different answers, get them to look back at the
in the pictures. text and decide which is correct. Finally, write
• Say Listen and draw lines. Tell them that you
final time.
will play the CD two times.
180

Unit 5 Lesson 8
• Answers: 1 False / 2 False / 3 False / 4 True / Basics Book: For pupils using the Basics Book
5 True / 6 False refer them to page 38, Activities 1, 2 and 3. After
page 53 them to write out their own dialogue based on the
one in the Progress Check.
own dialogue.
5. Ask two pupils to read out the dialogue. Closing activities
• Say to the pupils Now, you talk about the • Say Everybody finish now. Say Goodbye!
past. Ask the pupils to work in pairs. They Encourage the pupils to close their books and
should use the dialogue as a model, substituting tidy up their things.
the words in brackets. When they finish, you
may want to ask the pupils to find new partners Extra: Ask some pairs to act out their dialogues in
and repeat the activity. front of the class. Listen and praise their speaking,
saying Well done!
Tick the Yes I can … statements. for the answer key.
for Unit 5. Ask the pupils to tick the language Everyday English: For teaching notes for the
statements to show what they can do. Everyday English section on PB page 44, see TN
page 284.
page 54
Dictionary.
Useful Expressions section and translate any
• Ask questions, for example, What’s campsite
in Spanish? or What’s … in English?
Explain that it is a visual map in which they

181

Unit 5 DVD Scripts
DVD
‘Where were you yesterday?’ Jenny: It’s all one place. We work at the sports
centre.
Matt: Welcome to Quest TV!
Sarah: I see. Thank you for talking to Quest TV.
Jess: Hi!
Now, back to the studio.
Matt: Jess, where were you yesterday!
Jess: Guess!
Jess: It seems like everyone was at work
Matt: Were you at the post office?
yesterday … apart from me! Well, that’s all
Jess: No, I wasn’t.
we have time for today.
Matt: Were you at the shopping centre?
Matt: Thank you for watching. See you next time
Jess: No, I wasn’t.
on Quest TV. Goodbye!
Matt: Were you at the market?
Jess: Bye!
Jess: No.
Matt: Ok, I give up!
DVD
Jess: I was at the football stadium!
Matt: Of course! You saw the match.
CLIL – Famous places in famous cities
Jess: It was a fantastic game. We won!
Matt: That’s great. Now let’s see where some Jess: Today we’re looking at some famous
other people were yesterday … places in famous cities.
Matt: That’s Buckingham Palace, in London.
Sarah: Hello! Jess: The Queen of England lives there.
Tom: We’re on the street, trying to find out what That’s another palace, but it’s not in
people did yesterday. Excuse me? England.
Marlon: Hello. Matt: No, that’s Topkapi Palace in Istanbul.
Tom: Can you tell us your name, please? Jess: Istanbul is in Turkey.
Marlon: My name’s Marlon. Matt: And that’s New York.
Sarah: Can you tell us where you were yesterday, Jess: There’s the Empire State Building.
please? Matt: It’s really tall. It was the tallest building
Marlon: I was at the police station. in the world.
Tom: Oh, I see. Did you do something bad? Jess: That’s so beautiful. Where is it?
Marlon: No, I’m a policeman. Today’s my day off. Matt: It’s in India, in a city called Agra. It’s called
Yesterday I went to work. the Taj Mahal.
Sarah: Thanks for talking to Quest TV. Jess: Are we still in India?
Matt: No, this is Rio de Janiero.
Tom: Excuse me? Jess: And that’s the famous statue of Christ. You
Sarah: Can we ask you some questions, please? can visit it in a cable car.
Chris: Sure! Matt: That building looks like a sailing boat.
Tom: What are your names, please? Jess: Yes, it does. It’s the Sydney Opera House
Jenny: I’m Jenny and he’s called … in Australia.
Chris: Chris. Matt: It looks amazing!
Sarah: Can you tell Quest TV where you were Jess: Look at all those colours.
yesterday, please? Matt: That’s in Russia.
Jenny: Oh, yes. We were at the swimming pool. Jess: That’s right. It’s St Basil’s Cathedral in
Tom: Ok. Moscow.
Chris: And she was at the tennis courts. Matt: And that’s Red Square.
Jenny: And he was at the gym. Jess: What a lot of beautiful buildings in
Sarah: That was a busy day! wonderful cities!
Chris: And we were at the running track. Matt: Yes, there are amazing places all over the
Tom: How can you get to all those places in one world.
day?
182

Unit Eureka!
Learning objectives Recycled language
• Identifying and saying regular verbs and • I love (chocolate).
writing them correctly in context • You can try (this month’s new flavour).
• Listening to, understanding and singing a • Do you know (who invented Converse shoes)?
song It was (a man called Mr Converse).
• Reading and listening to a story about a visit • What happened?
to an ice cream factory • What time (did you start school yesterday)?
• Showing understanding of the story by • history, mountains, snow, ingredients, dessert,
answering questions and writing a story octopus, basketball, Maths class, supermarket,
review homework, village, hospital, cow, jeans, website
• Identifying how to use and form the past • Ingredients, food and drink • Verbs
simple with regular verbs • Adjectives • Jobs • Family members
• Identifying parts of the language structure and • Countries
showing understanding by creating sentences
and questions
• Listening to, reading and acting out a dialogue Receptive language
using language in context • wide, coolest, flavours, hope, facts, ruled,
• Identifying and saying sentence linkers Roman Empire, buffalo milk, mixed, ice cream
• Reading, extracting information and writing cone, cart, biography, explorer, the public,
an authentic biography of a scientist unusual
• by car, by bus, by underground
• Reading, listening and writing about young • medical, medicine, penicillin, prescription,
inventors cream, disease, smallpox, cowpox,
• Using the internet to find out about Blaise vaccination
Pascal’s invention • inventions, electronic TV, experimented,
• Understanding and extracting information discovery, reflecting telescope, gravity,
about Mark Zuckerberg from a biography universe, co-invent, Glo-Sheet, windscreen
wipers
• Categorising verbs in pairs • Wristies®, Little Bundies, patented, battery
• Writing your own biography operated heater, pockets, inventor, ice skating
• Reviewing and reflecting on the unit • What an (interesting world we live in).
• What’s your favourite (flavour)?
• Practising everyday English through listening • What’s the matter? My leg hurts.
to and acting out a dialogue about visiting the • How are you feeling?
doctor
Pronunciation
Key language • Comparing the sounds /t/ as in cart and /d/ as
Vocabulary in card
• invent, discover, ask, answer, open, close,
travel, return, start, finish
• First, Then, After that, Later, Finally Socio-cultural aspects
• patent, a pocket, a wrist, a doll, sew, ear muffs • Learning about famous discoveries, inventors
Structures and scientists
• Showing interest in the history of science and
• I/He/She/They invented (a dessert).
inventors
• I/He/She/They didn’t invent (a new dessert).
• Learning about culture and customs in the
• What did he/she invent?
English-speaking world
• Did you/he/she/they invent (a new dessert)?
• Using everyday English to act out visiting the
Yes, I/he/she/they did. / No, I/he/she/they didn’t.
doctor
183

Unit 6 Lesson 1
Lesson 1 verbs, help them using mime, e.g. read, listen,

play, talk, walk, etc. Get pupils to spell out some
Learning objectives of the verbs they contribute.
• Identify and say regular verbs • Hold up the Unit 6 flashcards one at a time
• Play the Quest Memory Game to practise the and stick them on the board, in the same order
vocabulary as the words in the Pupil’s Book. Ask the pupils
• Listen to, read and sing the Quest song to tell you any of the flashcard verbs they
• Show understanding by writing sentences already know in English. Don’t worry about any
words they don’t know.
Language focus
travel, return, start, finish Main activities
Materials
• Flashcards and word cards: invent, discover,
page 45
ask, answer, open, close, travel, return, start, • Say Open your Pupil’s Books at page 45.
finish Give the pupils time to find the page.
• Pupil’s Book, page 45 • Point to Activity 1. Say It’s time for Word
• Activity Book, page 55 Quest 1. Play CD 3 track 20. Point to the
• Class audio CD flashcards of the verbs as you hear them on the
• Optional Basics Book, page 39 CD.
• Play the CD again and tell the pupils to repeat
the words as they hear them. Play the CD a final
time, get the pupils to repeat the words and
take down each flashcard as it is mentioned on
Opening activities the CD. Praise their speaking, saying Well done!
CD3
presenters and last unit’s topic. 20
• Brainstorm regular verbs in English. Hello and welcome to Quest,
Main activities It’s time for Word Quest 1.
• Vocabulary activities Listen and repeat the Listen, repeat and have fun!
words (CD 3 track 20). Quest Memory Game.
invent
Listen and play (CD 3 track 21) (PB page 45).
discover
ask
• Song Listen and read. Sing the song answer
(CD 3 track 22) (PB page 45). open
• Writing practice Circle the words. close
Complete the sentences. Write and match travel
the sentence halves. Write about you return
(AB page 55). start
Closing activities finish
• Sing the song in groups (CD 3 track 22).
Sing the karaoke version of the song (CD 3 Quest Memory Game. Listen
page 45
track 23). and play.

Opening activities 2. Say These children are playing the Quest
• Say Hello, how are you? and encourage the Memory Game. Listen and repeat. Play CD 3
pupils to return the greeting. track 21. Pause after each line for the class to
repeat.
• Ask the class to remind you what last unit’s
topic was (time and place). CD3
21
• Say Quest’s next TV show is about
inventions and discoveries. Brainstorm with Boy: What’s number 3?
the class any verbs (action words) they already Girl: Er … Ask.
know in English. If they have trouble telling you Boy: Yes. What goes with ‘ask’?
Girl: Answer.
184

Unit 6 Lesson 1
Eureka! Eureka!
6
Lesson 1
3 3
1 Circle the words. Complete the sentences.
1 Listen and repeat the words. 2 Quest Memory Game. Listen and play. a s k or
20 21
1 You a question.
B E F I V X N T I
Word Quest 1 M S Q R E T U R N 2 You or a door.
A N S W E R O Z V
What’s number 3? 3 You or by car.
O F W B H A P K E
Ask.
D I S C O V E R N 4 You or your
C N H D F E N A T homework.
1 invent 2 discover E I D J C L O S E
5 You or
A S T A R T G K U
Yes. What something new.
goes with ‘ask’? Answer. L H A P G I R Y J
2 Write and match the sentence halves.

3 ask 4 answer
3
3
22 Listen and read. Sing the song. 1 I start school at 9 o’clock a and my friend closes it.
What an interesting world we live in, 2 I questions in class b and I finish at 5 o’clock.
With so many places to see.
Open your eyes and look around you,
3 I the door for my friend c and I return home by bus.
What an incredible place to be!
5 open 6 close
What an interesting world we live in, 4 I to school by car d and my teacher answers them.
With so many things to do.
Always remember to ask lots of questions. 3 Write about you.
Think a lot – discover something new!
Don’t close your eyes, Every day, I open .

7 travel 8 return Keep them wide open.
Travel the world I ask .
and meet different people. I travel to school by .
Always remember to ask
aots of questions. I start school at .
Start today – discover something new!
I finish school at .
9 start 10 finish Start today – discover something new!
Repeat chorus Listen to the song again.
45 55
9780230734838.Text.indd 45 09/03/2012 15:28 9780230424531.P55-64.indd 55 20/03/2012 10:35

First, model the game with a confident student. 22 An interesting world song
Then divide the class into pairs. The pupils take Jack: And now it’s time for a Quest song …
Monitor and praise their speaking, saying Very What an interesting world we live in,
good! With so many places to see.
• Finally, say Close your books. Invite individual Open your eyes and look around you,
pupils to name the verbs again from memory. What an incredible place to be!
Ask What’s number 1? (invent). Then ask
What an interesting world we live in,
What verb goes with ‘invent’? Help pupils to
With so many things to do.
answer (discover). As pupils answer about each
Always remember to ask lots of questions
flashcard, stick the flashcards on the board, so
Think a lot – discover something new!
they can be used later on in the lesson. Repeat
until all the flashcards are on the board. Don’t close your eyes, keep them wide open.
Travel the world and meet different people.
Differentiated learning: If your class finds English Always remember to ask lots of questions.
difficult, make this game easier. Allow all the pupils Start today – discover something new!
to keep their books open. Instead of answering the Start today – discover something new!
question from memory, they can look in their books.
Repeat chorus
page 45
Listen and read. Sing the • Elicit the five new verbs they heard in the song
song. (open, travel, ask, discover, start). Say Good
listening. Well done! Play CD 3 track 22 again
and encourage the pupils to read the song in
flashcards on the board and ask Which five
their Pupil’s Book while listening.
verbs on the flashcards are in the song? Play
CD 3 track 22. • Say Let’s sing the song. Play the CD again,
on the CD and encourage the pupils to sing the
song with the CD.
185

Unit 6 Lesson 1
Circle the words. Complete

page 55 Basics Book: For pupils using the Basics Book
the sentences.
• Say Open your Activity Book at page
55. Hold up your Activity Book, and point to Closing activities
Activity 1. Refer the class to the word pool box. • Say Everybody finish now. Say Goodbye!
Say Circle the ten verbs. Then, point to the Encourage the pupils to close their books and
gapped sentences. Say Write the verbs in the tidy up their things.
sentences.
• Get the pupils to work individually. Check their Extra: Sing An interesting world song in two
answers as a class and place each word card groups. Divide the class into two groups. Get each
on the board when they give the answer. Get group to sing alternate lines of the song, e.g. group
them to check their spelling by looking at the A sings line 1, group B sings line 2, etc. Get the
word cards. class to sing the final verse of the song together.
Sing the song again, in the same way, but this time
B E F I V X N T I group B starts so they all sing the other lines.
M S Q R E T U R N Then play the karaoke version of the song on CD 3
A N S W E R O Z V
track 23 and sing, encouraging the pupils to join in
with you.
O F W B H A P K E
D I S C O V E R N
Homework: Pupils write another verse for the
C N H D F E N A T song. It starts What an interesting world we live in
E I D J C L O S E … Brainstorm with the class possible lines so they
A S T A R T G K U
already have ideas before they do the writing, for
example, What an interesting world we live in,
L H A P G I R Y J
With lots of books to read, We can find out lots
of information, Books are all you need!
• Answers: 1 ask, answer / 2 open, close /
3 travel, return / 4 start, finish / 5 invent,
discover
Write and match the

page 55
sentence halves.
• Hold up your Activity Book and point to
Activity 2. Explain to the pupils there are two
parts to this activity. First they should use some
of the verbs in Activity 1 to complete the gaps,
and then they should match the sentence
halves. Do number one with the class as an
example.
answers as a class.
• Answers: 1 b, start / 2 d, ask / 3 a, open / 4 c,
travel
page 55
Write about you.
Activity 3. Brainstorm possible sentence
endings for the first sentence start, e.g. Every
day, I open my eyes / my book / a door, etc.
• When the pupils have finished the activity,
sentences.
186

Unit 6 Lesson 2
Lesson 2 the pupils to answer and ask you the same

Learning objectives • Ask them questions about this unit. Ask What
• Listen to, read, understand and explain the is this unit’s Quest topic? (inventions and
story discoveries). What’s your favourite invention?
• Show understanding of the story by • Brainstorm the verbs from the last lesson.
completing and ordering speech bubbles Stick the appropriate flashcards on the board as
and by correcting false sentences they say the words. Leave the flashcards on the
• Write a review of the story board.
Language focus • Say Let’s sing An interesting world song.
• invent, discover, ask, answer, open, close, Play the karaoke version of the song on CD 3
travel, return, start, finish track 23 and encourage the class to join in with
• I/He/She/ invented … you.
• Did you/he/she like ice cream?
• Yes I/he/she did. / No I/he/she didn’t. Main activities
Materials
ask, answer, open, close, travel, return, start, poster.
finish • Say It’s time for a Quest TV story. Show the
• Story poster: The History of Ice Cream story poster to the pupils. Generate interest in
• Pupil’s Book, page 46 the story by telling the pupils that this is a story
• Activity Book, page 56 about schoolchildren who go on a school trip.
• Class audio CD Tell them it’s the same school as in the story
• Optional Basics Book, page 40 about the fashion show. Ask for the name of the
school (Greenhill). Ask for the names of any of
the pupils from Greenhill school (Sandra, Dave,
At-a-glance lesson plan Cassy).
• Before they listen to the introduction, ask the
Opening activities class a question. Say Listen. What place do
• Revision of verbs (with flashcards). the pupils visit? Play the story introduction on
Song review: An interesting world song, CD 3 track 24. Elicit that the pupils visit an ice
karaoke version (CD 3 track 23). cream factory. Ask if anyone in the class has
Main activities ever visited an ice cream factory and if so, what
• Story The History of Ice Cream Listen it was like.
to the story with the story poster (CD 3 • Ask the class a gist question before you
track 24). Listen to the story. Read. Check continue with the story. Ask What flavour ice
comprehension. Ask questions (PB page 46). cream do the children from Greenhill school
eat at the end? Tell the story yourself or play
• Story activities Remember the story. Write, CD 3 track 24. Point to the different frames on
order and match. Listen and check (CD 3 the story poster to help the pupils understand
track 25). Write ‘True’ or ‘False’. Correct the the story.
false sentences (AB page 56). CD3
• Writing practice Think about the story. 24
Circle. Write a review (AB page 56). Kiera: Last week, the pupils of Greenhill school
visited the Cool Ice Cream Factory. Let’s see
Closing activities what happened!
• Play a flashcard game. The History of Ice Cream
Frame 1
Factory guide: Welcome to the Cool Ice
Opening activities Cream Factory where we make the coolest ice
• Play the song on CD 3 track 22 as the class cream.
enters the classroom. Tim: I love ice cream. What’s your favourite
• Say Hello, and encourage the pupils to return flavour, Jane?
the greeting. Ask How are you? and encourage Jane: I love chocolate!
187

Unit 6 Lesson 2
Last week, the pupils of Greenhill
school visited the Cool Ice Cream CD3
3
Factory. Let’s see what happened!
4 Remember the story. Write, order and match. Listen and check.
4 24 Listen to the story. Read. 25
omelette favourite good flavours Ice Cream chocolate

This is where we invent new
1 2 I hope it’s got
flavours. You can try this month’s
new flavour at the end of the visit. chocolate in it! What’s your a It’s chocolate and
flavour, Jane?
flavour!
Welcome to the
Cool Ice Cream This is where we invent new b I hope it’s got
Factory where .
we make the I love ice cream. in it!
coolest ice What’s your favourite I love First, let’s learn some facts. The history c
cream. flavour, Jane? chocolate! of ice cream started a long time ago … Welcome to the Cool Ice Cream
Actually, it’s
3 4 Factory where we make the
In about 650 AD, King Tang Did he like In about 40 AD, Emperor Nero ruled the Roman Empire. !
of Shang ruled China. ice cream? His men walked into the mountains and returned with coolest ice cream. 1
fruit and honey to make ice cream for him.
5 Write ‘True’ or ‘False’. Correct the false sentences.
1 In about 650 AD, King Tang of Shang ruled Italy. False. King Tang of Shang ruled China.
2 His men made ice cream for him.
Yes, he did. His men made ice cream 3 Emperor Nero’s men mixed vegetables and honey to
for him from buffalo milk and flour. They mixed the ingredients with snow to make it cold. make ice cream.
5 In the 17th century, King Charles I of England 6 And who’s that? 4 They mixed the ingredients with snow to make the ice
asked his chef for a special dessert. cream cold.
Was it ice
5 Italo Marchiony sold ice cream from a cart in London.
cream?
6 He invented a new ice cream flavour.
It’s Italo Marchiony. He invented 6 Think about the story. Circle. Write a review.
the ice cream cone in 1903. He
Yes, of course! But the recipe was a secret. started selling ice cream from 1 It’s about the history of … Story Review
a cart in New York City.
a) kings. b) ice cream. c) chocolate.
7 And now, here are your ice cream cones. 8 The story is about the history of ice cream.
They’re made with this month’s new flavour. There are lots of 2 It happens in …
It’s chocolate and omelette flavour! unusual ice cream a) a factory. b) a cinema. c) a school.
flavours from
around the world! 3 The main character is …
a) a tour guide. b) a king.
c) an emperor.
4 The new flavour is omelette and … In general, I think the story is .
Omelette? Yuck! Actually, it’s good! Mmm! a) chips. b) salad. c) chocolate.
spaghetti and
cheese ice cream
octopus ice
cream from
bacon ice
cream from
sausage and
potato ice cream ✩ ok ✩✩ good ✩✩✩ excellent
from Venezuela Japan France from the UK
46 56
9780230734838.Text.indd 46 09/03/2012 15:29 9780230424531.P55-64.indd 56 20/03/2012 10:35
Frame 2 Frame 6
Factory guide: This is where we invent new Jane: And who’s that?
flavours. You can try this month’s new flavour Factory guide: It’s Italo Marchiony. He
at the end of the visit. invented the ice cream cone in 1903. He
Jane: I hope it’s got chocolate in it! started selling ice cream from a cart in New
Factory guide: First, let’s learn some facts. York City.
The history of ice cream started a long time Frame 7
ago … Factory guide: And now, here are your ice
Frame 3 cream cones. They’re made with this month’s
Factory guide: In about 650 AD, King Tang of new flavour. It’s chocolate and omelette
Shang ruled China. flavour!
Tim: Did he like ice cream? Jane: Omelette? Yuck!
Factory guide: Yes, he did. His men made ice Tim: Actually, it’s good! Mmm!
cream for him from buffalo milk and flour. Frame 8
Frame 4 Factory guide: There are lots of unusual ice
Factory guide: In about 40 AD, Emperor Nero cream flavours from around the world!
ruled the Roman Empire. His men walked Spaghetti and cheese ice cream from
into the mountains and returned with fruit and Venezuela, octopus ice cream from Japan,
honey to make ice cream for him. bacon ice cream from France, and sausage
… They mixed the ingredients with snow to and potato ice cream from the UK!
make it cold.
Frame 5 • Afterwards, ask the class the gist question
Factory guide: In the 17th century, King again. Ask What flavour ice cream do the
Charles I of England asked his chef for a children from Greenhill school eat at the
special dessert. end? Elicit the answer Chocolate and omelette
Jane: Was it ice cream? flavour!
Factory guide: Yes, of course. But the recipe
was a secret. Note: Tell the children that the unusual flavours
at the end of the story really do exist in the
countries named. What flavour do they think
sounds good?
188

Unit 6 Lesson 2
page 46
Listen to the story. Read. Remember the story. Write,
page 56
• Say Open your Pupil’s Book at page 46. order and match. Listen and check.
Give the pupils time to find the page. • Say Open your Activity Book at page 56.
• Ask the pupils to listen to the story and follow Give the pupils a moment to find the page.
the dialogue by reading in their Pupil’s Book. • Hold up your Activity Book and point to
Play CD 3 track 24. Activity 4. Check the pupils understand what
• When the CD has finished, ask the pupils to they have to do. Refer them to the words in the
name any of this unit’s verbs mentioned in this word pool box. Tell them to write the correct
story (start, return, ask, invent). Then, ask them word in each sentence from the story. Then,
if they heard any other verbs they already know, they number the sentences in the correct order.
e.g. help, like walk, etc. Refer them to the headshots and elicit the
names of the characters. They have to match
Check comprehension. Ask each speech bubble to the corresponding
questions. person.
• Check that the pupils understand the story by • Give the pupils time to work individually and
asking questions about each frame. Encourage then to compare answers in pairs. Finally, play
the pupils to answer in English. the CD so they can check their work.
Frame 1 • Play CD 3 track 25 and the pupils check their
What do they make in the factory? (Ice cream) answers.
What’s Jane’s favourite flavour ice cream? • Answers: 1 Welcome to the Cool Ice Cream
(chocolate) factory (a) / 2 What’s your favourite flavour,
Frame 2 Jane? (b) / 3 This is where we invent new
What do they invent in this part of the flavours. (a) / 4 I hope it’s got chocolate in it. (c)
factory? (new flavours) / 5 It’s chocolate and omelette flavour (a) /
Is the invention of ice cream modern or old? 6 Actually it’s good! (b)
(old) CD3
Frame 3 25
Did King Tang of Shang like ice cream? (yes, Narrator: Number 1
he did) Factory guide: Welcome to the Cool Ice
What did his men make ice cream from? Cream Factory where we make the coolest ice
(buffalo milk and flour) cream.
What was in Emperor Nero’s ice cream? (fruit Tim: What’s your favourite flavour, Jane?
and honey) Narrator: Number 3
How was his ice cream cold? (it was mixed Factory guide: This is where we invent new
with snow) flavours.
Narrator: Number 4
Frame 5
Jane: I hope it’s got chocolate in it!
What was King Charles’ special dessert? (ice
Narrator: Number 5
cream)
Factory guide: It’s chocolate and omelette
What was special about the recipe? (it was a
flavour!
secret)
Narrator: Number 6
Frame 6 Tim: Actually, it’s good!
Who invented the ice cream cone? (Italo
Marchiony)
Where was Italo Marchiony? (in New York) Write ‘True’ or ‘False’.
page 56
Frame 7 Correct the false sentences.

What is this month’s flavour ice cream at • Hold up your Activity Book and point to
the Cool Ice Cream Factory? (chocolate and Activity 5. Ask a pupil to read the first sentence
omelette) aloud. Ask the class if this is true or false (false).
Does Tim like this ice cream flavour? (yes, he Ask a volunteer to read the corrected sentence.
does) • Tell pupils to work individually. Then, check
their answers as a class.
189

Unit 6 Lesson 2
• Answers: 1 False. King Tang of Shang ruled

China / 2 True / 3 False. Emperor Nero’s men
mixed fruit and honey with snow to make ice
cream / 4 True / 5 False. He served ice cream
from a cart in New York. / 6 False. He invented
the ice cream cone.

page 56
Write a review.
they have to do.
pupils to answer.
• Answers: 1 b / 2 a / 3 a / 4 c
page 56
Quest Story Review
• Hold up your Activity Book and point to the
not (the history of ice cream is a true story).
story is about the history of ice cream. / It
happens in a factory. / The main character is a
tour guide. / The new flavour is omelette and
chocolate.

Closing activities
Extra: Stick the flashcards around the room. Get

the class to stand up. Say one of the flashcard
verbs, e.g. finish. The pupils have to point to
the verb flashcard that goes with your verb, e.g.
start. Keep up a fast pace so that this is a fun and
challenging game!
Homework: Get the pupils to invent an unusual ice

cream flavour. They design a small advert for their
ice cream. They think of a name, describe what’s in
it and draw a small picture.
190

Unit 6 Lesson 3

• To recall the story • Display the story poster for unit 6. Ask What
• To use regular verbs in the past, in affirmative place did the pupils from Greenhill school
and negative sentences and in the question visit? (an ice cream factory / the Cool Ice Cream
form Factory). Summarise the story by asking a
• Write sentences and questions practising question about each important frame. Point to
this language focus the appropriate frame as you ask the questions.
Frame 1
Language focus What was the name of the factory? (Cool Ice
• invent, discover, ask, answer, start, finish, Cream Factory)
travel, return, open, close Frame 2
• I/He/She/They (invent)ed the ice cream cone. What are the people making in this room? (a
• I/He/She/They didn’t (invent the ice cream new ice cream flavour)
cone).
Frame 3
• Did you/he/she/they (invent the ice cream
What was in King Tang of Shang’s ice cream?
cone)?
(buffalo milk and flour)
• Yes, I/he/she/they did.
• No, I/he/she/they didn’t. Frame 4
What was in Emperor Nero’s ice cream? (fruit,
Materials
honey and snow)
• Flashcards: invent, discover, ask, answer,
Frame 5
start, finish, travel, return, open, close
What was King Charles’ special dessert? (ice
• Story poster: The History of Ice Cream
cream)
• Activity Book, pages 57 and 93 Frame 6
• Class audio CD Who invented the ice cream cone? (Italo
• Optional Basics Book, page 41 Marchiony)
Frame 7
What is Cool Ice Cream’s special flavour this
At-a-glance lesson plan month? (omelette and chocolate)
Opening activities the class to listen and check their answers to
• Review the story (CD 3 track 24) with the the questions.
story poster.
Main activities Main activities
grammar. Answer the questions. Look at the Grammar presentation.
Grammar Quest to help you (PB page 47). • Introduce this lesson’s grammar focus. Refer
the class to the story poster The History of Ice
• Grammar practice Write the sentences. Cream. Point to Frame 4 of the story poster.
Look at the pictures. Complete and answer Point to Emperor Nero and say In the past,
the questions. Write affirmative and negative Nero was the Emperor of the Roman Empire.
sentences about the people in Activity 8. Men worked for Nero. What did they do? Elicit
Write about you (AB page 57). Extra! Go to the following line from the story and write it on
the Grammar Practice on page 93 (AB page the board: His men walked into the mountains
93). and returned with fruit and honey to make ice
cream for him. Ask your class to tell you two
• Speaking practice Listen, read and repeat. verbs in the sentence (walked and returned).
Act it out (CD 3 track 26) (PB page 47). Underline the two verbs and circle the -ed. Ask
Is this sentence talking about now or about
Closing activities the past? (the past).
• Invent a dialogue (PB page 47). • Point to Italo Marchiony in Frame 6 on the
story poster. Write the following question on the
• Bilingual Dictionary (AB page 64). board: Did Italo Marchiony invent the ice cream
191

Unit 6 Lesson 3

Revision – Present simple and Past simple – regular verbs
7 Write the sentences.
5 Let’s investigate grammar. Past simple
I play I 1 Albert Einstein / discover / scientific / theories Albert Einstein discovered scientific theories.
tennis. played tennis.
Grammar Quest He/She plays He/She
2 I / not start / school / at 9 o’clock
3 He / finish / his homework / on Sunday
Past simple – regular verbs
4 They / not travel / to Italy / last month
asked
I for a special dessert. 5 She / return / home / by car
didn’t ask
He/She
invented 6 Philo Farnsworth / invent / an electronic TV
They the ice cream cone.
didn’t invent
8 Look at the pictures. Complete and answer the questions.
you Pam Mr and Mrs Jade
Did he/she invent a new flavour? Yes, I/he/she/they did.
Yesterday
they No, I/he/she/they didn’t. 1 2 3 4

1 Do we add -ed to the verb in affirmative or negative sentences? 1 Did Pam travel to work by bus? (travel) Yes, she did.
2 Do we put didn’t before the verb in affirmative or negative sentences?
2 she from work by bus? (return)
3 In questions, do we add -ed to the verb or put Did before the verb?
3 Mr and Mrs Jade the shop at 9 o’clock? (open)
7
3
Listen, read and repeat. Act it out. 4 at 6 o’clock? (close)
26
Our favourite inventors and inventions 9 Write affirmative and negative sentences about the people in Activity 8. Write about you.
1 (travel / bus) Pam travelled to work by bus.
Jack: My favourite scientist is Albert Einstein.
2 (return / bus) She didn’t
Sophie: Did he invent something important?
Jack: Yes, he did. He discovered important scientific theories. 3 (return / taxi) She
Sophie: Wow! Well, do you know who invented Converse shoes? 4 (open / 9 o’clock) Mr and Mrs Jade
Jack: No, who was it?
5 (close / 6 o’clock) They
Sophie: It was a man called Mr Converse! He invented them for
basketball players. 6 (close / 5 o’clock) They
Jack: That’s interesting. And do you know that they produced
the first MP3 player in 1999? What time did you start school yesterday?
Sophie: Really? What other famous inventions do you know about?
Jack: A boy called Philo Farnsworth invented the first electronic I
TV when he was only 15 years old.
What time did you finish school yesterday?
Sophie: That’s amazing!
9780230734838.Text.indd 47 09/03/2012 15:29 9780230424531.P55-64.indd 57 20/03/2012 10:35
cone? Ask the class the question and then elicit • Read the questions in Activity 6 out loud to the
the correct short answer (Yes, he did). Write the class. Invite pupils to answer. Ask the rest of the
short answer on the board. Underline Did and class if they agree before confirming the correct
invent in the question so your class can see answer. Refer back to the tables, if necessary.
that there’s no -ed at the end of the verb on the
question form. Note: You may need to guide pupils or use
• Then, ask Did Italo Marchiony invent ice L1 to help their understanding of the concept
cream? Elicit the correct answer (No, he didn’t). questions.
Then ask for a complete sentence, help the • Answers: 1 affirmative sentences / 2 negative
pupils give it to you, and write it on the board: sentences / 3 put Did
He didn’t invent ice cream. Underline didn’t and
invent, so your class can see that there’s no -ed page 47
at the end of the verb in a negative sentence.
it out.
page 47
Let’s investigate grammar. • Hold up the Pupil’s Book and point to Activity
7. Ask the pupils Who can you see? (Jack
and Sophie). Refer the pupils to the dialogue
heading. Tell them that the Quest team is talking
• Invite volunteers to read the sentences from about their favourite inventors and inventions.
the Grammar Revision box. Remind them that Play CD 3 track 26 and encourage the pupils to
we add -ed to regular verbs in the past simple. read the dialogue while listening.
• Then, read the sentences in the first half of the • Ask the pupils questions about the dialogue to
Grammar Quest box with the class. Draw their check their understanding, for example, What
attention to the use of did / didn’t in questions did Albert Einstein invent? (important scientific
and negative statements. theories). What sport were Converse shoes
invented for? (basketball). When did they
page 47
produce the first MP3 player? (in 1999) How
at the Grammar Quest to help you. old was the inventor of the first electronic
• Hold up the Pupil’s Book and point to Activity TV? (15 years old).
6. Say Answer the questions. Ask the class to • Play the CD again, but this time, encourage the
look at the Revision table, as well as the main pupils to repeat each sentence of the dialogue
Grammar Quest box. after you, pausing the CD after each line. Help
192

Unit 6 Lesson 3
Grammar Practice 6
page 57
Write the sentences.
Past simple – regular verbs
(1) asked ✓ his chef for a
I
He/She
(2)
✓
ask ✗ special dessert.
• Tell the pupils they have to use the words to
They (3) invent the ice cream
(4) invent ✗ cone. write sentences in the past. Do the example
you
a new
sentence with the class first, orally. Then ask the
(5) he/she invent Yes, I/he/she/they (6) .
they
flavour?
No, I/he/she/they (7) . class to work individually to write the sentences.
2 Complete the sentencess with the correct form of the verbs.
When the pupils have finished, check the
1 Yesterday she walked to school. invent watch talk
answers together.
answer walk visit
2 On Saturday we
3 Yesterday he
the football match on TV.
the museum with his class.
• Answers: 1 Albert Einstein discovered
4 Alexander Graham Bell the telephone. scientific theories. / 2 I didn’t start school
5 He
6 They
to his friend on the telephone.
all the questions in the test.
at 9 o’clock. / 3 He finished his homework
3 Look at Activity 2. Write the questions and short answers.
on Sunday. / 4 They didn’t travel to Italy last
1 she / walk / to / school month. / 5 She returned home by car. / 6 Philo
Did she walk to school? Yes, she did.
2 we / watch / football match on TV
Farnsworth invented an electronic TV.
3 he / visit / museum with his parents
4 Alexander Graham Bell / invent / the TV

Look at the pictures.
page 57
5 he / talk / his / friend at school

Complete and answer the
6 they / answer / all the questions in the test
questions.
93
Activity 8. Refer the class to the pictures of
Pam and Mr and Mrs Jade. Discuss what the
people are doing in these pictures, e.g. Pam is
9780230424531.P85-96.indd 93 20/03/2012 12:07
• Put the class into four groups. Ask each travelling to work by bus. Then, read the first
group to read out one of the Quest teams’ lines. question and short answer with the class to
Play the CD, pause after each line and get the check they understand how to use the pictures
correct group to repeat in chorus. Repeat this and the word prompts in brackets next to each
until the pupils are confident with the dialogue. question.
• Ask the pupils to work individually. When they
Option: To give the pupils more practice with have finished, check the answers together.
the dialogue, put them into pairs and have them • Answers: 1 Did Pam travel to work by bus?
practise saying the dialogue together. Invite some Yes, she did. / 2 Did she return from work by
of the pairs to perform the dialogue for the class. bus? No, she didn’t. / 3 Did Mr and Mrs Jade
CD3
open the shop at 9 o’clock? Yes, they did. /
26 4 Did they close the shop at 6 o’clock? No, they
Our favourite inventors and inventions didn’t.
Jack: My favourite scientist is Albert Einstein.
Sophie: Did he invent something important? Write affirmative and
page 57
Jack: Yes, he did. He discovered important negative sentences about the

scientific theories. people in Activity 8. Write about
Sophie: Wow! Well, do you know who invented
Converse shoes?
you.
Jack: No, who was it? • Hold up your Activity Book and point to
Sophie: It was a man called Mr Converse! He Activity 9. Explain that the pupils should write
invented them for basketball players. sentences using the information from the
Jack: That’s interesting. And do you know that pictures and the questions/answers from the
they produced the first MP3 player in 1999? previous activity. Do several examples orally
Sophie: Really? What other famous inventions with the class to show them how to do the
do you know about? activity. They then answer the two questions
Jack: A boy called Philo Farnsworth invented about themselves.
the first electronic TV when he was only 15 • Ask the pupils to work individually to write
years old. sentences. Move around the room to check
Sophie: That’s amazing! their work and offer help.
193

Unit 6 Lesson 3
• When the pupils have finished, invite pupils to

Well done!
• Answers: 1 Pam travelled to work by bus. /
2 She didn’t return home by bus. / 3 She
returned home by taxi. / 4 Mr and Mrs Jade
opened the shop at 9 o’clock. / 5 They didn’t
close the shop at 6 o’clock. / 6 They closed the
shop at 5 o’clock. / answers will vary.

page 93
on page 93.
page 47.
• Answers:
Activity 1: (1) ed / (2) didn’t / (3) ed / (4) didn’t /
(5) Did / (6) did / (7) didn’t
Activity 2: (1) walked / (2) watched / (3) visited /
(4) invented / (5) talked / (6) answered
Activity 3: (1) Did she walk to school? Yes, she
did. / (2) Did we watch the football match on
TV? Yes, we did. / (3) Did he visit the museum
with his parents? No, he didn’t. / (4) Did
Alexander Graham Bell invent the TV? No, he
didn’t. / (5) Did he talk to his friend at school?
No, he didn’t. / (6) Did they answer all the
questions in the test? Yes, they did.

Closing activities


unit.
Word Quest 1.
Homework: Pupils write sentences about

themselves, saying what they did yesterday, using
the same verbs as in Activity 9 in the Activity Book.
194

Unit 6 Lesson 4

• Identify and say sentence linkers • Display the Unit 6 grammar poster. Get
• Listen to, read and write a biography volunteers to read some of the sentences.
• Discriminate between the /t/ and /d/ sounds Remind the pupils that for regular verbs we add
in words -ed in past sentences. For negative sentences,
Language focus we use didn’t, not verb + -ed. For the question
• First, Then, After that, Later, Finally form we use Did, not verb + -ed.
• invent, discover, ask, answer, open, close, • Play a game with the poster. Tell the class to
start, finish, travel, return close their eyes for the count of three, and cover
• He/She discovered a vaccination. a word on the poster. Once the pupils open
• He/She didn’t discover a vaccination. their eyes, they put their hands up to tell you the
Materials covered word. Keep upa fast pace to make this
• Flashcards and word cards: invent, discover, feel like a game.
ask, answer, open, close, start, finish, travel,
return Main activities
• Activity Book, page 58 page 48
• Class audio CD
At-a-glance lesson plan sentence linkers.
(PB page 48 and AB page 58) • Play CD 3 track 27 and encourage the pupils
Opening activities to read the words/phases in their Pupil’s Book
• Grammar practice Grammar poster while listening.
summary and game • Play the CD again. Pause after each word/
Main activities phrase and encourage the pupils to repeat it.
• Vocabulary presentation Listen and repeat CD3
the words (CD 3 track 27) (PB page 48). 27
First, …
• Listening practice Listen and read. Answer Then, …
the question (CD 3 track 28). Listen and After that, …
answer the questions you hear. Listen and Later, …
check (CD 3 track 29) (PB page 48). Finally, …
• Writing practice Look and complete the Listen and read. Answer the
page 48
sentences. Write a biography of Sir Isaac question.

Newton (AB page 58).
• Funky Phonics Listen and say (CD 3 track 9. Ask What type of text is this? (a biography).
30) (PB page 48). Who is the biography about? (Edward Jenner).
• Phonics practice Complete and sort the • Invite a pupil to read the question in the blue
words. Listen and check (CD 3 track 31) (AB box above the biography: What did the doctor
page 58). finally discover? Tell the class he discovered
Closing activities something very important. Play CD 3 track 28
• Say the rap as fast as you can. and encourage the pupils to read the biography
in their Pupil’s Book while listening. Elicit
the answer to the question (He discovered a
vaccination for smallpox).
195

Unit 6 Lesson 4

3 10 Look and complete the sentences.
Word Quest 2
8.30 10.00 12.00 3.30 5.30
risFt (1) First , Mary walked to school. heTn (2) , she studied English in English class.
1 First, … 2 Then, … 3 After that, … 4 Later, … 5 Finally, … Atefr htta (3) , she helped her friend in Maths class. teLar (4) , Mary visited
her uncle. yFniall (5) , she watched TV at home.
9
3
28 Listen and read. Answer the question. Text type: a biography 11 Write a biography about Sir Isaac Newton. Text type: a biography
What did the doctor finally discover?
Edward Jenner A scientist

At this time, there was a
His discovery
He discovered that cowpox
Sir Isaac Newton
horrible disease called was a vaccination for smallpox. Sir Isaac Newton was born in
A doctor smallpox. There was also This was a very important
Edward Jenner was born in a disease called cowpox. discovery. It helped millions England in 1643. First,
England in 1749. First, he was Smallpox was more dangerous of people all over the world. 1643 born in Woolsthorpe, England
at school. Then, he helped a than cowpox. It killed lots of
doctor in his village. After that, people, especially children. 1661 study at Cambridge University
he travelled to London and he Edward Jenner wanted to
studied with another doctor in a help people with smallpox, mid 1660s experiment with light and colour
hospital. Finally, he returned to so he experimented with
his village as a doctor himself. these diseases. 1665 return to Woolsthorpe
Jenner’s famous experiment 1668 invent a reflecting telescope

Do you know?
There was a cow called Blossom, a
The word vaccination
milkmaid called Sarah and a boy called 1687 finish book about gravity and the universe
comes from the Latin
James. Sarah had cowpox. First, Jenner
word vacca, because
infected James with the cowpox from Sarah.
of Jenner’s experiment CD3
Then, he infected James with smallpox.
with Blossom the cow. 12 31 Complete and sort the words. Listen and check.
The cowpox stopped the smallpox.
What was your last vaccination for? /t/ /d/

car
cart card
3 goo d ba ba good
10 29 Listen and answer the questions you hear. Listen and check.
3
11 30 Listen and say. foo firs thir
Doctor Todd didn’t know what he wanted to do.
First, he wanted to write a card.
Later, he wanted to ride in a cart. han ha marke
Doctor Todd didn’t know what he wanted to do!
48 58
9780230734838.Text.indd 48 09/03/2012 15:29 9780230424531.P55-64.indd 58 20/03/2012 10:35
CD3
28 James with smallpox. The cowpox stopped the
Edward Jenner smallpox.
A doctor Do you know?

Edward Jenner was born in England in 1749. The word vaccination comes from the Latin
First, he was at school. Then, he helped a word vacca, because of Jenner’s experiment
doctor in his village. After that, he travelled to with Blossom the cow.
London and he studied with another doctor in
a hospital. Finally, he returned to his village as Listen and answer the
page 48
a doctor himself. questions you hear. Listen and

A scientist check.
At this time, there was a horrible disease called • Hold up the Pupil’s Book and ask the class to
smallpox. There was also a disease called read the text in Activity 9 again.
cowpox. Smallpox was more dangerous than • Point to Activity 10. Explain to the class that
cowpox. It killed lots of people, especially they are going to hear some questions on
children. Edward Jenner wanted to help people the CD. Play CD 3 track 29. Pause after each
with smallpox, so he experimented with these question and elicit answers from the class
diseases. (these do not have to be complete answers or
His discovery
continuing to play the CD.
He discovered that cowpox was a vaccination
for smallpox. This was a very important CD3
discovery. It helped millions of people all over 29
the world. 1 When was Edward Jenner born?

He was born in 1749.
Jenner’s famous experiment
2 Where did Edward Jenner study to be a
There was a cow called Blossom, a milkmaid
doctor?
called Sarah and a boy called James. Sarah
He studied in a hospital in London.
had cowpox. First, Jenner infected James with
the cowpox from Sarah. Then, he infected 3 Who did Edward Jenner want to help?
He wanted to help people with smallpox.
196

Unit 6 Lesson 4
different pupils to read out what they have

4 What did Edward Jenner discover about the
written.
diseases?
He discovered that cowpox was a vaccination • Suggested Answer: Sir Isaac Newton was
for smallpox. born in England in 1643. First, he studied at
Cambridge University. Then, he experimented
5 Did Edward Jenner’s discovery help people?
with light and colour. After that, he returned to
Yes, it did. It helped millions of people all over
Woolsthorpe and later, he invented a reflecting
the world.
telescope. Finally, he finished a book about
gravity and the universe.
page 48
Listen and say.
• Ask some more questions about Jenner’s 11. Write card and cart on the board. Draw a
famous experiment, e.g. What was the animal small picture below each word to illustrate its
in Jenner’s famous experiment? (a cow). Who meaning.
did Jenner infect with cowpox? (James) Did • Say card and exaggerate the /d/ sound at the
the cowpox stop the smallpox? (Yes, it did). end. Get the class to repeat. Next, say cart and
• Finally, ask individual pupils the exaggerate the /t/ sound at the end. Get the
personalisation question below the advert: What class to repeat.
was your last vaccination for? Listen to their • Point to the Funky Phonics rap. Explain that
answers and provide them with new vocabulary the letters in red have the same /d/ sound as
if they need it. in card and the letters in blue have the same
/t/ sound as in cart. Play CD 3 track 30 and
Look and complete the
page 58
sentences. Pupil’s Book while listening.
• Say Open your Activity Books at page 58. • Play the CD again. Pause at the end of each
Give the pupils time to find the page. line and encourage the pupils to repeat it. Then,
• Hold up your Activity Book and point to play the CD without pausing and encourage
Activity 10. Refer the class to the timeline, with the class to join in with the rap. Repeat this
pictures above it and sentence linkers (letters procedure.
in jumbled order) in the paragraph below it. • Invite individual pupils to read the rap aloud to
Get the pupils to say the linkers (unjumble the the class.
letters). Then, tell them to use the linkers to CD3
complete the paragraph. The pictures will help 30
them. Doctor Todd didn’t know what he wanted
• They can work individually or in pairs. Get to do.
volunteers to read you the sentences so you First, he wanted to write a card.
can check them as a class. Later, he wanted to ride in a cart.
• Answers: 1 First / 2 Then / 3 After that / Doctor Todd didn’t know what he wanted
4 Later / 5 Finally to do!
Write a biography of Sir

page 58
Complete and sort the
page 58
Isaac Newton. words. Listen and check.

• Hold up your Activity Book and point to • Hold up your Activity Book and point to
Activity 11. Ask Who is Isaac Newton? Refer Activity 12. Tell the class that the words in this
the pupils to the timeline and read it aloud. activity are missing the letter ‘t’ or the letter ‘d’.
Then ask questions to check comprehension, Get the class to work in pairs to complete the
for example, When did Isaac Newton study at words.
Cambridge University? What did he invent in • Give the pupils time to write the words in
1668? Explain to the pupils that they are going the correct columns. Play CD 3 track 31 and
to write a biography of Isaac Newton. Read the pause after each word so they can check their
first example sentence with them. answers. They can change any answers that are
• Pupils work individually to write the biography. incorrect.
Tell them to use sentence linkers. You can • Write the answers on the board so they can
write these on the board. If you have time, ask check their own answers.
197

Unit 6 Lesson 4
• Answers: /t/: cart: bat, first, hat, market /

/d/: card: good, bad, food, third, hand
CD3
31
/t/
bat
first
hat
market
/d/
good
bad
food
third
hand

Closing activities

say the rap as they listen. Then give them time to
practise saying the rap as fast as they can in pairs.
Invite volunteers to say the rap as fast as they can
to the class. They can read it or say it from memory.
Homework: Pupils work in small groups to

research facts about a famous inventor. They work
together to write a short biography about their
inventor.
198

Unit 6 Lesson 5
Lesson 5 Encourage them to do this as fast as possible.

The first pair to finish and have the words/
Learning objectives phrases written correctly wins the spelling race.
• Listen and learn about young inventors
• Answer comprehension questions about the Main activities
text
• Read and find out some amazing facts
Look at the poster and discuss.
• Place the CLIL poster Young inventors on the
Language focus
board. Ask the class to tell you what they think
• an inventor, ear muffs, Wristies®, Little today’s lesson is about. Get the class interested
Bundies in the topic by asking them the questions in
• patent, a pocket, a wrist, a doll, sew the Teacher’s Questions box on the poster.
Materials Encourage your pupils to speak English as
• CLIL poster: Young inventors much as possible but use L1 as necessary.
• Activity Book, page 59 Focus on vocabulary.
• Class audio CD • Refer the pupils to the five smaller pictures
• Optional Basics Book, page 43 on the poster. Use the pictures to teach them
the key words they need for this lesson: an
inventor, ear muffs, Bundies, Wristies®, patent,
a pocket, a doll, sew. Ask basic questions to
check their initial understanding of these words,
Opening activities e.g. Can you remember the name of the
• Sentence linkers spelling race man who invented basketball trainers? (Mr
Main activities Converse). He was an inventor. Do you know
any other inventors? Where do you wear ear
• Unit 5 CLIL poster activities Young
muffs? (on your head/ears) etc. The work in the
inventors. Look at the poster and discuss.
Pupil’s Book and Activity Book will extend their
understanding of these words.
• CLIL main activities Listen and read.
Answer the audience questions (CD 3 track
page 49
32). Read and say ‘True’ or ‘False’ (PB
page 49). audience questions.
• CLIL follow-up activities Look and write • Say Open your Pupil’s Book at page 49.
the answers. Complete the sentences. Look Give the pupils time to find the page.
at the answers in Activity 13. Now write • Remind them that the questions on the mobile
about Luisa Bundy. Complete the amazing phone have been sent in to the Quest team from
facts. Write the mystery word (AB page 59). the Quest audience. Read the questions aloud
Closing activities answers but don’t say if they are right or wrong.
• Make a poster. • Say Listen and read. Then, answer the
audience questions. Play CD 3 track 32 and
• Bilingual Dictionary (AB page 64).
encourage the pupils to read the main text as
they listen. Afterwards, ask the pupils to raise
Opening activities their hands to answer the questions. Accept
• Say Hello, how are you? The pupils answer short answers.
and return the greeting. • Answers: 1 Chester Greenwood / 2 because
she didn’t like her wrists getting cold in the
Spelling race. snow / 3 dolls / 4 Chester Greenwood
• Do a spelling race with your class to practise CD3
the sentence linkers from Lesson 4. Before 32
class, write the sentence linkers on the board Young inventors

(numbered 1-5), with NO vowels, e.g. 1 ltr (later). Boy: Who invented ear muffs? David in
• Divide the class into pairs. Give each group a England
piece of scrap paper. Get them to write 1-5 on Girl: Why did Katherine Gregory invent
the paper. Then tell them to write the complete Wristies? Mary in Scotland
words on the board with the vowels included.
199

Unit 6 Lesson 5
6 Lesson 5 C LI L Science 6 Lesson 5 C LI L Science 15 years old the USA ear muffs
13 Look and write the answers. Little Bundies 1858 10 years old the UK
Wristies® 1995 12 years old 1984 the USA
e
12
3
Listen and read. Answer the audience questions. Audienc :
ns
32
Questio
inventors
fs?
ear muf
invented nd
1 Who m David in Engla
SMS fro
er ine Chester Katherine Luisa
did Kath s® ?
2 Why y invent Wristied Greenwood Gregory Bundy
Gregor Mary in Scotlan
m
SMS fro ie s? Where was he/she born?
Let’s find out who invented these things. are Littl
e Bu nd the USA
3 What m Aled in Wale
s
SMS fro When was he/she born? 1995
or opened
invent
4 Which y? d
What did he/she invent? ear muffs
a factor Colleen in Irelan
m
SMS fro How old was he/she? 10 years old
Amazing fact 14 Complete the sentences. Look at the answers in Activity 13.
Chester Greenwood invented ear muffs. C h est er’s g ran
dm a
h elpe d him m ake
He was only 15 years old! He was born in the his Chester Greenwood was born in in .
firs t e ar m uff
USA in 1858. He liked ice skating but he didn’t like s. He invented when he was years old.
S h e s ew ed th
his ears getting cold, so he invented ear muffs. em!
Then, he opened Greenwood’s Ear Protector Amazing fact Katherine Gregory was .
Factory. Nowadays, lots of people wear ear muffs. N o w, th e re are als o She invented .
h e ated W risties ®.
Katherine Gregory invented Wristies®. Amazing fact T hey’ve got pockets in
She was only 10 years old! She was born in Luisa’ s favo urite th em fo r a bat te ry- 15 Now write about Luisa Bundy.
the USA in 1984. She liked playing in the snow Little B undy doll ope rated h e ate r!
is called Olivia.
but she didn’t like her wrists getting cold, so
S he says Olivia
she invented Wristies® to go under her gloves
looks like her co usin!
and coat. Later, she opened the Wristies ®
company. Now, lots of people wear Wristies®.
13 Read and say ‘True’ or ‘False’.
Luisa Bundy invented Little Bundies.
1 Chester was from Australia.
She was only 12 years old! She was born 16 Complete the amazing facts. Write the mystery word.
in the UK in 1995. She liked making little 2 Chester invented ear muffs
dolls for her friends. Her friends loved because he liked ice skating. Mystery
her dolls, so she invented a group of 3 Katherine invented Wristies® Amazing facts grandma heated favourite muffs Word! It’s a verb.
little dolls called Little Bundies. Later, she because her feet were cold.
patented her dolls. Today, lots of children 4 Luisa liked making little dolls 1 Chester’s helped him make his first ear .
buy Luisa’s dolls from different shops. for her friends.
2 You can also buy W risties®!
Online 3 Olivia is Luisa’s Little Bundy doll.
What did Blaise Pascal invent when he was a teenager?
49 59
9780230734838.Text.indd 49 09/03/2012 15:30 9780230424531.P55-64.indd 59 20/03/2012 10:35
Boy: What are Little Bundies? Aled in Wales Option: Ask the class to close their books. Write
Girl: Which inventor opened a factory? Colleen the audience questions on the board. The pupils
in Ireland work in pairs and guess the answers to the
Let’s find out who invented these things. ask the class to open their Pupil’s Books at page
Chester Greenwood invented ear muffs. He 49. Play CD 3 track 32 as they read. The pupils see
was only 15 years old! He was born in the USA if their initial ideas were correct or not. Feed back
in 1858. He liked ice skating but he didn’t like the correct answers as a class.
his ears getting cold, so he invented ear muffs.
Then, he opened Greenwood’s Ear Protector
Factory. Nowadays, lots of people wear ear Read and say ‘True’ or
page 49
muffs. ‘False’.
Katherine Gregory invented Wristies®. She • Hold up the Pupil’s Book and point to Activity
was only 10 years old! She was born in the 13. Ask the pupils to work in pairs, to read the
USA in 1984. She liked playing in the snow but sentences and say if they are true or false. They
she didn’t like her wrists getting cold, so she can write the answers in their notebooks or on
invented Wristies® to go under her gloves and scrap paper.
coat. Later, she opened the Wristies® company. • When the pupils have finished, check the
Now, lots of people wear Wristies®. answers with the class. Ask different pupils
to read their sentences, and then ask True or
Luisa Bundy invented Little Bundies. She False? Encourage the pupils to read you the
was only 12 years old! She was born in the parts of the text which justify their answers.
UK in 1995. She liked making little dolls for
her friends. Her friends loved her dolls, so
she invented a group of little dolls called Little • Hold up the Pupil’s Book and point to the
Bundies. Later, she patented her dolls. Today, Amazing facts. Ask pupils to read them out. Ask
lots of children buy Luisa’s dolls from different questions to check that pupils have understood
shops. the fact. Finally, ask pupils Which is your
200

Unit 6 Lesson 5
word pool box. Ask the pupils to write the

page 59
Look and write the answers. missing words.
• Say Open your Activity Book at page • Check the answers with the class. Ask
59. Give the pupils time to find the page different pupils to read out their completed
themselves. sentences.
• Hold up your Activity Book and point to • Write the circled letters on the board and
Activity 13. Invite a pupil to read the four encourage the pupils to work out from the
questions on the left. Refer the class to the letters what the mystery word is.
words in the word pool box and tell them that
• Answers: 1 grandma, muffs / 2 heated /
these words are the answers to the questions
3 favourite / Mystery Word: answer
they’ve just read. Read the answers given as
examples. This will help the class understand
how to do the activity.
• The pupils work individually. Encourage them hat did Blaise Pascal invent
W
to check with a partner once they’ve finished. when he was a teenager?
Finally, check their answers as a class. Option: Hold up the Pupil’s Book and point to
• Answers: Chester Greenwood: the USA, 1858, the Online Quest at the bottom of page 49. Say
ear muffs, 15 years old / Katherine Gregory: the This is a Quest challenge. Take your class to the
USA, 1984, Wristies®, 10 years old / Luisa Bundy: computer room so they can research their answer
the UK, 1995, Little Bundies, 12 years old (the first machine to do calculations).
Ask the pupils to find out about another inventor.
Give them some questions to help structure their
page 59
research: What is the name your inventor? What
Look at the answers in Activity 13. did he/she invent? Where was your inventor
• Hold up your Activity Book and point to from? When was he/she born?
Activity 14. Tell the class that the gapped Get the class to write down their research answers,
sentences are about Chester Greenwood and in their notebook or on paper. Then, get pupils to
Katherine Gregory. Do the sentences about share their information with the class. Help them
Chester with the class orally. to say what they want to say in English by referring
• Afterwards, pupils can work in pairs to back to the structures used in previous writing
complete the sentences about Chester and tasks.
Katherine. Check their answers as a class.
• Answers: Chester Greenwood was born in the Basics Book: For pupils using the Basics Book
USA in 1858. He invented ear muffs when he refer them to page 43, Activities 13, 14, 15 and 16.
was 15 years old.
• Katherine Gregory was born in the USA in Closing activities
1984. She invented Wristies® when she was 10
years old.
Now write about Luisa
page 59
Bundy. Extra: Pupils can work in small groups to create a

• Tell the class to use the same structures as in poster combining all their interesting facts about
the previous activity. new inventors to present to the rest of the class.
• Get pupils to work individually. Then, check
their answers as a class. Write the sentences on Bilingual Dictionary: Ask the pupils to turn to page
the board for them to check more accurately. 64 in their Activity Book. Remind them that this is
• Answer: Luisa Bundy was born in the UK in a Bilingual Dictionary, which they can complete to
1995. She invented Little Bundies when she was keep a record of the words they have learnt in this
12 years old. unit. Pupils work individually to complete the words
from Word Quest 2.
page 59
Write the mystery word. Homework: Pupils find out about an important
invention and write a few sentences about it.
instructions. Refer them to the words in the
201

Unit 6 Lesson 6
Lesson 6 old). What did Katherine Gregory invent?

(Wristies®). How old was she? (10 years old).
Learning objectives What did Luisa Bundy invent? (Little Bundies/
dolls). How old was she? (12 years old).
speaking world Main activities
• Listen, read and understand a biography
• Listen and find information about a famous Do the quiz. Listen and
page 50
person. Complete a biography

check.
Language focus
• invent, discover, ask, answer, open, close, Give the pupils time to find the page.
travel, return, start, finish
• First, Then, After that, Later, Finally
14. Tell pupils that they are going to find out
• He/She started/travelled …
some interesting facts about famous inventors
• He/She didn’t finish …
from Britain and other English-speaking
Materials countries. Say Let’s do the Quest Culture Quiz
• Flashcards and word cards: invent, discover, about famous inventors from Britain and
ask, answer, open, close, travel, return, start, other English-speaking countries.
finish • Put the pupils in pairs and together they
• Pupil’s Book, page 50 answer the quiz questions. They can write their
• Activity Book, page 60 answers on a piece of scrap paper or in their
• Class audio CD notebooks.
At-a-glance lesson plan check and write a ✓ and a ✗ on the board so
(PB page 50 and AB pages 60 and 64) they understand they should mark the other
Opening activities
answer, so the pupils have time to correct their
• Culture Quiz Do the quiz. Listen and check they can see how they did. Praise them, saying
(CD 3 track 33). Match the people to the Well done!
inventions and discoveries. Write (AB page • Answers: 1 b / 2 c / 3 a / 4 b / 5 c
60).
CD3
• Writing and listening practice Star Writer 33
Listen and read (CD 3 track 34) (PB page
Dan: And now a Quest Culture Quiz!
50). Look at Carl’s biography on page 50
in the Pupil’s Book. Complete column A. 1 A man called … Levi Strauss invented denim
Listen and complete column B (CD 3 track jeans. He lived in the USA.
35) (AB page 60). Complete Maggie Wallis’ The answer is B!
biography. Look at column B (AB page 60). 2 Sir Alexander Fleming was from Scotland.
He discovered an important … medicine called
• Vocabulary practice Bilingual Dictionary penicillin.
(AB page 64). The answer is C!
Closing activities 3 A woman called Mary Anderson from … the
USA invented windscreen wipers for cars in
• Verbs vocabulary game.
1903.
The answer is A!
Opening activities 4 The British explorer Captain James Cook
• Say Hello, how are you? The pupils answer discovered … Australia when he travelled
and return the greeting. around the world in 1770.
• Hold up the Unit 6 CLIL poster to review The answer is B!
what the class learnt in Lesson 5. Ask them 5 Dr John Pemberton from the USA invented a
questions, e.g. What did Chester Greenwood famous drink called … Coca-Cola®.
invent? (ear muffs). How old was he? (15 years The answer is C!
202

Unit 6 Lesson 6

Culture Quiz
17 Match the people to the inventions and discoveries. Write.
3
14 Do the quiz. Listen and check. 1 Mary Anderson
33
a c
b
1 A man called ... invented denim jeans . He lived in the USA. 2 Sir Alexander Fleming
a ) Leo Strand b) Levi Strauss c) Lenny Smith 3 Levi Strauss
windscreen d
2 Sir Alexander F leming was from Scotland. He discovered
4 Dr Pemberton wipers
an important ... called penicillin.
a ) animal b) food c) medicine 5 Captain Cook
e
3 A woman called Mary Anderson from ... invented What is your favourite invention?
windscreen wipers for cars in 1903.
a ) the USA b) the UK c) New Zealand 18 Look at Carl’s biography on page 50 in the Pupil’s Book.
4 T he British explorer Captain James Cook discovered ... when he Complete column A.
travelled around the world in 1770 .
a ) Canada b) A ustralia c) China A Mark Zuckerberg B Maggie Wallis
Language
5 Dr John Pemberton from the USA invented a famous drink called ... . fact When and where was in the USA,
In th e
U
a ) lemonade b) coffee c) Coca- Cola ® say ‘T ha K, yo u ca n he/she born? in 1984
t
a gr eat so un ds lik e
id
th in k so ea !’ if yo u When did he/she start
me on e ha
go t a ve
ry go od s programming computers?
id ea .
Write to Quest TV. Where did he/she study?
3
Write a biography What did he/she study?
of a famous inventor What did he/she co-invent?
or discoverer.
When did it open to the public?
A biography of Mark Zuckerbe
rg, the co-inventor of Facebook
Facebook is a website for peop 19
CD3
Listen and complete column B.
le over 13 years old. People can 35
communicate with friends and

family. Mark Zuckerberg 20 Complete Maggie Wallis’ biography. Look at column B.
invented Facebook with a frien
d. He was born in the USA
in 1984. He started program Lesson 7:
ming computers when he was A biography of the inventor of Musicfriends
a child. Then, he travelled to Write your
Harvard University where he Maggie Wallis was born in 1 , in the USA.
studied Computer Science. Late biography
r, he developed the famous (Activity Book, She started programming computers when she was 2 . Then she
website. Finally, Facebook open travelled to Connecticut and she 3
ed to the public in 2006. page 61). .
There are about 800 million She 4 the website 5 in 2008.
people who use Facebook!
By Carl Lesson 8: Finally, Musicfriends 6 to the public in
Do the Progress 7 .
Check (Activity
Book, page 62).
9780230734838.Text.indd 50 09/03/2012 15:30 9780230424531.P55-64.indd 60 20/03/2012 10:35
• Ask the pupils if they know an expression in

English for when you think someone has got a
page 50
Listen and read.
good idea. Acknowledge logical answers and • Hold up the Pupil’s Book and point to Activity
praise the pupils for their ideas, saying Well 15. Say This is the Quest TV Star Writer.
done! Invite a pupil to read the instructions (Write a
• Hold up the Pupil’s Book and point to the biography of a famous inventor or discoverer).
Language fact. Invite a pupil to read out the Then say This week, Quest TV’s Star Writer
sentence. Then repeat the key phrase That is Carl. Let’s listen and read. Encourage the
sounds like a great idea! pupils to read the text as they listen. Play CD 3
track 34.
Match the people to the
page 60
inventions and discoveries. Write. some true or false sentences. They say true
or false and correct the false sentences, for
• Say Open your Activity Book at page 60. example, Mark Zuckerberg was born in
Give the pupils time to find the page. the UK. (False. He was born in the USA.) He
• Hold up your Activity Book and point to studied at Harvard University. (True) He
Activity 17. Refer the class to the names of the finished his university course. (False. He
inventors from the culture quiz and the pictures didn’t finish his university course.) He co-
of their inventions. invented facebook. (True) Facebook opened
• When the pupils have finished, check the to the public in 2004 (False. Facebook opened
answers with the class. to the public in 2006.)
• Answers: 1 a, windscreen wipers / 2 b, CD3
penicillin / 3 e, denim jeans / 4 c, Coca-Cola® / 34
5 d, Australia Write to Quest TV. Write a biography of a
• Invite a pupil to read out the personalisation famous inventor or discoverer.
question What is your favourite invention?
Encourage the pupils to answer and write the A biography of Mark Zuckerberg, the co-
inventions on the board. Listen to their answers inventor of Facebook
and praise their speaking. Facebook is a website for people over thirteen
years old. People can communicate with
friends and family. Mark Zuckerberg invented
203

Unit 6 Lesson 6
Facebook with a friend. He was born in CD3

35
the USA in 1984. He started programming
computers when he was a child. Then, Man: Hello, Maggie. Can I ask you some
he travelled to Harvard University where questions?
he studied Computer Science. Later, he Maggie: Yes, of course.
developed the famous website. Finally, Man: When were you born?
Facebook opened to the public in 2006. Maggie: I was born in 1985.
There are about 800 million people who use Man: 1985. Ok. And where were you born?
Facebook! Maggie: I was born in the USA.
By Carl Man: In the USA. Right. And when did you
start programming computers?
Maggie: Hmm. I started computer
Look at Carl’s biography
page 60
programming when I was 10 years old.
on page 50 in the Pupil’s Book. Man: Wow. You were young!
Complete column A. Maggie: Yes, that’s right.
• Hold up your Activity Book and point to Man: And where did you travel to and study?
Activity 18. Ask the pupils to work individually Maggie: Well. I travelled to Connecticut and I
to complete column A with the information from studied at Yale University.
the Pupil’s Book on page 50. Refer the pupils to Man: How do you spell Yale?
the example answer and check understanding. Maggie: Y A L E.
Man: And what did you study?
• When the pupils finish writing, check the Maggie: I studied Computer Science. And then
answers with the class. I co-invented the website Musicfriends in 2008.
• Answers: When and where was he born? Man: Wow! And when did Musicfriends open
in the USA, in 1984 / When did he start to the public?
programming computers? when he was a child. Maggie: In 2010.
/ Where did he study? Harvard University / What Man: 2010. Ok. Thanks very much.
did he study? Computer Science / What did he Maggie: You’re welcome.
co-invent? Facebook / When did it open to the
public? in 2006.
Complete Maggie Wallis’
page 60
Listen and complete

page 60 biography. Look at column B.
column B. • Hold up your Activity Book and point to
instructions. Ask them to work individually to
Activity 19. Tell the pupils they’re going to listen
complete the sentences in Maggie’s biography.
to a man talking to another inventor, called
Refer the pupils to Carl’s model text in their
Maggie Wallis (this is not a real person.) She
Pupil’s Books on page 50 and column B in
invented a website called Musicfriends. Explain
Activity 18 on page 60 of their Activity Book.
that they must listen carefully and complete
column B with the correct answers. • Move around the room to check the pupils’
each answer to give the pupils time to write the • Get pupils to check their answers in pairs.
answers. Play the CD again for the pupils to Where they have different answers, they should
check their work. both look back at column B and try to find
with the class. Ask different pupils to read the
answers on the board.
• Answers: When and where was she born? In
• Answers: 1 1985 / 2 10 years old / 3 studied at
1985, in the USA. / When did she start computer
Yale University / 4 co-invented / 5 Musicfriends /
programming? When she was 10 years old. /
6 opened / 7 in 2010
Where did she study? Yale University / What did
she study? Computer Science / What did she Differentiated learning: If pupils find writing in
co-invent? the website Musicfriends / When did English easy, ask them to do this writing task
it open to the public? In 2010. without looking at the model letter in their Pupil’s
Book.
204

Unit 6 Lesson 6
page 64
words.

Closing activities
Extra: Play a vocabulary game with the class. Stick

the verb flashcards on the board. Get the class to
tell you the verbs as you stick them on the board.
Then, look at the class and mouth a verb (silently).
Pupils raise their hands to tell you the verb you
mouthed. Divide the class into pairs and get them
to take turns to mouth different verbs to each other.
This is a good game to practise pronunciation.

famous inventors from their country. Ask pupils
to research facts about famous inventors in their
country on the internet, in books or in the library.
Pupils write three questions and give three multiple-
choice answers for each question. Pupils take turns
asking some of their quiz questions in the next
lesson, and the other pupils guess which of the
multiple-choice answers are correct.
205

Unit 6 Lesson 7
Lesson 7
6 Lesson 7
Learning objectives 21 Write the words that go together. Learning to

close answer kiss travel start invent walk play LEARN
• Categorising verbs in pairs
• Writing about the inventor of Twitter open close return
• Planning and writing a biography jump ask
finish discover
Language focus study hug

start, finish, travel, return 22 Answer the questions about Jack Dorsey.
• First, Then, After that, Later, Finally When and where was he born? in 1976, in Missouri Answers
New York
• He/She started/travelled/studied … When did he start programming computers?
Where did he travel to?
when he was at school the website Twitter
when he was at
• He/She didn’t start/travel/study … Where did he study?

school
in 2006
What did he invent? in 1976, in Missouri
Materials When did it open to the public? New York University

23 Write Jack Dorsey’s biography for Star Writer.
ask, answer, open, close, start, finish, travel, Use your notes from Activity 22.
return A biography of the inventor of Twitter


(AB page 61) 61
Opening activities
9780230424531.P55-64.indd 61 20/03/2012 10:36
• Vocabulary practice A flashcard game to

revise this unit’s verbs Main activities
Main activities
• Vocabulary activity Write the words that go Write the words that go
page 61
together (AB page 61). together.

• Writing practice Answer the questions • Say Open your Activity Book at page 61.
about Jack Dorsey. Write Jack Dorsey’s Give the pupils time to find the page.
biography for Star Writer. Use your notes
Activity 21. Ask the pupils to work individually to
write the verbs in the correct spaces (i.e. in verb
Closing activities pairs).
• Play a game. • When the pupils have finished, check the
answers with the class. Say to the pupils Let’s
Opening activities check our answers.
• Say Hello, how are you? The pupils answer • Answers: open/close, walk/jump, start/finish,
and return the greeting. study/play, travel/return, ask/answer, invent/
discover, hug/kiss
• Play a matching game to revise this unit’s
verbs. Mix up the flashcards and the word
cards. As the class enter the classroom, give
Answer the questions about
page 61
each pupil a word card or a flashcard. Some Jack Dorsey.

pupils may need to go in pairs. Explain that • Hold up your Activity Book and point to
they need to find their matching word card Activity 22. Ask the pupils if they know what
or flashcard, e.g. the person with the ‘ask’ Twitter is. If necessary, explain that it is a
flashcard finds the person with the ‘answer’ very famous website, where people can send
flashcard. messages to lots of people at the same time.
Tell the class that Jack Dorsey is the inventor of
Twitter.
• Refer the class to the questions. Then, refer
them to the answers on the right, that are in a
jumbled order. Tell the pupils to write the correct
206

Unit 6 Lesson 7
answer next to each question. Ask volunteers Extra: Play a miming game to revise the verbs. Mix
to read the first two questions and example up the flashcards. Ask a volunteer to come to the
answers. front of the class. Give him/her a flashcard (e.g.
• As this is a difficult activity, get the pupils open). He/She mimes the verb to the rest of the
to work in pairs so they can help each other. class. Pupils raise their hands to answer. The pupil
Check their answers as a class. that answers correctly comes to the front of the
• Answers: When and where was he born? class to mime a new flashcard. You can also make
in 1976, in Missouri / When did he start this game more challenging by writing a complete
programming computers? when he was at sentence for a pupil to mime, e.g. She’s opening
school / Where did he travel to? New York / a big box. The pupils have to guess the complete
Where did he study? New York University / sentence in order to have their next turn.
What did he invent? the website Twitter /
When did it open to the public? in 2006 Homework: Ask your class to write their
biographies in neat on pieces of paper. Get
Write Jack Dorsey’s
page 61
them to draw a small picture of Jack Dorsey to
biography for Star Writer. Use your illustrate their letters (or to find and print a photo
notes from Activity 22. off the internet). Then, display their writings on the
classroom wall under the heading Our Star Writer
letters! Each week, you can choose one biography
Activity 23. Explain to the pupils that this is
and read it to the class as the Star Writer. Stick a
their turn to be Star Writer on Quest TV. Ask
star next to it on the display. Make a note of the
them to write a biography about Jack Dorsey,
Star Writer each week, to ensure each pupil has a
the inventor of Twitter. Tell the pupils that
turn to be the Star Writer.
they should use the notes they have made in
Activity 22. They can also refer to Maggie Wallis’
biography on the previous page in their Activity
Book.
biography. Move around the room to offer help.


Closing activities
207

Unit 6 Lesson 8
Lesson 8

• Complete the Bilingual Dictionary for Unit 6 1 invent 2 ask 3 open 4 travel 5 start

personalised record
• Complete Unit 6 in the Grammar Builder
6 discover 7 answer 8 close 9 return 10 finish
Word Quest 2
Language focus
start, finish, travel, return 1 First, … 2 Then, … 3 After that, … 4 Later, … 5 Finally, …
• First, Then, After that, Later, Finally Learning to

• I/He/She/They (play)ed …
Grammar Quest Past simple – regular verbs
• I/He/She didn’t (play) …
Affirmative and negative Questions and short answers
• Did you/he/she/they (play) … ? I asked
for a special dessert. you I
You didn’t ask he Yes, you did.
Materials He
She
invented
didn’t invent
the ice cream cone. Did
she
invent a new flavour?
he
she
we
We we
• Flashcards and word cards: invent, discover, You
They
visited
didn’t visit
the museum.
you
they
No,
you
they
didn’t.
ask, answer, open, close, start, finish, travel, Learning to
return LEARN Go to Unit 6 in your Grammar Builder. Remember!

travel –> travelled
• Pupil’s Book, page 51 study –> studied
• Activity Book, pages 62, 63 and 64 51
• Grammar Builder
• Class audio CD
9780230734838.Text.indd 51 09/03/2012 15:30

Closing activities
Opening activities
• Vocabulary Game Play Ten unit questions.
Opening activities
Main activities
• Unit 6 Language Guide Word Quest 1 and
Play Ten unit questions.
2, Grammar Quest (PB page 51).
• Ask the pupils ten questions about Unit 5. The
Progress Check 6
pupils write one word or short answers to the
• Vocabulary Complete the sentences. Use questions.
verbs and linkers (AB page 61).
• Here are some suggestions for questions:
Ask questions about this unit’s main vocabulary
• Grammar Write affirmative and negative sets, for example, What verb is the opposite
sentences in the past (AB page 62). of ‘open’? (close). What verb is the opposite
of ‘start’? (finish). Which linker is a good way
• Listening Listen and circle a, b, or c (CD 3 to start a text? (First). Which linker helps to
track 36) (AB page 63). finish a text? (Finally).
• Reading Read and write ‘True’ or ‘False’ (AB • Ask simple comprehension questions based
page 63). on the story in Lesson 2, for example, How
• Speaking Ask and answer. Make your own did Emperor Nero’s men make ice cream
dialogue (AB page 63). cold? (they mixed it with snow). What was the
Cool Ice Cream Factory’s special flavour?
• Vocabulary practice Complete the Bilingual
(omelette and chocolate).
Dictionary (AB page 64).
example, Complete the sentence: Yesterday
we (blank) our teacher a question (asked).
208

Unit 6 Lesson 8
Progress Check 6
EX AM
Vocabulary Listening
CD3 CTI CE
1 Complete the sentences. Use verbs and linkers. 3 36 Listen and circle a, b or c. PRA
a b c
1 What did Peter play yesterday?
1 I travel to school by car. 2 Frits ,I 3 o
2 What time did Lola’s dancing a b c
lesson start?
the car door. Then, I 4 c it. I 5 s school at 9 o’clock
3 How did Annie and Albert travel a b c
to school yesterday?
and I 6 f school at 5 o’clock. I 7 a questions in
4 What did Alex open yesterday? a b c

school and my teachers 8 a my questions. 9 rstFi , I’ve got
5 What did George Nissen invent
a b c
when he was 19 years old?
Maths. 10 nehT , I’ve got English. 11 tfAre hatt , I’ve got Science.
We 12 d new things in Science and we 13 i things, Becky Schroeder
Becky Schroeder invented the Glo-Sheet in 1972. A Glo-Sheet is paper you can see in the dark.
too. 14 teLar She was only 10 years old! She was born in the USA, in 1962. One day in the evening, she was in
, I 15 r home and do my homework.
the car. Her mum was in the supermarket. Becky studied her homework, but it was very difficult
to see. So she invented the Glo-Sheet. Today doctors use Glo-Sheets in hospitals so they can read
16 yFllani , I watch TV and I go to bed. information at night, when people are sleeping.
2 Write affirmative and negative sentences in the past. 1 Becky Schroeder invented the Glo-Sheet. True
1 Yesterday, Adam invented a robot. (✓ invent a robot) 2 She was 20 years old.
2 He didn’t . (✗ paint a model) 3 A Glo-Sheet is paper you can see in sunny weather.
3 Pauline . (✓ travel by underground) 4 Becky was born in the UK, in 1962.
4 She . (✗ walk) 5 She invented the Glo-Sheet because she wanted
5 Michael . (✓ finish a book) to see her homework in the car.
6 . (✗ open a door) 6 Today doctors use Glo-Sheets in hospitals.
7 Annie . (✗ play table tennis)

5 Ask and answer. Make your own dialogue. Speaking
8 (✓ answer difficult questions)
Did you (open) anything yesterday?
(Yes, I did.) I (opened a book).
Did you (invent) anything yesterday? (No, I didn’t.)
YES • Remember the vocabulary from the unit. YES • Understand a short listening. • Read a biography of an inventor.
62
I CAN • Use the past simple regular verbs to talk about the past. I CAN • Talk about what I did yesterday.
63
9780230424531.P55-64.indd 62 20/03/2012 10:36 9780230424531.P55-64.indd 63 20/03/2012 10:36
Which sentence is correct, a or b? a) Edward Afterwards, ask them if they have any questions
Jenner didn’t invented television. b) Edward about the vocabulary or the grammar.
Jenner didn’t invent television. (sentence b) • Point to the Grammar Quest. Ask the pupils
• Ask questions about this unit’s CLIL lesson, to say new examples of the sentences using
for example, What did Chester Greenwood the same structure and vocabulary from Unit
invent? (ear muffs). What part of the body do 6, for example, He didn’t open the door. Did
Wristies® stop from getting cold? (your wrists). they travel to Australia? Listen and praise their
speaking, saying Very good!
• Check the answers with the class. Pupils put
up their hands to answer. Write the answers on
Progress Check 6. Complete
page 62
the sentences. Use verbs and

Option: Pupils can play this game in pairs or in linkers.
groups. Give each group or pair a piece of paper • Say Open your Activity Book at page 62.
and a pencil. Read out the questions, and then Give the pupils time to find the page. Remind
ask the groups to exchange papers and mark one them that the Progress Check pages focus on
another’s work. The groups get one point for each all the language they’ve been studying in Unit 6.
correct answer. The group with the most points
wins.
Activity 1. Refer the class to the pictures of the
missing verbs and explain that the letters in the
Main activities linkers are in a jumbled order. Do an example
with the class first.
page 51
• Ask the pupils to work individually.
Language Guide. • When the pupils have finished, check the
• Say Open your Pupil’s Book at page 51. answers with the class.
Give the pupils time to find the page. • Answers: 1 travel / 2 First / 3 open / 4 close /
• Hold up the Pupil’s Book and point to Word 5 start / 6 finish / 7 ask / 8 answer / 9 First /
Quest 1 and 2 and the Grammar boxes. Tell 10 Then / 11 After that / 12 discover / 13 invent
the pupils to spend a few minutes just looking / 14 Later / 15 return / 16 Finally
over the vocabulary and grammar, in silence.
209

Unit 6 Lesson 8
Woman: Did you travel by bus?

page 62
Albert: No, we didn’t. It’s very slow.
negative sentences in the past. Annie: We travelled by train yesterday.
• Hold up your Activity Book and point to Albert: The train is faster than the bus.
Activity 2. Refer pupils to the word prompts in Narrator: Number four. What did Alex open
brackets next to each sentence. Remind them yesterday?
that these sentences are about yesterday so Woman: Tell me about yesterday, Alex.
they need to use the past form of the verbs. Alex: Well, yesterday was my birthday!
• Ask the pupils to work individually to write Woman: Oh great!
sentences. Move around the room to offer help. Alex: Yeah. And I opened lots of presents!
• When the pupils have finished, check their Narrator: Number five. What did George
work by asking different pupils to read out their Nissen invent when he was 19 years old?
sentences. Boy: Who invented the trampoline?
• Answers: 1 invented a robot / 2 paint a model Woman: A person called George Nissen.
/ 3 travelled by underground / 4 didn’t walk / Boy: How old was he?
5 finished a book / 6 He didn’t open a door / Woman: He was only 19 years old!
7 Annie didn’t play table tennis / 8 She Boy: Wow! I love jumping on the trampoline.
answered difficult questions.
page 63
Listen and circle a, b or c. practice for pupils who may do the Cambridge
Activity 3. Refer the class to the questions 1-5
Ask different pupils to read out the questions. Read and write ‘True’ or
page 63
Look at the pictures next to each question and

‘False’.
discuss the possible answers based on these
pictures, e.g. Peter played table tennis, or he • Hold up your Activity Book and point to
played football, or he played the drums. Activity 3. Tell the pupils they’re going to read
about another young inventor, Becky Schroeder.
• Say Listen and circle the correct picture.
Tell them she invented a special type of paper.
Tell pupils that you will play the CD twice.
example, What is special about a Glo-Sheet?
(you can see it in the dark). Why did Becky
invent this paper? (because she wanted to do
her homework). Who uses Glo-Sheets now?
• Finally check the answers orally with the class. (doctors).
• Answers: 1 a / 2 b / 3 b / 4 a / 5 b • Ask the pupils to work individually to read the
CD3
sentences under the text and write whether they
36 are true or false.
Narrator: Number one. What did Peter play • When the pupils have finished, get them to
yesterday? check their answers in pairs. Where they have
Woman: Where were you yesterday? different answers, get them to look back at the
Peter: I was at school. text and decide which is correct. Finally, write
Woman: Was it a good day? the answers on the board for pupils to check a
Peter: Oh yes. I played table tennis. I love final time.
playing table tennis. • Answers: 1 True / 2 False / 3 False / 4 False /
Narrator: Number two. What time did Lola’s 5 True / 6 True
dancing lesson start?
Man: Were you at your dancing class Ask and answer. Make your
page 63
yesterday, Lola? own dialogue.

Lola: Yes, I was.
Man: What time did your class start?
Activity 5. Ask two pupils to read out the
Lola: It started after school, at 6 o’clock.
dialogue.
Narrator: Number three. How did Annie and
• Say to the pupils Now, you talk about
Albert travel to school yesterday?
yesterday. Ask the pupils to work in pairs. They
210

Unit 6 Lesson 8

Bilingual Dictionary box. They should be able to add the words they
after that, …
answer (v)
milkmaid (n)
mix (v)
ask (v)
Australia (n)
open (v)
patent (v)
battery-operated (adj)
buffalo milk (n)
penicillin (n)
pocket (n)
close (v)
cousin (n)
produce (v)
return (v)
cowpox (n) sew (v)
discover (v) smallpox (n)
discovery (n) start (v) Option: The class create a Concept Map poster.
disease (n) then, …
doctor (n) travel (v) Pupils add new vocabulary to the poster. This could
doll (n)
ear muffs (n)
unusual (adj)
vaccination (n) be done at the beginning of the unit and displayed
electronic (adj)
experiment (v)
village (n)
windscreen wipers (n)
finally, …
finish (v) wrist (n)
first, … Useful Expressions
flavour (n)
My leg hurts.*
history (n)
horrible (adj)
That’s amazing.
That’s interesting.
hospital (n)
ice skating (n)
That sounds like
a great idea.
infect (v)
invent (v)
What’s the matter?*
Everyday English*
later, …
Discoveries LEARN one in the Progress Check.

and
Nouns Verbs
Inventions
Closing activities
64
9780230424531.P55-64.indd 64 20/03/2012 10:36

should use the dialogue as a model, substituting
the words in brackets. When they finish, you Extra: Ask some pairs to act out their dialogues in
may want to ask the pupils to find new partners front of the class. Listen and praise their speaking,
and repeat the activity. saying Well done!

speaking and praise them, saying Very good! Homework: Pupils complete the Grammar Builder
Tick the Yes I can … statements. for the answer key.

for Unit 6. Ask the pupils to tick the language Everyday English: For teaching notes for the
statements to show what they can do. Everyday English section on PB page 52, see TN
page 286.
page 64
Dictionary.
• Ask questions, for example, What’s doctor in
Spanish? or What’s … in English?
211

Unit 6 DVD Scripts
DVD
‘What a great invention!’ Matt: What a great story! I always listen to the
radio but I didn’t know about Marconi.
Jess: Hello, everyone!
Jess: Nor did I! It’s amazing! Thanks for watching
Matt: Welcome to Quest TV.
Quest TV. Goodbye!
Jess: Today, we’re looking at inventions …
Matt: … And the people who invented them.
DVD
Jess: For example, the telephone.
Matt: Alexander Graham Bell invented the
CLIL – Famous discoveries and inventions
telephone. It was a very important invention.
Hello! Mum, not now, I’m on television. Jess: Let’s find out about discoveries and
Jess: And here’s another really useful invention. inventions.
Matt: A pencil? Matt: Let’s start with sticky tape. Richard Drew,
Jess: Yes! In 1858, Hymen Lipman invented the an engineer, invented sticky tape. This is a
first pencil with a rubber on the end! Genius! baby’s nappy. Marion Donovan invented the
Matt: What a great invention! Do you know who disposable nappy in 1950.
invented the radio? Well, Sarah and Tom are Jess: A very useful invention! Here’s another
at the History of Science Museum. Let’s see useful invention, the lawn mower. In the
what they do. summer of 1830, inventor Edwin Budding
looked at the grass outside his house. He
Sarah: Hello! decided to invent a machine to cut the
Tom: Welcome to the Museum of the History of grass.
Science! Matt: I always have a cold drink after I cut the
Sarah: This part of the museum is all about Marconi. grass for my mum. And thanks to Guy
Marconi was an Italian scientist and inventor. Tinkham, I can put ice cubes in my
He lived in Bologna in Italy but then he came drink! He invented the ice cube tray in 1933.
to England. Jess: That’s a ‘cool’ invention! How about
Tom: In 1896, he went to London and showed this invention? The car maker Volvo
people his new invention. used seat belts in their cars in 1959.
Sarah: The first radio transmitter. Matt: Now, this is a really useful invention!
Tom: Then, Marconi sent a message from the USA Jess: The zip! Of course. Who invented the zip?
to England. Matt: W L Judson invented the zip in 1891!
Sarah: Soon, people used radio to send messages Jess: We know about penicillin. Alexander
all over the world. Fleming discovered it by accident.
Tom: In 1912, a ship called the Titanic hit an Matt: Lots of people discover things by accident.
iceberg and sank. Jess: In 1791, Luigi Galvani experimented
Sarah: They sent out a radio message asking for with frogs and discovered electricity!
help. Matt: Louis Pasteur discovered vaccinations
Tom: Other ships arrived and saved 700 people in 1879.
from the icy waters. Marconi was a hero! Jess: In 1895, Wilhelm Roentgen accidentally
Sarah: Look at this. This is the microphone Dame took the first X-ray.
Nellie Melba used. Matt: And finally, a Swiss inventor called Georges
Tom: Who? de Mestral went for a walk in 1948 and saw
Sarah: She was a very famous opera singer. And that seeds and grass stuck to his dog. He
she used this microphone to send out the returned home and invented Velcro®!
first live broadcast by a professional singer. Jess: Amazing!
Tom: Wow! Matt: The world is full of inventions.
Sarah: Yes, that was in 1920. Jess: And so many different discoveries.
Tom: Wow! Well, that’s all we’ve got time for today.
Back to Jess and Matt in the studio.
212

Unit
On Safari
• Identifying and saying irregular verbs and • I/He/She saw / didn’t see (an ostrich).
writing them correctly in context • Did you/he/she see (an ostrich)? Yes, I/he/she
• Listening to, understanding and singing a did. / No, I/he/she didn’t.
song
• Reading and listening to a story about Jane
Goodall, the anthropologist Recycled language
• Showing understanding of the story by • I/They can/can’t (see the chimpanzees).
answering questions and writing a story • I often (go to the cinema).
review • They are/aren’t (about one metre tall).
• Identifying how to use and form the past • There are (lots of different types of animals).
simple with irregular verbs • (A safari park) is bigger than (a zoo).
• Identifying parts of the language structure • We/I/He/She travelled (in a special safari car).
and showing understanding by creating • awards, basketball match, swim, climb, jump
sentences and asking questions • Continents • Countries • Wild animals
• Listening to, reading and acting out a dialogue • Family members • Food
using language in context • Regular past simple verbs • Adjectives
• Identifying and saying safari animals • Body parts • Places • Natural features

Receptive language
authentic fact file about African animals
• interested in, lay eggs, anthropologist, spots,
• Reading, listening and writing about animals vegetarian, tool, environment, organisations,
and animal conservation conservation projects, herbivore, omnivore,
• Using the internet to find out about carnivore, soar, balance, main aim, text message
endangered animals • We need someone to (go to the Gombe Reserve).
• Understanding and extracting information • hens, chimpanzees, ants, gazelles, insects,
about a safari holiday from a postcard white-backed vulture, common ostrich
• fur, feathers, hooves, curly horns
• Categorising verbs into regular or irregular • grass stem, savannah, desert, jungle, leaves,
verbs rainforest, National Park
• Writing your own postcard about a safari • extinction, animal reserve, giant panda, golden
holiday lion tamarin, one-horned rhino
• Reviewing and reflecting on the unit • Where is it? It’s over there. / Where are they?
They’re over there.
to and acting out a dialogue about visiting a Pronunciation
safari park • Comparing the /f/ sound in differently spelt
words as in French, different, and geography
Key language
• I went on safari/to bed, I said hello/goodbye, • Interest in learning about animals and
I ate a sandwich/pineapple, I saw zebras/lions, conservation
I wrote emails/postcards • Showing interest in learning about animals
• a buffalo, an ostrich, an antelope, a leopard, and being on safari
a vulture • Learning about culture and customs in the
• a cage, a fence, a habitat, an enclosure, English-speaking world
biodiversity, a safari park, animal conservation • Using everyday English to act out seeing
animals on safari
213

Unit 7 Lesson 1
Lesson 1 • Ask the class to remind you what last unit’s

topic was (inventions and discoveries).
Learning objectives • Say Quest’s next TV show is called ‘On
• Identify and say irregular verbs in the present Safari’. Tell pupils that they’re going to learn
and past some verbs that are useful for talking about
• Play the Quest Memory Game to practise the holidays, especially a safari holiday. Brainstorm
vocabulary with the class any regular verbs they already
• Listen to, read and sing the Quest song know, especially those from the last unit.
• Show understanding by writing sentences Remind them that regular verbs are easy to
Language focus write in their past form because all you have to
do is add -ed. Get pupils to spell out some of
• go: I went on safari / I went to bed, say: I said the verbs they contribute.
hello / I said goodbye, eat: I ate a sandwich /
I ate a mango, see: I saw zebras / I saw • Hold up the Unit 7 flashcards one at a time
tigers, write: I wrote emails / I wrote and stick them on the board, in the same order
postcards as the verb phrases in the Pupil’s Book. Ask
the pupils to tell you any of the flashcard verb
Materials phrases they already know in English, in the
• Flashcards and word cards: I went on safari, present or in the past. Don’t worry about any
I went to bed, I said hello, I said goodbye, I words they don’t know. Explain that these verbs
ate a sandwich, I ate a mango, I saw zebras, I are ‘irregular’ verbs, so you don’t just add -ed
saw tigers, I wrote emails, I wrote postcards for their past form.
• Class audio CD Main activities
• Optional Basics Book, page 46 page 53
• Say Open your Pupil’s Books at page 53.
At-a-glance lesson plan Give the pupils time to find the page.
• Point to Activity 1. Say It’s time for Word
Opening activities Quest 1. Play CD 4 track 1. Point to the
• Remember the Quest TV show and flashcards of the verbs as you hear them on the
presenters and last unit’s topic. CD.
• Brainstorm regular verbs in English. • Play the track again and tell the pupils to
repeat the phrases as they hear them. Play the
Main activities track a final time, get the pupils to repeat the
• Vocabulary activities Listen and repeat the phrases and take down each flashcard as it is
words (CD 4 track 1). Quest Memory Game. mentioned. Praise their speaking, saying Well
Listen and play (CD 4 track 2) (PB page 53). done!
CD4
• Song Listen and read. Sing the song (CD 4 1
track 3) (PB page 53). Hello and welcome to Quest,

• Writing practice Read and write the The TV show that’s the best!
sentences. Write verbs in the past. What’s It’s time for Word Quest 1.
the mystery word? Write about you Listen, repeat and have fun!
(AB page 65). I went on safari.
Closing activities I went to bed.
• Sing the song in groups (CD 4 track 3). I said hello.
Sing the karaoke version of the song (CD 4 I said goodbye.
track 4). I ate a sandwich.
I ate a pineapple.
I saw zebras.
Opening activities I saw lions.
• Say Hello, how are you? and encourage the I wrote emails.
pupils to return the greeting. I wrote postcards.
214

Unit 7 Lesson 1
On Safari On Safari
7
Lesson 1
4 4
write see ate go said say saw eat wrote went
Word Quest 1 1 2 3 4 5
Yesterday, …
What’s number 5?
I ate a sandwich.
go
1 I often go to the cinema on Saturday. Yesterday, I to the park.
2 I often a sandwich. Yesterday, I a burger.
3 I often goodbye to my mum. Yesterday, I goodbye to my dad.
1 I went on safari. 2 I went to bed.
That’s right! 4 I often my cousin after school. Yesterday, I my aunt.
What’s the present Eat. 5 I often emails to my friends. Yesterday, I a postcard.
simple of ‘ate’?
say
2 Write verbs in the past. What’s the mystery word?
4
3 I said hello. 4 I said goodbye. 3 3 Listen and read. Sing the song. 1 I my grandma.
So what did we see, on safari? 2 I a doughnut.

We saw zebras in the grass. 3 I hello.
eat
We went on safari, on safari. Mystery
4 I an email.
And saw zebras in the grass! Word!
5 I to the market.
5 I ate a sandwich. 6 I ate a pineapple. We say wanyama*, wanyama!
We say wanyama, wanyama! 3 Write about you.
So what did we see, on safari?
see We saw leopards in the trees.
Yesterday, I ate .
We went on safari, on safari.
We saw leopards in the trees. I wrote .
7 I saw zebras. 8 I saw lions.
Chorus I said .
So what did we see, on safari? I went .

write We saw lions by the lake. I saw .
We saw lions by the lake.
9 I wrote emails. 10 I wrote postcards.
*wanyama means animals in Swahili
53 65
9780230734838.Text.indd 53 09/03/2012 15:31 9780230424531.P65-74.indd 65 20/03/2012 10:46
Help pupils to answer (go). As pupils answer

page 53
about each flashcard, stick the flashcards on
and play. the board, so they can be used later on in the
• Hold up the Pupil’s Book and point to Activity lesson. Repeat until all the flashcards are on the
2. Say These children are playing the Quest board.
Memory Game. Listen and repeat. Play CD
4 track 2. Pause after each line for the class to page 53
repeat. song.
CD4 • Say It’s time for a Quest song. Point to the
2 flashcards on the board and ask Which four
Boy: What’s number 5? verbs from the flashcards are in the song?
Girl: Er … I ate a sandwich. The verbs can be in the past or the present
Boy: That’s right. form. Play CD 4 track 3.
What’s the present simple of ‘ate’?
CD4
Girl: Eat. 3 Wanyama song
• Say Let’s play the Quest Memory Game. Sophie: And now it’s time for a Quest song …
First, model the game with a confident student.
Then divide the class into pairs. The pupils take So what did we see, on safari?
turns to open their books and ask questions. We saw zebras in the grass.
Monitor and praise their speaking, saying Very We went on safari, on safari.
good! And saw zebras in the grass!
Differentiated learning: If your class finds English We say wanyama, wanyama!

difficult, make this game easier. Allow all the pupils We say wanyama, wanyama!
to keep their books open. Instead of answering the So, what did we see, on safari?
question from memory, they can look in their books. We saw leopards in the trees.
We saw leopards in the trees.
pupils to say the verb phrases again from
memory. Ask What’s number one? (I went on Chorus
safari). Then ask What’s ‘went’ in the present?
215

Unit 7 Lesson 1
So, what did we see, on safari? Write verbs in the past.

page 65
We saw lions by the lake.

What’s the mystery word?
We saw lions by the lake. • Hold up your Activity Book and point to Activity
2. Explain to the pupils there are two parts to
Chorus this activity. First, they should use some of the
past verbs in Activity 1 to complete the gaps. Do
• Elicit the four verbs they heard in the song number one with the class as an example. The
(say, see, saw, went). Say Good listening. letters in boxes spell out a mystery word.
Well done! Ask Which verbs are in the past
form? (saw, went). Play CD 4 track 3 again and • When the pupils have finished, check their
encourage the pupils to read the song in their answers as a class. Finally ask, what’s the past
Pupil’s Book while listening. simple of the verb start? (started). Remind them
that start is a regular verb.
pause after each line and get the pupils to sing • Answers: 1 saw / 2 ate / 3 said / 4 wrote /
the line back to you. Then play the CD again, 5 went / Mystery word: start
page 65
Write about you.
on the CD and encourage the pupils to sing the • Hold up your Activity Book and point to Activity
song with the CD. 3. Brainstorm possible sentence endings for the
first sentence start, e.g. Yesterday, I ate a burger/
Option: Write the following questions and the ice cream/at school/dinner with my family, etc.
beginning of the answers on the board, using some • When the pupils have finished the activity,
of the verbs from the unit: Where did we go on ask different pupils to read out some of their
safari? We went to … What did we eat on safari? sentences.
We ate … What did we write on safari? We wrote
… Encourage the class to use the past form of the
verb in the answer and decide where they went, Differentiated learning: If your class finds English
what they ate and wrote. Once the class have easy, tell them they must make their sentences long
created the answers, play the karaoke version of and interesting, rather than ending their sentences
the song on CD 4 track 4 and the class sing the with only one word.
new verses. The pupils could also work in pairs
to create their own verses and the class sing their
favourite one. Basics Book: For pupils using the Basics Book
Read and write the

page 65
Closing activities
sentences. • Say Everybody finish now. Say Goodbye!
• Say Open your Activity Book at page 65. Encourage the pupils to close their books and
Hold up your Activity Book, and point to Activity tidy up their things.
1. Refer the class to the word pool box. Get the
class to tell you which verbs are in their past Extra: Sing the Wanyama song in three groups with
form. Then pupils work individually to underline the CD. Divide the class into three groups. Get each
them. Check their answers quickly as a class. group to sing a different verse. They all sing the
• Then, do sentence number one with the class chorus. Encourage the rest of the class to clap the
as an example. Remind them that they need to rhythm while a group sings their verse. Finally, try to
choose the present or past form of the verbs in sing the song in the same way without the CD.
the word pool box to complete the sentences. Then, play the karaoke version of the song. Play CD
• Get the pupils to work individually. Check their 4 track 4 and sing, encouraging the pupils to join in
answers as a class and place each word card with you.
on the board when they give the answer. Get
them to check their spelling of the past forms by Homework: Pupils write another verse for the song.
looking at the word cards. They need only change the animal and its location.
• Answers: 1 go, went / 2 eat, ate / 3 say, said / Do an example with the class so they understand
4 see, saw / 5 write, wrote what to do, e.g. So, what did we see, on safari? /
We saw snakes on the rocks. / We went on safari,
on safari / We saw snakes on the rocks. Try
singing the new verses as a class in the next lesson.
216

Unit 7 Lesson 2
Lesson 2 the pupils to answer and ask you the same

Learning objectives • Ask them questions about this unit. Ask What
• Listen to, read, understand and explain the is the name of this unit? (On Safari). What
story vocabulary did we study last lesson? (irregular
• Show understanding of the story by verbs).
completing and ordering narration text and • Brainstorm the past verbs from the last lesson.
by answering questions Stick the appropriate flashcards on the board as
• Write a review of the story pupils say the phrases. Leave the flashcards on
Language focus the board.
• go / went, say / said, eat / ate, see / saw, • Say Let’s sing the Wanyama song. Play the
write / wrote karaoke version of the song on CD 4 track 4 and
• She was … / They were … encourage the class to join in.
• She watched … / She learned … / She loved
… / She started …
Materials
Main activities
• Flashcards and word cards: I went on Listen to the story with the story
safari. / I went to bed. / I said hello. / I poster.
said goodbye. / I ate a sandwich. / I ate a • Say It’s time for a Quest TV story. Show the
pineapple. / I saw zebras. / I saw lions. / I story poster to the pupils. Generate interest
wrote emails. / I wrote postcards. in the story by telling the pupils that this is a
• Pupil’s Book, page 54 story about a real person, Jane Goodall. Tell
• Activity Book, page 66 them she’s an anthropologist. Ask if anyone
• Class audio CD knows what an anthropologist is. Explain that an
• Optional Basics Book, page 47 anthropologist studies people, or animals that
are similar to people.
At-a-glance lesson plan • Before they listen to the introduction, ask the
(PB page 54 and AB page 66) class a question. Say Listen. What country is
Opening activities Jane Goodall from? Play the story introduction
on CD 4 track 5. Elicit the answer (Jane’s from
• Revision of irregular verbs (with flashcards).
Britain).
Song review: the Wanyama song, karaoke
version (CD 4 track 4). • Ask the class a gist question before you
continue with the story. Ask Which animal
Main activities
does Jane Goodall want to protect? Tell the
• Story My Life with the Chimpanzees Listen story yourself or play CD 4 track 5. Point to the
to the story with the story poster (CD 4 different frames on the story poster to help the
track 5). Listen to the story. Read. Check pupils understand the story.
comprehension. Ask questions (PB page 54).
CD4
5
• Story activities Remember the story. Write
Dan: Why is Jane Goodall, an anthropologist
and order. Listen and check (CD 4 track 6).
from the UK, famous? Let’s find out!
Read and answer questions (AB page 66).
My Life with the Chimpanzees
• Writing practice Think about the story. Frame 1
Circle. Write a review (AB page 66). Narrator (Male): Jane Goodall studied
chimpanzees and wrote lots of books about
them. She received many awards for her work.
Closing activities
Thanks to Jane Goodall, we know more about
• Play a matching pairs game. chimpanzees and how similar they are to
people.
Opening activities Frame 2
• Play the Wanyama song on CD 4 track 3 as Narrator: Jane was always interested in
the class enter the classroom. animals. When she was only four years old,
she watched a group of hens for hours to see
• Say Hello, and encourage the pupils to return
how they lay eggs.
217

Unit 7 Lesson 2
7 Lesson 2 Why is Jane Goodall, an 7 Lesson 2

anthropologist from the UK, MY LiFE W
ITH
CHiMPANZETHE
CD4
4 famous? Let’s find out! 4 Remember the story. Write and order. Listen and check.
4 Listen to the story. Read.
ES
6
5
chimpanzees organisations animals waited learnt anthropologist

1 Jane Goodall studied 2 Jane was always interested in 3 Her favourite books were
chimpanzees and animals. When she was only Doctor Doolittle and Tarzan.
wrote lots of books four years old, she watched a a She met Louis Leakey, an important .
about them. She Doctor Doolittle helps
received many
group of hens for hours to see
how they lay eggs. animals. One day, I want b She watched and lots of new things about them.
awards for her
work. Thanks to
to help animals, too.
Jane Goodall, we c At first, Jane didn’t see many
know more about
.
chimpanzees and
how similar they d She started many and
are to people.
conservation projects to protect animals and the natural world.
4 When Jane was 23 years old, she went to Africa. 5 So, in 1960, Jane went to the Gombe Reserve. At first, e Jane was always interested in animals . 1
She met Louis Leakey, an important anthropologist. Jane didn’t see many chimpanzees. They were shy.
f But Jane didn’t stop. She and waited.
Oh no! I can’t see the
chimpanzees very well.
5 Read and answer the questions.
1 Did Jane like animals when she was a child? Yes, she did.
Jane, we need someone to
go to the Gombe Reserve I’d like to go, 2 Why did Jane want to go to Africa?
to study the chimpanzees. please.
3 How old was Jane when she went to Africa?
6 But Jane didn’t stop. She waited and waited. Finally, she saw the 4 Who did Jane meet in Africa?
chimpanzees. She watched and learnt lots of new things about them.
5 What animal did Jane watch and study in Gombe
Reserve?
6 What do Jane’s organisations do?
Wow! That chimpanzee is Amazing! That chimpanzee is using a grass Look! Chimpanzees live together 6 Think about the story. Circle. Write a review.
eating meat. Chimpanzees stem as a tool to get the ants. People aren’t in groups and they look after
aren’t vegetarians! the only ones who can use tools. each other. They’re similar to us! 1 It’s about … Story Review
a) chimpanzees. b) gorillas. c) monkeys. The story is about chimpanzees.
To d .
7 Later, Jane wrote about the ay hed the 8 Jane loved chimpanzees. She started
c h im , I watc 2 It happens in …
chimpanzees in her notebook. pa nzees in the ir natura l many organisations and conservation .
env
ir on ment and thi s is w hat projects to protect animals and the a) Asia. b) Africa. c) America.
I s meat. T he y .
aw
u s e . T hey ate as tools .
natural world.
d grass ste ms 3 The main character is …
T h ey .
lived in gro ups and lo ok e d a) Jane Goodall. b) Jane Leakey.
aft er each oth er. C himpan z e e
s Photo R.p54.c c) Jane Gombe. My .
a re simila r to peo ple in lot s o f
anima ls
ways. T hey ’ re cle ver 4 She’s … Is this a true story?
to pro tect th em . *
and we ne ed a) a scientist. b) a doctor.
c) an anthropologist. ✩ ok ✩✩ good ✩✩✩ excellent
* This text is an example of what Jane Goodall may have written.
54 66
9780230734838.Text.indd 54 16/03/2012 09:23 9780230424531.P65-74.indd 66 20/03/2012 10:46
Frame 3 Jane: Look! Chimpanzees live together in

Narrator: Her favourite books were Doctor groups and they look after each other. They’re
Doolittle and Tarzan. similar to us!
Jane: Doctor Doolittle helps animals. One day, Frame 7
I want to help animals, too. Narrator: Later, Jane wrote about the
Frame 4 chimpanzees in her notebook.
Narrator: When Jane was 23 years old, she Jane: Today, I watched the chimpanzees in
went to Africa. She met Louis Leakey, an their natural environment and this is what I
important anthropologist. saw. They ate meat. They used grass stems
Louis Leakey: Jane, we need someone as tools. They lived in groups and looked after
to go to the Gombe Reserve to study the each other. Chimpanzees are similar to people
chimpanzees. in lots of ways. They’re clever animals and we
Jane: I’d like to go, please. need to protect them.
Frame 5 Frame 8
Narrator: So, in 1960, Jane went to the Narrator: Jane loved chimpanzees. She
Gombe Reserve. At first, Jane didn’t see many started many organisations and conservation
chimpanzees. They were shy. projects to protect animals and the natural
Jane: Oh no! I can’t see the chimpanzees very world.
well.
• Afterwards, ask the class the gist question
Frame 6
again. Ask Which animal does Jane Goodall
Narrator: But Jane didn’t stop. She waited and
want to protect? Elicit the answer She wants to
waited. Finally, she saw the chimpanzees. She
protect chimpanzees.
watched and learnt lots of new things about
them.
Jane: Wow! That chimpanzee is eating meat.
page 54
Chimpanzees aren’t vegetarians! • Say Open your Pupil’s Book at page 54.
Jane: Amazing! That chimpanzee is using a Give the pupils time to find the page.
grass stem as a tool to get the ants. People • Ask the pupils to listen to the story and follow
aren’t the only ones who can use tools. the dialogue by reading in their Pupil’s Book.
Play CD 4 track 5.
218

Unit 7 Lesson 2
• When the CD has finished, ask the pupils to • Give the pupils time to work individually and
name any of this unit’s verbs mentioned in the then to compare answers in pairs. Finally, play
story, in their past form (wrote, went, saw, ate). the CD so they can check their work.
Check comprehension. Ask answers.
questions. • Answers: 1 e animals / 2 a anthropologist /
• Check that the pupils understand the story by 3 c chimpanzees / 4 f waited / 5 b learnt /
asking questions about each frame. Encourage 6 d organisations
the pupils to answer in English.
CD4
Frame 1 6
What animals did Jane Goodall study? Narrator: Number 1
(chimpanzees) Narrator: Jane was always interested in
Frame 2 animals.
When did Jane start being interested in Narrator: Number 2
animals? (when she was a child) Narrator: She met Louis Leakey, an important
Frame 3 anthropologist.
What were Jane’s favourite books about, Narrator: Number 3
when she was a child? (animals) Narrator: At first, Jane didn’t see many
chimpanzees.
Frame 4
Narrator: Number 4
Where did Jane travel to when she was 23
Narrator: But Jane didn’t stop. She waited and
years old? (Africa)
waited.
Who did she meet there? (Louis Leakey)
Narrator: Number 5
Did Jane want to go to the Gombe Reserve?
Narrator: She watched and learnt lots of new
(yes, she did)
things about them.
At first, were the chimpanzees confident or Narrator: She started many organisations and
shy? (shy) conservation projects to protect animals and
Frame 6 the natural world.
Did Jane learn new things about
chimpanzees? (yes, she did) page 66
According to Jane, were the chimpanzees Read and answer the
vegetarians? (no, they weren’t) questions.
Did chimpanzees use tools? (yes, they did) • Hold up your Activity Book and point to
Did chimpanzees look after each other? (yes, Activity 5. Ask a pupil to read the first question
they did) aloud. Ask a volunteer to raise his/her hand and
Frame 7 to answer this question. Tell pupils that they
According to Jane, what animals are similar need only write short answers. Remind them to
to people? (chimpanzees) look at the question words to help them answer
Does Jane think chimpanzees are silly or the questions correctly.
clever? (clever) • Tell pupils to work individually. Then, refer
Frame 8 them back to the story in their Pupil’s Book to
What do Jane’s organisations ask people to check their own answers. Finally check as a
do? (protect animals and the natural world) class.
• Answers: 1 Yes, she did. / 2 Because she
Remember the story. Write
page 66 wanted to help animals. / 3 She was 23 years
old. / 4 Louis Leaky. / 5 chimpanzees / 6 protect
and order. Listen and check.
animals and the natural world
Give the pupils a moment to find the page.
page 66

Write a review.
they have to do. Refer them to the words in the • Hold up your Activity Book and point to
word pool box. Tell them to write the correct Activity 6. Check the pupils understand what
word in each sentence from the story. Then, they have to do.
they number the sentences in the correct order.
219

Unit 7 Lesson 2

pupils to answer.
• Answers: 1 a / 2 b / 3 a / 4 c
page 66
Quest Story Review
not (this is a true story).
story is about chimpanzees. / It happens in
Africa. / The main character is Jane Goodall. /
She’s an anthropologist.

Closing activities
Extra: Put the flashcards and word cards face

down in two rows, in a random order. Number them
1-20. Divide the class into two groups (A and B).
Ask group A to choose a flashcard and a word card,
turn them over, and get the class to tell you the verb
phrases. If they are a matching pair, leave the cards
face up and give the team a point. If they’re not a
pair, turn the flashcard and word card over again
and ask team B to choose a flashcard and a word
card. Continue in this way. The team with the most
points wins.
Homework: Ask pupils to write a few sentences

about a trip they have done with a member of their
family. They can write about where they went, who
they went with and what they saw and did.
220

Unit 7 Lesson 3
Lesson 3
Learning objectives (PB page 55 and AB pages 67 and 94)
• To recall the story Opening activities
• To use irregular verbs in the past, in • Review the story (CD 4 track 5) with the
affirmative and negative sentences and in the story poster.
question form Main activities
• Write sentences and questions practising
this language focus
grammar. Answer the questions. Look at the
Grammar Quest to help you (PB page 55).
Language focus
• go: I went on safari / I went to bed, say: • Grammar practice Look at the pictures
I said hello / I said goodbye, eat: I ate a and complete the sentences. Look at the
sandwich / I ate a mango, see: I saw zebras pictures. Complete the questions and write
/ I saw tigers, write: I wrote emails / I wrote short answers. Look at the pictures in
postcards Activity 8 and write affirmative and negative
• I/He/She/They saw chimpanzees. sentences (AB page 67). Extra! Go to the
• I/He/She/They didn’t (see chimpanzees). Grammar Practice on page 94 (AB page 94).
• Did you/he/she/they see chimpanzees?
• Yes, I/he/she/they did.
• Speaking practice Listen, read and repeat.
• No, I/he/she/they didn’t.
Act it out (CD 4 track 7) (PB page 55).
Materials
• Flashcards and word cards: I went on safari, Closing activities
I went to bed, I said hello, I said goodbye,
• Invent a dialogue (PB page 55).
I ate a sandwich, I ate a mango, I saw zebras,
I saw tigers, I wrote emails, I wrote postcards
• Story poster: My Life with the Chimpanzees • Bilingual Dictionary (AB page 74).
• Activity Book, pages 67 and 94
Frame 4
• Class audio CD
Where did Jane study chimpanzees? (in
Gombe Reserve / in Tanzania)
Frame 5
What was Jane’s problem at first? (the
Opening activities chimpanzees were shy)
• Say Hello, how are you? The pupils answer Frame 6
and return the greeting. Finally, what three new things did Jane learn
• Display the story poster for Unit 7. Ask What about chimpanzees? (they weren’t vegetarians
job does Jane Goodall do? (an anthropologist). / they used tools / they looked after each other)
Remind the class that an anthropologist is a Frame 7
person who studies people, or animals that According to Jane, are chimpanzees similar
are similar to people. Summarise the story by to, or very different from people? (similar to
asking a question about each important frame. people)
Point to the appropriate frame as you ask the
Frame 8
questions.
What do Jane’s organisations want people to
Frame 1 protect? (animals and the natural world)
What animal did Jane Goodall study?
(chimpanzees)
Main activities
Frame 2
When did Jane start being interested in Grammar presentation.
animals? (when she was a child) • Introduce this lesson’s grammar focus.
Frame 3 Refer the class to the story poster My Life
What was the name of one of her favourite with the Chimpanzees. Point to Frame 5 of
books? (Tarzan/Doctor Doolittle) the story poster. Ask Where did Jane study
chimpanzees? (In the Gombe Reserve). Then
say At first, Jane (blank) many chimpanzees.
221

Unit 7 Lesson 3
7 Lesson 3 Revision 7 Lesson 3 Grammar Quest

Present simple Past simple
Past simple – irregular verbs
5 Let’s investigate grammar. see saw 7 Look at the pictures and complete the sentences.
go went 1 Yesterday
went
Grammar Quest eat
say
ate
said
I
I
on safari.
a basketball match. 1 2
write wrote
Past simple – irregular verbs 2
I a basketball match.
saw on safari.
the chimpanzees.
I didn’t see
He/She went 3
to Africa. I in a restaurant. 3 4
didn’t go
emails.
you see the chimpanzees? Yes, I/he/she did. 4

Did
he/she go to Africa? No, I/he/she didn’t. I lots of emails.
in a restaurant.
8 Look at the pictures. Complete the questions and write short answers.
1 Do we change the verb or add -ed to the verb in affirmative sentences?
2 Do we put didn’t before the verb in affirmative or negative sentences?
✓ ✗ ✓ ✗
3 In short answers, do we use the verb or did/didn’t? 1 Did they go 2 Did they 3 he see 4 Did
to Africa? to Europe? a lion? a zebra?
4
Yes, they did.
7 Listen, read and repeat. Act it out.
On safari
7
Dan: Last year, I went on safari in Kenya with my family.

✗ ✓ ✗ ✓
Kiera: Did you see lots of amazing animals? 5 6 7 8
Dan: Yes, I did! But one day, something terrible happened!
eat an apple? ? emails? postcards?
Kiera: Oh no! What happened?
Dan: Well, we saw a lion and it walked towards our car.
Kiera: Oh dear! Then what happened? 9 Look at the pictures in Activity 8 and write affirmative and negative sentences.
Dan: I said, ‘Don’t move!’ The lion looked at us and …
Kiera: What? What did the lion do? 1 They went to Africa. 5
Dan: It was hungry, so it ate my brother’s …
2 They didn’t go 6
Kiera: Oh no!
Dan: … sandwich! 3 He 7
Kiera: Oh Dan! 4 8
9780230734838.Text.indd 55 09/03/2012 15:32 9780230424531.P65-74.indd 67 20/03/2012 10:46
Shake your head and elicit the missing words affirmative and negative sentences. Ask What is
didn’t see. Write the complete sentence on the different? Tell the class that with the affirmative,
board: She didn’t see many chimpanzees. we use the past form of the verb, but with
Underline didn’t see. the negative, we use the present simple form
• Point to Frame 6 on the story poster. Continue with didn’t. Ask pupils to look at the pronouns
the story: But Jane didn’t stop. She waited. and explain that the pattern is the same for all
Finally she (blank) them. Elicit the missing pronouns. Finally, refer pupils to the questions
word saw. Write the complete sentence on the and short answers and ask them if the question
board: Finally, she saw them. Ask What’s the uses a present or past form of the verb.
verb in this sentence? Get the pupils to answer
and underline the verb saw. Answer the questions. Look
page 55
• Then, write the following gapped question on at the Grammar Quest to help you.
the board: Did Jane … the chimpanzees? Elicit • Hold up the Pupil’s Book and point to Activity
the missing word see. Get the pupils to give the 6. Say Answer the questions. Ask the class to
short answer orally (Yes, she did). look at the main Grammar Quest box.
• Read the questions in Activity 6 out loud to the
page 55
Let’s investigate grammar. class. Invite pupils to answer. Ask the rest of the
• Say Open your Pupil’s Book at page 55. class if they agree before confirming the correct
Give the pupils time to find the page. answer. Refer back to the tables, if necessary.
• Ask pupils to look at the Grammar revision
box and ask volunteers to read out the present Note: You may need to guide pupils or use
simple verbs and then, the past simple forms. L1 to help their understanding of the concept
Explain that in English some verbs cannot questions.
be formed in the past simple by adding -ed. • Answers: 1 change the verb / 2 negative
Explain that they have a special form of the verb sentences / 3 did/didn’t
that is used. Direct pupils’ attention to the list
of past simple verbs again. Ask them to remind page 55
you of the sentences they know using these
verbs (I ate a sandwich, I saw zebras, etc). it out.
• Then, focus the pupils’ attention on the • Hold up the Pupil’s Book and point to Activity
Grammar Quest box and ask them to look at the 7. Ask the pupils Who can you see? (Dan and
222

Unit 7 Lesson 3
CD4
Grammar Practice 7 7

Past simple – irregular verbs
On safari
I
(1) saw ✓ the Dan: Last year, I went on safari in Kenya with
my family.
(2) see ✗ chimpanzees.
He/She
(3) ✓
(4) go ✗
to Africa.
Kiera: Did you see lots of amazing animals?
(5)
you
see chimpanzees?
Yes, I/he/she (6) .
Dan: Yes, I did! But one day, something terrible
he/she
go to Africa? No, I/he/she (7) . happened!
2 Complete the sentences with the correct form of the verbs.
Kiera: Oh no! What happened?
1 She wrote a good story. eat write see Dan: Well, we saw a lion and it walked towards
go go see
2 He
3 They
a film at the cinema yesterday.
to the museum yesterday.
our car.
4 She lots of animals at the zoo. Kiera: Oh dear! Then what happened?
5 They
6 He
at the restaurant.
to Turkey in the holidays.
Dan: I said, Don’t move! The lion looked at us
3 Look at Activity 2 and write the short answers. Correct the negative sentences.
and …
1 Did she write a good story? Kiera: What? What did the lion do?
Yes, she did.
2 Did she see a film on TV yesterday?
Dan: It was hungry, so it ate my brother’s …
No, he didn’t. He saw a film at the cinema. Kiera: Oh no!
3 Did they go to the museum yesterday?
Dan: … sandwich!
4 Did she see lots of animals at the amusement park?
Kiera: Oh Dan!
5 Did they eat at the shopping centre?
6 Did he go to France in the holidays?

Look at the pictures and
page 67
94
9780230424531.P85-96.indd 94 20/03/2012 12:07
Kiera) Refer the pupils to the dialogue heading • Tell the pupils to look at the pictures of the
(On safari). Play CD 4 track 7 and encourage the people and what they did yesterday. Explain
pupils to read the dialogue while listening. that in each speech bubble, they have to
complete two sentences: the first one says
what the person did do; the second one says
to check their understanding, for example,
something that the person didn’t do. Do the
Where did Dan go on safari? (Kenya). Who did
example sentence and its negative sentence
Dan go on holiday with? (his family). Did they
with the class first, orally. Then, ask the class
see amazing animals? (yes, they did) What
to work individually to complete the sentences.
animals did they see near the car? (a lion).
When the pupils have finished, check the
What did the lion eat? (a sandwich)
answers together.
• Play the CD again, but this time, encourage
• Answers: 1 went, didn’t see / 2 saw, didn’t go
the pupils to repeat each sentence of the
/ 3 ate, didn’t write / 4 wrote, didn’t eat
dialogue after you, pausing the CD after
each line. Help them with pronunciation, as
necessary. Look at the pictures.
page 67
• Put the class into two groups. Ask one group Complete the questions and write
to read out Dan’s lines, and the other to read short answers.
out Kiera’s lines. Play the CD, pause after each • Hold up your Activity Book and point to
line and get the groups to repeat in chorus after Activity 8. Refer the class to pictures 1-8.
their character speaks. Repeat this until the Discuss what the people in these pictures
pupils are confident with the dialogue. did on holiday, e.g. They went to Africa. Pay
particular attention to the pronoun (they, he or
Option: To give the pupils more practice with she). Then, read the first question and short
the dialogue, put them into pairs and have them answer with the class to check they understand
practise saying the dialogue together. Invite some how to use the pictures. Remind them to
of the pairs to perform the dialogue for the class. choose he/she or they, depending on what they
see in the pictures.
• Ask the pupils to work individually. When they
have finished, check the answers together.
223

Unit 7 Lesson 3
• Answers: 1 go, Yes, they did. / 2 go, No, they Closing activities
didn’t. / 3 Did, Yes, he did. / 4 he see, No, he
didn’t. / 5 Did she, No, she didn’t. / 6 Did she
eat a banana, Yes, she did. / 7 Did they write,
No, they didn’t. / 8 Did they write, Yes, they did.
Look at the pictures in
page 67
Activity 8 and write affirmative and
negative sentences. Bilingual Dictionary: Ask the pupils to turn to page
• Hold up your Activity Book and point to 74 in their Activity Book. Remind them that this is
Activity 9. Explain to the pupils that they should a Bilingual Dictionary which they can complete to
now write sentences about the pictures in the keep a record of the words they have learnt in this
previous activity. Do an example orally with unit.
the class to show them how to do the activity. Pupils work individually to complete the words from
Remind them again to choose the pronoun in Word Quest 1.
each sentence according to the picture. Ask the
pupils to work individually to write sentences. Homework: Pupils write sentences about
Move around the room to check their work and themselves and what they did yesterday, using
offer help. some of the irregular verbs. Elicit some example
• When the pupils have finished, invite sentences with the class first, to check they
individuals to read out their sentences. Praise understand what to do, e.g. Yesterday, I went to the
them and say Well done! cinema / to bed at 9 o’clock / to the supermarket.
• Answers: 1 They went to Africa. / 2 They didn’t
go to Europe. / 3 He saw a lion. / 4 He didn’t
see a zebra. / 5 She didn’t eat an apple. / 6 She
ate a banana. / 7 They didn’t write emails. /
8 They wrote postcards.

page 94
on page 94.
Book page 55.
• Answers:
Activity 1: (1) saw / (2) didn’t / (3) went /
(4) didn’t / (5) Did / (6) did / (7) didn’t
Activity 2: (1) wrote / (2) saw / (3) went / (4) saw /
(5) ate / (6) went
Activity 3: (1) Yes, she did. / (2) No, he didn’t.
He saw a film at the cinema. / (3) Yes, they did.
/ (4) No, she didn’t. She saw lots of animals at
the zoo. / (5) No, they didn’t. They ate at the
restaurant. / (6) No, he didn’t. He went to Turkey
in the holidays.

224

Unit 7 Lesson 4

• Identify and say safari animals • Display the Unit 7 grammar poster. Get
• Listen to, read and write fact files volunteers to read some of the sentences.
• Learn three different spellings (ph, f, ff) for Remind the pupils that we use the irregular past
the sound /f/ in words. form for affirmative sentences.
• a buffalo, an ostrich, an antelope, a leopard, close their eyes for the count of three, and cover
a vulture a word on the poster. Once the pupils open
• size, weight, habitat, ability their eyes, they put their hands up to tell you the
• go: I went on safari / I went to bed, say: I said covered word. Keep up a fast pace to make this
hello / I said goodbye, eat: I ate a sandwich / feel like a game.
I ate a mango, see: I saw zebras / I saw
tigers, write: I wrote emails / I wrote
postcards Main activities
Materials page 56
• Flashcards and word cards: I went on safari,
I saw tigers, I wrote emails, I wrote postcards • Hold up the Pupil’s Book and point to Activity
• Pupil’s Book, page 56 8. Say Look at Word Quest 2. Listen to the
• Activity Book, page 68 safari animals.
• Grammar poster for Unit 7 • Play CD 4 track 8 and encourage the pupils
• Class audio CD to read the words in their Pupil’s Book while
• Optional Basics Book, page 49 listening.
• Play the CD again. Pause after each word and
encourage the pupils to repeat it.
(PB page 56 and AB page 68) CD4
8
Opening activities
a buffalo
an ostrich
summary and game
an antelope
Main activities a leopard
• Vocabulary presentation Listen and a vulture
repeat the words (CD 4 track 8) (PB page
56).
page 56
• Listening practice Listen and read.

Answer the question (CD 4 track 9). Listen
question.
and answer the questions you hear. Listen • Hold up the Pupil’s Book and point to Activity
and check (CD 4 track 10) (PB page 56). 9. Ask What type of text is this? (fact file).
What is this fact file about? (animals).
• Writing practice Read and complete the • Invite a pupil to read the question in the blue
crossword. Read and complete the fact file box above the fact file: Which two animals are
(AB page 68). NOT in the fact files in Activity 8? Play CD 4
track 9 and encourage the pupils to read the
• Funky Phonics Listen and say (CD 4 track
fact file in their Pupil’s Book while listening. Elicit
11) (PB page 56).
the answer to the question (a buffalo and an
• Phonics practice Complete and sort the antelope are not in the fact file).
words. Listen and check (CD 4 track 12)
(AB page 68).
Closing activities
• Say the rap as a class round.
225

Unit 7 Lesson 4
8
4
8 Listen and repeat the words. 10 Read and complete the crossword.
Word Quest 2 l
1
e
o
2
p
3
a
4
1 a buffalo 2 an ostrich 3 an antelope 4 a leopard 5 a vulture r 1 It’s a wild African cat. It’s got spots.
d 2 It’s a fast African animal. It’s got hooves.
3 It’s a big African animal. It’s got big curly horns.
Text type: a fact file
4 5
4 It’s an ugly African bird. It eats dead animals.
Which two animals in Activity 8 are NOT in the fact file?
Animals of Africa 5 It’s a big African bird. It can’t fly.
Common ostrich
Adult size: about 2.7 metres tall
11 Read and complete the fact file. Text type: a fact file
Adult weight: about 130 kilos Do you know?
Gazelles are a type of antelope.
Food:
Habitat:
omnivore (mainly plants and some insects)
mainly the savannahs and deserts in Africa
An ostrich can kill a
person with its They are about one metre tall Gazelle (antelope)
Special ability: It uses its wings to balance when it runs. legs!
and they weigh about 70 kilos.
Gazelles don’t eat meat because Adult size: about one metre tall
African leopard they are herbivores. Their food Adult weight: about kilos
Adult size: about 1.5 metres tall consists mainly of grass and
Adult weight: between 50 kilos and 80 kilos Do you know? Food:
A leopard can see in leaves. They live in Africa and
Food: carnivore (big and small animals)
Habitat: the jungles, savannahs and deserts in Africa the dark and it hunts in Asia, too. They have a special Habitat: in
Special ability: It can climb trees and it can swim. at night! ability – they can jump and Special ability: It can
lift all four feet off the floor at
the same time. This is called .
White-backed vulture
Adult size: about 1 metre tall pronking!
Adult weight: between 5 kilos and 7 kilos Do you know?
Food: carnivore (dead animals) A vulture hasn’t got
Habitat: mainly the savannahs in Africa feathers on its head CD4
Special ability: It can soar (fly without moving its wings) for hours. and neck! 12 12 Complete and sort the words. Listen and check.
What’s your favourite African animal?

f ox
/f/ /f/ /f/
4
10 10 Listen and answer the questions you hear. Listen and check. one
gira e French different Geography LISTEN!
11
4
Listen and say. ele ant fox
11 The words above
ear mu s
Elephants can’t speak French. all have the same
ca é /f/ sound.
Frogs aren’t very good at Geography.
post o ice But there are
Buffaloes don’t study Physics. three different
oto ruit
Because animals are different spellings!
From you and me!
56 68
9780230734838.Text.indd 56 09/03/2012 15:32 9780230424531.P65-74.indd 68 20/03/2012 10:46
CD4
9
Habitat: mainly the savannahs in Africa
Animals of Africa Special ability: It can soar (fly without moving
its wings) for hours.
Common ostrich Do you know?
Adult size: about 2.7 metres tall A vulture hasn’t got feathers on its head and
Adult weight: about 130 kilos neck!
Food: omnivore (mainly plants and some
insects) Listen and answer the
page 56
Habitat: mainly the savannahs and deserts in
Africa questions you hear. Listen and
Special ability: It uses its wings to balance check.
when it runs. • Hold up the Pupil’s Book and ask the class to
Do you know? read the text in Activity 9 again.
An ostrich can kill a person with its legs! • Explain to the class that they are going to
African leopard hear some questions on the CD. Play CD 4
Adult size: about 1.5 metres tall track 10. Pause after each question and elicit
Adult weight: between 50 kilos and 80 kilos answers from the class (these do not have to be
Food: carnivore (big and small animals) complete answers or exactly the same as those
Habitat: the jungles, savannahs and deserts in on the CD). Check by continuing to play the CD.
Africa CD4
Special ability: It can climb trees and it can 10
swim. 1 Which is the tallest animal in the fact file?

Do you know? The common ostrich is the tallest animal in the
A leopard can see in the dark and it hunts at fact file.
night! 2 Which animal sometimes lives in the jungle?
White-backed vulture The African leopard sometimes lives in the
Adult size: about 1 metre tall jungle.
Adult weight: between 5 kilos and 7 kilos 3 Which animal is an omnivore?
Food: carnivore (dead animals) The common ostrich is an omnivore.
226

Unit 7 Lesson 4
• Answers: Adult size: about one metre tall /

4 Where does the white-backed vulture live?
Adult weight: about 70 kilos / Food: herbivore
The white-backed vulture lives mainly in the
(mainly grass and leaves) / Habitat: in Africa and
savannahs in Africa.
Asia / Special ability: It can jump and lift all four
5 What’s the special ability of the African feet off the floor at the same time.
leopard?
The African leopard can climb trees and it can page 56
Listen and say.
swim.
11. Write elephant, frog and buffalo on the
board. Say each word and underline the letters
which give the /f/ sound (ph, f, ff). Get the class
to repeat. Elicit that these words all have the
• Ask individual pupils the personalisation same /f/ sound but that they are spelt differently.
question below the advert: What’s your • Point to the Funky Phonics rap. Explain that
favourite African animal? Listen to their the coloured letters show different spellings for
answers and provide them with new vocabulary the /f/ sound. Play CD 4 track 11 and encourage
if they need it. the pupils to follow the rap in their Pupil’s Book
while listening.
Read and complete the
page 68
• Play the CD again. Pause at the end of each
crossword. line and encourage the pupils to repeat it. Then,
• Say Open your Activity Books at page 68. play the CD without pausing and encourage
Give the pupils time to find the page. the class to join in with the rap. Repeat this
procedure.
Activity 10. Refer the class to the crossword. • Invite individual pupils to read the rap aloud to
Refer the class to the sentences and explain the class.
that these are definitions for the animals they’ve CD4
just learnt about in the Pupil’s Book. Look at the 11
example together. Elephants can’t speak French.

• The pupils can work individually and then Frogs aren’t very good at Geography.
check their answers in pairs. Write the animals Buffaloes don’t study Physics.
on the board at the end, so they can check their Because animals are different from you and
spelling. me!
• Answers: 1 leopard / 2 antelope / 3 buffalo /
4 vulture / 5 ostrich Complete and sort the
page 68

page 68
Read and complete the fact • Hold up your Activity Book and point to
file. Activity 12. Tell the class that the words in this
• Hold up your Activity Book and point to activity are missing the letters ‘f’, ‘ff’, or ‘ph’.
Activity 11. Explain to the pupils that they are Get the class to work in pairs to complete the
going to write a fact file about a gazelle (a type words.
of antelope). First, get the pupils to read the • Give the pupils time to write the words in
text about gazelles to themselves, in silence. the correct columns. Play CD 4 track 12 and
Then ask them a few questions to check their pause after each word so they can check their
understanding: How tall are gazelles? (about answers. They can change any answers that are
one metre tall). Do gazelles eat meat? (no). incorrect.
What do we call an animal that doesn’t • Write the answers on the board so pupils can
eat meat? (a herbivore). What is pronking? check their own answers.
(jumping with all four feet off the floor).
• Answers: French: fox, café, fruit / different:
• Pupils work individually to complete the fact giraffe, ear muffs, post office / Geography:
file. They check their answers in pairs. Deal with phone, elephant, photo
discrepancies as a class. Finally ask different
pupils to read out their answers.
227

Unit 7 Lesson 4
CD4
12
/f/
fox
cafe
fruit
/f/
giraffe
ear muffs
post office
/f/
phone
elephant
photo

Closing activities

say the Funky Phonics rap as they listen. Then, get
the class to say the rap together, without the CD
(looking in their Pupil’s Book). Then, divide the class
into two groups. Get group A to say the rap. When
group A finishes line one of the rap, get group B to
start saying the rap. Both groups read the rap at the
same time, but group A is a line ahead of group B.
Then, swap groups, so that group B starts.
Homework: Get the pupils to choose any animal

and to find information about the animal, on the
internet or in books. Then, they write a fact file
about the animal they have chosen. Tell them not
to worry if they can’t find information about all the
categories in their Pupil’s Book.
228

Unit 7 Lesson 5
Lesson 5 the animals on the board (numbered 1-5), with

NO vowels, e.g. 1. strch (ostrich).
Learning objectives • Divide the class into pairs. Give each group a
• Listen and learn about animal conservation piece of scrap paper. Get them to write 1-5 on
• Answer comprehension questions about the the paper. Then tell them to write the complete
text words on the board with the vowels included.
• Read and find out some amazing facts Encourage them to do this as fast as possible.
The first pair to finish and have the words
Language focus
written correctly, wins the spelling race.
• biodiversity, extinction, a habitat
• a cage, a fence, an enclosure, a safari park,
a zoo, an animal reserve Main activities
• a giant panda, a tamarin, a rhino Look at the poster and discuss.
• animal conservation, endangered animals
• Place the CLIL poster Animal Conservation
Materials on the board. Ask the class to tell you what
• CLIL poster: Animal Conservation they think today’s lesson is about. Get the class
• Pupil’s Book, page 57 interested in the topic by asking the class the
• Activity Book, page 69 questions in the Teacher’s Questions box on the
• Class audio CD poster. Encourage your pupils to speak English
• Optional Basics Book, page 50 as much as possible but use L1 as necessary.
(PB page 57 and AB page 69) • Refer the pupils to the six smaller pictures
on the poster. Use the pictures to teach them
Opening activities
the key words they need for this lesson:
• Animals spelling race biodiversity, extinction, habitat, a cage, a
Main activities fence, an enclosure, a safari park. Ask basic
• Unit 7 CLIL poster activities Animal questions to check their initial understanding
Conservation. Look at the poster and of these words, e.g. Does biodiversity refer
discuss. Focus on vocabulary. to different types of animals or the same
type of animal? (different type of animals). Do
you know any extinct animals? (dinosaurs).
• CLIL main activities Animal conservation.
Can you remember the main habitat for an
Listen and read. Answer the audience
ostrich? (the savannah in Africa), etc. The work
questions (CD 4 track 13). Read and say
in the Pupil’s Book and Activity Book will extend
‘True’ or ‘False’ (PB page 57).
pupils’ understanding of these words.
• Invite volunteers to read out the Amazing
• CLIL follow-up activities Complete the
Facts on the poster.
sentences with the correct words. Write
the words in order. Listen and circle the
correct answers (CD 4 track 14) (AB page Listen and read. Answer the
page 57
69). Complete the amazing facts. Find the audience questions.

mystery word (AB page 69). • Say Open your Pupil’s Book at page 57.
Closing activities • Remind pupils that the questions on the
• Make a poster. mobile phone have been sent in to the Quest
• Bilingual Dictionary (AB page 74). team from the Quest audience. Read the
questions aloud to the class. Encourage pupils
to predict the answers but don’t say if they are
Opening activities right or wrong.
• Say Hello, how are you? The pupils answer • Say Listen and read. Then, answer the
and return the greeting. audience questions. Play CD 4 track 13 and
encourage the pupils to read the main text as
Vocabulary race. they listen. Afterwards, ask the pupils to raise
• Do a spelling race with your class to practise their hands to answer the questions. Accept
the animals from Lesson 4. Before class, write short answers.
229

Unit 7 Lesson 5
7 Lesson 5 C LI L Natural Science 7 Lesson 5 C LI L Natural Science

13 Complete the sentences with the correct words.
4 cages different conservation bigger safe
12 Listen and read. Answer the audience questions. nce
13
Audie ns:
io
There are lots of different types of
Quest biodiver
sity 1 Biodiversity means lots of different types 4 A safari park is than
t does of plants and animals. a zoo.
animals and plants that live on our 1 Wha gland
mean? m Alison in En
planet. This is called biodiversity. SMS fro s 2 Animal helps animals. 5 An animal reserve is a
in cage
Lots of animals and plants are in an im als live place for animals to live in.
2 Do fari park? land 3 In zoos, animals live in .
danger of extinction. Animals and in a sa m Jim in Scot
SMS fro m of
plants need a habitat to live in. main ai
t’s the 14 Write the words in order.
People are destroying lots of these 3 Wha imal reserve?ales
Endangered an an m Ellen in W
animal fact habitats. Animal conservation helps SMS fro al 1 helps / conservation / protect / . / Animal / animals
lp anim
Giant pandas are protect animals, especially endangered zoos he
4 Can ervation? Animal conservation
endange red anim als animals and their natural habitats. cons ael in Ire
land
from C hina. Panda m Mich
SMS fro 2 any / There / cages / aren’t / fences / . / or
reserves help protect
them.
Endangered
animal fact 3 a / safari / There / a / is / around / park / . / fence
Go lde n lio n
tam ari ns
end an ger
ed an im als are
B raz il. S f ro m
o m e zoo s
re- int rod h elp
uc e th em
th ei r n at int
ura l h ab ita o
Zoos Conservation work t.
Animals in a zoo live in cages or Lots of zoos, safari parks and CD4
small enclosures. The main aim of animal reserves help animal 15 14 Listen and circle the correct answers.
a zoo is for people to see different conservation:
1 Last weekend, Kiera visited ... a) a zoo. b) a safari park. c) a reserve.
animals from around the world. • They can provide a safe place
for animals to live. 2 Kiera’s favourite animals were ... a) pandas. b) rhinos. c) monkeys.
Safari parks
• They can help endangered
A safari park is bigger than a 3 Their fur is ... a) black. b) grey. c) orange.
animals reproduce, and
zoo, and the animals don’t live in
then help re-introduce them 4 They are very ... a) small. b) big. c) tall.
cages. But there’s a fence around
into their natural habitats. Endangered
the park. The main aim of a safari 5 They like eating ... a) fruit. b) animals. c) birds.
park is for people to see animals
• They can give money to animal fact
conservation projects. O n e- h o rn ed rhin os 6 In the wild, they live in ... a) the desert. b) the rainforest. c) the sea.
in a more natural environment. f ro m
N epal are enda nge
red
Animal reserves anim als. S o m e s afari
parks provid e a s afe
16 Complete the amazing facts. Find the mystery word.
An animal reserve is a safe area
13 Read and say ‘True’ or ‘False’. plac e fo r th em to
live. Mystery
of land where animals can live.
There aren’t any cages or fences. 1 Animal conservation helps protect people. The words above
Amazing facts Nepal pandas rhinos Brazil China Word! It’s an irregular past verb.
The main aim of an animal 2 The main aim of a zoo is for people to see animals. all have the same
reserve is to protect animals. /f/ sound. 1 Golden lion tamarins are endangered animals from .
3 A safari park has got a fence around it. But there are 2 Giant are endangered animals from .
4 Animal reserves don’t help animal conservation. three different
Online spellings! 3 One-horned are endangered animals from .
Find out about an endangered animal in your country.
57 69
9780230734838.Text.indd 57 09/03/2012 15:33 9780230424531.P65-74.indd 69 20/03/2012 10:46
• Answers: 1 different type of animals and

around the park. The main aim of a safari park
plants / 2 no, they don’t / 3 to protect animals /
is for people to see animals in a more natural
4 yes, they can
environment.
CD4
13 Animal reserves
Animal Conservation An animal reserve is a safe area of land where
Girl: What does biodiversity mean? Alison in animals can live. There aren’t any cages or
England fences. The main aim of an animal reserve is to
Boy: Do animals live in cages in a safari park? protect animals.
Jim in Scotland
Conservation work
Girl: What’s the main aim of an animal reserve?
Lots of zoos, safari parks and animal reserves
Ellen in Wales
help animal conservation:
Boy: Can zoos help animal conservation?
• They can provide a safe place for animals to
Michael in Ireland
live.
There are lots of different types of animals and • They can help endangered animals
plants that live on our planet. This is called reproduce, and then help re-introduce them
biodiversity. Lots of animals and plants are into their natural habitats.
in danger of extinction. Animals and plants They can give money to conservation projects.
need a habitat to live in. People are destroying
lots of these habitats. Animal conservation Option: Ask the class to close their books. Write
helps protect animals, especially endangered the audience questions on the board. The pupils
animals and their natural habitats. work in pairs and guess the answers to the
Zoos ask the class to open their Pupil’s Books at page
Animals in a zoo live in cages or small 57. Play CD 4 track 13 as they read. The pupils see
enclosures. The main aim of a zoo is for people if their initial ideas were correct or not. Feed back
to see different animals from around the world. the correct answers as a class.
Safari parks
A safari park is bigger than a zoo, and the
animals don’t live in cages. But there’s a fence
230

Unit 7 Lesson 5
Then, play CD 4 track 14 all the way through,

Read and say ‘True’ or
page 57
without stopping. The pupils do what they can.
‘False’. Then, play CD 4 track 14 again, but pause after
• Hold up the Pupil’s Book and point to Activity each important piece of information so the
13. Ask the pupils work in pairs, to read the pupils have time to choose the correct answer
sentences and say if they are true or false. They or to check their previous answer.
can write the answers in their notebooks or on • Check the answers as a class.
scrap paper. • Answers: 1 a / 2 c / 3 c / 4 a / 5 a / 6 b
CD4
answers with the class. Ask different pupils
14
to read their sentences, and then ask True or
Kiera: Last weekend was a special weekend
because I visited a zoo.
parts of the text which justify their answers.
Dan: Cool. And did you see lots of amazing
• Answers: 1 false / 2 true / 3 true / 4 false animals?
• Hold up the Pupil’s Book and point to the Kiera: Yes, I did.
Endangered animal facts. Ask pupils to read Dan: And what were your favourite animals?
them out. Ask questions to check that the pupils Kiera: Well, as you know, I love monkeys
have understood the fact. Finally, ask pupils and my favourite animals at the zoo were the
Which is your favourite endangered animal tamarin monkeys.
fact? Dan: So, tell me about tamarin monkeys.
Kiera: Well, tamarin monkeys have got orange
Complete the sentences with
page 69
fur.
the correct words. Dan: Orange, wow. And are they big or small?
Kiera: Tamarin monkeys are very small
monkeys.
Dan: What do they eat?
• Hold up the Activity Book and point to Activity Kiera: They like eating fruit.
13. Refer the class to the words in the word Dan: And where do tamarin monkeys come
pool box. Do the first sentence with the class as from?
an example. Kiera: They come from Brazil. And, in the
• The pupils work individually. Encourage them wild, they live in the rainforest. Unfortunately,
to check with a partner once they’ve finished. tamarin monkeys are endangered animals.
Finally, check their answers as a class. There aren’t many in the wild.
• Answers: different / 2 conservation / 3 cages / Dan: Oh no. That’s very sad.
4 bigger / 5 safe
page 69
page 69
Write the words in order. Find the mystery word.
Activity 14. Explain that the words in the
sentences are in a jumbled order. Do the first
sentence with the class as an example. Remind
them that a sentence starts with a word with a
missing words.
capital letter.
• Check the answers with the class. Ask
• Pupils work individually to write the sentences.
different pupils to read out their completed
Afterwards, get individuals to read out their
sentences.
answers. Check as a class.
• Answers: 1 Animal conservation helps protect
animals. / 2 There aren’t any cages or fences. /
3 There is a fence around a safari park.
• Answers: 1 Brazil / 2 pandas, China / 3 rhinos,
Nepal / Mystery Word: said
Listen and circle the correct
page 69
answers.
• Tell the class they’re going to listen to Kiera.
She’s talking to Dan. Get volunteers to read
out the sentences and the a, b, and c answers.
231

Unit 7 Lesson 5
Find out about an endangered

animal in your country.
computer room so they can do the research.
Ask the pupils to find out about another
endangered animal. Give them some questions to
help structure their research: What is the name of
your endangered animal? Where does it live?
What does it look like?
in their notebook or on paper. Then, get pupils to
share their information with the class. Help them
to say what they want to say in English by referring
back to the structures used in previous writing
tasks.

refer them to page 50, Activities 13, 14, 15 and 16.
Closing activities

endangered animals to present to the rest of the
class.

from Word Quest 2.

found about an endangered animal, using complete
sentences. Or, they can find out about another
endangered animal.
232

Unit 7 Lesson 6

• Do a Culture Quiz • Hold up the Unit 7 CLIL Poster to review
• Learn about endangered animals in the UK what the class learnt in Lesson 5. Ask them
and rest of the world questions, e.g. What animals can you see on
• Listen, read and understand a postcard the poster? (a giant panda, a tamarin monkey,
• Listen and find information about someone’s a rhino). What is special about these animals?
holiday. Complete a postcard (they’re endangered). How is a zoo different
Language focus from a safari park? (animals live in cages in
• go: I went on safari / I went to bed, say: I said zoos). What is the aim of an animal reserve?
hello / I said goodbye, eat: I ate a sandwich / (to protect animals). Can safari parks help
I ate a mango, see: I saw zebras / I saw animal conservation? (yes, they can).
tigers, write: I wrote emails / I wrote
postcards
• an antelope, a buffalo, an ostrich, a vulture,
Main activities
a leopard
• I/We went/saw/ate …
page 58
• I/We didn’t see … check.

Materials • Say Open your Pupil’s Book at page 58.
• Flashcards and word cards: I went on safari,
I went to bed, I said hello, I said goodbye, • Hold up the Pupil’s Book and point to Activity
I ate a sandwich, I ate a mango, I saw zebras, 14. Tell them that they are going to find out
I saw tigers, I wrote emails, I wrote postcards some interesting facts about animals from
• Pupil’s Book, page 58 around the world. Say Let’s do the Quest
• Activity Book, page 70 Culture Quiz about animals from around the
• Class audio CD world.
• Optional Basics Book, page 51 • Put the pupils in pairs and together they
answer the quiz questions. They can write their
answers on a piece of scrap paper or in their
At-a-glance lesson plan notebooks.
Opening activities their papers with another pair. Say Listen and
• Review the Unit 7 CLIL poster. check and write a ✓ and a ✗ on the board so
Main activities they understand they should mark the other
• Culture Quiz Do the quiz. Listen and check pair’s quiz. Play CD 4 track 15. Pause after each
(CD 4 track 15). Complete the sentences. answer, so the pupils have time to correct their
Match (AB page 70). friends’ quiz.
• Writing and listening practice Star Writer • Ask the pupils to return the marked quizzes so
Listen and read (CD 4 track 16) (PB page they can see how they did. Praise them, saying
58). Look at Max’s postcard on page 58 in Well done!
the Pupil’s Book. Complete column A. Listen • Answers: 1 b / 2 a / 3 c / 4 a / 5 c
and complete column B (CD 4 track 17) (AB CD4
page 70). Complete Lola’s postcard. Look at 15
column B (AB page 70). Kiera: And now a Quest Culture Quiz!
• Vocabulary practice Bilingual Dictionary 1 There are two types of elephants: African and
(AB page 74). … Asian elephants.
Closing activities The answer is B!
• Verbs vocabulary game. 2 London Zoo has got a conservation project
to protect antelopes in the Sahara …desert in
Africa.
The answer is A!
233

Unit 7 Lesson 6

Culture Quiz
17 Complete the sentences. Match.
a b
4
14 15 Do the quiz. Listen and check. desert leopards protects African
1 T here are two types of elephants: African and ... elephants.
1 There are two types of elephants: African and Asian.
a ) American b) Asian c) British
2 London Zoo has got a conservation project to protect 2 Amur are one of the most endangered animals in c d
antelopes in the Sahara ... in Africa. the world.
a ) desert b) jungle c) savannah 3 The Yellowstone National Park the American buffalo.
3 Yellowstone National Park is ... in the USA which protects 4 London Zoo helps protect antelopes in the Sahara .
many endangered animals, including the American buffalo.
What is your favourite endangered animal?
a ) a safari park b) a zoo c) an animal reserve
4 Brown bears are now extinct in ... , but they lived there 18 Look at Max’s postcard on page 58 in the Pupil’s Book. Complete column A.
more than 1000 years ago.
a ) the UK b) Africa c) Canada A Max B Lola
Language fact
5 T here are only about 4 0 Amur leopards left in their natural In the UK, we elephants,
say
habitat in Russia. It’s one of the most ... animals in the world. ‘You’ve got a mem Animals? ✓
ory
like an elep han
a ) popular b) protected c) endangered t!’ if
som eon e has got
a very good mem Animals? ✗
ory.
Favourite animal?
Write to Quest TV.

4
In the evening?
Imagine you went on a safari holiday.
Send us a postcard about it!
CD4
19 Listen and complete column B.
30 17
Dear Quest team, 20 Complete Lola’s postcard. Look at column B.

holiday with my
Last month I went on a safari
ial safari car
family. We travelled in a spec Dear Quest team,
saw elephants,
and we saw lots of animals. We Quest team Lesson 7: Last week I went on a safari holiday with my family. We saw lots of animals. We saw
zebras and
buffaloes, antelopes, cheetahs, Quest TV Write your 1 , 2 and 3 .
ch. My favourite
leopards. We didn’t see an ostri P.O. Box 67 postcard We 4 . My favourite African animal is 5 .
In the evening, we (Activity Book,
African animal is a leopard. London In the evening, we 6 in our tent.
we ate hamburgers page 71).
returned to our campsite and the UK We often ate salad because it was so hot. After that, I 7 to my friends.
e
and chips. After that, we wrot Lesson 8:
It was a fantastic holiday!
lots of postcards. It was an Do the Progress
Check (Activity Bye, Lola
amazing holiday! Book, page 72).
58
Bye, Max 70 Go to the Bilingual Dictionary on page 74.
9780230734838.Text.indd 58 09/03/2012 15:33 9780230424531.P65-74.indd 70 20/03/2012 10:46

3 Yellowstone National Park is … an animal
Activity 17. Refer the class to the words in
reserve in the USA which protects many
the word pool box. Tell pupils to complete the
endangered animals, including the American
sentences using the words in the box. Explain
buffalo.
that they then match the sentences with the
The answer is C!
correct pictures.
4 Brown bears are now extinct in … the UK,
but they lived there more than 1000 years ago.
The answer is A!
• Answers: 1 African a / 2 leopards d /
5 There are only about 40 Amur leopards left
3 protects b / 4 desert c
in their natural habitat in Russia. It’s one of the
most … endangered animals in the world. • Invite a pupil to read out the personalisation
The answer is C! question What is your favourite endangered
animal? Encourage the pupils to answer and
• Ask the pupils if they know any expressions in write the animals on the board. Listen to their
English which include animals, e.g. It’s raining answers and praise their speaking.
cats and dogs. Ask them to guess what animal
is associated with memory. Get them to guess page 58
Listen and read.
the end of the phrase You’ve got a memory like
an …. Acknowledge logical answers and praise
15. Say This is the Quest TV Star Writer. Invite
the pupils for their ideas, saying Well done!
a pupil to read the instructions (Write to Quest
• Hold up the Pupil’s Book and point to the TV. Imagine you went on a safari holiday. Send
Language fact. Invite a pupil to read out the us a postcard about it!) Then say This week
sentence. Then repeat the key phrase You’ve Quest TV’s Star Writer is Max. Let’s listen and
got a memory like an elephant! read. Encourage the pupils to read the text as
they listen. Play CD 4 track 16.
page 70
Match. some true or false sentences. They say true
• Say Open your Activity Book at page 70. or false and correct the false sentences, for
Give the pupils time to find the page. example, Max went on a safari holiday with
his friends (False. He went with his family.)
234

Unit 7 Lesson 6
He saw buffaloes. (True) He saw an ostrich. • Answers: Animals ✓: buffaloes, leopards and
(False. He didn’t see an ostrich.) They ate ostriches / Animals ✗: an antelope / Favourite
chicken and chips. (False. They ate burgers African animal: an ostrich / In the evening: ate
and chips.) They wrote lots of emails. (False. dinner and wrote postcards
They wrote lots of postcards.)
CD4
CD4 17
16 Boy: So Lola. Where were you last week?

Write to Quest TV. Imagine you went on a safari Lola: Oh, I went on a safari holiday with my
holiday. Send us a postcard about it! family. It was fantastic!
Boy: Cool. So, what animals did you see?
Dear Quest team, Lola: We saw lots of animals. We saw
Last month, I went on a safari holiday with my buffaloes, leopards and ostriches.
family. We travelled in a special safari car and Boy: Wow.
we saw lots of animals. We saw elephants, Lola: Yeah, it was great. But we didn’t see an
buffaloes, antelopes, cheetahs, zebras antelope.
and leopards. We didn’t see an ostrich. My Boy: Oh well. And what’s your favourite African
favourite African animal is a leopard. In the animal?
evening, we returned to our campsite and we Lola: That’s difficult. I think my favourite
ate hamburgers and chips. After that, we wrote African animal is an ostrich.
lots of postcards. It was an amazing holiday! Boy: And what did you do in the evening back
Bye, at your tent?
Max Lola: Well, we ate dinner. We often ate salad
because it was so hot. After that, I wrote
Look at Max’s postcard
page 70
postcards to my friends. It was a fantastic
on page 58 in the Pupil’s Book. holiday!
Complete column A.
• Hold up your Activity Book and point to Complete Lola’s postcard.
page 70
Activity 18. Ask the pupils to work individually Look at column B.

to complete column A with the information from • Hold up your Activity Book and point to
the Pupil’s Book postcard on page 58. Refer Activity 20. Check the pupils understand the
the pupils to the example answer and check instructions. Ask the pupils to work individually
understanding. to complete the sentences in Lola’s postcard.
• When the pupils finish writing, check the Refer the pupils to Max’s model text in their
answers with the class. Pupil’s Books on page 58 and column B in
• Answers: Animals ✓: elephants, buffaloes, Activity 18 on page 70 in their Activity Book.
antelopes, cheetahs, zebras and leopards / • Move around the room to check the pupils’
Animals ✗: an ostrich / Favourite animal: a work. Praise it and say Very good!
leopard / In the evening: ate hamburgers and • Get pupils to check their answers in pairs.
chips and wrote postcards Where they have a different answer, they should
both look back at column B and try to find
Listen and complete
page 70
column B. with the class. Ask different pupils to read the
Activity 19. Tell the pupils they’re going to listen • Answers: 1 buffaloes / 2 leopards /
to a girl called Lola talking about her safari 3 ostriches / 4 didn’t see an antelope / 5 an
holiday. Explain that they must listen carefully ostrich / 6 ate dinner / 7 wrote postcards
and complete column B with the correct
answers. Differentiated learning: If pupils find writing in
each answer to give the pupils time to write the
Book.
answers. Play the CD again for the pupils to
check their work.
235

Unit 7 Lesson 6
page 74
words.

Closing activities
Extra: Play past verbs bingo with the class. Give

each pupil/pair a small piece of scrap paper or their
notebooks. Get them to draw a three-by-three grid.
Refer the class to the verbs in Lesson 1 in this unit
(Unit 7) and Lesson 1 in the previous unit (Unit 6).
They choose nine of the verbs from these two units,
and write them in the PRESENT, in each square
of their grid, e.g. ask, see, invent, etc. Then you
choose verbs from the two units but you say them
in their past form. If a pupil/pair has the same verb,
but in its present form, they put a cross through it.
The first pupil/pair to have three verbs crossed out
in a row, shouts out BINGO! He/She has won the
game. You can then continue with everyone and
play until a pupil/pair has all their verbs crossed out.
They call out SUPER BINGO!

other endangered animals. Ask them to research
facts about endangered animals on the internet, in
are correct.
236

Unit 7 Lesson 7
Lesson 7
7 Lesson 7

Learning to
LEARN
• Categorising verbs into regular or irregular
ask invent say write finish see study close travel eat go
verbs ask
Regular verbs
( asked )
Irregular verbs
• Writing about an imagined/true safari holiday

( )
( ) ( )
( )
• Planning and writing a postcard ( )
(
(
)
)
( ) ( )
Language focus ( )
• go: I went on safari / I went to bed, say: I said 22 Imagine you’re on a safari holiday. Make notes.
hello / I said goodbye, eat: I ate a sandwich / Name:

Animals? ✓
I ate a mango, see: I saw zebras / I saw Animals? ✗
tigers, write: I wrote emails / I wrote Favourite animal?

In the evening?
postcards
• an antelope, a buffalo, an ostrich, a vulture, a
leopard 23 Write a postcard to Star Writer. Use your notes from Activity 22.
• I/We went/saw/ate/wrote … 30
CENTS
POST
• I/We didn’t see …

Materials Quest team
• Word cards: I went on safari, Quest TV
P.O. Box 67
I went to bed, I said hello, I said goodbye, London
The UK
I saw tigers, I wrote emails, I wrote postcards 71

9780230424531.P65-74.indd 71 20/03/2012 10:46
• Extend this game by writing some past tense

sentences of your own, using the same verbs.
Make the sentences longer to make them more
(AB page 71)
difficult, e.g. I ate a bowl of spaghetti. I wrote
Opening activities a sad story, etc.
• Vocabulary practice A word card miming
game to revise this unit’s verbs
Main activities
Main activities
• Vocabulary activity Write the words in the Write the words in the
page 71
correct column (AB page 71).

correct column.
• Writing practice Imagine you’re on a safari
holiday. Make notes. Write a postcard to Star
Writer. Use your notes from Activity 22
(AB page 71). • Hold up your Activity Book and point to
Closing activities
to write the verbs in the correct columns (i.e.
• Play a sentence game. regular and irregular verbs). Refer them to the
example. This shows them they also have
Opening activities to write the verbs in their past form too (in
• Say Hello, how are you? The pupils answer brackets).
and return the greeting. • When the pupils have finished, check the
• Play a miming game to revise this unit’s verbs. answers with the class. Say to the pupils Let’s
Mix up the word cards. Invite a volunteer to check our answers.
come to the front of the class. Show him/her a • Answers: Regular verbs: ask (asked), invent
word card. Get him/her to mime the sentence (invented), finish (finished), study (studied),
on the word card. Pupils raise their hands to close (closed), travel (travelled) / Irregular verbs:
guess the sentence. If a pupil guesses correctly, say (said), write (wrote), see (saw), eat (ate), go
he/she comes to the front of the class to mime (went)
the next word card.
237

Unit 7 Lesson 7
Imagine you’re on a safari

page 71 Extra: Play a sentence game with the class to
practise the vocabulary from this unit. Divide the
holiday. Make notes. class into small groups and give each group a piece
• Hold up your Activity Book and point to of scrap paper. Remind them how to play the game.
Activity 22. Remind the class of the postcards You will say a number and a word (a past verb or an
from last lesson, from Max and Lola. Ask them African animal). They must write a sentence which
what type of holiday Max and Lola went on (a contains the number of words you said and the key
safari holiday). Tell the class that they need to word. For example, you might say 6 and wrote. A
imagine that they were on a safari holiday last possible answer is Tom wrote emails to his friends.
week. They need to imagine what animals they The first group to finish (with a correct sentence)
saw, etc. gets a point. The group with most points wins the
• Refer the class to the headings on the left of game.
the page. Tell them to complete notes for their
own safari holiday. Homework: Ask your class to write their postcards
• Afterwards, in preparation for the next activity, in neat on pieces of paper, and to set them out so
get volunteers to tell you some of their answers, that they look like postcards, i.e. with the writing
using complete sentences, e.g. I saw leopards and address on one side, and a picture on the
/ I didn’t see buffalos, etc other side. Then, display their postcards on the
• Answers: will vary. classroom wall under the heading Our Star Writer
letters! Each week, you can choose one writing and
Write a postcard to Star
page 71 read it to the class as the Star Writer. Stick a star
next to it on the display. Make a note of the Star
Writer. Use your notes from Activity
Writer each week, to ensure each pupil has a turn
22. to be the Star Writer.
Activity 23. Explain to the pupils that this is their
turn to be Star Writer on Quest TV. Ask them to
write a postcard to the Quest team about their
safari holiday. Tell the pupils that they should
use the notes they have made in Activity 22.
They can also refer to Lola’s postcard on the
previous page in their Activity Book.
the postcard. Move around the room to offer
help. Get pupils to draw a picture to illustrate
their holiday, if appropriate. When the pupils
have finished, take their books in to correct their
writing.


Closing activities
238

Unit 7 Lesson 8
Lesson 8
• Review the unit with the Language Guide go say eat see write

• Complete the Bilingual Dictionary for Unit 7 1 I went on safari. 3 I said hello. 3 I ate a sandwich. 4 I saw zebras. 5 I wrote emails.
go say eat see write
personalised record
• Complete Unit 7 in the Grammar Builder 6 I went to bed. 7 I said goodbye. 8 I ate a pineapple. 9 I saw lions. 10 I wrote postcards.
Language focus Word Quest 2
• go: I went on safari / I went to bed, say: I said

hello / I said goodbye, eat: I ate a sandwich /
I ate a mango, see: I saw zebras / I saw 1 a buffalo 2 an ostrich 3 an antelope 4 a leopard 5 a vulture
tigers, write: I wrote emails / I wrote Learning to

postcards
Grammar Quest Past simple – irregular verbs
• an antelope, a buffalo, an ostrich, a vulture, Affirmative and negative Questions and short answers
a leopard I
You
saw
didn’t see
the chimpanzees.
you
Yes,
I
you did.
see the chimpanzees?
• I/He/She/We went/saw/ate/wrote/said …
he
He he
went she
She to Africa. Did she
didn’t go
• I/He/She/We didn’t go/see/eat/write/say …
we
We we
wrote you go to Africa? No, didn’t.
You you
in a notebook.
• Did you/he/she/they go/see/eat/write/say? They didn’t write they they
Learning to
Materials LEARN Go to Unit 7 in your Grammar Builder.
• Flashcards and word cards: I went on safari, 59

9780230734838.Text.indd 59 09/03/2012 15:34
I saw tigers, I wrote emails, I wrote postcards

• Pupil’s Book, page 59 • Speaking Ask and answer. Make your own
• Activity Book, pages 72, 73 and 74 dialogue (AB page 73).
• Grammar Builder • Vocabulary practice Complete the Bilingual
• Class audio CD Dictionary (AB page 74).
• Vocabulary Game Play Ten unit questions. • Say Hello, how are you? The pupils answer
Main activities
questions.
• Vocabulary Complete the questions and
answers. Use animal words and verbs in the • Here are some suggestions for questions:
past (AB page 72). Ask questions about this unit’s main vocabulary
sets, for example, What is the past of the
• Grammar Write affirmative and negative
verb ‘write’? (wrote). What is the present
sentences (AB page 72).
of the verb ‘ate’? (eat). What’s the name of
• Listening Listen and draw lines. What did an African bird which can run very fast but
Toby do last week? (CD 4 track 18) (AB page can’t fly? (an ostrich). What’s the name of an
73). African animal that can lift all four feet off the
• Reading Read and write ‘True’ or ‘False’ floor when it jumps? (an antelope).
(AB page 73). • Ask simple comprehension questions
based on the story in Lesson 2, for
example, What animals did Jane Goodall
239

Unit 7 Lesson 8
Progress Check 7
CD4
1 Complete the questions and answers. Use animal words Vocabulary 3 18 Listen and draw lines. What did Toby do last week? EX AM
CTI CE Listening
PRA
and verbs in the past.

a b c Monday a
d b
e f
1 Did you go on holiday? Yes, I did. I w e n t on safari. Tuesday
Wednesday
2 Did you see lots of animals? I a , Thursday
Friday
a and an .
Saturday
Sunday
3 Wow! Did you see an ? No, but I
a . It was cool.
Dian Fossey was born in the USA in 1932. She went to Africa and studied gorillas in Rwanda. A lot
4 What did you eat on safari? I sandwiches. of people said gorillas were violent and aggressive animals. Dian Fossey studied gorillas and saw
something different. The gorillas were often sociable and gentle. She wanted to protect gorillas.
5 Did you write emails? No, I postcards. The Dian Fossey Gorilla Fund International is an organisation that helps
gorillas. She also wrote a book about her work called Gorillas in the Mist.
6 What did you say to your friends after your holiday? I safari holidays are great!
In 1988, there was a film about Dian Fossey.
2 Write affirmative and negative sentences. Grammar 1 Dian Fossey went to South America. False
2 She studied gorillas.
Last weekend Saturday
✓ go to the cinema 3 She didn’t like gorillas.
1 On Saturday, Paul .
✗ go to the airport 4 She wanted to help gorillas.
2 He didn’t . Sunday
5 She wrote a letter called Gorillas in the Mist.
3 On Sunday, . ✓ eat chocolate cake
✗ eat lemon pancakes 6 There was a film about Dian Fossey.
4 He .
Saturday 5 Ask and answer. Make your own dialogue. Speaking

5 On Saturday, Anita . ✓ write a text message
✗ write an email Where did you go last holiday?
6 She . I went (to the beach).
Sunday
7 . ✓ see my cousins What did you eat?
I ate (a sandwich).
8 . ✗ see my grandparents
What did you see?
I saw (a fish).
YES • Remember the vocabulary from the unit. YES • Understand a short listening. • Read and understand about animal conservation.
I CAN • Use past simple irregular verbs to talk about the past. I CAN • Talk about what I did in the past.
72 73
9780230424531.P65-74.indd 72 20/03/2012 10:47 9780230424531.P65-74.indd 73 20/03/2012 10:47
study? (chimpanzees). Did Jane find that Main activities

chimpanzees are very similar to or different
from people? (similar to).
page 59

Language Guide.
example, Complete the sentence: Yesterday
I (blank) an email to my friend (wrote). • Say Open your Pupil’s Book at page 59.
Complete the sentence. Yesterday I didn’t Give the pupils time to find the page.
(blank) a sandwich (eat). • Hold up the Pupil’s Book and point to Word
• Ask questions about this unit’s CLIL lesson, Quest 1 and 2 and the Grammar boxes. Tell
for example, What animal from Nepal is the pupils to spend a few minutes just looking
endangered? (one-horned rhino). What is the over the vocabulary and grammar, in silence.
aim of animal conservation (to help/protect Afterwards, ask them if they have any questions
animals). about the vocabulary or the grammar.
• Check the answers with the class. Pupils put • Point to the Grammar Quest. Ask the pupils
up their hands to answer. Write the answers on to say new examples of sentences using the
the board. Say Well done! same structure with vocabulary from Unit 7,
for example, He didn’t see a lion in Africa /
Option: Pupils can play this game in pairs or in They saw lots of zebras. Listen and praise their
groups. Give each group or pair a piece of paper speaking, saying Very good!
and a pencil. Read out the questions, and then
ask the groups to exchange papers and mark one Progress Check 7. Complete
page 72
another’s work. The groups get one point for each the questions and answers. Use
correct answer. The group with the most points animal words and verbs in the past.
wins.
Give the pupils time to find the page. Remind
pupils that the Progress Check pages focus on
all the language they’ve been studying in Unit 7.
Activity 1. Refer the class to the letter gaps
where they should write verbs in the past,
240

Unit 7 Lesson 8
and to the small pictures of animals, which CD4
they should write on the line provided. Do an 18
example with the class first. Woman: What did you do last week, Toby?
• Ask the pupils to work individually. Toby: Well, on Friday night, I saw a great film
at the cinema. It was a cartoon. It was silly but
• When the pupils have finished, check the very funny.
answers with the class. Woman: And what did you do on Monday?
• Answers: 1 went / 2 saw, leopard, buffalo, Toby: Well, after school I went to a café with
antelope / 3 ostrich / saw, vulture / 4 ate / my mum and we ate pancakes with sugar and
5 wrote / 6 said honey on top.
Woman: Mmm. I love pancakes. And what
page 72
about Tuesday?
negative sentences. Toby: Well, after school I wrote emails to my
• Hold up your Activity Book and point to cousins at home. On Wednesday, I took my
Activity 2. Refer pupils to the prompt boxes to dog for a walk in the park. And on Thursday,
the right of the sentences. Remind them that I went to the airport with my dad. We went to
these sentences are about last weekend so they collect my aunt.
need to use the past form of the verbs. Woman: And Saturday was a special day for
you Toby. Why was it special?
Toby: Yeah, Saturday was my birthday. My
sentences. Move around the room to offer help.
family all sang ‘Happy birthday’ and I opened
• When the pupils have finished, check their lots of presents!
sentences. CYL Exam Practice: This listening activity provides
• Answers: 1 went to the cinema / 2 go to the practice for pupils who may do the Cambridge
airport. / 3 he ate chocolate cake / 4 didn’t Young Learner exams.
eat lemon pancakes. / 5 wrote a text message
/ 6 She didn’t write an email / 7 On Sunday,
she saw her cousins / 8 She didn’t see her Read and write ‘True’ or
page 73
grandparents ‘False’.
Listen and draw lines. What
page 73
Activity 4. Tell the pupils they’re going to read
did Toby do last week? about another woman who loved and studied
• Hold up your Activity Book and point to animals. Tell them her name was Dian Fossey.
Activity 3. Refer the class to the days of the • When the pupils have finished reading, ask
week down the middle of the activity. Tell them them questions to check understanding, for
to be careful of Tuesday and Thursday as these example, Where was Dian Fossey born?
two days often get muddled up. Then, refer (in the USA). What animals did she study?
them to the pictures on either side and ask (gorillas). What was the name of her book
pupils to describe what Toby did in each picture. about gorillas? (Gorillas in the mist).
• Say Listen and draw lines. Tell them that you • Ask the pupils to work individually to read the
will play the CD twice. sentences under the text and write whether they
• Play CD 4 track 18 all the way through without are true or false.
stopping. Pupils complete what they can. Play • When the pupils have finished, get them to
the CD again. Pause a short time after each check their answers in pairs. Where they have
section to give the pupils time to finish the different answers, get them to look back at the
activity and to check their answers. text and decide which is correct. Finally, write
• Finally, check the answers orally with the the answers on the board for them to check a
class. final time.
• Answers: Friday f / Monday b / Tuesday e / • Answers: 1 False / 2 True / 3 False / 4 True /
Wednesday c / Thursday a / Saturday d 5 False / 6 True
241

Unit 7 Lesson 8
• Ask questions, for example, What’s leopard

Bilingual Dictionary • Hold up your Activity Book and point to the
animal reserve (n)
antelope (n)
leopard (n)
omnivore (n)
Concept Map at the bottom of the page. Ask
anthropologist (n)
biodiversity (n)
ostrich (n)
protect (v)
a pupil to read out the headings at the top
buffalo (n)
cage (n)
receive (v)
safari (n)
of each box. Remind pupils that that this is
carnivore (n)
chimpanzee (n)
safari park (n)
savannah (n)
another way of recording new vocabulary they
conservation (n)
desert (n)
say (hello/goodbye) (v)
see (zebras/lions) (v)
learn in English. Explain that it is a visual map
destroy (v) shy (adj) in which they can record words and associate
diet (n) soar (v)
eat (a sandwich) (v) sociable (adj) them within different categories. Explain that it
enclosure (n) tool (n)
endangered (adj) vegetarian (n) sometimes helps to link new words in different
ways.
environment (n) vulture (n)
feather (n) wild (adj)
fence (n) write (emails/
go on safari (v) postcards) (v) • Encourage pupils to give you examples of
go to bed (v)
gorilla (n)
Useful Expressions
Don’t move! words they know in English that can go in each
grass (n)
habitat (n)
It’s over there.*
They’re over there.* box. They should be able to add the words they
herbivore (n)
hooves (n)
What happened?
Where are they?*
horn (n)
Where is it?*
insect (n) Everyday English*
jungle (n)
LEARN what the word is in English.
Animals in my country Animals Animals in other countries

74
9780230424531.P65-74.indd 74 20/03/2012 10:47

page 73
own dialogue. refer them to page 52, Activities 1, 2 and 3. After
• Hold up your Activity Book and point to pupils have completed the speaking activity, ask
Activity 5. Ask two pupils to read out the them to write out their own dialogue based on the
dialogue. one in the Progress Check.
• Say to the pupils Now, you talk about your
last holiday. Ask the pupils to work in pairs. Closing activities
They should use the dialogue as a model, • Say Everybody finish now. Say Goodbye!
substituting the words in brackets. They can Encourage the pupils to close their books and
base the dialogue on a real holiday or on an tidy up their things.
imagined holiday. When they finish, you may
want to ask the pupils to find new partners and Extra: Ask some pairs to act out their dialogues in
repeat the activity. front of the class. Listen and praise their speaking,
• Move around the room to listen to the pupils saying Well done!
Tick the Yes I can … statements. for Unit 7, pages 20, 21 and 22. See TN page 306
• Point to the Yes, I can … language statements for the answer key.
statements to show what they can do. Everyday English: For teaching notes for the
page 74
page 288.
Dictionary.
Useful Expressions section and translate any
242

Unit 7 DVD Scripts
DVD DVD
‘Did you see the rhinos?’ CLIL – African animals

Jess: Hello, everyone! Jess: Today, we’re on safari in Africa.
Matt: Welcome to Quest TV. Matt: That’s a 4 by 4 – everyone travels in 4 by 4s.
Jess: I love Africa. Jess: That’s because you have to travel through the
Matt: And we love African animals. bush and there aren’t any roads.
Jess: They’re great. Matt: What’s that over there?
Matt: So yesterday we went to the zoo to look at Jess: I think it’s a tree. Did you see an animal?
some African animals. Matt: Yes, look, it’s a giraffe.
Matt: Let’s look at what we did. Jess: And over there.
Jess: Good idea, Matt. Matt: What did you see?
Jess: They were buffalo. There they are!
Jess: First, Matt went to look at the vultures. Matt: They’ve got really big horns.
Matt: The vultures were cool, but a bit scary! Next, Jess: I think there are some hippos in the river.
Jess and I went to the antelope area. Matt: Yes, I can see them swimming in the water.
Jess: We saw lots of antelope. They were so Jess: Did you see any chimpanzees?
beautiful. Matt: Yes, there are some chimpanzees by that
Matt: Then, we saw the leopard. We didn’t see it at tree.
first because it was asleep but we waited. Jess: Look at the baby. It’s so cute.
Jess: After we saw the leopard, I was tired so I Matt: There’s an ostrich.
went to sit down … and then I wrote some Jess: It’s really fast.
postcards. Then, I went to look at the zebras. Matt: What a brilliant safari!
They were really cool. Jess: So many different animals.
Matt: I didn’t see the zebras but I did visit the Matt: Africa is amazing!
gibbons. They were amazing! Then, I saw the
ostriches.
Jess: Did you see the rhinos?
Matt: Yes, I did see them. They look really fierce.
Jess: Finally, we ate our picnic and then we went
home.
Matt: What a great day! We saw so many animals.

Jess: Yes, it was fantastic! See you soon. Thanks for
watching Quest TV. Goodbye!
243

Unit Party Time!
• Identifying and saying vocabulary about • What are you going to do? I’m/He’s/She’s/
parties and celebrations and writing them We’re going to (buy balloons).
correctly in context • I’m not going to (bring speakers).
• Listening to, understanding and singing a • He/She isn’t going to (buy snacks).
song • We aren’t going to (bring streamers).
• Reading and listening to a story about a party • Are you going to (go to the party)? Yes, I am. /
at Greenhill school No, I’m not. / Yes, we are. / No, we aren’t.
• Showing understanding of the story by • Is he/she going to (bring snacks)? Yes, he/she
answering questions and writing a story is. / No, he/she isn’t.
review
• Identifying how to use and form the future
with to be + going to Recycled language
• Identifying parts of the language structure and • They/We are/aren’t (talking to their teacher).
showing understanding by creating sentences • Can we (have a party)?
and questions • We/They need (snacks and fizzy drinks).
• Listening to, reading and acting out a dialogue • There are (no lights).
using language in context • Let’s have (a party). / It’s time for (a party).
• Identifying and saying different stages in life • I’ve got (an idea).
• The (cakes) looked (like the moon).
• Reading, extracting information and writing an • When, Who, Where, What
authentic horoscope • Don’t worry.
• Reading, listening and writing about the • dancing, safari holiday, sports, celebrations,
history of birthday celebrations computer, guitar
• Months • Continents • Countries
• Using the internet to find out about the Happy • Free-time activities • Adjectives • Jobs
Birthday song
Receptive language
about a party from an e-invitation and email
• party animal, horoscope, Valentine’s Day,
• Categorising party words into different groups Ancient Greeks, Artemis, the Goddess of
the Moon, christening, ceilidh, carnival, MP3
• Writing your own email about a party player, long life
• as soon as possible
• Reviewing and reflecting on the unit • Come on everyone!
• Would you like to come? I’d love to!
to and acting out a dialogue about being Pronunciation
invited to a party
• /h/ sound as in holiday
• /ʤ/ sound as in job
Key language
• a party, an invitation, snacks, fizzy drinks, • Showing interest in learning about parties,
paper plates, paper cups, a band, speakers, birthdays and celebrations
balloons, streamers • Learning about culture and customs in the
• make friends, get a job, get married, have English-speaking world
children, go on holiday • Using everyday English to act out being
• spirits, a birthday cake, a goddess, candles, invited to a party
round, an e-card
245

Unit 8 Lesson 1
Lesson 1 Christmas, end of school, etc. Help them use

English as much as possible and supply English
Learning objectives words when they can only use L1. Ask When
was your last party?
• Identify and say party vocabulary
• Play the Quest Memory Game to practise the • Brainstorm with the class any party words
vocabulary they already know in English (a cake, music,
• Listen to, read and sing the Quest song dancing, Happy birthday, etc).
Language focus • Hold up the Unit 8 flashcards one at a time
and stick them on the board, in the same
• a party, an invitation, snacks, fizzy drinks,
order as the words in the Pupil’s Book. Ask the
paper plates, paper cups, a band, speakers,
pupils to tell you any of the words/phrases they
balloons, streamers
already know in English. Don’t worry about any
• She/He’s got some (balloons).
they don’t know.
Materials
• Flashcards and word cards: a party, an
invitation, snacks, fizzy drinks, paper plates, Main activities
paper cups, a band, speakers, balloons,
streamers
page 61
• Pupil’s Book, page 61 • Say Open your Pupil’s Books at page 61.
• Activity Book, page 75 Give the pupils time to find the page.
• Class audio CD • Point to Activity 1. Say It’s time for Word
• Optional Basics Book, page 53 Quest 1. Play CD 4 track 21. Point to the
flashcards of the different party words as you
hear them on the CD.
(PB page 61, AB page 75) • Play the CD again and tell the pupils to repeat
the words/phrases as they hear them. Play the
Opening activities
CD a final time, get the pupils to repeat the
• Remember the Quest TV show and words and take down each flashcard as it is
presenters and last unit’s topic. mentioned on the CD. Praise their speaking,
• Brainstorm party words in English. saying Well done!
Main activities CD4
• Vocabulary activities Listen and repeat the 21
words (CD 4 track 21). Quest Memory Game. Hello and welcome to Quest,
Listen and play (CD 4 track 22) (PB page 61). The TV show that’s the best!
It’s time for Word Quest 1.
• Song Listen and read. Sing the song Listen, repeat and have fun!
(CD 4 track 23) (PB page 61).
a party
• Writing practice Read and complete the an invitation
crossword. Write the sentences. Write ten snacks
words. Use the letters in the sentence (AB fizzy drinks
page 75). paper plates
Closing activities paper cups
• Sing the song in groups (CD 4 track 23). a band
Sing the karaoke version of the song (CD 4 speakers
track 24). balloons
streamers
Opening activities
page 61
pupils to return the greeting. and play.

• Ask the class to remind you what last unit’s • Hold up the Pupil’s Book and point to Activity
topic was (On safari). 2. Say These children are playing the Quest
Memory Game. Listen and repeat. Play CD 4
• Say Quest’s next TV show is called ‘Party
track 22. Pause after each line for the class to
Time!’ Ask pupils to tell you when people have
repeat.
parties, e.g. on their birthdays, weddings,
246

Unit 8 Lesson 1
Party Time! Party Time!

8
Lesson 1
4 4
1 Read and complete the crossword. 1 2
Word Quest 1
3
a Let’s have a (5) and send an (8) .
4
What’s number 2? b Let’s buy (1) and fizzy (10) . 5
PARTY! An invitation. 6
To: _____________
From: _____________
7
Date: _____________
Place: _____________ c Let’s buy paper (9) and paper (2) . 8
1 a party 2 an invitation
Yes. d Let’s decorate with (3) and (7) .
How do you spell I-n-v-i-t-a-t-i-o-n.
9
‘invitation’?
e Let’s have an MP3 player with (4) or a (6) .

10
3 snacks 4 fizzy drinks 4 2 Write the sentences.

Let’s have a party, come on everyone!

It’s time for a party, it’s time for some fun!
Send invitations to friends
5 paper plates 6 paper cups near and far.
It doesn’t matter who they are.
Let’s have a party,
1 She’s got some balloons. 4 He’s
It’s time for some fun! 2 5
Let’s have a party, 3 6
Come on everyone!
7 a band 8 speakers Balloons and streamers everywhere.
Fizzy drinks and snacks for us to share. 3 Write ten words. Use the letters in the sentence. Life is just a fun party.
Let’s have a party, it’s time for some fun!
Let’s have a party, come on everyone! sun,
All of us dancing the night away.
Enjoy the music that our band can play.
9 balloons 10 streamers Let’s have a party, it’s time for some fun!
61 75
9780230734838.Text.indd 61 09/03/2012 15:35 9780230424531.P75-84.indd 75 20/03/2012 11:09
CD4 might have a party. Tell them to listen and to tell

22
you any words they heard and understood in the
Girl: What’s number 2? song. Play CD 4 track 23.
Boy: Er … an invitation.
Girl: Yes. How do you spell ‘invitation’? CD4
Boy: I-N-V-I-T-A-T-I-O-N.
23 Let’s have a party! song
Kiera: And now it’s time for a Quest song …
• Say Let’s play the Quest Memory Game.
First, model the game with a confident student. Let’s have a party. Come on everyone!
Then, divide the class into pairs. The pupils take It’s time for a party. It’s time for some fun!
Monitor and praise their speaking, saying Very Let’s have a party, come on everyone!
good! Send invitations to friends near and far,
It doesn’t matter who they are.
Differentiated learning: If your class finds English Let’s have a party, it’s time for some fun!
to keep their books open. Instead of answering the
Balloons and streamers everywhere,
question from memory, they can look in their books.
Fizzy drinks and snacks for us to share.
• Finally, say Close your books. Invite Let’s have a party, it’s time for some fun!
individual pupils to name the party words again Let’s have a party, come on everyone!
from memory. Ask What’s number one? (a All of us dancing the night away,
party). Then ask How do you spell ‘party’? As Enjoy the music that our band can play.
pupils answer about each flashcard, stick the Let’s have a party, it’s time for some fun!
flashcards on the board, so they can be used
later on in the lesson. Chorus
• Play CD 4 track 23 again and encourage the
page 61
Listen and read. Sing the pupils to read the song in their Pupil’s Book
song. while listening.
• Say It’s time for a Quest song. Write the first • Say Let’s sing the song. Play the CD again,
line of the song on the board: Let’s have a party. pause after each line and get the pupils to sing
Ask pupils to offer suggestions for why they the line back to you. Then play the CD again,
247

Unit 8 Lesson 1
pause after every two lines and get them to sing • Answers: 1 She’s got some balloons. / 2 She’s
these back to you. Finally, play the whole song got some streamers. 3 She’s got some paper
on the CD and encourage the pupils to sing the plates. / 4. He’s got some fizzy drinks. / 5 He’s
song with the CD. got some snacks. / 6 He’s got some paper
cups.
Read and complete the
page 75
crossword. Write ten words. Use the

page 75
• Say Open your Activity Book at page 75. letters in the sentence.
Hold up the Activity Book and point to Activity • Write the title on the board: Life is just a fun
1. Refer the class to the small pictures in the party. Underline the letters ‘s’, ‘u’. ‘n’. Write
sentences. Explain that they need to read the the word sun underneath. Say Find nine more
sentences 1-5 and think about the words for the words in English.
pictures in the sentences. They write the words • Get the pupils to work in pairs to find nine
in the crossword. more words. When the pupils have finished, ask
• Pupils work individually. Check their answers different pupils to read out some of the words.
as a class and place each word card on the
board when they give the answer. Get them to Option: Turn this activity into a game. Divide the
check their spelling. class into pairs. Give them a time limit (e.g. three
• Answers: 1 2
minutes) to find as many words as possible. Feed
S N A C K S back the words as a class. Give one point for two-
U letter words, two points for three-letter words, three
3 points for four-letter words, etc. The pair with the
B P
most points wins.
4
S P E A K E R S
L
5
L P Basics Book: For pupils using the Basics Book
O A
6
B refer them to page 53, Activities 1, 2 and 3.
7
O R S A
8
I
Closing activities
N V I T A T I O N
S Y R D Encourage the pupils to close their books and
E tidy up their things. Play the CD and get the
9 class to stand up and sing along with the CD.
P L A T E S
M Extra: Sing the Let’s have a party! song again in two
groups (A and B). Get both groups to sing the first
E
verse together, along with the CD. Then get group
10
D R I N K S A to sing the second verse and group B to sing the
S third verse. They sing the final two lines together.
Play the karaoke version of the song. Play CD 4
track 24 and sing, encouraging the pupils to join in
page 75
Write the sentences. with you.
2. Tell the class that the sentences 1-3 are about Homework: Get pupils to write down the following
the picture of the girl (on the left), and sentences phrase from the song: It’s time for some fun. Check
4-6 are about the picture of the boy (on the they understand what this means. Tell them to find
right). Elicit that for the sentences about the girl, five words in English from the letters in the phrase
we use She, and for those about the boy, we (e.g. see, fat, ten, sit, meet, mess, fit, etc.).
use He.
• Read the example sentence with the class.
Then ask a volunteer to tell you the second
sentence.
• Get the pupils to work individually to write
the sentences. When the pupils have finished,
check their answers as a class.
248

Unit 8 Lesson 2

• Play the Let’s have a party! song on CD 4 track
Learning objectives 23 as the class enter the classroom.
• Listen to, read, understand and explain the • Say Hello, and encourage the pupils to return
story the greeting. Ask How are you? and encourage
• Show understanding of the story by the pupils to answer and ask you the same
completing and ordering speech bubbles thing. Say I’m fine, thank you.
and by correcting false sentences
• Write a review of the story
is this unit about? (parties).
Language focus
• Brainstorm the party vocabulary from the
• a party, an invitation, snacks, fizzy drinks, last lesson. Stick the appropriate flashcards
paper plates, paper cups, a band, speakers, on the board as they say the words. Leave the
balloons, streamers flashcards on the board.
• Can we have (a party)?
• Say Let’s sing the Let’s have a party! song.
• We need (snacks).
Play the karaoke version of the song on CD 4
Materials track 24 and encourage the class to join in with
• Flashcards and word cards: a party, an you.
invitation, snacks, fizzy drinks, paper plates,
streamers Main activities
• Story poster: The End-of-Year Party Listen to the story with the story
• Pupil’s Book, page 62 poster.
• Activity Book, page 76 • Say It’s time for a Quest TV story. Show the
• Class audio CD story poster to the pupils. Generate interest in
• Optional Basics Book, page 54 the story by telling the pupils that it is about
the students at Greenhill School. Get them
At-a-glance lesson plan to remember the previous stories about the
(PB page 62 and AB page 76) Greenhill students (the fashion show and the ice
cream factory). Elicit the names of the Greenhill
Opening activities pupils they can remember, (Sandra, Dave,
• Revision of party words (with flashcards). Cassy, Tim, and Jane).
Song review: Let’s have a party! song, • Before they listen to the introduction, ask the
karaoke version (CD 4 track 24). class a question: Listen. When does this story
Main activities happen? Play the story introduction on CD 4
• Story The End-of-Year Party Listen to the track 25. Elicit that it’s the end of the school
story with the story poster (CD 4 track year.
25). Listen to the story. Read. Check • Ask the class a gist question before you
comprehension. Ask questions (PB page 62). continue with the story. Ask At the end, where
do the students have their party? Tell the
• Story activities Remember the story. Write, story yourself or play CD 4 track 25. Point to the
order and match. Listen and check (CD 4 different frames on the story poster to help the
track 26) (AB page 76). Read and write ‘True’ pupils understand the story.
or ‘False’. Correct the false sentences
CD4
(AB page 76). 25
• Writing practice Think about the story. Sophie: Do you remember the fashion show at
Circle. Write a review (AB page 76). Greenhill school and their visit to the ice cream
factory? Well, now it’s the end of the school
Closing activities year at Greenhill. It’s party time!
• Discuss pupils’ last school party. The End-of-Year Party!
Frame 1
• Play a flashcard game. Narrator: Sandra, Jane, Dave and Tim are at
school. They’re talking to their teacher.
Dave: It’s nearly the end of the school year, Mr
Dixon. Can we have a party?
249

Unit 8 Lesson 2
8 Lesson 2 Do you remember the fashion show at 8 Lesson 2

Greenhill school and their visit to the ice
CD4
4 cream factory? Well, now it’s the end of 4 Remember the story. Write, order and match. Listen and check.
4 25 Listen to the story. Read. the school year at Greenhill. It’s party time!
26
streamers music party snacks guitar dance

1 Sandra, Jane, Dave and Tim are at 2 Later that day, the friends talk
school. They’re talking to their teacher. about what they need for the party.
Oh, we aren’t going to a And now for some live
Ok, why not? Are you ! !
It’s nearly the end of the school year,
Mr Dixon. Can we have a party? going to organise it?
b
Are you going to bring the balloons Can we have a
We need snacks and fizzy drinks. Yes! And don’t forget and ? c party ? 1
And balloons and streamers to the speakers. We need
Yes, we are. decorate the classroom. music for dancing!
d
3 They plan their party. Our party plans: 4 The day of the party arrives … We need Here’s a
• Jane is going to buy I love parties! and fizzy drinks. for Tim.
balloon s and stream ers.
• Tim is going to buy
snacks and fizzy 5 Read and write ‘True’ or ‘False’. Correct the false sentences.
drinks.
• Dave is going to bring
paper plates and paper 1 It’s the start of the school year. False. It’s the end of the school year.
cups.
• Sandra is going to 2 The friends want to have a party.
So, this is what bring an MP 3 player Me too! Come on, everyone. Let’s
we’re going to do. and speake rs.
put the music on and dance!
3 The teacher organises the party.
And then, suddenly … Dave and Jane go to the Music room.

4 The party is in the Music room.
5 Oh, we aren’t 6
going to dance! 5 During the party the electricity doesn’t work.
Oh no! There are no Look! Here’s a
lights and no music. The guitar for Tim. 6 The friends go to the Science room.
electricity isn’t working!
7 Finally, there is music on the MP3 player.
6 Think about the story. Circle. Write a review.

That’s great! I’m going 1 It’s about … Story Review
Listen, I’ve got an idea. to find some drums.
a) a Music class. b) a party. The story is about a party.
7 Back at the party … 8 In the playground, by the light of the moon, the party continues. c) a Science exam.
Dave’s idea And now for some 2 It happens in …
is excellent! live music! a) a school. b) a campsite.
c) a supermarket.
3 The main characters are …
Yes, it is. Ok, I’ve got My favourite character is .
a) teachers. b) singers. c) children.
the fizzy drinks. Are
you going to bring the 4 There’s a problem with … Is this a true story?
Let’s have a party, Wow! A band! This
Yes, I am.
balloons and streamers?
come on everyone! is a fantastic party! a) food. b) electricity. c) dancing. ✩ ok ✩✩ good ✩✩✩ excellent
62 76
9780230734838.Text.indd 62 09/03/2012 15:35 9780230424531.P75-84.indd 76 20/03/2012 11:09
Mr Dixon: Ok, why not? Are you going to Sandra: Oh, we aren’t going to dance!
organise it? Dave: Listen, I’ve got an idea.
Sandra: Yes, we are. Frame 6
Frame 2 Narrator: Dave and Jane go to the Music
Narrator: Later that day, the friends talk about room.
what they need for the party. Jane: Look! Here’s a guitar for Tim.
Dave: We need snacks and fizzy drinks. And Dave: That’s great! I’m going to find some
balloons and streamers to decorate the drums.
classroom. Frame 7
Jane: Yes! And don’t forget the speakers. We Narrator: Back at the party …
need music for dancing! Sandra: Dave’s idea is excellent.
Frame 3 Tim: Yes, it is. Ok, I’ve got the fizzy drinks. Are
Narrator: They plan their party. you going to bring the balloons and streamers?
Tim: So, this is what we’re going to do. Sandra: Yes, I am.
Our party plans: Frame 8
Jane is going to buy balloons and streamers. Narrator: In the playground, by the light of the
Tim is going to buy snacks and fizzy drinks. moon, the party continues.
Dave is going to bring paper plates and paper Dave: And now for some live music!
cups. Sandra: Let’s have a party, come on everyone!
Sandra is going to bring an MP3 player and Cassy: Wow! A band! This is a fantastic party!
speakers.
Frame 4 • Afterwards, ask the class the gist question
Narrator: The day of the party arrives … again. Ask At the end, where do the students
Jane: I love parties! have their party? Elicit the answer In the
Sandra: Me too. Come on everyone, let’s put playground.
the music on and dance!
Frame 5
page 62
Narrator: And then, suddenly … • Say Open your Pupil’s Book at page 62.
Tim: Oh no! There are no lights and no music. Give the pupils time to find the page.
The electricity isn’t working!
250

Unit 8 Lesson 2

the dialogue by reading in their Pupil’s Book. Remember the story. Write,
page 76
Play CD 4 track 25. order and match. Listen and check.

• When the CD has finished, ask the pupils to • Say Open your Activity Book at page 76.
name any of the flashcard party words they Give the pupils a moment to find the page.
recognised in the story (a party, snacks, fizzy • Hold up the Activity Book and point to Activity
drinks, balloons, streamers, paper plates, paper 4. Check the pupils understand what they have
cups, a band). to do. Refer them to the words in the word pool
Check comprehension. Ask sentence from the story. Then, they number
questions. the sentences in the correct order. Refer them
• Check that the pupils understand the story by to the headshots and elicit the names of the
asking questions about each frame. Encourage characters. They have to match each speech
the pupils to answer in English. bubble to the corresponding person.
Frame 1 • Get the pupils to work individually and then
Where are the children? (in school) to compare answers in pairs. Finally, Play CD 4
Why do they want a party? (because it’s nearly track 26 and the pupils check their answers.
the end of the school year) • Answers: 1 Can we have a party? (c) / 2 We
Who do they ask? (a teacher) need snacks and fizzy drinks. (c) / 3 Oh, we
Frame 2 aren’t going to dance. (d) / 4 Here’s a guitar for
What four things do they say they need for Tim. (b) / 5 Are you going to bring the balloons
their party? (snacks, fizzy drinks, balloons and and streamers? (a) / 6 And now for some live
streamers.) music! (c)
Why does Jane want speakers? (they need CD4
music for dancing) 26

Who’s organising the balloons and Dave: Can we have a party?
streamers? (Jane) Narrator: Number 2
Who’s organising the snacks and drinks? Dave: We need snacks and fizzy drinks.
(Tim) Narrator: Number 3
Who’s organising the paper plates and cups? Sandra: Oh, we aren’t going to dance!
(Dave) Narrator: Number 4
Who’s organising the MP3 player and Jane: Here’s a guitar for Tim.
speakers? (Sandra) Narrator: Number 5
Tim: Are you going to bring the balloons and
Frame 4
streamers?
Where does the party start? (in the classroom)
Narrator: Number 6
Frame 5 Dave: And now for some live music!
What isn’t working? (the electricity)
Why is this a problem? (there are no lights and
no music) Read and write ‘True’
page 76
Frame 6 or ‘False’. Correct the false

Where do Dave and Jane go? (to the Music sentences.
room) • Hold up the Activity Book and point to Activity
What instrument does Jane find for Tim? (a 5. Check the pupils understand what they have
guitar) to do.
Frame 7 • Ask a pupil to read the first sentence aloud.
What are the other children doing? (They’re Ask another pupil to say if it is true or false
moving tables, chairs, balloons, etc) (true). Remind pupils that after they write true or
Frame 8 false, they need to correct the false sentences.
Where is the party now? (in the playground) • Tell them to work individually. Check the
Where does the light come from? (the moon) answers together.
Where does the music come from? (their
• Answers: 1 False. It’s the end of the school
band)
year. / 2 True / 3 False. The friends organise
Are the students happy? (yes, they are)
the party. / 4 False. The party starts in the
251

Unit 8 Lesson 2
classroom. / 5 True / 6 False. The friends go to

Extra: Play class pairs. Put the flashcards
the Music room. / 7 False. Finally, there is music
facedown on the board, in a random order. Number
from the band.
them 1-10. Put the word cards facedown on the
board, in a random order. Number them a-j. Divide
page 76
the class into two groups (A and B). Ask group A
Write a review. to choose a flashcard and a word card (e.g. 3f),
• Hold up the Activity Book and point to Activity Turn them over, get the class to tell you the words.
6. Check the pupils understand what they have If they are a pair leave the flashcards face up and
to do. give the team a point. If they’re not a pair, turn the
• Give the pupils time to read the sentences and flashcards face down again and ask team B to
circle a), b) or c). choose two flashcards. Continue in this way. The
team with most points wins.
pupils to answer.
Homework: Get the pupils to write their own review
• Answers: 1 b / 2 a / 3 c / 4 b
of the story, in their own words. They should write
it using the past tense. They must include the
page 76
Quest Story Review following words: party, teacher, classroom, problem,
• Hold up the Activity Book and point to the music room, playground.
• When the pupils have finished, invite individual
story is about a party. / It happens in a school.
/ The main characters are children. / There’s a
problem with the electricity.

Closing activities
• Ask your pupils to remember their last party in
school. Why was there a party? Where was the
party? Were there balloons or streamers? Were
there snacks or drinks? Were there paper plates
or paper cups? Was there any music? Was
there a band or was there an MP3 player and
speakers?
252

Unit 8 Lesson 3

• To recall the story • Display the story poster for Unit 8. Ask
• Introduce going to to talk about future plans What is the name of this story? (The End-of-
• Read and write sentences about future plans Year Party). Summarise the story by asking a
• Listen, read and act out a dialogue question about each important frame. Point to
Language focus the appropriate frame as you ask the questions.
• a party, an invitation, snacks, fizzy drinks, Frame 1
paper plates, paper cups, a band, speakers, What do the friends want? (a party)
balloons, streamers Why? (it’s the end of the school year)
• I’m going to (buy balloons). / I’m not going to Frame 2
(buy balloons). Why does Jane want music? (for dancing)
• He/She’s going to (bring snacks). / He/She
Frame 3
isn’t going to (bring snacks).
Who reads their party plan? (Tim)
• Are you going to (dance)?
• Is he/she going to (dance)? Frame 4
Where does the party start? (in the classroom)
Materials
Frame 5
What’s the problem? (the electricity isn’t
working)
streamers Frame 6
• Story poster: End-of-Year Party Why do Dave and Jane go to the Music room
• Pupil’s Book, page 63 (for musical instruments)
• Activity Book, pages 77 and 95 Frame 7
• Class audio CD What do the other children do? (move the
• Optional Basics Book, page 55 party things outside)
Frame 8
Where is the party at the end? (in the
playground)
• Where do the children get their music
Opening activities from? (a band)
• Review the story (CD 4 track 25) with the • Play the story on CD 4 track 25. Encourage
story poster. the class to listen and check their answers to
Main activities the questions.
grammar. Answer the questions. Look at the Main activities
Grammar Quest to help you (PB page 63).
Grammar presentation.
• Grammar practice Look at the chart • Introduce this lesson’s grammar focus. Refer
and complete the sentences. Look at the the class back to the story poster End-of-Year
pictures. Write the questions and short Party. Point to Frame 3 and invite a volunteer
answers. Write affirmative and negative to read the first line on Tim’s party plan. Write
sentences about Sam and Clare (AB page the sentence on the board: Jane is going to buy
77). Extra! Go to the Grammar Practice on balloons and streamers. Ask Is this sentence
page 95 (AB page 95). talking about the past, present or future? (the
• Speaking practice Listen, read and repeat. future). Underline going to.
Act it out (CD 4 track 27) (PB page 63). • Point to Frame 6 on the story poster. Elicit
what Dave says and write it on the board: I’m
Closing activities going to find some drums. Point to the ’m
and ask what it stands for (am). Ask Is this
• Invent a dialogue (PB page 63). sentence talking about the past, present or
the future? (the future). Underline going to.
• Bilingual Dictionary (AB page 77). • Then, ask the class to tell you how they would
make these sentences negative. Do this orally,
253

Unit 8 Lesson 3

Revision – Contractions 7 Look at the chart and complete the sentences. Future with going to
I’m = I am We’re = We are
What are you Kiera Dan Sophie Jack
Grammar Quest He’s = He is
She’s = She is
isn’t = is not
aren’t = are not
going to do? Put up balloons Bring snacks Bring plates Bring speakers
Future – to be + going to
I’m 1 I’m going to put up balloons . I’m not going snacks.
I’m not
buy balloons and streamers.
He’s
going to bring speakers.
She isn’t 2 I’m . balloons.
dance.
We’re
We aren’t
3 I’m . I’m not going speakers.
Are you Yes, I am. Yes, he/she is. Yes, we are.
going to dance?
Is he/she No, I’m not. No, he/she isn’t. No, we aren’t.
4 I’m going . I’m plates.

8 Look at the pictures. Write the questions and short answers.
1 Do we use going or going to in this form of the future tense?
2 Do we use isn’t going to with I or he/she in negative sentences? 1 have a party ✓ Sam Clare
3 listen to a band ✗ 5 eat pancakes ✗
3 Do we use going to in the short answers?
4 2 write invitations ✓
7 Listen, read and repeat. Act it out. 4 paint pictures ✓
27 6 write a postcard ✗
The last show

1 Is Sam going to have a party? 4 Is Clare going to paint pictures?
Kiera: It’s the last Quest TV show. We’re going to have a party! Yes, he is.
Dan: We need some paper plates and paper cups. 2 Is he ? 5 Is she ?
Kiera: Don’t worry, I’m going to buy them tomorrow.
Dan: Great! Is Sophie going to bring the snacks and drinks?
Kiera: Yes, she is. What are you going to do? 3 ? 6 ?
Dan: I’m going to decorate the studio with balloons and
streamers.
Kiera: It’s going to look great! And what about Jack? 9 Write affirmative and negative sentences about Sam and Clare.
Dan: Yes, is Jack going to do something?
Kiera: Jack? 1 He’s going to have a party. 4 She’s
Dan: I know. Jack is going to bring the music! 2 5
Kiera: Of course!
3 6
9780230734838.Text.indd 63 This is 0236 - 16/03/2012 09:26 9780230424531.P75-84.indd 77 20/03/2012 11:09

seems ok(?)
as they will see negative sentences written Note: You may need to guide pupils or use
down in their books. Jane isn’t going to buy L1 to help their understanding of the concept
balloons and streamers. / I’m not going to find questions.
some drums.
• Answers: 1 going to / 2 he/she / 3 No
page 63
page 63
Give the pupils time to find the page. it out.
• Invite volunteers to read the affirmative and • Hold up the Pupil’s Book and point to Activity
negative sentences from the main Grammar 7. Ask the pupils Who can you see? (Kiera
Quest box. Again, remind pupils that these and Dan). Refer the pupils to the dialogue
sentences are talking about the future. Refer the heading (The last show). Play CD 4 track 27 and
pupils to the Revision. Read out the short and encourage the pupils to follow the dialogue in
long forms and remind pupils that we usually their books while listening.
use the short forms when we use the pronouns. • Ask the pupils questions about the dialogue to
Then, get them to read the questions and short check their understanding, for example, Who is
answers. going to buy paper plates and cups? (Kiera).
Who is going to bring the snacks and drinks?
page 63
(Sophie). Who is going to put up streamers
at the Grammar Quest to help you. and balloons? (Dan). Who is going to bring
• Hold up the Pupil’s Book and point to Activity the music? (Jack).
6. Say Answer the questions. Ask the class to • Play the CD again, but this time encourage the
look at the Revision table, as well as the main pupils to repeat each sentence of the dialogue
Grammar Quest box. after you, pausing the CD after each line. Help
• Read the questions in Activity 6 out loud to the them with pronunciation, as necessary.
class. Invite pupils to answer. Ask the rest of the • Put the class into four groups. Assign each
class if they agree before confirming the correct group a Quest character. Get each group to
answer. Refer back to the tables, if necessary. repeat their person’s lines in chorus after the
CD. Repeat this until the pupils are confident
with the dialogue.
254

Unit 8 Lesson 3
• Tell the pupils to look at the chart about the

Grammar Practice 8 Quest team’s party plans. Ask questions about
Future – going to
the chart to check understanding, for example,
I’m (1) going to
Is Sophie going to put up balloons and
streamers? (no, she isn’t). Is Dan going to
buy balloons
I’m (2) going to
and streamers.
He’s
She (4)
(3)
going to
to
bring speakers.
bring snacks? (yes, he is), etc.
We’re going to
dance. • Do an example sentence with the class first,
We (5) going to
(6) you
(7) he/she
going to dance?
complete the sentences in the speech bubbles.
Yes, I am. Yes, he/she is. Yes, we are. When the pupils have finished, check the
No, I’m not.
No, he/she
(8)
No, we
. (9) .
answers together.
• Answers: Kiera: 1 I’m going to put up
1 ✗ He / bring / drinks He isn’t going to bring drinks. balloons. I’m not going to bring snacks. / Dan:
2 ✓ She / buy / balloons
✗ She / dance
2 I’m going to bring snacks. I’m not going to
3
4 ✓ He / go / university put up balloons. / Sophie: 3 I’m going to bring
5 ✓ She / get / married
✗ He / bring / snacks
plates. I’m not going to bring speakers. / Jack:
6
4 I’m going to bring speakers. I’m not going to
3 Look at Activity 2. Write the questions and short answers.
1 Is he going to bring drinks? No, he isn’t. bring plates.
2
Look at the pictures. Write

page 77
3
4
5
6
the questions and short answers.
95
8. Tell the pupils that in this activity they are
9780230424531.P85-96.indd 95 20/03/2012 12:08
talking about the future. Point to the picture
of the boy and say This is Sam. Point to the
Option: To give the pupils more practice with picture of the girl and say This is Clare.
the dialogue, put them into pairs and have them • Tell the pupils to look at the phrases in order
practise saying the dialogue together. Invite some to write the appropriate questions. They look at
of the pairs to perform the dialogue for the class. the cross or tick next to each phrase in order to
CD4
answer the questions. Do the first question and
27 short answer with the class as an example to
The last show check they understand what to do.
Kiera: It’s the last Quest TV show. We’re going • Ask the pupils to work individually. When they
to have a party! have finished, check the answers together.
Dan: We need some paper plates and paper • Answers: 1 Is Sam going to have a party? Yes,
cups. he is. / 2 Is he going to write invitations? Yes,
Kiera: Don’t worry, I’m going to buy them he is. / 3 Is he going to listen to a band? No, he
tomorrow. isn’t. / 4 Is Clare going to paint pictures? Yes,
Dan: Great! Is Sophie going to bring the she is. / 5 Is she going to eat pancakes? No,
snacks and drinks? she isn’t. / 6 Is she going to write a postcard?
Kiera: Yes, she is. What are you going to do? No, she isn’t.
Dan: I’m going to decorate the studio with
balloons and streamers. Write affirmative and
page 77
Kiera: It’s going to look great! And what about
Jack? negative sentences about Sam and
Dan: Yes, is Jack going to do something? Clare.
Kiera: Jack? • Hold up the Activity Book and point to Activity
Dan: I know. Jack is going to bring the music! 9. Read out the example (number 1): He’s going
Kiera: Of course! to have a party. Elicit the next sentence. Refer
the class to the phrases in Activity 2.
page 77 • Ask the pupils to work individually to write the
complete the sentences. remaining sentences. Move around the room to
check their work and offer help.
Give the pupils time to find the page. • When the pupils have finished, invite pupils to
Well done!
255

Unit 8 Lesson 3
• Answers: 1 He’s going to have a party. /
2 He’s going to write invitations. / 3 He isn’t
going to listen to a band. / 4 She’s going to
paint pictures. / 5 She isn’t going to eat
pancakes. / 6 She isn’t going to write a
postcard.

page 95
on page 95.
Book page 63.
• Answers:
Activity 1: (1) going / (2) not / (3) going / (4) isn’t /
(5) aren’t / (6) Are / (7) Is / (8) isn’t / (9) aren’t
Activity 2: (1) He isn’t going to bring drinks.
/ (2) She’s going to buy balloons. / (3) She
isn’t going to dance. / (4) He’s going to go to
university. / (5) She’s going to get married. /
(6) He isn’t going to bring snacks.
Activity 3: (1) Is he going to bring snacks? No,
he isn’t. / (2) Is she going to buy balloons? Yes,
she is. / (3) Is she going to dance? No, she isn’t.
/ (4) Is he going to go to university? Yes, he is. /
(5) Is she going to get married? Yes, she is. /
(6) Is he going to bring snacks? No, he isn’t.

Closing activities


unit.
Word Quest 1.
Homework: Get the pupils to write three sentences

saying what they are going to do at the weekend,
e.g. I’m going to visit my grandparents.
256

Unit 8 Lesson 4
Lesson 4 loud. Remind them we use going to + verb to

talk about future plans.
Learning objectives • Play a game with the poster. Tell the class to
• Identify and say expressions about different close their eyes for the count of three, and cover
stages in life a word on the poster. Once the pupils open
• Listen to, read and write about your future their eyes, they put their hands up to tell you the
• Identify and say the different sounds /h/ and covered word. Keep up a fast pace to make this
/ʤ/ feel like a game.
Language focus
• make friends, get a job, get married, have Main activities
children, go on holiday
• You’re going to be (a pop singer). / You’re page 64
going to have (five children).
• I’m going to … / He/She’s going to …
Materials
verb phrases.
• Class audio CD • Play CD 4 track 28 and encourage the pupils
• Optional Basics Book, page 56 to follow the words in their Pupil’s Book while
listening.
• Play the CD again. Pause between each word
At-a-glance lesson plan and encourage the pupils to repeat it.
28
• Grammar practice Grammar poster make friends
summary and game get a job
Main activities get married
• Vocabulary presentation Listen and repeat have children
the words (CD 4 track 28) (PB page 64). go on holiday
• Listening practice Listen and read. Answer Listen and read. Answer the
page 64
the question (CD 4 track 29). Listen and question.

answer the questions you hear. Listen and
• Hold up the Pupil’s Book and point to
Activity 9. Ask What type of text is this? (it’s
a horoscope – about your future). Look at the
• Writing practice Look, write and match the instructions for how to work out your future
sentence halves. Invent and write the future number with the class. Get everyone to work
for you and a friend (AB page 78). out their future number. Give them time to read
their future prediction.
• Funky Phonics Listen and say (CD 4 track • Then, invite a pupil to read the question in the
31) (PB page 64). blue box above the text: Which ‘future numbers’
• Phonics practice Complete and sort the include going on holiday? Play CD 4 track 29
words. Listen and check (CD 4 track 32) and encourage the pupils to read the text in
(AB page 78). their Pupil’s Book while listening. Elicit the
• Closing activities answer to the question (numbers 2 and 7).
• Say the rap as fast as you can. CD4
29
Opening activities Find out about your future!

Do you want to know about your future?
• Say Hello, how are you? The pupils answer All you need is your future number!
and return the greeting. Here’s how you do it:
• Display the Unit 8 grammar poster. Get • Write down your first name and surname.
volunteers to read some of the sentences out • Add the numbers for the vowels in your
name.
257

Unit 8 Lesson 4

4 10 Look, write and match the sentence halves.
Word Quest 2 have get go get make
1 He’s going to make a on holiday.
2 She’s going to b friends.
1 make friends 2 get a job 3 get married 4 have children 5 go on holiday

3 He’s going to c children.
Text type: a horoscope 4 She’s going to d a job.

4
Which future numbers include going on holiday?

5 He’s going to e married.
Find out about your future! a

1
e
2
i
3
o
4
u
5
11 Invent and write the future for you and a friend. Text type: a horoscope
Do you want to know about your future? All you need is your future number!
a e i o a
Find out about your future!
Here’s how you do it:
• Write down your first name • Add the numbers for the vowels • If your final number is 10 or more, add the 1 2 3 4 5
and surname. in your name. numbers again to get a single number.
My future number is . I’m going to
Elizabeth S mith 2 + 3 + 1 + 2 + 3 = 11 1 + 1 = 2
• Find your future number in the horoscope and read about your future!
T his is your
Horoscope future number!
.
1 You’re going to be a pop singer.

You’re going to have five children. 4 You aren’t going to be a teacher.
You’re going to be very happy. 7 You’re going to go on lots of holidays.
You aren’t going to be famous.
My friend’s future number is . He/She’s going to
2 5 8 .
You’re going to get a job with You’re going to get a job in TV. You’re going to be a doctor.
animals. You’re going to go on a You’re going to have lots of money. You’re going to have two children.
safari holiday.
3 6 9
CD4
You aren’t going to be an artist. You’re going to get married. You’re going to be a sports star. 12 32 Complete and sort the words. Listen and check.
You’re going to make lots of friends. You aren’t going to be rich. You’re going to have a long life.
Are you happy with your future number? /h/ holiday

/ʤ/ job
10
4
30 Listen and answer the questions you hear. Listen and check. j ungle at jungle
appy otel
4 eadband
11 31 Listen and say.
acket
Jennifer and Jonathan are going to
ournalist
get jobs as journalists in the jungle.
olland ave
Harry and Helen are going to have
a happy holiday in Holland.
64 78
9780230734838.Text.indd 64 09/03/2012 15:35 9780230424531.P75-84.indd 78 20/03/2012 11:09
past? (your future) Is your future based on a

• If your final number is 10 or more, add the
letter or number? (number) etc.
numbers again to get a single number.
• Find your future number in the horoscope • Explain to the class that they are going to
and read about your future! hear some questions on the CD. Play CD 4
track 30. Pause after each question and elicit
1. You’re going to be a pop singer. You’re going answers from the class (these do not have to be
to have five children. complete answers or exactly the same as those
2. You’re going to get a job with animals. on the CD). Check by continuing to play the CD.
You’re going to go on a safari holiday.
3. You aren’t going to be an artist. You’re going CD4
30
to make lots of friends.
1 To find out your future number, what do you
4. You aren’t going to be a teacher. You’re
do first?
going to be very happy.
Write down your first name and surname.
5. You’re going to get a job in TV. You’re going
to have lots of money. 2 Then what do you do?
6. You’re going to get married. You aren’t going Add the numbers for the vowels in your name.
to be rich. 3 What are you going to be if your future
7. You’re going to go on lots of holidays. You number is four?
aren’t going to be famous. You’re going to be very happy.
8. You’re going to be a doctor. You’re going to
4 Are you going to be famous if your future
have two children.
number is seven?
9. You’re going to be a sports star. You’re
No, you aren’t. You’re going to go on lots of
going to have a long life.
holidays and have a long life.
5 You’re going to get a job in TV. What’s your
page 64
future number?
questions you hear. Listen and Your future number is five.
check.
• Hold up the Pupil’s Book and ask the class Tip: The aim of this activity is to check
to read the text in Activity 9 again. Ask a few understanding of the text; therefore, don’t correct
simple questions to check their understanding, the pupils’ grammar or ask for long answers.
e.g. Is the text about your future or your
258

Unit 8 Lesson 4
• Finally, ask individual pupils the (there are 5 /ʤ/ sounds). Ask the class to listen
personalisation question below the review: Are to the second half of the rap and ask How many
you happy with your future number? Listen /h/ sounds can you hear? Play the second
to their answers and help them explain which sentence on the CD and stop the CD. Elicit the
predictions they like and don’t like, for example, answer (there are 6 /h/ sounds).
I’m happy I’m going to make lots of friends.
• Play the CD again, pause the CD after the first
sentence and get the class to repeat it. Do the
Look, write and match the
page 78
same with the second sentence. Then, play the
sentence halves. CD all the way through and get the class to read
• Say Open your Activity Books at page 78. aloud in chorus along with the CD.
CD4
• Hold up the Activity Book and point to Activity 31
10. Refer the class to the words in the word Jennifer and Jonathan are going to get
pool box and the pictures next to each sentence jobs as journalists in the jungle.
beginning. These pictures help them choose Harry and Helen are going to have
the correct verb from the word pool box to a happy holiday in Holland.
write in the gaps. Then, they need to match the
sentence beginnings to the sentence endings.
Read the example and then do the next one Complete and sort the
page 78
together, orally as well. words. Listen and check.

• The pupils work individually. Then, check their • Hold up the Activity Book and point to Activity
answers as a class. 12. Get the pupils to work in pairs to write the
• Answers: 1 make b / 2 get d / 3 get e / letters ‘j’ or ‘h’ in the gapped words. They then
4 have c / 5 go a write the words in the correct column.
• Play the CD again and get them to check their
Invent and write the future
page 78 answers. They can change any answers which
are incorrect. When the pupils have finished,
for you and a friend.
check the answers with the class.
• Answers: /h/: holiday, hat, happy, hotel,
11. Explain to pupils that they are going to
headband, Holland, have / /ʤ/: job, jungle,
write a future prediction for themselves and
jacket, journalist
then a different future prediction for a friend.
Brainstorm possible sentences for their future CD4
predictions. They need to use some of this 32
lesson’s vocabulary. /h/

• Pupils write their future texts individually. hat
Move around the room to check their work and happy
help as necessary. hotel
headband
• Let them swap their book with their friend so
holland
he/she can read his/her future prediction.
have
• Answers: will vary, but they should use going
to + verb to write about the future. /ʤ/
jungle
page 64
Listen and say. jacket
• Hold up the Pupil’s Book and point to Activity journalist
11. Write the word job on the board and underline
the letter ‘j’. Say the word aloud but exaggerate Basics Book: For pupils using the Basics Book
the /ʤ/ sound. Get the class to repeat. Then, refer them to page 56, Activities 10, 11 and 12.
write the word holiday on the board and underline
the letter ‘h’. Say the word but exaggerate the /h/
sound. Get the class to repeat. Closing activities
• Ask the class to listen to the first half of the • Say Everybody finish now. Say Goodbye!
rap and ask How many /ʤ/ sounds can you Encourage the pupils to close their books and
hear? Play the first sentence of the rap on CD tidy up their things.
4 track 31 and pause the CD. Elicit the answer
259

Unit 8 Lesson 4
Extra: Give the pupils a short time to practise

reading the rap as fast as possible to themselves.
Invite volunteers to stand up and read it as fast as
they can.
Homework: Get pupils to learn the rap by memory.

Get individuals to say it from memory in the next
lesson.
260

Unit 8 Lesson 5
Lesson 5 the correct verb, e.g. You’re going to banana

lots of friends (make).
Learning objectives • Suggested sentences: You’re going to banana
• Listen and learn about the origins of the (make) lots of friends and be very happy. You’re
birthday party going to banana (get) a job in cinema and you’re
• Answer comprehension questions about the going to be rich. You’re going to banana (get)
text married to a famous film star. You’re going to
• Read and find out some amazing facts banana (have) two children. You’re going to
banana (go) on a fantastic holiday to New York.
Language focus
• spirits, a birthday cake, a goddess, a birthday
card, candles, round, an e-card Main activities
Materials Look at the poster and discuss.
• CLIL poster: The history of Birthday • Place the CLIL poster The History of Birthday
Celebrations Celebrations on the board. Ask the class to tell
• Pupil’s Book, page 65 you what today’s lesson is about. Ask the class
• Activity Book, page 79 the questions in the Teacher’s Questions box
• Class audio CD on the poster. Encourage your pupils to speak
• Optional Basics Book, page 57 English as much as possible but use L1 as
necessary. Get the class interested in the topic.
• Refer the pupils to the six smaller pictures
Opening activities
on the poster. Use the pictures to teach them
• Vocabulary revision game the key words they need for this lesson: spirits,
Main activities a birthday cake, a goddess, candles, round,
• Unit 8 CLIL poster activities The History of an e-card. Ask basic questions to check their
Birthday Celebrations. Look at the initial understanding of these words, e.g. What
poster and discuss. Focus on vocabulary. do people usually put on birthday cakes?
(candles) How do you send an e-card?
• CLIL main activities Listen and read. (by email/computer.) The work in the Pupil’s
Answer the audience questions (CD 4 track Books and Activity Books will extend their
33). Read and say ‘True’ or ‘False’ (PB page understanding of these words.
65). • Finally, ask volunteers to read out the Amazing
• CLIL follow-up activities Match the Facts on the poster.
sentence halves. Write ‘True’ or ‘False’.
Write the question words. Find the answers. Listen and read. Answer the
page 65
Complete the amazing facts. Find the audience questions

mystery word (AB page 79). • Say Open your Pupil’s Book at page 65.
Closing activities • Remind them that the questions on the mobile
• Make a poster. phone have been sent in to the Quest team by
• Bilingual Dictionary (AB page 84). the Quest audience. Read the questions aloud
Opening activities • Say Listen and read. Then, answer the
• Say Hello, how are you? The pupils answer audience questions. Play CD 4 track 33 and
and return the greeting. encourage the pupils to follow along with
the main text as they listen. Afterwards, ask
Vocabulary game. the pupils to raise their hands to answer the
• Say some future sentences aloud to the class questions. Accept short answers.
(see suggestions below) based on those in the • Answers: 1 Germany / 2 Artemis, the Goddess
text in the previous lesson. Include the verb of the Moon / 3 round / 4 to say Happy Birthday
phrases from Lesson 4, but instead of saying
the verb, say banana. Ask the class to tell you
261

Unit 8 Lesson 5
8 Lesson 5 C LI L History 8 Lesson 5 C LI L History

13 Match the sentence halves. Write ‘True’ or ‘False’.
4
12 Listen and read. Answer the audience questions. ce
33
Audien ns: 1 It’s Tina’s birthday a to school.
io
Quest
Birthday
e
y had th r 2 She’s going to go b Happy Birthday!
countr s fo
1 Which rthday partie
The History of first bi 3 She’s going to have a c her homework.
n? d
childre
Celebrations
Scotlan
Joe in
SMS fro
m
t 4 She’s going to do d birthday cake.
Ancien
did the to? True
2 Who s give cakes s 5 She’s going to have e on Saturday.
Greek m Sian in Wale
SMS fro cient 6 She’s going to sing f a party.
were An
t shape
Hi! I’m Tina and I’m from the UK. 3 Wha cakes? and
It’s my birthday on Saturday and Greek in Engl 14 Write the question words. When Who Where What
Simon
I’m going to have a party with SM S from
le give UK?
my friends. I’m going to have do peop e
4 Why ay cards in th d
a birthday cake with candles birthd m
Irelan
Erin in
on it, and everyone is going SMS fro 1 When did people visit friends to stop bad spirits? More than 2000 years ago.
Amazing fact
to sing Happy Birthday to me!
But where do these birthday 2 celebrated their birthdays with parties? Kings.
traditions come from? In some parts of
ition al
Can ada, it’s trad
a 3 were the first birthday parties for children? In Germany.
to put butter on
Why do we have birthday parties? child’s nose on his
or
More than 2000 years ago, many people believed her birthday. 4 was the name of these birthday parties? Kinderfeste.
that bad spirits visited a person on his or her birthday.
So friends visited people on their birthdays to stop Amazing fact
these bad spirits. At first, only very important people, In some countr ies, 15 Write the answers.
like kings, celebrated their birthdays with a real party. like Spain and Brazil,
In Europe, the first birthday parties for children were it’s tradit ional to pull
1 Who was the Ancient Greek Goddess of the Moon? Artemis
probably in Germany. They were called kinderfeste. a child’s ear on his or 2 What did they make for the Goddess of the Moon?
her birthd ay!
Where do birthday cakes come from? 3 Where did the tradition of birthday cards start?
The Ancient Greeks made cakes for Artemis, the 13 Read and say ‘True’ or ‘False’. 4 When did the tradition of birthday cards start?
Goddess of the Moon. The cakes were round
and they had candles on them. The cakes looked 1 In the past, people believed
like the moon. Nowadays, people make or buy bad spirits visited them on 16 Copy the amazing facts. Find the mystery word.
birthday cakes in different shapes and sizes. their birthday.
2 Kings celebrated their Amazing facts
Where do birthday cards come from? birthdays with kinderfeste Mystery
In the UK, the tradition of birthday cards started pull Spain butter nose
parties. Word! It’s a party word.
more than 100 years ago. People in the UK
3 The Ancient Greeks put
always give birthday cards to say Happy
candles on their cakes. 1 In Canada, some people put on a child’s
Birthday to their family and friends. Nowadays, .
some people send e-cards on the computer, too.
4 People in the UK never
2 In Brazil and , some pe o ple a child’s ear.
give birthday cards.
Online
Which country does the famous Happy Birthday song come from?
65 79
9780230734838.Text.indd 65 09/03/2012 15:36 9780230424531.P75-84.indd 79 20/03/2012 11:09
CD4
33
the Goddess of the Moon. The cakes were
round and they had candles on them. The
The History of Birthday Celebrations
cakes looked like the moon. Nowadays, people
Boy: Which country had the first birthday
make or buy birthday cakes in different shapes
parties for children? Joe in Scotland
and sizes.
Girl: Who did the Ancient Greeks give cakes
to? Sian in Wales Where do birthday cards come from?
Boy: What shape were Ancient Greek cakes? In the UK, the tradition of birthday cards
Simon in England started more than 100 years ago. People in the
Girl: Why do people give birthday cards in the UK always give birthday cards to say Happy
UK? Erin in Ireland Birthday to their family and friends. Nowadays,
some people send e-cards on the computer,
Tina: Hi! I’m Tina and I’m from the UK. It’s my
too.
birthday on Saturday and I’m going to have
a party with my friends. I’m going to have a
birthday cake with candles on it, and everyone Option: Ask the class to close their books. Write
is going to sing Happy Birthday to me! But the audience questions on the board. The pupils
where do these birthday traditions come from? work in pairs and guess the answers to the
Why do we have birthday parties? ask the class to open their Pupil’s Books at page
More than 2000 years ago, many people 65. Play CD 4 track 33 as they read. The pupils see
believed that bad spirits visited a person on if their initial ideas were correct or not. Feed back
his or her birthday. So friends visited people the correct answers as a class.
on their birthdays to stop these bad spirits.
At first, only very important people, like kings,
celebrated their birthdays with a real party. In Read and say ‘True’ or
page 65
Europe, the first birthday parties for children ‘False’.

were probably in Germany. They were called • Hold up the Pupil’s Book and point to Activity
kinderfeste. 13. Ask the pupils to work in pairs, to read the
Where do birthday cakes come from? can write the answers in their notebooks or on
The Ancient Greeks made cakes for Artemis, scrap paper.
262

Unit 8 Lesson 5
• When the pupils have finished, check the • Check the answers with the class. Ask
answers with the class. Ask different pupils different pupils to read out their completed
to read their sentences and then ask True or sentences.
False? Encourage the pupils to read you the • Write the circled letters on the board and
parts of the text which justify their answers. encourage the pupils to work out from the
• Answers: 1 true / 2 false / 3 true / 4 false letters what the mystery word is.
• Hold up the Pupil’s Book and point to the • Answers: 1 butter, nose / 2 Spain, pull /
Amazing facts. Ask pupils to read them out. Ask Mystery Word: balloons
questions to check that pupils have understood
Which country does the famous

Happy Birthday song come from?
Match the sentence halves.
page 79
Write ‘True’ or ‘False’. the Online Quest at the bottom of page 65. Say
• Say Open your Activity Book at page 79. This is a Quest challenge. Take your class to the
Give the pupils time to find the page. computer room so they can research where the
• Hold up the Activity Book and point to Activity famous Happy Birthday song came from (the USA).
13. Explain to the pupils that they should first Ask pupils to find out as many facts as they can
match the sentence halves. Do a couple of about the song. Then get them to share their
examples with the class first to show them how. information with the class.
Elicit that sentence 1 is true but sentence 2 is
false. Basics Book: For pupils using the Basics Book
• Get pupils to do the activity individually and refer them to page 57, Activities 13, 14, 15 and 16.
then to check in pairs. Finally, correct their
answers as a class.
Closing activities
• Answers: 1 e True / 2 a False / 3 d True / • Say Everybody finish now. Say Goodbye!
4 c False / 5 f True / 6 b False Encourage the pupils to close their books and
page 79
Write the question words.
• Hold up the Activity Book and point to Activity Extra: Pupils can work in small groups to create a
14. Refer the class to the word pool box. Say poster combining all their interesting facts from their
Write these words in the questions. Remind Online Quest to present to the rest of the class.
them to read the answers first as these will help
them choose the correct question word. Bilingual Dictionary: Ask the pupils to turn to page
• Pupils work individually. Check the answers 84 in their Activity Book. Remind them that this is
with the class. a Bilingual Dictionary, which they can complete to
• Answers: 1 When / 2 Who / 3 Where / 4 What keep a record of the words they have learnt in this
page 79
Write the answers. from Word Quest 2.
• Tell the pupils to write short answers, like in
the previous activity. Homework: Pupils work in groups to plan a
• When finished, get pupils to read you their birthday celebration. They make a list detailing who
answers. Write them on the board so the class is going to bring/do each thing.
can check their work.
• Answers: 1 Artemis / 2 cakes with candles on
them / 3 in the UK / 4 more than 100 years ago

page 79
Find the mystery word.

missing words.
263

Unit 8 Lesson 6
Lesson 6 the first people to have birthday parties?

(important people like kings) Where were
Learning objectives the first birthday parties for children? (in
Germany) In Ancient Greece, who did people
give cakes with candles to? (Artemis, the
Goddess of the Moon) When did the tradition
speaking world
of birthday cards in the UK start? (more than
• Listen, read and understand a party plan and
100 years ago) What is an e-card? (a card sent
an e-invitation
by email), etc.
• Write a party plan and an e-invitation
Language focus
• a party, an invitation, snacks, fizzy drinks, Main activities
paper plates, paper cups, a band, speakers,
balloons, streamers Do the quiz. Listen and
page 66
• I’m going to (bring snacks). check.

• He/She’s going to (bring streamers). • Say Open your Pupil’s Book at page 66.
• We’re going to (dance). Give the pupils time to find the page.
Materials • Hold up the Pupil’s Book and point to
• Flashcards and word cards: a party, an Activity 14. Tell them that they are going to
invitation, snacks, fizzy drinks, paper plates, find out some interesting facts about different
paper cups, a band, speakers, balloons, celebrations and parties in Britain.
streamers • Say Let’s do the Quest Culture Quiz about
• Pupil’s Book, page 66 celebrations and parties. Put the pupils
• Activity Book, page 80 in pairs and together they answer the quiz
• Class audio CD questions. They can write their answers on a
• Optional Basics Book, page 58 piece of scrap paper or in their notebooks.
At-a-glance lesson plan their papers with another pair. Say Listen and
(PB page 66 and AB pages 80 and 84) check and write a ✓ and a ✗ on the board so
they understand they should mark the other
Opening activities
• Review the Unit 8 CLIL poster. answer, so the pupils have time to correct their
Main activities friends’ quiz.
• Culture Quiz Do the quiz. Listen and • Ask the pupils to return the marked quizzes so
check (CD 4 track 34). Read. Complete the they can see how they did. Praise them, saying
sentences (AB page 80). Well done!
• Writing and listening practice Star Writer • Answers: 1 a / 2 c / 3 b / 4 c / 5 a
Listen and read (CD 4 track 35) (PB page
CD4
66). Look at Jenny’s email on page 66 in the 34
Pupil’s Book. Complete column A. Listen and
Jack: And now a Quest Culture Quiz!
complete column B (CD 4 track 36) AB page
1 The UK celebrates the Queen’s official
80). Complete Justin’s email. Look at column
birthday in … June every year.
B (AB page 80).
The answer is A!
• Vocabulary practice Bilingual Dictionary
2 A ceilidh (we say ‘kaylee’) is a traditional
(AB page 84).
Scottish … party.
Closing activities The answer is C!
• Party vocabulary game. 3 In the UK, people traditionally give someone
they love … a card for Valentine’s Day.
Opening activities The answer is B!
• Say Hello, how are you? The pupils answer 4 In the USA, families often celebrate a girl’s …
and return the greeting. 16th birthday with a special party.
The answer is C!
• Hold up the Unit 8 CLIL poster to review what
the class learnt in Lesson 5. Ask questions 5 People in the UK often have a street party to
about the history of the birthday party/birthday celebrate a … royal wedding.
cake/birthday card, for example: Who were The answer is A!
264

Unit 8 Lesson 6

Culture Quiz
17 Read. Complete the sentences.
4
14 34 Do the quiz. Listen and check. 1 In the UK, people often have a street party to ebcaetlra celebrate
a royal wedding.
1 T he UK celebrates the Queen’s official birthday in ...
every year. 2 In the UK, people celebrate the Queen’s birthday in
a ) June b) March c) October ueJn .
2 A c e i li d h (we say ‘kaylee’) is a traditional Scottish ... . 3 In the UK, people give someone they love
a ) song b) food c) party adcrs for Valentine’s Day.
3 In the UK, people traditionally give someone they love ... 4 A ceilidh is a traditional Scottish atpry .
for Valentine’s Day.
5 Families in the USA celebrate a girl’s 16th
a ) a balloon b) a card c) a cake
itdybrha with a special party.
4 In the USA, families often celebrate a girl’s ...
birthday with a special party. How do you usually celebrate your birthday?
b) 20 th b) 10 th c) 16th t
Language fac 18 Look at Jenny’s email on page 66 in the Pupil’s Book. Complete column A.
5 People in the UK often have a street party to celebrate a ... . , we
In th e UK
n wh o
a ) royal wedding b) birthday c) christening ca ll a pe rso A Jenny’s group B Justin’s group
ies a
lov es pa rt
an ima l’! Snacks? Jenny
‘pa rt y
Fizzy drinks?
4
Write to Quest TV. Interesting fact
15 35 Listen and read. Paper plates?
O ne of the big
You’re going to have a party! ges t
par ties in the Paper cups?
Send us your party plans w orld
is the car niva l
and your e-invitation. in Rio Balloons/streamers?
de Jan eiro , Bra
zil, in
Feb rua ry eve ry MP3 player and speakers?
yea r!
Email to: Quest TV
CD4
Dear Quest team, 19 36 Listen and complete column B.
We’re going to have a party to celebrate the end of Invitation
the school year! Here’s our party plan: You’re invited to an Lesson 7: 20 Complete Justin’s email. Look at column B.
• I’m going to bring some snacks and paper plates. END-OF-YEAR Write your
• Paula is going to bring some fizzy drinks. PARTY! email and your Dear Quest team,
• Mark is going to bring some paper cups. Where: Lakeside school
e-invitation My English class is going to have a party. Here’s our party plan:
• Alex is going to bring some balloons. When: Friday 28th June, 6pm (Activity Book, I’m going to bring 1 and 2 .
• We aren’t going to have a live band, Sally is going
page 81).
Please answer this e-invitation Laura is going to bring 3 and 4 .
to bring her MP3 player and speakers for the music. as soon as possible. Paul 5 and 6
Lesson 8: .
We’re going to eat, dance and have lots of fun! I’m going to come to the party: Anna 7 . We are going to have a fantastic party!
Do the Progress
From Jenny Yes / No From Justin
Check (Activity
Book, page 82).
9780230734838.Text.indd 66 09/03/2012 15:36 9780230424531.P75-84.indd 80 20/03/2012 11:09
• Ask the pupils what an English expression • Invite a pupil to read out the personalisation
might be to say that someone loves parties. question How do you usually celebrate your
Acknowledge logical answers and praise the birthday? Encourage the pupils to answer and
pupils for their ideas, saying Well done! write their ideas on the board. Listen to their
• Hold up the Pupil’s Book and point to the answers and praise their speaking.
Language fact. Invite a pupil to read out the fact:
In the UK, we call a person who loves parties
page 66
Listen and read.
a party animal! • Hold up the Pupil’s Book and point to Activity
• See if your class can remember the other 15. Say This is the Quest TV Star Writer. Invite
expression in this book which was about an a pupil to read the instructions (You’re going to
animal (You’ve got a memory like an elephant). have a party! Send us your party plans and your
• Invite a pupil to read the interesting fact. Ask e-invitation.) Then say This week, Quest TV’s
if anyone has ever been to the Carnival. What’s Star Writer is Jenny. Let’s listen and read.
the biggest party they’ve been to? Encourage the pupils to read the texts as they
listen. Play CD 4 track 35.
Read. Complete the
page 80 • Check the pupils’ understanding by saying
some true or false sentences. Encourage
sentences.
• Say Open your Activity Book at page 80. sentences, for example: Jenny is going to
Give the pupils time to find the page. bring some snacks. (True) Paula is going to
• Hold up the Activity Book and point to Activity bring speakers. (False. She’s going to bring
17. Refer the class to the jumbled letters in each fizzy drinks.) Mark is going to bring some
sentence. Tell them to use these letters to write paper cups. (True) Alex is going to bring
words, in order to complete the sentences. speakers. (False. She’s going to bring balloons.)
• When the pupils have finished, check the The party is on Tuesday. (False. It’s on Friday.)
• Answers: 1 celebrate / 2 June / 3 cards /
4 party / 5 birthday
265

Unit 8 Lesson 6
CD4 CD4
35 36
Write to Quest TV. Woman: Hi Justin. Your English class is going

You’re going to have a party! Send us your to have a party. Is that right?
party plans and your e-invitation. Justin: Yes, that’s right.
Woman: So, tell me about your party plan.
Dear Quest team, Justin: Well. I’m going to bring snacks and
We’re going to have a party to celebrate the fizzy drinks.
end of the school year! Here’s our party plan: Woman: Snacks and fizzy drinks. Okay. And
I’m going to bring some snacks and paper what else?
plates. Justin: Well. There’s Laura. Laura is going to
Paula is going to bring some fizzy drinks. bring paper plates and paper cups.
Mark is going to bring some paper cups. Woman: Paper plates and paper cups, ok.
Alex is going to bring some balloons. Justin: And Paul is going to bring some
We aren’t going to have a live band, Sally is balloons and some streamers.
going to bring her MP3 player and speakers for Woman: Good. Decorations are important for
the music. a party!
We’re going to eat, dance and have lots of fun! Justin: Yes, they are.
From Jenny Woman: Oh, sorry, how do you spell Paul?
Justin: That’s easy. P A U L.
Look at Jenny’s email
page 80
Woman: Thanks. Is that everything?
on page 66 in the Pupil’s Book. Justin: No. There’s also Anna.
Woman: Anna?
Complete column A. Justin: Yeah, Anna. She’s going to bring an
• Hold up the Activity Book and point to Activity MP3 player and some speakers.
18. Ask the pupils to work individually to Woman: Great. Well, have a fantastic party!
complete column A with the information from Justin: Thank you!
the Pupil’s Book party plan on page 66. Refer
the pupils to the example answer and check
understanding. Complete Justin’s email.
page 80
• When the pupils finish writing, check the Look at column B.

answers with the class. • Hold up the Activity Book and point to
• Answers: Snacks: Jenny / Fizzy drinks: Paula Activity 20. Check the pupils understand the
/ Paper plates: Jenny / Paper cups: Mark / instructions. Ask the pupils to work individually
Balloons/streamers: Alex / MP3 player and to complete the sentences in Justin’s email.
speakers: Sally Refer the pupils to Jenny’s model text in their
Pupil’s Books on page 66 and column B in
Listen and complete
page 80 Activity 18 on page 80 of their Activity Book.
column B. • Move around the room to check the pupils’
19. Tell the pupils they’re going to listen to • Get pupils to check their answers in pairs.
a woman talking to a boy called Justin. He’s Where they have different answers, they should
talking about his group’s party plans. Explain both look back at column B and try to find
that they must listen carefully and complete the correct answer. Finally, check the answers
column B with the correct answers. with the class. Ask different pupils to read the
each sentence to give the pupils time to write • Answers: 1 1 snacks / 2 fizzy drinks / 3 paper
the answers. Play the CD again for the pupils to plates / 4 paper cups / 5 is going to bring some
check their work. balloons / 6 streamers / 7 is going to bring an
MP3 player and some speakers
correct words on the board. page 84
• Answers: Snacks: Justin / Fizzy drinks: Justin
/ Paper plates: Laura / Paper cups: Laura /
Balloons/streamers: Paul / MP3 player and
speakers: Anna
266

Unit 8 Lesson 6

words.

Closing activities
Extra: Play a miming game with the party words.

Shuffle the party word cards. Invite a pupil to the
front of the class. Show him/her a word card.
He/She mimes it to the rest of the class (e.g.
blowing up a balloon). Pupils raise their hands to
guess the word. The pupil who guesses correctly
comes to the front of the class and mimes the next
word card. Make this game more challenging by
writing (future) sentences using the party words,
e.g. She’s going to buy snacks. The pupils still
mime, but this time they have to mime the complete
sentence and the rest of the class has to guess the
complete sentence. Ask What is he/she going to
do?

celebrations/parties in their country. Ask pupils to
research facts about celebrations/parties in their
country on the internet, in books or in the library.
Pupils write three questions and give three multiple-
choice answers for each question. Pupils take turns
asking some of their quiz questions in the next
lesson, and the other pupils guess which of the
multiple-choice answers are correct.
267

Unit 8 Lesson 7
Lesson 7
8 Lesson 7

LEARN
• Categorising party words into different
balloons an invitation a band snacks an e-card
paper cups fizzy drinks a party a birthday cake streamers
speakers candles drums paper plates guitar
groups
• Planning and writing a party plan Food/drink Music Decorations
balloons
Other
• Writing an email
Language focus
paper plates, paper cups, a band, speakers, 22 Imagine you and your friends are having a party. Make notes.
Invitation
Snacks?
balloons, streamers Fizzy drinks?
You’re invited
END-OF-YEA
to an
R
• I’m going to (bring snacks). Paper plates? PARTY!
Where:
Paper cups?
• He/She’s going to (bring streamers). Balloons/streamers?
When:
Please answer
this
as soon as poss e-invitation
• We’re going to (dance). MP3 player and speakers?

ible.
I’m going to com
e to the party:
Yes / No
Materials 23 Write an email to Star Writer. Use your notes from Activity 22.

Email to: Star Writer
streamers
81
At-a-glance lesson plan 9780230424531.P75-84.indd 81 20/03/2012 11:09
(AB page 81)

Opening activities Main activities
• Vocabulary practice A spelling game to
revise party vocabulary
page 81
Main activities
correct columns.
• Vocabulary activity Write the words in the
correct column (AB page 81).
• Writing practice Imagine you and your
21. Ask What type of word is balloons? Is
friends are having a party. Make notes.
it a food or drink? Is it a type of music? Is
Write an email to Star Writer. Use your notes
it a decoration? Pupils put up their hands to
answer (it’s a decoration). Ask the pupils to work
individually to write the words in the correct
Closing activities columns. Words that don’t fit into the first three
• Finalise party plans as a class. categories go in the ‘other’ column.
Opening activities answers with the class. Say to the pupils Let’s
check our answers.
and return the greeting. • Answers: Food/drink: snacks, fizzy drinks, a
birthday cake / Music: a band, speakers, drums,
• Divide the class into pairs. Give each pair a
guitar / Decorations: balloons, streamers,
piece of paper. Say Write the words correctly.
candles / Other: an invitation, an e-card, paper
Write ten of this unit’s words/phrases on the
cups, a party, paper plates
board but don’t write the vowels, e.g. ppr plts
(paper plates), mk frnds (make friends), etc.
The pairs write the words/phrases correctly, by Imagine you and your friends
page 81
writing in the missing vowels. Give them a time are having a party. Make notes.
limit so it feels like a race. The first pair to finish • Tell the pupils that they are going to plan an
and write the words correctly wins. English class end-of-year party.
268

Unit 8 Lesson 7
Tip: This activity will be much more motivating for Extra: Play this unit’s song again. Get the class to
the class if they can plan a real English class party. look in their Pupil’s Book page 61 and to sing along!
If this isn’t possible, tell them they are planning an
imaginary English class party. Homework: Get your pupils to write e-invitations
for their party in neat on pieces of paper. Tell them
• Divide the class into groups of about four to decorate them appropriately. Then, display
children. Give each group a piece of scrap the e-invitations in a classroom display under the
paper for their initial planning. It doesn’t matter heading: Our Star Writer letters. Choose one/two
if they cross things out on this paper, as they to be this week’s Star Writer. Keep a diary of who
plan. Tell them to talk together to decide who has already been a Star Writer so that all the pupils
is going to bring each thing to the party. They have a go.
should use English.
• Then, the pupils each complete the chart for
their group in their Activity Book, on page 81.
They write the names of children in their group
next to the items.
• Afterwards, get groups to report back to the
rest of the class.

page 81

an email with their party plan. Tell the pupils that
they should use the notes they have made in
Activity 22. They can also refer to Justin’s plan
on the previous page in their Activity Book.
• Then, have a class discussion as to when they
should have this English class party. Decide on
a date together (a real date if you are having a
real class party). Look at the blank email in their
Activity Book and complete it orally with the
class.
• Afterwards, get the pupils to complete the
email individually, remembering what you
agreed on in your class discussion.

Closing activities
• Finalise your plans for your party (if it’s a real
one). For example, check that there aren’t lots of
pupils bringing speakers. Tell the pupils who are
bringing paper cups that they only need to bring
a few each, so there are enough for the class,
etc.
269

Unit 8 Lesson 8
Lesson 8

• Complete the Bilingual Dictionary for Unit 8 1 a party 2 snacks 3 paper plates 4 a band 5 balloons
• Add words to the Concept Map to create a To:

PARTY!
_____________
personalised record
From: _____________
Date: _____________
Place: _____________
• Complete Unit 8 in the Grammar Builder 6 an invitation 7 fizzy drinks 8 paper cups 9 speakers 10 streamers
Word Quest 2
Language focus
paper plates, paper cups, a band, speakers, 1 make friends 2 get a job 3 get married 4 have children 5 go on holiday
balloons, streamers Learning to

LEARN
Go to the Bilingual Dictionary
(Activity Book, page 84).
46 words and expressions
• make friends, get a job, get married, have

Grammar Quest
Future – to be + going to, affirmative Future – to be + going to, negative

children, go on holiday I’m I’m not
• He/She’s going to (get married/buy snacks).

You‘re buy balloons. You aren’t buy balloons.
He’s buy streamers. He isn’t buy streamers.
• He/She isn’t going to (go on holiday/write an She’s going to She isn’t going to
bring speakers. bring speakers.
We’re We aren’t
dance. dance.
invitation). You’re
They’re
You aren’t
They aren’t
Materials Future – to be + going to, questions and short answers

Are you Yes, I am. Yes, he/she is. Yes, we/you/they are.
• Flashcards and word cards: a party, an Is

Are
he/she
we/you/they
going to dance? No, I’m not. No, he/she isn’t. No, we/you/they aren’t.
Learning to
invitation, snacks, fizzy drinks, paper plates, LEARN Go to Unit 8 in your Grammar Builder.
paper cups, a band, speakers, balloons, 67
streamers
9780230734838.Text.indd 67 09/03/2012 15:36

• Grammar Builder • Vocabulary practice Complete the
• Class audio CD Bilingual Dictionary (AB page 84).
At-a-glance lesson plan • Grammar Builder (pages 23 and 24).
• Vocabulary game Play Ten unit questions. • Say Hello, how are you? The pupils answer
Main activities
questions.
• Vocabulary Complete the sentences.
Use verb phrases and party words (AB page • Here are some suggestions for questions:
82). Ask questions about this unit’s main vocabulary
sets, for example, Name a good party
• Grammar Write affirmative and negative
decoration? (balloons/streamers). What can
sentences about Megan and her friends
you drink your fizzy drinks out of at a party?
(AB page 82).
(paper cups). What’s the missing verb?
• Listening Listen and draw lines (CD 4 track He’s going to … a job? (get). Complete the
37 (AB page 83). sentence: She’s going to go on … (holiday).
• Reading Read and write ‘True’ or ‘False’ • Ask simple comprehension questions based
(AB page 83). on the story in Lesson 2, for example, Why do
• Speaking Look at the chart. Ask and the children want to have a party? (it’s the end
answer. Make your own dialogue (AB page of the school year). Where is the party at the
83). end of the story? (in the playground).
270

Unit 8 Lesson 8
Progress Check 8
CD4
1 Complete the sentences. Use verb phrases and party words. Vocabulary 3 37 Listen and draw lines. EX AM
PRACTI CE Listening
Sarah Jenny Nick Rose Alan Sylvia Tony
1 Megan’s sister is going to get married and .
2 Megan’s brother is going to and then .
3 And Megan is going to and have

a b c d e f
!

4 She gives to all her friends.
Aquarius (January 20th – February 18th)
5 She buys paper for the You’re going to be an artist. You’re not going to be rich, but you’re going to be
brave. You’re going to get married and you’re going to have lots of children.
You’re going to go on a safari holiday in Africa. You’re going to be very happy.
and paper for the .
Scorpio (October 23rd – November 21st)
6 She decorates the garden with and . You’re going to be a famous actor on television. You’re going to be very rich.
You’re going to get married and you’re going to have one child. You’re going to
7 She hasn’t got a go on lots of holidays in the USA. You’re going to have a long life.
, but she has got lots of music on
1 Dave’s going to be an actor. False
an MP3 player and .
2 Sandra’s going to be an artist.
3 Dave’s going to be very rich.
2 Write affirmative and negative sentences about Megan and her friends. Grammar
4 Sandra’s going to get married.
1 Megan is going to buy snacks . (✓ buy snacks) 5 Dave’s going to have lots of children.
2 She isn’t . (✗ read a book)
5 Look at the chart. Ask and answer. Make your own dialogue. Speaking
3 John . (✓ play the drums)
Is (Peter) going to (bring balloons)?
4 He . (✗ watch TV)
Peter Ruth
5 Christina . (✓ write an invitation) balloons ✓ ✗
(Yes, he is.)
6 (✗ paint a picture) streamers ✗ ✓
snacks ✗ ✓
7 Albert (✓ go on holiday) Is (Ruth) going to (bring cups)?
.
drinks ✓ ✗
8 (✗ listen to music) cups
(No, she isn’t.) She’s going to (bring snacks). ✓ ✗
YES • Remember the vocabulary from the unit. YES • Understand a short listening. • Read about horoscopes.
I CAN • Use going to to talk about the future.
I CAN • Talk about what people are going to do.
82 83
9780230424531.P75-84.indd 82 20/03/2012 11:09 9780230424531.P75-84.indd 83 20/03/2012 11:09
• Ask questions about this unit’s grammar, for the pupils to spend a few minutes just looking
example, Complete the sentence: Tomorrow, over the vocabulary and grammar, in silence.
Andy is … read a book. (going to). Which Afterwards, ask them if they have any questions
sentence is correct, a or b? a) I’m going to about the vocabulary or the grammar.
dance. B) I’m going dance. (sentence a). • Point to the Grammar Quest. Ask the pupils to
• Ask questions about this unit’s CLIL lesson, say new examples of sentences using the same
for example, Where were the first birthday structure and vocabulary from Unit 8. Listen and
parties for children? (in Germany). What’s praise their speaking, saying Very good!
the name of a birthday card you send on a
computer? (an e-card). Progress Check 8. Complete
page 82
• Check the answers with the class. Pupils put the sentences. Use verb phrases
up their hands to answer. Write the answers on and party words.
the board. Say Well done! • Say Open your Activity Book at page 82.
Option: Pupils can play this game in pairs or in
that the Progress Check pages focus on all the
groups. Give each group or pair a piece of paper
language they’ve been studying in Unit 8.
and a pencil. Read out the questions, and then
ask the groups to exchange papers and mark one • Hold up the Activity Book and point to Activity
another’s work. The groups get one point for each 1. Refer the class to the pictures to the left of
correct answer. The group with the most points the gaps in the sentences. They use the pictures
wins. to write the correct words in the sentences.
Remind them to think of the party words from
this unit and the stages of life expressions, too.
Main activities • The pupils work individually. When the pupils
have finished, check the answers with the class.
page 67
• Answers: 1 get married, have children / 2
Language Guide. get a job, go on holiday / 3 make friends, a
• Say Open your Pupil’s Book at page 67. party / 4 an invitation / 5 plates, snacks, cups,
Give the pupils time to find the page. fizzy drinks / 6 balloons, streamers / 7 band,
• Hold up the Pupil’s Book and point to Word speakers
Quest 1 and 2 and the Grammar boxes. Tell
271

Unit 8 Lesson 8

page 82 Girl: Tony’s going to buy the snacks.
negative sentences about Megan Man: Ok. So Tony’s going to buy the snacks.
Girl: Yep. And Sarah’s going to buy the fizzy
and her friends. drinks.
• Hold up the Activity Book and point to Activity Man: And what about paper cups and plates?
2. Refer the pupils to the word prompts at the Girl: Don’t worry. Nick’s going to bring plates
end of each sentence, in brackets. These will and cups.
help them write the sentences. Tell them that Man: Right. And what about you, Rose?
they are writing about later this afternoon (the Girl: I’m going to put up balloons.
future). Do an example with the class first. Man: And what about your mum? Is she going
• Ask the pupils to work individually to write the to help you with the party, too?
sentences. Move around the room to offer help. Girl: No, she isn’t. My mum’s going to relax
• When the pupils have finished, check their and read a book!
work by asking different pupils to read out their Man: Great! What’s your mum’s name?
sentences. Girl: Jenny.
• Answers: 1 Megan is going to buy snacks. /
2 She isn’t going to read a book. / 3 John is
practice for pupils who may do the Cambridge
going to play the drums. / 4 He isn’t going
to watch TV. / 5 Christina is going to write an
invitation. / 6 She isn’t going to paint a picture.
/ 7 Albert is going to go on holiday. / 8 He isn’t Read and write ‘True’ or
page 83
going to listen to music.

‘False’.
page 83
Listen and draw lines.
Activity 4. Check the class understand what
• Hold up the Activity Book and point to Activity a horoscope is. Ask them to tell you their
3. Refer the class to the names above the horoscope sign if they know it. Ask the pupils to
picture. Check they know which are girls’ names read the horoscopes. You may also want to read
and which are boys’ names. Discuss the picture them aloud as the pupils follow in their books.
with the class. Ask Where are the people? Tell
them that the thought bubbles show what they
are going to do later.
example, What horoscope sign are you
• Say Listen and draw lines from the names if you’re born on the 3rd of November?
to the people in the picture. Tell pupils that (Scorpio). If you’re an Aquarius, where are you
you will play the CD twice, Tell them also that going to go on holiday? (to Africa). If you’re a
there is one extra person in the picture and two Scorpio, what are you going to do as a job?
extra names in the list they don’t need. (be a famous actor).
• Play CD 4 track 37 all the way through without • Ask the pupils to work individually to read the
stopping. Pupils complete what they can. Play sentences under the text and write whether they
the CD again. Pause a short time after each are true or false.
• Finally, check the answers with the class. different answers, get them to look back at the
Point to the appropriate people on your Activity text and decide which is correct. Finally, write
Book page. the answers on the board for them to check a
• Answers: Sarah c / Jenny a / Nick b / Rose e / final time.
Tony d • Answers: 1 False / 2 False / 3 False / 4 True /
CD4 5 True
37
Man: So, Rose, what are you going to do this Look at the chart. Ask and
page 83
afternoon? answer. Make your own dialogue.

Girl: Well, I’m going to have a party with my
friends.
5. Ask two pupils to read out the dialogue. Refer
Man: I see. Who’s going to buy the snacks for
the class to the chart. They should use the
the party?
chart for information, and use the dialogue as a
272

Unit 8 Lesson 8

Ancient Greeks (n) organise (v)
bad spirit (n) paper cup (n) have learnt in the unit to some of the boxes.
balloons (n) paper plate (n)
band (n)
birthday (n)
party (n)
pull (v)
birthday cake (n)
birthday card (n)
round (adj)
snacks (n)
candle (n)
carnival (n)
speaker (n)
streamer (n)
celebrate (v) spirit (n)
drum (n) street party (n)
e-card (n) tradition (n) Option: The class create a Concept Map poster.
ear (n)
traditional (adj)
Europe (n) official (adj)
fizzy drinks (n)
get a job (v) Useful Expressions
get married (v)
go on holiday (v)
as soon as possible
Come on, everyone.
goddess (n)
guitar (n)
Don’t worry.
I’d love to!*
have children (v) Me too!
invitation (n) That’s great!
make friends (v) Would you like
moon (n) to come?* Basics Book: For pupils using the Basics Book
nose (n) Everyday English*
LEARN
When I’m an adult Things I’m On my birthday
going to do one in the Progress Check.
Closing activities
84
9780230424531.P75-84.indd 84 20/03/2012 11:10
model, substituting the words in brackets. When
the pupils finish, you may want to ask them to Extra: Ask some pairs to act out their dialogues in
find new partners and repeat the activity. front of the class. Listen and praise their speaking,
• Move around the room to listen to the pupils saying Well done!
Tick the Yes I can … statements. for Unit 8, pages 23 and 24. See TN page 306 for
• Point to the Yes, I can … language statements the answer key.
statements to show what they can do. Everyday English: For teaching notes for the
page 84
page 290.
Dictionary.
• Ask questions, for example, What’s invitation
273

Unit 8 DVD Scripts
DVD
‘What are you going to do?’ Jess: Wow, they’re all going to do different things
when they’re older.
Jess: Welcome to Quest TV. Hey, Matt?
Matt: I see. What are we going to do?
Matt: Yes, Jess?
Jess: Right now we’re going to have a party. I’m
Jess: Are you going to buy some other things for the
going to put some music on and we’re going
party?
to dance!
Matt: Yes, I am.
Matt: Oh, no! You’re going to dance. I’m not going
Jess: What are you going to buy?
to dance. No way!
Matt: I’m going to buy some more balloons.
Jess: Don’t be silly, Matt. Come on! Goodbye,
Jess: What else are you going to bring?
everyone!
Matt: I’m going to bring some snacks.
Matt: Goodbye from me!
Jess: What snacks are you going to bring?
Jess: And goodbye from Quest TV!
Matt: Crisps … nuts … olives.
Jess: No, don’t bring olives!
DVD
Matt: Ok. No olives!
Jess: Anything else?
CLIL – UK festivals
Matt: Yes, I’m going to buy some fizzy drinks and
some streamers. Jess: It’s Bonfire Night!
Jess: Great! I’m going to bring my CD player and Matt: That’s right! In the UK, people celebrate
some music. Bonfire Night every year on the 5th of
Matt: I’m going to buy some of the other things for November. There are lots of fireworks.
the party.
Jess: See you later. He’s going to bring snacks, fizzy Jess: What are they doing?
drinks, and balloons. Cool! Matt: People sing and dance on May Day on the
1st of May. Those men are going to dance.
Matt: Hi, Jess! Here you are! Crisps, more crisps, Jess: Those children are going to dance, too. They
more balloons, fizzy drinks, nuts and are going to dance around a maypole.
streamers!
Jess: Matt, you’re amazing! I think you’re going to be Matt: He’s carrying some flowers.
a party planner when you’re older! Jess: What’s he going to do?
Matt: That sounds fun! Now, let’s talk to some other Matt: He’s going to give them to the girl he loves.
children about what they’re going to do when Jess: Oh! It’s Valentine’s Day.
they are older. Matt: Valentine’s Day is on the 14th of February.
She’s cooking something.
Interviewee 1: I’m going to get a great job. I love Jess: She’s cooking a turkey for Christmas.
playing football. I’m going to be a Matt: Exactly. That whole family are going to eat
footballer. Christmas dinner.
Interviewee 2: I’m not sure. I want a job doing Jess: Lots of people in the UK eat turkey at
sports. I love adventure sports like Christmas.
kite surfing.
Interviewee 1: I’m going to get married and have Matt: What’s he doing?
three children. Jess: He’s going to light those candles.
Interviewee 2: I’m not going to get married. I want Matt: He’s going to celebrate Diwali.
to go on lots of holidays. Jess: Diwali is a festival of light. It’s from India.
Matt: Lots of people celebrate the festival of
Interviewee 3: Are you going to go to university? Diwali.
Interviewee 4: No, I’m not. I’m going to get a job. I Jess: There are so many different festivals.
want to work with animals. What are Matt: And lots of different ways to celebrate them.
you going to do?
Interviewee 3: I’m going to go to university and
make lots of new friends. And then
I’m going to go and work in Spain.
274

Everyday English
Application of Everyday English Socio-cultural aspects
• The Everyday English section provides pupils • Interest in learning English
with an opportunity to listen to and use • Pleasure in listening to and using English in a
functional English in everyday situations. real life context
• Pupils are first presented with a listening • Awareness of everyday situations in another
comprehension activity that provides country
structured listening practice. They then • Willingness to follow simple instructions
complete a speaking activity using visual • Willingness to review and reflect on own
prompts, which can be done in pairs. This learning
activity provides pupils with practice in
external exam styles (e.g. the Cambridge
Young Learner’s Exam). Finally, pupils are Competences key
given further opportunity to listen to everyday
Competence in linguistic communication
English and practise a dialogue focusing on
Mathematical competence
key functional language.
Competence in knowledge of and interaction
• This section can be used at the end of each
with the physical world
unit or at any time during the course.
use of I.C.T.
Learning objectives Competence in social skills and citizenship
Artistic and cultural competence
• Identify and use English in an everyday
Learning to learn
context
Autonomy and personal initiative
• Listen to and answer questions about an
Everyday English scene
• Identify and express the differences between
pictures, with exposure to external oral exam
styles
• Listen to and act out a dialogue, using
language from a real life situation
275

Everyday English 1
Everyday English 1
Everyday English
Learning objectives
LISTENING Listen and answer the questions.
1
1
• Identify and use Everyday English
26
1 Which picture is it – A or B?
• Listen and answer questions 2 What type of stickers are the children collecting?
3 What’s the name of the boy playing table tennis?
• Identify and express differences between A B
pictures
• Listen and act out a dialogue
Language focus
• free-time vocabulary
• The girl doesn’t like painting. / The boy likes 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
CTI CE
painting.
PRA
In picture A, the girl doesn’t In picture B, the girl
• I’m bored. like painting pictures. likes painting pictures.
• Let’s (paint a picture).

1
Materials What’s wrong, James?

I’m bored!

Let’s paint a picture.
No, I don’t want to. I don’t like painting.
• Class audio CD Let’s watch TV.

No, I don’t want to.
I know. Let’s go to the park.
Go to the park? Can
we play table tennis?
At-a-glance lesson plan Yes, ok.
(PB page 12) Yippee! I’m not bored anymore!

Oh good!
• Listening practice Listen and answer the 12
questions (CD 1 track 26) (PB page 12). 9780230734838.Text.indd 12 09/03/2012 15:16
• Speaking practice Talk with a partner. How CD1

are pictures A and B different? (PB page 12). 26
Girl: I love going to the park in my free time.

• Listening and reading practice Listen, Boy: Me too.
read and repeat. Act it out (CD 1 track 27) Girl: Look at those children. They’re collecting
(PB page 12). stickers.
Boy: Cool! They’ve got lots of animal stickers.
Girl: And look! There’s Emma. She’s playing
page 12
table tennis with Tom.
questions. Boy: Yes, Tom loves playing table tennis!
Girl: I don’t like playing table tennis. I like doing
exercise and painting pictures in my free time.
Give the pupils time to find the page. Say
Boy: That girl likes painting pictures, too. Her
Today’s lesson is about Everyday English.
picture of the yellow flowers is very good.
Create interest by discussing what pupils can
Girl: Yes, it is.
see on the page.
• Explain to pupils that they are going to listen
to people in a park. Invite volunteers to read Talk with a partner. How are
page 12
out the three questions and check pupils pictures A and B different?
understand them, for example, by eliciting what • Hold up the Pupil’s Book and point to
different types of stickers the children may be Activity 2. Invite two pupils to read out the
collecting and different boys’ names in English. speech bubbles. Tell pupils to find four more
• Play CD 1 track 26 and tell the class to listen differences.
and answer the questions in their notebooks. • Divide the class into pairs. One pupil talks
Play the CD again and press pause when the about picture A; the other talks about picture B.
answers are given, to give the pupils time to They take turns to start.
write/check their answers.
• Elicit the four remaining differences from the
• Check the answers with the class. class.
• Answers: 1 picture B / 2 animal stickers / • Listen to their speaking and say Well done!
3 Tom
276

Everyday English 1
• Answers: 1 In picture A, there are two boys Extra: Ask the pupils to invent their own dialogues
playing table tennis. In picture B, there is a girl by using different free-time activities. Encourage
and a boy playing table tennis. / 2 In picture A, them to use the key phrases in bold.
the children collecting stickers are sitting. In
picture B, the children collecting stickers are
standing. / 3 In picture A, the girl is painting red Homework: Pupils write a new dialogue based
flowers. In picture B, the girl is painting yellow on the one in the Pupil’s Book, using different
flowers. / 4 In picture A, there are two dogs. In vocabulary.
picture B, there is one dog.
CYL Exam Practice: This speaking activity

provides practice for pupils who may do the
Cambridge Young Learner exams.
page 12
it out.
• Point to Activity 3.
• Ask the pupils to listen and tell you the three
activities the mother suggests. Play CD 1 track
27 and encourage the pupils to follow the
dialogue while listening.
• Ask the pupils what expression the boy uses
when he’s not happy because he doesn’t know
what to do (I’m bored).
• Elicit how the mother makes her suggestions
each time (Let’s …)
• Play the CD again, but this time get the
pupils to repeat each sentence of the dialogue,
pausing the CD after each line. Help them with
pronunciation, if necessary.
to read out the mother’s lines in chorus, and
the other group to read out the boy’s lines in
chorus. Repeat this until the pupils are confident
with the dialogue.
• Put the pupils into pairs and have them act out
the dialogue together. Invite some of the groups
to perform the dialogue to the class.
CD1
27
Mum: What’s wrong, James?

James: I’m bored!
Mum: Let’s paint a picture.
James: No, I don’t want to. I don’t like
painting.
Mum: Let’s watch TV.
James: No, I don’t want to.
Mum: I know. Let’s go to the park.
James: Go to the park? Can we play table
tennis?
Mum: Yes, ok.
James: Yippee! I’m not bored anymore!
Mum: Oh good!
277

Everyday English 2
Everyday English 2
Everyday English
Learning objectives
1
1
46
• Listen and answer questions 2 Why is the boy buying a polo shirt?
3 What size is the polo shirt – small, medium or large?
pictures
Language focus
• clothes vocabulary
• The boy is wearing a blue/orange polo shirt. 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
PRACTI CE
• Can I try it/them on? In picture A, the boy is

wearing a blue polo shirt.
In picture B, the boy is wearing
an orange polo shirt.
• The changing room is on the left. 1
Materials
47
Hello! Can I help you?
• Pupil’s Book, page 20 Yes, please. I’d like

to buy some shorts.
• Class audio CD Ok. What size would you like?
I’m not sure. Small

or medium, I think.
Well, these shorts are small.
Can I try them on?
At-a-glance lesson plan Yes. The changing

room is on the left.
(PB page 20) Thank you.
• Listening practice Listen and answer the How are the shorts?
questions (CD 1 track 46) (PB page 20). 20

They’re great, thanks.
• Speaking practice Talk with a partner. How

9780230734838.Text.indd 20 09/03/2012 15:19
are pictures A and B different? (PB page 20).

CD1
46
• Listening and reading practice Listen, read Female assistant: Hello! Can I help you?
and repeat. Act it out (CD 1 track 47) (PB Boy: Yes, please. I want to buy a new polo
page 20). shirt for my birthday.
Female assistant: Oh, Happy Birthday! What
page 20 colour would you like?
Boy: Er, a polo shirt that isn’t blue.
questions. Female assistant: How about a green polo
• Say Open your Pupil’s Book at page 20. shirt, the colour of your friend’s cap?
Give the pupils time to find the page. Say Boy: Oh yes. I like green. What size is it?
Today’s lesson is about Everyday English. Female assistant: It’s large.
Create interest by discussing what pupils can Boy: Can I try it on?
see on the page. Female assistant: Yes, of course. The
• Explain to the pupils that they are going changing room is on the left.
to listen to people in a clothes shop. Invite Boy: Thanks.
volunteers to read out the three questions and
check pupils understand them, for example, by Talk with a partner. How are
page 20
eliciting different types of clothes you might find
in a clothes shop. pictures A and B different?
• Play CD 1 track 46 and tell the class to listen • Hold up the Pupil’s Book and point to Activity
and answer the questions in their notebooks. 2. Invite two pupils to read out the speech
Play the CD again and press pause when the bubbles. Tell pupils to find five more differences.
answers are given, to give the pupils time to • Divide the class into pairs. One pupil talks
write/check their answers. about picture A; the other talks about picture B.
• Check the answers with the class. They take turns to start.
• Answers: 1 picture A / 2 for his birthday / • Elicit five more differences from the class.
3 large • Listen to their speaking and say Well done!
• Answers: 1 In picture A, the boy on the right
is wearing a green cap. In picture B, the boy
on the right is wearing a blue cap. / 2 In picture
278

Everyday English 2
A, the shop assistant/woman is holding a polo

Girl: Can I try them on?
shirt. In picture B, the shop assistant/woman is
Male assistant: Yes. The changing room is on
holding some trousers. / 3 In picture A, the boy
the left.
on the right is wearing a T-shirt and trousers.
Girl: Thank you.
In picture B, the boy on the right is wearing a
Male assistant: How are the shorts?
tracksuit. / 4 In picture A, the shop assistant/
Girl: They’re great, thanks.
woman is wearing a skirt. In picture B, the
shop assistant/woman is wearing shorts. / 5 In
Extra: Ask the pupils to invent their own dialogues
picture A, the shop assistant/woman is wearing
by using different clothes. Encourage them to use
a necklace. In picture B, the shop assistant/
the key phrases in bold.
woman isn’t wearing a necklace. 6 In picture
A, the shop assistant/woman isn’t wearing a
headband. In picture B, the shop assistant/ Homework: Pupils write a new dialogue based on
woman is wearing a headband. the one in the Pupil’s Book, using different clothes
vocabulary.
page 20
it out.
• Point to Activity 3. Refer the pupils to the
picture and ask Where are they? (in a clothes
shop).
• Ask the pupils what expression the shop
assistant uses when he first sees the girl
(Hello! Can I help you?) Play CD 1 track 47 and
encourage the pupils to follow the dialogue
while listening.
• Elicit how the girl asks to try on the shorts
(Can I try them on?)
• Ask pupils to tell you where the changing
room is (on the left). Ask them what the girl is
going to do in the changing room (try on the
shorts).
to read out the shop assistant’s lines in chorus,
and the other group to read out the girl’s lines in
with the dialogue.
CD1
47
Male assistant: Hello! Can I help you?

Girl: Yes, please. I’d like to buy some shorts.
Male assistant: Ok. What size would you like?
Girl: I’m not sure. Small or medium, I think.
Male assistant: Well, these shorts are small.
279

Everyday English 3
Everyday English 3
Everyday English
Learning objectives
2
1
18
• Listen and answer questions 2 What type of books does the girl like?
3 What’s Pam doing?
pictures
Language focus
• adjectives and their comparative forms
• The shop assistant in picture B is stronger 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
PRACTI CE
than the shop assistant in picture A. / The The female shop assistant in Picture A is
The female shop assistant in Picture B is
weaker than the one in Picture B.
shop assistant in picture A is weaker than the 2
stronger than the one in Picture A.

shop assistant in picture B.
19
• How can I help you? I’m looking for (a book). Excuse me?
Yes. How can
Materials I help you?

I’m looking for a book for my sister.
• Pupil’s Book, page 28 Oh, that’s a nice idea.

Yes. It’s her birthday.
• Class audio CD I see. What type of

books does she like?
She likes myths and legends.
Well, we’ve got a new book. It’s
about a knight and a dragon.
At-a-glance lesson plan Great! That sounds interesting.
(PB page 28)

Ok, I’ll get it for you.
28
• Listening practice Listen and answer

the questions (CD 2 track 18) (PB page 28). 9780230734838.Text.indd 28 09/03/2012 15:22
CD2
• Speaking practice Talk with a partner. How 18
are pictures A and B different? (PB page 28). Male assistant: Hello! How can I help you?
Girl: I’m looking for a book, please.
• Listening and reading practice Listen, Male assistant: What type of book would you
read and repeat. Act it out (CD 2 track 19) like?
(PB page 28). Girl: I like books about monsters.
Male assistant: Well, we’ve got lots of good
books about monsters.
page 28
Girl: Great! Where can I find them?
questions. Male assistant: The books about monsters are
• Say Open your Pupil’s Book at page 28. on the shelf, near Pam.
Give the pupils time to find the page. Say Girl: Who’s Pam?
Today’s lesson is about Everyday English. Male assistant: She’s behind you. She’s
Create interest by discussing what pupils can carrying lots of books.
see on the page. Girl: Ok, thanks. I’ve got one more question.
• Explain to the pupils that they are going to Male assistant: Yes?
listen to people in a bookshop. Invite volunteers Girl: Why is that boy sleeping?
to read out the three questions and check pupils Male assistant: Oh! He’s reading a boring
understand them, e.g. by eliciting what different book!
types of books you might find in a bookshop
and what jobs people might do in a bookshop. Talk with a partner. How are
page 28
• Play CD 2 track 18 and tell the class to listen pictures A and B different?
and answer the questions in their notebooks. • Hold up the Pupil’s Book and point to Activity
Play the CD again and press pause when the 2. Invite two pupils to read out the speech
answers are given, to give the pupils time to bubbles. Tell pupils to find five more differences.
• Divide the class into pairs. One pupil talks
• Check the answers with the class. about picture A; the other talks about picture B.
• Answers: 1 picture B / 2 books about They take turns to start.
monsters / 3 She’s carrying lots of books • Elicit five more differences from the class.
280

Everyday English 3
• Listen to their speaking and say Well done! CD2

19
• Answers: 1 The boy in picture A is reading a
more interesting book than the boy in picture Boy: Excuse me?
B. / 2 The boy in picture B is reading a more Female assistant: Yes. How can I help you?
boring book than the boy in picture A. / 3 The Boy: I’m looking for a book for my sister.
mouse in picture A is more frightened than the Female assistant: Oh, that’s a nice idea.
mouse in picture B. / 4 The mouse in picture B Boy: Yes. It’s her birthday.
is happier than the mouse in picture A. / 5 The Female assistant: I see. What type of books
female shop assistant in picture A is wearing does she like?
trousers. The female shop assistant in picture B Boy: She likes myths and legends.
is wearing a skirt. / 6 The female shop assistant Female assistant: Well, we’ve got a new book.
in picture A is wearing grey shoes. The female It’s about a knight and a dragon.
shop assistant in picture B is wearing orange Boy: Great! That sounds interesting.
shoes. / 7 The male shop assistant in picture A Female assistant: Ok, I’ll get it for you.
has shorter hair than the male shop assistant in
picture B. / 8 The male shop assistant in picture Extra: Ask the pupils to invent their own dialogues
B has longer hair than the male shop assistant by using different book topics and different family
in picture A. members. Encourage them to use the key phrases
in bold.

provides practice for pupils who may do the Homework: Pupils write a new dialogue based
Cambridge Young Learner exams. on the one in the Pupil’s Book, using different
vocabulary.
page 28
it out.
picture and ask Where are they? (at the
bookshop).
• Ask the pupils to listen and tell you what type
of book the boy’s sister likes. Play CD 2 track 19
and encourage the pupils to follow the dialogue
while listening.
• Check the answer with the class (books about
myths and legends).
• Ask the pupils what question the shop
assistant asks the boy first (How can I help
you?) Elicit how the boy answers the question
(I’m looking for …).
to read out the boy’s lines in chorus and the
other group to read out the shop assistant’s
lines in chorus. Repeat this until the pupils are
confident with the dialogue.
281

Everyday English 4
Everyday English 4
Everyday English
Learning objectives
2
1
38
• Listen and answer questions 2 What’s the surname of the actor on TV?
3 How old is the cat?
pictures
Language focus
• TV vocabulary
• The cat is/isn’t sleeping. 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
PRACTI CE
• Can you change the channel? / All right. In picture A, the In picture B, the
cat is awake. cat is asleep.
Materials 2

• Class audio CD
What are you doing?
I’m watching TV.
What are you watching?
It’s a cookery programme.
Can you change the channel?

At-a-glance lesson plan All right. Look, there’s a
(PB page 36)

cartoon on this channel.
Oh, I don’t like cartoons.

What else is on?
• Listening practice Listen and answer There’s a quiz show on this channel.
the questions (CD 2 track 38) (PB page 36). Oh good. I like quiz shows.
Ok. Let’s watch this.
36

9780230734838.Text.indd 36 09/03/2012 15:24
CD2
• Listening and reading practice Listen, 38
read and repeat. Act it out (CD 2 track 39) Girl: What are you doing?
(PB page 36). Boy: I’m watching basketball on TV.
Girl: Oh, I don’t like sports programmes. Can I
change the channel?
page 36
Boy: All right.
questions. Girl: Great! It’s a comedy series. Let’s watch
• Say Open your Pupil’s Book at page 36. this.
Give the pupils time to find the page. Say Boy: Oh, I love that actor. What’s his name?
Today’s lesson is about Everyday English. Girl: Erm, it’s Sam Brown.
Create interest by discussing what pupils can Boy: That’s right, Sam Brown. He’s so funny!
see on the page. Confirm that they are going Girl: Hey, look. Your cat is sleeping.
to listen to children talking in their living room, Boy: Yes, she likes sleeping under the TV.
about TV. Girl: What a funny cat!
Boy: She’s an old cat. She’s 12 years old.
• Get volunteers to read out the three questions
Girl: She’s lovely!
and check pupils understand them, for example,
by eliciting a few names of famous actors.
• Play CD 2 track 38 and tell the class to listen Talk with a partner. How are
page 36
and answer the questions in their notebooks. pictures A and B different?

Play the CD again and press pause when the • Hold up the Pupil’s Book and point to Activity
answers are given, to give the pupils time to 2. Invite two pupils to read out the speech
write/check their answers. bubbles. Tell pupils to find five more differences.
• Check the answers with the class. • Divide the class into pairs. One pupil talks
• Answers: 1 picture B / 2 Brown / 3 She’s 12 about picture A; the other talks about picture B.
years old They take turns to start.
• Elicit five more differences from the class.
• Listen to their speaking and say Well done!
282

Everyday English 4
• Answers: 1 In picture A, there’s some water CD2
on the table. In picture B, there’s some milk 39
on the table. / 2 In picture A, there’s a lamp Boy: What are you doing?
next to the sofa. In picture B, there isn’t a Girl: I’m watching TV.
lamp next to the sofa. / 3 In picture A, there’s a Boy: What are you watching?
sports programme on TV. In picture B, there’s Girl: It’s a cookery programme.
a comedy series on TV. / 4 In picture A, the cat Boy: Can you change the channel?
isn’t sleeping. In picture B, the cat is sleeping. Girl: All right. Look, there’s a cartoon on this
/ 5 In picture A, there isn’t a picture on the wall. channel.
In picture B, there’s a picture on the wall. / 6 In Boy: Oh, I don’t like cartoons. What else is on?
picture A, there are some biscuits. In picture B, Girl: There’s a quiz show on this channel.
there are some doughnuts. / 7 In picture A, there Boy: Oh good. I like quiz shows.
are some apples on the table. In picture B, there Girl: Ok. Let’s watch this.
aren’t any apples. OR In picture A, there is some
fruit on the table. In picture B, there isn’t any Extra: Ask the pupils to invent their own dialogues
fruit. by using different types of TV programmes.
Encourage them to use the key phrases in bold.
provides practice for pupils who may do the Homework: Pupils write a new dialogue based
Cambridge Young Learner exams. on the one in the Pupil’s Book, using different
vocabulary.
page 36
it out.
children in the picture and ask Where are they?
(in the living room).
• Ask the pupils to listen and tell you the three
types of TV programmes that are mentioned.
Play CD 2 track 39 and encourage the pupils to
follow the dialogue while listening.
• Check the answer with the class (a cookery
programme, a cartoon, a quiz show).
• Ask the pupils what question the boy asks the
girl when he doesn’t like the programme on the
TV (Can you change the channel?)
• Elicit how the girl answers (All right).
to read out the boy’s lines in chorus, and the
other group to read out the girl’s lines in chorus.
the dialogue.
283

Everyday English 5
Everyday English 5
Everyday English
Learning objectives
3
1
18
• Listen and answer questions 2 Who was Jilly with, her mum or her dad?
3 What was Jilly’s dessert?
pictures
Language focus
• food vocabulary
• There’s (one car) in the street. / There are 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
PRACTI CE
(two cars) in the street. In picture A, there’s a car and

a motorbike in the street.
In picture B, there are
two cars in the street.
• What would you like for your starter/main 3

course/dessert? Tomato soup, please.
19
Hello! Are you ready to order?
Materials Yes, please.

What would you like

for your starter?
Tomato soup, please.
• Class audio CD And what would you like

for your main course?
A hamburger, please.
With chips or salad?
With chips, please.

At-a-glance lesson plan And what would you
like for your dessert?
(PB page 44) Ice cream, please.
Thanks. It won’t be long.

• Listening practice Listen and answer 44
the questions (CD 3 track 18) (PB page 44).

9780230734838.Text.indd 44 09/03/2012 15:28
• Speaking practice Talk with a partner. How CD3

are pictures A and B different? (PB page 44). 18
Boy: Hi, Jilly. Were you at the sports centre

• Listening and reading practice Listen, yesterday?
read and repeat. Act it out (CD 3 track 19) Jilly: No, I wasn’t. I was at a restaurant.
(PB page 44). Boy: Were you with your dad?
Jilly: No, I wasn’t. I was with my mum.
Boy: What time were you at the restaurant?
page 44
Jilly: We were there at 1 o’clock.
questions. Boy: Was the food good?
• Say Open your Pupil’s Book at page 44. Jilly: Oh yes, it was delicious!
Give the pupils time to find the page. Say Boy: What was your main course?
Today’s lesson is about Everyday English. Jilly: Spaghetti and meatballs.
Create interest by discussing what pupils can Boy: And what was your dessert?
see on the page. Jilly: Ice cream.
• Explain to pupils that they are going to listen Boy: Mmm, I love ice cream!
to people in a restaurant. Invite volunteers to Jilly: Me too.
read out the three questions and check they
understand them, for example, by eliciting Talk with a partner. How are
page 44
different types of food we can have for dessert. pictures A and B different?
• Play CD 3 track 18 and tell the class to listen • Hold up the Pupil’s Book and point to Activity
and answer the questions in their notebooks. 2. Invite two pupils to read out the speech
Play the CD again and press pause when the bubbles. Tell pupils to find five more differences.
answers are given, to give the pupils time to
about picture A; the other talks about picture B.
• Check the answers with the class. They take turns to start.
• Answers: 1 picture A / 2 her mum / 3 ice • Elicit five more differences from the class.
cream
284

Everyday English 5
• Answers: 1 In picture A, there’s a motorbike.

Waiter: And what would you like for your main
In picture B, there’s a bike. / 2 In picture A, the
course?
restaurant is called Mario’s. In picture B, the
Girl: A hamburger, please.
restaurant is called Carlo’s. / 3 In picture A, it’s
Waiter: With chips or salad?
one o’clock. In picture B, it’s half past one. /
Girl: With chips, please.
4 In picture A, there isn’t a waitress. In picture
Waiter: And what would you like for your
B, there’s a waitress. / 5 In picture A, there’s a
dessert?
greengrocer’s. In picture B, there’s a bakery. /
Girl: Ice cream, please.
6 In picture A, there’s a post office. In picture B,
Waiter: Thanks. It won’t be long.
there’s a police station. / 7 In picture A, there’s
one car in the street. In picture B, there are two
cars in the street.
by using different food. Encourage them to use the
key phrases in bold.
Homework: Pupils write a new dialogue based
on the one in the Pupil’s Book, using different
vocabulary.
page 44
it out.
picture and ask Where are they? (in the
restaurant).
• Ask the pupils to listen and tell you what
the girl wants with her hamburger. Play CD 3
track 19 and encourage the pupils to follow the
dialogue while listening.
• Check the answer with the class (chips).
• Ask the pupils to read you the three questions
the waiter asks, which start with What would
you like for your… (starter/main course/
dessert)? Elicit how the girl answers (tomato
soup/a hamburger/ice cream, please.). Check
they understand the meaning of starter/main
course/dessert by asking for example food for
the three courses.
to read out the waiter’s lines in chorus, and the
the dialogue.
CD3
19
Waiter: Hello! Are you ready to order?

Girl: Yes, please.
Waiter: What would you like for your starter?
Girl: Tomato soup, please.
285

Everyday English 6
Everyday English 6
Everyday English
Learning objectives
3
1
37
• Listen and answer questions 2 Who’s giving a vaccination?

3 What’s the old medical book about?
pictures
Language focus
• health vocabulary
• body vocabulary 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
PRACTI CE
• The girl has got curly/straight hair. In picture A, the girl has
got curly brown hair.
In picture B, the girl has
got straight brown hair.
• What’s the matter? My (leg) hurts. 3

Materials
38

Hello, James. How are you feeling?
Not so good.
• Class audio CD What’s the matter?
My leg hurts.
What happened?
I was in a football match.
At-a-glance lesson plan Oh! You need some cream.

Here’s a prescription.
(PB page 52) Thank you, doctor.

Take care, James.
• Listening practice Listen and answer Thanks. Bye.
the questions (CD 3 track 37) (PB page 52). 52

9780230734838.Text.indd 52 09/03/2012 15:31
are pictures A and B different? (PB page 52). CD3

37
• Listening and reading practice Listen, Boy: Wow! This museum is really interesting.
read and repeat. Act it out (CD 3 track 38) Girl: Look! There’s a model of a doctor and a
(PB page 52). patient.
Boy: What’s the doctor doing?
Girl: He’s giving a vaccination.
page 52
Boy: And look at all the old medical equipment!
questions. Girl: Yes! Look at those old medical books.
• Say Open your Pupil’s Book at page 52. Boy: Oh yes! I’d like to see the book about
Give the pupils time to find the page. Say horrible diseases.
Today’s lesson is about Everyday English. Girl: Oh dear, I don’t think I like horrible
Create interest by discussing what pupils can diseases!
see on the page. Boy: Hey Jess, it’s already half past three.
• Explain to the pupils that they are going to Girl: Come on, Matt! Let’s go to a different
listen to people in a museum. Invite volunteers room.
to read out the three questions and check they Boy: I want to see the old hospital exhibition.
understand them, for example, by asking what Girl: Me too. Let’s go!
the books in a medicine museum might be
about. Talk with a partner. How are
page 52
• Answers: 1 picture A / 2 the doctor / 3 horrible They take turns to start.
diseases • Elicit the five remaining differences from the
class.
286

Everyday English 6
• Answers: 1 In picture A, the doctor has got

glasses. In picture B, the doctor hasn’t got
by using different parts of the body. Encourage
glasses. / 2 In picture A, it’s half past three. In
them to use the key phrases in bold. If you have
picture B, it’s quarter past four. / 3 In picture A,
time, extend their vocabulary further by teaching
the boy is wearing a yellow cap. In picture B,
them other ailments, for example, I’ve got a
the boy isn’t wearing a cap. / 4 In picture A, the
headache/a cold/ a cough.
boy is wearing shorts. In picture B, the boy is
wearing trousers. / 5 In picture A, there are five
books. In picture B, there are six books. Homework: Pupils write a new dialogue based
on the one in the Pupil’s Book, using different
vocabulary.
page 52
it out.
picture and ask Where are they? (at the
doctor’s).
• Ask the pupils to listen and tell you what part
of his body James has a problem with. Play CD
3 track 38 and encourage the pupils to follow
the dialogue while listening.
• Check the answer with the class (his leg).
• Ask the pupils what question the doctor asks
the boy to find out what the problem is (What’s
the matter?) Elicit James’s answer (My leg
hurts). Check they understand hurts by using
mime.
to read out the doctor’s lines in chorus, and
the other group to read out the boy’s lines in
with the dialogue.
CD3
38
Doctor: Hello, James. How are you feeling?

James: Not so good.
Doctor: What’s the matter?
James: My leg hurts.
Doctor: What happened?
James: I was in a football match.
Doctor: Oh! You need some cream. Here’s a
prescription.
James: Thank you, doctor.
Doctor: Take care, James.
James: Thanks. Bye.
287

Everyday English 7
Everyday English 7
Everyday English
Learning objectives
4
1
19
• Listen and answer questions 2 Where did Abby go on a safari holiday?
3 Who did Abby go with?
pictures
Language focus
• irregular past verbs
• animals 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
PRACTI CE
• There’s a lion behind the tree. / There’s a lion In picture A, there’s In picture B, there’s a
in the grass.
a lion in the grass. lion behind the tree.
• There are some white rhinos.

4
I’m so excited. We’re
• Where is it? / Where are they? It’s/They’re in a safari park!
Look! There’s a zebra.

over there. I can’t see it. Where is it?
Materials It’s over there.
Oh yes! It’s eating grass.
• Pupil’s Book, page 60 And look! There are

some white rhinos.
• Class audio CD I can’t see them. Where are they?
They’re over there.
Oh yes! They’re very big.
Ok, now let’s find some leopards.
At-a-glance lesson plan Cool!
(PB page 60)

60
• Listening practice Listen and answer 9780230734838.Text.indd 60 09/03/2012 15:34
the questions (CD 4 track 19) (PB page 60).

CD4
19
• Speaking practice Talk with a partner. How Boy: These are great photos, Abby.
are pictures A and B different? (PB page 60). Abby: Yes, I was on a safari holiday.
Boy: Cool. Where did you go?
• Listening and reading practice Listen, Abby: We went to Kenya.
read and repeat. Act it out (CD 4 track 20) Boy: Wow! Did you go with your brother?
(PB page 60). Abby: No, I didn’t. I went with my dad.
Boy: Did you see any leopards?
Abby: Yes, we did.
page 60
Boy: And did you see any lions?
questions. Abby: Yes! Look, there’s a lion in this photo.
• Say Open your Pupil’s Book at page 60. Boy: I can’t see it. Where is it?
Give the pupils time to find the page. Say Abby: It’s there, behind the tree.
Today’s lesson is about Everyday English. Boy: Oh yes. I’d love to see a lion!
Create interest by discussing what pupils can
see on the page. Talk with a partner. How are
page 60
• Explain to the pupils that they are going to pictures A and B different?
listen to people on safari. Invite volunteers to
read out the three questions and check they
2. Invite two pupils to read out the speech
understand them, for example, by eliciting
bubbles. Tell them to find five more differences.
where the safari might be and who Abby might
have gone with. • Divide the class into pairs. One pupil talks
about picture A; the other talks about picture B.
• Play CD 4 track 19 and tell the class to listen
They take turns to start.
and answer the questions in their notebooks.
Play the CD again and press pause when the • Elicit five more differences from the class.
answers are given, to give the pupils time to • Listen to their speaking and say Well done!
write/check their answers. • Answers: 1 In picture A, it’s sunny. In picture
• Check the answers with the class. B, it’s cloudy. / 2 In picture A, there’s a monkey
• Answers: 1 picture B / 2 to Kenya / 3 her dad on the car. In picture B, there isn’t a monkey on
the car. / 3 In picture A, Abby is with her brother.
288

Everyday English 7
In picture B, Abby is with her dad. / 4 In picture CD4

A, there’s a zebra. In picture B, there isn’t a 20
zebra. / 5 In picture A, there isn’t an elephant. In Girl: I’m so excited. We’re in a safari park!
picture B, there’s an elephant. / 6 In picture A, Boy: Look! There’s a zebra.
there are two antelopes in the lake. In picture B, Girl: I can’t see it. Where is it?
there are two buffaloes in the lake. / 7 In picture Boy: It’s over there.
A, there’s an ostrich by the lake. In picture B, Girl: Oh yes! It’s eating grass.
there’s a vulture by the lake. / In picture A, Boy: And look! There are some white rhinos.
there’s a lion in the tree. In picture B, there’s a Girl: I can’t see them. Where are they?
leopard in the tree. Boy: They’re over there.
Girl: Oh yes! They’re very big.
CYL Exam Practice: This speaking activity Boy: Ok, now let’s find some leopards.
provides practice for pupils who may do the Girl: Cool!
by using different safari animals. Encourage them to
page 60
Listen, read and repeat. Act use the key phrases in bold. Remind them that the
it out. question/answer they use depends on the animal
• Point to Activity 3. Refer the pupils to the being in the singular or plural.
picture and ask Where are the children? (on
safari). Homework: Pupils write a new dialogue based
• Ask the pupils to listen and tell you the two on the one in the Pupil’s Book, using different
animals the children see. vocabulary.
• Play CD 4 track 20 and encourage the pupils
to follow the dialogue while listening.
• Check the answer with the class (a zebra and
some white rhinos).
• Ask the pupils what question the girl asks
when she can’t see the zebra (Where is it?).
Elicit the boy’s response (It’s over there). Ask
the pupils what question the girl asks when she
can’t see the white rhinos (Where are they?).
Elicit the boy’s response (They’re over there).
Highlight the difference between the questions/
answers for singular and plural.
to read out the girl’s lines in chorus, and the
other group to read out the boy’s lines in chorus.
the dialogue.
289

Everyday English 8
Everyday English 8
Everyday English
Learning objectives
4
1
38
• Listen and answer questions 2 When is Clare’s birthday?
3 What’s the name of the song?
• Identify and express differences between
A B
pictures
Language focus
• party vocabulary
• There are (five) balloons. 2 SPEAKING Talk with a partner. How are pictures A and B different? EX AM
PRACTI CE
• Would you like to come? / I’d love to. In picture A, there

are five balloons.
In picture B, there
are six balloons.
Materials 3
4
Listen, read and repeat. Act it out.
39
• Pupil’s Book, page 68 Hi, Anna! It’s James.
• Class audio CD
Oh, hello James.
I’m going to have a party

this weekend. Would
you like to come?
I’d love to! Thanks.
At-a-glance lesson plan Great! It’s on Saturday

night, at my house.
(PB page 68) What can I bring?

Nothing. It’s all organised.
• Listening practice Listen and answer Ok, then.
So, see you on Saturday
the questions (CD 4 track 38) (PB page 68). night at half past six.
Yes. I can’t wait!
68

9780230734838.Text.indd 68 09/03/2012 15:37
CD4
• Listening and reading practice Listen, 38
read and repeat. Act it out (CD 4 track 38) Clare: Happy Birthday, Max.
(PB page 68). Max: Thanks, Clare.
Clare: So, how old are you today?
Max: I’m 11 years old.
page 68
Clare: My birthday is in November. I’m going
questions. to be 11 years old, too.
• Say Open your Pupil’s Book at page 68. Max: So, do you like my party?
Give the pupils time to find the page. Say Clare: Oh yes. These sandwiches are great!
Today’s lesson is about Everyday English. And I like the music.
Ask the pupils where this English is used in Max: Me, too. This is my favourite song.
today’s lesson. Create interest by discussing Clare: What’s the name of the song? I can’t
what pupils can see on the page. remember.
• Explain to the pupils that they are going to Max: Um. It’s called Dance Time!
listen to people at a party. Invite volunteers to Clare: Oh yes. Dance Time. That’s right!
read out the three questions and check they Max: Come on, let’s dance!
understand them, for example, by eliciting
different months in English. Talk with a partner. How are
page 68
• Answers: 1 picture A / 2 in November / They take turns to start.
3 Dance Time! • Elicit five more differences from the class.
290

Everyday English 8
• Answers: 1 In picture A, a boy isn’t wearing a CD4
hat. In picture B, a boy is wearing a hat. / 2 In 39
picture A, there are red and blue streamers. In James: Hi, Anna! It’s James.
picture B, there are red and yellow streamers. / Anna: Oh, hello James.
3 In picture A, there are eleven candles on the James: I’m going to have a party this
cake. In picture B, there are nine candles on the weekend. Would you like to come?
cake. / 4 In picture A, two people are dancing. Anna: I’d love to! Thanks.
In picture B, three people are dancing. / 5 In James: Great! It’s on Saturday night, at my
picture A, there aren’t any plates on the table. In house,
picture B, there are some plates on the table. / 6 Anna: What can I bring?
In picture A, there are some green apples on the James: Nothing. It’s all organised.
table. In picture B, there are some red apples on Anna: Ok, then.
the table. James: So, see you on Saturday night at half
past six.
Anna: Yes. I can’t wait!
by using different party times and vocabulary.
Encourage them to use the key phrases in bold.
page 68
it out. Homework: Pupils write a new dialogue based
• Point to Activity 3. Refer the pupils to the on the one in the Pupil’s Book, using different
picture and ask What are the children doing? vocabulary.
(talking on the phone).
• Ask the pupils to listen and tell you when
James is having his party. Play CD 4 track 39
and encourage the pupils to follow the dialogue
while listening.
• Check the answer with the class (on Saturday
night).
• Ask the pupils what question the boy (James)
asks Anna about his party (Would you like to
come?). Elicit how the girl (Anna) answers (I’d
love to).
to read out the boy’s lines in chorus, and the
the dialogue.
291

New Year’s Eve
• Identifying New Year’s Eve words and writing • Auld Lang Syne, New Year’s Resolutions,
them correctly Happy New Year, bonfire, chime, Edinburgh,
• Listening to, understanding and singing a New hold hands
Year’s Eve song • How is your New Year’s Eve similar or
• Listening to, understanding and explaining different?
a New Year’s Eve web page
• Pleasure in celebrating New Year’s Eve in
Key language English
Vocabulary • Awareness of the traditions of New Year’s Eve
• New Year’s Eve, midnight, Big Ben, fireworks, in other countries
torches, pipers, bagpipes, kilts, Times Square,
confetti
Structures Competences key
• I want to (improve my Spanish). Competence in linguistic communication
• There are (decorations). There’s (a bonfire). Mathematical competence
Recycled language Competence in processing information and
• party, decorations, London, New York, use of I.C.T.
famous, kiss, favourite, fantastic, special, Competence in social skills and citizenship
beautiful, healthy, play the drums Artistic and cultural competence
• What do you do (on New Year’s Eve)? Learning to learn
293

Festivals New Year’s Eve
Learning objectives Main activities

• Identify and use New Year vocabulary
• Listen to, understand and explain a New
Listen as you read. Answer
page 69
Year’s web page the questions. Match the words to

• Read and write New Year resolutions the pictures.
Language focus • Say Open your Pupil’s Books at page 69.
• New Year’s Eve, midnight, Big Ben, fireworks, Give the pupils time to find the page.
torches, pipers, bagpipes, kilts, Times • Hold up the Pupil’s Book and point to Activity
Square, confetti 1. Explain that this is the Quest TV website,
Materials where Quest fans send photos and texts to the
• Pupil’s Book, page 69 Quest team. Ask What is the website about
• Activity Book, page 85 today? (New Year’s Eve).
• Class audio CD • Play CD 4 track 40. The pupils follow in their
• Optional Basics Book, page 60 books. Then elicit which words on the board
were also in the texts (answers will vary).
• Tell the class they’re going to learn some
At-a-glance lesson plan vocabulary. Play CD 4 track 40 again. Pause
(PB page 69, AB page 85) after each text to give the pupils time to match
Opening activity the words in bold to the appropriate pictures.
• Brainstorm New Year’s Eve vocabulary Check their answers by holding up your Pupil’s
Book and pointing to the appropriate picture. If
Main activities you feel it’s necessary, you can also ask them
what each word is in L1.
• Listening and reading practice Listen as
you read. Answer the questions. Match the • Answers: a Times Square, confetti /
words to the pictures (CD 4 track 40). Listen b midnight, Big Ben, fireworks / c torches /
and read (CD 4 track 41) (PB page 69). d pipers, bagpipes, kilts
CD4
• Vocabulary activities Write the words. Write 40
the secret phrase. Make words from the What do you do on New Year’s Eve?
letters (AB page 85).
In London
• Writing practice Write your resolutions for Lily: My parents always have a party in our
the New year. Use the verbs in the box (AB house on 31st December, New Year’s Eve. We
page 85). invite lots of friends. At midnight, we watch the
Closing activity TV and listen to Big Ben chime twelve times.
• Do a vocabulary quiz. Then, we all say Happy New Year and kiss
each other. There are fireworks in the centre of
London – they’re great to watch!
Opening activities Lily in London
• Welcome the class as they come in by saying
Hello. Happy New Year! Encourage them to In Edinburgh
return the greeting. Peter: New Year’s Eve is my favourite night
of the year. My family and I walk through the
• Tell them today’s lesson is about New Year’s
streets and we carry special torches. Then, at
Eve (the 31st December). Brainstorm any New
midnight, pipers play the bagpipes to welcome
Year’s Eve related words they already know
in the New Year. They wear kilts. We all hold
in English and write them on the board (e.g. a
hands and sing a famous song called Auld
party, dancing, etc). You will need these for the
Lang Syne. There’s a bonfire and there are
next part of the lesson.
fireworks. It’s a fantastic night!
Peter in Edinburgh
In New York
Courtney: New Year’s Eve in New York is very
special. Thousands of people go to Times
Square. There are lots of events, like musical
performances and fireworks. And at midnight,
294

New Year’s Eve New Year’s Eve

1 Write the words. Write the secret phrase.
1 40
4
Listen as you read. Answer the questions. Match the words to the pictures. 1 gtmdiinh m i d n i g h t
16 13
1 What do people say to each other at New Year? 2 igB Bne

2
2 What is Auld Lang Syne ? 3 atpry
5
4 eowrifskr
What do you do on New Year’s Eve? 5 iesTm uSqrea
14 3 17
12 7
6 rpieps
In London In Edinburgh In New York 8
My parents always have a party New Year’s Eve is my favourite New Year’s Eve in New York 7 gpepabis
in our house on 31st December, night of the year. My family and is very special. Thousands of 4
New Year’s Eve. We invite lots of I walk through the streets, and people go to Times Square. 8 ocetrhs
friends. At midnight, we watch we carry special torches. Then, There are lots of events, like 10 6
the TV and listen to Big Ben at midnight, pipers play the musical performances and 9 sitlk
chime twelve times. Then, we all bagpipes to welcome in the New fireworks. And at midnight, 11 9
say Happy New Year and kiss Year. They wear kilts. We all confetti falls down from the 10 focttine
each other. There are fireworks hold hands and sing a famous buildings and onto the people 15 1
in the centre of London – they’re song called Auld Lang Syne. standing in the square. It’s all Y !
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
great to watch! There’s a bonfire and there are very beautiful to see!
Lily in London fireworks. It’s a fantastic night! Courtney in New York 2 Write your resolutions for the New Year. Use the verbs in the box.
Peter in Edinburgh
learn play improve help go be
a b c d
1 I want to
2
3
How is your New Year’s Eve similar or different? 3 Make words from the letters.
A NEW YEAR’S EVE PARTY!

Our New Year’s Resolutions
4
1 A number: 6 An adjective:
Hi, I’m Amber! On New
2 A fruit: 7 Something on your face:
Year’s Day, my family Me: I want to improve my Spanish!
and I make New Year’s Dad: I want to go to the gym and be more healthy. 3 A vegetable: 8 You do this with your eyes:
Resolutions. These are Mum: I want to learn more about computers.
things that we want 4 A hot drink: 9 You do this with your mouth:
Sister: I want to play the drums!
to do during the year
ahead. Here are our
Brother: I want to help my grandma more. 5 A cold drink: 10 A place where sharks live:
resolutions for this year!
69 85
9780230734838.Text.indd 69 09/03/2012 15:37 9780230424531.P85-96.indd 85 20/03/2012 12:06
confetti falls down from the buildings and onto page 69

Listen and read.
the people standing in the square. It’s all very
beautiful to see!
2. Ask the class if they know what New Year’s
Courtney in New York
Resolutions are. Explain that they are changes
• Point to the red box and invite a pupil to read that people decide to make for the New Year.
out the question: How is your New Year’s Eve Ask the pupils if they ever make New Year’s
similar or different? resolutions. Refer the class to the pictures of
• The pupils read the texts again and think of Amber and her family. Tell them to follow in their
how their New Year’s Eve is similar or different books as they listen to each person in Amber’s
to those described on the Quest website. Use family talking about their New Year resolutions.
the following prompts to enable the pupils to Play CD 4 track 41.
answer the question in English: CD4
• Do your parents have a party for New 41
Year’s Eve? Amber: Hi, I’m Amber! On New Year’s Day,

• If yes, who comes to the party? my family and I make New Year’s Resolutions.
These are things that we want to do during the
• What do you do at midnight? year ahead. Here are our resolutions for this
• Do you have fireworks on New Year’s Eve? year!
• Do you have special music at New Year’s I want to improve my Spanish!
Eve? Dad: I want to go to the gym and be more
• What clothes do you wear for New Year’s healthy.
Eve? Mum: I want to learn more about computers.
Sister: I want to play the drums!
• Do you go to out on New Year’s Eve?
Brother: I want to help my grandma more.
• If yes, where do you go?
• Do you have a bonfire on New Year’s Eve? • Afterwards, say some sentences about the
text and get the class to tell you if they are true
• Ask different pupils. Listen to their answers.
or false. Get them to correct false sentences
Say Well done!
orally. Amber wants to improve her Spanish.
(True) Amber’s dad wants to eat healthy food.
295

(False. He wants to go to the gym.) Amber’s Basics Book: For pupils using the Basics Book
mum wants to play the drums. (False. She refer them to page 60, Activities 1, 2 and 3.
wants to learn about computers.) Amber’s
brother wants to help his grandma more.
(True) Closing activities
• Do a vocabulary quiz with the class. Divide
Write the words. Write the
page 85
the class into pairs. Give each pair a piece of
secret phrase. paper. Say Listen and write the word. Choose
• Say Open your Activity Book at page 85. five words from Activity 1 in their Activity Book
Hold up the Activity Book, and point to Activity and say five definitions. The pupils have to write
1. Refer the class to the jumbled letters. Do one the correct words. Here are some suggested
example with the class, first. Tell them to write definitions: 1 This is a big famous clock in
the letters in the secret phrase, after they written London (Big Ben). 2 This falls down from the
all the words. buildings in Times Square on New Year’s
Eve (confetti). 3 These make pretty colours in
• Get the pupils to work individually. Once the sky at night (fireworks). 4 Scottish pipers
they’ve finished, correct their work as a class. wear these (kilts). 5 Twelve o’clock at night
• Answers: 1 midnight / 2 Big Ben / 3 party (midnight).
/ 4 fireworks / 5 Times Square / 6 pipers / • Say Everybody finish now. Say Goodbye!
7 bagpipes / 8 torches / 9 kilts / 10 confetti / Encourage the pupils to close their books and
Secret phrase: New Year Resolutions tidy up their things.
Write your resolutions for the

page 85
Extra: Play Bingo. Tell the pupils to choose three
New Year. Use the verbs in the box. of the New Year’s Eve words from Activity 1 in their
• Hold up the Activity Book and point to Activity Book. They write these on a piece of scrap
Activity 2. Get the pupils to remember Amber paper.
and her family’s resolutions. Tell them to write Read out the New Year’s Eve words in random
three resolutions for themselves. Refer them order. The pupils put a cross through the word if
to the word pool box and brainstorm possible you say it. When they have crossed out their three
sentences with the class orally. words, they shout out Bingo. The first person to
shout Bingo is the winner.
• Pupils write their sentences individually. When
the pupils have finished, get several pupils to Homework: Get pupils to write three sentences to
read their resolutions out loud. Ask pupils to say what they do at New Year’s Eve. They can use
raise their hand if they have the same resolution. their Pupil’s Book to help them.
page 85
Make words from the letters.
• Write A NEW YEAR’S EVE PARTY! in big
letters on the board, then point to Activity 3.
Check pupils understand how to do the activity.
Underline the letters S E V E N on the board.
• Give the class time to find the other words.
You could make the activity into a race, by
challenging the pupils to be the first person/
people to find all the words. Congratulate the
pupil/pupils that finish first. Get them to write
the words on the board.
• Check the answers with the class.
• Answers: 1 seven / 2 pear / 3 peas / 4 tea /
5 water / 6 new / 7 eyes / 8 see / 9 eat / 10 sea

sentences including some of the words they’ve
found.
296

St Patrick’s Day
• Identifying St Patrick’s Day words and writing • limerick, public holiday, culture, The Emerald
them correctly Isle, poem, rain, sun, hair
• Listening to, understanding and explaining
a St Patrick’s Day web page
• Listening to and reading about St Patrick’s • Pleasure in celebrating St Patrick’s Day in
Day traditions English
• Awareness of the traditions of St Patrick’s Day
in other countries
Key language
Vocabulary
• St Patrick’s Day, parade, an Irish flag, Competences key
a shamrock, a leprechaun, fairy (fairies), Competence in linguistic communication
a pot of gold, Ireland Mathematical competence
Structures
• Happy St Patrick’s Day! Competence in processing information and
• It’s (a day of fun). use of I.C.T.
• We/I wear (green clothes). Competence in social skills and citizenship
Learning to learn
Recycled language
• symbol, special, celebration, fun, silly, hat,
jackets, myth, little, old, good luck, mythical
creature
• Do you know (about St Patrick’s Day)?
• Colours
297

Festivals St Patrick’s Day
you know what plant is an important symbol

Learning objectives of St Patrick’s Day? (a shamrock). Do you
• Identify St Patrick’s Day related vocabulary know what mythical creature is an important
• Listen to, understand and explain a St symbol of St Patrick’s Day? (a leprechaun). Do
Patrick’s Day web page you know how people celebrate St Patrick’s
• Read and say a St Patrick’s Day poem Day? (parades, special clothes, music, dancing,
Language focus etc).
• St Patrick’s Day, Ireland, parade, an Irish flag,
shamrock, a leprechaun, fairy (fairies), a pot Main activities
of gold
Materials Listen as you read. Answer
page 70
• Pupil’s Book, page 70 the questions. Match the words to

• Activity Book, page 86 the pictures.
• Class audio CD
• Say Open your Pupil’s Books at page 70.
At-a-glance lesson plan 1. Remind pupils that this is the Quest TV
(PB page 70, AB page 86) website, where Quest fans send photos and
Opening activity texts to the Quest team. Ask What is the
• Brainstorm St Patrick’s Day vocabulary website about today? (St Patrick’s Day).
• Play CD 4 track 42. The pupils follow in their
Main activities books. Then elicit which ideas/answers on the
• Listening and reading activities Listen as board are correct according to the texts, and
you read. Answer the questions. Match the help the pupils to give new answers for those
words to the pictures (CD 4 track 42) Listen which aren’t correct (answers will vary).
and read (CD 4 track 43) (PB page 70). • Tell the class they’re going to focus on St
Patrick’s Day vocabulary. Play CD 4 track
• Vocabulary activities Read the definitions. 42 again. Pause after each text to give the
Complete the crossword. Make words from pupils time to match the words in bold to the
the letters (AB page 86). appropriate pictures. Check their answers by
holding up your Pupil’s Book and pointing to the
• Reading practice Answer the questions appropriate picture.
(AB page 86).
• Answers: a parade, Irish flag / b leprechaun,
Closing activity pot of gold, fairies / c shamrock
• Write a poem in pairs.
CD4
42
Opening activities Do you know about St Patrick’s Day?
• Welcome the class as they come in by saying
A celebration
Hello. Happy Saint Patrick’s Day! Encourage
Calum: I love St Patrick’s Day. It’s a special
them to return the greeting.
day in Ireland, and for Irish people all over the
• Tell them today’s lesson is about St Patrick’s world. My cousins in New York celebrate, too.
Day (17th March). Ask the children what they It’s on 17th March, and it’s a public holiday in
know about St Patrick’s Day. Explain that it is a Ireland. It’s a celebration of St Patrick, and a
day of celebration in Ireland. It is a celebration celebration of our country and its culture. But
of Ireland and its culture. mostly, it’s a day of fun!
• Ask the children some questions about Calum in Cork
Ireland and St Patrick’s Day. Write their ideas
on the board so they can refer to them later on Dressing up
in the lesson. Don’t correct them or tell them Sarah: On St Patrick’s Day, my family and I
answers at this stage. Here are some suggested wear green clothes and we watch the parade
questions: Do you know what colour is together. My dad wears a silly green hat! I’ve
associated with Ireland and St Patrick’s Day? got an Irish flag. It’s green, orange and white.
(green). Do you know what colours are on My little sister paints her hair green. We wear
the Irish flag? (green, orange and white). Do a shamrock on our jackets. We eat Irish food,
298

St Patrick’s Day St Patrick’s Day

f
1
1 Read the definitions. Complete the crossword. 2

a
1 42
4
Listen as you read. Answer the questions. Match the words to the pictures. i
Across
3
r
1 What date is St Patrick’s Day?
i
2 What is a leprechaun? 2 People walk through the streets wearing
4
e Down
special clothes.
Do you know about St Patrick’s Day? 3 This is a small country, very near
5
s 1 These mythical creatures give
their shoes to leprechauns.
the UK.
6 7
4 A leprechaun puts this in
A celebration Dressing up An Irish myth 4 Blue + yellow = .
I love St Patrick’s Day. It’s a On St Patrick’s Day, my family Leprechauns are an important a pot.
special day in Ireland, and and I wear green clothes and part of Irish culture. According
6 When you don’t have to go
5 This plant is a symbol of Saint
for Irish people all over the we watch the parade together. to Irish myth, a leprechaun to school.
world. My cousins in New York My dad wears a silly green hat! is a little old man. He mends Patrick’s Day and Ireland.
celebrate, too. It’s on 17th I’ve got an Irish flag. It’s green, shoes for Irish fairies. The 9 This Irish mythical 8
7 A four leaf shamrock is
March, and it’s a public holiday orange and white. My little sister fairies give the leprechaun gold creature wears
in Ireland. It’s a celebration of paints her hair green. We wear as a thank you. And so the
9
good .
a green jacket.
St Patrick, and a celebration of a shamrock on our jackets. myth says it’s good luck if you
8 It is green, orange and white
our country and its culture. We eat Irish food, listen to Irish catch a leprechaun because
But mostly, it’s a day of fun! music and do Irish dancing. you can have his pot of gold! for Ireland.
Calum in Cork Sarah in Dublin Paddy in Limerick
2 Answer the questions.
a b c d
1 When is St Patrick’s Day? 17th March
2 What country does St Patrick’s Day celebrate? .
3 What colour is associated with St Patrick’s Day? .
4 What plant is associated with St Patrick’s Day? .
Do you know? 5 What mythical creature is associated with St Patrick’s Day? .
What special day do you celebrate in your country? • Ireland is often called
The Emerald Isle
because it’s a 3 Make words from the letters.
very green cou
A St Patrick’s Day poem
4
2 Listen and read. ntry.
SAINT PATRICK’S DAY
43
• According to Irish myths,
leprechauns wea
r gree 6 Something you wear:
• The shamrock is a sym n jackets. 1 A colour:
St Patrick’s Day is a day of fun. bol of
St Patrick’s Day
and of Ireland. 2 A school subject: 7 A verb (in your free time):
In the rain or in the sun. • If you find a shamrock 8 A verb (with your mouth):
Green is the colour you must wear, with four 3 An animal:
green leaves,
it’s good
On your jacket, or in your hair. • A limerick is a funny luck! 4 A weather word: 9 The opposite of sit:
It’s a day of good luck for everyone! poem often ass
ociated 10 The opposite of nasty:
with Ireland. 5 A job:
70 86
9780230734838.Text.indd 70 09/03/2012 15:37 9780230424531.P85-96.indd 86 20/03/2012 12:06
• How do you celebrate this day?

listen to Irish music and do Irish dancing.
Sarah in Dublin • Do you wear special clothes?
• Do you eat special food?
An Irish myth
• Do you have parades?
Paddy: Leprechauns are an important part
of Irish culture. According to Irish myth, a •A sk different pupils. Listen to their answers.
leprechaun is a little old man. He mends shoes Say Well done!
for Irish fairies. The fairies give the leprechaun • Point to the Do you know? text on the right.
gold as a thank you. And so the myth says it’s Ask pupils to read it. Then ask the class some
good luck if you catch a leprechaun because questions to check they have understood, e.g.
you can have his pot of gold! Why is Ireland often called The Emerald
Paddy in Limerick Isle? Which mythical creatures wear green
jackets? What is the symbol of Ireland? etc.
• Point to the red speech bubble and invite a
pupil to read out the question: What special day page 70
Listen and read.
do you celebrate in your country?
• Discuss the question with the class. Help
2. Refer them to the poem about St Patrick’s
them to think of an equivalent day when they
day. Tell them to follow as they listen. Play CD 4
celebrate their culture. It could be a day when
track 43.
they celebrate the country they come from,
the city/town where they live or even just the CD4
neighbourhood/street where they live. Here are 43
some suggestions to help the pupils discuss in St Patrick’s Day is a day of fun.
English: In the rain or in the sun.
• Do you have a day/time when you celebrate Green is the colour you must wear,
where you come from or where you live? On your jacket, or in your hair.
It’s a day of good luck for everyone!
• Is this day a public holiday?
• Is there a colour associated with this day? • Afterwards, say some sentences about
• Are there any symbols for this day? the poem and get the class to tell you if they
are true or false. Get them to correct false
• What colours are on the flag where you
sentences orally. St Patrick’s Day is a boring
come from?
299

day (False. It’s a fun day.) People wear red people to find all the words. Congratulate the
clothes (False. They wear green clothes.) pupil/pupils that finish first. Get them to write
It’s a day of good luck (True) Check pupils the words on the board.
understand the meaning of good luck. Use L1 if • Check the answers with the class.
necessary.
• Answers: 1 pink / 2 Art / 3 cat / 4 rain / 5 artist
/ 6 cap, skirt / 7 paint / 8 say / 9 stand /10 kind
Read the definitions.
page 86
Complete the crossword. Differentiated learning: Pupils could write

• Say Open your Activity Book at page 86. sentences including some of the words they’ve
Hold up the Activity Book, and point to Activity found.
1. Refer the class to the definitions. Tell them to
write the answers in the crossword. Allow them Basics Book: For pupils using the Basics Book
to refer to the texts on their Pupil’s Book page refer them to page 61, Activities 1, 2 and 3.
to help them, if necessary.
• Get the pupils to work individually. Once Closing activities
they’ve finished, correct their work as a class.
• Refer the class back to the poem in their
• Answers: 1
F Pupil’s Book. Play the CD, pause after each line
2
P A R A D E and get the class to repeat it chorally. Divide the
I class into pairs and give them time to take turns
3
I R E L A N D to read the poem out loud to each other. Ask
I volunteers to read the poem aloud to the rest of
G R E E N
4 the class.
O S • Say Everybody finish now. Say Goodbye!
S
5
L Encourage the pupils to close their books and
H O 7L
6
I D A Y tidy up their things.
A U
Extra: Divide the class into pairs and ask them to
M C
write a short poem in English. It could be about St
R K Patrick’s Day, or about a day when they celebrate
8
F O where they come from/live. It doesn’t have to
9
L E P R E C H A U N rhyme.
A K
G Homework: Pupils write three or four sentences
describing a day of celebration in their country or
region and how they celebrate.
page 86
Answer the questions.
2. Do an example question and answer with the
class first.
• Pupils write the answers individually. Then,
they check in pairs. Check answers orally with
the class.
• Answers: 1 17th March / 2 Ireland / 3 green /
4 a shamrock / 5 a leprechaun
page 86
Make words from the letters.
• Write SAINT PATRICK’S DAY! in big letters on
the board, then point to Activity 3. Check pupils
understand how to do the activity. Underline the
letters P I N K on the board.
300

Notting Hill Carnival
• Identifying Notting Hill Carnival words and • cultures, Caribbean, reggae, hip hop, jazz,
writing them correctly variety, delicious
• Listening to, understanding and explaining a
Notting Hill Carnival web page
• Listening to and reading a Notting Hill Carnival • Pleasure in celebrating the Notting Hill
song Carnival in English
• Awareness of the traditions of carnivals in
other countries
Key language
Vocabulary
• Notting Hill Carnival, children’s parade, bright Competences key
costumes, steel bands, food stalls, sweetcorn Competence in linguistic communication
Structures Mathematical competence
• There’s/There are …
• People wear (bright costumes).
• People are (wear)ing …
use of I.C.T.
• I love (dancing to the music).
Competence in social skills and citizenship
Learning to learn
Recycled language
• celebration, favourite, traditionally, amazing
• I like (watching the Notting Hill Carnival
parades).
• I love/like (the music).
• There are (fantastic steel bands).
• Days of the week
• Do you know (about the Notting Hill Carnival)?
• Do you like (wearing costumes)?
301

Festivals Notting Hill Carnival
Learning objectives Main activities

• Identify and use Notting Hill Carnival
vocabulary
Listen as you read. Answer
page 71
• Listen to, understand and explain a Notting the questions. Match the words to
Hill Carnival’s web page the pictures.
• Listen to, read and sing a carnival song • Say Open your Pupil’s Books at page 71.
Language focus Give the pupils time to find the page.
• Notting Hill Carnival, Caribbean, celebration, • Hold up the Pupil’s Book and point to
children’s parade, costumes, steel bands, Activity 1. Remind pupils that this is the Quest
sweetcorn TV website, where Quest fans send photos
Materials and texts to the Quest team. Ask What is
• Pupil’s Book, page 71 the website about today? (the Notting Hill
• Activity Book, page 87 Carnival).
• Class audio CD • Play CD 4 track 44. The pupils follow in their
• Optional Basics Book, page 62 books. Then elicit which words on the board
were also in the texts (answers will vary).
• Tell the class they’re going to learn some
more carnival vocabulary. Play CD 4 track
44 again. Pause after each text to give the
Opening activity pupils time to match the words in bold to the
• Brainstorm carnival vocabulary appropriate pictures. Check their answers by
holding up your Pupil’s Book and pointing to the
Main activities appropriate picture. If you feel it’s necessary,
• Listening and reading activities Listen as you can also ask them what the word is in L1.
you read. Answer the questions. Match the • Answers: a bright costumes / b sweetcorn /
words to the pictures (CD 4 track 44). Listen c steel bands / d children’s parade
and read. Sing the song (CD 4 track 45)
CD4
(PB page 71) 44
• Vocabulary activities Look at the picture. Do you know about the Notting Hill
Find eight words. Make words from the Carnival?
letters (AB page 87).
A celebration
• Writing practice Complete the sentences.
Anna: My favourite celebration in London is
Use the words in Activity 1 (AB page 87).
the Notting Hill Carnival. It’s on the last Sunday
and Monday of August every year. Traditionally,
Closing activity it’s a Caribbean celebration. Nowadays, people
• Sing the song in two groups (CD 4 track 45). from lots of different countries and cultures
Sing the karaoke version of the song (CD 4 come together to celebrate.
track 46). Anna in South London
Parades
Opening activities Silvia: I like watching the Notting Hill Carnival
• Welcome the class as they come in by saying parades. On Sunday, there’s the children’s
Hi, how are you! Encourage them to answer parade. The children look great in their
and return the greeting. costumes. On Monday, there’s the main parade.
• Tell them today’s lesson is about the Notting There are lots of floats and people wear bright
Hill Carnival. Tell them that this is a carnival that costumes. Everyone looks amazing!
takes place on the last Sunday and Monday of Silvia in Brighton
August, in an area of London called Notting Hill. Music
• Brainstorm any carnival related words they Justin: I love the music at the Notting Hill
might know in English and write them on the Carnival. There are fantastic steel bands playing
board (e.g. dancing, music, etc). You will need Caribbean music. There are also other bands
them for the next part of the lesson. Help them playing different kinds of music, like reggae, hip
think of words/phrases by asking them about hop and jazz. I love dancing to the music!
when/how they celebrate carnival. Justin in Birmingham
302

Notting Hill Carnival Notting Hill Carnival

1 Look at the picture. Find seven words.
4
1 44 Listen as you read. Answer the questions. Match the words to the pictures.
S T E E L B A N D M P S
1 When is the Notting Hill Carnival?
2 What type of celebration is the carnival, traditionally? I T O Q O O O G P F J W
U R A D N S D U K K M E
Do you know about the Notting Hill Carnival? N

D
X
O
N O
Y U O
D E
A
D
L
A
G
R
U
A
S
P
T
E
T
L M M P N F S V R J P C
A celebration Music C O S T U M E S I P N O
My favourite celebration in London is the Notting I love the music at the Notting Hill Carnival.
Hill Carnival. It’s on the last Sunday and There are fantastic steel bands playing S J E C F L O A T S U R
Monday of August every year. Traditionally, it’s a Caribbean music. There are also other bands L C A R N I V A L E B N
Caribbean celebration. Nowadays, people from playing different kinds of music, like reggae,
H A N D S K T N X Y L P
lots of different countries and cultures come hip hop and jazz. I love dancing to the music!
together to celebrate. Anna in South London Justin in Birmingham
Parades Food 2 Complete the sentences. Use the words in Activity 1.

I like watching the Notting Hill Carnival parades.
On Sunday, there’s the children’s parade.
I like the food at the Notting Hill Carnival. There 1 The Notting Hill carnival happens in the month of August.
are lots of food stalls which sell a variety of
The children look great in their costumes. On food. You can eat food from different countries 2 The Notting Hill Carnival happens in the city of .
Monday, there’s the main parade. There are lots around the world. My favourite food at the
of floats and people wear bright costumes. carnival is sweetcorn. But all the food is 3 First, there’s a children’s .
Everyone looks amazing! Silvia in Brighton delicious! Reggie in East London
4 People wear bright .
a b c d 5 There are lots of decorated .
6 play traditional music.
7 Some people eat .
CARNIV
Is there a big carnival celebration in your country?
3 Make words from the letters. CHALLENGALE!
Find an extra wor
NOTTING HILL CARNIVAL CELEBRATIONS d for each topic!
4
2 45 Listen and read. Sing the song. 1 A colour: 6 A part of the body:
2 A number: 7 A type of transport:
Come to the Notting Hill Carnival. People are wearing amazing costumes, 3 An animal: 8 Something in your classroom:
Come and celebrate with everyone. And walking down the street.
4 A food: 9 Something you can wear:
Come to the Notting Hill Carnival. People are dancing to fantastic music,
Come and have some fun! Smiling at the people they meet. 5 A verb: 10 Something in the natural landscape:
Chorus
71 87
9780230734838.Text.indd 71 09/03/2012 15:38 9780230424531_text.indb 87 24/05/2013 11:14
•D o you like eating food from different

Food
countries? Do you like sweetcorn? What’s
Reggie: I like the food at the Notting Hill
your favourite type of party food?
Carnival. There are lots of food stalls which
sell a variety of food. You can eat food from • Ask different pupils. Listen to their answers.
different countries around the world. My Say Well done!
favourite food at the carnival is sweetcorn. But
all the food is delicious!
page 71
Reggie in East London song.
• Point to the red speech bubble and invite a • Hold up the Pupil’s Book and point to Activity
pupil to read out the question: Is there a big 2. Refer the class to the song. Tell them to
carnival celebration in your country? listen to the song as they follow in their books.
Play CD 4 track 45. Ask them to listen for any
• Discuss the question with the class. Help
carnival words they hear.
them to think of an equivalent day when they
celebrate their culture. It could be a day when CD4
they celebrate the country they come from, 45
the city/town where they live or even just the Notting Hill Carnival song
neighbourhood/street where they live. Here are Come to the Notting Hill Carnival.
some suggestions to help the pupils discuss in Come and celebrate with everyone.
English: Come to the Notting Hill Carnival.
• Do you think the Notting Hill Carnival Come and have some fun!
sounds like fun? People are wearing amazing costumes,
• Do you like watching parades? Do you like And walking down the street.
being in a parade? People are dancing to fantastic music,
• Do you like watching people in costumes? Smiling at the people they meet.
Do you like wearing costumes?
Chorus
• Do you like listening to music? Do you
know what steel drums sound like? Do you • Elicit carnival words form the song, e.g. fun,
like steel drums? costumes, dancing, music.
• Do you like listening to live music? What
kind of music do you like to dance to?
303

• Play the song again, pause after each line, and • Check the answers with the class.
get the pupils to repeat. Play the CD again and • Answers: 1 green / 2 one, eight, nine, ten /
get the pupils to sing along. 3 bat, cat, vole, lion / 4 corn, cereal, carrots,
banana / 5 see, eat, go, bring / 6 nose, leg, ear,
Look at the picture. Find
page 87
toe / 7 van, car / 8 chair, teacher / 9 hat, shoe /
seven words. 10 hill
sentences including some of the words they’ve
1. Refer the class to the picture next to the word
found.
square. Tell them to find the words for things in
the picture in the word square. Refer them to
the example. Basics Book: For pupils using the Basics Book
• Get the pupils to work in pairs or individually,
whichever they prefer. Once they’ve finished,
check they’ve found the words. Closing activities
S T E E L B A N D M P S • Sing the Notting Hill Carnival song in two
I T O Q O O O G P F J W groups. Divide the class into two groups. Play
U R A D N S D U K K M E the song on the CD again, and get each group
N X N O D E D A R A P E
to sing alternate lines with the CD. Play the song
again and get a different group to start. Then
D O Y U O A L G U S T T
play the karaoke version of the song. Play CD 4
track 46 and sing, encouraging the pupils to join
C O S T U M E S I P N O in with you.
S J E C F L O A T S U R • Say Everybody finish now. Say Goodbye!
L C A R N I V A L E B N Encourage the pupils to close their books and
H A N D S K T N X Y L P tidy up their things.
Extra activity: Pupils can work in small groups

page 87
to make a poster advertising a carnival either in a
Use the words in Activity 1. place where they live or a different town or country.
Homework: Get pupils to write three sentences
2. Remind the class to refer to the words in
to say what they like best about the Notting Hill
Activity 1. Do an example with the class first.
Carnival or about carnival in their country if they
• Pupils complete the sentences individually. prefer e.g. I like seeing people wearing costumes.
Check their answer as a class. Get pupils to
read the completed sentences out loud.
• Answers: 1 Carnival / 2 London / 3 parade /
4 costumes / 5 floats / 6 Steel bands /
7 sweetcorn
page 87
Find the words.
• Write NOTTING HILL CARNIVAL
CELEBRATIONS! in big letters on the board,
then point to Activity 3. Draw their attention to
the example and check they understand how to
do the activity.
people to find all the words. Congratulate the
pupil/pupils that finish first. Get them to write
the words on the board.
304

Answer Key
Grammar Builder Activity 4
1 Geography is the most interesting subject. /
2 I am the funniest person in the class. /
Unit 1: Focus on Free Time
3 English is the most difficult language to learn.
Activity 1
/ 4 Maths is the easiest lesson at school. /
1 verb + -ing / 2 She / 3 Does
5 Sharks are the most dangerous animal in the
Activity 2
ocean. / 6 My teacher is the tallest teacher in
1 love / 2 likes / 3 don’t / 4 don’t / 5 likes /
the school.
6 hate / 7 love / 8 doesn’t
Activity 5
Activity 3
watching / am / watching / do / most interesting
1 playing / 2 doing / 3 going / 4 playing /
/ bravest / the funniest / cleverest / most
5 collecting / 6 doing / 7 painting / 8 collecting /
dangerous
9 going / 10 painting
Activity 4
Unit 4: Let’s Cook!
1 likes reading / 2 like swimming / 3 doesn’t
Activity 1
like playing / 4 love eating / 5 hate doing / 6 like
1 are / 2 ’s / 3 Are
sending / 7 loves collecting / 8 don’t like / 9 hate
Activity 2
taking
1 There are / 2 There are / 3 There’s / 4 There
Activity 5
are / 5 There are / 6 There isn’t / 7 There isn’t /
going / like / don’t / collecting / painting /
8 There aren’t / 9 There aren’t / 10 There isn’t
playing / do / doing / Do / like
Activity 3
1 Is there any – Yes, there is. / 2 Are there any –
Unit 2: Fashion Fix
No, there aren’t. / 3 Is there any – Yes, there is. /
Activity 1
4 Is there any – No, there isn’t. / 5 Are there any
1 verb + -ing / 2 She / 3 Does
– No, there aren’t. / 6 Are there any – Yes, there
Activity 2
are. / 7 Is there any – No, there isn’t. / 8 Are
1 wear / 2 is wearing / 3 wear / 4 are wearing /
there any – Yes, there are. / 9 Are there any –
5 are wearing / 6 wears / 7 wears / 8 is wearing
Yes, there are. / 10 Is there any – No, there isn’t.
Activity 3
Activity 4
1 Do, write / 2 Are, wearing / 3 ’m reading / 4 go
1 There’s some salt / 2 There’s some flour /
/ 5 ’s doing / 6 listens / 7 play / 8 drink / 9 ’m
3 There are some oranges in the kitchen. /
eating / 10 We’re watching
4 There are some doughnuts in the kitchen. /
Activity 4
5 There aren’t any omelettes in the kitchen. /
1 Do you walk to school every day? / 2 Are you
6 There isn’t any butter in the kitchen. / 7 There
wearing a polo shirt today? / 3 Is your teacher
aren’t any pancakes in the kitchen. / 8 There
dancing now? / 4 Do you drink milk every day?
isn’t any milk in the kitchen.
/ 5 Are you at the swimming pool? / 6 Is your
Activity 5
friend wearing leggings today?
doing / watching / Do / do / Are there / there
Activity 5
aren’t / easiest / any / there is / there’s / Is there
wears / doesn’t like / walks / like / ’s wearing /
/ there is
isn’t wearing / isn’t swimming / ’s playing /
loves / playing
Unit 5: Where Were You?
Activity 1
Unit 3: Marvellous Myths
1 I / 2 we / 3 Were
Activity 1
Activity 2
1 -est / 2 -iest / 3 most
1 were / 2 wasn’t / 3 wasn’t / 4 weren’t / 5 were
Activity 2
/ 6 was / 7 wasn’t / 8 were / 9 wasn’t / 10 were
1 most dangerous / 2 strongest / 3 most
Activity 3
beautiful / 4 bravest / 5 easiest / 6 most
1 Were you at the amusement park? Yes I was.
popular / 7 luckiest / 8 most difficult / 9 fastest /
/ 2 Was he at the football stadium? Yes he was.
10 funniest
/ 3 Were they at the market last month? Yes,
Activity 3
they were. / 4 Were you at home last night? No,
1 the strongest / 2 the easiest / 3 the cleverest
I wasn’t. / 5 Were they at a party last weekend?
/ 4 the happiest / 5 the luckiest / 6 the silliest
No, they weren’t. / 6 Was she at school last
/ 7 the most interesting / 8 the ugliest / 9 the
week? Yes, she was.
most frightened / 10 the bravest
305

Answer Key
Activity 4 Unit 8: Party Time!

1 Peter was at the market last night. / 2 Peter Activity 1
wasn’t at the sports centre last night. / 3 Sarah 1 going / 2 isn’t / 3 Are
was at the shopping centre last night. / 4 Sarah Activity 2
wasn’t at the police station last night. / 5 Dan 1 On Saturday morning, he’s going to buy
and Lily were at the football stadium last night. snacks. / 2 On Saturday afternoon, he’s going
/ 6 Dan and Lily weren’t at the post office last to visit a museum. / 3 On Saturday night, he’s
night. going to have a party. / 4 On Sunday morning,
Activity 5 he’s going to play computer games. / 5 On
was / watch / Were / weren’t / most boring / Sunday afternoon, he’s going to walk in the
were / are / buying / Was / wasn’t / was park. / 6 On Sunday night, he’s going to stay at
home.
Unit 6: Eureka! Activity 3
Activity 1 is going to go / likes / are / isn’t going to travel
1 -ed / 2 didn’t / 3 Did / ’s going to travel / went / went / didn’t swim /
Activity 2 read / wrote / most fantastic
1 visited / 2 didn’t ask / 3 opened / 4 didn’t
finish / 5 discovered / 6 started / 7 invented /
8 didn’t talk
Activity 3
1 invented / 2 answered / 3 walk / 4 visited /
5 travel / 6 played / 7 close / 8 watch / 9 started
/ 10 talk
Activity 4
1 Did you start school at 8 o’clock? / 2 Did you
listen to music? / 3 Did you walk to school? /
4 Did you play table tennis? / 5 Did you ask your
teacher a question? / 6 Did you travel by bus?
Activity 5
was / started / studying / most difficult / opened
/ asked / didn’t answer / finished / didn’t walk /
didn’t play / travelled / watched / loves watching
Unit 7: On Safari
Activity 1
1 didn’t / 2 Did / 3 did, didn’t
Activity 2
1 saw / 2 wrote / 3 said / 4 wrote / 5 went / 6 ate
/ 7 went / 8 ate
Activity 3
1 didn’t see / 2 didn’t go / 3 didn’t see / 4 went
/ 5 ate / 6 didn’t write / 7 said / 8 didn’t eat /
9 didn’t say / 10 wrote
Activity 4
1 Did you go to school yesterday? / 2 Did you
eat a salad last week? / 3 Did you say hello to
your Maths teacher yesterday? / 4 Did you see
lions last year? / 5 Did you write emails to your
friends last week?
Activity 5
Did / did / luckiest / travelled / Did / didn’t / saw
/ were / eat / wasn’t / ate / Did / did / wrote
306

Answer Key
Activity 12
Basics Book /p/ – people, computer, picture, stamps, paper,
play, paintbrush
/b/ – hobby, bedroom, table, album, book,
Starter Unit: Welcome Back to Quest TV! paintbrush
Activity 1 Activity 13
1 snorkelling / 2 peaches / 3 the underground / Pedros Campos, Spain, ‘hyperrealist’ art,
4 funny / 5 Australia / 6 green beans / 7 a funfair everyday objects / Julian Opie, England, ‘pop
/ 8 a long sleeved top / 9 a turtle / 10 an artist art’ people / Frank Stella, the USA, ‘minimalist
Activity 2 art’, straight and curved lines
Pupils’ own answers. Activity 14
Activity 3 1 True / 2 False / 3 True
1 turtle / 2 Australia / 3 snorkelling / 4 a long Activity 15
sleeved top / 5 funny 1 England / 2 ‘pop’ / 3 people / 4 the USA /
Activity 4 5 minimalist / 6 straight and curved lines
1a/2e/3d/4c/5b Activity 16
Activity 5 models
1 get / 2 play / 3 do / 4 go / 5 tidy / 6 visit / Activity 17
7 have / 8 study 1 watching / 2 Saturday / 3 London / 4 the UK /
Activity 6 5 Collecting stamps
1 ten past four / 2 twenty-five past ten / 3 five to Pupils’ own answers.
nine / 4 twenty to three Activity 18
going to the cinema / doing magic tricks / going
Unit 1: Focus on Free Time to the cinema
1 collect stickers / 2 play the drums / 3 go going fishing / collecting stamps
fishing / 4 paint pictures / 5 do magic tricks / Activity 20
6 play table tennis / 7 go to the cinema / 8 do Ruth: going fishing / doing exercise
exercise / 9 collect stamps / 10 paint models Bob: playing table tennis / collecting stamps
Activity 2 Pupils’ own answers.
1 play table tennis / 2 go fishing / 3 paint
pictures / 4 collect stickers / 5 play the drums / Progress Check 1
6 go to the cinema Activity 1
Activity 3 1 collect stickers / 2 play the drums / 3 go
Pupils’ own answers. fishing / 4 paint pictures / 5 do magic tricks /
Activity 4 6 play table tennis / 7 go to the cinema / 8 do
1c/2a/3d/4b exercise / 9 collect stamps / 10 paint models /
Activity 5 11 album / 12 paintbrush / 13 pack of cards /
1c/2d/3a/4e/5b 14 fishing rod / 15 exercise mat
Pupils’ own answers. 1 doing magic tricks / 2 painting pictures /
Activity 7 3 collecting stamps / 4 doing magic tricks /
1 likes / 2 doesn’t like / 3 likes / 4 doesn’t like / 5 playing table tennis / 6 painting pictures
5 doesn’t like / 6 likes Activity 3
Activity 8 Pupils read the dialogue and act it out.
1 Yes / 2 No / 3 Yes / 4 No
Activity 9 Unit 2: Fashion Fix
1 Paul likes painting models. / 2 He doesn’t like Activity 1
collecting stickers. / 3 Jenny likes going fishing. 1 a cap and a tracksuit / 2 a denim skirt and
/ 4 She doesn’t like playing table tennis. leggings / 3 shorts and sandals / 4 a polo shirt
Activity 10 and trousers / 5 a headband and a necklace
1 an album / 2 a paintbrush / 3 a pack of cards / Activity 2
4 a fishing rod / 5 an exercise mat 1 trousers / 2 a cap / 3 a polo shirt / 4 a denim
Activity 11 skirt / 5 sandals / 6 a tracksuit
fishing / hobby / rod / river / sea / mum / dad / Activity 3
Going Pupils’ own answers.
307

Answer Key
Activity 4 Unit 3: Marvellous Myths

1b/2a/3c/4d Activity 1
Activity 5 1 strong / 2 difficult / 3 safe / 4 brave / 5 easy /
1 fashion / 2 imagination / 3 skirt / 4 sandals / 6 weak / 7 lucky / 8 frightened / 9 dangerous /
5 leggings / 6 Sandra 10 unlucky
Pupils’ own answers. 1 frightened / 2 lucky / 3 weak / 4 easy / 5 safe
1 wear / 2 wearing / 3 not wearing / 4 wear / Affirmative – strong / safe / brave / lucky / easy
5 wearing / 6 not wearing Negative – weak / dangerous / frightened /
Activity 8 unlucky / difficult
1 Yes / 2 Yes / 3 Yes / 4 No / 5 Yes / 6 Yes Activity 4
Activity 9 1b/2d/3c/4a
1 True / 2 True / 3 False / 4 True / 5 False / Activity 5
6 False 1 6th / 2 Arthur / 3 dangerous / 4 London /
Activity 10 5 stone / 6 Arthur
1 cotton / 2 wool / 3 silk / 4 leather / 5 denim Activity 6
shirt / boots / silk / wool Activity 7
Activity 12 1 the bravest / 2 the strongest / 3 the luckiest /
/w/ – woolly, water, whale, watch, work 4 the most dangerous
/v/ – gloves, volleyball, visit Activity 8
Activity 13 1c/2d/3f/4a/5b/6e
1 artificial / 2 a tannery / 3 plants Activity 9
Activity 14 1 the most dangerous / 2 the most frightened /
1 natural / 2 plants / 3 animals / 4 a tannery / 3 the luckiest / 4 the strongest / 5 the bravest /
5 plastic / 6 an artificial 6 the weakest
boots, black, leather / trousers, green, cotton 1 interesting / 2 boring / 3 clever / 4 silly /
Activity 16 5 magical
necklace Activity 11
Activity 17 1 The Voyage of the Dawn Treader / 2 Narnia /
1 skirt / 2 the UK / 3 cotton / 4 New York / 3 special effects / 4 Reepicheep
5 a worm Activity 12
Pupils’ own answers. one syllable – weak / brave / safe
Activity 18 two syllables – easy / clever / frightened
black leggings / blue leggings / denim shorts three syllables – difficult / dangerous /
Activity 19 interesting
jeans / a tracksuit / white trainers Activity 13
Activity 20 1 b, mermaid / 2 a, centaur / 3 c, dragon
Sam wears: cap, cotton shorts, sandals Activity 14
Mike is wearing: blue tracksuit, cotton T-shirt, 1 torso, tail / 2 torso, legs / 3 body, wings
white trainers Activity 15
Pupils’ own answers. magical
Activity 16
Progress Check 2 1b/2e/3d/4a/5c
1 polo shirt / 2 shorts / 3 denim skirt / Activity 17
4 necklace / 5 tracksuit / 6 cap / 7 headband / shark / swim
8 leggings / 9 sandals / 10 trousers / 11 cotton / Activity18
12 wool / 13 silk / 14 leather / 15 denim pelican / very strong and the bravest
1 wears / 2 is wearing / 3 plays / 4 is doing / head, body, legs, wings
5 listens / 6 is watching Pupils’ own answers.
Activity 3
Pupils read the dialogue and act it out.
308

Answer Key
Progress Check 3 Activity 15

Activity 1 1 pancakes / 2 lemon and sugar / 3 a doughnut
1 strong / 2 difficult / 3 safe / 4 brave / 5 easy / 4 chocolate biscuits
/ 6 weak / 7 lucky / 8 frightened / 9 dangerous Activity 16
/ 10 unlucky / 11 interesting / 12 boring / sugar
13 clever / 14 silly / 15 magical Activity 17
Activity 2 1 apples / 2 Pancake Day / 3 biscuit / 4 Tea
1 strongest / 2 the weakest / 3 the cleverest / Activity 18
4 the most frightened / 5 the unluckiest / 6 the salt, butter / oranges
bravest Activity 19
Activity 3 salt / milk
Pupils read the dialogue and act it out. Activity 20
Food in Tom’s kitchen: flour, sugar, eggs,
Unit 4: Let’s Cook! lemons, milk
1 an omelette / 2 a mango / 3 a doughnut / 4 a
lemon / 5 a pancake / 6 flour / 7 sugar / 8 salt / Progress Check 4
9 milk / 10 butter Activity 1
Activity 2 1 flour / 2 milk / 3 sugar / 4 salt / 5 butter /
1 a lemon / 2 milk / 3 a mango / 4 a doughnut / 6 lemon / 7 mango / 8 doughnut / 9 pancake
5 an omelette / 10 omelette / 11 cookery programme
Activity 3 / 12 cartoon / 13 quiz show / 14 sports
Pupils’ own answers. programme / 15 comedy series
1d/2c/3a/4b 1 are / 2 aren’t / 3 some / 4 is / 5 isn’t / 6 aren’t
1 cookery / 2 ingredients / 3 lemons / Pupils read the dialogue and act it out.
4 mangoes / 5 milk / 6 eggs
Activity 6 Unit 5: Where Were You?
Activity 7 1 a football stadium / 2 a market / 3 a shopping
1 There’s / 2 There isn’t / 3 There are / 4 There centre / 4 a palace / 5 an airport / 6 a post office
isn’t / 5 There’s / 6 There aren’t / 7 There are / 7 an amusement park / 8 a sports centre /
Activity 8 9 a campsite / 10 a police station
1 Yes / 2 No / 3 No / 4 Yes / 5 No / 6 No / 7 Yes Activity 2
Activity 9 1 a post office / 2 a police station / 3 an airport
1 some / 2 any / 3 some / 4 some / 5 some / / 4 a sports centre / 5 a football stadium /
6 any / 7 any 6 a palace
1 a cartoon / 2 a sports programme / Pupils’ own answers.
3 a comedy series / 4 a cookery programme / Activity 4
5 a quiz show 1b/2a/3c/4d
1 comedy series / 2 sports programmes / 1 False / 2 True / 3 False / 4 True / 5 True /
3 cookery programmes / 4 cartoons / 5 quiz 6 False
shows Activity 6
You can hear the /r/ sound – rock, orange, Activity 7
boring, dragon, dangerous 1 was / 2 wasn’t / 3 wasn’t / 4 wasn’t / 5 was /
You can’t hear the /r/ sound - purple, shorts, 6 wasn’t / 7 was / 8 wasn’t
world, Art, skirt Activity 8
Activity 13 1 No / 2 No / 3 Yes / 4 Yes
pancakes – Europe / Alfajor biscuits – South Activity 9
America / Baklava cakes – North Africa 1 I wasn’t at an airport yesterday. / 2 We weren’t
Activity 14 at a sports centre yesterday. / 3 We were at
1 False / 2 True / 3 False / 4 True / 5 True / a market yesterday. / 4 I was at a campsite
6 False / 7 False / 8 True yesterday.
309

Answer Key
W W Pupils’ own answers.
Activity 4
Y E S T E R D A Y
1d/2b/3c/4a
E E N Activity 5
K K I 1 China / 2 ice cream / 3 honey / 4 snow /
E G 5 New York City / 6 ice cream cone
M O N T H Activity 6
Pupils’ own answers.
D T
Activity 7
Activity 11 1 discovered / 2 start / 3 finished / 4 travel /
1 Last month / 2 weekend / 3 Yesterday / 5 returned / 6 invented
4 week / 5 yesterday Activity 8
Activity 12 1 Yes / 2 No / 3 Yes / 4 No
/n/ – piano, cotton, band, rain Activity 9
/m/ – drum, album, jam, stadium, stamps 1 travelled / 2 return / 3 asked / 4 answered /
Activity 13 5 opened / 6 close
1 monument / 2 England / 3 stones / 4 circles / Activity 10
5 cemetery 1 First / 2 Then / 3 After that / 4 Later / 5 Finally
1 lake / 2 Scotland / 3 a monster 1 First / 2 After that / 3 Later / 4 Finally
1 fields / 2 night / 3 morning / 4 aliens /t/ – cart, bat, first, hat, market
Activity 16 /d/ –card, good, bad, food, third, hand
airport Activity 13
Activity 17 Chester Greenwood / Katherine Gregory / Luisa
1 Manchester / 2 Wales / 3 London / 4 the USA Bundy
Activity 18 1 the USA / 2 ear muffs / 3 15 / 4 1984 /
at school / the sports centre / home 5 Wristies / 10
amusement park / restaurant 1 the UK / 2 1995 / 3 Little Bundies / 4 12
Saturday morning: shopping centre, Saturday invent
afternoon: airport, Sunday morning: market, Activity 17
Sunday afternoon: restaurant 1a/2b/3e/4c/5d
in the USA / Computer / Facebook
Progress Check 5 Activity 19
Activity 1 1985 / 10 years old / Computer Science
1 football stadium / 2 palace / 3 campsite / Activity 20
4 amusement park / 5 market / 6 post office / Pupils’ own answers.
7 shopping centre / 8 sports centre / 9 airport /
10 police station / 11 yesterday / 12 last night / Progress Check 6
13 last week / 14 last weekend / 15 last month Activity 1
Activity 2 1 travel / 2 open / 3 close / 4 start / 5 finish
1 was, wasn’t / 2 was, wasn’t / 3 were, weren’t / / 6 ask / 7 answer / 8 discover / 9 invent /
4 were, weren’t 10 return / 11 First / 12 Then / 13 After that /
Activity 3 14 Later / 15 Finally
Pupils read the dialogue and act it out. Activity 2
1 invented / 2 didn’t paint / 3 travelled / 4 didn’t
Unit 6: Eureka! walk / 5 finished / didn’t open
1c/2e/3d/4a/5b Pupils read the dialogue and act it out.
Activity 2
1 start / 2 answer / 3 open / 4 travel
310

Answer Key
Unit 7: On Safari Activity 2

Activity 1 1 went / 2 go / 3 ate / 4 eat / 5 wrote / 6 write /
1 I went to the park. / 2 I ate a burger. / 3 I said 7 saw / 8 see
goodbye. / 4 I saw my aunt. / 5 I wrote a Activity 3
postcard. Pupils read the dialogue and act it out.
Activity 2
1 saw / 2 ate / 3 said / 4 wrote / 5 went Unit 8: Party Time!
Pupils’ own answers. 1 a party / 2 an invitation / 3 snacks /
Activity 4 4 fizzy drinks / 5 paper plates / 6 paper
1d/2c/3a/4b cups / 7 balloons / 8 streamers / 9 a band /
Activity 5 10 speakers
1c/2b/3a/4e/5f/6d Activity 2
Activity 6 1 balloons / 2 streamers / paper plates / 4 paper
Pupils’ own answers. cups / 5 fizzy drinks / 6 snacks
1 went, see / 2 saw, go / 3 ate, write / 4 wrote, Answers will vary.
eat Activity 4
Activity 8 1c/2d/3b/4a
1 Yes / 2 No / 3 Yes / 4 No / 5 No / 6 Yes / 7 No Activity 5
/ 8 Yes 1 year / 2 party / 3 friends / 4 classroom /
Activity 9 5 electricity / 6 Music / 7 band
1 went / 2 go / 3 saw / 4 see / 5 eat / 6 ate / Activity 6
7 write / 8 wrote Pupils’ own answers.
1 leopard / 2 antelope / 3 buffalo / 4 ostrich / 1 going to put up, not going to bring / 2 going to
5 vulture bring, not going to put up / 3 going to bring, not
Activity 11 going to bring
1 one / 2 70 / 3 grass / 4 Asia / 5 pronking Activity 8
Activity 12 1 going to, Yes / 2 going to, Yes / 3 going to,
/f/ ‘f’ – French, fox, café, fruit No / 4 going to, Yes / 5 going to, No / 6 going
/f/ ‘ff’ – different, giraffe, ear muffs, post office to, No
/f/ ‘ph’ – Geography, phone, elephant, photo Activity 9
Activity 13 1 He’s / 2 He’s / 3 He isn’t / 4 She’s / 5 She isn’t
1 plants / 2 animals / 3 cages / 4 zoo / 5 safe / 6 She isn’t
1 True / 2 False / 3 False / 4 True 1d/2a/3e/4b/5c
1 a zoo / 2 monkeys / 3 orange / 4 small / 5 fruit Pupils’ own answers.
/ 6 the rainforest Activity 12
Activity 16 /h/ – holiday, hat, happy, hotel, headband,
wrote Holland, have
Activity 17 /ʤ/ – job, jungle, jacket, journalist
1a/2d/3b/4c Activity 13
Pupils’ own answers. 1 True / 2 False / 3 True / 4 False / 5 True /
Activity 18 6 False
elephants / leopard / postcards Activity 14
Activity 19 1 When / 2 Who / 3 Where / 4 What
buffaloes / salad Activity 15
Activity 20 1 Artemis / 2 cakes / 3 the UK / 4 more than 100
Pupils’ own answers. years ago
Activity 16
Progress Check 7 balloons
1 went to the park / 2 ate a sandwich / 3 said 1 street / 2 June / 3 cards / 4 party / 5 16th
goodbye / 4 saw my aunt / 5 wrote postcards Pupils’ own answers.
/ 6 leopard / 7 buffalo / 8 antelope / 9 ostrich /
10 vulture
311

Answer Key
Activity 18 Notting Hill Carnival

Jenny / Paula / Alex (balloons) Activity 1
Activity 19 1 sweetcorn / 2 parade / 3 costumes / 4 float /
Laura / Paul / Anna 5 steel band
Activity 20 S T E E L B A N D M P S
Justin: fizzy drinks, snacks I T O Q O O O G P F J W
Laura: paper plates, paper cups
U R A D N S D U K K M E
Paul: balloons, streamers
N X N O D E D A R A P E
Anna: MP3 player, speakers
Pupils’ own answers. D O Y U O A L G U S T T
Progress Check 8 C O S T U M E S I P N O
Activity 1 S J E C F L O A T S U R
1 party / 2 invitation / 3 snacks / 4 fizzy drinks / L C A R N I V A L E B N
5 paper plates / 6 paper cups / 7 band /
H A N D S K T N X Y L P
8 speakers / 9 balloons / 10 streamers /
11 make friends / 12 get a job / 13 get married / Activity 2
14 have children / 15 go on holiday 1 False / 2 True / 3 False / 4 True / 5 True /
Activity 2 6 True / 7 True
1 Megan is going to buy snacks. / 2 She isn’t Activity 3
going to read a book. / 3 John is going to play 1 orange, green / 2 one, eight, nine, ten / 3 bat,
the drums. / 4 He isn’t going to watch TV. / cat, lion / 4 corn, cereal, carrot, banana / 5 see,
5 Christina is going to write an invitation. / 6 She eat, go, bring / 6 nose, leg, ear, toe / 7 van, car /
isn’t going to paint a picture. 8 hat, shoe
Activity 3
Pupils read the dialogue and act it out.
New Year’s Eve

Activity 1
a Big Ben / b pipers / c confetti / d torches /
e fireworks
Activity 2
1 I want to improve my English. / 2 I want to
play the guitar. / 3 I want to help my grandma.
Activity 3
1 seven / 2 pear / 3 peas / 4 tea / 5 water /
6 new / 7 see / 8 eat
St Patrick’s Day
Activity 1
1 green / 2 Ireland / 3 parades / 4 shamrock /
5 holiday
Activity 2
1 March / 2 Ireland / 3 green / 4 shamrock /
5 leprechaun
Activity 3
1 pink / 2 Art / 3 cat / 4 rain / 5 artist / 6 cap,
skirt / 7 stand / 8 kind
312

Macmillan Education Acknowledgments
Between Towns Road, Oxford OX4 3PP
A division of Macmillan Publishers Limited The publishers would like to thank the following teachers and
schools:
Companies and representatives throughout the world Ana Visairas Blanco, Colegio Sagrado Corazón Jesuitas,
Logroño, La Rioja; Conxi Rodrigo Niubo, Escola Pía Santa
ISBN 978 0 230 73471 5 Anna, Mataró, Barcelona; Christine González Álvarez, CEIP
Francisco de Quevedo, Majadahonda, Madrid; Dolors
Text © Emma Mohamed 2012 Verdugo Rangel, CEIP Puig d’Agulles, Corbera de Llobregat,
Design and illustration © Macmillan Publishers Limited 2012 Barcelona; Elena Sánchez Méndez, Colegio La Anunciata
Ikastetxea, Pasai Antxo, Guipúzcoa; Esperanza Cervera,
First published 2012 CEIP Lluís Vives, Massanassa, Valencia; J. Javier Martínez
Izquierdo, CEIP Mariano José de Larra, Madrid; Javier
All rights reserved; no part of this publication may be Sánchez Mir, Colegio Hermanos Maristas, Valencia; Mamen
reproduced, stored in a retrieval system, transmitted in any Ruiz de Gauna Montoya, Colegio Sagrado Corazón, Haro,
form, or by any means, electronic, mechanical, photocopying, La Rioja; María Ángeles Puga Zuccotti, CEIP Joaquín Turina,
recording, or otherwise, without the prior written permission Madrid; Mariana Fernández Pellón, CEIP Marià Manent,
of the publishers. Premià de Dalt, Barcelona; Mª Carmen Vílchez Lechuga,
CEIP Ángel López Salazar, Baeza, Jaén; Mª Jesús Pérez
Original design by Echelon Design González, CEIP Camilo José Cela, Madrid; Mª José Durán
Designed by Emma DeBanks Ríos, Colegio Dulce Nombre de María PP Escolapios,
Cover design by Echelon Design Granada; Olivia Sánchez , CEIP Lluis Piquer, Parets del
Cover photo by Lisa Payne Vallès, Barcelona; Sara Oliva Martínez, CEIP Marià Manent,
Premià de Dalt, Barcelona; Susana García Santos, Colegio
These materials may contain links for third party websites. We Santa Ana, Zaragoza; Sylvia Frey Salcedo, CEIP La Cañada,
have no control over, and are not responsible for, the contents Olías, Málaga.
of such third party websites. Please use care when accessing
them. Please see Pupil’s Book and Activity Book for photo credits.
Although we have tried to trace and contact copyright

holders before publication, in some cases this has not been
possible. If contacted we will be pleased to rectify any errors
or omissions at the earliest opportunity.
Author’s acknowledgements
I’d like to thank everyone at Macmillan Spain and Oxford for
their help with the development of Quest 6. I’d like to thank
the teachers I’ve worked with throughout the years, for their
insights into teaching and for the many laughs shared in staff
rooms. And finally, I’d like to thank my mum Sue, my little boy
Danny, Jose Luis, Jeff and Dee for their encouragement and
support.
Printed and bound in Spain by Grafoprint
2018 2017 2016 2015 2014

11 10 9 8 7 6 5 4 3 2

QUEST6 Teachers Notes PDF

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

QUEST6 Teachers Notes PDF

Hochgeladen von

Copyright:

Verfügbare Formate

EN DIT

Quest TB6_ENG_ED_2a.indd 1 09/06/14 12:38

CLIL Poster ideas 24

Starter Unit: Welcome Back to Quest TV! 25

Unit 1: Focus on Free Time 35

Unit 2: Fashion Fix 65

Unit 3: Marvellous Myths 95

Unit 4: Let’s Cook! 123

Unit 5: Where Were You? 153

Unit 6: Eureka! 183

Unit 7: On Safari 213

Unit 8: Party Time! 245

Everyday English 275

New Year’s Eve 293

St Patrick’s Day 297

Notting Hill Carnival 301

Answer Keys: Grammar Builder

Quest TB6_ENG_ED_2a.indd 3 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 4 09/06/14 12:38

Competence in linguistic communication Mathematical competence Competence in knowledge of and

Quest TB6_ENG_ED_2a.indd 5 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 6 09/06/14 12:38

Competence in linguistic communication Mathematical competence Competence in knowledge of and

Quest TB6_ENG_ED_2a.indd 7 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 8 09/06/14 12:38

Competence in linguistic communication Mathematical competence Competence in knowledge of and

Quest TB6_ENG_ED_2a.indd 9 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 10 09/06/14 12:38

Competence in linguistic communication Mathematical competence Competence in knowledge of and

Quest TB6_ENG_ED_2a.indd 11 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 12 09/06/14 12:38

• limerick, public holiday, culture, • Pleasure in celebrating St Patrick’s Day in

Competence in linguistic communication Mathematical competence Competence in knowledge of and

Quest TB6_ENG_ED_2a.indd 13 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 14 09/06/14 12:38

3 The course components of Quest 6 Class CDs

Quest TB6_ENG_ED_2a.indd 15 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 16 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 17 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 18 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 19 09/06/14 12:38

The Grammar Builder language and supra-segmental features of

Quest TB6_ENG_ED_2a.indd 20 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 21 09/06/14 12:38

Classroom language is introduced in the 9.3 Self-evaluation

8 Involving parents and carers

9.1 Informal evaluation

9.2 Formal evaluation

Quest TB6_ENG_ED_2a.indd 22 09/06/14 12:38

Quest TB6_ENG_ED_2a.indd 23 09/06/14 12:38

Beat the teacher

Quest TB6_ENG_ED_2a.indd 24 09/06/14 12:38

Learning objectives Receptive language

Key language • Positive attitude towards own ability to

Quest TB6_ENG_ED_2a.indd 25 09/06/14 12:38

Lesson 1 Main activities

Opening activities pages

Quest TB6_ENG_ED_2a.indd 26 09/06/14 12:38

Welcome Back to Quest TV!

1 How many brothers and a Penelope Cruz

and it’s very fast! And

4 Where do you live?

your favourite TV show! I’m Kiera, and VICTORIA