6
Teacher’s Book
Syllabus 2
Introduction 10
Components 14
Tour of a unit 16
Optional lessons using the DVD 27
Other features of the course 28
Ace! Digital 29
Starter unit 31
Unit 1 35
Unit 2 54
Unit 3 71
Unit 4 87
1
4006989 Ace TB6 SP.indb 1
Julie Penn
Unit 5 103
Unit 6 119
Unit 7 136
Unit 8 153
Unit 9 169
Revision stories 186
Festivals 193
Classroom language 199
Wordcards 200
Ideas bank 201
Wordlist 203
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 Syllabus
Vocabulary Structures

Starter: Core Question tags:

School and learning words: term, timetable, subject, textbook, That’s an easy question, isn’t it?
New term homework, test, exam, practice, club, coach, study
William likes puzzles, doesn't he?
Other
School subjects; clubs and hobbies; staffroom, science lab, stone, clay,
play (n), noticeboard, announce, after-school (adj),
train (v), regular, improve, schedule, leave school, karate, brainteaser, logic,
puzzle, time zone, dictionary, leap year, calendar, kilo, pottery

Unit 1: Core Present simple and present continuous:

Dramatic verbs: shout, whisper, scream, laugh, mutter, cheer, catch, They come to the beach once a week.
Del ghtful follow, hide, escape, chase, rescue
There are pirates in the cave.
Performers and skill words: comedian, acrobat, magician, musician, tell
drama jokes, do acrobatics, perform tricks, play an instrument, get on with people,
Catch them!
work as a team, practise a lot, learn new skills They’re hiding.
Other so and such:
Shakespeare's Globe Theatre: build, notice (v), roof, firework, canon, It was so smelly in the summer.
burn down, chemical, entertainment, uncomfortable, experience, smelly, It was such an uncomfortable experience.
stinkard, cushion, ticket, comfortable,
Shakespeare is so famous that people came from
Street performance around the world: performance, puppet, puppeteer, all over the world to see plays here.
wife, crocodile, seaside, comedy, string, dragon, stick, luck, parade, mime,
shadow puppet, attach, storytelling

Unit 2: Core Verb patterns:

Travel and transport words: canal, motorway, railway, tunnel, port, verb + infinitive with to:
Global airport, coach, ferry, road sign, traffic jam, roadworks, speed limit
need, expect, pretend, agree, offer, promise
Air travel words: check-in, passport, ticket, luggage, security, hand
geography luggage, queue, gate, boarding, seat belt, take-off, landing
He pretended to do his homework.
verb + gerund (–ing form):
Other
The Channel Tunnel: lorry, terminal, enormous, shake hands, crossing, imagine, enjoy, avoid, suggest, mind
rough (weather), emergency services, organize, safety test, prentend, Mum suggested going out for an ice cream.
suggest, build Present perfect and past simple:
Special transport around the world: aqueduct, street cable car, steep, It has/hasn’t made travelling easier.
metal cable, electric street car, tourist attraction, footpath, cycle path,
vehicle, special clothes, equipment, safety instructions, mountain range, The tunnel opened in 1994.
build

2 Syllabus

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 Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Reading: reading and understanding a story about brainteasers
Listening: listening for specific information (identify information in a timetable)
Speaking: giving definitions; arranging to meet; practise using question tags and
giving a presentation about a club or hobby
Writing: writing core language and preparing for a class presentation

Pronunciation: can Reading: developing intensive and extensive reading comprehension skills of Drama: Street
and can’t multiple text types: a drama textbook, a playscript, a play summary, a cross- Shakespeare’s performance
Phonics review: curricular text about Shakespeare’s Globe Theatre, culture texts about street Globe Theatre around the world /
homophones performance in different countries, a review of a play or show, a presentation plan The importance of
about a favourite performer making sure
buy – by, some – sum, everyone can see a
wait – weight, Listening: developing intensive and extensive listening skills: identifying
vocabulary and grammar in context, listening for gist and/or specific information performance
they're – their,
pear – pair, sea – see, from multiple sources: a dialogue about homework, a song about performers and
know, night, there, their skills, an extended dialogue about a Talent Show audition (skills and abilities);
high, weeks focusing on pronunciation: can and can’t; listening to a presentation about a
favourite performer
Speaking: developing fluency and accuracy: using dramatic verbs; talking about
performers and skills and abilities; talking about repeated actions and facts,
and using imperatives (There’s a school show every year.) as well as talking about
things happening now (Mr Murphy is playing the piano.); using so and such to
emphasize adjectives (Theatre tickets are so cheap! The theatre is such a smelly place!);
focusing on pronunciation: can and can’t, talking about skills and abilities; giving a
presentation about a favourite performer
Writing: identifying and writing dramatic verbs and words related to
performers and their skills and abilities; writing a review of a playscript; writing
a play summary; writing a culture text about a puppet show in your country;
identifying the features of and writing a review; preparing a presentation about a
favourite performer

Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Geography: Special transport
numbers ending with multiple text types: a blog, a diary, a cross-curricular text about the Channel The Channel around the world /
–teen and –ty Tunnel, culture texts about special transport in different countries, an opinion Tunnel The importance
Phonics review: /aɪ/ essay, a presentation plan about a family holiday of being safe and
Listening: developing intensive and extensive listening skills: identifying following safety
sky, light, white, my, instructions
high, fly, why, buy, vocabulary and grammar in context, listening for gist and/or specific information
try, quite, side, flights, from multiple sources: a dialogue about homework; a song about going
right, might on holiday; an extended dialogue about buying a train ticket; focusing on
pronunciation: numbers ending in –teen and –ty; identifying words with the
phoneme /aɪ/, listening to a presentation about a family holiday
Speaking: developing fluency and accuracy: talking about travel and transport
and air travel; using verbs with particular patterns (Anya’s parents suggested moving
to the UK.); talking about past actions that are still true and actions that started
and finished in the past (They started digging the tunnel in 1988.); numbers ending
in –teen and –ty; practise buying a train ticket; giving a presentation about a
family holiday
Writing: identifying and writing words related to travel and transport and air travel;
writing a review of a diary; writing a travel blog; writing a culture text about a
special transport where you live; identifying the features of and writing an essay;
preparing a presentation about a family holiday

Syllabus 3

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 Vocabulary Structures

Unit 3: Core Past simple and past continuous:

Characters in different story types: detective, witness, thief, reporter, He stole the jewel.
L vely victim, assistant, hero, heroine, companion, enemy, giant, wise character
Watson was eating dinner and Holmes was
Story words: clue, magnifying glass, disguise, diamond necklace, spell, reading a book.
l terature magic cloak, creatures, shield, alien, UFO, time machine, spaceship
Holmes was looking at a hat when Watson
Other arrived.
Harry Potter film locations: steam train, cloister, tourist, theme park
While they were walking away, a tall man arrived.
Famous writers around the world: stamp, non-fiction, comedian, crime,
Present perfect with for and since:
popular, film, solve, mystery, be born, statue, journey, imaginative, deep sea
exploration, space travel, real life They’ve eaten in the Great Hall for hundreds of
years.
They’ve travelled on steam trains since 1984.

Unit 4: Core Modal verbs:

Life event words: be born, start school, grow up, leave school, go to It must/can’t/might/may/could be modern.
Human h story university, learn to drive, leave home, get married, move house, get a job,
Present perfect with just, already and yet:
have children, retire
They’ve already/just found all the pieces.
Family and community words: community, home, husband, wife,
parent, toddler, child, grandparent, best friend, grown-up, teenager, They haven’t found all the pieces yet.
neighbour
Other
Archaeological finds in the UK: archaeologists, discover, board game,
missing, popular, chess, writing tablets, careful, law document, helmet,
valuable, chief, cooking pot, puzzle, jewellery, sword, bracelet
Homes in the past around the world: museum, Stone Age,
archaeologist, post (n), cliff, war, desert, tepee, hunt, buffalo, villa, design,
build, roof

Unit 5: Core will for instant decisions and going to for

Conservation words: endangered, extinct, protected, in the wild, in plans:
Smart captivity, Chinese river dolphin, Atlantic albatross, African penguin, I’ll ring them now.
c t zensh p European bison, Iberian lynx, Arctic fox, Antarctic
We aren’t going to keep Coco.
blue whale
less and fewer with countable and
Environment words: recycle, turn off, use up, sort out, put on, give away,
uncountable nouns:
look after, clean up, cut down, pollute, throw away, waste
We should use less energy.
Other
Recycling: coal, oil, CO2, bag, packet, walkway, degrees, Celsius, energy, We should use fewer plastic bottles.
habitat, pollution, aluminium, fizzy drink, local
Environmental projects around the world: trouble, build, pipe, storage
tank, collect, roof, filter, clean (v), timer, precious, bat, species, destroy,
habitat, healthy, crop, helpful, bat box, project, bees, sick, scientist, hive,
plenty, honey, beekeeping, threat, rainwater, local, turtle, footprint, turtle
egg

4 Syllabus

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 Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Geography: Famous authors
intonation in multiple text types: a summary of a story, an essay, a detective story, a cross- Harry Potter around the world /
questions and curricular text about Harry Potter film locations, culture texts about famous authors film locations The importance
answers from different countries, a detective story, a presentation plan about a favourite of finding time to
Phonics review: /uː/ type of book read every day
knew, you, who, soon, Listening: developing intensive and extensive listening skills: identifying
glue, new, too, blue, vocabulary and grammar in context, listening for gist and/or specific information
clues, through, to, two, from multiple sources: a dialogue about homework, a song about books,
onto an extended dialogue about borrowing books from a library (enquiring and
exchanging information about books); focusing on pronunciation: intonation in
questions and answers, identifying words with the phoneme /uː/; listening to a
presentation about a favourite type of book
Speaking: developing fluency and accuracy: talking about characters in different
story types and using story words; talking about parallel and interrupted actions in
the past (This girl was running and this boy was drawing. While the man was reading,
the cat stole his biscuits.); talking about how long something has been happening
(Tourists have travelled on the steam trains since 1984.); focusing on pronunciation:
intonation in questions and answers; enquiring and exchanging information about
books; giving a presentation about a favourite type of book
Writing: identifying and writing words related to stories and characters in different
story types; writing a review of a story; writing an essay; writing a culture text
about a famous author from your country; identifying the features of and writing a
detective story; preparing a presentation about your favourite type of book

Pronunciation: Reading: developing intensive and extensive reading comprehension skills of History: Homes in the past
linking words multiple text types: an autobiography, a newspaper story, a cross-curricular text Archaeological around the world /
Phonics review: /iː/ about archaeological finds in the UK, culture texts about how people lived a long finds in the UK The importance
time ago in different countries, a diary entry, a presentation plan about people of respecting your
sheep, leave, she, thief, local area and
from history
we, ice cream, Beans, learning about its
eat, three, feel, feet, Listening: developing intensive and extensive listening skills: identifying
vocabulary and grammar in context; listening for gist and/or specific information history
cheese, sleep
from multiple sources: a dialogue about homework, a song about a Viking family
and their longhouse, an extended dialogue about preparing for a party (offering
and requesting help); focusing on pronunciation: linking words; identifying words
with the phoneme /iː/; listening to a presentation about people from history
Speaking: developing fluency and accuracy: talking about life events and family
and community; expressing certainty and possibility with modal verbs (It can’t be
the Ancient Greek. It might be the Viking.); talking about things using just, already and
yet (Archaeologists haven’t found a lot of helmets yet.); focusing on pronunciation:
linking words, offering and requesting help; giving a presentation about people
from history
Writing: identifying and writing words related to life events and family and
community; writing a review of a newspaper story; writing an autobiography;
writing a culture text about an old home in your country; identifying the features
of and writing a diary entry; preparing a presentation about people from history

Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Citizenship: Environmental
intonation with multiple text types: a leaflet, a website, a rescue story, a cross-curricular text about Recycling projects around
question tags recycling, culture texts about environmental projects in different countries, a the world / The
Phonics review: /əʊ/ personal account, a presentation plan about helping wildlife importance of
Listening: developing intensive and extensive listening skills: identifying trying to protect
show, toe, go, coach, and help your local
rope, toads, ago, so, vocabulary and grammar in context; listening for gist and/or specific information
from multiple sources: a dialogue about homework, a song about recycling, environment
go, hope, homes,
know, grow an extended conversation about raising money (making and responding to
suggestions); focusing on pronunciation: intonation with question tags; identifying
words with the phoneme /əʊ/; listening to a presentation about helping wildlife
Speaking: developing fluency and accuracy: talking about conservation and
the environment; talking about instant decisions and decisions made earlier (I’ll
ring them now. They're going to sell T-shirts.); talking about a smaller amount with
uncountable and countable nouns (Recycling uses less energy than making new
things. We should use fewer new plastic bags.); focusing on pronunciation: intonation
with question tags; making and responding to suggestions; giving a presentation
about helping wildlife
Writing: identifying and writing words related to conservation and the
environment; writing a review of a rescue story; writing a leaflet; writing a culture
text about an environmental project in your country; identifying the features of
and writing a personal account; preparing a presentation about helping wildlife

Syllabus 5

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 Vocabulary Structures

Unit 6: Core will and going to for predictions:

Expedition words: water bottle, sun cream, insect repellent, first aid kit, Jamie will remember his birthday!
Spec al sport survival blanket, route, landmark, destination, campsite, picnic area, car
There’s going to be a storm.
park, national park
Indefinite pronouns:
Extreme adjectives: hilarious, enormous, tiny, filthy, starving, exhausted,
delicious, terrified, fantastic, awful, fascinated, delighted somewhere, something, someone, everywhere,
everything, everyone, nowhere, nothing, no one,
Other
anywhere, anything, anyone
Safety in the mountains: weather forecast, mobile phone, emergency
kit, whistle, mountain rescue team, emergency equipment, helicopter,
volunteer, walker, danger, rescue dog
Scout groups around the world: scout, camp, camping, campfire, burnt,
sailing, nature, hummingbird, bald eagle, habitat, owl sanctuary, tasty,
march, parade, bagpipes, international

Unit 7: Core Reported speech:

Clothes and accessories words: belt, trainers, raincoat, suit, umbrella, He said the suit was great.
Dar ng des gn handbag, suitcase, briefcase, tracksuit, hoody, jeans, leggings
She told him there was a famous designer.
Textile adjectives: striped, spotted, checked, dark, pale, bright, tight,
Present simple passive statements and
baggy, sparkly, comfortable, patterned, plain
questions:
Other
These fabrics are called smart fabrics.
Modern fabrics and technology: traditional, cotton, raw materials,
processed, fabric, weaving, synthetic, chemical, waterproof, hiking boots, Are synthetic fabrics made from natural materials?
gadget, MP3 player, mobile phone, integrate, electronic circuit, sew,
scientist, develop, nanotechnology, smart fabric, conduct electricity, light
up, record data, athlete, exercise, woven, clothes bank, second-hand
clothes shop
Traditional crafts around the world: traditional craft, cloth, natural
dyes, weave, myth, universe, knitting, fibre, unwashed, oil, sewing, soldier,
armour, firefighter, decoration, silk painting

Unit 8: Core First conditional:

ICT nouns and verbs: password, icon, text message, download, link, log If I log on, I will send a download.
Interest ng ICT on, copy, paste, click on, save, attach, delete
Past simple passive statements:
Gadgets and inventions words: telephone, mobile phone, laptop,
Lots of mistakes were made.
e-reader, tablet PC, MP3 player, games console, sat-nav, calculator, digital
camera, digital radio, walkie-talkie His ’difference engine’ wasn’t built.
Other
The history of computers: engineer, mathematician, solve, mistake,
create, invent, mechanical, computer, design, build, difference engine,
museum, digital computer, moon landing, computer chip, telephone
exchange
Internet use around the world: internet, skater website, skatepark,
research, careful, useful site, social network, email

6 Syllabus

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 Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: word Reading: developing intensive and extensive reading comprehension skills of Sport: Scout groups
stress in prepositions multiple text types: a route plan, a survival story, a cross-curricular text about safety Safety in the around the world /
Phonics review: silent in the mountains, culture texts about scout groups in different countries, an advice mountains The importance of
letters: text, a presentation plan about trying a new activity joining in and
Listening: developing intensive and extensive listening skills: identifying trying new
when, knee, island, activities
comb, castle, knife, vocabulary and grammar in context; listening for gist and/or specific information
witch, write, white, from multiple sources: a dialogue about homework, a song about an activity
hour, where, what, holiday, an extended dialogue about finding a place in a town (asking for and
why, knock, know, giving directions); focusing on pronunciation: word stress in prepositions;
mustn’t, listen identifying silent letters; listening to a presentation about trying a new activity
Speaking: developing fluency and accuracy: talking about expeditions and using
extreme adjectives; talking about predictions about the future (He’s going to be
very tired. They won’t go home by car. They’ll go home by bus.); making sentences
that avoid being exact about who/where/what we are talking about (You should
tell someone where you’re going.); focusing on pronunciation: word stress in
prepositions; asking for and giving directions; giving a presentation about trying a
new activity
Writing: identifying and writing words related to expeditions and using extreme
adjectives; writing a review of a survival story; writing a route plan; writing a
culture text about an activity you do regularly; identifying the features of and
writing an advice text; preparing a presentation about trying a new activity

Pronunciation: Reading: developing intensive and extensive reading comprehension skills Design: Traditional crafts
schwa sound in a and of multiple text types: a website, a cartoon story, a cross-curricular text about Modern and designs
the (/ə/) modern fabrics and technology, culture texts about traditional crafts from different fabrics and around the world
Phonics review: /ʃ/ countries, a presentation plan about a design for a new school uniform technology / The importance
Listening: developing intensive and extensive listening skills: identifying of learning about
fashion, she, traditional crafts
information, sugar, vocabulary and grammar in context; listening for gist and/or specific information
from multiple sources: a dialogue about homework, a song about being happy and skills
delicious, T-shirt,
paintbrush, should, in your own clothes, an extended dialogue about trying on clothes (talking to a
shapes, stylish, wash, clothes shop assistant); focusing on pronunciation: schwa sound in a and the (/ə/),
special, instructions, identifying words with the phoneme /ʃ/; listening to a presentation about a design
sure for a new school uniform
Speaking: developing fluency and accuracy: talking about clothes and accessories
and adjectives to describe textiles; talking about what someone said (Billy
told Mr Murphy he liked the cowboy hat. Jilly said the silver hat was her favourite.);
emphasizing the person or thing affected by an action (It’s used to make raincoats
and hiking boots. Are traditional fabrics made from natural materials?); focusing on
pronunciation: the schwa sound in a and the (/ə/), practising talking to a clothes
shop assistant, giving a presentation about a design for a new school uniform
Writing: identifying and writing clothes and accessories and adjectives to describe
textiles; writing a review of a cartoon story; designing and writing a website;
writing a culture text about a traditional craft in your country; identifying the
features of and writing instructions; preparing a presentation about a design for a
new school uniform

Pronunciation: saying Reading: developing intensive and extensive reading comprehension skills of ICT: The Using the internet
website addresses multiple text types: an illustrated glossary, an advert, a playscript, a cross-curricular history of around the world /
Phonics review: /eɪ/ text about the history of computers, culture texts about internet use in different computers The importance of
countries, an email, a presentation plan about a favourite gadget being sensible and
train, take, paste, play, safe when you go
break, ace, name, Listening: developing intensive and extensive listening skills: identifying
vocabulary and grammar in context; listening for gist and/or specific information online
came, same, made,
email, faithfully, days, from multiple sources: a dialogue about homework, a song about when different
say, great gadgets were made, an extended dialogue about computer use (conducting a
survey); focusing on pronunciation: saying website addresses; identifying words
with the phoneme /eɪ/; listening to a presentation about a favourite gadget
Speaking: developing fluency and accuracy: talking about ICT nouns and verbs
and gadgets and inventions; talking about possible events and outcomes in the
future (If you click on the link, the website will open.); emphasizing the person or
thing affected by an action (In the 19th century, calculations were done by people.);
focusing on pronunciation: saying website addresses; conducting a survey, giving
a presentation about a favourite gadget
Writing: identifying and writing different things connected with ICT and gadgets
and inventions; writing a review of a playscript; writing an advert; writing a culture
text about how you use the internet; identifying the features of and writing a
formal email; preparing a presentation about a favourite gadget

Syllabus 7

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 Vocabulary Structures

Unit 9: Core Second conditional:

Planets and space words: planet, star, comet, orbit, moon, constellation, If I had a spaceship, I would explore the planets.
Spectacular asteroid, solar system, satellite, continent, pole, ocean
Past simple passive questions:
sc ence Science and space words: invention, build, inventor, design, astronomer,
When were the spacecraft sent into space?
observe, calculate, record, experiment, notice, discover, scientist
Were the photos chosen by aliens?
Other
The Voyager mission: mission, spacecraft, scientific equipment and
messages, launch, take photos, outer space, sounds from nature, greetings,
astronaut
Strange stories from around the world: crash, desert, museum, wonder,
news report, realistic, strange, crop circles, mysteries

Rev s on story 1 Review: play (n), motorway, airport, companion, port, tickets, passport, luggage, catch, thief, canal, India, follow, detective,
disguise, discover, railway, ferry, magician, circus, escape, rescue, whisper, enemy, heroine, perform tricks, tell jokes, audience, cheer,
creature, spell, costume, Indian; present simple and present continuous; verb patterns; present perfect and past simple; past
simple and past continuous; present perfect with for and since; so and such
Extra: enjoy, avoid, surprise, boss, journey, mistake, circus, clap, hire

Rev s on story 2 Review: China, be born, grow up, water bottle, coach, fascinated, endangered, in the wild, starving, delicious, protected, cut down,
hilarious, home, leave home, grown-up, picnic area; modal verbs; present perfect with just, already and yet; will for instant
decisions and going to for plans; less and fewer with uncountable and countable nouns; will and going to for predictions;
indefinite pronouns
Extra: surprise, panda, zoo, guide book, omnivore, zookeeper, nap, wide awake, bamboo, sugar cane, lunchbox

Rev s on story 3 Review: design, hoody, walkie-talkie, tablet PC, password, link, download, satellite, observe, continent, ocean, notice, catch,
tracksuit, raincoat, weather, calculate, log on, follow, chase, checked, striped, build, audience; reported speech; present simple
passive questions and statements; first conditional; second conditional; past simple passive statements
Extra: forget, project, dream, smart, sleeves, change colour, invent, programme, gadget, helium balloon, connect gas, competition

Fest val 1: Review: dangerous, grandparent

Extra: settler, prayer, celebration, thankful, be together, uncle, aunt, cousin, volunteer, soup kitchen, turkey, pumpkin pie, paper leaf,
Thanksg v ng
plantation, open-air museum, explore, tour, journey, pilgrim, fish, corn, harvest, website, charity, parade

Fest val 2: Review: delicious, home, put up

Extra: festival, celebration, advent, decorations, Christmas cards, employ, deliver, mince pie, raisin, sugared fruit, recipe,
Chr stmas
supersitition, good luck, enjoy, Middle Ages, neighbourhood, popular, carol concert, dazzling, tasty, countdown, Santa, reindeer

Fest val 3: Review: laugh, notice, follow, moon

Extra: competition, rhyme, rhythm, syllables, haiku, popular, ice melting, limericks, dream, terrible, fright, celebrate, invite
World Poetry
Day

8 Syllabus

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 Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Science: The Strange stories
sentence stress multiple text types: a science textbook, a quiz, a science fiction story, a cross- Voyager around the world /
Phonics review: curricular text about the Voyager mission, culture texts about strange stories from mission The importance of
Magic E: different countries, a report, a presentation plan about making a Golden Record not believing
Listening: developing intensive and extensive listening skills: identifying everything you see
hide, made, note, tube, on the internet or
like, time, take, made, vocabulary and grammar in context, listening for gist and/or specific information
from multiple sources: a dialogue about homework, a song about space, an on TV
space, hope
extended dialogue about leaving a phone message for someone (asking for
and giving information on the phone); focusing on pronunciation: sentence
stress; identifying Magic E words; listening to a presentation about making a
Golden Record
Speaking: developing fluency and accuracy: talking about planets and space and
science and space; talking about the outcomes of unlikely or impossible events
(If the alien spoke English, I would ask him questions.); asking about the person or
thing affected by an action (What was sent back to Earth by the Voyager spacecraft?);
focusing on pronunciation: stress in sentences, asking for and giving information
on the phone; giving a presentation about making a Golden Record
Writing: identifying and writing words related to planets and space and science
and space; writing a review of a science fiction story; writing a quiz; writing a
culture text about what you think of aliens; identifying the features of and writing a
report; preparing a presentation about making a Golden Record

Syllabus 9

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 Introduct on
About Ace!
Ace! is a six-level course for children learning English from
Primary 1 to Primary 6.
The course combines a high-level grammar and vocabulary
syllabus with fresh, modern visual appeal and all the rich,
imaginative context of a true story-based course.
The context for the Ace! course is the Ace School and the
Ace! characters, who are the school pupils. In each cycle,
we experience the daily life and learning of a different age
group of pupil characters. And just as the Ace! characters are
given a chance to shine, children learning English with Ace!
are also inspired to flourish.
The language and skills practice in Ace!, shaped in line
with the requirements of the Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET) and Trinity
examinations, has been carefully chosen and crafted to
benefit all children in higher-level learning contexts, whether
they intend to sit external examinations or not. While the
syllabus is fast-paced and comprehensive, lessons are
carefully staged, the approach to practice and recycling
of language is thorough, and the methodology is clear
and supportive for teachers and children alike. The course
empowers the children to achieve, and at the same time
places importance on the fun and enjoyment of learning at
primary school.
Ace! has an inviting, highly motivating concept and a wealth
of story genres. The course places strong emphasis on
literacy, with the inclusion of a wide variety of text types
and a regular phonics review. In addition, importance is
given to the development of the whole child, through the
incorporation of Key Competence aims in the Ace! syllabus,
as well as rich cultural input, the highlighting of values, and a
cross-curricular lesson in every unit throughout the course.
To bring the Ace! world to life, the course offers a complete,
up-to-date suite of learning and teaching materials,
including a comprehensive Teacher’s Resource Pack, an
External Exams Practice CD-ROM, and course-specific digital
components (see Components, page 14).
Ace! 6
Learners are guided through Ace! 6 by triplets Billy, Jilly and
Milly Bean, who are all pupils at the Ace School. The triplets,
along with their friends, family and teachers provide the
background and context to each unit.
In the Starter unit, the children return to school after the
summer break and meet their new teacher, Mr Murphy. At
the end of the lesson, Mr Murphy sets the class a homework
assignment, which sets the topic for the next unit.
The opening spread of each unit shows three texts that have
been brought in by Billy, Jilly or Milly for their homework
assignment. Each text is based on authentic material that
children would find at home.
The first, and sometimes second, text presents the
vocabulary for the lesson; the second provides a gist reading
activity and the third provides the story for Lesson 2.
10 Introduction
4006989 Ace TB6 SP.indb 10
At the end of each unit, Mr Murphy reveals the homework for
the next unit and the children are introduced to the context
for the next unit. (See Using the homework assignment as an
optional activity on page 13 for more information.)
Stories
The value of stories is widely recognized in Primary English
Language Teaching. In a fast-paced course such as Ace!,
stories are the perfect vehicle for the presentation of new
language structures.
The emphasis on stories is also invaluable in the
development of children’s literacy skills, as it furthers
familiarity and understanding of the functions of text, as well
as promoting a positive attitude to books and reading.
Stories are a way of immersing children in the target culture,
which is a significant part of learning a foreign language and
of considerable benefit to children preparing to sit external
exams. They are also a useful framework for developing Key
Competences, particularly raising awareness with regard to
inter-curricular themes and citizenship.
At this level, it is important that children have exposure to
a wide variety of texts and understand that stories are not
confined to simple narratives or cartoon strips. In Ace! 6 the
stories are provided by a reading text that Billy, Jilly or Milly
has brought in as part of his/her homework assignment.
The text type changes from lesson to lesson, with the stories
taking the form of a page from an internet blog, a theatre
programme, a playscript, a detective story and so on.
As a follow-up, animated versions of all the unit
stories on the DVD bring an extra dimension to the
storytelling experience.
Vocabulary and grammar
Ace! is a high-level English course and therefore incorporates
a greater amount of vocabulary and a wider range of
grammatical structures than would be expected in a
mainstream English language course. The language syllabus
for Ace! 1 to Ace! 6 has been specifically designed in line
with the syllabi of the Trinity examinations, as well as the
Cambridge English: Young Learners and the Cambridge English:
Key (KET for schools) examinations. The path towards the
goal of entering these external examinations has therefore
been taken into consideration in the design and coverage
of the Ace! 6 syllabus. At the same time, equal emphasis
has been placed on the importance of teaching a practical,
well-balanced, high-frequency language syllabus, which is
appropriate for all children learning English at this level.
In Ace! 6, twelve new core items of vocabulary are presented
in Lesson 1 of each unit, with a further twelve taught in
Lesson 5. All the new core vocabulary is grouped in semantic
sets that relate to the unit topic. The vocabulary is presented
through listening activities, and then practised through
motivating communicative games and activities. Wordcards
are provided in the Teacher’s Resource Pack for practice and
reinforcement, and the children are encouraged to keep
a record of this new language (along with any more new
19/02/2013 10:17
 vocabulary) in their own Bilingual dictionaries in the back of
their Activity Books throughout the course of the year.
Each unit of Ace! 6 also presents and practises two new
core structures. The children are exposed passively to the
first structure through the story in Lesson 2, with Lesson 3
providing a clear focus on how the grammar works. There is
thorough listening, speaking, reading and writing practice of
the structure in the Class Book and Activity Book.
A second grammatical structure is presented through the
cross-curricular reading text in Lesson 6. This is practised
through engaging reading, writing and communicative
pairwork activities in the Class Book, and reading, writing
and listening activities in the Activity Book. The Grammar
and everyday language posters for each unit, provided in
the Teacher’s Resource Pack, can also be used to introduce
and explain the grammatical structures in Lessons 3 and
6, as well as providing a visual opportunity to review the
grammar, for example, at the end of a unit. Specific notes for
using the posters are provided in the unit notes.
At this level, there is also a focus on functional language.
Lesson 7 centres around a dialogue based on an everyday
situation, such as buying a train ticket or asking for and
giving directions. Useful phrases are highlighted so that they
are easy to pick out. These are practised through acting out
the roleplay and completing a communicative activity with
the fluency cards from the Activity Book. The Grammar and
everyday language posters for each unit also have a section
on functional language, providing useful language for the
fluency card activities in Lesson 7.
Skills
Ace! 6 has an integrated approach to language and skills
development. The Class Book and Activity Book work
closely together to encourage development of the four
skills. Through a variety of enjoyable tasks with a very
systematic approach, the children progress from listening
practice to speaking practice, and from reading practice to
writing practice.
Over the Ace! series as a whole, care has also been taken to
ensure that children preparing for Trinity and Cambridge
English examinations develop the required level of skills
competency, as well as familiarity with examination
task types.
Listening: Ace! recognizes the particular importance of
listening in the early years of language learning. All new
language is presented with clear models on the Audio CD.
Listening to songs, stories, and cross-curricular and cultural
texts also helps the children assimilate the language and
exposes them to native speaker pronunciation. In addition,
listening activities in the Activity Book help to prepare pupils
for practical, everyday tasks in English.
Speaking: There is a strong speaking focus in Ace! 6,
with activities designed to help the children develop
fluency and accuracy. This includes personalized speaking
activities, practice of the everyday dialogue in Lesson 7 and
communicative games using the fluency cards from the
Activity Book.
The speaking practice in Ace! 6 culminates in the delivery of
a class presentation at the end of every unit. The children
are guided in this through a series of clear and supportive
preparation activities in the Activity Book.
4006989 Ace TB6 SP.indb 11
Further opportunities for speaking in class are provided
through contexts the children can easily relate to, as well
as suggestions for teacher-led discussions provided in
the teaching notes. The Speak up poster, available in the
Teacher’s Resource Pack, can also be used to support
any kind of communicative activity, be it part of the core
lesson, a warmer or lead-in activity or an optional activity.
It can also be used for both open pairwork, where a pair of
children work together while the rest of the class observes,
and closed pairwork, where the children work in pairs
without being observed by others. Structures and example
sentences are provided for a variety of functions, such as
talking on the phone and using numbers.
Details of optional communication games are also given in
the Ideas bank (see page 201).
Reading and writing: Children learning English at a higher
level need to be able to make fast progress in reading
and writing. This is particularly true for those studying
in bilingual projects or with the intention of sitting
external examinations.
Ace! 6 takes a very systematic approach to reading and
writing. It familiarizes children with the structures and
conventions of different types of text before any reading or
writing takes place.
Lesson 1 provides an overview of different text types; it
begins with a text-type recognition activity and leads on to
a gist reading activity. In Lesson 2, the children read in more
detail to find specific information in a story.
In Lesson 8, the children read each of the three cultural texts
for gist before they read again to extract specific information
to answer questions.
Lesson 9 in the Class Book and Activity Book prepares the
children for a writing activity. It presents and provides
analysis of a particular type of text, for example a review,
essay or diary entry.
Following a series of preparation activities in the Activity
Book, the children then produce their own texts. The Class
Book and the Activity Book provide models that the children
can use to support their writing.
External examinations for young learners
At this higher level of English-language learning, many
young learners in Primary 1 to Primary 6 are entered for
external examinations such as the Trinity examinations, the
Cambridge English: Young Learners examinations (Starters,
Movers and Flyers) and the Cambridge English: Key for Schools
examination (KET). The syllabus of Ace! 1–6 reflects the
language and skills requirements of these examinations.
Trinity examinations: The Ace! series aims to prepare the
children to enter the Trinity Grade 2 examination by the end
of Ace! 2, the Trinity Grade 4 examination by the end of Ace! 4
and the Trinity Grade 6 examination by the end of Ace! 6.
Cambridge English: Young Learners examinations: The Ace!
series aims to prepare the children to sit Starters by the end
of Ace! 3, Movers by the end of Ace! 5 and Flyers by the end of
Ace! 6.
Cambridge English: Key for Schools examination (KET): The
Ace! series aims to prepare the children to sit the Cambridge
English: Key for Schools examination (KET) by the end of
Ace! 6.
Introduction 11
19/02/2013 10:17
 Practice tests for the Trinity, Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET), as
well as Cambridge English: Preliminary for Schools (PET)
examinations can also be found on the Ace! External Exams
Practice CD-ROM.
Culture
Ace! values intercultural education as an essential part of
language learning. It is important for children to understand
and reflect on the differences and similarities between
their own and other cultures in order to develop Key
Competences, in particular competence in social skills and
citizenship. The culture lessons throughout the Ace! series
help them to develop an awareness of the people around
them, as well as a stronger understanding of the different
cultures around the world.
There are regular culture lessons in every unit throughout
the Ace! course. In Ace! 6, the children learn about aspects
of the lives of children in different countries. The cultural
information is presented as a web page in which different
children respond to questions about their lives that Billy, Jilly
and Milly have posted. This sets a context that the children
will easily be able to relate to and shows how children from
all over the world are united as part of a ‘global village’.
The follow-up activities in the Ace! 6 Activity Book give
the children the opportunity to consolidate what they
have learnt. They are also encouraged to reflect on the
target culture and draw conclusions about similarities and
differences by producing their own text, personalized with
ideas and experiences from their own culture.
In addition to the cultural input in Lesson 8, further
intercultural learning is provided through the three Festival
sections located at the end of the Ace! 6 Class and Activity
Books. These are intended to be used at the appropriate
times of the year: Thanksgiving (November), Christmas
(December) and World Poetry Day (March).
Pronunciation and phonics
Ace! 6, like Ace! 5, has a strong pronunciation focus, which
is found at the end of Lesson 7. These sections deal with
intonation, stress in words, sentences and questions and
pronunciation of numbers and web addresses.
The children listen to a recording of the target words,
phrases and sentences and repeat them with the class. The
pronunciation point is reinforced through the dialogue from
the lesson; the children listen out for the words and phrases
in the dialogue before acting it out in pairs or groups.
Phonemes in English can be represented by a variety of
spelling patterns, which can be a great cause of confusion
to learners of English. The phonics review in Lesson 9 of
the Activity Book helps the children to recognize different
spelling patterns for particular sounds as well as focusing on
tricky aspects of English spelling and pronunciation, such as
silent letters and homophones.
Songs
Songs are an invaluable way of practising new language,
as they naturally include repetition and greatly aid memory
through their use of rhythm.
Each unit of Ace! 6 contains a song, which is found in Lesson
5 and on the DVD. The song videos use real-life footage,
which is particularly relevant for this age group. The songs
12 Introduction
4006989 Ace TB6 SP.indb 12
offer practice and reinforcement of the vocabulary from
the lesson. They cover a wide variety of musical genre,
specifically designed to encompass the diverse range of
musical styles the children enjoy in the real world.
Cross-curricular focus
The Ace! course transfers useful, practical English language to
a range of different areas of the curriculum, including drama,
geography, history, citizenship, sport and design. The areas
chosen reflect and build on the kind of subject matter that
the pupils are working with in other classes.
In Ace! 6, Lesson 6 is contextualized as a school trip where
the Ace School pupils visit Shakespeare’s Globe Theatre,
museums, film locations, a recycling centre and other
interesting places that will spark curiosity in different areas of
the curriculum.
The cross-curricular content of the lesson is consolidated
and practised through a reading activity and a personalized
communication game in the Class Book, as well as follow-up
activities in the Activity Book.
Values
Learning about values is a key feature of the Ace! series as a
whole. In Ace! 6, Lesson 8 ends with a Vital values focus. In
this level, the pupils will encounter the following themes:
• being a considerate member of an audience at a
performance
• being safe and following safety instructions
• finding time to read every day
• respecting your local area and learning about its history
• trying to protect and help your local environment
• joining in and trying new activities
• learning about traditional crafts and skills
• being sensible and safe when you go online
• not believing everything you see on the internet or on TV.
Revision
In Ace! 6, the core vocabulary and grammar of the unit
is reviewed in each Lesson 10 through the Ace School
newsletter. Each edition of the newsletter contains a range
of fun activities to review vocabulary and grammar, such as
word puzzles, magazine-style reports, surveys and picture-
based activities.
Following each sequence of three units, there is also a more
extensive revision section, each based around a story in the
Class Book featuring the Ace School characters. Two pages
of follow-up exercises per story also appear in the Activity
Book. These Revision story lessons review the core and
secondary vocabulary and grammar from each term. Details
can be found in the Revision stories section of this Teacher’s
Book (see page 186).
Optional lessons
Each unit includes two optional lessons, details of which can
be found in the Optional lessons using the DVD section of this
Teacher’s Book (see page 27) and in the lesson notes that
follow. The first optional lesson (Lesson 3a) comes after Lesson
3 and reviews the main vocabulary from the unit and provides
reinforcement of the main grammar point presented in the
previous lesson. This is also the suggested point for showing
the animated version of the story on the DVD. The second
19/02/2013 10:17
 optional lesson (Lesson 6a) follows Lesson 6. It gives ideas
for extending cross-curricular content and language taught
in the cross-curricular lesson, and for a project based on the
cross-curricular topic. This is also the suggested point for
showing the real-world film clips from the DVD.
Using the homework assignment as an
optional activity
Teachers may wish to set their own class the homework that
Mr Murphy gives Class 6A at the end of the unit. This can
then be used as an optional lead-in activity for the following
unit. The children will find this interesting and rewarding, but
it will demand some degree of classroom time.
If you wish to set the homework assignments to your class,
you will need to be sure that you have enough time in
your schedule for the children to present what they have
brought in. Some teachers may wish to set the homework
assignment for some, but not all units; others may wish
to divide up the class so that different children do the
assignment for different units.
You may choose to ask the children to present their
homework to the whole class or within small groups.
The second option may suit teachers with less time and
those who have less confident pupils. Go around the
class, listening and helping as the children present their
homework. Also allow time at the end to discuss the activity
with the class, for example by asking one child from each
group to tell the class what the children have brought in
Testing and evaluation
Children’s progress can be evaluated through formal testing,
ongoing assessment and self-assessment. In terms of formal
testing, there are nine unit tests, three term tests and one
end-of-year test on the Teacher’s Resource CD-ROM, which
together cover the target language from the course. All
these tests are available as printable or editable documents,
so you can choose to adapt the material to suit your class.
For ongoing and self-assessment, each unit ends with a
self-evaluation task in Lesson 11, encouraging the pupils to
reflect on the activities they have done in the unit they have
just finished. The focus is on becoming aware of the progress
they are making and of areas that need more attention. As
well as this, there are evaluation grids and portfolio material
on the Teacher’s Resource CD-ROM, which allow you to
continuously assess your pupils’ progress and provide them
and their parents with feedback.
You will also find practice papers for the Trinity and
Cambridge English: Young Learners, Cambridge English: Key for
Schools (KET), and Cambridge English: Preliminary for Schools
(PET) examinations on the External Exams Practice CD-ROM.
Multimedia
Ace! has a fresh, innovative and fully integrated approach to
multimedia in the classroom, allowing teachers to create a
tailored digital solution to best suit them and their school
facilities. The Ace! digital tools include the iPack, Teacher’s
Resource CD-ROM, DVD and Oxford Online Learning
Zone website. Details of these features are provided in the
Optional lessons using the DVD and Ace! Digital sections of this
Teacher’s Book (see pages 27 and 29).
4006989 Ace TB6 SP.indb 13
Key Competences
The inclusion of the Key Competences in the curriculum
is designed to integrate the formal learning specific to
each subject area with less formal learning. This helps the
children to see the relationship between different subjects
and use skills learnt in one area in different contexts. The Key
Competences encourage the activation of resources that the
learner already has. Foreign-language learning contributes
directly to the development of competence in linguistic
communication as it increases, enriches and complements
a pupil’s communicative capacity. When language learning
is based on the development of the four communicative
skills (reading, writing, listening and speaking), it helps
to develop this Key Competence in the same way as the
study of a native language. A more detailed explanation
of how learning a foreign language can develop the other
Key Competences can be found on the Teacher’s Resource
CD-ROM, along with ideas and worksheets for further
exploitation of each Key Competence.
The materials in Ace! 6 offer many opportunities for the
development of the Key Competences. These are clearly
highlighted and explained throughout the teacher’s notes.
Parental involvement
Learning involves a cooperative relationship between
home and school, and it is important to establish clear
communication with parents to encourage home support.
The following are suggestions about possible ways of
doing this.
• Keep parents informed about what their children are
learning and their progress. School blogs can be an
effective way to keep parents up to date, as well as
being highly motivating for children. Please make sure,
however, that the children in your classes are protected
at all times when they are online. Ensure that the school
blog has a password, so that it is only available for the
people for whom it is intended. In addition, teach children
about internet security. Screen what they plan to post
before they post it and make sure that they don’t reveal
too much personal information, especially telephone
numbers, addresses or personal emails.
• Set the children homework to tell their parents the unit
topic, sing them a song in English or tell them about life
in the English-speaking countries, for example. Encourage
parents to play the Songs CD, at home or in the car, to
motivate their children.
• Inform parents of the values their children are learning,
and ask them to encourage their children to employ them
at home too.
Introduction 13
19/02/2013 10:17
 Components
Class Book
• a Starter unit reintroducing Billy, Jilly and Milly Bean, their
friends and Mr Murphy, their class teacher
• nine teaching units of eleven lessons per unit providing the
core material
• three Revision stories featuring the course characters
• three pages of festival materials
• a clear syllabus summary showing the main language learnt in
each unit
• a Songs CD with all the songs from the course

Activity Book
• ten pages of activities per core unit, including pairwork
activities; a Reading Club feature; follow-up to the cross-
curricular and cultural lessons; unit review and self-evaluation
• activity ideas for fast finishers at the bottom of each page
Class Book • follow-up to the Revision stories
• follow-up to the festivals
• one set of fluency cards per unit for communicative
pairwork activities
• Bilingual dictionary, Grammar reference section and an
Irregular verbs list

Teacher’s Book
• a full description of the syllabus
• an introductory section, with explanations of the
methodology and concept behind the course
• an annotated Tour of a unit
• clear, succinct teaching notes for each lesson
• teaching notes for two optional lessons per unit (one DVD
lesson and one cross-curricular lesson)
• optional extra activity ideas
• culture notes
Activity Book • references to Key Competences
• full answer keys for Class Book and Activity Book activities
• transcript for each lesson
• references to worksheets on the Teacher’s Resource CD-ROM
• useful classroom language
• a list of the unit wordcards
• an Ideas bank with suggestions for games and activities that
Audio CDs can be used to practise and reinforce the course language
• a wordlist for Ace! 6
Del g h t f u l d ra ma
Lesson 1 CB PAGE 6 and AB PAGES 4 and 103
• Tell the children that you are going to play the recording
again. They must listen and find the text types that Billy
Audio CDs
• recording of all the songs, stories and listening activities
talks about. Explain that they do not need to read the text,
VOCABULARY but should look for visual clues, such as layout and style.
Lesson objectives Before playing the recording, read the text types with
the class and check that children understand what each
Identify dramatic verbs
one means.
Identify different text types
• Play the recording, pausing where necessary for the
Speed read a page from a drama textbook for

including recordings for the tests

information
Identify different ways to use your voice
Language
Core: shout, whisper, scream, laugh, mutter, cheer, catch,
follow, hide, escape, chase, rescue
Review: play (n), textbook, stage, hard-working, poor, gold,
stone, spider
children to listen and match the text types to the texts.
• Check the answers as a class.
Transcript
Mum What are you doing, Billy?
Billy It’s my drama homework for Mr Murphy.
Mum What do you have to do?
Billy We have to find out about a play.
Mum Oh, OK. Great. What have you found?
Billy I’ve got a drama textbook and a part of the script for

Teacher’s Resource CD-ROM

Extra: voice, exercise, argument, complain, pirate, cove,
mussel, footprint the play we went to last month.
Mum Oh, yes, that was an exciting story. I’ve got the play
summary somewhere.
Materials
Billy Can I take it to school?
CD1 $ tracks 06–09; Unit 1 wordcards Set 1; a watch Mum Of course you can. I think it’s on my desk.
or timer
ANSWERS

• evaluation material
A drama textbook B play summary C playscript
Warmer
• Play a game of Simon says … (see page 199) with action 2 Match the words and the pictures (1–12). Listen,
verbs that the children already know (e.g. run, jump, sit check and say. $ 1•07
down, stand up, walk). • Ask the children to look at the drama textbook and the
page from the play summary on page 6. Ask them to

• nine unit tests, three term tests and one end-of-year test
Lead-in
match the verbs to the pictures and write the answers in
• Ask the children what they remember about the story their notebooks.
from the Starter Unit. Ask What is the new club? What do
• Play the recording for the children to listen and check
the children have to do? Are they ready for Brainteasers now?
their answers. Check the activity as a class.

Teacher’s Book
• Ask What homework did Mr Murphy set at the end of the last • Play the recording again, pausing for the children to
unit? (Find out about a play.)
repeat the words, first in chorus and then individually.

• two worksheets to supplement the Starter unit

• If you have asked the children to do the homework
assignment, ask them now to present what they have Transcript
brought in to the class or their group. (See page 13 for the 1 scream 2 cheer 3 mutter 4 laugh 5 whisper
suggested procedure.) 6 shout 7 follow 8 hide 9 chase 10 catch
• Ask the children Who do you think will talk about their 11 escape 12 rescue
homework this week? (Billy) What do you think he has

• one Story worksheet per unit

brought in? Encourage a variety of suggestions from 3 Read text A. Listen and say the word. $ 1•08

different children around the class. • Ask the children to look at the drama textbook page
again. Tell them that they are going to read and listen
Class Book to the text. They must listen and say the way of using
your voice.
1 Listen. $ 1•06 Look and find these text types. • Play the recording, pausing after each extract for the

• two Vocabulary and grammar worksheets per unit

• With books closed, tell the children that they are going to children to say the word.
hear a recording of Billy telling his mum about the things • Check the answers with the class.
that he has collected for his homework assignment. Play
ANSWERS
the recording. Ask individual children to tell you what they
1 scream 2 cheer 3 mutter 4 laugh
can about Billy’s homework.
5 whisper 6 shout
• Ask the children to open their books. Focus attention on
pages 6 and 7 and explain that these are the different
things that Billy has collected.

Unit 1 35

14 Components

4006989 Ace TB6 SP.indb 14 19/02/2013 10:17

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• three festival worksheets (one per festival)

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• one cross-curricular DVD worksheet per unit and a DVD story

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wordcard worksheet
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full transcripts and answers for tests, and full teaching notes and
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answers for worksheets

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•
Blackbe see Neil Armstrong’s go on a day trip / drive stay in a moon hotel / have post office on the
1

notes for Key Competences and worksheets

footprints / take a moon buggy float around moon / send lots of
photographs postcards
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CD-ROM

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PDF version of the printed Teacher’s Book (English) as well as PDFs

6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable 2

of Guía Didáctica and Llibre del Professor Teacher’s Resource CD-ROM

External Exams Practice CD-ROM

• practice tests for the following external exams: Trinity, Cambridge
English: Young Learners, Cambridge English: Key for Schools (KET)
and Cambridge English: Preliminary for Schools (PET)

Teacher’s Resource Pack

Wordcards
• 227 wordcards (Set 1: Lesson 1 vocabulary; Set 2: Lesson 5 vocabulary) –
see page 200 of this Teacher’s Book for the list of wordcards

Posters
• Speak up poster with useful structures and models for classroom
conversations and pairwork Wordcards
• Grammar and everyday language posters for each unit, with grammar
tables, explanations and examples of grammatical structures and useful
phrases for the Lesson 7 everyday language fluency cards activities

Wipe-clean poster
• a wipe-clean Directions poster which can be written on with
a whiteboard marker, wiped clean and used again

DVD
• animation of each unit story Speak up poster
• one cross-curricular video clip per unit
• video clips of the nine unit songs

iPack
Presentation and practice material for interactive whiteboards and
data projectors that includes the following:
• stories
• songs
• audio
• poster and wordcard presentation material Grammar and everyday language posters
• Activity Book activities

Oxford Online Learning Zone

• interactive website content for students to use at home or in
the classroom

Wipe-clean poster

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 Tour of a un t
Lesson 1  Vocabulary
Lesson 1 teaches and practises the first key vocabulary set of twelve words. The spread
for Lessons 1 and 2 shows the three texts brought in by Billy, Jilly or Milly for the Word-level writing activity
homework assignment that Mr Murphy set at the end of the previous unit. practising key vocabulary.

Writing activity
The texts brought in based on definitions,
by Billy, Jilly or Milly practising key
for their homework vocabulary.
assignment allow Listening activity
pupils to connect with practising
the course characters recognition of key
and engage with the vocabulary.
text types.

Identification of
different text types.
Practice of the key
vocabulary through
a matching activity
followed by active
production of the key
vocabulary through a
listening activity.
Active production of
the key vocabulary Activity Book 6
through a pairwork
speaking activity. Activity suggestions
for fast finishers.
Finding of
information
through a speed
Class Book 6 reading activity.

Bilingual dictionary (Activity Book 6) Wordcards Set 1

Wordcards Activity Book

• Use the wordcards for practice and reinforcement of
the key vocabulary.
Class Book
• The children listen to the recording and find the
text types.
• The children listen to the second recording and
match the words to the pictures. They listen to the
recording again and repeat the words chorally and
then individually.
• The children listen to a recording of definitions or
sounds and say the new words.
• The children speed read one of the texts to find the
answer to one or two gist questions.
• They then do a pairwork activity that prompts them to
actively produce the new vocabulary.
• Before the children move on to Activity 1 in their
Activity Books, they add the new vocabulary to
their own Bilingual dictionaries at the back of their
Activity Books.
• The children then practise recognizing the vocabulary
by writing the correct word beneath each picture.
• In the second activity, the children complete definitions
with the key vocabulary.
• The children listen to a dialogue or conversation
containing the new vocabulary, and then complete
an activity that requires them to recognize the
new vocabulary.
• The children write their own personalized texts with
the new vocabulary in their notebooks, using word or
question prompts in the Activity Book.
• An activity suggestion for fast finishers keeps all the
children engaged. This feature is present in all lessons.

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 Tour of a un t
Lesson 2  Story
Lesson 2 teaches and practises the vocabulary presented in Lesson 1 through a story. The story comes
from one of the texts that Billy, Jilly or Milly has brought into the class as part of their assignment. There
is also passive exposure to the grammar point that will be formally presented in Lesson 3.

Gist reading Key structure and

activity. vocabulary contextualized
in the story. The story text
type is different in every
unit (e.g. playscript, diary,
cartoon story).

Story
consolidation Extra question
through a for class or paired
comprehension discussion.
activity.

Speaking Follow-up activities are presented

practice as work from a Reading Club.
through paired
discussion. Class Book 6
Simple
comprehension
activities about the
events, the things
and/or people from
Unit 1 Story

Extra story the story and the

setting.
1 Remember the play. Read the newspaper and tick the articles that are important to the play.

1 Remember
Thursday is Market Day!
Visit your local market
for all your fresh fruit
worksheet
2 Interview with Our 3 Welcome our
Lighthouse Keeper Spanish Friends
Int: So, what’s your secret to good health? A big ship is coming from
Spain. It will arrive tomorrow
LK: Get plenty of sleep. I get up early, so I
night at midnight. Come

for literacy
and vegetables. go to bed at 10 o’clock every night ... to the party on Wednesday
Mussels a speciality. morning at the port to
(Continues on page 5)
welcome our visitors.

4 Everyone must be

Gapped summary
very careful. There are 5 Looking for a 6 Don’t sail too
present? close to the

development.
pirates in the area! Soldiers
big rocks!
are watching the port and Try Tom Pendleton’s Jewellery Shop
They’re very dangerous
the village all the time. But Gold necklaces, silver rings and lots for boats.
don’t go into the caves on more!

of the story.
Think safe – stay away!
the beach! Come and take a look!

2 Look at Blackbeard’s plan. Find the information he needs in the newspaper in Activity 1.

How to get very rich – my plan

A ship is on its way to the island from Spain. The big rocks are very dangerous.
It’s full of gold and silver. Can they make a boat sink? (4)
Aim: steal the gold and silver Problem: lighthouse shows ships where to sail.

Template for the

Find out when it’s arriving. (1) We can put out the light in the lighthouse, and
Problem: soldiers on guard put a light near the big rocks!
Are they there all the time? (2) When does the lighthouse keeper go to bed?
Do they guard the beach? (3) (5)

children’s own
Blackbeard

3 Write a scene for the play. Blackbeard is telling the pirates about his plan.
Setting: In the pirates’ cave. The pirates are listening

review of the story.

to Blackbeard.
Narrator: Blackbeard explained his plan to the pirates.
Pirate 1: What’s your plan, Blackbeard? How are we
going to get the gold?
Blackbeard: Well, listen. …

6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable 1

Story worksheet

Activity Book 6

Class Book • In the second activity, the children further consolidate

• The children read the gist question and then read and their understanding of the plot, characters and setting
listen to the story in order to answer the question. of the story.
• The children read the story again and answer more • In the third activity, the children complete a summary
detailed questions, to consolidate their understanding. of the story by writing key words in a table.
• The children discuss the story with their partners, using • They then use the framework provided to write their
a reviewed structure. own review of the story, engaging personally with the
• The What do you think? feature provides further story and their reaction to it.
opportunity for discussion in pairs or as a class. Optional
Activity Book • The optional Story worksheet offers reinforcement
• The children consolidate their understanding of the of the story to focus on developing literacy skills and
plot, characters and setting of the story with detailed awareness of narrative.
questions or ordering activities.

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Lesson 3  Grammar 
Lesson 3 teaches and practises the grammar structure the children were passively exposed to in
the story in Lesson 2. The children practise the structure through listening and speaking activities.

Introduction of Reading and

the grammar writing practice of
point through a the key structure
simple gap-fill, and vocabulary.
matching or
selection activity.
Review of a known
grammatical
Listening and structure.
controlled
practice of the
key structure.
Active and freer
Clear presentation production of the
Activity Book 6
of the grammar key structure in a
structure in a table. communication
pairwork game.

Class Book 6 Extra vocabulary

and grammar
The Grammar 1 section on the poster can practice worksheet.
be used to support the first new grammar Unit 1 Vocabulary and grammar 1

structure presentation of the unit.

1 Look and write the verbs.
1 cheer
2
3
4
1 4
2 5

3 6
7
8
9
5
6 10
11
7 12

9
10

11

12

2 Look at the picture. Write sentences about the children.

Then read them for your partner to find.
†wo girls are whispering. ån animal is escaping.
3 Read and choose.
We usually (1) play / playing in the playground every day. Today the sun (2) is shining / shines,
so everyone (3) play / is playing outside. Break time (4) is / is being at 12:45. We (5) ’re having /
have 45 minutes outside. My friends and I sometimes (6) play / playing basketball. I never
(7) play / am playing football because I (8) don’t like / ’m not liking it. Today, we (9) play /
’re playing Tag. I (10) chase / ’m chasing my friends.

4 Write about what you do at break time.

6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable 2

Grammar reference Grammar and everyday Vocabulary and grammar 1

(Activity Book 6) language poster worksheet

Class Book Activity Book

• The children are first explicitly exposed to the grammar
structure when looking back at the story from the
previous lesson to complete a simple matching or
ordering activity.
• The children look at pictures that demonstrate the
grammar point. They listen to descriptions of the
pictures and say the number. The children practise
describing the pictures using the sentences from
the recording.
• The Grammar and everyday language poster can be
used at this point to explain the grammatical structure.
The children then look at a grammar table in their Class
Books. They read and memorize the sentences.
• The children practise the grammar point through a
communicative activity.
• The Grammar reference section at the back of the
Activity Book provides further explanation of the
new grammar point and can be used for support
throughout the year.
• The children complete a simple selection (or similar)
activity using the new structure.
• The children complete a text using the structure correctly.
• They practise the new structure by writing complete
sentences using picture prompts.
• They end the lesson by reviewing a grammatical
structure from previous units or levels.
Optional
• Extra grammar practice can be found in the form of the
Vocabulary and grammar 1 worksheet on the Teacher’s
Resource CD-ROM.

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 Tour of a un t
Lesson 4  Reading and Writing
Lesson 4 focuses on reading and writing, using an extended version of one of the texts presented in Lesson 1 as a model. The
lesson also has a specific language focus that is practised on the Class Book page and exploited further in the Activity Book.
There is also a specific Learning to learn focus introduced and practised in the Activity Book.

Context set by text Extension of text

from Lesson 1. from Lesson 1.
Passive exposure
to a specific
Comprehension language point.
activity of the text.

Activity to practise the language point.

Further
exploitation
of the text and
introduction of
specific language
point.
Class Book 6

Reading and writing

practice; introduction of a
learning strategy.

Paragraph-level writing
practice, following a
model.

Introduction and
development of a
learning strategy or skill.

Activity Book 6

Class Book Activity Book

• The children look at the first part of the text (taken from
Lesson 1) and complete it from memory. They read the
text in Lesson 1 again to check.
• The children read part 2 and complete a simple
accompanying comprehension activity.
• The children then move on to more explicit practice of
the specific language point in the text.
• The children write sentences using the language point.
• The children read a text of the same type as that on the
Class Book page.
• The children then practise the language point from
the lesson in the context of this new text (in this case,
words with similar meanings).
• The children write their own text, using the Class Book
and Activity Book examples as models.
• The Learning to learn section focuses on a different
learning strategy or skill in each unit. The children
complete a task based on this and are encouraged to
use this independently in the future.

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Lesson 5  Vocabulary and DVD song Written practice of
Lesson 5 teaches the second set of new vocabulary. The children practise the new vocabulary
vocabulary through the DVD song, and through speaking and reading activities. through a song-
based activity.

Presentation of context
through interactive Listening activity
whiteboard display in practising
Class Book followed recognition of the
by presentation of new vocabulary.
new vocabulary via
a listening activity. Sentence-level
practice of the new
Active production
vocabulary.
of secondary
vocabulary
through a Further exploitation
listening activity. of song. Activity Book 6
Practice of new
Paragraph-level
vocabulary through Active production
writing practice of
a song, which can of new vocabulary
the new vocabulary.
either be listened to in a communicative
on the Audio CD / pairwork game.
Songs CD or watched Class Book 6
on the DVD.

Songs CD

Wordcards Set 2 DVD

Bilingual dictionary (Activity Book 6)

Wordcards Activity Book

• Use the wordcards for practice and reinforcement of
the key vocabulary.
Class Book
• The children use the pictures on the interactive
whiteboard in their Class Books to make predictions
about what the lesson is about.
• The children listen to and repeat the new vocabulary.
• The children listen to a recording of descriptions or
definitions and say the new words.
• The children listen to the song and answer a simple
gist question.
• The children complete a more detailed comprehension
activity based on the song.
• Finally, the children play a communicative game in
pairs, based on the new vocabulary from the lesson.
• Before the children move on to Activity 1 in their
Activity Books, they add the new vocabulary to
their own Bilingual dictionaries at the back of their
Activity Books.
• The children practise writing the new vocabulary by
listening and completing the song lyrics.
• The children do a simple listening activity that practises
recognition of the new vocabulary away from the
context of the song.
• They move on to sentence-level recognition of the
new vocabulary.
• They write at paragraph level using some of the new
vocabulary from the lesson.

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 Tour of a un t
Lesson 6  Grammar and Cross-curricular     
Lesson 6 presents cross-curricular content from key areas of the curriculum, and through the cross-curricular
text, passively exposes the children to a new grammar structure. The children then practise the structure
through reading, writing and speaking activities.

Activities set in
the context of a Controlled writing
school trip. practice of the
new structure.
Photographs
provide Writing activities
contextualization practising the
and generate new structure at
ideas from the sentence level.
children.

Consolidation of Controlled
the key concepts practice of the
through reading new structure.
an explanatory Active and freer
text. Activity Book 6
production
of the new
Clear presentation structure in a
of the grammar communication
structure in a table. Class Book 6 pairwork activity.

The Grammar 2 section on the poster can be

used to support the second new grammar Unit 1 Vocabulary and grammar 2

structure presentation of the unit. 1 Read the clues and complete the crossword puzzle.
1

t
Down
1 It’s good to work as a …
Grammar reference
2
2 Someone who plays an
Unit 1 so and such with adjectives Unit 2 Present perfect and past simple instrument.
3 m
We use so and such to emphasize adjectives in the We use the present perfect to talk about recent past 4
4 You tell these to make people
same way we use very. We use that after both so actions, and past actions that are still true now. j
and such to introduce a result. laugh.
We’ve finished our homework.
It’s so sunny. 5 s 6 3 across can … tricks.
Present perfect
It was such a good game that we didn’t want it
Affirmative 9 A group of musicians who play
to end. 6
I / You /We / You / They ’ve seen together.
the film.

Extra
so and such He / She ’s seen 7 p
so + adjective Across
Negative
I love this film. It’s so exciting!
I / You / We / You / They haven’t seen
the film. 3 A person who does magic.
such + a/an + adjective + noun He / She hasn’t seen 8 a
This is such an exciting film! 5 Entertainers have to learn

vocabulary
Questions
so and such with that Have I / you / we / you / they
new …
9
seen the film?
Fact Result Has he / she
b 7 To get better at something, you
The tickets are so expensive that I can’t go.
Short answers must … a lot.
He’s such a popular actor that everyone wants to see him.
Affirmative Negative
8 A person who does jumps and

and grammar
Yes, I / you / we / you / No, I / you / we / you /
Unit 2 Verb patterns they have. they haven’t. 10 c flips.
Yes, he / she has. No, he / she hasn’t. 10 Someone who makes people
Some verbs are Verb + infinitive with to
followed by the laugh.
need
infinitive with to. We use the past simple to talk about actions that

practice
expect started and finished in the past. We often say
I decided to go 2 Read and complete the texts with so, such or that.
pretend when the action happened.
to France. to go
agree We finished our homework at 6 o’clock. Share Photos Questions Share Photos Questions
offer
promise Past simple Hi! I’m Andrea from Romania. My favourite Hi, I’m Eda from Turkey. My favourite performer plays

worksheet.
Affirmative performer does gymnastics. Her name is an instrument. Her name is Lara Melda. She plays
Some verbs are Verb + gerund (–ing form)
followed by the
I / You / He / She /
We / You / They
saw the film last week. Nadia Comaneci and she’s (1) so the piano, and she’s (6) a good player
imagine
gerund (the –ing famous in my country (2) everyone (7) she won the ‘Young Musician of the
enjoy Negative
form of the verb). has heard of her! She was (3) a Year’ competition. I play the piano, too and I know
avoid going I / You / He / She /
I always enjoy We / You / They
didn’t see the film last week. good athlete (4) when she was 14 that it’s (8) difficult to play that well. It’s
suggest
going to France. she won 5 gold medals at the Olympic Games. (9) a great competition. All the performers
not mind Questions
I / you / he / she / Her routine was (5) good that the are (10) good (11) you have to
Did see the film last week?
we / you / they judges gave her a score of 10. (No one had be really amazing to win. I’m going to practise a lot and
Short answers ever scored 10 before!) be like her!
Affirmative Negative
Yes, I / you / he / she / No, I / you / he / she /
we / you / they did. we / you / they didn’t. 3 Write about your favourite performer. Use so, such and that.

109
6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable 3

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Grammar reference Grammar and everyday Vocabulary and grammar 2

(Activity Book 6) language poster worksheet

Class Book Activity Book

• The children look at the photos in pairs and discuss • The Grammar reference section at the back of the
what they know about the topic before reading the text Activity Book provides further explanation of the new
to check their ideas. grammar point and can be used for support throughout
• The children look at the grammar table and find the year.
examples of the structure in the text. • The children practise the new structure at word level.
• The Grammar and everyday language poster can • Then they complete writing activities that practise the
be used at this point to introduce and explain the new structure at sentence or paragraph level.
grammatical structure.
• They then perform an activity with controlled practice Optional
of the new structure. • Extra grammar practice can be found in the form of the
• They practise the new structure in an active Vocabulary and grammar 2 worksheet on the Teacher’s
communication pairwork activity. Resource CD-ROM.

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 Tour of a un t
Lesson 7  Listening and Speaking 
In this lesson, the Class Book presents a dialogue between the story characters.
The language from the dialogue forms the basis for a communicative activity with
the fluency cards from the Activity Book.

Context-setting and gist

listening activity.

Second listening, for

specific information.

Pronunciation focus.

Speaking practice through

Presentation of the acting out the model dialogue.
dialogue model and
gist activity. Paired speaking practice
with fluency cards.

Class Book 6

Unit 1 Functions

1 Match the questio

ns and answer
s.
1 Are you good
at dancing?
2 Are you good a No, I can’t.
at singing? I’m not good at doing
flips.
3 Can you play b Yes, I am. I
an instrument? can always make
people laugh.
4 Can you do c No, I can’t.
magic tricks? I haven’t got
a good memor
5 Are you good d Yes, I am. I’d y.
at telling jokes? like to perform
in a band.
6 Can you do e No, I’m not.
acrobat ics? I keep falling
over.
f Yes, I can. I’m
2 Use the prompt very musical.
s to write mini-di
alogues.

1 Jenny: you
/ good at / do / magic
tricks / ?

Paul: ✗

The Everyday language Jenny: Why not?

Paul: can’t / remem
ber how to do

section on the poster can

be used to support the 2 Susie: can

Molly: ✗
/ always / make people
laugh / ?

communicative activity. Susie: Why not?

Molly: I / not
good at / remem
ber / jokes

3 Choose one
thing you can do and
the mini-dialogue one thing you
s for you. can’t. Copy and
comple te
1 Friend: åre you good at
You: … …
2 Friend: ©an you …
You: …
6 Teacher’s Resource
CD-ROM © Oxford
University Press
Photocopiable

Functions worksheet
Fluency cards (Activity Book 6)

Grammar and everyday

language poster

Class Book
• The children listen to the recording and answer a gist
question. They listen again to find specific information.
• The children listen to and read the model dialogue.
They answer a gist question.
• The children are introduced to a pronunciation point
that can be found in the model dialogue. They listen
and repeat.
• The children act out the dialogue.
• The children use the fluency cards for a paired
communicative activity, offering more open practice of
the function presented in the Class Book dialogue and
on the Grammar and everyday language poster.
Optional
• Extra practice of the function presented in the Class
Book can be found in the form of the Functions
worksheet on the Teacher’s Resource CD-ROM.

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 Tour of a un t
Lesson 8  Culture and Reading
Lesson 8 provides key cultural input, focusing on a particular aspect of life in other countries. This lesson is presented as a page
from a children’s social networking site, where the texts are responses to questions asked by Billy, Jilly and Milly. In this lesson,
the children also explore a particular value related to the cultural topic and discuss this as a class.

Pre-reading activity
to familiarize the
children with the
cultural topic and
the reading task.

Reading texts
posted by children
from around the
world followed by
a comprehension Focus on values develops social
activity. awareness.

Short personalized Reading task using the texts from

writing activity the Class Book page.
followed by a paired
speaking activity

Speak up poster Class Book 6

presents useful Related listening
language for activity.
giving your
opinion. Review of a known
grammatical
structure.

Extended personalized
writing task.
Speak up poster
Activity Book 6

Class Book Activity Book

• The children work with a partner to compare the things
they see in the pictures.
• The children listen to and read the texts. They match
each text to a photo from Activity 1.
• The children read the text again and choose correct
answers to the questions.
• The children complete a short, personalized writing
activity based on the texts.
• The children share their answers from Activity 4 with
their partner’s in the form of a speaking task.
• The Vital values feature encourages the children to
discuss a particular value related to the topic. Some
issues may generate complex responses that the
children cannot voice in English; in these cases, it
is advisable to discuss the topic in the children’s
own language.
• The children complete three columns of a table with
information from the texts on the Class Book page.
• The children then listen to a recording of a fourth child
and complete the final column in the table.
• The children complete sentences using the vocabulary
for review.
• The children complete a writing task using the
vocabulary for review.
• The children make notes and complete an extended
personalized piece of writing related to the topic of
the lesson.
Optional
• The Speak up poster can be used to help structure
discussion on a range of topics in any of the lessons. It
can be used in this lesson to aid discussion on cultural
similarities and differences.

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Lesson 9  Writing and Phonics review 
Lesson 9 provides a structure to help the children analyse a particular text type. Following a series
of preparation activities in the Class Book and Activity Book, the children produce their own texts
of the same type. The phonics review focus is presented in the Activity Book.

Identification of
type and purpose
of text. Language focus.

Comprehension
activity to check Analysis of specific
understanding features from the text.
of text.

Listening activity
provides phonics
review focus.
Identification of
paragraph functions.

Class Book 6

Comprehension activity
to check understanding of
text followed by a reading
activity based on the text.

Matching activity to
identify the function
of each paragraph.

Activity based on the

phonics review focus
of the lesson.

Extended writing activity

based on the text type from
the lesson. Activity Book 6

Class Book
• The children read the text and answer the questions to
identify the text type and the function of the text.
• The children read the text more closely and answer
comprehension questions.
• The children read the text again and complete a task
based on matching the parts of the text to the correct
functions.
• The children match the features listed with the
coloured words and phrases in the text.
Activity Book
• The children listen to a recording and circle the correct
words depending on the phonics review focus.
• The children read a text and answer a simple gist
question (provided in the teaching notes) before
moving on to comprehension questions.
• The children complete the text with words from
a wordpool.
• The children skim the text to match the functions with
the paragraphs.
• The children read the text a final time and complete
an activity based on the phonics review focus from
Activity 1.
• The children write their own text using the examples in
their Class Books and Activity Books as models.

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 Tour of a un t
Lesson 10  Review   ​
Lesson 10 provides a comprehensive review of all the new vocabulary and grammar
structures from the unit through a series of activities in the Ace! Weekly school newsletter.
School newsletter format
allows for a range of fun
Writing activity activities to review the unit’s
to review first vocabulary and grammar.
grammar structure
and second set of Listening activity reviews the
vocabulary. second grammatical structure.

Word-level ordering activity

reviews the first set of vocabulary.
Paired speaking
activity reviews
the second Reading activity reviews the first
grammatical grammatical structure.
structure.

Class Book 6
Word-level writing
activity reviews first
The Grammar 1 and 2 sections on the poster
set of vocabulary.
can be used to review the grammar of the unit.

Listening activity
reviews the second
set of vocabulary.
Error-correction
activity provides
further review of the
first set of vocabulary.
Gap-fill and
matching activity
Grammar and everyday reviews the second
language poster grammar structure. Activity Book 6

Class Book Activity Book

• Each edition of the newsletter in Lesson 10 of each unit
contains a range of fun activities to review vocabulary
and grammar, such as word puzzles, magazine-style
articles, surveys and picture-based activities.
• In Lesson 10 of Unit 1, the children write
sentences using word prompts, following the first
grammar structure.
• The children reproduce a different aspect of the
first grammar structure again through a paired
speaking activity.
• The children listen and complete a text with words
from the second grammar structure.
• The children reorder letters to make words from the
first vocabulary set.
• The children write the correct word from the first
vocabulary set for each picture.
• The children listen to and number review words from
the second vocabulary set.
• The children complete an error-correction activity
to review the remaining words from the first
vocabulary set.
• The children review the two aspects of the first
grammar structure in a reading and circling activity.
• The children review the second grammatical
structure by matching sentence halves and writing
missing words.
Optional
• Sections 1 and 2 of the Grammar and everyday
language poster can be used in this lesson, providing a
visual opportunity to review the grammar of the unit.

Tour of a unit 25

4006989 Ace TB6 SP.indb 25 19/02/2013 10:17

 Tour of a un t
Lesson 11  Class presentation and Self-evaluation 
In Lesson 11, the children prepare for and give a class presentation related to the topic
of the unit. The lesson also provides an opportunity for self-evaluation.

Presentation Introduction
related to the of the next
unit’s topic. unit’s topic.

Class Book 6

Listening activity based on

the model presentation.

Planning of presentation
using model provided.

Model of a
presentation plan.

Self-evaluation activity
allows the children to
review learning and
focus on improvement.

Activity Book 6

Class Book • The children plan their own presentation using the
• The children are prompted to prepare and give model in their Activity Books.
a presentation. • They give their presentation to the whole class, or to
• Mr Murphy reveals the homework for the next unit, the rest of their group.
and the children are introduced to the context for the • The children look back at the unit and complete the
next unit. self-evaluation task.

Activity Book Optional

• The children look at the model plan from a • In Lesson 11, teachers can decide whether to set the
presentation and answer questions about it. homework for their own class. This can then be used as
• The children listen and circle information in the plan. an optional lead-in activity for the next unit.

26 Tour of a unit

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 us ng the DVD
Opt onal lessons
Reinforcement and story practice Lesson 3a
The reinforcement and story practice lesson is optional
in each unit, but it gives teachers a great opportunity to
enhance their pupils’ learning experience and enjoyment
by introducing engaging reinforcement activities and an
animated text version of the unit story.
• The first three activities review the main vocabulary and
language from Lessons 1 to 3 of the unit.
• The fourth activity introduces the animated text version of
the story on DVD. The DVD story can be played as many
times as possible. The children are encouraged to focus on
the vocabulary and language used in the story.
• The lesson concludes with an activity where the children
make their own story wordcards, using the DVD story
wordcard worksheet on the Teacher’s Resource CD-ROM.
The children ‘design’ their chosen words from the story
following the DVD story as a model. For example, they can
write ‘grumpy’ in the shape of a frown.
• At least one activity in each Lesson 3a has a specific
focus on one of the Key Competences, for example,
a craft activity for artistic and cultural competence or
group work that encourages competence in social skills
and citizenship.
DVD
4006989 Ace TB6 SP.indb 27
Cross-curricular and social task Lesson 6a
The second optional lesson is designed to allow the teacher
to reinforce and extend the cross-curricular topic for the unit
through more activities which introduce some additional
items of vocabulary from the vocabulary set presented in
Lesson 5. It gives the teacher an opportunity to exploit the
cross-curricular content using social tasks which involve
elements of collaboration and research, for example,
researching what life was like for an actor in Shakespeare’s
time, planning a trip around the world, writing a profile of a
character from a film or book.
• The lesson begins by reviewing the cross-curricular
topic vocabulary. The first activity extends the context
presented on the Lesson 6 Class Book page.
• The class is then divided into groups and the groups do
simple research activities linked to the topic. For example,
in Unit 1 the groups are encouraged to use the internet or
an encyclopedia if the internet is not available, to research
what life was like for an actor.
• The groups then make posters, or write information cards
using the information they have researched.
• To conclude the lesson, a range of follow up activities
are suggested, for example, presenting the posters and
information cards to the class and displaying the materials
they have made in the classroom.
• For further practice and extension, the teacher can play
the relevant cross-curricular video clip from the DVD. Play
the video clip as many times as possible, pausing it and
eliciting language so the children can repeat or describe
scenes on the screen. The children can then complete
the activities on the DVD cross-curricular worksheet on
the Teacher’s Resource CD-ROM. You can also exploit the
scenes for cultural content and use them to talk about the
children’s own experiences.
Teacher's Resource CD-ROM
Optional lessons using the DVD 27
19/02/2013 10:17
 the course
Other features of
Revision stories
Regular revision of vocabulary and grammar is a key element of learning a language. Ace! 6 has
three Revision stories following three exciting adventures of the course characters, Billy, Jilly and
Milly. The revision lessons are designed to be used after Units 3, 6 and 9, and each focuses on
the vocabulary and grammar in the preceding three units. The Revision stories include key skills
practice in the Activity Book.

Revision of grammar and vocabulary Story consolidation work develops

through a story context. literacy skills, along with further
language practice in the Activity Book
Follow the
adventures
of the course
characters to
appeal to the
imagination
of the
pupils and
foster their
engagement
with the story.

Class Book 6
Activity Book 6

Festivals
Thanksgiving

There are three festivals in Ace! 6: Thanksgiving, Christmas, and World Poetry Day. The pages 1 Match the label
a parade
s andthe pictures.

offer a detailed look at a specific aspect of English-speaking festival culture. The festivals are
b family meal
e helping others c sports game
d pilgrims and
Native Americans
1
2
3

found at the end of the Class Book and Activity Book, so you can use them at the appropriate
4
5

point in the school calendar. The Teacher‘s Resource CD-ROM contains language practice 2 Read the articl
e. Which pictur
e does it match
? What does the
picture show?

activities as well as opportunities to practise skills and promote discussion. hel pin g oth
Thanksgiving
spend time with
ers at tha nk
is a festival sgi vin g
when people
their family and At Thanksgivin
They eat togeth friends. thous g, volunteers
er and they think ands of tradit cook
fortunate they about ional turkey
are. Many people how with mashed potato dinners
hundreds of miles travel and and cranberry

Class Book presentation of

just to spend serve them on sauce,
weekend with this special the streets. Other
people they volunteers drive
hundreds of old love. But for around and bring
Christmas or homeless people meal and a friend a hot
be a very lonely it can are too ly smile to people
holiday. who
the pictures. old or too ill to
descriptions and

the topic and key vocabulary

es and a nice Many Americans leave their house
nces. Match the
Volunteering
with sharp needl choose to celebr at Thanksgivin s.
1 Read the sente a Pine is a tree tree. 6 Thanksgiving ate modern g is quite a
as a Christmas by doing somet tradition. It’s
2 smell, often used help others. They
work in soup
hing to people
who are less fortun
a chance to
help
1 y seeds from charities which kitchens – about ate, and to think
are brown, wood serve hot food all the simple
b Pine cones

through a variety of text

pretty and used for are homeless or to people who
for:
things we are
thank
are don’t have money a safe home, ful
pine trees. They for food. a warm bed and
meal. a hot
decorations.
and bright 3 Read the text
, spiky leaves and choose the again
c Holly has shiny

types.
mas endings.
4 a favourite Christ
1 It is traditional
3 red berries. It’s to spend the Thank
a with new friend sgiving weeke
decoration. s. nd …
that is
2 Thanksgivin green in b alone.
ing plant
d Ivy is a climb g can be a lonely
d leaves. time for peopl c with family
pretty , pointe
a old or travel e who are … .
winter. It has ling.
white b old or who
green leaves and
3 A soup kitche have nowhere
e Mistletoe has n is a charity
houses at that serves
to live. c old
friends.
6 es are hung in
a Americans. food to …
5 berries. Bunch
4 The dinner b volun teers.
Christmas. served by soup
to make a kitchens at Thank c very poor peopl
green plant used the usual Thank sgiving is … e.
f Moss is a soft sgiving meal.
hs. b soup.
Christmas wreat 5 The tradition
of volunteerin
g at Thanksgivin c not hot.
a very old. g is …
in order. b not very popul
and numb er the pictures b 4 Work
ar.
ctions in pairs. Talk about c quite new.
2 Read the instru a ways that we
can help other
people.
as Wreath
e a Christm
6 Teacher’s Resource
How to mak
CD-ROM © Oxford
branches, University Press
y pine tree Photocopiable
: thin, bend holly,
What you need berries (e.g.
er leaves and l 1
moss, wint pinecones), ribbons, tinseg, d
,
ivy, mistletoe tree decorations, strin c
and Christmas
wire
gardener’s gardener’s
wire.
circle out of
1 Make a to the circle
of
1
layer of moss
2 Tie a thick the moss a bit wet.
wire. Make leaves. Fast
en
bunches of f
3 Make little circle with wire. e
them to the .
you can’t see any moss
hes until
4 Add bunc
your wreath.
5 Decorate front door
wreath on your
6 Hang your one can see it!
where every World Poetry
Day
you celebrate.
3 Work in pairs.
How do peopl
Talk 1 about

e decor
Remember
Haiku
(3)
decor
a festival that

ate their
the information
houses?
s are from (1)
ations
three / yourself?
Japan / China
. Read and choos
e the words.
. They are short
Worksheets
allow for further
any five lines. The numb poems about
Do you make er of (4) syllab (2) time / natur
e. Each poem
putLimer les / words is has
Where do you
them? icks are from
the (5) United important. 2
has five (7) lines States / UK. They
/Universit
rhyme Photocopiable are short, (6)
s. The
y Press pattern of the silly / serious
CD-ROM © Oxford rhym poems. Each poem

language practice
6 Teacher’s Resource ing words and
2 Read and comp the (8) rhythm
/ tune is impor
lete the poem tant.
s. Say haiku or
limerick. Which
West head one is your favou
indoors away rite?
bored rain

and personal
tried safe
1

Activity Book 6 A young man from Lincoln called

Fred
2

reactions/
Just wouldn’t get out of his bed. Look out at
the stars!
He slept and he snored, Just think –
they are far
But he never got .
bored

comparisons.
. Earth feels
The dreams were so good in small and
his . Ellie Little, .
Mark Fraser, age 9 age 11

Class Book 6 Speaking, reading and writing practice across

4
3
There was a young
man from the
It’s going
to ,

Class Book and Activity Book. Sky feels

Time to go
low over
.
my head.
Who set an incred
As long as you
ible test .

,
The test always lied
Lisa Danie
ls, age 10 And told you that
he was the best!
Angus McMullen,
12
3 Number the
lines in order to make
a limerick.
He was blown
far away
Then one windy
And was last day, Who built a big
seen halfway hot air balloo
to the moon. n.
4 Write a natur 1 There was a young
e haiku. Remember man from Kowlo
on,
to count the syllab
les!

6 Teacher’s Resource
CD-ROM © Oxford
Teacher’s Resource
CD-ROM worksheets
University Press
Photocopiable

28 Other features of the course

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 Ace D g tal
Teacher’s Resource CD-ROM External Exams Practice CD-ROM
The Teacher’s Resource CD-ROM contains a full range A second CD-ROM contains a comprehensive range
of supplementary photocopiable worksheets for Ace! 6. of practice papers for the external Trinity, Cambridge
This includes: English: Young Learners, Cambridge English: Key for
• Extra Story worksheets for every unit. Schools (KET) and Cambridge English Preliminary for
• Two Vocabulary and grammar practice worksheets for Schools (PET) suite of examinations, to help your class
every unit. prepare for external exams.
• One functions worksheets for every unit. Oxford Online Learning Zone
• Starter unit and festival worksheets. The Oxford Online Learning Zone includes extra
• One cross-curricular DVD worksheet per unit and a DVD practice material for the pupils to use online – either
story wordcard worksheet. individually, at home or at school. The material
It also includes all the material you will need for assessing includes interactive versions of the songs and stories,
your class: extra vocabulary and grammar practice activities, and
• A full suite of course-specific unit, term and end-of-year exciting new games.
tests. These tests are available as printable PDFs and as
editable Word documents to adapt to your own classes.
• Key Competences notes and worksheets.
• Evaluation grid and portfolio material.
Key Competences 1 Artistic and cultural

1 Complete the review.

A description of my favourite character:
My favourite character is

10
I give this story:
interesting

great
My story review

boring

Oxford Online Learning Zone

scary
I think the story is ...
Main characters:

sad

Printable and editable tests.

Storyline:

happy
brilliant
Title:
by

6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable 1

Unit 1 Functions

1 Match the questions and answers.

Teacher’s Resource CD-ROM

1 Are you good at dancing? a No, I can’t. I’m not good at doing flips.
2 Are you good at singing? b Yes, I am. I can always make people laugh.
3 Can you play an instrument? c No, I can’t. I haven’t got a good memory.
4 Can you do magic tricks? d Yes, I am. I’d like to perform in a band.
5 Are you good at telling jokes? e No, I’m not. I keep falling over.
6 Can you do acrobatics? f Yes, I can. I’m very musical.

2 Use the prompts to write mini-dialogues.

1 Jenny: you / good at / do / magic tricks / ?

Paul: ✗

Jenny: Why not?

Paul: can’t / remember how to do

2 Susie: can / always / make people laugh / ?

Molly: ✗

Susie: Why not?

Molly: I / not good at / remember / jokes

3 Choose one thing you can do and one thing you can’t. Copy and complete
the mini-dialogues for you.
1 Friend: åre you good at … 2 Friend: ©an you …
You: … You: …

6 Teacher’s Resource CD-ROM © Oxford University Press Photocopiable 4

Worksheets to print
out and photocopy.

Ace! Digital 29

4006989 Ace TB6 SP.indb 29 19/02/2013 10:17

 Ace D g tal
iPack
The Ace! 6 iPack includes all the presentation and practice material you need to make the
most of the new technology in the classroom. Use it on your interactive whiteboard or data
projector to deliver key aspects of the language presentation and engage the attention of
the whole class. The iPack offers:
• All the pages of the Class Book and Activity Book on screen.
• Quick, easy navigation between the corresponding pages of the Class Books and
Activity Books.
• Extra vocabulary and grammar practice activities for each unit accessible from clickable
links on the page, along with all the audio and video clips.
• Animated versions of the stories, and interactive versions of the songs accessible from
the page.
• Answers to all activities, which can be revealed either one by one or all at the same time,
depending on which way works best for your class.
• Separate resource banks containing all the video, wordcards, stories and songs, so that
you can access them whenever you need them. iPack

Play the audio by

clicking on the page.

iPack sample

Click easily between

the Class Book and
Activity Book pages.

Practise vocabulary
and grammar with
the whole class using
the fun, interactive
games in each unit.

30 Ace! Digital

4006989 Ace TB6 SP.indb 30 19/02/2013 10:17

 e r
Sta    ​N e w
r t term
Lesson 1   ​CB PAGE 2 and AB PAGE 2  4 Listen and say the word.  $ 1•02
VOCABULARY AND SKILLS PRACTICE
Lesson objectives
Find information on a noticeboard
Work out the meanings of words from context
Identify words connected with school and learning
Write definitions
Language
Core: term, timetable, subject, textbook, homework, test,
exam, practice, club, coach, study
Review: days of the week; school subjects
Extra: noticeboard, announce, after-school (adj), train (v),
regular, improve, schedule, leave school
Materials
CD1 $ tracks 01–02; dictionaries
Warmer
• Play a game of Wordlist (see page 201) using things in the
classroom as the topic.
Lead-in
• Ask the children what they can remember about the
characters from Ace! 5. Brainstorm a list of their names and
write it on the board. Elicit a fact about each character.
Class Book
1 Look at the noticeboard in Activity 2. Find the
name of the new teacher.
• Focus on the noticeboard in Activity 2. Ask What’s this?
What can you see on the noticeboard?
• Tell the children to quickly read the information on the
noticeboard to find out the name of the new teacher.
ANSWER
Mr Murphy
2 Read the notices. Find the words and guess
the meaning.
• Ask the children to read the notices on the noticeboard
and find the words in the box. Ask the children to work
in pairs to determine the meaning of the words from their
context on the noticeboard. They can use dictionaries.
3 Listen and repeat.  $ 1•01
• Tell the children that they are going to hear the words from
Activity 2. Play the recording, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  term  ​2  timetable  ​3  subject  ​4  textbook  ​
5  homework  ​6  test  ​7  exam  ​8  practice  ​9  club  ​
10  coach  ​11  study
4006989 Ace TB6 SP.indb 31
• Tell the children that they are going to hear definitions of the
words from Activity 2. They must listen and say the word.
• Play the first description. Pause for the children to call out
club. Repeat with the rest of the descriptions.
Transcript
1 An after-school activity for a group of people to do
something together, for example, to learn a skill or do a sport.
2 A person who trains a person or a team to help them get
better at a sport.
3 A regular club for doing a sport where you learn skills
and improve.
4 A topic you learn about at school. Examples are maths,
history, geography or music.
5 A schedule or list that shows what time your class does
different subjects at school.
6 A period of the year when you go to school. In most
British schools there are three of these: autumn, spring
and summer. There are holidays in between them.
7 The extra work that your teacher gives you to do at home
in the evening.
8 A short activity in school. You have to answer questions
without help so that your teacher can check if you have
learnt your work.
9 The book that you use in school to learn from. You have
one for each subject. It has got information in it, and also
questions to answer.
10 This is a more serious test to see how much you know
or what you can do. Students do these before they leave
school. If you pass, you get a certificate.
11 This is what you do to learn all the information about a subject.
answers
1  club  ​2  coach  ​3  practice  ​4  subject  ​5  timetable  ​
6  terms  ​7  homework  ​8  test  ​9  textbook  ​
10  exam  ​11  study
5 Write clues. Play a guessing game in pairs.
• Ask the children to write clues for three of the words from
Activity 2. Ask the children to work in pairs. They take turns
to read their clues for their partner to guess.
KEY COMPETENCE:   Learning to learn
This lesson has a strong focus on the meaning of words:
children work out meanings through context, listen to
definitions and identify the word and then give their own
definitions in terms of clues. These are all important study
skills, which the children will develop throughout Ace! 6.
Activity Book
1 Complete.
• The children read Jilly’s diary entry and complete it with
the words in the box.
ANSWERS
1  term  ​2  timetable  ​3  homework  ​4  study  ​5  test  ​
6  subject  ​7  textbook  ​8  clubs  ​9  practice  ​
10  coach  ​11  exam
Starter unit 31
19/02/2013 10:17
 Lesson 2   ​CB PAGE 3 and AB PAGE 2  • Ask the children to read the dialogue between Jilly and
REVIEW AND SKILLS PRACTICE
Lesson objectives
Review some vocabulary and language from previous levels
Listen and read for specific information
Act out a dialogue
Arrange a meeting
Language
Core: Lesson 1 school and learning words
Review: days of the week; school subjects; clubs and
hobbies
Extra: karate
Materials
CD1 $ track 03; Speak up poster
Warmer
• Play Guess the word (see page 201) to review the
vocabulary from Lesson 1.
Lead-in
• Draw a blank timetable on the board and ask the children
to help you complete it with their lessons for today.
• Discuss the timetable with the class. Ask individual
children What’s your favourite lesson today? Why?
Class Book
1 Listen. Is it Monday or Tuesday?  $ 1•03
• Focus on the timetable in the Class Book. Tell the children
that they are going to hear William and Milly talking about
the lessons they have got today. The children must listen
and look at the information in the timetable to find out
whether it is Monday or Tuesday.
• Play the recording all the way through.
Transcript
William  What have we got before lunch, Milly?
Milly  Let’s see … Before lunch is English.
William  Great. I like English.
Milly  And then we’ve got Science after lunch. And then we
have History or PE – I can’t remember.
William  Cool! I like Science. I think the last lesson is PE actually.
Milly  What about clubs? What are you doing after school
today, William?
William  I’m going to art club.
Milly  Really? Art club is on Wednesdays.
William  Oh! Silly me. You’re right! Today I’m doing judo. It’s
judo club this afternoon.
Milly  Great! I want to do judo too. See you later!
Answer
Monday
2 Read the dialogue. Which one is Jilly’s diary?
• Ask the children to look at the diaries on the right-hand
side of the page. Tell them that one of the diaries belongs
to Jilly.
32 Starter unit
4006989 Ace TB6 SP.indb 32
Betty. They use the information from the dialogue to find
Jilly’s diary.
answer
2
3 Act out the dialogue in pairs.
• Ask the children to work in pairs to act out the dialogue.
Walk around the room as the children practise, helping
and correcting pronunciation where necessary.
• Ask some of the pairs to act out the dialogue for the rest
of the class.
4 Choose four clubs/activities and write them in a
diary. Arrange a meeting with a friend.
• Ask the children to make a blank diary page. They can use
the ones in Activity 2 as templates.
• Ask them to choose four clubs or activities from the
two boxes below. They write them in the diary as
engagements, without showing their partner.
• Ask the children to work in pairs. Ask one pair to read
the example dialogue to the class. The children arrange
a meeting, using the information in their diaries to find
a time when they are both free. They use the phrases
from Activity 2, as well as those in the speech bubbles
in Activity 4. They can also refer to the language in the
Making arrangements section on the Speak up poster.
• Go around the class as the children talk, helping
where necessary.
KEY COMPETENCE:   Competence in social skills and
citizenship
It is important that children know the correct language to
use when making arrangements with others. Explain that
whenever we have to decline an invitation we must do so
politely and give a reason.
Activity Book
1 Look and complete with the day and the
present continuous.
• Review the present continuous with the class. Ask What
do we use the present continuous for? How do we form the
present continuous? Elicit one or two examples of present
continuous sentences and write them on the board (the
children can refer to the dialogue in Activity 2 on page 3
in their Class Books for examples).
• Ask the children to complete the sentences with the days
and the present continuous form of the verbs in brackets.
Answers
a On Monday, I’m going to basketball practice.
b On Sunday, I’m watching a DVD.
c On Wednesday, I’m going to the dentist.
d On Saturday, I’m playing tennis.
e On Thursday, I’m practising for my dance exam.
f On Tuesday, I’m starting drum lessons.
g On Friday, I’m doing karate.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Starter unit,
Lessons 1 and 2 worksheet. Notes and answers on CD-ROM.
19/02/2013 10:17
 Lesson 3    CB PAGES 4 and 5 and AB PAGES 3 and 108  3 Read and learn. Find examples of question tags
in the story.
STORY AND LANGUAGE REVIEW • Focus on the grammar table in the Class Book. Ask When
do we use question tags? (To invite people to agree with us or
Lesson objectives to check facts.)
Read and understand a story • Read through the statements and question tags for
Act out a story be with the class. Ask Do we use affirmative or negative
Practise using question tags question tags after affirmative/negative statements?
(negative/affirmative)
Language • Read through the statements and question tags for do.
Core: Lesson 1 school and learning words; question tags Explain that do is used in question tags when there is no
auxiliary verb in the statement.
Review: staffroom, science lab
• Ask the children to work in pairs. They take turns
Extra: brainteaser, logic, puzzle, time zone, dictionary, leap
to read the statements to each other to help them
year, calendar
remember them.
Materials • Ask the children to read the story again, find the
statements with question tags and write them in
CD1 $ tracks 04–05 their notebooks.
answers
Warmer
In Australia, Christmas is in summer, isn’t it? It’s one
• Play Smiley face (see page 201) with the words from month, isn’t it? We don’t need to go to the science lab, do
Lessons 1 and 2. we? Stones are heavier than feathers, aren’t they?
Lead-in 4 Cover the table in Activity 3. Listen and say the
• Tell the class that the title of the story is Brainteasers Club. question tags.  $ 1•05
Elicit or explain the meaning of the word brainteaser. (It’s a • Ask the children to cover the grammar table in Activity 3.
very tricky puzzle.) Tell them that they are going to hear some statements
• Ask the class Do you like puzzles? What kind of puzzles do and they must complete them with the correct
you like? question tags.
• Play the recording, pausing after each statement for the
Class Book children to say the correct question tag.
1 Listen and read the story.  $ 1•04 Transcript
• Ask the children to look at the pictures in the story. 1 They’re going to Brainteasers, …
Ask What do you think happens in the story? Encourage 2 It isn’t an easy question, …
predictions from different children around the class. 3 Milly likes maths, …
• Play the recording for the children to follow the words in 4 We have to write down the answers, …
their books. answers
• Ask questions to check comprehension, e.g. What do the 1  aren’t they?   ​2  is it?   ​3  doesn’t she?   ​4  don’t we?
children have to do to join Brainteasers? Are the questions
easy? Whose club is it? Activity Book
• Ask the children if their predictions about the story were
correct. 1 Read the story on Class Book pages 4 and 5
again. Read and write True or False.
2 Act out the story. • The children read the story again. They read the sentences
• Tell the children that they are going to act out the story and write True or False for each one.
in groups. Ask the children to look through the story and
answers
make a list of the characters (Billy, Jilly, Milly, William, Betty,
1  True  ​2  False  ​3  False  ​4  True  ​5  False
Nuria and Mr Murphy).
• Divide the class into groups of seven and ask them to 2 Complete with question tags.
assign a character to each member of the group. If the • The children read the statements and write the correct
class doesn’t divide exactly, some of the children can have question tags for each one.
more than one role.
answers
• The children practise acting out the story together. Go
1  don’t they?   ​2  is it?   ​3  does it?   ​4  doesn’t it?   ​
around the room as they work, checking pronunciation
5  aren’t we?   ​6  doesn’t he?
and helping where necessary.
• Ask each group in turn to come to the front of the class Further practice
and act out the story. $ Teacher’s Resource CD-ROM, Worksheet section, Starter unit,
Story worksheet. Notes and answers on CD-ROM.

Starter unit 33

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 Lesson 4    CB PAGES 4 and 5 and AB PAGE 3  4 Prepare your hobby presentation. Make notes.
• Tell the children to plan their presentations using the
STORY AND CLASS PRESENTATION table in their books. They read and answer the questions.
Go around the class as the children work, helping
Lesson objectives and checking.
Prepare and give a presentation • If you wish, give out pieces of paper and ask the children
to draw a picture to go with the information they
Language have prepared.
Core: Lesson 1 school and learning words; question tags • Ask the children, one at a time, to stand up and deliver
Review: stone, science lab, clay, play (n); clubs and their presentations to the class. Alternatively, divide the
hobbies class into groups and ask the children to present their
work to the rest of the group.
Extra: kilo, puzzle, pottery
Materials KEY COMPETENCE:   Competence in social skills and

pieces of paper (optional) citizenship

Warmer
• Tell the class the following brainteaser and ask them to
solve it: Tom’s mother has three children. The first is called
April and the second is called May. What is the third one
called? (Tom!)
Lead-in
• Ask the children what they remember about the story
from Lesson 3.
• Ask the children if they know any brainteasers that they
would like to share with the class.
Class Book
5 Prepare a class presentation.
6 Give your presentation to the class.
• Tell the children to look at the photograph of the boy
giving a presentation. Ask What is the presentation about?
What is the boy showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their hobbies.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Giving presentations to the class builds confidence and
develops social skills. Tell the children that, as in Ace! 5,
they will plan and deliver a presentation at the end of
each unit.
Optional activity
• Discuss the presentations with the class. What did the
children find most interesting? Ask Which hobby would
you like to try? Why?
Homework
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly and
their class on page 5 of the Class Book: Delightful drama
homework. Find out about a play. Tell them that this will be
the theme for the next unit.
• Ask the children if they can think of any famous plays
they know. Write a list on the board. What kinds of things
do they think Billy, Jilly and Milly might bring into class
next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).

Activity Book
3 Choose four activities and write sentences using
I like + –ing.
• Review the structure I like + –ing with the class. Draw a
picture that shows one of your hobbies, for example, a
guitar. Draw a smiley face next to it.
• Ask the class to help you make a sentence about what
you like doing: I like playing the guitar.
• Invite children to come to the front of the class, one at a
time and draw a picture about something they like doing.
They write a sentence to go with the picture.
• Ask the children to look at the pictures in their Activity
Books and say what they see.
• The children choose four activities that they like and write
sentences with I like + –ing.

34 Starter unit

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    ​
D e l g h t f u l d r a m a
Lesson 1   ​CB PAGE 6 and AB PAGES 4 and 103  • Tell the children that you are going to play the recording
VOCABULARY
Lesson objectives
Identify dramatic verbs
Identify different text types
Speed read a page from a drama textbook for
information
Identify different ways to use your voice
Language
Core: shout, whisper, scream, laugh, mutter, cheer, catch,
follow, hide, escape, chase, rescue
Review: play (n), textbook, stage, hard-working, poor, gold,
stone, spider
Extra: voice, exercise, argument, complain, pirate, cove,
mussel, footprint
Materials
CD1 $ tracks 06–09; Unit 1 wordcards Set 1; a watch
or timer
Warmer
• Play a game of Simon says … (see page 201) with action
verbs that the children already know (e.g. run, jump, sit
down, stand up, walk).
Lead-in
• Ask the children what they remember about the story
from the Starter unit. Ask What is the new club? What do the
children have to do? Are they ready for Brainteasers now?
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about a play.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 1•06  Look and find these text types.
• With books closed, tell the children that they are going to
hear a recording of Billy telling his mum about the things
that he has collected for his homework assignment. Play
the recording. Ask individual children to tell you what they
can about Billy’s homework.
• Ask the children to open their books. Focus attention on
pages 6 and 7 and explain that these are the different
things that Billy has collected.
4006989 Ace TB6 SP.indb 35
again. They must listen and find the text types that Billy
talks about. Explain that they do not need to read the text,
but should look for visual clues, such as layout and style.
Before playing the recording, read the text types with
the class and check that children understand what each
one means.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
• Check the answers as a class.
Transcript
Mum  What are you doing, Billy?
Billy  It’s my drama homework for Mr Murphy.
Mum  What do you have to do?
Billy  We have to find out about a play.
Mum  Oh, OK. Great. What have you found?
Billy  I’ve got a drama textbook and a part of the script for
the play we went to last month.
Mum  Oh, yes, that was an exciting story. I’ve got the play
summary somewhere.
Billy  Can I take it to school?
Mum  Of course you can. I think it’s on my desk.
ANSWERS
A  drama textbook   ​B  play summary   ​C  playscript
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 1•07
• Ask the children to look at the drama textbook and the
page from the play summary on page 6. Ask them to
match the verbs to the pictures and write the answers in
their notebooks.
• Play the recording for the children to listen and check
their answers. Check the activity as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  scream  ​2  cheer  ​3  mutter  ​4  laugh  ​5  whisper  ​
6  shout  ​7  follow  ​8  hide  ​9  chase  ​10  catch  ​
11  escape  ​12  rescue
3 Read text A. Listen and say the word.  $ 1•08
• Ask the children to look at the drama textbook page
again. Tell them that they are going to read and listen
to the text. They must listen and say the way of using
your voice.
• Play the recording, pausing after each extract for the
children to say the word.
• Check the answers with the class.
ANSWERS
1  scream  ​2  cheer  ​3  mutter  ​4  laugh  ​
5  whisper  ​6  shout
Unit 1 35
19/02/2013 10:17
 4 Read text B and look at the pictures. Answer.  2 Read and write.
• Ask the children to look at text B. Explain that sometimes
we need to find information quickly from a text, without
reading it in detail.
• Read the question with the class. Tell the children that
they have one minute to find the answer. Remind them
that they don’t need to read every word – they just need
to find the information required.
• When the minute is up, check the answers with the class.
ANSWER
7 • Check the answers with the class.
KEY COMPETENCE:   Learning to learn
The children should be aware that we read in different
ways, depending on what we want from a text. If we
want to identify a text type, we need to do very little
reading – we may not even need to read at all. We can
look for visual clues, such as layout, or look at headings
and subheadings. If we need very specific information,
we can speed read, glancing through the text until we
find the information that we need. By putting these skills
into practice, the children will become more efficient with
their reading at home and in the classroom.
5 Do the voice exercises in the textbook. Play a
guessing game in pairs.
• Focus on the drama textbook page again. Ask a volunteer
to pick an exercise and do the sound for the class
to guess.
• Ask the children to work in pairs. The children take turns to
do voice exercises for their partner to guess the word.
Optional activity
• Discuss the different ways of using your voice with the
class. Ask individual children Which voice exercises sound
good/bad? What makes you shout/scream/laugh?
• The children read and complete the definitions with the
correct verbs.
ANSWERS
1  whisper  ​2  scream  ​3  cheer  ​4  shout  ​5  chase  ​
6  rescue  ​7  hide  ​8  escape
3 Listen and write what the speakers are
doing.  $ 1•09
• Play the recording, pausing after each extract for the
children to write down what the children are doing.
Transcript
1 Billy [shouting] Pass it, Jilly! Pass it to me! To me! Pass it
to me!
2 Milly [muttering] I don’t know why I always have to do the
washing up. It’s not fair. Jilly never does it. It’s always me.
3 Jilly and Milly  [cheering] Yeah! Goal!!!!!
4 Billy [whispering] I think I know where they’re hiding. I’ll
go this way. You follow that track down there. Then we’ll
catch them.
5 Betty [scream] There’s a spider!
6 William [laughing] This is funny!
ANSWERs
1  He’s shouting.   ​2  She’s muttering.   ​
3  They’re cheering.   ​4  He’s whispering.   ​
5  She’s screaming.   ​6  He’s laughing.
4 Write about yourself.
• The children look at the list of verbs and write in
their notebooks about the times when they do the
different things.
• Go through the activity with the class. Ask some of the
children to read their descriptions aloud.

Activity Book
Bilingual dictionary
• Tell the children to find the Unit 1 section in the Bilingual
dictionary on page 103 of their Activity Books.
• Ask the children to complete the dictionary with the
translations of the dramatic verbs.

KEY COMPETENCE:   Autonomy and personal initiative

Through building a record of the key vocabulary in their
Bilingual dictionaries the children build a reference tool
that they can refer to whenever the need arises. This will
help them to approach tasks independently. Encourage
the children to keep a record of other new or difficult
words and their translations in their notebooks.

1 Write the verbs.

• The children look at the pictures and write the dramatic
verbs. Display the Unit 1 Set 1 wordcards for support while
they work.
ANSWERS
1  follow  ​2  hide  ​3  chase  ​4  catch  ​5  escape  ​
6  rescue  ​7  mutter  ​8  laugh

36 Unit 1

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 Lesson 2   ​CB PAGE 7 and AB PAGE 5  8 Which character would you like to play? Tell
STORY
Lesson objectives
Read and understand a playscript
Talk about which character you would like to play and why
Write a review of the playscript
Language
Core: Lesson 1 dramatic verbs
Review: dangerous, gold, silver, Spain, put out, play (n)
Extra: pirate, cove, footprint, cave, sensible, voice, steal,
soldier, port, lighthouse, sink (v), lighthouse keeper, mussel
Materials
CD1 $ track 10; Unit 1 wordcards Set 1
Warmer
• Play Mime! (see page 201) with the dramatic verbs from
Lesson 1. Explain that some of the mimes will be noisy!
Lead-in
• Tell the children that they are going to listen to and read
the playscript that Billy has brought in.
• Ask the children what they remember about scene 1 from
the play. Prompt with questions such as What were the
children doing on the beach? What does Maggie find?
Class Book
6 Read and listen.  $ 1•10  What different ways of
speaking can you hear?
• Elicit the different ways of speaking that the children
learnt in Lesson 1. Tell the children that you are going to
play a recording of the playscript in their Class Books. They
must read and listen, and make a note of all the different
ways that the characters speak.
• Play the recording for the children to follow, pausing if
necessary for the children to write down the different verbs.
• Check the answers with the class and then discuss the
children’s reactions to the story. Did they like the story?
What do they think will happen next?
ANSWERs
muttering, whispering (x 2), laughing (x 2), shouting,
cheering (x 2)
7 Read again and answer.
• Ask the children to read the playscript again and write
their answers to the questions in their notebooks.
• Ask the children to check their answers in pairs.
ANSWERS
1 The footprints go into a cave.
2 No, she doesn’t. She thinks that pirates hide in caves.
3 Tom wants to go into the cave because he thinks it’s an
adventure.
4 The children hide behind a big rock.
5 The pirates want to steal gold and silver from a big ship.
6 The pirates can put out the light in the lighthouse to
trick the soldiers.
4006989 Ace TB6 SP.indb 37
your partner.
• Review adjectives to describe people. Ask What is Maggie
like? Elicit a selection of adjectives and write them on the
board. Do the same with Tom and the pirates.
• Focus on the example. The children work in pairs. They tell
each other which character they would like to play and why.
• What do you think? Discuss the question as a class. Ask
them to discuss the differences between Tom and Maggie
and why they should / should not have gone into the
cave. Encourage answers from different children.
KEY COMPETENCE:   Artistic and cultural competence
When dealing with plays and stories with the class,
encourage discussion about the different characters.
Activity Book
Plot, characters and setting
1 Remember the story. Read and circle.
• The children read the sentences and choose the correct
word to complete them.
• Ask the children to check their answers by looking at the
Class Book playscript on page 7. Then check the answers.
ANSWERS
1  c  ​2  b  ​3  c  ​4  a
2 Read and write True or False.
• The children read the sentences and write True or False.
ANSWERS
1  False  ​2  True  ​3  False  ​4  False  ​5  True  ​6  True
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words next to the corresponding numbers in the table.
ANSWERS
1  found  ​2  cave  ​3  dangerous  ​4  were  ​5  so  ​
6  gold  ​7  lighthouse  ​8  catch  ​9  escape
Review
4 Complete the review.
• Read the instructions for writing a review and the writing
tip with the class.
• The children complete the review, referring back to the
instructions and the writing tip for help.
• Organize the children into pairs to compare their answers
when they have finished.
Possible ANSWERS
1  Pirates’ cove  ​2  a playscript   ​3  in the day on a beach   ​
4  Tom, Maggie, Blackbeard and the pirates   ​
5  the children are looking for mussels and find footprints
in the sand   ​6 and 7  Children’s own answers
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1, Story
worksheet. Notes and answers on CD-ROM.
Unit 1 37
19/02/2013 10:17
 Lesson 3   ​CB PAGE 8 and AB PAGES 6 and 108  • Play the recording, pausing after each sentence and
GRAMMAR
Lesson objectives
Practise using the present simple and present continuous
Talk about repeated actions and things that are
happening now
Describe a picture
Regular review: practise using adjectives with
prepositions
Language
Core: Lesson 1 dramatic verbs; present simple and
present continuous
Review: gold, silver, Spain, play (n), coins, worried
Extra: pirate, cave, soldier, port, lighthouse, footprint,
shellfish, police officers, robbers, treasure
Materials
CD1 $ tracks 10–11; Unit 1 Grammar and everyday
language poster
Warmer
• Play a game of True or false? (see page 202) with sentences
about the playscript on page 7.
Lead-in
• Ask children what else they can remember about the
playscript from Lesson 2. Prompt with questions if
necessary, e.g. Where do Maggie and Tom go? Why?
• Ask the children to open their Class Books and look at the
playscript on page 7. How well did they remember it?
Class Book
1 Read and listen to the story again on page 7.  and short answers, as well as frequency expressions.)
$ 1•10  Find and complete. Who says each sentence?
• With books open, tell the children that they are going to
hear the playscript again. They must find the sentences
and complete them in their notebooks. They write down
the name of the people who say them.
• Ask the children to read the sentences and think about
which words might go into the gaps.
• Play the recording through once for the children to
find and write the words. Allow time for the children to
complete their writing.
• Play the recording a second time for the children to write
down the names of the people.
ANSWERS
1  are (Maggie)   ​2  often (Maggie)   ​3  You’re (Tom)   ​
4  watch (Pirate 1)   ​5  There’s (Blackbeard)   ​
6  is hiding (Blackbeard)
2 Listen and say the number.  $ 1•11 Describe
the pictures.
• Focus on the pictures. Tell the children that they are going
to hear descriptions of each picture in a different order
from the way they appear on the page. They must listen
and say the number.
38 Unit 1
4006989 Ace TB6 SP.indb 38
eliciting the number of the corresponding picture.
• Ask why we use the present simple in A big ship comes to
the port every year. (It’s a repeated action.) Then ask why
we use the present continuous in It’s carrying gold and
silver from Spain. (This describes what’s happening now.)
• Point to each picture in turn and ask a volunteer to describe
it using the present simple or present continuous.
Transcript
A A big ship comes to the port every year. It’s carrying gold
and silver from Spain.
B Tom is following some footprints. Maggie never goes
into caves.
C Soldiers watch the port all the time. They’re watching the
port now.
D The children go to the beach once a week. Tom is looking
for shellfish.
E Pirates often hide in this cave. They’re talking and laughing.
F Maggie never goes into caves, but she’s hiding in a cave now.
answers
5, 2, 6, 1, 3, 4
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 1.
• Focus on the table for the present simple. Elicit affirmative
and negative sentences from the class for repeated
actions, for facts and for imperatives.
• Elicit a present simple question and affirmative and
negative answers to the question.
• Ask the class When do we use the present simple? They use the
information on the right-hand side of the poster to answer.
• Repeat the process with the table for the present
continuous. (The children can refer to the Grammar
reference page on page 108 of their Activity Books for
more information about present continuous questions
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of the
table. After each sentence, ask the class Is this a repeated
action / fact? Is it an imperative? Is this happening now?
4 Describe the posters in pairs.
• Ask the children to look at the posters. Point to each one
and ask What can you see?
• Tell the children that they are going to describe the
posters in pairs. Focus attention on the example and ask
a pair of children to read the sentences in the speech
bubbles to the class. Elicit that the first sentence describes
a repeated action and the second describes what is
happening in one particular poster.
• Divide the class into pairs. Children take turns to make
sentences. Point out that that they can use the grammar
table and the Unit 1 Grammar and everyday language
poster to help them form their sentences if they need to.
19/02/2013 10:17
 Possible ANSWERS
They do an Ace School Show every summer.
There’s sometimes music in the show.
On poster 1, the police officers are chasing the robbers.
On poster 2, they’re singing.
The summer show is sometimes a play/concert/musical.
KEY COMPETENCE:  Learning to learn
Memorizing examples of grammatical structures is a useful
practice. It provides the children with a framework that they
will be able to use to make new sentences. You might like
to encourage the children to try different methods.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 108 of their Activity Books. Explain that this reference
is here to help them when they need it.
1 Look, read and circle.
• The children look at the picture and circle the correct verb
form in each sentence.
ANSWERS
1  has  ​2  is writing   ​3  is looking   ​4  is  ​5  knows
2 Complete with the present simple or present
continuous.
• Ask the children to complete the text in the speech
bubble with the correct forms of the verbs in brackets.
Remind them that they need the present simple to make
sentences that report facts and for repeated actions and
imperatives. They use the present continuous to say what
is happening now (i.e. in the picture).
ANSWERS
1  I’m waiting   ​2  Look  ​3  is sleeping   ​4  sleeps  ​5  isn’t  ​
6  is going
3 Look and answer with full sentences.
• Ask the children to read the sentences and look at the
relevant picture. They write full sentences for the answers,
using the present simple or present continuous.
ANSWERS
1  They’re taking the treasure.   2  He’s sleeping.   description of each character, using the present simple.
3  There’s gold and silver coins in the treasure chest.   • Ask some of the pairs to tell the class about the characters
4  No, he isn’t.   5  She’s shouting.
4 Complete.
• Tell the children that they are going to review sentences
with adjectives and prepositions.
• Read through the adjectives in the box. Elicit the
prepositions that each one takes.
• Ask the children to read the sentences and complete
them with the adjectives in the box.
answers
1  good  ​2  tired  ​3  worried  ​4  scared  ​5  famous  ​
6  excited
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
Vocabulary and grammar 1. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 39
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise dramatic verbs
Review and practise the present simple and present
continuous
Language
Core: Lesson 1 dramatic verbs; present simple and
present continuous
Materials
DVD Story 1; Unit 1 Grammar and everyday language
poster, $ Teacher’s Resource CD-ROM, DVD worksheets
section, Unit 1; plain paper
Warmer
• Play a game of Jumble (see page 202) with the vocabulary
from Lesson 1.
Lead-in
• Ask individual children to tell you what they can about the
characters from the playscript in Lesson 2. First, ask Which
tense do we use to talk about people’s personalities and
appearance? (the present simple) Encourage the children
to produce this tense about the characters.
• Tell the children that in this lesson, they are going to write
their own playscript.
1 Draw four characters. Choose names and
make notes.
• Tell the children that they are going to invent four
characters for their playscript (two good ones and two bad
ones). The good characters could be children like Tom and
Maggie; the bad characters could be any kind of real-life or
imaginary villain (e.g. pirates, robbers, aliens, witches).
• Ask the children to work in pairs. Give each pair a piece
of plain paper. The children decide on their characters
and draw pictures of them. Ask them to write a brief
in their play.
2 Draw a scene from your play. Write about what’s
happening.
• Ask the children to think about what is going to happen in
their play and discuss it with their partners.
• Give each pair another piece of plain paper. Ask the
children to draw an exciting scene from their play.
• Ask the children to write about what’s happening in the
picture, using the present continuous.
• Go around the class as the children write, helping
and checking.
• Ask some of the pairs to hold up their pictures and tell the
class what’s happening in the scene.
Unit 1 39
19/02/2013 10:17
 3 Write a playscript for the scene.
• Ask the children to look at the playscript on page 7 of their
Class Books. Draw attention to the layout of the playscript,
such as the stage directions in brackets.
• Ask What tense is used in the playscript? (The present simple
is used for the speech. The present continuous is used in
the stage directions, when the action is in progress.)
• Tell the children they are going to write their own short
playscript.
• Ask the children to discuss the scene in the picture they
drew with their partners. How do they think the characters
are feeling? What are they saying?
• Ask the children to write their playscript, laying it out in
the same way as the one in their Class Books.
• Give each group a plain piece of paper to copy their
playscript out neatly. Collect in the playscripts and the
pictures from Activity 2 and display them on the wall.
KEY COMPETENCE:   Artistic and cultural competence
Creative writing tasks, such as that in Activity 3, feed the
children’s imagination and allow them the freedom to
express their thoughts. As you walk around the room, ask
the children how they came up with their ideas.
4 Watch the story on DVD.   ​DVD Story 1 
• Tell the children they are going to watch the story Pirates’
cove on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  follow  2  pirates  3  scream  4  footprints  
5  character  6  shouting  7  laugh  8  catch
• Ask the children to circle the animated words on the DVD.
• Play the Unit 1 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  follow  2  pirates  4  footprints  6  shouting   What is this text? (a play summary)
7  laugh  8  catch
5 Make the story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
40 Unit 1
4006989 Ace TB6 SP.indb 40
Lesson 4   ​CB PAGE 9 and AB PAGE 7 
READING AND WRITING
Lesson objectives
Read and understand a play summary
Identify and use words with similar meanings
Write a play summary
Learning to learn: making your writing more interesting
Language
Core: Lesson 1 dramatic verbs; present simple and
present continuous
Review: hard-working, gold, stone, poor, play (n), worried
Extra: mussel, pirate, footprint, cave, steal, valuable,
treasure, tie up, rope, plan, knot, notice (v), undo,
lighthouse keeper
Materials
Unit 1 wordcards Set 1
Warmer
• Play Bingo! (see page 201) with the Unit 1 Set 1 wordcards.
Lead-in
• Ask the children what they can remember about the
summary of scene 1 of Pirates’ cove from Lesson 1. Ask
How did the story start? What did Maggie find? What did the
children see in the sand?
Class Book
1 Read scenes 1 and 2. Remember and complete.
Read page 6 again and check.
• Ask the children to open their Class Books at page 9. Ask
• Focus their attention on scene 1. Explain that some of the
words are missing. Ask the children to complete the text
from memory, without referring back to the complete text
on page 6.
• When the children have finished writing the missing
words in their notebooks, ask them to turn back to page
6 and check their answers. Then go through the answers
with the class.
• Ask the children What happened in the next scene?
Encourage a variety of answers from individual children
around the class.
• Ask the children to read the summary of scene 2. How
much did they remember?
answers
1  sister  ​2  mother  ​3  poor  ​4  ring  ​5  expensive  ​
6  footprints
2 Order the pictures. Then read scenes 3 and 4
and check.
• Point to the pictures a–f and tell the children that they
show different stages in the next two scenes of the play
summary. Ask the children to tell you what they can see in
each one.
19/02/2013 10:17
 • Ask the children to number the pictures in their Activity Book
notebooks in the order they think they appear in the play
summary. Explain that this is a prediction task and the 1 Read the play summary. Read and circle a, b or c.
children should not read scenes 3 and 4 at the top of the • The children read the scenes of the play. They read the
page to help them. sentences about the play and circle the correct answers.
• Ask the children for their ideas. Accept their suggestions, ANSWERS
but don’t reveal the answers at this point. 1  c  ​2  b  ​3  c  ​4  a  ​5  a  ​6  b  ​7  a
• Ask the children to read scenes 3 and 4 of the text to
check their answers. They make any necessary changes. 2 Find words with similar meanings in Activity 1.
• Check the answers with the class. Write.
ANSWERS
• The children read the play summary again and find the
words with similar meanings. They write the synonyms
1  b  ​2  e  ​3  c  ​4  a  ​5  f  ​6  d
next to the words.
Optional activity answers
• Ask the pupils to work in pairs. They retell the story, 1  trap  ​2  big  ​3  afraid  ​4  worried  ​5  follows  ​
taking turns to point to the pictures in Activity 2 and 6  search for   ​7  running after   ​8  valuable
saying what happens.
3 What happens next? Write scene 3 of the play
summary in Activity 1.
3 Read scenes 1 to 4 again and find these words.
Match words with similar meanings. • Ask the children to think about what might happen next
in the play summary. They note down their ideas.
• Ask the children to look at scenes 1–4 at the top of the
page again and find the words 1–8 and a–h.
• Ask the children to write a summary of scene 3. Go around
the class as the children work, helping and checking.
• The children then match each word (1–8) to a word or
phrase with a similar meaning (a–h).
• Ask some of the children to read their summaries to
the class.
ANSWERS
1  d  ​2  h  ​3  a  ​4  b  ​5  c  ​6  g  ​7  f  ​8  e Learning to learn: Write a short paragraph using all
of Billy’s words.
4 Write the ending of the play in the correct order. • Read the writing tip with the class. Ask Why is it a good
Can you replace any of the words with another one? idea to use different words?
• Focus on the sentences. Explain that they are from the • Go through the meanings of the words in Billy’s thought
summary of the final scene of the play (scene 5). Ask the bubble. Ask the children to write a paragraph using
children to read through the sentences and number them all of the words. Warn them to be aware of any slight
in the correct order. differences in meaning.
• Ask the children to find one word in each sentence that
can be replaced with one that has a similar meaning (from
Activity 3).
• The children copy out the sentences in their notebooks,
replacing the words with those that have similar
meanings.
ANSWERS
1  b; hears / listens to   ​2  d; tell / warn   ​
3  c; look for / search for   ​4  f; see / notice   ​
5  e; run away / escape   ​6  a; expensive / valuable

KEY COMPETENCE:   Learning to learn

Children can improve their writing by using a variety of
words that have similar meanings, rather than repeating
the same one several times. Encourage the children to
use synonyms in their writing. Point out, however, that
they must be careful: some words with similar meanings
cannot always be used interchangeably. Go through the
list of words with the class to establish the words that can
be used interchangeably and the ones that have slightly
different meanings.

Unit 1 41

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 Lesson 5   ​CB PAGE 10 and AB PAGES 8 and 103  3 Listen and say the entertainer.  $ 1•13  What are
VOCABULARY AND DVD SONG
Lesson objectives
Identify performers and skills
Listen and extract information from a song
Ask and answer about which act you would like to try
Language
Core: comedian, acrobat, magician, musician, tell jokes,
do acrobatics, perform tricks, play an instrument, get on
with people, work as a team, learn new skills, practise a lot;
Lesson 1 dramatic verbs
Review: stage, audience
Extra: entertainer, autograph, trumpet, amaze, astonish,
orchestra
Materials
CD1 $ tracks 12–15; DVD Song 1; Unit 1 wordcards Set 2
Warmer
• Divide the class into two teams. Say a word from Lesson
4 for the first team to give you a word with a similar
meaning. If they answer correctly, they get one point; if
not, the other team gets a chance to guess.
• Say a word for the second team to guess, and so on.
• The team with the most points at the end of the
game wins.
Lead-in
• Tell the class that you have a secret talent (this could
be any kind of performing skill, e.g. juggling, singing,
ventriloquism, moon walking).
• Play a game of Twenty twenty (see page 202) for the class
to guess your talent – then give a demonstration!
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different children
to say what they think the lesson is going to be about.
Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat.  $ 1•12
• Establish that this lesson is about performers and
their skills.
• Tell the children that you are going to play a recording of
the words. They must listen and repeat, pointing at the
things in the pictures as they do so.
• Play the recording for the children to listen and repeat.
Transcript
1  comedian  2  acrobat  3  magician  4  musician  
​5  tell jokes   6  do acrobatics   7  perform tricks  
​8  play an instrument   9  get on with people  
​10  work as a team   11  learn new skills   12  practise a lot
42 Unit 1
4006989 Ace TB6 SP.indb 42
they doing?
• Tell the children that they are going to hear sounds of
different entertainers doing the things from Activity 1.
They must listen and identify the entertainer and say what
they are doing.
• Play the recording, pausing after each description for
children to respond. Display the Unit 1 Set 2 wordcards for
support while they listen.
Transcript
1 [a musician playing an instrument]
2 [a magician performing tricks]
3 [a comedian telling jokes]
4 [acrobats working as a team]
Optional activity
• Put Unit 1 Set 2 wordcards 1–4 on the board as column
headings. Put the rest of the wordcards on the other
side of the board. Ask the children to copy the headings
into their notebooks and write down the skills that each
entertainer needs. Point out that they can use each skill
more than once.
4 Listen to the song.  $ 1•14  Write the entertainers
in the order you hear them.    DVD Song 1 
• Tell the children that they are going listen to the song,
or, if you are using the DVD, they will listen and watch
the song video. Explain that they must write down in
their notebooks the entertainers in the order that they
hear them.
• Play the song for children to listen and note down
the entertainers.
• Play the recording a second time, if necessary.
• Check the answers with the class.
Transcript
I want to be a magician.
I’ll perform cool tricks for the crowd.
Everyone will love my magic show.
The cheers will be really loud!
Being an entertainer is fun,
Being an entertainer is great!
But you have to be ready to learn new skills
And you sometimes have to stay up late!
I want to be a comedian.
I’ll tell jokes and make everyone laugh.
And when I’m really famous on TV
I’ll give you my autograph!
Being an entertainer is fun
Being an entertainer is great!
But you have to get on with everyone
And you sometimes have to stay up late!
I want to be an acrobat.
I’ll do acrobatics on stage.
I’ll do amazing back flips.
The audience will be amazed!
Being an entertainer is fun,
Being an entertainer is great!
But you have to be ready to work as a team
And you sometimes have to stay up late!
19/02/2013 10:17
 I want to be a musician.
I’ll play an instrument in a band.
I’ll travel all around the world
With my trumpet in my hand!
Being an entertainer is fun,
Being an entertainer is great!
But you have to be ready to practise a lot
And you sometimes have to stay up late!
ANSWERS
magician, comedian, acrobat, musician
5 Listen again and choose.  $ 1•14
• Tell the children that they are going to listen to the song
again. This time they must listen and choose the correct
ending for each of sentences in their Class Books.
• Before you play the song, ask the children to read the
sentences and the list of possible endings.
• Play the recording, pausing at intervals if necessary, for the
children to choose the correct options as they hear them.
• Check the answers with the class.
ANSWERS
1  b  ​2  a  ​3  c  ​4  b  ​5  c
6 Ask and answer in pairs.
• Divide the class into pairs. Focus on the example. Ask
a pair of children to read the question and answer for
the class.
• Ask the children to think about which entertaining act
from the lesson they would like to try and why. They take
turns to ask and answer with their partner.
• Go around the class as the children ask and answer
questions. Help where necessary.
• Ask some of the children to tell the class which act they
would like to do and why.
2 Listen and complete.  $ 1•15
• Tell the children that they are going to hear two job
adverts. Play the recording, pausing where necessary, for
the children to complete the notes in the table.
Transcript
1 Wanted! We are looking for a comedian. Your job is to tell
jokes. Can you remember jokes? Are you good at getting
on with people?
2 Wanted! We are looking for a magician. Your job is to
perform tricks. Can you remember tricks? Are you good at
learning new skills?
Answers
1 tell jokes / remember jokes / get on with people
2 perform tricks / remember tricks / learn new skills
3 Complete the job advert.
• The children complete the job advert using the phrases in
the box.
answers
1  do acrobatics   ​2  do flips and jumps   ​
3  working as a team
4 Write a job advert for a musician.
• The children write an advert for a musician, using the one
from Activity 3 as a model.
Possible answer
Wanted! We are looking for a musician. Your job is to play
an instrument in our band. Can you remember songs? Are
you good at playing an instrument?

KEY COMPETENCE:   Competence in social skills and

citizenship
Communicative pairwork activities, such as that in Activity
6, encourage the development of social skills and provide
opportunities for peer correction.

Activity Book
Bilingual dictionary
• Tell the children to find the Unit 1 section in the Bilingual
dictionary on page 103 of their Activity Books.
• Ask the children to complete the dictionary with the
translations of the performers and skills.

1 Complete the song. Listen and check.  $ 1•14

• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check
their answers.
• Check the answers with the class.
ANSWERS
1  magician  ​2  tricks  ​3  new skills   ​4  comedian  ​
5  tell jokes   ​6  get on   ​7  acrobat  ​8  acrobatics  ​
9  team  ​10  musician  ​11  instrument  12  practise

Unit 1 43

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 Lesson 6   ​CB PAGE 11 and AB PAGES 9 and 109  3 Read and learn. Find examples of so and such in
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about Shakespeare’s Globe Theatre
Read and understand a text about the Globe Theatre
Practise using so and such
Make sentences with so and such
Language
Core: so and such
Review: wood, dangerous, crowded, poor, penny, play (n),
audience, wet, worried
Extra: build, notice (v), roof, firework, canon, burn down,
chemical, entertainment, uncomfortable, experience, smelly,
stinkard, cushion, ticket, comfortable
Materials
CD1 $ track 14; Unit 1 Grammar and everyday
language poster
Warmer  $ 1•14
• Tell the children that they are going to listen to the song
from last lesson again.
• Play the song, encouraging the children to sing along.
• Ask the children which entertainer they would most like
to be.
Lead-in
• With books open, draw attention to the school bus on
the top-right corner of the Class Book page. Ask if the
children can tell you anything about the Globe Theatre.
Has anyone ever visited it?
• Tell the children that the Ace School pupils are going
to visit a the Globe Theatre in this lesson, where
they will learn about Shakespeare and theatres in
Shakespeare’s time.
Class Book
1 Look at the photos. Describe what you can see.
• Ask the children to work in pairs. They describe what they
see in the pictures to each other.
• Discuss the pictures as a class. Encourage different
children to share their ideas.
2 Read and check your ideas.
• Go through the activity by checking which of the
children’s ideas were correct. Answer any questions that
the children have about the text and ask further questions
to check comprehension, e.g. Is the Globe Theatre an old
building? What were theatres like in Shakespeare’s time?
Autonomy and personal initiative
KEY COMPETENCE:   2 The play was so long. It finished at midnight.
Independent reading encourages children to interpret
texts for themselves and work out meaning through
context. Ask the children to write down any of the words
they don’t know. They try to work out their meanings
through context, without looking in a dictionary.
44 Unit 1
4006989 Ace TB6 SP.indb 44
the text.
• Focus on the grammar table. Explain that we use so and
such in two ways. Firstly, we use them to emphasize
adjectives, in a similar way to very. Draw attention to the
sentences in the first two columns and read them with
the class to demonstrate the point.
• Tell the children that we can also use so and such to
introduce a result. Read the two sentences in the second
table with the class.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to look at the text from Activity 2 again
and find more examples of sentences with so and such.
They write the sentences in their notebooks.
• Go through the activity. Ask volunteers to tell you their
sentences and write them on the board.
ANSWERS
… it took so long to build that it opened in 1997.
Four hundred years ago, the theatres were so crowded!
Plays were such a popular form of entertainment for poor
and rich people.
But it was such an uncomfortable experience!
And it was so smelly in the summer …
Grammar and everyday language poster
• Ask the children to look at the Grammar 2 section on the
Grammar and everyday language poster for Unit 1.
• Use the grammar table, explanation and example to
further clarify how and when we use so and such.
4 Read the sentences. When were they said? Write
Modern times or Shakespeare’s time.
• Ask the children to read the sentences. They decide
whether the sentences were said about theatres in
modern times or Shakespeare’s time and write their
answers in their notebooks. They can refer back to the text
for help.
ANSWERS
1  Shakespeare’s time   ​2  Modern times   ​
3  Shakespeare’s time   ​4  Shakespeare’s time   ​
5  Modern times   ​6  Shakespeare’s time
5 Say the sentences in Activity 4, adding so or such.
• Ask the children to work in pairs. They take turns to read
the sentences in Activity 4, adding so or such in the
appropriate places.
• Go around the class as the children talk and help
where necessary.
• Ask individual children to tell you how they completed
the sentences.
ANSWERS
1 Theatre tickets are so cheap! You can watch a play for
one penny.
3 The theatre is such a smelly place!
4 This is such an exciting play. They fire real canons!
5 I like this theatre. The seats are so comfortable.
6 We got so wet because it started raining during
the play.
19/02/2013 10:18
 Optional activity
• Play a game of Wrong word (see page 202) using the
school trip text about the Globe Theatre.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference page
on page 109 of their Activity Books.
• Explain that this reference is here to help them when they
need it.
1 Complete with so and such.
• The children read the sentences and complete them with
so and such.
Answers
1  such  ​2  such, that   ​3  so  ​4  so, that
2 Find, circle and correct the mistake.
• Ask the children to look at the sentences. They find the
mistake in each one, circle it and write the correct word.
Answers
1 Everyone thought that Shakespeare was so clever.
2 The audience was so enthusiastic about the plays that
they clapped for a long time.
3 Some people were so worried about a fire at the
theatre.
4 It took the actors such a long time to get ready.
3 Order and write sentences.
• The children write the words in the correct order to make
sentences about the Globe Theatre.
Answers
1 Shakespeare is such a famous writer.
2 The original Globe Theatre was so smelly.
3 The tickets were so expensive that we couldn’t go.
4 The play was so funny that I laughed a lot.
4 Make the sentences into one sentence with so or
such and that.
• Ask the children to read each pair of sentences and rewrite
them as a single sentence using so or such and that.
Answers
1 The play was so interesting that I told my friend to go.
2 We had such a good time that I went to bed very late.
3 He is such a good actor that everyone wants to see him.
4 We were so late that we missed the first part of the play.
5 The actors were so good that the audience cheered at
the end.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
Vocabulary and grammar 2. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 45
Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Identify and compare theatre performances today and in
Shakespeare’s time
Research the life of a Shakespearean actor
Write a diary entry for a Shakespearean actor
Share knowledge and learning in the form of a social task
Language
Core: wigs, make up, special effects, microphones, smoke,
flames, lighting, trap door, male actors, female actors
Review: Lesson 1 dramatic verbs
Materials
DVD cross-curricular; Unit 1 Set 1 wordcards: shout,
whisper, scream, laugh, mutter, cheer; a picture of a
performance of a Shakespeare play in a modern theatre;
a picture of a performance of a Shakespeare play in Tudor
times; internet/encyclopedias/pre-prepared fact sheets
about the life of a Shakespearean actor; plain paper;
poster paper; glue sticks
Warmer
• Put the Unit 1 Set 1 wordcards on the board. Choose a line
from the playscript in Lesson 2 (Class Book page 7) and
write it below the wordcards.
• Ask volunteers to stand up and say the line in the manner
of one of the verbs. The class responds by saying, e.g.
You’re (shouting)!
Lead-in
• Ask the children what they can remember about the
Globe Theatre. Prompt with questions if necessary, e.g. Is
the Globe Theatre new or old? Is there a roof?
• Tell the children that in today’s lesson they are going
to learn about theatre performances and actors in
Shakespeare’s time.
1 Compare the pictures in pairs.
• Hold up the pictures of the two performances so that
all the class can see them, or display them using the
interactive whiteboard. Ask Which picture shows the theatre
in modern times/Shakespeare’s time?
• Tell the children that they are going to work in pairs to
compare the photos. Give help where necessary.
2 Listen and repeat. Say Modern times,
Shakespeare’s time or Both.
• Write the following words on the board: wigs, make-up,
special effects, microphones, smoke, flames, male actors,
female actors, trap door, lighting.
• Elicit or teach the meanings. Say the words for the
children to repeat chorally and then individually.
• Ask the children to work in pairs. They take turns to say
the words. Their partner should then identify when the
people or items were seen/used in theatres.
Unit 1 45
19/02/2013 10:18
 3 Listen to your teacher. Check your answers to
Activity 2.
• Read the following information to the class:
Theatre performances were very different in Shakespeare’s
time. All of the actors were male. There weren’t any female
actors. Boys played the female characters. There weren’t
any microphones, so the actors had to speak loudly and
clearly. There wasn’t any lighting, so the plays were always
performed in the day time. There weren’t any computers, but
there were special effects. Smoke, flames and canons were
used in performances. Actors sometimes appeared through a
trap door to surprise the audience! The actors wore wigs and
make-up in performances.
• Discuss the children’s reactions to the information. How
many of their answers to Activity 2 were correct?
answers
Modern times: microphones, female actors, lighting
Shakespeare’s time: smoke, flames
Both: wigs, make-up, special effects, male actors, trap door
4 Research what life was like for an actor in
Shakespeare’s time. Make notes.
• Divide the class into small groups. Tell them that they
are going to research what life was like for actors in
Shakespeare’s time. Discuss the best ways to approach the
research (see below).
• If you have access to the internet, the children can do
their research on the computer. If not, give each group an
encyclopedia or distribute the pre-prepared fact sheets
about the life of a Shakespearean actor.
KEY COMPETENCE:  Learning to learn
The ability to research information is an important skill.
Discuss how the children are going to approach the
research task as a team. Are they going to research
information individually and compare their findings? Are
they going to assign different areas of research to different
members of the group and pool information at the end?
Remind the children how to scan effectively to find key
words and information.
5 Write a diary entry for an actor in Shakespeare’s
time.
• Tell the children that they are going to use the
information they found to write a diary entry for a
Shakespearean actor.
• Give each group a sheet of plain paper. They work
together to write a draft of the diary entry.
• Give each group some poster paper and several more
sheets of plain paper. Ask the group to copy out the
text neatly and draw pictures to illustrate the diary. The
children stick their work to the poster paper.
• Discuss the activity with the class. Ask individual children
whether they would like to be an actor in Shakespeare’s
time. Why?/Why not?
Further practice
$ DVD, Unit 1 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 1,
Cross-curricular worksheet. Notes and answers on CD-ROM.
46 Unit 1
4006989 Ace TB6 SP.indb 46
Lesson 7   ​CB PAGE 12 and AB PAGES 115 and 116 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Pronunciation: can and can’t /æ/, /ə/ and /ɑː/
Act out a dialogue
Talk about your abilities and skills
Language
Core: Lesson 5 performers and skills words; present
simple and present continuous
Review: talent show
Extra: shine, alone, group, audition, judge, fantastic, prize,
dance routine, memory
Materials
CD1 $ tracks 16–18; Unit 1 wordcards Set 2, Unit 1
Grammar and everyday language poster; scissors
Warmer
• Put the Unit 1 Set 2 wordcards on the board, with the
performers on the left and the skills on the right.
• Ask the children to write down the skills that their partner
has and then choose a job for him/her.
• The children take turns to talk about the jobs they have
chosen for each other and give their reasons why.
Lead-in
• Ask individual children about their skills, e.g. Can you
tell jokes/play an instrument? Are you good at learning
new skills?
Class Book
1 Listen and say what Billy is going to do.  $ 1•16
• With books open, ask the children to look at the picture
and describe what they see. Prompt with questions if
necessary, e.g. What are Billy, Jilly and Milly looking at? What
do you think the poster is for?
• Tell the children that they are going to hear a recording of
the children talking about the poster. They must listen and
say what Billy is going to do for the competition.
Transcript
Jilly  Look, Milly. It’s a poster for the Ace School Talent Show!
Milly  Can you dance? Can you sing? Can you tell funny jokes?
This is your chance to shine! You can perform alone or in a
group. Start practising now!
Billy  Cool! When are the auditions?
MIlly  Auditions are after school on Friday. Come and tell us your
stories! Come and show us your magic tricks! The Talent Show
is on Saturday 3rd of October. The judges are: Miss London, Mr
McMaster and Mr Murphy. Fantastic prizes!
Billy  Fantastic prizes! Cool! I’m going to practise my magic
show. I’m really good at magic tricks.
Milly  Great idea, Billy. I don’t know what I’m going to do.
Jilly  We could do something together, Milly.
Milly  Good idea. What about a dance routine?
19/02/2013 10:18
 ANSWER
Billy is going to do a magic show.
2 Listen again and complete the poster.  $ 1•16
• Focus the children’s attention on the poster at the top of
the page. Tell them that this is the poster that Billy, Jilly
and Milly are looking at in the picture.
• Tell the children that they are going to listen to the
recording again. They must complete the poster with the
missing words in their notebooks.
• Play the recording, pausing where necessary, for the
children to write the missing words.
• Check the answers with the class.
ANSWERS
1  dance  ​2  sing  ​3  tell  ​4  Friday  ​5  tricks  ​
6  Saturday  ​7  October
3 Listen and read the dialogue.  $ 1•17 Which
things can William do?
• Ask the children to look at the pictures on the right-hand
side of the page. Ask them to identify the skills.
• Tell the children that they are going to hear a dialogue
between William and Billy. They must listen and read the
dialogue to find out which things William can do.
• Play the recording all the way through. Repeat if necessary.
• Check the answers with the class.
ANSWER
William can dance and tell jokes.
4 Look, listen and repeat.  $ 1•18
• Tell the children to look at the questions, answers and
sentences in the Perfect pronunciation box. Explain that
they are all from the dialogue.
• Tell the children that they are going to hear a recording of
the way the words can and can’t are said. They must listen
and pay attention to the way the words are pronounced.
• Play the first line of the recording for the children to listen
and follow the words in their Class Books. Elicit, or explain,
that the letter a is pronounced differently in can and can’t.
Can is pronounced either as /kən/ or /kæn/ (strong form).
Can’t is pronounced /kɑːnt/.
• Play the recording a second time, pausing after each line
for the children to repeat it.
• Play the recording again for individual children to repeat.
Optional activity
• Ask the children to act out the dialogue again,
changing some of the skills for different ones they
learnt in Lesson 5.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Tell the children that they are going to practise asking and
answering questions about their abilities and skills. Ask the
children to look at the Everyday language section on the
Grammar and everyday language poster for Unit 1 and
draw attention to the language for talking about skills.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 1 fluency cards. They tick once the things they can do
and put two ticks next to the things they are good at.
• Ask a pair of children to read the example question and
answer on the Class Book page to the class.
• Ask the children to take turns to ask and answer questions
about the activities.
• Go around the class as the children practise, helping and
correcting pronunciation where necessary.
• When they have finished, ask some of the pairs to ask and
answer while the class listens.
KEY COMPETENCE:   Competence in social skills and
citizenship
Talking about skills and abilities is an important social
function. Brainstorm other skills and abilities that the
children know. Ask them to practise asking and answering
about them in pairs, using the correct pronunciation.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
Functions. Notes and answers on CD-ROM.

5 Listen to the dialogue again.  $ 1•17  Act out.

• Ask the children to read quickly through the dialogue
from Activity 3 and find the words can and can’t.
• Tell the children that they are going to listen to the
dialogue again. They must listen and pay attention to the
pronunciation of the letter a in the words can and can’t.
• Play the recording for the children to follow in their books.
• Tell the children that they are now going to act out the
dialogue in pairs.
• Walk around the room, as the children practise, helping
and correcting pronunciation where necessary.
• When they have finished, ask some of the pairs to act out
the dialogue for the rest of the class.

Unit 1 47

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 Lesson 8   ​CB PAGE 13 and AB PAGE 10  the world. James, Carla and Gao have posted about
CULTURE AND READING
Lesson objectives
Read about and become familiar with street
performances from other countries
Talk about a street performance in your own country
Understand the importance of making sure that
everyone can see a performance
Regular review: practise the use of the present
simple passive
Language
Core: present simple and present continuous
Review: Italy, Italian, China, costumes, leather, light
Extra: performance, puppet, puppeteer, wife, crocodile,
seaside, comedy, string, dragon, stick, luck, parade, mime,
shadow puppet, attach, storytelling
Materials
CD1 $ track 19; Speak up poster
Warmer
• Ask individual children around the class Do you go to the
theatre? What do you like to watch?
Lead-in
• Tell the children that in today’s lesson they are going to
learn about some traditional street performances from
around the world.
• Brainstorm a list of places aside from the theatre where
you can watch performances (e.g. concert halls, opera
houses, open-air venues, such as beaches and parks).
Class Book
1 Compare the photos in pairs.
• Ask the children to look at the photos. Ask What can you
see? (different types of street performances with puppets)
• Tell the children that they are going to work in pairs to
compare the photos. Explain that it doesn’t matter if they
can’t name any of the performances.
• Elicit one or two comparisons from the class.
• Ask the children to work in pairs. They look at the photos
and compare them in more detail, finding similarities
and differences.
• Refer the children to the Speak up poster and focus on the
Giving your opinion section. Explain that they can use the
language here to help them compare the performances.
• Go around the class, helping and checking as the
children talk.
• Ask some of the children to share their ideas with the rest
of the class.
2 Read and match the texts and photos.
• Focus on the children’s photos and the messages that
they have posted. Tell the class that Billy, Jilly and Milly
want to know about street performances from around
48 Unit 1
4006989 Ace TB6 SP.indb 48
performances from their countries on Ace! Space.
• Ask the children to read the three texts and match each of
them with a photo from Activity 1.
• Explain that they should read the texts quickly just to
find the information that will help them identify each
performance. Reassure them that they don’t need to
worry about any words they don’t know.
• Check the activity with the class.
ANSWERS
1  Gao  ​2  Carla  ​3  James
3 Read again and say UK, Italy or China.
• Tell the children that they are going to read the three texts
again more slowly and in more detail now. They must
decide whether the sentences in their Class Books are
about the UK, Italy or China.
• Before they read the text again, ask the children to read
each sentence.
• Check the answers with the class. Read the sentences for
the children to say UK, Italy or China.
ANSWERS
1  China  ​2  UK  ​3  Italy  ​4  China  ​5  Italy  ​6  UK
4 Have you seen a street performance in your
country? Make notes.
• Ask the children if they have ever seen a street
performance in their own country.
• Ask the children to write notes about the street
performance in their notebooks. If they haven’t seen a
street performance, they can use their imagination or write
about one of the street performances from Activity 2.
5 Tell your partner.
• Ask the children to work in pairs. Tell them that they are
going to tell their partner about the street performance
they have seen. Ask a volunteer to read the example in the
speech bubble to the class.
• Go around the class as the children are talking, checking
and helping where necessary.
• Ask some of the children to tell the class about the street
performance they have seen.
KEY COMPETENCE:   Artistic and cultural competence
Traditional puppet shows and performances are part
of a country’s cultural heritage. Learning about them
will give the children an insight into the customs and
folklore of different countries. Ask the children if they
know of puppet theatre or street performances in any
other countries.
Vital values
• Focus the children’s attention on the Vital values feature
and read the sentence with the class.
• Ask the class How can you help other people see the
performance? (For example, tell people where there’s a
space; sit down properly; don’t wear a hat or headgear
that will stop people from being able to see.) Accept
answers in English or the children’s own language.
19/02/2013 10:18
 Activity Book ANSWERS
Puppet moved by … sticks
1 Read the texts on Class Book page 13 again.
Make notes for the UK, Italy and China. Characters Punokawan
• Focus on the table. Tell the children that they need to read Type of performance storytelling
the texts from Activity 2 on page 13 again to complete
the missing information.
3 Complete with the present simple passive.
• Look at the first column. Ask the children to read James’
text again. Ask questions, such as What puppets does • The children complete the sentences with the present
James talk about? The children answer the questions and simple passive forms of the verbs in brackets.
complete the information in the table. ANSWERS
• Ask the children to read the other two texts and complete 1  is carried   ​2  is moved   ​3  are seen   ​4  are made
the rest of the information independently.
4 Rewrite the sentences using the present simple
• Check the answers with the class. (Because the topics are
passive.
likely to be new to the children, allow for flexibility in the
children’s answers by encouraging a variety of responses • The children read the sentences and rewrite them using
where possible.) the present simple passive.

ANSWERS answers
1 Punch and Judy shows are performed at the seaside.
Puppet hand strings sticks 2 The dragon is carried through the streets.
moved by … 3 Puppet shows are seen all over Italy.
Characters Punch Pinocchio dragon 4 Shadow puppets are used for storytelling.
and Judy
5 Make notes. Write about a puppet show in
Type of comedy singing and street parade your country.
performance dancing • The children choose a puppet show from their
own country.
2 Listen and make notes for Indonesia in • The children make notes in answer to the prompt
Activity 1.  $ 1•19 questions. They then use the notes to write a text about
• Tell the children that they are going to hear a boy called the show.
Tika talking about a performance from his country. They
must listen and complete the information for Indonesia.
• Play the recording, pausing where necessary for the
children to write the missing information.
• Play the recording a second time for the children to
complete or check their answers.
• Check the answers with the class.

Transcript
Billy  Are puppet performances popular in Indonesia, Tika?
Tika  Yes, they are! There’s a very old puppet tradition called
Wayang Kulit, or shadow puppets.
Billy  How are the puppets moved?
Tika  The puppets are cut out of paper or leather and very
thin bamboo sticks are attached. The puppeteer uses the
sticks to move the arms and legs. The puppets are moved
behind a white screen with a light behind them. The
audience sees them as shadows on the screen.
Billy  Wow! Who are your favourite characters?
Tika  I like the Punokawan.
Billy  Punokawan? How do you spell that?
Tika  P–U–N–O–K–A–W–A–N. They make me laugh!
Billy  Are Wayang Kulit performances comedies?
Tika  No, they’re not. They’re storytelling performances – lots
of different types of stories are told.

Unit 1 49

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 Lesson 9   ​CB PAGE 14 and AB PAGE 11  6 Billy thinks people who like musicals and cats will like
WRITING AND PHONICS REVIEW
Lesson objectives
Identify the functions and features of a review
Understand the use of opinion adjectives
Identify homophones
Write a review of a performance
Language
Core: present simple and present continuous
Review: play (n), costumes
Extra: musical, poet, ball (event), predictable, terrible,
highlight, plot
Materials
CD1 $ track 20; a watch or timer
Warmer
• Play Everything I know about … (see page 202) on the
topic of performances.
Lead-in
• Tell the children that they are going to read a text about a
musical. Ask what information, if any, from the last activity
they think will be included.
• Ask What’s a musical? Have you ever seen a musical? Do you
like them?
Class Book
1 Read the text. Choose.
• Tell the children that they are going to read a text
for information.
• Before the children read the text ask them to read the
questions and the list of possible answers.
• Ask the children to read the text in order to answer the
questions. Remind them that they can also use visual
clues, such as layout, to help them.
• Check the answer with the class.
ANSWERs
b, a
2 Read the text again and answer the questions.
• Tell the children that they are going to read the text again
in more detail, in order to answer some questions.
• Before the children read the text, ask them to read the six
questions in their Class Books. Check their understanding.
• Go around the class as the children read the text and
answer the questions. Help where necessary.
• Check the answers with the class.
ANSWERS
1 Billy went to the theatre in London.
2 Cats is a musical.
3 Yes, you can.
4 Billy mentions the song Memory.
5 Billy also likes the costumes and the singing and
dancing.
Cats.
• After you have gone through the answers, ask the children
to look at the opinion adjectives in the box.
• Read them with the class and check understanding.
Explain that opinion adjectives are subjective, and that we
use them to express a personal reaction to something.
Optional activity
• Ask the children to find examples of opinion adjectives
in the review.
• Ask them to copy the table into their notebooks and
add some other opinion adjectives from the review.
3 Read the text again. Write the paragraph
descriptions in the right order.
• Ask the children to read the text again and think about
what the function of each paragraph is.
• Ask the children to read the paragraph descriptions.
They write them in the correct order in their notebooks,
referring back to the text, if necessary, for help.
• Check the answers with the class.
ANSWERs
first paragraph = introduction; second paragraph =
summary of the plot; third paragraph = description of
the characters; fourth paragraph = personal opinion; fifth
paragraph = recommendation
4 Match the features with the coloured words and
phrases in Billy’s text.
• Focus on the first coloured phrase in the review. Ask the
class to read the list of features and find the correct one (2
facts about the show).
• Ask the children to read the rest of the coloured words
and phrases and match them with the features.
• Check the answers with the class. Ask the children to look
at the text again and find other examples of the features.
ANSWERS
1 I think; I’m sure
2 The music is by Andrew Lloyd Webber, and the words
are by a poet called T. S. Elliot
3 The best bit is when she sings the famous song,
Memory.
4 beautiful, amazing, funny
5 My favourite is a black cat called Magical Mr
Mistoffelees.
KEY COMPETENCE:   Learning to learn
Close analysis of a text prepares the children for writing
a text of the same type. It helps them to understand the
functions of the individual paragraphs, and recognize any
features that should be included.
Activity Book
1 Circle the homophones. Listen and check.  $ 1•20
• Focus on the pairs of words. Explain that some are
homophones and some are words that sound similar, but
are not pronounced in exactly the same way.

50 Unit 1

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 • Ask the children to read the words and circle the
homophones.
• Play the recording for the children to listen and check.
Answers
1, 4, 5, 7, 8
2 Read the review. Write True or False.  Practise integrated skills
• With books open, ask a volunteer to read the title of the
review. Ask What is the review about? (Gino’s Circus) Who
has written the review? (Becca Badspeller)
• Ask the pupils Did Becca enjoy the circus? Tell the children
that they have two minutes to read the review and find
the answer.
• When the two minutes are up, check the answer with the
class. (Yes, she did.)
• Ask the children to read the review again more closely this
time. They read the sentences and write True or False.
Answers
1  False  ​2  False  ​3  True  ​4  True
3 Complete the text.
• The children complete the text with the words in the box.
Answers
1  week  ​2  magician  ​3  funny  ​4  think  ​5  long
4 Match the descriptions with the paragraphs in
the text.
• Ask the children to skim the text again and think about
what the function of each paragraph is.
• Ask the children to read the paragraph descriptions.
They match them to the paragraphs, depending on
their function.
• Check the answers with the class.
Answers
c, b, e, d, a
5 Read the review again. Find and correct nine
spelling mistakes.
• The children read the review again and find and write
the nine spelling mistakes. They then write the correct
spellings next to each one. Elicit or explain that the
sounds of the words are the same, but that the meanings
are different, as they saw in Activity 1.
Answers
sea – see; no – know; their’s – there’s; sum – some;
pear – pair; hi – high; by – buy; knight – night;
weaks – weeks
6 Write a review of a performance you have seen.
• Ask the children to think about a performance they have
been to. They write a review of it in their notebooks using
Becca’s review from Activity 2 and Billy’s review on page
14 of their Class Books as models.
4006989 Ace TB6 SP.indb 51
Lesson 10   ​CB PAGE 15 and AB PAGES 12, 108 and 109 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Language
Core: Lesson 1 dramatic verbs; Lesson 5 performers and
skills words; present simple and present continuous; so
and such
Review: club, talent show, stage, lines, gold
Extra: trumpet, comedy, ticket, enjoy, audition, secret, goat,
amaze, pretend, rehearse
Materials
CD1 $ tracks 21–22; DVD Song 1 / DVD Story 1, Unit
1 Grammar and everyday language poster, Speak up
poster; Unit 1 wordcards Sets 1 and 2
Warmer   ​DVD Song 1 / Story 1 
• Ask the children to vote on whether they would like
to watch the Unit 1 story animation or the Unit 1 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 1.
• Play a game of Jumble (see page 202) with some of the
words from Lesson 1 and Lesson 5.
Class Book
1 Look at Billy’s week and write sentences.
• Focus attention on the school newsletter and on Billy’s
diary. Ask the children to tell you some of the things that
Billy is doing this week.
• Ask the children to look at the adverbs of frequency in
the box. Write a sentence on the board, e.g. Billy performs
magic tricks. Elicit from the class what tense we use to
talk about repeated actions (present simple). Display the
Grammar 1 section of the Unit 1 Grammar and everyday
language poster for support, if necessary.
• Point to the sentence on the board again and ask the
children to tell you where we could add never or often in
the sentence (as the second word). Ask where we could
add every day, a lot or once. (at the end of the sentence)
• Explain that the children have to look at the information
in the diary and make sentences about how often Billy
does the different things, using the word prompts and the
adverbs of frequency.
• Read the example with the class. Ask the children to look
at the diary to check that Billy hasn’t mentioned playing
football in his diary.
• Ask the children to write the rest of the sentences.
• Go around the class, helping where necessary.
Unit 1 51
19/02/2013 10:18
 • Check the answers with the class.
answers
1 Billy often performs magic tricks.
2 He practises acrobatics once a week.
3 He sometimes tells jokes.
4 He often plays an instrument.
5 He never plays football.
2 Work in pairs. Choose a day and a time.
• Divide the class into pairs. Ask one pair to read the
example dialogue to the class.
• The children work with their partners, taking turns to give
a time and say what Billy is doing.
• Go around the class as the children talk, checking and
helping where necessary.
• Say some times from the diary for individual children to
tell you what Billy is doing.
Optional activity
• Ask the children to imagine that they are practising
a skill for a school show. They write diaries similar to
Billy’s (showing free-time activities as well as practice
sessions) and then tell their partner how often they do
the different things and when they do them.
3 Listen and complete the review with so, such
or quite.  $ 1•21
• Focus the children’s attention on the Grammar 2 section
of the Unit 1 Grammar and everyday language poster.
Review so and such with adjectives using sentences in the
table and the explanation.
• Focus on the review. Tell the children that they are going
to listen to a recording of the text and that they must
complete the review with the correct words.
• Ask the children to read quickly through the text and think
about which word might go in each gap.
• Play the recording, pausing where necessary for the
children to write the words.
ANSWERS
1  so  ​2  quite  ​3  such  ​4  so  ​5  such  ​6  so
KEY COMPETENCE:   Learning to learn
Predicting likely answers to a listening activity, using
knowledge of grammar or other clues, helps the children
to focus and listen more effectively. Whenever practical,
encourage children to make predictions about a listening
extract before you play the recording.
4 Order the letters. Then say the lines.
• Ask the children Which different ways of speaking are there?
Elicit verbs from the vocabulary set in Lesson 1, displaying
the Unit 1 Set 1 wordcards as a prompt, if necessary.
• Ask the children to look at the acting test. Explain that the
stage directions are jumbled. Ask them to put the letters
in the correct order to write the verbs.
• Check the answers with the class.
• Ask the children to work in pairs. They practise saying the
lines while following the stage directions.
• Ask some of the children to say the lines for the class.
52 Unit 1
4006989 Ace TB6 SP.indb 52
ANSWERS
1  whisper  ​2  shout  ​3  mutter  ​4  cheer  ​5  laugh
Activity Book
1 Look and complete the summary of events.
• The children look at the pictures and complete the
sentences with the words from the box.
Answers
1  escapes  ​2  follows  ​3  hides  ​4  chases  ​
5  catches  ​6  cheers
2 Listen and number in order.  $ 1•22
• Ask the children to read through the list of jobs/roles.
• Tell children that they are going to hear different people
talking about what they do. They must listen and number
the people in the order that they speak.
• Play the recording, pausing where necessary, for the
children to write the numbers.
Transcript
1 I’m good at swimming and I love the sea. I like gold!
2 I can play lots of instruments and I practise a lot.
3 I like to amaze people. I know lots of tricks.
4 I can think of funny things. I like to tell jokes and I get on
with people.
5 I’m very good at acrobatics. I perform in the circus.
6 I like pretending to be other people. I work in the theatre.
Answers
1  pirate  ​2  musician  ​3  magician  ​4  comedian  ​
5  acrobat  ​6  actor
3 Find, circle and correct the mistake.
• Ask the children to look at the sentences. They find the
mistake in each one, circle it and write the correct word.
Answers
1 ‘Don’t mutter – I can’t hear you.’
2 ‘We need to be quiet,’ she whispered.
3 He laughed because she was so funny.
4 They were so scared that they screamed.
4 Read and circle.
• The children read the text and circle the correct verb
forms. Ask the children to identify the two different verb
forms and when we use them (display the Grammar 1
section of the Unit 1 Grammar and everyday language
poster, if necessary).
Answers
1  does  ​2  are doing   ​3  wants  ​4  looks  ​
5  are rehearsing   ​6  are fishing   ​7  are coming   ​8  Come  ​
9  see  ​10  are selling
5 Complete with so or such. Read and match.
• The children match the two halves of each sentence.
• They then complete the sentences with so or such.
Answers
1  so, e   ​2  so, a   ​3  such, c   ​4  such, b   ​5  so, d
19/02/2013 10:18
 Lesson 11   ​CB PAGE 15 and AB PAGE 13  Transcript
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 1
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 1
Review: dangerous, caring, generous
Extra: performance, stunt man
Materials
CD1 $ track 23; internet; encyclopedias/pre-prepared
fact sheets about famous performers
Warmer
• Play a game of What am I doing? (see page 201).
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the girl
giving a presentation. Ask What is the presentation about?
What is the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their favourite performer.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the questions.
• Focus the children’s attention on the spider diagram.
Ask What is the presentation about? Explain that using a
diagram like this is a good way to plan a presentation.
• Ask the children to read the questions and the
information in the diagram. They write the questions in
the correct places.
answers
1  What is his/her job?   ​2  How did he/she get famous?   ​
3  What does he/she do now?   ​4  What is he/she like?   ​
5  How do you watch his/her performance?
2 Listen and circle the correct answers in the
presentation plan.  $ 1•23
• Tell the children that they are going to hear the girl giving
her presentation about her favourite performer.
• Play the recording for the children to listen and circle the
correct answer from each pair of options.
4006989 Ace TB6 SP.indb 53
My favourite performer is David Blaine. He’s an American
magician and stunt man. A stunt man is a person who does
dangerous and crazy things!
David Blaine used to do magic tricks in the street. His
tricks were quite simple, but so clever! He became famous
because of his TV shows.
Now he does all kinds of crazy tricks. He stood in ice for
nearly 64 hours. He has to train a lot and he has to be
very careful.
David Blaine is very caring and generous. Every year he visits
sick children in hospital and he does tricks for them.
I’ve never seen David Blaine live. I’ve got all his DVDs and I
watch them at home. I would like to go to one of his shows.
They’re very exciting.
ANSWERS
1  magician, dangerous, crazy   ​2  street, simple, TV   ​
3  crazy, ice, careful   ​4  generous, hospital, does tricks   ​
5  I haven’t
3 Plan your presentation. Use the questions in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their
favourite performer by using the questions from Activity 1.
• Ask the children to research the answers to the questions.
If there is classroom access to the internet, they can do
this on the computer. If not, make encyclopedias available,
or provide the children with fact sheets. Go around the
class as the children work, helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to work in pairs. They look back at the
work they have done in the unit and tell each other about
what they think they have done well.
• Ask the children to read the statements in the self-
evaluation task and tick the ones that apply to them. They
then complete the lines at the bottom.
KEY COMPETENCE:  Learning to learn
Self-evaluation tasks encourage the children to focus on
their efforts: they discover their strengths and which areas
need improvement.
Homework
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly and
their class on page 15 of the Class Book: Global geography
homework. Find out about forms of transport. Tell them that
this will be the theme for the next unit.
• Ask the children what they can tell you about forms of
transport. What kinds of things do they think Billy, Jilly and
Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 1 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 1 Test.
Notes and answers on CD-ROM.
Unit 1 53
19/02/2013 10:18
     Glo b a l g e o g r a p h y
Lesson 1   ​CB PAGE 16 and AB PAGES 14 and 104  Transcript
VOCABULARY
Lesson objectives
Identify things associated with travel and transport
Identify different text types
Find information in a pie chart
Talk about travel and transport
Language
Core: motorway, canal, railway, tunnel, port, airport, coach,
ferry, speed limit, traffic jam, roadworks, road sign
Review: France, French, Spain
Extra: parent, elephant, camel, pie chart, luggage, rush
hour, scooter, enjoy, dolphin
Materials
CD1 $ tracks 24–27; Unit 2 wordcards Set 1; a watch
or timer
Warmer
• On the board, brainstorm all the different types of
transport that the children know. Ask How do you usually
travel? How do you travel when you go on holiday?
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about forms of transport.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Milly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 1•24  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Milly’s homework.
• Ask the children to open their Class Books and look at the
things Milly has brought in.
• Tell the children that you are going to play the recording
again and that they must listen and find the text types
that Milly talks about. Remind them that they should look
at the texts and use visual clues, such as layout, to help
them, rather than reading. Before playing the recording,
read the text types with the class and check that the
children understand what each one means.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
• Check the answers as a class.
54 Unit 2
4006989 Ace TB6 SP.indb 54
Mum  What are you doing, Milly?
Milly  I’m doing my geography homework.
Mum  Oh, OK. What do you have to do?
Milly  We have to find out about different forms of transport.
Mum  That’s interesting. What have you got?
Milly  I’ve got a pie chart about how my class travelled on
their summer holiday. I’ve also got a diary about a boy who
is moving house.
Mum  Well, look, here’s a blog about a family travelling
around the world for a year. It looks really interesting!
Milly  Oh, thanks Mum.
ANSWERS
A  pie chart   ​B  blog  ​C  diary
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 1•25
• Ask the children to look at the pictures around the pie
chart and the blog. They match the words to the pictures
and write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  railway  ​2  canal  ​3  tunnel  ​4  airport  ​5  port  ​6  ferry  ​
7  motorway  ​8  coach  ​9  road sign   ​10  roadworks  ​
11  speed limit   ​12  traffic jam
3 Look at text A. Listen and say the missing
word.  $ 1•26
• Ask the children to look at the pie chart again. Tell them
that they are going to hear some sentences about the
information. They must listen and say the missing word.
• Play the recording, pausing after each sentence for the
children to say the word.
Transcript
1  Nine pupils went on holiday by coach and car. They drove
on roads and …
2  Four pupils went on holiday by train. Trains don’t use roads
or motorways. They use a …
3  Two pupils went on holiday by sea. They took a ferry
from the …
4  Four pupils went on holiday by air. They caught an
aeroplane at the…
5  One pupil went on holiday on the waterways. They hired a
boat on a …
6  To go on holiday by road, you can travel in a car or with
other people on a …
7  To go on holiday by sea, you can cross the sea in a …
ANSWERS
1  motorways  ​2  railway  ​3  port  ​4  airport  ​5  canal  ​
6  coach  ​7  ferry
19/02/2013 10:18
 KEY COMPETENCE:  Learning to learn
It’s important that the children understand why we use
charts and graphs to show information and how we read
information from them. Ask the class What does the pie
chart show us? Why is it useful to show the information like
this? Use the pie chart to elicit information about how the
children travelled on their summer holidays.
Optional activity
• Ask the children to work in pairs. They take turns to
make sentences about how the children from Class 6A
travelled using the information in the pie chart.
4 Read text B and answer.  enjoyed her holiday when she got there.
• Ask the children to look at text B.
• Read the questions with the class. Tell the children that
they have one minute to find the answers. Remind them
that this is a speed reading task and that they don’t
need to read every word – they just need to find the
information required.
• When the minute is up, check the answers with the class.
ANSWERS
1 He’s travelling around the world for a year with his
parents.
2 He arrived in Vietnam by ferry.
3 He says that the traffic is crazy. There are lots of people
on bikes and scooters.
5 Make sentences using the words in Activity 2.
• Focus on the words in Activity 2. Ask individual children
questions, e.g. How often do you travel on motorways? Have
you ever been in a bad traffic jam?
• Ask the children to work in pairs. They take turns to
choose a word from Activity 2 and make a sentence
about it.
3 Listen and write.  $ 1•27
• Tell the children that they are going to hear Milly talking
about how her friends travelled on holiday.
• Play the recording, pausing where necessary, for the
children to write the answers.
Transcript
My friends and I are just back from our summer holidays. We
all had a great time. Let me tell you what everyone did.
William was on holiday in France. He travelled by train – the
train went through a tunnel under the sea! He says that the
French railways are really fast!
Betty went to Wales by coach. Her coach wasn’t fast – it got
stuck in roadworks on the motorway for three hours! But she
No traffic jams for Ben. He took a very long trip on a ferry to
Spain. It took 24 hours, but it was very exciting because he
saw dolphins in the sea.
And my holiday was actually on a boat! My family and I had a
canal holiday in Norfolk. We drove there on the motorway –
it didn’t take long. It was a great holiday. I’d like to do it again
next year.
ANSWERs
a  Milly  b  Betty  ​c  William  ​d  Ben
4 Choose three different ways you have travelled
on holiday. Write sentences.
• The children think of three ways that they have travelled
on holiday and write sentences about them.

Activity Book
Bilingual dictionary
• Tell the children to turn to page 104 of their Activity
Books and write the translations for the travel and
transport words.

1 Write the transport words.

• The children look at the picture and write the transport
words. Display the Unit 2 Set 1 wordcards for support
while they work.
ANSWERS
1  coach  2  speed limit   3  tunnel  4  traffic jam  
5  motorway  6  roadworks  7  road sign

2 Complete.
• The children complete the definitions with the correct
transport words.
ANSWERS
1  airport  ​2  canal  ​3  railway  ​4  ferry  ​5  port  ​
6  motorway  ​7  coach  ​8  road sign

Unit 2 55

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 Lesson 2   ​CB PAGE 17 and AB PAGE 15  8 Read from the diary. Play a guessing game
STORY
Lesson objectives
Read and understand a story in the form of a diary
Play a guessing game about the diary
Write a review of the diary story
Language
Core: Lesson 1 travel and transport words
Extra: move house, imagine, build, pollution, strange,
expect, enjoy, phone, pretend, avoid, plate, glass, breakable,
offer, suggest, promise, journey
Materials
CD1 $ track 28; Unit 2 wordcards Set 1
Warmer
• Play The definitions game (see page 202) with the Unit 2
Set 1 wordcards.
Lead-in
• Explain or elicit the meaning of the phrase move house.
Ask individual children Have you have ever moved house?
Where did you move from/to? How did you feel?
Class Book
6 Read and listen.  $ 1•28  Choose the best title for
Jake’s diary.
• With books open, tell the children that they are going
to hear and read the story for the first time. They must
choose the best title. Read the possibilities with the class.
• Play the recording for the children to follow the story in
their books.
• Check the answers with the class, asking the children to
describe why they think that is the best title. Then discuss
the children’s reactions to the story. Explain that the diary
was written by an American boy.
answer
The best surprise
7 Read again and answer Right, Wrong or Doesn’t say.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
• Check the answers with the class.
ANSWERS
1  Wrong  ​2  Doesn’t say   ​3  Right  ​4  Doesn’t say   ​
5  Wrong  ​6  Wrong  ​7  Wrong
Autonomy and personal initiative
KEY COMPETENCE:  
Independent reading encourages children to interpret
texts for themselves and work out meaning through
context. When the children have finished Activity 6, ask
them to write down any of the words they don’t know.
They try to work out their meanings through context,
without looking in a dictionary. Discuss the children’s
ideas with the class, giving correct definitions of the words
if necessary.
56 Unit 2
4006989 Ace TB6 SP.indb 56
in pairs.
• Tell the children that they are going to play a guessing
game in pairs, using the information in the diary.
• Focus on the example dialogue and ask a pair of children
to read it to the class.
• Ask the children to work in pairs. They take turns
pretending to be Jake. They choose a date in secret from
the diary and make a sentence about what is happening.
Their partner says the date.
• What do you think? Discuss the question as a class. Ask
them how they would feel about moving house like Jake’s
family. Encourage answers from different children.
Activity Book
Plot, characters and setting
1 Remember the story. Read and circle.
• The children read the sentences and circle the correct
words from memory.
• Ask the children to check their answers by looking at the
Class Book diary story on page 17. Then check the answers
as a class.
ANSWERS
1  motorway  ​2  was  ​3  go over   ​4  move  ​
5  helped  ​6  sea
2 Read and match.
• The children read the sentences about how Jake feels and
match them with the correct answers.
ANSWERS
1  c  ​2  d  ​3  a  ​4  b
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  When  ​2  to  ​3  house  ​4  to  ​5  tunnel  ​6  boxes  ​
7  night  ​8  truck  ​9  sea
Review
4 Complete the review.
• The children complete the review and rate the story.
Possible ANSWERS
1  The best surprise   ​2  a diary   ​3  in the United
States in June and July   ​4  Jake and his parents   ​
5  Jake’s Dad tells him they are going to move house   ​
6  Children’s own answers   ​7  Children’s own answers
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Story
worksheet. Notes and answers on CD-ROM.
19/02/2013 10:18
 Lesson 3   ​CB PAGE 18 and AB PAGES 16 and 109  Grammar and everyday language poster
GRAMMAR
Lesson objectives
Practise using different verb patterns
Make sentences using the infinitive with to or the gerund
Tell a story using prompts
Regular review: practise verb patterns with specific verbs
Language
Core: Lesson 1 travel and transport words; verb patterns
Review: canoeing
Extra: imagine, offer, avoid, enjoy, suggest, expect, journey,
pretend, parent, promise, table tennis
Materials
CD01 $ tracks 28–29; Unit 2 wordcards Set 1; Unit 2
Grammar and everyday language poster
Warmer
• Play a game of Missing card (see page 201) with the Unit 2
Set 1 wordcards.
Lead-in
• Ask the children what they can remember about the diary
story from Lesson 2. Prompt with questions if necessary.
• Ask the children to open their Class Books and look at the
story on page 17 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page
17.  $ 1•28 Match.
• With books open, tell the children that they are going to
hear the diary story again. As they listen, they match the
two halves of the sentences.
• Play the recording, more than once if necessary.
ANSWERS
1  c  ​2  a  ​3  d  ​4  b
2 Listen and say the number.  $ 1•29 Describe
the pictures.
• Focus on the pictures. Tell the children that they are going
to hear a sentence about each picture. They must listen
and say the number.
• Play the recording, pausing after each sentence for a
different child to say the number.
• Ask the children to work in pairs. They take turns to point
to the pictures and say the sentences to each other, using
the verbs in the box.
Transcript
A Jake expected to see the new house.
B Jake offered to help with the packing.
C Mum suggested going out for an ice cream.
D On the journey, they avoided going through the tunnel.
E Jake enjoyed looking out at the new view.
answers
5, 1, 4, 2, 3
4006989 Ace TB6 SP.indb 57
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 2.
• Read the explanations on the poster with the class.
Explain that some verbs take the infinitive with to and
others take the gerund (the –ing form of the verb). Tell the
children that there isn’t a rule for this; they just have to
learn the patterns.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
Learning to learn
KEY COMPETENCE:  
Grammatical structures that do not follow a rule can be
disconcerting for learners of English. Learners often feel
more in control if they have something they can refer to
to help them judge what is correct. To help the children
with this, put the verbs from the lesson on the board and
ask the children to make two lists in their notebooks: one
for verbs that take the infinitive with to and the other for
verbs that take the gerund.
This activity has two purposes: firstly, the act of organizing
and writing the verbs will help the children to remember
them and secondly, the table will provide a reference tool
that the children can add to as they encounter more of
these verbs.
4 Anya moved from Australia to the UK last year.
Look and tell her story in pairs.
• Focus on the picture. Ask What is Anya’s presentation about?
• Ask the children to look at the example. Elicit whether
suggested is followed by the infinitive + to or the gerund.
Ask them to find the verb in the grammar table.
• Ask the children to work in pairs. They make sentences
using the word prompts and the infinitive + to or gerund
form of the verbs.
ANSWERS
1  Anya’s parents suggested moving to the UK.
2  They agreed to stay for a year.
3  Anya and her brother needed to change schools.
4  She pretended to be excited about it.
5  She couldn’t imagine leaving all her friends.
6  They promised to write lots of emails.
7  They suggested checking out the new school.
8  I enjoyed reading the Ace School website.
9  Suddenly, I didn’t mind moving house so much!
10  Now I really enjoy living in the UK.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 109 of their Activity Books, and remind them that it
is here to help them when they need it.
Unit 2 57
19/02/2013 10:18
 1 Read and circle.
• The children read the sentences and circle the correct
verb forms.
Answers
1  to explain   ​2  going  ​3  to go   ​4  to take   ​
5  going  ​6  driving
2 Make sentences. Use the infinitive with to or the
−ing form.
• The children write sentences by choosing the correct verb
form (infinitive with to or the gerund).
Answers
1 Jake enjoys living in the new place.
2 They avoided going through the tunnel.
3 She offered to buy an ice cream.
4 He was pretending to do his homework.
5 Can you imagine moving a whole house?
6 He enjoys looking at the sea.
3 Look, read and write sentences. Use the infinitive
with to or the −ing form.
• The children look at the pictures and write sentences
using the word prompts.
Answers
1 He suggested going canoeing.
2 She offered to play table tennis.
3 She promised to do her homework.
​4 They agreed to make a cake.
4 Complete.
• The children complete the sentences using the verbs in
the box.
Answers
1  asked, to meet   ​2  told, to do   ​3  helped, to find   ​
4  invited, to come
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
Vocabulary and grammar 1. Notes and answers on CD-ROM.
58 Unit 2
4006989 Ace TB6 SP.indb 58
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise travel and transport vocabulary
Review and practise verb patterns
Language
Core: Lesson 1 travel and transport words; verb patterns
Materials
DVD Story 2; Unit 2 Grammar and everyday language
poster; $ Teacher’s Resource CD-ROM, DVD
worksheets section, Unit 2; a selection of postcards from
different countries
Warmer
• Play a game of A long sentence (see page 202) with the
travel and transport words from Lesson 1.
Lead-in
• Discuss holidays with the class. Ask individual children
Where did you go for your last holiday? What did you do there?
1 Talk about the postcards. What are the
places like?
• Divide the class into groups. Give each group two or three
of the postcards.
• Ask the children to discuss the postcards with their
groups. What can they see in the picture? What kind
of place is the postcard from – is it hot, cold, crowded,
deserted, etc.?
• Ask the children from each group to hold up their
postcards one at a time and tell the class about them.
Optional activity
• As a class, brainstorm a list of adjectives that could
describe the different places. Write a list on the board.
2 Choose a holiday. Make notes.
• Ask the children to imagine they went on one of the
holidays on the postcards. The holiday could be from a
postcard that they talked about or one that was presented
by another group. Ask them to think of some of the things
that they might have done on the holiday.
• Ask the children to work alone to make notes about the
things they did on holiday.
3 Write a postcard.
• Tell the children that they are going to use their notes to
write a postcard from the holiday resort.
• Ask the children how they begin and end a postcard.
• On the board, write the following phrases:
Today we visited … I expected …
Yesterday I … Mum suggested …
I enjoyed …
We avoided …
The weather was … I didn’t mind …
19/02/2013 10:18
 • Ask for some suggestions from the children of how the
sentences could be completed.
• Draw an image of a postcard on the board for the children
to copy into their notebooks. Ask the children to work
alone to write their postcards. They use some of the
phrases on the board to complete their notes.
• Go around the class as the children work, helping
where necessary.
KEY COMPETENCE:   Autonomy and personal initiative
Independent writing tasks, such that in Activity 3,
encourage children to think for themselves and prepares
them for writing tasks in exams. To get the best out of the
children, discuss the activity beforehand and make sure
that they know what is required of them.
4 Tell your partner about your holiday.
• Ask the children to work in pairs. They take turns to tell
each other about their holidays using the information on
their postcard.
• Ask some of the children to tell the class about
their holiday.
5 Watch the story on DVD.   ​DVD Story 2  • Play a game of Missing card (see page 201) with the Unit 2
• Tell the children they are going to watch the story The best
surprise on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  railway  2  motorway  3  pollution  4  road   from Lesson 2. Prompt with questions if necessary.
5  tunnel  6  port  7  truck  8  traffic jams
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 2 story clip on the DVD. Play the clip again
for the children to check their answers.
answers
2  motorway  3  pollution  4  road  5  tunnel  7  truck  
8  traffic jams
6 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM  $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
4006989 Ace TB6 SP.indb 59
Lesson 4   ​CB PAGE 19 and AB PAGE 17 
READING AND WRITING
Lesson objectives
Read and understand a blog
Write sentences with make + adjective
Write a travel blog
Learning to learn: learning words in grammar families
Language
Core: Lesson 1 travel and transport words; verb patterns
Review: noisy, dangerous
Extra: camel, journey, rush hour, scooter, food stall, storm,
sick, pollution, ill, nervous, bicycle taxi, enjoy, eat out, sushi,
raw, delicious, fugu, poisonous
Materials
CD1 $ track 30; Unit 2 wordcards Set 1; Unit 2 Grammar
and everyday language poster
Warmer
Set 1 wordcards.
Lead-in
• Ask the children what they can remember about the diary
• Ask the children to open their Class Books and look at the
diary on page 17 again. How well did they remember it?
Class Book
1 Read part 1. Remember and complete. Read
page 16 again and check.
• Ask the children to look at Ben’s blog and complete part 1
from memory.
• The children look at the blog on page 16 to check their
answers. Then go through the answers with the class.
answers
1  adventure  ​2  transport  ​3  ferry  ​4  port  ​5  taxi  ​
6  traffic  ​7  bikes
2 Read part 2. Which pictures match the text?
• Focus attention on part 2. Tell the children that it describes
the other things that Ben did and saw in Vietnam on the
same day. Then ask the children to look at the pictures
and describe what they see. Ask the children to read the
text and choose the pictures that match it.
ANSWER
2, 3, 5, 6
3 Read part 2 again. Write sentences with make
about things in Activity 2.
• Focus on the example. Ask the class How did the smell of
the food stall make Ben feel? Elicit It made him feel hungry.
Ask Which picture does this sentence go with? (picture 2)
• Ask the children to look at the other pictures they chose
in Activity 2 and write sentences about them with make,
using the word prompts.
Unit 2 59
19/02/2013 10:18
 possible ANSWERS
The smell made him hungry. The storm made Dad sick.
An’s job makes him tired. An’s job will make him rich. The
pollution will make them ill.
4 Write sentences about you. Give reasons.
• Ask the children to read the questions and write answers
in their notebooks about themselves.
Activity Book
1 Read. Look and write how the things made
them feel.
• The children read Casey’s blog and look at the pictures.
They write sentences about how the different things
made the family feel.
Answers
1  It made the family tired.   ​2  They made Casey nervous.  ​
3  It made Casey’s dad angry.   ​4  It made Casey’s mum
very happy.
2 Listen and match.  $ 1•30
• Play the recording. Pause where necessary for the children
to match the two halves of each sentence.
Transcript
Tokyo is a huge city and a really exciting place to visit. Around
13 million people live there, which makes it very busy and
very noisy. There’s so much to see and do. We went to the
National Museum to see paintings by the Japanese artist
Hokusai. It made me keen on Japanese art.
I also really enjoyed eating out in Japan. Japanese restaurants
often have pictures of the food outside. Looking at the
pictures made me feel hungry! I tried sushi – that’s raw fish
and rice. It looks very pretty and it tastes delicious. And my
dad tried fugu! Have you heard of that? It’s a kind of fish. Parts
of it are poisonous, which makes it very dangerous. If it isn’t
prepared correctly, it can make you very sick. It can even kill
you! My dad was OK – but eating fugu did make him nervous!
Answers
1  c  ​2  e  ​3  d  ​4  b  ​5  a
3 Remember or imagine a holiday. Write a
travel blog.
• The children think of an exciting holiday they have been
on. They write a travel blog using Casey’s blog as a model.
Learning to learn: Find these words on Class
Book page 19. Write them in three lists: Nouns,
Verbs, Adjectives.
• The children read the blog on page 19 of their Class Books
again and find the words. They write three lists headed
Nouns, Verbs and Adjectives and write each word in the
correct list.
Answers
Nouns: journey, tour, luggage, blog, railway station
Verbs: travelling, rides, pays
Adjectives: nervous, crazy, hungry, huge, ill
KEY COMPETENCE:  Learning to learn
Organizing vocabulary helps the children to remember
words and think about their function within a sentence.
60 Unit 2
4006989 Ace TB6 SP.indb 60
Lesson 5   ​CB PAGE 20 and AB PAGES 18 and 104 
VOCABULARY AND DVD SONG
Lesson objectives
Identify things related to air travel
Listen and extract information from a song
Ask and answer about travel information
Language
Core: check-in, passport, ticket, luggage, security, hand
luggage, queue, gate, boarding, seat belt, take-off, landing
Review: weather, India, get on, dangerous
Extra: suitcase, fasten, ridiculous, official, identification,
passenger, flight attendant, reservation, impatient, stow,
bored, pilot, enjoy
Materials
CD1 $ tracks 31–34; DVD Song 2; Unit 2 wordcards Set 2
Warmer
• Write the following words and phrases on the board: the
smell of bread in the oven; travelling by plane; traffic jams;
getting a party invitation; planning a holiday; doing jobs
at home.
• Point to each one and ask individual children, e.g. How
does the smell of bread make you feel? Encourage answers
such as It makes me feel …
Lead-in
• Ask the children what they remember about Ben’s blog.
Brainstorm the different kinds of transport that Ben talked
about. Ask Which kind of transport would you most like to
try? Why?
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
this stage.
2 Listen and repeat.  $ 1•31
• Establish that this lesson is about air travel.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the things in the pictures
as they do so.
Transcript
1  check-in  ​2  luggage  ​3  passport  ​4  ticket  ​5  security  ​
6  hand luggage   ​7  gate  ​8  boarding  ​9  queue  ​
10  seat belt   ​11  take-off  ​12  landing
3 Listen and answer the questions.  $ 1•32
• Tell the children that they are going to hear five scenes
from an airport. They must listen and answer the question
at the end of each one.
19/02/2013 10:18
 • Play the recording, pausing after each question for the
children to answer. Display the Unit 2 Set 2 wordcards for
support while they listen.
Transcript
1 Woman  Good morning. Can I see your passport and ticket,
please?
Man  Here you are.
Woman  How much luggage have you got?
Man  I’ve got these two suitcases.
Narrator  Is the man at check-in or at security?
2 Woman  Good afternoon, ladies and gentlemen. We will
soon be arriving in London. The weather in London is
sunny and warm this afternoon. I hope you have a nice
time. Please fasten your seat belts. We will be arriving in
10 minutes.
Narrator  Is the plane boarding or landing?
3 Man  This is ridiculous! I’m going to India for three months!
I need a lot of clothes and other stuff. I can’t live for three
months with just one bag full of clothes. I want to take
more than 20 kg with me.
Narrator  Why is the man angry?
4 Man  Are you sure you don’t have it? Have you looked in
your hand luggage?
Woman  Yes! Yes! I’ve already looked in my hand luggage!
I’ve looked everywhere!
Man  Well, I’m afraid you can’t fly without it. You must have
an official form of identification.
Narrator  What is the woman looking for?
5 Man  Good morning. Passengers for flight AC691 to Rio de
Janeiro please come to Gate 36.
Narrator  Is the plane ready for take-off or boarding?
answers
1  He’s at check-in.   ​2  It’s landing.   ​3  Because he can’t
take more than 20 kilograms of luggage.   ​4  Her passport.  ​
5  It’s ready for boarding.
Optional activity
• Put the Unit 2 Set 2 wordcards on the board and ask the
children to copy the words into their notebooks. They
listen to the recording again and tick the vocabulary
items as they hear them.
4 Listen to the song.  $ 1•33  How is the singer
feeling?    DVD Song 2 
• Ask the children to read the list of possible ways that the
singer might be feeling.
• Play the audio or DVD version of the song for the children
to listen and choose the correct description.
Transcript
I’ve got my passport and my ticket,
My reservation’s here.
I’ve packed up all my luggage
And I can’t wait to leave!
On holiday, on holiday, I’m flying off on holiday!
On holiday, on holiday, it’s the best time of the year!
Here I am at check-in.
I’ve joined the shortest queue,
But it’s making me impatient
Because I can’t wait to go!
On holiday, on holiday …
4006989 Ace TB6 SP.indb 61
I’ve made it through security,
I’m waiting at the gate.
I wish they would start boarding.
I hope my flight’s not late!
On holiday, on holiday …
I’m fastening my seat belt,
My hand luggage is stowed.
The pilot’s ready for take-off.
Let’s go! Let’s go! Let’s go!
On holiday, on holiday …
ANSWER
2
5 Listen again and order.  $ 1•33
• Tell the children that you are going to play the song
again. They must listen and put the sentences in the
correct order.
• Play the song, pausing if necessary, for the children to
number the sentences in their notebooks.
ANSWERs
1  g  ​2  b  ​3  h  ​4  c  ​5  e  ​6  a  ​7  f  ​8  d
6 Have you ever travelled by plane? Write. Talk
in pairs.
• Ask a pair of children to read the model dialogue to
the class.
• Ask the children to think about the last time they travelled
by plane and write about it. If they have never travelled by
plane, they can write about the last time they travelled by
boat, train, coach or any other kind of holiday transport.
• Ask the children to work in pairs. They take turns to read
what they have written to each other.
• Ask some of the children to read what they have written
to the class.
KEY COMPETENCE:   Autonomy and personal initiative
Writing and speaking about personal experience, as in
Activity 6, develops the children’s skills in independent
learning and expression. At this level, the children should
be able to approach tasks like the one above with the
minimum amount of support.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 104 of their Activity Books
and write the translations for the air travel words.
1 Complete the song. Listen and check.  $ 1•33
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  passport  ​2  ticket  ​3  luggage  ​4  check-in  ​5  queue  ​
6  security  ​7  gate  ​8  boarding  ​9  seat belt   ​10  hand
luggage  ​11  take-off
2 Listen and number in order.  $ 1•34
• Play the recording, pausing after each section for the
children to number the corresponding picture.
Unit 2 61
19/02/2013 10:18
 Transcript
1 Man  Can I see your passport, please?
Boy  Here you are.
Man  Thank you. Put your hand luggage on here, please.
We need to check that there’s nothing dangerous in it.
2 Woman  Flight two-three-seven to London is now
boarding at gate seventeen. Please join the queue.
Woman  Can I see your passport, please? Thank you. Enjoy
your flight.
3 Woman  Good morning. Ticket and passport, please. Do
you have any luggage to check in?
Boy  Yes, please – just this bag.
Woman  That’s fine. Your flight will board at gate seventeen.
Boy  Thank you.
4 Man  Ladies and gentlemen, we’re ready for take-off.
Please make sure that you’ve put your hand luggage
away. Then fasten your seat belt.
answers
a  3  ​b  1  ​c  2  ​d  4
3 Read and circle. Write the matching word.
• The children read the sentences and circle the correct
word in each pair of options.
• The children then look at the words in the box and write
the name of the correct place for each sentence.
ANSWERS
1  luggage / check-in   ​2  queue, hand luggage / security   ​
3  board / gate   ​4  hand luggage, seat belt / take-off
4 Imagine you’ re the boy in Activity 2. Write about
what you did at the airport.
• The children pretend they are the boy in the Activity 2
pictures. They write sentences about what they did at
the airport.
62 Unit 2
4006989 Ace TB6 SP.indb 62
Lesson 6   ​CB PAGE 21 and AB PAGES 19 and 109 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about the Channel Tunnel
Read and understand a text about the Channel Tunnel
Practise using the present perfect and past simple
Talk about important stages in the making of the
Channel Tunnel
Language
Core: present perfect and past simple; Lesson 1 travel
and transport words
Review: France, Italy, Spain, work as a team
Extra: lorry, terminal, enormous, shake hands, crossing,
rough (weather), emergency services, organize, safety test,
pretend, suggest, build
Materials
CD1 $ track 33; Unit 2 Grammar and everyday
language poster
Warmer  $ 1•33
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Tell the children that they are going to read about a way
to travel from Europe to the UK. Invite predictions about
what it might be.
Class Book
1 Look at the photos. What kind of transport can
you see?
• Ask the children to look at the photos and say what kind
of transport they can see. Did any of them predict the
transport correctly?
• Ask the children to work in pairs. They take turns to
point to a photo and describe what is happening to
their partners.
• Discuss the photos as a class. Encourage different children
to share their ideas.
2 Read and match the paragraphs and photos.
• Tell the children that they are going to read about the
Channel Tunnel. They must match the paragraphs to the
photos in Activity 1.
• Go around the class as the children read, helping
where necessary.
answers
1  d  ​2  b  ​3  c  ​4  e  ​5  a
3 Read and learn. Find examples of the present
perfect and past simple in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
2. Use the examples and explanations to show how and
when we use the present perfect and the past simple.
19/02/2013 10:18
 • Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of the present perfect and the past simple.
ANSWERS
They’ve come from … ; They haven’t travelled … ; They’ve
travelled …
They started … ; It was … ; 13,000 people worked … ; Two
teams worked … ; They used … ; The two teams raced …
The first of December 1990 was … ; The two tunnels
joined up!; … the tunnel wasn’t finished … ; The workers
had to make … ; The tunnel opened …
… the Channel Tunnel has made it much quicker.
The tunnel has made … ; … millions of tonnes of goods
have travelled …
4 Read the text again and answer.
• Tell the children that they are going to read the text about
the Channel Tunnel again to answer some questions.
• Ask the children to read the questions in their books.
• The children read the text again and write their answers to
the questions in their notebooks.
ANSWERS
1 They’ve come from France, Holland, Italy, Spain and
other European countries.
2 They came through the Channel Tunnel.
3 13,000 people worked on the tunnel.
4 It took six years to finish the tunnel.
5 It takes half an hour to go through the tunnel.
KEY COMPETENCE:   Learning to learn
In Activity 4, the children read for specific information;
this involves reading more slowly and in detail. Ask the
children what techniques they can use to make this
most effective (e.g. read the sentences first so that they
know what information to find; think about what form
the information may take (figures, dates, phrases); read
carefully to be sure they understand).
5 Find the words and dates in the text. Why are
they important? Make notes.
• Ask the children to find the words and dates in the
box which are used in the text. They write notes about
why each one is important. They should include any
supporting facts that they think are significant.
answers
1994: the Channel Tunnel opened; quicker: the tunnel
has made crossing the Channel quicker (now half an
hour, used to take hours); easier: the tunnel has made
crossing the Channel easier because it is open 24 hours
and you can travel when the sea is rough; 1988: they
started digging the tunnel; 1990: the two parts of the
tunnel joined up (1st December); millions: the amount
of people and goods that have travelled through the
Channel Tunnel
6 Tell your partner.
• Ask the children to work in pairs. They take turns to tell
each other facts about the Channel Tunnel, using their
notes from Activity 5.
4006989 Ace TB6 SP.indb 63
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 109 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and write PP (present perfect) or PS (past
simple).
• The children read and identify the tense used in the
sentences. They write PP for present perfect or PS for past
simple after each one.
Answers
1  PP  ​2  PP  ​3  PS  ​4  PS  ​5  PP  ​6  PS
2 Find, circle and correct the mistake.
• The children read the sentences and circle the mistake in
each one. They write the correct word at the end.
Answers
1 The emergency services have just organized a safety
test in the Channel Tunnel.
2 They pretended that there had been a fire in the tunnel.
3 The tunnel opened in 1994.
4 The emergency services have done this test every year.
3 Write sentences with the present perfect or
past simple.
• The children write sentences using the word prompts and
the correct form of the verb in brackets (present perfect or
past simple).
Answers
1 Someone suggested building a tunnel in 1802.
2 It took six years to build the Channel Tunnel.
3 The tunnel has made travelling between France and the
England quicker.
4 The tunnel has been very popular with drivers.
4 Read the notes and write sentences. Use the
present perfect or past simple.
• The children read the notes about the Seikan Tunnel in
Japan. They write sentences using the present perfect or
past simple.
Answers
Work started in 1971. It took 17 years to build. It opened in
1988. It has joined two islands (Honshu and Hokkaido). It
has made crossing the Tsugaru Strait quicker.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
Vocabulary and grammar 2. Notes and answers on CD-ROM.
Unit 2 63
19/02/2013 10:18
 Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Identify unusual means of transport
Research different ways to travel
Plan an around-the-world trip
Share knowledge and learning in the form of a social task
Language
Core: hot air balloon, jet-pack, waterskis, pedalo,
wingsuit, bathtub
Extra: skydiver
Materials
DVD cross-curricular; a large picture of Jonathan Trappe’s
crossing of the English Channel by helium balloon;
pictures of the following: a hot air balloon, a jet-pack,
waterskis, a pedalo, a wingsuit, a bathtub; internet/
encyclopedias; poster paper; plain paper
Warmer
• Ask the class what they can remember about the text
from Lesson 6.
• Brainstorm a list of other ways that people could cross
the English Channel.
Lead-in
• Hold up the picture of Jonathan Trappe’s Channel crossing
so that all the class can see it or display it using the
interactive whiteboard. Ask What can you see? What do you
think he is doing?
• Tell the children that in this lesson they are going to
find out about other unusual ways people have crossed
the Channel.
1 Describe the pictures.
• Put the pictures of the hot air balloon, jet-pack, waterskis,
pedalo, wingsuit and bathtub on the board or display
them using the interactive whiteboard.
• Ask the children to work in pairs. They describe what they
can see in the pictures.
• Discuss the pictures with the class. Elicit or teach the
name of each type of transport and write it on the board.
Say the words for the children to repeat.
• Tell the children that people have used all of the things
they can see to cross the Channel.
2 Match the types of transport with the times.
• Write the following times on the board: 6 minutes; 10
minutes; 1 hour 40 minutes; 2 hours 30 minutes; 9 hours 6
minutes; 14 hours.
• Tell the children that these are the times that it took
people to cross the Channel using the methods in
Activity 1.
• Ask the children to work in pairs. They work together to
guess how long each method of transport took.
64 Unit 2
4006989 Ace TB6 SP.indb 64
• Read the Culture notes below for the children to check
their answers.
answers
6 minutes: wingsuit; 10 minutes: jet-pack; 1 hour 40
minutes: waterskis; 2 hours 30 minutes: hot air balloon;
9 hours 6 minutes: bathtub; 14 hours: pedalo
CULTURE NOTES:   Unusual English Channel crossings
In 1785, Jean-Pierre Blanchard and Dr John Jeffries made
the first crossing of the Channel by hot air balloon. It took
2 hours and 30 minutes.
In 2002, a 59-year-old British man called Paul Tucker
crossed the Channel by pedalo. It took 14 hours.
In 2003, Felix Baumgartner, an Austrian skydiver, was the
first person to travel across the Channel with a wingsuit. It
took only 6 minutes.
In 2007, a comedian called Tim FitzHigham used a
bathtub to cross the Channel for the charity Comic Relief.
It took 9 hours and 6 minutes.
In 2008, Yves Rossy, a Swiss pilot, used a jet-pack to cross
the Channel in just 10 minutes.
And in 2010, Christine Bleakley, a British TV presenter, was
the first person to use waterskis to cross the Channel. Her
journey took 1 hour and 40 minutes.
3 Research other unusual ways to travel.
Make notes.
• Divide the class into groups. Tell them that they are going
to find out about other unusual ways to travel.
• Ask the children to work together to do their research. If
there is classroom access to the internet, they can do their
research online. If not, give each group an encyclopedia.
4 Plan a trip around the world.
• Ask the children to use their notes and the information
from the activities in the lesson to plan a trip around the
world. They can use as many different types of transport
as they like.
• Give each group a piece of poster paper and several
sheets of plain paper. Ask them to write about each
stage of their journey and draw pictures to illustrate
the different types of transport. They stick their text and
pictures to the poster paper.
• Go around the class as the children work, helping
and checking.
• Ask each group to present their plan to the class.
KEY COMPETENCE:   Competence in processing
information and the use of ICT
Activities that involve the use of the internet for research
help children to learn the mechanics of information
processing. Where possible, include internet research,
using English websites, to help the children become
familiar with the use of the internet in English.
Further practice
$ DVD, Unit 2 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 2,
Cross-curricular worksheet. Notes and answers on CD-ROM.
19/02/2013 10:18
 Lesson 7   ​CB PAGE 22 and AB PAGES 115 and 116  • Play the recording, pausing if necessary, for the children to
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Pronunciation: numbers ending with –teen and –ty
Act out a dialogue
Ask for and give travel information
Language
Core: Lesson 5 air travel words
Review: France, get on
Extra: platform, departure, journey, reservation, return ticket
Materials
CD1 $ tracks 35–37; Unit 2 wordcards Set 2; Unit 2
Grammar and everyday language poster; Speak up
poster; scissors
Warmer
• Play a game of Missing card (see page 201) with the Unit 2
Set 2 wordcards.
Lead-in
• Discuss train travel with the class. Ask, e.g. Do you ever travel
by train? When was your last train journey? Where did you go?
Class Book
1 Listen and say where the train is going.  $ 1•35
• With books open, ask the children to look at the picture
and describe what they see.
• Play the recording all the way through. The children listen
to find out where the train is going.
Transcript
Dad  Come on, kids! We need to buy our tickets.
Announcer  The next train to arrive at platform 5 will be the
13:48 Eurostar service to Paris, France. It stops at Ashford,
Calais and Paris. The arrival time in Paris is 17:03. That’s a
journey time of two and a quarter hours – remember in
France it’s one hour later than here in the UK. Please have
your passport, ticket and reservation with you when you get
on the train. Platform 5 for the 13:48 Eurostar service to Paris,
France. The train leaves in 10 minutes.
Jilly  Oooh. How exciting. They’re going to go through the
Channel Tunnel.
Milly  Can we go to Paris, Dad?
Billy  Oh! Yes please, Dad!
Dad  Not today, kids. We’re going to Scotland to see
Grandma! It’s her birthday tomorrow! Come on.
ANSWER
The train is going to Paris.
2 Listen again and complete the information
screen.  $ 1•35
• Focus the children’s attention on the departure board
at the top of the page. Tell them that this shows the
information about the Eurostar service.
4006989 Ace TB6 SP.indb 65
complete the missing information in their notebooks.
ANSWERS
1  5  ​2  13:48  ​3  Paris  ​4  two and a quarter   ​
5  passport, ticket and reservation
3 Listen and read the dialogue.  $ 1•36 Which
train are they going to take?
• Ask the children to look at the departure board to the
right of the dialogue. Ask Where are the trains going to?
• Play the recording for the children to listen and find which
train Billy, Jilly, Milly and Mr Bean are going to take.
ANSWER
4
4 Look, listen and repeat.  $ 1•37
• Tell the children to look at the sentences in the Perfect
pronunciation box. Explain that some of them come from
the dialogue from Activity 3.
• Play the recording for the children to listen to the sentences.
• Play the recording again for the children to repeat chorally.
5 Listen to the dialogue again.  $ 1•36  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the pronunciation of
the numbers.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit
2 and draw attention to the language for buying a train
ticket. Ask a pair of children to read the dialogue to the
class. Tell them that they will need this language for the
communication task. The children can also refer to the
language in the Finding out information section on the
Speak up poster.
• Divide the children into pairs, A and B. Tell them to turn
to the back of their Activity Books and cut out the Unit 2
fluency cards.
• Child A is the customer who chooses a destination and buys
a ticket. Child B answers the questions and sells the ticket.
• Ask the children to take turns to practise buying tickets.
• Go around the class as the children practise, helping and
correcting pronunciation where necessary.
KEY COMPETENCE:   Competence in social skills and
citizenship
Knowing the language to use at a train station and being
able to interpret information on departure boards are
important life skills. Ask questions about the departure
board in Activity 3, e.g. Where is the train on platform 15
going to? When does the Oxford train arrive? Discuss with
the class other ways that they can buy tickets for travel,
e.g. over the phone or via the internet.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
Functions. Notes and answers on CD-ROM.
Unit 2 65
19/02/2013 10:18
 Lesson 8   ​CB PAGE 23 and AB PAGE 20  3 Read again and say Canal, Railway or Bridge.
CULTURE AND READING
Lesson objectives
Read and understand texts about special transport in
different countries
Talk about which place you would like to visit
Understand the importance of staying safe and following
safety instructions
Regular review: practise using superlatives
Language
Core: Lesson 1 travel and transport words
Review: France, Spain, harness; superlative adjectives
Extra: aqueduct, street cable car, steep, metal cable, electric
street car, tourist attraction, footpath, cycle path, vehicle,
special clothes, equipment, safety instructions, mountain
range, build
• Before they read the texts again, ask the children to read
each sentence. They then read the texts and choose
Canal, Railway or Bridge.
ANSWERS
1  Railway  ​2  Canal  ​3  Bridge  ​4  Bridge  ​5  Canal  ​
6  Railway
4 Which place would you like to visit? Make notes.
• Ask the children to think which of the three places from
Activity 2 they would most like to visit. They make notes in
their notebooks.
5 Tell your partner.
• Ask a child to read the example in the speech bubble to
the class.
• Ask the children to work in pairs. They tell each other
which place they would like to visit and why.
• Ask some of the children to share their opinions with
the class.

Materials Artistic and cultural competence

KEY COMPETENCE:  
CD1 $ track 38; Speak up poster Learning about unusual forms of transport in different
countries gives the children an insight into some of
Warmer the things that make a particular region special and
• Play a game of Wordlist (see page 201) on the topic of interesting. Ask individual children to tell you what they
types of transport. found most interesting about each place.

Lead-in Vital values

• Tell the children that in today’s lesson they are going to
learn about some special transport from around the world.
• Ask the children if there are any unusual types of transport
near where they live. If not, have they ever used any
unusual forms of transport on holiday? What were they?
• Focus the children’s attention on the Vital values feature
and read the sentence with the class. Ask the children to
look at the pictures in Activity 1 again. Discuss, in English
or the children’s own language, the different things that
people should do to stay safe in each one.

Class Book Activity Book

1 Compare the photos in pairs. 1 Read the texts on Class Book page 23 again.
• Ask the children to work in pairs to compare the photos. Make notes for the UK, the USA and Australia.
Refer them to the section on giving your opinion on the • Ask the children to read the texts about the special forms
Speak up poster. Monitor the activity as the children talk. of transport again and complete the notes in the first
three columns.
2 Read and match the texts and photos.
• Check the answers with the class. (Because the topics are
• Focus attention on the children’s photos and the likely to be new to the children, allow for flexibility in the
messages that they have posted. Tell the class that Billy, children’s answers by encouraging a variety of responses
Jilly and Milly want to know about special transport from where possible.)
different countries, and Rhiannon, Elliot and Zach have
posted responses on Ace! Space. ANSWERS
• Ask the children to read the three texts quickly and match Special Llangollen San Sydney
each of them with a photo from Activity 1. transport Canal Francisco Harbour
Cable Car Bridge
ANSWERS
1  Zach  ​2  Rhiannon    ​3  Elliot Why is it goes over an the only tallest
famous? aqueduct street cable bridge of its
CULTURE NOTES:   UNESCO World Heritage List
car in the kind in the
The World Heritage List is a list of important cultural or world world
natural sites around the world, compiled by UNESCO
(United Nations Educational, Scientific and Cultural Year of 1805 1873 1932
Organization). The list contains over 900 sites that have opening
been identified by the organization as having ‘outstanding
natural value’. It is UNESCO’s aim to protect and preserve
these sites for future generations.

66 Unit 2

4006989 Ace TB6 SP.indb 66 19/02/2013 10:18

 2 Listen and make notes for Switzerland in
Activity 1.  $ 1•38
• Play the recording, pausing where necessary, for the
children to complete the information for Switzerland.
Transcript
Milly  Hi, Ulrich. What special transport are you going to tell
us about?
Ulrich  Hi, Milly. I’m going to tell you about the Gotthard Base
Tunnel, which is near where I live in Switzerland.
Milly  The Gotthard Base Tunnel? How do you spell that?
Ulrich  G–O–T–T–H–A–R–D.
Milly  Does it go under the sea?
Ulrich  No, this tunnel goes under mountains. From my
bedroom window I can see the Alps – that’s the biggest
mountain range in Europe. The mountains are very beautiful,
but it takes a long time to cross them. We’re building the
Gotthard Base Tunnel so that trains can go under the
mountains.
Milly  And why is it famous?
Ulrich  Well, it will be the longest tunnel in the world!
Milly  When is it going to open?
Ulrich  In 2017.
Milly  Well, thanks for telling us all about it, Ulrich!
ANSWERS
Special transport Gotthard Base Tunnel
Why is it famous? longest tunnel in the world
Year of opening 2017
3 Complete with superlatives.
• Review the use of superlatives with the class if necessary.
The children complete the sentences with the superlative
form of the adjective in brackets.
Answers
1  the tallest   ​2  the longest   ​3  the most popular   ​
4  The best
4 Make sentences using superlatives.
• The children use the prompts to write sentences with
superlative adjectives.
Answers
1 London Heathrow is the busiest airport in the UK.
2 The Millau Viaduct is the tallest bridge in France.
3 The Guadarrama Tunnel is the longest tunnel in Spain.
4 The Jungfraubahn is the highest railway in Europe.
5 Make notes. Write about special transport where
you live.
• Ask the children to think about a special form of transport
where they live. If there isn’t one, they can invent one.
• The children make notes in answer to the questions. They
then use the notes to write a text about the transport.
4006989 Ace TB6 SP.indb 67
Lesson 9   ​CB PAGE 24 and AB PAGE 21 
WRITING AND PHONICS REVIEW
Lesson objectives
Identify the features of an essay
Understand the use of connectives
Recognize the spelling patterns of words with /aɪ/ sound
Write an essay
Language
Core: Lesson 1 travel and transport words; Lesson 5 air
travel words
Review: crowded, timetable
Extra: advantage, disadvantage, environment, pollution,
smelly, journey, accident, inconvenient, rush hour,
destination, emergency
Materials
CD1 $ track 39; Unit 2 wordcards Sets 1 and 2; a watch
or timer
Warmer
• Draw a Venn diagram with three circles and the headings
air, road and water. Put all of the Unit 2 wordcards on the
board and play a game of Categories (see page 201).
Lead-in
• Discuss the different types of travel with the class. Ask
Which is the cheapest/fastest/best for the environment?
Class Book
1 Read the text. Choose.
• Ask the children to read the text in order to answer the
questions. Remind them that they can also use visual
clues, such as layout, to help them.
ANSWERs
b, c
2 Read the text again and answer the questions.
• Ask the children to read the four questions in their Class
Books. Go around the class as they answer the questions.
ANSWERS
1 It’s about the advantages and disadvantages of train
and car travel.
2 They carry lots of people on each journey.
3 They are expensive and crowded.
4 Both trains and cars have advantages and disadvantages.
You should take the train when you can. When you have to
use the car, you should think about sharing the journey.
• Now ask them to look at the connectives in the box.
• Read them with the class and check understanding. Elicit
further examples of connectives (e.g. and and but).
3 Read the text again. Match.
• Ask the children to read the text again. Ask them to read
the sentence halves about the functions of the different
paragraphs. They read the text again and match the two
halves of each sentence.
Unit 2 67
19/02/2013 10:18
 ANSWERs
1 c  ​2 d  ​3 b  ​4 a
KEY COMPETENCE:  Learning to learn
It’s important that the children understand how different
types of writing are laid out. Activity 3 highlights the
functions of the different paragraphs of an opinion essay.
4 Match the features with the coloured words and
phrases in Milly’s text.
• Ask the children to read the coloured words and phrases
and match them with the features.
ANSWERS
1  I think   ​2  and  ​3  But  ​4  For example
Activity Book
1 Circle the words with the /aɪ/ sound. Listen and
check.  $ 1•39
• Ask the children to read the words and circle the ones that
contain the /aɪ/ sound. Play the recording.
Answers
1, 2, 4, 6, 7
2 Read the essay. Write True or False.  to watch the Unit 2 story animation or the Unit 2 song
• Ask the children Does Milly talk about the advantages of
flying, the disadvantages or both? Tell the children that they
have two minutes to read the essay and find the answer.
• Check the answer with the class. (She talks about both.)
• Ask the children to read the essay again more closely this
time. They read the sentences and write True or False.
Answers
1  True  ​2  True  ​3  True  ​4  False
3 Complete the text.
• The children complete the text with the words in the box.
Answers
1  world  ​2  environment  ​3  tired  ​4  quickly  ​
5  emergencies
4 Match the descriptions with the paragraphs in
the text.
• The children read the paragraph descriptions and match
them to the paragraphs, depending on their function.
Answers
c, d, b, a
5 Read the essay again. Find and write nine words
with the /aɪ/ sound.
• The children read the essay again. They write the words
with the /aɪ/ sound in the correct columns in the table.
Answers
y  fly, why, buy, try   i-e  quite, side   igh  flights, right, might
6 Write an essay about the advantages and
disadvantages of cycling.
• The children write their own opinion essays on the
advantages and disadvantages of cycling using Milly’s
essays from Activity 2 and the one on page 24 of their
Class Books as models.
68 Unit 2
4006989 Ace TB6 SP.indb 68
Lesson 10   ​CB PAGE 25 and AB PAGES 22 and 109 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 travel and transport words; Lesson 5
air travel words; verb patterns; present perfect and
past simple
Review: Chinese, Italy, dangerous
Extra: symbol, sign, competition, enjoy, in the wild, imagine,
wilderness, expect, hiker, grizzly bear, pretend, avoid, directly,
be born, suitcase, suggest, nervous, offer
Materials
CD1 $ track 40; DVD Song 2 / DVD Story 2; Unit 2
Grammar and everyday language poster
Warmer   ​DVD Song 2 / Story 2 
• Ask the children to vote on whether they would like
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 2.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Look at the symbols and write.
• Focus on the pictures in the symbols and signs
competition. Point to different symbols and ask What can
you see?
• Ask the children to write the words for each symbol.
answers
1  motorway  ​2  airport  ​3  port  ​4  speed limit   ​
5  roadworks  ​6  traffic jam
2 Complete the sentences with the infinitive with
to or the −ing form.
• Use the Grammar 1 section on the Unit 2 Grammar and
everyday language poster to review the infinitive with to
and the –ing form. Elicit example sentences for each.
• Ask the children to look at the travel guide. They complete
the text by writing the correct forms of the verbs
in brackets.
Possible ANSWERS
1  watching  ​2  meeting  ​3  to see   ​4  to be   ​5  to be   ​
6  looking  ​7  to give
19/02/2013 10:18
 3 Read and choose. Write matching questions.
• Ask the children to read the sentences about Mr Murphy.
They circle the correct forms. Display the Grammar 2
section of the Unit 2 Grammar and everyday language
poster for support, if necessary.
• Go through the answers with the class. Explain that
the sentences are actually answers to questions in
an interview. Ask the children to write the matching
questions. Then encourage the children to ask and answer
the questions in pairs.
ANSWERS
1 was / When were you born?
2 liked / Did you like school when you were younger?
3 has been / Do you enjoy working at Ace School?
4 learnt / What languages can you speak?
5 enjoyed it / What is your favourite sport?
6 has been / Do you enjoy teaching?
Jilly  I thought you and Milly might help to carry it …
Billy  Oh, all right. So, we’re ready to go! Have you got your
passport, Milly?
Milly  Oh no!
Answers
1  F  ​2  T  ​3  F  ​4  T
3 Complete with Did or Have.
• The children read the questions and complete them with
Did (if they use the past simple) or Have (if they use the
present perfect).
Answers
1  Have  ​2  Did  ​3  Have  ​4  Did
4 Write answers to the questions in Activity 3.
• The children read the questions in Activity 3 again and
write answers for themselves in their notebooks.

4 Look and say six things that you can see at
an airport.
• Focus on the airport poster. Explain that the children have
to find six of the things from Lesson 5.
• Ask the children to work in pairs. They take turns to point
to things in the poster and say the words.
answers
check-in, suitcase, security, luggage, queue, gate,
Optional activity
• Play a memory game. Ask the children to close their
Class Books and recall the things that they saw in
the picture.
Activity Book
5 Find, circle and correct the six mistakes.
• The children read about Baskhar’s trip. They circle the six
mistakes and write the correct words.
Answers
My family wanted to go on a trip. My mum suggested
visiting Portugal, but we went there last year. So we agreed
to fly to Germany. Flying makes my sister nervous. I offered
to sing her a nice song so that she didn’t think about
the take-off. But my singing made her feel worse than
flying! We enjoyed visiting Germany very much though. I
suggested going to Italy next year.
6 Write sentences about what makes you bored,
scared, angry and excited.
• The children think about what makes them feel bored,
scared, angry and excited and write sentences.

1 Complete the crossword.

• The children read the clues and write the words in the
puzzle grid.
Answers
1  road sign   2  queue  3  railway  4  take-off  ​
5  boarding  6  ferry  7  speed limit   8  port

2 Listen to the plans for a trip. Write T (True) or F

(False).  $ 1•40
• The children read the sentences in their books.
• Play the recording, pausing where necessary, for the
children to write T (for True) or F (for False).

Transcript
Jilly  We’re going to leave at eight o’clock.
Milly  I don’t mind leaving earlier, Jilly. The roadworks on the
motorway might make us late.
Billy  We’ll avoid going on the motorway, Dad says. We’ll go
through the tunnel.
Milly  Is he sure? There are always traffic jams there.
Jilly  We’ve done this lots of times, you know.
Milly  Yes, and last time we missed the plane!
Billy  So, we’ll get to the airport at nine o’clock.
Billy  Dad suggests going straight to security. It will be very
quick – we only have hand luggage.
Jilly  I don’t. I need to check in my luggage.
Billy  That huge bag? It looks very heavy.

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 Lesson 11   ​CB PAGE 25 and AB PAGE 23  Transcript
CLASS PRESENTATION AND
SELF- EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 2
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 2
Extra: avoid, journey, seaside, imagine, cottage
Materials
CD1 $ track 41
Warmer
• Play a memory game. Divide the class into teams. Read out
some questions about what happened in the unit for the
children to write down their answers, without looking in their
books. The teams get one point for each correct answer.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the boy
giving a presentation. Ask What is the presentation about?
What is the boy showing the class?
• Tell the children they are going to prepare and then give a
class presentation about a family holiday.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the questions.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of questions and the
information in the diagram. They write the questions in
the correct places. They don’t have to read every word.
answers
1  When do you go?   ​2  How do you feel?   ​3  How do you
travel?  ​4  What’s the journey like?   ​5  Where do you go?
2 Listen and circle the correct answers in the
presentation plan.  $ 1•41
• Tell the children that they are going to hear the boy giving
his presentation about his family holiday.
• Play the recording for the children to listen and circle the
correct answer from each pair of options.
70 Unit 2
4006989 Ace TB6 SP.indb 70
We go on holiday in July. It’s the beginning of the summer
holidays. I love getting ready to go! I always feel really happy
and excited. I feel tired too, because we always leave really
early in the morning because Dad wants to avoid getting
stuck in traffic jams. We travel by car because we always have
lots of luggage. We go on the motorway. The journey is long!
It’s four hours on the motorway. Sometimes there’s a traffic
jam, or roadworks, and we have to go very slowly. Then it’s
even longer! I don’t like the motorway. It’s boring. We always
go to the seaside! I can’t imagine going anywhere else.
We stay in a cottage by the beach. I love the seaside! I love
surfing in the sea. The summer holidays are great!
ANSWERS
1  July, beginning   ​2  happy, traffic jams   ​
3  car, motorway   ​4  motorway, roadworks, boring   ​
5  going, surfing
3 Plan your presentation. Use the questions in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about a family
holiday they have been on by using the questions from
Activity 1 and making notes. Help where necessary.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the group.
KEY COMPETENCE:   Autonomy and personal initiative
Presentations focus on what the children can achieve as
individuals – they are responsible for the planning and
delivery of their own work. The subject matter here is
personal, so the children will not be able to find facts on the
internet or in encyclopedias – all of the information must
come from them. Ask the children how they felt about
preparing and delivering their presentations and what they
gained from the experience. If they felt nervous, reassure
them that they will become more confident with practice.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• If possible, talk to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly and
their class on page 25 of the Class Book: Lively literature
homework. Find out about different types of fiction. Tell them
that this will be the theme for the next unit.
• Ask the children what they know about fiction. What kinds
of things do they think Billy, Jilly and Milly might bring into
class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 2 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 2 Test.
Notes and answers on CD-ROM.
19/02/2013 10:18
    ​
L v e l y l t e r a t u r e
Lesson 1   ​CB PAGE 26 and AB PAGES 24 and 104  Jilly  We have to find out about different types of fiction.
VOCABULARY
Lesson objectives
Identify characters in different story types
Identify different text types
Find information in an essay
Talk about characters from a book
Language
Core: giant, detective, companion, thief, enemy, heroine,
witness, victim, assistant, wise character, reporter, hero
Review: hard-working
Extra: fantasy, bookcase, magical, control, evil, loyal, brave
Materials
CD2 $ tracks 01–04; Unit 3 wordcards Set; a watch
or timer
Warmer
• Discuss books with the class. Ask What’s your favourite
book? Who is the main character? What can you tell me
about him/her?
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about different types of fiction.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Jilly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 2•01  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Jilly’s homework.
• Ask the children to open their Class Books and look at the
things Jilly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
Transcript
Dad  Oh, hello Jilly. Have you been to the library?
Jilly  Yes, it’s for my literature homework for Mr Murphy.
Dad  What do you have to do?
4006989 Ace TB6 SP.indb 71
Dad  OK, great. What have you found?
Jilly  I’ve printed a summary of a famous fantasy story and
Mum found me an essay about Sherlock Holmes He’s the
most famous detective in the world.
Dad  Well, if you want to read any stories about him, I’ve
got The Complete Sherlock Holmes. It’s over there on the
bookcase.
Jilly  Wow! That’s a big book.
Dad  Yes, it’s got over one thousand pages.
Jilly  I can’t read all of it!
Dad  Well, why don’t you read The adventure of the blue
carbuncle? That’s my favourite story.
ANSWERS
A  summary of a story   ​B  essay  ​C  detective story
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 2•02
• Ask the children to look at the pictures that illustrate the
story summary and the essay (texts A and B). They match
the words to the pictures and write their answers in
their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  enemy  ​2  giant  ​3  wise character   ​4  heroine  ​5  hero  ​
6  companion  ​7  detective  ​8  assistant  ​9  witness  ​
10  thief  ​11  victim  ​12  reporter
3 Read text A. Listen and say the character.  $ 2•03
• Ask the children to look at the story summary again. Tell
them that they are going to hear descriptions of the
characters from the story.
• Play the recording, pausing after each description for the
children to say the character type.
Transcript
1 His name is Rumblebuffin. He’s friendly and he’s very, very
tall. He’s the …
2 He’s the real king of Narnia. He’s wise and good. His name
is Aslan. He’s a …
3 They help the children to find Aslan. They’re helpful and
loyal. They’re the …
4 Her name is Lucy. She’s brave and helpful. At the end,
she’s a …
5 She controls Narnia. Aslan has come back to fight her.
She’s the White Witch. She’s the …
ANSWERS
1  giant  ​2  wise character   ​3  companions  ​
4  heroine  ​5  enemy
Unit 3 71
19/02/2013 10:18
 KEY COMPETENCE:  Artistic and cultural competence
Through the activities in this lesson, the children begin
to analyse characters from different works of fiction. This
is an important skill, which they will develop in their
literature lessons.
4 Read text B and answer.  Milly  What’s it about?
• Ask the children to look at text B. Read the question with
the class. Explain that this is a speed reading task and that
the children have one minute to complete it.
• Ask the children to use the essay to find the answer to
the question.
• When the minute is up, check the answer with the class.
ANSWER
Sherlock Holmes is a famous detective. Dr Watson is his
assistant. Sir Arthur Conan Doyle is the author of the
Sherlock Holmes stories.
5 Say the adjectives in the texts. Which character
do they describe?
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class.
• The children take turns to read out adjectives that
describe the characters from text A or text B for their
partners to name them.
Optional activity
• Ask the children to make a list of the adjectives from
text A and text B in their notebooks. Then, as a class,
categorize the adjectives as positive or negative words.
Activity Book
• Play the recording, pausing where necessary for the
children to write the initials of each character type next to
the adjectives that Billy uses to describe them.
Transcript
Milly  What are you doing, Billy?
Billy  I’m writing a story.
Billy  It’s about a heroine who saves the world. She’s very
brave. Her companion helps her too.
Milly  What’s her companion like?
Billy  She’s very loyal and she’s hard-working too.
Milly  That’s good.
Billy  The heroine’s got an enemy too. She fights him all
the time.
Milly  Wow! What’s her enemy like?
Billy  He’s very evil. He does lots of bad things, but the
heroine always wins in the end.
Milly  Is your heroine very wise?
Billy  Yes, she is. She always knows what to do. Her
companion is very helpful too because she finds lots of good
information for the heroine.
Milly  What’s the companion’s name?
Billy  Her name is Jilly. And the heroine’s name is Milly!
Milly  Really? Cool!
ANSWERs
1  H  ​2  C  ​3  C  ​4  H  ​5  E  ​6  C
4 Think of different characters from a book or film.
Write sentences.
• The children think of a book or film that they like and
write sentences about the characters in it, using the words
for characters in different story types and the adjectives
from the lesson.

Bilingual dictionary
• Tell the children to turn to page 104 of their Activity Books
and write translations for the words for characters in
different story types.

1 Write the characters.

• The children look at the pictures and write the characters.
Display the Unit 3 Set 1 wordcards for support while
they work.
ANSWERS
1  hero  ​2  enemy  ​3  detective  ​4  assistant  ​5  witness  ​
6  thief  ​7  reporter  ​8  victim

2 Complete.
• The children complete the definitions with the correct
characters.
ANSWERS
1  assistant  ​2  companion  ​3  detective  ​4  giant  ​
5  witness  ​6  hero / heroine   ​7  wise character   ​
8  enemy

3 Listen and write H (Heroine), E (Enemy) or C

(Companion).  $ 2•04
• Tell the children that they are going to hear Billy telling
Milly about the characters in a story that he’s writing.

72 Unit 3

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 Lesson 2   ​CB PAGE 27 and AB PAGE 25  8 Choose a character. Tell your partner about
STORY
Lesson objectives
Read and understand a detective story
Describe the actions of a character
Write a review of the detective story
Language
Core: Lesson 1 characters in different story types
Review: stone, study, advert, shout, hide
Extra: robbery, fight, goose, run away, puzzle, crime,
jewel, carbuncle, steal, countess, curious, butcher, forgive,
valuable, raffle
Materials
CD2 $ track 05
Warmer
• Play The definitions game (see page 202) with the
character words from Lesson 1.
Lead-in
• Explain that the children are going to listen to and read
a detective story. Ask them if they know of any famous
detectives. They tell the class about them.
Class Book
6 Read and listen.  $ 2•05  What is the blue
carbuncle?
• With books open, ask the children to read the list of
possible answers to the question.
• Play the recording for the children to follow the story in
their books.
• Check the answer with the class and then discuss the
children’s reactions to the story.
ANSWER
a precious stone
7 Read again and answer Right, Wrong or
Doesn’t say.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
• Check the answers with the class.
ANSWERS
1  Right  ​2  Wrong  ​3  Right  ​4  Doesn’t say   ​5  Right  ​
6  Doesn’t say
Optional activity
• Write some significant words and phrases from the
story on the board, e.g. robbery, goose, jewel, advert,
butcher, countess.
• The children work in a pairs to make sentences about
each thing, e.g. Peterson saw a robbery.
4006989 Ace TB6 SP.indb 73
their actions.
• Divide the class into pairs. Tell the children that they are
going to choose a character from the story (this must be
different from their partner’s character) and think about
his/her actions in the story.
• Focus on the example and ask a pair of children to read the
sentences in the speech bubbles to the class. The children
work in pairs. They tell each other about their character.
• What do you think? Discuss the question as a class. Ask
the children to think about what happened in the story.
Would they have left the thief go?
KEY COMPETENCE:   Autonomy and personal initiative
Activity 8 is a pairwork activity, but the children rely on
their own initiative to select and report information that
they think is significant. The information they provide
will tell their partner about the plot of the story or the
qualities of the character they have chosen. Gather
feedback by asking individual children What did you tell
your partner? Why is this information important?
Activity Book
Plot, characters and setting
1 Remember the story. Number in order.
• The children read the sentences and number the events
from memory. Ask the children to check their answers by
looking at the Class Book story on page 27.
ANSWERS
a  7  ​b  1  ​c  8  ​d  3  ​e  6  ​f  4  ​g  2  ​h  5
2 Read and circle.
• The children read the sentences and circle the
correct options.
ANSWERS
1  b  ​2  c  ​3  a  ​4  b
Synopsis
3 Read and complete.
• The children write the missing words in the table.
ANSWERS
1  robbery  ​2  hat  ​3  eat  ​4  inside  ​5  man  ​6  jewel  ​
7  goose  ​8  everything  ​9  thief
Review
4 Complete the review.
• The children complete the review and rate the story.
Possible ANSWERS
1  The adventure of the blue carbuncle  ​2  a detective story  ​
3  on Christmas Eve and Christmas Day   ​4  Sherlock
Holmes, Dr Watson and Peterson   ​5  Holmes’ friend
Peterson sees a robbery on Christmas Eve   ​6  Children’s
own answers   ​7  Children’s own answers
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Story
worksheet. Notes and answers on CD-ROM.
Unit 3 73
19/02/2013 10:18
 Lesson 3   ​CB PAGE 28 and AB PAGES 26 and 110  D The waiter was looking for the jewel.
GRAMMAR
Lesson objectives
Practise using the past simple and past continuous with
and, when and while
Make sentences using the past continuous
Describe a picture
Regular review: practise using used to
Language
Core: Lesson 1 characters in different story types; past
simple and past continuous
Review: shout, laugh; used to
Extra: goose, confess, jewel, butcher, countess, steal, biscuit
Materials
CD2 $ tracks 05–06; Unit 3 Grammar and everyday
language poster
Warmer
• Describe a character from the story in Lesson 2 or from
the texts in Lesson 1 for the class to guess.
• Invite individual children to describe characters for the
class to guess.
Lead-in
• Ask the children what they can remember about the story
from Lesson 2. Prompt with questions if necessary.
• Ask the children to open their Class Books and look at
the detective story on page 27 again. How well did they
remember it?
Class Book
1 Read and listen to the story again on page
27.  $ 2•05 Match.
• With books open, tell the children that they are going to
hear the story again. As they listen, they match the two
halves of the sentences.
• Play the recording, more than once if necessary.
ANSWERS
1  c  ​2  b  ​3  d  ​4  a
2 Listen and say the time.  $ 2•06  Describe the
pictures using the verbs.
• Focus on the pictures and the times. Tell the children that
they are going to hear descriptions of the actions in each
picture. They must listen and say the time.
• Play the recording, pausing after each description for the
children to say the time.
• Ask the children to work in pairs. They take turns to
describe what was happening at each time, using the past
continuous form of the verbs in the box.
Transcript
A The maid was cleaning the room.
B The countess was talking to the police.
C The countess was reading the newspaper.
74 Unit 3
4006989 Ace TB6 SP.indb 74
E He was leaving the room with the jewel in his pocket.
F The waiter was serving breakfast.
answers
a  eleven o’clock   ​b  half past eleven   ​c  eight o’clock   ​
d  four minutes past eleven   ​e  five minutes past eleven   ​
f  quarter past eight
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 3.
• Copy the sentence that describes parallel actions on to
the board. Ask Which action happened first? (Neither. They
were both happening at the same time.)
• Copy a sentence that describes an interrupted action on
the board. Ask Which action started first?
• Read the explanations and examples on the poster to
the class.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
KEY COMPETENCE:   Learning to learn
Through using a grammar table to make sentences, the
children see how the structure works.
If there is time, allow the children to practise making
more sentences in pairs before they move on to the less
controlled activity that follows.
4 Describe the pictures in pairs.
• Focus on the two pictures. Explain that they show
things that were happening at different times on the
same afternoon.
• Ask a pair of children to read the examples in the speech
bubbles to the class. Point out that the first sentence uses
the past continuous to describe two actions that were
happening simultaneously and the second uses the past
continuous and the past simple to describe one action
interrupting another action. Elicit some sentences about
the pictures from the class.
• Ask the children to work in pairs to describe what was
happening in the two pictures.
Possible ANSWERS
Picture 1: This girl was running and this boy was drawing.
This man was talking and this woman was laughing. This
boy was drawing and this man was eating. This man was
reading and these children were playing tennis.
Picture 2: While the man was reading, the thief stole his
biscuits. While this woman was laughing, the thief stole
her bread. While this boy was drawing, the thief stole
his banana. While the girl was eating, the thief stole her
sandwich. While the girl was running, the thief stole her
hat. While the children were playing tennis, the thief stole
a jumper.
19/02/2013 10:18
 Optional activity
• Ask the children to close their books. Ask questions for
them to reply from memory, e.g. What were the children
doing in picture 1? What was the man doing while the thief
stole his biscuits?
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 110 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Look, read and circle.
• The children look at the picture and read the sentences.
They circle the correct word or phrase from each pair
of options.
Answers
1  When, arrived   ​2  was reading, was writing   ​
3  While, were using
2 Look at the picture in Activity 1. Complete with
and, while and the past simple or past continuous.
• The children look at the picture in Activity 1 again and
complete the sentences with the correct words or
verb forms.
Answers
1  started  ​2  and  ​3  While  ​4  was holding
3 Look and make sentences with and, when or
while and the past simple or past continuous.
• The children look at the picture and write sentences about
Mr Murphy when he was 18, using the word prompts.
Answers
1 Mr Murphy was sitting under a tree and he was reading
a book.
2 Mr Murphy was reading while his friends were playing
football.
3 Mr Murphy’s friends were playing football when his dog
stole their ball.
4 Look at the picture in Activity 3. Write sentences.
Use used to.
• Review the use of used to with the class.
• The children write sentences about the picture in Activity
3 using used to with the verbs and nouns in the boxes.
Answers
1 Mr Murphy used to wear glasses.
2 Mr Murphy used to own a dog.
3 Mr Murphy used to read lots of books.
4 Mr Murphy used to have long hair.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 3,
Vocabulary and grammar 1. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 75
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise words for characters in different
story types
Review and practise the past simple and past continuous
Language
Core: Lesson 1 characters in different story types; past
simple and past continuous
Materials
DVD Story 3; Unit 3 Grammar and everyday language
poster; $ Teacher’s Resource CD-ROM, DVD worksheets
section, Unit 3; a watch or timer; pieces of plain paper
Warmer
• Play a game of Guess the word (see page 201) with the
character words from Lesson 1.
Lead-in
• Ask the children to look at the pictures in Activity 4 on
page 28 of their Class Books for one minute and then
cover them.
• Play a game of True or false? (see page 202) using past
simple and past continuous sentences about the pictures.
1 What do you do every day? Make a list.
• As a class, brainstorm a list of everyday activities the
children do and write them in a column on the right-hand
side of the board.
2 Think about your day yesterday. What were you
doing at the different times? Ask and answer with
your partner.
• Write six different clock times on the left-hand side of
the board. Ask individual children what time they do
the different activities, e.g. What time do you get up/go to
school/have lunch?
• Ask the children to think about what they did yesterday.
Ask individual children What were you doing at …? The
children can use the activities mentioned in the list
on the board, or other activities. Elicit responses in the
present continuous. Write the structure on the board as
an example.
• Ask the children to work in pairs. They think about what
they did the previous day. They take turns to ask and
answer the question What were you doing at …?
• Ask some of the children to tell the class about some of
the things their partner was doing at the different times.
3 Make a classroom picture to show what was
happening yesterday. Tell your partner about it.
• Ask the children to think of a lesson they had the previous
day. Give each child a plain piece of paper. They draw a
classroom picture showing the children and the teacher
doing different activities.
Unit 3 75
19/02/2013 10:18
 • Ask the children to work in pairs. They take turns to tell each
other what was happening using the past continuous.
Learning to learn
KEY COMPETENCE:   READING AND WRITING
Using pictures that children have drawn to generate
language benefits visual learners, who respond best to
visual information, and kinaesthetic learners, who like to
take a hands-on approach and solve problems through
doing things.
4 Write about your picture. Use the past simple
and the past continuous.
• Hold up one of the children’s pictures. Ask questions
about the picture to elicit responses in the past simple
and past continuous. Write useful phrases on the board,
e.g. Yesterday, we had an art lesson. The teacher was talking.
• Now write the words and, while and when on the board.
Read one of the past continuous sentences and ask the
children to extend it using a linking word plus the past
simple (with while or when) or past continuous (with and),
e.g. The teacher was talking and the children were listening.
Write examples of the structures on the board.
• Ask the children to write about their pictures using some
of the language on the board.
5 Watch the story on DVD.   ​DVD Story 3 
• Tell the children they are going to watch the story The
adventure of the blue carbuncle on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  puzzles  2  victim  3  curious  4  grumpy   Lead-in
5  detective  6  shouting  7  thief  8  giant
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 1 story clip on the DVD. Play the clip again
for the children to check their answers.
answers
1  puzzles  2  victim  3  curious  4  grumpy   page 26 again and check.
6  shouting  7  thief 
6 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
76 Unit 3
4006989 Ace TB6 SP.indb 76
Lesson 4   ​CB PAGE 29 and AB PAGE 27 
Lesson objectives
Read and understand an essay about Sherlock Holmes
Describe people using character adjectives and adverbs
of degree
Write an essay
Learning to learn: using word families
Language
Core: Lesson 1 characters in different story types
Review: hard-working, intelligent, spend (time), energetic,
mean, sociable
Extra: patient, solve, mystery, complicated, calm, logical,
careful, details, notice (v), unusual, normal, untidy, mess,
housekeeper, annoyed, alone, unsociable, skilful, boxer,
bored, impatient, perfect, crime, energy, honest
Materials
dictionaries
Warmer
• Brainstorm a list of character adjectives that the children
already know and write it on the board. Ask the children
to think of someone they know and say which adjectives
describe him/her.
• Ask if the class can remember what Jilly brought in for her
homework assignment in Lesson 1. Ask Which thing talks
about the character of Sherlock Holmes? (The essay)
Class Book
1 Read part 1. Remember and complete. Read
• Ask the children to look at the essay on page 29 and
complete part 1 from memory.
• When they have finished, the children look at the essay on
page 26 to check their answers.
answers
1  detective  ​2  novels  ​3  stories  ​4  author  ​
5  assistant  6  crimes
2 Look up the adjectives in a dictionary. Guess
which describe Sherlock Holmes. Then read the
essay and check.
• Ask the children to look at the pictures and read the
adjectives that go with them. Ask them to check the
meanings of the words in their dictionaries.
• Ask the children to guess which adjectives describe
Sherlock Holmes.
• The children read the essay to check their answers. Then
check as a class.
ANSWERs
calm, logical, careful, unusual, impatient
19/02/2013 10:18
 3 Read parts 2 and 3 again. Which adjectives in
Activity 2 match the words below?
• Focus on the words in the box. Ask What type of words are
these? (adverbs) Explain that we can use adverbs like these
with adjectives to make them stronger or weaker.
• Ask the children to read parts 2 and 3 of the essay again.
They look at the list of adverbs and match them to the
adjectives from Activity 2. Point out that the exact phrases
may not appear in the text.
Possible ANSWERS
very/really calm, very/really logical, very/really careful, quite/
fairly unusual, quite/fairly sociable, a bit/fairly impatient
4 Match the adverbs with similar meanings.
• Ask the children to read the words in Activity 4 and match
adverbs 1–4 to the adverbs a–d with similar meanings.
ANSWERS
1  d  ​2  b  ​3  c  ​4  a
5 Choose adjectives to describe your favourite
fictional character.
• Ask the children to think of their favourite fictional
character and choose adjectives that describe him/her.
• Encourage them to use the adverbs from the lesson to
strengthen or weaken the adjectives.
Activity Book
1 Read and choose a, b or c. Then circle the
adverbs of degree in the essay.
• The children read the essay about Dr Watson and circle
the correct word to fill each gap from the list of options.
• They read the text again and circle the adverbs of degree.
Answers
1  b  ​2  a  ​3  c  ​4  a  ​5  c  ​6  b
Adverbs of degree: very, completely, really, very, quite,
fairly, extremely, a bit, a little, absolutely, extremely
2 Read the text again and circle.
Answers
1  fairly  ​2  a bit   ​3  quite  ​4  extremely  ​5  completely  ​
6  absolutely
3 Write an essay about your favourite fictional
character.
• The children think about their favourite fictional character
and write an essay about him/her in their notebooks,
using the essay from Activity 1 and the one on page 29 of
their Class Books as models.
Learning to learn: Complete.
• Ask the children to read the writing tip and complete the
table with the different forms of the words.
Answers
1  carefully  ​2  patient  ​3  energy  ​4  honest
Learning to learn
KEY COMPETENCE:   with science fiction, fantasy or detective stories.
Making word families by listing the noun, adjective and
adverb forms of the same root word helps the children to
learn new words and spot patterns in word formation.
4006989 Ace TB6 SP.indb 77
Lesson 5   ​CB PAGE 30 and AB PAGES 28 and 104 
VOCABULARY AND DVD SONG
Lesson objectives
Identify words connected with stories
Listen and extract information from a song
Talk about your favourite type of fiction
Language
Core: clue, magnifying glass, disguise, diamond necklace,
spell, magic cloak, creatures, shield, alien, UFO, time machine,
spaceship; Lesson 1 characters in different story types
Review: science fiction, follow, dangerous, hide
Extra: fantasy, solve, crime, steal, interview, figure (v),
wizard, treasure, strange, planet, astronaut
Materials
CD2 $ tracks 07–08; DVD Song 3
Warmer
• Write some words related to the topic of the unit on the
board, e.g. hero, wise, crime.
• Ask the children to work in pairs. They use their
dictionaries to find other words from the same families.
Lead-in
• Brainstorm different types of fiction and write them on
the board.
• Point to each word and ask. What types of things do you find
in a detective novel/science fiction novel/adventure story?
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
this stage.
2 Listen and repeat.  $ 2•07
• Establish that this lesson is about stories.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the things in the picture
as they do so.
Transcript
1  clue  ​2  magnifying glass   ​3  disguise  ​
4  diamond necklace   ​5  spell  ​6  magic cloak   ​
7  creatures  ​8  shield  ​9  alien  ​10  UFO  ​
11  time machine   ​12  spaceship
3 Say the words from Activity 1 that match each
fiction type.
• Explain that all of the words from Activity 1 are connected
• Explain that UFO is the acronym for Unidentified
Flying Object.
• Ask the children to read through the words from Activity 1
and decide which type of fiction each word matches.
Unit 3 77
19/02/2013 10:18
 • Read out the types of fiction for different children to tell
you the words that match.
answers
science fiction: alien, UFO, time machine, spaceship
fantasy: spell, magic cloak, creatures, shield
detective story: clue, magnifying glass, disguise,
diamond necklace
4 Listen to the song.  $ 2•08  Write the fiction
types in order.    DVD Song 3  6 Think about your favourite type of fiction. Talk
• Play the audio or DVD version of the song for the children
to listen and make a note in their notebooks of the
different types of fiction that they hear, in the order that
they hear them.
• Play the song a second time if necessary.
Optional activity
• As a class, decide on another type of fiction that the
children would like to analyse, e.g. ghost stories or
spy novels.
• The children work in pairs to think of things connected
with each one. Pool ideas and discuss the fiction type
with the class.
in pairs.
• Ask a pair of children to read the example dialogue to
the class.
• They work in pairs, taking turns to tell their partner about
their favourite type of fiction.

Transcript Activity Book

I need a book, a book to take me away.
A book, a book can change your day!
A book, a book can take you anywhere!
I need a book, a book to take me there.
I found a book about a detective – and now I’m trying to
solve a crime!
Someone’s stolen a diamond necklace and now they’re in
disguise!
So I’ll use my magnifying glass and I’ll follow all the clues,
I’ll interview the witnesses – and I’ll figure out the truth.
I found a book about a hero – and now I’m in a magic wood!
I’m meeting amazing creatures – some are dangerous and
some are good.
I’ve got a magic cloak and a shield, and I can do magic spells.
I’ll meet a famous wizard and find golden treasure as well.
I found a book about an alien – and now I’ve got a time
machine!
I’m travelling to the future, and seeing things no one else has
seen!
I’ll visit strange new planets, I’ll fly with UFOs.
I’ll bring back an amazing spaceship and facts that no one
knows.
I need a book, a book to take me away …
ANSWERs
detective story, fantasy, science fiction
5 Listen again and choose.  $ 2•08
• Before you play the song again, ask the children to read
the sentences and the list of possible endings.
• Play the recording, pausing at intervals if necessary, for the
children to choose the correct options as they hear them.
ANSWERs
1  a  ​2  b  ​3  a  ​4  a  ​5  a  ​6  b
Bilingual dictionary
• Tell the children to turn to page 104 of their Activity Books
and write the translations for the story words.
1 Complete the song. Listen and check.  $ 2•08
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
Answers
1  diamond necklace   ​2  disguise  ​3  clues  ​4  creatures  ​
5  shield  ​6  spells  ​7  alien  ​8  time machine   ​9  UFOs  ​
10  spaceship
2 Read and complete.
• The children complete the story summary with the words
from the box.
Answers
1  fantasy  ​2  hero / heroine   ​3  hero / heroine   ​
4  enemies  ​5  spells  ​6  magic cloak   ​7  creatures
3 Look and write a story summary of the book. Use
the words and imagine the story.
• Ask the children to look at the book cover and think about
what happens. They use their own imaginations and the
words in the box to write a story summary. They can use
the summary from Activity 2 as a model.

KEY COMPETENCE:   Artistic and cultural competence

Through the activities in this lesson the children practise
talking about different genres of fiction, identifying
common features in different types. This develops
analytical skills and broadens the children’s understanding
of different kinds of literature.

78 Unit 3

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 Lesson 6   ​CB PAGE 31 and AB PAGES 29 and 110  places for hundreds of years … ; Since the Harry Potter
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about Harry Potter film locations
Read and understand a text about Harry Potter film locations
Practise using the present perfect with for or since
Make sentences with for and since
Language
Core: present perfect with for and since
Review: railway, stone
Extra: steam train, cloister, tourist, theme park
Materials
CD2 $ track 08; Unit 3 Grammar and everyday
language poster
Warmer  $ 2•08
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Tell the children that the lesson is about a series of fantasy
books that have been made into films. Invite predictions.
Class Book
1 Look at the photos. Have you seen these places
before? Where?
• Focus on the photos and ask the children what they see.
• Ask the children to work in pairs. They look at each of the
photos and say if they have seen the places before.
• Discuss the photos as a class. Encourage different children
to tell you about each photo.
2 Read and match paragraphs 2−6 and the photos.
• Tell the children that they are going to read about the
Harry Potter locations. They must match paragraphs 2–6 to
the photos in Activity 1.
answers
2  e  ​3  b  ​4  a  ​5  d  ​6  c
3 Read and learn. Find examples of the present
perfect with for and since in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
3. Use the examples and explanations to show how and
when we use the present perfect with for and since.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of the present perfect with for and since.
ANSWERS
Since June 1997, people have … ; University students
have eaten there for hundreds of years. The Percy family
have owned it for over 700 years. Tourists have crossed
it on steam trains since 1984. People have visited these
4006989 Ace TB6 SP.indb 79
films were made …
KEY COMPETENCE:   Learning to learn
Making and memorizing sentences consolidates learning.
The children will be able to use the structures that they
have memorized to make new sentences. Ask them to
write an example of a present perfect sentence with for
and another with since about the film locations.
4 Read the text again and write True or False.
• Ask the children to read the text again. They read the
sentences and write True or False in their notebooks.
answers
1  True  ​2  False  ​3  False  ​4  True  ​5  True  ​6  True
5 Make three false sentences with for and since.
Your partner corrects them.
• Divide the class into pairs. Ask a pair to read the example
in the speech bubbles to the class.
• Ask the children to think of three false facts they can tell
their partner about the Harry Potter locations, using the
present perfect with for or since. They take turns to make
sentences for their partner to correct.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 110 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and circle.
• The children read the sentences and circle for or since.
Answers
1  since  ​2  for  ​3  since  ​4  for  ​5  for  ​6  since
2 Complete with the present perfect with for or
since (1–6). Invent two more sentences (7–8).
• The children complete sentences 1–6 using the present
perfect forms of the verbs in brackets with for or since.
• They then write two of their own sentences (7 and 8) about
Harry Potter using the present perfect with for or since.
Answers
1  has been, since   ​2  ’ve used, for   ​3  haven’t watched,
since  ​4  have wanted, for   ​5  hasn’t played, since   ​
6  ’ve had, for   ​7 and 8  Children’s own answers
3 Read the notes and write sentences. Use the
present perfect with for or since.
• The children read the notes about Daniel Radcliffe. They
write sentences using the present perfect with for or since.
Answers
He has worked as an actor since he was ten years old. He
has played Harry Potter for over ten years. He has been
famous for most of his life. He has helped lots of people
since he became famous.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 3,
Vocabulary and grammar 2. Notes and answers on CD-ROM.
Unit 3 79
19/02/2013 10:18
 Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Identify characters in different story types
Research a character from a film/book
Write a profile of a character from a film/book
Share knowledge and learning in the form of a social task
Language
Core: Lesson 1 words for characters in different story
types; brainy character, bully, elf, caring character
Materials
DVD cross-curricular; pictures of characters from the
Harry Potter films: Harry Potter, Ron Weasley, Hermione
Granger, Rubeus Hagrid, Lord Voldemort, Albus
Dumbledore, Draco Malfoy, Dobby; internet/pre-prepared
fact sheets about famous film/story characters; plain
paper; poster paper; glue sticks
Warmer
• Play a game of Jumble (see page 202) to review the
character words from Lesson 1.
Lead-in
• Ask the children what they can remember about the
places from the Harry Potter films in the previous lesson.
Encourage responses from different children around
the class.
• Tell the class that this lesson is about some of the
characters from the Harry Potter stories.
1 Describe the pictures in groups. Say what you
know about the different characters.
• Put the pictures of the eight characters from the
Harry Potter films on the board or display them on the
interactive whiteboard.
• Ask the children to work in groups of four. They tell each
other what they know about the different characters,
naming them if they can.
• Go around the class as the children talk, helping
where necessary.
• Discuss the activity with the class. Elicit the name of each
character and write it below their picture on the board.
2 Match each character with their character type.
• In a separate section on the board, write the following
character types: hero, wise character, companion, enemy,
brainy character, bully, elf, caring character.
• Teach or elicit the meanings of the unknown words. Then
say them for the children to repeat after you.
• Ask the children to work in their groups to match the
characters with their character types and write the
answers in their notebooks.
• Go through the answers with the class.
80 Unit 3
4006989 Ace TB6 SP.indb 80
answers
hero: Harry Potter; wise character: Albus Dumbledore;
companion: Ron Weasley; enemy: Lord Voldemort; brainy
character: Hermione Granger; bully: Draco Malfoy; elf:
Dobby; caring character: Rubeus Hagrid
Optional activity
• If the children in your class know the Harry Potter stories
well, ask them to work in pairs, taking turns to choose a
character and say what he/she does in the story.
3 Research a character from a film or book.
Make notes.
• Tell the children that they are going to write a profile
about a character from a film or book.
• Brainstorm the different things that should appear in the
profile, e.g. name, character type, age, job, likes, dislikes. Tell
the children that they should also include a description of
the character and what he/she does in the film or book.
• Divide the class into small groups and ask the children
to decide together which character they would like to
research. If there is classroom access to the internet, they
can do their research online; if not, allow each group to
choose a pre-prepared fact sheet of a film/story character.
Competence in social skills and
KEY COMPETENCE:  
citizenship
By working in a group, the children have the opportunity
to share ideas with their peers without having to address
the whole class. This helps less outgoing children to build
confidence. Where practical, allow the children to share
ideas with a partner or group before discussing ideas as
a class.
4 Write a profile of the character.
• Ask the children to print off a picture of their character or
draw one on a piece of paper.
• Demonstrate on the board the layout of a profile. Ask the
children to write in rough the information that they are
going to include in their profile. Go around the class as
they work, helping where necessary.
• Give each group a piece of poster paper and a sheet of
plain paper. They copy out their writing neatly. They stick
the text and picture on to the poster paper.
• Ask each group to present their work to the class.
Further practice
$ DVD, Unit 3 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 3,
Cross-curricular worksheet. Notes and answers on CD-ROM.
19/02/2013 10:18
 Lesson 7   ​CB PAGE 32 and AB PAGES 115 and 116  ANSWERS
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Pronunciation: intonation in questions and answers
Act out a dialogue
Enquire and exchange information about books
Language
Review: ghost story, science fiction
Extra: event, competition, prize, announcement, librarian,
keen, fantasy, prefer, recommend
Materials
CD2 $ tracks 09–11; Unit 3 Grammar and everyday
language poster; scissors
Warmer
• Play a game of Wordlist (see page 201) with the different
types of books that the children know.
Lead-in
• Discuss authors with the class. Ask Have you ever met a
famous author? Who was it? Which author would you most
like to meet? Why?
Class Book
1 Listen and say who is making an
announcement.  $ 2•09
• With books open, ask the children to look at the picture
and describe what they see.
• Play the recording all the way through. The children listen
and say who is making the announcement.
Transcript
Mr McMaster  And now Mrs Khan, our school librarian, has an
announcement about an exciting event in the school library.
Mrs Khan  Hello, everyone. I want to tell you about Book
Week! Book Week is next week. It’s all about books and
reading. There are events and competitions from Monday
to Friday in the school library, and we’ve got a very special
visitor coming to visit the school on Thursday: the famous
author Jacqueline Wilson will be here, and you can ask her
questions about your favourite books. There will be a reading
group in the library every day after school and there’s a book
cover competition with a great prize! Come to the library
and join in with Book Week!
ANSWER
the librarian (Mrs Khan)
2 Listen again and choose the right words on the
poster.  $ 2•09
• Focus the children’s attention on the poster at the top of
the page. Ask What is the poster for?
• Play the recording, pausing if necessary, for the children to
choose the correct word from each pair of options.
4006989 Ace TB6 SP.indb 81
1  Next week   ​2  school  ​3  author  ​4  Thursday  ​
5  after  ​6  cover
3 Listen and read the dialogue.  $ 2•10 Which
books does the librarian recommend?
• Ask the children to look at the four books on the right-
hand side of the page. Ask What kinds of books can you see?
• Play the recording for the children to listen and find which
books the librarian recommends.
ANSWERs
1, 2, 4
4 Look, listen and repeat.  $ 2•11
• Tell the children to look at the sentences in the Perfect
pronunciation box. Explain that they all come from the
dialogue in Activity 3.
• Play the recording for the children to listen to the
intonation in the questions and answers, then play it again
for the children to repeat chorally then individually.
KEY COMPETENCE:   Learning to learn
Explain to the children that intonation needs to be used
correctly to make yourself understood. Explain that we
can’t always apply rules to intonation so it’s important to
pay attention to intonation when listening to others.
5 Listen again to the dialogue.  $ 2•10  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the intonation in the
questions and answers.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.
Optional activity
• Ask the children to change some of the details in the
dialogue and practise again.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit
3 and draw attention to the language for enquiring
and exchanging information about books. Ask a pair of
children to read the dialogue for the class.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 3 fluency cards.
• Ask the children to take turns to be the librarian and
someone looking for something to read. The librarian
asks questions using the word prompts provided, while
their partner uses the reading profile to answer the
librarian’s questions.
• Go around the class as the children practise, helping and
correcting intonation where necessary.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 3,
Functions. Notes and answers on CD-ROM.
Unit 3 81
19/02/2013 10:18
 Lesson 8   ​CB PAGE 33 and AB PAGE 30  ANSWERS
1 Mark Twain is so famous that they put him on a stamp.
2 He wrote fiction and non-fiction. He wrote
CULTURE AND READING adventure stories.
3 Agatha Christie is so famous that people have festivals
Lesson objectives
to celebrate her.
Read and understand texts about writers from 4 She wrote detective stories.
different countries 5 Jules Verne is so famous that the people in Nantes
Talk about an author whose books you would like to read made a statue of him.
Understand the importance of finding time to read 6 He wrote science fiction and adventure books.
every day
Regular review: practise using so/such 4 Which author’s books would you like to read?
Make notes.
Language • Ask the children to think about which author’s books they
Core: present perfect with for and since would most like to read. In their notebooks, they write
reasons for their choice.
Review: France; so and such
Extra: stamp, non-fiction, comedian, crime, popular, film, 5 Tell your partner.
solve, mystery, be born, statue, journey, imaginative, deep • Ask a child to read the example in the speech bubble to
sea exploration, space travel, real life the class.
• Ask the children to work in pairs. They tell each other
Materials which author’s books they would like to read and why.
CD02 $ track 12; Speak up poster • Ask some of the children to share their opinions with
the class.
Warmer
• Play a game of Everything I know about … (see page 202) Artistic and cultural competence
KEY COMPETENCE:  
using different types of books as the topic. Change the Famous authors and their works are an important part of a
book type with each speaker. country’s cultural heritage. Each text in Activity 2 explains
why the author is famous and how they have been
Lead-in recognized and celebrated.
• Have a class quiz. Divide the class into several teams. Write Ask the children to think of famous authors from their
the names of eight to ten famous books on the board. country. How are their lives and works remembered?
• Set a time limit of five minutes. Ask the children to work in
their teams to write down as many of the authors as they Vital values
can. The team that names the most authors is the winner. • Focus the children’s attention on the Vital values feature
and read the sentence with the class. Ask the class Why
Class Book is reading so important? How can we find time to read
every day? Accept answers in English or the children’s
1 Compare the photos in pairs.
own language.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on giving your opinion on the
Activity Book
Speak up poster.
• Monitor the activity as the children talk. 1 Read the texts on Class Book page 33 again.
• Ask some of the children to share their ideas with Make notes for Rachel, Kizzy and Hervé.
the class. • Ask the children to read the texts about the famous writers
again and complete the notes in the first three columns.
2 Read and match the texts and photos.
• Check the answers with the class.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that ANSWERS
Billy, Jilly and Milly want to know about famous writers Country United England France
from different countries, and new children have posted States
responses on Ace! Space.
Writer Mark Twain Agatha Jules Verne
• Ask the children to read the three texts quickly and match
Christie
each of them with the photos from Activity 1.
ANSWERS Wrote … adventure detective science
1  Hervé  ​2  Rachel  ​3  Kizzy stories stories fiction and
adventure
3 Read again and answer. stories
• Before they read the texts again, ask the children to read
the questions. They then read the texts and write the
answers in their notebooks.

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 2 Listen and make notes for Jens in Activity Lesson 9   ​CB PAGE 34 and AB PAGE 31 
1.  $ 2•12
• Play the recording, pausing where necessary, for the WRITING AND PHONICS REVIEW
children to complete the information for Jens.
Lesson objectives
Transcript
Identify the features of a detective story
Jens  Hi, Jilly! My name’s Jens.
Jilly  Hi, Jens. Where are you from? Understand the use of adverbs of manner
Jens  I’m from Denmark. Recognize the spelling patterns of words with /uː/ sound
Jilly  Wow! Tell us about a famous writer from your Write a short detective story
country, Jens.
Jens  Hans Christian Andersen is a very famous writer from Language
my country. Core: Lesson 5 story words; past simple and past
Jilly  Oh yes! I’ve read lots of his stories. How do you spell continuous
Hans Christian Andersen?
Review: ghost story, science fiction, laugh, balcony, shiny,
Jens  Hans is H–A–N–S. Christian is C–H – R – I – S – T – I – A –
catch
N. Anderson is A–N–D–E–R–S–E–N. Hans Christian Andersen
wrote lots of children’s stories. His stories are famous all Extra: solve, mystery, robbery, bored, office, suddenly,
over the world. He wrote lots of poems too. He was a very telephone, investigate, palace, missing, disappear, puzzle
clever man.
Jilly  Thanks, Jens. That’s great! Materials
CD2 $ track 13; Unit 3 wordcards Sets 1 and 2
ANSWERS
Country Denmark Warmer
Writer Hans Christian Andersen • Play a game of Mime! (see page 201) with all of the Unit 3
wordcards.
Wrote … children’s stories and poems
Lead-in
3 Read and circle. • Discuss story-writing with the class. Ask When did you last
write a story? What kind of story was it (e.g. a detective story, a
• The children read the sentences and circle the correct science fiction story)? What was it about?
word in each one.
Answers Class Book
1  so  ​2  such  ​3  such  ​4  so
1 Read the text. Choose.
4 Complete with so or such. • Ask the children to read the text to answer the questions.
• The children read the text about Jacqueline Wilson and
ANSWERs
complete the gaps with so or such.
a, c
Answers
1  so  ​2  so  ​3  such  ​4  such  ​5  so 2 Read the text again and answer the questions.
• Before the children read the text, ask them to read the six
5 Make notes. Write about a famous writer from questions in their Class Books. Check their understanding.
your country.
ANSWERS
• Ask the children to choose a famous writer from their
1 Marco was bored because there were no mysteries
own country.
to solve.
• The children make notes in answer to the questions. They 2 Princess Isabella telephoned Marco.
then use the notes to write a text about the writer. 3 The necklace was on Princess Isabella’s balcony.
4 She was getting more tea.
5 The room was on the tenth floor.
6 The thief was a bird.
• Ask the children to look at the adverbs of manner and
notes in the box. Read them and check understanding.

KEY COMPETENCE:   Learning to learn

Asking the children to think about how they can make their
writing more interesting is a useful exercise. Ask them to
make their own sentences containing the adverbs from the
text. Which sentences are the most descriptive?

3 Read the text again. Match.

• Ask the children to read the sentence halves. They read
the text again and match the two halves of each sentence.

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 ANSWERS
1  b  ​2  d  ​3  a  ​4  c
4 Match the features with the coloured words and
phrases in Jilly’s text.
• Ask the children to read the coloured words and phrases
in the text and match them with the features.
answers
1  ‘My diamonds have disappeared!’    ​2  Marco went onto
the balcony.   ​3  I was having my breakfast.   ​4  Just then   ​
5  excited
Activity Book
1 Circle the words with the /uː/ sound. Listen and
check.  $ 2•13
• Ask the children to read the words and circle the ones that
contain the /uː/ sound. Play the recording.
Answers
1, 3, 4, 5, 6
2 Read the detective story. Write True or False.
• With books open, ask a volunteer to read the title of the
detective story. Ask What is the story about? (a dog and
some diamonds) Who has written the story? (Jilly)
• Ask the children to read the story. They read the sentences
and write True or False.
Answers
1  True  ​2  False  ​3  False  ​4  True
3 Complete the text.
• The children complete the text with the words in the box.
Answers
1  when  ​2  necklace  ​3  was  ​4  weren’t  ​5  then  ​
6  clues
Lesson 10   ​CB PAGE 35 and AB PAGES 32 and 110 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 characters in different story types; Lesson
5 story words; past simple and past continuous; present
perfect with for and since
Review: coach, club, canteen, costumes, France, Italy,
subject
Extra: caretaker, enjoy, decade, librarian, digger, build,
discover, statue, playground, parade, collect
Materials
CD2 $ track 14; DVD Song 3 / DVD Story 3; Unit 3
Grammar and everyday language poster
Warmer   ​DVD Song 3 / Story 3 
• Ask the children to vote on whether they would like
to watch the Unit 3 story animation or the Unit 3 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 3.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?

4 Match the descriptions with the paragraphs in Class Book

the text. 1 Read and complete with for or since.
• Ask the children to read the paragraph descriptions and • Use the Grammar 2 section on the Unit 3 Grammar and
match them to the paragraphs, depending on their function. everyday language poster to review for and since with the
Answers present perfect, if necessary.
b, c, d, a • Ask the children to read the text and complete it with for
or since.
5 Read the detective story again. Find and write
eight words with the /uː/ sound. answers
• The children write the words with the /uː/ sound in the 1  for  ​2  since  ​3  for  ​4  since  ​5  for
correct columns in the table, based on their spelling pattern. 2 Complete the sentences with the past simple or
Answers past continuous.
ew oo ue ou oo • Use the Grammar 1 section on the Unit 3 Grammar and
everyday language poster to review the use of the past
new too blue through to continuous, and the past continuous with the past simple.
clues you two • Ask the children to read about the Ace School and
complete the text with the past simple or past continuous
6 Write a short detective story. forms of the verbs in brackets.
• The children write their own short detective stories using ANSWERS
Jilly’s stories in Activity 2 and the one on page 34 of their 1  was tidying   ​2  found  ​3  built  ​4  were building   ​
Class Books as models. 5  discovered

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 3 Look and say who.
• Focus attention on the pictures of the people in the
parade. Ask Who can you see?
• Ask the children to work in pairs. They take turns to
choose a character and tell their partner which character
he/she is with the words in the box.
ANSWERS
Billy is the detective; Jilly is the reporter; Milly is the thief;
William is the hero; Betty is the heroine; Mr McMaster is
the wise character; the librarian is the alien; Mr Murphy is
the UFO
Optional activity
• Ask the children to work in pairs. They tell each other
who they would like to be in the character parade and
why, e.g. I would like to be the heroine because I’m good at
helping people.
4 Whose things are these? Write.
• Ask the children to look at the lost property in the library.
They write down the word for each object and the person
who it belongs to.
answers
1  spaceship = librarian   2  magnifying glass = Billy  
3  cloak = William   4  UFO = Mr Murphy   5  mask = Milly   Answers
6  shield = Betty
Activity Book
1 Complete.
• The children read the story summaries and complete
them with the character words from Lesson 1.
Answers
1  hero  ​2  reporter  ​3  enemy  ​4  assistant  ​
5  detective  ​6  victim  ​7  thief  ​8  witness
2 Look and complete.
• The children read about the school play and complete the
text with the words from the box.
Answers
1  disguise  ​2  alien  ​3  spaceship  ​3  magic cloak   ​
4  spells
3 Read and circle.
• The children read about the fire practice and circle the
correct verb form from each pair of options.
Answers
1  was having   ​2  heard  ​3  was cleaning   ​4  was reading  ​
5  were playing   ​6  was painting   ​7  was turning off   ​
8  waited
4 Listen and tick ✓ or cross ✗.  $ 2•14
• Ask the children to read the sentences about Mr Murphy.
Play the recording, pausing if necessary, for the children to
draw a tick or a cross next to each sentence.
4006989 Ace TB6 SP.indb 85
Transcript
Jilly  Hello, Mr Murphy.
Mr Murphy  Hello, Jilly.
Jilly  Can I ask you some questions for Ace! Weekly?
Mr Murphy  Of course! What do you want to know?
Jilly  How long have you taught at Ace School?
Mr Murphy  Let’s see … I’ve taught at Ace School for five …
no, 10 years!
Jilly  10 years! Wow! Have you always lived in Aceton?
Mr Murphy  No, I haven’t. When I was a baby, I lived in Ireland,
but my family moved to Aceton when I was little.
Jilly  Wow. Have you travelled to lots of different countries?
Mr Murphy  Yes, I have. I’ve travelled to France, Italy and the
United States. I love the United States. I’ve been there three
times since 2005.
Jilly  That’s cool! Are you friends with Mr Tidy?
Mr Murphy  Yes, I am. Mr Tidy and I have been friends since I
started at Ace School. We’ve been friends for 10 years!
Jilly  What subjects did you like when you were at school?
Mr Murphy  My favourite subjects were English and art. I’ve
loved those subjects since I was a little boy.
Jilly  Mr Murphy, I’ve got a surprise for you. The students at
Ace School have decided that you’re our favourite teacher.
We’ve given you the Favourite Teacher Award! Here it is!
Mr Murphy  Oh, wow! That’s so nice! Thank you, everyone!
1  ✓  ​2  ✗  ​3  ✗  ​4  ✗  ​5  ✓  ​6  ✓
5 Correct the false sentences in Activity 4.
• The children rewrite the false sentences from Activity 4 in
their notebooks with the correct information.
Answers
Mr Murphy has lived in Aceton since he was little. Mr
Murphy has travelled to the United States three times
since 2005. Mr Murphy and Mr Tidy have been friends for
10 years.
Unit 3 85
19/02/2013 10:18
 Lesson 11    CB PAGE 35 and AB PAGE 33  Transcript
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 3
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 3
Review: science fiction novel, mean, dangerous, escape
Extra: robot, fight, brave, explore, planet, space, gadget
Materials
CD2 $ track 15
Warmer
• Ask the children to write down three questions about the
objects learnt in the unit. These can be factual questions,
language questions or a combination of both.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the girl
giving a presentation. Ask What is the presentation about?
What is the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their favourite type of book.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of headings and the
information in the diagram. They write the headings in
the correct places. Point out that they do not need to read
every word.
answers
a  The stories   ​b  Favourite parts   ​c  The characters   ​
d  What the characters are like   ​e  The setting
2 Listen and number the presentation plan in
order.  $ 2•15
• Tell the children that they are going to hear the girl giving
her presentation about her favourite type of book.
• Play the recording for the children to listen and number the
sections of the plan in order as the girl talks about them.
86 Unit 3
4006989 Ace TB6 SP.indb 86
My favourite books are science fiction stories.
The setting for these stories is usually space, or the future,
where everything is a bit different.
The stories have got a hero or a heroine – or sometimes both.
They sometimes have an assistant, like a robot or just another
person. Sometimes they meet friendly aliens, and sometimes
they’ve got an enemy, such as a mean alien, and they have
to fight him. The main characters are usually brave and clever.
They explore new planets and they learn about them.
I like science fiction because the stories are always exciting
and sometimes funny. They’re like adventure stories in space.
The characters are sometimes in dangerous places, and they
have to escape. Or they have a mean and dangerous enemy,
and they have to trick him.
I love the gadgets in the stories, like robots, UFOs and time
machines. I sometimes wish I had a time machine!
ANSWERS
a  4  ​b  5  ​c  2  ​d  3  ​e  1
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their
favourite type of book by copying the headings from
Activity 1 and making notes. Go around the class as the
children work, helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class.
KEY COMPETENCE:   Autonomy and personal initiative
The presentation is about the children’s favourite type
of book, so their approach will be a personal one. The
children will not be able to find facts on the internet or in
encyclopedias – all of the information must come directly
from them. Whenever possible in lessons, relate topics to
the children’s own lives.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly and
their class on page 35 of the Class Book: Human history
homework. Find out about people in the past. Tell them that
this will be the theme for the next unit.
• Ask the children what they know about different people
from the past. What kinds of things do they think Billy, Jilly
and Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 3 Test
or the Term 1 Test. You will find the tests on the Teacher’s
Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test
section, Unit 3 Test/Term 1 Test. Notes and answers on
CD-ROM.
19/02/2013 10:18
    ​
H u m a n h story
Lesson 1   ​CB PAGE 36 and AB PAGES 34 and 105  • Play the recording, pausing where necessary for the
VOCABULARY
Lesson objectives
Identify different life events
Identify different text types
Find information in an autobiography
Talk about the people in your family
Language
Core: get married, leave school, learn to drive, be born, have
children, retire, leave home, start school, move house, grow
up, go to university, get a job
Review: subject
Extra: treasure, archaeologist, great-grandfather, photo
album, wedding, education, parent, earn, husband, wife,
complete, pack up, possessions, continue, degree, develop,
discover, uncle, cousin, grandad, enjoy, spend (time),
grandchildren
Materials
CD2 $ tracks 16–19; Unit 4 wordcards Set 1; a watch
or timer
Warmer
• Brainstorm a list of words for family members and write
it on the board. Ask individual children general questions
about their family, e.g. Who is the oldest/youngest member
of your family? How many brothers and sisters have you got?
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about people in the past.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 2•16  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Billy’s homework.
• Ask the children to open their Class Books and look at the
things Billy has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
4006989 Ace TB6 SP.indb 87
children to listen and match the text types to the texts.
Transcript
Dad  That looks interesting. What’s your homework about?
Billy  We have to find out about people in the past.
Dad  Oh, great. What have you got?
Billy  I’ve found a newspaper story about some people
who found Viking treasure! We can find out a lot about
people from the past by looking at old things that people
actually used.
Dad  That’s true.
Billy  Yes, it’s really cool! I want to be an archaeologist!
Dad  Did you know your great-grandfather was an
archaeologist? Look, here he is in our family photo album.
And I’ve got his autobiography somewhere. It was in a
magazine. He was quite famous!
Billy  Wow! Cool! Can I take them to school?
Dad  Yes, you can. Just be careful with them.
ANSWERS
A  photo album   ​B  autobiography  ​C  newspaper story
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 2•17
• Ask the children to look at the pictures in the photo
album (text A). Explain that they show different stages in
Billy’s great-grandfather’s life. They match the words to the
pictures and write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  be born   ​2  start school   ​3  grow up   ​
4  leave school   ​5  go to university   ​6  learn to drive   ​
7  leave home   ​8  get married   ​9  move house   ​
10  get a job   ​11  have children   ​12  retire
3 Look at text A. Listen and say the word.  $ 2•18
• Ask the children to look at the photo album again.
• Tell them that they are going listen to descriptions of the
different life stages. They must listen and say the word for
each one.
• Play the recording, pausing after each extract for the
children to say the word.
Transcript
1 This is the start of your education. In England, you do this
when you’re four years old.
2 This is the start of your life.
3 When a person stops doing their job because they’re
quite old.
4 When you leave your parents’ house and go to live
somewhere new.
5 When you start to work and earn money.
6 When a man and a woman agree to stay together forever
as husband and wife.
Unit 4 87
19/02/2013 10:18
 7 You do this when you have completed your school
education.
8 When you pack up all your possessions and go to live in a
new house.
9 When you decide to continue your studies and get a
degree.
10 When you take lessons so that you can drive a car.
11 When a man and a woman become parents.
12 When you develop into an adult.
ANSWERS
1  start school   ​2  be born   ​3  retire  ​4  leave home   ​
5  get a job   ​6  get married   ​7  leave school   ​
8  move house   ​9  go to university   ​10  learn to drive   ​
11  have children   ​12  grow up
KEY COMPETENCE:   Competence in social skills and
citizenship
You may wish to point out to the children that not
everyone’s life follows the same pattern as that presented
in Activity 3. This is just an example to show some of the
most general life events in context. Some people may
never go to university, get married, have children or
learn to drive. Encourage the children to respect the fact
that people have different lifestyles and make different
decisions in life.
4 Read text B and answer.  more. I’ve moved to London where I work as a teacher, like
• Ask the children to look at text B. Read the questions with
the class. Explain that this is a speed reading task and that
the children have one minute to complete it.
• Ask the children to use the autobiography to find the
answers to the questions.
• When the minute is up, check the answers with the class.
ANSWERS
Algernon was born in London. His favourite subject was
history. He was famous for discovering an ancient Roman
village.
Optional activity
• Ask the children to read the autobiography again in
more detail. They work in pairs, taking turns to tell each
other something about Algernon’s life.
5 What do you know about your family? Tell
your partner.
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class.
• The children take turns to say what they know about
different members of their family.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 105 of the Activity Books
and write translations for the life events verbs.
1 Write the verbs.
• The children look at the pictures and write the correct
verbs. Display the Unit 4 Set 1 wordcards for support while
they work.
88 Unit 4
4006989 Ace TB6 SP.indb 88
ANSWERS
1  be born   ​2  grow up   ​3  start school   ​4  learn to drive  ​
5  leave school   ​6  go to university   7  leave home  
8  get a job   9  get married   10  move house
2 Read and complete.
• The children complete the definitions with the
correct verb.
ANSWERS
1  get a job   ​2  retire  ​3  get married   ​4  have children   ​
5  leave home   ​6  move house   ​7  grow up   ​
8  go to university
3 Listen and circle.  $ 2•19
• Tell the children that they are going to hear a recording of
Billy, Jilly and Milly’s uncle, aunt and cousins introducing
themselves.
• Play the recording, pausing where necessary for the
children to circle the correct answers.
Transcript
Billy  This is our uncle, two of our cousins and our grandad.
1 Leo Bean  I’m Leo Bean. I was born in 1972. I’m married and
I live with my wife, at 12 Lake Town Road. We have a son
and a daughter.
2 Stacey Bean  I’m Stacey Bean. I don’t live with my family any
my mum. I drive back to Aceton every weekend.
3 Peter Bean  I’m Peter Bean. I didn’t grow up in Aceton. I
got a job here when I left school. I’m getting married
next year.
4 William Bean  I’m William Bean. I went to university when
I was 18 and I learnt to drive when I was 24. I don’t work
any more because I’m retired. I enjoy spending time with
my grandchildren.
Answers
1  c  ​2  a  ​3  a  ​4  b
4 Write about yourself.
• The children write sentences about the people in their
family using the life events verbs from the lesson.
19/02/2013 10:18
 Lesson 2   ​CB PAGE 37 and AB PAGE 35  • Focus on the example and ask a pair of children to read it
STORY
Lesson objectives
Read and understand a local news story
Retell a story
Write a review of the local news story
Language
Core: Lesson 1 life events verbs
Review: shiny, silver, coins, gold
Extra: local, treasure, dream, project, metal detector, switch
off, beep, valuable, dig, rare, hoard, bracelet, jewellery, chief,
bury, worth, enjoy
Materials
CD2 $ track 20; Unit 4 wordcards Set 1
Warmer
• Put the Unit 4 Set 1 wordcards on your desk. Ask a child
to come to the front and put on the board the stage that
happens first (be born).
• Invite different children to come to the front, one at a
time, and put the rest of the words in a logical order. (Note
that variations are possible.)
Lead-in
• Explain that the children are going to listen to and read
the newspaper story Billy has brought in for his homework
assignment. Ask for predictions of what it might be about.
Class Book
6 Read and listen.  $ 2•20  What kind of story is it?
• Focus on the newspaper story. Ask the children to read
the list of different story types. Elicit, or explain, the
meaning of the word local.
• Play the recording for the children to follow the story in
their books.
• Check the answers with the class. Then discuss the
children’s reactions to the story.
ANSWER
a local news story
7 Read again and answer.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
ANSWERS
1 Adam and his dad started looking for treasure when
Adam was 12.
2 It was for a school project.
3 Yes, they had.
4 Because the metal detector started beeping.
5 The first thing they found was a coin.
6 The treasure included over 700 silver coins, a broken
gold bracelet and other jewellery.
8 Retell the story in pairs.
• Divide the class into pairs. Tell the children that they are
going to retell the story with their partner.
to the class. Then ask the children to close their books.
• Go around the class, helping and checking as the children
retell the story with their partners. Retell the story as a class.
• What do you think? Discuss the question as a class.
Ask them whether they would enjoy treasure hunting.
Encourage answers from different children.
KEY COMPETENCE:   Learning to learn
Retelling a story helps to reinforce it in the children’s
minds. When this is done in pairs, it is even more effective
as different children will remember different elements
more clearly.
When the children retell stories, encourage them to do
this completely from memory. They can look back at the
story only when they have finished to check that what
they remembered was correct.
Activity Book
Plot, characters and setting
1 Remember the story. Number in order.
• The children read the sentences and number the events
from memory.
• Ask the children to check their answers by looking at the
Class Book story on page 37. Then check the answers as
a class.
ANSWERS
a  4  ​b  2  ​c  5  ​d  1  ​e  6  ​f  3
2 Read and write True or False.
• The children read the sentences and write True or False.
ANSWERS
1  True  ​2  False  ​3  False  ​4  True  ​5  True  ​6  False  ​
7  False  ​8  True
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  on  ​2  field  ​3  going  ​4  anything  ​5  dig  ​6  coin  ​
7  old  ​8  metal  ​9  treasure
Review
4 Complete the review.
• The children complete the review and rate the story.
Possible ANSWERS
1  Father and son find ancient Viking treasure   ​
2  a local news story   ​3  in a field near the beach
last week   ​4  Adam and his dad, Mr Jenkins   ​
5  find some Viking treasure   ​6  Children’s own answers   ​
7  Children’s own answers
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 4, Story
worksheet. Notes and answers on CD-ROM.
Unit 4 89

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 Lesson 3   ​CB PAGE 38 and AB PAGES 36 and 110  B There’s something here. I can’t move it. It must be big! It
GRAMMAR
Lesson objectives
Practise using modal verbs
Make sentences that express different degrees of
probability
Play a guessing game
Regular review: practise using must/mustn’t for obligation
Language
Core: Lesson 1 life event words; modal verbs
Review: gold, coins
Extra: hoard, treasure, chief, valuable, horseshoe, pirate,
jewellery, helmet, metal detector, astronaut, careful, dig,
permission, report, finds
Materials
CD2 $ tracks 20–21; Unit 4 Grammar and everyday
language poster
Warmer
• Play a game of Wrong word (see page 202) with sentences
about the story on page 37 of the Class Book.
Lead-in
• Ask children what else they can remember about the
newspaper story from Lesson 2. Prompt with questions
if necessary.
• Ask the children to open their Class Books and look at the
newspaper story on page 37 again. How well did they
remember it?
Class Book
1 Read and listen to the story again on page
37.  $ 2•20 Choose.
• With books open, tell the children that they are going
to hear the story again. As they listen, they choose the
correct verb from each pair of possibilities.
• Play the recording, more than once if necessary.
ANSWERS
1  can’t  ​2  might  ​3  must  ​4  could
2 Listen and say the number.  $ 2•21  Talk about
the pictures using the adjectives.
• Focus on the pictures. Tell the children that they are going
to hear a description of each picture.
• Play the recording, pausing after each description for a
different child to say the number.
• Ask the children to work in pairs. They take turns to
describe the pictures to each other using the adjectives in
the box with modal verbs.
Transcript
A Look! I’ve found something. Oh … it must be from
that farm over there. It can’t be valuable. It’s just an old
horseshoe.
90 Unit 4
4006989 Ace TB6 SP.indb 90
could be pirate treasure. Come and help me.
C Wow! Look at this! It looks old. It might be Viking jewellery.
It must be valuable. It’s made of gold.
D Look, what’s this? Is it a helmet? It’s broken.
E Listen, I’ve found something. It must be quite small. It
might be a button. No, look: it’s a key. It could be the key
to that box!
F Look, here’s something. I think it must be quite modern.
Yes, look – it’s a metal detector.
answers
2, 5, 3, 4, 6, 1
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 4.
• Read the explanation to the class. Ask Which verb do we
use when we are sure something is true? (must) Which verb
do we use when we are sure something isn’t true? (can’t)
Which verbs can we use when we don’t know whether or not
something is true? (could/may/might)
• Elicit examples of sentences with must, can’t and might/
may/could from the class.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
4 Choose a costume. Play a guessing game in pairs.
• Focus on the picture. Tell the class that the children from
Class 6A are dressed up as different people.
• Ask the children to work in pairs. Explain that they must
choose a costume and describe it for their partner
to guess who it is. They should use modal verbs of
probability to make their guesses.
• Ask a pair to read the example dialogue to the class. Elicit
one or two further examples.
• The children describe the children in the picture in pairs
for their partner to guess. Walk around the class, helping
where necessary.
Competence in social skills and
KEY COMPETENCE:  
citizenship
By working together in Activity 4, the children encourage
each other to make observations, and practise grammar
in a communicative way. This type of activity also provides
an opportunity for peer correction.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 110 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and circle.
• The children read the sentences and circle the correct
verb for each one.
19/02/2013 10:18
 ANSWERS
1  a  ​2  c  ​3  b  ​4  b
2 Order and write sentences.
• The children put the words in the correct order to write
the sentences.
ANSWERS
1 This jewellery must be new
2 My metal detector could be broken.
3 These new coins can’t be valuable.
4 This might be a Viking bracelet.
3 Look and write sentences with must, can’t or
might/may/could.
• The children look at the pictures and write sentences
using the adjectives with the correct modal verbs.
answers
1  It can’t be new.   ​2  It might be old.   ​3  It could be a
coin.  ​4  It must be jewellery.   ​5  It might be a necklace.   ​
6  It can’t be valuable.
4 Rewrite the sentences using must or mustn’t.
• Remind the children that we can also use the modal verb
must to express obligation.
• The children read the sentences and rewrite them using
must or mustn’t.
answers
1 You must be careful when you dig.
2 You mustn’t dig in a field without permission.
3 You must report any treasure finds.
4 You mustn’t leave the field without tidying up.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Vocabulary and grammar 1. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 91
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise life events verbs
Review and practise sentences with modal verbs
Language
Core: Lesson 1 life events words; modal verbs
Materials
DVD Story 4; Unit 4 wordcards Set 1; Unit 4 Grammar and
everyday language poster; $ Teacher’s Resource CD-
ROM, DVD worksheets section, Unit 4; a picture showing
just the eyes of David Beckham (or another famous
person); internet/pictures of famous people with pre-
prepared fact sheets about their life events
Warmer
• Play a game of Time’s up! (see page 202) to review the life
events verbs from Lesson 1.
Lead-in
• Put the Unit 4 Set 1 wordcards on the board. Ask the
children to work in pairs. Invite guesses from the pairs
about some of the things you have done in your life, e.g.
(I think you learnt to drive when you were seventeen.) That’s
right! (I think you started school in 1990.) No, 1987.
1 Look at the picture. Who is it? Talk with
your partner.
• Hold up the picture of David Beckham’s eyes or display
them using the interactive whiteboard. Tell the class that
the eyes belong to a famous person.
• Ask the children to work in pairs. They say who they think the
person could be using modal verbs of probability. Help with
language, but don’t give clues about the person’s identity.
• Discuss the picture as a class. Encourage suggestions from a
range of children, but do not reveal the answer at this stage.
2 Match. Then read the clues.
• Tell the children that they are going to write and solve
some clues to find out who the famous person is.
• Write the following sentence halves on the board.
1 He was born in a he was four.
2 He started school when b 1999.
3 He grew up c to university.
4 He got a job d 1975.
5 He didn’t go e in London.
6 He got married to a singer in f as a footballer.
• Ask the children to work in pairs to match the beginnings
of the sentences to the correct endings and write them in
their notebooks.
answers
1  d  ​2  a  ​3  e  ​4  f  ​5  c  ​6  b
The famous person is David Beckham.
Unit 4 91
19/02/2013 10:18
 3 Find another picture. Research another
famous person.
• Ask the children to work in pairs to find their own picture
of a famous person and write clues about him/her. If you
have classroom access to the internet, the children can find
a picture online and research the person’s life events. If not,
provide the children with pictures and fact sheets.
• Ask the children to cut out part of the face of the person
so that they have just the eyes, nose or mouth.
KEY COMPETENCE:   Artistic and cultural competence
The children use their knowledge of popular culture to
complete the activity above. Popular culture can be a
useful vehicle for generating language from children. It is
something they know a lot about and it is fun for them.
4 Write clues.
• The children work in pairs to write sentences about the
life of the person, using the vocabulary from Lesson 1.
5 Swap work with another pair. Look at the
picture. Read the clues and say the name of the
famous person.
• Ask the children to work in pairs. They look at the other pair’s
picture and clues to find out who the famous person is.
6 Watch the story on DVD.   ​DVD Story 4  homework assignment in Lesson 1. Ask Which thing told
• Tell the children they are going to watch the story Father
and son find ancient Viking treasure on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  treasure  2  shiny  3  university  4  amazing   Class Book
5  married  6  sea  7  broken  8  safe
• Ask the children to circle the words that are animated as
they watch the DVD. Play the Unit 1 story clip on the DVD.
• Play the clip again for the children to check their answers
answers
1  treasure  2  shiny  4  amazing  5  married  7  broken   • When they have finished, the children look at the
8  safe
7 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
92 Unit 4
4006989 Ace TB6 SP.indb 92
Lesson 4   ​CB PAGE 39 and AB PAGE 37 
READING AND WRITING
Lesson objectives
Read and understand an autobiography
Use sequencing words in sentences
Write an autobiography
Learning to learn: keeping a learning diary
Language
Core: Lesson 1 life events words
Review: coin, skateboarding, club, study
Extra: archaeologist, discover, museum, wife, parent,
keen, local
Materials
CD2 $ track 22
Warmer
• Play a game of Smiley face (see page 201) with the life
events verbs from Lesson 1.
Lead-in
• Ask if the class can remember what Billy brought in for his
us about the life of Billy’s great-grandfather? (the newspaper
story) Ask the children what they can remember about
Billy’s great-grandfather.
1 Read part 1. Remember and complete. Read
page 36 again and check.
• Ask the children to look at the autobiography on page 39
and complete part 1 from memory.
autobiography on page 36 to check their answers. Then
go through the answers with the class.
answers
1  village  ​2  autobiography  ​3  was  ​4  moved  ​5  grew  ​
6  started  ​7  left  ​8  university
2 Read parts 1 and 2. Find the dates and say
what happened.
• Ask the children to read parts 1 and 2 of the
autobiography and find the dates in the box.
• Ask the children to work in pairs. They take turns to point
to a date and say what happened in that year.
answers
1921:  Algernon was born in London.   ​1946:  He got
a new job / became an archaeologist.   ​1947:  He got
married (and moved house).   ​1951:  He had his first child.  ​
1986:  He retired.
3 Read parts 1 and 2 again and complete. Find
more sentences with these words.
• Tell the children that the six sentences are taken from the
autobiography. Ask them to read the text again, find the
sentences and complete them with the correct words.
19/02/2013 10:18
 • Explain that these words are called sequencing words and
we use them to show the order in which things happened.
ANSWERS
1  when  ​2  As soon as   ​3  While  ​4  until  ​5  later  ​
6  During
He became famous when … ; My family moved house
when … ; As soon as I started learning … ; When I left
school … ; During that time, I learnt a lot … ; While I was
living in Aceton … ; A few years later, I found … ; Twenty
years later …
4 Read and choose.
• Ask the children to read the text in Billy’s speech bubble and
choose the correct sequencing word for each sentence.
ANSWERS
1  while  ​2  later  ​3  As soon as   ​4  when  ​
5  during  ​6  until
Activity Book
1 Read and write True or False.
• Ask the children to read Maddy’s autobiography. They
read the sentences and write True or False.
Answers
1  False  ​2  True  ​3  False  ​4  True  ​5  False  ​6  True  ​
7  False  ​8  False
2 Listen and make notes for Theo.  $ 2•22
• The children listen and note the key details about Theo.
Transcript
My name’s Theo Ford. I was born in Aceton in 1997. I’m very
keen on sports. I joined the school basketball team when I
started secondary school in 2009. Basketball’s my favourite
sport. I’m fairly good at football and I quite like tennis. But as
soon as I tried basketball, I knew it was the sport for me! I started
playing for a local club when I was seven. We practise three
times a week. It’s hard work, but a lot of fun. I’d like to study
sport at university. In the future I’d like to be a PE teacher.
Answers
1  Theo Ford   ​2  1997  ​3  2009  ​4  basketball  ​5  2004 /
when he was 7   ​6  PE teacher
3 Write Theo’s autobiography. Use your notes in
Activity 2.
• The children use the details they recorded about Theo
in Activity 2 to write his autobiography. They can use the
autobiography in Activity 1 and the one on page 39 of
their Class Books as models.
Learning to learn: Make a learning diary for
this week.
• Ask the children to read the Writing tip. They write their
own learning diary using the one on the page as a model.
KEY COMPETENCE:   Learning to learn
Keeping a learning diary helps the children to focus
on what they have studied and look at areas that need
improvement. They can also use their diaries to help them
plan their revision before a test. Encourage the children to
keep a record of their learning and provide opportunities
to revisit language points that they lack confidence in.
4006989 Ace TB6 SP.indb 93
Lesson 5   ​CB PAGE 40 and AB PAGES 38 and 105 
VOCABULARY AND DVD SONG
Lesson objectives
Identify people in the family and community
Listen and extract information from a song
Talk about the people who live in your home
Language
Core: community, home, husband, wife, parent, toddler,
child, grandparent, best friend, grown-up, teenager,
neighbour; Lesson 1 life event words
Review: make up
Extra: longhouse, on (his) own, cousin, sheep, goat, typical,
close together
Materials
CD2 $ tracks 23–26; DVD Song 4; Unit 4 wordcards Set 2
Warmer
• Write the sequencing words from the previous lesson
on the board. Ask the class to help you retell the story of
Algernon Bean, using the words.
Lead-in
• Ask the children what they know about Vikings. Ask
questions such as What did Vikings wear? (The Vikings wore
warm clothes made from wool and animal skin.) Where were
the Vikings from? (Denmark, Norway and Sweden) When did
the Vikings live? (between about 700 and 1100 AD)
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
this stage.
2 Listen and repeat.  $ 2•23
• Establish that this lesson is about Vikings and their families.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the pictures as they do so.
Transcript
1  community  ​2  home  ​3  husband  ​4  wife  ​5  child  ​
6  parent  ​7  toddler  ​8  grandparent  ​9  best friend   ​
10  grown-up  ​11  teenager  ​12  neighbour
3 Listen and say the word.  $ 2•24
• Tell the children that they are going to hear the beginning
of some sentences about different people in the family
and community. They must listen and complete the
sentences with the correct word.
• Play the recording, pausing after each sentence for
the children to say the word. Display the Unit 4 Set 2
wordcards for support while they listen.
Unit 4 93
19/02/2013 10:18
 Transcript
1 When a man and a woman get married, the man is the …
2 When a man and a woman get married, the woman is
the …
3 Your mum or dad is your …
4 Your mum’s parent is your …
5 Someone who lives in the house next door to yours is
your …
6 All the people who live and work in an area make up a …
7 When you are older than 12 and younger than 20 you are
a…
8 A young child who has just learnt to walk is a …
9 You’re not a child or a teenager any more, you’re a …
answers
1  husband  ​2  wife  ​3  parent  ​4  grandparent  ​
5  neighbour  ​6  community  ​7  teenager  ​8  toddler  ​
9  grown-up
4 Listen to the song.  $ 2•25  Who lives in
the house?    DVD Song 4  Activity Book
• Play the audio or DVD version of the song for the children
to listen and make a note of the people who live in
the house.
• Play the song a second time if necessary.
Transcript
A Viking in his longhouse, a Viking in his home,
A Viking in his longhouse is never on his own!
There’s his wife and their children.
A Viking in his longhouse …
There’s his wife and their children and the cousins and the
parents.
A Viking in his longhouse …
There’s his wife and their children and the cousins and
the parents and the grandparents and the sons and the
daughters.
A Viking in his longhouse …
There’s his wife and their children and the cousins and
the parents and the grandparents and the sons and the
daughters.
A Viking in his longhouse …
There’s his wife and their children and the cousins and
the parents and the grandparents and the sons and the
daughters and the toddlers and the teenagers and the
grown-ups.
A Viking in his longhouse …
There’s his wife and their children and the cousins and
the parents and the grandparents and the sons and the
daughters and the toddlers and the teenagers and the
grown-ups and the dogs and the sheep and the goats.
A Viking in his longhouse, a Viking in his home,
A Viking in his longhouse is NEVER ON HIS OWN!
It’s lucky I’ve got a longhouse!
ANSWERs
The Viking’s wife, children, cousins, parents, grandparents,
sons, daughters, toddlers, teenagers, grown-ups, dogs,
sheep and goats
KEY COMPETENCE:   Learning to learn
Repeated exposure to new vocabulary helps to establish
it firmly in the children’s minds; the song in Activity 4 uses
repetition in this way.
94 Unit 4
4006989 Ace TB6 SP.indb 94
Optional activity
• Ask the children to close their books. Play a game of A
long sentence (see page 202) to practise the new family
and community vocabulary. Begin the sentence with
I’m a Viking. I live in a longhouse with …
5 Read. Order the letters.
• Ask the children to read the text and reorder the letters to
form the correct family and community words.
ANSWERs
1  community  ​2  home  ​3  husband  ​4  parents  ​
5  toddlers  ​6  teenagers  ​7  grown-ups  ​8  neighbours
6 Think about the people who live in your home.
Talk in pairs.
• Ask the children to work in pairs. They take turns to tell
each other about the people who live in their home.
Bilingual dictionary
• Tell the children to turn to page 105 of their Activity
Books and write the translations for the family and
community words.
1 Complete the song. Listen and check.  $ 2•25
• The children complete the song from memory, writing the
jumbled words from the song in the correct order.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  home  ​2  wife  ​3  children  ​4  parents  ​
5  grandparents  ​6  toddlers  ​7  teenagers  ​
8  grown-ups
2 Listen and tick ✓ Nick’s street.  $ 2•26
• Play the recording of Nick describing the people in his
street for the children to listen and tick the correct picture.
Transcript
I like my street. Our neighbours are really friendly. On one
side there’s Mrs Spencer and her husband. They’re retired
and their children have left home. They’re grandparents. I
sometimes see a toddler in their garden. Our home is in the
middle. I live with my two sisters and our parents. On the
other side, there’s the Long family. Mr Long and his wife have
got two children. They’re teenagers. They’re very friendly.
answer
b
3 Listen again and complete.  $ 2•26
• Play the recording again, pausing if necessary, for the
children to complete the text.
answers
1  neighbours  ​2  husband  ​3  retired  ​4  grandparents  ​
5  toddler  ​6  wife  ​7  teenagers
4 Write about your street.
• The children write about the people in their street in their
notebooks, using the text from Activity 3 as a model.
19/02/2013 10:18
 Lesson 6   ​CB PAGE 41 and AB PAGES 39 and 111  4 Read the text again and answer Right, Wrong or
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about archaeological finds in the UK
Read and understand an article about archaeological digs
Practise using the present perfect with just, already and yet
Talk about things archaeologists have/haven’t found
Language
Core: present perfect with just, already and yet
Review: wax, coins
Extra: archaeologists, discover, board game, missing,
popular, chess, writing tablets, careful, law document,
helmet, valuable, chief, cooking pot, puzzle, jewellery,
sword, bracelet
Materials
CD2 $ track 25; Unit 4 Grammar and everyday
language poster
Warmer  $ 2•25
• Play the song from Lesson 5. Ask the children to sing along.
Lead-in
• Tell the children that in this lesson they are going to learn
more about archaeological discoveries.
Class Book
1 Look at the photos. Describe what you can see.
• Ask the children to work in pairs. They look at the photos
and take turns to describe what they can see.
2 Read and match the paragraphs and photos.
• Tell the children that they are going to read about
archaeological digs. They must match the paragraphs to
the photos in Activity 1.
answers
1  d  ​2  b  ​3  a  ​4  e  ​5  c
3 Read and learn. Find examples of just, already
and yet in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
4. Use the examples and explanations to show how and
when we use the present perfect with just, already and yet.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text again and find more
examples of the present perfect with just, already and yet.
ANSWERS
… archaeologists have already found games like this
in other places. A team of archaeologists have just
discovered … ; They haven’t found all the pieces yet!
Artistic and cultural competence
KEY COMPETENCE:   $Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Learning about archaeological discoveries gives children
an insight into how the Vikings lived.
4006989 Ace TB6 SP.indb 95
Doesn’t say.
• The children read the sentences and write the answers.
ANSWERS
1  Wrong  ​2  Right  ​3  Wrong  ​4  Doesn’t say   ​
5  Right  ​6  Wrong
5 Correct the wrong sentences in pairs.
• Ask the children to work in pairs to correct the wrong
sentences from Activity 4.
answers
1 The Vikings arrived in the UK in around 800 AD.
3 Archaeologists have discovered many objects that
belonged to the Romans.
6 They haven’t found all the pieces yet!
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 111 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and circle.
• The children read the sentences and circle just, already or
yet in each.
Answers
1  already  ​2  just  ​3  yet  ​4  just
2 Order and write sentences.
• The children put the words in the correct order to write
the sentences.
Answers
1 Archaeologists have already discovered Viking helmets
in the UK.
2 They haven’t found all of the parts of the board game yet.
3 They have just found a very valuable helmet.
3 Make sentences.
• The children use the word prompts to write sentences in
the present perfect with just, already and yet.
Answers
1 Archaeologists have just found a writing tablet.
2 They haven’t found any jewellery yet.
3 They have already found a board game.
4 They have already put together the cooking pot.
5 They haven’t found any Viking swords yet.
4 Look and make sentences.
• The children look at the picture and write sentences using
the word prompts.
Answers
1  She’s just found some coins.   ​2  She’s already found a
board game.   3  She hasn’t found a helmet yet.   ​4  She’s
just found a bracelet.   5  She’s already found a book.   ​
6  She hasn’t found a puzzle yet.
Further practice
Vocabulary and grammar 2. Notes and answers on CD-ROM.
Unit 4 95
19/02/2013 10:18
 Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Identify, draw and label, a Viking longship
Research life on a Viking longship
Make a fact sheet about Viking longships
Share knowledge and learning in the form of a social task
Language
Core: longship, warriors, sails, stripes, diamonds, carving,
rudder, oars
Extra: invade
Materials
DVD cross-curricular; a large picture of a Viking longship:
internet/encyclopedias/pre-prepared fact sheets about
Viking longships; plain paper; poster paper; scissors; glue
sticks; coloured pencils
Warmer
• Play a game of Missing word (see page 202) with
sentences about Vikings related to the information the
children learnt in Lesson 6.
Lead-in
• Ask the children what else they remember about Vikings
and their communities.
• Tell the class that this lesson is about Vikings and one of
their forms of transport. Can they guess what it might be?
1 Describe the picture.
• Hold up the picture of the Viking longship so that all
the class can see it, or display it using the interactive
whiteboard.
• Ask the class What can you see? Encourage observations
from different children around the class.
• Were any of their guesses correct? Establish that the
picture shows a Viking longship. Write the word on the
board and say it for the children to repeat.
2 Listen to your teacher. Say the words.
• Tell the children more about Vikings and their longships
by reading the information below:
Vikings were warriors. They came from Denmark, Norway
and Sweden. They invaded nearby countries.
The Vikings travelled to these countries by longship. Viking
longships were long, thin and fast. They were beautiful. They
had sails with patterns such as stripes or diamonds. At the
front of the ship, the Vikings put a carving of the head of a
horrible creature. This was to scare their enemies.
The Vikings moved their longships using a rudder at the back
of the ship. They used oars to row the ship.
• Write the words in bold above on the board. Elicit or
explain the meaning of each one and say them for the
children to repeat.
96 Unit 4
4006989 Ace TB6 SP.indb 96
3 Draw a Viking longship. Label these parts: sails,
rudder, oars, carving.
• Ask the children to work in pairs. Give each pair a piece of
plain paper.
• Ask the children to draw a picture of a Viking longship
and label the different parts. Display the picture used in
Activity 1 for reference.
• Ask some of the children to hold up their picture and tell
the class about it.
4 Research life on a Viking longship. Make notes. 
• Ask the children to work in groups. Brainstorm different
things that the children could find out about and write
them on the board, e.g. conditions on the longship (was it
crowded/wet/cold?); eating; sleeping; finding the way.
• Tell the children that they are going to research the topic
in groups. If there is classroom access to the internet, ask
the children to do their research online; if not, give each
group an encyclopedia or a pre-prepared fact sheet about
Viking longships.
• Go around the class as the children work, helping
and checking.
5 Make a fact sheet about Viking longships.
• Tell the children that they are going to make a fact sheet
to present the information that they have found.
• Ask the children to work together in their groups to write
the first draft of their fact sheet, using the information
they gathered. Go around the class as the children work,
helping and checking.
• Give each group a sheet of plain paper, a sheet of poster
paper, some scissors and some coloured pencils.
• Ask the children to write their information neatly on to the
plain paper.
• Ask the children to choose one of the pictures of the
Viking longships from Activity 2 and stick it on the poster
paper along with the text.
• Ask each group to present their fact sheet to the class.
KEY COMPETENCE:   Competence in social skills and
citizenship
This lesson focuses on working as a group. The children
share ideas and decide how to divide work. This builds
confidence and skills in teamwork.
Further practice
$ DVD, Unit 4 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 4,
Cross-curricular worksheet. Notes and answers on CD-ROM.
19/02/2013 10:18
 Lesson 7   ​CB PAGE 42 and AB PAGES 117 and 118  ANSWER
Anya (his new neighbour)
LISTENING AND SPEAKING 2 Listen again and complete the invitation.  $ 2•27
• Focus attention on the invitation at the top of the page.
Lesson objectives Point out that some of the information is missing.
Listen for gist and for specific information
• Play the recording, pausing if necessary, for the children to
Pronunciation: linking words complete the missing information in their notebooks.
Act out a dialogue
ANSWERS
Make offers for help and respond 1  Party  ​2  garden  ​3  neighbours  ​4  food  
​5  games  ​6  history
Language
Core: Lesson 5 family and community words; present 3 Listen and read the dialogue.  $ 2•28 What
perfect with just, already and yet hasn’t Mum done yet?
Review: annual, costume, put out • Ask the children to look at the to do list for the garden
Extra: decorate, invitation, pudding, plate, cup party on the right-hand side of the page and read the jobs.
• Play the recording for the children to listen and read the
Materials dialogue, and write the numbers of the jobs that Mum
hasn’t done yet (these are the jobs that she asks Billy to do).
CD2 $ tracks 27–29; Unit 4 Grammar and everyday
language poster; Speak up poster; scissors ANSWERs
2, 4, 6
Warmer
4 Look, listen and repeat.  $ 2•29
• Tell the children to imagine that they are going to have a
party. Brainstorm a list of things they would do to prepare.
• Tell the children to look at the questions in the Perfect
pronunciation box. Play the recording for the children
Lead-in to listen carefully to the way that the sentences are
• Discuss parties with the class. Ask Do you like going to said. Draw attention to the way that some of the words
parties? Why?/Why not? When do people have parties? become close together as they are said.
• Play the recording again for the children to repeat.
Class Book 5 Listen to the dialogue again.  $ 2•28  Act out.
1 Listen and say who Billy is talking to.  $ 2•27 • Play the dialogue again for the children to follow the
• With books open, ask the children to look at the picture words in their books.
and describe what they see. Ask Where are the children and • Ask the children to work in pairs to act out the dialogue.
Mrs Bean?
6 Cut out and complete your fluency cards.
• Play the recording all the way through. The children listen
Practise in pairs.
and say who Billy is talking to.
• Ask the children to look at the Everyday language section
Transcript on the Grammar and everyday language poster for Unit 4
Anya  Hi, Billy! What’s going on? and draw attention to the everyday language for making
Billy  Hi, Anya! We’re having a party this afternoon. It’s the offers and requests for help. Ask a pair of children to read
annual Bean Family Garden Party! the dialogue to the class. Tell them that they will need this
Anya  What’s that? language for the communication task. They can also refer
Billy  It’s a party in our garden. It’s for all our neighbours to the the Offering help section on the Speak up poster.
and friends. • Divide the children into pairs, A and B. Tell the children to
Anya  What happens? turn to the back of their Activity Books and cut out the
Billy  There’s lots of food and drinks. Everyone brings some Unit 4 fluency cards.
food to share. There’s music. The children play games and • Ask the children to take turns to make offers to help with
the grown-ups talk. the party preparation.
Anya  What are you doing now? • Go around the class as the children practise, helping and
Billy  We’re decorating the garden and putting big tables correcting their pronunciation of letters where necessary.
outside. I’m choosing a costume.
Anya  A costume? Why? KEY COMPETENCE:   Competence in social skills and
Billy  It’s a fancy dress party. Everyone wears a costume. This citizenship
year the theme is history. This lesson shows that social skills are needed not only to
Anya  Cool! Can I come? have a party, but to plan one too. Explain that to organize
Billy  Of course you can! Mum! This is Anya. She’s our new an event, people need to work well as a team. Ask the class
neighbour. Can I give her an invitation? how the Bean family work together to organize the party.
Mum  Of course! I’ve already invited your parents, Anya!
Anya  Cool! I’m going to find a costume. Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Functions. Notes and answers on CD-ROM.

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 Lesson 8   ​CB PAGE 43 and AB PAGE 40  ANSWERS
CULTURE AND READING
Lesson objectives
Read and understand texts about homes in the past in
different countries
Talk about which home you would like to live in
Understand the importance of respecting your local area
Regular review: practise using because/so
Language
Review: wood, stone, dangerous, leather, follow,
courtyard, thief
Extra: museum, Stone Age, archaeologist, post (n), cliff, war,
desert, tepee, hunt, buffalo, villa, design, build, roof
1  desert house   ​2  tepee  ​3  lake house   ​
4  desert house   ​5  lake house   ​6  tepee
4 Which house would you like to live in?
Make notes.
• Ask the children to think which of the three homes
they would most like to live in. They make notes in
their notebooks.
5 Tell your partner.
• Ask a child to read the example in the speech bubble to
the class.
• Ask the children to work in pairs. They tell each other
which house they would like to live in and why.
• Ask some of the children to share their opinions with
the class.

KEY COMPETENCE:  Artistic and cultural competence

Materials Exposure to the history of another country teaches children
CD2 $ track 30; Speak up poster about the past and familiarizes them with the country’s
cultural heritage. It also highlights the importance of
Warmer preserving historical artefacts and monuments.
• Play a game of True or false? (see page 202) with sentences
about the unit, e.g. Vikings lived in longhouses. (True!)
Vital values
Lead-in • Focus the children’s attention on the Vital values feature
• Tell the children that in today’s lesson they are going and read the sentence with the class. Ask Why is it
to learn about some homes in the past from around important to respect your local area? How can we do this?
the world. What shouldn’t we do?
• Ask the class What do you know about homes in the past
in your country? Encourage responses from a range of Activity Book
children about any historical era. 1 Read the texts on Class Book page 43 again.
Make notes for Germany, Tunisia and North
Class Book America.
1 Compare the photos in pairs. • Ask the children to read the texts about the homes
• Ask the children to work in pairs to compare the photos. from the past again and complete the notes in the first
Refer them to the section on giving your opinion on the three columns.
Speak up poster. • Check the answers with the class. (Because the topics are
• Monitor the activity as the children talk. likely to be new to the children, allow for flexibility in the
children’s answers by encouraging a variety of responses
• Ask some of the children to share their ideas with
where possible.)
the class.
ANSWERS
2 Read and match the texts and photos.
Homes wood stone leather and
• Focus attention on the children’s photos and the were made wood
messages that they have posted. Tell the class that Billy, of …
Jilly and Milly want to know how people lived a long time
ago in different countries, and Axel, Ali and Winona have Place on posts in in caves moved
posted responses on Ace! Space. the lake underground around
• Ask the children to read the three texts quickly and match in cliffs
each of them with a photo from Activity 1. Reason for to be safe hard to see, easy to
ANSWERS design from wild very cool transport
1  Ali  ​2  Axel  ​3  Winona animals

3 Read again and say lake house, desert house
or tepee.
• Before they read the texts again, ask the children to read
each sentence. They then read the texts and choose lake
house, desert house or tepee.
2 Listen and make notes for the UK in Activity
1.  $ 2•30
• Play the recording, pausing where necessary, for the
children to complete the information for the UK.

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 Transcript Lesson 9   ​CB PAGE 44 and AB PAGE 41 
Billy  Hi, Abby. Where do you live?
Abby  I live in the UK.
WRITING AND PHONICS REVIEW
Billy  What can you tell us about how people lived a long
time ago? Lesson objectives
Abby  Well, I’ve just been to Fishbourne on a school trip.
Identify the features of a diary entry
There used to be a Roman villa there. You can still see the
floors and some of the walls. Understand the use of informal language
Billy  What was the villa made of? Recognize the spelling patterns of words with /iː/ sound
Abby  It was made of stone. Write a diary entry
Billy  And where was it built?
Abby  In the countryside. The rooms were built around a Language
central courtyard, with a garden. The courtyard didn’t have a Core: present perfect with just, already and yet
roof so that it was cool in summer. Review: put up
Billy  That’s really interesting! Thanks for talking to us, Abby.
Extra: remember, mega, stuff, loads, unpack, miss, attic, sheep
ANSWERS
Homes stone Materials
were made CD2 $ track 31; a watch or timer
of …
Warmer
Place in the countryside
• Play a game of Wordlist (see page 201) with all of the
Reason for cool in the summer Unit 4 vocabulary.
design
Lead-in
3 Complete with because or so. • Discuss moving house with the class. Ask Have you ever
moved house? How did you feel?
• The children read the sentences and complete them with
because or so.
Class Book
ANSWERS
1  so  ​2  because  ​3  because  ​4  so 1 Read the text. Choose.
• Ask the children to read the questions and the list of
4 Make the sentences into one sentence using possible answers. Ask the children to read the text and
because or so. answer the questions. Remind them that they can also use
• The children rewrite each pair of sentences as a single visual clues, such as layout, to help them.
sentence by using because or so to link the ideas.
ANSWERs
Answers c, b
1 The house wasn’t too hot in summer because the
courtyard had no roof. 2 Read the text again and answer the questions.
2 The houses were built on the water so the people were • Ask them to read the six questions in their Class Books.
safe from animals. Check understanding. Check the answers with the class.
3 The Sioux people lived in tents because they were easy ANSWERS
to transport. 1 He is writing to himself/his diary.
4 Abby went to Fishbourne because she wanted to find 2 It was a special day because Billy and his family
out about the Romans. moved house.
5 Make notes. Write about an old home in 3 Because he has just carried ten boxes (of stuff ) into the
your country. kitchen.
4 He’s already unpacked his clothes, his books and games.
• Ask the children to think about an old home where they 5 Because he’s got the coolest room in the new house.
live. If there isn’t one, they can invent one.
6 He decides to go and see what Milly’s doing.
• The children make notes in answer to the questions. They
• Ask the children to look at the language and notes in the
then use the notes to write a text about the home.
box. Read them with the class and check understanding.
Ask Do you use informal language? When do you use it?

3 Read the text again. Which things does Billy

mention?
• Ask the children to read the list of possibilities.
• Ask them to read the text again and write the numbers in
their notebooks of the things that Billy mentions.
ANSWERs
1, 2, 4, 5, 6

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 4 Match the features with the coloured text in
Billy’s diary.
• Ask the children to read through the list of features in
Billy’s diary entry. Ask them to read the coloured text and
match them with the features.
ANSWERS
1  mega  ​2  Shall I tell you why?   ​3  Saturday, 28th
October  ​  4 
Autonomy and personal initiative
KEY COMPETENCE:  
Diary entries are probably the most personal kinds of texts
that the children are likely to write, but emails, letters and
text messages are also personal.
Activity Book
1 Circle the words with the /iː/ sound. Listen and
check.  $ 2•31
• Ask the children to read the words and circle the ones that
contain the /iː/ sound. Play the recording.
Answers
1, 2, 4, 7
2 Read the diary entry. Write True or False.  • Ask the children to vote on whether they would like
• Ask the class to look at the picture of Billy. Ask What do you
think Billy is doing? (Dressing up in clothes from the 1970s.)
Who has written the entry? (Billy)
• Ask the children Why is Billy wearing these clothes? Tell them
that they have two minutes to read the diary entry and find
the answer. (Because his Granny and Grandad got married
in the 1970s, and they are celebrating their anniversary.) They
read the sentences and write True or False.
Answers
1  False  ​2  True  ​3  False  ​4  True
3 Complete the text.
• The children complete the text with the words in the box.
Answers
1  party  ​2  neighbours  ​3  sad  ​4  cake  ​5  write
4 Match the descriptions with the features in
the text.
• The children read the descriptions and match them to
the features.
Answers
d, b, a, c
5 Read the diary entry again. Find and write nine
words with the /iː/ sound.
• The children read the detective story again. They write the
words with the /iː/ sound in the correct columns.
Answers
e = we; ea = ice cream, Beans, eat; ee = three, feel, feet,
cheese, sleep
6 Write a diary entry about an exciting day in
your life.
• Ask the children to write their own diary entry about an
exciting day using Billy’s entries in Activity 2 and the one
on page 44 of their Class Book as models.
100 Unit 4
4006989 Ace TB6 SP.indb 100
Lesson 10   ​CB PAGE 45 and AB PAGE 42,110 and 111 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 life event words; Lesson 5 family and
community words; modal verbs; present perfect with
just, already and yet
Review: test, clue, save, coins
Extra: racing driver, dream, serious, organize, medal,
refreshment, local, lorry, museum, flat (n), metal detector,
treasure, valuable, worth, tepee, villa, postcard
Materials
CD2 $ tracks 32–33; DVD Song 4/DVD Story 4; Unit 4
Grammar and everyday language poster
Warmer   ​DVD Song 4 / Story 4 
to watch the Unit 4 story animation or the Unit 4 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 4.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Read and complete.
• Ask the children to read about Liam Hillman and
complete the text with the life events in the box.
answers
1  was born   ​2  started school   ​3  go to university   ​
4  Learning to drive   ​5  got a job   ​6  moved house
2 Listen and write the number.  $ 2•32
• Focus on the pictures. Ask the children what they see in
each one.
• Tell the children they are going to hear descriptions
of each of the photos. They must listen and write the
numbers in the order that the photos are mentioned.
• Play the recording, pausing after each photo for the
children to write the answer in their notebooks.
Transcript
A Look! It’s the parents’ race! This is a serious event!
B Even the toddlers joined in – with a little help!
C The teenagers organized a best friends’ race!
D Mr McMaster and his wife gave out the medals.
E Thanks to the triplets’ grandparents for the refreshments.
19/02/2013 10:18
 F Ace School Sports Day is an event for the whole
community!
answers
A  2  ​B  3  ​C  6  ​D  5  ​E  1  ​F  4
3 Say the words in order. Write.
• If necessary, use the Grammar 2 section on the Unit 4
Grammar and everyday language poster to review the use
of the present perfect with just, already and yet.
• Ask the children to look at the photo. Ask What do you
think is happening at the school? Elicit that the school is
having a new statue delivered.
• Ask the children to work in pairs. They take turns to use
the word prompts to make and say present perfect
sentences with just, already and yet.
answers
1 The school has already got some statues.
2 Another statue has just arrived.
3 A local artist has just delivered it.
4 Nobody has seen the statue yet.
5 The children have already tried to guess what it is.
6 The children have just sent their guesses to Mr
McMaster.
KEY COMPETENCE:  Learning to learn
In Activity 3, the children practise oral reinforcement of
a language point without a written production stage
beforehand. Point out to the children that although they
may make more mistakes this way, it will help them to
develop fluency.
4 Read the guesses and choose. What do you think
the statue is?
• If necessary, use the Grammar 2 section on the Unit 4
Grammar and everyday language poster to review modal
verbs of probability.
• Ask the children to read the students’ guesses and circle
the correct modal verb in each one.
• Check the answers. Then ask the children to work in pairs
to discuss what the statue might be.
• Ask the children to share their ideas with the class.
answers
1  might  ​2  must  ​3  could  ​4  could  ​5  must  ​
6  could
Activity Book
1 Read the definitions and write True or False.
• The children read the definitions and write True or False.
Answers
1  True  ​2  False  ​3  False  ​4  True  ​5  False  ​6  True
2 Listen and tick ✓ or cross ✗.  $ 2•33
• Play the first recording, pausing where necessary for the
children to put ticks or crosses in the table for Daniel.
• Repeat with the recording of Libby.
4006989 Ace TB6 SP.indb 101
Transcript
Daniel  I’m Daniel. I was born and grew up in Aceton. When
I left school, I didn’t know what I wanted to do. Some of my
friends went to university, but I didn’t want to do that. I was
really interested in cars. So I decided to learn to drive and
then try to get a job working with cars. I now work as a test
driver for a company that makes Formula 1 cars. It’s a great
job! I left home when I was 25 and I now live with my wife
and children.
Libby  My name’s Libby. I grew up in Aceton, but I was born
in Queenslie. My parents moved here when I was four. I’ve
just left school and I’m going to go to university next year.
I haven’t learnt to drive yet. I might do that before I go to
university. This year I want to save some money, so I’ve just
got a job. I work in the museum. I live with three friends in
a flat.
Answers
Daniel Libby
✓ ✗
✗ ✗
✓ ✗
✓ ✓
✗ ✗
✓ ✗
✓ ✗
3 Find, circle and correct the mistake.
• The children read the sentences and circle the mistake in
each one. They write the correct word at the end.
Answers
1 With a metal detector you can find some treasure.
2 The coin is made of plastic – it can’t be Roman!
3 It’s Roman. It must be very old!
4 It’s very valuable – it could/may/might be worth a
million pounds!
4 Order and make sentences using the present
perfect.
• The children write present perfect sentences with just,
already or yet, using the word prompts.
Answers
1 I’ve already seen the tepee.
2 I’ve just visited the cave houses.
3 I haven’t been to the museum yet.
4 I’ve already looked at the villa.
5 I’ve just bought a postcard.
5 Read and circle.
• The children read the text and circle the correct words
from the options below the text.
Answers
1  b  ​2  c  ​3  a  ​4  a  ​5  b  ​6  b  ​7  a  ​8  c
Unit 4 101
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 Lesson 11   ​CB PAGE 45 and AB PAGE 43  Transcript
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 4
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 4
Review: follow, wood, leather
Extra: season, hunter, tepee, stay together, archaeology,
archaeologist, apartment, endangered
Materials
CD0 $ track 34; internet/encyclopedias/pre-prepared
fact sheets about different groups of people from history,
e.g. Aborigine, Tuareg, Inuit
Warmer
• Play a memory game. Divide the class into teams. Read
out some questions about what happened in the unit. The
children write their answers.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the boy
giving a presentation. Ask What is the presentation about?
What is the boy showing the class?
• Tell the children they are going to prepare and then give a
class presentation about how people from history lived.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the questions.
• Focus attention on the spider diagram. Ask What is the
presentation about? Ask them to read the information in the
diagram. They write the questions in the correct places.
answers
a  What were their homes like?   ​b  Where did they live?   ​
c  Who did they live with?   ​d  How do we know about
them?  ​e  Where do they live now?
2 Listen and number the presentation plan in
order.  $ 2•34
• Play the recording for the children to listen to the boy
giving his presentation about the Sioux people. Ask them
to number the plan in order as the boy talks about them.
102 Unit 4
4006989 Ace TB6 SP.indb 102
The Sioux people lived in small communities across North
America in the United States and Canada. They didn’t stay in
one place. They travelled with the seasons. This is because they
were hunters. They travelled to follow the animals that they
hunted. They lived in big tents called tepees which were made
of wood and leather. Their homes had to be easy to pack up
and transport. A Sioux family was a husband and wife and their
children. When the children grew up and got married, they left
home to make a tepee of their own. They didn’t move away
from their parents, though. They stayed together. Family was
very important for Sioux people. We know a lot about how
people lived because of archaeology. Archaeologists have
found out many things about Native American culture. We also
know about the Sioux people because they still live in North
America! They remember the history of their community and
they know about their culture. Children learn the Sioux stories
and ideas from their grandparents. Sioux people don’t live in the
same way now. They live in houses and apartments.
ANSWERS
a  2  ​b  1  ​c  3  ​d  4  ​e  5
3 Plan your presentation. Use the questions in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about how people
from history lived by copying the questions from Activity
1 and making notes.
• Ask the children to research the answers to the questions.
If there is classroom access to the internet, the children can
use the computer. If not, make encyclopedias available, or
provide the children with fact sheets.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class.
KEY COMPETENCE:   Competence in processing
information and the use of ICT
Activities that involve the use of the internet for research
help the children to learn the mechanics of information
processing. Where possible, include internet research,
using English websites.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
Homework
• Draw attention to the homework assignment that Mr
Murphy has set Billy, Jilly and Milly and their class on page
45 of the Class Book: Smart citizenship homework. Find out
about endangered animals. Tell them that this will be the
theme for the next unit.
• Ask the children what they know about endangered
animals. What kinds of things do they think Billy, Jilly and
Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 4 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 4 Test.
Notes and answers on CD-ROM.
19/02/2013 10:18
     Sm a r t c t z e n s h p
Lesson 1   ​CB PAGE 46 and AB PAGES 44 and 105  Transcript
VOCABULARY
Lesson objectives
Identify things associated with conservation
Identify different text types
Find information in a leaflet
Talk about endangered, extinct or protected animals
Language
Core: Chinese river dolphin, Iberian lynx, Antarctic blue whale,
African penguin, European bison, Atlantic albatross, Arctic fox,
extinct, in captivity, protected, in the wild, endangered
Review: rescue, Spain, be born, China, dangerous, dirty,
home, wood
Extra: citizenship, topic, conservation, orang-utan,
population, approximately, released, mammal, pollute,
habitat, gas, carbon dioxide (CO2), destruction, rainforest,
factory, cut down, ocean, power station, pollution, wing,
beak, fluffy
Materials
CD2 $ tracks 35–38; Unit 5 wordcards Set 1; a watch
or timer
Warmer
• Brainstorm a list of wild animals and write it on the board.
Discuss the list with the class. Ask individual children to
pick an animal and tell you what they know about it.
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about endangered animals.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Milly) What do you think she has
brought in? Encourage a variety of suggestions.
Class Book
1 Listen.  $ 2•35  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Milly’s homework.
• Ask the children to open their Class Books and look at the
things Milly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
4006989 Ace TB6 SP.indb 103
Dad  What are you doing, Milly?
Milly  I’m doing my citizenship homework for school.
Dad  What do you have to do?
Milly  It’s about endangered animals.
Dad  That’s an important topic. So what have you found?
Milly  I’ve found a website about animal conservation. And
I’ve found a leaflet about animals in danger.
Dad  OK, that sounds good. And what’s this?
Milly  It’s a story about an orang-utan.
ANSWERS
A  website  ​B  leaflet  ​C  rescue story
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 2•36
• Ask the children to look at the pictures of the animals and
the icons on the website. They match the words to the
pictures/icons and write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  in the wild   ​2  in captivity   ​3  extinct  ​4  endangered  ​
5  protected  ​6  Atlantic albatross   ​7  European bison   ​
8  African penguin   ​9  Chinese river dolphin   ​
10  Iberian lynx   ​11  Antarctic blue whale   ​12  Arctic fox
3 Look at text A. Listen and say the animal.  $ 2•37
• Ask the children to look at the website again. Tell them that
they are going to hear descriptions of the different animals.
• Play the recording, pausing after each extract for the
children to say the name of the animal.
Transcript
1 This animal is from Africa. It’s endangered. It has a
population of approximately 52,000 in the wild.
2 This animal lives in the ocean. It’s endangered. It’s also
protected. It has a population of approximately 12,000 in
the wild. It’s the biggest animal in the world.
3 This animal lives in the Arctic. It’s not endangered but it
is protected in some countries like Sweden, Norway and
Finland. It has a population of approximately 350,000 in
the wild.
4 This animal lives in Spain and Portugal. It’s endangered
and it’s protected. It has a population of approximately
220 in the wild. There are also some in captivity.
5 This animal comes from Europe. It’s endangered and
protected. It’s the biggest land mammal in Europe. It has
a population of approximately 2,800 in the wild and 1,500
in captivity.
6 This animal lives on islands in the Atlantic Ocean. It’s
endangered. It has a population of approximately 55,000
in the wild.
7 This animal lived in the Yangtze River in China. The river
became too dangerous and polluted. It has been extinct
since 2006.
Unit 5 103
19/02/2013 10:18
 ANSWERS
1  African penguin   ​2  Antarctic blue whale   ​3  Arctic fox  ​
4  Iberian lynx   ​5  European bison   ​6  Atlantic albatross   ​
7  Chinese river dolphin
CULTURE NOTES:   Extinct, endangered and protected
animals
Endangered animals are those at risk of becoming extinct.
Animals may be at threat due to a loss of habitat, pollution,
hunting, climate change and other ecological factors.
Extinction of species has always happened, but over the
last 100 years, extinction rates have accelerated and this is
largely as a result of man’s actions. In 1973, the Endangered
Species Act was passed to protect animals. This is done
through measures such as imposing restrictions on hunting,
transporting and trading, and developing recovery plans for
the species.
The World Wildlife Fund is the leading independent
conservation body. It strives to protect animals and reverse
declining numbers in the wild. As a result of their work with
the government in Spain to protect the Iberian lynx, their
numbers in the wild is increasing.
4 Read text B and explain the words.  Mr Murphy  Hmm … Is it the African penguin?
• Ask the children to look at text B. Explain that this is a
speed reading task and that the children have one minute
to complete it. Ask the children to use the leaflet to find
the answers. Check the answers with the class.
possible ANSWERS
habitat: the animals’ homes; carbon dioxide: a gas made
by cars, aeroplanes and power stations; pollution: rubbish
that makes the air, the oceans and the land dirty
5 Choose an animal. Play a guessing game in pairs.
• Focus on the pictures of the animals on the website again.
Ask a pair of children to read the example dialogue.
• Ask the children to work in pairs. They take turns to
choose an animal while their partner asks questions to
find out which one it is.
KEY COMPETENCE:   Competence in social skills and
citizenship
The activities on this page highlight the fact that many
of the world’s amazing wild animals are endangered, and
that we have a collective responsibility to help protect
them. Discuss with the class what we as individuals can
do to help protect the animals that inhabit our planet.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 105 of their Activity Books
and write translations for the conservation words.
1 Complete.
• The children look at the pictures and complete the names
of the animals. Display the Unit 5 Set 1 wordcards for
support while they work.
ANSWERS
1  dolphin  ​2  albatross  ​3  penguin  ​4  bison  ​5  lynx  ​
6  fox  ​7  whale
104 Unit 5
4006989 Ace TB6 SP.indb 104
2 Complete. Check with the information in Activity 1.
• The children complete the definitions with the correct
conservation words.
• Ask them to check their answers against the information
in Activity 1. Then check as a class.
ANSWERS
1  extinct  ​2  protected  ​3  in captivity   ​
4  endangered  ​5  in the wild   ​6  Chinese river dolphin   ​
7  Antarctic blue whale   ​8  Arctic fox
3 Listen and complete.  $ 2•38
• Play the recording. The children complete the sentences
about the children’s favourite animals.
Transcript
1 Milly  Can you guess my favourite animal, Mr Murphy?
Mr Murphy  Let me see … Is it endangered?
Milly  Yes, it is.
Mr Murphy  Does it live in the wild?
Milly  Yes, it does. It lives in captivity too.
Mr Murphy  What does it look like?
Milly  It’s got a black and white body, black wings and a
black beak. I like it because it’s very cute and funny.
Milly  Yes, it is!
2 Mr Murphy  What’s your favourite animal, Billy? Is it
endangered?
Billy  Yes, it is. It’s protected too.
Mr Murphy  Does it live in captivity?
Billy  No, it doesn’t. It lives in the wild.
Mr Murphy  What does it look like?
Billy  It’s very big. It’s got a long body and a big tail. I like it
because it can swim very well.
Mr Murphy  Is it the Antarctic blue whale?
Billy  Yes, it is!
3 Mr Murphy  Is your favourite animal endangered, Jilly?
Jilly  No, it isn’t. But it’s protected.
Mr Murphy  Does it live in the wild?
Jilly  Yes, it does. And it lives in captivity.
Mr Murphy  What does it look like?
Jilly  It’s got a white body and a fluffy, white tail. I like it
because it’s really beautiful.
Mr Murphy  Is it the Arctic fox?
Jilly  Yes, it is!
4 Mr Murphy  What’s your favourite animal, William? Is
it extinct?
William  No, it isn’t. But it’s endangered and it’s protected.
Mr Murphy  Does it live in the wild?
William  Yes, it does. It lives in captivity too.
Mr Murphy  What does it look like?
William  It’s got a brown body with dark spots and it’s got
long brown and white ears. I like it because it can run
very fast.
Mr Murphy  Is it the Iberian lynx?
William  Yes, it is! Well done, Mr Murphy!
Answers
1  African penguin   ​2  Antarctic blue whale   ​3  Arctic fox  ​
4  Iberian lynx
4 Read and answer.
• The children answer the questions for themselves in
their notebooks.
19/02/2013 10:18
 Lesson 2   ​CB PAGE 47 and AB PAGE 45  8 Imagine you have found an orang-utan and you
STORY
Lesson objectives
Read and understand a rescue story
Roleplay a telephone dialogue
Write a review of the rescue story
Language
Core: Lesson 1conservation words
Review: parent, lonely, assistant, grow up, home, rescue
Extra: jungle, orang-utan, sanctuary, ring (v), habitat,
logging site, illegal hunter, healthy, vet, check-up,
vaccination, buddy, volunteer, help out, release, rainforest
reserve, dangers, imagine
Materials
CD2 $ track 39
Warmer
• Play Jumble (see page 202) with the vocabulary from
Lesson 1.
Lead-in
• Explain that the children are going to listen to and read a
rescue story about an orang-utan. Ask them to look at the
photos and title and make predictions about what happens.
Class Book
6 Read and listen.  $ 2•39  What is a sanctuary?
• Ask the children to read the list of definitions. Play the
recording for the children to follow the story in their books.
• Check the answer with the class and then discuss the
children’s reactions to the story.
ANSWER
a safe place for animals
7 Read again and answer.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
ANSWERS
1 A girl called Farah found the baby orang-utan.
2 She was on her parents’ farm.
3 The dangers in the jungle are logging sites, big farms
and illegal hunters.
4 The vet is going to check that he’s healthy. Then Coco is
going to go to orang-utan school.
5 He needs to learn how to live in the jungle.
6 No. They will release him into a rainforest reserve in six
years’ time.
KEY COMPETENCE:   Learning to learn
When the children encounter a text with a lot of unfamiliar
vocabulary, trying to work out meaning through context
is a more efficient approach than checking words in a
dictionary. Ask the children to make a list of unknown
words from the text in Activity 6. They try work out their
meanings with a partner. Check their ideas as a class.
4006989 Ace TB6 SP.indb 105
phone a sanctuary. Ask and answer in pairs.
• Ask the children to work in pairs. They imagine that they
have found an orang-utan and they need to phone the
sanctuary. Ask a pair of children to read out the example
dialogue for the class.
• The children take turns to roleplay the phone
conversation – one of them is an assistant at the sanctuary
and the other has found an orang-utan. They swap roles
and repeat.
• What do you think? Ask the children to discuss the
question in pairs. Ask some of the children to share their
thoughts with the class.
Activity Book
Plot, characters and setting
1 Remember the story. Read and write True or False.
• The children read the sentences and write True or False
from memory.
• Ask the children to check their answers by looking at
the Class Book rescue story on page 47. Then check the
answers as a class.
ANSWERS
1  True  ​2  True  ​3  False  ​4  False  ​5  True  ​6  False  ​
7  False  ​8  True
2 Read and circle.
• The children read the sentences and circle the
correct options.
ANSWERS
1  b  ​2  c  ​3  a  ​4  b
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  baby  ​2  mum  ​3  sanctuary  ​4  in  ​5  young  ​
6  food  ​7  sleep  ​8  years  ​9  wild
Review
4 Complete the review.
• The children complete the review and rate the story.
Possible ANSWERS
1  Coco gets a new home   ​2  a rescue story   ​3  on
Farah’s parents’ farm in Malaysia   ​4  Farah, Coco and the
sanctuary assistant   ​5  Farah finds a baby orang-utan   ​
6  Children’s own answers   ​7  Children’s own answers
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 5, Story
worksheet. Notes and answers on CD-ROM.
Unit 5 105
19/02/2013 10:18
 Lesson 3   ​CB PAGE 48 and AB PAGES 46 and 111  C Dad  We should ring the orang-utan sanctuary.
GRAMMAR
Lesson objectives
Practise using will and going to
Make sentences using will and going to
Talk about future plans
Regular review: practise using modal verbs
Language
Core: Lesson 1 conservation words; will for instant
decisions and going to for plans
Review: assistant, put up, road sign
Extra: ring (v), vet, check-up, orang-utan, sanctuary,
phone (v), hedgehog
Materials
CD2 $ tracks 39–40; Unit 5 Grammar and everyday
language poster; Unit 5 wordcards Set 1
Warmer
• Put the animal conservation wordcards on one side of the
board, with the other wordcards on the other side of the
board as headings.
• Ask the children to work in pairs to find a different animal
for each of the headings.
Lead-in
• Ask the children what they can remember about the
rescue story from Lesson 2. Prompt with questions
if necessary.
• Ask the children to open their Class Books and look at the
story on page 47 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page
47.  $ 2•39  Find and complete.
• With books open, tell the children that they are going to
hear the story again. As they listen, they complete the
sentences, writing the missing words in their notebooks.
• Play the recording, more than once if necessary.
ANSWERS
I’ll ring; I’ll get; I’ll call; are going to do; ’re going to send
him; ’re going to keep
2 Listen and say the number.  $ 2•40  What is the
person saying in each picture?
• Focus on the pictures. Tell the children that they are going
to hear a dialogue from each of the pictures.
• Play the recording, pausing after each dialogue for a
different child to say the number.
• Ask the children to work in pairs. They point to the
pictures and recall what the people said.
Transcript
A Farah  He needs a name. I’ll call him Coco.
B Mum  Hello. We’ve found a baby orang-utan in our garden.
Sanctuary assistant  OK. We’ll come and get it.
106 Unit 5
4006989 Ace TB6 SP.indb 106
Mum  Good idea! I’ll ring them now.
D Dad  He looks hungry. I’ll get him a banana.
E Sanctuary assistant  Will we see you at the sanctuary
sometime?
Farah  Yes! I’ll come and visit Coco!
answers
4, 2, 1, 3, 5
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 5.
• Use the examples and explanations to show how we use
will and won’t for instant decisions and going to for plans
and decisions that have been made earlier. Elicit examples
from each table.
• Focus on the future expressions. Explain that we can use
these with will/won’t or going to, e.g. I’ll call him tomorrow.
I’m going to visit my cousin next week.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
4 Say the team plans to help hedgehogs. Cover
and remember. Play with a partner.
• Focus on the picture. Ask the class What can you see?
• Ask the children to work in pairs. They take turns to say
what each team is going to do to help protect hedgehogs
using the word prompts.
• Then explain that the children are going to play a memory
game in pairs. Ask a pair of children to read the example
dialogue to the class.
• Ask the children to cover the word prompts and the
picture. They take turns to make a sentence about
what one team is going to do for their partner to guess.
Go around the class as the children talk, helping with
language where necessary.
KEY COMPETENCE:   Learning to learn
Memory games like that in Activity 4 help to fix language
in the children’s minds. When reviewing grammar and
lexis, encourage the children to recall structures and
vocabulary items before they refer to their Class Books.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 111 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Complete with will or won’t.
• The children read the sentences and complete them with
will or won’t.
Answers
1  ’ll  ​2  ’ll  ​3  won’t  ​4  ’ll  ​5  won’t
19/02/2013 10:18
 2 Complete with is/are (not) going to. Use your Reinforcement Lesson 3a
answers in Activity 1.
• The children read the sentences and complete them (optional)
with the correct form of going to. They refer back to the
sentences in Activity 1 for the information that they need. REINFORCEMENT AND GRAMMAR
Answers
1  are going to   ​2  aren’t going to   ​3  aren’t going to   ​ Lesson objectives
4  isn’t going to   ​5  are going to Review and practise conservation words
Review and practise sentences with will and going to
3 Complete with is/are going to and the verbs.
• The children read what Milly says and complete the Language
text using the correct form of going to with the verbs in Core: Lesson 1 conservation words; will for instant
the box. decisions and going to for plans
Answers
1  is going to visit   ​2  ‘re going to see   ​3  ‘m going to take  ​ Materials
4  are going to have   ​5  are going to make DVD Story 5; Unit 5 wordcards Set 1; $ Teacher’s
Resource CD-ROM, DVD worksheets section, Unit 5; plain
4 Read and circle. paper; poster paper
• Review the use of modal verbs of obligation with
the class. Warmer
• The children read the sentences and circle the correct • Play a game of Time’s up! (see page 202) with the
option for each one. conservation words from Lesson 1.
Answers
1  c  ​2  a  ​3  c  ​4  b
Lead-in
• Put the animal conservation wordcards (Unit 5 Set 1) on
Further practice the board. Ask different children to choose an animal and
$Teacher’s Resource CD-ROM, Worksheet section, Unit 5, tell the class what they remember about it. Display the
Vocabulary and grammar 1. Notes and answers on CD-ROM. remaining wordcards for support while they talk.

1 Look at Class Book page 46. Answer the

questions.
• Ask the children to look back at the animals in Activity
1 on page 46 of their Class Books. How much did they
remember?
• Ask questions about the different animals for individual
children to respond, e.g. Which animal is extinct? How
many Iberian lynxes are in the wild? How many Atlantic
albatrosses are in captivity?

2 Work in groups. Look at the jobs and decide who

will do each one.
• Divide the class into groups of four to six children. Tell
them that they are volunteers at an animal sanctuary.
Ask the children to decide together which animal their
sanctuary looks after.
• Write the following list of jobs of the board: clean the
animals’ homes; prepare the food; feed the animals; answer
the phone; teach the animals at the animal school; write
reports on the animals.
• Ask the children to choose which job they would like to
do and tell the rest of the group, e.g. I’ll teach the animals!
• If more than one child wants to do the same job, the
group takes a vote on who should do it. Go around the
class as the children work, helping where necessary.

3 Invent an animal at the sanctuary. Write about

the animal’s future using sentences with going to.
• Ask the children, in their groups, to imagine one of the
animals at their sanctuary and choose a name for it.
• Tell the children that they have to work together to write
sentences in their notebooks about the animal’s future.

Unit 5 107

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 • Write the time phrases and events below on the board:
this afternoon have a check-up
tomorrow have vaccinations
the day after tomorrow get a buddy
next week start animal school
for the next two years stay at the sanctuary
in five years’ time return to the wild
• Ask questions to individual children to elicit responses
with going to, e.g. When is the animal going to get a buddy?
(It’s going to get a buddy the day after tomorrow.) Write
some example sentences on the board.
• Ask the children to use the word prompts to write
sentences about their animal with going to. Go around the
class as the children work, helping where necessary.
4 Make a plan for your animal.
• Tell the children that they are going to use their answers
from Activity 3 to make a plan for their animal.
• Give each group some plain paper and a sheet of poster
paper. Ask them to copy out the sentences neatly and
draw a picture of the animal. They stick their text and their
pictures on to the poster paper.
• Ask some of the groups to present their animal and its
future plan to the class.
5 Watch the story on DVD.   ​DVD Story 5 
• Tell the children they are going to watch the story Coco
gets a new home on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  habitat  2  extinct  3  vaccinations  4  jungle   her homework assignment in Lesson 1. Ask Which thing
5  in the wild   6  dolphin  7  in captivity   8  protected   told us about animals in danger? (the leaflet)
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 1 story clip on the DVD. Play the clip again
for the children to check their answers.
answers
1  habitat  3  vaccinations  4  jungle  5  in the wild  
7  in captivity   8  protected  
6 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
108 Unit 5
4006989 Ace TB6 SP.indb 108
Lesson 4   ​CB PAGE 49 and AB PAGE 47 
READING AND WRITING
Lesson objectives
Read and understand a leaflet
Use subordinate clauses after be sure/certain, believe,
hope, know, think
Write a leaflet
Learning to learn: writing definitions
Language
Core: Lesson 1 conservation words
Review: home, wood, dirty, dangerous, clean
Extra: habitat, destruction, rainforest, factory, power
station, gas, CO2, ocean, pollution, awareness, government,
forest, logging, smart, harm, energy, waste, recycle, scientist,
medicine, global warming, species, look after, local, plant (v),
clean-up, pollute, environment, adopt
Materials
CD2 $ track 41; Unit 5 wordcards Set 1; dictionaries
Warmer
• Play a game of The definitions game (see page 202) with
the Unit 5 Set 1 wordcards.
Lead-in
• Ask if the class can remember what Milly brought in for
Class Book
1 Read part 1. Remember and complete. Read
page 46 again and check.
• Ask the children to look at the leaflet on page 49 and
complete part 1 from memory.
• When they have finished, the children look at the leaflet
on page 46 to check their answers.
answers
1  Habitat  ​2  rainforests  ​3  wood  ​4  factories  ​5  sun  ​
6  Pollution  ​7  dirty  ​8  dangerous
2 Read part 2. Match the paragraphs and icons.
• Focus on part 1 of the leaflet. Point out that the images
show what the paragraphs are about.
• Ask the children to look at icons a–e. Ask What do you
think these icons tell us?
• Ask the children to read part 2 and match the paragraphs
to the icons.
answers
1  b  ​2  e  ​3  d  ​4  c  ​5  a
3 Find the verbs in part 2. Copy the table and write
the sentences.
• Copy the table on to the board. Ask What’s the main
clause? (I hope) What’s the subordinate clause? (we can save
the rainforest).
• Ask the children to look at the verbs in the box.
19/02/2013 10:18
 • Ask Where do we put these in the sentence? (As the second
word in the subordinate clause.)
• Ask the children to read part 2 again. They find the
sentences containing the words in the box.
• Ask the children to copy the table and write their
sentences with each word in the correct place.
ANSWERS
Many people / think / that / one person / can’t change /
anything.
… we’re / certain / that / we / can make / a difference …
We / hope / that / more of the world’s forests / can be /
legally protected from logging and destruction.
… you / can be sure / that / the things you buy / didn’t
harm / the rainforest.
We / believe / that / we / can make / small changes …
Most people / know / that / you / can recycle / paper, glass
and metal, …
4 Order the words and add them to the table.
• Ask the children to put the words in the correct order to
write the sentences. The children add the sentences to the
table from Activity 3.
ANSWERS
Scientists / know / that / CO2 / warms / the Earth.
I / hope / that / we / can protect / endangered animals.
Scientists / think / that / rainforest plants / can become /
new medicines.
We / believe / that / recycling saves energy.
5 Write sentences with the verbs in Activity 3.
• Ask the children to write sentences with main and
subordinate clauses about conservation. They use the
verbs from Activity 3.
KEY COMPETENCE:   Learning to learn
Breaking up sentences into their different parts helps the
children to see how grammar structures work. Where
practical, ask the children to make grammar tables with
examples when they encounter new structures.
Activity Book
1 Read and circle a, b or c.
• The children read the text and choose the correct word
for each gap from the three options below.
Answers
1  b  ​2  c  ​3  a  ​4  c  ​5  a  ​6  b
2 Circle these words in the text. Underline the
subordinate clauses.
• The children read the text again and circle the words in
the box. They underline the subordinate clauses.
Answers
We all know that it’s important to help endangered animals.
Perhaps you think that there isn’t anything you can do.
But we are certain that everyone can do something to
help endangered species.
We hope that you will use some of these ideas and tell
your friends about them too.
We believe that these ideas can help endangered animals
around the world.
4006989 Ace TB6 SP.indb 109
3 Listen and write Billy, Jilly or Milly.  $ 2•41 
Choose and write two sentences.
• The children listen and decide whose each opinion is,
writing the name on the line. Ask them to read through
the prompts before they listen, and tell them that they will
not hear them in order.
• They then use the prompts to write sentences with
subordinate clauses.
Transcript
Mr Murphy  Let’s try to think of some more ways to help
animals in our area. Jilly, what’s your idea?
Jilly  Well, I think that it’s very important to save the animals
in our area. There are lots of beautiful animals and birds and
we should look after them. I believe that we should visit
local wildlife parks and learn about how these animals live. If
we know more about the animals, we can find out ways to
help them.
Mr Murphy  That’s a very good idea, Jilly. What’s your idea, Billy?
Billy  I know that animals need trees and plants to live, so
I think that we should plant more trees and make nice
gardens for animals and birds to live in.
Mr Murphy  Yes, that’s a great idea. I hope that lots of animals
will come and live in the new school garden.
Billy  I also believe that we should keep our local parks clean,
because animals need clean places to live.
Mr Murphy  That’s right. Perhaps we can organize a clean-up
of our local park. Milly, what’s your idea?
Milly  Well, I’m sure that using cars is bad for local animals
because cars pollute the environment. I’m certain that using
bikes or public transport to get around will make the area
cleaner for all the wildlife.
Mr Murphy  That’s true. Good idea, Milly. Well, we’ve got lots of
ideas, now. Shall we make a poster for the classroom?
Billy, Jilly and Milly  Yes!
Answers
a  Jilly  ​b  Jilly  ​c  Billy  ​d  Billy  ​e  Milly  ​f  Milly
4 Write a leaflet about how to help wildlife in
your area.
• Ask the children to think about how they can help the
wildlife in their local area. They write their leaflet using
the leaflets in Activity 1 and the one on page 49 of their
Class Books as models, and use the ideas in Activity 3 to
help them.
Learning to learn: Write definitions for the words.
• Ask the children to read the Writing tip. They write
definitions for the words, using their dictionaries.
Possible answers
1 recycle (v) – to change something so we can use it again
2 wildlife (n) – animals and birds that live in the wild
3 adopt (v) – to take something into your family / to make
something your own
4 certificate (n) – a piece of paper that shows that you
have done something
KEY COMPETENCE:   Learning to learn
Writing definitions makes the children think hard about
the meanings of words. They are more likely to remember
words that they have defined themselves.
Unit 5 109
19/02/2013 10:18
 Lesson 5   ​CB PAGE 50 and AB PAGES 48 and 105  • Play the recording, pausing after each speaker for the
VOCABULARY AND DVD SONG
Lesson objectives
Identify actions that help and harm the environment
Listen and extract information from a song
Talk about what you do for the environment
Language
Core: recycle, turn off, use up, sort out, put on, give away,
look after, clean up, cut down, pollute, throw away, waste
Review: light, heating
Extra: approximately, carbon dioxide, reduce, per cent,
leftover, planet, remember, energy, gadget
Materials
CD2 $ tracks 42–44; DVD Song 5; Unit 5 wordcards Set
2; a watch or timer
Warmer
• Play a game of Missing word (see page 202) using
sentences from the animal conservation leaflet in Lesson
1. Include some sentences with subordinate clauses.
Lead-in
• Discuss the conservation issues from the previous lesson. Ask
What are the dangers to wild animals? How can we help them?
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
this stage.
2 Listen and repeat.  $ 2•42
• Establish that this lesson is about looking after the
environment.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the pictures as they do so.
Transcript
1  recycle  ​2  turn off   ​3  use up   ​4  sort out   ​5  put on   ​
6  give away   ​7  look after   ​8  clean up   ​9  cut down   ​
10  pollute  ​11  throw away   ​12  waste
Optional activity
• Ask the children to close their books. Write Good actions
and Bad actions as headings on opposite sides of the
board. Shuffle the Unit 5 Set 2 wordcards and put them
in a pile on a table.
• Invite individual children to come to the front, one
at a time, pick up a wordcard and put it under the
correct heading.
3 Listen and say the matching picture.  $ 2•43
• Tell the children that they are going to hear people talking
about some of the actions in Activity 1.
110 Unit 5
4006989 Ace TB6 SP.indb 110
children to find the picture in Activity 1 that matches.
Display the Unit 5 Set 2 wordcards for support while
they listen.
Transcript
1 Did you know that leaving the light on all day can waste a
lot of energy? Think about it! Turn off the light when you
leave the room!
2 Save energy! Did you know that setting the heating 2
degrees lower can save approximately 600 kilograms of
carbon dioxide per year? And it’s cheaper too. Just wear
a jumper.
3 Recycle! If we all recycled glass, paper, plastic and metal
we could reduce our rubbish by 50 per cent.
4 Eat leftover food for a snack or a packed lunch!
answers
1  turn off   ​2  put on   ​3  recycle  ​4  use up
4 Memorize the vocabulary. How many can you
say? 
• Tell the children that they have one minute to memorize
the vocabulary.
• Ask the children to close their books. They work with a
partner to write down all the phrases they remember.
5 Listen to the song.  $ 2•44  Which actions are
not mentioned?    DVD Song 5 
• Ask the children to copy the list of actions into their
notebooks. Tell the children that they are going to
listen to the song. They must find the actions that are
not mentioned.
• Play the audio or DVD version of the song for the children
to listen and cross off the actions that are mentioned to
find the remaining ones.
• Play the song a second time if necessary.
Transcript
We can get together and look after the planet,
We can get together and help clean up the world!
We can help each other, we can work together,
We can get together and help clean up our world!
Recycle! Sort out paper and plastic.
Recycle! Don’t throw away jars and tins.
Recycle! Give away old clothes and toys.
Don’t throw them in the bin!
We can get together and look after the planet …
Save water! Remember to turn off the tap.
Save energy! Turn off all your gadgets.
Save energy! Just put on another jumper.
Don’t turn the heating up!
We can get together and look after the planet …
ANSWERs
walk or cycle to school; turn off the lights; don’t throw
away glass and metal; have a shower, not a bath
KEY COMPETENCE:   Learning to learn
The children use an elimination technique to find the
answers to Activity 5. Tell the children that the process of
elimination is a useful strategy that they can use in other
situations, such as choosing multiple-choice answers
in exams.
19/02/2013 10:18
 6 Copy the table. Listen again and write more Lesson 6   ​CB PAGE 51 and AB PAGES 49 and 111 
actions.  $ 2•44  Then add your own ideas.
• Ask the children to copy the table into their notebooks. GRAMMAR AND CROSS-CURRICULAR
• Play the song again, pausing where necessary for the
children to add the actions to the correct columns in Lesson objectives
the table. Learn about recycling
• Check the answers with the class. Read and understand an article about recycling
• Ask children to add some of their own ideas to the table. different materials
ANSWERs Practise using less and fewer with uncountable and
countable nouns
Save energy Save water Recycle
Make sentences with less and fewer about recycling
turn off all turn off the tap sort out paper
gadgets, and plastic, Language
put on another don’t throw Core: Lesson 5 environment words; less and fewer with
jumper, away jars and uncountable and countable nouns
don’t turn the tins, Review: home
heating up give away old
Extra: coal, oil, CO2, bag, packet, walkway, degrees Celsius,
clothes and toys
energy, habitat, pollution, aluminium, fizzy drink, local

7 What do you do for the environment? Materials

Talk in pairs.
• Divide the class into pairs. Ask one pair to read the
example dialogue to the class.
• The children take turns to tell their partner what they do
for the environment.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 105 of their Activity Books
and write the translations for the environment words.
1 Complete the song. Listen and check.  $ 2•44
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  look  ​2  clean  ​3  Recycle  ​4  Sort  ​5  throw  ​6  Give  ​
7  off  ​8  Turn  ​9  put
2 Complete.
• Ask the children to read about what Louise is going to
do for her Green Week and complete the text with the
correct words.
answers
1  look after   ​2  waste  ​3  off  ​4  down  ​5  out  ​6  up  ​
7  away  ​8  on  ​9  up
3 Write about what you are going to do to
be green.
• Ask the children to imagine that they are going to have a
Green Week, like Louise. They write about the things they
are going to do using the sentences in the text in Activity
2 as a model.
CD2 $ track 44; Unit 5 Grammar and everyday
language poster
Warmer  $ 2•44
• Play the song from Lesson 5. Ask the children to sing along.
Lead-in
• Write the headings Plastic, Glass, Paper and Metal on the
board and play a game of Categories (see page 201).
• Tell the children that the Ace School children are going
to visit a recycling centre, where they will learn about
recycling these materials.
Class Book
1 Look at the photos. What materials can you see?
• Ask the children to work in pairs. They tell each other what
materials the things in the pictures are made of.
2 Read and check your ideas.
• Ask the children to read the text to check if their ideas
were correct. Ask them if their predictions were correct.
Answer any questions that the children have and go
through the meanings of any unknown vocabulary.
3 Read and learn. Find examples of less and fewer
in the text.
• Draw attention to the Grammar 2 section on the Grammar
and everyday language poster for Unit 5. Use the examples
to show how and when we use less and fewer with nouns.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of less and fewer.
answers
… to use less energy… make less CO2; … buy fewer plastic
bottles … ; … 60% less energy than … ; … so it uses less
energy.; … use less new paper … ; Then fewer trees would
… ; … makes 73% less pollution.; … aluminium uses 95%
less energy … ; … 14 million fewer bags of rubbish a year.

Unit 5 111

4006989 Ace TB6 SP.indb 111 19/02/2013 10:18

 4 Read the text again and write True or False.
Correct the false sentences.
• The children read the text from Activity 2 again.
• They read the sentences and write True or False. They correct
the false sentences and write them in their notebooks.
ANSWERS
1  False  2  True  3  False  4  True  5  True
1 We need to try to make less CO2.
3 Recycling metal uses less energy than making new metal.
5 Look at the photos again and make sentences
with less and fewer.
• Divide the class into pairs. Ask a pair to read the example
in the speech bubbles to the class.
• They take turns to choose a photo from Activity 1 and
make a sentence about it using less and fewer.
KEY COMPETENCE:   Learning to learn
In Activity 5, the children reinforce the grammar from the
lesson in a communicative way. Extend the activity into a
class discussion about recycling. Highlight any common
mistakes that the children make with less and fewer.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 111 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Write C (Countable) or U (Uncountable).
• The children read the nouns and write C if they are
countable and U if they are uncountable next to each one.
Answers
1  U  ​2  C  ​3  C  ​4  U  ​5  C  ​6  U  ​7  U  ​8  U  ​9  C  ​
10  U  ​11  U  ​12  U
2 Complete with less or fewer.
• The children read the sentences and complete them
with less or fewer. They can refer back to their answers to
Activity 1 if necessary.
Answers
1  fewer  ​2  less  ​3  less  ​4  less  ​5  fewer  ​6  fewer
3 Look at the table and write sentences.
• The children use the information in the table to make
sentences with less or fewer.
answers
1 We should walk or cycle to school to use fewer cars.
2 We should reuse shopping bags to use fewer new
plastic bags.
3 We should play outside to use less electricity.
4 We should turn off taps to waste less water.
5 We should buy food from local farms to use less energy
6 We should recycle rubbish to produce less waste.
7 We should give away old clothes to buy fewer
new clothes.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 5,
Vocabulary and grammar 2. Notes and answers on CD-ROM.
112 Unit 5
4006989 Ace TB6 SP.indb 112
Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Order a text about a process
Research how a new product is made from recycled
material
Make a poster about a recycled product
Share knowledge and learning in the form of a social task
Language
Core: fleece, sterilize, mix, thread, inspect, weave, fabric
Review: passive statements; sequencing words
Extra: disc, stretch
Materials
DVD; a fleece jumper/picture of a fleece jumper; a cut-up
text about the process of making a fleece from recycled
bottles (see answers to Activity 2); internet/pre-prepared
fact sheets about recycled products; plain paper; poster
paper; scissors; glue sticks
Warmer
• Brainstorm a list of things that can be recycled and write it
on the board.
• Ask individual children Which of these things do you recycle?
Lead-in
• Ask the children if they know what happens to the things
they recycle. Encourage a variety of responses from
around the class.
• Tell the children that in today’s lesson they are going to
learn about what happens to rubbish after it is recycled.
1 Look at the fleece. What is it made from? Guess.
• Hold up the fleece/picture of a fleece so that everyone
can see it. Ask What’s this? Elicit or teach the word fleece.
Say the word for the children to repeat.
• Ask the children to work in pairs. They make predictions
about what the fleece is made from.
• Ask the children to share their ideas with the class.
Establish that the fleece is made from recycled
plastic bottles.
• Ask for ideas about what might happen to the bottles
in the process. Elicit, or teach the following words:
thread, weave, fabric, sterilize, mix, inspect. Say the words
for the children to repeat after you, first chorally and
then individually.
2 Read the sentences about the process of making
a fleece. Put them in the correct order.
• Divide the class into groups. Give each group a cut-up
copy of the text on the process of making a fleece. Ask
the children to work together to put the events in the
correct order.
• Go around the class as the children work. Help with
language if necessary, but do not reveal any answers.
• Check the answers with the class.
19/02/2013 10:18
 answers
First, the bottles are sorted into groups of the same colour.
Then the bottles are sterilized.
The bottles are heated to over 200°C and melted.
The melted plastic is mixed with another plastic to make
it thicker.
The mixture goes through a metal disc with holes. This
makes threads.
The threads are stretched and then shrunk to make
them tough.
The threads are inspected.
The threads are woven into a fabric.
Finally, the fabric is be made into a fleece.
KEY COMPETENCE:   Learning to learn
Ask the children what strategies they used to help them
order the sentences. Ask them to identify the sequencing
words (first, then and finally) and other clues in the text.
3 Research another product made from recycled
rubbish. Make notes.
• Ask the children to stay in their groups. Tell them that they
are going to research how a different product is made
from recycled material.
• The children work together to find out about the
invention they have chosen. If there is classroom access to
the internet, they can do their research online; if not, ask
the children to choose a pre-prepared fact sheet about a
recycled product.
• The children work together to make notes about how the
product is made.
4 Make a poster about your recycled product.
• Ask the children to use their notes to write about the
different stages of the process and draw pictures to
illustrate them. Remind the children that we usually use
the passive to describe a process. Remind them also
that we can use sequencing words to make the order of
events clearer.
• Give each group a large sheet of poster paper and some
plain paper. The children write their texts and draw their
pictures. The children then cut out their sentences and
stick them on to the poster paper. Go around the class,
helping and checking as the children work.
• Ask each group to present their poster to the class.
Further practice
$ DVD, Unit 5 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 5,
Cross-curricular worksheet. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 113
Lesson 7   ​CB PAGE 52 and AB PAGES 117 and 118 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Pronunciation: intonation with question tags
Act out a dialogue
Make and respond to suggestions
Language
Core: Lesson 5 environment words
Review: costume
Extra: remind, nesting boxes, raise money, baking, jumble
sale, cake sale, adopt, prize
Materials
CD2 $ tracks 45–47; Unit 5 wordcards Set 2; Unit 5
Grammar and everyday language poster; scissors
Warmer
• Play a game of Mime! (see page 201) using the Unit 5 Set
2 wordcards.
Lead-in
• Ask the children if they have ever done anything to raise
money for a charity or special cause. Ask What did you do?
How much money did you raise?
Class Book
1 Listen and say what’s special about next
week.  $ 2•45
• With books open, ask the children to look at the picture.
Ask Where are the children? What are they doing?
• Play the recording all the way through. The children listen
and say what’s special about next week.
Transcript
Milly  Mr McMaster, can we put our poster on the
noticeboard, please?
Mr McMaster  What is it about?
Milly  It’s about Earth Week. It’s Earth Week next week.
Betty  We want to remind everyone to look after the
environment and endangered animals. We’ve planned
some events.
Mr McMaster  What events have you planned?
Milly  On Tuesday, we’re going to get together and clean
up the school playground and the park. On Thursday, we’re
going to make nesting boxes for wild birds.
William  And on Friday, we’re going to raise money for a
charity for endangered animals.
Mr McMaster  How are you going to raise money?
Betty  Each class can choose what to do; for example, baking
and selling cakes or giving away old toys that aren’t used any
more for a jumble sale.
Mr McMaster  OK, great. You can put the poster here.
ANSWER
It’s Earth Week.
Unit 5 113
19/02/2013 10:18
 2 Listen again and complete the poster.  $ 2•45
• Focus the children’s attention on the poster at the top of
the page. Point out that some of the information is missing.
• Play the recording, pausing if necessary, for the children to
complete the missing information in their notebooks.
ANSWERS
1  Earth  ​2  clean up   ​3  Thursday  ​4  birds  ​5  Friday  ​
6  animals  ​7  away
3 Listen and read the dialogue.  $ 2•46  What do
they decide to do?
• Ask the children to look at the pictures on the right-hand
side of the page. Explain that they must find the correct
picture by listening to find out what Milly and Betty
decide to do to raise money.
• Play the recording for the children to listen and find the
correct picture.
ANSWER
3 hive, plenty, honey, beekeeping, threat, rainwater, local,
4 Look, listen and repeat.  $ 2•47
• Tell the children to look at the sentences in the Perfect
pronunciation box.
• Play the recording for the children to listen carefully to the
intonation in the question tags.
• Play the recording again for the children to repeat chorally
then individually.
5 Listen to the dialogue again.  $ 2•46  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the intonation in the
question tags.
• Ask the children to work in pairs to act out the dialogue..
KEY COMPETENCE:   Competence in social skills and
citizenship
It is important that children know the correct language
to use when making and responding to suggestions so
that they sound polite and helpful. Explain that whenever
we have to reject an idea we must do so politely and give
a reason.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 5
and draw attention to the everyday language for making
and responding to suggestions. Ask a pair of children to
read the dialogue to the class. Tell them that they will
need this language for the communication task.
• Divide the children into pairs, A and B. Tell them to turn
to the back of their Activity Books and cut out the Unit 5
fluency cards.
• Child A begins the first conversation. They follow the
instructions on the card. They swap roles and repeat.
• Go around the class as the children talk, helping and
correcting where necessary.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 5,
Functions. Notes and answers on CD-ROM.
114 Unit 5
4006989 Ace TB6 SP.indb 114
Lesson 8   ​CB PAGE 53 and AB PAGE 50 
CULTURE AND READING
Lesson objectives
Read and understand texts about environmental projects
in different countries
Talk about which project is most important in your area
Understand the importance of protecting and helping
your local environment
Regular review: practise using the present perfect with
for, since, just, already and yet
Language
Review: France, dry, mosquito
Extra: trouble, build, pipe, storage tank, collect, roof, filter,
clean (v), timer, precious, bat, species, destroy, habitat,
healthy, crop, helpful, bat box, project, bees, sick, scientist,
turtle, footprint, turtle egg
Materials
CD2 $ track 48; Speak up poster
Warmer
• Play a game of Everything I know about … (see page 202)
on the topic of the environment.
Lead-in
• Ask the children about environment problems in their
countries. Ask What are they? What can people do to help?
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on giving your opinion on the
Speak up poster. Monitor the activity as the children talk.
2 Read and match the texts and photos.
• Ask the children to read the three texts quickly and match
each of them with a photo from Activity 1.
ANSWERS
1  Collette  ​2  Michelle  ​3  Freddie
3 Read again and answer.
• Ask the children to read each sentence. They then read
the texts and write the answers in their notebooks.
ANSWERS
1 The farmers in Australia are in trouble.
2 Michelle’s family have built pipes and a big storage tank
to collect the rain that falls on the roof.
3 People building new houses is a threat to the bats’ habitat.
4 Freddie and his family have made bat boxes.
5 Bees are important for people because they make food.
6 Collette’s bees go to parks and gardens in Paris to get food.
4 Which environmental project is important in
your area? Make notes.
• Ask the children to think about an important environmental
project in their area. Ask them to make notes.
19/02/2013 10:18
 5 Tell your partner. Lesson 9   ​CB PAGE 54 and AB PAGE 51 
• Ask the children to work in pairs. They tell each other
about the project they have chosen. WRITING AND PHONICS REVIEW
Vital values Lesson objectives
• Focus attention on Vital values and read the sentence. Ask Identify the features of a personal account
What can we all do to protect and help our local environment?
Understand the use of expressions of approximation
Activity Book Recognize the spelling patterns of words with /əʊ/ sound
Write a personal account
1 Read the texts on Class Book page 53 again.
Make notes for Michelle, Freddie and Collette. Language
• Ask the children to read the texts again and complete the Core: less and fewer with uncountable and countable nouns
notes in the first three columns. Review: dangerous, weeds, hide, seeds, cosy, home
ANSWERS Extra: hedgehog, toad, butterfly, species, danger, habitat,
Country Australia England France destruction, pollution, traffic, nocturnal, woodpile, shallow
pond, plenty, hedgehog house, bat box, proud, threatened
Environmental saving protecting protecting
project water bats bees Materials
They … collect made keep bees CD2 $ track 49
rainwater boxes for in a hive
bats Warmer
• Play a game of Smiley face (see page 201) with all of the
Unit 5 vocabulary.
2 Listen and make notes for Jack in Activity
1.  $ 2•48 Lead-in
• Play the recording, pausing where necessary, for the • Tell the class they are going to read a text about
children to complete the information for Jack. hedgehogs. Ask What do you know about hedgehogs?
Transcript
Jack  Hi, Milly. My name’s Jack.
Class Book
Milly  Hello, Jack. Where are you from? 1 Read the text. Choose.
Jack  I’m from Florida, in the United States.
• Ask the children to read the questions and the list of
Milly  Are there any environmental projects in your
possible answers.
country, Jack?
Jack  Oh yes. There are lots of environmental projects. An • Ask the children to read the text to answer the questions.
important project in Florida is protecting turtles. ANSWERs
Milly  Protecting turtles? That’s interesting. What do you do? c, a
Jack  Well, some species of turtles are endangered, so we
have to help them. We look for turtle footprints on the beach KEY COMPETENCE:   Autonomy and personal initiative
and we find turtle eggs. We keep the eggs safe. Explain that the text in Activity 1 is a personal account
Milly  That’s wonderful. Thanks, Jack! because Milly uses it to describe her own experiences.
ANSWERS
Country: United States; Environmental project: 2 Read the text and answer.
protecting tutles; They … : keep the eggs safe • Before the children read the text, ask them to read the six
questions in their Class Books. Check their understanding.
3 Read and circle.
ANSWERS
• The children circle the correct word in each sentence. 1  Last week   2  Hedgehogs, birds, toads and butterflies  
ANSWERS 3  They are threatened by habitat destruction, pollution
1  for  ​2  has  ​3  yet  ​4  have and dangerous traffic.   4  in a quiet corner  
5  She helped plant the flower seeds and made hedgehog
4 Complete. houses.  6  She feels proud.
• The children complete the text with the words in the box. • Ask the children to look at the expressions of approximation
answers in the box. Ask When do you use phrases like this? (When we
1  have  ​2  for  ​3  since  ​4  hasn’t  ​5  yet  6  already don’t know the exact number.)

5 Make notes. Write about an environmental
project in your country.
• The children answer the questions about an
environmental project from their country.
• The children use their notes to write a text about the project.
3 Read the text again. Write the paragraph
descriptions in the right order.
• Ask the children to read the text again and think about
what the function of each paragraph is.
• Ask the children to read the paragraph descriptions. They
write them in the correct order in their notebooks.

Unit 5 115

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 ANSWERs
first paragraph = introduction to say who, what, when and
where; second paragraph = background information; third
paragraph = description of the result; fourth paragraph = what
Milly did to help; fifth paragraph = how Milly felt at the end
4 Match the features with the coloured words and
phrases in Milly’s text.
• Ask the children to read the coloured words and phrases
and match them with the features.
ANSWERS
1  quiet  ​2  I hope that the animals will like them!   ​
3  Last week at school   ​4  Hedgehogs are nocturnal, so
they sleep during the day.   ​ 5  more than
Activity Book
1 Circle the words with the /əʊ/ sound. Listen and
check.  $ 2•49
• Ask the children to read the words and circle the ones that
contain the /əʊ/ sound. Play the recording.
Answers
1, 4, 5, 7, 8
2 Read the personal account. Write True or False.
• Ask a volunteer to read the title of the review. Ask What
is this a personal account of? (Making bat boxes.) Who has
written the account? (Milly)
• Ask the children to read the personal account. They read
the sentences and write True or False.
Answers
1  False  ​2  False  ​3  True  ​4  True
3 Complete the text.
• The children complete the text with the words in the box.
Answers
1  safe  ​2  fewer  ​3  lots  ​4  than  ​5  of  ​6  night
4 Match the descriptions with the paragraphs in
the text.
• Ask the children to read the descriptions and match them
to the paragraphs by writing the correct letter in each box.
Answers
c, d, b, a
5 Read the personal account again. Find and write
eight words with the /əʊ/ sound.
• The children read the account again. They write the words
with the /əʊ/ sound in the correct columns in the table,
based on their spelling pattern.
Answers
oa o o_e ow
toads ago, go, so hope, homes know, grow
6 Write a personal account of another
environmental project you have done at school or
home. It can be real or imaginary.
• Ask the children to write about an environmental project
they have taken part in.
116 Unit 5
4006989 Ace TB6 SP.indb 116
Lesson 10   ​CB PAGE 55 and AB PAGES 52 and 111 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 conservation words; Lesson 5 environment
words; will for instant decisions and going to for plans; less
and fewer with uncountable and countable nouns
Review: club, bird feeder, heating, mosquito
Extra: vote, success, adopt, tap, jumper, leftover, pizza,
umbrella, recycling bin, rainwater, tap water, chemical,
packaging, hedgehog, slug, planet, project, playground,
recycling programme, go green, machine, electricity
Materials
CD2 $ tracks 50–51; DVD Song 5/DVD Story 5; Unit 5
Grammar and everyday language poster
Warmer   ​DVD Song 5 / Story 5 
• Ask the children to vote on whether they would like to
watch the Unit 5 story or the Unit 5 song video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 5.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Look and choose an animal to vote for. Tell
your partner.
• Focus on the photos. Ask Which animals can you see?
• Ask the children to work in pairs. They take turns to
tell each other which animal they would like to adopt
and why.
• Ask some of the children to share their thoughts with the
class, then have a class vote on which animal the children
would like to adopt.
KEY COMPETENCE:   Learning to learn
In Activity 1, the children have to explain their choice
to their partner; thinking of reasons and being able
to articulate them is an important communication
skill. Encourage the children to give reasons for their
choices and opinions as part of their day-to-day
language learning.
2 Look and match. Write rules for the environment.
• Focus on the pictures and the rules and ask the children
to describe what they see.
• Ask the children to match the pictures to the environment
phrases. The children use the pictures and phrases to
write rules for the environment.
19/02/2013 10:18
 answers
1  e  ​2  c  ​3  b  ​4  d  ​5  a
1  Turn off the tap.   ​2  Put on a jumper.   ​3  Give away old
toys and books.   ​4  Use up leftovers.   ​5  Recycle glass,
paper and metal.
3 Listen and choose.  $ 2•50  Point and say the
instant decision.
• Ask the children to look at the pictures. Invite guesses as
to what the people in the different pictures are saying.
If necessary, use the Grammar 1 section on the Unit 5
Grammar and everyday language poster to review will
and going to.
• Tell the children that they are going to hear the dialogues
from the pictures.
• Play the recording, pausing after each dialogue for the
children to say the picture number.
• Then ask the children to work in pairs. They take turns to
point at a picture and say the instant decision.
Transcript
A Mum  Are you taking the dog for a walk? It’s raining
you know.
B Dad  Are you cold? You can turn the heating up.
C Milly  What shall we have for lunch?
D Billy  The dog looks hungry.
E Mum  Look at all this paper. What a waste!
F Mum  It’s eight o’clock. You’ve missed the school bus!.
answers
1  C, I’ll make pizza.   ​2  B, I’ll put on a jumper.   ​
3  A, I’ll take an umbrella.   4  D, I’ll give him some food.   ​
5  F, I’ll go by bike.   ​6  E, I’ll take it to the recycling bin.
4 Complete with less or fewer.
• Focus on the poster. Ask What’s the poster about?
• Ask the children to read the poster and complete it by
writing less or fewer in their notebooks for each gap.
If necessary, use the Grammar 2 section on the Unit 5
Grammar and everyday language poster to review the use
of less and fewer.
answers
1  less  ​2  less  ​3  fewer  ​4  less  ​5  fewer
5 Mr Tidy  I can help with that. I’ll put recycling bins in all
the classrooms.
Mr Murphy  Oh, thank you, Mr Tidy!
6 Betty  I’ll sort out the rubbish for recycling.
Mr Murphy  Well done, Betty! This is wonderful! Everyone
wants to help the school to go green!
Answers
a  6  ​b  5  ​c  2  ​d  1  ​e  4  ​f  3
2 Write six things you’ll do in the future.
• Ask the children to think of six things they are going to do
in the future to help the environment.
• They write a sentence with will or won’t in their notebooks
for each one.
3 Complete.
• The children read the article and complete it with the
words from the box.
Answers
1  look after   ​2  clean up   ​3  waste  ​4  turn off   ​5  throw
away  ​6  recycle
4 Write the opposite sentences.
• The children read the sentences and write about the
opposite scenario, using less and fewer.
answers
1 If we use fewer cars, we create less pollution.
2 If we cut down fewer trees, we put fewer animals
in danger.
3 If we have fewer baths, we use less water.
4 If we throw away fewer cans, we produce less rubbish.
5 If we use fewer machines, we use less electricity.
5 Complete with is/are (not) going to.
• The children read the sentences and complete them with
the correct form of going to.
Answers
1  is going to   ​2  ’re going to   ​3  is going to   ​4  isn’t
going to   ​5  is going to   ​6  is going to

Activity Book
1 Listen and number the future actions in
order.  $ 2•51
• Play the recording, pausing where necessary for the
children to number the pictures in the order that the
people talk about their decisions.

Transcript
1 Mr Murphy  I want to help our school to help the planet. I
think I’ll start a Green School project at Ace School.
Billy  That’s a great idea! I’ll make some posters for
the classrooms.
2 Mr Murphy  Oh, thank you, Billy! What about you, Milly
and Jilly?
Milly and Jilly  We’ll clean up the playground.
3 William  I’ll ask some other students to help!
4 Mr Murphy  Brilliant! Thanks, William! I’ll talk to Mr McMaster
and ask him to start a recycling programme.

Unit 5 117

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 Lesson 11   ​CB PAGE 55 and AB PAGE 53  Transcript
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 5
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 5
Review: home, cosy, put up, bird feeder, seeds, mosquito
Extra: adoption, build, bat box, energy, litter, hedgehog,
scientist, butterfly, species
Materials
CD0 $ track 52; internet/encyclopedias/pre-prepared
fact sheets about protecting wildlife
Warmer
• Ask the children to write down three questions about
the things in the unit. These can be factual questions,
language questions or a combination of both. Ask the
children to work in pairs. They swap papers and answer
each other’s questions.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the girl
giving a presentation. Ask What is the presentation about?
What is the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about helping wildlife.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus attention on the spider diagram. Ask What is the
presentation about? Ask the children to read the list of
headings and the information in the diagram. They write
the headings in the correct places.
answers
1  Give them a safe home   ​2  Feeding  ​3  Adoption  ​
4  Protection  ​5  Watching them
2 Listen and complete the presentation
plan.  $ 2•52
• Play the recording, for the the children to listen and write
the missing words in the presentation plan.
118 Unit 5
4006989 Ace TB6 SP.indb 118
Helping the environment is really important. There are lots of
things that we can do to help wildlife.
You can make your garden safe for animals by building small,
cosy homes for them. We’re going to put up some bat boxes
in our garden! Bats help in the garden because they eat
mosquitoes!
You can put bird feeders in your garden. In the winter, birds
need energy to keep them warm. Nuts and seeds are good
food for birds in winter.
You can help endangered animals like the Iberian lynx. You
don’t have to keep the animal in your home! You pay some
money and it helps to protect the animals in the wild.
You can protect local wildlife by picking up litter. Small
animals like hedgehogs can get stuck in old tins and plastic
bags. Put rubbish in the bin to keep the wildlife safe!
You can help scientists with their work. Write down the types
of birds, animals and insects you see in your garden. For
example, every year in the UK there is a butterfly count. It
helps us know which species are endangered.
ANSWERS
a  bat  ​b  Nuts  ​c  lynx  ​d  hedgehogs  ​e  butterfly
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about how they
can help wildlife by copying the headings from Activity 1
and making notes.
• Ask the children to research the information for their
presentation. If there is classroom access to the internet,
the children can do this on the computer. If not, make
encyclopedias available, or provide the children with fact
sheets. Go around the class as the children work, helping
and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the group.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly
and their class on page 55 of the Class Book: Special sport
homework. Find out about planning a walk. Tell them that
this will be the theme for the next unit.
• Ask the children if they often go on walks. What kinds of
things do they think Billy, Jilly and Milly might bring into
class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 5 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 5 Test.
Notes and answers on CD-ROM.
19/02/2013 10:18
    S p e c a l s p o rt
Lesson 1   ​CB PAGE 56 and AB PAGES 54 and 106  Transcript
VOCABULARY
Lesson objectives
Identify things related to an expedition
Identify different text types
Find information in a route plan
Draw and guess things related to an expedition
Language
Core: : first aid kit, insect repellent, sun cream, water bottle,
survival blanket, car park, route, national park, landmark,
picnic area, campsite, destination
Review: home, neighbour, parent, put on, follow, dry,
mosquito, stone
Extra: checklist, sponsor, charity, camp, walking boots,
product, sunburn, emergency, equipment, thirsty, hurt, stuck,
itchy, annoying, spray, bite, sting, scenery, enjoy, organize
Materials
CD3 $ tracks 01–04; Unit 6 wordcards Set 1; a watch
or timer
Warmer
• Tell the class I’m going on an adventure. What do I need to
take with me? Brainstorm a list and write it on the board.
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about planning a walk.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Jilly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 3•01  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Jilly’s homework.
• Ask the children to open their Class Books and look at the
things Jilly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
4006989 Ace TB6 SP.indb 119
Dad  What are you doing, Jilly?
Jilly  I’m doing my PE homework for school.
Dad  PE homework? What do you have to do?
Jilly  We have to find out about planning a walk. We’re
preparing for the Big Walk!
Dad  What’s the Big Walk?
Jilly  Our class is doing a sponsored walk for charity. It’s going
to be great. We’re going to walk for two days and camp.
Dad  That sounds fun. So what have you found?
Jilly  I’ve got the route plan, a checklist of things to take
– and a story about some people who were lost in the
mountains.
Dad  Sounds exciting! Have you found your walking boots?
Jilly  Yes! And I’ve found your boots too, Dad. You can
come too!
ANSWERS
A  checklist  B  route plan   C  survival story
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 3•02
• Ask the children to look at the pictures on the checklist
and the map. They match the words to the pictures and
write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  water bottle   ​2  first aid kit   ​3  survival blanket   ​
4  sun cream   ​5  insect repellent   ​6  destination  ​
7  landmark  ​8  campsite  ​9  car park   ​10  national park   ​
11  route  ​12  picnic area
3 Look at text A. Listen and say the word.  $ 3•03
• Ask the children to look at the checklist. Tell them that
they are going to hear descriptions of some of the objects.
• Play the recording, pausing after each sound for children
call out the name of the object.
Transcript
1 This is a product that you put on your skin. It protects your
skin from the sun so that you don’t get sunburn.
2 This is a box with simple medicines and equipment. You
can use if you can’t go to a doctor.
3 You need to make sure you drink enough on a long walk.
You need this to take enough water with you so that you
don’t feel thirsty.
4 This is for emergencies. It’s to keep you warm if you get
hurt or stuck in the mountains.
5 Mosquito bites can be itchy and annoying. This is a spray
that you can put on your skin. It keeps insects away so it
protects you from bites and stings.
answers
1  sun cream   ​2  first aid kit   ​3  water bottle   ​4  survival
blanket  ​5  insect repellent
Unit 6 119
19/02/2013 10:18
 Learning to learn
KEY COMPETENCE:   3 Listen and write the letter.  $ 3•04
Categorizing words is a good way for the children to
organize and learn vocabulary. Draw attention to the way
that the words are set out in the checklist. Exploit this
further using the Optional activity below.
Optional activity
• Write the headings from text A on the board and add
the heading Things for an adventure.
• Play a game of Categories (see page 201) with the Unit 6
Set 1 wordcards.
4 Read text B and look at the map. Answer.  work out the route?
• Ask the children to look at text B. Read the questions with
the class. Explain that this is a speed reading task and that
the children have two minutes to complete it.
• Ask the children to use the text B map and text to find
the answers.
• When the two minutes are up, check the answers with
the class.
ANSWERS
The destination is the old Roman Bridge. They are meeting
at the car park by the lake. I can see two landmarks
(waterfall and stone circle). Friends, neighbours and
parents are welcome.
5 Choose a word and draw. Play a guessing game
in pairs.
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class.
• The children draw something from the checklist or route
plan in their notebooks without telling their partner what
it is. They take turns to draw a picture for their partner
to guess.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of their Activity Books
and write translations for the expedition words.
1 Write the expedition words.
• The children look at the picture and write the correct
expedition words. Display the Unit 6 Set 1 wordcards for
support while they work.
ANSWERS
1  destination  2  landmark  3  campsite  4  car park  
5  route  6  national park   7  picnic area
2 Complete.
• The children complete the definitions with the correct
expedition words.
ANSWERS
1  car park   ​2  water bottle   ​3  sun cream   ​
4  insect repellent   ​5  first aid kit   ​6  survival blanket   ​
7  picnic area   ​8  route
120 Unit 6
4006989 Ace TB6 SP.indb 120
• Ask the children to read the list of tasks. Explain that they
are going to hear a recording of the children deciding
what they are going to do.
• Play the recording, pausing if necessary, for the children to
write the correct letter next to each person.
Transcript
Billy  The Big Walk is next weekend. We must make sure that
we’re prepared. I’ve made a list of what we need to do.
Milly  Great!
Billy  Jilly, we’re starting at the car park by the lake and our
destination is the campsite at Mulberry Farm. Could you
Jilly  Yes, I’ll do that. I’ve already found a map.
Billy  Good. William, you can book the campsite. Here’s the
phone number.
William  OK, Billy.
Billy  Now, the national park is famous for its landmarks.
Betty, can you find out about them? We want to see
everything.
Betty  Yes, I will.
Billy  It’s going to be hot so we’ll need sun cream and insect
repellent. Milly, could you pack them, please?
Milly  Yes, of course.
Billy  Charlie, you’re in charge of water bottles.
Charlie  OK.
Billy  What’s left? Oh yes, I haven’t bought a first aid kit or
survival blankets yet. Daniel, could you buy those?
Daniel  Hmm, yes. … Billy, what are you going to do?
Billy  I can’t do anything. I’m too busy organizing!
Answers
1  c  ​2  e  ​3  a  ​4  f  ​5  d  ​6  b
4 Imagine you’re organizing a camping trip. Write
notes for your friends.
• Ask the children to imagine they are organizing a camping
trip. They think about who can do each task.
• The children write notes in their notebooks for their
friends asking them to do a task.
19/02/2013 10:18
 Lesson 2   ​CB PAGE 57 and AB PAGE 55  • Ask the children to work in pairs. They take turns to read
STORY
Lesson objectives
Read and understand a survival story
Identify direct speech in a story
Write a review of the survival story
Language
Core: Lesson 1 expedition words
Review: home, worried, follow, parent, weather, landing
Extra: surprise, cousin, remember, pilot, storm, suddenly,
terrible, bumpy, emergency, bounce, damage, scouts, valley,
forget, rescuer
Materials
CD3 $ track 05; Unit 6 wordcards Set 1
Warmer
• Play Bingo! (see page 201) with the Unit 6 Set 1 wordcards.
Lead-in
• Ask the class if anyone has ever been for a trip in a small
plane. If so, ask Where did you go? How did you feel: excited/
nervous/scared? If not, ask who would like to go for a trip
in a small plane.
Class Book
6 Read and listen.  $ 3•05  What helped the
children get home?
• Focus on the pictures. Ask the children to read the list of
different objects.
• Play the recording for the children to follow the story in
their books.
• Check the answers with the class. Then discuss the
children’s reactions to the story.
ANSWER
a landmark
7 Read again and answer.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
• Discuss the story with the class. Check if the children’s
predictions were correct.
ANSWERS
1 Jamie’s birthday surprise was flying in an aeroplane.
2 They could see the village and the river.
3 Because there was a storm / the weather was terrible.
4 Because they changed their route.
5 Because he saw the river. He knew it went through
the village.
8 Read a sentence with speech marks. Play a
guessing game in pairs.
• Read a sentence in speech marks from the story, e.g. I can
see the village. Ask Who says it? (Elsa)
4006989 Ace TB6 SP.indb 121
sentences with speech marks for their partner to identify
the speaker.
• What do you think? Discuss the question as a class.
Ask them whether they would still like to travel in an
aeroplane if they had had to make an emergency landing.
Learning to learn
KEY COMPETENCE:  
In Activity 8, the children identify direct speech in a
story by finding sentences with speech marks. As a class,
focus on the use of speech marks in the story. Use L1, if
necessary, to ask the following questions: Why do we use
direct speech in stories? (It makes the action more direct
and exciting.) How do we know who is talking? (This is
indicated before or after the phrase in speech marks.)
What are the similarities and differences between direct
speech in English and your own language?
Activity Book
Plot, characters and setting
1 Remember the story. Number in order.
• The children read the sentences and number the events
from memory.
• Ask the children to check their answers by looking at the
Class Book story on page 57. Then check the answers as
a class.
ANSWERS
a  4  ​b  3  ​c  8  ​d  2  ​e  1  ​f  7  ​g  5  ​h  6
2 Read and write Jamie, Elsa or the pilot.
• The children read the sentences and write the names.
ANSWERS
1  Elsa  ​2  Jamie  ​3  The pilot   ​4  Jamie
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  having  ​2  cloudy  ​3  that  ​4  emergency  ​5  was  ​
6  couldn’t  ​7  where  ​8  river  ​9  follow
Review
4 Complete the review.
• The children complete the review and rate the story.
Possible ANSWERS
1  A birthday to remember   ​2  a survival story   ​
3  Jamie, Elsa and the pilot   ​4  on an aeroplane on
Jamie’s birthday   ​5  go flying for Jamie’s birthday
surprise, but the weather gets very bad. The pilot has
to make an emergency landing and they have to find
their way back to the village.   ​6  Children’s own answers   ​
7  Children’s own answers
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Story
worksheet. Notes and answers on CD-ROM.
Unit 6 121
19/02/2013 10:18
 Lesson 3   ​CB PAGE 58 and AB PAGES 56 and 112  answers
GRAMMAR
Lesson objectives
Practise using will and going to
Make sentences using will
Make predictions based on what’s happening in a picture
Regular review: practise using verb + to patterns
Language
Core: Lesson 1 expedition words; will and going to
for predictions
Review: parent, home, wet, put up
Extra: damage, storm, remember, bee sting, fence, sunburn,
valley, take photos, surprise, pilot
Materials
CD3 $ tracks 05–06; Unit 6 Grammar and everyday
language poster
Warmer
• Play The definitions game (see page 202) with the
Lesson 1 vocabulary.
Lead-in
• Ask the children what they can remember about the
survival story from Lesson 2. Prompt with questions.
• Ask the children to open their Class Books and look at the
story on page 57 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page
57.  $ 3•05 Match.
• With books open, tell the children that they are going
to hear the story again. As they listen, they match the
beginnings of the sentences to the correct endings.
• Play the recording, more than once if necessary.
ANSWERS
1  d  ​2  c  ​3  a  ​4  b
2 Listen and say the number.  $ 3•06  Say what
prediction the person is making in each picture.
Use will.
• Focus on the pictures. Tell the children that they are going
hear the people from the story talking about the situation
in each of the pictures.
• Play the recording, pausing after each short extract for the
children to say the number.
• Ask the children to work in pairs. They take turns to point
to a picture and say the prediction, using will.
Transcript
A Elsa  Our parents will be so happy to see us!
B Pilot  In 20 minutes, we’ll reach our destination.
C Elsa  Phew! We won’t have to sleep outside tonight!
D Elsa  Will they come and look for us?
Pilot  Yes, they will!
E Jamie  I’ll never forget this birthday!
122 Unit 6
4006989 Ace TB6 SP.indb 122
4, 1, 3, 2, 5
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 6.
• Look at the table for will together. Explain how we use will
to make predictions about what we think or know about
the future. Elicit an example from the table.
• Focus on the table for going to. Explain how we use going
to to make predictions about the future based on what
we know now. Elicit an example from the table. Ask, for
example How do Jamie and Elsa know that they’re going to
hit the tree? How does the pilot know that there’s going to be
a storm?
3 Read and learn.
• Ask the children to look at the grammar tables and
memorize the sentences.
• Ask the children to cover the tables. Ask different
volunteers to make sentences from each of the tables.
4 Make predictions in pairs. For A, make sentences
using going to/not going to. For B, make sentences
using will/won’t.
• Focus on the picture. Ask What can you see?
• Ask the children to look at the phrases in A. Explain that
they are going to use these phrases to make predictions
about what’s going to happen immediately, as a result
of what they can see in the picture. Establish that they
should use going to. Ask a child to read the example to
the class.
• Ask the children to work in pairs, taking turns to choose
a person and make a prediction about him or her using
going to/not going to. Go around the class, helping
where necessary.
• Go through the activity with the class. Ask individual
children to make sentences with going to.
• Then focus on the list in B. Tell them that they must use
the phrases to say what will happen tomorrow. Ask a child
to read the example to the class.
• The children work in pairs, taking turns to use the phrases
to make predictions with will. Go around the class, helping
as before. Then check the answers with the class.
ANSWERS
A  Billy is going to get a bee sting. Milly is going to get wet
feet. Jilly is going to fall off the fence. Betty isn’t going to
get sunburnt. Baskhar and Ben aren’t going to have any
lunch left. William is going to be very tired.
B  They will wake up in a tent. They will cook breakfast
outside. They won’t walk down to the valley. They will
walk up the hill. They will have a picnic. They will take lots
of photos. They won’t go home by car. They will go home
by bus.
Competence in social skills and
KEY COMPETENCE:  
citizenship
Communicative pairwork activities, such as in Activity 4,
encourage the development of social skills and provide
opportunities for peer correction.
19/02/2013 10:18
 Optional activity
• Ask the children to write three false predictions about
the picture in A or the situations in B. They swap work
with a partner and correct each other’s sentences.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 112 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and circle.
• The children read the sentences and circle the correct
option in each one.
Answers
1  We’ll  ​2  Are we going to   ​3  It’s not going to   ​
4  Will they   ​5  We’re going to   ​6  He’ll
2 What do you think? Make sentences with will
or won’t.
• The children read the word prompts and decide whether
or not they think the situation will happen. They write
sentences with will or won’t.
Answers
1 Jamie’s parents will/won’t buy him a different birthday
surprise next year.
2 Jamie, Elsa and the pilot will/won’t get back to the
village quickly.
3 Elsa will/won’t go in a plane again.
4 The pilot will/won’t go back and get the plane.
3 Look and write sentences with going to.
• The children look at the pictures and write sentences with
is/are going to, using the phrases in the boxes.
Answers
1  They’re going to put up the tent.   ​2  He’s going
to make a fire.   ​3  They’re going to cook dinner.   ​
4  She’s going to brush her teeth.
4 Complete with the verbs + to.
• Review the use of verb + to patterns with the class,
if necessary.
• The children complete the sentences using the correct
form of the verbs in the box, followed by to.
Answers
1  managed to   ​2  offered to   ​3  want to   ​4  decided to  ​
5  needed to
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
Vocabulary and grammar 1. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 123
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise expedition words
Review and practise predictions with will and going to
Language
Core: Lesson 1 expedition words; will and going to
for predictions
Materials
DVD Story 6; Unit 6 wordcards Set 1; $ Teacher’s
Resource CD-ROM, DVD worksheets section, Unit 6
Warmer
• Play a game of Missing card (see page 201) with the Unit 6
Set 1 wordcards to review the vocabulary from Lesson 1.
Lead-in
• Ask individual children to tell you about their favourite
kind of holiday. Ask Where do you like to stay: in a tent/a
hotel/an apartment, etc.? What do you like to see/do/eat?
1 Imagine you are going on a camping trip in the
country. Draw and label the things in your rucksack.
• With all books closed, tell the class to imagine they are
going on a camping trip and must pack their bags.
• Ask the children to work in pairs to draw a picture of their
rucksacks, showing the things they have packed (using
the items from Lesson 1, as well as any other items in
English they know). They label their pictures.
2 What did you remember? Make predictions
about the trip.
• As a class, brainstorm all the things that the children will
need for their camping trip and write a list on the board.
• Ask individual children Did you remember sun cream/an
emergency blanket/insect repellent? Make predictions with
going to based on their answers, e.g. You forgot the sun
cream! You’re going to get sunburnt.
• Ask the children to work in pairs. They take turns to make
similar predictions based on what they packed, e.g. We
forgot jumpers. We’re going to get cold.
3 Imagine your dream trip. Make notes.
• Ask the children to imagine that they are going on their
dream trip. Copy the table below on to the board. Ask for
suggestions of what to put in each section of the table.
destination
travel
weather
food
people
activities
Unit 6 123
19/02/2013 10:18
 • Ask the class to help you make sentences about your
dream trip using the information in the table and write
them on the board, e.g. This summer, I think I’ll go to
the Bahamas. I’ll travel by private jet. The weather will be
fantastic! It will be sunny every day … Ask the children to
complete the details with their own ideas.
4 Tell your partner about it.
• The children take turns to tell their partners about their
dream trip using sentences with will. They can refer to the
sentences on the board for help.
• Ask some of the children to tell the class about their
dream trips.
KEY COMPETENCE:   Competence in social skills and
citizenship
Pairwork activities encourage the development of social
skills and build confidence, and talking about dream
situations allows the children to communicate personal
feelings and preferences. In this way, the children learn
more about their partner as a person. During feedback,
ask the children what they learnt about their partner, e.g.
Lucas wants to go to Alaska. He likes cold places!
5 Watch the story on DVD.   ​DVD Story 6 
• Tell the children they are going to watch A birthday to
remember on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  destination  2  storm  3  car park   4  campsite  
5  route  6  bumpy  7  landmarks  8  river  
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 1 story clip on the DVD. Play the clip again
for the children to check their answers.
answers
1  destination  2  storm  5  route  6  bumpy   part 1 from memory.
7  landmarks  8  river   • When they have finished, the children look at the route
6 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
124 Unit 6
4006989 Ace TB6 SP.indb 124
Lesson 4   ​CB PAGE 59 and AB PAGE 57 
READING AND WRITING
Lesson objectives
Read and understand a plan
Use prepositions to describe movement
Write directions using a map
Learning to learn: using pictures to learn vocabulary
Language
Core: Lesson 1 expedition words
Review: canal, neighbour, parent, put on, railway, follow
Extra: scenery (landscape), enjoy, gate, camping field,
minibus, fence, footpath, castle
Materials
CD3 $ track 07; Unit 6 wordcards Set 1
Warmer
• Play a game of Spell it! (see page 202) with the Unit 6
Set 1 wordcards.
Lead-in
• Ask if the class can remember what Jilly brought in for her
homework assignment in Lesson 1. Ask Which thing told
us about a walk? (the route plan) What can you remember
about the route?
Class Book
1 Read part 1. Remember and choose. Read page
56 again and check.
• Ask the children to look at the Big Walk route on page 59
and choose the correct word from each set of options in
plan on page 56 to check their answers. Then go through
the answers with the class.
answers
1  bridge  ​2  lovely  ​3  waterfall  ​4  boots  ​5  car park   ​
6  lake
2 Order the pictures. Then read the route plan
and check.
• Tell the class that the pictures show the route that the
students from Class 6A took for the Big Walk. Point to the
different illustrations and ask What can you see?
• Ask the children to order the pictures without re-reading
the route plan.
• Ask the children to then read parts 1 and 2 of the route
plan to check their answers. Then check as a class.
answers
a, c, d, f, b, e
3 Read the route plan again and find. Match the
words and the pictures.
• Ask the children to read the route plan again and find the
prepositions of movement in the box.
19/02/2013 10:18
 • The children then match the prepositions to the pictures
in Activity 2.
ANSWERS
a  along  ​b  past  ​c  over  ​d  through  ​e  towards  ​
f  across
4 Look at the map. Write a route.
• Focus on the map. Ask the children to identify the features
that they can see.
• Tell the children that they are going to use the map to
write a route for their partner to follow. They should use
the prepositions of movement from Activity 3. Ask a child
to read the example to the class.
• Go around the class as the children write their routes in
their notebooks, helping where necessary.
5 Read the route to your partner. Play a guessing
game in pairs.
• Ask the children take turns to read their route to their
partner. They must not tell their partner where the route
ends. Their partner follows the route on the map to find
the destination.
KEY COMPETENCE:   Learning to learn
The ability to read a map is an important life skill. Good
map-reading skills are essential for the children to be able
to plan a route in detail and give and follow directions
using a map. Ask individual children to read the route
they have written about in Activity 4. As a class, ask what
helped the children to follow the routes, e.g. mentioning
landmarks on the map.
Activity Book
1 Read and draw arrows.
• The children read the route plan and draw arrows on the
pictures to show the route.
Answers
4006989 Ace TB6 SP.indb 125
2 Listen and number in order.  $ 3•07  Listen again
and complete.
• Play the recording, pausing, if necessary for the children
to number the directions in the order that they
are mentioned.
• Play the recording again for the children to complete
the phrases with the correct prepositions. Then check as
a class.
Transcript
Milly  Are we going to the picnic on Saturday, Jilly?
Jilly  Yes! But Dad can’t take us, so we need to take the bus.
I’ve worked out a new route. I’ll show you on the map.
Milly  Where do we start?
Jilly  The bus stops at the car park. So first we go past the
campsite. Then we go along the canal – here …
Milly  Uh-huh, I see.
Jilly  And then we walk through the village and go across
the field.
Milly  Oh, yes. But then we’re stuck in this field. How do we
get to the lake?
Milly  No, look – the bridge is there. We go over the bridge.
Then we follow the path towards the picnic area. OK?
Jilly  Great!
answers
a  through, 3   ​b  over, 5   ​c  along, 2   ​d  across, 4   ​
e  towards 6   ​f  past, 1
3 Imagine a different route to the picnic. Draw a
map and write a route plan using across, along,
over, pass, through and towards.
• Ask the children to imagine they know a different way to
the picnic that Jilly and Milly are going to in Activity 2.
• They draw a map and write a route using the prepositions
across, along, over, pass, through and towards. They can use
the plan in Activity 1 as a model.
Learning to learn: Draw pictures to help you
remember the prepositions.
• The children read the Writing tip and draw pictures to
show the meanings of the prepositions.
KEY COMPETENCE:   Learning to learn
Drawing pictures is a fun way to learn and reinforce
vocabulary. Pictures are particularly useful for words
that require visualization, such as prepositions of place
and movement.
Unit 6 125
19/02/2013 10:18
 Lesson 5   ​CB PAGE 60 and AB PAGES 58 and 106  Transcript
1 This word is the opposite of fantastic.
2 This word is the opposite of tiny.
VOCABULARY AND DVD SONG
3 This word means very, very tasty.
Lesson objectives 4 This word means very, very dirty.
5 This word means very, very hungry.
Identify extreme adjectives
6 This word means very, very funny.
Listen and extract information from a song
answers
Describe experiences and feelings using extreme
1  awful  ​2  enormous  ​3  delicious  ​4  filthy  ​
adjectives
5  starving  ​6  hilarious
Language 4 Listen to the song.  $ 3•10  Is the person
Core: hilarious, enormous, tiny, filthy, starving, exhausted, having fun?    DVD Song 6 
delicious, terrified, fantastic, awful, fascinated, delighted • Play the audio or DVD version of the song for the children
Review: lonely, home, dirty, cheer to listen and decide if the person is having fun.
Extra: tasty, campfire singing, marshmallows, river raft, • Play the song a second time if necessary.
boring, camper, rock climbing, sink (v)
Transcript
Materials I’m feeling so excited!
CD3 $ tracks 08–11; DVD Song 6; Unit 6 wordcards Set 2 There are so many things to try!
I don’t want to miss a thing
Warmer On my activity holiday!
I’m fascinated in the morning!
• Play a game of Wordlist (see page 201), using adjectives to
I’m starving by half past ten.
describe feelings.
I’m filthy and exhausted …
Lead-in I can’t wait to start again!
• Ask the children if they have gone on an expedition or I’m feeling …
been camping. Ask What was it like? What was good/bad? My campfire singing is awful,
How did you feel? But I’ve made some fantastic friends.
These marshmallows are delicious!
I don’t want this week to end!
Class Book I’m feeling …
1 Look and say what the lesson is about. Our river raft was tiny,
• Tell the children to open their books and look at the But it got an enormous cheer!
picture of the interactive whiteboard. Ask different My photos are hilarious!
children to say what they think the lesson is going to be I’m coming back next year!
about. Listen to their suggestions, but don’t confirm at ANSWER
this stage. Yes, they are!

2 Listen and repeat.  $ 3•08
• Establish that this lesson is about activity holidays.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the pictures as they do so.
Transcript
1  hilarious  ​2  enormous  ​3  tiny  ​4  filthy  ​5  starving  ​
6  exhausted  ​7  delicious  ​8  terrified  ​9  fantastic  ​
10  awful  ​11  fascinated  ​12  delighted
5 Listen again and say True or False.  $ 3•10
• Ask the children to read the sentences.
• Play the song again, pausing if necessary, for the children
to decide which sentences are true and which are false.
• Read out the sentences for the children to say True
or False.
ANSWERs
1  False  ​2  True  ​3  False  ​4  False  ​5  True  ​6  False

3 Listen and say the word.  $ 3•09 Make Optional activity

definitions for the other words.
• Tell the children that they are going to hear definitions of
some of the extreme adjectives.
• Play the recording, pausing after each definition for
the children to say the word. Display the Unit 6 Set 2
wordcards for support while they listen.
• Then ask the children to work in pairs. They make their
own definitions for the rest of the words, using the ones
from the recording as models.
• Ask individual children to read out a definition for the class
to guess the word.
• Ask the children to correct the false sentences.
6 Think of examples using the adjectives. Talk
in pairs.
• Divide the class into pairs. Ask one pair to read the
example speech bubbles to the class.
• Ask the children to read through the list. They take
turns to tell their partner about examples from their
own experience.

126 Unit 6

4006989 Ace TB6 SP.indb 126 19/02/2013 10:18

 KEY COMPETENCE:   Competence in social skills and
citizenship
Talking about personal experiences is something that we
do naturally in our own language when we are socializing
with friends. Where possible, encourage personalization in
lessons to help the children build on this skill.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of their Activity Books
and write the translations for the extreme adjectives.
1 Complete the song. Listen and check.  $ 3•10
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  fascinated  ​2  starving  ​3  filthy  ​4  exhausted  ​
5  awful  ​6  fantastic  ​7  delicious  ​8  tiny  ​
9  enormous  ​10  hilarious
2 Listen and number in order.  $ 3•11
• Play the recording, pausing if necessary, for the children
to listen and number the pictures in the order that the
events are described.
Transcript
Saturday, 12th August
Today I tried rock climbing. I was terrified! It was so high!
When I got to the top I was delighted.
By lunchtime I was starving. I made an enormous sandwich.
It was delicious!
Sunday, 13th August
Today we built a raft for a race. Our team was quite big, but
our raft was tiny! In fact our raft was awful. It nearly sank. We
lost the race!
In the evening we built an enormous campfire. It was a
fantastic evening!
answers
a  2  ​b  5  ​c  3  ​d  1  ​e  4
3 Look at the pictures in Activity 2 and complete.
• The children look at the pictures in Activity 2 and read the
diary entries. They complete the texts with the extreme
adjectives in the box.
answers
1  terrified  ​2  delighted  ​3  starving  ​4  enormous  ​
5  delicious  ​6  tiny  ​7  awful  ​8  enormous  ​9  fantastic
4 Write a diary entry about an exciting experience
you’ve had. Use extreme adjectives.
• Ask the children to think of an exciting experience they’ve
had. They write a diary entry about the experience using
the entries in Activity 3 as models.
4006989 Ace TB6 SP.indb 127
Lesson 6   ​CB PAGE 61 and AB PAGES 59 and 112 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about safety in the mountains
Read and understand an article about mountain rescue
Practise using indefinite pronouns
Correct false sentences about safety in the mountains
Language
Core: Lesson 1 expedition words; indefinite pronouns
Review: weather, rescue
Extra: weather forecast, mobile phone, emergency kit,
whistle, mountain rescue team, emergency equipment,
helicopter, volunteer, walker, danger, rescue dog
Materials
CD3 $ track 10; Unit 6 Grammar and everyday
language poster
Warmer  $ 3•10
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Ask the children if they have ever been on a holiday to the
mountains. Ask What was it like? What happens if something
goes wrong in the mountains?
• Tell the children that the Ace School pupils are going to
visit the Mountain Rescue Centre in this lesson.
Class Book
1 Look at the photos. Describe what you can see.
• Ask the children to work in pairs. They look at the photos
and take turns to describe what they can see.
2 Read and check your ideas.
• Ask the children to read the text to check if their ideas were
correct. Answer any questions that the children have and
go through the meanings of any unknown vocabulary.
3 Read and learn. Find the words in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
6. Use the examples and explanations to show how and
when we use indefinite pronouns.
• Ask the children to look at the grammar table in their Class
Books and try to make a sentence using each of the words.
• The children look at the text from Activity 2 again and find
more examples of indefinite pronouns.
ANSWERS
somewhere that you know well.; Always tell someone
… ; no one will know … ; … make sure that everyone … ;
Make sure that someone … ; Don’t leave anyone … ; …
something to eat.; If something goes wrong … ; Everyone
in the mountain rescue team … ; When someone calls
… ; Everyone stops what they’re doing … ; They search
everywhere … ; … people can’t see anything …
Unit 6 127
19/02/2013 10:18
 KEY COMPETENCE:   Learning to learn
Looking at words in context helps the children to
understand the function of new language. Go through
the sentences from Activity 3. Ask the children to close
their books and try to recall the sentences.
4 Read the text again and write True or False.
• Ask the children to read the text again. They read the
sentences and write True or False for each one.
ANSWERS
1  False  ​2  True  ​3  False  ​4  False  ​5  False  ​6  True
5 Correct the false sentences in pairs.
• Ask the children to work in pairs to correct the false
sentences from Activity 4, using indefinite pronouns.
answers
1 You should tell someone where you’re going.
3 Someone should have a mobile phone.
4 The mountain rescue team can go everywhere.
5 In emergencies, everyone in the rescue team gets a
message/call.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 112 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Complete.
• The children complete the grammar table with the correct
indefinite pronouns.
ANSWERS
1  something  ​2  everywhere  ​3  nothing  ​4  anyone
2 Read and circle.
• The children read the sentences and circle the correct words.
ANSWERS
1  anything  ​2  Everyone  ​3  something  ​4  somewhere  ​
5  Someone  ​6  anywhere
3 Find, circle and correct the mistake.
• The children read the sentences and circle the mistake in
each one. They write the correct word at the end.
answers
1  anyone  2  anywhere  3  anything  4  everything   1 were involved?
5  someone  6  somewhere
4 Order and write sentences.
• The children order the words to write the sentences.
Answers
1 Make sure you tell someone where you’re going.
2 The rescue dogs search everywhere to find lost walkers.
3 No one in the mountain rescue team is paid.
4 It takes ten minutes to get everything ready.
5 Don’t let anyone go off on their own.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
Vocabulary and grammar 2. Notes and answers on CD-ROM.
128 Unit 6
4006989 Ace TB6 SP.indb 128
Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Identify people and things associated with coastal rescue
Research a rescue story
Write a rescue story
Share knowledge and learning in the form of a social task
Language
Core: lifeboat, hovercraft, helicopter, tug boat, lifeguard
Materials
DVD cross-curricular; large colour pictures of the
following things associated with coastal rescue: a
lifeboat, a hovercraft, a helicopter, a tug boat, a beach
lifeguard; internet/pre-prepared rescue story fact sheets;
plain paper; poster paper; scissors; glue sticks
Warmer
• Play a game of Guess the word (see page 201) with the
vocabulary from Lessons 1 and 5.
Lead-in
• Ask the children what they remember about safety in
the mountains from Lesson 6. Prompt with questions
if necessary, e.g. What happens when someone calls the
emergency services? (All the volunteers get a message.) How
do the team search for people? (on foot, by motorbike, using
special cars and by helicopter) What do they use in the dark
and snow? (rescue dogs)
1 Describe the pictures in pairs.
• Put the coastal rescue pictures on the board or display
them on the interactive whiteboard. Ask the children to
work in pairs to describe what they can see.
• Discuss the pictures as a class. Elicit or teach the words
lifeboat, hovercraft, helicopter, tug boat and lifeguard.
• Say the words for the children to repeat after you.
Optional activity
• Ask the children if they have ever seen a rescue at sea
or on the beach. If so, which of the things from Activity
The RNLI
CULTURE NOTES:  
In Britain, lifeboats are manned by volunteers. The RNLI
(Royal National Lifeboat Institution) is an organization that
provides a 24-hour emergency service to rescue people in
danger at sea.
2 Listen to the situations. Which people and things
can help?
• Tell the children that you are going to read a list of
emergency situations. They must listen and write down
the people and things from Activity 1 that can help.
There may be more than one possible answer for some of
the situations.
19/02/2013 10:18
 • Read the following sentences, pausing between each
situation for the children to write their answers in
their notebooks:
1 A speed boat has broken down in deep water.
2 A swimmer is too exhausted to reach land.
3 A walker has slipped from a path into the sea.
4 Two men are missing at sea.
5 There is a fire on a boat at sea.
6 A large ship is stuck in shallow water.
possible answers
1  tug boat   ​2  lifeguard  ​3  lifeguard  ​4  lifeboat/
helicopter/hovercraft  ​5  helicopter/tugboat  ​
6  tugboat/lifeboat/helicopter
3 Research a rescue story. Retell the story and
make notes.
• Divide the class into groups. Tell the children that they
must work together to find a story about a rescue at sea
or on the beach.
• If there is classroom access to the internet, they can
do their research online; if not, give each group a pre-
prepared fact sheet about a rescue.
• Ask the children to discuss the story in their groups. They
retell the story in their own words and make notes about
what happens.
• Go around the class as the children work, helping
and checking.
4 Write the rescue story.
• Give each group a large piece of poster paper and some
plain paper.
• Ask the children to write out the rescue story neatly,
using the notes they have written. They draw pictures to
illustrate what happens in the story or find pictures online
and print them out.
• Go around the class as the children work, helping
where necessary.
• Ask the children to stick their story and their pictures on to
the poster paper.
• Ask each group to hold up their work and tell the class
about the rescue story.
KEY COMPETENCE:   Competence in social skills and
citizenship
This lesson focuses on working as a group. The children
work together to research, understand and retell a story
before presenting it to the class. After the children have
presented their work, ask them how they organized
themselves within their teams and divided up the work.
Further practice
$ DVD, Unit 6 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 6,
Cross-curricular worksheet. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 129
Lesson 7   ​CB PAGE 62 and AB PAGES 117 and 118 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Pronunciation: word stress in prepositions
Act out a dialogue
Ask for and give directions
Language
Core: Lesson 5 extreme adjectives
Review: clue, follow, catch
Extra: treasure, statue, gate, bank, bakery, swimming pool,
bench, playground
Materials
CD3 $ tracks 12–14; Unit 6 Grammar and everyday
language poster; scissors
Warmer
• Review prepositions and directions. Ask for directions to
different places in the children’s town.
Lead-in
• Ask the children if they have ever been on a treasure hunt.
Ask Where was it? What happened?
Class Book
1 Listen and say where Jilly and William are
going.  $ 3•12
• With books open, ask the children to look at the picture.
Ask What are Jilly and William doing?
• Play the recording all the way through. The children listen
and say where Jilly and William are going.
Transcript
Jilly  OK, we’ve got the next clue in the treasure hunt.
William  It’s the last clue. This one will take us to the treasure.
Jilly  I hope we get there first!
William  Me too! What does the clue say?
Jilly  It says … ‘Go over the bridge, then follow the path along
the river towards the park. Go past the statues and through the
gate. You will smell a delicious smell. Follow your noses to the
treasure! It’s on the corner, next to the bank.’
William  A delicious smell … The treasure must be at the bakery!
Jilly  Good! I’m starving. Come on. It says, ‘Go over the bridge,
then …’ Oh! The clue! It’s gone. Quick! Catch it.
William  Too late! It’s going to get stuck in the tree.
Jilly  What are we going to do?
William  We have to go across the river. Let’s go to the bridge
and then ask someone where the bakery is.
Jilly  Good idea!
answer
They are going to the bakery.
Unit 6 129
19/02/2013 10:18
 2 Listen again and follow the route.  $ 3•12 Write
the coordinates of the bakery.
• Focus the children’s attention on the map. Point out the
letters and numbers on the map and remind the children
how to form coordinates.
• Play the recording again for the children to follow the
route on the map and find the bakery. They write the
coordinates. Check the answer with the class.
ANSWER
B6
3 Listen and read the dialogue.  $ 3•13  Follow the
route. Are the directions correct?
• Ask the children to look at the map at the top of the
page again. Explain that they must check whether the
directions that they will hear are correct by listening and
following the route described.
• Play the recording, more than once if necessary, for the
children to follow the directions that the man gives.
ANSWER
No, they aren’t. (The directions are for the wrong bakery.)
4 Look, listen and repeat.  $ 3•14
• Tell the children to look at the words in the Perfect
pronunciation box.
• Play the recording for the children to listen carefully to the
way the words are stressed.
• Play the recording again for the children to repeat chorally
then individually.
Learning to learn
KEY COMPETENCE:  
Encouraging the children to find patterns in word stress
and pronunciation helps them to produce more natural-
sounding English. Point out that some words don’t follow
a pattern and we just have to learn how they are said.
5 Listen to the dialogue again.  $ 3•13  Act out.
• Play the dialogue again for the children to follow the words
in their books and listen for the stress on the prepositions.
• Ask the children to work in pairs to act out the dialogue.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 6
and draw attention to the everyday language for asking
for and giving directions. Ask a pair of children to read the
dialogue to the class. Tell them that they will need this
language for the communication task.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 6 fluency cards.
• They take turns to choose a place and ask for directions,
with their partner using the map to plan a route and give
directions.
• The children change roles and repeat.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
Functions. Notes and answers on CD-ROM.
130 Unit 6
4006989 Ace TB6 SP.indb 130
Lesson 8   ​CB PAGE 63 and AB PAGE 60 
CULTURE AND READING
Lesson objectives
Read and understand texts about scout groups in
different countries
Talk about which scout group you would like to join and
which activity you would like to try
Understand the importance of joining in and trying
new activities
Regular review: practise using adverbs of frequency
Language
Core: Lesson 5 extreme adjectives
Review: rope, canoeing, abseiling, home
Extra: scout, camp, camping, campfire, burnt, sailing,
nature, hummingbird, bald eagle, habitat, owl sanctuary,
tasty, march, parade, bagpipes, international
Materials
CD3 $ track 15; Speak up poster
Warmer
• Play a game of Time’s up! (see page 202) with the
adjectives from Lesson 5.
Lead-in
• Tell the children that they are going to learn about scout
groups from around the world.
• Ask the children What do you know about scouts? Do you
belong to a scout group?
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on giving your opinion on the
Speak up poster.
• Monitor the activity as the children talk.
• Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the messages
that they have posted. Tell them that Billy, Jilly and Milly
want to know about scout groups from different countries,
and Claudia, Johnnie and Lorraine have posted responses
on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with a photo from Activity 1.
• Check the answers with the class.
ANSWERS
1  Lorraine  ​2  Johnnie  ​3  Claudia
19/02/2013 10:18
 KEY COMPETENCE:  Artistic and cultural competence 2 Listen and make notes for Jordan in Activity
The scouting movement is active in over 200 countries 1.  $ 3•15
around the world and it is something that most children • Play the recording, pausing where necessary, for the
are familiar with. Organizations like this can help children children to complete the information for Jordan.
learn about different countries and cultures. If you wish, ask
the children to research scouting in another country for
Transcript
Hi, Billy, Jilly and Milly. I’m Mo. I’m from Jordan. I go to
homework. They can present their findings in the next lesson.
scouts every Monday and Thursday. My favourite activity
is marching in parades. It’s fun to make a lot of noise. My
3 Read again and answer. friend Samir plays the trumpet and I play the drums! We
• Before they read the text again, ask the children to read have a parade once a month. Next week we’re meeting
each sentence. They then read the texts and write the scouts from other countries at an international camp. I
answers in their notebooks. can’t wait!ANSWERS
• Check the answers with the class. Favourite marching in parades
ANSWERS activity
1  Claudia  ​2  Lorraine  ​3  Johnnie  ​4  Lorraine  ​
How often they every Monday and Thursday
5  Claudia  ​6  Johnnie
go to scouts
4 Which scout group would you like to join? Which Next week’s going to an international camp
activities would you like to try? Make notes. activity
• Ask the children to think about which of the scout groups
from Activity 2 they would like to join, and which activities 3 Remember and complete with the adverbs.
they would like to try. • The children complete the sentences using the adverbs of
• In their notebooks, they write notes about the activities in frequency in the box.
answer to the questions. • Check the answers with the class.
5 Tell your partner. ANSWERS
• Ask a child to read the example speech bubble to 1  every summer   ​2  every night   ​3  once a month   ​
the class. 4  twice a week
• Ask the children to work in pairs. They tell each other 4 Write the time phrases in order, with the most
which scout group they would like to join and which frequent first. Write sentences about yourself using
activities they would like to try. the words.
• Ask some children to share their thoughts with the class. • The children write the time phrases in order in their
Vital values notebooks.
• Focus attention on the Vital values feature and read the • The children write sentences about themselves using the
sentence with the class. Ask individual children to tell you time phrases.
about a time when they tried a new activity and what • Check the answers as a class.
they gained from the experience. answers
1  every day   ​2  three times a week   ​3  twice a week   ​
Activity Book 4  every Sunday   ​5  once a month   ​6  twice a year   ​
7  every summer
1 Read the texts on Class Book page 63 again.
Make notes for Switzerland, the UK and the USA. 5 Make notes. Write about an activity you
• Ask the children to read the texts about the environmental do regularly.
projects again and complete the notes in the first • The children answer the questions about an activity they
three columns. do regularly, and use the notes to write a text.
• Check the answers with the class.
ANSWERS
Favourite scout camp walking learning
activity across boats about birds
How often twice a once a week every
they go to month Wednesday
scouts after school
Next walking going going to
week’s in the abseiling an owl
activity mountains sanctuary

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 Lesson 9   ​CB PAGE 64 and AB PAGE 61  4 Match the features with the coloured words and
phrases in the text.
WRITING AND PHONICS REVIEW • Ask the children to read the coloured words and phrases
and match them with the features.
Lesson objectives ANSWERS
Identify the features of an advice text 1 You can whistle or sing a song to keep yourself calm
Understand the use of modal verbs for giving rules and advice and happy.
Recognize silent letters in words 2 Clothes and equipment
3 A day in the National Park
Write an advice leaflet
4 You must tell someone where you’re going.
5 Pack a survival kit.
Language
Core: Lesson 1 expedition words KEY COMPETENCE:   Learning to learn
Review: weather, clue, catch, follow Activity 4 draws the children’s attention to the structure
Extra: comfortable, snack, energy, weather forecast, of an advice text and the language used in it. Discuss the
mobile phone, whistle, calm, alone, run away, search team, features of an advice text. Read some other phrases from
castle, witch the text and ask children what feature they are.

Materials
Activity Book
CD3 $ track 16
1 Underline the silent letter in each word. Listen
Warmer and check.  $ 3•16
• Play a game of Wrong word (see page 202) with sentences • The children read the words and underline the silent letter
about the children and their scout groups from Lesson 8. in each one. Play the recording.
Lead-in answers
• Discuss safety with the class. Ask How can you be safe on 1  when  ​2  knee  ​3  island  ​4  comb  ​5  castle  ​6  knife  ​
an expedition? Invite suggestions from different children. 7  witch  ​8  write

2 Read the advice leaflet. Write True or False.

Class Book
1 Read the text. Choose.
• Ask the children to read the text and answer the questions.
ANSWERs
b, b
2 Read the text and say Right, Wrong or Doesn’t say.
• Ask the children to read the six sentences in their Class
Books. Check their understanding.
ANSWERS
1  Right  ​2  Wrong  ​3  Doesn’t say   ​4  Right   1  clothes  ​2  exhausted  ​3  know  ​4  best  ​5  enjoy
​5  Doesn’t say   ​6  Wrong
• After you have gone through the answers, ask the children
to look at the language for rules and advice in the box.
• Ask Which modal verb do we use for rules? (must/mustn’t)
Which modal verbs do we use for advice? (should/shouldn’t
and ought to/ought not to)
3 Read the text again. Complete the text using the
sentences.
• Focus on the text and point out that the beginning
sentences of some of the paragraphs are missing.
• Ask the children to read the text again and complete it
with the sentences in the box.
ANSWERs
1  Choose the right clothes.   ​2  Tell a friend.  
3  Call for help.   ​4  Stay together.   ​5  Stay in one place.   ​
6  Attract attention.
• With books open, ask a volunteer to read the title of the
advice leaflet. Ask What is the leaflet about? (canoeing)
• Ask the children to read the leaflet. They read the
sentences and write True or False.
answers
1  False  ​2  True  ​3  True  ​4  False
3 Complete the text.
• The children complete the text with the words in the box.
answers
4 Match the descriptions with the italic parts of
the text.
• Ask the children to read the descriptions and match them
with the words and phrases in the text that are in italics.
They write the letters in the correct boxes.
answers
e, d, a, b, c
5 Read the advice leaflet again. Find and write
nine words with silent letters.
• The children read the advice leaflet again. They write the
words with silent letters in the correct columns in the table.
answers
silent h: white, hour, where, what, why; silent k: knock,
know; silent t: mustn’t, listen
6 Write an advice leaflet for another sport.
• Ask the children to write about another sport that can be
dangerous. They use the text in Activity 2 as a model.

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 Lesson 10   ​CB PAGE 65 and AB PAGES 62 and 112  answers
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 expedition words; Lesson 5 extreme
adjectives; will and going to for predictions;
indefinite pronouns
Review: parent, look after, canoeing, scuba diving
Extra: equipment, tap, scenery (landscape), bee sting, tasty,
greedy, phone box, basketball, ski
Materials
CD0 $ track 17; DVD Song 6/DVD Story 6; Unit 6
Grammar and everyday language poster; a watch
or timer
Warmer   ​DVD Song 6 / Story 6  answers
• Ask the children to vote on whether they would like
to watch the Unit 6 story animation or the Unit 6 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 6.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Read and complete.  2 Listen and complete.  $ 3•17
• Explain that this is a speed-reading task and that the
children have one minute to complete the text with the
words in the box.
• When the minute is up, check the answers with the class.
answers
1  car park   ​2  first aid kits / survival blankets   ​
3  first aid kits / survival blankets   ​4  water bottles   ​
5  route  ​6  national park   ​7  landmarks  ​8  campsite  ​
9  destination
2 Make predictions with going to/not going to.
• Focus on the pictures. Ask What can you see? Elicit
vocabulary that the children will need to make their
predictions (goat, bee, sting).
• If necessary, use the Grammar 1 section on the Unit 6
Grammar and everyday language poster to review using
going to for predictions about the future based on what
we know now.
• Ask the children to look at the pictures and make
predictions about what is going to happen.
4006989 Ace TB6 SP.indb 133
1 The goat is going to eat Mr Bean’s apple.
2 A bee is going to sting Milly.
3 Billy is going to drink some water.
4 It’s going to rain.
3 Say another word for each of the adjectives.
• Ask the children to look at the vocabulary builder article.
Ask them to read the clues and write the extreme
adjective for each one.
answers
1  delighted  ​2  enormous  ​3  delicious  ​4  exhausted  ​
5  starving  ​6  hilarious
4 Read and choose.
• Ask the children to look at the picture and read the title
of the poster. Ask What has happened? (The school cat has
gone missing.)
• The children read the text and write the correct word
from each pair of options in their notebooks. If necessary,
use the Grammar 2 section on the Unit 6 Grammar and
everyday language poster to review indefinite pronouns.
1  anyone  ​2  No one   ​3  everywhere  ​4  everything  ​
5  someone  ​6  everyone  ​7  somewhere
Activity Book
1 Complete. Then write the secret word.
• Ask the children to read and complete the sentences.
They write the letters in the boxes in the spaces at the
bottom of the activity to find the secret word.
answers
1  car park   ​2  landmarks  ​3  sun cream   ​4  national
park  ​5  survival blanket   ​6  picnic area   ​7  first aid kit   ​
8  route
Secret word: campsite
• Tell the children that they are going to hear answer
phone messages from various people explaining the
directions for a route, and an item they mustn’t forget.
Explain that the children will hear two sets of directions
for each message, but that they will only need to write
one of these.
• Play the recording, pausing after each message, for the
children to complete the information in the table.
Transcript
1 Hi, it’s Kim. It’s great that you can come on Saturday. The
route is really easy. You go across the bridge. Oh, and
remember to bring something to drink! Bye!
2 Hello, this is Matt. We’re looking forward to seeing you
tomorrow. It isn’t difficult to find the village. You go
through the fields. Don’t forget that there’s nowhere to
park outside the house, so you need to park in the car
park. See you tomorrow.
3 Hi, Kath here with some information about the picnic.
To get to the picnic area, you go towards the lake. Don’t
forget to bring your friends – everyone is welcome! Bye!
Unit 6 133
19/02/2013 10:18
 answers
1  across the bridge; something   2  through the fields;
nowhere  3  towards the lake; everyone
3 Look and write sentences with going to.
• Ask the children to look at the pictures. They write a
prediction for each one with going to and the words in
the boxes.
answers
1  She’s going to play basketball.   ​2  He’s going to
go canoeing.   ​3  She’s going to try scuba diving.   ​
4  They’re going to learn to ski.
4 Use the verbs in Activity 3. Write sentences
about your future using will. They can be real
or imaginary.
• Ask the children to think about some of the things
they will do in the future. They can be real plans or
imaginary ones.
• The children write predictions in their notebooks using
will and the verbs in the boxes in Activity 3.
5 Look and write sentences using extreme
adjectives.
• The children look at the pictures and write sentences in
their notebooks using extreme adjectives.
answers
1  The girl is exhausted.   2  The girl is filthy.   unit. Ask individual children What did you enjoy learning
3  The boy thinks it’s hilarious.   4  The boy is delighted.   about most? Why?
5  The boy is fascinated.   6  The dog is enormous.  
7  The dog is tiny.
134 Unit 6
4006989 Ace TB6 SP.indb 134
Lesson 11   ​CB PAGE 65 and AB PAGE 63 
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 6
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 6
Review: snowboarding
Extra: beginner, nervous, fall over, fall off
Materials
CD3 $ track 18
Warmer
• Play a memory game. Divide the class into teams. Read out
some questions about what happened in the unit for the
children to write down their answers, without looking in
their books. Teams get one point for each correct answer.
Lead-in
• Discuss with the class what the children have learnt in this
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the boy
giving a presentation. Ask What is the presentation about?
What is the boy showing the class?
• Tell the children they are going to prepare and give a class
presentation about an experience that was new to them.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and complete the questions.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the question words and the
information in the diagram. They complete the questions
in the diagram. Point out that they do not need to read
every word.
answers
a  Who  ​b  Will  ​c  What  ​d  What  ​e  How  ​f  Where
2 Listen and number the presentation plan in
order.  $ 3•18
• Tell the children that they are going to hear the pupil
giving his presentation about his new experience.
• Play the recording for the children to listen and number the
sections of the plan in order as the boy talks about them.
19/02/2013 10:18
 Transcript
Last winter I tried snowboarding for the first time. It was
so cool!
I was on holiday with my family in Andorra. We were in the
mountains in a town called Arinsal.
My sister and I joined a beginners’ snowboarding class.
Before we started, I felt nervous and excited. I’ve always
wanted to try snowboarding!
The first day was hilarious! We weren’t good at it. We fell over
all the time! The most difficult thing was the lift that takes
you to the top of the mountain. I saw someone fall off it, and
I was terrified that I was going to fall off, too. But I didn’t! At
the end of the day I felt exhausted and delighted. I didn’t
fall over in the afternoon! By the end of the week we were a
bit better.
I hope we’ll go to Andorra again next winter. I want to try
snowboarding again. I’m sure I’ll be better next time. I’ll go
faster and I won’t fall over!
ANSWERS
a  3  ​b  6  ​c  5  ​d  1  ​e  4  ​f  2

3 Plan your presentation. Use the questions. Give

your presentation to the class.
• Tell the children to plan a presentation about an
experience that was new to them by copying the
questions from the diagram and making notes. Go around
the class as the children work, helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the group.

Optional activity
• Discuss the presentations with the class. Ask Which
experience would you like to try? Why?

4 Look back at the unit. Read and tick ✓. Complete.

• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.

Homework
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly
and their class on page 65 of the Class Book: Daring design
homework. Find out about fashion. Tell them that this will
be the theme for the next unit.
• Ask the children what they know about fashion. What
kinds of things do they think Billy, Jilly and Milly might
bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).

NOTE:   The children are now ready to do the Unit 6 Test

or the Term 2 Test. You will find the tests on the Teacher’s
Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test
section, Unit 6 Test/Term 2 Test. Notes and answers on
CD-ROM.

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    D a r n g d e s gn
Lesson 1   ​CB PAGE 66 and AB PAGES 64 and 106  Transcript
VOCABULARY
Lesson objectives
Identify different types of clothes and accessories
Identify different text types
Find information on a website
Describe items of clothing
Language
Core: belt, trainers, raincoat, suit, umbrella, handbag,
suitcase, briefcase, tracksuit, hoody, jeans, leggings
Review: cartoon, recycle, throw away
Extra: design, fashion, project, fashion show, competition,
vote, waterproof, pocket, tight, loose, office, clothing, laptop
computer, fashionable, product, crisp packet, cardboard box,
plastic bag
Materials
CD3 $ tracks 19–22; Unit 7 wordcards Set 1; a watch
or timer
Warmer
• Play a game of Wordlist (see page 201) with clothes as the
topic, to review known vocabulary.
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about fashion.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 3•19  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Billy’s homework.
• Ask the children to open their Class Books and look at the
things Billy has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
136 Unit 7
4006989 Ace TB6 SP.indb 136
Mum  What are you doing, Billy?
Billy  It’s my design homework for school.
Mum  What do you have to do?
Billy  We have to find out about fashion. I’m working on a
group project with Betty and William.
Mum  Oh, OK, great. What have you found?
Billy  We’ve made a cool sketchbook with our designs in it.
And I found a cartoon story about a fashion show.
Mum  Well, look here. This is an interesting website. They had
a competition for clothes made of old materials. Some of
them are really good. You can vote for your favourite one.
Billy  Cool! Thanks, Mum.
ANSWERS
A  sketchbook  ​B  website  ​C  cartoon story
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 3•20
• Ask the children to look at the pictures in the sketchbook.
They match the words to the pictures and write their
answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  hoody  ​2  trainers  ​3  tracksuit  ​4  suit  ​5  suitcase  ​
6  briefcase  ​7  handbag  ​8  umbrella  ​9  belt  ​10  jeans  ​
11  raincoat  ​12  leggings
3 Look at text A. Listen and say the word.  $ 3•21
• Ask the children to look at the sketchbook. Tell them that
they are going to hear descriptions of some of the clothes.
• Play the recording, pausing after each sound for children
call out the clothing item.
Transcript
1 People wear these for sport. They’re a type of shoe.
2 You need this when it’s raining. You don’t wear it; you
carry it.
3 You need this when you go on holiday. You can put all
your clothes in it.
4 People wear this with trousers or a skirt. You can make it
tighter or looser.
5 People wear this to go to the office, or for a special
occasion. It’s a type of smart clothing.
6 People take one of these to work. It’s useful for carrying
papers, pens and laptop computers.
7 You can wear this when it’s raining. It’s a special type of
coat that’s waterproof.
8 You can wear these almost anywhere. They’re a type of
trousers. They’re usually blue.
answers
1  trainers  ​2  umbrella  ​3  suitcase  ​4  belt  ​5  suit  ​
6  briefcase  ​7  raincoat  ​8  jeans
19/02/2013 10:18
 4 Read text B and answer.  Lesson 2   ​CB PAGE 67 and AB PAGE 65
• Ask the children to look at text B. Read the questions with
the class. Explain that this is a speed reading task and that
the children have one minute to complete it.
• Ask the children to use the website page to find the
answers. When the minute is up, check the answers.
ANSWERs
The products have to be made from recycled materials. It
shows Harry’s colourful raincoats. You can vote for your
favourite design.
5 Describe the clothes in the sketchbook. Play a
guessing game in pairs.
• Ask a pair of children to read the example dialogue.
• Ask the children to work in pairs. They take turns to choose
a clothing item and their partner guesses what it is.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of their Activity Books
and write translations for the clothes and accessories words.
1 Write the clothes and accessories words.
• The children look at the pictures and write the correct
words. Display the Unit 7 Set 1 wordcards for support.
ANSWERS
1  umbrella  2  hoody  3  jeans  4  trainers  5  handbag   Lead-in
6  raincoat  7  belt  8  leggings  9  suitcase   • Ask individual children around the class Have you ever won
10  briefcase
2 Complete.
• The children complete the definitions with the correct
clothes and accessories words.
ANSWERS
1  tracksuit  ​2  umbrella  ​3  suit  ​4  suitcase  ​5  raincoat  ​
6  briefcase  ​7  belt  ​8  handbag
3 Listen and write Billy, Jilly or Milly.  $ 3•22
• Focus on the pictures. Explain that they show the clothes
that Billy, Jilly and Milly are going to wear today.
• Play the recording, pausing if necessary, for the children to
write the children’s names below the correct set of clothes.
Transcript
Mum  Hurry up, kids! It’s time to get dressed for school ! What
are you going to wear today, Milly?
Milly  I’m going to wear my new leggings and a hoody.
Mum  Good idea! What about you, Billy? Are you going to
wear a tracksuit?
Billy  No, I’m not. I’m going to wear trainers with jeans and
a hoody.
Mum  Fine. Jilly, are you going to wear a sweater?
Jilly  No, I’m not. I’m going to wear my tracksuit and trainers.
Mum  Great!
Answers
a  Billy  ​b  Jilly  ​c  Milly
4 Read and answer.
• The children read the questions and answer about
themselves in their notebooks.
4006989 Ace TB6 SP.indb 137
 
STORY
Lesson objectives
Read and understand a cartoon story
Talk about the story
Write a review of the cartoon story
Language
Core: Lesson 1 clothes and accessories words
Review: stage, cartoon, tickets
Extra: receive, prize, design, competition, designer, fashion
show, organizer, catwalk, award
Materials
CD3 $ track 23
Warmer
• Describe what one of the children is wearing for the class
to guess who it is.
• Ask individual children, one at a time, to describe what
another child is wearing for the class to guess.
• If the children wear a school uniform, play The definitions
game (see page 202) instead, with the vocabulary from
Lesson 1.
a prize? What was it for? How did you feel?
Class Book
6 Read and listen.  $ 3•23 Answer.
• Focus on the cartoon story. Ask the children to make
predictions about what happens, without reading any of
the text.
• Ask the children to read the question. Play the recording
for the children to follow the story in their books.
• Elicit the answer from the class.
ANSWER
Mel becomes accidentally famous. (Chris also becomes
accidentally famous by walking down the catwalk.)
KEY COMPETENCE:  Learning to learn
Using visual clues to make predictions about a story, like
that in Activity 6, helps the children to focus and read and
listen more effectively. Whenever practical, encourage
the children to make predictions about a text or listening
extract before they read or listen.
7 Read again and write True or False.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
• Check the answers with the class.
ANSWERS
1  True  ​2  False  ​3  True  ​4  True  ​5  True  ​6  False
Unit 7 137
19/02/2013 10:18
 Optional activity Lesson 3   ​CB PAGE 68 and AB PAGES 66 and 113 
• Ask the children to work in pairs to retell the story in
their own words. GRAMMAR
• Ask some of the children to retell the story to the class.
Lesson objectives
Practise using reported speech
8 Make false sentences about the story. Your
Say the direct speech in different pictures
partner corrects the sentences.
Report what people have said in a picture
• Ask the children to work in pairs. They take turns to make
false sentences about the story for their partner to correct. Regular review: practise using there is/are and
there was/were
• What do you think? Discuss the question as a class. Ask
the children to think about what happened in the story.
How do they think Mel felt at the end of the story?
Language
Core: Lesson 1 clothes and accessories words;
Activity Book reported speech
Review: silver
Plot, characters and setting Extra: designer, cowboy hat, stylish, fashion, design

1 Remember the story. Complete with Mel or Chris. Materials

• The children read the sentences and write Mel or Chris CD3 $ tracks 23–24; Unit 7 Grammar and everyday
from memory. They check their answers by looking at language poster
the Class Book cartoon story on page 67. Then check the
answers as a class. Warmer
ANSWERS • Play a game of Wrong word (see page 202) with sentences
1  Mel  ​2  Mel  ​3  Chris  ​4  Mel  ​5  Chris  ​6  Chris  ​ about the story from Lesson 2.
7  Chris  ​8  Mel
Lead-in
2 Read and circle. • Ask the children what they can remember about the story
• The children read the sentences and circle the correct from Lesson 2. Prompt with questions if necessary.
options. • Ask the children to open their Class Books and look at the
ANSWERS story on page 67 again. How well did they remember it?
1  b  ​2  c  ​3  a  ​4  b
Class Book
Synopsis 1 Read and listen to the story again on page
3 Read and complete. 67.  $ 3•23 Match.
• The children complete the text by writing the missing • With books open, tell the children that they are going to
words in the table. hear the story again. They listen and follow the story in
their books.
ANSWERS
• Ask the children to match the direct speech on the left
1  prize  ​2  tickets  ​3  suit  ​4  wear  ​5  drink  ​6  show  ​
to the equivalent sentences using reported speech on
7  door  ​8  designer  ​9  award
the right.
Review ANSWERS
1  c  ​2  b  ​3  a  ​4  d
4 Complete the review.
• The children complete the review and rate the story. 2 Listen and say the number.  $ 3•24  Say the
direct speech.
Possible ANSWERS
• Focus on the pictures. Tell the children that they are going
1  Accidentally famous   ​2  a cartoon story   ​3  at a fashion to hear descriptions of what the people are saying, using
show  ​4  Mel and Chris   ​5  Mel wins tickets to a fashion reported speech.
show for a suit that she designed   ​6  Children’s own
answers  ​7  Children’s own answers
• Play the recording, pausing after each speaker for the
children to say the number.
Further practice • Ask the children to work in pairs. They take turns to point
$Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Story to the pictures and say what the person with the speech
worksheet. Notes and answers on CD-ROM. bubble is saying, using direct speech this time.

Transcript
A He said he loved the colours.
B She said it was the green door.
C He said he was going to get a drink.
D He said the suit was great.

138 Unit 7

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 answers
1, 4, 3, 2
‘I love the colours.’ ‘It’s the green door.’ ‘I’m going to get a
drink.’ ‘This suit is great!’
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 7.
• Copy the first direct speech sentence on to the board.
Write the reported speech equivalent below it (i.e. using
said): The suit is great./He said the suit was great.
• Ask What happens to the tense? (It changes from the
present simple to the past simple.)
• Do the same with direct and indirect speech using told.
Establish that the tense changes as before. Ask What is the
difference between the way we use said and told? (We do
not use an object with said, but we do with told.) Allow
the children to answer in their own language if necessary.
• Write your own sentences on the board using direct
speech. Elicit reported speech equivalents with said
and told.
• Go through the explanations and examples to clarify the
use of said and told with reported speech.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
4 Look at the designs. What did the children tell Mr
Murphy? Use reported speech.
• Focus on the pictures and ask the children to describe
the hats. Ask the children to look at the sentences in the
speech bubbles below. Explain that they have to use them
to report what each child has said about the hats.
• Ask a child to read the example about Billy to the class.
Elicit another sentence using said. Write both examples on
the board.
• Divide the class into pairs. Ask the children to take turns
to say what the children said about the hats using
reported speech.
• Go around the class as the children talk, helping
and checking.
ANSWERS
1 Billy said he liked the cowboy hat. / Billy told Mr Murphy
he liked the cowboy hat.
2 Milly said she thought the blue hat was stylish. / Jilly
told Mr Murphy she thought the blue hat was stylish.
3 Betty said her mum had a hat like the red one. / Betty
told Mr Murphy her mum had a hat like the red one.
4 Willaim said the big black hat looked heavy. / William
told Mr Murphy the big black hat looked heavy.
5 Jilly said the silver hat was her favourite. / Milly told Mr
Murphy the silver hat was her favourite.
4006989 Ace TB6 SP.indb 139
KEY COMPETENCE:   Competence in social skills and
citizenship
Through the pairwork in Activity 4, the children practise
grammar in a communication game. This kind of speaking
task allows the children to practise the grammar point
in a less pressured way and provides an opportunity for
peer correction.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 112 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Look, read and circle.
• The children look at the picture and read Betty’s
speech bubble.
• They read the reported speech sentences and circle the
correct words in each pair of options.
Answers
1  her  ​2  loved  ​3  were  ​4  looked  ​5  was  ​6  wanted
2 Rewrite the sentences using direct speech.
• The children read the sentences and rewrite them using
direct speech.
Answers
1 ‘Design lessons are very interesting.’
2 ‘I love designing clothes.’
3 ‘Jeans are my favourite clothes.’
4 ‘You’re a great designer.’
5 ‘I enjoy looking at fashion.’
3 Rewrite the sentences using reported speech.
• The children read the sentences and rewrite them using
reported speech.
Answers
1 Mr Murphy told Milly her design was great.
2 Jilly said the hat was her favourite bit.
3 Billy told Milly she was a great designer.
4 William said the trainers were very cool.
4 Complete with there is/are or there was/were.
• The children read the sentences and complete them with
the correct form of there is/are or there was/were.
Answers
1  There are   ​2  Was there/Were there   ​
3  There is/There are   ​4  There was   ​5  There were
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 7,
Vocabulary and grammar 1. Notes and answers on CD-ROM.
Unit 7 139
19/02/2013 10:18
 Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise clothes and accessories words
Review and practise reported speech
Language
Core: Lesson 1 clothes and accessories words;
reported speech
Materials
DVD Story 7; Unit 7 wordcards Set 1; $ Teacher’s
Resource CD-ROM, DVD worksheets section, Unit 7;
pictures of flamboyant outfits taken from magazines
(one for each child); your own design of an outfit from a
fashion show; plain paper
Warmer
• Play a game of Jumble (see page 202) with the words from
Lesson 1.
Lead-in
• Ask the children what they remember about the story
from Lesson 2. Ask Would you like to go to a fashion show?
Why?/Why not?
1 Describe the clothes to your partner.
• Give each child a picture of a flamboyant outfit, or allow
the children to choose a picture.
• Ask the children to work in pairs. They take turns to
describe the outfit to their partners..
2 Design an outfit for a fashion show. Ask your
partner’s opinion. Make notes.
• Tell the children that they are famous designers. They have
to design an outfit for a fashion show. They can base their
picture on the one from Activity 1 or they can use their
own ideas.
• Give each child a piece of plain paper. Tell the children
that they have five minutes to draw and label their picture.
• Ask the children to work in pairs. They take turns to show
their design to their partner and ask for his/her opinion,
e.g. I think the dress is stylish. They note down what he/
she says.
• Go around the class as the children talk, helping
where necessary.
3 Make sentences about what your partner said.
Use indirect speech.
• Hold up your own design of an outfit. Ask individual
children for their comments.
• Elicit from the class sentences about what the children
said, using indirect speech. Write some examples on the
board, e.g. Delores said the hat was amazing. Javier said the
patterns were interesting. Isabel said the outfit was fantastic.
• Ask the children to use their notes from Activity 2 to make
sentences using reported speech.
140 Unit 7
4006989 Ace TB6 SP.indb 140
4 Your outfit is a great success at the fashion show!
Write a newspaper story about it.
• Hold up the picture of your outfit again. Tell the class that
everyone at the fashion show loved it!
• Ask the class to help you write on the board a short
introduction to a newspaper story about the fashion
show, e.g. Miss Brown’s design was a great success at the
fashion show. The audience loved it. Delores Gomez said …
• Ask the children to write their own newspaper story
about the success of their outfit. They include a short
introduction and their partner’s comments from Activity 3,
and can also invent other reported speech sentences.
• Ask the children to compare their work with a partner.
KEY COMPETENCE:   Autonomy and personal initiative
Activity 4 is an independent writing task in which the
children use their imagination to report on their outfit’s
success at the fashion show. This is an open activity and
confident writers will thrive on the chance to express
themselves in a creative way. Less confident children
may need more support and encouragement. Allow the
children to compare work with a partner when they have
finished to provide an opportunity for peer correction.
5 Watch the story on DVD.   ​DVD Story 7 
• Tell the children they are going to watch Accidentally
Famous on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  tickets  2  suit  3  designer  4  thirsty  5  hoody  
6  smile  7  belt  8  love  
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 1 story clip on the DVD. Play the clip again
for the children to check their answers.
answers
1  tickets  2  suit  3  designer  4  thirsty  6  smile  
8  love
6 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
19/02/2013 10:18
 Lesson 4   ​CB PAGE 69 and AB PAGE 67  Optional activity
READING AND WRITING
Lesson objectives
Read and understand a website
Use too and enough with adjectives
Design a website for a competition
Learning to learn: using opposites to remember vocabulary
Language
Core: Lesson 1 clothes and accessories words
Review: recycle, throw away
Extra: design, competition, product, vote, crisp packet,
cardboard box, plastic bag, tie, skirt, stylish, smart, fabric,
entries, pocket, photo book, sweater, cover (n)
Materials
CD3 $ track 25; Unit 7 wordcards Set 1
Warmer
• Play a game of Spell it! (see page 202) with the Unit 7
Set 1 wordcards.
Lead-in
• Ask if the class can remember what Billy brought in for his
homework assignment in Lesson 1. Ask Which thing told us
about a competition? (the website) What can you remember
about the competition?
Class Book
1 Read part 1. Remember and complete. Read
page 66 again and check.
• Ask the children to look at the website page on page 69
and complete part 1 from memory.
• When they have finished, the children look at the website
on page 66 to check their answers. Then go through the
answers with the class.
answers
1  materials  ​2  products  ​3  design  ​4  recycled  ​
5  tracksuit  ​6  suitcase  ​7  raincoats  ​8  strong  ​
9  throw
2 Read part 2. Match the designed products and
the materials.
• Focus on the pictures. Ask What materials can you see?
• Ask the children to read part 2 of the website and match
the products to the materials.
answers
1  b  ​2  a  ​3  c
Optional activity
• Ask the children to think of a design for an item of
clothing or an accessory using recycled material. They
draw a picture of it and then take turns to tell their
partner about it.
4006989 Ace TB6 SP.indb 141
• Draw a picture on the board of a girl with a hoody that
finishes above her waist. Elicit the sentence It’s too short.
Draw a picture of a boy with a tiny hat on his head. Elicit
It’s not big enough. Draw a picture with a man in a suit
that is just right. Elicit It’s big enough.
• Ask the children to practise saying the sentences
in pairs.
3 Complete with too or enough. Then read the
website again and check.
• Review the use of too and enough with adjectives using
the Optional activity above.
• Ask the children to read the sentences and complete
them with too or enough.
• Then ask them to read part 2 of the website again to
check their answers. Then check as a class.
answers
1  enough  ​2  too  ​3  enough  ​4  too  ​
5  enough  ​6  enough
4 Write sentences about the pictures. Use too or
(not) enough.
• Focus on the pictures and ask the children to identify
what they can see.
• Ask a child to read the example to the class.
• Ask the children to write sentences about the pictures
using too or (not) enough.
ANSWERS
1  The hoody is big enough.   ​2  The belt isn’t long
enough.  ​3  The trousers are too short.   ​4  The suitcase
is too small.   ​5  The plastic bag isn’t strong enough.   ​
6  The briefcase is big enough.
Activity Book
1 Read and write the letter. Read again and circle
the correct answers.
• The children read the text. They complete it with the
missing sentences by writing the correct letter in
each box.
• Then ask the children to read the text again and circle the
correct words from the two options.
Answers
c, e, a, d, b
1  too  ​2  enough  ​3  too  ​4  enough  ​5  enough  ​
6  too  ​7  enough
2 Listen and tick ✓ or cross ✗.  $ 3•25
• Tell the children that they are going to hear Billy, Jilly
and Milly talking about their entries for the design
competition.
• Ask the children to read the sentences. Play the recording
for them to write ticks or crosses in the boxes.
Unit 7 141
19/02/2013 10:18
 Transcript
Milly  Look, Mr Murphy! These are our entries for the school
design competition!
Jilly  We used our old clothes to make something new!
Mr Murphy  That’s great! I love this pencil case.
Milly  That’s my design. My jeans were too small for me, so I
used them to make a pencil case!
Mr Murphy  Brilliant, Milly!
Billy  I had some old jeans too. They were too nice to throw
away … so I used some material from Milly’s old jeans to
make new pockets for my jeans.
Mr Murphy  Your jeans look great now, Billy … and was this
your old T-shirt?
Billy  Yes! It was too old to wear. There were lots of holes in it.
So I used it to make a photo book.
Mr Murphy  Well done! What about you, Jilly?
Jilly  This is my design, Mr Murphy. My old sweater wasn’t
big enough for me, so I used it to make a hat. My new hat is
really warm!
Milly  And my old dress was too small, but the material was
pretty enough to use. I made a lovely cover for my diary.
Mr Murphy  It’s very pretty. And what’s this?
Billy  Oh! These were some of Dad’s socks. They were too
old for him to wear, but they were big enough to make a
funny toy!
Milly  Ha ha! Yes, Billy made a sock monkey!
Mr Murphy  Good work! These are excellent entries for
the competition.
Answers
1  ✗  ​2  ✓  ​3  ✓  ​4  ✓  ​5  ✗  ​6  ✗
3 Imagine there was a design competition at your
school last month. Design a website.
• Ask the children to imagine there was a design
competition at their school last month. They think about
what the entries could have been.
• The children design a website about the competition
using the websites in Activity 1 and the one on page 69 of
their Class Books as models.
Learning to learn: Match the opposites.
• Ask the children to read the Writing tip. They match the
adjectives with their opposites.
Answers
1  c  ​2  a  ​3  d  ​4  b  ​5  f  ​6  e  ​7  h  ​8  g
Learning to learn
KEY COMPETENCE:   1  striped  ​2  spotted  ​3  checked  ​4  dark  ​5  pale  ​
Matching words with their opposites is a fun way to
practise vocabulary. Opposites can also be used to
generate new vocabulary; when the children learn new
adjectives, ask them to find their opposites and learn
them too. They can keep a record of these in the back of
their notebooks.
142 Unit 7
4006989 Ace TB6 SP.indb 142
Lesson 5   ​CB PAGE 70 and AB PAGES 68 and 106 
VOCABULARY AND DVD SONG
Lesson objectives
Identify textile adjectives
Listen and extract information from a song
Draw, label and talk about your favourite outfit
Language
Core: striped, spotted, checked, dark, pale, bright, tight,
baggy, sparkly, comfortable, patterned, plain; Lesson 1
clothes and accessories words
Review: shiny
Extra: fashion, remember, outfit, alright, fashionable,
design, style
Materials
CD3 $ tracks 26–29; DVD Song 7; Unit 7 wordcards Set
2; a watch or timer
Warmer
• Play a game of True or false? (see page 202) with sentences
about the website on Class Book page 69.
Lead-in
• Ask the class to describe what you are wearing in as much
detail as possible.
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
this stage.
2 Listen and repeat.  $ 3•26
• Establish that this lesson is about patterns and styles
of textiles.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the pictures as they do so.
Transcript
6  bright  ​7  tight  ​8  baggy  ​9  sparkly  ​10  comfortable  ​
11  patterned  ​12  plain
3 Listen and find the matching picture.  $ 3•27
• Tell the children to cover the words on the right-hand side
of the whiteboard in Activity 1. The children listen to the
words and find the matching picture.
• Play the recording, pausing after each extract for the
children to say the picture number.
Transcript
1  baggy  ​2  spotted  ​3  comfortable  ​4  pale  ​
5  checked  ​6  dark
answers
8, 2, 10, 5, 3, 4
19/02/2013 10:18
 Optional activity
• Ask the children to work in pairs. They take turns to
tell each other about the things they can see in the
classroom that have the patterns or styles from Activity
1, e.g. The curtains are spotted. My jumper is dark.
4 Memorize the vocabulary. How many can you
say?  • The children then work in pairs, taking turns to tell their
• Tell the children that they have one minute to look at the
words and pictures in Activity 1.
• After the minute is up, ask the children to close their
books. They work in pairs to recall as many of the words as
they can.
• Go through the activity with the class. Did any of the pairs
remember all 12 words? Compile a list on the board.
5 Listen to the song.  $ 3•28  What does the singer
say is important?    DVD Song 7  words in the box.
• Play the audio or DVD version of the song for the children
to listen and find what the singer says is important.
• Play the song a second time if necessary.
Transcript
Fashion changes all the time,
There’s always something new.
Remember the most important thing
Is to be comfortable and to be you!
Last year, jeans were baggy.
This year, everything’s tight.
But in my favourite outfit,
I know that I’m alright!
Fashion changes …
Patterned shirts are in this summer.
There are no plain clothes in sight.
But in my favourite outfit,
I know that I’m alright!
Fashion changes …
It must be striped, checked or spotted,
And colours have to be bright.
But I’m wearing my favourite outfit
And I know that I’m alright!
ANSWER
To be comfortable and to be you.
Autonomy and personal initiative
KEY COMPETENCE:   1  B  ​2  A  ​3  B
The song focuses on the importance of being yourself
and dressing in a way that is right for you. Discuss this
message as a class. Explain that we are all individuals
and that the clothes we choose are a way of expressing
ourselves. Point out that we shouldn’t be rude about
other people’s clothes, even if we wouldn’t choose
them ourselves.
6 Listen again and choose.  $ 3•28
• Ask the children to read the sentences.
• Play the song again, pausing if necessary, for the children
to choose the correct word in each sentence.
ANSWERs
1  baggy  ​2  tight  ​3  patterned shirts   ​
4  spotted or striped   ​5  bright  ​6  comfortable
4006989 Ace TB6 SP.indb 143
7 What’s your favourite outfit? Draw, label and tell
your partner.
• Focus on the pictures. Ask What’s Billy’s favourite outfit?
• Ask the children to draw and label a picture of their
favourite outfit in their notebooks. Remind them to
include the pattern and style of their outfits, using the
adjectives in Activity 1.
partner about their favourite outfits.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of their Activity Books
and write the translations for the textile adjectives.
1 Complete the song. Listen and check.  $ 3•28
• The children complete the song from memory, using the
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  comfortable  ​2  baggy  ​3  tight  ​4  Patterned  ​
5  plain  ​6  striped  ​7  checked  ​8  spotted  ​9  bright
2 Listen and circle A or B.  $ 3•29
• Tell the children that they are going to hear Mr Murphy
talking about what the children are wearing in the Ace
School Fashion Show.
• Play the recording, pausing after each extract, for the
children to circle A or B depending upon which picture is
being described.
Transcript
1 Mr Murphy  Here’s Billy. He’s wearing a pale suit! And he’s
got a shiny briefcase. Bravo! Striped suits are very fashionable
this summer.
2 Mr Murphy  And here’s Jilly! She’s wearing tight jeans and
a very baggy shirt. She’s got a spotted handbag. That’s a
great design.
3 Mr Murphy  Next is Milly. Is it going to rain? Milly is wearing
a plain raincoat and she’s got a matching umbrella. This is a
great style.
answer
3 Look at the pictures in Activity 2 and complete.
• The children look at the pictures in Activity 2 and
complete the descriptions of William and Betty’s outfits
using the words in the box.
answers
1  baggy  ​2  pale  ​3  comfortable  ​4  bright  ​
5  patterned  ​6  sparkly  ​7  dark  ​8  spotted
4 Draw an outfit for the fashion show and
describe it.
• Ask the children to draw an outfit that they would like to
wear for the fashion show and write a description of it.
They can use the descriptions from Activity 3 as models.
Unit 7 143
19/02/2013 10:18
 Lesson 6   ​CB PAGE 71 and AB PAGES 69 and 113  KEY COMPETENCE:   Learning to learn
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about modern fabrics and technology
Read and understand a text about a new
fabrics exhibition
Practise using the present simple passive
Ask and answer present simple passive questions
Language
Core: present simple passive questions and statements
Review: wool, thread, throw away, recycle
Extra: traditional, cotton, raw materials, processed, fabric,
weaving, synthetic, chemical, waterproof, hiking boots,
gadget, MP3 player, mobile phone, integrate, electronic
circuit, sew, scientist, develop, nanotechnology, smart fabric,
conduct electricity, light up, record data, athlete, exercise,
woven, clothes bank, second-hand clothes shop
Materials
CD3 $ track 28; Unit 7 Grammar and everyday language
poster; Unit 7 wordcards Set 1
Warmer  $ 3•28
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Elicit or explain the term synthetic. Play a game of
Categories (see page 201) with the Unit 7 Set 1 wordcards
and the headings cotton, wool, leather and synthetic.
• Tell the children that the Ace School pupils are going to
visit a new fabrics exhibition in this lesson, where they will
learn about modern fabrics and technology.
Class Book
1 Look at the photos. Describe what you can see.
• Focus on the photos and ask the children what they see.
• Ask the children to work in pairs. They look at the photos
and take turns to describe what they can see.
• Discuss the photos as a class. Encourage different children
to share their ideas.
2 Read and match the paragraphs and photos.
• Tell the children that they are going to read about the
modern fabrics. They must match the paragraphs to the
photos in Activity 1.
• Go around the class as the children read, helping
where necessary. Ask if the children’s ideas in Activity 1
were correct.
ANSWERS
1  d  ​2  b  ​3  e  ​4  c  ​5  a
144 Unit 7
4006989 Ace TB6 SP.indb 144
When the children encounter a text with a lot of
unfamiliar vocabulary, trying to work out meaning
through context is sometimes a more efficient approach
than checking words in a dictionary. Ask the children to
make a list of unknown words from the text in Activity 2.
They try to work out their meanings with a partner.
3 Read and learn. Find examples of present simple
passive in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
7. Use the examples and explanations to show how and
when we use the present simple passive in questions
and statements.
• Ask the children to look at the grammar tables in their
Class Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of the present simple passive.
ANSWERS
Traditionally, our clothes are made from natural materials
… ; The raw materials are processed … ; No, they’re made
from chemicals … ; Lycra can be stretched … ; Lots of
sports clothes are made from Lycra.; It’s used to make
raincoats … ; How are electronic clothes made?; Small
gadgets … can now be integrated into your clothes.;
The electronic circuits are sewn … ; What are the newest
fabrics called?; These fabrics are called … ; They … can be
programmed like a computer.; What are smart fabrics used
for?; It could be used in their training.
4 Read the text again and match the questions
and paragraphs.
• Ask the children to read the questions.
• They read the text again and match the questions to
the paragraphs.
ANSWERS
a  2  ​b  5  ​c  1  ​d  3  ​e  4
5 Ask and answer the questions in Activity 4
in pairs.
• Ask the children to work in pairs. They take turns to ask
and answer the questions from Activity 4.
ANSWERS
a Yes, it is. It’s used for raincoats and hiking boots.
b Yes, they are. They could record data when athletes are
exercising.
c Yes, they are. Traditional fabrics are made from natural
fabrics like wool or cotton.
d No, they aren’t. They are integrated into electronic
clothes.
e Yes, it is.
19/02/2013 10:18
 Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 113 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and circle.
• The children read the sentences and circle the
correct words.
Answers
1  sewn  ​2  used  ​3  woven  ​4  made
2 Write the past participles. Then circle the
irregular past participles.
• The children write the past participles of the verbs. They
circle the ones that are irregular. Remind them that
they can use the irregular verbs list at the back of their
Activity Books.
Answers
1  made  ​2  turned  ​3  used  ​4  sewn  ​5  woven  ​
6  called  ​7  sent  ​8  developed  ​9  processed  ​
10  taken  ​11  recycled  ​12  thrown away
3 Complete with the present simple passive. Can
you answer the questions?
• The children complete the questions with the present
simple passive.
• Check the questions with the class. Ask the children if they
can answer them.
Answers
1  Are, sewn (Yes, they are.)   ​2  are, made (Lycra)   ​
3  Is, woven (Yes, it is.)   ​4  are, developed (scientists)   ​
5  Are, turned (Yes, they are.)
4 Read the notes and write sentences. Use the
present simple passive.
• The children read the notes about recycling clothes. They
write sentences using the present simple passive.
answers
Lots of clothes are thrown away every year. Only 25% of
our clothes are recycled. Old clothes are taken to clothes
banks. Some clothes are bought in second-hand clothes
shops. Old clothes are processed by recycling centres. The
old clothes are turned into new thread. The new thread is
woven into fabric.
Further practice
$Teacher’s Resource CD-ROM, Worksheet section, Unit 7,
Vocabulary and grammar 2. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 145
Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Use a dictionary to find the meanings of words
Ask and answer about how a brain cap works
Research and design a website about an amazing item
of clothing
Share knowledge and learning in the form of a social task
Language
Core: brainwaves, sensors, engineers, software
Materials
DVD cross-curricular; a large picture of the brain cap
developed by the engineering team at the University of
Maryland; dictionaries; internet/pre-prepared fact sheets
about amazing items of clothing; a watch or timer
Warmer
• Play a game of True or false? (see page 202) about the
text from the previous lesson using present simple
passive sentences.
Lead-in
• Ask the children what else they can remember about the
clothing materials from Lesson 6. Brainstorm a list and for
each one ask How is it made? What does it do?
• Tell the children that in this lesson they are going to learn
about an amazing item of clothing.
1 Look at the picture. What do you think the
cap does?
• Hold up the picture of the brain cap or display it using the
interactive whiteboard.
• Ask the children to work in pairs. They make predictions
about what the cap does.
• Ask the children to share their ideas with the class. Don’t
reveal which ideas are correct at this stage.
2 Look at the words. Find the meanings in
a dictionary. 
• Write the following words on the board: brainwaves,
sensors, engineers, software.
• Tell the children that they have two minutes to find the
meanings of the words in the dictionary.
• Ask the children to work in pairs. They look up the words
and write notes about their meanings.
3 Complete the sentences with the words from
Activity 2.
• Ask the children to stay in their pairs. Write the following
gapped sentences on the board.
1 The brain cap was developed by a team of ___________.
2 The inside of the cap is lined with ___________.
3 The person’s ___________ are detected by these devices.
4 They are read using special computer ___________.
Unit 7 145
19/02/2013 10:18
 • Ask the children to work together to write the words in
the correct places.
• Check the answers with the class and use the Culture
notes below to discuss in L1 how the cap works in more
detail. Ask the children if their predictions from Activity 1
were correct.
answers
1  engineers  ​2  sensors  ​3  brainwaves  ​4  software
CULTURE NOTES:   The brain cap
The brain cap was developed by José Contreras-Vidal and
his team in the Neural Engineering and Smart Prosthetics
Laboratory at the University of Maryland, United States.
The sensors in the cap harness brain signals so that the
wearer can control electronic devices.
4 Research an amazing item of clothing.
Make notes.
• Tell the children that they are going to research another
amazing item of clothing. It can use technology, like the
brain cap, or it could be a wacky design.
• Divide the class into groups. If you have classroom access
to the internet, they can do this online; if not, give each
group a pre-prepared fact sheet about an amazing item
of clothing.
• Go around the class as the children work, helping
where necessary.
5 Design a website to show the information.
• Tell the children that they are going to design a website to
show the information from Activity 4.
• Give each group a large sheet of paper. Ask them to
write down their findings, remembering to use present
simple passive sentences. If they have used the computer
for their research, they can attach a picture of the
item of clothing. If not, they draw a picture, labelling it
if necessary.
• Ask each group to present their website about the item of
clothing to the class.
Further practice
$ DVD, Unit 7 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 7,
Cross-curricular worksheet. Notes and answers on CD-ROM.
146 Unit 7
4006989 Ace TB6 SP.indb 146
Lesson 7   ​CB PAGE 72 and AB PAGES 119 and 120 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Pronunciation: the schwa sound in a and the
Act out a dialogue
Roleplay talking to a clothes shop assistant
Language
Core: Lesson 1 clothes and accessories words; Lesson 5
textile adjectives
Review: assistant
Extra: size, fashionable, sale, half price, changing room, fit
Materials
CD3 $ tracks 30–32; Unit 7 wordcards Sets 1 and 2; Unit
7 Grammar and everyday language poster; scissors
Warmer
• Put the Unit 7 Set 2 wordcards on the left-hand side of the
board and the Set 1 wordcards on the right.
• Play A long sentence (see page 202). Begin with I went to
the shop and I bought a spotted umbrella. The children
continue the sentences using an item of clothing or an
accessory from Set 1 with and adjective from Set 2.
Lead-in
• Ask individual children around the class Do you like
shopping for clothes? Why?/Why not?
Class Book
1 Listen and say why Billy is getting a new
shirt.  $ 3•30
• With books open, ask the children to look at the picture
and describe it. Ask Where are Billy and Mrs Bean?
• Tell the children that they are going to hear a conversation
between Billy and Mrs Bean. They must listen to find out
why Billy is getting a new shirt.
• Play the recording all the way through and elicit the
answer from the children.
Transcript
Billy  What about these jeans, Mum? I like them.
Mum  Hmm. Are you sure they’re the right size? They look
very big.
Billy  Baggy jeans are fashionable at the moment. And
they’re in the sale – they’re half price!
Mum  OK, you can try them on. And you need a new shirt for
Grandma’s party.
Billy  Oh, Mum! Do I have to wear a shirt?
Mum  Yes, you do.
Billy  What about that one, over there?
Mum  The nice striped blue one?
Billy  No. I like the spotted one with the big buttons. It’s in
the sale too.
Mum  Oh. Err … Well, OK then. Go and try it on.
19/02/2013 10:18
 answer the dialogue to the class. Tell them that they will need this
Billy is getting a new shirt for his grandma’s party. language for the communication task.
• Divide the children into pairs, A and B. Tell the children to
2 Listen again.  $ 3•30  Which clothes is Billy trying
turn to the back of their Activity Books and cut out the
on? Choose from the options above. Unit 7 fluency cards.
• Establish that Billy is going to try on two items of clothing. • The children roleplay a dialogue. Child A is the customer.
Focus on and ask the children to read the clothes options
and asks Child B (the shop assistant) questions using the
at the top of the page.
prompts on his/her card. The shop assistant responds
• Play the recording, pausing if necessary, for the children using the phrases in the speech bubbles. The children
to choose the correct options, writing the answers in then change roles and repeat.
their notebooks.
• Go around the class as the children talk, helping and
ANSWERS correcting where necessary.
1  jeans  ​2  baggy  ​3  shirt  ​4  spotted
Further practice
3 Listen and read the dialogue.  $ 3•31  Which is $Teacher’s Resource CD-ROM, Worksheet section, Unit 7,
Billy’s receipt? Functions. Notes and answers on CD-ROM.
• Ask the children to look at the receipts to the right-hand
side of the page. Explain that they must listen to the
dialogue to find out which receipt belongs to Billy.
• Play the recording while the children follow the words in
their books and find the correct receipt.
ANSWER
2

4 Look, listen and repeat.  $ 3•32

• Tell the children to look at the sentences and questions in
the Perfect pronunciation box. Explain that the children
are going to listen for the schwa sound in a and the.
• Play the recording for the children to listen.
• Play the recording again for the children to repeat chorally
then individually.

KEY COMPETENCE:   Learning to learn

Being aware of the schwa sound in a and the helps the
children to produce more natural-sounding English. Elicit
more sentences and questions with a and the and practise
saying them together.

Optional activity
• Ask the children to look at the dialogue in Activity 3
again and find more examples of the schwa sound
in a and the. Encourage the children to practise the
sentences in pairs.
• Go around the class as the children talk, helping and
correcting where necessary.

5 Listen to the dialogue again.  $ 3•31  Act out.

• Play the dialogue again for the children to follow the
words in their books and listen for the schwa sound in a
and the.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.

6 Cut out and complete your fluency cards.

Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 7
and draw attention to the everyday language for talking
to a clothes shop assistant. Ask a pair of children to read

Unit 7 147

4006989 Ace TB6 SP.indb 147 19/02/2013 10:18

 Lesson 8   ​CB PAGE 73 and AB PAGE 70  3 Read again and say Guatemala, Ireland or Japan.
CULTURE AND READING
Lesson objectives
Read and understand texts about traditional crafts and
designs from different countries
Talk about which fabric you like
Understand the importance of learning about traditional
crafts and skills
Regular review: practise using the present simple passive
with by/of/with
Language
Core: Lesson 5 textile adjectives
Review: roots, wool, China, Chinese
Extra: traditional craft, cloth, natural dyes, weave, myth,
universe, knitting, fibre, unwashed, oil, sewing, soldier,
armour, firefighter, decoration, silk painting
Materials
CD3 $ track 33; Speak up poster
Warmer
• Play a game of Everything I know about … (see page 202)
on the subject of clothes.
Lead-in
• Ask the children to look at the clothes they are wearing.
Ask individual children What are your clothes made of? Do
you know how they were made?
Class Book
1 Compare the photos in pairs. Match the clothes
(1−3) with the way they are made (a−c).
• Ask the children to work in pairs to compare the photos.
Refer them to the section on giving your opinion on the
Speak up poster.
• Without reading the texts, the children match the clothes
(1–3) with the techniques used to make them (a–c).
• Monitor the activity as the children talk.
• Ask some of the children to share their ideas with class.
answers
1  b  ​2  a  ​3  c
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that Billy,
Jilly and Milly want to know about traditional crafts
and deigns from different countries, and Ana, Joe and
Yoshiharu have posted responses on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with photos 1–3 from Activity 1.
ANSWERS
1  Joe  ​2  Yoshiharu  ​3  Ana
148 Unit 7
4006989 Ace TB6 SP.indb 148
• Before they read the texts again, ask the children to read
each sentence. They then read the texts and choose
Guatemala, Ireland or Japan.
ANSWERS
1  Japan  ​2  Ireland  ​3  Guatemala  ​4  Japan  ​
5  Ireland  ​6  Guatemala
Optional activity
• Ask the children to write four true or false sentences
about the texts. They swap papers with a partner and
mark the sentences True or False.
Artistic and cultural competence
KEY COMPETENCE:  
Children can learn a lot about the culture of the countries
in this lesson from reading about their traditional crafts
and designs. They not only learn about the countries’
traditional production techniques, but they also find out
about the areas’ natural resources and the local materials
that are used to make the clothes. Highlight this by asking
questions such as Which country has a lot of sheep? How do
you know? Which country’s traditional crafts are made from
plants and roots?
4 Which fabric do you like? Why? Make notes.
• Ask the children to think of which of the three fabrics they
like the best. They make notes in their notebooks.
5 Tell your partner.
• Ask a child to read the example in the speech bubble to
the class.
• Ask the children to work in pairs. They tell each other
which fabric they like best and why, using their notes from
Activity 4.
• Ask some of the children to share their opinions with
the class.
Vital values
• Focus the children’s attention on the Vital values feature
and read the sentence with the class. Ask questions such
as Why is it important to learn about traditional crafts and
skills? What does it teach us? How can people in the future
remember these traditions?
Activity Book
1 Read the texts on Class Book page 73 again.
Make notes for Ana, Joe and Yoshiharu.
• Ask the children to read the texts about the traditional
crafts again and complete the notes in the first three
columns. (Because the topics are likely to be new to the
children, allow for flexibility in the children’s answers by
encouraging a variety of responses where possible.)
19/02/2013 10:18
 ANSWERS
Lesson 9   ​CB PAGE 74 and AB PAGE 71 
Country Guatemala Ireland Japan
Craft weaving knitting sashiko WRITING AND PHONICS REVIEW
Material cloth wool cloth Lesson objectives
People striped big, baggy firefighters’ Identify the features of a set of instructions
make … cloth jumpers coats Understand the use of imperatives in instructions
and Recognize the spelling patterns of words with /ʃ/ sound
cardigans Write instructions for how to make something

2 Listen and make notes for Lin in Activity 1.  $ 3•33 Language
• Play the recording, pausing where necessary, for the Core: Lesson 5 textile adjectives
children to complete the information for Lin. Review: dry
Extra: instructions, stencil, design, careful, cardboard,
Transcript cotton, sticky tape, stick (v), spray (v), degrees Celsius, iron (v),
Lin  Hi, Billy! My name’s Lin. decorate, technique, equipment, scissors, craft knife, stylish
Billy  That’s a nice name. Where are you from, Lin?
Lin  I’m from China. Materials
Billy  Wow. So can you tell us about a traditional craft in China?
CD3 $ track 34; a watch or timer
Lin  Well, lots of Chinese people do silk painting. Silk painting
is a beautiful traditional craft.
Billy  Really? So, people paint pictures on silk?
Warmer
Lin  Yes, that’s right. You can paint birds, flowers, or other • Brainstorm different types of fabric and write them on the
pictures or patterns on silk. Then the painted silk is used to board. Ask the children how the fabrics are made.
make clothes or things for the house. Silk paintings make
Lead-in
beautiful decorations.
Billy  Thanks, Lin. That’s really interesting. • Ask the children what they can remember about the
traditional crafts from Lesson 8.
ANSWERS
• Discuss clothes-making as a class. Ask individual children
Country China Have you ever made or decorated any of your own clothes?
Craft silk painting
Class Book
Material silk
1 Read the text. Choose.
People make … clothes or things for the house • Ask the children to read the text and answer the questions.
ANSWERs
3 Read and circle.
c, b
• The children read the sentences and circle the correct
word from the pair of options in each one. 2 Read the text and answer.
ANSWERS • Ask the children to read the questions. Check understanding.
1  of  ​2  with  ​3  of  ​4  by  ​5  with ANSWERS
1 No, you need a plain T-shirt.
4 Complete with by, of or with.
2 No, you need special T-shirt paint.
• The children read the text and complete the present 3 The cardboard inside the T-shirt has to be thick enough.
simple passive sentences with by, of or with. 4 The paint mustn’t be too thick.
ANSWERS 5 You can take off the stencil.
1  by  ​2  by  ​3  with  ​4  with  ​5  of 6 You mustn’t iron the decorated parts of the T-shirt.
• Explain that the instructions in the box are imperative
5 Make notes. Write about a traditional craft in sentences and that they are often used in instructive texts.
your country.
• The children answer the questions about a traditional craft 3 Read and match.
from their country. • Ask the children to read the text again and match the
• They use their notes to write a text about the items (1–3) to their functions (a–c).
traditional craft. ANSWERs
1  a  ​2  c  ​3  b

4 Match the features with the coloured words and

phrases in the text.
• Ask the children to read the coloured words and phrases
and match them with the features.

Unit 7 149

4006989 Ace TB6 SP.indb 149 19/02/2013 10:18

 ANSWERS
1  Next  ​2  scissors or a craft knife   ​3  Wash it at 30
degrees.  ​4  stencil
KEY COMPETENCE:   Learning to learn
It is important that the children understand how different
types of writing are laid out. Activities 3 and 4 highlight
the different features of an instructive text. Discuss this
with the class. Ask How is the text laid out? Why are pictures
important? Why do we need an equipment list?
Activity Book
1 Circle the words with the /ʃ/ sound. Listen and
check.  $ 3•34
• Ask the children to read the words and circle the ones that
contain the /ʃ/ sound. Play the recording.
answers
1, 3, 4, 5, 7
2 Read the instructions. Write True or False.  Grammar and everyday language poster
• Ask a volunteer to read the title on the instructions. Ask What
are the instructions about? (How to make a glue design T-shirt)
• Ask the pupils Can you wear the T-shirt straight away?
Tell the children that they have two minutes to read the
instructions and find the answer. Check the answer. (No –
you must leave the T-shirt all night to dry.)
• Ask the children to read the sentences and write True or False.
answers
1  False  ​2  True  ​3  True  ​4  False
3 Complete the text.
• The children complete the text with the words in the box.
answers
1  newspaper  ​2  design  ​3  letters  ​4  enough  ​
5  long  ​6  too
4 Match the descriptions with the features in
the text.
• Ask the children to read the descriptions and match them
to the features by writing the correct letter in each box.
answers
c, d, b, a
5 Read the instructions again. Find and write nine
words with the /ʃ/ sound.
• The children read the instructions again. They write the
words with the /ʃ/ sound in the correct columns.
answers
sh: T-shirt, paintbrush, should, shapes, stylish, wash;
cl: special; ti: instructions; s: sure
6 Write instructions for how to make something.
• Ask the children to write instructions for how to make
something. Elicit some examples of things they could
write about on the board. They use the text in Activity 2
and the one on page 74 of their Class Books as models.
150 Unit 7
4006989 Ace TB6 SP.indb 150
Lesson 10   ​CB PAGE 75 and AB PAGES 72 and 113 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 clothes and accessories words; Lesson
5 textile adjectives; reported speech; present simple
passive questions and statements
Review: recycle
Extra: lost property, pocket, zip, laces, match, fabric, light
up, collect, company, lorry, environmentally friendly, fashion
show, success, necklace, flowery, enjoy, smart
Materials
CD3 $ tracks 35–36; DVD Song 7/DVD Story 7; Unit 7
Warmer   ​DVD Song 7 / Story 7 
• Ask the children to vote on whether they would like
to watch the Unit 7 story animation or the Unit 7 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 7.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Look and write.
• Focus on the picture of the lost property cupboard. Ask
the children to identify the clothes and accessories they
can see.
• Ask the children to read the text. They count the items of
clothing and write the missing words.
answers
a  raincoats  ​b  suits  ​c  umbrellas  ​d  belts  ​e  leggings  ​
f  jeans  ​g  hoodies  ​h  trainers  ​i  suitcase
2 Listen. What have they lost?  $ 3•35  Make notes.
Point and say.
• Tell the children that they are going to hear a conversation
between Billy and Milly as they look for their belongings in
the lost property cupboard in Activity 1. They must make
notes about what the children have lost.
• Play the recording, pausing if necessary for the children to
write notes in their notebooks.
• Check the answers with the class.
• Ask the children to work in pairs. They take turns to point
to the different objects and tell each other who they
belong to, e.g. The spotted umbrella is Milly’s.
19/02/2013 10:18
 Transcript
Billy  Milly, will you come to the lost property cupboard
with me?
Milly  OK. Why?
Billy  I’ve lost so many things. Mum is getting annoyed.
Milly  Hmm. I need to have a look, too.
Milly  Here we are. Oh look, there’s my raincoat.
Billy  Which one? The striped one?
Milly  No, the spotted one. And there’s my umbrella.
They match!
Billy  I’m looking for my hoody.
Milly  Is it a big, baggy one with a zip?
Billy  No, it’s got a pocket. I see it. And there are my trainers!
Milly  They haven’t got shoelaces!
Billy  I know. Now I just need to find my checked suit and my
baggy jeans with all the pockets.
Milly  It’s lucky my suitcase is here!
answers
Milly – spotted raincoat, spotted umbrella, suitcase
Billy – hoody with pocket, trainers with no laces, checked
suit, baggy jeans with lots of pockets
3 Complete with said or told and the correct form
of the verb.
• The children to look at the picture. Ask What is Jilly wearing?
• Focus on the direct speech in the boxes. Ask the children
to convert this into reported speech by circling the
correct words in the sentences below. If necessary, use the
Grammar 1 section on the Unit 7 Grammar and everyday
language poster to review reported speech.
answers
1  said, loved   ​2  told, was   ​3  told, could   ​4  said, looked
4 Read and complete with the present
simple passive.
• Use the Grammar 2 section on the Unit 7 Grammar and
everyday language poster to review the use of the present
simple passive for statements and questions.
• Ask the children to read the text and complete it in their
notebooks with the present simple passive form of the
verbs in brackets.
answers
1  are made   ​2  are collected   ​3  are cleaned   ​4  are
checked  ​5  are cut   ​6  is made   ​7  are delivered
Activity Book
1 Complete the clues with the present
simple passive.
• The children read and complete the crossword clues using
the present simple passive forms of the verbs in brackets.
Answers
Across 1  is designed   ​4  is fastened   ​6  are carried   ​
7  are worn
Down 1  are sold   ​2  is held   ​3  is used   ​5  is worn
2 Use the clues in Activity 1 to complete the
crossword. Find and write the secret word.
• The children read the completed clues in Activity 1 and
write the answers in the crossword grid.
4006989 Ace TB6 SP.indb 151
• They then rearrange the letters in the shaded squares to
find the secret word.
Answers
Across 1  tracksuit  ​4  belt  ​6  briefcase  ​7  jeans
Down 1  trainers  ​2  umbrella  ​3  suitcase  ​5  raincoat
Secret word: outfit
3 Look and complete.
• The children look at the pictures and complete the text
with the correct textile adjectives.
Answers
1  checked  ​2  sparkly  ​3  dark  ​4  baggy  ​
5  spotted  ​6  striped
4 Listen and complete.  $ 3•36
• Tell the children that they are going to hear a recording of
Milly reporting on the Ace Fashion Show.
• Ask them to read the direct speech sentences. Play the
recording, pausing where necessary, for the children to
write the missing word or words.
• Check the answers as a class.
Transcript
Milly  Hi! I’m here at the Ace Fashion Show. Everyone’s having
a great time. Look, here’s Mr Murphy! What do you think of
the fashion show, Mr Murphy?
Mr Murphy  I think the show is a big success! I like the designs
you’re wearing. You all look wonderful!
Milly  Thanks, Mr Murphy! And here’s Betty. Do you like the
designs here today, Betty?
Betty  Yes, I do! I love Jilly’s sparkly necklace.
Milly  What’s your favourite design?
Betty  My favourite design is the handbag with the flowery
pattern. It’s beautiful!
Milly  Your parents are here today,, too, aren’t they, Betty?
Betty  Yes, they are. This is my mum and this is my dad.
Betty’s mum  Hello, Milly. We’re enjoying the fashion show.
And I like Mr Murphy’s suit.
Milly  Yes, he looks very smart! Well, that’s all from the Ace
Fashion Show! We hope you enjoyed it too!
Answers
1  is a big   ​2  you’re wearing   ​3  sparkly  ​
4  is the handbag   ​5  We’re enjoying
5 Rewrite the sentences in Activity 4. Use
reported speech.
• Ask the children to rewrite the sentences in Activity 4
using reported speech.
Answers
1 Mr Murphy said he thought the show was a big success.
2 He told Milly he liked the designs she was wearing.
3 Betty said she loved Jilly’s sparkly necklace.
4 She said her favourite design was the handbag with the
flowery pattern.
5 Betty’s mum said they were enjoying the fashion show.
Unit 7 151
19/02/2013 10:18
 Lesson 11   ​CB PAGE 75 and AB PAGE 73  Transcript
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 7
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 7
Review: luggage
Extra: design, special feature, accessory, uniform, stretchy
fabric, waterproof, logo, change colour
Materials
CD3 $ track 37
Warmer
• Ask the children to write down three questions about
the things in the unit. These can be factual questions,
language questions or a combination of both.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the girl
giving a presentation. Ask What is the presentation about?
What is the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about a clothing design.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of headings and the
information in the diagram. They write the headings in the
correct places.
answers
a  PE  ​b  Girls  ​c  Special features   ​d  Accessories  ​
e  Boys
2 Listen and number the presentation plan in
order.  $ 3•37
• Tell the children that they are going to hear the pupil giving
her presentation about her design for a new school uniform.
• Play the recording for the children to listen and number the
sections of the plan in order as the girl talks about them.
152 Unit 7
4006989 Ace TB6 SP.indb 152
This is my design for a new uniform for my school. My uniform
for the boys is quite simple and comfortable. Boys will wear
dark, baggy trousers and striped T-shirts. They can choose a
hoody in a bright colour.
Girls can wear dark trousers or checked skirts. They will wear
plain T-shirts and they can choose a bright hoody too.
For PE lessons we will have a school tracksuit. It will be made
of stretchy fabric. The tracksuit top will be waterproof, like
a raincoat. The tracksuit will have the school logo on it in
sparkly letters!
There will be accessories, too. I’ve designed an umbrella
and a suitcase. When we go on school trips, we won’t lose
our luggage!
My school uniform has got some special features. All the clothes
have got lots of big pockets, for carrying useful things. The
tracksuits are made of a special fabric that can change colour.
When we play team games we can see who is on which team!
ANSWERS
a  3  ​b  2  ​c  5  ​d  4  ​e  1
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about a school
uniform design for their school by copying the headings
from Activity 1 and making notes. Go around the class as
the children work, helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the group.
KEY COMPETENCE:   Autonomy and initiative
The children work independently to put together a plan
and then give a presentation to the class or their groups.
This develops the children’s confidence in working by
themselves and speaking in front of others.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly
and their class on page 75 of the Class Book: Interesting ICT
homework. Find out about using the internet safely. Tell them
that this will be the theme for the next unit.
• Ask the children How often do you use the internet? What do
you use it for? What do you know about internet safety? What
kinds of things do they think Billy, Jilly and Milly might
bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 7 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 7 Test.
Notes and answers on CD-ROM.
19/02/2013 10:18
    ​
I n t e r e s t n g ICT
Lesson 1   ​CB PAGE 76 and AB PAGES 74 and 107  Mum  Oh. OK. What have you got to do?
VOCABULARY
Lesson objectives
Identify nouns and verbs connected with ICT
Identify different text types
Find information in an advert
Talk about things you know how to do
Language
Core: password, icon, text message, download, link, paste,
click on, save, copy, log on, attach, delete
Review: play (n), advert
Extra: computer virus, glossary, phone, competition,
illustrated, document, screen, remove, programme,
smartphone
Materials
CD3 $ tracks 38–41; Unit 8 wordcards Set 1; a watch
or timer
Warmer
• Play Wordlist (see page 201) with computers as the subject
to review vocabulary that the children already know.
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about using the internet safely.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Milly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 3•38  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Milly’s homework.
• Ask the children to open their Class Books and look at the
things Milly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
Transcript
Mum  What are you doing, Milly?
Milly  It’s my homework for ICT.
4006989 Ace TB6 SP.indb 153
Milly  We have to find out about using the internet safely.
Mum  That’s very important. What have you found?
Milly  I’ve got a playscript about a computer virus and a
glossary of computer words. I’ve also got this advert. These
are the newest phones. They’ve got lots of special things to
make them safe. You can win a phone, but it’s not for kids.
Mum  Yes, you must never enter a competition like this
without asking me or Dad.
ANSWERS
A  illustrated glossary   ​B  advert  ​C  playscript
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 3•39
• Ask the children to look at the pictures in the glossary
and the advert. They match the words to the pictures and
write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  attach  2  click on   3  copy  4  delete  5  log on  
6  paste  7  save  8  text message   9  password  
10  download  11  link  12  icon
Optional activity
• Ask the children to close their books. Write Nouns and
Verbs as headings on different sides of the board. Shuffle
the Unit 8 Set 1 wordcards and put them in a pile on
your table. Play a game of Categories (see page 201).
3 Look at text A. Listen and say the word.  $ 3•40
• Ask the children to look at the illustrated glossary again.
Tell them that they are going to read and listen to the
definitions of the different actions. They must listen and
say the word.
• Play the recording, pausing after each definition for the
children to say the word.
• Check the answers with the class.
ANSWERS
1  copy  ​2  click on   ​3  save  ​4  log on   ​5  delete  ​
6  paste  ​7  attach
4 Read text B and answer. 
• Ask the children to look at text B. Read the questions with
the class. Explain that this is a speed reading task and that
the children have one minute to complete it.
• Ask the children to use the advert to find the answers to
the questions.
• When the minute is up, check the answers with the class.
ANSWERs
They are the safest phones available. Log on to the
website and answer a question. No, she can’t (she’s too
young).
Unit 8 153
19/02/2013 10:18
 5 What can you do? Use I know/don’t know how to
and the words in Activity 2. Tell your partner.
• Ask individual children around the class Do you know how
to save your work/attach a document/copy text, etc.?
• Focus on the example in the speech bubble and ask a
child to read it to the class.
• Ask the children to work in pairs. They take turns to pick a
verb and tell each other if they know how to do it.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 107 of their Activity Books
and write translations for the ICT nouns and verbs.
1 Complete with the ICT words.
• The children complete the instructions by writing the
correct words. Display the Unit 8 Set 1 wordcards for
support while they work.
Answers
1  Attach  ​2  text message   ​3  Delete  ​4  Copy  ​5  Paste  ​
6  Download  ​7  Save  ​8  link
2 Complete.
• The children complete the definitions with the correct ICT
nouns and verbs.
Answers
1  attach  ​2  text message   ​3  icon  ​4  click on  
​5  log on   6​   link  ​7  password  ​8  download
3 Listen and write Billy or Betty.  $ 3•42
• Ask the children to read the list of things you can do with
a mobile phone.
• Play the recording, pausing if necessary, for the children to
write the name next to the correct actions.
Transcript
Betty  Hi, Billy. Is that a new smartphone?
Billy  Oh, hi, Betty. Yes, it is. Do you like it?
Betty  It’s great. My phone is very old, but I don’t use it
very often.
Billy  Really? I use my smartphone all the time. I send lots of
text messages.
Betty  I don’t send many text messages, but I sometimes use
my phone to talk to my friends.
Billy  I download lots of songs on my smartphone too. I love
listening to music on my phone.
Betty  I don’t listen to music on my phone, but I sometimes
use it to take photos.
Billy  I never take photos. I play lots of games on my
smartphone though. It’s got some really good games on it.
Betty  Really? Let’s see …
Billy  Here. This one’s my favourite …
Answers
1  Billy  ​2  Betty  ​3  Billy  ​4  Billy  ​5  Betty  ​6  Billy
4 Read and answer.
• The children read the questions and answer about
themselves in their notebooks.
154 Unit 8
4006989 Ace TB6 SP.indb 154
Lesson 2   ​CB PAGE 77 and AB PAGE 75 
STORY
Lesson objectives
Read and understand a story in the form of a playscript
Read lines from a playscript and identify speakers
Write a review of the playscript
Language
Core: Lesson 1 ICT nouns and verbs
Review: poor, home, mask, play (n)
Extra: hoax, suddenly, buster, bad programme, computer
virus, beeper, careful
Materials
CD3 $ track 42
Warmer
• Play The definitions game (see page 202) with the ICT
nouns and verbs from Lesson 1.
Lead-in
• Ask the children if they think the emails they may have
received from people they don’t know were safe. Ask if
anyone can give any examples of emails that weren’t safe.
Class Book
6 Read and listen.  $ 3•41 Answer.
• Focus on the playscript, email and the pictures. Ask the
children to make predictions about what happens in the
play, without reading any of the text.
• Ask the children to read the question. Play the recording
for the children to follow it in their books.
• Elicit the answer from the class.
ANSWER
A hoax is a kind of trick.
7 Read again and answer.
• Ask the children to read the playscript again and write
their answers to the questions in their notebooks.
• Discuss the story with the class. Check if the children’s
predictions were correct.
ANSWERS
1 Yes, it does (a photo and an icon).
2 It’s from Tina@AnimalFan.co.uk.
3 No, he doesn’t know her.
4 Kelly wants to send the email to all their friends.
5 It might stop your computer from working.
6 No, he isn’t. It’s a trick.
8 Read a line from the playscript. Play a guessing
game in pairs.
• Ask the children to work in pairs. They take turns to
read lines from the playscript for their partner to guess
the speaker.
• Ask some of the children to read a line from the playscript
for the class to guess.
19/02/2013 10:18
 • What do you think? Ask the children to discuss the Lesson 3   ​CB PAGE 78 and AB PAGES 76 and 113 
question in pairs. Ask some of the children to share their
thoughts with the class.
GRAMMAR
KEY COMPETENCE:   Competence in processing
Lesson objectives
information and the use of ICT
It’s important that children are aware of the dangers Practise making first conditional sentences
posed by the internet and other modern forms of Describe pictures
communication. Discuss with the class why they should Talk about what will happen when you do different
be careful when they receive communication from people things on a computer
they don’t know. What can they do to stay safe when Regular review: practise using have to/don’t have to
using the internet?
Language
Activity Book Core: Lesson 1 ICT nouns and verbs; first conditional
Review: home
Plot, characters and setting Extra: wash up, clean plates, water the plants, tidy
your room
1 Remember the story. Read and write True
or False. Materials
• The children read the sentences and write True or False CD3 $ tracks 42–43; Unit 8 Grammar and everyday
from memory. language poster
• Ask the children to check their answers by looking at the
Class Book playscript on page 77. Then check the answers Warmer
as a class. • Play Stand up if it’s true (see page 202) to review the story
ANSWERS from the previous lesson.
1  True  ​2  False  ​3  True   ​4  False   ​5  False   ​6  True   ​
7  True   8​   False Lead-in
• Ask the children what they can remember about the story
2 Read and circle. from Lesson 2. Prompt with questions if necessary.
• The children read the sentences and circle the • Ask the children to open their Class Books and look at the
correct options. story on page 77 again. How well did they remember it?
ANSWERS
1  b  ​2  c  ​3  a  ​4  b Class Book
1 Read and listen to the story again on page
Synopsis
77.  $ 3•41 Match.
3 Read and complete. • With books open, tell the children that they are going
• The children complete the text by writing the missing to hear the story again. As they listen, they match the
words in the table. beginnings of the sentences to the correct endings.
ANSWERS
• Play the recording, more than once if necessary.
1  emails  ​2  photo  ​3  home  ​4  help  ​5  friends  ​ ANSWERS
6  send  ​7  click on   ​8  virus  ​9  masks 1  d  ​2  c  ​3  b  ​4  a

Review 2 Listen and match.  $ 3•43  Describe the pictures.

4 Complete the review.
• The children complete the review and rate the story.
Possible ANSWERS
1  The Amazing Hoax Busters   ​2  a playscript   ​3  one
afternoon at Ben and Kelly’s house   ​4  Ben, Kelly and the
Amazing Hoax Busters   ​5  Ben and Kelly are checking
their emails and find a message from Tina@AnimalFan.
co.uk  ​6  Children’s own answers   ​7  Children’s
own answers
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 8, Story
$
worksheet. Notes and answers on CD-ROM.
• Focus on the pictures. They must listen and match
pictures 1–4 with pictures a–d. Play the recording.
Transcript
1 If you click on the icon, you’ll get a bad programme on
your computer.
2 If you delete the message, you won’t get a virus.
3 If you get a computer virus, your computer won’t work
any more.
4 If you tell your friends, you’ll be hoax busters too!
answers
1  b  ​2  d  ​3  c  ​4  a
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 8.

Unit 8 155

4006989 Ace TB6 SP.indb 155 19/02/2013 10:18

 • Read the sentences with the class. Establish that the first
part of the sentence introduces the possible event and
the second gives the outcome. Ask Which tense do we
use in the first part of the sentence/the second part of the
sentence? (the present simple/will + infinitive)
• Use the explanations, examples and pictures below the
Grammar 1 table to clarify when we use the first conditional.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences. Ask them to cover the table.
Elicit some first conditional sentences from the class.
4 Look and make sentences.
• Focus on the pictures. Show how the pictures are paired
so that the second picture is a result of the first.
• The children work in pairs, taking turns to make first
conditional sentences about the other pairs of pictures,
using the phrases in the boxes.
ANSWERS
1  If you click on the link, the website will open.   2  If you
click on the icon, you’ll hear the song.   3  If you delete the
document, your computer won’t get a virus.   4  If you log
on to the website, you’ll see photos.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 113 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and circle.
Answers
1  a  ​2  b  ​3  a  ​4  b  ​5  b
2 Complete with the first conditional.
• The children read the sentences and complete them with
the correct form of the verbs in brackets.
Answers
1  ’ll be   ​2  give  ​3  will see   ​4  will fix   ​5  doesn’t listen
3 Look and make sentences with the first
conditional.
• The children write the sentences using the phrase prompts.
Answers
1 If you don’t wash up, you won’t have any clean plates.
2 If you don’t water the plants, they will die.
3 If you don’t tidy your bedroom, you’ll lose your things.
4 If you don’t do your homework, your teacher will be angry.
4 Read and write sentences.
• The children look at Billy’s list and write sentences about
what he has to and doesn’t have to do.
Answers
1  He doesn’t have to wash up / do the washing up.   ​ help with this, e.g. mouse breaks/click on something; attach
2  He has to do his homework.   ​3  He has to tidy his room.  ​
4  He doesn’t have to water the plants.
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
$
Vocabulary and grammar 1. Notes and answers on CD-ROM.
156 Unit 8
4006989 Ace TB6 SP.indb 156
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise ICT nouns and verbs
Review and practise the first conditional
Language
Core: Lesson 1 ICT nouns and verbs; first conditional
Materials
DVD Story 8; Unit 8 Grammar and everyday language
poster; $ Teacher’s Resource CD-ROM, DVD worksheets
section, Unit 8; poster paper; plain paper
Warmer
• Play Guess the word (see page 201) with the class to review
the vocabulary from Lesson 1.
Lead-in
• Discuss computer problems with the class. Ask Do you ever
have problems with computers? What happens?
1 Read and match.
• Write the following beginnings and endings of sentences
in two columns on the board:
1 If you get a virus, a your computer will be
slow.
2 If you don’t save your document, b you will have to fix it.
3 If the printer breaks, c your computer won’t
work.
4 If you open lots of photos at d they will be able to log
the same time, on to your emails.
5 If you tell someone your e you will lose it.
password,
• Ask the children to match the two halves to make first
conditional sentences. Check the answers with the class.
answers
1  c  ​2  e  ​3  b  ​4  a  ​5  d
2 Tell your partner about the problems in Activity 1.
• Ask the children to work in pairs. They take turns to
tell each other about what will happen in each set of
circumstances, using the sentences they have matched.
3 Write more sentences about computer problems.
Use the first conditional.
• Ask the children to stay in their pairs. They think about
some of the other problems that they discussed in the
Lead-in activity and write sentences about them in their
notebooks using the first conditional.
• You could write some word prompts on the board to
too many photos/email/send to friends; forget password/log
on/website.
• Go around the class as the children work, checking and
helping where necessary.
19/02/2013 10:18
 4 How can we use computers sensibly? Write Lesson 4   ​CB PAGE 79 and AB PAGE 77 
sentences.
• As a class, brainstorm ways that they can avoid the READING AND WRITING
problems discussed in the lesson, e.g. save your work, back
up your work, shut down the computer properly, don’t put Lesson objectives
too much paper in the printer. Write the children’s ideas on Read and understand an advert
the board.
Determine whether words are being used as nouns or verbs
• Ask the children to work in their pairs again. They use the
Write an advert
ideas to write first conditional sentences about how to
look after computers and avoid problems, e.g. If you back Learning to learn: identifying types of words
up your work, you will find it again. If you don’t put too much
paper in the printer, it will work. Language
• Go around the class as the children work, checking and Core: Lesson 1 ICT nouns and verbs
helping where necessary. Extra: competition, invent, phone (n), access, take photos,
• Ask some of the children to read their sentences to gadget, smartphone, detail
the class.
Materials
KEY COMPETENCE:   Learning to learn
Unit 8 wordcards Set 1; green and red coloured pencils
In this lesson, children use their problem-solving skills to
think about things that can go wrong with computers
Warmer
and work out ways to avoid them. Extend this by
asking the children if they know how to fix any simple • Play Missing word (see page 202) with sentences that
computer problems. practise the vocabulary and grammar from Lessons 1–3.

Lead-in
5 Watch the story on the DVD.   ​DVD Story 8  • Ask the children what they can remember about the
• Tell the children they are going to watch The amazing advert that Billy brought in for his homework in Lesson 1.
hoax busters on DVD.
• Write the following words on the board and ask the Class Book
children to copy them into their notebooks.
1  message  2  website  3  log on   4  scared   1 Read part 1. Remember and complete. Read
5  download  6  virus  7  phone  8  delete   page 76 again and check.
• Ask the children to circle the words that are animated as • Ask the children to look at the advert on page 79 and
they watch the DVD. complete part 1 from memory. Ask them to look at the
• Play the Unit 1 story clip on the DVD. Play the clip again advert on page 76 to check their answers.
for the children to check their answers. answers
answers
1  link  ​2  Click  ​3  password  ​4  log on
1  message  2  website  3  log on   5  download   2 Read part 2. What can you do with the
6  virus  8  delete smartphone?
6 Make story wordcards. • Ask the children to read part 2 of the advert. They work in
• Print the DVD story wordcard worksheet provided on the pairs and use the pictures to write sentences.
Teacher’s Resource CD-ROM $ in the DVD section and answers
make two copies for each child. 1  I can make a call.   ​2  I can find my way in a new town.   ​
• Put the children into pairs or groups of four. The pairs or 3  I can listen to the radio.   ​4  I can access the internet.   ​
groups choose eight words from the story and ‘design’ 5  I can text my friends.   ​6  I can put it in my pocket.   ​
each of them on a wordcard worksheet, following the 7  I can take photos.   ​8  I can watch TV.
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose 3 Read part 2 again. Find the words. Are they
other words from the story text if they wish. nouns or verbs?
• When the children have finished designing their words, • Focus on the words in the box. Explain that most of them
they write a sentence from the story on the back of the can act as nouns or verbs.
wordcard which includes the word they have designed • They read part 2 of the text again. They find the words and
on the front. More confident children can then write their decide whether they are used as nouns or verbs.
own sentence including the designed word. ANSWERS
• Play the DVD again. The pairs or groups hold up their phone: noun, call: noun, text: verb, email: noun,
designed words when they appear or are said on the DVD. download: verb, upload: verb
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example, KEY COMPETENCE:   Learning to learn
quietly, loudly, angrily, happily, quickly, slowly. Looking at the function of words within a sentence is a
• The completed wordcards can be displayed in the classroom. useful skill to practise with your class.

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 4 Read the sentences and complete the table. Circle
the nouns in green. Underline the verbs in red.
• Focus on the first pair of sentences. Ask Which word appears
in both sentences? (call) Which is the verb and which is the noun?
• Ask them to write the pairs of sentences in their
notebooks using the table in the Class Book as a model.
They circle the nouns in green and underline the verbs in red.
answers
1 The call lasted an hour!/I called my cousin today.
2 Mia got a phone for her birthday./She phoned her aunt
to say thank you.
3 I want to send her a text./Please can you text me Becky’s
number.
4 You can buy that song as a download./I’m going to
download it to my computer.
5 I’ll send you an email with the details./Email me if you
can come to the party.
Activity Book
1 Read the advert and write the letter.
• The children read the letter and add the missing text by
writing the letters in the correct places.
Answers
1  d  ​2  b  ​3  e  ​4  c  ​5  a
2 Look at the italic words in the text. Circle the
verbs and underline the nouns.
• The children find the italic words in the text. They circle
the verbs and underline the nouns.
Answers
email: noun, download: verb, click: verb, email: verb,
phone: verb, calls: noun, phone: noun
3 Complete. Then circle the verbs.
• The children complete the sentences with the words in
the box. They then circle the verbs.
Answers
1  email  ​2  download  ​3  phone  ​4  Copy  ​5  email   this stage.
​6  phone
4 Write an advert for a competition to win a TV.
• The children write an advert for a competition to win a TV.
They use the texts in Activity 1 and the one on page 79 of
their Class Books as models.
Learning to learn: Look at the italic words. What
types of words are they? What do you think they
mean? Check in your dictionary.
• Ask the children to read the Writing tip. They read the
sentences and think about what types of words the italic
words are (nouns, verbs or adjectives) and what they
might mean. They check their answers in their dictionaries.
Learning to learn
KEY COMPETENCE:  
Developing strong dictionary skills will help the children
to become more efficient learners. Ask the children how
they used their knowledge of the function of words to
find them in their dictionaries.
158 Unit 8
4006989 Ace TB6 SP.indb 158
Lesson 5   ​CB PAGE 80 and AB PAGES 78 and 107 
VOCABULARY AND DVD SONG
Lesson objectives
Identify different gadgets and inventions
Listen and extract information from a song
Describe different gadgets and inventions
Language
Core: telephone, mobile phone, laptop, e-reader, tablet PC,
MP3 player, games console, sat-nav, calculator, digital
camera, digital radio, walkie-talkie; Lesson 1 ICT nouns
and verbs
Review: clue
Extra: gadget, programme, calculation, feature,
entertainment, alone
Materials
CD3 $ tracks 44–47; DVD Song 8
Warmer
• Write some of the words from the last lesson on the board
(e.g. download, email, text, call). Elicit sentences using the
words as verbs and then as nouns.
Lead-in
• Discuss with the children what they do in their free time.
How much time do they spend using electronic devices,
e.g. computers, mobile phones and MP3 players?
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
2 Listen and repeat.  $ 3•44
• Establish that this lesson is about gadgets and inventions.
• Focus on the photos. Play the recording for the children to
listen and repeat, pointing at the things in the photos as
they do so.
Transcript
1  telephone  ​2  mobile phone  ​3  laptop  ​4  e-reader  ​
5  tablet PC  ​6  MP3 player  ​7  games console  ​8  sat- nav  ​
9  calculator  ​10  digital camera  ​11  digital radio  ​
12  walkie-talkie 
3 Listen and say the gadget.  $ 3•45
• Tell the children that they are going to hear descriptions
of the words in Activity 1.
• Play the recording, pausing after each description, for the
children to say the gadget.
Transcript
1 You use this to save and read books.
2 You can use it to text your friends.
19/02/2013 10:18
 3 You can use these gadgets to listen to songs and
programmes.
4 You can use it to do difficult calculations.
5 You use this in the car. It’s like a map that tells you where
to go.
answers
1  e-reader  ​2  mobile phone   ​3  MP3 player, digital radio  ​
4  calculator  ​5  sat-nav
4 Listen to the song.  $ 3•46  Look at the pictures
in Activity 5. Which gadget is not in the song?
   DVD Song 8  • Divide the class into pairs. Ask a pair of children to read
• Ask the children to look at the pictures in Activity 5 and
identify the gadgets they see. Ask the children to write the
names of the gadgets in their notebooks.
• Play the audio or DVD version of the song for the children
to listen and tick off the gadgets that are mentioned.
• Play the song a second time if necessary.
• Ask the children which gadget was not in the song.
Transcript
I started with a camera. (On to the next thing!)
Then I got a telephone. (On to the next thing!)
Next came the radio. (On to the next thing!)
Hold on! Tell me! When were they made?
Camera: 1836, telephone: 1876, radio: 1895
So then I got a walkie-talkie. (On to the next thing!)
Then I got a calculator. (On to the next thing!)
Next came the games console. (On to the next thing!)
Hold on! Tell me! When were they made?
Walkie-talkie: 1940, calculator: 1967, games console: 1972
So then I got a laptop. (On to the next thing!)
Then came the sat-nav. (On to the next thing!)
Then the MP3 player. (On to the next thing!)
Hold on! Tell me! When were they made?
Laptop: 1981, sat-nav: 1995, MP3 player: 1997
Next came digital radio. (On to the next thing!)
Then I got a tablet PC. (On to the next thing!)
Then I got an e-reader. (On to the next thing!)
Hold on! Tell me! When were they made?
Digital radio: 2001, tablet PC: 2001, e-reader: 2004
ANSWER
DVD player
KEY COMPETENCE:   Learning to learn
In Activity 5, the children use a process of elimination to
answer the question. Tell the children that they can use
this strategy for helping to answer other types of question,
such as multiple choice.
5 Match the gadgets to the right centuries. Then
listen again and check.  $ 3•46
• Ask the children to look at the pictures in Activity 5 again
and say the names in chorus. Ask the children to write the
names of the gadgets in their notebooks again.
• Ensure the class understands how centuries are defined,
drawing a timeline on the board if necessary.
• The children listen to the recording to hear when the
gadgets were each made, listening for the years at the
end of each verse.
4006989 Ace TB6 SP.indb 159
• Pause after the years and allow time for the children to
write 19th century, 20th century or 21st century after each
gadget in their notebooks. Then check the answers with
the class.
answers
19th century: camera, telephone
20th century: calculator, games console, laptop, sat-nav,
MP3 player
21st century: tablet PC, e-reader
6 Choose a gadget. Play a guessing game in pairs.
the example dialogue for the class.
• The children take turns to describe one of the gadgets
from Activity 5 for their partner to guess.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 107 of their Activity Books
and write translations for the gadgets and inventions.
1 Complete the song. Listen and check.  $ 3•46
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Then check the answers with the class.
ANSWERS
1  camera  ​2  telephone  ​3  calculator  
​4  games console   ​5  laptop  ​6  sat-nav  ​7  MP3 player   ​
8  digital radio   ​9  tablet PC   ​10  e-reader
2 Listen and tick ✓ the gadgets.  $ 3•47
• Play the recording for the children to listen to the
descriptions and tick the gadgets they hear being
described.
Transcript
This gadget is for listening to music. It’s quite small. You can
download songs from the internet and save them. It can
hold hundreds of songs!
This is a gadget for communicating with people. You can use
it to call someone or send them a text message. Some have
other features too, like a camera or a radio.
This gadget is for entertainment. You can play games on it.
The modern ones can play DVDs, too and even go online.
You can play games alone or with friends.
answers
ticked: games console, mobile phone, MP3 player
3 Listen again and complete.  $ 3•47
• Play the recording again, pausing if necessary, for
the children to complete the descriptions with the
correct words.
answers
1  listening  ​2  small  ​3  songs  ​4  call  ​5  message  ​
6  camera  ​7  play  ​8  online  ​9  friends
4 Write about two of the other gadgets in Activity 2.
• Ask the children to write about two more gadgets from
Activity 2, using the descriptions in Activity 3 as models.
Unit 8 159
19/02/2013 10:18
 Lesson 6   ​CB PAGE 81 and AB PAGES 79 and 113  KEY COMPETENCE:   Learning to learn
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about the history of computers
Read and understand a text about the history of
computers
Practise using the past simple passive
Correct false past simple passive sentences
Language
Core: Lesson 5 gadgets and inventions words; past
simple passive statements
Review: work as a team
Extra: engineer, mathematician, solve, mistake, create,
invent, mechanical computer, design, build, difference
engine, museum, digital computer, moon landing, computer
chip, telephone exchange
Materials
CD3 $ track 46; Unit 8 Grammar and everyday
language poster
Warmer  $ 3•46
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Discuss computers with the class. Ask What do you know
about the history of computers? Encourage a range of
responses from different children around the class.
• Tell the children that the Ace pupils are going to visit a
science museum in this lesson, where they will learn
about the history of computers.
Class Book
1 Look at the photos. When do you think
computers were invented? In the 19th, 20th or
21st century?
• Focus on the photos and ask the children what they see.
• Ask the children to work in pairs. They use the pictures
to help them decide when they think computers
were invented.
• Ask individual children to share their ideas with the class,
but do not reveal the answer at this stage.
2 Read and match the paragraphs and photos.
• Tell the children that they are going to read about when
computers were made. They must match the paragraphs
to the photos in Activity 1.
• Go around the class as the children read, helping
where necessary.
• Check the answers with the class. Answer any questions
that the children have and go through the meanings of
any unknown vocabulary. Ask the children When were
computers invented? (In the 19th century.)
answers
1  d  ​2  b  ​3  e  ​4  c  ​5  a
160 Unit 8
4006989 Ace TB6 SP.indb 160
In Activity 1, the children use visual information to help
them predict the answer to a question. Ask the children
to tell you about anything specific that helped them with
their predictions.
3 Read and learn. Find examples of the past simple
passive in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
8. Use the examples and explanations to show how and
when we use the past simple passive.
• Ask the children to look at the grammar table in their Class
Books and memorize the passive sentences.
• The children look at the text from Activity 2 again and find
more examples of the past simple passive.
ANSWERS
… they were solved by teams of ‘computers’ … ; … before
it was made.; … were built in the 1940s.; They were owned
by governments.; The huge NASA computers that were
used for the moon landings … ; … computer chips were
invented.
4 Read the text again and write True or False.
• Ask the children to read the sentences.
• They read the text again and then write True or False for
each sentence.
ANSWERS
1  False  ​2  False  ​3  True  ​4  True  ​5  False  ​6  False
5 Correct the false sentences in pairs.
• Ask the children to work in pairs to correct the false
sentences from Activity 4, using the past simple passive.
Answers
1 In the 19th century, calculations were done by people.
2 Computers were invented in the 19th century.
5 Computer chips were invented in the 1970s.
6 Huge NASA computers were used for the moon
landings.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 113 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Order and write sentences.
• The children order the words to write sentences in the
past simple passive.
Answers
1 The first computer was invented in 1822.
2 Early computers were owned by the government.
3 Computers weren’t used in homes until the 1960s.
2 Write the past participles. Circle the irregular
past participles.
• The children write the past participles of the verbs
and then circle the irregular forms. Remind them that
19/02/2013 10:18
 they can use the irregular verbs list at the back of their
Activity Books.
answers
1  built  ​2  done  ​3  solved  ​4  made  ​5  owned  ​
6  created  ​7  produced  ​8  invented  ​9  used  ​
10  sold  ​11  tested  ​12  designed
3 Complete with the past simple passive. Guess
and match.
• The children fill in the gaps with the past passive form
of the verbs. They then make guesses to match the
sentences with the correct endings. They can refer back to
the song lyrics on page 78 of their Activity Books for help
with dates.
answers
1 The radio was invented …, c
2 The first sat-nav was created …, a
3 The first games consoles were sold …, f
4 Before calculators, calculations were done …, b
5 The first MP3 players were used …, d
6 The first e-reader was produced …, e
4 Read the notes and write sentences. Use the past
simple passive.
• The children read the notes in the timeline. They write
sentences using the past simple passive.
answerS
The telephone was designed by Alexander Graham Bell
in 1874. The first telephone call was made by Bell in 1876.
From 1877 to 1881, telephone exchanges were built
around the world. The first video telephones were tested
in the United States in the 1930s. In 1973, the mobile
telephone was invented by Martin Cooper.
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
$
Vocabulary and grammar 2. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 161
Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Order a text about the history of the internet
Research the history of an invention
Make a timeline about the history of an invention and
write about it
Share knowledge and learning in the form of a social task
Language
Core: network, connect, World Wide Web, webcam,
broadcast, search engine
Materials
DVD cross-curricular; a cut-up text about the history of
the internet (see answers to Activity 2); internet/pre-
prepared fact sheets about modern inventions/gadgets;
plain paper; poster paper; scissors; glue sticks
Warmer
• Play a game of Wrong word (see page 202) with sentences
about the text from Lesson 6.
Lead-in
• Ask the class what else they remember about the history
of computers from the previous lesson.
• Tell the children that in today’s lesson they will learn about
the history of the internet. Ask the children to share what
they know about the internet with the class.
1 Look at the words. Listen and repeat. What type
of words are they?
• Write the following words on the board: network, connect,
World Wide Web, webcam, broadcast, search engine.
• Elicit or teach the meanings. Say the words for
the children to repeat after you, first chorally and
then individually.
• Ask the children to work in pairs. They decide whether
each word is a verb or noun, or whether it can be both.
answers
Verb: connect
Noun: World Wide Web, webcam, search engine
Both: network, broadcast
2 Read the sentences about the history of the
internet. Put them in the correct order.
• Draw a timeline on the board, with the following dates
reading from the top to the bottom of the line: 1969, 1971,
1989, 1991, 1995, 1997, 1998, 2004, 2006, Today.
• Ask the children to copy the timeline into their notebooks,
leaving plenty of room between each date.
• Divide the class into groups. Give each group a cut-up
copy of the text on the history of the internet. Ask the
children to work together to put each event next to the
correct date.
• Go around the class as the children work. Help with
language if necessary, but do not reveal any answers.
Unit 8 161
19/02/2013 10:18
 • Check the answers with the class. Lesson 7   ​CB PAGE 82 and AB PAGES 119 and 120 
answers
1969: A network was developed in the United States that LISTENING AND SPEAKING
connected four universities.
1971: A way to send messages to people at different Lesson objectives
computers was developed. Listen for gist and for specific information
1989: A way of connecting information on the internet Act out a dialogue
was developed. This was called the World Wide Web.
Pronunciation: say website addresses
1991: The first webcam was developed at Cambridge
University. Practice conducting a survey
1995: Internet companies started to offer services to
the public. Language
1997: The internet was used by NASA to broadcast images Review: home, club
from Mars. Extra: design a website, project
1998: The search engine Google went live.
2004: Facebook was developed so students at Harvard Materials
University could connect. CD3 $ tracks 48–50; Unit 8 Grammar and everyday
2006: The first Twitter message was sent. language poster; Unit 8 wordcards Set 1; scissors
Today: The internet is used by billions of people around
the world. Warmer
3 Research the history of another invention or a • Play a game of Bingo! (see page 201) using the Unit 8 Set 1
gadget. Make notes. wordcards to review the ICT nouns and verbs.
• Ask the children to stay in their groups. Tell them that Lead-in
they are going to research another modern invention • Ask individual children around the class When did you last
or gadget. use a computer? What did you use it for?
• The children work together to find out about the
invention they have chosen. If there is classroom access to Class Book
the internet, they can do their research online; if not, give
each group a pre-prepared fact sheet about an 1 Listen and say what Milly is doing.  $ 3•48
invention/gadget. • Ask the children to look at the picture and describe what
• The children work together to make notes about the they can see.
history of the invention/gadget. • Tell the children that they are going to listen to a
conversation between Milly and William. They must listen
4 Make a timeline about your invention or gadget.
and find out what Milly is doing.
Mark the important events and write about them.
• Play the recording all the way through and elicit the
• Ask the children to use their notes to write a timeline for answer from the children.
their invention.
• Give each group a large sheet of poster paper and some Transcript
plain paper. Milly  Hi, William! Are you busy?
• The children write sentences about each event on the William  Not really. I’ve just finished my history homework.
plain paper. Remind the children that we usually use the Milly  Can I ask you some questions? It’s for my ICT
past simple passive to emphasize the person or thing homework. I’m doing a survey about computers.
affected by an action, not the person or thing who did William  OK.
the action. Milly  Do you ever use computers?
• They cut out their sentences and stick them on to the William  Yes, lots!
poster paper, drawing lines to link them to the correct Milly  Has anyone got a computer at home?
point on the timeline. Go around the class, helping and William  Yes. We’ve got one computer for the whole family.
checking as the children work. Milly  Where do you use a computer?
William  At home and at school.
• Ask each group to present their timeline to the class.
Milly  How often?
Further practice William  Six times a week.
DVD, Unit 8 Cross-curricular video clip.
$ Milly  And what for?
Teacher’s Resource CD-ROM, DVD section, Unit 8,
$ William  For sending emails.
Cross-curricular worksheet. Notes and answers on CD-ROM. Milly  Last question: what’s your favourite website?
William  www.aceton-football.com
Milly  That’s all. Thanks!
answer
She’s asking William questions for a survey about computers.

162 Unit 8

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 2 Listen again and write William’s answers.  $ 3•48
• Focus the children’s attention on the ICT survey at the top
of the page. Point out that William’s answers are missing.
• Play the recording again, pausing if necessary, for the
children to write William’s answers in their notebooks.
ANSWERS
1  Yes  ​2  Yes  ​3  At home and at school.   ​4  Six times a
week.  ​5  Sending emails.   ​6  www.aceton-football.com
3 Listen and read the dialogue.  $ 3•49  What does
Betty use computers for?
• Ask the children to look at the pictures on the right-hand
side of the page. Explain that they must listen to the
dialogue to find out which computer screen shows what
Betty uses computers for.
• Play the recording while the children follow the words in
their books and find the correct picture.
ANSWER
3 and 4
4 Look, listen and repeat.  $ 3•50
• Tell the children to look at the websites and the way we
say them in the Perfect pronunciation box.
• Play the recording for the children to listen to the website
addresses. Write the symbols . and - on the board and ask
how we say them in web addresses.
• Play the recording again for the children to repeat.
KEY COMPETENCE:   Competence in social skills and
citizenship
In an age where communication is very important, it
is essential that the children are able to give phone
numbers and email addresses, and say web addresses
correctly. Check that the children know the names of all
the symbols that they need (in addition to the ones in the
Perfect pronunciation box, you may want to look at @ (at)
and / (slash)). Remind the children that it’s important to
speak slowly and carefully when giving this information.
5 Listen to the dialogue again.  $ 3•49  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen.
• Ask the children to work in pairs to act out the dialogue.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for
Unit 8 and draw attention to the everyday language for
conducting a survey. Ask individual children to read the
different questions in the speech bubbles to the class.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 8 fluency cards.
• Child A uses the word prompts to ask questions for his/
her survey, and Child B responds using the information on
his/her card. The children then change roles and repeat.
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
$
Functions. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 163
Lesson 8   ​CB PAGE 83 and AB PAGE 80 
CULTURE AND READING
Lesson objectives
Read and understand texts about how children in
different countries use the internet
Talk about what you use the internet for
Understand the importance of being sensible and safe
when you go online
Regular review: using infinitives of purpose
Language
Core: Lesson 5 gadgets and inventions words
Review: home, India, skateboarding, club
Extra: skater, skatepark, research, careful, useful site, social
network
Materials
CD3 $ track 51; Speak up poster; Unit 8 wordcards Sets
1 and 2
Warmer
• Play a game of Spell it! (see page 202) with both Sets 1 and
2 of the Unit 8 wordcards.
Lead-in
• Tell the children that they are going to read about how
people use the internet in different countries around the
world in this lesson. Invite predictions about how children
might use the internet differently in other countries.
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on giving your opinion on the
Speak up poster.
• Monitor the activity as the children talk.
• Ask some of the children to share their ideas with
the class.
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that Billy,
Jilly and Milly want to know about how children in
different countries use the internet, and Sanjeev, Kyle and
Eleanor have posted responses on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with the photos from Activity 1.
• Discuss whether the children’s predictions from the Lead-
in activity were correct.
ANSWERS
1  Eleanor  ​2  Kyle  ​3  Sanjeevr
3 Read again and say Right, Wrong or Doesn’t say.
• Ask the children to read the three texts again. They
read the sentences and choose the correct answer for
each one.
Unit 8 163
19/02/2013 10:18
 ANSWERS Transcript
1  Wrong  ​2  Right  ​3  Doesn’t say   ​4  Wrong  ​ Lisa  Hi, Milly! My name’s Lisa.
5  Right  ​6  Right Milly  Hi, Lisa. Where are you from?
Lisa  I’m from Wales.
4 What do you use the internet for? Make notes. Milly  Cool! Have you got a computer, Lisa?
• Ask the children to think about all the things they use the Lisa  No, I haven’t. But I can use the internet on my
internet for. They make notes in their notebooks. mobile phone.
Milly  Really? That’s cool. Are you allowed to use the internet
5 Tell your partner. all the time?
• Ask a child to read the example in the speech bubble to Lisa  No, I’m not. I’m allowed to use it for one hour a day, and
the class. I’m allowed to use it at school.
• Ask the children to work in pairs. They tell each other what Milly  That’s good! What do you use the internet for?
they use the internet for, using their notes from Activity 4. Lisa  I use it to chat online with my friends. I sometimes
download songs to play on my MP3 player, too.
Vital values
ANSWERS
• Focus the children’s attention on the Vital values feature
and read the sentence with the class. Ask the children Uses … mobile phone
about the things they do to stay safe online. You can use
Is allowed one hour a day and at school
the Optional activity below to exploit this further.
to use the
Optional activity internet …
• Ask the children to work in pairs. They read the texts Uses the chat online with friends and download
from Activity 2 again and write down the things that
internet to songs
each child does/doesn’t do to be safe online.
…
• As a class, make a list of sensible things to do and write
it on the board.
3 Complete with verbs in the infinitive.
KEY COMPETENCE:   Competence in social skills and • The children read the sentences and complete each one
citizenship with the infinitive form of the jumbled verb.
The children should be aware that, while it’s good to ANSWERS
be polite and friendly, there are some occasions when 1  to do   ​2  to download   ​3  to send
we need to exercise caution. Explain that we should
never give personal details such as our phone number 4 Make sentences with verbs in the infinitive.
or address to people we don’t know and that we should • The children use the word prompts to write sentences
always keep our computer passwords secret. with verbs in the infinitive.
answers
Activity Book 1 Anna goes to computer club to learn about computers.
2 She uses the internet to chat with her friends.
1 Read the texts on Class Book page 83 again. 3 She downloads songs to play on her MP3 player.
Make notes for Sanjeev, Kyle and Eleanor. 4 She surfs the internet to find interesting websites.
• Ask the children to read the texts about the different types
of internet usage again and complete the notes in the first 5 Make notes. Write about how you use the
three columns. internet.
• Check the answers with the class. • The children answer the questions about how they use
the internet.
ANSWERS
• They use their notes to write a text about their usage.
Uses … home school own laptop
computer computer
Is allowed when Mum at a school for one
to use the and Dad are computer hour every
internet … at home club day
Uses the download do send
internet to songs and homework emails and
… watch research messages
videos to friends

2 Listen and make notes for Lisa in Activity

1.  $ 3•51
• Play the recording, pausing where necessary, for the
children to complete the information for Lisa.

164 Unit 8

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 Lesson 9   ​CB PAGE 84 and AB PAGE 81  with Dear Sir or Madam and end it Yours faithfully. It’s also
WRITING AND PHONICS REVIEW
Lesson objectives
Identify the features of an email
Understand set phrases to use in formal letters
and emails
Recognize the spelling patterns of words with the
/eɪ/ sound
Write an email asking for information
Language
Review: look forward to, assistant
Extra: museum, project, difference engine, alone, build,
promise
Materials
CD3 $ track 52; internet; a watch or timer
Warmer
• Play a game of Everything I know about … (see page 202)
on the subject of computers.
Lead-in
• Ask the children what they remember about Charles
Babbage from Lesson 6. Ask What did he design? (the
first computer, called the ‘difference engine’) Who built his
difference engine? (engineers at the Science Museum)
Class Book
1 Read the text. Choose.
• Before the children read the text ask them to read the
questions and the list of possible answers.
• Ask the children to read the text in order to answer
the questions.
ANSWERs
b, b
2 Read the text and answer.
• Before the children read the text, ask them to read the six
questions in their Class Books. Check their understanding.
• Go around the class as the children read the text and
answer the questions. Help where necessary.
• Check the answers with the class.
ANSWERS
1 info@ScienceMuseum.co.uk
2 She is writing to someone at the Science Museum. She
doesn’t know his/her name.
3 She wants some information about things in
the museum.
4 She asks four questions.
5 She promises to send a copy of her project.
6 She has attached the photo she has taken of the
difference engine.
• After you have gone through the answers, ask the children
to look at the set phrases for informal letters and emails.
• Explain, or elicit, that when we don’t know the name of
the person we are writing to, we begin out letter or email
4006989 Ace TB6 SP.indb 165
polite to thank the person for their time and tell them that
we look forward to hearing from them.
Optional activity
• Ask the children to look at the text again and find
examples of the set phrases in the box and other
polite language.
• They write the sentences in their notebooks.
KEY COMPETENCE:   Learning to learn
It’s important that the children understand the differences
between formal and informal letters and emails, and know
how to set out formal emails. Ask the children to close
their books and help you draft a short formal email on the
board. Ask questions, such as How do we begin our email
when we don’t know the name of the person we are writing
to? What information should we include? How should we end
our email?
3 Read the text again. Order the parts of the email.
• Ask the children to read the parts of the email and copy
them into their notebooks.
• Ask the children to read the text again and number the
parts of the email in the correct order.
ANSWERs
1  greet the person you are writing to   ​2  say who you are  ​
3  say why you’re writing   ​4  say what you will do next   ​
5  say thank you and finish your email
4 Match the features with the coloured words and
phrases in Milly’s text.
• Ask the children to read through the list of features in
the email.
• Ask the children to read the coloured words and phrases
and match them with the features
ANSWERS
1  Please can you   ​2  Dear  ​3  milly.bean@ace.com   ​
4  I’ll send you a copy
Optional activity
• If you have classroom access to the internet, ask the
children to go online to find the answers to Milly’s
questions about Charles Babbage.
Activity Book
1 Circle the words with the /eɪ/ sound. Listen and
check.  $ 3•52
• Ask the children to read the words and circle the ones
that contain the /eɪ/ sound. Play the recording for them to
listen and check.
answers
1, 3, 4, 6, 7
2 Read the email. Write True or False. 
• With books open, ask a volunteer to read the subject
line in the email. Ask What is the email about? (Alexander
Graham Bell) Who has written the email? (Jilly)
Unit 8 165
19/02/2013 10:18
 • Ask the pupils Has Jilly already finished her project? Tell the Lesson 10   ​CB PAGE 85 and AB PAGES 82 and 113 
children that they have two minutes to read the email and
find the answer.
REVIEW
• When the two minutes are up, check the answer with the
class. (No, she hasn’t.) Lesson objectives
• Ask the children to read the email again more closely this Review the unit vocabulary and grammar
time. They read the sentences and write True or False.
Practise integrated skills
answers
1  True  ​2  False  ​3  True  ​4  False Language
Core: Lesson 1 ICT nouns and verbs; Lesson 5 gadgets
3 Complete the text.
and inventions words; first conditional; past simple
• The children complete the text with the words in the box. passive statements
answers Review: national park, pocket money, be born, fantastic
1  Dear  ​2  information  ​3  invent  ​4  copy  ​ Extra: walking boots, souvenir, gift shop, tree house, design,
5  attached  ​6  Yours project, alone, build, engineer, museum, smartphone, prize,
charity raffle, educate, invent, gadget, computer game, take
4 Match the descriptions with the paragraphs in
photos, document, technology
the text.
• Ask the children to read the descriptions and match them Materials
to the paragraphs by writing the correct letter in each box.
CD3 $ tracks 53–54; DVD Song 8/DVD Story 8; Unit 8
answers Grammar and everyday language poster
c, e, d, b, a
Warmer   ​DVD Song 8 / Story 8 
5 Read the email again. Find and write ten words
• Ask the children to vote on whether they would like
with the /eɪ/ sound. to watch the Unit 8 story animation or the Unit 8 song
• The children read the email again. They write the words video again.
with the /eɪ/ sound in the correct columns in the table,
• Play the story or song on the DVD, depending on which
based on their spelling pattern.
choice is the most popular.
answers
Lead-in
a e ai ay ea • Tell the children that in this lesson they are going to
ace, name, email, days, say great review all the vocabulary and grammar they have learnt
came, same, faithfully in Unit 8.
made • Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
6 Write an email to the Science Museum asking for
information about another inventor and his/her Class Book
invention. 1 Match.
• Ask the children to write an email to the Science Museum • Refer the children to the Grammar 1 section of the Unit 8
asking for information about another inventor and his/ Grammar and everyday language poster and review the
her invention. Elicit some examples of inventors and their use of the first conditional.
inventions, or look for ideas on the internet. They use the
• Focus on the article and ask the children to read the
text in Activity 2 and the one on page 84 of their Class
beginnings of the sentences about the school trip and
Books as models.
match them to the correct endings.
answers
1  d  ​2  b  ​3  c  ​4  a

2 Read and choose.

• Refer the children to the Grammar 2 section of the Unit
8 Grammar and everyday language poster and recap the
use of the past simple passive.
• Ask the children to look at the text about Charles
Babbage. Ask them to read the sentences and choose the
correct verb form for each one.
answers
1  was born   ​2  was started   ​3  was stopped   ​4  was
helped  ​5  was not built   ​6  was finished

166 Unit 8

4006989 Ace TB6 SP.indb 166 19/02/2013 10:18

 3 Read and match. Then say what you can do.
• Focus on the pictures. Ask the children what is happening
in each one.
• Ask the children to read each skill and match it to the
correct picture.
• Check the answers with the class.
• Then ask the children to work in pairs. They take turns to
tell their partner which of the skills they know how to do.
answers
1  c  ​2  a  ​3  b  ​4  e  ​5  d
4 Listen.  $ 3•53  Write the prizes 1 to 3 and who
won them.
• Tell the children that they are going to hear an
announcement of the winners in the Ace School charity
raffle. They must listen and write the prizes in order and
say who won which one.
• Play the recording, pausing where necessary for the
children to write down each prize.
• Ask the class to say who won each prize.
Transcript
Mr McMaster  Here are the results of the Ace School
charity raffle!
First prize is a smartphone. And the winner is … Mr Murphy!
Congratulations, Mr Murphy. It’s a great prize!
Second prize is a sat-nav. And the winner is Mrs Bean!
Congratulations, Mrs Bean. You won’t get lost again!
Third prize is two walkie-talkies. What a fantastic prize. And
the winner is Betty Long from Class 6M. Well done, Betty.
Well done to all our winners!
answers
1 smartphone; prize for Mr Murphy
2 sat-nav; prize for Mrs Bean
3 two walkie-talkies; prize for Betty Long
Activity Book
1 Read the definitions and write.
• The children read the definitions and write the ICT nouns
and verbs.
answers
1  paste  ​2  delete  ​3  click on   ​4  attach  ​
5  download  ​6  password
2 Complete with the past simple passive.
• The children read the text about Alexander Graham Bell
and complete it with the past simple passive form of the
verbs in brackets.
answers
1  was educated   ​2  were taught   ​3  was given   ​4  was
invented  ​5  were built   ​6  weren’t shown
3 Listen and match.  $ 3•54
• Tell the children that they are going to hear Mr Murphy
talking to the children about their favourite gadgets.
• Play the recording for the children to listen and match the
people to the gadgets they like best.
4006989 Ace TB6 SP.indb 167
Transcript
Mr Murphy  We’ve learnt about lots of gadgets in our ICT
lessons. Which gadget do you think is the best, Billy?
Billy  I love playing computer games, so my favourite gadget
is the games console.
Mr Murphy  Have you got a games console, Billy?
Billy  Yes, I have. I sometimes play computer games at
the weekend.
Mr Murphy  What about you, Milly?
Milly  I don’t play computer games very often, but I take
lots of photos. I think the best gadget is the digital camera
because it can take great photos and you can put the photos
on your computer, so you can send them to your friends.
Mr Murphy  That’s true. Jilly, what’s your favourite gadget?
Jilly  Well, I sometimes take photos, but my favourite hobby
is reading. I read lots of books, so my favourite gadget is
the e-reader.
Mr Murphy  Have you got an e-reader, Jilly?
Jilly  No, I haven’t. But I’d really like one!
Mr Murphy  OK! William, what about you?
William  I don’t really want an e-reader, but I’d really like an
MP3 player. I listen to lots of music and you can put lots of
songs on an MP3 player. You can download songs from the
internet, too.
Mr Murphy  Yes, you can. Betty, which gadget do you
like best?
Betty  Well, I think the mobile phone is a great gadget
because it can do lots of things. You can send texts, make
phone calls, listen to music AND take photos with it.
Mr Murphy  That’s right. And with smartphones you can use
the internet, too.
Jilly  What about you, Mr Murphy? What’s your
favourite gadget?
Mr Murphy  Oh, that’s easy. My favourite gadget is the laptop.
I take my laptop everywhere. I use it to send emails, search
the internet and create lots of documents.
Jilly  Technology is great. I love ICT!
answers
1  c  ​2  d  ​3  f  ​4  e  ​5  b  ​6  a
4 Choose and complete with the first conditional.
• The children choose and use the correct word prompts in
the boxes to complete the first conditional sentences.
answers
1 If it’s sunny next weekend, we’ll go to the park.
2 If I have enough money, I’ll buy an ice cream.
3 If my dad fixes my bike, I’ll ride it all weekend.
4 If it rains next weekend, we’ll stay inside.
5 If my friends aren’t busy, they’ll come to my house.
6 If Ben brings his new CD, we’ll listen to it.
5 Write about your plans for next weekend.
• Ask individual children What will you do next weekend if it’s
sunny/rainy, etc.?
• The children write about their plans for next weekend
using first conditional sentences.
Unit 8 167
19/02/2013 10:18
 Lesson 11   ​CB PAGE 85 and AB PAGE 83  • Play the recording for the children to listen and circle the
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 8
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 8
Extra: gadget, take pictures, make video films, invent
Materials
CD $ track 55
Warmer
• Play a memory game. Divide the class into teams. Read out
some questions about what happened in the unit for the
children to write down their answers, without looking in
their books. Teams get one point for each correct answer.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the boy
giving a presentation. Ask What is the presentation about?
What is the boy showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their favourite gadget.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Activity Book
correct answer from each pair of options.
• Play the recording a second time if necessary.
Transcript
My favourite gadget is my digital camera. I’ve had it since
Christmas. It was a present from Mum and Dad. It can take
great pictures and short videos.
Cameras were invented in the 19th century, so they’re quite
old. Digital cameras are modern though. They’re from the
end of the 20th century. I think they’re a brilliant gadget.
I use my digital camera to take loads of pictures of me and
my friends. I upload the photos to my school website, so that
I can share them with my friends.
I take my camera everywhere! I’ve always got it in my bag.
I’m not allowed to take pictures in the classroom, but I
can take pictures after school. I love to take pictures of fun
and interesting things and share them with my friends
and family.
ANSWERS
1  Since, Mum and Dad   ​2  Take pictures, Take short
videos  ​3  19th, 20th   ​4  friends, Upload   ​5  Everywhere,
classroom
3 Plan your presentation. Use the questions in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their
favourite gadget or invention by copying the questions
from Activity 1 and making notes. Go around the class as
the children work, helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the group.
Optional activity
• Take a class vote on which gadget the children like best.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.

1 Look at the presentation plan in Activity 3. Read Homework

and write the questions.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of questions and the
information in the diagram. They write the questions in
the correct places.
answers
1  How long have you had it?   ​2  What can it do?   ​
3  Which century is it from?   ​4  What do you use it for?   ​
5  Where do you use it?
• Draw the children’s attention to the homework
assignment that Mr Murphy has set Billy, Jilly and Milly
and their class on page 85 of the Class Book: Spectacular
science homework. Find out about space. Tell them that this
will be the theme for the next unit.
• Ask the children What do you know about space? What
kinds of things do they think Billy, Jilly and Milly might
bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).

2 Listen and circle the correct answers in the NOTE:   The children are now ready to do the Unit 8 Test.
presentation plan.  $ 3•55 You will find the tests on the Teacher’s Resource CD-ROM.
• Tell the children that they are going to hear the boy giving $ Teacher’s Resource CD-ROM, Test section, Unit 8 Test.

his presentation about his favourite gadget. Notes and answers on CD-ROM.

168 Unit 8

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 c t a c u l a r s c e n c e
    Spe
Lesson 1   ​CB PAGE 86 and AB PAGES 84 and 107  Transcript
VOCABULARY
Lesson objectives
Identify things connected with planets and space
Identify different text types
Do a quiz
Talk about things connected with planets and space
Language
Core: planet, star, comet, orbit, moon, constellation,
asteroid, solar system, satellite, continent, pole, ocean
Review: textbook, science fiction, route, fantastic
Extra: man-made satellite, telescope, fixed path, weather
report, astronaut, salt water, burning gas, launch,
rocky, dragon
Materials
CD4 $ tracks 01–04; Unit 9 wordcards Set 1; a watch
or timer
Warmer
• Ask the children to tell you what they know about our
planet. Prompt with questions if necessary, e.g. What is
our planet called? What natural features can you name?
(mountains, hills, valleys, rivers, etc.) What covers most of the
Earth’s surface? (water)
Lead-in
• Ask What homework did Mr Murphy set at the end of the last
unit? (Find out about space.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Jilly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 4•01  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Jilly’s homework.
• Ask the children to open their Class Books and look at the
things Jilly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
4006989 Ace TB6 SP.indb 169
Dad  That looks interesting. What are you doing, Jilly?
Jilly  I’m doing my science homework for school.
Dad  What do you have to do?
Jilly  We have to learn about space!
Dad  Wow – that’s a lot of homework! Space is very big!
Jilly  I’m finding out about our planet and our solar system.
Dad  Great. What have you found?
Jilly  I’ve got a science textbook and a science fiction story.
Dad  That’s good. When you’ve read those you can try
this quiz.
Jilly  Cool – thanks, Dad!
ANSWERS
A  science textbook   ​B  quiz  ​C  science fiction story
2 Match the words and the pictures (1−12). Listen,
check and say.  $ 4•02
• Ask the children to look at the pictures in the science
textbook. They match the words to the pictures and write
their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  solar system   ​2  planet  ​3  orbit  ​4  pole  ​5  moon  ​
6  continent  ​7  ocean  ​8  asteroid  ​9  comet  ​10  satellite  ​
11  star  ​12  constellation
3 Read text A. Listen and say the word.  $ 4•03
• Ask the children to read the science textbook. Tell them
that they are going to hear descriptions of the things
connected with planets and space.
• Play the recording, pausing after each description for the
children say the correct word.
Transcript
1   It’s the name for a group of planets with a sun at
  the centre.
2   The Earth has got two. One in the north and one in
  the south.
3   It’s a group of stars that makes a shape in the sky.
4   It’s a fixed path around the sun that a planet travels on.
5   Countries put them in space for TV, communication and
  weather reports, for example.
6   Earth has got seven: Asia, Europe, Africa, North America,
  South America, Australia and Antarctica.
7   There are eight in our solar system. The one we live on is
  called Earth.
8   It’s a frozen ball of ice and dust that orbits the sun. We
  can see it with a telescope. It looks like a moving star
  with a tail.
9   Mars has got two. The Earth has got one. Astronauts
  walked on it for the first time in 1969.
10   They’re rocks that travel around the sun.
11   The Earth is the only planet that has got them. They’re
  huge areas of water.
Unit 9 169
19/02/2013 10:18
 12   We can see them in the night sky. They’re huge balls of
  burning gas, far away in space.
answers
1  solar system   ​2  pole  ​3  constellation  ​4  orbit  ​
5  satellite  ​6  continent  ​7  planet  ​8  comet  ​9  moon  ​
10  asteroid  ​11  ocean  ​12  star
4 Read text B. Do the space quiz.    white. I love space!
• Ask the children to look at the quiz. Explain that this is
a speed reading task and that the children have two
minutes to complete it.
• When the two minutes are up, check the answers with
the class.
ANSWERS
1  b  ​2  b  ​3  a  ​4  a  5  c
telescope to see it. I’ve also enjoyed reading about how the
constellations got their names. My favourite constellation is
called Draco because it looks like a dragon!
When I’m older, I want to travel to the moon and look at the
Earth. I’ve seen pictures of the Earth from space. It looks blue
because there are so many oceans. You can see the Arctic
Ocean and continents like Africa. And the South Pole looks
Answers
1  b  ​2  c  ​3  a  ​4  e  ​5  d
4 Write sentences saying what these things are.
• The children read the words and write sentences about
what each thing is.

5 Choose a word and draw. Play a guessing game

in pairs.
• Focus on the pictures in the science textbook again. Ask a
pair of children to read the example dialogue.
• Ask the children to work in pairs. They take turns to
choose a word, draw it in their notebooks and make
sentences for their partner to guess what it is.

KEY COMPETENCE:   Learning to learn

Communicative games are a useful way of reinforcing
vocabulary. Presenting a word creatively, through a
drawing, helps to fix it in the children’s minds.

Activity Book
Bilingual dictionary
• Tell the children to turn to page 107 of their Activity Books
and write translations for the planets and space words.

1 Write the planets and space words.

• The children look at the picture and write the correct
planets and space words. Display the Unit 9 Set 1
wordcards for support while they work.
ANSWERS
1  orbit  2  satellite  3  star  4  comet  5  planet  
6  continent  7  asteroid  8  ocean  9  moon  10  pole

2 Complete.
• The children complete the definitions with the correct
planets and space words
ANSWERS
1  planet  ​2  comet  ​3  asteroid  ​4  solar system   ​
5  satellite  ​6  constellation  ​7  star  ​8  orbit

3 Listen and match.  $ 4•04

• Play the recording of Jilly talking about space, pausing
where necessary, for the children to match 1–5 to a–e.

Transcript
My family know that I’m very interested in space. For my
birthday they bought me a book about space. It’s fantastic.
I’ve found out lots about the solar system. There’s one star in
our solar system and that’s the sun. The other stars we can
see at night are very far away. I know that Venus is one of the
brightest planets in the night sky – you don’t even need a

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 Lesson 2   ​CB PAGE 87 and AB PAGE 85  KEY COMPETENCE:   Artistic and cultural competence
STORY
Lesson objectives
Read and understand a science fiction story
Talk about things you want to try on Earth
Write a review of the science fiction story
Language
Core: Lesson 1 planets and space words
Review: landing, alien, spaceship, home, laugh, parent
Extra: invasion, suddenly, explore, voice, astronaut,
spaghetti, meatballs, control panel, spaceship’s engine
Materials
CD4 $ track 05
Warmer
• Play Smiley face (see page 201) with the vocabulary from
Lesson 1.
Lead-in
• Ask the children what they remember about the story in
Lesson 1. Ask the children if they have ever read a science
fiction story. Brainstorm a list of things that appear in
science fiction stories and write it on the board.
Class Book
6 Read and listen.  $ 4•05  Choose the best title.
• With books open, tell the children that they are going
to hear and read the story for the first time. They must
choose the best title. Read the possibilities with the class.
• Play the recording for the children to follow the story in
their books.
• Elicit the answer from the class. Then discuss the children’s
reactions to the story. How many of the things that the
children mentioned in the Lead-in activity were in the story?
ANSWER
The dinner guest
7 Read again and answer Right, Wrong or
Doesn’t say.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
ANSWERS
1  Right  ​2  Wrong  ​3  Right  ​4  Wrong  ​5  Right  ​
6  Doesn’t say
8 Imagine you are the alien. Tell your partner what
else you want to try on Earth.
• Divide the class into pairs. Ask a pair of children to read
out the examples in the speech bubbles to the class.
• Ask the children to imagine they are aliens. They think
about what they would like to try on Earth and take turns
to tell their partner.
• What do you think? Discuss the question as a class. Ask
them what they would like to see in space. Encourage
answers from different children.
4006989 Ace TB6 SP.indb 171
In Activity 8, the children use their imaginations to think
about which things an alien would like to try on Earth and
why. The activity focuses on the positive things about our
planet and encourages the children to think about the
activities they enjoy. Exploit this further using the Optional
activity below.
Optional activity
• Ask the children to write a fact sheet about Earth for
the alien. They write down the things that the alien will
need to know as part of his everyday life and include
tips about how to travel, places to visit, what to eat, etc.
Activity Book
Plot, characters and setting
1 Remember the story. Read and circle.
• The children read the sentences and circle the correct
words from memory.
• Ask the children to check their answers by looking at the
Class Book story on page 87. Then check the answers.
ANSWERS
1  a  ​2  c  ​3  b  ​4  b
2 Read and answer with full sentences.
• The children read the questions and answer them with
full sentences.
ANSWERS
1 The children found the spaceship in the park.
2 Vinnie the dog made the spaceship take off.
3 It would take six months to go to Mars.
4 They were having spaghetti and meatballs.
5 Evie wished she had her camera.
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  with  ​2  spaceship  ​3  alien  ​4  moon  ​5  button  ​
6  photos  ​7  didn’t  ​8  to  ​9  because
Review
4 Complete the review.
• The children complete the review and rate the story.
Possible ANSWERS
1  The dinner guest   ​2  a science fiction story   ​3  in the
park on a Sunday afternoon   ​4  Evie, Dan, their dog,
Vinnie, and an alien   ​5  Vinnie the dog finds a spaceship   ​
6  Children’s own answers   ​7  Children’s own answers
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Story
$
worksheet. Notes and answers on CD-ROM.
Unit 9 171
19/02/2013 10:18
 Lesson 3   ​CB PAGE 88 and AB PAGES 86 and 114  D If we went to the moon, would we get home in time
GRAMMAR
Lesson objectives
Practise using the second conditional
Describe pictures
Talk about what you would do if you met an alien
Regular review: practise using the irregular past simple
Language
Core: Lesson 1 planets and space words; second
conditional
Review: spaceship, home
Extra: astronaut, explore, bored
Materials
CD4 $ tracks 05–06; Unit 9 Grammar and everyday
language poster; Unit 9 wordcards Set 1
Warmer
• Put the Unit 9 Set 1 wordcards on the board. Describe one
of the things for the class to guess.
• Ask volunteers to describe other words for the class.
Lead-in
• Ask the children what they can remember about the
science fiction story from Lesson 2. Prompt with questions
if necessary.
• Ask the children to open their Class Books and look at the
story on page 87 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page
87.  $ 4•05 Match.
• With books open, tell the children that they are going to
hear the story again. As they listen, they match the two
halves of each sentence. Before you play the recording,
ask the children to read the beginnings and the endings
of the sentences.
• Play the recording, more than once if necessary.
ANSWERS
1  c  ​2  d  ​3  b  ​4  e  ​5  a
2 Listen and say the number.  $ 4•06  Use the
sentences from Activity 1 to describe the pictures.
• Focus on the pictures. Tell the children that they are going
to hear a sentence about each one.
• Play the recording, pausing after each sentence for a
different child to say the number.
• Ask the children to work in pairs. They take turns to
describe the pictures using the sentences from Activity 1.
Transcript
A If I had a spaceship, I would explore the whole solar
system.
B If I was an astronaut, I would go to Mars.
C If we went to Mars, it would take six months.
172 Unit 9
4006989 Ace TB6 SP.indb 172
for dinner?
E If I had my camera, I would take loads of photos.
answers
5, 3, 4, 2, 1
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 9.
• Explain that we use the second conditional to talk about
the outcomes of unlikely or impossible events.
• Go through the examples and explanations on the poster.
Elicit some affirmative and negative sentences and write
them on the board. Include a sentence with I/he/were, e.g.
If I were an alien, I would come to visit Earth.
• Explain that we use were after I, he and she with if clauses.
This is called the subjunctive. Go through the Remember!
point with the children, explaining that these days, use
of the subjunctive is less common and it is generally
considered acceptable to use was in these cases.
• Elicit example sentences from the class and write them on
the board. Practise saying them together.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
Optional activity
• Ask the children to rewrite the sentences from Activity
1 using the sentence beginning 1–5 so that they are
true about themselves, e.g. If I had a spaceship, I would
fly it to school.
4 If you met an alien, what would you do? Make
sentences using A and B.
• Focus on the picture. Ask What is Jilly telling Mr Murphy?
(She’s telling him what she would do if she met an alien.)
• Ask a child to read the example in the speech bubble to
the class. Tell the children to read through the phrases in
the boxes and create second conditional sentences.
• Explain that the first set of phrases is about the alien and
should be used in the first clause, i.e. If the alien …
The second set of phrases should be used with I to explain
what the children would do as a result, i.e. I would …
• Ask the children to work in pairs. They take turns to make
sentences about what they would do if they met an alien,
using the phrases in the boxes.
• Go around the class, helping and checking as the
children talk.
ANSWERS
If the alien spoke English, I would ask questions.
If the alien didn’t understand me, I would mime and draw.
If the alien was hungry, I would cook a meal.
If the alien liked films, we would go to the cinema.
If the alien was bored, we would play a game.
19/02/2013 10:18
 Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 114 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and match.
• The children match the beginnings of the sentences with
the correct endings.
Answers
1  e  ​2  d  ​3  a  ​4  c  ​5  b
2 Complete with the second conditional.
• The children read the sentences and complete them with
the correct form of the verbs in brackets.
Answers
1  tried, would like   ​2  travelled, would miss   ​
3  went, would take   ​4  met, would believe
3 Read and answer for yourself.
• The children read the questions and answer them about
themselves, using sentences with the second conditional.
4 Write the past simple form of the verb.
• The children write the past simple form of each verb.
Answers
1  was/were  ​2  ran  ​3  had  ​4  found  ​5  spoke  ​6  said  ​
7  went  ​8  saw  ​9  took  ​10  got  ​11  met  ​12  held
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 9,
$
Vocabulary and grammar 1. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 173
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND GRAMMAR
Lesson objectives
Review and practise planets and space words
Review and practise the second conditional
Language
Core: Lesson 1 planets and space words; second
conditional
Materials
DVD Story 9; $ Teacher’s Resource CD-ROM, DVD
worksheets section, Unit 9; Unit 9 wordcards Set 1
Warmer
• Play a game of Missing card (see page 201) using the Unit
9 Set 1 wordcards.
Lead-in
• Review the second conditional with sentences about the
story from Lesson 2. Give the beginnings of sentences
for the children to complete them, e.g. If Evie had her
camera … (she would take loads of photos.)
1 Draw and label a picture of a new planet.
• Ask the children to imagine they have discovered a
new planet.
• Put the Unit 9 Set 1 wordcards on the board. Ask the
children to draw, label and invent a name for the planet in
their notebooks, using all of the words that relate to space.
• Ask the children to work in pairs. They tell each other
about their planets and what they have drawn.
Optional activity
• Play a game of I spy on Planet … Choose a planet that
one of the children have drawn in Activity 1 and hold it
up to the class. Say, e.g. I spy on Planet Blanca something
beginning with ‘s’. Ask the children to guess which thing
you have chosen.
2 What can happen on your planet? Make notes.
• Tell the children that on their planet all kinds of impossible
things can happen.
• As a class, brainstorm a list of things that might happen on
their planets and write it on the board, e.g. Children fly to
school. Bedrooms tidy themselves. Snow is warm. Chocolate is
good for you.
• Ask the children to work in pairs. They make notes about
what else happens on their planets.
3 Make sentences with the second conditional
about what you would do on your planet.
• Focus on some of the ideas on the board from Activity 2.
Make a sentence about one, saying what you would do
on the new planet, using the second conditional, e.g. If
chocolate was good for you, I would eat it every day.
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19/02/2013 10:18
 • Tell the children to work individually to write sentences
in their notebooks about what they would do on their
planets, using sentences with the second conditional.
4 Tell your partner.
• Ask the children to work in pairs. They take turns to tell
each other what they would do on their planets.
• Go around the class as the children talk, helping and
correcting where necessary.
KEY COMPETENCE:   Artistic and cultural competence
In this lesson, the children use their imaginations to invent
details about a new planet and to say what they would do
if they lived there. This appeals to the children’s sense of
creativity and may generate new language. Write any new
words on the board and ask the children who used them
to explain their meanings to the class.
5 Watch the story on DVD.   ​DVD Story 9  CD4 $ track 07
• Tell the children they are going to watch The dinner guest
on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  solar system   2  Saturday  3  moon  4  stars   • Ask individual children to tell you what they would do,
5  planets  6  asteroids  7  cat    8  photos   using second conditional sentences.
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 1 story clip on the DVD. Play the clip again
for the children to check their answers.
answers
1  solar system   3  moon  4  stars  5  planets  
6  asteroids    8  photos  
6 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The completed wordcards can be displayed in the classroom.
Lesson 4   ​CB PAGE 89 and AB PAGE 87 
READING AND WRITING
Lesson objectives
Read and understand a quiz
Find question words in a text
Write a quiz
Learning to learn: recognizing cognates
Language
Core: Lesson 1 planets and space words
Review: dangerous
Extra: astronaut, launch, scientist, research satellite,
experiment, discover
Materials
Warmer
• Tell the class what you would do if you met an alien, e.g. If
I met an alien, I’d teach him English.
Lead-in
• Ask the children what they can remember about the
space quiz that Jilly brought in for her homework
assignment in Lesson 1. Can they remember any of the
questions and answers?
Class Book
1 Read part 1. Remember and complete. Read
page 86 again and check.
• Ask the children to look at the quiz on page 89 and
complete part 1 from memory.
• When they have finished, the children look at the quiz
on page 86 to check their answers. Then go through the
answers with the class.
answers
1  Who  ​2  How many   ​3  Which  ​4  What  ​5  When
2 Read part 2 and do the rest of the space quiz.
Then find and write ten question words in the quiz.
• Ask the children to read part 2 of the quiz and answer the
rest of the questions.
• Check the answers with the class.
• Ask the children to read parts 1 and 2 of the quiz again.
They find ten question words or phrases and write them
in their notebooks.
answers
6  a  ​7  a  ​8  a  ​9  a  ​10  c
Who, how many, which, what, when, how often, why, how
long, where, how far

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 3 Read and write question words to ask about the
things in blue.
• Ask the children to read the sentences. They write in their
notebooks the question words that they would use if they
were asking about the things in blue.
ANSWERS
1  How many   ​2  When  ​3  Who  ​4  How far   ​
5  How long   ​6  Why  ​7  Where  ​8  What  ​
9  Which  ​10  How often
4 Read the text and write five more quiz questions.
• Ask the children to read the text about the International
Space Station. They use the information in the text to
write five quiz questions.
Activity Book
1 Read the quiz and write the letter. Underline the
question words.
• The children read the questions and match them to the
correct answers. They underline the question words.
Answers
1  b, How far   ​2  h, Where   ​3  e, How often   ​4  c, Which   ​
5  j, How many   ​6  g, Who   ​7  d, Why   ​8  i, How long   ​
9  f, What   ​10  a, When
2 Complete the questions. Listen and write the
answers.  $ 4•07
• The children complete the questions with the correct
question words. Play the recording, pausing where
necessary for the children to write their answers.
Transcript
The planet Mercury is between the sun and Venus. It is the
smallest planet in our solar system. Like Venus, it has no
moons. It takes Mercury just 88 days to orbit the sun. It can be
hard to see Mercury in the sky because it’s so close to the sun.
Answers
1  Where, Venus   ​2  How many, none/0   ​3  How long, 88  ​
4  Why, sun
3 Read. Write a quiz about Saturn.
• The children read the text about Saturn and then write a
quiz about it. The children work in pairs. They take turns to
read their questions for their partner to answer.
Possible answers
What is Saturn? Which planet is bigger than Saturn? How
many moons does Saturn have? Who discovered Saturn’s
rings? When did Galileo discover Saturn’s rings? How long
does it take Saturn to orbit the sun?
Learning to learn: Read and match using cognates.
• The children read the Writing tip and use their knowledge
of cognates to match the words to their definitions.
Answers
1  b  ​2  d  ​3  c  ​4  a
KEY COMPETENCE:  Learning to learn
Using cognates can be a useful way of working out the
meaning of new words. Warn the children that they must
be careful, however as there can be many ‘false friends’.
4006989 Ace TB6 SP.indb 175
Lesson 5   ​CB PAGE 90 and AB PAGES 88 and 107 
VOCABULARY AND DVD SONG
Lesson objectives
Identify people and things connected with science
and space
Listen and extract information from a song
Talk about what’s happening in pictures
Language
Core: invention, build, inventor, design, astronomer, observe,
calculate, record, experiment, notice, discover, scientist;
Lesson 1 planets and space words
Review: test, study, clue, oxygen tank, home, spaceship
Extra: laboratory, rocket, clue, robot, mission, terrible, crew,
emergency, astronaut
Materials
CD4 $ tracks 08–11; DVD Song 9; Unit 9 wordcards Set 2
Warmer
• Play a game of Twenty twenty (see page 202) to review
the space and planets vocabulary that the children have
learnt so far.
Lead-in
• Brainstorm a list of jobs associated with space. Write a list
on the board. Ask individual children if they would like to
do any of the jobs and why.
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
this stage.
2 Listen and repeat.  $ 4•08
• Establish that this lesson is about science and space.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the pictures as they do so.
Transcript
1  invention  ​2  build  ​3  inventor  ​4  design  ​
5  astronomer  ​6  observe  ​7  calculate  ​8  record  ​
9  experiment  ​10  notice  ​11  discover  ​12  scientist
3 Listen and say the word.  $ 4•09
• Tell the children that they are going to hear definitions of
the science and space words.
• Play the recording, pausing after each definition for
the children to say the word. Display the Unit 9 Set 2
wordcards for support while they listen.
Transcript
1 Scientists do this in a laboratory. It means a test.
2 It’s the name for a person who invents things.
3 It’s the thing that an inventor thinks of and makes.
Unit 9 175
19/02/2013 10:18
 4 It means to watch something carefully and look for
new information.
5 It’s the name for a person who studies the planets and
the stars.
6 It means to draw plans for something to show what it will
be like.
7 It’s the name for a person who studies the natural world
to learn how things work.
8 It means to be the first person to find a new place or a
thing that nobody else knows about.
9 It means to see something and understand that
it’s important.
10 It means to write down the things you know, so that you
or other people can read them.
11 It means to use maths and numbers to help you
understand something or work out the answer.
12 It means to make something by putting the
parts together.
answers
1  experiment  ​2  inventor  ​3  invention  ​4  observe  ​
5  astronomer  ​6  design  ​7  scientist  ​8  discover  ​
9  notice  ​10  record  ​11  calculate  ​12  build
4 Listen to the song.  $ 4•10  Which words are not
in the song?    DVD Song 9  • Tell the children to turn to page 107 of their Activity Books
• Ask the children to look at the words in the box and copy
them into their notebooks.
• Play the audio or DVD version of the song for the children
to listen and tick off the words that are mentioned.
• Play the song a second time if necessary.
• Ask the children which words weren’t mentioned in
the song.
Transcript
Space! Space is out there! There’s so much for us to know.
Space! Space is out there! Come on, are you ready to go?
For many centuries we looked at the sky.
We looked at the sky and wondered why.
Astronomers observed the comets and stars.
They calculated orbits and looked for life on Mars.
There were so many things that they wanted to know,
But they didn’t have the technology to go into …
Space! Space is out there! …
In the 1960s we travelled into space.
In fact, building rockets was a bit of a race!
Inventors designed some amazing machines.
We watched men on the moon on our TV screens.
There were so many things that we wanted to study,
But those old computers were still a bit clunky!
Space! Space is out there! …
Now clever scientists can stay in space.
They live up there for many days.
The International Space Station has clever crews.
They do careful experiments and notice clues.
Up there in space there’s no time to relax!
They’re always discovering amazing new facts!
ANSWERs
robots and asteroids
5 Listen again and order.  $ 4•10
• Focus on the photos and ask the children what they can
see in each one. Clarify with the children that, from left to
176 Unit 9
4006989 Ace TB6 SP.indb 176
right, the photos show: the International Space Station,
an ancient astronomer, the1960s’ moon landing on TV, an
early rocket taking off, the planet Mars, an astronaut doing
an experiment on the International Space Station.)
• Play the song again, pausing for the children to call
out the letter of the photo as the people and things
are mentioned.
• Play the song one more time if necessary.
ANSWERs
1  b  ​2  e  ​3  d  ​4  c  ​5  a  ​6  f
6 Talk about the pictures in Activity 5 in pairs. Can
you remember any facts?
• Divide the class into pairs. Ask one of the pairs to read the
example question and answer to the class.
• Ask the children to work together, taking turns to ask and
answer about the pictures in Activity 5.
• Ask some of the children to tell the class what they can
remember about different pictures.
Activity Book
Bilingual dictionary
and write the translations for the science and space words.
1 Complete the song. Listen and check.  $ 4•10
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Then check the answers with the class.
ANSWERS
1  Astronomers  ​2  calculated  ​3  building  ​4  scientists  ​
5  experiments  ​6  notice
2 Listen and number in order.  $ 4•11  Look and
complete.
• Tell the children that they are going to hear a recording
about a mission to the moon.
• Play the recording for the children to number the pictures
in the order that they are described.
• The children look at the pictures and complete the
sentences with the missing words.
Transcript
Apollo 13 was the seventh mission to the moon. It’s a
famous mission. It was almost a terrible mission.
1 The Apollo 13 astronauts went into space to observe part
of the moon. They wanted to record the geography of
the area.
2 However, before they reached the moon the astronauts
noticed that something was wrong. There was a problem
with the oxygen level. The crew calculated that they had
enough oxygen for one day. They needed four days to get
home. It was an emergency!
3 Scientists on Earth designed a new machine to clean
the air.
4 There was no time to experiment. The astronauts had
to build the new machine in space, and they had to get
it right.
19/02/2013 10:18
 People all over the world watched the mission on TV. All
three of the astronauts got home safely.
answers
a  3  ​b  1  ​c  4  ​d  2
a  design  ​b  observe  ​c  build  ​d  noticed
3 Listen again.  $ 4•11  Circle and correct the
mistakes.
• Play the recording again. The children circle the mistake in
each sentence and then write the correct word.
answers
1 The astronauts wanted to observe part of the moon.
2 They calculated how much oxygen was left: it was
enough for one day.
3 Scientists on Earth helped them to design the machine.
4 All the astronauts got home safely.
4 Write the Apollo 13 story. Use the sentences in
Activities 2 and 3.
• The children write the story of Apollo 13 using the
sentences from Activities 2 and 3. They can add other
details they remember from the story.
4006989 Ace TB6 SP.indb 177
Lesson 6   ​CB PAGE 91 and AB PAGES 89 and 114 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about the Voyager missions
Read and understand an article about the Voyager missions
Practise asking past simple passive questions
Ask and answer about facts to do with the Voyager missions
Language
Core: past simple passive questions
Review: study, aliens, spaceship
Extra: mission, spacecraft, launch, take photos, outer space,
greetings, astronaut
Materials
CD4 $ track 10; Unit 9 Grammar and everyday
language poster
Warmer  $ 4•10
• Play the song from Lesson 5. Ask the children to sing along.
Lead-in
• Play a game of Everything I know about … (see page 202)
on the subject of space.
Class Book
1 Look at the photos. Describe what you can see.
• Ask the children to work in pairs. They look at the photos
and take turns to describe what they can see.
2 Read and match the paragraphs and photos.
• The children match the paragraphs to the photos in
Activity 1.
ANSWERS
1  a  ​2  b  ​3  c  ​4  d  ​5  e
3 Read and learn. Find examples of past simple
passive questions in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit 9.
Use the examples to show how and when we use the past
simple passive in wh– and yes/no questions.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of past simple passive questions.
ANSWERS
Why was the mission sent? Why were messages sent?
Were the messages answered?
4 Complete the sentences.
• The children read the text again and complete the sentences.
ANSWERS
1  scientific equipment and messages   ​2  1977  ​3  Jupiter,
Saturn, Uranus and Neptune.   ​4  the Voyager Golden
Records.  ​5  sounds from nature, 116 photos, music from
around the world and greetings in 55 languages.
Unit 9 177
19/02/2013 10:18
 5 Memorize the facts from the text. Make
questions and ask and answer in pairs.
• Ask the children to read their answers to Activity 4 and
memorize them. Ask them to close their notebooks.
• They work in pairs, taking turns to ask past simple passive
questions about the facts using the question prompts. Their
partner answers with the information he/she has memorized.
answers
Which planets were photographed? What was sent back
to Earth by the spacecraft? Where were the messages
saved? What was recorded (on the Golden Records)?
KEY COMPETENCE:   Learning to learn
The ability to memorize key facts is an important study
skill. There are various techniques the children can use to
help remember facts: read the sentences aloud; have the
sentences read aloud to them; write key words from the
sentences and use them to help recreate them.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 114 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and circle the passive questions.
• The children read the questions and circle the ones that
use the past simple passive.
Answers
b, c, d
2 Order and write past simple passive questions.
• The children reorder the words to write the questions.
Answers
1 Which planets were photographed?
2 Was music recorded from all over the world?
3 Why was the mission sent to Jupiter?
4 How many languages were used for the greetings?
3 Complete with the past simple passive.
• The children read the sentences and complete them with
the past simple form of the verb in brackets.
Answers
1  was, launched   ​2  was recorded   ​3  were, saved   ​
4  Was, carried
4 Read the notes and complete the questions with
the past simple passive.
• The children read the notes. They write past simple
passive questions about each point.
Answers
1  When was Apollo 13 launched?   2  Where was it
launched from?   3  How many astronauts were sent
(on the mission/into space)?   4  What problem was
found (on the spaceship)?   5  How was the problem
solved?  6  Were the astronauts saved?
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 9,
$
Vocabulary and grammar 2. Notes and answers on CD-ROM.
178 Unit 9
4006989 Ace TB6 SP.indb 178
Extension Lesson 6a
(optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Identify and talk about what exhibits at a space centre
are used for
Research an aspect of life in space
Make a poster about life in space
Share knowledge and learning in the form of a social task
Language
Core: telescope, space rocket, infra-red camera, spacesuit,
space-flight simulator, moon buggy
Materials
DVD cross-curricular; Unit 9 wordcards Sets 1 and 2;
pictures of the following exhibits from the National
Space Centre: a telescope, a space rocket, an infra-red
camera, a spacesuit, a space-flight simulator, a moon
buggy; internet/encyclopedias/pre-prepared fact sheets
about life in space; poster paper; plain paper
Warmer
• Play a game of Bingo! (see page 201) with both sets of the
Unit 9 wordcards.
Lead-in
• Ask the children if they can remember where the school
trip was to, and what they remember about the text from
Lesson 6.
• Tell the class that in this lesson they are going to learn
about some of the exhibits at the National Space Centre.
CULTURE NOTES:   The National Space Centre
The National Space Centre is in Leicester in England. It
opened in 2001 as an interactive museum where visitors
can operate a moon buggy, plot a meteor course and
watch shows at the planetarium. The UK government’s
Near Earth Object information centre is also based here.
More information can be found on the National Space
Centre’s website: www.spacecentre.co.uk.
1 Describe the pictures.
• Put the pictures of the telescope, space rocket, infra-
red camera, spacesuit, space-flight simulator and moon
buggy on the board, or display them using the interactive
whiteboard. Tell the children that they show some of the
things you can see at the National Space Centre in England.
• Ask the children to work in pairs. They discuss each picture
and say what they think it shows.
• Check the answers with the class.
• Write the words on the board and say each one for the
children to repeat, chorally and individually.
19/02/2013 10:18
 2 What are the objects used for? Tell your partner.
• Ask the children to look at the pictures on the board
again. Ask, e.g. What is a telescope used for? Elicit the
answer It’s used for studying stars/space/things in space.
• Ask the children to work in pairs. They take turns to ask
and answer questions about what the rest of the objects
at the National Space Centre are used for.
• Go around the class as the children talk, helping
where necessary.
Possible answers
telescope: It’s used for studying things in space.
space rocket: It’s used to take astronauts to space.
infra-red camera: It’s used for taking photos in space.
spacesuit: It’s used to keep astronauts alive in space. /
Astronauts wear it in space.
space-flight simulator: It’s used to teach astronauts how to
fly a space rocket.
moon buggy: It’s used by astronauts to travel on the moon.
3 Research life in space. Make notes.
• As a class, brainstorm different aspects of an astronaut’s
life in space that they could find out about, e.g. travelling,
eating, washing, exercising, exploring.
• Divide the class into groups. Ask each group to decide on
an aspect of life that they would like to find out about.
• The children work together to do their research. If there is
classroom access to the internet, they can do this online;
if not, give each group an encyclopedia or a pre-prepared
fact sheet about life in space. The children make notes.
Encourage the groups to try and mention some of the
objects from Activity 1.
• Go around the class as the children work, helping
and checking.
4 Make a poster about life in space.
• Give each group a piece of poster paper and several
pieces of plain paper. Ask them to write a text about life in
space using the notes they made in Activity 3. They draw
pictures to illustrate their texts.
• Go around the class as the children work, helping
where necessary.
• Ask each group to present their posters to the rest of the
class. Collect in the posters and display them on the wall.
Further practice
DVD, Unit 9 Cross-curricular video clip.
$
Teacher’s Resource CD-ROM, DVD section, Unit 9,
$
Cross-curricular worksheet. Notes and answers on CD-ROM.
4006989 Ace TB6 SP.indb 179
Lesson 7   ​CB PAGE 92 and AB PAGES 119 and 120 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Pronunciation: sentence stress
Act out a dialogue
Ask for and give information over the phone
Language
Review: advert
Extra: exhibition, astronaut, space food, simulated mission,
phone (v), invite (v), journey
Materials
CD4 $ tracks 12–14; Unit 9 Grammar and Everyday
language poster; Speak up poster; scissors
Warmer
• Play a game of Time’s up! (see page 202) with the science
and space words from Lesson 5.
Lead-in
• Discuss space centres with the class. Ask individual
children Have you ever been to a space centre? What did you
see there?/What kind if things might you see there?
Class Book
1 Listen and say what Jilly’s project is
about.  $ 4•12
• With books open, ask the children to look at the picture.
Ask What is Mrs Bean doing? What is Milly doing?
• Play the recording all the way through. The children listen
and say what Jilly’s project is about.
Transcript
Mum  What are you doing, Jilly?
Jilly  It’s my homework. It’s a project about space for science.
Mum  About space?
Jilly  Yes! It’s about Mars. It’s really interesting.
Mum  The National Space Centre has got a big exhibition
about Mars. There’s an advert here in the paper. Look, this
weekend you can meet an astronaut and try space food.
Jilly  Really? Cool! Look! You can do a simulated mission
to Mars.
Mum  Would you like to go?
Jilly  Yes, please!
Mum  Hmm. It’s open on Saturday and Sunday. We could go
on Saturday afternoon at 2 o’clock.
Jilly  Can William come? He loves space too.
Mum  Sure. Why don’t you phone him and invite him?
answer
The project is about Mars.
2 Listen again and complete the advert.  $ 4•12
• Focus attention on the advert at the top of the page. Point
out that some of the information is missing.
• Play the recording, pausing if necessary, for the children to
complete the missing information in their notebooks.
Unit 9 179
19/02/2013 10:18
 ANSWERS
1  Mars  ​2  Space  ​3  astronaut  ​4  space  ​5  Sunday
3 Listen and read the dialogue.  $ 4•13  Which is
the correct phone message for William?
• Ask the children to look at the messages on the right-
hand side of the page. Explain that they must listen to
the dialogue and find the message that Mrs Victory wrote
for William.
• Play the recording while the children follow the words in
their books and find the correct phone message. Play it a
second time, if necessary.
ANSWER
3 Language
4 Look, listen and repeat.  $ 4•14
• Tell the children to look at the sentences in the Perfect
pronunciation box.
• Play the recording for the children to listen carefully to
which words are stressed within the sentences.
• Play the recording again for the children to repeat chorally
then individually.
5 Listen to the dialogue again.  $ 4•13  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the sentence stress.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 9
and draw attention to the everyday language for asking
for and giving information on the phone. Tell them that
they will need this language for the communication task.
The children can also refer to the Talking on the phone
section on the Speak up poster.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 9 fluency cards.
• Child A begins the first conversation. They follow the
instructions on the card. They swap roles and repeat.
• Go around the class as the children talk, helping and
correcting where necessary.
KEY COMPETENCE:   Competence in social skills and
citizenship
It’s important that the children know the appropriate
language to help them communicate politely in different
situations. Brainstorm other phrases that the children
might use when leaving a phone message. Ask the
children how the language they use might be different
when talking to a friend’s brother or sister compared with
his/her mum or dad.
Further practice
Teacher’s Resource CD-ROM, Worksheet section, Unit 9,
$
Functions. Notes and answers on CD-ROM.
180 Unit 9
4006989 Ace TB6 SP.indb 180
Lesson 8   ​CB PAGE 93 and AB PAGE 90 
CULTURE AND READING
Lesson objectives
Read and understand texts about strange stories or
mysteries from different countries
Talk about which story or mystery you like best
Understand the importance of not believing everything
you see on the internet or on TV
Regular review: practise using subordinate clauses
Core: Lesson 1 planets and space words
Review: alien, spaceship, UFO, spider, wide, science fiction,
play (n), audience, landing
Extra: crash, desert, museum, wonder, news report, realistic,
strange, crop circles, mysteries
Materials
CD4 $ track 15; Unit 9 wordcards Set 2; Speak up poster
Warmer
• Write Nouns and Verbs as headings on different sides of
the board. Put the Unit 9 Set 2 wordcards on your table.
Play a game of Categories (see page 201).
Lead-in
• Write the word mystery on the board and elicit, or teach,
the meaning. Ask the children Do you know about any
famous mysteries? Can you tell the class?
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on giving your opinion on the
Speak up poster.
2 Read and match the texts and photos.
• Focus on the children’s photos and the messages that
they have posted. Tell the class that Billy, Jilly and Milly
want to know about strange stories or mysteries from
different countries, and Polly, Esteban and Josh have
posted responses on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with the photos in Activity 1.
ANSWERS
1  Esteban  ​2  Josh  ​3  Polly
3 Read again and answer.
• Ask the children to read the sentences. They then read the
texts and write the answers in their notebooks.
ANSWERS
1 Because people believe an alien spaceship crashed
near there.
2 People say they have found bits of the spaceship.
3 They are ancient pictures on the ground.
4 No, he doesn’t.
5 It was about aliens invading Earth.
19/02/2013 10:18
 6 Because people believed that aliens were landing. ANSWERS

4 Which of the mysteries or stories do you like When 1947 1,500 years 1938
ago
best? Make notes.
• Ask the children to think about which of the mysteries or Alien an alien aliens drew aliens
stories from Activity 2 they like best. They write notes in explanation spaceship pictures on landing and
their notebooks. crashed the ground attacking
people
KEY COMPETENCE:   Artistic and cultural competence
Every country has mysteries and strange stories. The Other a balloon people a radio play
way that events and evidence from artefacts has been explanation crashed drew the
interpreted can tell us about the mythology, beliefs and pictures
superstitions of the people who live there. Discuss the
texts with the class. Ask the children if they believe the 2 Listen and make notes for Wiltshire in Activity
stories about aliens in Polly’s and Esteban’s texts. Why?/ 1.  $ 4•15
Why not? What do they think was responsible for the • Play the recording, pausing where necessary, for the
wreckage in Roswell and the Nazca lines in Peru? children to complete the information for Wiltshire.

5 Tell your partner. Transcript

• Ask a child to read the example speech bubble to the class.
• Ask the children to work in pairs. They tell each other
which of the mysteries/stories they like best and why,
using their notes.
CULTURE NOTES:   Mysteries and strange stories
The ‘Roswell incident’ happened in 1947. A farmer living near
Roswell, New Mexico, found wreckage of material resembling
tin foil in his field. Initial reports said that the wreckage was
from a ‘flying disc’, though this was revised and the official
explanation was that a weather radar-tracking balloon had
crash landed. Nearly 30 years later, an eye witness began to
talk about a cover-up. In 1995, a video emerged appearing to
show scientists conducting experiments on an alien body. In
2006, this was revealed to be a hoax.
The Nazca lines are in the Nazca Desert, southern Peru.
They feature pictures of plants and animals, including
hummingbirds, spiders, monkeys, fish and lizards. The largest
image is 200 metres across and the pictures can only be
seen from the air. Scientists and archaeologists believe that
the pictures are about 1,500 years old and have religious
significance. Rumours still abound, however, that the Nazca
lines are of extra-terrestrial origin.
In 1938, a radio play of H. G. Wells’ s The War of the Worlds
was broadcast. Many of the listeners believed the play to
be genuine news coverage of an alien invasion. Panic was
widespread, with some people fleeing their homes!
Jilly  Hi, Matt. Tell us about a strange thing that has
happened in your country.
Matt  Hi, Jilly. I live in Wiltshire in the UK, which is famous for
its crop circles. A crop circle is a pattern in a farmer’s field.
Jilly  That’s strange. When did crop circles start?
Matt  There have been lots of them since the 1970s.
Jilly  How are they made?
Matt  No one knows! You never see a crop circle being made
– you get up in the morning and there it is! Some people
say that the wind makes the pattern, but I don’t agree. The
patterns are too beautiful and clever. Others say that aliens
leave them as a message for people on Earth. I like that idea!
ANSWERS
When: 1970s; Alien explanation: aliens leaving a message
for people; Other explanation: wind makes the pattern
3 Read and underline the subordinate clause.
• The children read the sentences and underline the
subordinate clauses.
ANSWERS
1 Many people believe that an alien spaceship crashed in
the desert.
2 I’m not sure that I believe in aliens.
3 I think that the pictures of birds and animals were made
by people.
4 I don’t think that people would be scared by the
The War of the Worlds now.

Vital values 4 Order and write sentences. Tick ✓ the sentences

• Focus attention on the Vital values feature and read the
sentence with the class. Ask Is all of the information you
find on the TV or internet true? Remind the children about
the internet hoax they read about in Unit 8. Ask What can
happen if you believe everything you see on the internet?
Activity Book
you agree with.
• The children order the words to make sentences. They
read and tick the sentences they agree with.
answers
1 I hope that we will meet aliens.
2 I believe that aliens live in our solar system.
3 I think that aliens have already visited Earth.

1 Read the texts on Class Book page 93 again. 5 Make notes. Write about what you think of aliens.
Make notes for Roswell, Peru and New Jersey. • The children answer the questions. They use their notes to
• Ask the children to read the texts about the mysteries write a text about what they think of aliens.
again and complete the notes in the first three columns.

Unit 9 181

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 Lesson 9   ​CB PAGE 94 and AB PAGE 91  Optional activity
WRITING AND PHONICS REVIEW
Lesson objectives
Identify the features of a report
Understand the use of formal language in a report
Identify Magic E words
Write a report
Language
Core: Lesson 1 planets and space words
Review: canal, alien, spaceship, landing, hide
Extra: robotic mission, astronaut, rocky, gas, volcano, desert,
canyon, wonder, surface
Materials
CD4 $ track 16; a watch or timer
Warmer
• Play a game of True or false? (see page 202) using
sentences about the texts from the previous lesson.
Lead-in
• Ask the children what they know about Mars. Encourage
ideas from different children around the classroom and
write key facts on the board.
• Tell the children that they will learn more about Mars in
today’s lesson.
Class Book
1 Read the text. Choose.
• Before the children read the text ask them to read the
questions and the list of possible answers.
• Ask the children to read the text in order to answer
the questions.
ANSWERs
a, b
2 Read the text and answer.
• Before the children read the text, ask them to read the six
questions in their Class Books. Check their understanding.
• Go around the class as the children read the text and
answer the questions. Help where necessary.
• Check the answers with the class.
ANSWERS
1 Mars is the fourth planet in our solar system.
2 Because it looks (rather) red from space.
3 It’s a rocky planet and it’s got volcanoes, deserts and
canyons.
4 It hasn’t got air, oceans or rivers.
5 They thought they saw canals.
6 They thought Martians made the canals.
• After you have gone through the answers, ask the children
to look at the formal language. Explain that we use
different language to present the same ideas, depending
on what the text type is. In reports and essays, we use
formal language. In emails and letters to friends, we
usually use informal language.
182 Unit 9
4006989 Ace TB6 SP.indb 182
• Ask the children to look at the text again and find
sentences with the formal language from the box.
• They write the sentences in their notebooks.
KEY COMPETENCE:   Learning to learn
It’s important that the children understand the differences
between formal and informal language. Brainstorm a list
of different texts that the children write at school and at
home. Go through the list and ask which ones are formal
and which are informal. What kind of language do the
children use in each? Ask them to give examples.
3 Read the text again. Match.
• Ask the children to read the parts of the text (1–3) and the
descriptions (a–c).
• Ask the children to read the text again and match the
parts of the text with their descriptions.
ANSWERs
1  b  ​2  c  ​3  a
4 Match the features with the coloured words and
phrases in Jilly’s text.
• Ask the children to read through the list of features and
check understanding. Remind the children, if necessary,
that a topic sentence is a sentence at the beginning of a
paragraph that tells us what the paragraph is about.
• Ask the children to read the coloured words and phrases
and match them with the features.
ANSWERS
1 similarities
2 I think that if astronauts went there, they would learn
a lot.
3 Martians are in lots of books and films.
4 (Some of the other planets are made of gas.)
5 we’ve sent 38 robotic missions to Mars.
Activity Book
1 Listen and number in order.  $ 4•16
• Play the recording for the children to listen to the Magic E
words and number them in the order that they hear them.
Transcript
1  made  ​2  tub  ​3  hide  ​4  not  ​5  hid  ​6  tube  ​
7  mad  ​8  note
answers
a  5  ​b  3  ​c  7  ​d  1  ​e  4  ​f  8  ​g  2  ​h  6
2 Read the report. Write True or False. 
• With books open, ask a volunteer to read the title of
the report and look at the picture. Ask What is the report
about? (a giant planet) Who has written the review? (Milly)
• Ask the pupils Is Jupiter more like Earth or Saturn? Tell the
children that they have two minutes to read the report
and find the answer.
• When the two minutes are up, check the answer with the
class. (Saturn)
• Ask the children to read the report again more closely this
time. They read the sentences and write True or False.
19/02/2013 10:18
 answers
1  False  ​2  True  ​3  True  ​4  False
Lesson 10   ​CB PAGE 95 and AB PAGES 92 and 114 
3 Complete the text. REVIEW
• The children complete the text with the words in the box.
Lesson objectives
answers Review the unit vocabulary and grammar
1  spacecraft  ​2  solar system   ​3  largest  ​4  sun  ​
Practise integrated skills
5  asteroids

4 Match the descriptions with the features in Language

the text. Core: Lesson 1 planets and space words; Lesson 5
• Ask the children to read the descriptions and match them science and space words; second conditional; past
to the features by writing the correct letter in each box. simple passive questions
Review: alien, clue, canal, spaceship, study,
answers
enormous, Italian
d, b, a, c
Extra: moon buggy, model, strange, launch, surface,
5 Read the report again. Find and write six Magic float, gravity, take a photo, astronaut, telescopes,
E words. spacecraft, evidence
• Ask the children to read the report again. They write the
Magic E words in the correct columns in the table, based Materials
on their spelling pattern. CD4 $ track 17; DVD Song 9/DVD Story 9; Unit 9
Grammar and everyday language poster
i e a e o e
like, times takes, made, hope
Warmer   ​DVD Song 9 / Story 9 
space • Ask the children to vote on whether they would like
to watch the Unit 9 story animation or the Unit 9 song
video again.
6 Research and write a report on another planet.
• Play the story or song on the DVD, depending on which
• Ask the children to research another planet. If there is choice is the most popular.
classroom access to the internet, the children can do this
on the computer. If not, make encyclopedias available, or Lead-in
provide the children with fact sheets. • Tell the children that in this lesson they are going to
• The children write a report on the planet, using the text review all the vocabulary and grammar they have learnt
in Activity 2 and the one on page 94 of their Class Books in Unit 9.
as models. • Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?

Class Book
1 Look. Read and choose.
• Focus on the pictures from the science fair. Ask the
children What can you see?
• Ask the children to read the text and choose the correct
word from each pair of options. They write the words in
their notebooks.
answers
1  designed  ​2  build  ​3  observed  ​4  recorded  ​
5  noticed  ​6  discovered

2 Point and say.

• Ask a child to read the speech bubble to the class.
• Ask the children to look at the pictures. They take turns to
point to a picture and say what they see.
• Discuss the activity with the class. How many things did
the children remember?

KEY COMPETENCE:   Learning to learn

Memory games like that in Activity 2 help to fix
vocabulary in the children’s minds. At the end of the
lesson, review the activity. Ask how many of the items the
children can still remember.

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 3 Complete and answer the questions.
• Refer the children to the Grammar 2 section of the Unit 9
Grammar and everyday language poster and review the
use of past simple passive questions.
• Ask the children to complete the questions with the
words in the box.
• Ask the children to answer the questions, referring back to
the appropriate pages of the Class Book, if necessary.
Answers
1 When, 1957
2 What, canals
3 Who, Yuri Gagarin
4 How many, 55
5 Which, The International Space Station
4 Read and complete. Use the second conditional.
• Use the Grammar 2 section of the Unit 9 Grammar
and everyday language poster to recap the use of the
second conditional.
• Ask the children to read Jilly’s text and complete it in their
notebooks with the correct form of the verbs in brackets.
answers
1  went  ​2  would learn   ​3  saw  ​4  would be able to   ​
5  landed  ​6  would study   ​7  floated  ​
8  would understand
Activity Book
1 Complete.
• The children read the text and complete it with the words
in the box.
Answers
1  discover  ​2  experiments  ​3  observing  ​4  record  ​
5  Inventors  ​6  design  ​7  build  ​8  Astronomers  ​
9  constellations  ​10  notice
2 Make sentences using the second conditional.
• The children use the word prompts to write second
conditional sentences.
Possible answers
1 If I had a spaceship, I would visit the moon.
2 If I met an alien, I would take a photo.
3 If I was an astronaut, I would travel into space.
4 If I found a new continent, I would call it Ace.
5 If I discovered a new planet, I would build an
enormous park.
3 Complete with the past simple passive.
• The children complete the past simple passive questions
using the correct form of the verbs in brackets.
• Check answers as a class.
Answers
1  was, called   ​2  were, discovered   ​3  was, seen   ​
4  were, sent   ​5  was, found
184 Unit 9
4006989 Ace TB6 SP.indb 184
4 Read the questions in Activity 3. Listen and circle
the answers.  $ 4•17
• The children read their completed questions from Activity
3. Then they read the list of possible answers for each one.
• Play the recording, pausing if necessary, for the children to
circle the correct answer to each question.
Transcript
Jupiter is a fascinating planet and the largest in our solar
system. After the moon and Venus, it is the brightest thing
in the night sky. We don’t know when it was first discovered,
but it was certainly known to the Ancient Greeks, who called
it Zeus.
When telescopes were first used in the 17th century,
scientists started to study Jupiter in more detail. Four large
moons were discovered orbiting Jupiter by the Italian
scientist and astronomer Galileo. And in the 1660s, Giovanni
Cassini was the first person to notice the planet’s red spot.
In the 20th century, scientists were able to get even more
information. The Voyager spacecraft were sent into space
in 1977 to take photographs of Jupiter. Then in 1995, the
Galileo spacecraft found evidence of water on some of
Jupiter’s moons.
Answers
1  a  ​2  b  ​3  c  ​4  b  ​5  b
5 Write three past simple passive questions about
space. Test your friends.
• The children write three questions about space using
the information from this lesson and the rest of the unit.
Encourage them to use a variety of question words.
• Divide the class into small groups and pair the groups
together. The children take turns asking the other group
one of their quiz questions. Groups win a point for a
correct answer. The group with the most points wins.
19/02/2013 10:18
 Lesson 11   ​CB PAGE 95 and AB PAGE 93  • Play the recording a second time if necessary.
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 9
Evaluate your own progress
Language
Core: vocabulary and grammar from Unit 9
Review: alien, parent, grandparent
Extra: record music and videos, technology, voice, footstep,
traffic, classical music, frisbee
Materials
CD4 $ track 18
Warmer
• Play The alphabet game (see page 201) to review as much
vocabulary as possible that the children have learnt this year.
Lead-in
• Discuss with the class what the children have learnt this
year. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photograph of the girl
giving a presentation. Ask What is the presentation about?
What is the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about making a Golden Record. Ask the
class what they can remember about the Voyager Golden
Records from Lesson 6.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus attention on the spider diagram. Ask What is the
presentation about? Ask the children to write the headings
in the correct places in the spider diagram.
answers
1  Photos  ​2  Sounds  ​3  Music  ​4  Videos  ​5  Facts/
Information  ​6  Message
2 Listen and circle the correct answers in the
presentation plan.  $ 4•18
• Tell the children that they are going to hear the girl giving
her presentation about what she would put on her own
Golden Record.
• Play the recording for the children to listen and circle the
correct answer from each pair of options.
4006989 Ace TB6 SP.indb 185
Transcript
If I sent a Golden Record into space, I would put lots of great
sounds and pictures on it. I would record music and videos
and send a message.
I would send photos of modern inventions because I think
that aliens like technology. I would put pictures of a normal
day, so that they can see how we live.
I would send sounds from the countryside and sounds from
the town. I would record birds singing and farm animals. I
would record in the town centre so that you can hear voices
and footsteps and music and traffic.
If the aliens wanted to hear some music, I’m sure they would
like my favourite songs! I would record songs by singers that
I like. I would also ask my parents and my grandparents, and
put their favourite songs on the record, so that the aliens can
hear different things. The aliens might like classical music too.
I would also send some videos. I would send a video of our
school sports day, so that the aliens can learn about sports!
And a video of my dog playing with a frisbee, so that they
know about pets.
I would put facts and information about my favourite hobby:
baking. If the aliens were hungry, they would know how to
make a cake!
If the aliens didn’t speak English, I would send them a
message in different languages. I would ask my friends to
record it. The message would say: Hello! We live on a beautiful
planet. Please come and visit us!
ANSWERS
1  Modern, technology, normal   ​2  farm  ​3  parents,
grandparents  ​4  sports day, sports, pets   ​5  baking  ​
6  planet
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about what they
would put on their own Golden Record by copying the
headings from Activity 1 and making notes. Go around
the class as the children work, helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the group.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in this and other units.
Homework
• Ask the children to look at the board. Ask Is there any
homework this time? (No) Why? (Because it’s the end of the
school year!) If you wish, ask the children about their plans
for the summer.
NOTE:   The children are now ready to do the Unit 9 Test,
the Term 3 Test or the End of Year test. You will find the
tests on the Teacher’s Resource CD-ROM. $ Teacher’s
Resource CD-ROM, Test section, Unit 9 Test/Term 3 Test/
End of Year Test. Notes and answers on CD-ROM.
Unit 9 185
19/02/2013 10:18
  1   ​A t r p t o t h e t h e a t r e
Revision
story
Lesson 1   ​CB PAGES 96 and 97 and AB PAGE 94  Optional activity
STORY AND LANGUAGE REVIEW
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 1–3
Language
Review: play (n), motorway, airport, companion, port,
tickets, passport, luggage, catch, thief, canal, India, follow,
detective, disguise, discover, railway, ferry, magician, circus,
escape, rescue, whisper, enemy, heroine; present simple and
present continuous; verb patterns; present perfect and
past simple; past simple and past continuous; present
perfect with for and since
Extra: enjoy, avoid, surprise, boss, journey, mistake
Materials
CD4 $ track 19
Warmer
• Play Smiley face (see page 201) with some of the core
vocabulary from Units 1–3.
Lead-in
• Ask the children if they have ever seen a play at the
theatre. Ask individual children What was it? Who were the
main characters? What was the story about? Did you enjoy it?
Class Book
1 Listen and read the story.  $ 4•19
• Ask the children to look at the pictures in the story.
Ask What do you think happens in the story? Encourage
predictions from different children around the class.
• Play the recording for the children to follow the words in
their books.
• Ask questions to check comprehension, e.g. Frame 1: Does
Dad enjoy going to the theatre? (No, he doesn’t.) Frame 2:
What’s the story about? (It’s about a man who tries to travel
around the world in 80 days.) Frame 4: What mistake does
the detective make? (He thinks Phileas Fogg is the thief.)
Frames 7 and 8: What adventures does Jean have? (He works
in a circus and gets caught by Indians.) Frame 9: How does
Jean rescue Phileas Fogg? (He shows the detective that the
police have caught the real thief.) Frame 12: Did Dad watch
the play? (No, he didn’t. He was asleep!)
• Ask the children if their predictions about the story
were correct.
Optional activity
• Discuss the story Around the World in 80 Days with the
class. Ask Have you ever read this story?/Do you know
what happens in the story?
186 Revision story 1
4006989 Ace TB6 SP.indb 186
• Divide the class into groups to act out the story. There
are nine characters (Mrs Bean, Mr Bean, Billy, Jilly,
Milly, Phileas Fogg, Jean, the newspaper seller and the
detective). The children can work in large groups, with
one child playing each role, or smaller groups with each
child playing more than one role.
• Ask some of the groups to come to the front of the
class and act out the story.
Activity Book
1 Remember the story. Read and circle. Match the
sentences with the pictures.
• Focus on the sentences and the pictures.
• Ask the children to read the sentences and circle the
correct word in each one from memory.
• They then match the sentences with the pictures on the
right, writing the sentence number for each picture.
• Ask the children to read the story on pages 96 and 97 of
their Class Books again to check their answers.
Answers
1  theatre  ​2  companion  ​3  canal  ​4  detective  ​
5  magician  ​6  sleepy
a  4  ​b  5  ​c  3  ​d  1  ​e  6  ​f  2
2 Read and answer with full sentences.
• The children read the questions and write their answers.
answers
1 No, there weren’t.
2 He’s got the tickets and passports.
3 They travel by ship.
4 They travel by elephant.
5 Because he thinks he’s a thief.
6 Her favourite part was the circus.
7 No, he isn’t.
3 Find and write three words from the story in
each column. Write four more words for each
column.
• The children look at the story again. They find three words
in the story from each category and write them in the table.
• The children think of four more words from each category
to write in the table.
answers
Dramatic verbs: catch, escape, follow, rescue, whisper
Travel and transport: airport, canal, boat, motorway,
port, railway
Characters in different story types: companion, detective,
enemy, heroine , thief
19/02/2013 10:18
 Lesson 2   ​CB PAGES 96 and 97 and AB page 95  2 Complete the sentences with the past simple or
STORY REINFORCEMENT AND PRACTICE
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 1–3
Language
Review: magician, perform tricks, tell jokes, whisper, escape,
rescue, thief, catch, audience, cheer, creature, spell, heroine,
enemy, companion, canal, ferry, discover, follow, detective,
passport, luggage, India, costume, Indian; present simple
and present continuous; so and such; present perfect and
past simple; past simple and past continuous; present
perfect with for and since
Extra: circus, clap, hire
Materials
CD4 $ track 19; Unit 2 Grammar and everyday language
poster; Unit 3 Grammar and everyday language poster
Warmer
• Describe a character from the story for the children to
guess, e.g. He goes around the world with his companion.
(Phileas Fogg!)
• Invite individual children to describe characters.
Lead-in
• Ask the children to tell you all they can about the story
from Lesson 1. Prompt with questions if necessary.
Class Book
Listen and read the story.  $ 4•19  Answer the
teacher’s questions.
• Write the following questions on the board or display
them on the interactive whiteboard:
1 What is the play called?
2 What kind of story is it?
3 Who are the main characters?
4 What does the detective think about Phileas Fogg?
5 How long does it take Fogg to travel around the world?
6 Did Billy, Jilly and Milly enjoy the story?
• Read through the questions with the class.
• Ask the children to read the story again and write the
answers to the questions in their notebooks.
answers
1  Around the World in 80 Days  ​2  It’s an adventure story.   ​
3  Phileas Fogg and his companion Jean.   ​4  He thinks
Phileas Fogg is a thief.   ​5  80 days   ​6  Yes, they did.
1 Read the story again. How many ways do Phileas
Fogg and Jean travel? Make a list.
• Ask the children to read the story again. They count the
ways and make a list in their notebooks.
answers
Five ways: train, ship, canal, boat, elephant
4006989 Ace TB6 SP.indb 187
past continuous.
• Use the Grammar 1 section of the Unit 3 Grammar and
everyday language poster to review the past simple and
past continuous, if necessary.
• Write the following gapped sentences about the story
on the board. Ask the children to complete them in their
notebooks with the correct form of the verbs in brackets
1 Phileas Fogg _____ (want) to travel around the world.
2 Fogg and Jean _____ (leave) London by train.
3 When they _____ (get) on a boat, a detective _____ (see)
them.
4 The detective _____ (think) Fogg was a thief.
answers
1  wanted  ​2  left  ​3  were getting, saw   ​4  thought  ​
3 Write a summary of the play.
• Ask the children to work in pairs to write a story summary
in their notebooks. They can use sentences from Activity 3.
Activity Book
4 Complete with the present perfect.
• Use the Grammar 2 section of the Unit 2 Grammar and
everyday language poster to review the present perfect.
• The children read the sentences and complete them with
the present perfect form of the verbs in brackets.
answers
1  hasn’t seen   ​2  have travelled   ​3  hasn’t been   ​
4  have worked   ​5  have been
5 Read and write the letter. Then complete with
the infinitive with to or the −ing form.
• Use the Grammar 1 section of the Unit 2 Grammar and
everyday language poster to review verb patterns.
• The children match the two halves of each sentence by
writing the correct letter in each box. They then complete
the sentences with the correct form of the verbs in brackets.
answers
1  d  ​2  e  ​3  b  ​4  a  ​5  c
a  watching  ​b  to follow   ​c  to know   ​d  going  ​
e  to travel
6 Make sentences with and, when or while and the
past simple or past continuous.
• The children use the word prompts to write past simple or
past continuous sentences with and or while.
answers
1 While Fogg and Jean were getting on the boat, the
detective saw them.
2 Fogg was holding the passports and Jean was carrying the
luggage.
3 While they were travelling in India, they hired an elephant.
4 Jean was wearing a costume and he was doing magic
tricks.
5 While they were travelling in the United States, Indians
caught Jean.
7 Read and answer.
• The children read the questions and answer them about
their favourite adventure story.
Revision story 1 187
19/02/2013 10:18
  2   ​School tr p to the zoo
Revision
story
Lesson 1   ​CB PAGES 98 and 99 and AB PAGE 96  Optional activity
STORY AND LANGUAGE REVIEW
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 4–6
Language
Review: China, be born, grow up, water bottle, coach,
fascinated, endangered, in the wild, starving, delicious,
protected, cut down, hilarious, home; modal verbs; present
perfect with just, already and yet; will for instant decisions
and going to for plans; less and fewer with uncountable
and countable nouns
Extra: surprise, panda, zoo, guide book, omnivore,
zookeeper
Materials
CD4 $ track 20
Warmer
• Play The alphabet game (see page 201) to review the
vocabulary the children have learnt in Units 4–6.
Lead-in
• Discuss zoos with the class. Ask Have you ever been
to a zoo? Which animals did you see? What’s your
favourite animal?
Class Book
1 Listen and read the story.  $ 4•20
• Ask the children to look at the pictures in the story.
Ask What do you think happens in the story? Encourage
predictions from different children around the class.
• Play the recording for the children to follow the words in
their books.
• Ask questions to check comprehension, e.g. Frame 1:
Where are the pandas? (at Aceton Zoo) Frame 3: What does
‘omnivore’ mean? (It means an animal that eats everything.)
Frame 5: Why does Billy put his sandwiches away? (Jilly tells
him that he’ll be hungry later.) Frame 6: Why are pandas
endangered? (Too many trees have been cut down. Every year
there is less space for them to live in the wild.) Frame 8: What
is Suki doing? (She’s having a nap.) Frame 11: What’s Ben
eating? (Billy’s jam sandwiches!) Frame 12: Does Billy have
anything to eat for lunch? (Yes. His friends share their lunch
with him.)
• Ask the children if their predictions about the story
were correct.
188 Revision story 2
4006989 Ace TB6 SP.indb 188
• Divide the class into groups to act out the story. There
are nine characters (Mr Murphy, Mr Bean, Mrs Bean, Billy,
Jilly, Milly, William, Betty and Miss Jones). The children
can work in large groups, with one child playing each
role, or smaller groups with each child playing more
than one role.
• Ask some of the groups to come to the front of the
class and act out the story.
Optional activity
• Play a game of Stand up if it’s true (see page 202) with
sentences about the story.
Activity Book
1 Remember the story. Read and write True or
False. Match the sentences with the pictures.
• Focus on the sentences and the pictures.
• Ask the children to read the sentences and write True or
False for each one from memory.
• They then match the sentences with the pictures on the
right, writing the sentence number for each picture.
• Ask the children to read the story on pages 98 and 99 of
their Class Books again to check their answers.
Answers
1  False  ​2  True  ​3  True  ​4  True  ​5  False  ​6  False
a  4  ​b  5  ​c  1  ​d  6  ​e  2  ​f  3
2 Replace the italic words with the adjectives (1–4).
Invent sentences (5–8).
• The children read sentences 1–4 and replace the words in
italics with adjectives from the first box.
• They then write their own sentences 5–8 using the
adjectives in the second box.
answers
1  delicious  ​2  starving  ​3  fascinated  ​4  hilarious  ​
5−8  Children’s own answers
3 Complete with words from the story. Use the
words to complete the crossword.
• The children complete the sentences with words from the
story. They write the words in the correct places on the
crossword grid.
answers
Across: 2  grown-up  ​3  hilarious  ​4  leave  ​7  protected  ​
9  wild  ​10  home
Down: 1  endangered  ​5  bottle  ​6  coach  ​8  down
19/02/2013 10:18
 Lesson 2   ​CB PAGES 98 and 99 and AB PAGE 97  • Ask the children to write the rest of the sentences in their
STORY REINFORCEMENT AND PRACTICE
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 4–6
Language
Review: home, leave home, grown-up, picnic area,
hilarious, starving, water bottle, coach; modal verbs;
present perfect with just, already and yet; will and going to
for predictions; indefinite pronouns
Extra: panda, nap, wide awake, bamboo, omnivore, sugar
cane, lunchbox, zoo
Materials
CD4 $ track 20; Unit 4 Grammar and everyday language
poster; Unit 5 Grammar and everyday language poster;
Unit 6 Grammar and everyday language poster
Warmer
• Play a game of Wrong word (see page 202) with sentences
about the story.
Lead-in
• Ask the children what else they can remember about the
story from Lesson 1. Prompt with questions if necessary.
Class Book
Listen and read the story.  $ 4•20  Answer the
teacher’s questions.
• Write the following sentences on the board or display
them on the interactive whiteboard:
1 The children are going on a school trip.
2 Billy, Jilly and Milly have the same sandwiches.
3 There aren’t any pandas living in the wild.
4 Billy didn’t have any breakfast.
5 Miss Jones is the zookeeper.
6 Pandas that are five years old are grown-ups
7 Ben doesn’t want a nap.
8 Ben is eating sugar cane and fruit.
• Play the recording for the children to follow the story in their
books. The children write True or False in their notebooks.
answers
1  True  ​2  False  ​3  False  ​4  False  ​5  True  ​6  True  ​
7  True  ​8  False
1 Look at the story. Write present perfect
sentences with just, already and yet.
• Use the Grammar 2 section of the Unit 4 Grammar and
everyday language poster to review the use of the present
perfect with just, already and yet.
• Write the word prompts below on the board. The children
use them to make present perfect sentences with just,
already and yet. Frame 2: Dad / make / the sandwiches;
Frame 4: Billy / open / his lunchbox; Frame 5: The children /
not arrive / at the zoo; Frame 8: Suki / fall asleep.
• Ask the children to look at Frame 2. Elicit the first sentence
using the word prompts and write it on the board.
4006989 Ace TB6 SP.indb 189
notebooks, referring to the relevant story frames.
answers
Frame 2:  Dad has just made the sandwiches.
Frame 4:  Billy has already opened his lunchbox.
Frame 5:  The children haven’t arrived at the zoo yet.
Frame 8:  Suki has just fallen asleep.
2 Write a fact file about pandas.
• Tell the children that they are going to write a fact file
about pandas. Write the following headings on the board:
Live in: Eat: Live with their mothers until: Endangered because:
Other information:
• Ask the children to copy the headings into their notebooks.
They read the story again complete the fact file.
Possible answers
Live in: China
Eat: bamboo, sugar cane, fruit
Live with their mothers until: two years old
Endangered because: too many trees have been cut down
Other information: They like to have naps.
Activity Book
4 Read and circle.
• The children read the sentences and circle the correct
pronoun for each one. Display the Unit 6 Grammar and
everyday language poster and point to the Grammar 2
section for support while they work, if necessary.
answers
1  c  ​2  a  ​3  c  ​4  c
5 Complete with must or can’t.
• Use the Grammar 1 section of the Unit 4 Grammar and
everyday language poster to review modal verbs.
• The children complete the sentences with must or can’t.
answers
1  must  ​2  can’t  ​3  can’t  ​4  must  ​5  must  ​6  can’t
6 Make sentences with going to.
• Display the Unit 5 Grammar and everyday language
poster and point to the Grammar 1 section for support.
• The children use the word prompts to make sentences
with going to.
answers
1 The children aren’t going to fly to China to see the
pandas.
2 Dad is going to make sandwiches for Billy, Jilly and
Milly.
3 Billy is going to take his water bottle on the trip.
4 Jilly isn’t going to eat her lunch on the coach.
5 Ben isn’t going to have a nap.
7 Imagine you’re going to the zoo tomorrow.
Decide what to take and write sentences.
• Ask the children to imagine they are going to the zoo
tomorrow. They read the list of items and decide what
they are going to take. They write sentences beginning I’ll
take a … / I won’t take a …
Revision story 2 189
19/02/2013 10:18
 Revision
3   
story
T h e s c e n c e f a r
Lesson 1   ​CB PAGES 100 and 101 and AB PAGE 98  Optional activity
STORY AND LANGUAGE REVIEW
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 7–9
Language
Review: design, hoody, walkie-talkie, tablet PC, password,
link, download, satellite, observe, continent, ocean, notice,
catch, tracksuit, raincoat; reported speech; present simple
passive questions and statements; first conditional;
second conditional; past simple passive statements
Extra: forget, project, dream, smart, sleeves, change colour,
invent, programme, gadget, helium balloon, connect
Materials
CD4 $ track 21
Warmer
• Play Bingo! (see page 201) with some of the core
vocabulary from Units 7–9.
Lead-in
• Discuss inventions with the class. Ask individual children
Have you ever designed a new gadget at home or at school?
What did it do?
Class Book
1 Listen and read the story.  $ 4•21
• Ask the children to look at the pictures in the story.
Ask What do you think happens in the story? Encourage
predictions from different children around the class.
• Play the recording for the children to follow the words in
their books.
• Ask questions to check comprehension, e.g. Frame 1:
When is the science fair? (tomorrow) Frame 2: What has Milly
designed? (Some smart hoodies with walkie-talkies in the
sleeves.) Frame 3: What has William designed? What can it
do? (A new programme for his tablet PC. It can link to other
gadgets and download things.) Frame 4: What has Billy
designed? What could we observe with it? (A satellite camera.
The continents and the oceans from the air.) Frame 6: What
happens to Billy’s balloon? (It goes out of the window.)
Frames 8 and 9: What are the children going to use to find
the camera? (William’s tablet PC and Milly’s walkie-talkie
sweater.) Frame 11: Is the plan working? (Yes, it is.) Frame 12:
Has Billy really built a satellite camera? (No, he hasn’t.)
• Ask the children if their predictions about the story
were correct.
190 Revision story 3
4006989 Ace TB6 SP.indb 190
• Divide the class into groups to act out the story. There
are nine characters (Mr Bean, Billy, Jilly, Milly, William,
Betty, Mr McMaster, Mr Murphy and Miss London).
The children can work in large groups, with one child
playing each role, or smaller groups with each child
playing more than one role.
• Ask some of the groups to come to the front of the
class and act out the story.
Optional activity
• Ask the children to work in pairs. They tell each other
which of the inventions from Billy’s dream they like best
and why.
Activity Book
1 Remember the story. Write the names. Match the
sentences with the pictures.
• Focus on the sentences and the pictures.
• Ask the children to read the sentences and write the
correct name for each one from memory.
• They then match the sentences with the pictures on the
right, writing the sentence number for each picture.
• Ask the children to read the story on pages 100 and 101 of
their Class Books again to check their answers.
Answers
1  Milly  ​2  William  ​3  Billy  ​4  Dad/Mr Bean   ​
5  Betty  ​6  Jilly
a  2  ​b  6  ​c  3  ​d  5  ​e  1  ​f  4
2 Match with two endings.
• The children read the beginnings of the sentences and
match each one with the two possible endings.
answers
1  a, f   ​2  c, e   ​3  b, d
3 Find and circle nine words from the story. Write
three words in each column. Then write three more
words in each column.
• The children find nine words from the story in the grid.
They write them under the correct headings in the table.
• The children add three more words in each column.
answers
Clothes and accessories: tracksuit, hoody, raincoat
ICT: password, link, download
Planets and space: ocean, continent, satellite
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 Lesson 2   ​CB PAGES 100 and 101 and AB PAGE 99  • Ask the children to read the rest of the story and complete
the table with information for William’s and Billy’s inventions.
STORY REINFORCEMENT AND PRACTICE • Check the answers with the class.
answers
Lesson objectives
Milly’s William’s Billy’s
Read and understand a story
invention invention invention
Review vocabulary and language from Units 7–9
What is it? a smart a new a satellite
Language hoody programme camera
Review: observe, weather, calculate, tablet PC, walkie- (for his
talkie, log on, download, hoody, follow, chase, checked, tablet PC)
raincoat, striped, link, satellite, observe, continent, ocean, Special walkie- link to other light
design, build, audience; present simple passive questions features talkie: talk gadgets; enough to
and statements; first conditional; past simple passive to your download travel to
questions friends things like the edge of
Extra: gas, programme, dream, helium balloon, project, anywhere; songs and space
sleeves, smart, change colour, gadget, competition change photos
colour
Materials
CD4 $ track 21; Unit 7 Grammar and everyday language 2 Complete the second conditional sentences.
poster; Unit 8 Grammar and everyday language poster; • Tell the class to imagine that there is going to be a science
Unit 9 Grammar and everyday language poster fair at their school. The prize for the best invention is a gift
voucher to spend at a computer shop. Ask the class What
Warmer invention would you make for the science fair? Why?
• Play a game of True or false? (see page 202) with the story • Use the Grammar 1 section of the Unit 9 Grammar and
from last lesson. everyday language poster to review the second conditional.
• Write the beginnings of second conditional sentences on
Lead-in the board as follows. Ask the children to complete them
• Ask the children to tell what else they can remember with their own ideas: If there was a science fair at my school,
about the story from Lesson 1. Prompt with questions. I … (build); If you had my invention, you (can) … ; If I won the
competition, I … (buy)
Class Book • Go around the class as the children write the sentences in
Listen and read the story.  $ 4•21  Answer the their notebooks. Help where necessary.
teacher’s questions. 3 Tell you partner about your invention.
• Write the following sentences on the board or display • Ask the children to work in pairs. They take turns to tell
them on the interactive whiteboard:
each other about their invention, using their answers from
1 It’s the ______ fair tomorrow!
Activity 2.
2 ______ are sewn into the sleeves.
3 If you put in a special password, it can ______ to other
gadgets.
Activity Book
4 It could fly to the edge of ______! 4 Complete with the past simple passive.
5 You can ______ the photos and see where the camera is.
• Use the Grammar 2 section of the Unit 9 Grammar and
6 There’s a girl in a ______ raincoat.
everyday language poster to review the use of the past
• Play the recording for the children to follow the story in simple passive.
their books.
• The children read the sentences and complete them with
• The children write the missing words for each sentence. the correct form of the verbs in brackets.
• Check the answers with the class. • Check the answers with the class.
answers answers
1  science  ​2  Walkie-talkies  ​3  link  ​4  space  ​ 1  were designed   ​2  was invented   ​3  was built   ​4  was
5  download  ​6  checked carried  ​5  were downloaded   ​6  was found
1 Read the story again. Complete the table. 5 Rewrite the sentences using reported speech.
• Look at the headings In bold in the Answers below and • The children read the sentences and rewrite them
write them on the board. using reported speech. Display the Unit 7 Grammar and
• Ask the children to look at Frame 2 of the story. Elicit the everyday language poster and point to the Grammar 1
information for Milly’s invention and write it on the board. section for support while they work, if necessary.
• Ask the children to draw a table in their notebooks and • Check the answers with the class.
copy down the headings from the board.

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 answers
1 Milly said the smart hoodies were her design.
2 William told the audience his tablet PC linked to
other gadgets.
3 Billy said he was tying a camera to the balloon.
4 Betty told them the balloon was flying towards the park.

6 Make sentences using the first conditional.

• The children use the word prompts to write first
conditional sentences. Display the Unit 8 Grammar and
everyday language poster and point to the Grammar 1
section for support while they work, if necessary.
• Check the answers with the class.
answers
1 If Milly wins the science competition, she will be happy.
2 If I let go of the balloon, it will fly away.
3 If we download the photos, we will see where the
camera is.
4 If we lose Dad’s camera, he’ll be angry.

7 Read and answer.

• The children read the questions and write their answers
in their notebooks using sentences with the second
conditional.

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 o u g h t f u l T h a n k s g v n g
9  Th
Lesson 1   ​CB PAGE 102 and AB PAGE 100  Text B answers
MAIN VOCABULARY PRESENTATION
AND PRACTICE
Lesson objectives
Become familiar with Thanksgiving: its history and customs
Read and understand a diary entry and a website and
share information with a partner
Make a list of things you are thankful for
Language
Review: dangerous, grandparent
Extra: settler, prayer, celebration, thankful, be together,
uncle, aunt, cousin, volunteer, soup kitchen, turkey, pumpkin
pie, paper leaf, plantation, open-air museum, explore, tour,
journey, pilgrim, fish, corn, harvest, website, charity, parade
Materials
Speak up poster
Warmer
• Ask the children to work in pairs. They take turns to ask
and answer the questions: What festivals do you celebrate
with your family? What do you do?
Lead-in
• Ask the class if they have heard of the festival
Thanksgiving. What do they know about it?
Class Book
1 Look at the photos. Describe what you can see.
• Ask the children to work in pairs. They describe what
they can see and compare the photos. Refer them to the
section giving your opinion on the Speak up poster.
2 Read the introduction and check your ideas.
• Ask the children to read the text about Thanksgiving.
• Discuss the text with the class. Ask What happens at
Thanksgiving? What do modern families do to celebrate
Thanksgiving? Check how many of the children’s
predictions were correct from Activity 1.
3 Work in pairs (A and B). Read your text and answer.
• Divide the class into pairs A and B. Ask each pair to read
the corresponding text.
• The children read the questions and answer them in their
notebooks about the texts they have read.
text A answers
1  It’s a diary.   2  It’s about a family celebration at
Thanksgiving.  3  Photo 1   4  soup, turkey and pumpkin
pie  5  At the writer’s grandparents’ house.
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1  It’s a website.   2  It’s about an event at an open-
air museum.   3  Photo 2   4  fish, turkey, corn and
vegetables  5  At a museum
CULTURE NOTES:   The Mayflower
The Mayflower was the name of the ship that transported
102 English and Dutch settlers to what is now Plymouth,
Massachusetts, in the United States. A replica of the ship is
moored at the town’s State Pier.
KEY COMPETENCE:   Artistic and cultural competence
Food and festivals are an important part of a country or
culture’s identity. Learning about why, how and when
different festivals are celebrated expands the children’s
awareness of other cultures and generates interest in
them. Discuss the children’s answers to Activity 3. Ask
what they learnt about the way people like to celebrate in
the United Sates.
4 Compare your answers in pairs.
• Organize the class into pairs, containing a child each from
the original groups of A and B.
• They look at the questions together and take turns to read
their answers to each other.
5 What are you thankful for? Tell your partner.
• Ask a volunteer to read the speech bubble to the class.
• Ask the children to work in pairs. They take turns to tell
each other what they are thankful for and why.
Activity Book
1 Complete.
• The children read the text and complete it with the words
in the box.
ANSWERS
1  thankful  ​2  dinner  ​3  potatoes  ​4  pie  ​5  food  ​
6  charities  ​7  second  ​8  trips  ​9  parade  ​10  matches
2 Make notes. Write about a special meal in
your country.
• The children make notes for themselves in answer to the
questions. They use their notes to write a text about a
special meal in their country.
3 Complete the Thanksgiving crossword.
• The children read the clues and write their answers in the
crossword grid.
Answers
1  meal  ​2  volunteer  ​3  celebration  ​4  Pumpkin  ​
5  thankful  ​6  harvest  ​7  parade
Further practice
$ Teacher’s Resource CD-ROM, Festivals section,
Thanksgivingworksheet. Notes and answers on CD-ROM.
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 Lesson 2    CB PAGE 102  possible answers
REVIEW AND PRACTICE OF MAIN
VOCABULARY
Lesson objectives
Review and practise vocabulary related to Thanksgiving
Review Thanksgiving: its history and customs
Language
Review: dangerous, grandparent
Extra: settler, prayer, celebration, thankful, be together,
uncle, aunt, cousin, volunteer, soup kitchen, turkey, pumpkin
pie, paper leaf, plantation, open-air museum, explore, tour,
journey, pilgrim, fish, corn, harvest, website, charity, parade
Warmer
• Play Wrong word (see page 202) using the information
from the texts on Class Book page 102.
Lead-in
• Ask the children to tell you what else they can remember
about Thanksgiving. Prompt with questions, if necessary,
e.g. What do people celebrate on Thanksgiving? How do
they celebrate?
1 Read about Thanksgiving again. Listen and say
True or False.
• Ask the children to read the introduction and the two
texts about Thanksgiving on page 102 of their Class
Books again. Answer any new questions that the children
may have.
• Read the statements below, pausing between each one
for the children to say True or False.
1 Thanksgiving is celebrated in the United States.
2 The first Thanksgiving was in the 19th century.
3 Modern Thanksgiving is a family celebration.
4 People eat turkey and pumpkin pie at Thanksgiving.
5 The pilgrims landed in the Mayflower in the UK.
6 The Mayflower is the name of a museum in Plymouth,
Massachusetts.
ANSWERs
1  True  ​2  False  ​3  True  ​4  True  ​5  False  ​6  False
1 In the United States.
2 It’s about thinking about what you are thankful for.
3 It’s in November.
4 People celebrate with their families. They have a
special meal together and think about what they are
thankful for.
5 They eat turkey and pumpkin pie.
3 Make notes about a festival you celebrate.
• Ask the children to think about a festival that they
celebrate. It could be a festival from their country or one
that originates from another country, or a festival that is
celebrated around the world. They make notes about the
festival using the questions from Activity 2 as prompts.
4 Write a diary entry or design a website about
the festival.
• Ask the children to look at the diary entry on page 102
of the Class Book again. Ask How do you set out a diary
entry? (You write the date at the top, and if you wish, write
Dear Diary on the next line. You lay out your writing in
paragraphs below.)
• Ask How do you set out a website?
• Tell the children that they are going to write a diary entry
or design a website about the festival, using their notes
from Activity 3.
• The children write their diary entries or websites, using the
relevant text from page 102 of their Class Book as a model.
Go around helping and checking where necessary.
• Ask some of the children to read their diary entries or
websites to the class
5 Work in pairs. Tell your partner about the festival.
• Organize the class into pairs. If possible, put children with
a partner who has written about a different festival or
used a different text type.
• Ask the children to take turns to tell each other about the
festival they chose using their text from Activity 4.

2 Answer the questions about Thanksgiving.

• Write the following questions on the board or display
them using the interactive whiteboard:
1 Where do people celebrate the festival?
2 What is the festival about?
3 When is it?
4 How do people celebrate the festival today?
5 What do they eat?
• Ask the children to read page 102 of their Class Books
again and write answers to the questions about
Thanksgiving.
• Go through the activity with the class.

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 9   ​C r e a t v e C h r s t m a s
Lesson 1   ​CB PAGE 103 and AB PAGE 101  used to be delivered on Christmas Day, but now Christmas
MAIN VOCABULARY PRESENTATION
AND PRACTICE
Lesson objectives
Become familiar with Christmas traditions in the UK
Read and understand texts and share information within
a group
Talk about preparing for an important festival
Language
Review: delicious, home, put up
Extra: festival, celebration, advent, decorations, Christmas
cards, employ, deliver, mince pie, raisin, sugared fruit, recipe,
superstition, good luck, enjoy, Middle Ages, neighbourhood,
popular, carol concert, dazzling, tasty, countdown,
Santa, reindeer
Materials
Speak up poster
Warmer
• Play Wordlist (see page 201) to elicit and review all of the
vocabulary connected with Christmas.
Lead-in
• Discuss if and how Christmas is celebrated in the children’s
own countries. Ask What do you do before Christmas Day?
What Christmas traditions do you have?
Class Book
1 Look at the photos. Describe what you can see.
• Ask the children to work in pairs. They describe what
they can see and compare the photos. Refer them to the
section giving your opinion on the Speak up poster.
2 Read the introduction and check your ideas.
• Ask the children to read the text about Christmas.
• Discuss the text with the class. Ask How do people prepare
for Christmas in the UK?
• Check how many of the children’s predictions were
correct from Activity 1.
3 Work in groups (A, B and C). Read the text
and answer.
• Divide the class into groups of three: A, B and C. Ask the
children from each group to read the corresponding text.
• The children answer the questions in their notebooks.
Text A answers
1  It’s about Christmas cards.   2  Photo 1   3  6th January
– it’s traditional to leave Christmas decorations up until
this date.   4  In the 19th century   5  Christmas cards
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Day is a holiday for everyone.
Text B answers
1  It’s about mince pies.   2  Photo 3   3  6th January – it’s
the twelfth day of Christmas. This is the last day to eat a
mince pie for luck.   4  In the 13th century   5  The recipe
for mince pies has changed.
Text C answers
1  It’s about Christmas carols.   2  Photo 2   3  21st
December to the 25th December – this was the traditional
time to sing carols.   4  In the Middle Ages   5  Now you
can hear carols at any time in December.
4 Compare answers in your groups.
• Organize the class into new groups of three, containing a
child each from the original groups of A, B and C.
• They look at the questions together and take turns to read
their answers to each other.
5 What do you do to prepare for an important
festival? Tell your partner.
• Ask a volunteer to read the speech bubble to the class.
• Ask the children to think about how they prepare for an
important festival. It could be a festival from their country,
a festival that originated in a different country or a festival
that is celebrated around the world, like Christmas.
• Ask the children to work in pairs. They take turns to tell
each other how they prepare for their chosen festival.
Activity Book
1 Read and write the headings.
• The children read about each tradition quickly and write
the correct heading from the box.
ANSWERS
1  Dazzling decorations   ​2  Tasty treats   ​3  Christmas
countdown  ​4  Surfing Santa
2 Match. Write sentences about preparing for
Christmas.
• The children match the verbs with the nouns to make
collocations. They use the collocations to write sentences
about preparing for Christmas.
answers
1  d  ​2  c  ​3  b  ​4  e  ​5  a
3 Find, circle and write eight Christmas words.
• The children find and circle eight Christmas words in the
grid and write them down.
Answers
1  presents  ​2  carols  ​3  cake  ​4  cards  ​5  lights  ​
6  pudding  ​7  reindeer  ​8  mince pie
Further practice
$ Teacher’s Resource CD-ROM, Festivals section, Christmas
worksheet. Notes and answers on CD-ROM.
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 Lesson 2   ​CB PAGE 103  3 Choose one special thing about preparing for
REINFORCEMENT AND PRACTICE OF MAIN
VOCABULARY AND LANGUAGE
Lesson objectives
Review and practise vocabulary related to Christmas
Review Christmas traditions in the UK
Language
Review: delicious, home, put up
Extra: festival, celebration, advent, decorations, Christmas
cards, employ, deliver, mince pie, raisin, sugared fruit, recipe,
superstition, good luck, enjoy, Middle Ages, neighbourhood,
popular, carol concert, dazzling, tasty, countdown,
Santa, reindeer
Materials
plain paper
Warmer
• Play Draw! (see page 201) with some of the Christmas
vocabulary from Lesson 1.
Lead-in
• Ask what the children can remember about the
Christmas traditions from the previous lesson. What are
the similarities and differences between these and the
Christmas traditions in the children’s own country?
1 Remember the Christmas traditions from Lesson
1. Make notes. Check your answers.
• Ask the children to work in pairs. They make notes in their
notebooks about all of the Christmas traditions they can
remember from the previous lesson.
• Ask the children to read the introduction on page 103 of
their Class Books again to check their answers. Then check
as a class.
Christmas in your country. Make notes.
• Ask the children to think about one special thing that they
do to prepare for Christmas in their country. Make a list of
questions for them to consider and write it on the board:
How old is the tradition?
Why is it important?
What do people do?
When do people do it?
Has the tradition changed?
• Ask the children to make notes in answer to the questions.
4 Write about the tradition in Activity 3.
• Ask the children to use the notes they made in Activity 3
to write a text about the tradition. They can use the texts
on page 103 of their Class Books as models.
• Go around the class as the children work, helping
where necessary.
• Give each child a piece of plain paper and make sure that
they have access to coloured pencils. Ask the children
to copy out their texts neatly and draw pictures to
illustrate it.
• Collect in the children’s work and display it on the wall.
Optional activity
• Ask the children to walk around the classroom, reading
each other’s work.
• When they have finished, discuss the traditions as a
class. Ask the children which tradition they think is the
most special to their country and why.
KEY COMPETENCE:   Autonomy and personal initiative
Independent writing tasks work on the skills that the
children will need as they become more advanced
learners, and help to prepare them for their exams. Less
confident children will feel more comfortable in this type
of activity if they are allowed to check their work with a
partner once they have finished.

ANSWERS
have a big family meal, exchange presents, send cards, put
up decorations, sing Christmas songs, eat Christmas treats

2 What do you do to prepare for Christmas? Make

notes. Compare it with your notes from Activity 1.
Tell your partner.
• Ask the children to work in pairs to make notes about
the things they do to prepare for Christmas in their
own country.
• Ask the children to share their ideas with the class.
Compile a list on the board.
• Ask the children to look at the list on the board and find
one thing that people do in their country, but not in the
UK. Elicit a sentence and write it on the board, e.g. In my
country, people make a nativity scene at home. In the UK,
people don’t make nativity scenes at home.
• Ask the children to talk with their partners. They take
turns to make similar comparisons between Christmas
preparations in their country and in the UK.
• Ask some of the children to make comparisons for
the class.

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 D a y
9  ​Wonder ful World Poetr y
Lesson 1   ​CB PAGE 104 and AB PAGE 102  Text B answers
MAIN VOCABULARY PRESENTATION
AND PRACTICE
Lesson objectives
Become familiar with World Poetry Day: haikus and limericks
Read and understand texts and share information with
a partner
Write a haiku or a limerick
Language
Review: laugh, notice, follow, moon
Extra: competition, rhyme, rhythm, syllables, haiku, popular,
ice melting, limericks, dream, terrible, fright, celebrate, invite
Warmer
• Discuss poetry with the class. Ask individual children
Do you like poetry? What is your favourite poem? What is it
about? Have you got a favourite poem?
Lead-in
• Write the following poem on the board (or use another
simple poem that you know):
There was a little girl
Who had a little curl
Right in the middle of her forehead.
When she was good
She was very good indeed,
But when she was bad she was horrid.
• Read the poem to the class and check understanding.
(Explain that the word forehead can be pronounced as ‘forrid’.)
• Use the poem to explain some of the concepts of the lesson,
e.g. identify rhyming words, count syllables in some of the
words, identify the rhyme pattern: A A B C D B. Explain that
rhythm is the pattern made by the word stress in the poem.
Class Book
1 Read the introduction. Can you name a poem?
• Ask the children to read the text about World Poetry Day.
• Discuss the text. Ask When is World Poetry Day? What happens
on this day? What can poems express? Do all poems rhyme?
• Ask the children to think about a poem that they know in
their own language. Ask them to work in pairs. They take
turns to say their poem to each other.
2 Work in pairs (A and B). Read your text and answer.
• Divide the class into pairs A and B. Ask each pair to read
the corresponding text.
• The children answer the questions in their notebooks.
Text A answers
1  It’s about a type of poem called a Haiku.   2  Picture 2  
3  It comes from Japan.   4  A famous Japanese poet
called Basho made these poems popular.   5  syllables
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1  It’s about a type of poem caled a limerick.   2  Picture 1  
3  It comes from England.   4  A famous Enlgish poet called
Edward Lear made these poems popular.   5  syllables
3 Compare your answers in pairs.
• Organize the class into pairs, containing a child from the
original pairs of A and B.
• They look at the questions together and take turns to read
their answers to each other.
4 Write a haiku or a limerick. Tell your partner.
• Ask the children to choose which kind of poem they
would like to write: a haiku or a limerick. Remind the
children that if they write a haiku, their poem doesn’t
need to rhyme, but they must follow the syllable structure
in their Class Books. If they write a limerick, they must
follow the rhyme pattern in their Class Books.
• Ask the children to write their poems in their notebooks.
• Ask the children to work in pairs. They take turns to read
their poems to each other.
Activity Book
1 Complete with the present simple passive.
• The children read the text and complete it with the
present simple passive form of the verbs in brackets.
ANSWERS
1  is celebrated   ​2  are read   ​3  are invited   ​4  are given   ​
5  are held   ​6  are written
2 Write the rhyming words. Think of one more
word for each sound. Write a poem.
• The children write rhyming words for each sound. They use
the words in the box and then add one word of their own.
• The children then use the rhyming words to write a poem.
possible answers
1  new / you   ​2  friend    ​3  sea  ​4  right  ​5  time  ​6  sun  ​
7  wait  ​8  bird  ​9  tune  ​10  far
3 Complete the World Poetry Day crossword. Write
the secret word.
• The children read the clues and write the words in the
puzzle. They find the secret word by reading the letters in
the shaded column.
Answers
1  syllables  ​2  lines  ​3  rhythm  ​4  poem  ​5  rhyme  ​
6  writer  ​7  March  ​8  haiku
Secret word: limerick
Further practice
$ Teacher’s Resource CD-ROM, Festivals section, World Poetry Day
worksheet. Notes and answers on CD-ROM.
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 Lesson 2   ​CB PAGE 104  Optional activity
• Play a game of Vanishing verse (see page 202) with
REINFORCEMENT AND PRACTICE OF MAIN the poem.
VOCABULARY AND LANGUAGE
2 Read the poem. What is it about?
Lesson objectives
Review and practise vocabulary related to World
• Divide the class into three groups. Give each group one of
the remaining poems.
Poetry Day
Review poetry
• Give the children five minutes to read the poem, discuss it
with their groups and decide what it is about.
Language • Go around the class as the children read, helping with
language and meaning.
Review: laugh, notice, follow, moon
Extra: competition, rhyme, rhythm, syllables, haiku, popular, 3 Practise saying the poem.
ice melting, limericks, dream, terrible, fright, celebrate, invite • Ask the children to read their poems again. Ask Does the
poem rhyme? (All of the poems rhyme, but they have
Materials different rhyming patterns.)
Copies of the following poems (with titles and the • Ask the children to work with a partner in the same
author’s name): Bed in Summer by Robert Louis group. They take turns to read the poems to each other.
Stevenson; The Cow (first verse only) by Robert Louis Go around the class as the children read, helping with
Stevenson; Mary’s Lamb (first verse only) by Sarah pronunciation.
Hale; Old Mother Hubbard (first verse only) by Sarah
Catherine Martin KEY COMPETENCE:   Competence in social skills and
citizenship
Warmer Reciting poetry in the way suggested above encourages
social interaction and builds confidence.
• Put the following list of words on the board: see, cat, think,
frog, play, house, eat, glue.
• Ask the children to work in pairs to think of a rhyming 4 Read your poem to the class. Say what it’s about.
word for each one. • Choose one child from each group to read their poem for
the class.
Lead-in • Ask the children, one at a time, to introduce the poem,
• Ask what the children can remember about World Poetry giving the title and the poet’s name, read the poem and
Day from Lesson 1. What happens on World Poetry Day? explain what it’s about.
What do people learn about? • Discuss the poems with the class. Ask the children which
poem they like best and why.
1 Read the poem. Answer the questions.
• Write Robert Louis Steven’s Bed in Summer on the board, Optional activity
or display it using the interactive whiteboard. • Take a vote to find out which poem is the class
• Ask the children to follow the words as you read it with favourite.
the class.
• Ask the children to read the poem again. While they are
reading, write the following questions on the board:
1 What is the poem about?
2 Does the child like going to bed in the summer?
3 What can the child see and hear when he goes to bed?
4 Do you like the poem? Why?/Why not?
• Ask the children to work in pairs to answer the questions.
• Go around the class as the children work, helping
where necessary.
• Go through the answers with the class. Explain any
unfamiliar words and phrases.
• Ask the children Does the poem rhyme? Write the rhyme
pattern on the board: A A B B.
answers
1 It’s about going to bed in the summer.
2 No, he doesn’t.
3 He can see the birds hopping in the tree and he can
hear the sound of grown-ups’ footsteps in the street.
4 Children’s own answers

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 a ge
Classroom langu
Using English for classroom routines Never mind. Better luck next time! … sing a song.
is an excellent way to introduce and It’s a draw. … do an activity in the Class Book.
recycle important natural language. If (Ana) is the winner. … play a guessing game.
English is used for organizing activities,
Shuffle the cards. Can you guess what we’re going to
giving instructions, playing games
Choose a card. do today?
and for giving support and praise,
the children will develop a passive Turn over the card. What do you think we’re going to
understanding of the expressions, No cheating. do first?
and become familiar with sounds and Look up … on the internet. What do you think we’re going to
syntax. Here are some useful phrases. do next?
Find out about … on the internet/in
a book. Yes! Well done! We’re going to play a
Greetings game first.
Can you remember (the words/song/
Hello.
story)? To say goodbye
Good morning.
Good afternoon. Ending an activity Goodbye, see you next lesson.
How are you? I’m fine, thanks. Finish your turn. See you tomorrow.
Stop and look at me, please.
Taking the register
It’s time to stop now.
Where is (David) today?
Put your things away, please.
Is (David) away today?
Tidy up please.
Organizing in the classroom We’ve got five more minutes.
Sit down. Line up by the door.
Stand up. Put down your pencils now, please.
Open your books at page …
Basic communication
Look at the pictures/words on page …
Can I have the scissors, please?
Close your books, please.
Here you are.
Come here, please.
I don’t know.
Give/Bring it to me.
It’s my/your turn.
Hands up.
Sorry.
Point to the/a …
Thank you.
Put it here/there.
Yes/No.
Wait.
Finished.
Just a minute.
How do you say/spell … in English?
Say it with me.
What does … mean?
Repeat.
No, that’s wrong.
Listen to me/to the CD.
Yes, that’s right.
Stop now.
Can you help me, please?
Tell me./Ask me.
Let’s play/go/make/draw.
Hold up/Show me a …
I like (your picture, this game, this
All together. story).
Let’s sing a song/read a story/play I can’t remember.
a game.
I don’t understand.
Giving support and praise What do you think?
Guess./Can you guess? Do you agree?
Get into pairs/groups/teams. I’ve finished.
Work alone.
Everyday language
Is that right?
What day is it today?
Stand in a circle/line.
Today is (Monday).
Take turns.
What’s the weather like today?
Whose turn is it?
It’s (sunny).
It’s your turn.
Now we’re going to …
Ready, steady, go!
… listen to a story.
You’re out.
… do a cross-curricular activity.

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 Wordcards
Starter unit speed limit go to university picnic area copy
Set 1 (Lesson 1) Set 2 (Lesson 5) get a job campsite log on
term check-in Set 2 (Lesson 5) destination attach
timetable passport community Set 2 (Lesson 5) delete
subject ticket home hilarious Set 2 (Lesson 5)
textbook luggage husband enormous telephone
homework security wife tiny mobile phone
test hand luggage parent filthy laptop
exam queue toddler starving e-reader
practice gate child exhausted tablet PC
club boarding grandparent delicious MP3 player
coach seat belt best friend terrified games console
study take-off grown-up fantastic sat-nav
landing teenager awful calculator
Unit 1
neighbour fascinated digital camera
Set 1 (Lesson 1) Unit 3
delighted digital radio
follow Set 1 (Lesson 1) Unit 5
walkie-talkie
catch giant Set 1 (Lesson 1) Unit 7
hide detective Chinese river dolphin Set 1 (Lesson 1) Unit 9
escape companion Iberian lynx belt Set 1 (Lesson 1)
chase thief Antarctic blue whale trainers planet
rescue enemy African penguin raincoat star
shout heroine European bison suit comet
whisper witness Atlantic albatross umbrella orbit
scream victim Arctic fox handbag moon
laugh assistant extinct suitcase constellation
mutter wise character in captivity briefcase asteroid
cheer reporter protected tracksuit solar system
Set 2 (Lesson 5) hero in the wild hoody satellite
comedian Set 2 (Lesson 5) endangered jeans continent
acrobat clue Set 2 (Lesson 5) leggings pole
magician magnifying glass recycle Set 2 (Lesson 5) ocean
musician disguise turn off striped Set 2 (Lesson 5)
tell jokes diamond necklace use up spotted inventor
do acrobatics spell sort out checked invention
perform tricks magic cloak put on dark design
play an instrument creatures give away pale build
get on with people shield look after bright astronomer
work as a team alien clean up tight observe
learn new skills UFO cut down baggy calculate
practise a lot time machine pollute sparkly record
spaceship throw away comfortable experiment
Unit 2
waste patterned scientist
Set 1 (Lesson 1) Unit 4
plain notice
canal Set 1 (Lesson 1) Unit 6
discover
motorway get married Set 1 (Lesson 1) Unit 8
railway leave school first aid kit Set 1 (Lesson 1)
tunnel learn to drive insect repellent password
port be born sun cream icon
airport have children water bottle text message
coach retire survival blanket download
ferry leave home car park link
road sign start school national park paste
traffic jam move house route click on
roadworks grow up landmark save

200 Wordcards

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 Ideas bank
The suggestions below provide useful ideas for starting and
finishing lessons. Some of the ideas are referenced in the
lesson notes and can be used at that particular point, or they
can be used at another appropriate point during the lesson
to energize the class or re-focus their attention.
Missing card
• This game is also known as Kim’s game.
• Display the wordcards on the board. Give the class a few
seconds to look at them.
• Tell the children to put their heads down so they cannot
see. Remove a card. Ask the children What’s missing?
• The child who identifies the missing card correctly takes
your place and the game continues.
Bingo!
• Put the wordcards on the board. Draw a grid of three by
two squares on the board and ask the children to copy it.
• The children choose six of the vocabulary items and write
the words in the six squares.
• Call out words from the vocabulary set in any order. Keep
a record of the words as you say them.
• The children cross off the words as they hear them. The
first child to cross out a line of three shouts Bingo!
Mime!
• Put the wordcards face down on your table.
• Invite a child to the front. He/She chooses a wordcard
without showing the class. The child mimes the word for
the class to guess.
• The child who guesses correctly comes to the front and
the game continues.
What am I doing?
• This is a variation of Mime!, which can be used to practise
the present continuous.
• Mime an action or say something in a particular manner
and ask What am I doing? The children respond using the
present continuous, e.g. You’re shouting.
• Continue the game as above.
Wordlist
• This game can be played with any vocabulary set or topic.
• Divide the class into small groups. Tell the children they
have two minutes to write as many words from the
vocabulary set / about the topic as they can.
• When the time is up, ask the groups to count their words.
Ask the group with the most words to read their list.
• Ask the other groups to add any new words from their lists.
Draw!
• Divide the class into two teams. One child from each team
comes to the board. Show them a wordcard / whisper the
word in their ear, and they draw the item on the board.
• The first team to guess what their team member is
drawing gets a point. Continue with the rest of the words.
• The team with the most points at the end of the game wins.
4006989 Ace TB6 SP.indb 201
Simon says …
• This is a good game for practising action verbs.
• Say sentences to the class. If the sentence begins Simon
says …, e.g. Simon says run in a circle, the children do the
action. If the sentence does not begin with Simon says …,
e.g. Sit down! the children do not move.
Categories
• This game can be played with or without wordcards.
• Write headings on the board (or put up wordcards), e.g.
air, road, water.
• Ask the children to work in pairs. They write as many
words as they can think of for each heading.
• When they have finished,
compile a list as a class. Air Road
• Variation: If some of the
airport
seat belt
luggage traffic
words from the vocabulary jam
set could fit into more than
one category, this can be
played using a Venn diagram.
For example:
canal
Water
The alphabet game
• This game can be used to review vocabulary from past
units/levels to see how many words the children know.
• Divide the class into two teams. Write the alphabet on the
board. The first team must tell you a word beginning with
A, the second team a word beginning with B and so on.
• Each team has three lives. They lose a life when they
cannot think of a word beginning with a particular letter.
The team that has the most lives at the end is the winner.
Guess the word
• Write words from a vocabulary set on the board, showing
only the first letter followed by a series of short lines for
the remaining letters, e.g.: h _ _ _ _ _ _ (heroine).
• Divide the class into two teams. A child from team A
chooses a word from the board and tries to guess the
correct answer. If he/she is correct, complete the word
and give the team a point. If he/she is incorrect, give a
point to team B.
• Ask a child from team B to choose a word and continue in
the same way. The team with the most points at the end wins.
Smiley face
• Think of a word and draw a short line on the board for
each letter. The children take turns to guess a letter.
• If a child guesses a letter correctly, write the letter in the
correct position in the word.
• If a child guesses incorrectly, write the letter on the board
with a cross through it and a large circle to represent a
face. With every letter that is guessed incorrectly, add
another feature to the face.
• The game continues until the word or the face is
complete. If the word is completed, the children have
won. If the face is completed, the teacher has won.
Ideas bank 201
19/02/2013 10:18
 Smiley sentence
• This is a variation of the game above, using a whole
sentence rather than a single word. It is good for
reviewing structures that the children have recently learnt.
Spell it!
• Divide the class into two teams. Put the wordcards face
down on the table in front of you.
• Pick up a card and read the word without showing it to
the class. Ask someone from team A to spell out the word
for you to write it on the board. If he/she is correct, team A
gets a point. If he/she is incorrect, team B has a chance to
spell the word and win the point.
• Read another card for a child from team B to spell.
• Continue this way until all of the words have been spelt.The
team with the most points at the end of the game wins.
True or false?
• Say a true or false statement about a topic, story or text,
using a grammar point you want to practise, e.g. Tom and
Maggie follow the footprints.
• If the children think you are telling the truth, they call out
True! If they don’t, they call out False!
• Choose a child and then tell him or her if the answer is
correct. Ask that child to say a true or false sentence for
the class. Continue in this way around the class.
Stand up if it’s true
• This is a TPR version of the game above; the children stand if
they think the sentence is true and remain sitting if it is false.
Jumble
• Write the jumbled-up letters of a word on the board,
followed by the correct number of lines for the letters.
• Call individual children to come to the board to write one
letter at a time to complete the word.
Time’s up!
• Divide the class into two teams. Write the anagram on the
board of a word or phrase from a vocabulary set that the
children have recently learnt.
• Give the children from the first team ten seconds to solve
the anagram and say the word. If they don’t guess the
word, call Time’s up! and reveal the answer.
• Write another anagram on the board and allow ten
seconds for the other team to say the word.
• Teams score one point for each word they guess correctly.
• At the end of the game, add up the scores and declare the
winning team.
Wrong word
• Write 6–8 sentences on the board about a story, poem or
factual text that the children have just read. One word in
each sentence must be incorrect.
• Ask the children to find the incorrect word in each sentence
and then rewrite the sentences so that they are correct.
Missing word
• Play this game in the same way as Wrong word, but use
blank lines instead of incorrect words.
202 Ideas bank
4006989 Ace TB6 SP.indb 202
A long sentence
• Say a sentence that ends with a word or phrase from the
vocabulary set that you wish to practise, e.g. I went on a
journey and I travelled by aeroplane.
• Choose a child to continue the sentence, adding another
item from the same set, e.g. I went on a journey and I
travelled by aeroplane and ferry.
• Continue the game until you have practised all the words
from the vocabulary set or until someone forgets the chain.
The definitions game
• Describe a word from a vocabulary set that the children
have recently learnt for the class to guess, e.g. It’s a long
line of traffic. (traffic jam)
• Ask a child to stand up and describe another word from
the set. Continue with other words and different children.
• Variation: To make the game more challenging, give the
children slips of paper with words they are banned from
mentioning written on them, e.g. for traffic jam: traffic, cars.
Everything I know about …
• Choose a topic from the unit or in general and write it
on the board. Ask a child to stand up. Tell the child that
he/she must talk about the topic for as long as possible
without pausing. Keep an eye on your watch and write
down the total amount of time that the child talked for.
• Ask the class if they think they can talk for longer. Invite a
challenger do the next talk and write down his/her time.
• Repeat with several more children and then ask the class
to look at the times on the board to see who is the winner.
Twenty twenty
• This can be played as an open class activity or a team game.
• Choose a word from the vocabulary set or any other word
that the children know that you want to elicit or review.
• The children take turns to ask yes/no questions.
• Continue until they have asked all twenty questions. If
they haven’t been able to guess the word, give them clues
until they guess correctly.
Vanishing verse
• Write a verse from a poem on the board. Read it with the
children and then rub out two words.
• Ask the children to read the verse again, saying the missing
words. Rub out two more words and repeat Continue in
this way until only the first word of each line remains.
Using the Ace! 6 Wipe-clean poster
• The poster can be displayed in your classroom, and has
been designed to be used in an interactive way. The
children can write on it with a whiteboard marker. It can
then be wiped clean for other children to have a turn.
• The Directions poster enables the children to practice
giving each other directions. Draw a route on the map
from one destination to another and ask the children to
give you directions using the vocabulary at the bottom of
the poster. Alternatively, turn it into a team game and ask
one team to give directions to a secret destination. See
if the other team can follow the directions and draw the
route on the map to identify the destination. The poster
would work well when covering Unit 6, Special sport.
19/02/2013 10:18
 Wordl st
Words in bold highlight auditions 1 cardboard 7 corner 5
the main vocabulary autograph 1 careful 3 cosy 5
taught in Lessons 1 and avoid 2 carry 2 countess 3
5, as well as core words
award 7 catch 1 cousin 4
introduced in the cross-
curricular and culture awful 6 certificate SU cowboy hat 7
lessons. The remaining charity 6 crash (v) 9
words are additional words back flip 1 chase 1 creatures 3
the children will have baggy 7 check out 2 crew 9
encountered in songs and balcony 3 checked 7 crime 3
stories, and in reading and
barn 5 check-in 2 crop 5
listening passages. The unit
number where the word is be born 4 checklist 6 cross (v) 2
first used is given after each beekeeping 5 cheer 1 curious 3
word (‘SU’ – Starter unit; beep 4 chemical 7 cut down 5
‘F’ – Festivals; ‘RS’ – Revision belt 7 chemicals 1 cute 8
stories). best friend 4 chief 4 cycle path 2
billion 9 child 4
a bit 3 bite (n) 6 Chinese river dolphin 5 dance routine 1
a little 3 blog 2 Christmas carol F dark 7
absolutely 3 board 7 clean up 5 data 7
access (v) 8 board game 4 click on 8 decade 3
accessories 7 boarding 2 cliff 4 decorations F
accident 2 boss RS 1 cloisters 3 deep sea exploration 3
accidentally 7 bother (v) 3 cloth 7 degree 4
acrobat 1 bounce 6 club SU delete 8
across 6 boxer 3 clue 3 delicious 6
admire 3 brave 3 clunky 9 delighted 6
advent F breakable 2 coach (person) SU dentist 2
African penguin 5 briefcase 7 coach (vehicle) 2 desert 4
after-school (adj) SU bright 7 comedian 1 design 9
airport 2 broken 7 comet 9 design (n) 7
alien 3 buffalo 4 comfortable 7 destination 6
all kinds of 2 build 9 communication 9 destroy 5
allow 8 bump (v) 6 community 4 destruction 5
almost 7 bumpy 6 companion 3 detective 3
alone 1 burning 9 compass 6 develop 4
along 6 burnt (adj) 6 complain 1 diamond necklace 3
aluminium 5 bury 4 complete 4 digger 3
amazed 1 business F complete (v) 2 digital camera 8
announce SU butcher 3 completely 3 digital radio 8
annoyed 1 complicated 3 discover 9
annual 4 cable car 2 computer chip 8 disguise 3
Antarctic blue whale 5 calculate 9 computer virus 8 do acrobatics 1
aqueduct 2 calculator 8 concert F document 4
archaeologist 4 calm 3 conduct 7 door-to-door F
Arctic fox 5 camel 2 confess 3 download 8
armour 7 campfire 6 conservation 5 dream of 4
assistant 3 campsite 6 consist 4 dust 9
asteroid 9 canal 2 constellation 9 DVD player 8
astronomer 9 canons 1 continent 9
Atlantic albatross 5 canyon 9 control 3 earn 4
attach 8 car park 6 control panel 9 earth 3
attic 4 carbuncle 3 copy 8 electric 2

Wordlist 203

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 electricity 7 gas 5 hover 9 logical 3
emergency 6 gate 2 hummingbird 6 longhouse 4
emergency landing 6 get a job 4 hunt 4 look after 5
employ F get on with people 1 hunter 5 loose 7
endangered 5 get married 4 husband 4 lorry 2
enemy 3 get together 1 lose 5
energy 5 giant 3 I can’t wait 2 loyal 3
enormous 6 give away 5 Iberian lynx 5 luggage 2
environment 2 global warming 5 icon 8
e-reader 8 glossary 8 identification 2 magic cloak 3
escape 1 go missing 6 illegal 5 magical 3
European bison 5 go off RS 3 I’m afraid you can’t … 2 magician 1
event 5 go to university 4 imaginative 3 magnifying glass 3
evil 3 golden eagle 6 immediately 3 marshmallows 6
exactly 2 goose 3 impatient 3 mask 2
exam SU grab 7 improve SU maximum 5
exchange F grandparent 4 in (adj) 7 meal F
exhausted 6 gravity 9 in captivity 5 mega (adv) 4
experience 1 great-grandfather 4 in the wild 5 melt F
experiment 9 greeting 9 inconvenient 2 memory 1
express F grin (v) 6 info SU mess around SU
extinct 5 ground 6 insect repellent 6 metal detector 4
extremely 3 grow up 4 integrated 7 Middle Ages F
grown-up 4 invade 9 millions 2
fabric 7 guest 3 invention 9 mince pie F
factory 5 inventor 9 minibus 6
fail RS 1 habitat 5 investigate 3 missing 4
fairly 3 hand luggage 2 itchy 6 mission 9
fancy dress 4 handbag 7 I’ve made it 2 mobile phone 8
fantastic 6 hang on SU moon 9
fantasy 3 harm 5 jeans 7 moon landing 8
fascinated 6 harvest F jewel 3 mosquito 5
fashionable 7 have children 4 jungle 5 motorway 2
fasten 2 heat 5 move house 4
ferry 2 hedgehog 5 keep in touch F MP3 player 8
file (n) 8 helium RS 3 kind of 4 musical (adj) 1
filter (v) 5 helmet 4 knot 1 musician 1
filthy 6 hero 3 mussels 1
fireworks 1 heroine 3 landing 2 mutter 1
first aid kit 6 hesitate 9 landmark 6 mystery 3
fishermen 7 hide 1 laptop 8 myth 7
fixed 9 hilarious 6 laugh 1
fizzy drink 5 hire RS 1 law 4 nanotechnology 7
flight attendant 2 hit 6 learn new skills 1 nap RS 2
follow 1 hive 5 learn to drive 4 national park 6
footpath 2 hoard 4 leave home 4 Native American F
footprints 1 hoax 8 leave school 4 navigation 6
from every direction 2 Hold on tight! 6 leggings 7 neighbour 4
frozen 9 holiday F lighthouse 1 nesting box 5
home 4 lighthouse keeper 1 nocturnal 5
gadget 5 homework SU link 8 non-fiction 3
games console 8 hoody 7 log on 8 notice 9
gang 3 horseshoe 4 logging 5 notice (v) 3
garden party 4 housekeeper 3 logic SU novel 3

204 Wordlist

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 observe 9 pot 4 roof 1 species 5
occasion 7 powerful 8 root 7 speed limit 2
ocean 9 practice SU rope 1 spell 3
offer (v) 2 practise a lot 1 route 6 sponsored walk 6
official 2 prayer F routeplan 6 spotted 7
omnivore RS 2 precious 3 rush (v) 9 spray 7
on (his) own 4 preparations F rush hour 2 stall 2
on average F prepare 6 star 9
online 8 prepared (adj) 6 safety harness 2 start school 4
orang-utan 5 press 9 sanctuary 5 starving 6
orbit 9 pretend 2 satellite 9 steal 1
order (n) SU print 7 sat-nav 8 stencil 7
organizer 7 process (v) 7 save 8 sting (n) 6
outer space 9 produce F scenery 3 StoneAge 4
outfit 7 product 7 schedule SU storage tank 5
over 6 programme (v) 7 scientist 9 stow 2
owl 6 protect 5 scooter 2 stretchy 7
protected 5 Scouts 6 strings 1
pack up 4 protection 6 scream 1 striped 7
palace 3 proud 5 search 1 structure F
pale 7 pumpkin pie F seat belt 2 stuck 6
parade 1 puppeteer 1 security 2 study SU
parent 4 put on 5 sense of smell 6 stuff 2
park (v) 2 set off 6 stylish 7
pass a test 4 queue 2 settler F subject SU
passenger 2 shallow 5 sugared F
passport 2 raft 6 share 8 suit 7
password 8 railway 2 shield 3 suitcase 7
past 6 raincoat 7 shine 1 sun cream 6
paste 8 rainforest 5 shiny 3 sunburn 6
patient 3 raise awareness 5 shout 1 superstition F
pattern F reach 6 similarity 9 surface 9
patterned 7 realistic 9 simple 6 survey 8
paw 9 recognize 3 simulated 9 survival 6
perform tricks 1 record 9 sink 1 survival blanket 6
period F recycle 5 sites 5 survive F
phone box 6 reflect 9 skater 8 switch off 4
picnic area 6 refreshments 4 smart 5 syllable F
pilot 2 regular SU smelly 1 synthetic 7
pipe 5 release 5 soak 7
plain 7 remind 5 sociable 3 tablet PC 8
planet 9 reply 8 social network 8 take-off 2
plantation F reporter 3 solar system 9 teenager 4
play an instrument 1 rescue 1 soldier 1 telephone 8
plenty 5 reservation 2 solution 5 tell jokes 1
poet 1 retire 4 solve 3 tepee 4
pole 9 rhyme F sore 6 term SU
pollute 5 rhythm F sort out 5 terminal 2
pollution 2 ridiculous 2 soup kitchen F terrified 6
port 2 road sign 2 space 2 test SU
position 9 roadworks 2 spaceship 3 textbook SU
possessions 4 robbery 3 space station 9 text message 8
post (n) 4 robotic 9 spacecraft 9 thankful F
post (v) 8 rocket 9 sparkly 7 theme 4

Wordlist 205

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 theme park 3 vote (v) 7
thick 7
thief 3 walkie-talkie 8
through 6 walkways 5
throw away 5 war 4
ticket 2 waste 5
tie up 1 water bottle 6
tight 7 waterfall 6
time machine 3 waterproof 7
time zone SU weather forecast 6
timer 5 weave 7
timetable SU What’s going on? 4
tiny 6 whisper 1
toad 5 whistle 6
toddler 4 wide awake RS 2
tonnes 2 wife 4
touch 7 wise character 3
tourist attraction 2 witness 3
towards 6 wizard 3
tracksuit 7 wonder 9
traffic jam 2 wood-pile 5
train (v) SU work as a team 1
trainers 7
trap 5
treat F
trick 8
truck 2
trumpet 1
truth 3
tunnel 2
turkey F
turn off 5

UFO 3
umbrella 7
uncomfortable 1
underground (adj) 4
undo 1
universe 7
until 4
unusual 3
unwashed 7
up to 4
upload 8
use up 5

vaccination 5
valley 6
various 5
victim 3
video 8
voice 1
volcano 9
volunteer 5

206 Wordlist

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4006989 Ace TB6 SP.indb 207 19/02/2013 10:18
 1
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acknowledgements
Ace! 6 Teacher’s Book acknowledgements
Author: Julie Penn
The publishers would like to thank Suzanne Torres for her contribution to the
development of the teaching notes. Introduction by Suzanne Torres and Julie
Penn.
Illustrations on p.125 by: Humberto Blanco/Sylvie Poggio Artists Agency
Ace! 6 Posters
Main illustrations by: Finger Industries (Billy, Milly and Jilly)
Other illustrations by: The Bright Agency/David Shephard p.3 (Sherlock Holmes
and Watson)
The publishers would like to thank the following for their kind permission to reproduce
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Pictures); Getty Images p.4 (Archaeological dig/VisitBritain/Doug McKinlay);
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Pictures), 5 (Banana/Thinkstock), 5 (Children in fancy dress/Image Source),
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Find your way around Oxford Poster illustrated by: Oxford University Press; icons by
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Photographic images reproduced by kind permission: Oxford University Press
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