1 listen and read. listen and read. 2 look and correct the sentences. yes. it flew up … and then...

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Listen and read.1

Look and correct the sentences.2

Yes. It flew up … andthen it crashed! Who

invented kites?

Hi, Ben! Is thatyour kite?

I don’t know, but itwasn’t the Wright

brothers. They inventedaeroplanes.

Oh, no! That’s mymum. Who invented

mobile phones?

The kite didn’t crash into the flowers. It crashed

into the tree.

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The Wright brothers didn’tinvent the mobile phone.

It didn’t rain on Saturday. 4 The volcano didn’terupt in 2001.

5 The aeroplane didn’tfly to France.

Disney elements © Disney

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fly: Ben (flew) the kite. Oscar (didn’t fly) the kite.phone: Tessa’s mum (phoned) her. Tessa’s dad (didn’tphone) her.

AB page 40� � Can you remember? Writetrue (T) or false (F)?

• Pupils can do the activity without referring to theirPupil’s Books. Check answers.

AB page 40� � Look at the picture andcorrect the sentences

• Point out the irregular past (go – went) for pupils toadd to their list of irregular verbs in their notebooks.Pupils then write the sentences.

KEY 2. The children didn’t go to the sports centre. 3. They didn’t arrive at three o’clock. 4. They weren’thappy.

AB page 40� � Listen and answer• Tell pupils to listen to the recording and write one-wordanswers, not complete sentences.

RECORDING 56

NARRATOR Oscar’s Uncle Harry is on holiday.OSCAR Hello?UNCLE HARRY Hello, Oscar. It’s Uncle Harry.OSCAR Hello, Uncle Harry. Where are you?UNCLE HARRY Well, I’m here. I’m here in Spain!

Can you hear me?OSCAR Yes, what’s the weather like?UNCLE HARRY Well, it didn’t rain today.OSCAR It rained today?UNCLE HARRY No, it didn’t rain, it was sunny. I arrived

at 11 and I went down to the beach this afternoon.

OSCAR At 7? You arrived at 7?UNCLE HARRY No, I didn’t arrive at 7. I arrived at 11.

Oh, dear. Oscar, I’m going to phone again on Sunday, OK?

OSCAR You’re going to phone on Monday! OK. Bye!

OPTIONAL ACTIVITY

Correct the mistakes

Write sentences on the board, with deliberatemistakes. Play the recording for Activity BookActivity 3 for pupils to correct the wrong words ineach sentence:

1. Uncle Harry is at school on holiday. 2. He’s inFrance Spain. 3. It was windy sunny today. 4. Hewent to the beach this morning afternoon. 5. He’sgoing to phone on Monday Sunday.

LESSON 1

Lesson aims To use the past simple(interrogative andnegative).

New target language Past simple (negative): didn’tflew, invented, rained

Recycled target language kite, mobile phone;erupted, went

Receptive language Who invented … ?

Warm-up• Write sentences on the board, replacing verbs withgaps. Pupils read aloud and complete them with thepast simple verbs. 1 I (phoned) my friend on my mobilephone last night. 2 They were wet because it (rained)a lot. 3 The volcano (erupted) in 2001. 4 He (arrived)at 10 o’clock. 5 She was hungry and (wanted) herlunch.

Presentation• Explain (in L1) the meaning of invent. Write on theboard: Alexander Bell invented the telephone in 1876.The Wright brothers invented the aeroplane in 1903.Pupils repeat the sentences after you. Elicit the namesof any other inventors and make similar sentences.

PB page 40� � Listen and read• Play Recording 55 two or three times for pupils to listenand read.

• Point out the irregular past simple verb, flew. Explain(in L1) that some verbs in English do not add -ed tomake the past simple form. Tell pupils (in L1) to start alist of these in their notebooks.

PB page 40� � Look and correct thesentences

• Explain (in L1) that the past simple negative is formedwith didn’t + verb. Write: It crashed. — It didn’t crash.

• Do the activity orally with the class. Write the verbs onthe board. Pupils repeat the activity, working in pairs.

KEY 2. They invented the aeroplane. 3. It rained onSunday. 4. It erupted in 2002. 5. It flew to Spain.

Consolidation• Pupils look at Activity 1. Write sentences on the boardfor pupils to copy and complete with positive andnegative verbs (shown here in brackets):


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Look and say.5

They worked ina bicycle shop.

They invented the mobile phone.

They changedthe world.

Look, listen and choose.3

1 The Wright brothers had a

pet shop / bicycle shop.

2 They wanted to build

kites / aeroplanes.

3 The first aeroplane

didn’t fly / didn’t sail.

4 The first flight was in 1903

and was 12 hours / seconds long.

It changed the world!

4 Ask and answer. Yes, they did or No, they didn’t.

The Wright brotherswanted to fly kites.

The first aeroplane had anengine. It didn’t have a radio.

No, they didn’t!

1 an engine 3 a radio 7

2 wings 3 windows 7

3 a pilot 3 passengers 7

4 propellers 3 lights 7

a b

c d


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LESSON 2

Lesson aims To talk about a sequenceof events in the past.

New target language had, wanted to, workedThey didn’t have … in1850.Yes, they did./No, theydidn’t.

Recycled target language Past simple negative:didn’tchanged, invented;wings, windows

Receptive language engine, lights, passengers, pilot, propellers, radio

Warm-up• Tell pupils (in L1) to turn positive sentences intonegative sentences. Use ideas from Lesson 1 and fromyour pupils’ own situation. Say, e.g.

1. Ben’s kite crashed into a field. (It didn’t crash …) 2.The Wright brothers invented the telephone. 3. Oscar’suncle was on holiday in France. 4. It snowed hereyesterday. 5. Anna flew a plane this morning. 6. Avolcano erupted here last year. 7. I invented the mobilephone.

Presentation• Use a picture, drawing or sketch from the board of apropeller aeroplane to teach associated vocabulary:aeroplane, wings, propellers, windows, lights, a pilot,passengers, engine, radio.

PB page 41� � Look, listen andchoose

• Give pupils time to read the sentences, look at thepictures and guess the correct words and phrases. Playthe recording two or three times so pupils can listenand choose. They can see if their guesses were correct.

RECORDING 57

1. The Wright brothers had a bicycle shop. 2. Theywanted to build aeroplanes. 3. The first aeroplanedidn't fly. 4. The first flight was in 1903 and was 12seconds long. It changed the world.

PB page 41� � Ask and answer. Yes, theydid or No, they didn’t

• Ask pairs of pupils to read out a sentence and respondwith Yes, they did or No, they didn’t. Pupils then workin pairs, taking turns to say the sentences and respond.

KEY They worked in a bicycle shop. Yes, they did.They invented the mobile phone. No, they didn’t. They changed the world. Yes, they did.

PB page 41� � Look and say• Pupils repeat the example sentences after you. Drawtheir attention to the past form of have: had. Pupilsmake the remaining sentences.

KEY 2. The first aeroplane had wings. It didn’t havewindows. 3. The first aeroplane had a pilot. It didn’thave passengers. 4. The first aeroplane had propellers. Itdidn’t have lights.

Consolidation• Consolidate short answers by asking pupils questions towhich they can reply Yes, I did or No, I didn’t, e.g. Didyou go to the supermarket yesterday?

• With strong groups, ask questions that will elicit othershort answers, e.g. Did your sister have a party onSaturday? (No, she didn’t.)

AB page 41� � What’s wrong?• Ask pupils to look at the picture and tell what year itwas, (1850). Read aloud the example sentence forpupils to repeat after you.

KEY In any order: They didn’t havetaxis/burgers/aeroplanes/videos/mobile phones in 1850!

AB page 41� � Use a mirror and write themessage

• If possible, pupils should use small mirrors to hold up tothe writing and read the message. Check the answerby asking someone to write the message on the boardand read it aloud. Pupils then answer the question - Doyou agree? by ticking one of the boxes.

KEY The Wright Brothers changed the world. Yes, theydid.

OPTIONAL ACTIVITY

Draw and label an aeroplane

Each pupil needs a sheet of drawing paper todraw an aeroplane, colour it and label the parts.Tell pupils (in L1) they can draw an old or amodern plane, a realistic or a fantasy plane.Pupils can refer to Pupil’s Book page 41 Activity 5for aeroplane vocabulary.


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Captain Flint’s treasure is here!

Let’s get outof here!

Jim and John Silver went into thetreasure room. B.E.N. the robot andthe other pirates followed them.

There was a dead pirate.

But suddenly B.E.N. didn’tlook very happy.

Suddenly there was an explosion.

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What did he do?

He made a trap!

We’re rich!

It’s part of your robotbrain, B.E.N. Why did

Flint take it out? Look! That’s CaptainFlint! And he’s got

something in his hand.

Oh, no! I can remember somethingelse. Captain Flint didn’t wantpeople to steal the treasure.

I can remember! Flint didn’twant me to tell people about

the treasure.

I ... I was in this room along time ago. But I can’t

remember ...

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Treasure Planet. Listen and read.6


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LESSON 3

Lesson aims To follow a story inEnglish; to revise themain language points ofUnit 6.

New target language diamond rings, gold coins, silver chains

Recycled target language explosion, treasure

Receptive language a long time ago, part ofyour brain, remember,steal, trap

Warm-up• Sing Lonesome George from Pupil’s Book page 38(Recording 53) and explain the difference between thesailors and the pirates they will hear about in the story.

Presentation• Elicit positive and negative past forms to complete averb table on the board, beginning with go, went,didn’t go. Continue with the verbs have, phone, fly andrain.

• Pupils make sentences about yesterday and last weekusing the positive and negative past forms. Say two orthree examples, e.g. I didn’t go to the cinema lastweek. My brother flew to France at the weekend. Tryto ensure that each pupil says a sentence.

PB page 42� � Listen and read• Pupils look at and talk about the pictures, using Englishas much as possible. The story features characters fromthe film, Treasure Planet. Encourage pupils to say whatthey know about the film and the characters. Ask:Where are Jim and John Silver? What does Jim see inthe treasure room? What is in Captain Flint’s hand?Why did he take out part of the robot’s brain?

• Play Recording 58 two or three times while pupils listenand read. Check that pupils understand the vocabulary.

• Play the recording again for pupils to read and listen.Encourage them to say how the story continues, usingEnglish as much as possible. Pupils can act out thestory, if they wish.

Consolidation• Help pupils to retell the story from the point of view ofJim. His account could go as follows:

• We went into the treasure room. There was a deadpirate. It was Captain Flint. He had something in hishand. It was part of B.E.N.’s brain. Captain Flint didn’twant B.E.N. to tell people about the treasure. Suddenlythere was an explosion. We ran!

AB page 42� � Who’s speaking? B.E.N.,Jim or John?

• Pupils write the names of the speakers for each of thefive sentences from the story.

KEY 1. B.E.N.; 2. Jim; 3. John; 4. Jim; 5. B.E.N.

AB page 42� � Can you remember?Answer the questions

• Write key words on the board. Pupils then write theiranswers. Check answers by asking pairs of pupils to askand answer the questions.

KEY 1. They went into the treasure room. 2. CaptainFlint was in the room. 3. He was dead. 4. Part of Ben’srobot brain was in his hand. 5. Flint didn’t want him totell people about the treasure or Flint didn’t want peopleto steal the treasure and he made a trap.

AB page 41� � What’s inside yourtreasure chest? Draw andwrite

• Pupils look at the pictures and repeat the phrases afteryou. Ask them (in L1) what else could be in thetreasure chest. Write more phrases on the board forpupils to repeat after you, e.g. gold watches, silvercoins, gold rings, diamond chains, gold cups. Pupilsdraw their own treasure in the chest and writesentences using There is and There are.

OPTIONAL ACTIVITY

Vocabulary building

Write: treasure chest on the board with eightwords under it: cat, key, true, steal, car, sea, their,start. Ask pupils to find which three words cannotbe made out of treasure chest (key, steal andtheir).

Pupils work in pairs, making more words out oftreasure chest, e.g. her, the, here, hear, there, tea,see, sure, rat, hats, hate, that, these, seat, shut,three, tree, treat, eat, ear, seat, chest, sure, hear.


He’s home! He’s here! It’s Jim.

Jim’s home and John,

John’s home with Jim.

43Disney elements © Disney

Look.Tell the story of Icarus.7

Now write the story in your notebook.8

What did Icarus want to do?

What did he make?

Where did he fly to?

What happened?

Why didhe crash?

Because he gluedthe wings with wax!

What happened next? Choose!

Icarus made new wings! Icarus didn’t fly again!

Icarus wanted to fly…

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LESSON 4

Lesson aims To practise using pastsimple verbs.

New target language Why did … ? Because …Did … Yes, he did./No,he didn’t

Receptive language modelling clay, paper, wood

Warm-up• Write on the board: Sue had her birthday party at

home last Saturday. Ben arrived at 9pm. He was latebecause he crashed his bike into a tree. Ask questionsfor pupils to answer in full sentences, e.g. What didSue do last Saturday? Where did Sue have her party?etc.

Presentation• Write on the board: Why …? Because … Ask andanswer: Why did Ben arrive late? Why did Sue have aparty? (Because it was her birthday). Ensure that whyand because are properly understood.

PB page 43� � Look. Tell the story ofIcarus

• Remind pupils that Icarus was the name on Ben’s kitein Lesson 1. Ask pupils (in L1) if they know the story ofIcarus. Help them to tell the story in English using thepictures and questions. Write the sentences on theboard and leave them there for Activity 8.

KEY He wanted to fly. He made wings from feathersand wax. He flew near to the sun. His wings melted. Hecrashed.

• Read aloud the Why …? Because … question andanswer in the speech bubbles for pupils to repeat afteryou. Read the question (What happened next?) and thetwo answers. Each pupil chooses one of the answers.Discuss their choices briefly in L1.

PB page 43� � Now write the story in yournotebook

• Ask individuals to read aloud the sentence in Activity 8and the story sentences you wrote on the board inActivity 7. Remind them of sequencing adverbs First …Next … Then … Finally … Pupils write the story in theirnotebooks.

PB page 43� � Micro Phono• Play Recording 59 for pupils to listen and read. Thenplay it several times for them to join in. If they havedifficulty with the target sound /dZ/, isolate the soundfor them to repeat after you.

Consolidation• Pupils look again at the story of Icarus and answer yourquestions with short answers. Did Icarus fly a plane?Did he make wings of wood? Did he make wings offeathers and wax? Did he crash?

AB page 43� � Write the questions andmatch to the correctanswers

• Pupils unscramble the questions about Icarus, thenwrite short answers.

KEY 2. Did he make a kite? No, he didn’t. 3. Did hework in a bicycle shop? No, he didn’t. 4. Did he fly toonear the sun? Yes, he did. 5. Did he make wings? Yes,he did. 6. Did he fly to Brazil? No, he didn’t

AB page 43� � What did they make? Lookand write

• Explain (in L1) that Oscar and his friends have beenmaking things from paper, wood and modelling clay: acanoe, a plane, a dinosaur and a castle. Read aloud theexample sentence and point out the past form ofmake: made.

KEY 2. I made a plane. 3. I made a dinosaur. 4. I made acastle.

AB page 43� � How did they make it?Look and write

• Elicit the sentences orally before pupils write them.

KEY 2. Ben made the plane from wood. 3. Gina madethe dinosaur from modelling clay. 4. Tessa made thecastle from paper.

OPTIONAL ACTIVITY

Hangman

Play Hangman with the class, using words fromthis lesson. Write dashes on the board to representthe number of letters in the word, e.g. _ _ _ _ forwood. Pupils guess the letters.


44 Disney elements © Disney

They

werehadworked inventedmadeflewchanged

inventors. a bicycle shop.in a bicycle shop.aeroplanes.

the world.

Listen and sing.9

Grandad and meWhere did you go on Saturday?What did you do all day?Did you visit your grandad,Or did you go away?

Grandad invented having fun,He invented a bike for three.There’s a seat at the back.For my brother or sister And there’s also a seat for me, or you.

We went by bike to the river,Grandad, my brother and me.We flew our kites and sailed our boatAnd cycled home for tea at three.

Play a game!10

1 Choose eight verbs fromthe song.

2 Cut sixteen cards and writea verb on each card, in thepast and in the present.

3 Play Snap.

They wereinventors. They …

Who were the Wright brothers? What did

they do?

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LESSON 5

Lesson aims To learn a new song; tomake and play a cardgame.

New target language seat

Recycled target language Past simple interrogativechanged, flew, has,invented, made, worked,wereFamily members

Warm-up• Revise family members: mother, father, brother, sister,

aunty, uncle, cousin, granny, grandad. You could writethe words on the board with missing letters, and askpupils to write them in.

Presentation• Write on the board: What did you do on Saturday?

Where did you go on Saturday? Pairs of pupils ask andanswer the questions. Write the verbs on the board:went, played, cycled, flew, sailed etc.

PB page 44� � Listen and sing• Pupils talk about the picture and say what is differentabout the bicycle. Play Recording 60 two or three timesfor pupils to listen and read.

• Check that pupils understand the vocabulary. Play therecording again for pupils to listen and sing.

PB page 44� � Play a game • Read through the instructions with the class. In pairs orgroups of three, pupils choose eight verbs from thesong. They will need to cut out sixteen cards and writeeight present and eight matching past verbs on eachcard.

• Tell pupils (in L1) to shuffle the cards then put themface down in two rows. In turn, pupils turn over twocards and see if they make a pair i.e. the present andpast forms of the same verb. Pupils get one point foreach pair.

PB page 44� � Language Time • Two pupils read aloud the example question andanswer. Pupils make sentences using the prompts inthe box.

Consolidation• In pairs or groups of three, pupils use their cards fromActivity 10 and write sentences using the eight past-tense verbs. They can write positive sentences, negativesentences or questions, e.g. Did you cycle to schooltoday? My father didn’t invent the telephone. I visitedgranny on Saturday.

AB page 44� � Can you remember? Readand tick the correct people

• Pupils should tick the ‘both’ box if Grandad and theWright Brothers did the activities. They can compareanswers with their partner before checking answers asa class.

KEY Possible answers: Grandad flew a kite. The WrightBrothers worked in a bicycle shop. Both invented newthings. Both had fun!

AB page 44� � What did Oscar andhis family do? Listenand circle

• Play the recording two or three times for pupils tolisten and circle the words.

RECORDING 61

On Sunday, we went by train to the river. In theafternoon, we visited auntie Fay. We didn’t go toGrandad’s. There wasn’t time. We arrived home atnine o’clock. We watched a DVD and went to bed.

AB page 44� � Write the story fromActivity 13

• Do the first few sentences with the class, elicitingsuggestions for different words, e.g. On Friday, wewent by bus to the shops.

AB page 44� � Find and write ten verbs• Tell pupils (in L1) the verbs are written across anddown. Past tenses are shown here in brackets:

KEY Across: sail (sailed); make (made); invent (invented);fly (flew); go (went); work (worked) Down: watch(watched); arrive (arrived); have (had); change (changed)

OPTIONAL ACTIVITY

Write about your family

Pupils write sentences about members of theirfamily, saying what they did last Saturday orSunday. Write prompts on the board: On Saturdaymy mum … .


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Listen, read and answer.11


12 Project Fun!

1 When did the first wheels appear?2 What did John Dunlop invent?3 Was it a good invention? Why?

Make a collage! Bring pictures of allthe things aroundyou that have wheels.

Find out more aboutMesopotamia onwww.mesopotamia.co.uk

Imagine a world without wheels.Before wheels there were nobikes, no clocks, no windmills,no engines. Can you think of more things with wheels?

The first wheels appeared morethan 5,000 years ago. They weresolid and round. The Sumeriansof ancient Mesopotamia putthese wheels on their carts. Theyalso used wheels to grind flourfor making bread and they usedwheels to make pots.In 1888, John Boyd Dunlopinvented a tyre with air in it toput on the wheel. We still useDunlop’s invention today.

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LESSON 6

Lesson aims To read and understand afactual text; to completea project.

New target language windmill

Recycled target language kite, clock, engine, wheelYes, I did./No, I didn’t.

Receptive language round, solid, tyre

Warm-up• Give pupils two minutes to work in pairs and writedown as many past verb forms as they can. Checkanswers by asking individuals to write verbs on theboard and say them.

Presentation• Use pictures, drawings or actual objects to introducethe topic of wheels and associated vocabulary, e.g.clock, engine, round, a hole in the middle, the centre,a tyre. Write the words on the board and ask pupils torepeat after you.

PB page 45� � Listen, read andanswer

• Pupils identify the objects in the pictures windmill,bicycle/bike, clock, farmer, cart.

• Play Recording 62 two or three times for pupils to listenand read.

• Check that they understand the vocabulary. Elicitsentences beginning Before wheels there were no …Explain or translate any new words and write them onthe board. Pupils ask and answer the questions, givingtheir own opinion for question 3.

KEY 1. more than 5,000 years ago; 2. the tyre

PB page 45� � Project Fun• If pupils chose to make the collage, ask them to labelthe pictures and ask you for any new English wordsthey need. They will need large sheets of paper andaccess to scissors and glue.

• If pupils chose to find out more about Mesopotamia,they should select one or two areas to research. Tellthem to write four or five sentences aboutMesopotamia and draw a picture or attach a visualfrom the Internet.

Consolidation

• Pupils who made collages show the class their pictures.Pupils who found out about Mesopotamia read aloudtheir sentences and show their visuals. If there is spacein your classroom, make two displays.

AB page 45� � Complete the sentences• Do the activity orally with the class, initially. Write keywords on the board, if necessary.

KEY 2. I made a dinosaur. 3. I invented a tyre. 4. Iworked in a shop. 5. I arrived at half past four.

AB page 45� � Write the questions andanswers

• Pupils write the questions and answers. Monitor theactivity. Check answers by asking pairs of pupils to readaloud the questions and answers.

KEY 2. Did you play tennis yesterday? Yes, I did. 3. Didyou fly a kite yesterday? Yes, I did.

AB page 45� � English Adventure• Help pupils solve the anagrams for the sentence(English is fun.)

• Read out the first sentence from the computer screen.Ask What did the Wright brothers do? What did Icarusdo?

• Read out the second sentence. Write on the board:aeroplane, a bike for three, wheel, tyre. Give pupilstime to look through Unit 6. Pupils then close theirbooks and make sentences about the four inventions.

• Finally pupils shade the number of boxes they wish,depending on how well they feel they can perform thetasks described. Circulate and discuss the pupils’assessments of themselves.

OPTIONAL ACTIVITY

Vocabulary building

Write jumbled wheel words on the board forpupils to sort out: 1. l l i i n m d w (windmill) 2. x t a i (taxi) 3. g e n n e i (engine)

Check answers. In pairs, pupils write one or twomore jumbled words of things with wheels. Pupilscan refer to the Pupil’s Book. Monitor the activity.In turn, pupils write a jumbled word on the boardfor the rest of the class to sort out.


1 listen and read. listen and read. 2 look and correct the sentences. yes. it flew up … and then...

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