1

Lesson

Schooldays
Objectives

Key language

Basic competences

To listen, read and talk about

schooldays in the present and past
tenses.
To focus on irregular verbs in the
past tense.

Verbs: past tense of regular and irregular

verbs (paint, sing, meet, work, call, sit, go,
learn, like).
Nouns: school subjects (Maths, Science,
History, Geography).
Adjectives: kind, strict, new.

Linguistic competence.
Learning to learn
competence.

To develop reading and listening

skills.
To talk about school from both
academic and social perspectives.

School subjects: Maths, History, Geography,

English, Music, Science, Biology, Physics.
Verbs: study, learn, start.
Adjectives: kind, hard, free.

Linguistic competence.
Cultural and artistic
competence

Verbs: the past tense of regular and

irregular verbs (start, study, go, do, sit,
paint, meet, enjoy, love).

Linguistic competence.

To revise the past tense of regular

and irregular verbs in affirmative
and negative statements and
questions.
To practise reading skills.
To practise speaking about the past.
To learn about the Maya number
system.
To practise reading skills.
To develop problem-solving skills.
Curricular link: Maths.

Verbs: the past tense (go, learn, originate,

teach, work, represent, collect).
Nouns: civilization, system, numbers, market,
banana, orange, lemon, necklace, bracelets,
marbles.
Adjectives: large, central, beautiful.

Mathematical competence.
Learning to learn
competence.

To revise past forms of regular and

irregular verbs.
To learn about Ancient Egyptian
history.
To practise and develop reading
skills.
Curricular link: Social Science.

Verbs: the past tense (go, visit, see, die,

make, clean, wrap, put, discover, build).
Nouns: museum, mummy, sarcophagus,
cloth, tomb, pharaoh, cups, jewellery, ring,
earrings, bracelet, mask, tomb, desert.
Adjectives: amazing, gold, famous, golden,
close.

Linguistic competence.
Learning to learn
competence.

To read a poem about schooldays.

To contrast the structure and
function of the past and present
tenses.
Curricular link: Artistic Education.

Verbs: start, love, sing, paint, draw, play,

remember, get out of, look, scratch, mean,
sleep.
Nouns: school, day, song, bed, head.

Linguistic competence.
Cultural and artistic
competence.

To practise writing a letter in the

past tense.
To revise the vocabulary from Unit 1.

Verbs: live, tell, remember, start, leave, make,

learn, count, paint, sing, play, change, read,
write, like, add, subtract.
Nouns: friend, letter, alphabet, picture, song,
game, family.
Adjectives: sad, fun, new, best.

Linguistic competence.

Unit 1

29

Schooldays

Lesson 1
Objectives
To listen, read and talk about schooldays in the
present and past tenses.
To focus on irregular verbs in the past tense.
Key language
Verbs: past tense of regular and irregular verbs (paint,
sing, meet, work, call, sit, go, learn, like).
Nouns: school subjects (Maths, Science, History,
Geography).
Adjectives: kind, strict, new.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Express thoughts, emotions and experiences verbally
in a coherent way and in different contexts.
Understand and create a variety of spoken and written
messages in a foreign language, suitable to the
situation and the purpose of communication.
Learning to learn competence
Find information, integrate it with previous knowledge
and transform it into ones own knowledge.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
School subjects
Ask the pupils to name the school subjects they know in
English and write them on the board as they name them.
For example: Maths, English, Science, History, Geography,
Music, Art, P.E.
Point to one of the subjects on the list and ask: What do
we learn in this subject? Encourage the class to say: We
learn to ... or: We learn about ... Continue in the same
way until you have reviewed all the subjects.
Review the topics from Comet 5 that they learnt about
last year. Write these on the board under the heading
English. For example: comets, Aboriginal people, natural
disasters, etc.
Ask volunteers to say which their favourite topic was and
why they liked it. Clarify the meaning of any words they
do not remember.

30

Unit 1 Lesson 1

Presentation
Predict
Ask pupils to open the Pupils Book at page 8 and display the
pictures in the On-line Digital Book, if available. Ask questions
to focus the pupils attention on what the story is about. Ask:
Where are the children? (In the classroom) What can you see
in the classrooms? (The board, a window, a bookcase, pupils,
a teacher, desks, etc.).
Point out the two Predict questions and ask pupils to work in
pairs to discuss their answers to each one.
Review by looking at each picture and asking volunteers to
say what the children are doing in each picture and how old
they are. Accept all possible answers at this stage and write
suggestions on the board.

A Listen and read.

Instruct pupils to read the story in silence to check if they
predicted correctly. Set a time limit of three minutes.
Answers: 1. They are writing about their time at primary
school. They are twelve years old, 2. They are painting
pictures. They are five years old, 3. They are in a Maths
class. They are seven years old, 4. They are learning about
Egyptians in a History class. They are nine years old.

 Tell the pupils to compare answers in pairs and then check

answers with the class.
Answers:
1. Lucy is the blonde girl in all the pictures.
2. Ms Hill is the teacher in picture 2.
3. Molly is Lucys best friend, she is in all pictures.
4. Mr. Thomas is the teacher in picture 3.
5. Picture 3 shows a Maths class.
6. Picture 4 shows a History class where they are learning
about the Egyptians.
Write the following verbs on the board: be, sing, paint,
learn, call, meet, sit, go, work, like, study.
Ask pupils to find the past tense of all the verbs in the
story. Invite volunteers to spell each one and write them on
the board.

B Put the events from Lucys schooldays in the

correct order.
Tell the class to read the four sentences and say which one
happened first. Encourage them to explain their answer.
Ask them to work individually to order the other three
sentences. Check answers by asking pupils to explain at
what age each event occurred.
Answer: d (age 5), a (age 7), b (age 9), c (age 12).
Write the following names on the board: Lucy, Ms Hill,
Molly, Mr Thomas, A Maths class, A History class.
Tell the pupils that they are going to listen and read the
story again and that they have to find the people and
things on the list on the board. Play Class CD Track 6.
Class CD Track 6: Listen and read.
Lucy is twelve. Shes in year 6 at Salford Primary School in
Kent. Its her last year of primary school. Lucys teacher asks
the children to remember all their years at Salford Primary
School and write about the things they remember most.
When I was five I came to Salford Primary School. The
teacher was Ms Hill. She was very kind. We sang lots of
songs and painted pictures. I learnt to read and write too.
I still remember our first reading book, it was called Ducks
Birthday.
When I was seven, my teacher was Mr Thomas. He was very
strict. In Mr Thomass class, I met my best friend, Molly. We
sat next to each other. After school, I often went to Mollys
house. In Mr Thomass class we worked very hard. We learnt
a lot of new things about plants and animals in Science. In
Maths, we learnt to divide and multiply.
When I was nine I was in year 4. Our teacher was Ms
Martin. I liked our Geography and History lessons best
because we learnt about the Egyptians, life in the past and
life on Earth.

C Read and say true or false. If your answer is false,

say why.
Explain that the sentences are about the story but some
are false and some are true.
Tell the pupils to read the story again and decide if the
sentences are true or false. Remind them that if their
answer is false, they must write the correct answer.
Tell pupils to compare answers in pairs and then review in
open class.
Answers:
1. False. She learnt about the Egyptians when she was nine.
2. True.
3. False. Ms Hill was very kind.
4. False. Lucy learned about life in the past in History.
5. False. She liked Geography and History best.
6. False. Lucy painted pictures and sang songs in Ms Hills
class; with Mr. Thomas, she worked very hard.

Wrap-up
True or false
Ask pupils to write three more true or false questions
based on the story on pages 8 and 9.
When they have written the questions, ask them to swap
notebooks with their partner and answer the questions.

Unit 1 Lesson 1

31

Extra practice
My schooldays
Ask pupils to remember their own early schooldays and
to write sentences about what they liked or didnt like.
Encourage them to use the following expressions: I
remember, I learnt to/about, I liked/didnt like, I sat next to,
I studied, I met, etc.
As pupils are writing, monitor and help where necessary.
Make a list of common errors that the pupils make doing
the activity. When they have finished, write the sentences
with errors on the board and correct them together.

Activity Book page 10

1 Complete the table using information from
the picture and the text below.
Tell pupils to look at the picture and ask them what
time it is (11:00). Ask them to look at each of the
classrooms and discuss with their partners what
subject is being taught in each one.
Read the text on page 11 and ask the pupils to listen
carefully and follow. Invite volunteers to read the text
again for the whole class.
Tell pupils to work in pairs to complete the table, using
the information in the text and in the picture.
Review the answers in open class, showing clearly
where the information comes from.
Now complete the fourth line in the table with
information about yourself.
Tell pupils to write their own names in the last row
of the table and complete it with information about
themselves.

32

Unit 1 Lesson 1

Lesson 2
Objectives
To develop reading and listening skills.
To talk about school from both academic and social
perspectives.
Key language
School subjects: Maths, History, Geography, English,
Music, Science, Biology, Physics.
Verbs: study, learn, start.
Adjectives: kind, hard, free.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, a rubber ball.

Warm-up
Revise the past tense
Brainstorm common verbs and write them on the board
as pupils say them. You will need at least 15, so if pupils
dont have many ideas, give them clues: What do we do at
school? And at dinner time? And at bed time?
Show pupils the rubber ball. If you do not have one, you
can make one by screwing up a piece of A4 paper.
Ask them to stand in a circle. Tell them that when you
throw the ball, you will say a verb from the list and the
pupil you throw the ball to must say it in the past tense.
Ask if the answers in the past are correct. If they say yes,
continue the game. If they say no, ask who can correct it.
The pupil with the ball then has to say a different verb and
throw the ball to a classmate, who will say the verb in the
past. Play until they have used all the verbs on the board.

Presentation
A Match the subject to the school book.
Write a simple sum on the board, for example: 67+42= ... and
say: If you see this in your book, what subject are you studying?
Instruct the class to open the Pupils Book at page 10 and
display the picture in the On-line Digital Book, if available.
Ask them to identify the Maths book in the picture.

Ask pupils to work individually to match the remaining

books to the school subjects in the box and then check
their answers in pairs.
Review the answers in open class and ask for more detail
where possible, for example: In Maths they are studying
addition and angles. In Science they are studying plants, etc.
Answers: 1. Maths, 2. Geography, 3. Science, 4. English,
5. History, 6. Music.

B Write sentences in your notebook using learn or

study with the words in the box.
Ask pupils to focus on the fact that study is followed by
the school subject, while learn is followed by to and a verb.
Mention that learn can be followed by about and a topic.
Write the word Biology on the board and elicit some
possible sentences: We study Biology, In Biology we learn
to do experiments or We learn about plants and animals.
Tell them to continue the activity individually and write at
least five sentences using the words in the box.
Circulate and note down any common mistakes they make
and clarify any questions they have.

C Listen and sing.

Ask the pupils how often they have homework. Ask if they
had homework when they were 5, 7 and 10 years old.

Unit 1 Lesson 2

33

 Encourage them to give their own opinions about

homework. Teach them the expression so much ... that
Write the first part of the sentence on the board and ask
pupils to complete it with different endings, for example:
Ive got so much homework that theres no time to ...
Tell the pupils to look at the chant on page 10 of the
Pupils Book and display the words in the Digital Book.
Ask pupils to read the chant quickly and ask them if they
feel the same way. Play Class CD Track 7 and instruct them
to listen to the song and follow the words. Play a second
time and ask the pupils to sing along.
Class CD Track 7: Listen and sing.
Study hard and do your homework
Im nearly 12 now but I started school when I was three
My teachers in the first years were all very kind to me
But now Ive got so much work that theres no time for TV
And the teachers always say
Study hard and do your homework,
And then its time for bed.
At school I study English, Spanish, Music and P.E.
And Science, Art and Maths, which is very hard for me
Im waiting for the summer time when I can just be free
And the teachers will not say ...

Activity Book page 11

2 Complete the sentences using the words in
the box.
Ask the class to tell you all the subjects that they study
at school and make a list on the board.
Invite volunteers to say what they learn in each subject
listed on the board.
Tell pupils to complete the sentences using the school
subjects in the box.
Review answers in open class.

3 Listen and circle the subject.

Explain that they are going to listen to conversations
in different classrooms and they have to decide which
subject is being studied in each.
Play Class CD Track 8.
Class CD Track 8: Listen and circle the subject.

Remembering the chant

Ask the class to close their books. Explain that you are going
to play the chant with pauses. The pupils have to say the
missing words each time you pause the chant.
Play the chant again, pausing the CD before the last word
in each line. Continue playing to see if they were right.

A. Okay, now, who can answer this question: When did

Emperor Caligula rule Rome? And who was the Emperor
after Caligula?
B. Can we paint anything we like or do we have to do a
picture like the one in the book?
Try to paint a picture like the one in the book. Use the
same colours, the same patterns ...
C. I dont understand: if I want to find out the area of a
triangle, and one side is 34 cms long and the other side
is 28 cms long, then how do I calculate the area?
D. Today were going to learn about the oceans. Do you
know which the biggest ocean in the world is?
Is it the Pacific ocean?
Yes, thats correct. The Pacific ocean covers one third of
the earth.
Tell pupils to compare their answers in pairs and then
play Class CD Track 8 again.

Extra practice

4 Put the words in the correct order.

Practising learn and study.

Write the following sentences on the board and ask pupils
if they are correct or incorrect, and why:
1. In History I studied about the Egyptians and the Aztecs.
2. In Maths, we learnt to add and subtract.
3. I studied Biology last year.
4. I learnt Maths when I was five.

Explain that all the sentences are about school, but the
words are not in the correct order.
Tell pupils to order the words and write the correct
sentences in the spaces.
Ask volunteers to read out sentences to review the
answers.

Divide the class into two groups, A and B. Instruct group

A to sing the song and group B the chorus. Then ask them
to change roles and sing again.

Wrap-up

Answers: 1. Incorrect (In History I learnt about the Egyptians

and the Aztecs). 2. Correct 3. Correct. 4. Incorrect (I studied
Maths when I was five).

34

Unit 1 Lesson 2

Lesson 3
Objectives
To revise the past tense of regular and irregular verbs,
in affirmative and negative statements and questions.
To practise reading skills.
To practise speaking about the past.
Key language
Verbs: the past tense of regular and irregular verbs
(start, study, go, do, sit, paint, meet, enjoy, love).
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Odd one out
Write the following groups of words on the board:
1. went, ate, jump
2. sit, play, meet
3. do, want, like
Instruct the pupils to copy them in their notebooks and
then work in pairs to decide which is the odd one out. As
a clue, tell them to think about the past tense.
Ask for volunteers to explain their answers and review in
open class.
Answers:
1. jump (the others are in the past tense).
2. play (the others are irregular verbs).
3. do (the others are regular verbs).

Presentation
A Read this summary of Andys life at primary
school.
Write the following true or false questions on the board:
1. Andy learnt to read when he was five.
2. Andy and Henry always went to the park to play.
3. Andy didnt like Geography.

Ask pupils to open the Pupils Book at page 11 and read

the text quickly to decide if the sentences are true or false.
Give them a time limit of about two minutes.
Check answers in class and instruct pupils to read out the
section of the text that contains the answer.
Answers: 1. True, 2. False (They often went to the park to
play), 3. False (He loved his Geography class!).
Write down the verbs from the text in your notebook.
Then write the present form of the verbs.
Display the text in the Digital Book, if available. Tell the
pupils to look at the text and to write all the verbs they can
find in their notebooks.
When pupils have finished their lists, ask them to count
how many different verbs they have got. There are eleven
different verbs in the text, so if they have fewer than
eleven, ask them to read the text again.
When the pupils have a complete list, ask them to write
the present form of each verb.
Answers: started / start, was / be, learnt / learn,
painted / paint, met / meet, sat / sit, went / go, did / do,
enjoyed / enjoy, loved / love, play is in the infinitive.
Focus on pronunciation

Unit 1 Lesson 3

35

 Write the following regular verbs on the board: start, play,

watch and ask the pupils how to form the past tense (by
adding -ed). Add -ed to each of the verbs on the board.
Read each of the past forms aloud slowly and ask pupils
how ed is pronounced in each case (started /sttd/ ed
is pronounced /d/, played /pled/ ed is pronounced /d/,
watched /wtt/ ed is pronounced /t/).
Ask pupils to repeat the words, paying special attention to
the three different ways ed is pronounced.
Write the following six past forms on the board: painted,
lived, enjoyed, washed, worked, invented and ask pupils to
work in pairs to read each one aloud and to decide which
group it belongs to.
Answers: /d/ painted invented, /d/ lived enjoyed, /t/ washed
worked.
Review the answers in open class and write them on the
board. Then practise the pronunciation of all the past forms.
Revision of the past tense
Write the sentence Andy started primary school when he
was five on the board and ask the class if the sentence is in
the past, present or future (past).
Write the gapped sentence: Andy ______ ______ primary
school when he was six on the board and elicit the past
negative form of start (didnt start). Ask questions to check
they understand the structure, for example:
- What does didnt mean? (Did not)
- Which word makes it negative? (Not)
- Which extra verb do we use in a negative sentence about
the past? (Did)
- Do we always need to use this extra verb? (Yes)
- What is the difference between the main verb in the
positive and negative sentences? (Its in the infinitive in the
negative sentence.)
Write the gapped question: _______ Andy _______
primary school when he was five? and elicit the past
question form of start (did Andy start). Highlight the use of
did and the infinitive in the question.
Ask pupils to answer the question (Yes, he did). Then ask
them: Did Andy start school when he was six? (No, he didnt).
Tell pupils to look at the grammar table on page 11 of the
Pupils Book, which summarises this information, and ask
them if the rules for negative sentences and questions in
the past are the same for regular and irregular verbs (Yes,
they are).

B Talk to your classmate. Ask questions about the text.

Instruct the pupils to use the grammar table to help them
write three questions about the text in their notebooks.
36

Unit 1 Lesson 3

Circulate and help when necessary and make a list of

common mistakes the pupils make.
Tell pupils to swap books with a classmate and answer
each others questions. Check that they use Yes, he did /
No, he didnt.

Wrap-up
Correction
Write the list of common mistakes on the board. Tell
pupils to work in pairs to correct them and then review
the answers in open class.

Extra practice
Asking and answering questions
Ask pupils to turn to lesson 1 in the Pupils Books and to write
three questions in their notebooks about Lucys schooldays.
Invite volunteers to read out their questions and select
pupils to answer them without looking at the text.

Activity Book page 12

5 Write the past form of these verbs.
Tell pupils to write the past form of each verb and then
compare their answers in pairs.

6 Complete the sentences using the past tense

of the verbs in the box.
Tell pupils to read each sentence carefully and decide
which verb goes in the space. Remind them that they
must use the verb in the past tense. Review answers in
open class.

7 Write sentences about yourself using some of

the verbs in the box.
Tell pupils to complete the sentences using the verbs in
the box. If they dont have many ideas tell them they
can invent sentences which arent true.

8 Read and complete the questions and answers.

Explain that in this activity pupils have to complete
questions in the past tense. Focus on the use of the
auxiliary verb did.
When they have finished ask for volunteers to read out
the questions and answers.

Lesson 4
Objectives
To learn about the Maya number system.
To practise reading skills.
To develop problem-solving skills.
Curricular link: Maths.
Key language
Verbs: the past tense (go, learn, originate, teach,
work, represent, collect).
Nouns: civilization, system, numbers, market, banana,
orange, lemon, necklace, bracelets, marbles.
Adjectives: large, central, beautiful.
Basic competences
Mathematical competence
Develop a favourable disposition towards information
and situations that contain mathematical elements or
supports.
Put into practice reasoning processes that lead to
solving problems or obtaining information.
Devise and apply problem-solving strategies suitable to
each situation.
Learning to learn competence
Apply newly acquired knowledge to new contexts.
Materials
Class CD, Pupils Book, Activity Book, world map.

to the board to write their series and see if the rest of the
class can solve it.

Presentation
A Read and learn about the Maya civilization.

Warm-up
Number series game
Write the following series of numbers on the board
and ask pupils which number comes next and what the
pattern is: 1, 4, 7, 10, 13, 16
Answer: 19 (addition of 3).
Now ask pupils to complete the following series in pairs
and explain what the pattern is:
12, 24, 36, 48 ...
1, 2, 4, 7, 11, 16
1, 2, 3, 5, 8, 13, 21 ...
Answers: 60 (multiples of 12), 22 (addition of 1, 2, 3, 4,
etc.), 34 ( This is the Fibonacci series, where each number is
the sum of the previous two).
Ask pupils if they like this kind of exercise and emphasise
that it is like a puzzle. If they seem confident and enjoy
the activity, you could ask them to work in pairs to make a
new series themselves and then invite volunteers to come

Write the Maya symbols for numbers 1-4 on the board and
ask pupils what numbers they think they represent. Then
add number 5 and ask the pupils to guess the symbol for 6.
Invite volunteers to come and write their answers on the board.
Instruct pupils to open the Pupils Book at page 12 and
display the picture in the On-line Digital Book, if available.
Ask them to find out if their guesses for the symbol for
number 6 were correct.
Ask pupils what kind of numbers they think they are and
accept all possible answers. Then, tell them to read the
text in exercise A quickly to check their answers.
Show pupils the map of the world and ask if anyone can
point to Mexico. Ask if they know where Central America is.
Ask pupils to read the text carefully to find out how Lucy
learnt about the Maya people. Ask the following questions
to check their understanding: Where did Lucy go last
summer? (Mexico), What was Lucy interested in? (Mexican
history), Who taught Lucy about Maya numbers? (Her
grandmother).

Unit 1 Lesson 4

37

B Read about these Maya children and answer

the questions. You have to find out the Maya
numbers!
Ask pupils to look at the Maya symbols in exercise A.
Explain that the symbol for zero is based on a shell. Write
some of the Maya numbers on the board and ask pupils
what they are, for example:
.
Work through the calculation for question 1 on the board:
Ixchel bought
(5) necklaces and
(10) bracelets = 15 pieces
Atziri also bought
(5) necklaces and
(10) bracelets = 15
pieces. Together they have 15 + 15 = 30 pieces.
Ask pupils to work in pairs and answer the remaining
questions, then review in open class, writing the answers
on the board.
Answers: 1. 30, 2. 18, 3. 20.
Instruct the pupils to work in pairs to write two more
problems based on the Maya numbering system. When
pupils have written two problems, ask them to swap
notebooks with another pair and to solve the problems.

Wrap-up
Dictation
Collect some of the pupils notebooks and read their
problems aloud. Ask the rest of the class to do the
necessary calculations using the Maya numbers.

Extra practice
Other numbers
Ask pupils to use the Internet or a reference book to
research information on one of the following topics for
homework:
1. How to write higher Maya numbers.
2. Another numbering system from another culture.
3. The Fibonacci series of numbers (introduced in the
warmer).

38

Unit 1 Lesson 4

Activity Book page 13

9 Complete the Maya numbering system.
Ask pupils if they remember the Maya numbering
system. Explain that there are some numbers missing
in the table in exercise 9.
Tell pupils to work in pairs to complete it, without
looking at the Pupils Book.
To check answers tell pupils to open the Pupils Book at
page 12 to check their answers.

10 Complete the calculations with the correct

Maya number.
Ask pupils to work in pairs to do the calculations.
Remind them that they must write their answers using
the Maya numbers.
Invite volunteers to tell you the answers. If they are
correct ask them to come to the board and show how
they calculated the answer.

11 This Maya girl needs to buy a few things

today. Help her to write her shopping list in
English.
Ask pupils to look at the drawing and identify the
items that the girl has to buy.
Tell them to work use the table of Maya numbers to
complete the shopping list.
Ask pupils to compare answers in pairs and then
review in open class.

Lesson 5
Objectives
To revise past forms of regular and irregular verbs.
To learn about Ancient Egyptian history.
To practise and develop reading skills.
Curricular link: Social Science.
Key language
Verbs: the past tense (go, visit, see, die, make, clean,
wrap, put, discover, build).
Nouns: museum, mummy, sarcophagus, cloth, tomb,
pharaoh, cups, jewellery, ring, earrings, bracelet,
mask, tomb, desert.
Adjectives: amazing, gold, famous, golden, close.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Understand and manage ones own learning process,
developing meta-cognitive strategies.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Verb dictation
Tell the class that you are going to give them a verb
dictation. Instruct them to work with a partner and write
the past tense form in their notebooks.
Start with the verb play. Give pupils time to write the
answer and then check with the whole class that they
have written played correctly.
Read the following list of verbs. Remind them to consult
with their partner before writing their answers: sit, ask,
meet, do, start, go, learn, be, like, study, sing, paint.
Answers: sat, asked, met, did, started, went, learnt, was /
were, liked, studied, sang, painted.
Check that pupils can pronounce the past tense forms
correctly, especially the -ed ending in started and liked.

Presentation

Ask pupils what they know about the Egyptians and write
their ideas on the board. Give help with vocabulary and
structures where needed. Focus on the pronunciation of
the words in English. Often the words are similar in English
and in their own language, but the stress is different.
Words they may know include: pyramid, pharaoh, mummy,
sarcophagus, tomb.
Display the picture in the On-line Digital Book, if available,
or ask pupils to open the Pupils Book at page 13 and look
at the pictures. Ask the class to discuss the pictures and say
what each one shows. Write the keywords on the board.
Possible answers: 1. jewellery, treasure, 2. mummy,
sarcophagus, 3. museum, building, 4. chair, golden, throne,
5. pyramids, desert, camels, 6. mask, face, Tutankhamon.

A When Lucys class studied the Egyptians, they

went on a trip to the British Museum in London.
After the trip, Lucy wrote a report about the
Egyptians. Read and match the texts to the
pictures.
Read the report to the class once. Then, ask the pupils to read
the text in silence and match the pictures to the texts as they
read. Encourage the pupils to use the keywords which are
written on the board.

Unit 1 Lesson 5

39

 Ask pupils to compare answers with a partner and then

review in open class.

Activity Book page 14

Answers: A. 3, B. 2, C. 1, D. 6, E. 5.

12 Label the picture.

Which picture did Lucy not write about in her report?

Ask the class to find the image that Lucy did not write
about. Then, ask for volunteers to say the answer.

Tell pupils to look at the drawing and ask where the

people are (an Egyptian exhibition in a museum).
Ask them to write the names of each of the items in the
correct box.
Ask pupils to compare answers in pairs and then review
in open class.

Answer: 4 (the throne).

Tell pupils to read the text again carefully and write three
questions based on the text in their notebooks.
As a demonstration, write one question on the board, for
example: When did Lucy go to the British Museum?
Ask pupils to swap notebooks with a partner and answer
the questions.

Wrap-up
Vocabulary game
Invite a volunteer to come to the front of the class and
to sit with his / her back to the board. Write one of
the following words on the board: mummy, pharaoh,
sarcophagus, Tutankhamon, tomb, pyramid, desert, Egypt,
camels, jewellery, museum, cloth, mask, gold, treasure.
Tell the class that they have to describe or give a definition
of the word so that the pupil at the front can guess the
word. When the pupil has guessed correctly, continue
the game with a different volunteer. Use words from this
lesson.

Extra practice
Research
To learn more about the Ancient Egyptians, encourage
pupils to research Ancient Egypt. Ask them to use the
Internet to find the information they need in English. As an
alternative, they can also use reference books in English.

40

Unit 1 Lesson 5

13 Circle the correct word to complete the

sentences.
Explain that all the sentences are about the ancient
Egyptians and that pupils have to choose the correct
word.
When they have finished, ask for volunteers to read
out their answers.

14 Read and learn more about Tutankhamon.

Then, answer the questions.
Read the text slowly and clearly, making sure that
pupils can follow it.
Ask pupils to read it again and then answer the
questions.
Ask for volunteers to read the answers to the rest of
the class.

Lesson 6
Objectives
To read a poem about schooldays.
To contrast the structure and function of the past and
present tenses.
Curricular link: Artistic Education.
Key language
Verbs: start, love, sing, paint, draw, play, remember,
get out of, look, scratch, mean, sleep.
Nouns: school, day, song, bed, head.
Basic competences
Linguistic competence
Express thoughts, emotions and experiences verbally
in a coherent way and in different contexts.
Cultural and artistic competence
Be familiar with the main techniques, resources and
conventions of the different artistic languages.
Materials
Class CD, Pupils Book, Activity Book, definition game
cards (warm-up).

Warm-up
Definitions game
Prepare about 10 game cards, each with a word written at
the top in black and three related words written below in
red. For example:
study
learn
subject
school
Explain that the class will be divided into two teams
(A and B). A volunteer from Team A will look at the first
card. The volunteer must define the word in black without
saying the words in red, while the rest of the team try and
guess the word.
When they have guessed the word, Team B will check
that the volunteer didnt use any of the red words in the
definition. Then, they will choose a volunteer to define
another word.
Suggested words to include: friend (person, like, class); sit
(chair, floor, down); teacher (school, teach, class); Maths
(number, add, subtract); History (past, Egyptians, Romans).

Presentation
A Read the poem.
Display the pictures on page 14 of the On-line Digital Book, if
available, or ask the class to open the Pupils Book at page 14
and to cover the text.
Ask them to look at the pictures and discuss with a classmate
what is happening in each one. Ask pupils: Why is the boy
scratching his head in the first picture? (He is confused).
Ask pupils to read the first verse of the poem in silence, and to
decide which picture illustrates this verse. Ask them to compare
ideas with a partner and explain their answers.
Answer: Picture b shows the boy at school, drawing a
picture as described in the first verse of the poem.
Ask pupils to read the second verse, to check that it matches
with the other picture.
Now look at the pictures and decide which one shows
the past and which one shows the present.
Ask pupils to discuss with their partner which picture shows
the past and which the present.

Unit 1 Lesson 6

41

B Answer the questions.

Ask pupils to discuss the questions in pairs. Give them at
least five minutes to do this in order to give them time to
read over the poem as carefully as possible. Discuss the
questions in open class and invite volunteers to share and
explain their answers.
Answers: 1. The mother says the first sentence, the boy says
the second one, 2. The boy scratches his head because he is
confused. He doesnt know why his mother is telling him to
go to school when it is Saturday.
Ask the class to look at the heading for each verse. Ask
them which words tell us that the first verse is in the past
and encourage them to find all the verbs in the past
tense.
Ask them to compare this with the verbs in the second
verse and to identify the verbs in the present tense.

Wrap-up
Remembering the poem.
Ask the class to close their Pupils Books. Write the words
to the poem on the board, but leave out all the verbs.
Instruct them to copy the poem into their notebooks
and complete it with suitable verbs in the past or present
tenses.
Invite volunteers to read the missing verbs and write them
on the board. Use this as an opportunity to revise the
pronunciation of the past tense.

Extra practice
My experience
As the pupils have already written about their early school
days in lesson 1, ask them to reread what they wrote and
write new sentences about their life at school today.
Ask them to compare the two periods in their lives.
Encourage them to consider the following points when
they write about their present school life and routines:
- Is it difficult to wake up on school mornings? Does
anyone wake them up? Do they use an alarm clock?
- What do they have for breakfast?
- Do they shower in the morning or in the evening?
- How do they go to school?
When they have completed the exercise, invite volunteers
to tell the class about themselves and discuss their
differences as a class.

42

Unit 1 Lesson 6

Activity Book page 15

15 Read the poem and answer the questions.
Read the poem slowly for pupils to follow. Then ask
them to read it in pairs alternating lines.
Answer questions in open class, encouraging pupils to
explain their answers using information from the poem.

16 Find 10 school subjects in the wordsearch.

Explain that there are ten different school subjects to
find in the wordsearch.
Give pupils 3 or 4 minutes to find as many as possible
and then ask them to compare their answers with a
partner.

Lesson 7
Objectives
To practise writing a letter in the past tense.
To revise the vocabulary from Unit 1.
Key language
Verbs: live, tell, remember, start, leave, make, learn,
count, paint, sing, play, change, read, write, like, add,
subtract.
Nouns: friend, letter, alphabet, picture, song, game,
family.
Adjectives: sad, fun, new, best.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Express thoughts, emotions and experiences in writing
in a coherent way and in different contexts.
Activate linguistic abilities to interact and create
written texts suitable for each communicative
situation, with a variety of communicative or creative
purposes.
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Materials
Class CD, Pupils Book, Activity Book, sheets of A4 paper.

Warm-up
Remembering
Tell the class about a lesson, a class or a teacher that you
remember well from your own past. Model your anecdote
on one of the paragraphs in Lucys story in lesson 1.
When you have finished, ask the class if they would like
to ask you any questions about your story. Answer their
questions. Then tell the class that you want them to try to
remember a lesson or a class from their past. Give them a
few minutes to decide what to talk about and to make a
few notes.
Put the pupils in groups of three or four and ask them to
tell each other their stories.
When pupils have finished, ask them which stories they
really liked, and why.

Presentation
A Rachel is writing to a new pen friend. Read her
letter and then answer the questions.
Ask pupils if they know what a pen friend is. Discuss or
explain the meaning. Compare pen friends to other types
of friends, such as school friends or friends at home. Ask
pupils how their relationships are different with each kind
of friend.
Explain that Rachel is writing to a new pen friend. Ask
them to read the letter quickly and find out what she is
writing about (her experiences at school).
Focus the pupils attention on questions 1-6 on page 15
of the Pupils Book and ask them to read through all the
questions carefully. Tell them to read the text again in
more detail and write the answers to the questions in their
notebooks.
Instruct them to compare their answers with a partner and
then review the answers in open class.
Answers: 1. She was three, 2. Because she didnt want to
leave her mother, 3. She painted pictures, sang songs and
played lots of games, 4. She was six, 5. She didnt sing or
paint, she practised reading and writing and she learnt to
add and subtract. 6. No, shes a bit sad.

Unit 1 Lesson 7

43

B Imagine that you have got a new pen friend and

write a letter like Rachels. Choose the three or
four years that your remember most from school
and write a short paragraph for each year.
Ask the pupils to read the instructions for part B and to ask
any questions about the task. Explain that you want them
to plan their letters before writing. Draw a model on the
board for them to follow, for example:
1. Pre-school, age 4, teacher Ms Ada, drawing and
singing.
2. First year, age 5, teacher Mr Davids, writing, singing,
music, trip to the zoo.
3. Fourth year, age 8, teacher Mrs Jones, school trip to
science museum, doing experiments.
Instruct the class to make their own notes and show
them to you before they start to write their letters in their
notebooks. When you read their notes, ask them questions
to encourage them to include as many details as possible.
As the pupils write their letters, make notes of any
mistakes that you see.

Wrap-up
Correction
Write the list of mistakes on the board. Tell pupils to work
in pairs to correct them, then review the answers in open
class.

Extra practice
Reading each others work
If possible, display the pupils letters on the classroom walls
and allow them to walk around and read each others
letters. Ask them to read carefully and to look for anything
particularly interesting, for example, something funny, sad
or strange.
When pupils have had time to read four or five letters, ask
them to sit in groups and discuss what they read and what
they found interesting about each one.

44

Unit 1 Lesson 7

Activity Book page 16

17 Complete this report about Janes schooldays
using the sentences in the box.
Explain that Jane is a pupil at secondary school, but she
is remembering her primary school. Tell pupils to look
at the picture and ask them: What do you think Janes
favourite subject is? (Science).
Tell the pupils to complete the text by copying the
sentences in the box into the text.
Ask volunteers to read out sentences to review answers.

Activity Book page 17

Do the Schooldays quiz!
Instruct the pupils to look at the quiz.
Ask them to read the sentences in the box and choose
the correct option to fill the gaps.
Correct the quiz in open class.
Use your dictionary.
Ask pupils to work in pairs with a dictionary to answer
the questions.
The first question has many different possible answers.
Pupils can volunteer possible words and give example
sentences using the different meanings.
Choose and circle. Give examples.
Ask pupils to choose the best option for each question.
Remind them to give examples of what they can do.
Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.