2 Landscapes of China

OBJECTIVES
Reading
• Reading comprehension – Can understand a simple text about a past event.
• Reading comprehension – Can understand the main ideas in short, simple stories on familiar topics.

Listening
• Response to spoken prompts – Can extract factual information from short, simple dialogs or stories
about past events, if spoken slowly and clearly and guided by questions or prompts.
• Listening comprehension – Can understand some details in longer dialogs on familiar everyday topics,
if guided by questions or prompts.

Speaking
• Spoken production – Can talk about topics beyond their immediate experience in a simple way.
• Spoken production – Can talk about topics relevant to them and their personal experiences in a
simple way.

Writing
• Written production – Can include vocabulary specific to a topic.
• Written production – Can write short texts, descriptions, or narratives on a range of familiar and some
unfamiliar topics.

KEY LANGUAGE
Key vocabulary Phonics STEAM Grammar Culture

cave /nt/ and /nd/ change into heat What did you do? Australia
cliffs ant collection ice When did she go? cattle
coast behind cool liquid Who did he meet? continent
desert friend cycle mist How did they travel? farmer
jungle island drop rain What happened next? interior
lake parent fall rise Who swam in the miner
mountains plant fog snow stream? Outback
sky pond gas solid What food did you eat? snail mail
stones stand hail water vapor Which museum did
stream tent they visit?
view weekend
volcano went
waterfall

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 PROJECT: MAKE A STORY PLATE
Students will think about and plan the story they will include on their plate. They will consider where the
story takes place, what characters are in it, and what the story is about. After they have written their story,
they will create the plate by illustrating it with four scenes from the story. Finally, they will tell the class all
about the story on their plate. Students will vote for the story they found the most interesting.
Materials: paper plates, notebooks, colored pencils, paint

EXPERIMENT LAB: THE WATER CYCLE

Students will find out about the water cycle (transpiration, condensation, precipitation, and collection)
before making a rain cloud in a small glass.
Materials: flashlights, pieces of white card, scissors, different materials to test

Pearson English Portal digital resources

Go to the Pearson English Portal and click on “Resources” for more teaching resources, including videos
and games.

CODING: PATTERN RECOGNITION AND ALGORITHMS

• Students will learn to understand and use simple variables.
• Students will learn how to create a simple series of steps to achieve an outcome.

MATH
Students will learn how to solve word problems using addition. They will also learn about the history of
currency and how people used items other than coins and notes as money.

VALUES AND SOCIAL-EMOTIONAL LEARNING: SHOW EMPATHY

Students will learn the value of showing empathy and how to respond appropriately to a number of
different situations.

GLOBAL AND CULTURAL CITIZENSHIP: THE OUTBACK

Students will learn about culture in Australia.

CREATIVE ACTIVITIES
What are the children in the photo saying? Look, imagine, and write. Use sticky notes.
A feature for students to use their imagination and create a short dialog.

Listen and sketch. Then write about your picture.

Students listen to a description of a landscape and draw what they hear.

Make a collage about landscapes.

Students consolidate new vocabulary through collage.

Make origami birds. Imagine you and your partner were birds
in the story. Describe the view you saw.
A making activity where students use origami birds to act out
a scene.

Act out the story in groups.

This feature occurs in this Story lab lesson and will help students
revisit and produce core language learned so far in the unit, as
well as learn how to manipulate the English language.

Use the words in 3 to write lines for your poem.

Students collect words to describe a natural feature and then
write a poem in the shape of the feature.

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 How can I make a story plate?
OPENER

2 Landscapes of China
How can I make a story plate?
2 017
Listen and complete.

forests islands lakes mountains streams

1 Look at the photo. Where

Ancient China
Ancient Chinese paintings often show beautiful views. The
are they? What can you see? artists painted green 1 full of trees and tall, gray
2 . They painted small, rocky 3
in big rivers and 4 . They painted quick, silver
5 and long, slow rivers. In this museum, you can see
landscapes painted on fabric, on wood, and on pottery.

3 What are the children in the photo saying?

Look, imagine, and write. Use sticky notes.

4 Talk with a partner. Imagine

your town in the past.

I think there was a small

market, but I don’t think I think there
there was a supermarket. were forests
and rivers.

24 twenty-four twenty-five 25

Lesson flow

Warm up Critical Lesson Presentation Practice Production Production Objective

thinking objective review

• Ask each team to think of categories to put each

LESSON OBJECTIVE
word into (e.g., food, geography, etc.). When both
I will learn about story plates. teams have finished, discuss their categories as
a class to find any similarities or differences.
KEY LANGUAGE • Have students think of an ancient civilization, such
as Ancient Greece, Ancient Egypt, or the Mayans,
forests lakes streams
for example. Elicit and write them on the board.
islands mountains
• Digital literacy Students choose one of the
civilizations on the board and have them quickly
Warm up
research it using the internet if it is available. Write
• Divide the class into two teams and write the word the following prompts on the board to help them:
China on the board. Have each team write as food, important buildings, culture.
many words as they can that they associate with
• Students tell the class what they discovered.
the country. After a few minutes, elicit the words
from both teams and write them on the board.
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 CRITICAL THINKING • Play audio 017 and have students listen and
complete the text.
• Ask students How can I make a story plate? Explain
• Assist Provide explanations in English for
that they will create a story plate as their final
any other words that students don’t know.
project. Ask what they will need to think about
Alternatively, ask other students to provide
for their project. Write ideas on the board (what is
explanations if they know any of the words.
typically included on a story plate, what materials
will be needed to create a story plate, etc.). • Challenge Have students complete the text
before they listen to check their answers.
• Involve Next, ask students to think about what
they will learn so that they can complete the
CREATIVITY
project in English (vocabulary to describe a story Production
plate, how to tell a story, etc.). Ask them to discuss 3 What are the children in the photo saying?
ideas with their partner. Look, imagine, and write. Use sticky notes.
• Assist Go around the class and ask each student • Have students look at the photo again. Point at
to share one idea. Write the ideas on the board. the girl. Ask What is she saying? Allow students
Encourage students to use English, but also accept a few moments to discuss in pairs. Elicit answers
more complex ideas in L1 and provide the English and write them on the board. Have students
translation. vote for their favorite answer.
• Make sure each student has a sticky note. Ask
Lesson objective
them to look at the other children in the photo
• Introduce the lesson objective. Say Today I will and imagine what they are saying. Allow
learn about story plates. students a few minutes to write what they think
the students are saying onto their sticky notes.
• Involve Students will learn to recall and identify
• Extra Before the class, find a picture showing
what they already know about the imagery typically
people in a museum. Ensure you have enough
included on story plates and learn some new
copies to enable students to work in pairs. Give
language to be able to discuss those ideas in English.
each pair a copy of the picture. Ask students
CRITICAL THINKING to discuss the picture and what the people are
possibly saying. Write questions on the board as
Presentation prompts: What can you see? Where are they?
1 Look at the photo. Where are they? What can What is happening? What are they saying?
you see?
(Model answers: They are in a museum. We can COMMUNICATION
see different items of pottery, such as plates,
Production
vases, bowls, and cups, all of which include
images of landscapes, people, and animals.) 4 Talk with a partner. Imagine your town in
the past.
• Pre-teach plate, vase, bowl, and cup. Ask
questions to test understanding, e.g., What can • Read the speech bubbles with students and ask
you eat soup from? (bowl, cup). them to work in pairs to discuss what their town
would have been like in the past. Encourage
• Ask students to look at the picture and discuss
them to think about what their town would
where the children are. Ask them to describe
have been like 50 years in the past, 100 years in
what they can see on the pottery.
the past, and 200 years in the past.
• Challenge Ask Why do you think the children
• Assist Write the following categories on the
are in a museum? What country do the plates,
board as prompts: town center, stores, school,
vases, bowls, and cups come from? Why do you
houses, transportation, surrounding the town.
think that? Have students discuss with a partner.
Ask each pair to choose a category to discuss.
• Have a class discussion.
Practice
2 017 Listen and complete.
Objective review
(Answers: 1 forests, 2 mountains, 3 islands,
• Revisit the lesson objective. Say Now I know about
4 lakes, 5 streams)
story plates.
• Go through the words in the box with students • Involve Encourage awareness of what students
and encourage them to say them out loud. Elicit know by eliciting full sentences using the new
their meanings and ask students if there are any of vocabulary.
these features near their home.
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 Beautiful landscapes
VOCABULARY

Beautiful landscapes I will learn

describe la
words to 6 Look at the view for one
VOCABULARY ndscapes.
minute. Then cover and tell
your partner what you saw.

1 Look at the text. Then check .

Was there a lake?

No, there wasn’t, but

1 What is it? a school newsletter an email there was a river.
2 Who is it for? artists students
3 What is it about? science art
7 020
Listen to the song. Choose 8 Where could you use
2 018
Read and listen. 3 Label the plate Logan saw at a title. these lines in the song?
Write the line number.
the museum with the color words
At the museum EVENTS In the town
from the newsletter. My island You must walk with me
Last week, Class 2B visited
On vacation Jump up and see the sky
a museum. Some of our students 1 2
tell us what they saw. NEWSLETTER
You have to see the view

SONG
In the desert and the hills
I loved the museum. I saw a beautiful blue
and white plate. There was a view of big
mountains covered with a jungle. There
TIME What photos can we take?

were birds in the jungle trees. I liked the

You have to come with me,
9
1
tall, blue waterfall. There was a stream
2
You have to come and see the waterfall!
021
Listen to how we
full of stones in between rice fields. I could
3
You have to climb up high, say the colored letters.
see a little boat on a lake and a small cave.
3 4
Jump up and touch the sky, Listen again and repeat.
I took a photo of the plate. It tells a famous
Chinese story.
5
Let’s climb the mountains!
I went camping last weekend with
Logan 6
Running through the fields, my parents and a friend.
7
In the forest and the hills, Our tent was behind a pond on
I liked a picture of an angry volcano with a 4 8
Swimming in the lake, an island.
hot desert around it. The desert was next
9
What memories can we make?
to the coast. There were white cliffs and There was
10
On holiday! On holiday!
the ocean. There were sea birds in the sky. a big ant
It was very colorful. 5 6 11
You have to see the cave, on a plant!
Abigail 12
You have to be so brave today. I had to
13
You just can’t say no, stand on

4 019
Listen and sketch. Then
14

15
Let’s see the volcano!
Let’s explore! There’s even more!
a chair!

write about your picture.

5 Make a collage about

NEWSLETTER
landscapes.

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Lesson flow

Warm up Lesson Presentation Practice Practice Production Production Production Song Practice Presentation Objective
objective review

Warm up
LESSON OBJECTIVE
• Write school, home, and my town/city on the board.
I will learn words to describe landscapes.
• Ask students to choose one of the categories on the
board and have them think about what landscape
KEY LANGUAGE features there are near there. Have them make
Key vocabulary Phonics a list and encourage them to use a dictionary for
any words in English they don’t know.
cave sky /nt/ and /nd/ plant
• Ask students to work in groups of three. Ensure
cliffs stones ant pond
students in each group choose different categories.
coast stream behind stand
• Students tell their group what landscape features
desert view friend tent
can be found near their category. Have them
jungle volcano island weekend explain any unknown words to their group.
lake waterfall parent went

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 • Students write definitions of the landscape words
• Explain that students are going to create their
they have learned in the warm-up activity.
own landscape collage. Make sure each student
has enough images along with scissors and glue.
Lesson objective
• Introduce the lesson objective. Say Today I will
learn words to describe landscapes.
COMMUNICATION
Production
• Involve Students will learn new landscape 6 Look at the view for one minute. Then cover
words. They will practice identifying and making and tell your partner what you saw.
sentences with these words.
• Students work with a partner. Each looks at the
Presentation view for one minute before taking turns to ask
and answer questions about what they saw.
1 Look at the text. Then check .
(Answers: 1 a school newsletter, 2 students, 3 art)
CRITICAL THINKING
• Ask students to use the format of the text to answer
Song
the questions. Students read to check answers.
7 020 Listen to the song. Choose a title.
Practice (Answer: On vacation)
2 018 Read and listen.
• Play audio 020 while students listen.
• Play audio 018. Students read while they listen.
• Direct students’ attention to the three titles.
• Draw students’ attention to the words in orange. Ask Which is the best title for the song? Why?
Have students work in pairs to think what each
word means before writing a definition of each.
CRITICAL THINKING
CRITICAL THINKING Practice
Practice 8 Where could you use these lines in the song?
3 Label the plate Logan saw at the museum Write the line number.
with the color words from the newsletter. (Answers: 1, 4, 11, 7, 9)
(Answers: 1 mountain, 2 waterfall, 3 stones, • Students work in pairs to decide where the lines
4 cave, 5 stream, 6 lake) can be used. Play audio 020 again and encourage
• Students label the plate with some of the students to sing along using the new lines.
colored words from the newsletter.
PHONICS
CREATIVITY Presentation
Production 9 021 Listen to how we say the colored
4 019 Listen and sketch. Then write about letters. Listen again and repeat.
your picture. • Students will learn the sounds /nt/ and /nd/.
• Make sure students have pieces of paper or a • Play audio 021. Students listen and read. Ask
notebook. Explain that they have to draw the How do we say the endings in blue and red?
landscape they hear about. Play audio 019 while (blue /nt/, red /nd/).
students listen and visualize what they hear. • Play the audio again. Students repeat,
• Play the audio again and have students draw emphasizing the /nt/ and /nd/ sounds.
their picture and compare it with a partner. • Assist Play the Phonics Pronunciation video
• Have students write a description of their picture. while students sit and watch quietly. Play it
again and have students copy what they see
CREATIVITY and hear.

Production
Objective review
5 Make a collage about landscapes.
• Revisit the lesson objective. Say Now I can use
• Before the class, find different images of the words to describe landscapes.
landscape features in Activity 2. Make sure
there are scissors and glue available. • Involve Encourage awareness of what students
know by eliciting full sentences using the new
• Write collage on the board. Elicit what this is (a vocabulary.
collection of images you use to create artwork).

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 Language lab
GRAMMAR: QUESTIONS ABOUT THE PAST

Language lab I will ask qu

estions
about the CODE CRACKER
GRAMMAR: QUESTIONS ABOUT THE PAST past.
5 Find the patterns.

1 Watch the video.

Check the object questions and circle the word that is the same in each
object question.
Object questions
Underline the verb in the subject questions and answers that stays the same.
What do? 1 What grew in the fields? Rice grew in the fields.
you
When go?
did he / she 2 What did you eat? I ate noodles.
Who meet?
they 3 How did they travel? They traveled by train.
How travel?
4 When did the boat trip start? It started at ten o’clock.
5 Who sat next to you on the train? Pippa sat next to me.

2 Play Verb tennis.

Subject questions 6 Order the words to make 7 Read the answers and write
buy do go meet sit swim What happened next? questions. Answer the questions. the questions.
Who swam in the stream? 1 weekend / ? / did / on / go / Where / 1 Where did Brad go on vacation?
See!
Saw! the / you He went to China.
2

3 022
Complete. Then listen and check your answers.
2 happened / things / What / to / ? /
interesting / you
3
His family went with him.

1 When did Lin arrive? She in He went in April.

the afternoon. 3 called / Who / ? / you
4
2 Who did she meet? She her cousins
The amazing views surprised him.
by the lake. 4 to / time / bed / ? / go / What / did / you
3 Where did they go? They to the book
store near the park.
5 was / favorite / What / ? / activity / your
4 Why did they buy the book? They it
because they like books about volcanoes.

4 Read and circle the correct words. 8 Write questions to ask your
partner about yesterday. Then ask
1 Who showed / did show you around the museum? and answer. Compare your days.
2 Who bought / did buy your ticket?
3 What did surprise / surprised you about ancient China? What did you eat for breakfast?
I ate eggs.
4 Who did tell / told you about the Chinese exhibition?
Me, too! Who cooked them for you?

28 twenty-eight twenty-nine 29

Lesson flow

Warm up Lesson Video Presentation Practice Practice Practice Code Cracker Production Production Production Objective
objective Production review

Warm up
LESSON OBJECTIVE
• Divide the class into teams and write the word
I will ask questions about the past. landscape vertically on the board. Ask a member
from each team to come to the board and write,
KEY LANGUAGE in turn, a word connected to landscapes. The first
student’s word must include one of the letters
What did you do?
from the word landscape. The next student then
When did she go? writes a word that must include either a letter from
Who did he meet? landscape or a letter from the first student’s word.
How did they travel? • Continue with the other members of the teams.
What happened next? Once all the landscape words from the previous
Who swam in the stream? lesson have been used, encourage students to use
other words that they know.

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 Lesson objective Production CODE CRACKER
• Introduce the lesson objective. Say Today I will 5 Find the patterns.
ask questions about the past. • Coding Syllabus: Students will learn to
understand and use simple variables.
• Involve Students will learn to ask questions about
• Read the instructions together.
the past. They will practice by asking a partner
questions about what they did in the past. • Students check the object questions, circle the
words, and underline the relevant verbs.
Video
1 Watch the video. Production
• Play the Unit 2 video. Ask students to watch quietly. 6 Order the words to make questions. Answer the
• Assist Play the video again. Ask students the questions.
following questions: Which country first invented (Answers: 1 Where did you go on the weekend?,
fireworks? (China) When did the ancient Chinese 2 What interesting things happened to you?,
invent paper? (around 100 BCE). 3 Who called you?, 4 What time did you go to
bed?, 5 What was your favorite activity?)
Presentation
• Write on the board: eat / Who / with / you / ? /
• Point at the grammar boxes and make questions did / last night. Ask students to reorder the words
using the words (What did you do?, What to make a question (Who did you eat with last
happened next?, etc.). Ask students to repeat. night?). Students ask and answer with a partner.
• Assist Ask students what they notice about the • Have students reorder the words to make
object and subject questions (object questions use questions. Elicit which are object questions (1, 4)
did as an auxiliary, subject questions don’t use an and which are subject questions (2, 3, 5).
auxiliary).
• Students answer the questions in their notebooks.
• Students make questions using the words in the Then have them ask and answer with a partner.
boxes. Encourage them to answer using full sentences.
• Remind students to use the Grammar Reference on
page 147 of their Student’s Books. Production
7 Read the answers and write the questions.
COMMUNICATION
(Answers: 2 Who went with him?, 3 When did he
Practice go?, 4 What surprised him?)
2 Play Verb tennis. • This is an exam preparation type activity for
• Students use the verbs in the box to play Verb the Pearson Test of English for Young Learners:
tennis. One says the infinitive and the other Quickmarch, Reading and Writing, Dialog
responds with the simple past. Completion task. After students have completed
• Differentiation Allow students to use the chart the task, explain this to them and ask how they
of irregular verbs on pages 154–157. found it.
• Read the sentences and explain they are answers
Practice to questions. Direct students to the example.
3 022 Complete. Then listen and check your • Students write the questions to the answers.
answers.
COMMUNICATION
(Answers: 1 arrived, 2 met, 3 went, 4 bought)
Production
• Explain that students must complete the answers
8 Write questions to ask your partner about
using the simple past form of the verbs.
yesterday. Then ask and answer. Compare
• Play audio 022 for students to listen and check. your days.
Practice • Students write questions and ask what their
partner did the day before, and then compare
4 Read and circle the correct words.
it to their day.
(Answers: 1 showed, 2 bought, 3 surprised, 4 told)
• Students circle the correct words. Objective review
• Ask What is the difference between the questions • Revisit the lesson objective. Say Now I can ask
in Activity 3 and Activity 4? (Activity 3 are object questions about the past.
questions, Activity 4 are subject questions.).
• Involve Encourage students to ask you questions
about what you did on the weekend.
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 Story lab
READING

Story lab I will read

in ancient
a story set
China. The next morning, Lian and Chang ran
READING
quickly over the bridge to an island. They
sailed in a boat to the mountains. Lian

1 2
felt the sun on her face and she smiled.
Look at the pictures. What is 023
Read and listen.
Lian’s father shouted angrily, “Where did
the story about?
my daughter go? Who went with her?”
His cleaner answered, “Chang went with
her. They went to the mountains.”

Lian’s father followed them over fields, stones, and

Lian lived in China with her father. She was a mountains. He saw them in a cave.
kind girl, but her father was rich and selfish.
He was shouting, “You must come back!” when
Lian looked at the beautiful view of the trees, Lian and Chang became birds.
the mountains, and the ocean. She was sad
“Where is Lian?” shouted her father.
and bored. She was lonely. She asked her
father, “Please, can I visit the mountains “I am here, Father,” she said. “I am dancing above
and the ocean? I would like to feel the warm One day, Lian’s father said, “You must marry the cliffs and the ocean, and I will never return!”
sun and touch the cold water.” But he said, Wang, the farmer.”
“No, my daughter, you can’t. You must stay
Lian said, “I don’t want to marry him! He’s old
at home.”
4 Remember the story. You mustn’t
and he’s unkind!” Show empathy.
Lian had one friend. His name
But her father said, “He’s rich. You must marry
Values
use a path more than once!
was Chang and he was the
gardener. They talked about
him. You must do what I say.” 5 Read and check . Then
Lian was sad. She wanted ask and answer about
the world outside.
to swim in lakes and CODE CRACKER yesterday. Use Poor you!
“What did you do this morning?” Lian asked. streams and climb or Lucky you!
“I walked in the beautiful, green fields,” mountains. She didn’t 1 Help Lian and Chang travel to the 1 What did you eat for lunch?
Chang said. want to marry an old mountains. Use one color to find the
I ate pasta. It was delicious!
man. “Poor you!” path they took in the story.
““Lucky you! What did you see?” Lian asked. Lucky you! Poor you!
said Chang. 2 Use a second color to find the shortest
“I saw birds. They danced in the sky,” he said. route to the mountains. 2 Where did you go yesterday?
I went to the beach, but I
got sunburned.
3 Make origami birds. Imagine you and your Lucky you! Poor you!
partner were birds in the story. Describe the
view you saw. 6 Act out the story
in groups.
What did you see? I saw a man. He was angry.

30 thirty thirty-one 31

Lesson flow

Warm up Lesson Pre-reading Reading Production Code Cracker Values Act out Objective
objective Production Production review

• Allow students a few moments to think of their

LESSON OBJECTIVE
questions before they ask and answer with a partner.
I will read a story set in ancient China. • Extra Hand out the verb cards to students and ask
them to work in small groups. Explain that each
Warm up group is going to tell a story using the simple past
• Before the class, prepare sufficient verb cards so form of the verbs on their cards. Add that students
that each student has three or four. Each card must only say one sentence at a time using a verb
should contain a mixture of regular and irregular on their cards before the next student says their
verbs. sentence. Allow groups to plan their story for a few
• Give the cards to students and explain that they moments before they begin. You may decide to
are going to ask a partner simple past questions have groups tell their story to the rest of the class.
using the verbs on the cards (e.g., What did you
eat yesterday? Who gave you presents on your last Lesson objective
birthday?, etc.). • Introduce the lesson objective. Say Today I will
read a story set in ancient China.
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 • Involve Students will listen to and read a story set
Production CODE CRACKER
in ancient China. They will use the information in
the pictures and the text to understand the story 4 Remember the story. You mustn’t use a path
and learn how to summarize the story. more than once!
• Coding Syllabus: Students will learn how to
CRITICAL THINKING create a simple series of steps to achieve an
Pre-reading outcome.
1 Look at the pictures. What is the story about? • Students look at the pictures of places from the
(Answer: It’s about Lian, the daughter of a rich story. Ask them to identify Lian’s house and
man, who runs away to the mountains and the read the first set of instructions together.
ocean and turns into a bird.) • Students reread the story before drawing the
• Students look at the pictures and use them to route Lian and Chang must take. Remind them
make predictions about what will happen in the they can’t use a path more than once.
story. Write their ideas on the board. • Read the second set of instructions together
• Students quickly read the text and elicit what before students draw the shortest route from
the story is about. Compare with the predictions Lian’s house to the mountains.
on the board to see if any were correct.
Values
Reading Production
2 023 Read and listen. 5 Read and check . Then ask and answer
• Pre-teach the following words: selfish, unkind, to about yesterday. Use Poor you! or Lucky you!
sail. Ask questions to check students’ understanding. (Answers: 1 Lucky you!, 2 Poor you!)
• Play audio 023 and have students listen and follow • Students will learn the value of showing
the story in their Student’s Books. empathy and how to respond appropriately to
• Assist Ask students questions to check their a number of different situations.
understanding, e.g., point at the picture at the • Ask students if they know what empathy means
top of page 30 and ask What can you see? (Lian, (when you understand and share another
mountains, the ocean). person’s feelings).
• Read the story as a class and have students read • Write Poor you! and Lucky you! on the board.
a sentence each. Choose which student you want Then say that you hurt your leg. Elicit the correct
to read the next sentence. response (Poor you!). Say that you won the
• Challenge Students imagine that Lian and Wang lottery. Elicit the correct response (Lucky you!).
got married. Have students draw a picture to show • Students read the situations and decide on the
how the story ends differently. most appropriate empathetic response.
CREATIVITY
CREATIVITY
Production
3 Make origami birds. Imagine you and your Act out
partner were birds in the story. Describe the 6 Act out the story in groups.
view you saw. • Put students in groups of five and ask them
• Before the class, go online to find instructions to decide who plays the narrator and each
on how to make an origami bird. character. Alternatively, students may want to
• Ask students if they know what origami is (the play multiple characters in smaller classes.
art of making things from paper) and where it • Each group practices before acting out in front
is from (Japan). of the class. Encourage students to provide
• Either demonstrate how to make an origami support and encouragement for each other.
bird or display the instructions on the
interactive whiteboard. Objective review
• When students have finished their origami bird, • Revisit the lesson objective. Say Now I can read
have them work in pairs and imagine they are a story set in ancient China.
the birds from the story. Have them describe the • Involve Encourage awareness of what students
views that they saw to each other. can do by asking them to give you a summary of
• Differentiation Students write their descriptions the story.
before they discuss with a partner.
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 Experiment lab
SCIENCE: THE WATER CYCLE

Experiment lab I will find

out about
SCIENCE: THE WATER CYCLE
the water
cycle. 2 Complete the table 3 Read and circle T (True) or F (False).
with examples. Then correct the false statements
with a partner.

1 024
Read and listen. Label the
cloud lake ocean rain river snow
Water
Solid water Liquid water
1 Transpiration is when liquid
water turns into water vapor. T/F
water cycle diagram.
2 Condensation is when water
snow cloud
Our blue planet
vapor turns into solid water. T/F
3 Precipitation is when water falls
as rain, snow, and clouds. T/F
70% of our planet is water. Water can be a solid, a liquid, or a gas.
4 Collection is when water goes
At 0°C, water Between 1–100°C, water Above 100°C, water into lakes, rivers, and oceans. T/F
is a solid. Hail, is a liquid. Water in rivers, is a gas. We call this

EXPERIMENT TIME
snow, and ice lakes, and oceans is liquid. water vapor. You can’t
are solid water. We drink liquid water. see water vapor.

How can I make a cloud rain? Materials

The water cycle
Transpiration Precipitation 1 Mix water and blue food coloring in a small glass shaving cream
The sun heats liquid water in rivers, lakes, and The drops of liquid water combine and grow a small glass. a bigger glass a pipette
oceans. It turns into water vapor. The water vapor larger. Then they fall as rain, snow, or hail. 2 Put water in a bigger glass. Put 5 cm blue food coloring water
rises into the air. Mountains and hills help the air Collection of shaving cream on the water.
rise faster and higher. That rain, snow, or hail goes into the lakes, 3 Slowly add drops of the blue water 6 Compare your results with
Condensation rivers, and oceans. The sun heats the liquid to the bigger glass. a partner. Describe what
Water vapor in the air cools. It changes into drops water and the cycle starts again! This is called 4 Record how many drops you use using happened.
of liquid water and forms clouds, fog, or mist. the water cycle. a tally chart.
5 Continue adding drops until you see a
Condensation
change. What stage of the water cycle
1 can you see?
Precipitation 3
2 Make a cloud rain
Transpiration Number of drops Observation
4
5

Collection

Watch the video about the water cycle.

32 thirty-two thirty-three 33

Lesson flow

Warm up Lesson Video Pre-reading Reading Reading Practice Experiment Objective

objective time review

Warm up
LESSON OBJECTIVE
• Before the class, find a large bowl, a mug, some
I will find out about the water cycle. cellophane, and either sticky tape or an elastic
band. Fill the bowl about a quarter full with
KEY LANGUAGE water. Place the mug, right side up, in the bowl of
water and cover it with the cellophane. Secure the
change into fog mist
cellophane with the sticky tape or elastic band and
collection gas rain mark the water level.
cool hail rise
• Write on the board: What will happen when
cycle heat snow I place the bowl of water in direct sunlight?
drop ice solid Students discuss in pairs and write down their
fall liquid water vapor predictions. Then write on the board: What will
happen when I place the bowl of water in a shady
place? Students discuss before writing down their
predictions.
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 • Have students write their names on the piece of
• Tell students to complete the table in pairs with
paper and collect to review later. Read a few of
information from the text on page 32. Explain
the predictions out loud (The water will evaporate
that snow is an example of solid water and
in the sun and collect on the cellophane. When the
cloud is an example of liquid water.
bowl is then moved to a shady place, the water
will rain down and fill the mug.). Move the bowl to
direct sunlight. When the water evaporates, move Practice
the bowl to a shady spot in the classroom. 3 Read and circle T (True) or F (False). Then correct
• Extra Write the following percentages on the the false statements with a partner.
board: 70%, 97%, 3%, 33%, 31%. Explain that (Answers: 1 T, 2 F (Condensation is when water
the percentages are associated with water. Ask vapor turns into liquid water.), 3 F (Precipitation is
students to discuss what they refer to. Allow them when water falls as rain, snow, and hail.), 4 T)
to use the internet if it is available (70% – Earth
• Ask students to work in pairs to decide if the
covered by water, 97% – saltwater on Earth, 3% –
sentences are true or false. Then ask them to
fresh water on Earth, 33% – fresh water available
correct the false information.
for humans to drink, 31% – schools around the
world with no access to fresh water). • Assist Allow students to reread the text on page 32.
• Extra Write the following questions on the board:
Lesson objective What are the three states of water? At what
• Introduce the lesson objective. Say Today I will temperature does water become a solid? When
find out about the water cycle. does water become a gas? What heats liquid
water? What helps water vapor rise into the air?
• Involve Students will do an experiment to test the • Put students in pairs and have a class competition.
water cycle. Ask them to answer the questions.

Video COLLABORATION
• Go to the Pearson English Portal and click on This activity encourages Collaboration. For further
“Resources” for more teaching resources about this support download our Collaboration checklist.
topic, including a video about the water cycle.
Experiment time
Pre-reading How can I make a cloud rain?
• Point at the picture on page 32 and ask What • Materials: (per student) a small glass, a bigger
is happening? Students discuss in pairs or small glass, water, blue food coloring, shaving cream,
groups. Elicit and write their ideas on the board. a pipette
Reading • Differentiation Check students’ understanding
by asking What do you need? (a small glass,
1 024 Read and listen. Label the water cycle
a bigger glass, etc.) How can you do the
diagram.
experiment? (Mix water and blue food coloring
(Answers: 1 rain, 2 snow, 3 cloud, 4 lake, 5 river, in a small glass, etc.).
6 ocean)
• Do the first two steps of the experiment as a
• Encourage students to use dictionaries to look up demonstration. Ask students what will happen.
any words in the box they don’t know.
• Students follow the instructions to do the
• Play audio 024 and have students listen and read. experiment. Make sure they record how many
Answer any vocabulary queries. drops of food coloring they use.
• Students use the words in the box to label the • When all students have finished, have them
water cycle diagram. compare and discuss their experiments. Elicit
• Check which ideas from the Pre-reading on the the stage of the cycle (precipitation).
board are correct.
Objective review
CRITICAL THINKING
• Revisit the lesson objective. Say Now I know about
Reading the water cycle.
2 Complete the table with examples. • Involve Encourage awareness of what students
(Answers: Solid water: hail, ice, Liquid water: know by asking them to describe the water cycle.
mist, rain, fog) Also, test them on some of the vocabulary from
the lesson.

77

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 China past and present
COMMUNICATION

China past and present I will ask qu

about what
estions Writing lab I will write
a
life was shape poem
COMMUNICATION like in the SHAPE POEMS .
past.

1 025
Listen and write. 1 Look at the poem. Bang!
What natural feature
does it look like? A rocket.
Kate’s vacation in China Hot air went up.
Cities: Beijing, Shanghai cave It was noisy and red.
Museums: Forbidden 1 , volcano Scary red waterfalls danced,
Great Wall of 2 river
Dangerous big rocks moved quickly,
Gifts: golden 3 , 3 Imagine you went to a market in jungle
Exciting orange rivers and red lakes floated.
The volcano was an angry, old pyramid on our island.
4 fan the Shang Dynasty.
MATH

1
ZONE
You have 10 shells. What can
2 Choose 1 word from each column to
make a phrase from the poem in 1.
2 Read and answer. Then write you buy?
1 exciting big pyramid
Remember!
Adjective order
more questions about the Shang 2 Then ask and answer.
Dynasty. Find out the answers. 2 angry old rivers Opinion + Size + Age/Shape/Color + Noun
What food did you buy?
3 scary red rocks A boring big brown desert.
I bought a chicken.
The Shang Dynasty 4 dangerous orange waterfalls

In the Shang Dynasty people lived near

the Yellow River. The Emperor wore 3 Work with a partner. Choose 4 Use the words in 3 to write
yellow clothes, but other people didn’t a natural feature and write words lines for your poem.
wear yellow. to describe it.
Most people were farmers. They didn’t buy
food with coins. They bought food like dangerous lakes
5 Review your poem.
rivers Can you find lines that describe …?
cheese, bread, and beans, with shells.
scary 1 sounds 2 colors
waterfalls
1 Which river did people live near?
exciting 3 shapes 4 smells

Volcano float 5 action 6 feelings

2 What color clothes did the
Emperor wear?
red dance
6 Order the lines of your poem so
they fit your landscape shape.
move
orange Then read it to your class.
3 What job did most people do? old
big noisy
34 thirty-four thirty-five 35

Lesson flow

Warm up Lesson Presentation Practice Practice Math Practice Objective

objective review

• Ask students to use the categories to discuss

LESSON OBJECTIVE
in pairs what life was like for their parents or
I will ask questions about what life was like in grandparents when they were children.
the past. • Activate prior knowledge by eliciting the structure
for object questions in the simple past (question
KEY LANGUAGE word + did + subject + verb in the infinitive
(without to)) and subject questions in the simple
What food did you eat?
past (question word + verb in the simple past
What clothes did he wear? form). If necessary, allow students to refer back to
Which museum did they visit? pages 28 and 29 of their Student’s Books.
• Ask students to write simple past questions in pairs
Warm up for each category on the board. Have students ask
• Write food, clothes, free time, school, vacation on their parents or grandparents their questions and
the board. report back in the next lesson.

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 • Extra Write My town on the board. Ask students to
• Explain that emperors ruled ancient China. Each
work in pairs or small groups to discuss what their
emperor gave his name to an era that typically
town was like 200 years in the past. Encourage
lasted for hundreds of years. The first emperor
them to think about where people worked, what
in the Shang Dynasty was called Shang. This
people did on the weekend, etc. Then put students
dynasty lasted for almost 600 years (from
in different groups and have them compare.
1600 BCE to 1046 BCE).
Lesson objective • Ask the class to work in pairs to make
predictions about what life was like in the
• Introduce the lesson objective. Say Today I will
Shang Dynasty. Elicit and write on the board.
ask questions about what life was like in the past.
• Students read the text to check their predictions.
• Involve Students will learn how to ask questions • Students answer the questions.
about what life was like in the past. They will • Digital literacy Ask students what else they
gain confidence using the new language through would like to find out about the Shang Dynasty.
real-life conversations. Have them work in pairs to write questions.
Students go online to find out the answers.
Presentation
• Tell the class about your childhood, e.g., I went to
the movies every weekend. I ate pizza and burgers
Practice
MATH ZONE
on Saturday nights. I visited my grandparents on
Sundays. Write these sentences on the board. 3 Imagine you went to a market in the Shang
• Then have the class imagine these are answers Dynasty.
to questions. Students discuss what the questions • Students will learn how to solve word problems
would be. Elicit and write on the board (What did using addition. They will also learn about the
you do every weekend?/Where did you go every history of currency and how people used items
weekend?, What (food) did you eat?). other than coins and notes as money.
• Point at the grammar box and make questions • Write salt, cheese, candy, tea on the board.
using the words (What food did you eat? Which Make sure students know what each item is.
museum did she visit?, etc.). Ask students to repeat. Ask What do these items have in common?
• Have students discuss the difference between what (They have all been used as currency.).
and which in the example questions in the grammar • Draw students’ attention to the picture and ask
box (what – a large number of possible options, them to identify the different things (cheese, fish,
which – a limited number of possible options). tea, cookies, and chicken). Explain that in the
• Remind students to use the Grammar Reference on Shang Dynasty, people used shells as currency.
page 147 of their Student’s Books. • Have the class imagine they are in a market
and they each have 10 shells. Ask them to
Practice look at the picture and decide what they can
1 025 Listen and write. buy. Encourage them to think of different
(Answers: 1 City, 2 China, 3 dragon, 4 beautiful) combinations. Elicit an example (cheese, some
tea, and a cookie, for example, (5+3+2=10)) and
• Play audio 025. Have students complete the notes encourage them to show the math they used.
about Kate’s vacation in China.
• Students ask and answer questions with a partner
• Assist Give students a copy of the audioscript to about the things they bought with their shells.
read as they listen.
• Extra Have students think of what they can buy
• Extra Write the following categories on the board: with 15, 35, 78, and 106 shells.
sport, places, food, activities. Ask students to think
• Challenge Students research when and/or
of their last vacation using the categories.
where salt, cheese, candy, and tea were used as
• Students work with a partner to ask and answer currency (salt – Roman empire, cheese – Italy,
questions to find out about their last vacation. candy – Argentina in 2008, tea – China and
CRITICAL THINKING Russia from 900 CE to early in the 20th century).

Practice Objective review

2 Read and answer. Then write more questions • Revisit the lesson objective. Say Now I can ask
about the Shang Dynasty. Find out the answers. questions about what life was like in the past.
(Answers: 1 They lived near the Yellow River., • Involve Encourage awareness of what students
2 The Emperor wore yellow clothes., 3 Most can do by having them write questions.
people were farmers.)
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 Writing lab
SHAPE POEMS

China past and present I will ask qu

about what
estions Writing lab I will write
a
life was shape poem
COMMUNICATION like in the SHAPE POEMS .
past.

1 025
Listen and write. 1 Look at the poem. Bang!
What natural feature
does it look like? A rocket.
Kate’s vacation in China Hot air went up.
Cities: Beijing, Shanghai cave It was noisy and red.
Museums: Forbidden 1 , volcano Scary red waterfalls danced,
Great Wall of 2 river
Dangerous big rocks moved quickly,
Gifts: golden 3 , 3 Imagine you went to a market in jungle
Exciting orange rivers and red lakes floated.
The volcano was an angry, old pyramid on our island.
4 fan the Shang Dynasty.
MATH

1
ZONE
You have 10 shells. What can
2 Choose 1 word from each column to
make a phrase from the poem in 1.
2 Read and answer. Then write you buy?
1 exciting big pyramid
Remember!
Adjective order
more questions about the Shang 2 Then ask and answer.
Dynasty. Find out the answers. 2 angry old rivers Opinion + Size + Age/Shape/Color + Noun
What food did you buy?
3 scary red rocks A boring big brown desert.
I bought a chicken.
The Shang Dynasty 4 dangerous orange waterfalls

In the Shang Dynasty people lived near

the Yellow River. The Emperor wore 3 Work with a partner. Choose 4 Use the words in 3 to write
yellow clothes, but other people didn’t a natural feature and write words lines for your poem.
wear yellow. to describe it.
Most people were farmers. They didn’t buy
food with coins. They bought food like dangerous lakes
5 Review your poem.
rivers Can you find lines that describe …?
cheese, bread, and beans, with shells.
scary 1 sounds 2 colors
waterfalls
1 Which river did people live near?
exciting 3 shapes 4 smells

Volcano float 5 action 6 feelings

2 What color clothes did the
Emperor wear?
red dance
6 Order the lines of your poem so
they fit your landscape shape.
move
orange Then read it to your class.
3 What job did most people do? old
big noisy
34 thirty-four thirty-five 35

Lesson flow

Warm up Lesson Presentation Production Production Production Production Production Objective

objective review

• If it is a short poem, write it on the board.

LESSON OBJECTIVE
Alternatively, you can just write four lines if it
I will write a shape poem. is long. Have students work in small groups to
discuss what is on the board. Ask What is the
Warm up poem about? What do some of the unknown
• Before the class, find a poem in English to read to words mean? Encourage students to use the
students. This should be one that is easy to follow, context to figure out the meaning of the poem
but students don’t necessarily have to understand and the words. Discuss as a class.
all the words. Read it to the class and elicit what • Students tell a partner about any poems that they
type of text it is (poem). know. Ask Who can recite a poem from memory?
• Read it again slowly and have students write down
the words or expressions they recognize. Students Lesson objective
compare with a partner. • Introduce the lesson objective. Say Today I will
write a shape poem.

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 • Involve Students will learn to write a shape poem.
• Encourage them to create a spidergram
They will gain confidence through scaffolded
with adjectives of opinion, adjectives of size,
writing tasks, to enable them to invent a shape
adjectives of age/shape and color, and verbs
poem about landmarks.
that they might associate with the natural
Presentation feature. If necessary, direct students back to the
1 Look at the poem. What natural feature does it poem in Activity 1 to help them.
look like? • Assist Encourage students to use a dictionary
(Answer: volcano) if available.

• Read the poem together. Answer any vocabulary

CREATIVITY
queries or ask other students to explain.
• Ask what the poem is about (an erupting volcano). Production
Then ask them what the poem looks like. Students 4 Use the words in 3 to write lines for your poem.
check the correct natural feature. • Students use the words from their spidergram
• Explain that this is an example of a shape poem. to write their poem. Encourage them to be
Elicit what a shape poem is and write on the board as descriptive and as imaginative as possible.
(a poem in the shape of the thing it is about). Write the following prompts on the board to
help them: What can you see when you look
Production at your natural feature? How does it make you
2 Choose 1 word from each column to make a feel? What can you smell? What can you hear?
phrase from the poem in 1. • Monitor Go around the class and help students
(Answers: 1 exciting orange rivers, 2 angry old when required.
pyramid, 3 scary red waterfalls, 4 dangerous big • Challenge Encourage students to use the
rocks) grammar points from Units 1 and 2 in their
• Students reread the poem before matching a word poems if they can. Refer them to the Grammar
from each column. Do the first as an example. Reference for the units on pages 146 and 147 of
Elicit what type of word each is (exciting – their Student’s Books.
adjective, orange – adjective, rivers – noun).
• Draw students’ attention to the yellow box and CRITICAL THINKING
remind them of the order of adjectives. Elicit the Production
category exciting belongs to (opinion) and orange
5 Review your poem.
(color). Remind students that adjectives go before
a noun. • Go through the list with students and ask them
to find the lines in the poem in Activity 1.
• Ask Why is the poet using more than one
adjective? Have students discuss before eliciting • Have them find lines in their own poems. If they
the answer (to make their writing more descriptive can’t find any, have them add some.
and dramatic). • Alternatively, have pairs swap poems with
• Students match the rest of the words. Elicit what another pair to find the lines.
category the adjectives belong to.
• Differentiation Have students write as many Production
adjectives as they can in two minutes. Have them 6 Order the lines of your poem so they fit your
swap with a partner to put each adjective in the landscape shape. Then read it to your class.
correct category. • Have students draw a basic outline of their
landscape feature. Then have them write their
CREATIVITY
poem into this outline.
Production
• Students read their poem to the class. Then display
3 Work with a partner. Choose a natural feature all the shape poems on the wall. Have a class vote
and write words to describe it. to find students’ favorite.
• Elicit the natural features from the unit (cave,
cliffs, coast, desert, jungle, lake, sky, stones, Objective review
stream, view, volcano, waterfall) and write • Revisit the lesson objective. Say Now I can write
them on the board. a shape poem.
• Have students work in pairs. Ask them to • Involve Encourage awareness of what students
choose one of the natural features on the can do by having them describe a shape poem
board and brainstorm words to describe it. before reading theirs out loud.

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 Project and Review
MAKE A STORY PLATE

PROJECT AND REVIEW Step 3 Step 4

Make a story plate Create Show and tell

Step 2 Make a story plate. Use your plate

Step 1
to tell your story.
Plan Write your story.
Choose four scenes from your The tiger was big and it was hungry.
Research story mountain. Emily and the boy jumped in a boat.
What happens in my story?
Paint the scenes on your plate.
What are my story ideas? Complete a story mountain plan.
Swap plans with a partner. Write
Where does your story happen?
Cut out and label places.
questions for your partner’s plan.
Read and answer your partner’s
The Hungry Tiger
Which characters are in your
questions. Emily was a quiet girl. She was walking home
story? Complete a spidergram.
when she met young boy. He was scared. Then
Compare with a partner. 3
Action she saw the tiger. The tiger was big and it was
Then review your ideas.
hungry. They jumped in a boat. They sailed to
the island.
Where? 4
Problem
2
Setting

cold lakes

5 Ending
1
name – Emily Beginning
black hair Now I can …
short
Sister
… use words to
shy describe landscapes.
quiet Who did she meet? She met a young boy.
… ask questions about
Which animal did they see? They saw a tiger.
the past.
What color hair does she have? What happened next? They jumped in a boat.
Make an animation of your
Where did they go? They went to an island in … talk about what life
She has black hair. story to show to your family.
a lake. was like in the past.

… write a shape poem.

36 thirty-six thirty-seven 37

Lesson flow

Warm up Lesson Step 1 Step 2 Step 3 Step 4 At home Now I can Objective
objective review

• Give students a few minutes to write simple past

LESSON OBJECTIVE
questions to find out what a partner did last
I will make a story plate. weekend. Then students work in pairs to ask and
answer their questions. Students then tell the class
Warm up what their partner did.
• Ask students to look at the collage they created on • Challenge Students write a summary of Blue
page 26 and review the new words from the unit. Willow from the Story lab on pages 30 and 31 of
• Have them work with a partner and make the Student’s Book. Allow students to reread the
sentences using the words (e.g., There are some story before they write their summary if necessary.
jungles in my country. A waterfall is when a river Students compare summaries with a partner.
goes over a cliff. I swim in lakes when I go to
the country.). Lesson objective
• Introduce the lesson objective. Say Today I will
make a story plate.

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 • Involve Students will learn how to design and At home
make a story plate. They will use the language Make an animation of your story to show to
learned from the unit to understand how to your family.
complete their project and present it to the rest of
• Students use computer software like Pencil or
the class.
Creatoon, or appropriate apps such as Animation
Step 1 Desk, Toontastic 3D, or Animate It!, to create an
animation of their story to show to their family
Research
and friends.
• Ask students to think about possible story ideas for
• Alternatively, if students don’t have access to
their story plate. Have them decide which idea they
the correct software, or if they don’t have an
want to include on their story plate.
appropriate device, ask them to write down their
• Students make a spidergram. Ask them to think story for their family and friends to read.
about the characters in their story, what they look
• Differentiation Have students record themselves
like, what their personality is like, and where the
on video at home describing their story to their
story takes place.
family and friends. Less confident students can
• Students compare their ideas with a partner. describe their story with the aim of reviewing the
Encourage students to give their partner suggestions. new language from the unit.
Step 2 Now I can …
Plan • Show students the Now I can … box and read
• Students now think about what happens in their the sentences. Have students repeat, then ask
story. Refer them to the story mountain plan. questions to check understanding, e.g., Can you
Explain that every story follows that structure and use three words to describe landscapes? (cliff,
completing one will help them plan their own story. river, stream, etc.).
Have them look back at Blue Willow to find its • Involve Ask students to consider how they feel
beginning, setting, action, problem, and ending. about these statements. Explain that if they feel
• Students create a mountain plan for their story. confident about a statement, they can stick on
• Monitor Monitor and assist with any queries. the light bulb sticker. If they do not feel confident
• Students swap and read their partner’s plan. about a statement, tell them that they can come
Students think of simple past questions to ask to back to that statement and stick on the sticker
get more information about their partner’s story. when they do.
Students ask and answer their questions. • Monitor Go around the class and have students
choose and say the statement they are the most
Step 3 confident about. Make notes of the statements
Create that the fewest students choose and make sure
• Students now use their story mountain plan to you review the content in the future.
write their own story. Encourage them to use
Objective review
vocabulary from the unit and descriptive adjectives.
When students have finished, ask them to read • Revisit the lesson objective. Say Now I can make a
their story to a partner. Can their partner think of story plate.
any improvements to the story? • Involve Encourage awareness of what students
• Students create their story plate. Have them choose can do by having them show you their story plate
four scenes from their story. Have them illustrate and asking them questions about it.
these on a paper plate using paint, colored pencils,
Assessment pack
or markers.
• For grammar and vocabulary assessment, have
Step 4 students complete the Practice and Unit Tests in
Show and tell the Assessment Pack.
• Students present their story plate to the rest of Pearson English Portal games
the class.
Go to the Pearson English Portal and click on
• During each presentation, the rest of the class “Resources” for a class game.
takes notes of the things that they like about the
story. At the end of each presentation, the class
tells each student why they like their story.

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 1 Checkpoint
UNITS 1 AND 2

1 CheckpointUNITS 1 AND 2
1
1
026
Listen and draw the path on the flowchart. Then listen and answer.

What other places did Katie visit?

2 Which person did she want to sit next to?
3 Which experiment did she do on the beach?
Where did you go on your school trip?
4 How often does she have to write reports?

2 Read and complete the conversation about a different school trip.

Use the flowchart to help you.

A: Where did Kwame go on 1 B: He explored a 6 .

school trip? A: What does he 7 to do now?
B: He 2 to a lake. B: He must 8 a model of
Who sat next to you
Who went with you? Who met you there? A: Who went with 3 ? a cave.
on the bus?
B: His best 4 went with him. A: 9 him! I can’t stand
A: 5 happened next? making models.

3 Write six questions and 4 Write messages to a partner

answers using the flowchart. about your school trips. Use the
Play Snap. flowchart to help you.
What did you do next? What happened next?
What did you do next? Include: Questions and answers

I did an experiment. Rules

I have to take a test. Past experiences

Opinions
paint pictures swim in explore do an
I wrote: I swam
in a waterfall. Snap! I wrote that,

What do you have to do now?

too. We get a point.
5 Follow a new path through
the flowchart with a partner and
do a role-play.

Where did you go

on your school trip?

have to write have to take a must make a I went to the coast.

Poor you! I can’t stand … Lucky you! I’m keen on …

38 thirty-eight thirty-nine 39

Lesson flow

Warm up Lesson Listening Reading Writing Writing Speaking Objective

objective review

• Students take turns to ask simple past questions to

LESSON OBJECTIVE
discover what a partner did the previous weekend.
I will review Units 1 and 2. • Extra Have students reread the stories from Units 1
and 2 quietly, then have them close their Student’s
Warm up Books. In pairs, one student retells the first part of
• Ask students to look at the spidergram and collage the story and their partner finishes the story.
they made in the Vocabulary lessons of Units 1
and 2 and review the new words. Have them work Lesson objective
with a partner and make sentences with the new • Introduce the lesson objective. Say Today I will
words. review Units 1 and 2.
• Have students write four true school rules and one
false school rule using must and mustn’t. Students • Involve Students will review all the language
read their sentences to a partner, who tries to learned in Units 1 and 2. They will consolidate
identify the false school rule. their knowledge in a series of activities to test all
four skills.
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 Listening Writing
1 026 Listen and draw the path on the 4 Write messages to a partner about your school
flowchart. Then listen and answer. trips. Use the flowchart to help you.
(Answers: Students draw a line between: “Where • Have students work in pairs. Explain that they are
did you go on your school trip?” – first image on going to write messages about a school trip that
the left – “Who sat next to you on the bus?” – final they went on, similar to the flowchart in Activity 1.
image on the right – “What did you do next?” – • Ask them to think of a school trip they went on. This
final image on the right – “What do you have to do may be the last school trip or their favorite one.
now?” – first image on the left – “Poor you! I can’t Encourage them to think where they went, who
stand …”, 1 cliffs, beach, 2 her best friend, 3 sand they went with, what they did, what they had to do
volcano, 4 after every school trip) after the trip, and what opinions they had of it.
• Ask students to look at the photos and sentences • Student A writes the first message at the top of a
on page 38. Ask them to discuss with a partner piece of paper before passing the piece of paper to
what they can see in each of the photos. Student B, e.g., Where did you go on your school
• Explain to students that they will hear information trip? B responds, e.g., I went to the museum.
about a school trip and they need to draw a path • Students continue with their questions and answers
that connects the first sentence at the top of the to get more information about the school trip.
page to one of the two sentences at the bottom • When students have finished, have them swap roles.
depending on what they hear.
• Play audio 026. Students listen carefully and draw COMMUNICATION
their path. Speaking
• Assist Pause the audio to allow students to decide 5 Follow a new path through the flowchart with
their path. a partner and do a role-play.
• Play the audio again while students listen and • Students create a new path through the
answer the questions. flowchart. Encourage them to think of extra
information for each stage through the
CRITICAL THINKING
flowchart, e.g., how they felt, what they talked
Reading about on the bus, what they painted a picture
2 Read and complete the conversation about of, etc.
a different school trip. Use the flowchart to • Students work with a partner to ask and answer
help you. questions about the school trip.
(Answers: 1 his, 2 went, 3 him, 4 friend, • Extra Have students ask and answer about the
5 What, 6 cave, 7 have, 8 make, 9 Poor) pictures on pages 10–11 and 24–25. Encourage
• Students read and complete the conversation more confident students to use words they
using the information in the flowchart. Remind don’t know in English and look them up in the
them that they may have to change the form dictionary.
of some of the words, e.g., your becomes his in
item 1. Objective review
• Extra Students act out the conversation with • Revisit the lesson objective. Say Now I know
a partner. Have them swap roles when they Units 1 and 2.
have finished. • Involve Encourage awareness of what students
know by eliciting the new language from Units 1
COMMUNICATION and 2 and ask and answer about the pictures on
page 38.
Writing
• Have students go to the Progress Chart in their
3 Write six questions and answers using the
Workbooks and stick on their Now I can stickers.
flowchart. Play Snap.
• Ask students to choose six questions from Assessment pack
the flowchart. Then have them answer the • For grammar and vocabulary assessment, have
questions using the information in the flowchart. students complete the Checkpoint Test in the
• Students work with a partner to play Snap. Assessment Pack.
Students take turns to say one of their questions • For skills assessment and GSE, have students
and/or answers. If their partner has written the complete the Progression Test in the Assessment
same question and/or answer, they say Snap. Pack.

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 The Outback
CULTURE

The Outback
CULTURE
3 Read the color words. Check the correct definition.
1 the Outback 2 snail mail 3 IRL
Australia the Australian coast email in real life
Australia is the largest island in the world the Australian ocean post in river landscapes
1 Look at the pictures. and it is also the smallest continent.
Australia is in the Indian Ocean.
the Australian interior video messaging in red lakes
Which country is this? Why
are there no students in the The Outback is the inland area of
classroom? Australia. There are ten vast deserts as
well as mountain ranges and forests
4 028
Benji is a student at the School of the Air. He is interviewing his
grandfather. Listen and complete his school project.
2 Read and listen. Check
027
there. Only 3% of Australians live in the
Outback and most of them are miners
your ideas from 1.
or farmers. The area of one cattle farm My Grandfather and the School of the Air
is 24,000 km2 – that’s

Fun Fact!
bigger than many states Grandpa went to school in the 1 1970s .
in the USA!
Grandpa’s teacher sent him library books in the 2 .
Most people live on the Grandpa communicated with his teacher via 3 .
coast in Australia and there
A teacher giving a lesson He had 4 lessons each week.
are over 10,000 beaches!
He sometimes sent his homework with the 5 Doctors service.
Grandpa sometimes felt 6 because he didn’t see his classmates.

5 What’s different about the way Grandpa used the radio to

speak to his teacher. Benji
Benji learns now? Talk with a partner. uses the internet.

Most children who live in the Outback can’t

take the bus to school because it’s too far away.
These children still have to study, so they learn
with the School of the Air where teachers use My Culture
special equipment to film their lessons. Students Some students only meet their
talk to each other and their teachers using the teacher once a year – and the
teacher travels by airplane!
6 Make an Aboriginal art landscape picture.
internet, but most of the time they study alone.
They have to send their homework via email or However, most students meet 1 Research Aboriginal art dot paintings.
snail mail. It’s called “the largest classroom in up three or four times a year. 2 Use dot stickers and paint to create a dot painting
the world,” because some students in the same They play sports, music, and of the Australian Outback.
class are actually more than 1,900
,900 km apart! perform plays. It’s great to
3 Create an Aboriginal art exhibition in your classroom.
meet their classmates IRL.
Write a description of your picture for an exhibition program.

7 Find out about traditional art in your country.

40 forty forty-one 41

Lesson flow

Warm up Lesson Presentation Pre-reading Reading Comprehension Comprehension Comprehension Production Production Objective
objective review

• Have students work in small groups and make a

LESSON OBJECTIVE
fact file about Australia. They need to find out
I will learn about culture in Australia. information to include and can include things
like population, area of land, capital city, native
KEY LANGUAGE people, famous landscapes, native animals.
• Challenge Have students write a paragraph in their
Australia farmer Outback
notebooks about Australia using their fact files.
cattle interior snail mail Encourage them to work individually, then swap and
continent miner read each other’s paragraph. They can give points
for spelling and content and write the number of
Warm up points and good job or good try in their notebooks.
• Show students where Australia is on a map. Ask
questions to find out what they know about the Lesson objective
country, e.g., What’s the capital city? (Canberra) • Introduce the lesson objective. Say Today I will
What animals live there? (kangaroos, etc.). learn about culture in Australia.
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 • Involve Students will learn about culture in • Elicit what the School of the Air is (an online
Australia and make an Aboriginal art landscape school for students who live in the Outback). Allow
picture. They will have an insight into Australia students to reread the School of the Air section in
and can compare the similarities and differences the text if necessary.
with their own culture. • Explain that students will hear an interview
between a grandfather and his grandson about
Presentation
the School of the Air. Have students predict what
• Have students quickly read the introduction text the missing words in the notes will be.
about Australia in the top-right of page 40. Ask
• Play audio 028 and have students check their
What fact surprised you the most? Elicit answers.
predictions and correct their answers. Explain that
CRITICAL THINKING Flying Doctors are doctors who traveled through
the Outback by helicopter or plane.
Pre-reading
• Extra Ask students to imagine they are going to
1 Look at the pictures. Which country is this?
interview a student of the School of the Air. Have
Why are there no students in the classroom?
them think of three questions they would like to ask.
• Have students look at the two photos on page
40 of the Student’s Book. Students discuss with COMMUNICATION
a partner which country it is and the possible Comprehension
reasons why there are no students in the
5 What’s different about the way Benji learns
classroom. Elicit and write them on the board.
now? Talk with a partner.
• Have students use the notes in Activity 4 and the
Reading
School of the Air section of the text on page 40
2 027 Read and listen. Check your ideas from 1. to identify the differences between how Benji
(Answers: Australia, because the teacher is using learns and his grandfather learned.
the internet to teach the students) • Students talk with a partner.
• Play audio 027 while students listen and read.
Then check students’ answers on the board for the MY CULTURE
second question in Activity 1.
CREATIVITY
CRITICAL THINKING
Production
Comprehension
6 Make an Aboriginal art landscape picture.
3 Read the color words. Check the correct
• Students make an Aboriginal art landscape
definition.
picture by following the instructions.
(Answers: 1 the Australian interior, 2 post,
• Students need dot stickers and/or paint to
3 in real life)
create their picture of the Australian Outback.
• Have students find the three words in the text • When students have finished their pictures,
and think about their meaning from the context. display them on the wall. Students describe and
• Students check the correct definition. Explain explain their picture to their classmates.
that post here refers to physical letters that you
receive through your door or in your mailbox.
Production
• Extra Explain that IRL is an example of text
7 Find out about traditional art in your country.
speak. Elicit what text speak is (abbreviations
that we use in text messages instead of writing • Have students research traditional art in their
the full versions, e.g., CUL8R instead of See you country. Encourage them to find out if there are
later). Brainstorm more examples of text speak any famous traditional artists, what the traditional
or allow students to find examples online. art style(s) is/are, what materials are normally
used, and if there is any significance in the
artwork.
Comprehension
4 028 Benji is a student at the School of the Objective review
Air. He is interviewing his grandfather. Listen and • Revisit the lesson objective. Say Now I know about
complete his school project. culture in Australia.
(Answers: 2 mail, 3 a two-way radio, 4 three, • Involve Encourage students to give you a summary
5 Flying, 6 lonely) of what they know about culture in Australia.

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 Workbook answer key and notes
UNIT 2: LANDSCAPES OF CHINA

1 Look and write a–d. Then read and match. 6 In pairs, ask and answer the questions in 5.
(Answers: 1 c forest, 2 a island, 3 b mountain, 7 014 Listen and answer the questions.
4 d lake) (Answers: 1 the beach, 2 his mom, 3 took
2 Write the code. Then use it to write the sentence. his sandwich)
(Answer: I saw a dragon in the water.) 8 Answer the questions for you.
3 Complete the information about China with Story lab
words from 1.
1 Complete the information about the people in
(Answers: 1 mountains, 2 lake, 3 islands, the story.
4 forest)
(Answers: Lian: main character, young, kind, sad,
4 010 Listen and check the answers to 3. bored, lonely, Lian’s father: rich, selfish, Chang:
Lian’s friend. gardener, lucky, talked about the
Beautiful landscapes
world, Wang: farmer, old, unkind, rich)
1 Complete the sentences.
2 Read and circle T (True) or F (False).
(Answers: 1 waterfall, 2 volcano, 3 desert,
4 jungle) (Answers: 1 T, 2 F, 3 T, 4 F, 5 T, 6 F)

2 011 Listen and circle T (True) or F (False). 3 Answer the questions.

(Answers: 1 F, 2 F, 3 T, 4 F, 5 F, 6 T) (Answers: 1 Lian’s father wanted her to marry

Wang, the farmer., 2 She didn’t want to marry an
3 Correct the false statements in 2. old, unkind man., 3 Chang ran away with Lian.,
(Answers: 1 The island is popular with tourists., 4 They went to the mountains., 5 He couldn’t take
2 Much of the island is covered in jungle., 4 People her home because she became a bird.)
hang-glide from the cliffs., 5 There’s a waterfall at 4 Read and check .
the foot of the volcano.)
(Answers: 1 Lucky him!, 2 Poor her!, 3 Lucky them!)
4 012 Listen and label the pictures.
5 When you are sad, what does your body
(Answers: 1 valley, 2 cactus, 3 earthquake, 4 jetty) language look like? Can you identify when
5 013 Read, listen, and chant. Then say the someone else is sad? What can you say to them?
words that rhyme in pairs. 6 Look at the picture. Check the part of the
story you think it depicts. Discuss why with
Language lab
a partner.
1 Read and circle the correct question word.
(Answer: 2)
(Answers: 1 Where, 2 Who, 3 How, 4 When)
7 Write your opinion of the story.
2 Complete with the correct question word.
(Answers: 1 When, 2 Who, 3 Who, 4 What, Experiment lab
5 Where) 1 Look and write.
3 Read and circle the correct words. (Answers: 1 hail, 2 mist, 3 rain, 4 river, 5 snow,
(Answers: 1 lent, 2 happened, 3 did you go, 6 ocean)
4 bought, 5 did you buy) 2 Match to make sentences.
4 Read the story. (Answers: 1 e, 2 a, 3 d, 4 c, 5 f, 6 b)
5 Write questions about the story. 3 Read and complete.
(Answers: 1 What did they do last weekend?, (Answers: 1 cycle, 2 vapor, 3 cools, 4 clouds,
2 Why did they go to the forest?, 3 Who put the 5 hail)
food on the blanket?, 4 What did they have?, 4 Describe what happened in your rain cloud
5 What happened to the salad?, 6 Who wanted experiment.
to eat cake?, 7 Why did they sing Happy Birthday
quickly?) • Students use the results of their experiment to
complete the sentence prompts.

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 5 Think about your rain cloud experiment and 3 Answer the questions about 1.
complete the chart. (Answers: 1 pirates, 2 Black Mountain Island,
• Have students find out the information they still 3 spiders and mosquitoes, 4 to hide their treasure,
want to know about rain. 5 in a cave behind a waterfall)
6 Answer the questions. 4 Complete the text with the correct form of the
words. Then write the questions.
China past and present
(Answers: went, learned, saw, ate, used, had,
1 What do people in China often have for
1 Where did you go?, 2 How did you get to the
breakfast? Check .
museum?, 3 Where did you have lunch?, 4 What
(Answers: rice, noodles, beef, dumplings, time did you go home?)
pancakes, vegetables, milk, soy milk, orange juice)
2 Read and check your answers in 1. CHECKPOINT 1
3 Read the article again and answer the questions. 1 016 Listen and follow Ellie’s path.
(Answers: 1 The Chinese people., 2 They invented (Answers: Science competition – experiment –
chopsticks 4,000 years ago., 3 They used them for light – waterfall – Lucky you!)
stirring food in the cooking pot., 4 Confucius 2 Listen to 1 again and answer the questions.
4 Solve the math problems. (Answers: 1 She won a science competition., 2 She
(Answers: 1 72 years, 2 276 years, 3 ¥1,345) had to do an experiment, write a report, and do a
presentation., 3 She did a light experiment., 4 She
• Students use addition and subtraction to solve the won a trip to a waterfall.)
math problems.
3 Read Kiara’s email and draw her path in 1.
Writing lab (Answers: writing competition – poem – river –
1 Complete this shape poem. lake – Lucky you!)
(Answers: tree, forest, tall, drops, waterfall) 4 Put the words in order and write questions.
2 Read the poem again and draw a picture to (Answers: 1 Which competition did you win?,
illustrate it. 2 What did you have to do?, 3 What kind of story
3 Create a shape poem called The Lake. You can did you have to write?, 4 What kind of model did
use any of the words from the box to help you. you have to make?, 5 What kind of experiment
did you have to do?, 6 What kind of poem did you
4 Check the things you find in your poem. Write
have to write?, 7 What did you win?)
the words.
5 Read your poem to the class. Listen to the other 5 Ask and answer. Use the questions in 4 and the
poems. flowchart in 1.
6 Write a paragraph about one of the topics.
PROJECT
1 Complete the chart for your story plate. THE OUTBACK

• Students think about the project they completed in 1 Read about the Outback again on page 40 of
their Student’s Book and check the boxes. your Student’s Book. Circle T (True) or F (False).

2 Complete your project report. (Answers: 1 F, 2 T, 3 T, 4 F, 5 T, 6 T)

• Students read the example project report before 2 Look at the photos and read the article. Circle
writing about their own story plate. the best title.
3 Share your report with a partner. Ask questions. (Answer: b)
• Students work in pairs. Have students read their 3 Complete the sentences.
project report to the rest of the class. (Answers: 1 hospitals, 2 patients, 3 highways,
4 car, 5 plane)
REVIEW
4 017 Listen and circle the correct option.
1 Complete the summary with vocabulary from
the unit. (Answers: 1 b, 2 a, 3 b, 4 b, 5 a)
(Answers: 1 island, 2 volcanoes, 3 coast, 4 forest, 5 Think about the last time you were sick and
5 cave, 6 waterfall) answer the questions.
2 015 Listen and check your answers in 1.

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