5 Arts and entertainment - pearsonELT · 2020-04-25 · 5 Arts and entertainment What kind of films do you enjoy? I like action films. How about you? s 1 5 r. 2 G e l. 3 2 l e. 4

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5 Arts and entertainment

Target vocabulary

Film genres: thriller, comedy, sci-fi, romance, musical, cartoon, action, fantasy,biography, mystery

Musical instruments: cello, harmonica, saxophone, triangle, cymbal, drums, clarinet, harp, tambourine, trumpet

Target structures

Have you ever written a blog?Yes, I have. / No, I haven’t.

I’ve already seen the film.

He hasn’t read the book yet.

They’ve never seen a thriller.

I’ve been here for two hours.

I’ve played the harmonica since I was seven.

I’ve just heard my favourite song on the radio.

Have you ever listened to country music?

Have you heard the new rock song yet?

How long has she played the piano?

Revision scary, pet, favourite, boring, tickets, artist, create, described, popular, special occasions

Receptive language

fall in love, all over again, creatures, elves, trolls, parental guidance, spoil, orchestra, concert halls, costumes, steady beat, rhymes, recording studio, nobody, locked in, anything, plan (n), recorded, traced, influenced, basis, originated, accessible, accompanied

CLIL and Wider World language

Music: voice, genres, rhythm, tune, commercial music, audience

Wider World: Djembe drums, bandoneon, shamisen, wood, skin

Language

Unit objective

• Can talk about arts and entertainment

Cross-curricular contents

• Music: describing different musical styles• Social Sciences: finding out about traditional musical instruments from other

countries• Language and arts: reading a story, acting out, telling a story• Language skills: reading and understanding texts about different musical styles

and traditional musical instruments from other countries

Socio-cultural aspects

• Talking about traditional musical instruments from other countries• Finding out about a traditional instrument• Recognising that planning can help us reach a goal

Learning strategies

• Using previous knowledge to interpret information in a text• Identifying rules about the use of the present perfect with ever, never, yet,

already, for, just and since• Logical thinking: organising information in a table• Critical thinking: comparing and contrasting information• Collaborative learning: working in a group to create a presentation• Reflecting on learning and self-assessment

Phonics and spelling

• Question tags and intonation

Topics

• Films• Musical instruments• Different styles of music

Values

• Planning can help us reach a goal.

Story

• Time Travel Adventures, episode 6

Writing

• Completing an application form

Contents

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Key competences

Linguistic competence: Observe regularities in language use to infer rules (L.1 to Review)

Mathematical, science and technological competences: Discuss different styles of music (L.5) and traditional instruments (L.6)

Digital competence: Use Poptropica English Islands digital tools (L.1 to Review)

Social and civic competence: Planning to achieve goals (Unit Story)

Cultural awareness and expression: Discuss traditional instruments in different countries (L.6)

Learning to learn: Reflect on what has been learnt and self-evaluate progress (Review)

Initiative and entrepreneurship: Use own judgement and ideas and further develop social skills (L.1 to Review)

Classroom ideas

• Bring to class photos of film posters and people playing different musical instruments

• Make a poster about different types of music, to decorate the classroom wall

• Bring to class library books about different types of music and musical instruments

• Play games from the Games Bank• Use the Photocopiables

Take-home English

• Letters for parents. When you begin Unit 5, complete and give pupils a copy of the letter for the unit (see digital tools). This explains what pupils are going to learn in this unit.

• Home−School Link. Encourage pupils to talk to their families about different musical instruments (L.6). Encourage pupils to show their work from Lessons 6 and 7 to their parents.

Evaluation

Self-assessment objectives

• I can identify different types of films and musical instruments.

• I can talk about what I have and haven’t done.

• I can complete an application form with personal details.

Resources

• Pupil’s Book p. 51• Activity Book p. 55/

Compact Activity Book p. 35• Grammar reference (Active Teach)• Unit 5 Extra practice (Activity Book

p. 99/Active Teach)

• Picture dictionary (Activity Book p. 108/Compact Activity Book p. 63)

• Test Booklet – Unit 5, p. 24

Skills

Speaking

• Can ask a range of questions in guessing games to find the answer.

• Can express their opinions on familiar topics, using simple language.

• Can talk about plans for the near future in a simple way.

• Can talk about their hobbies and interests, using simple language.

• Can compare their own and others’ possessions using simple language.

Reading

• Can understand the main points of short, simple dialogues related to everyday situations, if guided by questions

• Can understand short paragraphs on subjects of personal interest (e.g. sports, music, travel) if written using simple language and supported by pictures.

• Can understand the correct sequence of events in a simple story or dialogue.

• Can extract key information from advertisements for familiar products, if guided by questions or prompts.

Listening

• Can understand the main information in short, simple dialogues about someone’s hobbies and interests, if spoken slowly and clearly and supported by pictures.

• Can identify basic factual information in short, simple dialogues or stories on familiar everyday topics, if spoken slowly and clearly.

Writing

• Can write simple sentences about familiar things, given prompts or a model.

• Can complete a table or form with specific information extracted from a short, simple written text on a familiar topic.

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5Lesson 1

Lesson objectiveTo identify film genres

Target languagethriller, comedy, sci-fi, romance, musical, cartoon, action, fantasy, biography, mystery

Receptive languageI’ve already … I’ve never … How about …?

MaterialsAudio; Flashcards and Wordcards – Film genres; Learning Adventure Poster; pieces of paper and a bag

Optional activity materialsPhotocopiable 5.1

Warm-up

• Ask pupils to describe the kinds of films they enjoy watching. Then ask if they watch the same kinds of films as they did a few years ago or if their preferences have changed. Have a class discussion about different kinds of films. Use L1, if necessary.

Learning adventure

Ask pupils to look at the pictures on p. 44. Ask, What are we learning today? Write the lesson

objective on the board or look at it on the screen: We’re learning to talk about film genres.

1Think

What different entertainment words do you know? Tell a partner.

• Make sure that pupils understand the meaning of entertainment. Use L1, if necessary. Ask pupils to think about how many words they already know to talk about entertainment, e.g. action, adventure.

• Refer to the Learning Adventure Poster and say, Where are you on your learning adventure? Emphasise that pupils already know something about the language point and that they are already moving along their learning adventure.

Presentation

2 Listen and read. Who are Marcelo and Ana bringing with them?

• Ask pupils to look at the film listing. Elicit pupils’ responses to the titles of the films and ask which film they think they would like to see.

• Explain to pupils that Marcelo and Ana are discussing which film to go to see. They should listen carefully to find out who they will be bringing with them.

• Play the audio. Pupils listen and follow in their books. Elicit the answer. (Ana’s little brother.)

Listen and read. Who are Marcelo and Listen and read. Who are Marcelo and 2:28

3 Look and match. Then listen, check and repeat.

• Put pupils into pairs. Give them time to try to match the pictures with the words in the box.

• When pupils are ready, play the audio. Pause so that they can point to the picture and say the word. Check that they have identified the correct picture.

Audioscript CD2, Track 291 thriller 2 comedy 3 sci-fi 4 romance 5 musical 6 cartoon 7 action 8 fantasy 9 biography 10 mystery

• Play the audio again, pausing after each word so that pupils can repeat.

• Ask the pairs to look once more at the text in Activity 2 and to identify the words in bold by matching them to the pictures in Activity 3. Invite pupils to read aloud the sentences which contain them.

Flashcards

• Present the target vocabulary using the flashcards and wordcards for film genres. Hold up each flashcard and corresponding wordcard in turn, and say the word for pupils to repeat. Then hold up the flashcards on their own, in varied order, for pupils to say the word.

Practice

4

Co

mmunicate

Ask and answer.

• Explain to pupils that we can use the words in Activity 3 to talk about different kinds of film genres.

• Put pupils into pairs. Invite a pair to read out the example in the speech bubbles. Write on the board: What kind of films do you enjoy? I like … What about you?

• Give pupils time to ask and answer about the different film genres shown in Activity 3.

• Invite different pairs to ask and answer in front of the class.

Activity Book page 46

Compact Activity Book page 30

1 Look and write the types of film.

• Ask pupils to look at the pictures. Explain that they represent adverts for films and books. Pupils should write the entertainment style.

• When pupils have finished, put them into pairs to compare their answers.

• Elicit the answers from the class.

Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check 2:29

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5

Hey, Marcelo. What are we seeing today? 5:15

Well, then it’s Ted and Jimmy for us. 5:43

Great! See you there in thirty minutes! 5:58

I’ve already seen it. How about Shadow in the House? I’ve never seen a thriller. 5:25

Cool! It’s a U-rated film so why don’t5:55 you bring your little brother, Ana?

Umm, no thanks! His last film was5:39 boring. and I don’t like romance films.

It’s got a 15 rating so we can’t see it. Have you ever seen the fantasy series, Bella’s Broom?

5:28 The second film is showing.

Hi, Ana. How about The Singing King? I know you prefer musicals. It’s rated PG, parental

5:20 guidance, so check with your mum and dad.

I haven’t read the Bella’s Broom books yet. It will spoil it for me. Sorry. We could see Love in

Paris? Your favourite actor, Hughie Dants, is in it. 5:33

44

32:29

Look and match. Then listen, check and repeat.

Lesson 1 Can identify film genres

1Think

What different entertainment words do you know? Tell a partner.

22:28

Listen and read. Who are Marcelo and Ana bringing with them?

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What kind of films do you enjoy?

I like action films. How about you?

Star Village Cinemas

Screen 1Shadow in the House

15

A thriller about a scary house next to the sea.

Screen 2The Singing King

PG

Sing and dance your way to the Royal Palace

in this musical.

Screen 3 Love in Paris

12

Julia Robbie and Hughie Dants fall in love all

over again in this romance.

Screen 4Bella’s Broom 2

12

Follow Bella in her new fantasy film filled with

creatures, elves and trolls.

Screen 5 Ted and Jimmy

U

Funny and cute, Ted and Jimmy take us on

another comedy adventure in pet land.

1

6

2

7

3

8

4

9

5

10

4 Co

mmunicate

Ask and answer.

biography comedycartoon action musical

sci-fi fantasy thrillermystery romance

M05 Poptropica English Islands PB6 with OW Access code 71126.indd 44 28/3/19 12:37

2 Read and circle.

• Ask pupils to look for clues in each sentence to help them decide on the correct word.

• Give pupils time to circle the words and then put them into pairs. Pupils should take turns to read out their completed sentences.

• Invite individual pupils to read out their completed sentences.

3 Write about yourself. Then compare with your partner.

• Ask pupils to look at the table. They should work on their own to write the styles of film which they like and don’t like. For additional support, allow them to refer to Activity 3 in the Pupil’s Book.

• When they are ready, put them into pairs to compare their tables. They should discuss their similarities and differences, and then complete the sentences.

• Invite individual pupils to say which styles of film they like and don’t like. Invite different pairs to read out their completed sentences to the class.

For Activity Book/Compact Active Book audioscripts and answer keys see p. 221.

Learning adventure

Ask pupils, How many words for film genres do you know now? Give pupils a

minute to tell their partner the new words they know.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Play Picture charades (see p. 203) with the wordcards for film genres. Draw simple

pictures of the words on pieces of paper and put these into a bag. Ask a pupil to select a piece of paper from the bag. They act out the meaning of the word, for the class to guess.

TB6.indb 107 11/6/19 13:04

108

5• Explain that we use already to refer to an action we

have done at an unspecified time before now. Point out that we position already either before the main verb (past participle), e.g. He’s already seen that film, or at the end of the sentence, e.g. He’s seen that film already. Give more examples and elicit examples from pupils.

• Explain that we use yet to refer to time up to now. We use it in negative statements and questions. We usually position yet at the end of a sentence, e.g. I haven’t done my homework yet. Have you done your homework yet? Give more examples and elicit examples from pupils.

• Ask pupils to copy the examples from the Look! box into their notebooks. They can change the wording to make it more memorable. Encourage pupils to refer to the grammar reference on the Active Teach.

• Put pupils into pairs. Tell them to look once more at the text in Lesson 1 Activity 2 and to find examples of the target grammar. Invite pairs to feed back.

Practice

5 Look at Activity 2. Read and say True or False.

• Explain to pupils that they are going to read statements about information in the messages in Activity 2. They should read the messages again carefully to find the specific information.

• Put pupils into pairs. They should work together to decide whether each statement is true or false.

ANSWER KEY 1 F 2 T 3 T 4 F 5 F

6 Complete with the correct form of the verb in your notebook. Then say.

• Pupils work in pairs to transform the regular and irregular verbs. They take turns to say the completed sentences.

ANSWER KEY 1 watched 2 made 3 done 4 gone 5 played 6 visited

7 Look at the pictures. Write sentences in your notebook.

• Pupils use the prompts to make sentences about the pictures. Remind pupils that we position ever, never and already before the main verb, we change the main verb to a past participle, and we position yet at the end of a sentence (and we can also position already at the end of a sentence, too).

ANSWER KEY 1 Daniel hasn’t finished his homework yet. 2 They’ve already seen the sci-fi film. 3 She’s never made dinner for friends before.

Lesson 2

Lesson objectiveTo ask and answer questions in the present perfect using ever, never, yet and already

Target languageHave you ever written a blog? Yes, I have. / No, I haven’t.I’ve already seen the film.He hasn’t read the book yet.They’ve never seen a thriller.

MaterialsAudio

Warm-up

• Play Hangman (see p. 205) with the words for different film genres.

Learning adventure

Open books and ask pupils to look at the activities. Ask, What are we learning today? Write the lesson

objective on the board or look at it on the screen: We’re learning to ask and answer questions in the present perfect using ever, never, yet and already.

Presentation

Look!

• Ask pupils to read the Look! box. Play the audio as they read. Explain that we form the present perfect with have/has and the past participle of a verb.

• Present the past participle form. Explain that for regular verbs the past participle form is the same as the past simple form, e.g. travelled ➜ travelled, but that for irregular verbs the past participle form is different from the past simple form, e.g. ate ➜

eaten. Point out that pupils will need to learn the past participle form for different irregular verbs.

• Explain to pupils that we use ever to refer to the general idea of doing something at an unspecified time before now. Point out that we position ever before the main verb, e.g. Have you ever travelled to Thailand? Point out that the main verb takes the past participle form (travel ➜ travelled). Give more examples, e.g. Have you ever eaten sushi?, and elicit examples from pupils.

• Explain that we use never to refer to not doing something at a time before now. Point out that neveris the same as not ever and that we never use not and never together in the same sentence. We position never before the main verb, e.g. I’ve never travelled to Thailand. Give more examples, e.g. I’ve never eaten sushi, and elicit examples from pupils.

Look! Look!2:30

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454545

6 Complete with the correct form of the verb in your notebook. Then say.

1 Lena has already … (watch) an action film. 2 Pablo hasn’t … (make) a cake yet.3 Sam has already … (do) his homework.4 Kate and Sarah have never … (go) camping before.5 Juan has never … (play) the piano.6 Lucy has … (visit) her grandparents this week.

7 Look at the pictures. Write sentences in your notebook.

8 Co

mmunicate

Ask and answer.

1 write a blog 2 watch a sci-fi film3 have dinner 4 forget to do your homework5 have your birthday 6 visit a new city

9 WRITE In your notebook, write sentences aboutyour family and friends. Use never, yet and already.

Lesson 2 Can ask and answer questions in the present perfect using ever, never, yet and already

Lena has already watched an action film.

1 Daniel / not / finish / homework / yet

2 They / already / see / the sci-fi film

3 She / never / make dinner / for friends / before

No, I’ve never written a blog.

Have you ever written a blog?

Have you ever written a blog?

Yes, I have. / No, I haven’t.

I’ve already seen the film.

He hasn’t read the book yet.

They’ve never seen a thriller.

2:305

Look at Activity 2. Read and say Trueor False.

1 Ana has already seen The Shadow in the House. 2 Ana has never seen a thriller.3 Ana hasn’t read the Bella’s Broom books yet.4 Julia Robbie and Hughie Dants have never acted in

a film together.5 Ana and Marcelo haven’t decided what film to watch.

My brother has never

been to the circus.


6 Complete the sentences with the correct form of the verbs.

• Pupils complete the sentences with the correct form of the words in brackets. Elicit the answers from the class.

7 Complete the sentences for you.

• Pupils write about things they have never done, things they have already done and things they would like to do but have not done yet.


Pop quiz

Ask pupils to think of three questions they would like to ask their classmates, using

Have you ever …?. When they are ready, invite pupils to mingle, taking turns to ask and answer questions.

Island Adventure Game

• Direct pupils’ attention to the headphones card. Invite pupils to go to the Island Adventure Game and find the item. Once pupils click on it, they are taken to a supplementary language task.

8

Co

mmunicate

Ask and answer.

• Pupils work in pairs to ask and answer about different topics.

WRITE

9 In your notebook, write sentences about your family and friends. Use never, yet and already.

• To review never, say, I’ve never been to Australia, and elicit similar examples from pupils. Do the same with yet and already, to provide pupils with models for their sentences. For additional support, write the example sentences on the board.

• Give pupils time to write the sentences in their notebooks.



4 Read and circle.

• Pupils read the sentences and circle the correct option. Then put pupils into pairs to compare their answers.

5 Look and make sentences. Use already or yet.

• Pupils make positive and negative sentences with has/have(n’t) + past participle form + already or yet.

TB6.indb 109 11/6/19 13:04

110

5Flashcards

• Present the target vocabulary using the flashcards and wordcards for musical instruments. Hold up each flashcard and corresponding wordcard in turn, and say the word for pupils to repeat. Then hold up the flashcards on their own, in varied order, for pupils to say the word.

Practice

11 Listen and guess. What instrument from Activity 10 is it? Write the number in your notebook.

• Explain to pupils that they are going to listen to each of the musical instruments from Activity 10. They should listen carefully to the sound to help them guess which musical instrument it is.

• Play the audio. Pupils listen, look at the photos in their books and write the number in their notebooks.

• Put pupils into pairs to compare their answers. Play the audio again so that they can check.

ANSWER KEY 1 harp 2 saxophone 3 tambourine 4 triangle 5 harmonica 6 clarinet 7 cello 8 drums 9 trumpet 10 cymbal

12 Read and complete. Then listen and check.

• Explain to pupils that they are going to read paragraphs describing different musical styles. Invite individual pupils to read out the words in the box. Explain to pupils that they should match the words in the box to the paragraphs, and that the music they hear in the audio might help them match.

• Play the audio. Pupils listen and follow in their books.• Then put pupils into pairs. They should work together

to do the activity. Play the audio again, to help them.

ANSWER KEY 1 harps 2 tambourines 3 opera 4 saxophone 5 Rap

13 Read the text again. Answer the questions.

• Ask pupils to read the questions and write the answers in their notebooks. Pupils can refer back to the paragraphs in Activity 12.

• Put pupils into pairs to compare their answers.

ANSWER KEY 1 classical 2 clarinets, harmonicas, tambourines 3 rap 4 jazz

Listen and guess. What instrument Listen and guess. What instrument Listen and guess. What instrument Listen and guess. What instrument Listen and guess. What instrument Listen and guess. What instrument 2:32

Read and complete. Then listen Read and complete. Then listen Read and complete. Then listen Read and complete. Then listen Read and complete. Then listen Read and complete. Then listen 2:33

Lesson 3

Lesson objectiveTo identify different types of musical instruments

Target languagecello, harmonica, saxophone, triangle, cymbal, drums, clarinet, harp, tambourine, trumpet

Receptive languagejust

MaterialsAudio; Flashcards and Wordcards – Musical instruments; Learning Adventure Poster


Warm-up

• Ask pupils, Do you play any musical instruments? Which ones? Invite individual pupils to answer, and encourage discussion.

Learning adventure


objective on the board or look at it on the screen: We’re learning to talk about different types of musical instruments.

• Ask pupils to think about the names of musical instruments they already know, e.g. piano, guitar.

• Refer pupils to the Learning Adventure Poster and ask them to reflect on what they already know. Say, Great! You’re moving along your learning adventure!

Presentation

10 Look and match. Then listen, check and repeat.

• Put pupils into pairs. Give them time to try to match the pictures with the words in the box.

• When pupils are ready, play the audio. Pause so that they can point to the picture and say the word. Check that they have identified the correct picture.

Audioscript CD2, Track 311 cello 2 harmonica 3 saxophone 4 triangle 5 cymbal 6 drums 7 clarinet 8 harp 9 tambourine 10 trumpet

• Play the audio again, pausing after each word so that pupils can repeat and point in their books.

Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check Look and match. Then listen, check 2:31

TB6.indb 110 11/6/19 13:04

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5

46 Lesson 3 Can identify different types of musical instruments

102:31

Look and match. Then listen, check and repeat.

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9 10

Can you play an instrument?

112:32

Listen and guess. What instrument from Activity 10 is it?Write the number in your notebook.

122:33

Read and complete. Then listen and check.

14 Co

mmunicate

Ask and answer. 13 Read the text again. Answer the questions.

1 What type of music includes cellos and clarinets?

2 What instruments are played in folk music?3 What type of music mixes talking and singing?4 What type of music includes trumpets and drums?

tambourines saxophone rap harps opera

1 Classical music is sometimes soft and relaxing. You can hear it at concert halls played by an orchestra. This music has got many different instruments, including 1… , cellos and clarinets. The songs can be very long. I’ve listened to it for three hours today.

2 Folk music is traditional music. In my country the instruments that they use in it are clarinets, harmonicas and 2… . This music has just finished playing on the radio. for three hours today.

3 In 3… music, people sing in very high

or low voices. There is a big orchestra

behind them and sometimes they

wear costumes.

4 Jazz music is smooth and fun. They play

the 4… , trumpet and drums in it. My dad

has played in a band since he was fifteen.

5 5… music is modern and people mix talking with singing. It has got a steady

beat and often rhymes. I’ve just bought tickets to see my favourite artist.

What kind of music do you like

or dislike?

triangle saxophone trumpet clarinet cellotambourine cymbal harmonica harp drums


9 Read and match.

• Ask pupils to match the musical styles and the descriptions.

10 Read and complete.

• Ask pupils to complete the dialogue with the words in the box. Then put pupils into pairs to compare their answers.

11 Write about yourself. Then compare with a partner.

• Ask pupils to read the names of different styles of music and then complete the table with their likes and dislikes.

• Put pupils in pairs to compare their answers. Elicit or model the meaning of both and neither. Pupils should find a musical style which both of them like and a musical style which neither of them like.


Learning adventure

Ask pupils, How many words and phrases for musical instruments do you know now?

Give pupils a minute to tell their partner the new words they know.


Pop quiz

Play Mix-matched flashcards (see p. 203) with the flashcards and wordcards for

musical instruments. Divide the class into teams to match flashcards and wordcards.

14

Co

mmunicate

Ask and answer.

• Ask pupils to read the questions. Model a dialogue with a confident pupil. Give pupils time to do the activity in pairs.



8 Read and sort. What family do these instruments belong to?

• Ask pupils to look at the table. Explain that a percussion instrument makes a sound when someone strikes it, a wind instrument makes a sound when someone blows into it and a string instrument makes a sound when someone plucks or pulls its strings.

• Explain to pupils that they should look at the photos of the instruments in Activity 10 in the Pupil’s Book and decide which category each instrument falls into.

• Put pupils into pairs so that they can work together to sort the instruments into the different categories.

• Write the table on the board and invite individual pupils to write the names of musical instruments in the correct column.

TB6.indb 111 11/6/19 13:04

112

5• Explain that we use just to indicate that an action was

completed in the very recent past, e.g. I’ve just finished my homework. Point out that we position just between have/has and the past participle. Give more examples, e.g. My sister has just phoned me, and elicit examples from pupils.

• Ask pupils to copy the examples from the Look! box into their notebooks, changing the wording so that it is memorable for them.

• Ask pupils to look at Activity 12 in Lesson 3 again and find examples of the structures from the Look!box. Invite individual pupils to read out the sentences they find.

• Encourage pupils to refer to the grammar reference on the Active Teach as a resource to help them with their learning.

Practice

15 Look, listen and match.

• Ask pupils to look at the pictures. Explain that they should listen to the dialogues, identify the correct picture for each dialogue, and then match the sentences and the picture.

• Play the audio. Pupils listen and follow in their books. They should write the answers in their notebooks.

Audioscript CD2, Track 35a Have you ever passed a test?

Yes, I have. Last week in English I got 100%. I passed.

b Have you ever played chess?Yes, I have. I’ve played it since I was seven with my grandad.

c Have you ever been to a different country?Yes, I have. I’ve just arrived from Australia.

d How long have you been at the restaurant?I’ve been here for ten minutes. We have ordered three burgers.

e Have you seen that film yet?No, I haven’t been to the cinema for a long time.

• When pupils have finished, put them into pairs to compare their answers.

• Elicit the answers from the class.

ANSWER KEY 1 d left picture 2 a left picture 3 b left picture 4 c left picture 5 e right picture

16 Complete the sentences in your notebook using since, for and just.

• Elicit that we use since with a specific date, for with a specific period of time and just to indicate that an action was completed in the very recent past.

Look, listen and match. Look, listen and match. Look, listen and match. Look, listen and match. Look, listen and match. Look, listen and match.2:35

Lesson 4

Lesson objectiveTo make sentences in the present perfect using since, for and just

Target languageI’ve been here for two hours.I’ve played the harmonica since I was seven.I’ve just heard my favourite song on the radio.

MaterialsAudio

Warm-up

• Review past participles. Write these base form verbs on the board: fall, play, go, see, do, watch, write, forgot, have, visit. Put pupils into Team A and Team B. The teams should take turns to choose one of the verbs on the board. They should write the past participle form on the board. If they write it correctly, award a point and erase the base form verb from the board. Continue until all the base form verbs have been transformed to past participles.

Learning adventure


objective on the board or look at it on the screen: We’re learning to make sentences in the present perfect using since, for and just.

Presentation

Look!

• Ask pupils to read the Look! box. Play the audio as they read. Elicit that we make the present perfect with have/has + past participle.

• Explain to pupils that we can use the present perfect to talk about an action which started in the past and continues in the present. We use since to indicate the point in the past when the action started, e.g. I’ve known her since 2016. Point out that we position sincebefore the date. Give more examples, e.g. I haven’t seen him since last Tuesday, and elicit examples from pupils.

• Explain that we use for to indicate the amount of time we have done an action, e.g. I’ve known her for two years. Point out that we position for before the amount of time. Give more examples, e.g. I haven’t seen him for a week, and elicit examples from pupils. Highlight that we use since with a specific date and we use for with a specific period of time.

Look! Look!2:34

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5

4747

152:35

Look, listen and match.

16 Complete the sentences in your notebook using since, for and just.

1 I have practised the clarinet every day … I was five years old.2 I have … finished reading this book. It’s fantastic!3 I haven’t seen my uncle … two years. He lives in China.4 I haven’t felt well … this morning.5 I have … made a cake for everyone!

17 Put the words in order to make sentences. Then say.

1 finished / just / have / we / books / our2 I / been / United Kingdom / in / the / have / four / years / for3 since / in / Turkey / lived / aunt / my / has / she / twenty / was

Lesson 4 Can make sentences in the present perfect using since, for and just

5

1 She’s been at the restaurant for ten minutes.

2 He has just passed his test.3 She’s played chess with her grandad

since she was seven.4 He’s just arrived from Australia.5 He hasn’t been to the cinema for a

long time.

a

c

b

d

e

I’ve been here for two hours.

I’ve played the harmonica since I was seven.

I’ve just heard my favourite song on the radio.

2:34

We have just finished our books.




12 Read and sort.

• Pupils sort the time markers into the correct column.

• Write the table on the board and invite individual pupils to come to the board to write the time markers in the correct column.

13 Read and match.

• Pupils match the sentence beginnings and sentence endings.

14 Complete the sentences.

• Review that we use since with a specific date, for with a specific period of time, just to indicate that an action was completed in the very recent past, already to refer to an action we have done at an unspecified time in the past, and yet to refer to any time up to the present.

15 Complete the sentences for you.

• Pupils write a sentence about an activity they have done for a period of time, an activity they have done since a specific date and an action they have completed in the recent past.


Pop quiz

Put pupils into pairs. Write on the board: I’ve known my friend … . Each pair should

think of a sentence ending using for or since, e.g. … for five years, … since I was a child. Ask the pairs to stand up. Elicit the sentence ending from each pair. They can sit down when they have said a grammatically correct phrase using for or since.

• Give pupils time to complete the sentences in their notebooks. Then put them into pairs. Pupils should take turns to say their completed sentences. Encourage pupils to correct each other, if necessary.

• Invite individual pupils to say their completed sentences to the class.

ANSWER KEY 1 since 2 just 3 for 4 since 5 just

17 Put the words in order to make sentences. Then say.

• Explain to pupils that they are going to reorder the words to make sentences with just, for and since.

• Put pupils into pairs to compare their answers.• Elicit the answers from the class, checking that just, for and

since have been positioned correctly in the sentences.

ANSWER KEY1 We have just finished our books. 2 I have been in the United Kingdom for four years. 3 My aunt has lived in Turkey since she was twenty.

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5ANSWER KEY1 blues 2 reggae 3 rock 4 country 5 pop

Look!

• Ask pupils to read the Look! box. Play the audio as they read. Review that we make the present perfect with have/has + past participle. Review that we use everto refer generally to the past, yet to refer to any time up to the present, and we ask How long …? when we want to find out about the duration of time.

• Write on the board: Have/has you/she/he/they ever (past participle) …? Explain that we ask this question when we want to know if someone has done an action or an activity at any time in the past. We form the question by inserting ever between have/has + subject and the past participle.

• Write on the board: Have/has you/she/he/they (past participle) … yet? Explain that we ask this question when we want to know if someone has done an action or activity and we think it is likely they might do it. We form the question by inserting yet at the end of the present perfect question.

• Write on the board: How long have/has you/she/he/they …? Explain that we ask this question when we want to know about the duration of time someone has done an action or activity. We form the question by inserting how long at the start of the question.

• Ask pupils to copy the examples from the Look! box into their notebooks, changing the wording so that it is memorable for them.

Practice

20 Match the words in bold in the text to the definitions.

• Invite individual pupils to read out the definitions. Ask pupils to read the texts in Activity 19 once more, to understand each of the words in context.

• Give pupils time to read the texts and to write the answers in their notebooks. Then put pupils into pairs to compare their answers.

ANSWER KEY 1 genres 2 commercial music 3 audience 4 voice 5 tune 6 rhythm

21

Co

mmunicate

Ask and answer.

• Ask pupils to read the questions. Invite a confident pupil to answer. Pupils should use the answers as a model.

• Pupils work in pairs to ask and answer the questions.

Look! Look! Look!2:41

Lesson 5

Lesson objectiveTo understand a text, talk about different types of music and make questions using the present perfect

Cross-curricular focusMusic (types of music)

Target languagevoice, genres, rhythm, tune, commercial music, audienceHave you ever listened to country music?Have you heard the new rock song yet?How long has she played the piano?

MaterialsAudio; CLIL poster; Learning Adventure Poster


Warm-up

• Have a class discussion about music which pupils like. Invite them to try to describe the style of music, using L1 if necessary.

Learning adventure


objective on the board or look at it on the screen: We’re learning to talk about different types of music and make questions using the present perfect.

18Think

What types of music can you remember? Tell a partner.

• Ask pupils to think about the lesson objective and about how many different types of music they already know, e.g. jazz, rap. Invite individual pupils to write on the board the names of different types of music.

• Refer pupils to the Learning Adventure Poster and ask them to reflect on what they already know. Say, Great! You’re moving along your learning adventure!

Presentation

19 Listen and read. Match the texts with the labelled photos.

• Explain to pupils that they are going to read about different styles of music. Ask pupils to look at the photos and invite individual pupils to read out the labels. Ask pupils if they have heard of each musical style and whether or not they like it.

• Play the audio. Pupils listen and follow in their books.• Put pupils into pairs. They should work together to

match the texts and the labelled photos.

Listen and read. Match the texts with Listen and read. Match the texts with 2:40

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48 Lesson 5 Can understand a text, talk about different types of music and make questions using the present perfect

20 Match the words in bold in the text with the definitions.

1 types of music, art or film2 a form of music that lots of people like to buy3 the people who listen to or watch something4 the sound we make with our mouths when we

speak or sing5 a group of musical notes that are played or

sung and are nice to listen to6 a repeated pattern of sounds

22 Co

mmunicate

Write questions using havein your notebook. Then ask and answer.

1 ever / write / a song?2 see / your favourite band live / yet?3 ever / listen / to commercial music?4 ever / dance / to pop music?5 hear / a hip hop song / yet?

21 Co

mmunicate

Ask and answer.

1 Have you ever listened to any of the types of music in the text?

2 What type of music have you listened to recently?

18Think

What types of music can you remember? Tell a partner.

192:40

Listen and read. Match the texts with the labelled photos.

rock blues pop reggae

Have you ever listened to country music?

Have you heard the new rock song yet?

How long has she played the piano?

2:41

Have you ever heard the dialogue between the voice and the guitar? This is the blues. The blues was born in the United States. African music influenced the blues and it has been the basis for many other music genres including jazz, country and rock!

1

Have you heard the guitar, drum and bass? Since 1950, rock singers have sung their songs accompanied by these instruments. There are many different types of rock that are still popular today.

3

including jazz, country and rock!

Folk and blues are the roots of

country music. How long has

country music been popular? This

music has been in the United

States since the 1930s, but became

very popular in the 1960s. Country

singers usually write their own

songs and have got beautiful voices.

4

Types of music

Folk and blues are the roots of

Have you heard a Bob Marley song? Reggae is a type of music from Jamaica and started in the 1960s. It can have a steady rhythm, but the music performers sometimes create their own tune as they play. The drum and guitar are very important in this music.

Have you heard a Bob Marley song? Reggae is a type 2

Pop music – short for ‘popular music’ – originated in the United Kingdom and the United States in the late 1950s and can be described as commercial music for a young audience. Its easy listening makes it very accessible to everyone. That’s why it’s called popular music!

5

country



22 Read and match.

• Pupils match the sentence beginnings and sentence endings.

23 Answer for you.

• Pupils complete the table with information about themselves. Then put pupils into pairs to compare their answers.

24 Read the text again and circleT (True) or F (False).

• Pupils read the statements and decide if they are true or false.


Learning adventure

Ask pupils, What do you know about different musical styles now? Give pupils a

minute to think of ideas with their partner. Accept any ideas and encourage discussion.


Pop quiz

Play Spelling bee (see p. 205) using the words in bold in Activity 19. When pupils

have spelt the word correctly, invite them to give a definition of the word.

22

Co

mmunicate

Write questions using have in your notebook. Then ask and answer.

• Pupils make present perfect questions with the prompts. Elicit the past participles of each of the verbs (written, seen, listened, danced, heard). Ask pupils to use the question stems written on the board as they write their questions.

ANSWER KEY 1 Have you ever written a song? 2 Have you seen your favourite band live yet? 3 Have you ever listened to commercial music? 4 Have you ever danced to pop music? Have you heard a hip hop song yet?

Extension questions

Write the following questions on the board: Which musical style have you listened to? Did you like it? Why/Why not?

Can you name any songs for each musical style? Can you name any musicians who play each musical style?

• Put pupils into pairs. Give them a few minutes to think of their answers. They might like to write their ideas in their notebooks.

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5• Play the audio. Pupils listen and follow in their books.

They should match the paragraphs to the photos.• Elicit the answers from the class and invite individual

pupils to compare the answers with their predictions.

ANSWER KEY 1 b 2 c 3 a

Practice

25 Answer the questions.

• Ask pupils to read the questions and then read the texts once more to find the specific information. They can write notes in their notebooks.

• Put pupils into pairs. They should take turns to ask and answer the questions. Encourage them to discuss if they have different answers, and to refer to the information in the text.

• Invite individual pupils to say their answers. Ask them to say where in the text they found the information for each answer.

26 Think about traditional instruments in your country. When do people play them? Tell a partner.

• Ask pupils to think about occasions when traditional instruments in their own country are played. They can make notes.

• Put pupils into pairs. They should take turns to talk about when the instruments are played. Encourage them to say anything else they know about the traditional instruments.

Project

27

Co

llaborate

C Make a presentation about a traditional instrument.

• Read the project instructions and check understanding.• Put pupils into groups of three or four. In their groups,

pupils choose a traditional instrument from the list. To help them decide, they can do some initial research online.

• Invite individual pupils to read out the questions pupils need to find out about.

• Explain that the groups can decide how they want to divide up the work. Either all the pupils in the group can find out the answers to all the questions and then share their ideas or they can divide up the questions between them. Pupils can research online or go to the library to find out information, making notes in their notebooks or on pieces of paper.

• Give pupils time to create their presentation from the notes they have made. They should find photos to accompany their writing, if possible.

• Each group presents their findings to the class. Encourage pupils to be creative in their presentation, using technology as appropriate.

Lesson 6

Lesson objectiveTo understand texts and talk and write about traditional instruments

Cross-cultural focusTo find out about traditional instruments from around the world

Project focusTo find out about a traditional instrument

Target languagedjembe drums, bandoneon, shamisen, wood, skin

MaterialsAudio; Learning Adventure Poster; audio of different musical styles; world map


Warm-up

• Review musical styles from Lesson 5. Put pupils into Team A and Team B. Play audio tracks of different musical styles for the teams to take turns to identify the musical style.

Learning adventure


objective on the board or look at it on the screen: We’re talking and writing about traditional instruments.

23Think

Do you know any traditional instruments from your country? Tell a partner.

• Put pupils into pairs. They should take turns to name and describe any traditional instruments from their own country which they know about.

• Invite different pairs to feedback to the rest of the class.• Refer pupils to the Learning Adventure Poster and ask

them to reflect on what they already know. Say, Great! You’re moving along your learning adventure!

Presentation

24 Listen and read. Match the texts with the photos.

• Ask pupils to look at the photos. Invite individual pupils to describe the instruments they can see. Explain to pupils that they are going to find out about traditional instruments in Mali, Argentina and Japan. Show the world map and invite individual pupils to point to where each country is on the map. Ask pupils to predict which instrument belongs to each country.

Listen and read. Match the texts with Listen and read. Match the texts with 2:42

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HOMESCHOOL

LINK

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LINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKLINKTalk about different musical instruments with your family.

4949Lesson 6 Can understand texts and talk and write about traditional instruments

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23Think

Do you know any traditional instruments from your country? Tell a partner.

242:42

Listen and read. Match the texts with the photos.

Moussa, 11,Mali

Marta, 13,Argentina

Takahiro, 12, Japan

People in Argentina play an instrument called the bandoneon. A bandoneon player pushes and pulls on the instrument to make beautiful music. It’s got square boxes at each end. They make the boxes with wood, and they have got seventy-one buttons on them. Each button can play two different notes. The bandoneon is very difficult to play. It can take ten years to learn. We play the bandoneon when people dance the tango. It’s great music for dancing!

I’m from Okinawa in Japan. A famous instrument in my country is the shamisen. It’s like a guitar with a long thin neck, but the body is like a tambourine covered in snake’s skin or paper and it has only got three strings. People play it with a short piece of wood. Street singers use the shamisen to tell stories. People use it in theatre, too. Today, some Japanese rock bands also play this instrument.

Djembe drums are very famous in Mali, Africa. People have made djembe drums for more than 1,500 years. They make these drums with hard wood and goat’s skin. We like listening to the djembe drums and dancing. African people have played these drums for hundreds of years on special occasions. Famous musicians around the world like playing the djembe drums, too.

a

b

1

2

3

25 Answer the questions.

1 How are the instruments similar and different?

2 What materials do people use to make them?

3 Which do you think are the most difficult to play?

26 Think about traditional instrumentsin your country. When do people play them? Tell a partner.

World instruments

c

1 In groups, choose one of these musical instruments to research:• oud • pandeiro • ocarina • balafon

2 Find out the answers to these questions:• Where is it from? • How do people play it? • What is it made from?

3 Create your presentation. Find photos if possible.

4 Present your findings to the class.

27 Make a presentation about a traditional instrument.


26 17 Look at Activity 25/16 and complete the table.

• Explain to pupils that they are going to complete the table with information from the texts. Invite individual pupils to read out the heading for each column. Make sure pupils know what they have to do.

• Give pupils time to complete the table. When they are ready, put them into pairs to compare their answers. If they have any differences, they should check the texts once more.


Learning adventure

Ask pupils, What do you know about traditional instruments now? Give pupils a

minute to think of ideas with their partner. Accept any ideas and encourage discussion.

• Ask pupils, Where are you on your learning adventure now? Ask pupils which words and phrases they find easiest or most difficult to remember. Tell pupils, Well done! to reinforce the progress they are making.

Pop quiz

Put pupils into small groups. Say a statement about one of the traditional

instruments from Pupil’s Book Activity 30 and ask the groups to name the traditional instrument. The first group to put their hands up and say the correct name wins a point. Repeat a few times.

Give pupils feedback about their project. Make sure that they have answered all the questions in sufficient depth, and

have written clear descriptions. Praise good content, correct spelling and punctuation, and a creative presentation.

Home−School link

• Read the instruction with the class: Talk about different musical instruments with your family. Ask pupils to do this at home. Explain that you will be asking them for feedback at the start of the next lesson.



25 16 Read the texts about musical instruments. Look at the photos and circle.

• Ask pupils to look at the pictures. Explain to pupils that they are going to read the texts and then circle the correct answer.

• Put pupils into pairs. Ask them to take turns to read out their completed sentences. Encourage pupils to correct each other, if necessary.

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5Practice

THINK

29 Which application form has been completed incorrectly? Tell a partner.

• Explain that two young people would like to apply to attend the film course. Pupils should read the application forms and decide which one has been completed incorrectly.

• Give pupils time to read and then put them into pairs to discuss. Circulate, monitoring and prompting as necessary.

• Invite different pairs to feed back their ideas to the class and elicit the answer. (Application 1)

PLAN

30 Imagine you want to apply for the music course at Ace Studios. Think about the questions. Then tell a partner.

• Ask pupils to read the questions and think of suitable answers.

• Put pupils in pairs to ask and answer the questions.• Invite different pairs to feed back their answers to the

class. Encourage discussion about the sorts of answers which could help pupils to succeed in an application.

Writing Tip!

• Invite a pupil to read out the Writing Tip! box and make sure pupils understand what they need to do. Draw pupils’ attention to the word relevant. Say that this means pupils should only answer the questions they need to answer. Point out that in the second application form in Activity 29, it wasn’t relevant for Tanya to answer questions 5 and 6, so she wrote N/Aon the form next to the questions. N/A stands for not applicable and means those questions aren’t relevant.

WRITE

31 Copy and complete your application for music school in your notebook.

• Give pupils time to copy and complete the form in their notebooks. When they have finished, encourage them to read through their form and to check their spelling, grammar, use of capital letters and punctuation.

• Tell pupils to swap their notebooks with their partner and to check that they have completed the form correctly. Encourage pupils to give each other feedback about their writing, e.g. Well done!.

Lesson 7

Lesson objectiveTo understand and complete an application form

Writing focusTo make sure all sections of the form are completed

MaterialsLearning Adventure Poster; an application form for a course

Warm-up

• Ask pupils for feedback on their homework task of talking about different musical instruments with their families. Invite different pupils to tell the class what they discussed at home.

• Ask pupils if they have ever completed a form. Use L1, if necessary. If any pupils have completed a form, invite them to explain what the form was for. If pupils haven’t ever completed a form, ask them to imagine why they would need to complete a form.

• Have a class discussion about what sort of information could be asked for in a form.

Learning adventure


objective on the board or look at it on the screen: We’re learning to understand and complete an application form.

• Write these headings on the board: Name, Email.Put pupils into pairs and ask them to take turns to give answers for each of the headings on the board. Elicit responses.

• Refer pupils to the Learning Adventure Poster and ask them to reflect on what they already know. Say, Great! You’re already moving along your learning adventure!

Presentation

READ

28 Read and listen to the advertisement. What type of courses do they offer?

• Before pupils read the advertisement, ask them to look at the photos and to predict what the advertisement is for.

• Play the audio. Pupils listen and follow in their books. Then elicit the answer to the gist question. (Courses to become a director, script writer or song writer.)

Read and listen to the advertisement. Read and listen to the advertisement. 2:43

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5

50 Lesson 7 Can understand and complete an application form

282:43

READ Read and listen to the advertisement.What type of courses do they offer?

[email protected] ░ 06320554433 ░ Please note you can only enrol in one course.

ACE STUDIOSACE STUDIOSENROL TODAY! START TOMORROW!

six- and twelve-week courses are available!

Have you ever wanted to be a director, script writer or song writer? If yes, complete the application form for our film and music courses below!

29 THINK Which application form has been completed incorrectly? Tell a partner.

31 WRITE Copy and complete your application for the music course in your notebook.

30 PLAN Imagine you want to apply for the music course at Ace Studios. Think about the questions. Then tell a partner.

• What instruments can you play?• How long do you want to study for?• What types of music do you like?• Why should Ace Studios choose you?

1 Name: Julio de Silva2 Email: 22 Maloney St. 3 Course: Film ✓ Music 4 Length of course:

six weeks twelve weeks

Answer only for Music School. 5 Which musical instrument(s) can

you play? The piano. 6 What type(s) of music do you like?

I like jazz.

Answer only for Film School.7 Which films do you prefer? Action 8 Have you ever written a film script?

No9 Have you ever read a film script? No10 Tell us why we should choose you

as a student. …

1 Name: Tanya Trevore2 Email: [email protected] Course: Film ✓ Music 4 Length of course:

six weeks ✓ twelve weeks

Answer only for Music School. 5 Which musical instrument(s) can

you play? N/A 6 What type(s) of music do you like? N/A

Answer only for Film School.7 Which films do you prefer? Sci-fi and mystery8 Have you ever written a film script? No9 Have you ever read a film script? Yes

(drama club)10 Tell us why we should choose you as

a student. I am a member of the local drama club. I enjoy

acting, but I would like to learn how to write a script. I’ve got many books on film-making and screenwriting.

1 2

Remember to fill in all relevant sections of the application form. If you don’t have information to put in a section, you can write: N/A (not applicable).


• Invite individual pupils to read out their completed forms to the class. Have a class vote for the most convincing answer to the que stion: Why should we choose you?


Pop quiz

Copy onto the board the questions in the application form you have brought to

class. Invite individual pupils to come to the board to write the answers to the questions. Encourage the class to correct them, if necessary.


27 Read and match.

• Explain to pupils that they are going to match headings and responses in an application form.

• Give pupils time to do the matching activity. Then put them into pairs to compare their answers.

• Elicit the answers from the class. Ask pupils to give reasons for their matches.

28 Tick (✓) the things you would answer in an application form for film school.

• Ask pupils to work on their own to tick the relevant items.• When pupils have finished, put them into pairs to compare their

answers.• Elicit the answers from the class.

29 Complete the application form for a film school.

• Ask pupils to complete the form so that it is true for them.• Give pupils time to write. Then put them into pairs and ask

them to swap books. Pupils should check that their partner has completed the form correctly.

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120

5Audioscript CD2, Track 441 Hi, Ann. Have you ever been to a really high place

by yourself? You know, a mountain or a high tower or something like that?Let me think. I’ve climbed some very high mountains. But the highest place I’ve been is in a plane. I flew home by myself last year after visiting my grandparents.

2 Hi, Dave. Have you ever eaten sushi?Yes, I have. I ate it in a Japanese restaurant in the city.How about paella or fish and chips? Have you ever tried those?I haven’t tried paella but I’ve eaten fish and chips. I had it when I went to the UK last year.

3 Have you ever watched a musical at the cinema, Jay?No, I haven’t, but I have watched a romance.How about a thriller – have you ever seen one?Yes, I saw one last year, but I didn’t enjoy it. I went by myself. It was scary.

ANSWER KEY 1 a, b 2 a, c 3 a, c

34 Look at Activity 33. Write questions and answers.

• Pupils use the prompts to make present perfect questions. They should write these in their notebooks and then write short answers, e.g. Yes, she has.

ANSWER KEY1 Has Ann ever flown in a plane? Yes, she has.2 Has Dave ever eaten sushi? Yes, he has.3 Has Jay watched a thriller since last month?

No, he hasn’t.

35

Co

mmunicate

Answer these questions about yourself. Then ask and answer.

• Put pupils into pairs. Explain that they should take turns to ask and answer each of the questions. They can answer the Have you ever …? questions with a short answer, as well as with a follow-up sentence.

WRITE

36 In your notebook, write a few sentences about yourself. Use ever, never, yet, already and since, just, for.

• Elicit examples of sentences with ever, never, yet, already, since, just and for, e.g. I’ve never visited Japan. Give pupils time to write sentences in their notebooks.

Review

Lesson objectiveTo assess what they have learnt in Unit 5

MaterialsAudio; Learning Adventure Poster; Test Booklet p. 24 (Unit 5)

Warm-up

• This is a self-assessment lesson. Tell pupils that the activities in this lesson will show what they have learnt in this unit.

• Play Snap! (see p. 203) with words from this unit.

Learning adventure


objective on the board or look at it on the screen: We’re thinking about our learning adventure.

• Ask, How many words for film genres and different types of musical instruments can you remember?Write pupils’ answers on the board.

• In pairs, pupils discuss how they feel about their learning adventure. Individual pupils say where they are on their learning adventure and what they think their difficulties are.

• Invite pupils to use this lesson’s activities as an opportunity to reflect on whether or not they need additional practice in any of the learning objectives.

Practice

32 Read and choose.

• Pupils choose the correct word to complete the sentences.

ANSWER KEY 1 thriller 2 sci-fi 3 the clarinet 4 string 5 Rock and jazz

33 Listen and choose two items for each person.

• Pupils listen to Ann, Dave and Jay talking about things they have done. They should listen carefully to choose the correct two pictures for each person.

Listen and choose two items for each Listen and choose two items for each 2:44

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121

5

515151Review Can assess what I have learnt in Unit 5

5

I can talk about different types of films and musical instruments. I can talk about what I have and haven’t done.I can complete an application form with personal details.

32 Read and choose.

1 I was scared when I watched the ( thriller / comedy / cartoon ). 2 The ( musical / romance / sci-fi ) film was set in the year 2078. 3 You play the saxophone and ( the cello / the clarinet / the harp ) with your mouth. 4 A cello is a ( percussion / wind / string ) instrument. 5 ( Rock and jazz / The triangle and drums / Bass guitar ) are types of music.

332:44

Listen and choose two items for each person.

34 Look at Activity 33. Write questions and answers.

1 Ann / ever / fly in a plane? 2 Dave / ever / eat sushi?3 Jay / watch thriller / since last month?

35 Co

mmunicate

Answer these questions about yourself. Then ask and answer.

1 Have you ever seen a musical at the theatre?2 Have you ever learnt to play an instrument?3 How long have you known your best friend?4 How long have you been at this school?5 Have you ever eaten sushi?

36 WRITE In your notebook, write a few sentencesabout yourself. Use ever, never, yet, alreadyand since, just, for.

Have you ever…?1 Ann a b c

2 Dave a b c

3 Jay a b ca

In your notebook, write a few sentencesalready

Yes, I have! I saw The Lion King at a theatre in London.

Have you ever seen a musical at

the theatre?


Activity Book page 99 (Extra practice)

1 Read and find the mistakes. Then write correct sentences.

• Pupils should identify the grammatical mistakes and then write the sentences correctly.

2 Complete the sentences.

• Review the use of since, for, yet and already.• Pupils complete the sentences with the words

from the box.

3 Read and match.

• Pupils match the sentence halves.

4 Write the correct words.

• Pupils match the definitions with the words in the box.


Learning adventure

Ask pupils how they feel about their learning. Pupils say what they have found

easy or difficult. Encourage pupils to feel positively about their learning.

• Pupils say the I can statements in the Pupil’s Book and point at the faces to represent how confident they feel about each learning objective. Then, for each statement, they tick below the appropriate face in the Activity Book/Compact Activity Book.

• Refer pupils to the Learning Adventure Poster and ask them, Where are you now in your learning adventure? Encourage pupils to discuss their progress, and say, Well done! to give them positive reinforcement.

Pop quiz

Put pupils into groups of four. Write these questions on the board: Which is your

favourite activity in the unit? Why? Which activity don’t you like? Why? What is your favourite new word? Which word is the most difficult for you?

• In their groups, pupils discuss their answers to the questions.



30 18 Read and match.• Pupils match the definitions with the words.

31 19 Put the words in order to make sentences or questions.

• Pupils put the words in order to make present perfect questions and statements.

32 20 Read and find the mistakes. Then write correct sentences.

• Pupils should identify the grammatical mistakes and then write the sentences correctly.

33 21 Write a few sentences about your favourite types of film or music.

• Put pupils in pairs to develop their ideas and then ask them to work on their own to write their sentences.

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Documents

5 Arts and entertainment - pearsonELT · 2020-04-25 · 5 Arts and entertainment What kind of films do you enjoy? I like action films. How about you? s 1 5 r. 2 G e l. 3 2 l e. 4