Young Achievers - richmondelt.es · Achievers Young Teacher’s Book 6 Achieving goals with Young Achievers! page 2 For the Student page 3 Take a tour of the Student’s Book page

AchieversYoung

Teacher’s Book

6

Achieving goals with Young Achievers! page 2

For the Student page 3

Take a tour of the Student’s Book page 4

For the Teacher page 10

Digital Solutions page 12

Key Competences for Lifelong Learning page 16

Activity Bank page 17

Go Digital! Bank page 22

Student’s Book contents page 24

Unit 0 – Welcome page 26

Unit 1 – High adventure page 42

Unit 2 – Now and then page 72

Language fun! Units 0-2 page 102

Unit 3 – Staying well page 108

Unit 4 – Show business page 138

Unit 5 – Amazing stories page 168


Unit 6 – Crime investigation page 204

Unit 7 – Our planet at risk page 234

Unit 8 – A better future page 264


Achieve more! Units 1-8 page 300

Word reference page 316

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Young Achievers 5Contents Young Achievers 6Contents

Unit Vocabulary Grammar

0Welcome!

CountriesAdjectivesLarge numbersThe weather

Chores at homeExperiencesQuestion wordsProcesses

Future plans with going toPresent perfect with already, yet, for and sinceComparatives and superlativesPresent and past passiveZero conditional First conditionalReview of tenses: present simple, present continuous, past simple

1High adventure

Adventure: athlete, bungee jumping, helihiking, hot-air balloon, blackwater rafting, marathon, parachute, safari, thermal park, whitewater rafting, zorbingPhrasal verbs: away, work out

Past simple and past continuousPresent perfect and past simple

2Now and then

Now and then: ballroom, city, clock, compass, computer, electricity, farm, knight, mobile phone, money, plane, storyteller, TV

used toI wish...Functional language: What do you think? Are you sure? How do you know? If... then, because..., so...

Language fun! Units 0-2

3Staying well

Health: minerals, protein, sugar, vitaminsFruits and vegetables: apple, beetroot, broccoli, carrot, cucumber, grape, grapefruit, kiwi, mango, orange, papaya, pear, pineapple, spinach, strawberryFood: butter, cereal, cheese, chicken, ice cream, lentils, milk, noodles, rice, soft drinks, turkey, yoghurt

First conditionalSecond conditionalI wish...Giving advice: If I were you, I ...

4Show business

Drama and cinema: act, actor, actress, costume, scene,

soundtrack, special effects, star, stunt, title

Collocations: good at, interested in, scared of, bad at Reported speech: present simple to past simpleReported speech: present continuous to past continuous

-body, -thing, -where

5Amazing stories

Verbs: pick up, play, run, scratch, shake, sing, stand, stay, take, talk, touchTelling stories: news, newspaper, novel, novelist, plot, publish, report, reporter, screenplay, writer

Reported commandsReported questions and requestsQuestion words: how, what, when, where, which, who, why


6Crime

investigation

Crime investigation: binoculars, burglar, clue, crime scene,

logic, magnifying glass, observation, record, report, Sherlock Holmes, sketch, solve, suspect, thief, torchPhrasal verbs: get back, give up, grow up, keep on, look for, set out, set up, take up

Determiners: both, neither of, all, none ofModal verbs: must, might, can’t

where, who, that

7Our planet at risk

Ecology: ban, destroy, environment, global warming, The Great

pollution, recycling, reuse, rubbish binNatural disasters:

Present passive Past passive

not enough, too many, too much

8A better future

Human rights: apartheid, dark-haired, education, fair hair, freedom, Gandhi, identity, inequality, majority, Martin Luther King Jr., minority, Nelson Mandela, prison, privilege, race, South Africa, underdeveloped, water fountain

Second conditionalPast obligation and prohibition: had to, were / weren’t allowed toPast passivePredictions: will, won’t, might


Achieve more! Units 1-8

Listening Speaking Reading Writing

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Contents

Functions Phonics for pronunciation

Achieve!Culture

Talking about experiences:

did you do it?Making plans: I’m going to ride my bike on Saturday.Making predictions: If it rains, I will stay at home.Making comparisons: Jamaica is not as cold as Canada.Describing passive events and processes in the present and the past: The manuscript is written by the author. Light bulbs were invented by Thomas Edison.

Talking about experiences: Have you ever eaten insects? When did you eat them? I have already slept in a tent.Describing a trip: I was walking along the road when a snake bit me.

Past participles: -t / -d / -id

CLIL: UNESCO World Heritage sites

New Zealand

Describing past habits: I used to go to school by car, but now I go by bus. People used to tell stories at night.Talking about wishes: I wish I could sing.

Homophones CLIL: Multiple intelligences

Text speak

If you eat food with calcium, it will help strengthen your bones.Talking about possibilities: If I found some money in the street, I would give it to the police.Asking for and giving advice: I wish I got good marks in Maths. What can I do? If I were you, I’d study more.

-augh / -ough CLIL: Vitamins: Your body needs them!

Proverbs and sayings

Talking about one’s abilities, interests and fears: I’m good at English. I’m interested in science. I’m scared of snakes. I’d like to be a doctor.Writing the end of a play and reporting speech: He said he wasn’t holding a

oo CLIL: William Shakespeare, man of words

Romeo and Juliet

Reporting commands: Reporting questions and requests: The teacher asked me to open the door.Writing an interview report: I asked if she was rich. She said she wasn’t. She asked where he was going to work.Writing a short newspaper article (headline, lead paragraph, main events, conclusion)

Minimal pairs CLIL: Newspapers past and present

Jokes and riddles

Determining quantity: Both of the boys are wearing sunglasses. None of them is wearing shoes.Deducting and speculating: He might be on holiday. They can’t be at the zoo because those are farm animals. They must be in the countryside.

A burglar is a person who breaks into houses and steals things.

str- / scr- CLIL:

Conan Doyle

Describing passive events in the present and the past: Plastic is made from petroleum. New Orleans was hit by Hurricane Katrina.Describing one’s neighbourhood: There aren’t enough trees. There is too much rubbish on the pavements.Reasoning: introduction, pros, cons, conclusion

-tion / -sion CLIL: Global warming

Rubbish: a problem we can solve

Talking about possibilities (second conditional): If nobody wanted to be my friend, I’d feel depressed.Writing a postcard: Black people weren’t allowed to get married to white people.Role-playing an interview: When were you born?Making predictions: I will get married. I might be famous. I won’t have any children.Writing a biography: He was awarded the Nobel Peace Prize in 1964.

f / ff / ph / v CLIL: The rights of the child

Alfred Nobel

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Interactive practice

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ContentsYoung Achievers 6Contents

Unit Vocabulary Grammar

0Welcome!

CountriesAdjectivesLarge numbersThe weather

Chores at homeExperiencesQuestion wordsProcesses

Future plans with going toPresent perfect with already, yet, for and sinceComparatives and superlativesPresent and past passiveZero conditional First conditionalReview of tenses: present simple, present continuous, past simple

1High adventure

Adventure: athlete, bungee jumping, helihiking, hot-air balloon, blackwater rafting, marathon, parachute, safari, thermal park, whitewater rafting, zorbingPhrasal verbs: away, work out

Past simple and past continuousPresent perfect and past simple

2Now and then

Now and then: ballroom, city, clock, compass, computer, electricity, farm, knight, mobile phone, money, plane, storyteller, TV

used toI wish...Functional language: What do you think? Are you sure? How do you know? If... then, because..., so...


3Staying well

Health: minerals, protein, sugar, vitaminsFruits and vegetables: apple, beetroot, broccoli, carrot, cucumber, grape, grapefruit, kiwi, mango, orange, papaya, pear, pineapple, spinach, strawberryFood: butter, cereal, cheese, chicken, ice cream, lentils, milk, noodles, rice, soft drinks, turkey, yoghurt

First conditionalSecond conditionalI wish...Giving advice: If I were you, I ...

4Show business

Drama and cinema: act, actor, actress, costume, scene,

soundtrack, special effects, star, stunt, title

Collocations: good at, interested in, scared of, bad at Reported speech: present simple to past simpleReported speech: present continuous to past continuous

-body, -thing, -where

5Amazing stories

Verbs: pick up, play, run, scratch, shake, sing, stand, stay, take, talk, touchTelling stories: news, newspaper, novel, novelist, plot, publish, report, reporter, screenplay, writer

Reported commandsReported questions and requestsQuestion words: how, what, when, where, which, who, why


6Crime

investigation

Crime investigation: binoculars, burglar, clue, crime scene,

logic, magnifying glass, observation, record, report, Sherlock Holmes, sketch, solve, suspect, thief, torchPhrasal verbs: get back, give up, grow up, keep on, look for, set out, set up, take up

Determiners: both, neither of, all, none ofModal verbs: must, might, can’t

where, who, that

7Our planet at risk

Ecology: ban, destroy, environment, global warming, The Great

pollution, recycling, reuse, rubbish binNatural disasters:

Present passive Past passive

not enough, too many, too much

8A better future

Human rights: apartheid, dark-haired, education, fair hair, freedom, Gandhi, identity, inequality, majority, Martin Luther King Jr., minority, Nelson Mandela, prison, privilege, race, South Africa, underdeveloped, water fountain

Second conditionalPast obligation and prohibition: had to, were / weren’t allowed toPast passivePredictions: will, won’t, might


Achieve more! Units 1-8

Listening Speaking Reading Writing

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Contents

Functions Phonics for pronunciation

Achieve!Culture

Talking about experiences:

did you do it?Making plans: I’m going to ride my bike on Saturday.Making predictions: If it rains, I will stay at home.Making comparisons: Jamaica is not as cold as Canada.Describing passive events and processes in the present and the past: The manuscript is written by the author. Light bulbs were invented by Thomas Edison.

Talking about experiences: Have you ever eaten insects? When did you eat them? I have already slept in a tent.Describing a trip: I was walking along the road when a snake bit me.

Past participles: -t / -d / -id

CLIL: UNESCO World Heritage sites

New Zealand

Describing past habits: I used to go to school by car, but now I go by bus. People used to tell stories at night.Talking about wishes: I wish I could sing.

Homophones CLIL: Multiple intelligences

Text speak

If you eat food with calcium, it will help strengthen your bones.Talking about possibilities: If I found some money in the street, I would give it to the police.Asking for and giving advice: I wish I got good marks in Maths. What can I do? If I were you, I’d study more.

-augh / -ough CLIL: Vitamins: Your body needs them!

Proverbs and sayings

Talking about one’s abilities, interests and fears: I’m good at English. I’m interested in science. I’m scared of snakes. I’d like to be a doctor.Writing the end of a play and reporting speech: He said he wasn’t holding a

oo CLIL: William Shakespeare, man of words

Romeo and Juliet

Reporting commands: Reporting questions and requests: The teacher asked me to open the door.Writing an interview report: I asked if she was rich. She said she wasn’t. She asked where he was going to work.Writing a short newspaper article (headline, lead paragraph, main events, conclusion)

Minimal pairs CLIL: Newspapers past and present

Jokes and riddles

Determining quantity: Both of the boys are wearing sunglasses. None of them is wearing shoes.Deducting and speculating: He might be on holiday. They can’t be at the zoo because those are farm animals. They must be in the countryside.

A burglar is a person who breaks into houses and steals things.

str- / scr- CLIL:

Conan Doyle

Describing passive events in the present and the past: Plastic is made from petroleum. New Orleans was hit by Hurricane Katrina.Describing one’s neighbourhood: There aren’t enough trees. There is too much rubbish on the pavements.Reasoning: introduction, pros, cons, conclusion

-tion / -sion CLIL: Global warming

Rubbish: a problem we can solve

Talking about possibilities (second conditional): If nobody wanted to be my friend, I’d feel depressed.Writing a postcard: Black people weren’t allowed to get married to white people.Role-playing an interview: When were you born?Making predictions: I will get married. I might be famous. I won’t have any children.Writing a biography: He was awarded the Nobel Peace Prize in 1964.

f / ff / ph / v CLIL: The rights of the child

Alfred Nobel

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Interactive practice

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Skills objectivesSpeaking Reading

•To say various lists of words•To ask and answer questions using various tenses•To talk about future plans•To describe a process using the passive voice

•To read and understand instructions•To show understanding by matching sentence halves•To differentiate between word options•To choose the correct verb tense to complete a sentence

Listening Writing•To demonstrate comprehension by completing activities•To listen for missing words

•To write lists of words from memory•To write about life experiences•To write a comparison of different countries

Grammar Functions•To review the use of the present perfect•To review the use of future with going to•To review the use of the zero and first conditional•To review comparatives and superlatives•To review the use of the present and past passive•To review the difference between various tenses

•To review language taught in previous years•To remind children of the language they know in a fun way•To talk about life experiences•To talk about plans for the coming weekend•To compare countries•To describe a process

Vocabulary Pronunciation•To review common nouns and verbs•To review language from the previous years

Language objectives

Grammar Vocabulary Pronunciation Recycled language•Present perfect with

already and yet•Present perfect with for

and since •Future plans with going to •Zero and First

conditional •Comparatives and

superlatives •Present and Past passive •Comparing Present

simple, Present continuous, Past simple and Present perfect

•Countries•Adjectives•Large numbers•The weather•Chores at home•Experiences•Question words•Processes

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Overview0Unit

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Teacher’s i-book

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Use the Richmond i-tools to complete the activities with the children on the IWB.

Activities in

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Lead-in

Speaking

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provide a digital alternative to introduce the children to lessons. see lesson 1 of this unit.

Activities with

i-poster

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Lead-in

Speaking

+ beside the rubric offer an additional interactive activity to reinforce the activity content. see lesson 2 of this unit.

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provides extra interactive practice which can be used for fast finishers or as a Wrap up activity. Alternatively, it can be used as homework. see lesson 6 of this unit.

Use the Vocabulary Game Generator to create your own interactive games to review the key vocabulary from the unit at any time.

Use the Interactive Routines Poster at the beginning of each lesson.

Go digital!

Key competences

Assessment criteria•check children can identify, understand and

produce future plans with going to, present perfect with already, yet, for and since, comparatives and superlatives, present and past passive, zero and first conditional and a range of tenses: present simple, present continuous, past simple.

•check children can identify, understand and produce vocabulary for countries, adjectives, large numbers, the weather, chores at home, experiences, question words and processes.

•check children can talk about experiences, make plans, make predictions, make comparisons and describe passive events and processes in the present and the past.

Materials•Teacher’s i-book•Student’s Book 6 CD 1•Teacher’s Resource Book 6

Diagnostic test pages 110-111: Lesson 6•Extra

strips of paperMap of the world

Linguistic competence children develop listening, speaking, reading and writing skills. children learn to talk about experiences and make plans and predictions. children learn to make comparisons. children learn to describe passive events and processes in the present and past.

Social and civic competencechildren learn to participate in an effective and constructive way in social life.

Cultural awareness and expressionchildren learn to use and appreciate ways of expressing ideas, experiences and emotions and an understanding of one’s own culture and diversity in the world.

Competence in learning to learnchildren develop strategies to improve the learning process and to assume control over their own learning.

Sense of initiative and entrepreneurship children develop abilities and capacities like critical reflection, decision-making and independent action.

Mathematical competence and basic competences in Science and Technologychildren develop and apply mathematical thinking and explain the natural world.

Digital competence children become familiar with the use of technology as a tool to reinforce language acquisition.

for suggestions on how to exploit the course resources see the Activity Bank, pages 17-23

SCCLC

MST

DC

CAE

LL

IE

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This activity will help children to recycle and evaluate their knowledge of English after the summer holiday. This involves reflecting on what they know and being aware of what they need to learn.

Continuous assessmentAsk them how many points have been achieved.

Key competence

LL

4

Lesson 1

Welcome!0Unit

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Name 15 countries. Name 10 adjectives.

Write 5 problems with living in a big city.

Write 10 words related to the

weather.

Say 5 things you have to do at home.

Say these numbers: 3,568;183,479; 2,746,109; 182,536,794

12

1110

9

7

8

6

4

1 2

5

3

Write 3 things you are going to do at

the weekend.

Write 5 interesting things you have done in your life.

Name 3 ancient civilisations.

Write 4 fairy-tale titles in English.Write 6 ways

that life was different 500

years ago.

Write 5 things you want to do but

haven’t done yet.

1 Play the memory game with a classmate.

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LL

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Lesson 1Unit 0

Materials•Teacher’s i-book

Initial evaluationAsk each child individually to answer one or two of the questions depending on their ability.

WarmerWelcome the children back to class and get everyone to greet the people sitting around them. Ask who has used English during the holidays, maybe talking to people, reading books or watching TV. Encourage them to talk about their experiences.

Lead-inTell the children that they are going to try and remember as much English as they can. Ask questions around the class, such as: What season is it? What are you wearing? What’s the weather like today? Have you got any brothers or sisters? Where is (Jamie) sitting? Let children take over your role and take turns asking their classmates questions.

Skills objectivesSpeaking•say various lists of words

Reading•Read and understand instructions

Writing•Write lists of words from memory

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Open the lead-in activity. Tell the children you are going to play a game to remember some of the key topics covered last year. They have to provide as much information they can remember as possible. play Guess it! The children have to guess the picture. Divide the class in groups. Touch play to start. The children look at the picture and try to guess what it is. When the children want to have a guess they raise their hand. stop the timer. If the answer is correct, give one point to the team. If it’s not correct, restart the timer. Use the Richmond i-tools to write each team’s score and time on the chart provided. Once the first picture has been guessed, ask questions: Have you ever been to Paris? What other cities have you visited? Do you like tales? What’s your favourite tale?… Touch play again at the bottom of the screen to play with a different picture.

1Children play the memory game with a classmate.AnswersChild’s own answers

Optional extra: Adapt some of the questions to extend the quiz and award more points for correct answers and spelling, for example: 1. Name 10 countries in Europe. 2. Write 10 verbs. 3. Write those numbers in words. 4. Name 5 advantages of living in a big city. 5. Write the names of 8 clothing items for cold weather.Alternatively, let the children think up some further questions to ask each other.

Fast finishersThe children write more answers for questions 1, 2, 8 and 12.

Wrap upDivide the class into small teams. Write the categories on the board: country, animal, verb, adjective. The children write the headings and when you call out a letter, they write a word for each category. They win a point for each correct word and another point if no other team has the same word.

At home•Activity Book 6 page 4

Grammar• Imperatives

Vocabulary•Review: countries, numbers, the weather, chores at

home, experiences

Functions•Review language taught in previous years in a fun

way

Language objectives

Attention to diversityThe quiz is designed to be a fun review of previous language learnt in order to switch the children’s brains back on to English after the holidays. put the children into small teams to play, pairing weaker children with stronger ones so everyone can participate and feel successful.

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children use the grammar structures and functional language as a vehicle for oral interaction.

children practise turn-taking as well as listening, showing interest and responding to their classmates’ answers.

Continuous assessmentcheck children show understanding of the present perfect.

Monitor the activity and check participation and confidence.

Key competence

LC

LC

LC

SCC

5

Lesson 2Unit 0

1 Write what you have already done or not done yet.

2 Answer the questions using for or since.

3 Ask and answer with a classmate.

1. act in a film

2. meet a famous person

3. watch Manchester United play

4. learn to juggle

5. eat Japanese food

6. ride in a limousine

7. climb a tree

8. read a newspaper

1. How long have you been at this school?

2. How long have you lived in your house?

3. How long have you known your best friend?

4. How long have you had your pencil case?

I haven't acted in a film yet. / I have already acted in a film.

Yes, I have.

Yes, I have.

Have you ever stayed awake all night?

When did you do it?

Have you ever visited another country?

Where did you go?

Say these numbers: 3,568;183,479; 2,746,109; 182,536,794

Did you...?

What did you...?

Where did you...?

When did you...?

How did you...?

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SCC

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2 Children answer the questions using for or since.AnswersChild’s own answers

Optional extra: call out time phrases and get the children to shout out for or since, for example: last year (since), 6 months (for), 2 days (for), three o’clock (since), 5 minutes (for), 2012 (since), a year (for), this morning (since).

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Speaking

+ to open the activity. The children drag the words already, yet, for and since to complete the sentences. To increase the difficulty of the activity, use the shade in the Richmond i-tools to cover the draggable words and ask the children to complete the sentences.

3 Children ask and answer with a classmate.Optional extra: The children take turns pretending to be a famous person and an interviewer. Encourage them to exaggerate their experiences and make them sound very exciting.

Wrap upWrite three experiences on the board, for example: eat Mexican food, ride a horse, visit Paris. The children move around the class and find people who have had the same experiences as them: I have already eaten Mexican food and ridden a horse, I haven’t visited Paris yet.

Lesson 2Unit 0

WarmerAsk children questions: (David), have you ever eaten Japanese food? (Sara), have you ever slept over at a friend’s house? Encourage the children to ask further questions if the answer is affirmative.

Lead-inWrite the words already and yet on the board and ask the children to suggest sentences using them. If they have trouble, remind them to use the present perfect and give them examples: I have already had my breakfast. I haven’t had my lunch yet.

1Children write what they have already done and not done yet. AnswersChild’s own answers

Optional extra: put the children into small groups to read out their sentences. Whenever someone says they have already done one of the activities, the others must ask questions to find out more information.

Materials•Teacher’s i-book

Skills objectivesSpeaking •Ask and answer questions using the present perfect

and past simple

Writing •Write sentences in the present perfect

Grammar•present perfect with already, yet, for and since•past simple

Functions•Talk about one’s life experiences

Language objectives

Continuous assessmentcheck the children’s sentences from activity 1.

Attention to diversityLet children make pairs based on friendships, but then swap the pairs around to let them practise speaking to other children and also to mix different abilities.


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children practise the unit vocabulary and grammar structures alongside listening comprehension skills.

children practise asking and answering questions, listening and turn-taking.

Matching activities help children to develop strategies such as observing, making deductions and linking information.

Continuous assessmentcheck children show comprehension by asking them to name the plans and activities they hear.

Encourage children to ask follow-on questions in order to gain more detail.

check children match the right sentences.

Key competence

LC

LC

LC

LL

LL

IE

6

1 1.1 Listen and tick (✔) what Jenny is definitely going to do.

2 Talk about your weekend plans.

3 Read and match.

4 Read and circle the correct option.

5 Say what will happen.

1 2 3 4

5

1 2 3

6 7

1. When they find objects, if we don’t recycle.

2. You won’t pass your tests they study them.

3. If he goes to bed late, if you exercise regularly.

4. If you like pasta, he’ll be tired in the morning.

5. There’ll be more pollution if you don’t study.

6. You’ll feel healthier you’ll love the new restaurant.

1. When you heat / will heat / heated water, it boils.2. When you recycle, it will help / helps / helped the environment.3. If you don’t get enough sleep, you are / will be / were tired.4. When we study history, we learnt / won’t learn / learn about other lifestyles.5. You will do / do / did better in school if you will eat / ate / eat healthy food.

If you mix them, it... (make green)

If you eat them,... (feel sick)

If it rains, I...

Lesson 3Unit 0

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Lesson 3

WarmerBrainstorm fun weekend activities and write them on the board. Get the children to ask each other questions about the weekend: Are you going to (watch a football match) this weekend?

Lead-inTell the children to think about the weekend again and write on the board: If it rains, and If it’s sunny. Ask volunteers to complete the sentences with suggestions: If it rains, I’ll stay at home and do my homework. If it’s sunny, I’ll meet my friends in the park.

1 1.1 Children listen and tick (✓) whatJenny is definitely going to do.Answers✓ 3, 5, 6

Optional extra: The children say if they are going to do any of these activities this weekend as well.

2 Children talk about their weekend plans.AnswersChild’s own answers

Optional extra: Write down six activities. Divide the children into four teams. Tell the teams they have to take turns to guess your weekend activities. If they guess correctly, show them that you have it written down and award a point.

3 Children read and match.Answers1 they study them. 2 if you don’t study. 3 he’ll be tired in the morning. 4 you’ll love the new restaurant. 5 if we don’t recycle 6 if you exercise regularly.

Optional extra: Divide the class into two halves. Have one half read out the first part of the phrase in chorus and the other half call out the second part. see how fast they can get at it.

4 Children read and circle the correct option.Answers1 heat 2 helps 3 will be 4 learn 5 will do; eat

Optional extra: Ask the children to explain how the first conditional is made. Which tenses are used to create it?

5 Children say what will happen.Answers1 will make green. 2 you will feel sick. 3 Child’s own answers

Optional extra: Encourage the children to make chain sentences: If you eat them, you will feel sick. If you feel sick, you won’t be able to do your homework. If you don’t do your homework, your teacher will be angry. If your teacher is angry, you won’t play games in the lesson.

Wrap upGive each child a strip of paper and get them to write a conditional sentence on using you, for example: If you work hard, you’ll do well in school. If you like pizza, you’ll love this pizzeria. The children then cut their sentences in half and get into groups of six. They then put the sentences together with different endings and try to find the funniest one: If you work hard, you’ll love this pizzeria. / If you like pizza, you’ll do well in school. Groups read out their funniest sentences.

Materials•Teacher’s i-book•Student’s Book 6 CD 1•A strip of paper per child

Skills objectivesSpeaking •Talk about weekend plans•Talk about consequences

Listening •show understanding by completing an activity

Grammar•future with going to•zero and first conditional

Functions•Talk about consequences

Language objectives

Continuous assessmentAsk the children to write out complete sentences for activity 5.

Unit 0

Attention to diversityThe lesson reviews the zero and the first conditionals. It’s a good idea to keep some example sentences on the wall for children to refer to if necessary.


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LL

SCC

CAE

checking answers helps children to be aware of what they know and what they need to improve.

children learn to make comparisons and develop contextual knowledge.

children build relationships, communicate, play together, learn and have their needs met through contact with others.

Continuous assessmentAssess the activity by asking them to read the sentences aloud.

check if they can make comparisons and use the adjectives properly.

Listen in to conversation to assess fluency and confidence.

Key competence

LL

CAE

SCC

7

1 1.2 Read and circle the correct answer. Then listen and check.

2 Read and make comparisons.


1. Egypt covers a larger area than Argentina / Venezuela.2. London is less polluted than Mexico City / Melbourne.3. Rome isn’t as crowded as Madrid / Paris.4. Iceland is further north than Greenland / Scotland.5. Mexico City is not as old as Dublin / Montreal.6. New York is more populated than Tokyo / Beijing.

Canada is .

Jamaica is .

not as as .

.

What's the worst film you've ever seen?

What's the best food you've ever eaten?

What's the funniest programme on TV?

Who's the oldest person you know? What's the most crowded

city in your country?

Area: 9,984,670 km2

World position: 2nd

Population: 33,480,000Density: 3 people per km2

Average winter temp: -5º in the south, -20º in the northAverage summer temp: 25º in the south, 15º in the northLargest city: Toronto

(2,600,000)

Area: 10,991km2

World position: 166th

Population: 2,890,000Density: 252 people per km2 Average winter temp: 28º

Average summer temp: 32º

Largest city: Kingston (938,000)

Canada Jamaica

Lesson 4Unit 0

514499 _ 0004-0009.indd 7 24/01/14 10:56

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Lesson 4

WarmerDisplay the map of the world. Divide the class into teams. Each team sends a member to the map. call out a country and the first child to find it wins a point for their team.

Lead-inReview comparatives and superlatives with the children using familiar examples: My hair is shorter than Vicky’s hair. Juan is not as a tall as Jessica. Daniel is the tallest boy in the class. Get children to make similar sentences.

1 1.2 Children read and circle the correctanswer. Then they listen and check. Answers1 Venezuela 2 Mexico city 3 Madrid 4 scotland 5 Dublin 6 Beijing Optional extra: Before the children listen to the correct answers, do a survey of the answers to see how many people believe each answer to be correct. Make a note on the board.

2 Children read and make comparisons.AnswersChild’s own answersOptional extra: The children compare their country with either canada or Jamaica. If the Internet is available, they can research the data.

3 Children ask and answer with a classmate.AnswersChild’s own answersOptional extra: In pairs, the children write three more questions. The pairs then join up with others to ask each other their new questions.

Wrap upUsing the world map, the children take turns to say a statement about the world: France is not as big as Russia. The rest of the class say whether the statement is true or false.

Materials•Teacher’s i-book•Student’s Book 6 CD 1•Map of the world

Skills objectivesSpeaking •Ask and answer questions using comparatives and

superlatives

Listening•Listen for the correct answers

Reading•compare two places•Differentiate between word options

Writing•compare two places

Grammar•comparatives and superlatives

Functions•compare countries and cities

Language objectives

Unit 0

Attention to diversityIn activity 3 the children are sharing their opinions. Encourage them to agree or disagree with each other in a friendly way. Also let them answer with full answers in order to reinforce the present perfect form as much as possible.

Continuous assessmentThe children write answers to the questions in activity 3.


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children improve listening strategies by paying direct attention and concentrating to capture selective and specific information.

The activity provides cultural background information about old civilisations and other events.

children are made aware of the process of making school resources.

Continuous assessmentAsk children to read out loud the full sentences and check the verbs.

Ask children some easy questions about these events.

Encourage children to look at other school resources and how they are made.

Key competence

LC

LC

CAE

DC

8

6 7

1 1.1 Listen and tick (✔) what Jenny is definitely going to do. 1 1.2 Read and circle the correct answer. Then listen and check.

2 Read and make comparisons.


2 Talk about your weekend plans.

3 Read and match the sentences.

4 Read and circle the correct option.

5 Say what will happen.

1 2 3 4

5

1 2 3

6 7

1. When they find objects, if we don’t recycle.

2. You won’t pass your tests they study them.

3. If he goes to bed late, if you exercise regularly.

4. If you like pasta, he’ll be tired in the morning.

5. There’ll be more pollution if you don’t study.

6. You’ll feel healthier you’ll love the new restaurant.

1. When you heat / will heat / heated water, it boils.2. When you recycle, it will help / helps / helped the environment.3. If you don’t get enough sleep, you are / will be / were tired.4. When we study history, we learned / won’t learn / learn about other lifestyles.5. You will do / do / did better in school if you will eat / ate / eat healthy food.

If you mix them, it... (make green)

If you eat them,... (feel sick)

If it rains, I...

1. Egypt covers a larger area than Argentina / Venezuela.2. London is less polluted than Mexico City / Melbourne.3. Rome isn’t as crowded as Madrid / Paris.4. Iceland is further north than Greenland / Scotland.5. Mexico City is not as old as Dublin / Montreal.6. New York is more populated than Tokyo / Beijing.

Canada is .

Jamaica is .

not as as .

.

What's the worst film you've ever seen?

What's the best food you've ever eaten?

What's the funniest programme on TV?

Who's the oldest person you know? What's the most crowded

city in your country?

Area: 9,984,670 km2

World position: 2nd

Population: 33,480,000Density: 3 people per km2

Average winter temp: -5º in the south, -20º in the northAverage summer temp: 25º in the south, 15º in the northLargest city: Toronto

(2,600,000)

Area: 10,991km2

World position: 166th

Population: 2,890,000Density: 252 people per km2 Average winter temp: 28º

Average summer temp: 32º

Largest city: Kingston (938,000)

Canada Jamaica

Lesson 4Lesson 3Unit 0 Unit 0

514499_P004_009_Unidad0.indd 6-7 03/12/13 15:45

How to make a textbook

Lesson 5

1 1.3 Listen and complete the sentences with the correct form of the verbs.

3 Order the pictures. Then say the process with the correct form of the verbs.

2 Read, match and say with a classmate.

1. Light bulbs by Thomas Edison.

2. The first parachute by Leonardo da Vinci.

3. The first computer programme by Ada Lovelace.

4. The first lighthouses by the Egyptians.

5. DNA partly by Rosamund Franklin.

6. Neptune in 1846.

1. Harry Potter (create) by the Ancient Chinese.

2. The Internet (invent) by the Ancient Romans.

3. The pyramids (build) by women in the past.

4. Fireworks (use) by Tim Berners-Lee.

5. Chariot races (watch) by the Ancient Egyptians.

6. Long dresses (wear) by J. K. Rowling.

1. The manuscript... (write) by the author.

2. The manuscript... (check) by the editors.

3. The artwork and photos... (order) by the editors.

4. The manuscript... (lay) out as proofs.

5. The proofs... (correct) by the editors.

6. The final proofs... (print).

build design discover invent map write

Unit 0

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CAE

DC

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Lesson 5

WarmerTalk with the children about inventors. Ask them to tell you if they know the names of any and what they invented.

Lead-inOn the board write: Facebook by Mark Zuckerberg. Ask the children to say what is missing from the sentence (was created). Write other sentences and ask the children to complete them: America Columbus. The Simpsons Matt Groening. The Pyramids the Egyptians. Romeo and Juliet William Shakespeare.

1 1.3 Children listen and complete the sentences with the correct form of the verbs. Answers1 were invented 2 was designed 3 was written 4 were built 5 was mapped 6 was discovered

Optional extra: In groups, the children think of more discoveries or inventions to talk about: The Colosseum was built by the Romans. The Eiffel Tower was designed by Mr Eiffel. My house was built by my grandfather.

2 Children read, match and say with a classmate.Answers1 was created by J. K. Rowling. 2 was invented by Tim Berners-Lee. 3 were built by the Ancient Egyptians. 4 were used by the Ancient chinese. 5 were watched by the Ancient Romans. 6 were worn by women in the past.

Optional extra: Get the children to practise turning the sentences around. Have one half of the class read out a sentence from the book in chorus: Harry Potter was created by J.K. Rowling. The other half of the class turns it around and says it in the active voice: J. K. Rowling created Harry Potter.

3 Children order the pictures. Then they say the process with the correct form of the verbs.Answers1 is written 2 is checked 3 are ordered 4 are laid 5 are corrected 6 are printed

Optional extra: In groups, the children describe what they imagine the process is for putting their favourite TV show together.

Wrap upDivide the class into two teams and make sure everyone closes their book. Do a quiz about the information on the page. Award points for each correct answer. Example questions: When was Neptune discovered? Who watched chariot races? What did Ada Lovelace write? The first parachute was designed by...? What did women wear in the past? The Internet was invented by...? Who helped to discover DNA?

Materials•Teacher’s i-book•Student’s Book 6 CD 1

Skills objectivesSpeaking•Describe the process of the making of their

textbook

Listening•Listen for missing words

Reading •choose the correct verb to complete a sentence•Match sentence halves

Grammar•present and past passive voice

Functions•Describe a process

Language objectives

Unit 0

Continuous assessmentThe children write out the process of making a textbook.


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Explicit knowledge of grammar is very important at this age and helps them to communicate better.

children learn to make associations, matching the right options to make structured sentences, understanding and internalising grammar aspects.

Continuous assessmentAsk children to read the sentences out loud to check the options they’ve chosen.

Make sure that the children have chosen the right options, and that they know why.

Key competence

LC

LC

LC

LC

LL

9

Lesson 6

1 Look and circle the correct form of the verbs.1. I eat / ate / have eaten Mexican food lots of times. I love it!2. I reading / read / have read the first Harry Potter book last week.3. My teacher write / wrote / has written a nice message on my homework yesterday.4. Jon isn’t here, he go / went / has gone to Ireland.5. My dad speak / spoke / has spoken French when he was little.6. I see / saw / have seen a cat without a tail.

1. I swim in the Thames.

2. I swam now – look at me!

3. I have swum after school every day.

4. I am swimming in the Mediterranean Sea last summer.

5. I sing in Belgium last week.

6. I sang in the school choir on Tuesdays.

7. I have sung in a concert tonight.

8. I am singing in front of the Queen!

2 Read and match.

3 Complete the sentences.

4 Complete the conversations. Practise with a classmate.

1. I eat .

2. I ate .

3. I have eaten .

4. I am eating .

Have you ever been to China?

When did you ?

Yes, I .

I last year.

Yes, I .Have you ever met a famous person?

Who did you ?I Shakira.

practiceMore

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P

F

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IWB

i-poster

i-�ashcards

Unit 0

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LL

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Lesson 6

WarmerAsk the children questions about the present and past: What did you eat yesterday? Could you swim when you were five? What are you doing now? What is your mother doing now? Have you ever drunk tea? Encourage them to answer with full answers.

Lead-inDraw four columns on the board with the headings: Present simple, Present continuous, Past simple, Present perfect. Under Present simple write: I drink water. Ask a child to tell you how to write this in the other tenses and write it down. Repeat with other sentences, for example: I don’t fly. He lives in America. They speak German.

1Children look and circle the correct form of the verbs.Answers1 have eaten 2 read 3 wrote 4 has gone 5 spoke 6 have seen

Optional extra: for each sentence the children suggest a correct sentence for the other verb tenses: I eat Mexican food at weekends. I ate Mexican food yesterday.

2 Children read and match.Answers1 after school every day. 2 in the Mediterranean sea last summer. 3 in the Thames. 4 now – look at me! 5 in the school choir on Tuesdays. 6 in Belgium last week. 7 in front of the Queen. 8 in a concert tonight.

Optional extra: Give each child four strips of paper. The children choose a verb and write four sentences, one on each strip, using different tenses. They then cut the sentences in half after the verb. The children get into pairs and try to put each other’s sentences back together.

3 Children complete the sentences.AnswersChild’s own answers

Optional extra: Encourage the children to suggest funny answers to complete the sentences. Read them out and vote on the funniest.

4 Children complete the conversation. They practise with a classmate.AnswersChild’s own answers

Optional extra: Volunteers model the dialogue in front of the class.

Wrap upchoose four verbs and write them on the board. Review with the children how they can be formed for different tenses. The children then write down six forms of those verbs. play Tenses Bingo. call out a verb, is sitting, and the children cross it off if they have it. The first to cross out all six calls Bingo.

practiceMore

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P

F

SC

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Children take a quiz choosing the correct words to complete the sentences, which will help them consolidate the language and structures reviewed in the unit.

Materials•Teacher’s i-book•Teacher’s Resource Book 6•strips of paper (four per child)

Skills objectivesReading•select the correct verb tense from context

Writing•complete sentences in different tenses

Grammar•present simple, present continuous, past simple,

present perfect

Functions•Recognise the correct use of different tenses

Language objectives


Unit 0

Attention to diversityThe lesson is a good way to review and practise basic tenses. Encourage the children to invent other sentences using each tense in order to clarify in their minds the formation of the tenses and when they are used.

Final evaluationTeacher’s Resource Book 6: Diagnostic testOptional extra: Write various forms of a verb on the board, for example, play, played, playing, have played. Ask the children to write a sentence using each one.

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Documents

Young Achievers - richmondelt.es · Achievers Young Teacher’s Book 6 Achieving goals with Young Achievers! page 2 For the Student page 3 Take a tour of the Student’s Book page