Unit 5 Into the future

Grammar Vocabulary Pronunciation Recycled language

Future with will: People entertainment, food, holidays, Phonics: ie and ai
will live in big cities. houses, people, pets, sounds:
Future with won’t: They technology, transport flight, fly
won’t sleep in a bed. bubble, breathe, dangerous, face, day, mail, eight
To ask questions using lava, volcano
will: What will they eat? Will batteries, bored, hungry, mess,
life be boring? peace, thirsty, tired
Zero conditional with
if and when: When I’m
hungry, he cooks dinner. If
I want to read, he doesn’t
make a noise.

Language objectives
Grammar Functions
To use the Future simple with will to and make To make predictions about the future
predictions To ask questions about the future
To use the Zero conditional to talk about different To talk about what one does in certain circumstances
circumstances To make predictions about a story
To understand the main parts of a story
To recognise the way rules are written
To learn about the Solar System

Vocabulary Pronunciation
To use vocabulary in an ever more confident way To highlight and practise the ie and ai sounds
To build and expand on the vocabulary already known To differentiate between alternative spellings for both
To use language related to space travel sounds
To differentiate between the two sounds

Skills objectives
Speaking Reading
To talk about imaginary holidays in the future To follow a story
To ask and answer questions about the future To recognise when don’t is needed
To explain what you do in certain circumstances To differentiate two sounds with various spelling
To talk about a story alternatives
To make predictions about what will happen To identify the planets from the information in a text
To discuss an imaginary space journey To guess missing pieces of information
To use the Future simple with will to discuss the future To understand a text and answer questions

Listening Writing
To identify what people are saying To write predictions about the future using will
To listen out for the answers to questions To complete sentences
To follow a story To complete a chart with the main story information
To follow the lyrics to a rap To complete information about space travel
To follow a text about the planets To write a short newspaper article
To listen for specific information

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 Overview Unit 5
Assessment criteria
Check children can use the Future simple with will and the Zero conditional with if and when.
Check children can use language related to space travel.
Check children can make predictions about the future.

Materials Go digital!
Digital Book
Digital book i-book
Audio CD 1
Teacher’s Resource Material (available on Complete the activities with the children on the IWB.
Richmond website)
Grammar worksheets Unit 5, pages 12-13: Lesson 7 More practice More
practice

Vocabulary worksheets Unit 5, pages 34-35: Lesson 7 Provides extra interactive practice which can be used
Reading worksheet Unit 5, page 52: Lesson 6 at the end of the unit in class or as homework. There
Writing worksheet Unit 5, page 64: Lesson 4 are seven activities in each unit.
Speaking worksheet Unit 5, page 76: Lesson 8
Listening worksheet Unit 5, page 86: Lesson 4
Test Unit 5, pages 126-129: Unit 5 Review
Flashcards Unit 5 (available on Richmond website)
Extra
Roll of continuous paper Fortune cookies, or a
Poster paper photo of them
Sheets of paper Picture of Mars For suggestions on how to exploit the course
Strips of paper Pictures of early space resources see the Activity Bank, pages 14-19
Pieces of paper with Zero rockets and space shuttles
conditional sentences Two colours: red and blue
Sellotape Coins
Modelling clay A soft ball

Key competences
LC Linguistic competence SCC Social and civic competence
Children develop listening, speaking, reading Children learn basic social interaction patterns
and writing skills. Children learn to make working in pairs and playing games.
predictions about the future. (SB pp 61, 63, 65 & 66)
(SB pp 62, 63, 64 & 67)
CAE Cultural awareness and expression
Children develop artistic skills and creativity and
enjoy a chant, a song and a poem. Children
MST Mathematical competence and
appreciate cultural expressions and art. (SB p 61)
basic competences in Science and
Technology
Children develop and apply mathematical LL Competence in learning to learn
Children develop strategies to improve the
thinking and explain the natural world.
learning process and help them to assume
(SB pp 60, 63, 65, 67 & 68)
control over their own learning.
(SB pp 60, 62, 64, 67, 69, 70 & 71)

IE Sense of initiative and

DC Digital competence entrepreneurship
Children become familiar with the use of Children develop abilities like critical reflection,
technology as a tool to reinforce language decision-making, and independent action.
acquisition. (SB pp 70 & 71) (SB p 69)

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 Unit 5
Lesson 1 - SB Page 60 Optional extra: For each prediction take a vote on
whether the children agree or disagree.

Objectives 2 2.1 Children listen, read and match.

Language Answers 1 People will drive on undergound roads –
Anna 2 Robots will cook fantastic meals – Emily 3 Pollution
Grammar will become a bigger problem – Julia 4 Children will have
Future with will computer teachers – Sam 5 People will visit other planets
Vocabulary on holiday – David 6 People will travel to the past and
entertainment, food, holidays, houses, people, pets, future – Tom
technology, transport Optional extra: Divide children into small groups. For
Functions each prediction children say if they agree or disagree. If
Make predictions about the future they do not agree they make another prediction: People
will drive on underground roads. I disagree. People will have
Skills flying cars.
Speaking
Write predictions about the future using will Audio CD 2
Listening
Identify what people are saying 2.1
Reading Ricky: Hi there, my name’s Ricky and welcome to Kids’
Make predictions about the future Radio! Today we’re talking about life in 2100. Call
Writing me now and tell me your predictions! OK, we have
Choose the correct verb for a sentence David on the line. What’s your prediction for the
future, David?
David: I think people will live in space. They’ll live in
Materials special cities on the Moon. And on other planets, too,
like Mars. And then they will visit the Earth on holiday!
Digital Book R: Thanks, David. Now we have Julia. What’s your
Audio CD 2 prediction, Julia?
Julia: I think the weather will be very hot. And
Flashcards Unit 5
pollution will become a bigger problem, too.
Roll of continuous paper R: Oh dear. That doesn’t sound good. What do you
Sheets of paper think, Sam?
Sellotape Sam: I think life will be great in 2100! All kids will have
their lessons at home. No more school! And their
teachers will be different, too. Children will have
Warmer computer teachers, not people!
Write the year on the board and then write the year 2100. R: How cool is that? Thanks, Sam. Now we have Anna
Ask children if they think life will be the same or different on the line.
in the future. Show the unit 5 Flashcards, and ask Anna: Hi, Ricky. I think people will drive electric cars in
children if they think people will do these things the same the future. And they’ll drive them on underground
way or differently in the future. roads. So our planet will look beautiful again.
R: That’s a very nice idea. What do you think, Tom?
Lead-in Tom: I think people will travel in time.
Direct the children’s attention to the sentence in the Grammar R: In time?
box. Then write the sentence in the box and some other T: Yes, they’ll have time machines. And they will travel
example sentences on the board about the future: People to the past... and the future!
will live in big cities. People will have small houses. The sea will R: That sounds fantastic! And what do you think, Emily?
be warmer. Underline the word will and the verb in each Emily: I think life will be amazing in 2100. Every house
sentence. Explain that this is one way to talk about the future. will have a robot. And the robots will do all the
domestic chores! They will be very intelligent. And
1 Children look, read and complete they will cook fantastic meals!
predictions for the year 2100. R: I hope your prediction comes true, Emily. That’s a
great idea! OK, do we have any more callers? Call
Answers 1 live 2 be 3 have 4 drive 5 travel 6 do me now and tell me your predictions...

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 Unit 5
3 Children write predictions for the year Materials
2100. They compare with a classmate.
Digital Book
Answers Child’s own answers Fortune cookies, or a photo of them
Optional extra: Invite volunteers to read their example Strips of paper
exchanges to the class. Encourage the rest of the class Modelling clay
to say whether or not they agree. If they have the same
predictions, they should give each other a high five.
Warmer
Wrap up Get the class to stand in a circle. Whisper a prediction about
Make a class mural of the future. Everyone draws the future to a child: People will eat food pills. The child
something they think will happen and writes a sentence whispers the message to the next person. They continue
below to describe it. Tape all the pictures onto a long role around the circle. Elicit the message from the last child to
of continuous paper to make a mural. see if it is the same. After that, get a volunteer to whisper a
prediction about the future and start the game again.
Initial evaluation Lead-in
Direct the children’s attention to the sentences in the
Children write two predictions for the future.
Grammar box. Read the sentences emphasising the
positive and negative form of will. Then, write: People
will live in space. People won’t live in space. on the board
At home emphasizing that won’t is the same as will not, i.e. it is the
negative form of will.
Activity Book - page 60
Answers 1 Children look, read and circle.
1 2 will write 3 will have 4 will eat 5 will grow
Answers 1 will 2 won’t 3 won’t 4 will 5 will 6 won’t
6 will travel
Optional extra: Ask children to imagine what a holiday
2 From left to right: 6, 4, 3; 1, 2, 5
in space will be like and other things people will or won’t
3 Child’s own writing do on one. Ask them to keep their predictions secret. After
1 minute, challenge children to play Read my lips! Mouthe
one of your own predictions and get children to guess
what you are silently saying. The first child to guess your
prediction, takes your role and mouthes one of his/her
Lesson 2 - SB Page 61 own predictions. Keep the game going till at least half the
class has had a chance to mouthe their predicions. You
may decide to let children play the game in small groups
Objectives so that everyone can have their turn.

Language
2 Children choose and describe a future
Grammar holiday with a classmate.
Future with will/won’t
Vocabulary Answers Child’s own answers
bubble, breathe, dangerous, lava, volcano Optional extra: Divide the class into four teams and have
Functions them stand in four lines at the board. Write You in front of
Make predictions about the future each line. At your signal, children continue the predictions
in relays. Each child comes to the board in turn and adds
Skills one word: will… become… a… famous… scientist. When
they finish, the teams read their predictions. Teams get
Speaking a point for a correct sentence and a point for each word.
Talk about imaginary holidays in the future Encourage teams to use both affirmative and negative
Reading predictions. The team with the most points is the winner.
Choose the correct word to describe a text
Wrap up
Show children the fortune cookies or a photo of one and
explain what they are. Brainstorm possible fortunes: You will

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 Unit 5
find some money. You will have a fun weekend. Warmer
Then ask children to write two predictions on strips of Show a picture of Mars and ask children what they know
paper. Give each child a ball of modelling and roll it flat. about the planet. Explain that astronauts may go there in
Then they fold improvised fortune ‘cookies’ with their the future. Invite the class to make predictions about what
fortunes in them. Let the ‘cookies’ dry. Finally, ask children they will find: They will find ice. They won’t find life. They
to exchange and open them. Invite volunteers to read their will find mountains.
fortune to the class.
Lead-in
Continuous assessment On the left hand side of the board write: Where will, When
will and What will in one column. Then get the class to
Children write two sentences using won’t. suggest a person or pronoun for each sentence and then
build up questions together: Where will Maria work? When
will people live on Mars? What will David study?
At home
Activity Book - page 61
1 2.2 Children listen and number the
questions.
Answers
Answers 1 Will people live on other planets in the
1 1 won’t have 2 will argue 3 will fall off 4 will go future? 2 Where will they stay? 3 What will they do?
swimming 5 won’t feel 6 will go 7 will win 4 What will people eat? 5 Will tourists go to other
planets on holiday? 6 When will this happen? 7 Will life
2 Child’s own writing
be boring?
Optional extra: In pairs let children invent answers to the
questions and then read them out to the class. Encourage
them to think of fun answers.
Lesson 3 - SB Page 62
2 2.3 Children match the questions with
Objectives the answers. Then they listen and
check.
Language
Answers 1 Yes, they will. They’ll live on the Moon
Grammar and on Mars. 2 They’ll stay in a giant glass dome.
Ask questions using will 3 They’ll work. 4 They’ll grow their own food and they’ll
Vocabulary eat that. 5 Yes, they will. 6 It won’t happen for 100 years.
dome 7 No, it won’t.

Functions Optional extra: Direct the children’s attention to the

Ask questions about the future sentences in the Grammar box. Then divide children into
small groups to write some more questions about living
Skills on other planets, for example, Will children go to school on
Mars? Will people have pets? Where will people go to have
Speaking fun? Then the groups swap their questions with another
Ask and answer questions about the future group and write their answers.
Listening
Use the audio track to check answers 3 Children ask and answer questions about
Reading their future with a classmate.
Match questions to answers
Answers Child’s own asnwers
Optional extra: Get children to write five questions in
Materials their notebooks about the next day: Will I be late for
school? Will I have a lot of homework? Will we have a test?
Digital Book Then invite them to read their questions to the class. The
Audio CD 2 class can choose a reply for each.
Picture of Mars

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 Unit 5
Wrap up
Divide the class into two teams and invite children to play Materials
charades. In turns, a member of each team mimes what Digital Book
life will be like in 200 years’ time (you may have slips of
Teacher’s Resource Material
paper with sentences written on for children to pick out
and mime). Allow 1 minute to each group to guess. Audio CD 2
If they do so, they score a point. The team with the Strips of paper in two different colours
highest score is the winner. Four pieces of paper each with five Zero conditional
sentences, but in a different order on each one
Continuous assessment Sheets of paper

On the board write four answers and let children

invent the questions: Warmer
1. No, he won’t. Write on the board hungry, thirsty, bored, tired, sad.
2. They’ll eat trees. Review the meanings by saying a word and getting
3. Yes, they will. children to mime it.
4. They’ll live in big glass houses.
Lead-in
Let children look at the picture from their book for thirty
At home seconds and then close their book again. In small groups,
they list everything they can remember from the picture.
Activity Book - page 62 List on the board all the correct answers.

Answers
1 2.4 Children listen and answer the
1 From top to bottom: 8, 3, 4, 6, 7, 2, 5 questions.
2 1 What will I study? 2 Where will I live? 3 What will
Answers 1 Larry loves being in space but sometimes he
I be? 4 Will I have children? 5 Who will I marry?
feels lonely. 2 Gozo does chores and is also a kind of friend.
6 Child’s own writing 7 How long will I live?

2 2.5 Children listen and match.

Answers 1 Gozo chooses my favourite songs.
Lesson 4 - SB Page 63 2 Gozo plays chess with me. 3 he makes a drink for me.
4 he doesn’t move! 5 Gozo doesn’t make a noise.
6 Gozo tidies it up.
Objectives
Language 3 Children complete the sentences about
them.
Grammar
Zero conditional with if and when Answers Child’s own answers
Vocabulary Optional extra: Children read out their sentences into
batteries, bored, hungry, mess, peace, thirsty, tired small groups.
Functions
Talk about what one does in certain circumstances 4 Children find a classmate with two similar
answers.
Skills Optional extra: Divide the class into two groups. Hand
Speaking out a strip of paper to each child, one colour to one
Explain what you do in certain circumstances group and the other colour to the other group. Tell
the children in the first group to write the first half of a
Listening Zero conditional sentence using when or if: When I feel
Listen out for the answers to questions
hungry…, If I feel sad… The children in the other group
Writing write things that they do: I listen to music. I watch TV.
Complete sentences Finally, pair up children with someone from the other
group to form silly sentences: When I’m hungry, I listen to
music. Invite pairs to read their silly sentences to the class.

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 Unit 5
Wrap up
Tape the pieces of paper (see Materials) in opposite Materials
corners of the room. Divide the class into four teams and Digital Book
assign each team a sheet of paper. At your signal, one
Audio CD 2
member of each team goes to their sheet of paper and
reads one sentence. They return to their team and dictate Sheets of paper
the sentence for the team to write. Then another team
member goes and repeats with the next sentence. The Warmer
first team to write all the sentences correctly wins. Remind children the story and ask questions about what
happened. Play Track 1.38.
Continuous assessment
Lead-in
Teacher’s Resource Material: Writing worksheet Unit Remind children of their predictions about what might
5, Listening worksheet Unit 5 happen next and write them on the board.
Optional extra: Ask children to choose three sentence
starters from activity 2 and then complete them for 1 Children look at the picture and discuss the
themselves. questions with a classmate.
Answers Child’s own answers
At home Optional extra: Ask children to suggest speech bubbles
Activity Book - page 63 for each person.
Hot spots: streetlight - footsteps - headphones -
Answers embarrassing - article. Use the Hot spots to highlight
1 2 is, has 3 is, goes 4 go, eat 5 is, help 6 watches, this potentially difficult vocabulary before the reading
cries activities.

2 Child’s own writing

2 2.6 Children read and listen to the story.
Optional extra: Tell children to imagine that they are
either David or Molly. Ask them questions about their
experience: What will you do with your pictures of the
Lesson 5 - SB Page 64 monster? Who will you tell? What will you say to them?
Allow different children to answer each question.

Objectives 3 Children read and answer the questions.

Language Answers 1 Child’s own answer 2 Child’s own answer
Vocabulary 3 She is annoyed because the monster stopped running.
filming, footsteps, headphones Optional extra: For each question get the children to
Functions underline evidence for their answer in the text.
Make predictions about a story
Wrap up
Skills Split children into small groups. Tell them to imagine
Speaking that a strange incident happens in the English class or at
Talk about a story school. Elicit possible events: a ghost appears, a UFO lands
outside the window, the teacher is a zombie. Have groups
Make predictions about what will happen
choose an unusual incident and write a short paragraph
Listening about it for a class newspaper on a separate piece of
Follow a story paper. Monitor and help as needed. Remind children to
Reading answer the questions Who? What? Where? and When? in
Follow a story their articles. Finally, display the articles around the room.
Have the class read all the articles and vote for a favourite.
Be able to answer comprehension questions
Writing
Write a short newspaper article

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 Unit 5
Continuous assessment Lead-in
Play Track 2.6 and review the story.
Use the children’s articles to assess their independent
writing ability. 1 Children read the story again.
Optional extra: Draw a long horizontal line on the board.
Elicit events from the story and write them on the left-
At home hand side of the board. Then get volunteers to note the
events on the line to form a timeline of the story.
Activity Book - page 64
Hot spots: streetlight - footsteps - headphones -
Answers embarrassing - article. Use the Hot spots to highlight
this potentially difficult vocabulary before the reading
1 From left to right: 3, 5, 2; 6, 4, 1 activities.
2 1 David 2 The monster 3 Molly 4 David
5 The monster 6 David 7 David 8 David 2 Children read and complete the chart.
Answers The main characters: Molly, David, and
Isabel. The setting: The street. The reporters’ problem:
They said the monster was real in the first article. The
Lesson 6 - SB Page 65 solution: They’ll say the first article was a joke. The
ending: The children are happy. They’ll publish the real
story and it will be the best story ever.
Objectives
Optional extra: Get children to look again at the list of
Language main characters. Then pretend to be one of the characters
by both talking and doing gestures. Encourage the class to
Vocabulary guess who you are. When a child guesses, invite them to
director, embarrassing, publish, science fiction be the next character.
Functions You can also play Who am I? Choose one of the characters
Understand the main parts of a story in the story and tell children they will have to ask YES-NO
questions to guess who you are e.g. Have you got brown
Skills hair? Do you like writing for a newspaper?, etc.
Listening
Follow a story Fast finishers
These children children read the whole story quietly to
Reading themselves and write a few true-false sentences for the
Follow a story class to answer when they finish doing activity 2.
Writing
Complete a chart with the main story information Wrap up
Tell the class to copy the story chart in their notebooks
and then complete it about another story that they
Materials know. It can be from a book or a film. Divide children
into small groups to compare charts and guess their
Digital Book classmate’s story or film. Invite some volunteers to read
Teacher’s Resource Material the information in their charts for the class to guess.
Audio CD 2
Continuous assessment
Warmer Teacher’s Resource Material: Reading worksheet Unit 5
Write scary on the board and draw a circle around it. Get
volunteers to write things related to the word ‘scary’: Optional extra: Children write a short summary of
monster films, dark rooms, strange noises, ghosts, vampires, the story.
spiders. Help with meaning as needed. Then get children
to say whether they think the monster in the story is scary.

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 Unit 5
At home 1 2.7 Children listen, read and write don’t
if necessary.
Activity Book - page 65
Answers Answers Do, Don’t, Do, Do, Don’t, Do, Don’t,
Don’t, Do
1 1 alley 2 creature 3 puzzled 4 headphones
Optional extra: Ask children about Planet Arcadia. What
5 cameras 6 actor 7 science fiction
things they like and don’t like about it. Which rules are
2 Child’s own writing good and which are not.

2 Children circle people who are breaking

rules.
Lesson 7 - SB Page 66 Answers The girl in a pink jumper eating a sandwich.
The girl with a robot carrying all her shopping. The boy
Objectives with a helmet on and jet shoes running on the pavement.
The boy driving the space car.
Language Values: Ask children how important they feel rules are in
Grammar society and ask them to give you some examples. Point
Zero conditional with commands out that generally rules are necessary to protect people
rather than stop them from having fun.
Vocabulary Optional extra: Tell children to invent a planet of their
lead, pavement, wave own and to write some rules for it. Encourage them to use
Functions some positive and some negative rules and to start each
Recognise the way rules are written one with: If you visit Planet...

Skills Fast finishers

They can draw their planet and the rules poster for it.
Reading
Recognise when don’t is needed
Wrap up
Invite the class to stand up. Say If you have a brother,
jump up and down. Children who have one or more
Materials brothers should jump up and down. Continue with other
Digital Book conditions: If you have a pet dog clap your hands, if you
have a pet cat stamp your feet, if you like chocolate shake
Teacher’s Resource Material your arms.
Audio CD 2
Continuous assessment
Warmer
Ask children about rules in their homes: Do you have Teacher’s Resource Material: Grammar worksheet
special rules for going to bed? For eating? For doing chores? Unit 5, Vocabulary worksheet Unit 5
For doing homework? Encourage the class to talk about Optional extra: Ask children to write three rules for
places that have special rules. friends visiting their house.

Lead-in
Ask volunteers to read the examples in the Grammar box At home
aloud. Remind them that the part of the sentence with if
introduces a specific situation or condition. Point out that Activity Book - page 66
we use the Imperative in the second part of the sentence
to show commands. Then ask children about certain rules Answers
at school: If you are late, If you don’t do your homework, 1 Child’s own drawing
If you miss a test. Tell them to complete them using
Imperatives. 2 Child’s own writing

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 Unit 5
Lesson 8 - SB Page 67 they say and spell a word with the ai sound. The other
children in the group listen to check the answers. They get
a point for each correct word.
Objectives
Audio CD 2
Language
Vocabulary 2.9 2.10
day, eight, face, great, mail, sail, space, stay, wave;
flight, fly, my, night, shy, sky 1
A: Mmm… I love pie!
Pronunciation B: Watch out! There’s a fly on that pie!
Compare the sounds ie and ai
2
A: Look at that horse! It has a beautiful mane!
Skills
3
Listening A: Did you write or type the letter?
Follow the lyrics to a rap B: I typed it.
Choose the correct word 4
Reading A: Here’s a picture of the garden!
Differentiate two sounds with various spelling B: It’s very nice. When did you take the picture?
alternatives A: I took it in May.

Materials Wrap up
Do a phonics dictation. Tell children to write the numbers
Digital Book 1–10 in their notebooks. For each number, read a word
Teacher’s Resource Material with ie or ai. Read each word twice. To check, invite
volunteers to say and spell the words.
Audio CD 2
Two colours: red and blue
Continuous assessment
Coins
Teacher’s Resource Material: Speaking worksheet
Warmer Unit 5
Write my and may on the board and model the Optional extra: Children list all the ie and ai words
pronunciation. Get the children to feel how their cheeks from the lesson in two columns in their notebooks.
and mouths move differently for the two sounds.

Lead-in At home
Divide the class into two teams. Have one team list words
that rhyme with my and the other team list words that Activity Book - page 67
rhyme with may. Invite a volunteer from each group to list
Answers
the words on the board. Check the words and model the
pronunciation as necessary. 1 1 pair 2 make 3 time 4 neighbour 5 night 6 plate
7 high 8 ice 9 late
1 2.8 Children listen, rap and dance. 2 From left to right: 4, 2, 3, 1
Optional extra: Play the rap, pausing it before each ie or 3 1 night 2 late 3 neighbours 4 ice
ai word for children to pronounce it.

2 2.9 Children listen and tick (✓) the

correct picture.
Answers 1 Picture 2 2 Picture 2 3 Picture 2 4 Picture 2
Optional extra: Divide the class into small groups to take
turns tossing a coin. If it lands on heads, the child should
say and spell a word with the ie sound. If it lands on tails,

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 Unit 5
Lesson 9 - SB Page 68 2 Children read and tick (✓). They add any
other information.
Objectives Answers rocky planet: Mercury, Venus, Earth, Mars
gas planet: Jupiter, Saturn, Uranus, Neptune
Language moon(s): Earth, Mars, Jupiter, Saturn, Uranus, Neptune
Vocabulary rings: Jupiter, Uranus, Neptune
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, visible to naked eye: Mercury, Venus, Earth, Mars,
Neptune; comet, dwarf/gas/rocky planet, galaxy, Milky Jupiter, Saturn, Uranus, Neptune
Way, Moon, orbit, rings other information: Mercury: smallest planet, closest to
the Sun; Venus: between Mercury and Earth, known as
Functions morning and evening star; Earth: third planet from the
Learn about the Solar System Sun; Mars: has two moons; Jupiter: has 13 moons;
Saturn: has beautiful coloured rings and 34 moons;
Skills Uranus: has 27 moons; Neptune: farthest planet from
Listening the Sun, has 26 moons
Follow a text about the planets Optional extra: Ask children to get into pairs and tell
Reading them to choose a planet that is not Earth. Hand out paper
Identify the planets from the information in a text and ask them to make a poster for their planets. They
should use the facts in the table to make correct pictures
of their planets, including moons and rings. When they
finish, invite pairs to show their poster to the class. Get the
Materials class to identify each planet and its characteristics.
Digital Book
Audio CD 2 Wrap up
Say Mercury and toss the ball to a volunteer to say the
Continuous paper next planet: Venus. The volunteer should pass the ball
Sheets of paper to another child to say the next planet: Earth. Continue
A soft ball around the class. Repeat the names as necessary until all
the children have participated.
Warmer
Brainstorm the names of the planets in English and write Continuous assessment
them on the board.
Children write the names of the planets and one fact
Lead-in about each one.
Ask children if they know which planet is the biggest,
smallest, nearest to Earth, farthest from the Sun, and so
on. Do not correct them but tell them they are going to At home
read a text that will answer the questions.
Activity Book - page 68
1 2.11 Children read, listen and label the Answers
planets. 1 1 Earth’s satellite 2 Creation 3 The Moon’s
Answers 1 Venus 2 Mars 3 Saturn 4 Neptune 5 Mercury movements 4 Reflection
6 Earth 7 Jupiter 8 Uranus 2 1T2T3T4F5T6T
Optional extra: Make a Solar System poster on
continuous paper. Pair children up and give each pair a
job: making a planet, labelling the planets, drawing the
background and so on.

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Lesson 10 - SB Page 69 Optional extra: Children think of other questions, for
example: What will you eat? What will you see? Volunteers
tell the class their ideas about a trip to space.
Objectives
Wrap up
Language Divide children into groups. Tell them that it is now
the year 2200. Humans are living on other planets.
Vocabulary Ask children to invent a timeline of exploration from
astronomer, crew, land, launch, millionaire, orbit now to 2200.
Functions
Learn about progress made in space travel Continuous assessment
Skills Ask children to write three facts that they have learnt
Speaking about space exploration.
Discuss an imaginary space journey
Listening At home
Check answers
Reading Activity Book - page 69
Guess missing pieces of information
Answers
Writing
Complete information about space travel 1 1 true 2 true 3 true 4 true 5 false 6 false
2 1 Hubble Space Telescope 2 Laika 3 Valentina
Tereshkova 4 International Space Station 5 Neil
Materials Armstrong 6 Space shuttle

Digital Book
3 From top to bottom: 4, 3, 1, 6, 5, 2

Audio CD 2
Pictures of early space rockets and space shuttles

Warmer Review - SB Pages 70 & 71

Show pictures of space rockets, shuttles and so on. See
what children know about them and if they can guess Objectives
what the objects are, whether they carried people, and
which country they were from. Language
Lead-in Grammar
Find out what children already know about space travel. The Zero conditional
Ask questions like: Who was the first person on the moon? The future with will
What nationality was he? Have people ever been to Mars?
Functions
When did people first start to adventure into space?
Review the language of the unit

1 2.12 Children read and guess the missing Skills

words. Then they listen and check. Speaking
Write predictions for the future
Answers dog, two, Valentina, Neil Armstrong, Mars,
Earth, Telescope, Station, 20 million, 35 Listening
Listen for specific information
Optional extra: Children draw a timeline of space events
and add drawings and facts. Reading
Use the Future simple with will to discuss the future
2 Children plan a trip to space with a Writing
classmate. Understand a text and answer questions

Answers Child’s own answers

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 Unit 5
Optional extra: Split children into groups and get them
Materials to record their answers. As a groups they can decide on
the most likely answer and then present it to the class.
Digital Book
Audio CD2
Teacher’s Resource Material
3 Children read and answer the questions.
Sheets of poster paper Answers 1 Child’s own answers 2 A tiny nanocomputer.
3 No, you won’t need to, because all the information you
need will be uploaded straight into your brain.
Warmer 4 Yes, they will be able to upload themselves into the
Explain that a fortune teller is a person who claims to see body of a bird and go flying.
the future. Invite volunteers to pretend they are fortune
tellers. Ask children to get into pairs and tell them to say Optional extra: Ask children to read the text in pairs,
what will happen today. The sentences do not need to be helping each other with pronunciation when necessary.
realistic: Children will buy everybody pizza. A film star will
visit you. It will snow and we will go home. 4 Children write what the fortune teller says.
Lead-in Answers 2 You will become a successful actress
Tell children that you have a special robot snack machine. 3 You will have many dogs 4 You will visit the Mayan
Draw a simple machine on the board with some coloured pyramids 5 You will travel into space.
buttons. Invite them to suggest things that happen if you Optional extra: Ask children to get into pairs. Tell
press different buttons: If you press the red button, you get them to make predictions about a classmate: You’ll work
an apple. If you press the green button, you get popcorn. in a hospital.
Get children to read their sentences to each other.
1 2.13 Children listen and label.
Wrap up
Answers Red button: music; Letter F: hungry; Letter G: Divide the class into two teams. Tell them you will read
play a game; Microphone: voice message; Telescope: look out a sentence and they will have to say if the sentence
at Earth; Yellow button: tired is true or false. The first team to shout the correct answer
will score a point. At the end of the game, the team which
Audio CD 2 gets the highest score will be the winner. Your sentences
may be: Laika, the dog, was the first animal to step on
the moon (false). The solar system contains eight planets
2.13 (true), etc.
If you want to listen to music, press the red button. This game may be a bit noisy but it will spice up your
If you are hungry, press the letter F on the screen. lesson with great fun.
Press the letter G, if you want to play a game.
When you want to leave a voice message, use the Final evaluation
microphone.
Use the telescope when you want to look at Earth. Teacher’s Resource Material: Test Unit 5
If you are tired, press the yellow button.

Optional extra: Divide the class into small groups and At home
give each group a sheet of poster paper. Have children
draw a vending machine and decide what the machine Activity Book - pages 70 & 71
provides for each of its buttons. Then they should write at Answers
least three sentences about the machine buttons. Display
children’s work around the classroom. Have the class vote 1 1 will live 2 will live 3 will be 4 won’t have
on their favourite vending machine idea. 5 won’t go 6 will spend
2 Child’s own writing
2 Children talk about what they think the 3 1 Venus 2 Saturn 3 Sun 4 Pluto 5 Mercury
world will be like in 500 years. 6 Mars 7 Neptune 8 Uranus 9 Jupiter 10 Earth
They create a mural using a web tool such as http:// 4 1d2b3a4c
en.linoit.com/ or any other.

Answers Child’s own answers

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 Unit 5
Activity Book - pages 116
The Picture Dictionary on page 116 gives children an
illustrated reference of the main vocabulary in Unit 5
with extra listening practice.

More practice
Students do the interactive activities in The Young
Achiever’s Games in class or at home.

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 Language fun!
Units 0-5
SB Pages 72 & 73 false. Award points for correct sentence formation and
correct guessing.

Objectives 2 Children make some more comparisons

and play with a classmate.
Language
Optional extra: Divide children into groups and give
Grammar them some paper. Let them invent a board game, similar
• Review comparatives and superlatives to the one in activity 1 but with their own questions.
• Review the Future tense
• Review the Present simple 3 Children make a fortune teller.
Vocabulary
• Adjectives Answers Child’s own designs
Functions Optional extra: Let each child have their fortune told by
• Play a game making comparisons various children and then report back to the class what
the predictions for their life are and if they are happy or
• Make predictions about the future
not with them.
Skills
Speaking 4 Children tell their classmates’ fortunes.
• Use comparatives and superlatives in the context Answers Child’s own answers
of a game
• Make predictions about the future Optional extra: Play a memory chain game.
Say: I will have five children. Then ask a child to repeat your
• Describe people’s jobs
prediction and add another one: I will have five children.
I won’t work in a hospital. Continue around the room.

Materials
5 Children play Who is it?
• Digital Book
• Teacher’s Resource Material (available on Answers Child’s own answers
Richmond website) Optional extra: Divide the class into two teams. A
• Flashcards Units 1-5 (available on Richmond volunteer from team 1 comes out, chooses a profession
website) and then their team can ask just three questions before
• Sheets of paper guessing the job. If they guess correctly, they win a point.
Then team 2 has a turn.

Warmer Wrap up
Divide the class into teams. Show the unit 1-5 Flashcards Divide the class into four teams. Each person writes down
in random order. The first team to correctly name the a prediction. Two teams sit facing each other. The first
flashcard and make a sentence with the word wins it. The team holds up their predictions for ten seconds. When
team with the most flashcards at the end of the game is time is up, the other team has to say what each opponent
the winner. has written. Teams get a point for each correct answer:
Maria thinks that elephants will disappear.
Lead-in
Review different adjectives with the class and list them
on the board. For each one ask volunteers to make a
Continuous assessment
comparative or a superlative sentence. They can state real Teacher’s Resource Material: End of Term 2 Test
facts or make fun sentences. Optional extra: Children write some predictions
about their own lives.
1 Children play Let’s compare!
Optional extra: Divide the class into teams. Each team
must write five sentences using comparatives and
superlatives. Some of the sentences should be true
and some false. The teams take turns to read out their
sentences and the others must guess if they are true or

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 Language fun!
Units 0-5
At home
Activity Book - pages 72 & 73
Answers
1 Child’s own writing
2 Child’s own writing
3 Child’s own writing

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