4 D

Disaster!
isaster! ? What kind of weather
do you like or dislike?

1 Why did the boat catch fire? Watch and check.

2 Watch again. Order.

1 At first, it didn’t work! But then he tried again. STUDY
2 Why didn’t you go back to the beach? Were you listening to the
3 Now we’ve got a new idea for our blog … disasters! weather on the radio?
4 We couldn’t leave the island, so Dad had to phone for help! We weren’t listening to
5 Dad was listening to the radio. They said a storm was coming! 1 the radio.
We were listening to music.
6 We couldn’t take any pictures – we were running away.

3 Read and match.

1 They were getting warm a lightning hit the boat.
2 The sky went dark b because they were running away.
3 Lenny wasn’t feeling very well c when the journalist arrived.
4 When they were walking up the beach d when they were sailing to the island.
5 They didn’t get a picture of the fire e so they were looking after him.

4 Ask and answer.

1 How do you think each of the three children felt during the disaster?
2 How do you think they feel now? Why?

36 Language: past continuous and past simple

PB36 Disaster! | Unit 4

 Unit 4 Disaster!
Pupil’s Book p.36

PB36. ACTIVITY 2
Objectives
To present and recognise the past continuous and past Watch again. Order.
simple. • Ask pupils to read the sentences in Activity 2. Elicit the first
thing they heard. Play the Video again. Pupils watch again
Target language and put the sentences in the order they heard them. Ask
• Key language: past continuous and past simple, disaster, pupils to compare their answers in pairs. Then check answers
storm, island, beach, catch fire, lightning with the class.
• Revision: the weather, adjectives, spelling for -ing endings,
Key: 5, 2, 6, 4, (1), 3
helicopter

Warmer Presentation
• Invent or tell pupils a short story of a disaster that happened • Write the three sentences from the STUDY box on the board.
to you, which is weather-related, e.g. a flood in your house or Underline the past continuous in one colour. Elicit the name
your house being struck by lightning. At the end, say It was a of the tense.
disaster / It was terrible. Elicit if pupils have experienced any • Play the Video from Activity 1 again. When pupils hear the
similar disasters. Tell pupils the theme of Unit 4 is Disaster past continuous, they put their hands up. Pause the Video
and write it on the board. Draw a line from Disaster and write and elicit what was said. At the end, elicit a story summary
Weather. Tell pupils many disasters are caused by the weather. from pupils.
• Draw a circle around Weather on the board and write one
or two of the words you mentioned to start the mind map. PB36. ACTIVITY 3
Brainstorm weather words and create a mind map on the
board. Pupils copy the mind map into their notebooks. Read and match.
• Pupils do the activity in pairs. Check answers with the class.
PB36. Extra support Have the sentence halves on separate strips of

What kind of weather do you like or dislike? paper and ask pupils to work in pairs and match them.
• Show page 36 on the whiteboard. Focus pupils on the photo. Key: 1 c, 2 d, 3 e, 4 a, 5 b
Ask what type of weather pupils like/dislike. Give pupils time
to discuss and then elicit ideas from the class. Add any extra
weather words to the mind map. PB36. ACTIVITY 4

Ask and answer.

PB36. ACTIVITY 1 • Focus pupils on Activity 4. Ask them to discuss the questions
in pairs and then compare their answers with another pair.
Why did the boat catch fire? Watch and check.
• Ask a volunteer from each group to report their answers.
• Tell pupils to open their Pupil’s Books at page 36. Focus them
on the photo. Elicit the names of the characters and where AB36. Answer key, see page T101
they are. Make sure pupils understand catch fire. Elicit possible
answers from pupils, but don’t confirm them at this stage. Ending the lesson
• Play the Video. Pupils watch and check. Play the Video • Elicit from pupils what they remember about disaster stories
and then get pupils to compare their answers in pairs and from the Warmer.
feed back.
Key: Lightning hit the boat and it caught fire.

Video Scripts can be downloaded from Teacher Resources on

Cambridge One.

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 4, Reinforcement worksheet 1
Video
• AB94 and PB94–95 – Grammar reference 4
• T114 – Consolidation activity: Role play
• T114 – Extension activity: Timeline

Unit 4 | Disaster! T36

 Unit 4 Disaster!
Pupil’s Book p.37

Objectives Presentation
To practise using the past continuous and past simple to talk PB37. ACTIVITY 3
about interrupted past actions and sing a song.
What were you doing when it happened? Write three
Target language sentences.
• Key language: past continuous and past simple, feel ill, • Focus pupils on the Activity 3 instructions. Elicit an example
hurt, cut from pupils, using one of the photos and one piece of text,
• Revision: weather vocabulary, telling the time, daily e.g. I was making sandwiches when I cut my hand. Write it
activities on the board. Underline the past continuous in one colour
and the past simple in another. Use a timeline to show that
the past continuous happened over a period of time and was
Warmer interrupted by the past simple action. Ask pupils What was
• Review the past continuous by asking different pupils questions, happening over a longer time? (making sandwiches). What
e.g. What were you doing at eight o’clock yesterday evening? happened suddenly / interrupted it? (cut my hand).
• Pupils copy the example into their notebooks together with
PB37. ACTIVITY 1 the timeline, using the appropriate colours. Check pupils
understand the key vocabulary. Pupils work in pairs and orally
Can you remember the last lesson? Watch the make as many sentences as they can. Monitor and support
language video. where necessary. Elicit the sentences from the pairs to check.
• Show page 37 on the whiteboard. Ask pupils to watch and • Pupils write at least three sentences in their notebooks.
complete the activity in the Video.
• Play the Video. Extra support Elicit other examples for more practice.

PB37. ACTIVITY 4
Video Scripts can be downloaded from Teacher Resources on
Cambridge One. Play the game. Guess it in five.
• Focus pupils on the Activity 4 instructions and on the
Song example. Check understanding and demonstrate using open
pairs. Make pairs.
PB37. ACTIVITY 2
• Pupils play the game, using their sentences from Activity 3.
Read and guess. Listen and check. Then do karaoke.
• Tell pupils to open their Pupil’s Books at page 37. Focus on PB37. ACTIVITY 5
Activity 2. Remind pupils of the unit theme (disasters) and
focus them on the questions in the song.
Choose one of your sentences and continue the story.
• In pairs, pupils read the song with gaps and try to predict Write 20–30 words.
what the missing words are, using the words in the box. • Focus pupils on Activity 5. Ask them to choose one of the
• Play the Audio for pupils to check. Check with the class. sentences from Activity 3 and continue the story.
Play the Video for pupils to follow the complete text in their • Ask them to write in their notebooks. Remind them of the
books. Play it a third time for pupils to repeat, line by line and word limit.
then verse by verse.
AB37. Answer key, see page T101
• Pupils sing it as a class and then in three groups (one for each
section). Play the first version on the Video and then the
karaoke version. Groups swap roles and repeat.
Ending the lesson
• Pupils sing the song from the beginning of the lesson again in
Key: 2 skating, 3 playing, 4 eating, 5 swimming, 6 sailing, three groups.
7 climbing, 8 sitting

31 32
As in Pupil’s Book Karaoke Version

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 4, Extension worksheet 1 and Song worksheet
Audio 31–32 Video
• AB94 and PB94–95 – Grammar reference 4
• T114 – Consolidation activity: Palms up or down?
• T114 – Extension activity: Survey

T37 Disaster! | Unit 4

1 Can you
ou remember the last lesson? Watch
ch the lang
gu
uage vi
video.
o. 4

2 31–32 Read and guess. Liste

ten and check
ck. Then
en do
do karaoke.

climbing eating playing sailing sitting skating swimming walking

What were you doing when the storm began? (1) walking
I was up the mountain,
When the lightning hit and the water ran. (2)
He was over the lake,
Where were you when the rain came down? (3)
We were in the park,
On the mountain, at the beach, in the forest or the town. (4)
She was a piece of cake.
(5)
They were in the river,
He was (6) on the sea,
She was (7) up a wall,
I was (8) under a tree.

3 What were you doing when it happened? Write three sentences.

hurt my knee dropped my mobile phone lightning hit the tree started to feel ill

teacher saw me cut my hand it started to rain mother took a photo of me

4 Play the game. Guess it in five.

I was having a picnic when it started to rain.
What was I doing when it started to rain? Were you having a picnic? Yes, I was.

5 Choose one of your sentences and continue the story. Write 20–30 words.
1 What did you do? 2 What happened next?

Practice: past continuous and past simple 37

Unit 4 | Disaster! PB37

 1 Read the blog. How high was the wall of seawater in Messina?
ALL BLOGS MY BLOG NEW POST

K id’s Box
R epor ts Disasters sometimes happen, as we recently
found out. We decided to find out about some
famous disasters.

Disasters
The Hindenburg was one of the
This ship is called the Titanic. On biggest airships ever built. On 6
14 April 1912 it was sailing across May 1937, when it was arriving
the Atlantic Ocean when it hit an in the USA, it caught fire. People
iceberg. They couldn’t see the think this happened because
iceberg because of the fog. lightning hit it during a storm.

Hurricanes are very dangerous When a volcano erupts, it throws

storms with strong winds. The hot liquid rock and gases into the air
worst Atlantic hurricane in through the hole at the top. When
history was the Great Hurricane Krakatoa erupted on 26 August 1883,
in 1780, from 10–16 October. it made the loudest sound ever heard.

On 1 November 1755 an
On 28 December 1908, a tsunami
earthquake hit Lisbon,
hit Messina, in Italy. The enormous
in Portugal. The ground
wall of seawater was about ten
moved for ten minutes. The
metres high. How high do you think
earthquake destroyed most
the seawater is in this picture?
of the buildings in the city.

2 Read again and correct the sentences.

1 The Titanic hit an iceberg on 14 July 1912. 5 The Great Hurricane was in 1870.
2 The Titanic was sailing across the Pacific Ocean. 6 Krakatoa, the volcano, erupted on 28 August.
3 The Hindenburg disaster was on 16 May 1937. 7 The Lisbon earthquake was on 1 November 1575.
4 The Hindenburg airship was arriving in the UK. 8 The tsunami was on 28 October 1908.

3 Ask and answer.

1 Which do you think was the worst disaster? 2 What was the worst weather you can
Why? remember? What were you doing?
I think the earthquake was the worst disaster I remember a hurricane. I was
because the ground moved for ten minutes. playing with my brother at home.

38 Vocabulary: disasters and months

PB38 Disaster! | Unit 4

 Unit 4 Disaster!
Pupil’s Book p.38

PB38. ACTIVITY 2
Objectives
To read about disasters around the world and review Read again and correct the sentences.
ordinals and months of the year. • Focus pupils on the Activity 2 instruction. Ask them to read
the texts silently and think about the differences between the
Target language texts and the statements.
• Key language: ordinals, months, superlatives, iceberg, • Discuss their ideas as a class, reminding them to say what
hurricane, volcano, erupt, liquid rock, gas, hole, enormous, is wrong about the statements. Check comprehension of
earthquake, destroy, tsunami, lightning, storm, destroy, vocabulary by referring pupils back to the texts.
erupt in, on (for dates)
• Additional language: Titanic, Hindenburg Extra supportDemonstrate two or three examples as a class
• Revision: weather, past narrative tenses before pupils complete this independently.
Key: 1 14 April, 2 Atlantic Ocean, 3 6 May, 4 USA, 5 1780,
Warmer 6 26 August, 7 1755, 8 December
• Write Disasters on the board. Elicit recent disasters that have
happened around the world, giving pupils clues if necessary. PB38. ACTIVITY 3
Write them on the board, introducing the new vocabulary, if
appropriate, e.g. hurricane, flood, tsunami. Ask and answer.
• Ask What can you see at the top of a volcano? to elicit hole. • Focus pupils on the Activity 3 instruction and the examples.
Write it on the board and ask a pupil to spell it. Explain Ask pupils to discuss the questions in pairs and then feed back
enormous is an adjective and it means the same as huge. Ask to another pair. Discuss as a class. Encourage pupils to give
pupils to say things that are enormous. Discuss what they reasons for their answer to question 1.
know about the disasters.
Extra challenge To check understanding of years, elicit the
sequence of the disasters (which happened first / most recently).
PB38. ACTIVITY 1
AB38. Answer key, see page T101
Read the blog. How high was the wall of seawater
in Messina? Ending the lesson
• Show page 38 on the whiteboard. Ask pupils some questions • Put the first letter of each month on the board and elicit/
about the text to predict what it is going to be about, e.g. review the months of the year.
What is the blog about this week? How many disasters are
you going to read about? From looking at the pictures, what
do you know about these disasters?
• Tell pupils to open their Pupil’s Books at page 38. Focus them
on Activity 1 and on the activity instructions. Ask a pupil to
read the instructions aloud. Check understanding.
• Ask pupils to read the blog quickly and find the answer to the
question. Reassure them that they will read it again later in
the lesson. Pupils check the answer in pairs and then check as
a class.
Key: ten metres

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 4, Reinforcement worksheet 2 and Extension
worksheet 2
• AB94 and PB94–95 – Grammar reference 4
• T114 – Consolidation activity: Important dates in my life
• T115 – Extension activity: Date bingo

Unit 4 | Disaster! T38

 Unit 4 Disaster!
Pupil’s Book p.39

5 It’s sunny, but there are some clouds and a rainbow in the
Objectives sky. The children are in a field. They’re reading comics on
To practise months, ordinal numbers and narrative past tenses. a blanket.
6 It’s grey and foggy. The children are playing in the garden.
Target language They’re jumping in the leaves. There’s a fire because their
• Key language: months, break (leg), drop, erupt, fall down, father’s burning leaves. He’s wearing an old brown hat.
hit 7 It’s grey and foggy. Outside we can see that there aren’t
• Revision: weather, holiday/daily activities, present any leaves on the trees in the garden. The children are
continuous, past continuous, past simple reading comics next to the fire in the living room.
8 It’s sunny, but there are some clouds in the sky. Some boats
Warmer are sailing on the lake.
• Invite 12 pupils to come to the front of the class. Whisper one 9 The children are eating sandwiches next to the fire in the
different month to each one. They quickly form a line to show living room. Outside we can see it’s foggy and snowing
the sequence of the months. Each pupil then says their month heavily.
and the class says if the order is correct. Repeat, but this time 10 It’s sunny. The children are having a picnic at the beach.
pupils must stand in alphabetical order. Some boats are sailing on the sea.

PB39. ACTIVITY 1 PB39. ACTIVITY 3

Listen and repeat the chant. Ask and answer.

• Show page 39 on the whiteboard. Focus pupils on Activity 1. • Pupils do the activity in pairs, using the prompts.
Play the Audio for pupils to listen. Play the Audio again
for pupils to listen and repeat.
PB39. ACTIVITY 4
33
Cross out the extra word.
As in Pupil’s Book
• Pupils work individually and cross out the incorrect word in
each sentence. They check in pairs. Check with the class.
PB39. ACTIVITY 2
Key: 1 to, 2 the, 3 was, 4 do, 5 many, 6 the, 7 did, 8 the
Listen and say the months.
• Tell pupils to open their Pupil’s Books at page 39. Focus them
on the pictures for the 12 months. Point to the pictures on the PB39. ACTIVITY 5
whiteboard. Ask a pupil to read the activity instruction aloud
and check understanding.
Read the notes and write about what happened.
• Ask a pupil to read the prompts for the first line of the story
• Play the Audio. The first time, pupils point to the picture of
aloud. Ask another to read the first line of text (bottom right
the month and whisper it to their partner. Play the Audio
of the page) and check pupils understand that this is made
again. Elicit the month in chorus from pupils.
from the first line of prompts.
• Discuss with the class what the children are doing in the
• Pupils work in pairs and orally complete the story first. Elicit
different pictures to check vocabulary. Ask pupils if this is
the story from pairs around the class.
what they do during the different months. Elicit some other
ideas (prompt them to use the present simple). • Pupils then write the complete story in their notebooks.

34 Key: She fell down and broke her leg. An ambulance came and took
her to hospital. When the nurses were carrying Jane into hospital,
1 It’s sunny and windy. There are a lot of red apples on the
they dropped her. Now Jane is in hospital with a broken leg and a
trees. They’re falling and there are some on the ground. broken arm.
2 It’s sunny and windy. The children are flying their kites in a
field. There are a lot of small, yellow flowers. AB39. Answer key, see page T101
3 It’s sunny and raining. There are a lot of big, yellow flowers
in the field and there’s a rainbow in the sky. Ending the lesson
4 It’s hot and sunny. The children are having a picnic next to • Ask pupils what their favourite month of the year is and why.
the river and there are some apples on the blanket.

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 4, Photocopiable 4
Audio 33–34
• AB94 and PB94–95 – Grammar reference 4
• T115 – Extension activity: The other hemisphere

T39 Disaster! | Unit 4

1 33 Listen and repeat the chant. 4
Janu
Janu
nuar aryy, Feb
eebru
brua
uar
aryy, Mar
arch
ch,
ch
Ap
A pri
pri
rill,l, Mayy, JuJunne,
e,
JJu
July
uly,
ly Au Augugust
g st,
st
t SSe
Sept
p em
pt embeberr,
b
Octttober,
Oc o , November,ove
vemb , Decem
D em embe
berrr.
2 34 Listen and say the months.

1 It’s sunny and windy. There are

a lot of red apples on the trees … September.

January February March April May June

July August September October November December

It’s February.
Some children are reading comics. They’re
3 Ask and answer. sitting in their living room next to the fire.
What can you see?

4 Cross out the extra word.

1 What were they to doing on Wednesday 5 The lightning hit many my car on 19 August.
13 November? 6 My birthday was in the January.
2 There was a very bad storm on the 31 May. 7 The fire did started on 29 June.
3 They couldn’t see because of was the fog. 8 In Antarctica there’s a the lot of ice.
4 Why was do he running?

5 Read the notes and write about what happened.

Friday 13 March was a terrible day for Jane. What happened?
when / go downstairs / put / foot / on / toy car
When Jane was going
fall down / break / leg
ambulance / come / take / to hospital
downstairs, she put her
when / nurses / carry / Jane / into hospital / drop foot on a toy car.
now / Jane / in hospital / with / broken leg / and / broken arm

Practice: disasters and months 39

Unit 4 | Disaster! PB39

 e skil lss
d life
Sou ndss and
Thinking
g creatively
1 Watch the video. When did the young people
feel afraid, excited, sick and worried?
Pronunciation focus
2 35 Listen and write the circled words in
the correct sound column in the table.
REPORTER: Why didn’t you go back to the beach ?
STELLA: Because we were very near the island .
So we decided to wait there for the weather to get better.
LENNY: Yeah, we were walking up the beach to find somewhere safe , when lightning
hit the boat and it caught fire!
STELLA: We couldn’t leave the island, so Dad had to phone for help!
A E I O U
sailing sea sky hello rescue

3 36 Listen and complete the rhyme with words from Activity 2.

There’s a bad storm with rain and .
The ’s on fire and it’s very, very frightening.
Here comes the helicopter over the .
I hope it’ll my friends and me!

4 Look at the quiz in the magazine and write 5 In pairs, ask and answer
more questions. questions from the
quiz. Can you think of
interesting reasons?
Why didn’t you … ?
Are you good at thinking of reasons and excuses
for not doing things? Do the quiz and find out.
Why didn’t you eat your breakfast? Useful language
Why didn’t you go to the park yesterday? Why didn’t you … ?
Why didn’t you come to class on time? Because …
Why didn’t you ?
Why didn’t you ?

40 Sounds and life skills: the vowel sounds | creative thinking

PB40 Disaster! | Unit 4

 Unit 4 Disaster!
Pupil’s Book p.40

35
Objectives As in Pupil’s Book
To practise the pronunciation of the vowel sounds A /eɪ/
/eɪ/,
E /iː/
/iː/, I /aɪ/
/aɪ/, O /əʊ/
/əʊ/, U /uː/
/uː/. PB40. ACTIVITY 3

Target language Listen and complete the rhyme with words from
• Key language: pronunciation of words with the vowel Activity 2.
sounds /eɪ/, /iː/, /aɪ/, /əʊ/, /uː/: beach, fire, island, • Focus on Activity 3. Read the poem aloud without the missing
frightening, lightning, boat, phone, safe, wait, you, we words. Ask pupils if they heard any words with a vowel sound.
• Additional language: Why didn’t you …? Because … • Pupils listen and complete the rhyme.
• Revision: past form of familiar verbs • Pupils check answers with a partner. They practise saying the
rhyme in pairs.
Warmer Extra challenge Ask pupils to suggest other words that rhyme
• Write the chant on the board: with rain (train, plane), and sea (key, free, knee).
A, why didn’t you say? O, why didn’t you know? Key: lightning, boat, sea, rescue
E, why didn’t you see? U, why didn’t you …
I, why didn’t you buy? 36
• Practise the chant as a whole class and then in groups. As in Pupil’s Book and Key

Presentation PB40. ACTIVITY 4

PB40. ACTIVITY 1
Look at the quiz in the magazine and write more
Watch the video. When did the young people feel questions.
afraid, excited, sick and worried? • Focus pupils on the first two lines of the Video Script in
• Show page 40 on the whiteboard. Tell pupils they are going to Activity 2. Remind pupils we use because to give reasons and
watch the Video. Ask pupils where the characters are. excuses. Ask Why didn’t you do your homework? and elicit
• Play the Video and then ask When did the characters feel excuses: Because …my dog ate it! / I left it on the bus!
afraid? When did they feel excited, sick, worried? • Ask Are you good at thinking of reasons and excuses?
• Ask pupils what makes them feel afraid. • Pupils write the questions and write two more.

Key: The characters were afraid and worried about the storm and
PB40. ACTIVITY 5
when the phone didn’t work. Lenny felt seasick. They felt excited
when the helicopter came.
In pairs, ask and answer questions from the quiz. Can
you think of interesting reasons?
Video Scripts can be downloaded from Teacher Resources on • Ask pupils to read the questions, think of possible reasons,
Cambridge One. and write answers.
• Pupils then ask each other their questions and give their
Pronuncation focus reasons/excuses.
• Monitor and note any errors for feedback at the end of the
PB40. ACTIVITY 2
activity.
Listen and write the circled words in the correct sound
AB40. Answer key, see page T102
column in the table.
• Play the Audio. Pupils read and listen. Pause after the first Ending the lesson
circled word and ask pupils to call out the vowel sound.
• Draw an island on the board. Tell pupils it’s AEIOU Island and
• Play the Audio again. Ask pupils to listen and read the it can only have AEIOU things on it, e.g. trees, lions, snow.
dialogue again and write the rest of the circled words in the Write pupils’ suggestions on the board.
correct columns. Check answers.
Key: A = wait, safe, E = beach, we, I = island, lightning, fire,
O = boat, phone, U = you

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Downloadable Activity Book Teaching Notes
• Teacher Resources: Unit 4, Downloadable Activity Book Audio Script
Audio 35–36 Video
• AB94 and PB94–95 – Grammar reference 4
• T115 – Consolidation activity: Recording information

Unit 4 | Disaster! T40

 Unit 4 Disaster!
Pupil’s Book p.41

37
Objectives Diggory Bones: Give me The Baloney Stone! You … you …
To read a story and review language from the unit. Brutus Grabbe: You can have the stone back when you help
me to get what I want.
Target language
Diggory Bones: That group of stars is called the ‘Canis Major’,
• Key language: language in the story, is called, too which means ‘The big dog’.
dangerous, New Year
Emily: And the brightest star on the dog’s nose is called
• Additional language: Canis Major, Sirius ‘Sirius’.
• Revision: character names, language from the unit Diggory Bones: What’s the date today, Emily?
Emily: 21 July, why?
Warmer Brutus Grabbe: Today is the beginning of the Ancient
• Review the story so far with pupils. Elicit the name of the city Egyptian year.
where they were in the last episode (Alexandria) and which Brutus Grabbe: There’s the cave over there!
country that city is in (Egypt). Elicit who was there and what
Diggory Bones: Night’s falling and a storm’s coming. It’s
job Brutus was doing. Ask what pupils remember about the
going to be very dark!
secret cave. Ask pupils if they think Brutus is going to find it in
this episode. Brutus Grabbe: Is it too dangerous for you, Bones?
Diggory Bones: No … I understand these places better than
you, Brutus. I’m not afraid.
Story
Diggory Bones: In the Ancient Egyptian calendar, Sirius
PB41. showed the opening of the New Year.
Brutus Grabbe: Today, it’s going to show us the ‘opening’ of
Diggory Bones the secret cave!
• Show page 41 on the whiteboard. Focus pupils on the first
Brutus Grabbe: It’s really hot down here.
scene of the story. Elicit who is going to be in this episode
Diggory Bones: When we were looking at the stars, I
(Diggory, Emily, Brutus).
remembered the terrible disaster.
• Play the Video with books closed.
Emily: A volcanic eruption destroyed Ancient Alexandria and
• Tell pupils to open their Pupil’s Books at page 41.
then a tsunami covered the city with water.
Brutus Grabbe: Aagh! We’re walking near a volcano!
PB41. ACTIVITY 1
Diggory Bones: Run to the light, Emily!
What terrible disaster happened in Ancient All: Aagh!
Alexandria? Why is it going to be very dark? AB41. Answer key, see page T102
• Focus pupils on the story. Tell them to read quickly and find
out if they get to the secret cave (Yes, they do).
Ending the lesson
• Focus pupils on the questions: What terrible disaster
• Ask pupils which chant/song they’d like to do again from the
happened in Ancient Alexandria? Why is it going to be
unit. Do it together to end the lesson.
very dark? Play the Video again. Pupils watch to find the
answers. They check in pairs with books open. Check with
the class.
• Play the Audio. Pupils listen and read. Pause after each
frame for pupils to repeat.
• To finish, check general comprehension by asking, e.g. What
is Sirius? What time of day is it? What’s the weather like? Why
was it hot in the cave, do you think? What happened at the
end of the episode?
Key: A volcanic eruption and a tsunami. Night is falling and there’s
going to be a storm.

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Downloadable Activity Book Teaching Notes
• AB94 and PB94–95 – Grammar reference 4
Audio 37 Video
• T115 – Consolidation activity: Role play
• T115 – Extension activity: Birthday chart

T41 Disaster! | Unit 4

 37
Diggory Bones 4

Give me The
What’s the
Baloney Stone! That group of stars is date today,
You … you … called the ‘Canis Major’, Emily? 21 July, why?
which means ‘The bigg dog’.
g

You can have the

And the brightest
stone back when
star on the dog’s Today is the beginning
you help me to get
nose is called ‘Sirius’. of the Ancient
what I want.
Egyptian year.
Is it too No … I
There’s the dangerous understand In the Ancient Egyptian
cave over there! for yyou, these places calendar, Sirius showed the
Bones? better than opening of the New Year.
you, Brutus.
I’m not afraid.

Night’s falling and a

storm’s coming. It’s
going to be very dark! Today, it’s going to
show us the ‘opening’
of the secret cave!

It’s really hot Aagh! We’re walking

When we were looking at near a volcano!
down here.
the stars, I remembered
the terrible disaster.

A volcanic eruption
destroyed Ancient
Alexandria and Run to the
then a tsunami light, Emily!
y Aagh!
covered the city
with water.

1 What terribble dissaster haappenned in Anccient Alexanndriaa?

Why is it going
g to be
e very dark
k? Story: unit language in context 4
41

Unit 4 | Disaster! PB41

 Wh
W ere
her e fin d vol can oes?
n we
e can
1 38 Listen and read. What causes volcanoes?

www.planetwonderswow.com
[KBx3_IN_L5_PB_
U04_p042_x01_i03]

ci fic Ring of Fir e H ve you ever heard of Pompeii?? On

Ha he year 79, nearly 2,000NEW
O 24 August in th yearsPHOTO
ago, a nearbyy
Pa volccano called Vesuvius erupted t of Pompeii in rock and ash.
d and covered the ciity
Veesuvius is in Ita
t ly, but did you kn
k ow that there arre volcanoes all over the world,
wo and
th
hat
a one of the most active zoness is the Pacific Ringg of Fire? It’s an area in
n tthe Pacific
Oce
cean where therre are almost 75% % of the Earth’s volc
lcanoes.

The rea
easo
sonn th
so ther
eree ar
aree so many The movement of tectonic plates
es also They can use this energy to hheeat houses, make ke hot
volcanoes
l in
i the
h Ring
Ri off FiFire is
i causes earthquakes, and around 90%
0 of water and even make electri ricity. Many cou
ri ou
ountries,
because of tectonic plates, which these happen in the Pacific Ring of Fire. including the United Stateses, Indonesia,
es a,, JJapan,
are layers of rock just below w the New Zealand and the Philililippines, alre
ree use
ready
One of the positive things that
Earth’s crust. The places whher ee geothermal energy.
comes from the Pacific Ring of Fire is
two plates meet are called plate
geothermal energy. Magma is the
boundaries, and when the
name of the very hot liquid rock that is
plates move, which they do a lot,
deep underground. Around round ththe Pacific
mountains and volcanoes form
Ring of Fire magma
aggma is very close to the
agma
between them. Many of these
Earth’s crust,
ust, which makes it easier for
plates meet at the Ring of Fire,
e ginee
en neer
eers to use
se this heat from the
which is why so many volcanoes
ou d as a source of green energy..
grround
rrou
appear in the area.

2
2 Read again and complete the diagrram.
tectonic plates magma 1
the Earth’s crust plate boundary

3 Are there volcanoes in your country? 4

Are they active, dormant or extinct?
What other volcanoes do you know about?
There are a lot of volcanoes in my
country but they’re all dormant. FIND OUT MORE
What is the largest volcanic
I know about Mount Saint Helens, which eruption in history?
is an active volcano in the United States.

42 Geography and History: natural landscapes | critical thinking

PB42 Disaster! | Unit 4

 Unit 4 Disaster!
Pupil’s Book p.42

PB42. ACTIVITY 2
Objectives
To learn about how volcanoes form and talk about Read again and complete the diagram.
volcanoes pupils know. • Focus pupils’ attention on the words in blue in the text.
Drill the words chorally and elicit what the words relate to
Target language (geographical elements associated with volcanic activity).
• Additional language: ash, Earth’s crust, Pacific Ring of Fire, • Focus pupils on Activity 2. Point to the diagram and ask what
plate boundaries, tectonic plates it shows. Ask pupils to label the diagram individually and then
• Revision: August, earthquakes, electricity, energy, allow them to check their answers in pairs. Review answers as
engineers, erupt, mountain a class.
Extra challenge Divide the class into groups of three or four.
Warmer Have pupils take turns to define the terms they used to label the
• Write Volcano on the board. Ask pupils to think of any words diagram and say how they relate to volcanic activity.
they remember. Add them to the board as a mind map.
Tell pupils they are going to learn more about volcanoes in Key: 1 the Earth’s crust, 2 plate boundary, 3 tectonic plates,
4 magma
this lesson.

PB42. PB42. ACTIVITY 3

Where can we find volcanoes? Are there volcanoes in your country? Are they active,
• Show page 42 on the whiteboard and focus pupils on the dormant or extinct? What other volcanoes do you
question. Give pupils time to discuss the question together. know about?
Elicit ideas from the class, but don’t confirm them at this stage. • Pupils stay in groups to discuss the questions. Point to the
• Play the Video for pupils to watch and answer. Pupils speech bubbles and invite volunteers to read the sentences
compare ideas in pairs. Check the answer with the class. aloud. Make sure pupils understand the difference between
dormant and extinct.
Key: the Pacific Ring of Fire
• Ask Do you know Mount Saint Helens? Ask pupils to share
what they know with the class. Pupils discuss the questions
in their groups. Following the activity, invite pupils to share
Video Scripts can be downloaded from Teacher Resources on
information with the class.
Cambridge One.

PB42. ACTIVITY 1
FIND OUT MORE
• Point to the FIND OUT MORE box and read the question
Listen and read. What causes volcanoes? together with pupils. Tell them they are going to search for
• Tell pupils they’re going to read about an area in the Pacific the answer to the question online.
Ocean where most of the world’s volcanoes are formed. Ask • Assign this activity as homework and tell pupils they will share
pupils to open their Pupil’s Books at page 42. Focus them their findings in the next class.
on Activity 1 and elicit ideas. Explain that earthquakes often • Ask pupils to do an internet search at home to find out the
happen near places that experience volcanic activity. Remind answer to the question. Remind them to ask an adult for
pupils about tectonic plates and their movement. permission first.
• Play the Audio. Pupils listen and read, and then answer the
question. Pupils check in pairs. Check answers as a class. AB42. Answer key, see page T102

Key: the movement of tectonic plates

Ending the lesson
38
• Elicit what pupils enjoyed most about the lesson and why.
Ask What was the most surprising thing you learnt?
As in Pupil’s Book

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Subject worksheet
• AB94 and PB94–95 – Grammar reference 4
Audio 38 Video
• T115 – Consolidation activity: My own wordsearch

Unit 4 | Disaster! T42

 Unit 4 Disaster!
Pupil’s Book p.43

PB43. ACTIVITY 2
Objectives
To learn about the geography of Iceland and talk about Underline which to give extra information in the
places in the world that are famous for their landscapes. message in Activity 1.
• Explain to pupils that non-defining relative clauses help us to
Target language
provide additional information. Point to the Learning to write
• Additional language: dramatic, geysers, glaciers, Iceland, box. Read the example sentence together with pupils and
jets, landscape, lava fields, rivers, waterfalls elicit which as the word that introduces the relative clause
• Revision: ash, Earth’s crust, environment, erupt, eruptions, which explains what tectonic plates are.
geography, Ring of Fire, tectonic plates, volcanic • Ask Why are there so many volcanoes in the Ring of Fire?
What are tectonic plates? Help pupils notice that the two
Warmer clauses work equally well as separate sentences. Pupils
• Show the FIND OUT MORE feature from page 42 on the complete the activity on their own and then check answers in
whiteboard. Read out the question. pairs. Review answers as a class.
• In pairs, ask pupils to talk about what they learnt from their Extra support Give other example sentences with non-defining
internet search. Feed back as a class. clauses and ask pupils to identify the extra information, e.g. Ten
percent of Iceland is covered by glaciers, which are large bodies
DID YOU KNOW …? of thick ice.
• Show page 43 on the whiteboard. Point to the photo in
the DID YOU KNOW …? box and ask What is it? Accept all PB43. ACTIVITY 3
reasonable answers at this stage. Have pupils cover their
books. Ask pupils What is the largest volcano in the world? In pairs, discuss places you know that are famous for
Ask them to uncover their books and invite a volunteer to their landscape. Write your ideas in your notebook.
read the information. • Elicit the type of text presented in Activity 1. Tell pupils they
• Ask pupils if they are surprised that most of the volcano is are going to write a similar message about a place they have
underwater. Ask Can you think of any geographical features visited and that this activity will help them with ideas.
where a small part appears above the water? (icebergs). • Put pupils into pairs to discuss the questions. Make sure both
Encourage pupils to share what they know about icebergs. partners make notes as they will need them for the Activity
Book Ready to write activity on page 42.
PB43. ACTIVITY 1
AB43. Answer key, see page T102
Read the message. What is Iceland famous for?
• Focus pupils on the photo in the message. Ask Which country
PB43.
is it? Focus pupils on the question in Activity 1 and elicit ideas.
Give pupils time to read the message individually and elicit PROJECT
answers. • Teaching notes for the Project can be downloaded from the
• Ask What is produced in Iceland and some countries around Teacher Resources on Cambridge One.
the Pacific Ring of Fire? (electricity). Elicit what the countries
use to produce electricity. Ending the lesson
Key: Iceland is famous for its dramatic geography: volcanoes, • Review with pupils what they have done and what they have
geysers and glaciers learnt about in today’s lesson.

Digital Classroom Extra Resources

Presentation Plus: Unit 4 Practice Extra • Teacher Resources: Unit 4, Downloadable Activity Book Teaching Notes
• AB94 and PB94–95 – Grammar reference 4
Test Generator: Unit 4 Test
• T115 – Consolidation activity: Spot the mistake
• T115 – Extension activity: Natural landscapes vocabulary

T43 Disaster! | Unit 4

 DID YOU KNOW…? 4
1 Read the message. What is The largest volcano in the world is
Iceland famous for? Mauna Loa in Hawaii. At 9,159 metres
high, it is bigger than Mount Everest
.
However, 5,000 metres of that is und
erwater!

To: Petra Subject: Iceland is amazing!

Hi Petra,
During the summer holiday, I visited the amazing island of Iceland. Iceland is a volcanic island in the
North Atlantic Ocean, which is famous for its dramatic geography.
In Iceland, you can see geysers, which are holes in the ground that blast out jets of water and steam.
There are also natural hot springs, huge lava fields and glaciers. In fact, glaciers cover 10% of the island.
Sometimes there are volcanic eruptions and I learnt that, back in 2010, a volcano erupted and filled the sky
with ash. It meant that all planes in about 20 countries couldn’t take off!
Iceland uses its interesting geography to make electricity.
In fact, the island makes electricity by using power from
its rivers and waterfalls and heat from the ground, which is
very good for the environment.
I hope I can go back to Iceland again one day because it
is a fantastic place. I’ll tell you more about my trip when
I see you!
Bye for now,
Eric

2 Underline which to give exttra information in the message in Activity 1.

Learning to write:
Which to give extra information
We can use which to give extra information.
The reason there are so many volcanoes in the Ring of Fire is because of
tectonic plates, which are layers of rock just below the Earth’s crust.

3 In pairs, discuss places you know that are famous for their landscape.
Write your ideas in your notebook.

Ready to write:
Go to Activity Book page 42. Make a presentation on a
volcanic eruption.

Geography and History: natural landscapes | learning to learn 43

Unit 4 | Disaster! PB43

 Units 3 and 4

1 Read the letter and write the missing words.

Dear Aunt Anika,

I’m writing to tell you about the great time we had last weekend.
I think Mum told you we were going to Manchester on Saturday.
Well, we went to the stadium to see a football game, because
Manchester United were playing against Liverpool. I really
enjoyed it but, sadly, Liverpool didn’t (1) .
(2)
They 1–0.
On Sunday we spent the day exploring the city.
We got lost because we didn’t have a (3) .
(4)
No problem! We asked a police officer for and he showed us where to go.
We visited the Lowry Museum which had some interesting paintings by a famous
(5)
from Manchester, L S Lowry. There is a picture of the museum attached to
this email. Hope you like it.
Yours,
Jamie

2 39 Listen and write. There is one example.

1 Who was he visiting: grandad

2 Where did they go first:
3 Address: Road
4 Opening times: From 10:00 to
5 Where they had lunch:
6 Transport home:

44 Review: units 3 and 4

PB44 Review | Units 3 and 4

 Review Units 3 and 4
Pupil’s Book p.44

39
Objectives 1 Where did William go yesterday?
To review language from Units 3 and 4 and listen to a story. William: Hello.
Holly: Hello, William. How are you?
Target language
William: Hi, Holly. Fine, thanks.
• Key language: vocabulary and language from Units 3 and 4
Holly: Where were you yesterday? I didn’t see you.
• Additional language: Manchester, Manchester United,
William: No, I was in London visiting my grandad.
Liverpool, Lowry Museum, L S Lowry
Holly: Wow!
Materials Can you see the answer? Now you listen and write.
• Key vocabulary from Units 3 and 4, each word written on 2 Where did they go first?
a small piece of paper, enough for one for each pupil in Holly: Which places did you visit?
the class. William: Well, the first place we went to was the Natural
History Museum.
Warmer Holly: Really?
• Make groups of six. Hand out a word from Unit 3 or 4 to each William: Yeah. It’s great. It’s got things from all over the world.
pupil. They keep their word secret. They take turns to provide 3 What’s the address of the museum?
a definition of their word for the other pupils in their group to Holly: I’d like to go there. Where’s the museum?
guess. If time, regroup pupils and repeat. William: It’s on Cromwell Road.
Holly: One moment, I’m going to write that. How do you
PB44. ACTIVITY 1 spell it?
Read the letter and write the missing words. William: C-R-O-M-W-E-L-L
• Show page 44 on the whiteboard. Tell pupils to open their Holly: Thanks.
Pupil’s Books at page 44. Focus pupils on the text and elicit 4 When does it close?
that this is a letter. Ask pupils who wrote it (Jamie) and who he Holly: When does it open?
wrote it to (Aunt Anika). William: One moment. Let me see … It opens at 10 o’clock
• Tell pupils to read the letter quickly to find out which in the morning, and it closes at ten to six.
football teams were playing, which team won and the name Holly: Great. Thanks. Closing time, five fifty.
of the museum. Pupils check in pairs. Check with the class 5 Where did they have lunch?
(Manchester United and Liverpool, Manchester United won, Holly: Did you stay there for lunch?
Lowry Museum). Tell pupils that L S Lowry is an artist. William: No, we didn’t. We had a picnic in the park.
• Focus pupils on the Activity 1 instruction and check Holly: Oh, I love picnics.
understanding. They silently read the letter again and fill in
William: So do I, and my grandad makes lovely sandwiches.
the missing words. Remind them to look at the words before
and after the gaps to help them. They check in pairs. Check 6 How did they get home?
with the class, reading the whole letter aloud. Holly: Oh, did you get a London taxi home?
William: No, we didn’t. I went to the bus station with
Key: 1 win, 2 lost, 3 map, 4 directions, 5 artist Grandad and we caught the bus. He’s staying at our house
for the weekend.
PB44. ACTIVITY 2 Holly: That’s great!

Listen and write. There is one example. AB44. Answer key, see page T102
• Focus pupils on the activity instructions and check
understanding. Give pupils time to look at the task first. Ending the lesson
• Play the Audio. Pupils listen and write. They check in pairs. • Play a spelling bee. Write the months of the year on 12
Play the Audio again. Check with the class. pieces of card and stick them face down on the board. Write
numbers at random on the back. In two teams, pupils take
Key: 2 Natural History Museum, 3 Cromwell, 4 5:50 / 17:50,
turns to choose a number and read out the month. Then turn
5 park, 6 bus
round the card again and they have ten seconds to spell it
aloud.

Digital Classroom Extra Resources

Presentation Plus: Review Practice Extra • Teacher Resources: Review Units 3 and 4, Downloadable Activity Book
Units 3 and 4 Teaching Notes
• AB94 and PB94–95 – Grammar reference 4
Audio 39
• T115 – Consolidation activity: Songs and chants

Units 3 and 4 | Review T44

 Review Units 3 and 4
Pupil’s Book p.45

Objectives
To review language from Units 3 and 4 and play a board
game.

Target language
• Key language: vocabulary and language from Units 3 and 4
• Additional language: Find your way home
• Revision: language for playing games

Materials
• Dice, coloured counters

Warmer
• Review directions with the class. Draw a simple map on
the board. Ask pupils to come up in turn and follow your
directions with their finger on the map.

PB45. ACTIVITY 3

Play the game.

• Show page 45 on the whiteboard. Focus pupils on Activity
3. Elicit that this is a board game. Check comprehension of
Find your way home.
• Focus them on the instructions and check understanding.
Review game language with the class, e.g. Move 2 squares,
Go back. Pupils play in groups of three.
• They take turns to throw (roll) the dice and move around
the board. The other pupils decide if the pupil has carried
out the task correctly or not. They can help each other with
interpreting the instructions.
• Monitor pupils as they are playing the game. The first player
in each group to reach Home is the winner.

AB45. Answer key, see page T102–103

Ending the lesson

• Ask pupils which lessons, topics and/or activities were their
favourites.

Digital Classroom Extra Resources

Presentation Plus: Review Practice Extra • Teacher Resources: Review Units 3 and 4, Downloadable Activity Book
Units 3 and 4 Teaching Notes
• AB94 and PB94–95 – Grammar reference 4
• T115 – Consolidation activity: Vocabulary review
• T115 – Extension activity: Games

T45 Review | Units 3 and 4

3 Play thhe game. 4
Find your way home
Instructions: Go o round d the boa ard followi
wing the instructions.
s. When you
yo stop on a picture,
spel
elll the wo
ord
r . If it’
t s right, roll again.
n If it’s wrong, stop
p.

You ask a
You
Yo ou ffiind
nd two
wo
police officer
ttiick
c et
etss to
to thhee
how to get
tthhea
eatr
tre. Go ba
tre.
tr bac
back
ck
k
home. Go
tto
o se
eee a plla
ay.
y
straight there.

You need d
You’re Crros
C
Cros
osss ov
over
err
Go to the end to
o sleep. Go
hungry. Go t e ri
th rive
ver.
ver
r.
of the street forward to
back to the the hotel.
and stop at the
restaurant.
bridge.
To
To go to the
restaurant
you need to go
straight on.
M ve 3 squaress.
Mo

You’re
Clim
Cl i b
im lost. Go ba
ack
o er the
ov e Turn left and
to the police statio
on
waall
ll.. and ask a poolice turn left again.
officer.

Turn rightt
T You w
Yo waantt to Go backk
and then
n tu
t rnn look at the old to the fire
right aga
gain
in
n. paintings. Go to
o station on
the mu
th useum. the co
c rnerr.

You misssed youur

plane. Go backk
to the airport.

You catch a Go Cross over

straight Go and explore Turrn
T n lef
e ta
annd
bus. Move 4 the bridge. move
mo ve 1
on. the castle.
squares. Move 3 sq
quua
are
r .
Move 2
squares. squares.

Get a taxi to the

train station.

Review: units 3 and 4 45

5

Units 3 and 4 | Review PB45