6 Young
Achievers Achieving goals with Young Achievers!
page 2
For the Student
page 3
Take a tour tou r of the th e 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
Language fun! Units 0-5
page 198
Unit 6 – Crime investigation
page 204
Unit 7 – Our planet at risk
page 234
Unit 8 – A better future
page 264
Language fun! Units 0-8
page 294
Achieve more! Units 1-8
page 300
Word reference
page 316
Teacher’s Book
Unit
0
Overview
Grammar •
•
• •
•
• •
Vocabulary
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
• • • • • • • •
Pronunciation
Recycled language
Countries Adjectives Large numbers The weather Chores at home Experiences Question words Processes
Language objectives 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
Skills objectives Speaking •
•
•
•
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
Reading •
•
•
•
Listening •
•
To demonstrate comprehension by completing activities To listen for missing words
Writing •
•
•
26
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 To write lists of words from memory To write about life experiences To write a comparison of different countries
0
W elcome!
Unit
Lesson 1 LL
1
Play the memory game with a classmate.
3
2
1 Name 15 countries.
Name 10 adjectives.
t n i o p
1
t n i o p
1
t n i
1
o p
Say these numbers: 3,568; 183,479; 2,746,109; 182,536,794
5
4 Write 10 words related to the weather.
Write 5 problems with living in a big city. t n i o p
t n i o p
1
6
1
8
Say 5 things you have to do at home.
7
Write 5 interesting things you have done in your life.
t n i
1
o p
Write 3 things you are going to do at the weekend.
t n i o p
1
9 t n i o p
1
Name 3 ancient civilisations. t n i o p
1 11 10 Write 6 ways that life was different 500 years ago.
Write 4 fairy-tale titles in English.
t n i o p
1
12 t n i o p
1
t n i
1
o p
Write 5 things you want to do but haven’t done yet.
4
.
Key competence LL
28
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 assessment Ask them how many points have been achieved.
Unit 0
Lesson 1 Language objectives Grammar •
Imperatives
Vocabulary •
Review: countries, numbers, the weather, chores at home, experiences
Functions •
Review language taught in previous years in a fun way
Skills objectives Speaking •
Say various lists of words
Reading •
Read and understand instructions
Writing •
Write lists of words from memory
Materials •
Teacher’s i-book
Attention to diversity The 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.
Warmer Welcome 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-in Tell 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.
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. i-book
1Children play the memory game with a classmate. Answers Child’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 finishers The children write more answers for questions 1, 2, 8 and 12.
Wrap up Divide 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.
Initial evaluation Ask each child individually to answer one or two of the questions depending on their ability.
At home •
Activity Book 6 page 4
29
Unit
0
Lesson 2 LC
1 Write what you have already done or not done yet .
1. act in a film
I haven't acted in a film yet. / I have already acted 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
LC
2 Answer the questions using for or since . 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?
SCC
3
Ask and answer with a classmate.
Did you...?
When did you...?
What did you...?
Have you ever stayed awake all night?
Have you ever visited another country? Where did you go?
Yes, I have. Yes, I have.
When did you do it? How did you...? Where did you...?
5
.
Key competence LC
SCC
30
:
Continuous assessment
Children use the grammar structures and functional language as a vehicle for oral interaction.
Check children show understanding of the Present perfect.
Children practise turn-taking as well as listening, showing interest and responding to their classmates’ answers.
Monitor the activity and check participation and confidence.
Unit 0
Lesson 2 Language objectives
2 Children answer the questions using for or since .
Grammar
Answers Child’s own answers
•
•
Present perfect with already, yet, for and since Past simple
Functions •
Talk about one’s life experiences
Skills objectives Speaking •
Ask and answer questions using the Present perfect and Past simple
Writing •
Write sentences in the Present perfect
Materials •
Teacher’s i-book
Attention to diversity Let 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.
Warmer Ask 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.
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). Touch + 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. i-book
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 up Write 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.
Continuous assessment Check the children’s sentences from activity 1.
At home
Lead-in Write 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.
•
Activity Book 6 page 5
1Children write what they have already done and not done yet . Answers Child’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.
31
Unit
0
Lesson 3 LC
1
1.1
Listen and tick ( ✔) what Jenny is definitely going to do.
1
2
3
5
4
6
7
IE
2
Talk about your weekend plans.
3 Read and match.
LL
LC
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 stu dy.
6. You’ll feel healthier
you’ll love the new restaurant.
4 Read and circle the correct option. 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.
LL
5
Say what will happen.
1
2
If you mix them, it... (make green)
3
If you eat them,... (feel sick)
If it rains, I...
6 .
Key competence LC
IE
LL
32
:
Continuous assessment
Children practise the unit vocabulary and grammar structures alongside listening comprehension skills.
Check children show comprehension by asking them to name the plans and activities they hear.
Children practise asking and answering questions, listening and turn-taking.
Encourage children to ask follow-on questions in order to gain more detail.
Matching activities help children to develop strategies such as observing, making deductions and linking information.
Check children match the right sentences.
Unit 0
Lesson 3 Language objectives
2 Children talk about their weekend plans.
Grammar
Answers Child’s own answers
Future with going to Zero and First conditional
•
•
Functions Talk about consequences
•
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.
Skills objectives
3 Children read and match.
Speaking
Answers 1 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.
Talk about weekend plans Talk about consequences
•
•
Listening Show understanding by completing an activity
•
Materials •
•
•
Teacher’s i-book Student’s Book 6 CD 1 A strip of paper per child
Attention to diversity The 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.
Warmer Brainstorm 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-in Tell 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
Children listen and tick ( ✓) what Jenny is definitely going to do. 1.1
Answers ✓ 3, 5, 6 Optional extra: The children say if they are going to do any of these activities this weekend as well.
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. Answers 1 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. Answers 1 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 up Give 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.
Continuous assessment Ask the children to write out complete sentences for activity 5.
At home •
Activity Book 6 page 6
33
Unit
0
Lesson 4 LL
1
1.2
Read and circle the correct answer. Then listen and check.
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. CAE
2
Read and make comparisons.
Canada
Jamaica
Area: 9,984,670 km2 World position: 2nd
Area: 10,991km2 World position: 166th
Population: 33,480,000 Density: 3 people per km2 Average winter temp: -5º in the south, -20º in the north Average summer temp: 25º in the south, 15º in the north Largest city: Toronto (2,600,000)
Population: 2,890,000 Density: 252 people per km2 Average winter temp: 28º Average summer temp: 32º Largest city: Kingston (938,000)
Canada is
.
Jamaica is
. not as
as
.
. SCC
3
Ask and answer with a classmate.
What's the funniest programme on TV?
What's the worst film you've ever seen? What's the best food you've ever eaten?
Who's the oldest person you know?
What's the most crowded city in your country?
7 .
Key competence LL
CAE
SCC
34
:
Continuous assessment
Checking answers helps children to be aware of Assess the activity by asking them to read the what they know and what they need to improve. sentences aloud. Children learn to make comparisons and develop contextual knowledge.
Check if they can make comparisons and use the adjectives properly.
Children build relationships, communicate, play together, learn and have their needs met through contact with others.
Listen in to conversation to assess fluency and confidence.
Unit 0
Lesson 4 Language objectives
2 Children read and make comparisons.
Grammar
Answers Child’s own answers Optional extra: The children compare their country with either Canada or Jamaica. If the Internet is available, they can research the data.
Comparatives and Superlatives
•
Functions Compare countries and cities
•
Skills objectives Speaking •
Ask and answer questions using Comparatives and Superlatives
Listening •
Listen for the correct answers
Reading •
•
Compare two places Differentiate between word options
Writing •
•
•
Answers Child’s own answers Optional extra: In pairs, the children write three more questions. The pairs then join up with others to ask each other their new questions.
Wrap up Using 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.
Compare two places
Materials •
3 Children ask and answer with a classmate.
Continuous assessment The children write answers to the questions in activity 3.
Teacher’s i-book Student’s Book 6 CD 1 Map of the world
At home •
Activity Book 6 page 7
Attention to diversity In 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.
Warmer Display 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-in Review 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
Children read and circle the correct answer. Then they listen and check. 1.2
Answers 1 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.
35
Unit 0
Lesson 5 Language objectives
2 Children read, match and say with a classmate.
Grammar
Answers 1 was created by J. K. Rowling. 2 was invented by Tim BernersLee. 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.
•
Present and Past passive voice
Functions •
Describe a process
Skills objectives Speaking •
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
Materials •
•
Teacher’s i-book Student’s Book 6 CD 1
Warmer Talk with the children about inventors. Ask them to tell you if they know the names of any and what they invented.
Lead-in On 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
Children listen and complete the sentences with the correct form of the verbs.
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. Answers 1 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 up Divide 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?
Continuous assessment The children write out the process of making a textbook.
At home •
Activity Book 6 page 8
1.3
Answers 1 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.
37
Unit
0
Lesson 6 LC
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. LL
2 Read and match.
LC
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!
3 Complete the sentences.
LC
1. I eat
.
2. I ate
.
3. I have eaten
.
4. I am eating
.
4
Complete the conversations. Practise with a classmate.
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. More practice
.
Key competence LC
LL
38
Explicit knowledge of grammar is very important at this age and helps them to communicate better.
9 :
Continuous assessment Ask children to read the sentences out loud to check the options they’ve chosen.
Children learn to make associations, matching Make sure that the children have chosen the right the right options to make structured sentences, options, and that they know why. understanding and internalising grammar aspects.
Unit 0
Lesson 6 Language objectives
2 Children read and match.
Grammar
Answers 1 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.
•
Present simple, Present continuous, Past simple, Present perfect
Functions •
Recognise the correct use of different tenses
Skills objectives Reading •
Select the correct verb tense from context
Writing •
Complete sentences in different tenses
Materials •
•
•
Teacher’s i-book Teacher’s Resource Book 6 Strips of paper (four per child)
Attention to diversity The 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.
Warmer Ask 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-in Draw 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
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. Answers Child’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. Answers Child’s own answers Optional extra: Volunteers model the dialogue in front of the class.
Wrap up Choose 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. 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.
Final evaluation Teacher’s Resource Book 6: Diagnostic test Optional 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.
of the verbs. Answers 1 have eaten 2 read 3 wrote 4 has gone 5 spoke 6 have seen
At home •
Activity Book 6 page 9
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.
39
