6

Lesson

Great inventions
Objectives

Key language

Basic competences

To develop an interest in
inventors and their inventions.
To describe inventors and
inventions correctly and
coherently.

Verbs: decide, invent, record, reproduce, start, discover,

develop, use, communicate, read, work.
Nouns: invention, wax museum, engineer,
conversation, wire, light bulb, phonograph, voice,
sound, discovery, inventor, antibiotics, penicillin.

Linguistic
competence.
Knowledge of and
interaction with
the physical world.

To develop reading skills and

an interest in learning about
London.
To learn and sing a song.

Verbs: visit, travel, catch, take, live, see, ride, name,

open, shine, glow.
Nouns: tube, bus, tour, palace, tower, jewels, building,
direction, wheel, sculptor, exhibition, century, city,
population.
Adjectives: complete, famous, far, interesting, wrong,
bright.

Linguistic
competence.
Cultural
and artistic
competence.

To develop listening and

speaking skills.
To practise using the relative
adverb where followed by a
clause.

The relative adverb where.

Vocabulary from the previous lessons.

Learning to learn
competence.
Linguistic
competence.

To read and understand a text

about Sherlock Holmes.
To develop an interest in
reading for pleasure.
Curricular link: Social Science.

Verbs: live, write, visit, see, read, investigate, wear, keep,

create, frighten, remind.
Nouns: detective, partner, story, author, furniture, letter,
belongings, disguise, wax figure, souvenir, novel, film,
clothes.
Adjectives: famous, scary, interesting, different.

Learning to learn
competence.
Linguistic
competence.

To read and understand a text

about the Lumire Brothers.
To build on pupils knowledge
of important inventions.
Curricular link: Natural Science.

Verbs: record, print, project, show, move, frighten,

think, come out, escape, faint, pass, magnify, project,
appear, distinguish.
Nouns: image, negative, print, train, audience, motion
picture, projector, lens, screen, eyes, brain, impression.
Adjectives: strong, large, fast, separate.

Learning to learn
competence.
Linguistic
competence.

To read and understand a poem.

To understand and be able to use
abbreviations in text messages.
Curricular link: Social Science.

Verbs: write, keep in touch, say, have fun, send, know,

think.
Nouns: e-mail, text message.

Linguistic
competence.

To create a storyboard for a

film.
To practise writing skills.

Verbs: get up, discover, go, see, call, ask, decide,

investigate, follow, make, wear, laugh, solve.
Nouns: storyboard, door, footprints, snow, police,
mark, garden, boots, thief, problem.
Adjectives: early, open, big, angry, little.

Linguistic
competence.

Unit 6

117

Great inventions

Lesson 1
Objectives
To develop an interest in inventors and their
inventions.
To describe inventors and inventions correctly and
coherently.
Key language
Verbs: decide, invent, record, reproduce, start,
discover, develop, use, communicate, read, work.
Nouns: invention, wax museum, engineer,
conversation, wire, light bulb, phonograph, voice,
sound, discovery, inventor, antibiotics, penicillin.
Basic competences
Linguistic competence
Analyze and understand different types of texts with a
variety of communicative purposes.
Knowledge of and interaction with the physical
world
Value the contribution the development of science
and technology makes to society and discern scientific
knowledge from other forms of knowledge.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Guess the famous person
Write the heading Famous people on the board. Explain
that you are thinking of a famous person from the past
that all the pupils know.
Instruct them to ask you questions to discover who the
famous person is. Explain that you can only answer Yes or
No. Remind the pupils to make the questions in the past
tense.

Presentation
Predict
Ask the pupils where they can see famous people from
the past. Guide them towards the idea of a museum. Ask
the pupils if they have ever been to a wax museum and if
there is one in their city.
Instruct the class to open the Pupils Book at page 52 and
display the picture in the On-line Digital Book, if available.
Tell them to look at the picture and ask the two predict
questions. Accept any answers that make sense at this
stage.
118

Unit 6 Lesson 1

A Listen and read.

Tell the pupils to listen and follow the text to check their
answers to the Predict questions. Play Class CD Track 34.
Answers: 1. They are in Madame Tussauds wax museum,
2. The men are famous inventors.
Encourage the class to ask about the vocabulary they
dont understand. Ask them if they have heard of Madame
Tussauds (there are many different ones all over the world).
Class CD Track 34: Listen and read.
Ila and Beth, two friends from London, have to do a class
report about famous inventions. They ask Ilas brother, Gene,
for help, and he decides to take them to Londons wax
museum, Madame Tussauds. There, they take a closer look
at the wax figures of famous inventors.
Ila: Who is Alexander Graham Bell?
Gene: Hes the man who invented the telephone.
Beth: Oh look, theres Edison! He invented the electric light
bulb!
Ask what they know about Graham Bell and Edison and
where they think they were from. Write their guesses on
the board. Ask them when they think the telephone was
invented. List different options: 1870s/1920s/1950s.

Answers:
Name

Where

Invention

When

Alexander Graham Bell

Scotland

The telephone

1876

Thomas Alva Edison

The United
States

The electric
light bulb and
phonograph

1880s

John Logie Baird

Scotland

The television

1926

Sir Alexander Fleming

Scotland

Penicilin

1928

C All these inventions are things we use every

day. Think about these questions and explain
your answers to the class.
Ask the pupils to read the questions and check they
understand them. Tell them to work in pairs to answer the
questions in their notebooks.
Invite volunteers to report back to the class. Encourage as
much discussion as possible and ask them to explain their
answers.

B Read and learn about famous inventors and their

inventions and discoveries.
Instruct the pupils to read the texts to check if their
guesses in the previous stage were correct.
Check answers with the class.
Answers:
Bell was from Scotland and Edison was from the United
States. The telephone was invented in 1876.
Draw the following table on the board and tell the pupils
to copy it in their notebooks.
Name

Where

Invention

When

Tell pupils to read the texts again and complete the table.
Explain that although the exact date is not given in the
text, the light bulb was developed over a number of years,
in the 1880s.
Ask the pupils to compare answers with their partner,
then check answers by reading the texts one by one and
completing the table on the board. Help with vocabulary
or phrases that the pupils dont understand.

Suggested answers:
1. They used telegrams and letters. They sent notes
with messenger boys. They visited each other. They
communicated face to face.
2. They used candles and lamps.
3. For example: CD player, mp3 players,etc.
4. Open answer.

Wrap-up
True or false
Write the following on the board:
Thomas Edison, from Scotland, invented the electric light
bulb.
Ask the pupils to answer true or false. If they answer false,
ask them to explain their answer (False, he was from the
United States).
Tell the pupils to work in pairs to write more true / false
sentences in their notebooks using the information on
page 53.
Tell pupils to swap notebooks and answer their parners
questions or, as an alternative, different pairs can read
their questions to the class and the rest of the pupils can
write down their answers.

Extra practice
Speaking
Instruct the class to close the Pupils Book and check what
they remember about the inventions and inventors. Start
the activity with the whole class. Say the word phonograph
and ask them to add two more pieces of information, for

Unit 6 Lesson 1

119

example: Edison invented the phonograph. He invented

the light bulb too. Continue in the same way with Fleming,
for example: He was Scottish. He discovered penicillin.
Instruct the pupils to continue the game with a partner.
Make a note of any difficulties that pupils may have and
review all their mistakes at the end of the activity.

Activity Book page 50

1 Answer the questions.
Instruct the pupils to think about what they have
learnt about inventors and inventions and answer the
six questions.
When they have completed the activity, read them out
to check their answers.

2 Circle the correct word to complete the

sentences.
Tell the pupils to read the five sentences in silence and
circle the correct word to complete each sentence.
Ask volunteers to read the sentences aloud to check
answers.

3 Read the definition and guess what it is.

Instruct the pupils to read the definitions slowly and
write the correct word for each one.
Ask pupils to compare answers in pairs and then
review in open class.
Which of these inventions is the most important in
your opinion? Explain your answer.
Tell pupils that they have to write which invention they
consider to be the most important and explain why.

120

Unit 6 Lesson 1

Lesson 2
Objectives
To develop reading skills and an interest in learning
about London.
To learn and sing a song.
Key language
Verbs: visit, travel, catch, take, live, see, ride, name,
open, shine, glow.
Nouns: tube, bus, tour, palace, tower, jewels, building,
direction, wheel, sculptor, exhibition, century, city,
population.
Adjectives: complete, famous, far, interesting, wrong,
bright.
Basic competences
Linguistic competence
Read written texts as a source of knowledge and
entertainment.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, magazine photos
of London sights: the Tower of London, Buckingham
Palace, the Crown Jewels, Big Ben, the London Eye, etc.

Warm-up
Brainstorming
Write the heading London on the board. Ask the pupils
what they know about London and write one or two of
their answers below the heading. Tell them to continue in
pairs to think of more things that they know about London.
Invite volunteers to report back and list their points on the
board.
Suggested answers:
Its in England.
The River Thames runs through the city.
Big Ben is in London.
People speak English in London.
The Queen of England lives in London.
Underline any places in London that the pupils have
mentioned. Ask if anybody has ever been to London and
to tell the class what they saw there. Add their information
to the sentences on the board and leave them for the next
stage.

Presentation
A Read and learn about London.
Instruct the class to open the Pupils Book at page 54 and
display the picture in the On-line Digital Book, if available.
Point out the double-decker bus, which London is famous
for, and tell the pupils to read the text to see which of
the places they thought of in the Warm-up activity are
mentioned in the text.
Ask them to compare their answers with a partner and to
report back to the class.
Write the following questions on the board and tell the
pupils to copy them in their notebooks.
1. How can you travel around the city?
2. Where are the Crown Jewels?
3. How far can you see from the top of the London Eye?
4. Who was Madame Tussaud?
5. What is the population of London?
Read the text and ask the class to listen carefully. Then,
instruct them to read it again in silence and answer the
five questions in their notebooks.
Answers:
1. You can travel by tube or on a sightseeing bus. 2. They are in
the Tower of London. 3. You can see as far as forty kilometres.
4. She was a French wax sculptor. 5. It is almost eight million.

Unit 6 Lesson 2

121

 Give the pupils time to ask about anything in the text that
they dont understand. Explain the difference between to
see the sights and a sightseeing bus.
Ask the class to name some of the most important sights
in their own town or city and if there is a sightseeing
bus. If you have got any postcards or magazine photos of
places in London, show them to the class and ask them to
identify them. Explain and discuss other points of interest
about London.
Which place would you like to visit? Say why.
Instruct the pupils to work in groups of three to answer
the question. Invite volunteers to report back to the
class and explain their choices. Help the pupils with the
language they need as they are explaining.

B Listen to the song.

Tell the pupils that the song they are going to listen to is
about London. Ask them to close their Pupils Books and
listen to which places are mentioned.
Play Class CD Track 35 and ask them to compare notes with
a partner. Play the recording again and instruct them to
listen and read the song. Allow time for them to ask about
anything in the song that they dont understand. Explain that
take a trip means to go away for a day or more and that a
show is a musical play. Play the song again and tell the pupils
to sing along.
Class CD Track 35: Listen to the song.
A trip to London Town
Take a trip to London Town
Take a bus, go round and round
See the sights, all day long
Ask your way, you cant go wrong.
Museums, parks and big shops too
There is always lots to do
Look at maps and where to go
To the zoo or to a show.
London is full of life
Neon signs, shining bright
Lamps that light the city streets
Glowing bright all day and night.
Now make a list of the things you can see and do in
London.
Instruct the class to read the text and the song again and
then to write a list of all the things they can see and do
in London. Invite volunteers to read out what they have
written and make a list on the board.
122

Unit 6 Lesson 2

Wrap-up
Dictation
Ask the class to close the Pupils Book and take out their
notebooks for a dictation. Dictate one or two verses of
the song. Repeat each line at least twice. Read through
the verses again as the pupils listen and check. They can
open their books to check that they have written the song
correctly.

Extra practice
Writing
Tell the class to work in pairs to adapt the song in exercise
B to their own town or city. They may use their dictionaries,
if necessary. Circulate and help as they are writing.
Ask different pairs to read their new songs to the class. List
any new vocabulary that comes up on the board and ask
the pupils to copy it in their notebooks.

Activity Book page 51

4 Listen and write the places the tourists are
talking about.
Play Class CD Track 36 twice and ask the pupils to
listen carefully and write the names of the places the
tourists are talking about.
 lass CD Track 36: Listen and write the places
C
the tourists are talking about.
A: Its a very big building where the Queen lives.
B: Its the place where they keep the Crown
Jewels. It is by the river Thames.
C: Its Londons most famous clock!
D: You can ride on the big wheel and see all the
city from the top.
E: Its a famous museum where you can see a lot
of wax figures.
Ask pupils to compare answers in pairs and then
review in open class.

5 Do the crossword.
To review general vocabulary, invite volunteers to say
as much as they can about London.
Then tell pupils to work in pairs to complete the
activity and write the missing words.

Lesson 3
Objectives
To develop listening and speaking skills.
To practise using the relative adverb where followed
by a clause.
Key language
The relative adverb where.
Vocabulary from the previous lessons.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Linguistic competence
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Revision
Write the heading Things to see in London on the board
with the following words below:
Mdm Tssds
th Twr f Lndn
Bcknghm Plc
th Lndn y
th Rvr Thms
Tell the pupils to work in pairs to discover each place by
writing the missing vowels.
Check answers with the class by asking different pupils to
spell out the words.
Answers:
Madame Tussauds
the Tower of London
Buckingham Palace
the London Eye
the River Thames

Presentation
A Listen and read. Ila and Beth are travelling
around London on a sightseeing bus. Say how
many different places they mention.
Tell the pupils that they are going to listen to Ila and Beth
talking about sightseeing in London. Instruct them to listen
and say how many different places they mention.

Play Class CD Track 37. Ask the pupils to listen and note
down their answers. Tell them to compare answers with
their partner. Play the recording again and check answers
with the whole class.
Answer: 6 places (Buckingham Palace, Hyde Park, Oxford
Street, 221b Backer Street, Regents Park, the zoo).
 lass CD Track 37: Listen and read. Ila and Beth are
C
travelling around London on a sightseeing bus.
Say how many different places they mention.
Ila: Oh, look! Thats Buckingham Palace, thats where
the Queen lives.
Beth: And thats Hyde Park, where I usually come for a
walk with my family when the weather is good.
Ila: Thats where most people go shopping, its Oxford
Street!
Beth: And look! Thats 221b Baker Street, thats where
Sherlock Holmes lived!
Ila: Youre right. Now heres Regents Park, lets get off
and go to the zoo!
Instruct the pupils to open the Pupils Book at page 55 and
display the picture in the On-line Digital Book, if available.
Play Class CD Track 37 again and ask the pupils to listen
and read.

Unit 6 Lesson 3

123

 Ask them to count how many times the word where

appears in the dialogue (four times). Ask them what comes
after where in each sentence (a description of the place
mentioned at the beginning of the sentence). Explain that
this structure is used to give extra information about a
place.
Refer the pupils to the examples in the table at the top of
the page. Elicit another example. Write This is the London
Eye, where on the board. Ask the pupils to complete the
sentence for you. For example: you can see all over London.

B Read and match.

Instruct the pupils to read and match the sentences and
then to copy the complete sentences in their notebooks.
Check answers with the whole class.
Answers: 1. b, 2. d, 3. a, 4. c.
Tell the pupils to cover the second column in exercise B
and to work with a partner to remember what comes after
the word where.

C Copy and complete the following sentences

about yourself.
To demonstrate the activity, give an example by completing
the first sentence about yourself. Invite different pupils to
give their own examples after you.
Instruct the pupils to work with a partner to make true
sentences about themselves. Make a note of any common
mistakes that they make.
To round up, ask different pupils to report back on what they
talked about. Encourage class discussion as much as possible.

Wrap-up
Corrections
Write the pupils mistakes that you noted in exercise B on the
board. Tell the pupils to work in pairs to correct the examples.
Then, invite volunteers to help you to correct the examples on
the board.

Extra practice
A guide for tourists
Write the heading Things to see in (name of your city) on
the board. Tell the pupils to work in pairs to list interesting
places to visit in their home town.
Invite volunteers to report back and write the places they
mention on the board.
Write the following sentence starters on the board:
This is a place where
You can visit , where
Go to ., where you can
124

Unit 6 Lesson 3

Instruct the pupils to work in pairs to write sentences

about what to see and do in their own city. Tell them to
use the sentence starters on the board and to write about
the places they have listed previously. Circulate and help
with vocabulary as the pupils are writing.
Ask different pairs to read out the sentences they have
written. Discuss any interesting or relevant points that
come up.

Activity Book page 52

6 Read and complete this dialogue using the
words in the box.
Instruct the pupils to read and complete the dialogue
with the words in the box.
When they have completed the exercise, invite
volunteers to read the dialogue to the rest of the class.

7 Complete the sentences.

Encourage the pupils to use their imagination
and complete the five sentences to make them as
interesting as possible.
Invite volunteers to read out what they have written
so that the rest of the class can compare their own
answers.

8 Imagine you have to tell a tourist about five

places in your town. Write what they are
and why they are famous.
Instruct the pupils to imagine they have to show a
tourist around their own town or village. They have to
name five places, describe them and say why they are
famous.

Lesson 4
Objectives
To read and understand a text about Sherlock Holmes.
To develop an interest in reading for pleasure.
Curricular link: Social Science.
Key language
Verbs: live, write, visit, see, read, investigate, wear,
keep, create, frighten, remind.
Nouns: detective, partner, story, author, furniture,
letter, belongings, disguise, wax figure, souvenir,
novel, film, clothes.
Adjectives: famous, scary, interesting, different.
Basic competences
Learning to learn competence
Apply the newly acquired knowledge to new contexts.
Linguistic competence
Analyze and understand different types of texts with a
variety of communicative purposes.
Materials
Pupils Book, Activity Book, a sheet of paper for each
pupil, coloured pencils or pens to make a poster.

Warm-up
Brainstorming
Write the heading Famous detectives on the board. Ask
the pupils to think of famous (fictional) detectives and list
them under the heading. Accept all answers. Pupils may
suggest characters from popular TV series. If nobody has
mentioned Sherlock Holmes, guide them in that direction
until they say his name.
Write Sherlock Holmes on the board. Ask the pupils what
they know about him and list their ideas on the board.
Suggested answers:
He is not real, he is a fictional character.
He lived in London.
He worked with a partner called Dr Watson.
He smoked a pipe.
etc.
If the pupils havent already mentioned it, ask them if they
know where Sherlock Holmes lived in the stories (He lived
at 221b Baker Street). Write the address on the board.

Presentation
A Read and learn about Baker Street and
Sherlock Holmes.
Tell the class to open the Pupils Book at page 56 and
display the picture in the On-line Digital Book, if available.
Tell them to look at the picture and describe what they can
see. Encourage them to compare the figures clothing with
what people wear today.
Ask them what they think we can see at 221b Baker
Street. List their ideas on the board.
Ask the pupils to read the text to see how many of the
things they thought of are mentioned in the text.
Instruct them to compare their answers in pairs and to
report back to the class. Tell them to name things that are
not on their list but that appear in the text.
Read the text aloud and instruct the class to listen and
read. Give them time to ask about any words they may not
understand. Words that may cause difficulty are disguise,
scary and bobby.

B Find words in the text for these definitions.

Instruct the pupils to read the text again in silence and find
a word for each one of the six definitions.
Check answers with the whole class.

Unit 6 Lesson 4

125

Answers:
1. Museum
2. Detective
3. Disguise
4. Scary
5. Bobby
6. Souvenir
Allow time for the pupils to ask about anything else in the
text that they dont understand.
Encourage pupils that have read a Sherlock Holmes story
or seen a film to tell the class what it was about.

C Answer the questions.

Tell the pupils to work with a partner to answer the six
questions. They may refer to the text, if necessary. Check
answers with the whole class.
Answers:
1. In London.
2. Sherlock Holmess friend and partner.
3. The Sherlock Holmes Museum.
4. Arthur Conan Doyle.
5. You can see Sherlock Holmess furniture, letters,
belongings, disguises and other scary things.
6. Scotland.

Wrap-up
Memory game
Instruct the pupils to memorise the words defined in
exercise B for one minute. Tell them to work in pairs (A
and B) to test each other. A closes his or her Pupils Book
and B reads different definitions from exercise B while
A guesses the words. The pupils then change roles and
continue in the same way.
The activity could be extended to incorporate the
questions in exercise C as well.

Extra practice
Make a poster
Tell the pupils that you want them to make a poster
advertising the Sherlock Holmes Museum. Their poster
must include the following:
- A title.
- A picture or drawing.
- The address.
- Opening times.
- A description of what you can see and do there.

126

Unit 6 Lesson 4

Give each pupil a sheet of paper or a piece of poster paper.

They can finish decorating their posters for homework if
they do not complete their work in class.
The following day, display their posters in the classroom.
Invite volunteers to explain which posters they like best.

Activity Book page 53

9 Read and answer true or false. If your
answer is false, write why.
Instruct the pupils to think about what they remember
about Sherlock Holmes.
They then have to read and answer true or false. If
they answer false, encourage them to explain their
answers.

10 Read and guess what I am.

Tell the pupils to read the six sentences slowly and
guess who or what they are.
To complete the activity, read out the clues to elicit the
correct answer.

11 Write three examples for each category.

Instruct the pupils to read the four categories and
write three examples for each one.

Lesson 5
Objectives
To read and understand a text about the Lumire
brothers.
To build on pupils knowledge of important
inventions.
Curricular link: Natural Science.
Key language
Verbs: record, print, project, show, move, frighten,
think, come out, escape, faint, pass, magnify, project,
appear, distinguish.
Nouns: image, negative, print, train, audience, motion
picture, projector, lens, screen, eyes, brain, impression.
Adjectives: strong, large, fast, separate.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Linguistic competence
Acquire the habit of reading and learn to enjoy it as a
source of pleasure and knowledge.
Materials
Pupils Book, Activity Book.

Warm-up
Odd one out
Write the following word groups on the board. Instruct
the pupils to work in pairs to decide which is the odd one
out in each group.
1. Bell, Edison, Baird, Fleming
2. Buckingham Palace, Eiffel Tower, Big Ben, Oxford
Street, Hyde Park
3. Television, telephone, light bulb, wax museum
4. Queen Elizabeth II, Holmes, Baker Street, Watson
5. Film, policeman, audience, screen
Check answers with the class and ask the pupils to reason
their answers.
Answers:
1. Edison (The others were all Scottish).
2. Eiffel Tower (The others are all in London).
3. Wax museum (The others are all inventions).
4. Queen Elizabeth (The others are all related to Sherlock
Holmes).
5. Policeman (The others are all associated with the cinema).

Presentation
Write the heading cinema on the board. Ask the pupils if
they know where it was invented and to guess when the
first film was shown. Write their guesses on the board.

A Read and learn about the Lumire Brothers.

Instruct the pupils to open the Pupils Book at page 57 and
display the picture in the On-line Digital Book, if available.
Tell them to read the first text to check their predictions
from the Warm-up activity. Set a time limit of two minutes.
Ask pupils to compare their answers with a partner, then
check in open class.
Answers: It was invented in France. The first film was
shown in 1895.
Ask pupils if they can think of another word for a film and
elicit the word movie. Ask them if they know why it has
got this name and explain that it means moving pictures.
Introduce and explain the meaning of the words screen,
frightened and faint.
Read the text aloud and instruct the class to listen
and follow. Give them time to ask about any words or
structures they dont understand.

Unit 6 Lesson 5

127

B Answer the questions.

Instruct the class to work in pairs and read the first text
again and answer questions 1 to 3.
Check answers with the whole class

Tell the pupils to work in groups of three and to talk

about their favourite films and finally to write about them
following your example.

Wrap-up

Answers:
1. A machine for making and showing (projecting) moving
pictures (a projector).
2. In 1895.
3. They were frightened. Some people tried to escape and
others fainted.

Can you remember?

Tell the pupils to close their books. Rub out the types of
films written on the board. Invite volunteers to name them
one by one and give an example of each.

Tell the pupils to work in pairs and read the second text.
They may use their dictionaries, if necessary.
Ask the class to help you to draw a simple sketch on the
board to illustrate the main concepts. For example, say:
Here is the film. Is it one image or lots of different images?
Where is the lens? Is it behind the film or in front of it?
Does the film move slowly or fast? etc. Check that the
pupils understand the main concepts and the vocabulary in
the second text.
Encourage them to say how the first moving pictures were
different from films today. List their ideas on the board.

How a cinematograph works

Clean the board and write the following: cinematograph
light, projector, lens, images, screen, moving.
Instruct the pupils to work together in groups and to write
a description of how the cinematograph works using the
words.
Invite a volunteer group to explain how it works.
Encourage them to use sketches on the board.

Possible answers: They were in black and white. They were

very short. They didnt have any sound.
Ask the pupils if they have ever seen any old films and to
describe what they saw.

C There are many different kinds of films: comedy,

adventure, western, science fiction, cartoon,
historical, documentary films Which do you
like best? Tell the class why you like them.
List the different kinds of films on the board. Model and
drill the pronunciation of the words. Ask the class to think
of an example of each kind and write these on the board.
Leave the list on the board until the end of the lesson.
Talk about the kind of films you like and dont like. Give
your reasons and write any useful vocabulary on the board.
Tell the class to work in groups of three to tell each other
about their own choices. Give help with the words and
structures they may need.
Invite volunteers to report back to the class.
Ask the pupils to talk about the last film they saw and say
what kind of film it was.

D Tell your partner about your favourite film.

Tell the pupils about a film that you especially like. Give the
title, the type of film it is, who is in it and (briefly) what it is
about. Ask the pupils to recall what you told them and list
the information on the board.
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Unit 6 Lesson 5

Extra practice

Activity Book page 54

12 Write what kind of films these are using the
words in the box.
Encourage the pupils to talk about the films they like
and review the different types of films. Then ask them
to read the words in the box.
Ask them to look at the pictures carefully and label
each one with the correct type of film.
Now choose a film and write about it.
Tell the pupils to think about a film they like or that
they have seen recently.
Tell them that they have to write about the film.
Remind them to include the type of film, who is in it
and what it is about.

Lesson 6
Objectives
To read and understand a poem.
To understand and be able to use abbreviations in text
messages.
Curricular link: Social Science.
Key language
Verbs: write, keep in touch, say, have fun, send, know,
think.
Nouns: e-mail, text message.
Basic competences
Linguistic competence
Reflect on the language as a means to interpret and
comprehend reality.
Get to know the social conventions, as well as the
values and cultural aspects of a language.
Analyze and understand different types of text with a
variety of communicative purposes.
Materials
Pupils Book, Activity Book, an A4 sheet of paper for
each pupil.

Warm-up
Pronunciation
Write the two headings letters and numbers and words on
the board, and then the following in two columns below:
C for
B why
R one
U to
2 be
Y are
4 see
1 you
Tell the pupils to work in pairs to match each letter or
number to a word that has the same sound. Do the first
example together with the class. Set a time limit of two or
three minutes and then check answers with the class.
Answers:
C see
B be
R are
U you
2 to

Y why
4 for
1 one
Explain that when we write text messages or instant
messages we sometimes use the letters and numbers
in the first column as abbreviations for the words in the
second column.

Presentation
A Read the poem.
Instruct the pupils to open the Pupils Book at page 58 and
display the picture in the On-line Digital Book, if available.
Tell them to look at the photograph and describe what
they can see (A girl sending a text message).
Tell the pupils to follow the poem as you read it aloud.
Check that they understand all the vocabulary. Ask: What
does to keep in touch mean? (to stay in contact), What is
to have fun? (to enjoy yourself), What is another word for
wherever? (anywhere, in any place).
Read out the poem again and ask the pupils to listen and
repeat each line before asking them to practise reading
with a partner. Invite two pairs to read the poem to the
rest of the class.

Unit 6 Lesson 6

129

 Ask the pupils if they write e-mails, text messages or

instant messages. Encourage them to say how often they
send them and why they send them. Ask if anybody can
write an example text on the board.

B Read this instant message conversation

between two friends and guess what they are
saying. Use the key for help.
Work with the class to decode the first line of the
conversation. Write a version in correct English on the
board, with their help. Tell the pupils to continue, writing
the correct version in their notebooks.
Check answers by inviting volunteers to write a line on
the board as you build up the whole conversation, include
punctuation as you write. Ask the class to help you to
correct anything that is incorrect.
Answer:
Hi! What are you doing today after school?
I dont know yet. Why?
Because my sisters celebrating her birthday. Everyone is
coming! Are you coming too?
OK, thanks for the invitation! Can I take a friend?
Why not? Take your friend! See you at my place at 7!
OK! Kisses
Kisses
Start another conversation on the board. Write:
Hi, how R U?
Ask the pupils to suggest the next line (Fine, and u?).
Quickly brainstorm different reasons for writing an instant
message and list these on the board. For example: an
invitation, to organise something, to ask about homework,
etc.
Give each pupil a sheet of paper. Instruct them to
work with a partner and complete the instant message
conversation. One pupil writes the first line and then
passes it to the other pupil. The second pupil reads the
line, replies and passes it back. Remind them to refer to
the example and key on page 58. Walk around and help as
the pupils are writing.
When they have completed their conversations, ask them
to swap their conversation with another pair and compare
what they have written.

Wrap-up
Writing
Instruct the pupils to transcribe their instant message
conversations into their notebooks.
Give help as they are writing and note down any common
mistakes they make
130

Unit 6 Lesson 6

Write examples of common mistakes on the board. Ask

them to work in pairs to correct the examples and then
check answers with the class.

Extra practice
Dictation
Ask the pupils to take out the piece of paper they used
for exercise B. Ask them to write a text message to their
partner telling them what they did last Saturday.
When they finish, tell them to read their message to their
partner, who writes it in his or her notebook.
Tell them to compare messages and then invite volunteers
to write their abbreviated message on the board for the
rest of the class to decode.

Activity Book page 55

13 Read and complete this poem using the
words in the box.
Instruct the pupils to read and complete the poem
using the words in the box.
Read the beginning of each line aloud to elicit the
missing words.

14 Read this e-mail.

Invite volunteers to take turns reading a sentence

each.
Now cover the text and complete the sentences
below.
Repeat twice before asking the pupils to cover the text
and complete the sentences below.

Lesson 7
Objectives
To create a storyboard for a film.
To practise writing skills.
Key language
Verbs: get up, discover, go, see, call, ask, decide,
investigate, follow, make, wear, laugh, solve.
Nouns: storyboard, door, footprints, snow, police,
mark, garden, boots, thief, problem.
Adjectives: early, open, big, angry, little.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Activate linguistic abilities to interact and create
written texts suitable for each communicative
situation, with a variety of communicative or creative
purposes.
Materials
Pupils Book, Activity Book, large photocopies of page
59 cut into pieces (one for every three pupils), sheets of
A4 paper for each pupil.

Presentation
Writing a storyboard

Warm-up
Brainstorming
Write the heading Making films on the board and then
two subheadings: People and Things.
Tell the pupils to work in groups of three to brainstorm
items to put in each column. Elicit one or two examples
with the class to start them off. They may use their
dictionaries, if necessary.
Possible answers:
People: director, actors, crew, writer, make-up artists,
special effects technicians, lighting technicians, musicians.
Things: script, lights, props, camera, directors chair.
Introduce the idea of a storyboard. Ask the pupils: How
does the director know what to film? (Sometimes, she or
he makes a storyboard). Ask the pupils what they think
a storyboard looks like. Tell them that they can see an
example on page 59 of the Pupils Book.

A Storyboards are a series of drawings

representing the different scenes planned for
a film or television production. They are very
similar to comics. Have a look at this one.
Instruct the class to open the Pupils Book at page 59 and
display the picture in the On-line Digital Book, if available.
Ask the pupils to look at the pictures and check if their
prediction in the Warm-up was correct.
Ask them to cover the text with a sheet of paper, look at
the first two pictures and to describe what they can see in
each one. Write the key words they name on the board,
for example: front door, snow, footprint, frightened, etc.
Tell the pupils to uncover the text and read the text below
the first row of pictures. Continue in the same way with
the second and third rows.
Alternative idea
Ask the pupils to sit in groups of three. Make enlarged
photocopies of page 59, one for each group. Cut out the
pictures and the texts. Give each group the pictures and
ask them to work together to predict in what order they
go in and what the story is about.

Unit 6 Lesson 7

131

 When they think they have the answer, give them the cut
up strips of text and instruct them to match them to the
pictures. Check understanding of new vocabulary in the
text.

B Now draw and write your own storyboard for a

film or a television series. Follow these steps.
Read through the steps with the pupils. Ask them to work
in groups of two or three to write their storyboard. Set a
time limit for each stage. Ideally, the pupils should write
the text in their notebooks before they draw the pictures.
Give help as the pupils are writing. Check the story in their
notebooks before they transfer it to their storyboards.
Set the drawing of the pictures for homework if necessary.
Instruct them to draw in pencil rather than using coloured
pencils, which could be more time consuming.

Wrap-up
Comparing stories
Invite different groups to read out their stories. Ask the rest
of the class to listen and try to remember as much as they
can about each story.
Ask the pupils questions about the stories that they have
heard. For example: Which story is about a dog? What
happens in this groups story? Which story has a happy
ending? etc.

Extra practice
Storyboard quiz
When all the storyboards are complete, display them
around the classroom.
Prepare some quiz questions about the content of the
different stories. Write the quiz questions on the board
and ask the pupils to copy them in their notebooks.
They then have to walk around the classroom to look at
the different storyboards to find the answers.

132

Unit 6 Lesson 7

Activity Book page 56

15 Read and complete the storyboard.
Ask the pupils if they remember how to write a
storyboard.
Tell them to look at the storyboard on page 56 and ask
them what they think the story is about
Ask them to read the story carefully and write or draw
the missing parts. Invite volunteers to read out their
story to the rest of the class.

Activity Book page 57

Do the Great inventions quiz!
Ask pupils to read the sentences in the box and
choose the correct option to fill the gaps.
Correct the quiz in open class.
Use your dictionary.
Ask pupils to work in pairs with a dictionary to answer
the questions.
Review the answers in open class.
Choose and circle. Give examples.
Ask pupils to choose the best option for each
question.
Remind them to give examples.
Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.