Contents

Syllabus 4
Introduction
• What is Your Quest? 16
• The main aims of Your Quest 4 16
• The course components of Your Quest 4 17
• The aspects of the course 18
• Organization and key competences 19
• Methodology 22

M
• Classroom management
management 24

• Evaluation
a
• Involving parents and carers
parents and
cm S
24
24
Activity bank
i l a m
25
Starter Unit: Welcome Back!la
n p le
27
Unit 1: Web Quest
Unit 2: New York, New York!
P ub co 65
37

Unit 3: Activity Camp lis py93

Units 1, 2, 3 Your Quest Revision and he
Traditions in the UK rs121
Unit 4: Town Fair
S
125
153 .
Unit 5: Art Gallery
A.
Unit 6: What do you do? 181
Units 4, 5, 6 Your Quest Revision and
Food in the UK 209
Unit 7: The Castle 213
Unit 8: Science Museum 241
Quest Code-breakers Quiz 269
Units 7, 8 Your Quest Revision and
Transport in the UK 273
Christmas 277
World Music Day 283
Photocopiables 287
Syllabus
Unit Learning objectives Key language Recycled language
• Greeting people and saying goodbye (C1 C5) Vocabulary: • (For children who have
Starter Unit • Asking questions and giving answers (C1 C5 • Months: January, February, March, already started learning
Welcome C7 C8) April, May, June, July, August, English, or completed Your
September, October, November, Quest 3, language in the
Back! • Identifying and naming words from different column Key language may
lexical sets (C1 C7 C8) December
be recycled.)
• Listening to, reading and understanding a story. • Seasons: spring, summer, autumn,
winter • Hello! Goodbye!
• Showing understanding of a story by • It’s…
sequencing (C1 C7 C8) Structures
• Good to see you again! • Is/Are…?
• Listening to, understanding and saying a rap
(C1 C6 C7 C8) • How are you? • Wild animals: gorilla,
kangaroo, tiger
• Identifying and using words for months and • I’m great, thanks.
seasons (C1 C3 C7 C8) • Land features: mountain,
• What do you want to do? forest, waterfall, palm tree
• Making cut-outs and using them in a • I want to (go on a quest again).
communicative game (C1 C5 C6 C7 C8) • Clothes: hat, dress, belt,
scarf, boots
• Making the Quest membership hand (C1 C6 C7
C8) • Foods: chicken, spaghetti,
ice cream, meatballs, cake,
sausages
• Identifying and naming school subjects (C1 C7 Vocabulary: • Months
1 Web Quest C8) • English, Maths, Science, Geography, • Days of the week

M
• Listening to, understanding and reproducing a History, P.E., Art, Music, I.C.T., Spanish
and
song, chant and rap (C1 C6 C7 C8) • o’clock, quarter past, quarter to, half

ac
• Listening to, reading, understanding and
to, reading, past
explaining a story (C1
explaining a story (C1 C6 C7 C8) • CLIL Vocabulary: term, school holidays,

m Sa
the so nd
• Practising the so /f/
nd /f/ with two different half-term holiday, public holiday
representations – f and ph
representations – f and ph (C1 C7 C8) Structures

ill
reading and performing a short
• Listening to, reading and performing a short • I’ve got (Music) on (Tuesday) at (ten

an mp
C8)
dialogue (C1 C5 C7 C8) o’clock).
• Identifying parts of the language structure and
language structure and • I haven’t got (P.E.).
questions (C1 C7 C8)
making sentences and questions (C1 C7 C8)
• Have
Have you got (History)?

Pu le
• Making a cut-out and using it in a
in a
C7 C8)
communicative game (C1 C5 C6 C7 C8) • Yes,
Yes, I have. / No, I haven’t.
• When
When have you got (Music)?

bl cop
• Identifying and using clock times (C1 C3 C7)
(C1 C3 C7)
• Using clock times with school subjects (C1 C3
(C1 C3
C7 C8)

is y
• Listening to, reading and understanding a
comic strip (C1 C6 C7 C8)

he
• Listening to, reading and understanding texts
about the school year and school day in

rs
different countries (C1 C3 C7 C8)
• Writing a short text about school (C1 C3 C6
C7 C8)

S.
• Doing a survey of international school years (C1
C3 C5 C7 C8)
• Creating a record of vocabulary learnt (C7 C8)
• Reviewing what has been studied and reflecting
on it (C1 C3 C6 C7 C8)
A.
• Reading and understanding a short diary entry
(C1 C3 C7 C8)
• Writing a short personalized diary entry about
school subjects and talking about it (C1 C3 C5
C6 C7 C8)

4
Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• What’s (the month)? • Show an interest in learning English
• What’s your favourite (animal)? • Learn about the importance of being friends
• Where is/are…? • Be willing to participate and follow instructions
• When is (summer)?
• Let me see/try.
• Let’s go in/investigate.
• Let’s listen/say/play/sing/
investigate…
• Well done!
• Very good!
• Open your (Pupil’s) Book and find
page (2).
• Cut along this line.

• Let’s sit/listen/say/rap/play/sing/ • Practising the sound • Understanding the differences between schools • Social Science: The school
read/investigate… \f\ with two different in different countries year
representations – f

M
• Do you remember…? • Showing interest in differences between schools
and ph in different countries
• Open your (Pupil’s) Book.
• Find page (2).
• Cut along this line/these lines. ac
m Sa
ill
an mp
Pu le
bl cop
is y
he
rs
S.
A.

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of I.C.T. Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

5
Unit Learning objectives Key language Recycled language
• Identifying and naming shops and places (C1 Vocabulary • Let’s (go to the cinema).
2 New York, C7 C8) • bank, cinema, butcher’s, • It’s…
New York! • Listening to, understanding and reproducing a greengrocer’s, baker’s, library, station, • This is…
song, chant and rap (C1 C6 C7 C8) town hall, bridge, square
• Listening to, reading, understanding and • turn left, turn right, go straight on, walk
explaining a story (C1 C6 C7 C8) around
• Practising and discriminating between the \œ\ • CLIL vocabulary: capital, city, art
and \eI\ sounds (C1 C7 C8) gallery, cathedral, river, the Houses of
• Listening to, reading and performing a short Parliament, famous, government
dialogue (C1 C5 C7 C8) Structures
• Identifying parts of the language structure and • I’m going to the (greengrocer’s).
making sentences and questions (C1 C7 C8) • I’m not going to the (library).
• Making a cut-out and using it in a • Where are you going?
communicative game (C1 C5 C6 C7 C8)
• Are you going to the (square)?
• Identifying and using directions (C1 C3 C7)
• Yes, I am. / No, I’m not.
• Using directions with places (C1 C3 C7 C8)
• Listening to, reading and understanding a
comic strip (C1 C6 C7 C8)
• Listening to, reading and understanding texts
about cities (C1 C3 C7 C8)

M
• Writing a short text about a city (C1 C3 C7 C8)
• Doing a quiz about London (C1 C3 C7 C8)
quiz about

ac
• Creating a record of vocabulary learnt (C7 C8)
a record of

m
• Reviewing what has been studied and reflecting
what has been

Sa
on it (C1 C3 C6 C7 C8)
C6 C7 C8)

ill
• Reading and understanding a short diary entry
understanding diary entry

an mp
(C1 C3 C7 C8)
• Writing a short personalized diary entry about a
personalized diary entry about a
town and talking about it (C1 C3 C5 C6 C7 C8
(C1 C3 C5 C6 C7 C8

Pu le
• Identifying and naming activities at an activity
activities at an activity Vocabulary • Colours
3 Activity camp (C1 C7 C8) • canoeing,
canoeing, climbing, rafting, swimming, • I’ve got (my boots).

bl cop
Camp • Listening to, understanding and reproducing a
reproducing a hiking camping, cycling, horse-riding,
song, chant and rap (C1 C6 C7 C8) windsurfing, water-skiing
• Listening to, reading, understanding and • cloudy,
cloudy, raining, snowing, sunny, foggy,

is y
explaining a story (C1 C6 C7 C8) windy
• Practising and discriminating between the \k\ • CLIL
C LIL vocabulary: zip-line, gravity, pulley,
CLIL vocabulary:

he
and \s\ sounds (C1 C7 C8) trainers, gloves helmet, har
harness, kite,
• Listening to, reading and performing a short board, stunt, straps balance

rs
dialogue (C1 C5 C7 C8) Structures
• Identifying parts of the language structure and • He’s/She’s (cycling).
making sentences and questions (C1 C7 C8)

S.
• He/She isn’t (canoeing).
• Making a cut-out and using it in a • Is he/she horse-riding? Yes, he/she is. /
communicative game (C1 C5 C6 C7 C8)

A.
No, he/she isn’t.
• Identifying and using words for different types • What’s he/she doing?
of weather (C1 C3 C7)
• Using weather words with activities (C1 C3 C7
C8)
• Listening to, reading and understanding a
comic strip (C1 C6 C7 C8)
• Listening to, reading and understanding
informative texts about adventure sports (C1
C3 C7 C8)
• Writing a short text about an adventure sport
(C1 C3 C7 C8)
• Doing a sports survey (C1 C3 C7 C8)
• Creating a record of vocabulary learnt (C7 C8)
• Reviewing what has been studied and reflecting
on it (C1 C3 C6 C7 C8)
• Reading and understanding a short diary entry
(C1 C3 C7 C8)
• Writing a short personalized diary entry about
an activity camp and talking about it (C1 C3 C5
C6 C7 C8)

6
Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• Can I come too? • Practising and • Understanding cities • Geography: London
• You can (come). discriminating • Showing interest in differences between cities
between the \œ\ and
• Let’s look at/listen/say/rap/play/ \eI\ sounds
sing/read/investigate…
• Cut along these lines.

M
ac
m Sa
ill
an mp
Pu le
• What’s everyone doing? • Practising and
ractising and • Understanding
nderstanding adventure sports • P.E.: Adventure sports
• We/You can (go cycling). discriminating
discriminating • Showing interest
howing interest in adventure sports and how
\k\ and
between the \k\ and

bl cop
• Let’s do/talk/look at/listen/say/rap/ you do them
you do them
\s\ sounds
play/sing/read/investigate…
• Where are…?
• Cut along these lines.
is y
he
rs
S.
A.

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of I.C.T. Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

7
Unit Learning objectives Key language Recycled language
• Identifying and naming school subjects, clock Vocabulary:
Units 1, 2, 3 times, shops and places, directions, activities, • English, Maths, Science, Geography,
Your Quest and types of weather (C1 C7 C8) History, P.E., Art, Music, I.C.T.,
• Reviewing what has been studied in Units 1, 2 Spanish
Revision and and 3 (C1 C5 C7 C8) • o’clock, quarter past, quarter to, half
Traditions in • Listening to and showing understanding of a past
the UK short text on UK culture (C1 C3 C7 C8) • bank, cinema, butcher’s,
• Writing a short text about traditions in your greengrocer’s, baker’s, library, station,
country (C1 C3 C5 C6 C7 C8) town hall, bridge, square
• turn left, turn right, go straight on, walk
around
• canoeing, climbing, rafting, swimming,
hiking, camping, cycling, horse-riding,
windsurfing, water-skiing
• cloudy, raining, snowing, sunny, foggy,
windy
Structures:
• Can you find…?
• Identifying and naming food items (C1 C7 C8) Vocabulary • Have you got (lots of
4 Town Fair • Listening to, understanding and reproducing a • cheese, a pie, bread, crisps, jam, money)?

M
song, chant and rap (C1 C6 C7 C8) sweets, biscuits, a pineapple, • I’ve/We’ve got (lots of food).
• Listening to eading,
eading, understanding and lemonade, strawberries • I/We haven’t got any

ac
explaining
explaining a story (C1 C6 C7 C8)
a story • Five pence, Ten pence, Fifty pence, (money).
• Practising and discriminating between the \e\
and discriminating Five pounds fifty, Eight pounds

m Sa
and \i…\ sounds (C1 C7 C8)
sounds (C1 C7 C8) ninety-nine
• Listening to, reading and performing a short
reading and performing a short • CLIL vocabulary: currency, Euro,

ill
dialogue (C1 C5 C7 C8)
C7 C8) Pound, Dollar, country, design, note,

an mp
coin, metallic thread, cotton, linen
• Identifying parts of the language structure and
the language structure and
making sentences and questions (C1 C7 C8)
questions (C1 C7 C8) Structures
• Making a cut-out and using it in a
it in a • Can
Can I have some (bread), please?

Pu le
communicative game (C1 C2 C5 C6 C7 C8)
C5 C6 C7 C8) Can I have a (biscuit), please?
• Identifying and using UK prices (C1 C2 C3 C5
(C1 C2 C3 C5 Here you are.

bl cop
C7) • I’m
I’m sorry. I haven’t got (biscuits).
• Using UK prices with food items (C1 C2 C3 C5
C3 C5 • Do
Do you want anything else?
C7 C8)

is y
• Yes,
Yes, please / No, thank you.
• Listening to, reading and understanding a
How much is it?

he
comic strip (C1 C6 C7 C8)
• Listening to, reading and understanding • That s (five) (pounds .
informative texts about money, currencies and

rs
famous shops in different countries (C1 C2 C3
C7 C8)
• Writing a short text about a famous shop (C1
C3 C7 C8)
S.
• Creating a new bank note and a coin (C1 C2 C3

A.
C6 C7 C8)
• Creating a record of vocabulary learnt (C7 C8)
• Reviewing what has been studied and reflecting
on it (C1 C3 C6 C7 C8)
• Reading and understanding a short diary entry
(C1 C3 C7 C8)
• Writing a short dialogue in a shop in their diary
and role-playing it (C1 C2 C3 C4 C5 C6 C7 C8)

8
Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• Let’s sing/ask/find/listen/check/
read…
• Open your (Pupil’s) Book and find
page (23).
• What’s (the secret word)?
• What can you see?

• A (pineapple) is better for you. • Practising and • Understanding food and shopping • Social Science: Money
• Let’s listen/read/investigate/talk discriminating • Showing interest in different currencies

M
about/sing/say/rap/play/look at/… between the \e\ and
\i…\ sounds
• Cut along these lines.

ac
m Sa
ill
an mp
Pu le
bl cop
is y
he
rs
S.
A.

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of I.C.T. Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

9
 Unit Learning objectives Key language Recycled language
• Identifying and naming facial features (C1 C7 C8) Vocabulary • I’ve/You’ve got…
5 Art Gallery • Listening to, understanding and reproducing a • curly hair, straight hair, long hair, short • It’s a…
song, chant and rap (C1 C6 C7 C8) hair, fair hair, dark hair, brown eyes, • What’s this/that?
• Listening to, reading, understanding and glasses, a beard, a moustache
• He’s…ing.
explaining a story (C1 C6 C7 C8) • happy, sad, strong, weak, rude, polite
• Can I/you…?
• Practising the \‰…/ sound with two different • CLIL vocabulary: Royal family, palace,
representations – ur and ir (C1 C7 C8) realism, artist, king, queen, princess
• Listening to, reading and performing a short Structures
dialogue (C1 C5 C7 C8) • He’s/She’s got (curly hair).
• Identifying parts of the language structure and • He/She hasn’t got (blue eyes).
making sentences and questions (C1 C7 C8)
• Has he/she got (dark hair)?
• Making a cut-out and using it in a
communicative game (C1 C5 C6 C7 C8) • Yes, he/she has. / No, he/she hasn’t.
• Identifying and using descriptive adjectives (C1
C3 C7)
• Using descriptive adjectives with facial features
(C1 C3 C7 C8)
• Listening to, reading and understanding a
comic strip (C1 C6 C7 C8)
• Listening to, reading and understanding texts

M
about paintings (C1 C3 C6 C7 C8)
• Writing a short text about a child’s painting (C1
short

ac
C3 C6 C7 C8)
C7 C8)
• Creating a painting (C1 C3 C6 C7 C8)
painting (C1

m Sa
• Creating a record of vocabulary learnt (C7 C8)
record of vocabulary
• Reviewing what has be n studied and reflecting
has be n studied and reflecting

ill
on it (C1 C3 C6 C7 C8)
C8)

an mp
• Reading and understanding a short diary entry
understanding a short diary entry
(C1 C3 C7 C8)
• Writing a short personalized diary entry about
diary entry about

Pu le
a painting and talking about it (C1 C3 C5 C6
(C1 C3 C5 C6
C7 C8)

bl cop
• Identifying and naming daily routines/activities
routines/activities Vocabulary • Clock times
6 What do you (C1 C7 C8) • have
have a snack, leave home, go for a • What’s this?
do? walk, go to school, come back home,

is y
• Listening to, understanding and reproducing a
reproducing a • He’s got…
song, chant and rap (C1 C6 C7 C8) meet a friend, alk on the phone, go to
• Can you/I…?

he
• Listening to, reading, understanding and a friend’s house
explaining a story (C1 C6 C7 C8) • police officer, nurse, vet, firefighter, • This is…
actor, singer • Do you want to…?

rs
• Practising and discriminating between the \Å\
and \´U\ sounds (C1 C7 C8) • CLIL vocabulary:
vocabulary: astronaut, train,
• Listening to, reading and performing a short mission, flight simulator, underwater

S.
dialogue (C1 C5 C7 C8) training tank, computer games
designer, graphics sports jour
journalist,
• Identifying parts of the language structure and interview, coach, studio

A.
making sentences and questions (C1 C7 C8)
Structures
• Making a cut-out and using it in a
communicative game (C1 C5 C6 C7 C8) • He/She (goes to school).
• Identifying and using words for different jobs • He/She
He/She doesn’t (talk on the phone).
(C1 C3 C7) • Does he/she (have a snack)? Yes, he
• Using daily routines/activities with jobs (C1 C3 does. / No, he doesn’t.
C7 C8)
• Listening to, reading and understanding a
comic strip (C1 C6 C7 C8)
• Listening to, reading and understanding texts
about different jobs (C1 C3 C6 C7 C8)
• Writing a short text about an unusual job (C1
C3 C7 C8)
• Creating a job profile (C1 C3 C7 C8)
• Creating a record of vocabulary learnt (C7 C8)
• Reviewing what has been studied and reflecting
on it (C1 C3 C6 C7 C8)
• Reading and understanding a short diary entry
(C1 C3 C7 C8)
• Writing a short personalized diary entry about a
job and talking about it (C1 C3 C5 C6 C7 C8)

10
Receptive language
• Let’s do/play/look at/look around/
sing/say/rap/listen to/investigate/
read/…
• It’s your turn.
• Is it...? Yes, it is. / No, it isn’t.
• He/She is/isn’t (polite).
• Who am I describing?
• Cut along these lines.
Pronunciation Socio-cultural aspects Cross-curricular content
• Practising the • Understanding the importance of art • Art: Faces in paintings
\‰…\ sound with • Showing interest in different paintings
two different
representations -
“ur” and “ir”

M
ac
m Sa
ill
an mp
Pu le
bl cop
• Who’s this? He’s/She’s a (vet). • Practising and • Understanding
nderstanding the importance of helping in the
the • Social Science: Different
• Let’s do/say/rap/sing/play/look at/ discriminating community jobs
between the \Å\ and

is y
listen to/read about/investigate… • Showing
howing interest in different jobs
interest in different
\´U\ sounds
• Cut along these lines.

he
rs
S.
A.

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of I.C.T. Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

11
 Unit Learning objectives Key language Recycled language
• Identifying and naming food items, UK prices, Vocabulary
Units 4, 5, 6 words for facial features, descriptive adjectives, • cheese, a pie, bread, crisps, jam,
Your Quest daily routines/activities and jobs (C1 C2 C7 C8) sweets, biscuits, a pineapple,
• Reviewing what has been studied in Units 4, 5 lemonade, strawberries
Revision and and 6 (C1 C5 C7 C8) • Five pence, Ten pence, Fifty pence,
Food in the UK • Listening to and showing understanding of a Five pounds fifty, Eight pounds ninety-
short text on UK food (C1 C3 C7 C8) nine
• Writing a short text about food in your country • curly hair, straight hair, long hair, short
(C1 C3 C5 C6 C7 C8) hair, fair hair, dark hair, brown eyes,
glasses, a beard, a moustache
• happy, sad, strong, weak, rude, polite
• have a snack, leave home, go for a
walk, go to school, come back home,
meet a friend, talk on the phone, go to
a friend’s house
• police office, nurse, vet, firefighter,
actor, singer
Structures
• Who says…?
• Can I have (some lemonade), please?

M
• I’ve/He’s got (brown eyes).
• I haven’t got (pineapples).

ac
• I’m a (nurse).
• Identifying and naming items of furniture (C1
and naming Vocabulary • Numbers (1–100)

m Sa
7 The Castle C7 C8) • toilet, desk, armchair, cupboard, sofa, • Daily routines/activities

ill
• Listening to, understanding and reproducing a
understanding reproducing shower, fridge, cooker, fireplace, • I can…

an mp
song, chant and rap (C1 C6 C7 C8)
(C1 C6 C7 C8) bookcase
• Can you…?
understanding and
• Listening to, reading, understanding and • fifth floor, fourth floor, third floor,
explaining a story (C1 C6 C7 C8)
C7 C8) second floor, first floor, ground floor • This is… That’s…

Pu le
between the \A…\
• Practising and discriminating between the \A…\ • CLIL
C LIL
CLIL vocabulary: stone, dungeon, suit
and \e´\ sounds (C1 C7 C8) of armour, sword, hire, tower
tower,
• Listening to, reading and performing a short
performing a short four-poster bed, cliff

bl cop
dialogue (C1 C5 C7 C8) Structures
• Identifying parts of the language structure and
structure and • There’s
There’s (a fireplace/an armchair).

is y
making sentences and questions (C1 C7 C8) C8) • There
There isn’t (a desk/an armchair).
• Making a cut-out and using it in a • There
There are some (armchairs).

he
communicative game (C1 C5 C6 C7 C8)
• Is there (a so a)? Ye , there is. / No,
• Identifying and using words for the floors of a there isn t

rs
house (C1 C3 C7)
• Are there any (cupboards)? Yes, there
• Using words for the floors of a house with items are. / No, he e aren’t.
of furniture (C1 C3 C7 C8)

S.
• Listening to, reading and understanding a
comic strip (C1 C6 C7 C8)

A.
• Listening to, reading and understanding texts
about castles (C1 C3 C7 C8)
• Writing a text about a castle (C1 C3 C7 C8)
• Creating a castle (C1 C3 C6 C7 C8)
• Creating a record of vocabulary learnt (C7 C8)
• Reviewing what has been studied and reflecting
on it (C1 C3 C6 C7 C8)
• Reading and understanding a short diary entry
(C1 C3 C7 C8)
• Writing a short personalized diary entry about
a dream house and talking about it (C1 C3 C5
C6 C7 C8)

12
Receptive language Pronunciation Socio-cultural aspects Cross-curricular content
• fish and chips, take-away meal,
batter, tasty, healthy, cream tea,
scones, clotted cream, spread,
roast dinner, roast beef, Yorkshire
pudding, nut roast, chilli peppers,
coconut
• Let’s sing/listen/check/read/make/
talk about…
• Open your (Pupil’s) Book and find
page (43).
• What’s (the secret word)?

M
• What do you think? ac • Practising
ractising and • Understanding information about castles • History: Castles
• This must be…
m between
Sa
discriminating
discriminating
\A…\ and
between the \A…\ and
• Showing interest in different castle features

ill
• Let’s sing/listen to/say/rap/read/ \e´\ sounds
\e´\ sounds

an mp
point to/investigate/look at/talk
about…
• Cut along these lines.

Pu le
bl cop
is y
he
rs
S.
A.

Competence in linguistic communication Mathematical competence Competence in knowledge of and

interaction with the physical world Competence in processing information and use of I.C.T. Competence in social
skills and citizenship Artistic and cultural competence Learning to learn Autonomy and personal initiative

13
 Unit Learning objectives Key language Recycled language
• Identifying and naming electronic items (C1 C7 Vocabulary • What’s this? It’s…
8 Science C8) • email, laptop, mobile phone, MP3 • I’ve/He’s/She’s/We’ve got…
Museum • Listening to, understanding and reproducing a player, digital camera, DVD player, • Have you got…?
song, chant and rap (C1 C6 C7 C8) games console, printer
• Listening to, reading, understanding and • switch on, switch off, enter, click on,
explaining a story (C1 C6 C7 C8) save, print
• Practising and discriminating between the \I\ • CLIL vocabulary: smart, vacuum
and \aI\ sounds (C1 C7 C8) cleaner, dirt, dust, brushes, battery,
• Listening to, reading and performing a short charge, solar powered, draw energy,
dialogue (C1 C5 C7 C8) solar panel
• Identifying parts of the language structure and Structures
making sentences and questions (C1 C7 C8) • They’re (using a games console).
• Making a cut-out and using it in a • They aren’t (writing).
communicative game (C1 C5 C6 C7 C8) • What are they doing?
• Identifying and using verbs related to • Are they (looking for information)? Yes,
computers (C1 C3 C4 C7) they are. / No, they aren’t.
• Using words for electronic items with verbs
related to computers (C1 C3 C4 C7 C8)
• Listening to, reading and understanding a
comic strip (C1 C6 C7 C8)

M
• Listening to, reading and understanding texts
about inventions (C1 C3 C7 C8)
inventions

ac
• Writing about an invention (C1 C3 C7 C8)
about an
• Creating an invention (C1 C3 C6 C7 C8)
an invention

m Sa
• Creating a record of vocabulary learnt (C7 C8)
record of vocabulary
• Reviewing what has be n studied and reflecting
has be n studied and reflecting

ill
on it (C1 C3 C6 C7 C8)
C8)

an mp
• Reading and understanding a short diary entry
understanding a short diary entry
(C1 C3 C7 C8)
• Writing a short personalized diary entry about
diary entry about

Pu le
people using technology and talking about it
talking about it
(C1 C3 C5 C6 C7 C8)

bl cop
furniture, words Vocabulary
• Identifying and naming items of furniture, words
Units 7, 8 for floors in a building, words for electronic
electronic • toilet,
toilet, desk armchair, cupboard, sofa,
Your Quest items, verbs related to computers (C1 C4 C7 C7

is y
shower, fridge, cooker, fireplace,
C8) bookcase
Revision and

he
• Reviewing what has been studied in Units 7 • ground
ground floor, fi st floor, second floor,
Transport and 8 (C1 C5 C7 C8) third floor fourth floor fifth floor
in the UK • Listening to and showing understanding of a

rs
• email, laptop, mobile phone, MP3
short text on UK transport (C1 C3 C7 C8) player, digital camera, DVD player,
• Writing a short text about transport in your games console printer

S.
country (C1 C3 C5 C6 C7 C8) • switch on, switch off, enter, click on,
save, print

A.
Structures
• Can you see…?
• Identifying and naming words related to Vocabulary • I’m from (England).
Christmas Christmas (C1 C7 C8) • wreath, pine cones, holly leaves, • She’s got…
• Listening to, reading and understanding a story berries, ribbon, stocking, present, • There’s…
about Christmas (C1 C6 C7 C8) advent calendar, e-card
• Showing understanding of the story by Structures
answering questions (C1 C7 C8) • I/We can (make the decorations).
• Listening to, reading and understanding a text • I can’t (find the decorations).
about Christmas traditions in different countries
(C1 C7 C8) • I haven’t got (any cards).
• Following instructions to make an advent • You’ve got (mail).
calendar (C6 C7 C8) • Have you got (some scissors)?
• Identifying and naming words related to music Vocabulary • Do you like…?
World Music (C1 C6 C7 C8) • banjo, didgeridoo, bodhran, musical • I like…
Day • Listening to, reading and understanding a text instrument, string, wind, percussion,
about unusual musical instruments (C1 C3 C6 strings, country music, folk music,
C7 C8) Aboriginal, eucalyptus, termites, hand-
• Answering a questionnaire (C1 C6 C7 C8) held drum, two headed stick
Structures
• People/They use…
• I can play…
• She plays (the accordion).
• My favourite musician is…
• Who is your favourite musician?
• What musical instrument can you play?

14
Receptive language
• We like to…
• They like (watch)ing (films).
• Let’s do/play/sing/listen/say/rap/
point to/investigate/look at/read/
talk about…
• Cut along these lines.
Pronunciation Socio-cultural aspects Cross-curricular content
• Practising and • Understanding the importance of technology • Science: Technology
discriminating • Showing interest in different inventions
between the \I\ and
\aI\ sounds

M
ac
m Sa
ill
an mp
Pu le
bl cop
• taxi, passenger, free, traffic, ferry,
high speed train, electricity, ticket,
narrow boat, canal
• Let’s sing/listen/check/read/make/
is y
he
talk about …
• Open your (Pupil’s) Book and find
page (61).

rs
S.
A.
• Understanding the importance of family at
of family at
Christmas
• Showing interest in Christmas traditions.

• What type of instrument is it? • Understanding the importance of traditional

• Let’s sing/complete… music
• Showing interest in music and unusual
instruments.

15
Introduction Communication strategies: to identify
and understand linguistic structures and
1 What is Your Quest? lexical aspects of English and use them to
Your Quest is a story-based course for primary communicate effectively.
school pupils who have initial or no previous Eliciting meaning through context: to develop
knowledge of English. The aim of the course strategies to understand structures or lexis not
is to allow students to maximize their learning seen before, but which can be understood from
potential by working through eight topic-based context and clues given.
units, that motivate and interest them and
which are presented in a way that allows easy 2 The main aims of Your Quest 4
transfer to their own world. Its aim is to develop The objectives of this cycle have been written
their competence in using English in a series of in accordance with the requirements of the
‘building blocks’ and to provide solid foundations Council of Europe. There is a strong focus in this
in language skills for future learning. cycle on the development of reading and writing
skills, although speaking and listening continue
The main aims of Your Quest to be of key importance, in addition to the
Listening: to participate in and understand maintenance of a positive attitude to learning a
messages through a variety of auditory forms foreign language and respect for classmates.
(songs, raps, dialogues, news broadcasts and Listening: to participate in and understand
M
announcements). Also to develop techniques
develop simple messages from songs, raps, the teacher

ac
and strategies which will enable them to
will enable and other students.
respond to what they hear.
hear.
Speaking: to learn to communicate in basic
m Sa
Speaking: to ask and respond in the correct
respond in the correct messages, using linguistic or non-linguistic

ill
manner in a variety of situations (role plays,
situations (role plays,

an mp
means.
group work); to observe the norms of turntaking
norms of turntaking
Writing: to produce short written texts of
and customs of speaking (please, thank you).
thank you).
various genres. In each case the students are
various

Pu le
Writing: to produce and learn about different
different personalizing the text, using a model as a guide
personalizing
from their
texts which have a transferable value from their

bl cop
for layout and content.
for layout
own world (diaries, emails, posters, web pages,
pages,
Reading: to understand and respond to
Reading:
invitations, menus); to evaluate and reflect on

is y
information at both sentence and paragraph
information
their writing at the end of each unit.

he
level, using visual clues as a strategy to further
level, using visual
Reading: to understand different texts related understanding and answering questions or True
understanding and
to their interests; to develop techniques and
rs
or False sentences.
False sentences.
strategies to respond to English texts.
Learning to learn and reflect: to give an

S.
Learning to learn and reflect: to develop opinion of their own learning by participating in
of their own
strategies and techniques in each cycle through team games and employing a basic evaluation
games and employing
which they are able to show their autonomy
as learners and are able to evaluate their own
strategy.
A.
Language comparison: to learn about the
learning.
differences between English and their own
between English
Different cultures: to learn about different language.
cultural aspects of the language as a means
CLIL: to learn about other school subjects
of communicating with people from different
through the medium of English so their
backgrounds and cultures; to develop respect
development in the foreign language is more
for different cultures.
natural and integrated.
CLIL: to learn and apply aspects of other school
Teamwork: to respect classmates and work in
subjects to their language learning, and to
pairs or groups with a positive attitude.
appreciate the benefits of CLIL.
Pronunciation: to reproduce words, songs,
Pronunciation: to identify and understand
raps and chants with the appropriate rhythm
sound and phoneme rhythm and intonation,
and intonation.
in songs, questions, chants and dialogues; to
discriminate between different sounds and show
an awareness of English pronunciation.

16
 Introduction

3 The course components of Your Quest 4 Competence in social skills and citizenship
Pupil’s Book Artistic and cultural competence
This consists of 64 full-colour pages containing Learning to learn
eight units of work that introduce pupils to Autonomy and personal initiative
different topics, a starter unit, three review and
UK culture sections, a section to consolidate After the Introduction, there is an Activity Bank
and review the themes of the story and material with ideas for games and activities using the
for two festivals (Christmas and World Music flashcards and word cards. There are also ideas
Day). Each unit consists of eight lessons, for using the posters. The material is organized
including a double-page story and six pages of by unit and set out in a format which is easy to
activities. There is pronunciation work with the use.
phonics activity, a CLIL based page of activities
and a fun comic strip story that runs through the The Teacher’s Notes uses the following icons:
book.
Pupil’s Book
Activity Book
This consists of 88 pages of activities for all the Activity Book
units, which are fully integrated with the Pupil’s
Each unit of the Teacher’s Notes includes:
M
Book. The Activity Book reinforces language
• Unit overview: This page outlines the main
ac
and vocabulary from the Pupil’s Book and aims
the Pupil’s
to develop listening, reading and writing skills.
reading objectives of the unit. It focuses on unit

m
objectives, key vocabulary and structures,
Sa
There are revision lessons, a Mind map and cut-
lessons, a Mind
outs for each unit. pronunciation, cross-curricular content and

ill
an mp
socio-cultural aspects. In addition, there is a
At the end of each unit there is a Writing
is a Writing
summary outlining what the pupils will learn in
Diary. This diary helps consolidate grammar
consolidate grammar
that unit.

Pu le
and vocabulary that the pupils have learnt. It
have learnt. It
provides an extended opportunity for pupils
for pupils • Teacher’s Notes: These provide the teacher

bl cop
to develop their reading and writing skills by
skills by with
with a guide to each lesson. Here you will find
reading a model diary entry and then planning
planning reproductions of the corresponding Pupil’s
reproductions

is y
and writing their own diary entry. Book and Activity Book pages. The Teacher’s
Book and
Notes outline the main objectives of the lesson
Notes outline
Class CDs he and materials required, and a short lesson plan
and materials

r
All the stories, songs, pronunciation chants and (At-a-glance lesson plan). The teacher’s notes
(At-a-glance plan
other listening activities in Your Quest 4 are
s
give suggestions on how to begin and end
give suggestions

S.
on the Class CD. Every main unit song has a each lesson using a game, song or activity from
each lesson
karaoke version, which can be used when the the Activity Bank. They also include instructions
Activity Bank.
pupils are familiar with the lyrics, for recycling
and follow-up activities. The recordings of the
A.
on conducting the lesson, and they give
conducting the
practical suggestions (Tips) as well as further
suggestions
diagnostic test, the unit tests, the term tests and ideas to expand or adapt activities (Options).
expand or
the end-of-year test can also be found on the In addition, there are suggested activities
CD. for fast finishers (Fast finishers) and extra
activities (Extra activities) in most lessons.
Teacher’s Notes The Teacher’s Notes also include audioscripts
of all the material on the CDs. At the end of
The Teacher’s Notes provide all the information
each unit there is also an audioscript of the
and guidance for teaching Your Quest 4. The
corresponding unit on the DVD.
Syllabus at the beginning of the book is detailed
and gives the teacher a clear overview of how • Photocopiable materials/cut-outs: At
the book and each unit is structured. the back of the Teacher’s Notes, additional
photocopiable materials/cut-outs are included.
Competences key
These are referred to in the description of the
Competence in linguistic communication relevant lesson.
Mathematical competence
Competence in knowledge of and interaction Tests and photocopiable resources
with the physical world This accompanies the teacher’s file and
Competence in processing information and provides all the additional worksheets that a
use of I.C.T. teacher may wish to use. The sections are:

17
Introduction

1 Classroom practice worksheets: extension characters find themselves in different places

and reinforcement looking for Victor Virus. In each place they meet
2 Phonics worksheets new characters and have an adventure on their
3 Grammar worksheets quest.
4 Macmillan children’s readers worksheets
5 Tests: key competence diagnostic test, unit 4.2 The Your Quest stories
tests, term tests, end-of-year test The stories in Your Quest 4 are all original and
6 Assessment: Teacher assessment of unit and contain the course characters. They provide
of class a clear and entertaining context for the target
7 Letters to the parents: Intro letter introducing language of each unit, as well as providing a
the course, then one per unit including the clear link to the CLIL topic, which the pupils will
main song lyrics be formally introduced to later in each unit. The
8 DVD worksheets stories include real world and fantasy contexts,
but all have storylines that young learners of
Songs CD
English can easily follow. The varied contexts
This is a CD packaged with the Activity Book, and storylines:
which includes the songs and chants in Your
• provide ample opportunity to consolidate the
Quest 4. The CD enables pupils to listen at
target language of each unit, with repetition
home to the songs and chants that have been
and building on course language as a whole.
introduced in class.
M • create opportunities for pupils to relate

ac
Animated Stories CD-ROM the stories to their own experiences and
knowledge of the world around them.

m
packaged with
This is a CD-ROM packaged with the Activity
Sa
animated versions of the
Book, which features animated versions of the • motivate pupils to speculate about real world

ill content and the unit CLIL focus.

an mp
stories in Your Quest 4, together with activities
together with activities
vocabulary and
related to the stories and the vocabulary and The visual context of the stories is important in
structures covered in each unit. The CD-ROM
The CD-ROM order to help understanding and provide clear
order

Pu le
enables pupils to watch the stories, which have
which have clues for the pupils to associate what they hear
clues
been introduced in class, at home and enjoy
enjoy with what they see. The images and language
with what
completing the related activities.
b co
aim to:
aim to:

DVD lis py
• stimulate
stimulate the imagination of young learners.

he
• expose
expose them to useful, everyday language in a
them
The DVD includes a wealth of animated and live clear context.
clear context.
action material to support the Pupil’s Book. The
DVD has three basic sections: animated stories
for each unit, a sketch for each unit and a CLIL
rs
• stimulate
stimulate curiosity with the introduction of the
curiosity
CLIL theme as part of each storyline.
CLIL theme
section for each unit. The DVD adds another
S.
• promote
promote autonomous discovery by involving
autonomous

A.
dimension to the course, using the language the pupils in the quest, encouraging them to
in the quest,
taught in an authentic UK context. There are look for a quest item in each story.
quest item
worksheets to accompany the DVD which Recycling of language is supported by the
language is
can be found on the Tests and Photocopiable comic strip stories in Lesson 5 of every unit,
in
Resources. which feature the dog characters – Scotty,
Yorkie and Jack. The stories are humorous and
4 The aspects of the course provide an opportunity for pupils to see the
4.1 The Your Quest 4 characters language recycled in a different context and
enjoy reading for pleasure. They also give them
In Your Quest 4, the pupils will meet the four
an opportunity to role play the situations if they
main course characters: Anna, Olga, Charlie
wish.
and Max the dog. The characters are the same
age as pupils in your class and attend the Quest 4.3 Selection and treatment of language
School for Investigators. At the beginning of the
book, the children arrive at the school and meet In Your Quest 4 pupils are provided with many
their teacher Mr Fraser again. They discover opportunities to experience and experiment
that Victor Virus, an evil character, wants to take with the language in a variety of activities
over all the computers in the world and therefore and contexts. From the first level, they are
also rule the world. With the help of the Quest encouraged to take an active role in the learning
symbols they begin a quest to find Victor Virus process, through enquiring, reflecting, and
and stop his evil plans. During the course, the manipulating the language, thus developing

18
 Introduction

increasing competence and confidence through words to help them with the pronunciation.
the six levels. The vocabulary is reinforced and more active
Your Quest 4 provides pupils with a careful recognition is encouraged. The pupils then look
balance of vocabulary and structures, which is at an illustration in the book showing the course
practised and consolidated in a carefully staged characters in a setting linked to the theme and
and integrated manner. The language of the the song. The pupils next listen to the song
course has been selected with the following which presents the new vocabulary through
criteria in mind: simple grammatical structures. The context of
the song clearly establishes the communicative
• level of frequency.
purpose of the language. They then play a
• communicative purpose and usefulness word game, Word Quest, which encourages
outside the classroom setting. interactive practice of the new vocabulary using
• natural choice for recycling and reinforcing simple question and answer dialogues. Further
previously learned language. activities in the Activity Book provide written
• support for the learning process through its practice of the vocabulary set.
utility as a classroom management resource.
Lesson 2 The lesson begins with the pupils
• its support for the understanding of cross-
being reminded of the new vocabulary. After
curricular themes.
this, they sing the song from Lesson 1 again
to reinforce the vocabulary in a grammatical
M
4.4 The teaching programme
context. The pupils are then introduced to

ac
Your Quest 4 is designed to accommodate
designed the main unit story. The aim of the story is to
situations and
different teaching situations and is very flexible reinforce the new language in context and
m Sa
supplementary material
due to the extensive supplementary material introduce the cross-curricular content of the

ill
described above. unit in an entertaining way. The story is repeated

a m several times. The first time, the pupils listen

ton provide p
5 Organization and key competences whilst looking at the story in their books.
Each unit is introduced with a map to provide
contents
teachers with an overview of the contents
P le Afterwards the teacher asks comprehension

ub co
questions
questions to establish understanding of the
assists
and direction of the unit. This resource assists storyline.
storyline. The pupils then listen again. At the

as well as providing a quick comparison tool, l

whole
teachers in their planning for the unit as a whole
py
end of the
end of the story, they are more involved in the

which can aid in the pre-teaching and recycling is

idea of the quest, searching the story frames
idea of the

of language. Each lesson starts with an he

to find the hidden Quest letter. The pupils
to find the hidden
then complete two activities in the Activity
then complete
at-a-glance lesson plan which provides the
teacher with a quick overview of the content of rs
Book based on the story. The first reinforces
Book based
understanding of the sequence and events of
understanding
each lesson and the materials needed.
S.
the story, while the second allows for further
story, while

A.
In Your Quest 4, there is coverage of all the key related language practice. The pupils end the
language
competences. In both the unit map and the lesson by focusing on phonics, with a humorous
focusing on
at-a-glance lesson plan, the key competences image and phoneme-rich chant to draw pupils’
phoneme-rich
for the activities are listed, so that the teacher attention to, and give them practice of, the
give
can easily see which competences are being targeted sound. In the Activity Book they are
worked on. asked to sort words and distinguish between
the sounds they have been introduced to in the
5.1 The organization of units by lesson Pupil’s Book.
The Pupil’s Book contains a starter unit, eight
main units, each consisting of eight lessons, a Lesson 3 This lesson introduces pupils to
section to consolidate and review the themes the target grammar structure, first through
of the course, and three revision and culture a dialogue. The photographic image helps
sections. The eight main units follow the same establish the context and give the dialogue a
general structure: real world context. Pupils listen to the dialogue
and read along in their books. They then listen
Lesson 1 The theme for the unit is introduced, again, this time repeating sentences after they
along with a new lexical set (you may use your hear them. Finally the class read out the lines
own flashcards). A simple game is played to of the dialogue in two groups. This can be
help the pupils remember the new words, extended further in pair work. Once the pupils
they listen to the word rap and repeat the are comfortable with the dialogue, the structure

19
Introduction

is focused on in more detail in Let’s investigate a reading comprehension, and are expected
grammar. The dialogue is used to highlight to produce short written sentences. At the end
the main points and pupils are asked to make of the lesson, pupils evaluate their work and
affirmative, negative and question sentences understanding of the unit by colouring one of
using the examples in the grammar table. Further the Quest children, representing their own view
activities in the Activity Book provide practice of of their progress across the unit.
the target structure and a listening element with
a similar dialogue with the Quest characters. Lesson 8 The final lesson begins with a
Quest task sheet which requires pupils to
Lesson 4 This lesson begins with further work individually to find answers to questions
practice of the grammar structure. As a fun from the unit they have just completed. It is a
team activity the class practice sentence further opportunity for autonomous revision
construction together of affirmative, negative and consolidation. The continuation of the
and question sentences. They consolidate lesson focuses on working with the Writing
this with further activities in the Activity Book. Diary. Pupils read an online diary entry and
Pupils then make the cut-out cards from the accompanying diary notes written by one of
Activity Book. They play a simple game using the Your Quest characters in their Activity
them, with pupils taking turns at reproducing Books. They then look at the grammar focus
the target language, thus providing practice on for that lesson and use the examples to create
a more individual level. Clear instructions for the affirmative, negative and question sentences.
M
demonstration and setting up of the game are
setting up Finally pupils plan and write their own diary
provided.
ac entry.

m
Lesson 5 This lesson introduces the second
Sa
introduces the second Revision and Culture lessons There are three

ill
lexical set of vocabulary related to the unit topic.
related to the unit topic. revision and culture sections, which come after

an mp
Pupils are introduced to it by a simple listen
simple listen Units 3, 6 and Quest Code-breakers and Quiz.
and repeat activity and then reinforce the words
reinforce the words Each revision lesson follows the same format. A

Pu le
through a fun rap. They consolidate this with
this with game is played to revise the lexical sets of the
game
further activities in the Activity Book. The lesson
The lesson units. Then pupils ask and answer questions
units.

bl cop
ends with an episode of the comic strip A A Dog’s about a
about a picture, where the language of the
Day. These humorous short stories recycle the the three or two
three or two previous units is embedded in the
target language in a fun and engaging way.
is y questions and
questions and answers. Pupils can listen to the

Lesson 6 This lesson introduces a cross- he same

same questions and answer dialogue on the
class
questions
class CD to check their answers. Afterwards
CD to check
curricular theme. Pupils listen to texts about
the images they can see on their books and rthe pupils have to find the hidden letters in the
s
pupils have
picture
picture and make the secret word. The second
and make
answer simple questions. The pupils then listen
again, so they can read the texts at the same S.
part of the lesson focuses on UK culture with
the lesson

A.
a theme connected to the unit topics being
connected
time. In the Pupil’s Book they answer questions revised. Photographs in the Pupil’s Book
Photographs
designed to pull out specific information from illustrate the topic being focused on and a
topic being
the texts. They then read a further short text short text accompanies each one. Pupils are
accompanies
which is related to the topic but which extends encouraged to observe differences between the
the ideas into other cultures, allowing pupils to UK and their country. There is an opportunity
compare a different culture with a more familiar for further writing practice as pupils are asked
one. This is used as a model for the pupils to to investigate and write about their country.
then write their own short text in the Activity They work first with an example writing plan
Book. At the end of the class there is a CLIL and text.
project which pupils work on individually or in
groups. 5.2 The organization of the lesson
The lessons in Your Quest 4 have been
Lesson 7 This lesson aims at consolidating the carefully designed to engage the pupils and
language and cross-curricular content of the have been planned to ensure that pupils can
unit while providing pupils with an opportunity easily follow the different stages throughout
to evaluate their own learning through the unit. each lesson. Every activity has a clear linguistic
They begin by completing a Mind Map focusing goal and each activity flows naturally to the
on the core vocabulary of the unit. Afterwards next. Each lesson follows the same general
they complete various activities in the Activity format.
Book, including a listening comprehension and

20
 Introduction

Opening activities where the pupils stick vocabulary stickers, and

The opening activities have multiple cut-out activities. The lessons for each unit
purposes: to signal the start of the lesson, follow the same general structure.
to introduce useful language for simple Lesson 1 The pupils recognize and write the
information exchanges as well as for classroom eight or ten core lexical items, based on image
management and to review language from prompts. They then write the key vocabulary
previous units. items in context.
Lesson 2 The pupils read and match sentences
Opening song/chant
from the story script to images of the story. They
A song or chant is the starting point of the do a comprehension exercise on the story, such
lesson, introducing and practising useful as completing sentences or identifying true or
language for short personal information false information, or answering questions. They
exchanges and simple dialogues or language write the Quest letter. Finally pupils circle, sort
that can be integrated into the general running and write words that match the target phonics
of the class. The pupils are encouraged to sing sounds. They can then listen and check.
the song/chant.
Lesson 3 The pupils order sentences, write
Main activities them and colour the boxes using the colour
Each lesson comprises a variety of main code from the Pupil’s Book. They listen to the
Your Quest characters on the class CDs and fill

M
activities, with a balance of pace and skill
focus. The activities are designed to engage
are designed in missing information or match it. They then

ac
and motivate the pupils and promote the
pupils and write sentences using the target vocabulary and
structure.
m
development of communicative confidence in
communicative
Sa
a carefully staged and integrated manner
integrated manner The
The Lesson 4 The pupils complete a matching

ill task making correct grammatical sentences.

an mp
combination of main activities is dependent
activities is dependent
on the goal for each lesson. For the most
For the most They then read and complete a dialogue or
part, however, the main section of the lesson
of the lesson write sentences using the target structure, and

Pu le
is dedicated to the development of oral and
oral and listen and check. Finally, they either complete
aural skills using a range of teacher-led games,
teacher-led games, a personalization activity and write sentences
a personalization

bl cop
action games, Total Physical Response (TPR) (TPR) about themselves related to the topic or they
about
and mime. Pupils are also encouraged to write sentences describing a picture related to
write sentences
is y
work in smaller groups and pairs to optimize the topic.
the topic.
opportunities of experimenting with the
he
language. The Activity Book is later used to
Lesson 5 5 The pupils complete a writing or a
The
listening task related to the second lexical set.
listening task
give pupils a further opportunity to work more
independently, reflecting on the language rs They complete sentences combining this lexical
They complete

S.
set with the first. And finally they read and
with the
as they complete activities in the book. This draw, or draw and write about themselves or
or draw and

A.
period of the lesson also gives the teacher a something
something related to the topic.
related
chance to move around the class and assess Lesson 6 The pupils refer to the Pupil’s Book
The pupils
pupils’ progress on an individual level, providing CLIL texts and circle, match or write the
circle,
support where necessary. There are also ideas correct information. They listen and check their
provided for accommodating fast finishers. answers. They then read a text connected to
Closing activities the CLIL topic and write a similar text using
prompts.
There is a song or chant to signal the end of
each lesson. As at the beginning of the lesson, Lesson 7 The pupils complete four revision
the song/chant exposes pupils to useful activities, the first using the stickers to complete
interactive exchanges and classroom language. the Mind Map. They then do a listening activity
based on the second lexical set, followed by
5.3 The organization of the Activity Book a reading, matching and writing or listening
activity. They next write complete sentences
The Activity Book contains 88 pages of activities
using the vocabulary and structure focused on
aimed at promoting reading and writing in
in that unit. Finally, pupils evaluate their own
English. The activities support the language
learning and work for that unit.
that the pupils have practised aurally and orally
in the Pupil’s Book. There are eight pages of Lesson 8 The Writing Diary is an extra resource,
activities per unit of work, a page for each of which is motivating for the pupils and provides
the festivals, a Mind Map section for every unit a record of their learning while providing the

21
Introduction

teacher with a further tool for writing practice, they make cut-outs and play communicative
revision and evaluation. The pupils complete games with them, for which the teacher is
the relevant section in the diary after they provided with clear instructions. The modern
have completed each unit in the Pupil’s Book. and appealing songs and chants, in Lessons 1
The pupils reflect on what they have learnt and 5, invite them to practise the language and
throughout the unit and evaluate what they feel supra-segmental features of pronunciation, such
they can do. as stress and intonation, while Lesson 2 looks
more closely at a specific sound to provide
6 Methodology the pupils with more focused pronunciation
practice.
6.1 Child-centred learning Vocabulary: A child-friendly lexical set is
Children are naturally curious and Your Quest presented in the first lesson of each unit. The
4 aims to utilize this curiosity to maximize pupils first may play games with the new words,
learning. They are encouraged and supported followed by a word chant (recorded on the Class
on their quest to investigate the English CD) to model and aid pronunciation. Pupils then
language and the world around them. The listen to a song including the words in simple
course content generates a funfilled environment grammatical structures. This is supported by
in which pupils can freely experiment with the a stimulating visual Word Quest, to provide
language and communicate their ideas and individual practice. In Lesson 5 the pupils are

M
opinions to their peers and their teacher. There introduced to a new set of vocabulary items that
with language
is a focus on working with language visually;
ac
are related to the cross-curricular content of the
to use the
pupils are encouraged to use the pictures to unit. There are many opportunities for pupils to

m Sa
predictions
arouse interest, make predictions and generate practise and develop key lexical items in each
styles are catered to
ideas. Different learning styles are catered to unit. Vocabulary is systematically revised and
ill m
learning is active and
with a variety of tasks and learning is active and recycled in blocks within a unit, and pupils will
child-centred.
a n skills pl
be able to remember the words easily.
Reading and writing: There are opportunities

P e
6.2 The development of communicative
in both
in both the Pupil’s Book and Activity Book
In all six levels of Your Quest communicative
communicative
competence is the central goal and u co
systematic b
to develop
to develop the pupils’ reading and writing
skills, but it is dependent on their knowledge
skills, but
communicative skills are built on in a systematic
and integrated way. The main features of Your lis py
of English, the number of classes they have
of English, the

he
attended and their reading and writing ability
attended and their
Quest 4 are as follows: in their first language or languages. Text in the
in their first language

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Listening: Listening activities are varied Pupil’s Book provides pupils with clear models
Pupil’s Book provides
with multiple aims. In the first lesson, a song of language to interpret and use as a guide for
language to

S.
provides a memorable introduction to the their own text. This is supported by activities in
own text. This
language of the unit, promoting a sense of the Activity Book, which scaffold written tasks
Activity Book, which
rhythm, stress and intonation. Later in the
unit, the word rap develops further awareness A.
leading to freer writing and encouraging pupils
freer writing
to explore the language to express their own
language
of good pronunciation, while a good ear for ideas.
specific English sounds is nurtured in the
phonics activity. Dialogues, throughout the 6.3 A focus on meaning
units, provide ample practice of listening to, The language in Your Quest 4 is presented
understanding and responding to language in a child-friendly context, enabling pupils to
in simple, familiar contexts, while the stories make connections with it and the world around
maximize the pupils’ interest in narration them. Throughout a unit, language is recycled
in various lessons, to consolidate the pupils’
and provide a context for more global
learning. The topics included are interesting and
understanding. relate to their world. Communicative activities
Speaking: The oral activities in Your Quest in Your Quest 4 promote practising language
4 are carefully designed and staged to give in a real world context, which is therefore easily
pupils the courage and confidence to express transferable to contexts outside the classroom.
themselves in English. Pupils are provided
with models which can easily be mimicked,
which allow for extension and personalization,
providing an opportunity for them to
demonstrate their understanding. In Lesson 4

22
 Introduction

6.4 Cross-curricular content (CLIL) number of ways in which learning how to learn
An objective of Your Quest 4 is to link learning is integrated into the course:
English with other primary subjects. However,
when working in English with topics from At-a-glance lesson plan: This can be written
another subject, it is important to have a context on the board, so the pupils can see what they
to aid understanding and help learning. With will achieve in class that day.
this in mind, in Your Quest 4 the CLIL topic of Lesson organization: Through the clear
each unit should be introduced first through organization of lessons, pupils feel secure
the colourful photographic images on the CLIL and confident in the way they approach their
pages. This generates interest and allows pupils learning.
to make predictions about the specific topic. Instructions: Through the use of simple
It also generates other vocabulary in English instructions in the Pupil’s Book and Activity
(extension vocabulary). The pupils listen to Book, pupils can understand what is required of
the CLIL texts first without the text in front of them in order to complete tasks.
them. They then develop their understanding Evaluation: On completing the revision in
by reading the texts themselves in the Pupil’s Lesson 7, pupils colour in pictures of the Quest
Book. characters to show how well they feel after they
have completed the unit.
6.5 Phonics
Fast finishers, reading and writing activities:
M
In Your Quest 4 pupils’ understanding and
pupils’
Pupils can use these materials to work

ac
usage of key aspects of pronunciation such as
aspects of pronunciation
independently.
rhythm, stress and intonation are incorporated
intonation

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through exposure songs,
in a natural way through exposure to songs,
In Lesson there
stories, raps and chants. In Lesson 2 there is
6.8 Managing diversity in the classroom

ill Not all pupils learn in the same way or at the

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phonics. Using a chant,
a specific feature on phonics. Using a chant,
same pace. In Your Quest 4, this difference in
pupils listen and say a fun chant, through
chant, through
learning is approached in a number of ways:

Pu le
how particular
which they are made aware of how particular
The activity
sounds are correctly pronounced. The activity Options:
Options: Alternative ideas for activities that suit
the
the level and diversity of the class and individual

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sound-
also introduces an awareness of sound-
pupils
spelling patterns in English. Finally, the pupils pupils
pupils are included.

is y
their
complete a sorting activity to demonstrate their Fast finishers: In some lessons of the teacher’s
understanding of the featured sounds. The notes there
notes there are activities for fast finishers. They
objective is to develop the pupils’ awareness of he
can be used when
can be used when pupils finish work ahead of

rs
a sound, and provide a foundation from which others in the
others in the class or for further consolidation of
they can learn to speak. work which
work which has been done.

6.6 Developing learner autonomy S .important

6.9 Integration of socio-cultural aspects
It is important for pupils to develop strategies
for future learning – a skill which is transferable Aof.
integration
The integration of socio-cultural aspects of
learning is an important part of the Your Quest
to all subjects. In Your Quest 4 these are: 4 syllabus, and is highlighted in the opening
is highlighted
• answering questions about songs. page for each unit. The main socio-cultural
objective is to nurture interest, and positive
• predicting the content of the story from the
attitudes towards a language, people and
pictures.
culture which is different from the pupils’ own.
• predicting the CLIL topic. In the UK culture section, pupils are able to
• recording vocabulary in the Mind Map. develop an understanding of other pupils’ lives
In Your Quest 4 activities in both the Pupil’s while comparing them to their own. Another
Book and the Activity Book encourage a degree objective is to develop a positive belief in pupils
of autonomy. Pupils are also encouraged to in their own ability to learn a foreign language. In
evaluate their progress at the end of each unit. Your Quest 4 this is achieved through the use
of games, stories and communicative activities
6.7 Learning how to learn which relate to the pupils’ lives and experiences.
One of the objectives of Your Quest 4 is This develops a positive attitude towards
to guide pupils to becoming responsible, learning English.
independent, reflective learners, which will help
them in later years. In Your Quest 4 there are a

23
Introduction

7 Classroom management 9.2 Formal evaluation

7.1 Classroom organization More formal evaluation material is also provided
Your Quest 4 is a course which incorporates on the Tests and Photocopiable Resources. The
routines in the Teacher’s Notes and activities, end-of-unit tests enable the teacher to chart the
which in turn support the teacher in his/her pupils’ progress through the book. The end-of-
classes. Each lesson begins and ends with an term tests enable the teacher to see how well
opening and closing routine. Other key parts the pupils have assimilated the material taught
of lessons, such as the story, cross-curricular that term, and the end-of-year test provides a
content, review the Writing Diary are introduced record of the pupils’ progress at the end of the
by a chant or questions to predict the topic or academic year. The key competence diagnostic
activity. The Teacher’s Notes provide concise test at the end of the course can be used to
instructions on how to set up and monitor the assess the pupils’ level.
activities.
9.3 Self-evaluation
7.2 Classroom language Self-evaluation is an important part of the
Teachers are encouraged to use English in the learning process in Your Quest 4. This is
classroom wherever possible in Your Quest 4. provided in the Writing Diary and the revision
Classroom language is introduced through the lessons.
songs in the opening and closing routines, and

M
in the course material. Essential classroom

ac
the teaching
language is scripted in the teaching notes for
to use. However,
the teacher and pupils to use. However, it is

m
pupils will use
Sa own
also anticipated that pupils will use their own

ill
times during lesson.
language (L1) at different times during a lesson.

8 Involving parents and carers

a m
n pl
For this age group it is important to involve
involve
the family in the learning process. Language
Language
P e
which is learnt at school can be reviewed and
reinforced at home. Your Quest 4 aims to
and
ub co
involve parents or carers in pupils’ learning
lis py
he
in a number of ways. The Activity Book is
accompanied by an Animated stories CD-ROM

rs
which enables the pupils to listen to and watch
the story at home with their family. There is also

S.
a songs CD and pupils can listen to the songs at
home with a parent or carer.
9 Evaluation A.
Evaluation in Your Quest 4 is developed
appropriately at each stage of the course.
The evaluation material is designed to check
achievements in teaching and learning, identify
pupils’ needs and provide the opportunity for
self-assessment.

9.1 Informal evaluation

Record sheets for teacher’s observations and
informal ongoing evaluation are provided on
the Tests and Photocopiable Resources. These
give the teacher the opportunity to record and
measure the progress of the individual pupil and
the whole class. A teacher’s evaluation of the
unit sheet is also provided to allow teachers to
reflect on and assess the effectiveness of the
material provided.

24
 Introduction

Activity Bank Banana sentences

• Prepare a set of word cards and place them
These five-minute activities can be used to
on the board. Divide the class into two teams,
practise or recycle language. To recycle items
and say Let’s play the Banana sentences
from the previous lesson, use an activity after
game. Draw two columns on the board and
the Opening activities. Although activities have
write the name of each team at the top. Invite
been allocated to specific lessons, choose the
a volunteer to come to the front to write the
activities that work best with your class.
scores.
• Say a sentence to Team 1, for example, I
Mime and match the flashcard
(banana) (banana). Invite a pupil to guess
• Prepare word cards and show them to the the complete sentence, for example I’ve got
pupils. Encourage them to say the words as Geography. If they seem unsure, mime the
you stick them on the board. action. Repeat the process with Team 2. Ask
• Prepare a set of flashcards and shuffle them in your volunteer to award points if the sentence
front of the pupils. Place them face down in a is completed correctly.
pile on your desk and take the top one. • Continue the game. Invite volunteers to make
• Ask the pupils Which one is this? and mime sentences, either affirmative or negative or
the flashcard. Invite a pupil to answer by questions, for the other team to complete.
saying the word. Then invite the pupil to the Praise the sentences that they make, saying
front to remove the correct word card from
M
Very good!
the board and show the pair to the class. Say
show the
Well done!
ac
• Continue the activity until all the word cards
activity until all
Mime

m Sa
• Ask the pupils what words they remember
have been removed from the board.
from the board. from the previous lesson (these will be the
ill
an mp
vocabulary from the second lexical set). Listen
Story sentence review
to and praise their answers. Say to the pupils
• Open your book at the story pages, hold it
pages, hold it Let’s stand up!

Pu le
up and ask the pupils Do Do you remember the Explain
• Explain to the pupils that they should mime
story? the
the word you say. Say the words slowly and

bl cop
• Say a sentence aloud from the story, and
and then
then speed up as they mime them.
invite the pupils to say which character says
says • IInvite different
nvite different pupils to the front to say the
the sentence.
is y words and
words and encourage their classmates to
• Invite the pupil to read another sentence
aloud and another pupil to give the answer.
Continue with the rest of the frames.
hStory mime.
erquiz
• When the story is finished, praise the pupils’ Opensyour
• Open your book at the story pages, hold it
speaking and say Very good!
Five sentences
S
up and ask the pupils Do
and ask the
story?
.A into
you remember the

play the story .quiz. Draw two columns on the

• Divide the pupils into two teams and say Let’s
the pupils
• Prepare a set of flashcards and stick them on quiz.
the board. Ask the pupils Can you say five board and write the name of each team at the
write
sentences? top.
• Ask the pupils to work in groups to think of • Ask a team to choose a frame that the other
five sentences using the vocabulary on the team must answer questions about. Show
flashcards. After a minute, invite a volunteer that frame on your book to the other team.
to come the front to say their group’s five Ask them the questions relating to that frame
sentences. As they say their sentences, they from Lesson 2, or create some of your own.
touch the correct flashcards. • Invite different pupils to answer, and award
• Praise the pupils’ speaking, saying Very points for correct answers. If the team cannot
good! Repeat the process with different answer, invite a pupil from the other team to
volunteers coming to the front. answer for a bonus point.
• Continue the quiz with the rest of the frames.
Praise the pupils’ answers, saying Very good!

25
Unit 1 lesson 1

CLIL activity
• Ask the pupils what they remember about the
CLIL topic. Divide the class into two teams.
• Say Let’s answer true or false. Explain that
you will say a sentence and then you will
invite a pupil to answer, saying It’s true! or It’s
false! If they get it right, they get a point for
their team.
• Say different sentences about the topic. Then
invite volunteers to the front to say sentences.
• Put the pupils into pairs, and encourage them
to play the game by making sentences. Move
around the room and listen to their speaking.
Praise it, saying Very good!

M
ac
m Sa
ill
an mp
Pu le
bl cop
is y
he
rs
S.
A.

26