Young Achievers Teacher's Book contents overview

6
Young
Achievers
Teachers
Achieving goals with Young Achievers!
page 2
For the Student
page 3
Take a tour of the Students Book
page 4
For the Teacher
page 10
Digital Solutions
page 12
Key Competences for Lifelong Learning
page 16
Activity Bank
page 17
Go Digital! Bank
page 22
Students Book contents
page 24
Unit 0 Welcome
page 26
Unit 1 High adventure
page 42
Unit 2 Now and then
page 72
Language fun! Units 0-2
page 102
Unit 3 Staying well
page 108
Unit 4 Show business
page 138
Unit 5 Amazing stories
page 168
page 198
Unit 6 Crime investigation
page 204
Unit 7 Our planet at risk
page 234
Unit 8 A better future
page 264
page 294
Achieve more! Units 1-8
page 300
Word reference
page 316
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Young A chievers 5
6
Contents
Unit
Vocabulary
Countries
Adjectives
Large numbers
The weather
Grammar
Chores at home
Experiences
Question words
Processes
Future plans with going to

Present perfect with already, yet, for and since
Comparatives and superlatives
Present and past passive
Zero conditional
First conditional
Review of tenses: present simple, present continuous, past simple
Welcome!
1
High adventure
Adventure: athlete, bungee jumping, helihiking, hot-air balloon, Past simple and past continuous
blackwater rafting, marathon, parachute, safari, thermal park,
Present perfect and past simple
whitewater rafting, zorbing
Phrasal verbs:
away, work out
Now and then: ballroom, city, clock, compass, computer,
electricity, farm, knight, mobile phone, money, plane, storyteller, TV
Now and then
used to
I wish...
Functional language: What do you think? Are you sure? How do you know?
If... then, because..., so...
3
Staying well
Health:
minerals, protein, sugar, vitamins
Fruits and vegetables: apple, beetroot, broccoli, carrot,
cucumber, grape, grapefruit, kiwi, mango, orange, papaya, pear,
pineapple, spinach, strawberry
Food: butter, cereal, cheese, chicken, ice cream, lentils, milk,
noodles, rice, soft drinks, turkey, yoghurt
First conditional
Second conditional
I wish...
Giving advice: If I were you, I ...
Drama and cinema: act, actor, actress, costume, scene,
Collocations: good at, interested in, scared of, bad at

Reported speech: present simple to past simple
Reported speech: present continuous to past continuous
-body, -thing, -where
soundtrack, special effects, star, stunt, title
Show business
Verbs:
pick up, play, run, scratch, shake, sing, stand, stay, take, talk, touch
Telling stories:
Amazing stories news, newspaper, novel, novelist, plot, publish, report, reporter,
screenplay, writer
Reported commands
Reported questions and requests
Question words: how, what, when, where, which, who, why
6
Crime
investigation
Crime investigation: binoculars, burglar, clue, crime scene,

logic, magnifying glass, observation, record, report, Sherlock Holmes,
sketch, solve, suspect, thief, torch
Phrasal verbs: get back, give up, grow up, keep on, look for, set out,
set up, take up
Ecology: ban, destroy, environment, global warming, The Great
Human rights: apartheid, dark-haired, education, fair hair, freedom,

Gandhi, identity, inequality, majority, Martin Luther King Jr., minority,
Nelson Mandela, prison, privilege, race, South Africa, underdeveloped,
water fountain
pollution, recycling, reuse, rubbish bin

Our planet at risk Natural disasters:
A better future
Determiners: both, neither of, all, none of

Modal verbs: must, might, cant
where, who, that
Present passive
Past passive
not enough, too many, too much
Second conditional
Past obligation and prohibition: had to, were / werent allowed to
Past passive
Predictions: will, wont, might

Achieve more! Units 1-8
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Reading
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Contents
Achieve!
Culture
Phonics for
pronunciation
Functions
Talking about experiences:
did you do it?
Making plans: Im going to ride my bike on Saturday.
Making predictions: If it rains, I will stay at home.
Making comparisons: Jamaica is not as cold as Canada.
Describing passive events and processes in the present and the past: The manuscript
is written by the author. Light bulbs were invented by Thomas Edison.
Talking about experiences: Have you ever eaten insects? When did you eat them? I have
already slept in a tent.
Describing a trip: I was walking along the road when a snake bit me.
Past participles:
-t / -d / -id
Describing past habits: I used to go to school by car, but now I go by bus. People used to
tell stories at night.
Talking about wishes: I wish I could sing.
Homophones
If you eat food with calcium, it will help

strengthen your bones.
Talking about possibilities: If I found some money in the street, I would give it to the
police.
Asking for and giving advice: I wish I got good marks in Maths. What can I do? If I
were you, Id study more.
-augh / -ough
oo
Romeo and Juliet
Minimal pairs
Describing passive events in the present and the past: Plastic is made from
petroleum. New Orleans was hit by Hurricane Katrina.
Describing ones neighbourhood: There arent enough trees. There is too much
rubbish on the pavements.
Reasoning: introduction, pros, cons, conclusion
-tion / -sion
Talking about possibilities (second conditional): If nobody wanted to be my friend,

Id feel depressed.
Writing a postcard: Black people werent allowed to get married to white people.
Role-playing an interview: When were you born?
Making predictions: I will get married. I might be famous. I wont have any children.
Writing a biography: He was awarded the Nobel Peace Prize in 1964.
f / ff / ph / v
F
Interactive practice
SC
More
phonics
More
phonics
More
phonics
CLIL:
Conan Doyle
CLIL: Global warming

Rubbish: a problem we can solve
More
practice
CLIL: The rights of the child

More Nobel
Alfred
practice
P
F
SC
More
phonics
F
Grammar presentation
SC
More
phonics
CLIL: Newspapers past and present

Jokes and riddles
str- / scr-
More
practice
CLIL: Vitamins: Your body needs them!
CLIL: William Shakespeare, man of words
Determining quantity: Both of the boys are wearing sunglasses. None of them is
wearing shoes.
Deducting and speculating: He might be on holiday. They cant be at the zoo
because those are farm animals. They must be in the countryside.
A burglar is a person who breaks into houses and
steals things.
More
practice
CLIL: Multiple intelligences
Proverbs and sayings
Reporting commands:
Reporting questions and requests: The teacher asked me to open the door.
Writing an interview report: I asked if she was rich. She said she wasnt. She asked
where he was going to work.
Writing a short newspaper article (headline, lead paragraph, main events, conclusion)
More
practice
New Zealand
Text speak
Talking about ones abilities, interests and fears: Im good at English. Im

interested in science. Im scared of snakes. Id like to be a doctor.
Writing the end of a play and reporting speech: He said he wasnt holding a
More
practice
CLIL: UNESCO World Heritage sites
More
phonics
Audiovisual material
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i-poster
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IWB
Unit
O verview
Grammar
Vocabulary
Present perfect with
already and yet

Present perfect with for
and since
Future plans with going to
Zero and First
conditional
Comparatives and
superlatives
Present and past passive
Comparing present
simple, present
continuous, past simple
and present perfect
Pronunciation
Recycled language
Countries
Adjectives
Large numbers
The weather
Chores at home
Experiences
Question words
Processes
Language objectives
Grammar
Functions
To review the use of the present perfect

To review the use of future with going to
To review the use of the zero and first conditional
To review comparatives and superlatives
To review the use of the present and past passive
To review the difference between various tenses
To review language taught in previous years

To remind children of the language they know in a fun way
To talk about life experiences
To talk about plans for the coming weekend
To compare countries
To describe a process
Vocabulary
Pronunciation
To review common nouns and verbs

To review language from the previous years
Skills objectives
Speaking
To say various lists of words
To ask and answer questions using various tenses
To talk about future plans
To describe a process using the passive voice
Listening
Reading
To read and understand instructions
To show understanding by matching sentence halves
To differentiate between word options
To choose the correct verb tense to complete a sentence
Writing
To demonstrate comprehension by completing activities To write lists of words from memory

To listen for missing words
To write about life experiences
To write a comparison of different countries
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SC SC
More
phonics
More
phonics
i-poster
Assessment criteria
Go digital!
Check children can identify, understand and
IWB
Teachers i-book
More
practice
More
practice
i-flashcards
produce future plans with going to, present

perfect with already, yet, for and since,
comparatives and superlatives, present and past
passive, zero and first conditional and a range
of tenses: present simple, present continuous,
past simple.
Check children can identify, understand and
produce vocabulary for countries, adjectives,
large numbers, the weather, chores at home,
experiences, question words and processes.
Check children can talk about experiences, make
plans, make predictions, make comparisons and
describe passive events and processes in the
present and the past.
Materials
Teachers i-book
Students Book 6 CD 1
Teachers Resource Book 6
SC SC
i-book
More
phonics
i-poster
i-posteri-tools
Use the Richmond
i-flashcards
the children oni-flashcards
the
IWB.
More
phonics
to complete the activities with
Lead-in
and
provide a digital alternative to
Activities in Lead-in
introduce the children
to
lessons.
See lesson 1 of this unit.
Speaking
Speaking
i-poster
i-flashcards
IWB
i-book
Activities with+ + beside the
rubric
offer an additional
interactive activity to reinforce the activity content. See lesson
2 ofMore
this unit.More
P P
practice
practice
Provides extra interactive practice which can be used for

SC
Fast
finishers or asSCa Wrap
up activity. Alternatively, it can

be used More
as homework. See lesson 6 of this unit.
More
phonics
phonics
Use the Vocabulary Game Generator to create your own

interactive games to review the key vocabulary from the unit at
any
time.
i-poster
i-flashcards
Use
the Interactive Routines Poster at the beginning of each
lesson.
IWB
i-book
Diagnostic test pages 110-111: Lesson 6

Extra
Strips of paper
Map of the world
For suggestions on how to exploit the course

resources see the Activity Bank, pages 17-23
Key competences
LC
MST
Linguistic competence
Children develop listening, speaking, reading

and writing skills. Children learn to talk about
experiences and make plans and predictions.
Children learn to make comparisons. Children
learn to describe passive events and processes in
the present and past.
Social and civic competence
CAE
Cultural awareness and expression
Mathematical competence and basic

competences in Science and Technology
Children develop and apply mathematical
thinking and explain the natural world.
DC
SCC
Children learn to use and appreciate ways of

expressing ideas, experiences and emotions and an
understanding of ones own culture and diversity in
the world.
LL
Competence in learning to learn
IE
Sense of initiative and entrepreneurship
Digital competence
Children become familiar with the use of

technology as a tool to reinforce language
acquisition.
Children learn to participate in an effective and

constructive way in social life.
Children develop strategies to improve the learning

process and to assume control over their own
learning.
Children develop abilities and capacities like critical
reflection, decision-making and independent action.
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Welcome!
Unit
Lesson 1
1
Play the memory game with a classmate.
1
Name 15 countries.
Name 10 adjectives.
point
point
point
point
Say 5 things you

have to do at home.
Write 5 interesting
things you have
done in your life.
point
point
Write 3 things you

are going to do at
the weekend.
9
point
Name 3 ancient civilisations.
point
11
10
Write 4 fairy-tale
titles in English.
12
point
point
point
Say these
numbers:
3,568;
183,479;
2,746,109;
182,536,794
Write 10 words
related to the
weather.
Write 5 problems with

living in a big city.
Write 6 ways
that life was
different 500
years ago.
point
LL
Write 5 things you

want to do but
havent done yet.
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Key competence
LL
This activity will help children to recycle and

evaluate their knowledge of English after the
summer holiday. This involves reflecting on
what they know and being aware of what they
need to learn.
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Continuous assessment
Ask them how many points have been achieved.
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practice
practice
SC SC
More
phonics
More
phonics
Unit 0
Lesson 1
i-poster
i-flashcards
Language objectives
IWB
Grammar
Imperatives
Vocabulary
Review: countries, numbers, the weather, chores at
home, experiences
Functions
Review language taught in previous years in a fun
way
Skills objectives
Speaking
Say various lists of words
Reading
Read and understand instructions
Writing
Write lists of words from memory
Materials
Teachers i-book
Attention to diversity
The quiz is designed to be a fun review of previous
language learnt in order to switch the childrens
brains back on to English after the holidays. Put
the children into small teams to play, pairing
weaker children with stronger ones so everyone can
participate and feel successful.
Warmer
Welcome the children back to class and get everyone to

greet the people sitting around them. Ask who has used
English during the holidays, maybe talking to people,
reading books or watching TV. Encourage them to talk
about their experiences.
Lead-in
Tell the children that they are going to try and

remember as much English as they can. Ask questions
around the class, such as: What season is it? What are
you wearing? Whats the weather like today? Have you
got any brothers or sisters? Where is (Jamie) sitting? Let
children take over your role and take turns asking their
classmates questions.
Open the lead-in activity. Tell the children you are going
to play a game to remember some of the key topics covered
last year. They have to provide as much information they can
remember as possible. Play Guess it! The children have to guess
the picture. Divide the class in groups. Touch play to start. The
children look at the picture and try to guess what it is. When the
children want to have a guess they raise their hand. Stop the
timer. If the answer is correct, give one point to the team. If its
not correct, restart the timer. Use the Richmond i-tools to write
each teams score and time on the chart provided. Once the first
picture has been guessed, ask questions: Have you ever been to
Paris? What other cities have you visited? Do you like tales? Whats
your favourite tale? Touch play again at the bottom of the
screen to play with a different picture.
i-book
1Children play the memory game with a

classmate.
Answers
Childs own answers
Optional extra: Adapt some of the questions to extend the quiz
and award more points for correct answers and spelling, for
example: 1. Name 10 countries in Europe. 2. Write 10 verbs. 3.
Write those numbers in words. 4. Name 5 advantages of living in a
big city. 5. Write the names of 8 clothing items for cold weather.
Alternatively, let the children think up some further questions to
ask each other.
Fast finishers
The children write more answers for questions 1, 2, 8 and 12.
Wrap up
Divide the class into small teams. Write the categories on the
board: country, animal, verb, adjective. The children write the
headings and when you call out a letter, they write a word for
each category. They win a point for each correct word and
another point if no other team has the same word.
Initial evaluation
Ask each child individually to answer one or two of the
questions depending on their ability.
At home
Activity Book 6 page 4
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Unit
Lesson 2
LC
Write what you have already done or not done yet.
1. act in a film
I haven't acted in a film yet. / I have already acted in a film.
2. meet a famous person

3. watch Manchester United play
Say these
numbers:
3,568;
183,479;
2,746,109;
182,536,794
4. learn to juggle
5. eat Japanese food
6. ride in a limousine
7. climb a tree
8. read a newspaper
LC
Answer the questions using for or since.

1. How long have you been at this school?
2. How long have you lived in your house?
3. How long have you known your best friend?
4. How long have you had your pencil case?
SCC
Ask and answer with a classmate.
Did you...?
When did you...?
What did you...?
Have you ever stayed

awake all night?
Have you ever visited

another country?
Where did you go?
Yes, I have.
Yes, I have.
When did you do it?

How did you...?
Where did you...?
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Key competence
LC
SCC
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Children use the grammar structures and

functional language as a vehicle for oral
interaction.
Check children show understanding of the present

perfect.
Children practise turn-taking as well as listening,

showing interest and responding to their
classmates answers.
Monitor the activity and check participation and

confidence.
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Unit 0
Lesson 2
More
practice
Skills objectives
Speaking
Ask and answer questions using the present perfect
and past simple
Writing
Write sentences in the present perfect
2 C hildren answer the questions using for or since.
Language objectives
Grammar
Present perfect with already, yet, for and since
Past simple
Functions
Talk about ones life experiences
More
practice
SC SC
Answers
Childs own answers
i-poster
More
phonics
i-poster
More
phonics
Optional extra:i-flashcards
Call out time phrases and get the children to
shout out for or since, for example: last year (since), 6 months
Lead-in
(for), 2 days (for),
three oclock (since), 5 minutes (for), 2012
(since), a year (for),
this morning (since).
Speaking
i-flashcards
IWB
Touch + to open the activity. The children drag the

words already, yet, for and since to complete the sentences.
To increase the difficulty of the activity, use the shade in the
Richmond i-tools to cover the draggable words and ask the
children to complete the sentences.
i-book
3 C hildren ask and answer with a classmate.
Teachers i-book
Optional extra: The children take turns pretending to be

a famous person and an interviewer. Encourage them to
exaggerate their experiences and make them sound very
exciting.
Wrap up
Materials
Let children make pairs based on friendships, but

then swap the pairs around to let them practise
speaking to other children and also to mix different
abilities.
Warmer
Ask children questions: (David), have you ever eaten

Japanese food? (Sara), have you ever slept over at a
friends house? Encourage the children to ask further
questions if the answer is affirmative.
Lead-in
Write the words already and yet on the board and

ask the children to suggest sentences using them. If
they have trouble, remind them to use the Present
perfect and give them examples: I have already had my
breakfast. I havent had my lunch yet.
Write three experiences on the board, for example: eat Mexican

food, ride a horse, visit Paris. The children move around the class
and find people who have had the same experiences as them:
I have already eaten Mexican food and ridden a horse, I havent
visited Paris yet.
Check the childrens sentences from activity 1.
At home
1Children write what they have already

done and not done yet.
Answers
Childs own answers
Optional extra: Put the children into small groups to
read out their sentences. Whenever someone says they
have already done one of the activities, the others must
ask questions to find out more information.
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Unit
Lesson 3
1
LC
1.1
Listen and tick () what Jenny is definitely going to do.
IE
2
Talk about your weekend plans.
3 Read and match.
LL
LC
1. When they find objects,
if we dont recycle.
2. You wont pass your tests
they study them.
3. If he goes to bed late,
if you exercise regularly.
4. If you like pasta,
hell be tired in the morning.
5. Therell be more pollution
if you dont study.
6. Youll feel healthier
youll love the new restaurant.
4 Read and circle the correct option.

1. When you heat / will heat / heated water, it boils.
2. When you recycle, it will help / helps / helped the environment.
3. If you dont get enough sleep, you are / will be / were tired.
4. When we study history, we learnt / wont learn / learn about other lifestyles.
5. You will do / do / did better in school if you will eat / ate / eat healthy food.
LL
Say what will happen.
If you mix them, it...

(make green)
If you eat them,...

(feel sick)
If it rains, I...
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Key competence
LC
IE
LL
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Children practise the unit vocabulary and

grammar structures alongside listening
comprehension skills.
Check children show comprehension by asking them

to name the plans and activities they hear.
Children practise asking and answering

questions, listening and turn-taking.
Encourage children to ask follow-on questions in

order to gain more detail.
Matching activities help children to develop

strategies such as observing, making deductions
and linking information.
Check children match the right sentences.
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Unit 0
Lesson 3
Language objectives
2 C hildren talk about their weekend plans.
Grammar
Future with going to
Zero and first conditional
Functions
Talk about consequences
Answers
Childs own answers
Skills objectives
3 C hildren read and match.
Speaking
Talk about weekend plans
Talk about consequences
Listening
Show understanding by completing an activity
Materials
Teachers i-book
A strip of paper per child
The lesson reviews the zero and the first
conditionals. Its a good idea to keep some example
sentences on the wall for children to refer to if
necessary.
Warmer
Brainstorm fun weekend activities and write them on

the board. Get the children to ask each other questions
about the weekend: Are you going to (watch a football
match) this weekend?
Lead-in
Tell the children to think about the weekend again

and write on the board: If it rains, and If its sunny. Ask
volunteers to complete the sentences with suggestions:
If it rains, Ill stay at home and do my homework. If its
sunny, Ill meet my friends in the park.
C
hildren listen and tick () what
Jenny is definitely going to do.
1.1
Answers
3, 5, 6
Optional extra: The children say if they are going to do
any of these activities this weekend as well.
Optional extra: Write down six activities. Divide the children

into four teams. Tell the teams they have to take turns to guess
your weekend activities. If they guess correctly, show them that
you have it written down and award a point.
Answers
1 they study them. 2 if you dont study. 3 hell be tired in the
morning. 4 youll love the new restaurant. 5 if we dont recycle
6 if you exercise regularly.
Optional extra: Divide the class into two halves. Have one half
read out the first part of the phrase in chorus and the other half
call out the second part. See how fast they can get at it.
4 C hildren read and circle the correct option.

Answers
1 heat 2 helps 3 will be 4 learn 5 will do; eat
Optional extra: Ask the children to explain how the first
conditional is made. Which tenses are used to create it?
5 C hildren say what will happen.

Answers
1 will make green. 2 you will feel sick. 3 Childs own answers
Optional extra: Encourage the children to make chain
sentences: If you eat them, you will feel sick. If you feel sick, you
wont be able to do your homework. If you dont do your homework,
your teacher will be angry. If your teacher is angry, you wont play
games in the lesson.
Wrap up
Give each child a strip of paper and get them to write a

conditional sentence on using you, for example: If you work hard,
youll do well in school. If you like pizza, youll love this pizzeria. The
children then cut their sentences in half and get into groups of
six. They then put the sentences together with different endings
and try to find the funniest one: If you work hard, youll love this
pizzeria. / If you like pizza, youll do well in school. Groups read out
their funniest sentences.
Ask the children to write out complete sentences for activity
5.
At home
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Unit
Lesson 4
LL
1.2
Read and circle the correct answer. Then listen and check.
1. Egypt covers a larger area than Argentina / Venezuela.

2. London is less polluted than Mexico City / Melbourne.
3. Rome isnt as crowded as Madrid / Paris.
4. Iceland is further north than Greenland / Scotland.
5. Mexico City is not as old as Dublin / Montreal.
6. New York is more populated than Tokyo / Beijing.
CAE
Read and make comparisons.
Canada
Jamaica
Area: 10,991km2
Area: 9,984,670 km2

World position: 2
World position: 166th
Population: 33,480,000
nd
Density: 3 people per km2
Average winter temp: -5 in the

south, -20 in the north
Average summer temp: 32
Average summer temp: 25 in

the south, 15 in the north
Largest city: Kingston

(938,000)
Average winter temp: 28
Largest city: Toronto

(2,600,000)
Canada is
Jamaica is
.
not as
as
SCC
What's the funniest

programme on TV?
What's the worst film

you've ever seen?
What's the best food
you've ever eaten?
Who's the oldest

person you know?
What's the most crowded

city in your country?
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Key competence
LL
CAE
SCC
24/01/14 10:56
Checking answers helps children to be aware of Assess the activity by asking them to read the
what they know and what they need to improve. sentences aloud.
Children learn to make comparisons and develop
contextual knowledge.
Check if they can make comparisons and use the

adjectives properly.
Children build relationships, communicate, play

together, learn and have their needs met through
contact with others.
Listen in to conversation to assess fluency and

confidence.
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Unit 0
Lesson 4
Language objectives
2 C hildren read and make comparisons.
Grammar
Comparatives and superlatives
Functions
Compare countries and cities
Answers
Childs own answers
Optional extra: The children compare their country with either
Canada or Jamaica. If the Internet is available, they can research
the data.
Skills objectives
3 C hildren ask and answer with a classmate.
Speaking
Ask and answer questions using comparatives and
superlatives
Listening
Listen for the correct answers
Reading
Compare two places
Differentiate between word options
Writing
Compare two places
Materials
Teachers i-book
Map of the world
Answers
Childs own answers
Optional extra: In pairs, the children write three more questions.
The pairs then join up with others to ask each other their new
questions.
Wrap up
Using the world map, the children take turns to say a statement
about the world: France is not as big as Russia. The rest of the
class say whether the statement is true or false.
The children write answers to the questions in activity 3.
At home
In activity 3 the children are sharing their opinions.

Encourage them to agree or disagree with each
other in a friendly way. Also let them answer
with full answers in order to reinforce the present
perfect form as much as possible.
Warmer
Display the map of the world. Divide the class into teams.
Each team sends a member to the map. Call out a country
and the first child to find it wins a point for their team.
Lead-in
Review comparatives and superlatives with the children

using familiar examples: My hair is shorter than Vickys
hair. Juan is not as a tall as Jessica. Daniel is the tallest boy
in the class. Get children to make similar sentences.
C
hildren read and circle the correct
answer. Then they listen and check.
1.2
Answers
1 Venezuela 2 Mexico City 3 Madrid 4 Scotland
5 Dublin 6 Beijing
Optional extra: Before the children listen to the correct
answers, do a survey of the answers to see how many
people believe each answer to be correct. Make a note
on the board.
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Unit
Lesson 5
LC
1.3
Listen and complete the sentences with the correct form of the verbs.
build
design
discover
invent
map
1. Light bulbs
write
by Thomas Edison.
2. The first parachute
by Leonardo da Vinci.
3. The first computer programme
by Ada Lovelace.
4. The first lighthouses
by the Egyptians.
5. DNA
partly by Rosamund Franklin.
6. Neptune
CAE
in 1846.
2 Read, match and say with a classmate.

1. Harry Potter (create)
by the Ancient Chinese.
2. The Internet (invent)
by the Ancient Romans.
3. The pyramids (build)
by women in the past.
4. Fireworks (use)
by Tim Berners-Lee.
5. Chariot races (watch)
by the Ancient Egyptians.
6. Long dresses (wear)
by J. K. Rowling.
DC
Order the pictures. Then say the process with the correct form of the verbs.
How to make a textbook
Unit
Unit
1.1
Listen and tick () what Jenny is definitely going to do.
1.2
Read and circle the correct answer. Then listen and check.
1. Egypt covers a larger area than Argentina / Venezuela.

2. London is less polluted than Mexico City / Melbourne.
3. Rome isnt as crowded as Madrid / Paris.
4. Iceland is further north than Greenland / Scotland.
5. Mexico City is not as old as Dublin / Montreal.
6. New York is more populated than Tokyo / Beijing.
Read and make comparisons.
Canada
Jamaica
Area: 10,991km2
Area: 9,984,670 km2
World position: 166th
World position: 2nd
2
Talk about your weekend plans.
3 Read and match the sentences.
if we dont recycle.
1. When they find objects,

2. You wont pass your tests
they study them.
3. If he goes to bed late,
if you exercise regularly.
4. If you like pasta,
hell be tired in the morning.
5. Therell be more pollution
if you dont study.
6. Youll feel healthier
youll love the new restaurant.
Average winter temp: 28
Average winter temp: -5 in the

south, -20 in the north
Average summer temp: 32
Average summer temp: 25 in

the south, 15 in the north
Largest city: Kingston

(938,000)
Largest city: Toronto

(2,600,000)
4 Read and circle the correct option.
Canada is
Jamaica is
1. When you heat / will heat / heated water, it boils.

2. When you recycle, it will help / helps / helped the environment.
3. If you dont get enough sleep, you are / will be / were tired.
4. When we study history, we learned / wont learn / learn about other lifestyles.
5. You will do / do / did better in school if you will eat / ate / eat healthy food.
Lesson 4
Lesson 3
1
.
not as
as
Say what will happen.
What's the funniest

programme on TV?
What's the worst film

you've ever seen?
If you mix them, it...

(make green)
If you eat them,...

(feel sick)
If it rains, I...
What's the best food

you've ever eaten?
Who's the oldest

person you know?
What's the most crowded

city in your country?
1. The manuscript... (write) by the author.
4. The manuscript... (lay) out as proofs.
2. The manuscript... (check) by the editors.
5. The proofs... (correct) by the editors.
3. The artwork and photos... (order) by the editors.
6. The final proofs... (print).
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8
514499 _ 0004-0009.indd 8
Key competence
LC
CAE
DC
24/01/14 10:57
Children improve listening strategies by paying

direct attention and concentrating to capture
selective and specific information.
Ask children to read out loud the full sentences and

check the verbs.
The activity provides cultural background

information about old civilisations and other
events.
Ask children some easy questions about these events.
Children are made aware of the process of

making school resources.
Encourage children to look at other school resources

and how they are made.
36
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Unit 0
Lesson 5
Language objectives
2 C hildren read, match and say with a classmate.
Grammar
Present and past passive voice
Functions
Describe a process
Answers
1 was created by J. K. Rowling. 2 was invented by Tim BernersLee. 3 were built by the Ancient Egyptians. 4 were used by the
Ancient Chinese. 5 were watched by the Ancient Romans. 6 were
worn by women in the past.
Skills objectives
Optional extra: Get the children to practise turning the

sentences around. Have one half of the class read out a sentence
from the book in chorus: Harry Potter was created by J.K. Rowling.
The other half of the class turns it around and says it in the active
voice: J. K. Rowling created Harry Potter.
Speaking
Describe the process of the making of their
textbook
Listening
Listen for missing words
Reading
Choose the correct verb to complete a sentence
Match sentence halves
3 Children order the pictures. Then they say the
Materials
Optional extra: In groups, the children describe what they

imagine the process is for putting their favourite TV show
together.
Teachers i-book
Warmer
Talk with the children about inventors. Ask them to

tell you if they know the names of any and what they
invented.
Lead-in
On the board write: Facebook

by Mark
Zuckerberg. Ask the children to say what is missing from
the sentence (was created). Write other sentences and
ask the children to complete them:
America
Columbus.
The Simpsons
Matt Groening.
The Pyramids
the Egyptians.
Romeo and Juliet
William Shakespeare.
C
hildren listen and complete the
sentences with the correct form of the
verbs.
1.3
process with the correct form of the verbs.
Answers
1 is written 2 is checked 3 are ordered 4 are laid 5 are corrected
6 are printed
Wrap up
Divide the class into two teams and make sure everyone closes
their book. Do a quiz about the information on the page. Award
points for each correct answer. Example questions: When was
Neptune discovered? Who watched chariot races? What did Ada
Lovelace write? The first parachute was designed by...? What did
women wear in the past? The Internet was invented by...? Who
helped to discover DNA?
The children write out the process of making a textbook.
At home
Answers
1 were invented 2 was designed 3 was written 4 were built
5 was mapped 6 was discovered
Optional extra: In groups, the children think of more
discoveries or inventions to talk about: The Colosseum
was built by the Romans. The Eiffel Tower was designed by
Mr Eiffel. My house was built by my grandfather.
37
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Unit
Lesson 6
LC
1 Look and circle the correct form of the verbs.

1. I eat / ate / have eaten Mexican food lots of times. I love it!
2. I reading / read / have read the first Harry Potter book last week.
3. My teacher write / wrote / has written a nice message on my homework yesterday.
4. Jon isnt here, he go / went / has gone to Ireland.
5. My dad speak / spoke / has spoken French when he was little.
6. I see / saw / have seen a cat without a tail.
LL
2 Read and match.
LC
1. I swim
in the Thames.
2. I swam
now look at me!
3. I have swum
after school every day.
4. I am swimming
in the Mediterranean Sea last summer.
5. I sing
in Belgium last week.
6. I sang
in the school choir on Tuesdays.
7. I have sung
in a concert tonight.
8. I am singing
in front of the Queen!
3 Complete the sentences.

1. I eat
2. I ate
3. I have eaten
4. I am eating
LC
Complete the conversations. Practise with a classmate.
Have you ever been to China?
When did you
Yes, I
?
I
last year.
Yes, I
Have you ever met a famous person?
Who did you
Shakira.
More
practice
More
practice
P
F
514499 _ 0004-0009.indd 9
Key competence
LC
LL
Explicit knowledge of grammar is very important

at this age and helps them to communicate
better.
24/01/14 10:57
SC
More loud to check the

Ask children to read theMore
sentences out
phonics
phonics
options theyve chosen.
Children learn to make associations, matching

Make sure that the children have chosen the right
the right options to make structured sentences,
options, and that theyi-poster
know why.
understanding and internalising grammar aspects.
i-flashcards
IWB
38
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Unit 0
Lesson 6
Language objectives
2 C hildren read and match.
Grammar
Present simple, present continuous, past simple,
Answers
1 after school every day. 2 in the Mediterranean Sea last
summer. 3 in the Thames. 4 now look at me! 5 in the school
choir on Tuesdays. 6 in Belgium last week. 7 in front of the
Queen. 8 in a concert tonight.
present perfect
Functions
Recognise the correct use of different tenses
Optional extra: Give each child four strips of paper. The children
choose a verb and write four sentences, one on each strip, using
different tenses. They then cut the sentences in half after the
verb. The children get into pairs and try to put each others
sentences back together.
Skills objectives
Reading
Select the correct verb tense from context
Writing
Complete sentences in different tenses
3 C hildren complete the sentences.
Materials
Answers
Childs own answers
Teachers i-book
Teachers Resource Book 6
Strips of paper (four per child)
Optional extra: Encourage the children to suggest funny

answers to complete the sentences. Read them out and vote on
the funniest.
4 Children complete the conversation. They

practise with a classmate.
The lesson is a good way to review and practise

basic tenses. Encourage the children to invent
other sentences using each tense in order to clarify
in their minds the formation of the tenses and
when they are used.
Optional extra: Volunteers model the dialogue in front of the

class.
Wrap up
Warmer
Ask the children questions about the present and past:

What did you eat yesterday? Could you swim when you
were five? What are you doing now? What is your mother
More
practice
doing now? Have you ever drunk tea? Encourage them to
answer with full answers.
Lead-in
Draw four columns on the board with the headings:

More
Present simple, Present continuous, Past simple, Presentphonics
perfect. Under Present simple write: I drink water. Ask a
child to tell you how to write this in the other tenses
and write it down. Repeat with other sentences, for
example: I dont fly. He lives in America. They speak i-poster
German.
i-flashcards
1Children look and circle the correct form

of the verbs.
Answers
Childs own answers
Choose four verbs and write them on the board. Review with
the children how they can be formed for different tenses. The
children then write down six forms of those verbs. Play Tenses
More Call out a verb, is sitting, and the children cross it off if
Bingo.
P
practice
they have it. The first to cross out all six calls Bingo.
F
Children SC
take a quiz choosing the correct words to
complete the sentences, which will help them consolidate
theMore
language and structures reviewed in the unit.
phonics
Final evaluation
Teachers Resource Book 6: Diagnostic test
Optional extra: Write various forms of a verb on the board,
for example, play, played, playing, have played. Ask the
children to write a sentence using each one.
IWB
Answers
1 have eaten 2 read 3 wrote 4 has gone 5 spoke 6 have
seen
At home
Optional extra: For each sentence the children suggest

a correct sentence for the other verb tenses: I eat
Mexican food at weekends. I ate Mexican food yesterday.
39
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Young Achievers Teacher's Book contents overview

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6

Achieving goals with Young Achievers!

For the Student

Take a tour of the Students Book

For the Teacher

Key Competences for Lifelong Learning

Students Book contents

Unit 1 High adventure

Unit 2 Now and then

Language fun! Units 0-2

Unit 3 Staying well

Unit 4 Show business

Unit 5 Amazing stories

Language fun! Units 0-5

Unit 6 Crime investigation

Unit 7 Our planet at risk

Unit 8 A better future

Language fun! Units 0-8

Achieve more! Units 1-8

Future plans with going to

Now and then

Language fun! Units 0-2

Drama and cinema: act, actor, actress, costume, scene,

Collocations: good at, interested in, scared of, bad at

soundtrack, special effects, star, stunt, title

Language fun! Units 0-5

Crime investigation: binoculars, burglar, clue, crime scene,

Ecology: ban, destroy, environment, global warming, The Great

Human rights: apartheid, dark-haired, education, fair hair, freedom,

pollution, recycling, reuse, rubbish bin

Determiners: both, neither of, all, none of

Language fun! Units 0-8

If you eat food with calcium, it will help

Romeo and Juliet

Talking about possibilities (second conditional): If nobody wanted to be my friend,

CLIL: Global warming

CLIL: The rights of the child

CLIL: Newspapers past and present

CLIL: Vitamins: Your body needs them!

CLIL: William Shakespeare, man of words

CLIL: Multiple intelligences

Proverbs and sayings

Talking about ones abilities, interests and fears: Im good at English. Im

CLIL: UNESCO World Heritage sites

Present perfect with

already and yet

To review the use of the present perfect

To review language taught in previous years

To review common nouns and verbs

To demonstrate comprehension by completing activities To write lists of words from memory

Check children can identify, understand and

produce future plans with going to, present

to complete the activities with

Provides extra interactive practice which can be used for

Use the Vocabulary Game Generator to create your own

Diagnostic test pages 110-111: Lesson 6

For suggestions on how to exploit the course

Children develop listening, speaking, reading

Social and civic competence

Cultural awareness and expression

Mathematical competence and basic

Children learn to use and appreciate ways of

Competence in learning to learn

2 C hildren answer the questions using for or since.

3 C hildren ask and answer with a classmate.

2 C hildren talk about their weekend plans.

3 C hildren read and match.

4 C hildren read and circle the correct option.

5 C hildren say what will happen.