5
Teacher’s Book
Syllabus 2
Introduction 10
Components 14
Tour of a unit 16
Optional lessons using the DVD 27
Other features of the course 28
Ace! Digital 29
Starter Unit 31
Unit 1 36
Unit 2 54
Unit 3 70
Unit 4 87
1
4006972 Ace TB5.indb 1
Julie Penn
Unit 5 103
Unit 6 121
Unit 7 137
Unit 8 154
Unit 9 171
Revision Stories 187
Festivals 193
Classroom language 199
Wordcards 200
Ideas bank 201
Wordlist 203
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 Syllabus
Vocabulary Structures

Starter: Core Questions:

Places in a school: headmaster’s office, science lab, drama theatre, toilets, canteen, What …? When …?
Welcome school hall, cloakroom, music room, staffroom, reception, tennis court, bike shed How many …? Do you …?
Other Have you got …? Where …?
back  Physical descriptions; directions; introductions; triplets, sign up, penfriend, assembly,
drama production, helmet, disturb, chemical, receptionist, hang up, jungle, shark, ocean,
volcano, presentation, worried, wild, explore, go climbing

Unit 1: Core Present simple / present

Bugs: worm, snail, beetle, wasp, fly, ant, ladybird, spider, centipede, mosquito, moth, continuous:
Super sc ence grasshopper It eats honey.
In the garden: bird feeder, scarecrow, greenhouse, petal, wheelbarrow, raspberry, pollen, They eat honey.
watering can, stem, seeds, weeds, roots
It doesn’t catch flies.
Other
They don’t sting people.
Seed dispersal: dandelion, poppy, sycamore, coconut, mistletoe, space, far away, hole, float,
pod, sticky, pass, carry It's working in the hive.
Unusual fruit from other countries: durian, kumquat, dragon fruit, kiwi fruit Beetles are eating wood.
It isn’t jumping.
They aren’t making webs.
Zero conditional:
If a coconut falls into the sea, it travels
a long way.

Unit 2: Core Comparative and superlative

TV programmes: cartoon, comedy show, quiz show, documentary, soap opera, live sports, adjectives with two or more
Marvellous the news, the weather, adverts, talent show, cookery show, music programme syllables:
Money: coins, notes, ten pound note, penny, twenty pence piece, money box, purse, wallet, Granny’s car was more colourful than
maths spend, pocket money, save, piggy bank other cars.
Other Freddie had the most adventurous day
History of money: goods, services, BC, cereal, exchange, necessary, difficult, value, go bad, of his life.
agree, object, shell, rock, tool, amount, change (n), goldsmith, receipt, bank note, rot Infinitives of purpose / adjectives
Collecting (as a hobby): pocket money, collection, football card, swap, sand, feather, with infinitives with to:
peacock We use money to pay for goods.
It wasn’t easy to exchange goods.

2 Syllabus

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 Phonics and
pronunciation
Pronunciation: stress in
compound nouns
Phonics: spellings of
the sound /əʊ/
show, grow, marrows,
tomatoes, rows,
potatoes, wheelbarrows,
throw, coconut, old,
dough, local, soap, bowl,
goats, foals, roses, sow,
so, coat, slow, go
Pronunciation: saying
dates and numbers
Phonics: spellings of
the sound /aɪ/
I, my, night, fight, riding,
y bikes, like, pies, July, buy,
ties, cacti, light, islands,
Iceland, tigers, spiders,
flies, red kites, fly high,
sky, why, eyes
4006972 Ace TB5.indb 3
Skills Cross- Cultural
curricular themes /
themes Values
Reading: reading notices and understanding a story about a summer holidays
presentation
Listening: listening for specific information (identify personal information)
Speaking: asking and answering questions about personal information; giving and
following directions; giving a presentation
Writing: writing core language and preparing for a class presentation
Reading: developing intensive and extensive reading comprehension skills of multiple Science: Seed Unusual fruit
text types: instructions for a science experiment, a story poem, a cross-curricular dispersal from other
text about seed dispersal, culture texts about fruit from different countries, a factual countries /
information text, a presentation about bugs The
Listening: developing intensive and extensive listening skills: identifying vocabulary importance
of washing
and grammar in context; listening for gist and/or specific information from multiple
sources: a dialogue about homework, a song about a garden, an extended fruit before
eating it
conversation about household chores (polite requests and excuses); focusing on
pronunciation: stress on compound nouns; listening to a poem and identifying words
with the phoneme /əʊ/; listening to a presentation about bugs
Speaking: developing fluency and accuracy: talking about bugs; describing a garden;
talking about facts/habits/routines/states in the present as well as actions happening
at the time of speaking (Grasshoppers jump. The grasshopper isn’t jumping now.); talking
about conditions and results of conditions in real situations in the present (If a coconut
falls into the sea, it travels a long way.); focusing on pronunciation stress in compound
nouns, making polite requests and excuses; giving a presentation about bugs
Writing: identifying and writing words related to bugs and describing a garden; writing
a review of a story; writing a set of instructions; writing a culture text about a fruit from
your country; analysing and writing an information text with paragraphs and topic
sentences; preparing a presentation about bugs
Reading: developing intensive and extensive reading comprehension skills of multiple History: Collecting (as
text types: a bar graph, a cartoon story, a cross-curricular text about the history of The history of a hobby) /
money, culture texts about collecting (as a hobby), an informal email, a presentation money The
about TV programmes importance
Listening: developing intensive and extensive listening skills: identifying vocabulary of being
honest
and grammar in context; listening for gist and/or specific information from multiple
sources: a dialogue about homework, a song about pocket money, an extended
dialogue about a collection (asking questions about personal possessions, using
numbers); focusing on pronunciation: saying dates and numbers; listening to a poem
and identifying words with the phoneme /aɪ/; listening to a presentation about TV
programmes
Speaking: developing fluency and accuracy: talking about TV programmes and
money; making comparatives and superlatives with longer adjectives (The news is
more serious than documentaries. The news is the most serious.); describing the reason
why we do something (with and without adjectives) (People had animals and cereals to
exchange. It was not easy to exchange goods.); focusing on pronunciation: saying dates
and numbers; asking questions about personal possessions; using numbers; giving a
presentation about TV programmes
Writing: identifying and writing words related to TV programmes and money;
writing a review of a story; writing a description of a bar graph; writing a culture text
about something you collect; analysing and writing an informal email; preparing a
presentation about TV programmes
Syllabus 3
07/12/2012 16:28
 Vocabulary Structures

Unit 3 Core be made of (present and

Materials: wool, iron, bronze, stone, gold, wood, leather, wax, clay, linen, ivory, silver past simple):
Hero c h story Ancient Rome: house and home: couch, mattress, heating, tiles, first floor, balcony, stairs, It's made of linen.
pillar, fountain, courtyard, study, mosaic They're made of wood.
Other It isn’t made of leather.
Roman baths: games room, take off, perfumed, humid, oil, sweat, body, statue
They aren’t made of iron.
Ancient monuments: tomb, chamber, entrance, stadium, spectator, wild animal, temple,
It was made of bronze.
goddess
They were made of silver.
It wasn’t made of gold.
They weren’t made of stone.
used to / didn't use to:
The Ancient Romans used to go to
public baths.
They didn’t use to wash with soap.

Unit 4: Core Past continuous / past simple:

Adjectives to describe people: generous, poor, lonely, sociable, cheerful, hard-working, It was snowing when she looked out of
Lovely caring, mean, miserable, intelligent, worried, energetic the window.
l terature Types of books: spy novel, graphic novel, science fiction novel, play, ghost story, annual, She wasn’t singing when Scrooge
manual, atlas, joke book, poetry book, recipe book, craft book opened the door.
Other They weren’t dancing when they looked
Roald Dahl: hut, writing board, electric fire, ceiling, sleeping bag, illustrator in the window.
Traditional stories: fingernails, moral, cruel, original, Sky-God, python, leopard, hornet, Past simple with wh- questions:
dwarf Who did he invite into his hut?
Who was Quentin Blake?
What kind of pencil did he use?
Which objects did he have in his hut?

Unit 5 Core Verb patterns with infinitives (verb

Adventure sports: karting, snowboarding, mountain biking, yachting, bungee jumping, + infinitive with to / verb + object +
Sk lful sport rafting, abseiling, scuba diving, mountaineering, skateboarding, canoeing, skydiving infinitive with to):
Equipment and clothing for adventure sports: parachute, harness, rope, goggles, Jan and Dave hoped to find their dog.
jumpsuit, oxygen tank, flippers, snorkel, mask, life jacket, seat belt, paddle The people told the rangers to come to
Other the island.
Rules of indoor climbing: artificial, outdoors, indoors, corridor, hand holds, foot holds, Modal verbs of obligation (have to,
route, style, crash pad, chalk, directly must, mustn't, don't have to):
Unusual sports: competitor, injury, bog, muddy, pole, welly The lead climber has to wear a harness.
The other climber must hold the rope.
They mustn’t climb without a helmet.
Climbers don’t have to be adults.

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 Phonics and
pronunciation
Pronunciation:
intonation in lists
Phonics: spellings of
plurals: sheep, deer,
leaves, geese, mice,
wolves, tracks, foxes,
boxes, scarves, ladies,
knives, men, sandals,
feet, children, potatoes,
tomatoes, people
Pronunciation: saying
f letters
Phonics: long vowel
with Magic E: kite, bite,
pine, fine, Pete, hope,
note, hate, cube, ate
d
Pronunciation:
+ sentence stress and
weak forms (schwa /ə/)
Phonics: spellings of
the sound /eɪ/
o
Mavis, Dave, brave, face,
race, afraid, paid, waited,
train, Spain, sailed, rain,
birthday, day, bay, great,
s.
break, eight, weight,
plane, again
4006972 Ace TB5.indb 5
Skills Cross- Cultural
curricular themes /
themes Values
Reading: developing intensive and extensive reading comprehension skills of multiple History: Ancient
text types: a diary entry, a legend, a cross-curricular text about Roman baths, culture Roman baths monuments /
texts about ancient monuments, a leaflet, a presentation about a person’s home The
Listening: developing intensive and extensive listening skills: identifying vocabulary importance
and grammar in context; listening for gist and/or specific information from multiple of being a
sources: a dialogue about homework, a song about Ancient Roman villas, an extended responsible
dialogue about items for sale in a shop (using shopping language); focusing on tourist
pronunciation: intonation in lists; listening to a poem and identifying plurals; listening
to a presentation about a person’s home
Speaking: developing fluency and accuracy: talking about common materials and
house and home words in Ancient Roman times; talking about what something is/was
made of (The Ancient Greeks wore tunics. They were made of linen. We wear jeans. They're
made of linen.); talking about actions or states that happened in the past, but don’t
happen now (Romans used to wash in the baths.); focusing on pronunciation: intonation
in lists; using shopping language; giving a presentation about your home
Writing: identifying and writing words related to different materials and the house and
home words in Ancient Roman times; writing a review of a story; writing a diary entry;
writing a culture text about an ancient monument in your country; analysing and
writing a leaflet; preparing a presentation about your home
Reading: developing intensive and extensive reading comprehension skills of multiple Literature: Traditional
text types: a biography, a summary of a story, a cross-curricular text about Roald Dahl, Roald Dahl stories / The
culture texts about traditional stories, a book review, a presentation about what a importance
person enjoys reading of taking care
Listening: developing intensive and extensive listening skills: identifying vocabulary of things you
and grammar in context; listening for gist and/or specific information from multiple borrow
sources: a dialogue about homework, a song about books, an extended dialogue in
a library (asking for personal information); focusing on pronunciation: saying letters;
listening to a poem and identifying the long vowel sound with Magic E; listening to a
presentation about what a person enjoys reading
Speaking: developing fluency and accuracy: describing people with adjectives and
talking about different types of books; talking about short events that happened in
the middle of longer events (Milly was painting when the bell rang.); asking questions
about the past (Who did he invite into his hut?); focusing on pronunciation: saying letters;
asking for personal information; giving a presentation about what you enjoy reading
Writing: identifying and writing adjectives to describe people and words related to
types of books; writing a review of a story; writing an encyclopedia entry; writing a
culture text about a traditional story you know; analysing and writing a book review;
preparing a presentation about what you enjoy reading
Reading: developing intensive and extensive reading comprehension skills of multiple Sport: Indoor Unusual
text types: a brochure, a magazine story, a cross-curricular text about indoor climbing, climbing sports / The
culture texts about funny sports, an adventure story, a presentation about a sport importance
Listening: developing intensive and extensive listening skills: identifying vocabulary of being safe
and grammar in context; listening for gist and/or specific information from multiple on your bike
sources: a dialogue about homework, a song about adventure sports, an extended
dialogue about arranging to meet; focusing on pronunciation: sentence stress and
weak forms (schwa /ə/); listening to a poem and identifying the spellings of words with
the /eɪ/ sound; listening to a presentation about a sport
Speaking: developing fluency and accuracy: talking about adventure sports and the
equipment and clothing for those sports; using the infinitive with specific verbs (Tim
learnt to scuba dive.); talking about obligation with modal verbs (Climbers have to have
hand holds and foot holds.); focusing on pronunciation: sentence stress and weak forms
(schwa /ə/); arranging to meet; giving a presentation about a sport
Writing: identifying and writing words related to adventure sports and the equipment
and clothing for those sports; writing a review of a story; writing a brochure; writing a
culture text about a funny sport from your country; analysing and writing an adventure
story; preparing a presentation about a sport
Syllabus 5
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 Vocabulary Structures

Unit 6: Core Present perfect (1):

Everyday objects: saw, light switch, kettle, fridge, clothes peg, iron, vacuum cleaner, toaster, He has (just) painted a picture.
Awesome art drill, thread, plug, needle
They have (just) taken a photograph.
Adjectives to describe objects: wide, spiky, round, dirty, clean, flat, shiny, dull, bumpy, dry,
She hasn’t done a project.
wet, narrow
They haven’t been to the Eden Project.
Other
Street art – a yarnstorm: knitting, barrier, pirate, heart, mushroom Relative pronouns (which, who,
where):
Famous artists: create, public (adj), specialize, junction, motorway, ceramics, stained glass,
dragon It’s a squid which is 8 metres long.
I got a photograph from a man who
took a knitted cat.
We have been to Berlin, where we left
knitted sausages.

Unit 7 Core Present perfect (2):

Adjectives to describe places: deserted, rural, snowy, tropical, historic, cosy, crowded, Have you ever got lost?
Jolly urban, noisy, mountainous, dangerous, freezing
Has he ever slept in a tent?
Phrasal verbs to describe a trip: look forward to, get on, get off, set off, get on with, run out
geography of, fall out with, look after, put up, make up, put out, do up
Yes, I have. / No, I haven’t.
Yes, he has. / No, he hasn’t.
Other
They have flown in a helicopter.
Space holidays in the future: medical check, spaceport, astronaut, passenger, pilot,
countdown, switch off, engine, zero gravity She has seen an Arctic hare.
Coasts in different countries: coast, rock, column, hexagonal, tourist, microscopic, I haven't flown in a helicopter.
thermal, lifeguard She hasn't seen an Arctic hare.
Will won’t (future fact):
The travellers will learn about safety.
It won’t be a cheap holiday.

Unit 8: Core Describing quantity (too much / too

Food: cucumber, brown sugar, oil, peanuts, lime, spring onions, prawns, bean sprouts, many / enough):
Cool cookery chillies, garlic, noodles, pepper She’s got too much rice.
Countries and nationalities: France, French, Poland, Polish, China, Chinese, Spain, Spanish, She’s got too many chillies.
Italy, Italian, India, Indian
He’s got enough peanuts.
Other
Present simple passive:
A food process: making spaghetti: grow, make, mix, add, cut, eat, cook, boil, serve
Durum wheat is grown in Italy.
Celebrations: Holi, Burns Night, Hanukkah, rosewater, haggis
The packets aren't transported to shops.

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 Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: Reading: developing intensive and extensive reading comprehension skills of Art: Famous
word stress in longer multiple text types: an email, a newspaper story, a cross-curricular text about street Yarnstorms artists / The
adjectives art (’yarnstorming’), culture texts about famous artists, a description of a person, a importance
Phonics: spellings of presentation about favourite works of art of being
the sound /uː/ Listening: developing intensive and extensive listening skills: identifying vocabulary kind to your
and grammar in context; listening for gist and/or specific information from multiple friends
Sue, zoo, drew, too,
through, glue, room, sources: a dialogue about homework, a song about sculptures, an extended
knew, do, drew, blue, conversation about objects in an art show (giving and receiving compliments);
goose, few, cockatoo, focusing on pronunciation: word stress on longer adjectives; listening to a poem and
emu, moose, two, identifying the spellings of words with the /uː/ sound; listening to a presentation about
kangaroo, uniforms, favourite works of art
super, new, boots, flew, Speaking: developing fluency and accuracy: talking about everyday objects and
threw, fruits adjectives to describe them; talking about past actions that are connected to now
(Jilly has recycled a newspaper.); creating longer sentences to give more information
about people, things or places (Plarchie is a squid which is made from 160 plastic bags.);
focusing on pronunciation: word stress in longer adjectives; giving and receiving
compliments; giving a presentation about your favourite work of art
Writing: identifying and writing words related to everyday objects and adjectives to
describe them; writing a review of a story; writing a thank you email; writing a culture
text about an artist from your country; analysing and writing a description of a person;
preparing a presentation about your favourite work of art

Pronunciation: Reading: developing intensive and extensive reading comprehension skills of multiple Science: Space Coasts in
sentence stress and text types: a survival guide, a diary, a cross-curricular text about space holidays in the holidays in the different
weak forms (schwa /ə/) future, culture texts about coasts in different countries, an opinion piece, a presentation future countries /
about a person’s favourite holiday The
Phonics: silent letters importance
Listening: developing intensive and extensive listening skills: identifying vocabulary
autumn, Wednesdays, staying safe
and grammar in context; listening for gist and/or specific information from multiple
combs, climbs, when, in the sea
sources: a dialogue about homework, a song about exploring in the forest, an
why, where, answers,
extended conversation about choosing a holiday (stating preferences); focusing
wrong, listens,
on pronunciation: sentence stress and weak forms (schwa /ə/); listening to a poem
Christmas, knocks, knees,
and identifying words with silent letters; listening to a presentation about a person’s
knife, knows
favourite holiday
Speaking: developing fluency and accuracy: using adjectives to describe places and
phrasal verbs to describe a trip; talking about past experiences in our lives (Have you
ever been lost in a crowded place?); talking about future facts or talking about things we
feel are very certain in the future (Space travellers won’t practise techniques used by pilots.
They will practise techniques used by astronauts.); focusing on pronunciation: sentence
stress and weak forms (schwa /ə/); stating preferences; giving a presentation about your
favourite holiday
Writing: identifying and writing adjectives to describe places and phrasal verbs to
describe a trip; writing a review of a story; writing advice for someone who is lost;
writing a culture text about a special place; analysing and writing an opinion piece;
preparing a presentation about your favourite holiday

o Pronunciation: Reading: developing intensive and extensive reading comprehension skills of multiple Cookery: Celebrations /
intonation in sentences text types: a recipe, a cartoon story, a news story, a cross-curricular text about the Making The
Phonics: homophones process of making spaghetti, culture texts about celebrations, a thank you letter, a spaghetti importance
presentation about a person’s favourite food of being
meet, meat; to, two; respectful
pairs, pears; read, red; Listening: developing intensive and extensive listening skills: identifying vocabulary
and grammar in context; listening for gist and/or specific information from multiple of other
been, bean; maid, made; cultures
ate, eight; flour, flower; sources: a dialogue about homework, a song about food from around the world, an
whether, weather extended dialogue about ordering food in a café (ordering a meal politely); focusing
s. on pronunciation: intonation in sentences; listening to a poem and identifying
homophones; listening to a presentation about a person’s favourite food
Speaking: developing fluency and accuracy: talking about food and different countries
and nationalities; talking about quantities with countable and uncountable nouns (She
hasn’t got enough prawns. He’s got too much oil.); talking about a process (Durum wheat
isn't grown in Jamaica.); focusing on pronunciation: intonation in sentences; ordering a
meal politely; giving a presentation about your favourite food
Writing: identifying and writing words related to food and different country and
nationality words; writing a review of a story; writing a recipe; writing a culture text
about a celebration in your country; analysing and writing a thank you letter; preparing
a presentation about your favourite food

Syllabus 7

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 Vocabulary Structures

Unit 9: Core Adjectives and prepositions:

Theatre words: audience, director, stage, costumes, scenery, props, cast, backstage, lines, To be excited/worried/sad/happy/
Dazzl ng sound technician, curtain, lighting designer angry about something / doing
drama Behind the scene phrases: build the set, rehearse the show, test the sound, advertise the something.
show, tie your shoelaces, mend the costumes, put on make-up, paint your nails, design the To be angry/good/bad at/with
programmes, write the script, dye your hair, style your hair something.
Other To be tried/scared of something / doing
A theatre production (The Lion King): adaptation, animated, lyrics, cub, homeland, something.
species, mammal, necessary, plait (v), spectacular
To be famous for something / doing
Dances: region, harvest, percussion, strings, hip, trumpet, luck, emperor something.
To be interested in something / doing
something.
have something done (have +
object + past participle):
The costume designer has special
animal costumes made.
The actors have their hair styled.

Rev s on Story 1 Review: bugs words; in the garden words; TV programmes; money words; materials words; Ancient Rome: house and home words;
present simple / present continuous; zero conditional; comparative and superlative adjectives with two or more syllables; infinitives
of purpose / adjectives + infinitive with to; be made of (present and past simple); used to / didn't use to

Rev s on Story 2 Review: adjectives to describe people; types of book words; adventure sports words; words for equipment and clothing for
adventure sports; everyday objects words; adjectives to describe objects; past simple / past continuous; past simple with
wh- questions; verb + infinitive with to / verb + object + infinitive with to; modal verbs of obligation; present perfect; relative
pronouns

Rev s on Story 3 Review: adjectives to describe places; phrasal verbs; food words, words for countries and nationalities; theatre words;
behind the scene phrases; present perfect; will/won't; too much / too many / enough; present simple passive; adjectives and
prepositions; have something done (have + object + past participle)

Fest val 1: Core: decorate, carol singing, turkey, sprout, Christmas pudding, crackers, plum pudding
Crack ng Extra: weather, every day, swim, wear
Chr stmas
Fest val 2: Core: red nose, funny, charity, raise, sponsored silence
Rad ant Red Nose Extra: reports, pyjamas, night clothes, baked beans, mini bus, clown, gate, bucket
Day
Festival 3: Core: Morris dancing, May Day, maypole, well
Merry May Day Extra: belt, bell, stick, accordion, dew, decorate, May Queen, crown, lift (v)

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 Phonics and Skills Cross- Cultural
pronunciation curricular themes /
themes Values
Pronunciation: word Reading: developing intensive and extensive reading comprehension skills of multiple Drama: A Dances / The
stress text types: an advertising leaflet, a playscript, a cross-curricular text about the theatre theatre importance
Phonics: spellings production The Lion King, culture texts about dances, a play, a text about how to production – of not
of words with /ʃn/ prepare for a play The Lion King playing
endings Listening: developing intensive and extensive listening skills: identifying vocabulary music too
and grammar in context; listening for gist and/or specific information from multiple loudly in
show, sensation, public
directions, invitation, sources: a dialogue about homework, a song about jobs that people do in the theatre,
g
magician, an extended conversation about choosing a film (making suggestions); focusing
conversation, electrician, on pronunciation: word stress; listening to a poem and identifying words with the
musician, position, phoneme /ʃn/; listening to advice on how to prepare for a play
politician, collections Speaking: developing fluency and accuracy: talking about the theatre and the jobs
that people do behind the scenes; using the correct prepositions with adjectives (Billy is
scared of the dark.); talking about when something is done for someone (The actors have
their hair cut.); focusing on pronunciation: word stress; making suggestions; practising
and acting out a class play
Writing: identifying and writing words related to the theatre and the jobs that people
do behind the scenes there; writing a review of a story; writing an advert for a play;
writing a culture text about a dance from your country; analysing and writing a play;
preparing a short play

Syllabus 9

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 Introduct on
About Ace!
Ace! is a six-level course for children learning English from
Primary 1 to Primary 6.
The course combines a high-level grammar and vocabulary
syllabus with fresh, modern visual appeal and all the rich,
imaginative context of a true story-based course.
The context for the Ace! course is the Ace School and the
Ace! characters, who are the school pupils. In each cycle,
we experience the daily life and learning of a different age
group of pupil characters. And just as the Ace! characters are
given a chance to shine, children learning English with Ace!
are also inspired to flourish.
The language and skills practice in Ace!, shaped in line
with the requirements of the Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET) and Trinity
examinations, has been carefully chosen and crafted to
benefit all children in higher-level learning contexts, whether
they intend to sit external examinations or not. While the
syllabus is fast-paced and comprehensive, lessons are
carefully staged, the approach to practice and recycling
of language is thorough, and the methodology is clear
and supportive for teachers and children alike. The course
empowers the children to achieve, and at the same time
places importance on the fun and enjoyment of learning at
primary school.
Ace! has an inviting, highly motivating concept and a wealth
of story genres. The course places strong emphasis on
literacy, with the inclusion of a wide variety of text types
and a regular phonics focus. In addition, importance is
given to the development of the whole child, through the
incorporation of Key Competence aims in the Ace! syllabus,
as well as rich cultural input, the highlighting of values, and a
cross-curricular lesson in every unit throughout the course.
To bring the Ace! world to life, the course offers a complete,
up-to-date suite of learning and teaching materials,
including a comprehensive Teacher’s Resource Pack, an
External Exams Practice CD-ROM, and course-specific digital
components (see Components, page 14).
Ace! 5
Learners are guided through Ace! 5 by triplets Billy, Jilly and
Milly Bean, who are all pupils at the Ace School. The triplets,
along with their friends, family and teachers provide the
background and context to each unit.
In the Starter Unit, the children return to school after the
summer break and meet their new teacher, Miss London. At
the end of the lesson, Miss London sets the class a homework
assignment, which sets the topic for the next unit.
The opening spread of each unit shows three texts that have
been brought in by Billy, Jilly and Milly for their homework
assignment. Each text is based on authentic material that
children would find at home.
The first text presents the vocabulary for the lesson; the
second provides a gist reading activity and the third provides
the story for Lesson 2.
At the end of each unit, Miss London reveals the homework
for the next unit and the children are introduced to the
10 Introduction
4006972 Ace TB5.indb 10
context for the next unit. (See Using the homework assignment
as an optional activity on page 13 for more information.)
Stories
The value of stories is widely recognized in Primary English
Language Teaching. In a fast-paced course such as Ace!, stories
are the perfect vehicle for the presentation of new language
structures.
The emphasis on stories is also invaluable in the
development of children’s literacy skills, as it furthers
familiarity and understanding of the functions of text, as well
as promoting a positive attitude to books and reading.
Stories are a way of immersing children in the target culture,
which is a significant part of learning a foreign language and
of considerable benefit to children preparing to sit external
exams. They are also a useful framework for developing Key
Competences, particularly raising awareness with regard to
inter-curricular themes and citizenship.
At this level, it is important that children have exposure to
a wide variety of texts and understand that stories are not
confined to simple narratives or cartoon strips. In Ace! 5 the
stories are provided by a reading text that Billy, Jilly or Milly has
brought in as part of his/her homework assignment. The text
type changes from lesson to lesson, with the stories taking
the form of a page from a history book, a newspaper article, a
playscript, a summary of a novel and so on.
As a follow up, animated versions of all the unit stories on the
DVD bring an extra dimension to the storytelling experience.
Vocabulary and grammar
Ace! is a high-level English course and therefore incorporates
a greater amount of vocabulary and a wider range of
grammatical structures than would be expected in a
mainstream English language course. The language syllabus
for Ace! 1 to Ace! 6 has been specifically designed in line
with the syllabi of the Trinity examinations, as well as the
Cambridge English: Young Learners and the Cambridge English:
Key for Schools (KET) examinations. The path towards the
goal of entering these external examinations has therefore
been taken into consideration in the design and coverage
of the Ace! 5 syllabus. At the same time, equal emphasis
has been placed on the importance of teaching a practical,
well-balanced, high-frequency language syllabus, which is
appropriate for all children learning English at this level.
In Ace! 5, twelve new core items of vocabulary are presented
in Lesson 1 of each unit, with a further twelve taught in
Lesson 5. All the new core vocabulary is grouped in semantic
sets that relate to the unit topic. The vocabulary is presented
through listening activities, and then practised through
motivating communicative games and activities. Wordcards
are provided in the Teacher’s Resource Pack for practice and
reinforcement, and the children are encouraged to keep
a record of this new language (along with any more new
vocabulary) in their own Bilingual dictionaries in the back of
their Activity Books throughout the course of the year.
Each unit of Ace! 5 also presents and practises two new
core structures. The children are exposed passively to the
first structure through the story in Lesson 2, with Lesson 3
providing a clear focus on how the grammar works. There is
07/12/2012 16:28
 thorough listening, speaking, reading and writing practice of
the structure in the Class Book and Activity Book.
A second grammatical structure is presented through the
cross-curricular reading text in Lesson 6. This is practised
through engaging reading, writing and communicative
pairwork activities in the Class Book, and reading, writing
and listening activities in the Activity Book. The Grammar
and everyday language posters for each unit, provided in
the Teacher’s Resource Pack, can also be used to introduce
and explain the grammatical structures in Lessons 3 and
6, as well as providing a visual opportunity to review the
grammar, for example, at the end of a unit. Specific notes for
using the posters are provided in the unit notes.
At this level, there is also a focus on functional language.
Lesson 7 centres around a dialogue based on an everyday
situation, such as joining the library or inviting someone to
an event. Useful phrases are highlighted so that they are
easy to pick out. These are practised through acting out
the roleplay and completing a communicative activity with
the fluency cards from the Activity Book. The Grammar and
everyday language posters for each unit also have a section
on functional language, providing useful language for the
fluency card activities in Lesson 7.
Skills
Ace! 5 has an integrated approach to language and skills
development. The Class Book and Activity Book work
closely together to encourage development of the four
skills. Through a variety of enjoyable tasks with a very
systematic approach, the children progress from listening
practice to speaking practice, and from reading practice to
writing practice.
Over the Ace! series as a whole, care has also been taken to
ensure that children preparing for Trinity and Cambridge
English examinations develop the required level of skills
competency, as well as familiarity with examination task types.
Listening: Ace! recognizes the particular importance of
listening in the early years of language learning. All new
language is presented with clear models on the Audio CD.
Listening to songs, stories, and cross-curricular and cultural
texts also helps the children assimilate the language and
exposes them to native speaker pronunciation. In addition,
listening activities in the Activity Book help to prepare pupils
for practical, everyday tasks in English.
Speaking: There is a strong speaking focus in Ace! 5, with
activities designed to help the children develop fluency
and accuracy. This includes personalized speaking
activities, practice of the everyday dialogue in Lesson 7 and
communicative games using the fluency cards from the
Activity Book.
The speaking practice in Ace! 5 culminates in the delivery
of a class presentation at the end of every unit (and a class
play at the end of the year). The children are guided in
this through a series of clear and supportive preparation
activities in the Activity Book.
Further opportunities for speaking in class are provided
through contexts the children can easily relate to, as well
as suggestions for teacher-led discussions provided in
the teaching notes. The Speak up poster, available in the
Teacher’s Resource Pack, can also be used to support
any kind of communicative activity, be it part of the core
4006972 Ace TB5.indb 11
lesson, a warmer or lead-in activity or an optional activity.
It can also be used for both open pairwork, where a pair of
children work together while the rest of the class observes,
and closed pairwork, where the children work in pairs
without being observed by others. Structures and example
sentences are provided for a variety of functions, such as
asking for personal information, talking about a picture or
describing an object.
Details of optional communication games are also given in
the Ideas Bank (see page 201).
Reading and writing: Children learning English at a higher
level need to be able to make fast progress in reading
and writing. This is particularly true for those studying in
bilingual projects or with the intention of sitting external
examinations.
Ace! 5 takes a very systematic approach to reading and
writing. It familiarizes children with the structures and
conventions of different types of text before any reading or
writing takes place.
Lesson 1 provides an overview of different text types; it
begins with a text-type recognition activity and leads on to
a gist reading activity. In Lesson 2, the children read in more
detail to find specific information in a story.
In Lesson 8, the children read each of the three cultural texts
for gist before they read again to extract specific information
to answer questions.
Lesson 9 in the Class Book prepares the children for a writing
activity. It presents and provides analysis of a particular
type of text, for example a leaflet, email or description.
Annotations around the text provide an explanation of
layout, content of paragraphs and other features.
Following a series of preparation activities in the Activity
Book, the children then produce their own texts. The Class
Book and the Activity Book provide models that the children
can use to support their writing.
External examinations for young learners
At this higher level of English-language learning, many
young learners in Primary 1 to Primary 6 are entered for
external examinations such as the Trinity examinations, the
Cambridge English: Young Learners examinations (Starters,
Movers and Flyers) and the Cambridge English: Key for Schools
examination (KET). The syllabus of Ace! 1–6 reflects the
language and skills requirements of these examinations.
Trinity examinations: The Ace! series aims to prepare the
children to enter the Trinity Grade 2 examination by the end
of Ace! 2, the Trinity Grade 4 examination by the end of Ace! 4
and the Trinity Grade 6 examination by the end of Ace! 6.
Cambridge English: Young Learners examinations: The Ace!
series aims to prepare the children to sit Starters by the end
of Ace! 3, Movers by the end of this level (Ace! 5) and Flyers by
the end of Ace! 6.
Cambridge English: Key for Schools examination (KET): The
Ace! series aims to prepare the children to sit the Cambridge
English: Key for Schools examination (KET) by the end of Ace! 6.
Practice tests for the Trinity, Cambridge English: Young
Learners, Cambridge English: Key for Schools (KET), as well as
Cambridge English: Preliminary for Schools (PET) examinations
can also be found on the Ace! External Exams Practice
CD-ROM (see page 29).
Introduction 11
07/12/2012 16:28
 Culture
Ace! values intercultural education as an essential part of
language learning. It is important for children to understand
and reflect on the differences and similarities between
their own and other cultures in order to develop Key
Competences, in particular competence in social skills and
citizenship. The culture lessons throughout the Ace! series
help them to develop an awareness of the people around
them, as well as a stronger understanding of the different
cultures around the world.
There are regular culture lessons in every unit throughout
the Ace! course. In Ace! 5, the children learn about aspects
of the lives of children in different countries. The cultural
information is presented as a web page in which different
children respond to questions about their lives that Billy, Jilly
and Milly have posted. This sets a context that the children
will easily be able to relate to and shows how children from
all over the world are united as part of a ‘global village’.
The follow-up activities in the Ace! 5 Activity Book give
the children the opportunity to consolidate what they
have learned. They are also encouraged to reflect on the
target culture and draw conclusions about similarities and
differences by producing their own text, personalized with
ideas and experiences from their own culture.
In addition to the cultural input in Lesson 8, further
intercultural learning is provided through the three festival
sections located at the end of the Ace! 5 Class and Activity
Books. These are intended to be used at the appropriate
times of the year: Christmas (December), Red Nose Day
(March) and May Day (May).
Pronunciation and phonics
New to this level is a pronunciation focus, which is found
at the end of Lesson 7. These sections deal with word and
sentence stress, intonation and pronunciation of numbers
and dates and letters of the alphabet.
The children listen to a recording of the target words,
phrases and sentences and repeat them with the class. The
pronunciation point is reinforced though the dialogue from
the lesson; the children listen out for the words and phrases
in the dialogue before acting it out in pairs or groups.
Phonemes in English can be represented by a variety of
spelling patterns, which can be a great cause of confusion
to learners of English. For this reason, in addition to the
pronunciation element, the Ace! 5 phonics lessons help the
children to recognize different spelling patterns for particular
sounds as well as focusing on tricky aspects of English
spelling and pronunciation, such as silent letters, irregular
plurals and homophones.
The phonics words in Ace! 5 are presented through a fun and
engaging poem. In this way, the children can use rhythm
and rhyme patterns to help pick out some of the words
containing the target sound.
Songs
Songs are an invaluable way of practising new language,
as they naturally include repetition and greatly aid memory
through their use of rhythm.
Each unit of Ace! 5 contains a song, which is found in Lesson
5 and on the DVD. The song videos use real-life footage,
which is particularly relevant for this age group. The songs
12 Introduction
4006972 Ace TB5.indb 12
offer practice and reinforcement of the vocabulary from
the lesson. They cover a wide variety of musical genre,
specifically designed to encompass the diverse range of
musical styles the children enjoy in the real world.
Cross-curricular focus
The Ace! course transfers useful, practical English language
to a range of different areas of the curriculum, including Art,
Sport, Science, Geography, History and Maths. The areas
chosen reflect and build on the kind of subject matter that
the pupils are working with in other classes.
In Ace! 5, Lesson 6 is contextualized as a school trip where
the Ace School pupils visit museums, Roman baths, a nature
reserve and other interesting places that will spark curiosity
in different areas of the curriculum.
The cross-curricular content of the lesson is consolidated
and practised through a reading activity and a personalized
communication game in the Class Book, as well as follow-up
activities in the Activity Book.
Values
Learning about values is a key feature of the Ace! series as a
whole. In Ace! 5, Lesson 8 ends with a Vital values focus. In
this level, the pupils will encounter the following themes:
• washing fruit before you eat it
• being honest
• being a responsible tourist
• taking care of things you borrow
• being safe on your bike
• being kind to your friends
• staying safe in the sea
• being respectful of other cultures
• not playing music too loudly in public.
Revision
In Ace! 5, the core vocabulary and grammar of the unit
is reviewed in each Lesson 10 through the Ace School
newsletter. Each edition of the newsletter contains a range
of fun activities to review vocabulary and grammar, such as
word puzzles, magazine-style reports, surveys and picture-
based activities.
Following each sequence of three units, there is also a more
extensive revision section, each based around a story in the
Class Book featuring the Ace School characters. Two pages
of follow-up exercises per story also appear in the Activity
Book. These Revision story lessons review the core and
secondary vocabulary and grammar from each term. Details
can be found in the Revision stories section of this Teacher’s
Book (see page 187).
Optional lessons
Each unit includes two optional lessons, details of which
can be found in the Optional lessons using the DVD section
of this Teacher’s Book (see page 27) and in the lesson notes
that follow. The first optional lesson (Lesson 3a) comes after
Lesson 3 and reviews the main vocabulary from the unit
and provides reinforcement of the main grammar point
presented in the previous lesson. This is also the suggested
point for showing the animated version of the story on the
DVD. The second optional lesson (Lesson 6a) follows Lesson
6. It gives ideas for extending cross-curricular content and
07/12/2012 16:28
 language taught in the cross-curricular lesson, and for a
project based on the cross-curricular topic. This is also the
suggested point for showing the real-world film clips from
the DVD.
Using the homework assignment as an optional
activity
Teachers may wish to set their own class the homework that
Miss London gives Class 5A at the end of the unit. This can
then be used as an optional lead-in activity for the following
unit. The children will find this interesting and rewarding, but
it will demand some degree of classroom time.
If you wish to set the homework assignments to your class,
you will need to be sure that you have enough time in
your schedule for the children to present what they have
brought in. Some teachers may wish to set the homework
assignment for some, but not all units; others may wish
to divide up the class so that different children do the
assignment for different units.
You may choose to ask the children to present their
homework to the whole class or within small groups.
The second option may suit teachers with less time and
those who have less confident pupils. Go around the
class, listening and helping as the children present their
homework. Also allow time at the end to discuss the activity
with the class, for example, by asking one child from each
group to tell the class what the children have brought in.
Testing and evaluation
Children’s progress can be evaluated through formal testing,
ongoing assessment and self-assessment. In terms of formal
testing, there are nine unit tests, three term tests and one
end-of-year test on the Teacher’s Resource CD-ROM, which
together cover the target language from the course. All
these tests are available as printable or editable documents,
so you can choose to adapt the material to suit your class.
For ongoing and self-assessment, each unit ends with a
self-evaluation task in Lesson 11, encouraging the pupils to
reflect on the activities they have done in the unit they have
just finished. The focus is on becoming aware of the progress
they are making and of areas that need more attention. As
well as this, there are evaluation grids and portfolio material
on the Teacher’s Resource CD-ROM, which allow you to
continuously assess your pupil’s progress and provide them
and their parents with feedback.
You will also find practice papers for the Trinity and
Cambridge English: Young Learners, Cambridge English: Key for
Schools (KET), and Cambridge English: Preliminary for Schools
(PET) examinations on the External Exams Practice CD-ROM.
Multimedia
Ace! has a fresh, innovative and fully integrated approach to
multimedia in the classroom, allowing teachers to create a
tailored digital solution to best suit them and their school
facilities. The Ace! digital tools include the iPack, Teacher’s
Resource CD-ROM, DVD and Oxford Online Learning
Zone website. Details of these features are provided in the
Optional lessons using the DVD and Ace! Digital sections of this
Teacher’s Book (see pages 27 and 29).
4006972 Ace TB5.indb 13
Key Competences
The inclusion of the Key Competences in the curriculum is
designed to integrate the formal learning specific to each
subject area with less formal learning. This helps the children
to see the relationship between different subjects and
use skills learned in one area in different contexts. The Key
Competences encourage the activation of resources that the
learner already has. Foreign-language learning contributes
directly to the development of competence in linguistic
communication as it increases, enriches and complements
a pupil’s communicative capacity. When language learning
is based on the development of the four communicative
skills (reading, writing, listening and speaking), it helps
to develop this Key Competence in the same way as the
study of a native language. A more detailed explanation
of how learning a foreign language can develop the other
Key Competences can be found on the Teacher’s Resource
CD-ROM, along with ideas and worksheets for further
exploitation of each Key Competence.
The materials in Ace! 5 offer many opportunities for the
development of the Key Competences. These are clearly
highlighted and explained throughout the teacher’s notes.
Parental involvement
Learning involves a cooperative relationship between
home and school, and it is important to establish clear
communication with parents to encourage home support.
The following are suggestions about possible ways of
doing this.
• Keep parents informed about what their children are
learning and their progress. School blogs can be an
effective way to keep parents up to date, as well as
being highly motivating for children. Please make sure,
however, that the children in your classes are protected
at all times when they are online. Ensure that the school
blog has a password, so that it is only available for the
people for whom it is intended. In addition, teach children
about internet security. Screen what they plan to post
before they post it and, make sure that they don’t reveal
too much personal information, especially telephone
numbers, addresses or personal emails.
• Set the children homework to tell their parents the unit
topic, sing them a song in English or tell them about life
in the English-speaking countries, for example. Encourage
parents to play the Songs CD, at home or in the car, to
motivate their children.
• Inform parents of the values their children are learning,
and ask them to encourage their children to employ them
at home too.
Introduction 13
07/12/2012 16:28
 Components
Class Book
• a Starter Unit introducing Billy, Jilly and Milly Bean, their friends
and Miss London, their class teacher
• nine teaching units of eleven lessons per unit providing the
core material
• three Revision Stories featuring the course characters
• three pages of festival materials
• a clear syllabus summary showing the main language learnt in
each unit
• a Songs CD with all the songs from the course

Activity Book
• ten pages of activities per core unit, including pairwork
activities; a Reading Club feature; follow-up to the cross-
curricular, phonics and cultural lessons; unit review and
self-evaluation
Class Book • activity ideas for fast finishers at the bottom of each page
• follow-up to the Revision stories
• follow-up to the festivals
• one set of fluency cards per unit for communicative
pairwork activities
• Bilingual dictionary, Grammar reference section and an
Irregular verbs list

Teacher’s Book
• a full description of the syllabus
• an introductory section with explanations of the methodology
and concept behind the course
• an annotated Tour of a unit
• clear, succinct teaching notes for each lesson
• teaching notes for two optional lessons per unit (one DVD
lesson and one cross-curricular lesson)
• optional extra activity ideas
Activity Book • culture notes
• references to Key Competences
• full answer keys for Class Book and Activity Book activities
• transcripts for each lesson
• references to worksheets on the Teacher’s Resource CD-ROM
• useful classroom language
• a list of the unit wordcards
• an Ideas bank with suggestions for games and activities that
Audio CDs
can be used to practise and reinforce the course language
• a wordlist for Ace! 5

Audio CDs
• recording of all the songs, stories and listening activities
including recordings for the tests

Teacher’s Resource CD-ROM

Teacher’s Book
• evaluation material
• nine unit tests, three term tests and one end-of-year test
• two worksheets to supplement the Starter Unit
• one Story worksheet per unit
• two Vocabulary and grammar worksheets per unit

14 Components

4006972 Ace TB5.indb 14 07/12/2012 16:28

 • one Functions worksheet per unit
• three festival worksheets (one per festival)
• one cross-curricular DVD worksheet per unit and a DVD story
wordcard worksheet
• full transcripts and answers for tests, and full teaching notes
and answers for worksheets
• notes for Key Competences and worksheets
• PDF version of the printed Teacher’s Book (English) as well as PDFs
of Guía Didáctica and Llibre del Professor Teacher’s Resource CD-ROM

External Exams Practice CD-ROM

• practice tests for the following external exams: Trinity, Cambridge
English: Young Learners, Cambridge English: Key for Schools (KET), and
Cambridge English: Preliminary for Schools (PET)

Teacher’s Resource Pack

Wordcards
• 228 wordcards (Set 1: Lesson 1 vocabulary; Set 2: Lesson 5 vocabulary) –
see page 200 of this Teacher’s Book for the list of wordcards

Posters
• Speak up poster with useful structures and models for classroom
conversations and pairwork Wordcards
• Grammar and everyday language posters for each unit, with grammar
tables, explanations and examples of grammatical structures and useful
phrases for the Lesson 7 everyday language fluency cards activities

Wipe-clean posters
• two wipe-clean posters focusing on European countries and Routines,
which can be written on with a whiteboard marker, wiped clean and
used again

DVD
Speak up poster
• animation of each unit story
• one cross-curricular video clip per unit
• video clips of the nine unit songs

iPack
Presentation and practice material for interactive whiteboards and data
projectors that includes the following:
• stories
• songs
• audio Grammar and everyday language poster
• poster and wordcard presentation material
• Activity Book activities

Oxford Online Learning Zone

• interactive website content for students to use at home or in
the classroom

Wipe-clean posters
Components 15

4006972 Ace TB5.indb 15 07/12/2012 16:29

 Tour of a Un t
Word-level
Lesson 1  Vocabulary writing activity
Lesson 1 teaches and practises the first key vocabulary set of twelve words. The spread practising key
for Lessons 1 and 2 shows the three texts brought in by Billy, Jilly or Milly for the vocabulary.
homework assignment that Miss London set at the end of the previous unit.

Writing activity
The texts brought in based on definitions,
by Billy, Jilly or Milly practising key
for their homework vocabulary.
assignment allow
pupils to connect with Listening activity
the course characters practising
and engage with recognition of key
the text types. vocabulary.

Identification of Finding of
different text types. information
through a speed- Activity Book 5
reading activity.
Practice of the key
vocabulary through Activity suggestions
a matching activity, Active production of for fast finishers.
followed by active the key vocabulary
production of the key through a pairwork
vocabulary through a speaking activity.
Class Book 5
listening activity.

Bilingual dictionary (Activity Book 5) Wordcards Set 1

Wordcards Activity Book

• Use the wordcards for practice and reinforcement of
the key vocabulary.
Class Book
• The children listen to the recording and find the
text types.
• The children listen to the second recording and
match the words to the pictures. They listen to the
recording again and repeat the words chorally and
then individually.
• The children listen to a recording of definitions or
sounds and say the new words.
• The children speed read one of the texts to find the
answer to one or two gist questions.
• They then do a pairwork activity that prompts them to
actively produce the new vocabulary.
• Before the children move on to Activity 1 in their
Activity Books, they add the new vocabulary to
their own Bilingual dictionaries at the back of their
Activity Books.
• The children then practise recognizing the vocabulary
by writing the correct word beneath each picture.
• In the second activity, the children complete definitions
with the key vocabulary.
• The children listen to a dialogue or conversation
containing the new vocabulary, and then complete
an activity that requires them to recognize the
new vocabulary.
• The children write their own personalized texts with
the new vocabulary in their notebooks using word or
question prompts in the Activity Book.
• An activity suggestion for fast finishers keeps all the
children engaged. This feature is present in all lessons.

16 Tour of a unit

4006972 Ace TB5.indb 16 07/12/2012 16:29

 Tour of a Un t
Lesson 2  Story
Lesson 2 teaches and practises the vocabulary presented in Lesson 1 through a story. The story comes
from one of the texts that Billy, Jilly or Milly has brought into the class as part of their assignment. There
is also passive exposure to the grammar point that will be formally presented in Lesson 3.

Gist reading Key structure and

activity. vocabulary contextualized
in the story. The story text
type is different in every
Story
unit (e.g. poem story,
consolidation
cartoon story, legend).
through a
comprehension
activity.
Extra question
for class or paired
discussion.
Speaking
practice
through paired
discussion. Follow-up activities are presented
as work from a Reading Club.

Class Book 5
Simple
comprehension
activities about the
events, the things
and/or people from
Extra story the story and the
worksheet setting.
for literacy
development. Gapped summary
of the story.

Template for the

children’s own
review of the story.

Tip to help with

Story worksheet writing.

Activity Book 5

Class Book • In the second activity, the children further consolidate

• The children read the gist question and then read and
listen to the story in order to answer the question.
• The children read the story again and answer more
detailed questions, to consolidate their understanding.
• The children discuss the story with their partners, using
a revised structure.
• The What do you think? feature provides further
opportunity for discussion in pairs or as a class.
Activity Book
• The children consolidate their understanding of the
plot, characters and setting of the story with detailed
questions or ordering activities.
their understanding of the plot, characters and setting
of the story.
• In the third activity, the children complete a summary
of the story by writing key words in a table.
• They then use the framework provided to write their
own review of the story, engaging personally with the
story and their reaction to it.
Optional
• The optional Story worksheet offers reinforcement
of the story to focus on developing literacy skills and
awareness of narrative.

Tour of a unit 17

4006972 Ace TB5.indb 17 07/12/2012 16:29

 Tour of a Un t
Lesson 3  Grammar
Lesson 3 teaches and practises the grammar structure the children were passively exposed to in
the story in Lesson 2. The children practise the structure through listening and speaking activities.

Reading and
Introduction of
writing practice of
the grammar
the key structure
point through a
and vocabulary.
simple matching,
ordering or
selection activity. Review of a known
grammatical
structure.
Listening and
controlled
practice of the
key structure. Active and freer
production of the
Activity Book 5
key structure in a
Clear presentation communication
of the grammar pairwork game.
structure in a table.
Class Book 5 Extra vocabulary
and grammar
The Grammar 1 section on the poster can practice worksheet.
be used to support the first new grammar
structure presentation of the unit.

Grammar reference Grammar and everyday Vocabulary and grammar 1

(Activity Book 5) language poster worksheet

Class Book Activity Book

• The children are first explicitly exposed to the grammar
structure when looking back at the story from the
previous lesson to complete a simple matching or
ordering activity.
• The children look at pictures that demonstrate the
grammar point. They listen to descriptions of the
pictures and say the number. The children practise
describing the pictures using the sentences from
the recording.
• The Grammar and everyday language poster can be
used at this point to explain the grammatical structure.
The children then look at a grammar table in their Class
Books. They read and memorize the sentences.
• The children practise the grammar point through a
communicative activity.
• The Grammar reference section at the back of the
Activity Book provides further explanation of the
new grammar point and can be used for support
throughout the year.
• The children complete a simple matching (or similar)
activity using the new structure.
• The children complete a text using the structure
correctly.
• They practise the new structure by writing complete
sentences using picture prompts and wordpools.
• They end the lesson by reviewing a grammatical
structure from previous units or levels.
Optional
• Extra grammar practice can be found in the form of the
Vocabulary and grammar 1 worksheet on the Teacher’s
Resource CD-ROM.

18 Tour of a unit

4006972 Ace TB5.indb 18 07/12/2012 16:29

 Tour of a Un t
Lesson 4  Reading and Writing
Lesson 4 focuses on reading and writing, using an extended version of one of the texts presented in Lesson 1 as a
model. The lesson also has a specific language focus that is practised on the Class Book page and exploited further
in the Activity Book. There is also a specific Learning to learn focus introduced and practised in the Activity Book.

Context set by text Extension of text

from Lesson 1. from Lesson 1.
Passive exposure
to a specific
Comprehension language point.
activity of the text.

Writing activity to practise the

Further language point.
exploitation
of the text and
introduction of
specific language
point.
Class Book 5

Sentence and paragraph-

level reading and writing
practice; introduction of a
learning strategy.

Paragraph-level writing
practice, following a
model.

Introduction and
development of a
learning strategy or skill.

Activity Book 5

Class Book Activity Book

• The children look at the first part of the text (taken from
Lesson 1) and complete it from memory. They read the
text in Lesson 1 again to check.
• The children read part 2 and complete a simple
accompanying comprehension activity.
• The children then move on to more explicit practice of
the specific language point in the text.
• The children write sentences using the language point.
• The children read a text of the same type as that on the
Class Book page.
• The children then practise the language point from
the lesson in the context of this new text (in this case,
referencing words).
• The children write their own text, using the Class Book
and Activity Book examples as models.
• The Learning to learn section focuses on a different
learning strategy or skill in each unit. The children
complete a task based on this and are encouraged to
use this independently in the future.

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 Tour of a Un t
Lesson 5  Vocabulary and DVD song Written practice of
Lesson 5 teaches the second set of new vocabulary. The children practise the new vocabulary
vocabulary through the DVD song, and through speaking and reading activities. through a song-
based activity.

Presentation of context
through interactive
Listening activity
whiteboard display in
practising
Class Book, followed
recognition of the
by presentation of
new vocabulary.
new vocabulary via a
listening activity. Sentence-level
practice of the new
Active production vocabulary.
of secondary
vocabulary
through a Further
listening activity. exploitation of
song. Activity Book 5
Practice of new
Paragraph-level
vocabulary through Active production
writing practice of
a song, which can of new vocabulary
the new vocabulary.
either be listened to in a communicative
on the Audio CD / pairwork game.
Songs CD or watched Class Book 5
on the DVD.

Songs CD

Wordcards Set 2 DVD

Bilingual dictionary (Activity Book 5)

Wordcards Activity Book

• Use the wordcards for practice and reinforcement of
the key vocabulary.
Class Book
• The children use the picture on the interactive
whiteboard in their Class Books to make predictions
about what the lesson is about.
• The children listen to and repeat the new vocabulary.
• The children listen to a recording of descriptions or
definitions and say the new words.
• The children listen to the song and answer a simple
gist question.
• The children complete a more detailed comprehension
activity based on the song.
• Finally, the children play a communicative game in
pairs, based on the new vocabulary from the lesson.
• Before the children move on to Activity 1 in their
Activity Books, they add the new vocabulary to
their own Bilingual dictionaries at the back of their
Activity Books.
• The children practise writing the new vocabulary by
listening and completing the song lyrics.
• The children do a simple listening activity that practises
recognition of the new vocabulary away from the
context of the song.
• They move on to sentence-level recognition of the
new vocabulary.
• They write at paragraph level using some of the new
vocabulary from the lesson.

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 Tour of a Un t
Lesson 6  Grammar and Cross-curricular
Lesson 6 presents cross-curricular content from key areas of the curriculum, and through the
cross-curricular text, passively exposes the children to a new grammar structure. The children
then practise the structure through reading, writing and speaking activities.

Activities set in
the context of a Controlled writing
school trip. practice of the
new structure.
Photographs Reading and writing
provide activity practising
contextualization the new structure at
and generate sentence level.
ideas from the
children. Controlled
practice of the
Consolidation of new structure.
the key concepts
through listening Active and freer
to and reading an production
explanatory text. Activity Book 5
of the new
structure in a Written production
Clear presentation communication of new structure
of the grammar pairwork activity. using word prompts.
structure in a table. Class Book 5

The Grammar 2 section on the poster can be

used to support the second new grammar
structure presentation of the unit.

Extra
vocabulary
and grammar
practice
worksheet.

Grammar reference Grammar and everyday Vocabulary and grammar 2

(Activity Book 5) language poster worksheet

Class Book Activity Book

• The children look at the photos in pairs and discuss
what they know about the topic before reading the text
to check their ideas.
• The children look at the grammar table and find
examples of the structure in the text.
• The Grammar and everyday language poster can
be used at this point to introduce and explain the
grammatical structure.
• They read the text again and perform an activity with
controlled practice of the new structure.
• They practise the new structure in an active
communication pairwork activity.
• The Grammar reference section at the back of the
Activity Book provides further explanation of the new
grammar point and can be used for support throughout
the year.
• In the first activity, the children write sentences with the
new structure.
• In the second activity, they complete a reading and
writing activity that practises the new structure at
sentence level.
• In the third activity, they have to write sentences using
the new structure and word prompts.
Optional
• Extra grammar practice can be found in the form of the
Vocabulary and grammar 2 worksheet on the Teacher’s
Resource CD-ROM.

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 Tour of a Un t
Lesson 7  Listening and Speaking
In this lesson, the Class Book presents a dialogue between the story characters. The
language from the dialogue forms the basis for a communicative activity with the fluency
cards from the Activity Book.

Context-setting and gist

listening activity.

Second listening, for

specific information.

Pronunciation focus.

Speaking practice through

Presentation of the acting out the model dialogue.
dialogue model and
gist activity. Paired speaking practice
with fluency cards.

Class Book 5

The Everyday language

section on the poster can
be used to support the
communicative activity.

Functions worksheet
Fluency cards (Activity Book 5)

Grammar and everyday

language poster

Class Book
• The children listen to the recording and answer a gist
question. They listen again to find specific information.
• The children listen to and read the model dialogue.
They answer a gist question.
• The children are introduced to a pronunciation point
that can be found in the model dialogue. They listen
and repeat.
• The children act out the dialogue.
• The children use the fluency cards for a paired
communicative activity, offering more open practice of
the function presented in the Class Book dialogue and
on the Grammar and everyday language poster.
Optional
• Extra practice of the function presented in the Class
Book can be found in the form of the Functions
worksheet on the Teacher’s Resource CD-ROM.

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 Tour of a Un t
Lesson 8  Culture and Reading
Lesson 8 provides key cultural input, focusing on a particular aspect of life in other countries. This lesson is presented as a page
from a children’s social networking site, where the texts are responses to questions asked by Billy, Jilly and Milly. In this lesson,
the children also explore a particular value related to the cross-curricular topic and discuss this as a class.

Pre-reading activity
to familiarize the
children with the
cultural topic and
the reading task.
Short, personalized writing activity.

Reading texts Paired speaking activity.

posted by children
from around the Focus on values develops social
world. awareness.

Reading task using the texts from

Comprehension
the Class Book page.
to check
understanding.

Speak up poster Class Book 5

presents useful Related listening
language for activity.
describing
differences and Review of a known
similarities. grammatical
structure.

Personalization,
using vocabulary
for review.
Extended personalized
writing task.
Speak up poster
Activity Book 5

Class Book Activity Book

• The children work with a partner to compare the things
they see in the pictures.
• The children listen to and read the texts. They match
each text to a photo from Activity 1.
• The children read the text again and choose correct
answers to the questions.
• The children complete a short, personalized writing
activity based on the texts.
• The children share their answers from Activity 4 with
their partners in the form of a speaking task.
• The Vital values feature encourages the children to
discuss a particular value related to the topic. Some
issues may generate complex responses that the
children cannot voice in English; in these cases, it
is advisable to discuss the topic in the children’s
own language.
• The children complete three columns of a table with
information from the texts on the Class Book page.
• The children then complete the final column in the
table with their own notes about the topic.
• The children complete sentences using the vocabulary
for review.
• The children complete a personalized writing task
using the vocabulary for review.
• The children make notes and complete an extended
personalized piece of writing related to the topic of
the lesson.
Optional
• The Speak up poster can be used to help structure
discussion on a range of topics in any of the lessons. It
can be used in this lesson to aid discussion on cultural
similarities and differences.

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 Tour of a Un t
Lesson 9  Writing and Phonics
Lesson 9 presents and provides analysis of a particular text type. Following a series of preparation
activities in the Class Book and Activity Book, the children produce their own texts of the same type.
The phonics focus is also presented in this lesson, through a poem in the Class Book.

Extra discussion
Identification of question.
text type.

Explanation of
layout, content of
paragraphs and other
features of the text.
Punctuation focus.

Identification of a particular
Comprehension phonics feature.
activity to check
understanding of Presentation of phonics focus
text. through poem.

Class Book 5

Categorization activity related

to the phonics focus in the
Class Book.

Reading activity based on function

and features of a text type.

Identification of words with

the target sound in the text.

Extended writing activity

based on the text type from
the lesson.
Activity Book 5

Class Book Activity Book

• The children read and identify the text type.
• The children answer comprehension questions about
the text.
• The children listen to and read a poem, which contains
words with the target phonics focus. They answer
question about the poem.
• The children find and write words with the target
phonics focus.
• The children categorize words according to the
phonics focus from the Class Book.
• The children read a text and add missing information
using sentences or headings from a wordpool.
• The children read the text again and find words or
sounds relating to the phonics focus.
• The children write their own text using the examples in
their Class Books and Activity Books as models.

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 Tour of a Un t
Lesson 10  Review
Lesson 10 provides a comprehensive review of all the new vocabulary and grammar
structures from the unit through a series of activities in the Ace! Weekly school newsletter.

School newsletter format

allows for a range of fun
activities to review the unit’s
Communication vocabulary and grammar.
game reviews
the first set of key
Collocation activity reviews the
vocabulary.
second set of vocabulary.

Gap-fill activity focuses on the first

grammatical structure.

School newsletter format

Written production allows for a range of fun
Paired speaking
of first grammatical activities to review the unit’s
activity reviews
structure. vocabulary and grammar.
the second
grammatical
structure.

Class Book 5
Word-level writing
The Grammar 1 and 2 sections activity reviews first
on the poster can be used to set of vocabulary.
review the grammar of the unit.
Matching activity reviews
second grammatical
structure.

Puzzle to review
second vocabulary set.

Grammar and everyday

language poster Activity Book 5

Class Book Activity Book

• Each edition of the newsletter in Lesson 10 of each unit
contains a range of fun activities to review vocabulary
and grammar, such as word puzzles, magazine-style
articles, surveys and picture-based activities.
• In Lesson 10 of Unit 1, the children start by asking and
answering questions in a paired guessing game.
• The children reproduce the second grammatical
structure in a paired speaking activity.
• The children complete the phrases with the correct
word from the second vocabulary set.
• The children complete the sentences using the first
grammatical structure.
• The children write the correct word for each picture.
• The children review the second grammatical structure
by completing the sentences with the correct
verb form.
• The children review the first grammatical structure by
completing the sentences with the correct verb form.
• The children review the second set of vocabulary by
completing a word puzzle.
Optional
• Sections 1 and 2 of the Grammar and everyday
language poster can be used in this lesson, providing a
visual opportunity to review the grammar of the unit.

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 Tour of a Un t
Lesson 11  Class presentation and Self-evaluation
In Lesson 11, the children prepare for and give a class presentation (or a play) related to the
topic of the unit. The lesson also provides an opportunity for self-evaluation

Presentation Introduction
related to the of the next
unit’s topic. unit’s topic.

Class Book 5

Listening activity based on

the model presentation.

Planning of presentation
using model provided.

Model of a
presentation plan.

Self-evaluation activity
allows the children to
review learning and
focus on improvement.

Activity Book 5

Class Book • The children plan their own presentation using the
• The children are prompted to prepare and give a model in their Activity Books.
presentation. • They give their presentation to the whole class or the
• Miss London reveals the homework for the next unit, rest of their group..
and the children are introduced to the context for the • The children look back at the unit and complete the
next unit. self-evaluation task.

Activity Book Optional

• The children look at the model plan from a • In Lesson 11, teachers can decide whether to set the
presentation and answer questions about it. homework for their own class. This can then be used as
• The children listen and complete information in an optional lead-in activity for the next unit.
the plan.

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 us ng the DVD
Opt onal lessons
Reinforcement and story practice Lesson 3a
The reinforcement and story practice lesson is optional
in each unit, but it gives teachers a great opportunity to
enhance their pupils’ learning experience and enjoyment
by introducing engaging reinforcement activities and an
animated version of the unit story.
• The first three activities review the main vocabulary and
language from Lessons 1 to 3 of the unit.
• The fourth activity introduces the animated text version of
the story on DVD. The DVD story can be played as many
times as possible. The children are encouraged to focus on
the vocabulary and language used in the story.
• The lesson concludes with an activity where the children
make their own story wordcards, using the DVD story
wordcard worksheet on the Teacher’s Resource CD-ROM.
The children ‘design’ their chosen words from the story
following the DVD story as a model. For example, they can
write ‘happy’ in the shape of a smile.
• At least one activity in each Lesson 3a has a specific
focus on one of the Key Competences, for example,
a craft activity for artistic and cultural competence or
group work that encourages competence in social skills
and citizenship.
DVD
4006972 Ace TB5.indb 27
Cross-curricular and social task Lesson 6a
The second optional lesson is designed to allow the teacher
to reinforce and extend the cross-curricular topic for the unit
through more activities which introduce some additional
items of vocabulary from the vocabulary set presented in
Lesson 5. It gives the teacher an opportunity to exploit the
cross-curricular content using social tasks which involve
elements of collaboration and research, for example,
researching how plants grow and making a poster, writing
information cards for museum exhibits, researching the life
and writing a diary entry of a gladiator.
• The lesson begins by reviewing the cross-curricular
topic vocabulary. The first activity extends the context
presented on the Lesson 6 Class Book page.
• The class is then divided into groups and the groups do
simple research activities linked to the topic. For example,
in Unit 1 the groups are encouraged to use the internet or
reference books if the internet is not available, to research
how to grow a seed.
• The groups then make posters, or write information cards
using the information they have researched.
• To conclude the lesson, a range of follow up activities
are suggested, for example, presenting the posters and
information cards to the class and displaying the materials
they have made in the classroom.
• For further practice and extension, the teacher can play
the relevant cross-curricular video clip from the DVD. Play
the video clip as many times as possible, pausing it and
eliciting language so the children can repeat or describe
scenes on the screen. The children can then complete
the activities on the DVD cross-curricular worksheet on
the Teacher’s Resource CD-ROM. You can also exploit the
scenes for cultural content and use them to talk about the
children’s own experiences.
Teacher's Resource CD-ROM
Optional lessons using the DVD 27
07/12/2012 16:29
 the course
Other features of
Revision stories
Regular revision of vocabulary and grammar is a key element of learning a language. Ace! 5 has
three Revision stories following three exciting adventures of the course characters, Billy, Jilly and
Milly. The revision lessons are designed to be used after Units 3, 6 and 9, and each focuses on
the vocabulary and grammar in the preceding three units. The Revision stories include key skills
practice in the Activity Book.

Revision of grammar and vocabulary Story consolidation work develops

through a story context. literacy skills, along with further
language practice in the Activity Book.
Follow the
adventures
of the course
characters to
appeal to the
imagination
of the
pupils and
foster their
engagement
with the story.

Class Book 5
Activity Book 5

Festivals
There are three festivals in Ace! 5: Christmas, Red Nose Day and May Day. The pages offer a
detailed look at a specific aspect of English-speaking festival culture. The festivals are found
at the end of the Class Book and Activity Book, so you can use them at the appropriate point
in the school calendar. The Teacher‘s Resource CD-ROM contains language practice activities
as well as opportunities to practise skills and promote discussion.

Class Book presentation of

the topic and key vocabulary
through a variety of text
types.

Worksheets
allow for further
language practice
Activity Book 5 and personal
reactions/
comparisons.
Class Book 5 Speaking, reading and writing practice across
Class Book and Activity Book.

Teacher’s Resource
CD-ROM worksheets

28 Other features of the course

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 Ace D g tal
Teacher’s Resource CD-ROM
The Teacher’s Resource CD-ROM contains a full range of
supplementary photocopiable worksheets for Ace! 5. This
includes:
• Extra Story worksheets for every unit.
• Two Vocabulary and Grammar practice worksheets per unit.
• One Functions worksheet per unit.
• Starter Unit and festival worksheets.
• One cross-curricular DVD worksheet per unit and a DVD
story wordcard worksheet.
• It also includes all the material you will need for assessing
your class. This includes:
• A full suite of course-specific unit, term and end-of-year
tests. These tests are available as printable PDFs and as
editable Word documents to adapt to your own classes.
• Key Competences notes and worksheets.
• Evaluation grid and portfolio material.
Printable and editable tests.
Worksheets to print
out and photocopy.
4006972 Ace TB5.indb 29
External Exams Practice CD-ROM
A second CD-ROM contains a comprehensive range of
practice papers for the external Trinity, Cambridge English:
Young Learners, Cambridge English: Key for Schools (KET)
and Cambridge English Preliminary for Schools (PET) suite of
examinations, to help your class prepare for external exams.
Oxford Online Learning Zone
The Oxford Online Learning Zone includes extra practice
material for the pupils to use online – either individually, at
home or at school. The material includes interactive versions
of the songs and stories, extra vocabulary and grammar
practice activities, and exciting new games.
Oxford Online Learning Zone
Teacher’s Resource CD-ROM
Ace! Digital 29
07/12/2012 16:29
 Ace D g tal
iPack
The Ace! 5 iPack includes all the presentation and practice material you need to make the
most of the new technology in the classroom. Use it on your interactive whiteboard or data
projector to deliver key aspects of the language presentation and engage the attention of
the whole class. The iPack offers:
• All the pages of the Class Book and Activity Book on screen.
• Quick, easy navigation between the corresponding pages of the Class Books and
Activity Books.
• Extra vocabulary and grammar practice activities for each unit accessible from clickable
links on the page, along with all the audio and video clips.
• Animated versions of the stories, and interactive versions of the songs accessible from the
page.
• Answers to all activities, which can be revealed either one by one or all at the same time,
depending on which way works best for your class.
• Separate resource banks containing all the video, wordcards, stories and songs, so that
you can access them whenever you need them. iPack

Play the audio by

clicking on the page.

iPack sample

Click easily between

the Class Book and
Activity Book pages.

Practise vocabulary
and grammar with
the whole class using
the fun, interactive
games in each unit.

30 Ace! Digital

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 We l c o m e b a c k
t e r
Sta   
r
Lesson 1    CB PAGE 2 and AB PAGE 2  Transcript
REVIEW, LISTENING AND SPEAKING
Lesson objectives
Become familiar with the course characters
Review some vocabulary and language from
previous levels
Listen for specific information
Practise asking questions
Language
Review: vocabulary for describing appearance;
questions: What …? When …? How many …? Do you …?
Have you got …? Where …?
Extra: triplets, sign up, penfriend
Materials
CD1 $ tracks 01–02; Speak up poster
Warmer
• Introduce yourself to the class. Say, e.g., Hello. I’m (your
name). I’ve got two brothers. I haven’t got any pets.
• Ask individual children to stand up and introduce
themselves in a similar way.
Lead-in
• Tell the children that in this lesson they are going to meet
the course characters for this year.
• Ask the class what they think they will find out about the
characters. Elicit categories for personal information and
write them on the board, e.g. name, age, address, hobbies.
Class Book
1 Look, listen and say the names.  $ 1•01
• Focus on the pictures of the characters. Tell the children
that Billy, Jilly and Milly are triplets (brothers and sisters
born on the same day). The children can also see the
triplets’ friends and some of the people who work at
their school.
• Focus on the characters’ names. Point out that even
though the first names of the adults are given, we
wouldn’t usually use them. We would say Mr McMaster,
not Mr Alistair McMaster, for example. Point to each
character and say the name for the children to repeat.
• Ask the class questions about the characters’ appearance,
e.g. What colour are Jilly’s glasses? Who has got short, curly
hair? Has Betty got glasses?
• Tell the children that they are going to hear descriptions
of the characters. The must listen and say the names of
the people who are being described.
• Play the recording. Pause after each description for the
children to call out the name.
4006972 Ace TB5.indb 31
1 He hasn’t got a beard. He’s got brown hair and a
brown moustache.
2 He’s got glasses and short, light brown hair.
3 She’s got short, black hair and big earrings.
4 He’s got curly, black hair. He hasn’t got glasses.
5 She’s got wavy, brown hair. She hasn’t got glasses.
6 He hasn’t got a beard and he hasn’t got a moustache. He’s
got short, grey hair.
7 She’s got glasses and a ponytail.
8 She’s got wavy, light brown hair and she’s got glasses.
ANSWERS
1  Mr McMaster   ​2  Billy Bean   ​3  Miss London   ​
4  William Victory   ​5  Betty Greenstreet   ​6  Mr Tidy   ​
7  Milly Bean  ​8  Jilly Bean
2 Listen and complete the table.  $ 1•02
• Focus on the table. Ask What is the table for? (To sign up for
a penfriend.)
• Look at the information provided. Check how many of the
categories the children mentioned in the Lead-in activity.
• Tell the class that they are going to hear the children
giving answers to questions about personal information.
They must listen and write the missing information in
their notebooks.
• Play the recording, pausing where necessary for the
children to write the answers.
• Play the recording a second time, if needed.
Transcript
Receptionist  So would you all like penfriends?
Billy, Milly and Jilly  Yes, please!
Receptionist  OK, then. Can you give me your full
names, please?
Billy  I’m Billy Bean.
Milly  I’m Milly Bean.
Jilly  And I’m Jilly Bean. We haven’t got middle names.
Receptionist  OK. And you’re brother and sisters?
Billy  Yes. We’re triplets. We’ve got the same birthday.
It’s 22nd September.
Receptionist  22nd September. Right. And what’s
your address?
Milly  It’s Bean Cottage …
Receptionist  Is that B-E-A-N?
Milly  Yes, Bean like our surname. Bean Cottage, Little
Street, Aceton.
Receptionist  Have you got any more brothers and sisters?
Jilly  No, we haven’t.
Receptionist  OK. And what are your hobbies, Billy?
Billy  Football! I love football.
Receptionist  OK. And have you got any pets?
Billy  We’ve got a dog called Bongo!
Receptionist  Bongo?
Billy  Yes, B-O-N-G-O.
Receptionist  And Milly, what are your hobbies?
Milly  I like walking in the country.
Jilly  And I like art.
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07/12/2012 16:29
 Milly  Yes, Jilly loves art.
Receptionist  Great.
William  Look, Betty! Penfriends! Let’s sign up.
Betty  OK. You go first.
William  Err … full name … William … Victory.
Betty  When’s your birthday?
William  It’s on 19th February.
And my address is … 7 … Little Street, Aceton.
Betty  Have you got any brothers or sisters?
William  Yes, I’ve got one brother. Michael.
M-I-C-H-A-E-L. Michael.
Betty  What are your hobbies?
William  Hmm. Well, I like computer games.
Betty  What about pets? Have you got a pet?
William  No, I haven’t got any pets. Your turn!
Betty  My full name is Betty Greenstreet.
William  Greenstreet?
Betty  Yes. G-R-E-E-N-S-T-R-E-E-T. And my birthday is the
17th March.
William  What’s your address?
Betty  14 School Road, Aceton.
William  You haven’t got any brothers and sisters.
Betty  No, that’s right.
William  What are your hobbies?
Betty  I go ice skating … oh! And dancing! I like dancing.
William  Have you got any pets?
Betty  Yes, I’ve got a cat. Her name is Lulu. L-U-L-U.
answers
1  Dog (Bongo)   ​2  walking  ​3  art  ​4  William Victory   ​
5  19th February   ​6  Michael  ​7  computer games   ​
8  None  ​9  Betty Greenstreet   ​10  14 School Road,
Aceton  ​11  ice skating, dancing   12  Cat (Lulu)
KEY COMPETENCE:   Competence in social skills and
citizenship
The ability to ask for and give personal information is
a vital skill. The children need this to make friends and
answer questions for official purposes.
Optional activity
• Look back at the categories that the children
mentioned in the Lead-in activity. If there are any that
are not used in Activities 3 and 4, elicit questions for
them and ask the children to ask and answer them
in pairs.
Activity Book
1 Look at the pictures and complete the sentences.
• Ask the children to look at the pictures of the people and
complete the sentences about them.
ANSWERS
1  short, hasn’t   ​2  glasses, long   ​3  beard, black   ​
4  big, curly
2 Order and write questions. Answer the questions
about you.
• The children put the words in the correct order and write
the questions. They then write answers about themselves.
ANSWERS
1  Have you got any pets?   ​2  When is your birthday?   ​
3  Have you got any brothers and sisters?   ​
4  What are your hobbies?

3 Choose a character from Activity 2. Play a

guessing game in pairs.
• Divide the class into pairs. Ask a pair of children to read
the example dialogue to the class.
• Ask the children to play the game with their partners. One
of them chooses a character and the other asks questions
to find out who it is. They swap roles and repeat.
• Go around the class as the children are talking, helping
and checking where necessary.

4 Make questions with the table headings. Ask and

answer in pairs.
• Focus on the headings in the table. Look at the
second one together. Ask What’s the question? (When’s
your birthday?)
• The children write the questions in their notebooks using
the table headings and the question words from the
box. They then work in pairs, asking and answering the
questions for themselves. Refer the children to the ‘Asking
for personal information’ and ‘Talking about yourself’
sections on the Speak up poster for help while they do
this, if necessary.
• Go around the class as the children talk, helping
and checking.

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 Lesson 2    CB PAGE 3 and AB PAGE 2  ANSWERS
VOCABULARY AND READING
Lesson objectives
Identify different places in a school
Read notices
Listen to and give directions
Language
Core: headmaster’s office, science lab, drama theatre, toilets,
canteen, school hall, cloakroom, music room, staffroom,
reception, tennis court, bike shed, go straight on
Review: Imperative sentences; language for giving
directions: Turn left/right. Go straight on.; wear
Extra: assembly, drama production, helmet, disturb,
chemical, receptionist, hang up
Materials
CD1 $ tracks 03–04
Warmer
• Play Smiley sentence (see page 202) to review the
questions from Lesson 1.
Lead-in
• With books closed, ask the children Which places are there
inside a school? Brainstorm a list and write it on the board.
Class Book
1 Match the words and the places (1–12). Listen,
check and say.  $ 1•03
• Focus on the words in the box. How many of the places
did the children mention in the Lead-in activity? Point to
the different rooms. Ask What happens here?
• Ask the children to match the words to the places and
write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words in chorus and individually.
Transcript
1  school hall   ​2  tennis court   ​3  bike shed   ​4  science lab  ​
5  music room   ​6  staffroom  ​7  headmaster’s office   ​
8  canteen  ​9  toilets  ​10  reception  ​11  cloakroom  ​
12  drama theatre
2 Read the notices and write the place.
• Focus attention on the notices. Point to some of them and
ask What does this tell us? Where do we see notices like this?
• Ask the children to work in pairs. They read the notices
and write the places in their notebooks.
• Go around the class as the children work, helping
where necessary.
4006972 Ace TB5.indb 33
a  school hall   ​b  canteen  ​c  toilets  ​d  tennis court  ​
e  music room   ​f  staffroom  ​g  drama theatre   ​
h  bike shed  ​i  headmaster’s office   ​j  science lab   ​
k  reception  ​l  cloakroom
Optional activity
• Ask questions for the children to respond with the
names of the correct rooms, e.g. Where can I go to find
Mr McMaster? Where can I eat my lunch? Where can I put
my coat?
3 Look at Activity 1. Listen and say.  $ 1•04 Play
the game in pairs.
• Tell the class that they are going to play a game with
directions. Elicit the instructions Turn left/right, Go straight
on and It’s on the left/right. Write them on the board.
• Focus on the speech bubbles. Play the recording for the
children to listen and follow the text in their books. Show
them how to place their finger on the reception in the
floor plan in Activity 1 and trace the directions.
• Ask the children to work in pairs. They take turns to
choose a place and give directions to their partner. Their
partner follows the directions in the floor plan in Activity 1
to find out which place it is.
• Go around the class as the children talk. Help
where necessary.
• Ask some of the children to give directions for the class to
follow and say the place.
Competence in social skills and
KEY COMPETENCE:  
citizenship
Pairwork activities encourage the development of social
skills and build confidence. Activity 3 simulates a real-life
situation and the children must understand the need to
be polite. They must also listen carefully to their partners
in order to follow the route on the map.
After the game, discuss how we ask for directions politely
and how we can ask people to repeat themselves if we
didn’t hear or understand.
Activity Book
1 Complete the crossword. Find the secret word.
• The children read the clues and write the words in the
crossword. They find the secret word by reading the
letters in the shaded area.
Answers
1  canteen  ​2  theatre  ​3  staffroom  ​4  reception  ​
5  tennis  ​6  hall  ​7  bike shed   ​8  toilets  ​9  cloakroom
Secret word  caretaker
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Starter
unit, Lessons 1 and 2 worksheet. Notes and answers on CD-ROM
Starter Unit 33
07/12/2012 16:29
 Lesson 3    CB PAGES 4 and 5 and AB PAGE 3  doesn’t divide exactly, some of the children can have
more than one role.
STORY AND LANGUAGE REVIEW • The children practise acting out the story. Go around the
room as they work, checking pronunciation and helping
Lesson objectives where necessary.
Read and understand a story • Ask each group in turn to come to the front of the class
Act out a story and act out the story.
Review some vocabulary and language from KEY COMPETENCE:   Competence in social skills and
previous levels citizenship
Activity 3 focuses on teamwork skills. The children work
Language together to assign characters to each other. They then
Review: Introductions: I’m …, This is …, Hi,; jungle, shark, practise acting out the story as a group and finally
ocean, volcano, fly / flew, find / found, hear / heard, swim / perform the story to the class. Ask the children if they
swam, write / wrote enjoyed acting out the story and working as part of a
Extra: presentation, worried, wild, explore, go climbing team. Ask them to suggest other situations in life in which
teamwork is important.
Materials
CD1 $ track 05 Optional activity
• Say false sentences about the story for the class to
Warmer correct you, e.g. Billy, Jilly and Milly went on holiday to
• Play The definitions game (see page 202) with the words France. (No, they didn’t! They didn’t go on holiday this year.)
from different places in a school from Lesson 2.
Activity Book
Lead-in
• Ask the children what they can remember about the 1 Remember the story. Write the words.
course characters. Elicit the names and write them on Then match.
the board. • Ask the children to read the speech bubbles and
• Point to each name in turn and ask the children to tell you complete them with the correct words without looking
a fact about the character. back at the story. They should then match them with the
• Allow the children to look back at page 3 and check if correct character.
they were correct. • Ask the children to read the story on pages 4 and 5 of
their Class Books again to check their answers.
Class Book Answers
1  flew, b   ​2  didn’t go, c   ​3  rode, f   ​4  wrote, e   ​
1 Listen and read the story.  $ 1•05
5  was, a  ​6  didn’t swim, d
• Ask the children to look at the pictures in the story.
Ask What do you think happens in the story? Encourage
predictions from different children around the class.
• Play the recording for the children to follow the words in
their books.
• Ask questions to check comprehension, e.g. Who is Miss
London? (The childrens’ new teacher.) What do the children
have to do this week? (Prepare a presentation about their
summer holidays.) Why are Billy, Jilly and Milly worried?
(They didn’t go on holiday this year.) What did Jilly write
about? (Camping in a tent.) What did Billy, Jilly and Milly do
on the holiday? (Explored the countryside, went climbing,
found food, swam in dangerous waters and sailed in a
ship.) Did Miss London like the presentation? Why? (Yes,
because it was very interesting and funny.)
• Ask the children if their predictions about the story
were correct.

2 Act out the story.

• Tell the children that they are going to act out the story
in groups. Ask the children to look through the story and
make a list of the characters (Miss London, Billy, Jilly, Milly,
William, Betty).
• Divide the class into groups of six and ask them to assign
a character to each member of the group. If the class

34 Starter Unit

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 Lesson 4    CB PAGES 4 and 5 and AB PAGE 3  KEY COMPETENCE:   Autonomy and personal initiative
Presentations like the one in this lesson focus on what the
STORY AND CLASS PRESENTATION children can achieve as individuals. They are responsible
for the planning and delivery of their work. The subject
Lesson objectives matter here is personal, so the children will not be able
Read and understand a story to find facts on the internet or in encyclopedias: all of the
Listen for specific information information must come from them.
Prepare and give a presentation Ask the children how they felt about preparing and
delivering their presentations and what they gained
Language from the experience. If they felt nervous, reassure them
that they will become more confident with practice over
Review: Introductions: I’m …, This is …, Hi,; jungle, shark,
the year.
ocean, volcano, fly / flew, find / found, hear / heard, swim /
swam, write / wrote
Extra: presentation, worried, wild, explore, go climbing Optional activity
• Discuss the presentations with the class. What did the
Materials children find most interesting? Ask Which holiday would
a piece of paper for each child (optional) you like to go on? Which activity would you like to do? Why?

Warmer
• Describe a character from the story for the class to guess.
• Invite a volunteer to stand up and describe a character for
the class to guess. Repeat with other children.
Lead-in
• Discuss the story from Lesson 3. Encourage the children to
tell you all they can remember.
Class Book
3 Prepare a class presentation.
• Tell the children they are going to prepare and then
give a class presentation about what they did on their
summer holiday.
4 Give your presentation to the class.
• Ask the class What was Jilly’s presentation about? (her
summer holiday).
• Tell the children they are going to prepare and then give a
class presentation about their summer holiday.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Milly and Jilly
and their class at the end of the story on page 5 of the
Class Book: Super science homework. Find out about bugs.
Tell them that this will be the theme for the next unit.
• Ask the children if they can think of any bugs they know
in English. Write a list on the board and congratulate the
children on how much they have remembered. What
kinds of things do they think Billy, Milly and Jilly might
bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page13).
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Starter unit,
Story worksheet. Notes and answers on CD-ROM.

Activity Book
2 Prepare your summer holiday presentation.
Make notes.
• Tell the children to plan their presentations using the
table in their books. They read and answer the questions.
Go around the class as the children work, helping
and checking.
• If you wish, give out pieces of paper and ask the children
to draw a picture to go with the information they
have prepared.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.

Starter Unit 35

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 1    ​S u p e r sc ence
Lesson 1    CB PAGE 6 and AB PAGES 4 and 103  • Tell the children that you are going to play the recording
VOCABULARY
Lesson objectives
Identify common bugs
Identify different text types
Interpret a diagram and find information in a set of
instructions for a science experiment
Ask and answer about the bugs you like
Language
Core: worm, snail, beetle, wasp, fly, ant, ladybird, spider,
centipede, mosquito, moth, grasshopper,
Review: present simple; body, science
Extra: nocturnal, active, free (v), annelid, mollusc, arachnid,
myriapod, section, equipment, trowel, magnifying glass
Materials
CD1 $ tracks 06–09; bugs wordcards from previous
levels; Unit 1 wordcards Set 1; a watch or timer
Warmer
• Play a game of Draw! (see page 201), using wordcards
of bugs from previous levels that the children will be
familiar with.
Lead-in
• Ask the children what they remember about the story
from the Starter Unit. Ask Who is the new teacher? What
was the homework assignment about? What did Billy, Jilly
and Milly talk about in the presentation?
• Ask What homework did Miss London set at the end of the
story? (Find out about bugs.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 1•06  Look and find these text types.
• With books closed, tell the children that they are going
to hear a recording of Billy telling Miss London about
the things that he has brought in for his homework
assignment. Play the recording. Ask individual children to
tell you what they can about Billy’s homework.
• Ask the children to open their books. Focus attention on
pages 6 and 7 and explain that these are the different
things that Billy has collected.
36 Unit 1
4006972 Ace TB5.indb 36
again. They must listen and find the text types that Billy
talks about. Explain that they do not need to read the text,
but should look for visual clues, such as layout and style.
Before playing the recording, read the text types with
the class and check that children understand what each
one means.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
• Check the answers as a class.
Transcript
Miss London  Hi everyone! What was your super science
homework this week?
Billy  Find out about bugs!
Miss London  That’s right! What have you got, Billy?
Billy  Well, I’ve got a page from an encyclopedia. It’s a
diagram with lots of bugs, look.
Miss London  Great! What else?
Billy  I’ve got some instructions for an experiment.
Miss London  How to study nocturnal bugs. Very interesting!
Billy  Yes! And I’ve got a story about bugs. It’s a poem.
Miss London  Well done, Billy! Thank you!
ANSWERS
A  diagram  ​B  instructions for a science experiment  
​C  story poem
KEY COMPETENCE:   Learning to learn
The children should be aware that we read in different
ways, depending upon what we want from the text.
If we want to identify a text type, we can just look for
visual clues, such as layout, or look at headings and
subheadings. If we need very specific information, we can
speed-read, glancing through the text until we find the
information that we need.
By putting these skills into practice, the children will be
become more efficient with their reading at home and in
the classroom.
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 1•07
• Ask the children to look at the diagram on page 6 (text A).
Focus on the pictures of the bugs. Ask What’s picture 1?
(a beetle).
• Divide the class into pairs, and ask the children to look at
the rest of the pictures and match the words and pictures
with their partner.
• Play the recording for the children to listen and check
their answers. Check the activity as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  beetle  ​2  mosquito  ​3  fly  ​4  ant  ​5  moth  ​
6  grasshopper  ​7  wasp  ​8  ladybird  ​9  spider  ​
10  worm  ​11  snail  ​12  centipede
07/12/2012 16:29
 3 Look at text A. Listen and say the bug.  $ 1•08
• Explain that you can use a diagram like text A to put
bugs into different groups (insects, arachnids, myriapods,
annelids and molluscs).
• Tell the children that they are going to listen to a
recording of Milly and Billy asking each other questions
about different bugs. The children must listen to the
conversations as they follow the chart to see which bug
the children are talking about.
• Play the first conversation. Pause the recording and ask a
volunteer Which bug is it?
• Repeat with the rest of the conversations, and check the
answers with the class.
5 Ask and answer in pairs.
• Focus on the bugs in the diagram again. Ask individual
children Do you like worms/ants/snails? Which bugs do
you like?
• Invite the children to ask and answer the question in pairs.
Activity Book
Bilingual dictionary
• Tell the children to find the Unit 1 section in the Bilingual
dictionary on page 103 of their Activity Books.
• Ask the children to complete the dictionary with the
translations of the bug words.

Transcript 1 Write the bugs.

A Milly  Has it got legs? E Milly  Has it got legs? • The children look at the pictures and write the names of
Billy  No, it hasn’t. Billy  Yes, it has. the bugs. Display the Unit 1 Set 1 wordcards for support
Milly  Has it got body Milly  Has it got six legs? while they work.
sections? Billy  No, it hasn’t. ANSWERS
Billy  Yes, it has. Milly  Has it got eight 1  ladybird  ​2  moth  ​3  beetle  ​4  centipede  ​
B Billy  Has it got legs? legs? 5  mosquito  ​6  fly  ​7  snail  ​8  ant  ​9  wasp  ​10  worm
Milly  Yes, it has. Billy  No, it hasn’t.
Billy  Has it got six legs? Milly  Has it got more 2 Read and complete the definitions.
Milly  Yes, it has. It’s black than eight legs? • The children read and complete the definitions with the
and yellow. Billy  Yes, it’s got lots of correct bug words.
C Milly  Has it got legs? legs! ANSWERS
Billy  Yes, it has. F Billy  Has it got legs? 1  snail  ​2  ladybird  ​3  worm  ​4  Spiders  ​
Milly  Has it got six legs? Milly  Yes, it has. 5  grasshopper  ​6  wasp  ​7  centipede  ​8  moth
Billy  No, it hasn’t. Billy  Has it got six legs?
Milly  Has it got eight Milly  Yes, it has. It’s red 3 Listen and circle.  $ 1•09
legs? with black spots. • Ask the children if they know the phrase food chain. If
Billy  Yes, it has. necessary, draw a picture on the board to show a simple
D Billy  Has it got legs? food chain, e.g. dead leaves with an arrow to a worm and
Milly  Yes, it has. a second arrow from the worm to a bird.
Billy  Has it got six legs?
• Tell the children that they are going to hear Billy and Jilly
Milly  Yes, it has. It’s
describing one of the food chains shown in the pictures.
green and it jumps.
They must listen and circle the corresponding food chain.
ANSWERS • Check the answers with the class.
A  worm  B  wasp  ​C  spider  ​D  grasshopper  ​
Transcript
E  centipede  ​F  ladybird
Billy  What’s that, Jilly?
4 Read text B and answer.  Jilly  It’s called a food chain. It shows you what animals eat.
Billy  So how does it work?
• Ask the children to look at text B. Explain that sometimes
Jilly  Well, see there’s a picture of some dead plants.
we need to find information quickly from a text, without
Then there’s an arrow to a fly. That means the fly eats the
reading it in detail.
dead plants.
• Read the two questions with the class. Tell the children Billy  OK.
that they have one minute to find the answers. Remind Jilly  And then there’s an arrow from the fly to a spider.
them that they don’t need to read every word – they just Billy  So that means the spider eats the fly, right?
need to find the information required. Jilly  That’s right.
• Ask the children to begin the activity. Use a watch or timer
ANSWER
to time one minute.
c
• When the minute is up, check the answers with the class.
ANSWERS 4 Write about a bug.
Nocturnal bugs are those that are active on and under the • The children choose a bug and write about it in their
ground at night. notebooks using the word prompts.
To study nocturnal bugs you need: a trowel, food (cheese, • Go through the activity with the class. Ask some of the
fruit or meat), a square piece of wood, a plastic cup, 4 children to read their descriptions aloud.
stones and a magnifying glass.

Unit 1 37

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 Lesson 2    CB PAGE 7 and AB PAGE 5  8 Tell your partner the good and bad things
STORY
Lesson objectives
Read and understand a story poem
Ask and answer questions in the present tense
Write a review of the story poem
Language
Core: Lesson 1 bugs words
Review: nocturnal, food chain, write/wrote
Extra: chestnut, human, hairy, tell lies, sting, protection,
natural, hive, useful, agree
Materials
CD1 $ track 10
Warmer
• Play The definitions game (see page 202) with the bugs
vocabulary from Lesson 1.
Lead-in
• Tell the children that they are going to hear and read a
story poem about some of the bugs from Lesson 1.
• Review the language from the previous lesson and set the
scene for Lesson 2 by asking individual children Which bugs
do you like? Why? Which bugs are scary? Which are useful?
Class Book
6 Read and listen.  $ 1•10 Choose.
• With books open, tell the children that they are going to
listen to and read a poem. They must decide what it is
about. Read the three possibilities with the class.
• Play the recording for the children to follow the story
poem in their books.
• Check the answer with the class and then discuss the
children’s reactions to the poem. Did they like it? Do they
agree that bugs are important?
ANSWER
It’s about why bugs are important.
7 Read again and answer.
• Ask the children to read the story poem again and write
their answers to the questions in their notebooks.
• Ask the children to check their answers in pairs. Then
check as a class.
ANSWERS
1 Because humans don’t like bugs.
2 Because they eat doors and furniture.
3 its legs
4 Because Spider says that flies annoy people and that
spiders help people by catching them.
5 Spider, Bee and Worm. Spider is useful because it catches
flies; Bee is useful because it makes honey; Worm is
useful because it helps plants and flowers to grow.
6 The bugs write the story poem.
38 Unit 1
4006972 Ace TB5.indb 38
about bugs.
• Focus on the example and ask a pair of children to read
the sentences in the speech bubbles to the class.
• The children work in pairs. One chooses a bug and says
something good about it. His/Her partner responds by
then saying something bad about it.
• The children swap roles and continue.
• What do you think? Discuss the question as a class. Ask
them to discuss how they feel about bugs.
KEY COMPETENCE:   Artistic and cultural competence
Poetry is an art form that all the children will be familiar
with. Through reading a narrative poem, children have
exposure to rhythm and rhyme as they follow a story.
Activity Book
Plot, characters and setting
1 Remember the story poem. Read and write True
or False.
• The children read the sentences and write their answers
from memory.
• Ask the children to check their answers by looking at the
Class Book story poem on page 7. Then check the answers
as a class.
ANSWERS
1  False  ​2  True  ​3  True  ​4  False  ​5  True  ​6  False  ​
7  True  ​8  True
2 Write the words.
• The children complete the sentences with the correct
words in the box.
• Check the answers with the class.
ANSWERS
1  old  ​2  angry, young   ​3  hairy, scary, quiet   ​
4  ugly, thin, useful
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words next to the corresponding numbers in the table.
ANSWERS
1  was  ​2  the  ​3  about  ​4  for  ​5  they  ​6  and  ​7  to  ​
8  tell  ​9  a
Review
4 Complete the review.
• Read the instructions for writing a review and the writing
tip with the class.
• The children complete the review, referring back to the
instructions and the writing tip for help.
• Put the children into pairs to compare their answers.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
Story worksheet. Notes and answers on CD-ROM.
07/12/2012 16:29
 Lesson 3    CB PAGE 8 and AB PAGES 6 and 108  the present simple for picture 5 because we are talking
GRAMMAR
Lesson objectives
Practise using the present simple and present continuous
Talk about the behaviour of bugs
Describe a picture
Regular review: practise the use of have got
Language
Core: Lesson 1 bugs words; present simple/present
continuous
Review: noise, important, honey, jump, plant, wood;
have got
Extra: sting, hive, web, soil
Materials
CD1 $ tracks 10–11; Unit 1 Grammar and everyday
language poster; Speak up poster
Warmer
• Play a game based on the story poem from the previous
lesson. Make correct and incorrect present simple
sentences for the children to call out True or False.
Lead-in
• Ask the children what they can remember about the story
poem from Lesson 2. Prompt with questions if necessary,
e.g. Why don’t people like spiders?
• Ask the children to open their Class Books and look at the
story poem on page 7 again. Did they remember it?
Class Book
1 Read and listen to the story poem again on
page 7.  $ 1•10 Match.
• With books open, tell the children that they are going
to hear the story poem again. As they listen, they
must match the beginnings of the sentences with the
correct endings.
• Play the recording, pausing if necessary, for the children to
match the sentences in their notebooks.
• Play the recording a second time, if necessary, for the
children to check their answers.
• Check the answers with the class.
ANSWERS
1  b  ​2  c  ​3  e  ​4  a  ​5  d
2 Listen and say the number.  $ 1•11  Describe the
pictures.
• Focus on the pictures. Tell the children that they are going
to hear descriptions of each picture in a different order
from the way they appear on the page. They must listen
and say the number.
• Play the recording, pausing after each sentence and
eliciting the number of the corresponding picture.
• Ask the children why we say Bees work in hives for picture
5 and The bees are working in the hive for picture 6. (We use
4006972 Ace TB5.indb 39
about something that the bees do every day; we use the
present continuous for picture 6 because we are talking
about what the bees are doing now.)
• Point to each picture in turn and ask a volunteer to describe
it using the present simple or present continuous.
Transcript
Bees work in hives.
The bees are working in the hive.
The wasp is stinging her arm.
Spiders make webs.
The spider is making a web.
Wasps sting people.
answers
5, 6, 2, 3, 4, 1
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 1.
• Focus on the table for the present simple. Ask the children
to help you make an affirmative sentence and write it on
the board. Ask them to use the table to make a negative
sentence and write this on the board.
• Elicit a present simple question and affirmative and
negative answers to the question.
• Ask the class When do we use the present simple? Children
use the information at the bottom of the poster to answer.
• Repeat the process with the table for the present
continuous.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table. After each sentence, ask the class Is this
happening now?
4 Describe the picture in pairs.
• Ask the children to look at the picture. Say Which bugs
can you see? Ask questions about what the different bugs
are doing.
• Tell the children that they are going to describe the
picture in pairs. Focus attention on the example and ask
a pair of children to read the sentences in the speech
bubbles to the class. Explain that the first sentence is a
general fact about grasshoppers and the second is about
what the grasshopper in the picture is doing.
• Divide the class into pairs. One child gives a general
fact about a particular bug and the other says what the
same bug, or bugs, in the picture are doing. They use
the prompts in the notice on the left. Point out that they
can use the grammar table and the Unit 1 Grammar
and everyday language poster to help them form their
sentences. They can also refer to the Talking about a
picture section on the Speak up poster, for help.
ANSWERS
Grasshoppers jump. The grasshopper isn’t jumping now.
Spiders make webs. The spiders aren’t making webs now.
Wasps sting people. The wasp isn’t stinging people now.
Unit 1 39
07/12/2012 16:29
 Worms make holes in the soil. The worm is making a hole
in the soil now.
Ants walk in a line. The ants are walking now.
Ladybirds fly. The ladybirds are flying now.
Snails eat plants. The snails are eating plants now.
Beetles eat wood. The beetles aren’t eating wood now.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference page
on page 108 of their Activity Books. Explain that this
reference is here to help them when they need it.
1 Match.
• Focus on the pictures of the food chain in Activity 2. Ask
a volunteer to explain what they see. Point to pictures a
and b and ask a second volunteer What’s happening in
the pictures?
• After the children have identified what the bugs are
doing, they match the beginnings of the sentences in
Activity 1 with different endings to make two facts about
what grasshoppers do in general and two sentences
about what they are doing in pictures a and b.
ANSWERS
1  a, d   ​2  b, c
2 Look and complete with the present simple or
present continuous.
• Ask the children to complete the text with the correct
forms of the verbs in brackets.
• Remind them that they will need to use the present
simple to make sentences that report facts (i.e. about the
food chain) and the present continuous to say what is
happening now (i.e. in pictures a and b).
ANSWERS
1  starts  ​2  eats  ​3  is eating   ​4  eat  ​5  is jumping
3 Write about the food chain and the pictures.
• Ask a volunteer to describe the food chain and a second
volunteer to say what they see in pictures a and b.
• The children write sentences about the food chain and
the pictures using the correct forms of the verbs in
brackets. They can use the sentences from Activity 2 to
help them form their sentences.
ANSWERS
1 The food chain starts with leaves.
2 The first arrow in the diagram shows us that a worm
eats leaves.
3 In picture a, the worm is pulling a leaf.
4 The second arrow shows us that beetles eat worms.
5 In picture b, the beetle is carrying a worm.
4 Look and complete.
• Ask the children to complete sentences (1–4) using
have got.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.
40 Unit 1
4006972 Ace TB5.indb 40
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise the present simple and present
continuous
Review and practise bugs vocabulary
Language
Core: Lesson 1 bugs words; present simple/present
continuous
Materials
DVD Story 1; Unit 1 Grammar and everyday language
poster; $ Teacher’s Resource CD-ROM, DVD worksheets
section, Unit 1; a sheet of poster paper for each group;
plain paper for each group; glue; scissors
Warmer
• Play a game of Simon says … (see page 201) using the
present continuous and the bugs vocabulary from the
previous lessons. Divide the class into three or four groups
of bugs, e.g. grasshoppers, ants, worms, ladybirds. Say, e.g.
Simon says the ants are walking in a line.
Lead-in
• On the board, draw a simple picture of a food chain. Draw
a patch of grass with an arrow to a grasshopper. Draw a
second arrow from the grasshopper to a bird.
• Ask a volunteer to explain what is happening in the food
chain using the present simple (they can refer to the
Grammar 1 section of the Unit 1 Grammar and everyday
language poster, for help).
• Discuss food chains as a class. Compile a list of all the
things that different bugs eat, e.g. grass, leaves, other bugs.
Compile another list of animals that eat bugs, e.g. frogs,
birds, other bugs.
1 Choose your favourite bug. Draw and write.
• Ask different children around the class Which is your
favourite bug? Why? What does it eat? What eats your bug?
• Ask the children to draw a picture of their bugs. Below the
picture, they write information about the bug, e.g. This
is a grasshopper. Grasshoppers eat grass and leaves. Birds
eat grasshoppers.
• Ask children to hold up their pictures and tell the class.
2 Draw an action picture of your bug. Write about
what your bug is doing now.
• On the board, draw an action picture of a grasshopper
jumping. Ask What is the grasshopper doing now? Elicit
negative as well as affirmative responses by asking
questions: Is the grasshopper eating grass/leaves? Is it walking?
• Ask the children to draw an action picture of their bug.
Below the picture, they write sentences about what the
bug is doing now, e.g. The grasshopper isn’t eating grass
now. It is jumping. It isn’t walking.
• Ask some of the children to present their work to the class.
07/12/2012 16:29
 3 Work in groups. Make a food chain. Tell the class.
• Tell the children that they are going to make their own
food chains to tell the class about.
• Divide the class into small groups. Give each group a piece
of poster paper, some plain paper, glue and scissors. Make
sure that each group has access to colouring pencils.
• Ask the children to choose a bug and make pictures
for a simple food chain, like the one that you did at the
beginning of the lesson. They draw pictures to go with
the food chain, showing the animals eating their food and
being caught or approached by a predator.
• The children stick their pictures to the poster paper and
then write about their food chain, using the present
simple and present continuous as appropriate.
• Ask each group to stand up and present their food chain
to the class.
KEY COMPETENCE:   Competence in social skills and
citizenship
Group work encourages children to cooperate and
teaches important social skills, such as turn-taking and
sharing ideas and tasks within a group.
4 Watch the story on DVD.    DVD Story 1  Warmer
• Tell the children they are going to watch the story The
bugs poem on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  bee  2  angry  3  sad  4  beetle  5  spider   instructions for a science experiment from Lesson 1. Ask
6  fat  7  scary  8  eat
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 1 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  bee  2  angry  4  beetle  5  spider  7  scary  8  eat
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The children’s completed wordcards can be displayed in
the classroom.
4006972 Ace TB5.indb 41
Lesson 4    CB PAGE 9 and AB PAGE 7 
READING AND WRITING
Lesson objectives
Read and follow an instructive text
Understand the use of, and make sentences with, it
and them
Write a set of instructions
Learning to learn: using a dictionary
Language
Core: Lesson 1 bugs words
Review: every day, find/found, pick up, jar, gloves
Extra: nocturnal, active, set them free, experiment,
equipment, trowel, magnifying glass, alone, instructions,
objective, ventilated jar, chrysalis, plural, example,
meaning, pronunciation
Materials
Unit 1 wordcards Set 1; dictionaries
• Play Spell it! (see page 202) with the Unit 1 Set 1wordcards.
Lead-in
• Ask the children what they can remember about the
What is the experiment about? What do you have to do?
Class Book
1 Read part 1. Remember and complete. Read
page 6 again and check.
• Ask the children to open their Class Books at page 9. Ask
What is this text? (instructions for a science experiment).
• Focus their attention on part 1 of the text. Explain that
some of the words are missing. Ask the children to
complete the text from memory, without referring back
to the complete text on page 6. When they have finished
they can check their answers.
answers
1  bugs  ​2  night  ​3  cup  ​4  fruit  ​5  4  ​6  square
KEY COMPETENCE:   Learning to learn
Activities such as Activity 1 encourage the children to
think about what they know about a topic or text without
relying on the text to find information. Where possible, ask
the children to recall what they have read at a later stage.
2 How do you study nocturnal bugs? Order the
pictures. Read part 2 and check.
• Ask the class How do you think we can study nocturnal
bugs? Encourage as many ideas as possible.
• Point to the pictures a–g and tell the children that they
show different stages in the experiment. Ask the children
to tell you what they can see in each one.
• Ask them to number the pictures in their notebooks in
the order they think they appear in the instructions for the
Unit 1 41
07/12/2012 16:29
 experiment. Explain that this is a prediction task and the
children should not read part 2 of the text to help them.
• Ask the children for their ideas. Accept their suggestions,
but don’t reveal the answers at this point.
• Ask the children to read part 2 of the text to check their
answers. They make any necessary changes.
ANSWERS
1  b  ​2  f, c   ​3  e  ​4  g  ​5  a, d
KEY COMPETENCE:   Learning to learn
Prediction tasks, such as ordering pictures before reading
a text, help the children to anticipate what they are likely
to read. This focuses them on the task and helps them to
pick out the information they need.
3 Find the phrases in part 2 and match.
• Focus attention on the phrases taken from part 2 of the
text. Draw attention to the circled words in each one. Ask
Why do we use words like ‘them’, ‘it’, ‘him’ and ‘her’? (So that
we don’t have to repeat nouns.)
• Tell the children that the circled words represent the
people or things listed in the box on the right.
• Ask the children to read part 2 of the text again and find
the phrases. They then match the circled words to the
people and things in the box in their notebooks, using the
example (them = pieces of food) as a model answer.
ANSWERS
1  them = pieces of food (e)   ​2  it = the hole (c)   ​
3  them = the bugs (b)   ​4  him = a male adult (d);
her = a female adult (a)
4 Rewrite the sentences using it or them.
• Focus on the first sentence. Ask the children Which word
appears in both sentences? (cheese) Ask Which word can we
use instead of ‘cheese’ the second time? (it).
• Ask them to read the rest of the sentences and find the
nouns that are repeated. They rewrite the sentences,
replacing these words with it, if the noun is singular, or
them, if it is plural. Check the answers.
ANSWERS
1 Get some cheese. Cut it into small pieces.
2 Study the bugs you find. Set them free in the garden.
3 Look at the beetles. Draw and colour them.
4 I like bugs. I often read about them.
Activity Book
1 Read the science instructions. Number the
pictures.
• The children read the science instructions and then
number the pictures in the correct order.
ANSWERS
2, 4, 1, 5, 6, 3
2 Write the sentences with it or them from Activity
1 in your notebook. Circle the words and write the
phrases they refer to.
• Look at the objective of the experiment from Activity 1
with the class. Ask the children to find a sentence with a
reference word. (Find a caterpillar and watch to see how it
turns into a moth or a butterfly.)
42 Unit 1
4006972 Ace TB5.indb 42
• The children copy the sentence into their notebooks and
circle the reference word (it). They write down what it
refers to (the caterpillar).
• They read the rest of the experiment, copy down the
other sentences with reference words and do the same.
answers
Find a caterpillar and watch to see how it turns into a
moth or butterfly. (the caterpillar)
Pick up the caterpillar and put it into the glass jar. (the
caterpillar)
You know it likes to eat them! (the caterpillar)
Put the leaves in the jar and close it . (the jar)
It should get bigger, then turn into a chrysalis. (the
caterpillar)
Then it opens and a butterfly or a moth comes out! (the
chrysalis)
3 Write a set of instructions.
• Ask the children to look at the pictures and the words. Ask
a different child to suggest a sentence to go with each
one. Pay attention to the sentences for the final picture in
which children will have to separate the two parts of the
multi-word verb.
• The children write a set of instructions in their notebooks,
using the one from Activity 1 as a model.
possible answers
1 First, find your centipede. Look under logs.
2 Put on your gloves. Pick up the centipede and put it
into the clear box.
3 Draw the bug on paper. Use your coloured pencils.
4 Go outside and put the bug back.
Learning to learn: Look at this dictionary entry for
‘chrysalis’. Label the parts of the entry.
• Look at the words in the box with the class and check that
the children understand the meaning of each one.
• The children label the parts of the dictionary entry.
answers
1  pronunciation  ​2  meanings  ​3  plural  ​4  example
Choose another word and look it up. Can you find
the same parts of the definition?
• Give each child a dictionary. Ask them to look up another
word from the lesson. They find the same parts of
the definition.
• Ask the children to read the writing tip to encourage
them to guess the meanings of words from context.
KEY COMPETENCE:   Learning to learn
Through developing strategies for working out the
meanings of words and looking them up in the dictionary,
the children will become more independent learners.
The activity here teaches children how to identify
different parts of a dictionary entry so that they can use
dictionaries independently.
07/12/2012 16:29
 Lesson 5    CB PAGE 10 and AB PAGES 8 and 103  Transcript
VOCABULARY AND DVD SONG
Lesson objectives
Identify things in the garden
Listen and extract information from a song
Ask and answer about things in the garden
Language
Core: bird feeder, scarecrow, greenhouse, petal,
wheelbarrow, raspberry, pollen, watering can, stem, seeds,
weeds, roots
Review: basket, pumpkin, every day
Extra: insects, tomatoes, pot, trowel, hoe, sweetcorn
Materials
CD1 $ tracks 12–15; DVD Song 1; Unit 1 wordcards Set 2
Warmer
• Play Everything I know about … (see page 202) using the
topic of bugs.
Lead-in
• Ask the children to write down all the places in their
house. They then write one thing that you find in
each place.
• Tell the children that in today’s lesson they are going to be
looking at one of these places.
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children to say what they think the lesson is going to be
about. Listen to their suggestions, but don’t confirm at
this stage.
2 Listen and repeat.  $ 1•12
• Establish that this lesson is about things in the garden.
• Tell the children that you are going to play a recording of
the words. They must listen and repeat, pointing at the
things in the picture as they do so.
• Play the recording for the children to listen and repeat.
Transcript
1  birdfeeder  ​2  scarecrow  ​3  greenhouse  ​4  petal  ​
5  wheelbarrow  ​6  raspberry  ​7  pollen  ​8  watering can   ​
9  stem  ​10  seeds  ​11  weeds  ​12  roots
3 Listen and say the word.  $ 1•13
• Tell the children that they are going to hear descriptions
of the different things from the picture in Activity 1. They
must listen and say what is being described.
• Play the recording, pausing after each description for
the children to say the word. Display the Unit 1 Set 2
wordcards for support while they listen.
4006972 Ace TB5.indb 43
A It’s made of glass. You can grow plants inside it.
B It’s a small red fruit.
C It’s the part of a plant under the ground.
D Bees take this from plants.
E Gardeners put these in the ground to grow plants.
F Gardeners use this to water the garden.
answers
A  greenhouse  ​B  raspberry  ​C  roots  ​D  pollen  ​
E  seeds  ​F  watering can
4 Listen to the song.  $ 1•14  Which fruit and
vegetables do you hear?    DVD Song 1 
• Tell the children that they are going listen to the song, or,
if you are using the DVD, they will listen and watch the
song video. Explain that they must write down in their
notebooks the names of the fruit and vegetables.
• Play the song for the children to listen and note down the
fruit and vegetables. Play the recording a second time, if
necessary. Check the answers with the class.
Transcript
In my garden, I plant some seeds.
I dig the soil and take out weeds.
Bees bring pollen. Then, you know,
Roots and stalks and petals grow.
Wuh-oh! In my garden, plants and flowers grow.
Wuh-oh! Roots and stalks and petals grow, you know.
These can help my garden grow:
A watering can, a wheelbarrow.
A scarecrow scares the birds away.
They come to eat nuts every day.
Wuh-oh! Here’s my trowel, my basket and my hoe.
Wuh-oh! It’s fun to push my wheelbarrow, you know.
Here’s my greenhouse. It’s quite hot.
Tomatoes are growing in small pots.
This is where the pumpkins hide.
Sweetcorn’s growing tall outside.
Wuh-oh! Raspberries are growing in the sun.
Wuh-oh! Welcome to my garden, everyone.
Welcome to my garden, everyone. [x4]
ANSWERs
tomatoes, pumpkins, sweetcorn, raspberries
5 Listen again.  $ 1•14  Order the lines from
the song.
• Tell the children that they are going to listen to the song
again. This time they must order the lines.
• Before you play the song, ask the children to read the lines
in their Class Books.
• Play the recording, pausing at intervals if necessary, for the
children to number the lines in their notebooks.
ANSWERS
a  2  ​b  5  ​c  3  ​d  6  ​e  1  ​f  4
Unit 1 43
07/12/2012 16:29
 6 Think of a word from Activity 1. Play a guessing
game in pairs.
• Tell the children that they are going to play a guessing
game using the words from Activity 1.
• Focus on the example. Ask a pair of children to read the
questions and answers for the class.
• Go around the class as the children ask and answer
questions. Help where necessary.
Activity Book
Bilingual dictionary
• Tell the children to find the Unit 1 section in the Bilingual
dictionary on page 103 of their Activity Books.
• Ask the children to complete the dictionary with the
translations of the words for in the garden.
KEY COMPETENCE:  Autonomy and personal initiative
Through building a record of the key vocabulary in their
Bilingual dictionaries, the children build a reference tool
that they can refer to whenever the need arises. This will
help them to approach tasks independently. Encourage
the children to record other new or difficult words and
their translations in their notebooks.
1 Complete the song. Listen and check.  $ 1•14
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  seeds  ​2  weeds  ​3  pollen  ​4  Roots  ​5  petals  ​
6  watering can   ​7  scarecrow  ​8  wheelbarrow  ​
9  greenhouse  ​10  Raspberries
2 Listen and tick ✓.  $ 1•15
• Tell the children that they are going to hear Milly talking
about her granny’s garden. They must listen and circle the
picture that matches the garden that is described.
Transcript
Milly  This is a picture of my granny’s garden. It’s got lots of
flowers – the bees really like it. There aren’t many weeds.
Granny grows some fruit too: raspberries and strawberries.
There are two birdfeeders and birds often visit the garden.
There isn’t a scarecrow. There’s a small greenhouse with a
wheelbarrow next to it. Granny loves her garden and I love
it too.
answer
b if necessary.
3 Look at picture a. Read and circle.
• The children look at picture a. They read the sentences
and circle the correct words.
ANSWERS
1  bird feeder   ​2  flowers  ​3  greenhouse  ​4  birds
4 Write about a garden you know.
• The children write their own sentences about a garden
they know.
44 Unit 1
4006972 Ace TB5.indb 44
Lesson 6    CB PAGE 11 and AB PAGES 9 and 108 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about different types of plants
Read and understand a text about seed dispersal
Practise using the zero conditional
Make sentences using the zero conditional
Language
Core: zero conditional
Review: pea, fly, seed
Extra: dandelion, poppy, sycamore, coconut, mistletoe,
space, seed dispersal, far away, hole, float, pod, sticky,
pass, carry
Materials
CD1 $ tracks 14 and 16; Speak up poster; Unit 1
Grammar and everyday language poster
Warmer  $ 1•14
• Tell the children that they are going to listen to the song
from last lesson again.
• Play the song, encouraging the children to sing along.
• Ask the children which thing in the garden they like best.
Lead-in
• With books open, draw attention to the school bus on the
top-right corner of the Class Book page. Ask the children
if they know about nature reserves, and if anyone has ever
visited one.
• Tell the children that the Ace pupils are going to visit a
nature reserve in this lesson, where they will learn about
seed dispersal. Explain that this is the way that seeds get
moved around so that they can grow in new places.
Class Book
1 Look at the photos. Say what you know about
these plants.
• Ask the children to look at the photos. Tell the children
that they are going to talk about the plants they can see.
Can they name any of them? How do they think that the
plants’ seeds get moved around?
• Ask the children to work in pairs. They tell each other what
they know about the plants in the photos. Refer them
to the Guessing section on the Speak up poster for help,
• Discuss the photos as a class. Encourage different children
to share their ideas.
• Write the names of the plants on the board for the
children to copy into their notebooks.
2 Listen, read and check your ideas.  $ 1•16
• Tell the children that they are going to listen and read the
text to check their ideas.
• Play the recording while the children follow the words in
their books.
07/12/2012 16:29
 • Go through the activity by checking which of the
children’s ideas were correct. Answer any questions that
the children have about the text.
KEY COMPETENCE:  Autonomy and personal initiative
Independent reading encourages the children to interpret
texts for themselves and work out meaning through
context. When the children have finished Activity 2, ask
them to write down any words they don’t know. They
try to work out their meanings through context, without
looking in a dictionary. Discuss the children’s ideas
with the class, giving correct definitions of the words
if necessary.
3 Read the grammar table and learn. Find more
examples of the zero conditional in the text.
• Focus on the grammar table. Explain that the sentences
in the table have two parts: the first part is the condition –
this uses the word if to talk about a possible situation; the
second part is the result – this explains what will be the
result of this situation.
• Ask the children What happens if the wind blows? Elicit the
answer the heads move. Use the table to show how we
combine these two ideas in a zero conditional sentence.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to look at the text from Activity 2 again
and find more examples of zero conditional sentences.
They write the sentences in their notebooks.
• Go through the activity. Ask volunteers to tell you their
sentences and write them on the board.
ANSWERS
If it’s windy, the seeds blow far away from the plant.
If the wind blows, the heads move and the seeds fall in
different directions.
If a coconut falls into the sea, it travels a long way.
If the coconut finds land, a new tree grows.
If a bird eats an apple, the apple seeds move to a new
place in the bird’s droppings.
If an animal passes these plants, the seeds stick to its fur.
Grammar and everyday language poster
• Ask the children to look at the Grammar 2 section on the
Grammar and everyday language poster for Unit 1.
• Use the grammar table, explanation and example to
further clarify how and when we use zero conditional.
4 Read the text again and match.
• Ask the children to read the text again to help them
match the zero conditional sentences in their notebooks.
• Explain that the sentences in the activity are rephrased
and they will not find exactly the same sentences within
the text.
• Check the answers with the class.
ANSWERS
1  d  ​2  e  ​3  b  ​4  c  ​5  a
5 Finish the sentences in pairs.
• Ask the children to work in pairs. They read the beginnings
of the sentences, providing endings of their own. They
can refer back to the text in Activity 2 to help them.
4006972 Ace TB5.indb 45
• Go around the class as the children talk and help where
necessary. Ask individual children to tell you how they
completed the sentences.
ANSWERS
If seeds have wings, they can fly in the wind.
If a bird eats fruit, the seeds move to a new place in the
bird’s droppings.
If a coconut lands on a beach, a new tree grows.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference page
on page 108 of their Activity Books.
• Explain that this reference is here to help them when they
need it.
1 Write sentences. Then complete the examples.
• Focus on the sentence prompts.
• Explain that the children are going to write sentences
about the different kinds of seed dispersal. For each
sentence, explain that the first part is the condition, and
the second is the result.
• When they have written the sentence, they give an
example of a seed that does this, using the words in
the box.
• Do the first sentence with the class as an example and
then ask the children to work in pairs to write the rest of
the sentences.
ANSWERS
1 If it’s windy, the seeds blow far away from the plant.
Example: dandelion
2 If a seed finds land, a new plant grows. Example:
coconut
3 If a bird eats some fruit, the seeds move to a new place.
Example: apple
4 If a pod explodes, the seeds fly in different directions.
Example: pea
2 Read and complete.
• The children read the text about human dispersal and
complete it with the words from the box in the correct
verb form.
ANSWERS
1  sticks  ​2  carry  ​3  gets  ​4  travels
3 Write sentences using the zero conditional.
• The children write zero conditional sentences about the
pictures using the word prompts. Explain that the first set
of prompts is the condition and the second is the result.
• Do the first sentence on the board with the class as
an example.
• The children write the remaining two sentences.
Answers
1 If a seed finds soil, roots start to grow.
2 If a plant has water and sun, stems and leaves grow.
3 If flowers grow, the plant makes seeds.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Unit 1 45
07/12/2012 16:29
 Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Describe different types of seed
Categorize seeds into different groups
Research how to grow a plant from a seed
Share knowledge and learning in the form of a social task
Language
Core: Lesson 5 in the garden words; wind dispersal, water
dispersal, animal dispersal, explosive dispersal
Review: sticky
Extra: helicopter, pod
Materials
DVD cross-curricular; a selection of seeds for each group,
e.g. apple seeds, orange seeds, dandelion seeds, poppy
seeds, sycamore seeds, peas or beans in a pod, water lily
seeds (preferably in its pod); Speak up poster; a sheet of
poster paper for each group, coloured paper for each
group; coloured pencils; scissors; internet/encyclopedias/
gardening books
Warmer
• Play a game of Jumble (see page 202) to review the
vocabulary from Lesson 5.
Lead-in
• Write the following phrases on the board: wind dispersal,
water dispersal, animal dispersal, explosive dispersal. If you
wish, add a picture next to each one to illustrate.
• Ask the children to tell you what they can remember
about each kind of seed dispersal.
1 Talk about the seeds.
• Tell the children that they are going to talk about some
seeds that you have brought in. They should discuss the
appearance and features of the different seeds and make
comparisons between them.
• Draw attention to the section for describing similarities
and differences on the Speak up poster. Tell the class that
the language here will help them with the activity.
• Hold up two of the larger seeds. Ask the class What do the
seeds look like? How are they similar/different? What else is
interesting about them?
• Divide the class into small groups. Give each group a
selection of seeds to discuss.
• Go around the class as the children talk, helping
where necessary.
• Go through the activity with the class. Ask each group to
tell you about one or two of their seeds.
• Tell the children which plant each seed comes from and
write the names of the plants on the board.
2 Divide the seeds into different groups.
• Give each group a plain piece of paper.
46 Unit 1
4006972 Ace TB5.indb 46
• Draw attention to the phrases on the board from the
Lead-in activity. Ask the children to copy the headings on
to the piece of paper.
• Tell the children that they are going to work together to
decide how each type of seed is dispersed. They must put
each seed on the paper under the correct heading. Elicit
some questions that will help the children to decide, e.g.
Is the seed light? (wind dispersal) Does it look like a helicopter?
(wind dispersal) Is the seed from a fruit? (animal dispersal)
Is the seed sticky? (animal dispersal) Is the seed in a pod?
(explosive dispersal) Does the plant grow in or near water?
(water dispersal).
• Go around the class as the children talk, helping
where necessary.
• Check the activity with the class.
3 Choose a seed. Research how to grow the plant.
• Ask each group to choose a seed from the selection.
Tell them that they are going to research how to grow
the seed.
• If you have access to the internet, the children can do
their research on the computer. If not, give each group an
encyclopedia or gardening book to do their research.
• Go around the class as the children work, helping
where necessary.
4 Make a poster.
• Tell the children that they are going to make a poster to
present their information.
• Give each group a sheet of poster paper and some sheets
of plain paper. They write an instructive text about how
to grow their seed. They draw pictures to illustrate each
stage of their text on the plain paper.
• When they have finished, they stick the text and the
pictures on to the poster paper.
• Ask each group, in turn, to hold up their poster and
present their information to the class.
• Discuss the activity with the class. Ask individual children
which of the seeds they would most like to grow and why.
Optional activity
• If you have enough seeds, give each child a seed from
the plant that their group researched. Ask the children
to grow the seeds at home.
KEY COMPETENCE:   Competence in processing
information and the use of ICT
Activities that involve the use of the internet for research
help the children to learn the mechanics of information
processing. Where possible, include internet research,
using English websites, to help the children become
familiar with the use of the internet in English.
Further practice
$ DVD, Unit 1 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 1,
Cross-curricular worksheet. Notes and answers on CD-ROM.
07/12/2012 16:29
 Lesson 7    CB PAGE 12 and AB PAGES 115 and 116  Erm … there’s lots of fruit on the fruit trees. The apples and
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: using the correct stress in
compound words
Make polite requests and excuses
Language
Core: Lesson 5 in the garden words; polite requests
and excuses
Review: sweep
Extra: hutch, clothes line, blackbirds, blackberries, fish pond,
plant pot, birdseed, bird table, pear tree
Materials
CD1 $ tracks 17–19; Unit 1 Grammar and everyday
language poster; scissors
Warmer
• Play a game of What am I doing? (see page 201) with
different jobs in the house and garden, e.g. vacuuming
the carpet, watering the plants, picking fruit/vegetables,
mowing the grass.
Lead-in
• Ask the children to tell you about the different things they
do to help out in the house and garden.
• After the discussion, draw the children’s attention to
the language that they used when they were playing
the game (the present continuous) and the language
they used to describe the things they do routinely (the
present simple).
Class Book
1 Listen and say who is talking.  $ 1•17
• With books open, ask the children to look at the picture
and describe what they see. Prompt with questions if
necessary, e.g. What’s in the garden? What are Billy, Jilly and
Milly wearing? What time of year is it?
• Tell the children that they are going to hear a recording of
one of the characters speaking. They must listen and say
who it is.
Transcript
Mrs Bean  OK, kids. I’ve got lots of jobs to do in the garden
today, so I’d like you all to help me.
The garden is quite untidy. There are lots of leaves on the
path, so we need to sweep them up. And we need to tidy up
the plant pots. They’re all outside next to the greenhouse.
Now, the rabbit is also running around the garden, so we
need to put him away in his hutch. Oh! And that reminds
me that I’ve got some birdseed, so we can feed the birds
today too.
And … ew! … the fish pond is very dirty! We definitely need
to clean it.
4006972 Ace TB5.indb 47
the pears are ripe now, so we can pick those.
And I think that’s it … oh, hang on, I washed some clothes
this morning, so I need to hang those on the clothes
line, too.
ANSWER
Mrs Bean
2 Listen again and complete the list.  $ 1•17
• Focus the children’s attention on the To do list at the top
of the page. Tell them that this shows the jobs that need
to be done in the garden.
• Tell the children that they are going to listen to the
recording again. They must complete the list with the
missing words in their notebooks.
• Play the recording, pausing where necessary, for the
children to write the missing words.
• Check the answers with the class.
ANSWERS
1  leaves  ​2  Tidy up   ​3  rabbit  ​4  Clean  ​5  birds  ​
6  apples
3 Listen and read the dialogue.  $ 1•18  Who does
the jobs in the pictures?
• Ask the children to look at the pictures on the right-hand
side of the page. Ask them to identify the jobs.
• Tell the children that they are going to hear a conversation
between Mrs Bean and the children. They must listen and
read the dialogue to find out who does each of the jobs.
• Play the recording all the way through. Repeat if necessary.
• Check the answers with the class.
ANSWERS
1  Jilly  ​2  Billy  ​3  Milly
4 Look, listen and repeat.  $ 1•19
• Tell the children to look at the compound nouns in
the Perfect pronunciation box. Explain that they are all
phrases from the dialogue.
• Tell the children that they are going to hear a recording
of the way the words are said. They must listen and pay
attention to the way the words are stressed.
• Play the recording for the children to listen to the words.
Elicit, or explain that in all of these words, the stress is
placed on the first syllable.
• Play the recording a second time, pausing after each word
for the children to repeat it.
• Play the recording again for individual children to say
the words.
5 Listen to the dialogue again.  $ 1•18  Act out.
• Ask the children to read quickly through the dialogue
from Activity 3 and find each of the compound words.
• Tell the children that they are going to listen to the
dialogue again. They must listen and pay attention to the
stress on the compound words.
• Play the recording for the children to follow the
words in their books and to listen for the stress on the
compound words.
• Tell the children that they are now going to act out the
dialogue. Divide the class into groups of four. If the class
Unit 1 47
07/12/2012 16:29
 doesn’t divide exactly, children in some groups can play
the part of more than one child.
• Walk around the room, as the children practise, helping
and correcting pronunciation where necessary.
• When they have finished, ask some of the groups to act
out the dialogue for the rest of the class.
Optional activity
• Ask the children to look at the dialogue from Activity 3
and make a list of the different questions Mrs Bean uses
to make requests, and the different answers/excuses
that the children give in response.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Tell the children that they are going to practise making
and responding to polite requests. Ask the children to look
at the Everyday language section on the Grammar and
everyday language poster for Unit 1 and draw attention to
the language for polite requests and making excuses. Ask
a pair of children to read the dialogue to the class.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 1 fluency cards. They complete their individual lists of
four jobs on their cards.
• Ask a pair of children to read the example question and
answer on the Class Book page to the class.
• Ask the children to take turns to make requests for their
partner to respond.
• Go around the class as the children practise, helping and
correcting pronunciation where necessary.
• When they have finished, ask some of the pairs to make
and respond to a request while the class listens.
KEY COMPETENCE:   Competence in social skills and
citizenship
When the children communicate in English, it’s important
that they know how to do so politely.
Brainstorm any other phrases that the children could use
to make or respond to polite requests.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
Listening and Speaking. Notes and answers on CD-ROM.
48 Unit 1
4006972 Ace TB5.indb 48
Lesson 8    CB PAGE 13 and AB PAGE 10 
CULTURE AND READING
Lesson objectives
Read about and become familiar with fruit from
other countries
Talk about a fruit you would like to eat
Understand the importance of washing fruit before
eating it
Regular review: practise the use of sense verbs
and adjectives
Language
Review: sense verbs and adjectives; skin, sore throat, salt
Extra: durian, kumquat, dragon fruit, kiwi fruit
Materials
Speak up poster
Warmer
• Tell the class that you are thinking of a fruit that grows in
your garden. Describe the fruit for the class to guess.
Lead-in
• Discuss fruit with the class. Ask individual children What’s
your favourite fruit? What does it taste like?
Class Book
1 Compare the photos in pairs.
• Ask the children to look at the photos. Ask What can you
see? (different types of fruit).
• Tell the children that they are going to work in pairs to
compare the photos. Explain that it doesn’t matter if they
can’t name any of the fruit.
• Refer the children to the Speak up poster and focus on the
Describing differences and similarities section. Explain that
they can use the language here to help them compare
the fruit. Point out that when we are highlighting
similarities and differences between more than two
things, we use the words all and none rather than both
and neither. Elicit one or two comparisons from the class.
• Ask the children to work in pairs. They look at the photos
and compare them in more detail, finding similarities and
differences. Go around the room, helping and checking.
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that Billy,
Jilly and Milly want to know about fruits that grow in
different countries. Nor, Hong and Tuyet have posted
about fruits from their countries on Ace! Space.
• Ask the children to read the three texts and match each
of them with a photo from Activity 1. Explain that they
should read the texts quickly just to find the information
that will help them identify each fruit. Reassure them
that they don’t need to worry about any words they
don’t know.
07/12/2012 16:29
 ANSWERS • Ask the children to read the other two texts and complete
1  Nor  ​2  Tuyet  ​3  Hong the rest of the information independently.
• Check the answers with the class. (Because the topics are
3 Read again and choose the best answer.
likely to be new to the children, allow for flexibility in the
• Tell the children that they are going to read the three texts children’s answers by encouraging a variety of responses
again more slowly and in more detail. They must decide where possible.)
whether the sentences in their Class Books are right or
wrong or whether the information is not in the text. ANSWERS
Country Malaysia China Vietnam
• Before they read the text again, ask the children to read
each sentence. Go around the class as the children read Name of durian kumquat dragon fruit
and choose their answers. Help where necessary. fruit
• Check the answers with the class. Ask the children to give Size big small medium-sized
you the reasons for their choices and write the correct Colour green/brown orange pink/green
answers on the board. outside, yellow outside, white/
ANSWERS
inside black inside
1  a  ​2  b  ​3  b  ​4  a  ​5  c  ​6  a Feels … rough smooth soft
Tastes … like cream sour like melon or kiwi
4 Which fruit do you want to eat? Write three cheese fruit
reasons.
• Ask the children if they have ever eaten any of the fruits 2 Write notes about a fruit from your country in
from Activity 1. Ask individual children Which fruit would the last column of the table.
you like to eat? Why? • The children think about a fruit from their country and
• Tell the children that they each have to choose which fruit fill in the last column of the table in Activity 1 with the
they would like to eat. In their notebooks, they write three information about the fruit.
reasons why they would like to eat that fruit.
3 Complete the sentences with adjectives.
5 Tell your partner. • The children use the information from the table in Activity
• Ask the children to work in pairs. Tell them that they are 1 to complete the sentences.
going to tell their partner about the fruit that they would • Check the answers with the class.
like to eat. Ask a volunteer to read the example in the
ANSWERS
speech bubble to the class.
1 rough / like old onions or dirty socks
• Go around the class as the children are talking, checking 2 smooth / sweet / sour
and helping where necessary. 3 beautiful / very strong
• Ask some of the children to tell the class about their fruit.
4 What do you think? Complete.
Artistic and cultural competence
KEY COMPETENCE:  
• Ask the children to complete the sentences with the
Learning about food from other countries, especially words in the shape.
when it is unusual or exotic, arouses children’s curiosity.
• Point out that some of the answers will be based on their
Ask the children to choose one of the fruits from Activity 1
own opinions.
and compare it with a fruit from their own country.
5 Use your notes in the table to write about the
Vital values fruit from your country.
• Focus the children’s attention on the Vital values feature • The children use their notes from the table in Activity 1 to
and read the sentence with the class. write about the fruit from their country.
• Ask the class Why is it important to wash fruit before you eat • They should write full sentences, in their notebooks, in
it? (Because there might be pesticide or fertilizer on the answer to the questions (1–3).
fruit that is dangerous if you eat it, or just because the fruit
could be dirty.) Accept answers in English or the children’s
own language.

Activity Book
1 Read the texts on Class Book page 13 again.
Make notes in the first three columns of the table.
• Focus on the table. Tell the children that they need to read
the texts from Activity 2 on page 13 again to complete
the missing information.
• Look at the first column. Ask the children to read Nor’s text
again. Ask questions: What country is Nor from? What fruit
does he write about? How big is it? The children answer the
questions and complete the information in the table.

Unit 1 49

4006972 Ace TB5.indb 49 07/12/2012 16:29

 Lesson 9    CB PAGE 14 and AB PAGE 11  possible ANSWERS
WRITING AND PHONICS
Lesson objectives
Identify the features of an information text
Understand the use of ‘s to show possession
Identify the spelling patterns of words with the
/əʊ/ sound
Write an information text
Language
Core: Lesson 1 bugs words; Lesson 5 in the garden words
Review: dark, touch
Extra: queen ant, male, colony, communicate, vibration,
army ant, fire ant, rainforest, lemon ant
Materials
CD1 $ tracks 20-21; Unit 1 wordcards Set 1
Warmer
• Put the Unit 1 Set 1 ant wordcard on the board. Ask the
children to tell you everything they can about ants.
• Repeat with two or three of the other bugs.
Lead-in
• Tell the children that they are going to read a text about
ants. Ask what information from the last activity they think
will be included.
• Ask Is there anything else you would like to know about ants?
Encourage answers from a variety of children.
Class Book
1 Read the text. What kind of text is it?
• Focus on the text. Ask the children if they have ever
written a text like this. What was it about?
• Ask the children to read the list of possible things the
text might be. They read the text quickly and choose the
correct answer to the question.
• Check the answer with the class.
• What do you know about ants? Before the children move
on to Activity 2, encourage them to read the question on
the top-right of the page and quickly scan the text again.
The children respond with facts they have picked up from
the information text.
ANSWER
b • Tell the children that they are going to hear the recording
2 Read the text again and answer the questions.
• Tell the children that they are going to read the text again
in more detail, in order to answer some questions.
• Before the children read the text, ask them to read the six
questions in their Class Books. Check their understanding.
• Go around the class as the children read the text and
answer the questions. Help where necessary.
• Check the answers with the class.
50 Unit 1
4006972 Ace TB5.indb 50
1 The first paragraph explains why ants are insects. The
second paragraph is about where ants live. The third
paragraph is about the ant’s sense of smell and touch.
The fourth paragraph is about different kinds of ants.
2 Most queen ants and male ants have wings.
3 Ants usually live in nests.
4 Ants use their sense of smell to find their nest. They use
their sense of touch to communicate.
5 You can eat lemon ants.
6 Billy spelt go as gow. Because he confused the sound of
the word and the spelling.
• After you have gone through the answers, ask the
children to look at the annotation on the left of the text.
Go through these with the class. Ask questions to check
comprehension, e.g. What do we use to organize our ideas?
What should we use a new paragraph for?
• Focus the children’s attention on the punctuation box.
• Go through the point with them and then ask if they
can see an example of this in the text (another ant’s head,
paragraph 3).
KEY COMPETENCE:   Learning to learn
Analysing a text prepares the children for writing a text of
the same type. It helps them to understand the functions
of the individual paragraphs, and recognize any features
that should be included.
3 Listen and read.  $ 1•20  Count the number of
foods you find.
• Ask the children to look at the picture to the right of the
poem and tell you what they can see. Ask What do you
think the poem is about?
• Tell the children that you are going to play a recording
of the poem. They must listen and count the number of
foods that they hear.
• Play the recording for the children to follow the words
in their books, count the foods and write them in
their notebooks.
• Check the answers with the class.
ANSWERs
seven (marrows, tomatoes, potatoes, coconuts, honey,
bread, cheese)
4 Listen and read again.  $ 1•20  Find and write the
words with the /əʊ/ sound.
• Ask the children to find the rhyming words at the end of
the lines in the first verse (show, grow, rows, wheelbarrows).
Ask What is the vowel sound in these words? (/əʊ/)
again. They must follow the poem in their books and find
the other words with the /əʊ/ sound.
• Play the recording, pausing after each verse to give the
children time to write down the words in their notebooks.
• Play the recording again for the children to complete or
check their answers.
• Check the answers with the class. Write the words on the
board as the children call them out and ask a volunteer to
underline the /əʊ/ sound.
07/12/2012 16:29
 ANSWERS
show, grow, marrows, tomatoes, rows, potatoes,
wheelbarrows, throw, coconut, old, dough, local, soap,
bowl, goats, foals, roses, sow, so, coat, slow, go
Optional activity
• Ask the children to work in pairs. They use some of the
words from the poem in Activity 3 to make their own
poem about a show.
Activity Book
1 Match the spelling patterns with the words and
complete the table. Listen and check.  $ 1•21
• Remind the children of the poem in Class Book page 14,
and point out that the sound /əʊ/ can be represented by
several different letter combinations.
• Tell the children to open their Activity Books and read the
words that contain the /əʊ/ sound and write them in the
correct column based on their spelling pattern.
• Play the recording for the children to listen and check.
Transcript
1 ow:  snow, window, elbow
2 o:  hippo, hello, sofa
3 oe:  toe, volcanoes, mosquitoes
4 oa:  boat, road, throat
5 o  e:  nose, phone, wrote
KEY COMPETENCE:  Learning to learn
Through linking sounds to spelling patterns, the children
build strategies for independent reading and writing.
2 Read the information text. Match the topic
sentences with the paragraphs.
• Ask the children to read the topic sentences. They then
read the information text and match the correct topic
sentence to each paragraph.
answers
A  3  ​B  2  ​C  1  ​D  4
3 Read the information text again. Circle the words
with the /əʊ/ sound.
• The children read the text again and circle the words with
the /əʊ/ sound. Remind them that the words can be spelt
in different ways, as they saw in Activity 1.
answers
grow, over, over, yellow, also, hole, don’t, grow
4 Write an information text about a bug or a plant.
• The children write an information text about a bug or
a plant.
• Draw attention to the speech bubble, reminding the
children to use a new paragraph for each new topic and
to start each new paragraph with a topic sentence.
4006972 Ace TB5.indb 51
Lesson 10    CB PAGE 15 and AB PAGES 12, 108 and 109
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 bugs words; Lesson 5 in the
garden words; present simple/present continuous;
zero conditional
Materials
CD1 $ track 22; DVD Song 1/DVD Story 1; Unit 1
Grammar and everyday language poster; Speak up
poster; Unit 1 wordcards Sets 1 and 2; paper and
colouring pencils (optional)
Warmer    DVD Song 1 / Story 1 
• Ask the children to vote on whether they would like
to watch the Unit 1 story animation or the Unit 1 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 1.
• Play a game of Bingo! (see page 201) with Unit 1
wordcards Sets 1 and 2 to review the vocabulary from
the it.
Class Book
1 Play a guessing game in pairs.
• Focus attention on the school newsletter and on the
pictures in the bug art competition. Ask the children to
identify all of the bugs they see. Ask Which do you think is
the best picture in the competition?
• Divide the class into pairs and tell them that they are
going to play a game with their partner. First, ask a pair to
read the example dialogue while the class listens.
• Go through the activity with the class. Address any
problems or language issues.
• Go around the class as children play the game, helping
where necessary.
Optional activity
• Have your own bug art competition. Ask the children
to draw a picture of any bug they like. Collect in the
pictures and display them on the wall.
• Ask the children to look at the pictures and make
comments about which one they think is best and why
(they can use the language from the Speak up poster to
help them).
• At the end of the activity, take a vote on which is the
best picture.
Unit 1 51
07/12/2012 16:29
 2 Read and say in pairs.
• Focus the children’s attention on the Grammar 2 section
of the Unit 1 Grammar and everyday language poster.
Review the zero conditional using sentences in the table
and the explanation.
• Write up the beginnings of some zero conditional
sentences on the board and ask the class to help you
finish them, e.g. If you wake up late … (you are late for
school). If it rains … (the plants grow). If you eat too many
sweets (you feel sick).
• Focus the children’s attention on the situations in their
Class Books. Discuss the first one together. Ask What
happens if there is a moth in your wardrobe? Elicit the zero
conditional sentence If there is a moth in your wardrobe, it
eats your clothes.
• Ask the children to work in pairs to read the rest of the
situations and discuss them together. They make a
sentence about each one using the zero conditional.
• Go around the class as the children talk. Help and correct
their language where necessary.
• Go through the answers with the class. Write up the
correct zero conditional sentences on the board.
ANSWERS
1 If there is a moth in your wardrobe, it eats your clothes.
2 If a wasp is angry with you, it stings you.
3 If a spider wants to catch flies, it makes a web.
4 If a worm moves through the soil, air and water get in.
5 If bees live in a hive, they make honey.
3 Read and write the words.
• Tell the children that the pictures in Activity 3 represent
the different jobs children do in the Ace School
Gardening Club.
• Ask the children to look at the pictures and write the
words in their notebooks.
• Check the answers with the class and then discuss the
club with the class. Ask individual children Would you like
to join the Ace School Gardening Club? Why? / Why not?
ANSWERS
1  bird feeder   ​2  greenhouse  ​3  raspberries  ​4  seeds  ​
5  weeds  ​6  wheelbarrow  ​7  scarecrow
4 Complete the sentences with the present simple
or present continuous.
• Write on the board an example of a present simple and
present continuous sentence from the Grammar 1 section
on the Unit 1 Grammar and everyday language poster.
Ask Which sentences tells us a fact? Which sentences tells us
about something that is happening now?
• Ask the children to look at the sentences in the book. Tell
them that they must decide whether each sentence tells
that about a fact, habit, routine or state, or whether it tells
them what is happening now.
• Ask the children to complete the activity in their
notebooks independently or in pairs.
• Check the answers with the class.
ANSWERS
1  is making   ​2  has got   ​3  bite  ​4  is eating   ​
5  aren’t, are  ​6  is flying   ​7  sting  ​8  are hiding
52 Unit 1
4006972 Ace TB5.indb 52
Activity Book
1 Write. Then listen and tick ✓ the bugs Jilly saw in
the school garden.  $ 1•22
• The children look at the pictures and write the names of
the bugs below.
• Then play the recording. The children tick the bugs that
Jilly saw in the school garden.
• Play the recording a second time if necessary
• Check the answers with the class.
Transcript
Milly  Hi Jilly. Did you have a nice morning?
Jilly  Yes, I did. I was in the school garden, looking for bugs.
Milly  Did you find any?
Jilly  Oh yes, lots. There were lots of worms in the soil.
Milly  That’s good. Worms let air into the soil, don’t they?
Jilly  Yes, they do. There were lots of spiders, as well.
Milly  Well, I guess there’s lots of food for them. Did you see
any flies?
Jilly  Yes, I did. But I didn’t see any grasshoppers or
mosquitoes.
Milly  Good! I don’t like mosquitoes. What else did you see?
Jilly  Erm, a beetle, some ants and a centipede.
ANSWERS
1  worm ✓  ​2  spider ✓  ​3  beetle ✓  ​4  centipede ✓  ​
5  fly ✓  ​6  mosquito  ​7  ant ✓  ​8  grasshopper
2 Circle the correct answers.
• The children read the sentences and choose the correct
word, from the three possibilities, to go into each gap.
ANSWERS
1  c  ​2  b  ​3  a  ​4  b
3 Complete the text using the present simple or
present continuous.
• The children read the text that Milly has written for the
school newsletter and complete it by writing the present
simple or the present continuous forms of the verbs in
the gaps.
answers
1  ‘re making   ​2  is putting   ​3  like  ​4  ‘m using   ​
5  sleep  ​6  need
4 Complete the crossword. Find the secret word.
• The children look at the pictures and write the words in
the corresponding places in the puzzle grid.
• When the children have completed the puzzle, ask
them to find the secret word that appears in the
shaded squares.
answers
1  leaf  ​2  petal  ​3  pollen  ​4  watering can   ​5  stem  ​
6  roots
Secret word: flower
07/12/2012 16:29
 Lesson 11    CB PAGE 15 and AB PAGE 13  • Play the recording a second time, if necessary.
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 1
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 1
Materials
CD1 $ track 23; internet; encyclopedias/pre-prepared
fact sheets about the bugs from this unit
Warmer
• Play a game of Wrong word (see page 202) with the class.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photo of the girl giving a
presentation. Ask What is the presentation about? What is
the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about a bug.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Activity Book
1 Look at the presentation plan in Activity 3. Tick ✓
the questions it answers.
• Focus the children’s attention on the spider diagram.
Explain that using a diagram like this is a good way to plan
a presentation.
• Read through the questions with the class. Ask the
children to look at the information in the plan and tick the
questions that it answers. Point out that they do not need
to read every word and they should not try to write the
missing words in the gaps yet. Check the answers.
answers
All sentences ticked
2 Listen and complete the presentation
plan.  $ 1•23
• Tell the children that they are going to hear a pupil giving
her presentation about spiders. They must listen and write
the words in the presentation plan.
• Play the recording all the way through for the children to
listen and write the words.
4006972 Ace TB5.indb 53
Transcript
1  Spiders have got eight legs and 48 knees! Most spiders
have got eight eyes.
2  There are more than 30,000 different kinds of spider.
3  Male spiders are usually bigger than females.
4  If a tarantula bites you, it feels like a bee sting.
5  Most spiders eat insects and other spiders.
6  Not all spiders make webs. Tarantulas catch insects at night.
7  Birds, lizards and monkeys all eat spiders.
8  In some countries, people eat spiders!
ANSWERS
1  48  ​2  30,000  ​3  bigger  ​4  bee  ​5  insects  ​6  night  ​
7  monkeys  ​8  eat
3 Plan your presentation. Use the questions in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about a bug by
using the questions from Activity 1 and making notes.
• Ask the children to research the answers to the questions.
If there is classroom access to the internet, the children
can do this on the computer. If not, make encyclopedias
available, or provide the children with pre-prepared fact
sheets about different bugs.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to work in pairs. They look back at the
work they have done in the unit and tell each other about
what they think they have done well.
• Ask the children to read the statements in the self-
evaluation task and tick the ones that apply to them. They
then complete the lines at the bottom.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
KEY COMPETENCE:   Learning to learn
Self-evaluation activities are very important to allow
children to reflect on what they have achieved and to
focus on what they need to do to improve.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Jilly and Milly
and their class on page 15 of the Class Book: Marvellous
maths homework. Find examples of maths in everyday life.
Tell them that this will be the theme for the next unit.
• Ask the children if they can think of any things we use
maths for in everyday life. What kinds of things do they
think Billy, Jilly and Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 1 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 1 Test.
Notes and answers on CD-ROM.
Unit 1 53
07/12/2012 16:29
 2    ​M a r v e l l o u s m a t h s
Lesson 1    CB PAGE 16 and AB PAGES 14 and 104  Transcript
VOCABULARY
Lesson objectives
Identify different types of television programmes
Identify different text types
Find information in a bar graph
Ask and answer about things you like to watch on
television
Language
Core: cartoon, comedy show, quiz show, documentary,
soap opera, live sports, the news, the weather, adverts, talent
show, cookery show, music programme
Review: like/love
Extra: TV guide
Materials
CD1 $ tracks 24–27; Unit 2 wordcards Set 1; a watch
or timer
Warmer
• On the board, brainstorm all the television programmes
that the children know.
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find examples of maths in everyday life.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Milly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 1•24  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Milly’s homework.
• Ask the children to open their Class Books and look at the
things Milly has brought in.
• Tell the children that you are going to play the recording
again and that they must listen and find the text types
that Billy talks about. Remind them that they should look
at the texts and use visual clues, such as layout, to help
them, rather than reading. Before playing the recording,
read the text types with the class and check that children
understand what each one means.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
• Check the answers as a class.
54 Unit 2
4006972 Ace TB5.indb 54
Miss London  Hi everyone! What was your marvellous maths
homework this week?
Milly  Find examples of maths in everyday life!
Miss London  That’s right! What have you got, Milly?
Milly  Well, I’ve got a page from a TV guide. It’s got the times
of today’s TV programmes.
Miss London  Great! What else?
Milly  I drew a graph about TV programmes. It’s a bar graph.
Miss London  Class 5A watch … Very good!
Milly  And I’ve got a story about money. It’s a cartoon story.
Miss London  Well done, Milly! Thank you!
ANSWERS
A  TV guide   ​B  bar graph   ​C  cartoon story
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 1•25
• Ask the children to look at the online TV guide on page 16
(text A). They match the words to the pictures and write
their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  live sports   ​2  cookery show   ​3  comedy show   ​
4  the news  ​5  the weather   ​6  documentary  ​
7  talent show  ​8  soap opera   ​9  quiz show   ​
10  music programme  ​11  cartoon  ​12  adverts
3 Look at text A. Listen and say the programme. 
$ 1•26
• Ask the children to look at the online TV guide again.
Tell them that they are going to hear some extracts from
different types of TV programmes. They must listen and
say which programme each extract comes from.
• Play the recording, pausing after each extract for the
children to name the programme.
Transcript
A Presenter  Amazing! That was fantastic! And the audience
loved it! But what about our judges?
Judge 1  It’s 10 points from me!
Judge 2  And 10 points from me!
Judge 3  You’re through to the next round!
B Commentator Goooooooaaaaaaallllll!
C Presenter  Here we are, deep in the Amazon jungle …
D Pamela  Danny! It’s you!
Danny  Yes, Pamela. It’s me. I’m back.
Pamela  But why, Danny? Why?
Danny  Because … Pamela … I love you!
E Quiz show host  And now, for ONE MILLION POUNDS, what
is the capital city of the UK?
Contestant  Erm … is it … London?
Quiz show host  Is that your final answer?
Contestant  Yes … final answer.
Contestant  London is … THE RIGHT ANSWER!
07/12/2012 16:29
 F Voiceover  New from the Ace! Beauty Range … Marvellous. Transcript
Actress  My hair is so soft! Milly  Have you got the TV guide, Jilly? What’s on this
Voiceover  Marvellous shampoo for marvellous hair. evening?
Actress  Because you’re marvellous … Jilly  Erm, there’s that music programme, Top Tunes. Do you
ANSWERS want to watch that?
A  talent show   ​B  live sports   ​C  documentary  ​ Milly  OK. What time is it on?
D  soap opera   ​E  quiz show   ​F  adverts Jilly  Erm, seven o’clock. It lasts for half an hour.
Milly  It’s nearly seven now. What channel is it on?
KEY COMPETENCE:   Learning to learn Jilly  Channel 2.
In the activity above, the children use aural clues, such as Milly  Oh yes – look, it’s starting.
background music and audience response, to help them ANSWERs
identify programmes. Tone of voice and expression also Name of programme:  Top Tunes  
help them to decide whether the programme is serious or ​Type of programme:  music programme   ​Time:  7.00, 7.30   ​
light-hearted. Channel:  2
After they have completed the task, ask the children
which clues they used to help them. 4 Answer the questions.
• The children answer the questions about themselves in
4 Look at text B and answer.  their notebooks.
• Ask the children to look at text B. Read the question with
the class. Explain that this is a speed-reading task and that
the children have one minute to complete it.
• Ask the children to use the graph to find the answers to
the question. Use a watch or timer to time one minute.
ANSWERs
20 children watch comedy shows; 19 watch
advertisements; 9 watch documentaries; 20 watch
cartoons; 3 watch the news; 0 watch the weather

5 Ask and answer in pairs.

• Focus on the bar graph again. Ask individual children
What do you like watching on TV?
• Invite the children to ask and answer the question in pairs.

Activity Book
Bilingual dictionary
• Tell the children to turn to page 104 of their Activity Books
and write the translations for the TV programmes.

1 Write the TV programmes.

• The children look at the pictures and write the TV
programmes. Display the Unit 2 Set 1 wordcards for
support while they work.
ANSWERS
1  talent show   ​2  comedy show   ​3  the weather   ​
4  music programme   ​5  live sports   ​6  cartoon  ​
7  cookery show   ​8  the news   ​9  documentary

2 Read and complete the definitions.

• The children complete the definitions with the correct
TV programmes.
ANSWERS
1  comedy show   ​2  soap opera   ​3  documentary  ​
4  News  ​5  cookery show   ​6  the weather   ​7  quiz show  ​
8  Adverts

3 Listen and complete the notes.  $ 1•27

• Play the recording of the conversation between Milly and
Jilly, pausing where necessary for the children to complete
the notes.

Unit 2 55

4006972 Ace TB5.indb 55 07/12/2012 16:29

 Lesson 2    CB PAGE 17 and AB PAGE 15  KEY COMPETENCE:   Competence in social skills and
citizenship
STORY When children act out stories, reading becomes a
communicative experience. This builds social skills and
Lesson objectives confidence. Whenever time allows, ask the children to act
Read and understand a cartoon story out role plays, dialogues and stories.
Ask and answer questions about a cartoon you like
Write a review of the cartoon story 8 Tell your partner about a cartoon you like.
• Focus on the example and ask a pair of children to read
Language the example dialogue to the class.
Core: Lesson 1 TV programmes • The children work in pairs. They take turns to tell each
Review: love/like; windy, exciting, handbag, intelligent, other about a cartoon they like.
expensive • Discuss the activity with the class. Ask individual children
Extra: adventurous, unfortunately, puddle, Wowzers, five to tell you about the cartoons that they like.
pound note, thief, money box • What do you think? Discuss the question as a class.
Ask them to imagine other adventures that Freddie
Materials Five Pound might have. Encourage answers from
CD1 $ track 28; Unit 2 wordcards Set 1 different children.

Warmer Activity Book

• Put the Unit 2 Set 1 wordcards on the board and divide Plot, characters and setting
the class into small groups. The children discuss the
programmes together and find out which one is the most 1 Remember the story. Number the events in order.
popular in their group. • The children read the sentences and number the events
from memory.
Lead-in • Ask the children to check their answers by looking at the
• Explain that the children are going to hear and read a Class Book cartoon story on page 17. Then check the
story from one of the programmes in Lesson 1. Tell them answers as a class.
that the name of the story is The adventures of Freddie
ANSWERs
Five Pounds. Ask for predictions about what kind of
4, 2, 6, 8, 7, 1, 5, 3
programme the story is from.
2 Read and circle.
Class Book • The children read the sentences and choose the
correct words.
6 Read and listen.  $ 1•28 Choose.
• With books open, tell the children that they are going to ANSWERS
hear and read the story for the first time. They must decide 1  granny’s  ​2  Ian’s  ​3  an apron   ​4  police  ​5  Nathan’s
what it is about. Read the possibilities with the class.
• Play the recording for the children to follow the cartoon Synopsis
story in their books.
3 Read and complete.
• Check the answer with the class and then discuss the
• The children complete the text by writing the missing
children’s reactions to the story.
words in the table.
ANSWER
ANSWERS
It’s about a day in the life of a five pound note
1  his  ​2  granny  ​3  park  ​4  dog  ​5  and  ​6  cream  ​
7 Read again and answer. 7  in  ​8  police  ​9  in
• Ask the children to read the cartoon story again and write
their answers to the questions in their notebooks. They Review
should answer in the tense that the questions are asked in.
4 Complete the review.
ANSWERS • The children complete the review and rate the story,
1  Because he cleaned her car.   ​2  Because there was a referring to the writing tip for help.
dog near him.   ​3  an ice cream   ​4  Because he saw a
Possible ANSWERS
police car.   ​5  Nathan  ​6  in Nathan’s money box
1  The adventures of Freddie Five Pounds  ​2  Freddie Five
Optional activity Pounds  ​3  Nathan  ​4  Sweep  ​5  Ian  ​6  a day in the
• Divide the class into groups of five, one for each life of a five pound note   ​7  Children’s own answers   ​
speaking (or thinking) role in the story: Freddie, Nathan, 8  Children’s own answers
Ian, the dog and the thief. Further practice
• The children practise reading the story together, sitting $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
at their desks. Story worksheet. Notes and answers on CD-ROM.

56 Unit 2

4006972 Ace TB5.indb 56 07/12/2012 16:29

 Lesson 3    CB PAGE 18 and AB PAGES 16 and 108–109  Grammar and everyday language poster
GRAMMAR
Lesson objectives
Practise using comparative and superlative adjectives
with two or more syllables
Make comparisons between items
Describe a picture
Regular review: practise using comparative and
superlative adjectives with one syllable
Language
Core: Lesson 1 TV programmes; comparative and
superlative adjectives with two or more syllables
Review: comparative and superlative adjectives with
one syllable
Extra: terrifying, serious
Materials
CD1 $ tracks 28–29; Unit 2 wordcards Set 1; Unit 2
Grammar and everyday language poster
Warmer
• Play a game of Missing card (see page 201) with the Unit 2
Set 1 wordcards.
Lead-in
• Ask the children what they can remember about the
cartoon story from Lesson 2. Prompt with questions. Ask
them to look at the cartoon story again.
Class Book
1 Read and listen to the story again on page 17.  sentence about the TV programmes.
$ 1•28 Match.
• With books open, tell the children that they are going to
hear the cartoon story again. As they listen, they match
the two halves of the sentences. Play the recording.
ANSWERS
1  d  ​2  a  ​3  b  ​4  c
2 Listen and say the number.  $ 1•29  Describe the
pictures.
• Focus on the pictures. Tell the children that they are going
to hear a description of each picture. They must listen and
say the number.
• Play the recording, pausing after each description for a
different child to say the number.
• Point to each picture and ask a volunteer to describe it
using comparatives and superlatives.
Transcript
It’s more delicious than Ian’s ice cream, but it isn’t the most
delicious ice cream. It’s more colourful than Granny’s car. It’s
the most colourful car. It’s more delicious than Ian’s ice cream.
It’s the most delicious ice cream. It’s more colourful than
Granny’s car, but it isn’t the most colourful car.
answers
1, 4, 2, 3
4006972 Ace TB5.indb 57
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 2.
• Read the explanations on the poster with the class. Then
draw attention to the irregular adjectives.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different volunteers
to make sentences from each section of the table.
4 Describe the picture in pairs.
• Focus on the pie charts. Tell the class that they show
what the children in Miss London’s class think about the
different types of TV programmes.
• Ask a pair of children to read the example dialogue to the
class. Elicit similar comparative and superlative sentences.
• Ask the children to work in pairs to say what the bar
graphs tell them about the other TV programmes.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
pages 108 and 109 of their Activity Books, and remind
them that it is here to help them when they need it.
1 Read and write True or False.
• The children look at the information in the table and write
Yes or No next to each sentence.
ANSWERS
1  False  ​2  True  ​3  True  ​4  False  ​5  True
2 Write one comparative and one superlative
• The children write one comparative and one superlative
sentence about Dancing Stars, Crazy Daisy and News Today,
using the words and by referring to Milly’s table in Activity 1.
ANSWERS
1 Dancing Stars was more educational than Crazy Daisy.
2 Dancing Stars was the most exciting programme.
3 News Today was more interesting than Dancing Stars.
4 News Today was the most educational programme.
3 What do you think? Write.
• The children write comparative and superlative sentences
about how interesting/educational the TV programmes in
the box are.
4 Read and complete.
• The children look at the information about the TV
programmes and complete the sentences using
comparative and superlative adjectives with one syllable.
answers
1  longer than   ​2  taller than, tallest   ​
3  wider than, the widest
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.
Unit 2 57
07/12/2012 16:29
 Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise comparative and superlative
adjectives with two or more syllables
Review and practise TV programmes vocabulary
Language
Core: Lesson 1 TV programmes; comparative and
superlative adjectives with two or more syllables
Materials
DVD Story 2; Unit 2 wordcards Set 1; Unit 2 Grammar
and everyday language poster; $ Teacher’s Resource
CD-ROM, DVD worksheets section, Unit 2; seven or more
pictures of scenes from popular TV programmes/TV
personalities from your country (preferably one picture to
represent each type of TV programme/personality)
Warmer
• Put the Unit 2 Set 1 wordcards on the board. Ask the
children to work in pairs. They choose a TV programme
and make a short dialogue about it for the class to guess,
using comparative and superlative adjectives.
• Ask some of the pairs to act out their dialogues for the
class to guess the TV programme.
Lead-in
• Put the pictures of scenes from TV programmes and TV
personalities on the board.
• Point to each of the pictures in turn. Ask the class What
programme is this? What programme is this man/woman/
boy/girl from?
1 Talk about the pictures. Choose an adjective for
each programme.
• Brainstorm the adjectives that the children used in Activity
4 in the previous lesson (interesting, educational, serious,
boring, exciting, funny). Write them on the board.
• Ask the children to work in pairs. They talk about each of
the pictures on the board and tell each other whether or
not they like the type of TV programme it represents. They
then choose an adjective that describes it.
• Ask individual children to tell you what they think of the
different TV programmes.
2 Choose three of the TV programmes. Rate them.
• Ask the children to look back at Milly’s TV ratings in
Activity 1 on page 16 of their Activity Books. Tell the
children that they are going to make their own TV ratings.
• Leaving the pictures from Activity 1 on the board, draw a
blank table next to it with four columns. Ask the class to
suggest three programmes and write their names along the
top. Elicit three adjectives and write them in the first column.
• As a class, rate each of the programmes, using one to five
stars for each of the adjectives. Ask the children to choose
three other TV programmes and adjectives from the
58 Unit 2
4006972 Ace TB5.indb 58
pictures on the board. They complete their tables in the
same way.
KEY COMPETENCE:   Autonomy and personal initiative
Sometimes children are led by others, relying on their
peers to tell them which opinion is ‘right’. By doing a rating
task independently, the children will be working without
the influence of others, giving their honest opinion.
When going through the children’s responses to the
activity above, emphasize that everyone has their own
opinions and that we should respect others’ likes and
dislikes, even if they are different from our own.
3 Write comparative and superlative sentences
about the TV programmes.
• Use the Grammar 1 section of the Grammar and everyday
language poster for Unit 2 to review the use of comparative
and superlative adjectives with two or more syllables.
• Ask the children to look at the class ratings table on the
board again. Elicit some comparative and superlative
sentences about the programmes.
• Ask the children to write comparative and superlative
sentences in their notebooks about the programmes in
their own ratings table.
4 Watch the story on DVD.    DVD Story 2 
• Tell the children they are going to watch the story The
adventures of Freddie Five Pounds on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  morning  2  windy  3  exciting  4  intelligent  
5  banana  6  dropped  7  night  8  money box
• Ask the children to circle the words that are animated as
they watch the DVD. Play the Unit 2 story clip on the DVD.
Play the clip again for the children to check their answers.
Answers
1  morning  2  windy  3  exciting  4  intelligent  
6  dropped  8  money box
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The children’s completed wordcards can be displayed in
the classroom.
07/12/2012 16:29
 Lesson 4    CB PAGE 19 and AB PAGE 17  ANSWERS
READING AND WRITING
Lesson objectives
Read and understand a bar graph and an explanation of it
Use the quantifiers all of, most of, some of and none of
correctly
Draw a bar graph and write a description of it
Learning to learn: writing definitions
Language
Core: Lesson 1 TV programmes; skiing, golf
Review: scary, sad, film; quantifiers (all of, most of, some of,
none of )
Extra: survey, romantic, silent, 3D
Materials
Unit 2 wordcards Set 1; squared paper
Warmer
• Write down the name of your favourite TV programme.
Display the Unit 2 Set 1 wordcards for support and invite
questions from the class until the children guess what it is.
Lead-in
• Ask if the class can remember what Milly brought in for
her homework assignment in Lesson 1. Ask Which thing
gives us information about the TV programmes that the
children in the class like to watch? (the bar graph)
Class Book
1 Read part 1. Remember and complete. Read
page 16 again and check.
• Ask the children to look at the bar graph on page 19 and
complete part 1 from memory.
• When they have finished, the children look at the bar
graph on page 16 to check their answers. Then go
through the answers with the class.
answers
1  comedy shows   2  the news   3  15   3 Draw a bar graph and write a description for the
4  TV programmes
2 Read part 2 and choose.
• Focus attention on part 2. Tell the children that this is a
description that Milly has written. Ask them to read the list
of possible things that the description might be about.
• The children read the text and choose the correct answer.
ANSWER
c
3 Match the phrases and the numbers. Read part 2
again and check.
• Ask the class How many children are in Milly’s class? (20)
• Ask the children to look at the phrases and match them
with the correct numbers. They can check their answers
by finding the phrases in the text (part 2) and seeing how
they relate to the numbers in the bar graph (part 1).
4006972 Ace TB5.indb 59
1  b  ​2  d  ​3  c  ​4  a
KEY COMPETENCE:   Learning to learn
In Activity 3, the children use the skill of cross-reference
to check their answers. Ask them to tell you how they can
use the bar graph to prove that their answers are correct.
4 Read the survey and choose. Then write
sentences.
• Focus on the results of the film survey. Ask How many of
the children like cartoons / romantic films / scary films / 3D
films? (most/none/some/all)
• Ask the children to read the first four sentences and
choose the correct word for each one. They then write
four sentences in their notebooks about the films listed,
using quantifiers and the information in the survey.
ANSWERS
1  Some  ​2  All  ​3  Most  ​4  None  5  Some of the
pupils like sad films.   6  None of the pupils like silent
films.  7  Most of the pupils like documentaries.  
8  All of the pupils like 3D films.
Activity Book
1 Read the bar graph and text. Complete the
sentences. How many children are there in Class 5C?
• Ask the children to look at the bar graph and complete
the text with the missing words.
• They look at the numbers on the left of the bar graph to
see how many children are in the class.
ANSWERS
a  sports  ​b  all of   ​c  tennis  ​d  Some of   ​
e  10  f  cricket. There are 25 children in the class.
2 Look at these survey results. Read the sentences
and write True or False.
• The children look at the survey results and write True or
False next to each sentence.
answers
1  True  ​2  False  ​3  True  ​4  True
results in Activity 2.
• Give each child a piece of squared paper and ask them to
draw a bar graph of the results in Activity 2. They can refer
back to the bar graph in Activity 1 for help.
• Ask the children to write a description of their bar graphs,
using Milly’s text in Activity 1 as a model.
Learning to learn: Read the definitions and
complete the examples with words from this lesson.
• Ask the children to read the definitions and complete the
examples with the words they describe.
answers
1  programme  ​2  before
Now choose three more words and write definitions.
• Ask the children to read the Writing tip.
• Ask them to choose three more words from the lesson.
They write definitions using some of the phrases listed.
Unit 2 59
07/12/2012 16:29
 Lesson 5    CB PAGE 20 and AB PAGES 18 and 104  answers
A  coins  ​B  pocket money   C  ten pound note
​D  piggy bank   ​E  wallet  ​F  purse
VOCABULARY AND DVD SONG
4 Listen to the song.  $ 1•32  What is the song
Lesson objectives about? Choose.    DVD Song 2 
Identify items related to money
• Ask the children to read the list of possible things that the
Listen and extract information from a song song could be about.
Ask and answer about pocket money • Play the audio or DVD version of the song for the children
to listen and choose the correct description.
Language
Core: coins, notes, ten pound note, penny, twenty pence Transcript
piece, money box, purse, wallet, spend, pocket money, save, Fold the clothes! Pick up those!
piggy bank Wash the car! You’re a star!
Review: quantifiers (all of, most of, some of, none of ); clean, Pocket money! Here you are.
pick up, sweep Save it in your money box!
Save lots and lots!
Extra: folding clothes, sweeping the path, laying the table
One p, two p,
Five pence piece,
Materials Ten pence piece,
CD1 $ tracks 30–33; DVD Song 2; Unit 2 wordcards Set 2 Twenty p, fifty p,
One pound coin,
Warmer Two pound coin,
• Ask for sentences from the children about their class, Five pound note,
using all, most, some or none, e.g. Most of the children have Ten pound note,
got brown hair. Say please and thanks,
Then put it in your piggy bank!
Lead-in Shops in streets! Buy some sweets!
• Ask the children what they remember about Freddie Five Ice cream cone! Buy a phone!
Pounds. Establish that he is a bank note. Ask them what Buy a comic, take it home!
things they would like to buy with Freddie Five Pounds. Spend money from your money box.
Spend lots and lots!
Class Book … Then take it from your piggy bank!
Make the bed! Cut some bread!
1 Look and say what the lesson is about. Sweep the floor! Clean some more!
• Tell the children to open their books and look at the picture Pocket money! Here you are!
of the interactive whiteboard. Ask different children to say Save it in your money box.
what they think the lesson is going to be about. Listen to Save lots and lots! [x4]
their suggestions, but don’t confirm at this stage. Of pocket money!
Save lots and lots! [x2]
2 Listen and repeat.  $ 1•30
ANSWER
• Establish that this lesson is about money. c
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the things in the picture. 5 Listen again.  $ 1•32  Which household tasks do
you hear?
Transcript • Explain or elicit that children often have to do household
1  coins  ​2  notes  ​3  ten pound note   ​4  penny  ​ tasks to earn their pocket money. Ask the children to read
5  twenty pence piece   ​6  money box   ​7  purse  ​8  wallet  ​ the list of tasks in their Class Books.
9  spend  ​10  pocket money   ​11  save  ​12  piggy bank
• Play the recording again, pausing if necessary, for the
3 Listen and say the word.  $ 1•31 children to listen and write down the tasks that they hear.
• Play the recording, pausing after each description for • Check the answers with the class.
the children to say the word. Display the Unit 2 Set 2 ANSWERs
wordcards for support while they listen. 1  a  ​2  a  ​3  b  ​4  a  ​5  b  ​6  b
Transcript 6 Ask and answer in pairs.
A This is the name for metal money. • Focus attention on the questions and instructions. Ask
B This is money people in your family give you. a volunteer to model a dialogue with you, following the
C You can exchange ten pound coins for this. instructions.
D This is a place to save your pocket money. It’s shaped like
an animal.
• Ask the children to ask and answer the questions in pairs.
E Boys carry their money in this.
F Girls carry their money in this.

60 Unit 2

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 KEY COMPETENCE:   Autonomy and personal initiative
The guided dialogue provides a framework for the
children to ask and answer questions. The children, while
following a structure, use their initiative to determine
what to ask next.
More independent children could think of some other
questions about money to ask their partners.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 104 of their Activity Books
and write the translations for the money words.
1 Complete the song. Listen and check.  $ 1•32
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  Pocket money   ​2  money box   ​3  piece  ​4  pence  ​
5  coin  ​6  note  ​7  Spend  8  Save
2 Count and write the total. Listen, number and
check.  $ 1•33
• The children look at the pictures, add up the value of the
coins and write the total.
• Play the recording, pausing after each child, for the
children to number the picture and check that they have
added up the total correctly.
Transcript
1 Boy  This is my pocket money. I get four pounds a week. I
often get two two-pound coins, but my mum didn’t have
any this week. So she gave me three pound coins and two
fifty-pence pieces. I buy a sports magazine every week. It
costs one pound fifty.
2 Boy  OK, let’s see … I’ve got two two-pound coins, a fifty
pence piece and a five p. That’s four pounds fifty-five in all.
I’m going to buy a cinema ticket. It costs four pounds fifty.
3 Boy  Here’s my money box. It hasn’t got much in it because
I saved up and bought a skateboard last week. It costs 13
pounds. Erm, there’s a ten pence piece, a penny, a pound
coin and a two-pound coin. That’s a total of three pounds
eleven pence.
answers
2  (£4.55)  3  (£3.11)  1  (£4.00)
3 Order and write sentences.
• The children order the words and write the sentences.
ANSWERS
1  I get four pounds a week.   ​2  I buy a sports magazine
every week.   ​3  It costs one pound fifty.
4 What do you spend money on? Write about what
you buy and how much it costs.
• The children write in their notebooks about what they
buy every week. They say how much each thing costs and
add up the total.
4006972 Ace TB5.indb 61
Lesson 6    CB PAGE 21 and AB PAGES 19 and 109 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about the history of money
Read and understand a text about the history of money
Practise using infinitives with to for purpose and
after adjectives
Make sentences using infinitives with to
Language
Core: infinitives of purpose/adjectives + infinitive with to
Review: past simple; bank
Extra: goods, services, BC, cereal, exchange, necessary,
difficult, value, go bad, agree, object, shell, rock, tool,
amount, change (n), goldsmith, receipt, bank note, rot
Materials
CD1 $ tracks 32 and 34; Speak up poster; a selection of
British coins and notes; Unit 2 Grammar and everyday
language poster
Warmer  $ 1•32
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Tell the class Imagine there is no money in the world. How do
you buy and sell goods?
• Encourage a variety of answers from different children
around the class.
• Tell the children that the Ace pupils are going to visit the
Bank of England Museum in this lesson, where they will
learn about the history of money.
Class Book
1 Look at the pictures. Say what you know about
the history of money.
• Ask the children to look at the pictures and say what they
can see. Explain or elicit that the pictures show different
stages of the history of money.
• Ask the children to work in pairs. They use the pictures
to tell each other what they know about the history of
money. Refer them to the Guessing section on the Speak
up poster for help, if necessary.
• Discuss the pictures as a class. Encourage different
children to share their ideas.
2 Listen, read and check your ideas.  $ 1•34 
• Tell the children that they are going to listen and read to
check their ideas on the history of money.
• Play the recording while the children follow the words in
their books.
• Ask the children if their predictions were correct. Answer
any questions that the children have and go through
the meanings of any unknown vocabulary (see the Key
competence note below).
Unit 2 61
07/12/2012 16:29
 KEY COMPETENCE:  Learning to learn
When the children encounter a text with a lot of unfamiliar
vocabulary, trying to work out meaning through context
is a more efficient approach than checking words in a
dictionary. Ask the children to make a list of unknown
words in the text in Activity 2. They try to work out their
meanings with a partner. Check their ideas as a class.
Optional activity
• Ask the children to write a list of reasons why coins,
notes and plastic cards are better forms of money
than those used in the past, e.g. They don’t rot. Everyone
knows their value. They are easy to carry.
3 Read the grammar table and learn. Find more
examples of the infinitive of purpose in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
2. Use the examples and explanations to show how and
when we use infinitives.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of the infinitive of purpose.
ANSWERS
Today, we use money to pay for goods and services …
… people used small objects to buy and sell goods.
The goldsmiths gave them paper receipts to use for money.
… or we can save it to buy things later.
4 Read the text again and complete the table.
• Focus on the table. Explain that the first row shows the
advantages of different kinds of money through the ages.
The bottom row shows the disadvantages.
• Ask the children to read the text again and complete the
sentences with the correct infinitives in their notebooks.
Point out that the sentences in the table are rephrased
and that the children shouldn’t try to find exactly the
same sentences in the text.
ANSWERS
+ People had animals and cereals to exchange. People
used objects to buy and sell goods. Coins were easier to
carry. Notes, coins and plastic cards are easy to carry.
– It was not easy to exchange goods. It was difficult
to divide shells and rocks into small amounts. It was
possible to steal coins.
1 Match.
• The children match the two halves of each sentence.
• Check the answers with the class.
ANSWERS
1  e  ​2  d  ​3  a  ​4  b  ​5  c
2 What do you think? Use the table to make
sentences.
• The children use the table to make their own sentences
using the adjectives + the infinitive with to.
3 Answer the questions with full sentences. Check
your answers on Class Book page 21.
• The children write full sentences with infinitives in answer
to the questions. They check their answers in the Class
Book text.
Answers
1 They used small objects to buy and sell goods.
2 The coins were very heavy and it was possible to
steal them.
3 They gave people paper receipts to use for money.
4 People save money to buy things later.
4 Rewrite the sentences using an adjective and an
infinitive with to.
• The children rewrite the sentences using an adjective and
an infinitive with to.
• Check the answers with the class.
answers
1 It’s necessary to change money into pounds if you
come to the UK.
2 It’s possible to use a credit card in most shops in the UK.
3 It’s easy to find the Bank of England Museum.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.

5 Say the sentences in pairs.

• Ask the children to work in pairs. One gives an advantage
from the table; the other gives the corresponding
disadvantage.

Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 109 of their Activity Books, and remind them that it
is here to help them when they need it.

62 Unit 2

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 Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Categorize museum exhibits into different groups
Research a new exhibit for the museum
Write an information card
Share knowledge and learning in the form of a social task
Language
Core: Lesson 5 money words; a fifty pence piece, a pound
coin, a bar of gold, a silver candlestick, a painting of the
bank, a view of London, an antique chair, an old chest
Extra: valuable (n)
Materials
DVD cross-curricular; British coins and notes; a bank of
prepared cards for each pair of pupils with the following
phrases: a fifty pence piece, a pound coin, a painting of the
bank, a view of London, an antique chair, an old chest, a
bar of gold, a silver candlestick; small cards for each group;
internet/encyclopedias
Warmer
• Play a game of Bingo! (see page 201) to review the
vocabulary from Lesson 5.
Lead-in
• Divide the class into small groups. Give each group some
British coins and notes. Ask the children to describe the
money in their groups.
• If you wish, refer the children to the relevant section of
the Speak up poster and ask them to compare the British
coins and notes to their own currency.
The Bank of England Museum
CULTURE NOTES:  
The Bank of England, the UK’s central bank, is in
Threadneedle Street in the City of London. It was founded
in1694. The museum is in the same building as the bank.
Its exhibitions include old and modern coins and notes,
artwork, documents and a bar of gold that visitors can
pick up!
Entry to the museum is free. You can find out more about
the museum and its exhibitions on the Bank of England
Museum website: www.bankofengland.co.uk/education/
Pages/museum/default.aspx
The website also has a bank of resources that teachers can
download.
1 Read and repeat.
• Tell the children that they are going to learn about some
of the things you can see in the Bank of England Museum.
If you wish, use the Culture notes above to tell the class
about the museum.
• Ask the children to work in pairs. Give each pair a set of
the cards you have prepared. Give the children a few
moments to read through the phrases on each card and
then collect them back in.
• Hold up each card in turn and say the phrase for the
children to repeat.
4006972 Ace TB5.indb 63
• Elicit, or teach, explanations of new words.
2 Put the things from the museum into the correct
collections.
• Write the following headings on the board: coins and
notes, art, furniture, valuables. Explain that these are some
of the collections at the Bank of England Museum.
• Ask the children to copy the headings into their
notebooks. They work in pairs to put each of the things on
their cards under the correct heading.
• Check the answers with the class.
answers
coins and notes:  a fifty pence piece, a pound coin   ​art:  a
painting of the bank, a view of London   ​furniture:  an
antique chair, an old chest   ​valuables:  a bar of gold, a
silver candlestick
Optional activity
• Ask the children which of the collections they would
most like to see at the museum and why.
3 Research something new to put in the museum.
• Brainstorm a list of other things that would be interesting
to see in a money museum. For example: a 500 Euro note,
the oldest coin in the world, a coin-making machine, ancient
Chinese money, etc.
• Divide the class into small groups. Tell the children that
they are the head of the museum. They have to decide
on one thing to add to exhibits. They choose one of the
things above (or think of their own) to research.
• If you have access to the internet, the children can do
their research on the computer. If not, give each group an
encyclopedia to do their research.
• Go around the class as the children work. Help
where necessary.
4 Write an information card.
• Tell the children that they are going to write an
information card to go with their new exhibit.
• Give each group a small piece of card. They can make
notes in their notebooks first, and then write an
information card about the new exhibit.
• Ask each group, in turn, to hold up their cards and present
their information to the class.
Optional activity
• Still in their groups, the children think of things that
they could sell in the museum shop. They draw pictures
of the things they want to sell and write a price list.
• Divide each group into shop assistants and customers;
the customers visit different shops and buy gifts to take
home. They add up how much money they have spent.
• Discuss the activity with the class. Who spent the
most/least?
Further practice
$ DVD, Unit 2 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 2,
Cross-curricular worksheet. Notes and answers on CD-ROM.
Unit 2 63
07/12/2012 16:29
 Lesson 7    CB PAGE 22 and AB PAGES 115 and 116  • Play the recording, pausing if necessary, for the children to
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: saying dates and numbers
Ask and answer questions about personal possessions,
using numbers
Language
Core: Lesson 5 money words; questions about
personal possessions
Extra: celebrate, Diamond Jubilee, Victorian, valuable,
sixpence, athletics, Olympics
Materials
CD1 $ tracks 35–37; Unit 2 wordcards Set 2; Unit 2
Grammar and everyday language poster; scissors
Warmer
• Play a game of Missing card (see page 201) with the Unit 2
Set 2 wordcards.
Lead-in
• Ask individual children around the class Do you collect
anything? What do you collect?
• Tell the children that they are going to hear about Milly’s
collection. Invite predictions about what Milly collects.
Class Book
1 Listen and say what the speaker is talking
about.  $ 1•35
• With books open, ask the children to look at the picture
and describe what they see.
• Play the recording all the way through. The children listen
to find out what the speaker is talking about.
Transcript
Milly  I think coins are interesting. In my scrapbook I’ve got
some information about coins for special royal occasions.
This coin is from 1977. It’s a 25 pence coin. It’s to celebrate 25
years of Queen Elizabeth II. It was for her Silver Jubilee. I don’t
remember that because I’m only ten!
There’s another jubilee coin here. This one is from 2002 and
it’s a £5 coin. That was to celebrate the Queen’s Golden
Jubilee – that’s 50 years as Queen of England. I can’t
remember that one either!
But I can remember this special occasion … This coin is
from 2011 and it’s a special edition £5 coin to celebrate the
royal wedding of Prince William … Prince William … and
Catherine Middleton.
ANSWER
Milly is talking about coins for special royal occasions.
2 Listen again and complete the table.  $ 1•35
• Focus the children’s attention on the table at the top of
the page. Tell them that this has information about the
coins in Milly’s collection.
64 Unit 2
4006972 Ace TB5.indb 64
complete the missing information in their notebooks.
ANSWERS
1  25 pence   ​2  25  ​3  £5  ​4  2011  ​5  William
3 Listen and read the dialogue.  $ 1•36  Which coin
does Milly like best?
• Ask the children to look at the pictures on the right-hand
side of the page and describe the coins that they see.
• Play the recording for the children to listen and read the
dialogue and pick which coin Milly likes best.
ANSWER
3
4 Look, listen and repeat.  $ 1•37
• Tell the children to look at the dates and number phrases
in the Perfect pronunciation box. Explain that they all
come from the dialogue from Activity 3.
• Play the recording for the children to listen to the phrases.
• Play the recording again for the children to repeat chorally
then individually.
5 Listen to the dialogue again.  $ 1•36  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the pronunciation of
the dates and number phrases.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit
2 and draw attention to the language for asking and
answering questions about personal possessions. Ask a pair
of children to read the dialogue to the class. Tell them that
they will need this language for the communication task.
• Divide the children into pairs, A and B. Tell the children
to turn to the back of their Activity Books and cut out
the Unit 2 fluency cards. They complete their individual
questions on their cards.
• Ask the children to take turns to ask and answer questions
about each other’s collection.
• Go around the class as the children practise, helping and
correcting pronunciation where necessary.
KEY COMPETENCE:   Competence in social skills and
citizenship
Turn-taking in activities, such as in the one above, teaches
children to listen and wait before they speak.
Remind children that it is rude to interrupt and that we
must always take our turn when having a conversation.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
Listening and Speaking. Notes and answers on CD-ROM.
07/12/2012 16:29
 Lesson 8    CB PAGE 23 and AB PAGE 20  4 Which collection is the most interesting? Write
three reasons.
CULTURE AND READING • Ask the children to think about which collection they
think is the most interesting. In their notebooks, they write
Lesson objectives three reasons for their choice.
Read and understand texts about things that people
collect in other countries
5 Tell your partner.
Talk about which collection you find most interesting
• Ask a child to read the example to the class. Ask the
children to work in pairs. They tell each other which
Understand the importance of being honest collection they think is most interesting and why.
Regular review: practise the use of the present simple
with some/any KEY COMPETENCE:   Autonomy and personal initiative
Asking children to give reasons for their answers encourages
Language them to think about the subject in more depth. Wherever
Core: pocket money, collection possible, ask the children to explain their opinions.
Review: present simple with some/any; rubber, present,
colour, shape, fruit, flower, smell, strawberry, magazine, Vital values
football player, badge • Focus the children’s attention on the Vital values feature
Extra: football card, swap, sand, feather, peacock and read the sentence with the class. Ask Why is it
important to be honest? Encourage a variety of responses
from different children around the class. Accept answers
Materials
in English or the children’s own language.
Speak up poster
Activity Book
Warmer
• Write the name of something you collect on a piece of 1 Read the texts on Class Book page 23 again.
card, e.g. key rings. Make notes in the first three columns of the table.
• The children ask questions to guess what you collect. • Ask the children to read the texts about the children’s
collections again and complete the notes in the first
Lead-in three columns.
• Ask the children what they remember about Milly’s coin • Check the answers with the class. (Because the topics are
collection from the previous lesson. likely to be new to the children, allow for flexibility in the
children’s answers by encouraging a variety of responses
Class Book where possible.)
ANSWERS
1 Compare the photos in pairs.
Name Yuki Alvaro Taylor
• Ask the children to work in pairs to compare the photos.
Refer them to the section on describing objects and talking Country Japan Colombia New Zealand
about similarities and differences on the Speak up poster. Collection rubbers football cards shells
How many? 60 about 100 187
• Monitor the activity as the children talk.
Favourite pink cat Colombian biggest shell
• Ask some of the children to share their ideas with the class. team badge
2 Read and match the texts and photos. 2 Write notes about something you collect in the
• Focus attention on the children’s photos and the last column of the table.
messages that they have posted. Tell the class that Billy,
• The children think about something they like to collect
Jilly and Milly want to know what different children collect
and fill in the last column of the table.
in their countries, and Yuki, Alvaro and Taylor have posted
responses on Ace! Space. 3 Complete the sentences with some or any.
• Ask the children to read the three texts quickly and match • Review the use of some and any with the class if
each of them with a photo from Activity 1. necessary. The children complete the sentences.
ANSWERS ANSWERS
1  Taylor  ​2  Yuki  ​3  Alvaro 1  some  ​2  some  ​3  any  ​4  any
3 Read again and choose the best answer. 4 Write I’ve got some or I haven’t got any.
• Before they read the text again, ask the children to read • The children complete the sentences about themselves.
each sentence. They then read the texts and choose the
best answer for each sentence. 5 Use your notes in the table to write about
ANSWERS
something you collect.
1  b  ​2  c  ​3  a  ​4  a  ​5  b  ​6  b • The children use their notes from the table to write about
something they like to collect.
• They should write full sentences, in their notebooks, in
answer to the questions (1–5).

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 Lesson 9    CB PAGE 24 and AB PAGE 21  the text. Go through these with the class, asking questions
WRITING AND PHONICS
Lesson objectives
Identify the features of an email
Understand the use of s’ after plural nouns to
show possession
Identify the spelling patterns of words with the /aɪ/ sound
Write an informal email
Language
Core: Lesson 1 TV programmes
Review: spider, ice skating, island, fly, wear
Extra: stay the night, anniversary
Materials
CD1 $ tracks 38-39; Unit 2 wordcards Set 1
Warmer
• Play a game of Mime! (see page 201) with the Unit 2
Set 1 wordcards.
Lead-in
• Ask the children if they ever go to their friends’ houses
after school. Ask What do you do? Do you stay for dinner? Do
you ever stay the night?
Class Book
1 Read the email. What kind of email is it?
• Focus on the email. Invite predictions about what it
is about.
• Ask the children to read the list of possible things the
email might be about. They read the text quickly and
choose the correct answer to the question.
• Do you do things similar to Milly and Betty on Fridays? Before
the children move on to Activity 2, encourage them
to read the question on the top-right of the page and
quickly scan the text again. The children respond with
their own answer.
ANSWER
a for many children and they will be aware of the
2 Read the email again and answer the questions.
• Ask the children to read the six questions in their
Class Books.
• The children read the email again, in more detail, and
write their answers to the questions.
ANSWERS
1 Betty wrote the email.
2 Milly can go to Betty’s house on Friday.
3 Betty wants to watch the comedy show on Channel 2.
4 45 minutes
5 Betty collects nature stickers.
6 Milly spelt night as nite. Because she confused the
sound of the word and the spelling.
• After you have gone through the answers with the class,
ask the children to look at the annotations on the left of
66 Unit 2
4006972 Ace TB5.indb 66
to check comprehension.
• Focus on the Punctuation box. Ask them if they can see an
example of this in the text (grandparents’ anniversary).
3 Listen and read.  $ 1•38  Say the TV programmes
this person watches.
• Ask the children to look at the pictures to the right of the
poem and tell you what they can see.
• Explain that the person in the poem watches lots of
different programmes and the children must listen out for
all of them.
• Play the poem for the children to listen and follow the
words in their books and find the answers. Play the poem
a second time if necessary.
ANSWERs
The person watches live sports, cookery shows, fashion
programmes, documentaries, travel programmes
and films.
4 Listen and read again.  $ 1•38  Find and write the
words with the /aɪ/ sound.
• Ask the children to find the rhyming words at the end of
the lines in the first verse (night, fight, bike, like). Ask What is
the vowel sound in these words? (/aɪ/)
• Play the recording for the children to listen and read again.
Pause where necessary for the children to write down the
words with the /aɪ/ sound in their notebooks.
• Play the recording again for the children to complete or
check their answers.
ANSWERS
I (x 2), my, night, fight, riding, bikes, like, pies, July, buy,
ties, cacti, light, fire, why, islands, Iceland, tigers, spiders,
flies, red kites, fly, high, sky, whys, eyes
Optional activity
• Ask the children to work in pairs and write down the
different spelling patterns that can represent the /aɪ/
sound.
KEY COMPETENCE:   Competence in social skills and
citizenship
Writing emails is a common form of communication
characteristics of an informal email in their own language.
Discuss with the children how they start and end emails
to a friend. Ask how they think they would do the same
in English.
Activity Book
1 Match the spelling patterns with the words and
complete the table. Listen and check.  $ 1•39
• Remind the children of the poem on Class Book page 24,
and point out that the sound /aɪ/ can be represented by
several different letter combinations.
• Tell the children to open their Activity Books and read the
words that contain the /aɪ/ sound and write them in the
correct column based on their spelling pattern.
• Play the recording for the children to listen and check.
07/12/2012 16:29
 Transcript Lesson 10    CB PAGE 25 and AB PAGES 22, 108 and 109 
1 i  cacti, I, hi
2 ie  ties, flies, pies
REVIEW
3 y  sky, why, buy
4 igh  fight, night, high Lesson objectives
5 i e  fire, bike, kite Review the unit vocabulary and grammar
2 Read Milly’s reply to Betty’s email. Complete. Practise integrated skills
• The children complete the email with the words in
the boxes. Language
Core: Lesson 1 TV programmes; Lesson 5 money words;
answers
comparative and superlative adjectives with two or more
A  From  ​B  To  ​C  Subject  ​D  Hi  ​E  Milly  ​F  P.S.
syllables; infinitives of purpose/adjectives + infinitive
3 Read the email again. Circle the words with the with to
/aɪ/ sound.
Materials
• The children read the email again and circle the words
with the /aɪ/ sound. Remind them that the words can be CD1 $ track 40; DVD Song 2/DVD Story 2; Unit 2
spelt in different ways, as they saw in Activity 1. Grammar and everyday language poster; Speak up poster

answers
Friday (x 3), Hi, fine (x 2), I’ve (x 2), like (x 2), pineapple, Warmer    DVD Song 2 / Story 2 
Wild, I’d • Ask the children to vote on whether they would like
to watch the Unit 2 story animation or the Unit 2 song
4 Look at this email from a friend. Write a reply. video again.
• The children read the email and write a reply in • Play the story or song on the DVD, depending on which
their notebooks. choice is the most popular.

Lead-in
• Tell the children that in this lesson they are going to review
all the vocabulary and grammar they have learnt in Unit 2.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?

Class Book
1 Say the odd word out and why it is different.
• Focus on the groups of words. Tell the children that one
word in each group is the odd one out and that they
must find it and say why. Ask a volunteer to read out the
example in the speech bubble.
• Ask the children to work in pairs. They take turns to find
the odd word out and tell their partner why.
• Go around the class as the children play the game,
helping where necessary.
• Go through the activity with the class. Address any
problems or language issues.
possible answers
1 piggy bank: Notes and coins are money, but a piggy
bank is a place to put money.
2 ten pounds: A penny and a twenty pence piece are
coins, but ten pounds is a note.
3 wallet: A money box and a piggy bank are places to put
money at home, but a wallet is a thing that you carry
your money in.
4 purse: Spend and save are things that you do with
money, but a purse is a thing that you carry money in.
5 twenty pence: One penny and two pence coins are
round, but a twenty pence coin has seven sides.

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 2 Look and write sentences with comparatives
and superlatives.
• Use the Grammar 1 section on the Unit 2 Grammar
and everyday language poster to review comparative
and superlatives adjectives. Elicit example sentences
with each.
• Focus on Activity 2. Explain that the children have to use
the information in the chart to make comparative and
superlative sentences about the films. Read the example
with the class.
• The children make comparative and superlative sentences
using the remaining pairs of adjectives in the box.
3 Write and tick ✓ or correct the words.
• Focus attention on the teachers’ favourite programmes.
Explain that the person who wrote this text made some
spelling mistakes.
• Ask the children to read each programme and tick or
correct the misspelt words.
ANSWERS
1  ✓  ​2  cartoons  ​3  ✓  ​4  ✓  ​5  soap operas   ​6  talent
shows  ​7  ✓  ​8  documentaries
4 Look and say what you can do in Aceton.
• Focus attention on the pictures. Explain that they show
some of the places you can visit in Aceton. Ask a volunteer
to read the example to the class.
• Ask the children to work in a pairs. They take turns to look at
the pictures and tell their partner what they can do there.
possible answers
1 You can visit the museum to see the old coins.
2 You can visit the stables to see the horses.
3 You can visit the pool to go swimming.
4 You can visit the Chinese restaurant to eat Chinese food.
5 You can visit the ice rink to go ice skating.
6 You can visit the cinema to watch a film.
Milly  No, but Jilly won the talent show with her singing! And
we made a soap opera about our family.
Mrs Bean  Did you?
Milly  Yes. It wasn’t a comedy show, but it was quite funny.
ANSWERS
✓:  1, 3, 5, 6
2 Complete using the infinitive with to.
• The children look at the picture of the school video camera
and read the labels to find out what each part does.
• Ask a volunteer to read the example sentence. Ask Why
do we use the infinitive here? (to give a reason). If necessary,
use the Grammar 2 section on the Unit 2 Grammar and
everyday language poster to review infinitives.
• The children complete the text with the infinitive forms of
the words in the box.
ANSWERS
1  to turn   ​2  to start   ​3  to see   ​4  to watch   ​5  to make
3 Look at the survey results. Complete Jilly’s
description.
• The children look at the survey results and use the
information to complete the gaps in Jilly’s description
with quantifiers and numbers.
answers
1  All of   ​2  Most of   ​3  None of   ​4  Some of   ​5  8
4 Write sentences comparing collections.
• The children use the information in Activity 3 and the
word prompts to write sentences comparing the things
that the children collect.
answers
1 Football cards are more exciting than stamps.
2 Stamps are more educational than rubbers.
3 Coins are more expensive than rubbers.

KEY COMPETENCE:   Competence in social skills and

citizenship
The task in Activity 4 helps the children to think about
activities that different places in a town have to offer. This is
a useful skill when planning activities for friends or visitors.

Activity Book
1 Listen.  $ 1•40 Tick ✓ the TV programmes that
Class 5A made.
• Play the recording for the children to listen to the dialogue
between Milly and Mrs Bean. Pause, if necessary, for the
children to tick the programmes that Class 5A made.

Transcript
Mrs Bean  Hi Milly. Did you have a good day at school?
Milly  Oh yes! We made TV programmes.
Mrs Bean  That sounds fun. What kind of programmes?
Milly  Well, I made a news programme about what happened
at school today.
Mrs Bean  Great!
Milly  And Billy was in a quiz show with Miss London asking
the questions.
Mrs Bean  Did he win?

68 Unit 2

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 Lesson 11    CB PAGE 25 and AB PAGE 23  • Play the recording for the children to listen and number
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 2
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 2;
Review: twice a week
Materials
CD1 $ track 41; internet; TV guides/pre-prepared fact
sheets about popular TV programmes
Warmer
• Play a memory game. Divide the class into teams. Read
out some questions about what happened in the unit
for the children to write down their answers, without
looking in their books. The teams get one point for each
correct answer.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photo of the girl giving a
presentation. Ask What is the presentation about? What is
the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their favourite TV programme.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of headings and the
information in the diagram. They write the headings in the
correct places. They do not need to read every word.
answers
My favourite TV programme [Clockwise from ‘cartoon’:]
Type of programme; When it’s on; Where it’s on; What it’s
about; Why I like it
2 Listen and number the presentation plan.  $ 1•41
• Tell the children that they are going to hear a pupil giving
her presentation about his favourite TV programme.
4006972 Ace TB5.indb 69
the sections as he talks about them.
Transcript
1  My favourite TV programme is called Max Magic.
2  It’s a cartoon.
3  It’s on twice a week, on Tuesdays and Thursdays, at
4.45 pm. It lasts fifteen minutes.
4  It’s on the Cartoon Channel.
5  It’s about a boy called Max, who’s learning to be a
magician. But he’s the most terrible magician at his magic
school. The cartoon is about all the things that go wrong
when he’s trying to do magic.
6  I like it because the stories are more interesting than in
other cartoons and the music is good.
ANSWERS
[Clockwise from ‘cartoon’:] 2, 3, 4, 5, 6, 1
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their
favourite TV programme by copying the headings from
Activity 1 and making notes.
• The children may need to check some of the facts about
their programmes. If there is classroom access to the
internet, the children can do this on the computer. If not,
make TV guides available, or provide the children with
pre-prepared fact sheets about popular TV programmes.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.
KEY COMPETENCE:   Autonomy and personal initiative
In Activity 3, the children take responsibility for their own
research and the way that they present it.
Where appropriate, allow the children freedom to
make their own decisions – it will not only build their
confidence, but also open up new areas of interest.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Jilly and Milly
and their class on page 25 of the Class Book: Heroic history
homework. Find out about Ancient Greece. Tell them that
this will be the theme for the next unit.
• Ask the children what they know about Ancient Greece.
What kinds of things do they think Billy, Jilly and Milly
might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 2 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 2 Test.
Notes and answers on CD-ROM.
Unit 2 69
07/12/2012 16:29
 3    ​H e r o c h story
Lesson 1    CB PAGE 26 and AB PAGES 24 and 104  Transcript
VOCABULARY
Lesson objectives
Identify different types of materials
Identify different text types
Find information in a diary
Ask and answer about materials you can see
Language
Core: wool, iron, bronze, stone, gold, wood, leather, wax,
clay, linen, ivory, silver,
Review: What … can you see? I can see … , coins
Extra: ancient, legend, BC, slave, bench
Materials
CD2 $ tracks 01–03; Unit 3 wordcards Set 1; a watch
or timer; a collection of classroom objects made from
a range of materials, e.g. a wax crayon, a metal pencil
sharpener, a wooden ruler
Warmer
• Put the classroom objects on your table. Ask the class
What can you see? Point to each object in turn and ask
What’s it made of?
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find out about Ancient Greece.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Jilly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 2•01  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Jilly’s homework.
• Ask the children to open their Class Books and look at the
things Jilly has brought in.
• Read through the text types with the class and check that
the children understand what each one means. Explain
that a legend is an old story.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
70 Unit 3
4006972 Ace TB5.indb 70
Miss London  Hi everyone! What was your heroic history
homework this week?
Jilly  Find out about Ancient Greece.
Miss London  That’s right! What have you got, Jilly?
Jilly  Well, I’ve got a page from a history book. It’s got pictures
of people and things in Ancient Greece.
Miss London  Great! What else?
Jilly  I found a page from a diary. It’s an Ancient Greek diary.
Miss London  800 BC! Wow!
Jilly  And I’ve got a story. It’s a legend about Ancient Greece.
Miss London  Well done, Jilly! Thank you!
ANSWERS
A  history book page   ​B  diary entry   ​C  legend
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 2•02
• Ask the children to look at the materials on the history
book page (text A). They match the words to the pictures
and write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  gold  ​2  silver  ​3  bronze  ​4  stone  ​5  iron  ​6  ivory  ​
7  clay  ​8  wool  ​9  leather  ​10  linen  ​11  wax  ​12  wood
3 Look at text A. Listen and say the material. 
$ 2•03
• Ask the children to look at the history book page again. Tell
them that they are going to hear Jilly talking about each of
the objects. They must listen and complete the sentences
by saying what materials the objects are made of.
• Play the recording, pausing after each extract for the
children to say the material.
Transcript
A Candles were made of …
B Ancient Greek sandals were made of …
C Ancient Greek combs were made of …
D Men’s clothes were made of …
E Women’s clothes were also made of …
F Coins were made of …
ANSWERS
A  wax  ​B  leather  ​C  ivory  ​D  linen  E  linen  ​
F  gold, silver
Optional activity
• Ask the children to work in pairs. They take turns to
make comparisons between the materials things were
made from in Ancient Greece and the materials they
are made from today, e.g. In Ancient Greece, combs were
ivory. My comb is plastic.
07/12/2012 16:29
 KEY COMPETENCE:   Learning to learn Lesson 2    CB PAGE 27 and AB PAGE 25 
By making comparisons with things in their own lives, the
children are better able to relate to life in the past. Where STORY
possible, use personalization to help the children relate
other people’s experiences and situations to their own. Lesson objectives
Read and understand a legend
4 Read text B and answer.  Retell a story
• Ask the children to look at text B. Read the questions with Write a review of the legend
the class. Explain that this is a speed-reading task and that
the children have one minute to complete it. Language
• Ask the children to use the diary entry to find the answers Core: Lesson 1 materials words
to the questions. Use a watch or timer to time one minute. Review: past simple; city, run/ran
ANSWERS Extra: ancient, wooden, coast, protect, gate, lock, enter,
A boy from Ancient Greece wrote the diary. It’s about school. general, harbour, destroy

5 Ask and answer in pairs. Materials

• Divide the class into pairs. Ask a pair of children to read CD2 $ track 04; Unit 3 wordcards Set 1
the example dialogue for the class.
• The children take turns to ask and answer the questions Warmer
in pairs.
• Divide the class into two teams. Hold up the Unit 3 Set 1
wordcards one at a time. The first person to call out the
Activity Book name of an object made from that material wins a point
for their team.
Bilingual dictionary
• Tell the children to turn to page 105 of the Activity Book Lead-in
and write translations for the materials. • Explain that the children are going to hear a legend about
Ancient Greece. Ask them if they know of any legends.
1 Write the materials.
They tell the class about them.
• The children look at the pictures and write the adjectives
that describe the materials. Display the Unit 3 Set 1
wordcards for support while they work.
Class Book
ANSWERS 6 Read and listen.  $ 2•04  Choose the best title.
1  iron  ​2  leather  ​3  wool  ​4  stone  ​5  wood  ​6  ivory  ​ • With books open, ask the children to read the list of
7  clay  ​8  wax possible titles for the story.
• Play the recording for the children to follow the story in
2 Read and complete the definitions. their books.
• The children complete the definitions with the correct • Check the answer with the class and then discuss the
materials.
children’s reactions to the story.
ANSWERS
ANSWER
1  ivory  ​2  wool  ​3  Gold, silver   ​4  leather  ​5  Linen  ​
The wooden horse
6  wax  ​7  Bronze  ​8  Clay
7 Read again and answer.
3 Complete the table using words from Activities 1
and 2. • Ask the children to read the legend again and write their
answers to the questions in their notebooks.
• The children use the pictures from Activity 1 and the
information from Activity 2 to complete the table. ANSWERS
1  No. Because there was a war between the Trojans
ANSWERS
and the Greeks.   ​2  Because there was a very high
1 Metals gold silver bronze iron wall around the city.   ​3  an enormous wooden horse   ​
2 Materials from animals leather wool ivory 4  Because they thought it was a present from the Greeks.  ​
3 Materials from plants wood linen 5  30 Greeks  ​6  No. Because the Greeks destroyed it.

4 Choose five materials and write sentences. Optional activity

• The children choose five materials and write their own
sentences about them.
• Write some significant words and phrases from the story
on the board, e.g. war, wall, general, horse, present, soldiers.
• The children work in a pairs to make sentences about
each thing, e.g. There was a war between the Greeks and
the Trojans.

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 8 Retell the story with your partner. Lesson 3    CB PAGE 28 and AB PAGES 26 and 109 
• Divide the class into pairs. Tell the children that they are
going to retell the story with their partner. GRAMMAR
• Focus on the example and ask a pair of children to read it
to the class. Then ask the children to close their books. Lesson objectives
• Go around the class, helping and checking as the children Practise using be made of in the present and past simple
retell the story with their partners. Make sentences about what things are/were made of
• Retell the story as a class. Ask different children to tell you Describe a picture
each part. Regular review: practise using his/her and the possessive ‘s
• What do you think? Discuss the question as a class. Ask the
children to think about what happened in the story. What Language
do they think of the Trojans and the Greeks? Core: Lesson 1 materials words; be made of (present and
past simple)
KEY COMPETENCE:   Learning to learn
Retelling a story helps to reinforce it in the children’s Review: wear
minds. When this is done in pairs, it is even more effective Extra: tunic, denim,
as different children will remember different elements
more clearly. Materials
When the children retell stories, encourage them to do CD2 $ tracks 04–05; Unit 3 wordcards Set 1; Unit 3
this completely from memory. They can look back at the Grammar and everyday language poster; Speak up poster
story only when they have finished to check that what
they remembered was correct. Warmer
• Play a game of Categories (see page 201) with the Unit 3
Activity Book Set 1 wordcards.

Lead-in
Plot, characters and setting
• Ask the children what they can remember about the
1 Remember the story. Circle the correct answers. legend from Lesson 2. Prompt with questions if necessary.
• The children read the sentences about the story and • Ask the children to open their Class Books and look at the
choose the correct words or phrases to complete them. story on page 27 again. How well did they remember it?
ANSWERS
1  c  ​2  a  ​3  c  ​4  b  ​5  b Class Book
2 Match the questions and answers. 1 Read and listen to the story again on page 27. 
$ 2•04 Match.
• The children find and match the correct answer to
each question. • With books open, tell the children that they are going to
hear the story again. As they listen, they match the two
ANSWERS halves of the sentences.
1  b  ​2  d  ​3  a  ​4  c
• Play the recording, more than once if necessary.

Synopsis ANSWERS
1  b  ​2  a  ​3  d  ​4  c
3 Read and complete.
• The children complete the text by writing the missing 2 Listen and say the number.  $ 2•05  Describe the
words in the table. pictures.
• Focus on the pictures. Tell the children that they are going
ANSWERS to hear a description of each picture.
1  for  ​2  wall  ​3  couldn’t  ​4  sailed  ​5  horse  ​6  had  ​
7  were  ​8  opened  ​9  won
• Play the recording, pausing after each description for a
different child to say the number.
Review • Ask the children to work in pairs. They take turns to
describe the pictures to each other.
4 Complete the review.
Transcript
• The children complete the review and rate the story, It’s made of plastic.
referring to the writing tip for help. It was made of wood and wax.
Possible ANSWERS They are made of leather.
1  The wooden horse  ​2  Greeks  ​3  Trojans  ​4  many They were made of leather.
years ago on the coast of Asia   ​5  Children’s own answers  ​ It’s made of paper.
6  Children’s own answers It was made of ivory.
Further practice answers
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, 1, 4, 5, 6, 3, 2
Story worksheet. Notes and answers on CD-ROM.

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 Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 3.
• Write a present simple affirmative and negative sentence
and a question from the table on the board. Ask the
children to identify them.
• Ask volunteers to come to the front and underline the
phrase made of in each one. Point out that this phrase
never changes, i.e. we do not say make of when using the
present simple.
• Repeat with the past simple.
• Read the explanations and examples on the poster to
the class.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different volunteers
to make sentences from each section of the table.
KEY COMPETENCE:   Learning to learn
Through using a grammar table to make sentences, the
children see how the structure works.
If there is time, allow the children to practise making
more sentences in pairs before they move on to the less
controlled activity that follows.
4 Describe the pictures in pairs.
• Focus on the two pictures. Explain that the first shows Billy
and William in a classroom in Ancient Greece. The second
shows them in Miss London’s classroom in the present day.
• Ask a pair of children to read the example dialogue to the
class. Elicit some similar present simple and past simple
sentences about the pictures from the class.
• Ask the children to work in pairs to talk about the things
in the picture of the classroom from Ancient Greece
and compare them with the things in the modern day
classroom. They use past simple and present simple
sentences with made of. They can also refer to the Talking
about a picture section on the Speak up poster, for help.
Possible ANSWERS
The Ancient Greeks wrote on tablets. They were made of
wood and wax. We write in books. They are made of paper.
The Ancient Greeks sat on benches. They were made
of wood. We sit on chairs. They are made of metal and
plastic.
The Ancient Greeks used abacuses. They were made of
wood. We use calculators. They are made of plastic.
The Ancient Greeks used combs. They were made of ivory.
We use combs too. They are made of plastic.
The Ancient Greeks drank from cups. They were made of
clay. We drink from bottles. They are made of plastic.
Optional activity
• Read out some correct and incorrect sentences about
objects in Ancient Greece and the modern day for the
children to call out True or False. They correct the false
sentences, e.g. In Ancient Greece, combs were made of
ivory. – True; Today, combs are made of wood. – No they’re
not. They are made of plastic.
4006972 Ace TB5.indb 73
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 109 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and complete. Write is made of or are
made of.
• The children read what Jilly has written and complete the
sentences with is made of or are made of.
ANSWERS
1  is made of   ​2  are made of   ​3  is made of
2 Look at Activity 1 and write sentences about toys
in Ancient Greece.
• The children use the word prompts to make negative
sentences about the toys. They write affirmative sentences
using the information from Activity 1.
ANSWERS
1 Rattles weren’t made of wood. They were made of clay.
2 Knucklebones weren’t made of ivory. They were made
of bronze and glass.
3 Dolls weren’t made of gold. They were made of clay.
3 Look and write. Compare.
• The children look at the pictures. In their notebooks, they
write a sentence about what each thing was made of in
Ancient Greece, followed by a sentence about what their
corresponding belongings are made of today.
Possible answers
1 In Ancient Greece, toys were made of wood and clay.
My toys are made of plastic.
2 In Ancient Greece, clothes were made of wool and
linen. My clothes are made of cotton and wool.
3 In Ancient Greece, combs were made of ivory. My comb
is made of plastic.
4 In Ancient Greece, beds were made of wood and
leather. My bed is made of wood and metal.
4 Look and complete.
• The children look at the picture and complete the
sentences about what the children’s clothes are made of.
Remind them to use the pronoun his or her for the second
sentence about each child.
answers
1 Jilly’s coat is made of wool. Her shoes are made
of leather.
2 Billy’s trousers are made of wool. His shirt is made
of cotton.
3 Milly’s skirt is made of wool. Her bag is made of leather.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 3,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.
Unit 3 73
07/12/2012 16:29
 Reinforcement Lesson 3a 2 Complete the diagram.
• Ask the children if they have ever heard of a Venn diagram.
(optional) Tell them that they are going to draw one and put the
words from Activity 2 into it.
REINFORCEMENT AND STORY PRACTICE • Draw two overlapping circles on the board. Write the
Lesson objectives heading Today at the top of the left-hand circle, and
Ancient Greece at the top of the right-hand circle.
Review and practise be made of in the present and
past simple • Tell the children that they must write the objects in
the correct circles. Any objects that are used today and
Review and practise materials vocabulary
were used in Ancient Greece should be written in the
overlapping section.
Language
• Do the first object as a class and then allow the children to
Core: Lesson 1 materials words; be made of (present and sort the remaining objects by themselves.
past simple)
• Go through the answers with the class. The children may
Review: plastic, cotton feel that some of the answers are a matter of debate, e.g.
we don’t usually have iron doors today, but they can be
Materials found on some buildings. Resolve any disputes and come
DVD Story 3; Unit 3 wordcards Set 1; Unit 3 Grammar to an agreement as a class.
and everyday language poster; $ Teacher’s Resource
possible answers
CD-ROM, DVD worksheets section, Unit 3; a collection of
objects made of different materials for each group (e.g.
a wax candle, a plastic comb, a pair of woollen gloves, Today Ancient
some silver earrings) Greece
cotton leather linen tunic
Warmer T-shirt sandals
• Put the Unit 3 Set 1 wordcards face down on your table. wax tablet
Ask a volunteer to stand up. Turn over the first wordcard
and show the class. The volunteer makes a sentence plastic clay ivory comb
about it, e.g. My shoes are made of leather. toothbrush pot
iron door
• Repeat with the rest of the wordcards.

Lead-in
• Divide the class into small groups. Give each group a KEY COMPETENCE:   Learning to learn
collection of objects. The children talk to each other about Tell the children that Venn diagrams can be used to show
what each object is made from. relationships between any two groups. Explain that by
• Ask one person from each group to report back to the class. using a diagram, we can present information in a visual way.
Diagrams can also be useful in helping us to plan our work.
1 Write the vowels. Discuss with the class what kind of diagrams the children
• Tell the children that you are going to write some phrases have used and how these diagrams help with presenting
on the board that are made up of a material and an information and planning work.
object, but the vowels will be missing. They must copy
them down, writing in the missing vowels. 3 Choose one of these topics: clothes, things in the
• Write the following in a column on the right-hand side of house, things at school. Compare life today with life
the board: in Ancient Greece.
l_n_n t_n_c • Tell the children that they are going to write about the
w_x t_bl_t similarities and differences between one aspect of life
_v_ry c_mb today and life in Ancient Greece. Explain that they can use
cl_y p_t the information from their diagrams to help them.
_r_n d__r • Use the Grammar 1 section of the Grammar and everyday
c _ t t _ n T-s h _ r t language poster for Unit 3 to review the use of be made of
l__th_r s_nd_ls in the present and past simple.
pl_st_c t__thbr_sh
• The children choose their topic and write their
• Go around the room, helping and checking as the comparisons. They should include sentences with is/are
children write their answers. made of and was/were made of.
• Check the answers with the class. Write in the missing
vowels and leave the phrases on the board. 4 Watch the story on DVD.    DVD Story 3 
answers • Tell the children they are going to watch the story The
linen tunic, wax tablet, ivory comb, clay pot, iron door, wooden horse on DVD.
cotton T-shirt, leather sandals, plastic toothbrush • Write the following words on the board and ask the
children to copy them into their notebooks.

74 Unit 3

4006972 Ace TB5.indb 74 07/12/2012 16:29

 1  city  2  war  3  castle  4  wall  5  gates  6  stone  
7  boat  8  party
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 3 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  city  2  war  4  wall  5  gates  6  stone  8  party
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The children’s completed wordcards can be displayed in
the classroom.
4006972 Ace TB5.indb 75
Lesson 4    CB PAGE 29 and AB PAGE 27 
READING AND WRITING
Lesson objectives
Read and understand a diary entry from Ancient Greece
Use adjectives in the correct order in sentences
Write a diary entry
Learning to learn: keeping a learning diary
Language
Core: Lesson 1 materials words; adjective word order;
Review: adjectives to describe opinion, size, age, shape,
colour, origin and material; octopus, reading, run/ran,
write/wrote
Extra: athletics, wrestle, discus
Materials
Unit 3 wordcards Set 1
Warmer
• Play a game of Spell it! (see page 202) with some of the
Unit 3 Set 1 wordcards.
Lead-in
• Ask if the class can remember what Jilly brought in for her
homework assignment in Lesson 1. Ask Which thing told use
about the life of a boy in Ancient Greece? (T=the diary entry)
Class Book
1 Read part 1. Remember and complete. Read
page 26 again and check.
• Ask the children to look at the diary entry on page 29 and
complete part 1 from memory.
• When they have finished, the children look at the diary
entry on page 26 to check their answers. Then go through
the answers with the class.
answers
1  slave  ​2  rich  ​3  wood  ​4  boys  ​5  home
2 Read and write rich boys, girls or slaves. Read
part 2 and check.
• Ask the children to read the sentences and write in their
notebooks who they think they are about (rich boys, girls
or slaves).
• Ask the children to read part 2 of the diary entry to check
their answers. Then check as a class.
ANSWERs
1  slaves  ​2  girls  ​3  rich boys   ​4  rich boys   ​5  rich boys
Optional activity
• Ask the children to read part 2 of the diary entry again
and write down all of the adjectives they can find.
3 Read part 2 again and match. Complete the table.
• Focus on the example. Ask the children to find the
sentence in the text.
Unit 3 75
07/12/2012 16:29
 • Ask the children to read the rest of part 2 again and match ANSWERS
the remaining sentences. Opinion Size Age Shape Colour Origin Material Noun
• Check the answers with the class. my clay doll
• Ask the children to write the adjectives in the correct a big square woollen one
columns in the table. our large round wooden hoops
• Go through the activity. Explain that this is the way that
we order adjectives when we use several in one sentence. 4 Write a diary entry about what you did yesterday.
ANSWERS • Ask the children to think about what they did yesterday in
Opinion Size Age Shape Colour Origin Material Noun the morning, afternoon and evening. Ask a different child
to suggest a sentence for each time of the day.
1 my wonderful old Greek teacher
2 a fantastic long classical poem
• The children write a diary entry in their notebooks, using
the one from Activity 1 as a model. Encourage them to
3 my new brown wooden abacus use as many adjectives as possible.
4a heavy round iron discus
Learning to learn: Write a diary entry for today.
4 Describe the people and objects in each picture Use these questions to help.
with three adjectives. • Ask the children to read the questions. They use their
• Focus on the first picture. Ask What can you see? (a helmet) answers to write a learning diary.
Elicit three adjectives that could describe the helmet (grey • Focus the children’s attention on the Writing tip.
blue, iron). Ask the children to help you put the adjectives
in the correct order. Write the complete phrase on the Write a word or draw a picture to describe how you
board (a grey and blue iron helmet). feel about learning today.
• The children write phrases with three adjectives for the • The children write a word or draw a picture that describes
remaining pictures. how they feel about their learning to go with their diary.
possible ANSWERS KEY COMPETENCE:   Learning to learn
1 A grey and blue iron helmet.
Writing a learning diary helps the children to take control
2 A smelly, brown, leather sandal.
of their learning. While it may not be possible to write
3 A heavy, old, iron door.
a diary entry at the end of each lesson, encourage the
4 A big, young, rich Greek.
children to talk about how they feel about their learning
5 A tall, young, slim woman.
and achievement as often as possible.
6 A beautiful, brown, wooden horse.

Activity Book
1 Read the diary and complete the sentences. Then
underline the adjectives in the text.
• The children read the Ancient Greek girl’s diary and
complete the sentences. They then underline the
adjectives in the diary.
ANSWERS
1  clay  ​2  brother  ​3  read and write   ​4  a tunic   ​
5  of wood  ​6  octopus soup
Adjectives:  clay, big, fresh, delicious, big, square, woollen,
large, round, wooden

2 Read and circle.

• The children read the sentences and circle the correct
word or phrase in each one.
answers
1  yourself  ​2  date  ​3  past simple   ​4  morning  ​
5  ’I’ and ‘we’

3 Create an adjective table like the one in your

Class Book page 29. Add phrases from the diary
entry in Activity 1.
• The children copy the phrases with more than one adjective
from the text into their table from Activity 1.

76 Unit 3

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 Lesson 5    CB PAGE 30 and AB PAGES 28 and 104  answers
VOCABULARY AND DVD SONG
Lesson objectives
Identify different parts of a Roman villa
Listen and extract information from a song
Compare your house to a Roman house
Language
Core: couch, mattress, heating, tiles, first floor, balcony,
stairs, pillar, fountain, courtyard, study, mosaic,
Review: prepositions; toilets, fat, road
Extra: folding clothes, sweeping the path, laying the table
Materials
CD2 $ tracks 06–09; DVD Song 3; Unit 3 wordcards Set
2; Speak up poster
Warmer
• Ask different children around the class to stand up and
describe one of their belongings or something that they
are wearing, using a phrase with three adjectives, e.g. This
is my fantastic, new, pink pencil case.
Lead-in
• Ask the children to work in pairs. They take turns to describe
their houses and objects in certain rooms to each other.
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the
picture of the interactive whiteboard. Ask different
children what they think the lesson is going to be about.
Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat.  $ 2•06
• Establish that this lesson is about Roman houses.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the things in the picture
as they do so.
Transcript
1  couch  ​2  mattress  ​3  heating  ​4  tiles  ​5  first floor   ​
6  balcony  ​7  stairs  ​8  pillar  ​9  fountain  ​10  courtyard  ​
11  study  ​12  mosaic
3 Listen and say the word.  $ 2•07
• Play the recording, pausing after each description for
the children to say the word. Display the Unit 3 Set 2
wordcards for support while they listen.
Transcript
A The Romans lay on this to eat.
B It was a room to work in.
C They were on the roof of a villa.
D It was under the floor in a villa.
E The Romans used these to go up to the bedroom.
F This was in the courtyard.
4006972 Ace TB5.indb 77
A  couch  ​​B  study  ​C  tiles  ​D  heating  ​E  stairs  ​
F  fountain
4 Listen to the song.  $ 2•08  Which rooms do
you hear?     DVD Song 3 
• Play the audio or DVD version of the song for the children
to listen and make a note in their notebooks of the rooms
they hear.
• Play the song a second time if necessary.
Transcript
When you look back in time, in our history,
Tell me who invaded Europe, from 200 BC?
They were Romans! They’re still really famous.
Romans! Look what they gave us!
They’re the ones who built the roads.
The Romans were builders. They built big villas,
With tiles on the roof and huge stone pillars.
In the kitchen it was dark. It was dirty and bare,
But it didn’t really matter ‘cos the slaves worked there.
The rich men lay on couches to eat their dinner.
While the rich got fat, the slaves got thinner.
… They’re the ones who built the walls.
Now let’s take the stairs to the first floor.
Look and see just what those Ancient Romans saw.
In the bedroom was a bed, made of wood and leather,
And a mattress made of grass or straw or maybe feathers.
They had a study with mosaic floors, a balcony.
They had a courtyard with a fountain and an olive tree.
… They’re the ones who built the baths.
Hey under the floor the Romans had heating.
They liked to take a bath when they finished eating.
They had public toilets. They had public baths.
And they all washed together and they talked and laughed.
They didn’t have a bathroom in their home,
‘Cos they didn’t like bathing all alone.
They were Romans … Look at what they gave us! [x2]
ANSWERs
kitchen, bedroom, study, bathroom
5 Listen again.  $ 2•08 Say True or False.
• Ask the children to read the sentences in their Class Books.
• Play the recording again, pausing if necessary, for the
children to listen and say True or False for each sentence.
ANSWERs
1  False  ​2  False  ​3  True  ​4  False  ​5  False  ​6  True
Optional activity
• Ask the children to correct the false sentences in
Activity 5.
KEY COMPETENCE:   Artistic and cultural competence
Through this true/false comprehension activity, the
children learn about how people lived their everyday lives
in Roman times.
Tell the class that there are examples of well-preserved
Roman houses and villages that are still around today.
Ask if they know of any such sites and if they can tell you
anything about them.
Unit 3 77
07/12/2012 16:29
 6 Compare your house to a Roman house. Talk
in pairs.
• Ask a pair of children to read the example dialogue to
the class.
• Refer the children to the section on describing similarities
and differences on the Speak up poster. They work in pairs,
taking turns to make comparisons.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 104 of their Activity Books
and write the translations for the Ancient Rome words.
1 Complete the song. Listen and check.  $ 2•08
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERs
1  villas  ​2  tiles  ​3  pillars  ​4  couches  ​5  stairs  ​
6  mattress  ​7  study  ​8  mosaic  ​9  balcony  ​
10  courtyard  ​11  heating
2 Listen and tick ✓ the typical Greek house.  $ 2•09
• Play the recording for the children to listen to the description
of a typical Greek house. They tick the correct picture.
• Check the answer with the class.
Transcript
Ancient Greek houses had different rooms for men and
women. Here’s a typical one. It’s got two floors.
There’s a courtyard in the middle with pillars in it. On the
ground floor, there’s the men’s dining room on the left.
There are couches for the men to sit on. At the back, there’s
a kitchen and on the right, there’s a bathroom. There’s also a
room for keeping food and a room for working.
On the first floor, there are two bedrooms with beds and
wooden boxes. The mattresses were made of linen or
leather. There’s also a small room for a slave and a large room
for the women.
answer
a✓
3 Look at Activity 2 and complete.
• The children complete the sentences about the typical
Greek house (picture a).
ANSWERS
1  There’s, courtyard   ​2  There’s, bathroom   ​
3  first floor, bedrooms
4 Write about your home.
• The children write a description of their home in their
notebooks.
78 Unit 3
4006972 Ace TB5.indb 78
Lesson 6    CB PAGE 31 and AB PAGES 29 and 110 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about Roman baths
Read and understand a text about Roman baths
Practise using used to / didn’t use to to describe things
that people regularly did in the past
Make sentences about people’s regular activities in the
past and present
Language
Core: activities; used to / didn’t use to
Review: present simple; past simple; restaurant, city, wear
Extra: games room, take off, perfumed, humid, oil, sweat,
body, statue
Materials
CD2 $ tracks 08 and 10–11; Speak up poster; Unit 3
Grammar and everyday language poster
Warmer  $ 2•08
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Ask individual children about their bath-time routine, e.g.
When do you have your bath? What do you wash with? Do
you put bubbles in the water?
• Now ask the children to imagine they live in Roman times.
Ask different children to tell you about their baths.
• Tell the children that the Ace pupils are going to visit
some Roman baths in this lesson, where they will learn
about Romans and their bathing habits.
Class Book
1 Look at the photos. Say what you know about
Roman baths.
• Ask the children to look at the photos and say what they
can see.
• Ask the children to work in pairs. They use the photos to
tell each other what they know about Roman baths. Refer
them to the Guessing section on the Speak up poster for
help, if necessary.
• Discuss the photos as a class. Encourage different children
to share their ideas.
2 Listen, read and check your ideas.  $ 2•10
• Tell the children that they are going to listen and read to
check their ideas on Roman baths.
• Play the recording while the children follow the words in
their books.
• Ask the children if their predictions were correct. Answer
any questions that the children have and go through the
meanings of any unknown vocabulary.
07/12/2012 16:29
 3 Read the grammar table and learn. Find more
examples of used to in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
3. Use the examples and explanations to show how and
when we use used to / didn’t use to.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of used to.
ANSWERS
They used to go to the public baths …; They used to do
exercises …; They used to wear wooden sandals …; They
didn’t use to wash with soap; Then they used to jump into
a very cold pool!
KEY COMPETENCE:   Learning to learn
Making and memorizing sentences consolidates learning.
The children will be able to use the structures that they
have memorized to make new sentences. Ask the children
to write an example of an affirmative and negative
sentence and a question about the Romans.
Optional activity
• Make false sentences about the Romans for the class
to correct, e.g. The Romans used to wash with soap. (No!
They didn’t use to wash with soap. They used to take off the
oil and sweat with a strigil.)
4 Read again and complete the table.
• Focus on the table. Explain that the first column is for the
activities that the Romans did in the past and the second
column is for the things that the tourists do in the present.
• Ask the children to read the text again. They write the
activities in the correct columns.
ANSWERS
Past activities Present activities
use a strigil take photos
wash in the baths visit the museum
do exercises buy souvenirs
use soap 6 They didn’t use to jump into a cold pool. G
jump into cold pools
5 Make sentences about Romans and tourists
in pairs.
• Ask the children to work in pairs. They take it in turns to
use the first column of the table to make sentences with
used to / didn’t use to about what the Romans did in the
past, and the second column to say what the tourists
do today.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 110 of their Activity Books, and remind them that it
is here to help them when they need it.
4006972 Ace TB5.indb 79
1 Write used to or didn’t use to.
• The children complete the sentences from memory.
• They look back at the text on page 31 of their Class Books
to check their answers.
ANSWERS
1  didn’t use to   ​2  used to   ​3  didn’t use to   ​4  used to
2 Listen and number the pictures in order.  $ 2•11
• Play the recording, pausing if necessary, for the children to
number the pictures in the correct order.
Transcript
Rich people in Ancient Greece had bathrooms. Baths were
very important.
1  First, a slave used to collect water from a well. The slave
carried the water back to the house.
2  Then the slave used to heat the water over a fire. When it
was hot, he poured it into the bath. The baths were made
of wood or stone.
3  The rich person used to wash in the bath. The Ancient
Greeks didn’t use to use soap.
4  After the bath, the rich person used to cover his or her
body with olive oil. The Ancient Greeks often used to eat
after a bath.
Answers
a  3  ​b  1  ​c  4  ​d  2
3 Write sentences. Then write G (Greeks) or
R (Romans).
• The children complete the sentences by looking at the
phrases and the ticks and crosses, and writing affirmative
or negative used to sentences accordingly.
• They then look at the pictures in Activity 2 and remember
the information about Romans on the Class Book page to
decide if the sentence applied to the Greeks or Romans.
answers
1 They used to have baths at home. G
2 They didn’t use to have baths alone. R
3 They used to heat water over a fire. G
4 They didn’t use to have a bathroom in their home. R
5 They used to meet their friends at the baths. R
4 Listen again and tick ✓ or cross ✗.  $ 2•11 Then
write about rich people in Ancient Greece.
• Play the recording for the children to listen again. They put
a tick or a cross next to the sentences.
• The children then use the sentences to write about rich
people in Ancient Greece.
• Check the answers with the class.
answers
1  ✗  ​2  ✓  ​3  ✗  ​4  ✓
1 They didn’t use to carry their own water. Their slave
used to carry their water.
2 They used to have baths made of wood or stone.
3 They didn’t use to use soap. They used to use olive oil.
4 They often used to eat after a bath.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 3,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Unit 3 79
07/12/2012 16:29
 Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Identify people and things in a Roman amphitheatre
Research the life of a gladiator
Write a diary entry for a gladiator
Share knowledge and learning in the form of a social task
Language
Core: Lesson 1 materials words; Lesson 5 Ancient
Rome: house and home words; amphitheatre, audience,
gladiator, tier, arena, corridor
Extra: wild animal, criminal
Materials
DVD cross-curricular; computer, internet/encyclopedias
and interactive whiteboard or a large picture of a well-
preserved amphitheatre, such as the Colosseum in Rome
or the Roman Amphitheatre at Arles, France; a smaller
picture of an amphitheatre for each group; large sheets
of paper for each group; Speak up poster
Warmer
• Play a game of Twenty twenty (see page 202) to review the
vocabulary from Lesson 5.
Lead-in
• Divide the class into small groups. Hold up the picture of
the amphitheatre so that all the class can see it, or project
an image of the amphitheatre on to the interactive
whiteboard.
• Ask the children to describe what they can see. Tell them
that the building is a Roman amphitheatre. Write the word
on the board and ask the children to repeat it.
1 What do you think amphitheatres were for? Tell
your partner.
• Refer the children to the Speak up poster. Focus on the
section for agreeing and disagreeing. Tell them that they
are going to use some of this language to talk about what
they think Roman amphitheatres were for.
• Ask the children to work in pairs. They talk about what
they think Roman amphitheatres were used for.
• Ask the children to share their ideas with the class.
• Use the information in the Culture notes below to
make corrections or tell the children about Roman
amphitheatres. Teach the words in bold. Write them on
the board for the children to repeat.
80 Unit 3
4006972 Ace TB5.indb 80
CULTURE NOTES:   Roman amphitheatres
Amphitheatres are open structures that were used for
entertainment in Roman times. The audience could
watch fighters called gladiators battle to the death with
each other, wild animals or condemned criminals.
The first amphitheatres were made of wood, but after the
construction of the Colosseum in Rome, amphitheatres
were built from stone.
Amphitheatres were typically elliptical in shape with seats
rising in tiers around a central arena. Corridors and stairs
allowed the audience to move around freely. Below the
arena were the quarters for the gladiators, beasts and
other fighters.
2 Find or draw a picture of an amphitheatre.
Label these things: audience, gladiator, tiers,
arena, corridors.
• If there is classroom access to the internet, ask the
children to find a picture of a Roman amphitheatre that
they can label. If not, ask the children to work in small
groups. Give each group a large sheet of paper and a
picture of an amphitheatre that they can copy.
• Walk around the class as the children draw and/or label
their pictures. Help where necessary.
• Ask some of the children to hold up their pictures and tell
the class about them.
Optional activity
• Ask the children to work in pairs. They take turns to tell
each other about their pictures.
3 Research the life of a gladiator.
• Ask the children to imagine that they are gladiators.
Encourage them to discuss in their groups what life might
be like, then discuss this as a class.
• Ask the children to use the internet (if you have classroom
access) or encyclopedias to find out more about the life of
a gladiator.
Competence in social skills and
KEY COMPETENCE:  
citizenship
By working in a group, the children have the opportunity
to share ideas with their peers without having to address
the whole class. This helps less outgoing children to build
confidence.
Where practical, allow the children to share ideas with a
partner or group before discussing ideas as a class.
4 Imagine you are a gladiator. Write a diary entry.
• Tell the children that they are going to imagine they are
a gladiator and write a diary entry, using their researched
information. Go around the class as they do this, helping
and checking.
• Divide the class into small groups. The children take turns
to read their diary entries to each other.
Further practice
$ DVD, Unit 3 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 3,
Cross-curricular worksheet. Notes and answers on CD-ROM.
07/12/2012 16:29
 Lesson 7    CB PAGE 32 and AB PAGE 115  • Play the recording, pausing if necessary, for the children to
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: listen for and use intonation in lists
Use shopping language by pretending to buy something
in a shop
Language
Core: Lesson 5 Ancient Rome: house and home words
Review: Can I help you? Do you sell …? Yes, we do. / No, we
don’t. Have you got …? We’ve got … What colour T-shirts
have you got? Here you are, spend
Extra: gladiator, paddling pool, emperor, spa water, feel free,
look around, special offer, sale, ornament, half price
Materials
CD2 $ tracks 12–14; Unit 3 wordcards Set 2; scissors
Warmer
• Put the Unit 3 Set 2 wordcards on the board and play a
game of The definitions game (see page 202) with the class.
Lead-in
• Ask the children to use the wordcards on the board to tell
you all they can remember about Roman houses.
Class Book
1 Listen and say who is talking.  $ 2•12
• Ask the children to look at the picture. Ask Where is Jilly?
• Play the recording all the way through. The children listen
and say who is talking.
Transcript
Shop assistant  Hello. Please feel free to have a look around!
We’ve got lots of exciting things! Just to let you know, there
are some special offers today. Some of our toys have special
prices. The puppet is just £6.99 now. It was £12, so that’s a
good price. The little wooden horses there, they’re just 90p
each and the Roman paddling pool was £23, but now it’s
£19.99. Then there’s a great saving on the model of the villa.
That was £40, but now it’s £36.50.
Over in the corner we’ve got some clothes. They’re in the
sale too. The large T-shirts are £18 and the small T -shirts
are … I think they’re £15 … yes, the small T-shirts are £15.
And the caps … can you see the caps? They’re just £7
each now.
Oh! And before I forget …we’ve got little bottles of spa
water for just £1.50 each. They normally cost £3, so they’re
half price. And we’ve also got cups. They cost £4.25 each.
ANSWER
a shop assistant
2 Listen again and complete the price list.  $ 2•12
• Focus the children’s attention on the price list at the top of
the page. Point out that some of the information is missing.
4006972 Ace TB5.indb 81
complete the missing information in their notebooks.
ANSWERS
1  £12.00  ​2  £19.99  ​3  £40.00  ​4  T-shirts  ​
5  £7.00  ​6  £1.50
3 Listen and read the dialogue.  $ 2•13  Which is
Jilly’s shopping? How much did she spend?
• Ask the children to look at the three sets of shopping on
the right-hand side of the page. Ask them to describe
what they see.
• Play the recording for the children to listen and find Jilly’s
shopping and the price.
ANSWER
3  £16.80
4 Look, listen and repeat.  $ 2•14
• Tell the children to look at the sentences in the Perfect
pronunciation box. Explain that they all come from the
dialogue in Activity 3. Tell the children that in sentences
like this, where lots of items are listed, the intonation
rises on all but the last item in the list. Show how this is
indicated by the arrows.
• Play the recording for the children to listen to the
intonation in the sentences, then play it again for the
children to repeat chorally then individually.
5 Listen to the dialogue again.  $ 2•13  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the intonation in the
sentences that contain lists.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 3
and draw attention to the shopping language.
• Divide the children into pairs, A and B. Tell the children
to turn to the back of their Activity Books and cut out
the Unit 3 fluency cards. They complete their individual
questions on their cards.
• Ask the children to take turns to ask and answer the
questions on their cards.
KEY COMPETENCE:   Competence in social skills and
citizenship
The children need to be able to relate to others on a
variety of levels: as peers, students or strangers asking for
or giving help. It’s important that the children recognize
the appropriate way to speak in different situations.
Further practice
 Teacher’s Resource CD-ROM, Worksheet section, Unit 3,
$
Listening and Speaking. Notes and answers on CD-ROM.
Unit 3 81
07/12/2012 16:29
 Lesson 8    CB PAGE 33 and AB PAGE 30  4 What is your favourite monument? Write
three reasons.
CULTURE AND READING • Ask the children to think about which of the three ancient
monuments they like best. In their notebooks, they write
Lesson objectives three reasons for their choice.
Read and understand texts about ancient monuments
from different countries
5 Tell your partner.
Talk about your favourite ancient monument
• Ask a child to read the example in the speech bubble to
the class.
Understand the importance of being a responsible
tourist
• Ask the children to work in pairs. They tell each other
which ancient monument they like best and why.
Regular review: practise using superlatives
• Ask some of the children to share their opinions with
the class.
Language
Core: Lesson 1 materials words; Lesson 5 Ancient Rome: KEY COMPETENCE:   Artistic and cultural competence
house and home words In Activity 5, the children have to think in detail about
Review: superlatives; pyramid their chosen monument to explain why it is their
Extra: tomb, chamber, entrance, stadium, spectator, wild favourite. In doing so, they take in cultural information and
animal, temple, goddess use it in a way that is personal to them.
During feedback, ask the children if they have ever visited
Materials any of the monuments. Ask which ancient monument in
Speak up poster the world they would most like to visit and why.

Optional activity
Warmer • Play a game to review superlative adjectives. Describe
• Play Everything I know about … (see page 202) on the the monuments using superlative sentences for the
subject of Romans. class to guess, e.g. It’s on the highest hill in Athens.
(The Parthenon!)
Lead-in
• Ask the children what they remember about the Roman
baths from Lesson 6. Tell them that today they are going Vital values
to learn about ancient monuments from around the • Focus the children’s attention on the Vital values feature
world today. and read the sentence with the class. Ask the class How
can we be responsible tourists? Encourage a variety of
Class Book responses from different children around the class. Accept
answers in English or the children’s own language.
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos. Activity Book
Refer them to the section on describing objects and
talking about similarities and differences on the Speak 1 Read the texts on Class Book page 33 again.
up poster. Make notes in the first three columns of the table.
• Monitor the activity as the children talk. • Ask the children to read the texts about the ancient
monuments again and complete the notes in the first
• Ask some of the children to share their ideas with
three columns.
the class.
• Check the answers with the class. (Because the topics are
2 Read and match the texts and photos. likely to be new to the children, allow for flexibility in the
• Focus attention on the children’s photos and the children’s answers by encouraging a variety of responses
messages that they have posted. Tell the class that Billy, where possible.)
Jilly and Milly want to know about ancient monuments ANSWERS
in different countries, and Ammon, Francesca and Yanni
Monument Great Pyramid Colosseum Parthenon
have posted responses on Ace! Space.
of Giza
• Ask the children to read the three texts quickly and match
Country Egypt Italy Greece
each of them with a photo from Activity 1.
Built by … Ancient Ancient Ancient
ANSWERS
Egyptians Romans Greeks
1  Francesca  ​2  Yanni  ​3  Ammon
Built in … 2470–2560 BC 72–80 AD 447–438 BC
3 Read again and choose the best answer. Size 146.5 m tall 188 m long, 69.5 m long,
• Before they read the text again, ask the children to read 156 m wide 30.9 m wide
each sentence. They then read the texts and choose the Use tomb theatre/ temple
best answer for each sentence. stadium
ANSWERS
1  a  ​2  c  ​3  b  ​4  b  ​5  b  ​6  b

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 2 Write notes about an ancient monument in your
country in the last column of the table.
• The children think about an ancient monument in their
country and fill in the last column of the table in Activity 1.
3 Complete the sentences with superlative
adjectives.
• Review superlative forms of adjectives with the class if
necessary. The children complete the sentences.
ANSWERS
1  oldest, biggest   ​2  largest  ​3  highest  ​4  longest
4 Write about the pyramids.
• The children look at the picture and write sentences
about the pyramids using the superlative forms of the
adjectives in the box.
answers
1  Pyramid C is the tallest.   ​2  Pyramid B is the widest.   ​
3  Pyramid A is the oldest.
5 Use your notes in the table to write about the
ancient monument in your country.
• The children use their notes from the table in Activity 1 to
write about an ancient monument in their country.
• They should write full sentences, in their notebooks, in
answer to the questions (1–3).
4006972 Ace TB5.indb 83
Lesson 9    CB PAGE 34 and AB PAGE 31 
WRITING AND PHONICS
Lesson objectives
Identify the features of a tourist information leaflet
Understand when to use p for pence
Recognize the spelling patterns of regular and irregular
plural forms
Write a tourist information leaflet
Language
Core: Lesson 1 materials words; Lesson 5 Ancient Rome:
house and home words; irregular and regular plural nouns
Review: find/found
Extra: fort, nearby, explorer,
Materials
CD2 $ track 15, Unit 3 wordcards Set 1; a watch or timer
Warmer 
• Put the Unit 3 Set 1 wordcards on the board. Divide the
class into small groups. Say that they have dug up some
ancient treasures in their gardens. Set a time limit of three
minutes. They must write down as many adjective and
noun combinations as possible to say what they have
found, e.g. an ivory comb, a wooden sandal, an iron door.
Lead-in
• Ask the children what other ancient things people might
find under the ground.
Class Book
1 Read the leaflet. What kind of leaflet is it?
• Focus on the leaflet. Invite the children to predict what it
is about. Ask them to read the text quickly and choose the
correct answer.
• Would you like to visit Vindolanda? Before the children move
on to Activity 2, encourage them to read the question on
the top-right of the page and quickly scan the text again.
The children respond with their own answers.
ANSWER
b
2 Read the leaflet again and answer the questions.
• Ask the children to read the six questions in their Class Books.
• The children read the leaflet again, in more detail, and
write their answers to the questions.
ANSWERS
1  6 pm   ​2  £16.25  ​3  interesting leather, wood and iron
objects, some special 2,000-year-old letters and Hadrian’s
Wall  ​4  73 miles long   ​5  6 years   ​6  Jilly spelt the plural
of child incorrectly. Because it is an irregular plural.
• After you have gone through the answers with the class,
ask the children to look at the annotations on the left of
the text. Go through them with the class.
• Focus on the Punctuation box. Ask them Is ‘p’ used for
‘pence’ every time in the leaflet? Why? / Why not?
Unit 3 83
07/12/2012 16:29
 3 Listen and read.  $ 2•15  Which animals appear in
the poem?
• Ask the children to look at the picture to the right of the
poem and tell you what they can see.
• Read the question with the class.
• Play the poem for the children to listen and follow the
words in their books and find the answer. Play the poem a
second time, if necessary.
ANSWERs
sheep, deer, geese, mice, wolves, foxes
4 Listen and read again.  $ 2•15  Find and write
the plurals.
• Ask the children to look again at their answers to Activity
3. Ask What is unusual about these words? (Most of them are
irregular plurals.)
• Play the recording for the children to listen and read again.
Pause, if necessary, for the children to write down the rest
of the plurals.
ANSWERS
sheep, deer, leaves, geese, mice, wolves, tracks, foxes,
boxes, scarves, ladies, knives, men, sandals, feet, children,
potatoes, tomatoes, people
Learning to learn
KEY COMPETENCE:   choice is the most popular.
Encouraging the children to notice spelling patterns helps
with reading and writing. It is useful to keep a record of
words that follow particular patterns.
Activity Book
1 Write and say the irregular plurals.
• The children write the plural version of each word.
• The children then work in pairs to practise saying the words.
Answers
1  sheep  ​2  potatoes  ​3  mice  ​4  deer  ​5  scarves  ​
6  men  ​7  foxes  ​8  geese  ​9  ladies
2 Read the tourist information leaflet quickly.
Complete the headings.
• The children read the leaflet quickly and then write the
headings for each section, using the phrases in the boxes.
answers
A  Opening Times   ​B  Admission Charges   ​C  What
is Stonehenge?   ​D  What else is there to see and do?   ​
E  Where can you find us?
3 Read the leaflet again. Write the irregular plurals
of the words in brackets.
• The children fill in the remaining gaps in the leaflet text
with the plural forms of the words in brackets.
answers
children, people, teeth, knives
4 Use the information below and on Class Book
page 31 to write a leaflet about the Roman baths
in Bath.
• The children write a tourist information leaflet about
the Roman baths in Bath in their notebooks using the
information in the boxes and the details in the Class Book.
84 Unit 3
4006972 Ace TB5.indb 84
Lesson 10    CB PAGE 35 and AB PAGES 32, 109 and 110 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 materials words; Lesson 5 Ancient Rome:
house and home words; be made of (present simple and
past simple); used to / didn’t use to
Review: school hall,
Materials
CD2 $ track 16; DVD Song 3/DVD Story 3; Unit 3
Grammar and everyday language poster
Warmer    DVD Song 3 / Story 3 
• Ask the children to vote on whether they would like
to watch the Unit 3 story animation or the Unit 3 song
video again.
• Play the story or song on the DVD, depending on which
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 3.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Look and read. Write numbers and words.
• Focus on the picture. Ask What did Class 5A make this
week? (A model of a Roman villa).
• Ask the children to read the text and write the words and
numbers in the correct places on the picture.
answers
1  study  2  tiles  3  stairs  4  balcony  5  bedroom  
6  bed  7  mosaic floor   8  couch  9  pillars  
10  fountain  11  courtyard  12  heating
2 Read and choose.
• Use the Grammar 1 section on the Unit 3 Grammar and
everyday language poster to review the present simple
and past simple forms of be made of.
• Ask the children to read the text and choose the correct
forms of the verb to be.
ANSWERS
1  was  ​2  is  ​3  were  ​4  are
3 Write sentences with used to.
• Focus attention on the pictures of the past pupils. Explain
that the other photos show what the pupils are like now.
• Ask the children to read the sentences and complete
them with the correct form of used to.
07/12/2012 16:29
 ANSWERS
1  used to be   ​2  didn’t use to be   ​3  used to like   ​
4  used to have
4 Order and write the materials.
• Ask the children to read about the craft exhibition.
They reorder the jumbled letters to write words for
the materials.
answers
1  gold  ​2  silver  ​3  woollen  ​4  linen  ​5  leather  ​
6  ivory  ​7  bronze  ​8  stone  ​9  wax  ​10  clay
KEY COMPETENCE:   Learning to learn
Solving anagrams focuses the children’s attention on
spelling. As an extension of Activity 4, ask the children to
make some anagrams of other vocabulary items from the
unit. They give them to their partner to solve.
Activity Book
1 Jilly did a materials hunt at home. Listen and
complete her column of the table.  $ 2•16
• Play the recording of Jilly talking about her materials hunt.
Pause, where necessary, for the children to complete the
information in Jilly’s column of the table.
2 Do a materials hunt. Complete the last column
of the table in Activity 1. Then choose four objects
and write what they are made of.
• Set this activity as a homework task. Ask the children to do
a materials hunt in their own homes, as Jilly did.
• They complete the last column of the table in Activity
1 and choose four of the objects and write sentences
about them.
3 Read and circle the correct answers. Then
underline three irregular plurals in the text.
• Ask the children to read Billy’s text and choose the correct
word to go in each gap.
• Ask the children to then read the text again and underline
three of the irregular plurals.
answers
1  used  ​2  of  ​3  the  ​4  of  ​5  are  ​6  as
Irregular plurals: boxes, knives, teeth
4 Write about your home.
• The children write a sentence about their home for each
of the words (1–5).

Transcript
Miss London  So, Jilly, did you do the materials hunt?
Jilly  Yes, I found everything!
Miss London  Well done. What did you find that was made
of clay?
Jilly  A jug. It’s in our living room. We put flowers in it.
Miss London  Good. And what about gold?
Jilly  My mum has got some earrings made of gold.
Miss London  Great. What about iron? Was that more difficult?
Jilly  Well, I couldn’t find anything inside the house. But the
gate in the courtyard is made of iron.
Miss London  That’s fine. Leather?
Jilly  That was easy! We’ve all got shoes made of leather.
Miss London  Of course. How about linen?
Jilly  I found a linen jacket. I think it’s my dad’s.
Miss London  OK. What did you find made of silver?
Jilly  My sister has got a watch made of silver. It’s really pretty.
Miss London  A silver watch. Great. And what about stone?
Jilly  That was difficult. But the tiles in our kitchen are made
of stone.
Miss London  Excellent. Just three to go. Wax?
Jilly  There’s a candle in the study.
Miss London  OK. Wood?
Jilly  Oh, there are lots of things made of wood. The table in
the kitchen, for example.
Miss London  A table. That’s good. So that just leaves wool.
Jilly  I’ve got a sweater made from wool. Look – I’m wearing
it now!
ANSWERS
clay jug, gold earrings, iron gate, leather shoes, linen
jacket, silver watch, stone tiles, wax candle, wood table,
wool sweater

Unit 3 85

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 Lesson 11    CB PAGE 35 and AB PAGE 33  Transcript
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 3
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 3
Materials
CD2 $ track 17
Warmer
• Ask the children to write down three questions about the
objects learnt in the unit. These can be factual questions,
language questions or a combination of both.
• Ask the children to work in pairs. They swap papers and
answer each other’s questions.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photo of the boy giving a
presentation. Ask What is the presentation about? What is
the boy showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their home.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the headings in the box and the
information in the diagram. They write the headings in
the correct places. Point out that they do not need to read
every word.
answers
1  Where I live   2  What it’s made of   3  Inside   • Ask the children if they know of any famous English
4  Outside  5  My favourite thing
2 Listen and circle the correct answers in the
presentation plan.  $ 2•17
• Tell the children that they are going to hear a pupil giving
his presentation about his home.
• Play the recording for the children to listen and choose
the correct answers from each pair of options.
1 I live in a house at 157 Green Road. It’s about a hundred
years old.
2 It’s made of bricks and there are tiles on the roof. It’s got a
blue door. The door is made of wood and glass.
3 Inside, it’s got a living room, a dining room and a big
kitchen. On the first floor, there are three bedrooms and
a bathroom.
4 Outside at the front there’s a wall and a gate. At the back
there’s a small garden.
5 My favourite thing in my home is my computer. I use it all
the time.
ANSWERS
1  house,100  2  bricks, blue   3  big, three  
4  small  5  computer
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their home
by copying the headings from Activity 1 and making
notes. Go around the class helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.
KEY COMPETENCE:   Autonomy and personal initiative
The presentation is about the children’s own homes,
so their approach will be a personal one. The children
will not be able to find facts on the internet or in
encyclopedias – all of the information must come directly
from them. Whenever possible in lessons, relate topics to
the children’s own lives. Ask questions for the children to
provide personal information.
Optional activity
• Discuss the presentations with the class. What did the
children find most interesting? Ask Whose house would
you like to visit? Why?
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Jilly and Milly
and their class on page 35 of the Class Book: Lovely
Literature homework. Find out about a famous English writer.
Tell them that this will be the theme for the next unit.
writers. What kinds of things do they think Billy, Jilly and
Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:  
The children are now ready to do the Unit 3 Test or the
Term 1 Test. You will find the tests on the Teacher’s Resource
CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 3
Test / Term 1 Test. Notes and answers on CD-ROM.

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 4    ​L o v e l y l t e r a t u r e
Lesson 1    CB PAGE 36 and AB PAGES 34 and 105  Transcript
VOCABULARY
Lesson objectives
Identify adjectives for describing people
Identify different text types
Find information in a biography
Talk about the personalities of people in your family
Language
Core: generous, poor, lonely, sociable, cheerful, hard-working,
caring, mean, miserable, intelligent, worried, energetic
Review: family words; every day, drama, factory
Extra: summary, biography, encyclopedia, childhood,
prison, owe, apart from, shoe polish, factory
Materials
CD2 $ tracks 18–20; Unit 4 wordcards Set 1; a watch or
timer; pictures of famous writers from your country and/
or other countries
Warmer
• Hold up each picture of the famous writers, one at a time.
Ask the class Who is this writer? What do you know about
him/her? Encourage the children to use adjectives to
describe the writers. Write the adjectives on the board.
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find out about a famous English writer.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 2•18  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Billy’s homework.
• Ask the children to open their Class Books and look at the
things Billy has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
4006972 Ace TB5.indb 87
Miss London  Hi everyone! What was your lovely Literature
homework this week?
Billy  Find out about a famous English writer.
Miss London  That’s right! What have you got, Billy?
Billy  Well, I’ve got a poster. It’s for a play at the theatre.
Miss London  A Christmas Carol by Charles Dickens. Great!
Billy  And I found this information on the internet. It’s a
biography of Charles Dickens from an online encyclopedia.
Miss London  Very good! What else?
Billy  I’ve got a story too. It’s a summary of A Christmas Carol.
Miss London  Well done, Billy! Thank you!
ANSWERS
A  theatre poster   ​B  biography  ​C  summary of a story
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 2•19
• Ask the children to look at the pictures of the characters
on the theatre poster (text A). Elicit, or explain, that
the adjectives in the box are used to describe people’s
personalities. They match the words to the pictures and
write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  mean  ​2  energetic  ​3  intelligent  ​4  hard-working  
​5  miserable  ​6  caring  ​7  worried  ​8  poor  ​9  sociable  ​
10  lonely  ​11  generous  ​12  cheerful
3 Look at text A. Listen and say the adjective. 
$ 2•20
• Ask the children to look at the theatre poster again. Point
to the different characters and ask What do you think this
person is like? How is he/she feeling?
• Tell them that they are going to hear the beginning of
descriptions of the characters from the play. They must
listen and say the missing adjectives.
• Play the recording. The children say the adjective.
Transcript
A Narrator  Before, Scrooge was very …
B Narrator  Now Scrooge is very …
C Bob Cratchit  235 times 6 equals 1410!
Narrator  Bob Cratchit is very …
D Narrator  Bob Cratchit is also very …
E Narrator  Jacob Marley is …
F Mrs Cratchit  Now Tiny Tim, put on your hat and scarf. It’s
cold out there!
Narrator  Mrs Cratchit is …
G Mrs Cratchit  Oh dear! Oh! Poor Tiny Tim!
Narrator  Mrs Cratchit is …
H Tiny Tim  Is there any more food, Mother? I’m very hungry.
I’m cold too.
Narrator  Tiny Tim and his family are very …
I Fred  Come in, everyone! How lovely to see you!
Unit 4 87
07/12/2012 16:29
 Narrator  Fred is very …
J Belle  Oh! Ebenezer Scrooge is always working and I am
always alone.
Narrator  Belle is …
K The Ghost of Christmas Present  Presents for everyone!
Narrator  The Ghost of Christmas Present is …
L Fezziwig  Goodness! I’m always so happy!
Narrator  Fezziwig is very …
ANSWERS
A  mean  ​B  energetic  ​C  intelligent  ​
D  hard-working  ​E  miserable  ​F  caring  ​G  worried  ​
H  poor  ​I  sociable  ​J  lonely  ​K  geneorus  ​12  cheerful
4 Read text B and answer.  Extra: Christmas Eve, office, office worker, coal, ghost,
• Ask the children to look at text B. Read the questions with
the class. Explain that this is a speed-reading task and that
the children have one minute to complete it.
• Ask the children to use the biography to find the answers
to the questions. Use a watch or timer to time one minute.
ANSWERS
Charles Dickens is one of the most famous of all English
writers. As a young child he was happy and he was an
excellent student.
5 Ask and answer in pairs.
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class.
• The children take turns to ask about and describe different
members of their family, using the adjectives from Activity 2.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 105 of the Activity Book
and write translations for the adjectives to describe people.
1 Write the adjectives.
• The children look at the pictures and write the correct
adjectives. Display the Unit 4 Set 1 wordcards for support.
ANSWERS
​1  hard-working  2  energetic  ​3  worried  ​4  lonely  ​
5  generous  ​6  sociable  ​7  cheerful  8  miserable
2 Read and complete the definitions.
• The children complete the definitions with the correct
adjectives.
ANSWERS
1  Miserable  ​2  Intelligent  ​3  cheerful  ​4  caring  ​
5  poor  ​6  lonely  ​7  generous  ​8  Mean
3 Look at the theatre poster in Activity 1. Complete
the notes.
• The children read the theatre poster in Activity 1 again
and complete the notes.
ANSWERs
1  A Christmas Carol   ​2  Charles Dickens   ​3  5th–15th
December  ​4  The New Theatre, Aceton   ​5  7.00 pm
4 Write sentences about your family.
• The children write sentences in their notebooks about the
people in their family using the adjectives from the lesson.
88 Unit 4
4006972 Ace TB5.indb 88
Lesson 2    CB PAGE 37 and AB PAGE 35 
STORY
Lesson objectives
Read and understand a summary of a story
Compare yourself to a character from a story
Write a review of the summary of a story
Language
Core: Lesson 1 adjectives to describe people
Review: past simple; coins
business partner, boss, fiancée, afterwards, grave
Materials
CD2 $ track 21; Unit 4 wordcards Set 1
Warmer
• Play The definitions game (see page 202) with the
vocabulary from Lesson 1.
Lead-in
• Explain that the children are going to listen to and read a
summary of the story A Christmas Carol. Ask the children
what they can remember about the characters from
Lesson 1.
Class Book
6 Read and listen.  $ 2•21  Choose the main
character.
• Ask the children to read the list of characters from the
story. Explain that one of these is the main character.
• Play the recording for the children to follow the story in
their books.
• Check the answer with the class and then discuss the
children’s reactions to the story.
ANSWER
Ebenezer Scrooge
7 Read again and answer.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
ANSWERS
1  December  ​2  four  ​3  They were both mean.
4 Young Scrooge had a generous boss and a fiancée
called Belle. Belle left him because he loved money so
much.
5 Bob Cratchit is very poor and his youngest son is very ill.
6 After the visits, Scrooge is sociable and cheerful. He is
never mean again.
Optional activity
• Give the Unit 4 Set 1 wordcards to individual children
around the class. Ask them, one at a time, to stand
up, show their word and use it to describe one of the
characters in the story, e.g. Mr Fezziwig is a generous man.
07/12/2012 16:29
 8 Compare yourself to the story characters. Tell
your partner.
• Divide the class into pairs. Tell the children that they are
going to compare themselves to the story characters.
• Focus on the example and ask a pair of children to read it
to the class.
• Go around the class, helping and checking as the children
take turns to make comparisons between themselves and
the characters in the story.
• What do you think? Discuss the question as a class. Ask the
children to work in pairs. They tell their partner about their
favourite character from the story.
Artistic and cultural competence
KEY COMPETENCE:  
Through the activities in this lesson, the children analyse
characters from a work of fiction. This is an important skill,
which they will develop in their Literature lessons.
As an extension to the tasks on the page, ask the children to
make simple profiles of the main characters from the story.
Activity Book
Plot, characters and setting
1 Remember the story. Read and write True or False.
• The children read the sentences and write their answers
from memory. They check their answers by looking at the
Class Book story summary on page 37. Then check the
answers as a class.
ANSWERS
1  True  ​2  False  ​3  True  ​4  True
2 Write the words.
• The children complete the sentences with the names of
the characters.
ANSWERS
1  Scrooge  ​2  Bob Cratchit, Tiny Tim   ​3  Fred  ​
4  Jacob Marley   ​5  Fezziwig, Belle
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  on  ​2  to  ​3  ghost  ​4  saw  ​5  him  ​6  the  ​7  Day  ​
8  house  ​9  and
Review
4 Complete the review.
• The children complete the review and rate the story,
referring to the Writing tip for help.
Possible ANSWERS
1  A Christmas Carol  ​2  Charles Dickens   ​3  Scrooge  ​
4  office  ​5  Christmas  ​6  mean / miserable   ​7  generous  ​
8  Children’s own answers   ​9  Children’s own answers
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Story worksheet. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 89
Lesson 3    CB PAGE 38 and AB PAGES 36 and 110 
GRAMMAR
Lesson objectives
Practise using the past continuous and past simple
Make sentences about the background to past events /
short events that interrupt prolonged events
Describe a picture
Regular review: practise using irregular verbs in the
past simple
Language
Core: Lesson 1 adjectives to describe people; past
simple/past continuous
Materials
CD2 $ tracks 21–22; Unit 4 Grammar and everyday
language poster; Speak up poster
Warmer
• Mime an adjective from Lesson 1 for the class to guess.
• Invite individual children to mime for the class.
Lead-in
• Ask the children what they can remember about the
story summary from Lesson 2. Prompt with questions
if necessary.
• Ask the children to open their Class Books and look at the
story on page 37 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page 37. 
$ 2•21 Match.
• With books open, tell the children that they are going to
hear the story again. As they listen, they match the two
halves of the sentences.
• Play the recording, more than once if necessary.
ANSWERS
1  d  ​2  a  ​3  b  ​4  c
2 Listen and say the number.  $ 2•22 Describe
the pictures.
• Focus on the pictures. Tell the children that they are going
to hear a description of each picture.
• Play the recording, pausing after each description for a
different child to say the number.
• Ask the children to work in pairs. They take turns to
describe the pictures to each other.
Transcript
It was snowing when Tiny Tim looked out of the window.
The children weren’t singing when Scrooge opened
the door.
It wasn’t snowing when Tiny Tim looked out of the window.
The children were singing when Scrooge opened the door.
answers
2, 4, 1, 3
Unit 4 89
07/12/2012 16:29
 Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 4.
• Show how the past continuous is formed by was/were
and the –ing form of the main verb.
• Copy an affirmative sentence from the table on to the
board. Draw attention to how the past simple is used with
the past continuous. It shows how a short event interrupts
a prolonged event.
• Elicit a negative sentence from the table and write
it on the board. Elicit a question and two possible
short answers.
2 Look at the pictures in Activity 1 and
write sentences.
• The children use the word prompts to make sentences
about the other events that were happening in the
pictures from Activity 1.
ANSWERS
1 Dad and Jilly were playing basketball when they saw
a cat.
2 Mum was making biscuits when she dropped
the spoon.
3 Grandad was reading the newspaper when he
fell asleep.

3 Read and learn. 3 Look, say and write.

• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
4 Describe the picture in pairs.
• Focus on the picture of the classroom. Ask the children to
describe what they can see.
• Ask a pair of children to read the example dialogue to the
class. Elicit some similar sentences about the picture from
the class.
• Ask the children to work in pairs. Explain that they must
make sentences using the past continuous and past
simple to describe the events that were happening when
the bell rang. They can also refer to the Talking about a
picture section on the Speak up poster, for help.
Possible ANSWERS
Milly was painting when the bell rang. Jilly and Betty were
talking when the bell rang. Miss London was writing when
the bell rang. Billy and Rosie were acting when the bell
rang. Bhaskar was reading when the bell rang. Sophie was
drawing when the bell rang. William was drinking when
the bell rang.
• The children look at the pictures. For each one, they
say a sentence using the present simple and present
continuous. Then they write it down in their notebooks.
answers
1 Billy was drinking in the computer room when he
dropped his cup.
2 Milly was running in the corridor when she fell over.
3 He was playing football when the ball hit the car.
4 She was walking next to the river when her hat fell in.
4 Write the past simple of the verbs.
• The children write the past simple forms of the irregular
verbs. Remind them that they can use the irregular verbs
list at the back of their Activity Books to help them.
answers
was, fell, made, rang, ran, saw, hit, had
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.

Competence in social skills and

KEY COMPETENCE:  
citizenship
By working together in Activity 4, the children encourage
each other to make observations, and practise grammar
in a communicative way. This type of activity also provides
an opportunity for peer correction.

Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 110 of their Activity Books, and remind them that it
is here to help them when they need it.

1 Look and circle.

• The children look at the picture and circle the correct
verb forms.
ANSWERS
1  were playing, started   ​2  were watching, rang   ​
3  was decorating, fell

90 Unit 4

4006972 Ace TB5.indb 90 07/12/2012 16:29

 Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise adjectives for describing people
Review and practise sentences with the past simple and
past continuous
Language
Core: Lesson 1 adjectives to describe people; past
simple/past continuous
Materials
DVD Story 4; Unit 4 wordcards Set 1; Unit 4 Grammar and
everyday language poster; $ Teacher’s Resource CD-
ROM, DVD worksheets section, Unit 4
Warmer
• Play a game of Smiley face (see page 201) to review the
vocabulary from Lesson 1.
Lead-in
• Tell the class that you are going to retell the story of
A Christmas Carol, but that you will need some help.
Summarize the story, including the four past continuous
sentences (see Activity 1 in Class Book page 37). Each
time you get to one of these sentences, read the first half
and pause for the children to complete it, e.g. That night,
Scrooge was sitting in his armchair when …
1 Put the adjectives in the correct groups.
• Put the Unit 4 Set 1 wordcards on the right-hand side
of the board. On the left-hand side of the board, draw a
column with the headings Positive and Negative.
• Explain to the class that adjectives usually have positive or
negative connotations.
• Invite a volunteer to the front of the class. Give him/her
one of the wordcards to put under the correct heading.
Ask if the class agrees.
• Repeat with the rest of the wordcards. The children may
not agree about all of the words. Put disputed words to
one side and discuss them when the activity is finished.
answers
Positive: generous, sociable, cheerful, hard-working,
caring, intelligent, energetic
Negative: poor, lonely, mean, miserable, worried
Note: The children may say that words such as poor and
lonely are not negative, as having these characteristics
does not make you a bad person. Explain that ‘negative’
and ‘bad’ are not necessarily the same thing. Sometimes
the same characteristic can be described by words with
different connotations, e.g. Antonio is greedy. / Antonio has
got a good appetite.
KEY COMPETENCE:   Learning to learn
The children can improve their writing by thinking about
what ideas are suggested by the adjectives they use.
When learning new adjectives, encourage the children to
think about whether they are positive or negative words.
4006972 Ace TB5.indb 91
2 Choose a character. Write a description.
• Ask the children to choose a character from A Christmas
Carol. They write a description of him or her using the
adjectives on the board.
3 Imagine the story is in modern times. Write
the sentences.
• Ask the class to imagine that the story was set in modern
times. Tell them that they are going to make changes to
some of the details. Explain that they will need to use
sentences with the past simple and the past continuous.
Use the Grammar 1 section of the Grammar and everyday
language poster for Unit 4 to review these structures.
• Write the following word prompts on the board or display
them on an interactive whiteboard. The children work
in pairs to write the sentences: Scrooge / work on his
computer / Fred / visit; Scrooge / surf internet / Jacob Marley /
appear; Scrooge / sleep on sofa / a ghost / wake him up;
Scrooge / play video games / next ghost / arrive
answers
1  Scrooge was working on his computer when Fred
visited.  2  Scrooge was surfing the internet when Jacob
Marley appeared.   3  Scrooge was sleeping on the sofa
when a ghost woke him up.   4  Scrooge was playing
video games when the next ghost arrived.
4 Watch the story on DVD.    DVD Story 4 
• Tell the children they are going to watch the story A
Christmas Carol on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  mean  2  fire  3  ghost  4  hot  5  sad  6  rich  
7  ill  8  sociable
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 4 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  mean  2  fire  3  ghost  5  sad  7  ill  8  sociable
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
Unit 4 91
07/12/2012 16:29
 Lesson 4    CB PAGE 39 and AB PAGE 37  1  e  2  f  3  a  4  c  5  d  6  b
READING AND WRITING
Lesson objectives
Read and understand a biography
Use linking words and, but, because and so in sentences
Write an encyclopedia entry
Learning to learn: using cognates
Language
Core: Lesson 1 adjectives to describe people; linking
words (and, but, so, because);
Review: past simple; pend, every day, art, maths, reading,
factory, write/wrote
Extra: rat, inherit, reporter, novel, publish, non-fiction
Materials
CD2 $ track 23; internet/encyclopedias; dictionaries
Warmer
• Describe a character from A Christmas Carol for the class
to guess.
• Invite individual children to describe characters for the class.
Lead-in
• Ask if the class can remember what Billy brought in for his
homework assignment in Lesson 1. Ask Which thing told us
about the life of Charles Dickens? (the biography)
Class Book
1 Read part 1. Remember and complete. Read
page 36 again and check.
• Ask the children to look at the biography on page 39 and
complete part 1 from memory.
• When they have finished, the children look at the
biography on page 36 to check their answers. Then go
through the answers with the class.
answers
1  Portsmouth  ​2  1812  ​3  John  ​4  12  ​5  10  ​6  shoe
2 Read part 2. Look at the pictures and say what
happened in Dickens’ life. Then number in order.
• Ask the children to look at the pictures and say what they
can see.
• The children work in pairs. They use the pictures to make
guesses about what happened in Dickens’ life.
• Ask the children to number the pictures in order.
• Go through the answers with the class.
answers
A Charles Dickens got a job in an office.
B Charles Dickens died in 1870.
C His first novel, The Pickwick Papers, was published in
March 1836.
D He got married and had children.
E There were lots of rats in the factory where Dickens
worked.
F John Dickens inherited some money.
92 Unit 4
4006972 Ace TB5.indb 92
3 Read part 2 again and write the missing words.
• Focus on the example. Tell the children that the sentence
comes from the text.
• Ask the children to read part 2 again and find the rest of
the sentences. They write down the correct linking word
for each one.
ANSWERS
1  so  ​2  but  ​3  and  ​4  because
Optional activity
• Write the linking words and, but, because and so on the
board. Discuss what we use each one for. Establish that
and adds a similar idea; but gives a contrast; because
gives a reason and so shows a result.
KEY COMPETENCE:   Autonomy and personal initiative
The children need to be able to link ideas effectively in
order to write natural sounding English. Ask the children
to look out for examples of sentences containing the
linking words and, but, because and so over the next
few days and write them down. This becomes their
personal record.
4 Join and write the sentences. Use and, but,
because or so.
• Ask the children to write sentences, linking the ideas
together with and, but, because or so.
• Check the answers with the class. For each one, ask Why
do we use ‘and’/’but’/’because’/’so’ here?
ANSWERS
1 Charles Dickens was born in Portsmouth, but he moved
to London.
2 Charles worked in a factory because his family
needed money.
3 Charles’ novel was good so a magazine published it.
4 Charles was intelligent and he was a good student.
Activity Book
1 Read the biography and circle the correct
answers.
• The children read the biography of Enid Blyton and
choose the correct word for each gap from the
options below.
ANSWERS
1  in  ​2  Her  ​3  and  ​4  but  ​5  when  ​6  because
2 Listen to the questions about Enid Blyton.
Number the questions.  $ 2•23
• Ask the children to look at the questions. Tell them
that they are going to hear the questions read in a
different order.
• Play the recording for the children to number the
questions in the order that they hear them.
07/12/2012 16:29
 Transcript
1 When was she born?
2 Who were her parents?
3 What did she like reading?
4 Where did she work?
5 What famous books did she write?
6 Did she have any children?
7 When did she die?
answers
7, 1, 3, 5, 6, 2, 4
3 Listen to the questions about Enid Blyton.
Answer  $ 2•23
• Play the recording again. Pause after each question for the
children to give the answers.
answers
1  11th August 1897   ​2  Thomas and Theresa Blyton   ​
3  books, magazines and her children’s encyclopedia   ​
4  at a school   ​5  the Famous Five stories and the Noddy
stories  ​6  Yes, she had two children.   ​7  in 1968
4 Find out about another writer. Write an
encyclopedia entry about him/her. Use the
questions above to help you.
• The children choose another writer and research his/
her life. Ask the children to use the internet (if you have
classroom access) or encyclopedias to find out more
about their chosen writer.
• They write an encyclopedia entry for the writer, using the
questions from Activity 2 to help them.
Learning to learn: Guess what these words mean.
• Read through the instructions with the class. Ask the
children to guess the meanings of the first group of
words. Correct their answers if necessary.
Find two words that are the same in English and in
your language.
Find two words that look the same but are
different in English and in your language.
• Make sure that all of the children have access to a
dictionary. Ask them to complete the remaining tasks.
KEY COMPETENCE:   Learning to learn
The children need to be aware that some words from their
language are cognates in English, but some words that
look the same have different meanings.
Each time that the children encounter a word that
looks the same, ask them to write it down and check it
in the dictionary to see whether it is a cognate or has a
different meaning.
4006972 Ace TB5.indb 93
Lesson 5    CB PAGE 40 and AB PAGES 38 and 105 
VOCABULARY AND DVD SONG
Lesson objectives
Identify different types of book
Listen and extract information from a song
Talk about your favourite type of book
Language
Core: spy novel, graphic novel, science fiction novel, play,
ghost story, annual, manual, atlas, joke book, poetry book,
recipe book, craft book
Review: like / don’t like, reading, write / wrote
Extra: fond
Materials
CD2 $ tracks 24–27; DVD Song 4; Unit 4 wordcards Set
2; Speak up poster
Warmer
• Describe a story that the children know well for the class
to guess what it is.
• Ask one or two volunteers to describe other stories for
the class.
Lead-in
• Discuss books with the class. Ask different children around
the class What was the last book you read? Did you enjoy it?
What was it about?
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the picture
of the interactive whiteboard. Ask different children to say
what they think the lesson is going to be about. Listen to
their suggestions, but don’t confirm at this stage.
2 Listen and repeat.  $ 2•24
• Establish that this lesson is about different types of books.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the pictures as they do so.
Transcript
1  spy novel   ​2  graphic novel   ​3  science fiction novel   ​
4  play  ​5  ghost story   ​6  annual  ​7  manual  ​8  atlas  ​
9  joke book   ​10  poetry book   ​11  recipe book   ​
12  craft book
Optional activity
• Check comprehension by asking questions about each
type of book, e.g. Which type of book …
… comes out every year? (an annual)
… is about secret agents? (a spy book)
… tells you how to do something? (a manual)
… tells a story with pictures? (a graphic novel)
Unit 4 93
07/12/2012 16:29
 3 Listen and say the book type.  $ 2•25
• Tell the children that they are going to hear the titles of
some of the books. They must decide what type of book
each one is.
• Play the recording, pausing after each title for the children
to say the type of book. Display the Unit 4 Set 2 wordcards
for support while they listen.
Transcript
A  Cooking with chocolate
B  The world from above
C  Fun Time Comedy Book
D  Secret Agent X
E  Superman: The Return
F  Antony and Cleopatra by William Shakespeare
answers
A  recipe book   ​​B  ghost story   ​C  joke book   ​
D  spy novel   ​E  graphic book   ​F  play
4 Listen to the song.  $ 2•26  Which book types do
you hear?     DVD Song 4  words in the box.
• Play the audio or DVD version of the song for the children
to listen and make a note of the book types they hear.
• Play the song a second time, if necessary.
Transcript
She reads books. She’s a reading fan!
She can’t write books, but she knows who can.
Shakespeare was a writer and a clever man.
Stratford-upon-Avon is where he began.
He wrote poetry and plays and don’t forget!
He wrote Romeo and Juliet.
He wrote lots of plays,
In the old, old days.
I’m a poetry and William Shakespeare fan.
I can read a graphic novel in one night.
But ghost stories really give me such a fright!
I like atlases and jokes. Yes, I do.
I like science fiction novels too.
I read annuals. I read manuals.
I’m a fiction and non-fiction reading fan.
Ian Fleming wrote for children and for adults too.
He wrote about James Bond in 1952.
His spy books are so famous they’re films today.
And Bond is the spy that every actor wants to play.
Yes, we’re all fond,
Of the spy James Bond.
I’m an Ian Fleming and spy novel fan.
I can read a graphic …
ANSWERs
plays, graphic novels, ghost stories, atlases, science fiction
novels, annuals, manuals, spy novels
5 Listen again.  $ 2•26  Choose the correct answers.
• Ask the children to read the sentences in their Class Books.
• Play the recording, pausing if necessary, for the children to
choose the correct word or phrase for each sentence.
ANSWERs
1  likes  ​2  likes  ​3  night  ​4  reads  ​5  James Bond   ​
6  likes
94 Unit 4
4006972 Ace TB5.indb 94
6 Ask and answer in pairs.
• Ask the children to work in pairs. They take turns to ask
each other about their favourite type of book.
KEY COMPETENCE:   Competence in social skills and
citizenship
Asking someone about their favourite type of book is a way
of showing interest in them as a person. Encourage the
children to find out more about their partners by asking
further questions, such as Why do you like (spy) novels? Who
is your favourite writer? What is your favourite book?
Activity Book
Bilingual dictionary
• Tell the children to turn to page 105 of their Activity Books
and write the translations for the types of book words.
1 Complete the song. Listen and check.  $ 2•26
• The children complete the song from memory, using the
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  reading  ​2  books  ​3  writer  ​4  plays  ​5  poetry  ​
6  atlases  ​7  manuals  ​8  adults  ​9  films  ​10  spy
2 Listen and complete the sentences.  $ 2•27
• Tell the children that they are going to hear about
three writers.
• Play the recording, pausing if necessary, for the children to
listen and write the missing words.
Transcript
1  Jules Verne wrote science fiction novels. He wrote about
air, space and underwater travels. He wrote a Journey to
the Centre of the Earth in 1871.
2  Jamie Oliver writes recipe books. He writes about food. He
wrote Jamie at Home in 2007.
3  Anthony Horowitz writes spy novels. He writes about
children who are spies. He wrote Stormbreaker in 2010.
answers
1 science fiction books, travels, 1871
2 recipe books, food, 2007
3 spy novels, children, spies 2010
3 Choose two writers. Write about their work.
• The children choose two writers and complete the texts
with details about them.
4 Write about a famous writer from your country.
• The children choose a famous writer from their country
and write about him/her in their notebooks using the
sentences from Activity 2 as models.
07/12/2012 16:29
 Lesson 6    CB PAGE 41 and AB PAGES 39 and 110  KEY COMPETENCE:   Artistic and cultural competence
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about Roald Dahl
Read and understand an article about Roald Dahl
Practise asking questions using the past simple and
question words
Ask and answer about Roald Dahl
Language
Core: Lesson 5 types of book words; past simple with
wh– questions
Review: stone, factory, write/wrote, wear
Extra: hut, writing board, electric fire, ceiling, sleeping bag,
illustrator
Materials
CD2 $ tracks 26 and 28–29; Speak up poster; Unit 4
Grammar and everyday language poster
Warmer  $ 2•26
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Ask individual children to describe their typical day. Ask
the children to imagine what a writer’s typical day is like.
• Tell the children that the Ace pupils are going to visit the
Roald Dahl Museum in this lesson, where they will learn
more about the famous writer.
Class Book
1 Look at the photos. Say what you know about
Roald Dahl.
• Focus on the photos. Explain that they are all connected
with the English writer Roald Dahl.
• Ask the children to work in pairs. They use the photos to
tell each other what they know about Roald Dahl. Refer
them to the Guessing section on the Speak up poster.
2 Listen, read and check your ideas.  $ 2•28
• Tell the children that they are going to listen and read to
check their ideas.
• Play the recording. The children follow the words in their
books. Ask them if their predictions were correct.
3 Read the grammar table and learn. Find more
question words in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
4. Use the examples and explanations to show how and
when we use past simple wh– questions.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of past simple wh– questions.
ANSWERS
Where, When, Why
4006972 Ace TB5.indb 95
Learning about the day-to-day life of a writer gives the
children an insight into how they live and work.
4 Read the text again. Complete the questions
and match.
• Ask the children read the text from Activity 2 again, complete
the questions and match the answers to the questions.
ANSWERS
1  When, b   ​2  What, d   ​3  Where, a   ​4  What, c
5 Ask and answer the questions in Activities 3 and
4 in pairs.
• The children work in pairs and take turns to ask and answer
the questions about Roald Dahl from Activities 3 and 4.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 110 of their Activity Books.
1 Match the questions and answers about
Roald Dahl.
• The children read the questions and match them to the
answers.
ANSWERS
1  c  ​2  b  ​3  a
2 Write the question words.
• The children complete the questions with the correct
question words.
ANSWERS
1  Why  ​2  Who  ​3  Which
3 Order and write questions about Charles Dickens.
• The children put the words in the correct order to write
questions about Charles Dickens.
Answers
1  Why did his father go to prison?   2  Where did he work
after he left school?   3  Which novel did he write first?  
4  When did he die?
4 Read and write questions. Listen and check. 
$ 2•29
• The children read the answers and write the questions.
• Play the recording for them to listen and check.
Transcript
1 A Who is J. K. Rowling?   B  She’s a writer. She wrote the
Harry Potter books.
2 A When did she start writing?   B  She started writing in
1990. She finished her first book in 1995.
3 A What did she call it?   B  She called it Harry Potter and
the Philosopher’s Stone.
4 A Why did she stop writing in 2003?   B  She stopped
writing in 2003 because she had a baby.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Unit 4 95
07/12/2012 16:29
 Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Discuss Roald Dahl’s stories
Research one of Roald Dahl’s stories
Make a poster about a Roald Dahl story
Share knowledge and learning in the form of a social task
Language
Core: Lesson 1 adjectives to describe people; Lesson 5
types of book words; past simple with wh- questions
Materials
DVD cross-curricular; a set a cards for each group
with the following book titles on them: Charlie and
the Chocolate Factory, James and the Giant Peach, The
Twits, George’s Marvellous Medicine, The BFG; internet /
encyclopedias/pre-prepared fact sheets about Roald
Dahl’s stories; plain paper; a sheet of poster paper for
each group; scissors; glue sticks; coloured pencils
Warmer
• Draw a spider diagram on the board with the heading
Questions words written in the middle.
• Brainstorm a list of questions words and draw a line from
the diagram for each one and write the word at the end
of it.
• Leave the diagram on the board so that the children can
refer to it later.
Lead-in
• Ask the children what they can remember about Roald
Dahl from Lesson 6.
• Ask the children to work in pairs. They take turns to
ask and answer questions about Roald Dahl using wh–
questions in the past simple.
1 Read the titles. Discuss them with your group.
What do you think each story is about?
• Tell the class that they are going to discuss the titles of
some of Roald Dahl’s books in groups.
• Divide the class into five groups. Give each group a set
of title cards. Ask the children to discuss the titles of the
stories together. Do they know any of the stories? What
are they about? They make predictions about the stories
they don’t know.
• Go around the class as the children work. Help with
language if necessary, but don’t give any information
about the stories.
• Go through the activity as a class. Ask each group to share
their ideas. Tell the children that they are going to learn
more about the books in this lesson.
2 Choose one story. Write the question words.
• Ask each group to choose one story from Activity
1, or assign stories so that each group researches a
different book.
96 Unit 4
4006972 Ace TB5.indb 96
• Write the following questions on the board. Ask the
children to copy them down in their notebooks,
completing them with the correct question word.
1 is the title of the book?
2 did Roald Dahl write it?
3 is the main character?
4 does he/she live?
5 is he/she like?
6 happens in the story?
7 do children like this story?
• Go through the answers with the class.
answers
1  What  ​2  When  ​3  Who  ​4  Where  ​5  What  ​
6  What  ​7  Why
3 Research the story with your group. Find the
answers to the questions.
• Ask the children to work in their groups. They write down
the answer to the first question in their notebooks.
• Ask the children to research their story to find the answers
to the other questions. If there is classroom access to the
internet, the children can do this on the computer. If not,
make encyclopedias available, or provide the children
with pre-prepared fact sheets about their story.
• Go around the class as the children work, helping
and checking.
4 Make a poster.
• Tell the children that they are going to make a poster to
present the information that they found.
• Give each group some sheets of plain paper, a sheet of
poster paper, some scissors and some coloured pencils.
• Ask the children to copy down the questions and their
answers neatly onto the plain paper. They draw pictures to
illustrate the information. Then they stick their writing and
pictures on to the poster paper.
• Ask each group to present their poster to the class.
Optional activity
• Ask the children, in their groups, to write down some
questions about Roald Dahl for another group to answer.
Competence in social skills and
KEY COMPETENCE:  
citizenship
This lesson focuses on working as a group. The children
share ideas and decide how to divide work, thereby
building confidence and skills in teamwork.
Further practice
$ DVD, Unit 4 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 4,
Cross-curricular worksheet. Notes and answers on CD-ROM.
07/12/2012 16:29
 Lesson 7    CB PAGE 42 and AB PAGES 117 and 118  • Play the recording, pausing if necessary, for the children to
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: saying letters
Give information about yourself and ask about
someone else
Language
Core: Lesson 5 types of book words
Review: personal information; reading
Extra: fiction, non-fiction, reference, borrow
Materials
CD2 $ tracks 30–32; Unit 4 wordcards Set 2; Unit 4
Grammar and everyday language poster; scissors
Warmer
• Put the Unit 4 Set 2 wordcards on the board. Divide the
class into small groups. Ask the children to write down an
example of a book they know for each category.
Lead-in
• Discuss libraries with the class. Ask individual children Do
you belong to a library? How often do you visit the library?
Which kinds of books do you borrow?
Class Book
1 Listen and say who is talking.  $ 2•30
• With books open, ask the children to look at the picture
and describe what they see. Ask Where are the children and
their dad?
• Play the recording all the way through. The children listen
and say who is talking.
Transcript
Librarian  This is Aceton County Library. We’re open weekdays
from 9.00 am to 5.00 pm. We’re closed for lunch between
noon and 1.00 pm. We are open Saturday mornings from
10.00 am to 1.00 pm.
We’ve got lots of books! All the fiction, including children’s
fiction, is over here and non-fiction and reference books
are over there. We have a new recipe book display at the
moment. So come and see us! You can also check our online
catalogue.
If you want to borrow a book, you have to have a library
card. You can complete your membership form at the library
or online.
ANSWER
the librarian
2 Listen again and complete the library leaflet. 
$ 2•30
• Focus the children’s attention on the library leaflet at the
top of the page. Point out that some of the information
is missing.
4006972 Ace TB5.indb 97
complete the missing information in their notebooks.
ANSWERS
1  5.00 pm   2  lunch  3  10 am   4  reference  
5  recipe  6  online
3 Listen and read the dialogue.  $ 2•31  Find Mr
Bean’s library card.
• Ask the children to look at the library cards on the right-
hand side of the page. Ask What is the same on all of the
cards? What is different?
• Play the recording for the children to listen and read the
dialogue and find Mr Bean’s card.
ANSWER
2
KEY COMPETENCE:   Learning to learn
In Activity 3, the children prepare for the listening task
by looking closely at all of the information. By looking for
similarities and differences between the cards, they know
what they have to listen out for. Remind the children that
when they are listening for information, they need to
prepare themselves as much as possible before they hear
the recording.
4 Look, listen and repeat.  $ 2•32
• Tell the children to look at the letters in the Perfect
pronunciation box. Play the recording for the children to
listen carefully to the way that the letters are said.
• Play the recording again for the children to repeat chorally
then individually.
5 Listen to the dialogue again.  $ 2•31  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the pronunciation of Mr
Bean’s surname and postcode.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 4
and draw attention to the everyday language for asking
for personal information.
• Ask a pair of children to read the dialogue to the class.
Tell them that they will need this language for the
communication task.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 4 fluency cards.
• Ask the children to take turns to find the information they
need to complete the library cards.
• Go around the class as the children practise, helping and
correcting their pronunciation of letters where necessary.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Listening and Speaking. Notes and answers on CD-ROM.
Unit 4 97
07/12/2012 16:29
 Lesson 8    CB PAGE 43 and AB PAGE 40  4 Which traditional story would you like to read?
Write three reasons.
CULTURE AND READING • Ask the children to think about which of the three stories
they would most like to read. In their notebooks, they
Lesson objectives write three reasons for their choice.
Read and understand texts about traditional stories from
different countries
5 Tell your partner.
Talk about a traditional story you would like to read
• Ask a child to read the example in the speech bubble to
the class.
Understand the importance of taking care of things
you borrow
• Ask the children to work in pairs. They tell each other
which story they would most like to read and why.
Regular review: practise using always, often, sometimes
and never
• Ask some of the children to share their opinions with
the class.
Language KEY COMPETENCE:   Artistic and cultural competence
Core: Lesson 1 adjectives to describe people Stories that have been passed down from generation to
Review: always, often, sometimes, never, spider generation form part of a country’s identity and can tell us
Extra: fingernails, moral, cruel, original, Sky-God, python, about the attitudes and values of different cultures.
leopard, hornet, dwarf Through the activities on this Class Book page, the
children learn about traditional stories and characters
Materials from around the world. You can expand on this through
Speak up poster; internet (optional) the optional activity below.

Warmer
• Play Time’s up! (see page 202) with the adjectives from
Lesson 1.
Lead-in
• Tell the children that in today’s lesson they are going to
learn about some traditional stories from around the world.
• Ask the children to tell you about traditional stories from
their country. Ask Who is the main character? What is he/she
like? What happens in the story/stories?
Class Book
Optional activity
• Ask the children to find out about the story that they
would most like to read on the internet. They write
a short summary of the story and draw pictures to
illustrate it.
Vital values
• Focus the children’s attention on the Vital values feature
and read the sentence with the class. Ask the class Why is
it important to look after things we borrow? How can we keep
library books safe from damage? Accept answers in English
or the children’s own language.

1 Compare the pictures in pairs. Activity Book

• Ask the children to work in pairs to compare the pictures.
1 Read the texts on Class Book page 43 again.
Refer them to the section on describing objects and talking
about similarities and differences on the Speak up poster.
Make notes in the first three columns of the table.
• Monitor the activity as the children talk.
• Ask the children to read the texts about the traditional
stories again and complete the notes in the first
• Ask some of the children to share their ideas with the class. three columns.
2 Read and match the texts and pictures. • Check the answers with the class. (Because the topics are
• Focus attention on the children’s photos and the likely to be new to the children, allow for flexibility in the
messages that they have posted. Tell the class that Billy, children’s answers by encouraging a variety of responses
Jilly and Milly want to know about traditional stories from where possible.)
different countries, and Sabine, Habib and Esi have posted ANSWERS
responses on Ace! Space.
Country Germany Turkey Ghana
• Ask the children to read the three texts quickly and match
each of them with a picture from Activity 1. Main Struwwelpeter Nasreddin Anansi
character
ANSWERS
1  Habib  ​2  Esi  ​3  Sabine Description moral stories to clever a spider
of stories teach children and funny which
3 Read again and choose the best answer. to be good stories sometimes
• Before they read the text again, ask the children to read acts as a man
each sentence. They then read the texts and choose the Other places Europe Iran Africa
best answer for each sentence. where people the
tell these Caribbean
ANSWERS
stories
1  c  ​2  a  ​3  b  ​4  b  ​5  a  ​6  c

98 Unit 4

4006972 Ace TB5.indb 98 07/12/2012 16:29

 2 Write notes about a traditional story from your Lesson 9    CB PAGE 44 and AB PAGE 41 
country in the last column of the table.
• The children think about a traditional story from their WRITING AND PHONICS
country and fill in the last column of the table in Activity 1
with the information. Lesson objectives
Identify the features of a book review
3 Complete with always, often, sometimes or never.
Understand the use of a comma after introductory phrases
• Review the adverbs of frequency always, often, sometimes
Identify Magic E words
and never with the class. The children complete
the sentences. Write a book review
ANSWERS Language
1  never  ​2  always  ​3  Sometimes  ​4  often
Review: reading, add, wear
4 Write sentences about yourself using always, Extra: cape, setting, witchcraft, wizardry, elf, escape, relative,
often, sometimes or never. discover, football kit, pin, pine, fin, cube, cub
• The children write sentences about how often they do
each of the things listed using always, often, sometimes Materials
or never. CD2 $ tracks 33–34

5 Use your notes in the table to write about the

Warmer
traditional story you know.
• Ask the children to work in pairs. They make a dialogue
• The children use their notes from the table in Activity 1 to between two characters from a famous story.
write about a traditional story from their country.
• Ask each pair to work with another pair. They take turns to
• They should write full sentences, in their notebooks, in
act out the dialogue for the other pair to guess.
answer to the questions (1–3).
Lead-in
• Tell the children that they are going to read a review of a
Harry Potter book. Discuss the Harry Potter stories with the
class. Ask individual children Do you like Harry Potter books?

Class Book
1 Read the review. What kind of review is it?
• Focus on the review. Invite predictions of what it is about.
• Ask the children to read the three possible types of review.
They read the text quickly and choose the correct answer.
• What do you think? Would you enjoy this book? Before Activity
2, ask them to read the question on the top-right of the
page and quickly scan the text again.
ANSWER
c

2 Read the book review again and answer

the questions.
• Ask the children to read the six questions in their Class Books.
• The children read the review again, in more detail, and
write their answers to the questions.
ANSWERS
1 Yes, he did. He says the book is fantastic and he gives it
a rating of five stars.
2 Hogwarts School of Witchcraft and Wizardry
3 Harry Potter, Ron Weasley, Hermione Granger and Dobby
4 Harry wears a cape because he is a wizard. A cape goes
around your shoulders. A cap goes on your head.
5 the diary of an old student
6 Everybody who loved the first Harry Potter book.
• Ask the children to look at the annotations on the left of
the text. Go through them with the class. Focus on the
Punctuation box. Ask them to find examples of places
where a comma is used to tell us where, when, why or

Unit 4 99

4006972 Ace TB5.indb 99 07/12/2012 16:29

 how (At the end of the summer holidays, … When they get to
school, … ).
3 Listen and read.  $ 2•33  Where do you find
Magic E in a word? What does it do?
• Ask the children to look at the pictures around the poem
and tell you what they can see.
• Play the song for the children to listen and follow the
words in their books and look out for the Magic E words.
ANSWER
You find Magic E at the end of a word. Magic E makes
vowel sounds long.
4 Listen and read again.  $ 2•33  Find and write the
pairs of words with and without Magic E.
• Play the recording for the children to listen and read again.
The children write the pairs of words in their notebooks.
• Check the answers with the class. Write the pairs of words
on the board, and point to them for the children to repeat.
ANSWERS
kit / kite  ​bit / bite  ​pin / pine  ​fin / fine  ​Pete / pet  ​
hope / hop  ​note / not  ​hate / hat  ​cube / cub  ​ate / at
KEY COMPETENCE:   Learning to learn
By pairing words and saying them with and without the
Magic E, the children can see how the sound becomes
elongated. Elicit further examples of Magic E words and
say them with the class.
Activity Book
1 Write the words. Match the correct words to the
pictures. Listen and check.  $ 2•34
• The children look at the pictures and write the words. They
then match each of the words with a short vowel sound to
the corresponding word with the long vowel sound.
• Play the recording for the children to listen and check.
Transcript
1  kit, kite, c   ​2  hate, hat, a   ​3  hope, hop, e   ​
4  plan, plane, b   ​5  cute, cut, d
2 Read the book review quickly. Label the parts of
the review.
• The children read the book review quickly and then label
each part using the words in the box.
answers
A  title  B  writer  C  characters and setting   3  Mr Bean was sweeping up the leaves when a frog
D  plot  E  reviewer’s opinion
3 Read the review again. Find three Magic E words
and underline them.
• The children read the review again and underline the
three words with the long vowel sounds with Magic E.
answers
five, home, use
4 Choose a book and write a review.
• The children write a book review about any book they like
using the book review in Activity 2 and the one on page
44 of the Class Book as models.
100 Unit 4
4006972 Ace TB5.indb 100
Lesson 10    CB PAGE 45 and AB PAGES 42 and 110 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 adjectives to describe people; Lesson 5
types of book words; past simple/past continuous; past
simple with wh– questions;
Review: science lab, school hall, music room, wear, run
Materials
CD2 $ tracks 35–36; DVD Song 4/DVD Story 4; Unit 4
Grammar and everyday language poster
Warmer    DVD Song 4 / Story 4 
• Ask the children to vote on whether they would like to
watch the Unit 4 story animation or the Unit 4 song video
again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to review
the vocabulary and grammar they have learnt in Unit 4.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Look and say. Listen and check.  $ 2•35
• Focus on the pictures in the photo competition. Point
to number 1 and ask, e.g. What’s Miss London doing? The
children make sentences about what the characters are
doing in each picture.
• If necessary, use the Grammar 1 section on the Unit 4
Grammar and everyday language poster to review the use
of the past simple and past continuous.
• Play the recording for the children to check their answers.
Transcript
1  Miss London was running when she found a five pound
note.
2  Mr Bean was cooking when he dropped an egg.
jumped out.
4  Milly was reading a ghost story when she heard an owl.
2 Read and suggest a book type.
• Ask the children to read what each person says and write a
suggestion, in their notebooks, for a type of book for them.
answers
Mr Tidy: manual  ​Miss London: poetry book  ​
Jilly: recipe book  ​Mr McMaster: ghost story  ​
Milly: spy novel  ​Billy: science fiction novel
07/12/2012 16:29
 3 Read and write sentences with adjectives.
• Focus on the poster for the school pantomime. Ask What
story is it? What’s it about? Who are the main characters?
What are they like?
• Ask the children to read the sentences and rewrite them
in their notebooks using the adjectives from Lesson 1.
answers
1  She’s hard-working.   ​2  She’s poor.   ​3  She’s lonely.   ​
4  They are mean.   ​6  They are miserable.   ​7  She’s
cheerful.  ​8  She’s caring.
4 Complete and write. Then match.
• Ask the children to read the questions and write the
correct question word for each one in their notebooks,
using the words in the box.
• The children match the questions with the correct answers.
answers
1  Who, b   ​2  Why, c   ​3  Which, a   ​4  What kind of, d
KEY COMPETENCE:   Artistic and cultural competence
Traditional fairytales are often known in many countries
around the world, though there may be differences in
the plot. It can be interesting to compare the different
versions of these stories, as in the optional activity below.
Optional activity
• Ask the children to think of other fairytales that they know.
• Divide the class into groups. Each group researches a
different story to see if it is told in other countries. What
are the differences?
• Ask each group to report back to the class.
Activity Book
1 Write the opposite adjectives.
• Ask the children to read the words and write down their
opposites from the Lesson 1 vocabulary set.
answers
1  miserable  2  mean  3  hard-working  4  energetic
2 Write adjectives that mean the same.
• Ask the children read the words and write the words from
Lesson 1 that mean the same.
answers
1  sociable  2  intelligent  3  cheerful  4  caring
3 Listen and circle.  $ 2•36
• Focus on the pictures. Ask the children to describe what
they can see in each one.
• Tell the children that they are going to hear a recording
of Billy telling Miss London about what happened when
there was a fire in the science lab. They must listen and
circle the correct pictures.
• Play the recording, pausing if necessary, for the children to
circle the pictures.
4006972 Ace TB5.indb 101
Transcript
1 Miss London  So Billy, where were you when the fire started?
Billy  I was in the library. I wasn’t in the sports hall with
my class because I had a stomach ache. I was looking at
an atlas.
2 Miss London  And then what happened?
Billy  Well, I was looking out of the window and I saw
the fire in the science lab opposite. It’s next to the music
room. Jilly was playing the guitar in the music room.
3 Miss London  So what did you do?
Billy  I went to get Jilly. I wasn’t thinking. But then I was
running down the corridor and I saw the fire alarm. I hit
it and the bell started to ring. Jilly came out of the music
room into the corridor and we went outside. The school
secretary called the fire station and the firefighters came
very quickly.
Miss London  Well done, Billy. You’re a hero!
answers
1  b  ​2  c  ​3  a
4 Choose a type of book for each person.
• The children read the sentences and write down a book
type for each person.
answers
1  ghost story   ​2  craft book   ​3  atlas  ​4  recipe book   ​
5  play  ​6  joke book
5 Order and write the questions. Then answer
them about the last book you read.
• The children order the words and write questions using
the word prompts.
• They answer the questions about the last book they
read. If necessary, use the Grammar 2 section on the
Unit 4 Grammar and everyday language poster to
review infinitives.
answers
1 What was it called? (Children’s own answers)
2 When did you read it? (Children’s own answers)
3 Where did you get it from? (Children’s own answers)
4 Why did you choose it? (Children’s own answers)
5 What was it about? (Children’s own answers)
6 What did you like best about it? (Children’s own
answers)
Unit 4 101
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 Lesson 11    CB PAGE 45 and AB PAGE 43  • Play the recording for the children to listen and circle the
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 4
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 4
Review: reading
Materials
CD2 $ track 37
Warmer
• Play a memory game. Divide the class into teams. Read out
some questions about what happened in the unit for the
children to write down their answers, without looking in
their books. The teams get one point for each correct answer.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photo of the girl giving a
presentation. Ask What is the presentation about? What is
the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about what they like reading.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of headings and the
information in the diagram. They write the headings in
the correct places. Point out that they do not need to read
every word.
answers
[Clockwise from ‘Graphic / Spy novels are …’:]
1  My favourite type of book   2  My favourite writers  
3  My favourite book   4  Why I like it
2 Listen and circle the correct answers in the
presentation plan.  $ 2•37
• Tell the children that they are going to hear a pupil giving
her presentation about what she likes reading.
correct answers from each pair of options.
Transcript
1 Spy novels are my favourite type of book. I like them
because they’re exciting.
2 My favourite writers are Anthony Horowitz and Charlie
Higson. They’re both from the UK.
3 My favourite book is Stormbreaker by Anthony Horowitz.
It’s about a boy spy called Alex Rider.
4 I like Stormbreaker because it’s got a great story and it’s
very exciting.
ANSWERS
[clockwise from ‘Graphic / Spy novels are …’:]
1  Spy  2  the UK   3  boy  4  exciting
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about what they
like to read by copying the headings from Activity 1 and
making notes. Go around the class as the children work,
helping and checking.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.
KEY COMPETENCE:   Autonomy and personal initiative
In their presentations, the children share their thoughts
about their favourite books and authors. At the planning
stage, encourage the children to work independently
without talking to their partner so that they come up with
their own ideas.
Optional activity
• Discuss the presentations with the class. What did the
children find most interesting? Ask Which book would
you like to read? Why?
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Jilly and Milly
and their class on page 45 of the Class Book: Skilful sport
homework. Find out about adventure sports. Tell them that
this will be the theme for the next unit.
• Ask the children if they know of any adventure sports, or
if they have tried any. What kinds of things do they think
Billy, Jilly and Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 4 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 4 Test.
Notes and answers on CD-ROM.

102 Unit 4

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 5    S k lful spor t
Lesson 1    CB PAGE 46 and AB PAGES 44 and 105  Transcript
VOCABULARY
Lesson objectives
Identify different kinds of adventure sports
Identify different text types
Find information in a brochure
Talk about which sports you would like to try
Language
Core: karting, snowboarding, mountain biking, yachting,
bungee jumping, rafting, abseiling, scuba diving,
mountaineering, skateboarding, canoeing, skydiving
Review: weather, every day
Extra: brochure, rope, board, alone, half-term, environment
Materials
CD2 $ tracks 38–41; Unit 5 wordcards Set 1; a watch
or timer
Warmer
• On the board, brainstorm all of the sports that the
children know. Tell the class that today’s lesson is about
adventure sports. Focus on the list on the board. Ask if any
of them are specifically adventure sports.
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find out about adventure sports.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Milly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 2•38  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Milly’s homework.
• Ask the children to open their Class Books and look at the
things Milly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
4006972 Ace TB5.indb 103
Miss London  Hi everyone! What was your skilful sport
homework this week?
Milly  Find out about adventure sports!
Miss London  That’s right! What have you got, Milly?
Milly  Well, I’ve got a poster about adventure sports.
Miss London  Great! What else?
Milly  I found this brochure. It’s for a sports camp.
Miss London  Ace Adventure Club. Very good!
Milly  And I’ve got a story from a magazine too. It’s a sailing
adventure.
Miss London  Well done, Milly! Thank you!
ANSWERS
A  poster  ​B  brochure  ​C  magazine story
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 2•39
• Ask the children to look at the pictures of the adventure
sports on the poster (text A). They match the words to the
pictures and write their answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  skydiving  ​2  mountaineering  ​3  bungee jumping   ​
4  scuba diving   ​5  yachting  ​6  snowboarding  ​
7  canoeing  ​8  rafting  ​9  mountain biking   ​10  abseiling  ​
11  karting  ​12  skateboarding
3 Look at text A. Listen and say the sport.  $ 2•40
• Ask the children to look at the poster again. Tell
them that they are going to hear descriptions of the
different adventure sports. They must listen and say the
adventure sport.
• Play the recording, pausing after each extract for the
children to say the name of the sport.
Transcript
A You do this sport outside. You jump off a bridge on a long
rope.
B You do this sport in a boat with more than two people.
You do it on a fast river.
C You do this sport outside. You climb up rocks and
mountains.
D You do this sport on the sea or on a river in a thin boat.
You do it alone or with one more person in the boat.
E You do this sport outside. You travel on a board with four
wheels.
F You do this sport inside or outside. You travel on a board
in the mountains in very cold weather.
ANSWERS
A  bungee jumping   ​B  rafting  ​C  mountaineering  ​
D  canoeing  ​E  skateboarding  ​F  snowboarding
Unit 5 103
07/12/2012 16:29
 Optional activity
• Ask the children to close their books. Write the headings
Outdoor, Water and ice and Extreme on the board.
• Give the Unit 5 Set 1 wordcards to individual children.
They put their sport under the correct heading.
• Ask the children to open their Class Books again at page
46 and look at the poster to check.
4 Read text B and answer.  Billy  What about mountain biking? I’d really like to try that.
• Ask the children to look at text B. Read the questions with
the class. Explain that this is a speed-reading task and that
the children have one minute to complete it.
• Ask the children to use the brochure to find the answers
to the questions. Use a watch or timer to time one minute.
ANSWERS
The camp is for children aged between 10 and 13 years.
It’s on during this half-term holiday.
5 Ask and answer in pairs.
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class.
• The children take turns to ask and answer about the
sports they would like to try.
Transcript
Billy  Hi Milly, what have you got there?
Milly  Oh, hi Billy. It’s a brochure for adventure sports.
Billy  Wow, exciting. Let’s see: skydiving – I’d like to try that!
Milly  Oh no. I couldn’t jump out of a plane. I’d like to try
abseiling though.
Billy  What else is there? Oh, I’d love to go canoeing.
Milly  I’d prefer to go rafting, I think. It looks more exciting
than canoeing.
Milly  Oh, yes. Me too! Do you think Mum and Dad would let
us …?
Answers
Billy:  skydiving, canoeing, mountain biking
Milly:  abseiling, rafting, mountain biking
4 Write about which sports you do on holiday.
• The children write sentences in their notebooks about
the sports they do on holiday, using the adventure sports
words from the lesson, where possible.

KEY COMPETENCE:   Competence in social skills and

citizenship
Taking part in communicative pairwork activities, such as
that in Activity 5, encourages development of social skills
and the need to adhere to the rules of turn-taking.

Activity Book
Bilingual dictionary
• Tell the children to turn to page 105 of the Activity Book
and write translations for the adventure sports words.

1 Write the sports.

• The children look at the pictures and write the correct
sports. Display the Unit 5 Set 1 wordcards for support
while they work.
ANSWERS
1  canoeing  ​2  rafting  ​3  skateboarding  ​4  karting  ​
5  abseiling  ​6  mountain biking   ​7  skydiving  ​
8  bungee jumping   ​9  yachting  ​10  scuba diving

2 Read and complete the definitions.

• The children complete the definitions with the correct
adventure sports.
ANSWERS
1  scuba diving   ​2  Snowboarding  ​3  skydiving  ​
4  Yachting  ​5  mountaineering  ​6  skateboarding  ​
7  karting

3 Listen and tick ✓ the sports Billy and Milly would

like to try.  $ 2•41
• Play the recording. The children listen and tick the sports
that Billy and Milly would like to try.
• Check the answers with the class.

104 Unit 5

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 Lesson 2    CB PAGE 47 and AB PAGE 45  • What do you think? Ask the children to discuss the
question in pairs. Ask some of the children to share their
thoughts with the class.
STORY
Lesson objectives Activity Book
Read and understand a story from a magazine
Use adjectives to talk about the magazine story Plot, characters and setting
Write a review of the magazine story 1 Remember the story. Number the events in order.
• The children read the sentences and number them in
Language the correct order from memory. They check their answers
Core: Lesson 1 adventure sports words by looking at the Class Book magazine story on page 47.
Review: past simple; weather, island, find/found, hear/ Then check the answers as a class.
heard, run/ran, swim ANSWERS
Extra: finally, decide, dead, manage, incredible, mile, shark, 4, 8, 1, 6, 5, 3, 2, 7
rainforest, grasslands, local, wild, survive, hunt, koala,
healthy, wildlife, ranger, mainland, port, check 2 Read and circle the correct answers.
• The children read the sentences and circle the missing
Materials information to complete each one.
CD2 $ track 42 ANSWERS
1  b  ​2  c  ​3  a  ​4  b
Warmer
• Play Jumble (see page 202) with the vocabulary from Synopsis
Lesson 1.
3 Read and complete.
Lead-in • The children complete the text by writing the missing
• Explain that the children are going to listen to and read a words in the table.
magazine story about an adventure. Ask the children to ANSWERS
look at the pictures and make predictions about what the 1  were  ​2  was  ​3  yacht  ​4  swam  ​5  to  ​6  food  ​
story is about. 7  goats  ​8  the  ​9  she

Class Book Review

6 Read and listen.  $ 2•42  Choose the sports in 4 Complete the review.
the story.
• The children complete the review and rate the story,
• Ask the children to read the list of sports. Play the referring to the Writing tip for help.
recording for the children to follow the story in their books.
Possible ANSWERS
• Check the answers with the class and then discuss the
1  An incredible adventure   ​2  November 2008   ​
children’s reactions to the story.
3  Jan  4  Dave  5  Sophie Tucker   ​
ANSWERs 6  Children’s own answers   7  Children’s own answers
yachting, swimming
Further practice
7 Read again and answer. $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5,

• Ask the children to read the story again and write their Story worksheet. Notes and answers on CD-ROM.
answers to the questions in their notebooks.
ANSWERS
1  Sophie Tucker   ​2  Because there was a big storm.   ​
3  Because the island was more than five miles away
and there were lots of sharks in the sea.   ​4  The dog
learnt to hunt koalas and baby goats.   ​5  four months   ​
6  her owners

Optional activity
• Ask the children to work in pairs. Without looking in
their books, they work together to retell the story.

8 Talk about the story. Use the adjectives.

• Ask the children to work in pairs. They use the adjectives
to tell each other what they thought of the story.

Unit 5 105

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 Lesson 3    CB PAGE 48 and AB PAGES 46 and 111  Grammar and everyday language poster
GRAMMAR
Lesson objectives
Practise using verbs with infinitives
Make sentences with verbs with infinitives
Tell a story
Regular review: practise using going to
Language
Core: Lesson 1 adventure sports words; verb + infinitive
with to / verb + object + infinitive with to
Review: going to, swim, wear
Materials
CD2 $ tracks 42–43; Unit 5 Grammar and everyday
language poster; Unit 5 wordcards Set 1; Speak up poster
Warmer
• Put the Unit 5 Set 1 wordcards on the board. Ask the
children to rank the activities in order of how much they
would like to try them.
• Discuss the activity as a class. Which are the most/least
popular activities?
Lead-in
• Ask the children what they can remember about the
magazine story from Lesson 2. Prompt with questions if
necessary.
• Ask the children to open their Class Books and look at the
story on page 47 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page 47.  section on the Speak up poster, for help. Then check the
$ 2•42  Order the sentences.
• With books open, tell the children that they are going
to hear the story again. As they listen, they order the
sentences.
• Play the recording, more than once, if necessary.
ANSWERS
6, 2, 5, 1, 4, 3
2 Listen and say the number.  $ 2•43 Describe
the pictures.
• Focus on the pictures. Tell the children that they are going
to hear a description of each picture.
• Play the recording, pausing after each description for a
different child to say the number.
• Ask the children to work in pairs. They take turns to
describe the pictures to each other.
Transcript
The islanders asked the rangers to catch the dog.
The islanders told the rangers to come to the island.
The islanders helped the rangers to find the dog.
The rangers invited Jan and Dave to come to the port.
answers
2, 4, 3, 1
106 Unit 5
4006972 Ace TB5.indb 106
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 5.
• Focus on the first table (verb + infinitive with to). Explain
that with some verbs, we always use an infinitive. Write
an example on the board to show the structure and elicit
sentences from the table.
• Focus on the second table. Explain that with some verbs,
there is always an object and then the infinitive. Write an
example on the board to show the structure and elicit
sentences from the table.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
KEY COMPETENCE:   Learning to learn
In some areas of English, there are no rules to follow.
The children just have to learn and remember. Ask the
children to keep a list of the verbs that you must always
use an infinitive with and the verbs that you must always
use an object with before the infinitive. Ask them to try
to remember the verbs, but keep the list just in case they
need to check.
4 Tell the story in pairs.
• Focus on the pictures. Explain that they tell a story. Ask the
children to describe what they can see.
• Ask a volunteer to read the example sentence to the class.
Ask the children to work in pairs to take turns to describe
the rest of the pictures. They use sentences with infinitives.
• Go around the class, helping and checking as the children
talk. They can also refer to the Talking about a picture
answers with the class.
ANSWERS
1 Tim learnt to scuba dive.
2 He decided to go to Ecuador. He hoped to see the
dolphins. But his boat sank!
3 He managed to swim to an island.
4 A girl helped him to get back to his hotel. Tim invited
the girl to go to London.
5 Tim asked Amber to marry him.
Optional activity
• Write the beginning of some sentences on the board,
e.g. James wanted … He learnt … He asked Daisy to
come … They decided …
• The children complete the sentences with their own
ideas and draw pictures to illustrate their stories.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 111 of their Activity Books, and remind them that it
is here to help them when they need it.
07/12/2012 16:29
 1 Read and circle.
• The children read the sentences and circle the
correct words.
• Check the answers with the class.
Answers
1  asked  ​2  invited  ​3  decided  ​4  hoped
2 Read and complete.
• The children complete Milly’s text with the correct forms
of the verbs in the brackets.
ANSWERS
1  told  ​2  learnt  ​3  managed
3 Look, read and write.
• The children look at the pictures and write sentences
using verb patterns with infinitives.
• Check the answers with the class.
answers
1 Mark wanted to go mountaineering.
2 He invited his Uncle Pete to go with him.
3 They decided to climb Ben Nevis.
4 His mum told him to be careful.
4 Look and write.
• Review the use of going to with the class.
• The children look at the pictures and write sentences
about what the people are going to do.
• Check the answers with the class.
answers
1  skydiving  ​2  is going to go canoeing.   ​
3  is going to go mountaineering.   ​4  is going to go
skateboarding.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 5,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 107
Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise words for adventure sports
Review and practise sentences with infinitives
Language
Core: Lesson 1 adventure sports words; verb + infinitive
with to / verb + object + infinitive with to
Extra: go wrong
Materials
DVD Story 5; Unit 5 wordcards Set 1; $ Teacher’s
Resource CD-ROM, DVD worksheets section, Unit 5;
pictures representing adventure sports from Lesson 1,
taken from magazines or websites; paper for each group
Warmer
• Put the Unit 5 Set 1 wordcards on the board. Give the
pictures of the adventure sports to individual children
around the class.
• Invite the children to come to the front of the class, one at
a time, and put the pictures below the correct words.
Lead-in
• Divide the class into small groups. Give each group one of
the pictures from the board.
• The children discuss the picture together. What can they
see? Would they like to try the sport? Why? / Why not?
1 Make notes for your adventure story.
• Tell the children to stay in their groups. Explain that they
are going to write some notes for an adventure story
about the sport in their picture.
• Write the following questions on the board:
Who are the main characters?
Where are they?
What time of year is it?
What do they decide to do?
What goes wrong?
What happens in the end?
• Ask the children to discuss the questions in their groups.
They decide on the answers to the questions and
make notes.
2 Write your story.
• Tell the children that they are going to write their story
together, using the notes they have made.
• Walk around the room as the children work, helping and
checking where necessary.
• Give each group a piece of plain paper to copy out their
story neatly.
Unit 5 107
07/12/2012 16:29
 KEY COMPETENCE:   Artistic and cultural competence
Story writing tasks stimulate the children’s creativity and
imagination. Through working as a group, the children
share thoughts and generate a greater range of ideas.
Ask you walk around the room, ask the children how they
came up with their ideas.
3 Tell your story to the class.
• Tell the children that they are going to present their
stories to the class. They decide how they are going to do
this – they can choose one child to read the whole story
or divide the reading between the group.
• The children share their stories with the class.
• Discuss the stories together. Which one did the class think
was the most exciting/scary/funny?
4 Watch the story on DVD.    DVD Story 5 
• Tell the children they are going to watch the story An
incredible adventure on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  yachting  2  storm  3  sad  4  fly  5  sharks  
6  hunt  7  boat  8  unhappy
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 5 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  yachting  2  storm  3  sad  5  sharks  6  hunt   her homework assignment in Lesson 1. Ask Which thing
7  boat
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The children’s completed wordcards can be displayed in
the classroom.
108 Unit 5
4006972 Ace TB5.indb 108
Lesson 4    CB PAGE 49 and AB PAGE 47 
READING AND WRITING
Lesson objectives
Read and understand a brochure
Use sequencing words to describe the order in which
things happened
Write a brochure for an activity camp
Learning to learn: organizing vocabulary
Language
Core: Lesson 1 adventure sports words; sequencing
words (first, then, next, after that, finally
Review: weather, spend, play, archery, ice skating, every day,
mountain
Extra: kayaking, rest, rapids, helmet, awesome
Materials
Unit 5 wordcards Set 1
Warmer
• Put the Unit 5 Set 1 wordcards on the board. Invite a
volunteer to choose a sport and describe it for the class
to guess. Repeat with other volunteers.
Lead-in
• Ask if the class can remember what Milly brought in for
told us about an adventure club? (the brochure)
Class Book
1 Read part 1. Remember and complete. Read
page 46 again and check.
• Ask the children to look at the brochure on page 49 and
complete part 1 from memory.
• When they have finished, the children look at the
brochure on page 46 to check their answers. Then go
through the answers with the class.
answers
1  13  ​2  friends  ​3  sports  ​4  yes  ​5  day
2 Read part 2. Say which activities you can’t do at
the Ace Adventure Club. Then number in order.
• Focus on the pictures and ask the children to identify the
adventure sports.
• Ask the children to read part 2 of the brochure and decide
which activities the children can’t do at the Ace Adventure
Club. They write the answers in their notebooks.
• The children then read part 2 again and number the
pictures in the order that they appear in the text.
answers
c
a  4  ​b  1  ​d  2  ​e  5  ​f  3
3 Complete Milly’s diary about her day at the Ace
Adventure Club.
• Ask the children to look at part 2 of the text in Activity 1
again. Draw attention to the words used to begin each
07/12/2012 16:29
 paragraph: first, then, next, after that and finally. Explain
that these are sequencing words and that they help to
show the order in which things happen.
• Ask the children to read Milly’s diary and complete it using
the sequencing words in the box.
ANSWERS
1  First  ​2  Then  ​3  Next/After that   ​4  After that/Next   ​
5  Finally
KEY COMPETENCE:   Learning to learn
Explain that being aware of sequencing words and
knowing how to use them is useful when describing a
series of events and giving instructions and directions.
4 Write about Martin’s day at the Ace
Adventure Club.
• Focus on the pictures. Ask What did Billy do at the club?
• Ask the children to write about Billy’s day, using sequencing
words to show the order in which things happened.
Possible ANSWERs
First, Martin went canoeing. Then he went horse riding.
Next, he did archery. After that, he went karting. Finally, he
got a certificate.
Activity Book
1 Read the brochure. Match and complete the text.
Then underline the sequencing words.
• The children read the brochure and find the words or
phrases in the boxes to fill each gap. They write the words
in the correct places. The children read the brochure again
and underline the sequencing words.
ANSWERS
A  Do you want to   ​B  contact us at   ​C  First, we spend
the morning   ​D  Then, in the afternoon,   ​E  Finally,
Sequencing words:  first, next, then, after that, finally
2 Read and tick ✓ the things that are true about
the brochure in Activity 1.
• The children read the sentences about the brochure and
tick the ones that are true.
answers
✓:  1, 3, 4, 6, 8
3 Imagine your ideal activity camp. Write a
brochure for it.
• The children imagine their ideal holiday camp and think
about what you can do there. They write a brochure for the
holiday camp, using the one from Activity 1 as a model.
Learning to learn: Look at the mountain sports
diagram. Draw a diagram for water sports.
• Ask the children to read the instructions and draw their
diagrams in their notebooks. Go around the class helping
and checking as the children work.
KEY COMPETENCE:   Learning to learn
Using a diagram is a visual way of organizing vocabulary. The
children can use diagrams to present vocabulary in a clear way
that is easy to follow. Encourage them to use this technique.
4006972 Ace TB5.indb 109
Lesson 5    CB PAGE 50 and AB PAGES 48 and 105 
VOCABULARY AND DVD SONG
Lesson objectives
Identify different types of equipment and clothing for
adventure sports
Listen and extract information from a song
Play a guessing game about what equipment/clothing
you need
Language
Core: Lesson 1 adventure sports words; parachute,
harness, rope, goggles, jumpsuit, oxygen tank, flippers,
snorkel, mask, life jacket, seat belt, paddle
Review: present simple questions and short answers;
golf, canyon, fly, wear
Extra: spray-proof, jet boating, dare, land (v), extreme, kung
fu, float, dip
Materials
CD2 $ tracks 44–47; DVD Song 5; Unit 5 wordcards Set 1
Warmer
• Give the Unit 5 Set 1 wordcards to individual children. Ask
them not to show them to anyone else.
• Play a game of Mime! (see page 201) to review the
vocabulary from Lesson 1.
Lead-in
• Discuss adventure sports with the class. Ask individual
children Do you do any adventure sports? What do you do?
When/Where do you do your sport?
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the picture
of the interactive whiteboard. Ask different children to say
what they think the lesson is going to be about. Listen to
their suggestions, but don’t confirm at this stage.
2 Listen and repeat.  $ 2•44
• Establish that this lesson is about equipment and clothing
for adventure sports.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the pictures as they do so.
Transcript
1  parachute  ​2  harness  ​3  rope  ​4  goggles  ​
5  jumpsuit  ​6  oxygen tank   ​7  flippers  ​8  snorkel  ​
9  mask  ​10  life jacket   1​ 1  seat belt   ​12  paddle
3 Listen and say the word.  $ 2•45
• Tell the children that they are going to hear descriptions
of the different types of equipment/clothing from Activity
1. They must decide what type of equipment/clothing
each one is.
• Play the recording, pausing after each description for
the children to say the word. Display the Unit 5 Set 2
wordcards for support while they listen.
Unit 5 109
07/12/2012 16:29
 Transcript 5 Match the lyrics that rhyme. Listen again and
A You wear this to protect your eyes underwater. check.  $ 2•46
B You open this in the air. • Focus on the two columns of lyrics. Ask the children to
C You wear these on your feet underwater. match each line on the left with the rhyming one on
D You put this in your mouth underwater. the right.
E You can use this to move a boat through the water. • Play the song again for the children to check their
F You wear this to keep you warm in the air. answers. Then check as a class.
answers ANSWERs
1  mask  ​​B  parachute  ​C  flippers  ​D  snorkel  ​ 1  e  ​2  d  ​3  a  ​4  c  ​5  b
E  paddle  ​F  jumpsuite
Artistic and cultural competence
KEY COMPETENCE:  
4 Listen to the song.  $ 2•46  Which sports do Awareness of rhyme and rhythm helps the children to
you hear?    DVD Song 5  appreciate the sound of words in songs and poems. Play
• Play the audio or DVD version of the song for the children the song again. Pause after each verse for the children to
to listen and make a note of the sports they hear. tell you the rhyming words.
• Play the song a second time, if necessary.
Optional activity
Transcript • Ask the children to work in pairs to write a short poem
Come on get your coat, here’s the boat,
about adventure sports.
On the river.
Jetboating is for me!
It’s alright! 6 Think of an adventure sport. Play a guessing
Hold on tight! game in pairs.
Now the sun is shining bright • Divide the class into pairs. Ask one pair to read the
Put your seat belt and life jacket on. example dialogue to the class.
Let’s jet boat together. • Ask the children to think of an adventure sport. They take
It’s wet and it gets wetter! turns to guess their partner’s sport by asking questions
Yachting is good fun, about what equipment you need.
Jetboating is better.
In and out of canyons, Activity Book
In boats upon the river.
I love adventure sports! Bilingual dictionary
Look up there! • Tell the children to turn to page 105 of their Activity Books
Do you dare and write the translations for the equipment and clothing
Jump from planes into the air? for adventure sports words.
Skydiving is for me!
Don’t forget your parachute, 1 Complete the song. Listen and check.  $ 2•46
Skydive goggles and jumpsuit. • The children complete the song from memory, using the
Fly high but don’t land in a tree! words in the box.
Let’s all go skydiving! • Play the song for the children to listen and check their
It’s scary. It’s exciting. answers. Check the answers with the class.
It’s more fun than golf,
More extreme than kung fu fighting. ANSWERS
High above the land, 1  seat belt   ​2  life jacket   ​3  boats  ​4  googles  ​
In the sky between the clouds. 5  jumpsuit  ​6  skydiving  ​7  adventure  ​8  harness  ​
I love adventure sports! 9  parascending  ​10  parachute
Look at me. Can you see? 2 Listen and number.  $ 2•47
I’m parascending by the sea.
With a harness and a boat.
• Tell the children that they are going to hear three children
talking about the adventure sport they think is the
When the boat goes fast, we fly
most exciting.
Very high up in the sky.
If we fall in, then I hope we float! • Play the recording, pausing if necessary, for the children to
I love parascending. listen and number the pictures in the order that the sports
We’re flying and we’re speeding! are mentioned.
When we’re near the sea,
Transcript
We can even dip our toes in.
1 I think skydiving is the most exciting sport. It’s an
A parachute above,
adventure sport. You wear a jumpsuit and goggles, and
And the sea and boat below.
you use a parachute.
I love adventure sports!
2 I think bungee jumping is the most exciting sport. It’s an
ANSWERs adventure sport. You wear a harness and you use a special
jetboating, yachting, skydiving, golf, kung fu (fighting), rope made of rubber.
parascending

110 Unit 5

4006972 Ace TB5.indb 110 07/12/2012 16:29

 3 I think scuba diving is the most exciting sport. It’s a
water sport. You wear a mask, a snorkel, an oxygen tank
Lesson 6    CB PAGE 51 and AB PAGES 49 and 111
and flippers.
GRAMMAR AND CROSS-CURRICULAR
answers
2, 3, 1
3 Listen again and complete.  $ 2•47
• Play the recording again, pausing where necessary for the
children to write the missing words.
• Check the answers with the class.
answers
1 skydiving, jumpsuit
2 adventure, harness
3 Scuba diving, water, oxygen tank, flippers
4 Write about the sport you think is the most
exciting.
• The children decide which sport is most exciting for them
and write a text about it, using the ones from Activity 3 as
models.
 
Lesson objectives
Learn about climbing walls and rock climbing
Read and understand an article about climbing walls
Practise using modal verbs of obligation
Make sentences about safety measures
Language
Core: Lesson 1 adventure sports words; Lesson 5 words
for equipment and clothing for adventure sports; modal
verbs of obligation
Review: wood, PE, wear
Extra: artificial, outdoors, indoors, corridor, hand holds, foot
holds, route, style, crash pad, chalk, directly
Materials
CD2 $ tracks 46 and 48; Speak up poster; Unit 5
Grammar and everyday language poster

Warmer  $ 2•46
• Play the song from Lesson 5 again, encouraging the
children to sing along.

Lead-in
• Ask the children to choose an adventure sport. Ask them
to think about how you stay safe when you do this sport.
• The children discuss their ideas in pairs.
• Ask some of the children to share their ideas with the class.
• Tell the children that the Ace pupils are going to visit a
climbing wall, where they will learn about indoor climbing.

Class Book
1 Look at the photos. Say what you know about
indoor climbing.
• Focus on the photos and ask the children what they see.
• Ask the children to work in pairs. They use the photos to
tell each other what they know about indoor climbing.
Refer them to the Guessing section on the Speak up
poster for help, if necessary.
• Discuss the pictures as a class. Encourage different
children to share their ideas.

2 Listen, read and check your ideas.  $ 2•48

• Tell the children that they are going to listen and read to
check their ideas.
• Play the recording while the children follow the words in
their books.
• Ask the children if their predictions were correct. Answer
any questions that the children have and go through the
meanings of any unknown vocabulary.

Unit 5 111

4006972 Ace TB5.indb 111 07/12/2012 16:29

 3 Look at the grammar table. Find more examples
of modal verbs in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit
5. Use the examples and explanations to show how and
when we use must, have to, mustn’t and don’t have to.
• Focus, in particular, on the difference between mustn’t and
don’t have to. Write an example of each on the board, e.g.
You mustn’t shout in class. Climbers don’t have to use chalk.
Ask Are you permitted to shout in class? (no) Are climbers
permitted to use chalk? (Yes, they are, but it isn’t necessary.)
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of modal verbs.
ANSWERS
He or she has to wear a harness; The other climber must
hold the rope …; The climbers must wear rock climbing
shoes and they have to climb over a crash pad; They don’t
have to use chalk; Climbers don’t have to be adults; …
they have to follow the safety rules; They mustn’t climb
without a helmet and they mustn’t climb directly under
another climber
4 Write sentences about climbing.
• Focus on the clothing and equipment. Ask questions
about whether they are appropriate for indoor climbing,
e.g. Is it necessary to wear a harness / use chalk? Are you
permitted to wear sandals?
• The children write sentences about each piece of clothing
or equipment using modal verbs of obligation.
ANSWERS
1 Climbers must wear a helmet.
2 Lead climbers have to climb with a rope.
3 Bouldering climbers don’t have to use chalk.
4 Bouldering climbers must wear climbing shoes.
5 Climbers must hold the rope for safety.
6 Children must follow the safety rules.
5 Say the sentences in pairs.
• Ask the children to work in pairs. They take turns to say the
sentences from Activity 4.
1 Order and write sentences about climbing.
• The children put the words in the correct order and
write sentences.
• Check the answers with the class.
ANSWERS
1 You mustn’t wear trainers.
2 You don’t have to use chalk.
3 You have to climb over a crash pad.
4 You must use a rope.
2 Read the note. Write sentences with have to or
don’t have to.
• The children read the note and then write sentences
about the things in brackets using have to or don’t have to.
• Check the answers with the class.
ANSWERS
1 The children have to be at school by 8.45 am.
2 They don’t have to take a packed lunch.
3 They don’t have to wear special clothes.
4 They have to come back to school.
5 They don’t have to take a camera.
6 They have to tell their parents.
3 Look at the notices about the climbing wall.
Write sentences with must and mustn’t.
• The children read the notices and then write sentences
about each one using must or mustn’t.
• Check the answers with class.
Answers
1 You mustn’t climb under another climber.
2 You mustn’t wear outdoor shoes.
3 Lead climbers must wear a harness.
4 Children must wear a helmet.
5 You mustn’t eat.
6 Children must follow the green climbing route.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 5,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.

KEY COMPETENCE:   Learning to learn

By practising saying the sentences from Activity 4, the
children reinforce their learning in a communicative way.
To see what the children have learnt, ask them to close
their books at the end of the task and tell you what they
can from memory.

Optional activity
• The children work in pairs to choose another sport and
write sentences about what you have to, must, mustn’t
and don’t have to do.

Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 111 of their Activity Books, and remind them that it
is here to help them when they need it.

112 Unit 5

4006972 Ace TB5.indb 112 07/12/2012 16:29

 Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Order and identify sequencing words and markers in a
text about the history of rock climbing
Research the history of an adventure sport
Draw a timeline and write about the history of an
adventure sport
Share knowledge and learning in the form of a social task
Language
Core: Lesson 1 adventure sports words; Lesson 5 words
for equipment and clothing for adventure sports;
sequencing words (first, then, next, after that, finally)
Materials
DVD cross-curricular; a cut-up text about the history of
rock climbing for each group (see Preparation below);
internet/encyclopedias; plain paper; a sheet of poster
paper for each group; scissors; glue sticks; coloured pencils
Preparation
• Write the following sentences on a piece of A4 paper:
– Chinese paintings from 2,400 years ago show people
climbing mountains.
– In the 1300s, Native Americans made holes in cliffs in the
Chaco Canyons to climb to the top.
– People began climbing as a sport in the late 1800s.
– In 1857, a group of British mountaineers formed the
world’s first mountaineering club, the Alpine Club.
– At the start of the twentieth century, there were big
improvements in ropes and climbing equipment.
– In 1930, Emilio Comici invented a special ladder that
climbers could carry with them on trips.
– In 1964, a sports teacher called Don Robinson made the
first indoor climbing wall.
– In 2009, two climbers set a new world record for climbing
884 metres of the Nose of El Capitan, USA, in 2 hours, 43
minutes and 33 seconds.
• Make one copy for each group in the class and cut the
sentences into strips.
Warmer
• Tell the class to imagine that they are going on a rock-
climbing trip. They make a list of the equipment they
will need.
Lead-in
• Tell the children that they are going to learn about the
history of rock climbing in this lesson. Ask them what they
already know about the sport.
1 Read the sentences about the history of rock
climbing. Put them in the correct order.
• Divide the class into groups. Give each group a cut-up
copy of the text on the history of mountain climbing. Ask
the children to work together to put the events in the
correct order.
• Go through the answers with the class.
4006972 Ace TB5.indb 113
2 Look at the story again. Find the words and
phrases that tell use when things happened.
• Ask the children to look at the story and find the words
and phrases that tell us when something happened.
• The children copy down the phrases into their notebooks.
answers
In the 1300s; in the late 1800s; from 2,400 years ago; In
1857; At the start of the twentieth century; In 1930; In
1964; In 2009
Optional activity
• Ask the children to write sentences about themselves
and their families using the words and phrases from
Activity 2, e.g. My parents were born in the 1970s. I was
born at the beginning of the 21st century.
3 Research the history of another adventure sport.
• Still in their groups, ask the children to decide which sport
they would like to find out about.
• Ask the children to work together to find out about the
history of the sport they have chosen. If there is classroom
access to the internet, the children can do this on the
computer. If not, make encyclopedias available.
• Go around the class as the children work, helping
and checking.
4 Draw a timeline. Mark the important events and
write about them.
• Draw a timeline on the board to show the history of rock
climbing. Mark on the dates or periods of time around
which things happened. Point to each one and ask What
happened first / then / next / after that / finally? Write the
information on the timeline.
• Give each group a large sheet of poster paper and some
plain paper.
• Ask the children to work together to draw a timeline for
their sport on the poster paper. They draw a mark for
each event.
• The children write sentences about each event on the
plain paper. They cut out their sentences and stick them
on to the poster paper, drawing lines to link them to the
correct point on the timeline.
• Go around the class, helping and checking as the
children work.
• Ask each group to present their timeline to the class,
focusing on using sequencing words.
KEY COMPETENCE:   Competence in social skills and
citizenship
This lesson focuses on working as a group. The children
work together to research ideas and present them. After
the children have finished their presentations, ask them
how they organized themselves and divided up the work.
Further practice
$ DVD, Unit 5 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 5,
Cross-curricular worksheet. Notes and answers on CD-ROM.
Unit 5 113
07/12/2012 16:29
 Lesson 7    CB PAGE 52 and AB PAGES 117 and 118  ANSWER
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: focus on sentence stress and weak forms
Make and respond to invitations
Language
Core: Lesson 5 words for equipment and clothing for
adventure sports;
Review: Do you want to …?; I’d like to; Sorry, I can’t. elbow
pads, wear
Extra: skatepark, strict, knee pads, member, registration
card, ramp, graffiti, scooter, I’m free
Materials
CD2 $ tracks 49–51; Unit 5 wordcards Set 2; Unit 5
Grammar and everyday language poster; red pens/
pencils (optional); scissors
Warmer
• Put the Unit 5 Set 2 wordcards on the board. Make a
sentence about one of the words using a modal verb of
obligation for the class to guess, e.g. You have to use this for
canoeing and rafting. (a life jacket)
• Invite volunteers to make sentences about the other
equipment or clothing.
Lead-in
• Discuss skateboarding with the class. Ask individual
children Do you go skateboarding? Where do you go? What
equipment do you need?
Class Book
1 Listen and say who is talking.  $ 2•49
• With books open, ask the children to look at the picture
and describe what they see. Ask Where are the children?
• Play the recording all the way through. The children listen
and say who is talking.
Transcript
Skateboarder  I go to the skatepark every day after school.
It’s open Monday to Friday from 3.00 pm till 8.00 pm, but I
don’t stay that late. I have to go home to do my homework! I
skateboard longer at the weekends though. The park is open
from 10.00 am to 8.00 pm on Saturdays and Sundays. It’s a
good park and lots of my friends go there. It’s safe because
there are strict rules. You have to have safety equipment
like helmets, knee pads and elbow pads, for example. Oh
and you have to be a member of the park too. They give
you this registration card. The park is really nice and clean
because skaters mustn’t take food or drinks on to the ramps
and graffiti and stickers aren’t allowed. I don’t go to the park
when it’s raining, because you can’t use the ramps when
they’re wet. And I only go to the skatepark to skateboard.
You can’t ride a bike or a scooter on the ramps, for example.
That’s against the rules.
114 Unit 5
4006972 Ace TB5.indb 114
a skateboarder
2 Listen again and complete the park sign.  $ 2•49
• Focus the children’s attention on the park sign at the top
of the page. Point out that some of the information is
missing.
• Play the recording, pausing if necessary, for the children to
complete the missing information in their notebooks.
ANSWERS
1  Monday to Friday   ​2  10.00 am   ​3  knee pads   ​4  food
or drinks   ​5  wet  ​6  scooters
3 Listen and read the dialogue.  $ 2•50 Which
diary shows when Milly and Betty decide to meet?
• Ask the children to look at the diary pages on the right-
hand side of the page. Explain that they must find the
correct page by listening to find out when Milly and Betty
decide to go skateboarding.
• Play the recording for the children to listen and find the
correct page.
ANSWER
1
4 Look, listen and repeat.  $ 2•51
• Tell the children to look at the sentences in the Perfect
pronunciation box. Explain that the dots show the words
that are stressed.
• Play the recording for the children to listen carefully to the
way the sentences are stressed.
• Play the recording again for the children to repeat chorally
then individually.
5 Listen to the dialogue again.  $ 2•50  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the stress in the
sentences and questions.
• Ask the children to work in pairs to act out the dialogue.
• Ask some of the pairs to act out the dialogue for the class.
KEY COMPETENCE:   Competence in social skills and
citizenship
It is important that children know the correct language to
use when making arrangements with others. Explain that
whenever we have to decline an invitation, we must do so
politely and give a reason.
Use the optional activity below to focus on the language
for accepting and responding to invitations.
Optional activity
• Write three headings on the board: making an
invitation; accepting an invitation; declining an invitation.
• Ask the children to look at the dialogue from Activity
3 again and write the phrases in red under the
correct headings.
• Go through the activity, and then brainstorm other
polite phrases the children could use for each purpose.
07/12/2012 16:29
 6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language
section on the Grammar and everyday language poster
for Unit 5 and draw attention to the everyday language
for arranging to meet. Ask a pair of children to read the
dialogue to the class. Tell them that they will need this
language for the communication task.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 5 fluency cards.
• Ask the children to take turns to ask about doing
different activities. The children look at their diaries to see
what plans they have and respond appropriately. They
continue until they have found an activity that they can
do together.
• Go around the class as the children talk, helping and
correcting where necessary.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 5,
Listening and Speaking. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 115
Lesson 8    CB PAGE 53 and AB PAGE 50 
CULTURE AND READING
Lesson objectives
Read and understand texts about unusual sports from
different countries
Talk about which sport is the funniest
Understand the importance of being safe on your bike
Regular review: practise using measurements words
and phrases
Language
Core: Lesson 1 adventure sports words; Lesson 5 words
for equipment and clothing for adventure sports
Review: measurements; village, wore, run
Extra: competitor, injury, bog, muddy, pole, welly
Materials
Speak up poster
Warmer
• Play Everything I know about … (see page 202) on the
subject of adventure sports.
Lead-in
• Tell the children that in today’s lesson they are going to
learn about some unusual sports from around the world.
• Ask the children if they know any unusual sports from
their country or other countries. They tell the class
about them.
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on describing objects and
talking about similarities and differences on the Speak
up poster.
• Monitor the activity as the children talk.
• Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that Billy,
Jilly and Milly want to know about unusual sports from
different countries, and Katy, Rhys and Hattie have posted
responses on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with a photo from Activity 1.
ANSWERS
1  Katy  ​2  Hattie  ​3  Rhys
3 Read again and choose the best answer.
• Before they read the text again, ask the children to read
each sentence. They then read the texts and choose the
best answer for each sentence.
ANSWERS
1  a  ​2  b  ​3  a  ​4  c  ​5  b  ​6  b
Unit 5 115
07/12/2012 16:29
 KEY COMPETENCE:  Learning to learn
The type of task as demonstrated in Activity 3 practises
close reading skills and tests the children’s ability to find
and deduce facts. As you go through the answers, ask the
children to tell you which sentence provided the answer to
each question or gave them the information to work it out.
4 Which sport is the funniest? Write three reasons.
• Ask the children to think about which of the three sports
they think is the funniest. In their notebooks, they write
three reasons for their choice.
5 Tell your partner.
• Ask a child to read the example in the speech bubble to
the class.
• Ask the children to work in pairs. They tell each other
which sport they think is the funniest and why.
• Ask some of the children to share their opinions with
the class.
Optional activity
• Ask the children to choose one of the sports and write
a set of rules for it using must, have to, mustn’t and
don’t have to.
3 Read and match.
• Review measurement words and phrases with the class,
if necessary. The children match the sentences with the
correct endings.
• Check the answers with the class.
ANSWERS
1  b  ​2  e  ​3  a  ​4  d
4 Read and complete.
• The children complete the sentences with the numbers
and units of measurement in the box.
• Check the answers with the class.
answers
1  100 years   ​2  30 cm, 60 g   ​3  10 m   ​4  12 years
5 Use your notes in the table to write about the
funny sport in your country.
• The children use their notes from the table in Activity 1 to
write about a unusual sport in their country.
• They should write full sentences, in their notebooks, in
answer to the questions (1–3).

Vital values
• Focus the children’s attention on the Vital values feature
and read the sentence with the class. Ask the class Why
can it be dangerous to ride a bike? How can we stay safe on
our bikes?

Activity Book
1 Read the texts on Class Book page 53 again.
Make notes in the first three columns of the table.
• Ask the children to read the texts about the unusual
sports again and complete the notes in the first three
columns.
• Check the answers with the class. (Because the topics are
likely to be new to the children, allow for flexibility in the
children’s answers by encouraging a variety of responses
where possible.)
ANSWERS

Sport Cheese rolling Bike bog Welly

snorkelling throwing
Place Brockworth, Llanwrtyd Holmfirth,
England Wells, Wales England
Equipment None mask, snorkel, a boot
mountain
bike
Winner Gets to the Cycles around Throws the
bottom of the a pole in the boot the
hill first water fastest furthest

2 Write notes about a funny sport in your country

in the last column of the table.
• The children think about an unusual sport in their country
and fill in the last column of the table in Activity 1.

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 Lesson 9    CB PAGE 54 and AB PAGE 51  6 Milly spelt afraid as afrade. Because she confused the
WRITING AND PHONICS
Lesson objectives
Identify the features of an adventure story
Understand the use of commas and speech marks with
direct speech
Identify the spelling patterns of words with the /eɪ/
sound
Write the ending of an adventure story
Language
Core: Lesson 1 adventure sports words; Lesson 5 words
for equipment and clothing for adventure sports
Review: worried, village, fly/flew, find/found, wear
Extra: sleepy, motor, control, miss, branch, book (v)
Materials
CD2 $ tracks 52–53; Unit 5 wordcards Sets 1 and 2
Warmer
• Put the Unit 5 Set 1 wordcards on the board. Give the Set
2 wordcards to individual children around the class.
• Invite the children to come to the front of the class, one at
a time, and put the equipment below an adventure sport
that requires it.
Lead-in
• Tell the children that they are going to read an adventure
story called The Canoe Ride. Invite predictions about what
might happen.
Class Book
1 Read the adventure story. What kind of ending
does it have?
• Ask the children to read through the list of possible
endings. They read the story quickly and choose the
correct kind of ending.
• What do you think of João? Before the children move on to
Activity 2, encourage them to read the question on the
top-right of the page and quickly scan the text again. The
children respond with their own answers.
ANSWER
b
2 Read the adventure story again and answer
the questions.
• Ask the children to read the six questions in their
Class Books.
• The children read the adventure story again, in more
detail, and write their answers to the questions.
ANSWERS
1  three  ​2  to the nearest big town
3 Because João’s father couldn’t control the canoe
without the motor.
4 He threw a rope into a tree and caught one of the
branches.
5 very happy to be on safe land again
4006972 Ace TB5.indb 117
sound of the word and the spelling.
• After you have gone through the answers with the class,
ask the children to look at the annotations on the left of
the text. Go through them with the class, asking questions
to check comprehension.
• Focus on the Punctuation box. Ask them to find an
example of direct speech and look at how the comma
and the speech marks are used (João’s father shouted,
‘Oh, no!’).
KEY COMPETENCE:   Learning to learn
Activity 2 familiarizes the children with the key features
of a story: a clear beginning, middle and end. When
the children read a story, ask them to think about what
happens in the beginning, middle and end.
Optional activity
• Ask the children to work in pairs. They retell the story by
asking and answering What happens at the beginning/
middle/end?
3 Listen and read.  $ 2•52  Find a sport in
each verse.
• Ask the children to look at the pictures around the poem
and tell you what they can see.
• Tell the children that each verse of the poem is about a
different sport. They must listen and note down each one
they hear. Explain that some of the sports are described
rather than named.
• Play the poem for the children to listen and follow the
words in their books. Pause, if necessary, for the children
to note down the sport in each verse.
ANSWERs
verse 1:  cheese rolling   ​verse 2:  yachting  ​
verse 3:  parascending  ​verse 4:  skydiving
4 Listen and read again.  $ 2•52  Find and write the
words with the /eɪ/ sound.
• Play the recording for the children to listen and read again.
Pause, if necessary, for the children to write down the
words with the /eɪ/ sound in their notebooks.
ANSWERS
Mavis, Dave, brave, face, race, Mavis, Dave, afraid, paid,
waited, train, Spain, sailed, rain, Dave, birthday, day, bay,
Mavis, great, break, day, eight, weight, plane, again
Activity Book
1 Match the spelling patterns with the words and
complete the table. Listen and check.  $ 2•53
• Remind the children of the poem on Class Book page 54,
and point out that the sound /eɪ/ can be represented by
several different letter combinations.
• Tell the children to open their Activity Books and read the
words that contain the /eɪ/ sound and write them in the
correct column based on their spelling pattern.
• Play the recording for the children to listen and check.
Unit 5 117
07/12/2012 16:29
 Transcript
1 a e  cave, plane, baseball.
2 ai  train, sail, paid
3 ay  crayon, birthday, play
4 ea  steak, break, great
5 ei  eight, weight, abseil
2 Read the beginning of the adventure story.
Underline the answers to the questions in the text.
• The children read the questions. They then read the story
and underline the answers to the questions in the text.
answers
1  Joe and Jake   ​2  they were very excited   ​3  Winter
Camp in Canada   ​4  Wednesday
3 Read the story again. Circle the words with the
/eɪ/ sound.
• The children read the story again and circle the words
with the /eɪ/ sound.
answers
Jake, they, Wednesday, aid, cave, spade
4 Write the end of the story.
• The children think about what happens next in the story
in Activity 2 and write their own ending for the story. Ask
a volunteer to read Milly’s speech bubble. Encourage the
children to use direct speech where possible.
Lesson 10    CB PAGE 55 and AB PAGES 52 and 111 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 adventure sports words; Lesson 5 words
for equipment and clothing for adventure sports; verb +
infinitive with to / verb + object + infinitive with to; modal
verbs of obligation
Review: secretary, walking boots, wear
Materials
CD2 $ track 54; DVD Song 5/DVD Story 5; Unit 5
Grammar and everyday language poster
Warmer    DVD Song 5 / Story 5 
• Ask the children to vote on whether they would like
to watch the Unit 5 story animation or the Unit 5 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 5.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?

Class Book
1 Say and explain the odd one out.
• Focus on the pictures. Explain that one object in each
group is the odd one out.
• Ask the children to work in pairs. They take turns to look at
a picture, find the odd one out and explain why.
answers
1 The plane is the odd one out because it isn’t an item of
clothing.
2 The oxygen tank is the odd one out because you don’t
use it for skydiving.
3 The parachute is the odd one out because it isn’t for an
underwater sport.
4 The snorkel is the odd one out because you don’t use it
for parascending.

KEY COMPETENCE:   Learning to learn

In Activity 1, the children have to explain their answers
to their partner. Thinking of reasons and being able
to articulate them is an important communication
skill. Encourage the children to give reasons for their
choices and opinions as part of their day-to-day
language learning.

118 Unit 5

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 2 Read and say the rules. Billy  Oh yes. She learnt to abseil. You have to wear a harness
• Ask the children to look at the poster. Explain that the for that.
pictures show the rules for the football team. Milly  Harry and Callum went mountain biking. Oh look,
• Ask the children to write the rules. They use the word there they are!
prompts with modal verbs of obligation. If necessary, Billy  Is that Harry on the left?
use the Grammar 2 section on the Unit 5 Grammar Milly  Yes, you can see his dark hair. Callum’s going first.
and everyday language poster to review modal verbs answers
of obligation. Harry           Ben           Callum
answers
1 You must wear a T-shirt.
2 You mustn’t wear football boots.
3 You must wear shin pads.
4 You mustn’t wear dirty trainers.
5 You must bring a drink.
6 You mustn’t kick the ball at the wall.
7 You must wear shorts.

3 Read and say the adventure sports.

• Ask the children to read the parents’ descriptions of the
adventure sports they do and say what each one is.
answers
1  bungee jumping    ​2  mountaineering  ​3  yachting

4 Read and write the missing words.

• Ask the children to read Miss Click’s postcard and write
the correct form of the missing verbs in their notebooks.
If necessary, use the Grammar 1 section on the Unit 5
Grammar and everyday language poster to review the use
of verbs with infinitives.
answers
1  decided  2  learnt  3  managed  4  wanted   • Check the answers with the class.
5  invited  ​6  hoped  7  helped  8  told
Optional activity
• Ask the children to imagine that they are on an
adventure holiday. Ask them to write a postcard to a
friend about some of the sports they have done.
Activity Book
1 Listen to Milly and Billy. Match the names to the
people in the picture.  $ 2•54
• Tell the children that they are going to hear Milly and Billy
describing their friends and talking about the adventure
sports they did.
• Play the recording for the children to listen and draw lines
linking the names to the correct children in the picture.
Transcript
Milly  Oh, look! Here’s a picture of the adventure sports trip!
Billy  Let’s see. Who’s that?
Milly  That’s Ben. He’s canoeing.
Billy  Oh yes. I think Eva went canoeing too. Look, she’s
wearing a helmet and a life jacket, and she’s carrying a
paddle.
Milly  Who’s that next to her? She’s wearing shorts and a
T-shirt.
Billy  That’s Becky.
Milly  And there’s Lily.
Billy  Lily? Where?
Milly  She’s wearing a harness and carrying a rope.
Becky           Lily           Eva
2 Read and circle the correct answers.
• The children read the text and choose the correct words
to fill the gaps.
answers
1  to  ​2  had  ​3  me  ​4  asked  ​5  and  ​
6  after  ​7  Then
3 Read and write True or False.
• The children read the sentences and write True or False.
• Check the answers with the class.
answers
1  True  ​2  False  ​3  True  ​4  True  ​5  False  ​6  False
4 Correct the false sentences.
• The children rewrite the false sentences using the correct
modal verbs of obligation.
answers
You don’t have to have a snorkel to go canoeing.
You must / have to have an oxygen tank to go scuba
diving.
You don’t have to wear goggles to go bungee jumping.
5 Look and write sentences.
• The children look at the pictures and word prompts and
write sentences using sequencing words.
answers
1  First, put on your trainers.   ​2  Then, put on your helmet.  ​
3  After that, check your tyres.   ​4  Finally, check your
brakes.

Unit 5 119

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 Lesson 11    CB PAGE 55 and AB PAGE 53  • Play the recording for the children to listen and circle the
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 5
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 5;
Review: wetsuit, art
Materials
CD2 $ track 55; internet/encyclopedias/pre-prepared
fact sheets about adventure sports
Warmer
• Ask the children to write down three questions about
the things in the unit. These can be factual questions,
language questions or a combination of both.
• Ask the children to work in pairs. They swap papers and
answer each other’s questions.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask What did you enjoy learning about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photo of the boy giving a
presentation. Ask What is the presentation about? What is
the boy showing the class?
• Tell the children they are going to prepare and then give a
class presentation about an adventure sport.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of headings and information
in the diagram. They write the headings in the correct
places. Point out that they do not need to read every word.
answers
1  Which sport?   2  Where is it popular?   3  When do
people do it?   4  What equipment do you need?   5  How
old do you have to be?   6  What are the safety rules?
2 Listen and circle the correct answers in the
presentation plan.  $ 2•55
• Tell the children that they are going to hear a pupil giving
his presentation about surfing.
120 Unit 5
4006972 Ace TB5.indb 120
correct answers from each pair of options.
Transcript
1  The sport I’m going to talk about is surfing.
2  It’s popular in lots of countries, particularly in Australia and
the USA.
3  It’s a summer sport, although some people surf in the winter.
4  You don’t need much equipment to surf. You must have a
surfboard, of course. You don’t have to have a wetsuit, but
a lot of people wear them to keep warm.
5  You can start surfing at any age, but you have to be a
good swimmer.
6  Surfing can be dangerous, so you must follow the safety
rules. First, you mustn’t go in the water for an hour after
eating. And second, you should always surf with a friend,
not alone.
ANSWERS
2  the USA   3  summer  4  surfboard, wetsuit  
5  swimmer  6  eating, with a friend
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about an
adventure sport by copying the headings from Activity 1
and making notes.
• The children may need to check some of the facts about
their sports. If there is classroom access to the internet, the
children can do this on the computer. If not, provide the
children with pre-prepared fact sheets about sports.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.
Optional activity
• Discuss the presentations with the class. What did the
children find most interesting? Ask Which sport would
you like to try? Why?
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Jilly and Milly
and their class on page 55 of the Class Book: Awesome art
homework. Find out about street art. Tell them that this will
be the theme for the next unit.
• Ask the children if they know of any street artists or any
famous works of street art. What kinds of things do they
think Billy, Jilly and Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 5 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 5 Test.
Notes and answers on CD-ROM.
07/12/2012 16:29
 6    ​A w e s o m e
Lesson 1    CB PAGE 56 and AB PAGES 54 and 106  Jilly  Well, I’ve got my sketchbook. This page has some
VOCABULARY
Lesson objectives
Identify everyday objects
Identify different text types
Find information in an email
Ask and answer about what objects are for
Language
Core: saw, light switch, kettle, fridge, clothes peg, iron,
vacuum cleaner, toaster, drill, thread, plug, needle
Review wood, art
Extra: sketchbook, sculpture
Materials
CD3 $ tracks 01–04; Unit 6 wordcards Set 1; a watch
or timer
Warmer
• Ask the class Which objects do you use every day?
Brainstorm a list and write the words on the board.
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find out about street art.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Jilly) What do you think she has brought
in? Encourage a variety of suggestions from the class.
Class Book
1 Listen.  $ 3•01  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Jilly’s homework.
• Ask the children to open their Class Books and look at the
things Jilly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
Transcript
Miss London  Hi everyone! What was your awesome art
homework this week?
Jilly  Find out about street art!
Miss London  That’s right! What have you got, Jilly?
4006972 Ace TB5.indb 121
ar t
photos of street sculptures. They’re everyday objects.
Miss London  That’s interesting! What else? Jilly  I’ve got an
email from my Auntie Janet. It’s about a sculpture she saw in
London.
Miss London  OK. Very good!
Jilly  And I’ve got a page from a newspaper. It’s a story.
Miss London  The story of the WEEE Man. Well done, Jilly!
Thank you!
ANSWERS
A  sketchbook page   ​B  email  ​C  newspaper
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 3•02
• Ask the children to look at the pictures of the everyday
objects on the sketchbook page (text A). They match
the words to the pictures and write the answers in
their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  plug  ​2  clothes peg   ​3  fridge  ​4  toaster  ​5  drill  ​
6  thread  ​7  needle  ​8  light switch   ​9  kettle  ​10  saw  ​
11  vacuum cleaner   ​12  iron
3 Look at text A. Listen and say the everyday
object.  $ 3•03
• Ask the children to look at the sketchbook page again.
Tell them that they are going to hear the sounds made by
the different everyday objects. They must listen and say
the object.
• Play the recording, pausing after each sound for the
children to say the name of the object.
Transcript
A [sound effect] drill
B [sound effect] toaster
C [sound effect] saw
D [sound effect] vacuum cleaner
E [sound effect] fridge
F [sound effect] kettle
answers
A  drill  B  toaster  C  saw  D  vacuum cleaner  
E  fridge  F  kettle
4 Read text B and answer. 
• Ask the children to look at text B. Read the question with
the class. Explain that this is a speed-reading task and that
the children have one minute to complete it.
• Ask the children to use the email to find the answer to the
question. Use a watch or timer to time one minute.
ANSWER
An enormous street sculpture in London.
Unit 6 121
07/12/2012 16:29
 5 Play a game. Ask and answer in pairs.
• Divide the class into pairs. The children choose an object
without telling their partner what it is. They take turns to
guess their partner’s object by asking What’s it for?
KEY COMPETENCE:   Learning to learn
Communicative games are a useful way of reinforcing
vocabulary. In Activity 5, the children think about what the
objects are used for in order to describe and guess them.
This practice of vocabulary and meaning will help the
children to recall the words when they need them.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of the Activity Book
and write translations for the everyday objects words.
1 Write the everyday objects.
• The children look at the pictures and write the correct
everyday objects words. Display the Unit 6 Set 1
wordcards for support while they work.
ANSWERS
1  toaster  ​2  needle  ​3  drill  ​4  kettle  ​5  iron  ​6  saw  ​
7  fridge  ​8  thread  ​9  plug  ​10  vacuum cleaner
2 Read and complete the definitions.
• The children complete the definitions with everyday objects.
ANSWERS
1  needle  ​2  fridge  ​3  clothes pegs   ​4  drill  ​5  kettle  ​
6  plug  ​7  light switch   ​8  sawr
3 Listen and tick ✓ the items on the shopping
list.  $ 3•04
• Play the recording. The children listen and tick the things
on the shopping list that Jilly and Mrs Bean need to buy.
Transcript
Mum  Come on, Jilly – let’s go! It’s late.
Jilly  OK – I’m coming!
Mum  Right. Can you get the shopping list, please? It’s on the
fridge. The most important thing is to buy a new iron. This
iron doesn’t work.
Jilly  And are you going to mend my dress today?
Mum  Ah yes. I need to buy a needle.
Jilly  Have we got black thread?
Mum  Yes, we’ve got thread already. We don’t need to buy
any thread.
Jilly  And a plug for the toaster?
Mum  Yes, we need a new plug for the toaster. Oh, we need
to buy some more clothes pegs too.
Jilly  OK – let’s go.
Answers
needle, clothes pegs, plug, iron
4 Write sentences about everyday objects you’ve
got at home.
• The children write sentences in their notebooks about an
everyday object that they’ve got at home and how they
use it.
122 Unit 6
4006972 Ace TB5.indb 122
Lesson 2    CB PAGE 57 and AB PAGE 55 
STORY
Lesson objectives
Read and understand a story from a newspaper
Talk about the electrical/electronic machines you have /
haven’t got at home
Write a review of the newspaper story
Language
Core: Lesson 1 everyday objects words
Review: present simple; the news, add, weigh
Extra: machine, electrical, electronic, waste, lifetime, design,
robot, tonne, recycling, tin, Quite right!
Materials
CD3 $ track 05; Unit 6 Set 1 wordcards
Warmer
• Play Bingo! (see page 201) with the Unit 6 Set 1 wordcards.
Lead-in
• Ask the children what they do with electrical equipment
when they’ve finished with it. If they throw it away,
brainstorm ideas of things they could do with it instead.
Class Book
6 Read and listen.  $ 3•05  Choose the photo of
the WEEE Man.
• Focus on the photos. Explain that only one of the photos
shows the WEEE Man. Play the recording for the children
to follow the story in their books.
• Ask the class Which is the photo of WEEE Man?
• Discuss the children’s ideas from the Lead-in activity. Did
anyone suggest creating art from old electrical equipment?
ANSWER
2
7 Read again and answer.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
ANSWERS
1 Because it’s his birthday.
2 An artist called Paul Bonomini built him because the
Royal Society of Arts wanted to teach people about
WEEE (Waste Electrical and Electronic Equipment).
3 old machines people don’t want
4 3.3 tonnes, because this is the same amount of WEEE
the average person throws away in their lifetime.
5 at The Eden Project in Cornwall
6 lots of people
7 They learn about recycling.
8 11: fridges, kettles, washing machines, toasters, irons,
mobile phones, computers, keyboards, keyboard mice,
TVs, radio
07/12/2012 16:29
 KEY COMPETENCE:   Competence in social skills and
citizenship
The newspaper article in Activity 6 highlights how much
we waste as human beings and focuses on the need to
recycle what we can.
8 What WEEE machines do you have in your
house? Tell your partner.
• Ask the children to work in pairs. They takes turns to
tell each other what WEEE machines they’ve got in
their house.
• What do you think? Ask the children to discuss the
question in pairs. Ask some of the children to share their
thoughts with the class.
Activity Book
Characters, setting and author
1 Remember the story. Read and match to make
sentences.
• The children match the sentences from memory.
They check their answers by looking at the Class Book
newspaper story on page 57.
ANSWERS
1  c  ​2  d  ​3  a  ​4  b  ​5  e
2 Read and write Yes, No, or We don’t know.
• The children read the sentences. They write Yes, No, or We
don’t know, depending on the information given in the
newspaper story.
ANSWERS
1  We don’t know   ​2  Yes  ​3  No  ​4  Yes  ​5  No  ​6  Yes
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  made  ​2  In  ​3  how  ​4  away  ​5  is  ​6  tall  ​7  was  ​
8  take  ​9  shouldn’t
Review
4 Complete the review.
• The children complete the review and rate the story,
referring to the Writing tip for help.
Possible ANSWERS
1  The Story of The WEEE Man   ​2  a newspaper   ​3  a
sculpture made from old machines that people don’t want
anymore  ​4  we shouldn’t waste so much   ​5  Children’s
own answers   ​6  Children’s own answers
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
Story worksheet. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 123
Lesson 3    CB PAGE 58 and AB PAGES 56 and 111–112 
GRAMMAR
Lesson objectives
Practise using the present perfect
Talk about what people have just done
Describe what has happened in a picture
Regular review: practise using apostrophes to show
contractions
Language
Core: Lesson 1 everyday objects words; present perfect
Review: contractions with an apostrophe; purse, make a
cake
Materials
CD3 $ tracks 05–06; Unit 6 wordcards Set 1; Unit 6
Grammar and everyday language poster; Speak up poster
Warmer
• Put the Unit 6 Set 1 wordcards on the board. Describe one
of the everyday objects for the class to guess.
• Ask volunteers to describe other objects for the class.
Lead-in
• Ask the children what they can remember about the
newspaper story from Lesson 2. Prompt with questions if
necessary.
• Ask the children to open their Class Books and look at the
story on page 57 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page 57. 
$ 3•05 Match.
• With books open, tell the children that they are going to
hear the newspaper story again. As they listen, they match
the beginnings of the sentences to the correct endings.
• Play the recording, more than once, if necessary.
ANSWERS
1  c  ​2  a  ​3  d  ​4  b
2 Listen and say the number.  $ 3•06 Describe
the pictures.
• Focus on the pictures. Tell the children that they are going
to hear a description of each picture.
• Play the recording, pausing after each description for a
different child to say the number.
• Ask the children to work in pairs. They take turns to
describe the pictures to each other. They can also refer
to the Talking about a picture section on the Speak up
poster, for help.
Transcript
She has just painted the WEEE Man.
He has just written about the WEEE Man.
He has just drawn the WEEE Man.
They have just made a model of the WEEE Man.
He has just taken a photo of the WEEE Man.
Unit 6 123
07/12/2012 16:29
 answers
2, 5, 1, 3, 4
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 6.
• Copy an affirmative sentence on to the board. Elicit or
explain that the present perfect is formed with has/have +
the past participle of the verb.
• Point to the coloured notes at the side of the table and
explain how we find the past participle of regular and
irregular verbs. Also remind the children that they can use
the irregular verbs list at the back of their Activity Books to
help them.
• Elicit an example of a negative sentence, a question and
possible short answers and write them on the board.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different volunteers
to make sentences from each section of the table.
4 Describe the picture in pairs.
• Focus on the picture. Explain that we can see that the
children have all done different activities and actions.
• Ask a volunteer to read the example sentence to the
class. Ask the children to work in pairs to take turns to
describe the rest of the picture. They use sentences in the
present perfect.
• Go around the class, helping and checking as the children
talk. Then check the answers with the class.
ANSWERS
Jilly has recycled a newspaper; Billy has made a Weee
Man; Abbie has drawn a toaster; Milly has hung up some
pictures; Bhaskar has taken a photo; Rosie has sewn a bag;
Ben has painted a kettle; Betty has switched on a lamp;
William has written a text.
2 Look at the lists in Activity 1 and write sentences.
• The children look at the lists again and use the word
prompts to write sentences.
ANSWERS
1 Billy hasn’t bought a birthday card for William.
2 Jilly hasn’t finished her project.
3 Jilly and Billy haven’t played on the computer.
4 Jilly hasn’t made her model.
3 Look at the pictures and write sentences
using just.
• The children look at the pictures and write sentences
using the present perfect with just.
• Check the answers with the class.
answers
1 She’s just finished her sandwich.
2 He’s just painted a picture.
3 She’s just bought an ice cream.
4 They’ve just visited a museum.
4 Rewrite the sentences using an apostrophe.
• Revise the use of apostrophes to contract words with
the class.
• The children rewrite each sentence using an apostrophe.
• Check the answers with the class.
answers
1 She’s made a cake.
2 They’re made of wood and metal.
3 I’ve got £20 in my purse.
4 They weren’t at school today.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.

Optional activity
• Say false sentences about the picture for the class to
correct, e.g. Bhaskar has just recycled a magazine. (No, he
hasn’t! He’s just taken a photo.)

Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
pages 111 and 112 of their Activity Books, and remind
them that it is here to help them when they need it.

1 Look at Jilly’s and Billy’s lists. Complete the

sentences using has, hasn’t, have or haven’t.
• The children complete the sentences by looking at the to-
do lists to see which tasks Jilly and Billy have/haven’t done.
• Check the answers with the class.
Answers
1  have  ​2  hasn’t  ​3  haven’t  ​4  has  ​5  has

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 Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise words for everyday objects
Review and practise sentences in the present perfect
Language
Core: Lesson 1 everyday objects words; present perfect
Materials
DVD Story 6; Unit 6 wordcards Set 1; $ Teacher’s
Resource CD-ROM, DVD worksheets section, Unit 6
Warmer
• Play a game of Draw! (see page 201) to revise the
vocabulary from Lesson 1.
Lead-in
• Ask the class what they can remember about the WEEE
Man. Ask What is the WEEE Man? Where is he? What is he
made of? What does he teach us?
• Discuss why it is important to recycle things.
1 What do you do to stop waste?
• Elicit a list of things that people can do to prevent waste.
Write the list on the board. Add the things below if they
are not mentioned:
Take old clothes to a textile bank
Make models with old rubbish
Recycle plastic and paper at home
Give old toys to a second-hand shop
Recycle electrical items
Buy recycled paper
• Discuss the list, explaining any unfamiliar vocabulary. Ask
individual children to tell you which of the things they do.
2 Make a table. Tick ✓ the things you have done
this month.
• Ask the children to copy the list from Activity 1 into their
notebooks in a column on the left.
• They make another column in the middle and put their
name as a heading. Tell the children to leave enough
space for another column on the right (they will need this
for the next activity).
• Ask the children to tick the things they have done
this month.
• Ask individual children to tell you about the things they
have and haven’t done this month.
3 Ask your partner. Tick ✓ the things they have
done this month. Write.
• Ask the children to work in pairs. They make a third
column on the right and write their partner’s name at
the top.
• The children take turns to ask each other questions to
find out which things they have done this month. They
complete the column with the appropriate ticks.
4006972 Ace TB5.indb 125
• Ask the children to write present perfect sentences in their
notebooks about the things that they and their partner
have/haven’t done, e.g. Carman and I have made models
with old rubbish. I haven’t bought recycled paper. Carman
hasn’t recycled electrical objects.
Optional activity
• Extend Activity 3 into a class survey. Ask the children to
choose four more friends and add their names to the
table. They ask questions to find out what things their
friends have/haven’t done this month.
KEY COMPETENCE:   Competence in social skills and
citizenship
Through discussing the things we do to stop waste and
considering other things we can do, the children will
understand that we have a collective responsibility to
look after the planet. Ask the children to choose one extra
thing they can do to make a difference.
4 Watch the story on DVD.    DVD Story 6 
• Tell the children they are going to watch The story of the
WEEE Man on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  sculpture  2  teacher  3  artist  4  robot  5  short  
6  irons  7  food tins   8  radio
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 6 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  sculpture  3  artist  4  robot  6  irons  
7  food tins   8  radio
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The children’s completed wordcards can be displayed in
the classroom.
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07/12/2012 16:29
 Lesson 4    CB PAGE 59 and AB PAGE 57  5 She stayed in the hotel because the weather was
READING AND WRITING
Lesson objectives
Read and understand an email
Use adjectives with the suffix –ful
Write an email
Learning to learn: identifying parts of a sentence
Language
Core: Lesson 1 everyday objects words; present perfect;
adjectives with –ful;
Review: weather, wood, cheerful, art, music, painting,
market, restaurant, find/found
Extra: performer
Materials
Unit 6 wordcards Set 1
Warmer
• Put the Unit 6 Set 1 wordcards on the board. Ask the class
Which object do you think is the most useful? Why?
• Encourage as many comments as possible from different
children around the room.
Lead-in
• Ask the children what they can remember about the
email that Jilly brought in for her assignment in Lesson 1.
Ask Who was it from? What was it about?
Class Book
1 Read part 1. Remember and complete. Read
page 56 again and check.
• Ask the children to look at the email on page 59 and
complete part 1 from memory.
• When they have finished, the children look at the email
on page 56 to check their answers. Then go through the
answers with the class.
answers
1  LONDON  ​2  September  ​3  night  ​4  2
metres  5  wood  ​6  green
2 Read part 2 and say what Auntie Janet did in
London. Then match the pictures and adjectives
from the email.
• Focus on the pictures and ask the children to say what
they see. Ask What did Auntie Janet do in London?
• Ask the children to read part 2 of the email to check their
answers. Then check as a class.
dreadful. / dreadful
KEY COMPETENCE:   Learning to learn
By understanding the meaning of suffixes and prefixes
the children can see how certain words are put together
and work out their meanings. Encourage the children to
make a note of suffixes and prefixes that they come across
frequently and find out their meanings.
3 Describe the pictures using adjectives with –ful.
• Ask the children to work in pairs. They look at the pictures
and describe them using adjectives ending in –ful.
• Ask some of the children to share their descriptions with
the class.
Activity Book
1 Read the email. Match and write the letters.
• The children read the email and write the letters of the
missing phrases in their notebooks.
ANSWERS
A  6  ​B  3  ​C  2  ​D  7  ​E  5  ​F  4  ​G  1
2 Underline the adjectives ending with –ful in the
email in Activity 1. Then complete these sentences
with the adjectives.
• The children read the email in Activity 1 again and
underline the adjectives ending with –ful.
• Then they complete the sentences in Activity 2 with the
adjectives. Check the answers with the class.
answers
helpful, wonderful, restful, painful, careful
1  careful  ​2  painful  ​3  wonderful  ​4  restful  ​5  helpful
3 Write a thank you email.
• Ask the children to write an email thanking someone for
something. They use the layout of the email in Activity 1
as a model.
Learning to learn: Identify a noun, an adjective, a
verb and an adverb in the sentence below.
• Read the explanation to the class. Check their
understanding, and then ask the children look at the
sentence and find a noun, an adjective, a verb and
an adverb.
• Go around the class helping and checking as the
children work.
answer
The bedroom (noun) is (verb) quiet (adjective) so Billy
sleeps (verb) peacefully (adverb).
Learning to learn
KEY COMPETENCE:  

• Ask the children to match the pictures to the adjectives Being aware of the names and functions of the different
from the email. parts of a sentence is a fundamental part of language
learning. The Learning to learn activity here provides the
answers opportunity for review and reinforcement.
1 Auntie Janet bought a book (about London). / useful
2 She walked around the market. / beautiful
3 She spoke to an artist. / cheerful
4 She listened to a girl playing a violin. / skilful

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 Lesson 5    CB PAGE 60 and AB PAGES 58 and 106  4 Listen to the song.  $ 3•09  Write the adjectives
from Activity 1.    DVD Song 6 
VOCABULARY AND DVD SONG • Play the audio or DVD version of the song for the children
to listen and make a note of the adjectives from Activity 1.
Lesson objectives • Play the song a second time, if necessary.
Identify adjectives to describe objects
Listen and extract information from a song
Transcript
There are sculptures of queens
Play a guessing game involving describing an object There are sculptures of kings.
The ‘Angel of the North’,
Language Has amazing, wide wings.
Core: wide, spiky, round, dirty, clean, flat, shiny, dull, bumpy, 54 metres wide
dry, wet, narrow, And 20 metres tall.
Review: There are …; It’s …; They’re … ; bronze, silver He stands on a high hill,
Extra: angle, look down, fancy, plain, remembrance, trunk, Looking down over all.
remind, turquoise, Some sculptures are special.
Some sculptures are plain.
Materials They’re dry in the sun.
CD3 $ tracks 07–10; DVD Song 6; Unit 6 wordcards Set They’re wet in the rain.
2; Speak up poster Some sculptures are heavy.
Some sculptures are light.
Some sculptures have water,
Warmer Some light up at night.
• Brainstorm a list of adjectives that the children used in the There are sculptures with names.
last lesson. Point to each one and ask a volunteer to give Like the names on this tree.
you a sentence containing that adjective. The ‘Tree of Remembrance’.
Should remind you and me.
Lead-in Pretty leaves, silver leaves.
• Discuss art with the class. Ask What kind of art do you like They’re shiny and they’re flat.
best? Do you like to see art in galleries or outdoors? What is When the birds sit up there,
your favourite piece of art? People look at that.
Some sculptures are spiky.
Class Book Some are high off the ground.
1 Look and say what the lesson is about. ‘Afloat’ is a sculpture
• Tell the children to open their books and look at the That is turquoise and round.
pictures of the interactive whiteboard. Ask different children Can you see the sea
to say what they think the lesson is going to be about. Through the hole in the middle?
Listen to their suggestions, but don’t confirm at this stage. It’s near to the beach.
It’s big. It’s not little.
2 Listen and repeat.  $ 3•07 Some sculptures …
• Establish that this lesson is about sculptures. wide, dry, wet, flat, shiny, spiky, round
• Focus on the pictures. Play the recording for the children CULTURE NOTES:   Sculptures in the UK
to listen and repeat, pointing at the pictures as they do so. The Angel of the North (Picture 1 on Class Book page 60)
Transcript in Low Fell, Gateshead is a steel sculpture 20 metres high
1  wide  ​2  spiky  ​3  round  ​4  dirty  ​5  clean  ​6  flat  ​ and has a wingspan of 54 metres.
7  shiny  ​8  dull  ​9  bumpy  ​10  dry  ​11  wet  ​12  narrow The Tree of Remembrance (Picture 6 on Class Book page 60)
in Manchester is a bronze sculpture that commemorates
3 Listen to the adjectives and say the opposites.  the civilian victims of World War II. Their names are written
$ 3•08 around its trunk and on its leaves.
• Tell the children that they are going to hear the adjectives Afloat (Picture 3 on Class Book page 60) is a doughnut-
in a different order. They must listen and say the opposites. shaped bronze sculpture that stands on the beachfront
in Brighton. It was made by taking a globe of the world,
• Play the recording, pausing after each word for the
pressing the poles inwards and placing it on its side.
children to say the opposite. Display the Unit 6 Set 2
wordcards for support while they listen.
5 Listen again.  $ 3•09  Choose the correct
Transcript answers.
A  wide  ​B  shiny  ​C  clean  ​D  wet  ​E  flat  ​F  narrow • Ask the children to read the sentences and the possible
answers answers. Play the song again, pausing if necessary, for the
A  narrow  ​B  dull  ​C  dirty  ​D  dry  ​E  round / bumpy   ​ children to choose the correct answers.
F  wide ANSWERs
1  b  ​2  b  ​3  b  ​4  a  ​5  b  ​6  b

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 KEY COMPETENCE:   Artistic and cultural competence
The words of the song familiarize the children with some
of the UK’s most well-known sculptures. The children hear
descriptions of the sculptures and find out why they are
important to the people of the UK. Exploit the topic further.
Ask the children Which sculpture do you like best? Why?
6 Find some objects. Play a guessing game in pairs.
• Divide the class into pairs. Ask one pair to read the
example dialogue to the class. Refer the children to
Describing an object section of the Speak up poster for
more useful language.
• Give each pair a selection of everyday objects or ask them
to find objects from their bags and put them on the table.
• The children take turns to describe an object for their
partner to guess.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of their Activity
Books and write the translations for the adjectives to
describe objects.
1 Complete the song. Listen and check.  $ 3•09
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Check the answers with the class.
ANSWERS
1  queens  ​2  stands  ​3  wet  ​4  heavy  ​5  sculptures  ​
6  shiny  ​7  spiky  ​8  round  ​9  middle
2 Listen and number.  $ 3•10
• Tell the children that they are going to hear four children
describing the sculptures in the pictures.
• Play the recording, pausing if necessary, for the children
to listen and number the pictures in the order that the
sculptures are described.
Transcript
1  This sculpture is very spiky. One of the spikes is long, thin
and sharp.
2  This sculpture is fat and bumpy. It’s dirty too.
3  This sculpture looks like a tree with a wide trunk. The top is
shiny and smooth.
4  This sculpture is curved and narrow.
answers
3, 4, 1, 2
3 Complete the descriptions.
• The children complete the descriptions of the objects
with the words from the box.
answers
1  round, green   2  narrow, see   3  soft, wet
4 Think of four objects in your home and write
descriptions. Ask your partner to guess.
• The children write descriptions of four objects in their
homes. They work in pairs. They take turns to read out a
description for their partner to guess the object.
128 Unit 6
4006972 Ace TB5.indb 128
Lesson 6    CB PAGE 61 and AB PAGES 59 and 112 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about a form of street art: ‘yarnstorming’
Read and understand an article about ‘yarnstorms’
Practise using relative pronouns
Talk about people, places and things from the article
Language
Core: relative pronouns
Review: art, city
Extra: knitting, barrier, pirate, heart, mushroom
Materials
CD3 $ tracks 09 and 11; Speak up poster; Unit 6
Grammar and everyday language poster
Warmer  $ 3•09
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Ask the children if they or anyone in their family knits.
• Tell the children that the Ace pupils are going to visit a
yarnstorm in this lesson, where they will learn about a
certain type of knitting.
Class Book
1 Look at the photos. Say why the knitting is there.
• Focus on the photos and ask the children what they see.
• Ask the children to work in pairs. They discuss the pictures
and say why they think the knitting is there. Refer them to
the Guessing section on the Speak up poster for help.
• Discuss the pictures as a class.
2 Listen, read and check your ideas.  $ 3•11
• Tell the children that they are going to listen and read to
check their ideas. Play the recording while the children
follow the words in their books.
• Ask the children if their predictions were correct.
answer
A group of knitters leaves their knitting in public places
for people to look at.
3 Read the grammar table and learn. Find more
examples of relative pronouns in the text.
• Focus attention on the Grammar 2 section on the
Grammar and everyday language poster for Unit 6.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of relative pronouns.
ANSWERS
… a group of four knitters who …   The first yarnstorm
was in London, where …   … a statue called Eros in
London, which …   … a knitted mushroom, which …
07/12/2012 16:29
 4 Read again and join the sentences with
relative pronouns.
• Focus on the first part of the first sentence. Ask Is the
sentence about things, people or places? Which pronoun do
we need? Establish that the sentence is about people so
we need the pronoun who. Ask the children to find the
second part of the sentence.
• Ask the children to work alone to join the sentences in
their notebooks using the correct relative pronouns.
ANSWERS
1  There are four knitters who leave their knitting in
public places.   2  Eros is a statue which is 7 metres
above ground.   3  A man took a knitted mushroom,
which he gave to his daughter.   4  Deadly knitshade
got a photo from a man who took a knitted cat for
his living room.   5  Plarchie is a squid which is made
from 160 plastic bags.  6  The first yarnstorm was in
Covent Garden, where they covered a wooden barrier
with knitting.
5 Say the sentences in pairs.
• Ask the children to work in pairs. They take turns to say the
sentences from Activity 4.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference page
on page 112 of their Activity Books.
1 Read and complete the text with who, where
or which.
• The children read the text about the CowParade and
complete it with the correct personal pronouns.
ANSWERS
1  which  2  who  3  where  4  which   materials
5  which  6  where
2 Match the sentences and write the relative
pronouns.
• The children read and match the two halves of each
sentence and write down the missing relative pronoun.
ANSWERS
1  e, which   ​2  c, where   ​3  d, who   ​4  b, which   ​5  a, who
3 Complete the quiz questions with who, where or
which. Answer the questions. Write three more quiz
questions for a friend.
• The children complete the questions with the correct
relative pronouns and write their answers.
• They then write more questions for a friend to answer.
They swap books with their friend and write answers to
each other’s questions.
Answers
1  which, the WEEE Man   ​2  who, Diego Velazquez   ​
3  where, Paris   ​4–6  Children’s own questions
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 129
Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Describe a picture
Research a work of art
Design and write about your own sculpture
Share knowledge and learning in the form of a social task
Language
Core: Lesson 5 adjectives to describe objects;
relative pronouns
Review: pencil
Extra: bead, bubblegum, tyre, coat hanger
Materials
DVD cross-curricular; Speak up poster; large colour
pictures of the following works of art: Liza Lou’s ‘Kitchen’,
Jennifer Maestre’s ‘Asteridae’, Chakaia Booker’s ‘No
More Milk and Cookies’, Maurizio Savini’s ‘Alligator’ and
David Mach’s ‘Gorilla’; internet/pre-prepared fact sheets
about each of the artworks listed above; plain paper;
coloured pencils
Warmer
• Play a game of True or false? (see page 202), using
sentences with relative pronouns.
Lead-in
• Brainstorm a list of materials that people use to make art
and write the words on the board.
CULTURE NOTES:   Artists who work with unusual
Liza Lou is an American artist, known for her beaded
artwork. Kitchen, a full scale model of a kitchen covered in
beads, took four years to create.
Jennifer Maestre was born in South Africa and lives
in Massachussets, USA. She is famous for her pencil
sculptures.
Chakaia Booker is an African-American artist who works
with rubber tyres. She is also famous for her ‘wearable
sculptures’.
Maurizio Savini is an Italian sculptor who works with
fibreglass and bright pink bubblegum.
David Mach is a Scottish artist and sculptor who works
with mass-produced products, such as coat hangers,
magazines and matchsticks.
1 Look at the picture. Describe what you see.
• Hold up the picture of Liza Lou’s ‘Kitchen’ or display it on the
interactive whiteboard. Ask individual children to describe
what they can see. They can also refer to the Talking about a
picture section on the Speak up poster, for help.
• Ask the class What is it made of? Encourage ideas from
different children and then reveal that the artwork is made
of beads.
Unit 6 129
07/12/2012 16:29
 2 Look at the words and repeat.
• Tell the class that they are going to look at some more
artworks that are made from unusual materials.
• Write the words bubblegum, tyres, coat hangers and pencils on
the board. Explain new vocabulary and model pronunciation
for the children to repeat chorally and individually.
• Tell the children that they are they are going to look at
some artworks made from these materials.
3 Look at the picture. Research the answers to
the questions.
• Divide the class into four groups. Give a picture of an
artwork to each one.
• Write the following questions on the board:
What is it?
Who made it?
What does it look like?
What is it made from?
Where is it?
• Ask the children to work together to find the answers to
the questions. If there is classroom access to the internet,
they can do their research online; if not, give each group a
pre-prepared fact sheet about the artwork.
• Go around the class as the children work, helping
and checking.
• Ask one person from each group to stand up, hold up
their picture and tell the class about the artwork.
4 Design a sculpture for the school. Draw a picture
and write about it.
• Tell the children that they are going to design their own
sculpture. They think about what the artwork will look like
and what they will use to make it.
• Give each child a piece of paper. They draw a picture of
their sculpture and give it a name.
• The children write about their artwork. They describe
what it looks like and explain what it is made from.
KEY COMPETENCE:  Artistic and cultural competence
This lesson highlights the fact that art is not just confined
to the paintings, drawings and sculptures that we see
in galleries, but can be found anywhere and created
from anything. As in other units, the children should
be encouraged to relate the topic of the unit to their
everyday lives. Ask them to think about the places where
they have seen art today.
Optional activity
• Make an art gallery. Display the children’s pictures on
the wall and invite the children to walk around and look
at them.
• Discuss the pictures as a class. Ask the children Which
sculpture is the most interesting? Which do you like the
best? Why?
Further practice
$ DVD, Unit 6 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 6,
Cross-curricular worksheetsw. Notes and answers on CD-ROM.
130 Unit 6
4006972 Ace TB5.indb 130
Lesson 7   ​CB PAGE 62 and AB PAGES 117 and 118 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: focus on stress on penultimate syllables
Practise giving and receiving compliments
Language
Core: Lesson 1 everyday objects words; Lesson 5
adjectives to describe objects; present perfect;
Review: I like … I love …; words ending in –ic and –ion;
art, painting
Materials
CD3 $ tracks 12–14; Unit 6 Grammar and everyday
language poster; a collection of small everyday objects, a
towel or a small blanket; scissors; coloured pencils
Warmer
• Before the class come in, place one of the Lesson 1
everyday objects on your table and cover it with a towel.
• Describe the object, using some of the adjectives from
Lesson 5, for the class to guess what it is.
• Ask the children to turn their backs as you invite a
volunteer to the front of the class to choose an object,
cover it and describe it. Repeat with other children.
Lead-in
• Ask individual children around the class Have you ever been
to an art show? Where was it? What did you see?
Class Book
1 Listen and say who is talking.  $ 3•12
• With books open, ask the children to look at the picture
and describe what they see. Ask Where are the children and
Mrs Bean?
• Play the recording all the way through. The children listen
and say who is talking.
Transcript
Crafty Fingers runs lots of different art courses for children
aged 10 to 12. Our art weekend is from Saturday 17th April to
Sunday 18th April. We start at 10 am and we finish at 4 pm. On
Sunday afternoon, the parents can come and see all the lovely
things the children have made.
We’ve got lots of activities! There are three teachers at the
centre. I teach pottery and photography. Charlie teaches
still-life drawing and watercolour painting and Judy teaches
knitting and sewing, as well as woodwork for beginners.
Please take a brochure and phone 01865 200236 for details!
answer
an art teacher
2 Listen again and complete the brochure.  $ 3•12
• Focus the children’s attention on the brochure for the art
weekend. Point out that some information is missing.
07/12/2012 16:29
 • Play the recording, pausing if necessary, for the children to
complete the missing information in their notebooks.
ANSWERS
1  April  ​2  12  ​3  photography  ​4  knitting  ​
5  beginners  6  01865 200236
3 Listen and read the dialogue.  $ 3•13  Match the
pottery and the children. Who made the pots?
• Ask the children to look at the pots on the right-hand side
of the page. Explain that they must listen to the dialogue
to find out who made which pot.
• Play the recording for the children to listen and match the
pots to the children.
ANSWERs
1  Milly  ​2  Billy  ​3  Jilly
4 Look, listen and repeat.  $ 3•14
• Tell the children to look at the words in the Perfect
pronunciation box. Explain that in each of the words the
stress falls on the second-to-last syllable.
• Play the recording for the children to listen carefully to the
way the words are stressed.
• Play the recording again for the children to repeat chorally
then individually.
5 Listen to the dialogue again.  $ 3•13  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen for the stress on the words
ending in –ic and –ion.
• Ask the children to work in groups of four to act out
the dialogue.
• Ask some of the groups to act out the dialogue for the class.
KEY COMPETENCE:   Learning to learn
Encouraging the children to find patterns in word stress
and pronunciation helps them to produce more natural-
sounding English. Brainstorm more words ending in –ic
and –ion. Ask the children to work in pairs, taking turns to
say the words.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit
6 and draw attention to the everyday language for giving
and receiving compliments. Ask a pair of children to read
the dialogue to the class. Tell them that they will need this
language for the communication task.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the Unit
6 fluency cards. They draw and colour in their pottery items.
• Child A looks at child B’s pottery item and gives
compliments about the different aspects listed. Child B
responds appropriately. The children then change roles
and repeat.
• Go around the class as the children talk, helping and
correcting where necessary.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
Listening and Speaking. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 131
Lesson 8    CB PAGE 63 and AB PAGE 60 
CULTURE AND READING
Lesson objectives
Read and understand texts about famous artists in
different countries
Talk about which sculpture you like best
Understand the importance of being kind to your friends
Regular review: practise using made of
Language
Core: Lesson 5 adjectives to describe objects; present
perfect; Unit 3 Lesson 1 materials words; animals
Review: present simple; past simple; bronze, stone, wood,
silver, tiles, fountain, courtyard, mosaic, every day, art,
architect
Extra: create, public (adj), specialize, junction, motorway,
ceramics, stained glass, dragon
Materials
CD3 $ track 15; Speak up poster
Warmer
• Play a game of Time’s up! (see page 202) with the
adjectives from Lesson 5.
Lead-in
• Tell the children that in today’s lesson they are going to
learn about some famous artists from around the world.
• Ask the children Which famous artists do you know from your
country? What are they famous for? Do you like their work?
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on Describing an object and
Describing differences and similarities on the Speak
up poster.
• Monitor the activity as the children talk.
• Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that Billy,
Jilly and Milly want to know about famous artists from
different countries, and Laura, Cory and Oriol have posted
responses on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with a photo from Activity 1.
ANSWERS
1  Oriol  ​2  Laura  ​3  Cory
3 Read again and choose the best answer.
• Before they read the text again, ask the children to read
each sentence. They then read the texts and choose the
best answer for each sentence.
ANSWERS
1  a  ​2  b  ​3  c  ​4  b  ​5  b  ​6  a
Unit 6 131
07/12/2012 16:29
 4 Which of the sculptures do you like best? Write
three reasons.
• Ask the children to think about which of the sculptures
from Activity 1 they like best. In their notebooks, they
write three reasons for their choice.
KEY COMPETENCE:   Artistic and cultural competence
In Activity 4, the children consider art on a personal level:
they think about why they like a particular sculpture and
what it means to them.
5 Tell your partner.
• Ask a child to read the example in the speech bubble to
the class.
• Ask the children to work in pairs. They tell each other
which sculpture they like best and why.
• Ask some of the children to share their opinions with
the class.
It’s made of plastic.
This statue is made of bronze.
This sculpture is enormous. It’s made of concrete.
ANSWERS
1  wood box   2  silver spoon   3  marble bowl  
4  plastic frame   5  bronze statue   6  concrete sculpture
4 Write superlative sentences using made of.
• The children write sentences with made of using the word
prompts. They use the superlative form of the adjectives.
• Check the answers with the class.
answers
1 The oldest sculpture is made of metal.
2 The biggest sculpture is made of wood.
3 The smallest sculpture is made of bronze.
4 The most beautiful sculpture is made of paper.
5 The most colourful sculpture is made of glass.
6 The tallest sculpture is made of concrete.

Vital values 5 Use your notes in the table to write about the
• Focus the children’s attention on the Vital values feature artist from your country.
and read the sentence with the class. Ask Why is it • The children use their notes from the table in Activity 1 to
important to be kind to your friends? What happens if you write about a famous artist from their country.
aren’t kind to people? • They should write full sentences, in their notebooks, in
answer to questions (1–3).
Activity Book
TEACHING TIP:   In preparation for the final writing activity in
1 Read the texts on Class Book page 63 again. Lesson 9, you may like to ask the children at this point to
Make notes in the first three columns of the table. bring in a photo of a family member to the next lesson, in
• Ask the children to read the texts about the famous artists order for them to write a description.
again and complete the notes in the first three columns.
• Check the answers with the class. (Because the topics are
likely to be new to the children, allow for flexibility in the
children’s answers by encouraging a variety of responses
where possible.)
ANSWERS

Artist Robert Andy Scott Antoni Gaudí

Bradford
He/She London Glasgow in 1852
was born the 1960s
…
A famous the Bee Heavy Horse a dragon
work Sculpture fountain
It’s made everyday metal Lots of colourful
of … objects mosaic tiles

2 Write notes about a famous artist from your

country in the last column of the table.
• The children think about a famous artist from their
country and fill in the last column of the table in Activity 1.

3 Listen and match.  $ 3•15

• The children listen to the recording and match the
materials to the correct objects.

Transcript
This is an old box. It’s made of wood.
This is a beautiful spoon. It’s made of silver.
This round bowl is made of marble.
This picture frame looks like it’s made of metal, but it isn’t!

132 Unit 6

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 Lesson 9    CB PAGE 64 and AB PAGE 61  5 Jilly writes about kettles, irons and toasters because
WRITING AND PHONICS
Lesson objectives
Identify the features of a description of a person
Understand the use of an apostrophe between o
and clock
Identify the /uː/ sound in words
Write a description of someone in your family
Language
Core: Lesson 1 everyday objects words; Lesson 5
adjectives to describe objects; cartoon, cheerful, dark, skin,
maths, fly/flew, wear/wore
Review: adjectives for physical appearance
Extra: chestnut, fair, freckles, active, lively, grumpy, goose,
cockatoo, emu, moose, kangaroo, bird, monkey
Materials
CD3 $ tracks 16–17; children’s family member photos
Warmer
• Play Jumble (see page 202) to revise adjectives for physical
appearance and character.
Lead-in
• Discuss families with the class. Ask individual children
What does your mum/dad/brother/sister look like? What is
your mum’s/dad’s job? What are your mum’s/dad’s/brother’s/
sister’s hobbies?
Class Book
1 Read the description. Is it a description of Mr
Bean’s …?
• Ask the children to read through the list of possible
endings to the question. They read the text quickly and
decide what kind of description it is.
• Is Mr Bean like someone in your family? Before the children
move on to Activity 2, encourage them to read the
question on the top-right of the page and quickly
scan the text again. The children respond with their
own answers.
ANSWER
c
2 Read the text again and answer the questions.
• Ask the children to read the six questions in their
Class Books.
• The children read the description again, in more detail,
and write their answers to the questions.
ANSWERS
1  Gregory  ​2  He’s a maths teacher.
3 He’s got short, straight, chestnut brown hair. He’s got
a moustache and a small beard. He’s got dark brown
eyes and big eyebrows. He’s got fair skin. Sometimes he
wears glasses.
4 Jilly says her dad is very active and lively. He isn’t
normally grumpy. He’s very cheerful and very clever.
4006972 Ace TB5.indb 133
these are the things her dad can repair.
6 Milly spelt to as too. Because she confused the sound of
the word and the spelling.
• After you have gone through the answers with the class,
ask the children to look at the annotations on the left of
the text. Go through them with the class, asking questions
to check comprehension.
• Focus on the Punctuation box. Ask them to find an
example of an apostrophe between o and clock.
KEY COMPETENCE:   Learning to learn
Activity 2 draws the children’s attention to the layout
of a descriptive text and the things that are included in
each paragraph. Discuss with the class what the three
paragraphs are for (an introduction; a description of
Mr Bean’s appearance and a description of Mr Bean’s
character). Read out some phrases from the text and ask
the children which paragraphs they belong to.
3 Listen and read.  $ 3•16  How many animals can
you find?
• Ask the children to look at the pictures around the poem
and tell you what they can see.
• Read the question with the class.
• Play the poem for the children to listen and follow the
words in their books. Pause, if necessary, for the children
to note down the animals they hear.
ANSWER
goose, cockatoos, emu, moose, kangaroos, birds, monkeys
4 Listen and read again.  $ 3•16  Find and write the
words with the /uː/ sound.
• Play the recording for the children to listen and read again.
Pause, if necessary, for the children to write down the
words with the /uː/ sound in their notebooks.
ANSWERS
Sue, zoo, drew, too, through, glue, room, knew, do, drew,
blue, goose, few, cockatoos, emu, moose, two, kangaroos,
uniforms, super, new, boots, few, threw, fruits
Optional activity
• Ask the children to work in pairs to write down the
different spelling patterns that can represent the /uː/
sound.
Activity Book
1 Circle two words with the /uː/ sound. Listen and
check.  $ 3•17
• The children look at each group of words and circle the
two words with the /uː/ sound.
• Play the recording for the children to listen and check.
Transcript
1  true, group   ​2  who, room   ​3  move, too   ​
4  cartoon, music
Unit 6 133
07/12/2012 16:29
 2 Read the description in Activity 3 quickly. Circle
the parts of text where:
• The children speed read the description and circle the
different parts.
answers
1 paragraph 2
2 paragraph 3
3 paragraph 2: short, straight, brown, big, small, dark
brown, big fair, clean blue and white; paragraph 3:
active and lively, grumpy, cheerful, funny, very clever
3 Complete the description with these words.
• The children read the description again and complete it
with the words in the boxes.
answers
A  works  B  long  C  fair  D  round  E  dress   CD3 $ tracks 18–19; DVD Song 6/DVD Story 6; a watch
F  plays  G  excellent  H  colourful  I  calm  J  excited
4 Read the description again. Underline the words
with the /u:/ sound.
• The children speed read the description again to find
the word with the /u:/ sound. They write it down in their
notebooks.
• Check the answer with the class.
answer
music, cartoons
5 Using a photograph, write a description of
someone in your family.
• The children look at their family member photos and write
a description of them, using the description in Activity
3 of the Activity Book and that on Class Book page 64
as models.
• Encourage the children to use as many adjectives as
possible.
134 Unit 6
4006972 Ace TB5.indb 134
Lesson 10    CB PAGE 65 and AB PAGES 62, 111 and 112 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 everyday objects words; Lesson
5 adjectives to describe objects; present perfect;
relative pronouns; iron, wood, cheerful
Extra: car boot sale
Materials
or timer; Unit 6 Grammar and everyday language poster
Warmer   ​DVD Song 6 / Story 6 
• Ask the children to vote on whether they would like
to watch the Unit 6 story animation or the Unit 6 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 6.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Look at the picture.     Cover and say the items
and the prices.
• Explain that this is a speed-reading task and that the
children have one minute to look at the picture and
memorize the objects and their prices.
• Use a watch or timer to time one minute
• Then ask the children to cover the picture. They work in
pairs, taking turns to name an object from the car boot
sale and say how much it costs.
KEY COMPETENCE:   Learning to learn
In Activity 1, the children review and reinforce vocabulary
through a memory game. Ask the children what other
kinds of games they play to learn vocabulary. Which ones
work best for them?
2 Look and say.
• Ask the children to look at the picture. Explain that the
children have just finished doing different things.
• The children work in pairs. They take turns to make
present perfect sentences with just to say what the
different children have done. If necessary, use the
Grammar 1 section on the Unit 6 Grammar and everyday
language poster to revise the present perfect.
07/12/2012 16:29
 answers
Jilly has just thrown away an apple.
Milly has just eaten an apple.
Billy has just seen a butterfly.
Betty has just found a £5 note.
William has just fallen asleep.
3 Listen and say Before or After.  $ 3•18  things out of wood. So his favourite objects are his blue
Then describe each picture in pairs.
• Explain that the children’s parents have given the
playground a makeover. By looking at the two pictures,
the children can see how it has changed.
• Tell the children that they are going to hear a recording of
Mr McMaster describing the pictures. They must listen and
say which picture is being described.
• Play the recording for the children to say Before or After.
Transcript
1  The playground is wet.   ​2  The bell is shiny.   ​
3  The football pitch is flat.   ​4  The bench is wide.   ​
5  The door is clean.   ​6  The bell is dull.  
​7  The football pitch is bumpy.   ​8  The playground is dry.   ​
9  The door is dirty.   ​10  The bench is narrow.
answers
1  Before  ​2  After  ​3  After  ​4  After  ​5  After  ​6  Before  ​
7  Before  ​8  After  ​9  Before  ​10  Before
Optional activity
• Ask the children to write sentences about what the
parents have done to the playground using the present
perfect, e.g. The parents have cleaned the door.
4 Read and write where, who or which.
• Ask the children to read William’s trip report and fill in
the gaps in their notebooks with the correct relative
pronouns. If necessary, use the Grammar 2 section on the
Unit 6 Grammar and everyday language poster to revise
relative pronouns.
answers
1  where  ​2  who  ​3  who  ​4  which  ​5  where  ​
6  which
Jilly  Does he wear glasses?
Rachel  No, he doesn’t.
Jilly  What about his character? What is he like?
Rachel  He’s cheerful and helpful. He helps me with my
homework sometimes!
Jilly  And what are his favourite objects?
Rachel  Well he likes cooking a lot and he also likes making
mixing bowl and his drill!
answers
1  Mark  2  Green  ​3  37  ​4  tall  ​5  spiky  ​6  helpful  ​
7  cooking  ​8  wood  ​9  bowl  ​10  drill
2 Read and circle the correct answers.
• The children read the text and circle the correct words to
fill the gaps.
• Check the answers with the class.
answers
1  where  ​2  finished  ​3  who  ​4  at  ​5  using  ​6  when
3 It’s halfway through the school Activity Day. Look
and write True or False.
• The children look at the information. They read the
sentences and write True or False.
• Check the answers with the class.
answers
1  True  2  False  3  True  4  False  5  False  6  True
4 Look at Activity 3. Write sentences.
• The children write sentences about what Billy, Jilly and
Milly have done using the word prompts.
• Check the answers with the class.
answers
1 Billy has played football.
2 Billy and Milly have made biscuits.
3 Jilly has painted a picture.
4 Milly has done sewing.
5 Billy and Jilly have taken photos.

Activity Book
1 Jilly is asking about Rachel’s dad for her
homework. Listen and complete.  $ 3•19
• Play the recording, pausing where necessary, for the
children to complete the information about Rachel’s dad.
• Check the answers with the class.
Transcript
Jilly  Hi Rachel. Right. I’ve got some questions for my
homework. They’re about your dad.
Rachel  OK.
Jilly  What’s your dad’s name?
Rachel  He’s called Mark.
Jilly  And his surname?
Rachel  Green. Mark Green.
Jilly  OK. And how old is he?
Rachel  Erm, let me think. He’s just had his birthday. He’s 37.
Jilly  What does he look like?
Rachel  He’s tall and thin. He’s got short, spiky hair.

Unit 6 135

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 Lesson 11    CB PAGE 65 and AB PAGE 63  • Play the recording for the children to listen and choose
the correct answers from each pair of options.
CLASS PRESENTATION AND Transcript
SELF-EVALUATION 1  The work of art I’m going to talk about is called Angel of
the North.
Lesson objectives 2  It was made by a British artist called Antony Gormley.
Prepare and give a presentation 3  It is on a hill in the town of Gateshead in the north
Consolidate learning from Unit 6 of England.
Evaluate your own progress 4  It’s a large, brown sculpture in the shape of an angel. The
angel is standing straight. It’s got long, rectangular wings.
Language 5  The sculpture was made in three parts – the body and the
Core: vocabulary and structures from Unit 6; iron two wings. The sculpture was finished in 1998.
6  The sculpture is made of steel.
7  I like this sculpture because it is very big and you can see
Materials
it from far away. The shape is fantastic and I like the brown
CD3 $ track 20; internet colour because it makes me think of chocolate!
ANSWERS
Warmer 2  the UK   3  north  4  rectangular  5  1998  
• Play a memory game. Divide the class into teams. Read out 6  steel  7  chocolate
some questions about what happened in the unit for the
children to write down their answers, without looking in 3 Plan your presentation. Use the headings in
their books. Teams get one point for each correct answer. Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their
Lead-in
favourite work of art by copying the headings from
• Discuss with the class what the children have learnt in this Activity 1 and making notes. Go around the class as the
unit. Ask individual children What did you enjoy learning children work, helping and checking.
about most? Why?
• If there is classroom access to the internet, ask the
children to find a picture to go with their presentation.
Class Book
• Ask the children, one at a time, to stand up and deliver
1 Prepare a presentation. their presentations to the class. Alternatively, divide the
2 Give your presentation to the class. class into groups and ask the children to present their
• Tell the children to look at the photo of the girl giving a work to the rest of the class.
presentation. Ask What is the presentation about? What is Optional activity
the girl showing the class?
• Discuss the presentations with the class. What did the
• Tell the children they are going to prepare and then give a children find most interesting? Ask Which artwork do
class presentation about their favourite works of art. you think is the most interesting? Why?
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
Activity Book in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
1 Look at the presentation plan in Activity 3. Read to individuals about their work in the unit.
and write the headings.
• Focus the children’s attention on the spider diagram. Ask Homework
What is the presentation about? • Draw the children’s attention to the homework
• Ask the children to read the list of headings and the assignment that Miss London has set Billy, Jilly and
information in the diagram. They write the headings in Milly and their class on page 65 of the Class Book: Jolly
the correct places. Point out that they do not need to read geography homework. Find out about the Arctic. Tell them
every word. that this will be the theme for the next unit.
answers • Ask the children if they know anything about the Arctic.
1  My favourite work of art   2  The artist   3  Where it is   What kinds of things do they think Billy, Jilly and Milly
4  What it looks like   5  When it was made   6  What it’s might bring into class next time?
made of   7  Why I like it • If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
2 Listen and circle the correct answers in the
presentation plan.  $ 3•20 NOTE:   The children are now ready to do the Unit 6 Test

• Tell the children that they are going to hear a pupil giving or the Term 2 Test. You will find the tests on the Teacher’s
her presentation about her favourite work of art. Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test
section, Unit 6 Test / Term 2 Test. Notes and answers on
CD-ROM.

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 7    ​J o l l y geography
Lesson 1   ​CB PAGE 66 and AB PAGES 64 and 106  Billy  Find out about the Arctic.
VOCABULARY
Lesson objectives
Identify adjectives to describe places
Identify different text types
Find information in a survival guide
Ask and answer about the sort of places you like
Language
Core: deserted, rural, snowy, tropical, historic, cosy, crowded,
urban, noisy, mountainous, dangerous, freezing,
Review: weather, wide, flat, geography
Extra: shelter, slope, shovel, entrance, tunnel
Materials
CD3 $ tracks 21–24; Unit 7 wordcards Set 1; a watch
or timer
Warmer
• Ask the class for a list of adjectives to describe the town
that the children live in. Write them on the board.
• Ask individual children to make sentences about their town.
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find out about the Arctic.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Billy) What do you think he has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 3•21  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Billy’s homework.
• Ask the children to open their Class Books and look at the
things Billy has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
Transcript
Miss London  Hi everyone! What was your jolly geography
homework this week?
4006972 Ace TB5.indb 137
Miss London  That’s right! What have you got, Billy?
Billy  Well, I’ve got a photo album. It’s my Uncle Tom’s album.
He went to the Arctic and he took lots of photos.
Miss London  Wow! Your Uncle Tom’s an adventurer!
Billy  Yes, he is! And I’ve got a page from a survival guide.
Miss London  How to survive in the Arctic. Interesting!
Billy  And I’ve got a story about the Arctic. It’s from my Uncle
Tom’s diary.
Miss London  Well done, Billy! Thank you!
ANSWERS
A  photograph album   ​B  survival guide   ​C  diary
2 Match the words and the pictures (1–12). Listen,
check and say  $ 3•22
• Ask the children to look at the pictures in Uncle Tom’s
photograph album (text A). They match the words to the
pictures and write the answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  tropical  ​2  historic  ​3  noisy  ​4  crowded  ​
5  urban  ​6  rural  ​7  cosy  ​8  freezing  ​9  deserted  ​
10  mountainous  ​11  dangerous  ​12  snowy
3 Look at text A. Listen and say the adjective. 
$ 3•23
• Ask the children to look at the photograph album again.
Tell them that they are going to hear the beginning of
some sentences about different kinds of places. They must
listen and finish the sentences with the correct adjective.
• Play the recording, pausing after each sentence for the
children to say the adjective.
Transcript
A A place with a lot of people is …
B A place in the country is …
C A place which is very, very cold is …
D A place with wild animals can be …
E A place which is warm and comfortable is …
F A place with lots of mountains is …
answers
A  crowded  ​B  rural  C  freezing  D  dangerous  
E  cosy  ​F  mountainousl
4 Read text B and answer. 
• Ask the children to look at text B. Read the question with
the class. Explain that this is a speed-reading task and that
the children have one minute to complete it.
• Ask the children to use the survival guide to find the
answer to the question. Use a watch or timer to time
one minute.
Unit 7 137
07/12/2012 16:29
 ANSWER
You need a slope with about two metres of snow. You also
need a shovel, branches, a rucksack and a candle.
5 Ask and answer in pairs.
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class.
• The children take turns to ask and answer about the sort
of places they like, using the adjectives from Activity 2.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of the Activity Book
and write translations for the adjectives to describe places.
1 Write the adjectives.
• The children look at the pictures and write the correct
adjectives. Display the Unit 7 Set 1 wordcards for support
while they work.
ANSWERS
1  dangerous  ​2  freezing  ​3  snowy  ​4  deserted  ​
5  noisy  ​6  urban  ​7  crowded  ​8  tropical  ​9  historic  ​
10  rural
2 Read and complete the definitions.
• The children complete the definitions with the
correct adjectives.
ANSWERS
1  tropical  ​2  freezing  ​3  cosy  ​4  crowded  ​5  rural  ​
6  deserted  ​7  historic  ​8  mountainous
3 Listen and tick ✓ the kind of places Billy, Milly
and Jilly like.  $ 3•24
• Play the recording. The children tick the boxes to show the
kinds of places that the different children like.
Transcript
Billy  So, what kind of places do you like, Milly?
Milly  Well, I suppose I like quiet places, not big cities. I prefer
the countryside where it’s rural. And I like staying in warm,
cosy cottages.
Billy  And how about you, Jilly?
Jilly  Me? I love climbing up big mountains, so I suppose
I like mountainous places – and I love it when the place
is deserted and I’m on my own. I’m also really interested
in history and I love historic towns. But not if they’re
too crowded!
Milly  And what about you, Billy? What kind of places do
you like?
Billy  Well I like urban places. And just like Jilly I like old,
historic places. I don’t like the mountainous places, though –
they’re too snowy and windy!
Answers
Milly  cosy, rural   ​Jilly  mountainous, historic, deserted   ​
Billy  urban, historic
4 Write about the places you like and don’t like.
• The children write sentences in their notebooks about the
sort of places they like and don’t like.
138 Unit 7
4006972 Ace TB5.indb 138
Lesson 2   ​CB PAGE 67 and AB PAGE 65 
STORY
Lesson objectives
Read and understand a diary
Talk about why you would/wouldn’t like to go to the Arctic
Write a review of the diary
Language
Core: Lesson 1 adjectives to describe places;
Review: present simple; present perfect; every day, fly/
flew, hear/heard, run/ran
Extra: promise, helicopter, seal, wolf, guide, adventurous,
buggy, hare, feeling, blow away, rescue, break down, storm
Materials
CD3 $ track 25
Warmer
• Play The definitions game (see page 202) with the
vocabulary from Lesson 1.
Lead-in
• Ask the children if they’ve ever had an adventure. (This
could be an exciting holiday or trip.) What happened?
Class Book
6 Read and listen.  $ 3•25  Which word best
describes Uncle Tom’s trip?
• Focus on the diary and the pictures. Read the adjectives
with the class. Ask the children to think about which one
is likely to describe Uncle Tom’s trip. Play the recording for
the children to follow the story in their books.
• Ask the class Which word best describes Uncle Tom’s trip?
Was it the word they expected?
ANSWER
exciting
KEY COMPETENCE:   Learning to learn
Predicting the likely answer, using visual clues and
background knowledge, helps the children to focus, read
and listen more effectively. Whenever practical, encourage
the children to make predictions about a text or listening
extract before they read or listen.
7 Read again and answer.
• Ask the children to read the diary again and write their
answers to the questions in their notebooks.
ANSWERS
1 Day 2
2 Because he wanted to take a picture of an Arctic hare.
3 Felix and the other people on the tour went away.
4 He slept in a snow shelter because his tent blew away.
5 He saw the smoke from his fire.
6 He was back at Polar Bear Lodge.
07/12/2012 16:29
 Optional activity Lesson 3   ​CB PAGE 68 and AB PAGES 66 and 112 
• Ask the children to work in pairs to find the following in
the text: three animals (seal, wolf, Arctic hare), two kinds GRAMMAR
of transport (helicopter, buggy) and three weather words
(cold, windy, snow). Lesson objectives
Practise using the present perfect
8 Would you like to go to the Arctic? Tell Make present perfect questions
your partner. Ask and answer about places you have been
• Ask the children to work in pairs. They take turns to say Regular review: practise using past participles (of
whether or not they would like to go to the Arctic and irregular verbs)
explain why.
• What do you think? Ask the children to discuss the Language
question in pairs. Ask some of the children to share their Core: present perfect
thoughts with the class. Review: past participles (irregular verbs); fly

Activity Book Materials

CD3 $ tracks 25–26; Unit 7 Grammar and everyday
Plot, characters and setting language poster

1 Remember the story. Read and write True

Warmer
or False.
• Play a game of True or false? (see page 202) to revise the
• The children read the sentences and write True or False vocabulary from Lesson 1.
from memory. They check their answers by looking at the
Class Book diary on page 67. Then check the answers as Lead-in
a class. • Ask the children what they can remember about the story
ANSWERS from Lesson 2. Prompt with questions if necessary.
1  True  ​2  False  ​3  True  ​4  True  ​5  False  ​ • Ask the children to open their Class Books and look at the
6  True  ​7  False diary on page 67 again. How well did they remember it?
2 Read and circle the correct answers.
Class Book
• The children read the sentences and choose the correct
phrases to complete them. 1 Read and listen to the story again on page 67. 
ANSWERS $ 3•25 Match.

1  a  ​2  c  ​3  c  ​4  a • With books open, tell the children that they are going
to hear the story again. As they listen, they match the
Synopsis beginnings of the sentences to the correct endings.
• Play the recording, more than once, if necessary.
3 Read and complete.
ANSWERS
• The children complete the text by writing the missing 1  b  ​2  c  ​3  d  ​4  a
words in the table.
ANSWERS 2 Listen and say the number.  $ 3•26
1  to  ​2  watch  ​3  take  ​4  weren’t  ​5  up  ​6  went  ​ • Focus on the pictures. Tell the children that they are going
7  smoke  ​8  him  ​9  was to hear questions and sentences about each picture.
• Play the recording, pausing after each question or
Review sentence for a different child to say the number.
• Ask the children to work in pairs. They take turns to point
4 Complete the review. to the pictures and say the questions or sentences to
• The children complete the review and rate the story, each other.
referring to the Writing tip for help.
Possible ANSWERS
Transcript
1  a diary   ​2  Uncle Tom   ​3  the Arctic   ​4  lost  ​ Have you ever dug a snow shelter?
5  stay with the group   ​6  Children’s own answers   ​ I haven’t seen an Arctic hare.
7  Children’s own answers Have you been to the UK?
I’ve never been to the UK.
Further practice I’ve seen a polar bear.
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, I’ve been to the UK.
Story worksheet. Notes and answers on CD-ROM.
answers
4, 3, 1, 5, 6, 2

Unit 7 139

4006972 Ace TB5.indb 139 07/12/2012 16:29

 Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 7.
• Copy a question with ever on the board. Explain that we
often use ever in present perfect sentences. It means in
your life or at all. Point out that we don’t use ever with time
phrases, such as this week, this year, etc.
• Elicit further examples of present perfect questions
with ever.
• Write a negative present perfect sentence with never on
the board. Explain that this means not in my life or not
at all. Elicit further examples of negative present perfect
questions with never.
• Go through the explanations and examples to clarify the
use of the present perfect.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different volunteers
to make sentences from each section of the table.
4 Ask and answer in pairs.
• Focus on the pictures and ask the children what they see.
• Divide the class into pairs. Ask a pair to read the example
question and answer to the class.
• Ask the children to take turns to ask and answer questions
about the rest of the pictures.
• Go around the class, helping and checking as the
children talk.
ANSWERS
Questions:  Have you ever visited a historic place? Have
you ever sunbathed on a tropical beach? Have you ever
flown over a mountainous region? Have you ever seen a
dangerous animal? Have you ever been lost in a crowded
place? Have you ever slept in a cosy tent?
Answers:  Yes, I have. / No I haven’t. / I’ve never …
Autonomy and personal initiative
KEY COMPETENCE:  
The language of Activity 4 encourages the children to talk
about experiences that are personal to themselves. As you
go through the activity, encourage the children to tell you
more about their personal experiences.
Optional activity
• Ask the children to write three questions to ask their
partner, using Have you ever …? with the language from
Lesson 1.
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 112 of their Activity Books, and remind them that it
is here to help them when they need it.
140 Unit 7
4006972 Ace TB5.indb 140
1 Complete the questions with the correct form
of the verbs. Then look and write Yes, I have or
No, I haven’t.
• The children look at the pictures and complete Billy’s
questions with the correct form of the verbs in the box.
• They look at the ticks and crosses and write the answers
for Miss London.
Answers
1  slept; Yes, I have.   ​2  visited; No, I haven’t.   ​3  flown;
Yes, I have.   ​4  dug; No, I haven’t.   ​5  walked; Yes, I have.
2 Look at Activity 1 and write sentences about
Miss London.
• The children use their answers from Activity 1 to write
present perfect sentences about Miss London.
ANSWERS
1 She hasn’t visited the Arctic.
2 She has slept in a tent.
3 She has flown in a helicopter.
4 She has walked in the mountains.
5 She hasn’t dug a snow hole.
3 Look at the pictures and write true sentences
about you.
• The children look at the pictures and the verb prompts
and write true sentences, in the present perfect, about
themselves.
4 Write the past participles.
• Remind the children that we have to learn the past
participles for irregular verbs.
• Ask the children to write the past participles from
memory. They can use the irregular verbs list at the back
of their Activity Books to help them.
answers
1  drew  ​2  made  ​3  took  ​4  bought  ​5  slept  ​6  dug  ​
7  flown  8  lost
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 7,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.
07/12/2012 16:29
 Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise adjectives to describe places
Review and practise sentences and questions in the
present perfect
Language
Core: Lesson 1 adjectives to describe places;
present perfect
Materials
DVD Story 7; Unit 7 wordcards Set 1; $ Teacher’s
Resource CD-ROM, DVD worksheets section, Unit 7
Warmer
• Play a game of Everything I know about … (see page 202)
with Places around the world as a topic.
Lead-in
• Put the Unit 7 Set 1 wordcards on the board. Ask the
individual children to choose an adjective and make a
sentence about Uncle Tom’s adventure with it.
1 Write the questions.
• Write the beginning of the question Have you ever …? on
the board. Below this, write the following word prompts:
1 go / a tropical jungle
2 be / lost
3 dig / a snow shelter
4 take a photograph / of an Arctic hare
5 visit / a dangerous country
6 go / scuba diving
• Ask the children to write the questions.
answers
1 Have you ever been to a tropical jungle?
2 Have you ever been lost?
3 Have you ever dug a snow shelter?
4 Have you ever taken a photograph of an Arctic hare?
5 Have you ever visited a dangerous country?
6 Have you ever been scuba diving?
Optional activity
• Ask the children to ask and answer the questions in pairs.
2 Read page 67 again. Find Uncle Tom’s answers
for questions 1–4 in Activity 1.
• Ask the children to read the story on page 67 of their
Class Books again. They find the information to answer
questions 1–4 for Uncle Tom. They write the answers in
their notebooks.
• Ask the children to make up Uncle Tom’s answers for
questions 5 and 6.
answers
1  Yes, I have.   2  Yes, I have.   3  Yes, I have   • The children’s completed wordcards can be displayed in
4  No, I haven’t.   5–6  Children’s own answers.
4006972 Ace TB5.indb 141
3 Work in pairs. A is a journalist. B is Uncle Tom.
Ask and answer.
• Ask the children to work in pairs, A and B. Tell them
that they are going to do an interview for the school
newsletter, Ace! Weekly. The journalist must ask questions
to find out about Uncle Tom’s experiences.
• Go around the class as the children ask and answer the
questions from Activity 1. Help where necessary.
• Ask some of the pairs to act out the interview as a class.
answers
1  Yes, I have.   ​2  Yes, I have.   ​3  Yes, I have.  
​4  No, I haven’t.   ​5–6  Children’s own answers
KEY COMPETENCE:   Learning to learn
The guided roleplay in Activity 3 provides the children
with the opportunity to practise language from the unit
as part of a communicative exercise. Structured questions
and answers help less confident children to feel secure.
Allow more confident or more advanced children to
elaborate on answers to the questions, e.g. Have you ever
been to a tropical jungle? Yes, I have, but I’ve never been to
the desert.
4 Watch the story on DVD.   ​DVD Story 7 
• Tell the children they are going to watch My Arctic
adventure on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  tropical  2  river  3  snow buggy   4  house  5  windy  
6  snow shelter   7  cup of coffee   8  safe
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 7 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  tropical  2  river  3  snow buggy   5  windy  
6  snow shelter   8  safe
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
the classroom.
Unit 7 141
07/12/2012 16:29
 Lesson 4   ​CB PAGE 69 and AB PAGE 67  Optional activity
READING AND WRITING
Lesson objectives
Read and understand a survival guide
Use prepositions to express the positions of objects
Write some advice for someone who is lost
Learning to learn: using mnemonics
Language
Core: Lesson 1 adjectives to describe places; prepositions
of place (above, below, outside, inside, into, out of )
Review: goggles, wide, clean, wear
Extra: gas, escape, melt, stick, drip
Materials
Unit 7 wordcards Set 1
Warmer
• Put the Unit 7 Set 1 wordcards on the board. Ask
individual children Which adjectives describe the Arctic /
your town or village / a place you have been on holiday?
Lead-in
• Ask the children what they can remember about the
survival guide that Billy brought in for his assignment in
Lesson 1. Ask Who was it for? What was it about?
Class Book
1 Read part 1. Remember and complete. Read
page 66 again and check.
• Ask the children to look at the survival guide on page 69
and complete part 1 from memory.
• When they have finished, the children look at the survival
guide on page 66 to check their answers. Then go
through the answers with the class.
answers
1  flat  ​2  2  ​3  1  ​4  60  ​5  snow  ​6  rucksack  ​7  light
2 Look and say how to make water in the Arctic.
Read part 2 and check. Then match the pictures
and words.
• Focus on the pictures and ask the children to say what
they see. Ask How do you make water in the Arctic?
• Ask the children to read part 2 of the survival guide to
check their answers. Then check as a class.
• Ask the children to match the pictures to the prepositions
in the box.
answers
1 Make a small hole in the roof above the cooker. a
2 You can light a camping cooker inside your snow
shelter. d
3 Make a fire outside. c
4 Put some snow into a clean sock. e
5 Tie the item of clothing to a stick so that it hangs over
the fire. f
6 Put a cup below, so the water can drip into it. b
142 Unit 7
4006972 Ace TB5.indb 142
• Ask the children to work in pairs. They explain the
process of how to make water in the Arctic by taking
turns to point to a picture and make a sentence with
a preposition.
3 Read, look and complete.
• Ask the children to look at the picture and complete the
rules with the correct prepositions.
ANSWERS
1  outside  ​2  inside  ​3  out of   ​4  into  ​5  below  ​
6  above
Activity Book
1 Read part 3 of the survival guide. Write
the words.
• The children read the text and write the missing words in
the gaps, using the words in the boxes.
ANSWERS
1  it’s important to   ​2  go out   ​3  above  ​4  push down   ​
5  into  ​6  with  ​7  outside
2 Read and tick ✓ the things which are true about
the advice in the survival guide.
• The children read the sentences and tick the ones that are
true about the advice given in the survival guide.
answers
1, 2, 5
3 Write some more advice for someone who is lost.
• The children think about what other things people
should / shouldn’t do when they are lost in the Arctic.
They write sentences in their notebooks.
Learning to learn: Make up mnemonics to help
you to remember how to spell these words.
• Read the explanation to the class. Check their
understanding.
• The children work in pairs to make mnemonics for the
words listed.
• Go around the class helping and checking as the children
work. Then ask for some answers and write these on the
board. Vote on the favourite mnemonic and encourage
the children to try and remember this with their
own spelling.
KEY COMPETENCE:   Learning to learn
Tell the class that there are always words in English that
are confusing or difficult to spell. It helps if we can find a
fun way to remember them. Brainstorm a list of difficult
words and write them on the board. Choose one or
two of the words and make mnemonics together. Ask
the children what other strategies they use for spelling
difficult words. Practise using these to spell some of the
other words on the board.
07/12/2012 16:29
 Lesson 5   ​CB PAGE 70 and AB PAGES 68 and 106  Transcript
A Miss London  The camp is tomorrow. I can’t wait!
B [sound effect:] Miss London zipping up her sleeping bag
VOCABULARY AND DVD SONG
in her tent.
Lesson objectives C Miss London  Good to see you.
Identify different phrasal verbs Mr McMaster  Good to see you, too!
D Miss London  You used all the water!
Listen and extract information from a song
Mr McMaster  No, I didn’t!
Retell a story Miss London  Yes, you did!
Mr McMaster  No, I didn’t!
Language E Miss London  Forest Trail … OK!
Core: look forward to, get on, get off, set off, get on with, [sound effect:] Miss London setting off along forest path.
run out of, fall out with, look after, put up, make up, put out, F Miss London  … So then this huge, white ghost came from
do up behind a tree …
Review: There are …; It’s …; They’re … , wood, forest answers
A  look forward to   ​B  do up   ​C  get on with   ​
Materials D  fall out with   ​E  set off   ​F  make up
CD3 $ tracks 27–30; DVD Song 7; Unit 7 wordcards Set 2
4 Listen to the song.  $ 3•29  Number the verbs
Warmer from Activity 1 in the order you hear them.    DVD Song 7 
• Tell the class I’ve just come back from a great adventure! • Play the audio or DVD version of the song. Tell the children
that the song contains some (but not all) of the verbs
• Ask the children to ask questions using the vocabulary from Activity 1. They must listen and number the verbs in
from Lesson 1 to find out where you went and what the order that they hear them.
you did, e.g. Did you go somewhere crowded? Did you do
anything dangerous?
• Play the song, pausing if necessary for the children to
number the verbs.
Lead-in • Play the song a second time, if necessary.
• Ask the class what they can remember about Uncle Tom’s
adventure from Lesson 2. Ask the children to help you
Transcript
The bus arrives and we get off.
retell the story.
We’re in the forest. Let’s set off!
Exploring
Class Book In the forest.
1 Look and say what the lesson is about. We’ve got a lot to learn about.
There’s not much water. Don’t run out!
• Tell the children to open their books and look at the picture
Exploring
of the interactive whiteboard. Ask different children to say
In the forest.
what they think the lesson is going to be about. Listen to
Exploring, in the forest.
their suggestions, but don’t confirm at this stage.
We’re learning, in the forest.
2 Listen and repeat.  $ 3•27 Life’s cool, in the forest.
• Establish that this lesson is about Miss London’s camping Exploring, in the forest.
trip. The pictures and the verbs tell the story. Put up a shelter made of wood.
Now it’s finished. It looks good!
• Focus on the pictures. Play the recording for the children Exploring
to listen and repeat, pointing at the pictures as they do so.
In the forest.
Transcript We get on well and we don’t fight.
1  look forward to   ​2  get on   ​3  get off   ​4  set off   ​ We all look forward to the night.
5  get on with   ​6  run out of   ​7  fall out with   ​8  look after  ​ Exploring
9  put up   ​10  make up   ​11  put out   ​12  do up In the forest.
Exploring, in the forest …
3 Listen and say the verb.  $ 3•28 We make up stories ‘round the fire,
• Tell the children that they are going to hear sounds and Put out the fire when we’re tired.
dialogues from different parts of the story. They must Exploring
listen and say the verbs. In the forest.
• Play the recording, pausing after each extract for Do up your sleeping bag. Keep warm.
the children to say the verb. Display the Unit 7 Set 2 We’re lucky there’s no thunderstorm!
wordcards for support while they listen. Exploring
In the forest.
Exploring, in the forest …
ANSWERs
1  get off   ​2  set off   ​3  run out of   ​4  put up   ​5  get on   ​
6  look forward to   ​7  make up   ​8  put out   ​9  do up

Unit 7 143

4006972 Ace TB5.indb 143 07/12/2012 16:29

 5 Listen again.  $ 3•29  Choose the correct answers.
• Ask the children to read the sentences and the
possible answers.
• Play the song again, pausing if necessary, for the children
to choose the correct answers.
ANSWERs
1  a  ​2  b  ​3  a  ​4  b  ​5  b  ​6  b
6 Look at the pictures in Activity 1 and retell the
story in pairs.
• Divide the class into pairs. Ask one pair to read the
example dialogue to the class.
• The children take turns to makes sentences about the
pictures using the phrasal verbs.
3 Listen again and complete the sentences. 
$ 3•30
• Play the recording again, pausing where necessary, for the
children to listen and complete the sentences.
• Check the answers with the class.
answers
1  said  ​2  got on   ​3  got off   ​4  put up   ​5  slept  ​
6  made up   ​7  got off   ​8  were
4 Write about a trip you have been on.
• Ask the children to write about a trip they have been on,
using the text from Activity 3 to help them.

KEY COMPETENCE:   Artistic and cultural competence

Storytelling is a fun and creative way to practise and
consolidate language. Exploit this further using the
optional activity below.

Optional activity
• Ask the children to imagine that they went to the camp.
They work with their partners to make up a story using
the cartoon strip in Activity 1 and the phrasal verbs to
help them.

Activity Book
Bilingual dictionary
• Tell the children to turn to page 106 of their Activity Books
and write the translations for the phrasal verbs.

1 Complete the song. Listen and check.  $ 3•29

• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Then check the answers with the class.
ANSWERS
1  get off   ​2  set off   ​3  run out   ​4  Put up   ​5  get on   ​
6  look forward to   ​7  make up   ​8  Put out   ​9  Do up

2 Listen and number the pictures in order.  $ 3•30

• Tell the children that they are going to hear Billy talking
about his school camping trip.
• Play the recording, pausing if necessary, for the children
to listen and number the pictures in the order that Billy
mentions them.

Transcript
We had a great trip. Tim, Matt and I travelled to the forest
by bus. At school, we said goodbye to everyone and we all
got on the bus. We got off the bus at the start of the Forest
Trail. We put up our tent and we walked through the forest.
At night, we slept in the tent. We made up ghost stories –
very scary! In the morning we came back on the bus. We
had fun on the bus – we sang lots of songs. We got home at
lunchtime, and when I got off the bus, Mum and Dad were
there to meet me!
answers
4, 6, 3, 1, 5, 2

144 Unit 7

4006972 Ace TB5.indb 144 07/12/2012 16:29

 Lesson 6   ​CB PAGE 71 and AB PAGES 69 and 112  will and won’t to talk about future facts or things we feel
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about space holidays in the future
Read and understand an article about space holidays
Practise using will and won’t to talk about future facts
Correct false sentences
Language
Core: phrasal verbs; will/won’t
Review cloakroom, science, fly, wear
Extra: medical check, spaceport, astronaut, passenger, pilot,
countdown, switch off, engine, zero gravity
Materials
CD3 $ tracks 29 and 31–32; Speak up poster; Unit 7
Grammar and everyday language poster
Warmer  $ 3•29
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Discuss space exploration with the class. Can they name
any astronauts or tell you about a famous space mission?
• Tell the children that the Ace pupils are going to visit
the Science Museum in this lesson, where they will learn
about space holidays in the future.
Class Book
1 Look at the photos. Say what you know about
space holidays in the future.
• Focus on the photos and ask the children what they
see. Establish that the article is about space holidays in
the future.
• Ask the children to work in pairs. They discuss the photos
and say what they know about space holidays. Refer them
to the Guessing section on the Speak up poster for help,
if necessary.
• Discuss the photos as a class. Encourage different children
to share their ideas.
2 Listen, read and check your ideas.  $ 3•31
• Tell the children that they are going to listen and read to
check their ideas.
• Play the recording while the children follow the words in
their books.
• Ask the children if their ideas were correct. Answer any
questions that the children have and go through the
meanings of any unknown vocabulary.
3 Read the grammar table and learn. Find more
examples of will and won’t in the text.
• Draw the children’s attention to the Grammar 2 section
on the Grammar and everyday language poster for Unit 7.
Use the examples and explanations to show how we use
4006972 Ace TB5.indb 145
are very certain in the future.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences
• The children look at the text from Activity 2 again and find
more examples of will and won’t.
• Check the answers with the class.
ANSWERS
… in the future more people will be able to travel there
…; A space holiday will begin with three days of medical
checks …; … they will practise some techniques used by
NASA astronauts
… the travellers will get on a special plane, but they won’t
go into space. They will watch a spaceship take off.
… the travellers will put on special space suits …; There will
be five passengers …; They will fly to 50,000 feet …; … the
pilots will switch off the engine, but the spaceship won’t
stop. It will continue to climb …
The passengers will leave their seats. They will be able to
float …; there will be total silence. They will then return to
earth to their friends and family who will be waiting …;
… a seat on a spaceship will cost about US$200,000, so it
won’t be …
4 Read the text again and write True or False.
• Ask the children to read the sentences.
• They read the text again and then write True or False for
each sentence.
• Check the answers with the class.
ANSWERS
1  False  ​2  True  ​3  False  ​4  False  ​5  False  ​6  False
KEY COMPETENCE:   Learning to learn
In Activity 4, the children read for specific information.
This involves reading more slowly and in detail. Ask the
children what techniques they can use to make this
most effective (e.g. read the sentences first so that you
know what information to find; think about what form
the information may take; read carefully to be sure you
understand).
5 Correct the false sentences in pairs.
• Ask the children to work in pairs. One child reads out a
false sentence and the other corrects it.
• The children swap roles and continue.
• Check the answers with the class.
answers
1 Space travellers won’t practise techniques used by
pilots. They will practise techniques used by astronauts.
3 The travellers won’t wear ordinary clothes on the space
flight. They will wear special suits.
4 Each space flight won’t have five passengers. It will have
six passengers.
5 The passengers won’t have to stay in their seats. They
will leave their seats.
6 The space holidays will be expensive. They will cost
about US$200,000.
Unit 7 145
07/12/2012 16:29
 Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 112 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Read and write will or won’t.
• The children read the sentences about space holidays and
complete them with will or won’t.
ANSWERS
1  will  ​2  won’t  ​3  will  ​4  won’t
2 Listen and complete the information about the
school trip.  $ 3•32
• Play the recording, pausing where necessary, for the
children to write the missing information.
Transcript
Miss London  Friday is our school trip to the Science Museum!
I hope you’re all looking forward to it! We will set off from
school at 8.30 am. It will take about 45 minutes to get there.
When we arrive, we will wait at the information desk and I
will give out the worksheets. You can leave your coats and
bags in the cloakroom – they will look after them for you.
You will have two hours to look round the museum before
lunch. Make sure you try to answer all the questions on your
worksheets. You won’t be able to go inside the museum
after lunch. After lunch we will go back to school.
ANSWERS
1  Friday  ​2  8.30 am   ​3  45  ​4  coats  ​5  two  ​6  lunch
3 Order and write Miss London’s sentences about
the school trip. Listen and check.  $ 3•32
• The children order the words and write the sentences.
• Play the recording from Activity 2 again for them to check
their answers.
Answers
1 We will set off from the school at 8.30 am.
2 We will wait at the information desk.
3 I will give out the worksheets.
4 You won’t be able to go inside the museum after lunch.
4 Look at the pictures and write the information
for a school trip to a museum.
• The children look at the pictures and write sentences
using the verbs in the boxes.
• Check the answers with the class.
answers
On Monday you will go to the Transport Museum. We will
set off at 9.00 am. We will meet at school. You won’t be
able to eat on the bus.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 7,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.
146 Unit 7
4006972 Ace TB5.indb 146
Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Use the target language to express opinions
Research holidays of the future
Design a web page about holidays in the future
Share knowledge and learning in the form of a social task
Language
Core: will/won’t
Review: I think that / I don’t think that; giant, airship, solar
power, energy, guests
Materials
DVD cross-curricular; internet; Speak up poster; coloured
and plain paper
Warmer
• Play a game of True or false? (see page 202) about space
holidays, using sentences with will or won’t.
Lead-in
• Tell the class that this lesson is about holidays in the future
(not space holidays). Invite different children to make
suggestions about what holidays might be like 20 years
from now.
CULTURE NOTES:   Holidays in the future
In 2010, the forecasting company Future Laboratory
produced a report on what our holidays might be like
in the future, entitled Sustainable Holiday Futures. The
predictions in the task below are taken from this report.
1 Read the predictions. Which ones do you
agree with?
• Write the following predictions on the board:
Families will stay in giant airships.
People will stay on floating islands that move in the sea.
Hotel toilets will use water from showers and washbasins.
Wind and solar power will give energy for lights.
Hotel guests will pay for the water they use.
• Go through the list with the class. Explain any unknown
words. Ask individual children to tell you which
predictions they think will come true.
2 Talk to your partner. Say what you think about
the predictions.
• Write the phrases I think that and I don’t think that on the
board. Show how to put these in front of the sentences to
express our opinions of whether the predictions are likely
to happen, e.g. I think that hotel guests will pay for the water
they use. I don’t think that families will stay in giant airships.
• Also point to the Asking for opinions and Agreeing
and disagreeing sections on the Speak up poster, and
explain that the children can use these while talking to
their partner.
• Ask the children to work in pairs. They take turns to talk
about each of the predictions.
07/12/2012 16:29
 3 Research holidays in the future.
• Divide the class into small groups. Tell the children that
they are going make predictions about holidays in the
future. If there is classroom access to the internet, they can
do their research online; if not, they can work together
to make their own predictions. The children write their
predictions in their notebooks.
• Go around the class as the children work, helping and
checking. Help with language where necessary.
4 Design a web page to show the information.
• Tell the children that they are going to design a web page
to show the information from Activity 3.
• Give each group a piece of coloured paper and several
sheets of plain paper. On the plain paper, they write down
their predictions neatly and draw pictures to illustrate
them. They stick the text and pictures on to the coloured
paper and write a title for their web page.
• Ask each group to stand up and show their web page.
They read their predictions to the class.
Optional activity
• Put the web pages on the wall and invite the children
to walk around and look at them. They read the
predictions and tell each other which they agree/
disagree with.
Further practice
$ DVD, Unit 7 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 7,
Cross-curricular worksheet. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 147
Lesson 7   ​CB PAGE 72 and AB PAGES 119 and 120 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: listen for sentence stress and weak forms
Ask and answer questions about your holiday preferences
Language
Core: Lesson 1 adjectives to describe places;
will/won’t, skiing
Review: I like …; I prefer … , skiing
Materials
CD3 $ tracks 33–35; Unit 7 wordcards Set 2; Unit 7
Grammar and everyday language poster; scissors
Warmer
• Put the Unit 7 Set 2 wordcards on the board. Point to each
one in turn and ask the children to use the verb to give
you a sentence about things people do on holidays or
camping trips.
Lead-in
• Ask individual children around the class Have you ever been
camping? Where did you go? What did you do?
Class Book
1 Listen and say what the advert is about.  $ 3•33
• With books open, ask the children to look at the picture
and describe what they see. Ask What are the children and
Mr Bean doing?
• Tell the children that they are going to hear the web page
that the children and Mr Bean are looking at. They must
listen to find out what it is about.
• Play the recording and elicit the answer from the children.
Transcript
At Ace Places, we’ve got every kind of holiday for every kind
of person!
Have a look at our skiing holidays from just £499! Yes, all
inclusive skiing holidays from just £499! With so many
destinations to choose from in France, Italy, Austria and
Canada, you’ll be happy you came to Ace Places! How about
a beach holiday in Spain, Italy or Tunisia? You can enjoy the
most beautiful beaches from just £359. Need some winter
sun? Check out our winter sun special: holidays in the
Dominican Republic from just £808 per person. Yes, from just
£808 per person! But hurry! The winter sun special is for this
month only! And if you’re looking for something for all the
family, take a look at our camping and adventure holidays!
Book now and you’ll pay a special price for spring and
autumn holidays. Yes, at Ace Places, we’ve got every kind of
holiday for every kind of person.
answer
It’s about holidays.
Unit 7 147
07/12/2012 16:29
 2 Listen again and complete the website
information.  $ 3•33
• Focus attention on the web page at the top of the page.
Point out that some of the information is missing.
• Play the recording, pausing if necessary, for the children to
complete the missing information in their notebooks.
ANSWERS
1  holiday  ​2  skiing  ​3  beach  ​4  £808  ​5  camping  ​
6  spring
3 Listen and read the dialogue.  $ 3•34 Which
picture shows the holiday for the Bean family?
• Ask the children to look at the pictures on the right-hand
side of the page. Explain that they must listen to the
dialogue to find out which picture shows the holiday that
the Bean family chooses.
• Play the recording while the children follow the words in
their books and find the correct picture.
ANSWER
2
4 Look, listen and repeat.  $ 3•35
• Tell the children to look at the words in the Perfect
pronunciation box. Explain that the dots show how the
sentences are stressed.
• Ask Is the word ‘to’ stressed in any of the sentences? (No)
Explain that when the word to is not stressed, it sounds
more like /tə/.
• Play the recording for the children to listen to the stress and
the weak form of to in the sentences. Play the recording
again for the children to repeat chorally then individually.
KEY COMPETENCE:   Learning to learn
Being aware of weak forms and their pronunciation helps
the children to produce natural-sounding English. Elicit
sentences with the word to and practise saying them.
5 Listen to the dialogue again.  $ 3•34  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen.
• Ask them to work in groups of four to act out the dialogue.
Ask some of the groups to act out the dialogue for the class.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit
7. Tell them that they will need this language for the
communication task.
• Divide the children into pairs, A and B. Tell the children
to cut out the Unit 7 fluency cards in their Activity Books.
They circle their preferences and then write out the
questions using the word prompts.
• The children roleplay a dialogue. Child A is the travel agent
and asks Child B questions about the kind of holiday he/she
wants. The children then change roles and repeat.
• Go around the class, helping and correcting.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 7,
Listening and Speaking. Notes and answers on CD-ROM.
148 Unit 7
4006972 Ace TB5.indb 148
Lesson 8    CB PAGE 73 and AB PAGE 70 
CULTURE AND READING
Lesson objectives
Read and understand texts about the coast in
different countries
Talk about which coast you would like to go to
Understand the importance staying safe in the sea
Regular review: practise using like + –ing forms
Language
Review: present simple; past simple; weather, island,
volcano, mix, swim
Extra: coast, rock, column, hexagonal, tourist, microscopic,
thermal, lifeguard; like + –ing
Materials
Speak up poster
Warmer
• Ask the children which things tourists like to visit in their
country. Discuss as a class.
Lead-in
• Teach or elicit the word coast. Ask the children Is there a
coast in your country? What can you tell us about it?
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on Describing differences and
similarities on the Speak up poster.
• Monitor the activity as the children talk.
• Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that Billy,
Jilly and Milly want to know about the coast in different
countries, and Caitlin, Rico and Jacinda have posted
responses on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with a photo from Activity 1.
ANSWERS
1  Caitlin  ​2  Jacinda  ​3  Rico
3 Read again and choose the best answer.
• Before they read the text again, ask the children to read
each sentence. They then read the texts and choose the
best answer for each sentence.
ANSWERS
1  a  ​2  c  ​3  b  ​4  a  ​5  a  6  b
Optional activity
• Ask the children to write four true or false sentences
about the texts. They swap their papers with a partner
and mark the sentences True or False.
07/12/2012 16:29
 4 Which coast do you want to go to? Write
three reasons.
• Ask the children to think about which of the coasts from
Activity 1 they would like to go to. In their notebooks, they
write three reasons for their choice.
Artistic and cultural competence
KEY COMPETENCE:   like doing.
Learning about the geography of places around the world
helps the children to develop an interest in the landscape
of different countries.
Encourage them to tell you what they know about the
landscape in different countries, as well as their own, and
how this may affect the lives of the people who live there.
5 Tell your partner.
• Ask a child to read the example in the speech bubble to
the class.
• Ask the children to work in pairs. They tell each other
which coast they would like to go to and why.
• Ask some of the children to share their opinions with
the class.
Vital values
• Focus the children’s attention on the Vital values feature
and read the sentence with the class. Ask What does a red
flag mean? Why is it important that we obey what it tells us?
2 Write notes about a special coastal place in your
country in the last column of the table.
• The children think about a special coastal place in their
country and fill in the last column of the table in Activity 1.
3 Look at the pictures and write about what they
• The children look at the pictures and write sentences
about what the people like doing using like + the –ing
form of the verbs.
• Check the answers with the class.
ANSWERS
1 They like playing tennis on the beach.
2 They like swimming in the sea.
3 They like walking in the mountains.
4 They like eating ice cream.
4 Use your notes in the table to write about the
special coastal place in your country.
• The children use their notes from the table in Activity 1 to
write about a special coastal place in their country.
• They should write full sentences in their notebooks, in
answer to the questions (1–2).

Activity Book
1 Read the texts on Class Book page 73 again.
Make notes in the first three columns of the table.
• Ask the children to read the texts about the different coasts
again and complete the notes in the first three columns.
• Check the answers with the class. (Because the topics are
likely to be new to the children, allow for flexibility in the
children’s answers by encouraging a variety of responses
where possible.)
ANSWERS

Special The Giant’s Harbour Hot Water

coastal place Causeway Island Beach
Country Northern the Bahamas New Zealand
Ireland
Why is it There are The beach has There is hot
special? 40,000 pink sand water under
columns of the sand
rock
What do – walking on – sunbathing – digging
tourists like the columns on the pink holes in the
doing there? – taking sand sand
photographs – swimming – sitting in the
of the sea, – fishing hot water
the rocks and – diving – swimming
seabirds – snorkelling
– listening
to traditional
stories about
the causeway

Unit 7 149

4006972 Ace TB5.indb 149 07/12/2012 16:29

 Lesson 9    CB PAGE 74 and AB PAGE 71  • After you have gone through the answers with the class,
WRITING AND PHONICS
Lesson objectives
Identify the features of a composition
Understand the use of a capital letter for the first letter of
days and months
Identify silent letters in words
Write a composition about the future
Language
Core: Lesson 1 adjectives to describe places; will/won’t;
Lesson 5 phrasal verbs;
Review science, ocean
Extra: dome, submarine, sea bed, sum up
Materials
CD3 $ tracks 36–37; Unit 7 wordcards Set 1
Warmer
• Put the Unit 7 Set 1 wordcards on the board. Ask the
children to write down the words that describe the kind
of place where they would like to go on holiday. They
share their thoughts with a partner.
Lead-in
• Ask the class Which kind of places do you think people will
go on holiday to in the future? Accept all suggestions.
Class Book
1 Read Billy’s composition. What’s Billy’s opinion of
holidays in the future?
• Ask the children to read the two possible answers to the
question. They read the text quickly and decide which one
represents Billy’s opinion of holidays in the future.
• What do you think? Will there be other kinds of holidays?
Before the children move on to Activity 2, encourage
them to read the question on the top-right of the page
and quickly scan the text again. The children respond with
their own answers.
ANSWER
b
2 Read the composition again and answer
the questions.
• Ask the children to read the questions in their Class Books.
• The children read the composition again, in more detail,
and write their answers to the questions.
answers
1 We often go to the beach, the countryside or historic
towns and cities.
2 two
​3 One is above the earth, the other is under the sea.
4 Children’s own answers
5 Children’s own answers
6 Billy spelt lights as lites. Because he confused the sound
of the word and the spelling.
150 Unit 7
4006972 Ace TB5.indb 150
ask the children to look at the annotations on the left of
the text. Go through them with the class, asking questions
to check comprehension.
• Focus on the Punctuation box. Ask What do you use capital
letters for? (Days of the week and months) What don’t we use
them for? (Seasons)
Learning to learn
KEY COMPETENCE:  
The children need to be aware of the rules for punctuation
in English. In some cases they can be surprising, such as
the use of capital letters for days of the week and months,
but not seasons. Ask the children to keep a list of the
punctuation rules from these lessons. This will consolidate
learning and provide a useful reference tool.
3 Listen and read.  $ 3•36  How many letters are at
the tea party?
• Ask the children to look at the picture next to the poem
and tell you what they can see.
• Play the poem for the children to listen and follow the
words in their books. Pause, if necessary, for the children
to note down the letters that they hear.
ANSWER
seven: N, D, B, H, W, T, K
4 Listen and read again.  $ 3•36  How many words
can you find with the silent letters?
• Play the recording for the children to listen and read again.
Pause, if necessary, for the children to write down all the
words they can find that contain silent letters.
• Check the answers with the class.
ANSWERS
autumn, Wednesdays, combs, climbs, when, why, where,
answers, wrong, listens, Christmas, knocks, knees,
knife, knows
Activity Book
1 Circle the silent letter in each word. Listen and
check.  $ 3•37
• The children read the words and circle the silent letters.
• Play the recording for the children to listen to and check
their answers.
Transcript
1  should – silent l   ​2  listen – silent t   ​3  white – silent h   ​
4  two – silent w   ​5  island – silent s   ​6  school – silent h   ​
7  column – silent n   ​8  lamb – silent b
answers
1  l  ​2  t  ​3  h  ​4  w  ​5  s  ​6  h  ​7  n  ​8  b
2 Read the composition. Match the topic sentences
to the paragraphs and write the numbers.
• The children read the composition quickly and match the
topic sentences to the paragraphs.
answers
A  3  ​B  2  ​C  4  ​D  1
07/12/2012 16:29
 3 Read the composition again and underline the
expressions which reflect Jilly’s opinion. Then write
one opinion you agree with, and one opinion you
don’t agree with.
• The children read the composition again. They underline
the expressions that show Jilly’s opinion.
• The children write in their Activity Books one opinion they
agree with and one they don’t.
answers
I think that (x 3); I believe that; But I don’t know; But I think
Children’s own answers
4 Find words with these silent letters in the
composition and write.
• The children scan the composition to find and write
words with the silent letters.
• Check the answers with the class.
answers
1 exciting, science  2  answer, know, whole, two
3  enough, flights, hours, what, where   4  know, quickly,
rockets  5  flights, signs, through
5 Write a composition about the future.
• Ask the children to think about what life will be like in
the future. They write a composition, using the one from
Activity 2 and that on Class Book page 74 as a model.
4006972 Ace TB5.indb 151
Lesson 10    CB PAGE 75 and AB PAGES 72 and 112 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 adjectives to describe places; Lesson 5
phrasal verbs; present perfect; will/won’t
Materials
CD3 $ tracks 38–39; DVD Song 7 / DVD Story 7; Unit 7
Grammar and everyday language poster
Warmer   ​DVD Song 7 / Story 7 
• Ask the children to vote on whether they would like
to watch the Unit 7 story animation or the Unit 7 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 7.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 How many people in your class have done these
activities? Ask and answer in pairs.
• Focus on the pictures and ask the children to name
the activities.
• Ask the children to work in pairs. Ask one pair to read
out the example dialogue for the class. The children take
turns to ask each other whether they have ever done the
activities in the pictures. If necessary, use the Grammar 1
section on the Unit 7 Grammar and everyday language
poster to revise infinitives.
2 Look and say.
• Ask the children to look at the pictures. Explain that they
show the different things that will happen at the Ace
School in the future.
• The children work in pairs. They take turns to make
sentences with will and won’t about the pictures.
If necessary, use the Grammar 2 section on the
Unit 7 Grammar and everyday language poster to
revise infinitives.
possible answers
1 The school will be on the moon.  ​
2 Children won’t sit on chairs to do their homework.  ​
3 Children will eat space food.  ​
4 Children will go to school in spacesuits.  ​
5 Children will do sports in their spacesuits.
Unit 7 151
07/12/2012 16:29
 3 Write a list of adjectives to describe the places.
Listen and tick ✓.  $ 3•38
• Ask the children to look at the postcards and write a list of
adjectives to describe the places in each one.
• Play the recording for the children to listen and tick the
adjectives on their list that are mentioned.
Transcript
Miss London  I went to St Lucia. It’s mountainous and tropical.
Betty  I went to New York. It’s urban, noisy and crowded.
Mr McMaster  I went to Germany. It’s urban and historic. Early
in the morning it was deserted.
Mr Tidy  I went to a cottage in Wales. It was rural, snowy
and cosy.
KEY COMPETENCE:   Autonomy and personal initiative
In Activity 3, the children work independently to complete
the task and then check their own answers by listening to
the recording. As you discuss the activity, ask the children
how well they feel they completed the task.
4 Complete with the correct phrasal verb.
• Ask the children to read the report and fill the gaps with
the correct forms of the phrasal verbs from Lesson 5.
• Check the answers with the class.
answers
1  got on   ​2  got off   ​3  set off   ​4  put up   ​
5  fell out with  ​6  made up   ​7  put out   ​8  look after
Transcript
50 children completed the survey. Thank you to them! The
results were very interesting!
39 children have been to a football match.
42 children have been swimming in the sea.
49 children haven’t been to Australia. So that means 1
person has been to Australia!
Exactly half the children have flown in a plane.
And no one has visited Disneyland!
answers
1  50  ​2  been  ​3  42  ​4  flown  ​5  plane  ​6  visited
3 Look and write sentences.
• The children look at the pictures and the times and days.
• They write sentences about what will/won’t be
happening.
• Check the answers with the class.
answers
1 There will be hockey club on Wednesdays at 4.00 pm.
2 There will be badminton club on Fridays at 4.00 pm.
3 There won’t be drama club on Thursdays at 3.30 pm.
4 There will be music club on Mondays at 4.30 pm.
5 There will be survival club on Tuesdays at 4.30 pm.
6 There won’t be swimming club on Fridays at 3.30 pm.

Activity Book
1 Order and write sentences about the Ace School
headmaster.
• Ask the children to pretend they are Mr McMaster. They
order the words and write the sentences.
• Check the answers with the class.
answers
1 I have never been to Spain.
2 I have never played hockey.
3 I have visited the Science Museum hundreds of times.
4 I have slept in a tent twice this year.
5 I have never flown in a helicopter.

Optional activity
• Ask the children to think about what questions Mr
McMaster will have been asked in Activity 1, e.g. Have
you ever been to Spain? for answer 1. The children work
in pairs, asking and answering the questions.

2 Listen and complete.  $ 3•39

• Tell the children that they are going to hear a recording
about the school survey. They must listen and write the
missing words in the gaps. Warn them that for answer
number 4, they will have to do some maths.
• Play the recording, pausing where necessary for the
children to write their answers.

152 Unit 7

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 Lesson 11    CB PAGE 75 and AB PAGE 73  • Play the recording for the children to listen and choose
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 7
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 7;
Review: castle, mountain
Materials
CD3 $ track 40; internet
Warmer
• Ask the children to write down three questions about
the things in the unit. These can be factual questions,
language questions or a combination of both.
• Ask the children to work in pairs. They swap papers and
answer each other’s questions.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask children What did you enjoy learning most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photo of the boy giving a
presentation. Ask What is the presentation about? What is
the boy showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their favourite holiday.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• The children to read the list of headings and the information
in the diagram. They write the headings in the correct places.
Point out that they do not need to read every word.
answers
1  My favourite holiday   2  The journey   3  What kind of
place it was   4  How long I stayed   5  What activities I
did  6  Where I stayed   7  Why I went there
2 Listen and circle the correct answers in the
presentation plan.  $ 3•40
• Tell the children that they are going to hear a pupil giving
his presentation about his favourite holiday.
4006972 Ace TB5.indb 153
the correct answers from each pair of options.
Transcript
1 I’ve been on holiday to Scotland before. It was my
favourite holiday.
2 We went there by car. It was a long drive. It took six hours
to get there.
3 We stayed in a rural area. There weren’t any beaches there
but there were lots of mountains.
4 We stayed there for one week. I wanted to stay longer!
5 We did lots of things. We went walking in the mountains.
We ate lots of Scottish beefburgers – they were lovely!
And we also visited some museums.
6 We stayed in a small cottage in the mountains. It was
very cosy!
7 We went to Scotland because my cousins live there. We
met them every day.
I hope that we’ll go back next year, but hopefully it won’t
rain too much!
ANSWERS
1  car, six   ​2  a rural, mountains   ​4  one week   ​5  in
the mountains, beefburgers, museums   ​6  cottage,
mountains, cosy   ​7  cousins
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their
favourite holiday by copying the headings from Activity 1
and making notes. Help the children, if necessary.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.
Optional activity
• Discuss the presentations with the class. What did the
children find most interesting? Ask Which holiday would
you like to go on? Why?
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Jilly and Milly
and their class on page 75 of the Class Book: Cool cookery
homework. Find out about food from another country. Tell
them that this will be the theme for the next unit.
• Ask the children if they are familiar with any dishes from
other countries. What kinds of things do they think Billy,
Jilly and Milly might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).
NOTE:   The children are now ready to do the Unit 7 Test.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 7 Test.
Notes and answers on CD-ROM.
Unit 7 153
07/12/2012 16:29
 8    ​C o o l cooker y
Lesson 1   ​CB PAGE 76 and AB PAGES 74 and 107  Transcript
VOCABULARY
Lesson objectives
Identify different kinds of food
Identify different text types
Find information in a recipe
Ask and answer about how often you eat different kinds
of food
Language
Core: cucumber, brown sugar, oil, peanuts, lime, spring
onions, prawns, bean sprouts, chillies, garlic, noodles, pepper,
Review: How often do you eat …? I often/sometimes/
never/always eat cucumber.; cartoon, news, tablespoon
Extra: clove, litre, bunch, each, whole, slice, beat, squeeze
Materials
CD3 $ tracks 41–43; Unit 8 wordcards Set 1; a watch
or timer
Warmer
• Play Wordlist (see page 201) with food (learnt from
previous levels) as the subject.
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find out about food from another country.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Milly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 3•41  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Milly’s homework.
• Ask the children to open their Class Books and look at the
things Milly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
154 Unit 8
4006972 Ace TB5.indb 154
Miss London  Hi everyone! What was your cool cookery
homework this week?
Milly  Find out about food from another country.
Miss London  That’s right! What have you got, Milly?
Milly  Well, I’ve got a page from a shopping website. There
are different kinds of food, look. They are foods to make a
dish from Thailand.
Miss London  Great!
Milly  And here’s the recipe.
Miss London  Pad Thai noodles. Yum! What else have you got?
Milly  I’ve got a story about noodles! This part’s a cartoon
story and this part’s a news story.
Miss London  Well done, Milly! Thank you!
ANSWERS
A  shopping website   ​B  recipe  ​C  cartoon story   ​
D  news story
2 Match the words and the pictures (1–12). Listen,
check and say  $ 3•42
• Ask the children to look at the pictures on the shopping
website and in the recipe (texts A and B). They match
the words to the pictures and write the answers in
their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  peanuts  ​2  oil  ​3  chillies  ​4  spring onions   ​5  garlic  ​
6  cucumber  ​7  pepper  ​8  brown sugar   ​9  bean sprouts  ​
10  lime  ​11  noodles  ​12  prawns
3 Look at text A. Listen and say the food.  $ 3•43
• Ask the children to look at the shopping website again.
Tell them that they are going to hear sentences about the
prices of the different kinds of food. They must listen and
say which food is being talked about.
• Play the recording, pausing after each sentence for the
children to say the name of the food.
Transcript
A  The bulbs are 30p each.
B  One litre costs £1.45.
C  They cost 80p each.
D  It costs 70p for 500 grams.
E  A bunch costs 65p.
F  A pack costs 50p.
ANSWERS
A  garlic  ​B  oil  ​C  cucumber  ​D  brown sugar   ​
E  spring onions  ​F  chillies
Optional activity
• Ask the children to work in pairs. They take turns to ask
and answer questions about the prices of the food, e.g.
How much are the spring onion? (A bunch costs 65p.)
07/12/2012 16:29
 4 Read text B and answer.  Lesson 2   ​CB PAGE 77 and AB PAGE 75 
• Ask the children to look at text B. Read the question with
the class. Explain that this is a speed-reading task and that STORY
the children have one minute to complete it.
Lesson objectives
• Ask the children to use the recipe to find the answer to
the question. Use a watch or timer to time one minute. Read and understand a story in the form of a cartoon
story and a news story
ANSWERs
Retell a story
cucumber, pepper
Write a review of the news story
KEY COMPETENCE:   Learning to learn
In Activity 4, the children use the skill of cross-reference to Language
check the items of food on the website against those on Core: Lesson 1 food words
the recipe. Discuss with the class how they did this. Review: past simple; present simple; news, fat, find/found,
flour, run
5 Ask and answer in pairs. Extra: millet, burst, banks
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class. Materials
• The children take turns to ask and answer about how CD3 $ track 44
often they eat the food on the page.
Warmer
Activity Book • Play A long sentence (see page 202) to practise the
vocabulary from Lesson 1. Begin the sentence with I went
Bilingual dictionary
to the shops and I bought …
• Tell the children to turn to page 107 of the Activity Book
and write translations for the food words. Lead-in
• Tell the children that they are going to hear and read a
1 Write the ingredients.
story about one of the foods from the previous lesson.
• The children look at the pictures and write the missing • Focus on the cartoon story and ask some questions, e.g.
food words. Display the Unit 8 Set 1 wordcards for support
What food is the story about? (noodles) Where does the story
while they work.
take place? (China)
• Check the answers with the class.
ANSWERS Class Book
1  lime  2  peanuts  3  spring onions   4  chilli  
5  prawns  6  garlic  7  brown sugar   8  bean sprouts   6 Read and listen.  $ 3•44  Which text is fact?
9  oil  10  cucumber  11  pepper Which text is fiction?
• Focus on the cartoon story and the news story. Read
2 Read and complete the definitions. the questions with the class. Explain that the two texts
• The children complete the definitions with the food words. both relate to the same story. One is fact and the other is
• Check the answers with the class. fiction. The children must read and listen to find out which
is which.
ANSWERS
1  chillies  ​2  prawns  ​3  oil  ​4  lime  ​5  pepper  ​ • Play the recording for the children to follow the story in
6  noodles  ​7  cucumber / spring onions   ​8  brown sugar their books.
• Ask the class for their answers to the questions. Discuss
3 Read and write R for recipe or SW for the Lead-in activity together. Which of the children’s
shopping website. predictions were correct?
• The children read the extracts and write down R or SW for ANSWER
each one, depending on whether it comes from a recipe The cartoon story is fiction. The news story is fact.
or a shopping website.
• Check the answers with the class. 7 Read again and answer.
Answers • Ask the children to read the cartoon story and news story
1  R  ​2  R  ​3  SW  ​4  SW  ​5  R again and write their answers to the questions in their
notebooks.
4 Answer the questions. ANSWERS
• The children read the questions and answer for themselves. 1 Lajia in North West China
2 No, because there was an earthquake.
3 a bowl of noodles 4,000 years old
4 in North West China
5 Old noodles were made from millet flour. Today,
noodles are made from wheat flour.
6 Because now we know noodles are Chinese.

Unit 8 155

4006972 Ace TB5.indb 155 07/12/2012 16:29

 8 Retell the story with your partner.
• Ask the children to work in pairs. They retell the comic
strip story by taking turns to say sentences.
• Go around the class as the children talk. Help if necessary.
• What do you think? Ask the children to discuss the
question in pairs. Ask some of the children to share their
thoughts with the class.
KEY COMPETENCE:   Competence in social skills and
citizenship
Storytelling is a communicative activity that encourages
social interaction and builds confidence. Discuss different
ways of telling a story, and if there is time, use the one in
the optional activity below with the class.
Optional activity
• Organize the children into groups of five (one for each
character and one for the narrator). Ask them to act out
the comic strip story.
• Ask some of the groups to act out the story for the class.
Activity Book
Plot, characters and setting
1 Remember the story. Number the events in order.
• The children read the sentences and number the events
from memory. They check their answers by looking at the
two parts of the story on Class Book page 77. Then check
the answers as a class.
ANSWERS
6, 5, 4, 3, 2, 7, 8, 1
2 Read and circle the correct answers.
• The children read the sentences and choose the correct
phrases to complete them.
ANSWERS
1  b  ​2  a  ​3  c  ​4  a
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
ANSWERS
1  ago  ​2  from  ​3  to  ​4  of  ​5  was  ​6  and  ​7  so  ​
8  later  ​9  the
Review
4 Complete the review.
• The children complete the review about the two-part
story and rate it, referring to the Writing tip for help.
Possible ANSWERS
1  The world’s oldest noodles   ​2  China  ​3  4,000-year-
old noodles   ​4  Jun and Li   ​5  Children’s own answers   ​
6  Children’s own answers
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
Story worksheet. Notes and answers on CD-ROM.
156 Unit 8
4006972 Ace TB5.indb 156
Lesson 3   ​CB PAGE 78 and AB PAGES 76, 112 and 113 
GRAMMAR
Lesson objectives
Practise making sentences with too much / too many /
enough
Ask and answer about how much food people have
Describe a picture
Regular review: practise using How much …? and How
many …? with countable and uncountable nouns
Language
Core: Lesson 1 food words; too much / too many / enough
Extra: millet, China, fat, burst, banks
Materials
CD3 $ tracks 44–45; Unit 8 wordcards Set 1; Unit 8
Grammar and everyday language poster; Speak up poster
Warmer
• Play Stand up if it’s true (see page 202) with sentences
about the story from the previous lesson.
Lead-in
• Ask the children what they can remember about the story
from Lesson 2. Prompt with questions, if necessary.
• Ask the children to open their Class Books and look at the
story on page 77 again. How well did they remember it?
Class Book
1 Read and listen to the story again on page 77. 
$ 3•44 Match.
• With books open, tell the children that they are going
to hear the story again. As they listen, they match the
beginnings of the sentences to the correct endings.
• Play the recording, more than once, if necessary.
ANSWERS
1  c  ​2  d  ​3  b  ​4  a
2 Listen and say the number.  $ 3•45 Describe
the pictures.
• Focus on the pictures. Tell the children that they are going
to hear sentences describing the different pictures.
• Play the recording, pausing after each question or
sentence for a different child to say the number.
• Ask the children why we say too many noodles, but too
much water. Elicit that you can count noodles (they are
countable), but you can’t count water (it’s uncountable).
• Ask the children to work in pairs. They take turns to point
to the pictures and describe them using too much, too
many or enough.
07/12/2012 16:29
 Transcript
He hasn’t got enough noodles.
She’s got too much water.
He’s got too many noodles.
She’s got enough water.
She hasn’t got enough water.
He’s got enough noodles.
answers
1, 6, 3, 5, 4, 2
Optional activity
• To review countable and uncountable nouns, write the
headings Countable and Uncountable on the board.
• Give the Unit 8 Set 1 wordcards to individual children
and ask them to come to the front of the class, one at a
time, to put the words under the correct headings.
• When they have finished, ask the children to suggest
other food words for each section.
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 8.
• Read the first two sentences in the table with the class. Ask
Are the sentences about countable or uncountable nouns?
(countable nouns) Which words can we use to talk about
quantity with countable nouns? (too many and enough)
• Read the second two sentences in the table with the class.
Ask Are the sentences about countable or uncountable nouns?
(uncountable nouns) Which words can we use to talk about
quantity with countable nouns? (too much and enough)
• Use the explanations, examples and pictures below the
Grammar 1 table to further clarify when we use too much,
too many and enough.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different
volunteers to make sentences from each section of
the table.
4 Describe the picture in pairs.
• Focus on the picture and ask the children what they see.
• Divide the class into pairs. Ask a pair to read the examples
to the class.
• Ask the children to take turns to point to a person in the
picture and make a sentence about how much food he/
she has got using too much / too many / enough.
• Go around the class, helping and checking as the children
talk. They can also refer to the Talking about a picture
section on the Speak up poster, for help.
• Check the answers with the class.
ANSWERS
He hasn’t got enough sugar. He’s got enough sugar.
She’s got enough chillies. She’s got too many chillies.
She hasn’t got enough oil. He’s got too much oil.
She hasn’t got enough prawns. She’s got too
many prawns.
4006972 Ace TB5.indb 157
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
pages 112 and 113 of their Activity Books, and remind
them that it is here to help them when they need it.
1 Look, read and circle.
• The children look at the recipe on the right-hand side in
order to circle the correct option in each sentence.
Answers
1  has  ​2  hasn’t  ​3  enough  ​4  too much   ​5  hasn’t
2 Look at the picture and at recipe in Activity 1.
Write too much, too many or enough.
• The children look at the recipe and the pictures again and
complete the sentences.
• Check the answers with the class.
ANSWERS
1  too much   ​2  too many   ​3  too much   ​4  enough  ​
5  enough
3 Read and write.
• The children look at the pictures and read what the
children are saying. They write sentences with too much,
too many and enough.
answers
1 She drinks enough milk.
2 She doesn’t drink enough water.
3 He eats too many sweets.
4 He drinks too much cola.
5 She eats enough fruit.
6 He eats too much chocolate.
4 Look at Activity 2 and write questions.
• The children look at the picture of Jilly’s shopping in
Activity 2 and write questions, using How many …? with
countable nouns and How much …? with uncountable
nouns.
• Check the answers with the class.
answers
1 How many bottles of oil has she got?
2 How much chicken has she got?
3 How many potatoes has she got?
4 How much rice has she got?
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.
Unit 8 157
07/12/2012 16:29
 Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise food vocabulary
Review and practise too much, too many and enough
Language
Core: Lesson 1 food words; too much / too many / enough
Materials
DVD Story 8; Unit 8 wordcards Set 1; Unit 8 Grammar
and everyday language poster; $ Teacher’s Resource
CD-ROM, DVD worksheets section, Unit 8; a piece of
plain paper or card for each child; a strip of paper or
card per child; a selection of real food (countable and
uncountable); plastic cups and paper plates (optional)
Warmer
• Play a game of Draw! (see page 201) with the class to
review the vocabulary from Lesson 1.
Lead-in
• On the board, draw a series of three pictures: a glass with a
normal amount of water; a glass with a very small amount
of water; and a glass with water overflowing from it.
• Point to each picture in turn and ask the children to
describe each one, e.g. There’s enough water. There isn’t
enough water. There’s too much water.
• Ask Why do we use ‘much’ with ‘water’? (Because it’s
uncountable.)
• Now draw a plate with one very small noodle, a plate
with a normal portion of noodles and a plate piled high
with noodles.
• Point to each picture and ask the children to describe
each one, e.g. There aren’t enough noodles. There are
enough noodles. There are too many noodles.
• Ask Why do we use ‘many’ with ‘noodles’? (Because
they’re countable.)
1 Draw quantity pictures.
• Divide the class into groups of three. Give each child a
piece of paper or card. Give each group a Unit 8 Set 1
food wordcard.
• Ask each child in the group to draw a different quantity
picture for the food on their wordcard (one draws too
much / too many, one draws enough and one draws
not enough).
2 Look and write.
• Collect in the drawings and redistribute them so each
group has a different set of drawings from the ones
they drew.
• Give out three strips of paper or card to each group and ask
the children to look at the pictures and write descriptions of
them, using the too much / too many / enough. Tell them to
refer to the Grammar 1 section of the Unit 8 Grammar and
everyday language poster if they need help.
158 Unit 8
4006972 Ace TB5.indb 158
• Ask the children to arrange the descriptions under the
correct drawings on their desk.
3 Look and check.
• Ask the groups to stand up and go and find their pictures.
Explain that they have to check that the descriptions that
have been written for their pictures are correct.
• When they have read the descriptions, ask the groups to
stay next to the pictures they drew.
• Ask each group to hold up the pictures and descriptions
and to say whether they are correct. If not, ask them to tell
you what the sentences should say.
• If you like, make a display with the children’s drawings
and sentences.
KEY COMPETENCE:   Artistic and cultural competence
In this lesson, the children use drawings to illustrate a
language point. This gives the children the chance to
demonstrate their creativity, puts grammar from the unit
into practice and aids memory.
After the children have finished the activity, assess
learning by holding up each picture and asking a
volunteer to give you a description of it.
4 Watch the story on DVD.   ​DVD Story 8 
• Tell the children they are going to watch The world’s oldest
noodles on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  China  2  drink  3  flour  4  noodles  5  earthquake  
6  swim  7  bowl  8  invented
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 8 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  China  3  flour  4  noodles  5  earthquake  
7  bowl  8  invented
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The children’s completed wordcards can be displayed in
the classroom.
07/12/2012 16:29
 Lesson 4   ​CB PAGE 79 and AB PAGE 77  3 Write the adjectives from the verbs.
• Focus on the example and show how the verb roast has
READING AND WRITING been changed to the adjective roasted. Give an example
of a sentence for each word, e.g. Roast the chicken. The
Lesson objectives chicken is roasted.
Read and understand a recipe • Ask the children to find the adjectives from the verbs in
Make adjectives from verbs part 2. They write the answers in their notebooks.
Write a recipe for a dish from another country ANSWERS
Learning to learn: guessing the meaning of 1  peeled  ​2  squeezed  ​3  sliced  ​4  chopped  ​
unknown words 5  cooked  ​6  beaten

KEY COMPETENCE:   Learning to learn

Language
Learning about word formation helps the children to
Core: Lesson 1 food words; too much / too many / make sense of language. Ask the children if they can see
enough; adjectives from verbs (peeled, squeezed, sliced any patterns (most of the adjectives end in –ed). Ask if
chopped, cooked, beaten) they can find an exception (beaten). Explain that these
Review: raspberry, add, boil, chop, mix, peel, tablespoon adjectives are called participle adjectives because they
Extra: ingredients, method have the same endings as the verb participles.
Tell them to make a note in their notebooks of the
Materials adjectives and to add to this as when they come across
dictionaries new ones.

Warmer 4 Look and write instructions.

• Play Smiley face (see page 201) with the Lesson 1
vocabulary.
Lead-in
• Ask the children what they can remember about the
recipe that Milly brought in for her homework assignment
in Lesson 1. Ask What was the recipe for? What were
the ingredients?
Class Book
1 Read part 1. Remember and complete. Read
page 76 again and check.
• Ask the children to look at the recipe on page 79 and
complete part 1 from memory.
• When they have finished, the children look at the recipe
on page 76 to check their answers. Then go through the
answers with the class.
answers
1  rice noodles   ​2  prawns  ​3  chilli  ​4  eggs  ​
5  lime  ​6  peanuts
2 How do you make Pad Thai noodles? Order the
pictures. Read part 2 and check.
• Focus on the pictures and ask the children to say what
they see.
• Ask the children to number the pictures in the correct
order in their notebooks.
• The children read part 2 of the recipe to check their
answers. Then check as a class.
answers
1  b  2  e  3  c  4  a  5  d  6  f
Optional activity
• Ask the children to work in pairs. They say the recipe
by taking turns to point to the pictures and give
the instructions.
• Focus on the pictures. Explain that each pair of pictures
shows different stages from the same recipe.
• Read the example with the class. Ask What happens first?
(Peel the banana.) What happens next? (Then slice the peeled
banana.) What is the sequencing word in the sentence? (then)
What is the adjective? (peeled)
• Ask the children to write instructions for the remaining
pictures. They use the verb from the first sentence to
make an adjective for the second sentence.
• Go around the class as the children write, helping and
checking. Check the answers.
answers
1 Peel the banana. Then slice the peeled banana.
2 Roast the chicken. Then take the roasted chicken out of
the oven.
3 Wash the pepper. Then chop the washed pepper.
4 Weigh the rice. Then put the weighed rice into a jug.
5 Fry the sausages. Then eat the fried sausages.
6 Wash the tomatoes. Then slice the washed tomatoes.
Activity Book
1 Read the recipe. Match and write the words.
Then circle the participle adjectives.
• The children read the instructions and write the missing
words in the gaps using the words in the boxes.
• They circle the participle adjectives in the recipe.
ANSWERS
A Ingredients
B 1 teaspoon chopped nuts
C Peel the banana and cut it into two lengthways.
D Take the ice cream or frozen yoghurt out of the freezer.
​E Mix the chocolate sauce with the ice cream or yoghurt
F Add the chopped nuts.
Participle adjectives  frozen, chopped, sliced

Unit 8 159

4006972 Ace TB5.indb 159 07/12/2012 16:29

 2 Read and tick ✓ the things which are true about
writing recipes.
• The children read the sentences and tick the ones that
are true.
• Check the answers with the class.
answers
1, 5
3 Write a recipe for a dish from another country.
• The children think of a dish they like that comes from
another country. They write a recipe, using the one from
Activity 1 as a model.
Learning to learn: Guess the difficult words. Check
the words in a dictionary.
• Read the explanation to the class. Check their
understanding.
• The children guess the meaning of the difficult words in
italics and then check in a dictionary.
KEY COMPETENCE:   Learning to learn
Working out meaning from context is an important skill.
It exercises the children’s powers of logic and deduction.
The children are more likely to remember the meanings
they have worked out for themselves than the ones they
have simply looked up in a dictionary.
160 Unit 8
4006972 Ace TB5.indb 160
Lesson 5   ​CB PAGE 80 and AB PAGES 78 and 107 
VOCABULARY AND DVD SONG
Lesson objectives
Identify countries and nationalities
Listen and extract information from a song
Ask and answer about food from different countries
Language
Core: France, French, Poland, Polish, China, Chinese, Spain,
Spanish, Italy, Italian, India, Indian
Review: Lesson 1 food words; food words from
previous levels; weather, play
Extra: curry, omelette, takeaway
Materials
CD3 $ tracks 46–49; DVD Song 8; Unit 8 wordcards Set 2
Warmer
• Review the participle adjectives from Lesson 4. Give an
instruction from a recipe. Invite volunteers to follow the
instruction with a sentence containing a participle adjective,
e.g. Chop the onion. (Put the chopped onion into a pan.)
Lead-in
• Brainstorm a list of the different countries the children
have visited and write them on the board. Take a vote on
which countries the children would most like to visit.
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the picture
of the interactive whiteboard. Ask different children to say
what they think the lesson is going to be about. Listen to
their suggestions, but don’t confirm at this stage.
2 Listen and repeat.  $ 3•46
• Establish that this lesson is about food from
different countries.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the things in the picture
as they do so.
Transcript
1  France – French   ​2  Poland – Polish   ​3  China – Chinese   ​
4  Spain – Spanish   ​5  Italy – Italian   ​6  India – Indian
3 Look at pictures a–f. Listen and say the country
and nationality.  $ 3•47
• Focus on the pictures of dishes from around the world.
• Play the recording, pausing after each sentence for the
children to say the countries and nationalities. Display the
Unit 8 Set 2 wordcards for support while they listen.
Transcript
a This cheese is from … It’s …
b This pizza is from … It’s …
c This curry is from … It’s …
d This special fried rice is from … It’s …
07/12/2012 16:29
 e These dumplings are from … They’re …
f This potato omelette is from … It’s …
answers
a  France, French   ​b  Italy, Italian   ​c  India, Indian   ​
d  China, Chinese   e  Poland, Polish   ​f  Spain, Spanish
6 Ask and answer in pairs.
• Divide the class into pairs. Ask one pair to read the
example dialogue to the class.
• The children take turns to ask each other about foods from
different countries using the word prompts in their books.

4 Listen to the song. Which nationalities do you KEY COMPETENCE:   Competence in social skills and
hear?  $ 3•48    DVD Song 8  citizenship
• Play the audio or DVD version of the song for the children Completing communicative pairwork activities
to listen and ask them to make a note of the nationalities encourages the development of social skills and the need
they hear. to adhere to the rules of turn-taking. This activity presents
the children with an opportunity to use English in an
Transcript everyday situation in which they need to communicate.
In the UK, when it rains all day
And the weather is cold and windy,
We can eat fish and, Activity Book
We can eat chips
Bilingual dictionary
Or we can eat Indian curry.
Hey! • Tell the children to turn to page 107 of their Activity
We can eat Indian curry. Book and write the translations for the countries and
Hey! Hey! Hey! nationalities.
Chinese rice 1 Complete the song. Listen and check.  $ 3•48
Is always nice.
And so is Italian pasta.
• The children complete the song from memory, using the
words in the box.
We’ve got French cheese
Jamaican peas, • Play the song for the children to listen and check their
But an Indian takeaway’s faster. answers. Then check the answers with the class.
Hey! ANSWERS
An Indian takeaway’s faster. 1  UK  ​2  is  ​3  Indian  ​4  rice  ​5  Italian  ​6  cheese  ​
Hey! Hey! Hey! 7  Have  ​8  hot  ​9  Polish  ​10  Spanish
Have you tried
A hot Pad Thai? 2 Listen and match.  $ 3•49
Or delicious Polish dumplings? • The children look at the pictures of the food.
And don’t forget • Play the recording and ask the children to match the
Spanish omelette! children with a country. Check answers with the class.
Or we can eat Indian curry.
Hey! Transcript
We can eat Indian curry. Juliette  Hi Ali. Where are you from?
Hey! Hey! Hey! Ali  I’m from Indonesia.
Juliette  Can you tell us about a dish from your country?
ANSWERs
Ali  My mum always cooks prawns with rice, vegetables and
Countries  UK  ​Nationalities  Indian, Chinese, Italian, French,
chilli. It’s a traditional Indonesian recipe and it’s very spicy!
Jamaican, Thai, Polish, Spanish
Juliette  That sounds delicious. What about you Pablo? Are
5 Listen again.  $ 3•48  Choose the correct answer. you Colombian?
• Ask the children to read through the sentences and the Pablo  Yes, that’s right. Do you want to hear about a
possible answers. traditional dish from Colombia?
Juliette  Yes, of course.
• Play the song again, pausing if necessary, for the children
Pablo  Well, in Colombia, we eat chicken soup with rice and
to choose the correct answers.
potatoes.
ANSWERs Juliette  Yum! Why don’t we all cook something from our
1  b  ​2  a  ​3  b  ​4  b  ​5  a  ​6  a countries? I’m from France, so I could try a French recipe
… A cake with apples, for instance!
CULTURE NOTES:   Curry in the UK
The UK’s best known traditional dish might be fish and answers
chips, but curry is the most popular meal. An estimated 1  c  2  b  3  a
3.5 million British people eat curry every week and there
3 Choose two countries. Write about the food in
are more Indian restaurants in Greater London than
these countries.
Mumbai and New Delhi combined!
• The children choose two countries and complete the
texts about what people eat there.

4 Write about the food in your country.

• Ask the children to write about the food in their country,
using the texts from Activity 3 as models.

Unit 8 161

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 Lesson 6   ​CB PAGE 81 and AB PAGES 79 and 113  • Ask Can you see any people or machines in these sentences?
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about the process of making spaghetti
Read and understand an article about how spaghetti
is made
Practise using the present simple passive
Correct false present simple passive sentences
Language
Core: present simple passive; Lesson 5 words for
countries and nationalities
Review: present simple of the verb be; Lesson 1 food
words; food words from previous levels; dry, factory, flour
Extra: grow, make, mix, add, cut, eat, cook, boil, serve
Materials
CD3 $ tracks 48 and 50; Speak up poster; Unit 8
Grammar and everyday language poster
Warmer  $ 3•48
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Discuss Italian food with the class. Ask What food comes
from Italy? Do you like Italian food? Which is your favourite
kind of pizza/pasta?
• Tell the children that the Ace pupils are going to visit
a spaghetti factory in this lesson, where they will learn
about how the Italian food spaghetti is made.
Class Book
1 Look at the photos. Say what you know about
how to make spaghetti.
• Focus on the photos and ask the children what they see.
Establish that the article is about making spaghetti.
• Ask the children to work in pairs. They discuss the pictures
and say what they know about how to make spaghetti.
Refer them to the Guessing section on the Speak up
poster for help, if necessary.
• Discuss the pictures as a class. Encourage different
children to share their ideas.
2 Listen, read and check your ideas.  $ 3•50
• Tell the children that they are going to listen and read to
check their ideas.
• Play the recording while the children follow the words in
their books.
• Ask the children if their ideas were correct. Answer any
questions that the children have and go through the
meanings of any unknown vocabulary.
3 Read the grammar table and learn. Find more
examples of the present simple passive in the text.
• Draw the children’s attention to the Grammar 2 section on
the Grammar and everyday language poster for Unit 8.
162 Unit 8
4006972 Ace TB5.indb 162
(no) Explain that this is because we are more interested in
the process than the people or the machines that did it.
• Ask the children how many verbs are in each sentence (two).
Explain or elicit that the present simple passive is formed
with the verb to be and the past participle of the main verb.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of the present simple passive.
ANSWERS
Spaghetti … is eaten all over the world; … have you ever
wondered how it is made?; … which is grown in Italy.;
The wheat is made into flour and the flour is mixed with
warm water …; Sometimes different colours or flavours
are added to the spaghetti.; … the mixture is stretched …;
Then it is pushed through small holes …; … it is cut into
pieces …; Next the spaghetti is hung up and dried.; Finally,
the spaghetti is packaged. The packets are transported
…; It is boiled in water and it is served with many different
sauces and cheese.
4 Read the text again and write True or False.
• Ask the children to read the sentences.
• They read the text again and then write True or False in
their notebooks for each sentence. Check the answers.
ANSWERS
1  False  ​2  True  ​3  False  ​4  False  ​5  False  ​
6  False  ​7  True
KEY COMPETENCE:   Learning to learn
The children should be aware that different types of
text have different functions. The text from Activity 2 is
an informative text that could be found on the web or
in an encyclopedia. It describes the process of making
spaghetti. Ask the children to identify features of this
kind of text. Exploit this further by using the optional
activity below.
Optional activity
• Review sequencing words with the class. Ask Which
sequencing words do you know? When are sequencing
words useful?
• Ask the children to read the text again and make a list
of the sequencing words they find.
5 Correct the false sentences in pairs.
• Ask the children to work in pairs. One child reads out a
false sentence and the other corrects it.
• The children swap roles and continue. Check the answers.
answers
1 Durum wheat isn’t grown in Jamaica. It’s grown in Italy.
3 Flavours aren’t always added to pasta. They are
sometimes added to pasta.
4 The flour isn’t pushed through holes. The mixture is
passed through holes.
5 Factory workers don’t dry spaghetti. The spaghetti is
hung up and dried.
6 The packets of spaghetti aren’t left in the factory. They
are transported all over the world.
07/12/2012 16:29
 Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 113 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Complete the sentences with is, are, isn’t
or aren’t.
• The children read the sentences about how spaghetti is
made and complete them with the correct form of the
verb to be.
ANSWERS
1  is  ​2  are  ​3  isn’t  ​4  aren’t
2 Write the past participles. Circle the irregular
past participles.
• The children write the past participle of each verb. Then
they circle the irregular ones. Remind them that they can
use the irregular verbs list at the back of their Activity
Books to help them.
• Check the answers with the class.
ANSWERS
1  grown  2  eaten  3  mixed  4  made  5  boiled  
6  served  7  pushed  8  packaged  9  cut  10  dried   Warmer
11  transported  12  added
Irregular:  grow, eat, made, cut, dry
3 Complete the sentences using the present
simple passive.
• The children complete the sentences using the present
simple passive.
• Check the answers with the class.
Answers
1  is grown   ​2  is made   ​3  are (sometimes) added   ​
4  are pushed   ​5  is cut   6  are transported
4 Look at the pictures and write a text.
• The children look at the pictures and write present simple
passive sentences about how bread is made.
possible answer
First, wheat is grown. Then the wheat is made into flour.
The flour is mixed with the other ingredients. Then the
bread is baked. After that, it is packaged. Finally, it is
transported to supermarkets.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 163
Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Categorize food
Research how food is made in a factory
Describe a process
Share knowledge and learning in the form of a social task
Language
Core: present simple passive
Review: present simple of the verb to be
Materials
DVD cross-curricular; internet/pre-prepared fact sheets
about different processed foods; food flashcards from
previous levels (bread, ice cream, cheese, salad, carrots,
peas, beans, onions, biscuit, butter) / magazine pictures
of examples of processed and fresh foods; sheets of
plain paper; a sheet of poster paper per group; scissors;
coloured pencils
• Ask the children if they can remember how spaghetti
is made. Elicit the stages of the process from different
volunteers around the class.
Lead-in
• Tell the children that foods that are made in factories
are called processed foods. Foods that are not are called
unprocessed foods. Write the headings on the board.
• Hold up a flashcard of an unprocessed food. Ask, e.g. Are
carrots made in a factory? (no) Hold up a flashcard of a
processed food, e.g. a biscuit, and ask the same question.
• Invite volunteers to come to the front of the class, one
at a time and put the rest of the flashcards under the
correct headings.
• Discuss the food with the class. Ask Which is better for you
processed or unprocessed food? Why? Talk to them about
how some processed foods are an important part of our
diet (e.g. cheese, pasta), but some of them have a lot of
artificial colours, flavours and preservatives or lots of sugar
or salt.
1 Brainstorm processed foods.
• Organize the class into small groups and ask them to list
as many processed foods as they can think of.
• Go around the class and help where necessary.
• Ask the groups to count the number of foods they have
listed and find out who has the longest list.
• Compile a list of processed foods on the board, using
suggestions from all the groups.
Optional activity
• Choose five to ten of the processed foods and ask the
children to rank them in terms of how healthy they
are, 1 being the healthiest and 10 being the most
unhealthy.
Unit 8 163
07/12/2012 16:29
 2 Choose a processed food. Research how it
is made.
• Ask the children to tell you which of the processed foods
on the board they like and eat often.
• Ask them if they know how the foods they like are made.
Encourage a variety of ideas from different children
around the class.
• Divide the class into groups and ask each group to choose
a processed food to research. If there is classroom access
to the internet, they can do their research online. If not,
give each group a per-prepared fact sheet about the
processed food.
• Go around the class as the children work, helping
where necessary.
3 Make a poster.
• Tell the children that they are going to make a poster to
present the information that they found.
• Discuss the different ways the children could do this. For
example, the children could write paragraphs about the
different stages and draw a picture to illustrate this or they
could produce an annotated diagram with sections of text
to explain what happens at each stage.
• Give each group some sheets of plain paper, a sheet of
poster paper, some scissors and some coloured pencils.
• Ask the children to write the text and draw the pictures for
their poster. They stick the text and the pictures on to the
poster paper.
4 Present your poster to the class.
• Ask each group to hold up their poster and tell the class
about how their processed food is made.
Further practice
$ DVD, Unit 8 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 8,
Cross-curricular worksheet. Notes and answers on CD-ROM.
164 Unit 8
4006972 Ace TB5.indb 164
Lesson 7   ​CB PAGE 82 and AB PAGES 119 and 120 
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: listen for intonation in sentences
Practise ordering a meal politely
Language
Core: Lesson 1 food words; Lesson 5 words for countries
and nationalities; present simple passive
Review: I’d like …; Can I have …? What would you like?
Materials
CD3 $ tracks 51–53; Unit 8 Grammar and everyday
language poster; scissors
Warmer
• Tell the children about the last time you went to a café
and what you ate there.
• Tell the children to stand up and walk around the room,
asking questions to find out when three of their friends
last went to a café and what they ate there.
• Ask some of the children to tell you what they found out.
Lead-in
• Tell the children that the Bean family are in a café. Write
the headings Starters, Main courses, Side dishes and Drinks
on the board.
• Elicit some examples of food or drinks for each heading.
Class Book
1 Listen and say who is talking.  $ 3•51
• Ask the children to look at the picture. Ask What are the
children and Mrs Bean doing? (They are ordering food.)
• Tell the children that they are going hear a conversation
from the café. They must listen to find out who is talking.
• Play the recording all the way through and elicit the
answer from the children.
Transcript
Waiter  Good afternoon everyone. Welcome to the
International Café! Would you like to see the menu?
We’ve got some lovely things on the menu today.
Starters cost £3.00 and we’ve got homemade pea and ham
soup or carrot soup. We’ve also got prawn salad or perhaps
you would prefer a Spanish omelette?
Now, main courses – let’s see … we’ve got three choices
today: Italian spaghetti with tomato sauce, Pad Thai noodles
(they are quite spicy) or chicken curry and rice. They are all
£4.00. If you’re feeling extra hungry, we’ve got some side
dishes all at £2.50. You can have vegetables, salad or bread.
Drinks all cost £1.70 and there is a choice of lemonade,
orange juice, mango smoothie or water. Let me know when
you’re ready to order!
answer
the waiter
07/12/2012 16:29
 2 Listen again and complete the menu.  $ 3•51
• Focus the children’s attention on the menu at the top of the
page. Point out that some of the information is missing.
• Play the recording, pausing if necessary, for the children to
complete the missing information in their notebooks.
ANSWERS
1  salad  ​2  noodles  ​3  Chicken  ​4  £4.00  ​
5  vegetables  ​6  £1.70
3 Listen and read the dialogue.  $ 3•52 Which
meal does Mrs Bean order?
• Ask the children to look at the pictures on the right-hand
side of the page. Explain that they must listen to the
dialogue to find which picture shows Mrs Bean’s meal.
• Play the recording while the children follow the words in
their books and find the correct picture.
ANSWER
1
4 Look, listen and repeat.  $ 3•53
• Tell the children to look at the questions and responses
in the Perfect pronunciation box. Explain that the arrows
show where the intonation rises and falls.
• Play the recording for the children to listen to the
intonation in the questions and responses.
• Play the recording again for the children to repeat.
KEY COMPETENCE:   Learning to learn
Explain that using correct intonation is important when
trying to make yourself understood. Can the children see
any patterns of intonation in the questions (requests with
please have rising intonation at the end). Explain that we
can’t always apply rules to intonation so it’s important to
pay attention to intonation when listening to others.
5 Listen to the dialogue again.  $ 3•52  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen.
• Ask the children to work in pairs to act out the dialogue.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 8
and draw attention to the everyday language for ordering
a meal. A pair of children read the dialogue to the class.
Tell them that they will need this language for the task.
• Divide the children into pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the
Unit 8 fluency cards. The children complete the menu for
the café with their own choice of food and drinks.
• The children roleplay a dialogue. Child A is the customer
and Child B is the waiter. Child B shows the menu and
asks questions to take Child A’s order. The children then
change roles and repeat.
• Go around the class as the children talk, helping and
correcting where necessary.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
Listening and Speaking. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 165
Lesson 8   ​CB PAGE 83 and AB PAGE 80 
CULTURE AND READING
Lesson objectives
Read and understand texts about celebrations in
different countries
Talk about which festivals you celebrate
Understand the importance of being respectful of
other cultures
Regular review: using which, who and where
Language
Core: Lesson 5 words for countries and nationalities;
present simple passive
Review: months; which, who, there, music, wear
Extra: Holi, Burns Night, Hanukkah, rosewater, haggis
Materials
Speak up poster; pictures of food from the
children’s country or region / food associated with a
particular festival
Warmer
• Put the food pictures of on the board or show them using
the interactive whiteboard.
• Discuss the food with the class. Ask What types of food can
you see? When/Where do people eat this food? Do you like it?
Lead-in
• Tell the children that they are going to read about three
different festivals from around the world in this lesson.
Invite predictions about what the festivals might be.
Class Book
1 Compare the photos in pairs.
• Ask the children to work in pairs to compare the photos.
Refer them to the section on Describing differences and
similarities on the Speak up poster.
• Monitor the activity as the children talk.
• Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos.
• Focus attention on the children’s photos and the
messages that they have posted. Tell the class that Billy,
Jilly and Milly want to know about festivals in different
countries, and Sangita, Aileen and Jacob have posted
responses on Ace! Space.
• Ask the children to read the three texts quickly and match
each of them with a photo from Activity 1.
ANSWERS
1  Jacob  ​2  Sangita  ​3  Aileen
3 Read again and choose the best answer.
• Before they read the text again, ask the children to read
each sentence. They then read the texts and choose the
best answer for each sentence.
ANSWERS
1  a  ​2  c  ​3  a  ​4  c  ​5  b  ​6  a
Unit 8 165
07/12/2012 16:29
 Optional activity
• Ask the children to work in pairs. They make a sentence
about one of the festivals for their partner to guess, e.g.
People have a special drink called thandai. (Holi)
2 Write notes about a celebration in your country
in the last column of the table.
• The children think about a celebration in their country
and fill in the last column of the table in Activity 1.

3 Complete the sentences with which, who

4 Make a list of festivals you celebrate.
• Ask the children if they celebrate any of the festivals from
the lesson. If any of them do, encourage them to tell you
more about how they celebrate them and what they eat.
• Ask the children to work alone to write a list in their
notebook of all the festivals they celebrate.
5 Compare your lists.
• Ask the children to work in pairs. Ask a pair to read the
example dialogue to the class.
• They tell each other which festivals they celebrate.
• Ask some of the children to tell the class about the
festivals they celebrate, especially those who come from
different regions or countries.
KEY COMPETENCE:   Artistic and cultural competence
Food and festivals are an important part of a country or
culture’s identity. Learning about how and when different
festivals are celebrated expands the children’s awareness
of other cultures and generates interest in them.
Vital values
• Focus the children’s attention on the Vital values feature
and read the sentence with the class. Brainstorm ways
that we can be respectful of other cultures, e.g. by
remembering that people from different cultures have
different festivals and traditions to our own; by taking an
interest and asking questions; by understanding that these
festivals and traditions are important to other people.
or where.
• The children read the sentences about the festivals and
complete them with which, who or where.
• Check the answers with the class.
ANSWERS
1  which  ​2  who  ​3  where  ​4  which
4 Make each pair of sentences into one sentence.
• The children rewrite each pair of sentences as one
sentence, using the pronouns from Activity 3.
• Check the answers with the class.
answers
1 At Hanukkah we eat latkes, which are potato cakes.
2 My family comes from Scotland, where people
celebrate Burns Night.
3 Indian people make thandai, which is a drink made
from rosewater.
5 Use your notes in the table to write about the
celebration in your country.
• The children use their notes from the table in Activity 1 to
write about a celebration in their country.
• They should write full sentences, in their notebooks, in
answer to the questions (1–2).

Activity Book
1 Read the texts on Class Book page 83 again.
Make notes in the first three columns of the table.
• Ask the children to read the texts about the different
festivals again and complete the notes in the first
three columns.
• Check the answers with the class. (Because the topics are
likely to be new to the children, allow for flexibility in the
children’s answers by encouraging a variety of responses
where possible.)
ANSWERS

Celebration Holi Burns Night

Hanukkah
Month February or January November or
March December
Traditional thandai haggis, tatties latkes
food or drink and neeps
Activities bonfires, wear play dreidel
throw paint traditional
and coloured Scottish
water, dance, dress, play
sing traditional
music

166 Unit 8

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 Lesson 9   ​CB PAGE 84 and AB PAGE 81  3 Listen and read.  $ 3•54  Count the number of
WRITING AND PHONICS
Lesson objectives
Identify the features of a thank you letter
Understand how to punctuate the greeting Dear in
a letter
Identify homophones
Write a thank you letter
Language
Core: Lesson 1 food words; Lesson 5 words for countries
and nationalities; present simple passive; homophones;
factory, flour
Materials
CD3 $ tracks 54-55
Warmer
• Play a game of Jumble (see page 202) with the food words
from Lesson 1 and other food words that the children know.
Lead-in
• Ask the children if they have ever written any letters and, if
so, when and what for.
Class Book
1 Read the letter. What kind of letter is it?
• Ask the children to read the three possible answers to the
question. They read the text quickly and decide which
type of letter it is.
• How often do you write letters like these? Before the
children move on to Activity 2, encourage them to read
the question on the top-right of the page and quickly
scan the text again. The children respond with their
own answers.
ANSWER
b
2 Read the letter again and answer the questions.
• Ask the children to read the six questions in their
Class Books.
• The children read the letter again, in more detail, and
write their answers to the questions.
answers
1  Mr Semolina   ​2  on Tuesday 14th March   ​3  in Aceford  ​
4 Milly learnt that durum wheat is grown in Italy and that
spaghetti is made from flour.
5 a free packet of spaghetti
6 Milly spelt flour as flower. Because she confused the
sound of the word and the spelling.
• After you have gone through the answers with the class,
ask the children to look at the annotations on the left of
the text. Go through them with the class, asking questions
to check comprehension.
• Focus on the Punctuation box. Ask the children to find the
comma in the letter.
4006972 Ace TB5.indb 167
foods you find.
• Ask the children to look at the pictures around the poem
and tell you what they can see.
• Play the poem for the children to listen and follow the
words in their books. Pause, if necessary, for the children
to count and write down the foods that they hear.
• Check the answers with the class.
ANSWER
five (meat, pears, bean, cakes, flour)
4 Listen and read again.  $ 3•54  Find and write
the homophones.
• Ask the children about the mistake Milly made in her
letter. Elicit the spellings and meanings of the two words
(flour and flower). Ask the children to tell you what words
that sound the same, but have different spellings, are
called (homophones).
• Play the recording for the children to listen and read again.
Pause, if necessary, for the children to write down all the
homophones.
• Check the answers with the class.
ANSWERS
meet meat; to two; pairs pears; read red; been bean; maid
made; ate eight; flour flower; whether weather
KEY COMPETENCE:   Learning to learn
The children will be aware that English spellings can
be tricky! By introducing and discussing the concept of
homophones, the children will be able to avoid some
common spelling mistakes. Ask the children to keep a list
of the homophones and the meanings of the words in
their notebooks and add to the list when they find more.
Optional activity
• Ask the children to write a sentence, rhyme or tongue
twister using some of the homophones from the poem.
Activity Book
1 Circle the homophones. Listen and check  $ 3•55
• The children read the pairs of words and circle the ones
that sound the same.
• Play the recording for the children to listen to the words
and check their answers. Then check as a class.
answers
1, 2, 6, 7, 8
2 Read the letter quickly and write True or False.
Then complete.
• The children read the sentences, then read the letter
quickly, writing True or False for each one.
• The children then complete the letter with the words and
phrases in the box.
answers
1  False  ​2  False  ​3  True  ​4  False
A  Little Street   ​B  Wednesday 15th March   ​C  Dear  ​
D  I am writing to say thank you   ​E  From
Unit 8 167
07/12/2012 16:29
 3 Read the letter again and circle the spelling
mistakes. Write the correct words.
• The children read the letter again. They find and circle the
spelling mistakes. They write the correct spelling of each
word.
• Check the answers with the class.
answers
1  for (four)   ​2  been (bean)   3  knows (nose)  
4  made (maid)   5  flour (flower)   6  too (to)   7  I eye)   Language
8  ate (eight)   9  meat (meet)
4 Cross out the things you don’t need in a thank
you letter. Number the things you need in order.
• The children read the list and cross out the things they
don’t need in a thank you letter.
• Then they order the things you do need by writing
numbers in the boxes.
• Check the answers with the class.
answers
Things you don’t need:  the time, a photo, money
1  your address   ​2  the date   ​3  Dear and the name of the
person  ​4  the reason you are saying thank you   ​5  the
ending, e.g. From and your name
5 Write a thank you letter to Mr Dough to thank
him for a tour of his bread factory.
• Ask the children to imagine they have visited a bread
factory and imagine the things they have seen and learnt.
• They write a thank you letter to the owner of the factory,
Mr Dough, using the one from Activity 2 and that on Class
Book page 84 as models.
168 Unit 8
4006972 Ace TB5.indb 168
Lesson 10   ​CB PAGE 85 and AB PAGES 82, 112 and 113 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Core: Lesson 1 food words, Lesson 5 words for countries
and nationalities; too much / too many / enough; present
simple passive
Review: worried, PE
Materials
DVD Song 8/DVD Story 8; a watch or timer; Unit 8
Grammar and everyday language poster
Warmer   ​DVD Song 8 / Story 8 
• Ask the children to vote on whether they would like
to watch the Unit 8 story animation or the Unit 8 song
video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 8.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Read and say the missing words.
• Refer the children to the Grammar 1 section of the Unit 8
Grammar and everyday language poster and review the
use of too much / too many / enough.
• Focus on the article and ask the children what they think a
bake sale is. (It’s when children make, bring and sell cakes at
school to raise money for charity or for the school.)
• Ask the children to read the article and think about what
the missing words are.
• Read the article aloud, pausing for the children to say the
missing words.
answers
1  enough  ​2  made  ​3  sold  ​4  too many   ​5  enough
2 Look and say.
• Refer the children to the Grammar 2 section of the Unit
8 Grammar and everyday language poster and recap the
use of the present simple passive.
• Ask the children to look at the pictures in Activity 2. Ask
them what the pictures show (how the school newsletter
is made).
• Ask the children to work in pairs. They take turns to look at
the pictures and say sentences about how the newsletter
is made.
07/12/2012 16:29
 answers
1  The newsletter is planned.   ​2  The text is written.   ​
3  The pictures are drawn.   ​4  The newsletter is checked.   ​
5  The newsletter is copied.   ​6  Copies are given to
the pupils.
3 Look at the hamper.    Cover and remember
the food.
• Focus on the picture. Tell the children that they have one
minute to look at the picture and remember the food.
• Ask the children to cover the picture.
• Use a watch or timer to time one minute.
• Ask the children to tell you all the food from the hamper.
Write the words on the board.
• Ask the children to look at the picture again and check the
list on the board. Did they remember all of the food items?
answers
oil, brown suger, cucumber, flour, limes, spring onions,
water, aubergines, chillies, peanuts, onion, noodles
KEY COMPETENCE:   Learning to learn
Memory games like that in Activity 3 help to fix
vocabulary in the children’s minds. When reviewing
language, encourage the children to recall structures and
vocabulary items before they refer to their Class Books.
Optional activity
• Ask the children to write a letter from Miss London
thanking the school for her prize, using the letters
on Class Book page 84 and Activity Book page 81
as models.
4 Find and write the countries.
• Ask the children to put the letters in the correct order to
make the names of the countries.
• Check the answers with the class.
answers
1  China  ​2  India  ​3  Spain  ​4  France  ​5  Poland  ​
6  Italy
Activity Book
1 Read and complete the puzzle. Write the letters
to find the secret word.
• Focus on the riddle. Ask the children to read the clues
for each letter. They look at the pictures and write the
missing words.
• The children read the clues again and write the letters.
They copy these into the squares at the bottom to spell
the word.
answers
1  bean sprout   ​2  chillies  ​3  garlic  ​4  prawns  ​
5  cucumber  ​6  lime  ​7  spring onion   ​8  oil  ​
9  peanuts  ​10  peppers  ​11  noodles
The secret word is Thailand.
4006972 Ace TB5.indb 169
2 Look and write sentences about Alfie.
• Focus on the pictures. Tell the class that the first picture
shows Alfie before he started the healthy eating plan. The
second shows him now he is on the plan.
• Ask the children to look at Alfie’s old food diary and his
food diary now. They make sentences, using too much, too
many and enough, about what he used to eat and what
he eats now.
• Check the answers with the class.
possible answers
Before, Alfie drank too much coffee for breakfast. Now he
eats enough fruit.
Before he ate too many sausages … now he eats enough
vegetables.
Before he ate too many beef burgers … now he eats
enough chicken.
Before he ate too many chips … now he eats enough rice.
Before he didn’t eat enough vegetables … now he eats
enough vegetables.
Before he drank too much cola … now he drinks enough
water.
Before he ate too many sweets … now he eats enough
fruit.
Before he didn’t eat enough fruit … now he eats enough
fruit.
3 Read and write the countries.
• The children read the sentences and write the countries.
• Check the answers with the class.
answers
1  France  ​2  Spain  ​3  Poland  ​4  China  ​5  India  ​
6  Italy
4 Make sentences using the present simple
passive.
• The children use the word prompts to write sentences
using the present simple passive.
answers
1 Spaghetti isn’t eaten raw.
2 Burns Night is celebrated in Scotland.
3 Latkes are eaten at Hanukkah.
4 Durum wheat is grown in Italy.
5 Flour is made from wheat.
Unit 8 169
07/12/2012 16:29
 Lesson 11   ​CB PAGE 85 and AB PAGE 83  • Play the recording for the children to listen and choose
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and give a presentation
Consolidate learning from Unit 8
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 8
Review: butter, flour, milk, mix, salt
Materials
CD3 $ track 56; internet
Warmer
• Play a memory game. Divide the class into teams. Read
out some questions about what happened in the unit
for the children to write down their answers, without
looking in their books. The teams get one point for each
correct answer.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy learning
about most? Why?
Class Book
1 Prepare a presentation.
2 Give your presentation to the class.
• Tell the children to look at the photo of the girl giving a
presentation. Ask What is the presentation about? What is
the girl showing the class?
• Tell the children they are going to prepare and then give a
class presentation about their favourite food.
• Ask the children to complete the preparation activities in
their Activity Books before they give their presentations to
the class.
Activity Book
1 Look at the presentation plan in Activity 3. Read
and write the headings.
• Focus the children’s attention on the spider diagram. Ask
What is the presentation about?
• Ask the children to read the list of headings and the
information in the diagram. They write the headings in
the correct places. Point out that they do not need to read
every word.
answers
1  My favourite food   2  Where they’re from   3  Why I like
them  4  Ingredients  5  Method  6  Where I eat them
the correct answers from each pair of options.
Transcript
1 My favourite food is pierogi.
2 It’s a traditional Polish dish. Pierogi are dumplings.
3 They’re delicious! They’re a bit difficult to make, because
they take a long time, but they’re fun to make too!
4 To make pierogi you need flour, salt, an egg, oil and milk.
5 First you make the filling. To do this, you cook some onion
in butter. Then you mix the onion with some cheese
and mashed potato. Then you mix the other ingredients
together to make a dough. Cut out pieces of dough and
put the filling inside. Then the dumplings are ready to
cook. They’re boiled in water. When they’re ready, they’re
served with cream or with bacon. Mmm!
6 We eat them often because my dad is from Poland.
ANSWERS
1  Pierogi  2  Polish, dumplings   3  fun  4  milk  
5  cheese, water, bacon   6  Poland
3 Plan your presentation. Use the headings in
Activity 1. Give your presentation to the class.
• Tell the children to plan a presentation about their
favourite food by copying the headings from Activity 1
and making notes. Go around the class as the children
work, helping and checking.
• If there is classroom access to the internet, ask the
children to find a picture to go with their presentation.
• Ask the children, one at a time, to stand up and deliver
their presentations to the class. Alternatively, divide the
class into groups and ask the children to present their
work to the rest of the class.
Optional activity
• Discuss the presentations with the class. Ask Which dish
sounds best to you? Why?
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Draw the children’s attention to the homework
assignment that Miss London has set Billy, Jilly and Milly
and their class on page 85 of the Class Book: Dazzling
drama homework. Find out about putting on a play. Tell
them that this will be the theme for the next unit.
• Ask the children which plays they know. Ask Have you ever
been to watch a play? Have you ever acted in a play? What
kinds of things do the children think Billy, Jilly and Milly
might bring into class next time?
• If you like, you can also ask the children to do the
homework task with Billy, Jilly and Milly (see page 13).

2 Listen and circle the correct answers in the NOTE:   The children are now ready to do the Unit 8 Test.

presentation plan.  $ 3•56
• Tell the children that they are going to hear a pupil giving
her presentation about her favourite food.
You will find the tests on the Teacher’s Resource CD-ROM.
$ Teacher’s Resource CD-ROM, Test section, Unit 8 Test.
Notes and answers on CD-ROM.

170 Unit 8

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 99   ​D a z z l ng dram a
Lesson 1   ​CB PAGE 86 and AB PAGES 84 and 107  Jilly  Find out about putting on a play!
VOCABULARY
Lesson objectives
Identify people and things connected with the theatre
Identify different text types
Find information in an advertising leaflet
Talk about people and things connected with the theatre
Language
Core: audience, director, stage, costumes, scenery, props,
cast, backstage, lines, sound technician, curtain, lighting
designer
Review: play, deserted, drama, wear
Materials
CD4 $ tracks 01–04; Unit 9 wordcards Set 1; a watch
or timer
Warmer
• Ask the class Have you ever been to the theatre? Who works
in a theatre? What objects do you see in a theatre?
• Elicit a list and write it on the board.
Lead-in
• Ask What homework did Miss London set at the end of the
last unit? (Find out about putting on a play.)
• If you have asked the children to do the homework
assignment, ask them now to present what they have
brought in to the class or their group. (See page 13 for the
suggested procedure.)
• Ask the children Who do you think will talk about their
homework this week? (Jilly) What do you think she has
brought in? Encourage a variety of suggestions from
different children around the class.
Class Book
1 Listen.  $ 4•01  Look and find these text types.
• With books closed, play the recording and ask the children
to tell you all they can about Jilly’s homework.
• Ask the children to open their Class Books and look at the
things Jilly has brought in.
• Read through the text types with the class and check that
the children understand what each one means.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading.
• Play the recording, pausing where necessary for the
children to listen and match the text types to the texts.
Transcript
Miss London  Hi everyone! What was your dazzling drama
homework this week?
4006972 Ace TB5.indb 171
Miss London  That’s right! What have you got, Jilly?
Jilly  Well, I’ve got a theatre programme. It’s for a play at
the theatre.
Miss London  The Prince’s Prize by Suzanne Torres. Great!
What else?
Jilly  Here’s an advertising leaflet for the play …
Miss London  OK. Very good.
Jilly  And here’s a story. It’s the playscript from The Prince’s Prize.
Miss London  Well done, Jilly! Thank you!
ANSWERS
A  theatre programme   ​B  advertising leaflet   ​
C  playscript
2 Match the words and the pictures (1–12). Listen,
check and say.  $ 4•02
• Ask the children to look at the pictures of the people
and things on the front of the theatre programme (text
A). They match the words to the pictures and write the
answers in their notebooks.
• Play the recording for the children to listen and check
their answers. Then check as a class.
• Play the recording again, pausing for the children to
repeat the words, first in chorus and then individually.
Transcript
1  curtain  ​2  lighting designer   ​3  backstage  ​4  scenery  ​
5  sound technician   ​6  stage  ​7  audience  ​8  lines  ​
9  costumes  ​10  director  ​11  props  ​12  cast
3 Look at text A. Listen and say the word.  $ 4•03
• Ask the children to look at the theatre programme again.
Tell them that they are going to hear descriptions of the
people and things. They must listen and say the word.
• Play the recording, pausing after each sentence for the
children to say the word.
Transcript
A This is the part of the theatre where the actors perform
the play.
B These are the words of the play, which the actors learn.
C This is the person who checks the audience can hear
the  play.
D This is a large picture to decorate the stage.
E This is the person who turns the lights on and off.
F This opens at the beginning of a show and closes at the end.
answers
A  stage  ​B  lines  ​​C  sound technician   ​D  scenery  ​
E  lighting designer   ​F  curtain
4 Read text B and answer. 
• Ask the children to look at text B. Read the question with
the class. Explain that this is a speed-reading task and that
the children have one minute to complete it.
• Ask the children to use the advertising leaflet to find the
answer to the question. Use a watch or timer to time one
minute.
Unit 9 171
07/12/2012 16:29
 ANSWER
The play is about the cast practising for a play. A prince is
coming to give one of them a prize.
5 Play a game in pairs.
• Divide the class into pairs. Ask a pair of children to read
the example dialogue for the class.
• The children choose a person or thing from the theatre
without telling their partner what it is. They describe the
person or thing for their partner to guess.
Learning to learn
KEY COMPETENCE:   Core: Lesson 1 theatre words
Communicative games are a useful way of reinforcing
vocabulary. In Activity 5, the children think about the role
of the person or the function of the object in order to
describe them/it. This type of reinforcement of vocabulary
and meaning will help the children recall the words when
they need them.
Activity Book
Bilingual dictionary
• Tell the children to turn to page 107 of the Activity Book
and write translations for the theatre words.
1 Write the theatre words.
• The children look at the pictures and write the correct
theatre words. Display the Unit 9 Set 1 wordcards for
support while they work.
ANSWERS
1  stage  ​2  director  ​3  cast  ​4  lines  ​5  audience  ​
6  scenery  ​7  costumes  ​8  props  ​9  backstage  ​
10  curtains
2 Read and complete the definitions.
• The children complete the definitions with the correct
theatre words. Check the answers with the class.
ANSWERS
1  director  ​2  cast  ​3  sound technician   ​4  lighting
designer  ​5  Backstage  ​6  Costumes  ​7  Props  ​
8  audience
3 Listen and complete the poster.  $ 4•04
• Play the recording, pausing where necessary, for the
children to listen and write down the missing information
about the play.
Transcript
Our next play is called The Deserted Island and the
fantastic Bob Pointer is the director. The play will be at the
Palace Theatre on Saturday 28th March. There’s only one
performance! It starts at 7.30 pm. There’s a wonderful cast of
four actors – two men and two women. And after the play
we’re offering the audience the special opportunity to come
and meet two of the actors backstage.
Answers
1  Deserted  2  Director  3  Theatre  4  March   she listens to the director when he is sad about getting
5  7.30 pm   6  cast  7  audience  8  backstage
4 Answer the questions.
• The children read the questions and write answers for
themselves in their notebooks.
172 Unit 9
4006972 Ace TB5.indb 172
Lesson 2   ​CB PAGE 87 and AB PAGE 85 
STORY
Lesson objectives
Read and understand a playscript
Talk about who should get a prize and why
Write a review of the playscript
Language
Review: present simple; adjectives for describing people;
worried, clean, jellyfish
Extra: excellent, nightdress, palace, porridge, broken, trumpet
Materials
CD4 $ track 05; Unit 9 wordcards Set 1
Warmer
• Play Bingo! (see page 201) with the vocabulary from
Lesson 1.
Lead-in
• Ask the children what they remember about the play from
the leaflet in Lesson 1. Ask What is it called? What is it about?
Brainstorm a list of characters that might be in the play.
Class Book
6 Read and listen.  $ 4•05  Who has won the
Prince’s Prize?
• Focus on the pictures of the characters from the play and
ask the children to identify them. Read the question to
the class.
• Play the recording for the children to follow the story in
their books. Elicit the answer to the question.
• Discuss the play with the class. How many of the
characters did the children guess in the Lead-in activity?
ANSWER
Cinderella
7 Read again and answer.
• Ask the children to read the story again and write their
answers to the questions in their notebooks.
ANSWERS
1 Because he thinks he’s an excellent director and he gets
fantastic reviews.
2 Because he’s only famous for wearing Granny’s
nightdress and children are scared of him.
3 Because she’s the laziest actor in the theatre.
4 They make the costumes.
5 Because he’s sad about his broken chair.
6 Because she helps the cast when they are worried
about going on stage or bored with learning their lines,
a bad review and she keeps the theatre nice and clean.
07/12/2012 16:29
 8 Who should get a prize in your class? Tell
your partner.
• Ask the children to think about the different qualities of
the people in their class. They decide who should get their
prize and why.
• The children work in pairs, taking turns to tell each other
who should get the prize and giving reasons.
• What do you think? Ask the children to discuss the
question in pairs. Ask some of the children to share their
thoughts with the class.
KEY COMPETENCE:   Competence in social skills and
citizenship
Activity 8 draws attention to the good qualities of the
children in the class. This reinforces the notion that those
who work hard, behave well and are considerate to others
will be recognized for their efforts.
Activity Book
Plot, characters and setting
1 Remember the play. Match the characters and
why they want to win the prize.
• The children match the characters with their reasons for
winning the prize from memory. They look back at the story
on page 87 of their Class Books to check their answers.
ANSWERS
1  d  ​2  f  ​3  e  ​4  g  ​5  b  ​6  c  ​7  a
2 Read and circle the correct answers.
• The children read the sentences and circle the correct
pieces of information to complete them.
• Check the answers with the class.
ANSWERS
1  b  ​2  c  ​3  b  ​4  a
Synopsis
3 Read and complete.
• The children complete the text by writing the missing
words in the table.
• Check the answers with the class.
ANSWERS
1  that  ​2  to  ​3  in  ​4  think  ​5  hear  ​6  for  ​7  who  ​
8  person  ​9  magic
Review
4 Complete the review.
• The children complete the review and rate the story,
referring to the Writing tip for help.
Possible ANSWERS
1  The Prince’s Prize   ​2  fairy  ​3  who should get the
prize  ​4  good people are the winners   ​5  Children’s own
answers  ​6  Children’s own answers
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 9,
Story worksheet. Notes and answers on CD-ROM.
4006972 Ace TB5.indb 173
Lesson 3   ​CB PAGE 88 and AB PAGES 86 and 113 
GRAMMAR
Lesson objectives
Practise using prepositions with different adjectives
Make sentences using adjectives and prepositions
Describe a picture
Regular review: practise using adjectives with –ed and
–ing endings
Language
Core: Lesson 1 theatre words; adjectives and
prepositions
Review: adjectives with –ed and –ing endings; spider,
worried, play, clean
Materials
CD4 $ tracks 05–07; Unit 9 wordcards Set 1; Unit 9
Grammar and everyday language poster; Speak up poster
Warmer
• Put the Unit 9 Set 1 wordcards on the board. Describe one
of the people or objects for the class to guess.
• Ask volunteers to describe other words for the class.
Lead-in
• Ask the children what they can remember about the story
from Lesson 2. Prompt with questions, if necessary.
• Ask the children to open their Class Books and look at the
story on page 87 again. How well did they remember it?
Class Book
1 Read and listen to the play again on page 87. 
$ 4•05 Choose.
• With books open, tell the children that they are going
to hear the story again. As they listen, they choose
the correct adjectives and prepositions from the three
possible options.
• Play the recording, more than once if necessary.
• Check the answers with the class.
ANSWERS
1  famous for   ​2  friendly to   ​3  angry with  
4  excited about
2 Listen and say the number.  $ 4•06 Describe
the pictures.
• Focus on the pictures. Tell the children that they are going
to hear sentences describing the different pictures.
• Play the recording, pausing after each description for a
different child to say the number.
• Ask the children to work in pairs. They take turns to
describe the pictures to each other.
Transcript
The prince is friendly to Cinderella.
The Ugly Sister is interested in dancing.
The elf is tired of sewing.
Goldilocks is scared of Daddy Bear.
Unit 9 173
07/12/2012 16:29
 Mummy Bear is good at making porridge.
The queen is angry with the mirror.
answers
5, 1, 6, 3, 4, 2
Grammar and everyday language poster
• Ask the children to look at the Grammar 1 section on the
Grammar and everyday language poster for Unit 9.
• Explain that the children have to learn which prepositions
go with which adjectives. Go through the table and the
Remember! point with the class.
• Elicit example sentences from the class and write them on
the board. Practise saying them together.
3 Read and learn.
• Ask the children to look at the grammar table and
memorize the sentences.
• Ask the children to cover the table. Ask different volunteers
to make sentences from each section of the table.
4 Describe the picture in pairs.
• Focus on the picture. Explain that the children all have
different feelings about what they are doing.
• Read the example to the class.
• Ask the children to work in pairs. They take turns to
describe how the children feel using adjectives from the
grammar table with the correct prepositions.
• Go around the class, helping and checking as the children
talk. They can also refer to the Talking about a picture
section on the Speak up poster, for help.
ANSWERS
Billy is scared of the dark. Milly is good at painting. Rosie is
bored of learning lines. Jilly is tired of cleaning the stage.
Betty is angry with Jilly. William is interested in his book.
Miss London is friendly to Mr McMaster. Mr McMaster is
excited about the play.
Optional activity
• Say false sentences about the picture for the class to
correct, e.g. Jilly is interested in cleaning the stage. (No, she
isn’t! She’s bored of cleaning the stage.)
Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 113 of their Activity Books, and remind them that it
is here to help them when they need it.
1 Look again at the picture in Activity 4 on Class
Book page 88. Complete the sentences.
• The children look at the picture on page 88 of their Class
Books again. They read the sentences and complete them
with the correct prepositions and adjectives.
• Check the answers with the class.
Answers
1  scared of   ​2  good at   ​3  tired of   ​4  angry
with  ​​5  bored of   ​6  interested in   ​7  excited about   ​
9  friendly to
174 Unit 9
4006972 Ace TB5.indb 174
2 Listen and match.  $ 4•07
• Tell the children that they are going to hear six short
conversations or sentences about the pictures.
• Play the recording, pausing after each one for the children
to match the picture to the adjective.
Transcript
1 William  Are you scared of anything, Jilly?
Jilly  Oh yes! I’m scared of spiders!
2 William  What are you doing tomorrow, Jilly?
Jilly  I’m going to a birthday party – I’m very excited about it!
3 Jilly  Let’s go home now. I’m tired of walking in the park.
4 William  Great shot, Jilly. You’re very good at playing tennis.
5 William  We have science this afternoon. We’re studying
animals in Africa.
Jilly  Really? That’s great. I’m really interested in animals.
6 William  What’s wrong, Jilly?
Jilly  Nothing much. I’m a bit worried about the exam today.
ANSWERS
1  c  ​2  f  ​3  e  ​4  b  ​5  d  ​6  a
3 Look at the pictures in Activity 2 and write
sentences about Jilly.
• The children use the pictures and adjectives from Activity
2 to write sentences about Jilly.
• Check the answers with the class.
answers
1 Jilly is scared of spiders.
2 Jilly is excited about the birthday party.
3 Jilly is tired of walking in the park.
4 Jilly is good at tennis.
5 Jilly is interested in animals.
6 Jilly is worried about the exam.
4 Read and complete the sentences.
• Go through the words in the box. Explain or elicit the
differences in meaning between the –ed adjectives and
the –ing adjectives.
• Ask the children to complete the sentences with the
correct adjectives.
answers
1  boring  ​2  excited  ​3  bored  ​4  interested  ​
5  interesting  ​6  exciting
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 9,
Vocabulary and Grammar 1. Notes and answers on CD-ROM.
07/12/2012 16:29
 Reinforcement Lesson 3a
(optional)
REINFORCEMENT AND STORY PRACTICE
Lesson objectives
Review and practise theatre vocabulary
Review and practise adjectives and prepositions
Language
Core: Lesson 1 theatre words; adjectives and prepositions
Materials
DVD Story 9; $ Teacher’s Resource CD-ROM, DVD
worksheets section, Unit 9; six pictures from fairytales
that the children know well
Warmer
• Write the prepositions about, at, of, for and in inside circles
on the board. Draw a branch from each circle for every
adjective from Lesson 2 that takes the preposition.
• Invite volunteers to come to the front one at a time. They
choose a preposition and write an adjective at the end of
one of the branches.
Lead-in
• Brainstorm a list of fairytales that the children know. Write
the titles on the board.
• Discuss what the children know about each of the stories.
1 Look at the pictures. Name the stories.
• Display the pictures on the board or use the interactive
whiteboard to show them to the class. Ask the children to
work in pairs to name each of the stories.
• Check the answers with the class.
2 Choose a story. Write a list of the characters.
• Divide the class into groups. Hold up the pictures one at a
time, and ask which group would like the story. Hand out
the pictures to the different groups.
• Ask the children to work in pairs to write a list of
characters from the story.
3 How do the characters feel? Write sentences with
adjectives and prepositions.
• Ask the children to think about how the different
characters feel. Elicit some example sentences about
characters from the different stories, e.g. Hansel and Gretel
are scared of the dark forest. The Queen is angry with Snow
White. The genie is friendly to Aladdin.
• Ask the children to work in their groups. They write
sentences about the different characters from their story.
• Go around the class as the children work, helping and
checking where necessary.
• Ask the children from each group to share their sentences
with the class.
4006972 Ace TB5.indb 175
KEY COMPETENCE:   Artistic and cultural competence
Storytelling is a fun, communicative and creative way to
practise language. Ask the children if they enjoyed writing
the summary. Did they keep the story the same or change
any details?
Optional activity
• In the lesson or for homework, ask the children to make
a programme for their play like the one from Lesson 1
in their Class Books.
4 Watch the story on DVD.   ​DVD Story 9 
• Tell the children they are going to watch The prince’s prize
on DVD.
• Write the following words on the board and ask the
children to copy them into their notebooks.
1  director  2  famous  3  costumes  4  tired  
5  handsome  6  stage  7  hate  8  lines
• Ask the children to circle the words that are animated as
they watch the DVD.
• Play the Unit 9 story clip on the DVD. Play the clip again
for the children to check their answers.
Answers
1  director  2  famous  3  costumes  4  tired  6  stage  
8  lines
5 Make story wordcards.
• Print the DVD story wordcard worksheet provided on the
Teacher’s Resource CD-ROM $ in the DVD section and
make two copies for each child.
• Put the children into pairs or groups of four. The pairs or
groups choose eight words from the story and ‘design’
each of them on a wordcard worksheet, following the
animated text on the DVD story as a model. They can
design words already animated on the DVD or choose
other words from the story text if they wish.
• When the children have finished designing their words,
they write a sentence from the story on the back of the
wordcard which includes the word they have designed
on the front. More confident children can then write their
own sentence including the designed word.
• Play the DVD again. The pairs or groups hold up their
designed words when they appear or are said on the DVD.
• The pairs or groups hold up their wordcards and say the
words/sentences out loud in different ways, for example,
quietly, loudly, angrily, happily, quickly, slowly.
• The children’s completed wordcards can be displayed in
the classroom.
Unit 9 175
07/12/2012 16:29
 Lesson 4   ​CB PAGE 89 and AB PAGE 87  • Ask the children to look at the adverbs and decide what
READING AND WRITING
Lesson objectives
Read and understand an advertising leaflet
Form adverbs from adjectives
Write an advertisement
Learning to learn: using categories to group vocabulary
Language
Core: Lesson 1 theatre words; adjectives and
prepositions; adverbs of manner
Review: play, ghost story, castle, run
Extra: snore, available
Warmer
• Ask the children what they can remember about the play
from Lesson 2. What do they know about the characters?
Lead-in
• Ask if the class can remember what Jilly brought in for
her homework assignment in Lesson 1. Tell the children
that today they are going to look at the advertising leaflet
in more detail. Ask What are advertisements for? What
information should be included in a leaflet?
Class Book
1 Read part 1. Remember and complete. Read
page 86 again and check.
• Ask the children to look at the advertising leaflet on page
89 and complete part 1 from memory.
• When they have finished, the children look at the
advertising leaflet on page 86 to check their answers.
Then go through the answers with the class.
answers
1  Family  ​2  characters  ​3  Snow White  ​4  theatre  ​
5  Prince  ​6  prize
2 Read part 2 and answer the questions in the text.
• Explain that people use different techniques in
advertisements to interest us in the product. One
technique is asking questions.
• Tell the children that there are lots of questions about
the characters from the play in the advertising leaflet. Ask
them to read the leaflet and answer the questions.
• Check the answers with the class. Discuss the leaflet
together. Did the children find all the information they
expected? Did it make them want to watch the play?
answers
The prize isn’t for the elves, the Director, the Wicked
Queen, Sleeping Beauty or the Ugly Sisters.   The prize is
for Cinderella.   The play ends happily.
3 Read part 2 again and complete the table. Then
answer the question below.
• Ask the children to read part 2 again. They find the adverbs
and write down the ones that are missing from the table.
176 Unit 9
4006972 Ace TB5.indb 176
they describe.
ANSWERS
slowly; happily; hopefully; quickly
b
KEY COMPETENCE:   Learning to learn
By understanding how adverbs are formed, the children
can put together adverbs by themselves and check their
own writing. Remind the children to be aware, however,
that there are exceptions to the rules. If they are unsure,
they should check the stem word in their dictionaries.
4 Look and write sentences with adverbs.
• Ask the children to look at the pictures and think about
the manner in which the people do things or the way that
things happen. Ask them to look at the example.
• They write sentences with adverbs about the pictures.
possible answers
1 The wolf blew hard.
2 Snow White / She sang beautifully.
3 Cinderella and the Prince / They danced happily.
4 The giant shouted angrily.
5 The wolf walked quietly.
Activity Book
1 Read the review. Match and write the letters.
• The children read the advertisement and write the letters
of the missing words in the gaps.
ANSWERS
A  8  ​B  6  ​C  4  ​D  3  ​E  1  ​F  2  ​G  7  ​H  5
2 Read the review again and circle the
correct answers.
• The children read the advertisement again and circle the
correct answer for each sentence.
answers
1  c  ​2  b  ​3  b  ​4  b  ​5  a  6  a  7  c  8  a
3 Write a review for a play.
• Ask the children to write their own advertisement for a
play using the one from Activity 1 or page 89 of the Class
Book as modelsl.
Learning to learn: Put the adjectives below into
two groups.
• Focus on the diagram and read the explanation to the
class. Check their understanding.
• The children look at adjectives and divide them into two
groups – positive or negative.
• Go around the class helping and checking.
answers
positive  excited, friendly, clever
negative  angry, bored, scared
KEY COMPETENCE:   Learning to learn
Remind the children that using diagrams is a useful way
of organizing vocabulary. Ask the children what other
methods they use to organize their vocabulary.
07/12/2012 16:29
 Lesson 5   ​CB PAGE 90 and AB PAGES 88 and 107  Transcript
VOCABULARY AND DVD SONG
Lesson objectives
Identify jobs that people do behind the scenes at
the theatre
Listen and extract information from a song
Talk about jobs that people do at the theatre
Language
Core: Lesson 1 theatre words; build the set, rehearse the
show, test the sound, advertise the show, tie your shoelaces,
mend the costumes, put on make-up, paint your nails,
design the programmes, write the script, dye your hair, style
your hair,
Review: present simple questions and answer; play
Materials
CD4 $ tracks 08–11; DVD Song 9; Unit 9 wordcards Set 2
Warmer
• Play a game of Smiley sentence (see page 202) using the
adverbs of manner from Lesson 4.
Lead-in
• Discuss going to the theatre with the class. Ask the class
if they have ever been to the theatre, and if so, what they
went to see. Brainstorm a list on the board of the different
parts that made up the production, e.g. the props,
costumes, lighting, sound, script.
Class Book
1 Look and say what the lesson is about.
• Tell the children to open their books and look at the picture
of the interactive whiteboard. Ask different children to say
what they think the lesson is going to be about. Listen to
their suggestions, but don’t confirm at this stage.
2 Listen and repeat.  $ 4•08
• Establish that this lesson is about different jobs that
people have to do behind the scenes at the theatre.
• Focus on the pictures. Play the recording for the children
to listen and repeat, pointing at the picture as they do so.
Transcript
1  build the set   ​2  rehearse the show   ​3  test the sound   ​
4  advertise the show   ​5  tie your shoelaces   ​
6  mend the costumes   ​7  put on make-up   ​
8  paint your nails   ​9  design the programmes   ​
10  write the script   ​11  dye your hair   ​12  style your hair
3 Listen and say what the people are doing. 
$ 4•09
• Tell the children that they are going to hear sounds of
people doing the different jobs from Activity 1.
• Play the recording, pausing after each word for the
children to say the job. Display the Unit 9 Set 2 wordcards
for support while they listen.
4006972 Ace TB5.indb 177
A [sound effect:] building the set
B [sound effect:] styling hair
C [sound effect:] One, two. One, two. testing the sound
D [sound effect:] rehearsing the show
E [sound effect:] writing the script
F [sound effect:] designing the programmes
answers
A  build the set   B  style your hair   C  test the sound  
D  rehearse the show   E  write the script   F  design the
programmes
4 Listen to the song.  $ 4•10  Who sings the
song?    DVD Song 9 
• Play the audio or DVD version of the song for the children
to listen and make a note of the people who sing the song.
Transcript
Who writes the script and writes the songs? I do!
Who learns their lines the whole night long? I do!
Who designs the programme in time for the show?
The programme design is something I know.
Who puts up posters, do you know? I do.
Who advertises our big show? I do.
Who builds the set and tests the sound too? I do.
And I do! We do it for the show!
Who mends the costumes when they tear? I do!
Who has to curl and style their hair? I do!
Who has to paint their nails and put make-up on?
I have to do it and I think it’s fun.
Who dyes their hair purple and green? I do!
Who ties shoelaces between scenes? I do!
Who rehearses everything that they know? We do!
And we do! We do it for the show!
We do! And we do! We do it for the show!
ANSWERs
script writer, actors, programme designer, advertiser, set
designer, sound technician, costume maker, hair stylist,
make-up artist
5 Listen again.  $ 4•10  Which line is not in
the song?
• Ask the children to read all of the possible lines.
• Play the song again for the children to make a note of the
lines that appear in the song, and by doing so, find out
which one is not in the song.
ANSWER
6
KEY COMPETENCE:   Learning to learn
In Activity 5, the children use a process of elimination to
answer the question. Tell the children that they can use
this strategy for helping to answer other types of question
such as multiple choice.
6 Play a memory game in groups.
• Divide the class into small groups. Ask the children from
one group to read the example dialogue to the class.
• If you have played A long sentence with the class, tell the
children that this is a version of that game.
• Explain the procedure, if necessary.
Unit 9 177
07/12/2012 16:29
 Activity Book
Bilingual dictionary
• Tell the children to turn to page 107 of their Activity
Books and write the translations for the behind the
scenes phrases.
1 Complete the song. Listen and check.  $ 4•10
• The children complete the song from memory, using the
words in the box.
• Play the song for the children to listen and check their
answers. Then check the answers with the class.
ANSWERS
1  writes  ​2  designs  ​3  posters  ​4  builds  ​5  show  ​
6  costumes  ​7  their  ​8  paint  ​9  fun  ​10  ties
2 Listen and write A (Alex), B (Ben) or C (Carl).  Review: silver, play, mask, music, run
$ 4•11
• Tell the children that they are going to hear three people
talking about the jobs they do in the theatre.
• Play the recording, pausing if necessary.
• The children write the initials of each person next to the
pictures of the jobs.
• Check the answers with the class.
Transcript
Alex  Hi. I’m Alex. I love working in the theatre. I do lots of
things. I build the set, which is probably the most important
thing. I also test the sound before the play starts each night.
Oh, and I also mend the costumes when they get damaged!
Ben  Hello, I’m Ben. I don’t like acting, but I love working for
the theatre group. I always design the programmes – I use a
computer. I also help to advertise the show. I put up posters
all over the town.
Carl  Hello there. My name’s Carl. What do I do? Well, on the
day of the performances I style the actors’ hair and I also
put on their make-up. This sometimes takes more than two
hours! What else? Oh, I nearly forgot! I write the script too!
answerS
1  A  2  C  3  B  4  A  5  A  6  C  7  B  8  C
3 Choose one of the people in Activity 2 and write
about them.
• The children choose one of the people from Activity 2 and
complete the sentences about him.
4 Imagine you work in the theatre. Write about the
things you do.
• Ask the children to imagine they work at the theatre. They
think about the things they do and write a text about
themselves in their notebooks, similar to the one they
wrote about Alex, Ben or Carl in Activity 3.
178 Unit 9
4006972 Ace TB5.indb 178
Lesson 6   ​CB PAGE 91 and AB PAGES 89 and 113 
GRAMMAR AND CROSS-CURRICULAR
Lesson objectives
Learn about a famous stage musical: The Lion King
Read and understand an article about The Lion King
Describe what other people do for you using have
something done
Talk about things that actors do or have done
Language
Core: have something done (have + object + past
participle); Lesson 1 theatre words; Lesson 5 behind the
scenes phrases
Extra: adaptation, animated, lyrics, cub, homeland, species,
mammal, necessary, plait (v), spectacular
Materials
CD4 $ tracks 10 and 12–13; Speak up poster; Unit 9
Grammar and everyday language poster
Warmer  $ 4•10
• Play the song from Lesson 5 again, encouraging the
children to sing along.
Lead-in
• Ask the children if they have ever watched a musical at
the theatre. What did they see? What was the story about?
What were the costumes like?
• Tell the children that the Ace pupils are going to visit
the theatre in this lesson, where they will learn about a
famous musical.
Class Book
1 Look at the photos. Say what you know about
The Lion King.
• Focus on the photos and ask the children what they see.
Establish that the article is about the stage musical The
Lion King.
• Ask the children to work in pairs. They discuss the pictures
and say what they know about The Lion King. Refer them
to the Guessing section on the Speak up poster for help,
if necessary.
• Discuss the pictures as a class. Encourage different
children to share their ideas.
2 Listen, read and check your ideas.  $ 4•12 Have
you seen the musical or film?
• Tell the children that they are going to listen and read to
check their ideas.
• Play the recording while the children follow the words in
their books.
• Ask the children if their ideas were correct. Answer any
questions that the children have and go through the
meanings of any unknown vocabulary.
• Ask the children if they have seen the musical or the film.
07/12/2012 16:29
 3 Read the grammar table and learn. Find more
examples of have something done in the text.
• Draw the children’s attention to the Grammar 2 section on
the Grammar and everyday language poster for Unit 9.
• Use the examples and explanations to show how we use
have something done to describe when someone else
does something for us.
• Ask the children to look at the grammar table in their Class
Books and memorize the sentences.
• The children look at the text from Activity 2 again and find
more examples of have something done.
ANSWERS
The costume designer has special animal costumes made
for the actors.; She has lots of enormous puppets and
African masks built too.; The actors have their huge masks
put on before the show.; The actor who plays Rafiki has
her hair plaited and her face painted red, yellow and blue.;
Some of the other actors have their bodies painted.
4 Read the text again and write True or False.
Correct the false sentences.
• Ask the children to read the sentences.
• They read the text again and then write True or False in
their notebooks for each sentence. They correct the false
sentences with have something done.
• Check the answers with the class.
ANSWERS
1  False (The costume designer has the puppets and
masks made.)   ​2  True  ​3  True  ​4  False (The actor who
plays Rafiki has her hair plaited.)   ​5  True
5 Say true sentences about the actors in the
musical in pairs.
• Ask the children to work in pairs. They take turns to say the
things that the actors do or have done, using the phrases
in the box.
Transcript
Hi. My name’s Jane and I’m the princess in the stage musical
Bright Lights. I have to start getting ready about an hour and
a half before the show starts. A lot of people help me. I have
to look perfect! First, I have my dress put on. Then I have my
hair styled. After that, I have my make-up put on. This takes
a long time! Then I have my hat fitted. Lastly, I have my silver
shoes put on. Then I’m ready!
ANSWERS
4, 1, 5, 2, 3
3 Write sentences about Jane. Listen and check. 
$ 4•13
• The children use the word prompts to write sentences
about the things Jane has done.
• Play the recording again for the children to check
their answers.
Answers
1  She has her dress put on.   ​2  She has her hair styled.   ​
3  She has her make-up put on.   ​4  She has her hat fitted.  ​
5  She has her shoes put on.
4 Look at the pictures of John. Write about what he
has done before the show. Use first, after that, then
and finally.
• The children look at the pictures of John, an actor, and
write about what he has done, ordering their ideas with
first, after that, then and finally.
Possible answer
First, John has his costume put on. After that, he has his
hair cut. Then he has his mask put on. Finally, he has gloves
put on.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 9,
Vocabulary and Grammar 2. Notes and answers on CD-ROM.

Activity Book
Grammar
• Tell the children to turn to the Grammar reference on
page 113 of their Activity Books, and remind them that it
is here to help them when they need it.

1 Complete the sentences.

• The children read the sentences and complete them with
correct form of have and the past participle.
• Check the answers with the class.
ANSWERS
1  has, built   ​2  has, made   ​3  have, styled   ​4  has, painted

2 Listen to Jane and number the pictures.  $ 4•13

• Play the recording. The children listen to Jane talking
about the things she has to have done before she is ready
for the show.
• They number the pictures 1–5.
• Check the answers with the class.

Unit 9 179

4006972 Ace TB5.indb 179 07/12/2012 16:29

 Extension Lesson 6a (optional)
CROSS-CURRICULAR AND SOCIAL TASK
Lesson objectives
Describe a picture
Identify characters in a play and write about what they
have done before a performance
Research and write about a typical day for a famous
actor/dancer
Share knowledge and learning in the form of a social task
Language
Core: Lesson 1 theatre words; Lesson 5 behind the
scenes phrases; adjectives and prepositions; have
something done (have + object + past participle)
Materials
DVD cross-curricular; Speak up poster; large colour picture
of a scene from the ballet Peter Pan (preferably showing
Peter Pan flying on a wire); pictures of the following
characters from the ballet: Wendy, Tinkerbell, Captain
Hook; internet/pre-prepared fact sheets about a typical
day for famous actors or dancers from a play or musical;
one piece of poster paper for each group; several pieces of
plain paper for each group; colouring pencils; glue sticks
Warmer
• Play a game of True or false? (see page 202) about The
Lion King text from Lesson 6, using sentences with have
something done.
Lead-in
• Tell the children that they are going to learn about a
famous children’s ballet. Ask for predictions about what
the story might be.
CULTURE NOTES:  Peter Pan
The story of Peter Pan, or The Boy Who Would Not Grow Up,
was first told as a play by the Scottish writer J M Barrie in
1904. It was published as a novel in 1911. It tells the story
of Peter Pan’s friendship with a little girl called Wendy and
their adventures in Neverland.
The story was first adapted as a ‘flying ballet’ in 1954.
Today, different versions of the ballet are performed in
cities across the world.
1 Look at the picture. Describe what you see.
• Hold up the picture of the Peter Pan ballet or display it on
the interactive whiteboard. Ask the children if they can
name the ballet. Did anyone predict the story correctly in
the Lead-in activity?
• Ask the children to work in pairs. They describe what they
see in the picture. They can also refer to the Talking about
a picture section on the Speak up poster, for help.
180 Unit 9
4006972 Ace TB5.indb 180
2 Look at the characters from the ballet. Say
the names.
• Display the pictures of the other characters from Peter
Pan. Ask the children if they know their names. Write the
names on the board.
• Tell the children that you are going to tell them about the
different characters, but that you are not going to say their
names. They must listen carefully and call out the name of
the character after each sentence:
This little girl is friendly to Peter Pan. (Wendy)
This pirate is often angry with Peter Pan. (Captain Hook)
This fairy is good at flying. (Tinkerbell)
This little boy isn’t scared of Captain Hook. (Peter Pan)
3 Choose one character. Pretend you are in the ballet.
Write what you have done before a performance.
• Focus attention on the pictures again. Ask the children to
choose one character and think about his/her costume,
make-up and props.
• Ask the children to pretend they are in the ballet playing
the part of the character they have chosen. They write
sentences about the things that they need to have done
before a performance.
• Go around the class as the children work, helping
where necessary.
• When the children have finished, ask them to compare
their work in pairs.
• Ask some of the children to read their sentences to the class.
KEY COMPETENCE:   Autonomy and personal initiative
In Activity 3, the children use visual evidence and their
own imagination to decide what the dancers have done
before a performance. In this way, they show that they
can generate their own ideas. Allowing the children to
compare work with a partner once finished will help less
confident children to feel secure in their ideas.
4 Research a dancer from a ballet or an actor from
a play. Write about his/her typical day.
• Ask the children to imagine what a typical day is like for
the dancers in the Peter Pan ballet. Elicit sentences about
some of the things that might happen.
• Divide the class into groups. Tell the children that they
are going to research an actor or dancer from a play or
musical. If there is classroom access to the internet, they
can do their research online. If not, allow each group
to choose a pre-prepared fact sheet about an actor
or dancer.
• Ask the children to use their research to discuss what a
typical day is like for their actor or dancer. They write their
ideas in their notebooks.
• Give each group a piece of poster paper and several
sheets of plain paper. They copy their writing out neatly
and draw pictures to illustrate the text. They stick the text
and pictures on to the poster paper.
• Ask each group to present their work to the class.
Further practice
$ DVD, Unit 9 Cross-curricular video clip.
$ Teacher’s Resource CD-ROM, DVD section, Unit 9,
Cross-curricular worksheet. Notes and answers on CD-ROM.
07/12/2012 16:29
 Lesson 7   ​CB PAGE 92 and AB PAGE 119 and 120  ANSWERS
LISTENING AND SPEAKING
Lesson objectives
Listen for gist and for specific information
Act out a dialogue
Pronunciation: listen for word stress
Practise making and responding to suggestions
Language
Review: Why don’t we …? Let’s …; How about …?; Good
idea!; adjectives to describe films or people: scary,
romantic, boring, funny, cool, volcano
Extra: store (n), rent, half price
Materials
CD4 $ tracks 14–16; Unit 9 Grammar and everyday
language poster; scissors
Warmer
• Play a game of Jumble (see page 202) with adjectives to
describe films or people.
Lead-in
• Discuss films with the class. Ask What kinds of films do you
like? Why? What’s your favourite film?
Class Book
1 Listen and say what the advert is about.  $ 4•14
• Ask the children to look at the picture. Ask What are the
children doing?
• Tell the children that they are going to hear an advert.
They must listen to find out what the advert is about.
• Play the recording all the way through and check answer.
Transcript
In a world where people love film, Film World has the films
for you.
Coming soon … to a Film World DVD store near you … this
season’s new releases.
From 22nd September, rent the cartoon Kangaroo Police,
Certificate U, for just £1 a night.
From 30th September, enjoy the family comedies School on
the Moon and Dinosaur Wedding, Certificates PG, half price at
only £1.50.
And for the whole of October … ONLY FROM FILM WORLD
… rent two adventure films, and get one free.
Don’t miss The Jellyfish, Certificate 12 or Jungle Volcano II,
Certificate 15.
In a world of films, there is always Film World.
answer
The advert is about a video rental shop, Film World.
2 Listen again and complete the advert.  $ 4•14
• Focus the children’s attention on the advert at the top of
the page. Point out that some of the information is missing.
• Play the recording, pausing if necessary, for the children to
complete the missing information in their notebooks.
4006972 Ace TB5.indb 181
1  22nd  ​2  U  ​3  School  ​4  £1.50  ​5  October  ​6  15
3 Listen and read the dialogue.  $ 4•15  Which film
do Billy, Jilly and Milly choose?
• Ask the children to look at the films on the right-hand side
of the page. Explain that they must listen to the dialogue
to find out which film the children choose to rent.
• Play the recording while the children follow the words in
their books and find the correct picture.
ANSWER
1
CULTURE NOTES:  In the UK, films are classified as follows:
U (Universal – suitable for all ages); PG (Parental Guidance
– some scenes may be unsuitable for young children);
12 (used for videos only – only suitable for those 12
and over); 12A (12 Accompanied – under 12s must be
accompanied by an adult); 15 (only suitable for those 15
and over); 18 (only suitable for those over 18).
4 Look, listen and repeat.  $ 4•16
• Tell the children to look at the words in the Perfect
pronunciation box. Explain that in each of the words the
stress falls on the first syllable.
• Play the recording for the children to listen carefully to the
way the words are stressed.
• Play the recording again for the children to repeat chorally
then individually.
5 Listen to the dialogue again.  $ 4•15  Act out.
• Play the dialogue again for the children to follow the
words in their books and listen.
• Divide the class into groups of three to act it out.
• Ask some of the groups to act out the dialogue for the class.
6 Cut out and complete your fluency cards.
Practise in pairs.
• Ask the children to look at the Everyday language section
on the Grammar and everyday language poster for Unit 9
and draw attention to the everyday language for making
suggestions. Tell them that they will need this language
for the communication task.
• Ask the children to work in pairs, A and B. Tell the children to
turn to the back of their Activity Books and cut out the Unit 9
fluency cards. They write the film types below the pictures.
• The children show each other their cards. They make
suggestions about which film to watch until they find one
that they agree on.
• Go around the class as the children talk, helping and
correcting where necessary.
KEY COMPETENCE:   Competence in social skills and
citizenship
Knowing the correct language for making and responding
to suggestions enables the children to interact naturally in
a variety of social situations.
Further practice
$ Teacher’s Resource CD-ROM, Worksheet section, Unit 9,
Listening and Speaking. Notes and answers on CD-ROM.
Unit 9 181
07/12/2012 16:29
 Lesson 8   ​CB PAGE 93 and AB PAGE 90  Optional activity
• Ask the children to write a question about each of the
CULTURE AND READING dances. They swap work with a partner and answer
each other’s questions.
Lesson objectives
Read and understand texts about dances from
4 Listen.  $ 4•17  Which of the three kinds of dance
different countries
music do you like best?
Talk about which dance music you like best
• Tell the children that they are going to listen to the music
Understand the importance of not playing music too from the different dances. Play the recording to the class.
loudly in public
• Ask the children to think about which music they like best.
Regular review: using the past simple with time Play the recording a second time, if necessary.
expressions
KEY COMPETENCE:   Artistic and cultural competence
Language Dance and music are very important to the culture and
Review: present simple, musical instruments, colours; heritage of a country or region. By learning about different
coins, China, Chinese, India, music, play music dances and having the chance to listen to music that the
Extra: region, harvest, percussion, strings, hip, trumpet, dances are set to, the children gain insight into the culture
luck, emperor of the countries featured on the page.

Materials 5 Tell your partner.

CD4 $ track 17; Speak up poster • Ask a child to read the example in the speech bubble to
the class.
Warmer • Ask the children to work in pairs. They tell each other
• Play a mime game about musical instruments. Invite a which dance music they like best and why.
volunteer to the front of the class. Whisper the name of a • Ask some of the children to share their thoughts with
musical instrument to him/her and ask him/her to mime the class.
playing the instrument for the class to guess.
Vital values
• Repeat with other children.
• Focus the children’s attention on the Vital values feature
Lead-in and read the sentence with the class. Ask Why is it
• Discuss dance with the class. Ask individual children Do important not to play music loudly in public? How do you feel
you like dancing? Do you go to a dance class? Do you know when you hear loud music in public places?
any traditional dances?
Activity Book
Class Book 1 Read the texts on Class Book page 93 again.
1 Compare the photos in pairs. Make notes in the first three columns of the table.
• Ask the children to work in pairs to compare the photos. • Ask the children to read the texts about the different dances
Refer them to the section on Describing differences and again and complete the notes in the first three columns.
similarities on the Speak up poster. • Check the answers with the class. (Because the topics are
• Monitor the activity as the children talk. likely to be new to the children, allow for flexibility in the
• Ask some of the children to share their ideas with the class. children’s answers by encouraging a variety of responses
where possible.)
2 Read and match the texts and photos. ANSWERS
• Focus attention on the children’s photos and the Dance Bhangra Salsathe Ribbon
messages that they have posted. Tell the class that Billy,
Dance
Jilly and Milly want to know about traditional dances from
different countries, and Malkit, Marisol and Hong have Where and In the Punjab In Cuba in the In China
posted responses on Ace! Space. when it region in the 1920s thousands of
started 11th century years ago
• Ask the children to read the three texts quickly and match
each of them with a photo from Activity 1. Traditional Percussion Timbales: a An erhu and a
instruments and string kind of drum pipa
ANSWERS that are instruments from Cuba
1  Hong  ​2  Malkit  ​3  Marisol played
3 Read again and choose the best answer. Fact about Possible Possible They usually
• Before they read the text again, ask the children to read the dance answer: answer: use red
each sentence. They then read the texts and choose the Farmers did There are ribbons.
best answer for each sentence. this dance to many styles of
celebrate the salsa.
ANSWERS harvest.
1  a  ​2  a  ​3  a  ​4  b  ​5  c  ​6  b

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 2 Write notes about a dance from your country in
the last column of the table.
• The children think about a dance from their country and
fill in the last column of the table in Activity 1.
3 Match the sentences and complete with verbs in
the correct form.
• The children read and match the two halves of the
sentences. Then they complete the sentences with verbs
in the past simple.
• Check the answers with the class.
ANSWERS
1  d, built   2  a, came   3  b, danced   4  c, made
4 Complete the sentences.
• The children complete the sentences using the word
prompts in brackets.
• Check the answers with the class.
answers
1 In the 1940s, there was a World War.
2 In the 17th century, people didn’t have computers.
3 Many years ago, people hunted animals.
4 Around 2,500 BC, the Ancient Egyptians built the
Great Pyramid.
5 In 122 AD, the Ancient Romans finished Hadrian’s Wall.
5 Use your notes in the table to write about the
dance from your country.
• The children use their notes from the table in Activity 1 to
write about a dance from their country.
• They should write full sentences, in their notebooks, in
answer to the questions (1–3).
4006972 Ace TB5.indb 183
Lesson 9   ​CB PAGE 94 and AB PAGE 91 
WRITING AND PHONICS
Lesson objectives
Identify the features of a play
Understand how to use exclamation marks
Identify the spelling patterns of words ending with the
/ʃn/ sound
Write a short play
Language
Core: Lesson 1 theatre words; adjectives and prepositions;
have something done (have + object + past participle)
Review: talent show, stairs, play, light switch, hear/heard
Extra: attic, web, mend, sensation, magician, wand, cloak,
explosion, smoke, illusion, confusion, electrician, position,
politician, invention
Materials
CD4 $ tracks 18-19
Warmer
• Play Twenty twenty (see page 202) to review the theatre
words from Lesson 1.
Lead-in
• Ask the children what they remember about the playscript
in Lesson 1. Who were the characters? What happened?
• Tell the children that in this lesson, they are going to read
part of a playscript that Jilly has written.
Class Book
1 Read the playscript. What kind of play is it?
• Ask the children to read the three possible answers to the
question. They read the text quickly and decide which
kind of play Jilly has written.
• What do you think? What happens next? Before the children
move on to Activity 2, encourage them to read the
question on the top-right of the page and quickly scan the
text again. The children respond with their own answers.
ANSWER
c
2 Read the text again and answer the questions.
• The children read the playscript again, in more detail, and
write their answers to the questions.
ANSWERS
1  William and Betty   2  In Granny’s attic because they are
looking for Granny’s instruments.   3  It’s very dark and
scary.  4  Betty is nervous because she’s scared of the
dark.  5  Children’s own answers.   6  Jilly spelt musician
as musision. Because she confused the sound of the word
and the spelling.
• Now ask the children to look at the annotations on the left
of the text. Go through them with the class.
• Focus on the Punctuation box. Ask them to find examples
of sentences that end with exclamation marks.
Unit 9 183
07/12/2012 16:29
 3 Listen and read.  $ 4•18  How many jobs can
you find?
• Ask the children to look at the pictures under the poem
and tell you what they can see.
• Play the poem for the children to listen and follow the words
in their books and write down the jobs that they hear.
ANSWER
five: magician, electrician, musician, writer, politician
4 Listen and read again.  $ 4•18  Find and write the
words with the /ʃn/ sound.
• Write the word sensation on the board. Say the word with
the class and underline the part of the word that makes
the /ʃn/ sound.
• Play the recording for the children to listen and read again.
Pause where necessary for the children to write down the
words ending with the /ʃn/ sound in their notebooks.
• Play the recording again for the children to check answers.
ANSWERS
sensation, directions, invitation, magician, television,
explosion, illusion, confusion, conversation, electrician,
station, musician, fiction, position, politician, suggestions,
questions, inventions, collections
Activity Book
1 Listen and write the words in the correct
column.  $ 4•19
• Play the recording for the children to listen to the words
and write them in the correct columns.
Transcript
question, television, musician, magician, invitation, confusion,
technician, station, fiction, electrician, revision, explosion
answers
-tion:  question, invitation, station, fiction
-sion:  television, confusion, revision, explosion
-cian:  musician, magician, technician, electrician
2 Read the rest of Jilly’s playscript. Complete the
stage directions.
• The children read the rest of Jilly’s play. They complete the
stage directions by writing each phrase in the correct place.
answers
A  Suddenly the curtain opens.   ​B  William bravely takes
a step towards the curtain.   ​C  more nervously now   ​
D  Betty turns to go.   ​E  in a scary whisper
3 Read the playscript again. Underline and say
three words with the /ʃn/ sound.
• The children read the play again and underline the three
words that end with the /ʃn/ sound.
answers
television, fiction, question
4 Write a short playscript. Use adverbs and
stage directions.
• The children write a short play using the one from Activity
2 as a model. Remind them to use stage directions and
adverbs to show how people speak or do things.
184 Unit 9
4006972 Ace TB5.indb 184
Lesson 10   ​CB PAGE 95 and AB PAGES 92 and 113 
REVIEW
Lesson objectives
Review the unit vocabulary and grammar
Practise integrated skills
Language
Core: Lesson 1 theatre words; Lesson 5 behind the
scenes phrases; adjectives and prepositions; have
something done (have + object + past participle)
Review: worried, play
Materials
CD4 $ track 20; DVD Song 9/DVD Story 9; Unit 9
Grammar and everyday language poster
Warmer   ​DVD Song 9 / Story 9 
• Ask the children to vote on whether they would like to
watch the Unit 9 story or the Unit 9 song video again.
• Play the story or song on the DVD, depending on which
choice is the most popular.
Lead-in
• Tell the children that in this lesson they are going to
review all the vocabulary and grammar they have learnt
in Unit 9.
• Ask the children to open their books and look at the
school newsletter. Ask What’s in the newsletter this time?
Class Book
1 Finish the sentences with your ideas. Talk in pairs.
• Refer the children to the Grammar 1 section of the Unit 9
Grammar and everyday language poster and review the
use of adjectives and prepositions.
• The children read the beginnings of the sentences and
finish them so that they are true about themselves.
• Ask some of the children to read their sentences to
the class.
2 Look and say.
• Ask the children to look at the picture. Explain that the
children are doing different things for the Ace Show.
• The children work in pairs. They take turns to choose a
person and say what he/she is doing.
answers
Mr Tidy is building the set. Billy and Betty are rehearsing
the show. Milly is advertising the show. Miss London
is mending the costumes. Mr McMaster is testing the
sound. Jilly is writing the script. William is designing
the programme.
3 Look and say.
• Refer the children to the Grammar 2 section of the Unit
9 Grammar and everyday language poster and recap the
use of have something done.
• Focus on the pictures. Tell the children that they show the
things that happened on Charity Day.
07/12/2012 16:29
 • The children work in pairs. They take turns to say what answers
each person has had done. 1  Witches  ​2  actors  ​3  director  ​4  costumes  ​
• Check the answers with the class.. 5  musicians  ​6  violin  ​7  sound  ​8  Wednesday  
​9  4.30 pm
answers
1 Mr McMaster had his car washed. 3 Read and circle the correct answers.
2 Betty had her face painted. • The children read about the School Study Club and circle
3 Miss London had her hair styled. the correct word to go in each gap.
4 Mrs Bean had her vase mended.
• Check the answers with the class.
5 Mr Tidy had his boots cleaned.
6 Billy had his photo taken. answers
1  about  ​2  with  ​3  better  ​4  won’t  ​5  of  ​6  taking
4 Read, write and find the secret word.
• Focus on the puzzle. Tell the children that they need to 4 Write sentences about Miss London.
read the sentences and write down the letters to find the • The children put the words in the correct order to write
secret word. sentences about Miss London.
• Go around the class as the children work. Help where • Check the answers with the class.
necessary. answers
• Check the answers with the class. 1 She has her hair cut every month.
answers 2 She doesn’t like romantic films.
1  cast (c)   ​2  audience (i)   ​3  scenery (n)   ​4  director (d)   3 She writes the script for the school play.
​5  backstage (e)   ​6  curtain (r)   ​7  costumes (e)   ​ 4 She sings very beautifully.
8  lighting designer (l)   ​9  lines (l)   ​10  stage (a) 5 She has painted her house every year.
Secret word  Cinderella

KEY COMPETENCE:   Learning to learn

Word puzzles build on the children’s problem-solving
skills. In Activity 4, the children use their powers of
reasoning and make distinctions between similar words.
Ask the children which other word puzzles they enjoy
playing and how these puzzles help them to learn.

Activity Book
1 Write the opposites of the adjectives
and adverbs.
• The children read the list of adjectives and adverbs and
write the opposites.
• Check the answers with the class.
answers
1  late  ​2  bored  ​3  friendly  ​4  quickly  ​5  well  ​
6  sadly

2 Listen and complete.  $ 4•20

• Tell the children that they are going to hear Miss London
talking about the school play.
• Play the recording, pausing where necessary for the
children to complete the poster.

Transcript
Miss London  Hello boys and girls. We’re looking for pupils
to help us with the school play this year. It’s the Roald Dahl
classic The Witches. We need lots of help. First, we need
lots of actors! We also need someone to help me – I’m the
director. And we need people to make the costumes. Ah yes
– and we need some good musicians, especially people who
can play the violin or the flute. And of course we also need
people to help with the sound and the lighting. Rehearsals
for the actors will be on Wednesdays after school.
So if you’re interested in acting, the audition will be at 4.30
pm on 16th February.

Unit 9 185

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 Lesson 11   ​CB PAGE 95 and AB PAGE 93  Boy  What does it say about the casting?
CLASS PRESENTATION AND
SELF-EVALUATION
Lesson objectives
Prepare and act out a play
Consolidate learning from Unit 9
Evaluate your own progress
Language
Core: vocabulary and structures from Unit 9; advert, play
Materials
CD4 $ track 21
Warmer
• Play a memory game. Divide the class into teams. Read out
some questions about what happened in the unit for the
children to write down their answers, without looking in their
books. The teams get one point for each correct answer.
Lead-in
• Discuss with the class what the children have learnt in this
unit. Ask individual children What did you enjoy most? Why?
Class Book
1 Act out the play in Lesson 2.
• Tell the children to look at the photo. Ask What are the
children doing? Which characters can you see?
• Tell the children they are going to practise and act out the
play from Lesson 2. The children complete the activities in
their Activity Books before they act out the play.
Activity Book
1 Read about how to prepare for the performance
of your play. Read and write the headings.
• Focus attention on the text. Ask What is the text about?
• Ask the children to read the list of headings and scan
through the information in the boxes. They write the
headings in the correct places. Point out that they do not
need to read every word.
answers
1  Casting  ​2  Learning lines   ​3  Rehearsing  ​4  Performing
2 Circle the correct answers in the text below.
Listen and check.  $ 4•21
• Ask the children to read the text more slowly and circle
the correct answer from each pair of options.
• Tell the children that they are going to hear two children
talking about how to learn their lines, rehearse the show
and perform the show.
• Play the recording for the children to listen and choose
the correct answers from each pair of options.
Transcript
Boy  Have you read the leaflet on how to prepare a play?
Girl  Yes, it’s really useful.
186 Unit 9
4006972 Ace TB5.indb 186
Girl  Well, it says that you need to count the parts. Also, the
actors can colour the lines on their script once they have
their part.
Boy  It says here that we should learn our lines one sentence
at a time.
Girl  Yes, that’s better than doing all of it at the same time.
Boy  And we should always say the lines aloud when we
practise.
Girl  OK, and what about rehearsing?
Boy  Ah yes. We should rehearse in an area similar to the
stage.
Girl  That’s OK. This room is perfect.
Boy  And this is useful: try to remember the last words the
other actors say before you have to say your lines.
Girl  Hmm – good idea. I’ll do that. And what about the
performance?
Boy  Well, it says to remember to speak loudly, and also to
face the audience so that they can hear you more clearly.
Girl  OK – I’ll remember that!
ANSWERS
2  sentence, Always   ​3  similar, before   ​4  loudly, audience
3 Prepare your play. Perform in front of the class.
• Divide the class into two groups. Ask each group to cast the
characters in the play, following the instructions in part 1.
(There are 19 parts in the play, so some of the children will
need to play more than one character. The children may
also choose to have fewer than seven dwarfs!)
• Ask the children to learn their lines, following the advice in
part 2. Set a time limit of 10–15 minutes.
• Ask the children to rehearse the play. Set a time limit.
Where practical, the children should follow the advice
from part 3 as far as possible.
• Ask the children to read through the advice in part 4 again
and think about the things they can do.
• Invite the groups, one at a time, to come to the front of
the class and perform the play.
KEY COMPETENCE:   Artistic and cultural competence
Putting on the play is a fun, creative and rewarding way
to practise speaking. It builds confidence and gives the
children a sense of achievement. Ask the children how
they felt about putting on the play.
4 Look back at the unit. Read and tick ✓. Complete.
• Ask the children to look back at the work they have done
in the unit and complete the self-evaluation task in pairs.
• Go around the class as the children work. If possible, talk
to individuals about their work in the unit.
Homework
• Ask the children to look at the board. Ask Is there any
homework this time? (No) Why? (Because it’s the end of the
school year!)
NOTE:   The children are now ready to do the Unit 9 Test,
the Term 3 Test or the End of Year test. You will find the
tests on the Teacher’s Resource CD-ROM. $ Teacher’s
Resource CD-ROM, Test section, Unit 9 Test / Term 3 Test /
End of Year Test. Notes and answers on CD-ROM.
07/12/2012 16:29
 Revision
 1   ​M
Story
e r r y C h r s t m a s
Lesson 1    CB PAGES 96 and 97 and AB PAGE 94  Milly with their class) Frames 9–11: What do the children do
STORY AND LANGUAGE REVIEW
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 1–3
Language
Review: bugs words; in the garden words; TV
programmes; money words; materials words; Ancient
Rome: house and home words; present simple/
present continuous; zero conditional; comparative
and superlative adjectives with two or more syllables;
infinitives of purpose/adjectives + infinitive with to; be
made of (present and past simple); used to / didn’t use to;
ladybird, bird feeder, cartoon, quiz show, soap opera, money
box, stone, wood, pillar, fountain, look after
Extra: care home, carers, cracker, familiar
Materials
CD4 $ track 22
Warmer
• Play Smiley face (see page 201) with some of the core
vocabulary from Units 1–3.
Lead-in
• Ask the children if there are any old people in their family,
e.g. grandparents, aunts and uncles. Ask Where do they
live? What do they enjoy doing?
• Explain that in the UK, some old people live in their own
homes, some live with their families and some live in
care homes.
Care homes in the UK
CULTURE NOTES:  
Care homes provide 24-hour nursing support for people
who are no longer able to look after themselves. One
in five of people aged over 85 in the UK live in care
homes. (Source: http://netdoctor.privatehealth.co.uk/
healthinsurance/long-term-care-plans/long-term-care-
guide/facts-and-figures)
Class Book
1 Listen and read the story.  $ 4•22
• Ask the children to look at the pictures in the story.
Ask What do you think happens in the story? Encourage
predictions from different children around the class.
• Play the recording for the children to follow the words in
their books.
• Ask questions to check comprehension, e.g. Frame 1: What
are the children practising for? (the school Christmas show)
Frame 2: Where does Aunt Doris live? (in a care home) Frame
4: Do the people in the care home have a lot of visitors? (No,
they don’t.) Frame 8: Who visits the care home? (Billy, Jilly and
4006972 Ace TB5.indb 187
for the people in the care home? (They give them a present,
they pull crackers with them and they sing songs from their
Christmas Show.) Frame 12: Who is dressed up as Father
Christmas? (Mr McMaster)
• Ask the children if their predictions about the story
were correct.
Optional activity
• Divide the class into groups to act out the story. There
are 12 characters (Mrs Bean, Mr Bean, Billy, Jilly, Milly,
William, Betty, Miss London, Aunt Doris, Wilfred, Nancy
and Mr McMaster). The children can work in large
groups, with one child playing each role, or smaller
groups with each child playing more than one role.
• Ask some of the groups to come to the front of the
class and act out the story.
Optional activity
• Play a game of Categories (see page 201) using the names
of some of the vocabulary sets from Units 1–3 as headings.
Activity Book
1 Remember the story. Match the sentences with
the people in the story.
• Focus on the sentences and the pictures.
• Ask the children to match the sentences to the correct
pictures from memory.
• Ask the children to read the story on pages 96 and 97 of
their Class Books again to check their answers.
Answers
1  c  ​2  f  ​3  b  ​4  e  ​5  d  ​6  a
2 Answer the questions.
• The children read the questions and write their answers in
full, using vocabulary from Units 1–3.
Answers
1 The care home is made of stone.
2 He used to be a gardener.
3 give and to think about other people.
4 Billy made a bird feeder out of wood.
5 Because if they hang it near the fountain, Wilfred will be
able to see the birds through the window too.
6 Because she likes jokes.
3 Find two words from the story for each column.
Then think of four more words for each column.
• The children look at the story again. They find two words in
the story from each category and write them in the table.
• The children think of four more words from each category
to write in the table.
answers
Materials  stone/wood/metal  ​Insects  beetles, ladybird   ​
TV programmes  quiz show/cartoon/soap opera
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 Lesson 2    CB PAGES 96 and 97 and AB page 95  a presents; b an idea; c to the care home; d Aunt Doris;
STORY REINFORCEMENT AND PRACTICE
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 1–3
Language
Review: bugs words; in the garden words; TV
programmes; money words; materials words; Ancient
Rome: house and home words; present simple/
present continuous; zero conditional; comparative
and superlative adjectives with two or more syllables;
infinitives of purpose/adjectives + infinitive with to; be
made of (present and past simple); used to / didn’t use to ,
ladybird, bird feeder, cartoon, quiz show, soap opera, money
box, stone, wood, pillar, fountain, look after
Extra: care home, carers, cracker, familiar
Materials
CD4 $ track 22; Unit 1 Grammar and everyday language
poster; Unit 2 Grammar and everyday language poster
Warmer
• Describe a character from the story for the children to
guess, e.g. He’s the headmaster from the school. He dresses
up as Father Christmas. (Mr McMaster!)
Lead-in
• Ask the children to tell you all they can about the story
from Lesson 1. Prompt with questions if necessary.
Class Book
Listen and read the story.  $ 4•22  Answer the
teacher’s questions.
• Write the following questions on the board or display
them on the interactive whiteboard:
1  What does the care home look like?
2  Why do people live in a care home?
3  What does Wilfred love?
4  What is Milly’s idea?
5  What does Billy give Wilfred?
6  Who looks very familiar?
Read through the questions with the class.
• Ask the children to read the story again and write the
answers to the questions.
• Play the recording again for the children to check.
answers
1  It’s big and old and it’s made of stone. It’s got pillars.  
2  Because sometimes it’s difficult for people to live at
home. Some of the people are ill.   3  He loves plants and
birds.  4  She wants her class to visit the care home.  
5  A bird feeder.   6  Father Christmas looks very familiar!
1 Match.
• With books closed, write the following list of verbs and
phrases on the board:
1 visit; 2 meet; 3 have; 4 go; 5 pull; 6 tell; 7 sing; 8 give
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4006972 Ace TB5.indb 188
e a song; f a cracker; g Aunt Doris’ friends; h a joke
• Ask the children to work in pairs to match each verb with
its corresponding phrase.
answers
1  d  ​2  g  ​3  b  ​4  c  ​5  f  ​6  h  ​7  e  ​8  a
2 Write the story. Use the past simple.
• Tell the children that they are going to use the phrases
from Activity 1 to write the story. Explain that when we
write a story, we usually use the past simple.
• Point to the first verb in the story. Ask What’s the past
simple form of ‘practise’? (practised) What sentence can we
write? (The children practised for the Christmas Show.)
• Ask the children to write the rest of the sentences in pairs.
3 Write a Christmas joke.
• Ask the children if they have crackers with jokes inside at
Christmas. Tell the children that they are going to write
some jokes about Christmas.
• Write the jumbled jokes on the board, with their punch
lines in brackets:
1  do / What / school? / elves / at / learn (The elf-abet!)
2  write? / Which / can / bird (A pen-guin!)
3  wife / is / called? / Father Christmas’ / What (Mary Christmas!)
• Go around the class as the children write the jokes.
• Check the answers: ask some of the children to read the
jokes for the class to say the punch line.
answers
1 What do elves learn at school?
2 Which bird can write?
3 What is Father Christmas’ wife called?
Activity Book
4 Look and write sentences.
• The children look at the pairs of pictures and the ticks
in order to write sentences comparing the two things.
Display the Unit 2 Grammar and everyday language
poster if necessary.
answers
1 Plants and animals are more interesting than
documentaries.
2 Christmas presents are more interesting than
Christmas crackers.
3 Books are more educational than TV.
4 Cartoons are funnier than jokes.
5 Match and write the correct form of the verb.
• The children match the two halves of the zero conditional
sentences. They then fill the gaps with the correct form
of the verbs in the box. Display the Unit 1 Grammar and
everyday language poster and point to the Grammar 2
section for support while they work, if necessary.
answers
1  c, makes   ​2  a, become   ​3  e, fall   ​4  b, grows   ​
5  d, laugh
6 Answer the questions about you.
• The children read the questions and answer them
about themselves.
07/12/2012 16:29
  2   ​T h e S p r n g F a r
Revision
Story
Lesson 1    CB PAGES 98 and 99 and AB PAGE 96  Optional activity
STORY AND LANGUAGE REVIEW
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 4–6
Language
Review: adjectives to describe people; types of book
words; adventure sports words; words for equipment
and clothing for adventure sports; everyday objects
words; adjectives to describe objects; past simple/past
continuous; past simple with wh– questions; verb +
infinitive with to / verb + object + infinitive with to; modal
verbs of obligation; present perfect; relative pronouns;
study, generous, cheerful, energetic, spy novel, annuals,
joke book, karting, skateboarding, goggles, flippers, fridge,
vacuum cleaner, toaster, dirty, wet, paint, find/found, run/
ran, knee pads, wear, run
Extra: No problem, smoothie, second hand, fancy dress,
mayor, lead, stall
Materials
CD4 $ track 23; Unit 4 Grammar and everyday
language poster
Warmer
• Play The alphabet game (see page 201) to review the
vocabulary the children have learnt in Units 4–6.
Lead-in
• Discuss fairs with the class. Ask Do you ever go to fairs?
What happens there? What can people do or buy there?
Class Book
1 Listen and read the story.  $ 4•23
• Ask the children to look at the pictures in the story.
Ask What do you think happens in the story? Encourage
predictions from different children around the class.
• Play the recording for the children to follow the words in
their books.
• Ask questions to check comprehension, e.g. Frame 1:
What is the invitation for? (the Ace School Spring Fair) Frame
2: What is Milly going to do? (She’s going to help Miss Sporty
to teach skateboarding.) Frame 3: What is Billy going to do?
(He’s going to help William make smoothies.) Frame 4: What
is Jilly going to do? (She’s hoping to help Miss London on
the second hand book stall.) Frame 5: Is Jilly going to dress
up? (No, she isn’t.) Frame 7: Why does Bongo start to run?
(Because he sees a squirrel.) Frame 10: Was Jilly wearing a wig
when she arrived? (No, she wasn’t.) Frame 12: Who wins the
fancy dress competition? (Jilly and Bongo)
• Ask the children if their predictions about the story
were correct.
4006972 Ace TB5.indb 189
• Divide the class into groups to act out the story. There are
12 characters (Mrs Bean, Mr Bean, Billy, Jilly, Milly, Mr Tidy,
William, Betty, Miss London, a male teacher, the mayor
and Mr McMaster). The children can work in large groups,
with one child playing each role, or smaller groups with
each child playing more than one role.
• Ask some of the groups to come to the front of the
class and act out the story.
Optional activity
• Play a game of Stand up if it’s true (see page 202) with
sentences about the story.
Activity Book
1 Read and write True or False.
• The children read the sentences and write True or False
from memory.
• Ask the children to read the story on pages 98 and 99 of
their Class Books again to check their answers.
Answers
1  True  ​2  False  ​3  True  ​4  True  ​5  True  ​6  True
2 Order and write the Wh– questions about the
story. Answer the questions.
• The children write Wh– questions in the past simple using
the word prompts.
• They write the answers to the questions. Display the Unit
4 Grammar and everyday language poster and point
to the Grammar 2 section for support while they work,
if necessary.
answers
1 What did Billy decide to make? smoothies
2 What did Miss London ask Jilly to bring? some old
books to sell
3 Who did Mr McMaster invite to the fair? the mayor
4 Why did Bongo stop chasing the squirrel? Because it
climbed up a tree.
3 Find and write ten adjectives from the story.
• The children find ten adjectives from the story in the grid.
They circle the adjectives and write them in their books.
answers
generous, wet, dirty, skilful, tall, funny, easy, energetic,
old, cheerful
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07/12/2012 16:29
 Lesson 2    CB PAGES 96 and 97 and AB PAGE 97  • Now ask the children to look at the recipe for the
STORY REINFORCEMENT AND PRACTICE
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 4–6
Language
Review: adjectives to describe people; types of book
words; adventure sports words; words for equipment
and clothing for adventure sports; everyday objects
words; adjectives to describe objects; past simple/past
continuous; past simple with wh– questions; verb +
infinitive with to / verb + object + infinitive with to; modal
verbs of obligation; present perfect; relative pronouns;
study, generous, cheerful, energetic, spy novel, annuals,
joke book, karting, skateboarding, goggles, flippers, fridge,
vacuum cleaner, toaster, dirty, wet, paint, find/found, run/
ran, knee pads, wear, run
Extra: No problem, smoothie, second hand, fancy dress,
mayor, lead, stall
Materials
CD4 $ track 23; Unit 5 Grammar and everyday language
poster; Unit 6 Grammar and everyday language poster
Warmer
• With books closed, ask the children Which characters were
in the story? Brainstorm a list and write it on the board.
• Ask the children if they can remember one thing each
character said.
Lead-in
• Ask the children to tell you all they can about the story
from Lesson 1. Prompt with questions if necessary.
Class Book
Listen and read the story.  $ 4•23  Answer the
teacher’s questions.
• Write the following sentences on the board or display
them on the interactive whiteboard:
1  The children have got an invitation for Mr and Mrs Bean.
2  Dad wants to learn to skateboard.
3  Billy is going to make fruit juice.
4  Bongo can run around the fair.
5  Jilly and Bongo look like pirates.
Read the sentences with the class.
• Play the recording again for the children to follow the
story in their books.
• The children write True or False in their notebooks for each
sentence.
answers
1  True  ​2  True  ​3  False  ​4  False  ​5  False
1 Say invitation or recipe.
• Focus on the invitation in Frame 1 of the story. Ask
questions, e.g. When is the school fair? What can you do
there? What are the prizes in the raffle?
190 Revision story 3
4006972 Ace TB5.indb 190
blueberry smoothie in Frame 3. Ask What do you need to
make the smoothie? How do you make the smoothie?
• Call out the words, phrases and sentences below one at a
time. The children respond by saying invitation or recipe:
1 Ingredients ; 2 The Ace School invites you …; 3 Raffle; 4 1
banana; 5 Method; 6 Fancy dress competition; 7 Saturday 1st
May; 8 To serve, pour into tall glasses.
answers
1  recipe  ​2  invitation  ​3  invitation  ​4  recipe  ​5  recipe  ​
6  invitation  ​7  invitation  ​8  recipe
2 Complete the sentences about the story.
• Write the following gapped questions on the board or
display them on the interactive whiteboard:
1  Jilly was selling books when … (Frame 7)
2  Milly was teaching skateboarding when … (Frame 9)
3  Billy and William were making smoothies when …
(Frame 11)
4  The mayor was giving prizes when … (Frame 12)
• Ask the children to look at the first sentence and Frame
7 of the story. Say How can we finish this sentence? (Bongo
saw a squirrel.)
• Ask the children to work in pairs to complete the rest of
the sentences.
possible answers
1  Bongo saw a squirrel.   ​2  Bongo ran through the
skateboarders.  ​3  Bongo ran past the smoothie stall.   ​
4  the squirrel climbed a tree and Bongo stopped.
Activity Book
4 Look and and write sentences using just and
the verbs below.
• The children look at the pictures and write sentences
about what the people have just done. Display the Unit 6
Grammar and everyday language poster and point to the
Grammar 1 section for support, if necessary.
answers
1  He’s just made a smoothie.   ​2  She’s just painted a
picture.  ​3  She’s just won a competition.   ​4  He’s just
bought a book.   ​5  He’s just taken a photo.   ​6  They have
just played tennis.
5 Look at the notice from the spring fair. Write
sentences using must, mustn’t or don’t have to.
• The children look at the notice and write the rules for each
picture using must, mustn’t or don’t have to. Display the
Unit 5 Grammar and everyday language poster and point
to the Grammar 2 section for support while they work,
if necessary.
answers
1  You must wear a helmet for skateboarding.   ​
2  You mustn’t ride a bike.   ​3  You don’t have to wear
fancy dress.   ​4  You must put your rubbish in the bin.   ​
5  You don’t have to bring a cake.   ​6  You must not enter
the school.
6 Write an invitation to a fair at your school.
• The children write an invitation for a fair at their school
using the model provided.
07/12/2012 16:29
  3   ​S c h o o l Tr p
Revision
Story
Lesson 1    CB PAGES 100 and 101 and AB PAGE 98  Optional activity
STORY AND LANGUAGE REVIEW
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 7–9
Language
Review: adjectives to describe places; phrasal verbs;
food words, words for countries and nationalities; theatre
words; behind the scenes phrases; present perfect;
will/won’t; too much / too many / enough; present simple
passive; adjectives and prepositions; have something done
(have + object + past participle); crowded, noisy, get on,
run out of, look after, oil, garlic, France, French, audience,
costumes, cast, pyramid, find/ found, wear, run
Extra: tunnel, we’re about here, Phew! heights, pyramid,
ordinary, never mind
Materials
CD4 $ track 24
Warmer
• Play Bingo! (see page 201) with some of the core
vocabulary from Units 7–9.
Lead-in
• Ask individual children around the class Have you ever been
to France? What did you see there? What food did you eat?
• Tell the class that the story in this lesson is about a school
trip to France.
Class Book
1 Listen and read the story.  $ 4•24
• Ask the children to look at the pictures in the story.
Ask What do you think happens in the story? Encourage
predictions from different children around the class.
• Play the recording for the children to follow the words in
their books.
• Ask questions to check comprehension, e.g. Frame 2:
What does Miss London give the children? (a quiz about
Paris) Frame 4: Where are the children? (in the tunnel)
Frame 5: What day is it? (14th July – Bastille Day) Frame 6:
Is Betty happy? Why? / Why not? (No, she isn’t. She’s scared
of heights.) Frame 8: What do the children have for lunch?
(toasted bread and French onion soup) Frame 10: Why are
the people in funny clothes? (They’re the cast of a show.
They’re wearing costumes.) Frame 11: Have the children
finished the quiz? (No, they haven’t.) Frame 12: Do the
children find the answer to Question 2? (Yes, they do.)
• Ask the children if their predictions about the story were
correct. Tell the children that they will do the quiz later in
the lesson.
4006972 Ace TB5.indb 191
• Divide the class into groups to act out the story. There
are 7 characters (Mrs Bean, Billy, Jilly, Milly, William, Betty
and Miss London). If the class doesn’t divide exactly,
some children can have more than one role.
• Ask some of the groups to come to the front of the
class and act out the story.
Optional activity
• Ask the children to close their books. Play a game
of Smiley sentence (see page 202) with some of the
sentences from the story.
Activity Book
1 Write the answers to the six Paris Quiz questions
on Class Book page 100.
• Focus on the quiz on page 100 of the Class Book. Ask the
children to read through all of the questions.
• The children read the story again and write their answers
to the questions in their books.
• Check the answers with the class.
Answers
1  The Channel Tunnel   ​2  fireworks  ​3  The Eiffel Tower   ​
4  French onion soup   ​5  The Louvre Museum   ​
6  Edmond Rostand
2 Answer the questions.
• The children read the questions and write the answers
from memory.
• Check the answers with the class.
answers
1 They will phone Mrs Bean.
2 They go on the train in the Channel Tunnel.
3 They answer Question 3.
4 Betty is scared of heights.
5 toasted bread and French onion soup
6 It’s made of glass.
3 Look and write the adjectives.
• The children look at the pictures and complete the
sentences with the correct adjectives from the story.
answers
1  scared  ​2  famous  ​3  excited  ​4  good  ​5  tall  ​
6  crowded
Revision story 3 191
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 Lesson 2    CB PAGES 100 and 101 and AB PAGE 99  • Ask the children to work in pairs. They take turns to ask
STORY REINFORCEMENT AND PRACTICE
Lesson objectives
Read and understand a story
Review vocabulary and language from Units 7–9
Language
Review: adjectives to describe places; phrasal verbs;
food words, words for countries and nationalities; theatre
words; behind the scenes phrases; present perfect;
will/won’t; too much / too many / enough; present simple
passive; adjectives and prepositions; have something done
(have + object + past participle); crowded, noisy, get on,
run out of, look after, oil, garlic, France, French, audience,
costumes, cast, pyramid, find/found, wear, run
Extra: tunnel, we’re about here, Phew! heights, pyramid,
ordinary, never mind
Materials
CD4 $ track 24; a watch or timer; Unit 7 Grammar and
everyday language poster; Unit 8 Grammar and everyday
language poster
Warmer
• Play a game of Wrong word (see page 202) with the story
from last lesson.
Lead-in
• Ask the children to tell you all they can about the story
from Lesson 1. Prompt with questions if necessary.
Class Book
Listen and read the story.  $ 4•24  Answer the
teacher’s questions.
• Write the following sentences on the board or display
them on the interactive whiteboard:
1  The children are going on a school trip to . 5 I’ve seen fireworks on Bastille Day.
2  Jilly is excited the trip.
3  It’s noisy and because it’s Bastille Day.
4  The Eiffel Tower has got a lot of . 5 Complete the sentences using too much, too
5  The toasted bread is . many or enough.
6 The is made of glass.
7  You can see in the sky at night on 14th July.
• Play the recording again for the children to follow the
story in their books.
• The children write the missing words for each sentence.
answers
1  Paris  ​2  about  ​3  crowded  ​4  steps  ​5  delicious  ​
6  pyramid  ​7  fireworks
1 Have you ever done the things in the story? Talk
to your partner.
• Ask the class What have the children done in Paris? Elicit a
list of things and write it on the board, e.g. The children
have … travelled through the Channel Tunnel; climbed to the
top of the Eiffel Tower; eaten French onion soup.
192 Revision story 3
4006972 Ace TB5.indb 192
each other whether they have done the activities, using
questions with Have you ever …?
• Ask some of the children to report back to the class, e.g.
(Manuela) has eaten toasted bread, but she’s never eaten
French onion soup.
Optional activity
• Ask the children to write a diary entry for Billy, Jilly or Milly
about all the things they’ve seen and done in Paris.
2 Write a quiz. 
• Divide the class into two groups. Ask the children to work
together to write six questions about the course this year.
The questions can be about the story, the topics or any of
the language points in their Class Books.
• Give each of the groups a large piece of paper and set a
time limit of about 20 minutes.
• Use a watch or timer to time 20 minutes.
• Go around the class as the children work, helping
and checking.
• When the time is up, ask the children to swap papers
with the other group. Ask the children complete each
other’s quizzes.
Activity Book
4 Milly has written in her diary about the new
things she has done. Write sentences.
• The children look at the phrases in the box and write
sentences about the new things that Milly has done.
Display the Unit 7 Grammar and everyday language
poster and point to the Grammar 1 section for support
while they work, if necessary.
answers
1 I’ve seen the pyramid outside the Louvre Museum.
2 I’ve eaten French onion soup.
3 I’ve climbed to the top of the Eiffel Tower.
4 I’ve been in the Channel Tunnel.
6 I’ve answered the questions in the Paris Quiz.
• The children look at the pictures and complete the
sentences with too many, too much or enough.
• Display the Unit 8 Grammar and everyday language
poster and point to the Grammar 1 section for support
while they work, if necessary.
answers
1  too many   ​2  too much   ​3  enough  ​4  enough  ​
5  too many   ​6  too much
6 Answer the questions about you.
• The children read the questions and answer them about
themselves.
07/12/2012 16:29
 C h r stm a s
9   ​C r a c k n g
Lesson 1    CB PAGE 102 and AB PAGE 100  Text B answers
CULTURE, READING AND WRITING
Lesson objectives
Become familiar with Christmas in the UK and Australia
Identify different text types
Read and understand a diary entry or a postcard
Compare Christmas in the UK to Christmas in your country
Language
Core: decorate, carol singing, turkey, sprout, Christmas
pudding, crackers, plum pudding
Review: weather, every day, swim, wear
Warmer
• Discuss if and how Christmas is celebrated in the
children’s own countries. Ask What do you do on Christmas
Eve / Christmas Day? What special food do you eat? What
other Christmas traditions do you have?
• Tell the children that in today’s lesson they are going to
learn about Christmas in the UK and Australia.
Lead-in
• Ask the children to look at the pictures at the bottom of
the page and describe what they see.
Class Book
1 Look and find these text types.
• Read through the text types with the class and check that
the children understand what they mean.
• Remind the children that they should look at the texts and
use visual clues, such as layout, to help them find the text
types, rather than reading. The children match them to
the text types.
ANSWERS
A  a diary entry   ​B  a postcard
2 Work in pairs (A and B). Read your text and
answer the questions.
• Divide the class into pairs, A and B. Ask child A to read
text A (Billy’s diary entry) and child B to read text B
(Betty’s postcard).
• The children read the questions and answer them about
the texts they have read.
text a answers
1  Billy wrote the text. He is in the UK.   ​2  2  3  They
decorate the tree and they go carol singing.   4  They
celebrate Christmas on 25th December.   5  They see
family, have a big lunch and open presents.   6  They eat
turkey, potatoes, carrots, sprouts and gravy. They have
Christmas pudding for dessert.   7  The weather is cold
(and sometimes snowy) at Christmas.   8  They have
another family meal with their auntie, uncle and cousins.
4006972 Ace TB5.indb 193
1  Betty wrote the text. She is in Australia.   ​2  1  3  They
finish school for the summer holidays.   4  They celebrate
Christmas on 25th December.   5  They go to the beach
and have a barbecue.   6  They eat turkey (cooked on the
barbecue) and have plum pudding for dessert.   7  The
weather is very hot at Christmas.   8  They go to the beach
and swim in the sea.
3 Compare your answers in pairs.
• Ask the children to stay in their pairs. They look at the
questions together and take turns to read their answers to
each other.
KEY COMPETENCE:   Artistic and cultural competence
Food and festivals are an important part of a country’s or
culture’s identity. Learning about how and when different
festivals are celebrated expands the children’s awareness
of other cultures and generates interest in them. Discuss
the children’s answers to the activity. Ask if they learnt
anything that surprised them.
4 Say how Christmas in your country is similar and
different to Christmas in these countries.
• Ask a volunteer to read the speech bubble to the class.
• Ask the children to think about the similarities and
differences between Christmas in their country and the
countries that they have read about.
• Ask the children to work in pairs. They take turns to say
sentences comparing Christmas in their country with
Christmas in the UK or Australia.
Activity Book
1 Read and complete.
• The children read the text and complete it with the words
in the box.
ANSWERS
1  different  ​2  singing  ​3  early  ​4  potatoes  ​5  pull  ​
6  Eve  ​7  open  ​8  Day  ​9  summer  ​10  beach
2 Write sentences about Christmas in your country.
• The children use the verbs in brackets to write sentences
about Christmas in their own country.
3 Complete the Christmas crossword.
• The children read the clues and write their answers in the
crossword grid.
Answers
1  Boxing  ​2  pudding  ​3  crackers  ​4  presents  ​5  trees  ​
6  carrots  ​7  Eve  ​8  olives  ​9  turkey  ​10  gravy
Further practice
$ Teacher’s Resource CD-ROM, Festivals section, Christmas
worksheet. Notes and answers on CD-ROM.
Festivals 193
07/12/2012 16:29
 Lesson 2
REVIEW AND PRACTICE
Lesson objective
Review and practise vocabulary related to Christmas
Review Christmas in the UK and Australia
Language
Core: decorate, carol singing, turkey, sprout, Christmas
pudding, crackers, plum pudding
Review: weather, every day, swim, wear
Materials
a piece of paper for each group; a rectangular-shaped
piece of paper/card for each pupil
Warmer
• Play Wrong word (see page 202) using the information
from the texts on Class Book page 102.
Lead-in
• Divide the class into two groups and give each of the
groups a piece of paper. Ask one group to write down as
much as they can remember about Christmas in the UK
and the other to write as much as they can remember
about Christmas in Australia.
• Ask one person in each group to read out what they
have written. Then ask the children to look back at the
texts on Class Book page 102 to see how much they
have remembered.
1 Read texts A and B again. Listen and say Billy
or Betty.
• Ask the children to read the diary and the postcard on
page 102 of their Class Books again. Answer any new
questions that the children may have.
• Read the sentences below, pausing between each one for
the children to say Billy or Betty.
1  They decorated a tree on Christmas Eve.
2  They spent Christmas with their uncle and auntie.
3  They had plum pudding after Christmas lunch.
4  They got up early on Christmas morning.
5  They had curry on Boxing Day.
6  They saw Santa Claus.
ANSWER
1  Billy  ​2  Betty  ​3  Betty  ​4  Billy  ​5  Billy  ​6  Betty
2 Answer the questions about Christmas in
your country.
• Write the following questions on the board or display
them on the interactive whiteboard:
When do you celebrate Christmas in your country?
What do you do before Christmas?
Who do you see at Christmas?
What special food do you eat?
What other traditions do you have?
• Ask the children to write answers to the questions.
• Go through the activity with the class.
194 Festivals
4006972 Ace TB5.indb 194
3 Imagine you are a boy or girl living in another
country. Answer the questions from Activity 2 for
him or her.
• Ask the children to think about Christmas in other
countries that they know about. They have learnt about
Christmas in the UK and Australia, but they may have
knowledge of Christmas in other countries too.
• Ask the children to choose one of the countries. They
pretend that they are a child living there and write their
answers to the questions from Activity 2.
• Go around the class as the children write, helping
where necessary.
• Discuss the activity with the class. If any of the children
choose countries other than the UK or Australia, ask them
to read out their answers.
4 Write a diary entry about Christmas in your
country or a postcard about Christmas in
another country.
• Ask the children to look at the diary entry on page 102
of the Class Book again. Ask How do you set out a diary
entry? (You write the date at the top, and if you wish, write
Dear Diary on the next line. You lay out your writing in
paragraphs below.)
• Look at the postcard together. Ask How do you set out
a postcard? (The postcard is laid out in two columns.
You write the date at the top, on the left. You begin the
postcard with Dear, Hi or Hello and then set out your
writing in paragraphs. You sign your postcard at the end.
If you’ve forgotten something you write P.S. and add
another sentence. You write the address of the person you
are sending the postcard to on the right).
• Tell the children that they are going to write a diary
entry about Christmas in their country or a postcard
about Christmas in another country. Give each pupil a
rectangular-shaped piece of paper or card.
• The children write their diary entries or postcards, using
the relevant text from page 102 of their Class Book as a
model. Go around helping and checking where necessary.
• Ask some of the children to read their diary entries or
postcards to the class.
Optional activity
• Collect in the children’s work from Activity 4 and display
it on the wall. Ask the children to walk around the room,
reading each other’s diary entries and postcards. When
they have finished, ask different children which piece of
work they found most interesting and why.
07/12/2012 16:29
 n t R e d N ose D a y
9  ​Rad a
Lesson 1    CB PAGE 103 and AB PAGE 101  Text B answers
CULTURE, READING AND WRITING
Lesson objectives
Become familiar with Red Nose Day
Read and understand a thank you letter and a
newspaper article
Talk about things you could do for Red Nose Day
Language
Core: red nose, funny, charity, raise, sponsored silence, talent
show, wear/wore
Review: talent show, wear/wore
Extra: reports, pyjamas, night clothes, baked beans, mini
bus, clown, gate, bucket
Materials
Speak up poster
Warmer
• Ask the children to work in pairs. They take turns to ask
and answer the questions: What makes you laugh? Why?
Lead-in
• Ask the children if they have ever done anything to raise
money for charity. What did they do? How much money
did they raise?
Class Book
1 Look at the photos. Describe what you can see.
• Ask the children to work in pairs. They describe what
they can see and compare the photos. Refer them to the
section on Describing differences and similarities on the
Speak up poster.
2 Read the introduction and check your ideas.
• Ask the children to read the text about Red Nose Day.
• Discuss the text with the class. Ask What happens on Red
Nose Day? Why do people do funny things? What happens to
the money? Check the children’s predictions.
3 Work in pairs (A and B). Read your text and
answer the questions.
• Divide the class into pairs, A and B. Ask child A to read
text A (the thank you letter) and child B to read text B (the
newspaper report).
• The children read the questions and answer them about
the texts they have read.
text a answers
1  It’s a thank you letter.   2  It’s about Class 5A.   3  They did
two activities.   4  They wore pyjamas to school and they
did a sponsored silence.   5  They raised £31.42
4006972 Ace TB5.indb 195
1 It’s a newspaper report.
2 It’s about Mr McMaster, Miss London and Mr Tidy.
3 They did five activities.
4 Mr McMaster sat in a bath of baked beans. Miss London
wore a red wig all day and sang songs at lunch time. Mr
Tidy joined in with the singing and collected money in a
bucket, dressed as a clown.
5 They raised £85.
4 Compare your answers in pairs.
• Ask the children to stay in their pairs. They look at the
questions together and take turns to read their answers.
5 Say which funny activities your class could do for
Red Nose Day.
• Ask the children to think about funny things they could
do to raise money for charity.
• Ask the children to work in pairs. They take turns to tell
each other things they could do to for Red Nose Day.
KEY COMPETENCE:   Competence in social skills and
citizenship
Through the activities in this lesson, the children learn
about raising money to help those who are less fortunate
than themselves. Ask the class Why is it important to raise
money for charity? Encourage a range of answers.
Activity Book
1 These children all raised money on Red Nose
Day. Complete with the verbs in the past simple.
Then match.
• The children complete the sentences with the past simple
form of the verbs in the box.
• They then match the speech bubbles to the correct pictures.
ANSWERS
1  wore  ​2  sold  ​3  organized  ​4  didn’t take   ​
5  washed  ​6  made
a  3  b  1  c  6  d  2  e  4  f  5
2 It’s Red Nose Day today. Write three things you’re
going to do to raise money.
• The children think of three things they could do to raise
money for Red Nose Day and write them down.
3 Look and find ten things that can be red.
• The children look at the pictures and circle the words in
the grid. The words may appear horizontally, vertically
or diagonally.
Answers
raspberry, strawberry, tomato, heart, cherries, ladybird,
bus, nose, chilli, T-shirt
Further practice
$ Teacher’s Resource CD-ROM, Festivals section,
Red Nose Day worksheet. Notes and answers on CD-ROM.
Festivals 195
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 Lesson 2
REVIEW AND PRACTICE
Lesson objectives
Review and practise vocabulary related to Red Nose Day
Review Red Nose Day
Language
Core: do a sponsored silence, wear a red nose, put money in
a bucket, sit in a bath of baked beans, sing pop songs, put a
red nose on your car
Review: I’d like/love/hate to …; I wouldn’t like to …
Extra: reports, pyjamas, night clothes, baked beans, mini
bus, clown, gate, bucket
Materials
poster paper
Warmer
• Play Smiley face (see page 201) with the core vocabulary
from Lesson 1.
Lead-in
• Ask the children what they can remember about Lesson
1. Ask What happens on Red Nose Day? What did Class 5A
do for Red Nose Day? What did Miss London / Mr McMaster /
Mr Tidy do?
1 Look at the Red Nose Day activities. Complete
them with the correct verbs.
• Write the following gapped Red Nose Day activities on the
board, or display them on the interactive whiteboard:
1  a sponsored silence
2  a red nose
3  money in a bucket
4  in a bath of baked beans
5  pop songs
6  a red nose on your car
• Ask the children to work in pairs. They copy down each
phrase in their notebooks and complete it with the
missing verbs.
ANSWERS
1  do  ​2  wear  ​3  collect  ​4  sit  ​5  sing  ​6  put
2 Which activity would you like to do most and
least? Number the activities.
• Ask the children to read through the activities and think
about which ones they would like to do most and which
ones they would least like to do.
• Ask the children to rank the activities in order of
preference, 1 being the one they would most like to do
and 6 being the one they would least like to do.
196 Festivals
4006972 Ace TB5.indb 196
3 Compare your answers with your partner. Talk
about the activities you would/wouldn’t like to do.
• Rank the activities in order of your preference on the
board. Point to your number 1 activity and say I’d love to
(sing pop songs). Point to number 2 and say I’d like to (wear
a red nose).
• Write the phrases on the board.
• Point to number 4 or 5 and say I wouldn’t like to (do a
sponsored silence). Then point to number 6 and say I’d hate
to (sit in a bath of baked beans)!
• Write these phrases on the board.
• Ask the children to work in pairs. They show each other
their lists and take turns to tell each other about the
activities they’d love/like/dislike and hate to do using the
sentences on the board to help them.
• Go around the class, helping where necessary.
• Ask some of the children to share their opinions with
the class.
4 Work in groups. Plan Red Nose Day at your school.
• Tell the children to imagine that they are going to
organize Red Nose Day at their school. Write the following
table (or as appropriate for your school’s typical timetable)
on the board and ask the children to copy it into
their notebooks.
At the school gates
Lesson 1
Break time
Lesson 2
Lunchtime
Lesson 3
After school
• Ask the children to think about how they might complete
the table. Point out that they can include activities for
teachers as well as the children. Suggest, or elicit, that
lunchtime and break time might be a good idea for
doing more active things, such as a sponsored sports
match or game, and lesson times would be good for
quieter activities.
• Elicit some suggestions for different times of the day and
write them in the table as examples.
• Divide the class into small groups. Ask the children to
decide as a team which activities they are going to do at
which times and then write them in the table.
• Go around the class as the children are working, helping
and checking.
• Give each team a piece of poster paper. Ask the children
to copy out their timetables clearly and neatly.
• Ask each group to present their Red Nose Day plans to
the class.
Optional activity
• Organize a charity event, perhaps your own version of
Red Nose Day, using the children’s ideas from Activity 4.
07/12/2012 16:29
 9  ​
M e r r y M a y D a y
Lesson 1    CB PAGE 104 and AB PAGE 102  text B answers
CULTURE, READING AND WRITING
Lesson objectives
Become familiar with different May Day traditions
Identify different text types
Read and understand a poem or an online chat
Talk about which May Day tradition you’d like to try
Language
Core: Morris dancing, May Day, maypole, well
Review: gold, music, find/found, village, wear/wore
Extra: belt, bell, stick, accordion, dew, decorate, May Queen,
crown, lift (v)
Warmer
• Ask the children if they have any special spring time
traditions in their country. What are they?
Lead-in
• Ask the children to look at the photos at the top of the
page and describe what they see.
Class Book
CULTURE NOTES:   May Day
In the UK, there is a May Day bank holiday every year
on the first Monday in May. Traditions associated with
May Day include crowning a May Queen and dancing
around a maypole. They hold ribbons attached to the
maypole and dance in a circle, weaving in and out of
each other to make plaited patterns. Morris dancing also
has connections with May Day. The Morris dance is a
traditional English folk dance performed by men wearing
bells around their lower legs and coloured belts or braces.
1 Look and find these text types.
• Read through the text types with the class and check that
the children understand what they mean.
• Remind the children that they should look at the texts and
use visual clues, to help them find the text types, rather
than reading. The children match them to the text types.
ANSWERS
A  online chat   ​B  poem
2 Work in pairs (A and B). Read your text and
answer the questions.
• Divide the class into pairs, A and B. Ask child A to read text
A (the online chat) and child B to read text B (the poem).
• The children read the questions and answer them.
text a answers
1  William and Billy wrote the text.   ​2  two  3  one  ​
4  Billy did Morris dancing.   5  Not really.
4006972 Ace TB5.indb 197
1  Jilly  ​2  1  3  six  4  girls washed their face with dew;
they put flowers in their houses; they danced around
the maypole; they decorated the well with flowers; they
crowned a young girl the May Queen; young men lifted
the May Queen into the air.   5  Jilly enjoyed the activities.
3 Compare your answers in pairs.
• Ask the children to stay in their pairs. They look at the
questions and take turns to read their answers to each other.
KEY COMPETENCE:   Artistic and cultural competence
Learning about special days and traditions is a good way
for the children to discover more about the culture of
different countries. Ask the children if they have a similar
special day in their country.
4 Say which British May Day tradition you’d like to
try and why.
• Ask a volunteer to read the speech bubble to the class.
• Elicit the different types of May Day traditions mentioned
in the texts and write them on the board: Morris dancing,
Maypole dancing, crowning a May Queen, well dressing,
putting flowers in the house, washing your face with dew.
• Ask the children to work in pairs. They take turns to tell
each other which tradition they would like to try and why.
Activity Book
1 Read and write the headings. Then circle the
correct answers.
• The children read about each tradition quickly and write
the correct title. They then read the texts more carefully
and choose the correct word from each pair of options.
ANSWERS
A  Well Dressing   B  The Maypole Dance   C  The May
Queen  D  Morris Dancing
1  flower  ​2  decorate  ​3  which  ​4  pole  ​5  at  ​
6  flowers  ​7  circle  ​8  knees
2 Write sentences about some traditions that
happen in your country in May. Use the words in
the box to help you.
• The children use some of the words in the box to write
about the traditions that happen in May in their country.
3 Complete the maypole crossword. Find the
secret word.
• The children read the clues or look at the pictures and write
the words in the crossword. They find the secret word.
Answers
1  May  ​2  chest  ​3  circle  ​4  flowers  ​5  spring  ​6  dew  ​
7  ribbons  ​8  pole  ​9  hundreds  Secret word  accordion
Further practice
$ Teacher’s Resource CD-ROM, Festivals section,
May Day worksheet. Notes and answers on CD-ROM.
Festivals 197
07/12/2012 16:29
 Lesson 2
REVIEW AND PRACTICE
Lesson objectives
Review and practise vocabulary related to May Day
Review May Day traditions
Language
Core: Morris dancing, May Day, maypole, well
Review: gold, music, find/found, village, wear/wore
Extra: belt, bell, stick, accordion, dew, decorate, May Queen,
crown, lift (v)
Materials
a piece of poster paper, plain paper, colouring pens and
glue sticks for each group (optional)
Warmer
• Play The definitions game (see page 202) with some of the
May Day vocabulary from Lesson 1.
Lead-in
• Ask what the children can remember about the May Day
traditions from the previous lesson.
1 Write the May Day traditions.
• Write the May Day traditions from Lesson 1 as gapped words
on the board or display them on the interactive whiteboard:
1  w  l l dr  ss  ng
2  T h   M   y Q      n
3  M   r r   s d  nc  ng
4  M   yp   l   d  nc  ng
• Tell the children that the vowels in the words are missing.
Ask them to complete the words and write them in
their notebooks.
answers
1  well dressing   ​2  The May Queen   ​3  Morris dancing   ​
4  Maypole dancing
2 Read texts A and B again. Listen and say
the tradition.
• Ask the children to read the online chat and the poem
on page 104 of their Class Books again. Answer any new
questions that the children may have.
• Read the sentences below, pausing between each one for
the children to say the name of the traditions from Activity 1.
1  The dancers hit sticks together.
2  She wears a crown of flowers.
3  The dancers hold ribbons.
4  This makes the well look good.
5  The dancers wear bells.
6  The young men have to lift her in the air.
ANSWERs
1  Morris dancing   ​2  The May Queen   ​3  Maypole dancing  ​
4  well dressing   ​5  Morris dancing   ​6  The May Queen
198 Festivals
4006972 Ace TB5.indb 198
3 Answer the questions about Morris dancing or
Maypole dancing.
• Write the following questions on the board or display
them on the interactive whiteboard:
1  Who usually does the dance?
2  What do they wear?
3  What do they hold?
4  How do they dance?
• Ask the children to choose one of the dances. They write
the answers for their dance. Explain that they need to look
at the pictures on page 104 as well as the text.
• Check the answers with the class. Ask individual children
Which dance do you like best? Why?
answers
Morris dancing
1 Men usually do the dance.
2 They wear white shirts, coloured belts and bells around
their knees.
3 They hold sticks (or handkerchiefs).
4 They dance in lines or in a circle.
Maypole dancing
1 Children usually do the dance.
2 They wear their normal clothes.
3 They hold a ribbon.
4 They dance in a circle.
4 Write a text about Morris dancing or Maypole
dancing.
• Ask the children to use their answers from Activity 3 to
write a short text about their chosen dance.
• Go around the class as the children write, helping and
checking where necessary.
• Ask some of the children to read their texts to the class.
Optional activity
• Divide the class into small groups. Make sure that each
group has children who have written about Maypole
dancing and children who have written about Morris
dancing.
• Give each group some plain paper and a sheet of
poster paper. Ask them to write a text about each of the
dances neatly on the paper. They draw pictures of each
dance on separate pieces of paper.
• Go around the class as the children work, helping and
checking, where necessary.
• The children stick their texts and pictures on to the
poster paper and give their work a title.
• Collect in the work and display it on the wall.
5 Write a text about a traditional dance from
your country.
• Brainstorm a list of traditional dances from the children’s
own countries and write it on the board.
• Ask the children to choose one of the dances to write
about. They use their text from Activity 4 as a model.
• Go around the class as the children write, helping
where necessary.
• Ask some of the children to read their texts to the class.
07/12/2012 16:29
 a ge
Classroom langu
Using English for classroom routines is an excellent way to No cheating.
introduce and recycle important natural language. If English Look up … on the internet.
is used for organizing activities, giving instructions, playing Find out about … on the internet / in a book.
games and for giving support and praise, the children will
Can you remember (the words / song / story)?
develop a passive understanding of the expressions, and
become familiar with sounds and syntax. Here are some Ending an activity
useful phrases.
Finish your turn.
Greetings Stop and look at me, please.
Hello It’s time to stop now.
Good morning Put your things away, please.
Good afternoon Tidy up, please.
How are you? I’m fine, thanks. We’ve got five more minutes.
Line up by the door.
Taking the register Put down your pencils now, please.
Where is (David) today?
Is (David) away today? Basic communication
Can I have the scissors, please?
Organizing in the classroom Here you are.
Sit down. I don’t know.
Stand up. It’s my/your turn.
Open your books at page … Sorry
Look at the pictures/words on page … Thank you.
Close your books, please. Yes/No
Come here, please. Finished
Give/Bring it to me. How do you say/spell … in English?
Hands up. What does … mean?
Point to the/a … No, that’s wrong.
Put it here/there. Yes, that’s right.
Wait. Can you help me, please?
Just a minute. Let’s play/go/make/draw.
Say it with me. I like (your picture, this game, this story).
Repeat. I can’t remember.
Listen to me / to the CD. I don’t understand.
Stop now. What do you think?
Tell me. / Ask me. Do you agree?
Hold up / Show me a … I’ve finished.
All together.
Let’s sing a song / read a story / play a game. Everyday language
What day is it today?
Giving support and praise Today is (Monday).
Guess. / Can you guess? What’s the weather like today?
Get into pairs/groups/teams. It’s (sunny).
Work alone. Now we’re going to …
Is that right? … listen to a story.
Stand in a circle/line. … do a cross-curricular activity.
Take turns. … sing a song.
Whose turn is it? … do an activity in the Class Book.
It’s your turn. … play a guessing game.
Ready, steady, go! Can you guess what we’re going to do today?
You’re out. What do you think we’re going to do first?
Never mind. Better luck next time! What do you think we’re going to do next?
It’s a draw. Yes! Well done! We’re going to play a game first.
(Ana) is the winner.
Shuffle the cards. To say goodbye
Choose a card. Goodbye, see you next lesson.
Turn over the card. See you tomorrow.

Classroom language 199

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 Wordcards
Starter Unit cookery show worried plug noodles
Set 1 (Lesson 1) music programme energetic needle pepper
headmaster’s office Set 2 (Lesson 5) Set 2 (Lesson 5) Set 2 (Lesson 5) Set 2 (Lesson 5)
science lab coins spy novel wide France
drama theatre notes graphic novel spiky French
toilets ten pound note science fiction novel round Poland
canteen penny play dirty Polish
school hall twenty pence piece ghost story clean China
cloakroom money box annual flat Chinese
music room purse manual shiny Spain
staffroom wallet atlas dull Spanish
reception spend joke book bumpy Italy
tennis court pocket money poetry book dry Italian
bike shed save recipe book wet India
piggy bank craft book narrow Indian
Unit 1
Set 1 (Lesson 1) Unit 3 Unit 5 Unit 7 Unit 9
worm Set 1 (Lesson 1) Set 1 (Lesson 1) Set 1 (Lesson 1) Set 1 (Lesson 1)
snail wool karting deserted audience
beetle iron snowboarding rural director
wasp bronze mountain biking snowy stage
fly stone yachting tropical costumes
ant gold bungee jumping historic scenery
ladybird wood rafting cosy props
spider leather abseiling crowded cast
centipede wax scuba diving urban backstage
mosquito clay mountaineering noisy lines
moth linen skateboarding mountainous sound technician
grasshopper ivory canoeing dangerous curtain
Set 2 (Lesson 5) silver skydiving freezing lighting designer
bird feeder Set 2 (Lesson 5) Set 2 (Lesson 5) Set 2 (Lesson 5) Set 2 (Lesson 5)
scarecrow couch parachute look forward to build the set
greenhouse mattress harness get on rehearse the show
petal heating rope get off test the sound
wheelbarrow tiles goggles set off advertise the show
raspberry first floor jumpsuit get on with tie your shoelaces
pollen balcony oxygen tank run out of mend the costumes
watering can stairs flippers fall out with put on make-up
stem pillar snorkel look after paint your nails
seeds fountain mask put up design the
weeds courtyard life jacket make up programmes
roots study seat belt put out write the script
mosaic paddle do up dye your hair
Unit 2 style your hair
Set 1 (Lesson 1) Unit 4 Unit 6 Unit 8
cartoon Set 1 (Lesson 1) Set 1 (Lesson 1) Set 1 (Lesson 1)
comedy show generous saw cucumber
quiz show poor light switch brown sugar
documentary lonely kettle oil
soap opera sociable fridge peanuts
live sports cheerful clothes peg lime
the news hard-working iron spring onions
the weather caring vacuum cleaner prawns
adverts mean toaster bean sprouts
talent show miserable drill chillies
intelligent thread garlic

200 Wordcards

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 Ideas bank
The suggestions below provide useful ideas for starting and
finishing lessons. Some of the ideas are referenced in the lesson
notes and can be used at that particular point, or they can be
used at another appropriate point during the lesson to energize
the class or re-focus their attention.
Missing card
• This game is also known as Kim’s game.
• Display the wordcards on the board. Give the class a few
seconds to look at them.
• Tell the children to put their heads down so they cannot see.
Remove a card. Ask the children What’s missing?
• The child who identifies the missing card correctly takes your
place and the game continues.
Bingo!
• Put the wordcards on the board.
• Draw a grid of three by two squares on the board and ask the
children to copy it.
• The children choose six of the vocabulary items and write the
words in the six squares.
• Call out words from the vocabulary set in any order. Keep a
record of the words as you say them.
• The children cross off the words as they hear them. The first
child to cross out a line of three shouts Bingo!
Mime!
• Put the wordcards face down on your table.
• Invite a child to the front. He/She chooses a wordcard
without showing the class.
• The child mimes the word for the class to guess.
• The child who guesses correctly comes to the front and the
game continues.
What am I doing?
• This is a variation of Mime!, which can be used to practise the
present continuous.
• Mime an action and ask What am I doing? The children
respond using the present continuous, e.g. You’re watering the
flowers.
• Continue the game as above.
Wordlist
• This game can be played with any vocabulary set.
• Divide the class into small groups. Tell the children they have
two minutes to write as many words from the vocabulary set
as they can.
• Use a watch or timer to time two minutes..
• When the time is up, ask the groups to count their words. Ask
the group with most words to read their list.
• Ask the other groups to add any new words from their lists.
Draw!
• Divide the class into two teams. One child from each team
comes to the board. Show them a wordcard / whisper the
word in their ear, and they draw the item on the board.
• The first team to guess what their team member is drawing
gets a point.
4006972 Ace TB5.indb 201
• Continue with the rest of the words.
• The team with the most points at the end of the game wins.
Simon says …
• This is a good game for practising action verbs.
• Say sentences to the class. If the sentence begins Simon says
…, e.g. Simon says run in a circle, the children do the action.
If the sentence does not begin with Simon says …, e.g. Sit
down! the children do not move.
• Variation: This can be played in groups, dictated by the
vocabulary of the lesson, e.g. grasshoppers, ants, worms. The
children listen out for the sentences about their groups and
do the action only when they begin with Simon says …
Categories
• This game can be played with or without wordcards.
• Write several headings on the board (or put up wordcards),
e.g. leather, stone, clay, gold, wax.
• Ask the children to work in pairs. They write as many words as
they can think of for each heading.
• When they have finished, compile a list as a class.
The alphabet game
• This game can be used to revise vocabulary from past units/
levels and can help the children to see how many words they
know.
• Divide the class into two teams. Write the alphabet on the
board. The first team must tell you a word beginning with A,
the second team a word beginning with B and so on.
• Each team has three lives. They lose a life when they cannot
think of a word beginning with a particular letter. The team
that has the most lives remaining at the end of the game is
the winner.
Guess the word
• Write words from a vocabulary set on the board, showing
only the first letter followed by a series of short lines for the
remaining letters, e.g.: s _ _ _ _ _ (spider).
• Divide the class into two teams. A child from team A chooses
a word from the board and tries to guess the correct answer.
If he/she is correct, complete the word and give the team a
point. If he/she is incorrect, give a point to team B.
• Ask a child from team B to choose a word and continue in
the same way.
• The team with the most points at the end of the game wins.
Smiley face
• Think of a word and draw a short line on the board for each
letter, then ask the children to take turns to guess a letter
from the word.
• If a child guesses a letter correctly, write the letter in the
correct position in the word. If a child guesses incorrectly,
write the letter on the board with a cross through it and
a large circle to represent a face. With every letter that is
guessed incorrectly, add another feature to the face.
• The game continues until the word or the face is complete.
If the word is completed, the children have won. If the face is
completed, the teacher has won.
• This game can also be played in pairs.
Ideas bank 201
07/12/2012 16:29
 Smiley sentence
• This is a variation of the game above, using a whole sentence
rather than a single word. It is good for reviewing structures
that the children have recently learnt.
Spell it!
• Divide the class into two teams. Put the wordcards face
down on the table in front of you.
• Pick up a card and read the word without showing it to the
class. Ask someone from team A to spell out the word for you
to write it on the board. If he/she is correct, team A gets a
point. If he/she is incorrect, team B has a chance to spell the
word and win the point.
• Read another card for a child from team B to spell.
• Continue this way until all of the words have been spelt.
• The team with the most points at the end of the game wins.
True or false?
• Say a true or false statement about a topic, using a grammar
point you want to practise, e.g. The WEEE Man is a statue
which is 50 metres high.
• If the children think you are telling the truth, they call out
True! If they don’t, they call out False!
• Choose a child and then tell him or her if the answer is
correct. Ask that child to say a true or false sentence.
• Continue in this way around the class.
Stand up if it’s true
• This is a TPR version of the game above; the children stand if
they think the sentence is true and remain sitting if it is false.
Jumble
• Write the jumbled-up letters of a word on the board,
followed by the correct number of lines for the letters.
• Call individual children to come to the board to write one
letter at a time to complete the word.
Time’s up!
• Divide the class into two teams.
• Write the anagram of a word from a vocabulary set that the
children have recently learnt on the board.
• Give the children from the first team ten seconds to solve the
anagram and say the word. If they don’t guess the word, call
Time’s up! and reveal the answer.
• Write another anagram on the board and allow ten seconds
for the other team to say the word.
• Teams score one point for each word they guess correctly.
• At the end of the game, add up the scores and declare the
winning team.
Wrong word
• Write 6–8 sentences on the board about a story, poem or
factual text that the children have just read. One word in
each sentence must be incorrect.
• Ask the children to find the incorrect word in each sentence
and then rewrite the sentences so that they are correct.
Missing word
• Play this game in the same way as Wrong word, but use blank
lines instead of incorrect words.
202 Ideas bank
4006972 Ace TB5.indb 202
A long sentence
• Say a sentence that ends with a word or phrase from the
vocabulary set that you wish to practise, e.g. I went to the
shops and I bought some oil.
• Choose a child to continue the sentence, adding another
item from the same set, e.g. I went to the shops and I bought
some oil and a cucumber.
• Continue the game until you have practised all the words
from the vocabulary set or until someone forgets the chain.
The definitions game
• Describe a word from a vocabulary set that the children have
recently learnt for the class to guess, e.g. You wear these on
your eyes to help you see under the water. (goggles)
• Ask a child to stand up and describe another word in the set.
• Continue with other words and different children.
• Variation: To make the game more challenging, give the
children slips of paper with words they are banned from
mentioning written on them, e.g. for goggles: water, eyes.
Everything I know about …
• Choose a topic from the unit or in general and write it on the
board. Ask a child to stand up. Tell the child that he/she must
talk about the topic for as long as possible without pausing.
Keep an eye on your watch or a timer and write down the
total amount of time that the child talked for.
• Ask the class if they think they can talk for longer. Invite a
challenger do the next talk and write down his/her time.
• Repeat with several more children and then ask the class to
look at the times on the board to see who is the winner.
Twenty twenty
• This can be played as an open class activity or as a
team game.
• Choose a word from the vocabulary set or any other word
that the children know that you want to elicit or revise.
• The children take turns to ask yes/no questions.
• Continue until they have asked all twenty questions. If they
haven’t been able to guess the word, give them clues until
they guess correctly.
Using the Ace! Wipe-clean posters
• The posters can be displayed in your classroom, and have
been designed to be used in an interactive way. The children
can write on them with a whiteboard marker. They can then
be wiped clean for other children to have a turn.
• The Routines poster can help the children review daily
routines and telling the time at the beginning of the year. The
children can draw or write the times on the clocks to show at
what times they do each activity. Then ask them to fill in the
blanks in the sentences. You can extend the activity by asking
them to pretend they are different people, e.g. a teacher, rock
star or farmer.
• The Countries of Europe poster focuses on the names of
countries in Europe. It would work particularly well when
covering Unit 7, Jolly Geography. Ask the children to fill in the
name of one country each on the poster, and see if they can
correctly identify them all. You could also ask them to write
the capital city of each country or to find out an interesting
fact about each country.
07/12/2012 16:29
 Wordl st
Words in bold highlight the main backstage 9 care home RS
vocabulary taught in Lessons 1 and 5, baked beans F carers RS
as well as core words introduced in the balcony 3 caring 4
cross-curricular and culture lessons. The
banknote 2 carol singing F
remaining words are additional words
the children will have encountered in banks 8 carry 1
songs and stories, and in reading and barrier 6 cartoon 2
listening passages. The unit number BC 2 cast 9
where the word is first used is given bead 6 ceiling 4
after each word (‘SU’ – Starter Unit; bean sprouts 8 celebrate 2
‘F’ – Festivals; ‘RS’ – Revision Stories).
beat 8 centipede 1
beaten 8 ceramics 6
3D 2
beautiful 6 cereal 2
abseiling 5
beautifully 9 chalk 5
accordion F
beetle 1 chamber 3
active 1
bell F change (n) 2
active 6
belt F charity F
adaptation 9
bench 3 check 5
add 8
bike shed SU cheerful 4
adventurous 2
biography 4 cheerfully 9
adventurous 7
bird seed 1 chemical SU
advertise the show 9
bird table 1 childhood 4
adverts 2
bird feeder 1 chillies 8
afterwards 4
blackberries 1 China 8
agree 1
blackbirds 1 Chinese 8
agree 2
blow away 7 chopped 8
airship 7
board 5 Christmas Eve 4
alone 1
body 3 Christmas pudding F
alone 5
bog 5 classical 3
amount 2
boil 8 clay 3
ancient 3
book (v) 5 clean 6
angle 6
boss 4 cloak 9
angrily 9
branch 5 cloakroom SU
animated 9
break down 7 clothes F
annelid 1
brochure 5 clothes line 1
anniversary 2
broken 9 clothes peg 6
annual 4
bronze 3 clove 8
ant 1
brown sugar 8 clown F
apart from 4
bubblegum 6 coal 4
arachnid 1
bucket F coast 3
archery 5
buggy 7 coast 7
army 1
build the set 9 coat hanger 6
artificial 5
bumpy 6 coconut 1
assembly SU
bunch 8 coins 2
astronaut 7
bungee jumping 5 collection 2
athletics 2
Burns Night 8 colony 1
athletics 3
burst 8 colourful 6
atlas 4
business partner 4 column 7
attic 9
comedy show 2
audience 9
canoeing 5 communicate 1
available 9
canteen SU competitor 5
awesome 5
canyon 5 confusion 9
cape 4 control 5

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 cooked 8 dry 6 food chain 1
cookery show 2 dull 6 football card 2
corridor 5 durian 1 football kit 4
costumes 9 dye your hair 9 footholds 5
cosy 7 fort 3
couch 3 each 8 fountain 6
countdown 7 electric fire 4 fountain 3
courtyard 3 electrical 6 France 8
cracker RS electrician 9 free (v) 1
crackers F electronic 6 freezing 7
craft book 4 elf 4 French 8
crash pad 5 emperor 9 fridge 6
create 6 encyclopedia 4 funny F
crowded 7 energetic 4
crown F energy 7 garlic 8
cruel 4 engine 7 gas 7
cub 9 enter 3 gate 3
cucumber 8 entrance 3 general 3
curry 8 entrance 7 generous 4
curtain 9 environment 5 get off 7
curved 6 equipment 1 get on 7
escape 4 get on with 7
dandelion 1 excellent 9 ghost 4
dangerous 7 exchange 2 ghost story 4
dare 5 explore SU giant 7
dead 5 explorer 3 go straight on SU
decide 5 explosion 9 go bad 2
decorate F extreme 5 goddess 3
denim 3 goggles 5
deserted 7 factory 4 gold 3
design 6 fair 6 goldsmith 2
design the programmes 9 fall out with 7 goods 2
destroy 3 familiar RS graphic novel 4
dew F fancy 6 grasshopper 1
diamond 2 fancy dress RS grasslands 5
difficult 2 far away 1 grave 4
dip 5 fast 9 greenhouse 1
directly 5 fat 8 grow 8
director 9 feather 2 guest 7
dirty 6 feeling 7 guide 7
discover 4 fiancée 4
discus 3 finally 5 haggis 8
disturb SU fingernails 4 hairy 1
do up 7 fire ant 1 half-term 5
documentary 2 first floor 3 handholds 5
dome 7 fish pond 1 hang up SU
dragon 6 five pound note 2 Hanukkah 8
dragon fruit 1 flat 6 happily 9
drama production SU flippers 5 harbour 3
drama theatre SU float 1 hard 9
dwarf 4 fly 1 hard-working 4
dreadful 6 fold 3 hare 7
drill 6 folding clothes 2 harness 5
drip 7 fond 4 harvest 9

204 Wordlist

4006972 Ace TB5.indb 204 07/12/2012 16:29

 headmaster’s office SU kumquat 1 method 8
healthy 5 kung fu 5 microscopic 7
heart 6 mile 5
heating 3 ladybird 1 millet 8
heights RS land (v) 5 mini bus F
helicopter 7 lay the table 3 miserable 4
helmet SU laying the table 2 miss 5
helmet 5 lead RS mistletoe 1
hexagonal 7 leather 3 mix 8
hip 9 legend 3 mollusc 1
historic 7 lemon ant 1 money box 2
hive 1 leopard 4 moral 4
hole 1 lifeguard 7 Morris dancing F
Holi 8 life jacket 5 mosaic 3
homeland 9 lifetime 6 mosquito 1
hopefully 9 lift (v) F moth 1
hornet 4 light switch 6 motor 5
human 1 lighting designer 9 motorway 6
humid 3 lime 8 mountain biking 5
hunt 5 linen 3 mountaineering 5
hut 4 lines 9 mountainous 7
hutch 1 litre 8 muddy 5
lively 6 mushroom 6
illusion 9 live sports 2 music programme 2
illustrator 4 local 5 music room SU
incredible 5 lock 3 myriapod 1
India 8 lonely 4
Indian 8 look after 7 narrow 6
indoors 5 look down 6 natural 1
ingredients 8 look forward to 7 nearby 3
inherit 4 loudly 9 necessary 2
injury 5 luck 9 necessary 9
intelligent 4 lyrics 9 needle 6
invention 9 never mind RS
iron (adj) 3 machine 6 night F
iron (n) 6 magician 9 nightdress 9
island 5 magnifying glass 1 No problem RS
Italian 8 mainland 5 nocturnal 1
Italy 8 make up (v) 7 noisy 7
ivory 3 male 1 non-fiction 4
mammal 9 noodles 8
jet boating 5 manage 5 notes 2
joke book 4 manual 4 novel 4
Jubilee 2 mask 5
jumpsuit 5 mattress 3 object 2
junction 6 May Day F ocean SU
jungle SU maypole F office 4
May Queen F office worker 4
karting 5 mayor RS oil 8
kayaking 5 mean 4 Olympics 2
kettle 6 medical check 7 omelette 8
kiwi fruit 1 melt 7 on the left SU
knitting 6 mend 9 on the right SU
koala 5 mend the costumes 9 online 2

Wordlist 205

4006972 Ace TB5.indb 205 07/12/2012 16:29

 ordinary RS public (adj) 6 scarecrow 1
original 4 publish 4 scenery 9
outdoors 5 puddle 2 school hall SU
owe 4 purse 2 science fiction novel 4
oxygen tank 5 put on make-up 9 science lab SU
put out 7 scuba diving 5
paddle 5 put up 7 sculpture 6
paint your nails 9 pyjamas F sea bed 7
palace 9 pyramid RS seal 7
parachute 5 python 4 seat belt 5
pass 1 second hand RS
passenger 7 queen ant 1 section 1
peacock 2 Quite right! 6 seed dispersal 1
peanuts 8 quiz show 2 seeds 1
pear tree 1 sensation 9
peeled 8 rafting 5 serious 2
penny 2 rainforest 1 serve 8
pepper 8 rainforest 5 services 2
percussion 9 raise F set off 7
performer 6 ranger 5 set them free 1
perfumed 3 rapids 5 setting 4
petal 1 raspberry 1 shark SU
Phew! RS rat 4 shell 2
piggy bank 2 receipt 2 shelter 7
pillar 3 reception SU shiny 6
pilot 7 receptionist SU shoe polish 4
pirate 6 recipe book 4 shovel 7
plain 6 recycling 6 silent 2
plait (v) 9 red nose F silver 3
plant pot 1 region 9 sixpence 2
play 4 rehearse the show 9 skateboarding 5
plug 6 relative 4 sketchbook 6
plum pudding F remembrance 6 skilful 6
pocket money 2 remind 6 skydiving 5
pod 1 reporter 4 Sky-God 4
poetry book 4 reports F slave 3
Poland 8 rescue 7 sleeping bag 4
pole 5 rest 5 sleepy 5
Polish 8 robot 6 slice 8
politician 9 rock 2 sliced 8
pollen 1 rock 7 slope 7
poor 4 romantic 2 slowly 9
poppy 1 roots 1 smoke 9
porridge 9 rope 5 smoothie RS
port 5 rosewater 8 snail 1
position 9 rot 2 snore 9
pot 1 round 6 snorkel 5
prawns 8 route 5 snowboarding 5
presentation SU run out of 7 snowy 7
prison 4 rural 7 soap opera 2
promise 7 sociable 4
props 9 sand 2 soil 1
protect 3 save 2 solar power 7
protection 1 saw 6 sound technician 9

206 Wordlist

4006972 Ace TB5.indb 206 07/12/2012 16:29

 souvenir 3 temple 3 well (n) F
space 1 ten pound note 2 welly 5
spaceport 7 tennis court SU we’re about here RS
Spain 8 terrifying 2 wet 6
Spanish 8 test the sound 9 wheelbarrow 1
specialize 6 the news 2 whole 8
species 9 the weather 2 wide 6
spectacular 9 thermal 7 wild SU
spectator 3 thief 2 wild animal 3
spend 2 thread 6 wildlife 5
spider 1 tie your shoelaces 9 witchcraft 4
spiky 6 tiles 3 wizardry 4
sponsored silence F tin 6 wolf 7
spray-proof 5 toaster 6 wood 3
spring onions 8 toilets SU wooden 3
sprout F tomb 3 wool 3
spy novel 4 tonne 6 worm 1
squeeze 8 tool 2 worried SU
squeezed 8 tourist 7 worried 4
stadium 3 triplets SU Wowzers 2
staffroom SU tropical 7 wrestle 3
stage 9 trowel 1 write the script 9
stained glass 6 trumpet 9 writing board 4
stairs 3 trunk 6
stall RS tunic 3 yachting 5
statue 3 tunnel 7
stay the night 2 turkey F zero gravity 7
stem 1 turn left SU
stick 7 turn right SU
sticky 1 turquoise 6
sting 1 TV guide 2
stone 3 twenty pence piece 2
storm 7 tyre 6
strigil 3
strings 9 unfortunately 2
study 3 urban 7
style 5 useful 1
style your hair 9
submarine (adj) 7 vacuum cleaner 6
sum up 7 value 2
summary 4 valuable (n) 2
survey 2 vibration 1
survive 5 Victorian 2
swap 2 volcano SU
sweat 3
sweep 3 wallet 2
sweeping the path 2 wand 9
switch off 7 wasp 1
sycamore 1 waste 6
watering can 1
take off 3 wax 3
takeaway 8 web 1
talent show 2 weeds 1
tell lies 1 well (adv) 9

Wordlist 207

4006972 Ace TB5.indb 207 07/12/2012 16:29

 1
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acknowledgements
Author: Julie Penn
We would like to thank Suzanne Torres for her contribution to the
development of the teaching notes. Introduction by Suzanne Torres and Julie
Penn.
Illustration on p.119 by: Finger Industries
Ace 5 Posters
Illustrations by: Finger Industries
2 Max Remy: Spy Force by Deborah Abela (Oxford University Press, 2005)
Alamy Images pp.5 (Bicycle helmet/Finnbar Webster), 8 (Twenty pence coin/
Nearby), 8 (Spaghetti/Keith Leighton), 9 (Theatre masks/Stephen Bisgrove);
Getty Images p.6 (The RSA WEEE Man Statue/Fred Duval/FilmMagic); Oxford
University Press pp.0 (Paints/Photodisc), 1 (Spider/Eureka), 1 (Spider on
web/Photodisc), 1 (Autumn leaves/Photodisc), 3 (Flowers in vase/Photodisc),
3 (Children role play/Gareth Boden), 4 (Pencil/Photodisc), 5 (Skateboard/
Corbis), 6 (Knitting wool and needles/Ingram), 7 (Polar bear/Ingram), 7 (Girl
on beach/Fancy), 7 (Space launch/Photodisc), 7 (Arctic landscape/Corbis),
8 (Steamed rice and chopsticks/Photodisc), 8 (Red chili peppers/Ingram),
8 (Orange juice carton/Mark Mason), 8 (UK Fifty pence piece/Images), 8 (Hot
peppers/Ingram), 9 (Artists palette/Rightdisc).
Ace 5 Wipe-clean Posters
European Map Poster illustrated by: Oxford University Press
Daily Routines Poster illustrated by: Gustavo Mazali
The publishers advise that project work involving cutting and
sticking should be carried out under the supervision of an adult.

22 AceTB5 Wordlist.indd 208 11/12/2012 11:38