Professional Documents
Culture Documents
Lesson
Great inventions
Objectives
Key language
Basic competences
To develop an interest in
inventors and their inventions.
To describe inventors and
inventions correctly and
coherently.
Linguistic
competence.
Knowledge of and
interaction with
the physical world.
Linguistic
competence.
Cultural
and artistic
competence.
Learning to learn
competence.
Linguistic
competence.
Learning to learn
competence.
Linguistic
competence.
Learning to learn
competence.
Linguistic
competence.
Linguistic
competence.
Linguistic
competence.
Unit 6
117
Great inventions
Lesson 1
Objectives
To develop an interest in inventors and their
inventions.
To describe inventors and inventions correctly and
coherently.
Key language
Verbs: decide, invent, record, reproduce, start,
discover, develop, use, communicate, read, work.
Nouns: invention, wax museum, engineer,
conversation, wire, light bulb, phonograph, voice,
sound, discovery, inventor, antibiotics, penicillin.
Basic competences
Linguistic competence
Analyze and understand different types of texts with a
variety of communicative purposes.
Knowledge of and interaction with the physical
world
Value the contribution the development of science
and technology makes to society and discern scientific
knowledge from other forms of knowledge.
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
Guess the famous person
Write the heading Famous people on the board. Explain
that you are thinking of a famous person from the past
that all the pupils know.
Instruct them to ask you questions to discover who the
famous person is. Explain that you can only answer Yes or
No. Remind the pupils to make the questions in the past
tense.
Presentation
Predict
Ask the pupils where they can see famous people from
the past. Guide them towards the idea of a museum. Ask
the pupils if they have ever been to a wax museum and if
there is one in their city.
Instruct the class to open the Pupils Book at page 52 and
display the picture in the On-line Digital Book, if available.
Tell them to look at the picture and ask the two predict
questions. Accept any answers that make sense at this
stage.
118
Unit 6 Lesson 1
Answers:
Name
Where
Invention
When
Scotland
The telephone
1876
The United
States
The electric
light bulb and
phonograph
1880s
Scotland
The television
1926
Scotland
Penicilin
1928
Where
Invention
When
Tell pupils to read the texts again and complete the table.
Explain that although the exact date is not given in the
text, the light bulb was developed over a number of years,
in the 1880s.
Ask the pupils to compare answers with their partner,
then check answers by reading the texts one by one and
completing the table on the board. Help with vocabulary
or phrases that the pupils dont understand.
Suggested answers:
1. They used telegrams and letters. They sent notes
with messenger boys. They visited each other. They
communicated face to face.
2. They used candles and lamps.
3. For example: CD player, mp3 players,etc.
4. Open answer.
Wrap-up
True or false
Write the following on the board:
Thomas Edison, from Scotland, invented the electric light
bulb.
Ask the pupils to answer true or false. If they answer false,
ask them to explain their answer (False, he was from the
United States).
Tell the pupils to work in pairs to write more true / false
sentences in their notebooks using the information on
page 53.
Tell pupils to swap notebooks and answer their parners
questions or, as an alternative, different pairs can read
their questions to the class and the rest of the pupils can
write down their answers.
Extra practice
Speaking
Instruct the class to close the Pupils Book and check what
they remember about the inventions and inventors. Start
the activity with the whole class. Say the word phonograph
and ask them to add two more pieces of information, for
Unit 6 Lesson 1
119
120
Unit 6 Lesson 1
Lesson 2
Objectives
To develop reading skills and an interest in learning
about London.
To learn and sing a song.
Key language
Verbs: visit, travel, catch, take, live, see, ride, name,
open, shine, glow.
Nouns: tube, bus, tour, palace, tower, jewels, building,
direction, wheel, sculptor, exhibition, century, city,
population.
Adjectives: complete, famous, far, interesting, wrong,
bright.
Basic competences
Linguistic competence
Read written texts as a source of knowledge and
entertainment.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, magazine photos
of London sights: the Tower of London, Buckingham
Palace, the Crown Jewels, Big Ben, the London Eye, etc.
Warm-up
Brainstorming
Write the heading London on the board. Ask the pupils
what they know about London and write one or two of
their answers below the heading. Tell them to continue in
pairs to think of more things that they know about London.
Invite volunteers to report back and list their points on the
board.
Suggested answers:
Its in England.
The River Thames runs through the city.
Big Ben is in London.
People speak English in London.
The Queen of England lives in London.
Underline any places in London that the pupils have
mentioned. Ask if anybody has ever been to London and
to tell the class what they saw there. Add their information
to the sentences on the board and leave them for the next
stage.
Presentation
A Read and learn about London.
Instruct the class to open the Pupils Book at page 54 and
display the picture in the On-line Digital Book, if available.
Point out the double-decker bus, which London is famous
for, and tell the pupils to read the text to see which of
the places they thought of in the Warm-up activity are
mentioned in the text.
Ask them to compare their answers with a partner and to
report back to the class.
Write the following questions on the board and tell the
pupils to copy them in their notebooks.
1. How can you travel around the city?
2. Where are the Crown Jewels?
3. How far can you see from the top of the London Eye?
4. Who was Madame Tussaud?
5. What is the population of London?
Read the text and ask the class to listen carefully. Then,
instruct them to read it again in silence and answer the
five questions in their notebooks.
Answers:
1. You can travel by tube or on a sightseeing bus. 2. They are in
the Tower of London. 3. You can see as far as forty kilometres.
4. She was a French wax sculptor. 5. It is almost eight million.
Unit 6 Lesson 2
121
Give the pupils time to ask about anything in the text that
they dont understand. Explain the difference between to
see the sights and a sightseeing bus.
Ask the class to name some of the most important sights
in their own town or city and if there is a sightseeing
bus. If you have got any postcards or magazine photos of
places in London, show them to the class and ask them to
identify them. Explain and discuss other points of interest
about London.
Which place would you like to visit? Say why.
Instruct the pupils to work in groups of three to answer
the question. Invite volunteers to report back to the
class and explain their choices. Help the pupils with the
language they need as they are explaining.
Unit 6 Lesson 2
Wrap-up
Dictation
Ask the class to close the Pupils Book and take out their
notebooks for a dictation. Dictate one or two verses of
the song. Repeat each line at least twice. Read through
the verses again as the pupils listen and check. They can
open their books to check that they have written the song
correctly.
Extra practice
Writing
Tell the class to work in pairs to adapt the song in exercise
B to their own town or city. They may use their dictionaries,
if necessary. Circulate and help as they are writing.
Ask different pairs to read their new songs to the class. List
any new vocabulary that comes up on the board and ask
the pupils to copy it in their notebooks.
5 Do the crossword.
To review general vocabulary, invite volunteers to say
as much as they can about London.
Then tell pupils to work in pairs to complete the
activity and write the missing words.
Lesson 3
Objectives
To develop listening and speaking skills.
To practise using the relative adverb where followed
by a clause.
Key language
The relative adverb where.
Vocabulary from the previous lessons.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Linguistic competence
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book.
Warm-up
Revision
Write the heading Things to see in London on the board
with the following words below:
Mdm Tssds
th Twr f Lndn
Bcknghm Plc
th Lndn y
th Rvr Thms
Tell the pupils to work in pairs to discover each place by
writing the missing vowels.
Check answers with the class by asking different pupils to
spell out the words.
Answers:
Madame Tussauds
the Tower of London
Buckingham Palace
the London Eye
the River Thames
Presentation
A Listen and read. Ila and Beth are travelling
around London on a sightseeing bus. Say how
many different places they mention.
Tell the pupils that they are going to listen to Ila and Beth
talking about sightseeing in London. Instruct them to listen
and say how many different places they mention.
Play Class CD Track 37. Ask the pupils to listen and note
down their answers. Tell them to compare answers with
their partner. Play the recording again and check answers
with the whole class.
Answer: 6 places (Buckingham Palace, Hyde Park, Oxford
Street, 221b Backer Street, Regents Park, the zoo).
lass CD Track 37: Listen and read. Ila and Beth are
C
travelling around London on a sightseeing bus.
Say how many different places they mention.
Ila: Oh, look! Thats Buckingham Palace, thats where
the Queen lives.
Beth: And thats Hyde Park, where I usually come for a
walk with my family when the weather is good.
Ila: Thats where most people go shopping, its Oxford
Street!
Beth: And look! Thats 221b Baker Street, thats where
Sherlock Holmes lived!
Ila: Youre right. Now heres Regents Park, lets get off
and go to the zoo!
Instruct the pupils to open the Pupils Book at page 55 and
display the picture in the On-line Digital Book, if available.
Play Class CD Track 37 again and ask the pupils to listen
and read.
Unit 6 Lesson 3
123
Wrap-up
Corrections
Write the pupils mistakes that you noted in exercise B on the
board. Tell the pupils to work in pairs to correct the examples.
Then, invite volunteers to help you to correct the examples on
the board.
Extra practice
A guide for tourists
Write the heading Things to see in (name of your city) on
the board. Tell the pupils to work in pairs to list interesting
places to visit in their home town.
Invite volunteers to report back and write the places they
mention on the board.
Write the following sentence starters on the board:
This is a place where
You can visit , where
Go to ., where you can
124
Unit 6 Lesson 3
Lesson 4
Objectives
To read and understand a text about Sherlock Holmes.
To develop an interest in reading for pleasure.
Curricular link: Social Science.
Key language
Verbs: live, write, visit, see, read, investigate, wear,
keep, create, frighten, remind.
Nouns: detective, partner, story, author, furniture,
letter, belongings, disguise, wax figure, souvenir,
novel, film, clothes.
Adjectives: famous, scary, interesting, different.
Basic competences
Learning to learn competence
Apply the newly acquired knowledge to new contexts.
Linguistic competence
Analyze and understand different types of texts with a
variety of communicative purposes.
Materials
Pupils Book, Activity Book, a sheet of paper for each
pupil, coloured pencils or pens to make a poster.
Warm-up
Brainstorming
Write the heading Famous detectives on the board. Ask
the pupils to think of famous (fictional) detectives and list
them under the heading. Accept all answers. Pupils may
suggest characters from popular TV series. If nobody has
mentioned Sherlock Holmes, guide them in that direction
until they say his name.
Write Sherlock Holmes on the board. Ask the pupils what
they know about him and list their ideas on the board.
Suggested answers:
He is not real, he is a fictional character.
He lived in London.
He worked with a partner called Dr Watson.
He smoked a pipe.
etc.
If the pupils havent already mentioned it, ask them if they
know where Sherlock Holmes lived in the stories (He lived
at 221b Baker Street). Write the address on the board.
Presentation
A Read and learn about Baker Street and
Sherlock Holmes.
Tell the class to open the Pupils Book at page 56 and
display the picture in the On-line Digital Book, if available.
Tell them to look at the picture and describe what they can
see. Encourage them to compare the figures clothing with
what people wear today.
Ask them what they think we can see at 221b Baker
Street. List their ideas on the board.
Ask the pupils to read the text to see how many of the
things they thought of are mentioned in the text.
Instruct them to compare their answers in pairs and to
report back to the class. Tell them to name things that are
not on their list but that appear in the text.
Read the text aloud and instruct the class to listen and
read. Give them time to ask about any words they may not
understand. Words that may cause difficulty are disguise,
scary and bobby.
Unit 6 Lesson 4
125
Answers:
1. Museum
2. Detective
3. Disguise
4. Scary
5. Bobby
6. Souvenir
Allow time for the pupils to ask about anything else in the
text that they dont understand.
Encourage pupils that have read a Sherlock Holmes story
or seen a film to tell the class what it was about.
Wrap-up
Memory game
Instruct the pupils to memorise the words defined in
exercise B for one minute. Tell them to work in pairs (A
and B) to test each other. A closes his or her Pupils Book
and B reads different definitions from exercise B while
A guesses the words. The pupils then change roles and
continue in the same way.
The activity could be extended to incorporate the
questions in exercise C as well.
Extra practice
Make a poster
Tell the pupils that you want them to make a poster
advertising the Sherlock Holmes Museum. Their poster
must include the following:
- A title.
- A picture or drawing.
- The address.
- Opening times.
- A description of what you can see and do there.
126
Unit 6 Lesson 4
Lesson 5
Objectives
To read and understand a text about the Lumire
brothers.
To build on pupils knowledge of important
inventions.
Curricular link: Natural Science.
Key language
Verbs: record, print, project, show, move, frighten,
think, come out, escape, faint, pass, magnify, project,
appear, distinguish.
Nouns: image, negative, print, train, audience, motion
picture, projector, lens, screen, eyes, brain, impression.
Adjectives: strong, large, fast, separate.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Linguistic competence
Acquire the habit of reading and learn to enjoy it as a
source of pleasure and knowledge.
Materials
Pupils Book, Activity Book.
Warm-up
Odd one out
Write the following word groups on the board. Instruct
the pupils to work in pairs to decide which is the odd one
out in each group.
1. Bell, Edison, Baird, Fleming
2. Buckingham Palace, Eiffel Tower, Big Ben, Oxford
Street, Hyde Park
3. Television, telephone, light bulb, wax museum
4. Queen Elizabeth II, Holmes, Baker Street, Watson
5. Film, policeman, audience, screen
Check answers with the class and ask the pupils to reason
their answers.
Answers:
1. Edison (The others were all Scottish).
2. Eiffel Tower (The others are all in London).
3. Wax museum (The others are all inventions).
4. Queen Elizabeth (The others are all related to Sherlock
Holmes).
5. Policeman (The others are all associated with the cinema).
Presentation
Write the heading cinema on the board. Ask the pupils if
they know where it was invented and to guess when the
first film was shown. Write their guesses on the board.
Unit 6 Lesson 5
127
Wrap-up
Answers:
1. A machine for making and showing (projecting) moving
pictures (a projector).
2. In 1895.
3. They were frightened. Some people tried to escape and
others fainted.
Tell the pupils to work in pairs and read the second text.
They may use their dictionaries, if necessary.
Ask the class to help you to draw a simple sketch on the
board to illustrate the main concepts. For example, say:
Here is the film. Is it one image or lots of different images?
Where is the lens? Is it behind the film or in front of it?
Does the film move slowly or fast? etc. Check that the
pupils understand the main concepts and the vocabulary in
the second text.
Encourage them to say how the first moving pictures were
different from films today. List their ideas on the board.
Unit 6 Lesson 5
Extra practice
Lesson 6
Objectives
To read and understand a poem.
To understand and be able to use abbreviations in text
messages.
Curricular link: Social Science.
Key language
Verbs: write, keep in touch, say, have fun, send, know,
think.
Nouns: e-mail, text message.
Basic competences
Linguistic competence
Reflect on the language as a means to interpret and
comprehend reality.
Get to know the social conventions, as well as the
values and cultural aspects of a language.
Analyze and understand different types of text with a
variety of communicative purposes.
Materials
Pupils Book, Activity Book, an A4 sheet of paper for
each pupil.
Warm-up
Pronunciation
Write the two headings letters and numbers and words on
the board, and then the following in two columns below:
C for
B why
R one
U to
2 be
Y are
4 see
1 you
Tell the pupils to work in pairs to match each letter or
number to a word that has the same sound. Do the first
example together with the class. Set a time limit of two or
three minutes and then check answers with the class.
Answers:
C see
B be
R are
U you
2 to
Y why
4 for
1 one
Explain that when we write text messages or instant
messages we sometimes use the letters and numbers
in the first column as abbreviations for the words in the
second column.
Presentation
A Read the poem.
Instruct the pupils to open the Pupils Book at page 58 and
display the picture in the On-line Digital Book, if available.
Tell them to look at the photograph and describe what
they can see (A girl sending a text message).
Tell the pupils to follow the poem as you read it aloud.
Check that they understand all the vocabulary. Ask: What
does to keep in touch mean? (to stay in contact), What is
to have fun? (to enjoy yourself), What is another word for
wherever? (anywhere, in any place).
Read out the poem again and ask the pupils to listen and
repeat each line before asking them to practise reading
with a partner. Invite two pairs to read the poem to the
rest of the class.
Unit 6 Lesson 6
129
Wrap-up
Writing
Instruct the pupils to transcribe their instant message
conversations into their notebooks.
Give help as they are writing and note down any common
mistakes they make
130
Unit 6 Lesson 6
Extra practice
Dictation
Ask the pupils to take out the piece of paper they used
for exercise B. Ask them to write a text message to their
partner telling them what they did last Saturday.
When they finish, tell them to read their message to their
partner, who writes it in his or her notebook.
Tell them to compare messages and then invite volunteers
to write their abbreviated message on the board for the
rest of the class to decode.
Lesson 7
Objectives
To create a storyboard for a film.
To practise writing skills.
Key language
Verbs: get up, discover, go, see, call, ask, decide,
investigate, follow, make, wear, laugh, solve.
Nouns: storyboard, door, footprints, snow, police,
mark, garden, boots, thief, problem.
Adjectives: early, open, big, angry, little.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Activate linguistic abilities to interact and create
written texts suitable for each communicative
situation, with a variety of communicative or creative
purposes.
Materials
Pupils Book, Activity Book, large photocopies of page
59 cut into pieces (one for every three pupils), sheets of
A4 paper for each pupil.
Presentation
Writing a storyboard
Warm-up
Brainstorming
Write the heading Making films on the board and then
two subheadings: People and Things.
Tell the pupils to work in groups of three to brainstorm
items to put in each column. Elicit one or two examples
with the class to start them off. They may use their
dictionaries, if necessary.
Possible answers:
People: director, actors, crew, writer, make-up artists,
special effects technicians, lighting technicians, musicians.
Things: script, lights, props, camera, directors chair.
Introduce the idea of a storyboard. Ask the pupils: How
does the director know what to film? (Sometimes, she or
he makes a storyboard). Ask the pupils what they think
a storyboard looks like. Tell them that they can see an
example on page 59 of the Pupils Book.
Unit 6 Lesson 7
131
When they think they have the answer, give them the cut
up strips of text and instruct them to match them to the
pictures. Check understanding of new vocabulary in the
text.
Wrap-up
Comparing stories
Invite different groups to read out their stories. Ask the rest
of the class to listen and try to remember as much as they
can about each story.
Ask the pupils questions about the stories that they have
heard. For example: Which story is about a dog? What
happens in this groups story? Which story has a happy
ending? etc.
Extra practice
Storyboard quiz
When all the storyboards are complete, display them
around the classroom.
Prepare some quiz questions about the content of the
different stories. Write the quiz questions on the board
and ask the pupils to copy them in their notebooks.
They then have to walk around the classroom to look at
the different storyboards to find the answers.
132
Unit 6 Lesson 7