Reading: read an article ‘The lost city’; identify true and false sentences about a text<br />
Recycled: vocabulary and structures seen previously<br />
Extra: Incas, Andes mountains, South America, cities, streets, walls, tourist attraction<br />
Dictionary: discover meaning of words in context<br />
Listening: listen for details about ancient sites<br />
Speaking: ask and answer questions about museums<br />
To use indefinite pronouns to talk about people, things and places which we don’t name<br />
To play a guessing game<br />
Core: There are machines everywhere. There is something wrong with all of my inventions. Is there anything wrong?<br />
To use question tags at the end of sentences to mean ‘Am I right?’ or ‘Do you agree?’<br />
To write sentences using question tags<br />
To understand a short story<br />
To act out a story<br />
Introducing vocabulary through a story<br />
To learn words for talking about archaeology<br />
To learn words with the suffix -ful<br />
Words: archaeologist, column, statue, steps, block, pot, jewellery, carving<br />
Working with words: wonder / wonderful, cheer / cheerful, help / helpful, care / careful, play / playful (Class Book); thought / thoughtful, colour / olourful, fear / fearful (Workbook)
To learn some useful language for passing on messages<br />
I’ve got a message from Layla. Did she text you? She left me a voicemail. What did Layla’s voicemail / text say? I’ve just got a text! Zaid has messaged me!<br />
To write some English text messages<br />
To tell a friend about your partner’s text message<br />
I’ve got a message from ... , Did she text you? What did his/ her text say? I’ve just got a text! … has messaged me!<br />
Writing focus: write up notes into full sentences<br />
Writing outcome: write up an interview from notes (Workbook)<br />
Recycled: vocabulary and structures seen previously<br />
To review vocabulary and structures practised previously<br />
To use vocabulary and grammar from the unit in the context of a song<br />
Recycled: vocabulary and structures seen previously
Reading: read a process text ‘Just breathe’; answer questions<br />
Recycled: vocabulary and structures seen previously<br />
Extra: blood<br />
Dictionary: discover meaning of words in context<br />
Listening: listen for details in an interview<br />
Speaking: ask and answer questions about exercise<br />
Words in context: process, oxygen, blood, breathe, lungs, pump, carbon dioxide, heart (Class Book); beat, pulse rate, wrist, steady (Workbook)
To use may, might and could to talk about present and future possibilities<br />
To ask and answer questions about the future using may, might and could<br />
Core: I might need to do more work on those boots!<br />
To use have to / had to to talk about something that is / was necessary<br />
To use don’t have to / didn’t have to to talk about something that is not / was not necessary<br />
To write questions and answers using have to<br />
Core: Do you have to exercise every day?<br />
To understand a short story<br />
To act out a short story<br />
Introducing vocabulary through a story<br />
To learn words for talking about sport<br />
To learn antonyms<br />
Words: athlete, coach, training, trophy, goalkeeper, fan, exercise, captain<br />
Working with words: best, worst, win, lose, give, take (Class Book); deep, shallow, clean, dirty, noisy, quiet (Workbook)
