about others’, eg ‘Zorro and Batman are very
kind to women.’ ‘lazy’: ‘somebody who doesn’t
Myths
and legends
Lesson 1
Aims
To learn character adjectives.
To read about British legends.
To become aware of cognates and false cognates.
Initial phase
Write ‘dlgnee’ (legend) on the board and ask the
class to unscramble the word. If they find it difficult,
guide them through clues, eg ‘It’s a story that is not
always true.’ They are supposed to have studied
legends or read about some, so elicit what they
remember and web out the storylines on the board.
Elicit recapitulation so that more students have the
chance to talk.
Students who do not feel confident
enough to talk from the start, may be
more willing to do so when they have
a guide on the board and after they
have heard a partner tell the story.
Core
Vocabulary 1
Character adjectives
1 Ask the class to work in pairs, read the adjectives
in the box and classify them into positive and
negative writing ‘+’ or ‘-’. Use examples or
definitions and gestures to teach the unknown
vocabulary. These definitions may help you:
‘brave’: ‘having or showing courage’, eg ‘Heroes
are usually brave.’ ‘cheerful’: ‘in good spirits’, eg
‘People who are cheerful, often smile.’ ‘cruel’:
‘bad to others, causing pain’, eg ‘Some kings
were cruel and killed a lot of people.’ ‘friendly’:
‘nice, pleasant and helpful’, eg ‘Some teachers
are friendly. They are nice and not very formal
but they are not their students’ friends.’ ‘funny’:
‘something or somebody that makes you
laugh’, eg ‘The Three Stooges was a very funny
programme.’ ‘kind’: ‘showing that you care
36
like working very much’, eg ‘Garfield is a lazy
cat!’ ‘loyal’: ‘willing to work for a person and
show respect’, eg ‘Dogs are very loyal friends.’
‘selfish’: ‘not generous’, eg ‘Spanish explorers
were selfish. They didn’t help the Native
Americans.’ ‘shy’: ‘nervous or uncomfortable
with other people’, eg ‘Shy students don’t like
talking in public.’ ‘stubborn’: ‘somebody who
doesn’t want to change his/her ideas or listen to
other people’, eg ‘Peter is stubborn. He never
listens to the teacher’s advice.’ ‘wise’: ‘clever,
making good decisions and choices’, eg ‘Merlin
was a wise magician and he helped King Arthur.’
Answers
positive: brave, cheerful, friendly, funny, kind, loyal, wise
negative: cruel, lazy, selfish, shy, stubborn
2 1.26 Play the track for students to listen and
repeat. Take the chance to correct pronunciation
if necessary.
3 Draw students’ attention to the pictures and
elicit who the characters are and what films/
books they are from. Elicit what they did and
what they were like. Have students choose the
correct adjective in each sentence. Check orally.
Answers
1 loyal; 2 cruel; 3 wise; 4 friendly; 5 brave; 6 kind
Phases culture
• The White Witch is a character from the
Chronicles of Narnia, a series of fantasy novels
for children written by Northern Irish writer
C S Lewis between 1949 and 1954.
• Sam and Frodo are characters from the Lord of
the Rings, a fantasy novel written in three parts
by English writer J R R Tolkien and published in
1954 and 1955.
• Sherlock Holmes is a fictional detective created
by Sir Arthur Conan Doyle in 1897.
• Merlin the Wizard is a character in the Arthurian
legends and was Arthur’s mentor and friend.
• Robin Hood is a famous 12th century character
who lived in Sherwood Forest and robbed the
rich to help the poor. It is not certain if he existed
or not but, according to the legend, he was loyal
to King Richard and an enemy of King John,
Richard’s brother.
• Queen Boudicca was Queen of the Iceni tribe,
who lived near London and challenged the
Romans in the 1st century AD.
4 1.27 Play the track for the class to gist listen and
say what Lou says about her first friend and her
first teacher.
Audioscript/Answers
Will Who was your first friend?
Lou My first friend was my neighbour, Helen.
Will What was she like?
Lou She was friendly but she was a little shy.
Will What about your first teacher?
Lou That was Mr Blakestone.
Will What was he like?
Lou He was very kind. We all loved him!
5 Students work in pairs to ask and answer
about the people in the box. Model with a
strong pair first and teach/revise the question
form ‘What … like?’ to elicit descriptions.
Circulate monitoring students’ work. You can
extend this activity to make students talk about
their first boyfriend/girlfriend, idol, etc.
Workbook page 25
Reading 1
British legends
6 Pre-reading: draw students’ attention to the
names in the text and ask what they know
about them: who they were, where they lived,
if they were good or not, who they helped, etc.
Do not check their information for the time
being. You may draw a chart on the board with
the main facts students mention.
7 1.28 Play the track, if possible with books closed,
for the class to listen and check if what they said
was right. Check on the board.
8 Play the track a second time for students to
listen, read and answer the questions. Check
their work orally.
Answers
1 In the east of England. 2 The Iceni were Queen Boudicca’s
people. 3 He was brave and wise. 4 They were Robin Hood’s
friends. 5 They lived in Sherwood Forest, near Nottingham.
6 Because he was kind to the poor.
Upgrade
Students re-read the text if necessary and
correct the wrong information in the sentences.
Answers
1 No, she wasn’t. She was an important English queen.
2 No, she didn’t. She planned to attack the Romans in
London (Londinium). 3. No, he didn’t. Merlin took him
to see it in a stone. 4 No, there isn’t. 5 No, he wasn’t.
John was his brother. 6 No, he wasn’t. He was cruel.
Draw students’ attention to the text
in the Loading box and have them
underline the cognates they can find
in the text, eg ‘important’, ‘Roman’,
‘difficulties’, ‘attacked’, ‘cruel’, etc.
Discuss, if necessary in L1, why they
think these words are common in
different languages so as to make
students reflect on the origins of
languages and how emigration as well
as wars helped to develop the linguistic
‘borrowing’ process.
Phases extra
• Have students look for more cognates in
previous texts.
• Divide the class into groups of four and assign
each group three new words from the text to look
up in the dictionary and make an example with
each. Check orally.
Closing phase
Ask the class to imagine the following situation:
they are Arthur and they have a new mobile
technology system that they share with their
friends. Have the class write a text message to
Merlin describing what happened this morning.
Students may use texting language, eg ‘2nait’, ‘RU
tired?’, etc. Invite students to share their work and
have fun.
Lesson 2
Aims
To use there was/there were to describe existence
in the past.
To focus on and practise the strong and weak
form of was.
To listen to a text about the Dick Turpin legend.
Initial phase
Ask the class to imagine the following situation: Robin
Hood is now 90 years old and has been invited to a
TV programme to talk about what he did as a young
man and why. Organize the class into groups of four
and give them five minutes to plan the interview and
distribute the roles: one of them is Robin Hood and
the others are reporters. Have students act out their
interviews with the Sherwood hero.
37
 Core Pronunciation
\wÅz\ or \w´z\
Grammar 1
there was/there were a 1.29 Play the track for students to listen, repeat

and say if they hear the strong form \wÅz\ or the

1 Use the text about legends in exercise 7 on weak form \w´z\.
page 31 to present there was/there were in the
affirmative form. Elicit more examples about Audioscript
1 There was a very important queen.
each of the settings, eg ‘In Queen Boudicca’s
2 Was there another Queen?
times, there were horses and chariots. There
was a big empire.’ Write an example of the Answers
1 \w´z\; 2 \wÅz\
singular form and another of the plural form
on the board. Ask the class to look at the
sentences in the first grammar table and notice
b 1.30 Play the track for the class to listen, repeat
which form we use for the plural and which
and identify the weak and strong form.
for the singular. Elicit the language function of
this grammar form: we use there was and there Audioscript
were to describe existence in the past. 1 Where was there a church?
2 Was there a serious problem in the village?
2 Have the class look at the plan of an old city 3 Yes, there was.
and complete the sentences with there was or
Answers
there were. Check orally. 1\w´z\; 2 \wÅz\; 3 \wÅz\
Answers
1 There was; 2 There wasn’t; 3 There was; 4 There weren’t;
5 There were, there weren’t; 6 There weren’t Was is pronounced \wÅz\ in stressed
positions in the sentence, usually at the
beginning of a Yes/No question and
Present the negative form and questions using in short answers. In other cases, it is
examples from the legends in exercise 7 on pronounced in its weak form \w´z\.
page 31. Write examples on the board and ask
the class to look at the sentences in the second
grammar table. Then refer students to exercise
1 again for them to answer the questions and Workbook pages 26 & 27
choose the correct options. Check orally.
In order to study and monitor their own
Answers learning, refer students to the Language
1 With ‘wasn’t’ or ‘weren’t’. 2 Yes, we do. We use ‘was’ or database on pages 120 & 121.
‘were’. 3 b

Invite the class to copy the summary into their Listening

folders below the heading: ‘There was + a/an
… There were + two/some… – existence in the
The Dick Turpin legend
past’. 4 Pre-listening: explain to the class that Dick
Turpin was a highwayman. Write the word on
the board. Ask students to look at the picture
Phases extra and choose the correct answer (b).
Students describe what there was/were in their
house ten years ago.
Phases extra
Ask the class to invent a story as if they were the
3 Have the class match beginnings 1–4 with character in the wagon.
endings a–d. Check their work orally. Then
ask them to look at the plan in exercise 2 and
answer the questions.
5 1.31 Play the track for the class to listen and
Answers check their answer to the question in exercise 4.
1 c; 2 d; 3 a; 4 b Check global comprehension eliciting what they
1 There were three houses near the river. 2 No, there weren’t.
have understood.
3 No, there wasn’t. 4 There was a church near the river/behind
the houses.

38
Audioscript
At the beginning of the 18th century, there was a famous
highwayman in England. His name was Richard Turpin but
people called him Dick Turpin. He also had an alias: John
Palmer.
Turpin was born in Essex. His father was a butcher. He worked
a lot. Young Turpin was cruel and selfish and he joined a
gang of deer robbers. These young men were really bad. They
robbed and murdered. The police caught some of them but
not Dick Turpin.
At that time, there were no cars on the roads. People
travelled by cart so Turpin became a highwayman. He
attacked travellers and stole things from them. Turpin had a
wife and a son but he never stayed in one place. He always
moved from city to city. In fact, the legend says that he rode
330 km from London to York in one night and his horse, Black
Bess died because they rode very fast.
6 Play the track a second time for students to
listen and complete the sentences. Check their
answers orally.
Answers
1 the 18th century; 2 Richard; 3 an alias; 4 cruel; 5 stay in one
place; 6 they rode very fast
Phases culture
Highwaymen first appeared in the late 16th
century and, in general terms, we can say that
they disappeared in the 19th partly thanks to the
creation of the police force and partly because
many roads became toll roads, so it was difficult
for highwaymen to escape without anyone
seeing them.
7 Have the class tick the pictures that correspond
to the story. Ask them to describe what they
show and have them explain why the rest of
the pictures do not correspond to the story.
Answers
b, c, e
Phases extra
Ask the class to imagine that they are Dick
Turpin and that they stopped a wagon to steal
as much as possible but something went wrong.
Have them write an email to their best friend
explaining what happened. They may do this in
pairs. Invite students to share their work with
their classmates.
Upgrade
Have students order the words to make sentences.
Check them orally. Once this has been done, ask
students to check the mistakes in the sentences.
Answers
1 There weren’t any big buildings in my city in the 19th
century. 2 There was an important library at that time.
3 There were some highwaymen too. 4 There was a church
near the river. 5 There was only one school in the city.
Closing phase
Write these anagrams on the board: ’ruelc’ (cruel),
‘divle’ (lived), ‘dwkroe’ (worked), ‘ltose’ (stole),
‘hgtuac’ (caught) and ‘dero’ (rode). Ask one student
to unscramble one of the words and pick a partner
to make a sentence about the Dick Turpin legend.
Proceed in the same way with the rest of the
anagrams.
Lesson 3
Aims
To learn and use movement verbs.
To read about April Fool’s Day.
To revise past simple forms: be, regular & irregular
verbs, there was/were.
Initial phase
Play ‘Past tense memory chain’. Explain to the class
that they have to make long sentences about what
they did last Saturday. Ask student A to provide
the subject and student B to repeat the subject and
provide the verb. Then have student C repeat what
has been said and go on with the sentence. Go on
until you see the sentence has come to an end and
start all over again with a different subject, eg the
name of one of the students.
Core
Vocabulary 2
Movement verbs
1 Ask students to match pictures 1–8 with some
of the words in the box and identify the words
that are not in the pictures. Make gestures to
teach the unknown vocabulary.
39
 Answers
1 push; 2 pull; 3 lift; 4 sit; 5 jump; 6 drop; 7 follow; 8 carry
Not used: fall, move, stand
2 1.32Play the track for the class to listen and
repeat.
3 Have students choose the correct words. Check
orally and write the answers on the board to
avoid mistakes.
Answers
1 fell; 2 lifted; 3 stood; 4 carried; 5 pushed
Verbs of movement are usually followed
by dynamic prepositions such as into,
to, through, etc. as different from
static verbs that are followed by static
prepositions such as at, on, under, etc.
Phases extra
Have the class play with the Phases generator
wheel. Ask students to pick a subject and the
complements in the bigger wheel. Ask them to use
the past simple form of the verbs in exercise 1 to
make logical sentences.
Workbook page 28
Reading 2
April Fool!
4 Pre-reading: draw students’ attention to the two
pictures and ask them what is unusual about
them. Have the class predict the verbs they are
likely to find in the text. List them on the board.
5 1.33 Play the track for the first time, if possible
with books closed, for the class to listen and
check if their predictions were right. As you
check orally, cross out the verbs that appear
in the recording. Discuss if they have a similar
celebration in their country.
6 Have students read the text again and choose
a suitable heading for each paragraph. Check
orally. Invite students to provide evidence to
support their choice.
Answers
1 c; 2 a; 3 b
7 Play the track a second time for students to
listen, read and answer the questions. Check
their answers orally.
40
Answers
1 Charles IX introduced the Gregorian calendar. 2 No,
they didn’t. 3 Switzerland. 4 Because they saw it in a TV
documentary. 5 To ask for instructions on how to grow
spaghetti trees. 6 They jumped.
Phases extra
Give the class three minutes to read the text
silently and memorize as much as possible. Have
them close their books and work in pairs to
write five True/False statements. Ask the class to
exchange sentences with another pair and check
their work orally avoiding unnecessary repetitions.
If you wish, write some of the statements on the
board for class check-out.
Grammar 2
Past simple revision: be, regular &
irregular verbs, there was/there
were
8 Elicit the verbs in the past that students
remember from the text in exercise 4 on page
34 and write a few examples on the board
eliciting the infinitives. Then ask the class
to read the sentences and write the missing
words. Check orally.
Answers
1 Were you tired yesterday evening? 2 What did you do last
weekend? 3 Did you read the Robin Hood legend in your
history lesson? 4 What did Merlin the wizard do? 5 Was there
a fire in England in 1666?
9 Have students work in pairs to ask and
answer the questions in exercise 8. Walk around
and monitor.
10 Students cross out the unnecessary words. Discuss
their answers orally and write the unnecessary
words on the board to avoid mistakes.
Answers
1 to; 2 saw; 3 was; 4 were; 5 it
Phases extra
Organize the class into groups of four or five. Ask
them to write down the sequence of events of a
funny situation they went through or invent one.
Invite the groups to choose a speaker to tell the
anecdote to the class for the rest to decide if the
story is true or imaginary.
11 Have the class complete the text with the
correct options. Check orally and write the
answers on the board to avoid mistakes.
Answers
1 C; 2 A; 3 B; 4 A; 5 A; 6 B; 7 A; 8 C; 9 B
Phases extra
Ask the class to underline some of the phrases in the
text in exercise 11, eg ‘Many months ago’, ‘in Stanton
Drew’, etc. Have them write the questions to which
the underlined phrases are the answers. Check orally,
eg ‘When was there a wedding party in Stanton
Drew?’ ‘Where was there a party many years ago?’
Upgrade
a Ask students to complete the text with the
verbs in the box in the correct form. Check
their work orally and write the answers on
the board to avoid mistakes.
Answers
1 had; 2 took; 3 carried; 4 left; 5 escaped; 6 received;
7 thought; 8 found
b Have students use the words given to write
questions about the text in exercise a and
answer them orally.
Answers
1 Where was the snake on 1st April? It was in a box next
to the worker’s desk. 2 How did the worker carry it to
the office? He carried it in a box. 3 Where did he usually
leave the snake? Next to his desk. 4 When did the
cleaners find the snake? 24 hours later.
Workbook pages 29 & 30
Closing phase
Write these words or phrases on the board:
‘supermarket’, ‘cinema’, ‘party’, ‘giant’, ‘spider’,
‘bats’, ‘neighbour’s Rottweiler dogs’, ‘young girl’,
‘fire brigade’, ‘police’. Organize the class into
groups and give them five minutes to choose a
word or phrase and make up a story about it. Have
them share their ideas with their partners and vote
for the funniest, the most original, etc.
Lesson 4
Aims
To develop speaking skills: At the weekend.
To read about castles and legends.
To write a narrative using time linkers.
Initial phase
Discuss what students usually do at weekends, who
with, where, etc. Ask what they did last weekend, if
they enjoyed it or not and why.
Core
Speaking
At the weekend
1
Draw students’ attention to the picture and ask
them where Lou and Will are (in town/outside
an estate agency) and what they think they
are doing (looking at a picture on Will’s phone/
camera).
2 1.34 Play the track for the first time, if possible
with books closed, and ask the class to try and
remember the questions. Check what they
remember. Play the track a second time for the
class to listen and complete the dialogue.
Answers
1 Scotland; 2 restaurant
3 Play the dialogue exchange by exchange for
the class to listen and repeat. Draw students’
attention to the functional language used in
the conversation. Then divide the class into
four groups. Two groups will take Lou’s part
and the other two will take Will’s part. Practise
in groups and as they do, join each of the
groups. Finally, invite students to act out the
dialogue.
Speaking task
4 Invite students to work in pairs to prepare
a similar dialogue with a friend. Ask students to
look at the pictures and choose one imagining
what they did last weekend. Then ask them to
think about the questions they can ask and the
answers they can give. If necessary, allow them
to write down the dialogue. Finally, students
take turns to act out the dialogue they have
prepared. This may be done at the front or from
their desks as you circulate monitoring their
work.
Phases extra
Invite students to role-play the conversation again
based on what they really did last weekend.
41
 Diversity
Castles and legends
5 Pre-reading: brainstorm places in the UK with
legends, eg ‘Sherwood Forest’ (Robin Hood),
‘Loch Ness’ (the Loch Ness monster), ‘the Tower
of London’ (the ghost of the headless queen),
etc. Then draw students’ attention to the
pictures and elicit the corresponding description.
Ask the class what they know about the legend
of King Arthur, basically, who Arthur was, where
he lived and when. Then invite them to read the
text and check their answers.
6 Play the track for the class to listen, read and
1.35
answer the questions. Check their work orally.
Answers
1 In southwest England. 2 To his cave, near Tintagel Castle. 3
In the south of Ireland. 4 To become better communicators.
Phases culture
There are literally hundreds of castles in the UK.
To learn more about British castles, you can look
at: www.castles-of-britain.com/aboutcastles.htm
or www.britishcastle.co.uk
7 ABOUT YOU Discuss if there are any famous
castles in your students’ country/town, who lived
in them, when and if anybody lives there now.
Also, ask if there are any legends about these
buildings or any other historical place.
Phases extra
Students work in pairs to investigate a British
castle and make a short presentation to their
classmates.
Writing
A narrative
8 1.36Pre-writing: draw students’ attention to
the pictures and give the class two minutes to
work in pairs and write as many things as they
can about the pictures. Have students compare
their lists and decide what things they expect to
be very important in the story they are going to
read. Finally, have the class read the text and put
the paragraphs in order. Then play the track for
students to check their work.
Answers
b, c, a
42
Draw students’ attention to the time
linkers in the Language Tip box and
elicit others, eg ‘Suddenly’, ‘After that’,
‘Eventually’, ‘Finally’, etc.
Phases extra
Have students narrate an event – something that
happened to them or that they saw in a film –
using the linkers they have just learned.
9 Ask students to think for a moment about a
joke they made to somebody or something
funny that they were involved in. Explain
they are going to write the corresponding
narrative piece using time linkers and verbs in
the past. First, have students write down the
main actions of their story, joke or event: What
happened? When? What did you do? What
happened after that? What happened in the
end? Then ask students to read the model text
in exercise 8 again and use their notes to write
a first draft, paying special attention to their
use of verb forms, punctuation marks, linkers
and paragraph organization. Finally, have them
check their work and write the final copy. You
may also want to have peer correction.
Workbook page 32
Closing phase
Students read their narratives and the class vote for
the funniest, the most linguistically accurate, the
most realistic, etc.
Lesson 5
Aims
To learn factual information about Vancouver.
To visit a website to find specific information
about Stanley Park.
To investigate aboriginal art.
To integrate what students have learned so far.
Initial phase
Discuss what parks students go to or went once and
what they do/did there.
 Personalization is a fundamental stage
Teaching
in the teaching/learning process. It’s the
moment when we address learners’
needs and expectations and allow them
to use the language they have to achieve
a communication goal. It is clear then
that at this point correcting errors should
be kept to a minimum and different
responses should be encouraged in the
form of sentences, gestures or expressions
of agreement, disagreement, anger, etc.
Core
Culture: About Vancouver
Draw students’ attention to the pictures and elicit
description. Explain that Vancouver is a Canadian
city. Elicit what students know about Vancouver and
Canada. Write these questions on the board and ask
students to read them as you write them: ‘What kind
of a city is Vancouver?’ ‘Why?’ ‘What ethnic groups live
in Vancouver today?’ ‘Who lived in Vancouver 10,000
years ago?’ ‘Why did this population change?’ Have
the class read the text about Vancouver to answer the
questions. Discuss orally. Then read the text aloud and
explain unknown vocabulary contextually.
Phases extra
As students are answering the questions, copy
these numbers onto the board: ‘200’, ‘8,000,000’,
‘22’ and ‘10,000’. Ask the class to read the text and
find out what these numbers refer to.
Webquest
To find out more about Stanley Park, ask students
to visit the website. Have them find out when it
opened and which famous writer has a garden
named after him.
Phases culture
• Stanley Park is a 404.9 hectare urban park
bordering downtown Vancouver, in British
Columbia, Canada. It was opened in 1888 by
David Oppenheimer in the name of Lord Stanley
of Preston, the Governor-General of Canada.
• VanDusen Botanical Garden: Until the mid-1960s,
this site, owned by the Canadian Pacific Railway,
was to be transformed into a housing development
but a group of citizens joined forces with the
Vancouver Park Board to set aside 22 hectares of
the site for a botanical garden, and W J VanDusen
donated an important sum of money for this
project. The garden has been a public attraction
since its opening on 30th August 1975.
Art: Aboriginal art
Point to the picture and explain that it’s
a totem pole. Explain what that is. Ask
the class what they can identify in the
pole (some heads with big eyes and a big mouth,
wings, hands in the lower part of the pole, etc).
Explain that this is aboriginal art and ask if they
have ever seen a totem pole in their country/town.
If so, who built it and what it represents. If they do
not know the answers to these questions, you may
ask them to investigate the local totem pole.
Phases culture
A ‘totem’ is a being, object or symbol representing
an animal or plant that serves as an emblem of a
group of people such as a family, clan or group.
A totem pole is a symbol of unity, tradition
and pride. It represents a family’s histories,
relationships, stories, beliefs and experiences. It
shows animals and mythical figures.
Pre-teach the verb ‘carve’ and read the text aloud.
Ask students to follow in their books. Check
understanding through these questions: ‘What is
the text about?’ ‘Who carved totem poles in the
past?’ ‘What can we see when we look at a totem
pole?’ (for gist reading); ‘Can people carve totem
poles now?’ ‘Why?’ ‘Where can we find the original
totem poles from Vancouver?’ (for detail reading);
‘What is the connection between totem poles and
Vancouver?’ ‘What does the totem pole in the
picture represent?’ (for inferential reading).
Projects
Aboriginal art
Ask the class if they have ever visited an aboriginal
art museum or market. Discuss what they saw and
if they found it interesting. Tell the class they will
make a poster presentation about aboriginal art
for which they will follow the steps on page 104.
Go through the steps and make sure students
understand what they have to do.
Step 1
Ask the class to surf the Internet to look for
information about local aborigines and make notes
answering the questions given: who these aborigines
were, where they lived and when, what forms of art
they had, where we can see their art today, etc.
Step 2
Organize the class in pairs or groups and ask them to
share their information and select the most relevant,
and get or make pictures to illustrate their work.
43
 Step 3

Ask students to organize their ideas into paragraphs

and make a poster with the information and the
pictures. Explain that it is important to use headings
for the sake of clarity. Finally, invite students to
share their work with their classmates.

Closing phase
Give the class two minutes to go through this unit
in their book and then ask them to mention one
thing they have learned or they remember from the
unit, eg ‘There were a lot of castles in England.’

Progress check
Answers
1 1 cruel; 2 lazy; 3 cheerful; 4 shy; 5 funny; 6 wise
3 1 drop; 2 pull; 3 lift; 4 follow; 5 push; 6 move; 7 stand;
8 jump
5 1 was; 2 affected; 3 began; 4 had; 5 were; 6 destroyed;
7 took
6 1 What time did the storm begin? 2 Was there anybody at
home? 3 What did you do? 4 How did you feel? 5 Was
there a hailstorm?
7 1 was; 2 had; 3 you go; 4 took; 5 did you stay; 6 do;
7 walked; 8 saw; 9 Were there

44