5 Excel TB

09Excel Gr 5 KAZ Ts Mod 5.
qxp_09Excel Gr 5 KAZ Ts Mod 5 1/11/17 18:51 Page 141
Use of English 5d
• Past simple (interrogative) Speaking
Complete the table.
6 8 5.S4 What did your
partner do yesterday
Interrogative Short answers afternoon? Use the phrases to
Did I play tennis yesterday? Yes, I did./No, I didn’t. find out.
Did you play tennis yesterday? Yes, you did./No, you 2) .......... .
• listen to music
Did he play tennis yesterday? Yes, he 3) ................................ ./
• watch TV
No, he didn’t.
• play computer games
Did she play tennis yesterday? Yes, she did./No, she didn’t.
• study English
1) ..................... it play tennis Yes, it did./No, it 4) ................. .
• meet your friends
yesterday?
• cook dinner
Did we play tennis yesterday? Yes, we did./No, we didn’t.
• go to school
Did you play tennis yesterday? Yes, you did./No, you 5) ............ .
Did they play tennis yesterday? Yes, 6) ............................... did./ A: Did you listen to music
No, 7) ............................ didn’t. yesterday afternoon?
B: No, I didn’t.
a) Put the verbs in brackets into the past simple.
7 Writing
Marco Polo 1) ................................. (live)
In three
in Venice in the 13th century. He
2) ................................ (travel) to Asia with 9 5.W1
minutes write three things

his father and his uncle in 1271. They you did yesterday and
3) .................................. (visit) the court of
three things you didn’t do
Kublai Khan, the grandson of Genghis.
They 4) ............................. (stay) in Asia for yesterday. Find someone in
17 years. Marco Polo 5) ............................... the class who did exactly
(explore) all of China and the Silk Road. He the same things as you.
6) ................................... (return) to Venice
in 1295. People 7) .......................................
(enjoy) the stories about his adventures.
He 8) ................................. (die) in 1324.
VIDEO
b) 5.S4 Put the words in the correct order to form Your History
marks are
questions based on the text. Answer them. very low.
1 Marco Polo/live/Did/Venice/in?
Did Marco Polo live in Venice? Yes, he did.
2 he/Asia /travel/his mother and father/Did/to/with?
3 the/Kublai Khan/court/of/they/Did/visit?
4 stay/they/Asia/17 years/Did/in/for?
Sorry, but I can’t answer
5 Marco Polo/Did/explore/China/all/of? questions about things that
6 1295/he/Did/return/Venice/to/in? happened before I was born.
7 people/his/stories/enjoy/Did?
8 he/Did/die/1326/in? Workbook: 5d & Use of English 5 MODULE 5
65
09Excel Gr 5 KAZ Ts Mod 5.qxp_09Excel Gr 5 KAZ Ts Mod 5 1/11/17 18:51 Page 142
Skills 5e
Reading & Listening Check these words
• date back to • philosopher
What do you know about the
1 5.R2
island of Atlantis? How are these names

• peaceful • create • protect
• temple • dedicated
related to Atlantis? • sailor • trader • field
• raise • rule • palace
• Plato • Poseidon • the Mediterranean • fountain • earthquake
• disappear • survive
• the Azores • Sardinia • Malta • Santorini
• empire • sink • destroy
VIDEO Listen and read to find out.
The myth of Atlantis dates back to 355 BC. In his book Timaeus, Plato, a Greek philosopher, wrote about an
island in the Atlantic Ocean. Atlantis was a peaceful and rich country. Poseidon, the Greek god of the sea,
created and protected it.
The Capital City The earthquake

The capital city of Atlantis was amazing. In the People lived happily until one day, a terrible
centre, there was a temple dedicated to Poseidon. earthquake happened. The island disappeared into
Inside the temple, stood a gold statue of Poseidon the ocean. Only a few people survived to tell the
driving six horses. story of the great empire.
The people Did Atlantis exist?

The people were very rich. They were mostly There are many theories about where
sailors and traders. They had large ships and sailed Atlantis was. It was either near the Azores,
all around the world. Some people were farmers or in the Mediterranean Sea, near Sardinia,
and worked in the fields. They also raised cows and Crete, Malta or Santorini. It seems that
sheep. the area between Santorini and Crete in
Greece is the most probable. Many
The kings
people believe Atlantis sank at the
The kings who ruled the island lived in beautiful
same time a great earthquake
palaces. Their walls were covered in gold and
destroyed the island of
silver. There were also lovely statues, paintings
Santorini.
and fountains in the palaces.
MODULE 5
66
5e
1 To introduce the topic and predict the
content of the text
• Elicit what Ss know about Atlantis. Read out the title
and subheadings in the text as well as the words in
the list.
• Play the recording. Ss listen and follow the text in
their books to find out how the words are related to
Atlantis.
Suggested Answer Key
I know there is a story about Atlantis being a lost island.
No one knows for sure where it was or what happened to
it.
Plato – described Atlantis in ‘Timaeus’
Poseidon – A Greek god who created and protected Atlantis
the Mediterranean – possible location of Atlantis
the Azores – Atlantis could be near here
Sardinia – Atlantis could be near here
Malta – Atlantis could be near here
Santorini – Atlantis could be near here
From p. 67(T)
Background information
Plato was a philosopher from ancient Greece. He was born Sardinia is an island in the Mediterranean Sea off the west
between 428 and 427 BC and died between 348 and 347. coast of Italy. The capital city is Cagliari and it has a
He lived in Athens and he opened a school for students to population of 1.6 million.
study Law, Maths and Science. Crete is the largest of the Greek islands and the most
Timaeus is the title of a famous work by Plato which is a southerly. It was the centre of the Minoan civilisation
philosophical dialogue that talks about the nature of the which was the oldest Greek civilisation dating back to
world. 2600 BC. The capital city is Heraklion.
Poseidon was the Greek god of the sea. He was the Malta (or the Republic of Malta) is a small group of islands
brother of Zeus and he could make earthquakes and tidal that make up an independent European state. The capital
waves happen. city is Valletta. The people speak Maltese and English and
The Azores is a group of islands in the Atlantic Ocean near the population is around 420,000.
the coast of Portugal. There are nine main islands. The Santorini is a small group of volcanic islands in the Aegean
capital is Ponta Delgada and it has a population of around Sea about 200 km from the Greek mainland. It used to be
245,000. one island but it was broken up by a large volcanic eruption
The Mediterranean Sea is a large sea north of Africa and around 1600 BC. The capital is Fira. Most people refer to
south of Europe. It connects to the Atlantic Ocean through the largest island (Thira) as Santorini.
the Straits of Gibraltar.
MODULE 5
66(T)
5e
2 To read for comprehension 4 To give a summary of a text
• Draw Ss attention to the Study Skill box and read it • Explain the task and go through the verbs in the
aloud. Give an example of key words and then rubric explaining any unknown ones.
explain the task. • Allow Ss two minutes to read the text again and then
• Allow Ss some time to read the text and answer the ask various Ss to give their summary to the class using
questions. Then direct Ss to the Word List to look up as many of the verbs in the list as they can.
the meanings of the words in the Check these words Evaluate Ss’ performance. Check for:
box. inclusion of all points, correct word order, spelling
• Check Ss’ answers around the class. mistakes (if written), grammar (syntax mistakes),
pace (if spoken), rapport (if spoken)
Answer Key
1 A Greek philosopher.
2 In 355 BC. The people who lived there were rich sailors who sailed all
3 The Greek god of the sea who created and protected around the world. There were also farmers there who
Atlantis. worked in the fields. They raised cows and sheep. The
4 It was amazing. In the centre there was a temple kings who ruled Atlantis lived in beautiful palaces. No one
dedicated to Poseidon. knows what happened but the island disappeared into
5 A gold statue of Poseidon driving six horses. the ocean. Only a few people survived. Some people think
6 Most of them were sailors and traders. They sailed Santorini is Atlantis. They believe Atlantis sank at the
around the world. Some were farmers. They worked in same time when an earthquake destroyed Santorini too.
the fields and raised cows and sheep.
7 In beautiful palaces. 5 To present/practise there was/there were
8 An earthquake caused it to sink into the ocean. • Point out that there was/there were is the past simple
9 It could be near the Azores, or near Sardinia, Crete, of there is/there are and the same rules apply.
Malta or Santorini in the Mediterranean Sea. • Elicit the L1 explanations for the examples in the
10 An earthquake destroyed it at the same time Atlantis sank. note and then ask various Ss to point out more
Background information (see p. 66(T)) examples in the text.
3 To practise the past simple and revise There was a gold statue of Poseidon in the temple.
question words There were also lovely statues.
• Explain the task and ask two Ss to read the example
6 To check Ss’ comprehension of a text
exchange aloud.
• Ss do the task in closed pairs, then ask some pairs Allow Ss five minutes to complete the task, then check
to ask and answer in front of the class. Ss’ answers around the class.
Suggested Answer Key Suggested Answer Key
... The Greek god Poseidon created Atlantis.

A: He was from ancient Greece. What is ‘Timaeus’? It was a rich place with palaces with gold and silver.
B: A book by Plato. Where was Atlantis? The people who lived there were rich sailors and traders.
A: In the Atlantic Ocean. Who created it? There are many possible locations of Atlantis, such as
B: The Greek god of the sea, Poseidon. What was the Malta or Santorini but no one knows.
capital city like?
A: It was amazing. It had a temple in the centre. Inside 7 To write a diary entry to
the temple there was a gold statue of Poseidon. What personalise the topic
did the people do? • Explain the task and allow Ss some time to complete it.
B: They were rich. They were sailors, traders and farmers. • Ask various Ss around the class to read out their answers
What did they raise? to the rest of the class. Elicit which Ss had similar answers.
A: Cows and sheep. Who ruled the island? Suggested Answer Key
B: The kings. What was in their palaces?
Last Monday I started my day early and looked after the
A: Statues, paintings and fountains. How did the island
cows and the sheep. The weather was good and so I
disappear?
worked in the fields. Later that day I went into the city
B: An earthquake destroyed it. Where could Atlantis be?
and visited the temple of Poseidon. It was a good day.
A: Near the Azores or in the Mediterranean Sea. etc
(Ss’ own answers)
• Play the video for the Ss and elicit their comments
at the end.
MODULE 5
67(T)
Skills 5e
Read the text and answer the questions.
2 5.R3 5.R6
1 Who was Plato? 6 What did the Atlanteans do?

2 When did the myth of Atlantis 7 Where did the kings live?
start? 8 How did Atlantis disappear?
3 Who was Poseidon? 9 Where could Atlantis be?
4 What did the capital city look like? 10 Why is Santorini the most
5 What was inside the temple? probable location of Atlantis?
Study Speaking
Skills
Asking comprehension Ask and answer questions based on the text. Use
questions 3 5.S4
these words and the past simple.

To ask comprehension
questions read the • who • where • what • when • how
text and underline key
words/phrases. This A: Who was Plato?
will help you prepare B: A philosopher. Where was he from? etc
your questions.
• Narrating past events

Read the text again. Use the verbs below to write
4 5.S8
or give the class a summary of the text.
6 11
ruled 7 10 sank
2
protected 5 lived survived
raised 8 12
1 3
4 happened 9 destroyed
created sailed
worked disappeared
Poseidon, the Greek god of the sea, created and protected Atlantis.
Note! • there was/there were
There was a big
Read the note and say what the examples mean in your language.
temple in Atlantis.
There were paintings
5 Write more examples based on the text in Ex. 1.
in the palaces.
Write four things you remember from the text in five
Was there an
earthquake near 6 5.W1
minutes. Then, tell your friend.

Santorini?
Were there any Writing
animals in Atlantis?
Imagine you lived in Atlantis. Decide who you
7 5.C4 5.W1
are e.g. the king, a farmer, a sailor or a trader and write a diary entry
(50 words) about what you did last Monday. Read your entry to the
class.
5.C3 Who else in the class had a similar day to yours?
Student’s Book: Language Review 5e Workbook: 5e & Presentation Skills 5 MODULE 5
67
Use of English 5f
• Past simple (irregular verbs) a) Read the biography and put the
3 verbs into the past simple.
Read the table. Say the examples in
1 your language.
Which are irregular?
I/you/he/she/it/we/you/they
Affirmative (1892-1973)
went to the cinema yesterday.
J.R.R. Tolkien 1) ..........................
I/you/he/she/it/we/you/they
(be) born in South Africa but he
Negative didn’t go to the cinema
2) ......................... (go) to school
yesterday. in Birmingham, England. Tolkien loved languages as
Did I/you/he/she/it/we/you/ a child. In his lifetime, Tolkien 3) .............................
Interrogative they go to the cinema (create) 15 new fantasy languages! Tolkien
yesterday? 4) .......................... (fight) in World War I. In 1916,
Short Yes, I/you/he/she etc did. he 5) ................................. (marry) Edith Bratt and
Answers No, I/you/he/she etc didn’t. they 6) ............................... (have) four children. In
1925, he 7) .......................... (become) a professor
Irregular verbs have irregular past forms. at Oxford University. Tolkien 8) ...............................
We ate pizza last night. (begin) writing The Hobbit in 1936. It
She met her friends yesterday. 9) .............................. (make) Tolkien very famous.
Later, he 10) ........................................
(write) The Lord of the Rings. It
11) ...................... (take) him
Match the verbs (1-17) to their past
2 forms (a-q).
about ten years to write this
book. Tolkien 12) ................
(die) on 2nd September,
1 eat 1973.
2 make a wrote
3 wear b was/were
4 take c fought b) Write questions and answer them,
5 do d became as in the example.
6 be e went
7 1 Where/Tolkien/go to school?
go f made
8 Where did Tolkien go to school?
have g had
9 He went to school in Birmingham, England.
meet h bought
10 2 How many fantasy languages/Tolkien/create?
come i did
11 3 Which war/he/fight in?
become j wore
12 4 Who/he/marry?
write k ate
13 5 When/he/marry/her?
buy l took
14 6 How many children/they/have?
sing m drank
15 7 When/Tolkien/become/professor?
drink n sang
16 8 What/he/begin writing/in 1936?
begin o met
17 9 How long/he/take/to write ‘The Lord of the
fight p came
Rings’?
q began
10 When/Tolkien/die?
MODULE 5
68
5f
1 To present the past simple for irregular 6 How many children did they have?
verbs They had four children.
7 When did Tolkien become a professor?
• Explain that irregular verbs don’t take -ed in the
He became a professor in 1925.
past simple but they all change differently and Ss
8 What did he begin writing in 1936?
must learn the forms. Refer Ss to the irregular verbs
He began writing ‘The Hobbit’ in 1936.
list at the back of their books and advise them to
9 How long did he take to write ‘The Lord of the Rings’?
study it and learn the irregular forms.
He took about ten years to write ‘The Lord of the
• Read out the table and elicit the L1 equivalents for
Rings’.
the examples.
10 When did Tolkien die?
(Ss’ own answers) He died on 2nd September, 1973.
2 To practise the past simple of irregular

verbs
Allow Ss some time to complete the task. Check Ss’
answers.
Answer Key
1 k 4 l 7 e 10 p 13 h 16 q
2 f 5 i 8 g 11 d 14 n 17 c
3 j 6 b 9 o 12 a 15 m
3 a) To practise the past simple and identify

irregular verbs
• Give Ss time to read the biography and fill in the
gaps.
• Check Ss’ answers and then elicit the irregular
verbs.
Answer Key
1 was – irregular 7 became – irregular

2 went – irregular 8 began – irregular
3 created 9 made – irregular
4 fought – irregular 10 wrote – irregular
5 married 11 took – irregular
6 had – irregular 12 died
b) To practise the past simple interrogative

and affirmatives of irregular verbs
• Explain the task and read out the example.
• Ss complete the task, then check Ss’ answers.
Answer Key
2 How many fantasy languages did Tolkien create?
He created 15 fantasy languages.
3 Which war did he fight in?
He fought in World War I.
4 Who did he marry?
He married Edith Bratt.
5 When did he marry her?
He married her in 1916.
MODULE 5
68(T)
5f
4 To practise the past simple of irregular I watched TV last night.
verbs I ate fish last Sunday.
• Give Ss some time to complete the gaps then check I got up late yesterday morning.
Ss’ answers. I visited a castle two years ago.
Answer Key
8 To practise the past simple (regular +
1 went 4 spoke 7 ate 10 Did you have irregular verbs) interrogative and short answers
2 built 5 knew 8 saw
3 spent 6 told 9 had • Ss ask and answer in pairs, as in the example.
• Monitor the activity around the class and then ask
• Play the video for the Ss and elicit their comments some pairs to ask and answer in front of the rest of
at the end. the class.
5 To consolidate information in a text and
further practise the past simple of irregular verbs A: Did you eat fish?
(negative and affirmative) B: No, I didn’t.
A: Did you study English?
• Explain the task and read out the example. B: No, I didn’t.
• Ss complete the task. Check Ss’ answers. A: Did you go out?
Answer Key B: Yes, I did.
2 The English didn’t build Sauran. The Arabs built it. A: Did you read a book?
3 Kamila and her family didn’t spend the whole day there. B: No, I didn’t. etc.
They spent the whole morning.
4 They didn’t speak to any tour guides. They spoke to 9 To write an email using the
some archaeologists. past simple
5 They didn’t eat their lunch inside. They ate it outside. • Explain the task and either allow Ss time to
6 They didn’t see many people exploring the city. They complete it in class or assign as HW.
saw eagles, horses, lizards and cute tortoises exploring • Remind students that they can use the example in
the city. Ex. 4 to help them.
• Check Ss’ answers by asking various Ss to read out
6 To practise the past simple of irregular their emails.
verbs (interrogative) and short answers
• Ss work in pairs and ask and answer, as in the example. Hi Kim!
• Monitor the activity around the class and then ask How are you? I went to the National Museum with my
some pairs to share their answers with the class. parents last weekend.
Answer Key We spent the whole day there. In the morning, we looked
2 A: Did your dad read a book last week? at some great pictures and statues. In the afternoon, we
B: Yes, he did./No, he didn’t. ate lunch at the museum restaurant. I enjoyed it very
3 A: Did you listen to music yesterday? much. It was fun!
B: Yes, I did./No, I didn’t. Write back soon,
4 A: Did you buy a DVD last month? Maria
B: Yes, I did./No, I didn’t.
5 A: Did your family visit a castle last year?
B: Yes, they did./No, they didn’t.
Game
Ask Ss to look at the Irregular Verbs section at the end
7 To practise using time expressions of the book for two minutes. Ss close their books. Say
with the past simple verbs in their base form. Ss, in teams, say the relevant
past simple form. Each correct answer gets 1 point.
• Explain the task and read out the example. The team with the most points is the winner.
• Elicit a variety of personal sentences from Ss around
the class. T: read
Team AS1: read
T: spend
Team BS1: spent etc.
MODULE 5
69(T)
Use of English 5f
Put the verbs in brackets into the past simple.
4 7 5.S1 5.W1 Use the
time expressions to write
Hi Helen! or say sentences about
........ (go) to Sauran with my
How are you? I’m fine! I 1) .......... yourself, as in the example.
utiful ruined city. The Arabs
family last weekend. It’s a bea
of years ago!
2) .................. (build) it hundreds yesterday last night last Sunday
ole morning there. We walked
We 3) .................. (spend) the wh
............. (speak) to some yesterday morning two years ago
around the city and we 4) .....
... (know) lots of things about
archaeologists. They 5) ............... I went to the museum yesterday.
us that, in the 14th century, it
Sauran. They 6) .................. (tell)
was the capital of the White Horde! • Talking about the
(eat) a picnic outside in the past
At lunchtime, we 7) ..................
peaceful. There weren’t many
sunshine. It was very quiet and
............. (see) eagles, horses,
people in Sauran, but we 8) ..... 8 Use these
5.S4
loring the ancient city! We

lizards and cute tortoises exp verbs to find out what
9) ........................ (have) a your partner did last
really great time! weekend.
10) ..................................... • watch • eat • study English
(you/have) a nice birthday? • go • read • drink • listen
Write back soon, • meet • buy • write
Kamila
VIDEO A: Did you watch TV?
B: Yes, I did.
Read the text in Ex. 4 again and correct the false Writing
5 statements.
1 Kamila went to Sauran yesterday. 9 5.W4 5.W7
Write a short email to your

She didn’t go yesterday. She went last weekend. English pen-friend about
2 The English built Sauran. what you did last weekend.
3 Kamila and her family spent the whole day there.
4 They spoke to some tour guides.
5 They ate their picnic inside.
Hi ...!
6 They saw lots of people exploring the city.
How ...? I ... with ... last weekend.
We .... the whole day there.
Ask and answer, as in the example.
6 5.S4 In the morning, we ... .
In the afternoon, we ... .
1 you/go to cinema/Saturday?
I ... very much.
A: Did you go to the cinema on Saturday?
It ... fun!
B: Yes, I did./No, I didn’t.
Write ...,
2 your dad/read a book/last week?
...
3 you/listen to music/yesterday?
4 you/buy a DVD/last month?
5 your family/visit a castle/last year?
Workbook: 5f & Use of English 5 MODULE 5
69
Everyday English 5g
• Describing a past event
Listen and repeat.
1
• How are you today, Sam? • Much better, thanks.
• It’s a pity you couldn’t make it. • No, she wasn’t. She was ill.
• Matt’s costume was fantastic. • What was he? • I don’t believe it!
The sentences above are from a dialogue between two friends.

2 What is the dialogue about?
Listen, read and check.
Bob: How are you today, Sam?

Sam: Much better, thanks. How was Mark’s party?
Bob: It was great. It’s a pity you couldn’t make it.
Sam: I know. So, who else was there?
Bob: Jane, Scott, Matt, you know all of Mark’s classmates, and his cousins.
Sam: Was Lucy there?
Bob: No, she wasn’t. She was ill.
Sam: Did you have a nice time?
Bob: Yes, we did. The music was great and the food was delicious. Matt’s
costume was fantastic.
Sam: Really? What was he?
Bob: He was a dragon.
Sam: I don’t believe it! Could he move around?
Bob: No, he couldn’t. But it was OK. He was the DJ!
Read the dialogue. How was Bob’s weekend?

3 5.R2
a) Find sentences in the dialogue which mean:

4 How are you feeling today? – It was amazing. –
I’m sorry you weren’t there. – Was it fun? – You must be kidding!
Study b) Say the sentences in Ex. 1 in your language.
Skills
Improving speaking skills
Listen carefully to the
Listen to the dialogue. Take roles and read it out. Mind
intonation patterns of
native speakers and try
5 the intonation.
to copy them. This will
improve your speaking
skills.
Your friend, Saule, wants to find out how
6 5.S7 5.S3
your weekend was. Act out your dialogue. You can use sentences in
Ex. 1 and from the dialogue in Ex. 2.
MODULE 5
70
5g
1 To practise pronunciation of situational 6 To practise role-playing
language
• Explain the situation. Remind Ss that they can use
• Play the recording. Ss listen and repeat. sentences from Ex. 1 as well as the dialogue in Ex. 2
• Pay attention to Ss’ pronunciation and intonation to help them and any ideas of their own to
and correct as necessary. complete the task.
• Ss complete the task in pairs. To help Ss, draw the
2 To identify the context of a dialogue and following diagram on the board and elicit
predict the content appropriate phrases Ss should use. Write them on
the board. Ss can refer to the diagram while doing
• Elicit what Ss think the dialogue is about.
the task.
• Ss listen and follow the text in their books and
check. Student A Student B
Answer Key How was …? It was great. I …
(Ask about weekend.) It’s a pity …
The dialogue is about a party.
(Say what you did &
I know. So, who
sympathise.)
3 To read for specific information else …?
(Agree & ask for …, you know some
• Allow Ss time to read the dialogue again and details.) of my friends.
complete the task. (Name people.)
• Check Ss’ answers. Did you have a nice
time? Yes, we did. The …
Answer Key (Ask how it was.) was great…
Bob had a nice time at Mark’s party at the weekend. (Respond.)
4 a) To learn synonymous phrases
A: How was your weekend?
Read out the phrases. Refer Ss back to the dialogue B: It was great. I was at the lake. It’s a pity you
and elicit the synonymous ones from various Ss couldn’t make it.
around the class. A: I know. So, who else was there?
Answer Key B: Ali, Zhanerke, Elsultan, you know – some of my
friends.
How are you feeling today? – How are you today?
A: Did you have a nice time?
It was amazing. – It was great.
B: Yes, we did. The weather was great.
I’m sorry you weren’t there. – It’s a pity you couldn’t
make it.
Was it fun? – Did you have a nice time?
You must be kidding! – I don’t believe it!
b) To consolidate situational language

through translation
Elicit the L1 equivalents for the sentences in Ex. 1
from Ss around the class.
(Ss’ own answers)
5 To act out a dialogue

• Draw Ss’ attention to the Study Skills box at the
side. Read it, or have one of the Ss read it aloud,
and remind Ss to be aware of intonation patterns as
they practise the dialogues.
• Play the recording again. Then ask Ss to work in
pairs and take roles and read out the dialogue.
• Monitor the activity around the class and ask some
pairs to read out the dialogue in front of the class.
MODULE 5
70(T)
5h
1 To introduce the topic 4 To write a short article about an
• Explain what the word ‘profession’ means (a type of artist from your country
job that needs a high level of training or education) • Draw Ss attention to the Did you know? box.
and read out the examples. Then allow Ss one Initiate a discussion about well-known painters or
minute to write down as many as they can think of. elicit names of Kazakhstani artists.
• Ss check their list with their partner and then ask • Ask Ss to look up information on the Internet or
some Ss to read out their list to the class. look in encyclopaedias/other reference books.
Suggested Answer Key • Allow Ss time to collect the information and
lawyer, doctor, photographer, actor, dancer, scientist, prepare their presentations. Alternatively, assign
musician etc the task as HW.
• Ask Ss to present their work to the class.
2 To predict the content of a text Suggested Answer Key

Agimsaly Duzelkhanov is a famous Kazakhstani artist. He
• Direct Ss’ attention to the pictures and elicit what,
was born in 1951. His artwork is on display in presidential
if anything, they know about the people in them.
palaces of the President of Kazakhstan in Almaty, and
Read the questions in the rubric aloud and elicit
Astana. He is also a celebrated graphic designer and
guesses from Ss’ in answer to them.
illustrator of books. In 1992 he designed some of the
• Draw Ss’ attention to the Check these words box.
currency notes of Kazakhstan after Independence.
Elicit the meanings of the words or allow Ss time to
look up the words and check meanings around the
class.
• Play the recording. Ss listen and follow the text in
their books and check if their guesses were correct.
Answer Key
C.S. Lewis was a writer from Northern Ireland. His most
famous work is ‘The Chronicles of Narnia.’
Pablo Picasso was a painter from Spain. His most famous
work is a painting called ‘Guernica.’
3 To use specific vocabulary to write

sentences
• Explain the task and elicit the meaning of any
unknown words in the list.
• Allow Ss time to write their sentences.
• Check Ss’ answers around the class.
When C.S. Lewis was a child, he was an eager reader.
He had a great imagination and he was a skilful writer.
C.S. Lewis is best known for his children’s books but he
also wrote science fiction and poetry for adults.
Pablo Picasso is the 20th century’s most famous painter.
He is also famous as a sculptor and poet.
‘Guernica’ is his most well-known painting.
at the end.
MODULE 5
71(T)
ACROSS CULTURES 5h
VIDEO
is the twentieth century’s

was born on 29th most famous painter. He was
November, 1898 in Belfast, Northern Ireland. born in 1881 in Malaga, Spain.
As a child, Lewis was an eager reader and Picasso’s father was also a
skilful writer with a great imagination. His painter and by the time the young Pablo was
works for adults include science fiction and 13, he was an excellent artist. Picasso is
poetry, but he is probably best known for his famous for his paintings, but he was also a
children’s books. His most famous work, still sculptor and a poet. His most well-known
popular today, is ‘The Chronicles of Narnia’. painting is ‘Guernica’.
Check these words Write as many professions as you can think of. Check
• eager • skilful
1 5.W7
with your partner.

• adults • poetry
• sculptor • poet writer, teacher, ...
What do you know about the people in the pictures?

DID KNOW 2 5.L8 5.R3
? Which country was each from? Who was a: painter? writer? Which
were their most famous works?
Listen, read and check.
Use these words to write sentences about C.S. Lewis and Pablo
3 5.W6
Picasso.
ABILKHAN KASTEEV • eager reader • skilful writer • famous painter • great imagination
is Kazakhstan’s most
famous painter. He • science fiction and poetry • sculptor and poet • children’s book
was born in 1904 in a • well-known painting
small village in
Kazakhstan. He
studied art in his home Think of a very famous artist in your
country and in
Moscow, Russia, too.
4 5.W4 5.W6
country. In groups, collect information using his/her name as the

Kasteev is famous for key word. Write a short paragraph about him/her (50-60 words).
his beautiful paintings Think about:
– he produced over
1,000 during his life! • where he/she was born • what he/she was good at
The main subject of his • why he/she is famous • what are his/her most famous works
work was everyday life
and the history of 5.S1 Tell the class.
Kazakhstan.
Student’s Book: Language Review 5h MODULE 5
71
Across the Curriculum 5i

Music
Listen and repeat. What are these words in your language?
1 5.L10 5.S6
VIDEO 2 Listen and match the types of music A-H to the musical
instruments in the pictures.
A rock C classical E folk G disco

B jazz D ethnic F heavy metal H pop
5 acoustic guitar
1 piano 4 accordion
2 harp 3 drums
11 synthesiser
6 violin
10 saxophone
7 cello
8 electric guitar
9 bass guitar
PEOPLE INSTRUMENTS
A electric guitar
Listening 1 A Maggie
B
Note! Listen and match the
2 Leslie
harmonica
Note! 3 people to the instruments

3 David
C
D
flute
accordion
In Kazakhstan some 4 Simon
they play. There are two E violin
popular musical 5 Laura
instruments are: extra instruments you do F drums
6 Ann G
Kobyz not need to use. synthesiser
H bass guitar
Collect information about your favourite kind of

Sherter 4 5.S1
music. Present it to the class. You can use the name of your
favourite kind of music as the key word.
Zhetygen
In groups create a poster showing traditional musical

Can you think of 5 instruments from your country.
more?
MODULE 5 Student’s Book: Language Review 5i Workbook: 5g, h, i & Vocabulary Bank 5
72
5i
1 To introduce the topic and present 5 To create a poster showing
musical instruments traditional music instruments
• Draw Ss’ attention to the musical instruments in the • Explain the task and tell Ss to work in groups and
pictures. use the internet or encyclopaedias/other reference
• Play the recording. Ss listen and repeat chorally or books to look up traditional musical instruments
individually. from Kazakhstan.
• Elicit the L1 equivalents from Ss around the class. • Allow time for Ss to collect their information and
write out a text and add pictures to prepare their
(Ss’ own answers)
posters. Alternatively assign the task as HW.
• Ask Ss to present their work to the class, presenting
2 To present types of music on a board in the classroom, etc. if possible.
• Go through the names and types of music in the
lists.
• Play the recording. Ss listen and match.
• Check Ss’ answers.
A/8 rock – electric guitar E/6 folk – violin
B/10 jazz – saxophone F/3 heavy metal – drums
C/2 classical – harp G/11 disco – synthesiser
D/4 ethnic – accordion H/11 pop – synthesiser
3 To listen for specific information

• Go through the instruments in the list A-H.
• Play the recording. Ss listen and match the items.
• Explain to them there are two extra instruments
they do not need to use.
Answer Key
2 G 3 F 4 H 5 E 6 C
at the end.
4 To prepare a presentation on your

favourite type of music
• Explain the task and tell Ss to use the Internet or
look in encyclopaedias/other reference books.
• Allow time for Ss to collect the information and
prepare their presentations. Alternatively, assign
the task as HW.
• Ask Ss to present their work to the class.
My favourite type of music is rock music. Especially a type
called ‘Emo’. It is very popular and people who like this
type of music dress in dark clothes and have dark hair and
make-up. My favourite bands are ‘Fall Out Boy’,
‘Paramore’ and ‘Panic at the Disco’.
MODULE 5
72(T)
5j
1 To read for lexico-grammatical structure 4 To write an email about an event you
attended
• Explain the task. Allow Ss time to complete the
gaps with the correct adjectives. • Explain the task and allow Ss time to complete it in
• Direct Ss to the Word List to look up the meanings class. Ask various Ss to read out their emails to the
of the words in the Check these words box. class.
• Ss compare their answers with their partner, then • Alternatively, assign as HW and check Ss answers in
check Ss’ answers around the class. the next lesson.
Answer Key Suggested Answer Key
1 upset 3 fantastic 5 delicious Hi Bill,
2 perfect 4 excellent I hope you’re well. Guess where I was last weekend! I was
at a concert. I was with my friends Irzhu and Aruzhan.
2 To use descriptive language The weather was perfect and there were many people
there. Everyone had a fantastic time. The music was
• Read the Study Skills box aloud. excellent and we ate some delicious baursaks (a sort of
• To consolidate Ss’ understanding, write the words doughnut).
good, bad and nice on the board. Elicit various Anyway, we had a great time and it’s a pity you weren’t
adjectives from Ss around the class that mean the there. Write to me and let me know how you are.
same as these words and write them under each Yours,
one. Ss may copy the lists into their notebooks. Nurai
• Explain the task and explain/elicit the meanings of
any unknown adjectives in the list. Evaluate Ss’ performance. Check for:
• Ss complete the task. Check Ss’ answers. - inclusion of all points
Suggested Answer Key - grammar/spelling mistakes
- appropriate punctuation
1 disappointing/terrible 4 amazing
- well-structured paragraphs
2 great 5 terrible/disappointing
- appropriate opening/closing remarks
3 delicious
• Draw Ss’ attention to the Check these words box.
Elicit the meanings of the words or allow Ss time to
look up the words in the word list. Check meanings
around the class.
at the end.
3 To talk about an event you attended

• Ss ask and answer the questions in pairs about their
events.
• Monitor the activity around the class and then ask
some pairs to report back to the rest of the class on
the event their partner attended.
A: Where were you?
B: I was at a concert.
A: Who were you with?
B: I was with my friends Irzhu and Aruzhan.
A: What was the weather like?
B: It was perfect.
A: Was there any food or music?
B: Yes, the music was excellent and we had hot dogs.
They were delicious.
A: Did you have a nice time?
B: Yes, we had a great time.
MODULE 5
73(T)
Writing 5j
• An email about an event you attended
Hi Ken,
VIDEO
I hope you’re well. Guess where I went last weekend!
I went to the Nauryz celebrations with my parents.
My sister, Zarina, had the flu so she stayed at home
in bed. She was so 1) .................. .
The weather was 2) .................. and there were so
many people there. Everyone had a(n) 3) ..................
time. It was amazing. Some great singers performed
at the festival. My favourite was Makpal Zhunusova.
She was 4) .................. . There were also fairground
rides, games and theatre plays in the streets. It was
really like a big party. We got some special Nauryz
soup in the city square. It was 5) .................. .
Anyway, we had a great time and it’s a pity you didn’t
come. Write to me and let me know how you are.
Yours, Check these words
Amir • the flu • perform
• fairground ride • game
• theatre play • pity
Use these adjectives excellent, perfect, delicious, upset, fantastic to

Study 1 complete the email. Check with your partner.
Skills
Replace the adjectives in bold with adjectives from the list.
Using adjectives
When you describe an 2 • delicious • amazing • terrible • great • disappointing
event, try to use a
variety of adjectives 1 It was a bad concert. 4 The music was nice.
e.g. beautiful, great
2 We had a good time. 5 The performance was bad.
instead of good.
This makes your 3 The food was good.
description more
interesting to the Answer the questions and talk about an event you attended.
reader.
Adjectives go before
3 5.S4
1 Where were you? 4 Was there any food or music?

a noun but after the
verb to be. It was a 2 Who were you with? 5 Did you have a nice time?
beautiful day. The day 3 What was the weather like?
was beautiful.
Writing (an email about an event you attended)
Write an email to your English pen-friend
4 5.W4 5.W6 5.W7
about an event you attended (60-80 words). Use your answers from
Ex. 3 and the email in Ex. 1 as a model. Follow the plan.
Para 1: opening remarks, where you went last weekend, who was with you
Para 2: describe the weather, food, music, activities
Para 3: how you liked it, closing remarks
Student’s Book: Self-Check 5 Workbook: 5j MODULE 5
73
EDUTAINMENT 5
Do the quiz. Mark the sentences T (true) or
VALUES 3 F (false).
Appreciate art
Which of the
1 5.C3
sentences are true about 1 Centaurs were from Greece. .............

you? 2 The Samruk was a bird. .............
3 Pablo Picasso was from Ireland. ...............
I love painting because ... 4 The Chimera had two heads. .............
5 Abilkhan Kasteev is Kazakhstan’s most
• I draw what is in my
famous writer. .............
heart.
6 The Phoenix was a wild bird. .............
• it relaxes me.
7 Marco Polo lived in the 13th century. .............
• I can express my feelings. 8 Genghis Khan lived in northeast Africa. .............
• it makes me feel proud.
• I can impress my friends.
Look at Module 5 and write a T/F
• it’s fun. 4 quiz of your own similar to the one above.
• it makes me happy.
Song: a) How can someone be a part of history?

Tell your partner. 5 Read the song to find out.
b) Listen to the song and fill in the missing

Your verbs.
2 5.C9
teacher wants you to create • remember • changes • invent • paint • grow • fulfil
a story with two special • ignore • find • take • come
creatures. In groups think
of what creatures you want
VIDEO
to use. Draw pictures of
each, then think what they
can do. Decide on your The world around us 1) ...................... fast
And soon today will be the past
story. Present the creatures But you can make your dreams 2) .................... true
and the story to the class. And make the world 3) ...................... you
However hard you think it seems

You know you can 4) ...................... your dreams
So be the best that you can be
And write a part of history
Some can change the world through art
They 5) .............. or write what’s in their heart
Scientists can change things, too
They find or 6) ................... something new
Great things 7) ................. from small ideas
So 8) ...................... a chance,
9) ...................... your fears
Live your dreams and you might 10) .............
You’re leaving something great behind.
MODULE 5
74
EDUTAINMENT 5
1 To personalise the topic and talk 5 a) To listen for gist
about your interests • Play the recording. Ss listen and answer the
• Explain the task. Ss read and choose which are true question in the rubric.
for them. • Check Ss’ answers around the class.
• Ss tell their partner.
Answer Key
• Monitor the activity around the class checking for
pronunciation and grammar. According to the song someone can be a part of history by
• Check answers around the class by asking several being an artist, scientist, or an inventor and by following
students to repeat their answers. their dream.

b) To listen for specific information
A: Do you like art?
B: I love painting because it relaxes me. What about you? • Play the recording again.
A: I love painting because it’s fun and I can express my • Ss listen and complete the gaps.
feelings. etc. • Check Ss’ answers.
Answer Key
2 To create a story 1 changes 6 invent
• Explain the task. Ask Ss to work in groups and think 2 come 7 grow
up two special creatures. 3 remember 8 take
• Allow Ss time to create creatures and draw them. Ss 4 fulfil 9 ignore
think of a story for the creatures and what they can 5 paint 10 find
do and write it. • Play the video for the Ss and elicit their comments
• Ask the groups of Ss to present their story to the at the end.
class.
3 To test knowledge learnt in this module Game

• Explain the task. Allow Ss some time to read the Ss play in teams using words from the Check these
questions and mark the sentences as true or false. words box. Choose a word and draw as many gaps as
• Alternatively, you may allow Ss to review the module needed representing the letters of the word. The
and find the relevant information to complete the teams guess letters one at a time. If your chosen letter
statements correctly. Check Ss’ answers. is in the word, then the leader fills it in. If it does not
Answer Key contain that letter, the team misses a turn. Each
1 T 3 F 5 F 7 T correct answer gets a point. The team with the most
2 T 4 F 6 F 8 F points is the winner.
c____u_
4 To consolidate vocabulary learnt in
the module
• Explain the task and allow Ss time to look through
the module and think of quiz questions in pairs.
• Tell Ss they can use the quiz in the previous task as
a model. Offer an example (e.g. People eat a special
soup for Nauryz. (T)
• Ss swap their quizzes with another pair and do it
and then report back to the class.
1 The Phoenix had a golden tail. (T)
2 C.S. Lewis wrote ‘The Lord of the Rings’. (F)
3 Poseidon created Atlantis. (T)
4 A dragon swallowed the Samruk’s egg. (T)
5 The writer Ilyas Yesenberlin died in 1983. (T)
6 Pablo Picasso was a famous writer. (F)
7 The Phoenix came from India and Egypt. (T)
MODULE 5
74(T)
Reading for Pleasure

▶▶ What’s in this module?
Read the title of the module Reading for Pleasure and
ask Ss to suggest what they think it means. Go through
the topic list and stimulate a discussion to prompt Ss’
interest in the module.
Find the page numbers for
• Explain/Elicit the meaning of any unknown words,

and then Ss find the page numbers for the items
listed.
• Ask questions to check Ss’ understanding.
Answer Key
fairies (p. 84)
Have you read any fairy stories? What fairies do you
know from movies or from fairy tales?
a biography (p. 76)
Do you enjoy finding out about the lives of famous
people? What makes a biography interesting?
two giants (p. 82)
Do you know any stories about giants? If you were a
giant, what would you do?
a map (p. 79)
Can you read maps? Do you like maps? Where in the
world would you like to explore?
Vocabulary
1 To present and categorise types of
literature
• Explain that in literature non-fiction refers to texts
that discuss the real world and fiction refers to
texts from the world of imagination.
• Explain the task. Allow Ss time to look at the pictures
and choose which type each is.
Answer Key
Fiction: action & adventure, fairy tale, science fiction,
mystery & suspense, horror, fables, legends
Non-fiction: biography, articles in newspapers/magazines
2 To present new vocabulary

• Explain the tasks. Ss explore the books in the school
library or at home and report back to the teacher
on which types of books they find.
• Ss present answers to the class.
(Ss’ own answers)
MODULE 6
75(T)
MODULE
6 Reading for Pleasure
Vocabulary
Skills Focus: • Types of literature
• Reading & Listening for specific
Look at the pictures.
information and main ideas; for 1 Listen and repeat. Which types of literature
understanding main points in short
are non-fiction? fiction?
stories
• Speaking: give a summary of a Action and adventure is fiction.
story; list main events; compare
Look at some books in the school library
characters in stories
• Writing a summary; draw a story in
2 5.R4
or at your house. Which are fiction? Which are

twelve photos non-fiction?
Themes:
• fiction stories • non-fiction stories ience
• VALUES: Why we should read 3 sc ction
fi
Language Focus:
• using adjectives in stories • linking ideas
e
iry tal
2 fa
&
1 actionture
adven
&
ystery
5 m spense
su
s in
7 article pers/
a
newspazines
mag
rror
6 ho
bles
8 fa
gra phy
4 bio
umbe rs for
d t h e page n
Fin
s
• fairie
s
graphy 9 leg
end
• a bio
giants
• two
MODULE 6
• am
ap 75
6a The Fisherman and the Fish

Who was Alexander Pushkin? Where was he from? Read the
1 5.C8
biography to find out.
Alexander Pushkin (6th June 1799 – 10th

February 1837) was a Russian poet, novelist
and playwright. His most famous works are the
novel Eugene Onegin and the play Boris
Godunov. Pushkin wrote The Fisherman and the
Fish in 1833. It is a fairy tale in verse.
A
Look at the pictures. Which one shows:
2 1
a beautiful house? an angry woman with a bucket? 4
a fisherman catching a fish? 2 a queen and her servants? 5
dark sea and rain? 3 a queen and the golden fish
as a servant? 6
Check these words
• poor • catch • let • wish • surprised • fool • shout
• calm • swim away • grant a wish • rich • dark
• land • stormy • cloud • sky • turn
B
VIDEO
An old fisherman and his wife lived in a small house
near the sea. They were very poor. One day, the
fisherman caught a golden fish.
“Please let me go,” said the fish, “and you can have
anything you wish!” The fisherman was very
E surprised. The fish could speak!
“Dear little fish,” said the old man, “I don’t want
anything!”
He let the fish go and walked home. He told his wife
about the fish.
C
“You fool!” she shouted. “We need a new bucket!
Go back and ask for a bucket!”
So the fisherman went back to the sea. It was calm.
He called the golden fish and it swam up to him.
“What do you want, good man?” it asked.
“My wife wants a new bucket,” said the fisherman.
“You can have your wish. Go home now,” said the
F fish and swam away.
The fisherman went home and saw a new bucket,
but his wife was still angry. She wanted a new
house. So the fisherman went back to the sea and
D called the golden fish again. This time the sea was
not so calm.
MODULE 6
76
6a
1 To introduce the topic and stimulate
interest in the text
• Explain the task. Allow Ss time to read through the
text in order to answer the questions.
• Check answers around the class.
Answer Key
Alexander Pushkin was a poet, novelist and playwright.
He was from Russia.
2 To present vocabulary for a story

• Explain the task. Allow time for Ss to look at the
pictures and choose the descriptions from the list.
• Check answers.
Answer Key
1 F 2 D 3 A 4 B 5 C 6 E
MODULE 6
76(T)
6a
3 To read for specific information 8 To develop thinking skills
• Play the recording. Ss listen and read the text. • Explain the task. Allow Ss to work in closed pairs
Allow Ss time to put the pictures in the correct and choose an answer.
order. • Elicit answers from around the class.
• Check Ss’ answers. Suggested Answer Key
Answer Key I think the message is to be happy with what you have
D–B–F–C–E–A got because the woman in the story wanted more every
time. She was never happy with what she got. And this
caused her to lose everything.
4 To read for specific information
• Allow Ss time to prepare their answers. Ss can work 9 To design a cover for the story
in closed pairs.
• Explain the task. Ss work in groups and think of
ideas of what they want to have on the cover of this
Answer Key story.
1 let it go 5 Land and Sea • Allow Ss time to draw or design the covers.
2 want anything 6 a small house and Alternatively allocate the task as HW.
3 fool the old bucket • Present Ss’ designs to the whole class.
4 new house (Ss’ own answers)
5 To personalise the topic 10 To act out a mime of the story

Elicit answers from the Ss around the class. • Explain the task. Allow Ss to work in groups and
Suggested Answer Key take roles and act out the story.
Maybe the sea changes as the fisherman asks for more • Allow Ss to videotape the performances.
wishes because the fish is angry and his anger makes the • Present the videos to the whole class.
sea change.
6 To practise adjectives
• Draw Ss’ attention to the Study Skills box. Have one
student read aloud the content of the box. Elicit
more examples from the class.
• Allow Ss time to complete the task.
Answer Key
1 small 3 kind 5 rich
2 golden 4 new 6 huge

at the end.
7 To personalise the topic

• Explain the task. Allow Ss to work in closed pairs
and come up with their own ideas.
• Elicit answers from around the class.
I would only ask the fish for one thing, a new house. etc
MODULE 6
77(T)
6a
The pictures tell us a story.
3 5.R2
Listen to and read the story and put 5 Why does the sea change as
the fisherman asks for more wishes?
them in the correct order.
Study
Read the story again and Skills
4 5.R3
complete the sentences.

Adjectives
Adjectives are words that describe people, places and
1 One day, the fisherman caught a golden fish things. They make a story more interesting. Read the
examples. an old man, a shiny bucket, a beautiful house
but he ..................................................... .
Use the adjectives to complete the
2 The golden fish offered the fisherman a
wish, but the old man didn’t .....................
6 summary of The Fisherman and the Fish.
............................................................ . • rich • golden • small • huge • new • kind
3 When the fisherman told his wife about the
fish, she called him a ............................... . The fisherman and his wife were poor and they lived
4 The fisherman‘s wife asked for a ................ in a 1) ................... house by the sea. One day, the
................................ with her second wish. fisherman caught a 2) ..................... fish. The fish had the
5 The fisherman‘s wife wished to be the power to grant wishes, but the fisherman was a
Queen of the ........................................... . 3) ..................... man and he let it go without asking for
anything. The fisherman’s wife was angry at this. She
6 At the end of the story, the fisherman and
wanted many things. She wished for a 4) ...................
his wife only had ...................................... .
bucket, to be a 5) .................... woman with a
6) .................... house and to be a queen. The fish
granted all her wishes until she asked to be the Queen
of the Land and Sea and for the fish to be her servant.
The fish granted his wish and the fisherman went The fish didn’t grant this last wish. It left and didn’t
back home. He saw a beautiful new house, but his
come back. The fisherman and his wife lost everything.
wife was still angry. She wanted to be rich with a
huge house. So the fisherman went back to find the
fish. The sea was dark now and the sky was grey.
Imagine you met the
The fish granted her wish, but still she wasn’t
happy. She wanted to be a queen with a palace and
7 5.C7 5.C9
golden fish. What would you wish for?

servants so she sent her husband back to find the
fish. The fish granted her wish, but still she wasn’t What is the message of
happy. She wanted to be the Queen of the Land 8 5.C7
the story? Explain your choice.

and Sea, with the golden fish as her servant.
The fisherman went back to the sea and called the a Be happy with what you have got.
golden fish. The sea was stormy and there were b Be careful what you wish for.
clouds in the sky.
“I’m sorry, dear fish!” he cried. “Now my wife wants
In groups design a cover
to be Queen of the Land and Sea, and she wants
you to be her servant.”
9 for the story. Who would be on it?
The fish didn’t answer. It turned and swam away.
The fisherman went home. He couldn’t see the 5.C9
palace or the servants. All he could see was his 10 in groups. Three people
MIME THEATRE: Work
take the roles
small house and his wife. She was poor again and
and act out the story. The others mime
in front of her was the old bucket.
what happens. Videotape yourselves.
Workbook: 6a MODULE 6
77
6b Robin Hood
What do you know about Robin Hood? Was he a real
1 5.C8 5.R2
person? Read the background information to find out.
Robin Hood is a famous character from an English legend. There are many
different stories about him, but no one knows if he is real or not. In the
stories, Robin lives in Sherwood Forest near the city of Nottingham. He
becomes the leader of a group called the Merry Men. They fight against the
king’s brother, Prince John, and the evil Sheriff of Nottingham while the king
A is away at war. They steal money from the rich and give it to the poor.
Robin Hood is a hero to the people. He is clever, honest and loyal to the real
king. He is also a brilliant archer.
Look at the pictures. Which shows:

2
a couple on their wedding day? 1
a man ordering his guards to arrest another man? 2
a man riding away on a horse? 3
a group of men stopping a man on a horse? 4
men gathered around a fire? 5
a man with a green hood holding a bow and arrow 6
B
Who are the people in the pictures?
3 Listen and read to find out.
VIDEO
C
Lord of the Greenwood
One summer morning, many years ago, Another man in the group, Will Scarlett,
Robert, Earl of Huntingdon and Marian were in recognised Robert and told the others to stop.
a church. It was their wedding day. Just as He explained that they were all outlaws who
they were about to be married, the door burst lived in the forest and that the Sheriff of
open. It was the Sheriff of Nottingham! Nottingham was their enemy.
“Stop the wedding!” shouted the Sheriff. “You “From today, I am an outlaw, too,” said
are an enemy of the King!” Robert. “Guy of Gisborne has got my title and
“Me? King Richard’s enemy?! Never!” my castle.”
answered Robert. “You can join us,” one of the men
D The Sheriff said that his friend, Prince John, suggested. “Be our leader against Gisborne
was the new King while King Richard was and the Sheriff!”
away. He told Robert that he no longer owned That evening, as the men gathered around the
his castle, his land or his title, and ordered the fire, Will Scarlett presented Robert with a bow
guards to arrest him. and arrow and a green hood to wear.
But Robert was too fast. He escaped the guards “Thank you,” said Robert. “Sherwood Forest is
and rode away on a horse into the forest. Soon my castle now, and my name is … Robin ...
after, a group of men stopped him. Robin Hood!”
E “Get off the horse and give us your money!” The men all cheered loudly, “Robin Hood, Lord
one of them said. of the Greenwood!”
MODULE 6
78
6b
• Explain the task. Allow Ss time to read through the
text in order to answer the questions.
Robin Hood is a character from an English legend. He
lived in Sherwood Forest with the Merry Men. He was
loyal to the real king and a brilliant archer. etc

• Explain the task. Allow Ss time to match the
pictures with the captions.
• Check answers.
Answer Key
1 E 3 A 5 B
2 C 4 D 6 B
3 To read for gist and specific information

• Explain the task. Play the recording. Ss listen and
read the text.
• Allow time for the Ss to identify the people in the
pictures.
• Check Ss’ answers aloud around the class.
Picture A – Robert, Earl of Huntingdon (Robin Hood) and
the Sheriff of Nottingham
Picture B – Robin Hood, and the Merry Men
Picture C – Marian, Robert, Earl of Huntingdon (Robin
Hood), the Sheriff of Nottingham and his men
Picture D – Robert, Earl of Huntingdon (Robin Hood) and
a group of outlaws
Picture E – Marian and Robert, Earl of Huntingdon (Robin
Hood)
MODULE 6
78(T)
6b
4 Reading for specific information b) To retell a story
• Explain the task. Allow Ss time to put the pictures • Explain the task. Choose whether Ss will say or
in the correct order. write the task.
• Check Ss’ answers. • Allow Ss time to write or say the story around
the class.
Answer Key
• Alternatively set the task as HW and have the
Correct Order – E, C, A, D, B students present their answers the following day.
5 Reading for specific information
• Draw Ss attention to the Check these words box. Elicit
Robin and Marian were in a church about to get married.
meaning of the words or allow Ss time to look up the
The Sheriff of Nottingham came in and stopped the
words and check meanings around the class.
wedding. He told his men to arrest Robin.
But Robin was too quick and he escaped on a horse. He
sentences.
was in the forest when a group of men stopped him. They
asked him to be their leader when he said that he was an
Answer Key outlaw too. Will Scarlett then gave him a bow and arrows
1 the door burst open 6 title or castle and a green hood to wear. Robin changed his name and
2 to arrest Robin 7 a bow and arrow and became Robin Hood.
3 rode away a green hood
4 a group of men 8 Robin Hood 9 a) To read for specific information
5 outlaws
table.
6 To consolidate vocabulary learnt in this • Check Ss’ answers.
module
Answer Key
• Explain the task.
• Allow Ss time to complete the sentences. Robin Hood the Sheriff of Nottingham
loyal to King Richard loyal to Prince John
Answer Key honest evil
1 ordered 3 escaped 5 presented lives in Sherwood Forest lives in Nottingham Castle
2 stopped 4 gathered
7 To expand vocabulary b) To talk about differences

between two characters; to develop thinking
• Explain the task. Ask Ss to work in pairs and find skills
alternatives to said.
• Check Ss’ answers. • Ss work in pairs and tell each other the
difference between the two characters. Explain
Answer Key that Ss need to use but when they compare the
1 shouted 4 ordered 7 cheered two characters since they don’t share similar
2 answered 5 explained characteristics.
3 told 6 suggested • Monitor the activity around the class.
• Ask some students to present to the class.
8 a) To practise sequence of events Suggested Answer Key
• Explain the task. Ask Ss to work individually or in Robin Hood is loyal to King Richard, but the Sheriff of
pairs to put the sentences in the order the Nottingham is loyal to Prince John.
happened in the story. Robin Hood is honest but the Sheriff of Nottingham is evil.
• Allow time for Ss to complete the task and Robin Hood lives in Sherwood Forest, but the Sheriff of
check Ss’ answers. Nottingham lives in Nottingham Castle.
Answer Key
10 See on p. 80(T)
1 e 3 g 5 h 7 c
2 d 4 f 6 a 8 b 11 See on p. 80(T)
MODULE 6
79(T)
6b
Read again and put the
4 5.R2
pictures in the correct order. 7 5.R1 In pairs, find seven verbs in

the text that mean said.
Read again and complete the

5 5.R5
sentences. 8 a) 5.R5 Put the events in the order

they happened.
1 Robert and Marian were in the church when
a The men asked Robert to be their leader.
............................................................... .
2 The Sheriff asked the guards .................... . b Robert changed his name to Robin Hood.
c Will Scarlett gave Robin Hood a bow and
3 Robert got on a horse and ....................... .
4 In the forest, Robert met ......................... . arrow and a green hood to wear.
5 The men were all .................................... . d The Sheriff entered the church.
e Marian and Robert were in a church.
6 Robert explained that he had no ...............
.................................................. any more. f Robert escaped the guards on a horse.
g The Sheriff told his men to arrest Robert.
7 Will Scarlett gave Robert ......................... .
8 Robert changed his name to ................... . h A group of men stopped Robert in the forest.
Complete the sentences. Use: gathered,

6 escaped, presented, ordered, stopped.
b) Use the events to say or write
a summary of the story.
1 The Sheriff ............................ the guards to
arrest Robert. a) Complete the table using the words
2 The Sheriff of Nottingham ........................... 9 below.
the wedding.
• loyal to King Richard • lives in
3 Robert ............................ into the forest.
Nottingham Castle • honest
4 The men ............................ around a fire.
• lives in Sherwood Forest
5 Will Scarlett ............................ Robert with
• loyal to Prince John • evil
a bow and arrow.
Robin Hood Sheriff of Nottingham
b) 5.C7 How are the two

characters different? Tell your partner.
In groups decide on what

10 happened afterwards.
5.C9
Check these words

• wedding day • marry • burst open Research the whole story
• sheriff • shout • enemy • king • prince
• no longer • own • castle • land • title
11 or watch the
5.R4
VIDEO . How close were

• order • guard • arrest • escape your guesses?
• ride away • forest • get off • recognise
Workbook: 6b MODULE 6
• explain • outlaw • join • leader • gather
• fire • present with • cheer • loudly 79
6c The Pearl of Kazakhstan

What is a myth? What are myths about? Read the text to find out.
1
Cultures across the world have their own myths. These stories are about beliefs,
historical events, mythical creatures or the world around us. In Kazakhstan, in
the steppe that covers most of the country, there is the beautiful, green Burabai
National Park. People have their own story about how this park came to be.
What is the Pearl of Kazakhstan? How did it come to be?

2 Listen and read to find out.
VIDEO
‘The Pearl of Kazakhstan’ Karatau
gave high So the Creator gave Kazakhstan the
The Creator made the world and he
sts to all the Mountains.
mountains, clear lakes and green fore
that the
countries. But, for some reason, he forg
ot about Aldar-Kosse watched carefully. He saw
k.
the Kazakh people. He left them only
with the Creator took the mountains from a sac
country. It
huge steppe that stretched across the “That’s where the Creator keeps all the
treasures!”
sad. Where
was beautiful, but the people were thought Aldar-Kosse.
forests?
were their mountains and lakes and and made
animals?Quietly, Aldar-Kosse crept up to the sack
Where were their rivers and fish and wild s fell out –
a hole in it. The rest of the treasure
kind. He
Aldar-Kosse was a cheeky man, but very mountains, lakes, forests, rivers, and fish
and wild
miserable.
didn’t like to see the Kazakh people so animals, too. They landed in Kazakhstan
, right in the
himself.
So he decided to go and see the Creator middle of the empty steppe. The people
were happy.
sse. “The
“Oh, wise Creator!” called Aldar-Ko Even today, you can see all the treasure
s from the
did you give them
Kazakh people are good. Why Creator’s sack in one place – in Buraba
i National
pe? Can you plea se give us
only the empty step Park, ‘The Pearl of Kazakhstan’.
some mountai ns, too? ”
Check these words

• world • for some reason • forget
• steppe • stretch • sad • cheeky
• kind • miserable • empty • sack
• treasure • creep up to • hole • land
MODULE 6
80
6c
1 To stimulate interest in the topic and read
for specific information
• Explain the task. Elicit answers from Ss.
• Allow Ss time to read the text for answers.
Myths are stories that contain the traditional beliefs of
different cultures.
2 To listen and read for gist and specific

information
• Explain the task. Play the recording. Students read
and listen to find the information.
Answer Key
‘The Pearl of Kazakhstan’ is Burabai National Park.
It came to be because Aldar-Kosse made a hole in the
Creator’s sack and the mountains, lakes, forests, rivers,
fish and wild animals all fell out there.
From p. 79(T)
10 To develop thinking skills 11 To develop research skills/

• Ask Ss to work in groups and decide what thinking skills
happened next in the story. • Explain the task.
• Elicit discussion of the question and answers around • Allow Ss time to research the story.
the class. • Play the video for the Ss and elicit their comments.
Student A: I think Robin Hood manages to fight against
the Sheriff of Nottingham and win. He then
marries Marian.
Student B: No, I think King Richard comes back, and he
helps Robin. He puts the Sheriff of Nottingham
in jail. etc
MODULE 6
80(T)
6c
3 To read for specific information Answer Key
• Explain the task. Allow Ss time to answer the 1 tall 3 very big 5 naughty 7 glad
questions working in pairs. 2 clean 4 pretty 6 very clever
• Check the answers by asking individual Ss around
the class. 7 To develop creative skills
Answer Key • Explain the task. Allow Ss, working in groups, time
1 They were sad because they had no mountains, lakes, to draw twelve pictures that tell the story.
forests, etc. • Ss present their stories to the rest of the class.
2 Aldar-Kosse was very kind and didn’t like to see the (Ss’ own answers)
Kazakhstani people so miserable. • Play the video for the Ss and elicit their comments
3 He asked for some mountains. at the end.
4 The Creator kept his treasures in a sack.
5 He made a hole in the sack. 8 a) To summarise a book
4 To practise vocabulary learnt in this lesson • Explain the task. Have Ss choose a book from
the school library.
• Explain the task. • Allocate enough time for Ss to read the book
• Allow Ss time to complete the questions. then write a summary of it for the class.
Answer Key • Alternatively they can talk about the book to the
class.
1 watched 3 fell, landed 5 made
• Allow time for all Ss to present their written or
2 stretched 4 kept
spoken summaries.
The Donkey in the Lion's Skin
• Explain the task. This is a story about a donkey. This donkey was lazy and
• Allow Ss time to complete the lists. silly, and none of the other animals respected or feared
• Check answers around the class. him. Most of all the fox laughed at him.
Answer Key One day the donkey was walking through the forest when
he found a lion's skin. “A hunter has left this here,” he
CHARACTERS thought. The donkey put on the lion's skin. Just then a
Aldar-Kosse cheeky, kind deer came through the trees. She saw the donkey but
the Creator wise thought he was a lion. Terrified, she turned and ran for
the Kazakh people sad, miserable, good, happy her life!
The donkey thought this was very funny. He liked feeling
PLACE
powerful and scary. That afternoon, he hid beside the
the steppe huge, beautiful, empty
path in the forest, wearing the lion's skin and jumping out
the mountains high
at the other animals. They all ran away in fear.
the lakes clear
At last, the fox came along the path. As before, the
donkey jumped out and the fox ran away. Seeing this, the
6 a) To expand vocabulary donkey let out a great hee-haw of laughter. The fox heard
• Explain the task. Allow Ss time to match the this and immediately stopped running. He turned round
words with their synonyms. and walked back to the donkey. “A fool can dress up and
• Check answers aloud around the class. look impressive,” the fox told the donkey, “but as soon as
he opens his mouth, everyone will know who he truly is!”
Answer Key
high = tall cheeky = naughty b) To personalise the topic
clear = clean wise = very clever
huge = very big happy = glad Elicit answers to the questions around the class.
beautiful = pretty Accept all answers.
b) To practise adjectives I chose this story because I thought it was funny and wise.
It shows us that people who try to be aggressive and scary
are probably just pretending.
gaps.
MODULE 6
81(T)
6c
Read the text and answer a) Match the words in bold in the text
3 5R5 5.R6
the questions.
6 to their synonyms.
1 Why were the Kazakh people sad? • very big • naughty • glad • tall
2 Why did Aldar-Kosse decide to help the • pretty • very clever • clean
Kazakh people?
3 What did Aldar-Kosse ask the Creator to give b) Use the synonyms from Ex. 6a to
the Kazakh people? complete the summary of The Pearl of
4 Where did the Creator keep all the treasures? Kazakhstan.
5 How did Aldar-Kosse get the treasures out?
The Creator made the world and he gave

Complete the sentences. Use: stretched, 1) ................... mountains, 2) ................... lakes and
4 watched, kept, made, landed, fell. green forests to all the countries. But the Kazakh
people only got the 3) ..................., empty steppe. It
1 Aldar-Kosse ................. the Creator
was 4) ..................., but the people were sad
carefully.
because they wanted mountains, lakes and
2 The steppe ..................... across Kazakhstan.
forests, too. Aldar-Kosse, a kind but 5) ...................
3 Mountains, lakes, forests and rivers
man, didn’t want the Kazakh people to be
.................... out from the sack and
miserable. He went to see the 6) ...................
....................... in Kazakhstan.
Creator and asked for some mountains. The
4 The Creator ....................... all the treasures
Creator gave Kazakhstan the Karatau
in a sack.
Mountains. Aldar-Kosse saw that the Creator
5 Aldar-Kosse ....................... a hole in the
took the mountains from a sack. Aldar-Kosse
Creator’s sack.
made a hole in it. Mountains, lakes, forests,
rivers, fish and wild animals fell out. They landed
Complete the graphic organiser below
5 with the adjectives the writer uses in
in Kazakhstan, right in the middle of the empty
steppe. The Kazakh people were 7) ................... .
the story.
CHARACTERS
Aldar-Kosse cheeky
In groups draw the
the Creator .......................................... 7 5.C9
story in twelve photos.

the Kazakh people ..........................................
a) Choose a book
PLACES 8 5.R4 5.R5
from the school library. Read it, then

the steppe ..........................................
write or give the class a summary of it.
the mountains ..........................................
the lakes ..........................................
b) 5.C8 What made you
choose this book? Tell the class.
Workbook: 6c & Presentation Skills 6 MODULE 6
81
6d The Two Giants

Listen to the music extract. Which musical instrument is it
The dombra is a musical
instrument and a
1 5.R1
from? What does it look like? Read the text to find out.
national symbol of
Kazakhstan. It has got a
Read the title of the story and the first sentence in each
wooden body, a long 2 5.R2
paragraph. How is the story related to dombra?

neck and two strings.
Listen and read to find out.
People use it to play
traditional Kazakh VIDEO
music. The dombra is
thousands of years old,
The Two Giants
Two giants lived in the Altai Mountains in Kazakhstan. They were brothers. The
but no one is sure younger brother loved music and singing, so one day he made himself an
exactly where it comes instrument out of wood. He gave it a long neck and two strings. He played his
from. Kazakhs tell a new instrument all day and sang. It made him very happy.
myth about its creation. The older brother didn’t like music. He wanted to be famous. He decided to
build an enormous stone bridge across the big river. It was a fast and
dangerous river and no one could cross it.
“My bridge can make me famous,” he thought. So he started to build.
It was hard work, but he was strong. He carried many heavy stones from the
mountain to the river, but his younger brother didn’t help him. He didn’t want
to be famous. He only wanted to play his instrument and sing.
The older brother became very angry.
“You never help me!” he shouted. “You only play your silly music all day long!”
He snatched the instrument from his brother’s hands and smashed it against a
rock. He hit the rock so hard that you could see the instrument’s shape on the
surface. The beautiful instrument broke. The younger brother was so sad that
he never played music or sang again.
Years passed, until one day, some people found the shape on the rock. They
used it to make a musical instrument. They called it a ‘dombra’ and they used
it to play the wonderful music of the steppe.
Check these words

• instrument • wood • neck
• string • enormous • stone
bridge • river • fast
• dangerous • cross • strong
• carry • silly • smash • rock
• hit • shape• surface
MODULE 6
82
6d
• Play the music extract. Elicit which musical
instrument it is from the Ss. Elicit further information.
• Allow Ss time to read the text.
• Ss check their answers.
Answer Key
It’s a dombra. It has a wooden body with a long neck and
two strings.
2 To predict content of a text and read for

specific information
• Explain the task. Ask Ss to read the title and the first
sentence of each paragraph.
• Elicit Ss’ answers.
• Ss listen to and read the text of the story to check
their answers.
The story tells how people discovered the dombra, after a
giant smashed the shape of one into a rock.
MODULE 6
82(T)
6d
3 To read for specific information b) To practise linkers
• Explain the task. Allow Ss time to fill in the answers. • Allow Ss enough time to complete the exercise.
• Check Ss’ answers. • Check Ss’ answers.
Answer Key Answer Key
1 Y 2 O 3 O 4 Y 5 Y 6 O 1 The younger brother loved his instrument so he played
it all day.
4 To read for specific information 2 The older brother broke the instrument because he
was angry.
3 The older brother wanted to be famous but the
• Allow the Ss time to complete the sentences.
younger brother didn’t.
• Check Ss’ answers around the class.
4 The giants were brothers and they lived in the
Answer Key mountains.
1 brothers
2 the Altai Mountains 8 To write or present a summary of the
3 happy story
4 an enormous stone bridge • Explain the task. Allow Ss time to summarise the
5 the mountain story. They should make 4 deliberate mistakes in the
6 didn’t help him/played music all day story and see if the other students can spot them.
7 smashed it against a rock • Monitor the activity around the class. Alternatively,
8 found the shape in the rock and used it to make a allocate the task as HW.
musical instrument • Several Ss around the class present their summaries.
5 To practise vocabulary used in this lesson Suggested Answer Key

Two giant brothers lived in a valley. The older brother wanted
to build a house. The younger brother wanted to play music.
• Allow Ss time to complete the questions.
The older brother worked very hard carrying stones.
The younger brother helped him and played music. The
Answer Key older brother didn’t like the younger brother playing
1 smashed 3 carried 5 snatched music. He broke the instrument against the rocks.
2 played 4 made 6 gave People found the shape in the rocks and they made a
similar instrument out of plastic.
6 To read for specific information Corrections – not valley – mountains, not house – bridge
– not helped – didn’t help – not plastic – wood
• Explain the task. Allow Ss time to fill in the answers.
• Check Ss’ answers. 9 To develop creative skills
Answer Key • Explain the task. Explain that a cover should have
the bridge – enormous, stone the title of the book, the author and a picture
the river – big, fast, dangerous usually showing the main characters or something
the stones – heavy important in the story.
the instrument – wood, long neck, two strings, new, beautiful • Ss work individually or in pairs to create a cover
the music of the steppe – wonderful that they think would suit this story.
• Allow enough time for the Ss to finish the task.
• Play the video and elicit comments from the class.
• Present the covers to the class or display in the
7 a) To present linkers classroom.
• Draw Ss’ attention to the grammar box on Linkers. (Ss’ own answers)
• Read through the box and have Ss read the 10 To develop thinking skills
examples. Elicit further examples from the Ss.
• Allow Ss time to find further examples in the text. • Explain the task. Elicit alternative answers from the Ss.
• Check answers. • Allow Ss time to discuss alternative endings in pairs.
• Then ask several Ss around the class to present their
Answer Key answers.
so one day, and two strings, and dangerous, and no one, Suggested Answer Key (see p. 84(T))
So he started, but he was strong, but his younger brother,
and sing, and smashed it, so hard, so sad, and they used
MODULE 6
83(T)
6d
Read the text. Who, the younger a) Read the theory. Find examples in
3 5.R3
brother (Y) or the older one (O):

7 the text.
1 loved music? ...............

Linkers join sentences and make stories easier to
2 was very strong? ...............
read.
3 wanted to be famous? ............... We use and to join two sentences together.
4 spent all day singing? ............... We use but to introduce a different idea.
We use because to show the reason for something.
5 made a musical instrument? ...............
We use so to show the result of something.
6 wanted to build a bridge? ............... Read the examples.
I live in Kazakhstan and I enjoy dombra music.
Complete the sentences. I play the dombra but I don’t know the myth about it.
4 5.R5
He wants to buy a dombra because he wants to have
lessons.
1 The giants were ...................................... .
Dombra music makes me happy so I listen to it when I
2 They lived in ........................................... .
feel sad.
3 The younger brother’s instrument made him
................................................................ .
b) Join the sentences using the linkers
4 The older brother decided to build ............
in brackets.
............................... .
5 He carried stones from ............................ . 1 The younger brother loved his instrument.
6 The older brother got angry with his brother He played it all day. (so)
because he .............................................. . 2 The older brother broke the instrument. He
7 The older brother took the instrument and was angry. (because)
................................................................ . 3 The older brother wanted to be famous. His
8 Some people ........................................... . younger brother didn’t. (but)
4 The giants were brothers. They lived in the
a) Complete the sentences. Use: played, mountains. (and)
5 made, gave, carried, got, smashed.
1 The older brother ........................... the Write or give the class a

instrument against a rock. 8 5.C4
summary of the story. Make four

2 The younger brother ........................... mistakes. The class corrects the
music all day long. mistakes.
3 The giant ........................... stones from the
mountain to the river.
It’s the annual art
4 The younger brother ........................... an
instrument out of wood.
9 5.C9
competition in your school. Draw a

5 He ........................... the instrument from cover for the story.
his brother’s hands.
6 He ........................... his new instrument
Imagine the story didn’t
two strings. 10 end like this. Change
5.C9
the ending.
Read the text again. Which words does
6 the writer use to describe: the bridge?
the river? the stones? the instrument? the
music of the steppe?
Workbook: 6d MODULE 6
83
EDUTAINMENT 6
Do the quiz. Mark the sentences T (true) or F (false).
VALUES 2
Why we should
read
1 Alexander Pushkin was a Russian poet. ..........
a) Read the
1 5.C5
sentences. Which sentences

2
3
The Fisherman and the Fish is a myth.
The Sheriff is the Earl of Huntingdon.
..........
..........
give reasons why it is 4 Robin Hood escaped to Sherwood Forest. ..........
important to read fiction/ 5 Aldar-Kosse gave Kazakhstan the
non-fiction? Decide in Karatau Mountains. ..........
pairs. 6 Burabai National Park is the Pearl
1 Reading is fun. of Kazakhstan. ..........
2 Why should we read? We can 7 Two giants in the Altai Mountains were friends. ..........
watch films instead. 8 The dombra is a musical instrument. ..........
3 We don’t need books. We can
watch TV instead.
Look at Module 6 and write a T/F
4 What I like most is that I can be
part of the story.
3 quiz of your own similar to the one above.
5 I learn new words and can
Song: Listen and fill in the missing words.
write better. 4 Then listen again and sing along.
6 Films have better images and I
can see what happens in action.
7 I like reading about other VIDEO
people’s lives and their cultures.
8 A story is not just a story. It
teaches us other things such as
friendship, love, things we
need in our lives. Many years ago, when I was very 1) .............
9 I prefer to play computer And there was lots of magic around
games. They are full of action. I went out for a 2) ................. in the woods
10 I like seeing how characters And this is what I found.
solve their problems. This helps On a stone by a 3) ................. in the heart of the woods
me, too. Danced a beautiful shining light
Dancing there on a stone in the 4) .................
b) Complete the was a truly wonderful sight.
sentence. I looked at the light and soon I saw
I like reading It was a 5) ................. with golden wings
because ........... She spoke to me right there in the woods
........................ And 6) ................. me magical things.
........................ I 7) ................. in fairies right there and then
...................... . And I knew that they were good
And I knew that I could 8) ................. forget
My magical walk in the woods.
MODULE 6
84
EDUTAINMENT 6
1 a) To develop values and talk • Tell Ss they can use the quiz in the previous task as
about reading a model. Offer an example (e.g. The older brother of
the giants liked to play music. (F))
• Explain the task. Ask the Ss to work in pairs and
• Ss swap their quizzes with another pair and do it
read the sentences.
and then report back to the class.
• Allow Ss time to discuss the reasons for reading.
• Monitor the activity around the class. Suggested Answer Key
• Ss present answers in pairs. 1 The Fisherman’s wife wanted to be the Queen of the
Suggested Answer Key Land and the Sea! (T)
2 Will Scarlett recognised Robert, Earl of Huntingdon. (T)
A: To me, reading fiction/non fiction is important
3 The Sheriff of Nottingham supported King Richard.
because I learn new words and can write better.
(F – Prince John)
B: I love reading because I like seeing how characters
4 Burabai National Park is the ‘diamond’ of Kazakhstan.
solve their problems. This helps me, too.
(F – pearl)
A: That’s true. I also learn new words and can write
5 The older giant brother wanted to build a bridge. (T)
better.
6 The guitar is a national symbol of Kazakhstan. (F –
B: That’s correct. Another reason I love reading is that
the dombra)
I learn about other people’s lives and culture.
4 To listen for specific information

b) To personalise the topic
• Explain the task. Play the recording for Ss to fill in
Elicit Ss’ reasons why they like reading from around
the missing words.
the class.
• Check answers.
Suggested Answer Key • Play recording again for Ss to sing along.
I like reading because stories teach me about other ways Answer Key
of solving my problems. I often get good ideas when I am
1 young 4 woods 7 believed
reading that I wouldn’t think of myself.
2 walk 5 fairy 8 never
3 stream 6 told
2 To test knowledge learnt in this module
• Explain the task. Allow Ss some time to read the at the end.
questions and mark the sentences as true or false.
• Alternatively, you may allow Ss to review the module
and find the relevant information to complete the Game
statements correctly. Check Ss’ answers.
Play in teams. The leader chooses words from the Check
Answer Key these words box. Students in teams make sentences
1 T 3 F 5 F 7 F using them. Each correct sentence gets one point. The
2 F 4 T 6 T 8 T team with the most points is the winner.
Leader: poor
Team AS1: The fisherman lived in a small house and
3 To revise vocabulary taught in
he was very poor.
the module
• Explain the task and allow Ss time to look through
the module and think of quiz questions in pairs.
From Ex. 10, p. 83(T)

After the older brother broke the instrument, the younger
brother helped him to build the bridge. Then the older
brother said he was sorry and he made a new instrument
for his younger brother. When the bridge was built, they
sat around all day listening to the new instrument and
were good friends again.
MODULE 6
84(T)
Fantasy world!
3 To consolidate vocabulary; to draw on
Read the title of the module Fantasy World! and ask Ss
existing knowledge
to suggest what they think it means. Go through the
topic list and stimulate a discussion to prompt Ss’ • Ask Ss to think of famous films with animals.
interest in the module. • Remind Ss of the difference between films with
animals talking and interacting (like The Jungle Book)
Find the page numbers for and films about humans and an animal, (e.g. Jaws,
Lassie, etc.)
• Explain/Elicit the meaning of any unknown words, and Suggested Answer Key
then Ss find the page numbers for the items listed.
• Ask questions to check Ss’ understanding. 'Animal Farm' (1954) – farm animals, 'Watership Down'
(1978) – rabbits; 'Finding Nemo' (2003) – fish;
Answer Key 'Madagascar' (2005) - lots of animals
a film review (p. 95)
Do you ever read reviews of films? How else do you know
what a film is about and if you will like it? Do you always
agree with the review?
a fact file about a bird (p. 87)

Do you have these birds in Kazakhstan? Have you ever
seen one close up? What did you think?
a spider (p. 92)
Do you like spiders? Or are you scared of them?
a rhyme (p. 94)
Do you know any rhymes about animals? How can they
help us to remember information about animals?
Vocabulary
1 To introduce the topic; to assess prior
knowledge
• Ask Ss to write down all the animals they know
English names for. Suggest they think of: animals
on land, air and sea, big and small, pets and wild.
• Give Ss time to complete the task.
• Elicit answers from Ss around the class.
(Ss’ own answers)

cat, dog, bird, fish, mouse, lion, insect, sheep, cow, pig,
rabbit, etc.
2 To present vocabulary about animals

• Play the recording with pauses for Ss to repeat
chorally and or individually.
• Check Ss' pronunciation and intonation.
• Students say the names of the animals in Kazakhstani.
(Ss’ own answers)
MODULE 7
85(T)

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09Excel Gr 5 KAZ Ts Mod 5.

qxp_09Excel Gr 5 KAZ Ts Mod 5 1/11/17 18:51 Page 141

minutes write three things

island of Atlantis? How are these names

The Capital City The earthquake

The people Did Atlantis exist?

Suggested Answer Key Suggested Answer Key

... The Greek god Poseidon created Atlantis.

1 Who was Plato? 6 What did the Atlanteans do?

these words and the past simple.

• Narrating past events

or give the class a summary of the text.

minutes. Then, tell your friend.

Student’s Book: Language Review 5e Workbook: 5e & Presentation Skills 5 MODULE 5

2 To practise the past simple of irregular

3 a) To practise the past simple and identify

1 was – irregular 7 became – irregular

b) To practise the past simple interrogative

loring the ancient city! We

1 Kamila went to Sauran yesterday. 9 5.W4 5.W7

Write a short email to your

The sentences above are from a dialogue between two friends.

Bob: How are you today, Sam?

Read the dialogue. How was Bob’s weekend?

a) Find sentences in the dialogue which mean:

b) To consolidate situational language

5 To act out a dialogue

2 To predict the content of a text Suggested Answer Key

3 To use specific vocabulary to write

is the twentieth century’s

with your partner.

What do you know about the people in the pictures?

country. In groups, collect information using his/her name as the

Across the Curriculum 5i

A rock C classical E folk G disco

Note! 3 people to the instruments

Collect information about your favourite kind of

In groups create a poster showing traditional musical

3 To listen for specific information

4 To prepare a presentation on your

3 To talk about an event you attended

Use these adjectives excellent, perfect, delicious, upset, fantastic to

1 Where were you? 4 Was there any food or music?

Student’s Book: Self-Check 5 Workbook: 5j MODULE 5

sentences are true about 1 Centaurs were from Greece. .............

Song: a) How can someone be a part of history?

b) Listen to the song and fill in the missing

However hard you think it seems

Suggested Answer Key

3 To test knowledge learnt in this module Game

Reading for Pleasure

Find the page numbers for

• Explain/Elicit the meaning of any unknown words,

2 To present new vocabulary

or at your house. Which are fiction? Which are

6a The Fisherman and the Fish

biography to find out.

Alexander Pushkin (6th June 1799 – 10th

2 To present vocabulary for a story

5 To personalise the topic 10 To act out a mime of the story

• Play the video for the Ss and elicit their comments

7 To personalise the topic