SAMPLE

Trips
Unit Overview
Objectives• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• To identify and talk about tourist attractions and amusement park attractions
• To ask and answer questions about activities using simple past tense
• To ask and answer questions about activities using future tense
• To talk about plans in sequence

Language •• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Tourist attractions: aquarium, amusement park, palace,

water park, theater, national park, circus
Target Vocabulary Amusement park attractions: ride the Ferris wheel,
go on the bumper cars, play miniature golf, ride the carousel,
go on the paddle boats, ride the roller coaster, go on the pirate ship,
go on the water slide

What did you do yesterday? I went to the aquarium.

Did you go to the aquarium? Yes, I did. / No, I didn’t.
Target Structures Did you like the aquarium? Yes, I did. / No, I didn’t.
What will you do at the amusement park?
First, I’ll ride the Ferris wheel. Then, I’ll go on the bumper cars.

Values: Plan, but be flexible. Planning helps you do more things.

Features
Cross-curricular: Social science: Beach safety

Materials• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

• Student Book 6 pages 60–69

• Audio CD tracks B:02–14
• Picture Cards: (66) aquarium, (67) amusement park, (68) palace, (69) water park,
(70) theater, (71) national park, (72) circus, (73) ride the Ferris wheel, (74) go on the
bumper cars, (75) play miniature golf, (76) ride the carousel, (77) go on the paddle
boats, (78) ride the roller coaster, (79) go on the pirate ship, (80) go on the water
slide
• Story Cards
• Activity Sheets 9–10
• Workbook 6 pages 48–57
• Unit 5 Test
93
 SAMPLE
Student Book page 60
Objectives
• To listen to a conversation
• To identify tourist attractions
Target language
aquarium, amusement park, palace, water park,
theater, national park, circus
Materials
Picture Cards 66–72

Warm-up
• Pre-teach the word tourist. Say, I like being a
tourist. I like going places. Talk about a recent trip
you took and the things you did. Start by saying, I
went on a trip to …. It was great. Invite students to
share similar experiences.
• Say, Let’s think of some fun places for tourists. Elicit
responses and write the names of the places on the
board.

Using the page

1 B:02
Listen and read. Did they enjoy today?
• Ask, Who can you see in the picture? (Hannah, Maria,
Felipe, Tom, and Flo) Where are they? (At the camp.)
What time is it? (It’s late./It’s evening.) 3 Look at Activity 1. Where did Flo,
• Play the audio. Ask students to look at the story frames Tom, and Maria go?
and listen. Play the audio again, pausing for students to
repeat. Pair students and give them time to ask and answer the
• Divide the class into five parts and assign the roles. question. Circulate, prompt, and help as needed.
Have each group read their lines.
Assign Workbook page 48. For the answers, see
• Ask comprehension questions: Where did Tom and Flo WB page 168.
go today? (To a palace.) How was it? (It was great.)
Where did Maria go? (To the palace and the museum.)
Where will they go tomorrow? (To the amusement park.) Extension
Where does Felipe want to go first? (On the water Tourist scramble game
slide.)
Review tourist attractions using Picture Cards 66–72.
Then have students sit in a circle. Assign each
2 B:03
Listen and say. student one of the tourist attractions. Stand in the
middle and start talking. Explain to students that
• Focus on the seven pictures of tourist attractions. Play
when they hear their tourist attraction, the ones who
the audio and have students repeat after each word
are assigned that item must switch chairs. Teacher
they hear.
also takes a chair, leaving one student in the middle.
• Put Picture Cards 66–72 up on the board for students’ That student then takes the teacher’s role, although
reference. Number each card. Pair students and have if a student says the word tourist all students move to
them play a game. One student in each pair says a a new chair.
number. His/Her partner has to say the item and use
it in a sentence, e.g., Palace. I went to the palace
yesterday.

94

Student Book page 61
Objectives
• To use tourist attractions vocabulary
• To ask and answer questions about activities using
simple past tense
Target language
What did you do yesterday? I went to the aquarium.
Did you go to the aquarium? Yes, I did. / No, I didn’t.
Did you like the aquarium? Yes, I did. / No, I didn’t.
Materials
Picture Cards 66–72, Activity Sheet 9
Warm-up
Divide the class into two. Show students Pictures
Cards 66–72 one by one and elicit spellings. Correct
spellings earn points for the teams.
Using the page
B:04
What did you do yesterday? I went to the aquarium.
Did you go to the aquarium? Yes, I did.
Did you go to the aquarium? No, I didn’t.
Did you like the aquarium? Yes, I did.
Did you like the aquarium? No, I didn’t.
SAMPLE
4 B:05
Listen and circle.
• Focus on the Look! box. Play the audio (CD track B:04)
and have students repeat the questions and answers.
• Focus on the picture of Maria. Tell students they will
listen to Maria talking on the phone to her dad. Then
have students read the questions chorally.
• Play the audio and have students do the activity.
Hi, Maria.
Hi, Dad.
What did you do yesterday? Did you go to London?
Yes, I did. I went to a lot of places in London.
Did you go to the palace?
Yes, I did. Buckingham Palace is beautiful.
Did you go to the zoo and the aquarium?
No, I didn’t. There was no time because I went to the
theater. The actors were great.
Where did you go after that?
To a pizza restaurant—I was really hungry!
Sounds like you’re having a wonderful time!
• Elicit answers from the class.
5 Stick and circle. Then ask and
answer.
• Have students read the exchanges in the speech
bubbles chorally.
• Ask students to focus on the stickers for this activity
at the back of their books. Have students say what the
items are, and give them time to place the stickers on
the page by their choice.
• Pair students and give them time to ask and answer
questions, using the target language.
6 Ask and answer. What did you do
yesterday?
Pair students and give them time to ask and answer
questions, using the target language. Encourage them
to find out what their partner did, where he/she went to
and whether he/she liked the place/activity.
Online task: Direct students’ attention to Champ.
Tell students to go online to Future Island and find
Champ’s item. Once students click on it, they are
taken to a supplementary language task.
Assign Workbook page 49. For the audio script,
WB see page 162. For the answers, see page 168.
Extension
Tourist places matching game
Hand out a copy of Activity Sheet 9 to pairs of
students. Have students add one more item by
drawing and writing. Ask them to cut out the items.
Students take turns to match the picture card to the
word card. When they make a match, they say a
sentence using the target word.
95

Student Book page 62
Objectives
• To identify amusement park attractions
• To practice amusement park attractions
vocabulary with a song
Target language
ride the Ferris wheel, go on the bumper cars, play
miniature golf, ride the carousel, go on the paddle
boats, ride the roller coaster, go on the pirate ship,
go on the water slide
Materials
Picture Cards 73–80, drawing paper, colored pencils
Warm-up
• To review interrogative of like using past simple,
have students work in pairs. They each imagine or
think and write down a famous place they visited
last year. Their partner asks questions to guess the
place. Encourage them to use target language.
• Divide the class into two teams and play charades,
using the tourist attractions vocabulary.
96
SAMPLE
Using the page
7 B:06
Listen and say.
• Introduce the new vocabulary with Picture Cards
73–80. Hold the cards up one by one, then turn them
to the word-side and ask students to repeat the words
after you. Then ask students to look at the words and
pictures in their books.
• Play the audio and have students listen as they look at
the eight pictures in their books.
• Play the audio again and have students repeat the
vocabulary. Correct pronunciation if necessary.
8 B:07-08
Listen to the song and write.
• Draw students’ attention to the lyrics on page 62. Play
the song audio and have students listen.
• Play the audio again and ask students to write the
correct word in the spaces. Have students compare
their answers with partners.
• Play the song again and have students check their
answers in pairs.
• Invite students to sing the song. Play the karaoke
version (CD track B:08) and ask students to do some
actions as they sing the song.
9 Look and say.
• Draw students’ attention to the four pictures at the
bottom of the page. Pair students and have them ask
and answer the questions.
• Invite a few pair of confident students to ask and
answer the questions in front of the class. Correct any
mistakes.
Assign Workbook page 50. For the answers, see
WB page 168.
Extension
Amusement park design
Give each student a drawing paper and have them
draw and color a picture of their own amusement
park. It can be one from their imagination or one they
have been to. Students present their poster to the
class. Encourage the class to ask questions using
simple past tense. Finally, have a class vote for the
best amusement park.

Student Book page 63
Objectives
• To ask and answer questions about activities using
future tense
• To talk about plans in sequence
Target language
What will you do at the amusement park?
First, I’ll ride the Ferris wheel. Then, I’ll go on the
bumper cars.
Materials
Picture Cards 66–72; 73–80, Activity Sheet 10
Warm-up
Play a memory game to review vocabulary of this
unit by using Picture Cards 66–80. First, show the
word-side of the cards one by one and have students
repeat. Then have everyone stand up. Say, e.g.,
Ferris wheel! The first person in the first rows says,
e.g., Ferris wheel! Palace! Repeat down the rows,
adding a new word each time. If a student cannot
remember he/she must sit down. To extend the
game, add verbs, e.g., I rode the Ferris wheel! I went
to the palace!
SAMPLE
Using the page
B:09
What will you do at the amusement park?
First, I’ll ride the Ferris wheel. Then, I’ll go on the bumper
cars.
10 B:10
Listen and number. Then ask and
answer.
• Have students focus on the Look! box. Play the audio
(CD track B:09) and have them listen and repeat after
the audio.
• Say the exchange in the speech bubbles chorally,
then draw students’ attention to the six pictures in
Activity 10. Point to picture 1a and ask, Where are
they? (They’re at the amusement park.) What are they
doing? (They’re going on the pirate ship.)
• Have students listen to the audio and write 1 or 2 in the
boxes for each item to indicate the order of the activity.
1. First, I’ll ride the carousel. Then, I’ll go on the pirate
ship.
2. First, I’ll play miniature golf. Then, I’ll go on the paddle
boats.
3. First, I’ll ride the Ferris wheel. Then, I’ll go on the water
slide.
• To check answers, ask students, e.g., Which attraction
did they/she do first? Which box is number one?
11 Look at Activity 10 and write.
• Have students look at the pictures in Activity 10 and
the sentence prompts in Activity 11. Give students time
to do the activity. Circulate and prompt as needed.
• Invite confident students to write their answers on the
board. Correct any mistakes.
12 Ask and answer. What will you do
next week/summer/winter/year?
Pair students and give them time to do the activity.
Circulate and prompt as needed. Invite confident
students to speak in front of the class.
Assign Workbook page 51. For the answers, see
WB page 168.
Extension
What will you do at the amusement park?
Pair students and give each pair Activity Sheets 10.
Using the word cards only, students pick 2 cards and
make sentences about their own experiences, using
future tense, e.g., First, I’ll ride the carousel. Then, I’ll
go on the bumper cars.
97

Student Book page 64
Objectives
• To develop reading, writing, listening and speaking
skills
• To scan for information
Additional language
surfing, Hawaiian dancing, paragliding, volleyball
Materials
paper, colored pencils
Warm-up
• Write on the board, Yesterday I went somewhere
and I did something. Encourage students to ask
questions in simple past tense to find out more.
Have something interesting in mind to answer
students’ questions.
• To extend the activity, invite some students to the
front to do the same. Other students ask them
questions to find out more information. Encourage
them to answer questions in full sentences, using
affirmative and negative verbs, e.g., No, I didn’t play
tennis yesterday. Yes, I liked the movie very much.
98
SAMPLE
Using the page
13 B:11
Read. Then match the underlined
words to the photos.
• Give student time to look at the four photos, and
have them talk about what they see. Have students
read the underlined words chorally, and check for
understanding.
• Play the audio and have students listen as they follow
along in their books.
• Play the audio again and have students complete the
activity by matching the pictures with the underlined
words.
• To check answers, point to each picture and ask,
What’s this? or What are they doing? Elicit answers by
asking students to say the number or the words.
14 Write.
• Have students read the four questions aloud chorally.
• Give students time to complete the activity in pairs.
Circulate and help as needed.
• Check answers by asking pairs of students to give their
answers.
15 Talk about your last vacation and
your plan for your next vacation.
• Draw students’ attention to Activity 13. Ask, Do you
like Hawaii? Would you like to go there? Why / Why
not? What can you do in such a place? Elicit possible
vocabulary of holiday activities and weather conditions
(e.g., sightseeing, relaxing, sunny, warm, comfortable)
Write the words on the board.
• Have students read the statement in the speech
bubble chorally. Place students in small groups and
have them take turns talking about their last vacation
and their plan for next vacation. Circulate and help as
needed.
• Invite some students to talk about their own, or their
classmate’s vacation plans.
Assign Workbook page 52. For the audio script,
WB see page 162. For the answers, see page 168.
Extension
Vacation plan
Give each pair of students a piece of paper and ask
them to plan for their next vacation. Encourage them
to use their imaginations and be creative. Their aim
is to make plans for their next vacation by drawing
illustrations and writing sentences. Students present
to the class. Have the class judge which vacation
plan is the most attractive.
 SAMPLE
Using the page
16 B:12
Read. What do the different flags
mean?
• Draw students’ attention to the photos and ask them to
talk about what they see.
• Play the audio and have students read along in their
books. Remind them to use the context to work out
meaning. Ask them to answer the question, What do
the different flags mean?

17 Look at Activity 16 and write.

• Ask students to read the text in Activity 16 one more
time, aloud. Then read the five incomplete statements
chorally.
• Pair students and give them time to do the activity. Ask
for volunteers to say the statements to the class for
checking. Students check their own work.
• Draw students’ attention to the Think! box. Read the
text chorally. Give students time to think of possible
answers and take notes. Discuss.

Assign Workbook page 53. For the answers, see

WB page 168.

Extension
Safety role-play game
Place students in small groups and have them write
Student Book page 65 and act out a skit showing an aspect of safety at the
beach/park/schoolyard. To make the activity more
Objectives challenging, students do the skit as a silent movie,
• To integrate cross-curricular content (social and the students watching must guess what aspect
science) into English class of safety is the subject, what rules are being broken,
• To develop cross-curricular content through a short and what is the safety tip.
project
Mini-project: Have students work in small groups
Additional language and find out about beach safety in their country and
safety instructions, slip, slop, slap, yellow and red make a poster. Remind them that they can get ideas
flags from some government pamphlets or websites on the
Materials Internet, or they can take photos on the beaches and
pictures (from the Internet) showing warning signs on use them in their posters.
the beaches and parks

Warm-up
• Ask students about their experiences of going
to a beach/pool/water park, e.g., Is it fun? Is it
dangerous? What did you do to protect yourselves?
Write their answers on the board and discuss.
• Show students some pictures of warning signs and
place them on the board. Ask them to guess the
meanings of the signs.

99

Student Book page 66
Objectives
• To consolidate target language in a story
• To provide story comprehension
Additional language
underground, river, bring, harbor
Materials
pictures of zoos, harbors, and nature reserves from
the Internet
Warm-up
To remind the students of the story, write the key
words from the last episode on the board (zoo,
cameras, dogs, roof, guard, cage, open) and ask
them in pairs to retell the story using these words.
Circulate and help. Then ask some students to tell
their version of the summary to the whole class.
100
SAMPLE
Using the page
18 B:13
Listen and read.
• Draw students’ attention to the story frames and
give them time to look at the pictures. Play the audio.
Students listen and follow in their books.
• To check understanding, give students false
statements to correct. Read them out one at a time and
students correct them chorally, e.g., It’s easy to rescue
Champ. (It isn’t easy to rescue Champ. It’s difficult to
rescue Champ.) The nature reserve closed down fifty
years ago. (The nature reserve didn’t close down fifty
years ago. It closed down a hundred years ago.) They
used the river to bring water to the animals. (They didn’t
use the river to bring water to the animals. They used
the river to bring food to the animals.) They can use it
now to get into the nature reserve. (They can use it now
to get into Zero Zendell’s zoo.)
• Play the audio again. Pause for the class to repeat
each line in chorus.
• Divide the class into groups of three. Allocate the roles
of Martha, Chris, and Serena to each group.
• Play the audio again. Pause for students to repeat their
character’s lines.
• Have pairs of students predict what happens next.
Volunteers share their ideas with the class. Take a vote
to find the most popular idea.
19 How does Marta know about the
river? Discuss your answers.
• Ask, How does Marta know about the river?
• Give students time to think, then ask for volunteers to
tell their ideas.
Assign Workbook page 54. For the audio script,
WB see page 162. For the answers, see page 168.
Extension
Places and activities
Show pictures of zoos, harbors, and nature reserves
from the Internet. Ask students to describe what they
see and also to detail what activities there are or
what can be found in these places. This can be done
in small groups or as a class discussion.
 SAMPLE
Using the page
20 Circle T = True or F = False.
• Focus on the six statements and have students say
them chorally.
• Give students time to read the story on page 66 again
and complete the activity.
• Pair students to have them discuss the answers and
check their work. Elicit answers from volunteers.

21 Role-play the story.

• Divide students into groups, making sure there are the
same number of students in each group as there are
characters in the story. Give each group a set of cut-up
Story Cards and have students place them in order.
Then ask each group to act out the story. Circulate,
prompt and correct as needed.
• Have each group act out the story in front of the class.
Have the class vote on the best version of the story.

22 Write in the schedule below to plan

your day. Then share with a friend.
• Read the values, Plan, but be flexible. Planning helps
you do more things. Ask, Why do you think planning is
important? Why is it a good idea to be flexible? Elicit
responses and discuss students’ ideas. Praise any
good ideas.
Student Book page 67 • Draw students’ attention to the schedule in Activity 22,
and read the verb phrases in the word box chorally.
Give students time to write in the schedule individually.
Objectives Circulate, prompt, and help as needed.
• To provide story comprehension
• Pair students and give them time to discuss their
• To role-play a story
answers together. Ask them to look at the speech
Additional language bubbles for their reference. Invite pairs of students to
Plan, but be flexible. Planning helps you do more talk about their schedules to the class.
things.
Assign Workbook page 55. For the answers, see
Materials WB page 168.
Story Cards, paper

Warm-up
Discuss an upcoming school activity, or a family
activity and brainstorm a plan for it. Have students
say ideas for the plan and you write them down on
the board. Once the plan is done, discuss with the
class if there are ways that the plan can be improved
or made better.
Extension
My “Ideal Day” plan
Give students paper and tell them to plan a schedule
for their “ideal day.” They write short phrases, and
they can also draw small illustrations to make it more
interesting. Have students present their plans to a
partner, then ask some volunteers to describe their
partner’s ideal day. Place all plans on the bulletin
board for display.

Home-school link: Read the directive with the

class: Help a family member to plan his/her day. Ask
students to do this at home.

101
 SAMPLE
• Pair students. Explain that they must find out what
their partner’s park looks like but they cannot look at it!
Students must only listen to their partners talk about
their own park, and they can ask questions.
• Walk around the classroom and help students who may
be having difficulty. Invite volunteers to ask and answer
questions about their amusement park design.

Assign Workbook page 56. For the answers, see

WB page 168.

Extension
Crazy Park
Pair students and give each pair a piece of paper.
Tell them to plan and design their own “crazy”
amusement park. Encourage them to create any
interesting games or facilities in their amusement
park. They draw pictures and they can write some
short phrases to explain things if necessary. Have
pairs present their amusement park to the class, and
have the class ask questions to find out more about
the park. Place all the park design on the bulletin
board. Vote for the craziest amusement park.

Student Book page 68

Objective
To review unit language with an information gap
activity
Materials
Picture Cards 66–72; 73–80, paper, colored pencils

Warm-up
Review the vocabulary items from this unit by
showing Picture Cards 66–80. Then play a spelling
bee or a memory game.

Using the page

23 Stick. Then listen to your friend and
stick.
• Direct students’ attention to the information gap activity
and ask questions about the picture. Ask, What do you
have to do? (Design an amusement park. Put stickers
on the park map.) Have students find the stickers at the
back of their books.
• Give students time to place the stickers on their
amusement park map (the top half of the page). They
can place stickers by their choice.

102

Student Book page 69
Objectives
• To complete a progress check
• To provide an opportunity for self-assessment
Materials
Copies of page 68 activity
Warm-up
Prepare enough copies of “Your friend’s amusement
park” (bottom half of page 68) for each student. Invite
a student to describe his/her amusement park on
page 68, upper half. The rest of the students try to
write or draw the amusement park attractions on the
map given. Encourage students to ask questions if
they need more information to complete the map.
Using the page
24 B:14
Listen and check (✓).
• Have students look at the pictures. Invite students to
talk about the pictures randomly, e.g., Number 3a. He’s
playing miniature golf. Explain that the odd-numbered
pairs of pictures are about what happened last week,
and the even-numbered pictures are about what will
happen next week. Read the days of the week chorally.
SAMPLE
• Play the audio. Have students listen and follow along in
their books.
• Play the audio again. Have students complete the
activity by checking the correct pictures. Pause the
audio where necessary to give students enough time to
do the activity.
My name’s Jenny. It’s my summer vacation now. Last
Monday, I went to the water park. Next Monday, I’ll go
again, and go on the water slide!
On Tuesday last week I went to the amusement park. I
played miniature golf with my friend. She asked if I will go
with her again next week to go on the bumper cars.
On Wednesday last week I went to the aquarium with my
dad. Next Wednesday I’ll go to the theater with my mom.
The weather was sunny last Thursday so I went to the
national park with my grandparents. Next Thursday they’ll
go on vacation to the United States. So, I’ll go to the
airport to say goodbye to them.
Last Friday I went to the amusement park again! It rained
so we didn’t go on the new roller coaster. We’ll go to the
amusement park again next Friday and go on the new
roller coaster then.
• Play the audio again, or read the statements yourself,
and elicit answers.
25 Look at Activity 24 and write.
• Read the five questions chorally. Give students time
to write answers. Remind them to use complete
sentences. Circulate and help as needed.
• To check answers, have students swap their books with
a partner. Elicit answers from volunteers.
Assign Workbook page 57. For the audio script,
WB see page 162. For the answers, see page 168.
Extension
Whisper Game
Divide the students into small teams and have them
stand in a line. The last person in the line says two
sentences using target language, e.g., I went to the
theater last week. I will go to the circus next week. by
whispering it into the person ahead of them in line.
When the messages are whispered to the first person
in each line, they all say the sentences aloud. The
last person verifies if it is correct. Correct answers
get a point. The last person in each line then goes
to the front of the line and the game is repeated until
everyone has a turn being the “whisperer.”
Unit wrap-up
I Can: Read the two statements with students and
invite students to check the boxes. Say,
Good job! Then walk around the class and
initial the page.
Tests: You may wish to give Unit 5 Test (see page
215) at this time.
Students can now go online to Future Island.
103
 Activity Sheet 9 SAMPLE

aquarium amusement park

palace water park
theater national park
circus
Photocopiable
104 Our Discovery Island, Level 6, Uni 5 Ac ivi y Shee 9 © Pearson Educa ion Limi ed 2012
Activity Sheet 10 SAMPLE

ride the Ferris wheel go on the bumper cars

play miniature golf ride the carousel
go on the paddle boats ride the roller coaster
go on a pirate ship go on the water slide
Photocopiable
© Pearson Educa ion Limi ed 2012 Our Discovery Island, Level 6, Uni 5 Ac ivi y Shee 10 105
 Unit 5 Story Cards SAMPLE

What can we do? Wait! I know this

How can we rescue place! Isn’t it the
Champ? nature reserve?
What?
Here?
It’s difficult ….

Yes, I’ll
check the
sign.

My parents started this It went from the harbor,

nature reserve. There was past the zoo, and into the
Here! It was easy to
an underground river! nature reserve!
bring food for the
animals … we used
Where? the river!

Where did
it go?

Yes! And we can use it!

We can get into Zero
Cool! It’s Zendell’s Zoo!
the river!

And then we’ll

rescue Champ!

Photocopiable
106 Our Discovery Island, Level 6, Unit 5 S ory Cards © Pearson Educa ion Limi ed 2012