Learning New

Objectives
Things
Vocabulary Project
• To name activities pupils can • To make an ‘Amazing Body’ poster
learn to do
Culture Connection
Reading • Around the World: To read about
• To identify the main idea of a story extraordinary kids around the world
(‘The Best in the Class’)
• To use reading strategies to Writing
comprehend and appreciate a story • To identify, understand and write the
parts of a book or film review
Grammar
• To talk about activities using know how Phonics
to + noun • To identify and say the letters
• To ask about opinions using think of + and sounds for ew, ey and e_e
noun individually and as part of words

Content Connection Think Big

• Science: To learn how the human body • To develop 21st century skills and
moves ‘bigger picture’ thinking

Key Vocabulary
Activities Adjectives Content Words
bake a cake amazing college musician
build a robot boring contract nerves
dance like a hip-hop artist cool degrees organs
draw comic books dangerous extraordinary professional
make a website difficult genius relax
play the guitar interesting joints system
sing like a rock star
snowboard
speak Chinese

242 Unit
T9A Unit 79

M09_BE_TE_L04GLB_0820_U09.indd 242 3/18/14 1:02 PM

 Materials
Pupil’s Book, Unit 9
Main unit, pages 108–119
Checkpoint Units 7–9,
pages 80–83
Cutouts for Checkpoint,
Units 7–9, Activity Book page 125
Class Audio CD, Tracks 3:37–54
Activity Book, Unit 9
Main unit, pages 86–95
Checkpoint Units 7-9,
pages 96–97
Extra grammar practice, page 106
YLE Practice Material,
pages 129–141
Class Audio CD, Tracks 3:42–58
Assessment Package
Unit 9 Practice test
Unit 9 Unit test
Unit 9 Oral assessment
Units 7–9 Review test
Additional Materials
Flashcards 68–77
Video (eText), Unit 9
Interactive Activities, Unit 9
Digital activities (MyEnglishLab),
Unit 9
Checkpoint Activities Units 7–9
Pupils Book, pages 108–119, AB125
Guide pupils in discussions (spontaneous
class, group or pair discussions) that enable
them to put the vocabulary and structures
they have learnt into practice. Encourage
pupils to assess themselves on how well
they have learnt the material. As they do,
pay attention to their performance. Target
areas that need more practice before
moving on to the next part of the lesson.
If desired, use the YLE (Young Learners English) Movers practice materials at the end of the
Activity Book to familiarise pupils with the activity types used in the YLE Tests.
M09_BE_TE_L04GLB_0820_U09.indd 243
Unit Opener Activities
Family Connection
Have pupils begin a checklist of things
that people in their family are learning to
do. Pupils can begin the list by drawing
pictures or looking at the activities
shown on the flashcards. Pupils can
add to the list as they complete the
unit. Encourage pupils to discuss what
they are learning with their families and
report back to the class about the things
their families are learning every day or
week.
Watch Us Learn Bulletin Board
Create a bulletin board entitled Watch
Us Learn. Pupils can post drawings or
photographs showing the things they are
learning at home and at school. Encourage
them to write labels and captions that talk
about the different steps they had to take to
learn each new thing. Pupils can add to the
display throughout the unit as they learn to
talk about other activities.
Activity Book, pages 96–97
Pupils use critical thinking and
collaboration skills to plan and write a
letter about a boy named Ben. They use
calendar cues to analyse and make guesses
about Ben’s personality, preferences and
activities. They use synthesis skills to write
about the characteristics that would or
would not make Ben a good friend. When
pupils have finished, invite volunteers to
share their work in groups or pairs.
Unit 9
7 T9B
243
3/18/14 1:03 PM
 Unit Learning New
9
3:37

1
Things
Listen, look and say.

2 sing like a 4 snowboard

1 dance like a
hip-hop artist rock star 3 bake a cake

6 play badminton 7 speak Chinese

5 play the guitar

8 draw comic books 9 build a robot 10 make a website

3:38

2 Listen, find and say. 3 Play a game.

108 Unit 9 vocabulary (talents)

M09A_BE_SB_L04GLB_0776_U09.indd 108
M09_BE_TE_L04GLB_0820_U09.indd 244 04/12/2013 14:29
3/18/14 1:03 PM
 Warm-Up OBJECTIVES
To talk about the
• Say: Every Wednesday evening I have a cooking lesson. I’m learning to cook food activities and skills
from all over the world. On Saturday mornings I have a piano lesson. I do these in people learn
my free time. Write the two activities you do on the board. Then ask pupils if To play a game
they are learning to do anything after school and write them on the board. Say:
One day I would like to learn how to draw. I like to learn new things because it’s
interesting. Then ask pupils if there is anything they would like to learn and why. Key Vocabulary
Accept all logical answers. Verb phrases: bake a
cake, build a robot,
dance like a hip-hop
Using Page 108 artist, draw comic books,
make a website, play the
1 3:37 Listen, look and say.
guitar, sing like a rock
star, snowboard, speak
INVOLVE Explain the lesson objective –pupils will learn and talk about the activities and Chinese
skills people learn.
Materials
• Point to the pictures on page 108 and say: These pictures show different things
Flashcards 68–77
people learn how to do. Audio tracks 3:37–38
• Read the directions aloud. Play audio track 3:37 and have pupils listen, look at Interactive activities
the photo for each corresponding activity and then repeat the sentences. (eText)
Digital activities:
Replay the audio and pause after each activity while pupils repeat it several MyEnglishLab
MONITOR times. Listen for proper pronunciation and appropriate intonation. Ask pupils
to repeat each activity aloud after you, if necessary.
Page 86
ASSIST Replay the audio as needed.
Answers on page T152
CHALLENGE
Ask pupils to name a few more new things people might like to try. Write
them on the board.
2 3:38 Listen, find and say.

• Point to the activities in Activity 1 and say each one aloud. Have pupils repeat
after you. Randomly describe a picture and have pupils point to the picture
you have described.
• Read the directions aloud. Play audio track 3:38. Have pupils listen and point
to each picture in Activity 1.
Check to make sure pupils are pointing to the correct image. Pupils can also
MONITOR repeat the activity in pairs, showing or saying the correct number for each
activity to each other.
ASSIST Replay the audio as needed. For additional support, use the flashcards.
3 Play a game.
• Mime one of the activities shown in Activity 1. Ask: What am I doing? Pupils
can answer by pointing to pictures or by saying, for example: You’re playing
badminton.
• Have pupils play Charades (see Game Bank, page T135, for details). In pairs,
pupils take turns miming the activities shown in Activity 1. Partners guess the
activity being mimed.
MONITOR
Listen for proper pronunciation, appropriate intonation and correct language
use. Pupils can also play the game again in small groups or pairs.
• Assign Activity Book page 86 and direct pupils to digital activities.

Application and Practice Activity

• Have pupils write a few sentences about which two activities they would like to
try and why. Ask them to read their sentences to the class.

Unit 9 T108

14:29 M09_BE_TE_L04GLB_0820_U09.indd 245 3/18/14 1:03 PM

 OBJECTIVES
To talk about different
activities people like to
learn
To sing a song
Key Vocabulary
Verb phrases: bake a
cake, build a robot,
dance like a hip-hop
artist, draw comic books,
make a website, play the
guitar, sing like a rock
star, skateboard,
snowboard, speak
Chinese
Adjectives: amazing,
brilliant, boring, cool,
dangerous, difficult,
interesting
21st Century Skills
Critical Thinking
Materials
Index cards with:
amazing, boring, cool,
dangerous, difficult,
interesting
Flashcards 68–77
Audio tracks 3:39–42
Audioscript, page T145
Interactive activities
(eText)
Digital activities:
MyEnglishLab
Page 87
Audioscript on page
T146
Answers on page T152
TEACHING TIP
Identifying Challenges
Draw pupils’ attention
to the lines I’d like to
learn to speak English.
‘It’s hard!’ my friends all
say. Ask pupils to share
some of the difficulties
they’ve had learning
English. Ask: If a friend
wasn’t sure whether to
learn English or not,
what would you tell
him or her? Why?
T109 Unit 9
M09_BE_TE_L04GLB_0820_U09.indd 246
Learning New
Warm-Up
Things
• Draw a chart with two columns on the board. Ask pupils to come to the board
and complete the chart by putting their name in the first column and an activity
they would like to learn in the second column. You can display the flashcards for
help. Then have pupils make sentences about their classmates and themselves,
e.g.: Maria wants to learn how to bake a cake. I want to learn how to skateboard.
Using Page 109
4 3:39 Listen and sing. What’s brilliant and cool?
3:40
INVOLVE
Explain the lesson objective – pupils will sing a song and talk about activities
people like to learn.
• Explain the terms brilliant and cool. Explain that we can use cool to not only
talk about the weather but also about something we enjoy doing.
• Read the directions aloud. Play audio track 3:39. Have pupils read along
silently.
• Replay the audio and have pupils sing along. Do this several times. Then ask
pupils to read the song silently and identify what’s brilliant and cool.
• Once pupils are familiar with the song, have them practise it using the karaoke
version (audio track 3:40). Or, if you wish, save the karaoke version for use at
another time as a fun way to review the song.
Check pupils’ comprehension. Ask: What would the boy like to learn? (how to
MONITOR
speak English) What’s brilliant and cool? (Skateboarding is brilliant and cool.)
ASSIST
Replay the audio as needed. Use gestures and simple language to explain
unfamiliar words.
5 3:41 Listen and write the activities in your notebook. Then match.
• Explain that pupils will hear children talking about different activities and
what they think about them.
• Have volunteers read the items aloud. Explain unfamiliar words if needed.
• Read the directions aloud. Play audio track 3:41 and pause after each activity
so pupils can write it in their notebooks.
• Replay the audio for pupils to match the adjectives to the activities.
MONITOR
Review answers as a class. (Answers: 1 play the guitar – e, 2 speak Chinese – a, 3
skateboard – d, 4 build a robot – c, 5 sing like a rock star – f, 6 make a website – b)
ASSIST
Pause the audio after each section to give pupils a chance to locate the
activities and copy them correctly in their notebooks.
st
21 Critical Thinking
• Read the directions and questions aloud. Discuss the questions as a class. Help
pupils express their answers in English. Then ask: If you learnt to speak Chinese,
what could that help you do? Why would someone who drew comic books want to
know how to make a website?
Application and Practice Activity
• Have pupils set up ‘classes’ in different areas of the classroom. Ask which pupils
know how to do the things shown in Activity 1 or any other activities. They
will be the teachers. Other pupils will visit the teachers to get a quick lesson.
Encourage pupils to ask and answer questions about what they need to do to
learn how to do the activity.
• Have pupils walk around the room, visiting different teachers who are teaching
things that are interesting to them.
3/18/14 1:03 PM M09A
 3
:39 .4

0
3
4 Listen and sing. What’s brilliant and cool?

Learning Is Fun!
Do you know how to skateboard?
It’s so brilliant. It’s so cool!
I can show you how to do it
On Friday after school.
It’s fun to learn new things,
Like how to draw or bake or sing!
I wish I had a lot more free time.
I would try to learn everything!
I’d like to learn to speak English.
“It’s hard!” my friends all say.
But I think it’s really interesting.
I’d like to speak it well one day.
Chorus

3:41

5 Listen and write the activities

in your notebook. Then match.
a amazing b boring c cool
d dangerous e difficult f interesting

Which things in 1 can you do?

What do you think of the talents in 1? Use the words from
5 in your answers.
What skills would you like to learn? Why?

song/vocabulary Unit 9 109

M09A_BE_SB_L04GLB_0776_U09.indd 247
M09_BE_TE_L04GLB_0820_U09.indd 109 04/12/2013 14:30
3/18/14 1:03 PM
 Story
3:43

6 Listen and read. Does Sam know how to play the guitar?

e Class
The Best in th Hi, Jake! You’re really good at What do you think of my playing? I think it’s... um... interesting!
playing the guitar.
Isn’t that boy in
your class, Sam?

Oh, yes! That’s Jake. Thanks! Sam! I think it’s terrible!

1 Sam and Christina are walking home

from school. They see a boy from 2 Sam thinks that Jake can play the 5 Sam tries to play the guitar. But he’s 6 Christina thinks Sam’s guitar
Sam’s class. guitar very well. not very good! playing is awful.

Do you know how Would you like to 7 Correct the sentences. Write the correct sentences in your notebook.
to play the guitar? learn? I can teach you!
1 Jake is really good at playing the piano.
2 Sam knows how to play the guitar.
3 Sam wants to teach Jake to play the guitar.
4 Sam is good at playing the guitar.
5 Christina thinks Sam’s playing is great.

What are you good at doing? What do you have to do to

No, I don’t. learn how to do a new thing well?
Yes, I’d like to. Thanks!

3 Sam doesn’t know how to play 4 Jake wants to teach Sam how to
the guitar. play the guitar.

110 Unit 9 reading Unit 9 111

M09A_BE_SB_L04GLB_0776_U09.indd 110 04/12/2013 14:30 M09A_BE_SB_L04GLB_0776_U09.indd 111 04/12/2013 14:30

Warm-Up
• Give each pupil an index card. Have pupils write one sentence about something they are good
at or something they are learning how to do. Then collect the cards, mix them up and put them
into a small bag. Have pupils take turns choosing one of the cards from the bag and reading the
sentence on the card aloud. Then a pupil should try to guess who wrote the card.
• If the pupil doesn’t guess correctly, the rest of the class can try to guess. The first pupil who
guesses correctly will be the next one to choose a card. If no one guesses correctly, the pupil
who wrote the card will choose.
• Keep playing until all of the cards have been matched to the pupils who wrote them.

Using Page 110

6 3:43 Listen and read. Does Sam know how to play the guitar?

INVOLVE Explain the lesson objective – pupils will listen and answer questions about a story.
• Read the story title aloud. Have pupils repeat it. Have them look at Frame 1. Ask: What are
Sam and Christina doing? (They’re walking home.) Then have them look at the title. Ask:
Who do you think is the best in the class and at what? (The boy in the picture is the best in the
class at playing the guitar.)
• Read the directions aloud. Draw attention to the question: Does Sam know how to play the
guitar? Play audio track 3:43 and have pupils listen and read silently.
Ask comprehension questions about the story. Say: Look at Frame 2. What’s the boy’s name?
MONITOR (Jake) What does Sam think about Jake’s guitar playing? (He thinks that Jake can play the guitar
very well.) Does Sam know how to play the guitar? (No, he doesn’t.)
ASSIST Replay the audio as necessary. Pause after each frame and explain unfamiliar words.
• Have pupils work in groups of three to role play the dialogue in the story.
CHALLENGE
Have the groups role play the story again, using their own words and substituting their own
names and the activity, e.g., play chess instead of play the guitar.

T110 Unit 9

M09_BE_TE_L04GLB_0820_U09.indd 248 3/18/14 1:03 PM

 Using Page 111 OBJECTIVES
To read unit language
7 Correct the sentences. Write the correct sentences in your notebook. in context
• Read directions aloud. Do Item 1 with the whole class and then have pupils To read for
understanding and
complete the activity independently. Have pupils read the story quietly and enjoyment
find the answers.
To read and draw
Review answers as a class. (Answers: 1 Jake is really good at playing the guitar., conclusions

MONITOR
2 Sam doesn’t know how to play the guitar., 3 Jake wants to teach Sam to play the
guitar., 4 Sam is bad at/isn’t good at playing the guitar., 5 Christina thinks Sam’s
playing is awful.) Key Vocabulary
CHALLENGE
Have pupils write three more incorrect sentences about the story for a partner Adjectives: best,
interesting, really good
to correct. at, terrible
st
21 Critical Thinking
21st Century Skills
• Ask a volunteer to read the questions. Have pupils write the answer to the first Critical Thinking
question in their notebooks and then have a class discussion about the second Media Literacy
question, writing the main points on the board as pupils talk.
Listen for proper pronunciation, appropriate intonation and correct use of Materials
MONITOR
Small bag
vocabulary.
Index cards
ASSIST Offer suggestions if the discussion is slow or stops. Flashcards 68–77
• Assign Activity Book page 88 and direct pupils to digital activities. Audio track 3:43
Digital activities:
MyEnglishLab
Application and Practice Activity
• Have partners interview one another about the things they do well and the
Page 88
things they don’t do very well. Have them decide in advance three questions
Answers on page T152
they will ask. Model: Are you good at playing the guitar? Do you like to draw?
Can you make a website? Encourage pupils to write their partner’s answers in Summary
their notebooks. Sam and Christina are
• Have pupils tell the class what their partners do and don’t do well. Model: walking home from
school when they see
Sophie can’t make a website. She’s good at drawing. She’s the best guitar player in Jake. He’s good at
her class. playing the guitar. He
offers to teach Sam how
MONITOR
Have pupils make sure that their partners have reported their answers to play but Sam plays
correctly. very badly.

TEACHING TIP
st
21 Media Literacy
Discuss why a writer
would use a comic strip
to tell a story. Point out
that in comic strips,
most of the information
comes from the
pictures but the reader
also has to make
inferences about what
happens in between
the frames. Ask: What
do you think happens
in between Frames 4
and 5 in this story?
How do you know?

Unit 9 T111

M09_BE_TE_L04GLB_0820_U09.indd 249 3/18/14 1:03 PM

 Story
3:43

6 Listen and read. Does Sam know how to play the guitar?

t i n t h e C l a s s
Th e B e s Hi, Jake! You’re really good at
playing the guitar.
Isn’t that boy in
your class, Sam?

Oh, yes! That’s Jake. Thanks!

1 Sam and Christina are walking home

from school. They see a boy from 2 Sam thinks that Jake can play the
Sam’s class. guitar very well.

Do you know how Would you like to

to play the guitar? learn? I can teach you!

No, I don’t. Yes, I’d like to. Thanks!

3 Sam doesn’t know how to play 4 Jake wants to teach Sam how to
the guitar. play the guitar.

110 Unit 9

M09A_BE_SB_L04GLB_0776_U09.indd 110
M09_BE_TE_L04GLB_0820_U09.indd 250 04/12/2013 14:30
3/18/14 1:03 PM M09A
 What do you think of my playing? I think it’s... um... interesting!

Sam! I think it’s terrible!

5 Sam tries to play the guitar. But he’s 6 Christina thinks Sam’s guitar
not very good! playing is awful.

7 Correct the sentences. Write the correct sentences in your notebook.

1 Jake is really good at playing the piano.
2 Sam knows how to play the guitar.
3 Sam wants to teach Jake to play the guitar.
4 Sam is good at playing the guitar.
5 Christina thinks Sam’s playing is great.

What are you good at doing? What do you have to do to

learn how to do a new thing well?

reading Unit 9 111

14:30 M09A_BE_SB_L04GLB_0776_U09.indd 251

M09_BE_TE_L04GLB_0820_U09.indd 111 04/12/2013 14:30
3/18/14 1:03 PM
 Language in Action
3:44

8 Listen and look at the sentences. Help Sam and Christina make more.

draw comic books make a website

play badminton dance like a hip-hop artist

Do you know how to play the piano ? Yes, I do .

Does he know how to bake a cake ? No, he doesn’t .

What would she like to learn how to do ?

She’d like to learn how to sing like a rock star .

They’d like to learn how to speak Chinese .

9 Complete the questions and answers.

1 Do you ? the guitar? 2 Does he ? dance?
? . But I can play the piano. ? . He dances every weekend.
3 ? sing? 4 ? draw?
? . They sing very well. ? . She’s terrible at art.

10 Look and read. Write the answers in your notebook.

1 2 3

What would they like What would she like What would he like to
to learn how to do? to learn how to do? learn how to do?

112 Unit 9 language practice (Do you know how to play the guitar?)

M09A_BE_SB_L04GLB_0776_U09.indd 112
M09_BE_TE_L04GLB_0820_U09.indd 252 04/12/2013 14:30
3/18/14 1:03 PM
 Warm-Up OBJECTIVES
To use know how
• Give a book to a pupil and ask: Do you know how to put the book on the shelf? to in questions and
Have the pupil respond by placing the book on the shelf and saying: Yes, I do. statements about
activities
• Invite a volunteer to ask another pupil a question using the sentence frame
Do you know how to…? Have pairs of pupils take turns asking and answering To use would like to in
questions and answers
questions using the sentence frame and other classroom items.

Using Page 112 Key Vocabulary

8 Verb phrases: bake a
3:44Listen and look at the sentences. Help Sam and Christina make cake, dance like a
more. hip-hop artist, draw
comic books, make a
INVOLVE
Explain the lesson objective – pupils will use know how to and would like to to website, play the piano,
make statements, questions and answers. sing like a rock star,
speak Chinese
• Point to the board in the Pupil’s Book and read the phrases. Ask pupils to
repeat after you. Materials
• Read the directions aloud. Play audio track 3:44. Have pupils listen and follow Props from the
classroom, such as a
along in their books. Pause after each completed sentence so that pupils can book, a pencil and paper
repeat what they hear. and a backpack
• Read the sentences aloud again. Point out how questions with know how to Flashcards 68–77
and statements with would like to are formed. Audio tracks 3:44–45
Digital activities:
• Have pupils practise the target language in pairs, using the alternative MyEnglishLab
language on blocks at the top of the board.
MONITOR
Check for understanding. Review possible sentences as a class. Ask pairs to Page 89
say aloud a sentence that they have made. Audioscript on page
T146
9 Complete the questions and answers. Answers on page T152
• Read the directions aloud. Write the first item on the board. Circle the
pronoun I in the answer. Explain to pupils that we can work out which
pronoun to use in a question by looking at the answer.
• Do Item 1 as a class. Have pupils complete the rest of the activity
independently by writing the questions and answers in their notebooks.
Review answers as a class. (Answers: 1 know how to, No, I don’t., 2 know how to,
MONITOR Yes, he does., 3 Do they know how to, Yes, they do., 4 Does she know how to, No,
she doesn’t.)
10 Look and read. Write the answers in your notebook.
• Read the directions aloud. Make sure that pupils understand the activity being
shown in each picture.
• Discuss the first picture and question. Elicit: They’d like to learn how to build a
robot. Have pupils complete the activity in their notebooks.
Review answers as a class. (Answers: 1 They’d like to learn how to build a robot.,
MONITOR 2 She’d like to learn how to bake a cake., 3 He’d like to learn how to sing like a rock
star.)
• Assign Activity Book page 89 and direct pupils to digital activities.

Application and Practice Activity

• Give ten pupils a flashcard. Say: Pretend you are learning the activity on your card.
Have pupils take turns saying what they are learning to do. Model: I’m learning
how to sing like a rock star. Then collect the cards and hand them out again to ten
more pupils, until everyone has spoken.
• Then play a memory game. Ask pupils if they can remember which activities the
other pupils are learning to do. Say: Who’s learning how to speak Chinese? Have
pupils confirm each other’s answers.

Unit 9 T112

14:30 M09_BE_TE_L04GLB_0820_U09.indd 253 3/18/14 1:03 PM

 OBJECTIVES
To make questions
using What do you think
of …?
Key Vocabulary
Verb phrases: bake
cakes, build a robot,
learn Chinese, make
pizza, play the piano,
skateboard, snowboard,
watch tennis
Adjectives: amazing,
boring, cool, dangerous,
fun, difficult, interesting
Materials
Flashcards 68–77
Interactive activities
(eText)
Digital activities:
MyEnglishLab
CHALLENGE
Page 90
Answers on page T152
CHALLENGE
MONITOR
T113 Unit 9
M09_BE_TE_L04GLB_0820_U09.indd 254
Warm-Up
• Write on the board amazing, boring, cool, dangerous, difficult, fun and interesting.
Say: I think watching TV is boring, learning Chinese is difficult and surfing is
dangerous. Then ask: What do you think of playing the piano? What do you think
of learning English?, etc. Accept all logical answers. Ask pupils to make sentences
with the adjectives on the board to describe an activity of their choice.
Using Page 113
11 Read. Then complete the sentences.
INVOLVE
Explain the lesson objective – pupils will make questions and answers using
What do you think of ... ?
• Explain that when you ask people what they think of something, you want to
find out their opinion.
• Read the directions aloud. Draw pupils’ attention to the chart. Have volunteers
read the first two items aloud. Complete items 1–4 as a class.
MONITOR
Check for proper pronunciation and appropriate intonation. (Answers: 1 think,
2 think, 3 think, 4 thinks)
Have pupils make their own questions and answers using different activities.
Then have them practise asking and answering their questions in pairs.
12 Write questions and answers in your notebook.
• Read the directions aloud. Have pupils look at the pictures and tell you what
they see (making pizza, skateboarding, building a robot, playing tennis).
• Do Item 1 as a class, then have pupils complete the activity independently by
writing the questions and answers in their notebooks.
Review answers as a class. (Answers: 1 What does she think of making pizza? She
MONITOR
thinks it’s cool., 2 What does he think of skateboarding? He thinks it’s fun., 3 What
do they think of building a robot? They think it’s difficult., 4 What do you think of
watching tennis? I think it’s interesting.)
Have pupils choose two prompts from the activity to ask their partners. Check
that pupils ask and answer using the prompts but for themselves.
13 Ask and answer with a partner.
• Read the directions aloud. Have volunteers read the speech bubbles. Ask:
What does the girl think of hip-hop music? (She thinks it’s amazing.) Elicit or
give other possible answers she could have given.
• Have pupils ask and answer about the activities on the flashcards and in this
lesson, using the speech bubbles as a guide.
While pupils are working, listen for proper pronunciation, appropriate
intonation and correct use of target language and vocabulary.
• Assign Activity Book page 90 and direct pupils to digital activities.
Application and Practice Activity
• Make a chart with four columns on the board. Label each column amazing, fun,
boring, difficult. Review the activities presented in the unit. For each activity, ask
pupils to vote to show their opinion of the activity. Write the activity as a row
name and then count the votes for each one. For example, ask: Who thinks it’s
amazing to make a website? Who thinks it is fun?, etc.
• Have volunteers take turns choosing an activity to ask about and count the
votes. When all the votes are recorded, encourage pupils to use the chart to
make comparisons between the activities, for example: Our class thinks it’s more
fun to build a robot than to bake a cake.
3/18/14 1:03 PM M09A
 Language in Action

11 Read. Then complete the sentences.

What do you think of snowboarding? I think it’s dangerous.

What does she think of baking cakes? She thinks it’s boring.

What do they 1
? of learning Chinese? They 2
? it’s difficult.

What does he 3
? of playing the piano? He 4
? it’s amazing.

12 Write questions and answers in your notebook.

1 2

she/make pizza/? he/skateboard/?

cool/. fun/.

3 4

they/build a
you/watch tennis/?
robot/?
interesting/.
difficult/.

13 Ask and answer with a partner.

What do you think

of hip-hop dancing? I think it’s
amazing.

language practice (What do you think of tennis?) Unit 9 113

M09A_BE_SB_L04GLB_0776_U09.indd 255
M09_BE_TE_L04GLB_0820_U09.indd 113 04/12/2013 14:31
3/18/14 1:03 PM
 Content Connection Science
3:46

14 Look, listen and repeat. 16 Look at 15. Read and choose the correct word.
1 Bones, muscles/brain and joints are the three kinds of body parts that make
contract joints nerves organs relax system up your musculoskeletal system.
2 Without your organs/bones, your body wouldn’t have any shape.
3:47

15 3 Your joints connect two or more nerves/bones together.

Listen and read. What three things help us move
our bodies? 4 By pulling your bones in different directions, your muscles/joints help your
body move.

Moving
MovingYour
Moving YourBody
Your Body
Body
With every move you make, you are using your bones, muscles
5 Muscles move your body by contracting and playing/relaxing.
6 When you want to move, your nerves/joints send messages to your muscles.

and joints. These three kinds of body parts make up your 17 Look at 15 and 16. Play a game with a partner.
musculoskeletal system. Without your musculoskeletal system,
you would not be able to stand, walk or move in any way.
Without these, your body
Your bones are your body’s frame. They support the organs
wouldn’t have shape. Bones!
within your body and give the body shape. Without bones, your body
These move your body
would look like an octopus! by contracting.
Your joints connect two or more bones to each other. Joints are Um... nerves?
important because they allow you to be flexible. Without working joints,
No. Muscles.
your body would not be able to move.
Your muscles are also important for motion. Muscles are strong and
flexible. They pull the bones in different directions. By pulling your bones in PROJECT
different directions, they help your body to move.
Of course, your muscles, bones and joints do not move by themselves. 18 Make an Amazing Body poster.
Your brain and your nerves help out. For example, if you want to kick a
football, your brain needs to tell your nerves that you want to move your
foot. Your nerves send a message to your muscles. Your muscles contract,
or get shorter, and, as a result, you kick the ball. Muscles move your Skin Without our skin, we
body by contracting and then relaxing. would get ill more
Next time you are rushing to get to class, remember often.
how amazing it is that your body gets you there.
Our skin is our
body’s biggest organ.
It protects us from
germs. Without it,
What other parts of the body do you know? we would get ill
What do they do? more often.
Which of these facts do you think are true?
a when you sleep, you grow 8mm
b human bone is as strong as stone
c the brain is our largest organ

114 Unit 9 content connection (body movement) Unit 9 115

M09A_BE_SB_L04GLB_0776_U09.indd 114 04/12/2013 14:32 M09A_BE_SB_L04GLB_0776_U09.indd 115 04/12/2013 14:32

Warm-Up
• Place a ball in the centre of an open area. Have pupils stand in a circle around it.
• Name a pupil to go into the circle to get the ball. Give a direction that requires the pupil to
bend, stretch, twist or turn his/her body. For example: Bend down and roll the ball to Luisa.
• Before leaving the circle, ask the pupil to name and describe the body parts he/she used to do
the activity. Model: You used your knees to bend down. What did you use to roll the ball?
• Have pupils take turns getting the ball in different ways and giving directions to each other.

Using Page 114

14 3:46 Look, listen and repeat.

INVOLVE
Explain the lesson objective – pupils will read and talk about how the human body moves.
They will also make an ‘Amazing Body’ poster and present it to the class.
• Read the directions aloud. Play audio track 3:46 and have pupils follow in their books. Play
the audio again while pupils listen and repeat.
• Tell pupils that they will learn the meaning of these words in the context of the article. Or, if
you wish, have pairs of pupils look up the words in a dictionary before reading the text.
Write words on the board, point to them and say them aloud. Have pupils listen and repeat.
MONITOR (Pupils can also do this in pairs, pointing randomly at words in their books and practising
saying them.)
ASSIST Replay the audio as needed.
15 3:47 Listen and read. What three things help us move our bodies?
• Read the directions aloud and have pupils look at the picture of the human body and to
name some of its parts. Write them on the board.
• Play audio track 3:47 and have pupils listen and read along silently.
Ask questions to check for understanding. Ask: What helps us stand, move and walk? (our
musculoskeletal system) What do our bones do? (They protect the organs and give the body
MONITOR shape.) Why are joints important? (They allow us to be flexible.) How does our brain help? (It
tells the body how to move.) What three things help us move our bodies? (Our bones, muscles
and joints help us move our bodies.)

T114 Unit 9

M09_BE_TE_L04GLB_0820_U09.indd 256 3/18/14 1:03 PM

 OBJECTIVES
ASSIST
Replay the audio as needed. Have pupils note down any words they do not To read about how
the human body
understand and help them to work out their meanings from context. moves
st
21 Critical Thinking To make a poster

• Refer to the board, where the parts of the body are written. Ask pupils what
they do. Then have a volunteer read the three Think Big statements aloud. Ask
them which ones they think are true but don’t respond at this point. Have pupils Content Words
research the facts on the internet or in resource books first, then confirm the Nouns: contract, joints,
nerves, organs, relax,
answers for them. (Answers: a true, b false, c false) system

Using Page 115 21st Century Skills

Health Literacy
16 Look at 15. Read and choose the correct word. Critical Thinking
• Read the directions aloud. Have volunteers read the the statements aloud.
Materials
• Do Item 1 as a class. Then have pupils complete the activity independently. A soft ball

MONITOR
Review answers as a class. (Answers: 1 muscles, 2 bones, 3 bones, 4 muscles, 5 Flashcards 68–77
relaxing, 6 nerve) A3 paper, marker pens
or coloured pencils
CHALLENGE
Say: Bones. Have pupils tell you what they do, e.g., They give the body shape. Audio tracks 3:46–47
Continue in this way until most body parts have been covered. Interactive activities
(eText)
17 Look at 15 and 16. Play a game with a partner. Digital activities:
MyEnglishLab
• Read the directions aloud. Have volunteers read the speech bubbles. Have
pupils play the game in pairs, using the speech bubbles as a guide.
MONITOR
While pupils are working, listen for proper pronunciation, appropriate Page 91
intonation and correct use of language and vocabulary. Answers on page T152

18 Make an Amazing Body poster.

• Read the directions aloud. Have pupils look at the example of an ‘Amazing
Body’ poster in their book and read the caption aloud. Have a volunteer read
the speech bubble.
• Have pupils work alone, in pairs or in small groups to make their posters.
They may draw or cut out pictures from old magazines, newspapers or the
internet. They should write captions for their posters as well, following the
example.
MONITOR
Have pupils present their posters to the rest of the class. Listen for proper
pronunciation, appropriate intonation and correct use of language.
ASSIST
While pupils are making their posters, help them to make sentences about
their amazing hobbies and to practise talking about their poster.
• Assign Activity Book page 91 and direct pupils to digital activities.

Application and Practice Activity

st
• 21 Health Literacy Have pupils look at the activities shown on the flashcards TEACHING TIP
st
and think about the ways in which their bodies would have to move to do each 21 Health Literacy
activity. Explain that different
• Invite pairs to choose one of the activities. Have them use marker pens or parts of your body
need different
coloured pencils to make a rough diagram of a human body on a sheet of A3 nutrients. Say: Calcium
paper. Then have them label the body parts that would need to be strong in helps keep your bones
order to do the activity they chose. Have them write a paragraph that gives a healthy and strong.
health plan to someone who wants to be good at that activity. Encourage them Milk and almonds are
to use at least two vocabulary items in their paragraph. high in calcium.
Proteins help build
• Have pupils share their diagrams and health plans with the class. strong muscles. Fish
and eggs are high in
protein. Have pupils
work together to plan
a school lunch that is
good for their body.

Unit 9 T115

M09_BE_TE_L04GLB_0820_U09.indd 257 3/18/14 1:03 PM

 Content Connection Science
3:46

14 Look, listen and repeat.

contract joints nerves organs relax system

3:47

15 Listen and read. What three things help us move

our bodies?

Moving
MovingYour
Moving Body
Your
Your Body
Body
With every move you make, you are using your bones, muscles
and joints. These three kinds of body parts make up your
musculoskeletal system. Without your musculoskeletal system,
you would not be able to stand, walk or move in any way.
Your bones are your body’s frame. They support the organs
within your body and give the body shape. Without bones, your body
would look like an octopus!
Your joints connect two or more bones to each other. Joints are
important because they allow you to be flexible. Without working joints,
your body would not be able to move.
Your muscles are also important for motion. Muscles are strong and
flexible. They pull the bones in different directions. By pulling your bones in
different directions, they help your body to move.
Of course, your muscles, bones and joints do not move by themselves.
Your brain and your nerves help out. For example, if you want to kick a
football, your brain needs to tell your nerves that you want to move your
foot. Your nerves send a message to your muscles. Your muscles contract,
or get shorter, and, as a result, you kick the ball. Muscles move your
body by contracting and then relaxing.
Next time you are rushing to get to class, remember
how amazing it is that your body gets you there.

What other parts of the body do you know?

What do they do?
Which of these facts do you think are true?
a when you sleep, you grow 8mm
b human bone is as strong as stone
c the brain is our largest organ

114 Unit 9

M09A_BE_SB_L04GLB_0776_U09.indd 114
M09_BE_TE_L04GLB_0820_U09.indd 258 04/12/2013 14:32
3/18/14 1:03 PM M09A
 16 Look at 15. Read and choose the correct word.
1 Bones, muscles/brain and joints are the three kinds of body parts that make
up your musculoskeletal system.
2 Without your organs/bones, your body wouldn’t have any shape.
3 Your joints connect two or more nerves/bones together.
4 By pulling your bones in different directions, your muscles/joints help your
body move.
5 Muscles move your body by contracting and playing/relaxing.
6 When you want to move, your nerves/joints send messages to your muscles.

17 Look at 15 and 16. Play a game with a partner.

Without these, your body

wouldn’t have shape. Bones!
These move your body
by contracting.
Um... nerves?
No. Muscles.

PROJECT

18 Make an Amazing Body poster.

Skin Without our skin, we

would get ill more
often.
Our skin is our
body’s biggest organ.
It protects us from
germs. Without it,
we would get ill
more often.

content connection (body movement) Unit 9 115

14:32 M09A_BE_SB_L04GLB_0776_U09.indd 259

M09_BE_TE_L04GLB_0820_U09.indd 115 04/12/2013 14:32
3/18/14 1:03 PM
 Culture Connection Around the World
3:48

19 Listen and read. When did Aelita Andre start painting?

Extraordinary Kids
There are some kids in the world who do things faster and better than
most people. Take a look at some of these amazing kids.

Gregory Smith was born in 1990 in Keswick, Virginia, in the United

States. Gregory could read before he was two years old. At ten, Gregory
started attending university. By sixteen, Gregory had several university
degrees. But he is more than just a genius. He travels the world trying to help
young people everywhere. He hopes that he can help make the world
a safer and more peaceful place for everyone.

At just eight years old, Yuto Miyazawa was already a professional

musician! Yuto has already performed with music legends Ozzy
Osbourne, Les Paul and G. E. Smith. He has appeared on several
TV talk shows and performed at Madison Square Garden.
Who knows what the future holds for this musical genius?

Many people in Australia are talking about an amazing

young artist. Aelita Andre started showing her paintings
when she was just three. Her father, a famous photographer,
says that Aelita started to paint before her second birthday. Many
people say that Aelita is too young to be considered a real artist. But her
parents are still proud of her work.

Not everyone can be a genius but everyone has got his or her own special
talents. What are yours?

20 Read and write in your notebook. Write GS (Gregory

Smith), YT (Yuto Miyazawa) or AA (Aelita Andre).
1 He was a professional musician at eight years old.
2 She started showing paintings at three years old.
3 He had several university degrees by the age of sixteen.
4 Her father is a photographer.
5 He travels the world trying to help young people.
6 He has performed at Madison Square Garden.

Are you surprised by any of these stories?

Which one? Why?

116 Unit 9

M09A_BE_SB_L04GLB_0776_U09.indd 116
M09_BE_TE_L04GLB_0820_U09.indd 260 04/12/2013 14:32
3/18/14 1:03 PM
 Warm-Up OBJECTIVES
To read and talk about
• Show pupils a globe or world map. Hold up a sticky note with ‘the United extraordinary kids
States’ written on it. Say: I want to put this note on the United States. Is it above around the world
the equator or below it? Is it east of the Atlantic Ocean or west of it? Have pupils
give directions. Place the sticky note when the majority believes that you are
pointing at the United States. Have a volunteer come to the globe or map and Content Words
check the location. Repeat the activity for Australia. Nouns: college,
degrees, extraordinary,
genius, musician,
Using Page 116 professional

19 3:48 Listen and read. When did Aelita Andre start painting? 21st Century Skills
INVOLVE
Explain the lesson objective – pupils will read and talk about extraordinary Communication
children around the world. Critical Thinking

• Write the word ordinary on the board. Explain that when something is Materials
ordinary, it is usual or something people see every day. Add the prefix extra World map or globe
to the word and underline it. Explain that when you add extra to a word, Sticky notes
it means beyond or outside. Say: If something is extraordinary, it is outside or Marker pens or coloured
beyond ordinary. For example, a rainy day is ordinary weather. A tornado is pencils
extraordinary weather. Audio track 3:48
Digital activities:
• Write these vocabulary items on the board: college, degrees, extraordinary, MyEnglishLab
genius, musician, professional. Have pupils listen for and locate these words in
the article.
• Read the directions aloud. Play audio track 3:48 and have pupils listen, read Page 92
Answers on page T152
and follow in their books.
Check for comprehension. Ask: Where does Gregory Smith live? (In Keswick,
Virginia, in the United States) What makes Gregory extraordinary? (He could
read before he was two years old.) What’s extraordinary about Yuto Miyazawa?
MONITOR (He was a professional musician when he was eight years old.) Where does
Aelita Andre live? (Australia) What makes her extraordinary? (She is an amazing
artist.) When did Aelita Andre start painting? (Aelita Andre started painting
when she was three.)
ASSIST Replay the audio as needed.
20 Read and write in your notebook. Write GS (Gregory Smith), YT (Yuto
Miyazawa) or AA (Aelita Andre).
• Read the directions aloud. Have a volunteer read the first item and ask pupils
to call out the answer (YM).
TEACHING TIP
• Have pupils complete the activity independently in their notebooks. st
21 Communication
MONITOR Review answers as a class. (Answers: 1 YM, 2 AA, 3 GS, 4 AA, 5 GS, 6 YM) Have pupils talk about
st
21 Critical Thinking popular public figures
by asking them to say
• Read the questions aloud as pupils follow in their books. Discuss the questions who they think is the
as a class. Help pupils to express their responses in English. Model: I’m surprised best in the world in
that Gregory could read before he was two. Most children don’t read until they are different areas. Ask:
Who do you think is
five or six. Have pupils work in pairs to answer the questions. the best football player
• Assign Activity Book page 92 and direct pupils to digital activities. in the world? Who’s
the best musician?
Write pupils’ responses
Application and Practice Activity on the board. Explain
that when people have
• Have pairs role play interviews with Gregory, Yuto or Aelita. One pupil plays the a debate, they try to
role of the extraordinary kid and the other pupil asks questions. Model: Did you convince someone who
always feel like you were special? Is it difficult to make friends? Is there anything that has a different opinion
you are not able to do well? that their own opinion
is correct. Have pupils
• Allow partners to role play their interviews for the class. with differing opinions
• Have pupils view Unit 9 video segment. Use the Video Guide. debate and try to
convince their
classmates that theirs is
the correct opinion.

Unit 9 T116

14:32 M09_BE_TE_L04GLB_0820_U09.indd 261 3/18/14 1:03 PM

 OBJECTIVES
To identify the parts of
a review
To write a book or
film review
Key Vocabulary
Noun: review
21st Century Skills
Media Literacy
ICT Literacy
Materials
Examples of book and
film reviews from books,
magazines and the
internet
Marker pens or coloured
pencils
Digital activities:
MyEnglishLab
Page 93
Answers on page T153
TEACHING TIP
st
21 Media Literacy
Display a variety of
book and film reviews.
Have pupils look
through them. Ask
pupils to compare and
contrast the features of
each review. Ask: What
type of information is in
the first paragraph?
What’s at the end? Is
there a summary of the
book or film? Where is
it?
T117 Unit 9
M09_BE_TE_L04GLB_0820_U09.indd 262
Warm-Up
• Have pupils talk about the best and worst books and films they have read and
seen. Model: ‘The Secret Garden’ is the best book I’ve read. I love the way Mary
changes and blossoms just like the garden. I think the film Land of the Lost is
terrible. It’s the worst film I’ve ever seen!
• Write the titles Best Book, Worst Book, Best Film and Worst Film on the board.
List the books and films pupils talk about under the title. Point out that most
words in English titles begin with a capital letter.
Using Page 117
21 Read. Then match the parts of the review.
Explain the lesson objective – pupils will learn about the parts of a review.
INVOLVE
Then they will use the Writing Steps to write a review about a book or a film.
• Read the words in the box aloud and have pupils repeat. Have a volunteer read
the content of the review. Explain any unknown words.
• Do Item 1 as a class. Have pupils complete the activity independently.
Check for understanding. Ask: What does the rating tell you about the book?
(The reviewer liked it a lot.) What book is being reviewed? (Ali and His
MONITOR Camera) What does the reviewer think about the book? (The reviewer thinks it’s
great.) (Answers: 1 online name and date, 2 title, 3 rating, 4 topic sentence, 5 body
of review, 6 final sentence)
ASSIST
To reinforce pupils’ understanding of the different parts of a review, distribute
reviews from a magazine or a newspaper and have pairs identify the parts.
22 Write a review of a book or film you liked. Use the text in 21 to
help you.
• Read the Writing Steps aloud. Ask pupils what book or film they would like
to write about. Remind pupils that the topic sentence should be a general
statement about the book or film. The body of the review will give a bit of
information about that book or film. The final sentence will end the review by
conveying the same idea as the topic sentence but expressing it in a different
way.
• Have pupils write a review about a film or a book in their notebooks.
MONITOR Check to see that pupils are applying the Writing Steps correctly.
st
• 21 ICT Literacy Point out the format bar in a word processing program and
show pupils how to change the type size, colour and font. Have pupils look at
the sample review to get an idea of how a variety of typography is used in a
review. Encourage them to type the review first and then style it.
• Have pupils print and share their reviews with the class. Ask them to explain
why they chose the colour, size and font they used for different parts of the
review.
• Assign Activity Book page 93 and direct pupils to digital activities.
Application and Practice Activity
• Have pupils return to the sample reviews you brought to class. Give pupils
markers pens or coloured pencils. Have them use the marker pens to highlight
the different parts of a review that were outlined in the sample review on page
117 and label them.
• Have pupils work in small groups to highlight and label the different parts of at
least one review.
3/18/14 1:03 PM M09A
 Reviews Writing

21 Read. Then match the parts of the review.

body of review final sentence online name and date

rating title topic sentence

Reviewed by toby23 on 15th March 1

An Interesting Book for Everyone 2
3

Ali and His Camera is an interesting book. 4

I read the book last week and I really liked it. It’s not a
long book. It’s got fifteen pages. There are a lot of great
pictures in it.
It’s about a boy. His name is Ali. He wants a camera. A 5
woman gives him a camera and he takes pictures. Ali
meets a man. The man works at a newspaper. I don’t
want to tell you too much. You should read it for yourself.
Ali and His Camera is a great book and I recommend it
6
to everyone!

Writing Steps

22 Write a review of a book or film you liked.

Use the text in 21 to help you.
1 Think of a book or film.
2 Make a list of what you liked about it.
3 Think of an online name and write today’s date.
4 Write a title for your review.
5 Think of how many stars to give the book or film.
6 Write a topic sentence.
7 Write two paragraphs for the body of the review.
8 Write a final sentence.

Unit 9 117

M09A_BE_SB_L04GLB_0776_U09.indd 263
M09_BE_TE_L04GLB_0820_U09.indd 117 04/12/2013 14:32
3/18/14 1:03 PM
 Phonics ew, ey, e_e
3:49

23 Listen, read and repeat.

1 ew 2 ey 3 e_e
3:50

24 Listen and find. Then say.

stew grey these

3:51

25 Listen and blend the sounds.

1 f-ew few 2 h-ey hey
3 e-ve eve 4 n-ew new
5 p-r-ey prey 6 g-e-ne gene
7 th-ey they 8 d-ew dew
3:52

26 Read aloud. Then listen and chant.

These three are new!

They eat stew
And wear grey, too!

118 Unit 9 phonics (ew, ey, e_e)

M09A_BE_SB_L04GLB_0776_U09.indd 118
M09_BE_TE_L04GLB_0820_U09.indd 264 04/12/2013 14:33
3/18/14 1:03 PM
 Warm-Up OBJECTIVES
To identify and say
• Make flashcards (words only) using index cards for the words in this lesson the letters and sounds
(stew, grey, these) and a few other words with the same sounds that pupils know ew, ey and e_e
(obey, few, blew, etc). individually and as
part of words
• Write the sounds ew, ey and e_e on the board. Show the cards one by one and
read the words aloud. Invite volunteers to the board to point to the sounds on
the board that are in the word on the card.
Materials
Index cards
Using Page 118 Audio tracks 3:49–53
Game (eText)
23 3:49 Listen, read and repeat. Digital activities:
Explain the lesson objective – pupils will identify the letters and sounds ew, ey MyEnglishLab
INVOLVE
and e_e individually and as part of words.
• Read the directions aloud. Play audio track 3:49 and have pupils listen and Page 94
point to each sound as it is said. Have pupils repeat. Audioscript on page
T146
MONITOR
As pupils repeat, check they are pointing to the correct sound and listen for Answers on page T153
correct pronunciation.
24 3:50 Listen and find. Then say.

• Read the directions aloud. Play audio track 3:50 and have pupils listen, find
and point to each word and its corresponding picture as it is said. Have pupils
repeat each word.
ASSIST
Replay the audio as needed. Pupils can also check that they are pointing to the
correct word and saying it properly with a partner.
25 3:51 Listen and blend the sounds.

• Read the directions aloud. Play audio track 3:51 and have pupils listen and
point to each item as it is sounded out and blended on the audio. Have them
repeat after each item.
• Replay the audio and have pupils repeat the activity.
MONITOR
As pupils repeat, check they are pointing to the correct word and listen for
correct pronunciation and appropriate intonation.
26 3:52 Read aloud. Then listen and chant.

• Read the directions aloud. Read the chant while pupils follow in their books.
Have them choral read the chant as a class.
• Play audio track 3:52 and have pupils listen. Replay several times and
encourage them to join in.
MONITOR
As pupils repeat the chant, listen for proper pronunciation, appropriate
intonation and correct use of language.
• Assign Activity Book page 94 and direct pupils to digital activities.

Application and Practice Activity

• Have pupils go through previous phonics lessons and choose their favourite
sound. Ask them to make a tongue twister with the words in that lesson. Have
them write it on an index card. Collect the cards, shuffle them well and give one
to each pupil. Have the pupils read their index card as fast as they can.
• Have pupils play Unit 9, Game 1 on the eText.

Unit 9 T118

14:33 M09_BE_TE_L04GLB_0820_U09.indd 265 3/18/14 1:04 PM

 OUTCOMES
Pupils can use the unit
vocabulary.
Form questions with
know how to and would
like to.
21st Century Skills
Social Skills
Self-Direction
Materials
Card, scissors, crayons
or coloured pencils
Game (eText)
Digital activities:
MyEnglishLab
Page 95
Answers on page T153
MONITOR
CHALLENGE
TEACHING TIP
st
21 Social Skills
MONITOR
Help pupils recognise
that different people
prefer different things.
Say: Your favourite type
of music may be
different from your
brother’s or sister’s
favourite type of music.
What would you do if
your brother wanted to
listen to his favourite
type of music on the
radio during a car trip?
Explain that a
compromise is when
people who want
different things find a
solution that makes
everyone happy. Ask:
How could you and
your brother
compromise?
T119 Unit 9
M09_BE_TE_L04GLB_0820_U09.indd 266
Warm-Up
• Have pupils trace their hands on sheets of card and cut them out. Have pupils
write their names in tiny letters on the back of their paper hands. In the centre,
they should write something that they do very well. On each finger, they should
write something they are learning to do or would like to try.
• Play a game with the hands. Make a pile of them on the floor and set a timer.
Tell pairs of pupils they have one minute to match each hand to the pupil who
created it without looking at the name on the back. Record how many hands
they were able to match and then let the next pair have a turn.
• Have pupils compare the numbers and determine which pair wins.
Using Page 119
27 Write the answers in your notebook.
INVOLVE
Explain the lesson objective – pupils will review the language they learnt in
this unit and assess their progress so far.
• Read the directions aloud. Do the first item as a class. Have pupils complete
the activity independently by writing the answers in their notebooks.
Review answers as a class. (Answers: 1 She thinks it’s amazing., 2 They think it’s
difficult., 3 He thinks it’s interesting., 4 Pupil’s own answer.)
28 Write the questions in your notebook.
• Read the directions aloud. Do the first item as a class. Have pupils complete
the activity independently by writing the questions in their notebooks.
Review answers as a class. (Answers: 1 Does she know how to play the guitar?, 2
MONITOR Do they know how to build a robot?, 3 Would he like to learn how to snowboard?,
4 Would you like to learn how to sing like a rock star?)
Have pupils ask each other questions using Do you know how to ...?
29 Complete for you. Then ask and answer.
• Read the directions aloud. Ask pupils to make a list of a few the activities they
have learnt in this unit and read them to you. Tell them that they can refer to
the flashcards or to rest of the unit.
• Copy the chart on the board and complete it for yourself. Then have pupils
copy the chart into their notebooks and complete it for themselves.
• Have three volunteers read the speech bubbles aloud and three others answer
the questions. Have pupils ask you questions about your chart, then ask and
answer in pairs about theirs.
Listen and identify pupils who are having difficulty producing language or
who are not using a wide range of new vocabulary.
I Can
st
• 21 Self-Direction This section asks pupils to assess their own learning and
think about their progress. Read the statements aloud. Explain that pupils
should write the skills they feel they can do in their notebooks. Help pupils
appreciate their progress. Say: The I Can statements point out what you have
learnt in this unit.
• Assign Activity Book page 95 and direct pupils to digital activities
Application and Practice Activity
• As a class, have pupils compare the activities they learn at home to the ones they
learn at school. Write the lists of activities on the board.
• Encourage pupils to make generalisations about the information on the board.
Model: Most of us learn to read at school. Many of us learn to cook at home.
• Have pupils play Unit 9, Game 2 on the eText.
3/18/14 1:04 PM M09A
 Review

27 Write the answers in your notebook.

1 What does she think of making a website? (amazing)
2 What do they think of speaking Chinese? (difficult)
3 What does he think of drawing comic books?
(interesting)
4 What do you think of playing
badminton?

28 Write the questions in your notebook.

1 ? No, she doesn’t know how to play the guitar.
2 ? Yes, they do. They’re building a robot in school.
3 ? He’d like to learn how to snowboard.
4 ? I’d like to learn how to sing like a rock star.

29 Complete for you. Then ask and answer.

Know how to: Don’t know how to:

Would like to learn: What I think about...:

Do you know What do you

how to...? think of...?

What would you like to

learn how to do?

I Can
• talk about things • give opinions. • describe • write a
people know how my review.
how to do. body moves.

review/self-assessment Unit 9 119

M09A_BE_SB_L04GLB_0776_U09.indd 267
M09_BE_TE_L04GLB_0820_U09.indd 119 04/12/2013 14:33
3/18/14 1:04 PM
 Checkpoint Units 7–9
How Well Do I Know It? Can I Use It?

1 Think about it. Read and draw. Practise.

I know this. I need more practice. I don’t know this.

1 Special days: Earth Day, Father’s Day, my PAGES

parents’ anniversary, New Year’s Day... 84
2 Ways to celebrate: give/get presents,
have a party, watch fireworks, watch 84–85
a parade...
3 Hobbies: basketball, chess, coin
collection, doll collection, shell collection, 96
video games...
4 Talents: bake a cake, build a robot, draw
comic books, make a website, speak 108
Chinese...
5 When are you going to watch a parade?
We’re going to watch a parade on New
Year’s Day.
Is he going to give presents? Yes, he is./ 88–89
No, he isn’t.
1st – first, 10th – tenth, 20th – twentieth,
30th – thirtieth...
6 Laura is a good chess player.
Yoko is a better chess player than Laura.
Alex is the best chess player in the class. 100–101
I’m good at video games.
She’s bad at chess.
7 Do you know how to play the piano?
Yes, I do./No, I don’t.
What would she like to learn how to do?
She’d like to learn how to sing. 112–113
What do they think of snowboarding?
They think it’s dangerous.

120 Checkpoint Units 7–9

M09B_BE_SB_L04GLB_0776_CP3.indd 120
M09_BE_TE_L04GLB_0820_U09.indd 268 04/12/2013 14:38
3/18/14 1:04 PM
 Warm-Up OBJECTIVES
To self-assess comfort
• Have pupils play Pictionary (see Game Bank, page T135 for details) to review key with target skills and
vocabulary from Units 7–9. Ask each pupil to select words or phrases from these key language for
units and write them on slips of paper. Place the slips of paper in a box and have Units 7–9
pupils take turns choosing one and drawing a quick sketch of it while others try
to guess the word or phrase.
21st Century Skills
Using Page 120 Self-Direction

1 Think about it. Read and draw. Practise. Materials

INVOLVE
Explain the lesson objective – pupils will say how well they can use what they Slips of paper, box
have learnt in Units 4–6. Calendar, sticky notes
marker pens or coloured
• Read the directions aloud. Have pupils point to the face icons at the top of the pencils
page as you read the descriptions aloud. Then have pupils repeat after you, For more information
using intonation and facial expressions to mime the meanings. about using
Checkpoints, see
• Have pupils use a marker pen or coloured pencil to complete the exercise in Introduction, page x
their notebooks. (They will then choose a different colour when they review
this list at the end of the Checkpoint.)
Follow the suggestions below to review the key language in the unit. Check to
see how well pupils are able to use the language. Remind pupils that they will
MONITOR be asked to assess their own abilities. You may wish to review all the language
in the checklist first and then have pupils complete the checklist or have pupils
complete the checklist as each language point is reviewed.
ASSIST
Encourage pupils to turn to the page references when they need additional
support or to refresh their memories.
Special Days (page 84)
Show these days on a calendar and have pupils say why each date is special:
1st January (New Year’s Day), 14th February (Valentine’s Day), 22nd April (Earth
Day), 21st June (Midsummer’s Day) and 31st December (New Year’s Eve). Then
have pupils name the dates of their birthdays, if appropriate.
Ways to celebrate (pages 85)
In pairs or groups, have pupils take turns miming the ways to celebrate on
page 84. Classmates should guess what the pupil is miming.
Hobbies (page 96)
Have pupils look at page 96 and make up a sentence about a pupil who likes to
do each hobby. Model: Marisa has a doll collection. Naomi is a painter.
Talents (page 108)
Have pupils use only their hands to mime the special talents on page 108.
They might make hand puppets using their fingers as legs or mouths.
Classmates try to guess which talent pupils are miming.
going to ... (page 88–89)
Have teams use a calendar and sticky notes to plan a special day in the future. TEACHING TIP
Then have them practise a dialogue about the day. Model: When are you going st
21 Self-Direction
to wear special clothes? I’m going to wear special clothes on Sunday. Are you going Remind pupils that they
to wear special clothes on the tenth? No, I’m going to wear them on the ninth. completed Checkpoints
to review the skills they
good/better/best; good/bad at (pages 100–101) learnt in Units 1–3 and
Write these words on the board: good, better, best. Then have pupils compare Units 4–6. Have pupils
review those Checkpoints
and contrast things they can do. Model: I’m good at cooking but I’m better at to recall how they used an
drawing. My sister is the best piano player in our family. exercise to monitor their
own progress. As pupils
Do you know how to …?/Would you like to learn …?/What do you think of …? complete the exercise,
emphasise that there are
(pages 112–113) no right or wrong
Have pupils look at the various special talents on pages 112–113 and conduct answers. Pupils should
draw the face icons in
conversations with their partners using the target language. Model: I’d like to their notebooks to show
learn how to play the piano. What do you think of ...? how they feel about each
skill named.

Checkpoint Units 7–9 T120

14:38 M09_BE_TE_L04GLB_0820_U09.indd 269 3/18/14 1:04 PM

 OBJECTIVES Warm-Up
To complete a dialogue
• Write this sentence on the board: I’m going to... this Saturday. Say: You can use
To practise and vary a this sentence to say what you are going to do. Have pupils take turns to complete
dialogue
the sentence.
To ask and answer
questions using the • Then have pupils see how well they listened to their classmates’ answers. Ask:
target language What’s [pupil’s name] going to do on Saturday?

Using Page 121

21st Century Skills
Technology Literacy 2 3:54 Get ready.
Problem Solving Explain the lesson objective – pupils will put together what they learnt in
INVOLVE Units 7–9. They will complete a dialogue and then ask and answer questions
Materials about it.
Sticky notes
Audio track 3:54 • Part A: Read the directions aloud. Say: A dialogue is a conversation between
Audioscript, page T146 two people. In this dialogue, two pupils talk about a talent show.
• Have volunteers read the words in the box aloud. Point out that they will use
clues in the dialogue to fill in the missing words. Point to the first blank and
have pupils try each of the five words in the blank. Ask: Which word makes
sense? Remind pupils that they should use the be going to form of the verb (are,
going to do).
• Have pupils complete the dialogue independently. Remind them that reading
aloud as they work can help them find the correct answer.
• Play audio track 3:54 twice. First, have pupils focus on listening
comprehension. Then have them check to see if they wrote the words in the
correct order.
Check answers as a class. (Answers: 1 are, 2 going to do, 3 is going to be, 4 are
MONITOR going to dance, 5 is going to sing, 6 is going to skateboard, 7 is going to play, 8 Is, 9
going to do, 10 ’m going to be)
ASSIST
Suggest that pupils write the five words in the box on separate sticky notes.
They can then test each word in the dialogue to find where it makes sense.
• Part B: Read the directions aloud and invite pupils to practise the dialogue.
Encourage pupils to switch roles.
MONITOR Listen for correct pronunciation and intonation as pupils practise.
Invite pupils to repeat the dialogue but change the answers. Explain that they
CHALLENGE
can change some of both Samuel’s and Melissa’s lines. Remind them that they
are playing characters so they don’t have to use real names or describe their
own talents. Invite partners to share their new dialogues with the class.

Have pupils repeat the original dialogue but change the ending so
that Melissa thinks of another talent that she can do at the talent
show.
TEACHING TIP
st
21 Technology Literacy • Part C: Read the directions and questions aloud. Have pupils talk about their
answers in pairs.
Allow pupils to record
the completed MONITOR Check to make sure pupils use correct vocabulary and grammar.
dialogue in Part A. st
After rehearsing the • 21 Problem Solving Point out that a talent show is a great way to share
dialogue, record the talents with a class, parents or a community. Say: Everyone can join in when
conversation. Plan at you plan a talent show. Melissa found a way to be a part of the show even though
least two sessions for she didn’t dance, sing or play an instrument. Have pupils brainstorm other ways
pupils to listen to their
recordings: one that pupils who don’t have these skills might join in.
immediately after
recording it and one a
day or two later.
Listening to a recording
after a break can help
pupils hear it more
objectively.

T121 Checkpoint Units 7–9

M09_BE_TE_L04GLB_0820_U09.indd 270 3/18/14 1:04 PM M09B

 I Can Do It!
3:54

2 Get ready.
1
A Complete the dialogue.
Use the correct form of the
words in the box and a form
of be going to. Then listen 2
and check.

be (x2) dance do (x2) play sing skateboard

3
Samuel: Hey, 1 ? you 2 ? something for the school talent show
on 9th May?
Melissa:
Samuel:
I don’t know. Maybe. Who 3 ? in it?
Well, Katie and Julia 4 ? .
4
Melissa: Oh, wow. They’re better dancers than I am.
Samuel: And Lucas 5 ? .
Melissa: He’s the best singer in the class! What else can I do? 5
Samuel: Let’s see... Ricardo 6 ? . He’s very good at
skateboarding. And Jen 7 ? the guitar.
Melissa: Hey, I know what I can do!
Samuel: Great. What? 6
Melissa: I can catch food. Watch! [Melissa throws some food
and catches it in her mouth.]
Melissa: 8
? anyone else 9 ? that at the talent show?
Samuel: No, I don’t think so. 7
Melissa: Excellent! I 10 ? the best food catcher at the show!

B Practise the dialogue in A with a partner.

Then practise again. Make up your own answers. 8
C Ask and answer the questions with a partner.
1 Why doesn’t Melissa want to sing or dance in the talent show?
2 What special talents have you got? Explain. 9
Checkpoint Units 7–9 121

M09B_BE_SB_L04GLB_0776_CP3.indd271
M09_BE_TE_L04GLB_0820_U09.indd 121 04/12/2013 14:38
3/18/14 1:04 PM
 Checkpoint Units 7–9
3 Get set.

STEP 1 Make a poster for a school talent show.

Talent Show
First, cut out the strips on page 125 of in the
your Activity Book. School
Auditorium
STEP 2 Glue the strips onto a sheet of paper or
poster board.

STEP 3 Design your poster. Add your own pictures

and text. Now you’re ready to Go!
Friday, 10th July
7:00 P.M.–8:00 P.M.
I think Leia’s poster is the best one.
It’s got the coolest design!

4 Go!

A Hang up your posters around the classroom. Look at all the posters
and vote on the best one.
B Make a sign-up sheet for your poster and hang it on the wall. Go
around the class and sign up for five other talent shows. Choose a
different talent for each one.

NAME TALENT

Luisa sing my favourite song

Celia dance

Ricky play the piano

C Compare sign-up sheets with your classmates. Ricky is going to play the
Work in a group. Tell the group what people piano at the talent show!
are going to do in your talent show.

122 Checkpoint Units 7–9

M09B_BE_SB_L04GLB_0776_CP3.indd 122
M09_BE_TE_L04GLB_0820_U09.indd 272 04/12/2013 14:38
3/18/14 1:04 PM
 Warm-Up OBJECTIVES
To design a poster for
• Have pupils preview the cutouts on Activity Book page 125. Say: You’ll use these a talent show
labels to design a talent show poster. Invite volunteers to read the cards aloud.
To plan a variety of
Explain any unfamiliar vocabulary. talent shows featuring
• Use questions to check for understanding. Ask: What’s a talent show? (a show different talents
in which people share different things they can do) What’s an auditorium? (a
theatre) What does perform mean? (to do in front of an audience)
21st Century Skills
Media Literacy
Using Page 122
Innovation
3 Get set.
Materials
INVOLVE
Explain the lesson objective – pupils will design talent show posters and then Cutouts on Activity Book
plan different shows. page 125
• Read the directions and the steps aloud. Card
Examples of effective
• Have pupils cut out the labels. Have pupils work independently to create their posters
posters. Give them access to a variety of art supplies. Art supplies
• Encourage pupils to add at least three words or phrases to their posters. They Flashcards for Units 7–9
might give hints about the types of talents that people will perform at the
show.
MONITOR
Check for proper pronunciation, appropriate intonation and correct use of
language.
ASSIST
Allow pupils to use the flashcards from Units 7–9 to help them add additional
text to their posters. Provide them with additional vocabulary as needed.
4 Go!
• Part A: Read the directions aloud. Display the posters and then take a vote to
find the class favourite. Pupils can create a living pictograph of their votes by
standing in front of the poster they like best.
• Part B: Read the directions aloud. Demonstrate how to create the two-column
chart for the sign-up sheet. Then have pupils hang their sign-up sheets next to
or below their posters.
• Invite pupils to sign up for five different talent shows. Remind them to choose
a different talent to perform for each show.
• Part C: Read the directions aloud. Have pupils collect the sign-up sheets for
their talent show and talk about what people are going to do in each show. Ask
pupils to decide which talent show in their group they think is going to be the
best and say why.
st
• 21 Innovation Invite pupils to plan an unusual talent show. Say: Singing,
dancing and playing instruments are great talents but they aren’t very unusual.
Many people do these things. What types of talents might you include in an
unusual talent show? Have pupils share their ideas with the class by explaining
what each pupil is going to do at the unusual talent show. TEACHING TIP
st
21 Media Literacy
Explain that good
posters combine
strong images and
words to be effective.
Show pupils examples
of posters that grab
people’s interest with
an unusual picture or a
surprising word or
phrase. Encourage
pupils to apply what
they learn from their
poster survey when
they design their own
talent show posters.

Checkpoint Units 7–9 T122

14:38 M09_BE_TE_L04GLB_0820_U09.indd 273 3/18/14 1:04 PM

 OBJECTIVES
To write a journal entry
To reassess comfort with
target skills and key
language for Units 7–9
CHALLENGE
21st Century Skills
Critical Thinking
Self-Direction
Materials
Calendar
Coloured pencils, marker
pens or crayons
Game (eText)
Digital activities:
MyEnglishLab
Pages 96–97
Answers on page T153
CHALLENGE
TEACHING TIP
Using Checkpoint
Evaluations
Pupil evaluations of the
Checkpoint (easy/hard,
fun/not fun) can give
you insight into pupils’
reactions to classroom
activities. Review their
answers to help you
engage and motivate
them as they continue
to review Units 7–9.
Consider whether
pupils require
additional assistance,
deeper challenges or
more inspiring
activities.
T123 Checkpoint Units 7–9
M09_BE_TE_L04GLB_0820_U09.indd 274
Warm-Up
• Write the word journal on the board. Say: Looking back at a journal can help
you remember what you were thinking in the past. Have pupils review their
All About Me entries on pages 43 or 83. Discuss how their entries would be
different if they were to write them again today.
Invite pupils to write new journal entries for page 43 or 83. Remind them to
add today’s date to their new entries.
Using Page 123
5 Write about yourself in your notebook.
Explain the lesson objective – pupils will write a journal entry. Then they will
look back at Units 7–9 and think about how well they can use what they have
INVOLVE
learnt.
• Read the directions and journal title aloud. Invite volunteers to read the
questions aloud.
• Have pupils begin by writing today’s date in their notebooks. Then have them
write answers to the questions.
MONITOR Check pupils’ writing for correct use of language.
Provide pupils with additional sentence frames: On my birthday, I usually ... .
ASSIST On school holidays, I like to ... . This weekend, I’m going to ... . My favourite hobby
is ... . I do/don’t like being in talent shows because ... .
Invite pupils to read their All About Me entries aloud and compare their
answers.
st
• 21 Critical Thinking Use questions to encourage pupils to make
generalisations: How do most pupils in our class celebrate their birthday? What
will a lot of pupils be doing this weekend? What are the most popular hobbies in
our class?
Have pupils focus on one or two of the listed questions to answer
in their journals.
6 How Well Do I know It Now?
• Part A: Read the directions aloud.
st
• 21 Self-Direction Have pupils turn to Activity 1 on page 120 and think
about each of the categories again. Remind pupils to take their time to think
about each category carefully. Suggest that they look back to the pages named
as they review their skills.
• Part B: Make sure that pupils use a different marker pen or coloured pencil as
they reassess their understanding and use of each checklist item.
• Part C: Read the directions aloud. Say: Choose the statement that says how you
feel about Units 7–9.
7
Rate this Checkpoint.
• Read the directions aloud. Tell pupils that they will choose two stars. Say: First,
you will say if the Checkpoint was very easy, easy, hard or very hard. Then you will
say if it was fun, OK or not fun.
• Have pupils complete the rating individually.
• Have pupils play the Checkpoint Game on the eText.
• Assign Activity Book pages 96–97 and direct pupils to digital activities.
3/18/14 1:04 PM M09B
 5 Write about yourself in your notebook.
• What do you usually do at
parties?
• What hobbies or talents have
you got?
1
• What do you do on school • Do you like being in talent
holidays? shows? Why/Why not?
• What are you going to do at
the weekend? 2

All About Me Date:

3

How Well Do I Know It Now?

6
6 A Look at page 120 and your notebook. Draw again.

B Use a different colour. 7

C Read and think.
I can ask my teacher for help.

I can practise.
8
7 Rate this Checkpoint.

9
very easy easy hard very hard fun OK not fun

Checkpoint Units 7–9 123

M09B_BE_SB_L04GLB_0776_CP3.indd275
M09_BE_TE_L04GLB_0820_U09.indd 123 04/12/2013 14:39
3/18/14 1:04 PM