View English Grade6 B2 All U2 Sheet20 Main flipbook.
1 NO. Week Content Page 1 Week 1 Reading comprehension Figures of speech (personification, alliteration, similes, and metaphor ...) Writing an email Listening Cloze passages Math and Science terms Speaking Task Safari Adventure (collaborative task) 2-15 2 Week 2 First conditional Weather report (speaking) Reading comprehension Cloze passages Speaking collaborative task Math and Science terms Listening task 16-26 3 Week 3 Sound Play: Alliteration & Sibilance Reading comprehension Noun phrase Listening Science terms Speaking collaborative task 27- 38 4 Week 4 Comparative and superlative degrees Cloze passage Reading comprehension Listening Speaking personal information Math and Science terms Writing an email 39- 50 5 Week 5 Direct and indirect speech Cloze passage Math and Science vocabulary Role play Open cloze ( do vs make) 51- 57 6 Week 6 Revision- EXAM SPECS 58-76
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7 Word Definition Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes R1 Understand the main points in texts on some unfamiliar general and curricular topics, including some extended texts Climate Change Pre-Reading: Vocabulary Questions- Match the words with their definitions: Glacier Long-term patterns of temperature, rain, and weather in a place. Renewable energy Gases that trap heat in the atmosphere, like carbon dioxide. Climate A large, slow-moving mass of ice found in cold regions. Greenhouse gases A long period of time without rain. Drought Energy that comes from natural sources that do not run out, like the sun or wind. Watch the video, discuss, read the paragraph, then answer the questions: https://www.youtube.com/watch?v=tykLKCT7DyY Climate change Climate change is one of the biggest problems the world faces today. It refers to long-term changes in temperature, rainfall, and weather patterns across the planet. Scientists say that the Earth’s climate has always changed naturally, but in the last 150 years, human activities have made these changes happen much faster. One major cause of climate change is the burning of fossil fuels such as coal, oil, and gas. When people use these fuels for energy, they release carbon dioxide and other greenhouse gases into the air. These gases trap heat in the atmosphere, making the planet warmer. As a result, we see melting glaciers, rising sea levels, and more extreme weather events like hurricanes, floods, and droughts. Climate change also has serious effects on people, animals, and plants. Farmers may lose their crops because of dry weather or heavy storms. Some animal species may disappear if their natural homes are destroyed. Millions of people living near the coast could lose their homes due to flooding.
8 However, there are ways to fight climate change. Using renewable energy, such as solar and wind power, can reduce pollution. Recycling materials, saving electricity, and planting trees also help. Governments and individuals must work together to protect our planet for future generations. After-Reading: Multiple-Choice Questions 1. What does climate change mean? a) Short-term changes in the weather b) Long-term changes in temperature, rainfall, and weather patterns c) Only hotter temperatures d) Only colder temperatures 2. What is a main cause of modern climate change? a) Planting trees b) Using renewable energy c) Burning fossil fuels d) Recycling 3. Which of the following is a consequence of climate change? a) Melting glaciers b) More renewable energy c) Less sunlight d) Decreased electricity use 4. Which action can help fight climate change? a) Using more oil and gas b) Cutting down forests c) Using solar and wind energy d) Building more factories 5. Why is climate change dangerous for people? a) It improves crop growth b) It causes flooding and destroys homes c) It makes animals live longer d) It reduces pollution
9 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts Part A – Pre-Reading: Vocabulary Work in pairs. Look at the words below. Try to guess what they mean. You may use a dictionary if needed. Words to learn: roaring – rumour – spread – flamenco – Strip the Willow – Highland fling – spluttering – wolfed down – blackened – scorched Part B – Match the word to the definition Part C – Reading Text yRead the passage below. Last weekend, our town square was full of life. A roaring fire burned in the middle, keeping everyone warm. People danced—some performed flamenco, while others tried the Scottish dances Strip the Willow and the Highland fling.
10 I heard a rumour that a famous musician might appear, and excitement quickly spread through the crowd. Suddenly, the fire spluttered and threw sparks into the air. Someone had wolfedn down their food so quickly that the bread was already blackened and a little scorched at the edges. It was noisy, messy, and full of laughter—an evening to remember! Part D – Figurative Language: watch the video, then answer the questions below: https://www.youtube.com/watch?v=iLw5DSyYsaI Sentence Label (Personification / Repetition) 1. "The angry storm clouds marched across the sky, ready for battle." 2. "The waves whispered secrets to the shore." 3. "She was so excited she could feel her heart thumping, thumping, thumping in her chest." Part E – Creative Extension Task Your Sentence 1. Write your own sentence using personification. 2. Write your own sentence using repetition. 3. Use one of the new vocabulary words in your own sentence.
11 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes W1 Brainstorm, plan and draft written work at text level with limited teacher support on a range of general and curricular topics
12 Invitation Email Topic: Invite your friend to your sports club Instructions: Use the phrases below to help you write an email to your friend, Jan. Your email should be 40–50 words. Remember to include: • What you do at the sports club • Why Jan would enjoy it • An invitation to come with you Useful Phrases 1. Invitation Phrases: • Why don’t you come along with me next weekend? • I’d love for you to join me sometime—it would be a win–win. • How about you come with me next time and see for yourself? • It would be great to have you by my side—we’d make a dream team! 2. Talking about what you do at the sports club: • I usually break a sweat while playing football. • We sometimes shoot hoops and have a whale of a time. • I often hit the gym there—it’s a great way to blow off steam. • They even have swimming, so I can dive right in when it’s hot. 3. Why Jan would enjoy it: • I think you’d be over the moon if you tried it. • You’re always full of energy, so this is right up your street. • It’s the perfect place to keep fit and have fun at the same time. • You’d love the friendly atmosphere—it’s second to none.
13 Your Task 'Write an email to Jan here (40-50 words): ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………….
14 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes L1 Understand the main points in unsupported extended talk on a wide range of general and curricular subjects https://englishpracticetest.net/practice-pet-b1-listening-test-03-with-answers-and-audioscripts/ Listening Part 3: Questions 14-19 For each question, write the correct answer in the gap. Write one or two words or a number or a date or a time. You will hear a student giving some information to his class about an acting club he’s a member of. My acting club Teacher: Appeared on TV as a (14) ……………………………… Has mostly appeared in (15)............................................................................ shows Sessions: First part – using your (16) ......................................................................... well Second part – practising performance skills Take place at the (17) ……………………………… Acting Club play: Called (18) ……………………………… First performance – on (19) ………………………………
10 15 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes L1 Understand the main points in unsupported extended talk on a wide range of general and curricular subjects Listening Part 4 Questions 20-25 For each question, choose the correct answer. You will hear an interview with a girl called Jasmine, talking about her experiences of flying a plane. https://englishpracticetest.net/practice-pet-b1-listening-test-03-with-answers-and-audioscripts/ 20 Why did Jasmine decide to try a flying experience day? A Someone recommended it. B She wants to become a pilot. C To see her area from high up. 21 How did Jasmine feel at the beginning of the flying experience day? A nervous about making mistakes B worried about how small the plane was C disappointed with the arrangements 22 What did Jasmine think about the training she did before the flight? A It was badly presented. B It was done too quickly. C Some of it wasn’t useful. 23 Jasmine says that during the flight her instructor A said very little. B stayed very calm. C joked with her a lot. 24 Jasmine says that the flight A made her feel tired. B seemed to last a long time. C was better than she had hoped. 25 Which experience day would Jasmine like to try most? A horse riding B deep-sea fishing C sports car driving
16 Date Week Unit/Lesson/Topic /2025 1 Climate and Climate Change Learning Outcomes • R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres What are similes? Discuss, then watch the video: https://www.youtube.com/watch?v=b7wVc_5UuxQ
17 What is a metaphor? Discuss, then watch the video: https://www.youtube.com/watch?v=kVNal4_izVU Choose the correct answer. 1. What is a metaphor? A metaphor is: A) A direct comparison using like or as B) A figure of speech that says one thing is another C) A short story with a hidden meaning D) A type of rhyme in poetry 2. Identify the metaphor in the sentence below: "A blanket of fog covered the city in the early morning." A) The city B) The early morning C) A blanket of fog D) Covered 3. How is a metaphor different from a simile? Choose the correct pair: A) Metaphor: compares directly → “Time is money.” Simile: compares using like or as → “He runs like the wind.” B) Metaphor: compares using like or as → “Her smile is like sunshine.” Simile: compares directly → “Her smile is sunshine.” C) Both mean the same thing D) Neither is used in poetry
18 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts For each question, fill the gap with the correct answer. Use one word for each gap. Niagara Falls Niagara Falls is a group of three waterfalls on the border (27) .......... Canada and the United States and this natural wonder is one of (28) .............. most popular tourist attractions in the area. From the largest to the smallest, the three waterfalls (29) .......................... the Horseshoe Falls, the American Falls and the Bridal Veil Falls. The Niagara Falls are famous for (30)…………………………. beauty and for the incredible power of the falling water, which is used to create electricity. Although the water becomes icy in winter, the waterfalls do (31) …………………………………. normally freeze completely. However, there have been some years when this has happened. Tourists come all year round but most visitors come in summer, when the Falls are open in the evenings as (32)…………………………………..as during the day. Cloze Passage: The Importance of Water Water is one of the most valuable resources on Earth. Without it, life could not (1) . Around 70% of the Earth’s surface is (2) in water, but only a small part of it is fresh and safe to drink. Many countries face water (3) because of dry climates or overuse of rivers and lakes. To solve these problems, people are learning how to (4) water wisely. Simple actions like turning off the tap while brushing teeth or fixing leaks at home can make a big (5) . 1. A) live B) stay C) keep D) exist 2. A) filled B) covered C) surrounded D) washed 3. A) shortage B) holiday C) journey D) supply 4. A) waste B) spend C) save D) use up 5. A) difference B) distance C) decision D) discovery
19 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes R1 Understand the main points in texts on some unfamiliar general and curricular topics, including some extended texts A. Match the words with their definitions: Word Definition 1. Divide a. A symbol used to separate whole numbers from decimals. 2. Decimal point b. The answer to a mathematical problem. 3. Decimal place c. To split a number into equal parts. 4. Digit d. A single number between 0 and 9. 5. Sum e. The position of a digit after the decimal point. 6. Problem f. A question in mathematics that needs solving. 7. Solution g. The result of adding numbers together. Part 2: Fill in the blanks with the correct word (Choose from: divide, decimal point, decimal place, digit, sum, problem, solution) 1. In order to share 50 sweets between 10 children, you must the total number by 10. 2. The number 12.5 has one between the whole number and the fraction part. 3. In the number 3.46, the number 4 is in the first after the decimal point. 4. The number 738 is made up of three : 7, 3, and 8. 5. When you add 25 and 15, the is 40. 6. The teacher gave us a math to solve for homework. 7. After working for a long time, Ali finally found the correct to the equation.
20 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes R1 Understand the main points in texts on some unfamiliar general and curricular topics, including some extended texts Cross curricular (science) Task 1: Match the Terms (1–7) with their definitions Terms Definitions 1. Transfer of Energy A. An organism that produces its own food through photosynthesis. 2. Photosynthesis B. An organism that eats primary consumers. 3. Producer C. The movement of energy from one place or organism to another. 4. Primary Consumer D. An organism that eats secondary consumers. 5. Secondary Consumer E. The process by which green plants convert light energy into chemical energy. 6. Tertiary Consumer F. An animal that hunts and eats other animals. 7. Predator G. An organism that eats producers, typically an herbivore. Task 2: Match the Terms (8–14) with Their Definitions Terms Definitions 8. Prey H. An organism that primarily eats plants. 9. Herbivore I. An organism that primarily eats other animals. 10. Carnivore J. An organism that is hunted and eaten by predators. 11. Omnivore K. A linear sequence of organisms through which energy is transferred as one organism eats another. 12. Food Chain L. A complex network of interconnected food chains in an ecosystem. 13. Food Web M. An organism that eats both plants and animals. 14. Competing N. The interaction between organisms or species competing for the same resources.
21 Date Week Unit/Lesson/Topic /10/2026 1 Climate and Climate Change Learning Outcomes S2 Check the main point or detail of what someone else has said S3 Explain and justify their own point of view on a range of general and curricular topics Speaking Task – Safari Adventure (collaborative task) Situation: You and your friend are going on a safari in Africa. You can only take three things with you. You need to decide together which items are the most important for your trip. Task: Talk together about what you would take and why. Think about safety, comfort, and adventure. Try to agree on the best three items to take with you. .
22 Date Week Unit/Lesson/Topic /10/2026 2 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support The First Conditional Adventure! Watch the video, test yourself, then read and answer the questions: https://www.youtube.com/watch?v=IwLsKs64b08 (If + Simple Present ➡ Will + Verb) We use the first conditional to talk about things that might happen in the future. The if-clause is in the simple present, and the main clause is in the simple future (will). Remember: use contracted forms like won’t, don’t, isn’t, etc. Example: • If he catches a fish, he’ll be happy. • He’ll be happy if he catches a fish. Mission: Complete the Sentences! You’re going on a journey full of surprises. Each sentence is a step on your adventure. Complete the sentences with the correct form of the verb in brackets. 1. If it (rain), we (stay) at home and watch a movie. 2. If I (see) Jim, I (ask) him to phone you. 3. If I (have) enough money, I (go) to New York. 4. If he (be) late, we (go) without him. ·● 5. If I (not/be) too tired, I (go) to the cinema. 6. I (be) very surprised if he (come). 7. If I (not/go) to bed now, I (be) tired tomorrow. 8. They (go) to the party if they (be) invited. 9. We (be) late if we (not/hurry). 10. If we (eat) all this cake, we (be) sick. 11. He (not/get) a better job if he (not/pass) his exam. 12. If you (not/come) with me, I (not/go). 13. If you (forget) your coat, you (be) cold. 14. If my mother (find out), we (be) in trouble.
23 Date Week Unit/Lesson/Topic /10/2026 2 Climate and Climate Change Learning Outcomes S7 Use a growing range of appropriate subject-specific vocabulary and syntax to talk about curricular subjects. / W5 Use, with teacher support, style and register appropriate to a range of written genres in general and curricular topics. 🌦️ Weather Report: ⬛¹ Example (Read carefully): Good morning, everyone! Today it’s sunny in Cairo. The temperature is 30°C. Tomorrow it’ll be windy and cooler. That’s all for today’s weather report. Thank you! ⬛2 Useful Phrases (with Extra Vocabulary) Basic Weather Words: • sunny, rainy, cloudy, windy, stormy, snowy, hot, cold Advanced Weather Words: • humid, dry, chilly, freezing, boiling hot • thunderstorm, lightning, showers, hail, foggy, misty • heatwave, blizzard, heavy rain, strong winds, partly cloudy Useful Sentences: • Good morning, everyone! • Today it’s . • The temperature is degrees. • Tomorrow it’ll be . • You can expect (showers, strong winds, a heatwave, etc.). • That’s all for today’s weather report. Thank you!
24 ⬛3⬛ Write Your Report ) Part of Report Write Your Group’s Sentence Greeting Today’s weather Temperature Tomorrow’s weather Extra details Closing ⬛4 Present to the Class S·˛s` Watch the video, then do the task: https://www.youtube.com/watch?v=gzPA-YKJmVk • Read your report loudly and clearly. • Use hand gestures like a TV presenter. • Try using advanced words for a more exciting report. • Work together as a team. Challenge: Add something extra! ySExample: “Don’t forget your umbrella because they'll be heavy showers!” Example: “Stay cool because a heatwave is coming this weekend!”
20 25 Reading Comprehension – Our Great Ocean Road Adventure My family and I went to Australia to visit my grandparents. Before we stayed with them, we decided to travel along the Great Ocean Road on the Australian coast. At first, Dad wanted to drive. He usually enjoyed long trips, but he read online that the road was difficult, with many sharp bends. We also wanted him to enjoy the beautiful views, so we convinced him to buy bus tickets instead. Our first stop was in a place where wild kangaroos lived. While Dad and I were walking, a big kangaroo suddenly appeared! For a moment, it looked like it might come closer, which made me a little nervous. Then it walked along the road, sometimes looking back as if checking if we were following. I was so excited that I forgot to take a photo. After a while, it disappeared into the bushes. Later, we were lucky to see koalas. I thought we wouldn’t see any because I’d heard they were rare, but in fact, there were millions in that area. Some gum trees had very few leaves. People said it was because of the koalas, but I had read that the real problem was lack of water. Anyway, the koalas were cute and easy to find just followed by the tourists who were looking up into the trees! That night, we stayed in ready-made tents at a campsite. At first, I was worried about wild animals, but the only ‘wild creatures’ were noisy frogs. They kept me awake, but at least they weren’t dangerous. We cooked our own meals because there were no restaurants nearby. In the end, the whole trip was fantastic! Questions 1. Why didn’t Dad drive along the Great Ocean Road? A. He wanted to save money. B. He thought it would be too long. C. He wanted to enjoy the views. D. He read that the road was difficult. 2. How did Donna feel when she saw the kangaroo? A. She was nervous it might come close. B. She was sad it didn’t stay long. C. She was surprised at its size. D. She was angry she had no camera. Date Week Unit/Lesson/Topic /10/2026 2 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres
26 3. What surprised Donna about the koalas? A. They were more common than she expected. B. They were good at hiding. C. They were more beautiful than she thought. D. They damaged all the trees. 4. What did Donna think about the campsite? A. It was too basic and uncomfortable. B. It was convenient for sightseeing. C. She enjoyed the animal sounds. D. She was unhappy about no restaurants. 5. Which blog entry could Donna write? A. The bus is very comfortable, and Dad can enjoy the views. B. I wish we could stop more often to explore properly. C. We saw some huge rocks near our campsite. They were amazing! D. I was scared of wild animals, but we only saw frogs, so I felt silly. Choose the correct answer that fits the gap: A Global Challenge Climate change is one of the most serious problems that the world (1) ………… today. Scientists warn that if we do not act soon, many areas will face severe droughts and floods, which will (2) ………… people and animals alike. The main cause is the burning of fossil fuels, (3) ………… releases carbon dioxide into the atmosphere and traps heat. Extreme weather events, such as hurricanes and heatwaves, are becoming (4) ………… common every year. People who live in vulnerable regions often cannot (5) ………… their homes safely when disasters strike. Governments (6) ……… (6) introduce stricter rules to reduce pollution and encourage renewable energy. Individuals also have a role: small actions like planting trees or (7) ………… electricity and water at home can make a big difference. It is important to protect forests, (8) ………… are home to many species of plants and animals. Climate change affects everyone, and we must work together (9) ………… find solutions before it is too late. Scientists also suggest that new technologies could (10) ………… reduce greenhouse gas emissions in the future.
27 Choose the correct answer that fits the gap: 1 A. face B. experience C. confront D. concern 2 A. harm B. affect C. hurt D. damage 3 A. which B. who C. whose D. whom 4 A. more B. most C. much D. many 5 A. leave B. go C. escape D. move 6 A. should B. must C. could D. might 7 A. saving B. spend C. wasting D. keeping 8 A. who B. whose C. which D. where 9 A. to B. for C. with D. at 10 A. help B. allow C. make D. let
28 Date Week Unit/Lesson/Topic /10/2026 2 Climate and Climate Change Learning Outcomes S6 Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks Speaking (collaborative task) After-School Adventure Club! + Imagine some parents in your town want to create a brand-new Activities Club for teenagers. This will be a place to go after school where everyone can relax, have fun, and try out different hobbies. Talk together about which activities the club should offer and decide which ones will be the most popular with teenagers.
29 Date Week Unit/Lesson/Topic /10/2026 2 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres. / W7 spell a range of high-frequency vocabulary accurately on general and curricular topics . Exploring Perimeter and Volume – 2D and 3D Shapes ◆ Part 1: Shape Detective – Match & Spot! Task A. Match the words with their definitions. Then, look around your classroom or home and write one real-life object for each shape. Word Definition Real-life Example Two-dimensional (2-D) shape b. A shape that has length and width but no depth. Three-dimensional (3-D) shape a. A solid object with flat and curved surfaces. Cone c. A solid shape with one flat surface and one curved surface. Cylinder d. A 3-D shape with two flat circular surfaces and one curved surface. Sphere e. A round solid shape where every point on the surface is the same distance from the center. Faces f. The flat or curved surfaces on a 3-D shape. Edges g. The lines where two surfaces meet on a 3-D shape. Net h. A 2-D layout that can be folded to form a 3-D shape.
30 ◆ Part 2: Shape Talk – Build Your Sentences! Task A. Describe it! Look at the shapes then write one sentence about each using the pattern: “A has flat surfaces and curved surfaces.” Examples: • A cone has one flat surface and one curved surface. • A cube has six flat faces and no curved surfaces. Task B. Compare them! Now compare the shapes in a fun way: 1. A cylinder has more faces than a . 2. A cube has fewer curved surfaces than a . 3. A triangular pyramid has more edges than a . Challenge: Can you compare two things in the room (like a ball and a box) using the same sentence frames? ◆ Part 3: Real-Life Shape Challenge 1. Find three 3-D shapes in your classroom or home and describe them (faces, edges, curved/flat). 2. Draw the net of one shape you found. 3. Bonus: Which 3-D shape do you think is most useful in daily life? Why?
31 Date Week Unit/Lesson/Topic /10/2026 2 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres. W7 spell a range of high-frequency vocabulary accurately on general and curricular topics. Food Chain Detective https://www.youtube.com/watch?v=YuO4WB4SwCg Part 1: Warm-Up – Who Eats Who? Look at this food chain: Carrot → Rabbit → Fox → Coyote 1. Who is the producer? 2. Who is the primary consumer? 3. Who is the secondary consumer? 4. Who is the tertiary consumer? 5. Who is the predator? 6. Who is the prey? Part 2: Food Chain Detective Cards Your teacher will give you a card with the name of a plant or animal. Walk around and find others to build a food chain. Write your group’s food chain here: → → → → Now answer: 1. Who is the producer? 2. Who is the primary consumer? 3. Who is the secondary consumer? 4. Who is the predator? 5. Who is the prey? 6. Which are herbivores? 7. Which are carnivores? 8. Which are omnivores?
32 Date Week Unit/Lesson/Topic /10/2026 2 Climate and Climate Change Learning Outcomes L2 Understand most specific information in unsupported extended talk on a wide range of general and curricular subjects S7 Use a growing range of appropriate subject-specific vocabulary and syntax to talk about curricular subjects You will hear a man called Russell talking about a new club in the community centre. https://englishpracticetest.net/practice-pet-b1-listening-test-10-with-answers-and-audioscripts/ The Speakers’ Club For business presentations to colleagues or to get ready for an (14) ……………….. Workshop leaders have a background in business or (15) ……………….. Sessions start at (16) ……………….. Members are invited to try one of our (17) ……………….. once a year. The first meeting is(18) ……………….. but remember to reserve a place. Membership costs (19) ……………….. per year or payment can be made each month. ……………………………………………………………………. Speaking (Collaborative task ) You are members of a “Climate Action Group” in your town. Your task is to discuss the main reasons for climate change and decide which are the most serious causes. Here is a picture of some ideas to help you Guiding Questions: • Which causes do you think affect the planet the most? • Which causes are natural and which are caused by people? • Can some natural causes become worse because of humans? How? • What solutions might help reduce these causes?
33 Date Week Unit/Lesson/Topic /10/2026 3 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres Sound Play: Alliteration & Sibilance Have you tried to write a poem before? What are some tools that good poets can use? Watch the video and take some notes: https://www.youtube.com/watch?v=UMSBYNDO-tk • Alliteration = repeating the same sound at the beginning of words. “Big brown bears bite berries.” • Sibilance = a special type of alliteration that uses hissing/whispery sounds like s, sh, z, c (soft), f, ph. “She sells seashells…” When you read aloud, sibilance makes the line sound sneaky, smooth, or magical. Try it! Task 1: Fix the Poem Puzzle The poet has lost some words! Rearrange the sibilant words below to rebuild the poem. The first one is already done for you. Words to use: face, fingers, sell, slips, strokes, tangles Poem Lines: Can you sell me the air that the air that ___ through your ___, ___ your ___ and ___ your hair?” Tip: Whisper the line when you read it. Do you hear the hissing sound?
34 Task 2: Spot the Sibilance Read these sentences out loud. Circle or underline the sibilant words. The first one is done. 1. She decided to speak softly and whisper. Sibilant words: she, decided, speak softly, whisper 2. The wizard mixed a steaming potion. Sibilant words: 3. Lights shone fiercely on the empty streets. Sibilant words: 4. Raindrops splattered on the signposts. Sibilant words: 5. Words clashed and spears flew swiftly. Sibilant words: 6. She sells seashells on the seashore. Sibilant words: `˛s·S Bonus Challenge: Create Your Own! 1. Write a short sentence using alliteration (any sound). Example: Crazy cats climb cold chimneys. ……………………………………………………………………………………….. 2. Write a short sentence using sibilance. Example: Silent snakes slide softly in the sand. Now try reading both aloud — can you hear the difference? ………………………………………………………………………………………………………………………………………
30 35 Date Week Unit/Lesson/Topic /10/2026 3 Climate and Climate Change Learning Outcomes W5 Use, with teacher support, style and register appropriate to a range of written genres in general and curricular topics Word Explorer & Atmosphere Builder Part 1: Vocabulary Treasure Hunt Match each word with its definition. Words Definitions to slip a. a distance of about one and a half kilometres to stroke b a long, thin piece of something. perhaps c an insect with large, decorated wings garden d. the covering to a building that keeps out the weather worth e. to move quietly, quickly, and softly pure f. a small piece of something, cut from the whole butterfly g. . possibly, maybe strip h. to gently rub something, especially by hand roof i. a pleasant outside space in which plants grow mile j. value slice k. natural, clean, and unspoilt Challenge Mode: Write a sentence using two new words. ………………………………………………………………………………… Part 2: Create the Mood – Landscape Detective Word Bank: blue, copse, earth, fields, fierce, green, grey, heavy, patches, purple, raw, strong, threatening, trees, windy Sight Sound Smell Mood (What colours, objects, or shapes do you notice?) (What noises would the wind/trees make?) (What can you smell in the air or earth?) (How does the scene make you feel?) Extension: Write a 3–4 sentence mini-description of the painting using your chosen words.
36 Date Week Unit/Lesson/Topic /10/2026 3 Climate and Climate Change Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment Coasteering Adventure Part 1 – Pre-Reading (Warm-Up Vocabulary) Before you read, let’s check some important words and phrases. A. Match the word/phrase with the correct meaning: Word/Phrase Meaning 1. equipment a) very interested in something 2. take part b) to join or register for an activity 3. reckon c) guided or directed by someone 4. keen on d) to join in an activity with other people 5. sign up e) special clothes or tools needed for an activity 6. memories of f) in good health and strong 7 led by g) (informal) to think or believe 8. fit h) remembering experiences or events B. Phrasal Verbs & Collocations Match each with its example: Phrase Example 1. sign up for a) He was brave enough to the high rock. 2. make memories b) More than 200 runners the city race.” 3. jump off c) They decided to the course at the activity centre. 4. take part in d) Our family trip helped us we’ll never forget.
37 What is coasteering? Think, watch the video, then mention some activities Kids did, some tools Read the following passage then answer the questions Coasteering Lily Carter wasn’t sure what she wanted for her 14th birthday. She had always enjoyed water sports like surfing and sailing. When her parents heard about an activity called coasteering – exploring the coast by climbing on rocks and swimming – they thought it would be perfect for her. They found a course at an activity centre called Porthdean, not far from their home. After checking that experienced instructors were in charge, they booked it. Lily had seen coasteering on TV before. She thought only adults could do it, but then she discovered that teenagers could also take part at Porthdean. People her age were jumping into the sea from rocks and exploring caves – something she was normally not allowed to do. She really wanted to join, but also asked her dad to come. He wasn’t sure he would enjoy it, but he agreed because he knew how much it meant to her. When they arrived, Lily and her dad joined a small group. First, the instructors explained safety rules and gave them helmets and wetsuits. Lily said, “The trip was amazing, even though the water was freezing! The instructors encouraged us so much that we tried everything – even jumping from cliffs! My jump wasn’t very high, but Dad was brave and went much higher.” Afterwards, Lily and her dad were both very tired, as if they had done a lot of gym training. Still, Lily said she would always remember the adventure. She was also excited because the instructors planned to upload a video of the trip to the centre’s website. That way, her friends could watch it – otherwise, they might not believe what she had done! Questions 1. Why did Lily’s parents choose Porthdean for her coasteering present? A. It offered various courses in her favourite watersport. B. The instructors there were highly recommended. C. It wasn’t too far away from where they lived. D. She had already tried some activities there. they used ………. https://www.youtube.com/watch?v=rWtmQ-hWJEI
38 2. How did Lily feel about the coasteering course? A. pleased that it included something she’d always wanted to try B. excited about doing the experience all on her own C. keen to find out more about what it involved D. interested to see whether she was the only teenager 3. Lily particularly liked her instructors because they made sure everyone A. was comfortable with the kit they were given. B. felt confident about the new things they would attempt. C. got the same amount of attention. D. knew all the activities they would take part in. 4. Lily says that after the course, she was A. happy she’d shared something so exciting with her dad. B. sorry she hadn’t worked at getting fitter before she went. C. proud that her friends all thought she’d done well. D. surprised at how exhausted she was by the activities. 5. What would Lily text to a friend while she was away on the course? A. I don’t think Dad was sure before he came that he’d enjoy it – but actually, he’s been braver than me! B. I wanted to do the coasteering course, and mentioned it to my parents before my birthday. But I never expected they’d let me go! C. Our session before the activities was great, although I really didn’t think I’d need a wetsuit for the cold – and I was right! D. Going into caves was amazing. I’d love to explore them by myself when we’re next at the beach – I’m sure my parents will let me!
39 Date Week Unit/Lesson/Topic /10/2026 3 Climate and Climate Change Learning Outcomes W5 Use, with teacher support, style and register appropriate to a range of written genres in general and curricular topics Noun Phrase Adventure – Dickens’ Fog Charles Dickens was famous for painting pictures with words. In his novel Bleak House, he used noun phrases to describe the fog in London so well that you can almost see it! Let’s dive into his description. Task 1: Fill the Fog Choose from the noun phrases below and place them into the right gaps in Dickens’ extract. Word Bank: • the eyes and throats of old men • a soft black drizzle • a sky of fog • flakes of soot • chimney-pots • the misty clouds • full-grown snowflakes Extract: Smoke lowering down from , making with in it as big as ... Fog everywhere. Fog up the river… fog down the river… fog in , wheezing by their firesides… people peeping over the bridges into , with fog all round them, as if they were up in a balloon, and hanging in .
40 Task 2: Create Your Own Noun Phrases Now it’s your turn to be Dickens! Use the determiners, adjectives, and nouns below to build descriptive noun phrases. n•.Example: my rusty truck Determiners Adjectives Nouns the sunny truck one bold story a broken creature some frightening machine my hilarious day this rusty character another tiny place Try to make at least five creative noun phrases. Be as descriptive or as funny as you like! 1- …………………………………………………………………………………. 2- ……………………………………………………………………………….. 3- ……………………………………………………………………………………. 4- ……………………………………………………………………………. 5- ………………………………………………………………………………. Task 3: Match the Vocabulary Match each word to its meaning. Word Meaning flakes tiny pieces of material, once part of something larger fireside the side of a fireplace where people can sit to wheeze to breathe with difficulty, often noisily harmful capable of causing damage, or hurting a person pollution the poisoning or spoiling of something natural Challenge: Can you write your own short foggy description in your copybook (3–4 sentences) using at least two noun phrases and one new word from the vocabulary?
41 Date Week Unit/Lesson/Topic /10/2026 3 Climate and Climate Change Learning Outcomes L2 Understand most specific information in unsupported extended talk on a wide range of general and curricular subjects Listening Part 2 You will hear a woman called Sarah talking to a group of people about her painting. For each question, choose the correct answer. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and-audioscript-test-14/ 8 How often does Sarah paint now? A three days a week B five days a week C every evening 9 Sarah earns enough money from her painting to A give up her computing job. B pay for her flat and car. C pay for her artist’s materials. 10 When she was at primary school, Sarah A painted pictures of people. B learnt to use chalk. C drew scenes in pencil. 11 What pleased Sarah most about her painting holidays? A meeting other artists B seeing beautiful scenery C receiving individual teaching 12 Which of these has Sarah done? A painted people in Greece B painted sunrises in Scotland C watched birds in Spain 13 After watching Sarah’s video, the audience will A fill in a questionnaire about the talk. B look round an art exhibition. C have a break and a drink.
42 You will hear a radio programme giving you information about the city of Glasgow. For each question, fill in the missing information in the numbered space. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and- audioscript-test-14/ Arrival by car GLASSGOW * City centre car parks are (14)………………………………Leave car at hotel. Discovering Glasgow’ tour bus * Departs from George (15) ……………………… every 30 minutes. * Buy tickets from (16) ……………………… . Walking * Go to Welcome Centre for information – free (17)…………………..available. Places to visit * Glasgow Cathedral – built in fifteenth century. * Merchant City area – shops selling (18) ……………………… and clothes. * Byres Road – student area. * Botanic Gardens – glasshouses close at (19) …………………… .
43 Date Week Unit/Lesson/Topic /10/2026 3 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres Animal Diet Adventure }/Part 1: Match the term to the correct definition. # Term Definition 1 Herbivore A. A substance that an organism needs to grow, maintain itself, and stay healthy. 2 Carnivore B. An organism that eats both plants and animals. 3 Omnivore C. The ability to do work or cause change; obtained from food. 4 Infection D. The process of dissolving one substance in another. 5 Solution E. An organism that primarily eats plants. 6 Energy F. An organism that primarily eats other animals. 7 Nutrient G. A condition caused by harmful microorganisms entering the body. Part 2: Nutrient Treasure Hunt Match the nutrient to its description. # Term Definition 8 Protein H. A nutrient that helps regulate body processes; includes elements like calcium and iron. 9 Carbohydrate I. A type of carbohydrate that is a simple, sweet-tasting substance. 10 Sugar J. A type of nutrient essential for building and repairing tissues. 11 Starch K. A complex carbohydrate that provides long-lasting energy. 12 Fat L. A nutrient that provides energy and helps in the absorption of vitamins. 13 Fibre M. A type of carbohydrate that aids digestion and is not digestible by the body. 14 Mineral N. A substance that helps maintain and promote health, such as Vitamin C. 15 Vitamin O. A type of nutrient that provides energy; includes sugars and starches.
44 Date Week Unit/Lesson/Topic /10/2026 3 Climate and Climate Change Learning Outcomes S6 Interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks Picnic Adventure Challenge Imagine you and your friends have packed the perfect picnic – tasty food, cold drinks, and fun games. But now there’s one big question: Where should you have your picnic? Look at the picture with the different places. • Talk together about the good and bad things for each place. • Decide which place would be the most fun and comfortable for your picnic. • Be ready to explain why you chose it. Your mission: Work in pairs to find the best picnic spot! _•Guiding Questions to Help You 1. Is the place safe? 2. Is it quiet or noisy? 3. Is there shade or sun? 4. Is the place clean or dirty? 5. Is there enough space for everyone? 6. Can you play games there? 7. Will the food be comfortable to eat there? 8. Which place would make the picnic the most fun?
45 Date Week Unit/Lesson/Topic / /2026 4 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support Grammar Challenge: Comparatives & Superlatives What do you know about comparative and superlative adjectives? Discuss, watch the video, then answer the questions: https://www.youtube.com/watch?v=jz8Fy5qQXu8 Part A: Write the comparative form of the word in brackets. 1. Can’t you think of anything (intelligent) to say? 2. Well, the place looks (clean) now. 3. Jessica looks (thin) than she did. 4. You need to draw it (carefully). 5. The weather is getting (bad). 6. The programme will be shown at a (late) date. 7. I can't stay (long) than half an hour. 8. An umbrella would be a (useful) present. 9. I’ll try to finish the job (soon). 10. It was (busy) than usual in town today. 11. I’ll be even (annoyed) if you do that again. 12. Since the break-in, I feel (nervous). Part B: The “Superlative Showdown” Now it’s time to find the superlative form – the “best,” “worst,” “biggest,” or “most …” version of the word in brackets! 1. That was the (funny) film I’ve ever seen. 2. It was the (horrible) feeling I’ve ever had. 3. Have you read her (recent) book? 4. It’s the (large) company in the country. 5. It was the (boring) speech I’ve ever heard. 6. You’ve got the (far) to travel. 7. That’s the (helpful) idea so far. 8. The factory uses the (modern) production methods. 9. This is the (early) I’ve ever got up. 10. It was the (sad) day of my life.
46 Date Week Unit/Lesson/Topic / /2026 4 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts Read part of Tessa’s message to her friend Angela about her new job. Then, look at the multiple-choice options after the text and choose the correct answer for each gap. Tessa’s Message My new job is great. I like it much better than my old one. The people here are (1) than I expected. Luckily, my new boss isn't as rude (2) my old boss, Mrs. Crossley, was. I hated her. She was the (3) friendly person I've ever met. Everyone here is older (4)………….. In fact, I'm the youngest person (5) the office. But I don't mind. The good thing about the job is that I get a (6) more money, although not much more than I did before. The bad thing is that the journey isn't (7) simple as it was in my old job, where the bus took me straight there. Now I have to change buses. But I'm allowed to start work early. The earlier I leave home, (8) the journey is because the buses aren't so crowded. 1. a) more nice b) most nice c) nicer d) nicest 2. a) as b) so c) than d) that 3. a) least b) less c) less and less d) so 4. a) as I b) as me c) than I d) than me 5. a) from b) in c) of d) out of 6. a) bit b) less c) lot d) much 7. a) as b) less c) more d) same 8. a) more easier b) more easy c) the easier d) the easy
47 Date Week Unit/Lesson/Topic / /2026 4 Climate and Climate Change Learning Outcomes R1 Understand the main points in texts on some unfamiliar general and curricular topics, including some extended texts Robert Taylor and His First Art Exhibition What do you know about the art exhibitions? Discuss, watch the video, read, then answer the questions: https://www.youtube.com/watch?v=yDaY6KraDW0 Read the following passage, then answer the following questions: When I was a child, I loved painting. Like many kids, I often covered the kitchen table in paints and made a big mess. But unlike most children, I didn’t stop painting when I got older. I carried on, and now, after years of painting just for fun, I’ve finally decided to show my work to the public. My first exhibition will take place at Glebe Street Library. It’s a little scary to share my pictures with strangers, but I’m also very excited. I’ve never studied art in school or university. When I had to choose a subject to study, I didn’t even think about art. I believed my parents wanted me to pick something “useful” for my future career, so I chose business. Now I realise they would have supported me no matter what, but at the time, I thought business was the safest choice. During my university years, I hardly painted at all. It wasn’t easy—I lived in a small student flat with no space. Still, I kept my interest by visiting art shows whenever possible. Later, in my thirties, I returned to painting properly and made sure I spent at least one evening a week working on my art. Until now, only family and close friends have seen my pictures. They always encouraged me, but I’ve often wondered what strangers would think. That’s why I accepted the library’s offer of an exhibition room. Visitors can even write their opinions on questionnaires, and I can’t wait to read their honest comments. 1. What does Robert say about art? A. Children usually continue it at school. B. He had to give it up for other subjects. C. Showing his work makes him a bit nervous. D. He often thought about letting people see his work. 2. When choosing what to study at university: A. Robert didn’t think about doing art. B. His parents told him not to do art. C. He thought he needed a job while studying. D. He understood his parents’ wishes correctly.
48 3. What happened while Robert was at university? A. He didn’t paint at all. B. He discovered his love for painting again. C. He stayed interested in art. D. He painted every week. 4. Why is Robert holding the exhibition? A. Because his family asked him to. B. Because the library invited him. C. Because he wants opinions from new people. D. Because he only wants support from friends. 5. What would be the best introduction to the article? A. Robert Taylor shows how a love for art can change your career. B. Parents can learn how to support their child’s interest in art. C. After years of painting privately, Robert Taylor is ready to go public. D. Robert Taylor explains how to get help from friends for your art. …………………………………………………………………………………….. Clever Birds : Part A – Pre-Reading Activity: Match the Cards Before we read the story, let’s learn some useful words and phrases. Match each Word/Phrase with the correct Meaning. Write the correct letter (A–F) in the blank. Word/Phrase Meaning Your Answer 1. Drop (something) onto (something) A. To find an answer to a difficulty. 2. Carry out a task B. To do/complete something. 3. Solve problems C. To let something fall on purpose or by accident. 4. Use a tool D. A quantity of countable things. 5. Pick a tool E. To handle or operate an object that helps with work. 6. Number of tools F. To choose something.
49 /Part B – Reading Task: Clever Birds Read the text and choose the best word (A–D) for each gap. Write your answers in the blanks. Clever Birds The wild birds known as ravens are thought to be very clever. In fact, they can solve some quite (1) …………….. problems, especially when they’re trying to get food. For example, one bird was filmed taking a box of nuts from a bird table and (2) …………….. it onto the ground, so that it would break and the bird could eat the nuts inside! Scientists also (3) …………….. that the birds could use stones as tools to (4) …………….. out simple tasks. So, in an experiment, they taught five birds to use a tool to open a box with food inside. The birds soon became very (5) ........................at doing this. So for the next experiment, the birds were given a small (6) …………….. of tools to choose from. They always picked the tool that scientists had given them for the first task. And hours later, they could still remember which tool they’d used! 1. A expert B complicated C heavy D confused 2. A letting B falling C dropping D leaving 3. A noticed B advised C watched D studied 4. A take B carry C make D check 5. A experienced B intelligent C correct D keen 6. A group B total C amount D number Part C – Discussion Questions 1. Why do you think ravens are considered intelligent? 2. Can you think of other animals that are clever? What can they do? 3. Do you believe animals can “plan” things like humans? Why or why not?
50 Date Week Unit/Lesson/Topic / /2026 4 Climate and Climate Change Learning Outcomes L7 Recognise typical features at word, sentence, and text level of a limited variety of spoken genres S3 Explain and justify their own point of view on a range of general and curricular topics Listening Part 2 You will hear an interview with a woman called Amy Rowntree, who works as a fashion designer. For each question, choose the correct answer: https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and- audioscript-test-32/ 8 Amy decided to become a fashion designer while A she was still at school. B she was working in a shop. C she was helping run a fashion show. 9 Amy says the most important skill for a designer is A remaining patient in difficult situations. B knowing about different materials. C understanding how clothes are made. 10 What does Amy particularly like about her work? A being able to sell her designs. B seeing her clothes on display C having her name recognised 11 How does Amy feel about today’s fashion? A She would like clothes to be more practical. B She feels clothes should be more attractive. C She’s pleased sports clothes are popular. 12 What helps Amy find new ideas for designs? A seeing things around her. B going to visit museums. C looking at photos of clothes. 13 What project is Amy working on at the moment? A a collection of clothes for a film B a fashion show in New York C a new range for a London store
51 Listening Part 3 You will hear a student called Steve talking about working in a forest in New Zealand. For each question, fill in the missing information in the numbered space. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and-audioscript-test-32/ Working in a forest in New Zealand Steve had accommodation in a shared (14) ………………………… . Steve says it was important to have good (15) ........................................... at the end of each day. Steve worked with a team that made a (16) ................................................... through the forest. Steve also collected information needed for a (17) ......................................... of the forest area. In the morning Steve was surprised to hear the sound of (18)...................................... in the forest. When he did the trip, Steve only had to pay for his (19) …………………………… . Speaking Practice – Personal Questions Part 1: About You 1. What’s your name? 2. Where are you from? 3. Do you live in a house or a flat? Can you describe it? 4. Who do you live with? 5. Do you have any brothers or sisters? Part 3: Free Time and Hobbies 11. What do you usually do in your free time? 12. Do you like reading? What kind of books do you read? 13. Do you prefer watching films at home or in the cinema? Why? 14. Do you like sports? Which ones? 15. What hobbies would you like to try in the future? Part 5: Food and Holidays 21. What’s your favourite food? 22. Can you cook? What can you make? 23. What did you eat for breakfast today? 24. Where did you go on your last holiday? 25. What place would you like to visit in the future? Why? Part 6: Future Plans 26. What job would you like to do in the future? 27. What are you going to do next weekend? 28. Do you want to study at university? What would you like to study? 29. Where do you see yourself living in 10 years? Part 4: School / Work 16. What’s your favourite subject at school? Why? 17. Who is your favourite teacher? 18. What subject do you find most difficult? 19. Do you have a best friend at school/work? Tell me about them. 20. What do you usually eat for lunch at school/work? Part 2: Daily Life 6. What do you usually do after school/work? 7. What time do you usually get up in the morning? 8. How do you usually travel to school/work? 9. What’s your favourite day of the week? Why? 10. Do you usually help at home? What do you do?
52 Date Week Unit/Lesson/Topic / /2026 4 Climate and Climate Change Learning Outcomes R1 Understand the main points in texts on some unfamiliar general and curricular topics, including some extended texts Algebra Fun Worksheet Part A – Match: Draw a line to connect each Term with the correct Definition. Term Definition 1. Simplify A. Replace a variable with a specific number 2. Substitute B. A mathematical rule expressed in symbols or variables 3. Solve C. Find the answer or solution to a problem or equation 4. Formula D. Rewrite an expression in its simplest form 5. Evaluate E. Find the numerical value of an expression Part B – Complete the Sentences: Use these words to fill in the blanks: (Simplify – Equals – Substitute – Evaluate – Formula) 1. To find the unknown value, you need to first the equation by combining like terms. 2. The phrase “is equal to” can also be expressed as “is the .” 3. When solving an equation, you often need to a variable with a specific value to check your solution. 4. After you simplify the expression, the next step is to the answer to the problem. 5. A mathematical rule that uses symbols or letters to represent a relationship is called a .
53 Part C – Secret Code Challenge Each correct answer from Part B gives you a letter: • Simplify = S • Equals = E • Substitute = T • Evaluate = V • Formula = F Write the letters in order of your answers to Part B to reveal the secret word! Secret Word: (Hint: It’s the name of a school subject you’re studying right now!) Digestive System Vocabulary +.C Part A – Match the Building Blocks (Proteins & Nutrients) Term Definition Match 1. Amino Acid A. The building blocks of proteins. 2. Protein B. A nutrient needed for growth and repair, made up of amino acids. 3. Nutrient C. A substance the body needs to grow and stay healthy. 4. Molecule D. The smallest unit of a chemical substance that can exist on its own.
54 Part B – Match the Digestive Organs Term Definition Match 1. Alimentary Canal A. Tube that food passes through (mouth → stomach → intestines). 2. Stomach B. Organ where protein digestion begins. 3. Small Intestine C. Organ where most digestion and absorption happen. 4. Saliva D. Produces juices in the mouth to start digestion. Part C – Match the Enzymes Term Definition Match 1. Amylase A. Breaks down starch into sugars. 2. Protease B. Breaks down proteins into amino acids. 3. Lipase C. Breaks down fats into fatty acids and glycerol. 4. Enzyme D. A protein that speeds up chemical reactions in the body. Part D – Other Useful Terms Term Definition Match 1. Catalyst A. Taken into the body or cells. 2. Glycerol B. Process of breaking down food into smaller parts. 3. Starch C. Not digested but helps food move through the system. 4. Absorb D. Speeds up a chemical reaction without being used up. 5. Fibre E. A type of carbohydrate (long chain of glucose) for energy. 6. Digestion F. Combines fatty acids to form fats.
50 55 Date Week Unit/Lesson/Topic / /2026 4 Climate and Climate Change Learning Outcomes W1 Brainstorm, plan and draft written work at text level with limited teacher support on a range of general and curricular topics Writing Task You are Ali, a student from Egypt. You want to write an email to your English-speaking friend, John, about how to keep your city clean and how to save the environment. In your email: 1. Give your opinion about why keeping the city clean is important. 2. Suggest at least two ways people can help protect the environment in Egypt. 3. Invite John to join you in a community clean-up event in your neighborhood. Write 40-50 words. You may use the following 1. Giving your opinion • In my opinion, … • I strongly believe that … • From my point of view, … Idioms: • Every little helps → even small actions make a big difference. • Rome wasn’t built in a day → big changes take time. 2. Making suggestions • We should … • Why don’t we … ? • It would be a good idea to … • Let’s think about … Idioms: • Many hands make light work → working together makes things easier. • An ounce of prevention is worth a pound of cure → preventing pollution is better than fixing it later. . Inviting • I’d like to invite you to … • Would you like to join me for … ? • You’re welcome to come … • It would be great if you could … • I hope you can make it … Idioms: • The more, the merrier → it’s better when more people join. • A breath of fresh air → something new and positive.
56 …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …….…………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………….…………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………….…………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………
57 Date Week Unit/Lesson/Topic / /2026 5 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support Direct & Indirect Speech Practice Watch the video, test yourself then, read and answer: https://www.youtube.com/watch?v=pOImupFLbm8 We often need to report what someone else has said. Direct speech uses the speaker’s exact words. Indirect speech reports the idea without quotation marks. Part A – Change to Indirect Speech Rewrite the sentences in reported (indirect) speech. Be careful with pronouns, tenses, and time expressions. 1. Tom said, “I am happy to see you.” → 2. John mentioned, “She will call you tomorrow.” → 3. Alice replied, “I have finished my homework.” → 4. He asked, “Do you like ice cream?” → 5. Sarah told him, “They are watching a movie now.” → Part B – Change to Direct Speech Rewrite these sentences in direct speech with quotation marks. 1. She said that she was tired. → 2. He mentioned that he would arrive soon. → 3. They told us that they had finished their work. → 4. She asked if I was feeling okay. → 5. He said that they were playing outside. →
58 Date Week Unit/Lesson/Topic / /2026 5 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts Part 1 – Pre-Reading Vocabulary: Match each word/phrase in bold with the correct meaning. Word/Phrase Meaning 1. scheme a) a series of lessons or training on a subject 2. teaching assistants b) appropriate or right for a certain situation 3. fill the gap c) to use skills or knowledge in real life 4. put into practice d) people who help teachers in the classroom 5. suitable e) to do something that is missing or not being done 6. course f) a formal plan or program introduced by the government or an organization Part 2 – Reading Text: Teenage Teachers People may think teenagers are too young to be in charge of a class when they’re still students themselves, but that’s not true. Sixteen-year-olds are (1) ........................ teaching lessons to primary school children in a new government scheme which allows school leavers to (2)……… as teaching assistants in primary schools. New rules were recently introduced which have allowed all primary school teachers to have more time during the school day for (3)………………..lessons, but this sometimes means that teachers have less time for teaching. Now teenagers fill the gap. They take a two-year course, starting when they’re 14. When they enter the classroom as teachers (4) …………… than students, they have to quickly put into practice the skills they learned (5)……………. they were studying. The government believes that about 18,000 teenagers could get jobs in this (6) ……….. However, many people believe that young teenagers will not make suitable teachers. Choose the correct answer A, B, C, or D. 1 A. currently B. newly C. previously D. recently 2 A. be B. feel C. learn D. work 3 A. practicing B. preparing C. reading D. thinking 4 A. even B. instead C. rather D. sooner 5 A. except B. however C. throughout D. while 6 A. kind B. style C. type D. way
59 Date Week Unit/Lesson/Topic / /2026 5 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts Math Magic Vocabulary Part 1 – Match the Terms (1–5) Term Definition 1. Number Magic D. The branch of mathematics dealing with symbols and the rules for manipulating those symbols. 2. Group Together A. To combine terms in an expression that have the same variable raised to the same power. 3. Make it Simple E. To express a mathematical expression in its most reduced form. 4. Unfold F. To expand an expression by multiplying a single term by all terms within parentheses. 5. Switch G. To replace a variable in an expression with a given value. Part 2 – Match the Terms (6–10) Term Definition 6. Crack the Code B. To perform the necessary calculations to find the value of an expression. 7. Simplest Way H. The process of writing an equation or expression that represents a problem. 8. Find the Value C. The process of finding the value of an unknown variable that makes an equation true. 9. Create I. To make both sides of an equation equal by performing the same operations on both sides. 10. Make it Fair J. The simplest version of a fraction or expression, where no further reduction is possible.
60 Healthy Habits Challenge Part 1: Match It! Draw a line between the science term and its correct meaning. Science Term Definition 1. Saturated Fat A. A type of fat found in foods like butter and cheese, solid at room temp, raises cholesterol. 2. Unsaturated Fat D. A type of fat found in foods like olive oil and nuts, liquid at room temp, lowers cholesterol. 3. Blood Pressure B. The blood pushes on vessel walls while circulating. 4. Heart Disease E. Conditions that stop the heart from working properly (often diet, lifestyle, or genetics). 5. Vitamins C. Nutrients that help the body grow, stay healthy, and make energy. Challenge: Can you give one example of food for each of the fats and vitamins? Part 2: Fill in the Blanks – Healthy Habits Edition Complete the sentences using the first conditional (will) or the second conditional (would). 1. If Andrew eats more saturated fat, he increase his risk of heart disease. 2. If he exercised regularly, he lower his blood pressure. 3. If she takes her vitamins daily, she feel more energetic. 4. If they consumed more unsaturated fats, their cholesterol levels improve. 5. If Andrew ate a balanced diet, he maintain a healthy heart. Hint: Use will for real future situations and would for imagined ones.
61 Part 3: Healthy Heart Writing Mission! Write 3 of your own sentences using today’s science words + first or second conditionals. Examples to inspire you: • If I eat more fruit, I will get enough vitamins. • If my dad exercised more, he would lower his blood pressure. Now it’s your turn: 1. 2. 3.
62 Date Week Unit/Lesson/Topic / /2026 5 Climate and Climate Change Learning Outcomes S7 Use a growing range of appropriate subject-specific vocabulary and syntax to talk about curricular subjects Role Play Worksheet – Doctor & Teenager Instructions: • Work in pairs. • One student is the Doctor, the other is the Teenager. • Use the prompts in the table to create a short dialogue (2–3 minutes). • Use today’s words: saturated fat, unsaturated fat, blood pressure, heart disease, vitamins. Doctor Card Teenager Card Greet the teenager and ask about their health. Tell the doctor about your problem (e.g., eating too much fast food, feeling tired, no exercise). Give advice using the words: saturated fat, unsaturated fat, vitamins. Ask the doctor what you should do to be healthier. Use conditionals: - If you eat too much saturated fat, you will… - If you eat more unsaturated fat, you will… Respond to the advice (agree, disagree, ask more questions). Suggest simple lifestyle changes (exercise, healthy food, less junk food). Promise to follow the advice (e.g., I will eat more vegetables). Close politely (e.g., Take care of your heart!) Close politely (e.g., Thank you, Doctor!). Example Conversation Starter Doctor: Hello! How are you feeling today? Teenager: I feel tired and I eat a lot of fast food. Doctor: That’s unhealthy. If you eat too much saturated fat, you will increase your risk of heart disease.
63 Date Week Unit/Lesson/Topic / / 2026 5 Climate and Climate Change Learning Outcomes W1 Brainstorm, plan and draft written work at text level with limited teacher support on a range of general and curricular topics Fill each gap with only ONE word. Last weekend I visited the new science museum in town. I wasn’t sure (1) it would be interesting, but my friend told me to give it a try. Inside, there were many exhibitions, and I didn’t know (2) one to start with. The best part for me was the section full (3) …………… space models, rockets, and astronaut suits. We stayed there for hours (4) everything was exciting and new. At the end, we saw (5) of children enjoying the games and activities. ……………………………………………………………………………… Collocation Quiz (Choose the correct option) 1. I always my homework after dinner. A) make B) do 1. She a lot of noise when she plays the drums. A) makes B) does 2. He a plan to surprise his friend. A) did B) made 3. You should your best on the exam. A) make B) do 4. Don’t a mistake in your calculations. A) do B) make
64 Date Week Unit/Lesson/Topic 6 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts
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68 Listening Part 2 You will hear as English woman called Britta talking to an interviewer about her life in Berlin, the capital of Germany. For each question, choose the correct answer. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer- and-audioscript-test-17/ 8 How long has Britta lived in Berlin? A four years B six years C twenty years 9 What does Britta say about living in Berlin? A She can’t sleep at night because of the traffic noise. B She misses the museums and theaters in Bonn. C She likes living in a big, busy city. 10 The area of Berlin where Britta lives in A a rather expensive place to live. B a good place to eat out. C a long way from the city centre. 11 How does Britta usually travel around in Berlin? A She walks. B She uses her bicycle. C She uses the tram or bus.
69 12 Britta says that her nephew, Philippe, likes going A to the park with her. B to the shops with his parents. C to a gallery with her. 13 Britta has lots of friend who A live near her. B work with her. C are still in England. Listening Part 3 You will hear a man called Stephen Mills talking to a group of people about a trip to India to see tigers. For each question, fill in the missing information in the numbered space. https://englishpracticetest.net/practice-listening-test-for-b1-with- answer-and-audioscript-test-17/ THE TIGER TOUR Stephen’s profession: (14) ……………..………… Date of departure: (15) …………….………… Number of tourists in group: (16) ……………..………… Type of accommodation: (17) ……………..………… Means of transport in the park: – open truck in the north – (18) ……………………….……… in the south Meal not included: (19) ………………………………… on the last day.
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74 LISTENING Listening Part 2 Questions 8-13 You will hear a man called Frank, talking on the radio about looking for shops that sank at sea long ago. For each question, choose the correct answer. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and-audioscript- test-18/ 8 The first old ship which Frank found was A covered by rocks. B older than he first thought. C easy to find. 9 Frank finds ships quickly because he A reads history books. B is a professional diver. C uses the latest equipment. 10 What does Frank say about the ship called The Seabird? A It was built in 1859. B It sank in a storm. C It was badly made. 11 Frank says his wedding ring A was made from gold he found himself. B is worth £88,000. C was found by a friend. 12 Frank’s wife believes he should A stop diving. B give things to museums. C sell some of his collection. 13 How did Frank learn to dive? A by joining a diving club B by going on a diving holiday C by teaching himself
70 75 Listening Part 3 Questions 14-19 You will hear a man telling a group of students about a trip to the theatre. For each question, fill in the missing information in the numbered space. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and-audioscript- test-18/ Trip to Staunton Theatre Meet at 6.00 p.m. at the (14) ……………………… of the school. The name of the play is (15) ……………………… . Get a copy of the play from the (16) ……………………… . Each theatre ticket will cost (17) £……………………… . After the theatre – have (18) ……………………… and coffee. On the return journey, the coach will stop at the (19) ……………………… and then the school.
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81 Listening Part 2 Questions 8-13 You will hear an interview with a woman called Rachel who is talking about the shows she puts on for children. For each question, choose the correct answer. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and-audioscript-test-19/ 8 Before her children were born, Rachel worked as A an art teacher. B a painter. C an actor. 9 Who first thought of doing a show at a party? A Rachel’s husband B Rachel’s children C Rachel’s parents 10 Rachel’s neighbour, Lena, helps by A making some dolls for the shows. B performing in the shows. C writing the music for the shows. 11 When Rachel did a play about a lion A the children laughed too much. B the children were frightened. C the children’s parents complained. 12 How do Rachel’s daughters help her? A They show new dolls to their school friends. B They think of ideas for new stories. C They give her their opinions on her new plays. 13 Rachel thinks her shows are successful because A she enjoys doing them so much. B she does a show daily. C they are suitable.
82 Listening Part 3 Questions 14-19 You will hear a telephone message about a Business Studies course. For each question, fill in the missing information in the numbered space. https://englishpracticetest.net/practice-listening-test-for-b1-with-answer-and-audioscript-test-19/ Business Studies Course Course start date: (14) …………………….. Course begins with: (15).............................. about business What students mustn’t bring to class: (16) …………………….. Visitors’ car park: next to the (17) …………………….. Languages classes available: Spanish and (18) …………………….. Name of Business Studies secretary: Sonia (19) ……………………..
83 Homework Table of Contents NO. Week Content Page 1 Week 1 Reading comprehension Cloze passage Open cloze The lost magician chapter 11,12 78-82 2 Week 2 First conditional exercises Reading comprehension Cloze passage Writing an email The lost magician chapter 13,14 83- 87 3 Week 3 Cloze passage Open cloze The lost magician chapter 15 88- 92 4 Week 4 Writing an email The lost magician chapter 16, 17- Comparative and superlative 93-96 5 Week 5 Write an email The lost magician chapter 18 Reading comprehension Cloze passage Open cloze 97- 101 6 Week 6 Revision Test specs 102-106
84 Date Week Unit/Lesson/Topic 1 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts Reading Comprehension Task Read the text and the questions. For each question, choose the correct answer: A, B, C, or D. "I’m sure I’m not the only person my age (15) who hates going to the dentist. Channel 4’s late-night documentary Open Wide last Tuesday was excellent for people like me. However, none of my school friends watched it. They missed this opportunity to see something interesting and educational because the programme didn’t appear in the TV Guide. This was a pity, as it was the type of programme that makes both young people and their parents think about things they don’t normally consider. Why can’t television companies let us know about such important documentaries in advance? This programme was important because it showed how methods for helping people with toothache have developed over the centuries. If you think visiting the dentist today is an uncomfortable experience, just be grateful you didn’t live 200 years ago! Then, the programme told us, the only cure for toothache was removing the tooth. There weren’t any dentists, so the person who cut your hair also pulled out your bad teeth, and there was nothing to stop you feeling the pain. The programme has also completely changed my attitude to looking after my teeth. My parents were always saying to me things like, ‘Don’t eat too many sweets,’ and, ‘Brush your teeth after meals,’ but I never paid much attention. Now I’ve seen what damage sugar can do, especially if I don’t use a toothbrush regularly, I’m going to change my habits. Many people would benefit from a repeat of this programme."
80 85 Questions 1. Why has Sophie written this letter? A) to complain about the time a television programme was shown B) to ask for more television programmes designed for school children C) to advise people to watch a particular television programme D) to persuade a television company to show a programme again 2. Why didn’t Sophie’s school friends see Open Wide? A) They didn’t know it was on. B) They don’t enjoy that type of programme. C) Their parents wouldn’t let them. D) It wasn’t shown on a channel they can receive. 3. What did Open Wide say about toothache? A) In the past, nobody could make it stop. B) Dentists used to help people who had it. C) Hairdressers have it more than other people. D) Ways of curing it have changed. 4. What does Sophie think about her parents now? A) They don’t know as much as her about teeth. B) Their advice is worth listening to. C) They eat things which are bad for them. D) They don’t clean their teeth often enough. 5. Which of these gives information about the programme Sophie watched? A) A play about a 19th-century dentist and how he brought comfort to his patients. B) The series about health care for teenagers. This week, good eating habits. C) This history of the dentist’s profession shows what happens when we eat. D) We suggest how to prepare young children for that first visit to the dentist.
86 Read the text about teenagers. Choose the correct word (A, B, C, or D) for each space: PERSONAL SPACE More and more people live in large cities these days and this means that it is becoming more and more difficult to find space and time for ourselves. But for many people, personal privacy is very important. In many homes, a few minutes in the bathroom is all the privacy that is (1) . Teenagers especially need their own personal space at home where they can feel relaxed and private. But, of course, not all teenagers are (2) enough to have a room of their own. Where space is short, they often have to (3) a room with a brother or sister. This can cause problems, as teenagers may feel they don’t have their own identity. Some people think that having your own room gives you a (4) of independence. Teenagers often say things like, “It’s my room, so you should (5) my rules!” Even if they don’t have a room of their own, it is important for young people to (6) something that is private, perhaps a drawer or a cupboard that they don’t want anyone else to touch. They can (7) their things there and feel more independent. Of course, personal space is not (8) about rooms. Teenagers need time to be alone and do things they enjoy. They may (9) it easier to talk about problems when they feel relaxed in their own space. Parents should (10) their children to have this time and space whenever possible. 1. A) confident B) available C) general D) average 2. A) dizzy B) early C) lucky D) happy 3. A) separate B) share C) divide D) join 4. A) sense B) opinion C) idea D) thought 5. A) mind B) call C) say D) tell 6. A) belong B) save C) support D) keep 7. A) organize B) repair C) operate D) review 8. A) really B) quickly C) actually D) likely 9. A) find B) make C) get D) put 10.A) afford B) let C) allow D) set
87 For each question, write the correct answer. Write ONE word for each gap. A More Colourful School The head of a school decided to run some art classes in the evenings. These were not only for school students but also for people from the town, and they were very successful. The classes about (1 ) to draw and paint animals were (2) popular that they were completely full. Unfortunately, the school buildings themselves had (3 ) built a long time ago and were quite ugly. The art students wanted to make (4 ) more attractive, and to create something special as a ‘thank you’ to the school for their classes. They decided to paint a huge picture on the school wall, showing (5) colourful jungle scene with animals hiding among the trees. Everyone had a good time working on the project, (6 ) took ten weeks to finish. The school students were thrilled with their colourful school and the art students were very proud of their work! 1- ………………….. 2- ………………….. 3- ……………………… 4- …………………….. 5- ………………….. 6- ………………………
88 Date Week Unit/Lesson/Topic 1 Climate and Climate Change Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment The Lost Magician Chapter 11 1. Q: What role does Patricia play in the fight? …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………… 2. Q: How do Evelyn and Larry contribute? …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………… Chapter 12 1. Q: What important step is taken after the battle? …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… 2. Q: What accusation is made against the siblings? …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………… 3. Q: What lesson do the siblings learn in this chapter? …………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………… ……
89 Date Week Unit/Lesson/Topic 2 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support Fill in the blanks with the correct verb form. 1. If we (go) to the park, we (play) football. 2. If she (study) harder, she (get) good grades. 3. You (miss) the bus if you (wake up) late. 4. If it (rain), I (take) my umbrella. 5. If they (not come), we (start) without them. Match the Halves Match the beginning of the sentence (1–5) with the correct ending (a–e). Sentence Start Sentence End 1. If I eat too much a) she will be late. 2. If he calls me b) I will call you. 3. If she misses the bus c) we will get sunburned. 4. If the weather is hot d) I will answer. 5. If I need help e) I will feel sick. Choose the Correct Option 1. If you (will study / study), you will pass the test. 2. If they don’t hurry, they (will miss / miss) the train. 3. If we (see / will see) Anna, we will tell her the news. 4. If you eat healthy food, you (will feel / feel) better. 5. If it (rains / will rain), the ground will be wet.
90 Date Week Unit/Lesson/Topic 2 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres • Read the text and questions below. • For each question, mark the letter next to the correct answer – A, B, C or D – on your answer sheet: “The best age to start learning the violin is between three and six,” says Mar Porter, a violinist and music teacher. “It’s the time when you are learning about the world.” Margaret, who lives in London, prefers to take pupils at three and four, although she has made lots of exceptions for keen five-year-olds. When she started teaching the violin in 1972, her first class consisted of her children’s five-year-old school friends. Margaret’s pupils have group lessons. Each group has about a dozen pupils and each lesson lasts an hour, once a fortnight. In addition, each pupil has one individual lesson a week with her. Parents also have to attend the classes. It is important that the parents take an active interest in the lessons. From the earliest lessons pupils learn to play by ear. They do not even try to read music until they have been playing for several years, and for a long time there is a big difference between their playing and reading of music. Margaret says that her method is not supposed to produce great violinists, and always suggests that pupils who perform particularly well should leave and study the violin using more traditional methods. 21. What is the writer trying to do in the text? A) explain why Margaret likes teaching the violin B) describe a different way of learning the violin C) give advice on how to find a music teacher D) explain why Margaret has a lot of pupils 22. Why should someone read the text? A) to discover how Margaret learnt the violin B) to learn why it is important to read music C) to find out about Margaret’s teaching method D) to learn why children should play the violin
91 23. What opinion does Margaret have about her best pupils? A) They ought to find another teacher B) They will become great violinists using her method C) They could try harder D) They take several years to learn to read music 24. Margaret’s first pupils were… A) her children B) three- and four-year-olds C) her own friends D) her children’s friends 25. Which of the following would Margaret include in an advertisement for her classes? A) Learn to play the violin with your children – 2 lessons a week B) Watch your children learn to play the violin C) Group violin lessons for children – no more than 5 per group D) We’ll look after your children while you learn the violin For each question, write the correct answer. Write one word for each gap. Moving house Hi Alex, How are you? This week's been a very busy one for me – I finally moved house! (27) wasn’t until I started to pack a few days ago that I realised how much stuff I had. I really think moving house is one of the (28) things I’ve ever done! I was sad to leave my old house – after (29) I’d lived there my whole life so I have lots of good memories. Anyway, I’m looking (30) to being in this new house. It’s not as big as the old one, but (31) least it’s got a great garden. I’m planning to have a small party on Saturday night. Are you free then? Why don’t you come along (32) you are? I hope you can make it. Let me know. All the best, Sam
92 Date Week Unit/Lesson/Topic 2 Climate and Climate Change Learning Outcomes W4 Develop coherent arguments supported when necessary by reasons, examples and evidence for a range of written genres in general and curricular topics From: Ben Subject: Your Upcoming Visit! Hi John, I’m really looking forward to seeing you next week! Could you please confirm if you are arriving at 1:00 p.m.? Also, tell me what fun activities you’d love to do, maybe a concert, a football match, or exploring the city? Are there any cool places you’re dying to see? Mum’s also curious, what’s your absolute favourite food? Finally, what exciting plans should we make for the evening? A movie, bowling, or maybe a game night? Can’t wait for your visit! Write a reply email (40-50 words). In your email: • Confirm your arrival time. • Say which activities and places you’d like to visit. • Tell him what food you like. • Suggest an evening plan. …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………………………………………………………………………………
93 Date Week Unit/Lesson/Topic 2 Climate and Climate Change Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment The lost magician Chapter 13 1- What danger do they face on their journey? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………… 2- How do they avoid capture? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………..……………………… Chapter 14 1. What role does Patricia play? ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… …………………………………………………………………………….. 2. What promise do the leaders make at the end of the chapter? ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………..
94 Date Week Unit/Lesson/Topic 3 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts Part 1 – Multiple-Choice Cloze In 1840, The Penny Black became the (1) ........................ sticky postage stamp in the world. Before this, the (2)........................ of posting something in the UK was very expensive. This depended on distance and how many sheets of paper were being sent and was paid by the person receiving the post. The idea of paying in advance was (3)........................ to parliament and in 1839 this became law. A (4) ....................... was held to find the best way of sending post. The first suggestion attempted was a special envelope or ‘lettersheet’ with a stamp attached, but this wasn’t (5) ....................... and in the end the stamp itself was used with a picture of Queen Victoria and the price – one penny. However, the colour was a problem as it was difficult to cancel the stamp after it had been (6) …...................This was eventually changed to red and black ink was used to cancel it. 1- A. basic B. first C. beginning D. start 2 A. money B. amount C. cost D. payment 3 A. recommended B. said C. played D. ordered 4 A. match B. prize C. competition D. race 5 A. dear B. popular C. famous D. common 6 A. near B. worn C. passed D. used
90 95 Part 2 – Open Cloze Questions 27–32 For each question, write the correct answer. Write one word for each gap. My Travel Blog This summer, I travelled to Copenhagen, the capital of Denmark, on my own. I am only 20 and to (27) honest, I was nervous about exploring a new city alone. I decided to go on a free walking tour the first day I was there. I hoped the tour would help me to become more familiar (28) the city. Unfortunately, the weather wasn’t great, but the tour was still absolutely fantastic! Magnus, our tour guide, knew all about the city’s history. We also learnt loads (29) interesting facts about Danish culture. At the end of the tour, he gave (30) all suggestions for the best places (31) eat and visit. Apart from learning so much, I actually had a lot more fun on the walking tour (32) I’d expected. It was an excellent way to experience the city, and learn about its culture and history. 27- ……………………………. 28- …………………………… 29- …………………………… 30- …………………………… 31- …………………………… 32- …………………………...
96 Use the dictionary to look up the meaning of these words, then match, read the passage and answer the questions: V. VOCABULARY MATCHING ACTIVITY – ALI’S VISIT TO THE ORCHARD Word Meaning Example in Passage Stroke Light rain The air smelled delicate after the rain. Tangle Storytelling with ordinary words The dog made a soft wheeze. Delicate Move slowly or quietly A new vehicle was parked. Flit Make messy or twisted He visited his uncle’s orchard. Orchard Move hand gently over something The cat crept through the grass. Drizzle In an unusual way His hair became tangled in the wind. Soot Land with fruit trees Birds were flitting between branches. Wheeze Move quickly and lightly Smoke left soot on the bricks. Strangely Black powder from fire He felt the drizzle on his face. Prose fiction Machine for transport The farm felt like prose fiction. Vehicle Soft, light, or gentle The air was strangely quiet. Creep Noisy breathing He stroked the dog gently. Zone Special area There were zones for crops and animals. Reading Passage Last Saturday, Ali visited his uncle’s orchard, a quiet place full of apple and orange trees. As he walked among the trees, he felt the cool drizzle on his face. He loved the smell of the air, fresh and delicate like flowers after rain. While exploring, Ali saw a cat creep silently through the grass, trying not to be noticed. Above him, birds were flitting quickly between branches, and bats appeared in the evening light. The air was strangely quiet, except for his uncle’s old dog, who made a soft wheeze when it breathed. Inside the small farmhouse, Ali stroked the dog gently, feeling its soft fur as his hand moved in a slow stroke. In the kitchen, smoke rose from the chimney, leaving black soot on the bricks. His uncle laughed as his hair became tangled when the wind blew suddenly. Later, his cousin showed him a new vehicle parked in the garage, which they were not allowed to drive. They talked about different zones in the farm—one for crops, one for animals, and one for fruit trees. Ali found it all fascinating, almost like reading prose fiction—a story full of characters, events, and surprises. At night, they stayed inside playing indoor games, ending a day that felt like a real adventure. Read the text and choose the correct answer (A, B, C, or D). 1. Why did Ali enjoy visiting his uncle’s orchard? A) Because it was quiet and full of nature. B) Because he wanted to help his uncle plant trees. C) Because his friends were also visiting that day. D) Because he needed to finish his school project.
97 2. What best describes the atmosphere in the orchard? A) Busy and noisy with people working. B) Calm and peaceful with fresh air. C) Dark and frightening after the rain. D) Hot and uncomfortable under the sun. 3. What does the word drizzle suggest about the weather? A) It was raining heavily. B) It was slightly foggy. C) It was raining lightly. D) It was very windy. 4. 4Why was the cat moving quietly through the grass? A) It was afraid of the dog. B) It didn’t want to be seen. C) It was looking for food near the house. D) It wanted to follow Ali. 5. What can we learn about the dog from the story? A) It was old and breathed with a soft sound. B) It was young and loved running around. C) It was sleeping loudly near the fire. D) It was barking at the cat in the field. 6. What caused the black soot on the farmhouse bricks? A) The dog’s fur brushing the wall. B) Smoke coming from the chimney. C) Dust blowing from the road. D) The wind carrying dirt from the field. 7. What does Ali’s cousin show him in the garage? A) A vehicle they were not allowed to use. B) A machine used for cutting trees. C) A new bicycle they built together. D) An old tractor that no longer worked. 8. Why were there different zones on the farm? A) To separate animals from crops and fruit trees. B) To keep visitors away from dangerous tools. C) To make it easier for children to play. D) To protect the trees from the rain. 9. Why does Ali compare the farm to “prose fiction”? A) Because it felt like a story full of surprises. B) Because he was reading a book about farming. C) Because his uncle told him a story about the orchard. D) Because he wanted to write a story later.
98 Date Week Unit/Lesson/Topic 3 Climate and Climate Change Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment The lost magician Chapter 15 1- What valuable information do they decode? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 2- What act of sabotage does siblings carry out? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… 3- What danger do they face when spying on the rebels? …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………………………………………………………………………………
99 Date Week Unit/Lesson/Topic 4 Climate and Climate Change Learning Outcomes W1 Brainstorm, plan and draft written work at text level with limited teacher support on a range of general and curricular topics Read the following email from your friend Peter. Write an email back to him using about (40-50) words. Hi Ali, I hope you’re doing well! I’ve got some exciting news—I’m coming to Egypt soon to study history. Since you know so much about your country, could you suggest some important historical places for me to visit? Could you also tell me where one of these places is located and what activities we can do there? Thanks a lot! Best wishes, Peter ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ………………………………………………………………………………………………
100 Date Week Unit/Lesson/Topic 4 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support Comparatives & Superlatives Complete the sentences. (Use a superlative –est / most… or a comparative –er / more …) 1. The United States is very large, but Canada is . (large – comparative) 2. What’s country in the world? (small – superlative) 3. I wasn’t feeling well yesterday, but I feel a bit today. (good – comparative) 4. It was an awful day. It was the day of my life. (bad – superlative) 5. What is the sport in your country? (popular – superlative) 6. Everest is the mountain in the world. It is than any other mountain. (high – superlative + comparative) 7. This building is over 250 metres high, but it’s not the in the city. (tall – superlative) 8. I prefer this chair to the other one. It’s . (comfortable – comparative) 9. What’s the way to get to the station? (quick – superlative) 10. Which is the bus or the train? (quick – comparative) 11. What’s the thing you’ve ever bought? (expensive – superlative) 12. Sue and Kevin have got three daughters. is 14 years old. (old – superlative) Complete the sentences. (Use the comparative form of the words in the box. Add than where necessary.) 1. Unfortunately, her illness was we thought at first. (serious) 2. You look . Have you lost weight? (thin) 3. I want a apartment. We don’t have enough space here. (big) 4. He doesn’t study very hard. He’s in having a good time. (interested) 5. Health and happiness are money. (important) 6. The instructions were very complicated. They could have been . (simple) 7. There were a lot of people on the bus. It was usual. (crowded) 8. I like living in the country. It’s living in a town. (peaceful)
101 Date Week Unit/Lesson/Topic 4 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support For questions 1-9, read the text below and decide which answer (A, B, C or D) best fits each gap. Planes can make it rain Living next to an airport has always meant having to (1)............... the noise of planes landing and taking off. Now it seems that (2) ............... residents also have bad weather, according to a (3) .............. published study. The scientists looked at satellite (4) .............. of clouds above airports, and also studied computer models of the way clouds behave. What they found was that as a plane flies through a very cold cloud, the air behind it expands and then cools (5) ..............rapidly. This sudden drop in temperature, (6)............... with the hole formed in the cloud where the plane has passed through, can increase the (7) ............... of rain or snow on the ground. In the case of major airports, with hundreds of flights every day, this can have a significant (8) .............. on weather patterns up to 100 kilometres away. The researchers point out, however, that aircraft passing through clouds are (9) ............... to affect the global climate. 1 A keep out of B put up with C miss out on D stand up for 2 A neighbouring B close C local D surrounded 3 A lately B recently C lastly D freshly 4 A images B figures C aspects D portraits 5 A totally B extremely C entirely D perfectly 6 A joined B attached C composed D combined 7 A forecasts B certainties C chances D opportunities 8 A result B influence C consequence D impression 9 A doubtful B unsure C unlikely D improbable
102 Date Week Unit/Lesson/Topic 4 Climate and Climate Change Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment The lost magician Chapter 16 1- How does the rebel attack begin? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………. 2- What roles do the siblings play in the defense? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………….… Chapter 17 1- What offer comes from the rebels? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… 2- Why is the council divided? ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………
103 Date Week Unit/Lesson/Topic 5 Climate and Climate Change Learning Outcomes W1 Brainstorm, plan and draft written work at text level with limited teacher support on a range of general and curricular topics Read the email from your friend Sam. Write an email back to him using about (40-50) words. Hi, I’m so excited! I’m coming to your city next Friday. My plane will arrive at the airport, and I was hoping you could meet me there. Also, could you help me find somewhere to stay in the city? Looking forward to seeing you! Best, Sam Write an email to Sam. In your email: • Apologise for not being able to meet him at the airport. • Suggest another time when you can meet him. • Tell him about a good place where he could stay in the city. ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………
104 Date Week Unit/Lesson/Topic 5 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support 1. “I read a book per month,” James said 2. “I go to the cinema on Saturdays,” Peter said 3. “Teachers don’t like noise.” Maria said 4. “We are very calm.” They said 5. “We don’t want to watch TV.” The children said 6. “I don’t like horror films.” Charles said 7. “I don’t like TV. I prefer cinema.” Joshua said 8. “The church is just around the corner.” Mrs. Robins said 9. “This is my favourite film.” Barbara said 10. “Sara likes to chew gum when she is at the cinema.” Peter said 11. “Girls prefer fashion magazines.” He said 12. “Boys like to buy car magazines. They don’t like girlish magazines.” Tom said 13. “I buy this magazine every weekend.” Brenda said 14. “We enjoy our classes.” They said 15. “This place is absolutely fabulous.” Samantha said 16. “These cars don’t work.” Daniel said
100 105 Read then fill the gaps from the given choices The Penny Black In 1840, The Penny Black became the (1) …………….. sticky postage stamp in the world. Before this the (2) …………….. of posting something in the UK was very expensive. This depended on distance and how many sheets of paper were being sent and was paid by the person receiving the post. The idea of paying in advance was (3) …………….. to parliament and in 1839 this became law. A (4) …………….. was held to find the best way of sending post. The first suggestion attempted was a special envelope or ‘lettersheet’ with a stamp attached, but this wasn’t (5) …………….. and in the end the stamp itself was used with a picture of Queen Victoria and the price – one penny. However, the colour was a problem as it was difficult to cancel the stamp after it had been (6) …………….. This was eventually changed to red and black ink was used to cancel it. 1 A. basic B. first C. beginning D. start 2 A. money B. amount C. cost D. payment 3 A. recommended B. said C. played D. ordered 4 A. match B. prize C. competition D. race 5 A. dear B. popular C. famous D. common 6 A. near B. worn C. passed D. used
101 106 Before you answer, what do you know about global warming? , Discuss, watch the video, then answer the questions: https://www.youtube.com/watch?v=Y3gqoDUtmt4 Open Cloze Read the text below. For questions 11–15, complete each gap. Write ONE WORD only in each gap. Global warming We’ve all heard that global warming isn’t good (11).......................................the environment. But actually, climate change is nothing new. Over the centuries, the climate has been changing; either cooling down or warming up. What is new is the speed of that change. Just (12) ……………………… smallest change can have huge environmental effects. Oceans become warmer, causing the Arctic sea ice to melt, (13) ……………………… then causes sea levels to rise. For people living near the coast, this means the possibility of flooding. For animals, (14) ……………………… as polar bears, the loss of their natural habitat means less chance (15) ……………………… finding food.
102 107 Date Week Unit/Lesson/Topic 5 Climate and Climate Change Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment The Lost Magician Chapter 18 1- What is the purpose of the parley? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 2- What trap do the rebels set? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… 3- What is the result of the parley? ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………
103 108 Date Week Unit/Lesson/Topic 6 Revision Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment What do you know about China? What do you know about The Wonders of Wanzhou? Discuss, watch the video, then read and answer the questions: https://www.youtube.com/watch?v=oNIyBeeYCRc Read the following passage then answer the following My Cruise Holiday in China Tomorrow we’re visiting Wanzhou! The brochure says: “Wanzhou is a small, pretty mountainous city. Its tangerines and oranges are famous across the whole country. The city’s silk industry is well known in the local region. The market where local produce is sold is very popular with tourists, as are the exciting outdoor acrobatic displays.” I’m looking forward to those. I’m sharing a cabin on the boat with my younger brother, Tamer. My sister Sara always gets a room to herself, but I like having company. The cabin is a generous size, but Tamer seems to take up a lot of the space because he’s so messy! It’s not as if there aren’t enough cupboards. We have a balcony where I sit to escape from him! There are a number of activities available on board the boat, so it’s hard to choose. I do Tai Chi with Sara, only because she made me do it. It was a good choice, though. Mum tells me I have to attend youth club with Tamer, even though everyone there is his age. We play games like dodge ball, which I suppose is better than aerobics. That’s what Mum and Sara do while I’m with Tamer. There are shows each night. My favourite is a performance of Chinese dance. The dancers wear face masks portraying faces of famous characters. What really makes it worth watching is how they change between characters by switching masks – you just don’t see it happen. They also wear incredibly bright costumes and move to exciting music with drums beating loudly. There are lights flashing and smoke rising from the stage, which adds to the atmosphere. The Three Gorges part of our trip was brilliant. The gorges are high cliffs with rivers running between them. On the way, our guide told us fascinating tales about the history of the area. It’s what made the trip for me. We arrived at a “water village” where houses were built across the water, hidden in bamboo. Above the houses, there were some monkeys
104 109 playing on the rocks. It would’ve been exciting if they’d been closer. We carried on down the river in tiny boats because the gorge became narrower. The sides were so close I felt I could touch them.I’m enjoying this trip so much that I don’t want it to end! 1- What makes Wanzhou well known everywhere in China? A the traditional market B the street entertainment C the fruit it grows D the silk it produces 2- What does Hani say about his accommodation? A He thinks the cabin is too small. B He has a place he can go to spend time on his own. C He would like more space to store things in. D He would prefer to be in a cabin on his own. 3- What complaint does Hani make about the entertainment on the boat? A He has nothing to do that really interests him. B He wishes he didn’t have to do Tai Chi with Sara. C He feels he’s too old to go to the youth club. D He would prefer to do the same class as his mum and Sara. 4- What does Hani say he likes the most about the dance he saw? A the colourful clothes B the special effects C the drama of the music D the skill of the performers 5- Hani says the highlight of the Three Gorges trip was A hearing the stories told by the guide. B travelling through a gorge on smaller boats. C seeing monkeys climbing over the rocks. D stopping to explore a “water village”.
110 Part 2 – Questions 6–10 Read the text below from Journey to the River Sea by Eva Ibbotson and choose the word that best fits each space. For each question 6–10, circle the correct letter A, B, C, or D. Two friends, Finn and Maria, were sailing along the Amazon River looking for signs of the Xanti, the tribe of people that Finn’s mother came from. Maria couldn’t believe how varied the landscape was. Sometimes they sailed across dark, dense jungle where all the animals could be heard but were out of (6) ..................................... in the highest branches of trees. Sometimes the river passed (7) .................................... gentle countryside, where deer quietly ate grass in open green space. The boat continued up the river, now flowing north-west to the lands (8) ..................................... the Xanti tribe had last been seen. They crossed some bushes and saw a range of bare, brown hills in the distance, then they (9) .................................... themselves back in the rainforest again. Maria saw some white birds roosting on top of some tall trees and clouds of tiny bats flew over the river in the distance. They did not hurry. Their route led to the west, and Finn laid out the maps he had, and the notes his father had (10) .................................... him with. He had to look out for one marker – a small island with a huge tree standing between two tall palm trees. If they found this marker, they were in Xanti country – but how far or how near it was they did not know. Question A B C D 6 sight notice scene vision 7 among through between against 8 which where that what 9 went took left found 10 offered lent provided given
106 111 Part 3 – Questions 11–15 Read the text below. For questions 11–15, complete each gap. Write ONE WORD only in each gap. Nile Cruises A boat trip down the River Nile is (11) ............................... of the best ways to see Egypt and the evidence of its ancient past. Cruising between Aswan and Luxor will (12) ............................... you the chance to relax and take in the scenery of the Nile Valley. You can make (13) ............................... most of the sun deck, where there are sunbeds, a swimming pool and a Jacuzzi. And nearly (14) ............................... of our cabins look out onto the river, so you have the best possible view of the changing scenery as you go (15) ............................... your journey through Egypt. 11.….………………… 12….………………… 13….………………… 14….………………… 15….………………..
107 112 Part 4 – Writing Task You receive this email from an English-speaking friend. Write a reply to your friend, answering ALL the questions in the email. Write 40–50 words. From: Max Middleton Subject: My favourite holiday Hi! I’ve just come back from a fantastic two-week holiday! Tell me about your best holiday. Where did you go? What did you do there? Why was it your best holiday? Write soon! Max ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… …………………………………………………………………………………
108 113 Study sheet Table of Contents NO. Week Content Page 1 Week 1 Literary Devices Study Sheet Vocabulary related to climate Math and science vocabulary 108-113 2 Week 2 Vocabulary related to climate change First and second conditional 114-115 3 Week 3 Reading passage Alliteration Noun phrases 116-117 4 Week 4 Comparative and superlative degrees 118-129 5 Week 5 Direct and indirect speech 120-121 6 Week 6 Mini glossary (the lost magician) Chapters (1 to 18) + Exam specs 122-126
114 Date Week Unit/Lesson/Topic 1 Climate and Climate Change Learning Outcomes R2 Understand specific information in texts on some unfamiliar general and curricular topics, including some extended texts ,)PTraditional Dances Word/Phrase Meaning Flamenco A Spanish traditional dance. Strip-the-willow A Scottish traditional dance. Highland fling Another Scottish traditional dance. Nature, Animals & Earth Word/Phrase Meaning Cherry A small, round red/black fruit with one hard seed. Cheetah A fast wild cat with yellow fur and black spots. Lava Hot liquid rock from a volcano, or the solid rock it becomes when cool. Scorched Slightly burned or damaged by fire/heat. Cavern A large cave. Feelings & Actions Word/Phrase Meaning Rumour An unofficial story/news that may be true or false, spread quickly. Splutter To speak in a confused, unclear way due to surprise/anger. Intense Extreme, forceful, or very strong. Barrage A sudden great number of complaints/questions. Crazed Acting wild/strange, often due to strong emotions or pain. Persist If something unpleasant continues to exist. Moderate Not small or large; in between; within limits.
115 Everyday Objects & Spaces Word/Phrase Meaning Storey A level of a building. Funnel To put/travel through a funnel (or something shaped like it). Pressure The force made when you press something. Literature Word/Phrase Meaning Poem Writing arranged in lines, often rhyming, chosen for sound and ideas. Poet A person who writes poems. Literary Devices Study Sheet Device Definition Example(s) 1. Personification When non-human things, ideas, or animals are given human qualities (actions, feelings, thoughts). The fire danced wildly, swearing and spluttering. (The fire is described like a person.) 2. Repetition A word or phrase is repeated to emphasize an idea, create rhythm, or build tension. The fire was red as red as red. (Repetition shows intensity and fear.) Poetic Description Using language to create vivid, imaginative, and emotional pictures of scenes, people, or feelings. The storm roared across the dark sky, tearing at the trees. 3. Simile A comparison using “like” or “as” between two different things. The snow lay like a blanket over the fields. Her hair is as white as snow.
116 Device Definition Example(s) 4. Metaphor A direct comparison between two unlike things (without “like” or “as”). A blanket of snow lay over the field. 5. Simple Metaphor Everyday metaphors that connect abstract ideas with concrete images (often moods with weather/temperature). Cool it! (calm down) Hot head! (an angry person) Weather Forecast Vocabulary Word/Phrase Meaning Funneled Directed or channeled into a narrow space High pressure Weather system that usually brings clear skies Persist To continue for a long time Moderate Not too much, not too little; in between Scorching Extremely hot Freezing Very cold Weather Forecasts in Egypt Cairo • Hot air funneled over the city. • Light showers in some areas. • Clear skies in most parts. 26°C – 30°C Alexandria • Sunny spells with freezing fog near the coast. • Rain may turn to sleet overnight. • Moderate showers expected. • 2°C – -3°C (pretend forecast for practice).
117 Aswan • Hot air covering the south. • Clear skies all day. • Scorching temperatures. • 35°C (95°F) St. Catherine (Sinai) • Cold air sweeping in from the mountains. • Skies mostly clear. • Freezing conditions. ↓3°C (27°F)
118 Date Week Unit/Lesson/Topic 1 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres
119 Date Week Unit/Lesson/Topic 1 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres
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121 Date Week Unit/Lesson/Topic 2 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres Vocabulary related to climate change ”Word Parts of Speech & Meaning Example Atmosphere Noun – the mixture of gases that surrounds a planet Factories are releasing toxic gases into the atmosphere. Average Noun – the amount you get when you add several quantities and divide by the total The cars were sold at an average price of $11,000. Coal Noun – a hard black mineral dug from the ground and burnt to produce heat Put some coal on the fire. Drought Noun – a long period of dry weather with not enough water for plants/animals A severe drought caused most of the corn crop to fail. Surface Noun – the top layer of an area of water or land Nearly 10% of the Earth's surface is covered by ice. Disease Noun – an illness that affects a person, animal, or plant She suffers from a rare disease of the brain. Landscape Noun – an area of countryside/land, especially its appearance The beauty of the New England landscape. Temperature Noun – a measure of how hot or cold something is Water boils at a temperature of 100°C. Prairie Noun – wide open flat land in North America, covered in grass or wheat A summer drought turned green prairies dusty yellow-brown. Woodland Noun – land covered with trees The park has 13 acres of woodland walks to enjoy. Rain forest Noun – a tropical forest with tall trees, close together, where it rains a lot The Brazilian rain forest. Desert Noun – very dry land with little vegetation, lots of sand or rocks This area of the country is mostly desert. Bush Noun – a plant with many thin branches growing from the ground The child was hiding in the bushes. Devastate Verb – to damage something very badly or completely The city centre was devastated by the bomb
122 Date Week Unit/Lesson/Topic 2 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support First Conditional (Real Future Possibility) ◆ Structure: If + Present Simple, … will + base verb ◆ Use: We use the first conditional to talk about real and possible situations in the future. ◆ Examples: • If it rains, we will stay at home. • If you study hard, you will pass the test. • If they invite me, I will go to the party. Tip for students: Think of it as a real plan that can happen. Second Conditional (Unreal or Imaginary Situation) ◆ Structure: If + Past Simple, … would + base verb ◆ Use: We use the second conditional to talk about unreal, imaginary, or very unlikely situations in the present or future. ◆ Examples: • If I had a million pounds, I would buy a big house. • If she were taller, she would play basketball. • If we lived in Paris, we would eat croissants every day. Tip for students: Think of it as a dream or imagination, not something real.
123 Date Week Unit/Lesson/Topic 3 Climate and Climate Change Learning Outcomes R1 Understand the main points in texts on some unfamiliar general and curricular topics, including some extended texts Vocabulary Table Word Meaning Example in Passage Stroke Move hand gently over something He stroked the dog gently. Tangle Make messy / twisted His hair became tangled in the wind. Delicate Soft / light / gentle The air smelled delicate after the rain. Flit Move quickly & lightly Birds were flitting between branches. Orchard Land with fruit trees He visited his uncle’s orchard. Drizzle Light rain He felt the drizzle on his face. Soot Black powder from fire Smoke left soot on the bricks. Wheeze Noisy breathing The dog made a soft wheeze. Strangely In an unusual way The air was strangely quiet. Prose fiction Storytelling with ordinary words The farm felt like prose fiction. Vehicle Machine for transport A new vehicle was parked. Creep Move slowly/quietly The cat crept through the grass. Zone Special area There were zones for crops and animals.
124 Date Week Unit/Lesson/Topic 3 Climate and Climate Change Learning Outcomes R7 Recognise typical features, such as topic sentences, at word, sentence and text level in a range of written genres Alliteration Made Simple & Fun What is Alliteration? Alliteration happens when words begin with the same sound and are placed close together. Writers use it to make their language more musical, memorable, and powerful. .Sometimes, when writers repeat the sounds s, sh, or z, it creates a soft, hissing, or whispering sound. This special type of alliteration is called sibilance. Example of Sibilance: "slips through your fingers, strokes your face and tangles your hair" Why is it special? • The ‘s’ sound in slips, strokes, and face creates a gentle whisper, like the soft movement of air. • It makes the reader hear the sound as if the air is actually moving around them. • The effect is calm, smooth, and a little magical. Noun Phrases Made Easy A noun phrase is like a little “package” built around a noun. • The noun is the main word. • The modifiers (adjectives, determiners, etc.) add extra details. Noun phrases can work as: • the subject → The noisy classroom shook with laughter. • the object → She bought a shiny red bicycle. • the complement → That was an exciting adventure. .Examples of Noun Phrases Quick Tip: To build a noun phrase, think “Determiner + Adjective(s) + Noun.” Example: those three scary monsters 1. the sparkling river 2.a mysterious letter 3.my messy bedroom 4-this old castle 5.one exciting journey 6. another clever idea 7.some delicious cakes
125 Date Week Unit/Lesson/Topic 4 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support Study Sheet: Comparative & Superlative Adjectives 1. Forming Comparatives (Short Adjectives) Rule Example Add -er to most one-/two-syllable adjectives tall → taller Change -y to -i + -er early → earlier Double the last consonant (CVC pattern) big → bigger If adjective ends in -e, just add -r close → closer ⬛✓ Example sentences: • Dean is stronger than Carlos. • Spain is hotter than England. 2. Irregular Comparatives Adjective Comparative Example good better Jill got a better grade than John. bad worse London has worse weather than Paris. far farther/further The house is farther away than the tree. 3. Comparatives with Long Adjectives Rule Structure Example Use more/less + adjective S + V + more/less + adj + than + obj This beach is more beautiful than that one. Negative form S + V + less + adj + than + obj For me, history is less difficult than science.
126 4. Two-Form Comparatives Adjective Form 1 Form 2 Example friendly friendlier more friendly He’s friendlier than her. / He’s more friendly than her. Wrong: + more friendlier 5. Modifiers with Comparatives Type Modifier Example Strong (big difference) much / a lot The palace is much more beautiful than the factory. Weak (small difference) slightly / a bit The castle is slightly bigger than the hotel. ị Wrong: + very taller → Correct: ⬛✓ much taller 6. Forming Superlatives (Short Adjectives) Rule Example Add -est fast → fastest Change -y → -iest early → earliest Double final consonant (CVC) big → biggest ✓⬛⬛ Example sentences: • Cheetahs are the fastest land animals. • Giraffes are the tallest animals. 7. Irregular Superlatives Adjective Superlative Example good best This is the best day of my life. bad worst I was the worst at drawing. far farthest/furthest I lived the farthest from school. 8. Superlatives with Long Adjectives Rule Example Use the most + adjective The sports car is the most expensive vehicle. Use the least + adjective This is the least comfortable chair in the room.
127 Date Week Unit/Lesson/Topic 5 Climate and Climate Change Learning Outcomes W3 Write with moderate grammatical accuracy on a range of general and curricular topics with limited teacher support Direct vs. Indirect Speech 1. What is Direct Speech? Feature Example Uses exact words of the speaker Sarah said, “I love reading.” Quotation marks (“ ”) are used “Are you coming to the party?” John asked. Verb tense stays the same Mark replied, “I am working on the project now.” )Tip: Direct speech = showing the person’s exact words like a movie subtitle. 2. What is Indirect Speech? Feature Example Reports the meaning, not exact words Sarah said that she loved reading. No quotation marks He said that he wanted to go. Pronouns, tense, and time words often change She said that she was studying then. Tip: Indirect speech = telling the story of what someone said, not quoting them word-for-word 3. Changes in Indirect Speech ◆ Pronouns Direct Speech Indirect Speech She said, “I am ready.” She said that she was ready. ◆ Verb Tense Direct (Original) Indirect (Reported) Present Simple → Past Simple “I want to go.” → He said that he wanted to go. Present Continuous → Past Continuous “I am reading.” → She said that she was reading. Present Perfect → Past Perfect “I have finished.” → He said that he had finished. Future (will) → Would “I will call you.” → He said that he would call.
128 ◆ Time & Place Words Direct Word Indirect Word today that day now then yesterday the day before tomorrow the next day here there 4. Quick Comparison Table Aspect Direct Speech Indirect Speech Quotation marks ⬛✓ Yes + No Exact words ⬛✓ Same + Changed Pronouns No change Often change Tense Stays the same Often moves back Time words Same Change (today → that day) 5. Examples Side by Side Direct Speech Indirect Speech “I am studying now,” she said. She said that she was studying then. “I will call you tomorrow,” he said. He said that he would call me the next day. “We are going to the park,” they said. They said that they were going to the park. C+. Memory Trick: • Direct = quotation marks + exact words )t • Indirect = no quotation marks + changes in pronouns, tense, time ˙’,‘f)
129 Date Week Unit/Lesson/Topic 6 Climate and Climate Change Learning Outcomes R9 Read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics with confidence and enjoyment Mini glossary (The Lost Magician) Chapters 1 & 2 Chapter 1 Definition Chapter 2 Definition Evacuation moving people away from danger Majestic grand, impressive, and beautiful Compulsory required by law or rules Archway curved structure forming an entrance Billet lodging for soldiers/evacuees Venture to risk going somewhere new/dangerous Apprehensive worried something bad may happen Flicker quick, unsteady movement of light Displaced forced to move from one’s home Threshold entrance or beginning of something Timid shy, lacking courage Intriguing interesting because mysterious Rationing controlled distribution of goods Manuscript handwritten draft of a book Trepidation fear or anxiety Reluctant unwilling or hesitant Inscription words carved or written Expedition journey for discovery/adventure Anticipation excitement for something coming Prophecy prediction of future events Chapters 3 & 4 Chapter 3 Definition Chapter 4 Definition Corridor long passage in a building Portal doorway into another place, often magical Whispered spoke very quietly Vast very large in size or amount Uneasy slightly worried/uncomfortable Dazzling extremely bright and impressive Companion person you spend time with Unfamiliar not known or recognized Glimmer faint or unsteady light Overwhelmed too much to handle emotionally Summon to call with authority Terrain land’s physical features Forbid to order not to do something Alliance agreement to work together Curiosity strong desire to know Confront to face something challenging Hesitate to pause before acting Mystical spiritual or magical quality Reassure comfort, make safe Perilous very dangerous
130 Chapters 5 & 6 Chapter 5 Definition Chapter 6 Definition Encampment temporary shelters Scout person/creature sent to gather info Cautious careful to avoid danger Suspicion feeling something may be wrong Compromise agreement where both give up something Ambush surprise attack from hidden place Guardians protectors or defenders Escape to get free from danger Rebellion resistance against authority Tension nervous strain between groups Distrust lack of confidence Allegiance loyalty to leader/cause Hospitality generous treatment of guests Warn tell about possible danger Strategic carefully planned Conflict struggle/fight between sides Division disagreement between groups Retreat withdraw from fight Loyalty faithfulness/support Resolve strong determination Chapters 7 & 8 Chapter 7 Definition Chapter 8 Definition Fortress secure building/castle Caravan group traveling together Negotiation discussion to reach agreement Journey long trip Suspicion belief someone is guilty Encounter unexpected meeting Accusation claim someone did wrong Hospitality kindness to guests Diplomatic careful/sensitive dealing Suspicious doubtful about honesty Reluctance unwillingness Disguise something worn to hide identity Burden heavy responsibility Obstacle something making progress hard Testimony statement as proof Companion partner in journey Judgement ability to decide well Alliance formal agreement Responsibility duty to deal with something Determination strong will
131 Chapters 9 & 10 Chapter 9 Definition Chapter 10 Definition Harsh severe or cruel Stronghold well-defended place Relentless never stopping Reputation opinion others have Shelter safe place from danger Authority power/right to decide Quarrel angry disagreement Skeptical unwilling to believe easily Doubtful uncertain Persuade to convince Encourage give support/hope Demonstrate show clearly Famine severe food shortage Hostile unfriendly, aggressive Starvation suffering from no food Diplomacy skill in managing relations Burrow animal hole/tunnel Obstacle something blocking progress Compassion sympathy for suffering Victory success in struggle Chapters 11 & 12 Chapter 11 Definition Chapter 12 Definition Siege surrounding attack to force surrender Alliance formal agreement Barricade defensive barrier Delegate person representing others Strategy careful plan for victory Council group making decisions Defender one who protects Suspicion feeling of mistrust Volley weapons fired at once Rumor story passed, may be false Chaos complete disorder Tension hostility between groups Valor courage in danger Accusation claim someone did wrong Counterattack response attack Testimony spoken/written statement Aftermath results after disaster/battle Reconcile restore peace/friendship Unity being joined together Fragile easily broken
132 Chapters 13 & 14 Chapter 13 Definition Chapter 14 Definition Scout sent to gather info Fortify strengthen a place Reconnaissance exploring to get knowledge Barracks soldier housing Suspense nervous excitement Supplies needed materials Ambush surprise attack Mobilize prepare people for action Capture take control by force Messenger delivers info Disguise hide identity Reinforcements extra soldiers Interrogation forceful questioning Morale group spirit/confidence Escape get away from danger Determination firm resolve Resilient recover quickly Overwhelming too powerful Warning signal of danger Sacrifice giving up for cause Chapters 15 & 16 Chapter 15 Definition Chapter 16 Definition Skirmish small brief fight Encircle surround completely Vantage point place with good view Defensive line protective formation Encampment temporary camp Onslaught fierce attack Spy secret info collector Catapult weapon that hurls objects Decode understand hidden info Fend off resist or defend Sabotage secret damage/interference Exhaustion extreme tiredness Retreat withdraw from battle Collapse fall from weakness Falter hesitate, lose strength Inspire fill with courage Resolve strong determination Turning point decisive change Foreshadow hint at future event Triumph great victory
133 □Chapters 17 & 18 Chapter 17 Definition Chapter 18 Definition Aftershock smaller event after major one Envoy representative, messenger Casualty injured/killed in war Parley meeting between enemies Rebuild construct again Treachery betrayal of trust Negotiate discuss terms to agree Deception tricking or misleading Ceasefire temporary stop fighting Trap plan to catch someone Distrust lack of confidence Suspicion belief something is wrong Resentment lingering anger Courageous showing bravery Burden heavy duty/responsibility Expose reveal hidden thing Resolve determination to act Betrayal breaking trust Legacy something handed from past Confrontation face-to-face conflict