4

T
NI

Tell me a story!
U

6
Girl: OK. Its characters Boy: Excellent! All our
are a big dragon, answers are correct!
a dangerous monster
and a young princess.
Answers: The Little Mermaid 1, 4, 11; Aladdin 2, 7, 9; Peter Pan
Lesson 1 5, 8, 12; The Princess and the Dragon 3, 6, 10

Vocabulary: boy, dragon, fairy, genie, king, lamp,

mermaid, monster, pirate, princess, sailor, sultan; 2 52

bad, beautiful, big, brave, dangerous, funny, good,

• Invite pupils to listen and repeat the phrases
handsome, little, magic, rich, young
in Activity 1.
Grammar: Revision: There is a + singular noun • Play track 52 and pupils repeat. You may
Functions: Expressing likes and dislikes. have them do choral repetition first and
Describing stories. then you may divide them into groups and
hold a competition. Pay special attention
to the pronunciation of some of the words
Lesson starter presented, eg: ‘fairy’ and ‘genie’.

Let’s have fun! Extra activity Tell pupils that adjectives make a
sentence more interesting since they are used to
Pick and say: Prepare slips of paper with verbs in give details. Write a simple sentence on the board,
the past. Put the slips of paper in a bag. Divide pupils eg: The boy has got a bicycle. Challenge pupils to
into two teams. Call one volunteer to the front. They add adjectives to the sentence, one at a time. As
pick one slip of paper from the bag and read the they do so, point out the correct order in which to
word. Then they have to make a sentence, eg: Last place them. Suggested sentences: The monster
weekend we went bowling. If the sentence is correct, scares the girl. The princess lives in a castle with her
the team scores a point. Repeat several times. father, the king. The pirate wants to catch the boy. A
boy finds the lamp. The fairy helps the princess.
1 51

• Have pupils open their books at page 62. Hold 3

up your book and point to the title of the unit.
Ask what they think the unit is going to be • Pair up pupils. In turns, one pupil chooses a
about. Brainstorm which books they like and pair of characters or elements connected with
write the titles on the board. a classic tale and the other says the tale title.
Then they switch roles. Repeat several times.
• Pair up pupils. Tell them to look at the pictures
Focus their attention on the example given.
of different characters and elements from
Walk around and monitor. Provide help if
classic tales and match them with the four
needed. Set a time limit. You may choose one
titles provided. Clarify meaning if necessary.
or two pairs to act out the exchange.
• Play track 51 twice and pupils check their
• Direct pupils’ attention to the question posed
answers. Then call volunteers to read out the
by the boy at the top of the page, next to the
answers.
unit title. Have some volunteers share with the
Audioscript class which types of books or stories they like.
Boy: Hey, Lucy. Do you which pictures are
want to play this game related to Aladdin? 1 AB, p101
on classic tales? Girl: Let’s see… a funny
Girl: Sure! Let’s play. genie, a rich sultan • Focus pupils’ attention on Activity 1. Pair up
Boy: We have to find and a magic lamp! pupils. Explain that they have to circle the
The Little Mermaid Boy: You got it right! What correct adjectives and complete the text with
characters. about Peter Pan? classic tale characters. Provide an example
Girl: OK. That’s easy! There’s a little fairy, a
first. Set a time limit. Then call volunteers to
They are a beautiful bad pirate…
mermaid, a good king Girl: And a brave boy! read out the answers.
and… Boy: Perfect! There’s one Answers: 1 beautiful; 2 sailor; 3 good; 4 genie; 5 magic;
Boy: And a handsome more tale. 6 sultan; 7 brave; 8 fairy; 9 pirate; 10 young; 11 dangerous;
sailor. Correct! Now, The Princess and the 12 dragon
Dragon.

UNIT 6 Tell me a story! 89

 4

Lesson wrap-up picture? Where are they? What are they talking
about?
Let’s have fun! • Play track 53 to check pupils’ predictions.
Guess the characters: Give out copies of the Then play the track again. Pupils listen and
activity in the ‘Photocopiable activities’ section at read. Clarify meaning when necessary. Ask
the Student’s and Teacher’s Resource Centres. You them if they know what a ‘bookworm’ is and
may ask pupils to bring their own copies printed who is a bookworm.
from home. Have pupils complete the sentences • Divide the class into two groups. One group
with the correct characters. Alternatively, you can will be Kate and the other group will be Phil.
also have them add the corresponding adjective. They listen and repeat the dialogue.
Check as a whole class.
2
Answers: 1 (brave) boy, (little) fairy, (bad) pirate;
2 (beautiful) mermaid, (handsome) sailor, (good) king; • Explain to pupils that they have to read the
3 (dangerous) monster, (young) princess, (big) dragon; dialogue in Activity 1 again. Then they have
4 (magic) lamp, (funny) genie, (rich) sultan to answer the questions. Read the questions
together to check understanding. Then pair up
NB: Ask pupils to bring a magazine for next class. pupils. Set a time limit. Then call volunteers to
read out the answers.

Lesson 2 Answers: 1 She reads books when she goes to bed. 2 She
read Sinbad, the sailor. 3 She bought it yesterday. 4 No, he
didn’t.
Vocabulary: Revision of classic tale
characters and adjectives; bookworm
Extra activity Divide the class into groups of 3
Grammar: Present simple vs past simple –
or 4. Tell them to write two more questions about
affirmative form; time expressions
the dialogue so that the other groups answer
Functions: Expressing routines. Expressing them. Set a time limit. Then representatives from
frequency. Talking about past activities. the different groups read their questions in turn
for the other groups to answer. Groups score one
point for each correct answer.
Lesson starter

Let’s have fun! into grammar Take some examples from

the dialogue. Say, Do you remember what
Adjectives Bingo: Divide pupils into groups of Phil and Kate say? Write the following on
3 or 4. Give them a blank six-square Bingo grid. the board: Do you usually read books? Yes,
Pupils cut pictures of people or objects (which I do. I always read books when I go to bed.
can be described with the adjectives they learnt What did you read last night? ‘Sinbad, the
in Lesson 1) out of the magazines they brought, sailor’. I bought it yesterday. Ask leading
one for each blank on the Bingo grid, and stick questions as to the use of frequency
them. Explain they should use a variety of people adverbs and adverbs of time referring
and objects. To play, call out different adjectives to the past. Have pupils see that we use
that can describe people or objects. If a picture ‘always’, ‘usually’, ‘sometimes’, ‘often’ or
on their grids matches the description you give, ‘never’ to express frequency when we
they can mark the square. The first group that talk about routines, and that we use the
has marked all the squares calls out, Bingo! That time expressions ‘last night’, ‘yesterday’,
group has to show their grid and make sentences ‘last week’, ‘some years ago’ to talk about
with their pictures. past actions. Draw pupils’ attention to the
box and tell them to complete the tables
1 53
(usually, sometimes, read, reads; yesterday,
• Have pupils open their books at page 63. last night). Allow them some time and then
Hold up your book and point to the scene. To check. Then ask pupils to complete the
contextualize it, ask, Who can you see in the sentences with the verbs in the correct
form, according to the time expressions.
Set a time limit. Check as a whole class.
90 UNIT 6 Tell me a story!
 4

Answers: 1 listens, listens, went; 2 bought, reads place their counters on the ‘Start’ square. They
take turns to roll the dice. When they land on
2 AB, p101 a square, they make a sentence in the present
simple or in the past simple, according to the
• Pair up pupils. Explain they have to time expression on the square. If the sentence
complete the text about Mr Green with the is correct, they remain in that square, but if it’s
time expressions from the boxes. Provide incorrect, they have to go back to the previous
an example first and clarify meaning, if square. The first player to reach the ‘Finish’
necessary. Set a time limit. Then check as square wins the game.
a whole class.
Answers: 1 yesterday; 2 always; 3 usually; 4 Some years 1 54

ago; 5 never
• Have pupils open their books at page 64.
Hold up your book and point to the scene. To
Extra activity Give out copies of the activity contextualize it, say that Tim is interviewing
in the ‘Photocopiable activities’ section at the Lily. Ask, What do you think they are talking
Student’s and Teacher’s Resource Centres. You about? Where does Lily work?.
may ask pupils to bring their own copies printed • Play track 54 to check pupils’ predictions.
from home. Have pupils work individually. Then Clarify meaning if necessary.
check as a whole class.
• Divide the class into two groups. One group
will be Tim and the other group will be Lily.
Answers: 1 go, see; 2 read, liked; 3 travelled, took; 4 writes,
Play the track again. They listen and repeat
posts; 5 had, bought
the dialogue. Pay special attention to the
intonation of Yes/No questions.
Lesson wrap-up

Let’s have fun! 2

• Pair up pupils and explain the activity. They
Throw the ball and say: Pupils stand in a circle.
have to read the dialogue in Activity 1 again
You throw a soft or a paper ball to one of the
and decide whether the statements provided
pupils while you say, eg: usually. The pupil who
are true or false. Provide an example first. Set
catches the ball has to make a sentence using
a time limit. Then check as a whole class.
that adverb. Then they throw the ball to another
pupil and say another adverb or a time expression. Answers: 1 F; 2 F; 3 T; 4 F
Provide an example first. Play several times.
into grammar Take some examples
Lesson 3 from the interview and write them on the
board, eg: Do you read classic tales? No, I
Vocabulary: Revision of classic tale don’t. Now I always read novels. I read a lot
characters and adjectives of classic tales when I was a child. Did you
read ‘Arabian Nights’? Yes, I did. Did you read
Grammar: Present simple vs past simple – it? No, I didn’t but my sister did. Does she
interrogative form usually read? Yes, she does. Invite pupils to
Functions: Asking about the present and the discover the rule about how we form the
past. questions to ask about the present and
the past. Set a time limit. Then ask some
pupils to report their conclusions. Draw
Lesson starter pupils’ attention to the box and ask them
to complete the tables (Do, Does, read,
Let’s have fun! read; do, don’t, does; Did; did, didn’t). Set a
The present and past board game: Give out time limit. Check as a whole class. Then
copies of the game in the ‘Photocopiable pupils complete and answer the questions
activities’ section at the Teacher’s Resource taking into account the information in the
Centre. Divide the class into groups of 3 or 4. dialogue. Provide an example first. Set a
Give a dice and counters to each group. Players time limit. Check as a whole class. If you

UNIT 6 Tell me a story! 91

 4

wish, write some other exponents on the board. Draw two columns, one for the present
board for class discussion. and one for the past. Divide pupils into groups of
3 or 4. Tell them to classify the expressions and
Answers: 1 Does, Yes, she does. 2 Did, No, she didn’t. 3 Does, write them below the corresponding heading.
Yes, she does. Set a time limit. Then call volunteers to write the
answers on the board. Then each group chooses
Extra activity Give out copies of the activity two expressions and write sentences with them.
in the ‘Photocopiable activities’ section at the
Student’s and Teacher’s Resource Centres. You 1 55

may ask pupils to bring their own copies printed • Have pupils open their books at page 65.
from home. Have pupils work individually. Then Draw their attention to the scene in Activity
check as a whole class. 1. Explain that Tim is asking Clare and Phil
are about their favourite stories/tales. Pupils
Answers: 1 Does (c); 2 Did (b); 3 Did (e); 4 Do (a); 5 Did (d) listen to the conversation and complete
the columns using the information (time
3 AB, p101 expression) in the dialogue.
• Look at the columns as a whole class. Focus
• Explain to pupils that they have to form
pupils’ attention on the pictures and what
questions either in the present or the past, and
they represent. Explain the examples given.
then answer them according to the information
in Activity 2. Provide an example first. Set a • Play track 55 twice. Then pair up pupils to
time limit. Then check as a whole class. share their answers. Set a time limit. Then call
volunteers to say their answers.
Answers: 1 Does Mr Green usually read fairy tales? No, he
Audioscript
doesn’t. 2 Did he buy a book about a rich sultan yesterday?
Clare: I love literature. I usually read in the afternoon.
Yes, he did. 3 Did he read Arabian Nights last night? No, he
Yesterday, I read a book about a beautiful mermaid and
didn’t.
last week, I read a story about a genie. I never read fairy
tales. I don’t like them. But I like stories about sultans.
Lesson wrap-up Last year, I read a fantastic story about a rich sultan. Ah!
I sometimes read stories about monsters, but they aren’t
Let’s have fun! my favourites.
Phil: I like books but I never read stories about mermaids
Bottle game: Pupils stand in a circle. Spin an or fairies. I don’t like them. I usually read stories about
empty plastic bottle on the floor, in the middle of genies and sultans. I also like stories about monsters.
the circle. When the bottle stops, the pupil who is Last month, I read a story about a big monster. It was
facing the top of the bottle asks a question of the fantastic!
pupil who is just opposite them. This pupil answers Answers: Clare: last week, never, last year, sometimes;
the question with information about themselves. Phil: usually, never, usually, last month

Lesson 4 2
• Pair up pupils. Invite them to have to look at
Vocabulary: Revision of classic tale
the columns in Activity 1 and complete the
characters and adjectives
sentences in Activity 2. Provide an example first.
Grammar: Revision: present simple vs past Set a time limit. Then check as a whole class.
simple
Answers: 1 read; 2 reads; 3 genie; 4 reads, genies
Functions: Talking and asking about the
present and the past.
3
• Pair up pupils. Explain they have to look at
Lesson starter the information in Activity 1 again and try
to remember all the information in it. Then
Let’s have fun! they should close their books an in turns give
Sort them out! Write time expressions used for prompts to their classmates so that they can
the present and for the past at random on the

92 UNIT 6 Tell me a story!

 4

make sentences. Focus pupils’ attention on the scared. Put them up on display on the board.
example. Set a time limit. Then they switch roles. Prepare slips of paper with the adjectives
• Walk around and monitor their work. Provide to describe the feelings represented by the
help if necessary. Then invite some pairs to emojis. Have pupils take one slip of paper and
act out the exchange in front of the class. find the emoji that corresponds to it.
• Use the book or magazines and divide the
Extra activity Divide pupils in groups of 3 or 4.
class into groups. Give each group a list of
Tell them they should talk about their favourite
feelings. They browse through their books
stories. Write some useful language on the board,
or the magazines and try to find faces that
eg: I usually read… because I like… I never read…
show the feelings on the list. The first group to
because… Yesterday/Last week, I read… Walk
find all the feelings is the winner. Each group
around and monitor. Provide help when needed.
shows their findings to the class.

4 1 56

• Have pupils go to the cut-outs section at the • Have pupils open their books at page 66. Hold
back of the book and cut out the cards for up your book and point to the Teens Online
Unit 6. Before, you may ask them to paste the website tab: ‘International corner’. Read it
cut-out page on poster board. aloud and ask pupils what type of information
you can find in this section.
• Invite them to put all the cards face down on
their desks. Pair up pupils. One pupil picks up • Focus on the title. Ask the class to predict
one card and makes a sentence in the present which thoughts or feelings may be expressed
or the past, according to the time expressions in relation to books.
provided. Then they switch roles. • Ask pupils to look at the pictures and identify
• Draw pupils’ attention to the example in the the feelings they know.
book. Set a time limit. During the activity, • Play track 56. Pupils follow in their books and
circulate and help as necessary. Then ask check their predictions. Give pupils time to
volunteers to say the sentences in front of the match the feelings with the texts. Then check
class. orally.

Lesson wrap-up Answers: 1 c; 2 a; 3 b; 4 e; 5 f; 6 d

Let’s have fun! • Play the track again. Call out the names of the
Recapping shapes! Draw a square on the board children for pupils to say how they are feeling
and ask pupils to say four characters or elements and the reason to account for it.
from classic tales. Then draw a triangle and ask Extra activity Ask the class to say which
pupils to say three stories that they like. Finally, stories are mentioned on the track (Aladdin, The
draw a circle and ask them to make a sentence Little Mermaid, Peter Pan and Arabian Nights). Ask
about their favourite story/tale. them if they have read these stories or seen the
films. Make a list of those pupils who have read
the books and a list of pupils who have seen the
Lesson 5 films. Ask the class which story they would like to
read in class or to act out.
Vocabulary: bored, excited, worried, happy,
angry, tired
Let’s have fun!
Grammar: Revision: Why? Because…
Who am I? A pupil chooses one of the children in
Functions: Describing feelings. Describing Activity 1 and poses to show how the child feels.
reading experiences. The rest of the class has to guess who the child
is. When the class give their guess, the pupil at
Lesson starter the front states why they are feeling like that,
eg: P1 imitates how Martin feels. Class: We know
• Bring pictures of emojis connected to feelings, you are Martin. You’re worried. P1: Yes, I’m worried
eg: happy, sad, angry, tired, bored, excited,

UNIT 6 Tell me a story! 93

 4

because I’m reading ‘Aladdin’ and the protagonist question cards and the response cards. Pupils
is in trouble. Repeat with several pupils. move around the class and have to find their
match (suitable response) for the ‘Why’ question
2 on their card, eg: P1: Why is Tom bored? P2:
Because she’s reading a good story. P1: Sorry it
• Direct pupils’ attention to the mini-exchange.
isn’t you! P1 walks away and poses the question
Pair up pupils and read the dialogue aloud.
to another pupil, eg: P1: Why is Tom bored? P3:
Elicit similar exchanges about other children,
Because the story is long and bad. P1: That is a
eg: Why is Marie happy? Why is Tom angry?
good answer. You are my pair.
• Walk around and monitor. Then invite some
pairs to act out the exchange for the rest of NB: Tell pupils that there may be two similar
the class. answers, but some are about a boy and some
others are about a girl.
4 AB, p102
Lesson wrap-up
• Direct pupils’ attention to sentences expressing
feelings. Then read out the first speech bubble. • Ask the class to imagine they are reading a new
Elicit which feeling applies to this situation. book. Give out A4 sheets of paper and pair them
• Give pupils time to complete the activity up. Pupils draw the cover of the book and they
individually. Then they compare their work give it a title. They draw a speech bubble and
with a classmate. Check orally. write how they are feeling and state a reason.
Invite pupils to read their speech bubbles aloud,
Answers: 1 c; 2 d; 3 a; 4 b eg: The title of our story is ‘A Crazy Pirate’. We are
excited because this pirate has many adventures
3 on an island. We can’t wait to read more. Once the
drawings and comments are ready, display them
• Read sentence 1 as a whole class and then on the walls for future use.
focus on the incomplete sentences given.
• Pair up pupils and have them complete the
first part where they describe the children’s Lesson 6
feelings.
Vocabulary: Greek, created, gods, creatures,
• Check feelings first and then ask pupils to
wings, protect, stand, let, guardian
complete the second part of the sentences.
Do number 2 as a whole class. Grammar: Verb be for descriptions, present
simple (historical present)
• Each pair compares their work with another
pair. Then check orally. Functions: Describing feelings. Describing
creatures. Telling historical facts.
Answers: 2 angry, the story is very bad; 3 happy, she liked
The Little Mermaid; 4 excited, she can’t wait to read a new
chapter of Peter Pan; 5 worried, the protagonist is in trouble;
6 bored, the story isn’t interesting Lesson starter
• Ask pupils to read the work they have done in
Extra activity Share your feelings! Give the ‘Lesson wrap-up’ in Lesson 5. Each pupil
out copies of the activity in the ‘Photocopiable reads their work. Then collect all their work
activities’ section at the Student’s and Teacher’s and pick up one at random, read out the title
Resource Centres. You may ask pupils to bring of the story and show the cover of the book.
their own copies printed from home. Have them In small groups, pupils try to remember whose
work individually to complete the sentences. Then work it is and they have to say how the reader
check as a whole class. is feeling about the book.

Answers: 1 tired; 2 angry; 3 worried; 4 happy

1 57

• Have pupils open their books at page 67. Focus

on the title. Elicit the website tab: ‘Articles’.
Let’s have fun!
• Focus on the article title. Ask pupils to predict
Find your pair: Make cards with ‘Why’ questions what they are going to read about. Elicit
and cards with suitable answers. Distribute the what they understand by the phrase ‘strange

94 UNIT 6 Tell me a story!

 4

creatures’. Also, elicit which country ‘Greek’

refers to. 5 AB, p102
• Direct pupils’ attention to the pictures in the • Ask pupils to describe the picture in Activity 5
text. Read out the creatures’ names and ask and to focus on the information in Tim’s table.
them to describe what they see. Draw their attention to the time expressions.
• Ask the class if they have heard about these • Elicit sentences about Tim’s reading habits in
creatures before. Write the creatures’ names the past and today. In pairs, pupils complete
on the board: Pegasus, The Sphinx, Centaur. the activity. Then check orally.
• Bring pictures of the other two creatures Answers: mermaid. Today he is tired because the story was
mentioned in the text: The Cyclopes and very long! Last week he read a book about a genie. He is
The Cerberus. Present these two pictures. happy because he liked it! Tim never reads fairy tales. He
Ask pupils to predict whether these creatures sometimes reads stories about monsters.

are good or bad. If they are bad, ask the class

to predict what they do to people. Pupils Let’s write! AB, p103
discuss their answers in groups and share
them with the class. Also ask pupils if the • Ask pupils to focus on the picture and ask
creatures are real or not. what the character’s name is.
• Play track 57. Stop after Pegasus. Let pupils • Elicit what type of boy Peter Pan is. Elicit what
check their predictions. Follow the same steps other characters appear in the Peter Pan story.
with the other creatures. • Give pupils time to read the text. Ask the class
• Play the track again. Clarify meaning when about the writer’s reading habits in the past
necessary. If you wish, ask leading questions and today. Clarify meaning if necessary.
to check understanding. • Present the table in Activity 2 to the class.
Draw their attention to the two columns on
Extra activity Give out copies of the activity the right: ‘Jenny’ and ‘Me’.
in the ‘Photocopiable activities’ section at the
• Have pupils copy the table into their
Student’s and Teacher’s Resource Centres. You
notebooks. Read out the first two questions
may ask pupils to bring their own copies printed
and encourage them to provide the answers.
from home. Pair them up and invite them to
Then they complete the first two rows.
look at the pictures on the page and write the
creatures’ names. Then they complete the • Give pupils time to complete the rest of
sentences with the names of the corresponding Jenny’s parts. Then check answers orally.
creatures. Check as a whole class. Answers: Story: Peter Pan; Main character: Peter Pan; What
happens? Peter Pan and his friends fly to Neverland and
Answers: 1 The Cyclopes; 2 Pegasus; 3 The Sphinx; 4 Centaur; they have exciting stories. Interesting characters: pirates,
5 The Cerberus / a The Cyclopes; b Pegasus; c Pegasus; mermaids, hungry crocodiles, Indians; Favourite character:
d The Cerberus; e The Sphinx Tinker Bell; Yes, I listened to stories when I was a young girl.
No, I don’t read a lot of stories now. I sometimes read at the
weekend.
2
• Focus on the ‘Me’ column. Tell pupils they
• Have pupils work in groups. They read the text
are supposed to choose a story and answer
again and find the answer to the questions.
the same questions. Give them time to work
• Ask groups to check their work with another individually. Move around and monitor
group. Then check as a whole class. their work. Read the questions aloud and
Answers: 1 When the Cyclopes are hungry, they attack encourage them to provide their answers
ships and eat sailors. When they’ are angry, they can about the story they have chosen.
create terrible storms. 2 Because The Sphinx asks difficult
• Ask pupils to mention their favourite
questions and when people give the wrong answer, she eats
them. 3 Because it’s strong and doesn’t let people pass.
characters from the story they have chosen.
4 Because he is the best teacher. 5 Pupils’ own answer • Have pupils read the ‘Writing tip’ box. Encourage
them to write a paragraph similar to the one
presented in Activity 1. Walk around and provide
help. Then have pupils read their texts aloud.

UNIT 6 Tell me a story! 95

 4

Lesson wrap-up names of the stories you have read with the
class so far and ask pupils what they have
Let’s have fun! in common (they are the stories they have
Frozen frames! In groups, pupils present a scene read about so far/they are classic tales).
including one of the creatures mentioned in the Alternatively, write the names of stories
text, eg: The Cyclopes are angry and they create pupils may be familiarized with.
a terrible storm. You see people braving the bad
weather walking in the city. Pupils show a frozen
frame, ie: they pose showing the situation. When Extra idea
the class guesses who they are and what is To activate pupils’ schemata in a more
happening, the group springs into action. engaging manner, get pupils to guess the
names of the stories by playing Hangman
Bonus practice with a tweak, eg: ‘Mouse and cheese’ (the
• Ask pupils to open their books at page 68 and objective is to avoid the mouse from going
explain that the activities on this page will upstairs to eat the cheese), ‘The melting
help them revise the vocabulary and language ice cream’ (the objective is to avoid the ice
they have learnt in Unit 6 and also develop cream from melting), ‘The parachute game’
their critical thinking skills. (the objective is to avoid the stick figure from
falling into the sea) or ‘The alien game’ (the
Answers:
objective is to avoid the alien from building a
1 1 bored; 2 brave, dangerous; 3 excited; 4 fairy; 5 genie;
6 handsome; 7 mermaid; 8 worried
spaceship and coming to Earth). The premise
2 Pupils’ own answers of the game is exactly the same: a short line
is written for each letter in the word and,
each time a player picks a letter that is not in
Let’s revise! AB, p104 the word, there is a consequence. Once this
• Ask pupils to open their books at page 104 and game is finished, the class can answer the
remind them that the activities on this page questions in Activity 1, page 69.
will help them revise what they have learnt in
Unit 6. Have them do the activities individually Try this! If you have read few or no stories
and then check as a whole class. Tell them they along the year, write the names of the following
can refer to the ‘Hop into grammar summary’ stories on the board: Little Red Riding Hood,
on page 76 to check any new language from Cinderella, Snow White, Sleeping Beauty and
the unit they don’t remember. Aladdin. You can also elicit these names with
Answers: pictures from the stories or with storybooks taken
1 1 read; 2 liked; 3 watched; 4 bought; 5 read; 6 rent; from the school library or through one of the less
7 don’t like offensive versions of Hangman described above.
2 1 Did, read; 2 No, says, read; 3 Did, rent; 4 No, bought, Through guiding questions, ask pupils what these
buys; 5 Does, read; 6 Yes, likes
are (They are stories). Then, the class answers the
3 1 worried; 2 bought; 3 angry; 4 always; 5 took; 6 takes;
7 sometimes; 8 argued questions in Activity 1, page 69.

• Once you have finished checking, draw pupils’ 1

attention to the top right corner of the page. • Have pupils open their books at page 69 and
• Have them do the Exit ticket activity on a slip ask them the questions in Activity 1: ‘Is it
of paper and hand it over to you. important to read stories? Why?’. Brainstorm
some ideas. You may need to use L1 for this
discussion.

Hop into the world

It is important for children to learn about
the benefits of reading stories as it fosters
Warm-up
imagination, enhances language skills, and
• Before pupils open their books, write the builds empathy by allowing them to see the

96 UNIT 6 Tell me a story!

 4

world through different perspectives. Stories

improve critical thinking and problem-solving
4
abilities, equipping pupils with tools to navigate • Pair up pupils and ask them to answer the
real-life situations creatively. Reading stories questions in the rubric. As they share their
also contributes to inclusive and equitable answers with the class, keep a record of their
learning by developing literacy, a foundational answers on the board. You can organize the
skill for lifelong learning and opportunities. answers as follows:
Additionally, stories expose pupils to • Stories: No! (keep a record of this number in
diverse cultures and ideas, promoting global the usual manner you do with other games)
understanding and preparing them to become • Stories: Yes! (keep a record of this number in
informed, compassionate individuals in an the usual manner you do with other games)
interconnected world.
• When? (write the different moments, adding
up the ones repeated)
2 • Feeling? (write the different feelings, adding
up the ones repeated)
• Tell pupils to read the text in Activity 2 and
check whether any of the reasons they In this way pupils can see how many classmates
provided on the importance of reading stories read stories, when they do so and how they feel
in Activity 1 is included. Then ask what type of on average.
text they think this one is, giving reasons for
their choice (It is an article because it describes
the benefits of reading stories, providing Extra idea
facts in a formal tone – you can re-read the To foster critical thinking and reading skills, tell
characteristics of an article in the Teacher’s pupils to name a story they have read and liked
Notes corresponding to Unit 3, Hop into the very much. Write the titles on the board, and
world, Activity 1). Finally, ask them to solve the then ask each pupil which story from the list
activity by choosing the appropriate title. they haven’t read. Tell them they are going to
Answer: c read the story for a specific date in a month’s
time. That day, pupils talk about that story and
give their opinion on it. Alternatively, suggest
Try this! In order to foster the development names of short stories for pupils to read and
of strategies to learn new vocabulary, ask pupils set a date for them to discuss. It would be a
to underline the words they do not know in the good idea to devote at least one lesson for
text. Write a list of these words on the board them to read the story silently. Some short
and, if technological devices are available, stories appropriate for this level can be found
encourage pupils to look these words up online in the following sites: Readers becoming
and share the definitions with the class. If there changemakers, British Council – LearnEnglish
is no access to technological devices, explain Kids or Helena Daily English.
the meaning of the words (you can previously
check if any of the pupils know what those words
mean). Tell them to write the definitions or draw Project
a picture next to each word in their notebooks.
• Have pupils open their books at page 70. Elicit
from the class what characters usually appear
3 in classic stories and tales, eg: a princess, a
• Explain to pupils that sub-titles help organize witch, a sailor, etc. They share their answers
a text and provide the reader with information with the class.
about the topic of the paragraph they are • Direct pupils’ attention to the ‘Get ready!’
about to read. Ask pupils to do Activity 3. activity and have them work in small groups
Make pupils read each subtitle first, providing to complete the words that correspond to
help with any words they might not know or characters in classic tales. Then check orally.
understand.
• Take one character, eg: ‘princess’ and ask the
Answers: 1 d; 2 b; 3 a; 4 e; 5 h; 6 g; 7 f; 8 c class what adjectives they can use to describe
a princess. Do the same with other characters.

UNIT 6 Tell me a story! 97

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• Present the second part of the activity: pupils Centres. Once the activity is finished, collect all
have to complete the adjectives they can use the stories to create a class portfolio to share
to describe characters in stories. Check orally. with other classes or their families.

Let’s have fun! BONUS TRACK

Telephone game: Have pupils stand in a circle. ‘Story swap’
Prepare slips of paper with different lines that
To foster careful reading and comprehension, as
combine the vocabulary recently learnt, eg:
well as critical thinking and learner autonomy, after
The princess is beautiful. The monster is bad and
exchanging stories with a classmate, encourage
dangerous. One pupil reads the line and whispers
pupils to write three questions about the story
it into another pupil’s ear, who in turn does the
they read. Alternatively, they may wish to write
same with a third pupil until the circle is complete.
three true or false sentences or multiple-choice
The last pupil in the circle says the sentence
questions. Then ask them to exchange the story
aloud so that everyone can see if the message is
plus the comprehension activity with another pupil
identical or different to the original one.
and proceed to read the new story and solve the
• For Activity 2, bring a picture of Aladdin. Ask the corresponding activity.
class what characters of the story they know, eg:
‘Story soundtrack’
Aladdin, a princess, a lamp, a genie, etc.
• Ask the class if the know whether this story To foster creativity and critical thinking, ask pupils
has a happy ending or a sad ending (happy to choose one song and two sound effects that
ending: Aladdin marries the princess). match different parts of their stories. They can also
compose the songs in a GenAI app such as Suno
• Give pupils time to read the text. Pupils
(you can create a class account for this activity and
underline in red the parts that are the same in
share it with the class). They share their soundtrack
the traditional story and in blue what is different
with the class, explaining the reasons for their
from the original story. Then they discuss the
choices. You can then create a playlist with all the
similarities and differences between the original
songs chosen on an app such as Spotify and share
story and Maggie’s version.
it with pupils and their families.
• Have them make a list with their conclusions,
eg: Similarities: Aladdin is a young boy. Aladdin ‘An illustrated story’
wants to marry the princess. Differences: The To foster creativity and critical thinking, ask pupils
genie doesn’t help Aladdin. The genie and to create an illustrated version of their story. They
Aladdin travel around the world together. can draw and colour or use digital tools such as
• Draw pupils’ attention to the table in Activity 3 Estudio Mágico in Canva, Leonardo.AI or Ideogram
and focus on Maggie’s part first. Read to generate images and use them to accompany
the different parts: story, main character, their text.
description, etc. Explain to pupils that they have
to choose a story and suggest different ideas
for each part. This pre-activity done as a whole
class is likely to trigger new ideas in pupils.
• Have pupils choose a well-known story and
think of a new version by changing some of the
main parts. Have pupils write their new version
of the story. They use the table as a guide and
Maggie’s story as model. Monitor their work
and provide help if necessary. Pupils read their
rough version. Discuss any weak points. Then
they edit and rewrite their story.
• For the ‘Share!’ stage, have pupils work in
pairs – they read each other’s stories and
give feedback. Have them use the feedback
template in the ‘Photocopiable activities’
section at the Student’s and Teacher’s Resource

98 UNIT 6 Tell me a story!

 4

Integration 3 out, Ready! and they write the sentences or

questions on the board for class discussion.
Task
1 • Focus pupils’ attention on Activity 2. Pair up
pupils. Explain that they have to complete
Pre-task
the texts about the films in Activity 1 by using
• Books and characters: Write the names of
the correct past simple form of the verbs in
these books on the board: Harry Potter and
brackets. Provide an example first.
the Sorcerer’s Stone; The Chronicles of Narnia;
Peter Pan. Prepare slips of paper with the • Set a time limit. Then check as a whole class.
descriptions of characters from those books, Answers: a 1 went; 2 saw; 3 was; 4 were; 5 didn’t like; 6 ate;
eg: a bad wizard, a little fairy, a bad pirate, a b 1 went; 2 bought; 3 saw; 4 liked; 5 were (NB: The text
brave boy, a bad queen, a good wizard, etc. should have said ‘protagonists’. This mistake will be
corrected in the first reprint of the book.); 6 had; c 1 helped;
Divide pupils into two groups. A volunteer
2 watched; 3 didn’t like; 4 loved; 5 lived
from each group picks a slip of paper and
decides which book that character belongs to.
• Have pupils check their guesses in Activity 1
If the answer is correct, the team scores
about the characters in each film.
a point. Repeat several times.
Task Extra activity Prepare statements with
• Focus pupils’ attention on the activity. Ask information about the three stories and read
some questions about the pictures. them out. Invite pupils to tell you which story
you are talking about, eg: T: There is a brave
• Pair up pupils. Tell them to look at the pictures
sailor and bad pirates. P1: ‘Dangerous Seas’.
of the film posters and the titles in the box
and decide which characters they will choose Post-task
for the different films. • Create a story: Write the following story grid
• Set a time limit. Then call volunteers to read on the board:
out the answers. Tell them they will confirm
their guesses in Activity 2. a bad a good a beautiful
pirate king princess
Answers: 1 c, f, g; 2 a, e, h; 3 b, d, i
a magic a dangerous a poor
Post-task lamp monster boy
• Interview your classmate: Pair up pupils. a big a rich a brave
Write the following questions on the board: dragon sultan sailor
Do you like reading? How often do you read?
What’s your favourite book? Tell pupils that Divide the class into groups of 4. Explain to
they have to ask those questions of their pupils that they have to invent a story outline
classmates and take notes of their answers. using the items in the grid. They can choose
Set a time limit. Then pairs form groups of 4 words that go across the grid, down the grid or
and they share their findings. A representative diagonally. If a team can create a story while
from each group reports their conclusions to keeping within the rules of the game, they
the rest of the class. Have pupils vote for the score a point and another team has then its
most popular book. turn. Have pupils add some other element to
their outline that is not in the grid. The winner
2 is the team that can create a story outline with
the most appealing new elements.
Pre-task
• Prepare envelopes with a different scrambled 3
sentence or question in each of them. Include Pre-task
sentences and questions in the present simple • Focus pupils’ attention on the picture in
and past simple. Divide the class into groups Activity 4. Tell them that girl is Zoe. Say,
of 4. Give out two envelopes to each group. Last year, she read the book ‘The Rescue’.
Pupils have to put the sentences or questions Look at her. Do you think she liked it or not?
in order. Once they have finished, they call Why/Why not?

Integration 3 99
 4

Task Answers: 1 Do, read; 2 Yes, do; 3 Did, read; 4 Do, like; 5 Do,
• Pair up pupils. Explain that they have to want; 6 Did, buy; 7 Do, take
complete the text about Zoe using the verbs in
brackets in the present simple or past simple. Post-task
Clarify meaning if necessary. Provide an • Dramatization: Pair up pupils. One of them
example first. plays the role of Zoe and the other one the
role of Emily. They read and dramatize the
• Set a time limit. Then check as a whole class.
dialogue. Set a time limit. Walk around and
Answers: 1 lives; 2 has got; 3 wants; 4 climbs; 5 goes; 6 is; monitor their work. Then call volunteers to
7 love; 8 was; 9 didn’t like; 10 listened; 11 watched; 12 liked act out the dialogue for the class.

Extra activity Prepare cards with questions

about Zoe’s text. Place the cards face down on
your desk. Divide the class into two groups. Have
pupils from each group come, take a card and
provide the right answer, eg: Whose favourite story
is ‘The Rescue’? What does the brave knight want to
do? Did Zoe watch films about pirates when she was
a little girl? The group with the greatest number of
correct answers is the winner.

Post-task
• True or false? Divide pupils into two groups.
Write a big ‘T’ for true and a big ‘F’ for false
on the board. Call one representative from
each group to the front. Explain that you
will make true or false statements about The
Last Rescue (the book Zoe read). You say the
sentence, if they think it’s true they should
touch the ‘T’ on the board and if they think it’s
false, they should touch the ‘F’ and correct it.
The first one to do it correctly scores a point
for their team.

4
Pre-task
• Freeze ball game: Pupils stand in a circle.
Place cards with time expressions used in the
present and past face down in the middle of the
circle. Pupils pass a soft ball around. When you
say, Freeze!, the pupil with the ball has to pick
up a card from the pile and make a sentence or
a question using that time expression, eg: Do
you usually read at night? Provide an example
first. Repeat several times.
Task
• Pair up pupils. Explain that they have to
complete the conversation between Zoe and
her friend Emily using the verbs in brackets.
Provide an example first.
• Set a time limit. Then call volunteers to read
out the answers.

100 Integration 3