2. How does the person feel about being ill? A It's fun B It's the worst 4. What will the friends do when they are online? A Tell stories of their day B Play a computer game ass the time? 44
UNIT 8: TELL ME A STORY LISTENING ACTIVITY Once upon a time, in China, there was an Emperor named Zhang Wei. He was very strong and looked after his people. But he got angry very quickly and he loved to collect paintings. One day, Emperor Zhang Wei asked his helper, Hong, "Who is the best painter?" Hong said, "Cheng Li is the best!" So, the Emperor asked Cheng Li to come to the palace and paint a beautiful swan for him. Cheng Li said yes, but he told the Emperor that it would take some time to paint the swan because it's a hard job. The Emperor agreed, but after a year, he became impatient and kept asking if the painting was done. Cheng Li kept saying he needed more time. After three years, the Emperor was very angry when the painting was still not finished. He yelled at Cheng Li and told him to leave and never come back. A week later, the Emperor told his workers to clear out Cheng Li's room. To his surprise, they found thousands of swan paintings. He realized Cheng Li had been practicing all this time to make the perfect swan painting. Emperor Zhang Wei felt sorry for his bad temper and sent a message to Cheng Li to say sorry and ask him to come back. Cheng Li forgave the Emperor and came back to be the royal painter again. And they all learned that being patient and saying sorry when we make mistakes is very important. 1. Listen to the Story: ● First, listen to your teacher read the story of Emperor Zhang Wei and the painter Cheng Li. 2. Answer the Questions: ● What did the Emperor love to do? ● Why was the Emperor angry with Cheng Li? ● What did the Emperor find in Cheng Li's room? ● How did the story end? 45
LISTENING ACTIVITY (TEXTBOOK PAGE 101) Listening Text: "The Boy Who Cried Lion" Once upon a time, in a small village surrounded by hills and forests, there was a young boy named Sam who was tasked with taking care of the goats. Every day, he would lead the goats up the hill to graze. But Sam was bored and wanted some excitement. One sunny afternoon, Sam had an idea for a trick. He ran towards the village shouting, "Help, help, a lion is chasing the goats!" The villagers rushed up the hill to help him, only to find there was no lion. They were not happy with Sam for tricking them. The next day, Sam did the same thing again. "Help, a lion!" he cried, and again the villagers ran up the hill, only to find Sam laughing at his own trick. The villagers warned him not to lie again. On the third day, while the goats were grazing, a real lion came out of the forest. Sam was terrified and shouted for help as loudly as he could. But this time, nobody came to his rescue. They thought it was another trick. The lion scared all the goats away, and Sam felt very sorry for not telling the truth earlier. In the end, Sam learned a valuable lesson about honesty and the importance of trust. Listening Exercise: Activity 1: Understanding the Story 1. What is Sam’s job in the village? _______________________________________________________________________________ 2. What did Sam do to get attention? _______________________________________________________________________________ 3. How did the villagers react the first time? _______________________________________________________________________________ 4. What happened when Sam told the truth about the lion? _______________________________________________________________________________ 46
Activity 2: True or False Decide if the following statements are true or false based on the story: 1. Sam was tasked with taking care of the chickens. (True/False) 2. The villagers helped Sam the first two times he shouted for help. (True/False) 3. A real lion appeared on the second day. (True/False) 4. The goats stayed with Sam after the lion appeared. (True/False) 5. Sam learned his lesson about honesty. (True/False) Activity 3: Order of Events Put the events in the order they happened in the story: 1. _____ Sam is given the job of taking care of the goats. 2. _____ Sam tricks the villagers by lying about a lion. 3. _____ The real lion appears and scares the goats. 4. _____ The villagers ignore Sam when he tells the truth. 5. _____ Sam learns a lesson about honesty. SPEAKING ACTIVITY Telling the Story 1. Prepare Your Story: ● Use the sentences below to tell the story in your own words. ● There was an Emperor who __________. ● He asked Cheng Li to __________. ● Cheng Li worked __________. ● In the end, __________. 2. Be the Characters: ● Practice saying these lines as if you were Emperor Zhang Wei or Cheng Li: ● Emperor: "I want you to paint the most beautiful swan." ● Cheng Li: "I need more time to make it perfect." 47
● Emperor: "You’ve waited for three years, and you painted this swan in two minutes!" ● Cheng Li: "I practiced every day to make it just right." 3. Share Your Story: ● Now, tell your classmates the story of the Emperor and the swan painting. Remember to speak clearly and use the new words you learned. VOCABULARY EXERCISE 1. Match the Words to their Meanings: ● Powerful ( ) A big collection of items ● Bad temper ( ) Very strong ● Astonished ( ) To say sorry ● Forgive ( ) To be very surprised ● Collect ( ) To get angry easily 2. Fill in the Blanks: ● The Emperor was ____________ when he saw the beautiful swan painting. ● Cheng Li ____________ the Emperor even though he was sent away. READING EXERCISE Before Reading: 1. Look at the title and pictures. ● What do you think this story is about? ● Do you know any stories about emperors or animals? While Reading: 1. Read the Story: 48
Comprehension Questions: 1. Who is the main character in the story? 2. What did the Emperor ask Cheng Li to paint? 3. Why did the Emperor get angry with Cheng Li? 4. What did the Emperor find in Cheng Li's room? Vocabulary Look-Up: 1. Find these words in the story and write down what you think they mean. ● Powerful: ● Bad temper: ● Astonished: ● Forgive: After Reading: 1. Discuss with a partner: ● How did Cheng Li feel when the Emperor was angry with him? ● Was the Emperor right to be angry at first? Why or why not? Main Message: 1. What do you think the story is trying to teach us? GRAMMAR FOCUS (TEXTBOOK PAGE 99) First Conditional Grammar Worksheet Part 1: Understanding the First Conditional The first conditional is used to talk about things that might happen in the future. We use it when we think the action is quite possible. Structure: If + Present Simple, will + Base form of the verb Example: If it rains, I will take an umbrella. 49
Part 2: Fill in the Blanks Complete the sentences using the first conditional form. 1. If I see Mark at the party, I ________ (to tell) him about the school project. 2. If my sister ________ (to have) time, she will help us with the decorations. 3. You will miss the bus if you ________ (not to leave) now. 4. If they ________ (to offer) me the job, I will accept it. 5. We will go for a walk if it ________ (not to rain) this afternoon. Part 3: Make your own First Conditional Sentences Write five sentences about things you might do this weekend. Use the first conditional structure. 1. If ___________________________________________________________________. 2. If ___________________________________________________________________. 3. If ___________________________________________________________________. 4. If ___________________________________________________________________. 5. If ___________________________________________________________________. Part 4: Choose the Correct Option Circle the correct option to complete the sentences. 1. If I ________ (go / goes) to bed early, I will catch the train on time. 2. She will be upset if you ________ (don't tell / doesn't tell) her the truth. 3. If it ________ (start / starts) snowing, we will build a snowman. 4. We won't go to the beach if the sun ________ (isn't shining / don't shine). 5. If you ________ (drink / drinks) warm milk, you might sleep better. 50
Part 5: Practice with a Partner Take turns with a partner to ask and answer questions using the first conditional. 1. Ask your partner what they will do if they finish their homework early. 2. Tell your partner what you will do if you get a day off school. 3. Find out what your partner will eat if they can choose anything for dinner. 51
UNIT 9: WHAT’S YOUR OPINION? LISTENING PRACTICE (PAGE 113) Listening Text: The Great Debate on Multitasking Moderator: "Welcome to today's school debate. Our topic is 'Multitasking is the best way to work.' We have Maya on the pro side and James on the con side. Let's begin with Maya." Maya: "Thank you. I believe multitasking is a skill that's essential in today's fast-paced world. It allows us to complete multiple tasks simultaneously, which is good because it saves time. For example, we can listen to educational podcasts while commuting. Multitasking doesn’t always mean doing two tasks with equal focus; it’s about efficiently managing multiple activities with varying degrees of attention." James: "I respectfully disagree. Multitasking can actually lead to more time wasted due to errors and decreased quality of work. Concentrating on one task at a time ensures higher efficiency and accuracy. Studies have shown that our brains aren't wired to handle multiple demanding tasks at once. For instance, you might think you do well in exams if you study while watching TV, but the truth is, focused studying without distractions leads to better retention." Maya: "Interesting point, James. However, multitasking is often a necessity, especially in our future careers. Many jobs require the ability to handle emails, phone calls, and in-person inquiries all at once. It's not about doing multiple tasks poorly; it's about learning to prioritize and handle tasks effectively." James: "That may be, but even in jobs, quality often trumps quantity. Taking the time to concentrate on one task can lead to innovation and better problem-solving. Multitasking might seem more efficient on the surface, but deep work is where real progress happens." Moderator: "Thank you, Maya and James. It seems that multitasking might have its benefits, but it's important not to compromise on the quality of work. Now, let’s open the floor to questions from the audience." 52
LISTENING EXERCISE 1. According to Maya, why is multitasking good? _______________________________________________________________________________ 2. What example does James give against multitasking? _______________________________________________________________________________ 3. What does Maya say about multitasking and future jobs? _______________________________________________________________________________ 4. How does James argue that concentrating is more important than multitasking? _______________________________________________________________________________ SPEAKING EXERCISE Class Debate Speaking Worksheet Motion: We should have one afternoon of sport at school every week. Part 1: Understanding the Debate The motion proposes that students should participate in sports activities one afternoon every week. Do you think this is a good idea? Let's prepare for the debate! Arguments For the Motion (Why having sports is a good idea): 1. It encourages a healthy lifestyle. 2. Sports can improve teamwork skills. 3. ... Arguments Against the Motion (Why having sports might not be a good idea): 1. It could reduce time for academic learning. 2. There is a risk of injury during sports. 3. ... 53
Add two more ideas for each side: For the Motion: 1. ______________________________________________________________________________ 2. _______________________________________________________________________________ Against the Motion: 1. _______________________________________________________________________________ 2. _______________________________________________________________________________ Part 2: Prepare Your Speech Now, you are going to write a short speech either for or against the motion. Use the phrases below to help structure your speech: ● If you are for the motion: ● "I believe that having sports at school is crucial because..." ● "In my opinion, sports can greatly benefit us by..." ● If you are against the motion: ● "I don't believe we should have sports every week because..." ● "In my opinion, the time for sports could be better used for..." Complete the speech: ● Introduction: (State your position) ● Main Point 1: ● Main Point 2: ● Conclusion: 54
Part 3: Practice with a Partner Pair up with a classmate and take turns giving your speeches. Listen carefully and then use the phrases below to discuss each other's points: ● "I see what you mean, but have you considered..." ● "I agree with your point on ..., however, ..." Write down any new ideas or counter-arguments you hear from your partner: ● _______________________________________________________________________________ ● _______________________________________________________________________________ READING WORKSHEET: SUGAR DEBATE Part 1: In the boxes below, match the vocabulary words with their correct definitions. Write the letter of the definition in the box next to the word. Vocabulary Word Definition Barcode Choice Diet Blame Snack Sweet Teaspoon 55
Definitions: A. Something you choose or decide. B. A machine-readable code in the form of numbers and a pattern of parallel lines. C. The kinds of food that a person, animal, or community habitually eats. D. To think or say that someone is responsible for something bad. E. A small amount of food eaten between meals. F. Having a pleasant taste like that of sugar. G. A unit of measurement, especially for measuring ingredients in cooking. PART 2: READING COMPREHENSION Read the text "Sugar, sugar" and answer the questions below. Write your answers in the boxes provided. 1. What is the main topic of the discussion? ● Healthy eating ● TV programmes ● How to make food ● How much sugar is in food Your Answer: 2. How many people gave their opinion in the text? Your Answer: 3. Who agrees that people eat too much sugar? Your Answer: 56
4. Who blames the media for scaring people about food? Your Answer: 5. What does penny64 suggest is the real problem with food products? Your Answer: 6. What solution does minnie13 offer to help track sugar consumption? Your Answer: 7. Do you think tracking sugar with an app is a good idea? Why or why not? Write a short opinion paragraph in the box. Your Opinion: Part 3: Personal Reflection Reflect on your own sugar consumption and habits. Do you think you need to make any changes? What could you do to eat healthier? Your Reflection: 57
GRAMMAR FOCUS Grammar Worksheet: Reported Speech - Present Tenses Part 1: Understanding Reported Speech Reported speech is used to tell someone what another person said without using the exact words. When we use reported speech, the tense of the verbs often changes. Direct Speech vs. Reported Speech: ● Direct Speech: "I am doing my homework." ● Reported Speech: He said he was doing his homework. Example Conversion: ● Direct Speech: "Sugar is bad for you." ● Reported Speech: She said sugar was bad for you. PART 2: PRACTICE CHANGING TO REPORTED SPEECH Change the following sentences from direct to reported speech. Remember to change the present tenses where necessary. 1. "I'm doing a project about food," said Zara. ● Zara said she _______ a project about food. 2. "I sometimes disagree with the media," said Andy. ● Andy said he sometimes _______ with the media. 3. "We're worried about children's diet," said the doctors. ● The doctors said they _______ worried about children's diet. 4. "I'm cooking vegetable soup for dinner," said Mum. ● Mum said she _______ vegetable soup for dinner. 5. "Soup often has extra sugar in it," said Penny. 58
● Penny said soup often _______ extra sugar in it. PART 3: CREATE YOUR OWN SENTENCES Now, write two sentences in direct speech and then convert them into reported speech. 1. Direct Speech: _____________________________________________. ● Reported Speech: _________________________________________. 2. Direct Speech: _____________________________________________. ● Reported Speech: _________________________________________. WRITING PRACTICE (TEXTBOOK PAGE 114) Simplified Writing Practice: Learning About Food Part 1: Topic Sentences Topic sentences tell us what a paragraph is about. They are like a title for the paragraph. Let's practice putting topic sentences in the right place. Here are four topic sentences: A. Eating too much sugar isn't good for our health. B. Sometimes, a little sugar makes us feel happy. C. We should choose different foods to stay healthy. D. It's not good to believe everything about food we hear in the news. Read these short paragraphs and decide which topic sentence is the best title for each one: 1. "My mom gives me a candy when I'm sad, and it helps me feel better." ● The best topic sentence for this paragraph is: __________ 2. "We need to eat fruits, vegetables, grains, and sometimes sweets too." 59
● The best topic sentence for this paragraph is: __________ 3. "Last week, they said chocolate was bad, but I don't think that's always true." ● The best topic sentence for this paragraph is: __________ 4. "Having lots of cake and ice cream can give us a tummy ache." ● The best topic sentence for this paragraph is: __________ PART 2: WRITE YOUR OWN PARAGRAPH Now it's your turn to write a short paragraph. Choose one topic sentence and write three or four sentences about it. ● Topic Sentence: __________ (Choose A, B, C, or D from above) ● Your Paragraph: 1. 2. 3. PART 3: CHOOSE A TITLE Read the sentences below and choose the best title for the essay they make together: "Healthy eating means having all kinds of foods, but not too much of anything. We can have treats like candy sometimes, but we need veggies and fruits too. It's not good to eat too much sugar, but we don't have to stop eating it completely." Which title is best for the essay? 1. Is sugar always bad? 2. Eating all kinds of food is good. 3. We shouldn't eat sweets. ● The best title is: __________ 60
UNIT 10: IT’S A MYSTERY LISTENING PRACTICE Listening Text: "The Secret Lines in the Desert" "In the country of Peru, there's a big desert with very special drawings on the ground. These drawings are called the Nazca Lines. They are very big pictures that we can only see from high up in the sky. They look like animals and other shapes. A long time ago, people from the Nazca culture made these pictures by moving dark rocks to show the light sand underneath. A pilot flying his airplane saw these lines a long time ago, and then many other people found out about them too. There are more than 800 big lines and 300 shapes, and even pictures of animals like birds and monkeys. It doesn’t rain much there, so the pictures stay for a very long time. These lines were very special to the people who made them." 1. The Nazca Lines are in the ________ of Peru. 2. They are amazing ________ in the desert. 3. They became famous when a ________ saw them. 4. There are over ________ pictures altogether. 5. There is very little ________ or rain in the area. 6. ________ was very important to Nazca culture. 7. The Nazca Lines can be seen from very ________ up, like in an airplane. 8. The pictures were made by the people of the ________ culture. 9. The lines are made of pictures of ________ and lines. 10.The desert where the Nazca Lines are found is called the ________ desert. 61
SPEAKING ACTIVITY (TEXTBOOK PAGE 130) Mystery-Solving Speaking Worksheet Practice asking yes/no questions to solve a mystery and tell a story using given phrases. Part 1: Solve the Mystery Mystery Scenario: A man didn’t report a crime at the train station. Why not? You can only ask yes/no questions to find out. Write down at least five yes/no questions you would ask to solve the mystery: 1. 2. 3. 4. 5. READING AND VOCABULARY PRACTICE (PAGE 123) Mystery Adventure Worksheet Part 1: Vocabulary Building Below are words related to our mystery story. Match the words with their meanings by drawing a line to the correct definition. 1. Robbery __________________________________________________________________ 2. Suspect __________________________________________________________________ 3. Valuable __________________________________________________________________ 4. Solved __________________________________________________________________ 5. Prove __________________________________________________________________ 6. Hobby __________________________________________________________________ 62
7. Crime __________________________________________________________________ 8. Statement __________________________________________________________________ Definitions: ● A. Something you enjoy doing regularly during free time. ● B. To demonstrate that something is true. ● C. A person who might have committed a crime. ● D. When a mystery or problem has been figured out. ● E. An act that is against the law. ● F. Something worth a lot of money or very important. ● G. An illegal act of stealing. ● H. A formal account of facts. PART 2: READING COMPREHENSION Read the script from the play "The Robbery" and answer the questions: 1. Who left the museum with a big bag? 2. What is Tim Tall's hobby? 3. Who was the only person in the Dinosaur Room at five o'clock? 4. Who solved the crime and how? Write your answers below: 1. 2. 3. 4. 63
PART 4: SPEAK UP DETECTIVE! Now it's your turn to be a detective! Tell your partner about a mystery you have solved or make one up. Use the vocabulary words we've learned. ● Start with: "One day, I discovered that something ________ was missing..." ● Who were the suspects? ___________________________________ ● How did you solve the mystery? _____________________________ GRAMMAR FOCUS (PAGE 125): ‘QUESTION TAGS’ GRAMMAR WORKSHEET Learn and practice using question tags to confirm information that we believe to be true. PART 1: WHAT ARE QUESTION TAGS? Question tags are short questions at the end of statements. They are used when asking for agreement or confirmation. If the statement is positive, the tag is negative, and if the statement is negative, the tag is positive. Example: ● She is your teacher, isn't she? ● They aren't coming to the party, are they? PART 2: FILL IN THE BLANKS WITH THE CORRECT QUESTION TAGS Complete these sentences with the right question tags. 1. We aren't suspects, _____________________? 2. Your job is to solve crimes, __________________? 3. He can't prove who the thief is, ________________? 4. You live near the museum, ________________? 5. We can leave now, ___________________? 6. You don't know where the painting is, ___________________? 64
PART 3: CREATE YOUR OWN SENTENCES Now it's your turn! Write three sentences of your own and add the correct question tags. 1. They were playing in the garden, __________? 2. It isn't time to go home yet, __________? 3. She can speak three languages, __________? PART 4: PRACTICE WITH A PARTNER With a partner, take turns reading your sentences from Part 3. Try to respond to each other's question tags with short answers. Example: ● A: They were playing in the garden, weren't they? ● B: Yes, they were. Part 5: Mini Quiz - Choose the Correct Question Tag Circle the correct question tag for each statement. 1. The children are at school today, (aren't they / are they)? 2. We shouldn't be late, (should we / shouldn't we)? 3. This is your book, (is it / isn't it)? 4. They won't mind if we're a bit late, (will they / won't they)? 5. You've been to France before, (haven't you / have you)? 65
WRITING EXERCISE (TEXTBOOK PAGE 129) Write the dialogue for the following parts of the story 1. (Taxi driver explains why they are stopping.) Taxi driver : ____________________________________________ 2. (Mrs. Ball talks to the police officer about the bus.) Mrs. Ball : _____________________________________________ Police Officer : _____________________________________________ 3. (Mrs. Ball is worried about missing the bus.) Mrs. Ball : _____________________________________________ Police Officer : _____________________________________________ 4. (The police officer suggests a solution.) Police Officer : _____________________________________________ Mrs. Ball : _____________________________________________ 5. (Laura finds the keys.) Laura : _____________________________________________ Mrs. Ball : _____________________________________________ Laura and Sam : (both laughing) ______________________________ 66