Round up time!

Units 6-7-8
Materials
Pupils Book, large map of London, digitally-displayed
if possible (exercise C), coloured board marker pens
(yellow, green, blue and grey) (exercise H).

Warm-up
Dictation
Tell the pupils that you are going to dictate some names
letter by letter and they have to write them in their
notebooks.
Tell them that you will repeat the letters if they need to,
but explain that they must put their hand up and read
the three letters before the one they want to check. For
example: M-A-D what?
Dictate the five names in exercise A letter by letter.

A Read and match.

Ask pupils to look at the list of names that you dictated in
the Warm-up activity and to try to remember why each of
them is famous.
Instruct the class to open the Pupils Book at page 76 and
ask them to complete the sentences by matching the
people to the descriptions.
Check answers in open class and encourage the pupils to
add any extra information they can remember.
Answers: 1. c, 2. d, 3. e, 4. a, 5. e.

B Compete the sentences using the words in the

box.
Write the following headings on the board: Favourite,
Saddest, Most frightening, Funniest, Most boring. Ask the
pupils to guess what you are going to ask them to talk
about (films).
Ask them to think of a film for each heading and to write
it in their notebooks. When they have done this, ask them
to sit in groups of three to talk about their lists and share
opinions about their films.
When the groups have spoken to each other, do a brief
feedback in open class. When one pupil suggests a film for
a heading, ask if any others have chosen that same one.
Instruct the class to open the Pupils Book at page 76, read
the sentences in exercise B and complete them using the
words in the box.
Ask them to compare answers with a partner, and then to
copy the completed sentences into their notebooks.

Answers: 1. record, project, 2. moving, 3. frightened,

screen.

C Copy and complete the sentences, using the

relative adverb where.
Display a large tourist map of London on the digital
whiteboard, if possible, or as an alternative, use a large
printed tourist map.
Tell the class that you are going on holiday to London. Ask
them to look at the map and name some of the places you
can visit. As they mention places, write them on the board.
When you have a list of four or five places, ask them why
you should visit each place and write a few notes up next
to the place name on the board. For example: Buckingham
Palace, the Queen lives there, very famous, historical.
Oxford street, lots of shops, etc.
When the notes on the board are complete, ask pupils to
help you write a sentence about Buckingham Palace, using
the word where. Write Buckingham Palace on the board,
and help pupils to come up with the following sentence:
Buckingham Palace is the place where the Queen lives.
Tell them that this is the first sentence in exercise C on
page 76 of their Pupils Books. Ask them to open the
books and to copy and complete all the sentences in their
notebooks using the word where in each one.

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 If the pupils cannot remember why a particular place is

famous, encourage their classmates to help them. Tell
pupils to compare answers in pairs, then review in open
class.
Suggested answers: 1. Buckingham Palace is the place
where the Queen lives, 2. Hyde Park is a big park in London
where you can relax, 3. Oxford Street is a street where there
are a lot of shops, 4. 221b Baker Street is the place where
Sherlock Holmes lived, 5. The Tower of London is the place
where you can see the Crown Jewels, 6. Madam Tussauds is
a wax museum where you can see figures of famous people,
7. London is a city where there are many things to see and
do/where eight million people live.
Optional extra
Ask pupils to work in pairs and to decide on two things
they would like to do on a day-trip to London. Encourage
them to explain why they chose these activities.
Tell the pupils to work with another pair. Ask them to tell
each other about their choices and explain them. Then ask
a few pupils to tell the class about their plans.

D Answer the questions.

Write Tenochtitlan on the board. Ask pupils if they can
remember what it was (a city on an island). Write the
names: Moctezuma and Hernn Corts, on the board
and ask them who they were (Moctezuma was the Aztec
emperor, Hernn Corts was a Spanish conquistador).
Instruct the class to open the Pupils Books at page 76.
Ask them to look at exercise D and to read the questions
and write full-sentence answers to each one in their
notebooks.
Answers: 1. Tenochtitlan was the Aztec capital city, 2. the
Aztecs used cocoa beans as a currency, 3. Moctezuma gave
Corts xocolatl, 4. Chocolate bars were invented in the 19th
century.
Encourage pupils to add two more facts about Tenochtitlan or
chocolate. They can look at lessons 1, 2 and 3 from Unit 7.
Optional extra
Tell pupils to work in groups of three and prepare a script
based on the drawings on page 63 of the Pupils Book
illustrating the history of chocolate.
Tell them that they should write the script for one narrator
and two actors to act out each of the six scenes.
When they have finished tell them to perform in front of a
different group and then ask for volunteers to perform in
front of the class.

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Warm-up
Review drawings
Draw four large circles on the board and tell pupils to copy
them into their notebooks.
In the first circle on the board draw an island with buildings
that represents Tenochtitlan and in the second circle draw
a park with some swings, a slide and trees. Ask pupils what
these drawings are.
Tell pupils to do four more drawings of things from units
6, 7 and 8 using the circles they copied in their notebooks.
When they have finished tell them to work in pairs and try
and guess what their partner has drawn.

E Copy and cross out the word that doesnt belong.

Tell the class to open the Pupils Book at page 77 and look
at exercise E. Tell the pupils to read the sentences carefully
and decide which option is correct.
If pupils cannot remember, tell them they can look at Unit 7
to check their answers.
Ask them to compare answers with a partner and
then review in open class. Finally, ask them to copy the
sentences with the correct option into their notebooks
Answers: 1. 79 AD, 2. Pompeii, 3. palace, 4. excavations.

F Put the sentences in the correct order

Ask the class to look at the sentences in exercise F quickly
and say which one is first. Write it on the board and ask
them to explain how they know it is the first sentence (it
begins with first).
Ask what words can be used to start a second sentence
and elicit next, then, later and after that. Tell the class that
there are sentences beginning with all these sequencing
words so they will have to look for other clues to order
them.
Ask pupils to read the sentences carefully and to put them
in the correct order. When they have finished, ask them to
compare answers with a partner.
Elicit the correct order from the class and write the
sentences up on the board. Ask the pupil who volunteers
an answer to explain how he or she decided that it
was the next sentence. Allow the class to express any
disagreements and to discuss the answers until they come
to an agreement.
Finally, ask the pupils if their school day is similar to the one
described.
Answer: c, e, a, d, f, b.

Optional extra
Ask pupils to invent a delicious sandwich and to write, step
by step, instructions using sequencing words about how to
prepare it. Explain that that there must be at least 5 steps
in the process.
The pupils sandwich recipes can be displayed or swapped,
so that they can decide on which ones sound the most
delicious.

G Think about these situations and tell a classmate

how you can help.
Write the following three sentences on the board, in
speech bubbles:
1. Ill buy you an orange juice!
2. Ill open the door for you!
3. Ill make you a sandwich!
Ask the pupils to talk about the situation for each of
these offers. Elicit several different suggestions for the first
sentence to demonstrate that there is not just one correct
answer, for example: when somebody is thirsty, when
someone hasnt got any money, etc.
Ask the pupils to work in pairs and think of situations for
the other two statements.

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 Tell the pupils to open the Pupils Book at page 77. Explain
that in exercise G, the situation is given and they have to
offer to help.
Focus on the example sentence and the offer. Ask Pupils if
they can think of another possible answer and elicit: Ill go
shopping for you.
Ask pupils to continue working with their partners to
complete the activity. When they have finished, invite
volunteers to perform their dialogues one partner reads
the problem, and the other makes the offer. Emphasise
that there is more than one possible answer.
Possible answers: 1. Ill help him wash it, 2. Ill call the
doctor, 3. Ill help you/Ill explain it to you. 4. Ill carry your
bag for you.

H Read and match.

Draw four rectangles on the board with rounded tops.
Colour one yellow, one green, one blue and one grey or
black. Ask the pupils what they think they are (they are
large recycling bins).
Ask the pupils to say what kind of rubbish goes into each
bin and write some of their ideas on the appropriate bin.
Ask pupils to look at exercise H on page 77 of their Pupils
Books and to match the words to the definitions. Ask for
volunteers to read out their answers.
Answers: 1. b, 2. c, 3. a.
Tell them to work in pairs to think of three ideas of how
they can reduce, recycle and reuse.
Invite volunteers to explain their ideas to the rest of the
class.
Optional extra
Ask pupils to work in pairs to design a poster encouraging
people to reduce, recycle and reuse.
Tell them to plan what they are going to write carefully
first. While they are writing circulate and help where
necessary.
Tell pupils to illustrate the posters and distribute them
around the class, so they can see their classmates work.

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Roundup Time Units 3-4-5