7

Lesson

A trip to the past

Objectives

Key language

Basic competences

To practise using the past tense

in a historical context.
To develop an interest in
learning about ancient
civilizations.

Verbs: build, arrive, discover, cross, sell, buy, make,

Linguistic competence.
receive, conquer, give, introduce, invent, become,
Competence in social
erupt, bury, dig, belong, cover, happen.
skills and citizenship.
Nouns: capital, island, canal, temple, causeway, mainland,
market, currency, ceremony, beans, bar, inscriptions,
ruins, rediscovery, foundation, excavations, site.
Adjectives: beautiful, clean, huge, fashionable, ancient.

To ask and answer questions in

the past tense correctly.
To appreciate songs.

Verbs: walk, go, cross, find, discover, explore.

Nouns: causeway, jungle, lake, bridge, palace, temple,
market, jungle, ruins, canal.

Linguistic competence.
Cultural and artistic
competence.

To develop listening and

speaking skills.
To use sequencing words to
describe events in chronological
order.

Verbs: get out, have, get dressed, brush, go, offer,

receive, become, arrive, invent, return.
Nouns: bed, shower, breakfast, teeth, bar.
Adjectives: hot, fashionable.
Sequencing words: first, next, then, after that, finally.

Linguistic competence.

To learn about the history of

famous places and buildings.
To understand chronologically
sequenced descriptions.
Curricular link: Geography.

Verbs: land, decide, build, send, prepare, choose, clear,

live, arrive, collect, call, conquer, rename, use, carry,
complete.
Nouns: region, surveyor, soldier, land, map, site, settlers,
stone, brick, dirt, marble, crystal, elephant, oxen.
Adjectives: beside, simple, precious.

Competence in social
skills and citizenship.
Linguistic competence.
Knowledge of and
interaction with the
physical world.

To follow instructions to design Verbs: stick, use, draw, take, cut, brush.
and make a mosaic.
Nouns: mosaic, stone, glass, ceramic tile, surface,
To practise reading skills.
wood, cement, rice, shell, strip, square.
Curricular link: Artistic Education. Adjectives: small, coloured, ceramic, large.

Linguistic competence.
Learning to learn
competence.
Cultural and artistic
competence.

To read and appreciate poems

Verbs: stand, rest, reach, welcome, rise.
Cultural and artistic
and rhymes.
Nouns: isle, tomb, hieroglyphs, symbols, place, life,
competence.
To increase awareness of the use
stone, god, sky.
Linguistic competence.
of metaphor in poems.
Adjectives: golden, proud, eternal, ancient, high, mighty.
Curricular link: Artistic Education.
To read and understand a
Verbs: introduce, melt, beat, add, mix, bake.
recipe.
Nouns: butter, flour, sugar, eggs, muffin.
To use the sequencing words to Adjectives: dark, self-raising.
write a simple recipe.

Linguistic competence.
Competence
in processing
information and in the
use of ICT.

Unit 7

133

A trip to the past

Lesson 1
Objectives
To practise using the past tense in a historical context.
To develop an interest in learning about ancient
civilizations.
Key language
Verbs: build, arrive, discover, cross, sell, buy, make,
receive, conquer, give, introduce, invent, become,
erupt, bury, dig, belong, cover, happen.
Nouns: capital, island, canal, temple, causeway,
mainland, market, currency, ceremony, beans,
bar, inscriptions, ruins, rediscovery, foundation,
excavations, site.
Adjectives: beautiful, clean, huge, fashionable,
ancient.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Competence in social skills and citizenship
Be familiar with and understand the historical reality
of the world and its evolutionary nature.
Use the multi-causal analysis to interpret social and
historical facts and reflect on them.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Tenochtitlan
Write Tenochtitlan on the board and ask pupils if they
know what it is. If they dont, write the following
definitions on the board and explain that one of them is
the answer:
1. The language people speak in Brazil.
2. A place in central Mexico.
3. A musical instrument used by Australian Aboriginals.
Ask the class to vote by putting their hands up to show
which answer they chose. Then tell them that the correct
answer is number 2.
Instruct the pupils to look at the word Tenochtitlan on the
board and work in pairs to make as many new words as
they can out of the letters in it.
Possible answers: on, ten, ton, not, tan, an, ant, note,
tone, chain, coin, ate, late, tile, tale, lane, loan, lent, tent,
ache, latch, hate, thin, etc.
134

Unit 7 Lesson 1

Presentation
Predict
Display the Predict questions and the pictures on page 60
of the On-line Digital Book, if available, or ask the class to
open the Pupils Book at page 60.
Instruct pupils to look at the questions and try to answer
them. Accept all answers at this stage.
Ask the pupils to read the texts about Tenochtitlan and
Pompeii quickly to check their answers to the questions.
Set a time limit of five minutes and check answers in open
class.
Answers: 1. Shes going to read about the Aztecs. 2.
Chocolate was introduced into Europe in the 16th century.

A Listen and read.

Write the following words on the board: island, ash,
digging, Hernn Corts, market, ruins, cocoa beans, bury,
hot chocoloate, King of Naples, Emperor Moctezuma II.
Ask the class to close the Pupils Books and copy the list of
words into their notebooks. Tell them to listen to the texts
about Tenochtitlan and Pompeii carefully and match the
words on the board to the correct text.
Play Class CD Track 39.

workers were digging a channel and they discovered ancient

walls covered with paintings and inscriptions that belonged
to Pompeii buildings. However, they were told to bury the
discovery and keep on with their work.
The ruins of Pompeii had to wait another century and a half
before their rediscovery. It happened in 1738, when some
builders were digging the foundations for a new palace for
the King of Naples. First they discovered Herculaneum, and
ten years later, they found Pompeii too. The excavations in
the site still continue today.
Answers:
Tenochtitlan (island, Hernn Corts, market, cocoa beans,
hot chocoloate, Emperor Moctezuma II).
Pompeii (ash, digging, ruins, bury, King of Naples).
Check that pupils understand the meaning of all the words
on the board.
If necessary play Class CD Track 39 again.

B Answer the questions.

Class CD Track 39: Listen and read.

Tenochtitlan
The Aztecs lived in central Mexico in the 14th, 15th and
16th centuries. Their capital was Tenochtitlan, located in
what is now Mexico City. Tenochtitlan was built on an island
in Lake Texcoco. When Hernn Corts and his soldiers first
arrived in the city in 1519, they discovered a beautiful, clean
city with gardens, canals, temples, zoos and palaces. There
were causeways (raised roads that cross water) joining the
mainland to the island and a huge market place full of
people selling and buying products. They used cocoa beans
as currency, an ingredient that was also used to make a
drink called xocolatl.
Emperor Moctezuma II received Hernn Corts in a special
ceremony and gave him some xocolatl. After conquering
the Aztecs, Corts brought the beans back to Spain and
introduced them into Europe. Hot chocolate became
fashionable among the European aristocracy during the
18th century. The chocolate bar as we know it today was
invented in Britain in the 19th century.
Pompeii
The eruption of Mount Vesuvius in the year 79 AD destroyed
the Roman towns of Pompeii and Herculaneum near Naples,
burying both towns in ash for 1,700 years. In 1599, some

Ask the pupils to look at the questions on page 61 in the

Pupils Book. Tell them to work in pairs and read the texts
again in more detail to answer the questions.
Check answers in open class. Encourage pupils to answer
the questions without looking at the text. When a pupil
answers a question, ask if anyone can give any further
information.
Answers: 1. In central Mexico, 2. In Tenochtitlan, on an
island in lake Texcoco, 3. Mexico City, 4. In 1519 5. Raised
roads that cross water, 6. Hernn Corts tried xocolatl in
a special ceremony, 7. Mount Vesuvius destroyed pompeii
when it erupted, 8. In 1599, 9. They found paintings and
inscriptions, but they were told to bury them and continue
working.

C Match the words to the correct definition.

Tell the pupils to look at the list of words and see if they
can remember what they mean.
Explain that the definitions for the words are on the right.
Instruct the pupils to work individually to match the words
to their definitions and then check their answers as a class.
Answers: 1. d, 2. f, 3. b, 4. a, 5. g, 6. c, 7. e.

Wrap-up
Writing questions
Divide the class into two groups: Tenochtitlan and Pompeii.
Ask them to write at least five additional questions about
their groups city.

Unit 7 Lesson 1

135

 When they have finished, ask them to swap notebooks

with a pupil from the other group and answer each others
questions.
Check some of their questions and answers in open class.
Encourage them to answer with complete sentences.

Extra practice
Writing timelines
Instruct the pupils to work with a partner and draw
two horizontal lines on a piece of paper, one at the top
and one at the bottom. Ask them to label the timelines
Tenochtitlan and Pompeii.
Tell them to scan the two texts to find all the dates that
are mentioned and write them along the timelines, in
chronological order.
When they have completed their timelines, they can
illustrate them. Display their work around the classroom.

Activity Book page 58

1 Write the words under the correct picture.
Tell pupils to look at the photos of Tenochtitlan and
Pompeii and ask them to tell you what they remember
about each place.
Explain that the words in the box refer to either of
these places and ask the pupils to write them under
the correct picture.
When they have finished tell pupils to refer to the texts
on pages 60 and 61 of the Pupils Book to check their
answers.
Now choose five words from the box and write a
sentence with each one.
Tell the pupils to choose five words from the box and
write a sentence with each one. The sentences can be
related to the texts or completely separate, as long as
they use the words correctly.
Ask different pupils to read out their sentences.

2 Write a definition for these words.

Tell the pupils to find the words in the text and try to
use the context to write a definition. If they are not
sure they can use a dictionary.
Ask for volunteers to read their definitions aloud and
ask the rest of the class if they agree.

136

Unit 7 Lesson 1

Lesson 2
Objectives
To ask and answer questions in the past tense
correctly.
To appreciate songs.
Key language
Verbs: walk, go, cross, find, discover, explore.
Nouns: causeway, jungle, lake, bridge, palace,
temple, market, jungle, ruins, canal.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Materials
Class CD, Pupils Book, Activity Book, A4 paper for
drawing (wrap-up).

Warm-up
Vocabulary game
Ask one pupil to come to the front of the classroom and
show him or her a card with a word from lesson 1 written
on it. Suggested words: palace, temple, garden, zoo,
market, buy, sell, garden, bridge, chocolate, wall, volcano,
cocoa bean, dig, paintings.
Ask the pupil to draw the word so that the rest of the class
can guess what it is. When a pupil guesses it correctly,
invite him or her to the front to take another card.

Presentation
A Look at the words in the box. Work with your
partner and ask each other where these things
are in the illustration below.
Ask the class to open the Pupils Books at page 62 and
display the picture in the On-line Digital Book, if available.
Ask the pupils to look at the picture and say where they
think it is (Tenochtitlan).
Ask: Where is the island? and let one pupil to point to
the island. Then tell pupils to work in pairs and take turns
asking where the other things in the box are.

Check answers in open class. If pupils have difficulty

identifying the causeway and the bridge ask questions to
help them. For example: Does a bridge touch the water?
(No), Does a causeway touch the water? (Yes).
To reinforce the information about Tenochtitlan and
Pompeii, invite volunteers to tell the rest of the class as
much as they can remember about each city. Encourage
the rest of the class to add any information they may have
forgotten to mention in their descriptions.

B Listen and sing.

Instruct the pupils to read the song quickly and answer the
following questions in pairs:
1. Where are we going?
2. How are we going to get there?
3. What are we going to see?
4. Are we going to have fun?
5. What are we going to do?
Play Class CD Track 40 and ask pupils to listen, read and
check their answers again.
Class CD Track 40: Listen and sing.
The island on the lake
Were walking through the jungle
Going to an island

Unit 7 Lesson 2

137

In the middle of a lake.

We cross a bridge to get there
What are we going to find there?
A palace, a temple, a market?
Maybe ruins and canals.
Were going to have a fun time
Discovering and exploring
The island on the lake.
Answers: 1. to an island, 2. by crossing a bridge, 3. a
palace, a temple, a market, 4. yes, 5. discover and explore
the island.
Play Class CD Track 40 a second time and ask the pupils to
sing along.
Divide the class into two groups, A and B. Play the song
again and instruct the groups to sing alternate lines,
beginning with group A.

Wrap-up
Drawing
Give each pupil a sheet of A4 paper. Tell them that they
have to draw a picture or a map that includes all eight
features in the box at the top of page 62.
Explain that they do not have to write the words on their
picture, they only have to label the features with the
letters A to H.

Extra practice
Naming game
Instruct the pupils to work in pairs, swap drawings and
look at each others pictures carefully.
Tell them to ask questions to identify the different features
in each others drawings. Demonstrate the exercise by
sitting next to one pupil and asking: Is A a temple? Is B a
canal? etc.
Finally, display some or all of the illustrations in the
classroom.

138

Unit 7 Lesson 2

Activity Book page 59

3 Complete the picture by adding the places
in the box and then label them.
Explain that the drawing is similar to Tenochtitlan, the
island in Lake Texcoco.
Tell the pupils to complete the picture by drawing the
places in the box onto the picture. Then instruct them
to label them.
Compare your drawing with a partners. Find and
write two similarities and two differences.
Tell the pupils to swap their Activity Book with a
partner and to compare their drawings.
Ask them to find two similarities and two differences
and write them in the spaces.
Invite volunteers to explain the similarities and
differences to the rest of the class using complete
sentences.

4 Find eleven words from the Tenochtitlan text

in the wordsearch and write them down.
Explain that the wordsearch contains eleven key words
from the text about Tenochtitlan on page 60 of the
Pupils Book.
Tell pupils to work in pairs to find the words. Explain
that they can use the text from the Pupils Book if
necessary.
Review the eleven words in open class.

Lesson 3
Objectives
To develop listening and speaking skills.
To use sequencing words to describe events in
chronological order.
Key language
Verbs: get out, have, get dressed, brush, go, offer,
receive, become, arrive, invent, return.
Nouns: bed, shower, breakfast, teeth, bar.
Adjectives: hot, fashionable.
Sequency words: first, next, then, after that, finally.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Activate linguistic abilities to interact and create
written texts suitable for each communicative
situation, with a variety of communicative or creative
purposes.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Collective drawing
Draw a large circle on the board with an even larger circle
around it. Label the inner circle Tenochtitlan and tell the
class that you want them to help you to complete the
details on this map.
Invite volunteers to come to the board to draw features on
the map and label them. They should include: causeway,
canal, lake, temple, palace, bridge, market and jungle, but
encourage the pupils to use their imagination and add
additional features such as houses and farms, etc.
Leave the picture on the board for the presentation
activity.

Presentation

Instruct the class to look at the completed picture of the

island on the board. Ask: How do you think they built
Tenochtitlan? What do you think they did first? Write
the pupils answers on the board, for example: First, they
found the island.
Then ask: What did they do next?, and write up a pupils
reply: Next, they built a bridge to the island. Continue

asking questions about the order the features were

constructed including the sequencing words: then, after
that, later and finally.
Circle the sequencing words at the beginning of each
sentence and explain that we use these words to put
events in the correct order.
Tell the class to open the Pupils Book at page 63 and
display the grammar chart in the On-line Digital Book, if
available.
Ask the pupils to look at the example box on the right
hand side and ask if there is any difference in the use of
next, then, after that and later. Explain that these words
are interchangeable.
Ask which sequencing word comes at the beginning
of a description (first) and which comes at the end
(finally). Then tell the class to close their books and invite
volunteers to talk about their morning routine, ensuring
that they begin with first and end with finally.

A Put the pictures in the correct order. Then tell

your partner what happened when Hernn
Corts met Moctezuma. Use the sequencing
words above.
Tell the class to open the Pupils Book at page 63 again or
display the pictures in the On-line Digital Book, if available.

Unit 7 Lesson 3

139

Instruct the pupils to work in pairs and put the pictures in

the correct order. Check the answers in open class.
Answer: d, b, a, f, c, e
Ask the pupils to continue working with their partner to
talk about the pictures. Make sure they use the sequencing
words from the table. Remind them to use the past tense
at all times and encourage them to add extra details from
lesson 1.
When they have finished talking about the story, ask them
to work on their own to write the story in their notebooks.

Wrap-up
Focus on language
Ask the class to take out the summary of the story they
wrote in exercise A. Invite two or three pupils to write their
first sentences on the board. Read them as a class and
discuss any differences between them.
Continue in the same way with the sentences describing
the other pictures, highlighting the sequencing words that
each pupil has chosen to use. Place special emphasis on
the correct use of the past tense forms of the verbs.

Extra practice
Writing
Tell the class that their next task is to write a similar
passage about the history of Pompeii. Explain that they
can use the information in lesson 1 to help them or look
for additional information on the Internet. Remind them to
use sequencing words to order the events.

140

Unit 7 Lesson 3

Activity Book page 60

5 Listen and complete this text about Sydney
Opera House.
Tell pupils to look at the photo and ask them if they
recognise the building.
Explain that the pupils are going to listen about how
Sydney Opera House was built.
Tell them to listen carefully and write the missing
words. Play Class CD Track 41 once.
Tell them to compare answers with a partner and then
play the track again for them to check.
 lass CD Track 41: Listen and complete this
C
text about Sydney Opera House.
First, the builders found a place to build by the water,
near the centre of the city. Next, in 1955, they organised
a competition to see who could design the building.
Then, in 1957, they chose the winner. After that, they
raised money for the building. It was very expensive and
people bought lottery tickets to help. Finally, in 1959,
they started building. It was finished in 1973.

6 Look at the pictures and write about what

Jimmy did last Saturday.
Tell the pupils to look at the four pictures of Jimmy.
Ask them: Did Jimmy have a good Saturday? (Yes, he
did).
Instruct them to write what Jimmy did in the spaces
below. Remind them to use the past tense.
Ask volunteers to read their sentences aloud.
Encourage other pupils to say if they have written
something else.

Lesson 4
Objectives
To learn about the history of famous places and
buildings.
To understand chronologically sequenced descriptions.
Curricular link: Geography.
Key language
Verbs: land, decide, build, send, prepare, choose,
clear, live, arrive, collect, call, conquer, rename, use,
carry, complete.
Nouns: region, surveyor, soldier, land, map, site, settlers,
stone, brick, dirt, marble, crystal, elephant, oxen.
Adjectives: beside, simple, precious.
Basic competences
Competence in social skills and citizenship
Be familiar with and understand the historical reality
of the world and its evolutionary nature.
Use the multi-causal analysis to interpret social and
historical facts and reflect on them.
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Knowledge of and interaction with the physical
world
Become acquainted with physical space and value its
influence on living things.
Understand the relationship between societies and
their environments and assess the impact of human
activities on the environment.
Materials
Class CD, Pupils Book, Activity Book, photos of New
York, paper for making posters, coloured pens.

Warm-up
Brainstorming
Instruct the pupils to work in groups of three and to
brainstorm everything they know about New York.
You can help them by suggesting categories and writing
them on the board, for example: buildings, people,
entertainment, history, shops, sports, etc.
You could also begin the activity by showing photos of
New York.
When the pupils have finished their lists, review their
answers in open class. Write the information under the
different categories written on the board.

Presentation

Tell the class that they are going to read two short texts,
one about New York and the other about the Taj Mahal.
Ask them if they can tell you anything about these two
places and write their ideas on the board.
If any pupils in the class have actually visited either the
USA or India, encourage them to tell the class a little about
the places they visited and what they saw there.

A Read and learn about a famous city and a

beautiful building.
Instruct the class to open the Pupils Book at page 64 and
display the pictures in the On-line Digital Book, if available.
Ask the pupils to look at the photo of New York and then
read the text to say whether they can find any of the
things they mentioned during the brainstorming session.
Check their answers in open class and if none of the
brainstorming points are mentioned, explain why this is
(the pupils focused on modern-day New York and the text
is about the history of New York).
Instruct the pupils to look at the picture of the Taj Mahal
and ask them to guess the answers to these questions:
- Why did they build the Taj Mahal?
- What materials did they use to build it?

Unit 7 Lesson 4

141

 Tell pupils to read the text to check the answers to these

questions.
Ask the pupils to read both texts again and to write down
all the sequencing words they find in their notebooks.
Answers: New York: first, next, then, later, finally.
Taj Mahal: first, next, then, after that, finally.

B Answer the questions in your notebook.

Ask pupils to work individually to answer the four
questions about the texts in their notebooks. When they
have finished, check their answers as a class.
Answers:
1. The first Europeans landed in New York in 1524.
2. It was called New Amsterdam.
3. The Emperor Shah Jahan built the Taj Mahal.
4. Elephants and oxen carried the stone long distances.
Now write three more questions about the texts and
test your partner.
Ask pupils to write three more questions about the two
texts in their notebooks.
Tell pupils to swap notebooks with a partner and answer
the questions. Invite volunteers to read out their questions
and check their answers in class. Make a note of at least
10 question for lesson 5.

Wrap-up
Remembering
Instruct pupils to close their books and read the text about
New York aloud to the class. Stop at different points to
allow a volunteer to complete the sentence. Stop after
each sequencing word and see if pupils can continue the
phrase.

Extra practice
Sequencing
Write the following sentences from the Taj Mahal text on
the board. Explain that the sequencing words are missing
and that they are not in the correct order.
Instruct them to copy the sentences into their notebooks
in the correct order and write the sequencing words in the
correct place.
They made the gardens.
They started to build the main building.
They completed the Taj Mahal and the gardens in 1653.
The workers started building it in 1632.
They used dirt and stone to make the foundations.
They cleared the ground for the building.
142

Unit 7 Lesson 4

Answers:
The workers started building it in 1632.
First, they cleared the ground for the building.
Next, they used dirt and stone to make the foundations.
Then, they started to build the main building.
After that, they made the gardens.
Finally, they completed the Taj Mahal and the gardens in
1653.

Activity Book page 61

7 Make questions for these answers. Use
what, why, where and when.
Explain that the sentences are answers to questions
and that the pupils must write the questions.
Encourage pupils to look at the type of information in
the answer to decide which question word they should
use. For example, if the answer is a year, then the
question will begin with when.
Tell pupils to write the questions in pairs and then
review in open class.

8 Read and learn about the Mayflower.

Explain that the photo is a replica of a very famous
ship called the Mayflower. Tell pupils to read the text
quickly and find out where you can visit the ship
(Plymouth, Massachusetts, USA).
Now answer the questions.
Tell the pupils to read the text again in more detail and
answer the questions below.
Ask pupils to compare answers in pairs and then
review in open class.

Lesson 5
Objectives
To follow instructions to design and make a mosaic.
To practise reading skills.
Curricular link: Artistic Education.
Key language
Verbs: stick, use, draw, take, cut, brush.
Nouns: mosaic, stone, glass, ceramic tile, surface,
wood, cement, rice, shell, strip, square.
Adjectives: small, coloured, ceramic, large.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Learning to learn competence
Develop the motivation to improve learning capacities.
Cultural and artistic competence
Acquire aesthetical sensitivity to understand,
appreciate, be moved and enjoy artistic and cultural
manifestations.
Be familiar with the main techniques, resources and
conventions of the different artistic languages.
Understand and value critically different cultural and
artistic manifestations.
Use own initiative, imagination and creativity to
express ones ideas, experiences or feelings by means
of artistic codes.
Use abilities, techniques and resources to create
artistic productions
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Quiz
Use the questions the pupils wrote for exercise B in lesson
4 to dictate a short quiz about New York and the Taj
Mahal. Include at least ten questions. Explain that they are
all questions written by their classmates in the previous
lesson.
Read out the questions one by one slowly to give the
pupils time to write their answers.
When you have completed the quiz, invite volunteers to
answer the questions as you read the questions again.

Presentation

Tell the class to open the Pupils Book at page 65 or display

the On-line Digital Book, if available.
Ask them to look at the pictures carefully and to say what
they have in common (They are all mosaics). Ask which
mosaic comes from Spain (The Gaudi dragon) and which
one is from a place they have read about recently (the
Alexander Mosaic is from Pompeii).

A Read and learn about mosaics.

Ask the class to read the short text at the top of the page
and to answer the following two questions:
1. What are mosaics usually made from?
2. What can the pupils make mosaics from?
Answers: 1. from stone, glass or ceramic tiles, 2. from
paper, stones, rice and shells.

B Read the instructions to make a mosaic from

paper. Make a list of the things you need.
Instruct the pupils to read through the instructions
individually and look for any words that they do not
understand. Clarify any doubts they may have.
Ask them to work with a partner to make a list of all the
things that they need to make a mosaic.

Unit 7 Lesson 5

143

Answer: a piece of cardboard, coloured pencils, coloured

paper, scissors, glue.
When they have completed their lists, give out the
materials they need.
Before pupils start, tell them to choose a simple picture, for
example: faces, people, animals, trees and flowers, vehicles
or an abstract design.
Show pupils how to cut out the strips of paper and then
cut each strip into squares as described in the instructions.

Wrap-up

Display the pupils pictures in the classroom. Allow pupils

to walk around and admire the mosaics. Instruct them to
consider the following points:
- Which mosaic uses the most colours?
- Which mosaic uses the least colours?
- Which mosaic uses the greatest number of paper
squares?
- Which design is the most original?

Extra practice

Encourage the pupils to use different materials and make

another mosaic at home. Brainstorm the kinds of materials
they could use. Possibilities include: seeds, rice, shells,
pasta shapes, lentils, leaves and beads.

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Activity Book page 62

9 Read and match the mosaics to the
descriptions.
Ask pupils to look at the photos of the mosaics and
tell you what they can see in each one.
Tell pupils to work in pairs and match the descriptions
to the photos, then review in open class.

10 Read and learn more about mosaics.

Explain that the text is about mosaics. Ask pupils
to read it quickly and write a list of all the different
materials you can use to make mosaics.
Possible answers: coloured stones, sea shells, ivory, tile,
coloured glass.
Now answer the questions.
Tell the pupils to read the text again in more detail and
answer the questions below.
Ask pupils to compare answers in pairs and then
review in open class.

Lesson 6
Objectives
To read and appreciate poems and rhymes.
To increase awareness of the use of metaphor in
poems.
Curricular link: Artistic Education.
Key language
Verbs: stand, build, rest, reach, welcome, rise.
Nouns: isle, tomb, hieroglyphs, symbols, place, life,
stone, god, sky.
Adjectives: golden, proud, eternal, ancient, high,
mighty.
Basic competences
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others.
Identify ones own cultural identity and the differences
and similarities with others, and discover the
importance of intercultural dialogue.
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Materials
Class CD, Pupils Book, Activity Book, enlarged copies of
the poem cut into strips (wrap-up), pictures or photos of
famous buildings (extra practice).

Warm-up
Ancient Egypt
Ask pupils to tell you what they know about Egypt. Ask if
anybody knows which continent it is in, and show them
where it is located on a map.
Ask them the following questions:
- Which river runs through Egypt? (The River Nile).
- Who were the pharaohs ? (They were like kings).
-W
 hy did the Ancient Egyptians make mummies?
(Because they believed people needed their bodies in the
afterlife).
- What are hieroglyphs? (They are the symbols the
Egyptians used to write).
-Why did the Egyptians build pyramids? (To protect the
pharaohs body and personal belongings).
Write the explanations on the board and ask the class to
copy them into their notebooks.

Presentation

Invite volunteers to think about what they learnt about

Egypt in the Warm-up activity and tell the class anything
else they know about the Egyptians.

A Read the poem

Tell the class to open the Pupils Book at page 66 or
display the picture in the On-line Digital Book, if available.
Instruct pupils to look at the photograph and complete this
sentence in their notebook: The pyramid is like a ...
When they have written their answers, invite volunteers to
share their ideas with the class and say what they think it
looks like.
Ask the pupils to read the first line of the poem and find
what the poet compares the pyramid to (a castle and an
isle).
Explain that it is common for poets to make these
comparisons, called metaphors. Ask the volunteers if their
ideas are similar to the poets.
Tell the pupils to read the rest of the poem in silence.
When they have finished, ask them to follow the text as
you read the poem aloud.

Unit 7 Lesson 6

145

Now answer the questions.

Ask the class to answer the four questions in their
notebooks. Ask them to compare their answers with a
partner before you check them in open class.
Answers: 1. by the river Nile, 2. Khufu, 3. to be his tomb,
4. hieroglyphs and symbols.

B Hieroglyphs are a type of writing the Egyptians

used. Look at the hieroglyphic alphabet below
and use it to write a message to your partner.
Then swap and decipher each others message.
Give each pupil a piece of paper and instruct them to
work in pairs. Tell them to use the hieroglyphs to write a
message for their partner.
When the pupils have finished their message, ask them to
give it to their partner to decode.

Wrap-up
Reconstruction
Prepare enlarged photocopies of the poem in exercise A
cut into strips with a line on each one. Shuffle the strips
and give one set to groups of four or five pupils.
Tell them to close their books and to work together to put
the strips in the correct order. When they have finished,
the pupils can open their books to check.

Extra practice
Metaphors
Ask the class what two metaphors the poet used to
describe the pyramid (castle and isle). Ask them why he
used these words (castle: the pyramid is big and strong
and made of stone, isle: is surrounded by a flat desert).
Ask them if they think they are good metaphors.
Show the class three or four other photos of famous
buildings and ask if they can think of metaphors to
describe them. Ask them to work individually and then
to share their ideas in a group of three or four pupils.
Suggested buildings: the Eiffel Tower, the Guggenheim
museum in Bilbao, an Aztec pyramid, the Sydney Opera
House, 30 St Mary Axe in London, the Great Wall of china.

146

Unit 7 Lesson 6

Activity Book page 63

11  Read and learn more about the Egyptians
and the river Nile and answer the
questions.
Tell pupils to look at the photo and to guess which
river it is (the Nile).
Explain that they are going to read about the
Egyptians and the river Nile. Tell them to read the text
carefully and then to answer the questions in pairs.
Ask for volunteers to read their answers aloud to the
rest of the class.

12 
Look at page 66 in your Pupils Book and
decipher these hieroglyphs.
Ask pupils if they remember the name for the symbols
the Egyptians used to write (hieroglyphs).
Explain that these words are all related to the text and
that students should decipher them by looking at the
key on page 66 in their Pupils Books.
Ask pupils to compare answers in pairs and then
review in open class.

Lesson 7
Objectives
To read and understand a recipe.
To use the sequencing words to write a simple recipe.
Key language
Verbs: introduce, melt, beat, add, mix, bake.
Nouns: butter, flour, sugar, eggs, muffin.
Adjectives: dark, self-raising.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Activate linguistic abilities to interact and create
written texts suitable for each communicative
situation, with a variety of communicative or creative
purposes.
Competence in processing information and in the
use of ICT
Know and use the different channels and information
media.
Search and select information, using different
procedures depending on the source or medium.
Materials
Class CD, Pupils Book, Activity Book, picture of a
chocolate muffin (presentation).

Warm-up
Special food
Ask the pupils if they can remember which food Hernn
Corts brought to Europe in the 16th century (chocolate).
Ask the class to work with a partner to list some of the
ways we consume chocolate. Give the two examples from
the earlier text (drinking chocolate and the chocolate bar).
Ask pupils to think of other ways of eating chocolate. For
example: Easter eggs, chocolate cakes, chocolate biscuits,
etc.

Presentation
Writing a recipe
Tell the class that they are going to read a recipe for
chocolate muffins. Show them a photograph or drawing
of a chocolate muffin and ask them to work in pairs to
think of at least five ingredients we need to make them.
Allow the pupils to use dictionaries.

When they have completed their lists, invite volunteers to

read their suggested ingredients for the muffins and write
them on the board.
Ask the class to open the Pupils Book at page 67 and
display the page in the On-line Digital Book, if available.
Ask them to look at the list of ingredients for chocolate
muffins and compare it to the list on the board.

A The Aztecs introduced chocolate into our lives.

Thanks to them we can make delicious recipes
like this.
Instruct the class to look at the six steps to make muffins.
Mime one of the actions and ask the pupils to tell you
what you are doing. Continue with all the other steps on
the page.
Allow time for the pupils to ask questions about words
that they do not understand. For example: Self-raising
flour is a flour that has yeast included to help it rise quickly.

B Look at the cooking actions and the pictures

of the recipe. Now write the recipe using
sequencing words.
Ask pupils what they think the first step in the recipe is
and write the sentence up on the board: First, melt the
butter and the chocolate in the microwave.

Unit 7 Lesson 7

147

 Tell them to continue writing the instructions for each step

and remind them to use the sequencing words from page
63 of the Pupils Book.

Wrap-up

Activity Book page 64

13 Match the ingredients for a biscuit and
chocolate cake to the correct picture.

Invite volunteers to read one or two of their classmates

recipes and to discuss the differences in each one.
- Would both recipes work successfully?
- Is one easier than the other?
- Did they all include the sequencing words?

Explain that pupils are going to write a recipe for

a biscuit and chocolate cake, but first they have to
identify the ingredients.
Tell pupils to work in pairs and match the written
ingredients to the correct picture by drawing lines.

Extra practice

Now look at the steps and write the recipe using

sequencing words.
Explain that each picture shows a step in the recipe.
Tell pupils to work in pairs and to write each step in
the spaces below using sequencing words.
To review, ask for pairs of volunteers to read out the
completed recipe. One pupil can read, while his or her
partner mimes the actions.

Encourage the pupils to write a recipe for another dish

that they like. If this is done in class, it could be something
simple, like a sandwich or an omelette. If they are to
do it as homework, you could ask them to choose their
favourite food and write out the instructions with their
parents help or by looking in a cookery book or on the
Internet.
Ask them to illustrate their recipes and make a recipe book
for the class compiled of the pupils own recipes.

Activity Book page 65

Do the A trip to the past quiz!
Ask pupils to read the sentences in the box and
choose the correct option to fill the gaps.
Correct the quiz in open class.
Use your dictionary
Ask pupils to work in pairs with a dictionary to answer
the questions.
Review the answers in open class.
Choose and circle. Give examples.
Ask pupils to choose the best option for each
question.
Remind them to give examples.
Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.

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Unit 7 Lesson 7