5 Pupil’s Book
5
Brainwave: the generation of bright ideas! Components
Primary Brainwave
Language Activity Book Pack
Pupil’s Book
Language Activity Book
My Progress Journal
Teacher’s Book
Test Builder
3rd Cycle Exams Practice Pack
• Digital Course - ideal for use on interactive
Cheryl Pavlik • andrea harries
Class CDs
whiteboards and pupils’ computers
• Primary Brainwave Resource Website I S B N 978-0-230-43311-3
www.macmillanelt.es
9
780230 433113
Cheryl Pavlik
andrea harries
Unit
1
Grammar
Vocabulary
page 16
3
Changes In Nature page 28
4
Water
Problems, Problems
Writing Strategies
Science – photosynthesis; rainforests as a natural resource; investigating the rainforest (Team Project)
Predicting; scanning; skimming; using context clues
Recognising syllables
Introduction to the writing process
Past tense with ago; present perfect with just
Adjectives describing emotions
Health and safety – accident prevention; evaluating safety in the home (Individual Project)
Analysing organisation; chronological order; scanning; using context clues
Recognising word stress
Putting events into chronological order
Present perfect simple vs. going to; present perfect with already, yet
Changes in the environment
Science – the life cycle of a butterfly; investigating and presenting a life cycle (Team Project)
Recognising genres; skimming; scanning; summarising; predicting
Recognising sentence stress
Using expressions of sequence
Second conditional
Bodies of water
Science – water as a finite resource; saving water (Individual Project)
Scanning; summarising; using general knowledge
Recognising rhythm
Putting information in a logical order
Statements with wish
Hopes and wishes
Maths – logic and problem-solving; creating and breaking a code (Pair Project)
Using general knowledge; identifying direct speech; scanning
Recognising the main stress in a sentence
Writing a letter of advice
page 40
5
Pronunciation
Types of plants; parts of plants
page 4
Heroes And Emergencies
Reading Strategies
Too/but/either
Plants
2
CLIL
page 52
Life Skills co
me Activities that develop social, creative and decision-making skills, and encourage pupils to reflect on lifestyle choices.
ate
munic m
think
learn Activities that help develop a sense of social responsibility, mutual understanding, tolerance and ethical behaviour.
Activities that develop thinking skills by encouraging pupils to notice, explore, predict, infer, explain, discuss, classify and order.
Activities that promote learner autonomy and motivation, and develop learning strategies.
Activities that develop interpersonal and collaborative skills, and promote teamwork, leadership, respect and adaptability.
Unit
6
Advertising page 64
7
Materials page 76
8
Unusual Occupations
Grammar
Vocabulary
Writing Strategies
Social Science – analysing advertisements; creating a TV commercial (Team Project)
Scanning; skimming; identifying statistics
Weak forms
Using mind maps
Too and enough; too and enough + infinitive
Types of materials; properties of materials
Science – properties of solids, liquids and gases; investigating changes in state and how they occur in everyday life (Team Project)
Predicting; scanning; skimming
Sentence stress in ‘wh’ questions
Taking notes; using also and too
Present perfect with for and since
Unusual jobs
Social Science – what jobs involve; interviewing someone to find out more about their job (Individual Project)
Predicting; analysing structure; scanning
Stress patterns in yes/no questions
Finding information about a topic
One and ones
Geometry
Maths – reflection and symmetry; finding and evaluating examples of symmetry in the real world (Pair Project)
Predicting; scanning; summarising
Recognising linking/ word boundaries
Writing poetry
Reported speech
Personal qualities
Social Science – exploring leadership; finding out about a leader (Individual Project)
Predicting; skimming; scanning
Review
Formal letters
page 100
Leadership page 112
Assessment
Pronunciation
Language of advertising
Shapes And Patterns
10
Reading Strategies
Review of comparative and superlative adjectives; comparative adverbs
page 88
9
CLIL
Grammar
Vocabulary
A (U1, U2)
Too, but, either; present perfect with just
Parts of plants; emotions; accidents
B (U3, U4)
Present perfect simple vs. going to; present perfect with already and yet; unreal conditional with if
Changes in nature; bodies of water
C (U5, U6)
Statements with wish; comparative/superlative adjectives; comparative adverbs
Wishes; advertising
D (U7, U8)
Too and enough; too and enough + infinitive; adjectives describing materials; present perfect with for and since
Types of materials; adjectives describing materials; unusual occupations
E (U9, U10)
One and ones; nouns and adjectives; direct and reported speech; say or tell
Shapes; leadership qualities
page 124
page 126
page 128
page 130
page 132
Advertising 6• UNIT
1
In this unit, I will: Compare adverts and products. Read texts about the things that money can’t buy. Use a mind map to write about the things I want. Think about how adverts sell their products. Make my own TV commercial.
A Look and say what you think the advert is for.
Social Networking Find the hidden truth! ● ‘I
thought …’ fact …’ ● ‘Actually …’ ● ‘That’s not right!’ ● ‘In
Tell your friends about a TV commercial you’ve seen. What does it sell? What happens in the commercial? Have you tried the product? Was the product as good as the commercial said?
Go!
Ready…Set… U6 64
B Answer. 1 Is this advert for radio, television or a magazine? 2 How do you know? 3 Do you think this advert is for children or adults? 4 Who will buy this product? 5 Who will use this product? 6 Do you like it the advert? Why or why not?
C Read and answer. 1 How many adverts do you think you see every day? a less than 20 b between 20 and 40 c more than 40 2 How many commercials (on radio and TV) do you think you hear every day? a less than 20 b between 20 and 40 c more than 40
D Describe your favourite advert. LAB A
! Go 速
for active kids
p 54
Thinking Point
.
Do adverts always tell the truth?
65 U6
2
Grammar and Vocabulary
A Look at the advert. Answer. 1 What product is the advert selling? 2 Who is the advert aimed at? 3 How does the advert make you feel? 4 How do the people in the picture look? 5 Do you think the product could make you popular?
LAB A
p 55
B Look at the three Techno Sports adverts. Answer. 1 Which advert is ... a the most effective? b the most interesting? c the most honest?
A
2 Which advert would make you buy the product? Why? 3 Create a fourth advert for Techno Sports, for the radio. Present it to the class.
Brain Teaser What clothes does a house wear?
U6 66
Grammar: review of comparative and superlative adjectives Vocabulary: language of advertising CLIL: Social Science
3
Grammar and Vocabulary
B A Listen and answer. 1 What’s the name of the product? 2 Which of these adjectives is not used to describe the product?
reat fun cheap fantastic g
cool better than TV
3 Listen again. Which of these things can you do with the product? a make phone calls b solve maths problems c take photos d listen to music e record music f play video games
B Work in groups. Write an advert for one of these products.
a new fruitflavoured drink
Answerman a tiny handheld computer that gives you the right answers
o o oo SuperGoo sticky stuff that bounces
C Compare three adverts for similar
products. Which advert explains the product most effectively? Why?
LAB A
C
Grammar: comparative adverbs Vocabulary: language of advertising CLIL: Social Science
p 56
67 U6
Good Reading Strategies Skimming – reading the text quickly to identify the main idea. Scanning – reading the text quickly to find specific information. Identifying statistics – finding and understanding percentages in the text.
A Read the statements and write Agree or Disagree in your notebook. 1 ‘I’d like to spend more time with my friends 2 ‘Friends and family are much more important than material things.’ 3 ‘I’d rather have fun with my parents than go shopping.’ 4 ‘My parents work too much.’ 5 ‘I wish my parents earned more money.’
B Work in pairs. Compare your answers. Then scan the text to find out the opinions of American children.
U6 68
The Center for a New American Dream says that American kids aged 9–14 want more time with friends and family. 90% of kids say friends and family are ‘much more important’ than material things. In fact, 60% say they would rather spend time with their parents than go shopping. 25% say that their parents work too much. Only 13% wish their parents made more money.
?
?
and family.’
What Do Kids
?
Before You Read
?
4
What do you want that money can’t buy?
This was a hard question! There are lots of things that I want when I see them, but then I forget about them when they aren’t around. That thing that I talk about wanting the most is time. I wish that I had more time in a day to play. I would really like more time to learn about interesting things. When I am doing something fun, I feel sad when it’s over. If I could have more time when I wanted, I could make fun things last as long as I wanted them to. I know that there are a lot of people who would like to be able to have more time. Wouldn’t it be cool if it was possible? Wayde Jones, 9 Moreno Valley, California, USA
?
While You Read
C Read and answer.
Really Want?
1 What does each writer want? 2 Do you agree?
D Skim and find the main idea in each text. Write it in your notebook.
LAB A
After You Read
E Discuss. 1 Which text did you like the most? Why? 2 What do you really want? Make a list of three things and compare with a friend. 3 What do you think adults really want? Make a list. Then check with your teacher.
F Work in groups. Copy. Then ask and
answer about what you really want and why.
?
What do I want that money can’t buy? A raindrop, a dewdrop, the Fourth of July. The pride that comes with a job well done, My name on the honor roll or a medal I’ve won. My mum’s bedtime stories – whether funny or scary, A nighttime visit from the generous Tooth Fairy. Snow days that keep me home from school, The sand between my toes and the public pool. Fireflies lighting a dark summer night, The perfect autumn day to fly a kite. Wrestling with my brothers or hugging my dad, Helping my little sister read makes me feel so glad. What I really want more than anything, Are the things that money can’t buy, Like love, laughter, happiness – And the beauty of a sunset that makes me just sigh. Mary Siobhan Glowacz, 9 Chicago, Illinois, USA
People say that money buys everything. I know that’s not true. Money can never buy you love or happiness. You cannot go into a shop and pay a person to be your friend. I mean you could, but I would rather meet them under a big apple tree. Happiness is one of the most important things in a person’s life. It brings joy and love to a person’s heart. I learnt this when I was little and I will never forget the saying ‘Money can’t buy you everything.’ Rebekah McConnell, 11 Meridian, Indiana, USA
p 57
Me
money happiness health love friendship
G Write a poem about what you all want. LAB C
p57
69 U6
5 Look, I finished writing these lyrics last night. Do you want to hear them?
Yeah, OK!
A Listen and read. As I was walking in the forest of dreams, I saw a giant dragon eating some cream. I froze on the spot and was about to scream. When I suddenly realised he wasn’t what he seemed: Swiftly he turned into a silver submarine. An old tree bent down to me and spoke very low, ‘You can do anything you want to here, you know. Do you want to turn into a cloud or a rainbow? You could go for a ride on a chocolate pillow, Or spin around the world on the wings of a tornado.’
B Read and answer. 1 Where is the narrator? 2 How did the narrator feel when he saw the dragon? 3 Why was there no danger? 4 Why are the trees in the forest unusual?
C Listen to how these words are said in the poem.
D Listen again and say how the poem is different this time.
E Listen and repeat. Remember to keep a regular beat.
U6 70
LAB A
p 58
6 You are going to write a paragraph about things that you want that money can’t buy. Your paragraph will be included on your school’s website.
Emily’s Mind Map: My Favourite Things playing games
walking
things I like doing with my family
walking swimming
things I like doing with my friends
feeding animals
cooking
picking vegetables
things I like doing on my grandparents’ farm
playing basketball
drawing animals skating
Write Now
Planning
Checking
A Look at Emily’s mind map and answer.
C Read your paragraph and answer.
Find one activity that Emily …
1 Have you written it in paragraph form?
1 only does with friends. 2 only does with her family.
2 Does every sentence begin with a capital letter and end with a full stop?
3 does with her friends and family.
3 Are the words spelt correctly? 4 Have you read it out loud?
Writing
B Use the steps in the LAB to write your paragraph.
5 Has every sentence got a subject and a verb? 6 Are the verbs in the correct tense? 7 Are the pronouns correct?
Rewriting
LAB A
p 59
D Rewrite your paragraph neatly. Sharing
E Work in pairs. Read each other’s
paragraphs. Do you want the same things?
Writing Strategy: using mind maps Purpose of Text: narrative
71 U6
7
&
Analysing Adverts A
B
C
A Look at the pictures of TV commercials and answer.
1 What is being advertised? 2 Who will buy each product? 3 Which products do you think will cost a lot of money? 4 Which products won’t cost much? 5 Which of these products do you buy for yourself? 6 Which products do your parents buy for you?
B Write slogans for the commercials. C Listen and point to the correct commercials.
U6 72
8
D Read and answer.
Character
Some people love them and some people hate them: adverts are all around us, every moment of our lives. TV commercials use a lot of different techniques to get our attention. They use bright pictures, positive language, catchy music, and famous or beautiful people with luxurious lifestyles. They try to make us feel that if we buy their products, we can be like the people or characters in the commercials.
Connection Listen and discuss. What do these words mean? loyalty creativity organisation vision tidiness Choose and write the qualities you think Steve Jobs had.
Look at the commercials opposite. Which commercial suggests that the product will ‌ 1 make you popular? 2 make you intelligent? 3 make you successful? 4 Do you think that any of these products will make you a better person or change your lifestyle if you buy them?
TEAM PROJECT
A Make a TV commercial. LAB A
LAB A
p 60
B Act it out for the class.
p 61
C Vote for the best commercial. CLIL: Social Science – analysing adverts Project: creating a TV commercial
73 U6
9 A Say which item from each group you would prefer to buy and why. 1
€ 250 a
€ 800
€ 100 b
c
2
€ 3
€ 2 a
b
€ 5 c
3
€ 30
€ 30 a
b
B Listen and point to what the people buy.
U6 74
€ 30 c
10 C Say what you are good at and find
someone who is similar to you. Use these words.
Scientists estimate that children see about 40,000 television commercials a year. Most of these are for sweets, cereal, toys and fast-food restaurants.
LAB A I can solve difficult maths problems quickly. So can I.
p 63
A Look and answer. a
D Work in pairs. Make sentences to compare yourselves.
b
Jon tells better jokes than I do, but I can sing better than him. I remember things more easily than Mary, but she solves problems more easily than I do.
E Work in pairs. Interview each other about one of these topics:
A commercial you like. ● The last thing you bought and why you bought it. ● What you want that money can’t buy. ●
LAB A
p 62
Talking Point
.
Discuss in pairs. Is advertising useful? Why or why not?
1 Which photo was taken by a professional food photographer? 2 Which photo was taken by a customer? 3 Which photo is more realistic? 4 Which photo would you probably find in an advert? Why?
B Discuss. 1 How do TV commercials convince us to buy products? 2 Have you ever been disappointed with a product because it was very different to how it looked in an advert?
.
75 U6
5 Pupil’s Book
5
Brainwave: the generation of bright ideas! Components
Primary Brainwave
Language Activity Book Pack
Pupil’s Book
Language Activity Book
My Progress Journal
Teacher’s Book
Test Builder
3rd Cycle Exams Practice Pack
• Digital Course - ideal for use on interactive
Cheryl Pavlik • Andrea Harries
Class CDs
whiteboards and pupils’ computers
• Primary Brainwave Resource Website I S B N 978-0-230-43311-3
www.macmillanelt.es
9
780230 433113
Cheryl Pavlik Andrea Harries