5 Language Activity Book
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
3rd Cycle Exams Practice Pack
• Digital Course - ideal for use on interactive
CHERYL PAVLIK • ANDREA HARRIES
Class CDs Test Builder
5
whiteboards and pupils’ computers
• Primary Brainwave Resource Website I S B N 978-0-230-44044-9
www.macmillanelt.es
0433175_BW_AB5_Cover.indd 1
9
780230 440449
CHERYL PAVLIK
ANDREA HARRIES 19/Dec/2011 12:33
Contents Unit
1
Too/but/either
Types of plants; parts of plants
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 discussing 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 4
2
Heroes And Emergencies page 14
3
Changes In Nature page 24
4
Water
page 34
5
Problems, Problems
Writing Strategies
Vocabulary
Plants
page 44
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CLIL
Reading Strategies
Grammar
Pronunciation
21/Dec/2011 14:25
Reading Strategies
Writing Strategies
Unit
Grammar
6
Review of comparative and superlative adjectives; comparative adverbs
Language of advertising
Social Science – analysing advertisements; creating a TV commercial (Team Project)
Scanning; skimming; identifying statistics
Weak forms
Using mind maps
Materials
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
8
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 boundries
Writing poetry
Reported speech
Personal qualities
Social Science – exploring leadership; finding out about a leader (Individual Project)
Predicting; skimming; scanning
Review
Formal letters
Advertising page 54
7
page 64
Unusual Occupations
Vocabulary
page 74
9
Shapes And Patterns page 84
10
Leadership page 94
Review Review A U1, U2
CLIL
Grammar
Pronunciation
Vocabulary
Too, but, either; present perfect with just
Parts of plants; emotions; accidents
Present perfect simple vs. going to; present perfect with already and yet; unreal conditional with if
Changes in nature; bodies of water
Statements with wish; comparative/superlative adjectives; comparative adverbs
Wishes; advertising
Too and enough; too and enough + infinitive; adjectives describing materials; present perfect with for and since
Types of materials; adjectives describing materials; unusual occupations
One and ones; nouns and adjectives; direct and reported speech; say or tell
Shapes; leadership qualities
page 104
Review B U3, U4 page 105
Review C U5, U6 page 106
Review D U7, U8 page 107
Review E U9, U10 page 108
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UNIT
6 Advertising 1 A Make a list of places you see adverts.
B
Discuss. 1 Have you bought anything because you saw it advertised? 2 Can you think of products that are not advertised? 3 Does the world need advertising? Why or why not?
Forward thinking How much do you know about advertising? 1 What is another name for a commercial? a advert b photograph c film 2 What percentage of American kids say friends and family are more important than things? a 90% b 60% c 13% 3 Advertising tries to sell you: a something you’ve already got b money c products 4 What are Chewy Chews? a a type of drink b a type of sweet c a type of food
Thinking Point
PB
p65
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2 Grammar
on the Brain
Dan is drinking Fizzy Cola.
Diana is drinking Zippy Cola.
Debbie is drinking Snappy Cola.
Dan isn’t happy. Fizzy Cola isn’t good. It’s expensive.
Diana is happier. Zippy Cola is better. It’s more expensive.
Debbie’s the happiest. Snappy Cola is the best. It’s the most expensive.
A Read and complete the table. Use the underlined words. Adverts are everywhere. We see hundreds of them every day. We see adverts in magazines and newspapers. We also see them on billboards near motorways, on buses or on trains. Companies advertise on television and radio too. We call these adverts commercials. Adverts tell us about new products and convince us to buy them. Advertisers are intelligent. They know everyone wants to be happy. Their adverts make us feel that we will be happier if we buy their products. noun
B
verb
Look and compare. Use comparative and superlative adjectives.
1 expensive
3 large
2 efficient
4 scary
PB B
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3 Grammar
on the Brain
Kate swims faster than Bill. Sam swims the fastest.
Bill sings better than Sam. Kate sings the best.
Sam rides his bike more carefully than Kate. Bill rides the most carefully.
A Look and read. Write comparisons using the words. 1 Sam / sing / worse / Bill 2 Kate / ride / carelessly / Bill 3 Bill / swim / slowly / Kate
B
Answer with complete sentences. 1 Who sings the worst? 2 Who rides the most carelessly? 3 Who swims the slowest?
C
Listen and complete the sentences. 1 My teacher said I have to work
and
I don’t understand it. I’m working
.
than I did last year, but I’m doing
. 2 You can learn grammar, vocabulary and spelling 3 In fact, most people learn
while they are sleeping.
4 In just a few weeks, you’ll understand English You’ll speak
.
than you do at the moment.
too.
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4 A Find the information in the Pupil’s Book. Write the percentage of American kids who agree with each statement.
B
1 ‘Friends and family are much more important than things.’
%
2 ‘I would rather have fun with my parents than go shopping.’
%
3 ‘My parents work too much.’
%
4 ‘I wish my parents earned more money.’
%
Find the information in the Pupil’s Book and answer in your notebook. 1 What things does Rebekah say that money can’t buy? 2 What does Rebekah think is one of the most important things in a person’s life? 3 When does Wayde want lots of things? 4 What does he want? 5 Is it possible for Wayde to get what he wants? Why do you think that is?
All About Me • What makes you happy? • Write a list of everything good that you have got. • Keep it safe so you can look at it when you feel sad.
PB E
C
p69
Circle the word or phrase that each underlined word refers to. Draw an arrow. 1 People say that money buys you everything. I know that’s not true. Money can never buy you love or happiness. 2 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. 3 Happiness is one of the most important things in a person’s life. It brings joy and love to a person’s heart.
VOCABULARY B U I L D E R bed
+
time
sun
+
set
rain
+
drop
fire
+
fly
dew
+
drop
4 There are lots of things that I want when I see them, but then I forget about them when they aren’t around. 5 When I am doing something fun, I feel sad when it’s over.
57 U6
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5
A Look at the lists and answer. words that have got weak forms
words that haven’t got weak forms
as
forest
was
ride
of
silver
some
old
1 Which list contains words that we use to show meaning? 2 Which list contains words that we use to give grammar and structure to a sentence?
B
Add more words from the song to each list.
C
Listen and count the number of words you hear in each sentence. 1
3
2
4
D Listen again and write all the words in the sentences. 1 2 3 4
E
Work in pairs. Practise saying the sentences in Activity D.
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6 A Complete the mind map below.
Things I want that money can’t buy
If you don’t know a word in English, look it up in your dictionary or ask your teacher.
B
Complete the sentences. Use words that end –ing. 1
is one of my favourite activities.
2 I really enjoy
.
3 My friends and I often go
C
.
4
is a lot of fun and it doesn’t cost any money.
5
is one of the activities I enjoy the most.
Choose an opening sentence. 1 There are many things I want that money can’t buy. 2 It’s fun to go shopping, but there are things that are more important to me. 3 Money is important, but family and friends are more important.
D
Now write your first draft in your notebook.
PB C
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7 A Think of a real commercial and answer. 1 What’s the name of the product? 2 What happens in the commercial? 3 Who are the characters? 4 According to the commercial, what are the advantages of the product?
B
Tick (✓) the boxes that you agree with. I liked this commercial because … 1 it was funny. 2 it was original. 3 I liked the product. 4 the music was catchy. 5 the photography and action were eye-catching. 6 a famous person I like was in it.
C
Answer about the commercial you described in Activity A. 1 What else does the commercial try to ‘sell’ you apart from the product itself?
2 Did you or your parents buy the product?
3 Do you feel the commercial was truthful about its product? Why or why not?
Know Y
our World
Contact someone you know in another country. Ask them … 1 what they would like to buy if they had enough money. 2 what they would like to have that money can’t buy. Tell your class about the person you contacted. Are their priorities similar to or different from yours?
U6 60
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TEAM PROJECT
8
A Choose your creative advertising team.
B
Choose a product and think of a name. Design a logo.
C
Discuss. 1 Who will buy your product? 2 What advantages has your product got? 3 How will your commercial attract people’s attention? 4 What characters will you use in your commercial?
D Draw and write the ‘storyboard’ for your commercial.
E
Practise acting out your commercial before you present it to the class.
PB B
p73
1
2 3
4
61 U6
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9 A Write four places where you see adverts. (4 points) 1 2 3 4
B
Write about one thing you want to buy and why. (3 points)
C
Write sentences about things you are good at. Use these adverbs. (7 points)
1 2 3 4 5 6 7
D Write three sentences comparing you and a friend. (6 points) 1 2 3
U6 62
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Talking Point
PB
p75
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10 A Complete the table about commercials you have seen recently on television. type of product
name of product
fast food
Big Mac®
B
Complete the table with slogans you remember.
name of product
C
slogan
Answer. Think about the commercials you see on television. Which part of television commercials do you remember most easily? • the images • the jingle • the slogan
D Write the names of products that have memorable advertising jingles. Then sing the jingles!
PB A
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5 Language Activity Book
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
3rd Cycle Exams Practice Pack
• Digital Course - ideal for use on interactive
CHERYL PAVLIK • ANDREA HARRIES
Class CDs Test Builder
5
whiteboards and pupils’ computers
• Primary Brainwave Resource Website I S B N 978-0-230-44044-9
www.macmillanelt.es
0433175_BW_AB5_Cover.indd 1
9
780230 440449
CHERYL PAVLIK
ANDREA HARRIES 19/Dec/2011 12:33