Hobbies

Objectives
Vocabulary Project
• To name hobbies and collections • To make a ‘Past Hobbies’ poster

Reading Culture Connection

• To identify important ideas in a story • Around the World: To read about
(‘The School Play’) weird museum collections
• To use reading strategies to
comprehend and appreciate a story Writing
• To identify, understand and write the
Grammar parts of an informal letter
• To use comparative and superlative
adjective forms Phonics
• To use good at/bad at • To identify and say the letters and
sounds for igh and y individually and
Content Connection as part of words
• History: To learn about hobbies in the
past Think Big
• To develop 21st century skills and
‘bigger picture’ thinking

Key Vocabulary
Everyday
Hobbies Comparing English Content Words
basketball bad/worse/worst Uh, yes ... collections museum
chess good/better/best Wonderful! croquet needles and thread
coin collection bad at Well ... employer research
doll collection good at fabric rule
music expert samples
shell collection marbles stitches
toy car collection marine UFO
video games

216 Unit
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 Materials Unit Opener Activities
Pupil’s Book, Unit 8
Main unit, pages 96–107 Family Connection
Class Audio CD, Tracks 3:20–35 Have pupils tell their families that they are
learning about hobbies. Have them ask
Activity Book, Unit 8 family members what hobbies they enjoy
Main unit, pages 76–85 and why. Make a list on the board of the
Extra grammar practice, page 105 different hobbies pupils’ family members
Class Audio CD, Tracks 3:25–36 enjoy. As pupils work on Unit 8, encourage
them to report back to their families about
Assessment the hobbies they are learning about.
Unit 8 Practice test
Unit 8 Unit test
Unit 8 Oral assessment

Additional Materials
Flashcards 60–67
Video (eText), Unit 8 Our Collections Bulletin Board
Interactive Activities, Unit 8 Create a bulletin board display that shows
Digital activities (MyEnglishLab), some things pupils would like to collect. Have
Unit 8 pupils use pictures from magazines or the
internet to decorate the board. Encourage
pupils to add both words and drawings to the
bulletin board as they learn to name more
collections and hobbies. You may need to
reorganise pictures, objects and words on the
board occasionally to maintain a clear display.

Unit 8
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 Unit

3:20
8 Hobbies
1 Listen, look and say.

1 coin collection 2 doll collection 3 shell collection

4 toy car collection 5 basketball 6 chess

7 music 8 video games

3:21

2 Listen, find and say. 3 Play a game.

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 Warm-Up OBJECTIVES
To talk about hobbies
• Show pupils a personal collection and talk about it. Explain that collecting and collections
things is a hobby and that people collect things for many different reasons (fun,
money, out of interest). Ask pupils if they have any collections at home and to
describe them. Encourage them to talk about when they started the collection,
who helps them and why they enjoy it. Key Vocabulary
Nouns: basketball, chess,
coin collection, doll
collection, music, shell
Using Page 96 collection, toy car
collection, video games
1 3:20 Listen, look and say.

INVOLVE Explain the lesson objective – pupils will talk about hobbies and collections. Materials
A personal collection
• Point to the pictures on page 96 and say: These pictures show different types of (stamps, coins, stickers,
hobbies and collections. books, comics, etc)
• Read the directions aloud. Play audio track 3:20. Have pupils listen, look at the A4 paper
Flashcards 60–67
picture for each corresponding hobby and then repeat the phrases.
Audio tracks 3:20–21
Replay the audio and pause after each phrase while pupils repeat it several Interactive activities
MONITOR times. Listen for proper pronunciation and appropriate intonation. Ask pupils (eText)
to repeat each phrase aloud after you, if necessary. Digital activities:
MyEnglishLab
ASSIST Replay the audio as needed.
CHALLENGE
Ask pupils to name a few more other hobbies and collections. Write them on
the board. Page 76
Answers on page T151
2 3:21 Listen, find and say.

• Point to the phrases in Activity 1 and say each one aloud. Have pupils repeat
after you. Randomly describe a picture and have pupils point to the picture
you have described.
• Read the directions aloud. Play audio track 3:21. Have pupils listen and point
to each picture in Activity 1.
Check to make sure pupils are pointing to the correct image. Pupils can also
MONITOR repeat the activity in pairs, showing or saying the correct number for each
hobby to each other.
ASSIST Replay the audio as needed. For additional support, use the flashcards.
3 Play a game.
• Tell pupils that you are going to say a number and they have to tell you which
hobby it is and to describe it. Say: Number 3. Elicit: Shell collection. We get these
from the beach.
Check that pupils can match each number to the correct picture. Listen for
MONITOR proper pronunciation, appropriate intonation and correct language use. Pupils
can also play the game again in small groups or pairs.
• Assign Activity Book page 76 and direct pupils to digital activities.

Application and Practice Activity

• Give each pupil a sheet of A4 paper. Have them write a few sentences about
a hobby they have. Explain that they can illustrate their work. Have them
present their work to the class. For pupils’ reference, write on the board: I’ve
got a big stamp collection. I’ve got stamps from all over the world. Some stamps are
big, others are small. I started collecting stamps two years ago. I like it because they
show pictures from all over the world.
MONITOR
Encourage pupils to use hobbies and collections not covered in this, e.g.
stamps, stickers, comics, swimming, tennis, etc.
ASSIST Write key vocabulary on the board for pupils to use in their sentences.

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 Hobbies
OBJECTIVES Warm-Up
To talk about hobbies
and collections • Give each pupil a sheet of A4 paper. Explain that you are going to say a hobby
or collection and they have to draw it. Say: basketball and have pupils draw it.
To sing a song
When all the hobbies and collections have been covered, collect the drawings.
Show them to the class in random order and have them guess what hobby or
collection is shown.
Key Vocabulary
Have pupils draw hobbies or collections not covered in the lesson, e.g.,
Nouns: basketball, chess, CHALLENGE
coin collection, doll swimming, stamp collections, etc.
collection, music, shell
collection, toy car
collection, video games Using Page 97
21st Century Skills 4 3:22 Listen and sing. Who is a terrible singer?
3:23
Critical Thinking
INVOLVE
Explain the lesson objective – pupils will sing a song and talk about hobbies
and collections.
Materials
A4 paper
• Read the directions aloud. Play audio track 3:22. Have pupils read along
Audio tracks 3:22–25 silently.
Audioscript, page T144 • Replay the audio and have pupils sing along. Do this several times. Then ask
Interactive activities pupils to read the song silently and to make a note of who is a terrible singer.
(eText)
Digital activities:
• Once pupils are familiar with the song, have them practise it using the karaoke
MyEnglishLab version (audio track 3:23). Or, if you wish, save the karaoke version for use at
another time as a fun way to review the song.
Page 77
Check pupils’ comprehension. Ask: What do Matthew and Pam collect? (toy
Audioscript on page MONITOR cars) What’s Kay’s hobby? (chess) Who is a terrible singer? (Steve is a terrible
T144 singer.)
Answers on page T151 Replay the audio as needed. Use gestures and simple language to explain
ASSIST
unfamiliar words.
5 3:24 Listen and answer. What hobbies do they enjoy?

• Read the directions aloud. Read the speech bubble aloud and have pupils
repeat after you.
• Play audio track 3:24. Pause after each item and have pupils tell you what
hobbies each child enjoys, using the speech bubble as a guide.
Review answers as a class. (Answers: 1 Freddie has got a big toy car collection.
MONITOR
He’s good at basketball, too., 2 Sylvia has got a big coin collection. She’s good at
music, too., 3 Philip has got a big shell collection. He’s good at chess, too., 4 Kayla
has got a big doll collection. She’s good at video games, too.)
CHALLENGE
Put pupils in pairs and have them write what they remember about each child
from memory.
TEACHING TIP st
21 Critical Thinking
Rhyme Patterns
Explain that song lyrics • Read the questions aloud. Ask pupils which child in Activity 5 is the most like
often follow a rhyming them and why. Encourage them to talk about why they also like that child’s
pattern, just like hobby. Then ask what other things you can collect.
poems. Discuss the
purpose of a rhyming CHALLENGE Ask pupils what hobby they would take up if they were to start tomorrow.
pattern in a song. Have • Assign Activity Book page 77 and direct pupils to digital activities.
pupils locate the words
that rhyme in the song.
Ask: Is the rhyme Application and Practice Activity
pattern the same in the • Put pupils in small groups. Have them make a poster showing three hobbies/
verses as it is in the
chorus? Show pupils collections to present to the class. Tell them to write a few sentences about their
how to label the rhyme chosen hobbies/collections and to illustrate it.
pattern ABCB, DBEB.
Then work together to
label all of the verses of
the song. Have pupils
sing the song,
emphasising the
rhyming patterns.

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 :22 3:23

3
4 Listen and sing. Who is a terrible singer?

The Best and the Worst

Matthew collects toy cars. Steve is a terrible singer.
He’s got one hundred and seven. Emma’s worse than Steve.
But Pam’s car collection is bigger. But David’s singing is the worst.
She’s got three hundred When he sings, people leave!
And eleven! It’s good to have a hobby.
Kay is good at games. Some people have got a few.
She’s really good at chess. Even if you’re not the best,
But Paul is even better than Kay. It still is fun to do!
And Liz, well, she’s the best! Chorus
What’s your hobby, Bobby?
What do you like doing?
What’s your hobby, Bobby?
What is fun for you?

3:24

5 Listen and answer. What hobbies do they enjoy?

1 2 3 4

Freddie Sylvia Philip Kayla

Freddie has got a big toy car collection.

Which child in 5 is the most like you? Why?

What other things can you collect?

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 Story
3:26

6 Listen and read. What part is Christina going to have?

The School Play I knew it! You’re a good actor, singer

and dancer... What play is it?
Well, no. Ruth is going to be I’m the tallest girl in the class so
I’m going to be a tree, Dad!
the Evil Queen. She’s the best
actor in the class.
Are you going to be in the
school play, Christina?

Wonderful! I know you’re going

Oh... so which character to be the best tree in the class!
Uh, yes, I am. are you going to be?

6 Christina is taller than her friends

1 Christina’s dad is excited about this 2 He wants Christina to be a star. 5 There aren’t many other female so she’s going to play a tree. It’s a
year’s school play. characters in the play. small part but Dad is still proud.

No, Lizzie is going to be Snow White. 7 Read and say the name: Ruth, Lizzie, Christina or Snow White.
She’s a better singer than I am. 1 She’s the most important character in the play.
2 She’s the tallest girl in the class.
3 She’s the best actor in the class.
It’s Snow White.
4 She’s a better singer than Christina.
5 She’s going to be the best tree in the class.

Have you ever acted in a school play? Did you enjoy it?
Wonderful! Are you going Well... are you going to Why/Why not?
to be Snow White? be the Evil Queen? Why is Christina’s dad proud of her at the end of the story?

3 Snow White is the most important 4 The Evil Queen is another

character in the play. important character in the play.

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Warm-Up
• Have pupils put on a short class play. Tell pupils the story should be based on three people
talking about their hobbies. As a class, write a few lines of dialogue on the board. Have pupils
use the flashcards for support. First, have pupils choose a name and a hobby for each character.
Then have them think about what the characters might say to each other. Finally, help them
write stage directions for the actors.
• After the dialogue is written, have volunteers act the play for the class. Let pupils take turns if
more pupils are interested in acting roles.

Using Page 98
6 3:26 Listen and read. What part is Christina going to have?
INVOLVE Explain the lesson objective – pupils will listen and answer questions about a story.
• Read the story title aloud. Have pupils repeat it. Ask: Who are the main characters in this story?
(Christina and her dad)
• Read the directions aloud. Draw attention to the question: What part is Christina going to
have? Play audio track 3:26 and have pupils listen and read silently.
• Ask comprehension questions about the story. Ask: What’s the name of Christina’s school play?
(Snow White) Why is Lizzie going to be Snow White? (She’s a better singer than Christina.)
Who’s going to be the evil queen? (Ruth)
MONITOR
Ask the question: What part is Christina going to have? Pupils look back at the story to find
the answer. (She’s going to play a tree.)
ASSIST Replay the audio as necessary. Pause after each frame and explain unfamiliar words.
• Have pupils work in pairs to role play the dialogue in the story.
CHALLENGE Invite volunteers to come to the front and role play the story for the class.
Have pupils say which role they would want in the school play. Ask
them to share how they would feel if they were given the role of
the tree.

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 Using Page 99 OBJECTIVES
To read unit language
7 Read and say the name: Ruth, Lizzie, Christina or Snow White. in context
• Read the directions aloud. Do Item 1 as a class. To read for
understanding and
• Have pupils silently read the story again and complete the activity enjoyment
independently. To read and draw
conclusions
MONITOR
Review answers as a class. (Answers: 1 Snow White, 2 Christina, 3 Ruth, 4 Lizzie,
5 Christina)
Have pupils write four questions about the story in their notebooks. Then
CHALLENGE have them swap notebooks with their partners who must answer the Key Vocabulary
questions. Nouns: dancer, singer
Adjective: best
st
21 Communication
21st Century Skills
• Ask pupils if they have ever acted in a school play and whether they enjoyed it
Communication
or not. Encourage to explain why or why not. Then ask why Christina’s dad is
proud of her at the end of the story. Materials
ASSIST Provide sentence models and offer suggestions for pupils who need help. Flashcards 60–67
• Assign Activity Book page 78 and direct pupils to digital activities. Audio track 3:26
Digital activities:
MyEnglishLab
Application and Practice Activity
• Have partners create a new version of the story, in which Christina gets one of Page 78
the lead roles in the play. Have them write a short script for the characters of Answers on page T152
Christina and her dad.
• Allow partners to act their script for the class. Remind them to speak slowly Summary
and clearly so that all pupils can hear what they are saying. Christina’s dad can’t
wait to hear more about
MONITOR
Listen for proper pronunciation, appropriate intonation and correct use of her role in the school
language. play. He thinks she
might have a leading
role but is still proud
when he learns that
she’s going to be a tree.

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 Story
3:26

6 Listen and read. What part is Christina going to have?

y
The School Pla I knew it! You’re a good actor, singer
and dancer... What play is it?

Are you going to be in the

school play, Christina?

Uh, yes, I am.

1 Christina’s dad is excited about this 2 He wants Christina to be a star.

year’s school play.

No, Lizzie is going to be Snow White.

She’s a better singer than I am.

It’s Snow White.

Wonderful! Are you going Well... are you going to

to be Snow White? be the Evil Queen?

3 Snow White is the most important 4 The Evil Queen is another

character in the play. important character in the play.

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 Well, no. Ruth is going to be I’m the tallest girl in the class so
the Evil Queen. She’s the best I’m going to be a tree, Dad!
actor in the class.

Wonderful! I know you’re going

Oh... so which character to be the best tree in the class!
are you going to be?

6 Christina is taller than her friends

5 There aren’t many other female so she’s going to play a tree. It’s a
characters in the play. small part but Dad is still proud.

7 Read and say the name: Ruth, Lizzie, Christina or Snow White.
1 She’s the most important character in the play.
2 She’s the tallest girl in the class.
3 She’s the best actor in the class.
4 She’s a better singer than Christina.
5 She’s going to be the best tree in the class.

Have you ever acted in a school play? Did you enjoy it?
Why/Why not?
Why is Christina’s dad proud of her at the end of the story?

reading Unit 8 99

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 Language in Action
3:27

8 Listen and look at the sentences. Help Sam and Christina make more.

singer dancer basketball player

Laura is a good chess player .

Yoko is a better chess player than Laura .

Alex is the best chess player in the class .

My singing is bad .

Her singing is worse than mine .

Claire is the worst singer of all .

9 Use the adjectives to complete the sentences.

1 John’s ? artist in our school. (good)
2 She’s ? girl in our class. (short)
3 Julie’s ? football player in her team. (tall)
4 I’ve got ? hair in my family. (long)
5 My sister’s got ? hair in her class. (curly)
6 Matt is ? friend I’ve got. (funny)

10 Think of people in your family. Talk about the things they can do.

My dad is a good singer.

My sister is the best chess
player in the family.

100 Unit 8 language practice (superlatives)

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 Warm-Up OBJECTIVES
To use the
• Invite three tall pupils to the front of the class. Have them stand in size order. comparative and
Give the tallest pupil an index card labelled tallest. Give the one in the middle an superlative
index card labelled taller. Give the third pupil an index card labeled tall.
• Model how to form the comparative and superlative forms of tall. Say: [Max] is
tall. [Monica] is taller than [Max]. [Henry] is the tallest. Key Vocabulary
Nouns: basketball
player, chess player,
Using Page 100 dancer, singer
8 Adjectives: good,
3:27 Listen and look at the sentences. Help Sam and Christina make better, the best, bad,
more. worse, the worst

INVOLVE
Explain the lesson objective – pupils will make questions and answers using
the comparative and superlative. 21st Century Skills
Collaboration
• Point to the board in the Pupil’s Book and read the phrases. Ask pupils to
repeat after you. Materials
• Read the directions aloud. Play audio track 3:27. Have pupils listen and follow Index cards with: tall,
taller, tallest
along in their books. Pause after each completed sentence so that pupils can
Index cards with
repeat what they hear. adjectives: fast, long,
• Read the sentences aloud again. Point out how comparative and superlative new, old, short, slow,
small, soft, strong,
adjectives are formed. young
• Have pupils practise the target language in pairs, using the alternative Audio tracks 3:27–28
language on blocks at the top of the board. Digital activities:
MyEnglishLab
MONITOR
Check for understanding. Review possible sentences as a class. Ask pairs to
say a sentence that they have made aloud.
Page 79
ASSIST
Make phrases using comparative and superlative. Help pupils complete the Audioscript on page
sentence by inserting names or things. T145
Answers on page T152
9 Use the adjectives to complete the sentences.
• Read the directions aloud. Have pupils complete the sentences with the
correct superlative adjectives.
MONITOR
Review answers as a class. (Answers: 1 the best, 2 the shortest, 3 the tallest, 4 the
longest, 5 the curliest, 6 the funniest)
CHALLENGE
Using the adjectives from the activity, have pupils write their own sentences to
present to the class.
10 Think of people in your family. Talk about the things they can do.
• Read the directions aloud. Have a volunteer read the speech bubble aloud.
Have pairs of pupils take turns talking about a family member. Remind pupils
to stop and think about what they want to say before speaking.
MONITOR
As pairs work, listen for proper pronunciation, appropriate intonation and
correct use of language.
ASSIST
Help pupils add to their discussions by making suggestions. For example: Oh,
your mum is a chess player. Is she good?
• Assign Activity Book page 79 and direct pupils to digital activities.

Application and Practice Activity TEACHING TIP

st
• 21 Collaboration Have teams of three pupils each choose an index card with Classroom
an adjective written on it. Have each team find three items or people in the Management
classroom that they can compare using the adjective on the card. Vary the size and
distribution of the class
• Once they have found the items or people, they should present them to the class. groups regularly. Give
pupils opportunities to
work with partners who
have learning styles
and skill sets that are
different from their
own.

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 OBJECTIVES Warm-Up
To describe what they
are good and bad at • On the board, write: I’m good at cooking. My food is always delicious. I’m bad
at chess. I never win any games. Read it to the class. Explain to pupils that it’s
To use the comparative
and superlative normal to be good at some things and bad at others. Give them examples of
To practise unit
famous people such as Robin Williams – he’s good at acting but he isn’t good at
language in context sports, etc.
• Ask pupils to write things they are good and bad at to show the class. Encourage
them to explain their sentences.
Key Vocabulary
Nouns: actor, basketball, Using Page 101
chess, music, singer,
video games
11 Read. Then complete the dialogue.
Adjectives: bad at,
good at
INVOLVE
Explain the lesson objective – pupils will use good/bad at and comparative and
superlative adjectives to complete dialogues.
21st Century Skills
Social Skills
• Read the directions aloud. Have volunteers read the grammar box aloud. Tell
them they will be using good at and bad at to complete the dialogue.
Materials • Have pupils complete the dialogue independently.
Interactive activities MONITOR Review answers as a class. (Answers: 1 at, 2 good, 3 bad, 4 bad at)
(eText)
Digital activities: CHALLENGE
Put pupils in pairs and have them write a similar dialogue using themselves as
MyEnglishLab characters. Ask them to role play their dialogues to the class.
12 Look at the pictures. Complete the dialogues.
Page 80
Answers on page T152
• Have pupils look at the pictures and tell you what they see. Ask: Are the singers
in picture 1 good? Why? Are the actors in picture 2 bad? How do you know?
• Read the directions aloud. Read the words in the box and have pupils repeat
after you.
• Do the first item as a class and have pupils complete the activity in pairs. Then
have pupils role play the dialogues.
MONITOR
Review answers as a class. (Answers: 1 bad, worse than, the worst, 2 good, better
than, the best)
13 Work with a partner and find out more about people in your class.
Report your findings to the class.
• Read the directions aloud. Elicit or give one or two possible sentences about
hobbies, collections and activities that pupils are good and not so good at
doing.
• Have pupils continue the activity in groups using the comparative and
superlative to describe their abilities to do different activities.
While pupils are working, listen for proper pronunciation, appropriate
MONITOR intonation and correct use of target language and vocabulary. Ask volunteers
to report their findings to the class.
st
• 21 Social Skills Talk about polite language and the tone pupils might use
if they want someone to answer their questions. Point out that answering
questions can sometimes make people feel uncomfortable. Talk about which
types of questions would be appropriate to ask and which would not.
• Assign Activity Book page 80 and direct pupils to digital activities.

Application and Practice Activity

• Have pupils share the information they learnt by making a comic strip with two
or three panels that show comparisons between their classmates.

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 Language in Action

11 Read. Then complete the dialogue.

I’m good at video games.

He’s good at music.
She’s bad at chess.
They’re bad at basketball.

A: What are you good 1

? , Sally?

B: Umm. I love playing the guitar. I think I’m 2

? at music.

A: You definitely are. What are you 3

? at?

B: I’m pretty 4
? basketball but I am OK at football.

12 Look at the pictures. Complete the dialogues.

bad better good than (x2) the best the worst worse

1 A: Sam is a ? singer.

B: Yes. But Mike is ? Sam.

A: Yes. But Terry is ? singer of all.

He really can’t sing!

2 A: Vincent is a ? actor.

B: Yes. But Tim is ? Vincent.

A: True! But Louisa is ? in our class.

13 Work with a partner and find out more about people in your class.
Report your findings to the class.

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 Content Connection History
3:29

14 Look, listen and repeat. 16 Read and say True or False.

1 Football was given rules for the first time in the 19th century.
croquet employer fabric marbles needle and thread rules stitches 2 People didn’t use to catch butterflies.
3:30
3 Tennis and croquet were played only by men.
15 Listen and read. What hobbies did children have in the 19 century? th 4 Dolls were made of plastic in the 19th century.
5 Women and girls used to embroider cushions and tablecloths.

Hobbies in the Past 6 The tails of rocking horses were made of real horsehair.

In the 19th century, there were many popular hobbies. 17 Choose a hobby from the past. Talk about it with a partner.
Let’s learn about some of these hobbies.

Girls used to play with

dolls and doll’s houses. The dolls were made of
SPORTS EMBROIDERY AND SEWING china and wood.
Many sports that we play today were played Many women and girls spent their spare
in the 19th century. Football became popular and time doing sewing and embroidery. They used a
the game was given rules for the first time. Many needle and thread to make tiny stitches on
PROJECT
football clubs were started
by employers so that the
a piece of fabric. They
created beautiful pictures
PAST HOBBIES
18 Make a Past Hobbies poster.
workers could play and of flowers, birds and
Then present it to the class.
could stay fit. Tennis and other patterns. They used
croquet were also popular to embroider cushions,
and they were played by tablecloths and clothes
both men and women. such as gloves.
In the 19th century,
CHILDREN’S HOBBIES COLLECTING children used to have
different hobbies.
Girls in the 19th century People in the 19th
used to play with dolls and century loved nature.
doll’s houses. The dolls’ One popular hobby was
heads were often made of collecting and drawing
china and the bodies were butterflies. People used to
made of wood or calico. catch butterflies in nets,
Rocking horses were also then they put them on
very popular. They were always white and grey and special boards with a pin. They used to draw the
the tails were made of real horsehair. Boys used to butterflies very carefully so they showed all the In the 19 century,
th
play with toy trains and railways. details and colours. children used to
play with marbles. The
marbles were
made of glass. They
also used to play
with hoops and skipp
ing ropes.
Which of these hobbies would you like to do?
Can you think of any hobbies people did in the
past in your country?
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Warm-Up
• Show pupils photos of toy museums from around the world. Ask them to describe what type
of toys they can see and if they resemble the toys of today. Ask them what type of hobbies they
would have if they lived a hundred years ago and if they know what hobbies their grandparents
had as children.

Using Page 102

14 3:29 Look, listen and repeat.

INVOLVE Explain the lesson objective – pupils will read and talk about hobbies in the past. They will
also make a ‘Past Hobbies’ poster and present it to the class.
• Read the directions aloud and play audio track 3:29 and have pupils follow in their books.
Play the audio again while pupils listen and repeat.
• Tell pupils that they will learn the meaning of these words in the context of the article. Or, if
you wish, have pairs of pupils look up the words in a dictionary before reading the text.
Write words on the board, point to them and say them aloud. Have pupils listen and repeat.
MONITOR (Pupils can also do this in pairs, pointing randomly at words in their books and practising
saying them.)
ASSIST Replay the audio as needed.
15 3:30 Listen and read. What hobbies did children have in the 19th century?
• Read the directions aloud and have pupils look at the photos and read the headings in the
text. Ask if they do any of these hobbies or have tried them. Have pupils look at the photos
and tell you what they see. Elicit possible answers to the question before pupils listen to and
read the text.
• Play audio track 3:30 and have pupils listen and read along silently.
Ask questions to check for understanding. Ask: Why were football clubs started? (so employees
could keep fit) What did many women and girls do on pieces of fabric? (They used a needle and
MONITOR
thread to make tiny stitches on them.) What were dolls made of? (china and wood or calico)
What were two popular nature hobbies? (collecting and drawing butterflies) What hobbies did
children have in the 19th century? (They played with dolls and doll’s houses, rocking horses,
toy trains and railways.)

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 OBJECTIVES
ASSIST
Replay the audio as necessary. Have pupils note down any words they do not To read and talk about
hobbies in the past
understand and help them to work out their meanings from context.
To make a poster
CHALLENGE Have pupils make sentences with the vocabulary items.
st
21 Communication
• Read the questions aloud. Explain any vocabulary that pupils don’t Content Words
understand. Have pupils work in pairs to answer the questions. Encourage Nouns: croquet,
employer, fabric,
pupils to face their partners as they talk to one another and listen carefully to marbles, needle and
their partners, asking further questions where appropriate. thread, stitches, rules
MONITOR Listen for proper pronunciation, appropriate intonation and correct use of
21st Century Skills
language.
Social Skills
Communication
Using Page 103
Materials
16 Read and say True or False. Pictures of toy museums
and the toys they have
• Read the directions aloud. Have volunteers read the the statements aloud. from around the world
• Do Item 1 as a class. Have a volunteer tell you if the statement is true or not. 2 or 3 large pieces of
card, glue
• Have pupils complete the activity independently. Pictures of different
Review answers as a class. (Answers: 1 True, 2 False, 3 False, 4 False, 5 True, hobbies, toys,
MONITOR collections
6 True)
Audio tracks 3:29–30
CHALLENGE Have pupils correct the false statements. Interactive activities
(eText)
17 Choose a hobby from the past. Talk about it with a partner. Video (eText)
• Read the directions aloud. Have volunteers read the speech bubbles. Have the Digital activities:
MyEnglishLab
class repeat. Then put them in pairs and have them take turns talking about a
chosen hobby, using the speech bubbles as a guide.
MONITOR
While pupils are working, listen for proper pronunciation, appropriate Page 81
intonation and correct use of language and vocabulary. Answers on page T152

18 Make a Past Hobbies poster. Then present it to the class.

• Read the directions aloud. Have pupils look at the example of a ‘Past Hobbies’
poster in their book and read the caption aloud. Have a volunteer read the
speech bubble.
• Have pupils work alone, in pairs or in small groups to make their posters.
They may draw or cut out pictures from old magazines, newspapers or the
internet. They should write captions for their posters as well, following the
example. TEACHING TIP
st
MONITOR
Have pupils present their posters to the rest of the class. Listen for proper 21 Social Skills
pronunciation, appropriate intonation and correct use of language. If pupils have trouble
While pupils are making their posters, help them make sentences about the maintaining a smooth
ASSIST flow of conversation,
past hobbies and practise talking about their poster. explain the concept of
• Assign Activity Book page 81 and direct pupils to digital activities. active listening.
Demonstrate the kinds
of expressions they can
Application and Practice Activity use to show someone
they are listening and
• Have pupils make a class mural. Ask them to bring in pictures of toys, interested in the
collections and sports that people use for hobbies. Then, have the pupils paste conversation, such as
all the pictures on two or three large pieces of card, grouped according to Really? I didn’t know
category. Place the mural on class display. that. or Wow, that’s
amazing! They can also
ask questions such as:
Could you give me an
example of what you
mean? Explain that
these techniques will
help them keep a
conversation flowing
smoothly.

Unit 8 T103

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 Content Connection History
3:29

14 Look, listen and repeat.

croquet employer fabric marbles needle and thread rules stitches

3:30

15 Listen and read. What hobbies did children have in the 19th century?

Hobbies in the Past

In the 19th century, there were many popular hobbies.
Let’s learn about some of these hobbies.

SPORTS EMBROIDERY AND SEWING

Many sports that we play today were played Many women and girls spent their spare
in the 19th century. Football became popular and time doing sewing and embroidery. They used a
the game was given rules for the first time. Many needle and thread to make tiny stitches on
football clubs were started a piece of fabric. They
by employers so that the created beautiful pictures
workers could play and of flowers, birds and
could stay fit. Tennis and other patterns. They used
croquet were also popular to embroider cushions,
and they were played by tablecloths and clothes
both men and women. such as gloves.

CHILDREN’S HOBBIES COLLECTING

Girls in the 19th century People in the 19th

used to play with dolls and century loved nature.
doll’s houses. The dolls’ One popular hobby was
heads were often made of collecting and drawing
china and the bodies were butterflies. People used to
made of wood or calico. catch butterflies in nets,
Rocking horses were also then they put them on
very popular. They were always white and grey and special boards with a pin. They used to draw the
the tails were made of real horsehair. Boys used to butterflies very carefully so they showed all the
play with toy trains and railways. details and colours.

Which of these hobbies would you like to do?

Can you think of any hobbies people did in the
past in your country?
102 Unit 8

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 16 Read and say True or False.
1 Football was given rules for the first time in the 19th century.
2 People didn’t use to catch butterflies.
3 Tennis and croquet were played only by men.
4 Dolls were made of plastic in the 19th century.
5 Women and girls used to embroider cushions and tablecloths.
6 The tails of rocking horses were made of real horsehair.

17 Choose a hobby from the past. Talk about it with a partner.

Girls used to play with

dolls and doll’s houses. The dolls were made of
china and wood.

PROJECT
PAST HOBBIES
18 Make a Past Hobbies poster.
Then present it to the class.

In the 19th century,

children used to have
different hobbies.

In the 19th century,

children used to
play with marbles. Th
e marbles were
made of glass. They
also used to play
with hoops and skip
ping ropes.

content connection (hobbies from the past) Unit 8 103

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 Culture Connection Around the World
3:31

19 Listen and read. Where can you find these three museums?

The World’s Weirdest Collections

Some museums show us how people used to live a long time ago. But there are other kinds
of museums in the world, too. Here are some facts about a few ‘weird museums’.

The Hair Museum In Avanos, in Turkey, you can find a hair

museum! It all started when a potter from the town was saying
goodbye to a friend who was moving away. This friend gave the
potter a piece of hair and he put it in his shop. When other people
saw the hair, they wanted to leave a piece of hair as well! Now there
are thousands of pieces of hair! Each one is labelled with the name
of the person and
the date it was cut.
The International
UFO Museum and
Research Centre
The Museum of Underwater Art
Many people believe
To visit this museum, you need to swim. In the
that a UFO landed in
ocean near Cancún, Mexico, there is a collection of
Roswell, New Mexico,
statues. This museum is inside the National Marine
USA, in 1947. If you
Park of the Yucatán Peninsula of Mexico and it
want to know more
displays a large number of sculptures. The British
about UFOs, you can visit the International
artist, Jason deCaires Taylor, wants the animals and
UFO Museum and Research Centre. The
plants in the ocean to become part of the artwork.
centre holds a UFO Festival every year at
the museum. At the festival, experts from
20 Read and answer the questions. around the world come to talk about the
latest news in UFO research.
1 What information can you find
out at the Hair Museum?
2 Where can you find statues?
3 What does Jason deCaires
Taylor want?
4 How often is there a
UFO Festival?

Which is the strangest collection?

Do you know of any other strange collections?

104 Unit 8

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 Warm-Up OBJECTIVES
To read and talk about
• Review the meaning of the word weird. Have pupils play a game that changes museums with weird
ordinary situations into weird ones. Pair pupils and tell them that one should collections around the
say something that happens every day. For example: I wear trainers to school. The world
partner should turn the statement into something weird: I wear trainers with
wings that can fly to school.
• Have pairs present their weird statements to the class. Write the statements on Content Words
the board and have a vote to decide which one is the weirdest. Nouns: collections,
expert, marine museum,
research, samples, UFO
Using Page 104
21st Century Skills
19 3:31 Listen and read. Where can you find these three museums? Environmental Literacy
Communication
INVOLVE
Explain the lesson objective – pupils will read and talk about museums
Media Literacy
around the world with weird collections.
• Write these vocabulary items on the board: collections, expert, marine museum, Materials
research, samples, UFO. Have pupils listen for and locate these words in the Examples of museum
article. brochures, drawing
materials
• Read the directions aloud. Play audio track 3:31 and have pupils listen, read Audio track 3:31
and follow in their books. Digital activities:
MyEnglishLab
Check for comprehension. Ask: What can you see in Avanos? (pieces of hair
with the names of their owners and dates) What do experts talk about at
MONITOR the UFO festival? (the latest news in UFO research) How do you get to the Page 82
Underwater Art museum? (you swim) Where can you find these three museums? Answers on page T152
(The three museums can be found in Turkey, Mexico and New Mexico, USA.)
ASSIST Replay the audio as needed.
20 Read and answer the questions.
• Read the directions aloud. Do Item 1 as a class. Then have pupils complete the
activity independently.
Review answers as a class. (Answers: 1 You can find out the name of the person
MONITOR
and the date the hair was cut., 2 They’re in the Museum of Underwater Art,. 3 He
wants the animals and plants in the ocean to become part of the artwork., 4 It’s
once a year.)
ASSIST
Have pupils write three sentences about the museums. Then tell them to read
their sentences to the class who has to guess which museum they come from.
st
21 Communication
• Read the questions aloud as pupils follow in their books. Discuss the questions
as a class. Help pupils to express their responses in English. For example: The
hair collection is the strangest. Some people collect strange things such as soap bars or
cartoon characters. Some others collect autographs of famous people.
• Assign Activity Book page 72 and direct pupils to digital activities.
TEACHING TIP
st
Application and Practice Activity 21 Environmental
Literacy
st
• 21 Media Literacy Have pupils work in pairs to make a brochure for a new Point out that many
museum that has got a weird collection. Encourage pupils to use the key underwater habitats
around the world are
vocabulary items in their description of the museum. Display examples of suffering because of
museum brochures and point out that brochures often use big, catchy headlines water pollution. Ask
and interesting pictures with short captions to capture the reader’s attention and pupils to think about
get them excited about visiting the museum. the artist’s work in the
Museum of Underwater
• Have pupils first make a black-and-white draft of their brochure and proofread Art and how it might
it before completing the full-colour version. be a benefit to the
plants and animals in
• Have pupils view the Unit 8 video segment. Use the Video Guide. that habitat. Ask: What
could you do to help
plants and animals that
live underwater?

Unit 8 T104

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 OBJECTIVES Warm-Up
To identify the parts of
an informal letter • Give small groups of pupils a magnifying lens and two sample letters to
compare. Explain that they are going to be ‘Letter Detectives’ and work together
To write an informal
letter to find the words and parts that the two letters have in common.
• Have one pupil in each group record the shared features in a bulleted list. Then
have each group present their detective work to the class. Ask: What do all of the
21st Century Skills letters have in common? How are they different?
Communication
Information Literacy Using Page 105
Materials 21 Read. Then match the parts of the informal letter.
Samples of informal Explain the lesson objective – pupils will learn about the parts of an informal
letters
Magnifying lenses INVOLVE letter. Then they will use the Writing Steps to write a letter to a friend or
Stationery and family member.
envelopes • Read the words in the box aloud and have pupils repeat. Have a volunteer read
Digital activities: the content of the letter.
MyEnglishLab
• Do Item 1 as a class. Have pupils complete the activity individually.
Check for understanding. Ask: Who’s the letter from? (Noah) What’s it about?
Page 83
Answers on page T152 MONITOR
(his new hobby) Who’s the letter to? (Grandma and Grandpa) How does Noah
finish the email? (Love,) (Answers: 1 address, 2 date, 3 greeting, 4 body of informal
letter, 5 closing)
22 Write an informal letter to a friend or family member.
• Read the Writing Steps aloud. Ask pupils what types of letters they write or
would like to write. Ask who they would write to. Review the parts of a letter
and have pupils complete the activity independently by writing the letter in
their notebooks.
MONITOR Check to see that pupils are applying the Writing Steps correctly.
ASSIST
To help pupils stay focused, suggest that they note down and tick each Writing
Step as they complete it.
• Assign Activity Book page 83 and direct pupils to digital activities.

Application and Practice Activity

st
• 21 Information Literacy Show pupils how to address an envelope by creating a
model on the board. Give pupils envelopes and have them label their envelopes
with information that they know (such as their home addresses) and leaving
blank any section they do not know (such as the receiver’s address or postcode).
TEACHING TIP
st • Ask pupils to think of ways to find out the missing information. They might
21 Communication take the letter home to ask a family member, look up a postcode on the
Encourage pupils to computer and so on.
think about the
differences between
written and spoken
communication. Have
them read the letter in
Activity 21 and then
think about how Noah
might share the
information differently
if he was talking to his
grandparents on the
phone or in person.
Point out that when
you’re speaking to
someone, it is polite to
take turns talking but
when you’re writing
you can share
everything you want to
say at once.

T105 Unit 8

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 Informal Letters Writing

21 Read. Then match the parts of the informal letter.

address body of informal letter closing and signature date greeting

Rose Cottage,
London Road,
York, 1
Y01 TE6

15 September, 2013 2
Dear Grandma and Grandpa, 3

How are you? I’m fine. School started last week. I’m in the
Year 5 now. I’m having a lot of fun in my lessons.
I’ve got a new hobby! Uncle Cary taught me how to play
chess. It’s a little hard, but it’s fun, too. I’m learning more
4
about it online. Sometimes I play it with friends from school.
Dad promised to teach me how to fly a kite next week. I’m
very excited about it!
We’re going to visit you next month. I can’t wait to see you!

Love,
Noah 5

Writing Steps

22 Write an informal letter to a friend or family member.

1 Write your address.
2 Write the date.
3 Think of a person to write to.
4 Choose a hobby to write about.
5 Think of what you want to tell him/her.
6 Finish with a final sentence.
7 Write a final sentence.
8 Finish with the closing and signature.

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 Phonics y, igh
3:32

23 Listen, read and repeat.

1 y 2 igh
3:33

24 Listen and find. Then say.

fly high
3:34

25 Listen and blend the sounds.

1 s-k-y sky 2 t-r-y try
3 m-y my 4 l-igh-t light
5 f-igh-t fight 6 b-y by
7 n-igh-t night 8 r-igh-t right
3:35

26 Read aloud. Then listen and chant.

Let’s fly, let’s fight.

Let’s try
And light the sky
At night!

106 Unit 8 phonics (y, igh)

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 Warm-Up OBJECTIVES
To identify and say the
• Make flashcards (words only) using index cards for the words in this lesson (sky, letters and sounds y
my, fight, etc) and a few other words with the same sounds that pupils know and igh individually
(tight, sight, sly, dry, etc). and as part of words

• Write the letters igh and y on the board. Show the cards one by one and read the
words aloud. Invite volunteers to point to the sounds on the board that are in
the word on the card. Materials
Index cards
A4 paper
Using Page 106 Audio tracks 3:32–36
23 Game (eText)
3:32 Listen, read and repeat.
Digital activities:
INVOLVE
Explain the lesson objective – pupils will identify and name the letters and MyEnglishLab
sounds igh and y individually and as part of words.
• Read the directions aloud. Play audio track 3:32 and have pupils listen and Page 84
point to each sound as it is said. Have pupils repeat. Audioscript on page
As pupils repeat, check that they are pointing to the correct sound and listen T145
MONITOR
for correct pronunciation. Answers on page T152

24 3:33 Listen and find. Then say.

• Read the directions aloud. Play audio track 3:33 and have pupils listen, find
and point to each word and its corresponding picture as it is said. Have pupils
repeat each word.
ASSIST
Replay the audio as needed. Pupils can also check that they are pointing to the
correct word and saying it properly with a partner.
25 3:34 Listen and blend the sounds.

• Read the directions aloud. Play audio track 3:34 and have pupils listen and
point to each item as it is sounded out and blended on the audio. Have them
repeat after each item.
• Replay the audio and have pupils repeat the activity.
MONITOR
As pupils repeat, check they are pointing to the correct word and listen for
correct pronunciation and appropriate intonation.
26 3:35 Read aloud. Then listen and chant.

• Read the directions aloud. Read the chant while pupils follow in their books.
Have them choral read the chant as a class.
• Play audio track 3:35 and have pupils listen. Replay several times and
encourage them to join in.
MONITOR
As pupils repeat the chant, listen for proper pronunciation, appropriate
intonation and correct use of language.
• Assign Activity Book page 84 and direct pupils to digital activities.

Application and Practice Activity

• Put pupils in groups. Use the index cards from Warm-Up activity to play Bingo
(see Game Bank, page T135, for details).
• Have pupils play Unit 8, Game 1 on the eText.

Unit 8 T106

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 OUTCOMES Warm-Up
Pupils can use the unit
vocabulary. • Have pupils write a sentence about hobbies. Then have them copy each word
from their sentence onto a separate index card. Pupils should shuffle their cards,
Pupils can use the
comparative and remove one and swap sets with a partner. Their partners arrange the cards to
superlative. make a sentence and guess the missing word.
Pupils can make
sentences with good at
and bad at. Using Page 107
27 Complete the sentences.
Explain the lesson objective – pupils will review the language they learnt in
21st Century Skills INVOLVE
this unit and assess their progress so far.
Self-Direction
• Read the directions aloud. Do Item 1 as a class. Have pupils complete the
Materials activity independently.
Index cards Review answers as a class. (Answers: 1 the best, 2 the oldest, 3 better, 4 the
MONITOR
2 or 3 large pieces of smallest)
card, glue
Pictures of hobbies or CHALLENGE
Put pupils in pairs and have them write sentences with adjectives in the
sports comparative or superlative to read to the class.
Game (eText)
Digital activities: 28 Look and complete the sentences.
MyEnglishLab
• Read the directions aloud. Point out the numbers on the ribbons of each
dancer. Explain that the numbers say what place the dancer was awarded in a
Page 85 dance competition.
Answers on page T152 • Have pupils work independently to complete the sentences.
MONITOR Review answers as a class. (Answers: 1 better, 2 worse, 3 worst, 4 best)
Have pupils draw and label their own competition picture like the one in
CHALLENGE Activity 28. Then have them trade with a partner and make statements
comparing the people in the picture.
29 Complete with information about yourself. Find out about your
partner. Then report to the class.
• Put pupils in pairs. Read the directions aloud. Explain that they can talk about
sports, subjects, games or other activities to complete the sentences.
• Have pupils complete the activity and then report to the class.
MONITOR
Listen and identify pupils who are having difficulty producing language or
who are not using a wide range of new vocabulary.

I Can
st
• 21 Self-Direction This section asks pupils to assess their own learning and
think about their progress. Read the statements aloud. Explain that pupils
should write the skills they feel they can do in their notebooks. Help pupils
appreciate their progress. Say: The I Can statements point out what you have
learnt in this unit.
• Assign Activity Book page 85 and direct pupils to digital activities.

Application and Practice Activity

• Have pupils work in pairs to make a mural titled We’re the Best on two or three
TEACHING TIP large pieces of card. Have them draw or paste pictures that show hobbies or
Making Connections activities that they enjoy and are good at doing. Encourage pupils to label each
Tell pupils to think picture with a sentence that uses comparative adjectives. For example: I’m a good
about the sports and football player. I think my shell collection is the best.
games they play. Ask: • Hang pupils’ mural in the classroom.
How do you feel when
someone is not nice to • Ask pupils to describe the pictures and labels that they have added to the mural.
you when you’re Point out new vocabulary and comparative adjectives that they have successfully
playing? How do you used and make suggestions for including more labels.
feel when someone
helps you? • Have pupils play Unit 8, Game 2 on the eText.

T107 Unit 8

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 Review

27 Complete the sentences.

1 Terrence’s shell collection is ? in the class. (good)

2 Look at this. This is ? coin in my coin collection. (old)

3 The dolls in Sandy’s collection are ? than my dolls. (good)

4 I’ve got a lot of small cars in my collection but this one is ? . (small)

28 Look and complete the sentences.

Sharon Kelly
Mark
1 Mark is a ? 2 Sharon is a ? 3 Sharon is ? 4 Mark is ?
dancer than dancer than dancer in the dancer of
Kelly. Mark. group. the three
students.

29 Complete with information about yourself. Find out about your

partner. Then report to the class.

1 I am good at... . ... is a better... than I am.

2 I am not good at... . ... is a worse... .

I Can
• talk about • make • talk about • write an
people’s comparisons. hobbies in informal
hobbies. the past. letter.

review/self-assessment Unit 8 107

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