4 It’s a Mystery

It’s a MysteryThis unit is about unsolved mysteries and about escape rooms.

In this unit, the students will learn New Words, and the Past Simple so that they:

Objective can dO statements: GlObal, Operative sectiOn in Unit

can read about unsolved mysteries

Written reception:

Can understand the main points made in informational texts that deal with concrete everyday topics (e.g. hobbies, sports, leisure activities, animals) (adapted CEFR A2)

can extract specific information (e.g. facts and numbers) from simple informational texts related to everyday life (e.g. posters, leaflets) (GSe)

can differentiate between main ideas and supporting details in factual texts (new)

reading 1

pages 92-94

can read a blog about escape rooms

Written reception:

Can understand the main points made in informational texts that deal with concrete everyday topics (e.g. hobbies, sports, leisure activities, animals) (adapted CEFR A2)

can understand the information provided in a short description (ceFr A2)

can understand the main points of a short article reporting an event that follows a given text structure (adapted ceFr A2)

reading 2

pages 100-101

can solve a mystery in groups

Spoken interAction:

Can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations (CEFR A2)

can exchange opinions, agree and disagree with others, and compare things and people (adapted ceFr A2)

teamwork

page 96

can discuss whether or not they’d like to go to an escape room

Spoken interAction:

Can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations (CEFR A2)

can exchange opinions, agree and disagree with others, and compare things and people (adapted ceFr A2)

teamwork

page 104

can follow the sequence of events in a podcast about a mystery

Spoken reception:

Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters especially if clearly articulated (adapted CEFR A2)

can extract important information from short radio broadcasts, such as the weather forecast, concert announcements or sports results, provided that people talk clearly (ceFr A2)

Listening

page 108

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can ask for and give information at a museum

Spoken interAction:

Can interact with reasonable ease in structured situations, short social exchanges and conversations using vocabulary from Bands I and II. Can generally understand clear, standard speech provided he/she can ask for repetition, reformulation or clarification from time to time (adapted CEFR A2)

can interact in predictable everyday situations (e.g. a post office, a station, a shop) (adapted ceFr A2)

Spoken production:

Can use basic English features including intonation, and combine and manipulate learned speech patterns (AUS)

Can speak with greater fluency, fewer hesitation, and appropriate prosody structuring utterances through correct word order (adapted AUS)

Speaking

page 109

can write about a past experience

Written production:

Can plan and write conventional texts, for example informative and descriptive texts, showing an awareness of established text conventions, sequencing information for specific text types, and using vocabulary from Bands I and II (adapted AUS-FL)

can write basic descriptions of events, past activities and personal experiences (adapted ceFr A2)

Writing

pages 110-111

At the end of the unit, the students will be able to write an invitation to a party.

MediAtion:

Can collaborate with others to construct meaning and facilitate collaborative interaction (adapted A2)

can collaborate in simple, practical tasks, asking what others think, making suggestions and understanding responses, including the opportunity to ask for repetition, reformulation and/or clarification from time to time (ceFr A2)

Written production:

Can plan and write conventional texts, for example informative and descriptive texts, showing an awareness of established text conventions, sequencing information for specific text types, and using vocabulary from Bands I and II (adapted AUS-FL)

task

page 113

new words

Nouns Verbs Adjectives Reflexive Pronouns

airplane island admit solve additional herself

amount lamp disappear stay away available himself

area leader escape survive clever itself

belief mystery examine wonder deep myself

body object explore fine ourselves

bottom ocean hide themselves

brain peace jump (off) yourself

carpet period lead yourselves

ceiling piece notice

control population own

death scene promise

drawer sign repeat

explanation storm respond

furniture story share

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Noun-noun Phrase Other

family name among everywhere

home team as quickly as possible however

hotel entrance (be) able to immediately

newspaper article both in case

police officer by (the time) suddenly

science report closely

spelling rules could

telephone number definitely

these words are reviewed at least three times in this unit of the Student’s Book and Workbook.

they are also recycled at least three times in later units of the Student’s Book and Workbook as well as numerous times in the digital extra component, Wordlist plus and Vocabulary Booster.

Activities for the students to monitor and assess their own vocabulary acquisition:

• Stop and Check (Student’s Book, pages 97 and 107)

• Vocabulary Tracker (Workbook, pages 242-244)

• Word Review (Student’s Book, page 112)

• Review of Unit 4 (Workbook, pages 125-127)

• Digital Extra Component: Wordlist plus and Vocabulary Booster

Pages 88-89

unit 4 is entitled “it’s a Mystery” and centers on unsolved mysteries in the world, as well as escape rooms and their appeal.

Share the objectives on the side of the page with the students. point out that by the end of the unit, they will have learned the skills they need to collaborate in a group and write an invitation to a party, including what type of party it will be and the menu to be served.

a in this opening activity, the students are introduced to the topic of the unit – solving a mystery. the students work in pairs or small groups to solve as many of the puzzles as they can. A time limit is given to add a fun, competitive feel.

b the students check the answers to the puzzles on page 198 of their book. they then discuss which puzzles they succeeding in solving and which of them they enjoyed the most. encourage discussion about which kinds of puzzles they find easy or difficult and how they worked in a pair or group.

Pages 90-91

Get Ready 1the pre-reading section presents the new Words and introduces the students to the topic of the text they are about to read. the students practice recognition of all of the new Words alone and in context.

new wordsthe new Words for this section are listed by part of speech, in alphabetical order within each part of speech. Words and expressions that are not nouns, verbs or adjectives appear under the heading Other.

See Teaching Suggestions for Vocabulary in the introduction to this teacher’s Guide.

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read and spellthe purpose of this tip is to raise awareness of basic orthographic patterns in english in order to help the students read and spell more fluently.

this feature, at the bottom of the new Words list, focuses on double letters in order to raise awareness and improve spelling. Go over the tip with the students, pointing out that some words have double letters in the middle. the example words are either from Band i or are new Words learned so far. Make sure the students can read them correctly and know their meanings. remind the students that the rule appears in Hebrew and Arabic on page 201 for easy review.

Learn new wordsin this flipped classroom approach, the students go to their Workbook before the lesson. the advantage of a flipped classroom is that the students become independent learners and work at their own pace. Have the students match the words to their meanings on page 102 of the Workbook. the students have the option of learning and practicing the new Words in the digital extra component called Wordlist plus.

a the students are introduced to the topic of the article they are about to read. point out that the new Words all appear in this article. the categorizing activity familiarizes them with the meanings of the new Words. in this activity, the students are asked to focus on the new Words and decide which of them they could use to talk about a mystery.

PoSSIBLE ANSWERS

death, island, mystery, sign, story, disappear, solve, survive, wonder, definitely, suddenly

b 1 this exercise practices the read and Spell tip. the students look back at the new Words to find those with double letters in them.

ANSWERS

bottom, disappear, additional, suddenly

2 the students are asked to write the words in their notebook and circle those with a double letter in the middle. As these are words they have learned, take advantage of this opportunity to make sure the students know their meanings.

Suggestions: the students can get into pairs and take turns quizzing each other on the meanings of any five words. they say the word and their partner must write it down correctly in english and write its meaning in Hebrew or Arabic.

More-advanced students can, in addition, write sentences for three of the words.

Less-advanced students: Write these sentences on the board so the students practice reading words with double letters.

The tall passenger got off the bus and fell when she crossed the road. Is it possible to suggest that you stay off the wall?

c the students choose the correct words to complete at least the first two dialogues about unsolved mysteries.

ANSWERS

1. island 6. stories

2. ocean 7. mysteries

3. peace 8. However

4. definitely 9. admit

5. wonder 10. death

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Suggestions: Students can act out these dialogues in class to practice using the new Words in authentic contexts.

d to practice recognizing the new Words in context, the students complete at least three sentences. point out to the students that both the sentences and the word bank contain new Words. there are three extra words.

ANSWERS

1. could 4. area

2. stories 5. solve

3. responded

e the students now do a quiz that foreshadows the text they will read: the world’s most famous mysteries. this pre-reading activity also practices understanding of the new Words. Have the students do the quiz and write their answers in their notebooks. they will check their answers in the teamwork activity that follows.

Teamwork the purpose of this collaborative activity is to give the students the opportunity to speak with a partner or in a group about a topic of interest using new and recycled words.

the students get into pairs and check their answers on page 198. they can see if they guessed the same answers. point out that they will read about these places in the texts that follow.

Workbook, page 103: Read and Spell and NEW WORDS refer the students to their Workbook, page 103, for more practice on the read and Spell focus and for further recognition activities with the new Words.

Pages 92-94

ReadinG 1in this section, the students read about the topic and demonstrate understanding of the main ideas and basic details. the article contains all the new Words.

a this pre-reading activity practices the skill of scanning for information: specifically numbers. the students look for dates in each part of the article to see how old the mysteries are.

ANSWERS

the dog Bridge: 100 years old (line 4)

the Bermuda triangle: december 5, 1945 (line 1)

the Lost city of Atlantis: over 2,000 years ago (line 20)

b the students read the first part of the article together and answer the questions.

See Teaching Suggestions for Reading in the introduction to this teacher’s Guide.

ANSWERS

1. they jump off 4. 1. can see or smell animals under the bridge

2. off the 15-meter bridge, died 2. are telling the dogs to jump

3. b 5. stay away from the bridge

c the students now read at least one more mystery and answer the questions about it. the more-advanced students read about both mysteries.

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ANSWERS

The Bermuda Triangle

1. d

2. didn’t find (any sign of) the planes

The Lost City of Atlantis

1. c

2. sank into the sea after an earthquake or tsunami

d in this jigsaw activity, the students get into groups so there is someone who has read about each mystery in the group. these questions require integration and comparison. point out to the students that to answer these questions, they must refer to all the mysteries that they read.

ANSWERS

1. 1. the dog Bridge

2. the Lost city of Atlantis

3. the dog Bridge

4. the Bermuda triangle, the Lost city of Atlantis

5. the Bermuda triangle, the Lost city of Atlantis

2. they are all unsolved mysteries. / nobody can solve them.

e in pairs or groups, the students discuss which mystery they find the strangest and which one they would like to know more about. Make sure they give reasons. Go over the speech bubbles with the class. tell the students to use new Words from page 90 and the words in the recycling box in their discussion.

Suggestion: Have the students discuss how they would go about finding out more information about the mystery of their choice. encourage them to follow through and report what they find to the class.

Page 95

WoRds 1in this section, the students practice recognition and production of the new Words in a variety of contexts.

a 1 in this recognition exercise, the students see how words categorize according to meaning by finding the correct heading for at least three groups of words.

ANSWERS

1. things you can admit 4. things you can repeat

2. things you can solve 5. things you can respond to

3. things people couldn’t do 100 years ago 6. things on a sign

2 to further demonstrate understanding of the categories, the students add a word of their own to at least one group. Accept all logical answers.

PoSSIBLE ANSWERS

1. things you can admit: that you forgot someone's birthday

2. things you can solve: a mystery

3. things you couldn’t do 100 years ago: play computer games

4 things you can repeat: the words to a song

5. things you can respond to: a text / voice message, the ring of a phone

6. things on a sign: Beware of camels!

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b the students show understanding of the new Words in context by selecting the correct word to complete at least three sentences.

ANSWERS

1. amount 4. solving

2. ocean 5. survive

3. repeat 6. control

c the students show understanding of the active vocabulary by completing a paragraph with the new Words provided.

ANSWERS

1. story 5. island

2. additional 6. amount

3. disappeared 7. solved

4. bottom 8. mystery

Workbook, page 105 refer the students to their Workbook, page 105, for further practice with the new Words.

Page 96

word Power

this feature explores vocabulary depth, presenting a group of words from Band ii that demonstrate a common linguistic feature.


read the teaching box with the class, defining what a reflexive pronoun is. reflexive pronouns refer back to a person or thing at the beginning of the sentence. We often use reflexive pronouns when the subject and the object of a verb are the same. read the example sentence with the class. elicit more sentences from the students. For example: I cut myself when I was making dinner last night.


d to demonstrate understanding, the students select the correct reflexive pronoun to complete each sentence. remind them that the word in bold in each sentence is the subject of the sentence. elicit that the reflexive pronoun must match the subject. For example, I – myself, you – yourself, etc.

ANSWERS

1. yourself 3. myself

2. herself 4. itself


1 in pairs or small groups, the students choose one of the mysteries they read about and discuss how to solve it. Go over the speech bubbles, pointing out the use of new Words and words in the recycling box.

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2 Have each group share its ideas with the class.

Suggestion: Have a class vote to see whose ideas are the most creative and original.

Workbook, page 107: NEW WORDS refer the students to their Workbook, page 107, for further practice of the new Words taught in Word power.

Page 97

GRammaR 1 Past simPle: Positivethe students are introduced to the past Simple, positive and practice recognizing and using it in a variety of meaningful contexts.

Go over the teaching box with the class to review the use and form of the past Simple. point out that with most verbs, we add -ed to the verb in the past Simple. Go over the spelling rules for adding -ed. then show some verbs with an irregular form in the past Simple.

Suggestion: Have the students write down the base form of each verb next to its form in the past Simple. For example: saw – see.

Go over the time expressions commonly used in the past.

Suggestion: Have the students expand on the list of time expressions by asking what other days of the week or dates they can think of. For example, Last Tuesday, in 2020.

refer the students to the Grammar Help on page 206 for explanations in Hebrew and Arabic, and full paradigms of the past Simple, positive. Go over the most common irregular verbs with the class. these must be learned by heart. refer the students to page 207 for a list of irregular verbs and their forms in the past.

a to practice recognition of the past Simple and its time expressions, the students first identify the time expression in each sentence. then they select the past Simple form of each verb to complete the sentences.

ANSWERS

1. last night – watched 4. three years ago – began

2. last summer – went 5. last summer – fell, broke

3. last week – played 6 yesterday – saw, called

Suggestion for more-advanced students: Ask the students to make changes to the sentences so that they are all true for them. For example: My mother and father watched a movie last night, not the news.

b 1 the students now produce the correct past Simple form of the verb to complete each sentence, showing knowledge of the form.

ANSWERS

1. started 3. gave

2. won 4. carried

2 to demonstrate understanding of meaning, the students work in pairs to select an adjective that best describes each of the people in the sentences. Have the students justify their answers.

PoSSIBLE ANSWERS

1. unusual, successful

2. successful

3. popular, successful, well-known

4. kind

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Workbook, page 108 refer the students to their Workbook, page 108, for further practice with the past Simple.

stoP and checkthis activity encourages the students to take responsibility for their learning by giving them the tools to monitor their progress and assess how many new Words they remember.

1 the students look back at the list of new Words on pages 90 and 96 to see how many they remember, writing sentences with at least five of the new Words in their notebooks. encourage those who can to write more.

2 Students go to the Vocabulary tracker section on pages 242-243 of the Workbook. in writing the meanings of the words in english, they are recalling meanings productively. tell them to check their answers in the Glossary and then list the words they would like to practice more.

Pages 98-99

Get Ready 2the pre-reading section presents the new Words and introduces the students to the topic of the text they are about to read. the students practice recognition of all the new Words alone and in context.

new wordsthe new Words for this section are listed by part of speech, in in alphabetical order within each part of speech. Words and expressions that are not nouns, verbs or adjectives appear under the heading Other.


read and spellthe purpose of this tip is to raise awareness of basic orthographic patterns in english in order to help the students read and spell more fluently.

this feature focuses on the spelling and pronunciation of nouns ending with -ture. the example word is from Band i. point out that there are several different noun endings (called suffixes) that show you the word is a noun, and -ture is one of them. remind the students that the rule appears in Hebrew and Arabic on page 201 for easy review.


a the students are introduced to the topic of the article they are about to read. the students familiarize themselves with the new Words by finding those that they can use to describe a room in their house.

PoSSIBLE ANSWERS

carpet, ceiling, drawer, furniture, lamp, object, piece, notice, among, both, everywhere

b 1 this exercise practices the read and Spell tip about the suffix -ture. the students are asked to find new Word with this noun ending.

ANSWER

furniture

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2 the students find the nouns that end with -ture in the dialogue. they practice saying the dialogue in pairs, to practice reading and pronouncing them correctly.

ANSWERS

adventure, pictures, nature

c the students focus on the meaning of new Words by fitting them into categories. Have the students read the words in each category and decide where each new Word belongs.

ANSWERS

1. brain 4. object

2. furniture 5. escape

3. immediately

d in this activity, the students select the correct answer to complete at least three sentences.

ANSWERS

1. a 2. b 3. a 4. b 5. a 6. a

e the students complete at least three sentences with the new Words provided.

ANSWERS

1. in case 4. by

2. explored 5. available

3. drawer 6. notice

f to practice using the new Words in context, the students read an invitation to a party and complete it with the words given. this exercise will act as a model for the invitation they will write in their task at the end of the unit.

ANSWERS

1. everywhere 6. drawers

2. examine 7. ceiling

3. object 8. closely

4. notice 9. piece

5. hiding 10. immediately

Workbook, page 112: Read and Spell and NEW WORDS refer the students to their Workbook, page 112, for more practice on the read and Spell focus and for further recognition activities with the new Words.

Pages 100-101

ReadinG 2in this section, the students read about escape rooms and demonstrate understanding of the main ideas and basic details. the article contains all of the new Words.

a the students read at least part one of the blog to see what an escape room is. More-advanced students read both part one and part two.

See Teaching Suggestions for Reading in the introduction to this teacher’s Guide.

ANSWER

An escape room is a sixty-minute adventure game. / a one hour adventure. / a room from which you have one hour to escape by solving a mystery.

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b this exercise checks basic reading comprehension. the students decide if each sentence is true or false according to the article. they correct the false sentences in their notebook.

ANSWERS

1. true

2. False – You can move furniture (to explore the room).

3. true

4. true

5. False – there are (close to five thousand) escape rooms around the world.

Page 102

c the students answer reading comprehension questions for the part or parts they read.

ANSWERS

1. solve the mystery

2. 1. the room

2. the carpet

3. objects

4. to find a clue / there might be a clue

3. brain, work together (as a team)

4. Accept two of the following: locks the door, sees and hears people through cameras and microphones, is available to help, opens the door to let people out

d in this exercise, the students work in pairs or groups to match each heading to the information given in that part of the blog, the students realize that the paragraph answers the question in the heading.

ANSWERS

1. b 2. d 3. a 4. c

e the students write at least two sentences about the reasons for the popularity of escape rooms. encourage them to relate to the reasons given in the blog.

Go over the example sentences with the class. remind the students to use new Words and the words in the recycling box.

Pages 103-104

WoRds 2in this section, the students practice recognition and production of the new Words in a variety of contexts.

a this exercise focuses on how words collocate in a sentence. the students choose two correct answers to each question. point out or elicit from the students why the third option is wrong.

ANSWERS

1. a, b 2. b, c 3. b, c 4. a, b 5. a, c 6. b, c

Suggestion for more-advanced students: Have the students add another correct answer to as many of the questions as they can and share them with the class.

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b the students practice the new vocabulary by recognizing the items in the picture.

Suggestion: Ask the students to identify other objects in the picture.

c the students choose the correct new Word to complete each sentence or question.

ANSWERS

1. escape 4. everywhere

2. available 5. piece

3. immediately 6. objects

d in the spirit of the theme of mysteries, the students are presented with a mystery to solve. point out the new Words in blue and make sure they understand their meanings. After they discover who is not telling the truth, encourage them to discuss what they think happened.

ANSWER

the son. (We know he is lying because there is no school on Saturday morning.)


the students discuss whether or not they would like to go to an escape room, and who they would like to go with. if they have already been to an escape room, they can explain what they liked or didn’t like about the experience and why. Go over the speech bubbles, pointing out the use of new Words. tell them to use new Words and the words in the recycling box.

Workbook, page 114 refer the students to their Workbook, page 114, for further practice of the new Words.

Page 105

word Power

this feature explores vocabulary depth, presenting a group of words from Band ii that demonstrate a common linguistic feature.


Go over the teaching box, explaining that phrases can have more than one noun. in these cases, the first noun describes the second noun. For example, escape room describes what kind of room it is.


e the students practice recognition of the new Words by completing what the people are saying. the photos illustrate authentic contexts for the new expressions.

ANSWERS

1. home team 4. family name, telephone number

2. science report, spelling rules 5. newspaper article, police officer

3. hotel entrance

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Workbook, page 117: NEW WORDS refer the students to their Workbook, page 117, for further practice of the new Words taught in Word power.

Pages 106-107

GRammaR 2 Past simPle: negative and Questionsthe students are introduced to the past Simple, negative and questions and practice recognising and using it in a variety of meaningful contexts.

Go over the teaching box with the class. the negative and question forms of the past Simple can be confusing to students because the verb is in the base form. emphasize that the task of showing the tense falls onto the “helping verb” did. point out that we use did in all sentences (first, second, third person, singular and plural).

refer the students to the Grammar Help on page 208 for explanations in Hebrew and Arabic, as well as full paradigms of the past Simple, negative and questions.

a in this recognition exercise, the students select the correct answer to complete sentences in the past. point out that both choices are in the past Simple; they are to decide, according to the meaning of the sentences, whether the verb should be positive or negative.

ANSWERS

1. didn’t eat 4. didn’t go

2. bought 5. met

3. walked

b 1 the students practice forming questions in the past Simple in the context of a news report. this article is based on an alleged sighting in 2006. remind them to use a capital letter at the beginning of a question.

Suggestion: encourage students find out more about this and other sightings of alien aircraft.

ANSWERS

1. did … notice 4. did … land

2. did … look 5. did … take

3. did … see

2 to check comprehension of the questions they have formed, the students match at least two answers to the questions in exercise B1. this creates an interview between a reporter and a witness about the sighting of the alien spaceship.

ANSWERS

1. c 2. a 3. d 4. e 5. b

Suggestion for more-advanced students: encourage the students to write the first two sentences of a newspaper article about this event, using the information in exercises B1 and B2.

c in this activity, the students work together in pairs or groups to interview each other about one of the events illustrated. Have the class look at the pictures of the events. Allow them to choose the event they want to discuss and then interview each other. Go over the speech bubbles, pointing out the use of the past Simple.

the students can take turns asking and answering the questions, using their imagination. encourage them to use the words in the recycling box.

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PoSSIBLE ANSWERS (questions the students can ask)

1. When did you notice the picture was missing? / Where was the guard?

2. When did you discover the dinosaur? / Why were you in this area under the house?

Suggestion for less-advanced students: point out to students that they can use the questions and answers from the interview in exercises B1 and 2 as models.

Workbook, page 119 refer the students to page 119 of their Workbook for further practice with the past Simple, negative sentences and questions.

stoP and checkthis activity encourages the students to take responsibility for their learning by giving them the tools to monitor their progress and assess how many new Words they remember.

1 the students look back at the list of new Words on pages 98 and 105 to see how many they remember. Have the students write sentences with the phrases (chunks) provided to demonstrate their ability to use these chunks productively. in this peer assessment activity, the students write sentences for each phrase, then get into pairs and read each other’s sentences to see if they used the phrase correctly.

2 Students go to the Vocabulary tracker section on pages 243-244 of the Workbook. in writing the meanings of the words in english, they are recalling meanings productively. tell them to check their answers in the Glossary and then list the words they would like to practice more.

Pages 108-109

ListeninG and speakinG the mystery of roanoke islandthis section integrates the skills of spoken reception and spoken interaction and production. the students first listen to and follow a podcast about a mystery with the help of the new Words and expressions. they read a dialogue between a museum guide and a student and practice saying it together. they then substitute new information in the dialogue to create and present one of their own.

new wordsthe new Words for this section are listed by part of speech, and in alphabetical order. Words and expressions that are not nouns, verbs or adjectives appear under the heading Other.



a in this introductory activity, the students are introduced to the topic of the podcast they are going to hear. to focus on the meaning of the new Words, they look for those words which describe a leader and what he or she must do in that capacity.

PoSSIBLE ANSWERS

belief, explanation, leader, population, lead, promise, share

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b in this pre-listening activity, the students look at the school board to see the topic of the lesson. this introduces the topic of a lesson in history, specifically about the mystery of roanoke island.

ANSWER

b

c the students listen to the podcast for the main idea: they find out what happened on roanoke island.

See Teaching Suggestions for Listening in the introduction to this teacher’s Guide.

ANSWER

c

Listening Script

Hi, i’m Brian. today, i’m going to talk about the mystery of roanoke island.

Many years ago, the only way to get from Britain to America was to sail by ship. At that period of time, the journey was very long. it took two to three months. in 1584, some British people arrived on roanoke island. roanoke island is in north carolina. it was a long journey.

By 1587, there was a population of over 100 people living on the island. Life was very hard for them because they didn’t own any land. there wasn’t enough food, so they had to share the little amount of food they had. they needed someone to lead them and they chose John White to be their leader. He decided to go back to england and ask for help. He promised to return as quickly as possible.

John White went alone and left his family on the island. He stayed away for a long period – three years – because there weren’t any ships. When John finally returned to the island, he was shocked by the scene in front of him. there was nothing there – no houses and no people. John White never saw his family again.

there are many ideas about what happened to the people of roanoke island. one belief is that there was a huge storm and everyone died. no bodies were ever found and today, there is still no explanation for what really happened. roanoke island remains one of America’s biggest mysteries.

d to demonstrate understanding of specific details, the students listen to the podcast a second time and circle the correct answers on page 121 of their Workbooks. the questions will guide them in understanding the story.

ANSWERS

1. a 2. c 3. b 4. c

e the students write at least two sentences giving their personal response. Go over the example sentence. point out that since nobody knows what happened on roanoke island, they need to use their imagination. remind them to use the new Words on the page in their sentences.

f 1 the students read a conversation between nadav and a guide at a history museum. they read the dialogue in pairs once and swap roles to read it again.

2 the students now make a new dialogue by replacing the words in exercise F1 with the color-coded words. the activity caters to heterogeneous classes, since the less-advanced students choose their answers from the color-coded words, while the more-advanced students can use words of their own.

3 Have the students perform their dialogues in class or record them and play their recordings.

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Workbook, page 122: NEW WORDS refer the students to their Workbook, page 122, for further practice with the new Words.

Workbook, page 244: Vocabulary Tracker refer the students to the Vocabulary tracker on page 244 of their Workbook to review the new Words and to make a personal wordlist of words they would like to practice more.

Pages 110-111

WRitinG a Past exPeriencein this section, the students learn and practice a useful writing skill and create their written product in a series of activities, scaffolded step-by-step to ensure success. they learn to refer to a checklist to guide them and to edit their work.

the students will write a narrative about a past experience using connectors of sequence, new Words and the past Simple.

a the students read a model text and answer the questions to demonstrate comprehension.

ANSWERS

1. a month ago

2. on the way home from the history museum

3. they heard a noise.

4. they saw something under a car / a cat under a car.

5. Sarit took it home. She called the cat Suki. the cat became her pet and best friend.

6. She felt happy. She says it was one of the best experiences of her life.

Connectors of sequence

Go over the teaching box about connectors of Sequence with the students. point out the meaning and order of the connectors: first, next, then and finally in the examples given.

b the students complete the sentences with connectors of sequence. point out that in each sentence, there is a sequence of events. they must read the sentence carefully to see which connector fits. point out that the word then is used more often than the word next. We tend to use the word next when describing a sequence of three or more events.

ANSWERS

1. first, then / next 3. then / next

2. finally 4. First, then / next

c WRITING TASK this exercise introduces the writing task and lists the steps for the students to follow. the students write a narrative about an event by following the steps:

step 1 the students think about an experience they had in the past. then they complete the chart in their notebook. encourage the students to use the words in the recycling box.

step 2 the students write their narrative by completing the sentences. point out or elicit that these follow the same pattern as the narrative in the model. they use the information in the chart to help them.

step 3 A checklist is provided so that the students know exactly what is expected of them. Go over each point in the checklist so each one is clear. the students tick the checklist on page 225 of their Workbook. point out that this is the stage where they should edit their work if they see that anything is missing or incorrect.

Suggestion: Students can share their narratives on the bulletin boards in class or on a class / school online forum.

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Workbook, page 124 refer the students to the Workbook, page 124, for further writing practice.

A photocopiable assessment chart appears on page 155 of this teacher’s Guide.

Page 112

WoRd RevieWthis section presents a list of the new Words taught in the unit and reviews the vocabulary and grammar.

a 1 to review both parts of speech and meaning, the students look at the list of new Words to find at least three nouns that go into each of the categories listed.

PoSSIBLE ANSWERS

1. a news report: airplane, body, death, leader, mystery, scene, newspaper article, police officer

2. objects in a house: carpet, ceiling, drawer, furniture, lamp, object, piece

3. an adventure: area, bottom, island, leader, mystery, ocean, scene, storm, story

2 the students find four verbs that they would use to talk about a lost airplane and write at least two sentences about the airplane with these verbs.

PoSSIBLE ANSWERS

disappear, examine, explore, jump off, respond, solve, survive, wonder

b in this activity, the students consolidate the use of new Words and the past Simple. they answer questions about a picture showing an event that happened in the past.

PoSSIBLE ANSWERS

1. the girl fell off her bike 3. near her home

2. last Monday at 3:15 4. a woman

c in this activity, the students write sentences about mysteries using the new Words. recycled words are also provided to help them.

REVIEW, Workbook, page 125 refer the students to the Workbook, page 125 for a review of the unit.

READ ON, Workbook, page 128 refer the students to the Workbook, page 128 for three read on passages at three levels of difficulty.

the students are referred to the digital extra component, Vocabulary Booster. the Vocabulary Booster offers reinforcement and assessment. interactive activities include speaking activities and games.

Page 113

task Write an invitation to a Partythe students collaborate to produce a task that integrates the topic, skills and new Words from the unit.

the students write an invitation to a party. they can work in pairs or small groups. Students can write a print or an online invitation. the students can use a digital tool such as canva to do their task.

Go over the instructions in class, explaining that they follow each step in order to succeed.

step 1 the students look at the model invitation for both format and content. Have the students answer the questions to highlight the information the invitation includes.

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4

ANSWERS

1. a surprise birthday party

2. Yaron

3. Sunday, June 23

4. park Hayarkon, tel Aviv

5. they had a treasure hunt.

6. birthday cake

step 2 the students collaborate to do their task, deciding on the type of party, the activities they will do and the menu. then they write and design the invitation, including the menu. review the information they should include in their invitation:

– who is invited

– what are they celebrating

– what kind of party

– when (date and time) and where the party takes place

– who is inviting them

step 3 the students explain what type of party they are having and hand out the invitations in class or share it online.

Workbook, page 228: Checklist the students tick the checklist on page 228 of their Workbook. point out that this is the stage where they should edit their work if they see that anything is missing or incorrect.

A photocopiable assessment chart appears on page 158 of this teacher’s Guide.

further readingAgatha Christie, Woman of Mystery by John escott (oxford Bookworms, level 2)

Marcel and the Mona Lisa by Stephen rabley (pearson english readers, level: easystarts)

Marcel and the Shakespeare Letters by Stephen rabley (pearson english readers, level 1)

Emil and the Detectives by erich kaestner and rod Smith (penguin readers, level 3)

The Mysterious Island by Jules Verne (penguin readers, level 2)

The White Stones by Lester Vaughan (oxford Bookworms, level: starter)

Robinson Crusoe by daniel defoe (pearson english readers,, level 2)

Twenty Thousand Leagues Under the Sea by Jules Verne (pearson english readers, level 1)

Sherlock Holmes-Mystery of Boscombe Pool by Sir Arthur conan doyle (pearson english readers, level 3)

Three Short Stories of Sherlock Holmes by Sir Arthur conan doyle (pearson english readers, level 2)

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4 It’s a Mystery

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