Unit 7: Oh my…what have you done?




1.- Look at the picture of accidents and injuries and match them with the phrases in the box.

hurt your back bang your head cut your finger slip on ice break your leg
trip over the dog trap your fingers crash your car fall off your bike burn your hand


1    2

3   4

5     6


9     10


2.- Complete the sentences with injury words from exercise 1. Sometimes you need to change the form of the verb.

a.-Ouch! I just ______ my _________on a piece of paper – it really hurts!

b.-She__________her ________into a tree. It was a new Lamborghini!

c.-I always ________ my_________on that cupboard on the kitchen wall!

d.-Don’t touch the plates. They’re really hot. You can ____ your_____.

e.- Tom ______ his _________on holiday. He can’t walk for 6 weeks.

f.- Dad______his________lifting a wardrobe. He can’t move.


3.- Play miming with the class group. Mime the actions/accidents in exercise 1 and guess them.

4.- Work with a partner. Look at the accidents and injuries in Exercise 1. When was the last time these things happened to you or a member of your family? Explain how was it.



1.-Brainstorming: Name as many dangerous things one can find at home.

2.- Read and listen to the text while checking if the dangers in the brainstorming activity appear.

Parachuting or making dinner at home: which activity is the most dangerous? The answer will probably be a surprise: did you know that more than two million people have serious accidents in their own houses every year in the UK? Here we look at the most common accidents.

Baths and showers!

The bathroom is one of the most dangerous rooms in our home. A lot of people slip in the shower or the bath, especially old people. It’s very easy to break a bone in a bad fall.

Knives and cans!

A lot of accidents happen in the kitchen, in fact it’s the second  most dangerous room in the home, after the living room! Knives and open cans are particularly dangerous, but luckily most cuts aren’t very serious.


The greatest danger with doors is to your fingers.More than 40.000people visit the hospital every year because the’ve trapped their fingers in a door! Five per cent of these people lose a finger!

Hot drinks, saucepans and kettles!

The biggest danger in the kitchen comes from hot liquids. Over 100.000 people a years go to hospital because they’ve burnt their hands, arms, legs or other parts of their body with hot liquids in the kitchen.

Ladders and stairs!

More than a million people go to hospital every year because of bad falls and most of them have fallen on the stairs inside their own home. This is the most common accident in the home. Ladders, windows and balconies are also very dangerous. So be careful!

3.- Reread the text. Are these sentences true or false? Correct the false sentences.

a) A lot of old people fall iun the bath or shower. ____

b) The kitchen is the most dangerous room in the home. ____

c) Most people only suffer minor injuries in the kitchen. ____

d) Most people lose a finger in accidents with doors. ____

e) Burns are more dangerous than cuts in the kitchen. ____

f) Falls from windows are more common than falls on the stairs. ____


4.- In pairs, answer the following questions:

a) What surprised you about the article?

b) Can you think of any other common accidents in the home?






5.- Watch the video on Medical Myths and find out how everyday noises can be dangerous for our ears.




1.- Go to Edpuzzle and watch the video related to the Present Perfect that your teacher uploaded.


2.- Now, complete the chart:


to hospital
to hospital



to hospital
to hospital


to hospital
to hospital
Yes, I have/ she has.
No, I haven’t/ she hasn’t.


3.- Can you remember what’s the present perfect used for? 

We use the present perfect for…….


4.- Time to practice! Complete the sentences with the present perfect of the verbs in brackets:

Example: I___have eaten__ (eat) fried insects, but I don’t like them.

a) My grandpa _______ (see) all the Tolkien’s films! She loves them!

b) I _______ (play) tennis with Rafa Nadal – on a computer game!

c) My sister _______ (be) to Iceland! She says it’s amazing!

d) I _______ (ride) a camel! In Egypt!

e) My mum _____ (break) her arm five times!


5.- Choose the correct options and put the verbs in brackets in the past participle form.

1- A: I ‘s/’ve_______ (visit) a lot of countries. What about you?

B: No, I ‘s/’ve _______(be) to Portugal and Greece, that’s all.


2- A: My cousin ‘s/’ve_______ (have) a lot of accidents, but she hasn’t/haven’t ________ (break) a bone.

B: That’s lucky! My brother ‘s/’ve_______ (break) his leg twice!


3-A: I hasn’t/haven’t ________ (meet) anybody famous, have you?

B: Well, I ‘s/’ve_______ (see) Rafa Nadal.

A: Really? Where?

B: On an aeroplane.


4-A: I hasn’t/haven’t _______ (win) the lottery, have you?

B: No, I haven’t, but my grandparents ‘s/’ve_______ (win)  it three times!





6.- Think of five sentences about  what you have and haven’t done in your life. Two of the sentences must be false. Be ready to tell them to your partner. Guess his/her two false sentences too!

7.- Competition time: in small groups build as much sentences in the present perfect as possible with the cards the teacher will give you. Good luck!


1.- Watch the video in Edpuzzle on USED TO. Bring doubts for next day if any. 

2.- Complete about you:

I used to……

I didn’t use to…..

3.- Click on the link below for extra practice:



1.- Listen to this text.


Rob and Alice discuss superstitions connected with nature. These are events that some people believe will bring them good or bad luck.

This week’s question:

According to British folklore, eggs from which bird are meant to improve your eyesight? Is it:

a) Ducks

b) Owls

c) Swans

Listen out for the answer at the end of the programme!

Rob: Hello, I’m Rob.

Alice: And I’m Alice.

Rob: And this is 6 Minute English from the BBC. Today we’re talking about superstitions. Superstition is the belief that certain events can bring good luck or bad luck. For example, a lot of people think that the number 13 is unlucky, or that you can avoid bad luck if you touch wood.

Alice: Mm, in fact people even say ‘touch wood’ if they’re hoping for something good to happen.

Rob: That’s right. So Alice, are you superstitious?

Alice: Well I am, a bit. I don’t like walking under ladders for example.

Rob: Me too. Well, today we’re talking about superstitions involving birds and animals, and I’ve got today’s question for you. According to British folklore, eggs from which bird are meant to improve your eyesight?

Is it:

  1. ducks

  1. owls

  1. swans

Alice: I’m not sure. I’ll guess swans.

Rob: OK, we’ll see if you’re right at the end of the programme.

Now animals, birds and nature feature a lot in British superstitions. We’ve already mentioned that people touch wood or knock on wood for luck. So could you tell us a few more British superstitions involving nature Alice?

Alice: Well one that I can think of off the top of my head is a lucky rabbit’s foot. Apparently if you carry a rabbit’s foot around it will bring you good luck. It’s what we call a lucky charm. A charm is an object that brings good luck. So a rabbit’s foot is a charm that brings good luck to the person carrying it.

Rob: But not to the rabbit! You used an interesting phrase there Alice: ‘off the top of my head’.

Alice: Yeah, off the top of my head. It’s a helpful phrase that means something you think of quickly, without much research.

Rob: OK, well let’s hear a few more British superstitions involving nature. Dr Paul Walton, from the Royal Society for the Protection of Birds, spoke to the BBC about some superstitions surrounding birds in Scotland. Here he is talking about seagulls and the traditions associated with them.

Alice: Seagulls or gulls – they’re the large grey and white birds that you find near the seaside.

Rob: So, according to Dr Walton, what superstitions are associated with gulls in Scotland?

Partly it must be because Scotland’s such a fantastic place for birds, I think over the years these superstitions have developed because these are the living things that we share our lives with. For example, there’s a long tradition in Scotland among sailors and fishermen of seeing the gulls that follow the boats as actually being the embodiment of dead sailors, and to kill a gull is still in many places considered to be very back luck.

Rob: He says sailors and fishermen consider it very bad luck to kill a seagull because gulls are the embodiment of dead sailors. Could you explain embodiment for us Alice?

Alice: Embodiment. It literally means to give something a body. So here it means that the seagulls have given physical bodies to the spirits of dead sailors – they’re the embodiment of the dead sailors.

Rob: So it’s bad luck to kill a seagull in Scotland because they’re the embodiment of dead sailors. Let’s listen to another bird superstition from Scotland. This is Paul Walton again talking about another of his favourite superstitions. Listen out for the bird noises in this clip and see if you can identify which bird he’s talking about. What you should do when you hear its call?

One of my favourites is the cuckoo [Cuck-oo cuck-oo] If you hear a cuckoo calling and then you start to run away from it as quickly as you can, the number of times you hear the cuckoo calling before it fades into silence is the number of years you’ve got left to live.

Rob: Did you hear the sound of the cuckoo? The cuckoo is a bird with a long tail and a very distinctive cry.

Alice: You can find cuckoo clocks in Switzerland, Germany and Austria, with the cuckoo making a distinctive cry every hour.

Rob: But in Scotland, if you hear the cuckoo calling then you should run away from it as quickly as you can. And the number of times you hear the cuckoo is the number of years you’ve got left to live.

Alice: Oh dear. So surely you should walk away very slowly – then you’d hear more calls and live longer? It seems like a very odd superstition to me – it’s a real

old wives’ tale. An old wives’ tale is what we call superstitions that are totally untrue and ridiculous sometimes. Now I would definitely say that that sounds like an old wives’ tale to me.

Rob: You could be right – a lot of these superstitions are old wives’ tales; possibly including the one in today’s question. Now, if you remember Alice, I asked you, according to British folklore, which bird’s eggs are meant to improve your eyesight?

Is it:

  1. ducks

  1. owls

  1. swans

Alice: And I said swans.

Rob: Well, apparently it’s owl’s eggs that are meant to improve your eyesight. You’re meant to cook the eggs until they’re ash, and then eat them to get better sight.

Alice: Urgh, that sounds horrible; eggs made into ashes!

Rob: Yes, I wouldn’t recommend doing it. Anyway, before we go Alice, could you please remind us of some of the vocabulary we’ve heard in today’s programme?

Alice: Sure, we had: Superstition To touch wood

Knock on wood. A lucky charm. 

Off the top of my head

Seagull Embodiment Cuckoo

Old wives’ tale

Rob: Thanks Alice.

Alice: See you next time!

Both: Bye!

2.- Now you’ve just listened, check your guessings.

3.- POST- LISTENING : Vocabulary cards: The teacher will give you a set of cards. Match the word/expression with the definition in pairs. 




She slipped and broke both her ankles.

1.-Look at the picture and match the parts of the body with the words



1.- look at the photos of the animals and answer the questions.

a) Which country do they live in?

b) Which is the most dangerous?


2.- Listen and check your answers: DANGER DOWN UNDER!


3.- Listen again and answer the questions.

a) Why are the koala bear and kangaroo special?

b) What do saltwater crocodiles eat?

c) In which city does the funnel web spider live?

d) What can happen when the spider bites a human?

e) Where does the inland taipan live?

f) How does the snake change during the year?


4.- Work with a partner. Answer the questions.

a) Are there any particularly dangerous animals in your country?

b) Have you ever had a bad experience with an animal? What happened?






5.-Watch the video and find out about a dangerous job in Australia.




1.- Theo and Ben are talking about accidents. Listen and complete the conversation with the words in the box:


Ben: Hi, Theo. I haven’t seen you for (1)__________! How are you doing?

Theo: Good, thanks! How about you?

Ben: Yeah, not bad. But we’ve had some bad luck (2)___________.

Theo: Oh dear, what’s happened?

Ben: Well, my dad had an accident. He broke his ankle.

Theo: Oh no! I’m sorry (3)_________ that! How did that happen?

Ben: He was skiing and he crashed into a tree!

Theo: What (4)__________!

Ben: And then mum crashed the car!

Theo: (5) _________ awful! Is she OK?

Ben: Yes, she¡s fine, thanks. It’s been a terrible couple of weeks!

Theo: Yes, it (6) __________ like it!

2.- Practice the conversation in pairs. Later, record it and upload it on this unit’s FLIPGRID theme in pairs (unit 7). 



1.- Do know what is an apology? No? Read the definition below.



2.- Read the email below and answer. What event is Ted planning? Why can’t Gemma go?


Hi Ted!

I’m really sorry but I can’t come on the trip this Saturday because I’ve injured my ankle! (APOLOGY TO START THE EMAIL + WHY YOU CAN’T GO…)

Last month I was playing in a basketball match when I slipped and hurt my ankle. I didn’t think it was serious so I didn’t see a doctor immediately. My ankle hurt for two days and finally I went to hospital. It was a bad injury and they put my leg in plaster – it’s very uncomfortable. I went to see the doctor again yesterday and he said that I need to rest for three more weeks! (EXPLANATION)

I’m sorry for not telling you before. It’s still difficult to walk, and it’s impossible to enjoy a theme park if you can’t walk! (A FINAL APOLOGY)

Sorry again! Can we meet another day? (PHRASE TO CLOSE THE EMAIL)

Bye for now,



3.- Now you’ve read the email and noticed the parts, PLAN an email of apology to a friend explaining why you can’t go to an event. Write your email using your school gmail account and send it to the teacher!

Good luck! 



Unit 6: A Glimpse of the Future

BRAINSTORMING: Try to write as many words as possible that come to your mind in 2′ related to THE FUTURE.

VOCABULARY : Computer words

1.-Look at the images and match the computer objects with the words below:


















2.- Listen, check and repeat.


3.- Choose the correct options.

a) You can record your voice with a microphone/headphones.

b) You can write an email with a mouse/keyboard.

c) You can make videos with a screen/webcam.

d) You can save your work on a memory stick/touch screen.

e) You use Wi-Fi/a printer to go on the Internet.

f) A laptop/desktop is easy to carry around.

g) A webcam/tablet has usually got a touch screen.


4.- Work with a partner. Answer the questions:

a) Which things in Exercise 1 have you got?

b) Which things has your school got? Anything not present above?

c) What do you usually use a computer for?

d) What do you usually use a mobile phone for?



Computers: A Big Past, A Small Future

1.- Look at the photo and title of the article. What do you think the article is about? Brainstorm.

2.- Read and listen to the text and check your ideas in Exercise 1.

Sixty-five years ago, the world’s first modern computer “was born”. “Baby”, as scientists called it, was enormous. It filled an entire room and needed a team of people to operate it. Computers slowly became smaller over the next 60 years so that they could fit on your table, on your knee in front of you, and finally in one hand. Look at your mobile phone and you will see a small personal computer before your eyes. So what’s next for computers? Will they get even smaller?

Most scientists believe they will. Accessories like the keyboard and mouse are disappearing from modern computers with the invention of smartphones and touch-screen technology. Professor Brian David Johnson believes computers will be everywhere in the future because computer chips are becoming smaller and more advanced: “In the future, all objects will become computers: your teacup, the table, anything” he says.

He also believes that we will have relationships with our computers: “Our computers will know us. They will be closely connected to us and the things and people we love. Your mobile phone will be like your personal assisstant.”

It’s difficult to predict future technology because things change very quickly. But one thing is certain; computers will be powerful in the future. Computer expert Jonathan Strickland believes computers in 100 years will be about     “1,125,899,906,842,624 times more powerful than computers today”. That sounds great, but will they be visible to our eyes, or so small we’re always losing them!?

3.- Read the text again and choose the correct answers:

1.- The first modern computer needed

a) one person to use it.

b) more than one person to use it .

2.- Mobile phones are…

a) the modern personal computer.

b) the personal computer of the future.

3.- The keyboard and the mouse are disappearing from computers because…

a) there are more computers.

b) of new technology.

4.- Professor Johnson believes that in the future…

a) objects in the kitchen will become computers.

b) ordinary objects in your house will become computers.

5.- He also thinks computers will…

a) be connected to our bodies.

b) do a human job for us.

6.- Jonathan Stricklad thinks computers in the future will …

a) be bigger. 

b) be more intelligent. 


4.- Work with a partner. Answer the questions.

a) What surprised you about the article? Did you learn anything new?

b) Do you use your mobile phone like a personal computer? What things do you do on both your computer and mobile phone? List them. 


Watch “Robot Pizza Delivey” video: An alternative way to deliver a pizza.



1.- Watch the video/s in Edpuzzle and have a look at this diagram afterwards:

2.- Practice the future time. Click on each of them for specific practice :








1.- Watch the video in Edpuzzle on the FIRST CONDITIONAL.

2.-Now look at the chart below and practice in small groups what you learnt. Ask for doubts if needed.

3.- Practice: 

4.- Complete the sentences for you. Then compare with a partner.

a) If I have a YouTube channel one day, …

b) I’ll be happy tonight …

c) If I pass my exams atht the end of the year, …



1.-Look at the photo. What do you think it is?

2.- Listen to an  inerview in a science programme. Check your answers in Exercise 1.

3.- Listen again. Are these sentences true (T) or false (F) ? Correct the false sentences.

a) Judy thinks it’s very small for a computer.

b) You use the computer with the screen on a laptop.

c) The computer is expensive and difficult to use.

d) Scientists created the computer for schools.

e) “Code” is the language people use to program computers.

f) Paul created a music program yesterday with the computer.


Technology Verbs

4.- Look at the pictures and match the verbs in bold with the actions (a-i).

  1. Scroll down the webpage.
  2. Plug in the computer
  3. Log in to your email.
  4. Turn on the laptop.
  5. Click on the icon.
  6. Turn up the volume.
  7. Turn off the light.
  8. Shut down the computer.
  9. Turn down the music.













5.- Work with a partner. Take it in turns to play miming with the actions above. 



The UK: A Mobile Nation?

1.- Read and listen to the article about teenagers in the UK. How will using mobile phones help them in the future?

A recent survey in the UK showed that more than a million children get their first mobile phone when they’re five! It also showed that 10% of children under 16 have got better mobile phone than their parents!

Most parents in the UK buy mobile phones for their children when they start secondary school. This is so their children can call them if they have any problems, But what about the five-year-olds? The survey shows that mums and dads buy phones for younger children so they can play games and watch videos.

Teenagers use mobile phones in the UK more than any other group. 93% of all British teenagers have got a phone, and 81% have got a smartphone. Texting, looking at photos and listening to music are three of the most popular activities. Teenagers also check social networks, like Facebook, play games and watch TV programmes on their phones.

Teenagers in the UKK spend about 31 hours a week online: on phones or on computers. A lot of people worry that technology is bad for them. They don’t think that teenagers should spend all their time in front of a computer because it’s unhealthy. But there is a positive side too. Mobile phones help young people learn to use technology for communication, collaboration and creativity. These things will be very important for them in the future.


2.- Read the article again and answer the questions on your notebook:

a) How many children get a mobile phone when they’re five in the UK?

b) Why do most secondary schoolchildren get a mobile phone from their parents?

c) How do five-year-olds use their mobile phones?

d) What type of mobile phone is most popular with British teenagers?

e)What are three of the most common activities for teenagers on their mobiles?

f) Why do some people think technology can be bad for teenagers?



3.- Work with a partner. Answer the questions:

a) Have you got a mobile phone? When did you get your first mobile phone?

b) Should five-year-olds have mobile phones, do you think? Why/Why not?

c) Do you think technology is bad for young people? Why/Why not?



Watch the video : “Sharing Online”. Find out how a teenager revolutionised online music sharing. 



Asking for and Giving Instructions

1.- Keira is explaining to her mum how to use a mobile phone. Listen and complete the conversation with the words in the box.


Mum: Keira, I haven’t got my phone. Can I borrow yours? I want to phone your dad.

Keira: Yeah, sure.

Mum: How_ does it____ work?

Keira: It’s not difficult. 2____________, press the round button at the bottom to activate the screen.

Mum: This one?

Keira: Yes. 3____________, move your finger across the top of the screen to unlock the phone.

Mum: Right! Now what do I 4________________ make a call?

Keira: You need 5______________ the contacts icon 6_______________ scroll down to Dad’s name.

Mum: OK, here it is.

Keira: Now 7____________ is press Dad’s number and it’ll ring him.

Mum:  Right! Thanks!


2.- Practice the conversation in pairs. Focus on pronunciation and intonation, please!


VIDEO: Work with a partner. Watch the teenagers answering the question “How important is your mobile phone to you?”. Answer the question for you. 






1.- After having had a look at the main parts, let’s look at an example:



3.- Now it is your turn. CHOOSE A TOPIC to discuss and plan an opinion essay. Use the structure  above.

-Humans will live on other planets in the future.

-People will live to be 200 in the future.


Write 100 words and upload that on PADLET. You are invited to attach a suitable picture to the essay. Click on the link of your group: 







Good luck!

Unit 4: Mystery and crime.


Unit 4: Mystery and crime!


Follow the 7 steps/clues to get the mystery solved 😉


Clue 1:  A man is dead.  He died in a room with no windows and the door is locked from the inside.



 Action verbs:  A cartoon story


1-   Here you have to draw a cartoon story that has these different sections.






  1. When the police car arrived the thief saw them and ran from the car.
  2. The police officer chased the thief.
  3. The thief jumped into a garden.
  4. The thief threw her bag over the wall.
  5. The thief climbed the wall.
  6. The thief hid her bag in a rubbish container.
  7. The police officer climbed the wall and the thief tripped on a rubbish bag and fell.
  8. The police officer caught the thief and arrested her.


2-  Now complete the table with the infinitive forms of the verbs and the translation

Past              Infinitive         translation   
ran run córrer


Clue 2:  When the police arrived the man was hanging from the ceiling with a rope around his neck.  His hands were tied behind his back.


1.-Look at the newspaper article. Listen. What was the crime?  Where did it happen?

















2.-Read the text again and answer the questions.

  1. Where was the painting?
  2. What time did the butler disappear?
  3. Why were the butler and maid in the dining room?
  4. Why did Clarissa go into the house?
  5. What did Ray lose behind the garden wall?


3.- Do you know any other stories of thieves (real or fictional)? What did they steal? Did the police catch them?


There was a famous bank/train robbery in….

A few weeks/months ago…

The thieves stole…

REMEMBER: The plural of “thief” is thieves! The thieves stole millions of euros.



 CROSS CURRICULAR: Find out about an ancient mystery in South America (Mystery on the Mountains Video)




Clue 3:  It is summer and it is very hot in the room. There is no furniture in the room, nothing at all.

Grammar  part I

Past continuous (affirmative, negative & interrogative)


2.-Ask and answer these questions in pairs. Be ready to explain your partner’s answers to the class-group:

a) What were you doing yesterday at 21.00pm? 

b) What was your mother/father/granma doing yesterday morning?

c) Were you listening to music yesterday afternoon?

d) What was the teacher doing on Christmas Day?

e) Were you celebrating “Caga Tió” on December 24th? 


3.- Now click on the link and practice the past continuous. You will need a laptop or a mobile phone with Internet connection.


4.- Finally, you will play the Past Continuous Board game in groups of 4. 




Listening and Vocabulary


Clue 4:  Under the man there is a large puddle of water.


1.- Look at the newspaper stories. What do you think happened to the boy? Why are his parents angry?





2.- Listen to two friends talking about the story. Check your ideas in Exercise 1.


3.- Listen again. Are these sentences true or false? Correct the false sentences.

a) The boy’s parents were going to talk to his teachers.

b) The boy called his father on his mobile phone.

c) The boy said the people took him from inside his apartment.

d) The police went looking for the boy.

e) The police found the boy.

f) The boy was hiding in another apartment in the town.



1.- Watch the video in Edpuzzle on Adverbs of Manner.

2.-As you noticed in the video, adverbs of manner tell us how something happens. They are usually placed either after the main verb or after the object.

  • He swims well.
  • He ran quickly.
  • She spoke softly.
  • James coughed loudly to attract her attention.
  • He plays the flute beautifully. (after the direct object)
  • He ate the chocolate cake greedily. (after the direct object)

An adverb of manner cannot be put between a verb and its direct object. The adverb must be placed either before the verb or at the end of the clause.

  • He ate greedily the chocolate cake. [incorrect]
  • He ate the chocolate cake greedily[correct]
  • He greedily ate the chocolate cake. [correct]
  • He gave us generously the money. [incorrect]
  • He gave us the money generously[correct]
  • He generously gave us the money. [correct]

3.- Click on the links to practice: 

Exercise 1

Exercise 2

Exercise 3



Clue 5:  After the police examine they body of the man they decide that his death is a suicide.  How did they know?


1.- Watch the video on COULD / COULDN’T in Edpuzzle.

2.-Now practice. Look at these expressions. Which things could you do when you were at primary school?                         

ride a bike
swim 25 metres
play a musical instrument
use a computer in class
play chess
speak two languages

I could ……

I couldn’t …

Now write 5 more things you “could” do and 5 you “couldn’t” do that are different from the above:





5.- _____________________________________________


3.- Work with a partner. Ask and answer questions about the things in Exercise 5. 

A: Could you swim 25 metres when you werer in primary school?

B: Yes, I could. 




1.- Do you know the fictional character Sherlock Holmes? What can you tell about him? Check after with the listening.

 2.-Watch this History Bomb on Arthur Conan Doyle’s “Sherlock Holmes”. Click on the “Watch Video”.

In small groups, ask and answer these questions: 

Do you like mystery? Do you read mystery books? Which ones?

Do you prefer watching mystery films or reading mystery books? Why/why not?


3.- Now watch one animated classic (trailer) of Sherlock Holme’s Study in Scarlet. 





The hanged man:  Here is the solution to the mystery.  The man committed suicide.  He had a large block of ice in the room and he stood on it to put the rope around his neck, then he tied his hands behind his back and waited.  Because it was hot the ice melted and finally he hanged himself.  Did you guess?


READING & WRITING : A Mysterious Story

Attention: This story is only for Fast Finishers!!!

1.- Read this mysterious story. Whom does Max suspect? Check unknown vocabulary on Wordreference


 The Case of the Missing Shamrock

Featuring Nina Chase & Max Decker


It was late afternoon when Nina and Max Passed Miss Flannagan’s classroom at Harborville Middle School. they were about to go home when they saw their teacher scowling at Maria inside. Maria was also scowling and she was whispering to Miss Flannagan, while Megan and Patrick stood Listening Nearby.

“Let’s stop a minute and see what’s going on here,” Nina said to Max.

Miss Flannagan motioned them to come in. “I have a problem” here. Maybe you two can help me with it. You’ve solved Mysteries before, so please think a bit about this one.” “What’s going on?” Max asked. “Give us the details. Why are you whrispering, Maria?”

“I have a cold,” Maria Whispered and popped a cough drop into her mouth. “I lost my voice two days ago.”

“But what’s the problem, Miss Flannagan?” Nina asked. “Surely you’re not looking for maria’s lost voice.” Patrick and Megan giggled, but they said nothing. Miss Flannagan didn’t smile. Nor did Maria.

“My shamrock plant’s missing,” Miss Flannagan said. “It was right here on my desk, a few minutes ago. I brought it to school so my students could see a true shamrock plant, but now it’s gone. I can’t find it anywhere. I left the room for just a few moments to take some books to the media center. I know the plant was there at that time because I watered it. But when I returned to my classroom, These three were here and my shamrock was gone. I think one of them has taken it. Maybe one of them is hiding it as a joke.”

Nina thought about the missing plant as she looked at patrick, Megan, and Maria. they all looked nervous and ill at ease.

“What do you three have to say about this?” Nina asked. “Patrick, you told me yesterday that you needed a gift for your grandmother who is visiting you. was taking Miss Flannagan’s plant the solution to your problem?”

“No,” Patrick said. “Megan and MAria were already in Miss flannagan’s room when I arrived to get my English Assignment. I didn’t see the shamrock plant. I didn’t take it they’ll vouch for me.”

“What about you, Megan?” Max asked. “You’ve worked on a lot of science projects and you’ve always liked unusual plants. Did you take the shamrock?”

“Of course not,” Megan said. “I already have two shamrock palnts at home. I didn’t take Miss Flannagan’s plant. I just stopped by to leave my book report on her desk. Maria was already in the room.”

“And you, Maria?” Nina asked.

“I didn’t take the plant,” Maria Whispered. “I Just Stopped by after chorus practice to get my notebook. We’re performing for tomorrow’s assembly. I didn’t take the plant.”

Nina and Max stepped into the hall to discuss what they had heard. when they returned nina spoke. “We think we know who took the shamrock plant.”



2.- Now, it is your turn.

  • Write your story using the webpage STORYBIRD.  Ask your teacher for the class code.
  • You have to use a minimum of four images.
  • Use the language below to help you.
  • Write about 100 words between the four (or more) images.
  • Good luck!

when it happened    (one day/night/summer (about ten years ago))…

What the people were doing/where it happened       (He/She was…-ing in….when….)

the events in chronological order         (Then…. Three weeks later….While we/ they were….-ing)

the end of the story           (Finally/In the end,…)


Here is an example.




*We do not own any of the photos on this entry. All photos belong to Google images or pexels. 


Unit 3: Who is your Role Model?

Unit 3: Who is your role model?



This unit has 7 steps




1.- Look at the photos and match them with the jobs. Which is missing?




(We do not own any of the images. Photo source: Google Images)

2.- Classify the above mentioned jobs:



3.- Discussion. Work with a partner. Answer the questions.

1.- Can you think of a person (family, friend or famous person) for each job?

2.- Which do you think are good jobs?

3.- Which jobs don’t you like?




1.- Read and listen to the article. Do you know them?



From sport and music, to technology and film, the stars of today are young, talented and ambitious. Here we look at some young people at the top of their professions. Can you guess who they are?

1- He was born in Sao Paulo, Brazil. He played for the Santos youth team when he was 11. At the age of 17, he signed his professional contract. At 19, he became South American Footballer of the Year. But he didn’t stay in Brazil; two years later he moved to Spain and joined Barcelona, although he is not in Barcelona at the moment.

2.-She won her first talent show at seven and joined her first band, Girl’s Tyme, when she was eight -this band later became Destiny’s Child. In 2001, she became a solo singer. She made her first solo album, Dangerously in Love, in 2003. She is now one of the best-paid singers in the world!

3-He was born in Australia, but he grew up in London. He got his first computer when he was nine and he wrote his first app at 12. In 2013, at the age of 17, he sold an app to Yahoo for 30 million dollars! He also got a job with the company.

4-She started playing when she was seven and became a professional at 16. Ten years later she was one of the top ten women players in the world. Soon she was Asia’s number one tennis player. In 2011, 116 milion Chinese fans watched her win the French Open.


2.- Match the paragraphs with the pictures and the names below:




NICK D’ALOISIO           LI NA            NEYMAR             BEYONCÉ


3.- Read the text again. Complete the sentences with Nick D’Aloisio, Li Na, Neymar or Beyoncé. 

a) ………………and ………………..were number one in their part of the world.

b) ………………won a competition at seven years old.

c)………………..became a millionaire at the age of 17.

d)……………….worked with a group, then worked alone.

e)……………….and …………………moved to a different country.

f)………………..got a job with a famous company.


4.- Find verbs in the past in the previous exercise. Comment with the class. Do you know their infinitive form?

5.- Work with a partner. Think of a famous person from your country who is alive now. Why is he/she famous? Do you like him/her? Why?/Why not?


He’s/She’s a famous…..

I think he/she is great because he/she….

I like/don’t like him/her because….


6.- Wildlife Hero (Find out about an animal conservationist in South Africa) 


Grammar I

Past Simple verb “to be”: was/were (affirmative and negative)

1.-Watch the video in Edpuzzle on was/were (affirmative/negative)

2.-  Complete the table with was / were / wasn’t  or weren’t

affirmative negative
I / She/ He / It (1)……….. and actor I / She/ He / It (2)………… a singer
We / You / They (3)………… writers We / You / They (4)………… footballers


3.-  Choose the correct options

  1.  He was / were a famous tennis player.

2.  They was / were both borh in July.

3.  I wasn’t / weren’t very good at singing when I was / were at school.

4.  They wasn’t / weren’t very interested in computers.

5.  You was / were very good at sport in primary school.

6.  She wasn’t / weren’t born in Australia.

EXTRA practice on WAS / WERE: Click here! 

Past Simple:  affirmative and negative

4.- Watch the video in Edpuzzle on past simple affirmative and negative. 


affirmative negative
I /You / He / She / it / We / They played tennis.

won a talent show.

I /You / He / She / it / We / They didn’t visit the museum.

didn’t grow up in Australia


5.- Look at the table and choose the correct options to complete the rules for the past simple.

1-  We add -ed to the infinitive of most regular / irregular verbs to for the affirmative past simple.

2-  Regular / Irregular verbs don’t usually end in -ed but have an irregular form.

3-  We make negative sentences in the past with didn’t + infinitive / past form of the verb.


6.-  Write these sentences in the past, be careful with the spelling of the regular past verbs and the past forms of the irregular verbs

  1.  He wants to be a professional footballer. (Present)  He wanted to be a professional footballer. (past)
  2.  They don’t go to a normal school, they go to a performing arts school.
  3. I am a swimmer so I get up early every morning and go to the swimming pool.
  4. We don’t play in a band, we just practise in my friend’s garage.
  5. She doesn’t like singing in a band, she prefers to sing solo.
  6. I see Laura every weekend, we always have a coffee.


7.-  Complete the text with the Past Simple form of the verbs in brackets.

Emma Watson (1) ……….. (be) born in Paris.  Her parents (2) …………… (not be) actors, they (3) …………… (be) lawyers.  Emma (4) ……………… (not grow up) in France.  When she was five her family (5) ………….. (move) back to England.  From the age of six she (6) ………………. (want) to be an actor.  Whe (7) ……………. (go) to a theatre school in Oxford and she (8) ………………… (perform) in theatre productions.  Be she (9) ………………….. (not act) professionally until she (10) ……………. (get) the part of Hermione Granger in the Harry Potter films when she (11) ………….. (be) nine years old.  She (12) ………………… (not go) to school during the filming, but all the young actors (13) …………….. (have) classes every day at the studio.  The films (14) ……………….. (earn) her millions of pounds!



We use parents to talk about your mother and father, mother and mother, father and father etc.

eg. Her parents weren’t actors.  NOT  Her fathers weren’t actors.



EXTRA PRACTICE: Click here for extra online practice on PAST SIMPLE affirmative and negative. 




1.-  Look at the title of a story in the newspaper.  What was the emergency?  What do you think the teen did?

2.-  Listen to an interview about the newspaper story and check your answers to exercise 1.

3.-  Listen again and choose the correct answer

1. Marcos and his dad were in their house / garden.

2.  They saw smoke / a strange light in the sky.

3.  Max’s dad was in the house / garden.

4.  Marcos / Marcos’s dad saw a ladder in the garden.

5.  Marcos broke / opened the window.

6.  Max’s dad forgot about / didn’t want to use the ladder.



1.- Watch the video on was/were questions in Edpuzzle.

2.-Complete the tables with “was” or “were” and copy that on your notebook.

Questions                                                   Short Answers

Was  I/ he/ she/ it calm? Yes, I / he/ she/ it______________

No, I / he / she / it  wasn’t.

_________ we / you / they brave? Yes, we / you / they were.

No, we / you / they ______________.


Wh- questions





I / he / she / it

we / you / they




3.- Complete the sentences with the correct question word and “was” or “were“.

Where (x2)      What (x2)     Who      When 



1.- When was         the last “clasico” football match between Madrid and Barcelona?

2.- ____________  the weather like yesterday?

3.- ____________ you yesterday at this time?

4.- ____________ you born?

5.- ____________ your favourite subjects in primary school?

6.- ____________ your first English teacher?


4.-In pairs, ask and answer the questions in Exercise 3. 



5.- Watch the video on PAST SIMPLE questions in Edpuzzle.

6.- Choose the correct options in the tables.


Did I/ you / he / she / it / we / you / they need / needed help?

short answers

Yes, I/ you / he / she / it / we / you / they  did / didn’t.  No, I/ you / he / she / it / we / you / they  did / didn’t . 

7.- Practice PAST SIMPLE online with your laptops or mobile phones. Click the link..


AGO (what does it mean?)

“It happened about five months ago“.  




1.- Watch the video  named “who’s your role model and why?”. Answer the question for you. 







2.- Classmates Darren and Louise are talking about a photo. Listen and complete the conversation with these words. 

POSSIBILITY           LOOKS            DEFINITELY           RECKON             MIGHT      

Darren: Who do you think it is?

Louise: I’m not sure.

Darren: She___________ very kind.

Louise: Yes, and friendly.

Darren: She ____________ be a politician.

Louise: That’s a ____________, or maybe she’s a vet because there’s a gorilla in the photo.

Darren: Yes, that’s true. She ____________ works with animals.

Louise: Yes, I ____________ she’s a vet or a scientist.

Darren: Me too.

Louise: Let’s ask Miss Fredickson.




A description of a person you admire

1.- Look at the photo and read Jordan’s description. Who is his hero and what does he do?

My hero

My hero is the British runner Mo Farah. He was/were born in Somalia in 1983. When he was eight, he left Somalia and moved to London. He was very shy and didn’t speak much English.

He started running at school and won his first major title, the 5.000 metres, at the European Athletics Junior Championships in 2001. He became the best 5.000-metre and 10.000-metre runner in Britain, and won the gold medal in the 5.000 metres at the World Championships in 2011. Mo achieved his dream when he won two gold medals in the 5.000 and 10.000 metres at the 2012 London Olympics. They was/were his first Olympic medals.

I admire him because he trains really hard and makes a lot of sacrifices. He now has/have money and success, and uses them in the charity he started to help people in the East Africa. I also admire/admires him because he is a kind, happy person. His website says “Go hard and go home!”.

by Jordan Mire


2.- Now is your turn. The above is just an example of a description of a person admired.

  • Do a similar description and present it to the class in the form of a PowerPoint or Llibre Office.
  • Minimum Slides : 10 (cover and back slide included) – 5-minute presentation!

Good luck!!!









*We do not own any of the photos on this entry. All photos belong to Google images or pexels.