Wonderful

TEACHER'S
T
TEACH
TEACHER'
ACHER'S
ER' BOOK
OO
OO

Liz Gardiner

Wonderful World 5 Teacher's Book

© 2012 Heinle, a part of Cengage Learning

Liz Gardiner

Publisher: Jason Mann
Director of Content Development: Sarah Bideleux
Commissioning Editor: Carol Goodwright
Development Editor: Lynn Thomson
Assistant Editor: Manuela Barros
Project Editor: Amy Smith
Production Controller: Tom Relf
Art Director: Natasa Arsenidou
For permission to use material from this text or product,

Cover designer: Tania Diakaki
Text designer: Ioanna Ioannidou

submit all requests online at www.cengage.com/permissions
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Acknowledgements
Illustrated by Theodoros Piakis
Recorded at Motivation Sound Studios and

ISBN: 978-1-111-40258-7

GFS-PRO Studio.
Production at GFS-PRO Studio by George Flamouridis.
Song credits: Lyrics and music by David Allen
Recorded at THE 312 STUDIO
Produced by Antonis Tectonidis

Cengage Learning EMEA
Cheriton House
North Way
Andover

The publisher would like to thank the following sources

Hampshire

for permission to reproduce their copyright protected

SP10 5BE

photos.

United Kingdom

Cover: left to right, top to bottom: (Jim Richardson/
National Geographic), (George Steinmetz/ National
Geographic), (Medford Taylor/National Geographic),
(David Edwards/National Geographic), (Eduardo

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with office locations around the globe, including Singapore, the United

Rivero/Shutterstock Images), (Richard Nowitz/

Kingdom, Australia, Mexico, Brazil and Japan. Locate your local office at:

National Geographic), (Dick Durrance II/National

international.cengage.com/region

Geographic), (Guy Needham/National Geographic),
(Scott S. Warren/National Geographic), (Michael
Poliza/National Geographic), (Fritz Hoffmann/National
Geographic), main image (Justin Guariglia/National
Geographic Image Collection).
Inside: All photos courtesy of Shutterstock.

Printed in Greece
1 2 3 4 5 6 7 8 9 10 – 16 15 14 13 12

Cengage Learning products are represented in Canada by
Nelson Education, Ltd.

Contents
Contents of Pupil's Book

4

Introduction to Wonderful World

6

Introduction

8

Unit 1

11

Unit 2

18

Review 1

25

Unit 3

27

Unit 4

33

Review 2

40

Unit 5

42

Unit 6

49

Review 3

56

Unit 7

58

Unit 8

65

Review 4

72

Unit 9

74

Unit 10

81

Review 5

88

Unit 11

90

Unit 12

97

Review 6

104

Notes on the National Geographic DVD Worksheets

106

Notes on the Play - The Surfing Contest

114

Listening script

116

Photocopiable Extra Class Activity Songs

125

Photocopiable Extra Tasks (for early finishers)

131

Extra Tasks Key

143

Workbook Key

146

Project Book Key

156

Grammar Book Key

161

Unit Tests Key

170

Photocopiable Unit Tests

174

ok
o
B
's
il
p
u
P
f
o
s
t
Conten
Unit

Reading
ng

Voca
Vocabulary

Adverbs of frequency, Possessive pronouns,
Much/many; Too/enough; Both/either/neither;
Some/any/every/no; A lot of/a few/a little
Question tags; Adverbs of manner

Introduction
p 4-7

1 Fascinating Places
p 8-15

2 Amazing Science
p 16-23

Review 1

Grammar

My travels!
s!
The Grand
d Canyon
Secret Destinations

Descri
Description
of places
Landmarks
Landm

Present Simple and Present Continuous
Stative verbs; See and think
Relative clauses

Inventions
Life Beyond Earth?
Science and technology:
how much do you know?

Invention-related words
Space-related words
Technology-related words

Past Simple and Past Continuous
Present Perfect Simple and Past Simple

p 24-25 Vocabulary and Grammar tasks / Song

3 The Natural World

The Cortuga wildfires
Creatures from the past
The Greenest School in Britain

Natural disasters
Animal-related words
Environment-related words

Present Perfect Continuous
Present Perfect Simple and Present Perfect
Continuous
Comparatives and superlatives

The Minotaur
The Mystery of the Missing Pilot
Once upon a time ...

Myths and legends
Flight-related words

Past Perfect Simple
Past Simple and Past Perfect Simple

p 26-33

4 Myths and Legends
p 34-41

Review 2

p 42-43 Vocabulary and Grammar tasks / Song

5 Ambitions
p 44-51

6 Remarkable People
p 52-59

Review 3

Future Simple; Be going to
Future Continuous
Future Perfect Simple

People who changed the World
The Girl in the Photo
Amazing Kids

Nature-related words
Jobs

Gerunds; Infinitives
Gerunds and infinitives

Health-related words and
expressions

p 62-69

Health Matters
The Power of Perfume
What's your problem?

Can and could; Be able to
May and might; Must and can't
Must; Have to; Should and ought to

Art-related words

Present Simple passive; Past Simple passive
Passive voice: other tenses and modals

p 70-77

What's in a picture?
Hip hop
Show Time!

8 The Arts

Review 4

p 78-79 Vocabulary and Grammar tasks / Song

9 Extreme Sports

Sports-related words

p 80-87

Adventure on the cliff
Dangerous Fun!
Weird Sports

Zero Conditional; First Conditional; Unless
Second Conditional
Third Conditional

Crime-related words

Wishes
Reflexive pronouns

p 88-95

The Boy on the Bus
The Iceman
Crime and Punishment!

10 Crime

p 96-97 Vocabulary and Grammar tasks / Song

11 Communication
p 98-105

12 Shopping
p 106-113

Review 6

Career-related words
Gadgets and equipment

p 60-61 Vocabulary and Grammar tasks / Song

7 Mind and Body

Review 5

The Perfect Job?
Challenges
In Your Dreams!

In Touch with the World
Animal Talk
Getting the message across!

Communication-related
words

Reported Speech: Statements
Questions; Commands; Requests
Changes in time and place

Who needs Money?
More than a Shoe?
Live to Shop?

Shopping-related words

The Causative
Clauses of purpose; Clauses of contrast

p 114-115 Vocabulary and Grammar tasks / Song

Nati
tion
ion
o all G
e gr
eo
g ap
phi
hic
ic DV
DVD
D Wo
rkksh
hee
eets
ts
s
National
Geographic
Worksheets
Irre
Ir
regu
g la
gu
lar vve
erb
rbs
s
Irregular
verbs
Spea
Spea
Sp
eaki
king
ki
ng
g ccards
ards
ar
ds
ds
Speaking
Playy
Pl
Play

4

p 11
1
166 12
127
127
116-127
12812
8 12
129
p 128-129
13013
0-13
133
133
p 130-133
13413
4 13
135
p 134-135

Speaking
aking

Phras
Phrasal Verbs/
Prepo
Prepositions

Functional
language

Complete notes
Number pictures

Talk about a famous landmark

Phrasal Verbs

Using time expressions

There is/There are vs It is/They are
Description of a famous place
or landmark

Number pictures
Two-option lozenges
Multiple matching

Talk about an invention
Describe a picture of an
invention

Prepositions

Emphasising with so and
such

Ordering ideas
Email

Complete notes
True or False

Talk about natural disasters

Phrasal Verbs

Talking about what is or
isn't worth doing

Giving your opinion
Letter

Number pictures
Complete a table
Multiple choice

Talk about expressions from
Greek mythology
Talk about books suitable for
various people

Prepositions

Talking about plans that
change

Showing narrative sequence
Story

Complete adverts
Tick correct pictures

Talk about your future career

Phrasal Verbs

Using be about to for
immediate future plans

Topic sentences
Article

Multiple choice
Two-option lozenges
Multiple matching

Talk about a famous person
Speaking cards

Prepositions

Explaining with too and
enough

Linking ideas
Email

Tick the correct pictures
True or False

Talk about health and fitness

Phrasal Verbs

Asking for and giving
advice

Expressions asking for or giving
advice
Letter of advice

Tick correct boxes
Multiple choice
True or False

Talk about a poster, photo,
picture, card or postcard
Speaking cards

Prepositions

Asking for opinion

Organising information
Review

True or False
Multiple choice

Talk about extreme sports

Phrasal Verbs

Using adjectives with
numbers

Using informal language
Email

Tick the correct pictures
Complete a police report
Number the stories

Talk about crime in your area
Describe a picture of crimes

Prepositions

Expressing disbelief

Ordering events in a story
Story

True or False
Tick the correct boxes

Talk about ways of
communicating

Phrasal Verbs

Showing that something
is true for someone else
with so and neither

Discussing advantages and
disadvantages
Article

Multiple choice
Change words in bold
Complete an advert

Speaking cards

Prepositions

Clothes shopping

Using headings in reports
Report

Listening

Writing

Characters

5

rld
o
W
l
fu
r
e
d
n
o
W
to
n
o
ti
Introduc
Course Components
Wonderful World 5 Pupil's Book
The pupil's book is divided into an Introduction, twelve topic-based units, each containing a unit opener and three two-page lessons,
and six reviews. Each lesson begins with a reading text that approaches the topic from a slightly different angle. In Lesson 1 pupils
read, and can listen to, a text written by one of the characters, Jake, Kate, Robbie and Mandy, on a variety of interesting topics.
Lesson 2 teaches pupils about the world we live in through a non-fiction reading passage inspired by National Geographic, and
Lesson 3 links the theme of the unit to the pupils' reality through a variety of text types such as emails, dialogues, articles and so on.
Each unit also contains:
• topic-related vocabulary tasks that practise and build on vocabulary in the reading texts.
• clear and concise grammar presentations followed by one or two tasks that practise form and usage.
• topic-related listening tasks and speaking tasks that allow pupils to practise vocabulary and grammar presented in
the lesson.
• a section that focuses on either prepositions or phrasal verbs to help pupils practise more idiomatic language.
• a Say it like this! section that focuses on functional English to aid communication.
• a strong writing sub-skill syllabus that enables pupils to write well from the start.
The Introduction revises basic vocabulary and grammar from elementary level and introduces the main characters. Wonderful World 5
Pupil's Book also contains six reviews, one after every two units, that consolidate vocabulary and grammar taught within those units
and also include a song.
At the back of the pupil's book, there are six DVD worksheets that accompany the National Geographic video clips on Wonderful
World 5 DVD, a play that can be performed by pupils and an irregular verbs list.

Wonderful World 5 Workbook
The workbook accompanies Wonderful World 5 Pupil's Book. Like the pupil's book, it is also divided into an Introduction, twelve units
and six reviews. Lessons 1 and 2 of each unit consolidate vocabulary and grammar from the relevant lesson of the pupil's book.
Lesson 3 also includes consolidation of the Say it like this! functional language and the writing subskill found in the pupil's book
lesson. In the reviews, there is a non-fiction reading text inspired by National Geographic and vocabulary and grammar multiple
choice tasks. At the back of the workbook, there are six crosswords for further practice of key vocabulary.
Pupils will be motivated by the full-colour pages, lively illustrations and captivating National Geographic photographs, and the
workbook's clear and simple format means that it can be used at home as well as in class.

Wonderful World 5 Grammar
The grammar progression in Wonderful World 5 Grammar follows that in the pupil's book. Each lesson begins with a cartoon
presentation designed to introduce the grammar in an amusing way. This is followed by grammar theory accompanied by plenty of
example sentences. Remember! boxes appear often and serve to remind pupils of things they should be aware of. The lesson then
continues with a selection of graded tasks before finishing with a speaking task, which allows pupils to practise the grammar they
have learnt in realistic situations.
There is a review after every two units of Wonderful World 5 Grammar. Each review contains a variety of tasks designed to consolidate
the grammar covered in the preceding two units. The review ends with a non-fiction Writing Project featuring National Geographic
photography. Pupils then have the opportunity to do their own Writing Project. At the back there is an irregular verbs list and a word
list of key vocabulary used in the grammar book.
There is also a Grammar Test section with six tests: one test for every two units of the Grammar Book. There is also an answer key.
The class may do the tests at home and check their own answers as a pupil-based resource.

Wonderful World 5 Project Book
Project Book
The Project Book is designed for pupils to use either in class or out of the classroom, as homework.

6

Projects
There is one project for each unit of the course and they are linked thematically to each unit. Each project is designed to be carried
out once the children have completed the unit. Each project consists of a series of short activities, which revise vocabulary and
language, which may be done in class, before the children embark on a short project, which can be completed at home. The project
often involves drawing a picture, making a poster or booklet, or making a model and then sharing the finished work with other
members of the class. The projects all involve items (such as paper, colouring pencils, paint etc.) which can be found easily at home.
The aim is to encourage the children to be creative and to have fun with the topic they have been studying. It is hoped that all the
children will participate and that those weaker pupils particularly, and/or those who are artistic and creative, rather than academic,
will have a chance to shine in class. Time should be set aside for the 'show and tell' element of each project, so that the pupils can
complete the pair work tasks in each project and enjoy sharing their work with the rest of the class.
The teacher should not formally mark or assess each project, but instead, display the projects on the classroom walls or in the corridor
(if either are possible) and encourage the children to bring in their work and to look at and admire each other's efforts. The children
could vote for the project(s) they find most interesting, colourful. Be sure to praise all the children's work, particularly those who have
made a real effort or have been enthusiastic.
The Project Book Answer Key and teacher's notes are on pages 156–160 of the Teacher's Book

Wonderful World 5 Teacher's Book
Wonderful World 5 Teacher's Book provides objectives boxes, clear lesson plans with detailed instructions. Tips for teachers on how
to make best use of the material and the key to all tasks from the pupil's book. There is a section of photocopiable support material
at the back which contains Extra Tasks for early finishers and six songs for Extra Class Activities. Listening scripts with justification for
the answers to listening tasks underlined and the key to Wonderful World 5 Workbook are also included.

Wonderful World 5 Interactive Whiteboard Software
Wonderful World 5 Interactive Whiteboard contains the pupil's book, including the audio material and the DVD. Most of the tasks
found in the pupil's book are interactive and have been developed to be easy to use by both pupils and teachers alike. Justification
for reading comprehension and listening tasks is available at the touch of a button, as is the key to all tasks. The DVD can be played
with or without subtitles and the song lyrics change colour as they are sung to make it easier for pupils to sing along. Wonderful
World 5 Interactive Whiteboard is compatible with any interactive whiteboard hardware.

Wonderful World 5 CD-ROM
Wonderful World 5 CD-ROM is designed to recycle vocabulary and grammar from each unit in the pupil's book in a fun way. The
CD-ROM also contains a variety of games that increase pupils' motivation for what they are learning. It is compatible with both PCs
and Macs.

Wonderful World 5 DVD
Wonderful World 5 DVD contains six National Geographic videos that provide pupils with real-life knowledge of the world around
them. The narration for these National Geographic videos has been carefully graded so it is appropriate for pre-intermediate level.
There are photocopiable worksheets in Wonderful World 5 Teacher's Book for classroom use, and there are DVD worksheets for use
with the National Geographic videos at the back of Wonderful World 5 Pupil's Book.

Wonderful World 5 Audio CDs
Wonderful World 5 Class Audio CDs contain the listening tasks, the songs and the play found in Wonderful World 5 Pupil's Book.
Professional actors are used in all recordings to ensure clarity and accurate intonation and pronunciation.

7

n
Introductio
Objectives
•
•
•
•
•
•
•
•
•
•

Revising adverbs of frequency
Revising possessive pronouns
Revising much and many
Revising too and enough
Revising both, either, neither
Revising some, any, every, no
Revising a lot, a few, a little
Revising question tags
Revising adverbs of manner
Meeting the characters

Answer
b
Extra Class Activity
Divide the class into two teams to play a guessing game.
Each team has to describe a wild animal without saying what
it is, and the other team has to ask questions to guess what
it is. The teams should take turns at describing and guessing
the animals. Tell them they could describe the animal's size,
where it comes from, where it lives, what it eats, what it
looks like and whether it is dangerous. Award each team
one point for each correct guess they make.

Way in
• Greet pupils and welcome them to the new school year.
Introduce yourself, if the pupils don't know you already, and
go round the class asking each pupil to say their name and to
tell you something about themselves (eg where they live, how
old they are, what their hobbies are).
• Explain to pupils that the course book you will be using is
Wonderful World 5.
• Explain to pupils that the introductory lesson will revise English
that they should already know from elementary level, and that
they will meet the main characters who appear in the first
lesson of each unit.

Quiz
• Ask the class to look at the picture on page 4. Ask what animal
is in the photo (koala) and where pupils think they come from
(Australia).
• Read the paragraph about koalas to the class and explain
any vocabulary they don't understand. Ask pupils if there is
anything they hear that surprises them (eg the fact that koalas
can be dangerous if you scare them).
• Explain to pupils that each unit begins with a quiz like this
one and that they are not expected to know the answers. Ask
them to discuss the options in pairs or small groups and decide
what they think is the most likely answer. Check the answer as
a class.
• If pupils are interested, give them further information on
koalas using the information in the Background Information
box.
Background Information
After the joey comes out of its mother's pouch, it holds onto
its mother's back or stomach, and she carries it everywhere
until it is about a year old. Koalas live up to 20 years in
the wild. They spend most of their lives in eucalyptus trees,
which they hang onto with their sharp claws. They sleep
in the trees for up to 18 hours a day. Koalas are only 6080 cm long and they weigh about 9 kilos, but they eat
one kilo of leaves a day. They even store snacks of leaves
in their cheeks. Koalas eat so many leaves that they smell
like eucalyptus trees. So many koalas were killed by hunters
during the 1920s and 1930s that they are an endangered
species. Another problem is that every koala needs about
100 trees to find enough food, and these days there are
fewer trees in Australia than there were in the past. For
further information, go to www.nationalgeographic.com
and look up koalas.

8

Teaching Tip
Using team games is a fun way to encourage pupils to
practise speaking. This allows pupils to use their energy
to participate in learning activities, so they are more likely
to take an interest in the lessons and learn more easily as
a consequence.

Adverbs of frequency
• Write always, usually, often, sometimes and never on the board.
Remind pupils that these words are adverbs of frequency. Ask
pupils whether adverbs of frequency usually go before or after
the main verb in a sentence (before) and whether they go
before or after the verb be (after).
• Tell pupils to look at the exercise and decide which word is the
subject of each sentence and then to find the verb and the
adverb.
• Tell pupils to decide whether the adverb comes before or after
the verb, and tell them to make questions if a question mark
is given.
• Give pupils a few minutes to compare their answers with a
partner. Ask them to justify their answers if they are different.
• Check the answers as a class.
Answers
1 We often play football.
2 Does Jim sometimes cook fish for dinner?
3 I usually go skiing in winter.
4 They are always late for class.
5 She is never rude to her teachers.
6 He often wears that silly hat.

Possessive pronouns
• Hold up your book and say This is my book. It's mine. Write
this on the board underlining the possessive pronoun mine.
Ask pupils what mine refers to in the example (my book).
Remind pupils that we use a possessive pronoun instead of
a possessive adjective (eg my) and a noun when we have
already mentioned the person and the object that belongs
to them.
A
• If necessary remind pupils that possessive adjectives appear
before nouns and tell us who something belongs to. Ask

pupils to do the task individually, but check the answers as a
class.
Answers
mine
yours
his

hers
ours
theirs

B
• Ask the pupils to read through the sentences and the options
to decide whether the correct word is about something that
has already been mentioned and belongs to somebody, or
whether it tells us who something belongs to.
• Tell pupils to use the table of possessive pronouns and
possessive adjectives to help them find the correct answers.
Ask them to do the task individually, but check the answers as
a class.
Answers
1 ours
2 her
3 theirs

4 yours
5 mine
6 their

Much and many
• Write How much and How many on the board and ask pupils
to make questions with these words. Remind them that we
use many with countable nouns and much with uncountable
nouns, and that we can use How much …? to ask about prices.
• Ask pupils to read the sentences to decide which word fits in
each case. Tell them to check whether the words after each
gap in questions 1-5 are countable or uncountable. Then ask
them why it is unnecessary to do this for question 6 (because
we use How much…? to talk about prices).
• Ask pupils to do the task individually, but check the answers as
a class.
Answers
1 much
2 many
3 many

4 many
5 much
6 much

Too and enough
• Remind pupils that we use too before an adjective to say that
there is more of something than we want or need (eg This box
is too heavy for me to carry), and that we use enough after an
adjective to show that we have as much of something as we
need (eg The cinema is big enough to hold 300 people).
• Ask pupils how we say that there is less of something than we
need (not enough: eg There are not enough apples for everybody.).
Remind them that we use enough before uncountable nouns
and plural countable nouns.
• Ask pupils to read the sentences to decide which word is
appropriate in each case.
• Tell them to look at the word before or after the gap and
decide if it is an adjective or a noun.
• Ask pupils to do the task individually, but check the answers as
a class.
Answers
1 enough
2 enough
3 too

4 enough
5 too
6 too

Both, either, neither
• Remind pupils that we use both, either and neither to talk
about two people, animals or things. Remind them as well
that both always goes with a plural verb, whereas either and
neither can go with either a singular or a plural verb.
• Write either/both/neither in a column and and/nor/or in another
column and ask pupils which word in column A goes with
which word in column B (either/or, both/and, neither/nor).
Remind them that neither has a negative meaning.
• Remind pupils that we can use affirmative verbs with both,
either or neither and that we can also use either with negative
verbs.
• Ask the pupils to read through the sentences and options and
to find out whether the verbs are affirmative or negative. Then
tell them to look for other words in the sentence that we can
use after either, neither or both.
• Give pupils a few minutes to compare their answers with a
partner. Ask them to justify their answers if they are different.
• Check the answers as a class and ask pupils to justify the
answers they give.
Answers
1 Neither
2 either
3 either

4 both
5 neither
6 both

Some, any, every, no
• Remind pupils that we use some and any when it isn't important
how many people, things or places there are. Ask pupils which
word we use for affirmative sentences (some) and which we
use for negative sentences and questions (any). Remind them
that any is used with uncountable nouns and countable nouns
in the plural.
• Remind pupils that we can also use somebody, something and
somewhere to talk about a person, thing or place in affirmative
sentences, and we can use anybody, anything and anywhere in
negative sentences and questions.
• Remind pupils that every has a positive meaning and we use
it with a singular verb form. Remind pupils that we can use
everybody, everything and everywhere to talk about all people,
things or places.
• Remind pupils that no has a negative meaning, but we use it
with an affirmative verb. Remind them that we use nobody,
nothing and nowhere to talk about no person, thing or place,
and that we also use an affirmative verb with these words.
A
• Explain that the phrases 1 to 6 are the first halves of sentences
and that pupils have to match them with the second halves a
to f to make complete sentences. Point out that each phrase
1 to 6 ends with some, any, every or no. Tell them to see
whether the first half of the sentence is affirmative, negative
or a question form and whether the first word in the second
half is a singular or plural countable noun or an uncountable
noun.
• Ask pupils to do the task individually, but check the answers as
a class.
Answers
1e 2a 3d

4f

5b

6c

B
• Ask pupils to read each sentence to decide which word
fits the meaning, by deciding whether the missing word is
about a person, thing or place and whether each sentence is

9

affirmative, negative or a question. As an example, ask pupils
why somewhere is not the correct answer to question one.
• Ask pupils to do the task individually, but check the answers as
a class.
Answers
1 anywhere
2 Everybody
3 nobody

4 somewhere
5 Everything
6 anything

A lot of, a few, a little
• Write a lot of, a few and a little on the board. Ask pupils which
phrase means a large amount of something (a lot of) and
which mean a small amount (a few, a little). Remind them that
we use a few with countable nouns (eg a few books), and a
little with uncountable nouns (eg a little milk)
• Ask pupils to read the sentences to decide which words are
appropriate in each case.
• Tell them to look at the words after each gap and decide
if they are countable or uncountable to help them find the
correct phrase.
• Ask pupils to do the task individually, but check the answers as
a class.
Answers
1 a few
2 a lot of
3 a little

4 a few
5 a lot of
6 a little

• Remind pupils that we use question tags to confirm our
opinion or when we are sure what we say is true.
• Remind pupils question tags are always in the same tense
as the main verb. Write on the board They didn't want to
go shopping, ……….? and ask pupils what tense this is (Past
Simple) and whether it is affirmative or negative (negative).
Then write the question tag did they.
• Remind pupils that when the sentence has an affirmative verb,
we use a negative question tag and when the sentence has a
negative verb, we use an affirmative question tag. When the
sentence has the verb be, we make the question tag with the
same verb.
• Ask pupils to read each sentence and to underline the verb.
Tell them to see which tense the verb is and whether it is
affirmative or negative.
• Give pupils a few minutes to compare their answers with a
partner. Ask them to justify their answers if they are different.
• Check the answers as a class and ask pupils to justify the
answers they give.

4a

5c

6a

Adverbs of manner
• Remind pupils that adverbs of manner describe the way we do
an action. Tell them that we make most adverbs by adding –ly
to the adjective, but if the adjective ends in -y, we take off the
–y and add –ily.
• Remind pupils that some adjectives are irregular and ask them
to recall as many as they can. Write the irregular adverbs on

10

A
• Tell them to decide whether the adverbs from these adjectives
are regular or irregular and to make any necessary changes to
the adjectives to form the adverbs.
• Ask pupils to do the task individually, but check the answers as
a class.
Answers
nicely
fast
carefully
late

easily
well
high
quickly

B
• Ask pupils to read each sentence to decide which adverb fits
the meaning. Explain that they should use the adverbs in the
same form shown in the wordbank.
• Check the answers as a class and explain the meanings of any
words which pupils don't know, where necessary.
Answers
1 well
2 quickly
3 carefully

4 late
5 high

The Characters

Question tags

Answers
1b 2c 3b

the board as they say them. If necessary, add any irregular
adverbs they don't remember so that the list includes: hard,
fast, high, late, right, wrong and well.

• If pupils have completed Wonderful World 4, ask them what
they can remember about the cartoon story called The Cortuga
Adventure.
• Explain that the first lesson in every unit of Wonderful World 5
starts with something written by one of these characters.
• Tell pupils to look at the cartoon on page 7 and ask them
where they think the characters are.
• Ask pupils to read the speech bubbles on their own and
find out where the characters are (London), where they met
(Cortuga Island), what the relationships are between them
(Mandy and Jake are brother and sister, Kate and Robbie are
cousins, Oliver is Jake and Mandy's uncle), and who goes to the
same school (...