LEVEL 5

New English Adventure LEVEL 5

Are you ready for new adventures with Carl Fredricksen and
Russell? In New English Adventure, you'll also meet Mowgli,
Hercules, and Elsa.

L ea
rning is magic!
New English Adventure brings you: Student's Book
• characters from the latest Disney/Pixar films who encourage
students to learn and remember English vocabulary and structures with Workbook

Student's Book with Workbook

• exciting and colorful cartoon stories which help review and
practice using new language learned as students follow the adventures
of Mickey Mouse and other Disney/Pixar characters
LEVEL 5
• an interesting photo story and stimulating activities which cater
to diverse educational needs

• a wide range of components for motivating and varied lessons

Components:
• Student's Book with
Workbook
• MULTI-ROM
José Luis Morales

• Teacher's Guide with

Class CD
• Teacher's Resource Pack
• Active Teach
• Posters

José Luis Morales

NEA_5_COVER.indd 1 02/08/2016 17:47:10

Sem título-2 1 05/08/2016 14:58:12
 Student's Book
with Workbook
LEVEL 5

José Luis Morales

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 1 04/08/2016 09:33:52

 © Pearson Education do Brasil 2016.

Copyright © 2016 Disney Enterprises, Inc. All rights reserved.

Pixar characters and artwork Copyright © Disney and Pixar.

All rights reserved; no part of this publication may be

reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise without the prior written permission of
the Publishers.

First published 2016

New English Adventure Level 5 Student’s book

ISBN 978-1-292-14139-8

Set in Frutiger Lt Pro (75 Black, 55 Roman, 45 light, 46 light italic)

Printed in Brazil

Head of Product- Pearson Brazil: Gabriela Diuana

Product Manager- Pearson Brazil: Marjorie Robles
Product Coordinator: Priscila Marconi
Design Coordinator: Cleber Carvalho
Authors: José Luis Morales with Rhiannon Ball
Editors: Rhiannon Ball, Priscila Marconi and Viviane Kirmeliene
Art and Design: Alto Contraste SP
Audio: Maximal Studio
Media Development: Estação Gráfica
MediaHub Manager: Fabiano Martins
Coordenação de licenciamento e ilustração: Maiti Salla e
Carolina Meneghetti
Produção MediaHub: Tatiane Almeida, Maricy Queiroz,
Alberto Rodrigues, Rebeca Fiamozzini e Sandra Sebastião
Fotógrafo: Alexandre Schneider
Locações: Escola Aldeia dos Pandavas e Quadra de tênis Vertical
Ilustrações: Comicup, Eduardo Borges

Pearson Education Brazil would like to thank Gisele Aga for her
contribution during the development of the series.

Pearson Education Brazil would like to thank Gisele

Aga for her contribution during the development of
the series.

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 2 04/08/2016 09:33:52

 Student’s Book
LEVEL 5

Contents page Contents page

Hello 2 6. What do
1. What are you meerkats eat? 46
good at? 6 7. When I was five… 55
2. There is a place 8. Once upon a time... 62
for you and me 14 Happy Birthday 70
3. We have math Happy Easter 71
on Monday 22 Earth Day 72
4. What’s the matter? 30 Workbook 73
5. My brother is
younger than me 38

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 1 04/08/2016 09:33:54

 UNIT

1 What are you

good at?

1 Look at the picture, then ask and answer.

1 What movie is this scene from?
2 What can you see?
3 What are they doing?
4 Can you remember any words for free time activities?

Opener: Chicken Little

6

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 6 04/08/2016 09:35:00

 CD
2 Look, read and listen. 1.6

Hi, Steve! Where are you?

Hi, Katy! I’m at
Sportsworld with Jake.
What are you doing?

We're playing tennis. Nina's

here too. She's running. Do
you want to come?

3 Read, look and find. Who’s speaking?

1 2
I’m talking to Katy. I’m running.

3 4
I’m playing tennis with
I’m calling Steve.
Steve.

4 Listen and read.

CD
1.7

My favorite sport is swimming. I like

swimming in the sea, but I don’t like
playing volleyball on the beach. I like
playing tennis, but I don’t like dancing.
Oh, and I like climbing, too!

Vocabulary: What are you doing? I’m (playing tennis). I like (swimming),
but I don’t like (playing tennis). My favorite (sport) is (swimming). 7

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 7 04/08/2016 09:35:05

 5 What do you like doing? Check (✔) or cross (✗).
Then say.
1 2 3 4

6 What do they like doing? Look and say.

Nina Jake Steve Katy

✗ ✔ ✗

✗ ✗ ✔

✔ ✗ ✔

✗ ✔ ✔

7 Listen, read and answer.

CD
1.8

It’s Wednesday afternoon. I’m

playing soccer with my friends
at school. We’re on the school 1 What is Steve’s friend doing?
team. My best friend is running 2 What does Steve like doing?
and kicking the ball. He’s good
at soccer. I’m good at playing 3 What is Steve good at?
soccer, too. It’s my favorite sport.

Skills: dancing, kicking the ball, painting, playing badminton, playing soccer, playing tennis,
8 reading, cycling, running, swimming, climbing, kitesurfing.

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 8 04/08/2016 09:35:10

 UNIT

GRAMMAR 1
What are you swimming.
I’m
doing? playing (soccer).
cycling.
What do you like
I like snorkeling.
doing?
running.
climbing.
reading.
What are you
I’m good at painting.
good at?
dancing.
kite surfing.

8 Read and match.

1 What are you good at? A I like singing.

2 Are you playing soccer? B I’m talking on the phone.

3 What do you like doing? C I’m good at singing.

4 Are you good at cycling? D Yes, I’m playing soccer.

5 What are you doing? E No, I’m not good at cycling.

9 Look and play. What are you good at?

I’m good at playing soccer. I’m not good at swimming.

heads tails

A B
playing soccer reading listening to music swimming
singing cycling talking on the phone flying a kite
running cooking climbing reading
flying a kite playing tennis flying a kite cooking
climbing painting playing soccer playing volleyball
swimming playing volleyball singing reading

Grammar: What are you good at? I’m good at (singing). What do you like doing? I like
(playing soccer). What are you doing? I’m (reading). 9

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 10 Read and say.
Goofy, are you good Oh no!
Sure. I think so... at fixing things?

That’s bad!

What are you doing?

Look! ...

I’m reading the

manual.

Oops, it’s
moving!

It’s flying! I guess I’m not good

at fixing things.

11 Tongue Twister! Listen and repeat.

CD
1.9

I’m speaking, I’m singing,

ring, ring, ding-a-ling.

I’m speaking, I’m singing,

ring, ring, ding-a-ling.

Story: Are you good at (fixing things)? It’s flying! I guess I’m not good at (fixing things).
10

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 UNIT

Ready for life 1

12 Listen and read. Then number and write.
CD
1.10

1 2 3 4
I’m good at I like the gym, I like studying I'm not good
climbing. I like but I don't like English, but at swimming,
playing soccer playing tennis. I don't like but I'm good at
and volleyball, I'm good at painting. I'm painting. I love
but I don’t like ballet. I think good at singing reading and
painting. I think it's great. in English. I have listening to music.
cooking is fun. lots of friends in
the USA.

Brad: Melissa:

Donna: Adam:

13 Project: Make a video about you.

I lik e ...
I like cycling and dancing. I love ...
I love swimming and I’m
good at running. I’m go od at ... .

Ready for life: We are all special.

11

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 11 04/08/2016 09:35:37

 REVIEW

1
1 Read and say. Then write in your notebook.
I like dancing, but I
don’t like singing.
dancing swimming
playing tennis climbing
cycling kite surfing
painting running
reading snorkeling

2 Match and say.

1 2
What are you doing? Are you good
at singing?

3 4
What do you like What’s your
doing? favorite animal?

A dog. I love snorkeling

snorkeling.

I’m listening to Yes, I am.

music.

3 Change the blue words in Activity 2, then ask and answer.

Review 1
12

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 12 04/08/2016 09:35:44

 UNIT

1
OUR WORLD
Niagara Falls

Look at the photo. Can you see the

waterfall? It’s very big! This is Niagara
Falls. It is in the USA and in Canada. There
is a bridge between the two countries.
At Niagara Falls there are lots of big and
beautiful waterfalls. You can visit the
falls by boat, by hot-air balloon and by
helicopter. You can also see the falls from
a tower. The tower is next to the river.
There are other things to do at Niagara Falls, too. You can do different
sports in the snow, like snowboarding. Some people like riding
snowmobiles too. ✈

Our World 1: Niagara Falls.

13

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Sem título-2 1 05/08/2016 14:58:12
 Workbook
LEVEL 5

Contents page

Hello 74
1. What are you good at? 78
2. There is a place for you and me 86
3. We have math on Monday 94
4. What’s the matter? 102
5. My brother is younger than me 110
6. What do meerkats eat? 118
7. When I was five… 126
8. Once upon a time... 134
Happy Birthday 142
Happy Easter 143
Earth Day 144

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 1 04/08/2016 10:40:45

 UNIT

1 What are you

good at?
1 Match and write.
1 2 3

climbing kicking a ball singing kite surfing

cycling

4 5 6

2 Look and number.

She’s cycling. 4
5
She’s kicking a ball. 3
He’s swimming.

He’s kite surfing. 2

He’s running. 1

3 Read and draw or .

1 I like swimming in the sea.

2 I don’t like dancing.

3 I don’t like playing tennis.

4 I like climbing.

78

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 78 04/08/2016 10:41:20

 4 Look and read. Then correct the sentences.

1 2 3 4
1 He’s snorkeling. No. He’s kite surfing.
2 She’s playing soccer.
3 He’s running.
4 She’s swimming.

5 Look at the chart and write. Then write about you.

reading swimming dancing climbing cycling

Jake ✓ ✗ ✗ ✗ ✓
Nina ✓ ✓ ✗ ✗ ✗
Steve ✗ ✓ ✗ ✓ ✓
Katy ✗ ✗ ✓ ✓ ✗
You

1 Nina I like reading, but I don’t like climbing.

I like , but I don’t

2 Steve
like .

3 Jake .

4 Katy
.

5 You
.

79

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 79 04/08/2016 10:41:26

 6 Read and write Yes or No. Then write sentences.

Do you like…? Me

1
1
painting

2 2
singing
3
3
climbing 4

4
playing tennis

7 What are they saying? Look and write.

I’m good at cycling.

1 2

3 4

80

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 80 04/08/2016 10:41:28

 8 Unscramble and write sentences.

1 you / What / doing / are 2 writing / at / good / am / I /

reading / in / English

? .

3 good / not / I’m / at / 4 reading, / I / don’t / dancing /

tennis / playing like / I / like / but

. .

9 Read the chart. Check (✔) the correct answers. Then write
sentences.

Are you good at... Yes No

1 riding a bike? ✔

2 dancing?

3 playing volleyball?

4 swimming?

5 singing?

1 I’m not good at riding a bike.

2 .

3 .

4 .

5 .

81

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 81 04/08/2016 10:41:28

 10 Read and complete.

good playing running playing running at

It’s Saturday morning. I’m (1) playing tennis with my friend at Sportsworld. I’m
(2) after the ball. I can hear a voice … “Wow! You’re awesome!
You’re really (3) (4) tennis!” Who is it? Well,
it’s Serena Wiliams. She’s playing and she’s (5) after the ball,
too! I’m (6) tennis with my heroine!

11 What is your dream? Draw and write.

1 Where are you?

.
2 What are you doing?

82

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 82 04/08/2016 10:41:32

 UNIT

ADVENTURE
What are you 1
good at? EXTRA

1 Circle the correct words.

I like playing the I live / don’t
violin / guitar. live in a house.
1 2

I’m good at I like / don’t like

singing / jumping. playing tennis.
3 4

2 Write about you. Choose activities from the chart.

playing soccer singing running climbing

swimming reading cycling painting

playing volleyball kite surfing cooking playing tennis

1 I like .

2 I don’t like .

3 I’m good at .

4 I’m not good at .

83

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 83 04/08/2016 10:41:38

 REVIEW

1
1 Label the activities.
playing the guitar reading manuals
kite surfing texting quickly
climbing painting
cycling fixing things

1 2 3 4

cycling
5 6 7 8

2 Self-evaluation. 
I can talk about what I’m good at
and what I like.

Keep working. Well done!

84

NEW_ENGLISH_ADVENTURE_STUDENTS_BOOK_LEVEL_5.indb 84 04/08/2016 10:41:43

 UNIT

OUR
1 Read and complete.
WORLD
hot-air balloon tower snows the USA

1 Niagara Falls is in Canada and in .

2 People visit the falls by helicopter, boat and .

3 There is a next to the river.

4 It a lot at Niagara Falls.

YOUR WORLD

1 Are there any waterfalls in your country?

2 How can you visit the waterfalls?

3 What other things can you do there?

4 Do you like visiting waterfalls?

YOUR PROJECT

Look for information about waterfalls in your country.

Find photos on the Internet and make a presentation.
Share it with your class.

85

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Sem título-2 1 05/08/2016 14:58:12
 Teacher’s Guide
LEVEL 5

Contents

• Scope and Sequence

• Course Components I2
• Course Methodology I5
• The Teaching Methodology I7
• Evaluation I9
• Resource Bank I10
• Disney/Pixar Movies I12
• Welcome Activities I14
• Teacher's Notes 1

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 1 02/08/2016 14:54:44

 Scope and Sequence

UNIT TARGET LANGUAGE RECEPTIVE LANGUAGE

• Hi! I'm (Katy). • Days of the week • This is • It's time for school. • Careful!
(Steve). • Do you have a (cellphone)? Yes, I do./
Hello No, I don't. • Excuse me. Please. Sorry. Thank
you. Thanks. • I have (a bike). I don't have (a
book). • My favorite animals are (rabbits).

• Hobbies: climbing, cycling, dancing, • Do you want to come? • I'm talking to (Katy).
kitesurfing, painting, playing tennis/soccer, I'm calling (Steve). • Are you good at fixing
reading, singing, snorkeling, swimming things? • I can hear a voice. • It doesn’t work.
1. What are you • What are you good at? • My hero is (Venus Williams).
• I’m good at (singing/swimming) • What are • Our World: Niagara Falls.
good at? you doing? • I'm reading. • What do you like
doing? • I like playing soccer. • My favorite
(sport) is (soccer).

• Where do you live? I live at (11 Burton • Look! • Oh no, not again! • Oh no, poor
Street). I live (in Michigan). • Where does you! • wild animals • Do you want to go to the
(Steve) live? (He) lives at 12 Exeter Drive, in movies? • What? Who's here? • It's so cool.
Turner. • I love my town. • home town.
2. There is a place • Places: cafe, drugstore, forest, library, movie • Our World: The Mystery of Loch Ness.
theater, park, store, supermarket, waterfall •
for you and me There is a (supermarket). There are (waterfalls).
• There isn't a (store). There aren't (wild
animals). • How much is this/that? How much
are these/those? It’s/They’re (eight dollars).

• What time is it? It's (four) o'clock/fifteen/ • Typical • Please stop! •You're late! Go to
thirty/forty-five. class. • Good days. Bad days. • Is it breakfast
• School subjects: Computer Science, English, time? • Let's share.• Our vacation is in July and
Geography, History, Math, Music, PE, Science. August.
3. We have math • We have (math) on (Monday) at (three
o’clock). • What's your favorite subject? When
• Our World: Living and Learning Near The
North Pole.
on Monday is it? What time is it?
• Everyday actions: do homework, get up, get
dressed, go to bed, go to school, have
breakfast, take a shower • What time do you
(get up)?

• Illnesses/discomforts: a broken (arm/leg), a • I need to get better soon. • Bo Peep is

cold, a cough, an earache, a headache, a worried. • Follow me. • Mr Potato Head puts
stomachache, a toothache, the flu • What’s the his head in his hands. • I'm feeling blue.
4. What's the matter? I have/He/She has a (sore throat). • Do
you have a (headache)? • I’m not very well.
• These doctors are very special.
• Our World: Rainy Cherrapunji and the Living
matter? • I’m better today. • What can I do? • You can Root Bridges.
(do exercise/have a healthy breakfast/eat
oranges/have hot tea with honey and lemon/go
to bed/see the nurse/go home).

• Physical appearance: chubby, dark-haired, • Oh, sorry! That's OK. • That's a coincidence.
fair-heared, old, short, slim, tall, young • Go, Mickey! • Nobody is faster than Mickey!
• When’s your birthday? It’s in (April). He/She/It • Twins can be fraternal or identical. • Do you
5. My brother is is taller/longer than ... • Is Nina (taller) than
Jake? • Is (her sister) younger than (her)?
know any twins?
• Our World: The Sahara.
younger than me • Yes, he/she is. No, he/she isn’t.

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 2 02/08/2016 14:54:45

 UNIT TARGET LANGUAGE RECEPTIVE LANGUAGE
• Wild animals: bear, bison, chimpanzee, • Research wild animals, please. • The
meerkat, panda, polar bear young ants are putting on a show. • The
•Pets: cat, dog, hamster, rabbit, tortoise • grasshoppers get angry. • comfortable •
Where do they live? • What do they eat? • Zoophobia • yucky • bookmark
6. What do Where do they sleep?
• What are they called? • They don’t eat/live …
• Our World: The Australian Outback.

meerkats eat? • live/don't live in (Africa). • They eat/don't eat

(seeds, meat, plants, grass). • They sleep/don't
sleep in (cages, caves, dens, kennels). • Their fur
is black and white.

• I/He/She was (short). • It was (small). • My/His/ • Look! It's an old photo. • Wow! It's huge!
Her hair was (brown). • My/His/Her eyes were • A bad dream about a dinosaur. • It's sore.
(blue). • How old was he/she? He/She was (ten). • Scientists look at bones.
How tall were you? I was (1 meter). • Who was • Our World: Kiribati: A Disappearing Island?
7. When I was five… (shorter) at (5)? • Was (he/she) (tall/short). Yes,
(he/she) was. No, (he/she) wasn't. • Were (his
eyes) (blue)? Yes, they were. No, they weren't.
• Dinosaurs: claw, head, jaw, meat eater, tail,
teeth.

• Fairy tales: dragon, king, kingdom, knight, • Once upon a time there was a kingdom
queen. called Idyllia. • noise, church bells, clapped,
• Types of story: adventure, history, magic and cheered • Let's make a lot of noise! • There's
wizards, romance, science fiction a terrible hydra in there! • Phil throws the
• What do you like to read? I like to read books sword to Hercules. • It's a mystery!
8. Once upon a time... about (adventure). • There was a dragon. • He
was a (king/hero). He was (clever).• She was a
• Our World: Antarctica.

(heroine/queen). She was (brave). • Was he/she

(clever)? Yes, he/she was. No, he/she wasn't.
• Were they (brave)? Yes, they were. No, they
weren't.

• birthday cake, birthday party, candles,

invitation, presents • When is your birthday?
• What time is the party? • Who are you
inviting?
Happy Birthday

• Easter eggs, get together, have an Easter Egg

Roll, roll an egg, chocolate rabbit, chocolate
soccer ball.
Happy Easter

• Earth Day, celebrate, planet, problems, use

solar energy, clear a garden, change a bad
habit, save water.
Earth Day

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 3 02/08/2016 14:54:45

 UNIT

1 What are you good at?

Opener
Aims: To introduce the theme of the unit.
Review: It’s …, I can see …, free-time activities
Materials: Flashcards Level 4 (activities).

Student’s Book, page 6

1 Look at the picture, then ask and answer.

• Draw students’ attention to the picture. Ask students questions 1 to 3.
Encourage all students to participate and say as much about the picture as
possible. If students struggle to do this in English, allow them to do this in
L1, then provide them with the words in English.
• Read question 4. Put students in pairs and set a time limit for them to
compile a list in their notebooks. Circulate and monitor, helping students
as necessary.
• Ask students to share their lists. You might like to carry out this activity
as a game, by awarding students a point for each word on their list. The
team with the most points is the winner.
Consolidation
• Review free-time activities from Level 4 (do ballet, do karate, go
swimming, go hiking, etc.) by showing students the flashcards and
eliciting the activity.
• Place the flashcards on the board. Point to a flashcard, then to a student.
The student makes a sentence, e.g. I do karate. Or I don’t do karate.
Disney/Pixar movie: Chicken Little
• The image on this page is from Chicken Little. The main characters are
Chicken Little, Buck “Ace” Chuck, Abigail “Abby” Mallard, Fish Out of
Water, Runt of the Litter, and others.
• MOVIE SYNOPSIS: After ringing the emergency bell and claiming that
the sky is falling, Chicken Little causes panic in the small town of Oakley
Oaks. He is humiliated when he finds out that it was just something falling
on his head, and one year later, he is still being teased about the incident.
When Chicken Little has a fight with Foxy, the school calls his father and
Chicken Little promises to make the school baseball team to make his
father proud. When he is celebrating his victory later on, another piece of UNIT

1
the sky falls on Chicken Little. Fearing more ridicule, he hides it and later
discovers that it has been sent by spaceships . Soon after, Chicken Little
meets a strange orange creature, called Kirby. Kirby tells him that he is
What are you
the son of two aliens, but that his parents think he has been kidnapped
and will destroy the planet in return. When Chicken Little is beamed onto
good at?
the spaceship, he manages to convince them that he was just trying to
help Kirby. The aliens apologise and explain that they visit Oakley Oaks
once a year to pick acorns. When the town realize that Little was telling
the truth the whole time, they apologize and Chicken Little is cheered by
everybody.

1 Look at the picture, then ask and answer.

1 What movie is this scene from?
2 What can you see?
3 What are they doing?
4 Can you remember any words for free time activities?

6 6
Opener: Chicken Little

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 6 02/08/2016 14:55:15

 Vocabulary
Aims: To say what people are doing at the moment.
Target language: I’m calling … 3 Read, look and find. Who’s speaking?
Review: Where are you? What are you doing? dancing, playing tennis, • Read each sentence aloud and ask students to repeat.
running, swimming • Read the sentences again, tell students to look at the picture and help
Receptive language: Do you want to come? I’m talking to Katy. them to decide who is speaking.
Materials: CD. • Answers: 1 Steve 2 Nina 3 Jake 4 Katy

Presentation 4 Listen and read.

• Write the names of the characters on the board: Jake, Nina, Steve and • Draw students’ attention to Activity 4 and the picture. Ask: What is he
Katy. Say: Who am I? I’m ten. I have a cell phone. I’m in Class 5B. My new doing? And elicit: He’s swimming.
friend is Katy. (Nina.).
• Play Track 7 while students listen and read. Play again if necessary.
• Tell the class: You are Steve. Students refer to their book to find the
information about him. Elicit three or four sentences, e.g. I have a new My favorite sport is swimming. I like swimming in the sea, 7
bike. but I don’t like playing volleyball on the beach.
Student’s Book, page 7 I like playing tennis, but I don’t like dancing.
Oh, and I like climbing, too!

2 Look, read and listen. • Ask individual students to read what the boy says. Remind students about
the use of but to join two different, contrasting ideas.
• Play Track 6 while students follow in their books. Ask: Where’s Jake?
What’s Steve doing?, etc. Consolidation
Katy: Hi, Steve! Where are you? 6 • Ask students to look at the text in Activity 4 again and make the
Steve: Hi, Katy! I’m at Sportsworld with Jake. sentences true about them. Students can work in pairs and tell each other
Katy: What are you doing? the sentences.
Steve: We’re playing tennis. Nina’s here too. She’s running. Workbook, page 78
Do you want to come?

• Write on the board: 1 Match and write.

Katy: Hi, Steve. Where are you? What are you doing?
• Students look at the images and match them to the words and phrases
Steve: Hi. I’m at Sportsworld. I’m playing tennis. Do you want to come? for activities. Then they complete the missing activity.
• Ask the class to read the conversation after you, line by line. • Answers: 1 kite surfing 2 singing 3 cycling 4 kicking a ball 5 climbing 6
• Erase the words: “Steve” and “playing tennis”, then ask the class to playing tennis
imagine that Katy is calling Nina. Help them to build the conversation,
using the model you have written. 2 Look and number.
• Students work in pairs and create new conversations, following the
model on the board, but using their own names and different sports. • Students look at the beach scene and number the sentences according to
the actions in the image.
• Answers: 1 She’s kicking a ball 2 She’s cycling. 3 He’s running 4 He’s
kite surfing. 5 He’s swimming.

3 Read and draw J or L

• Students read the sentences and draw a happy or an unhappy face
2 Look, read and listen.
CD
1.6 according to whether the sentences are positive or negative.
• Answers: 1 J 2 L 3 L 4 J.
Hi, Steve! Where are you?
Hi, Katy! I’m at
Sportsworld with Jake.
What are you doing?

We're playing tennis. Nina's

here too. She's running. Do
you want to come?

3 Read, look and find. Who’s speaking?

1 2
I’m talking to Katy. I’m running.

3 4
I’m playing tennis with
I’m calling Steve.
Steve.

4 Listen and read.

CD
1.7

My favorite sport is swimming. I like

swimming in the sea, but I don’t like
playing volleyball on the beach. I like
playing tennis, but I don’t like dancing.
Oh, and I like climbing, too!

Vocabulary: What are you doing? I’m (playing tennis). I like (swimming),
but I don’t like (playing tennis). My favorite (sport) is (swimming). 7 7

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 7 02/08/2016 14:55:17

 Skills
Aims: To talk about what you like and don’t like doing. Workbook, page 79
Target language: I like –ing; I don’t like – ing; cycling, dancing, kite
surfing, painting, playing, badminton, snorkeling 4 Look and read. Then correct the sentences.
Materials: CD.
• Students look at the pictures and read the sentences. Then they write the
correct sentences in the spaces provided.
Presentation
• Answers: 2 No, she’s singing. 3 No, he’s cycling. 4 No, she’s playing
• Write on the board: I like –ing and I don’t like –ing. Then write soccer.
swimming, playing badminton, playing basketball, dancing and running.
Say sentences using I like or I don’t like and the activities on the board. 5 Look at the chart and write. Then write
Have students repeat.
about you.
• Ask students to think of a true sentence about themselves, using the
activities on the board. In a chain drill round the class, each student says • Students look at the chart and complete the sentences. Then they check
a sentence beginning with I like or I don’t like. or put a cross and write about themselves.
Student’s Book, page 8 • Answers: 2 I like swimming, climbing and cycling, but I don’t like
reading or dancing. 3 I like reading and cycling, but I don’t like
swimming, dancing or climbing. 4 I like dancing and climbing, but I
5 What do you like doing? Check (4) or cross don’t like reading, swimming or cycling. 5 Students’ own answers.
(7). Then say.
• Show students the pictures and ask them to identify the activities.
Write 1 on the board, then a check and a cross mark. Say I like playing
badminton. I don’t like playing soccer to demonstrate the activity.
• Ask students to check or put a cross next to the activity according to
whether they like it or not. Then put students in pairs so they can take
turns telling each other about their preferences. Circulate and monitor as
they talk.
• To finish off the activity, you may like to ask a few students to share their
answers with the rest of the class.

6 What do they like doing? Look and say.

• Review the third person singular form of the simple present by asking a
student to read out two sentences from Activity 5. Write the name of the
student and the activities on the board, then point and say, for example
Kevin likes playing volleyball. He doesn’t like cycling. Remind students
about the use of the final s in affirmative sentences and doesn’t in
negative sentences.
• Draw students’ attention to the grid and ask: What does Jake like doing?
Elicit He likes reading. Show students that sometimes more than one
person likes the same activity, e.g. Jake and Nina like reading. Remind
student to use the third person plural form of the verb, for example They
like reading. They don’t like cycling.
• Elicit a few more sentences to ensure that students understand the
task. Then put students in pairs so they can take turns saying what the 5 What do you like doing? Check (4) or cross (7).
characters like and don’t like doing. Circulate and monitor as students Then say.
talk. 1 2 3 4
• When they have finished, round off the activity by asking individual
students to say a sentence using the information in the grid.

7 Listen, read and answer.

• Show students the picture and ask them what they think Steve likes doing
based on the picture.
• Play Track 8 for students to listen only. Then play again for students to
6 What do they like doing? Look and say.
listen and read along in their books. Ask comprehension questions to
Nina Jake Steve Katy
check students’ understanding, e.g. Is Steve at home? Is he with his
brother?, etc.

It’s Wednesday afternoon. I’m playing soccer with my friends 8 7 4 7

at school. We’re on the school team. My best friend is running and

kicking the ball. He’s good at soccer. I’m good at playing soccer, too. 7 7 4
It’s my favorite sport.

• Ask students the questions. Encourage them to look in the book and 4 7 4

find the answers. You can do this orally as a whole-class activity, or ask
students to write the answers in their notebooks and then correct the
7 4 4
activity as a whole class. NB. This activity introduces students to inferring
meaning in texts, as there is no specific reference of ‘I like soccer’ from 7 Listen, read and answer.
CD
1.8

Steve, however, this can be inferred from the fact that he is on the school
team and it is his favorite sport. It’s Wednesday afternoon. I’m
playing soccer with my friends
• Answers: 1 He’s running and kicking the ball. 2 He likes soccer. 3 He’s at school. We’re on the school
team. My best friend is running
1 What is Steve’s friend doing?
2 What does Steve like doing?
good at soccer. and kicking the ball. He’s good
at soccer. I’m good at playing 3 What is Steve good at?
soccer, too. It’s my favorite sport.

8 8
Skills: dancing, kicking the ball, painting, playing badminton, playing soccer, playing tennis,
reading, cycling, running, swimming, climbing, kitesurfing.

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 8 02/08/2016 14:55:18

 UNIT

Grammar 1
Aims: To make questions and answers using the grammar of this unit.
Target language: What do you like doing? I like … What are you good 9 Look and play. What are you good at?
at? I’m good at … • Tell students that they will now practice using the grammar.
Review: Sports and free-time activities • Take out a coin and teach students heads, tails and flip the coin. Explain
Receptive language: Is he/she (happy)? to students that they need to flip the coin. If it lands on heads, they look
Materials: coins (one for every two students), blank strips of paper at the first column and if it lands on tails, they look at the second column.
(optional), bag or hat (optional) They must make a true sentence about themselves using I’m good at ... or
I’m not good at …, depending on the activity in the column.
Presentation • Demonstrate the activity with a student. Tell a student that he/she is
Student A. Ask him/her to flip a coin. If it lands on heads, he/she should
• Students work in pairs. Give them two minutes to write down as many
say a sentence about playing soccer and if it lands on tails, the sentence
sports and activities as they can remember from this unit.
should be about reading.
• Students then ask you questions about these activities, e.g. Do you like
• Put students in pairs and ask them to decide who is going to be Student A
cycling? Answer: Yes, I do or No, I don’t. Ask other students to come to
and Student B within their pairs. Give each pair of students a coin.
the front of the class to be asked about the activities they like.
• Set a time limit for students to carry out the activity. Circulate and monitor
Student’s Book, page 9 to ensure that students are

Grammar Consolidation
• Ask students to remember the text they read about Steve in the • Ask each student to tell the class two things they learned about their
Vocabulary section. Ask them: What does he like doing? (playing soccer) partners during the activity.
What is he good at? (soccer). Draw students’ attention to the fact that
Optional activity
the questions have the same answer, but the questions are different.
Write these models on the board: Do you like _______ ing? Are you
Elicit the difference in meaning between the two questions. Use L1 if
good at _______? Give each student a small strip of paper. Ask them to
necessary.
write a question based on the model, using any activity they like. Early
• Ask students to look at the Grammar box. Read out the questions finishers can write a second question, beginning either with Do you
and sentences, and have students repeat after you. Focus on the have _______? or What’s your favorite _______?
grammatical form, especially the use of are and do. Ask a pair of
Students sign the note with their name, fold it and drop it into a bag or
students to read out the example question and answer. Then ask other
a hat. Mix up the notes, then let each student pick one from the hat.
pairs of students to do the same, and answer with true information
Students read the questions then write replies. They then return the
about themselves. Check student’s understanding.
note to its original author.
Ask students to read out the question they wrote, then say who received
8 Read and match.
it and the answer he/she gave back.
• Draw students’ attention the activity. They match each question to its
correct answer. Give students some time to do this individually. Workbook, page 80
• Check the answers as a whole class by having one student read out the
question and another say the correct answer.
6 Read and write Yes or No. Then write
• Answers: 1 C 2 D 3 A 4 E 5 B
sentences.
• Students look at the pictures and write yes or no according to whether
they like the activities. Then they write complete sentences.
UNIT
• Answers: Students’ own answers.
GRAMMAR 1 7 What are they saying? Look and write.
What are you
I’m
swimming. • Students look at the pictures and complete the sentences.
doing? playing (soccer).
cycling.
• Answers: 2 I’m good at kite surfing. 3 I’m good at badminton 4 I’m
What do you like
I like snorkeling.
good at playing soccer.
doing?
running.
climbing.
reading.
What are you
I’m good at painting.
good at?
dancing.
kite surfing.

8 Read and match.

1 What are you good at? A I like singing.
2 Are you playing soccer? B I’m talking on the phone.
3 What do you like doing? C I’m good at singing.

4 Are you good at cycling? D Yes, I’m playing soccer.

5 What are you doing? E No, I’m not good at cycling.

9 Look and play. What are you good at?

I’m good at playing soccer. I’m not good at swimming.

heads tails

A B
playing soccer reading listening to music swimming
singing cycling talking on the phone flying a kite
running cooking climbing reading
flying a kite playing tennis flying a kite cooking
climbing painting playing soccer playing volleyball
swimming playing volleyball singing reading

Grammar: What are you good at? I’m good at (singing). What do you like doing? I like
(playing soccer). What are you doing? I’m (reading). 9 9

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 9 02/08/2016 14:55:19

 Story
Aims: To practice using reading the target grammar; to develop critical Workbook, page 81
thinking and imagination skills.
Review: I like ..., I have …, I’m good at …, I’m … 9 Unscramble and write sentences.
Materials: CD; Strips of paper with activities (optional)
• Students unscramble the sentences and write them.
• Answers: 1 What are you doing? 2 I am good at writing in English. 3
Presentation I’m not good at playing tennis. 4 I like reading, but I don’t like dancing.
• Ask different students to come to the front of the class. Give each one
a piece of paper with an activity written on it to mime. The rest of the 10 Read the chart. Check (4) the activities. Then
class asks: What are you doing? The student who’s miming replies: I’m write sentences for you.
dancing. etc.
• Students check the activities in the chart according to whether they are
Student’s Book, page 10 good at them or not. Then they write sentences.
• Answers: Students’ own answers.
10 Read and say.
• Ask students to open their Student’s Book to page 10. They should look at
and talk about the pictures, using English as much as possible. The story
features traditional Disney characters Mickey, Minnie, Goofy and Pluto.
Encourage students to say what they know about the characters and their
personality.
• Ask students to tell you what they think is happening in the pictures.
Remind students about the target structures in this unit (I’m good at …
I have … I like …) and review these structures with them. Encourage all
students to take part. Allow them to speak in L1 if they can’t express
themselves in English, but provide these words in English.
• Read the text for students. Then put them in small groups so they can
take turns reading the story. Allow students switch characters and act out
the story.
• If you have time, you may like to ask students to work in groups and write
their own story using the Disney/Pixar characters in this cartoon strip.
Encourage students to rewrite the speech balloons in their notebooks,
using the target grammar from the previous page. Students can then act
our their new stories for the rest of the class.

11 Tongue Twister! Listen and repeat.

• Focus on the picture of Nina speaking into her smartphone. Explain briefly
in L1 that throughout the book, students will hear and try out tongue
twisters to highlight different sounds in the English language.
• Play Track 9 once for students to listen. Then play again. Encourage
students to join in. Explain that students can record their own voice on
their smartphones (if they have one) and listen to the tongue twister as
many times as they want. They can also exchange their recordings with
classmates and help each other with pronunciation and intonation. 10 Read and say.
Goofy, are you good Oh no!
Nina: I’m speaking, I’m singing, 9 Sure. I think so... at fixing things?

Ring, ring, ding-a-ling.

That’s bad!

What are you doing?

Look! ...

I’m reading the

manual.

Oops, it’s
moving!

It’s flying! I guess I’m not good

at fixing things.

11 Tongue Twister! Listen and repeat.

CD
1.9

I’m speaking, I’m singing,

ring, ring, ding-a-ling.

I’m speaking, I’m singing,

ring, ring, ding-a-ling.

10 10
Story: Are you good at (fixing things)? It’s flying! I guess I’m not good at (fixing things).

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 10 02/08/2016 14:55:26

 UNIT

Ready for life 1

Aims: To relate the language of Unit 1 to the real world. 13 Project: Make a video about you.
Target language: I love …, I think …
Review: I like …, I’m good at …, I have …
• Look at the three statements with the class: I like …, I love …, I’m good at …

Materials: CD, pieces of paper (optional) .

• Draw students’ attention to the photo of Nina filming Katy and ask: What
Is Nina doing? (filming Katy with her smartphone). What is Katy talking
about? (what she likes, what she loves and what she’s good at.)
Presentation • Students write a similar text in their notebooks. Next, either a) put the
• Before the lesson, prepare four or five true sentences about students in students in pairs and invite them to film each other saying their text and
your class, e.g. Maria has a new bike. Clara is good at painting. David then to show their video to a few classmates. b) ask the students to film
doesn’t have a rabbit. Thomas likes swimming and playing soccer. Lucas themselves saying the text at home. Invite them to show their video to
has two sisters. other students in the next class.
• At the beginning of the lesson, write the words of each sentence on the Optional activity
board in jumbled order, e.g. a new Maria has bike. Students then work Write on the board:
in pairs, reading the words and writing sentences.
My hero/heroine person is …
Student’s Book, page 11 She’s/He’s good at …
She/He likes …
12 Listen and read. Then number and write. She/He has …
Give an example, e.g. My heroine is Serena Williams. She is good at
• Ask students to look at the pictures. Encourage students to use English
playing tennis. She likes dancing and listening to music. She has a famous
to say what they think each of these people is good at and what they like
sister, Venus.
doing.
Students choose a famous person they each like. They write three or four
• Play Track 10 for students to listen and read. Check that students
sentences about the person, using the prompts on the board. Go round
understand the vocabulary. Play the recording again for students to
the classroom and monitor the activity, helping as necessary.
number the pictures.
As a whole class or in small groups, students then read out their
• Students check their answers in pairs. Then check the answers as a whole
sentences.
class.

1. I’m good at climbing. I like playing soccer and volleyball,  10 Workbook, page 82
but I don’t like painting. I think cooking is fun.
2. I like the gym, but I don’t like playing tennis. I’m good at ballet. I 10 Read and complete.
think it’s great.
3. I like studying English, but I don’t like painting. I’m good at singing • Students complete the text with the correct words from the box.
in English. I have lots of friends in the USA. • Answers: 2 running 3 good 4 at 5 running 6 playing
4. I’m not good at swimming, but I’m good at painting. I love reading
and listening to music. 11 What is your dream? Draw and write.
• Students draw a picture of themselves doing something that they
love/would love to do. They complete the sentences using the present
continuous.
• Answers: Students’ own answers.

UNIT

Ready for life 1

12 Listen and read. Then number and write.
CD
1.10

1 2 3 4
I’m good at I like the gym, I like studying I'm not good
climbing. I like but I don't like English, but at swimming,
playing soccer playing tennis. I don't like but I'm good at
and volleyball, I'm good at painting. I'm painting. I love
but I don’t like ballet. I think good at singing reading and
painting. I think it's great. in English. I have listening to music.
cooking is fun. lots of friends in
the USA.

Brad: 3 Melissa: 1

Donna: 2 Adam: 4

13 Project: Make a video about you.

I like ...
I like cycling and dancing. I love ...
I love swimming and I’m
good at running. I’m good at ... .

Ready for life: We are all special.

11 11

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 11 02/08/2016 14:55:28

 Review 1
Aims: To review the language in Unit 1; to encourage students to Progress Evaluation
evaluate their progress. • Resource Pack, Level 5, Test 1
Review: What are you doing? What’s your favorite …? Are you good
at …? I like … I’m good at …, sports and free-time activities, animals Extra Adventure 1, page 83
Materials: Optional: Worksheet 6
1 Circle the correct words.
Optional activity • Students circle the correct words to complete the sentences.
Write 5 or 6 of the words from Unit 1 on the board with jumbled letters, • Answers: 1 guitar 2 live 3 jumping 4 like
for example, g i n i k k c (kicking), o g d o (good), c r o c e s (soccer), a p k
r (park), t h e r r b o (brother). 2 Write about you. Choose activities from the
Students work in pairs, putting the letters in the correct order. chart.
Presentation • Students choose activities from the chart to complete the sentences about
themselves.
• Use questions to reactivate the different activities taught in Unit 1. Ask
• Answers: Students’ own answers.
individual students: Do you like cycling? Are you good at painting?
What are you good at? What do you like doing? Workbook, page 84
Student’s Book, page 12
1 Label the activities.
1 Read and say. Then write in your notebook. • Students look at the pictures and write the names of the activities.

• Ask a student to read aloud Katy’s sentence. Remind students (in L1) about • Answers: 2 fixing things 3 painting 4 reading manuals 5 texting quickly
6 climbing 7 kite surfing 8 playing the guitar
the use of but to join two different contrasting ideas. Look at the prompts
under the happy and sad faces. In pairs, students say Katy’s sentences, using
the prompts. Next, they write the sentences in their notebooks.
• Check answers by asking individual students to say the sentences and
then ask them to make sentences about themselves, using the activities in
Katy’s list or others that they know.

2 Match and say.

• Students match the questions with the answers. Work through the activity
with the class, asking students to read out each question and answer,
checking they understand the vocabulary. Then ask the class to repeat the
questions and answers after you.
• Answers: 1 What are you doing? I’m listening to music. 2 Are you good
at singing? Yes, I am. 3 What do you like doing? I love snorkeling. 4
What’s your favorite animal? A dog.

3 Change the blue words, then ask and

answer.
REVIEW

•
1
Ask pairs of students to say each of the questions and answers in Activity
2, changing the word in blue. Check if students remember the negative
short answer to the question Are you good at (singing)? No, I’m not.
Elicit two or three suggestions from the class for each blue word. Write 1 Read and say. Then write in your notebook.
them on the board.
I like dancing, but I
• Put students in pairs so they can take turns to ask and answer the don’t like singing.
questions using the prompts on the board. Circulate and monitor the dancing swimming
activity, helping students to correct any mistakes. playing tennis climbing
cycling kite surfing
• When students have finished, have each pair say one of their questions
painting running
and answers for the class to hear. reading snorkeling

Consolidation
2 Match and say.
• On the board, write the first words of the questions from the previous
activity and ask students to complete: What are (you doing)? Are you 1 2
Are you good
good (at swimming)? What’s your (favorite animal)? What are you doing?
at singing?
• Students write in their notebooks. Check their answers, paying attention
to spelling and grammar.
3 4
What do you like What’s your
Self-evaluation – Workbook, page 84 doing? favorite animal?

• Explain (in L1) that, at the end of the unit, students evaluate how well
they think they have done. Remind them Unit 1 has been about things
you like and are good at. Elicit sentences from as many students as
possible, e.g. I like swimming. I’m not good at kitesurfing. A dog.
4 3
I love snorkeling.
• Say to students: Go to page 84 in your Workbook. Draw students’
attention to Jake and Nina’s facial expressions and what they are saying.
Invite students to check the photo and text that best represents how they I’m listening to 1 Yes, I am.
2
feel about their own performance at this point. music.

• Invite the class to discuss (in L1) what students can do to improve their
performance. List review tips on the board. Examples: Re-read texts, read 3 Change the blue words in Activity 2, then ask and answer.
dialogues aloud, circle, highlight, underline, record, read aloud, practice
asking and answering with a classmate.

12 12
Review 1

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 12 02/08/2016 14:55:29

 UNIT

Our World 1 1
Aims: To learn about Niagara Falls Consolidation
Target language: between, hot-air balloon, helicopter, tower, • Ask students to close their books. Read sentences from the text, but
snowboarding pause before key words, such as beautiful, Canada, balloon and elicit
Review: there is/there are, waterfall, bridge boat, snow these words from students. Make sure to choose only simple words that
are key to the text. Avoid the more difficult vocabulary.
• This page is designed as an optional extra activity. It can be used at
any point during the course- as a reading lesson at the end of the
Workbook, page 85
unit, as a review activity or as a filler activity. You may choose to These activities can be performed in class or set as homework and
follow the steps below, or simply set the text and corresponding checked in the following class.
activities in the Workbook as homework.
1 Read and complete.
Presentation
• Students read the text and complete it with the correct words in the box.
• Teach students about waterfalls. Draw a waterfall on the board. Ask: They can refer back to the text on page 13.
What am I drawing? Encourage students to remember vocabulary from
Levels 3 and 4 and respond to students’ guessing by saying, for example • Answers: 1 The USA 2 hot-air balloon 3 tower 4 snows
No, it’s not a lake, etc. If a student guesses correctly in L1, recast this in Your World
English and say: Yes, it’s a waterfall. Write Niagara Falls on the board. Ask
the students to tell you in L1 anything they know about Niagara Falls. Talk • Students think about the context of the text in relation to where they live
and answer the questions.
about famous waterfalls in your students’ own country.
• Answers: Students’ own answers.
Student’s Book, page 13
Your Project
Niagara Falls.
• Students follow the instructions and create their own poster with pictures
• Draw students’ attention to the pictures around the text and ask students from their own country.
to tell you what they can see in them. If students give any words in L1, • They can present their posters to the classmates, in pairs or simply show
write the word on the board in English. them to you.
• Pre-teach a selection of the new words in the text, for example hot-air
balloon, tower, snowboarding, snowmobiles.
• Read the text aloud slowly while students follow in their books. Then
ask some comprehension questions about the text, such as Is the
waterfall big? Where is it? Is it only in one country? What sports can you
do there?
• Allow students to read the text silently to themselves. Alternatively, you
may like to do a group reading in which individual learners volunteer to
read aloud one or two of the sentences.

UNIT

1
Our WOrld
Niagara Falls

Look at the photo. Can you see the

waterfall? It’s very big! This is Niagara
Falls. It is in the USA and in Canada. There
is a bridge between the two countries.
At Niagara Falls there are lots of big and
beautiful waterfalls. You can visit the
falls by boat, by hot-air balloon and by
helicopter. You can also see the falls from
a tower. The tower is next to the river.
There are other things to do at Niagara Falls, too. You can do different
sports in the snow, like snowboarding. Some people like riding
snowmobiles too. ✈

Our World 1: Niagara Falls.

13 13

NEW_ENGLISH_ADVENTURE_TEACHERS_BOOK_LEVEL_5.indb 13 02/08/2016 14:55:30

 LEVEL 5

New English Adventure LEVEL 5

Are you ready for new adventures with Carl Fredricksen and
Russell? In New English Adventure, you'll also meet Mowgli,
Hercules, and Elsa.

L ea
rning is magic!
New English Adventure brings you: Student's Book
• characters from the latest Disney/Pixar films who encourage
students to learn and remember English vocabulary and structures with Workbook

Student's Book with Workbook

• exciting and colorful cartoon stories which help review and
practice using new language learned as students follow the adventures
of Mickey Mouse and other Disney/Pixar characters
LEVEL 5
• an interesting photo story and stimulating activities which cater
to diverse educational needs

• a wide range of components for motivating and varied lessons

Components:
• Student's Book with
Workbook
• MULTI-ROM
José Luis Morales

• Teacher's Guide with

Class CD
• Teacher's Resource Pack
• Active Teach
• Posters

José Luis Morales

NEA_5_COVER.indd 1 02/08/2016 17:47:10