2

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Life in the past
UNIT OBJECTIVES
• Talk about life in medieval

PL
times
• Talk about obligation and
ability
Lesson 1 Vocabulary 1 • Read and write a poem
• Read an infographic

M
What do you know? • Give a talk about life in the past
1 What do you know about life in
medieval times?

SA
2 How was it different from life today?

3
2

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4

5
6

FR
7

8 9

11

10
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12
PL

1 2.1
Match the words to the photos. Then listen,
check and repeat.
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a crops b tools c ox / oxen d grain e harvest f cart

SA

g plough h hut i straw j trade k merchant l knight

2 Work in groups. Categorise the words in Activity 1.

equipment animals produce jobs and activities
crops
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3 Think. Answer the questions.

1 How are farms today different from the medieval farm in the photo?
FR

2 Would you like to go back in time and live like this? Why / Why not?

22 Key learning outcome: Identify and use words to talk about life in medieval times Activity Book, p.22

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Lesson 2 Grammar 1 2

PL
1 2.2
Listen and read. Does Mateo get the answers right?
L: Hi, Mateo. How was the Medieval History Museum?
M: It was really interesting, but now we’ve got a test about

M
life in medieval times. I have to study hard this week!
L: I can help you. Let’s do a true or false quiz.
M: Good idea!

SA
L: OK. To become a knight, boys had to train for 14 years.
M: I think that’s true.
L: Well done! Here’s another one: medieval farmers had to
use oxen to plough the fields. Horses pulled carts for trade.
M: I think that’s false. Farmers didn’t have to use oxen. They

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could use horses as well. But most farmers used oxen
because they were stronger.
L: That’s right. You know a lot about medieval times, Mateo!
You don’t have to study much more for the test.

2 Look at the examples in bold in the dialogue. Think and decide.

FR
1 We use have to and don’t have to to talk about the present / past.
2 We use had to and didn’t have to to talk about the present / past.
What verb form comes
after have to and had to?
3 We use have to and had to when we want to / must do something.
4 We use don’t have to and didn’t have to when something is necessary / optional or unnecessary.

3 2.3
Listen and follow. Then make your own sentences.
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Grammar reference, p.119

have to (present and past)

PL

(don’t) have to medieval history.

take
I / You (doesn’t) has to early on Saturdays.
study
He / She very hard.
get up
M

We / They had to in the fields.

(didn’t) work
have to an exam.
SA

4 Talk Partners Play a card game

in pairs. Go to Activity Book, p.131

False! They
didn’t have to
go to school.
EE

In medieval times,
children had to
go to school.
FR

Activity Book, p.23 Key learning outcome: Talk about obligation and lack of obligation with have to / had to 23

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Lesson 3 Reading

PL
Before you read
1 Think and discuss.
1 Why do you think knights were important in medieval times?

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2 What skills do you think a knight needed to have?

2 2.4
Look at the title of the story and the pictures.

SA
What do you think happens in the story? Read and check.

The unlikely knight

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Walter was a normal boy who lived with his family in a small hut.
They were poor and they had to work hard in the fields every day.
Walter dreamed of a different life, full of exciting adventures, but he
couldn’t think how to make his dreams come true.

FR
One day, a knight rode into Walter’s village. The knight looked
different to everyone there. He was wearing colourful, expensive
clothes and his horse was big and strong. Walter suddenly knew
what he wanted to do. He ran up to the knight and said, ‘Please, Sir,
I want to be a knight like you!’
The knight laughed kindly and said, ‘I’m sorry, that won’t be
possible. I can see that you don’t have a rich family and you don’t go
to school. Knights have to go to training school to learn how to ride a
horse and to read, write, dance and sing. Then they have to pay for
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their horse and equipment.’

PL

Walter was disappointed, but he didn’t

give up. ‘And what do you have to do when
you’re a knight, Sir?’ he asked.
‘Well,’ said the knight, ‘you have to be brave
and intelligent but also kind. And you have
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to write poems about your adventures!’

Walter watched sadly as the knight rode
away. Soon his dad called him back to
SA

work. He ploughed the fields until late that

night, but he couldn’t stop thinking about
the knight’s words.
The next morning, the knight passed
through the village again on his way back
to the castle. He saw Walter running
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towards him and stopped.

‘So, you still think you can be a knight, do
you?’ he asked.
FR

24 Key learning outcome: Read and respond to a historical story and poem

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‘I don’t think I can, I know I can!’ said Walter,
and he continued bravely:
2

PL
I know I can do it. I can be kind.
I give my mum all the berries I find.
I know I can do it. I can learn to read.
In the fields, one by one, I plant every seed.

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I know I can do it. I can learn to ride.
I plough the corn fields with an ox by my side.

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I know I can do it. I can learn to fight.
I chop wood with a heavy axe every night.
I know I can do it. I can be a knight.
I’ve thought of this poem to show you I’m right!
The knight was so surprised he almost fell

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off his horse.
‘If you can think of a poem like that and work
at the same time, you’ll be a great knight one
day!’ he said. ‘I can take you to the castle
right now to begin your training!’
Walter’s parents hugged their son happily, then
Walter quickly jumped onto the horse and waved
goodbye. His dream had finally come true! FR
After you read
Identify features of stories
3 Read the poem again and answer. and poems
1 How many verses are there? Stories and poems have different
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features, e.g. a story can have:

2 Which words rhyme in each verse?
• sentences and paragraphs
PL

3 Which sentence is repeated in each verse? • direct speech

4 Do you think this poem has a storyline? Why / Why not? A poem can have:
• verses
Present yourself positively to others • rhyming words
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• repetition
4 Read and discuss.
L
SE

Both poems and stories can have:

1 Which qualities does Walter show he has by… • characters
SA

a giving berries to his mum? • a storyline (a beginning,

b working in the fields all day? a middle and an end)

c thinking of a poem?
d saying his poem to the knight?
2 Walter says, ‘I don’t think I can, I know I can!’
EE

Why do you think it’s important to believe in yourself?

3 Decide which good qualities you have.
In what ways could you show others these qualities?
kind brave patient hard-working helpful friendly
FR

Activity Book, p.24 Key learning outcomes: Identify features of stories and poems; Present yourself positively to others 25

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Lesson 4 Vocabulary 2 & Listening What was the name of the
social system in medieval times?

PL
1 2.5
Match the words to the pictures.
Then listen, check and repeat.
a send a messenger b light a fire c print information

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d chat to people e message someone f use a smartphone

1 2 3 4 5 6

SA
EE
2 2.6
Look at the forms of communication in Activity 1.
Which do you think people used in medieval times? Listen and check.

1
2.6

FR
Listen again. What do they talk about after each phrase?

We’re going to talk about … Listen to longer texts

When you listen to a longer text, pay
2 Firstly, … attention to phrases that show the
different stages in the talk, e.g.
3 Secondly, … We’re going to talk about … , Firstly … ,
Moving on … , etc.
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4 Moving on, …
PL

5 Finally, …

4 Which method of communication …

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1 did someone invent in late medieval times?

2 was good for very long distances?
3 was better at night?
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4 is still used by people today?

5 did not exist in medieval times?

5 Discuss in pairs.
How did the printing press
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change communication?
FR

26 Key learning outcomes: Identify and use words to talk about communication; Listen to longer texts Activity Book, p.25

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Lesson 5 Grammar 2 2

PL
1 2.7
Listen and read. What skills did people have in medieval times?
S: Hi, Amit! What did you find out for your project on what people could
do in medieval times?

M
A: Well, they had a lot of skills that we don’t have today. For example,
they could make their own pots and pans. And they could make
their own shoes!

SA
S: That’s right. And they couldn’t go to the shops to buy what they
needed. They had to learn different skills so they could support
their family.
A: Yes. They could grow their own crops and cook on an open fire too.
They could even make their own butter and honey!
S: And they couldn’t search online to find information. They had to

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learn from their parents or grandparents.
A: Yes, I think people in the past were really clever.

2 Look at the examples in bold in the dialogue. Think and decide.

3
1 Could refers to the present / past.

2.8
Listen and follow. Then make your own sentences.
FR
2 We use could and couldn’t to talk about ability / obligation.

Grammar reference, p.119

could / couldn’t (past ability)

grow on the phone.
could
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make to the radio.

People What verb form comes after
chat their own shoes.
They could / couldn’t?
PL

couldn’t listen their own food.

cut their own hair.

4 Work in pairs. Make sentences about what you could and couldn’t
M

do when you were three years old. Use the ideas below or your own ideas.
SA

When I was three,

I could talk.
read run ride a bike talk
EE

Me too, but
wash my get dressed speak I couldn’t
write hands on my own English speak English.
FR

Activity Book, p.26 Key learning outcome: Talk about past ability with could / couldn’t 27

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Medieval cities on trade routes got
Lesson 6 Read the world bigger and more important. Can you
name some features of medieval cities?

PL
Before you read
1 Look at the infographic. What does it not show?
1 Important trade routes in the medieval period
2 Where the trade routes started and ended

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3 How trade routes changed over time
4 What products people traded on different routes

SA
Medieval trade routes
A

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In the Middle Ages, trade routes connected Asia, Africa and
Europe. Merchants and knights travelled the routes and
traded products, as well as sharing ideas and knowledge.

Europe Spice route

B
FR Silk Road

Italian coastal cities such as Venice grew and

built ports. Ships brought new products from Middle East
Gold route Africa and the Middle East. Merchants then
transported these along land trade routes to
other cities across Europe.
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Africa India
PL
M
SA

C
The trade in gold
created important
connections
between different
African regions and
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between Africa and

the Mediterranean.
FR

28 Key learning outcome: Read and respond to an infographic

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D
China invented paper notes called 2
2

PL
2.9
‘flying cash’ so people didn’t have to Look again and read. Match the
use heavy coins. This increased trade information (1–5) to A–E on the infographic.
between countries.
Merchants no longer 1 People trading metal
had to carry heavy 2 An invention that created more trade

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bags, so they could
3 People trading technology
travel more quickly.
4 People trading information as well as goods

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5 The growing importance of cities

Understand details in an infographic

An infographic shows information in a visual way.
Pay attention to these features as they all provide
information about the topic:

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layout, e.g. a timeline, a chart
graphics, e.g. arrows, colours
Tea / Horse route text, e.g. text boxes, picture labels
images, e.g. photos, pictures, symbols

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China FR
3
After you read

Look at the infographic again.

The Silk Road was actually a large number Match the visual information (1–3) to its
of trade routes that connected China with purpose (a–c).
the Middle East and Europe. Merchants
traded many different products, not just 1 coloured lines a to present factual information
silk. For example, they also traded grain, 2 text boxes b to show trade routes
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pots and tools. New technology from 3 photos c to show examples of goods
China, such as the compass, also arrived in
Europe along the Silk Road.
PL

4 Think and discuss.

1 Why do you think the writer presented this
information as an infographic?
2 Which information in the infographic did you find
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most interesting? Why?

Why do you think these different areas traded

SA

these things? How do you think trade helps

different cultures understand each other?
EE
FR

Key learning outcomes: Use an infographic to understand information;

Activity Book, p.27
Understand details in an infographic 29

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Lesson 7 Speaking Communication skills

PL
1 Look and think. What are they doing? Why do you think they’re doing this work?
1 2 3

M
SA
2 2.10
Watch a museum guide giving a talk.

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Check your ideas in Activity 1.

3 2.10
Watch again. Which points did
the guide explain again for the students?

1
2
3
jobs were called ‘trades’
how long training took
what a Master was
FR
4 how young people learned a trade
5 how parents passed their trade to their children

4 Match questions 1–3 to their uses (a–c).

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Clarify information
PL

1 Can you say that again, please? a ask for an explanation

2 What do you mean by ...? b confirm that we have understood
3 Can I check something, please? c ask the speaker to repeat information
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5 Plan your talk. Go to Activity Book, p.28 Check understanding

When you give a talk, check that your listeners
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6 Team Time Work in groups. Take understand what you’re saying. This makes
everyone feel included: Is that clear?
turns to give your talk. Use questions from
When you listen to a talk, ask questions to
Activity 4 to check understanding.
check you understand: Excuse me, what do you
Today, I’m going to talk about knights. They mean by ‘Master’?
started their training at a very young age. Go to Activity Book, p.28, Activities 1 & 2
EE

Sorry. Can you say that again, please?

7 Reflect. Discuss your talk with your group.

FR

30 Key learning outcomes: Give a talk about life in the past; Check understanding

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Lesson 8 Writing 2

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1 Read the notice and Robert’s poem. What’s his poem about?

Poetry Slam

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Join our Poetry Slam next week. Write your poem and come and read it at the Slam.
Imagine you work in one of these jobs in medieval times:

SA
• a merchant • a potter • a knight
Write a poem about your life. The best poem wins a prize!

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I make pots all day, I make jugs all night.

FR
I have to work long hours by candle light.
I make pots with colours, red, brown and grey.
Not stone or metal, they’re all made of clay.
Dad taught me the trade, I couldn’t do it before.
But everyone needs pots, and they want more and more.
The work is hard and hurts my hands.
But now I’m the best in the land.
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2
PL

Read Robert’s poem again and answer Features of a poem

the questions. Poems that use rhythm and rhyme are
more enjoyable to read. Follow this
1 When does the boy work?
checklist to write your poem.
2 How did he learn his trade?
Rhythm: Use the same number of syllables
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3 Is he good at his job? in each pair of lines. Each line in this pair
4 Do you think he likes his work? Why / Why not? has ten syllables:
I make pots all day, I make jugs all night.
SA

3 Answer the questions about the poem. I have to work long hours by candle light.
1 How many verses are there? Rhyme: Use words with the same or a
2 How many lines are in each verse? similar ending sound, e.g. before / more.

3 Which words rhyme in each verse?

4 How many syllables are there in each pair of lines?
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o u know now?
4 Plan and write a poem. Go to Activity Book, p.29
o y
t d Think about Unit 2.
ha
FR

Go to Activity Book, p.32

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Key learning outcomes: Recognise features of a poem;

Plan and write a poem about living in the past 31

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