Contents€¦ · Review - Unit 2 CB pp. 28-29 World Issues 2 (Optional Project Work 1) CB pp. 30-31 Unit 3CB pp. 32-39 Review - Unit 3 CB pp. 40-41 World Issues 3 CB pp. 42-43 Test

Introduction

Starter unit - Welcoming new students

Unit 1 - People around the world

Unit 2 - What are your friends like?

Unit 3 - People and places

Unit 4 - Schools around the world

Unit 5 - A day in the life

Unit 6 - Animals are all around us

Unit 7 - We’re watching you

Unit 8 - Stories to tell

Tests 1 to 3

Tests - Answer key

Grammar reference - Answer key

Project work activities

Audio CD - Track list

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1Sign Upto English

Contents

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Introduction

General Characteristics of the Series Sign Up to English is a three-level series specially designed for teenagers studying English as a foreign language. The series provides real-life situations, interesting topics and engaging activities in the Course Book to foster the use of the target language in class in meaningful contexts. The activities aim to provide learners with opportunities to practise the language in a consistent and productive way. Personalisation is a strong feature in Sign Up to English. Students are given various opportunities throughout the units of the Course Book to relate what is being learned in class to their own experience. Themes involving ethics, environmental issues, health, cultural plurality, education, work and citizenship permeate most of the activities and are used in interesting reading texts, exciting projects and thought-provoking discussions.

The technological element in the Course Book (through the Project Work activities and interactive games on the Student’s Interactive CD-ROM) responds to the interests of teenagers and provides extra opportunities for learners to use the language in real-life situations.

Components of Sign Up to English For each level the series provides a Course Book (with a built-in Workbook, a Grammar Reference section and a Student’s Interactive CD-ROM) and a Teacher’s Book (with an Audio CD). A stand-alone component is the Teacher’s Resource CD-ROM which features photocopiable activities for extension and consolidation, and extra photocopiable tests.

Course Book The Course Book contains:• A Scope & Sequence section• A Starter Unit• 8 Units of four lessons each• 8 Review sections (one per unit)• 8 World Issues sections (one per unit)• A Workbook section

• A Grammar Reference section• A List of Irregular Verbs (for levels 2 and 3)• A Student’s Interactive CD-ROM The Scope & Sequence section consists of two pages with detailed information on syllabus distribution, including functions, grammar, lexis and recycling for every unit. The Starter Unit is a two-lesson introductory unit with varied activities that allow for the recycling or effective teaching of the minimum language requirements needed to start the course. For teachers, the Starter Unit is also a useful tool for conducting an initial diagnosis of new students’ background knowledge of English. The following eight Units contain four lessons each, and are followed by a Review lesson and a World Issues section. Each lesson consists of a double-spread section; consequently, each unit contains 12 pages (except for the Starter Unit which has two double-spread sections covering 4 pages). The lessons are theme-based and contain a wide array of reading text types to contextualise and present the target language. The four macro skills (reading, listening, speaking and writing) are well balanced and addressed in all the lessons of the units. The Review section appears after lesson 4 in all the Units in the Course Book and it is a very useful tool for students to revise the contents they have learned. World Issues is a section that accompanies the Course Book with exciting articles and activities spread over 16 colourful pages. There is a double-spread World Issues section per unit. World Issues texts focus on the development of reading skills and enhance students´ability to express points of view and discuss topics of interest. The World Issues section contains a link to a Project Work activity every two units. (See Student’s Interactive CD-ROM.) The Workbook section appears at the end of the Course Book and consists of 32 pages (4 pages per unit). The Workbook provides a series of activities for practice and consolidation of the structures and vocabulary learned in each lesson of the Course Book and is meant to be done by students at home. The Grammar Reference is a user-friendly section with

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grammar boxes and exercises for extra grammar practice. Throughout the units of the Course Book, students will find Sign Up to Grammar boxes that direct them to the Grammar Reference section for further examples and practice. The Grammar Reference also provides opportunities for self-evaluation: for each Grammar Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar topic to show whether they understand the topic very well, well or not very well. This may help develop the students’ sense of progress and awareness of their learning processes.At the end of the Course Book, students will find a List of Irregular Verbs (for levels 2 and 3).

Student’s Interactive CD-ROMEach Course Book is accompanied by a Student’s Interactive CD-ROM with two interactive games that can be played at the students’ convenience. These games help students revise key vocabulary and core grammar points learnt in the Course Book. In addition, the CD-ROM contains a key feature of the Course Book: the Project Work activities which function as input for the development of projects where English can be used in real-life situations. They involve gathering information on the Internet, analysing and responding to it, and encouraging students to develop their presentation skills. For both teachers and learners, the Project Work activities are rich optional resources as they provide engaging activities and opportunities for collaborative learning. These activities are explained in this Teacher’s Book on pages 84, 85 and 86.

Teacher’s Book The Teacher’s Book contains:• This Introduction• Lesson-by-lesson exploitation of the Units• Audio Scripts• Answer Key to the Course Book and Workbook• 3 photocopiable Tests with Answer Key• An Audio CD The Teacher’s Book is the gateway for a sound and thorough use of the Course Book and the Student´s Interactive CD-ROM. It provides a handful of ideas and suggestions to give support to teachers in different areas. It contains detailed lesson-by-lesson planning notes,

Audio Scripts and Answer Key sections to the activities in the Course Book. Cultural notes, reference sections, suggestions of interdisciplinary projects and extra activities can also be found.Some comments in the Teacher’s Book may sound obvious to some teachers while not detailed enough to others. Teachers will be able to adapt the lesson plans to suit their needs, depending on their own classroom situation. Three photocopiable tests are provided in this Teacher´s Book to assess the main skills developed and language, grammar and vocabulary items acquired throughout the units. Test 1 covers Units 1 to 3, Test 2 covers Units 4 to 6 and Test 3 covers Units 7 and 8. In this way, students are provided with one test per trimester.The Answer Key to the photocopiable tests is at the back of this Teacher’s Book.

Audio CDThe Teacher’s Book in the Sign Up to English series is accompanied by an Audio CD. It includes the listening input required for class work. A system of icons and track numbers on the Student´s Book pages is used to link the listening activities with the audio CD tracks.

Outstanding Features within the Lessons

Sign Up to Grammar boxThis section brings the lesson’s target language into focus so that learners have a clear reference for study. The Sign Up to Grammar box is placed in a box on the top right-hand side of the second page of each double-spread section. The fixed position of the box is a user-friendly resource as it allows students to find the main language items in the lesson quickly and easily.

Useful Tip BoxesSome lessons have Useful Tips boxes. These boxes provide tips on a variety of topics; including grammar, spelling, pronunciation and culture.

Reference to Icons on the Course Book pages

Speaking activity

Reading activity

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Annual Plan: Suggested Distribu-tion into Three Terms

1st termStarter Unit CB pp. 4-7

Unit 1 CB pp. 8-15

Review - Unit 1 CB pp. 16-17

World Issues 1 CB pp. 18-19

Unit 2 CB pp. 20-27


World Issues 2 (Optional Project Work 1) CB pp. 30-31

Unit 3 CB pp. 32-39



Test 1 TB pp. 72-74

2nd termUnit 4 CB pp. 44-51



Unit 5 CB pp. 56-63



Unit 6 CB pp. 68-75

Review - Unit 6 (Optional Project Work 3) CB pp. 76-77


Test 2 TB pp. 75-77

3rd termUnit 7 CB pp. 80-87



Unit 8 CB pp. 92-99



Test 3 TB pp. 78-80

Listening activity

Writing activity

GR Grammar Reference*

WB Workbook*

*These special icons show links to something that is not part of the page where the icons appear. Through these icons, learners are usually asked to go to another section in the book.

Some Other Features of the Series

Project Work ActivitiesThey are available to teachers and learners on the Student’s Interactive CD-ROM that accompanies all the levels of Sign Up to English. There are four Project Work activities per book connected with Units 1 & 2; 3 & 4; 5 & 6 and 7 & 8. They can be found in the World Issues sections.These activities involve the use of the Internet to collect information. They require the critical analysis of this information and provide opportunities for the development of presentation skills through exciting and motivating projects. These projects are thoroughly explained in the last pages of this Teacher’s Book.

Annual PlanThe chart on this page shows a suggested distribution of all the contents in Sign Up to English 1 into three terms. The items mentioned in this Annual Plan chart refer to the Course Book (Units 1 to 8 and the Review and World Issues sections); the Student’s Interactive CD-ROM (Project Work activities 1 to 4) and this Teacher’s Book (Tests 1 to 3 and the instructions for the Project Work activities).

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Starterunit

CONTENTS COMMUNICATIVE AND LEARNING TASKS

LEXIS GRAMMAR PHONOLOGY

Greetings and introductions: Saying hello and goodbyeL1

The alpabetGreetingsNumbers 1 to 31

Verb to be: (am, is, are) used in context

Pronunciation of the letters of the alphabet and numbers 1 to 31

L2 School and classroom objects.

This / these; that / thoseA / an + nounThe + noun (s)

Pronunciation of demonstrative pronouns and classroom objects

Using classroom language. Asking for permission

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 4)

1 Draw students’ attention to the picture. Ask them if there is a notice board in their school. Read the three texts pinned to the board. This anticipates one of the topics students will learn in this lesson: greetings and introductions.

2 2 Ask students to read the dialogues and circle the correct option. Then play the audio CD and have students check the correct options. You may double check answers by asking different students to read the dialogues aloud. You may also play the CD again, one question at a time, and ask students to repeat after the CD.

Answer key: 1. What’s your name?; 2. How do you spell it?; 3. How old are you, Tomás?; 4. Nice to meet you too.; 5. How are you?

Audio script 2

Speaker: Dialogue 1Tomás: Hi! I’m Tomás. What’s your name?Jeremy: Hi! I’m Jeremy.Speaker: Dialogue 2Tomás: What’s your surname, Jeremy?Jeremy: Graham.Tomás: How do you spell it?Jeremy: G-R-A-H-A-M

Speaker: Dialogue 3Jeremy: How old are you, Tomás?Tomás: I’m 13.Speaker: Dialogue 4Mr Jones: Hello, Jeremy! I’m Andrew Jones, your new teacher.Jeremy: Nice to meet you, Mr Jones.Mr Jones: Nice to meet you too.Speaker: Dialogue 5Bill: Hi, Tomás! How are you?Tomás: Fine, thank you. And how are you, Bill?Bill: Fine, thanks.

3 3 Introduce the alphabet either by writing it on the board or using some flashcards that you can easily prepare yourself. You may also use the alphabet printed in the Course Book. Go through the pronunciation of the alphabet letters a couple of times. Play the audio CD and make some pauses for modelling and repetition.

OPTIOnAL ACTIvITIES: GAME 1: Have students practise the alphabet by playing a spelling game with them. Start by dividing the class into two groups. Spell the name of a student and have the groups guess whose name you are spelling. The first group to guess the name correctly scores a point.

GAME 2: Ask alternatively different students from the same two groups as in Game 1 to spell their surnames. If they spell them correctly, they score a point for their

Starter unit - Welcoming new students

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team. Keep a record of the scores on the board and then announce the winning group.

Audio script 3

Speaker: The Alphabet A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q.R,S,T,U,V,W,X,Y,Z

4 Now students take turns to spell the surnames given.

Answer key: Students’ own answers

Lesson 1 (CB p. 5)

5 Make sure students understand that they have to answer these questions about themselves. Allow students some time to answer the questions. Check by asking different volunteers to read their answers aloud.


6 4 Students listen and complete the missing numbers. You may write the answers on the board for students to self-correct. You may play the CD again, this time making pauses and asking students to repeat after the CD.

Audio script 4

Speaker: zero / oh, one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine, thirty, thirty-one.

Answer key: three; seven; eight; twelve; thirteen; sixteen; seventeen; twenty-three; twenty-four; twenty-eight; twenty-nine

7 5 Refer students to the picture of Lyn and Wendy. Explain that it is the first time these girls have met and tell students that their conversation is not in the correct order. Ask students to put the dialogue in order using numbers. Play the audio CD and have students check their answers.

Answer key: 1; 4; 11; 6; 3; 2; 7; 10; 9; 8; 5

Audio script 5

Lyn: Hello! I’m Lyn.Wendy: Hi, Lyn! I’m Wendy. Wendy Williams.Lyn: And I’m Lyn Fairhurst.Wendy: How do you spell Fairhurst?Lyn: F-A-I-R-H-U-R-S-TWendy: Thank you. And how old are you, Lyn?Lyn: I’m 13. What about you?Wendy: I’m 12. What class are you in?Lyn: I’m in class 1 B. Wendy: I’m in class 1 B too. That’s great! See you later, Lyn.Lyn: See you!

8 The aim of this exercise is to have students replace the information in the dialogue in activity 7 with true information about themselves. Ask students to role play the dialogue in pairs using their personal information. If your students are false beginners, you can encourage them to add more questions. If your students are true beginners and find this task very difficult, you can ask them to write a similar dialogue in their notebooks instead of role playing it.


USEFUL TIP:Vocabulary - Direct students’ attention to the Useful Tip box. Explain to them that American and British English are different varieties of the English language and, therefore, there are some differences in grammar, vocabulary, spelling and pronunciation. Explain that in the UK (United Kingdom) people use the word surname and in the USA (United States of America) people use the word last name. Also you can ask students if they have a middle name, and if so, ask them what their middle names are.

9 Ask students to complete the text about themselves.


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Lesson 2 (CB p. 6)

1 Refer students to the picture. Ask them to write the number of the corresponding classroom objects next to the words. Allow students some time to number the objects. Check their answers by asking different students in the class to read out their answers.

Answer key: 10. a clock; 4. a pencil; 9. a computer; 12. a door; 7. a desk; 1. a whiteboard; 3. a notebook; 6. a pencil case; 2. a book; 5. a pen; 8. an eraser; 11. a litter bin

USEFUL TIP:Grammar - It is a good opportunity to teach demonstrative pronouns. Point at the arrows in the box and explain that short arrows indicate a short distance, whereas long arrows show a long distance from the target object. Explain that this and that are singular words and these and those are plural words. This and these are used to refer to objects that are near us and that and those are used to refer to objects that are far from us. Explain to students that the answer to What’s this / that? is It’s a / an… , and the answer to What are these / those? is They’re…GR1 Direct students’ attention to the Grammar Reference section, where they will find further examples and practice.

2 Ask students to look at the pictures and answer the questions.

Answer key: 1. pencil case; 2. It’s a chair; 3. erasers; 4.They’re clocks.

3 Ask students to work in pairs. Encourage them to ask and answer questions about the school objects they can see in the classroom, using demonstrative pronouns.


Lesson 2 (CB p. 7)

USEFUL TIP:Grammar - Direct students’ attention to the Useful Tip box and explain the use of definite and indefinite articles.

4 Ask students to complete the dialogue with a, an or the.

Answer key: 1. a; 2. the; 3. an; 4.the.

5 6 Refer students to the pictures and explain that they represent expressions teachers and students often use during an English class. Make sure students understand what they mean. Read the sentences aloud and ask students to repeat after you. Then students listen to the audio CD and tick the classroom language that they hear.

Answer key: 1; 2; 4; 5; 7; 8

Audio script 6

Mr Jones: Well, people. Let’s get started! Open your books at page 3, please!Lyn: What page, Mr Jones?Mr Jones: Page 3, Lyn.Lyn: Thank you, Mr Jones.Mr Jones: Read the text and listen to the CD.Tomás: May I go to the toilet, Mr Jones?Mr Jones: Not now, Tomás. Please, wait a minute! Thanks.Lyn: Can I have some water, please? I’m thirsty, Mr Jones.Mr Jones: All right, Lyn. But, please, close the door when you come back.Lyn: Thank you, Mr Jones.

USEFUL TIP:Language - Tell students that may and can are sometimes used to ask for permission and that saying please and thank you / thanks is very important in order to be polite in English.

6 6 Students complete the dialogue using some expressions from activity 5. Then they listen to the audio CD again and check their answers.

Answer key: 2. listen to the CD; 3. May I go to the toilet; 4. Can I have some water, please?; 5. please, close the door

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CONTENTSCOMMUNICATIVE AND LEARNING

TASKS


Asking for and giving personal information.Asking and saying where one is from.

L1 Countries and nationalities

Question words: what, where and how oldPreposition: fromPossessive adjectives: my & your

Pronunciation of different countries and nationalities.Pronunciation of some wh-words.

L2Countries and nationalities.Famous person / peopleI think he is.... / I don’t know.

Verb to be (affirmative)Subject pronounsWhere ...from (revision)

Contracted forms of to be (I’m, you’re, he’s,...)

Asking questions about some famous people.

L3Months of the yearOrdinal numbersDates

Prepositions:in + monthon + date

Pronunciation of @ (at) and . (dot). Pronunciation of the months of the year and some ordinal numbers.

Asking and saying when someone’s birthday is.Asking and saying someone’semail address and phone number.

L4ColoursGadgets

Verb to be (interrogative and negative)Short answersSubject pronouns: it & they

Pronunciation of some colours and gadgets.

Asking about favourite colours and gadgets. Asking what colour something is.

WISports, countries, the continentsand the Olympic Games

Recycling of some L1-L4 grammar topics and lexis.

Pronunciation of some sports, countries and nationalities.

Integrating acquired knowledge with a real life issue: the Olympic Games.


Unit 1

Unit 1 - People around the world

Lesson 1 (CB p. 8)

1 Set the context for the dialogue: two teenagers who meet for the first time are talking. They may be at school. Ask students to read the dialogue and tick the right options.

2 7 Now students listen and check their answers in activity 1. You may play the CD again and pause it at every answer for students to repeat after the recording.

Answer key: What’s your name?; Where are you from, Dianna?; How old are you?; I’m 17; What class are you in?

Audio script 7

Andy: Hello, I’m Andy from Argentina. What’s your name?Dianna: Hi! My name’s Dianna Blair.Andy: Where are you from, Dianna?Dianna: I’m from the USA.Andy: How old are you?Dianna: I’m 18 years old. And you, Andy?Andy: I’m 17.Dianna: What’s your full name, Andy?Andy: Andrés López.Dianna: I’m in class 1A. What class are you in?Andy: I’m in class 1A too!Dianna: Great! See you later, Andy!Andy: See you, Dianna!

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USEFUL TIP:Spelling - Draw students’ attention to the fact that, in English, nationalities and countries are written with capital letters.

3 Ask students to complete Dianna’s and Andy’s profile. You may check students’ answers in class by asking students to read their answers aloud.

Answer key: Full name: Dianna Blair; Age: 18; Country: the USA; Full name: Andrés Lopez; Age: 17; Country: Argentina

Lesson 1 (CB p. 9)

4 Ask students to match the countries and nationalities using numbers. You may ask students to do the matching activity in pairs or small groups. Check answers and have students repeat the words after you. Treat this exercise as a teaching opportunity: do not expect students to get the answers right. Help students notice the correct pronunciation of the word country and the different nationalities.

Answer key: 2. Brazilian; 3. Canadian; 4. Chinese; 5. French; 6. German; 7. British; 8. Mexican; 9. Italian; 10. Japanese; 11. South African; 12. American

5 Refer students to the Sign Up to Grammar box on the top-right corner of the page. Explain that this box summarises the main grammar topics taught in the lesson and that it should be used as a reference for study. Then ask students to complete the short dialogue using my or your.

Answer key: 1. your; 2. My; 3. your; 4. My

6 Ask students to complete the speech bubbles. Point at the flags and ask students whether they can identify them. Offer some help if needed.

Answer key: 1. from Japan / Japanese; 2. from; 3. from Australia / Australian; 4. Where; 5. Brazil; 6. from Cuba / Cuban

7 Pair students up and have them adopt different personalities in order to use different countries and nationalities.


WB p. 113 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on page 113. You may assign these exercises as homework.

Answer key: 1. Brazilian; Venezuela; Germany; British; Spanish; Taiwan; Chinese; English 2. 2. South Africa- South African; 3. Canada-Canadian; 4. Argentina-Argentinian; 5. Italy-Italian; 6. Greece-Greek; 7. Mexico-Mexican 3. 1. to meet; 2. Nice to meet you; 3. are you from; 4. I’m / I am from; 5. How old; 6. class are you in; 7. in class 4. 1. name´s; 2. I’m 12; 3. I’m from; 4. are you; 5. are you from

Lesson 2 (CB p. 10)

1 Teach the words famous and people. As a warm-up activity, ask students to name three famous people and say where they are from.


2 Refer students to the dialogue and ask them to read it and fill in the gaps using their own ideas.


3 8 Now students listen to the audio CD and check their answers in activity 2.

Answer key: 2. American; 3. Puerto Rico; 4. Where; 5. Italian

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Audio script 8

Dianna: Come here, Andy! Look at these photos of famous people in this magazine! Where are they from?

Andy: Well… This is Johnny Depp and he’s American.Dianna: And what about Luis Miguel?Andy: He’s from Puerto Rico.Dianna: I see. And Carla Bruni? Where is she from?Andy: She’s Italian.Dianna: And what about Luis Miguel?Andy: He’s from Puerto Rico.Dianna: I see. And Carla Bruni? Where is she from?Andy: She’s Italian.

4 Refer students to the pictures. Teach the words singer, actress, football player and tennis player. Ask students to read the sentences and match them to the correct pictures.

Answer key: 1. Shakira; 2. Emma Watson; 3. Roger Federer; 4. Gonzalo Higuain

5 Students think of a famous person and carry out two tasks. First, they complete the form with information about the famous person they have chosen, and then they write about him / her.


Lesson 2 (CB p. 11)

6 Students look at the Sign Up to Grammar box and complete the dialogue. Make sure students understand that there are contracted forms they can use in the affirmative form of the verb to be. Drill on the pronunciation of these contracted forms.

Answer key: 2. is; 3. ‘s; 4. ‘re; 5. am; 6. are ; 7. ‘m

7 Students complete the sentences using he’s, she’s, it’s and they’re.

Answer key: 2. he’s; 3. They’re; 4. She’s; 5. It’s

8 Teach I think… and I don’t know. Refer students to the two pictures on the right and ask them who these people are. Then ask students to answer the questions even if they don’t know or are not sure, encouraging the use of the taught phrases. Check answers by asking some volunteers to read theirs aloud.


9 9 Now students listen to the CD and check their answers.

Answer key: 1. She’s American. 2. I think she’s 37 or 38. 3. He’s from London, England. 4. I don´t know. I think he’s 26 or 27 years old.

Audio script 9

Daniel: Look at these pictures of famous people in this magazine, Pam!

Pamela: Who are they? I think I know these people but I’m not sure. Daniel: This person is Reese Witherspoon. She’s the famous

American actress in Legally Blonde.Pamela: How old is she?Daniel: I think she’s 37 or 38 now. I’m not sure, Pam.Pamela: And is he Zac Effron?Daniel: No, Pam. He’s Robert Pattinson. He’s from London, England.

He’s the famous actor in Twilight. Do you remember?Pamela: Yes, you’re right. Silly me! By the way, how old is he?Daniel: I don’t know. I think he’s 26 or 27 years old. Pamela: Yes, I think you’re right and he’s really cute!

10 Explain that each student is going to think of a famous person whose nationality and age they know. They may use the form they have completed in activity 5 as a source of information. Pair students up and have them ask and answer questions about the famous people they have chosen.


WB p. 114 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 114. You may assign these exercises as homework.

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Answer key: 1. 2. Sue and Lou are from Britain. They’re British. 3. Marisa is from Brazil. She’s Brazilian. 4. Dan is from the USA. He’s American. 5. Stavros and Athena are from Greece. They’re Greek. 2. 2. She; 3. We; 4. She; 5. It; 6. you / I; 7. They; 8. They 3. 1. ‘m; 2. ‘s; 3. is; 4. ‘s ; 5. ‘s; 6. is; 7. ‘s; 8. ‘re; 9. are; 10. ‘m 4. 1. I’m / My name is / My name’s; 2. 14 years; 3. Green Valley International School; 4. from; 5. I am / I’m

Lesson 3 (CB p. 12)

1 Students read Mark’s profile and fill in the gaps with the correct words.

Answer key: 1. am / ‘m; 2. my; 3. from; 4. are; 5. email; 6. number; 7. in; 8. is

USEFUL TIP:Spelling- Explain how to say an email address in English. Ask the question What’s your email address? and have some volunteers say their email addresses aloud. Draw students’ attention to the pronunciation of the words at and dot.

OPTIOnAL ACTIvITy:Have students exchange their email addresses in pairs or small groups.

2 Students do the matching activity. Ask some volunteers to read their answers aloud.

Answer key: 1. It’s in May. 2. I’m twelve. 3. It’s [email protected] 4. It’s 7353-2101.

3 Ask students to read the rubrics and elicit from them what they are supposed to do. Read the months in random order, exactly as they appear on the page and ask students to repeat them after you.

4 10 Play the audio CD once for students to check their answers. Then play the CD again and ask students to listen and repeat. Draw students’ attention to the fact

that, in English, the months of the year are written with capital letters.

Answer key: 1. January; 2. February; 3. March; 4. April; 5. May; 6. June; 7. July; 8. August; 9. September; 10. October; 11. November; 12. December

Audio script 10

Speaker: 1 January2 February 3 March 4 April 5 May 6 June 7 July 8 August9 September 10 October11 November12 December

USEFUL TIP:Language- Explain the difference between cardinal and ordinal numbers. Tell students that both cardinal and ordinal numbers can be used to write dates. You may write the two options on the board: 1st March – 1 March. It would be a good idea to make a list of cardinal numbers on the board, by eliciting their corresponding ordinal numbers from students, and writing them down as students dictate them to you. You may ask some volunteers to say their birth dates. Encourage students to use the and of even if these words are not written. e.g It’s (the) first (of) March.

5 Ask students to write the ordinal numbers that correspond with the cardinal numbers given. Check answers in class by writing them on the board.

Answer key: 2. 31st thirty-first; 3. 9th ninth; 4. 22nd twenty-second; 5. 13th thirteenth; 6. 30th thirtieth

6 11 Students listen to the audio CD and circle the numbers that they hear. Check answers in class by writing them on the board.

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Answer key: Number 1: 2nd; Number 2: 3rd; Number 3: 13; Number 4: 30th; Number 5: 5th; Number 6 : 9

Audio script 11

Speaker:Number 1: 2nd

Number 2: 3rd

Number 3: 13Number 4: 30th

Number 5: 5th

Number 6 : 9

7 Students work in pairs. They follow the example given and ask and answer questions about their own birthdays and their relatives’ .


Lesson 3 (CB p. 13)

8 Explain this task by telling students that they must choose between the two options in bold in each sentence. Explain that the symbol Ø means adding nothing to complete the sentence. Ask some volunteers to read their answers aloud.

Answer key: 1. in; 2. Ø; 3. in; 4. in; 5. on

9 Explain that the words are not in the correct order and teach the word unscramble. Students should write the questions correctly. Then students go back to their questions and give true answers about themselves. You may check answers by asking some volunteers to write the sentences on the board.

Answer key: 1. When is your birthday?; 2. What is your phone number?; 3. What is your email address?; 4. How old are you?

10 12 Students listen to two teenagers talking and complete the forms. You may play the CD twice. Check answers by playing the recording again, pausing after

each answer. You may ask some volunteers to write the answers on the board.

Answer key: 1.Peter; 2. 14 years old; 3. Irish; 4. 3rd/ 3 May; 5. 2B; 6. 17 Devon Road, Dublin; 7. D20; 8. 898878267; 9. [email protected]; 10. hockey; 11. Bertini; 12. 13 years old; 13. Italian; 14. 17th / 17 October; 15. 32; 16. 37121; 17. 5656-4444; 18. orange

Audio script 12

Speaker: Teenager 1, PeterHi! My name’s Peter O’Connor. I’m 14 years old. I’m from Ireland. My birthday is on the 3rd of May. I study at Green Valley International School and I am in class 2B. My home address is 17 Devon Road, Dublin. My postcode is D20. My phone number is 7454-7888 and my mobile phone number is 898878267.My email address is [email protected]. My favourite sport is hockey.Speaker: Teenager 2, PaolaHi! My name’s Paola Bertini. I’m 13 years old. I’m from Italy. My birthday is on the 17th of October. I study at Green Valley International School and I am in class 1A. My home address is Via Veneto 32, Rome. My postcode is 37121. My phone number is 5656-4444 and my mobile phone number is 356 568 2265 .My email address is [email protected]. My favourite colour is orange.

11 Ask students to work in pairs and ask and answer the questions in activity 9.


12 Explain that students will write their own profiles using Peter’s and Paola’s as models. Encourage students to share their profiles with their classmates and compare them.



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Answer key: 1. (In any order) September; July; December; January; August; June; April; May

2. Students’ own answers 3. 2. June (It’s on 20th June); 3. July (It’s on 9th July); 4. December (It’s on 25th December) 4. 1. 15th fifteenth; 2. 31st thirty-first; 3. 3rd third; 4. 20th twentieth; 5. 4th fourth 5. 2. How old are you?; 3. When is your birthday?; 4. Where are you from?; 5. What’s your favourite colour?; 6. What’s your email address?; 7. What’s your phone / telephone number? 6. 1 It’s on 21st / 21 September. 2. (It’s) [email protected]. 3. (They’re)Fridays and Saturdays.

Lesson 4 (CB p. 14)

1 This warm-up question introduces the picture in activity two (we can see a girl in the anime style) and also serves the purpose of discussing the meaning of anime and manga and saying where they are from (Japan).

Answer key: The picture is an anime. It is from Japan.

REFEREnCE:An anime is a cartoon, a style of animation, whereas a manga is a comic or magazine. Both of them originated in Japan and they often feature themes that are intended for an adult audience. However, they are usually popular among teenagers too.

2 Before students do the matching exercise, make sure you actually teach the colours. Ask students questions like What colour is the (desk)? ; What colour is (Juan)’s pencil case? ; etc. Then you may write the colours on the

board as students do the exercise. Ask different students to go to the board and write the corresponding number to each colour. Check pronunciation by asking students to repeat each colour after you.

Answer key: 1. pink; 2. yellow; 3. red; 4. green; 5. purple; 6. orange; 7. grey; 8. white; 9. blue

3 Students look at the pictures and answer the questions.

Answer key: 1. black, is / ‘s from China / Chinese; 2. red, are / ‘re American / from the USA; 3. They are / ‘re black. They are / ‘re Japanese / from Japan . 4. It is / ‘s grey. It is / ‘s South African / from South Africa.

4 Have students write a description of their favourite electronic object.


5 13 Play the audio CD for students to listen and circle the correct option.

Answer key: Ben; Tai; 16; Chinese; 1A; blue; mobile phone; Emma; Stiller; 14; English; 1B; pink; MP5

Audio script 13

Speaker: Dialogue 1Interviewer: What’s your name?Boy: My name’s Ben.Interviewer: What’s your surname?Boy: My surname’s Tai.Interviewer: Can you spell it, please?Boy: Yes. It’s T-A-I.Interviewer: How old are you?Boy: I’m sixteen.Interviewer: OK… Where are you from?Boy: I’m ChineseInterviewer: Are you in class 1A or 1B?Boy: I’m in Class 1A.Interviewer: Thanks. What’s your favourite colour?Boy: It’s blue.

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Interviewer: And…the last question… what’s your favourite gadget?

Boy: My mobile phone.Interviewer: Thank you for your time, Ben.Boy: You’re welcome.

Speaker: Dialogue 2Interviewer: What’s your name?Girl: My name’s Emma.Interviewer: What’s your surname?Girl: Stiller. Interviewer: Can you spell it, please?Girl: Yes. It’s S-T-I-L-L-E-R.Interviewer: How old are you? Girl: I’m fourteen.Interviewer: Where are you from?Girl: I’m English.Interviewer: Are you in class 1A or 1B?Girl: I’m in class 1B.Interviewer: Thanks. What’s your favourite colour?Girl: It’s pink.Interviewer: And...the last question… what’s your favourite

gadget?Girl: My MP5.Interviewer: Thank you, Emma.Girl: You’re welcome.

6 Students work in pairs. They interview their partner and fill in the forms. Walk around the class to monitor students’ work.


Lesson 4 (CB p. 15)

7 Students rewrite the sentences using subject pronouns. In the Remember! section of the Sign Up to Grammar box, students will find a brief explanation about the use of it and they.

Answer key: 2. It is / It’s blue. 3. She is / She’s from Italy. 4. They are / They’re my friends. 5. He is / He’s an actor.

8 Draw students’ attention to the Sign Up to Grammar box, where they will find the interrogative and negative

forms of the verb to be. Go over the charts with your students and ask a few Yes / No questions so that they can practise giving short answers. Lay emphasis on the use of it (for an object or animal) and they (for more than one object or person).GR2 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.

Answer key: 2. It isn’t white and blue. It’s white and red. 3. They aren’t from Russia. They are from Japan. 4. He isn’t British. He’s American. 5. She isn’t a singer. She’s an actress.

9 Students do the matching activity.

Answer key: 1. Yes, I am. 2. No, she isn’t. 3. No, they aren’t. 4. Yes, it is.

10 Students work in pairs. Point at the example and have students ask and answer questions about the people and things in the pictures. Monitor students’ work.



Answer key: 1. 2. grey; 3. orange; 4. green; 5. pink 2. 2. Grace; 3. your surname; 4. are you from; 5. Britain / England; 6. old are you; 7. I’m 15 years; 8. is your birthday; 9. 9th April; 10. your email address; 11. your phone number; 12. It’s; 13. your favourite sport; 14. are / ‘re 3. 2. he isn’t; 3. it is; 4. she is; 5. he isn’t; 6. (Students’ own answer) 4. 2. Is Katy Perry British; 3. Is Aaron Carter American; 4. Is the Brazilian flag bue, yellow and green; 5. Are Dennis and Francis from the USA; 6. Are you a good student 7. Are Adele and Michael Buble South American

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Review (CB pp. 16 and 17)

In the Review section, students will revise all the structures and some key words learnt in lessons 1 to 4 in this unit. It is advisable to turn to this section once you have finished teaching lesson 4.

Answer key 1 Students’ own answers 2 Students’ own answers 3 2. What’s / is your surname; 3. How old are you; 4. Where are you from; 5. When’s / is your birthday; 6. What’s / is your email address; 7. What’s / is your phone / telephone number 4 1. is / ‘s; 2. 14 / fourteen; 3. from; 4. on; 5. address; 6. Where; 7. When; 8. your 5 1. on; 2. in; 3. from; 4. in 6.1. grey; 2. light blue; 3. white; 4. purple; 5. mobile phone; 6. pendrive ; 7. notebook; 8. iPod touch 8 Suggested Answers: 2. How do you spell it; 3. How old are you; 4. Where are you from; 5. What’s your favourite website; 6. What’s your favourite colour; 7. When is your birthday; 8. What’s your email address 9 2. They´re from Japan. 3. She’s an American actress. 4. He’s a British actor. 5. It’s red. 10 2. sixteenth; 3. five; 4. fifth; 5. nine; 6. ninth; 7. one; 8. first; 9. two; 10. second 11 2. Yes, they are. 3. No, I’m not. 4. Yes, it is. 5. It’s on 9th July.

World Issues 1 - WE ARE ALL IN THIS WORLD TOGETHER

(CB p. 18)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, the Olympic Games.

1 Students read the text. Then they read the sentences and write true (T) or false (F).

Answer key: 1. F, 2. T; 3. F; 4. T

2 Students look at the rings are write their colours.

Answer key: 1. blue; 2. yellow; 3. black; 4. green; 5. red

(CB p. 19)

3 Students match the Olympic and Paralympic games to the pictures.

Answer key: (from left to right) 2; 3; 1; 4; 6; 5

4 Students work in pairs and complete the sentences with a suitable word, as they play noughts and crosses (Tic-Tac-Toe). To be able to place a nought (o) or a cross (x) on the box they select, students must first fill in the blank with the correct word (first orally and then in written form). Walk around the class and monitor student’s work.

Answer key: 1. badminton; 2. gold; 3. mascots; 4. the USA, 5. Chinese; 6. table tennis; 7. archery; 8. Japanese; 9. Paralympic

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Unit 2

Unit 2 - What are your friends like?


TASKS


Discussing different people’s physical characteristics and personality.L1

Adjectives (physical description and personality)

Verb to be (revision)Pronunciation of some adjectives used to describe people.

L2Adjectives (physical description and personality)

Possessive adjectives: My, your, his, her, its, our, your, their

Pronunciation of possessive adjectives.

Talking about some famous and popular characters.

L3 Sports and sportspeopleWhat is (he) like? vs. What does (he) look like?Verb to be (revision)

Pronunciation of some sports.

Describing some famous and favourite characters.

L4Opinion adjectives: boring, great, etc.Jobs

Indefinite articles: a, anPronunciation of some jobs.Pronunciation of some opinion adjectives.

Saying whether an adjective has positive or negative connotations.Agreeing and disagreeing.

WIAdjectivesWords related to films: fairytale, film, movie


Integrating acquired knowledge with a real life issue: in this case, expressing opinions on the concept of beauty.

Extras: Suggested optional games and activities for consolidation. Project Work 1.

Lesson 1 (CB p. 20)

1 Students discuss whether they have got many good friends and say who these friends are.


2 Teach the word e-pal. Ask students if they have got any e-pals and, if so, which city they are from. Elicit from students the kind of information a person writes about in his / her first email to an e-pal. Ask students to read the email and do the true (T) or false (F) activity.

Answer key: 1. F; 2. T; 3. T; 4. T; 5. T; 6. F; 7. T

REFEREnCE: You may want to explain to students that the word e-pal comes from the word penpal, a word originated at the times when people used to exchange letters because we didn’t have Internet or email. Another word for penpal is penfriend.

ExTRA ACTIvITy: You may exploit the email layout by asking students to say what the words to, from and subject mean in their own language. Point out that some English words connected to technology are used in the students’ mother tongue too (e.g. mouse, email, monitor, etc.).

3 Refer students to the highlighted words in the email in activity 2. Teach the word adjective and explain the meaning of the highlighted adjectives giving examples using famous people’s names (for example: Del Potro is tall. Messi isn’t tall. etc.) Then ask students to complete the chart about

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Bob and Juan. Check answers by asking different students to read theirs aloud. Have students repeat the adjectives after you to practise pronunciation.

Answer key: 1. tall; 2. blonde; 3. brown; 4. intelligent; 5. dark; 6. green; 7. good fun

4 Students complete the chart with information about themselves. Ask some volunteers to read their answers aloud.


ExTRA ACTIvITy:As a follow-up, students may play Hangman (in pairs or in groups) using the adjectives recently learnt.

Lesson 1 (CB p. 21)

5 This is a good opportunity to recycle the use of the affirmative and negative forms of the verb to be. Ask students to use the verb to be either in the affirmative or negative form to write true sentences about Bob. You may check answers by asking some volunteers to read the paragraph aloud or by asking different students to write their answers on the board.

Answer key: 2. is not / isn’t; 3. is not / isn’t; 4. is not / isn’t; 5. is / ‘s; 6. are not / aren’t

6 14 Draw students’ attention to the Sign Up to Grammar box. Teach the meaning of the adjectives that appear in the box and explain that some of them are used to talk about someone’s physical characteristics and others to describe someone’s personality. Read the adjectives and have students repeat these words after you. Then play the audio CD once for students to complete the chart. If necessary, play the recording again. You may check students’ answers by asking some volunteers to read their answers aloud.

Answer key: 1. 13 (years old); 2. American; 4. red; 5. blue; 6. shy; 7. responsible. 8. cool; 9. 14 (years old); 11. tall; 12. dark; 13. brown; 14. dynamic; 15. confident

Audio script 14

Sam: Kate is my friend. She’s 13 years old. She’s American. She’s medium-height. She has got red hair and blue eyes. Kate is shy and responsible. She’s cool! My friend Sophie is 14. She’s Irish. She’s tall and has got dark hair and brown eyes. She’s dynamic, confident and good fun! Sophie is my best friend.

7 Students fill in the gaps and circle the correct option to describe their best friend.


8 Students work in pairs. Student A describes one of his / her classmates and student B guesses his / her name. Encourage students to swap roles. Monitor students’ work and offer help if necessary..


9 Students write an email to an imaginary e-pal, using the information they provided in activity 4. Encourage students to use the email in activity 2 as a model.



Answer key: 1 1. Sophie; 2. David; 3. Jessica; 3. Harry 2 Possible answers: Body type: short, slim; Hair: long, blonde, fair, red; Eyes: green, blue 3 Students’ own answers 4 Students’ own answers

Lesson 2 (CB p. 22)

1 Ask students to name some of their favourite superheroes or cartoon characters. You may turn

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this activity into a game by asking some volunteers to describe their favourite superheroes or cartoon characters without saying who they are describing. The rest of the class can guess and you can act as a moderator.


2 Point at the picture of the Fantastic Four and ask students if they know the names of the characters. If students already know the characters, the activity will be quite easy for them, but if they don’t, they can use the descriptions and the pictures to try to guess their names.

OPTIOnAL GAmE: Show different pairs of pictures with two famous characters, e.g. Neo (The Matrix) and Superman, and play a quick game with students organised in two groups. Group A chooses one of the pictures (without saying which one) and describes that character so that Group B can guess which one it is. Groups swap roles.

Answer key: 1. The Thing; 2. The Human Torch; 3. Mister Fantastic; 4. The Invisible Girl

3 Students complete the descriptions of some other famous characters using he, she, his or her. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. Her; 2. She; 3. Her; 4. She; 5. She; 6. His; 7. He; 8. he; 9. His; 10. his

Lesson 2 (CB p. 23)

4 Draw students’ attention to the Sign Up to Grammar box. Teach possessive adjectives, read them aloud and ask students to repeat them after you. You may ask some volunteers to read the sentences in the Sign Up to Grammar box. You may then tell students that they are going to read what three teenagers think about some of the X-Men characters. Ask students to read the speech bubbles and fill in the gaps using I, he, she, my, his or her.

GR3 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.

5 15 Play the audio CD for students to listen and check their answers.

Answer key: 1. My; 2. I; 3. she; 4. Her; 5. her; 6. My, 7. he; 8. His; 9. his; 10. I; 11; She; 12. She; 13. Her; 14. her

Audio script 15

Speaker: Speaker 1Girl 1: My favourite X-Men character is Storm. I think she’s

beautiful. Her hair is white and her eyes are brown, and sometimes only white.

Speaker: Speaker 2Boy: My favourite X-Men character is Wolverine. I think he’s

strong and brave. His hair is dark brown and his eyes are dark brown too.

Speaker: Speaker 3Girl 2: I think Phoenix is fantastic. She’s my favourite X-Men

character. She’s very strong. Her hair is red and her eyes are light brown.

6 Students circle the correct option. Ask some volunteers to read their answers aloud.

Answer key: 1. Our; 2. Their; 3. His; 4. Her

7 Tell students that they will write, in their notebooks, a short paragraph about their favourite cartoon character. Explain that they can use the models in activity 4 if they need some help.


OPTIOnAL ACTIvITy:Ask students to leave blanks in their paragraphs, just like the ones in activity 4, and swap paragraphs with a partner. They should then try to complete the paragraph they receive with the correct pronoun or possessive adjective.

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8 Students play a guessing game in pairs. Student A describes his / her favourite cartoon character and Student B guesses it. Encourage students to swap roles.Walk around the class and monitor students’ work.



Answer key: 1 1. Her; 2. His; 3. His; 4. His; 5. She; 6. He 2 2. my; 3. Her; 4. His; 5. Their; 6. Our 3 1. His; 2. Her; 3. Their; 4. Our; 5. your, My; 6. Its 4 1. F; 2. F; 3. T; 4. T; 5. F; 6. T 5 Students’ own answers

Lesson 3 (CB p. 24)

BEFORE yOU START: Before dealing with the Course Book activities, when the books are still closed, write the names of famous athletes on the board. Ask students what those people have in common (they all do sports – they are all athletes). Teach the word athlete.

1 Ask students to mention their favourite sports and sportspeople. Encourage students to make complete sentences (My favourite sport is… and my favourite sportsperson is…). Explain that they can also use the words sportsman or sportswoman, but that the word sportsperson is used to refer to either a man or a woman.


USEFUL TIP:Language - Draw students’ attention to the Useful Tip box and ask a volunteer to read the information it contains. Explain that we use What does (he) look like? to ask about a person’s physical description and What is (he) like? to ask about someone’s personality. You may write on the board some famous people’s names and then ask the

rest of the class to answer questions like What is he / she like? and What does he / she look like? in order to check understanding.

2 Refer students to the blog entry and ask them to read it and answer the questions. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. sport is women’s field hockey. 2. Her favourite hockey player is Luciana Aymar. 3. She’s from Rosario, Argentina. 4. She’s tall and slim. She’s got brown eyes and her hair is long and dark.

3 Now students match the words to the pictures. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: (from left to right)10; 7; 5; 9; 4; 8; 3; 1; 2; 6

4 16 Students listen to the audio CD and circle the correct option. You may encourage peer correction and then you may play the recording again, making pauses for students to check their answers.

Answer key: 1. surfing; 2. surfer; 3. football, football; 4. Brazil

Audio script 16

Danny: What’s your favourite sport, Peter?Peter: I love surfing.Danny: And who’s your favourite surfer?Peter: Bruce Irons.Danny: Where is he from?Peter: He’s from Hanalei in Kauai. How about you?Danny: My favourite sport is football. And my favourite football

player is Cristiano Ronaldo.Peter: Is he from Brazil?Danny: No, he isn’t. He’s from Portugal.

Lesson 3 (CB p. 25)

5 Students complete the chart. They may consult different reference materials like dictionaries or the Internet, depending on the resources available in the class.

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Answer key: football; swimmer; tennis; cyclist; surfer; gymnast; skateboarding; rugbier; runner; diving; golf

6 Students fill in the gaps with the appropriate word(s) to complete the sports quiz. Monitor students’ work as you walk around the classroom.

Answer key: 2. Are; they are; 3. Is; No, he isn’t; 4. Are; they aren’t; They’re; 5. Is; he isn’t; He’s; 6. Are; they are

7 Students create their own sports quiz by writing five questions about some athletes and sportspeople they know. Circulate around the class and help students correct their questions before they actually use them to ask their partners to answer them.


8 Refer students to the Sign Up to Grammar box on the top-right corner of the page. Explain that it is important for them to handle some classroom language in order to ask about the meaning of some words; say that they do not understand or ask for repetition. If necessary, copy the sentences on the board, read them and ask students to repeat after you. Next, ask students to put the dialogue in order, using numbers.

Answer key: 4; 1; 6; 2; 3; 5

9 In pairs, students play a guessing game. Direct students’ attention to the example given and encourage them to use it as a model. You may encourage students to play this game several times. They may even try to guess any other celebrities’ names (not only sportspeople).



Answer key: 1. cycling; skateboarding; swimming; Student’s own answers 2 1. are; 2. am /’m; 3. Is / ‘s; 4. Is; 5. is not / isn’t; 6. is / ‘s ; 7. are / ‘re; 8. Are; 9. are not / aren’t; 10. are / ‘re; 11. is / ‘s; 12. Is; 13. is 3 1. email; 2. is; 3. Her; 4. fun; 5. swimmer; 6. skating; 7. slim; 8. hair; 9. browm; 10. you 4 2. cyclist; 3. skier; 4. footballer / football player; 5. swimmer; 6. tennis player; 7. runners; 8. diver

Lesson 4 (CB p. 26)

1 Students look at the picture and circle the correct option. Explain that when you are not sure about something you can use the phrase I think…

Answer key: mechanic

2 Students fill in the gaps with the appropriate short forms of the verb to be.

Answer key: 1. ‘s; 2. ‘m; 3. ‘m; 4. ‘re; 5. ‘re; 6. ‘s; 7. ‘s

3 Ask students to match the jobs and the pictures using numbers. Read the words and ask students to repeat them after you.

Answer key: (from left to right) 3; 5; 7; 4; 6; 2; 1

4 Ask students to read the opinion adjectives on the notepad sheet and help them to understand their meaning. Then tell students that they should classify these adjectives into positive or negative ones.

Answer key: Positive: awesome; beautiful; cute; fantastic; gorgeous; great; intelligent; interesting; OK; cool; Negative: horrible; difficult; stressful; ugly

5 Now students choose two adjectives from the box in activity 4 to complete the short text about Ashton Kutcher. Answers may vary. Ask some volunteers to read their texts aloud.

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REFEREnCE: Ashton Kutcher was born on 7 February 1978 in Cedars Rapids, Iowa, USA. He was married to actress Demi Moore for about 13 years. Kutcher is an actor and producer. Adapted from: www.imdb.com/name/nm0005110/bio

Lesson 4 (CB p. 27)

6 Draw students’ attention to the Sign Up to Grammar box on the top-right corner of the page. Discuss the use of indefinite articles and take this opportunity to explain that, in English, a word used to describe a job -in the singular form- must be accompanied by an indefinite article (He’s a teacher. He’s an architect. etc.) Then ask students to complete the sentences with a, an or Ø.

Answer key: 1. an; 2. an; 3. a ; 4. Ø; 5. an; 6. Ø

7 17 Tell students that they will listen to three people talking about their jobs. Play the audio CD. Students listen and complete the chart. Play the audio CD again and check answers by asking some volunteers to read theirs aloud.

Answer key: 1. John: Germany; Vicky: Spain; 2. Lucy: teacher; John: doctor; 3. Lucy: London; Vicky: Madrid; 4. John: stressful; Vicky: great

Audio script 17

Speaker: Speaker 1, Lucy Lucy: I’m a teacher from England. I work in a school in London.

I think my job is interesting!Speaker: Speaker 2, JohnJohn: I am from Germany. I am a doctor and I work at the

Regional Hospital in Munich. I think my job is stressful.Speaker: Speaker 3, VickyVicky: I am from Spain. I am a gym trainer and I work at a gym in

Madrid. I think my job is great!

8 Ask students to work in pairs and use the cards to interview their classmate. Draw students’ attention to the example given and encourage them to use it as a model. Also point at the four questions in the chart in activity 7 and tell students that they are likely to use

those questions in this interview. Walk around the class as you monitor students’ work. Tell students that they may change their first names in case they get a card with personal information of the opposite sex (for example, Sylvia Gate instead of Jerry Gate).

Answer key: B: What’s your name? A: I’m Jerry Gate. B: Where are you from? A: I’m French. B: What’s your job? A: I’m an engineer. B: Where do you work? A: I work in Paris. B: What’s your job like? A: It’s interesting. A: What’s your name? B: I’m Cathy Shanks. A: Where are you from? B: I’m Scottish. A: What’s your job? B: I’m a nurse. A: Where do you work? B: I work in Edinburgh. A: What’s your job like? B: It’s great.

9 Students choose one of the cards in activity 8 and write a short text.

Answer key: His name’s Jerry Gate. He’s French. He’s an engineer and he works in Paris. He thinks his job is interesting. / Her name is Cathy Shanks. She’s Scottish. She’s a nurse and she works in Edinburgh. She thinks her job is great.

10 Teach the phrases I agree and I don’t agree. Write a sentence on the board using a name students are familiar with, for example, I think Justin Bieber is cute. Ask different students to say whether they agree with you or not.Then have students work in pairs. Explain the task: one student chooses some names of famous people from the box and gives his / her opinion about them and the other student says whether he / she agrees or not.



Answer key: 1 1. nurse; 2. architect; 3. receptionist; 4. mechanic 2 1. police; 2. dangerous / stressful; 3. dangerous / stressful; 4. What; 5. a; 6. your; 7. interesting; 8. fun 3 Students’ own answers

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4 1. a; 2. a; 3. an; 4. an; 5. Ø; 6. Ø 5 Students’ own answers 6 Her name is Angela Noia. She’s 16. She’s Bulgarian. She’s a photo model. She thinks her job is great. 7 1. ugly, 2. awesome; 3. great; 4. horrible; 5. cute; 6. gorgeous; 7. fantastic; 8. boring



Answer key: 1 2. My; 3. My; 4. Their; 5. Her; 6. His; 7. Our; (names from left to right) Sheila, Mike and Joanna. 2 2. No, he isn’t tall. He’s medium-height. 3. No, she isn’t boring. She’s good fun. 4. No, they aren’t surfers. They are gymnasts. 5. No, I’m not a teacher. I’m a student. 3 1. blonde hair; 2. are blue; 3. and slim; 4. good fun!; 5. e-pals; 6. girl; 7. job 4 1. name; 2. Where; 3. like; 4. fair; 5. green; 6. and; 7. is; 8. friendly; 9. friend 5 1. Ø ; 2. a; 3. Ø; 4. a; 5. a; 6. an; 7. a 6 1. Britain; 2. is; 3. He; 4. His, 5. are; 6. awesome 7 Students’ own answers 8 Students’ own answers

World Issues 2 - WHAT’S BEAUTY?

(CB p. 30)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, describing people and expressing opinions on the concept of beauty.

1 Students match the pictures to the sentences.

Answer key: 1. Micaela is from Argentina. 2. Sheila is from Canada. 3. Dave is from England; 4. Roger is from Angola; 5. Ko is from Japan.

2 Students tick the words they associate beauty with. Check students’ answers by asking some volunteers to read theirs aloud.


OPTIOnAL ACTIvITy:Explain the meaning of beauty and beautiful. It may be useful to explain, at this point, that beauty is an abstract noun and beautiful, an adjective. Therefore, you may write two sentences on the board (Fiona has got inner beauty and Shrek thinks Fiona is beautiful) to illustrate meaning.

3 Students list some celebrities that they consider beautiful. Write the celebrities’ names on the board as students dictate to you the celebrities they have chosen.


4 In pairs, students play a guessing game: Student A describes a celebrity and student B guesses his / her name. Walk around the classroom as you monitor students’ work.


5 Students match the words with their meanings. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. a story like Cinderella; 2. a film; 3. (a heart symbol); 4. when two people are friends

(CB p. 31)

6 Explain that a film review is a critical article or report about a film, and that it may appear in a magazine, on the Internet, etc. It includes a brief synopsis of the film and the reviewer’s opinion about it. Students read the film review and complete the chart using opinion adjectives.

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Answer key: Positive Adjectives: good fun; cute; Negative Adjectives: ugly, weird, sarcastic

7 Now students tick the words Shrek associates beauty with. Students can obtain this information from the film review in activity 6.

Answer key: (answers may vary) short; fat; green skin

8 Students read the sentences and write true (T) or false (F). Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. F; 2. T; 3. T; 4. F; 5. F; 6. T

9 Students work in pairs. They discuss their opinion about the different characters in Shrek. Encourage the use of I agree… I don’t agree… I think… Walk around the classroom as you monitor students’ work.


Project Work 1 (Units 1 & 2): Our Celebrities Poster - Students may now do the Project Work activities for units 1 & 2 that are available on the Student’s Interactive CD-ROM. These activities are thoroughly explained on pages 84, 85 and 86 of this Teacher’s Book.

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Unit 3

Unit 3 - People and places


TASKS


Talking about large and multiracial families.L1

Family membersdivorced + frommarried + to

Genitive case: ‘s or ‘Have got (affirmative)

Pronunciation of some words used to name family members.

L2 Parts of the body

Have got (interrogative, negative and short answers)‘s = possessive form; ‘s = is; ‘s = has

Pronunciation of some words used to name parts of the body.

Describing people.

L3

Places in a town / neighbourhoodHow many?Numbers 30-100

There is / there are (affirmative, interrogative, negative and short answers)How many?a, some, any

Pronunciation of some places in a town / neighbourhood.Pronunciation of some numbers.

Describing a neighbourhood or area in a town.

L4

Prepositions of place: on, behind, next to, between, under, etc.Everyday objects

There is / there are (revision)

Pronunciation of some everyday objects.

Saying where different things and places in a town are located.

WICountries and nationalities in the UKMusical instruments


Integrating acquired knowledge with a real life issue: in this case, talking about favourite music bands and music genres.


Lesson 1 (CB p. 32)

1 Students discuss whether they have got any brothers or sisters, or if they are only children. Teach the word sibling and explain that it is a term used to refer to a brother or a sister. Write a sentence on the board to illustrate meaning: I have got three siblings, one sister and two brothers.


2 Refer students to the picture of Brad Pitt and Angelina Jolie with some of their children. Focus their attention on the different types of families, for example interracial, with adopted children, etc.

Teach or review the word adopt. Ask students if they know any family like the one in the picture. Then ask students what they know about the people in the picture. Teach new vocabulary. Then ask students to read the article and tick the correct answers. Check answers by asking different students to read theirs aloud.

Answer key: 1. married to; 2. daughter; 3. father; 4. mother; 5. children

REFEREnCE: Angelina Jolie was born on 4 June 1975 in Los Angeles, California, USA. She’s a very popular actress who became famous after performing the role of Lara Croft in the film Tomb Raider. Off-screen, she has been involved in international charity projects,

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especially those involving refugees. She adopted some refugee children from Cambodia and Ethiopia before she married Brad Pitt. She met Pitt in 2005, while they were filming Mr and Mrs Smith. They had three biological children, and then they adopted a Vietnamese boy. Adapted from: www.imdb.com

3 Refer students to the Sign Up to Grammar box on page 33. Draw students’ attention to the left-side section of the box (‘s and ‘). Explain this grammar topic. You may write the following sentences on the board: The boy’s book. (The book belongs only to one boy. It’s his book). The boys’ book. (The book belongs to more than one boy. It’s their book). Make sure students understand the difference by providing some more examples on the board and checking comprehension. Then ask students to complete the sentences. Check answers by asking some volunteers to write theirs on the board.

Answer key: 1. ‘s; 2. ‘; 3. ‘s; 4. ‘; 5. ‘s

USEFUL TIP:Vocabulary - Draw students’ attention to the Useful Tip box. Work on pronunciation by reading the words aloud and having students repeat them after you.

4 Ask a volunteer to read the rubrics and check understanding. Set up the activity by modelling it with students. Check answers by asking different students to say the people’s names or by asking some volunteers to write them on the board.

Answer key: 1. Isabel; 2. Elizabeth; 3. Miguel; 4. Roger; 5. Phillip; 6. Sophie; 7. Suzie; 8. Jane, 9. Oscar

Lesson 1 (CB p. 33)

5 Explain the task by focusing on the example. Ask a student to read it aloud and help the class to analyse how to perform the task. Give students some minutes to do the exercise. Check answers by asking some volunteers to write theirs on the board. Make sure volunteers are not always the same students.

Answer key: 2. Phillip is my grandparents’ son. 3. Scott is my dad’s brother. 4. Sophie is my cousins’ mother. 5. Roger is Suzie’s father.

6 Draw students’ attention to right-side section of the Sign Up to Grammar box. Explain the use of have got. Then refer students to Sandy’s family tree and ask them to fill in the gaps using the words and phrases in the box. Check answers by asking volunteers to compare their answers in pairs. Walk around the class as you monitor students’ work.

Answer key: 2. has got; 3. have got; 4. half sister; 5. brother; 6. married to; 7. divorced from

7 Students draw their family trees in their notebooks. Then they work in pairs and tell one another about their families. You may ask a couple of students to report about their families to the whole class.


OPTIOnAL ACTIvITy:Write the names of some members of your family on the board and have students guess who they are (brother, sister, cousin, etc.).


Answer key: 1 1. grandmother; 2. stepfather; 3. mother; 4. half sister; 5. uncle; 6. aunt 2 1. Sharon; 2. Peter; 3. Sue 3 1. has got; 2. have got; 3. have got; 4. has got; 5. has got; 6. have got 4 1. ‘s; 2. ‘; 3. ‘s; 4. ‘; 5. ‘ 5 1. parents; 2. grandparents; 3. relatives 6 1. He’s, 2. hair; 3. eyes; 4. has got; 5. has; 6. ‘ 7 2. She’s got a large TV / living-room. 3. He’s got a car. 4. They’ve got bikes. 5. They’ve got a dog.

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Lesson 2 (CB p. 34)

1 Draw students’ attention to the picture of Madonna. Ask students what they know about her. You may also ask them if they know what Madonna and Angelina Jolie have in common (both of them have adopted children). Check if there’s anything else they know about Madonna and ask them to read the sentences and write true (T) or false (F). Explain that if they are not sure, they should guess. They are not supposed to read the text yet.

REFEREnCE: Madonna was born on 16 August 1958 in Bay City, Michigan, USA. She is a singer, songwriter and actress. She has sold over 300 million records and CDs. She was married to Sean Penn for some time and then she got divorced and married Guy Ritchie. She had a daughter with Carlos Leon, a son with Guy Ritchie and she also adopted two babies from Malawi. Source: www.imdb.com

2 Now students read the text about Madonna and check their answers in activity 1.

Answer key: 1. T; 2. F, 3. F, 4. F; 5. F

USEFUL TIP:Grammar- Draw students’ attention to this box. It contains sentences that illustrate all the cases of ‘s: possessive, is and has. It is very important for students to know that, in English, ´s can be used in different contexts and has different meanings. Tell students that they can identify the different meanings through context. Check understanding by writing similar examples on the board and asking students to identify the cases of ‘s in each sentence. Once this is clear, you can pass on to activity 3.

3 Ask students to read the text again. Give them enough time to do the task. They may underline, highlight or circle all the cases of ‘s that they find in the text. Check answers by asking some volunteers to read theirs aloud.

Answer key: 1. She’s a famous pop….: She is; 2. she’s slim… : she is; 3. she’s divorced : she is; 4. Madonna’s got : has; 5. her daughters’ names : possessive; 6. Lourdes’ : possessive; 7. Ritchie’s son : possessive; 8. It’s really…: is

USEFUL TIP:Vocabulary - Teach the parts of the body. Draw students’ attention to the irregular plural forms teeth and feet. Make sure students understand that we have fingers on our hands and toes on our feet. Work on the pronunciation of the new vocabulary by having students repeat the words after you.

4 Students match the words with the parts of the body in the picture of Madonna.

Answer key: 6. leg; 1. arm; 3. head; 5. knee; 2. neck; 4. shoulder

Lesson 2 (CB p. 35)

5 Direct students’ attention to the Sign Up to Grammar box and discuss the interrogative and negative forms of Have Got. Then encourage students to work in pairs and ask and answer questions about Madonna. Ask students to follow the example given. Walk around the classroom as you monitor students’ work.GR4 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.


6 18 Play the audio CD. Students listen to Annie talking about Madonna’s children and circle the correct option. Check answers by playing the audio CD again and making pauses at the end of each sentence. Ask some volunteers to read the correct sentences aloud.

Answer key: 1. hasn’t got; 2. brown; 3. 17; 4. beautiful; 5. 12; 6. fair; 7. adopted; 8. blue; 9. black

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Audio script 18

Annie: Lourdes Maria has got dark hair and brown eyes. She’s 17 years old. She’s got beautiful legs, like Madonna. Rocco John is 12 years old. He’s got fair hair. David Banda and Mercy James are adopted. They‘ve got dark skin and black hair and brown eyes.

USEFUL TIP:Vocabulary- Draw students’ attention to the position of adjectives in the phrases. Explain that, in English, adjectives are placed before nouns. You may write some examples on the board: a pretty woman, ugly feet, white paper, etc. Knowing the adjectives in this box will help students talk about their families (I have got an elder/younger brother/sister).

7 Students put the words in the correct order to make sentences. You may read the phrases in the Useful Tip box again as you call students’ attention to the position of adjectives. Check answers by asking some volunteers to write the sentences on the board. Alternatively, you can check answers by asking students to just read the sentences aloud.

Answer key: 1. My cousin has got ugly feet. 2. Karla’s father has got a log neck. 3. Smokers have got yellow teeth.

8 Ask students to work in pairs. Explain that they are going to talk about their own families. Ask a volunteer to read the rubric and the example. Walk around the classroom as you monitor students’ work.


9 Ask students to write about one of the members of their families described in activity 8. You may assign this task as homework.



Answer key: 1 2. ear; 3. nose; 4. arm; 5. hand; 6. feet; 7. knee; 8. leg; 9. shoulder; 10. neck; 11. mouth; 12. eyes 2 1. have got / ‘ve got; 2. has got / ‘s got; 3. have got / ‘ve got; 4. have got; 5. has got / ‘s got 3 2. She hasn’t got a lovely house. 3. We haven’t got many new friends. 4. My mum and dad haven’t got blue eyes. 5. Peter hasn’t got good marks. He isn’t a good student. 4 2. Has she got a lovely house? 3. Have we got many good friends? 4. Have my mum and dad got blue eyes? 5. Has Peter got good marks? Is he a good student? 5 1. F; 2. T; 3. F; 4. F; 5. T 6 Students’ own answers 7 Students’ own answers

Lesson 3 (CB p. 36)

1 Teach the word neighbourhood by mentioning some famous neighbourhoods in your area and checking comprehension of the new word. Ask students if their own neighbourhood is quiet or noisy. Ask students to tell you whether there are tall buildings or big houses in their neighbourhood.


USEFUL TIP:Vocabulary - Draw students’ attention to the Useful Tip box. Explain that these words refer to places we can find in a neighbourhood or town. Read the words and ask students to repeat them after you. Also explain that some phrases like petrol station and gas station mean the same but they are different varieties of the English language (people say petrol station in the UK and gas station in the US).

British English American English

Petrol station Gas station

Theatre Theater

Shop Store

Chemist Drugstore

Underground / Tube Subway

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Once you have taught the new vocabulary, you may ask some students to tell you what places there are in their neighbourhoods or towns. Explain that they can use there is (singular) and there are (plural) for this purpose.

2 19 Before doing the activity, ask students to go through the dialogue and predict which words in the gaps may be singular and which plural (there is anticipates a singular form of a word and there are, a plural one). Play the audio CD and have students complete the dialogue. Play the audio CD again. Now ask some volunteers to read the completed dialogue so as to check answers. You may also ask a pair of students to role play the dialogue using the answers they have provided.

Answer key: 1. square; 2. shopping centre; 3. shops; 4. church; 5. restaurants; 6. school; 7. cinemas; 8. café; 9. bakery

Audio script 19

Jake: Susan, what do you think of your neighbourhood?Susan: Well, I think it’s beautiful and quiet. There’s a big square

near my house.Jake: Is there a shopping centre?Susan: No, there isn’t. But there are three shops next to the

church.Jake: Are there any restaurants?Susan: Yes, there is one next to my school. But there aren’t any

cinemas.Jake: Is there a café?Susan: Oh, yes! That’s my favourite place. And there’s a bakery

too.

3 Draw students’ attention to the Sign Up to Grammar box. Ask them to complete the questions and answer them. Make sure students understand that the questions and answers must be about Susan’s neighbourhood and that they should look at the picture on page 36.

Answer key: 2. Is there; Yes, there is. 3. Is there; Yes, there is. 4. Are there; Yes, there are. 5. No, there isn’t.

USEFUL TIP:Vocabulary - Teach the numbers from 30 to 100. Read the numbers aloud and have students repeat them after you. Then write some numbers on the board, for example 33, 43, 56, etc. and ask some volunteers to read them

aloud. Before passing on to activity 4, teach how many. Ask questions like How many students are there in this classroom?; How many chairs are there?; etc... You answer them, then ask two or three more questions and have students answer them to check they understand the meaning.

4 Ask a volunteer read the rubrics and the example. Then ask students to follow the example and do the activity. Check student’s answers by asking some volunteers to read theirs aloud.

Answer key: 1. There are forty-two shops in Wilson Street. 2. How many bus stops are there; There are fifty-one bus stops in my neighbourhood. 3. How many parks are there; There are thirty-five parks in Green Valley. 4. How many students are there; There are ninety-eight students in Sue’s language School.

Lesson 3 (CB p. 37)

USEFUL TIP:Grammar - Refer students to the Useful Tip box and explain that we use some in affirmative sentences and any in interrogative and negative sentences.

5 Students complete the sentences with a, some or any.

Answer key: 1. any; 2. a; 3. any; 4. any; 5. some; 6. a

6 Students complete the survey questions about their neighbourhood and answer them by writing a tick (yes) or a cross (no). Ask students to leave the Your classmate’s neighbourhood section empty for later use.

Answer key: Questions: 2. Are there; 3. Is there; 4. Are there any; 5. Is there; 6. Is there; 7. Are there; Answers: Students’ own answers

7 Students work in pairs. They use the survey in activity 6 to interview their classmates. Ask students to follow the example and to complete the Your classmate’s neighbourhood section by writing a tick (yes) or a cross (no).

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OPTIOnAL ACTIvITy:Students may interview a friend or relative at home and write the questions and answers in their notebooks.

8 In their notebooks, students write sentences describing their neighbourhoods. You may assign this task as homework.



Answer key: 1. Is there a shopping centre near your house; Cool! Are there any supermarkets? ; Are there any restaurants?; That’s fantastic! Is there an underground station? 2 Students’ own answers 3 1. a; 2. some; 3. any; 4. a; 5. a, a, any 4 2. forty-five; 3. one / a hundred; 4. eighty- two; 5. seventy-three; 6. sixty-nine 5 2. Are there any cafés; 3. Is there a library; 4. Are there any office buildings

Lesson 4 (CB p. 38)

1 Teach the words tidy and messy. Explain that tidy means organised and messy means disorganised. Encourage students to say whether their bedrooms are tidy or messy.


2 Ask a volunteer to read the rubrics aloud. Explain the meaning of the new words and ask students to repeat these words after you to practise pronunciation. Give students some time to number the objects in the picture.

Answer key: (Check students’ answers. The objects appear in the picture on CB page 38)

3 20 Before students pass on to this activity, direct students’ attention to the Sign Up to Grammar box. Explain that when somebody asks where something is, the answer generally entails the use of a preposition. Check understanding by putting an object such as a pen or eraser in different places in the classroom and asking the class to tell you where the object is each time. Next, tell students that they will listen to a conversation between Bob and his sister, Linda. Call students´ attention to the words in bold and tell them they should circle the words they hear.

Answer key: 1. on; 2. behind; 3. on; 4. between; 5. next to; 6. next to; 7. in; 8. next to

Audio script 20

Linda: What a mess!Bob: I know… I can’t find anything! Can you help me tidy my

room?Linda: Ok, let’s do it!Bob: Where’s my mobile phone?Linda: It’s on the laptop. And your diary is behind it. Bob: My backpack… where is it?Linda: Um…, it’s on the floor, between the desk and the chair.

What’s that next to the window?Bob: It’s my MP3 player. Oh! Look there! My glasses are next to the

laptop.Linda: I can’t believe it, Bob! And your CDs are in your trainers.

That’s disgusting!Bob: Sorry! Let’s find my mechanical pencil now, please.Linda: It’s right here, next to these books.Bob: Thank you, Linda!Linda: You’re welcome, but try to be tidier, please.

4 Ask students to try to infer the meaning of the expressions in the dialogue. Students match the expressions to their meaning. Check answers by asking some volunteers to read theirs aloud.

Answer key: 1. Your room isn’t organised. It isn’t tidy. 2. Expression used to suggest something. 3. It’s horrible!

5 Students work in pairs. They look at the Sign Up to Grammar box and describe their bedrooms to their

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partners. Encourage students to swap roles. Monitor students’ work as you walk around the classroom.GR5 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.


6 In their notebooks, students write a description of their classroom explaining where different objects are situated. Ask some volunteers to read their descriptions aloud.


Lesson 4 (CB p. 39)

7 Tell students that now Bob’s room is tidy and ask them to write sentences showing where the objects are now.

Answer key: 2. His glasses are in his backpack. 3. His backpack is on the chair. 4. The CDs are on the desk.

8 In their notebooks, students write a description of their own bedrooms.


9 Write opposite, in front of and on the corner of on the board and explain their meaning by using the map in the activity or by giving examples with the shops near your school. Then ask students to look at the map and complete the email with the correct prepositions.

Answer key: 1. next to; 2. behind; 3. between; 4. in (UK) / on (US); 5. on


Answer key: 1 1. opposite; 2. between; 3. next to ; 4. opposite; 5. on 2 1. is; 2. any; 3. Is there; 4. a ; 5. is, in 3 Students’ own answers 4 2. No, there isn’t; 3. They are in the backpack; 4. It’s on the; 5. No, there aren’t; 6. They are behind; 7. They are next to / in front of; 8. It’s between the books 5 Students’ own answers



Answer key: 1 1. parents; 2. aunt; 3. grandfather; 4. stepsister; 5. relatives; 6. cousin; 7. grandmother 2 2.’; 3. ‘s; 4. ‘s; 5. ‘s 3 2. is; 3. possessive; 4. has; 5. is 4 1. teeth, 2. legs; 3. tongue; 4. neck; 5. feet; 6. arm 5 1. have got; 2. There are; 3. has got; 4. There are, 5. there is 6 2. forty-eight; 3. one / a hundred and one; 4. eighty-five; 5. seventy-seven; 6. sixty-four 7 1. ‘s; 2. has; 3. on; 4. any; 5. in; 6. under 8 1. No, there aren’t; 2. Where is your/ her / the school; 3. Where is the library; 4. No, there isn’t; 5. There are three shops; 6. It’s a café; 7. Is there a park; 8. It’s next to the supermarket.

World Issues 3 - FAMILIES WORK-ING TOGETHER

(CB p. 42)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading and talking about music bands and music genres.

1 Students read the sentences about The Sandbrokes and write true (T) or false (F).

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Answer key: 1. F; 2. T; 3. F; 4. T

2 Students discuss the questions in pairs. Monitor students’ work without interfering. You may give them some feedback later on.


REFEREnCE: England, Wales, Scotland and Northern Ireland make up The United Kingdom (UK) and the people born in these countries are British. Ireland is an independent republic.

3 Students look at the map of the British Isles and match the countries to the nationalities.

Answer key: 1. Irish; 2. Irish; 3. Scottish; 4. Welsh; 5. English

(CB p. 43)

4 Students match the musical instruments to the pictures.

Answer key: 4. the violin; 3. the drums; 8. the electric guitar; 6. the keyboards; 7. the guitar; 1. the piano; 5. the recorder; 2. the bass guitar

5 In three minutes, students write as many sentences as possible about the Sandbrokes using some of the words given. Call on different students to read their sentences aloud.


TEST REvISIOn TIPS: In class, make a check list of all the topics students need to know before they take their first test. Write a list on the board as you elicit the answers from students. Make sure students are acquainted with the test structure and scoring system. Encourage students to do all the exercises (units 1 to 3)

in the Grammar Reference section for further practice.Ask students to circle the emoticons (happy, neutral and sad faces) that appear next to each grammar topic in the grammar Reference section to show whether they understand the topic very well, well or not very well. This may help develop the students’ sense of progress and awareness of their learning processes.

TEST 1: Now that students have completed Units 1 to 3, you may assess the main skills developed and language, grammar and vocabulary items taught by giving students a test (see Suggested Annual Plan on page 4 of this Teacher’s Book). Make copies of photocopiable Test 1 that is available on page 72 of this Teacher’s Book and hand them out to students on the day of the test. The answer key to the photocopiable tests is on page 81 of this Teacher’s Book.

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CONTENTS COMMUNICATIVE AND LEARNING

TASKS


Talking about school schedules.Expressing likes and dislikes. Connecting ideas using and or but.L1

School subjectsMale and female titles: Mr, Mrs, Miss and Ms

Verbs: love, hate, like + (noun/s)Conjunctions: but, and

Pronunciation of some school subjects.Pronunciation of male and female titles.

L2

Days of the weekParts of the day: morning, noon, afternoon, evening and night

Prepositions of time: in, on, atObject pronounsIntensifiers: very much, a lot, at all

Pronunciation of the days of the week.Pronunciation of object pronouns.

Talking about weekly school routine.

L3Greetings: Good moning!, Good evening!, etc.a.m. / p.m.

Prepositions of time: at, from... to...I (don’t) want to...

Pronunciation of I (don’t) want to...

Telling the time.Asking for the time.Talking about what one wants and doesn’t want to do.

L4

Sorry! / No problem / That’s OK / Don’t worry!Can you give me your dictionary, please?Can I use my mobile phone here?Of course / Certainly

Prepositions of place and time: at school; in the car; on the bus; at 7:30; in September; on Monday; etc.ImperativesCan (requests and permission)

Intonation of some requests.

Giving instructions.Making requests and asking for permission.

WISchool-related words: high school, a projectSchool subjects


Integrating acquired knowledge with a real life issue: in this case, talking and reading about schools around the world.


Unit 4

Unit 4 - Schools around the world

Lesson 1 (CB p. 44)

1 Students explore the picture in class. Ask where the students in the picture are. Ask your students about their favourite school subjects. Direct students’ attention to the Useful Tip box and teach the word schedule. Ask them when they have their favourite subjects at school. Refer students to activity 1 and encourage them to discuss what their favourite subjects are and whether they have a busy schedule.


USEFUL TIP:Vocabulary - Ask some volunteers to read the information in the box. Explain that a schedule refers to the times when events are planned (or scheduled) to happen, for example: bus schedule, school schedule, etc.

USEFUL TIP:Vocabulary - Before you pass on to activity 2, ask some volunteers to read the information in the box. Explain that Mr is used to talk about men (single or married), Mrs is used to refer to married women, Miss is used to address a single woman, and Ms is used both by married

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and single women alike. Check students’ pronunciation by asking them to repeat the words after you.

USEFUL TIP: Grammar - Draw students’ attention to the similarities in usage between have got (UK) and have (US).

2 Tell students that they are going to read a dialogue in which two classmates are checking their schedules. Students read and put the dialogue in order using numbers.

3 21 Students listen and check their answers. Then you may ask some volunteers to read their answers aloud.

Answer key: 5; 2; 7; 4; 1; 6; 3; 8

Audio script 21

Sally: Karen, let’s check our schedule for this year! Home Economics with Mrs Jones and Mathematics with Mr Harris. Oh, I hate Maths.

Karen: I like Maths but I don’t like Mr Harris. He’s really boring.Sally: Look! Geography with Mr Richards and History with Miss

Samson. I love History and Miss Samson’s just great!Karen: Who’s our Art teacher? Sally: Ms Johnson. She’s really nice. And we have Physical Education

with Mr Keyton. I love all sports. PE is my favourite subject.Karen: It’s my sister’s favourite subject too, but I hate it! Mr Dunwell’s

our Science teacher! Awesome! That’s my favourite subject.Sally: And Mr Dunwell is great!Karen: I know!

OPTIOnAL ACTIvITy:If there is time available and you think it is appropriate to your teaching situation, you may ask some students to role play the dialogue, either by just reading it or by using real information about their school subjects and teachers.

4 Ask students to look back at the dialogue in activity 2 and write the names of the school subjects next to the teachers’ names. Give students some minutes to do it. Ask different students to read their answers aloud. You may teach and check the pronunciation of the school subjects by having students repeat the words after you.

Answer key: 2. Mathematics; 3. Home Economics; 4. Geography; 5. Science; 6. History; 7. Art

Lesson 1 (CB p. 45)

5 Draw students’ attention to the Sign Up to Grammar box. Teach the meaning of like, love, don’t like and hate by using gestures and facial expressions. Then ask students to repeat the sentences after you. Encourage them to use the correct intonation. Now refer students to activity 5. Make sure students understand Karen’s notes (drawings). Give students some time to match Karen’s notes to the sentences. You may check students’ answers by pointing at the notes and asking some students to read the sentences aloud.

Answer key: 1. (Science + Mr Dunwell) 2. (ax 2 + bx + c = Ø) 3. (man’s face ) 4. (ball)

6 Make sure students understand that they should give their real opinions. Give them some time to do this activity. You may ask some volunteers to write their answers on the board. Then you may choose some other students and have them read their sentences aloud.


7 Students use the information they provided in activity 6 to write complete sentences about their preferences of school subjects. Make sure students understand the meaning of but.


8 Students work in pairs. They tell their partners about a school subject they like, a TV programme they hate and a song they don’t like. Encourage students to follow the example given. Make sure students swap roles. Walk around the classroom as you monitor students’ work.


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Answer key: 1 (2.-6.) Math; English; Science; Geography; Art; 7. Physical Education; 8. French; 9. Spanish; 10. Home Economics

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2 Students’ own answers 3 Students’ own answers 4 Students’ own answers

Lesson 2 (CB p. 46)

1 Have students discuss the questions in the warm-up section in class. Ask students if they like Daniel Radcliffe, the actor who plays the role of Harry Potter. Encourage students to use I like… and I don’t like … .


REFEREnCE:Harry Potter is a series of fantasy novels written by the British author J.K.Rowling. It is the story of Harry Potter, an ordinary 11-year-old boy who serves as a sort of slave for his aunt and uncle. Harry later learns that he is actually a wizard and has been invited to attend Hogwarts School of Witchcraft and Wizardry. The novels tell the story of Harry’s struggle against the evil wizard Lord Voldemort, who killed Harry’s parents.The first novel, Harry Potter and the Philosopher’s

Stone, was released in 1997, and was retitled Harry Potter and the Sorcerer’s Stone in the USA. The books (and also the films) have gained immense popularity and commercial success worldwide.Adapted from: http://www.imdb.com/title/tt0241527/

2 Tell students that they are going to read a description of Harry Potter’s routine at his school. Teach the word routine if needed. Students then read the sentences and write true (T) or false (F).

Answer key: 1. T; 2. T, 3. F, 4. T

USEFUL TIP:Vocabulary - Draw students’ attention to this box. It is very important for students to know that, in English, we write the days of the week with capital letters.

USEFUL TIP:Grammar - Point to the three prepositions that appear in the Useful Tip box. Explain that we use on + days of the week, in + morning, afternoon and evening and at + noon, midday, night and the weekend.

3 Students complete the sentences with a suitable preposition. Call on different students to read their answers aloud to check this activity.

Answer key 1. on; 2. at, in; 3. at; 4. in; 5. On, in; 6. at, on

Lesson 2 (CB p. 47)

4 Direct students’ attention to the Sign Up to Grammar box and discuss the use of object pronouns. Then ask a volunteer to read the rubrics in activity 4. Give students some minutes to complete the sentences. You may check answers by asking some volunteers to write the sentences on the board or simply by asking them to read the sentences aloud.GR7 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.

Answer key: 1. him; 2. it; 3. her; 4. them; 5. it / us; 6. you, me; 7. you; 8. them

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5 Students work in pairs. Student A tells Student B what he / she thinks of the people and things in the box. Encourage students to follow the example.


6 Have students complete the chart according to their school schedule. They can look back at page 44 if they need help with the names of the school subjects.


USEFUL TIP:Language- Draw students’ attention to the prepositions in the sentences given and how they are used with reference to each part of the day. Point at the verb have and tell students that we use this verb with meals (and also with food and drinks), for instance: I have breakfast / lunch / dinner / a hamburger / a coffee / etc.

7 Refer students to their schedule in activity 6 and guide them on how to write a paragraph about their school routine.


OPTIOnAL ACTIvITIES:* You may extend this activity by asking students to write a paragraph about somebody else’s schedule (a brother, sister or friend) and compare it with their own schedules.* You may also encourage students to get information about the schedules of some other students in other classes, and compare them with their own schedules too.

8 Students discuss the jokes in class.

Answer key: In the first joke, there’s a play on words (weak days – week days). In the second joke, students are likely to answer Tuesday and Thursday. In the last joke, your days are numbered is an expression somebody might say to someone who is about to die.


Answer key: 1 1. Tuesday; 2. Monday; 3. Wednesday; 4. PE; 5. Wednesday, 6. Thursday; 7. Thursday; 8. Friday 2 1. in; 2. at; 3. in; 4. in; 5. on 3 1. him; 2. them, 3. it; 4. her; 5. me; 6. you; 7. us / it; 8. them 4 Students’ own answers

Lesson 3 (CB p. 48)

1 Teach the meaning of the word cartoon and ask students to name three famous cartoon characters (for example: Mafalda, Mickey mouse, etc.). Ask students to describe them and say what they think of them.


2 Refer students to the cartoon strip story called Calvin. Explain that Calvin’s father is talking about a ‘special time’. Ask students to read the cartoon silently and then check what time Calvin’s father is referring to (bath time). Ask students to tick the best option to complete the last speech bubble. Answers may vary.


OPTIOnAL ACTIvITy:Encourage students to create their own line to complete the last speech bubble.

3 Refer students to the first part of the Sign Up to Grammar box (Asking somebody to tell you the time). Explain that there are two polite ways to ask somebody to tell you the time: What’s the time, please? and What time is it, please? Pass on to the second part (Telling the time) and explain that there are different ways of telling the time (It’s two thirty or It’s half past two, for example). Then draw some clocks on the board (digital or analog clocks) and ask students to tell you the time in the two possible ways, as you point to each clock at a

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time. When students are ready, direct their attention to activity 3 and ask them to complete the sentences.

Answer key: 1. half past nine; 2. four / 4:00 p.m.; 3. quarter to; 4. seven fifteen / 7:15; 5. o’clock; 6. five past eight

USEFUL TIP:Vocabulary - Draw students’ attention to the Useful Tip box. Explain that: 12:00 p.m. = noon / midday and 00:00 a.m. = midnight. Also explain the difference between a watch and a clock.

USEFUL TIP:Language - Draw students’ attention to the Useful Tip box, and explain the meaning of the expressions in it and when you use them to greet people.

4 Have students match the digital clocks to the sentences in activity 3.

Answer key: (from left to right) 1, 5, 2, 4, 3, 6

OPTIOnAL ACTIvITy:As an expansion activity, you may ask students to work in pairs. Ask students to cover up the sentences in activity 3 and test each other using the clocks in activity 4. Student A points at a clock and asks What time is it? and Student B answers. Encourage students to swap roles.

Lesson 3 (CB p. 49)

USEFUL TIP:Language - Refer students to the Useful Tip box and explain that we can use I want to + verb / I don’t want to + verb to express desire (or lack of it). Provide some examples to illustrate meaning.

5 Students read the texts and write the time in full letters in the boxes.

Answer key: 1. two thirty / half past two; 2. six fifteen / quarter past six

6 Students complete the sentences with I want to or I don’t want to.

Answer key: 1. I don’t want to; 2. I want to, I don’t want to; 3. I don’t want to, I want to

USEFUL TIP:Grammar - Refer students to the Useful Tip box and explain the use of at and from … to… to speak about times and timetables.GR6

Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.

7 22 Tell students that they are going to listen to somebody talking about Calvin’s daily routine. Go over the questions and options with your students before playing the audio CD. You may play it twice, if necessary. Check answers by asking different students to read theirs aloud.

Answer key: homework: at 4 o’clock; playtime: from 5 to 6:30 p.m.; bath time: at 6:30 p.m.; time to go to bed: at 9:30 p.m.

Audio script 22

Speaker: Calvin’s up early. His classes are from 7: 30 a.m. to 3:15 p.m. In the afternoon his mum helps him with his homework at 4 o’clock. Then he has some playtime in the playground from 5 to 6:30 p.m. At 6:30 it’s bath time. In the evening he’s tired. His bedtime is at 9:30 p.m.

8 Students work in pairs. They ask and answer the questions given.


OPTIOnAL ACTIvITy:* You may ask students to write down some other questions first, and then use these questions to interview their partners.* You may also ask students to interview some of their family members and write the dialogue in their notebooks.


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Answer key: 1 2. It’s eleven o’clock; 3. It’s five forty five / It’s quarter to six; 4. It’s twelve thirty / It’s half past twelve; 5. It’s seven twenty / It’s twenty past seven; 6. It’s two forty / It’s twenty to three. 2 Schedule: Monday p.m.: Maths 3:30-5:30 p.m.; Tuesday a.m.: Computer Science 10.30 a.m.; Wednesday a.m.: English 10:30 a.m.; Wednesday p.m.: Algebra 2:10 p.m.; Thursday and Friday p.m.: free; 1. from 3:30 to 5:30 p.m.; 2. On Mondays at 8:00 a.m. and on Wednesdays at 2:10 p.m.; 3. He’s free on Thursdays and Fridays. 3 1. from, to; 2. on, at; 3. on; 4. in, at 4 1. I don’t want to; 2. I want to; 3. I want to; 4. I don’t want to; 5. I want to

Lesson 4 (CB p. 50)

1 Introduce the word bullying. If you consider it appropriate, you may explain that bullying is the action performed by a bully (a person who is habitually cruel or overbearing, especially to smaller or weaker people) and that it is a problem in many schools nowadays. You can give further information and explain that the word bully can be used as a noun (He’s a bully. That school is full of bullies.) or as a verb (He bullies me all the time.)Ask students to open their Course Books and explore the pictures in activity 2. Elicit their first impressions of what is going on in each illustration. Now ask students to identify the bullies in the picture and answer the questions using some of the words in the box.


2 Ask a volunteer to read the rubrics aloud. Explain the meaning of the new words in the text. Then ask students to read the text and tick the correct option.

Answer key: 1. bad; 2. don’t like; 3. rude; 4. aren’t

USEFUL TIP:Grammar - Before students pass on to activity 3, direct students’ attention to the first Useful Tip box. Explain that imperatives are used mainly to give instructions, to encourage someone or to offer something to someone. Ask a volunteer to read the examples provided in the box.Remind student to say please to sound more polite when using imperatives.

GR8 Direct your students’ attention to the Grammar

Reference section, where they will find further examples and practice.

USEFUL TIP:Language - Before students pass on to activity 3, direct students’ attention to the second Useful Tip box. Explain that Can I …? and Can you…? are used to make requests and to ask for permission. Ask a volunteer to read the examples provided in the box.Remind student to say please to sound more polite when requesting something or asking for permission. Explain that it is also a good idea to say Of course and Certainly when you answer.GR12 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.

3 23 Tell students to look at the dialogue. Explain that the teacher is not in the classroom with Karen and Brian. Play the audio CD and have students listen and fill in the gaps with only one word.

Answer key: 1. like; 2. me; 3. hate; 4. give; 5. bullying; 6. want; 7. please; 8. like; 9. Can; 10. course; 11. it; 12. O.K.

Audio script 23

Brian: Hi, little Barbie! I like your pink school rucksack. Give it to me right now!

Karen: Stop it! I hate it when you call me little Barbie. Don’t talk to me like that!

Brian: All right, all right! Now, give me your pink rucksack or else…Karen: Stop bullying me, please!Brian: Give it to me now! I want it.Karen: Listen, Brian! Say: ‘Can I see your rucksack for a minute,

please? I just want to look at it. I like it a lot.’Brian: Ok, Karen. Can I see your rucksack, please?Karen: Of course. Here it is. But give it back to me, please!Brian: Ok. Don’t worry!

Lesson 4 (CB p. 51)

4 Students complete the sentences with a suitable imperative form using the verbs in the box.

Answer key: 2. Show; 3. Don’t worry; 4. come; 5. Don’t touch; 6. Think

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5 Students complete the requests with Can I or Can you.

Answer key: 2. Can you; 3. Can I; 4. Can you

6 Draw students’ attention to the Sign Up to Grammar box. Explain that we use the prepositions in, on and at to talk about places and with time expressions. Have students write the expressions in the box under the correct preposition. Tell students that sometimes there’s more than one possibility (in the cafeteria and at the cafeteria are both correct but the usage depends on whether you want to mean inside (in) or to say that you are simply at that place (at).

Answer key: in: the cafeteria, the library, the morning, the taxi, July; on: Saturday, the first floor; at: the cafeteria, the cinema, 2 o’clock

7 Students complete the requests and imperatives with their own ideas.


8 Students read Andrew’s report about Brian, a bully, and complete it with in, on or at.

Answer key: 1. on; 2. at; 3. in

9 In their notebooks, students write a similar report about their school. If there are no any bullies in their school, tell students to write positive ideas about their classmates.



Answer key: 1 1. on; 2. in; 3. at; 4. in 2 2. has; 3. her; 4. on; 5. it; 6. in 3 Students’ own answers

4 2. Can I talk to you for a minute, Mrs Sullivan?; 3. Can I ask you a question, Ms Taylor; 4. Can we watch our favourite TV programme, please? 5 2. Don’t leave your school things in this locker. 3. Use my mobile phone. 4. Watch that TV show It’s (very good)! 5. Please, don’t turn off the PC before you go.



Answer key: 1 Tuesday 2 1. on, in; 2. at; 3. from, to; 4. at, at; 5. in; 6. on, to, 7. on; 8. in, from, to 3 1. It’s four o’clock. 2. It’s half past ten. / It’s ten thirty. 3. It’s quarter to twelve. / It’s eleven forty five. 4. It’s ten past ten. / It’s ten ten. 4 1. him; 2. her; 3. us; 4. it, me; 5. you; 6. them; 7. it; 8. me, me 5 1. History; 2. Can; 3. meals; 4. quarter; 5. Sunday; 6. Good; 7. worry; 8. Mrs 6 1. by your watch; 2. Don’t tell me; 3. I don’t want; 4. we’re late; 5. Can I have; 6. of course; 7. Don’t copy it; 8. Here it is 7 Students’ own answers

World Issues 4 - SCHOOLS AROUND THE WORLD

(CB p. 54)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, talking and reading about different schools around the world.

1 Students read about the teenagers’ schools and their routines, and discuss the differences they find between them. You may draw a chart on the board and ask different volunteers to complete it. The chart may look like this:

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SUGGESTED AnSWERS:

Name: Basha

Country: Kenya

Age: 11

Subjects:Maths, English, History, Geography, French, Religious Studies.

Favourite subject(s): English

Leastfavourite subject:

Extra information:

She plays ball games in the school playground. She sings songs and reads the Bible. She helps her mother, plays video games and watches TV.

Name: Akiko

Country: Japan

Age: 11

Subjects:

Favourite subject(s): Science, Social Studies and PE


Maths

Extra information:

There are 35 students in her class. She studies in a mixed school (boys and girls). She wears a uniform because it’s a private school.

Name: Amal

Country: India

Age: 12

Subjects:Hindi, English, Science; Geography, History, Maths, Art

Favourite subject(s):


Extra information:

There are only boys in his school.There are no computer lessons in his school, so he studies Computer Science with a private teacher at home. He has got extra-curricular activities at school. He helps his dad in the bakery.

(CB p. 55)

2 Students match the sentence halves.

Answer key: 1. in the morning and in the afternoon too; 3. study two languages at school, 4. read the Bible at school; 5. at Basha’s and Amal’s schools

3 24 Explain that Harue, a Japanese girl, and Jessica, from the USA, are having an online voice chat conversation about a school project. Ask students to listen and tick the correct option.

Answer key: 1. high school; 2. Physical Education; 3. Social Studies; 4. 6 to 7

Audio script 24

Harue: Hi, Jessica! I have to do a school project on education in the USA. Can you help me?

Jessica: Sure.Harue: You’re 15. Is that correct?Jessica: That’s right. I’m in high school.Harue: What are the subjects you study in high school?Jessica: We have Business, Physical Education, Family and

Consumer Science, Science, Language Arts , Social Studies, Maths Technology Education, Performing and Visual Arts, that is Art, Music and Drama, and Languages: French, German, Latin or Spanish.

Harue: How many hours a day do you stay at school?Jessica: Six to seven hours. It depends on the extra-curricular

activities we have on different days.Harue: Thanks a lot, Jessica. Now I can do my project.Jessica: No problem! Let’s talk again soon.Harue: Great. Bye!

4 Students find similarities between Basha’s, Akiko’s, Amal’s and Jessica’s schools.

Answer key: 2. Basha; 3. Akiko; 4. Amal

Project Work 2 (Units 3 & 4): Flying Over Our Homes - Students may now do the Project Work activities for units 3 & 4 that are available on the Student’s Interactive CD-ROM. These activities are thoroughly explained on pages 84, 85 and 86 of this Teacher’s Book.

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TASKS


Talking about daily routine and activities.Writing a diary entry

L1Have + meals / a shower, etcGet + dressed / homeGo + home / to school

Simple Present (affirmative)

Pronunciation of verbs in the 3°person singular form.

L2

Vocabulary used to give instructions on how to create an email account: click on, choose, etc.

Sequence markers: First, then, after that, finally.Simple Present(affirmative). Spelling rules for 3rd person singular.

Pronunciation of some sequence markers.Pronunciation of verbs in the 3°person singular form.

Talking about how to sign up to an email account.Talking about somebody’s routine at a summer camp.

How do you go to...?On + footBy + plane / train / bus, etc.Cyber acronyms: U, CU, Me2, GR8, etc.

Simple Present (interrogative, negative and short answers)Prepositions: by & onHave got (UK) and have (US)

Pronunciation of do, don’t, does and doesn’t.

Asking and answering about somebody’s routine.Saying how people go to different places.

L4

Wh-words: who, where, when, how, what, etc. (revision)Why...? Because...

Simple Present Yes / No questionsWh-questions

Pronunciation of question words.Intonation of Wh-questions and Yes / No questions.

Asking and answering quiz questions. Talking about what somebody does or doesn’t do every day.

WIAnimals: crocodiles, lizards, guinea pigs, spiders, snakes


Integrating acquired knowledge with a real life issue: in this case, reading and talking about what we can do to protect the environment.


Unit 5

Unit 5 - A day in the life

Lesson 1 (CB p. 56)

1 Teach the words relaxed and stressful. Encourage students to talk about their daily routine and say whether it is relaxed or stressful. If students do not do any special activity after school, ask them what time they do their homework, have dinner, watch TV, etc.


2 Students read Dana’s diary and fill in the blanks with in the evening, in the morning, at noon or in the afternoon. Give students some minutes to complete the

task. Ask different students to read their answers aloud. Write their answers on the board.

3 25 Play the audio CD. Students listen and check their answers.

Answer key: 1. in the morning; 2. at noon; 3. In the afternoon; 4. in the evening

Audio script 25

Dana: My name’s Dana and I’m from Sydney, Australia. This is a typical day in my life:

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I get up at 7 in the morning. I get dressed for school and have breakfast. I go to school at 8 a.m. I have lunch at noon. I eat fresh fruit and vegetables.

In the afternoon, I play volleyball with my friends at school and then I get home at 5 p.m. I put on my swimsuit and I go to Bondi Beach with my surfboard. There I meet my friends and we surf together for about one hour. Then, I go back home.

When I get home, I have a shower and do my homework. I have dinner at 8 in the evening. After dinner I watch TV and check my email. I go to bed at 10:30 p.m., but before that I brush my teeth.I love my daily routine! It’s very relaxed!

4 Have students match the boxes. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. get dressed, get home; 2. have tea, have a shower; 3. go home, go to school

5 Ask a volunteer to read the sentences in the Sign Up to Grammar box. Tell students that these sentences are in the Simple Present tense. Ask students if they think the sentences are about what is happening now or about what happens regularly. Make sure they understand that the Simple Present is used to talk about routine and habitual actions in the present. Ask students to tick the correct option.

Answer key: 2

Lesson 1 (CB p. 57)

6 Students match the sentences with the corresponding pictures.

Answer key: (from left to right) first row: 2, 6, 1, 4; second row: 5, 3

OPTIOnAL ACTIvITIES:* Play a miming game using the highlighted phrases in activity 2 and ask students this question What do I do every day? You can mime the activities yourself, or

split the class into two groups and have students mime the activities for their classmates to guess. Make sure students use the second person singular when guessing the activities, for example, you get dressed, you have a shower, etc.* Then, as a follow-up, have a few students mime the activities again but this time for the rest of the class to guess. Ask them this question: What does he (she) do every day? Make sure students use the third person singular when guessing on this occasion, for example, he has a shower, she goes to bed, etc.

7 Students fill in the blanks with the correct form of the verbs in brackets. Ask some students to read their answers aloud.

Answer key: 1. work; 2. start; 3. stays; 4. finish, 5. gets, 6. get, 7. have, 8. go

8 26 Tell students that they are going to listen to Julia, Dana’s best friend, talk about her daily routine. Play the audio CD twice. Check students’ answers by reading aloud the sentences and having students say whether they are true or false.

Answer key: 1. T; 2. F; 3. F; 4. F; 5. T

Audio script 26

Julia: My name’s Julia and this is my daily routine: Every day I get up at 6:00 am. I brush my teeth and have a shower. Then, I have breakfast with my mum. I go to school at 7:30 in the morning. In the afternoon, when I finish school, I take violin lessons. I play the violin in a band for teenagers. In the evening, I get home and do my homework. After that, I check my emails. Then I have dinner and go to bed.

9 Ask a volunteer to read the rubrics. Make sure students understand that they are going to use the highlighted phrases in activity 2 to talk about themselves. Model the task by saying ‘Dana gets up at 7 in the morning. What time do you get up?’ Encourage students to swap roles.


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10 In their notebooks, students write a short diary entry about their daily routine. Encourage them to use the text in activity 2 as a model. You may assign this exercise as homework.



Answer key: 1 1. (my) homework; 2. football, tennis; 3. lunch, dinner, a shower; 4. to school, home, to bed; 5. home, up, dressed; 6. TV, 7. your teeth 2 2. have breakfast; 3. go to school; 4. get home; 5. have lunch; 6. do homework; 7. have dinner; 8. go to bed 3 2. She has breakfast at 6:45 in the morning. 3. She goes to school at 7:00 in the morning. 4. She gets home at 12:45 at noon. 5. She has lunch at 1:00 in the afternoon. 6. She does her homework at 2:30 in the afternoon. 7. She has dinner at 8:00 at night. 8. She goes to bed at 9:30 at night. 4 Students’ own answers 5 Students’ own answers

Lesson 2 (CB p. 58)

1 Write your own email address on the board and read it out loud. Point to the pronunciation of @ (at) and . (dot). Encourage students to say their email addresses. Ask students whether they send and receive emails every day.


2 Ask students to match the words to their meaning. Encourage students to infer the meaning of some of these words through the context (computers and emails). Students may also consult a dictionary if they have one at hand.

Answer key: 1. buttons, icons, etc. that perform a

special function; 2. great mental or physical effort; 3. join a file to an email, 4. polite word for old. 5. symbol that represents something

3 Ask students to read the text again and circle the correct option. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. finishes; 2. wants; 3. loves; 4. has; 5. teachers; 6. thinks; 7. get; 8. turns; 9. clicks; 10. wants; 11. love

4 Draw students’ attention to the right-side section of the Sign Up to Grammar box. Point to the spelling rules for the Simple Present, 3rd person singular forms. Also, read aloud the different examples and ask some students to repeat them after you. Then ask students to write the -s / -es forms of the verbs listed in this box. Check by asking different students to read their answers aloud. Check and correct pronunciation if necessary.

Answer key: 2. teachers; 3. finishes; 4. flies; 5. climbs; 6. goes; 7. works; 8. fixes; 9. has; 10. does

5 Students use the cues to write sentences. Check students’ answers by asking some volunteers to write their answers on the board.

Answer key: 2. Peter studies French. 3. Anna likes ebooks. 4. James gets up late every day.

Lesson 2 (CB p. 59)

6 Direct students’ attention to the left-side section of the Sign Up to Grammar box. Go over the pronunciation of these sequence markers (First, then, after that, next, and finally) together with your students. Then have students read the email, look at the pictures and number the sentences in the correct order.

Answer key: 3; 2; 4; 1; 5

7 Ask students to work in pairs and take turns to make sentences about Joshua’s routine at the summer

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camp. Make sure students use sequence markers. Monitor students’ work as you walk around the classroom.


8 The aim of this activity is to help students practise the use of the 3rd person singular forms in the Simple Present tense, and also the sequence markers they have learnt. Explain to students that they are going to rewrite the steps Pat takes when teaching elderly people to sign up to Worldmail.

Suggested answer: First, Pat clicks on the Internet browser icon and goes to www.worldmail.com. Then, she clicks on the ‘sign up’ button. Next, she fills in a form with her details. After that, she chooses an email address and a password. Then, she writes the password twice and chooses a security question in case she forgets the password. Finally, she clicks on ‘accept’.

9 27 Tell students that they are going to listen to Stella and John talk about their routines. Stella and John are Pat’s students. Play the audio CD. Students listen and complete the chart with a tick (yes) or a cross (no). Play the audio CD twice and check students’ answers by asking some volunteers to read theirs aloud. If necessary, play the audio CD one more time and make pauses after each answer.

Answer key: gets up very early on Saturdays (John √; Stella x) loves computers (John x; Stella √) loves Pat’s computer lessons (John √; Stella √) exercises every day (John x; Stella x) likes healthy food (John x; Stella √) listens to classical music (John x; Stella √) reads the newspaper every day (John x; Stella √)

Audio script 27

Speaker: Speaker 1John: Hello, my name’s John. On Saturdays I get up at 8:00 in the morning. I get up very early because I take computer lessons with Pat at 9:00 o’clock. I hate computers but they are necessary… and I love Pat’s lessons! In the afternoon, I go to the gym. I exercise on Saturdays and also on Tuesdays. I love hamburgers and French fries. I love junk food. I listen to rock and roll. My favourite singer is Elvis Presley, the king of rock n’ roll! I only read the newspaper on Saturdays and Sundays, but I don’t read it during the rest of the week.

Speaker: Speaker 2Stella: Hello, I’m Stella. I get up at 11:00 in the morning on Saturdays. I get up late because I love sleeping! When I get up, I have breakfast and read the newspaper. I read it every day. I take computer lessons with Pat on Saturday afternoons. I love computers and Pat is a great teacher! I don’t go to the gym at weekends. I exercise on Mondays, Wednesdays and Fridays. I love healthy food, especially salads and vegetables. I listen to classical music and I relax… Saturday is my favourite day!

WB CB p. 130 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 130. You may assign these exercises as homework.

Answer key: 1 1. goes; 2. is; 3. loves; 4. has; 5. plays; 6. studies; 7. goes; 8. plays; 9. lives; 10. chats; 11. is; 12. thinks 2 2. gets up; 3. plays; 4. lives 3 2. go horseback riding; 3. go diving; 4. play basketball; 5. go mountain climbing; 6. play computer games 4 Students’ own answers

Lesson 3 (CB p. 60)

1 Elicit from students different ways in which people communicate today.

Possible answers: Chatting online, speaking face to face, speaking on the phone / the mobile phone, using body language, sending text messages, etc.

2 Write some acronyms used in chatrooms (also known as cyber acronyms) on the board and have students say what they mean. Here’s a list of some useful cyber acronyms:

F2F (face to face)FYI (for your information)XOXO (kisses and hugs)OMG (Oh my God)MOS (mum over shoulder)OTP (on the phone) LOL (lots of laugh)

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Draw students’ attention to activity 2 and tell them that Dora and Tom are friends, and that they chat on MSN every evening. Ask students to read Tom and Dora’s chat and match the cyber acronyms to their meanings.

Answer key: 1. You; 2. What’s up?; 3. and; 4. What about you?; 5. Me too; 6. to; 7. Going to bed; 8. See you; 9. Great

OPTIOnAL ACTIvITIES:* Have students write a list of some other cyber acronyms they may know. Ask them to choose a classmate and swap their lists. They must try to say the meaning of the acronyms on the lists they receive. The student who knows the most acronyms is the winner.

* Have students write a chat text using the MSN expressions in activity 2.

USEFUL TIP:Grammar - Draw students’ attention to the Useful Tip box. Explain to students that English is a language that has got (or has) different varieties. British English and American English are different varieties of the same language. In unit 3, students learnt that we can say petrol station (UK) and gas station (US), and they already know that these phrases mean the same but they belong to different varieties of the English language. Make sure students read the information in the box and understand that in British English we use have got to express possession whereas, in American English, we use have. Explain that, nowadays, the use of I have / do you have? / I don’t have is becoming more and more common in the UK.

3 Students look at the affirmative and interrogative sentences and discuss the difference between them.

Answer key: Sentence 1 is used in the UK and sentence 2 is used in the US.

USEFUL TIP: Vocabulary - Write the question How do you go to school? on the board. Explain to students that when we want to show how we get to a certain place we can use the prepositions by and on: by train / underground / plane, etc. and on foot.

4 Draw students’ attention to the Sign Up to Grammar box. In this box, they will find the interrogative and negative forms of the Simple Present tense. They will also find short answers. Explain to students that the Simple Present tense in the interrogative and negative forms requires the use of auxiliaries (do and don’t for I, you, we and they; does and doesn’t for he, she and it). Also explain that these auxiliaries do not have any meaning in themselves and that they are necessary to ask questions and to make sentences in the negative when using this tense. Go over the pronunciation of do, don’t, does and doesn’t and provide some example sentences for your students to repeat after you. Then, refer students to activity 4 and have them use the cues to write questions for the short answers given. Check students’ answers by asking some volunteers to read theirs aloud.


Answer key: 1. Do you go to school by car?; 2. Do Dora and Tom go to drama club?; 3. Do they talk on MSN every day?; 4. Does Tom go to school by bus?; 5. Does she have breakfast at 7 o´clock?; 6. Does Dora go to bed early?

Lesson 3 (CB p. 61)

5 28 Students listen to Dora and Tom and write true (T) or false (F). Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. T; 2. F; 3. F; 4. T; 5. T

Audio script 28

Tom: So, Dora, do you play tennis?Dora: Yes, I do! I play tennis every Saturday. And you?Tom: I don’t play tennis. I play basketball.Dora: Do you play basketball on Saturdays?Tom: No, I don’t. I play basketball on Fridays.Dora: Do you play any musical instruments?Tom: Yes, I do. I play the guitar. And you?Dora: I don’t play the guitar but I play the piano.Tom: Do you like classical music?Dora: No, I don’t. I like rock ‘n roll.Tom: That’s great! Look! There’s an ice-cream shop on the corner.

Do you like ice creams?

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Dora: Yes, I do! I love them!Tom: Let’s have an ice-cream!Dora: Great idea!

6 Ask students to write sentences on the appropriate post-it notes using the phrases on the board. Check students’ answers by asking some volunteers to read theirs aloud.


7 Students work in pairs. They use the phrases in activity 6 to interview their classmates. Make sure students swap roles. Ask students to use the example as a model. Monitor their work as you walk around the classroom.


8 Now students work with a different partner and ask him / her questions about the classmate he / she interviewed in activity 7. Ask students to use the example as a model.



Answer key: 1 2. They go to their grandmother’s house on foot. 3. They go to the sports club by bike. 4. They go to school by bus. 2 1. My cousins don’t get up at 6 o’clock, 2. My little brother doesn’t play basketball. 3. I don’t make my bed. 4. She doesn’t collect stickers. 5. We don’t go to school on foot. 6. Do you play outdoor sports? 3 2. Do you have breakfast every morning? 3. Do you get up at 7 a.m. at weekends? 4. Do you have English lessons on Thursdays? 5. Do you have a shower before school? 4 1. Do you brush your teeth every day? 2. Do you study (English)? 3. Do you like fish? 4. Do you play the (piano)? 5. Does it snow in Venezuela? 5 Students’ own answers

Lesson 4 (CB p. 62)

1 Students discuss whether graffiti is an art form. Encourage students to say whether they like graffiti or not and say why.


2 Ask a volunteer to read the rubrics aloud. Explain that this is an extract from an interview with Thomas Jones, a teenage graffiti artist. Ask students to fill in the blanks with the correct form of the verbs in brackets.

3 29 Students listen and check their answers. You may ask some volunteers to read the complete dialogue aloud.

Answer key: 2. don’t; 3. teaches; 4. does; 5. Does…work; 6. doesn’t; 7. works; 8. likes; 9. paints; 10. do…draw; 11. ask; 12. draw; 13. sounds; 14. do…do; 15. want

Audio script 29

Interviewer: Do you go to an art school?Thomas: No, I don’t Interviewer: Who teaches you to paint graffiti then?Thomas: My mother does.Interviewer: Does she work as a painter?Thomas: No, she doesn’t. She’s a shop assistant and works in a

bakery but she likes art and she paints in her free time.Interviewer: Really? And... where do you draw your graffiti?Thomas: Well, first, I ask the local council for permission and then,

they tell me where I can paint.Interviewer: Where, for example?Thomas: Um, on large walls in public places, for example schools.Interviewer: Schools?Thomas: Yes, because I draw graffiti with a positive message, like

‘Peace, please’, ‘Don’t drop litter’, ‘Every drop counts. Save water’, ‘Be smart. Don’t smoke’, etc.

Interviewer: Oh, that sounds great! When do you do it?Thomas: In my free time, at weekends.Interviewer: Why do you do it?Thomas: Because I want to help the planet.Interviewer: Thank you very much, Thomas!Thomas: You’re welcome!

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4 Direct students’ attention to the Sign Up to Grammar box. Ask some volunteers to read the information in the box. Read the questions and have students repeat them after you to practice intonation. Explain that, in general, we use a rising intonation in Yes / No questions and a falling intonation at the end of Wh-questions.Then ask students to match the columns. Tell them that answers may vary, as there are different possible matches. Check students’ answers by asking some volunteers to write the correct interrogative sentences on the board.

Possible answers: 1. do you live?; 2. do you go to school?; 3. do you do in your free time?; 4. do you go to school?; 5. do you do your homework?; 6. do you live with?

5 Students answer the questions in activity 4. You may check students’ answers by asking some volunteers to read theirs aloud.


Lesson 4 (CB p. 63)

6 Write some sentences in the Simple Present on the board and underline different phrases. Elicit from students suitable questions whose answers correspond with the underlined phrases. Then tell students that they are going to write questions for the underlined phrases in the activity.

Answer key: 2. How does Jake go to school? 3. When does your brother do his homework? 4. Why does Kate stay at home? 5. When does Laura go to school? 6. Where do they go on holiday every summer?

7 Students take the quiz from a teens magazine. Tell them that they have to write their answers under the ‘you’ column in the chart.


8 Have students work in pairs. Students use the questions in activity 7 to interview a classmate. Ask

students to complete the ‘your partner’ column in the chart.


9 In their notebooks, students write their classmates’ answers to the questions in activity 8. You may assign this task as homework.



Answer key: 1 1. Why, Because; 2. When, in the morning; 3. Who, With; 4. What, healthy 2 2. Do they go to the same school? No, they don’t. 3. What does Linda collect? She collects stickers. 4. What does Karina do in her free time? She reads books and chats / plays / works on the computer. 5. Does Lucy like sports? No, she doesn’t. 6. Does Linda like dogs? No, she doesn’t. 3 2. How does she go back home? 3. Why does she study English? 4. Where do they go on holiday every summer? 5. Who do you go dancing with? 4 1 Students’ own answers



Answer key: 1 1. get; 2. get; 3. have; 4. go; 5. have; 6. go; 7. get; 8. have 2 2, 1, 4, 3 3 2. Kate doesn’t like horror films. She likes love films. 3. They don’t speak Chinese. They speak English. 4. She doesn’t write letters to her friends. She writes emails. 4 1. Do you go to bed late every day? Students’ own

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answers; 2. Do you go cycling on Sundays?, Students’ own answers; 3. Do you collect stamps?, Students’ own answers; 4. Do you have dinner after 8 p.m.?, Students’ own answers 5 1. by; 2. on; 3. at; 4. in; 5. on 6 1. Where; 2. Who; 3. What; 4. How; 5. Why; 6. When 7 Students’ own answers 8 Students’ own answers 9 1. has got; 2. live; 3. works; 4. likes; 5. has got; 6. plays; 7. goes; 8. goes; 9. plays

World Issues 5 - A GREEN KID

(CB p. 66)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading and talking about what we can do to protect the environment.

1 Students complete Bindi’s fact file.

Answer key: Full name: Bindy Sue Irvin; Nationality: Australian; Pet(s): A guinea pig called Candy; Loves: animals, music, surfing, creative writing; Hates: Maths; Organisations she helps: Wildlife Warriors Worldwide, Australian Wildlife Hospital; How she protects the environment: She does not waste water. She reuses and recycles paper. She separates rubbish into organic and inorganic waste.

GREEn GRAmmAR TIPAsk a volunteer to read the information in this section. Explain that the word waste can be used as a verb and as a noun. Check understanding by asking different students to provide examples using the word waste as a noun and as a verb.

2 Students read the sentences and write true (T) or false (F).

Answer key: 1. F; 2. F; 3. T; 4. T; 5. T

(CB p. 67)

3 Have students discuss these issues in class: Do you care for the environment? and How can we protect our world? You might elicit ideas from students and write them on the board.


4 Students match the pictures to the actions.

Answer key: 1. Don’t drop rubbish in the streets. Keep the city clean. 2. Save water. Don’t waste it. 3. Don’t waste paper. Reuse and recycle it. 4. Protect parks and trees. Don’t destroy nature. 5. Recycle plastic, glass, metal and paper. 6. Reduce air pollution. Use public transportation.

5 Students write some things they do or don’t do to protect the environment. Encourage them to think of some other ideas that are different from the ones in activity 4.


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Unit 6

Unit 6 - Animals are all around us


TASKS


Saying how often one does something.Describing people’s personalities.Saying the years.

L1 Personality adjectivesHow often...?

Frequency adverbsRegular and irregular plural of nouns

Pronunciation of some frequency adverbs.Pronunciation of some personality adjectives.

L2

Vocabulary used to talk about physical disabilities: the visually / hearing / speaking / movement impaired

Can / can’t (ability)Connectors: and, but, or

Pronunciation of can / can’t.Stressing can’t (negative sentences)Stressing the main verb after can (affirmative sentences)

Talking and writing about what people and animals can or can’t do.Talking about different kinds of physical disabilities.Being politically correct.

L3

Some dog breeds: the pit bull, the poodle, the golden retriever, the Labrador, the pug and the beagleWords connected with dogs: bark, bite, lick, a muzzle, a leash / lead

Would / wouldn’t like to + verbShort form of would (‘d)Revision of can / can’t (ability)

Pronunciation of would and wouldn’t.

Discussing whether pit bulls are dangerous or not.Discussing the best dog to have as a pet.Talking about what one would like to do or have.Writing a blog entry in favour of dogs or cats.

L4Frequency expressions: every day, every week, once a day, twice a week, etc.

Revision of can / can’t (ability)

Can / can’t (permission)

Pronunciation of some frequency expressions.

Asking and answering how often we do certain things.Discussing places we can find at a sea aquarium.Asking for / giving permission.

WIAnimal testing. Dogs as assistants.


Integrating acquired knowledge with a real life issue: in this case, talking about how we treat animals and how animals can help us.


dictate the answers. Help students come up with the correct pronunciation of these adjectives as they read them out.

USEFUL TIP:Vocabulary - Ask a volunteer to say the years that appear in the box. Check students’ understanding by writing different years on the board and asking different students to say them.

Lesson 1 (CB p. 68)

1 Ask students if they believe in horoscopes and help them account for their answers. Encourage students to read the Chinese horoscope page and make a list of all the personality adjectives used to describe each animal. Explain that these adjectives are highlighted in the text. You may also ask a volunteer to write a list of the adjectives on the board while the rest of the students

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USEFUL TIP:Vocabulary - Refer students to the second vocabulary box that appears on page 68. Explain that we use personality adjectives to describe people’s qualities. Once students have read the text and made a list of the adjectives used to describe each animal, draw students’ attention to the chart that appears on the bottom left-hand corner of the page. Explain that in this chart students will find their corresponding animals in the Chinese horoscope. Encourage students to say what sign in the Chinese horoscope they are, and ask them to read their horoscopes again. Finally, have students discuss whether they think their personality description is accurate or not.


REFEREnCE: The Chinese horoscope (or zodiac) is a 12-year cycle. Each year of the 12-year cycle is named after one of the 12 animals. Each animal has a different personality and different characteristics.

Lesson 1 (CB p. 69)

2 Students look at the left side of the Sign Up to Grammar box. Ask some students to read aloud the sentences in the box and help them work out the meaning of the frequency adverbs that appear in these sentences. You may write the adverbs of frequency on the board. Then you may write (+) next to always to indicate that this word is used when something occurs with the most frequency, and (-) next to never to imply the opposite idea. Also, try to help students come up with the correct pronunciation of these frequency adverbs as they read them out. Draw students’ attention to the position of the adverbs in the sentences. Make sure students understand that the position may vary: they are used before most verbs (She never gets up early) but after the verb to be (She is often late).


Draw students’ attention to activity 2 and ask them to tick the correct option. You may check students’ answers by asking some volunteers to read their answers aloud.If you consider it appropriate, tell students that they are going to need the information on the right side of the

Sign Up to Grammar box (Irregular plurals) to do activity 1 in their workbooks. You may also wish to do this activity in class. It is advisable to go over some simple rules for regular plural of nouns at this stage too. For example: nouns ending in s, x, ch or sh add – es (boss – bosses; fax – faxes; inch –inches; bush – bushes); nouns ending in consonant + y, change y to i and then add –es (baby – babies; candy – candies); most others simply add –s (cat – cats; face – faces; day – days).

Answer key: 1. I read it every day. 2. She reads it almost every day. 3. He reads it some days.

3 30 Students listen to the recording and complete the sentences using the frequency adverbs in the box.

Answer key: 1. always; 2. often; 3. never; 4. rarely; 5. usually

Audio script 30

Interviewer: Sarah Brown is a very successful ice skater. Hi Sarah! Thank you for being here with us today!Sarah: Hi everybody!Interviewer: Sarah, how often do you practise ice skating?Sarah: I practise ice skating every day.Interviewer: Every day? Even on Saturdays and Sundays?Sarah: Yes, that’s right. I practise during the week and also at weekends.Interviewer: That´s amazing! Do you go to the gym too?Sarah: Yes, I go to the gym three times a week.Interviewer: Do you eat meat?Sarah: No, I don’t. I’m a vegetarian.Interviewer: How often do you go out with your friends?Sarah: Um, not very often. I rarely go out.Interviewer: Why?Sarah: Because I’m very busy ice skating and I am usually very tired.Interviewer: Thank you very much for your time, Sarah.Sarah: You’re welcome!

4 Before you plunge into this activity, write the phrase How often…? on the board. Explain that we can ask questions using How often…? to get information about the number of times something happens

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(frequency). For example: A: How often do you go to the gym? B: I usually / never / sometimes go to the gym. Check students’ understanding by asking some volunteers to answer questions such as How often do you eat fish?, How often do you make your bed?, etc. Ask students to work in pairs. Student A asks Student B how often he / she does the things in activity 3. Draw students’ attention to the example given. Encourage students to swap roles. Monitor students’ work as you walk around the classroom.


5 Ask students to think about real animals now (in contrast to the symbolic animals in the Chinese horoscope). Have students rewrite the sentences. Explain that they have to add the frequency adverbs in brackets.

Answer key: 2. During the day time, rats usually stay in their nests. 3. Horses don’t often feel thirsty when it’s really cold. 4. In America, pigs are hardly ever killed before Christmas. 5. In the wild, a rabbit always moves around. It never stops moving. 6. Horses are rarely injured in rodeos.

6 Have students work in pairs. Student A tells Student B about his / her own personality. Draw students’ attention to the highlighted adjectives in the text in activity 1 and ask them to use as many adjectives as they can in their descriptions. Also, encourage students to use some of the frequency adverbs they have learnt. Point at the given example and ask students to use it as a model. Make sure students swap roles. Monitor their work as you walk around the classroom. You may check students’ answers by asking some volunteers to take turns to tell the rest of the class about their own personalities.


7 Students write, in their notebooks, one or two paragraphs about their classmate’s personality. Encourage them to use the information they collected in activity 6. You may assign this exercise as homework.



Answer key: 1 1. sheep; 2. fish; 3. oxen; 4. mice; 5. children; 6. men; 7. women; 8. feet 2 Students’ own answers 3 Students’ own answers 4 (answers may vary) Possible answers: Positive: corageous, patient, popular, intelligent, practical, creative, easy-going; Neutral: determined, quiet, shy; Negative: critical, impatient, angry, lazy 5 Students’ own answers

Lesson 2 (CB p. 70)

1 Encourage students to discuss this warm-up question in class. Make sure students can account for their answers by providing some help.


2 Ask students to read the text in activity 3 very quickly and then match the words to their meaning. As this is a rather challenging activity, you may allow students to use a dictionary. If you consider it appropriate, you can help students to do this task by eliciting their answers and writing them on the board.

Answer key: 1. complete and not limited in any way: 2. someone who enters a place without permission; 3. illness or injury; 4. avoid; 5. pieces or parts of something; 6. animal foot

USEFUL TIP:Vocabulary - Draw students’ attention to the information in the Useful Tip box. Explain that there are different kinds of physical disabilities any human being can have. Also, make sure students understand that there are some politically correct terms people can use

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to refer to such disabilities: the movement / visually / hearing / speaking impaired.

3 Direct student’s attention to the Sign Up to Grammar box on page 71. Ask a volunteer to read aloud the information in the box and explain that we may use can to talk about ability. You may write a negative sentence on the board and have students read it, stressing the word can’t. Then, you may write an affirmative sentence on the board and have students read it, stressing the main verb after can. Provide some more examples with both can and can’t for students to practise.


Ask students to read the text in activity 3 again. Have students read the sentences below and write true (T) or false (F). Check students’ answers by asking some volunteers to read their answers aloud.

Answer key: 1. T; 2. T; 3. F; 4. T; 5. F

Lesson 2 (CB p. 71)

4 Ask students to complete the sentences using the words in the box. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. visually impaired; 2. deaf, hearing impaired; 3. speaking impaired; 4. movement impaired

5 Ask students to work in pairs and encourage them to take turns to interview their partner. Students use the example as a model and complete the survey. Monitor students’ work as you walk around the classroom.


USEFUL TIP:Grammar - Draw students’ attention to the information in the Useful Tip box. Explain that we can use and, or and but to join two sentences. Refer students to the examples given and check general understanding by

asking some volunteers to make similar sentences about their own abilities using and, or and but.

6 31 Tell students that they are going to listen to Jason talk about his own abilities. Play the audio CD. Students listen and complete the chart with can or can’t. Play the audio CD again and check students’ answers by asking some volunteers to read theirs aloud. If necessary, play it one more time and make pauses after each answer.

Answer key: 1. can; 2. can; 3. can’t; 4. can; 5. can’t; 6. can

Audio script 31

Jason: Hi! My name’s Jason. I’m a pop artist. I can sing very well and I can play the piano… but I can’t play the guitar. I can dance the salsa but I can’t dance the tango. I am a composer too. I write my own songs and then I add the music. The rhythm is usually salsa. I love it!

7 Have students look at the table. Ask them to write, in their notebook, sentences about Annie and Joe using can / can’t and or / but / and.



Answer key: 1 2. She can’t play the piano but she can dance the tango. 3. She can’t make a cake or do crosswords. 4. She can speak English and she can ride a horse. 2 3. Can she play the piano? No, she can’t. 4. Can she dance the tango? Yes, she can. 5. Can she make a cake? No, she can’t. 6. Can she do crosswords? No, she can’t. 7. Can she speak English? Yes, she can. 8. Can she ride a horse? Yes, she can. 3 Students’ own answers 4 1. Yes, I can. It’s difficult but I can do it. 2. No, I can’t. It’s impossible. 3. No, they can’t. 4. Yes, it can. 5. Yes, she can. 5 1. the hearing impaired; 2. the visually impaired; 3. the movement impaired; 4. the speaking impaired

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Lesson 3 (CB p. 72)

1 Have students discuss the warm-up questions in class. Make sure students can account for their answers. If you consider it appropriate, direct students’ attention to the Sign Up to Grammar box on page 73 and ask a volunteer to read aloud the information in the box. Explain that we use would / wouldn’t like + to (infinitive) to talk about things people want or do not want to have or do. Point to the short form of would (‘d). Go over the pronunciation of would / wouldn’t and its contracted form (‘d): I would like to have a Labrador. = I’d like to have a Labrador. I wouldn’t like to have a pit bull.


2 Ask students to match the words to their meaning. As this is a rather challenging activity, you may allow students to use a dictionary. If you consider it appropriate, you can help students to do this task by eliciting their answers and writing them on the board.

Answer key: 1. (of a dog) to make a loud noise; 2. use the teeth to cut into someone or something; 3. move the tongue across something; 4. a covering put over the mouth and nose of an animal; 5. rope, chain, etc. tied to a dog’s collar

3 Students read the online magazine article showing two different points of view about pit bulls. Have students underline all the adjectives they can find in the text. You may check students’ answers by asking some volunteers to read their answers aloud.

Answer key: affectionate, loyal, dangerous (x3), unpredictable, aggressive (x3), intelligent, sociable, evil, intimidating, strong, energetic, terrible, sweet

4 Ask students to complete the sentences with only one word. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. bite; 2. licks, 3. keep; 4. wear

5 Ask students whether they would like to have a pit bull and encourage them to account for their answers.


Lesson 3 (CB p. 73)

6 32 Have students listen to an interview with Kate, a dog owner, and circle the correct answer. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. Labrador; 2. yellow; 3. bite; 4. barks; 5. can; 6. can’t; 7. leash

Audio script 32

Interviewer: Have you got a pet, Kate?Kate: Yes, I have.Interviewer: What breed is it?Kate: It’s a Labrador. Her name’s Jessy.Interviewer: What colour is Jessy?Kate: Labradors come in three colours: black, brown or yellow.

Jessy’s hair is yellow.Interviewer: How nice! What is she like?Kate: Oh, she’s a very sweet dog, and she’s very intelligent. She

likes playing all day long.Interviewer: Does she bite?Kate: Not at all! She’s very friendly! Interviewer: Does she bark a lot?Kate: Yes, but only when she’s hungry or when she sees people she

doesn’t know.Interviewer: What can she do?Kate: She can understand simple commands like ‘come’, ‘sit’,

‘down’, and ‘up’.Interviewer: Impressive! And what can’t she do?Kate: Well, she can’t open the door or fetch the newspaper.Interviewer: The last question… Do you keep her on a leash?Kate: Yes, I always keep her on a leash when I take her for a walk.

7 Ask students to write, in their notebooks, five questions they would like to ask someone who has got a dog. Point to the example given and ask them to use it as a model. Check students’ answers by asking some volunteers to read their answers aloud.

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8 Students work in pairs. Ask them to use the questions they have written in activity 7 to interview their classmates. If students haven’t got a dog, encourage them to feel free to invent the information. Make sure students swap roles. Monitor their work as you walk around the classroom.


9 Now students match the dog breeds in the Top 5 box to the pictures. Have students discuss whether or not they would like to have any of these dogs, and if so, ask them to say which one they would like to have and why.

Answer key: (from left to right) 4. the pug; 1. the poodle; 3. the Labrador; 5. the beagle; 2. the golden retriever

10 Ask students to write, in their notebooks, a blog entry with arguments in favour of cats or dogs. Encourage students to use some of the adjectives they have underlined in the online magazine article in activity 3 . You may assign this exercise as homework.



Answer key: 1 1. licks; 2. muzzle; 3. bite; 4. barks; 5. leash / lead 2 1. F; 2. T; 3. T; 4. F; 5. T 3 Students’ own answers

Lesson 4 (CB p. 74)

1 Students discuss whether or not they would like to swim with dolphins and express their reasons.


2 Ask students to look at the texts on page 74 and complete the sentences.

Answer key: Text B is a brochure / leaflet. Text A is a fact file.

3 Students read the fact file and match the columns using numbers. Check students’ answers by asking some volunteers to read their answers aloud.

Answer key: 1. marine mammals that live in small communities; 2. find the exact location of an objects through a technique called echolocation, stay up to 15 minutes under water, swim up to 250 m below the water surface; 3. breathe under water; 4. can kill dolphins; 5. kill dolphins to eat them

Lesson 4 (CB p. 75)

USEFUL TIP:Grammar - Draw students’ attention to the Useful Tip box. Explain that can and can’t are sometimes used to ask for or give / don’t give permission. Ask a volunteer to read aloud the example given.

4 Direct students’ attention to the Sign Up to Grammar box. Ask some volunteers to read aloud the information in the box. Explain that we can use frequency expressions to talk about how often we do things. Drill on the correct pronunciation of these frequency expressions. Then, ask students to read the brochure / leaflet on page 74 and the sentences below, and write true (T) or false (F). Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. T; 2. T; 3. F; 4. F; 5. F

5 Students tick the places they can find at a sea aquarium. If necessary, you may write the words and phrases on the board and teach the vocabulary before you ask students to do the task. Answers may vary.

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Suggested answers: 1; 2; 5; 6; 7

6 23 Students listen to the audio CD and complete the sentences with can or can’t. You may check students’ answers by asking some volunteers to read their answers aloud.

Answer key: 1. can’t; 2. can’t; 3. can; 4. can

Audio script 33

Rita: Mum, can I buy some gifts for my friends?Mum: No, Rita, you can’t. They are very expensive.Rita: Oh, no… Mum, can I buy a new camera at the photo shop?Mum: No, you can’t. You have got a very nice camera there.Rita: Ok… Look! An ice cream parlour! Can I have an ice cream?Mum: Yes, you can… but let’s go to the dolphin’s pool first.Rita: Can I swim with the dolphins?Mum: Yes, you can!Rita: That’s great! Thank you, Mum!Mum: It’s all right, dear. You’re a good girl. I love you, dear.Rita: I love you too, Mum.

7 Students work in pairs. They use the checklist in the notepad and role play a dialogue. Point to the example given and ask students to use it as a model. Encourage students to swap roles. Monitor students’ work as you walk around the classroom.

Answer key: A: Can I have a hamburger? B: Yes, you can. A: Can I buy some gifts? B: No, you can’t. A: Can I take photos? B: Yes, you can. A: Can I have an ice-cream? B: No, you can’t. A: Can I swim with the dolphins? B: Yes, you can.

8 Have students work in pairs. Students use the cues to ask and answer questions. Ask a volunteer to read the example in a loud voice and tell students that they may use this example as a model. Make sure students swap roles.

Answer key: 1. A: How often do you listen to music? B: I listen to music every day. 2. A: How often are you late for school? B: I am late for school once or twice a

week. 3. A: How often do you surf the Web? B: I surf the Web two or three times a day. 4. A: How often do you brush your teeth? B: I brush my teeth twice a day. 5. A: How often do you go on holiday? B: I go on holiday once a year.


Answer key: 1 1. every; 2. once; 3. twice; 4. three; 5. month 2 Students’ own answers 3 2. Can I have a drink? 3. Can I open the window? 4. Can I use the (your) phone? 5. Can I go to Peter’s house? 4 2. Dolphins can’t breathe under water. 3. Dolphins can find the exact location of objects. 4. Dolphins can stay up to 15 minutes under water. 5. Dolphins can hear sounds that the human ear cannot hear. 6. Dolphins can’t live in large family groups. 5 Rita: Can I touch the dolphins? Mum: Yes, you can. Rita: Can I scare the dolphins? Mum: No, you can’t. Rita: Can I stay in the pool for an hour? Mum: No, you can’t. Rita: Can I play with the dolphins? Mum: Yes, you can.



Answer key: 1 2. Jake goes to the gym three times a week. 3. Jake goes dancing once a week. 4. Jake watches TV five days a week. 5. Jake takes the dog for a walk four times a week. 6. Alice chats online twice a week. 7. Alice goes to the gym once a week. 8. Alice goes dancing twice a week. 9. Alice watches TV four days a week. 10. Alice takes the dog for a walk three times a week. 2 2. Jake often goes to the gym. 3. Jake rarely / hardly ever goes dancing. 4. Jake never watches TV at weekends. 5. Jake often takes the dog for a walk. 6. Alice never chats online during weekdays. 7. Alice hardly ever /

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rarely goes to the gym. 8. Alice sometimes goes dancing. 9. Alice usually watches TV. 10. Alice often takes the dog for a walk. 3 Students’ own answers 4 2. A dog can bark and (it can) run. 3. A cat can jump but it can’t bark. 4. A hamster can’t fly or climb glass walls. 5 mice; teeth; feet; oxen; sheep; children; men; women 6 1. No, you can’t. It’s very late. 2. Can you open the window? 3. I’m thirsty. 4. when you touch them. 5. when they see people they don’t know. 6. I can swim in the sea. 7 Students’ own answers

World Issues 6 - HOW DO WE TREAT ANIMALS?

(CB p. 78)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, talking about how we treat animals and how animals can help us.

1 Refer students to the picture and elicit from them some cruel ways in which we use animals. You may write some key words on the board to help students: vaccines, cosmetics, mass production of eggs and meat, etc. You may also ask students to think about other ways to use animals that are not cruel. Students look at the picture and chose the right option.

Answer key: Animal testing

2 Students read the article and write a suitable title for it in the box. Help them out with the vocabulary, if necessary.


3 After reading the article students choose the option that best summarises the main idea expressed in it, and not how they feel about the situation being explained (animal testing).

Answer key: there are positive and negative aspects about animal testing.

4 Students read the sentences and write true (T) or false (F).

Answer key: 1. T; 2. F; 3. T

(CB p. 79)

5 Have students read the article on page 79 and match the three sections with the corresponding pictures.

Answer key: 3; 2; 1

Project Work 3 (Units 5 & 6): The Way We Live - Students may now do the Project Work activities for units 5 & 6 that are available on the Student’s Interactive CD-ROM. These activities are thoroughly explained on pages 84, 85 and 86 of this Teacher’s Book.

TEST REvISIOn TIPS:Refer to the test revision techniques already explained on page 31 of this Teacher’s Book.

TEST 2:Now that students have completed Units 4 to 6, you may assess the main skills developed and language, grammar and vocabulary items taught by giving students a test (see Suggested Annual Plan on page 4 of this Teacher’s Book). Make copies of photocopiable Test 2 that is available on page 75 of this Teacher’s Book and hand them out to students on the day of the test. The answer key to the photocopiable tests is on page 81 of this Teacher’s Book.

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Unit 7

Unit 7 - We’re watching you


TASKS


Talking about the place where we live.Discussing preference: living in a house or in a flat?Discussing what different people are doing in a reality show.

L1 Rooms in a house

Present Continuous (affirmative)Prepositions of place: in, at, on (revision)

Pronunciation of some words and phrases used to describe different rooms in a house.Pronunciation of some verbs in the progressive form.

L2Furniture and household items

Present Continuous (negative, interrogative & short answers)Spelling rules ( - ing)

Pronunciation of some furniture and household items.Pronunciation of some verbs in the progressive form.

Talking and writing about what people are doing now / at the moment of speaking.Describing our favourite room in the place where we live.

L3 Household choresSimple Present (revision)Must / mustn’t (obligation and prohibition)

Pronunciation of must and mustn’t.

Describing our homes.Expressing obligation and prohibition.Discussing household chores and safety at home.

L4 TV programmes and filmsSimple Present vs. Present Continuous

Pronunciation of some types of TV programmes.

Talking about how much TV we watch and how often we go to the cinema.Writing a short description of a picture.

WIAdjectives used to describe different houses


Integrating acquired knowledge with a real life issue: in this case, talking and reading about different homes around the world.


Lesson 1 (CB p. 80)

1 Have students discuss if they live in a house or in a flat, the size of the place where they live, where it is located, and finally, if they like it. Encourage students to share their answers with the rest of the class.


2 Ask students to match the different places in the

list to the pictures using numbers. Check the activity by asking some volunteers to read their answers aloud. Go over the pronunciation of these places in a house by asking some students to repeat these words after you.

Answer key: 1. living room; 2. dining room; 3. bedroom; 4. kitchen; 5. bathroom; 6. garage; 7. yard; 8. stairs

USEFUL TIP:Grammar - Refer students to the Useful Tip box that

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appears on this page. Explain the use of in, on, at, upstairs and downstairs to express location by referring to the picture in activity 2.

OPTIOnAL ACTIvITy:You may check students’ understanding by writing a multiple choice exercise on the board, for example:

1) Peter lives _____ a flat ____ New York.a) at b) in c) on

2) His flat is ____ the third floor.a) at b) in c) on

3) The lights are off. Peter is not ____ home now.a) at b) in c) on

3 Students work in pairs. Ask them to look at the picture in activity 2 and correct the sentences orally. Tell students that answers may vary. Check students’ answers by walking around the class and listening to the pairs do the task.

Possible answers: 1. This is a picture of a very large house. 2. There isn’t anybody at home now. / There’s nobody at home now. 3. These people keep their car in the garage. 4. The dining room is downstairs. 5. The two bedrooms are upstairs. 6. One bathroom is downstairs / on the ground floor and the other one is upstairs / on the first floor.

Lesson 1 (CB p. 81)

4 Students look at the Sign Up to Grammar box. Ask some students to read aloud the sentences in the box and help them understand that the Present Continuous form is used to talk about actions that are in progress at the moment of speaking. Also, try to help students come up with the correct pronunciation of the –ing forms as they read these sentences. Draw students’ attention to activity 4 and ask them to read about a reality show called Big House. You may ask some volunteers to read the text aloud.

5 Students now answer the questions about the text in activity 4. You may check this activity by asking some volunteers to write their answers on the board.

Answer key: 1. He’s listening to his iPod and singing. 2. They’re sleeping. 3. He’s in the kitchen making sushi. 4. It’s playing with Isabella in the back yard.

6 34 Students listen to the recording. They read the sentences and write true (T) or false (F).

Answer key: 1. F; 2. T; 3. F; 4. F

Audio script 34

Amanda: Hi, people! I’m Amanda Karr and this is another day in the life of Britney, Isabella, Linda, John, Mel and Marco in Big House. Today, John isn’t feeling well so he is in his bedroom. The twins, Linda and Britney, are in their bedroom too. They’re sleeping, as usual. Mel is cooking again but this time he’s cooking in the back yard. He’s making a big salad for everybody. And Marco and Isabella are in the living room. They’re watching an old film on DVD called Back to the Future, and they are having a good time together. Rex, the dog, is sleeping too. It’s sleeping in the dining room, under the table. I guess that’s all from me for the time being! And don’t forget to watch Big House again today for an evening update! Cheers!

7 Ask students to work in pairs. Student A imagines he / she is the host of Big House and tells his / her partner what the contestants are doing in the different rooms. Draw students’ attention to the example given. Encourage students to swap roles. Monitor students’ work as you walk around the classroom.



Answer key: 1 2. ‘s standing, ‘s singing; 3. ‘s reporting, ‘s watching; 4. ‘s painting; 5. ‘s sleeping; 6. Are writing; 7. ‘Are playing, ‘re using 2 1. on; 2. in, in; 3. at, at; 4. downstairs, in; 5. upstairs, on

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3 1. bathroom; 2. dining room; 3. back yard; 4. kitchen; 5. bedroom 4 5 Students’ own answers

Lesson 2 (CB p. 82)

1 Encourage students to discuss the warm-up questions in class. Make sure students can account for their answers by providing some help.


2 Ask students to look at the picture and match the furniture and household items using numbers. You may allow students to use a dictionary. You may also check this activity by asking some volunteers to read their answers aloud. Go over the pronunciation of these furniture and household items by asking students to repeat them after you.

Answer key: 2. cooker (UK) = stove (US); 7. armchair; 10. lamp; 5. cupboard; 6. couch = sofa = settee (UK); 3. table; 8. bookcase; 9. coffee table; 4. chairs

3 Direct student’s attention to the Sign Up to Grammar box on page 83. Ask a volunteer to read aloud the information in the box.Explain to students that when we ask questions using the Present Continuous, we place the verb be before the subject, and that for negative sentences we use the verb be in the negative form. Then ask students to complete the answers or questions about what the Bishops are doing at home right now. Encourage students to write two more questions and ask them to answer them. Check this activity by asking some volunteers to read their questions and answers aloud.

Answer key: 1. they are; 2. Mrs Bishop doing; 3. he isn’t; 4. they aren’t; 5. What’s Mr Bishop; 6. it is; 7. and 8. Students’ own answers

4 Ask students to work in pairs and encourage them to take turns to ask and answer questions about what the Bishops are doing right now. Students use the example as a model. Make sure students swap

roles. Monitor students’ work as you walk around the classroom.


Lesson 2 (CB p. 83)

USEFUL TIP:Spelling - Draw students’ attention to the information in the Useful Tip box. Explain the spelling rules when adding –ing to verbs.

5 35 Tell students that they are going to listen to Mrs Bishop talk to her elder son Kyle on the phone. Play the audio CD. Students listen and circle the correct option. Play the audio CD again and check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. ‘s waiting; 2. ‘s looking; 3. Yes, he is. 4. dissertation

Audio script 35

Mrs Bishop: Hello!Kyle: Hi, Mum! It’s Kyle. Mrs Bishop: Oh, hi there! Where are you? What’s up?Kyle: I’m in front of the school. I’m waiting for you. Why aren’t

you here?Mrs Bishop: Oh, no! I forgot! Today is Thursday – the day I pick

you up at school! I’m so sorry, darling! I’m busy at the moment. I’m working on my dissertation. Can you get a bus?

Kyle: Oh no, Mum! Can Dad come and get me? What’s he doing?Mrs Bishop: He’s looking after the twins.Kyle: Oh, really? And let me guess. Is he watching TV too?Mrs Bishop: Yeah, but he can’t pick you up. He’s helping with the

kids.Kyle: Ok, Ok. I’ll get a bus. I have to run. The bus is coming now.

Bye!Mrs Bishop: Bye. See you soon!

6 35 Play the audio CD again. Students listen and write an expression that can be used in the situations given. If necessary, play it one more time and make pauses after each answer. You may check students’ answers by asking some volunteers to write their answers on the board.

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Answer key: 1. Hello! / Hi, (Mum)! It’s (Kyle). 2. What’s up? 3. Oh, no! I forgot!/ I’m so sorry…

7 Students work in pairs. They mime different actions for their partners to guess what they are doing. Refer students to the example given and ask them to use it as a model. Encourage students to swap roles. Monitor students’ work as you walk around the classroom.


8 Ask students to read and complete the text using the verbs in the box in the –ing form. Check this activity by asking some volunteers to write their answers on the board.

Answer key: 1. doing; 2. jogging; 3. sitting; 4. copying; 5. waiting; 6. coming; 7. walking

9 Have students write, in their notebooks, about the activities that they think different members of their family are or aren’t doing at the moment. You may assign this activity as homework.



Answer key: 1 (in any order) cupboard; refrigerator; table; armchair; lamp; bookcase

I N T N S O C E C V D MR W S M H K A O B R C VW K R T C U P B O A R DD C X H J H Q K O K Y NL B A E A H J I K Q E JC I L F C B L H C R H RR E F R I G E R A T O RL F J W T R W D S A Y UA R M C H A I R E B F OM R N E C S S V U L T FP T H C U O C A J E B WX L H P H R C I T R I W

2 1. coming; 2. crying; 3. writing; 4. walking; 5. putting; 6. stopping; 7. buying; 8. doing; 3 1. Q: What is Mrs Bishop doing? A: She’s reading a book. 2. Q: What are the children doing? A: They’re playing in the garden. 3. Q: What are Mr Bishop and Kyle doing? A: They’re washing the car. 4. Q: What’s the cat doing? A: It’s climbing the tree. 4 1. No, they aren’t. 2. Yes, he is. 3. Yes, they are. 4. & 5. Students’ own questions and answers 5 Students’ own answers

Lesson 3 (CB p. 84)

1 Have students discuss the warm-up questions in class. Students tell the rest of the class if they help do the housework, what household chores they do not mind doing and if their rooms are tidy or messy. Explain the meaning of household chores, tidy and messy before doing this activity.


OPTIOnAL ACTIvITy:Show students different pictures or cut-outs from magazines of people doing different household chores. They should say what the people are doing. Do not show the whole picture; start by showing only part of it, then show another part and go on until someone guesses correctly. Write down the activities on the board as a means of pre-teaching vocabulary.

2 Draw students’ attention to the pictures and ask them what they think the quiz is about. Ask a volunteer to read the introduction to the quiz. Teach the meaning of an angel and a lazybones. Students take the magazine quiz and find out how helpful they are at home by ticking the activities they usually do. Help them with the vocabulary if necessary. Check students’ answers by asking some volunteers to read theirs aloud. Read aloud the key to the quiz for your students to be able to determine whether they are angels or lazybones: Six or more √ : You’re an angel! Keep up your good work!; Three to five √ : Not bad, but let’s make more of an effort!; Less than three √ : Come on lazybones! You have to help out more!

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3 Refer students to the text below the quiz. Ask students to read the magazine article and then answer true (T) or false (F). Check this activity by asking some volunteers to read their answers aloud.

Answer key: 1. F; 2. T; 3. F; 4. T

Lesson 3 (CB p. 85)

4 Direct students’ attention to the Sign Up to Grammar box. Explain that we use must to express obligation –and also strong suggestion- and mustn’t to express prohibition. Ask some volunteers to read aloud the information in the box. Go over the pronunciation of must and mustn’t by writing some example sentences on the board, reading them aloud and asking students to repeat them after you.GR14 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.

Refer students to activity 4. Ask them to read the article and fill in the blanks with must or mustn’t. Check this activity by asking some volunteers to read their answers aloud.

Answer key: 1. must; 2. mustn’t; 3. must; 4. must; 5. must; 6. mustn’t; 7. must; 8. must

5 Ask students to write, in their notebooks, some rules for a leaflet about Safety at Home. Elicit some ideas from your students and write them down on the board. Encourage students to use must and mustn’t. Point to the suggested beginning sentences in this activity and ask students to complete the text using the ideas they have provided in class. You may assign this task as homework.


6 36 Have students listen to an expert talking about safety in the bathroom. Ask students to fill in the blanks using only one word. Explain that it may be any word

(not only must and mustn’t). Play the audio CD again and check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. usually; 2. giving; 3. must; 4. children’s; 5. mustn’t; 6. mustn’t; 7. finally; 8. tips

Audio script 36

Speaker: Many people usually have accidents in the bathroom. This is the reason why in today’s programme we are giving you some useful tips on how to avoid accidents when you are in this part of the house. For example, you must keep shampoos, lotions and soap away from children’s reach. You must always keep the bathroom floor clean and dry. You mustn’t put electric gadgets or heaters near the shower place or near the sink. You must always turn on the lights at night. You mustn’t leave children in the bathtub alone. And finally, you must put non-slip strips in the bathtub or shower place. I hope these tips can help you to avoid accidents when you are in the bathroom.

7 Students work in pairs. Ask them to take different roles. Student A is a mother or father and Student B is a teenager. Student A tells Student B what household chores he / she must / mustn’t do that week. Student B agrees or complaints all the time. Point to the example given and ask students to use it as a model. Make sure students swap roles. Monitor their work as you walk around the classroom.



Answer key: 1 1. the dishes / the laundry; 2. your bed / lunch / dinner; 3. the table; 4. the rubbish; 5. the house; 6. the carpet; 7. clothes; 8. the plants 2 Students’ own answers 3 Students’ own answers 4 1. T; 2. F; 3. F; 4. T; 5. T, 6. F

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Lesson 4 (CB p. 86)

1 Students discuss the warm-up questions and exchange ideas about how many hours a day they watch TV, what their favourite programmes are, how often they go to the cinema and whether they prefer going to the cinema or watching a DVD at home. Help students account for their answers.


2 Ask students to match the types of TV programme with the pictures. Then, students give an example of each type of programme. Make sure students can handle the vocabulary before they plunge into this task by going over these new words and their pronunciation a couple of times.

Answer key: 2. a music show; 3. a sitcom; 4. a talk show; 5. a sports programme; 6. a cartoon; 7. a documentary; 8. a soap (opera) Students’ own answers (Possible answers: Two and a Half Men is a sitcom. The Simpsons is a cartoon. etc…)

REFEREnCE:A situation comedy, usually referred to as sitcom, is a genre of comedy programmes which originated on radio. Today, sitcoms are found almost exclusively on TV. Sitcoms usually consist of recurring characters in a common environment such as a house / neighbourhood / building or workplace.A soap (opera) is an ongoing, episodic work of fiction, usually broadcast on television or radio. Programmes described as soap operas have existed as a form of entertainment for a long time. The term soap opera stems from the original dramatic serial broadcast on radio that had soap manufacturers as the show’s sponsors. These early radio serials were broadcast in weekday daytime slots when most housewives would be available to listen. Thus these shows were aimed at and consumed by a predominantly female audience.

3 Students read the dialogue between Ethan and Bridget and put it in order using numbers.

4 37 Students now listen to the audio CD and check

their answers.

Answer key: 2; 5; 8; 1; 6; 4; 7, 3

Audio script 37

Ethan: Hey, Bridget! What are you doing?Bridget: It’s 8 o’clock – time for my favourite reality show.

I always watch it and it’s the last week.Ethan: But I’m watching the basketball game.Bridget: Oh, come on, Ethan! You always watch those boring

sports programmes. Let me change the channel!Ethan: No, it finishes in five minutes. You can wait… or go and

watch it on the other TV.Bridget: I can’t. Mum and dad are watching a boring programme

about political leaders in Latin America. Ethan: Bridget, you’re standing in front of the TV. Move! Bridget: I’ll talk to Mum.

5 Refer students back to activity 3 and have them tick the picture that best illustrates the dialogue. You may choose to do this with the whole class.

Answer key: The second picture is the correct one because Ethan is watching a sports programme and Bridget is standing in front of the TV.

Lesson 4 (CB p. 87)

6 Direct students’ attention to the Sign Up to Grammar box. Ask some volunteers to read aloud the information in the box. Explain that we normally use the Simple Present to talk about permanent situations or about things that happen regularly, and that we normally use the Present Continuous to talk about situations that are going on at the moment of speaking. GR13 Direct your students’ attention to the Grammar Reference section, where they will find further examples and practice.Then, ask students to read the sentences and circle the correct answer. Check students’ work by asking them to compare their answers in pairs.

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Answer key: 1. is watching; 2. watches; 3. are watching; 4. are fighting; 5. finishes

7 Students answer the questions about themselves. If necessary, you may write the new words and phrases on the board: horror, action, romantic, comedy, drama, cinema complex and provide examples sentences for students to understand their meaning. For example: Cinemark is a cinema complex. Terminator is an action film. etc...


8 Students read Bridget’s scrapbook. Explain that a scrapbook is a book with empty pages where people can stick pictures, articles, etc. which they have collected and want to keep. Ask students to fill in the blanks using a suitable form of the verbs and the words in brackets. Monitor students’ work as you walk around the classroom.

Answer key: 2. don’t often watch; 3. usually watch; 4. am playing; 5. always play; 6. rarely watch; 7. doesn’t get; 8. loves; 9. sometimes plays; 10. ‘s not playing; 11. ‘s watching

9 Ask students to draw a picture (or stick one) in their notebooks that shows themselves doing something. Encourage students to write a short description of the picture. Point to the descriptions in activity 8 and ask students to use them as models. You may assign this activity as homework.



Answer key: 1 2. quiz show; 3. sitcom; 4. cartoon; 5. sports programme; 6. horror film; 7. soap opera, 8. documentary; 9. comedy; 10. action film

2 1. sports programmes; 2. documentaries; 3. cartoons; 4. sitcoms 3 Students’ own answers 4 1. do; 2. watches; 3. are playing; 4. is studying; 5. go 5 Students’ own answers



Answer key: 1 1. bed; 2. fridge / refrigerator; 3. lamp; 4. table; 5. bookcase; 6. coffee table; 7. armchair; 8. chair; 9. sofa / settee / couch; 10. desk 2 1; 7; 8; 10 3 1. F; 2. T; 3. F; 4. F; 5. T 4 2. cutting; 3. coming; 4. staying; 5. flying; 6. washing; 7. writing; 8. sitting; 9. watching; 10. setting; 11. doing; 12. jogging 5 1. ‘s talking; 2. isn’t sleeping, ‘s playing; 3. sleep; 4. fight; 5. have; 6. ‘s cooking 6 1. ‘s doing; 2. doing, ‘s vacuuming; 3. Is, isn’t, setting the table; 4. taking, rubbish, is; 5. is, doing, isn’t, ‘s watching 7 2. 4; 3. 2; 4. 6; 5. 1; 6. 3 8 1. must; 2. mustn’t; 3. must, must; 4. mustn’t

Audio script 38

Delia: Hi, Sarah! Cool apartment! Ready for the interview?Sarah: Sure. Go ahead!Delia: What’s your favourite room?Sarah: My bedroom. It’s not big but there are lots of things

in it. I love it! There are two beds and a comfortable armchair. I love sitting there.

Delia: And do you study in your bedroom?Sarah: Sometimes. There’s a chair and a desk with my

computer in my bedroom, but when my sister is sleeping I do my homework in the dining room.

Delia: And what else do you do in your bedroom?Sarah: Well, I read and play computer games. I mean, when

I get a chance. My sister is playing now and she is always chatting with her friends. So we fight a lot over the computer, you know.

Delia: So when you are at home, you are usually in your favourite room. Is that right?

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Sarah: Well, not always. I don’t have a TV in my room, you see, so I go to the living room to watch TV. And I always have breakfast, lunch and dinner in the kitchen. Mum is there now. She’s cooking lunch. Let’s go say hello to her!

World Issues 7- DIFFERENT HOMES

(CB p. 90)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, talking and reading about different homes around the world.

1 Refer students to the pictures on page 90 and ask them who they think might live in these houses. Students then match the descriptions to the pictures using numbers. Help them out with the vocabulary, if necessary. You may turn this activity into a competition: you may divide the class into different teams. The team that gets the most correct answers in forty-five seconds is the winner.

Answer key: 1. a houseboat; 2. a house on stilts; 3. a small flat; 4. a cave house; 5. a motorhome; 6. houses in the slums

2 Students decide which of the adjectives listed they associate with the houses in activity 1. Have students match the houses to the adjectives. Help them out with the vocabulary, if necessary. Answers may vary as the answers will be subjective.


(CB p. 91)

3 Have students say which of the six houses they would most like to spend a week in and why, and also which of the houses they would least like to own and why. Encourage students to share their ideas in class.


4 Students read about the Kartals’ house and say which of the six houses the writer is describing. Check the answer by asking a volunteer to provide it.

Answer key: a cave house

5 Have students read the text in activity 4 again. Then, ask students to read the sentences and write true (T) or false (F). Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: 1. F; 2. T; 3. T; 4. F

6 Ask students to draw a floor plan of their dream house in their notebooks, and write about it. Refer students to the questions given and ask them to include the answers to these questions in their texts. Also, point to the example in activity 4 and ask them to use it as a model. You may assign this task as homework.


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Unit 8

Unit 8 - Stories to tell


TASKS


Telling stories about our childhood.Describing people.

L1Adjectives used to describe people: bald, lonely, quiet, chubby, cute, naughty, happy, etc.

Verb to be (Simple Past) (affirmative, negative, interrogative and short answers)

Pronunciation of some adjectives used to describe people.Pronunciation of was / wasn’t and were / weren’t.

L2

ClothesSeasonsVocabulary used to talk about the weather: sunny, rainy, cloudy, etc. Past time expressions: last week, yesterday, two weeks ago, etc.

What is / was the weather like?

Pronunciation of some items of clothing.

Talking and writing about the weather and the clothes people wear in different seasons.Using past time expressions.

L3

Natural disasters: volcanic eruptions, tsunamis, tornadoes, hurricanes, floods, earthquakes

There was / There were (affirmative, negative, interrogative and short answers)

Pronunciation of there was / wasn’t and there were /weren’t.Elision of sounds: pronunciation of tsunami, have, listen, walk, etc.

Discussing natural disasters.Making an oral presentation.

L4

Adjectives used to describe negative and positive experiences: funny, great, terrifying, terrific, incredible, etc.

Question words + was / wereRevision of verb to be (Simple Past)

Pronunciation of some question words.Pronunciation of some adjectives used to describe negative and positive experiences.

Talking about past experiences and the feelings associated with them.

WI

Words used to describe some of the problems the world faces today: famine, e-waste, homelessness, pollution, endangered species, etc.


Integrating acquired knowledge with a real life issue: in this case, talking and reading about some serious problems the world faces today.


Lesson 1 (CB p. 92)

1 Have students discuss if they remember what they were like when they were little children. Explain the meaning of bald (having no hair) and chubby (a bit fat

but said in a nice way as when referring to children or babies) and encourage students to share their answers with the rest of the class.


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2 Ask students to use numbers to match the descriptions to the pictures. You may provide the meaning of the highlighted adjectives in the text, or ask students to use a dictionary. Check the activity by asking some volunteers to read their answers aloud. Go over the pronunciation of the highlighted adjectives by asking some students to repeat these words after you.

Answer key: 1. Jack; 2. Irniq; 3. Garfield

3 Students write the highlighted adjectives in activity 2 next to their definitions. Check students’ answers by asking some volunteers to read their answers aloud.

Answer key: 2. chubby; 3. cute; 4. furry; 5. happy; 6. naughty; 7. quiet; 8. lonely

Lesson 1 (CB p. 93)

4 Students look at the Sign Up to Grammar box. Ask some students to read aloud the examples in the box as you explain to them that was is the past form of am and is, and were is the past form of are. Also, try to help students come up with the correct pronunciation of was, were, wasn’t and weren’t as they read. Draw students’ attention to activity 4 and ask them to complete the sentences with was, wasn’t, were or weren’t. You may ask some volunteers to read the sentences aloud.

Answer key: 1. was; 2. were, was; 3. was; 4. weren’t; 5. wasn’t, was; 6. was; 7. wasn’t, was; 8. Was, wasn’t

5 39 Students now listen to the recording and circle the correct answer. Check students’ answers by asking some volunteers to read their answers aloud.

Answer key: 1. Yes, I was. 2. teddy bear; 3. Yes, they were. 4. No, I wasn’t. 5. ice cream; 6. Yes, she was.

Audio script 39

Jack: Hi, Sylvia!Sylvia: Hi! How’s everything?

Jack: Fine, thanks. You know, I’m doing a school project on people’s lives when they were children. Can I ask you a few questions?

Sylvia: Yes, of course. What’s your first question, Jack?Jack: Were you happy when you were a child, Sylvia?Sylvia: Well, that’s difficult to say. My dad wasn’t at home very

often because of his job. He was an airline pilot. But my mum and my grandparents were all the time with me when I was a small girl. They were really nice to me and to my twin brothers too. So, I was a happy girl but I missed my dad so much…

Jack: And what was your favourite toy, Sylvia? Sylvia: It was an enormous teddy bear. It was always in my

bedroom.Jack: And were your twin brothers very naughty?Sylvia: Oh, they were terrible! They weren’t really well-behaved

to tell you the truth, and my Mum was all the time after them.

Jack: I see. And what about you? Were you a noisy child?Sylvia: I was really very quiet. That’s what people usually tell me.Jack: What was your favourite food when you were a small girl?Sylvia: It wasn’t chocolate as you suppose. All children love

chocolate but I preferred ice cream. I still love it today. Jack: And my last question, Sylvia, was your Mum very strict with

you when you were small children?Sylvia: I think she was a bit strict with us but just because Dad

wasn’t always at home, as I told you before. She was a very responsible person and she cared for us quite a lot.

Jack: Thank you Sylvia for your help.Sylvia: That’s all right. And good luck with your school project!

6 Ask students to work in pairs. Student A interviews Student B using the questions in activity 5. Encourage students to swap roles. Monitor students’ work as you walk around the classroom.


7 Ask students to complete the first page of their own Childhood Diary.


8 Students write, in their notebooks, a diary entry about their childhood using the information in activity 7.

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You may assign this task as homework.



Answer key: 1 2. weren’t; 3. wasn’t; 4. was; 5. Were; 6. was; 7. was; 8. was; 9. was 2 1. furry; 2. bald; 3. happy; 4. chubby, quiet 3 1. weren’t, were; 2. wasn’t, was; 3. was, was; 4. Were, wasn’t; 5. wasn’t, was, was; 6. Were, were, weren’t 4 1. Were Shakespeare and Cervantes born on the same day? 2. Helen Mirren, the British actress, wasn’t in New York last week. 3. Was it very sunny on the day Granny was born? 4. We weren’t very naughty children in Primary School. 5. Was she born in London? 6. My eyes weren’t blue when I was a baby.

Lesson 2 (CB p. 94)

1 Draw students’ attention to the first Useful Tip box that appears on page 94.

USEFUL TIP:Vocabulary - Write the words cold, cool, hot, cloudy, sunny, warm, rainy and windy on the board and use gestures to illustrate meaning. Then you can ask a volunteer to read aloud the sentences in the box.

USEFUL TIP:Vocabulary - Direct students’ attention to the second Useful Tip box. Discuss the vocabulary on clothing and drill on the pronunciation of these items of clothing.

OPTIOnAL ACTIvITy:You may ask some volunteers to stand up and show the rest of the class different clothes they are wearing by pointing to them. The rest of the class must identify these items of clothing by saying the corresponding words in English.

Refer students back to activity 1 and have them discuss

the warm-up questions in class. Write these questions on the board: What’s the weather like?; What kind of clothes are you wearing now? and Are they appropriate for this weather? Elicit some possible answers from students and offer help if needed.


2 Students read the guidebook entry and then answer true (T) or false (F). Check students’ answers by asking some volunteers to read their answers aloud.

Answer key: 1. T; 2. T; 3. F; 4. F

3 Ask students to work in pairs and discuss the questions. Check students’ answers by asking some volunteers to read their answers aloud.


Lesson 2 (CB p. 95)

4 40 Have students listen to the weather forecast and ask them to complete the chart. You may play the recording twice. Check students’ answers by asking some volunteers to write their answers on the board.

Answer key: 3. cloudy; 4. 75°F; 5. sunny and hot; 6. 90°F

Audio script 40

Presenter: And now the weather with Keith Grey. Hi, Keith, what can you tell us about the weather around the world today?

Keith: Well, let’s start here in the Americas. It’s still snowy in many states of North America. It’s cold in New York but the city looks beautiful. Yesterday, it was 26 degrees Fahrenheit – or, if you prefer Celsius, minus three degrees. Today, there’s still snow but temperatures are a little higher – 32 degrees Fahrenheit – that’s zero degrees Celsius. Moving south to Venezuela, temperatures are much warmer. It was 77 degrees Fahrenheit in Caracas yesterday, and it was cloudy. The temperature today is a little cooler, 75 degrees and it is now rainy. Things are better in Brazil.

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Keith: It was sunny and hot in Rio de Janeiro all day yesterday, and the sunny weather continues today with temperatures as high as 90 degrees Fahrenheit. This is good news for tourists who want to enjoy the beach! Now, moving on to Asia…

5 Direct student’s attention to the Sign Up to Grammar box. Ask a volunteer to read aloud the information in the box. Explain that there are some expressions that are commonly used with the Simple Past: yesterday, last (week), (two) (months) ago, etc.Then students look at the chart in activity 4 and complete the questions and answers. Check this activity by asking some volunteers to read their questions and answers aloud.

Answer key: 1. What’s; 2. It’s; 3. was; 4. was; 5. weather; 6. today; 7. What was the weather like; 8. It was; 9. What’s the weather like; 10. sunny; 11. What was the weather like; 12. yesterday; 13. was

6 Ask students to look at the paragraph about their city and provide the missing information by rewriting it in their notebooks. You may assign this activity as homework.


7 Ask students to work in pairs and encourage them to take turns to ask and answer these questions related to the weather. Make sure students swap roles. Monitor students’ work as you walk around the classroom.

OPTIOnAL ACTIvITy:If you consider it appropriate, you may turn this activity into a writing task.



Answer key: 1 2. In Brasilia the weather is hot today. The temperature is 32°C. It�s sunny and windy. 3. In Oslo the weather is very cold today. The temperature is -2°C and it�s snowy. 2 1. overcoat; 2. raincoat; 3. trousers; 4. skirt; 5. trainers; 6. gloves; 7. headband; 8. jacket; 9. earrings; 10. sunglasses 3 Students’ own answers 4 Students’ own answers

Lesson 3 (CB p. 96)

1 Have students look at the pictures of some natural disasters and ask them to label them using the words in the box. Then ask students to read the text and fill in the gaps with the words in the box. As the text is rather challenging, it may be a good idea to pre-teach the meaning of some words like funnel (an object which has a wide round opening at the top and a narrow tube at the bottom, used for pouring liquids or powders into containers with narrow necks) and landslide (a mass of rock and earth moving suddenly and quickly down a steep slope). Do not check student’s answers yet.

USEFUL TIP:Pronunciation - Draw students’ attention to the information in the box and explain that, in English, we do not always pronounce all the letters in a word. If you consider it appropriate, tell students the elision of sounds is a very common phonetic feature in English and that there are more cases of elision of sounds in words that they already know (for example: the l in would is not pronounced, etc.) Refer students to the examples provided in the Useful Tip box.

2 41 Have students listen and check their answers. Then have students write the highlighted words in the text next to their definitions.

Answer key: (pictures) 1. hurricanes; 2. tornados; 3. tsunamis; 4. earthquakes; 5. floods; (text) 1. earthquakes; 2. tsunamis; 3. hurricanes; 4. floods; 5. tornados

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Answer key: 1. huge; 2. devastating; 3. severe; 4. storms

Audio script 41

Speaker: The Forces of Nature - About 1,900 volcanoes are active today. About 90% are in the Pacific Ocean. When they erupt, they can destroy cities and lots of vegetation. The first eruption of Hawaii’s famous Kilauea volcano was 50,000 years ago. More recently, there was another volcano eruption in 1983. Fortunately, there were no victims. Small earthquakes occur every day, but people don’t notice them. Sometimes they can be severe and can destroy cities and cause volcanic eruptions, landslides and giant sea waves. We call these huge waves tsunamis. In 2004, there was a devastating tsunami and flood in Indonesia. Hurricanes are tropical storms with winds of 74 miles (119 kilometres) per hour or more. They usually cause severe floods, leaving cities covered with water. Tornadoes are some of the Earth’s most violent forces. The skies get dark and cloudy, and a funnel appears. There are often tornadoes in the USA. In 2006, there were 958 tornadoes there.

Lesson 3 (CB p. 97)

3 Have students match the natural disasters to the four natural elements.

Answer key: 1. fire; 2. air, 3. water; 4. earth

4 Direct students’ attention to the Sign Up to Grammar box. Explain that There was / wasn’t is the past form of There is / isn’t and There were / weren’t is the past form of There are / aren’t. You may add that these new expressions are used to talk about the existence (or not) of animate or inanimate objects (people, animals and objects) in the past. Ask some volunteers to read aloud the sentences in the box. Go over the pronunciation of there was, there wasn’t, there were and there weren’t. GR15 Direct students’ attention to the Grammar Reference section, where they will find further examples and practice.Then refer students to activity 4. Ask students to use the

cues to write sentences about natural disasters. Check this activity by asking some volunteers to read their answers aloud.

Answer key: 2. There were four tornadoes in Texas in 2011. 3. There was a flood in Palmares, Brazil in 2000. 4. There were two big earthquakes in Indonesia in 2012. 5. There was a terrible hurricane in Florida, USA in August 2011.

5 Students work in pairs. Tell them that they are going to play a memory game. Ask them to cover up the information in activity 4 and tell them to take turns to test their partners’ memory. Point to the example given and ask students to use it as a model. Make sure students swap roles. Monitor their work as you walk around the classroom.


6 Ask students to write a paragraph about any severe natural disaster that took place in their country. If they do not remember any, they may use the Internet or some other reference sources to obtain information. If you consider this task too difficult, you may elicit some ideas from your students and write them down on the board. You may assign this task as homework.


7 Students work in pairs. Ask them to imagine that they are TV reporters and they have to inform the rest of the class about a natural disaster that took place. Tell students that they can invent the information. Students should make notes and get ready to present the news to the whole class. Point to the example given and ask students to use it as a model and provide the missing information.



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Answer key: 1. Yes, there were. 2. Were there four boys in the park an hour ago? 3. Yes, there was one baby. 4. Were there any policemen in the park an hour ago? 5. There were two bicycles. 6. No, there wasn’t. 2 tsunami, tornado, hurricane

E E L T S U N A M I H W

L G R O O A F V R R I V

J H U R R I C A N E P B

S V M N U A C T K V G N

V I C A J O N A C L O V

O E S D G H U M A N I G

I H I O B Q F D E A Y A

F N O A H S C L I E T E

R K E T I G E J O B H I

Y G R H E L C B M O R O

L A F Y R O T S I H D E

E G R D O A F V R N A W

3 1. There were; 2. Was there; 3. There were; 4. There weren’t 4 Students’ own answers

Lesson 4 (CB p. 98)

1 Students discuss the warm-up questions and exchange ideas about different experiences and the feelings associated with them. Offer help so that students can express themselves by prompting (and writing) some ideas on the board: seeing a ghost: going on holiday; etc.

Answer key: Positive: 1, 3, 5, 6 Negative: 2, 4 Students’ own answers

2 Students read the introduction to an interview and complete the gap with an appropriate adjective from activity 1. Check students’ answers by asking some volunteers to read theirs aloud.

Answer key: Terrible

3 42 Students read the interview with Roy Miller and write the questions in the correct gaps. Students then listen to the audio CD and check their answers.

Answer key: 2. Who were you with? 3. What time was it? 4. Were you afraid? 5. And what about after the hurricane?

Audio script 42

Interviewer: Hi, Roy! Can I ask you a few questions about the day of the hurricane?

Roy: Sure, go ahead.Interviewer: Where were you when the hurricane began?Roy: We were all at home. I remember it was rainy and windy

outside and so nobody went out that morning.Interviewer: Who were you with?Roy: I was with my mother, stepfather and two brothers.Interviewer: What time was it? Do you remember?Roy: Yes, we were having breakfast in the kitchen, so it was about

eight o’clock in the morning when the hurricane suddenly came.

Interviewer: Were you afraid?Roy: Oh, yes! We were terrified. We had to wait for hours before

help arrived.Interviewer: And how did you feel when you finally saw the

rescue boat?Roy: We were very relieved. We were all upstairs because

downstairs was totally submerged in water. We didn’t know what to do and we were very tired. I was really happy when I saw the boat!

Interviewer: And what about after the hurricane?Roy: The first month was very difficult. We were very sad because

we lost friends, part of our home and lots of things. There was no electricity in the house for three weeks after the disaster, and my school was closed for a month… But things are getting better now.

Lesson 4 (CB p. 99)

4 Refer students to the Sign Up to Grammar box and ask them to fill in the gaps with the question words in the box. Check student’s answers by asking some volunteers to read their answers aloud.GR16 Direct students’ attention to the Grammar Reference

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section, where they will find further examples and practice.

Answer key: 2. Who; 3. What time; 4. What; 5. How many

5 Have students match the adjectives to the pictures. Then, ask students to circle these words (relieved, happy, terrified, sad and tired) in the text in activity 3.

Answer key: (from top to bottom) 3, 1, 4 or 5, 2, 5 or 4

6 Students work in pairs. Ask them to imagine that their partners had a terrible experience yesterday. Student A interviews Student B using similar questions to the ones in the Sign Up to Grammar box. Students swap roles. Monitor their work as you walk around the classroom.


7 43 Ask a volunteer to read the rubric. Make sure students understand the situation: Jay is a boy / man from New Orleans and Pat is a girl / woman who was away from home for a week. Students listen to Jay talking to Pat on the phone and complete their telephone conversation. Play the recording twice. Check this activity by writing your students’ answers on the board as you call on different people to dictate them to you. Accept all possibilities and later on discuss with them why some of the answers are wrong by playing the CD once again and stopping at every answer.

Answer key: 2. What time was ; 3. who was; 4. How many people were there; 5. Was; 6. Were

Audio script 43

Jay: Hello, Pat!Pat: Where were you on Saturday night, Jay? I called you a

hundred times and there was no answer!Jay: I was with the guys at David’s, watching the New Orleans

Hornets on TV. You know, my favourite basketball team!Pat: What time was the game?

Jay: From 9:00 to 11:00.Pat: And who was there with you? Jay: Come one, Pat. Just the guys from school.Pat: How many people were there watching this wonderful

game?Jay: About eight or nine, I think.Pat: Was the game good?Jay: Yes, it was fantastic!Pat: Were David’s parents there?Jay: No, they weren’t. What’s up, Pat?Pat: What’s up, Pat? What’s up, Pat? The New Orleans Hornets

game was on Friday night, not Saturday, you liar!


Answer key: 1 1. sad; 2. tired; 3. terrified; 4. relieved; 5. happy 2 1. She was in her bedroom sleeping. 2. She was with Ty, Jaden and Ayn. 3. She was at the cinema at 4 p.m. 4. She was at her aunt and uncle’s. 5. She was with Ayn at the shopping centre at 12 p.m. 3 1. Who; Neil Armstrong; 2. When; on September 11th 2001. 3. Where; England; 4. What; The Beatles; 5. Who; an English writer; 6. Where; Italy



Answer key: 1 1. was; 2. was; 3. was; 4. Was; 5. wasn’t; 6. was; 7. Were; 8. weren’t; 9. were; 10. were; 11. was; 12. was 2 2. What was the weather like, cold and snowy, What was the temperature? 3. What was the weather like, It was cool and cloudy; 4. What was the weather like, It was hot and rainy 3 2. Was there, Yes, there was. 3. Were there, Yes, there were four tornadoes, 4. Were there, No, there weren’t. They were in Mexico. 4 1. Where was; 2. When was; 3. What was her; 4. Why is; 5. When was her

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5 2. bad, terrible, cloudy; 2. chubby, cute, naughty; 3. noisy, modern, interesting 6 Students’ own answers 7 Students’ own answers. Students will need two counters and a dice to play this game.

World Issues 8 – SOS TO THE WORLD

(CB p. 102)

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading and talking about some serious problems the world faces today: famine, e-waste, pollution, etc.

1 Refer students to the pictures on pages 102 and 103 and ask them to match the problems the world faces these days to the pictures. Once you are sure that the students handle the vocabulary, ask them to read the texts and match them to their definitions. Offer help with those words in the text that students may find difficult to understand, or ask them to use a dictionary.

Answer key: (from top to bottom) 5; 3 ; 4; 1; 2

(CB p. 103)

2 Students read the article and fill in the gaps with the sentences below the text. Help students out with the vocabulary, if necessary. Check students’ answers by asking some volunteers to read their answers aloud.

Answer key: (from top to bottom) 2; 1; 3

3 Encourage students to mention some other events they may know (or have heard about) that are or were organised to combat big social problems. Ask students whether they think these events are effective. Encourage students to share their ideas in class. You may offer some help by mentioning some examples, such as UNICEF ‘Un

sol para los chicos’ which is an event organised every year to collect money for disadvantaged children; etc.


Project Work 4 (Units 7 & 8): Our Weather Report - Students may now do the Project Work activities for units 7 & 8 that are available on the Student’s Interactive CD-ROM. These activities are thoroughly explained on pages 84, 85 and 86 of this Teacher’s Book.

TEST REvISIOn TIPS: Refer to the test revision techniques already explained on page 31 of this Teacher’s Book.

TEST 3: Now that students have completed Units 7 and 8, you may assess the main skills developed and language, grammar and vocabulary items taught by giving students a test (see Suggested Annual Plan on page 4 of this Teacher’s Book). Make copies of photocopiable Test 3 that is available on page 78 of this Teacher’s Book and hand them out to students on the day of the test. The answer key to the photocopiable tests is on page 81 of this Teacher’s Book.

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Student’s name: Date: Final score: /100

Part 1: Reading

Task 1: Read the following emails and circle the correct option. (10 marks)

A

Test 1 (Units 1, 2 & 3)

Hi, Emma! How’s everything? My name is Julian and I’m from La Paz, Bolivia. I am 14 years old and I am in my first year in high school. I have got dark hair and brown eyes. I am medium-height and thin. I am a good student but I am very shy and quiet.I have got many siblings: two brothers and two sisters. How many brothers and sisters have you got? My bedroom is very big. There are three beds – two bunk beds for my brothers and one single bed for me – but there’s only one desk and one computer! That’s a problem! Our room is a real mess all the time! What’s your room like?My neighbourhood is very quiet because there isn’t a lot of traffic. There are some small houses but there aren’t any tall buildings near here. And there are many green areas too. My house is very near my school.Well, write soon and tell me about you!Take careJulian

B

Dear Julian, Thanks for your email! I’m from Toronto, Canada, and I‘m 13. I‘m in my first year in high school too. I‘ve got blonde hair and blue eyes. I’m short and slim. I’m really very extroverted! I love sports, especially hockey!I haven’t got any brothers or sisters. I’m an only child. My mum is a teacher and my dad is an accountant. My bedroom is very tidy, and I’m very lucky: there is a computer and a TV, and they’re just for me ;)My neighbourhood is very noisy but I like it. There are some tall buildings here and a lot of traffic, but there are also some quiet areas in Toronto too. My flat is just opposite my school.You must come and visit Toronto! It’s a great place!Take careYour email pal,Emma

1 Emma lives in a quiet / noisy neighbourhood.2 Emma has / hasn’t got a large family.3 Julian is / isn’t an only child.4 Emma and Julian aren’t / are email pals.5 Emma has got fair / blonde hair.6 Julian is / isn’t very extroverted.

7 Julian’s bedroom is very tidy / messy. 8 Emma and Julian are / aren’t in their first year in

high school. 9 Julian´s school is / isn’t near his house.10 There are tall buildings in Julian’s / Emma’s

neighbourhood.

Test 1

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Task 22.1 Circle the correct answers. (10 marks)

Emma’s bedroom [1] ’s / ‘s got very tidy. She [2] have / has got many books on a shelf. There’s a computer [3] in /on her desk. There aren’t [4] any / some personal items on her bed. Her CDs [5] aren’t / haven’t on the floor. They are on her desk too. aren’t / haven’t

2.2 Look at the map and complete the sentences with prepositions of place. (5 marks)

1 There’s a beautiful square the church.2 The school is the café. 3 There is a bank the café and the school. 4 There’s a shop the grocery and the bakery.5 The library is the corner of Third St

and Main Ave.

Task 33.1 Look at Julian’s family tree and fill in the gaps using the words / phrases in the box. (10 marks)

Sam Julian

Peter Jack

Kate AnnePaul

Sue

Task 2: Answer these questions. (10 marks)

1 How many siblings has Julian got?

2 What is Emma’s mother’s job?

3 How old is Julian?

4 What is Emma’s favourite sport?

5 Where is Emma’s school?

Part 2: Grammar, vocabulary and writing

Task 11.1 What is there in your neighbourhood? Complete the survey questions about your neighbourhood and answer them. (10 marks)

1 Is there a square? Yes, there is. / No, there isn’t.

2 any shops? .

3 a bakery? .

4 a chemist? .

5 a café? .

6 any tall buildings? .

1.2 Complete these sentences with a, some or any. (5 marks)

1 There aren’t shopping centres in my town.2 Is there supermarket near here?3 Are there schools in this area?4 There are cafés opposite the park.5 There aren’t bus stops on this road.

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has got have gotmarried to

half sister divorced

1 Sue five children.2 Sue is Peter and

from Jack.3 Kate is Julian’s .4 Julian and Anne two half brothers and

one half sister.

3.2 Complete the sentences using ‘s or ‘. (5 marks)

1 James parents are doctors.2 I love my sister new dress!3 My mother name’s Martha.4 That’s my cousins flat. It’s very small.5 My grandparents neighbourhood is lovely!

Task 44.1 Look at this picture and write the parts of the body. (10 marks)

4.2 Write the numbers. (5 marks)

35 42 100 51 27 86

Writing:

Task 5: Write an email to your friend. Tell him / her about you, your family and your neighbourhood. (20 marks)

Dear ,

Take care

Your email pal,

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1

8

4

5

6

9

7

10

2

3

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A Day in Jill’s LifeMy name´s Jill and I’m from New York, USA. I’m a nurse and my routine is a bit unusual because I work at night. I live alone. I get up at about 3:00 p.m. I have a shower and then I have lunch. I check my emails and surf the Web. I never watch TV during weekdays. I go to work on foot and I arrive at the hospital at 10:00 p.m. I take care of sick patients and help doctors. I finish work at 7:00 a.m. and I go back home by bus. When I get home, I have breakfast and read the newspaper. Then, I go to bed!At the weekend, I don’t go to work. On Saturdays, I relax and listen to music at noon and I go out with my friends in the evening. On Sundays, I play tennis in the morning and watch TV in the afternoon.I know my routine is very different from most people’s but I like it a lot!

Test 2 (Units 4, 5 & 6)

Test 2

1 From Monday to Friday, Jill sleeps during the day. [ ]

2 Jill watches TV on weekdays. [ ]3 She goes to work by car. [ ]4 She reads the newspaper before going to bed. [ ]5 She likes her unusual routine. [ ]

Task 2: Write the questions to these answers. Look at the underlined phrases. Use Wh-question words. (10 marks)

1 ? She lives alone.

2 ? She works in a hospital.

3 ? She starts work at 10:00 p.m.

4 ? She likes her routine because it’s unusual.

5 ? She goes back home by bus.


Part 1: Reading

Task 1: Read this text and write true (T) or false (F). (10 marks)


Task 1 1.1 Look at the pictures and write sentences about Eddie’s routine. (10 marks)

1

3

2

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1 He gets up at .

2 .

3 .

4 .

5 .

1.2 Fill in the blanks with get, go or have. (5 marks)

1 I up at 6:30 a.m.

2 I a shower.

3 I dressed.

4 I breakfast.

5 I to school at 7:30 a.m.

Task 22.1 Look at the table and write five sentences using can or can’t. (10 marks)

bark √ X

meow X √

jump high X √

climb walls X √

run fast √ √

help blind people √ X

swim √ X

eat biscuits √ √

1 Tina can’t bark but i t can meow.

2 or .

3 but .

4 and .

5 and .

6 but .

2.2 Put these sentences in the correct order using numbers. (5 marks)

Then, I do my homework. [ ]First, I make my bed. [ ]Finally, I have dinner and go to bed. [ ]After that, I watch TV and check my emails. [ ]Next, I tidy my room. [ ]

Task 33.1 Correct these sentences. (10 marks)

1 Kate goes to school by bus (on foot) Kate doesn’t go to school by bus. She goes to school on foot.

2 Lisa likes romantic film. (comedies)

.

3 They live in America. (Europe)

.

4 She rides her bike to the summer camp. (horse)

.

5 John wants to go to school. (home)

.

6 They would like to live in a flat. (house)

.

4

5

Bobby Tina

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Dear Albert,I am writing to tell (1) about my family. I really love (2) very much because they are great! My mum and dad are excellent teachers and very good parents too! I love (3) .Helen, my sister, studies Computer Science at Stanton University. She’s very smart. Everybody likes (4)

. Tom, my brother, is a musician. We love (5) because he plays the guitar very well. I can play the guitar too, but I don’t like (6) much.Skinny is our pet dog. He’s so sweet! We also like

(7) a lot!Well, that ’s (8) : Mum, Dad, Helen, Tom, Skinny and me! What about (9) and your family? Please write to (10) again soon!

Take careNancy

3.2 Use the information in the box and complete the dialogue. (5 marks)

go to the toilet √ buy gifts X buy a new camera Xhave a hot dog √ take photos √ drink some water √

1 A: Can I go to the toilet ? B : Yes, you can.2 A: ?

B: .

3 A: ?

B: .

4 A: ?

B: .

5 A: ?

B: .

6 A: ?

B: .

Task 44.1 Complete the letter with a suitable object pronoun (me, you, him, her, it, us or them). (10 marks)

4.2 Complete this extract from Nancy’s diary with a suitable preposition. Use in, on, at, from or to. (5 marks)

This is my weekly school schedule. [1] Mondays and Fridays, I’ve got Maths [2] the morning. I study French [3] Tuesday afternoons, [4] 2:00 p.m. [5] 3:30 p.m. I don’t like French, I prefer English. On Wednesdays, I…

Writing:

Task 5: Complete this letter to your classmate. Tell him / her about your weekend routine. Use frequency adverbs (always, usually, often, sometimes, rarely / hardly ever, never). (20 marks)

Dear ,

I am writing to tell you about my weekend routine as part of our school project on people’s lifestyles. On Saturday mornings, I

. At noon,

. In the afternoon,

. In the evening,

.On Sundays,

.

Please, write back soon and tell me about your weekend routine. Then we can collect all the information and start working on our school project.

Take care

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Test 3 (Units 7 & 8)

Test 3

Part 1: Reading

Task 1: Read this telephone conversation and write true (T) or false (F). (10 marks)

Claire: Hi, Lisa! This is Claire.Lisa: Hi, Claire! Where are you? Are you coming to the party?Claire: I’m afraid I’m not. I’m watching TV in my bedroom. I’m ill in bed.Lisa: Oh, poor thing… I hope you get better soon!Claire: Thanks, Lisa. What’s going on there?Lisa: Peter and Kate are dancing in the backyard. And Angie and Anne are chatting in the kitchen (they are eating some cake too), and Pauline and Tom are watching the Simpsons on TV in the living room…Claire: Tom? Is Tom there? He must study for the Maths exam!

Lisa: Don’t worry, you know he usually studies hard and gets good marks… Oh, you know, Stella is not coming to the party! She was on holiday in the Caribbean last week and there was a horrible hurricane there. She is fine now, but it was a terrifying experience for her. Her parents were very worried about her. Luckily, there weren’t any accidents in the area.Claire: Oh, dear! I’m glad everything was OK in the end.Lisa: Me too! Listen, Claire, you must stay in bed and rest. Remember you mustn’t go out!Claire: I know that… No problem! Thanks Lisa, and enjoy the party! Bye!Lisa: Bye! Take care!

1 Lisa must stay at home and rest. [ ]2 Stella is going to the party. [ ]3 Tom is a good student. [ ]4 The people at the party are doing different things. [ ]5 Claire doesn’t feel well. [ ]

Task 2: Answer these questions. (10 marks)

1 What are Pauline and Tom doing?

2 Where are Peter and Kate?

3 What was Stella’s problem?

4 Who is ill?

5 What is Lisa doing?

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Task 11.1 Read and complete this text using the verbs in the box in the –ing form. (10 marks)

do wash make x 2 watch read eat cook come buy

What are the Joneses [1] doing today? Karen isn’t

at home. She’s [2] clothes

at the shopping centre. And what about Mr Jones? Is he

[3] his car in the backyard? No, he isn’t.

He’s [4] TV in the living room. What’s

Mum doing at this moment? She’s [5] a

book in the dining room. And who’s [6]

lunch? Grannie is! She’s [7] spaghetti!

She’s [8] a delicious tomato sauce.

Mr Jones is [9] into the kitchen… What’s

he [10] now? He’s [11]

Grannie’s tomato sauce!

1.2 Simple Present or Present Continuous? Complete the sentences with the correct form of the verbs in the box. (5 marks)

get sleep watch teach rain

1 I a film on TV now.

2 Shh! Be quiet! The baby .

3 Mary is a teacher. She Italian.

4 I am not going to school today because it

.

5 I usually up early in the morning.

Task 22.1 Match the columns and write sentences using the cues. Use must or mustn’t. (10 marks)

1 I have an important exam on Monday.

[ ] I / make / noise

2 My room is messy. [ ] You / go / to the doctor’s

3 You’re ill. [ ] I / tidy / it

4 That animal is dangerous. [ ] I / study / hard

5 I am studying in the library.

[ ] You / touch / it

1

2

3

4

5

2.2 Write two household items or pieces of furniture you can find in the following rooms. (10 marks)

living room:

kitchen:

bedroom:

backyard:

dining room:

Task 33.1. Look at the online weather forecast. Complete the questions and answers. (10 marks)

The Weather Around the World

Yesterday Today

London Cool 15°C Cool 17°C

Madrid Hot 28 ° C Hot 25°C

Buenos Aires Cold 5°C Cold 3°C

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1 What ’s the weather like in London today? It’s cool and cloudy. What’s the temperarure? It ’s seventeen degrees.

2 in London yesterday?

.

What was the temperarure? .

3 in Madrid today?

.

What’s the temperarure? .

4 in Madrid yesterday?

.

?

It was twenty-eight degrees.

5 in Buenos Aires today?

.

What’s the temperarure? .

3.2 Write two items of clothing you can wear in... (10 marks)

summer:

autumn:

winter:

spring:

all seasons:

Task 44.1 Complete the following dialogue with was, wasn’t, were or weren’t. (10 marks)

A: Where [1] John Lennon from?

B: [2] he from Manchester?

A: No, he [3] . He [4] from Liverpool, England. He was a great musician and a member of the best music band of all times, The Beatles!

B: [5] the Beatles a punk group?

A: No, they [6] . They [7] a rock and roll band. Oh, come on! They [8] ________ very famous and they still ARE famous! I can’t believe you don’t know them!

B: Hahaha… I know them! I [9] serious

really. It [10] a joke! I love the Beatles!

4.2 Complete this dialogue with how many, what, what time, who or where. (5 marks)

A: [1] were you at the time of the

volcanic eruption?

B: We were at school.

A: [2] were you with?

B: I was with my classmates and my teacher.

A: [3] was it?

B: I think it was 10 a.m.

A: [4] was the weather like?

B: It was cloudy and windy.

A: [5] people were in the classroom?

B: Twenty five.

Writing:

Task 5: Write five things you must do and five things you mustn’t do at school. (10 marks)

School Rules What We All Must and Mustn’t Do

At school, we

There are a number of things that are not permitted at

school. For example, we

Anyway, I like my school a lot! I’ve got lots of friends here and I’m learning many new things too!

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Answer Key (Tests 1 to 3)

TesT 1

Part 1: ReadingTask 1

1. noisy; 2. hasn’t, 3. isn’t; 4. are; 5. blonde; 6. isn’t; 7. messy; 8. are; 9. is; 10. Emma’s

Task 2

1. He has got four siblings. 2. She’s a teacher. 3. He’s fourteen. 4. Hockey. 5. It’s opposite her flat.


Task 1

1.1 2. Are there, students’ own answers; 3. Is there, students’ own answers; 4. Is there, students’ own answers; 5. Is there, students’ own answers; 6. Are there, students’ own answers 1.2 1. any; 2. a; 3. any; 4. some; 5. any

Task 2

2.1 1. ‘s; 2. has; 3. on; 4. any; 5. aren’t 2.2 1. opposite; 2. next to; 3. behind; 4. between; 5. on

Task 3

3.1 1. has got; 2. married to, divorced; 3. half sister; 4. have got 3.2 1. ‘; 2. ‘s; 3. ‘s; 4. ‘; 5. ‘

Task 4

4.1 1. head; 2. neck; 3. arm; 4. hand; 5. leg; 6. foot; 7. toes; 8. knee; 9. fingers; 10. shoulder 4.2 35 thirty-five; 42 forty-two; 100 a / one hundred; 51 fifty-one; 27 twenty-seven; 86 eighty-six

Task 5: Writing

Students’ own answers Model answer:

Dear Kate, My name’s Javier and I’m from Montevideo, Uruguay. I’m 12 years old and I am in my first year in high school. I’m tall and slim and I’ve got fair hair and brown eyes. I think I am good fun. I have got one sister. Her name is Susan. Susan and I

have different bedrooms. My room is messy but her room is tidy. We live in a small house in a very quiet neighbourhood. There are some small houses here and there isn’t a lot of traffic. Well, write soon and tell me about you.

Take care

Javier

TesT 2

Part 1: Reading Task 1

1. T; 2. F; 3. F; 4. T; 5. T

Task 2

1. Who does she live with? 2. Where does she work? 3. What time does she start work? 4. Why does she like her routine? 5. How does she go back home?

Part 2: Grammar, vocabulary and writingTask 1

1.1 1. seven a.m. / seven o’clock in the morning; 2. He goes to school at quarter past eight (in the morning) / eight fifteen a.m.; 3. He has lunch at twelve thirty p.m. / half past twelve (at noon); 4. He does his homework at six p.m. / six o ‘clock in the evening; 5. He goes to bed at quarter to eleven (at night) / ten forty-five p.m. 1.2 1. get; 2. have; 3. get; 4. have; 5. go

Task 2

2.1 Answers may vary. Possible answers: 2. Bobby can’t jump high or climb walls. 3. Tina can climb walls but it (she) can’t swim. 4. Bobby can swim and help blind people. 5. Tina can run fast and eat biscuits. 6. Bobby can swim but it (he) can’t climb walls. 2.2 Answers may vary. Possible answers: 3, 1, 5, 4 ,2

Task 3

3.1 2. Lisa doesn’t like romantic films. She likes comedies. 3. They don’t live in America. They live in

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Europe. 4. She doesn’t ride her bike to the summer camp. She rides her horse. 5. John doesn’t want to go to school. He wants to go home. 6. They wouldn’t like to live in a flat. They would like to live in a house. 3.2 2. A: Can I have a hot dog? B: Yes, you can; 3. A: Can I buy (some) gifts? B: No, you can’t. 4. A: Can I take photos? B: Yes, you can. 5. A: Can I buy a new camera? B: No, you can’t. 6. A: Can I drink some water? B: Yes you can.

Task 4

4.1 1. you; 2. them; 3. them; 4. her; 5. him, 6. it; 7. him; 8. us; 9. you; 10. me 4.2 1. on; 2. in; 3. on; 4. from; 5. to

Task 5: Writing


Dear Linda,

I am writing to tell you about my weekend routine as part of our school project on people’s lifestyles. On Saturday mornings, I get up late and watch TV. At noon, I have lunch with my family. In the afternoon, I listen to music and chat with my friends on MSN. In the evening, I have dinner and watch TV. On Sundays, I play tennis with my sister and then I go to the football stadium. Please, write back soon and tell me about your weekend routine. Then we can collect all the information and start working on our school project.

Take care

Kevin

TesT 3

Part 1: ReadingTask 1

1. F; 2. F; 3. T; 4. T; 5. T

Task 2

1. They’re watching The Simpsons on TV. 2. They’re in the backyard. 3. She was on holiday in the Caribbean and there was a hurricane. 4. Claire is ill. 5. She’s speaking on the telephone.

Part 2: Grammar, vocabulary and writingTask 1

1.1 2. buying; 3. washing; 4. watching; 5. reading; 6. making; 7. cooking; 8. making; 9. coming; 10. doing; 11. eating 1.2 1. am watching; 2. is sleeping; 3. teaches; 4. is raining; 5. get

Task 2

2.1 1. I must study hard. 2. I must tidy it. 3. You must go to the doctor’s. 4. You mustn’t touch it. 5. I mustn’t make (any) noise. 2.2 Students’ own answers

Task 3

3.1 2. What was the weather like, It was cool and rainy, It was fifteen degrees; 3. What’s the weather like, It’s hot and cloudy, It’s twenty-five degrees; 4. What was the weather like, It was hot and sunny, What was the temperature; 5. What’s the weather like, It’s cold and windy, It’s three degrees 3.2 Students’ own answers

Task 4

4.1 1. was; 2. Was; 3. wasn’t; 4. was; 5. Were; 6. weren’t; 7. were; 8. were; 9. wasn’t; 10. was 4.2 1. Where; 2. Who; 3. What time; 4. What; 5. How many

Task 5: Writing


School Rules What We All Must and Mustn’t Do At school, we must study hard, we must listen to our teachers, we must be quiet in class, we must respect our classmates and teachers and we must participate in class. There are a number of things that are not permitted at school. For example, we mustn’t shout, we mustn’t run on the stairs, we mustn’t fight, we mustn’t eat chewing gum and we mustn’t throw papers on the floor. Anyway, I like my school a lot! I’ve got lots of friends here and I’m learning many new things too!

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Remind students that the Grammar Reference section also provides opportunities for self-evaluation: for each Grammar Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar chart to show whether they understand the grammar topic very well, well or not very well. Self-evaluation may contribute todeveloping students’ sense of progress and awareness of their learning process.

Answer Key

GR 1 1 1. an; 2. a; 3. this; 4. those; 5. ‘s 2 1. That; 2. those; 3. These; 4. this

GR 2 1 1, 3, 4, 5 2 1. isn’t; 2. Are; 3. aren’t; 4. Is

GR 3 1. She, her; 2. His, his; 3. Their, They; 4. I, my; 5. our, we

GR 4 Students’ own answers

GR 5 1. There is; 2. There aren’t any / There are no; 3. There isn’t; 4. There aren’t any / There are no; 5. There is; 6. There are

GR 6 1. Students’ own answers, on; 2. Students’ own answers, in; 3. Students’ own answers, on; 4. hasn’t got / doesn’t have, at; 5. on; 6. at, from, to

GR 7 1. him; 2. them; 3. it; 4. her; 5. us; 6. you; 7. it; 8. me, me

GR 8 1. Get, 2. Practise; 3. Don’t eat / Never eat; 4. Don’t go; 5. Be; 6. Believe / Always believe

GR 9 1 1. loves; 2. go; 3. studies; 4. gets up; 5. play 2 1. Does Dina play volleyball?, she does; 2. Does Peter like sports?, he doesn’t; 3. Does Jane get up at 6 a.m.? , she doesn’t; 4. Does Daniel go to school by car?, he does

Grammar Reference – Answer Key

GR 10 1. My aunt is always happy. 2. Sue never goes to school by bus. 3. He is sometimes very rude. 4. We often play badminton on Sundays.

GR 11 1. all persons; 2. negative; 3. ability in the present

GR 12 2. Can I use your mobile phone please? 3. Can you show me your passport please? 4. Can I borrow your Coldplay CD, please?

GR 13 1. are, doing; 2. ‘m going; 3. do; 4. ‘s playing 5. understand; 6. are, doing; 7. want; 8. play; 9. ‘s raining

GR 14 1 1. She must see a doctor. 2. You mustn’t go near it. 3. I must hurry up. 4. I must tidy it. 5. You mustn’t make (any) noise. 6. I mustn’t eat sweets. 2 Students’ own answers

GR 15 1. was; 2. was, were; 3. was; 4. were

GR 16 1. Where were; 2. was; 3. were 4. wasn’t; 5. was; 6. were; 7. was; 8. How many; 9. were there; 10. Was

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Project Work Activities

PROJECT WORK 1 (UNITS 1 & 2)

Title: Our Celebrities Posters

Task: (As it appears on the Student’s Interactive CD-ROM) Work in groups. Make a poster presentation of some famous people. Include the following information about them: full name, date and place of birth, nationality, job or occupation, physical description and personality, and some other relevant details about them (films, TV programmes, football team, achievements, etc.) Don’t forget to include some big pictures of them too!

Procedure: (As it appears on the Student’s Interactive CD-ROM) Present as many celebrities as students in your group so that everyone has a chance to speak. Choose the famous people you want to describe, but first check with your teacher in order to avoid repetitions in the choice of celebrities in your class. Make a big poster including all the pictures of the celebrities you chose and write some details below them to help you with your oral presentation.

Assessment: Groups take turns to display their posters in class and make their oral presentations. It is probably a good idea to assign the last minutes of different classes for this activity. There may be some possible variations in the presentation techniques used by students (from cardboard posters to computer assisted presentations using a notebook / netbook and a data projector). As the students present, the teacher makes notes and provides some feedback at the end. Once the presentation is finished, students may display their posters on the classroom walls or in any other display area in the school. Variation: You might also decide to have the class ask the presenters some questions. This is recommended in those cases when you notice the students feel a bit embarrassed to talk in public.

sources: magazines, encyclopaedias, newspapers, etc.• The Internet Movie Database: www.imdb.com• Glogster.com to make posters: www.glogster.com• Information about Olympic medalists: www.olympic.

org/athletes • Music stars biographies: www.123musicstars.com • Image search: http://images.google.com

Useful language: This is a picture of… / (Her) full name is… / (She) was born on… / (She) is from… / (She) is an (actress)… / (She) is (tall) and (slim) and (she) has got (fair) hair and (green) eyes… / (She) is (shy) and (quiet)… / One of (her) films is….


Title: Flying Over Our Homes

Task: (As it appears on the Student’s Interactive CD-ROM) Work in groups. Get together with some other students who live in the same area as you. Design a map of your area as seen from the sky which shows all your homes and some important places near them: a park or square, some monuments, a bank, etc. Hand out copies of your map and talk to your classmates about your area.

Procedure: (As it appears on the Student’s Interactive CD-ROM) Make a map of your area as seen from the sky. Draw your houses and some other important buildings near them (a school, a library, a park, etc.) If you have Internet access, find your area on Google Earth: www.earth.google.com . You might also create a blog and upload a PowerPoint presentation with photos of your area, or make a short film about it to help you with your presentation. Hand out copies of your map and take turns to tell your class what your area is like by describing where your houses are in relation to some other places. Use prepositions of place.

Assessment: Groups take turns to talk about their areas. Encourage all the students in the groups to contribute to their oral presentations by offering help (asking questions, providing useful words and expressions, etc.) especially to those students who do not seem to be saying much. It is probably a good idea to assign the last minutes of different classes for this activity. As the students present, the teacher makes notes and provides some feedback at the end. Once the presentation is finished, students may display their work on the classroom walls or in any other display area in the school. Variation: You might also decide to

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have the class ask the presenters some questions. This is recommended in those cases when you notice the students feel a bit embarrassed to talk in public.

sources: photos, encyclopaedias, maps• Google Earth: www.earth.google.com • Google Maps: www.maps.google.com• You Tube to upload videos: www.youtube.com• Eyejot to make videos: www.eyejot.com• Slideshare to upload PPTs to a blog: www.slideshare.com• Blogger: www.blogger.com• Image search: www.images.google.com

Useful language: This is a map of our area… / The name of our neighbourhood is… and it’s very (quiet) and… / Here you can see (Juan’s) house. It’s between the (bank) and the (supermarket)… / There’s a big (hospital) opposite the…


Title: The Way We Live

Task: (As it appears on the Student’s Interactive CD-ROM) Work in groups. Conduct a survey among some of your family members, relatives and friends about their different lifestyles and daily activities. Then, make a big chart comparing your findings. Present your findings orally to the rest of the class.

Procedure: (As it appears on the Student’s Interactive CD-ROM) Think of interesting questions to include in your survey, for example: How often do you… go shopping / exercise / clean your bedroom / go to school or work (by bus or on foot)? / Do you cook your own meals every day? / What do you do every day after school or work? / What time do you…? / Where do you…? / Would you like to move to another city or neighbourhood?, etc.) Restrict your questions to a limited number: five or six are probably enough. Ask your teacher to have a look at your questions before you start carrying out your survey.Conduct the survey (in your mother tongue) by interviewing some children (your younger siblings / cousins), some teenagers (members of your group / friends), some adults (your parents / relatives) and even some elderly people (your grandparents). The objective of this task is to analyse different habits and routines people may have at different stages of their lives. Make

a chart including the information you have gathered. If you have computer access, you may produce an Excel spreadsheet chart and also support it with additional pie or bar charts. Use the charts you have made to tell your class about your survey.

Assessment: Make sure all the groups prepare different sets of questions for their surveys so as to avoid repetitions. Groups take turns to display their charts in class. Encourage all the students in the groups to contribute to their oral presentations by offering help (asking questions, providing useful words and expressions, etc.) especially to those students who do not seem to be saying much. It is probably a good idea to assign the last minutes of different classes for this activity. As the students present, the teacher makes notes and provides some feedback at the end. Once the presentation is finished, students may display their charts on the classroom walls or in any other display area in the school. Variation: You might also decide to ask the groups to present their findings in writing (a short report).

sources: Microsoft Excel, Microsoft Word, photographs• Flowchart: www.flowchart.com• Image search: www.images.google.com

Useful language: This survey shows different habits and routines people have at different ages. / The majority of… (very young / adult / teenage / elderly) people… / Very few people… / A (large) (small) percentage of (teenagers)… / In conclusion, we think most people… but only very few…


Title: Our Weather Report

Task: (As it appears on the Student’s Interactive CD-ROM) Work in groups. You are a team of TV presenters who work on a news programme. Take turns to give a short report on the weather conditions in different areas of your country or in other areas or regions in the world. Use weather icons, pictures and weather maps to help you with your oral reports.

Procedure: (As it appears on the Student’s Interactive CD-ROM) Write the script of a TV weather report for a news programme. Include as many report sections as

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students in the group (one weather report on a different area per student). Choose some areas of your country and also some other places / countries with different seasons to show varied weather conditions: (strong winds and hurricanes in autumn in Cuba, very cold with big snowfalls in winter in Patagonia, rainy with severe floods in spring in India, very hot with terrible droughts in summer in Egypt, etc.) Take turns to present the weather conditions for today in different areas and compare them with the weather conditions for last week / yesterday / two days ago, etc. Also, recommend what clothes to wear today depending on the weather. Use the Simple Present and Simple Past tenses. Rehearse the weather report scene previously (ask your teacher for help) and then act it out in class. Include pictures, weather icons, weather maps, background music, etc. If you have Internet access, you may produce a short film including the items mentioned above.

Assessment: Groups take turns to act out their weather report scenes in class. It is probably a good idea to assign the last minutes of different classes for this activity. There may be some possible variations in the presentation techniques used by students (from cardboard posters with printed photos and weather icons to computer assisted presentations using a notebook / netbook and a data projector). As the students present, the teacher makes notes and provides some feedback at the end.

sources: magazines, newspapers, photos, videos• Image search: www.images.google.com• You Tube: www.youtube.com• Weather icons: www.webresourcesdepot.com/free-

weather-icons-collection• Eyejot to make videos: www.eyejot.com

Useful language: Our next section in today’s news is the weather. The weather in (Bariloche) today…is (sunny / cloudy / rainy / windy / cold / etc.) with temperatures of… / But be careful! (Two weeks ago) the weather was… and there was a terrible (snowfall)… / We recommend wearing (warm) clothes: (a woolen jacket), (gloves), etc. / Take an umbrella in case it rains and… / Now, it’s over to you (Patricia)…

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Track 2 Starter Unit Lesson 1 - activity 2 page 4




Track 6 Starter Unit Lesson 2 - activities 5 & 6 page 7

Track 7 Unit 1 Lesson 1 - activity 2 page 8

















Track 24 Unit 4 World Issues 4 - activity 3 page 55











Track 35 Unit 7 Lesson 2 - activities 5 & 6 page 83



Track 38 Unit 7 Review - activities 2 & 3 page 88






Audio CD – Track List

Ferreira da Veiga, Isadora Sign up to english 1 teacher’s book. - 1a ed. 1a reimp. - Ciudad Autónoma de Buenos Aires : Santillana, 2015. 88 p. + CD-ROM ; 28x22 cm.

ISBN 978-950-46-2948-1

1. Enseñanza de Inglés. I. Título CDD 420.7

58 St AldatesOxford OX1 1STUnited Kingdom

© 2012 Ediciones Santillana, S. A.Leandro N. Alem 720C1001AAP Buenos Aires, Argentina

First published by© Richmond Publishing, Editora Moderna, 2010

ISBN: 978-950-46-2948-1

Publisher: Mabel ManzanoDevelopment Editor: Ana Rita de S. CorrêaDesign and Art Editor: Christiane BorinCover Design and Layout: Raquel Buim, Ana Lucía GaribottiCover Illustration: Estúdio Romeu e JulietaDevelopment Team: Learning FactorySeries Editor: Carla ChavesAssistant Editor: Tatiana BoynardPhoto Research: Paula FulíaProofreaders: Susan Marie Banman Sileci, Patricia GuarázContents: Isadora Ferreira da VeigaEditors: Carla Chaves, Ricardo Sili, Marcia Nogueira, Tereza Trica, Gabriel Mohr, Mónica TosiCopy Editors: Maiza Prande BernardelloLayout: Signorini Produção Gráfica, María Florencia ViscontiSpecial Design: Raquel Buim; Gláucia Koller; Daniel S. Fantini; Signorini Produção Gráfica; Labareda Design, Christiane BorinIllustrations: Attilio; Cris Eich; Cristiano Siqueira; Dalcio Machado; Marcelo Castro; Mauro Souza; Moa; Stefan; Labareda Design; Conrado GiustiAudio Recording: Estúdio Spectrum, Javier LupiañezPhotographs: p.74 © udaix / Shutterstock; p.75 © iodrakon /

Shutterstock; p.76 © Boris Djuranovic / Shutterstock; © WhitePlaid /

Shutterstock; p.78 © Spot-in / Shutterstock; © eddtoro / Shutterstock

This Teacher’s Book includes an Audio CD.

Queda hecho el depósito legal que marca la ley 11.723.

Impreso en Argentina. Printed in Argentina.

First Edition Published 2012

Second Printing: March 2015

Websites given in this publication are all in the public domain and

quoted for information purposes only. Richmond has no control over

the content of these sites and urges care when using them.

All rights reserved. No part of this book may be reproduced, stored in a

retrieval system or transmitted in any form or by any means, electronic,

mechanical, photocopying, recording, or otherwise, without prior

permission in writing from the Publisher.

The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity.

Este libro se terminó de imprimir en el mes de marzo de 2015, en Artes

Gráficas Color Efe, Paso 192, Avellaneda, Provincia de Buenos Aires,

República Argentina.

Documents

Contents€¦ · Review - Unit 2 CB pp. 28-29 World Issues 2 (Optional Project Work 1) CB pp. 30-31 Unit 3CB pp. 32-39 Review - Unit 3 CB pp. 40-41 World Issues 3 CB pp. 42-43 Test