champions1 tb low res

Alternatively, you can assess an exercise afterwards with the whole class: students can put up their hands to indicate how many answers they shared in pairs or groups, how hard or easy t

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Christina de la Mare Sheila Dignen

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Suggestions for further reading 8

Games to use in the classroom 9

Common European Framework of Reference 10

Student’s self-assessment checklist 11

Student’s progress record sheet 12

Class Audio CD track list 13

Workbook answer key

Answers to Workbook exercises 73

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Introducing Champions 2nd edition

Methodology

Champions 2nd edition is a four-level British English course

written specifically for secondary school students, with

particular emphasis on meaningful communication and

skills development

These are the key features of Champions 2nd edition

methodology

Hands-on language presentation Students immediately

interact with the dialogue or text that opens each unit,

checking their understanding of meaning and context, and

giving them the chance to try out new structures

Guided discovery Students explore the meaning and

usage of new language before they move on to more formal

presentation and practice

Communicative practice Dialogue work and

personalization are emphasized at each level, and pairwork

activities and games are included throughout

Cultural awareness A focus on the UK and other

English-speaking countries is placed within the context of the wider

world

Skills development In every unit students apply and

extend what they have learnt, through targeted skills lessons

designed to build their competence in each individual skill

Self-assessment Students regularly review and measure

their progress against the Common European Framework of

Reference

Learning across the curriculum Inter-disciplinary reading

and project pages link the topics and language content of

the main units to other areas of the school curriculum

Values The topics in Champions 2nd edition have been

carefully chosen to stimulate reflection on a broad range of

issues related to citizenship and the development of socially

responsible values These are highlighted in the teaching

notes for each unit

Flexibility

A comprehensive package of components gives the teacher

maximum support and flexibility Whatever your teaching

style, Champions 2nd edition has everything you could

possibly need to match your students’ learning environment

Combined Student’s Book and Workbook available as a

combined edition

Student’s Website with many hours of interactive material

for home practice, including Web quests

Flexible assessment options Printable, editable tests are

included on the Teacher’s Website, including a KET practice

test and a PET practice test Further practice tests can be

purchased from oxfordenglishtesting.com

Printable worksheets 42 extra worksheets are included on

the Teacher’s Website, including new reading and writing

practice, pairwork activities and games, and review and

extension worksheets for extra grammar and vocabulary

practice

Overview of components

Student’s Book and Workbook

The Student’s Book contains:

• six teaching units

• a Welcome unit, reviewing key language from the previous level In the Starter level, the Welcome unit briefly reviews basic language typically covered at primary level

• a vocabulary and grammar review after every two units, including ‘can do’ statements correlated to the Common European Framework of Reference to encourage regular self-assessment

• a Culture club lesson in each Review unit, giving an insight into life in the UK and other English-speaking countries

• three Curriculum extra reading and project lessons.The Workbook contains:

• additional practice for each unit, covering grammar, vocabulary, communication, reading, and writing

• detailed grammar notes included at the start of each Workbook unit for ease of reference

Student’s Website

The Student’s Website includes:

• interactive practice for each Vocabulary, Grammar and Communication lesson from the Student’s Book

• Text builder activities

• automatic marking

• Web quest activities

• Champions 2nd edition e-cards and wallpapers

Teacher’s Book

The Teacher’s Book contains:

• teaching notes and answer keys for all the Student’s Book material

• ideas for warm-ups and extra activities

• suggestions for using authentic songs with specific topics

or areas of language

• background notes and cultural information on people and topics mentioned in the Student’s Book

• audio scripts for all listening material

• answer keys for all the Workbook material

Class Audio CDs

Each set of Class Audio CDs contains:

• all the listening material for the Student’s Book

Teacher’s Website

The Teacher’s Website includes printable tests and worksheets:

• six unit tests and three review tests per level which are editable and have A and B versions to help prevent cheating

• a KET practice test and a PET practice test

• 42 worksheets, including new reading and writing practice

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Introduction 5

Using the Student’s Book

Welcome unit

The Welcome unit offers six pages of vocabulary and

grammar practice, covering language students have seen

in the previous level In the Starter level, students are given

a brief overview of basic language they may have seen at

primary level, before beginning the main syllabus in Unit 1

The presentation text on the left-hand page exposes

students to the theme, grammar, vocabulary, and functions

of the unit The exercises on the right-hand page allow

students to interact with the dialogue in more detail,

encouraging them to explore, use, and personalize new

language before it is formally presented and practised on

the Vocabulary and Grammar pages

In the Starter level and Level 1, the text is a dialogue

presented in a photostory format The photostories reflect

the aspirations of the students, using familiar contexts to

motivate and engage them Each unit focuses on a different

episode in the lives of the central characters

In the Starter level, the story takes place in a performing

arts school and follows the fortunes of a new student, Holly

Holly is happy to be at her new school and quickly makes

friends, but she also finds that she has a rival who wants to

prevent her from achieving her dreams The story culminates

in the production of a school musical, where Holly finally

wins the lead role

In Level 1, we follow the story of Sam Sam loves basketball,

but he is having problems with poor marks in his other

school subjects As he faces a moral dilemma, he is helped

by a friend to make the right choice, and in the end

everything works out for the best

In Levels 2 and 3, the emphasis is on texts dealing with

individual topics of a more grown-up nature, in recognition

of the fact that students, along with their interests and tastes,

mature very quickly during the teenage years A variety of

formats and genres is used, including dialogues, magazine

articles, and web pages

Following on from the presentation text, students complete

a series of questions to check basic comprehension The

Check it out! feature draws students’ attention to useful

colloquial expressions in the dialogue

Language focus

The exercises in the Language focus section familiarize students with the language of the unit, without requiring them to manipulate it In Starter and Level 1, students focus

on the target language in relation to specific scenes and sections of dialogue from the photostory; in Levels 2 and 3, students find phrases and structures in the presentation text and use them to complete sentences or captions about the text

Finally, Focus on you and Pairwork activities give students

the chance to try out the new language in a personalized context, following carefully controlled models

Vocabulary

This page presents and practices a set of vocabulary items associated with the unit topic and previewed in the

presentation lesson Look! boxes contain useful tips and

draw attention to potential pitfalls, including spelling rules, exceptions or irregular forms, collocations, and notes about English usage

Students once again have the opportunity for guided

speaking practice with a Pairwork activity at the end of the

lesson

At the foot of the Vocabulary page students are directed

to the Student’s Website and the Workbook, where there is further practice of the unit vocabulary

Grammar

Underlying the methodology of Champions 2nd edition is the conviction that students understand and remember rules better if they work them out for themselves As a result, a guided discovery approach to teaching grammar is adopted throughout the series

Each unit has two Grammar lessons A grammar chart models the form of the key structures, using examples taken from the presentation text that opens the unit Having already experimented with the new structures earlier in the unit, students are then encouraged to reflect on correct usage in more detail

A cross-reference to Rules directs the students to a grammar

reference page in the corresponding Workbook unit, where detailed explanations and examples are given

The activities on the page provide thorough and detailed practice of both form and usage, moving from carefully controlled exercises to more demanding production

Grammar pages have optional Finished? activities which are

designed as a fun way of providing extension work for fast finishers

Grammar pages also often feature a Game that encourages

personalized practice in a less formal context

At the end of each Grammar page students are directed to the Student’s Website and the Workbook, where there is further practice

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Most teenagers are curious to know what life is like for their

peers in other parts of the world Culture club reading

lessons give a factual account of different aspects of the English-speaking world from a young person’s perspective

The Focus on you section at the end of the lesson invites

a personal response from students in the form of a piece of writing

Curriculum extra

There are three cross-curricular reading and project lessons

in the Student’s Book, providing one page of material for each block of two units The Curriculum extra lessons link to the themes of the corresponding Student’s Book units, as well as to subjects that students typically study in their own language, such as geography, science, music, literature, PE, and history

Each of the lessons concludes with a project that synthesizes the language focus and the content of the cross-curricular theme and gives students the opportunity to develop their creativity The projects can be done in class or assigned for homework Depending on time available and the needs of the students, the projects can be done in groups, pairs, or individually

Workbook

The Workbook section contains six five-page units of extra practice of the language and skills taught in the Student’s Book The Workbook exercises can be completed in class or for homework

The first page of each Workbook unit summarizes the grammar structures introduced in the corresponding Student’s Book unit with comprehensive charts and detailed grammar notes

The following two pages provide extra vocabulary and grammar practice The last two pages provide additional practice to accompany the Student’s Book Communication lesson, and further reading and writing practice

Student’s Website

The Student’s Website includes interactive practice of the

Vocabulary, Grammar and Communication sections, a Text builder activity, and a fun Web quest for each unit of the

marked A guided Web quest for each Student’s Book unit

encourages students to search for information relating to the topic of the Student’s Book on the Internet using their English

Champions 2nd edition e-cards allow students to create and send cards to their friends with messages in English and Champions 2nd edition wallpapers enable students to personalize their electronic devices

Communication

One page in every unit focuses on everyday English

Conversational language is presented in the form of a

dialogue which reviews the vocabulary and grammar from

the previous lessons In a similar way to the Language

focus lesson on page 2 of the unit, Communication lessons

allow students to explore and use a new structure before

they move on to more formal practice on the subsequent

Grammar page

The Learn it, use it! feature summarizes the target language

in the dialogue, while a Pronunciation activity draws

students’ attention to a specific sound or a relevant aspect

of intonation The students then listen to this language in

different contexts before practising it themselves in the

Pairwork activity.

At the end of each Communication page students are

directed to the Student’s Website and the Workbook, where

there is further practice

Skills

The last two pages of the unit contain targeted skills work

designed to equip students with the necessary strategies to

build confidence and competence in each individual skill

Skills lessons also provide a way of consolidating and

recycling the language students have studied throughout

the unit, whilst exploring different aspects of the unit topic

Reading texts deal with the main topic of the unit in

a factual way using real-life contexts Comprehension

exercises typically start with a skimming or scanning activity,

followed by more detailed questions that gradually increase

in difficulty as the series progresses

Listening activities extend the topic of the text A variety

of activity formats is used to help students develop

well-rounded listening comprehension skills

The Speaking and Writing sections give students the

opportunity to respond to the unit topic with their own

ideas To help students to organize their ideas, both sections

usually begin with a written preparation stage The aim is

to strike a balance between giving clear, guided models on

the page on the one hand, and allowing students freedom

to express themselves and experiment with newly-acquired

vocabulary and structures on the other

Culture club reading 1 page

The first half of each Review unit covers the main vocabulary

and grammar points from the previous two units The My

Progress chart is a self-assessment chart correlated to

the Common European Framework of Reference It is very

motivating for students to reflect on their progress and this

type of activity is also very helpful in encouraging students

to take responsibility for their own learning

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Introduction 7

The review tests focus on vocabulary and grammar, and reading, writing, and listening skills Each test is scored out of

100 points

Regular assessment makes it easier to monitor students’

progress Teachers can keep a record of individual students’ progress using the evaluation chart on page 12

Grammar and vocabulary

Grammar help and Vocabulary help worksheets for

each unit provide additional practice of the Student’s Book material at a basic level, and are ideal for giving weaker students more practice

Grammar extension and Vocabulary extension

worksheets offer more challenging practice for the more able students

Reading and writing

There is one reading and writing worksheet per unit, helping students to develop their skills and confidence in these areas

Pairwork

There is one pairwork worksheet per unit, giving oral practice of the grammar and vocabulary of the corresponding unit

Puzzles and games

One page of puzzles is included for each unit, and two board games for each level of the series Although these resources give practice of the main grammar and vocabulary of the unit, the emphasis is on fun activities, such as crosswords, wordsearches, and code breakers

Practice test for Cambridge ESOL examinations

The Teacher’s Website includes a practice test for KET and a practice test for PET

Teacher’s Book

The Teacher’s Book contains detailed lesson notes and

answers for all the Student’s Book and Workbook material

Each Teacher’s Book unit starts with a summary of the areas

of grammar, vocabulary, communication, skills, and topical

themes covered in the Student’s Book unit These themes

relate to values and responsible citizenship, such as:

• ethics and morals

• society, including the themes of respect, solidarity, and

justice

• multiculturalism, including anthropology, human rights,

cultural studies, sociology, and historical, geographical,

legal, and ethical perspectives

• the environment, including protecting the environment,

and natural cycles

• work and consumerism, including mass communication,

advertising, sales, workers’ rights, and consumer rights

• health

The notes include a description of the aim of every exercise

in the Student’s Book, followed by detailed instructions and

answers

There are also suggestions for Warm-up activities, and Extra

activities that can be used to extend the Student’s Book

content according to the needs and abilities of each class

The Student’s Book is full of factual information and

references to the real world The teaching notes provide

support for this by giving additional notes and cultural facts

in the Background notes

Teenage students have an insatiable interest in music and

popular culture, and the use of songs to consolidate the

linguistic and topical content of the Student’s Book can be

an effective way of motivating students

The teaching notes for each Review unit include suggestions

for suitable songs that can be exploited for this purpose

The songs have been chosen because of their lexical,

grammatical, or thematic link to the corresponding units

See page 8 for suggestions on how to exploit songs in class

Class Audio CD

The Class Audio CD is for classroom use There is a track list

on page 13

Extra resources

Alongside the Student’s Book and Workbook, there is a

large amount of extra resource material included on the

Teacher’s Website The extra resources provide support

material for consolidation, extension, mixed ability classes,

and assessment All resources are printable, and can also be

projected in class

Tests

For each level of Champions 2nd edition, there are six unit

tests and three review tests All tests have A and B versions

to help prevent cheating The tests can be opened using

Microsoft® Word and edited before printing

The unit tests include vocabulary and grammar questions,

dialogue work, and a writing task Each test is scored out of

50 points

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• Correct the mistakes Include some incorrect words or

information in the lyrics Ask students to identify where the mistakes are and replace them with the correct words, before they listen to the song to check their answers

• Choose the correct alternative At regular points in

the lyrics, students have to choose between two or more alternative words or phrases to complete the lyrics correctly Students then listen and check

• Put the verses in the correct order This activity works

especially well with songs that tell a story Students are given the verses in the wrong order, and they have to guess the correct order before listening to the song

• Match rhyming words Many songs are structured so

that alternating lines end with rhyming words, and this provides an excellent opportunity to work on different sounds One useful activity is to give students the lyrics with the lines of each verse jumbled Students then attempt to unjumble the lines, according to which lines rhyme with each other, before listening to the song to check their ideas Another variation is for students to choose between two alternatives to end each line This could mean choosing the word that provides the best rhyme, for example, or the word that makes most sense in the context

• Match words to definitions Songs often contain

informal expressions, idioms, and ‘untidy’ grammar With stronger groups it can be useful to have students try to match difficult words and expressions to definitions or explanations Alternatively, where lyrics feature more standard items of vocabulary, students could work together in groups to find the words in a dictionary and agree on a definition

Feedback

It is important for students to have a sense of how they have performed Provide feedback while you are monitoring activities Alternatively, you can assess an exercise afterwards with the whole class: students can put up their hands to indicate how many answers they shared in pairs or groups, how hard or easy the task was, etc

Encourage students to behave well using a points system Award points to pairs or groups that do not make too much noise Deduct points from pairs or groups that are too noisy

or who are not speaking in English

Suggestions for further reading

General reference

Oxford Essential Dictionary – New EditionPractical English Usage – 3rd Edition by Michael Swan

Grammar

Oxford English Grammar Course (Basic to Intermediate)

by Michael Swan and Catherine Walter

Graded readers

The Oxford Bookworms Library (Elementary to intermediate) – non-fiction readers that are ideal for extended reading, and graded non-fiction readers that are ideal for cultural and cross-curricular studies

Pre-Classroom management

An English-speaking environment

• Use English for classroom instructions as often as you

can, and ask students to use English as well For example:

Open your books at page 10 Let’s look at exercise 3 Raise your

hand Work in pairs Ask your partner, etc

• Students should be encouraged to use expressions such

as: How do you say … in English? How do you spell …? I don’t

understand Please can you repeat that? Can you say that

more slowly, please? Can we listen to that again, please? Can

I go to the toilet?

Managing large classes

Large classes are easier to manage if you establish routines

such as:

• Write a plan of the day’s activities on the board

• Make sure that everyone understands the task before they

start Give clear examples and ask students to provide a

few as well

• Set time limits for all activities and remind students of

time limits, for example: You have two minutes left

• Walk around the class, monitoring while students work

• Get to know your students’ personalities and learning

styles so that you can maximize their potential in class

• Allow stronger students to help weaker students while

ensuring that there is always an atmosphere of mutual

respect and understanding

Group and pairwork

The interaction from working in small groups or in pairs is

vital in a language classroom, and students quickly get used

to what to expect Here are some tips for organizing group

work in large classes:

• Do not have more than five students per group

• Set up group activities quickly by allocating students with

a letter (A, B, C, etc.) Students form groups with other

students who have the same letter

• Demonstrate tasks with one pair or group at the front of

the class

• Set a time limit and keep reminding students of it

Songs

There are many ways in which songs can be exploited in

class, including the following suggestions:

• Gap-fill There are many variations of this type of activity,

in which students are given the lyrics with certain

key words deleted To make it easier for students, the

missing words can be grouped together in a wordpool

As students read the lyrics, they try to fill in the gaps,

then they listen and check If you wish to make the

activity more challenging, you could add extra words to

the wordpool as distracters, or not provide the missing

words at all It is important to choose the gapped words

carefully, however, both so that they are audible, and so

that students can guess from the context which word

makes most sense in each gap

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Introduction 9

If students guess the word or phrase before the hangman

is drawn completely, they have won If they do not, you are the winner This can be played on the board with the whole class, in small groups, or in pairs

The complete drawing should look like this

Exam preparation

KET Practice Tests by Annette Capel and Sue Ireland

Ideas for supplementary activities and teacher

development

Oxford Basics – a series of short, accessible books for teachers

who are looking for new creative ways of teaching with

limited resources

Resource Books for Teachers – a popular series that gives

teachers practical advice and guidance, together with

resource ideas and materials for the classroom

Games to use in the classroom

Kim’s Game

On a tray, place a selection of objects from a vocabulary set,

e.g classroom objects or food Alternatively, you can write

the names of the objects on the board and rub them off

In groups, give students two minutes to memorize what is

on the tray or board

Remove an object and ask students to write down the

missing object Continue until the tray or board is empty

Check the answers with the class The group with all the

objects in the correct order is the winner

Simon Says

Call out commands to the class If your command

is preceded by ‘Simon says’, students must obey the

instruction If it is not, they must ignore it For example:

Simon says stand up (students stand up) Sit down (students

remain standing) Students who get it wrong are out of

the game This activity is good primarily for practising

imperatives, but is also useful for practising vocabulary

With a strong class, you could let a student call out the

commands

Bingo

Tell each student to draw a grid of six squares and refer them

to the vocabulary page(s) you have just worked on Give

them a few moments to memorize the words and pictures

in the vocabulary set

Books closed, students then draw or write a vocabulary item

in each square Call out vocabulary items from the set If the

students have drawn pictures, call out the words in English

If students have written the English words, you can call

them out in their L1 With a strong class you could read out

definitions and get students to work out the word

When a student hears a word he or she has drawn or written,

they must cross it out When all six vocabulary items are

crossed out, the student can call out Bingo The first to call

out Bingo wins the game

Hangman

Choose a word or phrase Write a gap for each letter of the

word on the board Separate words with a clear space or

slash, e.g I lived in Paris _ / _ _ _ _ _ / _ _ / _ _ _ _ _

Students guess which letters appear in the words Each

student can call out just one letter If the letter is contained

in the word, or phrase, write it in the appropriate place(s),

e.g for the letter ‘i’: I / _ i _ _ _ / i _ / _ _ _ i _

If a student calls out a letter that isn’t in the word or phrase,

write it on the board and draw one line of the hangman

20 Questions

This can be played on the board with the whole class, in small groups, or in pairs One student chooses a secret identity, e.g that of a celebrity Other students must guess the identity

by asking a maximum of 20 questions The student may only answer with short Yes / No answers, e.g Yes, I am No, I don’t, etc The game can be used to practise questions and answers in a variety of different tenses

Chinese Whispers

This game is excellent for practising pronunciation It can

be played as a whole class or in small groups of at least six

Put students in a line or circle Write a sentence on a piece

of paper and give it to the first student They should read

it silently, but not show it to anyone else The student then whispers the sentence to the person on their left, and so

on The game continues until the last student whispers the sentence in the first student’s ear The first student then tells the whole group / class what he or she heard, and then reads out the original sentence Is it the same?

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B2 Can understand the main ideas of complex text on both

concrete and abstract topics, including technical discussions

in his/her field of specialization Can interact with a degree

of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

Language Biography

This can consist of the following:

• a checklist for students to assess their language skills in terms of ‘What I can do’

• tools to help students identify their learning style and objectives

• a checklist of learning activities outside the classroom.The My Progress checklists at the end of each review section in the Student’s Book together with the Portfolio photocopiable sheets on pages 85–87 in the Teacher’s Book will help students to monitor these points There is also a photocopiable Student’s self-assessment checklist on page

11 in the Teacher’s Book which can be given to students to complete at the end of each unit

Language Passport

This can contain:

• a student’s overall evaluation of their language skills, using descriptors from the CEFR (see Teacher’s Book pages 85–87)

• a summary record of language learning, both inside and out of school

• certificates

Dossier

This can be a compilation of samples of the student’s work, including tests, written work, projects, or other student-generated materials

Common European Framework of

Reference (CEFR)

The Common European Framework of Reference (CEFR) was

designed to promote a consistent interpretation of

foreign-language competence among the member states of the

European Union Today, the use of the CEFR has expanded

beyond the boundaries of Europe, and it is used in other

regions of the world, including Latin America, Asia, and the

Middle East

The CEFR defines linguistic competence in three levels: A, B,

and C Each of these levels is split into two sub-levels:

A Basic User A1 Breakthrough

The CEFR provides teachers with a structure for assessing

their students’ progress as well as monitoring specific

language objectives and achievements Students respond to

the CEFR statements in the Reviews after Units 2, 4, and 6

Champions 2nd edition aims to enable students to move

from no English or level A1 and into level B2 at the end of

the four years of the course

Descriptions of the CEFR levels covered in

Champions 2nd edition

Basic User

A1 Can understand and use familiar everyday expressions

and very basic phrases aimed at the satisfaction and needs

of a concrete type Can introduce him/herself and others

and can ask and answer questions about personal details

such as where he/she lives, people he/she knows, and things

he/she has Can interact in a simple way provided the other

person talks slowly and clearly and is prepared to help

A2 Can understand sentences and frequently used

expressions related to areas of most immediate relevance

(e.g very basic personal and family information, shopping,

geography, employment) Can communicate in simple and

routine tasks requiring a simple and direct exchange of

information on familiar and routine matters Can describe

in simple terms aspect of his/her background, immediate

environment, and matters in areas of immediate need

Independent User

B1 Can understand the main points of clear standard input

on familiar matters regularly encountered in work, school,

leisure, etc Can deal with most situations likely to arise whilst

travelling in an area where the language is spoken Can

produce simple connected text on topics which are familiar

or of personal interest Can describe experiences and events,

dreams, hopes and ambitions, and briefly give reasons and

explanations for opinions and plans

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One thing I need to improve:

How can I improve this?

What did you do in English outside class?

Do homework

Learn new words

Revise before a test

Listen to music

Read something extra

Watch a TV programme, video, or DVD

Write an email or chat

Look at web pages

Speak to someone

Read a magazine

Other activities

Photocopiable © Oxford University Press 2014

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Student’s progress record sheet

Name

Class / Year

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08 Page 17, Exercises 2 & 3

Unit 2 Where were you last night?

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Unit Vocabulary Grammar

I train every day

page 10

Physical descriptions

Present simple / Present continuousPossessive pronouns

Information questions with was / were

Prepositions of place

There was / There were

Review: page 26 Culture club: Diferent places, diferent homes page 27

You failed another

test!

page 28

Jobs Past simple: regular verbs (airmative, spelling variations)

Pronunciation: regular verb endings with the sounds /d/, /t/, and /ıd/Past simple: irregular verbs (airmative)

What did you do last

night?

page 36

Films Past simple (negative, interrogative, and short answers)

Question words + past simple

Review: page 44 Culture club: Witches and wizards page 45

Superlative adjectives (short, long, and irregular adjectives)Comparative / Superlative

page 4 ● Countries and nationalities ● Family

● be: present simple ● this, that, these, those ● have got ● Present simple

Welcome

Workbook: pages 67 –97 Irregular verbs: page 98

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Communication Skills

Making requests

Pronunciation: Rising intonation in questions

and falling intonation in answers

Reading: A magazine article about a basketball coachListening: A phone conversation about a summer campSpeaking: A conversation about a summer campWriting: A paragraph about what a partner is doing at a summer camp

Describing your bedroom

Curriculum extra: Music page 64

Apologizing and making excuses

Writing: A description of two ilms

Curriculum extra: Geography page 65

Asking for tourist information

Pronunciation: /ə/

Reading: A magazine article about our changing planetListening: A radio interview about a volcanic eruptionSpeaking: Talking about a frightening incidentWriting: The story of your frightening incident

Making a phone call

Curriculum extra: History page 66

● Daily routines and free-time activities ● Sports ● Clothes

● Imperatives ● Adverbs of frequency ● can (ability) ● Present continuous

Word list: page 99

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Family Aim

To review family vocabulary

Warm-up

• Ask students the names of one or two people in their family, e.g What’s your mum’s name? What’s your grandad’s name?, etc

Exercise 2

• Students look at Alicia’s family tree and complete the sentences

• Students can check answers in pairs

• Check the answers with the class You can draw Alicia’s family tree on the board and ask volunteers to come out and write the answers

ANSWERS

1 father 2 cousin 3 sister 4 brother 5 aunt

6 uncle 7 grandma 8 grandparents 9 mother

• Monitor to make sure that students are using the family names correctly, e.g S1: What’s your sister’s name? S2: Her name is Ana

Grammar

be: present simple

this, that, these, those

• Call out one or two countries from the box in exercise 1

and ask students to give you the nationality

Exercise 1

• Students match the countries with the flags Then they

write the nationalities

• Students can check answers in pairs

• Check the answers with the class

ANSWERS

1 the United Kingdom; British 2 Canada; Canadian

3 Japan; Japanese 4 the United States; American

5 Brazil; Brazilian

Extra activity

• Review other countries and nationalities with students

Write the countries on the board and ask students to

come to the board to write the matching nationalities

• In groups, students write sentences about famous

people They give their names and what they’re famous

for Each group then reads its sentences to the class The

rest of the class must say the country and nationality of

each person, e.g S1: Cesc Fàbregas He plays football S2:

He’s Spanish He’s from Spain Make sure that students

say the country and nationality correctly

Trang 18

Clothes and prices Aim

To review clothes vocabulary

• They can compare answers in pairs

• Monitor and check that students are describing the clothes correctly

• Ask students what time they get up in the morning and

what they have for breakfast

Exercise 3

• Students complete the text individually or in pairs

• Remind them to think about the correct verb form to use

ANSWERS

1 go swimming 2 play tennis 3 go home

4 do my homework 5 play basketball

6 go to bed

Extra activity

• Play Hangman (see Teacher’s Book page 9) to review

daily routines and free-time activities

Sports

Aim

To review sports vocabulary

Warm-up

• Ask students Do you do any sports? If so, which ones? Write

any sports students do on the board

Exercise 4

• Students look at the pictures and complete the crossword

They then find the mystery sport

• Remind them to refer to the sports on the board if

necessary

• Students can compare answers in pairs

• Write a list of anagrams of different sports on the board

for students to solve You could put students into small

groups to solve the anagrams together The first group

to solve them all is the winner

Trang 19

Exercise 3

• Students complete the sentences with the demonstratives

• Pick up an object on your desk and ask a student what

it is T: Juan, what’s this? SS: It’s a pencil

• The student then picks up an object or objects near them or points to something further away and asks another student a question, e.g Isabel, what are these / what’s that?

• Students continue the activity in small groups so that each student has the chance to ask and answer

a question

• Monitor and check that students are using demonstratives correctly

have got Aim

To review have got: all forms

Warm-up

• Ask the class the following questions: Have you got a ruler? Have you got a rubber?, etc

• Elicit short answers (Yes, I have No, I haven’t.)

• Ask students to tell you what they’ve got in their bags or pencil cases (I’ve got a pen I’ve got a notebook, etc.)

ANSWERS

1 Selena’s got a sister but she hasn’t got a brother

2 Martin and Sophie have got bikes but they haven’t got skateboards

3 Peter has got two dogs but he hasn’t got a cat

Exercise 5

• Individually, students complete the questions and answers

ANSWERS

1 Have; haven’t 2 Has; has 3 Have; have

4 Has; hasn’t 5 Have; haven’t

• If you have pictures from magazines of famous stars, put

them on the board or give them out to small groups If

not, write the names of stars on the board Students ask

and answer questions about the stars, e.g S1: What’s his

name? S2: His name’s Johnny Depp

Exercise 1

• Students read the factfile and complete the sentences

Remind them to think about which form of be they need

ANSWERS

1 is 2 isn’t 3 are 4 isn’t 5 aren’t 6 are

Exercise 2

• Students write the questions with the prompts and then

answer the questions

• Monitor and check that students are using the correct

forms of be: present simple and review if necessary

ANSWERS

1 What’s your name? 2 How old are you? 3 Are you

from Brazil? 4 Is your favourite subject music? 5 Who

are your friends? 6 Is Green Day your favourite band?

Students’ own answers

Extra activity (for stronger students)

• Students play 20 questions Tell them you are a famous

person and that they must ask you questions with be

in the present simple to guess your identity, e.g Where

are you from? Are you a singer? Are you a man or a

woman?, etc

• Any student can ask you a question The first student to

guess who you are can come to the front of the class

and answer questions about their mystery identity

• Point to or hold up classroom objects and ask students to

say the correct demonstrative accordingly, e.g

T: (touching a pen on your desk) SS: this

Trang 20

Welcome 19

Exercise 8

• Students write questions about Mel and then answer them using the information from the blog post from exercise 7

• Elicit or remind students how to form Wh- questions with the present simple if necessary

ANSWERS

1 What does her mum teach?

She teaches geography

2 What time does school start?

It starts at 8.45 a.m

3 What does she do before dinner?

She watches TV and she does her homework

4 What do Mel and her friends do after dinner?

They chat on the Internet

Extra activity

• Individually, students write six questions to ask their partner about their daily routines and free-time activities Encourage students to write Wh- questions

• Students work in pairs

• Monitor and check that they are asking and answering correctly

• Ask some students to feed back to the class about their partner

Imperatives Aim

To review affirmative and negative imperative forms

Warm-up

• Call out one or two affirmative imperatives and ask students to make them negative, e.g T: Stand up! SS: Don’t stand up!

Exercise 9

• Students read and complete the school rules with the correct imperative forms

• Play Battleships On the board draw the following table

and ask students to copy it into their notebooks They

then mark four ticks anywhere in the table to show

what the people have got, but don’t show it to anyone

cat bike skateboardI

Ben

Joe and Ella

Maria

• In pairs, students ask and answer questions to find out

where their partner has put ticks in the chart, e.g S1:

Has Ben got a cat? S2: No, he hasn’t

Present simple page 7

Aim

To review the present simple: all forms

Warm-up

• Ask students one or two questions, e.g What time do you

get up? and elicit present simple answers

Exercise 6

• Students write questions and answers using the

information in the table

• Before they begin the exercise refer students to the

example to help them understand the activity

• Monitor and check that students are using the present

simple correctly and review if necessary

ANSWERS

1 Do Tom and Sarah play the guitar?

No, they don’t

2 Do Sarah and Leo have lunch at school?

Yes, they do

3 Does Leo like PE?

Yes, he does

4 Does Amy live in a house?

No, she doesn’t She lives in a flat

Exercise 7

• Students read the blog post and complete it with the

correct present simple form of the verbs

• Monitor and check that they are using the correct forms

and make a note of any repeated errors to check at the

end of the lesson

ANSWERS

1 get up 2 have 3 teaches 4 starts 5 finishes

6 get 7 watch 8 do 9 gets 10 have 11 listen

12 chat 13 go 14 do you go 15 do you do

Trang 21

can (ability) Aim

To review can (for ability): all forms

1 Can Grandad run? No, he can’t, but he can walk

2 Can the children play football? Yes, they can, but they can’t play basketball

3 Can Alicia speak English? No, she can’t, but she can speak Spanish

4 Can Miguel ride a bike? Yes, he can, but he can’t ride a horse

5 Can your little brother read? No, he can’t, but he can write

• Play Hangman or write gapped words on the board to

review the spelling of adverbs of frequency

• Ask students one or two questions about their daily

routines to elicit adverbs of frequency e.g T: What do

you do after school? SS: I always watch TV / do my

homework., etc

Exercise 1

• Students put the adverbs of frequency into the

correct order

• Encourage them to look at the symbols to help them

• Check the answers with the class You can copy the

diagram onto the board, and ask volunteers to come out

and write the answers on the board

ANSWERS

1 often 2 usually 3 sometimes 4 rarely

Exercise 2

• Students rewrite the sentences with the adverb of

frequency in the correct place

• Remind them to look back at exercise 1 if necessary

ANSWERS

1 Paula always has a shower before breakfast

2 Our teacher is never late for class

3 Ken usually gets up at 8 a.m

4 They rarely go to bed before 10 p.m

5 I often go cycling with my dad

6 He’s usually happy

Extra activity

• Students write jumbled up sentences each including an

adverb of frequency for their partners to reorder Each

sentence should have five or more words

• Monitor and check that the sentences are correct

Trang 22

Present continuous page 9

Aim

To review all forms of the present continuous

Warm-up

• Ask one or two present continuous questions to elicit

affirmative and short answer forms from students, e.g

T: What are you wearing today, João? SS: I’m wearing …

Exercise 4

• Give students a few minutes to look at the picture and

decide what teenagers 1−5 are doing

• Monitor for correct use of present continuous affirmative

and do a quick review if necessary

• Students read the sentences and correct the mistakes

about teenagers 6–10 Remind them to look carefully at

the picture

ANSWERS

7 He isn’t sending a message He’s playing the guitar

8 They aren’t talking They’re dancing

9 She isn’t playing tennis She’s reading

10 He isn’t dancing He’s riding a bike

Exercise 6

• Students write questions about the picture and then

answer them

ANSWERS

1 What’s the boy with the white T-shirt eating?

He’s eating an apple

2 How many people are sitting down?

Four people are sitting down

3 How many people are standing up?

Six people are standing up

4 What is the girl reading?

She’s reading a magazine

Exercise 7

• Students read and complete the dialogue with the correct

present continuous form of the verbs

ANSWERS

1 are you doing 2 ’m watching 3 ’re having

4 ’s trying 5 isn’t singing 6 ’s shouting

7 are they doing 8 ’re playing 9 ’s winning

10 ’m not watching

Trang 23

I train every day

Reading: A magazine article about a basketball coach

Listening: A phone conversation about a summer camp

Speaking: A conversation about a summer camp

Writing: A paragraph about what a partner is doing at a

Kate is writing an article about the school basketball team

for the school magazine She is interviewing Coach Carson

while the team is playing a game The star player is Tom Kate

tries to interview Tom after the game, but he is interrupted

by a phone call from his mum

Warm-up

• Ask students to look at the photo Ask Where are the

people in the photo? (In the school gym.) What are the

boys playing? (They’re playing basketball.) Who is the

man? (A teacher.) What is the girl doing? (She’s writing /

interviewing the teacher.)

• Pre-teach article, magazine, and coach

Exercise 1 Read and listen $ 02

• Read through the three names with the class

• Play the CD Students read and listen, and find the answer

• Check the answer with the class

ANSWER

c Tom

Transcript Student’s Book page 10

• Go through the dialogue again as a class and the Check

it out! box Make sure that students understand any new words or phrases

• Play the CD again Students listen and repeat chorally, then individually

Exercise 2 Comprehension

• Students read the dialogue again and choose the correct words

ANSWERS

1 Coach Carson is watching the match

2 Tom’s team is winning

3 Tom trains every day

4 Tom’s mum phones after the match

To practise the target language in a new context

Exercise 3 Dialogue focus

• Students read the dialogues and complete them with the questions in the box

• Remind them to look back at the dialogue in exercise 1

CC Yes, you can, but be quick! I’m watching the match

Kate 1Who’s Tom?

CC He’s the boy with blond, wavy hair

2 Kate 2How often do you train?

Tom I train every day There’s a big match in December

3 Kate 3Whose phone is ringing? Is it yours?

Tom Yes, it’s mine

Trang 24

Unit 1 23

Exercise 5 Focus on you

• Students read the example dialogue and then write their

own using the verbs and expressions in the box

• Remind them to look back at exercise 3 and do a review

of How often …? questions and answers if necessary

ANSWERS

Exercise 6 Pairwork

• In pairs, students practise their dialogues from exercise 5

• Monitor and check that they are taking turns

ANSWERS

Extra activity

• Books closed Students tell you what they know about

the characters in the photo story so far Tom: the school

basketball team’s star player and in trouble with his mum

Coach Carson: a PE teacher at the school Kate: a pupil

at the school and a reporter for the school magazine

Vocabulary page 12

Physical descriptions

Aim

To present and practise physical descriptions: beard, black,

blond(e), blue, brown, curly, eyes, freckles, glasses, hair, heavy,

long, moustache, red, short, shoulder-length, slim, spiky,

straight, tall, wavy

Warm-up

• Draw some simple illustrations on the board and elicit as

many vocabulary items for physical descriptions as you

can, e.g tall, short, curly, straight, etc

• Alternatively, stronger students can describe other

students in the class using physical description adjectives

they know

Exercise 1 $ 04

• Students look at the pictures, read the descriptions, and

write the correct letter below each person

• Play the CD Students listen and check

ANSWERS

1 c 2 d 3 b 4 a

Background notes

• Taylor Swift is an American country-pop singer from

Wyomissing, Pennsylvania She was born in 1989 and

has been described as one of pop’s finest songwriters

Her album Fearless won a Grammy award for album of

the year in 2010 and her 2012 album, Red, sold over

one million copies in the first week

• Felipe Massa is a Brazilian Formula 1 driver He was born

in 1981 in São Paulo He has raced for Sauber, Ferrari,

and Williams In 2009, he was seriously injured while

qualifying for the Hungarian Grand Prix, but made a full

• Play the CD Students listen and check their answers

ANSWERS / AUDIO CD TRACK 05

1 Taylor Swift is tall and 1slim She’s got 2long, blonde, 3wavy hair, and blue 4eyes

2 Felipe Massa is quite 1short and 2slim He’s got 3short, straight, 4brown hair, and 5brown eyes

• Ask two students to read the example dialogue aloud and check that students understand the vocabulary

• In pairs, students describe their favourite actor, singer,

or sports personality to their partner using the example dialogue as a guide

• Monitor and check that students are taking turns to ask and answer questions Make sure they are using the correct adjective order, and make a note of any repeated errors to check at the end of the lesson

• Ask one or two pairs to tell the class about their favourite actors, etc

• Alternatively, you can bring in photos of famous people from magazines and give them out to pairs to describe

to a partner

Extra activity 2

• As a whole class or in groups, ask individual students

to describe another person in the room without saying their name The class or group must guess who the person is

Further practiceWebsite; Workbook page 69

Trang 25

• Remind them to look carefully at the time expressions before they choose the words.

ANSWERS

1 are you doing 2 ’m watching 3 always watch

4 ’m writing 5 usually play 6 ’s raining 7 ’s riding

ANSWERS

1 1 go 2 aren’t studying 3 ’re playing

2 1 plays 2 isn’t working 3 ’s cooking

3 1 work 2 ’m not working 3 ’m visiting

Extra activity

• Students choose one of the texts in exercise 4 and write two more sentences (one present simple and one present continuous) for each text This can be done in class or for homework

Exercise 5 Game!

• In pairs, Student A chooses a time expression from the box and Student B makes a sentence using the time expression Student A chooses four more time expressions for Student B and gives marks out of five The pair then swap roles

• Remind them to think about the time expression they choose and to use the present simple or continuous

• Monitor and check that students are using the time expressions correctly and make a note of any repeated errors to check at the end of the lesson

• Ask students what they do after school every day and

what they are doing now to elicit examples of both forms

Grammar box

• Go through the grammar box with the class Students

choose the correct words in each rule

ANSWERS

habits

actions in progress now

Rules page 68

• Remind students of the forms for each tense

• Review spelling rules for the present simple by writing the

base forms of verbs on the board for students to write the

third person singular, e.g like, watch, study, go, have, etc

Exercise 1

• Students read the sentences and underline the verbs

They don’t circle the time expressions at this point

• You can write the sentences on the board and ask

volunteers to come and underline the verbs on the board

ANSWERS

1 read 2 isn’t listening 3 plays 4 Is … doing

5 Do … watch 6 doesn’t do

Extra activity

• Ask students to say if the verbs they underlined

in exercise 1 are in the present simple or present

continuous This can be done as a whole class activity

• If you wrote the sentences on the board in exercise 1,

ask students to come out and write the verb tense on

the board

ANSWERS

1 PS 2 PC 3 PS 4 PC 5 PS 6 PS

Exercise 2

• Students look at the sentences in exercise 1 again and

circle the time expressions

Trang 26

Consolidation

• Encourage students to make a note of the rules and

the time expressions, and to write examples of each

present form in their grammar books in a way that will

help them remember the form and rules easily

• Ask a student if you can use their pen using the request

they will learn in this lesson, e.g T: Carlos, can I use your

pen, please? and elicit one of the answers if possible, e.g

Carlos: Yes, OK

Exercise 1 $ 06

• Give students a few minutes to look at the pictures and to

read through the dialogues

• Play the CD Students listen and match the dialogues with

the pictures

ANSWERS

1 c 2 a 3 b

• Play the CD again Students listen again and repeat

chorally, then individually

Learn it, use it!

• Go through the Learn it, use it! box with the class, making

sure that students are aware of the appropriate questions

and answers for making requests

• Ask students to look at the dialogues again and find

examples of the questions and answers

• In pairs, students can practise making requests using the

questions in the box

• Encourage stronger students to change the objects in the

box and to use their own ideas

Extra activity

• Books closed Give students two minutes to write down

as many questions and answers from the Learn it, use it!

box as they can remember

• The student with the most correct expressions wins

Exercise 2 Pronunciation $ 07

• Students read through the sentences

• Play the CD Students listen and repeat chorally, then

individually

• Monitor and check that students are using correct

intonation If necessary, indicate with your hands when

the intonation rises in the questions and falls in the reply

Trang 27

• Write a few Whose questions on the board without the verb be and ask students to complete them, making sure that some require the singular and others the plural form

of the verb Point out that Whose is used for both singular and plural nouns

• Write whose and who’s on the board and elicit their difference: whose is used to ask questions about possession while who’s is used to ask questions about identity

• Point out that both words are pronounced the same way: /hu:z/

Rules page 68

Exercise 3

• Students circle the correct words in the sentences

ANSWERS

1 Who’s 2 Who’s 3 Whose 4 Who’s 5 Whose

Adverbs of manner Aim

To present and practise adverbs of manner

Warm-up

• On the board write two incomplete sentences, Sue is Sue is playing In brackets write happy and happily Ask the students to complete the sentences with the correct words

Grammar box

• Go through the grammar box with the class Explain that most adverbs are made with an adjective + ly, but point out the irregular adverbs Tell students to memorize them

Rules page 68

Exercise 4

• Students complete the sentences with the correct adverb

• Remind students to form the adverbs using the adjectives

in the sentences

Consolidation

• Remind students to make a note of the grammar rules and the examples from the lesson in their grammar books Remind them to record the grammar in a way that will help them to remember it, e.g with examples

of their own

Grammar page 15

Aim

To present and practise possessive pronouns and Whose …?

Warm-up

• Hold up one of your belongings and say: It’s my mobile

phone It’s mine Hold up one or two students’ belongings

and ask Whose is this (pencil)? Elicit an answer Write the

question on the board and elicit its meaning, as well as

some more possessive pronouns Write them on the board

Possessive pronouns

Grammar box

• Go through the grammar box with the class

• Draw students’ attention to the difference between

possessive adjectives and possessive pronouns, and give

one or two examples to elicit some of the rules, e.g This is

her pen It’s hers Explain that possessive adjectives always

precede the noun, but possessive pronouns stand alone

• Explain that possessive pronouns using people’s names

are formed by adding ’s, e.g Pablo’s

• Ask students to look back at the dialogue on page 10 and

find the two examples of possessive pronouns

Rules page 68

Exercise 1

• Students choose the correct words They can look back at

the grammar box and rules

ANSWERS

1 mine 2 their 3 hers 4 yours 5 ours 6 your

Exercise 2

• Students complete the sentences with the correct

possessive pronouns Remind them to look back at the

grammar box and the rules if necessary

ANSWERS

1 his 2 ours 3 Mine 4 Theirs 5 yours 6 Ours

Extra activity

• Call out sentences to the class with possessive

adjectives Students make matching sentences with

possessive pronouns, e.g T: It’s his pen SS: It’s his

Whose …?

Grammar box

• Go through the grammar box with the class Elicit the

meanings of the questions and answers

• Explain we use whose to ask questions about possession

• Look at the construction of the questions:

Whose + noun + verb be + subject pronoun / demonstrative

Trang 28

• Check the answers with the class.

David Hello

Greg Hi David It’s Greg here How are you?

David Oh, hi Greg! I’m fine thanks

Greg Hey! Where are you?

David I’m in Rochester It’s near London I’m staying at a summer camp here

Greg Really? What type of 1camp is it?

David It’s for performing arts You know, drama, music, and dance

Greg Wow! What’s 2it like?

David It’s fantastic! I’m really enjoying it

Greg What 3are you doing at the camp?

David I’m doing a drama course

Greg Do you 4do the course all day?

David No, we don’t We always practise in the mornings, but

we do different activities in the afternoons and evenings

Greg What other 5activities are there?

David Oh, lots of things We usually do sport in the afternoon You can play football and tennis, or go swimming I usually play football Then, in the evenings we watch films or have

a disco It’s really good!

Greg 6What’s your favourite activity?

David Oh, the drama course, definitely Oh, Greg! It’s dinner time Thanks for calling

Greg No problem Bye for now

David Bye!

• Return to the students’ predictions about the dialogue

on the board and tick the correct guesses

• In pairs, students discuss what they think of the camp

• Ask some pairs to feed back to the class

Exercise 3 $ 08

• Students read the questions

• Play the CD again Students listen and complete the questions

• Texas is a state in the south of the US, bordering

Mexico The state capital is Austin and the largest city is

Houston

Warm-up

• Ask students to look at the photos and ask What is the

sport in the photos? (Basketball) What does the man look

like? (He’s very tall.)

• Ask students to look at the title and ask What is the man

doing? (He’s teaching / coaching children.)

• Ask students to read the text quickly and to find the name

of the basketball team Manu plays for (The San Antonio

Spurs)

Exercise 1

• Students read the text and correct the mistakes in

the sentences

• Remind students that they do not need to understand

every word They should use the context to help them

guess meaning where possible If it helps, they can focus

on the sentences in the exercise first and then look for the

relevant information in the text

ANSWERS

1 He plays for a professional American basketball team

2 During the basketball season, he trains every day

3 This week he’s coaching children on a summer camp

4 Some of the children at the camp can play basketball

5 The name of Clayton’s team is the Court Sharks

Extra activity

• Give students a few minutes to read the text again and

memorize as much as they can

• Books closed Ask students some more comprehension

questions, e.g How tall is Manu? (1.98 m) Where does he

usually play basketball? (Texas), etc

Listening

Aim

To listen to a phone conversation between two friends

• Rochester is a historical town in south-east England

Its population is 27,000 It is famous for its castle and

cathedral

Warm-up

• Ask students What kind of activities do you think you might

hear David and his friend talk about?

Trang 29

Writing Aim

To write a paragraph about what your partner is doing at a summer camp

• Students can compare paragraphs in pairs

• Ask one or two pairs to read out their completed paragraphs

• Students can write a first draft in their notebooks

• Students swap drafts with a partner, who corrects any mistakes

• If you have blank postcards, give them out to students for them to write their final versions or they can write them for homework in their notebooks

• You can display the final version of students’ postcards around the class

Further practiceWorkbook page 72

• Cheltenham is a town in Gloucestershire, England

In the 18th and 19th centuries it became popular

as a health resort for wealthy tourists after a spring

containing medicinal waters was found there It is

now popular for shopping, horse racing, and its

beautiful regency architecture, dating from the early

19th century

• Stratford-upon-Avon is a town in Warwickshire, England

Dating back to the 12th century, it is now most famous

as the birthplace of the English playwright, William

Shakespeare Many visitors come to see the house

where he was born as well as the Royal Shakespeare

Theatre, home of the Royal Shakespeare Company

• Oxford is a city in Oxfordshire, England It is most

famous for its university, which dates back to the 11th

century and is the oldest university in the

English-speaking world Many visitors come to Oxford to see

its beautiful architecture

• The poet and playwright William Shakespeare

(1564−1616) is considered the greatest writer in the

English language In his lifetime he wrote approximately

38 plays including Romeo and Juliet, Hamlet, and

Macbeth, as well as many poems He is also responsible

for introducing many new words into the English

language

Warm-up

• Ask students Have you ever been to a camp? If so, did you

enjoy it? What did you do? If not, can you imagine a summer

camp? Would you go to a sports camp or a theatre camp?

• In pairs, students read the information in the adverts for

the summer camps

• Students have the conversations Remind them to look

back at the questions in exercise 3 if necessary

• If students need more help before they start their

conversations, encourage them to make notes using the

questions in exercise 3 and the information in the adverts

• Monitor and help as necessary, making sure that

students are asking and answering correctly, using the

present simple and present continuous, and that they are

taking turns

• Tell students to make notes of their partner’s answers as

they will need this information in exercise 5

• Make a note of any repeated errors to check at the end of

the lesson

• Ask one or two pairs to act out their conversations in front

of the class

ANSWERS

Trang 30

be: past simple (affirmative and negative, interrogative

and short answers)

Past time expressions

Information questions with was / were

Listening: A phone conversation about a holiday

Speaking: Describing an old place

Writing: A description of an old place

Kate is telling Dev about a concert she went to the previous

evening Dev couldn’t go to the concert because he was

playing basketball Dev’s team lost Tom wasn’t at the match

and nobody knows why Tom arrives and Dev asks him

where he was Tom tells Dev and Kate that his parents won’t

let him play basketball any more because he had a bad

report

Warm-up

• Ask students what they can remember from the last part

of the photo story

• Ask students to look at the photo Ask Who can you see?

(Dev, Kate, and Tom) Where are they? (At a shopping

centre)

• Give students time to read through the question and the

answer choices before they listen

• Play the CD Students read and listen, and choose the

correct answer

• Check the answer with the class

ANSWER

b at home

Language focus page 19

Aim

• Students read the jumbled sentences and questions, and then write them in the correct order Remind them to look back at the dialogue on page 18 if necessary

• Students can compare answers in pairs Do not check the answers at this point

Kate Yes, I was It was great

Dev Was Tom with you?

Kate 1No, he wasn’t

2 Dev There was a game yesterday

Kate Oh, yeah 2What was the score?

Dev 60–18! 3We were terrible!

3 Dev 4Where were you last night?

Tom I was at home I was in my bedroom

Kate At home! 5Why were you at home?

Tom 6It wasn’t my fault

Trang 31

Exercise 3 $ 12

• Students match the furniture in the picture in exercise 1 with the words They can do this individually or in pairs

• Students listen again and repeat chorally, then individually

• Draw students’ attention to the Look! box Model the pronunciation of refrigerator

armchair 16 bath 6 bed 2 bookcase 19 chair 10 chest of drawers 1 cooker 15 cupboard 14 curtains 9 desk 20 fridge 12 lamp 17 mirror 7 shelf 3 shower 5 sink 13 sofa 18 table 11 toilet 8 wardrobe 4

Extra activity

• In small groups, one student starts to draw a piece

of furniture The first student who guesses what it is correctly writes the word on the picture and draws the next piece of furniture

• The group who guesses the most pieces of furniture correctly in two minutes is the winner

1 bed, chest of drawers, shelf, wardrobe

2 chair, curtains, table

3 cooker, cupboard, fridge, sink

4 armchair, lamp, sofa

5 bookcase, desk

• Demonstrate the activity by asking a student the example question and eliciting the answer Ask one or two more questions to individual students

• Allow students time to prepare some questions Students then work in pairs to ask and answer the questions, using the picture on page 20 to help them

• In pairs, students write their own dialogues with the

expressions in the box Remind them to look back at the

dialogues in exercise 3 if necessary

ANSWERS

• In pairs, students practise their dialogues from exercise 5

• Monitor and check that students are asking and

answering questions correctly and are swapping roles

To present and practise the rooms in the house and furniture

vocabulary: armchair, bath, bathroom, bed, bedroom,

bookcase, chair, chest of drawers, cooker, cupboard, curtains,

desk, dining room, fridge, hall, kitchen, lamp, living room,

mirror, shelf, shower, sink, sofa, stairs, study, table, toilet,

wardrobe

Warm-up

• Ask students to look at the picture of the house and see if

they can name any of the rooms or the furniture

Exercise 1 $ 11

• Students read the names of the rooms and parts of the

house in the box and match them with the picture

• Students listen again and repeat chorally, then

individually

a bedroom b bathroom c dining room

d kitchen e stairs f hall g living room h study

• Read through the list of words with the class and check

that students understand them all

• Students work in pairs to find the things in the pictures

You could do this as a race, and see who can find them all

first

• Ask two students to read out the example question and

answer Students then ask and answer the questions in

pairs

• To make this more fun, you could tell students to take

it in turns to ask three questions When they are asking

questions, they can look at their book, but when they are

answering, they must close their book and answer from

memory See who gets all three questions right

ANSWERS

Where’s the calculator? It’s in the hall

Where’s the mobile phone? It’s in the living room

Where’s the clock? It’s in the bedroom

Where’s the photo? It’s in the kitchen

Where’s the football? It’s in the bathroom

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Unit 2 31

Exercise 2

• Students write the time expressions in the correct order, from a long time ago to the most recent

ANSWERS

1 three months ago 2 last week 3 two days ago

4 yesterday morning 5 yesterday evening 6 last night

be: past simple (interrogative and short answers)

to find an example of a past simple question

Rules page 73

Exercise 3

• Students write the questions and answers

ANSWERS

1 Was Abel at home yesterday? No, he wasn’t

2 Was Jessica in Brazil last summer? Yes, she was

3 Were Jack and Ryan at football on Sunday? Yes, they were

4 Was Johnny Depp in the film Quantum of Solace?

• Students read the answers and complete the questions

ANSWERS

1 were you 2 were you in Spain 3 was the film

4 were you in June

• In pairs, students take turns to ask and complete questions about each other’s whereabouts at different times, using the example dialogue as a guide

ANSWERS

• Students draw a simple diagram of their own house for

their partner to label the rooms and the furniture

Consolidation

• Remind students to make a note of the vocabulary

from this lesson in their vocabulary books Encourage

them to record vocabulary in a way which is helpful for

them, e.g using illustrations, translations

To present and practise be: past simple affirmative, negative,

interrogative, and short forms; past time expressions;

information questions with was / were

Warm-up

• On the board, write Kate … at a concert last night and elicit

the missing word was

• Ask students to make sentences about where they were

last night using was

Grammar box

• Go through the grammar box with the class

• Draw students’ attention to the singular and plural forms,

and the fact that the negative forms was not / were not are

contracted (wasn’t / weren’t)

• Explain that was / were are used to talk about the past

to find examples of the past simple

Rules page 73

Exercise 1

• Students complete the sentences Remind them to look

back at the grammar box if necessary

• Go through the grammar box with the class, drawing

students’ attention to the different ways of saying

when something happened in the past, and practise

pronunciation

• Explain that past time expressions can go at the start or

end of a sentence without a change in meaning

to find an example of a past time expression

Rules page 73

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Robert’s room is picture 2

Vera What was your room like when you were twelve?

Robert It was OK

Vera What colour were the walls?

Robert They were white

Vera Were there any posters on the walls?

Robert Yes, there were There were posters of Chelsea football club and Green Day

Vera Was there a wardrobe?

Robert Yes, there was, but it wasn’t very big!

Vera What was your favourite thing in your bedroom?

Robert My CD player!

• In pairs, students ask and answer about their own rooms

• Remind them to look back at the Learn it, use it! box in exercise 1 if necessary

• Monitor and check students are asking and answering correctly, and make a note of any repeated errors to check

at the end of the lesson

Consolidation

• Encourage students to make a note of the grammar

and the rules in their grammar books Remind them to

write example sentences or translations to help them

• Alternatively, bring in some pictures of bedrooms from

magazines and give them to small groups of students

to describe

Exercise 1 $ 13

• Students read through the dialogue individually Check

any new vocabulary

• Play the CD Students read and listen, and choose the

correct words

ANSWERS

1 yellow 2 Daniel Radcliffe 3 small 4 Simpsons

• Play the CD again Students listen again and repeat

chorally, then individually

Learn it, use it!

• Draw students’ attention to the Learn it, use it! box and go

through the phrases as a class

• Ask one or two pairs to ask and answer the questions from

the box

• Stronger students can use the information in the box, but

substitute the words in brackets with their own words

Exercise 2 Pronunciation $ 14

• Focus on the phonetic symbol Read the first question and

answer for students to hear the /ð/ sound

• Play the CD Students listen

individually

Exercise 3 $ 15

• Ask students to look at the two pictures and to identify

one or two differences between them, e.g The curtains are

red in picture 1 but blue in picture 2

• Play the CD Students listen and choose the correct room

Trang 34

of there was or there were.

ANSWERS

1 There was a rucksack under the bed

2 There weren’t any trainers on the bed

3 Was there a computer in the bedroom?

4 There were shoes next to the desk

• Give students a minute to look at the picture in exercise

2, then ask them to close their books Students write sentences about the picture Set a time limit

• Ask students to stop writing, and ask them in turn to read out their sentences Correct any mistakes, and award a point for each correct sentence See who has the most points at the end

There was a cooker, a fridge, and a sink S2: You were in the kitchen

Extra activity 2: Kim’s game

• Play with some classroom objects on a tray As each item is removed students must say There was a … or There were some … to identify the missing object(s)

• Using one or two classroom objects, e.g pen, pencil,

rubber, etc., put them on / under / behind a desk / a book,

etc., and elicit one or two prepositions of place

• Go through the pictures with the class, modelling the

pronunciation of each preposition, and making sure

students understand each one

Rules page 73

• Ask students to put objects in different places and to make

sentences about them, e.g The book is under the desk

Exercise 1 $ 16

• In pairs, students look at the picture, read the sentences,

and choose the correct preposition

• Play the CD Students listen and check

The ball was near the dog

1 The cat was on the chair

2 The lamp was behind the chair

3 The sink was between the cooker and the fridge

4 The cupboard was opposite the window

5 The dog was in front of the fridge

6 The sink was next to the fridge

7 The mouse was in the cupboard

8 The shoes were under the chair

Extra activity

• Call out one of the objects from the picture in exercise

1 Ask students to say the preposition of place and the

place for that object, e.g T: cat SS: on the chair, etc

There was / There were

Aim

To present and practise There was / There were

Warm-up

• Books closed, review the meaning of there is / there are

with the class Elicit the negative forms there isn’t / there

aren’t and write all four forms on the board

• Ask the class what they think the past simple forms are

(there was, there were, there wasn’t, there weren’t) Elicit each

one and rub out the present simple forms as you do so,

replacing each one with its past simple form

Grammar box

• Go through the grammar box with the class, drawing

students’ attention to the singular and plural forms

• Explain that some or a number can be used after there

were and before a plural noun Explain that any can be

used after there weren’t and before a plural noun

• On the board, write similar affirmative and negative

sentences, questions, and short answers

Trang 35

• Return to students’ initial statements about the two cities from the warm-up activity and tick those which were correct

• In groups, students each decide which place they would most like to visit and give reasons why Ask one person from each group to feed back to the class with the most popular place in their groups and the reasons

to support it Find out which of the two places is the more popular

Listening Aim

To listen to and understand a conversation about a holiday

Warm-up

• Ask students to look at the photo and ask if they know the city (Cuzco) and where it is (south-east Peru) Ask if any students have been there

• If you haven’t already done so, explain the link between Cuzco and Machu Picchu (they were both inhabited by the Incas)

Girl Hi, Stevie Was your holiday good?

Boy Fantastic, thanks I was in Peru

Girl Peru! Were you with your family?

Boy I was with my sister Amy’s a student in Lima, the capital She is studying the Incas

Girl Were you in Lima all the time?

Boy No, only for two days After that, we were in Cuzco and Machu Picchu It was a four-day programme with three days in Cuzco and one day in Machu Picchu

Girl Was Cuzco good?

Boy Yes It was the capital city of the Incas There are a lot of old buildings there, but there are also some good shops and restaurants It’s a great place

Girl Is Cuzco by the sea?

Boy No, it’s in the mountains It’s 3,350 metres high Lima is only about 150 metres so we were very tired on the first day in Cuzco

Girl Is Machu Picchu far from Cuzco?

Boy It’s about 112 kilometres You can walk, or go by car, or take the train The train journey was four hours Then there was 25 minutes in a bus Machu Picchu is 2,350 metres up

so it was a bit scary

Girl Was it cold in the mountains?

Boy No, it wasn’t It was very warm We were lucky because there was no rain What about you?

Girl Me? Oh, I was …

Skills pages 24−25

Reading

Aim

To read and understand a brochure about popular

attractions in South America

• Machu Picchu was built in south-east Peru It was

occupied by the Incas, whose civilization dates back

to the 13th century AD Beginning as a tribe in Cuzco

in south-east Peru, the Incas expanded widely to form

the Inca Empire in 1438 The empire occupied a large

area of western South America and became the largest

pre-Colombian empire in America The empire ended

in 1532, when it was conquered by the Spanish

• Machu Picchu was declared a UNESCO World Heritage

Site in 1983

• Jesuit priests founded the San Ignacio Guazú mission

in the early 17th century in Brazil, but attacks by

Portuguese Bandeirantes forced the mission to move

and in the late 1690s, the San Ignacio Miní mission

was built in Argentina using the local red sandstone

The mission flourished until Charles III of Spain ordered

the expulsion of the Jesuits from all Spanish lands in

1797 and San Ignacio Miní was abandoned a year later

In 1984 the ruins of San Ignacio Miní were declared a

World Heritage Site by UNESCO

Warm-up

• Tell students to look at the photos and ask Do you know

these places and where they are? (Machu Picchu in Peru

and San Ignacio Miní in Argentina) Do you know anything

about them? Write any information or guesses from

students on the board and keep them there until the end

of the reading activity

Exercise 1

• Before students read the text in detail, ask them to read it

quickly and find out which place was bigger (San Ignacio

Miní)

• Students read the text again and decide if the sentences are

true or false Remind them to correct the false sentences

• Encourage stronger students to give you evidence from

the text for the true answers

ANSWERS

1 True

2 False There were about 200 buildings in the city

3 False There were about 750 people in the city

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Unit 2 35

• Stronger students can complete the paragraph from memory and then use the information in exercise 3

to check

• Monitor and check that students are using the information correctly, and make a note of any repeated errors to check at the end of the lesson

• Ask one or two students to read out their paragraphs to the rest of the class

• Then students write a different paragraph about an old place they know If it helps, you could ask the students

to choose from the UNESCO World Heritage sites in one country to narrow the choice a little

• Remind them to make notes based on the questions in exercise 3 and to do a first draft Students can swap drafts with a partner, who corrects the mistakes

• They can then write a final version for homework They can add photos or illustrations if they want

• Display the paragraphs in the class

Speaking

Aim

To ask and answer questions about Pompeii

• Pompeii was destroyed and buried during a volcanic

eruption which lasted two days It lay abandoned

under nearly three metres of ash and pumice until it

was accidentally rediscovered in 1592 Now a UNESCO

World Heritage site, it reveals a detailed picture of life

during the Roman era and receives about 2,500,000

visitors each year

• The Acropolis in Athens is a group of buildings mostly

used for religious purposes The Parthenon is the

most famous of these buildings and is dedicated to

Athena, the Greek goddess of wisdom The sculptures

at the Parthenon are believed to be some of the finest

examples of ancient Greek art

Warm-up

• Books closed Write Pompeii and the Parthenon on the

board and ask students Which countries are these places in?

(Pompeii is in Italy and the Parthenon is in Greece.)

• In pairs, students take a few minutes to look at the factfile

about Pompeii They then take turns to ask and answer

about the town using the question prompts

• Monitor and check that students are taking turns to ask

and answer, and that they are using the past simple be

questions correctly Make a note of any repeated errors to

check at the end of the lesson

• Ask one or two pairs to report back to the class on what

they found out about Pompeii

ANSWERS

Where was the town of Pompeii? Under a volcano

What was the name of the volcano? Vesuvius

What important city was near Pompeii? Naples

Who were the people there? The Romans

Was it a big city? There were about 10,000 people in

• Books closed Ask students one or two questions about

Pompeii to see what they can remember, e.g Who was in

Pompeii? (The Romans) What was the name of the volcano?

(Vesuvius) Was the eruption in the morning? (No, it was in

the afternoon.)

Exercise 4

• Students complete the paragraph with information about

Pompeii Remind them to look back at the factfile in

exercise 3 if necessary

Trang 37

Present simple / Present continuous

Possessive pronouns

be: past simple (affirmative and negative, interrogative

and short answers)

Past time expressions

Information questions with was / were

Prepositions of place

There was / There were

Vocabulary

Physical descriptions: beard, black, blond(e), blue, brown,

curly, eyes, freckles, glasses, hair, heavy, long, moustache,

red, short, shoulder-length, slim, spiky, straight, tall, wavy

House and furniture: armchair, bath, bathroom, bed,

bedroom, bookcase, chair, chest of drawers, cooker,

cupboard, curtains, desk, dining room, fridge, hall, kitchen,

lamp, living room, mirror, shelf, shower, sink, sofa, stairs,

study, table, toilet, wardrobe

Review A page 26

Vocabulary

Exercise 1

ANSWERS

body: heavy, slim, tall

eyes: blue, brown, green

face: beard, freckles, glasses, moustache

hair: black, blond(e), brown, curly, long, red,

shoulder-length, spiky, wavy

1 come 2 stay 3 ’m sitting 4 ’m watching

5 is playing 6 are you doing

• Bob Marley (1945–1981) was a Jamaican

singer-songwriter famous for his reggae music Three Little Birds

is a song from his 1977 album Exodus which was named

Album of the Century by Time Magazine in December

1999 The song was released as a single in 1980

Exercise 4

ANSWERS

1 was 2 Was 3 wasn’t 4 was

5 were 6 were 7 Were 8 weren’t

9 were 10 were 11 was 12 was 13 was

• Thank You for the Music by ABBA (present continuous)

• Yesterday by the Beatles (past simple and past time expressions)

• A Year Ago Today by Delta Goodrem (past simple and past time expressions

• Umbrella by Rihanna (prepositions of place)

• Yours and Mine by Kyle Park (possessive pronouns)

Review

A

Trang 38

Different types of homes around the world

Culture club A page 27

Warm-up

• With books closed, review countries by putting students

into pairs and giving them two minutes to write down as

many countries as they can

• After two minutes, bring students’ ideas together on the

board See who got the most correct answers

• Point to the countries on the board and elicit the

nationalities

Exercise 1

• Point to the photos and teach the words flat and boat

• Students read the article and match the writers with their

homes

ANSWERS

2 Sarah 3 Futoshi 4 Miguel

Exercise 2

• Students read the article again and answer the questions

• Check the answers with the class Check students

understand floor, outside, porch, and view Ask What’s the

plural form of porch? Why? (porches, because the word

porch ends in -ch)

ANSWERS

2 It’s on the 34th floor

3 It’s on the River Thames in London

4 There are five rooms

5 It’s near Kyoto in Japan

6 There’s a desk and a futon, but there isn’t a bed

7 It’s a ranch

8 It’s nearly 200 years old

• Students write a paragraph about their home

• Students can swap paragraphs with a partner who

corrects any mistakes

• They then produce the final draft and add photos or

illustrations if they want

• You can display the paragraphs around the class

Consolidation

Remind students to make a note of any new words

or phrases from the lesson in their vocabulary books

Encourage them to add translations if it will help them

Further practiceWorkbook pages 68−77

Culture club

A

Trang 39

You failed another test!

3

Grammar

Past simple: regular verbs (affirmative, spelling variations)

Pronunciation: regular verb endings with the sounds /d/,

Reading: A biography of Christopher Columbus

Listening: A biography of Henry VIII

Speaking: A presentation of the life of William

Shakespeare or Marie Curie

Writing: A description of the life of William Shakespeare

Dev and Tom are discussing why Tom isn’t studying hard

enough at school Tom says he doesn’t have to study to be

a basketball player Coach Carson calls Tom to his office and

tells him he must do well in the maths test on Wednesday or

he won’t play basketball for the school team again

Warm-up

• Ask students what they can remember from the last part

of the photo story

• Ask students to look at the photo and ask Who can you

see? (Dev, Tom, and Coach Carson) Where are they? (In the

school sports hall.) What are they doing? (Dev and Tom are

talking.)

• Students read through the answer choices before

Exercise 2 Comprehension

• Students read the dialogue again and complete the sentences with the initials

Language focus page 29

Aim

• Students read the dialogues, and find and correct the mistakes

• Students can compare answer in pairs Do not check answers at this point

Exercise 4 $ 19

1 Dev I don’t believe it, Tom! You failed another maths test Why aren’t you studying?

Tom I don’t want to be a doctor or a lawyer I want to be a basketball player

Dev But Tom, we can’t win without you

2 Tom Look at Michael Jordan He wasn’t great at school, but he played for the Chicago Bulls and he won eight NBA championships

Dev Are you serious? Do you think you’re Michael Jordan?

3 CC I spoke to your mum yesterday

Tom Really? That’s great So, can I play again?

CC No, you can’t You did badly in your test again

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Unit 3 39

• Students use the information on the cards and write

about the sports personalities You could point out that

Tom was exaggerating when he said that Michael Jordan

won eight NBA championships The correct number is six

• Alternatively, students can choose the sports personality

they like most and only write about that person

ANSWERS

• In pairs, students choose one of the personalities from

exercise 5 and describe them to a partner

• Ask some pairs to tell the rest of the class about the

To present and practise vocabulary for jobs: accountant,

doctor, electrician, engineer, factory worker, hairdresser,

journalist, lawyer, office worker, postman, shop assistant,

teacher

Warm-up

• Ask students one or two questions about jobs, e.g What’s

my job? What’s your mum’s job? What’s your dad’s job?

Exercise 1 $ 20

• Students match the pictures with the words in the box

individually

1 journalist 7 shop assistant

2 postman 8 engineer

3 teacher 9 hairdresser

4 doctor 10 lawyer

5 accountant 11 factory worker

6 electrician 12 office worker

Extra activity

• In small groups or as a whole class, students choose a

job and mime it The others guess which job it is

Exercise 2

• Go through the Look! box with the class

• Give an example for each ending, e.g teacher, pianist,

beautician, businessman, accountant, actor

• Students complete the endings with examples from

exercise 1

• Students can compare answer in pairs

ANSWERS

-ist journalist -ian electrician -man postman

-ant accountant / shop assistant -or doctor

Extra activity

• In small groups or as a whole class, students see how many more jobs they can think of for each ending They can use dictionaries for the task You can write the jobs

on the board under each ending

Exercise 3

• Students write the names of the jobs

• Remind them to look back at the jobs in exercise 1 if necessary

ANSWERS

1 postman 2 journalist 3 hairdresser

4 shop assistant 5 factory worker

Extra activity

• Students write definitions for the remaining jobs in exercise 1 Encourage them to use dictionaries if they need help with vocabulary

• They swap definitions with a partner and guess the jobs

• Alternatively, ask volunteers to read out their definition

to the class and the class guesses which job it is

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