Sign up to english 1 gu+ a docente

You may double check answers by asking different students to read the dialogues aloud.. Check by asking different volunteers to read their answers aloud.. You may check students’ answers

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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

2 5 8 16 24 32 40 48 56 64 72

8 1 83 84 87

1

Contents

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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 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

theme-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-ROM

Each 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.

• 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 CD

The 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 box

This 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 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

double-Useful Tip Boxes

Some 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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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 Activities

They 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 Plan

The 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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Greetings and introductions: Saying hello and goodbye

objects.

This / these; that / those

A / an + noun The + 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 1

Tomás: Hi! I’m Tomás What’s your name?

Jeremy: Hi! I’m Jeremy.

Tomás: I’m 13.

Mr 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 5 Bill: 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

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; three; 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-T Wendy: 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

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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

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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Asking for and giving personal information.

Asking and saying where one is from.

Question words: what, where and how old Preposition: from Possessive adjectives: my

& your

Pronunciation of different countries and nationalities.

Pronunciation of some words.

wh-L2

Countries and nationalities.

Famous person / people

I think he is / I don’t know.

Verb to be (affirmative) Subject pronouns Where from (revision)

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

Asking questions about some famous people

Asking and saying when someone’s birthday is.

Asking and saying someone’s email address and phone number.

Gadgets

Verb to be (interrogative and negative)

Short answers Subject pronouns: it & they

Pronunciation of some colours and gadgets

Asking about favourite colours and gadgets

Asking what colour something is.

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

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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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

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

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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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

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.

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

on CB page 114 You may assign these exercises as homework

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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

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

mikejk@britmail.co.uk 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

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 31 st thirty-first; 3 9 th ninth; 4 22 nd

twenty-second; 5 13 th thirteenth; 6 30 th 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: 2 nd ; Number 2: 3 rd ; Number 3:

13; Number 4: 30 th ; Number 5: 5 th ; 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’

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?

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 3 rd /

3 May; 5 2B; 6 17 Devon Road, Dublin; 7 D20; 8 898878267; 9 p.oconnor@dublin.net; 10 hockey;

11 Bertini; 12 13 years old; 13 Italian; 14 17 th / 17

October; 15 32; 16 37121; 17 5656-4444; 18 orange

Audio script 12

Speaker: Teenager 1, Peter

Hi! 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 p.oconnor@dublin.net My favourite sport is hockey.

Speaker: Teenager 2, Paola

Hi! 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 paolab@italmail.com 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

WB p 115 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities

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1 (In any order) September; July; December; January;

August; June; April; May

2 Students’ own answers

3 2 June (It’s on 20 th June); 3 July (It’s on 9 th July); 4

December (It’s on 25 th December)

4 1 15 th fifteenth; 2 31 st thirty-first; 3 3 rd third; 4

20 th twentieth; 5 4 th 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 21 st / 21 September 2 (It’s) andyn@daynet.

au 3 (They’re)Fridays and Saturdays.

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 1 Interviewer: 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 Chinese Interviewer: 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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Boy: My mobile phone.

Interviewer: Thank you for your time, Ben.

Boy: You’re welcome.

Interviewer: 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

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 9 th 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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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

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 - What are your friends like?

TASKS

Discussing different people’s physical characteristics and personality.

description and personality) Verb to be (revision)

Pronunciation of some adjectives used to describe people.

description and personality)

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

Pronunciation of possessive adjectives.

Talking about some famous and popular characters.

What is (he) like? vs What does (he) look like?

Verb to be (revision)

Pronunciation of some sports.

Describing some famous and favourite characters.

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

WI

Adjectives

Words related to films:

fairytale, film, movie

Recycling of some L1-L4 grammar topics and lexis.

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.

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

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

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

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 15Speaker: Speaker 1

Girl 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 2

Boy: 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 3

Girl 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.

volunteers to read their answers aloud

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

notebooks, a short paragraph about their favourite cartoon character Explain that they can use the models

in activity 4 if they need some help

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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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

WB p 118 Now that you have finished teaching this

on CB page 118 You may assign these exercises as

homework

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

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.

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)

homework

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

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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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

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, John

John: 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, Vicky

Vicky: 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

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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

Review (CB pp 28 and 29)

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 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

World Issues 2 - WHAT’S BEAUTY?

(CB p 30)

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

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 - People and places

TASKS

Talking about large and multiracial families.

Pronunciation of some words used to name family members.

Have got (interrogative,

negative and short answers)

‘s = possessive form; ‘s = is;

‘s = has

Pronunciation of some words used to name parts

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,

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

Integrating acquired knowledge with

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

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

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

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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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

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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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

lesson, it is advisable to turn to the workbook activities on

CB page 122 You may assign these exercises 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

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:

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

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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.

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 one bus stops in my neighbourhood 3 How many parks are there; There are thirty-five parks in Green Valley 4

fifty-How many students are there; There are ninety-eight students in Sue’s language School.

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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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

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?

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

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

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

homework

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

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

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 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 ING TOGETHER

WORK-(CB p 42)

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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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

Trang 33

Talking about school schedules Expressing likes and dislikes

Connecting ideas using and or but.

Pronunciation of male and female titles.

L2

Days of the week

Parts of the day: morning,

noon, afternoon, evening

and night

Prepositions of time: in,

on, at Object pronouns Intensifiers: very much, a lot, at all

Pronunciation of the days

of the week.

Pronunciation of object pronouns.

Talking about weekly school routine.

L3

Greetings: Good moning!,

Good evening!, etc.

I (don’t) want to

Telling the time.

Asking for the time.

Talking about what one wants and doesn’t want to do.

Integrating acquired knowledge with

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

Extras: Suggested optional games and activities for consolidation Project Work 2.

Unit 4

Unit 4 - Schools around the world

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

Trang 34

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!

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

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

Trang 35

homework

Answer key:

1 (2.-6.) Math; English; Science; Geography; Art; 7

Physical Education; 8 French; 9 Spanish; 10 Home

Economics

E

V

IE

GEOGRAPHY

LUJGBJIER

IADHISGLO

SCIENCECT

HTAMDGJBS

ATRAEICMI

GUTROPBOH

SGSIYTHRT

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

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

Trang 36

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

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

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

Trang 37

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:

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

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

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

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

* 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

WB p 127 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on

CB page 127 You may assign these exercises as homework

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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

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

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

and practice

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!

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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

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

homework

Answer key:

1 1 on; 2 in; 3 at; 4 in

2 2 has; 3 her; 4 on; 5 it; 6 in

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.

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 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

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

Favourite subject(s): English

She helps her mother, plays video games and watches TV.

Country: India

Subjects: Hindi, English, Science; Geography,

History, Maths, Art

Favourite subject(s):

Least

favourite subject:

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

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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