Sign up to english 2 gu+ a docente

Check students’ answers by asking some volunteers to write their sentences on the board.. You may check students’ answers by asking different students to write their sentences on the bo

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Starter unit - A new start

Unit 1 - Living online

Unit 2 - Eating well, living well

Unit 3 - Different strokes for different folks

Unit 4 - Explore the world

Unit 5 - Risky Sports

Unit 6 - Lifestyles and trends

Unit 7 - The best and only one

Unit 8 - The future in our hands

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

2

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

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

Students are given various opportunities throughout the

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 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

built-in Workbook, a Grammar Reference section and a Student’s

Interactive CD-ROM) and a Teacher’s Book (with an Audio

CD) A stand-alone component is the Teacher’s Resource

CD-ROM which features photocopiable activities for extension

and consolidation, and extra photocopiable tests

Course Book

The Course Book contains:

• A Scope & Sequence section

• A Starter Unit

• 8 Units of four lessons each

• 8 Review sections (one per unit)

• 8 World Issues sections (one per unit)

• A Workbook section

• A Grammar Reference section

• A List of Irregular Verbs (for levels 2 and 3)

• A Student’s Interactive CD-ROM

The Scope & Sequence section consists of two pages with

detailed information on syllabus distribution, including functions, grammar, lexis and recycling for every unit

The Starter Unit is a two-lesson introductory unit with

varied activities that allow for the recycling or effective teaching of the minimum language requirements needed

to start the course For teachers, the Starter Unit is also

a useful tool for conducting an initial diagnosis of new students’ background knowledge of English

The following eight Units contain four lessons each, and are followed by a Review lesson and a World

Issues section Each lesson consists of a double-spread

section; consequently, each unit contains 12 pages

(except for the Starter Unit which has two

double-spread sections covering 4 pages) The lessons are theme-based and contain a wide array of reading text types to contextualise and present the target language The four macro skills (reading, listening, speaking and writing) are well balanced and addressed in all the lessons of the units

The Review section appears after lesson 4 in all the

Units in the Course Book and it is a very useful tool for

students to revise the contents they have learned

World Issues is a section that accompanies the Course

Book with exciting articles and activities spread over

16 colourful pages There is a double-spread World

Issues section per unit World Issues texts focus on the

development of reading skills and enhance students´ability to express points of view and discuss topics of

interest The World Issues section contains a link to a

Project Work activity every two units (See Student’s

Interactive CD-ROM.)

The Workbook section appears at the end of the Course

Book and consists of 32 pages (4 pages per unit) The

Workbook provides a series of activities for practice and

consolidation of the structures and vocabulary learned in

by students at home

The Grammar Reference is a user-friendly section with

grammar boxes and exercises for extra grammar practice

will find Sign Up to Grammar boxes that direct them to the Grammar Reference section for further examples

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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

of Irregular Verbs (for levels 2 and 3).

Student’s Interactive CD-ROM

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

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

Book on pages 84, 85 and 86.

• Answer Key to the Course Book and Workbook

• 3 photocopiable Tests with Answer Key

The Teacher’s Book is the gateway for a sound and

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

suggestions of interdisciplinary projects and extra

activities can also be found

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

Audio CD

The Teacher’s Book in the Sign Up to English series is

input required for class work A system of icons and track

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 Listening activity Writing activity

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*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

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

Annual Plan

The chart on this page shows a suggested distribution

terms The items mentioned in this Annual Plan chart

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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Writing a blog entry.

Talking about what people can or can’t do.

Writing about people’s routine.

Can / can’t

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

L2

Places in a town: a

hospital, a library, bus

stops, a gym, a bank, a

shopping centre, etc.

Revision of:

There is / there are

Prepositions of place Simple Present vs

Present Continuous

Pronunciation of demonstrative pronouns and some classroom objects

Talking about people’s routine.

Talking about what people are doing at this moment / now.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p 4)

boxes on page 4 Ask them to repeat the words after

you and explain the meaning of the ones they do not

remember Ask them to write three words from the list

in each word group Remind them to add one more word

to each category Give students some minutes to do the

activity Check the activity by asking some volunteers to

write their answers on the classroom board

Answer key: Family Members: students’ own answer;

School Facilities: schoolyard, computer lab, cafeteria,

students’ own answer; Parts of the Body: hand, mouth,

nose, students’ own answer; Other Adjectives: weird,

interesting, funny, students’ own answer; School

Subjects: PE, Science, History, students’ own answer;

Sports: swimming, skateboarding, football, students’

own answer; Places in a Town: cybercafé, cinema,

hospital, students’ own answer; Hair colour: blonde,

grey, red, students’ own answer; Days of the Week:

Friday, Tuesday, Sunday, students’ own answer

the rubrics and the example Ask a volunteer to make up

another sentence as an example Write this sentence on

the board Give students some minutes to do the exercise

five sentences in their notebooks You may choose to have students do this activity in class or you may assign

it as homework Check students’ answers by asking some volunteers to write their sentences on the board

Answer key: Students’ own answers

in, at or on Check this activity by eliciting the answers

from different students and write them on the board

Answer key: 2 at; 3 at; 4 in; 5 on; 6 in; 7 at; 8 on

studying English and, for homework, he was asked to write his profile on his blog Explain that he has made a few mistakes Make sure students understand that they have to read Pablo’s blog and correct the underlined mistakes Give students a few minutes to do this task

Do not check students’ answers yet

Starter unit - A new start

NOTE: Explain to students that American and British English are different varieties of the English language and, therefore, there are some differences in grammar,

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Explain that in the UK (United Kingdom) people use have

got and in the USA (United States of America) people use

have For example, in the UK people say: I have got two

brothers / Have you got any brothers? / I haven’t got any

brothers In contrast, in the US people say: I have two

brothers / Do you have any brothers? / I don’t have any

brothers Ask students to tell you if the blog in activity 4

is written in American or British English (The answer is:

In American English However, things are changing and the

use of have is also very common in the UK at present).

5 2 Students listen to the audio CD and check their

answers You may play the audio CD again, this time

making pauses and asking students to repeat the answers

after the audio CD

Answer key: 2 from; 3 is; 4 live; 5.books; 6 doesn’t;

7 go; 8 our; 9 have

Audio script 2

Pablo: My name’s Pablo and I am 11 years old I’m from Buenos

Aires, Argentina I have two sisters: Ana is 15 and Patricia is 13

We live in a big house in a beautiful neighbourhood My sisters

share the same room, but I have one only for me In my room,

I always read books, use my computer and play the guitar

I collect rock and roll magazines and posters Ana collects

perfume bottles but Patricia doesn’t collect anything In our

free time, we go to the shopping centre with our friends or play

tennis at the club Oh, and we have a pet cat called Tania.

6 Explain to students that Pablo has got a friend called

Javier Refer students to Javier’s comment on Pablo’s

blog Focus on the example and give students a chance

to say what they are supposed to do Give them some

minutes to fill in the gaps with the words and phrases in

the box Check the activity by asking some students to

read aloud the answers

Answer key: 2 to the cinema; 3 video games;

4 Matchbox cars; 5 the guitar; 6 dinner; 7 emails

7 Ask a volunteer to read aloud the rubrics Take this

opportunity to revise the position of adverbs of frequency

by drawing students’ attention to sentences 1 and 3 and

elicit the grammar rule from the class (frequency adverbs

are used before verbs and exceptionally after the verb

to be) Give students some minutes to do the exercise

Check the activity by asking some volunteers to read

aloud their sentences

Answer key: 1 Pablo always reads his emails after

dinner 2 Javier usually writes on Pablo’s blog

3 Pablo is sometimes tired in the evening 4 Pablo’s

sisters can’t swim 5 Javier can play the guitar too.

OPTIONAL ACTIVITY:

Students work in pairs and play a guessing game Each student writes in his / her notebook three sentences about himself / herself but leaves a blank where the frequency adverb is supposed to be used They then swap notebooks with their partners and try to guess each other’s missing adverb

about the things they can or can’t do You may assign

this task as homework

meant to be a blog entry on Pablo’s blog Ask students

to write about their daily routine using adverbs of frequency You may ask different students to read aloud their blog entries to check this activity in class

1 Ask students to answer the questions about their

own neighbourhoods Check the activity by asking some volunteers to read aloud their answers

2 Make sure students understand that they are going to

create a virtual town They choose some places from the box and complete the map

3 Have students write five sentences that describe the

virtual town they created in activity 2 using prepositions

of place Refer students to the example given and ask them to use it as a model Monitor students’ work as you walk around the classroom

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4 3 Students listen to the audio CD and complete

the dialogue between Javier and Pablo You may play the

audio CD twice and make some pauses in between so

that students have more time to fill in the blanks Check

students’ answers by asking two volunteers to read aloud

the dialogue

Audio script 3

Javier: Pablo, do you like your neighbourhood?

Pablo: Yes, I do I think it’s beautiful and quiet There’s a square

near my house.

Javier: Is there a university?

Pablo: No, there isn’t But there is a school next to the bakery.

Javier: Are there any banks?

Pablo: Yes, there is one next to my school But there aren’t any

shopping centres.

Javier: Is there a café?

Pablo: Oh, yes! That’s my favourite place And there’s a

supermarket too.

Answer key: 1 square; 2 university; 3 school;

4 bakery; 5 banks; 6 school; 7 shopping centres;

8 café; 9 supermarket

friend telling her / him about their town You may assign

this task as homework

encourage them to discuss in class what these two

sentences refer to

Answer key: 1 ‘Jackie checks her emails every day’ refers

to ‘a habitual action’ (in the present) 2 ‘Jackie is checking

her emails now’ refers to ‘an action happening now’.

Ask them to read the text about Jackie’s routine and to

answer the questions below Check this activity by asking

some volunteers to read aloud their answers

Answer key: 1 She works at the London Regional

Hospital 2 No, she isn’t 3 She’s listening to music

4 Because it’s Sunday and she isn’t working.

about Jackie’s daily routine Encourage students to

include sequence markers (then, next, after that and

finally) You may check students’ answers by asking

different students to write their sentences on the board

Answer key: (Answers may vary) Possible answers:

…has a shower Next, she has breakfast After that, she takes the bus at 7:45 a.m and goes to the hospital She finishes work at 4 p.m and she goes back home Finally, she answers her emails and chats online with friends.

9 Explain to students that Jackie’s friends are on

holiday now Have students look at the chart and write sentences about what Jackie’s friends are / aren’t doing

Draw student’s attention to the example given and ask them to use it as a model

Answer key: 2 Janice isn’t doing her homework She’s

playing handball 3 Sean isn’t speaking on the phone

He’s visiting a museum 4 Peter isn’t travelling by bus

He’s travelling by plane.

and answer the questions given Encourage students to add a new question Monitor students’ work as you walk around the classroom

You may take this opportunity to revise question words:

What, Where, Who, etc You may ask some volunteers

to write on the board all the question words they remember Then, you may write a couple of sentences in the Simple Present on the board too and underline some words or phrases in these sentences Finally, ask some other students to write on the board the corresponding questions that refer to the words or phrases underlined

For example:

Teacher: He goes to work by bus.

Student: How does he go to work?

Teacher: He gets up at 7 a.m.

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Giving safety tips.

computer virus, etc.

Imperatives with always and never

Pronunciation of different Internet-related terms

L2

Sequence markers: First, then,

next, after that and finally

Web page-related terms:

home, contact us, glossary,

FAQs, links, etc.

Imperatives (revision) Pronunciation of some

sequence markers Giving instructions.

L3

Frequency adverbs: always,

usually, sometimes, often,

rarely / hardly ever, never

Simple Present (revision) Position of frequency adverbs

Pronunciation of frequency adverbs

Talking about daily routine.

Carrying out a survey.

L4 Means of transport: car, bus,

plane, taxi, train, ferry, etc.

Love / like, enjoy / hate + -ing

Would like (love) to + verb

Pronunciation of would

Pronunciation of verbs

ending in -ing

Booking holidays online.

Talking about what we would like

to do when travelling.

WI Frequency adverbs

Technology-related terms

Recycling of some L1-L4 grammar topics and lexis.

Integrating acquired knowledge with a real life issue: in this case, analysing our computer habits Extras: Suggested optional games and activities for consolidation.

Unit 1

Unit 1 - Living online

You may act as a moderator and write students’ answers

on the board as you elicit them Explain the meaning of

popular if necessary (popular: liked, enjoyed or supported

by many people)

and phrases in the box Give students some minutes to

do the task and then check this activity by asking some

volunteers to read aloud their answers Work on the

correct pronunciation and stress of the Internet-related

terms that are mentioned in this activity

Answer key: 1 emoticon; 2 email address;

3 password; 4 nickname or nick; 5 computer virus

USEFUL TIP:

Vocabulary: Direct students’ attention to the Useful Tip

box Discuss the vocabulary on punctuation marks Explain

to students that emoticons are used in email writing and when chatting online to express a particular emotion using punctuation marks and other keyboard symbols

You may write the main punctuation marks on the board and write their names Then, you might ask students to draw, in their notebooks, different emoticons they know using punctuation marks and other keyboard symbols Finally, ask some students to draw their emoticons on the

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board and ask the rest of the class to guess what they

mean and which keyboard symbols / punctuation marks

… ellipsis / trailing dots ellipsis

( ) round opening / closing brackets round opening / closing parenthesis

[ ] square opening / closing brackets square opening / closing parenthesis

/ slash / stroke

? question mark

! exclamation mark exclamation point

“ “ quotation or double speech marks / inverted

‘ ‘ quotation or single speech marks / inverted commas single quotation marks

´ apostrophe

* asterisk / star

NOTE: The underscore [ _ ] is a character that originally

appeared on the typewriter and was used to underline

words

At present, this character is sometimes used to create

a visual space between characters, for example in

computer file names, email addresses, and in URLs

The underscore is not the same character as the dash

A series of underscores ([ _ ]) can be used to

create a blank to be filled in on a form

Sticking the tongue out

3 4 Ask a volunteer to read out the rubrics Students

listen to a dialogue between Kim and her mum (Ms Gann) and fill in the blanks with only one word Play the audio

CD twice If students find this exercise difficult, you may pause the recording after each answer in order to give them more time to fill in the blanks Check this activity by asking some volunteers to read aloud their answers

Audio script 4

Ms Gann: Your dad and I have to go out now Be good!

Kim: Yes, Mum Can I play on my computer?

Ms Gann: Okay But you know the rules Don’t talk to strangers!

Always use a nickname! And never give your email address to strangers!

Kim: I never do that I’m not stupid, Mum! How many times do

I have to tell you that?

Ms Gann: And have your dinner first It’s in the microwave

And don’t forget to eat some fruit!

Kim: I know! I always eat fruit in the evening, Mum.

Ms Gann: And go to bed at 10 o’clock You have school in the

morning.

Kim: Ok, Mum!

Ms Gann: Brush your teeth before you go to bed.

Kim: Mum, I do that every day You don’t have to tell me that

over and over again! You can go now.

Ms Gann: Ok, then Take care! Goodbye!

Kim: Don’t be late!

Ms Gann: Very funny!

Answer key: 1 good; 2 nickname; 3 never; 4 forget;

5 go; 6 Brush; 7 tell; 8 Don’t

the top-right corner of the page Explain that this box summarises the main grammar topics taught in the lesson – in this case the use of imperatives - and that this box should be used as a reference for study Then, ask students to underline all the examples of imperative sentences in activity 3 Check answers by asking different students to read aloud their answers

GR1

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

Answer key: Be good!; Don’t talk to strangers!; Always

use a nickname!; don’t forget to eat some fruit!; go to bed at 10 o’clock.; Brush your teeth before you go to bed.; Don’t be late!

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minutes as many sentences as they can Tell them to use

the cues given You may turn this activity into a game:

the student who writes the most correct sentences in

three minutes is the winner Check this activity by asking

some volunteers to read aloud their sentences

6 Students use the verbs in the box to complete the

online safety tips Make sure students add two more tips

Check this activity by asking some volunteers to read

aloud their answers

Answer key: 3 Never use / Don´t use; 4 Never

download / Don’t download; 5 Always delete / Delete;

6 & 7 Some possible answers: Don’t upload family

pictures Always update your antivirus programme.

partners Students must check whether their partners

follow the online safety tips in activity 6 Draw students’

attention to the example given and encourage them to

use it as a model Monitor students’ work

WB CB 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 1 emoticon; 2 download; 3 nickname; 4 password;

5 virus; 6 delete; 7 send; 8 browser; The mystery

word is: computer

2 3 Always do; 4 Always listen; 5 Never be; 6 Never

forget; 7 Always ask

3 Students’ own answers

4 1 icon; 2 website; 3 antivirus; 4 computer addict;

5 online games

in class Encourage students to put up their hands when

they want to say something and to wait for their turn to

answer the questions

REFERENCE:

The availability of Apps (or Applications) today has increased the possibilities to play video games on some portable devices such as Smartphones and tablets Some

of the world’s most popular Apps include: 1) Angry Birds, 2) Fruit Ninja, 3) Doodle Jump, 4) Cut the Rope and 5) Basketball Shot Apps are available from different suppliers and some of them are free to download

games website and have them answer the questions Check this activity by asking some volunteers to read aloud the questions and their answers to them

Answer key: 1 Store; 2 What’s New?; 3 FAQs;

4 Poll: Which game?; 5 Apps for your mobile, iPhone, iPod

or iPad; 6 Try One of Our Games (download instructions);

7 Contact us; 8 Reviews; 9 Glossary; 10 Game search

3 Draw students’ attention to the Sign Up to Grammar

box on page 11 Explain to them that we use sequence markers to indicate the different steps to follow when giving a set of instructions Then, have students put the set of instructions in the correct order using numbers Check this activity by asking a couple of students to read aloud the answers Work on the pronunciation of the sequence markers that are used in this activity

Answer key: (from top to bottom) 5, 1, 3, 2, 4

4 Students match the columns to get some correct

sentences that are used when giving a set of instructions Check this activity by asking some volunteers to read aloud their answers

Answer key: (from top to bottom) 4, 5, 1, 6, 3, 2

the Pirates of the Caribbean PlayStation game Then, they fill in the blanks using the instructions in activity

4 and some sequence markers Do not check students’ answers yet

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6 5 Now students listen to the audio CD and

check their answers Discuss their choice of sequence

markers and let them know that answers may vary

(they may have written then or after that instead of next,

for example)

Answer key: 1 put in the DVD; 2 wait a minute;

3 Next; 4 press the start button; 5 select; 6 type

your name; 7 Finally; 8 start to play

Audio script 5

Speaker: First, put in the DVD and wait a minute for the game

to load Next, press the start button After that, select the

option ‘New Game’ and type your name Finally, select the

option ‘New Story’ Enter the prison fortress and start to play

You are Jack Sparrow.

instructions to play one of their favourite games

Encourage them to use the text in activity 5 as a model

You may assign this task as homework

tell their partners the different steps to follow when

doing one of the activities listed: sending a text

message, uploading a video on a website, zipping a

file, etc Students may feel free to suggest some other

activities as long as these are connected with computer

technology, Internet technology and the like Draw

students’ attention to the example given and encourage

them to use it as a model Monitor students’ work as you

walk around the classroom

lesson, it is advisable to turn to the workbook activities

on page 114 You may assign these exercises

2 (from top to bottom) 3, 1, 5, 2, 4

3 (possible answers) Then, type the email address of

the person you want to send the email to Next, write the Subject of the email After that, write the email message Finally, click on the Send button.

4 2 am; 3 starts; 4 get up; 5 First; 6 Then / After

that; 7 Then / After that; 8 have; 9 Finally; 10 don’t go; 11 do; 12 has

class Encourage students to put up their hands and wait for their turn to answer the questions

Cyber Games and check their predictions in activity 1

Ask students to ignore the gaps at this stage

REFERENCE:

The World Cyber Games (WCG) is a comprehensive Digital Culture Festival, where language and cultural barriers are stripped away, and international exchange and harmony are promoted through extensive events including tournaments, conferences and exhibitions organised simultaneously around the world The main idea behind the WCG is the development of the digital entertainment culture by promoting harmony of humankind through e-sports and its embodiment in the ‘Cyber Culture Festival’ Adapted from: http://www.wcg.com

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3 6 Ask students to listen to the audio CD and have

them fill in the gaps in the text in activity 2 Play the

audio twice Draw students’ attention to the fact that

they will be required to fill in the gaps by writing some

numbers to show quantity (for example, 70 or seventy)

Check this activity by asking some volunteers to write

their answers on the board

Answer key: 1 first; 2 Festival; 3 700 (seven

hundred); 4 70 (seventy); 5 celebrated; 6 Italy

Audio script 6

Speaker: The World Cyber Games (WCG) is the World’s first

‘Cyber Games Festival’ It’s an international e-sports event

About 700 computer game enthusiasts from about 70

countries participate in the games They are celebrated every

year in countries such as Korea, Singapore, Italy, the USA

and Germany

box on page 13 Then, ask students to read the online

interview with Lin Chown, who participated in the

2012 World Cyber Games, and tick the correct option

Check students’ answers by encouraging peer correction

(students compare their answers in pairs) and then you

read aloud the correct options for students to check

Answer key: 1 evening; 2 sometimes; 3 often;

4 sometimes; 5 never

5 7 Students unscramble the sentences and learn

more about Lin Chown, the computer game enthusiast

who participated in the 2012 World Cyber Games Then,

students listen to the audio CD and check their answers

Answer key: 1 Lin sometimes gets low marks at

school 2 He rarely has dinner with his family

3 He very often downloads new games from Whizz 3

4 He is never tired during the week or at the weekends

5 He doesn’t usually visit his friends after school

Audio script 7

Speaker: Lin Chown, who participated in the 2012 edition of the

World Cyber Games, is definitely a computer addict The very

first thing he does when he gets back home from school in

the afternoon is go to his room and turn on his computer

to play games, chat with his friends or answer emails

Then, he does his homework and after that he plays on his computer again during tea time Lin sometimes gets low marks at school but he isn’t a bad student at all He rarely has dinner with his family because he prefers to eat something in his room and watch movies online He very often downloads new games from Whizz3 during the night

He doesn’t sleep much, just six or seven hours a day, but he is never tired during the week or at the weekends Lin doesn’t have a very active social life He doesn’t usually visit his friends after school He prefers chatting with them on MSN

or sending them short messages via Facebook or some other popular social networks.

6 Direct students’ attention to the Sign Up to Grammar

box again Then, ask them to tick the correct option Ask some volunteers to read aloud their answers to check this activity On this occasion, you may also decide to work

on the correct pronunciation of the frequency adverbs that appear in the Sign Up to Grammar box

Reference section, where they will find further examples and practice

Answer key: 1 It’s our normal routine 2 He does it

every day 3 I don’t do it 4 I almost never do it

5 We do it some days 6 I do it almost every day.

cues given and then they write true answers about themselves, their families or friends You may check students’ work by asking some volunteers to write their questions and answers on the board

Answer key:

2 Q: How often do you practise sports?

A: Students’ own answers;

3 Q: How often does your mum (or dad) cook lunch?

A: Students’ own answers;

4 How often do you check your emails?

A: Students’ own answers

interviewing their partners Encourage students to use the cues given, to take down notes of their partners’ answers and to report their findings to the class afterwards

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WB CB p 115 Now that you have finished teaching this

Answer key:

1 2 I often go swimming at the weekend

3 My brother always does his homework after dinner

4 My parents rarely go out in the evening 5 I am

never late for school 6 Our teachers are usually very

tired when classes finish.

topic in this lesson: booking holidays online Have

students discuss these questions in class

USEFUL TIP:

Grammar: Draw students’ attention to the Useful Tip

box Ask a volunteer to read aloud the information in

this box Then, write on the board this verb structure:

love, like, enjoy and hate + verb + ing and ask students

to provide some examples using these verbs followed by

– ing Work on the pronunciation of verbs ending in – ing

Possible examples: I love going shopping I hate doing

homework I enjoy chatting with my friends online.

A uses the phrases in the box and asks Student B about

the activities he / she likes / loves / hates / enjoys

doing when on holiday Draw students’ attention to the

example given and encourage them to use it as a model

Make sure students swap roles Monitor students’ work

as you walk around the classroom

3 Students match the places in the box to the activities

Answers may vary as there are certain activities that may

be done in more than one place You may elicit students’

answers and write them on the board

Answer key: Students’ own answers Suggested

Dubai; 4 the Rocky Mountains, Canada; 5 Brazil, Dubai, the Caribbean, Hawaii; 6 the Caribbean, Hawaii, Brazil

Explain that a leaflet is a piece of paper that provides information on a product or advertises something In this case, an e-leaflet is an electronic leaflet (one that can be read on a website, for example)

Ask students to rank the e-leaflets according to their preferences (top 1, top 2 and top 3) Give students some minutes to read the e-leaflets and then ask some general comprehension questions to check understanding

Students must also say if they would like to visit any other holiday destinations and provide examples

5 Students read the e-leaflets again and find adjectives

to describe the nouns listed Check this activity by asking

a couple of students to read aloud their answers

Answer key: 2 first-class; 3 sensational; 4 beautiful;

5 well-trained; 6 local

Grammar box, where they will find the affirmative,

interrogative and negative forms of would like

Refer students back to activity 6 and ask them to use the cues given to write true sentences about themselves

and their families using would like / love Check this

activity by asking a couple of students to read aloud

their answers Work on the pronunciation of would,

I would like and I‘d like

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Vocabulary: Draw students’ attention to the Useful Tip

box Ask a volunteer to read aloud the information in

this box Make sure students understand that we use the

preposition by with all means of transport but not with

the expression to go on foot.

ask students to use it as a model Tell them that they are

going to play a guessing game Have students ask and

answer questions about what they think their partners

would / wouldn’t like to do when travelling Monitor

students’ work as you walk around the class Allow three

minutes for this activity The student who gets more

points in the allotted time is the winner

they would like to do on their next holiday Encourage

them to include the destination and means of transport

chosen You may assign this task as homework It would

be a good idea to help students plan their writing task

First, encourage them to brainstorm their ideas on a

separate sheet of paper Then, help them decide which

of their ideas they should use at the beginning of

their paragraphs (name of the destination and means

of transport chosen) Finally, encourage students to

conclude their writing task by including some ideas

about what they would like to do there and some reasons

too A skeleton paragraph (a paragraph with some blanks)

written on the board can also be a good visual aid

Answer key:

1 2 golden, scuba diving; 3 shopping malls;

4 shows; 5 beautiful

2 picture 1: 2 and 4; picture 2: 1; picture 3: 3 and 5

Review (CB pp 16 and 17)

In the Review section, students will revise all the

structures and some key words learnt in lessons 1 to 4 in this unit It is advisable to turn to this section once you have finished teaching lesson 4

Answer key:

2 files: 1, 2, 4; your parents: 5; a nickname: 2;

emails: 1, 4; your real name: 2; a programme: 1, 2,

3, 4 ; 2 use your real name; 3 use a nickname;

4 install a programme; 5 talk to your parents

3 (Answers may vary) Suggested answers: First, put

in the DVD Then, wait a minute for the DVD to load Next, select an option for subtitles and audio After that, press the Play button Finally, watch the DVD.

4 2 People rarely follow basic safety tips to surf

the Net 3 Helen is sometimes tired to check her emails at home 4 correct; 5 Sue always downloads

software from reliable sites.

5 1 Where would you like to go on your next holiday?

2 We’d like to go trekking in Patagonia next year

3 My grandparents would love to visit Vienna one

of these days 4 I wouldn’t like to go on a cruise

because I usually get seasick.

6 Limiting children’s time online.

7 1 T; 2 F; 3 T

World Issues 1 COMPUTERS: HELPING OR HURTING?

(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 dangers of becoming a computer addict

1 Students take the quiz and find out whether they are

computer addicts Ask them not to look at the answers which are upside down on the bottom-right corner of the page Students will read these answers after taking the

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quiz to find out about how much addicted to computers

they are Then, you may ask a few students to tell the

rest of the class about their findings

(CB p 19)

2 Students read the article about projects which aim to

provide children with computers and tick the best title

Answer key: A Laptop for Every Kid

3 Students match the columns to make true sentences,

according to the article

Answer key: (from top to bottom) 3, 4, 1, 2

classmates You may pair students up or moderate a

class discussion Encourage students to put up their

hands and wait for their time to talk, always respecting

their classmates’ opinions This section is very useful to

improve students’ speaking skills and the questions are

usually very interesting to teenagers Encourage the use

of the target language as much as possible by helping

students express themselves Offer help by writing on the

board useful vocabulary and expressions that students

find difficult to say in English

REFERENCE:

Digital inclusion is a term associated with social

inclusion in the 21st century that ensures individuals and

disadvantaged groups have access to, and skills to use,

Information and Communication Technologies (ICT)

Adapted from:

http://dgss.wsu.edu/di/overview/index.html

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Unit 2 - Eating well, living well

Talking about healthy food and different food groups.

L1

Some food items:

doughnuts, apples, meat,

fish, milk, carrots, cheese,

rice, soft drinks, etc.

Countable & uncountable nouns

Some & any

Pronunciation of different food items

L2

Junk food & healthy food

Eating places: a fast food

restaurant, a takeaway,

a pub, a pizza place, an ice

cream parlour

Quantifiers: a lot of / lots

of, much, many, (a) little, (a) few

Pronunciation of some words and expressions used as quantifiers.

Talking about people’s different eating habits

L3

Adjectives used to

describe unusual food:

weird, delicious, yummy,

disgusting, yucky, spicy, etc

Sizes: small, regular &

large.

I’d like

Can / Could I have ?

Pronunciation of I’d like.

Food items & drinks

A slice of, a piece of,

a spoonful of, a bowl of, etc.

Some used when offering

something: Would you like

Some food items:

beef, onion, pumpkin,

soup, spinach

Recycling of some L1-L4 grammar topics and lexis.

Integrating acquired knowledge with a real life issue: in this case, discussing healthy eating habits Extras: Suggested optional activities and games for consolidation Project Work 1.

You may draw two columns on the board and write:

Things I like eating and Things I don’t like eating Ask

different students to talk about their eating preferences

in connection with these two ideas: ‘I like eating…’ and

‘I don’t like eating…’ Then, ask the whole class which food

items they think would be part of a healthy and of an

unhealthy diet Write their answers on the board After

that, ask students to open their books Refer students to

the pictures in activity 2 and check if they have seen a

food pyramid before

pictures in the food pyramid Check students’ answers by reading aloud the words and asking students to say the corresponding numbers You may want to ask students

to repeat the words after you, one by one, to practise pronunciation

Answer key: apples: 13; doughnuts: 3; fish: 10; orange

juice: 14; bananas: 12; milk: 7; carrots: 11; cheese: 6; eggs: 8; cereal: 17; cookies: 2; soft drink: 4

Game: Divide the class into two groups Choose a letter of

the alphabet and have Group 1 say one item of food that starts with that letter Give them five seconds If they can’t

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say a food item, Group 2 has now a chance to do so After

five or six rounds, the winner is the group that manages to

say the most number of words Keep a record on the board

of how many words each group is able to come up with

them some minutes to read the article silently and do the

‘true or false’ exercise at the same time Help them with

vocabulary if necessary Check this activity by asking

different students to read aloud their answers

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

4 8 Students listen to an expert talking about the

food pyramid and answer the two questions: 1) What

food items does the expert mention that are not in the

chart in activity 2? and 2) What does the expert say about

a new symbol to replace the food pyramid? If necessary,

play the recording twice or even three times as students

take down notes that they will use later on to answer the

questions You may check this activity by asking some

volunteers to read aloud their answers

Answer key: 1 chips (explain that chips is usually

plural: ‘fish and chips’ and that in the US people call

them french fries), oils, sweets, chicken, nuts, ice

cream, yoghurt, potatoes, tomatoes, melons, strawberry

juice, pasta 2 My Plate is the new symbol It is a chart

similar to a plate and a glass with four sections or

groups – similar to the ones in the food pyramid.

Audio script 8

Speaker: We all know about the food pyramid and how important

it is in connection with healthy eating habits This chart helps

us understand very easily what we should eat every day

Perhaps the most popular food pyramid is the one designed

by the United States Department of Agriculture in 1992 In

this chart we can see a small yellow group at the top In this

group, we can find soft drinks, cookies, chips, doughnuts, oils

and sweets in general We must be careful not to eat too much

of these items The next group is purple and there we can find

fish, eggs, meat, chicken and nuts, for example The blue group

contains dairy products such as butter, milk, cheese, ice cream

and yoghurt We should consume two or three servings a day

of some of the items in these two groups Next on the chart,

there is the green group – basically vegetables such as carrots,

potatoes, tomatoes, fruit and fruit juice: apples, bananas, melons, orange juice, strawberry juice and the like It is a good idea to have between two and five servings a day of some of the items in this group Finally, there is the orange group which contains food items like cereal, bread, rice, beans and pasta

We should eat between six and eleven servings per day of some of these items So, as we said before, this is probably the most popular food pyramid

But what happens at present? Is there a new way to represent healthy eating habits, a new symbol to replace the food pyramid? The answer is yes In 2011, the United States Department of Agriculture designed a chart called My Plate

This chart is similar to a plate and a glass On the plate, there are four sections or groups – similar to the ones in the food pyramid: a green group (vegetables), a red group (fruit), an orange group (grains), a purple group (protein) and, of course,

a glass that represents dairy products So, My Plate gives us a new and more modern visual concept in healthy eating habits.

box Explain the words countable and uncountable

Explain that some words can be counted (they admit a number before them) but others cannot Ask students:

Can you count apples / cookies, etc.? (The answer is yes.) Can you count water / rice / cereal, etc.? (The answer

is no.) Draw students’ attention to the fact that some

words which are countable in their mother tongue might

be uncountable in English Give some examples: bread is

countable in Spanish but uncountable in English, etc

Students write the words in activity 2 on page 20 in the correct columns Draw two columns on the board with

two headings (Countable nouns and Uncountable nouns)

Check this activity by asking some volunteers to write their answers on the board in the corresponding column

Answer key: countable nouns: apples, doughnuts,

crisps (used mostly in the plural – potato chips in American English), bananas, carrots, eggs, beans (used

mostly in the plural), cookies, soft drink; uncountable

nouns: meat, fish, orange juice, milk, cheese, rice,

butter, cereal, bread

GR3

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

food pyramid and tell their partners about their eating habits Draw students’ attention to the example and ask them to use it as a model Make sure students swap roles

Monitor students’ work as you walk around the class

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Grammar: Draw students’ attention to Useful Tip box

and ask a volunteer to read aloud the information it

contains Explain that we use a / an before countable

singular nouns (a carrot, an orange, etc.) and that we

use some before plural nouns (some oranges, some

berries, etc.) and before uncountable nouns (some

bread, some money, etc.) in affirmative sentences (There

are some cookies in the tin There is some bread on the

table.) Finally, explain that we use any before plural

and uncountable nouns in interrogative and negative

sentences (Are there any bottles of coke in the fridge?

There aren’t any carrots in the basket There isn’t any

sugar in the pot.) In order to check understanding,

ask students to do activity 7

Give students some minutes to complete the sentences

Check answers by asking some volunteers to read aloud

the complete sentences

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

6 a, an / some

WB p 117 Now that you have finished teaching this

Answer key:

1 countable: carrots, eggs, cookies, soft drink;

uncountable: milk, bread, chocolate, butter,

cheese, rice, meat

2 1 more wine; 2 jam on my toast; 3 waffle; 4 crisps

in this packet; 5 vanilla ice cream for dessert?

3 2 any; 3 any; 4 an; 5 an; 6 some; 7 a; 8 some

class You may review a few food items from the previous

lesson, especially the ones you can find on a typical

restaurant menu

volunteer to read aloud the rubrics Give students some minutes to go over the different tasks Elicit students’ answers

3 9 Students listen to three teenage girls and tick

the menu they usually have at their school cafeteria Play the audio CD twice and check students’ answers

by the school or a packed lunch taken from home Some children are entitled to a free school dinner, but most children pay for theirs

Answer key: Kayla: a tick on the first column;

Brenda: a tick on the second column

Audio script 9

Speaker: Speaker 1, Jessica

Jessica: Honestly, I’m into healthy food My friends usually have

chicken nuggets and burgers with lots of potato chips, but

I don’t really eat fattening food You know, this junk food makes you fat I mean, it’s delicious and I do love it but

I try to choose healthy food like a salad or a ham and cheese sandwich when I buy something at the school cafeteria But there’s one little problem – I’m a chocoholic In fact,

I just love sweets and I usually eat lots of chocolate at school My mum complains a lot and says I should stop and

I know it’s not good for me But what can I do? I simply can’t stop eating chocolate all the time.

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However, I’m trying to cut down on it I’m eating less

chocolate now – one or two small bars a day only.

Speaker: Speaker 2, Kayla

Kayla: Well, to tell you the truth, I always take a lunch box

to school My mum makes some sandwiches for me in

the morning – usually cheese and tomato sandwiches or

something like that And I always buy a drink at school

I never have any sweet drinks like Coke or any of those soft

drinks people love I just have some fruit juice or mineral

water I don’t take much fruit to school in my lunch box so

I’m often hungry and I buy some yoghurt or a fruit salad for

dessert I definitely prefer healthy food.

Speaker: Speaker 3, Brenda

Brenda: Well, I’m hopelessly addicted to junk food I know it’s bad

for me but I can’t help eating it all the time I simply love it! I

always have lunch at the school cafeteria and I usually buy the

same things: a big chicken burger and fries I know I eat a lot

of fattening food and I don’t eat any vegetables The thing is, I

can’t stand vegetables I hate them But I do take some fruit to

school – an apple or a banana or something like that That’s at

least something healthy in my diet, don’t you think?

USEFUL TIP:

Vocabulary: Draw students’ attention to Useful Tip box

and ask a volunteer to read aloud the tip it contains

Explain that when we are hungry or thirsty, we can buy

something to eat or drink at a fast food restaurant, a

takeaway (restaurant), a café, a pub, a pizza place, an ice

cream parlour, etc

them to fill in the blanks with the name of an eating or

drinking place Tell students that they should use some of

the places mentioned in the Useful Tip box

Answer key: 1 fast food restaurant; 2 takeaway;

3 pizza places; 4 pubs; 5 café

REFERENCE:

In 1889, during a visit to Naples, Queen Margherita

of Italy was served a pizza resembling the colours of

the Italian flag, red (tomato), white (mozzarella) and

green (basil) This kind of pizza has been named after the

Queen as Pizza Margherita

about some good places in their neighbourhoods to have

something to eat or drink Refer students to the example

given and ask them to use it as a model Encourage

students to swap roles Monitor students’ work as you

walk around the classroom

box Discuss the use of quantifiers in class Write on the

board: I drink coffee Then insert suitable quantifiers (a

lot of, lots of, (a) little, etc.) and explain the differences in

meaning Follow the same procedure with other example

sentences using the words fruit and vegetables Prompt

students to say which quantifiers could be used Elicit from

students the differences between lots of, quite a lot of,

much / many and any Work on the pronunciation of all the

quantifiers that appear in the Sign Up to Grammar box

section, where they will find further examples and practice

Refer students to activity 6 and ask them to circle the correct answer based on what they have read in the Sign Up to Grammar box Check answers by asking some volunteers to read aloud the complete sentences

Answer key: 1 lots of; 2 much; 3 any; 4 little; 5 few;

6 much / a little; 7 many; 8 few

the example Elicit some questions from two or three students to make sure they understood the exercise Give students some minutes to write the five questions in their notebooks Ask a few students to write one of their questions on the board Ask the whole class to identify if

the questions on the board refer to healthy or unhealthy

eating habits Then, ask students to work in pairs and use the questions they wrote to interview their partners

classmates’ eating habits, using the ideas they collected

in activity 7 You may assign this task as homework

WB p 118 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on page 118 You may assign these exercises as homework

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1 1 takeaway; 2 ice cream parlour; 3 fast food

restaurant; 4 pub; 5 café; 6 pizza place

2 1 hungry; 2 have; 3 unhealthy; 4 food; 5 difficult;

6 habits; 7 thirsty; 8 like; 9 healthy; 10 lots

3 Joel: 1 many; 2 lots of; 3 a little; 4 few; 5 some;

6 much; Mariah: 1 quite a lot of; 2 a few;

3 a little; 4 any; 5 some; 6 little

class Foster respect for other peoples’ opinions

some minutes to read it Help with vocabulary if

necessary Ask students why the teacher is surprised at

Grace’s answers Encourage different students to account

for their answers

items that they associate with the adjectives given

Briefly review the meaning and pronunciation of these

adjectives if necessary Give students some minutes to

write their answers Ask different students to say their

answers aloud to check this activity, or ask students to

compare their answers in pairs

board Elicit some examples of food items that may be

considered weird or unusual Ask students if they have

ever eaten anything unusual and what it was Next,

refer students to the blog comments Draw their

attention to the highlighted words in the text and ask

them to write these words below the corresponding

pictures Give students some minutes to read the

comments silently and do the task Help with vocabulary

if necessary

Answer key: (from left to right) scorpions; ants;

octopuses; snails; grasshoppers

5 10 Refer students to the two menus and set the

context for the exercise: two teenage girls ordering food

at a restaurant Ask students to listen to the audio CD and tick the correct menu Give them some minutes to

go over the two menus before playing the audio CD Help with vocabulary Play the audio CD twice if necessary

Audio script 10

Waiter: Are you ready to order now?

Marcia: Yes, I’d like a crocodile burger, please?

Waiter: Sure And for you?

Alice: Can I have some water, please?

Waiter: Certainly And anything to eat?

Alice: No way! Sorry, but I don’t like anything on this menu.

Answer key: 1st menu

6 Refer students to the Sign Up to Grammar box on the

top-right corner of the page Explain that it is important

to be polite when ordering food in English Next, refer students to the highlighted words on the two menus in activity 5 Tell students to read the example and write sentences to order the highlighted items on the menus, using the words in brackets Check this activity by asking some students to read aloud their answers Work on the

pronunciation of I’d like… and the correct intonation of

the questions used when ordering food (rising intonation:

Can I have a… , please?) It is also important to remark

that when making a request and adding ‘please’ at the end, this ‘please’ is usually spoken on a rising note too,

in a sort of questioning or softly pleading tone It is also customary to smile and raise the eyebrows slightly when

pronouncing the word ‘please’.

Answer key: 2 I’d like a regular chicken hamburger,

please 3 Could I have a regular salad, please?

4 I’d like a milkshake, please.

belong to two different dialogues and that they should write these sentences in the two boxes provided Give

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them some minutes to do the exercise Check answers

by asking some volunteers to read out and role play the

dialogues

Answer key: 1 Could I have a fruit juice, please?

2 Sure Small, regular or large? 3 Regular, please

4 I’d like some apple pie, please 5 Certainly With or

without ice cream? 6 With I love ice cream.

dialogue at the Green Tree restaurant They should take

turns being the waiter or waitress Refer them to the

model dialogues in activity 7 Monitor students’ work and

make sure they speak only in the target language

WB p 119 Now that you have finished teaching this

Answer key:

1 1 I’d like a; 2 With; 3 Anything to drink? 4 Could I

have; 5 Certainly; 6 please; 7 How much is it?

8 Sorry; 9 Can I; 10 Here you are

2 1 expensive; 2 delicious, yummy; 3 disgusting,

yucky; 4 spicy; 5 weird

class Elicit possible health problems usually associated

with bad eating habits, for example: heart problems, high

cholesterol, obesity, etc

quickly) and tick the best title Tell them not to worry

about words they do not know yet Once you have

checked students’ answers, go over the new vocabulary

by asking students to use the context to infer the

meaning of these words Help them if necessary

Answer key: Best title: Skin problems and eating habits.

false or I don’t know Check students’ answers by asking some volunteers to read out their answers

Answer key: 1 F or ?; 2 F; 3 F; 4 T

to the pictures Check students’ answers by reading out some of the answers yourself and asking different students to read out some others

Answer key: 2 a medium pear; 3 a tray of spaghetti;

4 a large slice of watermelon; 5 three spoonfuls of

beans; 6 two pieces of broccoli

of, bowl(s) of, piece(s) of or spoonful(s) of Check answers

by asking different students to read aloud their answers

Answer key: 1 slices of; 2 spoonful of; 3 bowl of;

4 pieces of

6 11 Tell students that they will listen to an

adolescent who has skin problems talking to his mother

Students read the dialogue, listen to the audio CD and fill in the blanks with only one word Play the audio CD again and check this activity by asking some volunteers

to read aloud their answers, or by playing the audio CD once more and making pauses after every answer for students to check

Answer key: 1 vegetables; 2 any; 3 disgusting;

4 lots; 5 orange; 6 slice; 7 some

Audio script 11

Mrs Carter: Here you are! I made this especially for you.

Jerry: Mmm… Spaghetti with meat sauce… my favourite!

Thanks, Mum.

Mrs Carter: Would you like some broccoli?

Jerry: Broccoli? No, thanks.

Mrs Carter: But you have to eat vegetables.

Jerry: I know, but I don’t want any broccoli It’s disgusting!

Mrs Carter: Well, how about some carrots then?

Jerry: Okay Carrots aren’t too bad (Some time later…)

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Mrs Carter: Would you like some dessert now?

Jerry: Yes, please What’s there for dessert?

Mrs Carter: Well, there are lots of things You can have an

apple, an orange, a slice of watermelon…

Jerry: Oh, Mum You can’t call that dessert I’d like some ice

cream or a brownie.

Mrs Carter: Ok, but don’t complain to me about your acne any

more! You know sugar is not good for you!

Jerry: I know, I know.

box on the top-right corner of the page Explain to

students that we can make an offer in English by saying,

for example: Would you like some coffee? and we can

either accept it (Yes, please.) or refuse it (No, thanks)

Lay emphasis on the use of some when making offers

Refer students to the different ways to offer something

in English and the different replies Next, direct students’

attention to the sentences in activity 7 Ask them to spot

the mistakes in these sentences and rewrite them in the

correct way Check answers by asking some volunteers to

write their sentences on the board

GR4

Draw students’ attention to the Grammar Reference

section, where they will find further examples and

practice

Answer key: 1 Would you like some ice cream for

dessert? 2 How about some crisps to eat on your way

back home? 3 Would you like some red wine or white

wine with your meal?

offer their partners three different things to eat or drink

Encourage students to look at the example and to swap

roles Monitor students’ work as you walk around the class

by writing on the board: I eat a lot of…; I don’t eat many /

much…; My eating habits are…; and My favourite food

is… Then, ask students to write, in their notebooks, a blog

post about their eating habits for the online community

called You’re What You Eat.

WB p 120 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on page 120 You may assign these exercises as homework

Answer key:

1 1 hamburger; 2 rice; 3 milk; 4 cookies

2 1 No, thanks I hate vegetables 2 With or without

ice? 3 Yes, please Can I have some apple pie?

3 (from top to bottom) 2, 3, 1

4 (from top to bottom) 4, 1, 2, 3

Answer key:

1 2 carrot; 4 cookies; 6 broccoli; 7 butter; 8 cereal;

9 rice; 11 ice cream; 12 cake; 13 tea

3 1 lots of; 2 some; 3 any; 4 a little; 5 much;

6 a few

4 2 There aren’t any vegetables 3 There is a slice

of (some) watermelon 4 There are a lot of / lots of eggs 5 There is some healthy food.

5 2 How about some apple crumble for dessert?

3 Would you like a bowl of cereal for breakfast?

4 How about a leek soup for starters?

6 2 could; 3 and; 4 Would; 5 fattening; 6 please;

7 about; 8 thanks; 9 like

7 1 T; 2 T; 3 F; 4 T; 5 F

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8 1 Sorry, we don’t have any 2 Salad and fish

3 Sure Small, regular or large? 4 Certainly Black

or white? 5 No, thanks I don’t eat fish

World Issues 2

YOU ARE WHAT YOU EAT

(CB p 30)

of reading skills and enhances students´ ability to

integrate acquired knowledge with a real life issue: in

this case, reading about a new concept in healthy eating

and discussing healthy and unhealthy food

a new concept that replaces the traditional food

pyramid Give them some minutes to read the text

silently and decide whether the sentences are true (T)

or false (F) Help students with vocabulary if necessary

Check this activity by asking some volunteers to read

aloud their answers

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

they agree or disagree with the message on the signs in

the picture You may ask students to do this activity in

pairs or you may engage them in a class discussion

(CB p 31)

and drink items according to their preferences and

the My Plate chart Check answers by asking different

students to read aloud the items that they have included

in their tables

may act as a moderator Make sure students raise their

hands when they want to participate Encourage the use

of the target language as much as possible by helping students express themselves Offer help by writing on the board useful vocabulary and expressions that students find difficult to say in English

Project Work 1 (Units 1 & 2):

OUR ONLINE TAKEAWAY SHOP - Students may

are available on the Student’s Interactive CD-ROM These activities are thoroughly explained on pages 84, 85 and

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Talking about the favourite place in one’s house.

Describing people’s personalities Writing a short description of one’s own bedroom.

L1

Home furniture and home

items: couch, bedside table,

lamp, etc.

Adjectives used to describe

somebody’s personality: neat,

creative, messy, serious, etc.

Object pronouns: me,

you, him, her, etc.

Pronunciation of some home furniture and home items

Pronunciation of some personality adjectives

L2

Clothes

Personality and clothes:

sloppy, flashy, casual, etc.

Vocabulary used to talk about

the weather: sunny, rainy,

cloudy, etc

Possessive adjectives (revision) Possessive

pronouns: mine, yours,

his, hers, etc

Whose ?

Wear something = have got something on

Pronunciation of some items of clothing and some personality adjectives

Talking about clothing styles.

Writing a description of what someone is wearing and their personality according to their clothes.

L3

Adjectives used to describe

parenting styles and

parent-children relationships: strict,

responsible, patient, etc.

Talking about parenting styles.

Giving advice to parents.

L4

Vocabulary on newspapers

and magazines: problem page,

comic strips, quizzes, etc

Make / let somebody do

something

Infinitive of purpose: to

+ verb Want something / Want

to do something

Pronunciation of some words connected with newspaper and magazines:

showbiz news, horoscope, interviews, etc.

Talking about one’s favourite newspaper / magazine section Writing some suggestions and giving advice to a reader of a problem page.

WI School and home rules

Recycling of some L4 grammar topics and lexis.

L1-Integrating acquired knowledge with

a real life issue: in this case, talking and reading about a special kind of summer camp and rules at home and

at school.

Extras: Suggested optional games and activities for consolidation

and home items they may know or remember Help

them out by eliciting some vocabulary and / or spelling,

if necessary Write students’ answers on the board and

encourage them to complete their lists with the words

you write down Add some more words if necessary Then, as a whole group, students talk about their favourite place in their houses If students find it difficult

to come up with some answers in this activity, they may use bilingual dictionaries or you may provide the answers

on the board yourself Work on the correct pronunciation

of some pieces of furniture and some home items that students might find problematic

Trang 26

Answer key: (Some possible answers) living room:

chair, table, carpet, curtains, coffee table, etc

bedroom: closet, wardrobe, bedspread, cushion,

blanket, sheets, pillow, etc kitchen: cooker (UK), stove

(US), table, chair, fridge (UK), refrigerator (UK), cabinet,

worktop, etc bathroom: sink, tap (UK), faucet (US),

toilet, shower curtain, bathtub, etc dining room: table,

chair, plates, cups, forks, knives, spoons, etc

2 12 Play the audio CD as students try to identify the

pictures and number the statements accordingly Check

students’ answers by playing the audio CD again, pausing

at the end of each description Choose different students

at random to provide the answers

Answer key: 3; 1; 2

Audio script 12

Speaker: Speaker 1, Mike.

Mike: My room is my world It’s the place where I relax, read,

listen to music, chat with friends and… um… I can’t forget…

study too The most important thing in my room is my CD

player and, of course, my CDs I keep them on the shelf

above the CD player I love listening to music When you see

my room, you will know what my other interests are There

are posters on the wall with my favourite sports stars My

skateboard’s always next to the door and I have a closet

where I keep my clothes and my tennis racket The walls are

light green and the blinds are dark green – the same colour

as my bedspread – and the carpet is dark blue.

Speaker: Speaker 2, Olivia.

Olivia: My room’s not very big, but I love it There’s a single bed

with lots of colourful cushions on it, and next to the bed there’s

a bedside table with a lamp There’s a desk for my computer

with some drawers where I keep my things: my sticker

collection, pens, pencils and everything I love taking pictures

and so I have lots of picture frames on the shelves The walls

are white and the curtains are purple It’s not a really romantic

room like lots of my friends’ rooms, but it’s very practical.

Speaker: Speaker 3, Helen.

Helen: Well, how could I describe my bedroom? It’s really a place

I simply love I feel so at ease and comfortable in it It’s quite

a large room in fact, and I’ve got a queen size bed with a soft

bedspread and some cushions on it There’s also a bookcase

where I keep most of the books I’m reading at school and also

some photo albums My desk is next to the window with a PC

on top This is the area where I study and do my homework

when I come back from school And there’s a big arm chair

too It’s just opposite the footboard of my bed I quite enjoy

sitting there every night right before going to bed

box on this page Explain that Object Pronouns replace

a previously mentioned noun after a verb or preposition

You may write these examples on the board: Helen’s got

a lot of cushions on her bed She loves them (Point out

that them refers to cushions) My best friend is Bea I

usually study with her (Point out that her refers to Bea)

Make sure students understand they can’t use Subject

Pronouns (I, he, she, they, etc) in these cases Then, ask

students to complete the sentences Check answers by asking different volunteers to read out each sentence

GR5

For further examples and practice, refer students to the Grammar Reference section on page 106 You may assign this activity as homework

Answer key: 1 her; 2 me, it; 3 them; 4 him, me;

5 me, it; 6 us

that shows their personality according to how messy

or neat they keep their bedrooms If necessary, explain

the meaning of messy (not clean, not in order) and neat

(clean and in order) Then, ask student to take the quiz

Walk around the classroom to help them out with the vocabulary they may not know Then, tell students to check their score, which is below the quiz and upside down Once they have done so, ask as many students as possible if they agree with the result they got Encourage them to say why / why not Finally, work on the correct pronunciation of some personality adjectives that students might find problematic

description of their bedrooms Encourage them to use Object Pronouns whenever possible and as many words connected with home furniture and home items as they can You may assign this task as homework If they do

it in class, you may ask one or two students to read out their descriptions

WB SB p 121 Now that you have finished teaching

Trang 27

1 Suggested answers: Bedroom: cushions, mirrors,

bedside table, lamp, closet, bedspread, curtain,

bookcase, wardrobe Living room: coffee table,

mirrors, lamp, curtains, cushions, armchair, couch

Bathroom: toilet, shower curtain, bathtub Kitchen:

cooker, microwave, sink, cupboard, table, toaster,

dishwasher, curtains Dining room: table, mirrors,

curtains, lamp

2 5; 1; 4; 3; 2

3 1 them; 2 him; 3 her; 4 it; 5 me / it; 6 us

knowledge You may ask them to work in pairs and, in

three minutes, write down (on a slip of paper) as many

clothes items as they remember Then, ask different

pairs to read out their lists and also to tell the class

the clothes they prefer wearing and if they care about

fashion You may write students’ answers on the

board and encourage them to complete their lists with

the words you write down Add some more words if

necessary If students find it difficult to come up with

some answers in this activity, they may use bilingual

dictionaries or you may provide the answers on the board

yourself Work on the correct pronunciation of some

items of clothing that students might find problematic

about what the clothes we wear may reveal about

our personality You may read out the introductory

paragraph and then different students (chosen at

random or volunteers) can read out the rest of the

paragraphs You may assign each paragraph by reading

out the subheadings so that students become aware of

the pronunciation of some possible new words such as

sloppy, designer, flashy, drab, etc Work on the correct

pronunciation of some of these adjectives that students

might find problematic Help students out with the

meaning of new words in the text if necessary Finally,

ask them to do the matching exercise and correct this

activity by asking different students to read out their

answers

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

USEFUL TIP:

Language and Vocabulary: Draw students’ attention to

the Useful Tip box Write the first sentence in the box

on the board underlining ‘m wearing and ‘ve got… on

to show students that both structures mean the same Ask different students to describe what their classmates

are wearing by using these two structures: Pablo, what

is Laura wearing? And what has Luciano got on?, etc

When it comes to the third sentence in the box, you may

explain belong to by saying: ‘This is my desk It belongs

to me It’s mine.’ Point out that belong is a verb used

to indicate possession and that mine is a possessive

pronoun that students will study when they do the activities on the following page Then, tell students that

trainers and trousers are called in a different way in

American English (US): sneakers and pants Finally, ask

a volunteer to read out the Useful Tip box to clarify and reinforce ideas

3 Ask students to read each sentence and look at the

picture of the Smiths carefully so that they can discover who is who Give them some minutes to complete the task Check answers as a whole group by asking, for

instance: ‘Who’s Nina? Number 1, 3 or 4?’ ‘Who’s Ted?

Number 2 or 5?’

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

4 13 Ask a student to read out the rubrics Then, tell

the class to read the statements silently Play the audio

CD as students try to cross out the incorrect statement Check answer as a whole group by asking, for instance:

‘Which is the incorrect answer?’ If most students were

not able to get the right answer, play the audio CD again

Answer key: Because they want to use the computer.

Audio script 13

Mr Smith: Oh, goodness! What a mess, girls! And Sam, you

aren’t ready! It’s time to go!

Mrs Smith: But let’s clean up this room before we leave.

Alyssa: Oh, come on, Mum! We can do it later.

Mrs Smith: No, now! Whose sock is this?

Alyssa: It isn’t mine It’s Nina’s.

Trang 28

Mrs Smith: All right Stop arguing and put everything away in

the right drawers Now, whose skirt is this?

Nina: Oh, that’s Alyssa’s too

Mrs Smith: Alyssa, can you put it in the closet?

Alyssa: Ok, Mum!

Nina: Mum, I want to use the computer when we come back

Alyssa always spends hours on the computer Don’t forget,

Alyssa, that the computer isn’t only yours – it’s ours! It

belongs to both of us!

Sam: What about me? This computer is mine too!

Mrs Smith: Oh, dear! Let’s go everybody!

Game: ‘Pictionary’ Write between ten and fifteen names

of clothes items on slips of paper (T-shirt, trousers, socks,

hat, shirt, trainers, jeans, tie, handbag, shoes, raincoat, etc.)

Put the slips of paper in an envelope or small plastic bag

Divide the class into small groups of three or four students

Any member of each group will have to pick out a slip of

paper without looking and draw on the board the clothes

item they get By turns, ask a member of each group to

come up to the front, pick out a slip of paper and draw on

the board As the student is drawing, the rest of the group

members will have 40 seconds to guess what clothes item

it is Point out that the student who is drawing cannot say

a word but just mime if the group is going on the right

track to guessing or not The group that guesses correctly

must keep the slip of paper The winner is the group that

has been able to collect more slips

Direct students attention to the Sign Up to

Grammar box Explain that Whose…? is used to ask

about who possesses or owns something, and that we

may use Possessive Adjectives or Pronouns to answer

this question Make sure students understand the

difference in use between the Possessive Adjectives and

the Possessive Pronouns Then, ask students to do activity

5 as you play the audio CD Check this task by asking

different students to read out their answers

Answer key: 1 Nina; 2 Alyssa; 3 Alyssa;

4 all the children.

USEFUL TIP:

Language: Draw students’ attention to the Useful Tip

box Write the first example in the box on the board

Explain that the ‘s after Bill is not the contraction of is

but that it indicates possession Point out that if there are more than one person who possess the same item,

the ‘s goes after the last person’s name Write more

examples on the board and / or resort to the students’

mother tongue to provide examples if necessary Then, ask a volunteer to read out the sentences in the Useful Tip box to clarify and reinforce ideas

6 Ask a student to read out the rubrics Make sure

they understand they must complete the sentences using Possessive Pronouns and not Adjectives Check this activity by asking some volunteers to read out their answers

Answer key: 1 yours; 2 hers; 3 his; 4 theirs; 5 mine;

6 ours; 7 yours, ours

them to take turns to ask and answer questions about the Smiths Make sure students swap roles and that

they use Whose…? and ‘s to indicate possession Monitor

students’ work as you walk around the classroom

of what one of their classmates is wearing Then, students read out their descriptions to another classmate

so that he / she can guess who is being described You may assign this writing activity as homework and the guessing game can be done on the following class

WB SB p 122 Now that you have finished teaching this 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 boots; 3 scarf; 4 dress; 5 shoes; 6 pants;

7 jeans; 8 sneakers; 9 blouse; 10 socks;

11 raincoat; 12 sweater

3 2 Mine, hers; 3 Their, ours; 4 Sue’s, yours; 5 your, his

4 Questions: 1 Whose are these sneakers?/ Whose

sneakers are these? 2 Whose is this dress? / Whose dress is this? 3 Whose is this T-shirt? / Whose T-shirt

is this? 4 Whose are these keys? / Whose keys are these? Matching: 3, 1, 2, 4

Trang 29

passing on to the activity itself, explain what the phrase

parenting style refers to and clarify the meaning of the

words in the exercise that students may not know For

example, you may explain overprotective by saying that

an overprotective parent is the one who protects their

children more than they should Then, have students do

the activity and correct it by asking some volunteers

to read out their answers Finally, work on the correct

pronunciation of some of the adjectives connected with

parenting styles that students might find problematic

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

the interview If possible, encourage them to use a

dictionary to look up the words they don’t know Walk

around the class helping them out and checking their

work Ask them to choose two or three adjectives in

activity 1 to describe Madonna’s parenting style Tell

students to share their answers with the class

Answer key: (Possible answer) responsible, patient

this activity Check it by asking some volunteers to read

out their answers

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

4 14 Direct students’ attention to the Sign Up

to Grammar box Explain that should is used to give

suggestions and advice and that the verb after it is in the

infinitive form Teach them the correct pronunciation of

this modal verb by reading out one of the sentences in

the box and the modal verb in isolation Point out that

the ‘l’ in should is not pronounced Tell students that

advice is an uncountable noun and have two volunteers

read out the Sign Up to Grammar and Useful Tip boxes

to reinforce all these concepts Then, let students know

that that they are going to listen to an expert, Dr Benson,

talking about the pieces of advice parents usually give

their children Finally, students complete activity 4 as you play the audio CD Check answers by playing the audio

CD and stopping after every answer

Answer key: 1 should; 2 should; 3 shouldn’t;

4 shouldn’t; 5 should; 6 shouldn’t

Speaker: In a recent magazine article, Dr Joanne Benson lists

some of the most common pieces of advice parents give their children Probably, the typical one we always hear

from parents is: ‘You should always be polite to people.’ And there are probably three more that we often hear in most houses: ‘You shouldn’t fight with your brother or sister’;

‘You shouldn’t watch violent movies’ and ‘You should always keep your room clean.’ Dr Benson also includes two more, one that refers to school and the other to eating habits:

‘You shouldn’t hang out in the street after school’ and ‘You should eat lots of fruit and vegetables.’ Of course, there are many more that we can think of, but these are the ones that according to Dr Benson children, but especially teenagers, find most irritating

5 Ask students to write the appropriate questions Then,

check this activity by having some volunteers read out their answers

Answer key: 2 Should we / I ask a classmate for help?

3 What time should I leave home? 4 How old should

I be to get my driving licence?

4 They must tick the ones they hear most from their parents and write three more similar examples in their notebooks You may assign this activity as homework and / or have diferent groups of students compare among themselves the three pieces of advice they have written down

to take turns being parents and children giving advice to their parents Monitor students’ work as you walk around the classroom

Trang 30

WB SB p 123 Now that you have finished teaching this

SB page 123 You may assign these exercises as homework

Answer key:

1 2, 3, 1, 4

2 6, 3, 4, 2, 1, 5

3 Suggested answers: 1 should be patient;

2 Should a good teacher be patient?; 3 should be

stricter; 4 shouldn’t shout or get nervous.

4 Suggested answers: 1 She shouldn’t spend hours on

the phone 2 She should put on some warm clothes

3 He should pay some more attention in class

4 He should call in a doctor 5 He should get a more

modern computer 6 He should go on a strict diet.

Ask them to read the list of the magazine sections in the

activity and tick the ones they find interesting (or the

ones they usually read) It may be a good idea to

pre-teach the meaning of some words like gossip column

(a section involving malicious rumours about famous

people) and showbiz news (news about the entertainment

industry, including theatre, films, television and radio)

Students share their choices as a whole group Finally,

work on the correct pronunciation of some of the words

associated with newspapers and magazines that students

might find problematic

a whole group what Lisa’s problem is Make sure they

understand what she complains about regarding her

parents, i.e they don’t let her have a boyfriend or stay

out a bit later than midnight, etc

worries in activity 2, have them tick the issues in this

activity In pairs and by turns, one of the students

explains two of Lisa’s problems to his / her partner Walk

around the class monitoring this activity and offering

help if needed

4 Ask students to tick the piece of advice they would

give Lisa Then, choose some students to share with the rest of the class the piece of advice they selected and to explain why

Answer key: (Answers may vary) Possible answer:

You should talk to your parents because they may understand you, and they may try not to be so strict.

5 Have students read the Sign Up to Grammar box

on this page You may write on the board one of

the sentences with make (My parents make me eat

vegetables.) and another one with let (My mum lets us go

to bed late.) and elicit these verb structures (make / let + object pronoun (or noun phrase) + verb) Explain that

the object pronouns replace or refer to phrases (noun

phrases) that can also be used in these structures: (My

parents let my friends use their notebook My parents let them use their notebook) Also explain that, in these

examples, make is similar to force and that let is similar

to allow / give permission Finally, ask students to do

the matching exercise (activity 5) Check this activity by asking some volunteers to read out their answers

GR7

For further examples and practice, refer students to the Grammar Reference section on page 107

Answer key: 1, 3, 2, 4

6 Choose a student to read out the rubrics Ask students

to complete two sentences with let and two with make

Check the activity by asking some volunteers to read out the answers

USEFUL TIP:

Grammar: Direct students’ attention to the Useful Tip

box Ask a volunteer to read out the part about ‘to +

verb’ Explain to students that this structure is used after

a noun or an adjective to express purpose You may

write on the board some other examples such as: (I need

some money to buy a new T-shirt Henry is too short to play basketball.) to show that this structure is used after

a noun or an adjective to express purpose Then, ask

another volunteer to read out the part about ‘want to’

Trang 31

and ‘want something’ in the same box Tell students that

we need to use to after want if we want to say / write

a verb afterwards Write some more examples on the

board Ask students to provide some examples too

7 Have students complete the sentences Choose some

students at random to read out the sentences to check the

answers, or you may ask the whole class some questions

with Why ? so that any student can give the answer For

instance: Why must you phone your mum?, etc

Answer key: 2 I must phone my mum to tell her I’m

fine 3 We often come home early to help with the

housework 4 Sam often studies at weekends to pass

his school exams

8 Ask students to put the words / phrases in order

to build sentences To check the activity, have some

volunteers read out the sentences

Answer key: 1 My friends want to go dancing every

weekend 2 My dad wants some more free time during

the week 3 My mum doesn’t want to help us with our

homework

give advice to a reader of a problem page and write

the sentences in their notebooks You may suggest the

number of sentences they should write If you consider

it necessary, you may remind them that we use should

for suggestions and advice You may assign this task as

homework

WB SB p 124 Now that you have finished teaching

this lesson, it is advisable to turn to the workbook

activities on SB page 124 You may assign these exercises

as homework

Answer key:

1 4, 1, 2, 3

2 2 makes; 3 doesn’t let; 4 don’t let; 5 make; 6 let;

7 don’t let; 8 make

3 swim in the river when it’s cold, ask questions at the

end of the class, watch TV

Answer key:

1 1 bookcase; 2 drawer; 3 bedspread; 4 bedside

table; 5 cushion; 6 closet

2 1 him; 2 it; 3 us; 4 her; 5 them; 6 me

3 1 large; 2 classic; 3 light blue; 4 oval table;

5 armchairs; 6 couch; 7 wireless telephone;

8 Hi-Fi stereo

5 Suggested answers: HE: trousers and grey sneakers /

a light blue T-shirt and a green cap SHE: pink T-shirt and a purple skirt / white socks and sandals

6 2 Whose cap is this? It’s his 3 Whose sneakers

are these? They’re his 4 Whose socks are these?

They’re hers.

7 1 ours; 2 theirs; 3 yours; 4 mine; 5 his; 6 yours

8 Questions: 2 Should we leave now? 3 Should

we buy her a present? 4 Should I eat more fruit?

Matching: 3, 4, 2

9 1 lets; 2 make; 3 doesn’t let; 4 should;

5 shouldn’t; 6 doesn’t want; 7 want; 8 should

World Issues 3 SCHOOL AND HOME RULES (CB p 42)

World Issues is a section that focuses on the

development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading and talking about a special kind of summer camp and rules at home and at school

1 Refer students to the pictures on page 42 Ask them

what they think the people are doing, what relationship they may have and where they are Then, ask a

volunteer to read out the rubrics and have students do the activity Offer help with those words in the text that students may find difficult to understand Afterwards, encourage different students to share their answers with the whole class

Trang 32

2 Read out the instructions and encourage students to

discuss the questions as a whole group The discussion

may take between three and five minutes

(CB p 43)

3 Students read the article silently and tick the answer

they think is right While they are doing the reading

task, walk around the class to help students out with the

vocabulary they may fail to understand Check the activity

by asking a student to read aloud his / her answer Ask some

other students whether they agree or not with this answer

Answer key: A holiday camp for problem children.

4 Students read the text again and do the task

Check the activity by asking some students to read the

sentences and say: true, false or I don’t know.

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

If you have the time, you may have a group discussion

by asking students if they knew these types of

summer camps existed and what they think about the

effectiveness these camps may have

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, 2 and 3,

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

Book and hand them out to students on the day of the

test The answer key to the photocopiable tests is on

Trang 33

Talking and writing about one’s dream holiday.

L1

Leisure activities and

sports: sunbathe, go

skydiving, etc.

Verbs used with sports and

leisure activities:go, play &

do + activities

Would like to+ verb for wishes

Go + -ing: go shopping, go trekking, go snorkelling, etc.

Pronunciation of some sports and leisure activities

Pronunciation of I would

like to / I’d like to

L2

Holidays

Regular verbs in the

past related to holidays:

travelled, relaxed,

enjoyed, etc.

Simple Past of regular

verbs (affirmative): played,

danced, needed, etc.

Simple past of ‘be’: was /

Summer camp items:

torch, boots, water bottle,

sunscreen, camera, etc.

Simple Past of regular verbs (interrogative, negative & short answers)

Pronunciation of some words related to summer camps and holidays

Reading and talking about summer camps.

Writing about holiday activities.

L4

Holidays and holiday

destinations:the beach,

historic sites, nightlife, etc.

Simple Past of regular and some irregular verbs (revision)

Yes / No & Wh- questions

Intonation of Yes / No and

Integrating acquired knowledge with

a real life issue: in this case, talking and reading about some attractive eco-tourism destinations.

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

Unit 4

Unit 4 - Explore the world

1 Write the words Dream Holiday on the board

Elicit from students what they associate a dream

holiday with Write their answers on the board Then,

ask a student to read out the instructions for activity 1

Students tick the activities they prefer Then, as a whole

group, students discuss the answers to the questions

Encourage students to use the expression: I’d like to…

every time they refer to one of the activities they have

ticked on the page Also, encourage them to say why

they would like to do these activities Work on the

correct pronunciation of I’d like to… and the sports and

leisure activities which students might find problematic

2 15 Play the audio CD as students try to write the

corresponding initials of the two speakers’ names in the circles below the pictures in activity 1 Check students’ answers by playing the audio CD again pausing after each speaker has said what they would like to do Choose different students at random to provide the answers

Trang 34

Answer key: Monica: go snorkelling, sunbathe,

skydiving; Sarah: sunbathe, go dancing, go shopping

for souvenirs.

Audio script 15

Sarah: Monica, what’s your dream holiday?

Monica: Well, the ideal holiday for me is a trip to New Zealand.

Sarah: New Zealand? Why? What sort of things would you like

to do there?

Monica: Well, first I’d like to go snorkelling: you can see

dolphins and beautiful fish there I’d like to go sunbathing

too And I’d like to do some extreme sports: skydiving,

probably Yes, I’d like to go skydiving, definitely What about

you, Sarah? Where would you like to go?

Sarah: Well, I saw some pictures of Cuba last week I love

historic places, you know I’d really love to see the old

churches there and visit some museums too.

Monica: I see…

Sarah: And there are wonderful beaches there, so I’d like to go

sunbathing too Also, people in Cuba dance the salsa very

well, so I’d like to learn how to dance the salsa too And, of

course, I’d like to buy lots of souvenirs.

Monica: Oh! It sounds cool! I think I now have two dream

holidays I wonder what our friend David’s dream holiday is

Perhaps we can all go on holiday together someday!

box on this page Explain that we use go + -ing to talk

about most leisure activities and some sports that we

can do You may tell students that the -ing forms used

after go also work as nouns that refer to these activities

(Swimming is good for you Snowboarding is an exciting

sport.) Explain that we use play with sports that are

games and do with the words sports, activities and

exercise Remind students that we use would / ’d like + to

+ verb to express our wishes regarding what we want to

do Then, ask students to complete the sentences Check

answers by asking different volunteers to read out each

sentence

Answer key: 2 do; 3 go; 4 go; 5.do; 6 play, go;

7 go; 8 play

4 Ask students to have a look at the table and complete

the email Walk around the classroom to check their work

and help them out with the task if necessary Choose different students at random to read out the answers to check this activity As you check the answers, you may interact with the whole class by asking, from time to

time, some questions like: Would you like to go to the

mountains? Would you prefer some other kind of place?

Who would you like to go with? What would you like

to do there? Would you like to go (skiing) too?, etc.

Answer key: 2 friends; 3 winter; 4 cold; 5 snowy;

6 do; 7 skiing; 8 snowboarding; 9 ice skating; 10 play;

11 go

activity 4 Then, they should use these ideas to write

an email in their notebooks They can use the email in

activity 4 as a model Encourage students to use I’d like

to… / I want to… whenever possible, and as many sports

and activities as they can You may assign this task as homework If they do it in class, you may ask one or two students to read out their emails once everybody has finished writing

WB CB p 125 Now that you have finished teaching

this lesson, it is advisable to turn to the workbook activities on CB page 125 You may assign these exercises

as homework

Answer key:

1 2 winter sports, water sports; 3 surfing, shopping;

4 computer games, beach volleyball; 5 books,

magazines; 6 museums, historic sites; 7 my friends,

my family on the phone

2 2 historic sites; 3 go shopping; 4 souvenirs;

5 clothes; 6 do water sports; 7 go surfing; 8 play

beach volleyball; 9 do winter sports; 10 books;

11 play computer games; 12 talk

3 Students’ own answers.

Have as many different students as possible answer the questions You may write the destinations they mention

on the board and you may also ask students if they liked

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paragraphs in Karen’s diary If necessary, help them

out with the meaning and pronunciation of those

words and expressions that might be new to them such

as youth hostel, look for something, etc Finally, ask

students to re-read the diary entry silently and number

the pictures in the correct order

Answer key: (from left to right) First row: 8, 1, 3,

Second row: 7, 4, 5, Third row: 6, 2

3 Ask students to read the Sign Up to Grammar box on

page 47 Give them some minutes and then elicit the

past form of regular verbs by asking them: What do we

write / add at the end of regular verbs in the past?, Why

are these verbs called regular? (They follow a rule: we

form the Simple Past of these verbs by adding -ed at the

end.) Then, point out that there are three verbs in the

box that have a different past form and, as they change

completely in the past, they are called irregular verbs: go

(went), be (was / were) and have (had) Tell students that

there are many more irregular verbs that they will study

in Unit 5 Finally, have them underline all the verbs in

the Simple Past in the text in activity 2 Check answers

as a whole group by asking some volunteers to say two

or three verbs

Answer key: arrived, stayed, was, decided, walked,

stopped, went, talked, loved, visited, rented, danced, called

4 Ask a student to read out the instructions

for this activity Before checking the answers, refer

students to the Useful Tip box on page 47 Then, choose

some students at random to read the answers Monitor

students’ correct production of the sounds that are used

to say these verbs in the past

USEFUL TIP:

Pronunciation: Read out the tips and examples so

that students become aware of the sound they are

expected to produce when reading the answers to

activity 4 Ask students to repeat after you every time

you read out the examples in the Useful Tip box Point

out that when verbs end in ‘t’ or ‘d’, the –ed particle is

pronounced /id/.

Answer key: arrived, stayed, decided, walked,

stopped, talked, loved, visited, rented, danced, called

Students listen to the audio CD as they read

the diary entry on page 46 Tell them to focus their attention on the pronunciation of the past forms of the verbs as they listen to the audio CD As a follow-

up, write these verbs in the past on the board: talked,

worked, fished, washed (to practise the final /t/ sound) - rained, stayed, climbed, phoned (to practise the final /d/

sound) and ended, rented, started, sounded (to practice the final /id/ sound) Call on different students to read

out the verbs on the board and check they pronounce them correctly Then, encourage students to use these past forms in context Point to a verb and ask a student

to use it in a sentence For example, you point to ‘rain’

as you ask this question: What happened yesterday? (It

rained yesterday.) You point to ‘climb’ as you ask this

other question: What happened on your last holiday? (I

climbed a high mountain.) and so on Continue this short

drilling with three or four more items and then you can ask some volunteers to choose a verb at random and use

it in a sentence

Audio script 16

Karen: We arrived here in Salvador yesterday Last night we

stayed at a youth hostel, but it was horrible So today we decided to look for another place We walked for about an hour and then we stopped in front of a nice-looking hotel

We went inside and talked to the receptionist We loved the place and so decided to stay! Later in the afternoon,

we visited an old church It was really lovely After that, we rented some surfboards and went surfing… That was cool! After dinner, we danced to the sound of Olodum!

I called home to tell Mum we are well and having fun! Now, it’s late and I feel really tired.

REFERENCE:

Olodum is an internationally acclaimed Afro-Brazilian cultural group from the state of Bahia, Brazil It was founded in 1979 as a Carnival association highlighting African heritage and black pride through music, dance, theatre and art From their home city of Salvador in Northeast Brazil (often described as the most African city

in the Americas), Olodum has dedicated itself to cultural

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If you have the time, ask students to choose three or four

verbs in the past form to talk about their last holiday Give

students some time to plan what they are going to say and

how they are going to say it Offer help so that they can

rehearse with you and feel confident enough to talk to the

class about their last holiday First, ask one or two model

students to say what they did on their last holiday Then,

ask as many students as possible to tell you what they did

6 Before students complete this task, direct their

attention to the Useful Tip box on this page about the

spelling of regular past forms Afterwards, students

complete the activity using the rules explained in the

students to read out each paragraph

USEFUL TIP:

Spelling (regular past forms): Tell students that we

double the last consonant when the verb ends in

consonant + vowel + consonant, and that when the verb

ends in consonant + y, the ‘y’ changes to ‘ied’ Have

students read the examples in the box You may write

some more examples on the board (cancel, envy, worry,

tap, carry, plan, etc.) and elicit from students the correct

spelling of the past forms of these verbs

Answer key: 2 wanted; 3 watched; 4 hated;

5 was; 6 visited; 7 started; 8 played; 9 loved;

10 learned; 11 enjoyed; 12 decided; 13 stopped;

14 ordered; 15 was

with a couple of students by using the example of a

chain game on the page Explain to students that they

are going to work as a whole group and they have to pay

attention to what their classmates have just said so that

they can repeat it and add another activity connected

with their last holiday Stop the game when you notice

a student fails to remember Play the game several

times until you notice most students have been able to

participate Remind them of the pronunciation of the

past forms if necessary

WB CB p 126 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 126 You may assign these exercises

as homework

Answer key:

1 2 played; 3 chatted; 4 stopped; 5 tried;

6 opened; 7 watched; 8 called; 9 invited;

10 arrived; 11 ordered

2 2 Pat usually does her homework after dinner, but

yesterday she went out with friends 3 Anthony

usually plays football at the club, but yesterday

he played tennis 4 Jonas doesn’t usually do any

housework, but yesterday he cleaned his room.

3 1 arrived in town; 2 walked down the old streets;

3 visited a church; 4 stopped for lunch; 5 went on

a boat trip; 6 went shopping for souvenirs

1 Before doing the activity, you may ask the class

what activities they can do at a summer camp and what items they think they need to take with them Then, they read the list of items to check if they were right

Help them out with the pronunciation of the words that might be new to them Finally, students label the pictures Check by asking some volunteers to read out their answers

Answer key: 1 swimming trunks; 2 swimsuit;

3 trainers; 4 sleeping bag; 5 towels; 6 sunscreen;

7 toiletries; 8 water bottles; 9 torch; 10 bed linen

2 Students read the paragraphs silently and

number them in the correct order Do not check the answers at this stage Just encourage students to compare their answers in pairs

3 17 Play the audio CD so that students can now

check the answers to activity 2 on page 48

Answer key: (clockwise) 5, 6, 1, 4, 2, 3

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Jake: My First Time at a Summer Camp By Jake Timberlake

On the night before, I packed everything I needed to take to

the summer camp: clothes, trainers, sunscreen, a towel, etc

I didn’t have a sleeping bag, so I packed my bed linen – a

pillow, sheets and a blanket

On the following day, the summer camp bus picked me up

I didn’t know the people on the bus but they were very

friendly We arrived at the camp in the afternoon

A coordinator welcomed us and showed us to our tents

The rest of the afternoon, we walked around the place and

planned the activities for the following days

We had a great time! We walked down the beach, played

football, climbed trees and played games We didn’t check

our emails and we didn’t watch TV, but it was fantastic!

box Explain that did is a word used in the interrogative

and negative forms in the Simple Past (an auxiliary

word) Also explain that did is used before the subject

to ask a question You may give examples here or use

the ones in the box Next, explain that did not (didn’t) is

used in negative sentences Provide some examples or

use the ones in the box Point out that when we use did

/ didn’t, the verb must be in its base form (without –ed)

You may elicit this issue if you first write some sentences

on the board and underline the verb phrases for students

to analyse For example: I didn’t go camping last summer

/ Did Anna travel to Paris last year? At this stage, it is a

good idea to write on the board a couple of sentences

in the affirmative form for students to change them

into the interrogative and negative Then, proceed with

the analysis of short answers Write a couple of Yes /

No questions on the board and help students come up

with the short answers: Did you go trekking yesterday?

No, I didn’t / Did you go to school yesterday? Yes, I did

/ Did your mum cook a special meal yesterday? No, she

didn’t., etc Finally, students underline all the examples of

negative phrases in the past in the text in activity 2 on

page 48 Ask some volunteers to read out the examples

they have found

Answer key: didn’t have, didn’t know, didn’t check,

didn’t watch

and complete the activity Then, check by asking some

volunteers to read aloud the questions and answers

Answer key: 2 Did you try rafting? No, I didn’t

3 Did you walk on the beach? No, I didn’t 4 Did you

go trekking? Yes, I did 5 Did you call home every day?

No, I didn’t 6 Did you enjoy your holiday? Yes, I did

7 Did you check your emails? No, I didn’t.

6 In their notebooks, students write what

activities they think their best friends in the class did on their last holiday For classroom management purposes, it is advisable to ask students to write sentences about the person sitting next to them (especially with large groups)

wrote about in the previous activity Encourage pairs

to take turns to ask and answer questions connected with the sentences they wrote before Refer students to the examples given Suggest they should keep a record

of how many correct guesses they were able to get to determine who the winner is Monitor students’ work as you walk around the classroom

WB SB 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

Answer key:

1 2 sleeping bag; 3 sunscreen; 4 torch; 5 insect

repellent

2 2 was; 3 didn’t rain; 4 didn’t have; 5 didn’t pack;

6 did you go; 7 climbed; 8 were; 9 Did you do;

10 played; 11 didn’t have; 12 didn’t have

3 2 Did you go trekking? Yes, I did; 3 Did you watch

a film? No, I didn’t; 4 Did you climb mountains? Yes, I did; 5 Did you study English? No, I didn’t.

and wishes about some typical holiday destinations they mention Collect students’ ideas on the board and encourage group discussion

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with the pronunciation of some words they may not

know such as archaeological, superb, etc Check their

understanding of the text by asking them if they would

like to go to Cancun and what activities they can do

there

box Ask students to read the questions and answers in

this box Then, point out that Wh- questions and Yes

/ No questions are very similar in structure, but that a

Wh- word is placed at the front of Wh- questions You

may write an example of each kind of question on the

board to illustrate this difference Ask students a couple

of Yes / No and Wh- questions for them to answer Then,

encourage students to ask you some similar questions to

on a blog for tourists and answer the questions You may

check the answers by asking the questions yourself and

have different students read out the answers

section on pages 107 and 108, where they will find

further examples and practice

Answer key: 1 He went with his girlfriend

2 He went there last week 3 It was warm and sunny

4 He relaxed and sunbathed 5 He didn’t swim with

dolphins 6 Yes, he did.

4 18 As students listen to the audio CD, they write

true or false You may check answers by playing the

audio CD and pausing when necessary so that students

can say if the statements are true or false

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

Audio script 18

Joanna: Hi, Paula We’re back!

Paula: Hey, Jo! Did you enjoy Cancun?

Joanna: No! It was a disaster!

Paula: Oh! What happened?

Joanna: It wasn’t what we expected We didn’t like the hotel

at all It was small and old.

Paula: Oh, that’s annoying! But did you go on some interesting

tours?

Joanna: No There weren’t any buses to take us to Chichen Itza

Do you believe that?

Paula: Oh… and what about the beach and the sea?

Was that fun?

Joanna: No! We didn’t swim with the dolphins, we didn’t go

snorkelling and we didn’t relax on the beaches! It rained every day.

Paula: Too bad, you poor thing!

Joanna: I will tell you more later Got to go Tom’s calling me on

my cell phone.

Paula: OK I’ll talk to you later Bye for now.

5 Students complete the sentences on Joanna’s blog

comment using the information they collected in activity

4 on page 50 Ask some volunteers to read out the answers

Answer key: 1 to Cancun; 2 was small and old;

3 go to Chichen Itza; 4 was rainy; 5 swim with the

dolphins, we didn’t go snorkelling and we didn’t relax

on the beaches.

verbs (go, visit, stay and swim) on the board To check

this activity, choose different students to come to the front of the class and write their answers next to each verb on the board

Answer key: go: on a tour, on holiday; visit: a museum,

an archaeological site; stay: at home; swim: with

dolphins, in the sea

whole group if they did any of the activities listed in exercise 6 If so, ask them when and where Then, have students answer the questions in activity 7 To check this activity, you can read aloud the questions trying to get as many answers as possible from different students

8 In their notebooks, students write an email to

their friends describing their last holidays Encourage

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them to use the ideas they provided in activity 7, and tell

them they can use the text in activity 3 on page 50 as a

model You may assign this activity as homework

9 Students work in pairs and ask each other

use Yes / No and Wh- questions To help students ask the

questions correctly, you can write this structure on the

board: (Wh-word) + did + subject + verb… ? Point out

that the Wh- word between brackets must not be used

when asking a Yes / No question Walk around the class

to check students’ performance and offer help if needed

You may also work on the correct intonation of Yes / No

questions (rising intonation) and Wh- questions (falling

intonation) when helping students perform this speaking

task Show them how your voice goes up when asking a

Yes / No question and how it goes down when asking a

Wh- question Check students use the correct intonation

when they do the activity

WB SB p 128 Now that you have finished teaching

this lesson, it is advisable to turn to the workbook

activities on CB page 128 You may assign these exercises

as homework

Answer key:

1 3, 5, 6, 4, 1, 7, 2

2 1 They relaxed and played cards 2 It was sunny

3 They went horseback riding and trekking 4 No,

they didn’t 5 Yes, they did because it was relaxing.

3 1 Where did you go? 2 Who did you go with?

3 What did you do? 4 Why did you go there?

5 When did you go there? 6 How did you get there?

7 Did you like it?

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 /id/: started, wanted, needed, painted; /d/: played,

planned, carried, lived, studied; /t/: finished, washed,

stopped, used, liked

2 1 Charles; 2 William; 3 Simon

3 1 started; 2 followed; 3 crossed; 4 stopped;

5 cleaned; 6 visited; 7 listened

4 2 Did you watch, Students’ own answer; 3 Did you

play, Students’ own answer; 4 Did you go, Students’

own answer; 5 Did you do, Students’ own answer

6 1 She didn’t stay in a 4-star hotel; 2 She didn’t visit

an archaeological site; 3 She didn’t like the hotel;

4 She didn’t relax on the beach; 5 She didn’t enjoy

her holiday

7 1 Where; 2 When; 3 Who; 4 What; 5 What

World Issues 4 TRAVEL DIFFERENTLY (CB p 54)

of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, talking and reading about some attractive eco-tourism destinations

1 Refer students to the pictures on pages 54 and 55 and

ask them to identify in what areas of the world these

places are situated Write on the board the word

eco-tourism and elicit what they think it means Accept all

answers and foster debate among students Ask them

to provide some other examples of places in their own country and in the world where they think you can find some eco-tourism destinations Then, students read the instructions for the activity and put a cross next to the options that do not have to do with this kind of tourism

Answer key: travelling to big and busy cities, going to

discos and parties, having fun at theme parks

REFERENCE:

Ecotourism is defined as responsible travel to natural areas that preserves the environment and improves the well-being of local people

Source: www.ecotourism.org

Trang 40

understand what they are expected to do You can do

this reading activity as a whole group (shared reading)

by asking some volunteers to read aloud different

paragraphs As you read the text with the whole class,

you can also do the matching exercise Alternatively,

you may ask students to read the paragraphs silently

and match the pictures to the paragraphs Then, you can

check this activity by asking some students to provide

the answers

Answer key: 1 Antarctica; 2 The Amazon Rainforest;

3 Dominica; 4 The Himalayas, 5 Botswana

(CB p 55)

3 Students do the matching exercise Check students’

answers by asking some volunteers to read aloud the

phrases As a follow-up, you may ask the whole class to

provide some more examples of activities they think they

can do on an eco-holiday: You can go trekking You can

explore historic ruins You can go on a photo safari You

can go snorkelling and diving on coral reefs etc…

Answer key: (from top to bottom) 2, 4, 6, 3, 1, 5

4 Students read the texts silently and tick the

expressions which best complete the adventurers’

comments on their eco-holidays Students should also

provide the names of the places the adventurers refer to

To check this activity, choose two students to read out

the paragraphs and provide the answers

Answer key: Lisa: enjoyed the trip, went on a boat

trip and saw the whales, Dominica; Brian: stayed at

campsites, watched the elephants and lions, Botswana

If you have the time, you may ask students to design

posters of some eco-tourism destinations in their

country Students could bring to class colourful photos

of different places showing the activities any tourist can

do there Students can design their posters in groups

and make a short oral presentation of their eco-tourism

destinations to the whole class

Project Work 2 (Units 3 & 4): OUR TOP 3 TOURISM DESTINATIONS - Students may now do

ECO-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

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