get set go 5 teachers book

2 Individual pupils read the questions in Pupil’s Book activity 9 for their classmates to answer.. Workbook page 19 1 Write 1 Pupils look at the pairs of pictures and complete Bill’s sen

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• Aims of this level

• Components of the course

• Pupil’s Book activities -

Al l r i gh ts r es erv e d N o p art of t his p ub l ic a t io n m ay b e re pr od uc ed , s t or ed i n a r etr i ev a l s y s t e m, or tr ans m it te d, i n a ny f or m or by any m ea ns , e l ec tr o nic ,

m ec h a nic a l, p ho toc o py i n g, r ec or di n g, or ot h erw is e, w i th o ut t h e pr io r w r it te n p er m is s i on o f O x f or d U niv ers ity Pres s w i th th e s ol e ex c e pt i o n o f p h ot oc opy i ng

] h o p u b lis h er gra n ts p er m is s i o n f or t h e p h ot oc o py in g of th os e p a ges m ark ed 'p h ot oc op i ab l e ac c or d in g t o t h e f ol l ow i ng c on d it i o ns In div i du a l

pu rc h as e rs may mak e c op i es f or t he ir o w n us e or f or us e by c l as s es th ey te ac h Sc h oo l p urc has ers m a y m ak e c o p ies fo r us e by th e ir s ta ff a n d

s tu de n ts , b ut t h is p er m is s i o n d oes no t ex t e n d to a dd it io n a l s c ho o ls or br anc h es U nd er no c irc u ms ta nc es m ay a ny p art of t h is b ook be ph ot oc op i e d fo r res al e

Il l us tr at i o ns by D av i d L oc k , T o ny M or r is D es i gn e d a n d ty p es e t by O x pr i nt D es ig n O x f or d

Pri n te d in H o n g K o ng

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SYLLABUS

Unit Language

| past tense

holidays Did you have a good holiday?

Yes, I/we did No, I/we didn't

I/he/she/we/they (went to the seaside) Did

he/she (stay in a hotel)?

Yes, he/she did No, he/she didn’t

2 What's your (address/telephone number)?

clubs My address is (16 Park Road)

He/She’s (ten)

He/She’s got (two brothers)

present perfect

What has (Minnie) done with the (ringmaster's hat)?

(She)’s taken (it) She's put (it on her head)

Has she (taken his whip)?

Yes, she has No, she hasn't

4 present perfect/past simple

theme parks Who (jumped into the water)?

Have you ever (been to a theme park)?

Yes, I have No, I haven't

When did you go? I went (two years ago)

What did you do? I (saw lots of TV characters)

5

offers

Shall I (carry your bag) (for you)?

Thank you (very much)

I'll (open the door) (for you)

It's all right I'll (open it)

6

world facts

superlative adjectives

How (long) is the (longest) (river) in the world?

It's (six thousand, six hundred and seventy kilometres) (long)

7

job

s

I'll/He'll/She'll (be late) tomorrow

I/He/She won't (get up at five o'clock)

Will you/he/she go to school?

Yes, I/he/she will No, you/he/she won't

I/She/He might/might not (play tennis after school)

8

money/

possessions

present perfect with for and since How long

have we had bank notes?

We've had bank notes for about 1200 years I've

had my bike for two years

The woman fell off the bridge She fell into the water

Is this (jumper) (big) enough for (Helen)?

Yes, it is No, it isn't It's too (small) for (her)

Why can't (Adam) (wear his jumper)?

(It's) too (dirty) (It isn't) (clean) enough (to wear)

(Seismosaurus) was the (biggest) dinosaur

It was (bigger) than (Tyrannosaurus) (Tyrannosaurus)

wasn’t as (big) as (Seismosaurus)

| 2 How much (Cola) does (Helen) (drink)?

at the Not much A lot

dentist’s How many (sweets) does (she) (eat)?

Not many A lot

Unit 13

household jobs

Language

I/You have to /don't have to lay the table

Do you have to (clean your shoes)?

Yes, I do No, I don't

Does (Bill) have to tidy his bedroom?

Yes, he does No, he doesn't He's done that

I 4 present simple/past simple the Inuit They burn coal because there isn't any gas or electricity

Why did the Inuit keep dogs?

They kept dogs to pull their sledges

They used ice to build igloos

15

school rules

16

describing scenes

20 thefts

(Helen) has to (get up early on schooldays)

(She) mustn't (be late for school)

(She) doesn't have to (go to school on Saturdays)

We have to/don't have to (wear uniform at our school)

Is there anyone/anything (in the cupboard)?

Yes, there is There's someone/something (in the cupboard)

No, there isn't There's no one/nothing (in the cupboard)

indirect speech (present)

What does (Helen) say?

(She) says [that] (she) (feels sick)

question tags: negative (present)

(Adam)'s (sick), isn't (he)? You're (bored), aren't you? (He)'s got (a cough), hasn't (he)? You've got (a cold), haven't you?

(He) likes (soup), doesn't (he)? You like (biscuits), don't

Was he/she (watching TV)?

Yes, he/she was No, he/she wasn't

Were you having dinner at six o'clock?

Yes, I was No, I wasn't

past continuous + when + past simple Was Minnie

(playing) when Bill (got home)?

Yes, she was No, she wasn't She was (watching TV) Could you (talk) when you were (one)?

Yes, I/we could No, I/we couldn't

When I was (three), I could/couldn't (count)

past continuous + when/When + past simple (The

dog was chasing a bird) when (he heard the trumpet) When (the dog heard the trumpet), (he looked up)

question tags: negative (past)

What nationality was (Charlie Chaplin)?

(He) was (British), wasn't (he)?

Yes, (he) was

(He) (died in 1977), didn't (he)?

Yes, (he) did

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AIMS OF THIS LEVEL

This book aims:

• to build upon and develop the basic knowledge of

English which pupils gained earlier in this course

• to teach pupils to understand and use basic English

structures and vocabulary

• to help pupils develop confidence in listening,

speaking, reading and writing English

• to make learning English meaningful, by focusing on

topics and vocabulary of interest to this age group

• to make learning English enjoyable, through songs,

stories, games and communicative activities

This level is based around songs, rhymes, stories and

activities carefully matched to the interests of young

pupils, and is suitable for use with large or small classes.

COMPONENTS OF THE COURSE

This level consists of the following components:

Pupil’s Book The Pupil’s Book introduces all the

language structures and vocabulary in the course and

contains dialogues, stories, songs, rhymes, games and

oral practice activities Most of the work in the Pupil’s

Book is oral At the foot of every page in the Pupil’s

Book is a small parrot, telling you which page in the

Workbook corresponds with that Pupil’s Book page.

Workbook The Workbook gives extra practice of the

language taught in the Pupil’s Book as well as providing

reading and writing practice It also includes simple

summary tables, to check and revise new structures

taught in the corresponding Pupil’s Book unit and two

pages of tables and notes on pages 108-109 For every

page of the Pupil’s Book there is a page of Workbook

exercises These can be done either in class or at home

upon completion of the corresponding Pupil’s Book

page There is also a Revision section in the Workbook

after every four units Pupils can do the exercises in

these sections as both revision of the previous four units

and as preparation for a test (which is in the Teacher’s

Book) A final revision section (Revision 7) revises

material from the entire Pupil’s Book and can be used

upon completion of the course.

Cassettes The Cassettes include all the vocabulary teaching, stories, songs and rhymes from the Pupil’s Book.

Teacher’s Book The Teacher’s Book gives teaching notes for each page of the Pupil’s Book and Workbook These are divided into steps.

The teaching notes begin with:

• the structure/language which the page focuses on

• any new vocabulary items which feature on the page

• any materials needed, including page references for the Pupil’s Book and Workbook plus activity references for the Cassettes (e.g Cassette PB page 1:2 is activity number two on Pupil’s Book page one)

They then go on to provide:

• detailed step-by-step teaching notes for each activity

• answers, where appropriate

• optional steps, where appropriate

• a list of Workbook exercises (with answers, where appropriate) from the corresponding page of the Workbook

In addition to the lesson notes, the Teacher’s Book also contains:

Cassette-based activities Listen and say (dialogues)

The dialogues are all recorded on the cassette They are either about four children - Adam, his sister Helen, his little brother Edward and their cousin Sally - or about Bill, a vet who works at a zoo, Minnie, a monkey Bill rescues, Kate, Bill’s sister, and Mrs Green, his neighbour The dialogues aim to interest and motivate pupils through a variety of realistic but fun situations and through characters that pupils can identify with.

1 Start by asking pupils to look at the pictures, briefly discussing (with the whole class) what they

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think is happening in the pictures You may wish to

teach key items of new vocabulary at this point, using

the pictures However sometimes you can encourage

pupils to use the pictures to guess the meaning of

unknown vocabulary

2 Play the cassette and ask pupils to listen and look at the

pictures Remember to put the cassette counter at 000

before you start, so that you can easily find the

beginning again

3 Play the cassette again as pupils follow the text silently

Check understanding: there are sometimes activities in

the lesson for this (see Oral Practice activities) You can

also use the mother tongue for a quick check, though it

is not necessary to translate every word

4 Play the cassette again and ask pupils to repeat

chorally Do this several times until pupils are

confident

5 After plenty of practice, you can encourage pupils to act

out the dialogue There are several ways of doing this:

• you can divide the class into groups and ask them

to repeat the dialogue together, each group saying

the part of one character

• you can ask one or two pupils to come to the front of

the class and act out the dialogue, with you reading

one part yourself

• you can ask pupils to practise reading the dialogue in

pairs (or in threes, according to the number of

characters speaking in the dialogue)

• you can ask pupils to come to the front of the class

and act out the dialogue either with or without their

books depending on how confident they feel

Listen, read and say

These activities teach new vocabulary

1 Ask pupils to look at the pictures for a few moments

first

2 Play the cassette or say the words once or twice

while pupils listen, silently reading the words in their

Pupil’s Books

3 Play the cassette or say the words again, pausing after

each word for pupils to repeat chorally

4 When pupils are confident repeating the words chorally,

ask individual pupils to repeat the words

5 Point to the pictures in the book and ask pupils to read

the appropriate word from their Pupil’s Books, chorally

and then individually

Listen and sing

Songs and rhymes are very useful in language teaching They are memorable and easily learned, they give practice in the pronunciation and rhythm of English, and they are motivating The songs (and rhymes) are all recorded on cassette You may like to use the cassette at home to learn the song first

1 Play the cassette in class (or teach pupils the song yourself)

2 Play the song several times Pupils join in when they can Gradually turn down the volume of the cassette, until pupils can sing the song unaccompanied While singing, pupils can point to the pictures in the Pupil’s Book, or perform the actions These reinforce meaning and make singing more enjoyable

Listen and say (tongue twisters)

Tongue twisters aim to give pupils oral fluency practice

in the sounds of English, through short memorable phrases They also aim to be fun! The tongue twisters are all recorded on cassette

1 Play the cassette and ask pupils to listen, with their books closed

2 Play the cassette again, while pupils listen and read the tongue twister in their books

3 Ask pupils to say the phrase together slowly As pupils become more confident, ask them to say it more quickly

4 Ask individual pupils to say the tongue twister

See who can say it the fastest - without making a mistake!

Listen and read

The aim of these stories is to provide a simple introduction to reading They are all recorded on cassette

1 Ask pupils to look at the pictures and think about what the story is about and what seems to be happening

2 Play the cassette while pupils listen and read silently

3 Ask pupils to read the story silently

4 Explain the meaning of any new vocabulary, using the pictures or mime where possible

5 Play the cassette again while pupils read the story silently

Oral practice activities Ask and answer

In these activities, pupils ask and answer questions

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about pictures or stories in the Pupil’s Book Sometimes

the Pupil’s Book gives a list of questions; sometimes it

gives an example of the type of questions that pupils

must make up themselves Small parrots give examples

of what pupils should try to say.

1 Go through the examples with the class first Read

out the first question and ask pupils to call out the

answer.

2 Ask the class several questions; pupils reply chorally,

and then individually.

3 Get one pupil to ask a question and another pupil to

answer it.

4 Pupils can work in pairs, taking turns to ask and

answer questions (See notes on pairwork procedure,

page 7.)

True or false?

In these activities, pupils say whether statements about

pictures or stories in the Pupil’s Book are true or false.

1 Go through the examples with the class first Read out

the first statement Ask pupils to say whether it is true

4 Pupils can work in pairs, taking turns to read

statements and to reply (See notes on pairwork

procedure, page 7.)

Complete the sentences

In these activities, pupils complete sentences, based on

information given in reading texts or in pictures The

Pupil’s Book gives a list of sentence beginnings, and

small parrots give examples of what pupils should try to

say to complete the sentences.

1 Go through the example with the class first Read out

the first sentence beginning and ask the class to

complete it chorally.

2 Read the second sentence beginning and ask

individual pupils to suggest possible endings.

3 Pupils can work in pairs, taking turns to complete the

sentences, and helping each other with suggested

endings (See notes on pairwork procedure, page 7.)

Ask and answer about you

These activities allow pupils to use the English words

and phrases they have learned to talk about

themselves Learning a language is more interesting and motivating, particularly for young children, if pupils are encouraged to use the language to talk about themselves, their own experiences, interests and ideas Small heads give examples of what pupils can say.

Personalised activities

At the end of each unit in the Pupil’s Book there is an opportunity for pupils to use, in a less controlled and more personal way, the language they have learnt and practised in the unit Pupils do this through either a writing activity (Your work), a quiz (Your quiz), a game (Your game) or a conversation/roleplay (Your

conversation).

Your work

You might like pupils to do the writing activities in their English notebooks, or in special notebooks, or on loose pieces of paper which could then be displayed on the classroom wall In these activities pupils draw a picture and/or write a short text about themselves, the weather, their favourite television programme, their daily routine,

a simple diary, etc Pupils will need crayons for some of these Your work activities and for various Workbook exercises If you intend pupils to do these in class, remind them at the end of the previous lesson to have crayons with them If your pupils do not own crayons, suggest that they borrow or share different colours.

1 Explain to public that they are going to produce a piece of work about themselves They then look at the example shown in the Pupil’s Book.

2 Ask pupils to suggest things they might like to write about, and to call out the words they think they might need Write on the board any words that pupils ask for.

3 Pupils think for a few minutes about what they are going to write They then do a rough draft of their writing Go round the class helping where necessary.

4 Collect the work and mark it.

5 Pupils write out a correct, neat version, and perhaps draw a picture This can be done in class time or for homework.

6 If possible, display pupils’ finished work in the classroom or somewhere in the school.

Your quiz

These activities encourage pupils to ask and answer questions about themselves and their interests The quizzes are either topic-based, e.g about television,

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or structure-based, e.g about what pupils did the previous

day

1 Go through the first question with the class Ask

individual pupils the first question Alternatively, get

them to ask each other the first question, perhaps in a

chain around the class

2 Give pupils time to read and answer the other questions

in the quiz If you want them to write answers, you can

ask them to do this at home

3 Individual pupils ask questions for their classmates to

answer Either alternatively, or as a follow-up step,

pupils can work in pairs Partners take turns to ask and

answer questions

4 If possible, encourage pupils to suggest other questions

for the quiz

Your game

Games are important in language teaching Because games

are enjoyable and exciting, pupils become involved in them

The language used in games is meaningful and

communicative: pupils are not just using the language

‘because it’s the English lesson’, but because they need it -

they can’t join in the game without it!

There are several different types of game used in the

Pupil’s Book: instruction games, guessing games, chain

games, etc When playing a game with the class, make sure

pupils clearly understand what they have to do If

necessary, demonstrate the game at the front of the class

with one or two pupils Always have a ‘practice game’ first,

before pupils start to play the game properly Wherever

possible, make the game into a team game, as this makes it

more competitive and therefore more exciting Divide the

class into teams (trying where possible to make sure that

each team has a fair share of more able and less able

pupils) Ask pupils for suggestions for team names: A and

B, or Elephants and Lions, or Red and Blue, etc Keep a

score on the board

Your conversation

There are three activities of this type They are intended for

pupils working in pairs In Unit 2 activity 7 pupils join a

club and give personal information about themselves; in

Unit 4 activity 10 pupils talk about places they have been

to; and in Unit 12 activity 9 they go to the dentist’s

Detailed teaching notes are given for each activity

Skills work

The activity heading Listen and read is used only

with presentation texts The skills of reading and listening are developed through activities with a specific focus on one or the other

Reading

The skill of reading is essentially that of understanding the important points in a text, rather than the ability to read aloud Reading is encouraged through a number of texts, in general longer than in previous levels of the course These are followed by exercises intended to facilitate comprehension of the text, both in the Pupil’s Book and Workbook

1 Tell pupils what they are going to be reading about

2 Look at the pictures with the class Pupils describe what they can see

3 Use the pictures to teach any unknown words Use drawings on the board, examples, alternatives, mime and demonstration in the classroom too If possible,

encourage pupils to work out the meaning of unknown words for themselves

4 Read each paragraph of the text to the class Give pupils time to silently read the paragraph Answer any questions about unknown words

5 Pupils do the comprehension activities which follow

Listening

Four listening activities are included They involve pupils

in ordering sentences and pictures and choosing answers The activities are all on the cassette but the text does not appear in the Pupil’s Book - a tapescript is included in the Teacher’s Book Each listening text is recorded by one speaker only, so if you do not have a cassette player you can read the tapescript to the class Listening to the cassette without written support can be daunting for pupils, but this can be avoided if you prepare pupils for listening before you play the cassette

Preparation involves giving them time to read or write sentences or to look at pictures beforehand This encourages them to anticipate what they are going to listen to - listening itself then becomes a matter of matching what is heard to what pupils already know

1 Prepare pupils for listening to the cassette They look at pictures or read sentences or questions

2 Play the cassette Pupils listen and order sentences/pictures or choose answers

3 Play the cassette as many times as pupils would like to hear it

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4 Check the answers Play the cassette and pause after

each answer is heard, e.g after a sentence from an

ordering activity Check the answers with the class.

5 If there is a follow-up writing activity, pupils may like

to listen to the cassette again.

TEACHING TIPS

Revision

It is a good idea to start each lesson with a few minutes’

revision This can recycle something taught in the

previous lesson, or earlier in the course This revision

stage helps build pupils’ confidence, as they are dealing

with familiar, known language.

Pairwork

There are activities in the Pupil’s Book which you can

use either with the whole class or with pupils working

simultaneously in pairs (You can use each activity in

both ways, doing whole-class work first, then following

this with pairwork.) There are several benefits to using

pairwork in the classroom: it enables pupils to work at

their own pace; it enables you to go round the class and

help individual pupils where necessary; and, most

importantly, it enables every child in the class to listen

and speak, to be actively involved in the lesson rather

than just a passive spectator.

In large classes it can be more difficult to use

pairwork, but not impossible if it is carefully set up You

can approach these activities as follows:

• First do the activity yourself with individual pupils in

the class.

• Then ask two pupils to come to the front of the class

and let them do the activity while the class watch and

listen.

• Then ask pupils to do the activity with their partner.

• Finally, ask one pair of pupils to do the activity (or

part of the activity) while the class listen (This is a

useful way of encouraging pairs to do the activity

properly - as no one knows which pair you might ask

to ‘perform’ in front of the class later!)

Dividing the class into pairs can be very quick and easy;

for example, simply let each pupil lean across and pair

with the person sitting in the next desk, or turn round in

their chair and pair with the person in the desk behind

them Pupils will soon come to

understand that they always do the same, whenever you give the instruction Work in pairs. While pupils are working in their pairs, watch and listen carefully

- to make sure they are using English and are doing the activity in hand Pairwork activities work best when they are simple and short Most pupils enjoy pairwork, and if you use pairwork regularly, pupils become used to it and it need not be disruptive or noisy Pairwork will give pupils valuable language practice and will make the lessons more varied and enjoyable.

Accuracy

Don’t worry too much about grammatical accuracy and avoid over-correcting pupils when they make mistakes Correction can reduce confidence and thus lead to a poorer performance Opportunities for recycling language (i.e further practice of previously taught grammatical forms in different contexts and with different vocabulary) will help pupils use the language with greater ease and therefore with fewer mistakes For example, the present simple tense is one of the most difficult structures in the English language which is why

it is recycled so often in English courses.

Mother tongue

Pupils should hear as much English as possible

However, there are situations when it is useful to use the pupils’ own language For example, you might use it to explain an activity in the Workbook, or the meaning of a song, or how to play a game Try and avoid too much translation If possible, try to explain new words through

a picture or mime.

Individual help

Pairwork and Workbook activities provide ideal opportunities for you to give pupils individual help, especially pupils who are having difficulties Walk round the class and see how pupils are coping Try to be positive about the things the pupil can do One of the main aims of this course is to give pupils a sense of enjoyment and a feeling of confidence about learning English These are the feelings that pupils carry with them to their next stage of learning.

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LESSON NOTES

• Unit 1 S T E P 1

Language • revision of past simple Vocabulary • sand

castle, went cycling Materials • PB page 1 • WB page 1 •

Cassette (PB page 1:1)

Pupil’s Book page 1

1 Listen and read

1 Ask pupils to look at the pictures and to tell you who

the people are What do they know about them? If the

course is new to your class, explain that the four

children are Sally (speaking in picture 1) and her

cousins, Adam (speaking in picture 2), Helen (speaking

in picture 4) and Edward (speaking in picture 5) The

man in picture 3 is their Dad and the woman in picture 6

is their Mum Tabby (picture 4) and Echo (picture 6) are

1 Complete Adam’s letter to his penfriend

1 Read the first three sentences of the letter with the

class and go through the example

2 Pupils complete the letter with the words in the

pencil ♦ANSWE RS got, had, went, stayed,

travelled, took, slept, played, went, made

2 Complete the sentences

1 Pupils complete the sentences ♦ANSW E RS 1 go 2

go 3 stay 4 go 5 go/travel

• Unit 1 S T E P 2

Language • practice of past simple Vocabulary no new

words Materials • PB page 2 • WB page 2

1 Go through the example with the class

2 Pupils read the story in Pupil’s Book activity 1 again

and complete the sentences ♦ ANSWE RS 1 Adam 2

Dad 3 Helen 4 Edward 5 Tabby

6 Echo

3 True or false?

2 Pupils read the story in Pupil’s Book activity 1

again and decide if the other sentences are true or false ♦ANSWE RS 1 true 2 false 3 false

4 true 5 true 6 false

4 Ask and answer

2 Pupils read the questions and find the answers in the story in Pupil’s Book activity 1

3 Individual pupils ask questions for their classmates to answer Alternatively, pupils can work

in pairs, taking turns to ask and answer questions

♦ANSWE RS 1 No, he didn’t 2 Yes, she did 3 Yes, he did 4 No, she didn’t 5 Yes, she did 6 No, he didn’t

Workbook page 2

3 Write questions for your friend

1 Pupils write six questions for a friend to answer, e.g Did you have a good holiday? Did you go to the beach ?

4 Answer your friend’s questions

1 Pupils work in pairs and exchange Workbooks They then answer their partner’s questions using Yes,

I did/No, I didn’t.

5 Write about your friend’s holiday

1 Pupils exchange Workbooks again They then read their partner’s answers and write sentences about their partner, e.g My friend had a good holiday She didn’t go to the beach.

• Unit 1 S T E P 3

Language • practice of past simple Vocabulary • postcards Materials • PB page 3 • WB page 3

5 Read and match

1 Pupils read the questions and match them with the answers Go round the class helping where necessary

2 Check the answers Individual pupils ask questions for their classmates to answer

♦ ANSWE RS lb 2 f 3 d 4 a 5 c 6 e

6 Ask and answer about Sally

2 Ask the class several questions Individual pupils answer the questions

3 Individual pupils ask questions for their classmates to answer Alternatively, pupils can

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work in pairs, taking turns to ask and answer

questions.

7 Make sentences about Sally’s holiday

1 Look at the first picture with the class and go through

the example.

2 Pupils look at the other pictures and make

sentences They can either write or say the

sentences ♦ANSWERS 1 She wrote some

postcards 2 She took some photos 3 She went

on a boat 4 She played tennis 5 She read a

book 6 She went cycling.

8 Make sentences about your holiday

1 Make sentences for yourself about the six pictures in

Pupil’s Book activity 7 Remember to include some

negative sentences, e.g I wrote some postcards I

didn’t take any photos.

2 Individual pupils make sentences Write marks on

the board under / and X as they say their sentence

Alternatively, one pupil says a sentence, e.g I wrote

some postcards,and other pupils who did the same,

raise their hands.

Count the raised hands and make a note of the score

under the / on the board Then ask someone who

hasn’t raised their hand to make a sentence This

should be I didn’t write any postcards.

Workbook page 3

6 Odd one out

1 Pupils read the list of words and decide which word is

the odd one out They then underline this word and

write it in the column on the right.

2 Check the answers with the class Remember that

any answer can be considered ‘correct’ if pupils

can explain it ♦ANSWERS 1 country (the other

three words are all places to stay)

2 farm (the other three words are all members of the

family) 3 photo (the other three words are all means

of transport) 4 beach (the other three words are all

sports/hobbies).

7 Write the words in order

1 Pupils put the words in order and write questions.

2 Optional: pupils answer the questions in their

notebooks ♦ANSWERS 1 Where did you go on

holiday? 2 Where did you stay? 3 How long did you

stay there? 4 How did you go there? 5 Who did you

go with? 6 When did you get home?

8 Write about your holiday

1 Pupils complete the sentences about their own

holiday Remind them to use didn’t where necessary

♦ANSWERS 1 went/didn’t go

2 stayed/didn’t stay 3 went/didn’t go 4 had/ didn’t have 5 played/didn’t play 6 had/didn’t have or ate/didn’t eat 7 went/didn’t go.

2 Let pupils answer the questions.

3 Individual pupils ask questions for their classmates to answer Alternatively, pupils can work

in pairs, taking turns to ask and answer questions.

4 Optional: Pupils ask each other further questions about their holidays.

10 Ask and answer about your holiday

1 Go through the example with the class Give your own answer Individual pupils then answer this question.

2 Individual pupils read the questions in Pupil’s Book activity 9 for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions.

11 Your work

1 Pupils read the example.

2 Ask pupils to suggest things they may like to write about and words they might need Write these on the board.

3 Let pupils think for a few minutes about what they are going to write They then do a rough draft of their writing Go round the class helping where necessary.

5 Pupils write out a correct, neat version and perhaps draw a picture or attach a postcard or photograph They can do this either in class or at home.

6 If possible, display pupils’ work in the classroom

or somewhere in the school.

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Workbook page 4

9 Read and write

1 Pupils match the messages with the postcards

♦ ANSWE RS lc 2 a 3 b

10 Complete the sentences

1 Pupils use the information in Workbook exercise

9 to complete the sentences ♦ ANSWE RS

1 Richard went to the zoo yesterday 2 He’s going on

a boat tomorrow 3 Jill went to the Tower of London

yesterday 4 She’s going home tomorrow 5 Kevin

went for a long walk yesterday 6 He’s going

climbing tomorrow

• UNIT 2 S T E P 1

Language • revision of be, like Vocabulary • address,

assistant, double, entry card, hobbies, join, phone

number, questions, races, running club Materials •

PB page 5 • WB page 5

• Cassette (PB page 5:1)

1 Listen and say

1 Ask pupils to look at the pictures

2 Play the cassette Pupils listen and silently read the

dialogue

3 Pupils silently read the dialogue again

4 Check that pupils understand the meaning of running

club, questions, address, phone number, hobbies,

entry card and races.

1 Pupils look at Adam’s entry card They then read

the dialogue in Pupil’s Book activity 1 again and

complete the sentences ♦ANSWE RS 1 This is

Adam Smith 2 He’s ten 3 His birthday is May the

thirteenth 4 His address is 16 Park Road

5 His phone number is 311708 6 He likes running a

lot

2 Optional: Explain that 3 - double 1 - 7 - 0 - 8 is the

way we say the phone number which we write as

311708

Workbook page 5

1 Write questions

1 Pupils look at Adam’s personal information and write

questions ♦ANSWE RS 1 What’s your name? 2

What’s your address? 3 What’s your

phone number? 4 When’s your birthday?

5 How old are you? 6 Do you like running?

2 Optional: Pupils can work in pairs, taking turns to ask and answer the six questions

2 Match

1 Pupils match figures on the left with words on the right ♦ANSWE RS 2nd - second, 23rd - twenty-third, 5th - fifth, 8th - eighth, 9th - ninth, 12th - twelfth, 14th - fourteenth, 17th - seventeenth, 20th - twentieth, 26th - twenty- sixth, 30th - thirtieth, 31st - thirty-first

• UNIT 2 S T E P 2

Language • practice of he/she is, has got, likes

Vocabulary no new words Materials • PB page 6 • WB page 6

3 Read

1 Pupils look at the four entry cards

2 Optional: Ask several questions about the four children as in Workbook exercise 1 Pupils then ask questions for their classmates to answer

4 Read and say

2 Go through another example Read the sentence and get pupils to decide which person the sentence describes

3 Give pupils time to read the sentences and find the people they describe ♦ ANSW E RS 1 Ellen

2 Anne 3 Adam 4 Anne 5 Adam 6 Ellen

7 Peter 8 Peter

4 Optional: Pupils can write further sentences about the four children Individual pupils then take turns to read out a sentence each Other pupils decide who the sentence describes

Workbook page 6

3 Match and write

1 Pupils follow the lines from the hobbies to the YES or NO boxes They then write questions and answers ♦ANSW E RS 1 Do you like swimming? Yes, I do 2 Do you like doing karate? No, I don’t 3

Do you like doing gym? Yes, I do 4 Do you like running? Yes, I do 5 Do you like playing tennis?

No, I don’t

4 Write about you

1 Pupils complete the entry card with their own

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personal information They also stick a photograph

on the entry card.

5 Write about you

1 Pupils use the information about themselves in

Workbook exercise 4 to write a description of

themselves.

Language • practice of personal information Vocabulary

• beats, come, end (noun)

Materials • PB page 7 • WB page 7

• Cassette (PB page 7:5)

Pupil’s Book page 7

5 Listen and sing

1 Look at the pictures with the class Ask pupils to

say what they can see in the pictures.

2 Play the cassette Pupils listen and silently read the

song.

3 Play the cassette several times Pupils join in when

they can Gradually turn down the volume of the

cassette until pupils can sing the song

unaccompanied.

4 Optional: Pupils can sing verses using the names

of people in the class.

6 Ask and answer from memory

1 Go through the example with the class.

2 Ask the class several questions Individual pupils

try to answer the questions from memory.

3 Individual pupils ask questions for their

classmates to answer Alternatively, pupils can work

in pairs, taking turns to ask and answer questions

Encourage pupils to answer the questions from

memory They can then turn back to Pupil’s Book

activity 3 and check their answers.

Workbook page 7

1 Pupils match the descriptions with the pictures.

♦ ANSWERS Id 2c 3a 4b

7 Write about you

1 Pupils complete the sentences about the things they

can do.

• UNIT 2 S T E P 4

Language • practice of personal information

Vocabulary no new words Materials • PB page 8 •

3 Divide the class into pairs Pupils act out a conversation They can repeat the activity with different partners.

4 Optional: Pupils can write one of their conversations in their notebooks.

4 The first pupil is answering Noand is telling her classmates another piece of information about the mystery person This time someone else thinks she knows who the person is.

5 Again the classmate is wrong and the first pupil gives another piece of information about the mystery person Someone else thinks he knows who the person is - this time the guess is correct and it is the turn of this pupil to choose a mystery person.

6 Ask someone to choose a classmate - and to keep the name secret The pupil who identifies the mystery person then chooses a classmate for the other pupils

to identify.

Workbook page 8

1 Pupils write seven questions for a friend to answer, e.g What’s your name? How old are you? Do you like playing tennis?

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1 Pupils work in pairs and exchange Workbooks

They then answer their partner’s questions

10 Write about your friend

1 Pupils exchange Workbooks again They then

read their partner’s answers and write a paragraph

about their partner

• Unit 3 S T E P 1

Language • revision of present perfect, it, them

Vocabulary • acrobats, audience, climbed onto, done,

fallen over, gone, juggler, performer, ringmaster,

taken, thrown, unicycle Materials • PB page 9 • WB

page 9

1 Listen and read

1 Ask pupils to look at the first picture Ask them if

they know who the person is If the course is new to

your class, explain that this man is Bill, a vet who

works at a zoo With him is Minnie, a monkey that

Bill rescued from the zoo

2 Ask pupils to look at the other pictures Ask Where are

Bill and Minnie? Have you ever been to a circus?

story

4 Pupils silently read the story again Check that they can

see the ringmaster, acrobats, unicycle, juggler, audience

and performers in the pictures Check that they

understand the meaning of gone, taken, climbed onto

and thrown.

2 Ask and answer

2 Pupils read the questions and find the answers in the

story in Pupil’s Book activity 1

answer Alternatively, pupils can work in pairs, taking

turns to ask and answer questions ♦ ANSWE RS 1

She’s taken it She’s put it on her head 2 She’s taken it

She’s climbed onto it 3 She’s taken them She’s

thrown them into the air 4 She’s taken it She’s fallen

over it

Workbook page 9

1 Write

1 Pupils look at the pictures and write sentences

♦ ANSWE RS 1 Here are the clowns 2 Here’s the juggler 3 Here are the acrobats 4 Here’s the ringmaster

2 Read and write

1 Pupils match the sentences with the pictures

♦ ANSWE RS lb 2 c 3d 4a

2 Optional: If anyone asks about the position of the apostrophe, explain that this goes before the s when there is only one person, e.g ringmaster’s, and after the

s when there is more than one person, e.g acrobats’.

• Unit 3 S T E P 2

Language • practice of present perfect

• revision of his, her, their Vocabulary •

brush (noun), rope, whip Materials • PB page

10 • WB page 10

3 Listen, read and say

2 Play the cassette or say the words aloud Pupils listen and silently read the words

3 Play the cassette or say the words aloud again Pupils listen and repeat

1 Go through the examples with the class

2 Ask about the acrobats’ unicycle and balls, i.e Has Minnie taken the acrobats’ unicycle? Has she taken their balls? Individual pupils answer the questions

in pairs, taking turns to ask and answer questions ♦

A N S W E R S 1 Has Minnie taken the ringmaster’s hat? No, she hasn’t 2 Has she taken his whip? Yes, she has 3 Has she taken the acrobats’ unicycle? No, she hasn’t 4 Has she taken their rope? Yes, she has

5 Has she taken the juggler’s rings? No, she hasn’t 6 Has she taken her balls? Yes, she has 7 Has she taken the clowns’ bucket? No, she hasn’t 8 Has she taken their brush? Yes, she has

2 Ask the class about the acrobats, i.e What have

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the acrobats done with their unicycle? Elicit the

answer They’ve climbed onto it

classmates to answer Alternatively, pupils can

questions ♦ ANSWERS 1 What has the

ringmaster done with his hat? He’s put it on his

head 2 What have the acrobats done with their

unicycle? They’ve climbed onto it 3 What has the

juggler done with her rings? She’s thrown them

into the air 4 What have the clowns done with

their bucket? They’ve fallen over it.

Workbook page 10

3 Write

1 Pupils write the words in the pencil next to the things

in the picture ♦ ANSWERS balls rope hat whip

unicycle bucket brush rings

4 Write

1 Pupils look at the pictures in Workbook exercise

3 and answer the questions ♦ ANSWERS

1 No, he hasn’t 2 They’ve fallen over it 3 Yes,

they have 4 She’s thrown them into the air.

5 No, he hasn’t 6 She’s climbed onto Bill.

• Unit 3 S T E P 3

Skills • reading

Vocabulary • America, actor, at first, began, big top,

buildings, chariot racing, Englishman, fire-eaters,

included, introduces, invented, knife-throwers,

modern, most popular, moved, plate-spinners, real,

riders, special, start(noun), sword-swallowers,

tightrope-walkers, travelling circus, wild, wooden

Pupil’s Book page 11

6 Read

1 Ask pupils to look at the pictures Ask them to name

the things they can see to the left of the text.

2 Read the two questions to the class Individual

pupils answer the questions Encourage them to

express their ideas; it is not essential that they use

accurate English.

3 Read the first paragraph of the text to the class

Pupils look at the picture of the chariot Give

pupils time to read the paragraph silently again

Answer any questions they have about unknown

vocabulary.

4 Repeat this procedure with the other paragraphs in the text Pupils look at pictures where appropriate Use the pictures in Pupil’s Book activity 8 to explain the names of the performers in the final paragraph.

5 Pupils silently read the story again.

1 Pupils read the questions and find the answers in the text in Pupil’s Book activity 6.

2 Individual pupils ask questions for their classmates

to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions ♦

A N S W E R S 1 Yes, there were 2 It was in 1768 3 They were in America 4 It is called the big top 5 The clowns are 6 He was the first real clown 7 They are often called ‘Joey’ 8 No, there aren’t.

Workbook page 11

5 Read

1 Pupils look at the pictures and read the story

Encourage them to use the pictures to make clear the meaning of any unknown vocabulary.

6 Look at the pictures and write

1 Pupils look at the pictures in Workbook exercise

5 and write questions Each numbered question refers to the corresponding numbered picture.

♦ ANSWERS 1 Have the clowns painted the wall? 2 Have they covered themselves with paint? 3 Have they fallen over? 4 Have they thrown the bucket at the audience? 5 Has the audience got wet? 6 Have the clowns covered the audience with paper flowers?

Language • practice of present perfect Vocabulary •

fire, knives, spun, swallowed, sword, tightrope, worn

1 Look at the pictures with the class Ask pupils to say what they can see in the pictures Use the pictures

to make clear the meaning of any unknown vocabulary.

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song

3 Play the cassette several times Pupils join in when

they can Gradually turn down the volume of the

cassette until pupils can sing the song

unaccompanied

4 The class can sing this song in five groups The first

group sings the first verse The second group sings

the second verse, with the first group joining in from

the fourth line The third group then sings the third

verse, with the second group joining in from the

fourth line and the first group joining in from the

fifth line

Continue in this way until all the verses have been

sung

9 Your quiz

individual pupils the first question

2 Look at question 6 with the class Elicit or explain

that worn is part of the verb wear.

3 Let pupils answer the questions

answer Alternatively, pupils can work in pairs,

taking turns to ask and answer questions

5 Optional: Explain that the circus is looking for new

performers and anyone who has answered all eight

questions with Yes answers is suitable! Ask pupils if

they would like to work in a circus What would they

like to be? What would they like to do?

Workbook page 12

1 Go through the completed examples with the class

2 Pupils complete the other sentences

♦ ANSWE RS Have we got wet? Yes, we have

No, we haven’t They’ve got wet They haven’t got

wet Have they got wet? Yes, they have No, they

haven’t Has she got wet?

Yes, she has No, she hasn’t It’s got wet It hasn’t

got wet Has it got wet? Yes, it has No, it hasn’t

8 Write

1 Pupils write the present perfect forms of the verbs

♦ ANSWE RS done, eaten, fallen, got, had, put,

ridden, seen, spun, taken, thrown, worn

• Unit 4 S T E P 1

Language • revision of past simple

• presentation of questions with who ? + past simple

Vocabulary • jumped, paddling pool, slide, swc swung, water park

Materials • PB page 13 • WB page 13

1 Listen and say

2 Play the cassette Pupils listen and silently re the dialogue

3 Pupils silently read the dialogue again

2 Ask and answer

1 Go through the example with the class Explai that pupils can use one or more names for the: answers

2 Pupils read the questions and find the answer in the dialogue in Pupil’s Book activity 1

3 Check the answers Individual pupils ask questions for their classmates to answer

♦ ANSWE RS 1 Helen, Edward and Adam

2 Helen and Adam 3 Edward and Adam

4 Helen and Adam 5 Edward

1 Complete Helen’s letter to her penfriend

1 Read the first three sentences of the letter wi the class and go through the example

2 Pupils complete the letter with the words in 1 pencil ♦ ANSW E RS went, had, swung, swa was, jumped, swallowed, did

2 Write

1 Pupils answer the questions Encourage thei answer from memory and then to check thei answers in Pupil’s Book activity 1

♦ ANSWE RS 1 No, he didn’t 2 Yes, she die

3 Yes, he did 4 No, she didn’t

Trang 16

1 Pupils close their books Ask them to listen while

you play the cassette.

2 Play the cassette again Pupils listen and silently

read the tongue twister.

3 Ask pupils to say the phrase together slowly As

they become more confident, ask them to say it

more quickly.

4 Individual pupils say the tongue twister See

who can say it the fastest without making a

mistake!

1 Ask the class the first two questions Pupils look

at the pictures and find the answers Individual

pupils answer the questions.

questions ♦ANSWERS 1 Edward

2 Edward 3 Adam 4 Adam 5 Edward

6 Adam.

5 Ask and answer about you

1 Go through the example with the class Give

your own answer Individual pupils then answer

this question.

2 Individual pupils read the questions for their

questions.

Workbook page 14

1 Pupils follow the lines from the numbers to the

pictures and write questions ♦ANSWERS

1 Who walked across a rope bridge? 2 Who swam

down a river? 3 Who played with a boat?

4 Who went down a slide? 5 Who jumped into the

water? 6 Who swung on a tyre?

4 Write

1 Pupils look at the pictures and write answers.

♦ ANSWERS 1 She went down a slide 2 She

swam down a river 3 She walked across a rope

bridge 4 She jumped into the water 5 She played

with a boat 6 She swung on a tyre.

• Unit 4 l S T E P 3

Language • practice of present perfect, past simple

Vocabulary • cartoon characters, theme park,

TV characters, went again, wildlife park Materials •

PB page 15 • WB page 15

Pupil’s Book page 15

1 Read the question to the class Elicit or explain the meaning of theme park.

2 Ask pupils to look at the pictures.

3 Play the cassette Pupils listen and silently read the children’s answers.

4 Pupils silently read the children’s answers again Check that they understand the meaning of any unknown vocabulary.

2 Check the answers Individual pupils ask questions for their classmates to answer.

♦ ANSWERS 1 Yes, she has 2 No, he hasn’t.

3 Yes, she has 4 Yes, he has.

2 Pupils read the children’s answers in Pupil’s Book activity 6 again and complete the sentences ♦ANSWERS 1 1995 2 two.

3 no fixed answer - three years ago from the current year 4 no fixed answer - the number of years 1994 is from the current year 5 no fixed answer - two years ago from the current year.

Workbook page 15

5 Choose and write

1 Pupils complete the sentences with the correct words in brackets ♦ANSWERS 1 She went

2 They went 3 She’s been 4 He went.

6 Write

1 Pupils complete the sentences with the words in brackets ♦ANSWERS 1 flown, flew 2 eaten, ate 3 ridden, rode 4 seen, saw.

1 Pupils complete the sentences about things they have done and they did at times in the past.

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• Unit 4 S T E P 4

Language • practice of present perfect, past simple

Vocabulary • looked at Materials • PB page 16 • WB

page 16

1 Look at the photographs with the class Ask pupils

to say what they can see in each

rhyme

3 Play the cassette two or three times Gradually turn

down the volume of the cassette until pupils can say

the rhyme unaccompanied

4 Pupils say the rhyme, using the names of the other

places in the photographs

5 Optional: Pupils can use other places in the rhyme

Individual pupils say one verse each with a different

place of their choice

10 Your conversation

1 Go through an example conversation with the class

Individual pupils ask questions for you to answer If

you answer No to the question Have you ever been to

?, then get another pupil to ask you about a

different place

2 Divide the class into pairs Pupils act out a

conversation They can repeat the activity with

different partners

3 Optional: Pupils can write one of their

conversations in their notebooks

11 Your work

1 Pupils read the example

2 Ask pupils to suggest things they may like to write

about and words they might need Write these on

the board

3 Let pupils think for a few minutes about what they are

going to write They then do a rough draft of their

writing Go round the class helping where necessary

4 Collect the work and mark it

5 Pupils write out a correct, neat version and perhaps

draw a picture They can do this either in class or at

home

6 If possible, display pupils’ work in the classroom or

somewhere in the school

1 Pupils match questions and answers

♦ ANSWE RS Id 2a 3e 4 c 5b

1 Pupils complete the sentences about places they have and haven’t been to

Note: Use these Revision pages in the Workbook as revision of the work you have done in Units 1-4 and as preparation for Test A

2 Go through each exercise, making sure that pupils understand what they have to do

3 Collect the Workbooks for marking

4 When you have marked pupils’ work, give the Workbooks back Let pupils look at the exercises for

a few minutes

5 Go through the answers with the class, giving pupils time to write in the correct answers where they got them wrong

6 Revise anything that pupils found particularly difficult before they do Test A

7 Pupils can now do Test A

1 Write

♦ ANSWE RS 1 She had a good holiday 2 He went with his mum and dad 3 They stayed in a hotel 4 She didn’t make a sand castle 5 He didn’t take his bike 6 They didn’t write any postcards 7 Her favourite colour’s blue 8 His address is 14 Green Road 9 She’s never been to England 10 He’s juggled balls 11 She hasn’t ridden a horse 12 He hasn’t swung on a tyre

2 Write about James’s last holiday

♦ ANSWE RS James went on holiday in August

He went to his aunt’s with his brother His mum

Revision 1

Trang 18

took them there by bus Then she went home

They stayed with their aunt for two weeks She

took them to the zoo and to the cinema They

played in her garden and they went swimming in

the river They had a great time and they didn’t

want to go home!

3 Complete the answers

♦ ANSWERS 1 Yes, he did 2 No, he didn’t.

3 Yes, she did 4 No, she didn’t 5 Yes, I did.

6 No, I didn’t 7 Yes, he has 8 No, she hasn’t.

9 Yes, I have 10 No, I haven’t.

♦ ANSWERS 1 What’s your name? 2 When’s your

birthday? 3 What’s your phone number?

4 Where did you go on holiday? 5 Did you have a

good time? 6 What did you do on holiday?

7 Have you ever seen a monkey? 8 Have you ever

been to a zoo?

5 Write your answers for exercise 4

No fixed answers.

• Unit 5 S T E P 1

Language • presentation of I’ll/shall I? for offers

Vocabulary • everything, get into, headache, I don’t

mind, I’ll, it’s a pleasure, kind, packet, shall

2 Play the cassette Pupils listen and silently read the

dialogue.

3 Pupils silently read the dialogue again.

2 Put the sentences in order

1 Go through the example with the class Make sure that

everyone agrees that Bill met Mrs Green at the shop is

the first sentence.

2 Pupils read the dialogue in Pupil’s Book activity

1 again and put the sentences in order.

3 Check the answers Pupils say either the letters or the

sentences in order ♦ANSWERS 1 e Bill met Mrs

Green at the shop 2 d Minnie put the nuts into Mrs

Green’s bag 3 a Bill carried

Mrs Green’s bag to her house 4 c Bill opened Mrs

Green’s door 5 b Mrs Green found the nuts.

1 Write

1 Pupils look at the pairs of pictures and complete Bill’s sentences ♦ANSWERS 1 Shall I carry your bag for you? 2 I’ll open the door for you.

3 Shall I put your shopping away for you?

2 Read and choose

1 again and choose the correct sentences.

♦ ANSWERS 1 a 2 a 3 b.

• Unit 5 S T E P 2

Language • practice of I’ll/ shall I? for offers

• revision of it, they, them

Pupil’s Book page 18

1 Give pupils time to look at the sentences and match each sentence on the left with two sentences

on the right.

2 Go through the matching activity with the class Say the offers yourself Individual pupils say the appropriate replies ♦ANSWERS 1 b, c 2 a, d.

4 Make sentences

1 Look at the first pair of pictures with the class

Go through the example with the class.

2 Pupils look at the other pairs of pictures and work out Bill’s offers and Mrs Green’s replies.

3 Individual pupils make offers for their classmates

to reply to (remind them to use I’ll). Pupils can then work in pairs, taking turns to make offers and reply ♦ ANSWERS 1 I’ll close the door for you Thank you 2 I’ll carry your bag for you It’s all right I’ll carry it 3 I’ll wash the dishes for you It’s all right I’ll wash them 4 I’ll put your shopping away for you Thank you 5 I’ll open the window for you It’s all right I’ll open it.

6 I’ll take the nuts to the shop Thank you.

4 Optional: Pupils repeat the activity using Shall I?

3 Write

1 Pupils look at the pictures and complete the sentences and the crossword ♦ ANSWERS Down: 1 cat 2 clothes 3 shopping 6 bed 8 room Across: 4 plants 5 table 7 door 9 dishes

10 window.

Trang 19

U N I T 5 S T E P 3 Pupil’s Book page 20

Language • practice of making and accepting offers

Vocabulary • ill, lay down, pill, worse Materials • PB

page 19 • WB page 21

1 Look at the pictures with the class Ask pupils to say

what they can see in the pictures Use the pictures to

explain the meaning of ill and pill.

song Explain the meaning of worse and lay down at

the end of the song

cassette until pupils can sing the song unaccompanied

4 Individual pupils take the role of Bill, Mrs Green and

the nurse and sing their verses on their own Other

pupils sing the three verses beginning Mrs Green.

4 Write

1 Pupils look at the pairs of pictures and complete the

nurse’s sentences They can use either Shall I? or I’ll

in their offers ♦ANSW E RS 1 Shall I tidy your

room? It’s all right 2 Shall I make your bed?/I’ll

make your bed It’s all right

3 Shall I water the plants?/I’ll water the plants Thank

you 4 Shall I wash the dishes?/Tll wash the dishes

Thank you 5 Shall I feed the cat?/I’ll feed the cat

Thank you 6 Shall I put your clothes away?/I’ll put

your clothes away It’s all right

1 Pupils look at the pictures in Workbook exercise

4 again and complete the sentences with the

correct words in brackets ♦ANSWE RS

1 tidied 2 didn’t make 3 didn’t water 4 washed

5 didn’t feed 6 didn’t put

• Unit 5 S T E P 4

Language • practice of making offers, present

perfect

Vocabulary • answer (verb), post (verb), switch on

Materials • PB page 20 • WB page 22

1 Explain that Mrs Green says the sentences on the left and the nurse makes the offers on the right

2 Look at the offers with the class Explain the meaning of switch on, answer and post.

3 Go through an example with the class Make sure that everyone agrees that you could say Shall I switch on the light? when someone say It’s dark

in here.

4 Pupils read the sentences on the left and mat them with the offers Go round the class helpi where necessary

5 Check the answers Individual pupils make sentences Other pupils make offers

♦ ANSWE RS le 2c 3 f 4a 5 d 6b

1 Look at the picture with the class

2 Go through the first example with the class Then ask the second question Pupils look at picture and answer the question

3 Ask Has she opened the window ? Pupils look the picture and answer the question

4 Individual pupils ask questions for their classmates to answer (there is one question based

on each of the offers in Pupil’s Book activity 6) Alternatively, pupils can work in pairs, taking turns to ask and answer questions

♦ANSWE RS 1 Has the nurse switched on the light? Yes, she has 2 Has s answered the phone? Yes, she has 3 Has sh opened the window? No, she hasn’t 4 Has s made a drink? Yes, she has 5 Has she posti the letters? No, she hasn’t 6 Has she switc on the TV? No, she hasn’t

8 Your quiz

1 Go through an example with the class Say tired.

Individual pupils make offers to help e.g I’ll carry your bag Shall I make you a a

2 Let pupils read the sentences and work out offers

3 Individual pupils say the sentences and the classmates offer to help Alternatively, pup: work

in pairs, taking turns to say sentence make offers

1 Pupils write the words in order and make '

Trang 20

nurse’s offers ♦ ANSWERS 1 I’ll make a drink

for you 2 Shall I close the window? 3 I’ll switch on

the TV 4 Shall I put your clothes away? 5 I’ll tidy

the room for you 6 Shall I switch on the light?

7 Write

1 Pupils look at the picture They then write about

what the nurse has or hasn’t done.

♦ ANSWERS 1 The nurse hasn’t put Mrs

Green’s clothes away 2 She’s tidied the room.

3 She hasn’t closed the window 4 She’s switched on

the TV 5 She’s made a drink for Mrs Green.

6 She hasn’t switched on the light.

• Unit 6 s t e p 1

Language • revision of comparatives and superlatives

Vocabulary • Asia, bigger, biggest, bottom, centre,

continent, degrees, Earth, east, Equator, flatter,

largest, means, Moon, nearer, nearest, north, ocean,

Pacific Ocean, per cent, planet, round (adjective),

south, surface, temperature, west Materials • PB page

21 • WB page 23

1 Read

1 Ask pupils to look at the pictures Name the things in

the pictures Pupils listen and repeat.

2 Read the first paragraph of the text to the class Use

the picture of the earth to explain the text Draw a

ball on the board Then draw another ball which is

flattened at the top and bottom to explain what the

earth is like.

3 Repeat this procedure with the second paragraph in

the text Use the pictures in Pupil’s Book activity 1

and drawings on the board to explain the text

Explain that bigand large mean the same.

4 Repeat this procedure with the other paragraphs in

the text Use the pictures and board drawings to

explain the text.

5 Give pupils time to silently read the text again.

1 Write

1 Pupils label the pictures and the points of the

compass ♦ANSWERS Earth, Moon, Sun,

north, east, south, west.

2 True or false?

1 Pupils read the text in Pupil’s Book activity 1 again and decide if the sentences are true or false

♦ANSWERS 1 true 2 true 3 false

4 true 5 false 6 false.

• Unit 6 S T E P 2

measurements • practice of questions with how?

2 Listen, read and say

1 Play the cassette or say the words and measurements aloud Pupils listen and silently read the words.

2 Play the cassette or say the words and measurements aloud again Pupils listen and repeat.

3 Say and point to numbers in the text

1 Go through an example with the class Pupils read the text in Pupil’s Book activity 1 again and find the number twenty-sevenin figures.

2 Give pupils time to read the text again and find the numbers in figures.

3 Check the answers Say each number aloud and pupils point to the figures in the text Alternatively, pupils can write the figures on the board ♦ANSWERS a 27 b

70 c 80 d 365

e 3,476 f 12,757 g 384,365 h 1,392,000

i 15,000,000 j 150,000,000.

2 Give pupils time to read the questions and find the answers in the text in Pupil’s Book activity 1.

♦ ANSWERS 1 It takes 365 days 2 It is 12,757 kilometres across the Equator 3 70 per cent of the Earth’s surface is water 4 It is 150,000,000 kilometres from the Sun 5 It is 3,476 kilometres across the Moon

6 It is 384,365 kilometres from the Earth 7 It takes 27 days 8 It is 15,000,000 degrees.

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3 Match

1 Pupils match the measurements ♦ANSWE RS a

twenty millimetres = two centimetres, b two hundred

centimetres = two metres, c two thousand metres =

two kilometres, d two hundred millimetres = twenty

centimetres, e two thousand centimetres = twenty

metres, f twenty thousand metres = twenty

kilometres

4 Write

1 Pupils write measurements ♦ANSWE RS a three

centimetres b forty millimetres c five metres d six

hundred centimetres e seven kilometres f eight

thousand metres

5 Complete the questions

1 Pupils complete the questions Remind them to look

at examples of the completed questions in Pupil’s

Book activity 4 ♦ANSWE RS 1 How far

2 How long 3 How hot 4 How far 5 How long

6 How far 7 How far 8 How hot

• Unit 6 S T E P 3

Language • practice of large numbers

Vocabulary • forest, hill, lake Materials •

PB page 23 • WB page 25

• Cassette (PB page 23:5 and 23:7)

5 Listen to the numbers and point

1 Look at the picture of the astronaut in his space

capsule orbiting the earth with the class If you like,

teach the words astronaut, space capsule and screen.

2 Explain that pupils are going to hear numbers on the

cassette When they hear a number, they should point

to it on the screen

3 Play the cassette Pause after each number Pupils

point to the corresponding number Alternatively,

give pupils time to write down the number they hear

during the pause

4 Check the answers Play the cassette again and pause

after each number Individual pupils write the

numbers on the board

♦ T APE SCRIPT a ten thousand three

hundred b one hundred and thirty c eight

thousand six hundred and five d ten

thousand and three

e eight million six hundred and fifty thousand f eight thousand six hundred and fifty g one hundred and three h one hundred and thirty million i eight hundred and sixty-five j ten thousand and thirty k one hundred and three thousand 1 eighty-six thousand and five m one million three hundred thousand n eighty-six million five thousand

o one hundred and thirty-three p one hundred and three thousand and three

6 Say numbers and point

1 Go through the example with the class Say the number yourself Pupils point to the number on the screen in Pupil’s Book activity 5

2 Say several other numbers Pupils point to the numbers on the screen If you like, say a number that isn’t on the screen and teach the words It isn’t on the screen.

3 Individual pupils say numbers for their classmates to find on the screen Remind them tc say It isn’t on the screen, if someone says a number which isn’t in the list Alternatively, pupils can work in pairs, taking turns to say and point to numbers

Note: pupils can now do Workbook exercise 6

1 Ask pupils to look at the picture This shows the scene which can be seen through the window of the space capsule

2 Play the cassette or say the words aloud Pupils listen and silently read the words

3 Play the cassette or say the words aloud again Pupils listen and repeat

6 Write the numbers

1 Pupils read the numbers in words and write them in figures ♦ANSWE RS a 502,006 b 8,400 c 6,600,000 d 12,101 e 117,00 f 9 9 2 g 808,000,000 h 405

7 Find the words and write

1 Pupils find the words from Pupil’s Book activity

7 in the wall ♦ ANSW E RS 1 city 2 forest

3 mountain 4 waterfall 5 desert 6 wall 7 hill

8 lake 9 building 10 ocean 11 island 12 river

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Unit 6 S T E P 4

Language • practice of superlatives Vocabulary •

deepest, facts, how big? how deep?

square (adjective,), tallest Materials • PB page 24 •

WB page 26

8 The world superlative quiz

1 Look at the quiz with the class Explain that in this

activity pupils have to guess the answers to the

questions In activity 9 they are then going to hear

the answers to the questions on the cassette.

2 Go through the first question with the class

Explain or elicit that the highest mountain in the

world is 8,848 metres high.

3 Look at question 4 with the class Explain that we

must use the word square after the number in

answer to the question How big ?

4 Give pupils time to read the questions and choose

their answers.

9 Listen and check your answers

1 Play the cassette Pause after each sentence to give

pupils time to identify the correct answer and

check their own.

2 Check the answers Play the cassette again and

pause after each sentence Pupils say a or 6.

♦ ANSWERS la 2b 3b 4a 5a 6b 7b 8a

9 a 10 a.

3 Optional: To practise the numbers, individual

pupils ask questions for their classmates to answer

Alternatively, pupils can work in pairs, taking

turns to ask and answer questions.

♦ TAPESCRIPT

1 The longest river is six thousand, six hundred

and seventy kilometres long.

2 The highest waterfall is nine hundred and

seventy-nine metres high.

3 The tallest building is four hundred and forty-

three metres tall.

4 The biggest ocean is one hundred and sixty-five

million, three hundred and eighty-four thousand

square kilometres.

5 The biggest island is two million, one hundred

and seventy-five thousand, six hundred square

kilometres.

6 The biggest desert is eight million, four hundred

thousand square kilometres.

7 The deepest ocean is eleven thousand, five

hundred and twenty-four metres deep.

8 The highest capital city is three thousand, six hundred and fifty-eight metres high.

9 The longest wall is two thousand, four hundred kilometres long.

10 The highest mountain is eight thousand, eight hundred and forty-eight metres high.

10 Your work

2 Ask pupils to suggest things they may like to write about and words they might need Write these on the board.

3 Let pupils think for a few minutes about what they are going to write They then do a rough draft of their writing Go round the class helping where necessary.

5 Pupils write out a correct, neat version and perhaps draw a picture or attach a postcard or a

photograph They can do this either in class or at home.

6 If possible, display pupils’ work in the classroom or somewhere in the school.

1 Pupils complete the sentences Encourage them to do this from memory and then to check their answers

in Pupil’s Book activity 8.

♦ ANSWERS 1 highest capital city 2 highest mountain 3 hio-gest desert 4 tallest building

5 highest waterfall 6 deepest ocean 7 longest wall 8 longest river 9 biggest island 10 biggest ocean.

1 Pupils look at the pairs of sentences They complete each sentence with the appropriate comparative or superlative form of the adjective.

♦ ANSWERS It is longer than the Thames.

Asia is the largest continent It is bigger than the Indian ocean It is the deepest ocean too.

Unit 7 S T E P 1

Language • presentation of future with

will / won’t

Vocabulary • baker, he’ll, postman, tomorrow, won’t

Trang 23

1 Look at the pictures with the class Ask pupils to

say what they can see in the pictures Teach the words

postman and baker.

2 Explain the meaning of tomorrow. Write TODAY

and the day it currently is on the board, e.g Tuesday.

Next write YESTERDAY and the day it was on the

board, e.g Monday. Then write TOMORROW and the

day it will be on the board, e.g Wednesday. (This is

useful preparation for Workbook exercise 1.)

3 Play the verses about Pat and Bob on cassette

Pupils listen and silently read the song

cassette until pupils can sing the four verses

unaccompanied

5 Ask pupils to work out the verses for Tess and

Dawn

6 Play the verses about Tess and Dawn on cassette

Pupils join in when they can Gradually turn down the

volume of the cassette until pupils can sing the four

verses unaccompanied

7 Individual pupils take the roles of Pat, Bob, Tess

and Dawn and sing their verses on their own Other

pupils sings the verses beginning Pat the postman,

Bob the baker, Tess the teacher and Dawn the doctor.

Wednesday Thursday Friday

Tuesday Wednesday Thursday

1 Pupils match the sentences with Tess and Dawn

and write them in the appropriate column

♦ ANSWE RS

My name’s Tess My name’s Dawn

I wasn’t late yesterday I was late yesterday I’m

never late I’m always late

I won’t be late tomorrow I’ll be late tomorrow

Language • practice of will/won’t »revision of time

Vocabulary • will

2 Read and say

1 Say each letter in turn and ask pupils to name the corresponding person

2 Go through an example with the class

3 Go through another example Read the sentence and get pupils to decide which person the sentence describes They can say either the corresponding letter or the name of the person

4 Give pupils time to read the sentences and find the people they describe ♦ ANSWERS 1 b Bob

2 c Tess 3 a Pat 4 d Dawn

3 Say and point

1 Look at the pairs of pictures with the class Thej show Pat and Bob doing the same activities - at different times!

2 Revise telling the time Say the times shown in the clocks in random order Pupils point to the clocks as they hear the corresponding time

3 Go through the example with the class Say the sentence and pupils point to the picture of Pat

4 Say one sentence for each pair of pictures Pupils point to the corresponding picture

5 Individual pupils make sentences about either Pat

or Bob; the other pupils point to the appropriate picture Alternatively, pupils can work in pairs, taking turns to make sentences and point to pictures

2 Ask the class several questions Individual pupils answer the questions

3 Read and write about Dave

1 Pupils write about what Dave will and won’t dc tomorrow ♦ANSWE RS Tomorrow Dave won get

up early He’ll get up late He won’t have a shower He’ll get dressed and then he’ll have hi breakfast He’ll have bread and jam for

Trang 24

breakfast He won’t have cereal He’ll brush his

teeth and then he’ll leave for school He won’t get to

school on time He’ll be late!

4 Write

1 Pupils read the paragraph they have written in

Workbook exercise 3 and answer the questions.

♦ ANSWERS 1 No, he won’t 2 No, he won’t.

3 Yes, he will 4 No, he won’t 5 Yes, he will.

6 Yes, he will.

1 Go through the completed example with the

class.

2 Pupils complete the other sentences.

♦ ANSWERS Will you go by car? Will he walk to

school? Yes, he will He won’t go by car Will he go

by car? No, he won’t Will she walk to school? Yes,

she will She won’t go by car Will she go by car?

No, she won’t.

Unit 7 S T E P 3

Language • presentation of might/might not

Vocabulary • might, might not, schoolgirl, thinking

about Materials • PB page 27 • WB page 29

• Cassette (PB page 27:5 and 27:7)

Pupil’s Book page 27

1 Look at the pictures with the class Ask pupils to

say what they can see in them.

2 Play the cassette Pupils listen and silently read

the song.

3 Play the cassette several times Pupils join in

when they can Gradually turn down the volume of

the cassette until pupils can sing the song

unaccompanied.

4 Individual pupils take the role of Sue and sing

her verse on their own Other pupils sings the verse

beginning Sue the schoolgirl.

6 Complete the sentences about Sue

1 Look at the pictures of Sue They show what she

might do tomorrow (Tuesday).

2 Go through an example with the class.

Individual pupils say what Sue might have for

breakfast.

3 Pupils look at the pictures and complete the

sentences in their notebooks ♦ A N S W E R S

1 She might have juice, bread and an egg for

breakfast She might have toast and jam and coffee 2 She might go to school by car She might go by bike

3 She might play tennis after school She might play basketball 4 She might watch TV after dinner She might read a book.

7 Today is Wednesday Listen and find out what Sue did yesterday

1 Explain that pupils are going to listen to the cassette and find out what Sue did yesterday (Tuesday).

2 Play the cassette Pupils look at the sentences they wrote in their notebooks and tick the things Sue did.

♦ ANSWERS/TAPE SCRIPT

1 She had bread, an egg and orange juice for breakfast yesterday 2 She went to school by bike 3 She played basketball after school 4 She watched TV after dinner.

on Wednesday 4 He might do karate after dinner on Thursday 5 He might go to the zoo on Friday 6 He might go swimming on Saturday.

1 Pupils look at the pictures and write sentences about what Dave did and didn’t do last week.

♦ ANSWERS 1 Dave didn’t have cereal for breakfast on Monday He had bread and jam.

2 He didn’t go to school by bike on Tuesday He walked to school/He went on foot 3 He played tennis after school on Wednesday 4 He did karate after dinner on Thursday 5 He didn’t go to the zoo

on Friday He went swimming 6 He didn’t go swimming on Saturday He went riding.

• Unit 7 S T E P 4

Language • practice of will /won’t, present simple

Vocabulary no new words Materials • PB page 28 • WB page 30

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8 Your quiz

individual pupils this question

3 Individual pupils ask questions for their

classmates to answer Alternatively, pupils can work

4 Optional: Pupils ask each other further

questions about future times

2 Individual pupils ask you the questions in the

examples Give your own answers Individual pupils

then answer these questions

3 Individual pupils ask questions for their

classmates to answer Alternatively, pupils can work

10 Your game

1 Look at the pictures with the class and explain the

game The first part of the game (picture 1) must

take place two days before the second part of the

game (pictures 2 and 3)

2 In picture 1 the pupil is predicting what she will

do the next day and writing sentences

3 Two days later (picture 2) she is exchanging her

list of sentences with her partner

4 In picture 3, the girl’s partner is checking her

predictions and what she did the previous day

5 Pupils can play the game either in pairs or in

small groups Alternatively, you can play as a class

Each pupil gives you their sentences and you read

each one out in turn (or one per pupil) Other pupils

ask questions and check their classmates’

predictions

8 Write

1 Pupils look at the pictures and complete three

sentences for each picture ♦ ANSWE RS

1 Dave always walks to school 2 He walked to

school yesterday 3 He’ll walk tomorrow 4 He had

lunch at school yesterday 5 He always has lunch at

school 6 He’ll have lunch at school tomorrow

1 Pupils write the words in order ♦ANSWE RS

1 Will Dave walk to school tomorrow? 2 Doe he always walk to school? 3 Does he always lunch

at school? 4 Did he have lunch at schi yesterday?

10 Answer the questions in exercise 9

1 Pupils read the sentences in Workbook exen again and answer the questions in Workbook exercise

9 ♦ANSWE RS 1 Yes, he will 2" he does 3 Yes, he does 4 Yes, he did

Pupil’s Book page 29

demonstrate the meaning of exchange, and something made of metal

3 Repeat this procedure with the other paraf in the text Use a wall map (if there is one your classroom) to show where Turkey, Ch and Italy are

4 After reading the text with the class, give time to silently read it again

2 Explain that pupils should complete each sentence with either coins or bank notes.

3 Pupils read the text in Pupil’s Book activi again and complete the sentences ♦ AN 1 coins 2 coins 3 bank notes 4 Bank not

5 Coins 6 coins 7 bank notes

Workbook page 31

1 Write

1 Pupils write the words in the pencil undi

Trang 26

pictures ♦ANSWERS 1 coin 2 credit card

3 bank note.

2 Answer the questions

1 Pupils read the text in Pupil’s Book activity 1

again and answer the questions ♦ ANSWERS 1

They first used round coins about 2,700 years ago

2 They first used bank notes in China.

3 The first bank opened in 1171 4 It opened in

Italy.

1 Pupils answer the questions about themselves.

1 Play the cassette or say the sentences aloud

Pupils listen and silently read the sentences.

2 Play the cassette or say the sentences aloud

again Pupils listen and repeat.

3 Draw a diagram on the board to make clear the

meaning of for and since. Use the current year

instead of NOW.

1 Look at the chart with the class Pupils name and

point to the items in the chart Explain that telephone

is another, more formal word, for phone. Show tjie

class a ballpoint pen Explain that people always used

pens and ink before there were ballpoint pens.

3 Practise the dates in the chart Make sure that

pupils divide each date into two parts, e.g fourteen

sixty-two, fourteen ninety-eight.

4 Pupils look at the chart Give them time to complete the sentences.

5 Check the answers Individual pupils make sentences.

6 Optional: Repeat the activity, with pupils using for

instead of since and since instead of for, e.g We’ve had newspapers for about four hundred years, We’ve had toothbrushes since 1498.

♦ ANSWERS 1 We’ve had newspapers since 1609

2 We’ve had watches since 1462 3 We’ve had bikes since 1839 4 We’ve had telephones since 1849 5 We’ve had cars since 1893.

6 We’ve had toothbrushes for about five hundred years 7 We’ve had umbrellas for about three hundred and sixty/seventy years 8 We’ve had radios for about one hundred and forty/fifty years 9 We’ve had computers for about one hundred and thirty years 10 We’ve had ballpoint pens for about fifty/sixty years.

2 Pupils read the questions and find the answers in the chart in Pupil’s Book activity 4 Explain that pupils should use for where they used since and since where they used for in Pupil’s Book activity 4.

3 Individual pupils ask questions for their classmates

to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions

♦ANSWERS 1 We’ve had newspapers for about four hundred years.

2 We’ve had watches for about five hundred and forty years 3 We’ve had bikes for about three hundred and sixty/seventy years 4 We’ve had telephones for about one hundred and fifty years.

5 We’ve had cars for about one hundred years.

6 We’ve had toothbrushes since 1498 7 We’ve had umbrellas since 1637 8 We’ve had radios since

1866 9 We’ve had computers since 1871.

10 We’ve had ballpoint pens since 1946.

Workbook page 32

1 Pupils look at the dates on Mr Old’s things and complete the sentences ♦ANSWERS 1 Mr Old’s had his watch since 1976 2 He’s had his computer since 1984 3 He’s had his toothbrush since 1995 4 He’s had his car since 1983 5 He’s had his umbrella since 1975 6 He’s had his bike since 1992 7 He’s had his telephone since 1988.

8 He’s had his ballpoint pen since 1994.

Trang 27

5 Write sentences with for

1 Pupils use the dates in Workbook exercise 4 to

write sentences with for. ♦ANSWE RS No fixed

answers - these depend on the year in which pupils

are doing the exercise

Language • practice of present perfect with for/since,

past simple with expressions of time Vocabulary no

new words Materials • PB page 31 • WB page 33

Pupil’s Book page 31

6 Read and answer

1 Revise minutes, hours, days, weeks and months

Ask How many minutes are there in an hour? How

many hours are there in a day? etc

2 Read the first paragraph with the class Give pupils

time to answer the question Make sure everyone

agrees that Edward got his ice cream at twenty to four

3 Pupils silently read the other paragraphs and answer the

questions

4 Check the answers Individual pupils ask questions for

their classmates to answer

♦ ANSWE RS 1 He got his ice cream at twenty to

four 2 She’s had it for two hours 3 He got them on

Friday 4 She’s had them for nine months

1 Go through the example with the class Explain that

pupils only ask the second question if the answer to

the first question is Yes, I have.

2 Ask individual pupils Have you got a kite? Then ask

How long have you had it? if they answer Yes, I have.

turns to ask and answer questions

Workbook page 33

6 Write

1 Pupils complete the chart with times, days and

months ♦ ANSW E RS 3.45, 6.15, three hours,

1.15, Sunday, Monday, three months, June

7 Write

1 Pupils look at the pictures and labels and complete the

questions and answers

♦ ANSWE RS 1 Has Adam got a radio? Yes, he

has He’s had it for three years 2 Has he got a bike? Yes, he has He’s had it for three months

3 Has he got a watch? Yes, he has He’s had it foi three weeks 4 Has he got a comic? Yes, he has He’s had it for three days 5 Has he got a bar of chocolate? Yes, he has He’s had it for three hours 6 Has he got an ice cream? Yes, he has He’s had it for three minutes

Unit 8 S T E P 4

Language • practice of present perfect with

for/since Vocabulary no new words Materials • PB page 32 • WB page 34

1 Pupils close their books Ask them to listen whili you play the cassette

2 Play the cassette again Pupils listen and silent! read the tongue twister

3 Ask pupils to say the phrase together slowly As they become more confident, ask them to say it more quickly

4 Individual pupils say the tongue twister See wh can say it the fastest without making a mistake!

5 In picture 4 a classmate is saying how long the girl has had her bike

6 Pupils write a list of three possessions Tell them to write either a number of days, weeks, months or years next to each possession Pupils then ask

Trang 28

and answer questions in pairs in front of the class.

10 Your work

2 Ask pupils to suggest things they may like to

write about and words they might need Write

these on the board.

3 Let pupils think for a few minutes about what they

are going to write They then do a rough draft of their

writing Go round the class helping where necessary.

5 Pupils write out a correct, neat version and

perhaps draw a picture or attach a photograph They

can do this either in class or at home.

6 If possible, display pupils’ work in the classroom

or somewhere in the school.

Workbook page 34

1 Pupils write four sentences about their things,

e.g I’ve got a ruler.

1 Pupils exchange Workbooks They work in pairs

and write four questions for their partner to answer,

e.g How long have you had your ruler ?

1 Pupils exchange Workbooks again They then

answer their partner’s questions, e.g I’ve had it for

three months.

1 Pupils exchange Workbooks again They then read

their partner’s answers and write sentences about

their partner, e.g My friend’s had his ruler for three

months.

Revision 2

Note: Use these Revision pages in the Workbook as

revision of the work you have done in Units 5-8 and as

preparation for Test B.

• S T E P A

Language • revision Vocabulary no

new words Materials • WB pages 35

and 36

1 Look at pages 35 and 36 with the class Pupils

do the exercises following the procedure for Revision 1 (see page 16).

2 Revise anything that pupils found particularly difficult before they do Test B.

1 Write

♦ ANSWERS 1 I’ll, you 2 you, Yes 3 Shall, all

4 Will, won’t 5 Shall, very 6 I’ll, very.

2 Write about tomorrow

♦ ANSWERS James will get home at four o’clock He’ll have a drink and then he’ll do his homework At six o’clock he’ll eat with his family After dinner he’ll play outside with his friends.

At nine o’clock he’ll go to bed He’ll read in bed After an hour he’ll fall asleep!

3 Now write about yesterday

♦ ANSWERS James got home at four o’clock.

He had a drink and then he did his homework.

At six o’clock he ate with his family After dinner

he played outside with his friends At nine o’clock

he went to bed He read in bed After an hour he fell asleep!

♦ ANSWERS 1 in 2 than 3 for 4 since 5 the deepest 6 deeper.

♦ ANSWERS 1 How far is your home from your school? 2 Where will you be tomorrow morning?

3 What time do you have dinner? 4 Did you go to school yesterday? 5 Have you got a radio?

6 How long have you had your pen?

• U n i t 9 S T E P 1

Language • practice of will Vocabulary • agreed, disagreed, greengrocer, husband, land (noun), life, talked about, whatever

1 Read the first part of the story

1 Look at the pictures with the class Ask pupils to describe what they can see Explain that the man and woman are husband and wife Ask pupils to look at the pictures.

2 Read the story to the class Don’t explain

Trang 29

disagreed; instead read the next seven lines.

Then ask pupils if they understand agreed and

disagreed.

3 Read to the end of the story

4 Pupils silently read the story again Explain any

unknown words Don’t try to explain whatever; tell

pupils that it isn’t a very important word and that the

main thing to understand is that the woman disagreed

with everyone

1 Write pairs of words

1 Pupils divide the words in the pencil into pairs

and then write them next to the appropriate symbol

♦ANSWE RS aunt uncle, girl boy, mother father,

sister brother, woman man, wife husband

2 Write

1 Pupils complete the sentences Encourage them to

do this from memory and then check their answers

in Pupil’s Book activity 1 ♦ ANSWE RS

1 The greengrocer said, ‘I’ve got some nice carrots.’ 2

The woman said, ‘No, I’ll have some peas.’ 3 The baker

said, ‘I’ve got some nice cakes.’ 4 The woman said,

‘No, I’ll have some bread.’

3 Write

1 Pupils write sentences with the correct punctuation

Remind them to look at the sentences in Workbook

exercise 2 and the story in Pupil’s Book activity 1 for

examples of how to punctuate sentences which contain

spoken language ♦ ANSW ERS 1 Her husband said,

‘It’s raining.’ 2 The woman said, ‘It’s snowing.’

3 ‘The potatoes will be ready by Tuesday,’ said the

man 4 ‘Monday,’ said the woman

• U n i t 9 S T E P 2

Language • revision of adjectives and opposites, this,

that, these, those Vocabulary • clean (adj), light (adj),

soft, long, new

2 Pupils read the story in Pupil’s Book activity 1

again and complete the sentences ♦ ANSWE R!

1 woman 2 woman 3 man 4 woman 5 man

2 Pupils look at the pictures and complete the sentences

♦ANSWE RS 1 This bag is heavy

2 Those boys are tall 3 That car is new 4 Thesi plates are clean 5 This bed is soft 6 These socks are long

4 Make sentences and disagree

1 Go through the example with the class Read both sentences yourself

2 Revise adjectives with opposite meanings Say the opposites of the adjectives in Pupil’s Book activity 3, i.e light, short, old, dirty, hard, short in random order Pupils say the opposite adjective from Pupil’s Book activity 3

3 Read one or two of the man’s sentences from Pupil’s Book activity 2 Individual pupils say the woman’s replies

4 Individual pupils read the man’s sentences and their classmates say the woman’s replies Alternatively, pupils can work in pairs, taking turns to say the man and woman’s sentences

♦ ANSWE RS 1 This bag is heavy No, it isn’t It’s light 2 Those boys are tall No, they aren’t They’re short 3 That car is new No, it isn’t It’s old 4 These plates are clean No, they aren’t They’re dirty 5 This bed is soft No, it isn’t It’s hard 6 These socks are long No, they aren’t They’re short

4 Write

1 Pupils write the words in the pencil next to the pictures ♦ANSW E RS hard soft, clean dirty, heavy light, new old, tall short, long short

5 Write

1 Pupils answer the questions with the words in Workbook exercise 4 ♦ ANSWE RS 1 new

2 short 3 light 4 hard 5 short 6 clean

6 Write about your things

1 Pupils complete sentences about their own things, e.g

My hands are clean.

Trang 30

U N I T 9 S T E P 3

Language • presentation of prepositions of

movement Vocabulary • disappeared, stopped

Materials • PB page 35 • WB page 39 •

Cassette (PB page 35:6)

5 Look at the pictures Put the sentences in

order

1 Explain that in Pupil’s Book activity 6 pupils are

going to listen to the second part of the story The

pictures and sentences here describe the main

events in the second part of the story.

2 Read each sentence in turn Make sure that pupils

understand the meaning of all the prepositions of

movement (from, up, out of, over, off, under, on,

down, into, to). Use the pictures to make their

meaning clear.

3 Give pupils time to look at the pictures and read the

sentences Go through the example with the class

Make sure everyone agrees that

The old man and woman went out of their house is

the first sentence.

4 Pupils put the sentences in order.

5 Either check the answers now or let pupils listen to

the cassette in Pupil’s Book activity 6 and then

check the answers Pupils say either the letters or

the sentences in order ♦ANSWERS lc 2 g 3 e 4 i

5 f 6 a 7 h 8 d 9 b 10 j.

6 Listen to the second part of the story

1 Play the cassette from beginning to end.

2 Check the order of the sentences in Pupil’s Book

activity 5 Play the cassette again and pause after

each sentence in Pupil’s Book activity 5.

♦ TAPESCRIPT

The old man and woman went out of their house

The old man always agreed with his wife But this

time it was different The woman was very angry

They stopped on a bridge and argued for a long

time In the end the woman fell off the bridge She

fell into the water But she didn’t shout ‘Help!’

Instead she shouted ‘Five’ Her husband shouted

back ‘Six’ before she disappeared under the water

She came up again But this time her mouth was

full of water She didn’t say a word ‘Stupid old

woman,’ said the man The old man needed to get

help Three men came from the village They didn’t

like his

wife but they wanted to help him They looked over the bridge and into the water But the old woman wasn’t there The river came from the north It flowed to the south “Your wife will be south of this bridge,’ said one man So they went down the path

to the south and looked again for the woman But she wasn’t there Just then the old man shouted ‘I

am very stupid!’ he said ‘Most people go with the river,’ he said, ‘but not my wife She’ll do the opposite She’ll be north of the bridge.’ So they ran

up the path They ran to a waterfall And there she was! And what do you know, she was even trying to swim up the waterfall!

Workbook page 39

7 Draw arrows and write

1 Pupils write words above the boxes with arrows and draw arrows where there are words and empty boxes ♦ANSWERS

1 Pupil’s write questions and answers.

♦ ANSWERS 1 from 2 What’s the opposite of from? 3 into 4 What’s the opposite of into? 5 off 6 What’s the opposite of off? 7 up 8 What’s the opposite of up? 9 under 10 What’s the opposite of under?

U N I T 9 S T E P 4

Language • practice of past simple

Vocabulary • angry

7 Choose the correct sentences

1 Go through the example with the class Make

Trang 31

sure everyone agrees that the woman was very angry.

2 Pupils read the sentences and choose the correct

ones

3 Optional: Play the cassette for Pupil’s Book

activity 6 again Pupils listen and choose the correct

sentences ♦ANSWE RS lb 2 a 3 b

4 a 5 b

8 Your work

2 Ask pupils to suggest the next two sentences in the

story, e.g They argued The woman fell off the bridge.

3 Pupils write the second part of the story Encourage

them to use the sentences in Pupil’s Book activities 5

and 7

4 Optional: Play the cassette once more if pupils

would like to listen to it again

Workbook page 40

9 Write

1 Pupils look at the pictures and write sentences

♦ ANSWE RS 1 The woman went out of her house

2 She went down the path 3 She went under a bridge

4 She went to the village 5 She looked over a wall 6

She sat on the wall 7 She fell off the wall 8 She fell

into a garden

10 Write

1 Pupils write questions with What’s the opposite of?

♦ANSWE RS 1 What’s the opposite of always? 2

What’s the opposite of quickly?

3 What’s the opposite of south? 4 What’s the opposite

of no? 5 What’s the opposite of happy?

6 What’s the opposite of small? 7 What’s the opposite

of close? 8 What’s the opposite of agree?

• UJMUM s t e p 1

Language • revision of too small, (not) big enough •

practice of this, that, these, those Vocabulary • enough

2 Play the cassette Pupils listen while they read the

♦ ANSWE RS 1 Whose gloves are these? They’re Edward’s 2 Whose hat is this? It’s Helen’s

3 Whose scarf is this? It’s Dad’s 4 Whose gloves are these? They’re Helen’s 5 Whose hat is this? It’s Edward’s

2 Optional: If anyone asks, explain that it isn’t necessary to repeat the item of clothing in the answer

2 Match

1 Pupils match the two parts of each sentence Again, encourage them to do the matching from memory and then check their answers in Pupil’s Book activity 1 ♦ ANSW ERS 1 Edward’s gloves are too small for Adam 2 They aren’t big enough for him 3 Helen’s gloves are big enough for Adam 4 They aren’t too small for him

5 Edward’s hat is too small for Adam 6 It isn’t big enough for him 7 Helen’s hat is big enough for Adam 8 It isn’t too small for him

• HJMhJM S T E P 2

Language • practice of too small, (not) big enough, him, her

2 Pupils read the dialogue in Pupil’s Book activity

1 again and complete the sentences

♦ ANSWE RS 1 isn’t 2 is 3 aren’t 4 are

1 Look at the pictures with the class Ask pupils to point

to the named items of clothing

3 Ask the class two or three questions Individual pupils answer the questions

4 Individual pupils ask questions for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions

♦ANSWE RS 1 Is this jumper big enough for Helen? No, it isn’t It’s too small for

Trang 32

her 2 Are these socks big enough for Adam? Yes,

they are 3 Is this dress big enough for Mum? Yes, it

is 4 Are these gloves big enough for Edward? No,

they aren’t They’re too small for him 5 Is this blouse

big enough for Sally? Yes, it is 6 Are these shoes big

enough for Dad? No, they aren’t They’re too small

for him.

Workbook page 42

1 Pupils find eleven words in the puzzle and write

them next to the pictures ♦ANSWERS 1 shirt

2 sandals 3 hat 4 shoes 5 blouse 6 socks

7 dress 8 trousers 9 jumper 10 shorts 11 skirt.

4 Write

1 Pupils look at the pictures and write two sentences

about the clothes in each picture.

♦ ANSWERS 1 Mum’s skirt is too big for her It

isn’t small enough 2 Dad’s jacket is too small for

him It isn’t big enough 3 Sally’s T-shirt is too big

for her It isn’t small enough 4 Adam’s trousers are

too small for him They aren’t big enough 5 Helen’s

sandals are too big for her They aren’t small

enough 6 Edward’s shorts are too small for him

They aren’t big enough.

• H K I f M S T E P 3

Language • practice of too, (not) enough Vocabulary •

lift (verb), reach Materials • PB page 39 • WB page 43

1 Pupils close their books Ask them to listen while

you play the cassette.

2 Play the cassette again Pupils listen and silently

read the tongue twister.

3 Ask pupils to say the phrase together slowly As

they become more confident, ask them to say it

more quickly.

4 Individual pupils say the tongue twister See who

can say it the fastest without making a mistake!

5 Look at the pictures Choose the correct

answers

1 Demonstrate the meaning of lift and reach with

objects in the classroom, e.g I can lift this chair,

I can reach the pen (which is on my desk).

2 Look at the first picture with the class Go through the examples Make sure everyone agrees that these are the reasons why Edward can’t lift the chair.

3 Give pupils time to look at the other pictures and choose the correct sentences.

4 Check the answers Ask the questions yourself Individual pupils answer the questions.

♦ ANSWERS 1 He’s too small It’s too big 2 He isn’t tall enough It’s too high 3 He isn’t old enough

It isn’t easy enough.

6 Make sentences about Edward

1 Look at question 1 in Pupil’s Book activity 5 again with the class Go through the example.

2 Explain that pupils have to use the correct answers in Pupil’s Book activity 5 to make two longer sentences Draw attention to the constructions in He’s too (small) to (lift) the chair and The chair is too (big) to (lift).

3 Pupils look at the other pictures and make sentences They can either write or say the sentences

♦ANSWERS 1 He’s too small to lift the chair The chair is too big to lift 2 He isn’t tall enough to reach the drum The drum is too high to reach 3 He isn’t old enough to do the jigsaw The jigsaw isn’t easy enough to do.

Workbook page 43

5 Write sentences with old

1 Pupils look at the ages of Edward, Adam and Helen and the posters They then write sentences with old.

♦ANSWERS 1 Edward isn’t old enough to go to school 2 Helen’s too old to have dancing lessons 3 Adam isn’t old enough to go to the running club 4 Edward’s too old to go to the playgroup 5 Helen isn’t old enough to have singing lessons 6 Adam’s too old to go to the gym club.

6 Now write sentences with young

1 Pupils rephrase the sentences in Workbook exercise 5 with young.♦ANSWERS

1 Edward’s too young to go to school 2 Helen isn’t young enough to have dancing lessons.

3 Adam’s too young to go to the running club.

4 Edward isn’t young enough to go to the playgroup

5 Helen’s too old to have singing lessons 6 Adam isn’t young enough to go to the gym club.

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• MJJIUM S T E P 4

Language • practice of too, (not) enough, why can’t?

Vocabulary • finish (verb)

7 Choose and say

1 Look at the first picture with the class and go through

the example Make sure everyone agrees that Edward

can’t ride his bike because it’s too big (for him).

2 Pupils look at the other pictures Give them time to

choose the answers

3 Check the answers Individual pupils make sentences

♦ANSWE RS 1 It’s too big 2 It’s too long 3 It’s too

dirty 4 It’s too quiet 5 It’s too heavy 6 It’s too old

1 Look at picture 1 in Pupil’s Book activity 7 again Go

through the example with the class Make sure

everyone agrees that Edward can’t ride his bike

because it isn’t small enough to ride.

2 Ask the class one or two other questions (either in the

order in which the sentences appear in Pupil’s Book

activity 7 or in random order) Individual pupils answer

the questions Remind them to use enough in their

answers

turns to ask and answer questions ♦ANSWE RS 1

Why can’t Edward ride his bike? It isn’t small enough

to ride

2 Why can’t Helen finish her book? It isn’t short

enough to finish 3 Why can’t Adam wear his jumper?

It isn’t clean enough to wear 4 Why can’t Sally hear

her radio? It isn’t loud enough to hear 5 Why can’t

Mum carry her bag? It isn’t light enough to carry 6

Why can’t Dad drive his car? It isn’t new enough to

drive

9 Your work

2 Ask pupils to suggest things they may like to

write about and words they might need Write these on the

board

3 Let pupils think for a few minutes about what they are

going to write They then do a rough draft of their

writing Go round the class helping where necessary

4 Collect the work and mark it

5 Pupils write out a correct, neat version and perhaps draw a picture They can do this either in class or at home

6 If possible, display pupils’ work in the classroom or somewhere in the school

7 Read and complete

1 Pupils look for rhyming words, e.g school /pool,

at the end of lines and complete the poem

♦ ANSWE RSEdward’s too young to go to school

But he’s old enough to play in the pool

He’s too short to reach the ball

But he’s tall enough to climb the wall

Edward’s too small to lift the chair

But he’s big enough to brush his hair

He’s too young to have a pen

But he’s old enough to count to ten

8 Write

1 Pupils read the poem in Workbook exercise 7 again and write questions and answers

♦ ANSWE RS 1 Why can’t Edward reach the ball?

2 He isn’t old enough 3 Why can’t Edward lift the chair? 4 He isn’t old enough

• Unit 11 S T E P 1

Language • practice of past simple Vocabulary • a long time, amphibians, both, change, changed, crawl, creatures, developed, died, laid, reptiles, smooth, straighter Materials • PB page 41 • WB page 45

Pupil’s Book page 41

1 Read

1 Ask pupils to look at the pictures Explain that in this unit pupils are going to read about dinosaurs

2 Read the first paragraph to the class Use the picture

to explain the meaning of water creatures and crawl.

Use the second picture to explain to change and

Trang 34

2 Optional: Encourage pupils to say why the false

sentences are not true ♦ANSWERS 1 true

2 false (some of these water creatures changed

into land animals) 3 true 4 false (dinosaurs were

reptiles) 5 true 6 false (they lived a long time

before the first people).

Workbook page 45

1 Pupils match the sentences with the pictures.

♦ ANSWERS 1 d f 2 c e g 3a b.

• U n i t 1 1 S T E P 2

Language • practice of comparatives Vocabulary mas

as, bones, dig up, fossils, found out, its, later, looked

like, scientists, skeleton, stony, stood, try, turned,

yourself, wrap Materials • PB page 42 • WB page 46

3 Read

2 Read the text to the class Use the pictures to

explain the meaning of any unknown words.

4 What happened to the Diplodocus? Put the

sentences in order

1 Go through the example with the class Make sure

that everyone agrees that It died millions of years ago

is the first sentence.

2 Pupils read the text in Pupil’s Book activity 3 again

and put the sentences in order.

3 Check the answers Pupils say either the letters or

the sentences in order ♦ANSWERS 1 e It died

millions of years ago 2 c Its bones turned into fossils

3 a Scientists found its fossils.

4 d They made its skeleton with the fossils.

5 b They found out what it looked like.

1 Pupils read the text in Pupil’s Book activity 3

again and decide if the sentences are true or false

♦ANSWERS 1 true 2 true 3 true

4 true.

2 Read and answer

1 Pupils read the text and answer the questions

Explain that it is not necessary to understand

every word in order to answer the questions.

♦ ANSWERS 1 It opens at nine o’clock 2 He is a fossil collector / He is one of the most famous fossil collectors in the world / He works at Dinosaur World 3 They are 195 million years old.

3 Write

1 Pupils write about six things you can do at Dinosaur World ♦POSSIBLE ANSWERS You can meet a famous fossil collector/have a look at a collection of fossils/stand next to full-size dinosaur models/go for a walk on the beach/ discover your own fossils/learn how to look for fossils safely and correctly/visit the ship/buy a fossil/buy a dinosaur book or toy/watch or buy a video/eat dinosaur biscuits in the snack bar/drink dinosaur drinks in the snack bar.

6 Read

1 Pre-teach as as before pupils read the text Ask three children, two of the same height (A and B) and one shorter than the other two (C), to come to the front of the class Make sentences about their height, e.g A and B are taller than C C is shorter than A and B C isn’t as tall as A.

C isn’t as tall as B A is as tall as B.

2 Read the text to the class Use the pictures and drawings on the board to explain the meaning of any unknown words Make sure that pupils understand the meaning of intelligent. Explain that it is the opposite of stupid.

7 How many sentences can you make?

1 Go through an example with the class Ask

Which dinosaur was the biggest? Make sure everyone agrees that Seismosaurus was the

Trang 35

biggest. Then make sentences about Seismosaurus,

e.g Seismosaurus was bigger than Struthiomimus,

Seismosaurus was bigger than Tyrannosaurus. Ask

the class if anyone can make another sentence about

Seismosaurus

This is Seismosaurus was more intelligent than

Stegosaurus (because Stegosaurus was the most

stupid)

2 Give pupils time to work out how many sentences

they can make If you like, give a fixed time limit for

them to write down as many sentences as they can in

their notebooks

3 Check the answers Individual pupils make a sentence

each ♦ANSW E RS 1 Seismosaurus was bigger than

Struthiomimus/Tyrannosaurus/

Saurornithoides/Stegosaurus Seismosaurus was more

intelligent than Stegosaurus

2 Struthiomimus was faster than Seismosaurus/

Tyrannosaurus/Saurornithoides/Stegosaurus

Struthiomimus was more intelligent than Stegosaurus

3 Saurornithoides was more intelligent than

Seismosaurus/Struthiomimus/

Tyrannosaurus/Stegosaurus 4 Stegosaurus was more

stupid than Seismosaurus/Struthiomimus/

Tyrannosaurus/Saurornithoides

4 Read and write

1 Go through the completed example with the class

2 Pupils complete the chart ♦ANSWE RS the longest,

tall, taller, shorter, the shortest, strong, the strongest,

smaller, the smallest, big, bigger, the most intelligent,

famous, more famous, interesting, the most

interesting

1 Pupils complete the sentences Encourage them to

complete the sentences from memory and then to

check their answers in Pupil’s Book activity 6

♦ ANSWE RS 1 the biggest 2 more intelligent

3 fastest 4 more stupid 5 most famous 6 bigger

7 most intelligent 8 faster 9 most stupid

• U n i t 1 1 S T E P 4

Language • practice of as as

Vocabulary no new words Materials • PB

page 44 • WB page 48

8 Choose the correct sentences

1 Go through an example with the class Make sure everyone agrees that Tyrannosaurus wasn’t as big as Seismosaurus.

2 Pupils read the sentences and choose the correct ones Remind them to read Pupil’s Book activity

6 again to find the answers ♦ANSW E RS lb

2 b 3 b 4 a

9 How many sentences can you make?

1 Go through an example with the class Make sentences about Seismosaurus, e.g Seismosaurus wasn’t as fast as Struthiomimus, Seismosaurus wasn’t as intelligent as Saurornithoides.

2 Give pupils time to work out how many sentences they can make If you like, give a fixed time limit for them to write down as many sentences as they can in their notebooks

3 Check the answers Individual pupils make a sentence each ♦ANSW E RS 1 Seismosaurus wasn’t as fast

as Struthiomimus Seismosaurus wasn’t as intelligent

as Saurornithoides Seismosaurus wasn’t as stupid as Stegosaurus

2 Struthiomimus wasn’t as big as Seismosaurus Struthiomimus wasn’t as intelligent as

Saurornithoides Struthiomimus wasn’t as stupid as Stegosaurus 3 Saurornithoides wasn’t as big as Seismosaurus Saurornithoides wasn’t as fast as Struthiomimus Saurornithoides wasn’t as stupid as Stegosaurus 4 Stegosaurus wasn’t as big as Seismosaurus Stegosaurus wasn’t as fast as Struthiomimus Stegosaurus wasn’t as intelligent as Saurornithoides

10 Your dinosaur quiz

1 Go through the first question with the class Ask individual pupils the first question

3 Individual pupils ask questions for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions

1 Pupils read the information and write the name of the dinosaur it describes ♦ ANSWERS

1 Stegosaurus 2 Saurornithoides

3 Seismosaurus

34

Trang 36

7 Complete the sentences about Tyrannosaurus

1 Pupils choose the correct form of each word in

brackets and complete the pairs of sentences.

♦ ANSWERS 1 more stupid 2 as intelligent

3 as fast 4 slower 5 smaller 6 as big 7 as stupid 8

more intelligent 9 as heavy 10 lighter.

Language • presentation of should / shouldn’t, too

much / many Vocabulary • how often? open (verb),

should, shouldn’t

2 Play the cassette Pupils listen while they read the

dialogue silently.

Workbook page 49

1 Pupils complete the sentences with the correct word

in brackets ♦ANSWERS 1 shouldn’t

2 shouldn’t 3 should 4 should.

2 Write questions

1 Pupils read Adam’s answers and write the dentist’s

questions Encourage them to do this from memory

and then to check their answers in Pupil’s Book

activity 1 ♦ANSWERS 1 How are you? 2 How old

are you? 3 How many sweets do you eat a day? 4

How often do you brush your teeth?

1 Pupils answer the questions about themselves.

• H K I f M S T E P 2

Language • practice of questions with how ? how

much? how many? not much, not many, a lot

Vocabulary • kilos, dentist’s Materials • PB page 46 •

WB page 50

1 Go through an example with the class Make sure everyone agrees that the answer to How are you? is I’m fine.

2 Pupils read the questions and match them with the answers Go round the class helping where necessary.

♦ ANSWERS Id 2c 3 f 4 a 5 e 6b.

2 Individual pupils read the questions in Pupil’s Book activity 2 for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions.

1 Go through the examples with the class.

2 Ask the class several questions Individual pupils answer the questions.

3 Individual pupils ask questions for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions ♦ANSWERS How much cola does Helen drink? Not much How many sweets does she eat? A lot How much lemonade does she drink? A lot How many biscuits does she eat? Not many How much chocolate does she eat?

A lot How many cakes does she eat? Not many How much sugar does she eat? Not much How much ice cream does she eat? A lot.

2 Individual pupils ask questions based on the pictures in Pupil’s Book activity 4 for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions.

1 Pupils find the words from Pupil’s Book activity

4 and write them with the pictures.

♦ ANSWERS 1 lemonade 2 sugar 3 biscuits

4 cola 5 ice cream 6 cakes 7 chocolate 8 sweets

Trang 37

5 Write

1 Pupils write phrases under the pictures

♦ ANSWE RS 1 a lot of chocolate 2 not much cola 3

a lot of ice cream 4 not many cakes

5 not many sweets 6 a lot of biscuits 7 not much

lemonade 8 a lot of sugar

• mJhJIh S T E P 3

Language • practice of should /shouldn’t, too much /

many Vocabulary • toothpaste Materials • PB page 47 •

WB page 51

6 Say and point

2 Go through another example Make a sentence and ask

pupils to point to the appropriate picture

3 Individual pupils make sentences and the other pupils

point to the appropriate pictures

Note: pupils can now do Workbook exercises 6, 7

and 8

1 Look at the pictures with the class Ask pupils to say

what they can see in the pictures Use the second

picture on the left to teach toothpaste.

song

3 Play the cassette several times Pupils join in when they

can Gradually turn down the volume of the cassette

until pupils can sing the song unaccompanied

4 Pairs of pupils can sing the verses (with one pupil

singing lines 1, 3 and 4 and the other singing line 2);

other pupils can sing the chorus (I’ve got a toothbrush,

etc.)

1 Pupils write six questions for a friend to answer, e.g

How much lemonade do you drink ? How many sweets

do you eat?

1 Pupils work in pairs and exchange Workbooks They

then answer their partner’s questions, e.g I drink a lot

of lemonade I don’t eat many sweets.

1 Pupils exchange Workbooks again They then read their partner’s answers and write sentences about their partner, e.g My friend drinks a lot of lemonade He doesn’t eat many sweets.

Language • practice of should I shouldn’t

Vocabulary no new words

2 Pupils complete the sentences ♦ ANSW E RS 1

shouldn’t 2 should 3 shouldn’t 4 shouldn’t

5 should 6 should 7 shouldn’t

9 Your roleplay

1 Go through an example conversation with one of the better pupils as your partner Take the role of the dentist yourself

2 Divide the class into pairs Pupils act out a conversation They can repeat the activity with different partners

3 Optional: Pupils can write one of their conversations

1 Pupils answer the questions about themselves

1 Pupils complete the sentences ♦ANSW E RS You shouldn’t drink too much lemonade You should eat a lot

of carrots You shouldn’t eat too many sweets You shouldn’t eat too many biscuits

Trang 38

Revision 3

Note: Use these Revision pages in the Workbook as

revision of the work you have done in Units 9-12 and

as preparation for Test C.

• S T E P A

Language • revision Vocabulary no new words

Materials • WB pages 53 and 54

1 Look at pages 53 and 54 with the class Pupils do

the exercises following the procedure for Revision 1

(see page 16).

2 Revise anything that pupils found particularly

difficult before they do Test C.

1 Match

♦ ANSWERS 1 Yes, all right 2 It’s my brother’s

3 I don’t know I can’t find it 4 I’m fine 5 I’m 130

centimetres 6 Yes, I do.

♦ ANSWERS 1 much 2 much 3 biscuits

4 fruit 5 I’m 6 They’re.

3 Same (/) or different (X)?

♦ ANSWERS 1 / 2 X 3 / 4 X 5 X 6 X

4 Write

♦ ANSWERS 1 He got off the bus 2 He walked

from the village 3 He looked over the wall.

4 He ran down the path 5 He went into the house.

♦ ANSWERS 1 Are your shoes big enough?

2 Why can’t you drive a car? 3 Do you like going to

the dentist’s? 4 How many sweets do you eat?

5 How much lemonade do you drink?

• Unit 13 S T E P 1

Language • presentation of have to Vocabulary •

explained, forget, have to, what else Materials • PB

page 49 • WB page 55

2 Play the cassette Pupils listen while they read the dialogue silently.

Workbook page 55

1 again and decide if the sentences are true or false

♦ANSWERS 1 true 2 true 3 false

4 false 5 true 6 true 7 true 8 true.

1 Pupils match the sentences with the pictures and write them in the speech bubbles.

♦ ANSWERS 1 You have to feed Minnie.

2 I have to take Minnie for a walk 3 I have to change Minnie’s water 4 You have to clean Minnie’s box.

• UKihaM s t e p 2

Language • practice of have to I don’t have to

Vocabulary no new words

1 Look at the pictures with the class.

2 Go through the examples with the class Individual pupils then answer these questions.

3 Individual pupils ask a question about each picture in turn for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions.

3 Play a chain game round the class Pupils continue to add phrases until they can think of

37

Trang 39

no more activities Pupils are ‘out’ of the game if they

can’t think of a phrase or forget the phrases which other

pupils have used

4 Play the game again with negative sentences (as

in the bottom row of speech bubbles)

3 Match

1 Pupils match the two parts of each sentence

♦ ANSWE RS 11 have to clean my shoes

2 I don’t have to do my homework 3 I have to

make the dinner 4 I don’t have to wash the dishes

5 I have to tidy my bedroom 6 I don’t have to

water the plants

4 Write about you

1 Pupils use the pictures and write sentences about

themselves ♦ANSWE RS 1 I (don’t) have to make

the dinner 2 I (don’t) have to put my clothes away 3 I

(don’t) have to clean my shoes 4 I (don’t) have to

clean the car

5 I (don’t) have to wear a helmet 6 I (don’t) have to

lay the table

• Unit 13 S T E P 3

Language • presentation of has to / doesn’t have to

Vocabulary • cleaning (noun), ironing (noun),

washing (noun)

• Cassette (PB page 51:4 and 51:5)

1 Play the cassette Pupils listen while they read the

text silently

2 Look at the list of‘Things to do today’ Explain

that these are things that Bill has to do today Look

at the things which are crossed out

Explain that Bill doesn’t have to do them today -

because he’s already done them!

3 Pupils silently read the text again

2 Play the cassette or say the phrases aloud

Pupils listen and silently read the phrases

3 Play the cassette or say the phrases aloud again

Pupils listen and repeat

1 Go through an example with the class Ask th< first question Pupils work out the answer froi the list in Pupil’s Book activity 4 Make sure everyone agrees that the answer is No, he doesn’t. Bill doesn’t have to do the shopping because he has already done it!

2 Pupils read the questions and find the answer in the list in Pupil’s Book activity 4

3 Individual pupils ask questions for their classmates to answer Alternatively, pupils cai work in pairs, taking turns to ask and answer questions ♦ANSWE RS 1 No, he doesn’t

2 Yes, he does 3 No, he doesn’t 4 Yes, he doe

5 He has to tidy his bedroom, wash the dishes clean his shoes, water the plants, put his cloth away and close the windows

1 Go through the completed examples with the class

2 Pupils complete the other sentences

♦ ANSWE RS You don’t have to tidy your roo

Do I have to clean my shoes? Do I have to tid} my bedroom? Yes, you do No, you don’t She 1 to clean her shoes She doesn’t have to tidy he room Does she have to clean her shoes? Does have to tidy her room? Yes, she does No, she doesn’t

• Unit 13 S T E P 4

Language • practice of has to / doesn’t have to

2 Ask the class several questions, using the list Pupil’s Book activity 4 (It isn’t necessary to a

Trang 40

about the things which have already been done.)

Individual pupils answer the questions.

questions ♦ANSWERS Does he have to tidy his

bedroom? No, he doesn’t He’s done that.

Does he have to do the ironing? Yes, he does Does

he have to wash the dishes? Yes, he does Does he

have to clean his shoes? Yes, he does Does he have

to do the washing? No, he doesn’t He’s done that

Does he have to water the plants? Yes, he does Does

he have to put his clothes away? No, he doesn’t He’s

done that Does he have to close the windows? No, he

doesn’t He’s done that.

8 Your work

2 Ask pupils to suggest things they may like to write

about and words they might need Write these on

the board.

3 Let pupils think for a few minutes about what they

are going to write They then do a rough draft of

their writing Go round the class helping where

necessary.

5 Pupils write out a correct, neat version and perhaps

draw a picture They can do this either in class or at

home.

6 If possible, display pupils’ work in the classroom or

somewhere in the school.

Workbook page 58

7 Write

1 Pupils look at the pictures and write questions and

answers about Mrs Green ♦ ANSWERS

1 Does Mrs Green have to do the cleaning?

No, she doesn’t She’s done that.

• Unit 14 S T E P 1

Language • practice of present simple Vocabulary •

away, burn, coal, either, electricity, foxes, gas, hunter,

hunting, ice, Inuit, kills, melts, minus, polar bears,

rabbits, reindeer, running (adjective), seals, television,

tells, village, visit, whales, years old Materials • PB

2 Read the text to the class Explain the meaning

of any unknown words by using the photographs (hunter; hunting)', drawings on the board (minus

40 degrees /—40°); examples/alternatives (She is twelve, She is twelve years old); and explanations/demonstration (We have electricity here Look! I’ve switched on the light, There are no lights in Panerak’s house because there is no electricity).

Workbook page 59

1 Pupils read the text in Pupil’s Book activity 1 again and decide if the sentences are true or false

♦ANSWERS 1 true 2 false 3 true

4 false 5 false 6 false.

2 Answer the questions

1 Pupils read the text in Pupil’s Book activity 1 again and answer the questions ♦ ANSWERS

1 It gets very cold 2 It is very small 3 Seventy people live there 4 There are two rooms 5 She often visits the old woman 6 It is eighty kilometres away.

• Unit 14 s t e p 2

Language • practice of present simple, because

2 Individual pupils ask questions for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions

♦ANSWERS 1 She is twelve years old 2 She lives

in a village near the North Pole.

3 She lives with her mother and father 4 She goes

to school in the village 5 She visits and plays with friends 6 She’s got two brothers.

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