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Sign Up Starter to Eng

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Contents Introduction

2

Starter Unit – Sign up and start off

5

Unit 1 – School friends

8

Unit 2 – Good things all around

16

Unit 3 – Family matters

24

Unit 4 – Don’t do that!

32

Unit 5 – Likes and dislikes

40

Unit 6 – Free time fun

48

Tests 1 to 3 – Answer key

56

Grammar reference – Answer key

68

Audio CD – Track list

71

Teacher’s Book

Introduction

Introduction General Characteristics of the Series and the Starter Level Sign Up to English is a four-level series specially designed for teenagers studying English as a foreign language. All the course books in the series provide real-life situations, interesting topics and engaging activities to foster the use of the target language in class in meaningful contexts. The contents in the course books basically aim to provide learners with plenty of opportunities to practise different language skills in a consistent and productive way. Personalisation is a strong feature in Sign Up to English. There are many instances throughout the units of the course books when students can very easily relate what is being learnt in class to their own experience. Themes involving ethics, environmental issues, health, cultural plurality, education, work and citizenship permeate most of the activities and are used in interesting reading texts, creative projects and thought-provoking discussions. The Starter level of this series (Sign Up to English Starter) can be followed either by SIGN UP to ENGLISH Full Edition or by SIGN UP to ENGLISH Split Edition. As is the case with the other levels, Sign Up to English Starter also provides real-life situations, engaging topics and contextualised activities to cater for the development and appropriation of the target language most effectively.

Components of Sign Up to English Starter Like all the other levels of the series, Sign Up to English Starter offers a Course Book (with a built-in Workbook, a Grammar Reference section and a Student’s Interactive CD-ROM) and a Teacher’s Book (with an Audio CD). A stand-alone component is the Teacher’s Resource Bank that features photocopiable activities for extension and consolidation, and extra photocopiable tests that can be downloaded from www.richmond.com.ar.

Course Book The Course Book contains: • A Scope & Sequence section • A Starter Unit • 6 Units of three lessons each

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• 6 Review sections (one per unit) • 6 World Issues sections (one per unit) • 6 Project Work sections (one per unit) • A Workbook section • A Grammar Reference section • A Student’s Interactive CD-ROM The Scope & Sequence section consists of two pages with detailed information on syllabus distribution; including functions, grammar, lexis and recycling for every unit. The Starter Unit is a two-lesson introductory section with varied activities that allow for the effective teaching of the minimum language requirements needed to start the course. The following six Units contain three lessons each. They are theme-based and contain a wide variety of reading texts and dialogues to contextualise and present the target language. These lessons are followed by three different sections: Review, World Issues and Project Work. The four macro skills (reading, listening, speaking and writing) are well balanced and addressed in all the lessons of the units. The Review section is always present after lesson 3 and it is a very useful tool for students to revise the contents they have previously learnt. World Issues is a special section with extra reading practice and follow-up activities that focus on the development of students’ reading skills and vocabulary enlargement. The Project Work section offers students the possibility to carry out a wide range of hands-on activities in which they will need to apply what they have learnt in each unit. Some of these activities can be done individually, others in pairs and some others in groups. The use of technology is optional and it is only suggested as an alternative way to do the Project Work activities. The Workbook section appears at the end of the Course Book and consists of 18 pages (3 pages per unit). The Workbook provides a series of activities for students to do at home and help them practise and consolidate all the grammar structures and vocabulary learnt in each lesson of the Course Book. The Grammar Reference is a user-friendly section with grammar boxes and exercises for extra grammar practice. Throughout the units of the Course Book, students will find Sign Up to Grammar boxes that at times direct them to the Grammar Reference section for further examples and practice. The Grammar Reference also provides opportunities for self-evaluation: for each Grammar

Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar topic to show whether they understand the topic very well, well or not very well. This may help develop students’ sense of achievement and awareness of their learning processes.

Audio CD

Student’s Interactive CD-ROM

Outstanding Features within the Lessons

Teacher’s Book The Teacher’s Book contains: • This Introduction • Lesson-by-lesson teaching notes • Audio transcripts • Answer Key to the Course Book and Workbook activities • 3 photocopiable Tests with Answer Key • An Audio CD

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

Useful Tip Boxes

Some lessons have Useful Tips boxes that provide tips on a variety of topics; including grammar, vocabulary and language.

Reference to Icons on the Course Book pages

The Teacher’s Book is the gateway for a sound and thorough use of the Course Book. It provides some useful ideas and suggestions to give support to teachers in different areas. It contains detailed lesson-bylesson planning notes, Audio Transcripts and Answer Key sections to the activities in the Course Book and Workbook. Special notes, extra activities and optional games can also be found on the Teacher’s Book pages. Some comments in the Teacher’s Book may sound obvious to some teachers while not detailed enough to others. Teachers will be able to adapt the lesson plans to suit their needs, depending on their own classroom situations. Three photocopiable tests are provided in this Teachers’ Book to assess the main skills developed and language, grammar and vocabulary items acquired by students throughout the units: Test 1 (to be used after Units 1 and 2); Test 2 (to be used after Units 3 and 4) and Test 3 (to be used after Units 5 and 6). The Answer Key to the tests is at the end of this Teacher’s Book right after each photocopiable test.

Introduction

Sign Up to Grammar section

Reading activity Listening activity Speaking activity Writing activity GR

Grammar Reference*

WB

Workbook*

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

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Teacher’s Book

The Course Book is accompanied by a Student’s Interactive CD-ROM with two interactive games that can be played at the students’ convenience. These games help students revise key vocabulary and core grammar points learnt in the Course Book.

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

Introduction

Annual Plan: Suggested Distribution of Units into Three School Terms The chart below shows a suggested distribution of all the contents in Sign Up to English Starter into three school terms. The items mentioned in this Annual Plan chart refer to the Course Book (Starter Unit, Units 1 to 6 and the Review, World Issues and Project Work sections) and this Teacher’s Book (Tests 1 to 3).

3rd term

Teacher’s Book

1st term Starter Unit

CB pp. 4-7

Unit 5 CB pp. 48-53

Unit 1 CB pp. 8-13

Review - Unit 5

CB pp. 54-55

Review - Unit 1

CB pp. 14-15

World Issues 5

CB p. 56

World Issues 1

CB p. 16

Project Work 5

CB p. 57

Project Work 1

CB p. 17

Unit 6 CB pp. 58-63

Unit 2 CB pp. 18-23

Review - Unit 6

CB p. 64-65

Review - Unit 2

CB pp. 24-25

World Issues 6

CB p. 66

World Issues 2

CB p. 26

Project Work 6

CB p. 67

Project Work 2

CB p. 27

Test 3 TB pp. 64-66

Test 1 TB pp. 56-58

2nd term Unit 3 CB pp. 28-33 Review - Unit 3

CB pp. 34-35

World Issues 3

CB p. 36

Project Work 3

CB p. 37

Unit 4 CB pp. 38-43 Review - Unit 4

CB p. 44-45

World Issues 4

CB p. 46

Project Work 4

CB p. 47

Test 2 TB pp. 60-62

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Note: The contents mentioned in the chart above can also be distributed into four school terms. There are 12 extra texts in the Teacher’s Resource Bank: (2 tests – Set A and Set B – for every unit in the Course Book). These tests can be downloaded from www.richmond.com.ar.

COMMUNICATIVE AND LEARNING TASKS

CONTENTS LEXIS

L1

Some common words and phrases in English: ebook, bike, party, social networks, etc. Numbers 1 to 10

GRAMMAR

PHONOLOGY Identifying some common words and phrases in English.

Verb to be: (I’m)

Pronunciation of numbers 1 to 10

Greetings and farewells: Hi; Hello; Goodbye; Bye; See you; etc.

L2

Lesson-by-lesson plans

Starter unit - Sign up and start off

The parts of the day: morning, afternoon, evening, night Greetings: Good morning; Good afternoon; etc.

Pronunciation of the letters of the alphabet

Greeting someone. Introducing oneself.

Teacher’s Book

Starter unit

Greeting someone at different times of the day. Saying the alphabet. Spelling names.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 4)

Lesson 1 (CB p. 5)

1

3

Draw students’ attention to the pictures in activity 1. Help the class to name the objects they recognise in the pictures (bike, smartphone, etc.) by asking questions such as: ‘What’s picture 1 in English?; ‘What’s picture 2?’; etc. Provide the answers every time students fail to do so. Then ask students to match the words with the pictures. Check answers with the whole class.

Note: The previous activity is simply meant to present some common words and phrases in English that will appear in some of the lessons in Units 1 to 6. Answer key: (from left to right) First row of pictures: 5, 7, 9. Second row of pictures: 8, 3, 6. Third row of pictures: 2, 4, 1. Last picture: 10

2

Ask students to write on the notepad other words they know in English. Allow them to work on this activity for three minutes and then say: Time is up! Check answers by asking different students to read their words aloud as you write them on the board.

2 Draw students’ attention to the photos that appear below the speech bubbles. Explain that the actions in these pictures anticipate two of the topics students will learn in this lesson: greeting someone and introducing oneself. Focus students’ attention on the short dialogues in this activity and ask learners to match these dialogues with the photos. Check answers with the whole class. Finally, play the audio CD and ask students to listen and repeat after the recording.

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

Audio script 2 Speaker: Situation 1 Man: Hello! I’m Sam. Woman: Hello! I’m Carol. Speaker: Situation 2 Mum: Goodbye, girls! Girls: Bye, Mum!

Answer key: Students’ own answers

5

Teacher’s Book

Lesson-by-lesson plans

Speaker: Situation 3 Young woman: Hi, Tom!!! Young man: Hi, Kate! Great to see you!

USEFUL TIP:

Language - Refer students to the Useful Tip box on page 4. Explain that there are different ways of greeting people and encourage students to repeat the greetings and farewells in this box.

4

Ask two volunteers to read the dialogue aloud. Then ask students to work in pairs and greet their partners in a similar way. Answer key: Students’ own answers

5

Answer key: Students’ own answers

Lesson 2 (CB p. 6)

1

Work on the correct pronunciation of the parts of the day (morning, afternoon, evening and night) with the whole class. Then circulate around the classroom helping students match the words with the pictures. Answer key: (from left to right) 1, 4, 2, 3

Students fill in the blanks with the corresponding numbers. Then play the audio CD to check answers. Play the recording again and ask the class to repeat the numbers they hear in order to practise pronunciation. 3

Answer key: 1. one, 2. two, 3. three, 4. four, 5. five, 6. six, 7. seven, 8. eight, 9. nine, 10. ten

Audio script 3 Speaker: one, two, three, four, five, six, seven, eight, nine, ten

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paper or on his / her notebook and Student B reads the numbers aloud. Ask students to work in pairs in a similar way and then swap roles as you circulate around the classroom monitoring their work.

Play the audio CD and ask students to circle the numbers they hear. Check answers with the whole class. 4

2

Teach these greetings: Good morning; Good afternoon; Good evening and Good night. Then play the audio CD and ask students to number the dialogues in the order that they hear them. Check answers with the whole class. 5

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

Audio script 5 Speaker: Situation 1 Mrs Smith: Good morning, Mr White! Mr White: Good morning, Mrs Smith.

Answer key: 1. seven, 2. ten, 3. two, 4. six

Speaker: Situation 2 Miss Taylor: Good afternoon, children! Children: Good afternoon, Miss Taylor!

Audio script 4

Speaker: Situation 3 Woman 1: Good evening! Woman 2: Good evening! Great to see you.

Speaker: seven (pause) seven ten (pause) ten two (pause) two six (pause) six

7

Model the task on the board with one of the students to make sure everybody in the class understands what to do: Student A writes three numbers on a piece of

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USEFUL TIP:

Language - Refer students to the Useful Tip box and explain the information it contains: when people say ‘Good night’ in English.

Note: After doing activity 2, you may teach the whole

class that we use ‘Mr’ to refer to men, ‘Mrs’ to married women and ‘Miss’ to single women.

Answer key: Situation 1. Good morning!, Situation 2. Good afternoon!, Situation 3. Good night!

5

Draw students’ attention to the five vowels (a, e, i, o, u) and their pronunciation. Then focus students’ attention on the words and drawings in this activity and read out the initial vowel sounds and the words, for example ‘a’ for ‘alien’, ‘e’ for ‘ebook’, etc. Explain that it is easier to remember the five vowel sounds if we associate them with words that start exactly with one of these five sounds. Finally, ask students to listen to the audio CD and repeat the vowels and the words associated with them. 8

Audio script 8 Audio script 6 Speaker: Situation 1  (Sound of a cock crowing in the morning. Then an alarm clock ringing and somebody yawning.)

Speaker: A, aliens; E, ebook; I, idea; O, OK; U, university

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9 Play the audio CD and ask students to circle the letters they hear. Check answers with the whole class.

Speaker: Situation 2  (Sound of Big Ben striking 5 o’clock in the afternoon) Woman: It’s teatime!

Answer key: Speaker: 1. C; 2. J; 3. U; 4. R; 5. W

Speaker: Situation 3 (Sound of a man yawning) Man: I’m tired. I’m going to bed.

Audio script 9

Lesson 2 (CB p. 7)

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7 Focus students’ attention on the letters of the alphabet in the chart as you play the audio CD. Then play the audio CD several times for students to repeat the alphabet and practise pronunciation.

Note: The colour code used in the alphabet chart in

activity 4 on page 7 will help students associate letters that have similar vowel sounds when they are pronounced. For example: red letters have an /ei/ sound (A, H, J, K); blue letters have an /i:/ sound (B, C, D, E, G, P, T, V); etc.

Audio script 7 Speaker: A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

Speaker: 1 C (pause) C 2 J (pause) J 3 U (pause) U 4 R (pause) R 5 W (pause) W

USEFUL TIP:

Spelling - Refer students to the Useful Tip box. Clarify the meaning of spell and spelling. Then explain that we can spell two consecutive identical letters in a word by repeating that letter twice or by adding the word ‘double’ before one of the identical letters.

7

Ask students to work in pairs. One of the students in each pair spells the name of some famous people for the other student to guess the names. Ask students to swap roles. Circulate around the classroom monitoring students’ work. Answer key: Students’ own answers

OPTIONAL ACTIVITY:

Once students are familiar with the pronunciation of the letters of the alphabet, you may point at different letters in activity 4 on page 7 and encourage the class to say them in a loud voice.

7

Lesson-by-lesson plans

Explain to students that they are now going to listen to three situations that suggest different parts of the day (morning, afternoon and night). Ask students to work in pairs, listen to the three situations and greet their partners accordingly. Play the CD twice and encourage students to swap roles. 6

Teacher’s Book

3

Unit 1

Lesson-by-lesson plans

Unit 1 - School friends COMMUNICATIVE AND LEARNING TASKS

CONTENTS LEXIS Numbers 11 to 20

Teacher’s Book

L1

L2

Vocabulary related to personal information: first name, surname, age, nationality, etc.

PHONOLOGY

Subject pronouns: I, you Verb ‘to be’: am, are

Pronunciation of contracted forms: I’m, You’re

What’s your name? / I’m... How old... ?

Subject pronouns: he, she, it, we, you, they

Opinion words and phrases: good, OK, not bad, easy, difficult, great, cool, etc.

Conjunction: and

Other opinion words and phrases: fantastic, horrible, I’m a (big) fan of..., etc.

Exchanging personal information. Counting up to twenty.

Possessive adjectives: my, your

School subjects and extracurricular activities: Maths, Science, Drama Club, photography course, etc.

Countries and nationalities L3

GRAMMAR

Verb ‘to be’ (affirmative and negative forms)

Pronunciation of subject pronouns

Verb ‘to be’ (interrogative form and short answers): Is he / she...? Yes, he / she is. / No, he / she isn’t.

Pronunciation of some opinion words and phrases

Where... from?; Who’s your favourite...? ; How are you?

Pronunciation of some countries and nationalities

Talking about school subjects and extra-curricular activities. Writing a short comment.

Talking about famous people and where they are from. Expressing opinion.

WI1

Paul’s blog, best school friend, first year student, at school, now, etc.

Recycling of L1-L3 grammar topics

Integrating acquired knowledge with a real life issue: in this case, reading a blog about two good friends.

PW1

Hi, there!; My name’s... ; I’m... ; My favourite...

Recycling of L1-L3 grammar topics

Designing, editing and making an oral presentation of a poster.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 8)

1

As a warm-up activity, ask students to write the names of three of their best friends on a piece of paper or in their notebooks or folders. Then, in pairs, have learners ask their partners to spell those names. Model the activity with the whole class first, by writing this question on the board: Can you spell your three best friends’ names, please? Encourage students to use this question while they interact with each other.

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Answer key: Students’ own answers

OPTIONAL ACTIVITY: Spelling game.

Ask a group of students who sit in the same row of seats in the classroom to stand up and remain standing. Say a person’s name out loud (for example: Megan), write it on the board and ask the first student in the row to spell it. If he / she spells the name correctly, he / she remains standing and you say a new name, write it on the board and ask the next student in the row to spell it. Otherwise,

Now students listen and complete the dialogue between Ryan and Ellen as you play the recording. Play the audio CD again and make pauses after the blanks in the dilaogue for students to check their answers. Check answers with the whole class. 10

Answer key: 1. Hi!; 2. school; 3. new; 4. sorry; 5. problem; 6. Ellen; 7. No; 8. Bye!

3

Ask students to re-read the dialogue in activity 2 and complete Ryan’s and Ellen’s profiles. Check the activity by asking some volunteers to read aloud their answers.

Note: Ask students to write Ryan’s and Ellen’s ages in letters, not in numbers, when they fill in the profiles. Answer key: 1. Moore; 2. fourteen; 3. Ryan; 4. thirteen

OPTIONAL ACTIVITY:

If you consider it appropriate for your teaching situation, ask students to write their own profiles in their notebooks or folders. Encourage them to use Ryan’s and Ellen’s profiles as models. You may assign this task as homework.

Lesson 1 (CB p. 9) Audio script 10 Ryan: Hi! I’m Ryan. I’m new at school. Ellen: Hi, Brian! I’m new too. Ryan: Sorry, my name’s Ryan. R-Y-A-N. I’m Ryan Smith. Ellen: Oh, I’m sorry, Ryan! Ryan: No problem. What’s your name? Ellen: I’m Ellen. Ryan: Helen? Ellen: No. Ellen. E-L-L- E-N. I’m Ellen Moore. Ryan: How old are you, Ellen? I’m 13. Ellen: I’m 14 years old. (Sound of school bell ringing indicating end of break time) Bye! See you! Ryan: See you!

USEFUL TIP:

Language - Direct students’ attention to the Useful Tip box. Explain that, in English, we can use full verb forms (I am, You are, etc.) or short – or contracted – forms (I’m, You’re, etc.) depending on the situation (formal or informal). Ask learners to go back to the dialogue in activity 2 and have them identify the short forms in it (I’m Ryan; My name’s Ryan; I’m sorry; etc.)

Optional activity:

Write these contracted forms on the board: I’m; You’re. Read them aloud and ask students to repeat them after

4

Refer students to the Sign Up to Grammar box. Explain that this box can be used as reference for study because it summarises the main grammar topics in this lesson. Then ask students to complete the short dialogue in activity 4. Check the activity by asking some volunteers to read aloud their answers. Answer key: 1. I’m / My name’s; 2. What’s your name; 3. My; 4. How old are you; 5. I’m

5

Focus students’ attention on the numbers (11 to 20) listed on page 9 and read them aloud. Then play the audio CD making pauses for students to repeat the numbers one by one. Finally, ask different students to read out the numbers one by one. Check pronunciation and correct if necessary. 11

Audio script 11 Speaker: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

OPTIONAL ACTIVITY: Bingo game.

Design ten cards containing the numbers 11 to 20 and put them in a cardboard box or plastic bag. Shuffle the cards by shaking the bag (or box) gently. Ask students to

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Lesson-by-lesson plans

2

you in order to practise pronunciation. Write some simple sentences on the board using these short forms: I’m Sandra; You’re Pablo; etc. and encourage the class to write other similar sentences in their notebooks or folders. Ask a couple of students to read out their sentences.

Teacher’s Book

if the first student fails to spell the name correctly, he / she must sit down and the student just behind him / her tries to spell a new name you say and write. Continue working like this until only one student in the row remains standing. This student will be the winner. In case there is a tie between two or more students, try saying and writing names that may be more difficult for these students to spell, for example: Geoffrey, Jennifer, Denzel, Wright, etc. This idea will help you to break the tie. Play this spelling game again with the rest of the students in the class who sit in different rows so that everybody has a chance to participate.

Lesson-by-lesson plans Teacher’s Book

draw a bingo card on a sheet of paper with three rows and three columns. (There should be nine boxes in the bingo card.) Then have students choose six numbers at random from 11 to 20, and write them down on their cards. (There should be three empty boxes somewhere in their cards.) Once students have their bingo cards ready, pick a card from the bag (or box) and call out the number it contains. Students who happen to have this number on their cards must cross it out. Repeat the same procedure with the rest of the cards in the bag (or box) until a student shouts: ‘Bingo!’ (He / She has been able to cross out all the numbers on his / her bingo card.) Make sure the winning bingo card is correct. If there is a tie between two or more students, they can play Bingo again by exchanging cards in order to break the tie and determine only one winner.

Maths operation and provide the result: ‘Two plus three equals five’. Repeat the same procedure with a subtraction example (for instance: 6 – 4 = ?). Then start the game by showing cards with five different Maths operations to Teams A and B respectively. Keep a record of the two teams’ performance on the board (ticks for correct answers and crosses for incorrect ones). The team with the most correct answers is the winner.

6

WB p. 71 Now that you have finished teaching this

Play the audio CD and ask students to listen and complete the speech bubbles. Play the recording again making pauses where necessary for students to check their answers. Then ask some volunteers to read aloud the dialogues. 12

Note: Ask students to write the speakers’ ages in letters, not in numbers, when they fill in the speech bubbles. Answer key: 1. thirteen; 2. sixteen; 3. twenty; 4. eighteen

Audio script 12 Speaker: Dialogue 1 Alex: Hello! I’m Alex. I’m thirteen. What’s your name? Anne: Hi, Alex! My name’s Anne. I’m sixteen years old. I’m new at school. Speaker: Dialogue 2 Sylvia: How old are you, Sandra? I’m twenty. Sandra: Me? I’m eighteen years old.

OPTIONAL ACTIVITY: Maths contest. Split the class into two groups (A and B) and engage students in a Maths contest. Prepare 13 flashcards containing numbers 0 to 9 and the Maths symbols +, -, and =. Teach the words ‘plus’, ‘minus’ and ‘equals’. Model the game working with the whole class first. Show the class two cards (one with number 2 and another one with number 3) and two cards with the symbols + and =. Stick the four cards on the board in this order: (2 + 3 = ?). Help the class read out the 10

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Pair students up and have them adopt different personalities in order to practise similar dialogues to the ones in activity 6. Circulate around the classroom monitoring their oral work. Answer key: Students’ own answers

lesson, it is advisable to turn to the workbook activities on page 71. You may assign these exercises as homework. Answer key: 1 2. f; 3. e; 4. h; 5. g; 6. b; 7. a; 8. d 2 1. Hi; 2. ‘s; 3. your, 4. Dexter; 5. are; 6. ‘m; 7. you; 8. old; 9. ‘m; 10. See 3 1. nineteen; 2. sixteen; 3. eighteen; 4. eleven; 5. twenty 4 1. name; 2. ‘m / am; 3. seventeen; 4. ‘m / am; 5. Auckland; 6. are; 7. you; 8. ‘s / is; 9. your 5 Students’ own answers

OPTIONAL ACTIVITY: Hangman. Students may play Hangman in pairs or in groups using the vocabulary they have recently learnt (school subjects and extra-curricular activities). The students in the pairs or groups take turns to choose a word and follow the usual procedure to play this popular game. The word to guess is represented by a row of dashes, but the first and last letters are written out. If the guessing player(s) suggest(s) a letter which occurs in the word, the other player writes it in all its correct positions. If the suggested letter does not occur in the word, the other player draws one element of the hanged man (a stickman) as a tally mark. The game is over when: 1) the guessing player(s) complete(s) the word, or guess(es) the whole word correctly; 2) the other player (the hangman) completes the diagram (a hanged man in the gallows).

Help students to name some school subjects in English and write them on the board. Then analyse with the whole class the list of words and phrases in the Useful Tip box that we can use to express opinion about something: good, cool, bad, OK, etc. Finally, ask different students to name three school subjects and give their opinion about them. Encourage them to look at the example sentences first. Answer key: Students’ own answers

2

Refer students to the Sign up to Grammar box on page 11. Make sure they understand how to conjugate the verb ‘to be’ in the affirmative and negative forms.

Note: Focus students’ attention on the Remember!

section in the Sign up to Grammar box and explain that we use ‘he‘ for a boy or man, ‘she‘ for a girl or woman and ‘it‘ to refer to an object, animal or place. Add that ‘they‘ is the plural form of he, she and it. Now ask students to read the comments in activity 2 and fill in the blanks with am, is or are. Check the activity by asking different volunteers to read aloud their answers. Answer key: 1. is; 2. are; 3. am; 4. is; 5. is; 6. are; 7. is; 8. are; 9. are; 10. is; 11. am; 12. is; 13. are; 14. are

3

Now students write down all the school subjects and extra-curricular activities they can find in the comments in activity 2. Check answers with the whole class. Answer key: French, Drama Club, photography course, English, History, PE (Physical Education), Maths, Science, Geography

Lesson 2 (CB p. 11)

4

Now ask students to fill in the blanks in the sentences with a suitable subject pronoun. Check answers by asking some volunteers to read aloud their complete sentences. If you consider it appropriate, do a quick choral drill on the pronunciation of the subject pronouns.

5

Play the audio CD and have students listen and circle the correct option in the sentences. Then play the recording once again as this activity may be rather challenging for students at this stage. Finally, play the audio CD one last time and make pauses where necessary in order to help students correct their answers. 13

Answer key: 1. isn’t; 2. is; 3. are; 4. super cool; 5. is; 6. are; 7. aren’t; 8. isn’t

Lesson-by-lesson plans

1

Answer key: 2. They; 3. We; 4. They; 5. He; 6. It

Audio script 13 Teacher’s Book

Lesson 2 (CB p. 10)

Bill: Hi! I’m Bill. What’s your name? Sue: Hi, Phil! I’m Sue. Sue Smith. Bill: Sorry. I’m not Phil. I’m Bill. Bill Carlton. Sue: I’m really sorry, Bill. Bill: No problem. I’m new at school. Sue: Oh, really? Well, this school is super cool. Maths is a bit difficult. Our Maths teacher is Mrs Davies. She’s OK. And PE classes with Mr Dalton are great. He isn’t at school now. History isn’t easy and Geography is difficult too. Bill: Oh, I see. How old are you, Sue? Sue: Me? I’m 14. And you Bill? Bill: I’m 16. Sue: Sorry, Bill. It’s lesson time again. Bye! See you around! Bill: Bye, Sue. See you!

USEFUL TIP:

Grammar - Direct students’ attention to the Useful Tip box. Explain that we use the conjunction ‘and‘ to join two words, phrases or ideas. Then ask two students to read out the example sentences.

6

Model the pair work activity with the whole class first by using the example and explaining the meaning of the phrase: ‘Lucky you!‘ Then students do the task in pairs as you walk around the classroom, monitoring their performance and offering help if necessary. Answer key: Students’ own answers

OPTIONAL ACTIVITY: Bleep! Have students work in pairs. Students take turns to say three sentences connected with school subjects and they substitute one of the verbs for the sound ‘bleep’ on each 11

Lesson-by-lesson plans

Student 1: Mr Pérez ‘bleep’ the school principal. Student 2: Is! Student 1: Yes. Student 1: Maths and Science ‘bleep’ difficult for me. They’re easy. Student 2: Are? Student 1: Sorry! The correct answer is ‘aren’t’. Student 1: Miss Rodríguez ‘bleep’ the History teacher. She’s the Geography teacher. Student 2: Isn’t! Student 1: Yes.

Teacher’s Book

occasion (See example below). Their partners must guess the missing verb every time they hear the sound ‘bleep’. The winner is the student in each pair who has the most correct answers.

7

Now students write a comment about their school. Encourage them to refer to the comments in activity 1 on page 10 for guidance. Circulate around the classroom offering help and correcting the students’ written productions. Answer key: Students’ own answers

OPTIONAL ACTIVITY: Jigsaw Sentences.

Copy two sentences from lesson 2 onto a sheet of paper (for example: ‘French is easy for me’ and ‘The photography course is not bad’) Then cut out every single word in each sentence, mix the words up in each sentence and put them in two envelopes (envelope 1 = sentence 1, and envelope 2 = sentence 2). Make another identical set of sentences with the words cut out and mixed up, and put them in two different envelopes (envelopes 3 and 4). Split the class into two groups (A and B). Then give envelopes 1 and 2 to group A and envelopes 3 and 4 to group B. Students in each group try to put the words together and reconstruct the two original sentences. The group that gets the two sentences right in less time wins the game.

WB p. 72 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on page 72. You may assign these exercises as homework. Answer key: 1 1. Maths; 2. Science; 3. History; 4. Photography; 5. Geography; 6. Drama Club 2 2. She; 3. We; 4. They; 5. It; 6. She; 7. I; 8. It

12

3 2. Mr Taylor isn’t the school principal. 3. They aren’t my school friends and they aren’t super cool. 4. I’m not in the school computer lab. 5. It isn’t a very good science book. 4 (-) bad; (+) good; OK; easy; not bad; fine; cool; (++) super cool; very good; great 5 1. T; 2. F; 3. F; 4. T 6 Students’ own answers

Lesson 3 (p. 12)

1

Draw students’ attention to the warm-up questions. Encourage different students to answer them orally by making full sentences starting with: My favourite… is… Answer key: Students’ own answers

USEFUL TIP:

Vocabulary - Focus students’ attention on the Useful Tip box and work with the whole class on the pronunciation and meaning of the opinion words and phrases listed in this box.

2

Refer students to the Sign up to Grammar box on page 13. Go over the interrogative form of the verb ‘to be‘ and the structure of short answers with the whole class. Then explain the meaning of the question words: Who, Where and How. Finally, ask students to read the blog comments in activity 2 on page 12 and complete the answers. Check the activity by asking some volunteers to read aloud their answers.

Direct students’ attention to the Grammar Reference section, where they will find further examples and practice. GR1

Answer key: 1. he isn’t; 2. he is; 3. they are; 4. she isn’t; 5. she is

3

Ask students to re-read the blog posts in activity 2 and match the columns. Check the activity by asking different students to read aloud their answers. Answer key: 2. Jennifer Lawrence; 3. from Nashville, Tennessee; 4. from the USA; 5. Lio Messi; 6. Yes, she is

Tell students that you will initiate the game by saying something connected with celebrities (for example: Lio Messi) and you will be asking different students to repeat what has been mentioned before and add only one word to the sentence (show the example on the board). Make sure students understand the game. Then initiate the game by saying, for example: My favourite actor… and ask different students to continue playing in the same way as explained before. The student who makes a mistake in the word chain is out of the game. Mistakes can be made by failing to repeat any of the words mentioned before, or by adding a word that is incorrect, or simply by not being able to provide a new word. You may continue playing by saying one of these other game openers: ‘I think Miley Cyrus… ‘; ‘Del Potro isn’t…’; or any other example you think will help students revise the language and vocabulary they have recently learnt.

Lesson 3 (CB p. 13)

4

Ask students to match the countries with the nationalities. Check the activity by asking some volunteers to write their answers on the board. Answer key: (from top to bottom) 7, 6, 5, 8, 3, 4, 2

Extra activity:

Read out the list of countries and nationalities and ask the class to repeat after you to practise pronunciation. Then play a simple game. Say the names of some famous people (Neymar, Messi, Juanes, etc.) for the class to tell you their nationalities (Brazilian, Argentinian, Colombian, etc.)

5

Students listen to Tom and Bob talking about three famous people. Play the audio CD twice for students to complete the chart. Then play it again and ask students to check their answers. Correct this activity with the whole class. 14

Answer key: Andy Murray: British; He’s not bad; He’s very good. Penelope Cruz: Spanish; She’s fantastic; She’s terrible; Laura Pausini: Italian; She’s horrible; She’s brilliant

Audio script 14 Tom: Hi, Bob! How are you? Bob: Fine, thanks. And you? Tom: Not bad. Who’s your favourite sportsperson, Bob? Bob: Let me think. Um… Andy Murray, the tennis player. He’s very good. Tom: Yeah, he is not bad. And where’s he from? Is he from the USA? Bob: No, he isn’t. He’s British. And who’s your favourite actress, Tom? Tom: Favourite actress… , um… , Penelope Cruz. She’s fantastic. Bob: Oh, come on, Tom! She’s terrible. Is she Spanish? Tom: Yes, she is. She’s a Hollywood star!!! And who’s your favourite singer, Bob? Bob: Laura Pausini, definitely. I’m a big fan of Laura Pausini. She’s brilliant. Tom: Laura Pausini? Oh, no! She’s horrible. Is she Argentinian? Bob: No, she isn´t. She’s Italian.

6

Ask students to write the answers to the questions. Encourage them to use short answers where possible. Check the activity with the whole class. Answer key: 1. No, he isn’t. 2. They’re from the USA. 3. Yes, they are. 4. Students’ own answers

OPTIONAL ACTIVITY: Racing Dictation. Split the class into three groups (A, B and C). Type out three identical copies of the same text and stick them on three different areas of the classroom where students cannot read them from their desks. Label the three areas with big letter signs: A, B and C to help groups identify their texts. Sample text: Scarlett Johansson is my favourite actress. She’s American. I think she’s brilliant. Students work in groups. Each group (A, B and C) should have a runner. Students who are not runners must remain seated in their groups and away from the texts. Runners must go very quickly to the area where their text is, read it, try to remember it and run back to their groups to dictate

13

Lesson-by-lesson plans

Teacher: Lio Messi… Student 1: Lio Messi is… Student 2: Lio Messi is from… Student 3: Lio Messi is from Rosario… Student 4: Lio Messi is from Rosario and…

Note: Draw students’ attention to the fact that, in English, nationalities are written with capital letters.

Teacher’s Book

OPTIONAL ACTIVITY: The celebrities game. Demonstrate the activity by writing an example on the board:

Lesson-by-lesson plans Teacher’s Book

the text to the other group members who must write it down. Runners might find it difficult to remember the whole text and the correct spelling of some words. For this reason, encourage them to run to the text as many times as necessary and read part of the text, run back to their groups and dictate that part to their partners. The first group to complete the dictation successfully is the winner.

7

Students work in pairs. They take turns to ask and answer questions using the prompts given. Model the activity with the whole class first by using one of the prompts. For example: (You say: How are you?) (Expected answers from the class: Fine, thanks. And you? / I’m fine, thanks. And how are you?) Answer key: Students’ own answers. Possible answers: 1. How are you? I’m fine. / Fine, thanks, And you? 2. Is Brad Pitt your favourite actor? Yes, he is. / No, he isn’t. 3. Who’s your favourite singer? Shakira / Lady Gaga / Adele... 4. Are Mike and Sulley cartoon characters? Yes, they are. 5. Where’s Adele from? She’s from England. / She’s English. 6. Are Messi and Tévez Brazilian? No, they aren’t. They are from Argentina. / They are Argentinian.

OPTIONAL ACTIVITY: Spot the mistake. Divide the class into several small groups. Hand out identical cards to each group containing five sentences with some wrong information in them. For example: Card 1: Shakira is from Bolivia. Card 2: Rafael Nadal is American. Card 3: Laura Pausini is a tennis player. Card 4: Adele is an actress. Card 5: Kristen Stewart is from Italy. Each group must spot the mistakes in the cards and write two sentences to correct each mistake. For example: Card 1: Shakira isn’t from Bolivia. She’s from Colombia. The first group to write ten correct sentences is the winner. Answer key: Card 2: Rafael Nadal isn’t American. He’s Spanish. Card 3: Laura Pausini isn’t a tennis player. She’s a singer. Card 4: Adele isn’t an actress. She’s a singer. Card 5: Kristen Stewart isn’t from Italy. She’s from the USA.

WB p. 73 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on page 73. You may assign these exercises as homework.

14

Answer key: 1 (---) terrible, horrible; (+++) brilliant, I’m a big fan of…, (He’s) my favourite. 2 2. Are they terrible singers? 3. Are you and James from New York City? 4. Is Cauã Reymond Brazilian? 5. Am I a big fan of Tévez and Messi? 3 2. Yes, they are. 3. No, he isn’t. He’s American. 4. Yes, they are. 5. No, she isn’t. She’s Spanish. 6. He’s from Spain. 4 2. Canadian; 3. Italian; 4. Spanish; 5. American 5 1. T; 2. F; 3. F; 4. T 6 Students’ own answers

Review (CB pp. 14 and 15) In the Review section, students will revise all the structures and some key words learnt in lessons 1 to 3 in this unit. It is advisable to turn to this section once you have finished teaching lesson 3. Answer key: 1 Students’ own answers 2 Students’ own answers 3 (from top to bottom) twenty, eighteen, twelve, eleven, fourteen, seventeen, thirteen 4  15 a. 19; b. 12; c. 17; d. 11

Audio script 15 Speaker: n ineteen, (pause) nineteen twelve, (pause) twelve seventeen, (pause) seventeen eleven , (pause) eleven

5 1. is; 2. ‘m; 3. your, 4. ‘s; 5. is 6 2. are, aren’t; 3. is, isn’t; 4. ‘m, ‘m not 7 Students’ own answers 8 1. She; 2. He; 3. We; 4. They; 5. It 9 2. Are the One Direction boys American? 3. Where is football player Neymar from? 4. Are Mike and Sulley primary school friends? 5. Where are Shakira and Juanes from? 10

16

Brenda: 15, Adele, fantastic; Tom: 13, Shakira, great

Audio script 16 Tom: Hi! I’m Tom. Are you new at school? Brenda: Hi, Tom. Yes, I’m new at school. My name’s Brenda.

2

Students design a poster about themselves similar to the one in activity 1. They can make it on coloured paper or use PowerPoint. Encourage students to use some colourful pictures to illustrate their posters. Answer key: Students’ own answers

World Issues 1 A FRIEND IN NEED IS A FRIEND INDEED (CB p. 16) World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading a blog about two good friends.

3

Students work in pairs and exchange their posters. They edit their partners’ work and then they take turns to make an oral presentation of their own posters to the whole class. Answer key: Students’ own answers

1

Students read the text silently. Then they read the sentences and write true (T) or false (F). Check answers with the whole class and work on the meaning and pronunciation of new words. Answer key: 1. F, 2. F; 3. T; 4. F; 5. T

2

Students tick (3) the correct option. Check answers with the whole class. Answer key: 2

Project Work 1 DESIGN A POSTER ABOUT YOU (CB p. 17)

1

Students read the poster and underline the requested information: first name, surname, age, nationality, opinion words and phrases, favourite subject and favourite celebrity. Check answers with the whole class.

15

Lesson-by-lesson plans

11 Students’ own answers 12 1. are; 2. ‘m; 3. ‘s; 4. ‘s; 5. Is; 6. isn’t; 7. Are; 8. aren’t

Answer key: First name: Amy; Surname: Stevens; Age: 14 years old; Nationality: South African; Opinion words and phrases: fantastic, great, OK, difficult, easy; Favourite subject: Maths; Favourite celebrity: Taylor Swift

Teacher’s Book

Tom: Er, how old are you, Brenda? Brenda: Me? I’m 15. How old are you? Tom: I’m 13 years old. Er, who’s your favourite singer? Brenda: Favourite singer… Um, Adele. She’s fantastic. Is Adele your favourite singer too? Tom: No, I’m sorry. My favourite singer is Shakira. She’s great!

Unit 2

Lesson-by-lesson plans

Unit 2 – Good things all around COMMUNICATIVE AND LEARNING TASKS

CONTENTS LEXIS

L1

School and personal items: school rucksack, eraser, binder, watch, umbrella, etc.

Teacher’s Book

Colours

L2

Other personal items: laptop, LED TV, trainers, car, etc. Adjectives: big, small, beautiful, new, old, etc.

GRAMMAR

PHONOLOGY

Definite and indefinite articles: the, a / an Word order: adjective + noun

Pronunciation of some school and personal items

What colour is / are... ?; What’s your favourite... ?

Pronunciation of some colours

Demonstrative pronouns: this, that, these, those What’s this / that? It’s a (n)... What are these / those? They’re...

Pronunciation of demonstrative pronouns

Talking about school and personal items.

Identifying and describing different objects. Writing sentences expressing contrast.

Conjunctions: and, but

L3

Clothes and accessories: T-shirt, skirt, necklace, watch, shirt, trousers, etc.

Possessive case (‘s) / (‘)

Adjectives: cheap, expensive, etc.

How much are... ? / They’re...

Pronunciation of some clothes and accessories

How much is... ? / It’s...

Pronunciation of numbers 20 to 100

Numbers 20 to 100 Opinion words and phrases WI2

Colours Clothes and accessories What’s your favourite...?

PW2 What colour is it? Is it (new)?

Talking about clothes and accessories. Discussing how much things cost.

Recycling of L1-L3 grammar topics

Integrating acquired knowledge with a real life issue: in this case, reading some comments in a social network site about somebody’s preferences.

Recycling of L1-L3 grammar topics

Talking about preferences.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 18)

1

As a warm-up activity, students complete the three podium positions with their three favourite personal items and then take turns to tell the class about them. Answer key: Students’ own answers

16

2

Draw students’ attention to the pictures of some school and personal items in this activity. Then work on the pronunciation of these items with the whole class. Play the audio CD twice and have learners listen and complete the sentences in Sam’s and Dara’s thought bubbles using some of the words in the pictures. Finally, play the recording one last time for students to check answers and then elicit answers from the class. 17

Sam: Hi, Dara! What are your three favourite personal items? Dara: Let me see… My iPod, my diary and my rollerblades. And what are your three favourite things, Sam? Sam: Um, I think… my skateboard, my football T-shirt and… my games console, definitely. Dara: That’s really cool, Sam!

OPTIONAL ACTIVITY: Hangman. As a follow-up activity, students may play Hangman in pairs or in groups using the vocabulary they have recently learnt (school and personal items). The students in the pairs or groups take turns to choose a word and follow the usual procedure to play this popular game. The word to guess is represented by a row of dashes, but the first and last letters are written out. If the guessing player(s) suggest(s) a letter which occurs in the word, the other player writes it in all its correct positions. If the suggested letter does not occur in the word, the other player draws one element of the hanged man (a stickman) as a tally mark. The game is over when: 1) the guessing player(s) complete(s) the word, or guess(es) the whole word correctly; 2) the other player (the hangman) completes the diagram (a hanged man in the gallows). OPTIONAL ACTIVITY: Mime and guess. Split the class into two groups (A and B) and engage students in a miming game. Prepare 10 flashcards containing pictures or illustrations of the objects in activity 2: a school rucksack, an iPod, a watch, an umbrella, a skateboard, a smartphone, a diary, a football T-shirt, a games console and rollerblades. First, model the game working with the whole class. Place the cards face down on a desk and pick up one card. Mime the real shape of the object on the card, how to use it, what movements are associated with it, etc. to help students guess what the object is. Students who want to guess put up their hands and you invite them one by one to play the game. Encourage them to use the question: ‘Is it a (n)… ?’ (write it on the board) as you nod or shake your head to say ‘Yes’ or ‘No’. Then put your card back on the desk and mix up all the cards to start the game. Invite five students from each team (A and B) to come to the front of the classroom. They take turns to pick up a card from the desk and mime the

Lesson 1 (CB p. 19)

3

Refer students to the pictures in this activity and work on pronunciation of the school items with the whole class. Have learners match the pictures with the words and phrases listed in this activity. Write this question on the board: ‘What’s the meaning of… ?’ and encourage students to use it in case they do not know the meaning of any of the school items in the list. Check answers with the whole class. Answer key: (from left to right) First row of items: 5, 8, 9 Second row of items: 3, 2, (1), 7 Third row of items: 4, 6, 10

4

Lesson-by-lesson plans

Audio script 17

objects on their cards for their group members to guess. Group members are allowed to ask only five questions per card. Remind students of the procedure to follow that you demonstrated before and keep a record of the two teams’ performance on the board (ticks for correct guesses and crosses for incorrect ones). The team with the most correct guesses is the winner. Lay strong emphasis on the fact that students who mime the objects on the cards are not allowed to say anything. They must resort to mimicry all the time and either nod or shake their heads to answer their group members’ questions.

Teacher’s Book

Answer key: (Sam) my skateboard, my football T-shirt and my games console; (Dara) my iPod, my diary and my rollerblades

Ask students to match the colours with the words. Then play the audio CD and have learners check their answers. Play the recording again, this time making pauses after each colour for students to listen and repeat. This will help them improve their pronunciation. 18

Answer key: (from top to bottom) 7, 2, 4, 5, 8, 9, 11, (1), 3, 12, 10, 6

Audio script 18 Speaker: 1 green, 2 white, 3 black, 4 blue, 5 brown, 6 grey, 7 red, 8 pink, 9 purple, 10 light blue, 11 orange, 12 yellow

OPTIONAL ACTIVITY: I spy...

Explain to students that they will now practise the colours through a guessing game called ‘I spy… ‘ First, model the activity with the whole class. Choose an object in the classroom that is visible to all students but do not mention what it is. (Students should know the name of this object in English). Then say and write on the board the following

17

Lesson-by-lesson plans Teacher’s Book

sentence: ‘I spy with my little eye something… (blue)’ Students who want to guess put up their hands and you invite them one by one to play the game. Encourage them to use the question: ‘Is it a (n)… ?’ (write it on the board) as you say ‘No, it isn’t.’ or ‘Yes, it is.’ Finally, ask students to work in pairs and take turns to play this game in a similar way (See example below). Each student in each pair must choose three different objects in the classroom. The student who is guessing is allowed to ask only three questions per item. Encourage pairs to keep a record of their performance on a sheet of paper (ticks for correct guesses and crosses for incorrect ones). The student in each pair with the most correct guesses is the winner. Circulate around the classroom monitoring students’ oral work.

Answer key: 2. black school rucksacks; 3. It’s an orange Ipod; 4. They’re pink rollerblades.

Audio script 19 Speaker: 1 It’s a white T-shirt. 2 They’re black school rucksacks. 3 It’s an orange iPod. 4 They’re pink rollerblades.

USEFUL TIP:

Student A: I spy with my little eye something (red). Student B: (pointing at a red pen) Is it a pen? Student A: No, it isn’t. Try again! Student B: (pointing at a poster on the wall) Is it a poster? Student A: Yes, it is. One point for you!

Language – Draw students’ attention to the Useful Tip box. Explain the questions and answers in this box because students will need to produce similar ones in activity 6. Finally, ask different students to answer the following questions orally to check comprehension: What colour’s the classroom wall?; What colour are the classroom desks?; What’s your favourite school item?

5

6

19 Direct students’ attention to the Sign Up to Grammar box. Ask a volunteer to read out the example sentences and make sure the class understands the difference between definite and indefinite articles (See note below) and the use of ‘an’ before nouns or adjectives beginning with a vowel sound (an orange umbrella, an eraser, etc.) Then focus students’ attention on the Remember! section where learners are taught that in English we use adjectives before nouns. Help different students to provide more examples of adjectives followed by nouns to check comprehension and write these examples on the board. You may resort to some classroom objects for this purpose (for example: the grey door, a brown desk, etc.) Then revise the use of the pronouns ‘it’ and ‘they’ that refer to only one or more than one item respectively. Finally, refer students to activity 5 and ask them to rewrite the sentences so that they use the adjective + noun pattern. Correct the activity by playing the audio CD and having learners listen and check their answers.

Students work in pairs. They look at the items in activity 2 and take turns to ask and answer questions that are similar to the ones in the examples given. Circulate around the classroom monitoring students’ performance and offering help if needed. Check the activity by asking some pairs to role-play their dialogues for the rest of the class. Answer key: Students’ own answers

WB p. 74 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on page 74. You may assign these exercises as homework. Answer key: 1 2. light blue; 3. green; 4. orange; 5. pink 2 2. an; 3. a; 4. a; 5. an; 6. a; 7. an; 8. a; 9. a; 10. a 3

Note: A definite article (the) is used to refer to things

or people when only one exists at any one time. For example: the classroom board, the president of the United States of America, etc. An indefinite article (a / an) is used to refer to one thing or person when more than one of the same kind exist at any one time. For example: a student (in the class), an eraser (at a stationer’s), etc. Direct students’ attention to the Grammar Reference section, where they will find further examples and practice. GR2

18

4 1. The; 2. a; 3. the; 4. an; 5. a 5 2. highlighter; 3. pencil sharpener; 4. school rucksack; 5. eraser; 6. ruler; 7. pencil; 8. pencil case; 9. coloured pencils; 10. notebook

Lesson 2 (CB p. 20)

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

Answer key: Students’ own answers. Possible answers: Digital camera: 4, 6, 7; Trainers: 3, 4, 7; Car: 2, 4, 5, 9, 10; Bullet train: 1, 6, 7; Laptop: 6, 7

USEFUL TIP:

Grammar – Focus students’ attention on the Useful Tip box and explain the use of the conjunctions ‘and’ and ‘but’. Read out the sentences in the box and write some other examples on the board to clarify ideas. Finally, encourage the class to write two similar sentences in their notebooks or folders using ‘and’ and ‘but’.

2

Students write sentences on the notepad about the items in activity 1 using ‘and’ and ‘but’ as shown in the examples. Check the activity by asking some volunteers to read aloud their sentences. Answer key: Students’ own answers

Audio script 20 Speaker: 1 This (pause) This 2 These (pause) These 3 That (pause) That 4 Those (pause) Those

5

Teacher’s Book

1

First, analyse with the whole class the meaning of the adjectives in the list and work on pronunciation. Then ask students to match these adjectives with the pictures. Tell them that there are several possibilities and that answers may vary. Finally, check the activity by asking some volunteers to read aloud their answers.

Ask students to look at the pictures and their position from the little hand (near or far). Then have students fill in the gaps with a suitable demonstrative pronoun. Play the audio CD for students to check their answers. 21

Answer key: 2. These; 3. This; 4. Those

Audio script 21 Speaker 1: 1 That is my new house. Speaker 2: 2 These sandwiches are really good. Speaker 3: 3 This is a trendy watch. Speaker 4: 4 Those T-shirts are beautiful.

6

3

Have students work in pairs. Ask them to take turns to say the opposites of the adjectives in activity 1. Ask some volunteers to role-play their dialogues for the whole class. Answer key: Students’ own answers

Lesson 2 (p. 21)

4

You may ask some volunteers to read aloud the example sentences in the box to work on the correct pronunciation of these pronouns. Then refer learners to activity 4. Play the audio CD and ask the whole class to look at the pictures, listen and repeat in order to practise pronunciation.

Draw students’ attention to the Sign Up to Grammar box. Explain to students the use of the demonstrative pronouns: this, that, these and those. 20

Lesson-by-lesson plans

6 2. a black smartphone; 3. They’re green school rucksacks. 4. They’re purple and blue rollerblades. 7 Students’ own answers

Students circle the correct option in each sentence. Ask some volunteers to read out their answers. Answer key: 1. This; 2. Those; 3. These; 4. That

USEFUL TIP:

Language – Draw students’ attention to the Useful Tip box. Work with the whole class on the questions and answers: What’s this (that)? / It’s a (an)… ; What are these (those)? / They’re… by pointing at different objects in the classroom and encouraging students to answer appropriately. Go on to say that we use the phrase ‘I think…‘ to express opinion or when we are not sure about something. Cover up part of an object you have got on your desk and show it to the class. Then ask

19

Lesson-by-lesson plans Teacher’s Book

students: ‘What’s this?’ and encourage them to answer: ‘I think it’s a (an)…‘

list once again for students to listen and repeat in order to practise pronunciation.

OPTIONAL ACTIVITY:

2

Show the class different pictures of items they may be able to identify. Ask students: ’What’s this?’ or ‘What are these?’ Learners who know the answer should put up their hands and wait for their turn to answer: ‘I think it’s a (an)…‘ or ‘I think they’re…’

7

Students work in pairs. They take turns to point at different pictures and ask and answer questions about them. Circulate around the classroom monitoring students’ performance and offering help if needed. Answer key: Students’ own answers

WB p. 75 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on page 75. You may assign these exercises as homework. Answer key: 1 (from top to bottom) 5, 3, 2, 1, 4 2 1. This; 2. That; 3. These; 4. Those 3 1. and; 2. but; 3. and; 4. but; 5. and; 6. but 4 3. it’s a laptop; 4. What are these (those)?; 5. It’s a school rucksack.; 6. What are these (those)? 5 Students’ own answers

Lesson 3 (CB p. 22)

1

Focus students’ attention on the gift boxes and parcels on page 22 and write these phrases on the board: ‘my next birthday’ and ‘a gift’. Explain the meaning of these phrases. Then read out the incomplete sentence and provide an example: For my next birthday, I want… (a blue shirt and a new pair of shoes). Finally, ask students to think of a gift they would like to get on their next birthdays and have them complete the sentence. Check the activity by asking some volunteers to read out their sentences. Answer key: Students’ own answers

USEFUL TIP:

Vocabulary - Draw students’ attention to the Useful Tip box and read out the list of clothes and accessories. Teach the meaning of new words. Then read aloud the

20

Refer students to the photos of Cathy and Jason. Tell the class that Cathy and Jason are now speaking on the phone but later they will meet at the clothes shop to buy a birthday gift for their friend Sam. Focus students’ attention on the gapped dialogues (On the phone and At the clothes shop) and ask learners to complete them with the words in the box. Do not correct students’ answers yet. Play the audio CD twice and have students listen and check their answers. Finally, go over the answers with the whole class to make sure all students get them right. 22

Answer key: On the phone: 1. Hello; 2. Fine; 3. bad; 4. gift; 5. idea; At the clothes shop: 1. birthday; 2. beautiful; 3. they; 4. that; 5. Thanks

Audio script 22 Speaker: On the phone Cathy: Hello, is that you Jason! Jason: Yes. Hello, Cathy! How are you? Cathy: Fine, thanks. And you? Jason: Not bad. It’s Sam’s birthday today! Cathy: Oh, really? Jason: Yes! Let’s buy a gift for him. Cathy: Great idea! Speaker: At the clothes shop Shop assistant: Good afternoon. Cathy and Jason: Oh, hi! Cathy: It’s our friend Jason’s birthday today. He loves trendy clothes. How much are those beautiful trousers over there? Shop assistant: They’re € 99. Jason: Oh, I think they’re very expensive. Cathy: Um… How much is that T-shirt, please? Shop assistant: That T-shirt is € 21. Cathy: Is the T-shirt OK, Jason? Jason: Yes! I think it’s cool! Cathy: This T-shirt is fine, sir. Here you are. 21 euros. Shop assistant: Thank you. And here’s your birthday gift. Cathy and Jason: Thanks! Shop assistant: You’re welcome!

USEFUL TIP:

Language & Vocabulary - Draw students’ attention to the Useful Tip box. Explain that we use ‘How much is…?’ to ask about the price of an item and ‘How much are…?’ to ask

Presenter 1: (Sandra) is wearing a black jacket, blue jeans and white trainers. Thank you, Sandra! (Sandra walks along the catwalk as Presenter 1 describes her clothes.) Presenter 2: (Pablo) is wearing… (Pablo walks along the catwalk as Presenter 2 describes his clothes.)

Lesson 3 (CB p. 23)

3

Students listen to the audio CD twice and repeat the numbers. Lay emphasis on the fact that we can say either ‘a hundred’ or ‘one hundred’. Play the audio CD once again but this time making pauses after every number. Ask different students to write the numbers on the board every time you stop the recording. 23

Audio script 23 Speaker: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, a hundred or one hundred

4

Explain on the board how to write these numbers in English using words: 28 (twenty-eight), 67 (sixty-seven) and 84 (eighty-four). Then ask students to write the numbers in the list in activity 4. To check the

Answer key: 2. thirty-two; 3. forty-five; 4. fifty-tree; 5. sixty-two; 6. seventy-six; 7. eighty-one; 8. ninety-eight

Lesson-by-lesson plans

OPTIONAL ACTIVITY: Fashion parade. Split the class into two or three groups (A, B and C) and engage students in a fashion parade contest. Each team should select a group of ‘models’ and a group of ‘presenters’. (There should be the same number of models and presenters in each group.) Start the contest by asking group A’s presenters to take turns to describe the clothes each model in the group is wearing as they walk along an imaginary catwalk in the classroom (for example: an aisle between two rows of classroom seats). For this activity, pre-teach ‘is wearing’ and write an example on the board: Juan is wearing blue jeans and a red sweater. Invite the other group(s) to perform their fashion parades in a similar way (See example below.) At the end of the game, you will choose the winning team based on the students’ overall performance in each group.

activity, play the audio CD making pauses after every number and ask different students to write the numbers on the board every time you stop the recording.

Audio script 24 Speaker: 1 twenty-one 2 thirty-two 3 forty-five 4 fifty-three 5 sixty-two 6 seventy-six 7 eighty-one 8 ninety-eight

OPTIONAL ACTIVITY: Maths contest.

Split the class into two groups (A and B) and engage students in a Maths contest. Prepare 17 flashcards containing numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 20, 30, 40, 50 and the Maths symbols + , - and =. Teach the words ‘plus’, ‘minus’ and ‘equals’. Model the game working with the whole class first. Show the class two cards with numbers 20 and 3, and two cards with the symbols + and =. Stick the four cards on the board in this order: (20 + 3 = ?). Help the class read out the Maths operation and provide the result: ‘Twenty plus three equals twenty-three’. Repeat the same procedure with a subtraction example (for instance: 50 – 4 = ?). Then start the game by showing cards with five different Maths operations to Teams A and B respectively. Keep a record of the two teams’ performance on the board (ticks for correct answers and crosses for incorrect ones). The team with the most correct answers is the winner.

5

Students work in pairs. They role-play a similar situation to the one in activity 2 (At the clothes shop). Make sure learners swap roles when they role-play the situation for a second time. Circulate around the classroom monitoring students’ performance. Answer key: Students’ own answers

24

USEFUL TIP:

Stress – Draw students’ attention to the Useful Tip box. Explain that ‘teen numbers’ (for example: thirteen, fourteen,

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Teacher’s Book

about the price of two or more items. Also explain how to answer these questions: ‘It’s…. euros (pesos, dollars,… )‘ ‘They’re… euros (pesos, dollars,… ) Then ask some students different questions to check comprehension. For example: ‘How much is your watch?’; ‘How much are these pens?’ Encourage students to answer them correctly and then teach the meaning of the adjectives ‘cheap’ and ‘expensive’.

Teacher’s Book

Lesson-by-lesson plans

etc.) are stressed on the last syllable (teen) whereas numbers such as thirty, forty, etc. are stressed on the first syllable.

6

Play the audio CD. Students listen and tick the numbers they hear. Check students’ answers by asking some volunteers to write the numbers on the board. 25

Answer key: 1. 12; 2. 13; 3. 14; 4. 50; 5. 16; 6. 70; 7. 80; 8. 19

Audio script 25 Speaker: t welve (pause) twelve thirteen (pause) thirteen fourteen (pause) fourteen fifty (pause) fifty sixteen (pause) sixteen seventy (pause) seventy eighty (pause) eighty nineteen (pause) nineteen

7

Refer students to the Sign Up to Grammar box. Explain the meaning and use of the possessive forms (‘s) and (‘). If necessary, copy the example sentences on the board, read them aloud and give further examples.

Note: Explain that we can say either James’ (clothes)

or James’s (clothes). Both options are correct. Teach the correct pronunciation of James’ (James’s) /"dZeimziz/. Write these other examples on the board to work on pronunciation: Charles’s /"tSA…lziz/ and Mr Jones’s /"dZ´Unziz/. Direct students’ attention to the Grammar Reference section, where they will find further examples and practice. GR4

who try to guess the name of the person whose clothes are being described. Direct students’ attention to the example given and encourage them to use it as a model. Make sure students swap roles when they do the activity all over again. You may encourage students to play this game several times as you circulate around the classroom monitoring their oral performance. Answer key: Students’ own answers

WB p. 76 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on page 76. You may assign these exercises as homework. Answer key: 1 1. ‘; 2. ‘s; 3. ‘s / ‘; 4. ‘; 5. ‘s; 6. ‘s / ‘ 2 2. thirty-two; 3. forty-two; 4. sixty-one; 5. eighty-six; 6. a / one hundred 3 2. much are the , They’re fifty-one euros. 3. How much is the watch? It’s a / one hundred euros. 4. How much is the, It’s thirty-three euros.. 4 2. jacket; 3. T-shirt; 4. trousers; 5. socks; 6. skirt; 7. trainers; 8. shoes 5 1. ‘m not; 2. new red; 3. beautiful; 4. how much; 5. Anne’s; 6. Is it; 7. that; 8. are; 9. those

Review (CB pp. 24 and 25) In the Review section, students will revise all the structures and some key words learnt in lessons 1 to 3 in this unit. It is advisable to turn to this section once you have finished teaching lesson 3. Answer key: 1

Finally, draw students’ attention to activity 7. Ask them to circle the correct option in each sentence. Check the activity by asking some volunteers to read aloud their answers. Answer key: 1. Charles’s; 2. boys’; 3. Jimmy’s; 4. friend’s; 5. Anna’s

8

Students work in pairs. They take turns to describe one of their classmates’ clothes to their partners

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2 1. a; 2. an; 3. an; 4. a 3 (from top to bottom) 4, 2, 1, 3 4 1. This; 2. These; 3. That; 4. Those

Students’ own answers

2

Students write about their own preferences. Check the activity by asking some volunteers to read out their written productions. Answer key: Students’ own answers

3

Students make a cool picture chart about their own preferences. They can make it on coloured paper or go to www.postermywall.com to design it. Answer key: Students’ own answers

World Issues 2 MY FASHION POSTS (CB p. 26) World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading some comments in a social network site about somebody’s preferences.

1

Students read Aiko’s posts and then answer true (T) or false (F). Check answers with the whole class. Answer key: 1. T; 2. F; 3. F; 4. T; 5. T

2

Students circle the correct option in each sentence. Check the activity by asking some volunteers to read aloud their answers. Answer key: 1. dog; 2. a social network

Project Work 2 MY COOL PICTURE CHART (CB p. 27)

1

Students work in pairs. They look at the picture chart and take turns to describe Danny’s preferences. Circulate around the classroom monitoring students’ performance.

4

Students work in pairs. They ask and answer questions about their picture charts. Encourage students to look at the example given and use it as a model. Circulate around the classroom monitoring students’ performance. Answer key: Students’ own answers

TEST REVISION TIPS:

In class, make a checklist of all the topics students need to know before they take their first test. Write a list on the board as you elicit the answers from students. Make sure students are acquainted with the test structure and marking system. Encourage students to do all the exercises (Units 1 and 2) in the Grammar Reference section for further practice. Ask students to circle the emoticons (happy, neutral or sad faces) that appear next to each grammar topic in the Grammar Reference section to show whether they understand the topic very well, well or not well. This may help develop students’ sense of progress and awareness of their learning processes.

TEST 1:

Now that students have completed Units 1 and 2, you may assess the main skills developed and language, grammar and vocabulary items taught by giving students a test (See Suggested Annual Plan on page 4 of this Teacher’s Book). Make copies of photocopiable Test 1 that is available on page 56 of this Teacher’s Book and hand them out on the day of the test. The answer key to photocopiable Test 1 is on page 59 of this Teacher’s Book.

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Lesson-by-lesson plans

11

Answer key: Students’ own answers

Teacher’s Book

5 1. sixty; 2. seventy-two; 3. ninety-one; 4. thirty-three; 5. a / one hundred; 6. twenty-three; 7. forty-five; 8. fifty-seven 6 1. ‘; 2. ‘s; 3. ‘; 4. ‘s 7 (from top to bottom) 2, 4, 3, 1 8 2. pink; 3. green; 4. black; 5. brown; 6. yellow; 7. blue; 8. orange; 9. purple; 10. grey; 11. red; 12. light blue 9 2. Are these Simon’s clothes?; 3. Is this Joan’s house?; 4. What’s that? 10 (from top to bottom) 2, 4, 1, 7, 5, 3, 6

Unit 3

Lesson-by-lesson plans

Unit 3 – Family matters COMMUNICATIVE AND LEARNING TASKS

CONTENTS LEXIS

Teacher’s Book

L1

L2

L3

Family members: mother, brother, sister, etc. Jobs and occupations: doctor, architect, cook, etc.

Pets and other animals: cat, dog, ferret, goldfish, iguana, horse, spider, etc.

Parts of the body and face: arms, legs, hands, nose, eyes, mouth, etc. Adjectives: tall, short, blonde, dark, etc.

GRAMMAR

PHONOLOGY Pronunciation of some words used to name family members

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

Pronunciation of some words used to refer to jobs and occupations

What’s (his) job? / (He)’s a doctor.

Have got (affirmative and negative forms)

Pronunciation of contracted forms: ‘s got, ‘ve got, hasn’t got, haven’t got

Prepositions of place: at (at home / at school / at work) Have got (interrogative forms and short answers): Have you got...? Yes, I have. / No, I haven’t.

Pronunciation of parts of the body and face

What... have / has ... got?; What colour eyes have you got?; What colour hair has he got?

Talking about family members. Describing people’s jobs and occupations

Talking about pets and other animals. Expressing possession.

Describing people’s physical appearance. Writing a short physical description of a person.

Recycling of L1-L3 lexical WI3 items

Recycling of L1-L3 grammar topics

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

Recycling of L1-L3 lexical items

Recycling of L1-L3 grammar topics

Designing a fact file on a famous person and talking about it.

PW3

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 28)

1

Model the activity by writing on the board the word FAMILY and the examples given. Elicit from the class some other words beginning with the other letters in the word FAMILY (A, M, I, L and Y) and write them on the board as well. (See possible answers in the box on the right.) Once students are familiar with the activity, encourage them to play this game in pairs. They should try to remember words they have previously studied in the Starter Unit, Unit 1 and Unit 2. Then say out loud: ‘Start

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the game!’ and students in each pair start writing down as many words as possible. After two minutes, call out: ’Time is up!’ To check the activity, circulate around the classroom checking word spelling and helping pairs to determine who the winner is. The winner in each pair is the student who has been able to write more words correctly. Answer key: Possible answers: (F: friend, fan, four, French, first, fine, favourite, from, fast); (A: and, Art,

Vocabulary - Draw students’ attention to the Useful Tip box. You should focus on the list of words used to refer to some family members and explain to the class that we can use either neutral words like mother, father, grandfather and grandmother or shorter and informal forms like mum, dad, grandad and grandma. Read aloud the list of words and ask the class to repeat after you to practise pronunciation.

2

Refer students to the Sign Up to Grammar box on page 29. Draw students’ attention to the two lists that appear in the box. Explain that these are Subject Pronouns (I, You, He, She, It, We, You, They) and their corresponding Possessive Adjectives (my, your, his, her, its, our, your, their). Write these two sentences on the board: You are a student. / Your name is Adrian. Explain to students that Subject Pronouns are usually followed by a verb, whereas Possessive Adjectives are usually followed by a noun. Ask different volunteers to read out the examples in the box and make sure the whole class understands these grammar points. Finally, direct students’ attention to activity 2. Ask them to read Julie Brown’s blog post about her school friend Joey and his family. Then focus on the photo of Joey and his family and ask learners to label the people in the photo. To check the activity, circulate around the classroom observing students’ performance. Answer key: (from left to right) Anna, Bill, Linda, Sue, Greg

OPTIONAL ACTIVITY:

You may write some sentences on the board (See examples below) and ask the class to paraphrase them using a possessive adjective. 1. I’m Susan. = (My name’s Susan.) 2. John’s dog is friendly. = (His dog is friendly.) 3. This is my friends’ club. = (This is their club.) 4. Anna’s room is beautiful. = (Her room is beautiful.)

3

The students read the blog post in activity 2 again and then answer the true or false questions.

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

OPTIONAL ACTIVITY: Whispering Game.

Divide the class into two teams (A and B). Line up the players. If there is an odd number of players, one student can be the teacher’s helper. The teacher whispers a message (the same message) to the first person of both groups (A and B). (The teacher must whisper the message in the players’ ears so that the rest of the players cannot hear it). The message must contain at least one of the words studied to refer to family members. These are some examples of simple messages: ‘My mother’s name is Margaret. ‘ ‘John and Paul are brothers. Their grandad is 70 years old.’ The game only starts when both players know the message. Then each player whispers the message to the next player in his / her group successively until the last player gets it. The teacher and his / her helper check that players whisper the messages to their team members without being heard. The last player of the team that can repeat the message first and correctly receives a point. Ask the helper to keep a record on the board of the points awarded to each team. Start the game all over again with a new message being whispered by the teacher to the second students of each group becoming the first ones in line. The players that were the first ones the last time the game was played must always go at the end of the line. Continue playing the game until five messages have been whispered. The winning team is the one that has received more points.

Lesson 1 (CB p. 29)

4

Ask students to fill in the blanks in the sentences with a suitable possessive adjective. Check the activity by asking some volunteers to read aloud their answers. Answer key: 1. her; 2. his; 3. our; 4. Their; 5. Its

USEFUL TIP:

Vocabulary - Explain to the class that the words in the box refer to jobs and occupations. Teach those words that may be new to students. You may work on pronunciation by reading aloud the words and having

25

Lesson-by-lesson plans

USEFUL TIP:

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

Teacher’s Book

are, and, Australia, actress, actor, also, American, Argentinian, afternoon); (M: my, Maths, morning, Manchester, me); (I: is, I, Italian, iPod, idea); (L: lab, lucky, listen, letter, light blue, laptop, LED TV); (Y: you, years, your, yellow, yes)

Lesson-by-lesson plans Teacher’s Book

students repeat them after you. Finally, draw students’ attention to the Remember! section and explain the use of a / an + job or occupation (I’m a teacher. He’s an architect.) Lay emphasis on the fact that no article is required in English when we refer to more than one person (They’re doctors. We’re mechanics.)

OPTIONAL ACTIVITY: Pictionary. Write out on 12 separate small pieces of paper these jobs and occupations: doctor, teacher, architect, police officer, office worker, nurse, dentist, mechanic, cook, secretary, singer and actor. Then draw on the board three columns and write these subject pronouns at the top of each column: He, She and They. After that, stick the pieces of paper with the jobs and occupations face down on the board so that students cannot read them. (There must be four pieces of paper in each column.) Divide the class into two groups (A and B). Invite one student from group A to remove one piece of paper from one of the columns (for example, from the one with the pronoun ‘He’). The student reads the paper silently and draws the word on the board for the other players in his / her team to guess. No sounds or miming is allowed. Team members must give full answers when guessing, for example: ‘He’s an office worker.’ ‘He’s a doctor.’ and so on. Repeat the same procedure with group B now and continue working like this until there are no more pieces of paper on the board. This game works best using a stop watch (30 seconds every time a student has to draw on the board). A point is awarded to the team that can guess correctly in the allotted time. The team with the most correct guesses is the winner. Follow-up: To teach new vocabulary related to jobs

and occupations, you may act out (without speaking or making noises) some other words such as: bus driver, pilot, waiter, etc. for students to guess. They provide the answer in their mother tongue and you write the English equivalent on the board. 

5

Joey: I love my family. They’re really cool!!! My dad’s an architect. His office is in the city centre. My mum is a teacher at the local school and her students love her. My grandma and my grandpa..., well, what can I tell you? They’re great. My grandpa Bill is a dentist and my grandma Sue is a cook in an Italian restaurant.

6

Students unscramble the sentences. Monitor their work as you circulate around the classroom. Once everybody has finished, check the activity by asking some volunteers to write their sentences on the board. Answer key: 2. Is her mother an architect? 3. I think their sisters are school teachers. 4. Wendy’s father is an office worker. 5. Kevin’s a schoolboy and his sister is a secretary.

USEFUL TIP:

Language – Direct students’ attention to the Useful Tip box at the bottom of the page. Explain that we use the question: ’What’s his / her job?’ to ask about somebody’s occupation. As for the answer to this question, remind students of the use of ‘a / an’ before any word that refers to a job or occupation.

7

Model this speaking activity by asking a volunteer to help you read out the dialogue in the speech bubbles. Then students work in pairs in a similar way, asking and answering questions about their families. Circulate around the classroom monitoring students’ oral performance and making sure they swap roles. Check the activity by asking different pairs to role-play their dialogues for the whole class. Answer key: Students’ own answers

OPTIONAL ACTIVITY:

Ask students to listen to Joey talking about his family as you play the audio CD. Then play the recording again and ask learners to match the columns. Finally, play the audio CD one last time and make pauses where necessary for students to check their answers. 26

Answer key: 1. a cook; 2. an architect; 3. a dentist; 4. a teacher

26

Audio script 26

Design cards containing words referring to jobs and occupations. There should be one card per student. Hand out the cards to students. They circulate around the classroom asking and answering questions about each other’s jobs. Encourage students to use the possessive adjective ‘your’ in their questions. Student A: What’s your job? Student B: I’m a cook.

Lesson 2 (CB p. 30)

1

Draw students’ attention to the animal shapes on the blog screen on page 30. Ask students if they know these animal names in English. Help them provide the answers and write them on the board: dog, fish, rabbit, turtle, cat and iguana. Now read out the warm-up question in activity 1 and ask a volunteer to read aloud the example answer. Finally, have students talk about their favourite animal in pairs. Circulate around the classroom monitoring the activity and offering help if needed.

USEFUL TIP:

Vocabulary – Draw students’ attention to the Useful Tip box. Read aloud the list of pets and other animals and encourage students to ask: ‘What’s the meaning of… ?’ when they encounter a new word. Teach the new vocabulary, work on pronunciation and then pass on to the following Useful Tip box.

USEFUL TIP:

Grammar – Read out the phrases in this box and explain that we use the preposition ‘at’ to mention that somebody or something is at a specific place, for example: at home, at school, at work.

2

Direct students’ attention to the Sign Up to Grammar box on page 31 and discuss the affirmative and negative forms of ‘have got’. Lay emphasis on the contracted forms and explain to students that they can use either the full forms or the short (or contracted forms) of ‘have got’ but that there is a difference (full

Direct students’ attention to the Grammar Reference section, where they will find further examples and practice. GR5

Now ask students to go back to activity 2. Have them read the comments in the blog and circle the correct options in the follow-up sentences. Check the activity by asking some volunteers to read aloud their answers. Answer key: 1. has got; 2. haven’t got; 3. have got; 4. has not got; 5. have got; 6. has got

Lesson-by-lesson plans

Answer key: 1 1. mother; 2. grandma; 3. brother; 4. sister; 5. grandad 2 2. your; 3. his; 4. her; 5. its; 6. our; 7. your; 8. their 3 1. His; 2. our; 3. Her; 4. Its; 5. your, their 4 1. my; 2. His; 3. an; 4. His; 5. a; 6. Her; 7. their; 8. Its; 9. Their 5 1. police officer; 2. mechanic; 3. architect; 4. office worker; 5. cook 6 Students’ own answers

forms are used in more formal situations than short forms). Read aloud the short forms and ask learners to repeat them after you to practise pronunciation. Finally, explain the different uses of (‘s) in the Remember! section of this grammar box. Write more examples on the board to check student’s comprehension.

Teacher’s Book

WB CB p. 77 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 77. You may assign these exercises as homework.

Lesson 2 (CB p. 31)

3

Students fill in the blanks in the sentences using have got or has got. Check the activity by asking some volunteers to read aloud their complete sentences. Answer key: 1. have got; 2. have got; 3. has got; 4. have got; 5. has got

4

Students rewrite the sentences using contracted forms (‘ve got or ‘s got). Check the activity by asking some volunteers to write their complete sentences on the board. Once all the answers are written on the board, ask the whole class to read them aloud to practise pronunciation of the short forms of ‘have got’. Answer key: 1. We’ve got a fabulous classroom. 2. He’s got two dogs and a cat. 3. You’ve got two friendly pets at home. 4. She’s got a horrible orange bike.

5

27 Tell students that they will listen to Charlie talking about pets he has or hasn’t got and pets his friend Linda has or hasn‘t got. Students listen to the audio CD and complete the chart. Play the recording twice. Check the activity by asking some volunteers to read aloud their answers.

Answer key: Charlie. Pets he’s got: a hamster, a Siamese cat, two dogs. Pets he hasn’t got: a ferret,

27

Teacher’s Book

Lesson-by-lesson plans

a canary. Linda. Pets she’s got: an iguana, a spider. Pets she hasn’t got: a dog, a cat

Audio script 27 Charlie: Hi! My name’s Charles Gordon. But I’m simply Charlie at school. I love animals. I’ve got a hamster but I haven’t got a ferret. I’ve got a Siamese cat and a two dogs but I haven’t got a canary. And my friend Linda; she’s got an iguana and a spider at home but she hasn’t got a dog or a cat. What about you? Have you got a pet at home or at school?

OPTIONAL ACTIVITY: Memotest. Get 10 different pictures of the pets and other animals studied in this lesson. Paste the pictures onto an A4 blank sheet of paper. Make a photocopy for each group of three to four students and cut out squares (all the same size) containing the pictures. Write the words of the ten animals in the pictures on another A4 blank sheet of paper. Make a photocopy for each group of three to four students and cut out squares containing the words. (The squares should all be the same size as the pictures cards you designed before.) To play the game, divide the class into groups of three to four students. Shuffle the 20 cards (pictures and words) and place them face down on a desk for each group to start playing Memotest. The players in each group take it in turns to flip over two cards at the same time. Players miss their turn and must put the two cards face down again when: 1) they get two words; 2) they get two pictures: 3) they get a word that does not match a picture. If players get a word that matches a picture, they must spell the word and read it out to get a point. They must leave the two cards face up and continue playing until they miss their turn. Circulate around the classroom checking students are playing the game correctly. The winner in each group is the one who has been awarded more points. In case there is a tie in one of the groups, ask students to come to the front of the classroom. You read out and spell these animal names for students to write them down on the board: kangaroo, rhinoceros, crocodile, elephant, antelope, giraffe and reindeer. The first student to make a mistake loses the game.

6

Students turn the sentences into the negative form. Ask them to identify the sentences that have full forms of ‘have got’ (sentences 1, 2 and 3) and short forms of this verb (sentence 4). Check the activity by asking some

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volunteers to write their complete sentences on the board. Once all the answers are written on the board, ask the whole class to read them aloud to practise pronunciation of the full and short negative forms of ‘have got’. Answer key: 2. He hasn’t got a new games console. 3. I haven’t got two big parrots at home. 4. My friends have not got an iguana at school.

7

Ask students to work in pairs. Explain that they are going to talk about the pets that some people they know have got. Demonstrate the activity by reading out the example provided and completing the unfinished part with your own ideas (It’s yellow and… ). Then students in each pair take turns to carry out the activity in a similar way. Circulate around the classroom monitoring students’ oral performance. Answer key: Students’ own answers

WB CB p. 78 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 78. You may assign these exercises as homework.

Answer key: 1 1. ferret; 2. goldfish; 3. spider; 4. horse; 5. hamster 2 First row from left to right: ‘ve got, haven’t got; Second row from left to right: ‘s got, hasn’t got 31  . ‘ve got; 2.’s got, hasn’t got; 3. ‘ve got; 4. ‘s got, hasn’t got; 5. ‘ve got / haven’t got, haven’t got / ‘ve got 4 Students’ own answers 5 1. has got; 2. hasn’t got; 3. at school; 4. it’s; 5. Its 6 Students’ own answers

Lesson 3 (CB p. 32)

1

As a warm-up activity, ask different students to give their opinion about their favourite social networks. Encourage them to use some adjectives they learnt in previous units (cool, great, etc.) Write students’ answers on the board. For example: My favourite social network is Facebook. I think it’s fabulous! Answer key: Students’ own answers

Answer key: 1. tablet; 2. got; 3. brother; 4. beautiful; 5. small; 6. friendly; 7. girlfriend; 8. am

Audio script 28 Jack: Hi, Tom! Is that your new tablet? Tom: Yeah! And it’s got my favourite social network site, Instagram. Jack: Wow! That’s fabulous. Tom: Come here, Jack! You’re my brother. Look at these pictures of my new schoolmate. Her name’s Véronique and she’s from France. Jack: She’s really pretty. Has she got a boyfriend? Tom: No, she hasn’t. Véronique’s got beautiful eyes and a small nose. Her legs and arms are just perfect. And she’s very nice and friendly. Have you got a girlfriend, Jack? Jack: Me? No, I haven’t. And you Tom? Have you got a girlfriend? Tom: Yes, I have. Unfortunately… Jack: Oh, come on, Tom! Aren’t you in love with your girlfriend? Tom: Yes, I am. It’s just a joke, Jack.

OPTIONAL ACTIVITY:

You may ask different pairs of students to memorise the dialogue and role-play it. They first rehearse it several times with your help before they actually role-play it for the whole class. You may also ask some pairs to change some parts in the original dialogue: names, places and adjectives.

3

Draw students’ attention to the photo of the young woman’s face at the bottom of the page. Ask students to label the parts of the face using the words in the box. Check answers with the whole class and read out the parts of the face several times for students to repeat after you and practise pronunciation.

Answer key: 1. hair; 2. ears; 3. eyes; 4. nose; 5. mouth

Lesson 3 (CB p. 33)

4

Teach the meaning of the words in the box and read them out several times for students to repeat after you and practise pronunciation. Then ask students to label the parts of the body in the picture. Check answers with the whole class. Answer key: 1. head; 2. finger; 3. hand; 4. arm; 5. leg; 6. foot

OPTIONAL ACTIVITY: Hangman. Students may play Hangman in pairs or in groups using the vocabulary they have recently learnt (parts of the body and face). The students in the pairs or groups take turns to choose a word and follow the usual procedure to play this popular game. The word to guess is represented by a row of dashes, but the first and last letters are written out. If the guessing player(s) suggest(s) a letter which occurs in the word, the other player writes it in all its correct positions. If the suggested letter does not occur in the word, the other player draws one element of the hanged man (a stickman) as a tally mark. The game is over when: 1) the guessing player(s) complete(s) the word, or guess(es) the whole word correctly; 2) the other player (the hangman) completes the diagram (a hanged man in the gallows). USEFUL TIP:

Vocabulary – Draw students’ attention to the Useful Tip box below the Sign Up to Grammar section. Explain that in English some nouns have got regular plural forms (friend, friends; car, cars; watch, watches; box, boxes; etc.) because we simply add an –s or –es to these nouns. Also explain that in English some nouns have got irregular plural forms because the whole word changes (man, men; woman, women; foot, feet; tooth, teeth; etc.) Write on the board all the examples you provide for both regular and irregular forms of nouns so that students can copy them down in their notebooks or folders.

USEFUL TIP:

Vocabulary – Refer students to the Useful Tip box at the bottom of the page. Read out and explain the meaning of the adjectives for height, hair colour and eye colour.

29

Lesson-by-lesson plans

Ask students to read the dialogue ignoring the blanks. Help them with the vocabulary they may not be familiar with. Then draw students’ attention to the photos next to the dialogue and ask the whole class these questions: Who are these two boys?; What’s Tom’s favourite social network?; Who’s the girl in the picture on the tablet?; Where’s she from?; Has she got a boyfriend? Finally, students listen to the recording and fill in the blanks in the dialogue. You may play the audio CD twice. Check the activity by asking two volunteers to read aloud the complete dialogue. 28

Teacher’s Book

2

Lesson-by-lesson plans Teacher’s Book

As a follow-up activity, you may show students big colourful pictures of famous people and encourage them to describe these celebrities using the adjectives they have just learnt. For example, you may ask the class: ‘Can you describe (Johnny Depp) physically?’ Expected answer: ‘He’s tall and he’s got dark hair.’

5

Draw students’ attention to the Sign Up to Grammar box. Explain the interrogative form and the short answers of ‘have got’. Check students’ comprehension by asking the whole class some questions and helping them provide short answers. For example, you may ask the class: Have you got an English course book?; Have you got a canary in the classroom?; Has Véronique (the girl in the pictures on page 32) got a beautiful face?; Has Véronique got blonde hair? Then explain the pattern in the questions beginning with ‘What’ in the Sign Up to Grammar box. As a followup activity, you may resort to the same pictures you used in activity 4 but this time asking students questions such as: What colour hair has (Johnny Depp) got?; What colour eyes has (Taylor Swift) got?; etc. Finally, direct students’ attention to activity 5 and ask them to fill in the blanks with a suitable word. Check the activity by asking some volunteers to read out their answers. Answer key: 2. Have, got; 3. he hasn’t; 4. haven’t; 5. What, has; 6. Has, got; 7. What, have, got; 8. they have

6

Students work in pairs. They look at the pictures and take turns to ask and answer questions about the people in them. Ask students to use the example provided as a model. Circulate around the classroom monitoring students’ oral work.

Answer key: Students’ own answers

WB CB p. 79 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 79. You may assign these exercises as homework. Answer key: 1. finger; 2. hand; 3. leg; 4. head; 5. arm; 6. foot 2 1. Have they got blue eyes and blonde hair? 2. Has Sheila got a beautiful face? 3. Have you got a new schoolmate? 4. Has Tim got a very modern tablet? 3 1. hair; 2. ears; 3. eyes; 4. nose; 5. mouth 4 1. have, got; 2. Has, got, has; 3. got, ‘ve got; 4. got, at, haven’t; 5. Has, got, has 5 Students’ own answers 6 Students’ own answers

Review (CB pp. 34 and 35) In the Review section, students will revise all the structures and some key words learnt in lessons 1 to 3 in this unit. It is advisable to turn to this section once you have finished teaching lesson 3. Answer key: 1 2. She’s a doctor; 3. They’re police officers; 4. an architect 2

Answer key: Students’ own answers

OPTIONAL ACTIVITY:

For the following class, students may bring colourful pictures from glossy magazines showing different famous people. Working in groups, they take turns to ask and answer questions about these celebrities using the language, grammar and vocabulary they have learnt in this lesson.

7

Students write a short physical description of one of the people in the pictures in activity 6. You may assign this task as homework.

30

3 1. Its; 2. her; 3. their; 4. His; 5. our 4  29 Alan: an office worker, It’s not bad; Betty: a secretary, It’s terrible; Sam and Nick: car mechanics, It’s fabulous

5 1. family; 2. got; 3. Our; 4. enormous; 5. countryside; 6. pet; 7. but; 8. has; 9. horrible; 10. dad; 11. job; 12. big 6 2. Pat and Sue have got a ferret but they haven’t got an iguana. 3. Nico’s got a goldfish but he hasn’t got a hamster. 4. Millie’s got a canary but he hasn’t got a parrot. 7 1. school; 2. work; 3. home 8 1. nose; 2. feet; 3. mouth; 4. arm; 5. eye; 6. hand 9 1. got, hasn’t; 2. has, got; 3. Has, got, has; 4. What, has, got, blonde

World Issues 3 FAMILIES AROUND THE WORLD (CB p. 36)

Lesson-by-lesson plans

Presenter: Speaker 1, Alan Alan: Hi, there! I’m Alan. I’m thirty years old and I’m from London. I’ve got a job in the city centre. It’s not bad. I’m just an office worker. Presenter: Speaker 2, Betty Betty: My name’s Betty Sinclair and I’m from Reading, a city near London. I’m just a secretary in a local company. About my job… ? Well, what can I say? Um… , I personally think it’s terrible. Presenter: Speakers 3, Sam and Nick Sam: Hi, I’m Sam. Nick: Hi, there! I’m Nick. Sam: We’re brothers and we’re car mechanics. Our job is fabulous and we’ve got a very nice and modern garage. We’re from Sheffield, a city in the north of England.

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

Project Work 3 MY FAMOUS PERSON FACT FILE (CB p. 37)

1

Students read Charlene’s fact file and complete it using the words in the box. Check the activity with the whole class. Answer key: 1. Real; 2. American; 3. actress; 4. members; 5. hair; 6. home; 7. Famous

2

Students think of a famous person. At home or at the school computer lab, they google some information about this celebrity and design a fact file similar to the one in activity 1. They may do this activity on paper or by using a computer. Encourage students to include some pictures to illustrate their fact files. Answer key: Students’ own answers

3

Finally, students work in pairs. They exchange fact files with their partners and talk about the person in the fact file they receive. Circulate around the classroom monitoring students’ oral work and helping them carry out the activity if necessary. Answer key: Students’ own answers

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

1

Students read the blog comments and match them with the pictures. Check answers with the whole class. Answer key: 1. (from top to bottom) B, C, A

2

Students read the sentences and write true (T) or false (F). Check answers with the whole class.

31

Teacher’s Book

Audio script 29

Unit 4

Lesson-by-lesson plans

Unit 4 – Don’t do that! COMMUNICATIVE AND LEARNING TASKS

CONTENTS LEXIS

L1

Teacher’s Book

L2

L3

GRAMMAR

PHONOLOGY

Some action verbs: open, close, Imperatives: Sit down!; Stop!; sit down, stand up, walk, run, Don’t open that door!; Please listen, clean, take, etc. don’t shout!, etc.

Pronunciation of some action verbs

Health problems: headache, stomachache, earache, a sore throat, etc.

Imperatives: Take some medicine.; Stay in bed.; Don’t eat junk food!; What’s the matter?; What’s the Don’t do exercise.; etc. problem?; What’s wrong? Rooms and places in a house: There is / There are (affirmative, bedroom, living room, garage, interrogative and negative forms) garden, bathroom, kitchen, etc. Where’s... ? / Where are... ? Objects at home: lamp, rug, Prepositions of place: in, on, TV, plant, sofa, mirror, desk, under, between chair, etc.

Pronunciation of some words and phrases that refer to health problems

Pronunciation of some words related to rooms and places in a house

Giving orders, commands and instructions. Writing a set of instructions.

Talking about health problems. Making recommendations and suggestions.

Describing rooms and places in a house. Talking about objects at home. Writing a short description of a room.

Recycling of L1-L3 lexical WI4 items

Recycling of L1-L3 grammar topics

Integrating acquired knowledge with a real life issue: in this case, reading about two different homes and their inhabitants.

Recycling of L1-L3 lexical items

Recycling of L1-L3 grammar topics

Making a collage of a dream house. Writing a short description of it and making an oral presentation.

PW4

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 38)

1

Have students work in pairs. They take turns to answer the questions in the warm-up section: (Have you got a pet? If so, what kind of pet is it?). If they do have pets, they tell their partners about them and describe them. Circulate around the classroom monitoring students’ oral work. Then ask some volunteers to describe their pets to the whole class. Answer key: Students’ own answers

32

USEFUL TIP:

Some action verbs - Ask different volunteers to read out the verbs listed in the box. Explain the meaning of those verbs students may not know. Check students’ pronunciation by asking the whole class to repeat the verbs after you.

2

Have students look at the picture of the two girls in activity 2. Ask the whole class: ‘What have the two girls got in their hands?’ (Expected answer: They’ve got a smartphone.) Then ask students: ’Have you got a smartphone? (Expected answers: Yes, I have. 30

Audio script 30 Lucy: Hi, Kim! Kim: Hi, Lucy! What’s that? Lucy: I’ve got a new virtual pet. Kim: Oh, really? Lucy: Yes! Its name’s Techy. Kim: Oh, please, show me your pet! Lucy: Here it is. It’s a new application on my smartphone. You download it and… Ta- da! You’ve got a virtual pet! Kim: Great! Lucy: Now… give him a voice command, please. Kim: A voice command? Lucy: Yes, give him a simple order, like ‘walk’ or ‘run’. Kim: Ok. Techy… sit down! And now… stand up! Lucy: You are a good dog, Techy. Kim: Oh, it’s beautiful! Lucy: Yes, it is! Listen, Techy! Now… walk! Oh, walk! Don’t run, Techy! Stop! Stop!

OPTIONAL ACTIVITY:

If there is some time available and you think it is appropriate to your teaching situation, you may ask different pairs of students to read out the dialogue. Ask boys to change their names in the dialogue when they read it out.

3

Draw students’ attention to the Sign Up to Grammar box on page 39. Teach the form and use of Imperatives in the affirmative and negative. Ask students to look at the Remember! section and make sure they understand the importance of saying ‘please’ in English when giving an order, an instruction or a command . Direct students’ attention to the Grammar Reference section, where they will find further examples and practice. GR6

Answer key: Students’ own answers

Lesson 1 (CB p. 39)

4

Students match the instructions / commands with the pictures. Then they listen to the audio CD to check their answers. Play the recording once again, making pauses after every instruction / command for students to repeat them. Lay emphasis on the correct pronunciation of ‘don’t’ \d´Unt\ for the negative instructions / commands. 31

Lesson-by-lesson plans

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

Now refer students to activity 3. Have students work in pairs and ask them to imagine that their partners are virtual robots like Techy in the dialogue. Students take turns in each pair to give their partners (or virtual robots) some voice commands that they have to follow. Monitor students’ oral work as you circulate around the classroom. Ask some volunteers to role-play their dialogues for the whole class.

Teacher’s Book

No, I haven’t.) Ask some students who have answered affirmatively: ‘What apps have you got on your smartphone?’ (Possible answers: ’I’ve got some games and Twitter.) Finally, play the audio CD and ask learners to listen and read the dialogue between the two girls. Students read the sentences 1 to 4 below the dialogue and then answer true (T) or false (F). Play the audio CD again. Check the activity by asking some volunteers to read out their answers.

Answer key: (from top to bottom) 2, 10, 5, 8, 7, (1), 4, 6, 9, 3

Audio script 31 Speakers: 1 . Don’t run! 2. Don’t shout! 3. Clean the board, please. 4. Listen! 5. Open your books. 6. Please don’t play games! 7 Sit down. 8. Close the door, please! 9. Do your homework. 10. Stop!

5

Ask students to read the lists of verbs and verb phrases in the two charts and to observe whether they have ticks (3 = do's) or crosses (7 = dont’s) next to them. Then have students write a set of instructions using these verbs and verb phrases, and the conjunctions and or but. Read aloud the two example sentences and encourage students to use them as models. Check the activity by asking some volunteers to write their sentences on the board.

33

Teacher’s Book

Lesson-by-lesson plans

Answer key: Don’t talk in class and don’t use your mobile phones. Do the exercises but don’t use the dictionary. Listen to the CD and repeat.

6

Students work in pairs. They look at the pictures and give their partners some simple commands / instructions. Encourage students to take it in turns when they do this speaking activity. Circulate around the classroom monitoring students’ oral work. Finally, ask the whole class what word is missing in all these commands / instructions. Expected answer: ‘The magic word: please.’ (Please don’t use your mobile phone. / Knock on the door, please. / Please close your smartphone app. / Don’t take photos, please.) Answer key: 2. Don’t use your mobile phone. 3. Knock on the door. 4. Close your smartphone app. 5. Don’t take photos.

OPTIONAL ACTIVITY:

You may ask students to write the answers to activity 6 in their notebooks or folders.

WB CB p. 80 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 80. You may assign these exercises as homework. Answer key: 1

Lesson 2 (CB p. 40)

1

Draw students’ attention to the pictures of the adult man, the adolescent boy and the small boy. Ask the whole class the following question and write it on the board: ‘What’s the problem with these people?’ Elicit the answer from the class and write it on the board as well: ‘They’re ill.’ Then have students match the words and phrases with the pictures. Check answers with the whole class and work on pronunciation. As a follow-up activity, ask the whole class these questions: ‘What’s the problem with the man?’ Expected answer: ‘He’s got a headache.’ ‘What’s the problem with the adolescent boy?’ Expected answer: ‘He’s got a cough.’’ What’s the problem with the small boy?’ Expected answer: ‘He’s got a temperature.’ Answer key: (clockwise, from top to bottom) 4, 1, 3, 2, 5

2

32 Before dealing with the listening activity, direct students’ attention to the Sign Up to Grammar box on page 41 and discuss the use of imperatives to make recommendations and suggestions. Then tell students that they are going to listen to a dialogue that is divided into three different parts. Play the audio CD as students listen and read the dialogue between Immi and her mother. Clarify the meaning of those words students may not be familiar with. Finally, students re-read the dialogue and complete the true or false sentences. Check the activity by asking some volunteers to read out their answers.

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

Audio script 32

2 1. Open; 2. Do; 3. Sit; 4. close; 5. Speak 3 1. but; 2. and; 3. but; 4. and 4 1. Listen; 2. Do; 3. Don’t run; 4. Don’t chew; 5. Don’t use 5 (from top to bottom) 2, 4, 1, 3 6 2. Don’t walk on the grass! 3. Silence! Please, be quiet! 4. Don’t use your mobile phone during the show! 7 Students’ own answers

34

Speaker: Part 1 Mum: Wake up, Immi! It’s time to go to school! Immi: Oh, Mum… I… (She coughs) Mum: What’s the matter, honey? Immi: I think I’m ill. I’ve got a cough (She coughs again) and a headache. Mum: Where’s the thermometer? Ah, here it is. Let’s see. Speaker: Part 2 (Three minutes later…) Mum: Immi, you’ve got a temperature. Let’s phone the doctor! Immi: Ok, Mum. (She coughs again) Speaker: Part 3 (Thirty minutes later…) Mum: So, doctor, what’s the matter with Immi?

and they are given some recommendations. Students listen to the audio CD and fill in the gaps. Play the recording several times if necessary. Check the activity by asking some volunteers to write their answers on the board.

Lesson-by-lesson plans

Doctor: Well, she’s got a cold. Immi: Is it bad? Doctor: No, it isn’t. It’s a common cold. Listen, Immi! Drink a lot of water, stay in bed and take this medicine. Don’t go to school today and tomorrow. Immi: Ok, doctor. Mum: Thank you, doctor! Doctor: You’re welcome! Take care and get better, Immi. Goodbye. Immi and Mum: Goodbye.

Answer key: 1. a temperature; Stay in bed and take some medicine; 2. He’s got stomachache. Don’t eat junk food. 3. He’s got a (terrible) headache. Take an aspirin.

USEFUL TIP:

Lesson 2 (CB p. 41)

3

Ask students to match the words and phrases with the illustrations. Encourage students to work in pairs. Check the activity with the whole class and work on pronunciation. Answer key: (clockwise, from top to bottom) 5, 3, 2, 4, 1

4

Students match the health problems with the doctor’s recommendations. Check answers by reading aloud the problems one by one and asking the class to call out the corresponding recommendations. Answer key: (from top to bottom) 3, 2, 4, 1

5

Students work in pairs. They imagine their partners are ill and so they make some suggestions for their partners to follow. Model the task with one of the students by reading out the example provided. Encourage students to swap roles once they have finished doing the speaking task for the first time. Circulate around the classroom monitoring student’s oral work. Answer key: Students’ own answers

6

33 Tell students that they are going to listen to three situations in which three different people are ill

Audio script 33 Presenter: Situation 1. Sue Doctor: What’s the matter with you, Sue? Sue: I think I’ve got a temperature. Doctor: Mm… Let’s see… Yes, you’ve got a temperature. Stay in bed and take this medicine. Sue: OK. Thank you, doctor. Doctor: You’re welcome.

Teacher’s Book

Language - Draw students’ attention to the Useful Tip box. It is important for students to know that in English we may use different phrases or expressions to mean the same. Explain that ‘What’s the matter?’, ‘What’s the problem?’ and ‘What’s wrong?’ have the same meaning and can be used interchangeably.

Presenter: Situation 2. Philip Mum: What’s wrong with you, Philip? Philip: I’ve got stomachache. Mum: Well, don’t eat junk food! No more hamburgers and no more chocolate… Philip: Sorry. I know… Presenter: Situation 3. Danny Friend: Hi, Danny! Danny: Hi… Friend: Hey, what’s the matter? Danny: I’ve got a terrible headache. Friend: Take an aspirin then! Danny: Have you got one? Friend: Yes, I have. Here you are. Danny: Thanks! Friend: That’s all right.

7

Students imagine that one of their friends has got the flu and use the words in the boxes to write some suggestions. Explain to the class that answers may vary. Check the activity either by asking some volunteers to write their answers on the board or by correcting them in their Course Books. Answer key: Possible answers: 2. Stay in bed. 3. Don’t do exercise. 4. Drink a lot of water. 5. Take some medicine.

35

WB CB p. 81 Now that you have finished teaching this

Teacher’s Book

Lesson-by-lesson plans

lesson, it is advisable to turn to the workbook activities on CB page 81. You may assign these exercises as homework.

Answer key: 1 1. stomachache; 2. the flu; 3. earache; 4. toothache; 5. a temperature; 6. a common cold; 7. a sore throat; 8. a headache 2 (from top to bottom) (1), 9, 2, 7, 3, 5, 6, 8, 4 3 1. a cold; 2. She’s got toothache. 3. a headache; 4. She’s got stomachache 4 1. Stay in bed. 2. Don’t eat junk food. 3. Drink a lot of water. 4. Take some medicine. 5 Possible answer: Doctor: Good morning! What’s the matter? Patient: Good morning, doctor. I’ve got stomachache. Doctor: Well, eat healthy food and take this medicine. Patient: OK. Thank you doctor! Doctor: You’re welcome!

Lesson 3 (CB p. 42)

1

Ask students to read the list of words in the warm-up activity. Check whether they know the meaning of all these words and teach those they may not know. Then have learners tick the objects they have got in their bedrooms. Check the activity by asking some volunteers to share their answers with the whole class. Encourage them to start like this: ‘In my bedroom, I’ve got... ‘. Answer key: Students’ own answers

Note: It is always a good idea to make a big poster with some useful classroom language and stick it on one of the classroom walls so that students can refer to it when the occasion arises. In this case, they can be reminded of the question: ‘What’s the meaning of…?’ that you can write on the poster and students can use to ask you about words or expressions they do not know. You can also include some other questions and sentences, such as: ‘Can you repeat that, please?’, ‘Can you play the CD once again, please?’, ‘How do you pronounce… / this word?’, ‘Sorry, I don’t understand.’, ‘We don’t understand how to play this game.’ to mention just some other examples of useful classroom language. 36

2

Refer students to the Sign Up to Grammar box on page 43 and teach the use of ‘There is’ and ‘There are’ in the three forms (affirmative, interrogative and negative). Explain that we can use the contraction (‘s ) in the affirmative singular form (There’s), but we cannot use a contraction in the plural form (There are) or when we give a short answer (Yes, there is). You may ask different volunteers to read out the example sentences in the Sign Up to Grammar box. As a follow-up activity, you may write some questions on the board to help students practise how to answer them. For example: ‘Is there a TV in our classroom?’ Expected answer: Yes, there is. / No, there isn’t. ‘Are there three posters on the wall?’ Expected answer: Yes, there are. / No, there aren’t. Ask the whole class these questions (and some others you can think of) and encourage them to provide short answers orally.

Direct students’ attention to the Grammar Reference section, where they will find further examples and practice. GR7

Once you make sure students have understood this new grammar item, direct their attention to activity 2. Ask them to read Andrea’s blog and have them match the words and phrases in bold with the pictures. Explain to students that ‘bold’ means printed in thick and dark letters. Circulate around the classroom offering help with those words in the text that students may find difficult to understand. Check the activity with the whole class and work on pronunciation. Answer key: (clockwise, from top to bottom) 5, 2, 9, 8, 1, 7, 10, 4, 3, 6

USEFUL TIP:

Grammar - Draw students’ attention to the Useful Tip box. Explain the use of ‘Where’s…?’ and ‘Where are… ?’ to ask about the location of one or more than one object, person or place respectively. Tell students that we show the position where something or somebody is by using a preposition of place (in, on, under, between, etc.) Ask some volunteers to read out the example sentences in the box. Clarify the meaning of the prepositions in the example sentences if necessary.

3

Have students answer the questions about Andrea’s bedroom. Circulate around the classroom offering help. Check the activity by asking some volunteers to write their answers on the board.

As an extension activity, you may ask students to work in pairs. Hand out to each pair of students colourful pictures from glossy magazines showing different rooms in a house and objects in different positions (on something, under something, between two other things, etc.) Students take turns in each pair to ask and answer questions about the location of different objects in the pictures. Circulate around the classroom offering help and monitoring students’ oral work. Student A: Where’s the sofa in this picture? Student B: It’s between the lamp and the plant. And where are… ?

Lesson 3 (CB p. 43)

4

Draw students’ attention to the illustration of the house. Teach the meaning of the words related to rooms and places in a house that are listed in the box. Then read aloud these words and ask students to repeat them after you to practise pronunciation. Finally, ask students to label the rooms and places in the house using the words in the box. Check the activity with the whole class. Answer key: (clockwise, from top to bottom) bedroom, bathroom, kitchen, dining room, living room, garage, garden

OPTIONAL ACTIVITY: Hangman.

Students may play Hangman in pairs or in groups using the vocabulary they have recently learnt (rooms and places in a house). The students in the pairs or groups take turns to choose a word and follow the usual procedure to play this popular game. The word to guess is represented by a row of dashes, but the first and last letters are written out. If the guessing player(s) suggest(s) a letter which occurs in the word, the other player writes it in all its correct positions. If the suggested letter does not occur in the word, the other player draws one element of the hanged man (a stickman) as a tally mark. The game is over when: 1) the guessing player(s) complete(s) the word, or guess(es) the whole word correctly; 2) the other player (the hangman) completes the diagram (a hanged man in the gallows).

Students work in pairs. They take turns to describe their house or flat to their partners. Encourage students to look at the example provided and use it as a model. Monitor students’ oral work as you circulate around the classroom.

Note: Explain to students that the word ‘flat’ is used in British English. In American English the word is ‘apartment’. Answer key: Students’ own answers

6

Ask students to look at the picture and answer the questions. You may check the activity by asking some volunteers to read aloud their answers or by correcting the students’ Course Books. Answer key: 1. It’s on the; 2. They’re on the; 3. It’s between the sofa; 4. Yes, there are. 5. No, there isn’t.

7

34 Tell students that they are going to listen to Frank and Tom talking about Frank’s house. Go over the true or false sentences with the whole class before playing the audio CD. Then play the recording and have students listen and write the answers. You may play the audio CD twice if necessary. Check the activity by asking different students to read aloud their answers.

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

Audio script 34 Tom: Hi, Frank! Is that your house? Frank: Yes, it is. Tom: Wow, it’s huge! Frank: Yes, It’s very big… Tom: Are there many rooms in your house? Frank: Yes, there are three bedrooms, two bathrooms, a kitchen, a dining room and a living room. Tom: Is there a garage? Frank: Yes, there is. Tom: And… what’s your favourite room? Frank: My bedroom! Tom: Where is your bedroom? Frank: It’s between the living room and the kitchen. Now tell me about your house…

37

Lesson-by-lesson plans

OPTIONAL ACTIVITY:

5

Teacher’s Book

Answer key: 2. ‘re on the wall; 3. It’s on the desk. 4. They’re in the wardrobe. 5. It’s under the bed.

8

Teacher’s Book

Lesson-by-lesson plans

Ask students to write a short description of their bedrooms. You may assign this task as homework. Answer key: Students’ own answers

OPTIONAL ACTIVITY:

For the following class, you may ask students to bring photos of their bedrooms, a large piece of coloured paper and glue to make a poster including the short descriptions they wrote in activity 8. Students exchange posters in class and read about their classmates’ bedrooms.

WB CB p. 82 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 82. You may assign these exercises as homework. Answer key: 1 1. kitchen; 2. garage; 3. bathroom; 4. bedroom; 5. garden; 6. dining room; 7. living room 2 Possible answers: 1. There is a desk between the bed and the window. 2. There are two boxes on the bedside table. 3. There is a picture on the wall. 4. There is a rug on the floor. 5. There is a ball under the desk. 3 1. between the table; 2. It’s in the bag. 3. (in the vase) on the table. 4. It’s under the table. 4 2. Is there a smartphone on the desk? No, there isn’t. 3. Are there three dogs under the bed? Yes, there are. 4. Are there two pictures between the lamp and the door? No, there aren’t. 5. Is there a beautiful sunshade in the garden? Yes, there is. 5 Students’ own answers

Review (CB pp. 44 and 45) In the Review section, students will revise all the structures and some key words learnt in lessons 1 to 3 in this unit. It is advisable to turn to this section once you have finished teaching lesson 3.

38

Answer key: 1 1. under; 2. in the box; 3. between the boxes; 4. on the box 2 2. There are, on; 3. There are, in; 4. There is, on; 5. There is, between; 6. There is, under 3 1. ‘s, d; 2. Where, a; 3. are, b; 4. Where, c 4 Possible answers: 2. Go to the dentist’s. 3. Stay at home and take some medicine. 4. Don’t eat junk food. 5 2. Stay in bed but don’t watch TV. 3. Stand up and walk to the kitchen. 4. Listen to the MP3 recording but don’t repeat the dialogue. 6 2. She’s got a headache. 3. He’s got earache. 4. He’s got a sore throat. 5. He’s got toothache. 6. She’s got a temperature. 7 1. garden; 2. bedroom; 3. bathroom; 4. living room; 5. garage; 6. kitchen; 7. dining room 8 1. T; 2. T; 3. T; 4. F; 5. F 9 Students’ own answers 10 2. Don’t use your mobile phone. 3. Don’t take photos. 4. Don’t walk on the grass. 5. Don’t eat junk food.

World Issues 4 DIFFERENT HOMES (CB p. 46) World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading about two different homes and their inhabitants.

1

Students read about Anouk’s and Noah’s homes and then answer the true or false sentences. Circulate around the classroom offering help with vocabulary but also encouraging students to use the context to infer the meaning of those words in the text they are not familiar with. Check answers with the whole class.

Note: Tell students that an Inuit is a member of a Native American people who live in the cold northern areas of North America and Greenland. Answer key: 1. F; 2. T; 3. F; 4. T; 5. T

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

3 Students look at Anouk’s and Noah’s photos and follow

the instructions to do the activity. Encourage them to work in pairs. Check answers with the whole class. Answer key: 1. A; 2. N; 3. N; 4. N; 5. A; 6. A; 7. N; 8. A

Project Work 4 MY DREAM HOUSE COLLAGE (CB p. 47)

Answer key: (activities 1 to 5) Students’ own answers

TEST REVISION TIPS:

Refer to the test revision techniques already explained on page 23 of this Teacher’s Book.

TEST 2:

Now that students have completed Units 3 and 4, you may assess the main skills developed and language, grammar and vocabulary items taught by giving students a test (See Suggested Annual Plan on page 4 of this Teacher’s Book). Make copies of Photocopiable Test 2 that is available on page 60 of this Teacher’s Book and hand them out to students on the day of the test. The answer key to Photocopiable Test 2 is on page 63 of this Teacher’s Book.

1 For the following class, ask students to bring pictures

of a house or a flat they really like (both from the outside and from the inside of the house or flat). They can look for pictures in glossy magazines or on the Internet. In case they decide to carry out this project work activity on paper, they must bring a large piece of coloured paper, glue and the pictures (cutouts from magazines or print-outs of the pictures they found on the Internet). If they opt to use technology, (See item 3 below), they can save in their computers the pictures they found on the Internet.

2

Students draw a floor plan of their dream house or flat on a separate sheet of paper. In case they decide to carry out this project work activity using technology, (See item 3 below), they design their floor plans in Word format and then convert them into a PDF document that they can use when designing their collages using a computer.

3

Students use the photos they have found and their floor plans to make a collage. They can make it on coloured paper or go to www.smilebox.com to design it.

4

Students write a short description of their dream house on a separate sheet of paper.

5

Finally, students make an oral presentation of their dream house to the class. They use their collages to illustrate their talks and the short descriptions to rehearse beforehand what they are going to say.

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Lesson-by-lesson plans

Students re-read the texts in activity 1 and match the columns. Check answers with the whole class.

Teacher’s Book

2

Unit 5

Lesson-by-lesson plans

Unit 5 - Likes and dislikes COMMUNICATIVE AND LEARNING TASKS

CONTENTS LEXIS

L1

GRAMMAR

PHONOLOGY

I like... / I don’t like... I hate... / I love... Conjunction: or

Pronunciation of some opinion adjectives

The months of the year

Do you like...? Yes, I do. / No, I don’t.

Pronunciation of the months of the year

The four seasons

What season do you like? I like...

Pronunciation of some adjectives used to talk about the weather

Music genres: pop, rock, reggae, folk, classical, heavy metal, hip-hop, techno, etc. Opinion words: fabulous, excellent, amazing, boring, exciting, etc.

Discussing music preferences. Writing a short comment.

Teacher’s Book

Emphasisers: very much, a lot, at all

L2

Adjectives: cold, sunny, rainy, cloudy, Why do you like...? Because... warm, hot Preposition: in (in summer, in December) Food and drinks: bread, toast, eggs, fruit juice, milk, beef, fish, chicken, etc.

L3

Common meals: breakfast, lunch, tea, dinner

I don’t like it. / I don’t like them. I hate it. / I hate them.

Adjectives: tasty, yummy, horrible, disgusting, yucky, delicious, spicy

WI5 Recycling of L1-L3 lexical items

PW5 Recycling of L1-L3 lexical items

Pronunciation of some food items and drinks Pronunciation of some adjectives used to talk about food and drinks

Talking about the weather and the four seasons. Expressing reason / cause. Writing a short diary entry.

Discussing what to have for breakfast, lunch, tea or dinner. Talking about food and drink preferences.

Recycling of L1-L3 grammar topics.

Integrating acquired knowledge with a real life issue: in this case, reading about a typical English breakfast menu.

Recycling of L1-L3 grammar topics

Creating a survey on music preferences and preparing a short speech to present the survey results to the class.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 48)

1

Model the activity by writing on the board the word MUSIC and the examples given. Elicit from the class some other names of famous singers and bands beginning with the other letters in the word MUSIC (U, S, I and C) and write them on the board as well. (See possible

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answers overleaf.) Once students are familiar with the activity, encourage them to play this game in pairs. Then say out loud: ‘Start the game!’ and students in each pair start writing down as many words as possible. After two minutes, call out: ’Time is up!’ To check the activity,

2

Draw students’ attention to the Sign Up to Grammar box on page 49. Read aloud the phrases in the box: (I like, I don’t like, I love and I hate) and make sure learners understand the meaning of them with the help of the icons that are next to the phrases. It will not be difficult for students to recognise the typical ‘I like’ / ‘I don’t like’ buttons that they usually see in social networks like Facebook, but you must help them understand the difference between ‘I love’ and ‘I hate.’ Start off by providing some sentences with ‘I like…’ and ‘I don’t like… ‘ Ask some volunteers to give some more examples using these phrases. You may say, for instance: ‘I like Adele. I don’t like Justin Bieber. What about you?’ Write your examples on the board. Possible answers: ‘I like Tan Biónica. I don’t like Miranda.’ Then provide some sentences with ‘I love… ‘ and ‘I hate… ‘ Ask some students to give some more examples. You may say, for instance: ‘I love jazz. I hate heavy metal. What about you?’ Write your examples on the board. Possible answers: ‘I love pop. I hate classical music.’ Finally, direct students’ attention to the Remember! section and teach some expressions we can use to emphasise our likes and dislikes (a lot, very much and at all). Provide some examples and invite different students to make full sentences using these emphasisers as well. For example, you may say: ’I like Michael Bublé a lot. I don’t like James Blunt at all. What about you?’ Possible answers: ‘I like Coldplay a lot. I don’t like Shakira at all.’

USEFUL TIP:

Vocabulary – Music genres – Focus students’ attention on the first Useful Tip box on page 48. Read out the list of music styles in this box and make sure students understand the difference between them. Provide some examples of famous singers or bands associated with these rhythms and elicit some other examples from the class. For instance, you may say: ‘Katy Perry is a pop singer.’ ‘Juanes is a Latin music singer.’ ’U2 is a rock band.’

Tell the class that you will read out the list in the Useful Tip box again and, as you name each of the music genres, students must put up their hands to be allowed to say whether they like them or not. Encourage students to use emphasisers (a lot, very much and at all). First, model the activity with two students: Teacher: Pop. Student 1: I like pop a lot. Teacher: Rap. Student 2: I don’t like rap very much.

USEFUL TIP:

Vocabulary – Other opinion words – Now focus students’ attention on the other Useful Tip box on page 48. Read aloud the list of adjectives and make sure everybody in the class understands the difference between them. Provide some example sentences using these opinion words and write them on the board. For example: ‘Abel Pintos is a fabulous / excellent / amazing / spectacular singer.’ ‘I think jazz is boring.’ ‘Rap and hip-hop are exciting.’ Then read out the opinion adjectives again and ask the whole class to repeat them after you to practise pronunciation. Now direct students’ attention to activity 2. Ask students to read the blog comments and fill in the gaps with I like, I love, I don’t like or I hate. To check the activity, ask some volunteers to read aloud the comments with their answers. Answer key: 1. I like; 2. I don’t like; 3. I love; 4. I hate

OPTIONAL ACTIVITY: Spelling Bee. Play a spelling word game with the whole class using the music genres and the opinion words in the two Useful Tip boxes. First, ask students to look at the words in the Useful Tip boxes for five minutes and tell them that you are going to play a word spelling game so they must try to remember how to spell these words. Then revise how to say the alphabet in English with the whole class and ask learners to close their books. Start the game by calling out some words that are easy to spell such as pop or rock. Leave the most difficult ones for the end: excellent, reggae, heavy metal, exciting, etc. Students who feel confident to spell a word must put up their hands. If the student who is chosen fails to spell a word correctly, ask another student to help out. Once a word has been spelt correctly, write it on the board. 41

Lesson-by-lesson plans

Answer key: Possible answers (U: U2, U.D.O., Ubago Alex, UB40; S: Shakira, Sabina, Serrat, Selena Gomez, Sanz Alejandro, Stewart Rod, Santana; I: Illya Kuryaki and the Valderramas, Iglesias Enrique, Iglesias Julio, Iván Noble, Iron Maden ; C: Coldplay, Ciro y los Persas, Cantilo Fabiana, Carter Aaron, Clapton Eric, etc.)

OPTIONAL ACTIVITY:

Teacher’s Book

circulate around the classroom correcting word spelling and helping pairs to determine who the winner is. The winner in each pair is the student who has been able to write more names of famous singers and bands correctly.

Lesson 1 (CB p. 49)

Teacher’s Book

Lesson-by-lesson plans

3

Tell students that they are going to listen to three teenagers called Sharon, Mike and Tracy talking about their music preferences. Ask different students to read out the six quotations in the activity. Then tell the class that they will have to identify who said what as they listen to the recording. For this purpose, they will have to write S (for Sharon), M (for Mike) or T (for Tracy) next to the quotations as they listen to the audio CD. Play the recording twice. Finally, check the activity by asking some volunteers to read aloud their answers. 35

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

Audio script 35 Sharon: Hi guys! Is everything OK? Mike: Hi Sharon! Everything’s fine, thanks. Are you OK? Sharon: Er, not really. Tracy: What’s wrong with you, Sharon? Sharon: Well, my new iPod’s got a problem. You know I love music, especially reggae and now I can’t listen to music on my way to school. Mike: Let me see your iPod, Sharon. Sharon: Here it is. But please, be careful! Mike: Um, I think it’s blocked. Let’s see! Ta-da! Now your new iPod is fine again. Sharon: Thanks, Mike. Mike: That’s all right but I don’t like reggae at all, Sharon. I like pop and rock. Tracy: And I hate pop and rock. I like classical music very much. Sharon: Oh, come on, Tracy! Classical music? At your age? Tracy: Yes! What’s the problem? Mike: No problem at all, Tracy. It’s just that it’s not very common for teens to like classical music.

Answer key: Students’ own answers

6 Students read the Useful Tip box. Then they

unscramble the sentences in activity 6 following the example provided. Check students’ answers by asking different volunteers to write their sentences on the board.

USEFUL TIP:

Grammar – Draw students’ attention to the Useful Tip box. Students read the information it contains as you explain that we use the conjunction ‘or’ to connect two or more possibilities or alternatives. Then ask a volunteer to read out the example sentence. Answer key: 2. I do not like Shakira or Juanes. 3. I don’t like techno or electronic music. 4. I do not like MP3 players or iPods.

7

Students write a short comment about their music preferences. Encourage them to use opinions words and phrases. You may assign this exercise as homework. Answer key: Students’ own answers

WB CB p. 83 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on CB page 83. You may assign these exercises as homework. Answer key: 1 1. jazz; 2. classical; 3. hip-hop; 4. rock; 5. reggae; 6. latin 2 Students’ own answers 3

4

Ask students to match the columns. Check students’ answers by reading out the first part of the sentences and asking the whole class to provide the endings. Answer key: (from top to bottom) 3, 4, 1, 2

5

Students work in pairs. They look at the speech bubbles and talk about their music preferences following the example. Encourage learners to use different opinion words. Circulate around the classroom monitoring students’ oral work.

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4. 1. exciting; 2. a lot; 3. pop; 4. excellent; 5. fabulous; 6. or; 7. hate; 8. boring 5 Students’ own answers

weather like today?’ Read out this question and ask the class these other questions as you mime them: ‘Is it hot?’ (You may fan yourself and wipe your sweaty forehead pretending it is a hot day); ‘Is it cold?’ (You may say: ‘Brrr!’ as you pretend to be shivering in the cold weather); ‘Is it rainy?’ (You may pretend you are protecting yourself from the rain using an umbrella); ‘Is it sunny?’ (You may draw the picture of a sun on the board); ‘Is it cloudy?’ (You may draw the picture of some big clouds on the board). As you call out the questions and mime them, encourage students to answer ‘Yes, it is’ or ‘No, it isn’t’. Then ask students to match the sentences in activity 1 with the pictures that illustrate different weather conditions. Circulate around the class offering help and checking the activity. Finally, you may read out the sentences and ask the class to repeat them after you to practise the pronunciation of sunny, cloudy, rainy, hot and cold. Answer key: (clockwise, from top left to right) 3, 2, 4, 5, 1

2

Draw students’ attention to the Sign Up to Grammar box on page 51. Read out the first three Yes / No questions and their answers and write on the board: Do you like… ? Yes, I do / No, I don’t. Tell the class that we use the auxiliary verb ‘do’ to ask Yes / No questions. Ask the class different questions beginning with ‘Do you like… ?’ and encourage them to answer ‘Yes, we do.’ or ‘No, we don’t.’ Then go on to explain that when we need some more information (not just Yes or No), we can use Whquestions such as What, Why and some others: (Who, When, Where, etc.) Read out the two example questions with What and Why and explain that we use ‘because’ to answer the latter. Ask the class different questions beginning with ‘What… do you like?’ and ‘Why do you like… ?’ and encourage them to give their answers. For example, you may ask them: ‘What online games do you like to play?’ Possible answer: ‘I like Candy Crush and Preguntados.’ ‘Why do you like these games?’ Possible answer: ‘Because they’re fabulous / great / cool.’ Finally, refer students to activity 2. Play the audio CD and have learners listen and read the dialogue. Play the recording again and ask students to fill in the blanks with only one word. Students may check their answers by listening to the audio CD one more time as you make pauses where necessary for them to spot the missing words in the original dialogue. Offer help when correcting the answers if necessary. 36

Audio script 36 Brian: Hi everybody! I’m back from school. Brr!!! Laura: Hi Brian! What’s the weather like outside? Brian: It’s really cold but very sunny, a beautiful winter day. Do you like winter, Laura? Laura: No, I don’t. I love summer. My favourite months are July and August. And you? What season do you like? Brian: I like winter. It’s a great season! Laura: Why do you like winter? It’s horrible. I hate it. Brian: Well, I think I like winter because it’s good for skiing and snowboarding. I love these sports. Do you like spring too, Laura? Laura: Yes, I do. It’s a fabulous season for picnics and nice walks in the park. Brian: OK! So next spring we can go for a picnic and a walk in the park together. Laura: Oh, Brian! Why wait so long? Let’s go today! Brian: Today? In this cold weather? No way!

USEFUL TIP:

Vocabulary – The months of the year - Draw students’ attention to the first Useful Tip box. Read out the months of the year one by one and ask the class to repeat them after you to practise pronunciation. Teacher: January. Please repeat! Students: January Teacher: February (Make a gesture with your hand inviting students to repeat after you) Students: February … Now read out only the odd months one by one and ask the class to provide the even months. Teacher: January. What’s the following month? (Make gestures with your hand indicating the following.) Students: February Teacher: March and then? Student: April … If there is enough time available, carry out a similar activity inviting students to mention two, three and four months in a row. Teacher: January, February. What are the next two months? Students: March, April

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Lesson-by-lesson plans

1 Write on the board the following question: ‘What’s the

Answer key: 1. weather; 2. cold; 3. sunny; 4. Do; 5. don’t; 6. do; 7. winter; 8. do; 9. good; 10. Do; 11. do; 12. Why

Teacher’s Book

Lesson 2 (CB p. 50)

Teacher’s Book

Lesson-by-lesson plans

Teacher: May, June. And then? Students: July, August …

USEFUL TIP:

Vocabulary – The four seasons – Focus students’ attention on the second Useful Tip box. Read aloud the words corresponding to the four seasons and ask the class to repeat them after you to practise pronunciation. Teach the meaning of these words and then ask the class: ‘When’s summer in your country?’ Expected answer: ‘In December, January, February and March.’ Lay emphasis on the fact that we use the preposition ‘in’ with the months of the year. Repeat the same question as before with the rest of the seasons (autumn, winter and spring) and encourage students to answer appropriately. Expected answers: In March, May, April and June. / In June, July, August and September. / In September, October, November and December.

OPTIONAL ACTIVITY: Seasonal Bingo. Ask each student in the class to design a bingo card with four rows and four columns on a blank sheet of paper. They should get 16 empty boxes on their bingo cards. Then have students select eight months of the year at random and write them on 8 of the blank boxes. Prepare 4 cards with the names of the four seasons and put them in a paper bag or box. Once all students have their bingo cards ready (8 empty boxes and 8 boxes with the names of some months), you can start playing the game. Shuffle the 4 cards in the bag (or box), pick one, read it out and tell the class: Teacher: (Summer.) When’s (summer) in your country? Cross out the (summer) months on your cards: (December, January, February and March). Repeat the same procedure with the rest of the cards in the bag (box) until one or some student(s) cross(es) out all the boxes on his / her / their card(s) and shout(s): ‘Bingo!’ Make sure the winning bingo card(s) is / are correct. In case there is a tie between two or more students, they can play Seasonal Bingo again using different cards in order to play off and determine who wins the game.

Lesson 2 (CB p. 51)

3

Ask students to fill in the blanks in the mini dialogues with a suitable word. Check the activity by asking some volunteers to read aloud their answers.

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Answer key: 2. What, very; 3. Do, do; 4. do, Because; 5. Do, don’t

4

37 Draw students’ attention to the chart with the pictures of Carol and Paul. Tell the class that they are going to listen to these two teenagers talking about their favourite seasons and the reasons why they like them. Play the audio CD twice (or three times if necessary) and ask students to complete the chart. Check the activity by asking some volunteers to write their answers on the board. You may play the recording one last time making pauses where necessary to go over the answers and help those students who failed to understand and were not able to provide some of the answers.

Answer key: (Carol) Favourite season: Spring; Reasons: The weather’s nice and there are flowers (in the parks and gardens). ; (Paul) Favourite season: Autumn; Reasons: (It’s) a fantastic time to be at home with friends.

Audio script 37 Carol: Oh! What a horrible day! Look at the sky, Paul! It’s grey and cloudy. Paul: You’re right, Carol. And I think it’s rainy too. Carol: Rainy too? Paul: Yes, it’s definitely a typical autumn day: grey, cloudy and rainy. Do you like autumn, Carol? Carol: No, I don’t. Do you? Paul: Yes, I do. It’s my favourite season. Carol: That’s strange. And why do you like autumn? Paul: Because it’s a fantastic time to be at home with friends. What season do you like, Carol? Carol: I like spring very much. Paul: And why do you like spring so much? Carol: Well, because the weather is nice in spring and there are flowers in the parks and gardens. Paul: That’s very romantic, Carol. Carol: Oh, thanks, Paul.

5

Students match the columns. Check the activity by asking some volunteers to read aloud their answers. Answer key: (from top to bottom) 4, 1, 2, 3

6

Ask students to work in pairs. They read the prompts in the speech bubbles and take turns to ask

7

Students write a short diary entry about their favourite season. Explain to students that they should also include some reasons why they like it. You may assign this writing task as homework. Answer key: Students’ own answers

WB CB p. 84 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 84. You may assign these exercises as homework.

Answer key: 1 2. It’s rainy; 3. It’s cloudy; 4. It’s sunny; 5. It’s hot. 2 2. In March, April, May and June. 3. In June, July, August and September. 4. In September, October, November and December. 3 Students’ own answers 4 2. e; 3. a; 4. b; 5. c 5 1. What rock band do you like? 2. Do you like hamburgers? 3. Why do you like American films? 4. Do you like winter days? 5. I hate summer because it’s very hot.

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

2

Draw students’ attention to the illustrations of some food items and drinks on page 53. Go over them with the whole class and work on pronunciation. Then ask students to read the speech bubbles in activity 2 and fill in the blanks using the words they have just learnt. Circulate around the classroom offering help with some other words related to food and drinks that are mentioned in the texts and that may be new to students: roast potatoes, soup, dessert, bread, hard boiled eggs, beef, milk, sugar, etc. Check the activity by asking some volunteers to read out the complete speech bubbles. Answer key: (Mathew) 1. chicken; 2. soft drinks; 3. fruit; (Julia) 1. salad; 2. fish; 3. mineral water; (Will) 1. coffee; 2. toast; 3. butter; (Tessa) 1. tea; 2. biscuits; 3. cake

Note: You may wish to explain to students that biscuits

are sweet and they are called cookies in American English. You may add that crackers are salty biscuits that are usually flat and thin.

OPTIONAL ACTIVITY: Test your Memory.

Lesson 3 (CB p. 52)

1

Have students look at the four pictures and ask them these three questions: ‘Where are the two families?’ Expected answer: ‘They’re at home.’ ‘Where are the young man and the young woman?’ Expected answer: ’They’re at a restaurant.’ ‘And what part of the house are the two women in?’ Expected answer: ‘They’re in the dining room.’ Then write on the board these four gapped

Students work in pairs. One of the students in each pair pretends he / she is Mathew, Julia, Will or Tessa and says something to his / her partner about his / her food and drink preferences. His / her partner must keep the book closed and tries to guess who his / her partner is. Then students swap roles. Student A: I like salads and fish. I don’t like chicken. Student B: You’re Julia! Student A: Yes! Now it’s your turn.

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Lesson-by-lesson plans

Answer key: Possible answers Student A: Do you like pop and rock? Student B: Yes, I do. / No, I don’t. Student B: What colour do you like? Student A: I like (green.) / (Green.) Student A: Why do you like summer? Student B: Because it’s (warm) and (sunny).

sentences: We have ________ in the morning. We have ________ between 12 and 2 pm. We have ________ in the afternoon. We have ________ between 8 and 10 pm. Students copy the gapped sentences in their notebooks or folders and complete them using the four words in activity 1 (breakfast, lunch, tea and dinner). Check answers with the whole class and go over the pronunciation of the four meals by reading them out and asking students to repeat after you. Finally, students match the words corresponding to the four meals with the pictures. Circulate around the classroom checking the activity.

Teacher’s Book

and answer questions. You may model the task with one student by using the example provided. Circulate around the classroom monitoring students’ oral work and making sure they ask and answer Yes / No questions and Whquestions correctly.

Lesson 2 (CB p. 53)

Lesson-by-lesson plans

3

Draw students’ attention to the Sign Up to Grammar box. Read out the sentences and help learners understand that we use the pronoun ‘it’ to refer to only one object previously mentioned and the pronoun ‘them’ to refer to more than one object or person previously mentioned. You may add that we use these pronouns after a verb or a preposition. Then focus students’ attention on the Remember! section and go over the list of adjectives that we can use to talk about food and drinks. Read aloud these adjectives and ask the class to repeat them after you to practise pronunciation. Direct students’ attention to the Grammar Reference section, where they will find further examples and practice.

Teacher’s Book

GR8

Now refer students to activity 3 and have them complete the sentences using ‘it’ or ‘them’ and a suitable adjective. Tell the class that the first letters of the adjectives are given. Check the activity by asking some volunteers to read aloud the complete sentences. Answer key: 2. it, tasty; 3. them, yucky; 4. it, yummy; 5. them, disgusting; 6. it, spicy

4

38 Students listen to Bella and Ryan talking about their food and drink preferences and fill in the blanks in the dialogue with only one word. Allow students to read the dialogue first so that they may get the gist of the dialogue and anticipate some possible words to complete the gaps. Play the audio CD twice. Check the activity by asking some volunteers to provide the answers.

Answer key: 1. lunchtime; 2. cafeteria; 3. salads; 4. pizza; 5. tasty; 6. soft; 7. drinks; 8. mineral; 9. water; 10. disgusting

5

Students work in pairs. They take turns to interview their partners using the words and phrases in the box. Encourage them to look at the example given and use it as a model. Circulate around the classroom monitoring students’ oral work. Answer key: Students’ own answers

OPTIONAL ACTIVITY: Chinese Whispers. Write simple sentences about food and drink preferences on two different cards. For example: Card A: I like pizza because it’s tasty. Card B: I don’t like fish because it’s disgusting. Split the class into two groups (A and B). Ask groups to sit down on the floor in two circles (one for each group). Give the first player of each group one of the cards with the sentences (messages). Have these students read the messages silently and whisper them in the ear of the person sitting next to them (on their right). The first players must not pass on the cards or show them to anybody. (They must keep them until the end of the game.) The second players do the same thing as indicated before with the person sitting on their right and students in both groups continue playing like this until the message is delivered to the last member of each group. Check that players whisper their messages in such a way so that no one else except the recipient can hear it. The last student in each group to receive the message has to repeat it by saying it out loud. If the message is correct (the first player can now show the card), the group gets a point. You can make some other cards with similar messages and hand them out to different members of groups A and B (other first players) to continue playing the game. The group that gets more points is the winner.

WB CB p. 85 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on CB page 85. You may assign these exercises as homework.

Audio script 38 Bella: Oh, look, Ryan! It’s lunchtime already. Ryan: Yes, you’re right, Bella. Let’s go to the school cafeteria! Bella: Good idea! Do you like salads? I love them. They’re delicious. Ryan: Salads? No way. I hate them. I like pizza a lot. Bella: Why do you like pizza so much? Ryan: I like it because it’s so tasty. And do you like soft drinks, Bella? Bella: No, I don’t. I really hate them. I like mineral water. Ryan: Mineral water? That’s disgusting! I love soft drinks.

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Answer key: 1 2. yummy; 3. disgusting; 4. tasty; 5. delicious; 6. yucky 2 (from top to bottom) chicken, butter, soft drinks, milk, biscuits 3 1. it; 2. them; 3. them; 4. it; 5. them; 6. it 4 1. it; 2. tasty; 3. lunch; 4. delicious; 5. but; 6. fruit juice 5 Students’ own answers

Answer key: 1 2. reggae; 3. classical; 4. electronic; 5. techno; 6. heavy metal 2 1. fabulous; 2. boring; 3. exciting; 4. spectacular; 5. amazing; 6. excellent 3 1. hate; 2. at all; 3. love; 4. a lot 4 1. or; 2. but; 3. and; 4. or; 5. but 5 1. sunny; 2. It’s rainy; 3. It’s cloudy; 4. It’s cold; 5. It’s hot 6 February, March, May, July, September, November, December 7 2. Students’ own answer; 3. Students’ own answer; 4. Students’ own answer; 5. In December, January, February and March; 6. Students’ own answer 8 1. lunch; 2. dinner; 3. tea; 4. breakfast 9 1. fish; 2. coffee; 3. beef; 4. milk; 5. sugar; 6. marmalade 10 1. them, yucky; 2. it, delicious; 3. them, yummy; 4. it, tasty; 5. them, disgusting

World Issues 5 A TYPICAL ENGLISH BREAKFAST (CB p. 56) World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading about a typical English breakfast menu.

1

Students read the article and answer the true or false sentences. Encourage learners to infer the meaning of unfamiliar words by referring to the context where these words appear. Circulate around the classroom offering help with vocabulary only if it is extremely necessary. Check the activity by asking some volunteers to read out the sentences and provide the answers.

Students match the columns. Check the activity by asking some volunteers to read aloud their answers. Answer key: (from top to bottom) 3, 4, 5, 1, 2

Project Work 5 CREATE A SURVEY ON MUSIC PREFERENCES (CB p. 57)

1

Working in groups, students create a survey on music preferences. First, they make a draft copy on paper using the example provided and they complete it by adding two more questions of their own. Circulate around the classroom offering help and correcting the survey questions written by the different groups.

2

Students use their draft copies to design their surveys. They can log on to www.surveymonkey.com to design them or they can make them on paper. In case groups use technology, they must send their survey links by email to ten of their schoolmates to collect the answers. Groups who opt for a paper version can hand out copies of their surveys to ten of their schoolmates who should complete them and return them.

3

Finally, groups prepare a short speech to present the results of their surveys to the class. Encourage groups to look at the example given and use it as a model. Circulate around the classroom offering help and checking the different groups’ short speeches for any grammar or language mistakes. Once groups feel confident they have prepared a good speech, they appoint one of their members to be the presenter. Presenters use the speeches to rehearse what they are going to say before they actually make an oral presentation of their survey results. Answer key: (from 1 to 3) Students’ own answers

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

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Lesson-by-lesson plans

In the Review section, students will revise all the structures and some key words learnt in lessons 1 to 3 in this unit. It is advisable to turn to this section once you have finished teaching lesson 3.

2

Teacher’s Book

Review (CB pp. 54 and 55)

Unit 6

Lesson-by-lesson plans

Unit 6 - Free time fun COMMUNICATIVE AND LEARNING TASKS

CONTENTS

Teacher’s Book

L1

L2

LEXIS

GRAMMAR

Hobbies and free time activities: dancing, watching TV, going to the cinema, reading, cooking, etc.

He (She) likes... / He (She) doesn’t like... / Does he (she) like...?

Sports and activities to keep fit: cycling, tennis, swimming, jogging, volleyball, rugby, etc. Habits and daily routine: get up, have a shower, have breakfast, go to school, get back home, go to bed, check email, etc. What’s the time? It’s...

L3

E-habits: surf the Internet, google information, chat online with friends, etc. The days of the week

WI6 Recycling of L1-L3 lexical items

PW6 Recycling of L1-L3 lexical items

PHONOLOGY

What sport does he (she) like? He (She) likes... Simple Present (affirmative and negative forms) Third person singular –s ending: he reads, it rains, she practises, etc. Preposition: at (at one o’clock, at half past six, etc.)

Pronunciation of some words used to refer to sports and activities to keep fit Pronunciation of some verbs in the third person singular form of the Simple Present (affirmative)

Simple Present (interrogative form) Yes / No questions and Whquestions (What, When, Why) Prepositions: on (on Monday), at (at the weekend)

Pronunciation of the days of the week

Talking about hobbies and free time activities. Discussing sports and activities to keep fit. Writing a short comment.

Talking about habits and daily routine. Telling the time.

Discussing e-habits and what people do on weekdays and at the weekend. Writing a short interview.

Recycling of L1-L3 grammar topics

Reading an e-magazine article about an amateur artist.

Recycling of L1-L3 grammar topics

Integrating acquired knowledge with a real life issue: in this case, writing articles about famous people and making a class magazine.

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 58)

1

Write this question on the board: ‘What do you like doing in your free time?’ Discuss this question with the whole class. Start the discussion by saying, for example: ‘I like reading and watching TV. What about you?’ Write your answer and new question on the board and encourage students to give similar oral responses. Help them to make correct sentences using the verb pattern: like + ing. Then focus students’ attention on activity 1 and ask learners to match the list of free

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time activities with the pictures. Check answers with the whole class. Answer key: (from left to right) First row of pictures: 7, 2, 6, (1), 4 Second row of pictures: 8, 5, 3

2

Refer students to the Sign Up to Grammar box on page 59. Read the sentences aloud and explain that we add an –s to the verb in the third person singular form when talking about somebody’s preferences using the verb ‘like’: She likes… / He likes… Then go on to explain that in

OPTIONAL ACTIVITY:

Ask one volunteer (Student 1) to say something he / she likes doing in his / her free time. Then have Student 1 choose a classmate (Student 2) who must say what Student A likes doing: Student 1 (David): I like surfing the Internet in my free time. Mmm… Juan! Student 2 (Juan): He / David likes surfing the Internet in his free time. Then Student 2 says something he / she likes doing in his free time and chooses a different classmate (Student 3) who must say what Student 2 likes doing. Continue working like this for a couple of minutes until most of the students in the class have participated. The objective of this task is to help students understand that we add an –s to the verb in the third person singular form when talking about somebody’s preferences using the verb ‘like’. This task fosters active participation because all students in the class have to be attentive all the time. Anybody can be chosen at any time to repeat something that has just been said and then this person must say something else and appoint a new classmate to continue doing the task.

OPTIONAL ACTIVITY: Mime it! Engage the whole class in a miming game using the list of words in activity 3: basketball, cycling, tennis, volleyball, swimming, gymnastics, jogging, skiing, karate and rugby. Model the task first by moving your body and making gestures to illustrate one of the sports or activities to keep fit (for example, move your legs as if you were running and kicking a football) and ask students to guess the sport or physical activity being mimed. Teacher: (You move your legs pretending you are playing football) What sport or physical activity is it? Student 1: Jogging? Teacher: No. It isn’t jogging. Student 2: Football? Teacher: Yes! The student who has made a right guess comes to the front of the class and mimes another sport or physical activity for the rest of the class to guess. Continue playing like this until all the words in the list have been used.

4

39 Explain to students that they will now listen to Janice and Ben talking about their favourite sports. Give students some minutes to go over the sentences first and then play the audio CD twice. Students circle the correct options in the sentences as they listen to the recording. Play the recording once again and make pauses where necessary for students to check their answers. Correct the activity with the whole class by asking some volunteers to read aloud their answers.

Answer key: 1. volleyball; 2. swimming; 3. rugby; 4. skiing, doesn’t like; 5. karate; 6. doesn’t like

Audio script 39

Lesson 1 (CB p. 59)

3

Read aloud the list of sports and activities to keep fit and ask students to repeat after you to practise pronunciation. Then students work in pairs and match the words with the corresponding pictures. Correct the activity with the whole class.

Ben: What sports do you like, Janice? Janice: Well, I like many different sports but I think volleyball is definitely my favourite. What about you, Ben? Ben: I really like swimming. Janice: Oh, I love swimming too! And what sports don’t you like? Ben: Um, I don’t like violent sports, especially rugby. And you?

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Lesson-by-lesson plans

Answer key: 1. doesn’t like; 2. likes; 3. doesn’t like; 4. likes; 5. likes

Answer key: (from left to right) First row of pictures: 4, (1), 3 Second row of pictures: 2, 6, 7, 10 Third row of pictures: 9, 5, 8

Teacher’s Book

questions and in negative sentences with the third person singular, we use the auxiliary verb ‘does’: ‘Does he (she) like…?’ He (She) doesn’t (does not) like… Finally, analyse with the whole class the answers to the Yes / No questions: ‘Does he (she) like… ?’ ‘Yes, he (she) does. / No, he (she) doesn’t.’ Proceed with the analysis of the Wh-question: ‘What free time activity does Julie like?’ ‘She likes… ‘ Now draw students’ attention to activity 2. Learners read Tony’s email to John and complete the follow-up sentences with likes or doesn’t like. Give students some time to go over the text first and circulate around the classroom offering help with vocabulary if needed. Check the activity by asking some volunteers to read aloud their answers.

Lesson-by-lesson plans Teacher’s Book

Janice: Let me think. I don’t like skiing. I think it’s very difficult and I hate cold weather. I don‘t like snow at all. Ben: And your sister Anne? Does she like sports? Janice: No, she doesn’t. She hates them. Have you got a brother or a sister, Ben? Ben: Yes, I have. A brother. His name’s Jimmy and he likes karate. He’s got many medals. He’s a champion. Janice: Wow! That’s amazing!

5

Students read the text and fill in the blanks with the correct form of the verbs in brackets. First, encourage students to read the text ignoring the gaps so that they can get the complete message. Then, ask students to fill in the blanks. Check the activity by asking some volunteers to read out different parts of the text with the answers. Answer key: 1. love; 2. doesn’t like; 3. likes; 4. likes; 5. don’t like; 6. like

6

Students complete either the questions or the answers. Check the activity by asking some volunteers to write the different questions and answers on the board. Answer key: 2. She likes; 3. Does, like; 4. What, does; 5. he doesn’t.

7

Students write a comment about the sports / activities to keep fit that their best friends like and don’t like. You may assign this exercise as homework. Answer key: Students’ own answers

OPTIONAL ACTIVITY:

The list of sports and activities to keep fit in activity 3 may be used for incidental teaching of ‘can’ as ability. Write on the board: ‘I can play tennis but I can’t swim.’ Read out this sentence and explain to students the meaning of ‘can’ and ‘can’t’. Then write on the board: ’Can you play… ?’ ‘Yes, I can. / No, I can’t.’ Ask some students this question using different words from the list in activity 3 and encourage them to give an answer. For example, you may ask: ‘Can you play rugby?’ Expected answer: ‘Yes, I can. / No, I can’t.’ You may also write on the board a table with all the subject pronouns (I, You, He, She, It, We, You, They) followed by can / can’t + verb to show students the verb pattern. Write some examples on the board. For example: I can speak Italian. You can

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read emails in English. He can’t play tennis well. She can’t swim. As a follow-up activity, you may ask students to write some sentences in their notebooks or folders beginning with ‘I can’ and ‘I can’t’.

WB CB p. 86 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 86. You may assign these exercises as homework.

Answer key: 1 (from top to bottom) 4, 3, 1, 5, 2 22  . My dad doesn’t like going shopping. 3. Does he like dancing? 4. My brother loves surfing the Internet. 5. Does Patricia like watching films at home? 3 1. basketball; 2. skiing; 3. rugby; 4. gymnastics; 5. cycling; 6. dancing; 7. swimming; 8. tennis; Pictures (from left to right) First row of pictures: 4, 6, 1 Second row of pictures: 5, 3, 2 Third row of pictures: 7, 8 4 2. Lisa likes gymnastics and swimming but she doesn’t like dancing. 3. Adrian doesn’t like rugby but he likes cycling and skiing. 5 Does, does, like, doesn’t, does, likes 6 2. Does Lily like doing sports? Yes, she does. 3. Does Lily like reading? Yes, she does. 4. Does Lily like going shopping? No, she doesn’t. 5. Does Lily like dancing? No, she doesn’t. 6. Does Lily like watching TV? No, she doesn’t.

Lesson 2 (CB p. 60)

1

The opening warm-up activity will provide students with essential vocabulary they will need throughout this and the following lessons to be able to talk about their habits and daily routine. Ask students to work in pairs and match the list of activities with the pictures. Circulate around the classroom offering help with vocabulary as pairs do the matching exercise. To check the activity, call out the picture numbers one by one and encourage the class to give you the corresponding answers. For example, you may say: ‘Picture 2, please!’ Expected answer: ‘Go to school.’ As a follow-up activity, you may read out the list of activities for students to repeat after you to practise pronunciation. Answer key: (from top to bottom) First column: (1), 4, 5, 2 Second column: 7, 12, 9, 11 Third column: 8, 3, 10, 6

2

Focus students’ attention on the illustration of the notepad in activity 2. Ask students to complete the sentences written on it by using only the verbs in the phrases in activity 1. Check answers by asking some volunteers to read aloud the complete sentences. Answer key: 1. get; 2. brush; 3. get; 4. have; 5. go; 6. have; 7. get; 8. check; 9. have; 10. do; 11. have; 12. go

USEFUL TIP:

Language and Grammar – What’s the time? Draw students’ attention to the Useful Tip box on page 60. Write on the board these two questions: What’s the time, please? = What time is it, please? Explain to students that these are two different ways to ask somebody for the time in a polite way. Then focus students’ attention on the clocks in the box and read out the sentences in order to teach how to tell the time: It’s three o’clock. It’s half past eight. It’s a quarter past two. It’s a quarter to eight. It’s ten past ten. It’s twenty to eleven. After that, draw on the board the faces of some clocks with different times on them. Elicit from the class the times on the clocks by pointing at each of them and asking: ‘What’s the time, please?’ Finally, direct students’ attention to the Remember! section and explain that we use the preposition ‘at’ to tell the time when something occurs. Read out the example: We go to school at 8:00 am. Encourage the class to provide some more examples: Student 1: I get up at seven o´clock. Student 2: I go to bed at ten o’clock. Student 3: I have lunch at half past one.

Note: Explain that we use am when referring to a time

between twelve o’clock at night and twelve o’clock in the middle of the day. Then add that we use pm when referring to a time in the afternoon or evening or at night. Finally, write on the board the following times to clarify ideas: 10:30 am = It’s half past ten (in the morning). / 2:45 pm = It’s a quarter to three (in the afternoon). / 2:00 am = It’s two o’clock (in the morning). / 8:50 pm = It’s ten to nine (in the evening).

3

Ask students to write the times following the example given. Check the activity by asking some volunteers to write their answers on the board. Answer key: 2. It’s one o’clock. 3. It’s a quarter past two. 4. It’s half past six.

Lesson-by-lesson plans

Most beginner students are likely to translate each word in isolation every time they encounter a new phrase or an idiomatic expression. As a result of this, they may at times get the wrong meaning and you need to explain to them that some words in English can have different meanings when they are followed by other words or particles. Such is the case of ‘get’ whose meaning changes when followed by ‘up’, ‘back’ or ‘dressed’ (the examples in the list in activity 1). Write on the board: get + up = get up, get + back = get back and get + dressed = get dressed. Then explain the meaning of the three phrases by providing some examples and writing them on the board: I get up at 7 am every day. They get back home after school at 5:30 pm. She gets dressed and then she has breakfast. Make sure students understand this concept which will help them in their learning process.

Teacher’s Book

OPTIONAL ACTIVITY:

OPTIONAL ACTIVITY: Explain to students that there are different ways of telling the time in English. Write some examples on the board: 3:30 It’s half past three. = It’s three thirty. 1:45 It’s a quarter to two = It’s one forty-five. 8:15 It’s a quarter past eight = It’s eight fifteen. Write some more examples on the board and encourage different students to tell the time using the two ways you recently explained.

4

Students work in pairs. They take turns to describe their daily routines to their partners. Circulate around the classroom monitoring students’ oral work. As a follow-up activity, you may ask some pairs to describe their daily routines to the rest of the class. Answer key: Students’ own answers

Lesson 2 (CB p. 61)

5 Direct students’ attention to the Sign Up to Grammar

box. Explain to the class that the Simple Present tense is used to talk about habits and daily routine. Go over the sentences in the affirmative and negative forms together with your students. First, explain that in the affirmative the third person singular forms (he, she and it) add an –s or –es to the main verb. Write some examples on the board:

I get up – He gets up I go – She goes Paul and Susan listen to music. – Eric listens to music. You run in the park. – My dog (It) runs in the park.

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Lesson-by-lesson plans Teacher’s Book

Then lay emphasis on the fact that in the negative form we use ‘don’t’ (do not) + verb with the subject pronouns I, you, we, you and they; and ‘doesn’t’ (does not) + verb with the subject pronouns he, she and it. Write some examples on the board: I don’t get up early in the morning. She doesn’t get up early in the morning. Tom and Linda don’t go to school in the afternoon. Helen doesn’t have lunch at school. Finally, refer students to the Remember! section and explain that ‘don’t’ is the contracted form of ‘do not’ and ‘doesn’t’ is the contracted form of ‘does not’. You may add that contracted (or short) forms are more commonly used when speaking or writing informally. GR9 Direct students’ attention to the Grammar Reference section, where they will find further examples and practice.

Now focus students’ attention on activity 5. Ask them to use the prompts to write complete sentences. Read out the example and help students to notice that there are some missing words that they should provide when writing the sentences. Check the activity by asking some volunteers to write their sentences on the board. Answer key: 2. We chat online in the afternoon. 3. She doesn’t get up at 5:45 am. 4. She gets back home at 6:00 pm. 5. They don’t have dinner at 10:00 pm. 6. He eats fish for dinner.

6

Tell students that they will listen to Britney talking about her daily routine. Ask different students to read out sentences 1 to 5 in order to help the class focus their attention on what to listen for when you play the audio CD. Then students listen to the recording twice and write T (true) or F (false) next to each sentence. Check the activity by asking some volunteers to read aloud their answers. 40

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

my homework in my bedroom at about five in the afternoon and when I finish my homework, I go out with my friends.

USEFUL TIP:

Grammar - Refer students to the Useful Tip box. You can use this box to teach the spelling rules for the third person singular (he, she and it) in the Simple Present (affirmative form): •M  ost verbs add an –s to form the third person singular:

live / lives; work / works; eat / eats; read / reads Verbs ending in –sh, –ch, – o, –x or –ss add –es to form the third person singular: wash / washes; teach / teaches; go / goes; fix / fixes; kiss / kisses • Verbs ending in consonant + –y change –y to –ies to form the third person singular: study / studies; cry / cries; fly / flies • Verbs ending in vowel + –y add –s to form the third person singular: play / plays; stay / stays, say / says •

Ask students to copy the spelling rules in their notebooks or folders. Then write some gapped sentences on the board for students to complete with the correct form of the verbs in brackets. For example: He ______ (live) in Paris. Luke _____ (study) medicine in the USA. My mother _____ (teach) English. My dad ____ (work) in a hospital. Finally, read out the examples in the Useful Tip box so that the class can repeat after you and practise the correct pronunciation of the verbs in the third person singular. Lay emphasis on goes \g´Uz\, brushes \brøSiz\ and watches \wÅtSiz\.

7 Ask students to look at the prompts and write sentences

using and or but. Draw students’ attention to the example and ask them to use it as a model. Check the activity by asking some volunteers to write their answers on the board. Answer key: 2. Bill listens to music at home but he doesn’t dance. 3. Henry chats online with friends and plays video games. 4. Kate watches TV but she doesn’t do her homework.

8 Audio script 40 Britney: Hi there! I’m Britney. Do you really want to know about my daily routine? Well, I get up at half past seven. I brush my teeth and then I have breakfast with my dad. I go to school at eight o´clock. I don’t have lunch at school. When I finish school at half past twelve, I go back home and have lunch in my kitchen. I do

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Have students work in pairs. Student A writes about his / her daily routine in his / her notebook or folder. Student B reads Student A’s routine and describes it orally. Draw students’ attention to the example and ask them to use it as a model. Encourage students to swap roles. Circulate around the classroom monitoring students’ oral work and offering help if needed. Answer key: Students’ own answers

Answer key: 1 2. gets; 3. has; 4. goes; 5. watches; 6. does; 7. studies; 8. brushes; 9. gets; 10. plays; 11. speaks; 12. does 2 2. It’s a quarter past one. 3. It’s two o’clock. 4. It’s a quarter to seven. 5. It’s half past three. 6. It’s ten past seven. 7. It’s twenty to ten. 8. It’s eleven o’clock. 3 2. brushes; 3. has; 4. has; 5. goes; 6. does; 7. watches; 8. has; 9. checks; 10. goes 4 Students’ own answers 5 1. is; 2. doesn’t; 3. goes; 4. likes; 5. don’t like; 6. clean; 7. doesn’t; 8. like; 9. is 6 Students’ own answers

Direct students’ attention to the Grammar Reference section, where they will find further examples and practice. GR9

Now refer students to activity 2 and have them read and complete the dialogue with the correct form of the verbs in brackets. Give students some minutes to analyse the dialogue before they actually start carrying out the task. Check the activity by asking two volunteers to read out the complete dialogue. Answer key: 1. Do, surf; 2. do, use; 3. do, play; 4. Do, use; 5. do, use; 6. do, use; 7. Does, surf

3 Lesson 3 (CB p. 62)

1

Use the question in this warm-up activity to elicit from students different things they usually do in their free time and write their answers on the board. Answer key: Students’ own answers

Have learners complete the questions about themselves using What, Why or When. Check the activity by asking some volunteers to write their questions and answers on the board. Answer key: 1. What, Students’ own answers; 2. Why, Students’ own answers; 3. When, Students’ own answers

USEFUL TIP:

Lesson 3 (CB p. 63)

USEFUL TIP:

Have students work in pairs. Focus their attention on the example given and encourage them to ask and answer questions about different people’s e-habits. Make sure students swap roles so that everybody has a chance to practise asking and answering questions. Circulate around the classroom monitoring student’s oral work and offering help if needed.

Vocabulary – The days of the week. Draw students’ attention to the first Useful Tip box on page 62. Read out the days of the week and ask students to repeat them after you in order to practise pronunciation.

Grammar – Refer students to the second Useful Tip box on page 62. Read aloud the information it contains and make sure students understand that we use the preposition ‘on’ with the days of the week and ‘at’ with the phrase ‘the weekend’.

2

Draw students’ attention to the Sign Up to Grammar box on page 63. In this box, students will find some question forms in the Simple Present: Yes / No questions and Wh- questions. Read out the examples or write them on the board and explain that Yes / No questions begin with ‘Do’ or ‘Does’, whereas Whquestions begin with Wh-words (What, Where, Who, etc.) and are used to ask for specific information. Go over the

4

Answer key: Students’ own answers

5

Ask students to put the dialogue in the correct order using numbers. Check the activity with the whole class. Answer key: (from top to bottom) (1), 7, 2, 3, (8), 4, 6, 5

6

Tell students that they will now listen to Cathy talking about her weekly routine. Analyse Cathy’s 41

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Lesson-by-lesson plans

structure of Yes / No and Wh-questions with the whole class: Do / Does + person + verb + … ? and Wh-word + do / does + person + verb + … ?

Teacher’s Book

WB CB p. 87 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on CB page 87. You may assign these exercises as homework.

Lesson-by-lesson plans Teacher’s Book

timetable with the whole class, paying close attention to the gaps in it in order to help students get ready to listen to the audio CD more attentively. Play the recording twice and ask learners to listen and fill in the gaps in the timetable with one or two words. Check the activity by asking some volunteers to read aloud their answers. Answer key: 1. Check emails; 2. Check emails; 3. Spanish; 4. gym; 5. (my) homework; 6. (my) bedroom; 7. guitar

Audio script 41 Cathy: Hi! My name’s Cathy and this is what I do during the week. I go to school from Monday to Friday in the morning. In the afternoon, I check my email every day but not on Monday. Why? Because on Mondays I have Spanish lessons at three o’clock and then I go to the gym at five o’clock. On Tuesdays and Wednesdays, I do my homework and watch TV. On Thursdays, I do my homework and clean my bedroom. Fridays are fabulous because I have guitar lessons at four o’clock. I love playing the guitar.

7

Students work in pairs. They look at the timetable in activity 6 and write five questions to interview Cathy. Ask students to use the example as a model. Then students in each pair decide who will be the interviewer and who will be Cathy, and they role-play the interview using the questions they have prepared. Circulate around the classroom monitoring students’ oral work and offering help if needed. Answer key: Students’ own answers

WB CB p. 88 Now that you have finished teaching this

lesson, it is advisable to turn to the workbook activities on CB page 88. You may assign these exercises as homework. Answer key: 1

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2 Students’ own answers 3 2. Does she have a shower in the morning? 3. Do you have lunch at school? 4. Do you do your homework in the afternoon? 5. Does he get back home at (1:30 pm or any other time students choose to write)? 4 1. What; 2. Why; 3. When 5 2. 4. and 5. Students’ own answers; 3. Yes, he (she) does. 6 2. Does Shakira sing Latin music? 3. When do you make your bed? 4. Does Del Potro play rugby? 5. Why do you study English? 6. What does Helen do at the weekend?

Review (CB pp. 64 and 65) In the Review section, students will revise all the structures and some key words learnt in lessons 1 to 3 in this unit. It is advisable to turn to this section once you have finished teaching lesson 3. Answer key: 1 1. get; 2. has; 3.brush; 4. studies; 5. go; 6. have; 7. gets; 8. does; 9. have; 10. go 2 1. Thursday; 2. Monday; 3. Sunday; 4. Friday; 5. Tuesday; 6. Saturday; 7. Wednesday 3 3. a quarter to one; 4. a quarter past six; 5. half past eight; 6. twelve o’clock; 7. ten past five; 8. twenty to ten 4 1. at; 2. on; 3. at; 4. on; 5. at 5 2. Does, does; 3. Do they, do; 4. Does she, doesn’t; 5. Does he, does; 6. Do, they do; 7. Does, she doesn’t; 8. Does she, does 6 2. brushes; 3. goes; 4. gets up; 5. watches; 6. does 7

World Issues 6 ART TO HELP THE WORLD (CB p. 66)

1

Students think of a famous person they admire or respect. At home, they look up information about this person’s daily routine, hobbies, preferences, family, etc. (on the Internet or from books or magazines). They use this information to draw a mind map.

2

At home, students get some colourful photos of the person they have chosen. They can get the photos from glossy magazines or from the Internet.

3 For homework, students write a magazine article about

World Issues is a section that focuses on the development of reading skills and enhances students´ ability to integrate acquired knowledge with a real life issue: in this case, reading an e-magazine article about an amateur artist.

the person they have chosen using the ideas in their mind maps. They can write the article on paper or they can use a computer (they can type it into a Word document). Students add some colourful pictures to illustrate their magazine articles. Ask students to bring their articles with the pictures for the following class (handwritten copies or print-outs). Collect all the articles and give them back to students once they have been corrected. Students make corrections in their articles if necessary.

1

4 Now students share their articles with their classmates.

Students read the e-magazine article. Then they answer the true or false sentences. Circulate around the classroom offering help with vocabulary but try to encourage students to infer meaning from context every time they encounter a word or expression that may be unknown to them. Check answers with the whole class. Answer key: 1. F; 2. F; 3. T; 4. F; 5. T

2

Students match the opposite words. Check answers with the whole class. Answer key: peace – war; professional – amateur; misery - prosperity

3

Ask students to work in pairs and tick the correct option. Check answers with the whole class. Answer key: … to do something with a lot of energy and interest.

They put all the articles together in a binder to get a class magazine about all their favourite celebrities.

5

Students take turns with their classmates to borrow the magazine and read it at home. Answer key: (from 1 to 5) Students’ own answers

TEST REVISION TIPS:

Refer to the test revision techniques already explained on page 23 of this Teacher’s Book.

TEST 3:

Now that students have completed Units 5 and 6, you may assess the main skills developed and language, grammar and vocabulary items taught by giving students a test (See Suggested Annual Plan on page 4 of this Teacher’s Book). Make copies of photocopiable Test 3 that is available on page 64 of this Teacher’s Book and hand them out to students on the day of the test. The answer key to photocopiable Test 3 is on page 67 of this Teacher’s Book.

55

Lesson-by-lesson plans

Project Work 6 OUR CLASS MAGAZINE (CB p. 67)

Teacher’s Book

8 (from top to bottom) 4, 6, 2, 5, (1), 3 9 1. When; 2. Why; 3. What 10 2. Linda doesn’t like singing. She likes dancing. 3. My parents don’t get up at 8:00 o’clock every day. They get up at 7:30. 4. Chelsea doesn’t clean her bedroom on Sundays. She cleans her bedroom on Saturdays. 11 Possible answer: she brushes her teeth, has breakfast and gets dressed. She goes to school at 7:45 am. She has lunch at school and gets back home at 2:00 pm. She does her homework. Then she watches TV but she doesn’t use her computer. She has dinner at 8:30 pm and goes to bed at 10:00 pm.

Test 1

Test 1 (Units 1 & 2) Student’s name:

Date:



Final mark:

Part 1: Reading

Photocopiable © Ediciones Santillana S.A. / Richmond 2014

Task 1: Read the following dialogue and write true (T) or false (F). (10 marks) Janet: Hi! My name’s Janet. I’m from Colombia. I’m new at school. Lorraine: Hi, Janet! Janet: What’s your name? Loraine: I’m Lorraine. I’m from the USA. Janet: Sorry? What’s your name? Lorraine: It’s Lorraine. L-O-R-R-A-I-N-E. Janet: Oh, it’s a beautiful name… Lorraine: Thanks! Your name’s also nice. Janet: Are you new at school too, Lorraine? Lorraine: No, I’m not. It’s my second year here. How old are you, Janet? Janet: I’m 16. And you? Lorraine: I’m 15. What’s your favourite subject? Janet: PE. I love it and it’s easy for me. Lorraine: Lucky you! PE is difficult for me. I love History and Geography. Janet: Oh, I like them too. But they aren’t easy. Lorraine: I know… Who’s your favourite singer? Janet: Michael Bublé, definitely. He’s from Task 2: Complete the questions. (10 marks) Canada. He’s really cool! 1 Where is Janet from? Lorraine: I like Jennifer Lopez very much… I think She she’s fantastic! Oh, look! Those are my school 2 How old is Lorraine? friends. Let’s go and say hello to them! She Janet: OK! 3 Is Janet a big fan of a Canadian singer? 1 Lorraine and Janet are now school friends. , she 2 PE isn’t easy for Lorraine. 4 Who is Lorraine’s favourite singer? 3 The girls are the same age. 4 Lorraine has got some friends at school. 5 Are History and Geography easy for Janet? 5 Janet is from North America. , they

56

/100

2.2 Label these school subjects and extra-curricular activities. (5 marks)

Task 1 1.1 Complete the sentences with the verb forms in the

1

‘m  ‘m not  ‘s  isn’t  ‘re   aren’t

2

Geography



box. There is one extra verb form. (5 marks)

1 My favourite teacher

2 I think Lady Gaga and Adele are super! They really cool singers.

3

difficult for me.

3 I love English! It 4 I



Miss Brown.

a big fan of Calle 13. I think they’re fabulous.

5 These cars are very old. They

4

fast.

1.2 Circle the correct option. (5 marks) 1 Mr Kraig is our History teacher. She / He’s a good teacher. 2 My mum and dad aren’t at home now. We / They’re at work. 3 Maths isn’t cool! It / She’s difficult for me. 4 My name’s Wendy. You / I ’m from Mexico. 5 Nina and I are school friends. They / We love Science.

5 6

2.3 Label these clothes and accessories. (5 marks) 1

1.3 Complete with ‘s or ‘. (5 marks) 1 Those are the girls 2 My friend 3 The girl

17 65 82 100



name is Denise. teacher over there.

3

favourite football team is Manchester

Task 2 2.1 Write these numbers in words. (5 marks) 11

2

smartphone is trendy.

4 That is Maureen 5 The boys United.

new dresses.

Photocopiable © Ediciones Santillana S.A. / Richmond 2014

Part 2: Grammar, vocabulary and writing

4



5

Task 3 3.1 Write the corresponding nationaly for each country. (5 marks) 1 Canada 2 Argentina

Canadian

57

4.2 C  omplete the dialogue using the words and

3 The USA

phrases in the box. (10 marks)

4 Spain 5 Mexico

Your’re welcome   expensive  please Here you are   How much are

6 Brazil

3.2 Complete. Use This, That, These or Those. (5 marks) 1  is my new smartphone. 2  Photocopiable © Ediciones Santillana S.A. / Richmond 2014

are my books. 3  are my friends. 4  is my watch.

Shop assistant: Good morning! those Kate: Oh, good morning! 1) ? blue shoes over there, 2) Shop assistant: They’re £ 650. Kate: They are beautiful but I think they’re very . And how much are these 3) pink shoes, please? Shop assistant: They’re £ 180. Kate: They are great! I´ll take them. , 180 euros. 4) Shop assistant: Thank you. Here are your shoes. Kate: Thank you! . Shop assistant: 5)

Writing: Task 5: Write an email to your new keypal. Tell him /

her about you (your age, your nationality, etc.) and your preferences (favourite subject / singer / colour, etc.) (20 marks)

Task 4 4.1 Unscramble the questions and answer them. (10 marks) 1 Are / ? / a / you / student Question: Answer:

To: From:

2 item / your / What / favourite / is / school / ? Question:

Dear

Answer:

My name’s

3 Where / Simpsons / are / from / the / ? Question: Answer: 4 your / Are / trendy / trainers / new / and / ? Question: Answer: 5 What / ? / socks / colour / are / your Question: Answer:

58

Write to me soon! Your new keypal,

, and I’m

Answer Key Test 1

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

Task 2 1. (She) is from Colombia. 2. (She) is fifteen. 3. Yes, (she) is. 4. (It’s) Jennifer Lopez. 5. No, (they) aren’t.

Part 2: Grammar, vocabulary and writing Task 1 1.1 1. s; 2. ‘re; 3. isn’t; 4. ‘m; 5. aren’t; Extra verb form: ‘m not 1.2 1. He; 2. They; 3. It; 4. I; 5. We 1.3 1. ‘; 2. ‘s; 3. ‘s; 4. ‘s; 5. ‘

Answer key to Test 1

Task 1

Task 5: Writing Students’ own answers Model answer: To: From:

Dear Ana, My name’s Juan and I’m from Buenos Aires, Argentina. I’m thirteen years old and I’m in my first year in secondary school. My favourite subject is English. It’s easy for me. History and Maths are really difficult! I’m a big fan of Leo Messi. I think he is really cool! Write to me soon! Your new keypal, Sandra

Teacher’s Book

Part 1: Reading

Task 2 2.1 eleven, seventeen, sixty-five, eighty-two, a / one hundred 2.2 2 Science; 3. Drama club; 4. Photography course; 5. Maths; 6. PE 2.3 1. trousers; 2. necklace; 3. trainers; 4. sunglasses; 5. T-shirt

Task 3 3.1 2. Argentinian; 3. American; 4. Spanish; 5. Mexican; 6. Brazilian 3.2 1 That; 2. These; 3. Those; 4. This

Task 4 4.1 1. Are you a student?; Yes, I am. 2. What’s your favourite school item?; Students’ own answer 3. Where are the Simpsons from? They are from the USA. / They are American. 4. Are your trainers new and trendy?; Students’ own answer 5. What colour are your socks?; Students’ own answer 4.2 1. How much are; 2. please; 3. expensive; 4. Here you are; 5. You’re welcome

59

Test 2

Test 2 (Units 3 & 4) Student’s name:

Date:



Final mark:

/100

Part 1: Reading Task 1: Read the following blog posts and circle the correct option in the sentences below. (10 marks)

https://www.myfavouriteroom.com

Photocopiable © Ediciones Santillana S.A. / Richmond 2014

carla13_britgirl - today

My favourite room is my bedroom. It’s really small!!! There’s just a bed and a small wardrobe. There isn’t a TV and there isn’t a desk but there’s a big window. My bedroom’s just great for me! I love it! < | > | reply | share

cool_sam_88 - today

The living room is really a cool place in my house. It’s between the kitchen and the bathroom. There’s a big sofa and a modern LED TV. There are two plants on a bookshelf and there’s a mirror on the wall. There’s also a rug on the floor for Benji, my dog. < | > | reply | share

sabrina_908 - one day ago

My favourite room is definitely the kitchen. There is a big table with six chairs, one for each member of my family: mum and dad, my sister and my brother, our grandma and me. There isn’t a TV in our kitchen but there are three posters on the wall with some messages for my mum: ‘Do exercise’, ‘Don’t eat junk food’ and ‘Drink a lot of water’ LOL!!! My mum’s on a diet, you know! < | > | reply | share

Join the discussion...

Task 2: Answer these questions. (10 marks) 1 Where is Sam’s living room? 2 Has Sabrina got a big family?

1 There is / isn’t a TV in Carla’s and Sabrina’s favourite rooms. 2 There’s a small / big table in Sabrina’s kitchen. 3 Sam has got / hasn’t got a pet. 4 Sam’s favourite place in his house is / isn’t between two other rooms. 5 There are / aren’t many objects in Carla’s bedroom.

60

3 Is there a bookshelf in Sam’s living room? 4 Are there posters with pictures on Sabrina’s kitchen wall? 5 Has Carla got a big bedroom?

Part 2: Grammar, vocabulary and writing Task 1 1.1 Complete the text with a suitable possessive adjective my  your   his  its  our   their  her

a suitable verb. (5 marks)

contracted forms ‘s got or ‘ve got when possible. (5 marks) a skateboard. 1 I a new tablet. 2 I think my friend big bedrooms. 3 Peter and Leah Esther a new job? 4  A: B: Yes, she has. you a boyfriend? 5  A: B: No, I haven’t.

1 I’ve got a headache. Take an aspirin

. . . . .

6 I’ve got a temperature. Don’t

.

Task 3 3.1 Look at Emma’s family tree and fill in the gaps

1.3 L ook at this chart and write sentences with There

is / There isn’t or There are / There aren’t. Use and or but. (5 marks)

with a suitable word. (5 marks)

Garage

1 bed 3

1 table 3

1 car 3

4 chairs 7

2 chairs 3

2 bikes 7

Garden

2.2 Complete these suggestions. (10 marks)

2 I’ve got toothache. Go to 3 I’ve got stomachache. Don’t 4 I’ve got the flu. Stay 5 I’ve got a sore throat.

1.2 Fill in the blanks with have got or has got. Use

Living room

in class. 1 Don’t shout your books at page 10. 2 to your teacher. 3 down. 4 Don’t stand up. Please photos in this museum, please. 5 Don’t the exercises. 6 Use the dictionary and Photocopiable © Ediciones Santillana S.A. / Richmond 2014

This is a picture of 1) my mother and friend Alan. 2) father are vets. I think 3) job is great because I simply love animals! Alan has got a little sister. name’s Sue. He’s got a 4) name is Snap. pet dog. 5) Alan and I are in the same class at favourite school and 6) subject is Science. We really love it!

Kitchen

. . . .

Task 2 2.1 Complete these commands and instructions with

from the box. There is one extra word. (5 marks)

Bedroom

3 4 5 6

Catherine

Abraham

Bathroom

TV 3

flowers 3

1 mirror 3

stereo 3

trees 7

1 table 7

There is a bed but there aren’t four chairs in the bedroom 1  2 There is a table and

Sarah

. .

Emma

Nelson

Laura

James

61

1 2 3 4 5 6

mother Sarah is Emma’s Nelson is Emma’s Laura is Emma’s James is Laura and Emma’s Catherine is Emma’s Abraham is Emma’s

.

3

. .

. .

4

.

3.2 Look at the pictures and complete the sentences

5

with the prepositions in the box. (5 marks) under  on  in  between  at

Where is the bird?

Photocopiable © Ediciones Santillana S.A. / Richmond 2014





2 It’s

the box.

3 It’s

the box.

4 It’s

the box.

body and face. (10 marks)

1.

the boxes.

1 It’s

4.3 Look at the picture and write the parts of the



hair

7.

2.

3. 4.

8.

teacher

9.

Where’s the girl?

5 She’s

home.

Task 4 4.1 Unscramble the words. They refer to jobs and occupations. (5 marks)

1 cterahe 2 ckoo 3 seyctrear 4 nsure 5 hetcitcar 6 cmenicha

4.2 What animals are these? Look at the pictures and

10. 5. 6.

11.

Writing: Task 5: Write a short description of your bedroom.

Mention the objects in it and say where they are located. Use There is / There are and the prepositions of place: in, on, between and under. (20 marks)

label them. (5 marks)

A Short Description of My Bedroom

1 



2

62

Answer Key

Task 1 1. isn’t; 2. big; 3. has got; 4. is; 5. aren’t

Task 5: Writing Students’ own answers Model answer:

Task 2 1. It’s between the kitchen and the bathroom. 2. Yes, she has. 3. Yes, there is. 4. No, there isn’t. (There are three posters with messages.) 5. No, she hasn’t.

Part 2: Grammar, vocabulary and writing

A Short Description of My Bedroom

My bedroom is very big. There is a bed, a desk, a chair and a wardrobe. There is a PC and a lamp on my desk and there are some books too. There isn’t a TV in my room. The wardrobe is between the door and the desk. There is a plastic box under my bed. All my shoes are in this box. My bedroom has got a big window. I really like my bedroom.

Task 1 1.1 2. His; 3. their; 4. Her; 5. Its; 6. our; Extra word: your 1.2 1. ‘ve got; 2. ‘s got; 3. have got; 4. Has, got; 5. Have, got 1.3 2. (There is a table and) two chairs in the kitchen; 3. There is a car but there aren’t two bikes in the garage; 4. There is a TV and a stereo in the living room; 5. There are flowers but there aren’t any trees in the garden; 6. There is a mirror but there isn’t a table in the bathroom

Task 2 2.1 2. Open; 3. Listen; 4. sit; 5. take; 6. do 2.2 2. the dentist’s; 3. eat junk food; 4. in bed (and don’t do exercise); 5. some medicine; 6. do exercise (and drink a lot of water)

Task 3 3.1 2. father / dad; 3. sister; 4. brother; 5. grandmother / grandma; 6. grandfather / grandad 3.2 1. between; 2. on; 3. under; 4. in; 5. at

Task 4 4.1 2. cook; 3. secretary; 4. nurse; 5. architect; 6. mechanic 4.2 1. hamster, 2. iguana; 3. cat; 4. ferret; 5. canary / bird 4.3 2. eye; 3. nose; 4. mouth; 5. leg; 6. foot; 7. ear; 8. head; 9. arm; 10. hand; 11. finger

63

Teacher’s Book

Part 1: Reading

Answer key to Test 2

Test 2

Test 3

Test 3 (Units 5 & 6) Student’s name:

Date:



Final mark:

Part 1: Reading Task 1: Read this text and write true (T) or false (F). (10 marks)

Photocopiable © Ediciones Santillana S.A. / Richmond 2014

My Weekly Routine M

y name’s Edna and I’m from Pocitos in Montevideo, Uruguay. I’m a university student and this is what I do every week from Monday to Friday: I get up at about 7:30 in the morning. I have a shower and then I have breakfast. I check my emails and then I read the newspaper.

I go to university at 9:00 am. I have lunch at the university cafeteria at about 12:00 pm. I go back home at 4:00 pm. When I get back home, I like listening to music to relax (I love jazz. I think it’s fabulous!) I read a good book or study. (I don’t like watching TV.) Then, I chat online with my friends. I have dinner and then I go to bed early, at about 10:00 pm. At weekends, I don’t go to university. On Saturdays, I play tennis in the morning at the local club and I go out with my friends in the evening. I stay at home on Sundays. I love my routine because I’ve got a lot of free time! What about you? Are you happy with your weekly routine? Is there anything you want to change?

Task 2: Answer these questions. (10 marks) 1 What time does Edna get up on weekdays? She 2 When does she listen to music to relax? 3 Why does she like her routine? 1 2 3 4 5

Edna reads the newspaper in the afternoon. She watches TV in the evening. She likes listening to music to relax. She doesn’t go to bed late. She goes to university on Saturdays too.

64

4 Does she like watching TV? 5 What does she do at weekends?

/100

Part 2: Grammar, vocabulary and writing

Task 2 2.1 Complete the sentences with the words and phrases in the box and a suitable adjective. (10 marks)

Task 1 1.1 Use the prompts to write sentences about Nancy’s routine. Follow the example. (5 marks)

(get up / 7:15 am) 2  (have breakfast / 7:30 am) 3  (go / school / 8:00 am) 4  (have lunch / 12:00 pm) 5  (go back home / 4:45 pm) 6  (watch TV / 6:00 pm)

2.2 R  ewrite these sentences using it or them.

1.2 Complete with do, don’t, does or doesn’t. (10 marks) you get up at 10:00 am? . she like swimming? Yes, she Ann and Lizzie go to bed late? . Sheila have lunch at school? . you use Twitter? .

1.3 M  atch the questions with the answers. Use 1 2 3 4 5 [ [ [ [ [

numbers. (5 marks) When do you study English? Why do you study English? What do you do at the weekend? Why don’t you like Indian food? What time do you get back home from school? ] I relax and go out with friends. ] Because I love it. ] In the morning. ] At 2:00 pm. ] Because it’s spicy.

Photocopiable © Ediciones Santillana S.A. / Richmond 2014

love 1 I cheese. It’s y u m m y . JJ 2 I don’t like coffee. It’s d i s g u s t i n g . L meat. It’s h . LL 3 I cake. It’s d .J 4 I oysters. He thinks they are 5 Peter .L y chicken. It’s very t . JJ 6 I fruit. She thinks it’s very 7 Stella .J g

1 She gets up at a quarter past seven.

1  No, I 2  3  No, they 4  No, she 5 A: B: Yes, I

love  likes   don’t like  hate love  doesn’t like  like

.

1 2 3 4 5 6

(5 marks) I don’t like skiing. I don’t like it. I love pop. I really like rainy days. Why do you like water sports? Leila doesn’t like winter. I love my friends.

Task 3 3.1 Fill in the blanks with on, at or in. (5 marks) 7:00 pm. 1 I get back home Tuesdays and Fridays. 2 I play tennis the weekend. 3 I don’t do my homework the evening. 4 I have dinner at 9:00 Mondays and Wednesdays, I have piano 5  lessons.

3.2 W  rite the times in words. (5 marks) 1

6:00

2

4:15

3

5:30

4

1:10

It’s six o’clock.



5

8:45

6

3:20 65

Task 4 4.1 Complete the list of the seven days of the week. (5 marks) 1 M 2 T 3 W ednesday 4 T 5 F 6 S 7 Sunday



Writing: Task 5: Complete this email to your keypal. Tell

him / her about your hobbies and free time activities. Use like, love, don’t like and hate. (20 marks)

4.2 U  nscramble the words. They refer to sports and

Photocopiable © Ediciones Santillana S.A. / Richmond 2014

6

activities to keep fit. (5 marks) rugby 1 ryugb 2 sngkii 3 aktera 4 ymgticsnas 5 bkealltasb 6 sngwmimi

To: From: Dear

,

How’s everything? I’m writing to you to tell you about my hobbies and free time activities. In my free time, I

4.3 W  hat music styles are these? Label the pictures. (5 marks)

Latin

1

Please, write to me soon and tell me about your hobbies and free time activities. Take care,

2 3

4 5

66

Answer Key

Task 1 1. F; 2. F; 3. T; 4. T; 5. F

Task 2 1. She gets up at half past seven (7:30) in the morning. 2. She listens to music to relax in the afternoon. 3. (She likes her routine) because she’s got a lot of free time. 4. No, she doesn’t. 5. (At weekends) she plays tennis (at the local club) and goes out with friends.

Part 2: Grammar, vocabulary and writing Task 1 1.1 2. She has breakfast at half past seven. 3. She goes to school at eight o’clock. 4. She has lunch at twelve o’clock. 5. She goes back home at a quarter to five. 6. She watches TV at six o’clock. 1.2 1. Do, don’t; 2. Does, does; 3. Do, don’t; 4. Does, doesn’t; 5. Do, do 1.3 (from top to bottom) 3, 2, 1, 5, 4,

Task 2

4.2 2. skiing; 3. karate; 4. gymnastics; 5. basketball; 6. swimming 4.3 2. reggae; 3. classical; 4. hip-hop; 5. rock (heavy metal); 6. jazz

Task 5: Writing Students’ own answers Model answer: To:

Teacher’s Book

Part 1: Reading

Answer key to Test 3

Test 3

From:

Dear (John), How’s everything? I’m writing to you to tell you about my hobbies and free time activities. In my free time, I like doing sports and I love watching TV or surfing the Internet. I don’t like going shopping and I hate dancing. I like reading books and listening to music but I don’t like cleaning my bedroom. Please, write to me soon and tell me about your hobbies and free time activities. Take care, (David)

2.1 3. hate, (h)orrible; 4. like, (d)elicious; 5. doesn’t like, (y)ucky; 6. love, (t)asty; 7. likes, (g)ood 2.2 2. I love it. 3. I really like them. 4. Why do you like them? 5. Leila doesn’t like it. 6. I love them.

Task 3 3.1 1. at; 2. on; 3. at; 4. in; 5. On 3.2 2. It’s a quarter past four. 3. It’s half past five. 4. It’s ten past one. 5. It’s a quarter to nine. 6. It’s twenty past three.

Task 4 4.1 1. Monday; 2. Tuesday; 4. Thursday; 5. Friday; 6. Saturday

67

Grammar Reference - Answer Key

Grammar Reference – Answer Key Remind students that the Grammar Reference section also provides opportunities for self-evaluation: for each Grammar Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar chart to show whether

Answer Key GR1

1. are; 2. ‘s, ‘m; 3. are, ‘m; 4. ‘re; 5. Is; 6. Are GR2

Teacher’s Book

they understand the topic very well, well or not very well. Self-evaluation may contribute to developing students’ sense of progress and awareness of their learning processes.

1. the; 2. an; 3. an; 4. The

GR6

3. Study; 4. Read; 5. Don’t chat; 6. Don’t use GR7

2. There are; 3. There isn’t; 4. There aren’t; 5. Is there, there is GR8

GR3

1. that; 2. those; 3. these, They; 4. this, It

1. it; 2. them; 3. it; 4. them GR9

GR4

1. girls’; 2. Tom’s; 3. Thomas’s; 4. dad’s GR5

2. PC; 3. has; 4. is; 5. PC

68

2. Do you go to bed at 10:30 pm every day? Yes, I do. 3. Does Agustina brush her teeth every day? Yes, she does. 4. Do you go to school in the afternoon? No, I don’t. 5. Does Billie do his homework on Wednesdays at 6 pm? No, he doesn’t.

Teacher’s Book

Notes

Notes

69

Teacher’s Book Notes

Notes

70

Audio CD – Track List Track 2

Starter Unit

Lesson 1

activity 3

page 5

Track 3

Starter Unit

Lesson 1

activity 5

page 5

Track 4

Starter Unit

Lesson 1

activity 6

page 5

Track 5

Starter Unit

Lesson 2

activity 2

page 6

Track 6

Starter Unit

Lesson 2

activity 3

page 6

Track 7

Starter Unit

Lesson 2

activity 4

page 7

Track 8

Starter Unit

Lesson 2

activity 5

page 7

Track 9

Starter Unit

Lesson 2

activity 6

page 7

Track 10

Unit 1

Lesson 1

activity 2

page 8

Track 11

Unit 1

Lesson 1

activity 5

page 9

Track 12

Unit 1

Lesson 1

activity 6

page 9

Track 13

Unit 1

Lesson 2

activity 5

page 11

Track 14

Unit 1

Lesson 3

activity 5

page 13

Track 15

Unit 1

Review

activity 4

page 14

Track 16

Unit 1

Review

activity 10

page 15

Track 17

Unit 2

Lesson 1

activity 2

page 18

Track 18

Unit 2

Lesson 1

activity 4

page 19

Track 19

Unit 2

Lesson 1

activity 5

page 19

Track 20

Unit 2

Lesson 2

activity 4

page 21

Track 21

Unit 2

Lesson 2

activity 5

page 21

Track 22

Unit 2

Lesson 3

activity 2

page 22

Track 23

Unit 2

Lesson 3

activity 3

page 23

Track 24

Unit 2

Lesson 3

activity 4

page 23

Track 25

Unit 2

Lesson 3

activity 6

page 23

Track 26

Unit 3

Lesson 1

activity 5

page 29

Track 27

Unit 3

Lesson 2

activity 5

page 31

Track 28

Unit 3

Lesson 3

activity 2

page 32

Track 29

Unit 3

Review

activity 4

page 34

Track 30

Unit 4

Lesson 1

activity 2

page 38

Track 31

Unit 4

Lesson 1

activity 4

page 39

Track 32

Unit 4

Lesson 2

activity 2

page 40

Track 33

Unit 4

Lesson 2

activity 6

page 41

Track 34

Unit 4

Lesson 3

activity 7

page 43

Track 35

Unit 5

Lesson 1

activity 3

page 49

Track 36

Unit 5

Lesson 2

activity 2

page 50

Track 37

Unit 5

Lesson 2

activity 4

page 51

Track 38

Unit 5

Lesson 3

activity 4

page 53

Track 39

Unit 6

Lesson 1

activity 4

page 59

Track 40

Unit 6

Lesson 2

activity 6

page 61

Track 41

Unit 6

Lesson 3

activity 6

page 63

71

58 St Aldates Oxford OX1 1ST United Kingdom © 2014 Ediciones Santillana, S. A. Leandro N. Alem 720 C1001AAP Buenos Aires, Argentina

Tosi, Mónica Sign Up to English Starter Teacher’s Book. - 1a ed. Ciudad Autónoma de Buenos Aires : Santillana, 2014. 72 p. + CD-ROM ; 28x22 cm. ISBN 978-950-46-3907-7 1. Enseñanza de Inglés. I. Título CDD 420.711

ISBN: 978-950-46-3907-7

Publisher: Mabel Manzano Editorial Team: Gabriel Mohr, Mónica Tosi Cover Design and Layout: Raquel Buim, María Florencia Visconti Cover Illustration: Estúdio Romeu e Julieta Contents: Gabriel Mohr, Mónica Tosi Proofreader: Patricia Guaráz Layout: María Florencia Visconti Photo Research: Paula Fulía Photographs: 2xSamara.com/Shutterstock.com; Viktoria Kazakova/Shutterstock.com; studio BM/Shutterstock.com; Olga Miltsova/Shutterstock.com; Brian A Jackson/Shutterstock. com; yod67/Shutterstock.com; Polryaz/Shutterstock.com; Fenton One/Shutterstock.com; Fulop Zsolt/Shutterstock.com; milias1987/Shutterstock.com; Ambrophoto/Shutterstock. com; Ptashka/Shutterstock.com; Auleena/Shutterstock.com; Phase4Photography/Shutterstock.com; Rawpixel/Shutterstock. com; aekikuis/Shutterstock.com; Eric Isselee/Shutterstock.com; Rhett Olson Photography/Shutterstock.com; Cloki/Shutterstock. com; Alekksall/Shutterstock.com; Netfalls - Remy Musser/ Shutterstock.com; bluedarkat/Shutterstock.com; YuanDen/ Shutterstock.com; nahariyani/Shutterstock.com; vectorbomb/ Shutterstock.com; ranker/Shutterstock.com; isaxar/ Shutterstock.com; Ezequiel Ojeda; ARCHIVO SANTILLANA

This Teacher’s Book includes an Audio CD. Queda hecho el depósito legal que marca la ley 11.723. Impreso en Argentina. Printed in Argentina. First Edition Published 2014 Websites given in this publication are all in the public domain and quoted for information purposes only. Richmond has no control over the content of these sites and urges care when using them. All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher. The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity. Este libro se terminó de imprimir en el mes de septiembre de 2014, en Artes Gráficas Color Efe, Paso 192, Avellaneda, Provincia de Buenos Aires, República Argentina.