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© Brian Abbs, Ingrid Freebairn and Pearson Education Limited 2009

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photocopying, recording, or otherwise, without the prior written permission of the
copyright holders.

The right of Patricia Mugglestone to be identified as author of this book has been
asserted by her in accordance with the Copyright, Designs and Patent Act 1988.

First published 2009

Second impression 2009
Illustrated by Susan Harrison, Andy Hammond (Illustration Ltd), Joanna Kerr . • I '"'
Kitching and Sean Longcroft
Set in 10/11 pt Times New Roman
Printed in Malaysia, KHL (CTP)

ISBN: 978-1-4058-7482-3 (Teacher's Book)

ISBN: 978-1-4058-7490-8 (Test Master Multi-Rom)
ISBN: 978-1-4082-0596-9 (Teacher's Book and Test Master Multi-Rom

Photocopying
The Publisher grants perm1ss10n for the photocopying of those
'photocopiable' according to the following conditions. Individual DWCJ:i5ars
make copies for their own use or for use by the classes they tea
purchasers may make copies for use by their staff and students, but
does not extend to additional institutions or branches.

Under no circumstances may any part of this, book be photocopied

 ~

I
Contents
Introduction
General description .................................................. 7 Specific procedures .. .. ....... ... .. .. .. ....... ... .... .. .......... 11
1 Who the course is for 1 Listen and read dialogues and texts
2 What the course is about 2 Everyday phrases
3 How the students learn 3 Look and learn
4 How the syllabus is constructed 4 New words
5 How the material is organised 5 Speak
6Act
Principles behind the course ................................. 7 7 Games and Puzzles
1 Capturing young learners' attention 8 Songs
2 Making language learning active 9 Raps
3 Keeping learning goals simple 10 Sounds fun
4 Keeping pace with the learners' development 11 Listen
5 Supporting and monitoring students' progress 12 Read
6 Using language learning for general educational 13 Write
purposes 14 Across cultures
15 Across the curriculum
Course components .................................................. 8 16 Project
1 The Students' Book 17 Writing tips and Study tips
2 The Activity Book (with Multi-Rom) 18 Picture Stories
3 The Teacher's Book (with Test Master 19 Revision
Multi-Rom) 20 Chat room
4 The Class CDs 21 Lesson by lesson Word list
5 The Test Book 22 Max's Grammar Store
6 The DVDs 23 The CEF Portfolio

General teaching techniques ............................. ...... 9 Before you start ..................................................... 15

1 The role of the native language (Ll) 1 Timing
2 Presentation 2 Classroom equipment and material
3 Photographs and illustrations 3 The first lesson
4 Vocabulary 4 Abbreviations used in the Teacher's Book
5 The board
6 Repetition and choral practice Students' Book contents ................. ........ .................. 16
7 Pronunciation Teaching notes ....................... .................:..... ................ 18
8 Question patterns
9 Pair work Photocopiable resources .............. :..................... 104
10 Group work 1 Resource teaching notes
11 Oral correction 2 Resources
12 Homework and homework correction
Activity Book Answer Key and audio script 130
13 Revision and assessment
14 Classroom language Word list 140
How does New Sky work?
New Sky has forty lessons divided into eight cycles. This is how one cycle works:

Students' Book Activity Book Teacher's Book

...
I I I
Lesson 1: Lesson 1: Lesson 1:
I I
Presentatiori and Accuracy Teaching
practice practice notes

I
Lesson~
I
Lesson 2: Lesson 2:
I
Presentatiop and Accuracy Teaching
practice practice notes

Lesson 3:I
Presentation
practice
I
and
... Lesson
Accuracy
practice
3J Lesson
Teaching
notes
31
:
I

I I I
Lesson 4: Lesson 4: Lesson 4:
I I I

Across cultqres + Skills and qonsolidation Teaching

ProjecVAcrqss the (Fluency notes
+
curriculum Project practice)
+ Picture stcbry

I I I
Lessons: Lesson 5, Lesson 5;
I
Revision Check and : Teaching
self-assess)'llent notes
I '
I

Test Book: Photocopiable A and B tests

(plus rewritable versions on Test Master Multi-Rom)

I I I I

Test 1 @ :I Skills Test

I
1@ Test 1@ :I Skills Test
I
1@
Language: iessons 1-3 Skills: Lessbns 1-9 Language: iessons 1-3 Skills: Lessons 1-9
I I
Grammar aQd Reading, w'iriting, Grammar a"d Reading, w'.riting,
Vocabulary : Listening and
I Vocabulary : Listening and
I
I Communication I Communic~tion

I I I I

Test 2@ :I Review 'test

I
1@ Test 2@ :I Review 'test
I
1@
Language: Lessons 6-8 Revision: : Language: Lessons 6-8 Revision: :I
I I I

Grammar a"d Lessons 1--{I; 6-8 Grammar aQd Lessons 1--{I; 6-8
I
Vocabulary : Vocabulary :
I I

4
 New Sky also offers extra materials:

In the Students' Book: In the Teacher's Book:

• A Grammar Store • Twenty-four
Photocopiable
Resources

• A lesson-by-lesson • Answer keys

Word list • Audio scripts
• An alphabetical Word
list with phonetic
transcriptions

In the Activity Book: Class CDs

• Four 'James Blonde' • All Students' Book
Puzzle Stories N~yo audio material
One story for every ten
lessons ~~s~1

~~~~W'·Y •odf~ ' • Two plays Test Master Multi-Rom

FJ:-.~ ~~;~. One for use half-way
through the book and • Rewrita~le versions
one for use at the end of the Test Book tests
• Test Book
audio- material

A Student Multi-Rom Two DVDs

• Interactive language • A culture DVD
practice New SkyTW; New Sky Two showing teenage

B;. ,8 m
• Activity Book lifestyles in the UK
audio material • A teenage drama

_ DVD DVD

5
II .,
Introduction
•
General description
1 Who the course is for
New Sky is a four-part course for young learners of English
aged from 9110 to 13/14. There are two possible entry points:
New Sky Starter for complete beginners or for students with
a minimal knowledge of English, and New Sky One for false
beginners.
2 What the course is about
New Sky Two features a typical British family living in
Wembley, London, and their friends. Together, they are seen
in domestic, school and leisure settings. The real characters
and the authentic photographs and situations provide an
up-to-date realistic view of the UK today - its people, their
lifestyles and their cultural background. Although the main
focus is the UK, the learners also get regular glimpses of life
in the USA and other English-speaking countries.
3 How the students learn
New language is presented through dialogue or text, and
practised in a series of simple steps which include carefully
graded listening, speaking, reading and writing activities,
and a lively selection of games, songs and raps. From the
beginning, students learn to communicate information and
ideas in realistic and amusing situations.
4 How the syllabus is constructed
The language syllabus is a careful mix of grammar, vocabulary
and communication. Grammatical structures are linked
closely to everyday language use, while the topic areas relate
to the students' own lives and experiences, and have been
pecially chosen to present a range of useful vocabulary.
5 How the material is organised
Each lesson in the Students' Book is presented on a double-
page spread in order to foster a sense of achievement and
progress in the student. Clear signposting of each activity
enables both teacher and student to identify the learning
foc us at every stage of the lesson. For more details on the
organisation of the Student's Book, see Course components.
Principles behind the course
Capturing young learners' attention
·e believe it is essential that young learners ' contact with
earning English should be rewarding and fun. The first step
wards this is to capture their attention as soon as they open
eir new textbook. New Sky does this by:
• using colourful, authentic location photography
introducing real characters with whom young learners can
identify
bowing real-life situations which children can immediately
recognise and respond to
• presenting lively, everyday language and expressions
which they will want to learn.
2 Making language learning active
Young learners need to be actively involved in the language
lesson. This not only makes learning more effective but also
makes it more enjoyable. In New Sky, students are involved
when they:
• repeat and act dialogues
• communicate and share information with others
• solve reading and listening tasks
• write in simple, real-life contexts
• play language games
• sing, rap, draw and roleplay.
3 Keeping learning goals simple
If learners are to stay motivated and make progress, it is
important to keep learning goals simple. An over-heavy
vocabulary load can be daunting, especially if the words are
low frequency. Equally, too many new grammar points in
one lesson can be confusing. Each lesson of New Sky keeps
learning simple by:
• focusing on a limited number of grammar points
• presenting grammar in clear and prominent Look and
learn boxes
• revising the new language regularly through stories,
exercises and puzzles
• introducing a carefully regulated number of words
• presenting key new words with pictures and sound.
4 Keeping pace with the learners' development
A language course for young learners is more effective if it
keeps pace with the children's physical, cognitive and social
development. In New Sky, the learners' physical development
is mirrored in the main characters; their cognitive development
is reflected in the subject matter and organisation of the texts
and task types; and their social development - how they
interact with peer groups and adults, and how confident they
feel about themselves - is reflected in the methodology, in
particular with the types of activities, _projects and games
suggested for language practice.
5 Supporting and monitoring students' progress
It is important that young learners have regular opportunities
to consolidate the language they learn and are also given the
means to monitor their own progress.
New Sky helps students to revise and check progress
through:
• Skills lessons in the Students' Book (Across cultures
and Across the curriculum) and the Activity Book (Skills
practice). These consolidate and extend the language
and skills learnt in the preceding cycle of work, while
developing students' knowledge of the world beyond
the classroom.
• Picture stories at the end of the Students' Book.
7
• Revision lessons and What can you do? boxes in the
Students' Book and Check lessons in the Activity Book,
the latter containing self-assessment boxes to encourage
students to monitor their own progress.
• A booklet of photocopiable tests, containing parallel A
and B tests to minimise students' opportunities for copying
their neighbours ' answers, as well as rewritable versions
of these tests on the Test Master Multi-Rom supplied with
this book.
• Interactive language practice with the Multi-Rom
accompanying the Activity Book.
6 Using language learning for general
educational purposes
Learning a new language can be more motivating for
young learners when they realise they can learn about the
outside world through their English lessons. New Sky aims
to increase students' awareness of the world outside the
classroom through texts relating to children and situations
in other countries. The Across cultures lessons, in particular,
increase students' knowledge of the English-speaking world,
and the linked projects encourage them to write about their
own lives and experiences. There are also special Across
the curriculum lessons in New Sky, which present topics of
interest relating to other subjects in the school curriculum.
In this way students use English to extend their general
education.
Course components
At each level the course consists of:
• a Students' Book
• an Activity Book (with Multi-Rom)
• this Teacher's Book (with Test Master Multi-Rom)
• Class CDs
• a Test Book.
DVDs also accompany the course.
1 The Students' Book
The Students' Book consists of forty lessons. These are
divided into eight sections of five lessons. Each section
follows a pattern:
Lesson 1 Language input
Lesson 2 Language input
Lesson 3 Language input
Lesson 4 Across cultures + Project
Lesson 5 Revision
Lesson 6 Language input
Lesson 7 Language input
Lesson 8 Language input
Lesson 9 Across the curriculum + Project
Lesson 10 Revision
Language input lesson: Presents and practises new language
Across cultures: Develops skills, and recycles and
expands language by looking at
culture and lifestyles in the English-
speaking world
8
Across the curriculum: Develops skills, and recycles and
expands language by looking at
topics which are related to other
areas of the school curriculum
Project: Encourages self-expression
Revision: Provides a controlled progress
check
At the back of the Students' Book, there are four Picture
Story lessons. These two-page comic strip stories recycle the
language which has been used in Lessons 1-9, 11-19, 21-29
and 31-39. Also at the back of the Students' Book are:
• the words of the recorded Songs and Raps
• a grammar reference: Max's Grammar Store
• a lesson-by-lesson Word list.
2 The Activity Book (with Multi-Rom)
The Activity Book, to be used in class or for homework, gives
further extensive practice of the language in each input lesson
of the Students' Book. Many exercises are at two levels, a) and
b), to cater for mixed ability classes. The first level, e.g. 2a,
is a basic exercise and 2b is a more challenging exercise. At
regular intervals, skills sections reinforce students ' reading,
writing and listening skills. For added interest, and to recycle
the Everyday phrases from the Students' Book, the skills
sections also contain short cartoon strips featuring regular .
characters. Frequent Check sections, with self-assessment
boxes, enable students and their teachers to monitor progress.
There are also six additional songs at regular intervals. At the
back of the Activity Book is a unique Stories and Sketches
section. This contains four 'James Blonde' Puzzle Stories,
designed to encourage students to read for pleasure and two
light-hearted plays for students to act in the middle and at the
end of the year.
The Student Multi-Rom that accompanies the Activity Book
contains:
• interactive language practice
• the Activity Book listening activities, stories, plays and
songs.
3 The Teacher's Book (with Test Master
Multi-Rom)
In addition to the Introduction, this Teacher's Book contains
detailed lesson-by-lesson teaching notes. The notes include
keys for exercises, suggested model answers,· audio scripts
of the listening material, suggestions for extra games and
activities, and ideas for further practice. At the back of the
Teacher's Book are the following:
• Twenty-four Photocopiable Resource sheets, one for each
input lesson in the Students' Book. These contain extra
practice activities for use in class, and are accompanied by
teaching notes.
• The Activity Book Answer key and audio script.
• An alphabetical list of Words and expressions with
phonetic transcripts.
The Test Master Multi-Rom that accompanies this book
contains:
rewritable tests (as in the Test Book, see below)
the test audio material.
4 The Class CDs
These contain recordings of the following:
• Presentation dialogues and texts, new words, listening
activities, Sounds fun pronunciation activities and the
songs and raps from the Students' Book. The audio scripts
for the Students' Book are printed in the appropriate
lessons in this Teacher's Book.
5 The Test Book
The Test Book contains: eight progress tests - one for every
five lessons of the Students' Book, four skills tests and four
review tests. The tests are presented in A and B sections so
that students sitting in pairs cannot copy each other. There is
also an Answer key and audio script in the back of the Test
Book. Rewritable versions of the tests are available on the
Test Master Multi-Rom, giving teachers the ability to tailor
tests to the specific needs of their students. The test audios
are also included on the Test Master Multi-Rom.
6 The DVDs
Two DVDs provide a motivating context for further
consolidation and extension of language, and help to relate
language learning to the wider world. Life in Britain, a
documentary culture video, provides an insight into the
lives of young teenagers in the UK today. Kirsty's Secret, a
drama, follows the adventures of four friends whose lives are
changed when a new girl comes to town.
General teaching techniques
1 The role of the native language (L 1)
Ylost teachers will find it necessary to use the students' native
language to introduce the book and explain what is in it, to
e tablish who the characters are and where they live, and,
impon antly, to explain how they want the students to work.
Once lessons start, use of the Ll is helpful to:
• clarify language points
• give instructions for more complicated exercises and
activities
• explain the meaning of some words
et up games and roleplays.
the course progresses, however, use of English in class
ould be increased. Teachers will find that students soon
earn to follow basic instructions in English if they are used
uently and consistently. Students will also soon learn to
pond to words of encouragement and general remarks.
Any new words which are not illustrated in the Students '
Book can easily be explained through mime, acting or
illu !:rations on the board.
2 Presentation
The detailed lesson notes in the main part of this book
suggest a variety of techniques for presenting new language
to young learners. Because there is much for the students to
take in at one time - new structures, words and sounds - the
teacher needs to repeat new language two or three times
before asking students to repeat it. It is also helpful for the
learner to see the written form of the language after the initial
oral presentation.
3 Photographs and illustrations
Photographs and illustrations can be used for scene-setting
and for presenting new language. Questions for each
photograph occur in the lesson notes. Simple questions can
be asked about the characters, their relationship to each other,
what they are wearing, what they are doing and what they are
thinking.
4 Vocabulary
When learning a new language, learning words is as important
as learning grammar. For young learners, it can be especially
motivating to learn new words. Classroom techniques for
presenting new vocabulary at this level include:
• showing or pointing to real objects or pictures in the
Students' Book
drawing on the board
• showing flash cards, posters or magazine pictures
• miming and acting
• explaining in the native language (Ll) or translating
• using a picture dictionary.
It is essential to keep a regular check on vocabulary so that
new words are continually recycled. Teachers can make flash
cards of new words to use for word games, sentence building
and competitions.
5 The board
Presentation of new language on the whiteboard or interactive
whiteboard is extremely important. It focuses the students'
attention and enables the teacher to control the activity
effectively. Simple line drawings on the board can be used
to explain a new word quickly. New structures, words
and expressions should be written boldly and clearly, and
arranged in sections, e.g. new vocabulary in one area and
examples of key language structures in another. It is a good
idea to keep a free area for spontaneous examples, drawings
and game scores.
6 Repetition and choral practice
Repetition helps to reinforce a sound or structural pattern.
Repeating in chorus helps students to gain confidence before
they are asked to perform individually. Suggestions for
choral practice occur throughout the detailed lesson notes.
Different choral patterns can be made by using:
• the whole class
• half the class at a time
• vertical or horizontal rows
• groups
• individuals.
9
7 Pronunciation
All new words should be thoroughly practised by means
of choral and individual repetition, using the recording as
a model. The technique of 'back-chaining' for repetition
of phrases and sentences can be most effective with young
learners. Students repeat a sentence in parts, starting from
the end and building up to the complete sentence, e.g. Say
after me, everybody. Brother .. . little brother ... he 's my little
brother ...
8 Question patterns
Question and answer patterns play a key part in language
teaching. To give as much oral practice as possible, it is
important to build a sequence of question and answer
patterns, e.g.
• Teacher to self (T-T)
• Teacher to student (T-S)
• Student to teacher (S-T)
• Student to student (S-S)
• Student 1 to Student 2 to Student 3, etc. in a chain
(Sl-S2-S3).
9 Pair work
Many of the exercises in New Sky enable the students to work
in pairs. The following patterns are suitable for pair work:
• A-B side by side
• A-A B-B (pairs turn round and face the pair behind
them)
• A-B B-A in a foursome (pairs turn round and talk across
to each other)
• Bs to As across rows
• Random pairs across the class.
Students can work in open pairs, e.g. A-B, then B-C, then
C-D, etc. or across the class. In this way, the rest of the class
listens while a pair performs. Open pair work can be useful
if the teacher wants to hear individuals perform. Closed pair
work is also very useful. In spite of the increased noise level,
it dramatically increases talking time and encourages learners
to initiate as well as answer. Moreover, there is less chance of
students getting bored as they listen to others doing exercises
in turn round the class. If there is an uneven number in the
class, the teacher can either make up the pair or ask one
group to work in threes. Although students may protest, it is
important to rearrange the pairs on a regular basis.
10 Group work
For certain types of act1v1ty, e.g. acting the stories and
playing games, students may need to work in groups. Group
work is important because it provides an opportunity for
shy students to talk more confidently and teaches students
to cooperate and work together. Groups can be formed in
different ways, based on:
• position (students turn round to form a group of four with
another pair)
• alphabetical order of names (all those with names beginning
with given letters, e.g. A-Din one group)
• birthdays (e.g. all those whose birthdays are in May in one
group)
• colour of clothes, etc.
10
11 Oral correction
When students are doing controlled practice and the emphasis
is on accuracy, correction should be immediate. It is important
to help students to correct the mistake themselves and
then make them actively repeat the correct version. In the
freer practice stage, e.g. in games and open conversations,
the students' performance can be monitored and mistakes
noted down to be corrected at the end of a sequence. Over-
correction in the early stages can be de-motivating, especially
for shy, less confident learners.
12 Homework and homework correction
For homework, teachers can set the exercises from the
corresponding lesson in the Activity Book, but they may also
like to use the extra suggestions which are included in the
detailed lesson notes. Written work should not be restricted
to homework. Writing in class varies the pace of a lesson and
gives a change of activity. It is important that homework is
prepared in class beforehand and help given with any new
vocabulary and expressions which may be needed. Answers
to homework exercises can be checked in different ways:
• Check the answers orally with the whole class.
• Ask individual students to write their answers on the
board.
• Provide a key so that students can correct their own or
their partner's work.
If students have written a paragraph for homework, ask a
few to read it to the class. The others listen for mistakes and
correct them. Alternatively, select an individual student's
paragraph. Write it on the board and correct it together with
the class.
13 Revision and assessment
Checking on students' progress is important for teachers,
learners and parents. Progress can be formally assessed
through revision/check lessons and tests. Informal methods
of assessment can show a learner's progress and help teachers
to find out problems that the children might have. This can be
done in a variety of ways:
• a few minutes of informal oral revision at the beginning of
each lesson focusing on one or more language points from
previous lessons
• regular spot checks on vocabulary and grammar
• short gapped dictations of dialogues or texts
• oral checks to revise communicative . functions and
everyday language, e.g. You meet your teacher in the
street. What do you say?
• completing checklists of what the students can do in
English with a tick(.-'), cross (X) or question mark(?).
Now you can:
• talk about places in towns
• talk about past activities
Students can also record their progress and their achievements
through the Portfolio, which can be found online at
www.pearsonlongman.com/ae/cef/cef.htm
14 Classroom language
Instructions
Act the dialogue/story.
Ask and answer in pairs.
Can you spell it? • In the case of dialogues, use the Ll to talk about where the
Change parts. characters are, what they are doing, what they are feeling
Come to the front. and thinking, and point out any interesting features in the
Copy this into your books. photograph.
Do exercise (5) for homework. • Present and explain any new vocabulary and expressions.
Don't look at the book. • Play the dialogue or text for students to follow in their
Fill in the chart. books.
Learn by heart. • Play it again. Stop the recording at intervals to check
Listen. understanding and to do choral practice of selected words
Listen and say/repeat after me. and phrases.
Listen to this/the dialogue. • Play the dialogue or part of the text again for students to
Look. listen and repeat, pausing after each sentence.
Look at this. • Do any Check exercises with the whole class or ask
Make two teams. students to do them in pairs.
Open/Close your book. • Ask students to read and act a dialogue in pairs or groups.
Open your book at page (27). Choose one or two pairs/groups to act the dialogue for the
Put a tick in the right column. class.
Read.
Read this/the text silently/out loud. 2 Everyday phrases
Repeat. Conversational words and phrases from the dialogue which
Can you repeat, please? are used in everyday idiomatic English are presented in a
Sit down/Stand up. box called Everyday phrases. These are separate from the
Sit next to (Paolo). grammatical focus of the lesson. Students should learn these
Speak. by heart, and every opportunity should be made to use them
Use a pen/pencil/ruler. in class. Do not attempt to explain the grammar behind the
Work in groups. phrases.
Work in pairs.
Work on your own. Procedure
Write. • Read each word or phrase aloud and ask students to repeat
Write the answers in your notebook. it chorally and individually.
• Ask individual students to find the specific word or phrase
Feedback and encouragement in the dialogue and read out the whole line.
Excellent! • Check that students understand the meaning and ask them
Good!Nery good! to translate the relevant word or phrase.
That's right/not quite right.
Try again. 3 Look and learn
Well done! The Look and learn boxes contain examples of the
grammatical focus of the lesson and draw attention·to points
Discipline
of grammar which need special explanation.
Be quiet, please.
Don't speak (Spanish). Procedure e
o talking. • Ask individual students to read the example in the box.
Speak English, please. • Say them yourself and ask the whole cla~s to repeat after
Work quietly, please. you.
• In the Ll point out any special grammatical features.
• Ask students to find the sentences 'which contain the
Specific procedures structure in the dialogue or text.
• Use the detailed lesson notes in this Teacher's Book for
1 Listen and read dialogues and texts suggestions for further practice.
Many of the new grammatical structures in the input lessons
are presented in short, conversational dialogues or texts.
These are all recorded. Play the recording once for students 4 New words
Key new vocabulary in the input lessons is presented in a
to listen and read. Then play the recording again, this time
special section of its own, under the heading New words.
pausing at the end of each section for students to listen and
This section can occur either at the beginning or in the body
repeat. The dialogues and texts are followed by a Check
of the lesson. Each word is recorded, so that students can
exercise to check students' comprehension.
hear the correct pronunciation. After the repetition stage,
Procedure for dialogues and texts there is often an activity to match the word with the correct
• . Ask students to look at the photograph(s). illustration.
• If appropriate, revise what they know about the characters,
e.g. their name, age, relationship . .

11
Procedure
• Draw attention to the list of new words.
• Play the recording and ask the students to repeat each
word, first chorally then individually.
• If the words are presented as part of a matching exercise,
ask the students to look at the pictures and match them
with the words.
• Check the answers.
• Revise the new words in subsequent lessons. Use real
objects in the classroom whenever possible.
S Speak
The Speak exercises involve controlled spoken exchanges,
often using words, illustrations or photos for cues. It is
important to show clearly what is expected of the students by
giving an example yourself.
Procedure
Read the instruction to the exercise and the example
sentence or exchange.
• Go through the individual words, pictures or cues that the
students will need for the exercise and make sure that they
understand them.
• Choose one or two pairs of students to do the first example
aloud for the class.
• Correct if necessary and check pronunciation.
• Either get students to do the exercise in open pairs or set
students to work in closed pairs.
• Go round and monitor.
6 Act
To add variety to their speaking practice, students are
often asked to act or roleplay a situation or exchange. The
procedure is the same as for the Speak exercises.
7 Games and Puzzles
Any language practice that has a competitive, amusing or
puzzle element to it is called a Game or a Puzzle. Games
and puzzles are an entertaining and valuable way for young
learners to practise new language. Simple games appear from
time to time in the language input lessons, whereas more
elaborate games and puzzles are included at the end of each
Revision lesson.
Procedure
• Explain in the Ll, then read the instructions in English.
• Present any new vocabulary.
• Choose a student or pair of students to do the first example
in front of the class.
• Correct if necessary, then ask students to play the game or
do the puzzle.
• If appropriate, check who won the game or who successfully
completed the puzzle.
8 Songs
As well as being fun, singing songs changes the pace of
a lesson. Songs give intensive listening practice and are a
natural context for repetition. There are four contemporary
pop songs in New Sky Two Students' Book. These occur at
regular intervals in the input lessons. The complete song is
12
printed in the reference section at the back of the Students'
Book and the song title appears in the appropriate place in the
lesson. There are an additional six songs at regular intervals
in the Activity Book.
Procedure
• Allow plenty of time for the song in your lesson plan.
• Give students time to read through the song. Explain new
words.
• Play the song once or twice for students to listen.
• Play the song again and ask students to join in.
• If appropriate, divide the class into pairs or groups and
allot different verses or parts of the song to each pair or
group.
• Play the song again and ask the different groups to sing
their verse.
9 Raps
Like songs, raps are fun and can add variety to a lesson.
They also provide excellent practice in stress, rhythm and
pronunciation in an entertaining way. There are fifteen
raps in New Sky Two occurring at regular intervals. In many of
the raps, there are gaps for the students to listen and
complete.
Procedure
• If there is a gapped activity, ask students to see if they can·
guess the missing words before they listen.
• Play the rap through once. Check vocabulary.
• If there is a gapped activity, play the second recording
once or twice for students to complete the gaps.
• Play it again and ask students to join in.
• Encourage body movement, clapping and finger snapping
to emphasise the stress and the rhythm.
• Play the 'empty' karaoke version of the rap, where the
students only hear the first line of the rap, followed by the
background beat. See if the students can recite the whole
rap without the support of the voices on the recording.
• Divide students into groups so that they chant to and fro,
and play the background beat again.
10 Sounds fun
Amusing tongue twisters and rhymes appea~ at regular
intervals in the Revision lessons to practise a particular
sound of English. These are recorded.
Procedure
• Play the Sounds fun recording for students to hear the
whole rhyme or sentence.
• Help the students to produce the sound in question if they
are having difficulty.
• Play the recording again and ask students to underline the
sounds.
• Ask individual students to say the whole rhyme on its
own.
11 Listen
The listening comprehension activities in the Students' Book
include short conversations, games, interviews, instructions
and radio programmes.
Procedure
• Before the lesson starts, read the audio script or play the
recording.
• In the lesson, set the context of the listening in the Ll.
• Read the instructions and make sure the students know
what to do.
• Present any new words and expressions.
• Play the recording through without stopping.
• Play the recording again, stopping when students have to
write, choose an answer, or complete a task.
• Check the answers and play the recording again.
12 Read
Reading is a key skill in general education and academic
progress. New Sky emphasises reading from the beginning.
As well as presentation texts (see above: Listen and Read)
many lessons contain a short reading text. The picture stories
(to be used after Lessons 9, 19, 29 and 39) provide easy,
entertaining reading material. The Across cultures lessons
(Lessons 4, 14, 24 and 34) contain cross-cultural reading
texts about English-speaking countries. The Across the
curriculum lessons (Lessons 9, 19, 29 and 39) contain cross-
curricular reading texts. New vocabulary for active learning
is highlighted in a special New words section on the page.
To give the students' reading skills an additional boost, there
are four 'James Blonde' puzzle stories at the end of the
Activity Book.
Procedure
• Read the title of the reading text.
• Ask the students to describe in the Ll what they can see in
the picture(s) and say what they think the text or texts are
going to be about.
• Present any important new words.
• Play the recording or read the texts aloud yourself while
the students follow in their books.
• Read the texts again, stopping to explain or check
understanding.
• Ask the students to read the text silently to themselves.
• Ask the Check questions or get students to do the Check
task. You can ask a few more comprehension questions if
you wish.
13 Write
Writing activities range from controlled sentence wntmg
to simple paragraphs, notes, postcards, emails and letters.
any of the writing activities are based on the reading texts
as models. Most writing tasks can be set for homework but
hould be prepared in class. However, short writing activities
like sentence completion can be done in class to vary the
pace of the lesson. The following procedure is suitable for
modelled paragraph writing.
Procedure
• Read the model text.
• Read the instructions for the writing task and make sure
by using the Ll that students understand what they have
to write.
• Ask if there are any new words they want to know for their
own writing.
• Ask a student to write the first sentence on the board. The
others can suggest the next sentence, and so on.
• Continue until the whole text is written.
• Ask students to write their own paragraph for homework.
14 Across cultures
New Sky Two Students' Book includes four special 'culture'
lessons called Across cultures which come at Lessons 4,
14, 24 and 34. These integrate and consolidate the language
of the previous cycle of lessons and provide additional
integrated skills practice in reading, speaking and listening.
Each of the Across cultures lessons highlights a different
cultural aspect of the UK or the USA.
Procedure
• Read the title of the lesson and translate if necessary.
• If relevant, ask the students what they know about the
topic area, e.g. sport in the UK.
• Refer students to the photos on the pages and ask what
they can see.
• Present any new vocabulary.
• Play the recording or read the text(s) aloud. You may like
to set a few simple comprehension questions first.
• Ask students to do the Check activity individually or in
pairs. Give an example first.
• Check the answers and continue with any other tasks..
15 Across the curriculum
There are also four special Across the curriculum lessons
in New Sky Two which come at Lessons 9, 19, 29 and 39.
The Across the curriculum lessons present topics of interest
relating to other subjects in the school curriculum such
as Science, Geography and History. In this way students
use English to extend their general education. The lessons
consolidate the language of the previous cycle of lessons
and provide additional integrated skills practice in reading,
speaking and listening.
Procedure
• Read the title of the lesson and translate if necessary.
• If relevant, ask the students what they know about the
topic area, e.g. healthy food.
• Refer students to the illustrations and/<?r photos on the
page and ask what they can see.
• Present any new vocabulary. (See New words.)
• Play the recording or read the text(s) aloud. You may like
to set a few simple comprehension questions first.
• Ask students to do the Check activity individually or in
pairs. Give an example first.
• Check the answers and continue with any other tasks.
16 Project
Each Across cultures and Across the curriculum lesson ends
with a Project, which is thematically and linguistically linked
to the text of the lesson. The project provides students with
an opportunity to produce a piece of work based on their own
lives and experiences, while at the same time consolidating
the language they have learnt. The original texts often serve
as a useful model. In addition each project has a helpful guide
and a further model to get students started with their writing.
13
 If you choose to set the project for homework, spend a few
minutes in class to prepare the students for this.
Procedure
• Start with a few minutes of conversation to relate the topic
to the students' own lives and experiences.
• Read any extra text aloud to the students. Explain that this
should serve as a model for their writing.
• If the project suggests that the students draw something or
find photographs, ask the students to do this first.
• Ask a student to write the first sentence on the board.
Repeat the same procedures as for Write above. In some
cases, students may work on a project in pairs.
• Go round and monitor as students write their projects.
Encourage them to use bold colours so that you can make
a colourful display of their projects on the classroom walls
or in the corridor.
• Collect in the students' finished work and display it.
17 Writing tips and Study tips
All the projects in the Across cultures lessons are supported
by a Writing tip, e.g. words with difficult spelling. The
projects in the Across the curriculum lessons are supported
by a Study tip, e.g. using a dictionary. Both types of tip are
accompanied by a simple task.
18 Picture Stories
There are four individual picture stories in New Sky Two .
These are grouped at the back of the Students' Book, but can
I be used after Lessons 9, 19, 29 and 39. They bring together
·I and consolidate the structures and vocabulary from the
previous lessons. Any new words are listed below the story in
a New words box. All four stories are recorded.
Procedure
• Introduce the setting for the story.
• Present some of the new vocabulary from the New words
section.
• Play the recording, dividing the story into sections. Ask
students to follow it in their books.
• Pause after each section to check understanding and ask
questions.
• Play the complete story again without stopping.
• Students complete the Check exercise individually and
compare their answers.
• In pairs or groups, students write a scene or scenes from
the story as a dialogue.
• Encourage students to suggest different endings for the
story, then get them to write an ending. Individual students
can read their endings to the class.
• Ask different groups to act out the story in front of the
class. Encourage the students to memorise their part if
they can.
19 Revision
The regular Revision lessons give students a chance to
measure their progress and enable teachers to identify areas
of difficulty which need extra practice. Each Revision lesson
is divided into four parts. The first part contains exercises
and activities to revise grammar and vocabulary. The second
<
14
part is an 'open conversation' called Chat room (see below)
to test the students' spoken language in use, and the third
part is a Game or Puzzle which gives special revision of
one or more language items and may be done in pairs or
individually. The final part, What can you do ?, focuses on the
language and functions students have practised in the cycle of
lessons and encourages them to evaluate how well they 'can
do' things in English.
20 Chat room
'Open' conversations occur in every Revision lesson. They
provide another opportunity for students to use the language
they have learnt in a communicative setting and give students
another chance to talk about themselves.
Procedure
• Establish the situation clearly.
• Ask the students to read through the gapped conversation
and think about what they would say in reply.
• Ask a good student to read the opening two exchanges.
Give the responses yourself.
• Play the recording, stopping at each pause and eliciting a
response from students at random. Establish the idea that
the responses will vary from student to student.
• Ask the students to work in pairs, changing parts afterwards.
Go round and listen.
• Select a student to talk to the person on the recording, then
play the conversation again.
21 Lesson by lesson Word list
New vocabulary should be revised regularly using the
lesson-by-lesson list of words at the back of the Students'
Book. Only those words which the students are required to
produce, in either spoken or written form, are listed. Where
appropriate, those words which form a lexical group are
linked under a general heading, e.g. possessions. At the back
of the Teacher's Book there is an alphabetical list of words
and expressions with phonetic transcriptions provided.
22 Max's Grammar Store
At the back of the Students' Book there is a grammar
reference section called Max's Grammar Store. This sets
out in clear tables the grammatical structures introduced in
New Sky Two. Draw attention to this section at the beginning
of the course so that students can refer to it when they need
to. It can also be useful for revision purposes.
23 The CEF Portfolio
Go to www.pearsonlongman.com/ae/cef/cef.htm to use the
English Language Portfolio that accompanies this Teacher's
Book. It is based upon the requirements of the Common
European Framework of References for Languages, which
was developed by the Council of Europe. The Portfolio is
designed as a learning companion for the student. It enables
the learner to record details of his/her language learning and
to demonstrate his/her language achievements by collecting
examples of work in English. Exercises in the Students' Book
that can contribute to the students' Portfolios are indicated by
a Portfolio logo. Explanatory teacher's notes are provided in
the opening pages of the Portfolio.
Before you start
1 Timing
New Sky Two, including both Students' Book and Activity
Book, provides approximately ninety to one hundred and
twenty hours' work. Each lesson in the Students' Book
corresponds in most cases to one teaching period but some
lessons may take longer if all the suggestions for Further
practice are taken up. Most of the exercises in the Activity
Book, except for the listening activities, can be set for
homework.

2 Classroom equipment and material

It is impo1tant to check in the detailed teaching notes for
each lesson to see if any extra materials are suggested for
the lesson. As a general rule, it is useful to have in the
classroom:
• a map of the world/atlas
• a good dictionary (e.g. Longman Active Study
Dictionary)
• a model clock
• a set of flash cards
• a bag of everyday items for vocabulary teaching
• a pin board or an area to display students' work, notices,
interesting pictures, etc.

3 The first lesson

The first lesson with a new book can sometimes be
bewildering. Begin in the L1 with a short discussion of the
sort of activities the students will be engaged in. Give the
students a 'guided tour' of the contents of the Students' Book
while you draw attention to the different features. Stress how
important it is to speak English as much as possible and to
imitate the sounds of English as closely as they can.

4 Abbreviations used in the Teacher's Book

T Teacher
s Student
Ss Students
T-S Teacher speaks to student
S-S Student speaks to student
S l-S2 First student speaks to second student, and so on
L1 Native language
SB Students' Book
TB Teacher's Book
AB Activity Book
mE American English
BrE British English
e.g. for example
etc. etcetera
i.e. that is
ing singular
pl plural

15
Con.tents!
1 We live in Wembley too! 4 Present simple; positi ve, negati ve and Ask and ta lk abou t · Song
questions personal informati on
• Family members (Memory check) and routin es

2 What are you doing?
6 Prese nt co ntinuous: positive, nega tive and Ask and t alk about · Ga me
questi ons what other people ·Rap
Co mparing tenses : present si mple and are doing
present continuous Ask and ta lk about
Adverbs of freq uency: a/ways/usuall y/often/ routines
sometimes/never
• Everyday activities

3 I love playing football. 8 Verbs of liking and dislikin g: like/love/ha te/ As k and t alk about ·Rap
prefer + -ing li kes and dislikes
• Sport s

4 Across cultures 10 Favourite sports ·Project

5 Revision 12

6 Is that bag yours?
14 Question: Wh ose ... ? Ask and say wh o · Rap
PossessiveAro nouns: mine/yours/his/hers/ t hin gs belong to
ours/yours theirs
• School subjects (Memory check)
• Possessions

7 Have we got any 16 Co un tab le and unco un tab le noun s Ask and say what you · Rap
Quantifiers: some/any have or haven't got
tomatoes? •Food (1)

8 There isn't much traffic. 18 Co untabl e and uncountabl e noun s Ask and ta lk about • Limerick
Quantifiers: mu ch/ma ny/a lot of places in town
• Places in town (Memory check)

9 Across the curriculum 20 Is fast food bad for you? • Project

Story 1 84 Splash!

10 Revision 22 ·Sounds fun

• Puzzle

11 Were they American? 24 Past simple: be: positive, negative and questions Ask and talk about ·Rap
• Profe ssions • Dates famous peopl e

12 They explored space. 26 Past simple of reg ular verbs: positive, Ask and ta lk about · Limer ick
negative and questions space voyages
• Space • Dates (Memory check)

13 You left your purse ... 28 Past sim ple of irreg ular verbs: posit ive, Ask and talk about · Song
negative and questions past activities
• Expressions of time

14 Across Cultures 30 Famous Britons and Americans ·Project

15 Revision 32 ·Sounds fun

·Puzzle

16 How far is it? 34 Questi ons: How + adjective ...? Ask and ta lk about ·Rap
• High numbers • Adjectives (1) famo us landma rks

17 The longest legs 36 Comparatives and superlatives: shor t Ask and ta lk about · Rap
adject ives ani mals
• Animals Ask and ta lk about
people in t he class

18 It's more exciting ... 38 Comparatives and superlatives: long adjectives Ask and ta lk about · Rap
Co mpa rat ives and superlatives: irregular hobbi es and int erests
adject ives
• Adjectives (2) • Hobbies

19 Across the curriculum 40 Inventions that matter ·Projects

Story 2 86 The Secret of Tower House

20 Revision

16
 It's going to be fun. 44 Going to future: positive, negative and Ask and ta lk about ·Rap
questions good intentions
• Activity verbs (1)

22 Let's go swimming. 46 Suggestions: Let's + infinitive Make and respond to ·Rap

Questions: What shall we do?, Why don't suggestions
we ... ?, What about ... ?
• Activities

What are you doing 48 Present continuous for future Ask and ta lk about · Song
arrangements: positive, negative and future arrangements
on ... ? questions
•Music

Across cultures 50 Young musicians ·Project

Revision 52 ·Sounds fun

·Puzzle

You must hold my hand. 54 Obligation and prohibition: must/mustn't Ta lk about rules
Permission: can Ask and give
• Activity verbs (2) permission

Would you like chips? 56 Ordering food: would like: positive and Ordering a meal from ·Rap
questions a menu
Questions: Can I have ... ?
•Food (2)

58 Inviting people: Would you like to ... ? Making and

28 Would you like to ...? • TV programmes respond ing to
invitations
Talking about TV
programmes

Across the curriculum 60 The life of Isaac Newton ·Project

Story 3 88 Red Snake

Revision 62 ·Sounds fun

·Puzzle

I go by train. 64 by+ means of transport Ask and talk about ·Song

•Travel how you get to school

Can you tell me the way? 66 Directions Ask and give ·Rap
• Places in town directions

Listen carefully! 68 Regular and irregular verbs Give instructions •Rap

• Adjectives (3)

Across cultures 70 Holidays in Britain ·Project

Revision 72 ·Sounds fun

·Puzzle

He doesn't have to ... 74 Verb: have to Talk about your school ·Game
• Clothes (Memory check) ·Rap

Is he good fun? 76 Questions with like Describe people ·Rap

• Personality adjectives

It's to protect London. 78 Infinitive of purpose with to Ask and ta lk about

• Geographical words why you are doing
thing s

Across the curriculum 80 Difficult journeys ·Project

Story 4 90 Wild Wind

Revision 82 ·Sounds fun

·Game

Stories 1-4 Page 84 Songs and raps Page 92

Max's Grammar Store Page 97 Word list Page 102

17
 We live in Wembley too!
LESSON OBJECTIVES
Structures
Present simple: positive, negative and questions
Functions
Ask and talk about personal information and routines
Vocabulary
Family members (Memory check)
Everyday phrases: Hey! Watch out! Sorry! That's all
right. Are you OK? /'mfine. Come here!
Background information
• Wembley /'wembli/ is located in north-west London
in the Borough of Brent (population over 263,460).
Wembley Stadium has been the 'Home of English
Football' since 1923. In 2003, the original stadium
was demolished. The new stadium, opened in
2007, has the largest roof-covered seating capacity
(90,000) in the world.
• Avril Lavigne /,revnl l;}'vi:n/: rock singer/songwriter,
born in 1984 in Ontario, Canada.
• Exercise 8 song is by The Beatles. See page 92 for
information about The Beatles.
• cool is an informal expression of approval. It is used
mainly by young people to mean great/good.
Getting started
• If this is the first lesson with the class, greet the Ss and
introduce yourself.
• Introduce Ss to the activities and the features of the SB,
using Ll. See the advice about 'The first lesson' on page
15 in the TB.
• Revise basic questions and answers in preparation for
Lesson 1, e.g. What's your/his/her name? What's your
surname? How old are you? Have you got a brother/
sister? What day is it today? What time do you get up/go
to bed on Saturdays? Encourage Ss to help each other, if
necessary.
1 (1\
1102 11
•
Listen an d rea d
• Ask Ss to look at the picture on page 4 and talk about
the place and the people. If necessary, ask questions, e.g.
What sort of place is this? What's happening? Can you
describe one person in the picture (appearance, clothes,
age)?
• Play the recording two or three times for Ss to listen and
read.
• Divide the class into two groups to be Adam and Alice.
(Ben has only one line to say, so read his part yourself.)
PlllY the recording again, this time leaving a pause after
each speaker's section, for the groups to listen and repeat
18
their lines and then change roles. Encourage Ss to copy
the pronunciation, stress and intonation patterns of the
speakers on the recording.
• Check pronunciation of the four friends' names: Alice
/'rehs/, Adam /'red;}m/, Ben /ben/ and Tessa /'tes;}/.
Everyday phrases
• Ask Ss to read and repeat the phrases after you, chorally
and individually.
• Ask Ss what they say in their L1 for Hey! Watch out! and
Sorry!
2 Check
• Look at the first item with the class and elicit the answer
from the Ss.
• Ss work individually or in pairs, referring to the dialogue
and underlining the correct answer in sentences 2-5.
• Check Ss' answers by asking individuals to read out the
correct sentences.
Answers
1 Ben 2 Tessa 3 Tessa 4 Saturday 5 Wembley
3 ~ Memory check: Family members
• Elicit three or four family words from the class and write
them on the board.
• Ss work individually, writing the names of seven family
members and the family words. Monitor and check
spelling.
• Check answers by asking individuals in turn to write a
family word on the board and say it. If necessary, ask
Ss to translate the words into Ll. Check the spelling of
words such as daughter, son, niece, nephew, husband,
wife, cousin, aunt. (This will also give useful revision in
saying the alphabet.)
• Check that the words on the recording are included in the
words on the board. Play the recording several times for
Ss to listen to the words and then repeat them, chorally
and individually.
Audio script
father mother parents brother sister grandmother
grandfather grandparents aunt uncle cousin daughter
son wife husband
Look and learn
• Explain that 'Max' helps with grammar. Refer Ss to
'Max's Grammar Store' (pages 97-101). Encourage Ss to
say what they remember about the Present simple and to
make one or two sentences containing a Present simple
verb.
• Ss read and complete the sentences in the 'Look and Audio script
learn' box. Check that Ss remember the third person
singular form of the Present simple. Jack: Hi, my name's Jack. Can I join this Sports
Centre, please?
Answers Woman: OK. Um, what's your surname, Jack?
Jack: It's Green. That's G-R-E-E-N.
Question Where does he live? Woman: And where do you live, Jack?
Positive I/We live ... Jack: My address is 8 Park Road, Wembley,
Negative //We don't live ... HA9 6ST.
Yes/No question Do you live ... ? No. I/we don't. Woman: How old are you, Jack?
Does he/she live ... ? Yes, he/she does. No, he/she Jack: I'm 13.
doesn't. Woman: And do you have a mobile number?
Jack: Yes, my mobile number's 07931 354760.
Woman: That's 07931 354760?
4 Speak Jack: Yes, that's right.
• Ask two Ss to read aloud the example question and Woman: OK, and which school do you go to?
answer. Jack: I go to Wembley High School.
• Students work individually, completing the sentences. Ss Woman: Good, that's all I need. Here's your
can compare answers in pairs before checking answers as membership card.
a class. Jack: Thanks very much.
• Check answers by asking pairs of Ss to read aloud the
questions and answers.
Answers
Answers Surname Green
2 Do, do 3 does, lives 4 does, goes 5 Does, does Address 8 Park Road, Wembley, HA9 6ST
6 Does, doesn't Age 13
Phone number 07931 354760
School Wembley High School
5 Act
a) Interview a friend. Ask these questions. 7 Read and write
• Go through the questions and answers, with individual Ss
a) Read and complete the text with the correct form
giving their own true answers.
• Students work in pairs, taking turns to ask and answer of the verbs.
the questions. Tell Ss to remember their partner's • Read through the verbs with the class and check students'
answers. Monitor and help Ss correct any errors in the understanding.
use of the Present simple. • Advise Ss to read through the text quickly before they
complete it with the correct verb form, and not to worry
b) Tell the class about your friend. about understanding every word at this stage.
• Look at the example sentence with the class. Elicit • Check Ss' answers by asking individuals to read aloud
suggestions for completing the second sentence. Remind the sentences. Explain or encourage Ss to guess the
Ss to use the third person singular ending of the verbs. meaning of unfamiliar words. Check that Ss remember
• In turn, Ss tell the class about their friend, using the the meaning of usually, always and sometimes, drawing
information from Part a). attention to their position (before the verb) in sentences.

f1'\ •
6 11 04 11 Listen
• Give Ss time to read through the card.
• Play the recording for Ss to listen and complete the card.
If necessary, play the recording twice.
• Check students' answers by asking individuals to write
the answers on the board. Point out how the postcode is
written and how Jack says his mobile number.
• If you wish, students can then ask and answer in a
chain drill round the class: What's your phone number?
Students say their own phone number or they can invent
a number. Point out that we say 'O' or 'zero' for the
number 'O'. If appropriate, teach 'double six' for '66' and
' treble three' for '333'.
Answers
2 gets up 3 has 4 gets dressed 5 wears . 6 speaks
7 listens 8 goes 9 watches
b) Now write about a typical Saturday for you.
• Advise Ss to use the text about Avril Lavigne as a model
and to write in the first person singular. Elicit the first
sentence or two from the class and write them on the
board, e.g. On Saturday, I usually get up at ...
• Monitor students' writing and help them correct errors.
• In pairs or small groups, students can read sentences.
f1'\
8 11os11 ~®[Kl@
Hello, Goodbye by
The Beatles
• Ss turn to page 92. Read the text about The Beatles.
• Play the recording for Ss to listen and read. Explain or
encourage Ss to guess the meaning of any new words.
• Play the recording two or three times for Ss to join in.

19
 What are you doing?
LESSON OBJECTIVES
Structures
Present continuous: positive, negative and questions
Comparing tenses: Present simple and Present
continuous
Adverbs of frequency: always/usually/often/
sometimes/never
Functions
Ask and talk about what other people are doing
Ask and talk about routines
Vocabulary
Everyday activities
Everyday phrases: How are you doing? I'm OK,
thanks. I don't believe you! You 're joking! [Dad],
don't!
Background information
• Abba /'reb<i/: a Swedish pop music group, formed
in 1970. The name 'Abba' is made from the group's
first initials (Agnetha, Bjorn, Benny and Anni-Frid).
They became widely known when they won the
1974 Eurovision Song Contest with Waterloo. They
were well-known for their colourful costumes. The
group split up in 1982. The musical Mamma Mia,
which opened in 1999, is based on the songs of
Abba.
Getting started
• Revise the use of the Present simple by asking
individuals: What time do you get up/go to bed on
Saturday? What do you do on Saturday morning?
What time does your brother/sister get up/go to bed on
Saturday? What does he/she do on Saturday morning?
Try to ensure that each S says a sentence.
f.i\11 listen
1 1106 . an d rea d
• Ask Ss to look at the pictures. Revise the use of
the Present continuous (What's he/she doing?) and
vocabulary, e.g. watching a DVD, cooking, walking the
dog, kitchen, sitting room.
• Play the recording several times for Ss to listen and read.
• Explain or encourage Ss to guess the meaning of any
new words in the text. Check pronunciation of new
names: Evie /'i:vi/ and Lily /'hli/.
• Play the recording again, this time leaving a pause
after each speaker's section, for Ss to listen and repeat,
chorally and individually. Encourage Ss to copy the
speaker's stress and intonation patterns.
~
20
Everyday phrases
• Ask Ss to repeat the phrases after you. Explain that How
are you doing? is an informal way of saying How are
you? and is used mainly by young people and between
friends. Ask Ss to translate the phrases into their Ll.
2 Check
• Ss refer to the dialogue in Exercise 1 and match the
names with the pictures.
Answers
2 Mrs Clark 3 Mr Clark 4 Lily 5 Alice
look and learn
• Give Ss time to read through the sentences and, working
individually or in pairs, to work out the missing words.
• Ask individuals to read aloud the complete sentences.
Check that Ss remember what the short verb forms stand
for.
Answers
Positive He's walking .. .
Yes/No questions Is he/she watching ... ?
Yes, he/she is. No, we/they aren't. No, he/she isn't.
3 1(.j\ d d . . .
10111 New wor s: Every ay act1v1t1es
• Play the recording several times for Ss to listen and
repeat, chorally and individually. Check that Ss
understand the vocabulary, e.g. have a picnic.
4 Speak
• Ask two Ss to read aloud the example questions and
answers. Elicit suggestions from the Ss for 'completing
the second answer.
• Work through the questions and answers for the pictures
with the class. Tell Ss to use the activities in Exercise 3
in their answers.
• Ss then work in pairs, taking turns to point to the pictures
and ask and answer questions. Monitor and help Ss
correct any errors in the use of the Present continuous
and the new words.
Answers
2 A: What are they doing? B: They're having a picnic.
3 A: What are they doing? B: They're playing a
computer game.
4 A: What's she doing? B: She's riding a bike.
5 A: What's he doing? B: He's reading a magazine.
6 A: What's he doing? B: He's writing an email.
7 A: What's he doing? B: He's cooking dinner.
8 A: What are they doing? B: They're watching a video.
9 A: What are they doing? B: They're walking the dog.
Further practice
• Ask Ss which activities in Exercise 3 are not in the
pictures in Exercise 4 (make pasta, do your homework,
meet friends).
Look and learn
• Read aloud the example Present continuous and Present
simple sentences. Check (in Ll) that Ss understand the
function of each tense.
• Elicit the adverbs of frequency and write them on the
board: always usually often sometimes never
Further practice
• Ask Ss to read the dialogue in Exercise 1 again and find
and read aloud two sentences containing the Present
simple and an adverb of frequency. (He always walks
him every Saturday afternoon. She usually makes a cake
on Saturday.)
• Ask Ss to make sentences with adverbs of frequency, e.g.
I sometimes walk the dog. My brother often makes pasta.
Check that Ss use the Present simple in their sentences.
Try to ensure that each S says at least one sentence.
5 Write
• Advise Ss to read through each question and answer
before they start completing the sentences. Do the first
exchange with the class.
• Ss work individually, completing the exercise. They can
compare answers in pairs before checking answers as a
class.
• If you wish, Ss then work in pairs, reading aloud the
questions and answers . Monitor and correct any serious
pronunciation etTors.
Answers
1 A: What are you making? B: I'm making a chocolate
cake. I often make a cake at the weekend.
2 A: Kate's sitting at her desk. She's writing a project.
She always does her homework in her bedroom.
3 A: What do your brothers do at the weekend?
B: They usually play computer games. They're playing
a game called Blockbuster now.
f1\
6 11os11 Game
• Prepare Ss for the language in the game. Revise on and
under by putting a book on/under a chair or desk and
asking Ss: Where 's the book? If necessary, draw sketches
on the board to revise vocabulary (dog, cat, bird, tree).
• Play the recording several times, pausing it appropriately
for Ss to draw the picture in their notebooks.
• Ss compare their picture with a friend 's. Point out that
the people, tree and animals can be in different positions
in the picture.
• Ask two or three Ss to draw their picture on the board.
Play the recording again for the class to check the
pictures on the board.
Audio script and answers
We are in a park. It's Sunday afternoon. It's a lovely
day and the sun is shining. A boy is riding a bike and
a man is walking a big dog. There are two girls in the
picture, sitting under a tree. A bird is sitting on the tree.
A cat is watching the bird. A dog is watching the cat.
Further practice
• Give Ss another 'picture dictation'. Read aloud the
following sentences several times, pausing for Ss to
draw each part of the picture: We are in the sitting room.
There's a table in the room. A book is on the table. A
cat is under the table. A boy and a girl are sitting on the
floor. The boy is reading a magazine. The girl is listening
to music.
• Ss compare their picture with a friend's.
• Check answers. Read aloud each sentence and ask one of
the Ss to draw the item on the board.
7 Write
• Read aloud the instructions and the example sentence.
Elicit two or three more sentences from the Ss.
• Tell Ss to refer to the new words in Exercise 3 and the
dialogue in Exercise 1 to help them as they are writing
their own sentences. Ask Ss to write 6-8 sentences.
Monitor and help Ss to correct any errors in their writing.
• In small groups, Ss can read each other's sentences.
f1\
8 110911 m&[P The Homework Rap
• Ss turn to page 92. Play the first recording for Ss to listen
and read.
• Check that Ss understand the vocabulary. Ask: What's he
trying to do ? (write a story for English homework), Is it
easy? (No, it 's hard), What's his sister doing ? (listening
to heavy metal), What are his brother and dad doing?
(playing games), Is it quiet in the house? (No, it 's noisy),
Can he write the story?(No, he can't), How 's he feeling?
(He 's going mad).
• Play the recording again, several times if necessary, for
Ss to listen and complete. Check answers by asking
individuals to say the lines and write the missing words
on the board. Students then listen and jotn in the rap.
Answers
1 sitting 2 trying 3 listening 4 playing 5 playing
6 sitting 7 trying
• Play the second recording for Ss to say the rap on their
own with the backing track.
Further practice
• Individual Ss mime actions from the lesson for the class
to guess what they are doing. Elicit suitable actions
to mime (e.g. writing an email, riding a bike, walking
a dog, cooking dinner, listening to music). Give an
example yourself then ask for volunteers.
21
 I love playing football.
LESSON OBJECTIVES
Structures
Verbs of liking and disliking: like/love/hate/prefer +
-ing
Functions
Ask and talk about likes and dislikes
Vocabulary
Sports
Everyday phrases: Here comes [Tessa]. [You're] in
a hurry. What's the rush? I can't stop. Nice to meet
you.
Background information
• Rugby is played by two teams of either 13 or
15 players with an oval ball which can be handled.
Getting started
• Elicit sports words that your Ss already know in English
by showing pictures/drawings and asking: What's he/
she doing? (He/She 's playing football/swimming.)
Alternatively, give Ss one minute to work in small
groups, writing down all the sports words they know in
English. The groups then feed back to the class. Check
Ss' pronunciation and spelling.
(,\
1 111011 Read
• Ask Ss to look at and talk about the photos: Who can
you see? (Alice and Ben), What's Alice/Ben doing?
(playing football/rugby).
• Play the recording several times for Ss to listen and read.
• Play the recording again, this time pausing at the end of
each sentence, for the whole class to listen and repeat.
Then play it for individuals to repeat. Try to ensure that
each S says a sentence.
2 Check
• Read out the instruction and check that Ss understand
what to do. Look at the example item with the class.
• Students work individually, referring to the texts and
marking the sentences right, wrong or don't know. Ss
can compare answers in pairs before checking answers
as a class.
• When checking answers, ask Ss to correct the wrong
sentence.
Answers
2 DK 3 Right 4 Wrong (She goes swimming every
weekend.)
22
(,\
3 (11111 New words: Sports
a) listen and repeat.
• Play the recording several times for Ss to listen and
repeat. Check that students use the correct word stress.
Point out that the stress is on the first syllable of all
the words except gymnastics (where it is on the second
syllable).
b) Match.
• Ss work individually or in pairs, matching the words and
the pictures (1-6). Tell Ss to make a note of the sports
that are not in the pictures.
Answers
2 cycling 3 skateboarding 4 rollerblading
5 swimming 6 tennis
Sports not in the pictures football volleyball
basketball motor racing rugby
(,\ .
4 111211 Listen and read
• Ask Ss to look at and talk about the photo - Who can
you see? Where are they?
• Play the recording several times for Ss to listen and read.
Ask Ss: Who is the girl? (Tessa/Adam's sister).
• Divide the class into three groups, to be Adam, Ben and
Tessa. Play the recording again, this time leaving a pause
after each speaker's section, for the groups to listen and
repeat their lines and then change roles.
Everyday phrases
• Ask Ss to read and repeat the phrases after you several
times.
• Ask Ss to find each phrase in the dialogue. Ask Ss what
they say in their Ll for each phrase.
Look and learn
• Read aloud the question (Which sports do you like?) and
ask individual Ss to read aloud the answers. Check that
Ss understand the meaning of like, love, hate and prefer.
Draw Ss' attention to the -ing form used after these
verbs. (If Ss ask, point out that we can also use a noun,
e.g. I hate tennis.)
• Elicit similar sentences from individual Ss about the
sports they love/like/hate and prefer.
• Ask the class to repeat the Yes/No questions and answers
after you.
• Ask individual Ss: Do you like (cycling/swimming/
watching tennis/playing rennis)? to elicit Yes, I do./No, 1
don't.
Further practice
• Ask Ss which activities in Exercise 3 are not in the
pictures in Exercise 4 (make pasta, do your homework,
meet friends).
Look and learn
• Read aloud the example Present continuous and Present
simple sentences. Check (in Ll) that Ss understand the
function of each tense.
• Elicit the adverbs of frequency and write them on the
board: always usually often sometimes never
Further practice
• Ask Ss to read the dialogue in Exercise 1 again and find
and read aloud two sentences containing the Present
simple and an adverb of frequency. (He always walks
him every Saturday afternoon. She usually makes a cake
on Saturday.)
• Ask Ss to make sentences with adverbs of frequency, e.g.
I sometimes walk the dog. My brother often makes pasta.
Check that Ss use the Present simple in their sentences.
Try to ensure that each S says at least one sentence.
5 Write
• Advise Ss to read through each question and answer
before they start completing the sentences. Do the first
exchange with the class.
• Ss work individually, completing the exercise. They can
compare answers in pairs before checking answers as a
class.
• If you wish, Ss then work in pairs, reading aloud the
questions and answers. Monitor and correct any serious
pronunciation errors.
Answers
1 A: What are you making? B: I'm making a chocolate
cake. I often make a cake at the weekend.
2 A: Kate's sitting at her desk. She's writing a project.
She always does her homework in her bedroom.
3 A: What do your brothers do at the weekend?
B: They usually play computer games. They're playing
a game called Blockbuster now.
f1\
6 11os11 Game
• Prepare Ss for the language in the game. Revise on and
under by putting a book on/under a chair or desk and
asking Ss: Where's the book? If necessary, draw sketches
on the board to revise vocabulary (dog, cat, bird, tree).
• Play the recording several times, pausing it appropriately
for Ss to draw the picture in their notebooks.
• Ss compare their picture with a friend's. Point out that
the people, tree and animals can be in different positions
in the picture.
• Ask two or three Ss to draw their picture on the board.
Play the recording again for the class to check the
pictures on the board.
Audio script and answers
We are in a park. It's Sunday afternoon. It's a lovely
day and the sun is shining. A boy is riding a bike and
a man is walking a big dog. There are two girls in the
picture, sitting under a tree. A bird is sitting on the tree.
A cat is watching the bird. A dog is watching the cat.
Further practice
• Give Ss another 'picture dictation'. Read aloud the
following sentences several times, pausing for Ss to
draw each part of the picture: We are in the sitting room.
There 's a table in the room. A book is on the table. A
cat is under the table. A boy and a girl are sitting on the
floor. The boy is reading a magazine. The girl is listening
to music.
• Ss compare their picture with a friend's .
• Check answers. Read aloud each sentence and ask one of
the Ss to draw the item on the board.
7 Write
• Read aloud the instructions and the example sentence.
Elicit two or three more sentences from the Ss.
• Tell Ss to refer to the new words in Exercise 3 and the
dialogue in Exercise 1 to help them as they are writing
their qwn sentences. Ask Ss to write 6- 8 sentences.
Monitor and help Ss to correct any errors in their writing.
• In small groups, Ss can read each other's sentences.
f1\
8 1109 11 m&CP The Homework Rap
• Ss turn to page 92. Play the first recording for Ss to listen
and read.
• Check that Ss understand the vocabulary. Ask: What's he
trying to do? (write a story for English homework), Is it
easy ? (No, it's hard), What 's his sister doing? (listening
to heavy metal), What are his brother and dad doing ?
(playing games), Is it quiet in the house? (No, it's noisy),
Can he write the story?(No, he can't), How's he feeling ?
(He 's going mad).
• Play the recording again, several times if necessary, for
Ss to listen and complete. Check answers by asking
individuals to say the lines and write the missing words
on the board. Students then listen and join in the rap.
Answers
1 sitting 2 trying 3 listening 4 playing 5 playing
6 sitting 7 trying
• Play the second recording for Ss to say the rap on their
own with the backing track.
Further practice
• Individual Ss mime actions from the lesson for the class
to guess what they are doing. Elicit suitable actions
to mime (e.g. writing an email, riding a bike, walking
a dog, cooking dinner, listening to music). Give an
example yourself then ask for volunteers.
21
 Favourite sports
LESSON OBJECTIVES
Structures - revision
Present simple
like/love/hate/prefer + -ing
Adverbs of frequency
Vocabulary - new
Australia, boring, game, helmet, India, international,
know, mad about, match, national, Pakistan, player,
popular, rough, season, South Africa, special, team,
wait
Skills
• To read and understand factual information using
pictures, a text and a recording
• To transfer factual information from texts to a
chart
• To listen to a recording and to complete gapped
sentences
• To introduce yourself to a group of international
students and tell them about yourself
• To write about your favourite sport and to check
spelling
• To develop an awareness of the world beyond Ss'
immediate environment
Background information
• Cricket: played on grass by two teams of eleven
players each, with a small ball covered with leather,
bats and wickets.
• Baseball: played with a bat and ball between two
teams of nine players each, on a large field which
has four 'bases' which a player must touch in order
to make a 'run'.
• Rugby: see Lesson 3 Background information
• Ice hockey: played on ice by two teams of six
players each, with a 'puck' (a flat, circular piece
of rubber used instead of a ball) and hockey sticks.
The players wear skates, gloves, helmets, face
masks and a lot of padding.
Getting started
• Revise the months of the year. Ask individuals to say the
months in the correct order. Check pronunciation and
spelling.
f1\
1 11 15 11 Read
• Ask Ss to look at the photos. Ask Ss to say the names
of the four sports after you. Encourage Ss to say what
they know about these sports, using English as much as
possible. If necessary, ask questions, e.g. Do you like
watching (ice hockey) ? Do people play (rugby) in this
country? Where do people play (cricket)?
24
• Play the recording of each text for Ss to read and listen.
After each text, stop the recording and check that Ss
understand the vocabulary. Encourage Ss to use the
context and their own general knowledge to guess the
meaning of new words. Ask comprehension questions
about each text, e.g. Where is Josh from? Does he like
cricket? Does he think cricket is boring? What's his
favourite team?
• After working through each text separately, play the
complete recording several times for Ss to listen and
read.
• Then ask individuals to read the texts aloud, reading a
sentence each. Try to ensure that every student reads at
least one sentence.
• If you have a large world map, display it. Ss may like to
find the countries and places in the text on the map.
New words
• Ask Ss to repeat the words after you.
• Ask Ss to find each word in the text.
Further practice
• Elicit two or three sentences containing words in the
box, e.g. My favourite football team is .. ./Swimming is a
popular sport in my country.
• Ss work in pairs, writing three or four sentences
containing words in the box. Monitor and point out any
errors for the pairs of Ss to correct.
• In a chain drill round the class, Ss read out one of their
sentences to the class.
2 Check
a) Name the sport.
• Read through the example item with the class.
• Ss complete the exercise, working individually and
referring back to the texts in Exercise 1. Ss can compare
answers in pairs before checking answers as .a class.
Answers
2 ice hockey 3 baseball 4 cricket 5 rugby 6 rugby
b) Complete the chart.
• Read through the headings and the entries in the chart
with the class. Check that Ss understand what to do.
• Ss work individually or in pairs, referring back to the text
and completing the chart. Monitor and help if necessary.
• Draw the outline of the chart and write the headings on
the board. Check Ss' answers by asking individuals to
complete the sections of the chart on the board.
Answers
1 cricket, England, 11 2 Simone, baseball, 9 3 Sam,
rugby, Welsh rugby union team 4 Nicole, Ottawa
Senators, 6
 {,\ .
3 111611 Listen
• Give Ss time to read through the sentences. Then play the
recording two or three times for Ss to listen and complete
the information.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Audio script
Hi. My name's Tom. What sports do I like? Well, in
winter I like watching football. I like watching rugby
too but I prefer football. I play it at school but I'm
not very good. My favourite team is my home team,
Liverpool. In the summer I like swimming and playing
cricket.
Answers
watching football (and) watching rugby (but he prefers)
football.
(team is) Liverpool. (He likes) swimming (and) playing
cricket
After checking answers, ask Ss to listen again for
the answers to these questions: Where does Tom play
football ? (at school), Is he a good footballer? (No,
he isn't), Where does he live? (Liverpool) . Play the
recording again for Ss to listen and answer.
4 Speak
• Read through the instructions and prompts with the class.
Give Ss time to refer to the texts in Exercise 1 for useful
words, expressions and sentence patterns.
• Elicit example sentences for each point in Exercise 4
and, if you wish, write prompts on the board to help Ss,
e.g.
I'm .. . I come from ...
I like/I'm mad about (playing) ...
I don' t like/hate (playing) ...
I love watching . . . ·
The popular sports in my country are ...
My favourite team/player is ...
• Give Ss time to work individually, thinking about and
planning what to say. Tell them they can make notes if
they wish, but not to write out full sentences.
• In turn, each S introduces him/herself to the class. Tell Ss
to introduce themselves without looking at their notes, if
they can.
Project
Writing tip: Words with difficult spelling
• Read aloud the Writing tip. Check that Ss have got
appropriate dictionaries to use in their English lessons.
• Ss work individually, checking the spelling of the words
and correcting them if they are wrong. Individuals then
write the correct words on the board.
Answers
communication motor racing skateboarding
technology
• Give more practice in checking the spelling of two or
three words in their dictionary, e.g. Wednesday, August,
brother, cousin.
• Ask Ss what other English words they find difficult to
spell. Ss often have problems spelling words that contain
a silent letter (e.g. knee) or double consonants (e.g. little)
or two vowels together (e.g. mouth).
• Advise Ss to make a list in their vocabulary books or
notebooks of words they find difficult to spell. Ss can
add words to the list as they work through the course.
Further practice
• Choose some of the new words from this lesson. Ask
Ss to close their books. Write 6-8 words on the board,
omitting the vowels, e.g.
1 G_M 5 H_LM_ T
2M_TCH 6PL_Y_R
3T M 7S SN
4 B_S_B_LL 8 R_GBY
Tell Ss all the words are connected with sport. Ss work
in pairs or small groups, completing the words with the
missing vowels (A, E, I, 0 , U).
• Check Ss' answers by asking individuals to complete the
words on the board and say them.
Answers
1 game 2 match 3 team 4 baseball 5 helmet 6 player
7 season 8 rugby
Write
• Tell Ss in advance to bring some photographs/pictures to
illustrate their favourite sport.
• Read aloud the instructions and the example sentences.
Check that Ss understand what to do.
• Tell Ss to write their sentences in their notebooks first so
that they can check them before they write a fair copy.
Go round and check Ss' sentences, pointing out any
errors to be corrected.
• Ss then write their sentences and put their pictures on
large sheets of paper with the title 'My favourite sport'.
• In groups of three or four, Ss show each other their
projects. If you have space, Ss can make a classroom
display of their projects.
25
 Revision
Language revised
Lessons 1-3
Vocabulary - new
chat room, magician, spare time, stay [in bed].
1 Find the fourteen words in the
word snake. Then sort them into
three groups.
• Read aloud the instructions and check that Ss understand
what to do .
• Ss work individually or in pairs, finding the fourteen
words and then sorting the words into the three groups.
• Check Ss' answers by asking individuals to write the
words on the board in three groups. Check spelling and
pronunciation.
Answers
Family members daughter son husband sister wife
Sports ice hockey football baseball rugby cricket
Rooms of the house bathroom bedroom hall kitchen
2 Complete the conversation with
the correct form of the verbs in
brackets.
• Ask Ss to look at and talk about the picture. If necessary,
ask questions, e.g. Which room is the boy in? What's he
doing?
• Give Ss time to read through the conversation silently
for general understanding.
• Ask two Ss to read aloud the first question and answer.
Elicit the second answer from the class. Ss then work
individually, completing the conversation.
Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
2 's doing 3 does 4 listens 5 watches 6 are you doing
7 'm doing 8 Are you listening 9 listen 10 do
Further practice
• Ss work in groups of three, practising reading aloud the
conversation and changing roles. Monitor and correct
any serious pronunciation errors.
3 Match the verbs on the left with
the words on the right to find
everyday activities.
• Look at the example answer with the class. Give Ss time
to read through all the words.
26
• Ss match the words. Ss can compare answers in pairs
before checking answers as a class.
• Check Ss' answers by asking individuals to read out the
matched number and letter (e.g. 2 d') and then say the
words (e.g. ride a bike).
Answers
2 d 3 h 4 a 5 k 6 b 7 f 8} 9 e 10 c 11 i
Further practice
• Ss work in pairs, writing four or five sentences using
some of the expressions. If you wish, give them
one or two example sentences, e.g. I love playing
computer games. Their father usually walks the dog
at the weekend. Monitor and point out any errors to be
corrected.
4 Follow the lines from the pictures
to the words. Complete the words.
• Look at the example with the class. Elicit the answer for
item 2 from the class.
• Ss complete the puzzle, working individually or in pairs.
Answers
2 gymnastics 3 cycling 4 rollerblading 5 tennis
6 skateboarding 7 football 8 rugby 9 basketball
5 Underline the correct answer.
• Advise Ss to read through the text quickly before they
start underlining the correct answers.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
2 staying 3 I always meet 4 shopping 5 buying 6 do
7 doing 8 watches 9 watching 10 listening
11 watching
6 Rewrite the lines of this email in
the correct order.
• If this is the first time Ss have done this type of exercise,
you may wish to do it as a whole class. Give Ss time to
read through the text.
• Read out sentence 1. Elicit sentence 2 from the Ss. Point
out that there are two 'clues' in the sentences in the
exercise, i.e. the first word in the correct sentence starts
with a capital letter and the last word has a full stop
after it.
• Ss work as a class or in pairs, rewriting the remaining
lines of the email.
• Individual Ss then read aloud the complete text with the
sentences in the correct order.
 Answers
2 I'm writing this on my new computer.
3 It's my brother's old computer.
4 I never write letters to my friends.
5 But I love sending them emails.
6 My brother doesn't write emails.
7 He plays computer games all the time.
8 Please write me an email soon.
(l\
7 11111• Sounds fun / e/ and /1/
a) Listen and repeat.
• Ss look at the picture. Ask: What do you think he's doing?
• Play the recording for Ss to read and listen only. Check
that Ss understand any new words, e.g. wicked, magician,
do tricks.
• Play the recording several times for Ss to listen and
repeat, chorally and individually. If necessary, isolate the
two short vowel sounds for Ss to repeat after you. Ss can
say the rhyme in a chain drill round the class, each S in
turn saying a line.
b) Listen again and underline the /e/ sounds in red
and the /1/ sounds in green.
• Play the recording several times if necessary for Ss to
listen and underline the sounds.
• Check Ss' answers by asking them to list all the words
containing each sound.
Answers
/e/ bg_st frjgnd Dg_nny gg_ts tg_n twg_lve thg_n Thg_n
/r/ wicked magician sits in his kitchen tricks big
hi.s dinner six
(l\
8 11 1s11 Chat room
Complete the conversation.
• Read out Evie's questions to the class. Point out that
there is more than one 'right' answer for questions such
as What do you like doing in the evening?
• Give Ss time to think of their replies to the questions,
then elicit example answers to each question.
Listen and practise with Evie.
'' Play the recording for several individual Ss to practise
with Evie.
Then play the recording for the class to listen and
practise with Evie. Tell Ss to say their responses very
quietly. Explain (in Ll) that this exercise is a 'rehearsal'
before Ss work in pairs in the next stage.
Then practise with a friend.
• Play the recording for the class to listen and repeat Evie's
part of the conversation.
• Ss practise the conversation, first in open pairs and
then in closed pairs. Tell Ss to take turns to be Evie and
themselves. If you have an odd number of Ss in the class,
ask a group of three Ss to work together. Monitor the
activity but try not to interrupt Ss' fluency. Make a note
of any general language problems to go over with the
class afterwards.
• Some of the pairs can act out their .conversations for the
class to hear.
(l\ •
9 111911 Game: The Bell family at home
• Give Ss time to look at the picture. Revise vocabulary by
asking: Where are A and B? What are they doing ?
• Play the first section of the recording for Ss to listen and
look at the example answer.
• Then play the complete recording for Ss to listen and
number the people in the picture.
• Check Ss' answers by playing the recording again,
pausing it after each item to check the answer.
Audio script
1 The Bell family are at home. Mr Bell is in the
kitchen. He's cooking dinner and he's singing along
with his MP3 player. Mr Bell can't sing!
2 His daughter Sarah's in her bedroom with her friend
Katie. Sarah's listening to music on her CD player.
She's dancing to the music at the same time.
3 Katie is lying on the bed. She's reading a magazine.
She's reading about her favourite pop singers.
4 Ben is sitting on the sofa in the sitting room. He's
watching a football match on TV. It's between
Chelsea and Arsenal. Chelsea is Ben's favourite
football team.
5 Luke is sitting next to Ben on the sofa. He's talking
on his mobile phone. He talks on his mobile a lot!
6 Mrs Bell is in the small bedroom upstairs. She's
working on her computer. She often works at home.
Answers
2b3c4e5f6a
I
Further practice
• Write on the board:
Sarah Katie Mrs Bell Ben Luke
• Play the recording for Ss to match the people in the
picture with the names on the board.
• Check answers by asking Ss to make sentences, e.g.
Sarah is in her bedroom. She's listening to music and
she's dancing.
What can you do?
• Read aloud each sentence, starting it with I can. Check
that Ss remember the meaning of I can expressing ability.
Explain (in Ll) that this section describes what Ss have
learnt to do in English in Lessons 1-5 . .
• For each I can sentence, elicit questions and answers
from the Ss and build up a short dialogue on the board
for Ss to practise in open pairs, e.g.
A: Hello. I'm (name). What's your name?
B: .. .
A: How old are you?
B: ...
A: Where do you live?
B: ...
• Encourage Ss to say how confident they feel about doing
each of the things in the I can sentences. Ss then work ,,
individually, ticking the boxes for the language they feel
they can use confidently. If most of the Ss feel they need
more practice in using a specific language area, look at
this again with the class and give extra practice.
27
:
~
 Is that bag yours?
LESSON OBJECTIVES
Structures
Question: Whose ... ?
Possessive pronouns: mine/yourslhis!hers!ours!yours/
theirs
Functions
Ask and say who things belong to
Vocabulary
School subjects (Memory check)
Possessions
Everyday phrases: What's the matter? This drink is
disgusting! Have a look [inside]. Excuse me, ... No
problem. Come on. Here's [our bus}.
Background information
• Embankment Station: London underground (tube)
station, near the River Thames and Charing Cross
train station. Outside Embankment Station, there
are stalls selling flowers, fruit and newspapers. The
newspaper stall in the photograph is advertising
the Evening Standard, a London local daily paper
which publishes four editions each day from
Monday to Friday.
• Pop Idol: (mentioned in Exercise 7 audio script) a
very popular TV talent contest for pop singers in
which viewers vote for their favourite contestant.
Getting started
• Revise some of the vocabulary for this lesson. Elicit
the names of everyday and classroom objects, e.g.
calculator, purse, wallet, diary, comb, keys, glasses,
sweets.
• Elicit some of the colours that come in the Rap in this
lesson: green, blue, orange, brown, red, gold, silver,
black, yellow, grey, white, red.
1 1f.1\ .
12011 Listen an d rea d
• Ask Ss to say who and what they can see in the picture.
Use the picture to introduce new words, e.g. scarf,
backpack.
• Play the recording several times for Ss to listen and read.
• Ask general comprehension questions, e.g. Does Ben
like his drink? (No), ls the bag Ben's? (No, it's the
woman's bag), ls the backpack Ben's or Alice's?
(It's Ben's).
• Divide the class into three groups to be Ben, Alice and
the Woman. Play the recording again, this time leaving
a pause after each speaker's section, for the groups
-to listen and repeat their lines and then change roles.
Encourage Ss to copy the stress and intonation patterns
of the speakers.
28
2 Check
• Ss work individually, referring to the dialogue and
marking the sentences right (.f), wrong ()<) or don't
know (?). Ss can compare answers in pairs before
checking answers as a whole class.
• When checking answers, ask Ss to correct the wrong
sentences. Check that Ss understand what a (Maths)
file is.
Answers
1 Right 2 Right 3 Wrong (it's in Ben's backpack)
Everyday phrases
• Ask Ss to read and repeat the phrases after you.
• Ask Ss to find each phrase in the dialogue and to suggest
what they say in their L1 for it.
3 ~ Memory check: School subjects
a) Complete the names of the school subjects.
• Look at the example with the class.
• Ss complete the exercise, working individually or in
pairs.
• Check Ss' answers by asking individuals to spell or write
the words on the board. Remind Ss that we usually write
school subjects with a capital letter at the beginning.
• Play the recording for Ss to listen to the pronunciation
of the words, paying particular attention to the word
stress in polysyllabic words. Then play the recording two
or three times for Ss to listen and repeat chorally -and
individually.
• Ss can then say the words in a chain drill round the class,
each S saying one word.
Answers
2 Science 3 Music 4 French 5 Geography 6 Maths
7 History 8 Physical education 9 English
10 Information and Communication Technology (JCT)
b) What other school subjects do you know?
• Ask the class to think of their own school timetable and
say which subjects were not in Part a) of this exercise.
Elicit the English names for the subjects and teach
new words, if necessary. (Other school subjects may
include: Biology, Physics, Chemistry, Food Technology,
Religious Education, Expressive Arts, Citizenship,
German, Spanish.)
Look and learn
• Give Ss time to read the sentences silently. Ss then
repeat the sentences after you. Point out the use of the
apostrophe in Ben's.
 !
~
Further practice Answers
• Choose three or four objects belonging to individual Ss.
Include plural as well as singular nouns to prepare Ss 2 mine 3 his 4 his 5 hers 6 theirs 7 yours 8 ours
for Exercise 5. Ask: Whose (bag) is it? Whose (pencils)
are they?
{,\ .
7 11n 11 listen l
4 {,\ d . • Read aloud the instruction. Tell Ss not to worry about
1122 11 New wor s: Possessions understanding every word the first time they hear the
a) listen and repeat. recording. They just need to find out which car it is. Play
• Play the recording several times for Ss to listen and the recording once and check the answer.
repeat, chorally and individually.
• Check that Ss understand the vocabulary. Ask Ss to hold Audio script
up or point to some of the items, e.g. a calculator, a Mrs Hunt: Listen! What's that?
folder, a file, glasses, keys, a purse. Rosie: It's only a car alarm.
Mrs Hunt: Whose car l.s it? Is it ours? Rosie, can you
b) Match. look out of the window?
• Ss work individually, matching the words and the Rosie: Mum! I'm watching TV! It's Pop Idol. Oh,
pictures. Tell Ss to make a note of the things that are not OK! No, it isn't ours.
in the pictures. Ss can compare answers in pairs before Mrs Hunt: Is it Mr and Mrs Baker's? They've got a big
checking answers as a class. · green car.
Rosie: No, it isn't theirs. It's a small red car.
Answers Mrs Hunt: Oh. Whose is that?
2 gloves 3 lunch box 4 purse 5 glasses 6 comb Rosie: It's OK. There's a man with a key. It's his.
7 wallet 8 hairbrush 9 folders 10 file 11 keys Great. Now please can I watch Pop Idol?
12 laptop ·
Things not in the pictures backpack diary sweets Answer
calculator
The small red car.

5 Act
a) Ask and answer who the objects belong to.
• Ask two Ss to read aloud the example questions and
answers. Point out the use of are they with plural nouns.
• Give Ss time to look at and match the objects and people
in Exercise 4.
• In open pairs, Ss ask and answer questions about all
the objects in Exercise 4. Ss can answer I don't know.
They're/It's not (Ben's), if they wish. Encourage the class
to cooperate and help each other correct any mistakes in
the questions and answers.
• Ss then work in closed pairs, taking turns to point to
the pictures in Exercise 4 in random order and ask and
answer questions. Monitor and help Ss correct any errors.
b) Check who the things belong to.
• Ask two Ss to read aloud the example questions and
answers. Elicit suggestions to complete the last answer
by saying who the glasses belong to, e.g.
A: Are they Alice's? B: No, they're not hers. They're
Adam's.
• Ss work in closed pairs, taking turns to point to the
pictures and ask and answer questions. Monitor and help
Ss correct any eiTors.
8 Write
• Ask one of the Ss to read aloud the example sentence.
Point out the use of I've got .. . Elicit three or four
sentences from Ss saying what they have got in their
pockets or school bag.
• Ss work individually, writing five or six sentences about
what's in their pockets or school bag. Monitor their
writing, helping .with vocabulary and pointing out any
errors to be corrected.
• In pairs or small groups, Ss read each other's texts.
, \ ID) r:\ ID)
9 1{1241 h .
1 ~ T e Possessions Rap
• Ss turn to page 92: Play the first recording for Ss to
listen and read. Check that Ss understand fhe colour
vocabulary.
Play the recording again, several times if necessary, for
Ss to listen and complete. After checking Ss' answers,
play the recording for them to listen and join in.
Answers
1 Yours 2 His 3 His 4 Mine 5 Theirs 6 Ours 7 His
8 Hers 9 Mine

6 Write • Play the second recording for Ss to say the rap on their
• Read aloud the instructions and the example sentence. If own with the backing track. If you wish, divide the class
you wish, do the second sentence with the class. into four groups to say one section each.
• Ss complete the exercise working individually. They can
compare answers in pairs before checking answers as a
class.
• After checking Ss' answers, ask three Ss to read aloud
the complete dialogue, taking the parts of Evie, Alice and
the Boy.

29
 Have we got any tomatoes?
. LESSON OBJECTIVES
Structures
Countable and uncountable nouns
Quantifiers: some/any
Functions
Ask and say what you have or haven't got
Vocabulary
Food (1)
Everyday phrases: Would you like a taste? Yum!
Don't panic!
Getting started
• Introduce the topic of food and revise some food
vocabulary. Ask Ss: What's your favourite fruit!
vegetable/drink? Do you like having barbecues? What
do you usually have for brealifast/lunch?
1 11\ •
11 2s 11 Listen an d rea d
• Ask Ss to look at and talk about the picture. Ask
questions, e.g. Who can you see? Where are they?
What are they doing? Encourage Ss to guess what Dad
is cooking on the barbecue and what the children are
talking about.
• Ask Ss to read and listen the first time to the recording
to answer the questions:
What's Alice making? (tomato sauce)
Have they got any ice cream? (Yes)
• Play the recording again for Ss to listen and read for
closer comprehension. Check that Ss understand the
food vocabulary in the dialogue.
• Play the recording again, this time leaving a pause
after each speaker's section, for Ss to listen and repeat,
chorally and individually.
i
~ Everyday phrases
• Ss read and repeat the phrases after you.
• Ask Ss if they remember what was 'disgusting' in
Lesson 6 (Ben's drink). Ask Ss what they say in their L1
for Yum! and Don 't panic!
f ..
2 Check
• Ss work individually, reading the sentences and refening
back to the dialogue to complete them.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
1 in the fridge 2 a tomato sauce 3 tomato sauce
4 strawberries
30
11\
3 11 26 11 New words: Food (1)
a) Listen and repeat.
• Play the recording several times for Ss to listen and
repeat, chorally and individually. Pay particular attention
to word stress in polysyllabic words.
• Check that Ss understand the vocabulary by asking them
to translate the words into their Ll.
b) Match.
• Ss work individually or in pairs, matching the words
and pictures and finding the things that are not in the
pictures. Monitor and help where necessary.
• Check Ss' pronunciation when checking their answers.
Answers
2 bread 3 biscuits 4 sugar 5 rice 6 tea (bags)
7 coffee 8 salt 9 jam 10 yoghurt 11 butter 12 cheese
13 eggs 14 milk 15 steak 16 sausages 17 chicken
18 bananas 19 potatoes 20 tomatoes 21 carrots
22 beans
Things not in the pictures strawberries mushrooms
pasta cream
Further practice
• After checking answers, Ss can work in pairs and test
each other on the vocabulary. Ss cover the words in Part
a) and take turns to point to a picture in Part b) and ask
their partner: What's this/are these? (It 's ...!They're ... ).
Look and learn
• If possible, bring three or four food items to the lesson
to demonstrate countable and uncountable things (e.g.
biscuits, bananas, salt, coffee).
• Ask Ss to repeat the phrases in the box after you. Point
out that some is used with plural countable nouns (e.g.
eggs) and with uncountable nouns (e.g. milk).
4 Write
a) Write the words in Exercise 3 in the two circles:
countable (things you can count), uncountable
(things you can't count).
• Read the instructions and example words with the
class. Ss work individually, writing the two lists. Ss can
compare answers in pairs before checking answers as a
class. If Ss ask, explain that we can use nouns like steak
as countable nouns when we mean a piece of steak for a
meal, e.g. He cooked two steaks.
Answers
Countable biscuits sausages strawberries tomatoes
beans bananas carrots potatoes mushrooms eggs
Uncountable tea coffee bread butter jam honey
steak sugar rice cheese yoghurt chicken milk salt
pasta cream
b) Put the words in these five groups.
• Read aloud the instructions and the example words in
the five groups. Check that Ss understand the meaning of
dairy foods. Ss work individually or in pairs, writing the
five lists of words and finding the four words that do not
go into a group. Monitor and help as necessary.
Check Ss' answers by asking five Ss to write one list
each on the board. The rest of the class can see if their
lists are the same as the lists on the board. Notice that Ss
may list 'milk' under 'dairy food' and under 'drinks'.
Answers
Meat chicken sausages steak
Dairy food butter cheese yoghurt milk eggs cream
Sweet things sugar biscuits jam honey
Fruit and vegetables potatoes strawberries tomatoes
beans bananas carrots mushrooms
Drinks tea coffee
The four words that do not go into these groups
bread rice salt pasta
G
s 112111 Game
• Read out the instruction and check that Ss understand
what to do. Give them one or two examples before you
play the recording, e.g.
1 Tomatoes are meat (F). 2 Biscuits are sweet (T).
• Ss copy the card into their notebo~ks. . , ,
Play the recording once for Ss to hsten and wnte T or
'F' in the squares next to the numbers on their card.
• Play the recording again, pausing after each item to
check Ss' answers.
Audio script
1 Beans are vegetables. 2 You can drink butter.
3 Bananas are yellow. 4 You can eat coffee. 5 Eggs
are fruit. 6 You can have jam on bread. 7 Strawberries
are meat. 8 Cheese and cream are dairy foods.
Answers
1T2F3T4FSF6T7FST
Look and learn
• Ask Ss to look back at the first Look and learn box on
this page and find the phrases using some. Check that Ss
understand that we use some in positive statemen~
• Ss then read the sentences containing some and any in
the second Look and learn box and repeat them after
you. Point out that we use some in positive sentences. and
any in questions and negative sentences. (In the Rap m
Exercise 8, Ss use some in the polite question form when
offering food and -drink, i.e. Would you like some ·: . ? .
You may wish to mention this to Ss here or leave it until
Ss come to the Rap.)
• If you wish, ask Ss to look back at the conversati.o~ i~
Exercise 1 and find and read out sentences contammg
some or any.
6 Speak
• Read aloud the instructions and check that Ss understand
what to do. Ss work individually, choosing and writing
down their five things in their fridge.
• Ask two students to read aloud the example dialogue.
Point out the reply: No, I haven't, but I've got some ...
• Ask two or three pairs of Ss to work in open pairs,
asking and answering questions about the food in their
fridge. Encourage peer correction of any errors.
• Pupils then work in closed pairs, taking turns to ask and
answer questions. Monitor and point out any errors for
the pairs to correct. If necessary, go over any common
language problems with the whole class afterwards.
7 Read and write
a) Read ~nd complete Holly's recipe.
• Read aloud the introduction to the text. Check Ss know
the pronunciation of recipe /'res1pi/.
• Elicit the first answer from the Ss.
• Ss work individually or in pairs, looking at the pictures
and completing the text.
• Check answers by asking individuals to read aloud the
sentences and spell the missing words.
Answers
1 mushrooms 2 cheese 3 tomatoes 4 ice cream
5 strawberries
b) Write your own recipe for your ~
favourite pizza.
• Ask Ss to look at Holly's recipe. Point out the use of You
need ...
• Ss work individually, writing their own recipe. Monitor
and help with vocabulary and spelling where necessary.
• In groups or as a whole class, Ss read aloud th~i~ recipes.
If you wish, the class can vote for the most dehc10us or
most unusual (or most disgusting!) pizza.
8 ~t ffiU.\[p The Food and Drink Rap
• Ss turn to page 93. Play the first recording for Ss to listen
and read. Check that Ss understand the vocabulary. Point
out the use of some in the polite question Would you like
some ... used when offering something to eat or drink.
• Play the recording again, several times if necessary, for
Ss to listen and complete.
• Check answers by asking individuals to say the lines and
write the missing words on the board.
Answers
1 milk 2 biscuits 3 jam 4 bread 5 tea 6 milk
7 biscuits 8 jam 9 bread 10 cheese 11 tea 12 rice
13 chicken 14 steak 15 cake 16 rice 17 chicken
18 cake
• Students then listen and join in. Divide the class into two
groups. One group asks the questions and the other group
replies. .
• Play the second recording for Ss to say the rap on their
own with the backing track.
31
 There isn't much traffic.
LESSON OBJECTIVES
Structures
Countable and uncountable nouns
Quantifiers: much/many/a lot of
Functions
Ask and talk about places in town
Vocabulary
Places in town (Memory check)
Everyday phrases: Thank you so much for [the card].
I hope you 're well. We can just see the sea. I must
stop now. Love from [Grannie].
Background Information
• Westcliff-on-Sea /,westkhf on 'si:/: population just
over 37 ,800. A seaside town in Essex in the south-
east of England. Westcliff-on-Sea is situated on the
northern side of the mouth of the Thames Estuary
and about 54.7km east of London.
• limerick /'hm;}nk/: a humorous five-line rhyming
poem with a regular rhythm and, ideally, with a
surprising last line.
Getting started
• Revise the use of countable and uncountable nouns with
some and any. Ask Ss to look back at the pictures of
food on page 16. Write on the board:
Is/Are there any . . . ?
Yes, there is/are some .. . and there is/are also some ...
No, there isn't/aren't any ... but there is/are some ...
• Ask and answer questions (T-S and then S-S) about
jam, carrots, tea, eggs, steak, pasta, strawberries,
cheese, etc.
• Ask Ss to look at the pictures and captions on page 18
and give their impressions of the house (big? modern?)
and the places (busy? nice?). Ask Ss if there is a pool
and fitness centre in their town or area. (If there is, do
I · .. they go to it? What do they do there?)
• Play the recording several times for Ss to listen and read.
• Check that Ss understand the relationship between
the people. Ask: Who are the woman and man in the
photos? (Ben and Alice's grandparents), Where do they
live? (In Westcliff-on-Sea in Essex), Who are the children
in the photos? (Sam and Polly/Ben and Alice's cousins).
Draw Ss' attention to the layout of the address and date
in the top right-hand corner of the letter. If you have
a large map of the UK, display it for Ss to see where
~ Westcliff-on-Sea is.
32
• Play the recording again, this time pausing at the end of
each sentence for the class to listen and repeat the second
paragraph of the letter, chorally and individually.
2 Check
• Look at the example answer with the class. Advise Ss
to read through all the parts of the sentences before they
start matching them. Ss work individually, referring back
to the letter and matching the two parts of the sentences.
• Check answers by asking individuals to read out the
sentences.
• Check that Ss understand any new vocabulary in the
letter.
Answers
2f3a4e5d6b
Everyday phrases
• Ask Ss to read the phrases and find them in the fetter.
Ask Ss what they say in their L1 for each of the phrases.
(1\
3 113011 Memory check: In town
• Read aloud the instruction and look at the example item
with the class. If you wish, elicit the second answer
from the class before Ss complete the exercise, working
individually or in pairs.
• Check Ss' answers by asking individuals to write the
words on the board.
• Play the recording for Ss to listen and repeat the words.
Answers
2 book shop 3 supermarket 4 swimming pool 5 pet
shop 6 car park 7 bus stop 8 cafe 9 computer shop
10 station
(1\ .
4 11 31 11 New words: In town
• Play the recording several times for Ss to listen and
repeat the words, chorally and individually. Check that
Ss understand the meaning of the words by asking them
to translate them into their Ll.
Look and learn
• Ss read and repeat the sentences after you. Point out the
use of a lot of (with countable and uncountable nouns) in
positive statements and the use of many (with countable
nouns) and much (with uncountable nouns) in questions
and negative sentences.
• Ask Ss to look back at Granny's letter and find and read
aloud sentences containing a lot of, much or many.
• Also draw attention to the use of there is and is there?
with uncountable nouns.
5 Speak
• Give Ss time to read through the chart and the example
sentences. Then ask two Ss to read aloud the example
sentences.
• Work through the remaining sentences with the class.
Tell Ss to make 'sensible comparisons' (e.g. comparing
the numbers of 'theatres' and 'cinemas') rather than
comparing things that are very different (e.g. 'fast food
places' and 'bookshops').
• Ss then work in pairs, taking turns to say sentences using
the information in the chart. Monitor and help Ss correct
any errors if necessary.
Suggested answers
The re are a lot of cinemas but there aren't many
theatres.
There are a lot offast food places but there aren't many
restaurants.
There are a lot of supermarkets but there aren't many
book shops.
There are a lot of sports centres but there aren't many
parks.
Further practice
• To give further practice and also prepare for Exercise 7,
ask Ss to look at the chart and make similar sentences
about their own town or a place they know well.
Encourage Ss to use other words from Exercises 3
and 4 as well as words in the chart, e.g. In (name of
town), there are a lot of (cafes) but there aren't many
(restaurants).
6 Write
• Look at the example sentence with the class. Ss complete
lhe exercise working individually.
Check Ss' answers by asking individuals to read aloud
lhe sentences.
After checking answers, Ss can practise reading aloud
lhe dialogue in closed pairs. Monitor and correct any
erious pronunciation errors.
Answers
2 a lot of 3 many 4 many 5 much 6 much 7 a lot of
8 much 9 much
1 Act
Tell Ss that Student A is the British friend.
sk two students to read aloud the example question and
answers.
Give Ss time to think about the places in their town or
area and, if they wish, make a note of the things they
'ant to ask about. Encourage Ss to use words from
E 'ercises 3 and 4.
work in pairs, taking turns to ask and answer
questions. Monitor and point out any errors for the pairs
co correct.
ome of the pairs ask and answer two or three of their
questions for the class to hear.
(.j\ •
8 i132 11 Listen
• Read aloud the instruction. Give Ss time to study the
map and the key before you play the recording.
• Play the recording once and see if Ss can answer the
question. If necessary, play the recording again.
Audio script
Adi: I don't like my town very much. It's boring.
There's a small park and a big supermarket
and I know there are a lot of shops, cafes and
restaurants but there isn't much to do in the
evening. There's a big cinema but that's all. I
do a lot of sport and there isn't a sports centre
or a swimming pool. It's not my favourite place
to live!
Tasha: Our town centre is really nice. There are a lot
of cafes and restaurants and there's a small
park. There are a lot of shops and there's a big
supermarket. I know there aren't many music
shops and there's only one computer shop but
I don't mind. The cinema is big and modern.
There's a good sports centre and a really nice
swimming pool. There's lots to do here.
Answer
Tasha 's town
9 Write
• Read out the instruction. Look back at Granny's letter
with the class. Point out that Ss are writing an email,
not a letter, so they don't need to write their address.
Remind Ss to use much, many and a lot of in their email.
Elicit two or three example sentences about the Ss' own
town(s).
• Monitor Ss' writing, helping with vocabulary where
necessary and pointing out any errors to be corrected.
• In pairs or small groups, Ss read each other's emails.
(.j\ •
1 o ti ll I• Listen
• Use the picture to introduce the phrase traffic jam.
• Play the recording for Ss to listen and complete the
limerick. Check that Ss understand that 'L.A.' means
'Los Angeles' .
• Play the recording again, several times if necessary, for
Ss to listen and join in. Ss may like to 'beat' time gently
with their hand as they-say the limerick.
Audio script
~
Melissa, a girl from L.A.,
Wants to go shopping today.
She gets in her car,
But doesn't go far,
There's a big traffic jam in her way.
I
Answers
1 shopping 2 car 3 big
I
33 I
 Is fast food bad for you?
LESSON OBJECTIVES
Structures - revision
Countable and uncountable nouns: some/any, a lot of/
much/many
Adverbs of frequency
Present simple
Vocabulary - new
balanced, carbohydrates, chips, contain, fat, good for
you, healthy, meal, minerals, nuts, protein, vitamins
Skills
• To relate the content of the lesson to topics from
other subjects in the school curriculum
• To read and understand factual information using
visuals and texts
• To learn and use new words concerned with health
and food
• To listen to a recording and transfer facts to a table
• To ask and answer questions about meals
• To read a Study tip and use a dictionary to check
meaning and find out if words are countable or
uncountable
• To list the food you eat and comment on your diet
Background information
• Many British children study Food and Nutrition at
school. Over recent years, a lot of attention has been
given to making school dinners healthier and more
nutritious.
Getting started
• Give Ss half a minute to work in pairs or small groups,
saying all the food words they can remember.
• Ss then take turns to tell the class the words they have
thought of and see how many different 'food' words they
know in English.
(1\
1 113411 Read
• Read aloud the title of the lesson (/s fast food bad for
you?). Elicit examples of 'fast food' from the class. If
appropriate, introduce some of the new words used in
this lesson. Ask Ss what the most popular 'fast food' is.
• Ask Ss to look at the photos and identify the food in th(;!
photos. - on the board. The rest of class see if they agree.
• · Play the recording of the text about Joe for Ss to listen
and read. Ask Ss to find out what Joe eats at four
o'clock (a banana) and what his favourite meal is (fish
and vegetables). Play the recording again if necessary.
Enc_ourage Ss to_use the context and their own general
~ knowledge to guess the meaning of new words.
• Then play the recording of the text about Katie for Ss
to listen and read. Ask them to find< out what she drinks
34
(cola and tea with a lot of sugar). Play the recording
again if necessary.
• Write on the board:
1
Too much fast food is bad for you because it's got a lot
.\. \ ' of ... and a lot of ...
• Now play the recording of the text about Dr Fox for Ss
to listen and read. Ask Ss to complete the sentence on'
the board. Ss can check the answer in pairs. Play the ,
recording again if necessary. (Answers: fat, sugar)
New words
• Give Ss time to read the words and find them in the texts.
Check that Ss understand the meaning of the words and
encourage them to guess the meaning of new words from
the context and their own general knowledge. Where
appropriate, ask Ss to translate the words into their Ll.
Ss repeat the words after you. Check word stress in
polysyllabic words, e.g. vitamins /'v1tgmmz/, minerals
/'mmgrglz/, protein /'prgutl:n/ and carbohydrates
/,ka:bgu'ha1dre1ts, -drgts/.
2 Check
a) Make lists of who likes what .
....-. Read aloud the instruction and the exa mple items.
• Ss work individually or in pairs, making lists of what Joe
likes and what Katie likes.
• Check answers by asking individuals to write the items
in two lists on the board and say them. C01Tect any
pronunciation errors and ask Ss to repeat the words after
you.
Answers
Joe apples nuts vegetables bananas brown bread
yoghurt fruit juice fish
Katie cola sugar tea white bread honey chips ice
'cream hamburgers chocolate biscuits jam peas
potatoes
b) Read what Dr Fox says and complete the table.
• Read through the table and example entries with the Ss.
• Ss work individually, reading what Dr Fox says and
completing the table. They can compare answers in pairs
before checking answers as a class.
• Draw the outline table and headings on the board. Check
Ss' answers by asking individuals to complete the table
Answers
Carbohydrates bread pasta rice
Vitamins and minerals vegetables (Why?) Keeps you
healthy
Proteinfish eggs (Why?) Makes you strong
Fat cheese (Why?) Makes your teeth strong

• Read aloud the instructions and check that Ss understand
what to do.
• Ask students to remember which food groups give
you vitamins. If necessary, refer back to the table in
Exercise 2b.
• Play the recording twice for Ss to listen and complete the
table. Give Ss time to tick the food containing vitamins
before checking their answers.
• After checking Ss' answers, play the recording again and
ask:
Where has Luke been? (at a [football] match)
What does Jed think about apples? (They're boring.)
What's a 'sour' apple? (It's not sweet.)
Audio script
Luke: Hi!
Mum: Hi, Luke. Was it a good match?
Luke: Yes, great. Mum, I'm thirsty. Is there any orange
juice?
Mum: Yes, there is, It's in the fridge.
Luke: Great. And can I have some ice cream?
Mum: All right.
Jed: Hi, Mum.
Mum: Oh, hello, Jed. Luke is having some ice cream.
Do you want some ice cream too?
Jed: Cool. Yes, please. And a glass of milk.
Mum: Here you are.
Jed: Thanks. And can I have some chocolate biscuits?
I'm really hungry.
Mum: OK, Jed. But you must have an apple, too.
Jed: Oh, Mum! Apples are boring.
Mum: No, they aren't!
Jed: Oh, OK. Ugh! This apple is sour!
Mum: Come on! Eat it! You need your vitamins.
Answers
Luke eat - ice cream
Jed drink - a glass of milk eat- ice cream chocolate
biscuits apple (.I)
Speak
a) Write a list of what you usually have for
breakfast, lunch and dinner.
• Give Ss time to think about their answers and ask you for
any new vocabulary they need.
S work individually, writing their lists. Monitor the
activity. Help Ss with spelling of any new words and
ncourage them to use their dictionaries to check
pelling.
) Jalk to your partner about his/her meals.
In open pairs, Ss ask and answer questions about their
breakfast, lunch and dinner.
then work in closed pairs, taking turns to ask and
· wer questions about their meals. Tell Ss to remember
eir partner's answers so that they can report back to the
l s.
her practice
cum, Ss tell the class about their partner's meals.
courage the class to say which ·soFt of meals are very
thy and which are not very healthy.
Study tip
Using a dictionary (1)
• Ensure that Ss have access to good dictionaries for this
exercise. Read aloud the Study tip. Ask Ss to look up
butter in their dictionary and see if it shows that butter
is an uncountable (U) noun (n). Explain that most
dictionaries do not use the letter 'C' after countable
nouns. We can assume the noun is countable unless the
letter 'U' appears after it. Point out that a good dictionary
will also give information about stress and pronunciation
and will have a reference page for the phonetic alphabet.
• Ss work individually or in pairs, looking up the words to
find if they are countable (C) or uncountable (U).
• When checking answers, also check pronunciation of the
words.
Answers
flour U pineapple C rice U cheese U sausage C
vinegar U
Further practice
• Write five or six more words on the board, e.g.
1 bread 2 honey 3 yoghurt 4 hamburger 5 pea 6 fruit
7 pasta
Ask Ss to work individually, looking up these words
in their dictionary to check if they are countable or
uncountable.
Answers
lU2U3U4CSC6U7U
• Ss work in pairs, writing six sentences containing some
of the words from the Study tip and the words on the
board. Monitor and point out any errors for the pairs of
Ss to correct.
Project
The food I eat
a) Make three lists. In list (1) write the things you
eat a lot of, in list (2) write the things you don't
eat much of and in list (3) write the things you
don't eat any of.
• Read through the instructions and the example lists with
the Ss.
• Ss work individually, writing their thr€!e lists. Monitor
and help with any new vocabulary, if necessary.
b) Say if you think you have a healthy diet or not
and why.
• Ask one of the Ss to read aloud the example sentences.
Draw Ss' attention to the use of many, much and a lot of
in the sentences.
• Build up, with the Ss, another example text on the board
for a person who has a healthy diet, e.g. 'I think I have a
healthy diet. I eat a lot of ... I don't eat much/many ... '
Ss work individually, writing their own texts and saying
if they have a healthy diet or not and why. Monitor and
help Ss correct any errors.
• Ss then work in pairs or small groups, taking turns to
read out their texts.
35
 Revision
• Check Ss' answers by asking individuals to read out the
words. C01Tect any pronunciation errors.
Language revised
Lessons 6-8
Answers
Vocabulary - new
buns, newsagent, terrible

1 Complete the puzzle.

• Read aloud the example clue and answer. If you wish,
do the second item with the class.
• Ss complete the puzzle working individually or in pairs.
• Check Ss' answers by asking individuals to read out the
sentences and spell the missing words.

Answers
2 purse 3 diary 4 gloves 5 laptop 6 glasses
7 backpack 8 hairbrush 9 calculator

2 Complete the dialogue with mine,

yours, his, hers, ours or theirs.
• Advise Ss to read through the dialogue quickly for
general understanding before they start completing it.
• Ss work individually, completing the exercise.
• Check Ss' answers by asking·individuals to read out the
sentences.
Answers
2 mine 3 ours 4 theirs 5 hers 6 His 7 mine
Further practice
• Choose a group of six Ss to come to the front of the
class and take the roles of Rick, Beth, Zoe, Lisa, Megan
and Alex. Rick, Beth, Zoe and Lisa have their own bags
with them. There is one extra bag (any colour except
blue) on the floor beside Rick. The group reads and acts
out the dialogue.
• Another group of six Ss can then come to the front of
the classroom and act out the dialogue.
3 Find the ten school subjects in the
wordsquare.
• Look at the example answer with the Ss. Point out that
the words can be written diagonally, across, down and
may be spelt left to right or right to left. Ask Ss to look
at the last five letters in the top row and find the word
Music spelt backwards.
• Ss work individually or in pairs, finding the school
subjects. Monitor and help if necessary.
• The pairs then form groups of four and compare their
words in the puzzle. If any of the Ss have not found ten
school subjects, the rest of the group c~n help them.
Further practice
• Ss work individually, writing three or four sentences
-using some of the school subjects, e.g. My favourite
subject is (Art)./! don 't like (Games).!We have a lot of
Maths homework at the weekend. Monitor and point out
any errors for Ss to correct.
• In a chain drill round the class, each S reads out one of
their sentences.
4 Complete the words. Write (C) for
countable or (U) for uncountable
after each word.
• Look at the example answer with the class.
• Ss work individually, completing the words.
• Check spelling and pronunciation when checking Ss'
answers.
Answers
2 Sausage (C) 3 Butter (U) 4 Tomato (C) 5 Rice (U)
6 Sandwich (C) 7 Carrot (C) 8 Honey (U)
Further practice
• In pairs, Ss choose four or five words and write sentences
containing the words. Give one or two example sentences
first, if you wish, e.g. omatoes contain vitamins.!There
aren't many tomatoes left. ·

36
• Monitor Ss' writing and point out any errors for the pairs
to correct.
• In turn, Ss read out some of their sentences to the class.
5 Complete the dialogue with some
or any.
• Advise Ss to read quickly through the dialogue for
general understanding before they start completing it.
• Ss c12.mplete the dialogue working in pairs. '
• When checking answers, point out (in Ll) that we
use some in a request if we expect a positive answer,
e.g. Can I have some bread? (answer 6) a~d in polite
questions offering something to eat or drink, e.g. (Would
you like) some honey? (answer 7)
Answers
2 some 3 any 4 any 5 some 6 some 7 Some 8 any
9 any 10 some
Further practice
• After checking answers, Ss work in pairs, reading
aloud the conversation. Monitor and correct any serious
'pronunciation errors. · down the places. Ss can compare answers in pairs before
6 Complete the sentences with much,
many or a lot of.
• Check Ss' answers by asking individuals to read aloud
the sentences. ' 6 music shop 7 cinema 8 cafe 9 bakery 10 restaurant
Answers
2 much 3 many 4 many 5 (l lot of 6 much
(1\
7 113611Sounds fun /re/ and /A/
a) Listen and repeat.
• Ss look at the picture and guess what's in the girl's lunch
box. ~
• Play the recording once for Ss to read and listen. Then
play the recording several times for Ss to listen and
repeat. If necessary, isolate the two short vowel sounds
for Ss to repeat after you. If you wish, Ss can say the
sentences in a chain drill round the class, each S in turn
saying a sentence.
b) Listen again and underline the /re/ sounds in red
and the /A/ sounds in green.
• Play the recording, several times if necessary, for Ss to
listen and underline the sounds.
• Check Ss' answers by asking them to list all the words
containing each sound.
Answers
/re/ Ann jqm sqndwiches bqckpack
/Al lgnch (box) hgndred hQney bgns
(1\
8 113711Chat room
Complete the conversation.
• Read aloud Ben's questions and eilcit example answers
from the Ss. ·
• Give Ss time to think of their replies to Ben and to
ask you ff _they need any help with vocabulary or
pro~unciation.
Listen and practise with Ben.
Play the recording several times for individual Ss to give
their answers.
• Then play the recording for the class to rehearse their
answers, speaking very quietly.
Then practise with a friend.
• Play the recording for Ss to listen and repeat Ben's part.
! • Ask two or three pairs of Ss to say their conversation.
• Ss w ork in closed pairs, taking turns to ask and answer
the questions. Monitor the activity but do not inte1rnpt
Ss' fluency. Make a note of any general language
difficulties to go over afterwards with the whole class.
• Some of the pairs can act out their conversation for the
class to hear.
9 Puzzle: Where are they?
• Look at the example item with the class. Do the second
item with the class.
• Ss work individually, reading the sentences and writing
checking answers as a class.
Answers
2 newsagent's (introduced in New Sky Students' Book
1) 3 computer shop 4 post office 5 sports centre
Further practice
• Ask Ss to use some of the words in sentences describing
their town or area, e.g. There aren't many cinemas in
(name of town). There's a new Italian restaurant in
(name of town).
What can you do?
• For each I can sentence, elicit questions and answers
from the Ss and build up short dialogues. Write prompts
on the board for Ss to make dialogues in open pairs, e.g.
1 A: Is this your (bag)? Whose (bag) is this?
B: ...
2 A: What have you got in your bag/lunch box? Have
you got any (biscuits)?
B: ...
3 A: Tell me about this town. Are there many (parks)
here?
B: ...
• Ss then work in closed pairs, taking turns to ask and
answer questions, using the prompts on the board.
• Encourage Ss to say how confident they feel about doing
each of the things in the I can sentences. Ss then work
individually, ticking the boxes for the language they feel
they can use confidently. If most of the Ss feel they need
more practiCe in using a specific language area, look at
this again with the class and give extra practice.
37
 Were they American?
LESSON OBJECTIVES
Structures
Past simple: be: positive, negative and questions
functions
Ask and talk about famo us people
Vocabulary
Professions
Dates
Everyday phrases: Know-all! Don't be silly! How sad
is that!
Background information
• Marilyn Monroe /,mrer;;ihn m;;in'r;;iu/ (1926-1962):
Born in Los Angeles, USA She was a Golden
Globe Award winning actress, singer and model.
• Abba /'reb;;i/ and the musical Mamma Mia /,mrem;;i
'mi:;;i/: see Lesson 2 Background information.
• The Beatles /oa 'bi:t;;ilz/: see SB page 92 for
information about The Beatles.
• The Wright /rait/ brothers: Orville /'-:J:v1l/
(1871-1948) and Wilbur /'wilba/ (1867-1912) were
American aviators who designed and built the first
heavier-than-air flying machine. It flew for 120 feet
(36.576 metres) in 1903.
• Ludwig van Beethoven /,ludv1g vren 'be1th;;iuvan/
(1770--1827): born in Bonn, Germany. His nine
symphonies rank as the greatest ever written.
• Johannes Brahms /jau,hrenas 'bra:mz/ (1833-1897):
born in Hamburg, Germany. His works include the
'German Requiem' and four symphonies.
• Christopher Columbus /,knstafa ka'lAmbas/
(1451-1506): born in Genoa, Italy. In 1492, he
discovered the Bahamas, Cuba and other West
Indian islands. In 1498, he landed on the lowlands
of South America.
• John Cabot/,d3on 'krebat/ (1425-1500): born in
Genoa, Italy, but settled in England. He discovered
Newfoundland and Nova Scotia. The English claim
to North America was founded on the voyages of
John Cabot and his son Sebastian.
• Stan Laurel /,stren '!oral/ ( 1890-1965) and Oliver
Hardy /,ohva 'ha:di/ (1892-1957): American
comedians who made some very funny films,
including Another Fine Mess (1930).
Getting started
• Revise the use of the Present simple and introduce the
theme of 'famous people' by asking Ss: Who is your
favourite singer/film star/writer? What nationality is he/
she? If appropriate, present some of the new words to be
used in this lesson.
38
an d rea d
(1\ •
1 tf 3811 Listen
• Ask Ss to look at and talk about the photo. (Who can you
see? Where are they? What are the posters about ?1 Ask
-ss if cinemas in their coiilltry show posters of famous
films from the past as well as posters of films that are on
at the moment.
• Play the recording several times for Ss to listen and read.
Ask Ss: Who is Ben's da![§_ favourite group ? (Abba).
• r DiviCletlie class into three groups to be Ben, Alice and
Tessa. Play the recording again, this time leaving a pause
after each speaker's section, for the groups to listen
and repeat their lines chorally and then change roles.
Encourage Ss to listen carefully and copy the speakers'
intonation and stress patterns.
Everyday phrases
• Ask Ss to read and say the phrases after you. Ask Ss
what they say in their LI for Know-all! and How sad is
that! -
2 Check
• Ss work individually, referring to the dialogue and
completing the sentences.
• Check that Ss say the dates correctly.
Answers
2 1926 (nineteen twenty-six) 3 1962 (nineteen sixty-
two) 4 36 (thirty-six) 5 1970s (nineteen seventies)
6 a (Swedish) pop group (from Sweden)
tf 39 ll New words: Pro fess1ons
3 (1\ .
• Play the recording several times for Ss to listen and
repeat the new words. Pay particular 'attention to correct
- word stress._Check that Ss understandt he vocabulary. ·
(1\
4 1140 11 Dates
• Give Ss time to read through the table. Play the recording
for Ss to listen and repeat the dates chorally and -
individually.
Look and learn
• Give Ss time to read through the sentences. Ss then
repeat them after you. Point out that we use was/wasn't_
with I and the third person singular (he/she/it).
• Ask Ss to look at the dialogue to read out more sentences
about ~arilyn Monroe containing was/wasn't.
5 Speak
a) Ask an~ ~~wer questions about Elvis Presley.
Ask the class to look at the information about Elvis
1 "'" Presfoy /,elv1s 'prezli/. Ss read and say the questions and
answers after you.
• Ask several pairs of Ss to ask and answer the questions
about Elvis Presley in O£en pairs.
b) Now ask and answer questions about the other
people in the pictures.
Give Ss time to look at the pictures and information in
the box. Ss repeat the names after you: 1 Elvis Presley
/,elv1s 'prezli/, 2 William Shakespeare /,wrljgm 'Je1ksp1g/,
3 Pablo Picasso /,preblgu pr'kresgu/, 4 Frederick Chopin
/,fredgnk 'fgupren/, 5 Audrey Hepburn /,;:i:dri 'hepb3:n/.
Ask open pairs of Ss to make the dialogues about the
people in the pictures.
Ss work in closed pairs, taking turns to ask and answer
the questions about each of the people. Monitor and -
point out any errors for Ss to correct.
Example answers
2 William Shakespeare A: Who was he? B: He was
a writer. 3 Pablo Picasso A: When was he born?
B: He was born in 1881. 4 Frederick Chopin A: What
nationality was he? B: He was Polish.
l ook and learn
• Ask Ss to repeat the sentences in the box after you. Point
out that were is used with you; we and they.
Ask Ss to compare these sentences with the ones for /, he
and she in the first Look and learn box on this page.
• Ask Ss to look back at the dialogue in Exercise 1, then
read out sentences about Abba containing were!weren 't.
6 Speak
a) Match the information to the people.
• Ss work as a class or in groups of four or five, matching
the people (1-5) with the information (a-e).Emphasise
they are not being tested on their general knowledge -
this is a fun activity to prepare for Part b) of the exercise.
Answers
lc2e3a4b5d
b) Ask and answer questions about the people in
Exercise 6a).
• Work through the example dialogue with the class.
• Ask open pairs of Ss to make the questions and answers
about the other people.
• Ss then work in closed pairs, taking turns to ask and
answer questions. Monitor and point out any errors.
Answers
1 The Beatles: (They were) a pop group. (They were)
English.
2 The Wright brothers: ... inventors . ... American.
3 Beethoven and Brahms: ... composers. ... German.
4 Columbus and Cabot: .. . explorers . ... Italian.
5 Laurel and Hardy: ... comedians . ... . American.
f1\ .
7 Listen
11 41 11
• As Ss listen, encourage them to give their own answer
(right(,/) or wrong()()) before they hear the answer
on the recording. Explain that some of the questions
are about people in this lesson. Ss will have to use their
general knowledge to answer the other questions.
• Play the recording again for Ss to listen and repeat.
Audio script and answers
Hello and welcome! It's time for the Right or Wrong
Quiz. Remember the rules?
I say a sentence about a famous person, or some
famous people, and you must say Right /pling!/ or
Wrong /bong!/.
1 Madame Curie was a famous Polish scientist.
Right or Wrong? /pling!/The answer is Right.
Madame Curie was a famous Polish scientist.
2 The Wright brothers were American composers.
Right or Wrong? /bong!/Wrong!
The Wright brothers weren't composers, they were
inventors.
3 Bob Marley was a Jamaican inventor. Right or
Wrong? /bong!/Wrong!
Bob Marley wasn't an inventor, he was a Jamaican
reggae singer.
4 Giuseppe Verdi was an Italian composer.
Right or Wrong? /pling!/That's right.
Giuseppe Verdi was a famous Italian composer. He
composed many great operas.
5 The Spice Girls were French pop singers.
Right or Wrong? /bong I/Wrong!
The Spice Girls weren't French. They were British.
Can you name two of them?
6 Marilyn Monroe was a British film star.
Right or Wrong? /bong!/ Wrong!
Marilyn Monroe wasn't British. She was an
American film star.
What was your score? Was it 6? Listen again tomorrow
for some more questions in the Right or Wrong Quiz!
8 Write
a) Ask one of your parents or grandparents about
their life.
• If appropriate, set the activity for homework to allow
time for Ss to interview a parent or grandparent.
b) Write their answers.
• Ss write the answers in full sentences. Monitor and point
out any errors to be corrected.
f1\
9 1142 11 ffi&[p The Mystery Man Rap
• Ss turn to page 93. Play the first recording once for Ss
to listen and read . If you have a large map of the world,
display it for Ss to find the places mentioned in the rap.
• · Play the recording again, for Ss to join in.
• Play the second recording for Ss to say the rap on their
own with the backing track. If you wish, divide the class
into three groups to say a verse each.
39
 They explored space.
LESSON OBJECTIVES • Check Ss' answers by asking individuals to read aIOud
the sentences. After checking answers, ask Ss if they
Structures want to be a tourist in space (why? why not?).
Past simple of regular verbs: positive, negative and
questions Answers
2 person in space 3 108 minutes 4 woman astronaut
Functions 5 tourist in space
Ask and talk about space voyages
Vocabulary (1\
Space
Dates (Memory check)
3 tl44I• New words: Space
a) Listen and repeat.
• Play the recording several times for Ss to listen and
repeat, chorally and individually.
Background Information
• Apollo 11: the space craft in which Neil Armstrong b) Match.
/,ni:l 'a:mstrm.]1, Buzz Aldrin /,bAz 'o:ldnn/ and • Look at the example answer with the Ss. Ss work
Michael Collins /,matk~l 'kohnz/ landed on the individually or in pairs, matching the words and pictures.
moon on 20 July 1969. At 4.17p.m., Armstrong and
Aldrin opened the door of the space module and Answers
stepped on to the Moon. Armstrong walked a short
distance and planted the American flag. His famous 2 a space craft 3 orbit 4 an astronaut 5 a rock
words were: 'That's one small step for man, one 6 launch 7 the moon 8 a planet 9 a hot air balloon
giant leap for mankind.' The astronauts stayed on 10 a star 11 the Earth 12 a space module 13 return
the moon for twenty-one hours, collecting rocks and
completing some experiments. (1\
4 tf4s11 Memory check: Dates
Getting started • Revise the months by asking Ss to say them in sequence,
• Revise the use of was/were by asking about some of starting with January.
the famous names from Lesson 11 (that will be used • Give Ss time to read through the dates and, in pairs,
in Exercise 7 in this lesson), e.g. Who was Christopher discuss how to say them.
Columbus? What nationality was he? Who were the • Play the recording once for Ss to listen and read. Point
Wright brothers? Were they explorers? out that it is acceptable to say either May the first or
the first of May (for 1 May) and to say the thirteenth of
September 1997 or September the thirteenth 1997 (for
(1\ 13/9/97).
1 1143 11 Read Play the recording for Ss to listen and say the dates.
• Ask Ss to look at the pictures and read the questions in • Choose individual Ss at random to say one.date each. Try
the headings for each section of the text. (E.g. What was to ensure that each S says at least one date.
the first animal in space?) Use the pictures to introduce
vocabulary, e.g. astronaut. Encourage Ss to talk about Audio script
the pictures, using English as much as possible. May the lst
• Play the recording once all the way through for general July the 2nd
·r
comprehension. Tell Ss not to worry about pronunciation August the 3rd
of names, and not to worry about understanding every December the 5th
word at this stage. The 13th of September 1997
• Play the recording again, pausing after each section. The 20th of January 1980
Explain or encourage Ss to guess the meaning of new The 23rd of May 1976
words in the text. The 31 st of March 1999
• Play the paused version of the recording of the first The 16th of April 2000
question and answer, for Ss to listen and repeat. The 19th of November 2001
The 22nd of June 2006
2 Check
• Look at the example sentence with the class. Look and learn
• Ss work individually, referring to the text and
completing the sentences. · • Give Ss time to read through the sentences. Ss then
repeat them after you. Point out the formation of
questions and negatives using did.
40
• Ss find the past tense forms of the verbs in the text.
When checking Ss' answers, draw their attention to the
spelling of travelled and the pronunciation of the three
endings, e.g. 1 watched !wotft! 2 travelled /'trrevgld/
3 lasted /'la:stld/.
S Write and speak
• Ask two Ss to read aloud the example question and answer.
Elicit the answers to the second item from the class.
• Ss work individually, completing the questions and answers.
Monitor and help, if necessary. Ss can then compare
answers in pairs before checking answers as a class.
Answers
2 A: did B: travelled (in) the satellite Sputnik 2.
3 A: did B: launched ... 12 April 1961. 4 A: last
B: lasted 108 minutes. 5 A: orbit B: orbited the Earth
once. 6 A: launch B: launched into space on 16 June
1963. 7 A: stay B: stayed in space for three days.
6 Act
a) Student A. You are a television reporter.
Complete the questions with the correct form of the Past
simple. Then ask the questions to Dennis Tito (Student
B) about his trip.
b) Student B. You are Dennis Tito. Think about:
• where you are from • your trip to space
Answer the reporter's questions using information in the
text and your own ideas.
• Read aloud the instructions for Student A and Student
B and check that Ss understand what to do. Group Ss in
pairs. Allow time for Ss who are 'Student A' to complete
the questions and for Ss who are 'Student B' to think
about their answers . Monitor and check Student As'
questions.
Answers
2 did 3 did you 4 did you
• Ss work in pairs, asking and answering the questions.
Monitor but do not interrupt Ss' fluency. Make a note of
any general language problems to go over with the class
afterwards .
• Ss can then change roles in their pairs and act out the
dialogue again. Some of the pairs can then act out their
dialogues for the class to hear.
(1\ • 8 stayed 9 returned 10 landed 11 were
7 f46 P Listen
a) Listen to a quiz about important events in history
and answer the questions.
Ss work in pairs or small groups, reading the questions
and discussing their answers. See Lesson 11 Background
information for facts about Christopher Columbus and .
the Wright brothers.
Ss exchange ideas as a class and see how much general
agreement there is about the answers.
) Listen again and check your answers.
Play the recording for Ss to listen and check their
<
answers.
• Play the recording again for Ss to make a note of the
correct answers .
• Then ask pairs of Ss to read out the questions in Part a)
and give the correct answers.
Audio script and answers
Quiz master: What's your name, please?
Contestant: My name's David Kilbey.
Quiz master: OK, Mr Kilbey. Question number 1.
Which year did Christopher Columbus
first land in America?
Contestant: When did Columbus land in America?
I know the answer ... in 1492!
Quiz master: Yes! 1492 is the right answer! [Pause]
Question number 2. When did the first
animals travel in a hot air balloon?
Contestant: Well, hot air balloons were popular before
planes so ... I guess in the eighteenth or
nineteenth centuries.
Quiz master: It was in the eighteenth century. In 1783
a sheep, a duck and a chicken travelled in
a hot air balloon. Now, question number
3. In which year did the Wright brothers
travel in their first plane?
Contestant: That's difficult. Um, was it in 19 ...
0 ... 3?
Quiz master: You are right! It was in 1903. OK, one
more question, question number 4. Which
year did man first land on the Moon? -
Contestant: Um, was it 1969?
Quiz master: Yes, it was. [Pause] So, David Kilbey ...
you got three out of four questions right.
Congratulations.
Contestant: Wow! Thanks very much.
8 Write
• Read aloud the title of the text and ask Ss to look at the
picture and guess what the text is about, using English as
much as possible.
• Advise Ss to read through the text quickly to see if their
guesses were correct.
• Read out the instruction and the first sentence of the text.
Ask Ss to complete the text, using the Past simple form
of the verb in brackets. Ss can compare answers in pairs
before checking answers as a class.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
2 were 3 was 4 lasted 5 landed 6 watched 7 walked
(1\ •
9 114111 Listen
• Play the recording for Ss to complete the limerick.
• When checking Ss' answers, also check spelling. Explain
or encourage Ss to guess the meaning of any new words,
e.g. a fast pace.
• Play the recording again for Ss to join in.
Answers
1 was 2 wanted 3 moon 4 travelled 5 space 6 fast
7 returned
41
ri3J You left your purse
----- -
LESSON OBJECTIVES
Structures
Past simple of in-egular verbs: positive, negative and
questions
Functions
Ask and talk about past activities
Vocabulary
Expressions of time
Everyday phrases: [It was} ace! It was [really} great!
I bet [someone} stole it. Don't be silly, [Alice]. Hang
on! Brilliant! Thank you very much!
Background Information
• Greenwich /'gremtJ/ (population about 213,000):
one of the 33 London boroughs. It is situated just
east of the City and Docklands and south-east of the
River Thames /,nv:J 'temz/. London 's new 120-seat
planetarium /,plren:J'te:Jri:Jm/ was opened in May
2007 in the grounds of the Royal Observatory
/,r::>1:Jl :Jb'z3:v:Jt:Jri!. The Royal Observatory has been
at the forefront of the astronomical world since the
seventeenth century. It is famous for being the site
of the prime meridian, or 0 degrees longitude.
• See SB page 93 for information about the pop
group Busted.
Getting started
• Revise the Past simple form of regular verbs. Give
Ss forty seconds to look at the text in Exercise 8
on page 27. Ss then close their books. Ask them to
make sentences about the first voyage to the moon.
If necessary, ask questions, e.g. When was Apollo 11
/ launched? How many astronauts were in it? How long
did the journey last?
1 1f1\ .
14s 11 Listen an d rea d
• Ask Ss to look at and talk about the icture. Who can
they see? here are they? (In the photo, we can see the
iver Tham sand Tower Bridge in the background.)
• Play the recording for Ss to listen and read. Explain
or encourage Ss to guess the meaning of the (Royal)
observatory and the planetarium.
• Play the recording again, this time leaving a pause
after each speaker's section, for Ss to listen and repeat
chorally. Then, ask different groups of five Ss to listen
and repeat, taking the parts of Dad, Alice, Evie, Ben and
the Man.
42
•••
Everyday phrases
• Play the recording of Exercise 1 again, this time leaving
a pause after each Everyday phrase. Ss listen and repeat
the Everyday phrases chorally. Encourage Ss to copy the
speakers' intonation and stress patterns. Ask Ss what they
say in their Ll for the phrases. Check that Ss understand
that ace and brilliant are expressions used mainly by
youl'fgpWp!e=mamiig excellent or cool.
f1\
2 1f49 ft New words and phrases
• Play the recording for Ss to listen and repeat.
• Ask Ss: What day was yesterday ? Was it Sunday ? What
month waSzast month? What year was last y ear? . -
Look and learn
• Check that Ss remember the regular form of the Past
simple (:!}.,d) . Write on the board:
es erday last weekend last year
walk watch travel stay look at be
Ask Ss to make sentences about yesterday, last weeke_nd,
I . or last year, using some of the verhs,_e.g. Last year (
-/ stayed with my cousins in Paris.
• Check that Ss understand the meaning of irregular
(verbs). Ask Ss toread1 and repeat the sentences in the
lfox after you.
• Write on the board:
Positive: They went to Greenwich.
Elicit the negative sentence (They did"n 't go to
Greenwich), the question and answer (Where did they
/ go ? They went to Greenwich) and the Ye_ENo question
L·
and short answers. (Did they go to Greenwich? Yes, they
did/No, they didn't.) ,
f1\ .
3 1tsott Wnte
a) Complete the chart.
• Ask Ss to read and say the three example answers after
you.
• Ss then refer to the dialogue in Exercise 1 and complete
the chart. Monitor and help, if necessary.
• Ask individuals to write the verbs on the board so that
you can check spelling.
b) Now listen and repeat.
• Play the recording several times for Ss to listen and
repeat.
 Audio script and answers
be was/were
buy bought
do did
find found
get got
go went
have had
leave left
put put
see saw
steal stole
take took
• Advise Ss to write the irregular verbs in their vocabulary
books in a separate section. They can then add more
irregular verbs as they meet them in future lessons.
Further practice
• Ask Ss to look back at the conversation in Exercise 1 and
answer your questions, using full sentences. Example
questions: Did Alice like the boat trip? What time did
they get to Greenwich? What did they see in Greenwich?
What did Alice buy on the boat?
4 Act
a) You are Alice and a friend. Ask and answer
questions about the boat trip.
Read through the instructions. Ask two Ss to read aloud
the example question and answer.
Work through all the questions and answers with the
class.
Ss work in closed pairs, taking turns to be Alice and
her friend, using the cues in the chart to ask and answer
questions. Monitor and help Ss correct any errors.
Check answers by asking some of the pairs to say their
questions and answers for the class.
Answers
2 Who did you go with? I went with friends.
3 How long did the trip take? It tookforty minutes.
4 What did you see? We saw the planetarium.
5 What did you buy? I bought some postcards.
6 What time did you get home? We got home at
7 o'clock.
) Ask a friend what he/she did on Saturday.
Ask two students to read out the example questions and
answers. Ask Ss to look at the prompts (1-6). Elicit the
questions and example answers from the class. Tell Ss
to answer Yes, I did (e.g. Did you see any friends/buy
any clothes ?Yes, I did.). If Ss answer No, I didn '!J he
dialogue wilLfinish:---·
.. Ifyou'\vish, regroup Ss so they work with a different
partner from Part a) of this exercise. Ss work in closed
pairs, taking turns to ask and answer questions. Ask Ss
to remember their partner's answers. Monitor but do not
interrupt Ss' fluency. If necessary, make a note of any
general language problems to go over with the class at
the end of the activity.
Further practice
• Tell Ss to choose one of the questions in Par@ and tell
the class about their friend, e.g ._My frie71d went shopping
and he bought some trainers and a blue T-shirt. As Ss-
are repurtirrg 15ack,e~e the rest of the class to
listen carefully and help each other correct any errors in
Past simple verb forms.
5 Read
• Advise Ss to read through the whole text before they
start putting the words in the correct order.
• Elicit the first sentence from the Ss. Ss then complete
the exercise working individually. They can compare
answers in pairs before checking answers.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
1 I went shopping with Amy. 2 I bought some jeans.
3 Then we had a pizza. 4 It was really great! 5 I
came home at 5. 6 Then I stayed at home. 7 I did my
English homework. 8 Then I watched a film. 9 I went
to bed early.
6 Write
• Advise Ss to look at Alice's diary in Exercise 5 to help
them write their ow.n-diar_y_p.age_.Tell Ss to write six to
ei~out what they did last Saturday or one
day last summer.
• Monitor Ss' writing, helping with vocabulary and
pointing out any errors to be corrected.
• Ss then work in pairs, exchanging and reading each
other's sentences.
(1\
7 i1s1 110®~@ Year 3000 by Busted
• Ss turn to page 93. Ask them to read the introductory text
about Busted.
• Play the recording twice for Ss to listen and read. Check
· that Ss understand the vocabulary. Encourage them
to guess the meaning of some of the words from the
context, e.g. rowdy, great great great granddaughter,
multi-platinum.
• Play the recording several times for Ss to listen and
join in.
43
 Famous Britons and Americans
LESSON OBJECTIVES
Structures - revision
was/were
Past simple (regular and irregular verbs)
Linkers: and, but
Vocabulary - new
across, against, American Civil War, around, civil
rights, equality, funeral, hero, leader, life (lives) (n),
millions, movement, national, ocean, over, penicillin,
pilot, play (n), poweiful, president, Prime Minister,
Queen, rich, scientist, Second World War, slave,
slavery, solo, speech, still
New past forms: become (became), disappear
(disappeared), discover (discovered), free (freed),
kill (killed), land (lan.ded), lead (led), make (made),
marry (married), save (saved), take off (took off),
travel (travelled), try (tried), win (won), write (wrote)
Skills
• To read and understand factual information using
pictures, texts and a recording
• To match pictures of famous people with written
descriptions of them
• To listen to a quiz and guess the name of the
famous person
• To answer questions and give opinions about
important people in the past
• To practise using the linkers and and but
• To research and write about a famous person in
your country
• To develop an awareness of the world beyond Ss'
immediate environment
Getting started
• Revise how to say dates by writing some of the years
from Exercise 1 on the board for Ss to say, e.g. 1929
1533 1603 1809 1955 1940 1937
(2\
1 1102 11 Read
• Read out the instruction and look at the example answer
with the class. (Martin Luther King /,ma:tm lu:8g 'kiIJ/)
• Give Ss time to look at the pictures and read the captions
(occupations and dates). Check that Ss understand the
vocabulary of the occupations.
• Play the recording several times for Ss to listen, read
and match the pictures with the descriptions. Tell Ss not
to worry about understanding everything but to try to
understand enough to match the pictures and texts.
• Check Ss' answers by playing the recording, pausing it
after each description for Ss to match the picture.
44
Answers
Picture 2 Winston Churchill /,wmstgn 'tJ3:tJ11/
Picture 3 Queen Elizabeth I /kwi:n t,hzgbg8 og 'fa:st/
Picture 4 Amelia Earhart fa,mi:lig '3:ha:t/
Picture 5 Abraham Lincoln /,e1brgm 'hI]kgn/
Picture 6 Alexander Fleming /,rehgzrendg 'flem11J/
New words
• Ask Ss to repeat the words after you.
• Check Ss' understanding of the words. Ask Ss to find
each word in the texts and encourage them to use the
context to guess the meaning.
'"
New past forms
• Ask Ss to listen and repeat the new Past simple forms
after you.
• Give Ss time to copy the new irregular verbs into the Past
simple section in their vocabulary books.
Further practice
• Ss work in pairs, writing four to five sentences
containing some of the new past forms from the lesson.
Tell Ss they can use information from the texts in
Exercise 1 and their own ideas, e.g. Martin Luther King
led the American Civil Rights movement in the 1960s.
Our cat killed a mouse yesterday. Monitor and point out
any errors for the pairs to correct.
• In a chain drill round the class, Ss read out one of their
sentences.
2 Check
• Read through the questions with the class.
• Ss work individually or in pairs, referring to the texts and
answering the questions.
• Check Ss' answers by asking pairs of Ss to read out the
questions and answer them.
Answers
1 penicillin /,peng's1lm/ 21940 3 1533 4 the
American Civil War 5 She was the first woman to fly
solo across the Atlantic Ocean 6 James Earl Ray
/,d3e1mz 3:1 're1/
Further practice
• Write on the board:
Alexander Fleming was a famous scientist. He was born
in 1881 and he died in 1955.
• Ask Ss to make sentences about the occupations of the
famous people on page 30 and their dates.
 (2\ • In turn, each group tells the class the name of the person
3 tfol lt listen they are asking about and then asks their questions for
• Read through the instruction with the class. Ex lain the rest of the class to answer.
t~t they will hear three eh~ (Katie~ue and _!re),
asltjng questions Jo_help_them_guess the nartre-oftfie 4 Speak
famous person.
Play the recording once, pausing it just before the answer a) Work in pairs. Discuss these questions.
is given. Ask Ss if they can guess the answer. • Read through the questions with the class. Point out
that the questions are in the past tense and so Ss have to
Audio script and answer choose people who are dead.
Ss work in pairs, reading and discussing their answers to
Ann: And now it's time for our UK/USA history quiz, the questions. Tell the pairs to try to agree on one answer
Who am I? You have ten questions. Let's start for each question. Monitor and help with vocabulary
with Question number 1. if necessary, e.g. names of scientific discoveries and .
Katie: Right. Are you a man? inventions. Tell Ss they need not try to translate the title
Ann: No, I'm not. Question 2. of films or books from the L1 into English.
Sue: Are you a famous British person?
Ann: Yes, I am. b) Tell the class your answers.
Marc: OK, so you're a British woman. • The groups tell the class their answers. Ss can see if
Ann: Yes, I am. That's two questions. most of them gave the same or different answers to the
Katie: Are you still living? questions.
Ann: No, I'm not. That's Question 3.
Sue: So you're dead.
Ann: OK. Now Sue. Let's have Question 4. Project
Sue: Were you born after 1900? Writing tip: Linkers
Ann: Yes, I was. Back to you, Marc for Question 5.
Read aloud the Writing tip and the example sentences.
Marc: Were you a writer?
Ask Ss to translate the linkers (and, but) into their L1.
Ann: No, I wasn't. Question 6 for you, Katie.
• Ss work individually, completing the sentences with and
Katie: Did you sing? ... Er ... Were you a singer?
or but.
Ann: No, I wasn't a singer. Next question from Sue,
• Check Ss' answers by asking individuals to read aloud
please. It's Question 7.
the sentences.
Sue: Were you in films? You know, were you a
famous film star?
Ann: No, I wasn't. Marc, Question 8, please.
Answers
Marc: Is your name still very famous? 1 but 2 and 3 but 4 and
Ann: Yes . Everybody knows my name. Back to Sue
for Question 9.
Sue: Mm. I think I know. You weren't a queen. Were Write
you a princess? An English princess?
Ann: Yes, I was. Just in time, Sue. Back to Katie for • Ss need access to the internet to find information and a
Question 10. picture of their chosen person. Tell Ss to choose a person
who is dead so that they practise writing Past simple
Katie: Were you ...
sentences.
/Bleep/
• Read through the example text about Florence
Ann: And now listeners, do you know who the person
Nightingale /,flor:ms 'naitil)gell/ with the class. Draw Ss'
is? That's right. She was an English princess.
attention to the heading (giving the name of the person
Her name was Princess Diana /,pnnses dai'ren<i/.
and their dates) and the ordering of the information in
She died in 1997.
the text. Point out the use of the linker and.in one of the
sentences and the use of the linker when in three of the
• Ask Ss to listen again and remember some of the sentences.
questions the children ask. P int out that all tlie quest~ ns Tell Ss to write their sentences in their notebooks first
can be answered by Yes or o. (There are no Wh so that they can check them with you before they write a
.questions.) - fair copy. Go round and check Ss' sentences, pointing out
• Play the recording several times for Ss to listen and then any errors to be corrected.
say the questions they remember. Ss then write out their sentences and attach their picture.
In groups of three or four, Ss show each other their
Further practice
projects. If you have space, Ss can make a classroom
• Give Ss practice in forming Pa t simple questi<2_ns. S~ display of their projects.
choose tw~(; three of the famous people from page 30
and make Yes/NO questionsa l50iit them. F orexarnple, --
(Amelia Ear art) Were you born in 1896/American? Did
you like flying? Did you fly across the Atlantic Ocean in
1932? Did you die at home?
• ·ss work in pairs or groups of three, writing four or five
Yes/No questions about one of the people in Exercise 1.
Monitor and check Past simple question forms.

45
 Revision
Further practice
Language revised • Write on the board:
Lessons 11-13 When were you born? When was your sister/brother/best
friend born?
Vocabulary - new I/He/She was born on .. .
missing In a chain drill round the class, Ss ask and answer
questions. Ensure that each S asks at least one question
and answers at least once.
1 Find the seven jobs in this word
snake. 4 Complete the sentences with the
• Ss work individually, finding and writing down the seven correct verb form. Use the verbs in
jobs. the box.
• Check Ss' answers by asking individuals to write the
words on the board an.d say them. • Read through the verbs in the box with the class. Ask one
of the Ss to read out the first sentence. Elicit the second
Answers answer from the Ss.
• Advise Ss to read through the dialogue quickly for
artist writer actor explorer composer inventor general understanding before they start completing it. Ss
comedian work individually, writing down their answers.
• Check answers by asking individuals to read aloud the
complete sentence.
2 Comelete the months with the • After checking answers, Ss work in pairs, reading the
missing letters. dialogue aloud and changing parts. Monitor and correct
any serious pronunciation errors.
• Look at the example answer with the class.
• Ss work individually, completing the months.
Answers
• Check answers by asking individuals to say the missing
letter and then say the complete word. 2 went 3 did 4 saw 5 Was 6 liked

Answers
b June c April d January e July f September
g March h February i December j October k May
1 November
• Ss then work individually, numbering the months in the
correct order. Ask two Ss to write their sequence on the
board. The rest of the class read and see if they agree
with the sequence.
Answers
2h) 3g) 4c) Sk) 6b) 7e) Sa) 9f) 10}) lll)
12 i)
5 Complete the crossword with the
past tense forms of the verbs.
• Check that Ss remember the meaning of 'across' and
'down'. Read out the answer for '1 across' and elicit the
second answer from the class.
• Ss complete the crossword, working individually or in
pairs.
• Check answers by asking individuals to write the verbs
on the board and say them.
Answers
2 did 3 walked 4 landed 5 came 6 bought 7 (Across)
stole 7 (Down) stayed 8 went 9 got 10 took 11 found

3 Match the dates.

• Read through the example with the class and point out
that phrases 1-6 are ways of saying the dates and a-f are
ways of writing the dates.
• Ss work individually matching the dates. They can
compare answers in pairs before checking answers as a
class.
Further practice
• Ss work in pairs, writing three or four sentences
containing some of the past verb forms, e.g. I went to the
cinema last Saturday. Monitor and point out any e1rnrs to
be corrected.
• Each S then reads aloud a sentence to the class.

Answers 6 Write the questions for these

2f) 3a) 4c) Sb) 6d) answers.
• Ask two Ss to read out the example question and answ
Ask Ss to look carefully at the example. Remind them

46
 to match the pronoun in the answer (e.g. we) with the
correct pronoun in the question (e.g. you) and to use the
same verb in the question and answer (e.g. go/went).
• Ss work individually, writing questions for the answers.
Monitor and help if necessary. Ss can compare answers
in pairs before checking answers as a class.
• Check Ss' answers by asking pairs of Ss to read out the
questions and answers.
Answers
2 did he come 3 did you buy 4 did you sit next to
5 did you have 6 did you land
f2\
1 o41t Sounds fun /t/, /d/ and /1d/
a) Listen and repeat.
s look at the picture and read the sentence silently.
• Play the recording once for Ss to read and listen.
• Play the recording several times for Ss to listen and
repeat. If necessary, isolate the three verb endings for Ss
co repeat after you.
• If time, each S in turn reads aloud the sentence.
) l isten again and underline the /t/ sound in red,
the /d/ sound in blue and the /1d/ sound in
green.
Play the recording, several times if necessary, for Ss to
li ten and underline the sounds.
Check Ss' answers by asking them to say the word
ontaining each sound.
Answers
t/ walked
di turned
1d/ started
'2'\
8 osll Chat room
mplete the conversation.
. k one of the Ss to read aloud Alice's first two
speeches. Point out that Alice's first question is When 's
. ·our birthday? and her next speech begins We went out
r a pizza. Encourage Ss to suggest possible sentences
-or the friend's first speech, e.g. Oh, I didn't know it was
_>our birthday. Happy birthday! Mine 's April the fifteenth.
1w t did you do on your birthday?
ork through the conversation with the class,
'"n ouraging Ss to suggest different responses that link
..\lice's previous sentence and her next speech. You may
i h to build up an example conversation on the board ·
i th the class, e.g.
..\lice: We went out for a pizza.
Friend: Cool! Who did you go with?
•.\lice: I went Witnthree·friendS:- ·
Friend: Great! I didn't go out on Saturday. I was at home
all day.
ice: What did you do on Saturday?
riend: I painted my room in the morning. It's red and
black now! It's brilliant! Then I did my History
homework in the afternoon. It took hours!
.\lice: I did my History homework on Sunday. What did
you do?
Friend: I went with some friends to the sports centre. It
was ace!
Alice: I must go now. See you soon.
Friend: Bye./See you.
• Ss practise the conversation in open pairs, using the
suggestions on the board and their own ideas. It may help
weaker Ss if you leave the conversation on the board
for them to refer to in the next stages of the Chat room
activity.
Listen and practise with Alice.
• Play the recording several times for individual Ss to give
their answers . Try to ensure that each S responds to at
least one of Alice's speeches.
Then practise with a friend.
• Play the recording for Ss to listen and repeat Alice's
sentences.
• Ask one or two pairs of Ss to say their conversation in
open pairs.
• If practical in your classroom, change groupings so Ss
work with a different partner for this stage of the activity.
Ss work in pairs, taking turns to ask and answer the
questions. Monitor the activity but do not interrupt Ss'
fluency. Make a note of any general language difficulties
to go over afterwards with the whole class.
9 Puzzle: Who was he?
• Read aloud the instruction. Look at the example answer
with the class and check that Ss understand that the
number by the letter (Sn) refers to the number '8' on the
guitar. Elicit the second answer from the students and
write it l n space number 5.
• Ss work individually or in pairs, finding the missing
letters and completing the mystery name.
• Check Ss' answers by asking for a volunteer to write the
mystery name on the board.
• After checking the mystery name, ask individuals to read
aloud the sentences about John Lennon.
Answers
Mystery name John Lennon /,d3on 'lengn/
He was born in Liverpool /'hvgpu:l/ in 1960. He
wrote hundreds of songs, many with his friend Paul
McCartney /,p;,:l mg'ka:tni/. He played the .guitar and
sang. A man called Mark Chapman /,ma:k 'tJrepmgn/
killed him in 1980. He sang in a group called The
Beatles.
What can you do?
• For each I can sentence, ask Ss to look at the exercises
in this lesson (Lesson 15) to find and read out language
examples to match the I can sentences, e.g. the jobs in
Exercise 1, the dates in Exercise 3 .
• Elicit questions and answers from the class to illustrate
each I can sentence. Encourage Ss to work together and
help each other correct any language mistakes in their
questions and answers.
• Ask Ss how confident they feel about doing each of the
things in the I can sentences. Ss then work individually,
ticking the boxes for the language they feel they can
use confidently. If most of the Ss feel they need more
practice in using a specific language area, look at this
again with the class and give extra practice.
47
 How far is it?
LESSON OBJECTIVES • Check answers by asking individuals to read out the
sentences.
Structures
Questions: How + adjective ... ? Answers
2 Dragon's Falls 3 nearly 20 metres 4 about a metre
Functions deep 5 scared
Ask and talk about famous landmarks
Vocabulary
High numbers
3 1f2\ . h num bers
10111 H1g
Adjectives (1)
Everyday phrases: It depends. Hurry up. Don't push! a) Listen and repeat.
It looks [awesome]. Wow! That's all. • Play the recording once for Ss to listen and read.
• Then play the recording several times for Ss to listen and
repeat, chorally and individually.
Getting started ·
b) Now match the words and the numbers.
• Introduce the topic of famous landmarks and elicit the
• Look at the example answer with the class. Ss work
names of famous landmarks in capital cities around the
individually, matching the words and numbers.
world and in cities in the Ss' own country. Ask questions
• Check Ss' answers by asking for two volunteers to write
to encourage Ss to say as much as possible about the
their answers on the board. The rest of the class can see
famous landmarks (using English as much as possible),
if they agree with the answers on the board.
e.g. Where is it? When was it built/did it open? How big
is it? Do you like it? When did you visit/see it? What did
you do there?
~-A-n-sw~e-rs~~~~~~~~~~~~~~~~~I
2a)3c)4d)Sf)6b) .

1 1f2\ .
106 11 Listen an d rea d
• Ask Ss to look at and talk about the picture. If necessary,
it---
Further ractice
• Write three or four long numbers on the board for
ask questions, e.g. Who is there? Where are they? students to say:
Do you like these places? Use the picture to present 2,500,250_(two million five hundred thousand two hundred
vocabulary, e.g. theme park, (go on) rides, get wet, .--:--;:: . . - - - .---·
and fifty) 6421 (SIX thousand four hundred ana twenty-
(long) queue, scared. one) f7,000 (seventeen thousand)
• Play the recording several times for Ss to listen and read. • Inturrt, some of the Ss write a long number on the board
• Divide the class into four groups to be Adam, Ben, Alice for the rest of the class to say.
and Tessa. Play the recording again, this time leaving
a pause after each speaker's section, for the groups

4 ~ New words: Adjectives (1)

to listen and repeat their lines and then change parts.
Encourage Ss to listen carefully and copy the speakers'
intonation and stress patterns.
• Ss then work in closed groups of four, reading aloud the
dialogue and changing parts. Monitor and correct any
serious pronunciation errors.
Everyday phrases
• Play the recording again, this time leaving a pause
after each Everyday phrase, for Ss to listen and repeat
the phrases., Ask Ss what they say in their L1 for each
phrase. Ask Ss if they know any other phrases in English
that mean almost the same as Wow (Cool, Ace) and
awesome (brilliant).
a) Listen and repeat the adjectives.
• Play the recording several times for Ss to.listen and
repeat the pairs of adjectives. Encourage Ss to guess the
meaning of the pairs by referring to the adjectives in the
conversation in Exercise 1 (high, deep, long), and using
the adjectives they know (e.g-:-deep, wiliitto guess the
meaning of the opposite adjectives (shallow, narrow).
b) Write the pairs of words under the pictures.
• Ss work individually or in pairs, matching the words and
pictures.
• When checking Ss' answers, point out that_,W_Qllis_the
opposite of both long and tall. lJigh is not usua y used
to 'describe living things. . / r - ------

2 Check
• S work individually, referring back to the conversation
and completing the sentences. Ss can compare answers
in pairs before checking answers as a class.

48
 wers
_ fDstlslow 3 heavy/light 4 big/small 5 high/low
long/short 7 loud/quiet 8 tall/short 9 wide/narrow
fa r/near
and learn
- e Ss time to read through the sentences. Ss then
t them after you. Point out in the last question and
,·er that we do not repeat far in the answer.
peak
• GtP Ss time to look at the pictures and sentences.
urage Ss to guess the meaning of any new words
- m the context and the pictures, e.g. pitch, dimensions,
· hi, depth. -· ---
- ·or m pairs, completing the questions with an
· tive from the box.
• Ss' questions before they go on to complete
answers, using information from the pictures and
lives from the box.
ask pairs of Ss to ask and answer the questions.
n checking the answer to number 10, point out that
are different ways of saying I metre 50 (one metre
-- •/one point five metres/one and a half metres).
ers
... years old 5 long 6 I I Om long 7 wide
--m wide 9 tall 10 I.Sm (one point five/one and a
metres) tall 11 deep 12 Ila metre deep
Listen
- whole class or in groups of three of four, Ss read
ugh the sentences and answers (a-c) and guess the
t answers.
: the recording twice for Ss to listen and choose the
t answer.
k answers by asking individuals to read aloud the
plete sentences. Check the pronunciation of the high
bers.
dio script
iewer: Hello. I'm from Radio City. We're doing a
programme about places to visit in Europe.
Can I ask you a few questions?
cia: Yes, of course.
·erviewer: Thank you. Your name ... ?
·cia: Patricia.
·erviewer: And where are you from, Patricia?
cia: I'm from Warsaw /'w'J:s'J:/ in Poland.
·.e rviewer: Tell me about Poland. Is it a beautiful
country?
'cia: Yes, parts of it are very beautiful. It's got
mountains and rivers and lakes.
erviewer: Are there any high mountains in Poland?
· crn: Yes, the Tatra Mountains /,tret:rg 'mauntgnz/.
terviewer: Ah, yes, the Tatra Mountains. How high
are they?
' Patricia: I think they're about 2500 metres high.
Audio script (contd)
Interviewer: Mmm. That's high. And what about rivers?
Patricia: The River Vistula /,nvg 'v1stjulg/ is very
famous.
Interviewer: The River Vistula. How long is it?
Patricia: It's very long. It's 1074 kilometres long.
It flows through the city of Krakow
/'krrekau/.
Interviewer: People talk a lot about Krakow.
Patricia: Yes, they do. It's an ancient city so it's a
very popular city for tourists. It's got lots
of old buildings.
Interviewer: I see.
Patricia: ... and it's got a beautiful castle.
Interviewer: What's the name of the castle?
Patricia: Wawel Castle /,wa:vgl 'ka:sgl/. It's over
1000 years old. It is on a hill and you can
see for miles from the top of the castle.
/fade!
Answers
1 c) 2 a) 3 a)
7 Write
• Elicit examples of mountains, rivers and famous
buildings in the Ss' country. Give Ss time in class or at
home to check the facts they need, e.g. the length of the
river, the height of the mountain, the age of the building,
how far it is from the capital of their country. Ask Ss to
find a picture of the mountain, river or building they are
writing about.
• Advise Ss to use the sentences in Exercise 6 to help
them with their own writing. Tell Ss to give the facts
(e.g. length, size) about the river, mountain or building
and give their opinion of it, using adjectives such as
awesome, brilliant, great, popular. Monitor Ss' writing
and help them correct any language errors. Ss write out
their corrected sentences and attach their picture.
• In pairs or small groups, Ss can read each other's texts
and look at the pictures.
8 it(2\ fD)f":l.fD) h .
1011 ~ T e Questions Rap
• Ss turn to page 94. Play the first recording for Ss to listen
and read. Check that Ss understand the vocabulary.
• Play the recording again, several times ·if necessary,
for Ss to listen and complete. After checking answers,
students listen and join in.
Answers
I fast 2 high 3 many 4 tall 5 wide 6 deep 7 tall
Sfar
• Play the second recording for Ss to say the rap on their
own with the backing track.
49
 _, -- ..
( ..
I l'~J The longest legs
.:.::=__~-
LESSON OBJECTIVES
Structures
Comparatives and superlatives: short adjectives
functions
Ask and talk about animals
Ask and talk about people· in the class
Vocabulary
Animals
Getting started
• Ss work in pairs or small groups, making a note of all
the animals they know in English. If you wish, give them
a time limit of one minute.
• Ss report back to the class and see how many different
animals they have thought of. Correct any pronunciation
errors but, at this stage, do not worry about spelling.
(2\
1 it11 11 Read
• Read out the title of the lesson. Ask Ss to guess which
animal has the longest legs. (The answer is given in
Exercise Sa).) Encourage Ss to talk about the picture and
introduce words from the text, e.g. cheetah.fast, spots,
in danger.
• Play the recording two or three times for Ss to listen and
read.
• Give Ss time to read through the text silently and make
a note of new words. Encourage them to work together,
using the context and their general knowledge to guess
the meaning of expressions such as time is running
out, losing their habitat, they are extinct in at least
sixteen countries. Ss can use their dictionaries to check
the meaning of the other animal words in the text, e.g.
gazelle, antelope. Point out that mice is the plural of
mouse.
2 Check
• Ss work individually, reading th~uestion ang referring
to the text tofind the answers. They can compare
---- - --:7 _..- -
answer§JI:Lgairs before checking answers as a class,
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions.
Answers
1over100,000 215,000 3 (at least) sixteen
4 in grasslands and forests in Africa and Asia
5 over 100 kilometres per hour 6 gazelles, small
antelope, mice, and sometimes zebras
50
3 it12 . Is
f2\11 New words: An1ma
a) Listen and repeat.
• Play the recording several times for Ss to listen and
repeat the words. Pay particular attention to word stress
in polysyllabic words. Ss can see which words they had
thought of in the Getting started activity.
b) Match.
• Look at the example item with the class. Ss work
individually or in pairs, matching the words and pictures
and making a note of the animals that are not in the
pictures.
• After checking answers, Ss can work in pairs, taking
turns to point to a picture for their partner to identify the
animal.
Answers
2 snail 3 tortoise 4 hippopotamus 5 koala bear
6 zebra 7 giraffe 8 ostrich 9 panda 10 whale
11 leopard 12 fox
Animals not in the pictures elephant crocodile lion
kangaroo jaguar monkey tiger chimpanzee
Look and learn
• Give Ss time tn.read.through the phrases and sentences.
s 1sten and say the words and sentences after you.
• Draw Ss' attention to the spelling of the comparative and .
superlative forms of big and-heavy. Ask individl!als to
wnte the comparative forms of fat, thin and easy on the
board (fatter, thinner, easier).
• Draw Ss attention to the sentence structure in
comparative sentences. Write prompts on the board fo
S ~ to make CQmparative sentences, e.g. , --
Gazelles I small I zebras
-:c:. - ---
(Gaze/Tes are smaller than zebras.)
Snails I slow I mice
(Snails are slower than mice.. )
• Draw Ss attention to the sentence structure in superlative
sentences. Ask Ss to guess which is the biggest animal/ .
longest riveffhighest mountain/highest building on Earth.
Ss give their own opinions. (Some of the Ss may like to
check the answers later using the internet.)
4 Read and speak
• Ask open pairs of Ss to ask and answer the first two .
questions. The rest of the class can say if they agree with
t e answers. Tell Ss they can check the answers after
Exercise 5.
• Ss complete J;:art 1 of the uiz,-wor~ in closed 11airs
and taking turns to ask and answer the questions. Tell Ss
to make a note of their answers.
 rite and speak
ead the quiz and write three more questions.
d out the _instruction. Ask three Ss to read out
tions 1-3.
· ·1 two or three examples of more uestions .)(!!-
raining superlatives orshort adjectives. Point out that
uperlative q~ three (not two) optionaC
- ;vers (a, 0-and-c):-I may e p weaker Ss if you ~4
mptson the board for s to use 1 t ey wish, e.g.
est ears/head, smallest nose/ey_es, thinnest legs/bod .
·ork in pairs:\Vriting their own questions 4 to 6
eir notebooks. Monitor and check Ss' questions,
ping where necessary.
e turns to ask and answer the quiz questions.
· lhe pairs of Ss to form groups of four (made up of
pairs). The groups ask artd answer questions l'.'.:3and
if they agree about the answers.
pairs then exchange notebooks and read and answer
new questions (4-=6) written by tlie o ther pmr. .
check your answers below.
eck their answers to Part 1 (questions 1-5) and
_ (questions 1-3) at the bottom of the page and see
many answers they got right. Ask Ss if any of the
·er surprised them.
Listen
to look at the photo and read through the question
ts . Encourage Ss to guess the answers.
. · rhe recording once and see if Ss have completed the
ation in the chart. Play the recording again and ask
• listen for a word meaning 'very large' (enormous).
k Ss' answers by asking individuals to read out their
·ers. Write the names of places on the board for Ss
'e a note of the spelling (Arctic Circle, Alaska,
nland).
-cr becking Ss' answers, ask them to look at the
·on prompts in the chart and make questions using
- ntences, e.g. How big is the polar bear? Where
it live? How long does it live for? Is it in danger?
io script
What are you reading about?
I' m reading about the polar bear. Look here's a
picture of it.
Wow! It's very large.
It says here that it's the largest bear in the world.
l it? How tall is it?
It says that they are about 3 metres tall.
Three metres! That's enormous! Where do polar
bears live? · • Students then listen and join in the rap. If you wish,
In the Arctic Circle, I think. Let's see ... Yes,
they live in the Arctic Circle - in Alaska and
Greenland.
How long do they live?
It says here they live from 15 to 18 years.
15 to 18 years! That's very old. What is that
magazine?
It's about animals in danger.
Oh, is the polar bear in danger?
Yes it is. There aren't many left in the world,
unfortunately.
Answers
Size 3m tall Where/lives In the Arctic Circle, Alaska,
Greenland Lives for 15-18 years In danger Yes
7 Write
• Read through the instructions with the class. Ask one of
the Ss to read out the example sentence about the polar
bear. Ask Ss to look back at their notes in Exercise 6 and
complete the second sentence.
• Ss work individually, writing their paragraph. Monitor
the activity and help Ss correct any errors.
• In pairs or groups of three, Ss read each other's
paragraphs.
8 Speak
a) In groups of three, find out who is:
• Ask three Ss to read aloud the example dialogue. Point
out that comparative and superlative sentences are used
in the dialogue.
• Ss work in groups of three, finding out who is the tallest,
the shortest, the youngest and the oldest. Tell Ss to use
comparative and superlative sentences about themselves.
It will be useful to have some tape measures available for
Ss to check their height if some of them are almost the
same height. Monitor the activity and make a note of any
common errors to go over with the class afterwards~
b) Write your answers and tell the class.
• Read through the example sentence with the class.
Point out the use of the linking word but to join the
comparative and superlative structures.
• Ss work in their groups, writing their answers. Monitor
and point out any errors for the groups to correct.
• In turn, the groups read out their sentences to the class.
(2\ •
9 i11411 ffi&[p The Animal Rap
• Ss turn to page 94. Play the first recording once for Ss
to listen and read. Then play it again for Ss to listen
and complete the rap. Check Ss' answers by asking
individuals to read out the lines containing the missing
words. Check the spelling of bigger and heavier.
Check that Ss understand any new vocabulary, e.g.
smarter(= cleverer).
Answers
1 Bigger 2 Faster 3 Slower 4 Heavier S Larger
6 Quicker 7 fastest
divide the class into three groups to say a verse each.
• Play the recording of the backing track only for Ss to say
the rap on their own.
51
 It's more exciting
LESSON OBJECTIVES
Structures
Comparatives and superlatives: long adjectives
Comparatives and superlatives: irregular adjectives
Functions
Ask and talk about hobbies and interests
Vocabulary
Adjectives (2)
Hobbies
Everyday phrases: Cool or what? Guess what
[Adam's hobby is]. Anybody famous? Yeah. Guess
who?
Background Information
• Michael Schumacher /,matk;;il 'Ju:ma:k;;i/: German
Formula One racing driver, born 1969.
• Lewis Hamilton /,lu:is 'hrem;;ilt;;in/: British Formula
One racing driver, born 1985. After winning several
karting championships, he was signed by McLaren's
Young Driver Programme in 1992 when he was 12.
• Kylie Minogue /,katli mt'n~mg/: Australian actress,
singer and model, born 1968.
• Avril Lavigne: see Lesson 1 Background
information.
• Beyonce /b1'junse1/: American singer and founder of
the group Destiny's Child, born 1981.
Getting started
• Write some animal words from Lesson 17 on the board,
e.g. cheetah polar bear blue whale snail tortoise fox
leopard elephant
• Revise comparative and superlative structures by asking
Ss to work as a class or in groups of three or four,
making sentences comparing the animals. Tell Ss they
can use other animal words, if they wish.
1 ~ New words: Hobbies
• Ask Ss to look at the pictures and read the expressions.
Check that Ss understand the meaning of collect, model
(cars) and (train) sets.
• Play the recording several times for Ss to listen and
repeat, chorally and individually.
• Show Ss how the expressions are used in sentences by
writing on the board:
My/My brother's/John's hobby is collecting model cars.
• Elicit sentences from the class using the other
expressions.
52
•••
2 (2\ • d d
i116 11 Listen an rea
• Ask Ss to look at and talk about the photo, identifying
thepeople and guessing what they are aoin_&..
• Play the recording several times for Ss to listen and
reaclCheck that Ss understand the meaning o rexciting,
"difficult, expensive, beautiful and a signed (phoiO ). m
out if a ny of the Ss has got a famous person's signed
photograph.
• Play the recording again, this time leaving a pause
after each speaker's section, for Ss to listen and repeat,
chorally and individually. Encourage Ss to listen
carefully and copy the speakers' intonation and stress
patterns. Try to ensure that every S repeats one or two
sentences individually so that you can check each S's
pronunciation, intonation and stress.
Everyday phrases
• Play the recording several times for Ss to listen and
repeat the phrases. Ask Ss what they could say in their
Ll for each phrase.
3 Check
Ss work individually, referring back to the conversation
and answering the questions.
• Check Ss' answers, by asking pairs of Ss to ask and
answer the questions .
• After checking answers, find out which Ss like motor
racing and which Ss know a lot about cars. Encourage
them to say which is their favourite car and who is their
favourite racing driver.
Answers
1 Crazy Rally 2 collecting model racing cars 3 about
sixty 4 the Ferrari 5 Lewis Hamilton
~. New words: Adjective_s (2)
4
a) Listen and repeat.
• Ask Ss to listen and repeat the adjectives.
• Give Ss time to read the conversation in Exercise 2 and
find which adjectives are used in it. Ask Ss to read out
the sentences containing the adjectives.
b) Find four pairs of opposite adjectives.
• Draw Ss' attention to the example. Ss work individually
or in pairs, finding the remaining opposites.
• After checking answers, check that Ss understand the
meaning of the remaining adjectives (exciting, famous,
important, unusual) .
Answers
interesting/boring difficult/easy expensive/cheap
Look and learn
• Check that Ss remember how to form comparative and
~~ShOrtaaj~ives. Ask Ss to
look back at Lesson 17 Exercise 8 and make sentences
about themselves and their friends using tall, short,
_y..QJJJJg_and...QJ4_ - -
• Give Ss time to read through the phrases and sentences
'in~thg:::beix-:-Ss-th€n-repeat them after you.
• Ask Ss to look at the new words (Exercise 4) again
and make the comparative and superlative forms of the
adjectives. Point out that the three short adjectives add
-er or -ier/-est or -iest (safer, easier, cheaper).
5 Speak and write
a) Compare the things in the chart.
• Gi e Ss time to read the items in the chart. Ask twq Ss to
read aloud the examp e-exchang~:--
• Give Ss time to think of sentences using some of t_he
adjectives from-Ex~rcise 4 to compare things in the chart.
Ss then work in groups of three or four, comparing and
· giVIllg their opinions of the things in tlie chart. Monitor
and help Ss correct any errors.
b) Write some sentences using your ideas.
• Elicit suggestions-to complete the example sentence.
Remind Ss that they can write: Two of us think that .. ./
One of us thinks that ... if they do not all agree.
• Ss in each group work together writing their sentences_iL
- Monitor and point out any errors for the group to cqrrect.
In turn, each group reads out their sentences to the class.
The class can see how much general agreement there
is about the most intere'sting hobby, the best singer, the
most excitin·g sport and the most difficult subject.
Answers
Lola How many 50 Favourite French doll
Why the most beautiful hair
Alex What tropical fish How many (about) 20
Favourite the parrot fish Why the most
interesting colours
Further practice ll .
• ~sk pairs of ~anQ_ ~~er questions about t~e
information in the chart, using he and she (third person
sing);'e.g. What does Lola collect? She collects__dQlls;,
How man~_tropicalfish has Alex got? He's got twenty.
7 Read
a) Read about a boy with an unusual hobby.
• Ask Ss to look at the photo and guess what the boy's
unusual hobby is. Use the photo to present the word
'snake'. Ask Ss which adjectives describe snakes, e.g.
dangerous, beautiful, quiet, long, interesting, disgusting?
• Ask Ss to read the text and find out the names of the
boy's snakes (Boa, Kinky and Homer).
b) Answer the questions.
• Ss work individually, referring to the text and answering
the questions. .
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions. After checking Ss' answers, ask
them to guess what 'I promise' means.
' '
Answers
1 snakes 2 three 3 ninety-five centimetres 4 fifteen
centimetres

(2\ • ~\
6 111s 11 Listen
• Give Ss time to read through the chart. Play the
8 Speak and write
recording twice and see if Ss have completed the chart. • Read aloud the example sentence. Elicit two or three
If necessary, play the recording again. ideas for the next sentences, e.g. Playing the guitar is
• Draw the outline of the chart and the headings on the more interesting than listening to CDs. I've got a new
boaTir Check Ss' answers by asklng individuals to · guitar. I have a guitar lesson on Saturdays.
complete the chart on the board. • Give Ss time to think about their hobby and to ask you if
they need help with vocabulary. Write sentence prompts
Audio script on the board for Ss to use if they wish:
It's more (exciting) than . . . I've g'ot (three) .. .
1 Int: What do you collect, Lola?
The best/most exciting one is . . . My favourite is .. .
Lola: I collect dolls.
beGause .. .
Int: What sort of dolls?
• In turn each S tells the class about his/her hobby.
Encou;age the other Ss to listen and ask one or t~o
Lola: Dolls from different countries.
Int: How many have you got?
questions if they wish.
Lola: I've got fifty.
• Ss then work individually, writing four to six sentences
Int: Which is your favourite?
about tfieir hoooy. AClviSeThem to loolClJack at the
Lola: The French doll.
sentences used in the text in Exercise 7. Monitor and point
Int: Why is the French doll your favourite?
out any enws to be corrected. If they wish, Ss can attach a
Lola: Because she's got the most beautiful hair.
picture of themselves and their hobby to their text.
2 Int: What do you collect, Alex?
Alex: I collect tropical fish.
Int: How many fish have you got? (2\
Alex: I've got about twenty. 9 11 1911 m&EP The Hobby Rap
Int: Which is your favourite fish? • Ss turn to page 94. Play the first recording for Ss to listen
Alex: I like the parrot fish. and read. Check that Ss understand the vocabulary.
Int: Sorry, which fish? ;_,
• Then play the recording several times for Ss to listen and
Alex: The parrot fish - P-A-R-R-0-T. join in.
Int: Why? • Play the recording of the backing track for Ss to say the
Alex: Bl!cause it's got the most foteresting colours. rap on their own.
53
 Inventions that matter
LESSO.N OBJECTIVES
Structures - revision
Past simple
Adjectives
Comparatives and superlatives
Vocabulary - new
arcade, ballpoint, billionaire, biro, chemist's shop,
Hungarian, machine, match (matches), ping pong,
table tennis, version, video game
New past forms: invent (invented), make (made),
patent (patented), queue (queued), use (used)
Skills
• To relate the content of the lesson to topics from
other subj ects in the school curriculum
• To read and understand factual information using
visuals, texts and a recording
• To listen to a recording and check answers to a
quiz
• To give opinions about the importance of different
inventions
• To read a Study tip and use a dictionary to check if
words are nouns, verbs or adjectives
• To write about your favourite inventor and
invention
Getting started
• Introduce the topic of inventors and inventions. Choose
four or five inventors and inventions that your Ss are
likely to know about. Write a list of inventors and a list
of inventions on the board for Ss to match, e.g.
' 1 Marconi - ~ a) telephone
, 2 The Wright brothers b) radio
.) 3 Bell c) steam engine
'- 4 Watt d) aeroplane
Ss work in groups of three or four, using their general
knowledge to decide who invented what.
• Check Ss' answers by asking individuals to make
sentences, e.g. Marconi invented the first radio.
Answers
lb) 2d) 3a) 4c)
• After checking Ss' answers, encourage them to discuss
other inventors and inventions they know about.
(2\
1 11 20 11 Read
• Ask Ss to look at the pictures and read the three
headings. Encourage Ss to use the pictures and context
to guess the meaning of the words in the headings
(ballpoint pen!biro, matches, video game).
54
• Pronunciation of the inventors' names: Laszlo Biro
/,IIBzkiu 'bairgu/, John Walker /,d3on 'w;):kg/, Nolan
Bushnell /,ngulgn 'buJml/.
• Play the recording several times for Ss to listen and read.
Tell Ss not to worry about understanding every word at
this stage.
New words
• Ask Ss to repeat the words after you. Give Ss time to
find the words in the texts. Explain or encourage Ss to
guess the meaning of the words from the context.
• Ask Ss to repeat the past forms after you. Check that
Ss understand the meaning of patented. Give Ss time to
write the new past forms in their vocabulary books.
2 Check
• Read out the instruction and check that Ss understand
what to do. Elicit the first answer from the class. Ss then
work individually, referring to the text to answer the
questions. They can compare answers in pairs before
checking answers as a class.
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions.
Answers
1B2C3A4CSA6B
Further practice
• Ask Ss to look back at the texts in Exercise 1. Ask two or
three more detailed comprehension questions about each
text, e.g.
1 Who used ballpoint pens first? (British and American
pilots)
2 Were biros cheap or expensive in 1945? (expensive)
3 Was John Walker's shop near London? (No, it was in
the north of England)
4 Did John Walker have a lot of money after he invented
matches? (No - because he didn't patent his idea)
5 Is ping pong the same as tennis? (No, it's the same as
table tennis)
• Check that Ss understand the meaning of any remaining
new words in the texts.
3 ~ Read and listen
a) Read the quiz about modern inventions. Answer
true (l) or false (F).
• Read through the instructions with the class. Give Ss
time to read through the texts silently. Encourage Ss to
use the context, the pictures and their dictionaries to help
them understand the meaning of new words, e.g. lift,
brake, skyscraper, pedals, gold miners.

• Ss work individually or in pairs, reading and deciding if
the information is true or false.
) Now listen and check your answers.
• Play the recording for Ss to listen and check their
answers. Find out if any of the Ss got all the answers
orrect.
Audio script
1 An American, Elisha Otis 11,laiJg 'gut1s/ (1811-1861)
invented the first lift brake in 1853. His invention
made skyscrapers possible.
2 Two Frenchmen, Pierre and Ernest Michaux
/pi,3: 'mi:Jgu/, invented the first modern bicycle with
pedals in 1861.
A young German immigrant, Levi Strauss /,li:vai
'straus/, invented the first jeans in 1873 and sold
them to gold miners in California.
4 A Scotsman, John Logie Baird /,d3nn lgugi 'begd/
(1888-1946), invented the first television in 1926.
Answers
1l T 2 F (They invented it in 1861.) 3 F (He sold them
10 gold miners in California.) 4 T
, her practice
rite on the board:
Who? What? Where? When?
. k the class questions about the information in the quiz,
e.g. Who invented the first jeans? What nationality was
Levi Strauss? Where were the gold mines?
• Give Ss time to work in pairs, writing three or four
questions about the texts. Monitor and check Ss' question
onns. Ss then form groups of four or six and take turns
o ask and answer their questions.
Speak
Form groups. Think of four other small but
important inventions. Decide which was the most
important.
Read out the instruction and check that Ss understand
hat to do. Tell them the inventions can be modern
in entions or inventions from a long time ago. Elicit
chree or four suggestions of small inventions from the
lass. Draw Ss' attention to the pictures of things to write
·ith at the bottom of the page. Encourage Ss to think of
rhi ngs they have with them at the moment in their bags
or on their clothes, e.g. buttons, zips, glasses (spectacles),
rulers, scissors.
For this activity, you may wish to let Ss choose their
m n groups of four of five. The groups discuss and
!!Tee on four inventions and decide which was the most
important. Monitor the activity and help with vocabulary
•here necessary, but do not interrupt the fluency of the
discussion.
) Tell the class.
A k one of the Ss to read aloud the example sentences.
In turn, each group tells the class about their inventions.
, Ask one S from each group to write their inventions on
the board.
~ --
• At the end of the feedback, ask the class to look at the
list of inventions on tlie 60arll and disciiSSW ich tw
·/ ; -"inv~ntions they think were the most lriij}Ortant, giving-
,' 1 their reasons. ' '
'·'
Study tip
Using a dictionary (2)
• Ensure that Ss have access to good dictionaries.
Read aloud the Study tip. Check that Ss remember
what adjectives, verbs and nouns are by asking them
to classify invent (verb), inventor (noun), important
(adjective) and small (adjective).
• Show Ss how one word can be more than one part of
speech. Write two words on the board from the texts in
Exercise 3: lift pedal
Ask Ss to find the words in their dictionary and check
the part of speech. Both words can be verbs or nouns.
Write sentences on the board for Ss to say which part of
speech the word is in each sentence, e.g.:
This bag is very heavy. I can't lift it up. (verb)
We went to the top of the skyscraper in the lift. (noun)
He pedalled very slowly up the hill. (verb)
Before 1861, bicycles didn't have pedals. (noun)
• Ss then work individually, looking up the words in the
Study tip to find what part of speech they are.
• Check Ss' answers. Note that some of the words can be
more than one part of speech.
• After checking Ss' answers, elicit example sentenc~s ·
containing the words.
Answers
invent (verb) brake (noun and verb) modern
(adjective) engineer (noun and verb) become (verb)
electric (adjective)
Project
Important inventions
• Ask Ss to find an adjective (important) and a noun
(inventions) in the title of the Project.
• Read through the instructions and check that Ss
understand what to do.
• Read aloud the text about Orville and Wilbur Wright.
Check that Ss understand the vocabulary.
• Write prompts on the board for Ss to use when writing
their own texts:
My favourite inventor is ...
He/She was born in . .. (when? where?)
He/She invented ... (what? when?)
His/Her invention was important because ...
He/She died in .. . (when?)
• Give Ss time to find information about their inventor and
draft their sentences. Check Ss' writing.
• Ss write their texts and, if they wish, attach a picture of
the inventor or invention.
• In groups, Ss read each other's projects. If there is
space in your classroom, Ss can make a display of their
projects.
55
 Revision
Language revised
Lessons 16-18
Vocabulary - new
answer, dimensions, sum
1 Match the sums and the answers.
• Ss work individually, matching the sums and the
answers.
Answers
2f 3 b 4 c 5 a 6 e
Further practice
• In pairs, Ss write two or three more sums in words. Tell
Ss to write the answers on a separate piece of paper.
Monitor and check that Ss have written the answers
correctly.
• In groups of four or six, Ss exchange sums and write the
answers.
2 Complete the crossword with the
opposites of the adjectives.
• Look at the example clue and answer with the Ss. Elicit
the answer for '2 across' from the Ss.
• Ss work individually or in pairs, completing the
crossword. Monitor and help ,ienecessary.
• Check answers by asking individuals to write the words
on the board and say them.
Answers
Across 2 small 4 far 5 shallow 7 light
Down 3 loud 4 fast 6 long 7 low
Further practice
• Ss work individually, writing four or five sentences
containing some of the adjectives. Give Ss one or two
examples, e.g. I've got short brown hair. I live near my
best friend. Monitor and help Ss correct any language
errors in their sentences.
• Ss then work in pairs, reading each other's sentences.
3 Correct the spelling of the eight
animals.
• Look at the example item with the class.
• Ss work individually or in pairs, sorting out the letters to
llJake the names of animals.
• Check answers by asking individuals to write the words
on the board and say them.
56
Answers
2 leopard 3 whale 4 snail 5 ostrich 6 cheetah
7 monkey 8 giraffe
4 Underline the correct adjective.
• Ask one of the Ss to read aloud the example sentence.
Tell Ss to read the complete sentence before they decide
which adjective is correct. Ss do the exercise working
individually. They can compare answers in pairs before
checking answers as a class.
Answers
2 difficult 3 boring 4 dangerous 5 exciting
6 interesting
5 Complete the sentences. Use the
words and the pictures. .
• Read through the words in the two boxes with the Ss.
Look at the example answer with the class and check
that Ss understand they use a word from each box to
complete each gap. Elicit the second answer from the
class.
• Ss complete the sentences, working individually or in
pairs.
• Check answers by asking individuals to read out the
sentences.
Answers
2 playing football 3 collecting foreign coins
4 collecting stamps 5 playing chess 6 making cakes
7 making milkshakes 8 making biscuits
Further practice
• Write on the board: playing collecting making
Give Ss one minute to work in groups of three or four,
writing down more hobbies using the words on the
board, e.g. playing the guitar, collecting snakes, making
model planes.
• The groups then feed back to the class and see how many
different hobbies they have thought of.
6 Complete the sentences with the
comparative and superlative forms
of tlie short adjectives.
• Give Ss time to read the information in the table.
Read out the first answer. Elicit from the class the first
sentence with the correct names of the children.
• Ss then work individually, completing the sentences with
the comparative and superlative forms of the adjectives.
• Check Ss' answers by asking individuals to read aloud
the sentences. Ask Ss to say which child is saying the
sentences.

wers
_ .~u nger Tom (Jack is speaking) 3 youngest
i htest 5 shortest (Matt is speaking) 6 tallest
aviest (Tom is speaking)
n Sounds fun /h/ and /p/
· en and repeat.
- look at the picture and identify the animals. Play the
rding once for Ss to read and listen.
the recording several times for Ss to listen and
t. If necessary, isolate the two sounds for Ss to
t after you. Ss may find it helpful to think of /p/ as
' tronger' sound and to hold their hand near their lips
eel the air coming out of their mouth as they say /p/.
chain drill round the class, Ss in turn read aloud the
· en again and underline the /b/ sounds in red
d t he /p/ sounds in green.
_· the recording several times if necessary for Ss to
n and underline the sounds.
k Ss' answers by asking them to list all the words
t.aining each sound.
ers
!letter 12.ut 12.est 12.ear
. fl_anda 12et hi/2/2012otamus 12et 12olar
omplete these conversations with
e comparative and superlative
rms of the long adjectives.
- two Ss to read aloud and complete the first
·ersation.
· w k in closed pairs, reading and completing the
·ersations. The pairs can then practise quietly reading
d their conversations.
unciation of singers' names: Christina Aguilera
a :m ~gw1'leGrG/, Mariah Carey /mG,raiG 'keGri/.
~ k Ss' answers by asking pairs of Ss to read aloud
onversations.
wers
st dangerous 3 more interesting 4 most
eresting 5 better 6 best 7 more difficult 8 most
cult
";-\
n Chat room
lete the conversation.
d aloud Tessa's questions. Ask Ss what they can say
reply to Tessa's first speech, e.g. Ss can say hello, say
ir name and perhaps say where they are from. Check
- s know the hottest place and the biggest city in
ir country. Ss can give their own opinions in answer to
questions about the _most beautiful area and the best
all team in their country. -
· ·e Ss time to think of their replies. Then elicit
ponses from several Ss to each of Tessa's questions.
Listen and practise with Tessa.
• Play the recording several times for individual Ss to
practise with Tessa. Try to ensure that each S answers at
least once. Encourage Ss to say as much as they want to
in their replies, e.g. describing the most beautiful area in
their country, talking about the biggest city or the best
football team.
Then practise with a friend.
• Play the recording several times for the class to listen
and repeat Tessa's part of the conversation, chorally and
individually.
• Ss work in pairs, practising the conversation and taking
turns to play each role. Monitor the activity but try not
to interfere with Ss' fluency. Point out and correct any
serious errors at the end of the conversation.
• Ask some of the pairs to act out their conversation for the
class to hear.
10 Puzzle: Who's who?
• Ss work individually or in pairs, reading the information
carefully and working out the names of the four
basketball players.
• After checking answers, ask Ss to make sentences using
'tallest' (Ryan is the tallest) and 'shortest' (Larry is the
shortest).
Answers
1 Ryan 2 Aaron /'eGrGn/ 3 Kevin /'kevm/ 4 Larry
/'l~ri/
Further practice
• Ask Ss to work in pairs or groups of three and write
down similar sentences either about the ages of the
basketball players (using comparative and superlative
forms of young and old) or how good the players are
(using comparative and superlative forms of good and
bad). Ss use their own ideas. Tell them to make sure their
puzzle 'works' and can be solved!
• Ss exchange papers with another group. Each group
reads the sentences and works out the answer to the
puzzle.
What can you do?
• Read out the I can sentences to the class. Give Ss time
to work in pairs, looking through Lessons 16-20 and
making a note of example questions and answers for
each I can sentence, e.g. How deep is the water? About a
metre. (Lesson 16 Exercise 1)
• In open pairs, Ss take turns to ask and answer questions
for each of the I can sentences.
• Encourage Ss to say how confident they feel about doing
each of the things in the I can sentences. Ss then work
individually, ticking the boxes for the language they feel
they can use confidently. Go round and give each S your
own feedback, building their confidence by emphasising
what they can do in English as well as pointing out any
language points that still need practice.
57
 It's going to be fun.
LESSON OBJECTIVES
Structures
Going to future: positive, negative and questions
functions
Ask and talk about good intentions
Vocabulary
Activity verbs (1)
Everyday phrases: What sort of [jobs}? Things like
that. I'm not going to tell you. It's a secret. Come on
[Alice}. Tell me. Here they are. I don't care.
Background information
• The World Food Aid week described in the SB is
similar to a real annual fundraising campaign for
schools called FoodAid. It is run by the charity
Concern Worldwide, which was established in 1968
and is based in Belfast. Money raised by FoodAid
goes directly to local food programmes in twenty-
eight countries. Fundraising activities include
sponsored swims, sponsored 'bounces' on the
trampoline, sponsored spelling tests, cake sales and
musical events.
Getting started
• Introduce the topic 'doing jobs' at home. Elicit
suggestions of typical 'jobs' children do at home and
write key words on the board, e.g. tidy my room, wash
the car, take the dogfor a walk, look after my pet/little
brother/sister. If appropriate, introduce some of the
activity verbs in the New words for this lesson.
1 (2\
11 24 11
•
Listen an d rea d
• Ss look at and talk about the picture. If necessary, ask
questions, e.g. Who can you see? Where are they? What
do you think they're talking about? Introduce vocabulary
from the dialogue, e.g. a red nose, a top hat, wear funny
things.
• Read aloud the notice 'To all students!'. Explain or
encourage Ss to guess the meaning of Raise money for
World Food Aid. · • Ask Ss to repeat the sentences after you. Point out the
• Play the recording several times for Ss to listen and
read. Explain or encourage Ss to guess the meaning of a
secret and wear a wig.
• Divide the class into two groups to be Evie and Alice.
Play the recording again, this time leaving a pause after
each speaker's section, for the groups to listen and repeat
their lines and then change parts. Encourage Ss to listen
carefully and copy the speakers' intonation and stress
' patterns.
58
Everyday phrases
• Play the recording several times for Ss to listen and
repeat the phrases. Ask Ss what they say in their Ll for
each phrase.
2 Check
• Ss work individually, reading the questions and referring
back to the conversation to find the answers.
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions.
Answers
1 World Food Aid week 2 a top hat and a red nose
3 Yes 4 No
Further practice
• Ask Ss to look at the dialogue again and say which
activities they think are boring and which are fun.
Encourage Ss to tell the class if they have done any of
these things. Elicit suggestions from the class for other
activities children can do to raise money.
3 ~ New words: Activity verbs (1)
a) Put the verbs in the box in the correct phrase.
• Read through the verbs and the example answer with the
class. If you wish, do the second answer with the class.
Ss then workindividually, completing the phrases.
b) Listen and repeat. Check if you were right.
• Play the recording for Ss to listen and check their
answers.
• Then play the recording for Ss to listen and repeat,
chorally and individually.
Answers
2 lay 3 clean 4 listen to 5 make 6 watch 7 eat 8 tidy
9 do 10 empty
Look and learn
use of the verb to be (I am, he/she/it is, you/we/they are)
with going to.
• Ask Ss to look back at the conversation and find and read
aloud examples of sentences containing going to.
4 Write and speak
a) Write two things you're going to do after school
today and two things you're not going to do.
• Read aloud the instruction. Ask two Ss to read aloud
the example sentences. Elicit one or two positive and
 negative sentences from the class. Encourage Ss to use
phrases from this lesson.
• Ss work individually, writing four sentences. Monitor,
helping with vocabulary and pointing out errors.
b) Ask a friend what he/she is going to do after
school.
• Ask two Ss to read aloud the example dialogue. Draw Ss'
attention to the two question forms (Wh- question and
Yes/No question) used in the dialogue.
• Elicit four or five questions and answers from Ss
working in open pairs.
·• Ss then work in closed pairs, taking turns to ask and
answer questions. Tell Ss to remember their partner's
answers. Monitor and help Ss correct language errors.
c) Tell the class.
• Ask one of the Ss to read aloud the example sentences.
• Tell Ss to say one positive sentence and one negative
sentence about their partner. In a chain drill round the
class, Ss tell the class about their partner.
s f2\ .
26 11 Listen
• Give Ss time to read through the sentences.
• Play the recording, two or three times if necessary, for Ss
to answer true (T), false (F) or don't know (DK).
• When checking Ss' answers, ask Ss to correct the false
entences. Notice that some Ss may answer 'DK' and
others may answer 'F' to sentence 2. If Ss disagree about
this answer, encourage them to give their reasons for their
answer, e.g. (DK) It could be a very long street and so
Jack needs a lift home, or (F) If Jamie lives in the same
eet, there is no need for his mum to drive Jack home.
Audio script
Jack: I'm going to go now, Mum.
_1um: Are you going to have some tea before you go?
Jack: No, it's OK. I'm going to have a pizza at
Jamie's house.
. 1um: What time are you going to be home?
Jack: I don't know. About nine o'clock?
_!um: Nine o'clock! That's late.
Ja k: Oh, Mum! We're going to watch some DVDs .
. !um: Mmm. How are you going to get home?
J k: Jamie's mum is going to drive me.
• !um: All right but don't be later than nine o'clock,
please.
J k: OK, Mum! Bye!
An swers
_DK (or F) 3 T 4 T 5 F (They're going to watch
me DVDs.) 6 F (Jamie's mum is going to drive him
me. )
Speak and write
hat are Simon and his family going to do
ext weekend? Match the pictures with the
· formation.
· ·e Ss time to read through the information and check
they understand the vocabulary, e.g. Grand Prix
gron 'pri:/. Look at the example ansy;er with the class.
• Ss work individually or in pairs, matching the pictures
with the information.
• Check Ss' answers by asking individuals to read aloud
the information (1-7) and say the letter (a-g) of the
picture.
Answers
2 g) 3 a) 4 e) 5 b) 6 c) 7 f)
b) Make sentences with the information.
• Ask one of the Ss to read aloud the example sentence.
• Ss work individually, writing the sentences. Monitor and
check Ss' writing.
• Ask individuals to read aloud their sentences. Point out
the pronunciation of the names Simon /'sa1m;}n/ and
Chloe /'kl;}ui/.
Answers
2 Chloe and Mum are going to go shopping on
Saturday. 3 Simon is going to play football on
Saturday afternoon. 4 Chloe and I are going to do our
homework at the weekend. 5 Mum and Dad are going
to cook Sunday lunch. 6 Chloe is going to meet Kathy
on Sunday afternoon. 7 Dad and Simon are going to
watch the Grand Prix.
7 Write
• Read out the example sentence. Write prompts on the
board:
Saturday Sunday
morning afternoon evening
Elicit suggestions from the Ss about what they are going
to do next weekend.
• Ss work individually, writing four to six sentences.
Monitor Ss' writing, helping with vocabulary and
pointing out any errors for Ss to correct.
• In pairs or small groups, Ss take turns to read aloud their
sentences .
8 Wm&CP The 6ood Intentions Rap
• Ss turn to page 94. Check that Ss understand the meaning
of good intentions by asking them to translate the phrase
into their Ll. Play the first recording for Ss to listen and
read. Check that Ss understand the voc;;abulary.
• Play the recording again, several times if necessary, for
Ss to listen and complete. Check answers by asking
individuals to say the lines. Where necessary, check Ss'
spelling of the missing words.
• Then play the recording again for Ss to join in.
• Play the second recording for Ss to say the rap on their
own with the backing track.
Answers
1 going 2 to 3 get 4 up 5 going 6 to 7 make 8 eat
9 going 10 to 11 lay 12 empty 13 clean 14 going
15 to
59
 Let's go swimming.
New words: Act1v1t1es
...
LESSON OBJECTIVES (2\
2 112911
Structures a) Listen and repeat.
Suggestions: Let's +infinitive • Play the recording several times for Ss to listen and
Questions: What shall we do? Why don't we ... ? repeat the phrases. Draw Ss' attention to the use of the
What about . . . ? and a in expressions such as go to the beach and go to a
Functions disco.
Make and respond to suggestions
b) Match.
Vocabulary • Look at the example item with the class. Ss work
Activities individually or in pairs, matching the phrases and
Everyday phrases: What a pain! I don't believe pictures.
it! There's nothing good on [TV]. I'm hopeless at • After checking answers, Ss can work in pairs, taking
[swimming]. I've got a good idea. turns to point to a picture for their partner to say the
activity.

Answers
Background information
• Lewis Hamilton: see Lesson 18 Background 2 go shopping 3 have a barbecue 4 go swimming
information. 5 go to a disco 6 go to the cinema 7 go to the beach
8 go bowling 9 go karting

Getting started
• Revise going to future and some 'activities' vocabulary.
Write on the board:
What are you going to do at the weekend? I'm going
to .. .
In a chain drill round the class, Ss ask and answer the
question. If appropriate, introduce some of the new
words for this lesson.
1 (2\
112s11
•
Listen an d rea d
• Ask Ss to look at and talk about the picture. Ask: Who
can you see? Where are they? What do you think they
are going to do?
• Play the recording two or three times for Ss to listen and
read.
• Ask general comprehension questions, e.g. ls it raining?
(Yes), Are they going to go swimming? (No), Are they
going to go climbing /'klalillU]/? (Yes). Where is the
climbing wall? (In the gym). Find out if any of your Ss
have been on a climbing wall and encourage them to tell
the class about it.
• Divide Ss into four groups to be Alice, Tessa, Ben an.d
Adam. Play the recording again, this time leaving a
pause after each speaker's section, for the groups to
repeat their lines and then change parts.
Everyday phrases
• Play the recording several times for Ss to listen and
repeat the phrases. Check Ss' understanding of the
phrases and ask them what they could say in their Ll for
each phrase.
3 Check
• Look at the example answer with the class.
• Ss work individually, referring back to the dialogue and
matching the two parts of the sentence.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
2d 3a 4c
Look and learn
• Give Ss time to read through the sentences and then
repeat them after you.
• Ask Ss what other phrases they can say instead of Good
idea (Brilliant! Cool! Ace!).
4 Act
• Ask two Ss to read aloud the example conversation and
complete B 's last suggestion.
• Ask Ss to look back at the activities in Exercise 2. Ask
three or four pairs of Ss to make similar dialogues in
open pairs.
• Ss then work in closed pairs, suggesting things to do and
agreeing or disagreeing with their partner's suggestions. ;
Monitor and help Ss correct any errors. /
(2\ • /
5 113011 Listen
a) The girls are deciding what to do for Alice's
birthday. Listen and tick (..') their four
suggestions.
• Give Ss time to read through the suggestions (1-8).

60 I
 y the recording twice and see if Ss have completed
exercise. If necessary, play the recording again .
• Check Ss' answers by playing the recording again,
ing it appropriately to check Ss' ticked suggestions.
· e: What are we going to do for my birthday?
-:::- ·ie: When is it, Alice?
· e: Next Saturday. Any ideas?
!:" ·ie: Next Saturday?! Mmm. Well, what about going
bowling?
· e: That's a nice idea but no, thanks. We went
bowling for Ben's birthday.
E ·ie : Oh yes. I forgot.
a: Hey! Let's go ice skating.
: · e: Ugh! Ice skating? I'm hopeless at ice skating.
- a: Oh, I know. There's a good film on at the
Metrodome. Why don't we go and see that?
e: Mm. I'm not sure. The boys went to the cinema
last week.
~ ·ie: Urm, you're right. What about going to the new
disco at the youth club?
a: That's a great idea! What time does it start?
-:::- ·ie : I think it starts at 7 o'clock.
: Perfect! Let's tell the boys and see what they
say.
wers
·ed suggestions: 2 go bowling 3 go ice skating
ao to the cinema 7 go to a disco
here does Alice want to go?
ay the recording again for Ss to listen and find out
e re Alice wants to go. Ask Ss what Alice says
Perfect!) .
swer
new disco (at the youth club) '
list en again and complete the suggestions.
ay the recording for Ss to complete the three
_ ggestions.
swers
E ·ie: What about going (bowling) ?
"f. sa: Why don't we go (and see a film)?
.-\lice: Let's tell (the boys).
er practice
ri te on the board:
.-\lice doesn't want to go bowling because . ..
.-\lice doesn't want to go ice skating because ...
.-\lice doesn't want to go to the cinema because ...
• Play the recording again for Ss to listen and find the
reasons why Alice doesn't want to do these things.
Answers
.1 they went bowling for Ben's birthday 2 she's
hopeless at ice skating 3 the boys went to the cinema
Inst week
6 Read and speak
a) Read the advertisement for karting and complete
the conversation.
• Ask Ss to look at and talk about the picture. Find out if
any of the Ss go karting. If they do, encourage them to
tell the class about it - where do they go? Do they like
it? How much does it cost?
• Read through the advertisements with the Ss. Check that
Ss understand the vocabulary (track), (kph = kilometres
per hour).
• Ss work individually or in pairs, completing the
conversation.
• Check Ss' answers by asking individuals to read aloud
the sentences.
• Ask two or three pairs of Ss to read aloud the dialogue in
open pairs. Correct any serious errors in pronunciation,
stress and intonation patterns.
Answers
2 Wembley (karting track) 3 At 11 o'clock
4 £14 (fourteen pounds)
b) Practise the conversation in pairs. Put your own
ideas in 1- 4 and practise again.
• Elicit one or two more dialogues from the class, using
other activities from Exercise 2, places in Ss ' own town
or region and prices in Ss' own currency.
• Ss work in closed pairs, practising the conversation from
Part a) and then making new conversations using their
own ideas. Monitor and make a note of any common
language problems but try not to interrupt Ss ' fluency.
• Some of the pairs can then act out one of the
conversations for the class.
'2\
7 11}111 m&CP The Activity Rap
• Read aloud the instruction. Ss turn to page 94. Check
that Ss understand they have to put the verses of the
rap in the correct order. Give Ss time to read through
the verses quickly. Then play the recording, twice if
necessary, for Ss to order the verses. Check answers and
check that Ss understand the vocabulary.
• Play the recording several times for Ss to listen and join
in. If you wish, divide the class into three ·groups to say a
verse each.
• Play the second recording for Ss to say. the rap on their
own with the backing track.
Answers
Verse 1 Bowling, swimming, skating, football ...
Verse 2 Music, video, TV; cards ...
Verse 3 Why don't we ride our bikes in the park ...
61
 What are you doing on
LESSON OBJECTIVES
Structures
Present continuous for future arrangements: positive,
negative and questions
Functions
Ask and talk about future arrangements
Vocabulary
Music
Everyday phrases: Wait for it! [It's going to be} so
cool! Go on! Don 't be so mean! You 're a star!
Background information
• Leicester /'Jes~/ Square is in the centre of London's
West End entertainment district, with theatres,
cinemas, restaurants, clubs and the MTV (Music
Television) UK studios.
• The Arctic Monkeys: British pop and rock group,
formed in Sheffield in 2003 by Alex Turner, Jamie
Cook, Andy Nicholson and Matt Helders.
• Corinne Bailey Rae /,konn be1li 're1/: Born 1979
in Leeds, England. Singer (squl, R&B, jazz) and
songwriter.
• Dr Dog: Psychedelic /,sa1k~'dehk/ rock band from
Philadelphia, USA, consisting of Scott McMicken,
Toby Leaman, Zach Miller, Juston Stens and Sukey
Jumps.
• Heated Rollers: see Lesson 24 Project.
Getting started
• Introduce the topic of popular music and singers. Bring
two or three pictures of popular singers for Ss to identify
(or write their names on the board). Ask Ss to talk
about the singers, using English as much as possible. If
appropriate, introduce some of the new words for music.
(2\
1 11 32 11 Read
• Ss read the email silently and look at the photos. If you
have a large map of London, show Ss where Leicester
Square is.
• Play the recording for Ss to listen and read. Ask Ss: How
much are the tickets for the concert? (Nothing/They 're
free). Encourage Ss to say what they know about The
Arctic Monkeys and Corinne Bailey Rae.
2 (2\
1fll l1
•
Listen an d rea d
• Play the recording once for Ss to listen and read. Ask
what day it is (Friday).
E~plain or encourage Ss to guess the meaning of any
new words and phrases.
62
••••
,
• Divide the class into two groups to be Alice and Ben.
Play the recording again, this time leaving a pause after
each speaker's section, for the groups to listen and
repeat their lines. Encourage Ss to copy the stress and
intonation patterns of the speakers.
• Ss work in closed pairs, reading the dialogue aloud
and changing parts. Monitor and correct any serious
pronunciation errors.
Everyday phrases
• Ss listen and say the phrases after you. Ask Ss what they
say in their Ll for each phrase.
Further practice
• Write on the board:
A: (Ben), can you do me a favour?
B: It depends . What is it?
A: Can you (lay the table/help me with my project/take
the dog for a walk) ?
• Elicit two or three example dialogues from the class. Ss
can choose whether B agrees to do the favour or refuses
(and then whether A persuades B to do the favour) .
• Ss work in closed pairs, taking turns to ask their partner
to do a favour. Monitor and help, if necessary. Some of
the pairs act out one of their dialogues for the class.
3 Check
• Ss work individually, reading the sentences and referring
back to Exercises 1 and 2 to complete them. Ss can
compare answers in pairs before checking answers as a
class.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
2 Leicester Square (in London) 3 half past four
4 three o'clock 5 Saturday afternoon 6 football
Look and learn
• Ask Ss to repeat the sentences after you. Point out that
the Present continuous is used for future arrangements
here. You may wish to contrast this with the use of the
Present continuous for things happening now/at the time
of speaking.
• Ask Ss to look back at Exercises 1 and 2, then find and
read aloud examples of sentences containing the Present
continuous for future arrangements.
4 Read and write
a) Read Corinne Bailey Rae's plan.
• Give Ss time to read through the plan silently. Check
Ss understand any new vocabulary.
• Ask: Which airport is Corinne arriving at? (London Audio script
Airport), Who is she having dinner with on the Friday
evening? (Her manager), What time is she having Harry: Hi, Jack! It's me, Harry.
breakfast on Saturday morning? (At half past eight). Jack: Hi.
Harry What are you doing on Saturday?
b) Make questions, then answer them. Jack: This Saturday?
• Ask two Ss to read aloud the example question and Harry: Yes, Saturday May 8th.
answer. Jack: Nothing. Why?
• Ss work in closed pairs, taking turns to ask and answer Harry: There's a music competition here in the
the questions. Tell Ss to use short verb forms where shopping centre.
appropriate (e.g. When's Corinne ... ? She's arriving Jack: Oh. What sort of music are they playing?
... ) and to answer in full sentences. Monitor and help Ss Harry: Different kinds. Rap, reggae, R&B and soul.
correct any errors. From 10 to 12 it's rap. Then there's a break for
·• Check Ss' answers by asking pairs of Ss to ask and lunch.
answer the questions. Jack: What are they doing after lunch?
Harry: From 2 to 4. Let's see ... er ... they're doing
Answers reggae.
Jack: Reggae. Cool.
2 How's she travelling to her hotel? She's travelling to
Harry: And then from 4 to 6 they're doing R&B - and
her hotel by taxi. 3 What time are they having dinner?
soul.
They're having dinner at half past eight. 4 Who's she
Jack: OK. Are you going to it?
giving an interview to? She's giving an interview to a Harry: Yes, my brothers are taking me. Do you want to
j ournalist. 5 When' s she going to MTV studios? She's
come with us?
going to MTV studios at half past three. Jack: Yeah, but I must ask Mum first.

5 Speak
sk two Ss to read aloud the example question and
answer.
Give Ss time to think about their arrangements for
tonight, tomorrow, on Friday morning/afternoon/evening.
Work through the questions and answers in open pairs.
• Ss work in closed pairs, taking turns to .ask and answer
questions about their arrangements. Monitor and help Ss
c01Tect any errors.
6 (2\ d .
34 11 New wor s: Music
a} l isten and repeat.
Play the recording several times for Ss to listen and
repeat the words. Check that Ss understand the meaning
of the words. Ss may like to give an example (the name
of a performer or the title of a piece of music) of each
rype of music.
) Tell the class about what sort of music you like.
In turn, Ss tell the class about the music they like.
(2\ • • Ask Ss to compare the email in Exercise 1 with this
1 3s 11 Listen
Read aloud the instruction and give Ss time to read
through the sentences before you play the recording.
Play the recording once and see if Ss have completed the
entences. If necessary, play the recording again.
fter checking answers, ask Ss to listen to the recording
again to find out where the music competition is and who
is going with Harry.
Answer
The competition is in the shopping centre. Harry's
,brothers are taking him.
Answers
2 rap 3 2 (to) 4 4 R&B (and) soul
(2\
8 tl l6 lt ~®[Kl@ Get The Party Started by
Pink
• Ss turn to page 95. Ask them to read the introductory
text about Pink. Check that Ss understand the meaning of
nickname and stage name.
• Play the recording for Ss to listen and read. Check that
Ss understand the vocabulary and that in' in comin ',
waitin ', loo kin', pump in', breakin ', cruisin ', checkin ',
freakin ', burnin ', makin ', chillin' and dancin' is short for
the -ing form of the verbs. Also point out that lotsa style
means lots of style.
• Play the recording several times for Ss to listen and
join in.
9 Write
a) Read the email inviting a friend to a concert.
• Give Ss time to read through the email_silently. Then ask
individuals to read the sentences aloud.
email. Ask Ss what information is important. Write
prompts on the board, e.g.
Who is in the concert? When it is? Where is it?
What time does it start? Who is going to the concert?
What time are they leaving? How are they travelling?
b) Now write an email inviting a friend to the
concert below.
• Advise Ss to refer to the emails in Exercises 1 and 9a)
when they are writing their own. Ss work individually,
writing their email. Monitor Ss' writing and point out any
errors for Ss to correct.
• In pairs or small groups, Ss read each other's emails.

63
 Young musicians
LESSON OBJECTIVES
Structures - revision
Present simple
going to future
Present continuous for future arrangements
Vocabulary - new
Music: advertisement(s ), artist, audition, band,
camp (v), download(s), drums, enter, exam,festival,
guitar, in public, instruments, judges, local, non-stop,
online, orchestra, perform, popular, school dance,
tune in, violin, voice
Skills
• To read and understand factual information and
opinions using pictures, texts and a recording
• To ask and answer questions about music
• To listen to a recording and to complete sentences
• To write about your favourite band and use
punctuation (capital letters, commas, colons and
semi-colons) correctly
• To develop an awareness of the world beyond Ss'
immediate environment
Background information
• Fiorello H. La Guardia /fig,relgu e1tJ lg 'gwa:dig/
High School of Music & Art: a specialised public
high school in New York that prepares students for
careers in music and performing arts. It is named
after Fiorello H. La Guardia, Mayor of New York
from 1934 to 1945.
• Beth Orton /,be8 '::>:tgn/: born 1970, British singer-
songwriter.
• Cambridge /'keunbnd3/ Folk Festival: an annual
summer music festival.
• The Halle /'hrelei/ Orchestra: the UK's oldest
professional orchestra, based at the Bridgewater
/'bnd3w::>:tg/ Hall in Manchester /'mrentJgstg/.
• America's Got Talent: US TV talent show that
features amateur singers, dancers and other
performers competing for a prize of US$ l million.
• BBC: see Lesson 28 Background information.
• McFly: London-based pop group, formed in 2002
(Tom Fletcher, Danny Jones, Harry Judd and
Dougie Poynter).
• Green Day: American punk rock group formed
in 1989. The three core members are Billie Joe
Armstrong, Mike Durnt and Tre Cool.
• Backstreet Boys: American pop group, formed in
1993 (Nick Carter, Howie Dorough, Brian Littrell,
A.J. McLean and Kevin Richardson).
• TLC: American female R&B group, popular in the
1990s (Tionne Watkins, Lisa Lopes and Rozonda
Thomas).
• Westlife: Irish pop group, formed in 1998 (Shane
Filan, Mark Feehily, Kian Egan and Nicky Byrne).
64
Getting started
• Revise music vocabulary by asking Ss to work in groups
and make a note of words connected with music, e.g.
instruments, jobs, types of music. If you wish, give Ss a
time limit of one minute.
• The groups then feed back to the class and see how many
different words they have thought of.
f2\
1 tl37lt Read
• Ask Ss to look at the photos and say what the children
are doing.
• Play the recording for Ss to listen and read. Pause
the recording after each speaker and check that Ss
understand any new vocabulary.
• Play the recording of the Fact File for Ss to listen and
read. Ask Ss: How many people listen to BBC Radio 1?
(over 10 million), How many local radio stations are
there in America? (thousands). Ask Ss if they buy songs
or download songs from the internet.
New words
• Play the recording for Ss to listen and read the new
words. Ask Ss to say the new words after you.
• Ask Ss to find the words in the text. Check that Ss
understand the meaning of the words.
Further practice
• Ss work in pairs, writing their own sentences containing
five or six of the new words. Monitor the activity and
point out any errors for the pairs to correct.
• The pairs then form groups of four, and take turns to read
out their sentences.
2 Check
• Read out the instruction and check that Ss understand
what to do.
• Ss work individually, referring back to the text and
answering the questions. Monitor and help if necessary.
Ss can compare answers in pairs before checking
answers as a class.
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions.
Answers
1 Tom (and his sister) 2 Alicia 3 Charlotte 4 Calvin
5 Alicia 6 Charlotte
Further practice
• Write on the board or ask more comprehension questions
orally, e.g.
1 Why is Calvin going to be nervous next Saturday?
(Because his band is playing at the school dance in
front of his friends.)
 2 What instrument does Charlotte's mother play?
(the guitar)
3 What is Charlotte going to do in Cambridge next
summer? (She's going to a Folk Festival, to camp for
three nights and listen to lots of bands.)
4 Has Alicia got an audition in the summer?
(No, she's got an exam.)
5 Who is taking Alicia to a concert next week?
(her teacher)
6 Where do Tom and his sister usually practise?
(in their bedrooms)
3 Speak
a) Talk in groups. Match. Then ask and answer the
questions.
• Read through the instructions and check that Ss
understand what to do.
• Ss work in small groups of three or four. Ask them to
match the parts of the questions. Then check Ss' answers
with the class.
Answers
2b) 3d) 4e) Sc) 6g) 7a)
Ss then work in their groups, taking turns to ask and
answer the questions about themselves. Tell Ss to make
a note of the answers so they can report back to the class
in Part b).
b) Now tell the class.
Ask one of the Ss to read aloud the example sentence.
• Give the group time to plan their report to the class.
• Each group in tum tells the class their results. Try
to ensure that each S in each group says at least one
sentence. If necessary, teach the expressions All/None of
us (play in an orchestra).
f?\ •
3s ft Listen
• Give Ss time to read through the gapped sentences. Play
the recording twice for Ss to listen and complete the
entences. If necessary, play the recording again.
• Check Ss' answers by asking individuals to read out the
entences.
Audio script
lnt: Hi, Ed. What's the name of your group?
Ed: We're called Mad Boys.
lnt: Cool. How many are there in the group?
Ed: There are four of us. We're all at the same school.
lnt: How old are you?
Ed: We're all under 15. I'm 13, and the youngest is 12.
Int: What do you do in the group?
Ed: I'm the lead singer.
lnt: Do your friends like your music?
Ed: Yes, but some of the teachers don't like us very
much. They don't like the words.
lnt: When are you playing next?
Ed: We're playing at the school concert next Saturday.
You can come if you want.
·Int: Great! See you there. Good luck!
Ed: Thanks.
Answers
1 Mad Boys 2 4 3 12 4 teachers 5 Saturday
Further practice
• After checking Ss' answers, you may wish to play
the recording again and ask Ss to listen for any extra
information, e.g. How old is Ed? (13 ), Do they all go to
the same school? (Yes), Is Ed the lead guitarist? (No,
he's the lead singer), Do his friends like the music? (Yes).
Ss may like to discuss why some of Ed's teachers don't
like the words.
Project
Writing tip: Capital letters, commas, colons and
semi-colons
• Read aloud the Writing tip and give Ss time to study the
examples and the Note.
• Ss work individually or in pairs, reading and correcting
the sentences.
• Check Ss' answers by asking individuals to write the
sentences on the board with the correct punctuation. If Ss
disagree about any of the answers, ask them to refer to
the rules to support their answer.
Answers
1 His favourite band is McFly. They're a new band.
2 My brother likes rap, hip hop and reggae; he also
likes singing. 3 The late 90s produced three top selling ·
bands: Backstreet Boys, TLC and Westlife.
Write about one of your favourite bands and include
a photo.
• Tell Ss in advance to bring in a photo of their favourite
band.
• Read through the questions with the class. If necessary,
give Ss time to check the information. they need to
answer the questions.
• Read aloud the text about the band Heated Rollers.
• Ask individual Ss to read aloud the questions one by one.
Ss look at the text and read aloud the sentence(s) that
give the answer, e.g.
What's the name of the band? (One of my favourite
bands is Heated Rollers.) '
How many members are there? (There are four members
of the band.)
Who's the lead singer? (The lead singer's name is Ollie
Waters /,oli 'w;,:tn/.)
Who's your favourite member? (His name's Josh Pearson
/,d30J 'pl;}S;}n/.)
• Advise Ss to use the text about Heated Rollers as a
model for their sentences about their own favourite band.
• Monitor Ss' writing, helping with vocabulary if necessary
and pointing out any errors for Ss to correct.
• Ss then copy their sentences and put their pictures on
large sheets of paper with the title 'My favourite band'.
• Ss form small groups and read each other's projects. If
you have space, Ss can make a classroom display of their
projects.
65
 Revision
3 Match what Andy /'rendi/ and
Language revised
Lessons 21-23
Ella /'ela/ say to make a complete
dialogue.
Vocabulary - new
• Look at the example question and answer with the class.
arrangements, dishwasher, intentions, suggestions
• Ss work individually or in pairs, matching the questions
and answers to make a dialogue.
• Check answers by asking individuals to read aloud the
1 What jobs do the members of the sentences in the correct order to make the dialogue.
Clark family do? Choose a verb in • When Ss have checked their answers, ask three or four
pairs of Ss to read aloud the complete dialogue for the
the correct form and complete the class to hear.
sentences. • Ss then work in closed pairs, reading aloud the dialogue
• Read aloud the instructions and the verbs in the box. and changing parts.
Check that Ss understand what to do.
• Look at the example sentence with the class and elicit Answers
the second verb from the Ss. Pre-teach dishwasher if 2c) 3a) 4b)
necessary.
• Ss complete the exercise working individually or in
pairs.
• Check Ss' answers by asking individuals to read aloud
4 Find the twelve different kinds of
the complete sentences. Check spelling by asking Ss to music in this wordsquare.
write verbs such as tidies, lays, washes on the board. • Look at the example answer with the Ss. Point out that
the words can be written diagonally, across, down, up
Answers and may be spelt left to right or right to left.
1 empties the dishwasher 2 Alice tidies her bedroom • Ss work in pairs, finding the music words. Monitor and
and lays the table. 3 Mrs Clark does the shopping. help if necessary.
4 Mr Clark cleans the rabbit (hutch) and washes • The pairs then form groups of four and compare their
the car. words in the puzzle. If any of the Ss have not found
twelve music words, the rest of their group can help
them.
• Check Ss' answers by asking individuals to read out the
2 Write the correct form of going to words. Correct any pronunciation errors.
+verb.
Answers
• Ask Ss to look at the picture and guess what the mother
and daughter, Mia /'mi:~/ are saying.
• Ask one of the Ss to read aloud the example sentence, X;(H t'ti J ~ T
z]. K D i! S v c w Q
then elicit the second answer from the class. ~~~ ENY ,,,z- Vi'' s M (R 0 0 K L
• Ss complete the exercise working individually. Tell Ss to
use short verb forms where appropriate. Ss can compare A M >O "A'k( N ~L S J c L K u
·~ -~
answers in pairs before checking answers as a class. p L /'J ~v '-.D ~ y N w c , A u :O
• Check Ss' answers by asking individuals to read aloud ~
the complete sentences. W IJH c H .~ y W! R y x : S x ,\ .$
~..,,.,
+
After checking the answers, Ss can work in closed pairs, y z 'E L w R- 11..M ~Q H z s s IU
practising reading aloud the dialogue and changing parts.
\.T E H N 0 ~ ~ E 1'.C L
c B D
-I
Monitor and correct any serious pronunciation errors. - ~
z T N K J c F ~~T'N<. c y Q
~
Answers
~"+' -
A u A M I , K -~a-
G S A ,..e._ G w
2 are you going to tidy 3 'm going to meet 4 're going B s D B F B A s B ,h L' i2:l K

~
to play 5 're going to have 6 're going to meet
7 'm not going to help 8 'm going to be 9 are you
p ~. y c N B H Q lj N
H ,Z
-~

~~~ ~H
going to do 10 's going to help 11 IP I H 0 p ~ 0,, IU
~
Hh I\. Q w T IY p s F,;. 1? w )H

66
Further practice
• Ss work individually, writing three or four sentences
using some of the music words. Monitor and help Ss
correct any errors.
• In a chain drill round the class, each S reads out one of
their sentences.
s Reorder the words to make a
conversation.
• Look at the example sentence with the class. Point out
that the punctuation mark (a full stop or a question mark)
is given at the end of the words.
• Elicit the second sentence (Ben's answer) from the class
and write it on the board.
• Ss complete the exercise, working individually. They can
compare answers in pairs before checking answers as a
class.
• Check answers by asking individuals to write the
sentences on the board and say them.
• Ss can then practise reading aloud the conversation first
in open pairs and then in closed pairs.
Answers
Ben: I'm going out.
Dad: Who are you going out with?
Ben: I'm going out with Sophie.
Dad: Where are you going?
Ben: We 're going to the cinema.
t2\
6 1139 11 Sounds fun /au/ and /o/
a) Listen and repeat.
• Ask Ss to look at the picture and say what the children
are eating (hot dogs) .
• Play the recording once for Ss to read and listen.
• Play the recording several times for Ss to listen and
repeat, chorally and individually. If necessary, isolate the
~wo sounds for Ss to repeat them after you. Ss may find
1t helpful to say the two sounds of the diphthong slowly
to begin with.
• If time, each S in turn reads aloud a sentence.
b) Listen again and underlirie the /au/ sounds in
red and the /n/ sounds in green.
• Play the recording several times if necessary for Ss to
listen and underline the sounds.
• Check Ss' answers by asking them to list all the words
containing each sound.
Answers
fau/ DQn 't gQ bowling NQla GQ discQ LQla gQ
!DI TQm hQt dQg cQncert JQhn
t2\
7 11401' Chat room
Complete the conversation.
• Read aloud all of Adam's sentences and ask Ss to think
of their own replies. Point out that Ss' replies should be
appropriate for Adam's response, e.g. he says 'That's
cool!' after Ss say what they are doing today. Give Ss
time to work individually, planning.their part of the
conversation and making notes, if they wish.
• Read aloud Adam's sentences and elicit answers from
three or four students in reply to each of Adam's
questions.
Listen and practise with Adam.
• Play the recording several times for individual Ss to give
their answers .
• Then play the recording for the class to rehearse their
answers, speaking very quietly.
Then practise with a friend.
• Play the recording for Ss to listen and repeat Adam's
sentences, chorally and individually. Encourage Ss
to listen carefully and copy the speaker's stress and
intonation patterns.
• Ss work in closed pairs, taking turns to play each part.
Monitor the activity but do not interrupt Ss' fluency.
Make a note of any general language difficulties to go
over afterwards with the whole class.
• Some of the pairs can then act out one of their
conversations for the class to hear.
8 Puzzle: Who's meeting who?
a) Read about what six young people are doing this
Saturday evening. ·
• Give Ss time to read through the texts silently.
Then ask six Ss to read the texts aloud, each S reading
one of the texts . Correct any serious pronunciation ·errors
and ask the class to say the words after you.
b) Write the names of the people in the three
groups.
• Ss work individually or in pairs, reading the texts
carefully and working out who is in each group.
• Check Ss' answers by asking individuals to write the
names of the people in three groups on the board. If Ss
disagree about any of the answers, ask them to read out
the parts of the texts that give the answer.
Answers
Bowling Sam Marsha Kirsty
Barbecue Carl Jenny
Skating Ben David
What can you do?
• Ask individual Ss to read aloud the I CM sentences.
Check that Ss understand the meaning of intentions,
suggestions and arrangements by asking them to
translate the words into their Ll.
• .Give S ~ime t.?._work in airs or groups of three looking
t __-ougfi Lessons 21-25 and making a n9te of example
language for each I can senten~e, e.g. I'm not going-f!t.J.J,M. C{£A
to eat sweets (Lesson 21 Exercise o a about
i_ntentioi;s. Monitor the activity, helping where necessary.
• S-s then tell the class their examples of language for
talking about future intentions, aking and responding to
suggestions and talking about uture arr g e ents. _
• Encourage Ss to say how confident they feel about doing
each of the things in the I can sentences. Ss then work
individually, ticking the boxes for the language they feel
they can use confidently. Go round and give each S your
own feedback, building their confidence by emphasising
what they can do ill English, as well as pQinting out any
language points that still need practice.
& 67
 You must hold my hand.
LESSON OBJECTIVES Everyday phrases
• Play the recording several times for Ss to listen and
Structures repeat the phrases. Ask Ss what they say in their LI for
Obligation and prohibition: must/mustn't each phrase.
Permission: can
Functions 2 Check
Talk about rules
Ask and give permission • Read out the instructions and check that Ss understand
what to do.
Vocabulary • Ss work individually, reading the sentences (1-5) and
Activity verbs (2) referring to the dialogue to put the sentences in the
Everyday phrases: How [amazing]! There it is. Stop correct order.
it! Don't be so bossy! Be careful! Look out! Er, sorry. • Check Ss' answers by asking two Ss to write the correct
order of the sentences on the board beginning: 3 ... The
rest of the class look and see if they agree with the order.
• Then ask five Ss to read out the five sentences in the
Background information correct order.
• Royal de Luxe: a European street theatre company
founded in 1979. The company has created a series Answers
of spectacular shows involving giant figures as big
Correct order: Sentence 3 (Alice sees the elephant.)
as 11 or 12 metres high. The photo in the SB is of
Sentence 1 (Lily wants to touch the elephant.)
the show 'The Sultan's Elephant' when it came to
Sentence 4 (Lily wants to sit on Ben's shoulders.)
London.
Sentence 5 (Lily climbs the barrier.) Sentence 2 (Ben
• Lively, all-year-round street theatre can be found in
sees a policeman.)
the Covent Garden area of London.

Getting started f?\

3 tf 42 11 New words: Activity verbs (2)
• Write on the board:
London Wembley River Thames Leicester Square • Play the recording several times for Ss to listen and
repeat the verbs chorally and individually.
• Ask Ss what they remember from previous lessons about
places and things to see and do in London. If necessary, Check students' understanding, e.g. ask individuals to
Ss can look through the earlier lessons, e.g. Lessons 1 switch off/on the light, touch (the floor). Ask: Do you
and 22 (Wembley), Lesson 13 (River Thames), Lesson feed the birds in your garden? What do you feed them?
23 (Leicester Square).
• Encourage Ss to pool what else they know about London Look and learn
(e.g. from TV, films or magazines), using English as
• Ask Ss to repeat the sentences after you. Check that
much as possible.
Ss understand the meaning of must (obligation) and
mustn't (prohibition). Ask Ss to translate obligation and
f?\ . prohibition into their LI.
1 i141 1t Listen and read • Ask Ss to look back at the conversation and find another
• Ss look at and talk about the picture. Use the picture to example with mustn't (You mustn't get lost).
teach the meaning of barrier. Encourage Ss to talk about
any street theatre or street entertainment they have seen 4 Read and write
in their own country.
• Read through the verbs in the box with the class. Ask
• Play the recording several times for Ss to listen and read.
two Ss to read aloud the example sentence. Elicit the
• Divide the class into four groups to be Ben, Mum, Lily
sentence for the second rule from the class.
and Alice. Play the recording again, this time leaving
• Students work individually or in pairs, looking at the
a pause after each speaker's section, for the groups
pictures and completing the school rules. Monitor Ss'
to listen and repeat their lines and then change parts.
writing and point out any errors for them to correct.
~ncour_age Ss to listen carefully and copy the speakers'
• Check Ss' answers by asking individuals to read aloud
mtonatlon and stress patterns.
the sentences.
• Encourage Ss to use the context to guess the meaning of
get lost, sit on your shoulders, too heavy and bossy.
~
Answers
2 musth 't eat 3 must switch off 4 must arrive
5 mustn't drink 6 mustn't run

68
 rther practice
E licit more sentences with must!mustn 't for behaviour at
hool, e.g. You must do your homework.!You must walk
in the school corridors.
Answers
1 a banana 2 Please do not feed the monkeys. 3 touch
the monkey 4 because monkeys are wild animals (It is
dangerous to touch them. They can bite.)

ook and learn

repeat the question and answers after you.
A k pairs of Ss to make similar dialogues between Mum
d the children at the street theatre, using these prompts:
eed the elephant/have an ice cream/buy a drink/have
lunch now/take a photo of the elephant.
S Act
Read through the instructions and the phrases with the
Lass. Ask two Ss to read aloud the example dialogue.
Point out the use of please when asking permission and
xplain that using please is polite. Ask Ss why they think
Lily doesn't say please in the dialogue in Exercise 1.
'Perhaps because she is excited and has forgotten to say
·please' or she is talking to her family and doesn't think
i · necessary to say ~ please' to them or because she is
being naughty.)
work in pairs, taking turns to ask permission and give
or refuse it. Monitor and help Ss correct any errors.
• Check answers by asking each pair of Ss to say one of
eir dialogues for the class to hear.
k Ss to think of more things to ask permission to do,
home or at school, and make similar dialogues. If
essary, give them some prompts, e.g.
home: watch my new DVD/paint my bedroom/go to
Sue 's/make a pizza/have a party at the weekend/have a
barbecue
. school: use a dictionary/switch the light on/go to the
ibrary!do my homework with my friends
'2' .
oil Listen
• Give Ss time to read through the questions.
• Play the recording, two or three times if necessary, for Ss
o listen and answer the questions.
• Check answers by asking pairs of Ss to ask and answer
e questions.
udio script
Ella: Mum, can we see the monkeys?
_tum: Yes, sure. They're over here.
Ella: Here, monkey. Have a banana.
• lum: No, Ella, you mustn't feed it.
Ella: Why not?
. lum: Because it says so. Look at the notice. 'Please
do not feed the monkeys.'
Ella: Oh, OK. Look, he's giving me his hand. Can I
touch him?
_!um : No, I'm sorry you can't, Ella.
Elia: Why?
. !um: Because he's a wild animal. You must be
careful.
Elia: But this is a monkey!
• :'fum: ... and monkeys are wild animals! Come on.
Let's go and see the elephants.
7 Read
• Advise Ss to read through all the rules and places before
they start matching them.
• Ss work individually, matching the rules with the places.
1
Tfiey can compare answers in pairs before checking
answers as a class.
• Check Ss' answers by asking individuals to read aloud
the rule and the place that matches it. Correct any serious
pronunciation errors.
Answers
le) 2b) 3a) 4d) Sf) 6e)
Further practice
• Ss work in pairs, writing more rules for some of the
places, e.g. On a bus: You must have a ticket. In a park:
You mustn't play loud music. If you wish, give Ss a time
limit of two minutes.
• In turn, each S reads out a rule and the rest of the class
guess the place(s) that matches the rule. Point out that ·
sometimes the same rule matches more than one place,
e.g. You mustn't play football matches a zoo, a library
and some parks.
8 Write
• Tell Ss they can use some of the rules from Exercise 4
if their school has the same rules. Elicit more rules from
the class and write prompts on the board in two lists
(Students must .. .!Students mustn't ... ). Teach new
vocabulary if necessary and ask Ss to repeat the new
words after you.
• Ss write their list of school rules. Tell Ss to write eight to
ten rules, using both must and mustn't. Monitor and point
out any errors for Ss to correct.
In pairs or small groups, Ss read each other's rules and
see if they agree with them.
Further practice
• Working with the whole class, build up an example
dialogue on the board between an English-speaking
student and students in the class, e.g.
Tim: Can we go into town at lunchtime?
You: No, we must stay in school at lunchtime.
Tim: What about mobile phones?
You: You can have your mobile phone but you mustn't
switch it on in class.
• Ss then work in pairs, making dialogues between an
English-speaking student and themselves and changing
roles. Monitor the activity but try not to interrupt Ss'
fluency. Make a note of any general language errors to
go over with the class afterwards.
• In turn, the pairs act out one of their dialogues for the
class to hear.

69
r.

I . 27 1~
'~---::":':-
Would you like chips?
LESSON OBJECTIVES 2 Check
• Look at the Food Order with the class. Check that Ss
Structures understand the meaning of main course and side order.
Ordering food: would like: positive and questions Ss work individually, referring to the dialogue and
Questions: Can I have ... ? completing the waiter's order. They can compare answers
Functions in pairs before checking answers as a class.
Ordering a meal from a menu • Write the headings of the Food Order on the board.
Check Ss' answers by asking individuals to complete the
Vocabulary chart on the board and read out the words.
Food (2)
Everyday phrases: Yes, I think so. [Chips are} bad for Answers
you. Anything to drink ? Me too, please. Main courses Four Seasons pizza
Side orders I baked potato I tomato salad
Drinks 2 colas
Getting started
• Introduce the topic of food. Choose food vocabulary that
Ss know (from Lessons 7 and 9) and write gapped words
on the board for students to complete with vowels, e.g.
3 ~ New words: Food (2)
a) Look at the words on the menu. Listen and
1P_ZZ_ (pizza) 2T_M_T_ (tomato)
repeat.
3CH __ S_ (cheese) 4P_T_T_ (potato)
5B_N _N_ (banana) 6_PPL_ (apple) • Give Ss time to read through the menu. Play the
7 CR __ M (cream) 8 H _MB _ R G _ R recording several times for Ss to listen and repeat.
(hamburger) Explain or encourage Ss to guess the meaning of new
words on the menu, using the pictures to help them. Ask
• Check Ss' answers by asking individuals to write the Ss to look at the sentences at the bottom of the menu and
missing letters in the words on the board and say the guess what Thank you for your custom means.
words.
b) Answer right (J'), wrong (X) or don't know (DK).
• Give Ss time to read through the sentences. Check that
1 Ii\ .
1144 11 Listen an d rea d Ss remember the meaning of expensive.
• Ss do the exercise working individually or in pairs.
• Ask Ss to look at and talk about the picture, e.g. Who • When checking answers, encourage Ss to explain ~hy
can they see? Where are they? What are they doing? sentence 2 is 'wrong' . If Ss disagree about the answer
What else can they see in the photo ? to sentence 4, encourage them to discuss and explain
• Play the recording several times for Ss to listen and read. the reasons for their different answers, using English as
Ask Ss: What's an 'MVB'? (a Mega Vegetarian Burger), much as possible. For example, some Ss may answei:_
~g f2I the meal? (Te.ssa 'S milm- .,Expla in or 'don't know' because the garlic bread with a hamburger
encourage Ss to guess the meamng of any new words iSriOtlnentioned in the lesson, some Ss may answer
in the dialogile:)Jraw Ss' attention to the use of please 'right' because it's not a good idea to have two different
in the dialogue and remind them that they used please. t pes of bread in one meal, and other Ss may answer
when asking for permissioJ!.(Lesson 26 Exercise 5). ' wrong' because you ~an have whatever 'you want in
• mvide the class into three groups to be the Waiter, T~ssa . a resfaurant as long as you pay for it ('the customer is
and Evie. Play tne recofdinga gain, this time leaving always right').
apause1fter each speaker's section, for the groups to • If some of the class are vegetarians, encourage them
listen and repeat their lines and then change parts. to say what their favourite main course is and how
Ss work in closed groups of three, reading the dialogue they adapt some of the meat dishes to make them into
aloud and changing parts. Monitor and c01Tect any vegetarian dishes.
serious pronunciation errors. y

Answers
Everyday phrases 2 wrong (The Four Seasons pizza contains ham.)
• Ask Ss to listen and say the phrases after you. Ask them 3 right 4 DK (right/wrong) 5 right
what they say in their L1 for each phrase.

70
 fi\ . 6 Act
4 tl 46 lt Listen
• Read aloud the instructions. Ask three Ss to read aloud
• Give Ss time to read through the Desserts list on the and complete the example dialogue. Ss may find it
menu. helpful to read through the conversation in Exercise 1
• Play the recording once and see if Ss can complete the again, to study what the waiter says as well as what the
information. If necessary, play the recording again. children say.
• After checking Ss' answers, play the beginning of the • In small groups of three or four, students act out the
recording again for Ss to listen for what the waiter and situation, taking turns to be the waiter. Tell 'the waiter'
Tessa say. (Was everything all right? Yes, it was very to write down the food order because they will need this
nice, thank you.) in Exercise 7. Monitor the activity but try not to interrupt
students' fluency. Make a note of any language problems
Audio script to go over with the class afterwards.
Waiter: Was everything all right? • Some of the groups can act out one of their dialogues for
Tessa: Yes, it was very nice, thank you . the class.
Waiter: Great. What would you like for dessert?
Tessa: I don't know ... Hmm. I like apple tart
and cheesecake ... Can ... I ... have ...
7 Write ,
cheesecake, please? • You may wish to revise how to say English prices by
Waiter: One cheesecake. asking Ss to look at the menu and say how much the
Tessa: No, sorry, I don't want cheesecake. I'd things are, e.g. A Margherita pizza is six pounds ninety-
like some apple tart, please. five/six ninety-five.
Waiter: OK, apple tart, not cheesecake. And for • Ss complete the example bill and work out the total.
you? • Check Ss' answers by asking individuals to write the
Evie: I'd like some fresh fruit salad, please. items in the bill and the total on the board and say the
Waiter: One fresh fruit salad. OK. Would you like amounts.
some ice cream with your desserts?
Both girls: No, thank you. Answers
Waiter: So, an apple tart and a fresh fruit salad, One chips £2.25 One baked potato £2.50 Total £17_.75
no ice cream.
Tessa: Oh, look, here's Mum. • Ss work in the same groups as for Exercise 6, writing
Mrs Lenska: Hi, girls! their own bills and adding them up.
• In turn, each group writes one of their bills on the
Answers board, reads it aloud and says the total. The rest of the
class check that the total is correct. Ss can see which
Tessa Apple tart
group had the most expensive meals and which had the
Evie Fresh fruit salad
cheapest.

Look and learn h .

• Ask Ss to repeat the questions and answers after you.
Ask students to look back at the dialogue in Exercise
I . Point out that the waiter asks Would you like (chips
with it)? Explain that this is more polite than asking Do
you want (chips with it)? Also, Tessa asks Can I have a
baked potato, please? which is much more polite than
aying I want a baked potato.
rther practice
s look at the menu. Ss work in pairs, taking turns to
k and answer questions: What would you like?!Would
you like . . . ? Monitor and help the pairs to correct any
language errors.
8 fi\ IDl r:\ IDl
1141 11 ~ T e P111a Rap
• Ss turn to page 95. Play the first recording for Ss to listen
and read.
• Check that Ss understand the vocabulary (e.g. spicy,
tasty, instead).
• Play the recording again, several times if necessary, for
Ss to listen and complete the rap. Check aoswers by
asking individuals to say the questions.
• Ss listen again and join in the rap. Divide the class into
two groups, one group to say the first verse and the other
group to say the second verse.
• Play the second recording for Ss to say the rap on their
own with the backing track.

Answers
Speak 1 Would 2 you 3 Would 4 you S Can 6 I
Read aloud the instructions and check that Ss understand
. ·hat to do. Point out the example question.
ln a chain drill round the class, students say what two
things they'd like from the menu.

71
r28
____ J
1!
_;_~_:::-::;::_: _____ . ---
Would you like to
LESSON OBJECTIVES
Structures
Inviting people: Would you like to . . . ?
Functions
Making and responding to invitations
Talking about TV programmes
Vocabulary
TV programmes
Everyday phrases: It's me. Nothing much. What's on?
It sounds [a bit boring}. [It's} on quite late. See you
later!
Background information
• BBC: British Broadcasting Corporation has eight
TV channels. It is publicly funded by the TV
licence fee, paid by every home with a TV set.
• ITVl: Independent Television, and C4: Channel 4,
are funded by advertising revenue.
• Friends: a sitcom (situation comedy) about a group
of friends in their twenties living in New York City.
It has been shown in over one hundred countries.
• Wayne Rooney /,wem 'ru:ni/: English footballer,
born 1985, who plays for Manchester United.
• (Cristiano) Ronaldo /~'nreld;:iu/: Portuguese
footballer, born 1985, who also plays for
Manchester United.
• Pop Idol: a pop star contest based on viewer
voting. The winner gets a recording contract. Other
countries have produced their own version of the
show including American Idol in the USA.
• The X Factor replaced Pop Idol in the UK in 2004.
The X Factor is different from Pop Idol because it is
separated into categories for girls, boys and groups.
Getting started
Revise would like + noun with the Ss. Give Ss twenty
seconds to look at the menu in Lesson 27. Then, in
turn, each S makes a sentence using I'd like (lasagne/an
orange juice).
1 (3\ •
11 02 11 listen an
d rea d
• Ask Ss to look at the pictures and the heading 'Must-See
TV'. Encourage them to guess what Ben and Adam are
talking about. Ask Ss to say what they know about the
TV show The X Factor.
• Play the recording several times for Ss to listen and read.
Ask Ss to guess what to sleep over means.
Divide the class into two groups to be Adam and Ben.
P!ay the recording again, this time leavin~ a pause after
each speaker's section, for the groups to hsten and repeat
their lines and then change parts.
72
••••
,
Everyday phrases
• Ask Ss to listen and say the phrases after you. Ask them
what they say in their own language for each phrase.
(3\
2 110311 Read
• Play the recording for Ss to listen and read. Encourage
Ss to guess the meaning of comedy, documentary and
contest.
3 Check
• Ss work individually, reading the sentences and referring
back to the texts in Exercises 1 and 2. Ss can compare
answers in pairs before checking answers as a class.
• When checking answers, ask Ss to correct the false
sentences.
Answers
1 right 2 wrong (He's doing nothing much.) 3 DK ·
4 DK 5 right 6 wrong (It's a pop star contest.)
look and learn
• Ss repeat the question and answers after you.
• Give Ss prompts to make similar invitations and
responses in open pairs, e.g. go to the cinema/watch a
DVD/come to my party/go for a bike ride/go swimming.
4 Act
a) Read the instructions and complete the
conversation between you and Adam.
• Read through the instructions with the class and
elicit suggestions to complete the sentences in the
conversation. Point out that there may be more than one
way of completing a sentence, e.g. Adam can 'say yes'
by saying Yes, I would. Thanks or Yes, please or OK.
Ask two or three pairs of Ss to act out the conversation in
open pairs.
b) Practise the conversation with a friend.
• Ss work in closed pairs, acting out the c_Qn~satic;m and
c ' angmg parts. '!'1onitor and help Ss correct any errors.
c) Now invite your friend to do these things. Say
'yes' to three and 'no' to three events.
• If practical in your classroom, group Ss so they work
with a different partner fo r this activity.
• Ss work in pairs . caking turns to invite their partner to
do the six thing . :\tonitor the activity, but try not to
interfere with S · fluen ·.. 1ake a note of any common
- i th the class afterwards.
of their dialogues for
 13\
5 1104 11 New words: TV programmes
a) Listen and repeat.
• Play the recording several times for Ss to listen and
repeat the words. Pay particular attention to word stress.
Check that Ss understand the meaning of the words.
b) Write examples of TV shows in your country.
• Ss work in groups, writing examples of TV shows in
their country. Tell Ss to think of at least one show for
each of the twelve types of show listed in Part a).
• The groups report back to the class and see how many
different examples they have thought of for each type of
show.
6 Speak
• Ask two Ss to read aloud the example dialogue. Point out
t ever s use m t e sentences :~pa er _
(myfavourite soap_l'-!i~
s._ __
• <::tiive students time to think of their answers. In turn, Ss
tell the class what programmes they like and don't like.
The class can see which are the most popular and which
are the least popular programmes.
13\ •
7 Listen
11os11
• Give Ss time to read through the sentences and answers
(a-d).
• Play the recording, twice if necessary, for Ss to listen and
choose the correct answers. Point out that the answers
(a-d) in the exercise are not exactly the same as on the
recording, where there are three options for each answer.
Reassure Ss that they are not expected to answer the
questions but just to listen for the correct answers.
• Check answers by asking Ss to read out the complete
sentence including the answer.
Audio script
Alice: What are you watching?
Ben: Double Your Money. That woman asks a player
a question and the player chooses the c01Tect
answer. The next question is for £15,000. Here it
IS.
Host: Where was the artist Picasso from? Was he
from: a) Russia b) France or c) Spain?
Ben: I know that. He was from Spain. The answer's C.
C!
Man: I think it's C. Yes, it's C.
Host: Correct. Pablo Picasso was Spanish. You now
have £15,000. The next question is for £30,000.
Which famous composer died when he was 35?
Was it a) Beethoven b) Mozart or c) Bach?
Would you like to ask the audience?
Man: No, thanks. I'm sure about this. It's Mozart.
Host: Not Beethoven or Bach?
Man: No, it's Mozart.
Host: Are you sure? Are you happy about your
answer?
Man: Yes I am. It is B ... Mozart.
Host: Mozart is the right answer. Congratulations! You
now have 30 - yes: 30 ... thousand ... pounds!
Answers
1 c) 2 c) 3 b) 4 a) 5 c)
8 Read
• Ss work individually or in pairs, reading the text to find
the information and complete the notes in the box.
Answers
Type of show pop star contest
Which day Thursday
What time 9.30
Why/like it because I can vote for my favourite singer
and it is exciting when they win
further practice
• Ss work in pairs or groups of three, writing two quiz
questions with four possible answers. Write an example
on the board:
Who was the first President of the USA?
a) George Washington b) John F. Kennedy
c) Abraham Lincoln d) Bill Clinton
Answer
a)
I
Elicit suitable topics for quiz questions, e.g. famous
people, events in history, geographical facts , scientific
facts , information about Ss' own country and culture.
• Monitor and check grammar and spelling in Ss'
questions.
• In turn, each group writes their questions on the board.
The rest of the class write down their answers. At the
end of the quiz, Ss check all their answers and see who
answered all the questions correctly.
9 Write
• Advise Ss to use the text in Exercise 8 to help them when
they write about their own favourite TV show. Tell Ss to
include the title of the show, the type of show, which day
and what time it is on and why they like it.
• Ss work individually, writing about their favourite TV
show. Monitor and check Ss' writing.
• In groups of four or five, Ss read each other's texts and
see if some of them have the same favour.ite programme.
13\
10 11 06 11 ffi&[p The TV Rap
• Ss turn to page 95 . Play the first recording for Ss to listen
and read. Check that Ss understand the vocabulary (e.g.
get your vote, dial 1120).
• Play the recording again, several times if necessary, for
Ss to listen and complete the rap. Check answers by
asking individuals to say the lines and write the missing
words on the board. Students then listen and join in.
• Play the second recording for Ss to say the rap on their
own with the backing track.
Answers
1 soap 2 contest 3 quiz 4 shows 5 chat 6 sitcom
7 cartoons 8 TV 9 show
73
 The life of Isaac Newton
LESSON OBJECTIVES
Structures - revision
Past simple
Vocabulary - new
alone, clever, difficult, enemies, farmer (farm/
farming), genius, gravity, light, mathematician,
memory, scientist, simply, strange, theory, thinker,
unfriendly
New past forms: change (changed), develop
(developed), discover (discovered), fall (fell), get
(got), marry (married), see (saw), study (studied)
Skills
• To relate the content of the lesson to topics from
other subjects in the school curriculum
• To read and understand factual information about
a famous person's life, using visuals, texts and a
recording
• To act out a scene from a famous person's life
• To listen to a conversation and mark sentences true
or false
• To read a Study tip and use a dictionary to check
past tense forms
• To write about a famous inventor
Getting started
• Write on the board:
Isaac Newton (1643-1727)
Introduce the topic of the lesson by asking Ss to pool
what they know about Isaac Newton /,mz;:ik 'nju:t;:in/
(using Ll where necessary). If necessary, give Ss a
clue by demonstrating with an apple or sketching on
the board an apple tree with an apple falling down
from it and ask Ss: When Newton saw an apple fall
down from the tree, what did he think? Teach some of
the vocabulary used in this lesson, e.g. mathematician,
scientist, genius, idea, theory of gravity.
t3\
1 110111 Read
• Look at the pictures with the class and encourage Ss to
talk about them, guessing where Newton is and what he
is doing.
• Play the recording several times for Ss to listen and read.
Explain or encourage Ss to guess the meaning of new
words.
• Ss compare the guesses they made about Newton at the
start of the exercise, with the information they heard on
the recording.
74
New words
• Ask Ss to listen and say the new words after you. Draw
Ss' attention to the word stress in mathematlcian. Check
that Ss understand the meaning of the words.
• Ask Ss to repeat the past forms after you. Advise Ss to
record the new past forms in their vocabulary books.
Further practice
• Ask Ss to work in pairs, writing four sentences, using
some of the New words and New past forms. Give Ss
one or two examples, e.g. My sister got married last
year. John is a clever student. Monitor and check Ss'
sentences.
• In a chain drill round the class, each S reads aloud one of
their sentences.
2 Check
• Ss work individually, referring back to the text and
putting the events in the correct order. Ss can compare
answers in pairs before checking answers as a class.
• Check Ss' answers by asking two Ss to write their order
of sentences (a-h) on the board. The rest of the class read
and compare the sequences on the board with their own
answers and see if they agree.
• Then ask individual Ss to read aloud the sentences in the
correct order.
Answers
le) 2h) 3e) 4b) Sg) 6d) 7a) 8f)
Further practice
• Read out five or six sentences about Newton. Ask Ss
to listen and say if each sentence is true or false. Ss
can look back at the text in Exercise 1, if they wish.
Encourage Ss to correct the false sentences. For example:
1 Newton's father was a farmer. (T) .
2 Newton went to Cambridge University when he was
fourteen. (F. He went when he was eighteen.)
3 He was a clever student. (T)
4 He had a lot of friends (F. He was unfriendly and had a
lot of enemies.)
5 He lived in a big house and liked to eat expensive food.
(F. He lived simply.)
6 He died when he was eighty-four. (T)
3 Speak
• Prepare Ss for acting out a scene from Newton's life by
asking them to read the text in Exercise 1 as they listen
to the recording again.
• Elicit suggestions from the Ss for scenes from Newton's
life to act out and write some of the ideas on the board,
e.g.
1 Newton's parents talk about how unhappy he is
working on the farm
 2 Newton talks to his parents about working on the farm
and his plans to go to university
3 Newton tells his parents about his life at university and
how happy he is
4 Newton's enemies talk about how unfriendly and
strange he is
Build up one of the dialogues on the board, with the
class.
• In pairs or small groups, Ss choose a scene from
Newton's life to plan and act out. They can choose
a scene from the suggestions on the board or one of
their own. Ss work in their pairs or groups, discussing
the scene. Ss can make notes of the conversation, if
they wish, but tell them not to write out the complete
dialogue. The groups then practise acting their scene.
Monitor the activity, but do not interrupt students'
fluency. Make a note of any common problems to go
over with the Ss afterwards.
• Each group then acts out their scene for the class.
13\ •
4 1tos11 Listen
• Give Ss time to read through the sentences about Frank
Whittle /,frre1Jk 'w1tl/ and see if they can guess whether
the sentences are true or false.
• Play the recording once and see if Ss have completed the
exercise. If necessary, play the recording again.
• Check Ss' answers by playing the recording again,
pausing it after each item for Ss to say if the sentence is
true or false. Ask Ss to correct the false sentences.
Audio script
A: I'm doing this project on an inventor called Frank
Whittle. Can you help me?
B: Sure. What do you want to know?
A: Um, let's start at the beginning. Where and when
was he born?
B: Let's see ... He was born in England in 1907.
A: What was his job?
B: It says here that he was a pilot and an inventor.
A: So what did he invent?
B: He invented the first jet engine. He was only
22 when he had the idea.
A: And when did his first jet plane fly?
B: In 1941. It flew for 17 minutes at a speed of
545 kilometres an hour.
A: What happened after that?
B: After the war he went to live in the USA and he
died there in 1996.
A: OK, that's good. Thanks very much for your help.
Answers
2 F (He was an English pilot.) 3 T 4 F (He was
twenty-two.) 5 T 6 F (It flew at a speed of 545
kilometres an hour.) 7 F (He died in the USA in 1996.)
Study tip
Using a dictionary (3)
• Ensure that Ss have access to good dictionaries. Read
aloud the Study tip. Check that Ss identify the phonetic
transcription correctly. Elicit from the class three
sentences using give, gave and giving."
• Ss work individually, looking up the verbs, checking the
past tense form and writing the continuous form next to
it in their notebooks.
• Check Ss' answers by asking individuals to write the
verb forms (past and continuous) on the board and say
them.
Answers
became becoming
got getting
flew flying
built building
Further practice
• Ss work in pairs, writing four or five sentences using
some of the verb forms. Monitor and point out any errors
to be corrected.
• The pairs then form groups of four or six and read each
other's sentences.
Project
A famous inventor
• Write on the board:
invent
1 Frank Whittle was an English ...
2 He ... the jet engine.
3 I think this was a very important ...
Ask Ss to complete the sentences with the correct forms
of 'invent'. Check Ss' answers by asking individuals to
write the words in the sentences on the board.
Answers
1 inventor 2 invented 3 invention
• Read aloud the instructions and the text about Henry
Ford /,henri 'fo:d/. Encourage Ss to guess the meaning of
any new words from the context.
• Elicit the names of several famous inventors and their
inventions and write them on the board, e.g.
Alexander G. Bell (telephone) John L. Baird
(television) James Watt (steam engine)
Ss may like to look back at the inventors and inventions
in Lesson 19.
• Give Ss time to find out information (at home or in class)
about their chosen famous inventor. Advise Ss to refer
to the text about Henry Ford to help them when they
write about their chosen inventor. Ss write a draft of their
project for you to check. Point out any language errors
for Ss to correct. Ss then copy out their sentences and
attach a picture of their famous inventor.
• In groups, Ss read each other's projects. If there is space
in your classroom, Ss can make a display of the projects
with the title 'Famous Inventors'.
75
 Revision
Language revised
Lessons 26-28
Vocabulary - new
obligation, permission, prohibition
1 Correct the spelling of the verbs.
• Look at the example answer with the class. Ss do the
exercise working individually, writing the verbs with the
cmTect spelling. Ss can compare answers in pairs before
checking answers as a class.
• Check Ss' answers by asking individuals to read out the
sentences and write the verbs on the board. Leave the
verbs on the board for the 'Further practice' activity.
Answers
2 sit 3 lose 4 touch 5 Get down 6 order 7 wear
8 watch
Further practice
• Elicit the Past simple form of each verb from the Ss.
Ask individuals to write the past form by the side of the
answers on the board.
• Ss work in pairs, writing four or five sentences using
some of the verbs in the Past simple. Monitor and point
out any errors to be corrected. Then, in pairs or small
groups, Ss read aloud their sentences to each other.
2 Write six correct sentences with
the words in the box.
• ,..Give Ss-time-to read through the words in the box.
Ask one of the Ss to read aloud the exampl~ sentence.
Explain (in LI if necessary) that the sentences must be
grammatically correct and must be factually correct,
e.g. ' You must eat your homework' is grammatically
correct but it doesn't make sense. Point out that must and
mustn't are used in the answers.
• ..Ss corn lete the exercise working individually. Monitor
andhelp if necessary~
• Check Ss' answers by _asking individuals to read aloud
the complete sentences. ·
Answers
You mustn't be late for school.
You must switch off your mobile in class.
You mustn't put your feet on the seats.
You must wear a coat. It's cold.
You must do your homework.
76
3 a) Fill in the missing letters o, e, i, o, u.
• Ss do the exercise working individually or in pairs. Point
out that all the words are illustrated at the bottom of the
page.
• Check Ss' answers by asking individuals to write the
words on the board and say them.
Answers
1 tomato 2 potato 3 cola 4 mushroom 5 cheesecake
6 fruit salad 7 apple tart 8 mineral water 9 orange
juice
b) Now match the words to the pictures.
• Point out the example Id).
• Ss work individually, matching the words to the pictures.
• Check Ss' answers by asking individuals to say the
matching number (I-9) and the letter (a-i).
Answers
2e) 3f) 4a) Sc) 6h) 7 g) Si) 9b)
4 Complete the conversation.
• Ask one of the Ss to read aloud the example first
sentence of the conversation. If you wish, elicit the
second sentence from the class.
• Emphasise that Ss should use polite phrases: What would
you like to eat? not What do you want to eat?
• Students then work individually or in pairs, completing
the conversation.
• Check Ss' answers by asking individuals to read aloud
the sentences.
• After checking answers, Ss can work in closed pairs
reading the dialogue aloud and changing parts. Monitor
and correct any serious pronunciation errors.
Answers
2 am 3 would (you) like 4 like (a hamburger), please
5 Would (you) like 6 thanks 7 would you (like) to
8 have (a cola), please 9 of
5 Number the sentences of the
dialogue in the correct order.
• Advise Ss to read through all the sentences first before
they start working out the correct order.
• Ss do the exercise working individually. They can
compare answers in pairs before checking answers as a
class.
• Check answers by asking individuals to read aloud the
sentences in the correct order.
• After checking answers, Ss can work in open pairs and
then closed pairs, reading the dialogue aloud. Monitor
and correct any serious pronunciation errors.
 Answers
2 What is your favourite programme ? 3 Pop Idol, of
course. 4 What time does it start? 5 It's starting now.
Would you like to watch it too? 6 Yes, I would. Switch
it on, quick!
6 ~ Sounds fun
/v/ and /wI
a) Listen and repeat.
• Play the recording once for Ss to read and listen.
·• Play the recording several times for Ss to listen and
repeat. If necessary, isolate the two sounds. Tell Ss to
look at your lips as you say each sound and repeat each
sound after you.
b) Listen again and underline the /v / sounds in red
and the /w/ sounds in green.
• Play the recording, several times if necessary, for Ss to
listen and underline the sounds.
• Check Ss' answers by asking them to list all the words
containing each sound.
Answers
/v/ McYee MTJ!. }:'.ery DY._Ds
Jwl Willy .Wanted }f_atch Willy Why }f_atch
13\
7 ~ ,0 11 Chat room
Complete the conversation.
• Ask Ss to read through all of Tessa's questions and to
think of possible replies. Point out that Ss' replies should
be appropriate for Tessa's next response. For example,
her second question is What sort of programmes do you
like to watch? So, the answer to her first question Would
you like to watch TV? should be a positive reply (e.g.
Yes, OK. or What's on? I don't like boring programmes)
rather than a negative reply (e.g. No, thanks. I never
watch TV). Give Ss time to work individually, planning
their part of the conversation and making notes, if they
wish.
• Read aloud Tessa's sentences and elicit answers from
several students i~ reply to each of Tessa's questions .
listen and practise with Tessa.
• Play the recording several times for individual Ss to give
their answers.
• Then play the recording for the class to rehearse their
answers, speaking very quietly.
Then practise with a friend.
• Play the recording for Ss to listen and repeat Tessa's
sentences, chorally and individually. Encourage Ss
to listen car~fully and copy the speaker's stress and
intonation patterns.
• Ss work in closed pairs, taking turns to play each part.
Monitor the activity but do not interrupt Ss' fluency.
Make a note of any general language difficulties to go
over afterwards with the whole class.
• Some of the pairs can then act out one of their
conversations for the class tQ hear.
8 Puzzle: Spidergrams
• Read out the instruction and ask Ss to look at the
spidergrams and the example words. Check that Ss
understand what to do. If you wish, elicit one or two
more answers from the class. Ss then complete the
exercise working individually or in pairs. Go round and
monitor, helping where necessary.
• Check Ss' answers by asking five students to write one
of the five completed spidergrams on the board. The rest
of the class can see if they agree with the spidergrams on
the board.
Ask individual Ss to read aloud the words in the
spidergrams. Correct any pronunciation errors.
Answers
Drink mineral water orange 1u1ce coffee
Eat mushrooms cheesecake chips a tart
Watch a cartoon a sitcom a documentary a soap
Switch on a radio a light a DVD player a mobile
Wear a jumper a seat belt a uniform a helmet
Further practice
• Give Ss two or three example sentences using words
from the spidergrams, e.g. You must wear a helmet when
you go karting. My favourite dessert is apple tart and ice
cream.
• SS'work in pairs, writing six sentences containing words·
from the spidergrams. Monitor and point out any errors
for the pairs of Ss to correct.
• The pairs of Ss then form groups of four and exchange
and read each other's sentences.
What can you do?
• Ask individual Ss to read aloud the I can sentences.
Elicit one or two example sentences from the class
for each I can sentence. Check that Ss understand the
meaning of obligation, prohibition, permission and
invitations by asking them to translate the words into
their LI.
• Ask Ss to work in pairs or groups of three. Each pair or
group chooses one of the I can sentences and makes a
conversation for that situation. Give Ss some examples,
e.g. using must and mustn't to talk about school rules,
asking your parents for permission to sleep QVer at your
friend's house, ordering a meal in a restaurant, inviting
your friends to go to a pop concert with you, talking
about the life of a famou s person. Advise·ss to look back
through Lessons 26-30 to check the language they need
to use. Monitor and help the groups as necessary.
• Each group then acts out their conversation for the class
to hear.
• Encourage Ss to say how confident they feel about
doing each of the things in the I can sentences. Ss work
individually, ticking the boxes for the language they feel
they can use confidently. Go round and give each S your
own feedback, building their confidence by emphasising
what they can do in English, as well as pointing out any
language points that still need practice.
77
rru -==----
I go by train.
LESSON OBJECTIVES
Structures
by+ means of transport
Functions
Ask and talk about how you get to school
Vocabulary
Travel
Everyday phrases: Excuse me. Anyway, . . . When I
was your age, ... [Dad's] not [very] well. Hmm!
Background information
• Westminster /'westmmst~/ is an area in the centre of
London. It includes famous landmarks such as the
Houses of Parliament.
Getting started
• Revise Present simple (I/you/he/she) with usually and
TV vocabulary from Lesson 28. Ask individual Ss: What
TV programmes do you usually watch in the evening/on
Thursdays/at the weekend? (I usually watch ... ). Then
ask other Ss: What TV programmes does (Maria) usually
watch? (She usually watches ... ).
1 (3\ • d
1111 11 Listen an rea
d • Ss work individually matching the phrases and pictures.
• Ss look at and talk about the picture. If necessary, ask
questions, e.g. Where are they? What are the boys
wearing/doing/saying/writing? Where do you think the
man works? (Jn a school/hospital/a sports centre/( an)
office ?).
• Play the recording several times for Ss to listen and read
and check their guesses about where the man works.
Explain or encourage Ss to guess the meaning of any
new words in the text.
• Divide the class into three groups to be Adam, the Man
and Jason /'d3e1s~n/. Play the recording again, this time
leaving a pause after each speaker's section, for the
groups to listen and repeat their lines chorally and then
change roles. Encourage Ss to listen carefully and copy
the speakers' intonation and stress patterns.
• Ss then work in closed groups of three, reading the
dialogue aloud and changing parts. Monitor and correct
any serious ·pronunciation errors.
Everyday phrases
• Play the recording several times for Ss to listen
and repeat the phrases. Ask Ss to look back at the
conversation and find the phrases. Check that Ss
uhderstand the meaning of each phrase. Ask Ss what
they say in their Ll for Excuse me, Anyway and Hmm!
78
2 Check
a) Read the sentences.
• Ask four Ss to read out the sentences. Check that Ss
understand the expression 'do a survey'.
b) Who says what? Complete the chart.
• Explain that the exact sentences (1-4) are not in
the conversation in Exercise 1, but Ss can use the
information in Exercise 1 to work out who says what.
The answer to the first sentence is already marked in the
chart. Ss work individually or in pairs, completing the
chart.
• Check Ss' answers by asking individuals to read out the
sentences from Part a) and say the name of the speaker.
Answers
2 Adam 3 Jason's dad 4 The man
(3\
3 t11211 New words: Travel
a) Listen and repeat.
• Play the recording several times for Ss to listen and
repeat. Point out the use of on in the expression go on
foot.
b) Match the different ways of travelling to the
pictures.
Ss can compare answers with their partner before
checking answers as a class.
Answers
2 cycle/go by bike 3 go on foot/walk 4 ski S go by
underground 6 go by boat 7 go by bus 8 go by car
Look and learn
• Ss repeat the questions and answers after .you. Point out
that the question uses the verb get (to school) and the
answer uses the verb go (by car) .
• Ask Ss: How does Max get to school? (He goes by
helicopte1:)
4 Speak
a) Work in pairs. Ask and answer.
• Ask two Ss to read aloud the example dialogue.
• Ss work in closed pairs, asking and answering the
questions. If necessary, teach any new vocabulary Ss
need, e.g. tram, school (mini-)bus.
b) Tell the class about you and your partner.
• Ask two Ss to read aloud the example sentences. Elicit
sentences to say how long the journey takes and check
 that Ss use the correct pronouns, e.g. It takes me (an
hour). It takes her/him (forty minutes).
• Give the pairs of Ss time to prepare their sentences.
Then, in a chain drill round the class, Ss tell the class
how they and their partner get to school and how long
the journeys take. The class can see how many different
kinds of transport Ss use to get to school and who has the
longest/shortest journey.
5 Write
• Read aloud the instruction and check that Ss understand
what to do. With the class, work through the prompts,
eliciting example sentences from two or three students
about themselves, their friends and their family. You
may wish to check that Ss remember how to write time
expressions, e.g. half an hour, an hour.forty minutes, an
hour and a half/one and a half hours.
• Ss work individually, writing five to six sentences.
Monitor and point out any errors for Ss to correct.
• In pairs or small groups, Ss read each other's sentences.
7 Read
a) Read how an Australian girl gets to school.
• Use the map of Australia /D'stre1li;:i/ and the picture to
introduce vocabulary, e.g. island, coast, mainland. Ask
Ss to listen and say the names of the places on the map
after you, i.e. Cairns /ke;:inz/, Queensland /'kwi:nzl;:ind/,
Brisbane /'bnzb;:in/, Great Barrier Reef /,gre1t ,bieri;:i 'ri:f/.
Encourage Ss to say what they know about Australia and
the places marked on the map (using English as much as
possible).
Ss work individually, reading the text silently. Explain
or encourage Ss to guess the meaning of any new words,
e.g. the nearest land.
b) Right (.t) or wrong (.K)?
• Read aloud the example item.
• Ss complete the exercise, working individually or in
pairs.
• When checking Ss' answers, encourage them to correct
the 'wrong' sentences.

Answers
f3\ . 2 wrong (She lives on a small island near the coast.)
6 11n11 Listen
3 right 4 wrong (The bus takes 20 minutes.) 5 right
• Read aloud the instructions. Ss look at the pictures and 6 right
identify the transport word for each picture.
• Play the recording once and check if Ss have completed
the exercise. If necessary, play the recording again.
Check Ss' answers by playing the recording, pausing it 8 f3\ R@l'fl~ • • •
tl 141t v o w~ Dt1v1ng 1n my Car
after each conversation to check the answer. by Madness
Audio script • Ss turn to page 96. Ask them to read the introductory text
about Madness.
1 Mum: Be careful of the traffic, Mark! • Play the recording for Ss to listen and read. Tell Ss not to
Boy: OK, Mum! worry about trying to understand all the words but to get
Mum: Have you got your anorak? a general idea of what the car is like. Ask Ss: Is it a new
Boy: It's in my backpack. With my lunch. See car? (No, it was made in 1959), What's wrong with it?
you! (Worn tyres, a flat tyre).
2 Girl 1: Here it comes. • Play the recording several times for Ss to listen and join
Voice: Please stand clear of the edge of the in. Check that Ss understand the key vocabulary. Explain
platform. or encourage Ss to guess the meaning from the context
Girl 2: Oh, look! There are some boys from Green of informal words such as a bloke (a man), guvenor
Hill School. Let's go and sit with them. (governor/employer), slob (someone who doesn't care
Girl 1: OK. how he/she looks or behaves), copper (police officer),
Voice: Mind the doors! knock (a slight accident), fifty-eight (fifty-eight miles an
3 Boy: I'm going to sit in the front. hour). Ss may be interested to know that the River Tyne
Girl: No! It's my turn. You sat there yesterday. is in the north of England, Primrose Hill and Muswell
Father: Come on, you two! Just get in. And fasten Hill are areas of London, Selsey Bill is in Sussex on
your seatbelts. Please! the south coast of England and the A45 is ~ main road.
Boy: Katie, your door isn't shut! Morris was a car manufacturer and Jaguar is a type
Girl: Yes, it is. of high performance car. GPO stands for General Post
Office.fender and gas are AmE words for the wing of a
Answers car and petrol.
1 by bike 2 by train 3 by car (Extra picture: by bus)

Further practice
• Write questions on the board for Ss to answer as they
listen to the recording again:
1 What has Mark got in his backpack? (his anorak and
his lunch)
2 Where are the girls going to sit? (with the boys from
Green Hill School)
3 Who sat in the front of the car yesterday - the boy or
the girl? (the boy)

79
 Can you tell me the way?
LESSON OBJECTIVES
Structures
Directions
Functions
Ask and give directions
Vocabulary
Places in town
Everyday phrases: That's funny! It's quite near here.
I see. You can't miss it. It isn 't far. Have a nice day!
Background information
• London Aquarium /,IAndgn g'kwe;}ri;mi/: on the
South Bank of the River Thames, near the London
Eye. It houses about 350 species of fish and, since
2005, has also displayed robotic fish.
• Big Ben /,big 'ben/ and the Houses of Parliament
/,hauz1z gv 'pa:lgm;}nt/ (seen in the photo on page
66.): Big Ben is one of London's most famous
landmarks. The name 'Big Ben' does not refer to
the whole clock tower but to the huge bell that
strikes the hour. Also known as the Palace of
Westminster, the Houses of Parliament incorporate
The House of Commons, the House of Lords and
Westminster Hall.
Getting started
• Elicit three or four examples of vocabulary of places in a
town, e.g. school, park, cinema and supermarket.
• Give Ss half a minute to work in pairs or small groups,
making a list of words. The groups then feed back to
the class and see how many different words they have
thought of. Correct any serious pronunciation errors.
1 13\ •
i11s11 Listen an d rea d
• Ss look at the picture and talk about who and what they
can see. Encourage Ss to guess what Alice, Ben and
the boy are talking about. Use the picture to introduce
some famous London sights, e.g. Big Ben, Houses of
Parliament.
• Play the recording several times for Ss to listen and read.
Divide the class into three groups to be the boy, Alice
and Ben. Play the recording again, this time leaving
a pause after each speaker's section, for the groups to
listen and repeat their lines in the dialogue and then
change parts.
• Check that Ss understand the vocabulary. Then ask:
Where are Alice, Ben and the boy ? (in Parliament
Square), Where does the boy want to go? (to the London
Aquarium), Is it a long way? (No, it's quite near), How
long does it take to get to the Aquarium? (about ten
minutes).
80
Everyday phrases
• Ask Ss to listen and say the phrases after you. Explain
that when Alice says That's funny, she is using 'funny'
to mean 'strange/odd' (not 'amusing/humorous'). It is
a coincidence that she and Ben were at the same place,
the Aquarium, in the morning. Point out that Have a
nice day is often said in the USA by staff in shops,
restaurants, etc. as customers leave. Ask Ss if people
use a similar expression in the same situations in their
country.
2 Check
• Advise Ss to read through all the phrases before they
start matching them. Ss work individually, matching the
two parts of the sentences. They can compare answers in
pairs before checking answers as a class.
Check Ss' answers by asking individuals to read aloud
the sentences.
Answers I
L_2_a_:_)_3_d...:._)_4_b_J_ _ _ _ _ _ _ _ _ _ _ .
3 ~ New words: Places in town
• Play the recording several times for Ss to listen and
repeat. Pay particular attention to word stress. Check that
Ss understand the meaning of the new words.
Look and learn
• Before reading the sentences in the box, check some of
the vocabulary (left, right, up, down) by asking the class
to: Look to the left. Look to the right. Put your right hand
up. Put your right hand down.
• Ss look at the diagrams and sentences in the box and
repeat the sentences after you.
Further practice
Ss work out the directions from their school to a nearby
place. Elicit the directions and write them on the board.
13\ •
4 jf 1111 Listen
• Give Ss time to read the instructions and study the map.
Check Ss' pronunciation of the street names on the map.
Draw Ss' attention to the four names (Sally, Hilary
/'h1Jgri/, John and Mike) on the map and tell Ss they will
hear these four people on the recording.
• Play the recording twice and check if Ss have completed
the exercise. If necessary, play the recording again.
• Check Ss' answers by playing the recording, pausing it
after each conversation to check the answer.

Audio script
1 John is at the bus stop in Bond Street.
John: Excuse me. Can you tell me the way to the
record shop, please?
Woman: Sure. Go down Bond Street, past the chemist
on your right and turn right into London
Road.
John: Right into London Road. OK.
Woman: Go down London Road past the newsagent
and the police station.
John: Past the newsagent and the police station.
OK.
Woman: Yes, and then turn right into King Street.
The record shop is on your right.
John: On the right.
Woman: Yes, it's next to the post office.
John: Oh, OK. Thanks.
Narrator: Look at the map. Which letter is the record
shop?
2 Sally is in front of the station in Station Road.
Girl: Excuse me: Can you tell me the way to the
cinema, please?
Boy: Sure. Go down Station Road and turn right
into London Road.
Girl: Right into London Road. OK.
Boy: Go straight ahead past three shops and the
cinema is on your left.
Girl: Oh, OK.
Boy: It's opposite the town hall.
Girl: Thanks.
Narrator: Look at the map. Which letter is the cinema?
3 Mike is in front of the town hall in London Road.
Mike: Excuse me. Can you tell me the way to the
library?
Woman: Sure. Have you got a map?
Mike: Yes, here.
Woman: OK. So we're here in front of the town hall.
You go down .London Road past the shops,
and then turn left into Station Road.
Mike: Left into Station Road .. . OK.
Woman: Walk past the bank and the library is on your
left, opposite the station. You can't miss it.
Mike: Thanks.
Narrator: Look at the map. Which letter is the library?
4 Hilary is outside the post office in King Street.
Hilary: Excuse me. Can you tell me the way to the
swimming pool from here?
Man: Yes, of course. We're here, outside the post
office in King Street. Go down King Street
and turn left into London Road.
Hilary: Down King Street and turn left ...
Man: Yes, then go down London Road and turn
right into Silver Street.
Hilary: Right into Silver Street?
Man: Yes, you turn right into Silver Street and the
swimming pool is on your left. It's opposite
a garden centre. You can't miss it.
Hilary: OK. Thank you.
Narrator: Look at the map. Which letter is the
swimming pool?
Answers
A swimming pool B library C cinema D record
shop
5 Act
• Read aloud the instructions and point out that Ss always
start 'at the bus stop'. Ask the class to follow the
directions on the map as two Ss read aloud the example
dialogue. Ask Ss if they remember another expression
used in the recording instead of Sure. (Yes, of course.)
• Elicit the directions to the station from the class.
• Ss work in pairs, taking turns to ask and give directions
to the different places on the map. Monitor and help Ss
if necessary.
• Check Ss' answers by asking pairs to say each of the
dialogues while the rest of the class follow the directions
on the map.
6 Write
• Read through the instructions and check that Ss
understand what to do. If some Ss travel to school by
train or bus, they can use some of the language from
Lesson 31 to write about their journey and then add
directions from the station or the bus stop to the school.
• Read the example sentence. Ask Ss to look back at the
dialogue in Exercise 1 and point out the use of (and)
then to join directions. Advise Ss to draw their map first
and then write their description. Monitor and help Ss if
necessary.
• Ss then work in pairs or groups of three, reading each
other's descriptions and looking at the maps.
7 13\ rDl r:\ rDl h . .
1t1s11 ~ T e D1rect1ons Rap
• Ss turn to page 96. Play the first recording for Ss to listen
and read.
• Check that Ss understand the vocabulary (e.g. the second
turning right, the corner).
• Play the recording again, several times if necessary, for
Ss to listen and join in. Divide the class into two groups,
one group to say the 'question' verses and the other
group to say the 'answer' verses and then change parts.
• Play the second recording for Ss to say the rap on their
own with the backing track.
81
 Listen carefully!
LESSON OBJECTIVES
Structures
Regular and inegular adverbs
Functions
Give instructions
Vocabulary
Adjectives (3)
Background information
• Inline skating: the official term for rollerblading,
which became popular in the USA in the 1990s.
The roller skates have four or five wheels arranged
in a straight line.
• Boarding: 'boarding' sports include skateboarding,
surfboarding, snowboarding, kite boarding and
wake-boarding (water-skiing).
Getting started
• Introduce the topic of sports by giving Ss forty-five
seconds to work in pairs, thinking of sports words.
Ss then report back to the class. Conect any serious
pronunciation errors. Ss can look back at Lessons 3 and
4 to see the sports words there.
(3\
1 i1 19 11 Read
• Ss look at the picture and read the title of the text.
Encourage Ss to say what they know about boarding,
inline skating and rock climbing (using English as much
as possible). Use the picture to present some of the
vocabulary used in the lesson, e.g. helmet, rope, climbing
shoes, harness.
• Play th~g several times for Ss to listen and read.
Explain or encourage Ss to guess the meaning of new
words in the texts.
• Ask the class if rock climbing and abseiling are popular
sports in their country. Find out if any of the Ss go rock
climbing or abseiling. Encourage them to tell the class
about it, e.g. Where do they go? What do they wear?
Do they have a good instructor? Do they feel safe?
Encourage Ss to say what are the popular sports for
young people in their country. Teach any new vocabulary
that Ss need.
2 Check
• Ask one of the Ss to read out the two parts of the
example sentence.
• Ss work individually, reading and matching the two parts
of the sentences.
• Check Ss' answers by asking individuals to read aloud
the complete sentences.
82
Answers
2 e) 3 a) 4 c) 5 d)
Further practice
• If you wish, ask more comprehension questions about the
texts, e.g. ask Ss to look at the section 'Growing fast'.
Ask: Is it very difficult to learn rock climbing? (No, it's
quite easy), Where can you do rock climbing indoors?
(at sports centres) .
Ask Ss to look at the information about 'Take it slowly'.
Ask: Is rock climbing very dangerous? (No), What word
means 'going down a mountain on a rope'? (abseiling),
Is it a good idea to learn abseiling before you learn rock
climbing ? (No, it's a good idea to learn rock climbing
first. Abseiling is the next step.).
Ask Ss to look at the information about 'Safety first'.
Ask: Can you wear trainers when you go rock climbing ?
(Yes).
3 ~ New words: Adjectives (3)
a) Listen and repeat.
• Play the recording several times for Ss to listen and
repeat, chorally and individually.
• Ask Ss to find pairs of opposites (slow/fast, loud/quiet,
polite/rude) and adjectives in the list without an opposite
(careful, happy, angry).
b) Complete the words under the pictures.
• Ss work individually, completing the words under the
pictures. Ss can compare answers with their partner
before checking answers as a class.
• Check Ss' answers by asking individuals to write the
words on the board and say them.
Answers
2 careful 3 quiet 4 loud 5 angry 6 happy 7 polite
Sfast 9 slow
Further practice
Read out three or four sentences for Ss to complete with
an appropriate adjective, e.g.
1 It's Susan's birthday today. She's having a party/She's
very ... (happy).
2 Mary never says ' please' and 'thank you'. She's very
... (rude).
3 Tony always says 'please' and 'thank you'. He's very
... (polite).
Look and learn
• Give Ss time to read through the list of regular adjectives
and adverbs. Ask individual Ss to read aloud each pair.
' /
 Correct any pronunciation errors. Point out the spelling
of carefully and easily.
• Ask Ss to listen and repeat the list of irregular adjectives
and adverbs after you. Advise Ss to copy the list into
their vocabulary books in a separate 'adverb' section.
• Ask Ss to look again at the text in Exercise 1 and find
and read aloud sentences containing adverbs.
4 (3\ •
11 21 11 Wnte an
d 1·1sten
a) Write the adverb form of these adjectives.
• Ss work individually, writing the adverb form of the
adjectives. Monitor and check Ss' writing.
• Check Ss' answers by asking individuals to write the
adverbs on the board.
Answers
happily quietly angrily politely rudely
b) Complete with the correct adjectives or adverbs.
• Advise Ss to read through the dialogue quickly for
general understanding before they start completing it.
Check Ss understand they have to choose whether to use
an adjective or an adverb. Ss then complete the dialogue,
working individually or in pairs.
c) Now listen and check.
• Play the recording for Ss to check their answers. Check
spelling by asking individuals to write the adverbs on the
board.
Answers
2 easily 3 slowly 4 quiet 5 quickly 6 good 7 well
8 late
Further practice
• Play the recording again for Ss to listen carefully to the
speakers' pronunciation, stress and intonation patterns.
• In open pairs and then in closed pairs, Ss practise reading
the dialogue aloud and changing parts. Monitor and
correct any serious pronunciation errors.
5 Game
• Read out the instructions and the words in the box.
Check that Ss understand what to do. Demonstrate the
game with one of the Ss. Ask the S to read out Joe's
example question and you say the friend's reply
(I'm twelve) very slowly.
Write three or four more questions on the board:
How old are you? Where do you live?
Would you like a cola? How do you usually get to
school?
Ask individual Ss to ask you some of the questions.
Reply to the questions in different ways, e.g.
S: Would you like a cola? T: No! (rude)
S: Would you like a cola? T: Yes, please. (polite)
S: How old are you? T: I'm eleven and three
months. (carefully)
• Ss ;then ask and answer four or five questions in open
pairs.
• Finally, Ss play the game in closed pairs. Encourage
Ss to use the questions on the board and their own
questions. Monitor and help if necessary.
(3\ •
6 1122 11 listen
a) Listen to an abseiling instructor talking to some
students. In what order do you hear these
adverbs? Number them 1-6.
• Read aloud the instructions and give Ss time to read
through the adverbs. Play the recording twice and check
if Ss have numbered the adverbs in order. If necessary,
play the recording again.
• Check Ss' answers by asking two Ss to write the adverbs
in the correct sequence on the board. The rest of the class
read and compare the sequences with their own answers.
Audio script
Dave: OK, now listen carefully. My name's Dave and
I'm your abseiling instructor today. Abseiling is
a very exciting new sport but you must listen to
me carefully because it can be dangerous. Now,
it is important you just follow these two simple
rules. The first rule is don't look down. The
second is, don't try to abseil too fast. Go down
slowly. I'll be at the top and I'll shout loudly if
you do something wrong. But I'm sure you'll
all do very well and you'll learn quite quickly.-
Any questions?
[Pause]
No, OK, good luck then.
Answers
2 fast 3 slowly 4 loudly 5 well 6 quickly
b) Complete these sentences.
• Play the recording again for Ss to listen and complete the
sentences.
• Check Ss' answers by asking two Ss to read out the
sentences.
Answers
1 look 2 slowly
(3\
7 112311 m.&i:P The Adverb Rap
• Play the recording several times for Ss to listen and
complete the rap.
• Check answers by asking individuals to write the missing
words on the board and say them.
• Play the recording again for Ss to join in and say the rap.
• Play the second recording for Ss to say the rap on their
own with the backing track.
Answers
1 quietly 2 slowly 3 carefully 4 faster 5 loudly
6 clearly
83
 Holidays in Britain
LESSON OBJECTIVES
Structures - revision
Present simple
Past simple
going to future
Vocabulary - new
art gallery, attraction, beach, canoeing, coast,
countryside, excitement, fascinating, hill, lake,
mountain, path, prehistoric, rock climbing, seaside,
site, sunbathe, surfing, theme park, trip, visitor
Skills
• To read and understand factual information using
pictures, texts and a recording
• To listen to an interview and fill in missing words
in sentences
• To ask and answer questions about holidays
• To study a Writing tip about collecting your ideas
• To write a holiday postcard
To develop an awareness of the world beyond Ss'
immediate environment
Background information
• Madame Tussauds /,mred;}m tu's:>:dz, 'tus:>:dz/:
a famous wax museum in London, set up by
wax sculptor Marie Tussaud. It includes life-
sized sculptures of famous musicians, actors and
politicians.
• The London Eye /,Lmd;}n 'a1/, also known as the
Millennium Wheel, is an observation wheel located
on the South Bank of the River Thames. It offers
spectacular views across London. Each of the 32
passenger capsules holds about 25 people and one
revolution of the wheel takes about 30 minutes.
• Pembrokeshire /'pembrokfa/ Coast Path in Wales
/weilz/: opened in 1970. The Path is 288km
long, beginning at the village of St Dogmael's
near Cardigan in the north of the Pembrokeshire
National Park and ending in Amroth in the south of
the National Park.
• Stonehenge /,staun'hend:)I: a group of standing
stones on Salisbury Plain in the county of Wiltshire
in England. The most famous megalithic monument
in Britain.
• Peak District /'pi:k ,d1stnkt/: part of the National
Park in Derbyshire, England. Popular for climbing
and cycling holidays. The highest point is Kinder
Scout (636m).
• Edinburgh /'edmbara/: population 448,850, capital
of Scotland and home of the Scottish Parliament.
Famous for its castle, university, and the annual
Edinburgh Festival.
84
Background information (contd)
• Loch Ness /lox 'nes, Joki: the largest body of
freshwater in Britain. 'Loch' is the Gaelic word for
'lake' . There are many stories of sightings of the
monster (Nessie) and even photographs showing a
'strange' shape in the Loch.
• Cornwall /'b:nw:>:l/: population just over 506,000.
It is at the tip of the south-west peninsula of
England. It is one of the poorest counties in the UK
and relies heavily on tourism.
Getting started
• Introduce the topic of 'holidays' by asking Ss about
their holidays, e.g. Where did you go for your holiday
last year? Where do you usually go? Do you like
beach holidays? What do you do on holiday? Do you
like swimming/climbinglcycling!walking!sightseeingl
shopping? If appropriate, introduce some of the
vocabulary for this lesson.
f3\
1 1124 11 Read
• Ask Ss to look at and talk about the photos - Where
do you think this is? (city/seaside/countryside?), What
are the people doing? Play the recording and ask Ss
to listen and read and see if they can match any of the
pictures to places in the text. Reassure Ss that they are
not expected to understand everything in the text at this
stage. (Answers: the top photo is of Nelson's Column
in Trafalgar Square in London, the bottom photo is of
Stonehenge, the small picture at the end of the text is of
a ride at Alton Towers Theme Park.)
• Play the recording again, pausing it after each section,
for Ss to listen and read. Explain or encourage Ss to
guess the meaning of new vocabulary. If you have a large
map of the UK, display it for Ss to find some of the areas
mentioned in the text, e.g. Pembrokeshire in Wales, the
Lake District, the West Midlands, the Peak District.
• Ss read Luke's holiday postcard silently. A_sk: Is Luke
staying at a hotel? (No, he's staying on a camp site),
What's the weather like? (quite hot), What can you see in
the picture? (the Loch Ness monster).
New words
• Ask Ss to repeat the words after you. Pay particular
attention to word stress. Check that Ss understand the
meaning of the new words.
Further practice
• In pairs, Ss make three or four sentences using some of
the new words. Give one or two examples, if you wish,
e.g. I like to go to the seaside for my holidays. Susan is
sunbathing on the beach. Monitor and help Ss correct
any errors.
• Ss then read aloud some of their sentences to the class.
2 Check
• Give Ss time to read through the sentences and
check that they understand the vocabulary. Ss work
individually, referring to the texts and completing the
exercise.
• When checking Ss' answers, ask them to correct the
'wrong' sentences. If Ss disagree about any of the
answers, encourage them to refer back to the texts to
support their answer.
Answers
2 right 3 right 4 wrong (It is a fun theme park.)
5 wrong (It is in Scotland.) 6 DK (The text says
there are mountains in Wales and Scotland, but it
doesn't mention 'hills' in Wales and Scotland. 'Hills'
are mentioned only in the Peak District, which is in
England.) 7 wrong (He's staying in Scotland.) 8 right
9 wrong (He thought it was 'brilliant'.)
(3\ •
3 i1 2s 11 Listen
• Give Ss time to read through the text about Sean /f ::i:n/
before playing the recording.
• Play the recording two or three times for Ss to listen and
complete the sentences. Reassure Ss that they are not
expected to understand everything on the recording at
this stage.
Audio script
Int: Where did you go for your summer holiday last
year, Sean?
Sean: I went to the USA with my mum and dad.
Int: How did you get there?
Sean: We went by plane. It took seven hours and I got
jet lag!
Int: Where in the USA?
Sean: We went to Disneyworld in Florida. We stayed
in a big hotel. It was brilliant.
Int: Do you ever go to Europe for your holidays?
Sean: Yes, two years ago we went to Portugal. We
stayed on a camp site.
Int: Was that good?
Sean: Yes, it was fun.
Int: And what about this year?
Sean: This year we're staying in England.
Int: So you aren't going to have a holiday?
Sean: Yes, we are. We're going to Cornwall. My aunt
and uncle have got a holiday flat there and we're
going to stay with them.
Int: That sounds good.
Sean: Yes. The beaches in Cornwall are great and I can
go canoeing, too.
Answers
1 mum 2 dad 3 the USA/Florida!Disneyworld 4 plane
5 seven 6 Two 7 England 8 beaches 9 canoeing
Further practice
• Ask Ss to listen to the recording again for extra
information about Sean's holidays. Play the recording
two or three times then ask Ss to pool what they
remember.
4 Speak
a) Ask and answer in pairs. A is British, B is a
foreign visitor to Britain. Imagine his/her
answers. Then change places and ask again.
• Read out the instructions and check that Ss understand
what to do. Work through the dialogue with the class,
eliciting one or two answers for each question.
• Ss work in closed pairs, taking turns to ask and answer
the questions. Tell Ss to remember their partner's
answers because they will need the information in
Part b).Monitor but do not inte1rnpt Ss' fluency. Go over
any common problems with the class afterwards.
b) A tell the class what B said.
• In turns, Ss tell the class about their partner. Encourage
Ss to help each other correct any errors in the use of
Present simple, Past simple and going to.
Further practice
• Ss work individually, writing down their partner's
answers. Tell Ss to write five or six sentences and to
check grammar and spelling carefully. Monitor and point
out any language errors for Ss to correct.
• Ss then form same pairs as in Part a). Each S reads what
their partner has written about them and says if they
agree with the information.
Project
Writing tip: Collecting your ideas
• Give Ss time to study the spidergram. Ask Ss if they
use spidergrams in other school subjects to collect ideas
before writing. Check that Ss understand the vocabulary
in the spidergram. Ask individuals which of these
activities they do on holiday. Elicit suggestions to add to
the spidergram, e.g. a section for 'winter holidays'.
Write
• Read aloud the instructions and the example sentences.
Check that Ss understand what to do.
• Tell Ss to write a draft of their postcar~ in their
notebooks. Monitor and check Ss' writing, pointing out
any errors to be corrected.
• Ss then write a fair copy of their postcard.
• In groups of three or four, Ss exchange and read each
other's postcards.
85
 Revision
Language revised
Lessons 31-33
1 Complete the description of how
Anna's family travel to school and
to work.
• Ask one of the Ss to read aloud the example sentence.
Elicit the second answer from the class.
• Ss complete the text, working individually. They can
compare answers in pairs before checking answers as a
class.
• Check answers by asking individuals to read aloud the
sentences. Check spelling of the transport words.
Answers
2 by bus 3 walks/goes on foot 4 by underground
5 by boat 6 by train 7 by car
Further practice
• Ss work in pairs or groups of three, telling each other
how their family travel to school and to work.
2 Complete the directions under
the pictures using the words
in tile box.
• Ask one of the Ss to read out the example sentence.
• Ss complete the exercise working individually.
• Check Ss' answers by asking individuals to read aloud
the complete sentences.
Answers
2 Turn 3 on 4 past 5 right 6 straight
3 Complete the directions from the
school to the bus station.
• Read aloud the instruction and give Ss time to look at
the map.
• Ask two Ss to read aloud the first exchange and example
answer. Ss complete the directions working individually
or in pairs.
• Check Ss' answers by asking individuals to read aloud
the sentences and spell the missing words.
• In closed pairs, Ss practise reading out the dialogue
and changing parts. Monitor and correct any serious
pronunciation errors.
Answers
•
2 right 3 past 4 left 5 is on 6 takes
86
Further practice
• Write on the board:
From the bus station to the supermarket
From the supermarket to the chemist's
From the chemist's to the corner of West Street and
North Street
From the corner of West Street and North Street to the
post office
• In pairs, Ss act out the four dialogues, taking turns to ask
for and give directions. Monitor and help if necessary.
• Four of the pairs then act out their dialogues for the class
to listen and follow on the map.
4 Match the two parts of the places
in town.
• Draw Ss' attention to the example.
• Advise Ss to read through all the words quickly before
they start matching them.
• Ss complete the exercise individually. They can compare
answers in pairs before checking answers as a class.
• Check answers by asking individuals to say the words.
Answers
2 d) 3 b) 4 a) 5 c)
5 Correct the spelling of the words in
red.
• Look at the first sentence and answer with the class.
• Ss complete the exercise working individually or in pairs.
• Check Ss' answers by asking individuals to read out the
sentences and write the answers on the board.
Answers
2 post office 3 bus stop 4 record shop 5 garden centre
6 bank
6 Complete the driving teacher's
instructions with the correct form
of the adjective or adverb.
• Read through the first sentence with the class and elicit
the answer (well).
• Ss complete the exercise working individually. Monitor
and help Ss if necessary.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
1 well 2 carefully 3 good 4 slowly 5 dangerous
6 careful 7 easy 8 well
Further practice
• Write on the board:
driving teacher abseiling instructor
rock-climbing instructor swimming teacher
horse-riding teacher dancing teacher
• Ss work in pairs. Ask them to choose an example from
the board and write four or five instructions, containing
adjectives and adverbs. Give Ss an example by saying
three or four sentences for one of the situations, e.g. Now
walk slowly to the horse. Talk to him quietly. That's good.
Put his harness on carefully.
• Ss work in pairs, writing their sentences. Monitor and
point out any language errors for the pairs of Ss to
correct. Help with vocabulary if necessary.
• Ss then read out their instructions to the class. The rest of
the class listen and guess which teacher is talking.
(3\
7 1126 11 Sounds fun /1a/ and /ea/
a) Listen and repeat.
• Play the recording once for Ss to read and listen.
• Play the recording several times for Ss to listen and
repeat. If necessary, isolate the two sounds in each
diphthong for Ss to repeat the sounds separately after you
and then combine them to make the diphthong.
b) Listen again and underline the /1.,/ sounds in red
and the /e.,/ sounds in green.
• Play the recording, several times if necessary, for Ss to
listen and underline the sounds.
• Check Ss' answers by asking individuals to list all the
words containing each sound on the board and say them.
Answers
h'd! Vera Dear Vera
/e'd/ There's chair fair hair
(3\
8 lt21 11 Chat room
Complete the conversation.
• Ask Ss to read through all of Adam's sentences silently
to get an overview of the conversation. You then read
aloud each of Adam's sentences and elicit two or three
example answers from the Ss. Encourage Ss to suggest
several possible responses to Adam's last two sentences
'That's interesting' (Yes, it 's interesting and it's a cheap
way to travel./Yes, it's my favourite way to travel.) and
'Thanks for talking to me' (That's OK. See you later.I
That's all right. Have a nice day.).
• Ss work individually, planning their part of the
conversation. They can make notes of their part if they
wish, but tell them not to write out full sentences.
• Ss work in pairs, taking turns to ask and answer the
questions. Monitor the activity but do not interrupt Ss'
fluency. Make a note of any general language difficulties
to go over afterwards with the whole class.
• Some of the pairs then say one of their conversations for
the class to hear.
9 Puzzle: Who's who?
• Read aloud the instruction. Give Ss time to look at the
picture. Ask one of the Ss to read aloud the example
sentence and answer (2). Ask Ss to point to George
White (number 2) in the picture. If you wish, elicit the
second answer from the class.
• Ss complete the exercise, working individually. They can
compare answers in pairs before checking answers as a
class.
• Check Ss' answers by asking individuals to read aloud
the sentences and the matching numbers in the picture.
Answers
Josh Carter 3 Kate Lennox 5 Myra Desai I
Carl Packer 4 Ivy Hunt 6
What can you do?
• Ask individual Ss to read aloud the I can sentences.
Elicit one or two example questions and answers from
the class for each I can sentence. -
• Ask Ss to work in pairs or groups of three. Each pair
or group chooses one of the three I can sentences and
makes a conversation for that situation. Advise Ss to look
back through Lessons 31-35 to check the language they
need to use. Monitor and help the groups as necessary.
• Each group then acts out their conversation for the class
to hear.
• Encourage Ss to say how confident they feel about
doing each of the things in the I can sentences. Ss work
individually, ticking the boxes for the language they feel
they can use confidently. Go round and give each S your
own feedback, building their confidence by emphasising
what they can do in English as well as pointing out any
language points that still need practice.

Listen and practise with Adam.

• Play the recording several times for individual Ss to give
their answers .
• Then play the recording for the class to rehearse their
answers, speaking very quietly.

Then practise with a friend.

• Play the recording for Ss to listen and repeat Adam's
sentences.

87
 He doesn't have to
LESSON OBJECTIVES
Structures
Verb: have to
Functions
Talk about your school
Vocabulary
Clothes
Everyday phrases: I'm not sure yet. Don't leave it too
late. Don't forget ... That is such a drag! Don't be so
[silly]! Excellent!
Background information
• The Science Museum in London holds a collection
of over 300,000 items, including Stephenson's
Rocket, the first jet engine, an Apollo space capsule
and a reconstruction of Francis Crick and James
Watson's model of DNA.
Getting started
• Write vocabulary headings and examples on the board,
e.g.
1 School subjects, e.g. Maths, ...
2 Travel, e.g. plane, ...
3 Places in town, e.g. cinema, ...
4 Family, e.g. Mum, .. .
5 Meals, e.g. lunch, .. .
• Give Ss one minute to work in small groups, adding
words to each of the categories.
• In turn, Ss add their words to the lists on the board.
Check spelling and pronunciation.
1 itf3\ .
2s11 Listen an d rea d
• Ask Ss to look at and talk about the photo. Ask: Who
can you see? Where do you think this is? What do you
think the people are talking about?
• Play the recording several times for Ss to listen and
read. Ask Ss: Are the children going to do their play at
school? (No, it's at the youth club), Who is the man in
the photo? (Dan /dre,n/ the youth club leader).
• Play the recording again, this time leaving a pause after
each sentence, for individual Ss to repeat. Ensure that
each S says at least one sentence. Encourage Ss to copy
the stress and intonation patterns of the speakers on the
recording. Explain or encourage Ss to guess the meaning
of any new words.
Everyday phrases
• Play the recording again, pausing for the class to listen
and repeat the phrases. Check that Ss understand the
meaning of the phrases. Encourage Ss. to suggest what
88
•••
they say in their Ll for these expressions. If you wish,
point out that we often say 'That's such a bore' as an
alternative expression to 'That's such a drag'.
2 Check
• Ask one of the Ss to read out the example answer. Ss
then work individually, referring back to the text and
completing the sentences.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
2 Saturday 3 programmes 4 six 5 party 6 jeans (or)
T-shirts 7 make-up (a little lipstick and eye make-up)
Further practice
Read out the following sentences. Ask Ss to listen and
say if each sentence is right or wrong. Encourage them to
correct the wrong sentences. For example:
1 The play starts at six o'clock. (Wrong. The children
have to arrive at six o'clock.)
2 The play is before the party. (Right)
3 Jeans and T-shirts are smart clothes for boys. (Wrong.
Trousers, shirts and jackets are smart clothes.)
4 Adam likes wearing jeans and T-shirts. (Right)
5 Alice hates wearing make-up. (Wrong. She says
Excellent when Dan says the girls can wear a little
make-up.)
f3\
3 112911 Memory check: Clothes
a) Sort the letters to spell ten things you can wear.
• Ss work individually or in pairs, sorting out the letters
and writing down the words.
• Check Ss' answers by asking individuals to write the
words on the board and say them.
• Play the recording several times for Ss to listen and
repeat the words, chorally and individually.
Audio script and answers
1 tie 2 shirt 3 jumper 4 trousers 5 skirt 6 dress
7 socks 8 shoes 9 trainers 10 jacket
b) What other clothes do you know?
• Give Ss one minute to work in small groups, making a
list of other clothes.
• Check Ss' answers by asking groups in turn to write their
words on the board. Check spelling and pronunciation.
Further practice
• In groups of three or four, Ss talk about the clothes
they like (and don't like) to wear. Monitor but try not
to interrupt Ss' fluency. Make a note of any common
problems to go over with the class afterwards.
Look and learn Further practice
• Write questions on the board:
• Give Ss time to study the sentences in the box. Ss then
1 Which museum are they going to? (the Science
repeat them after you.
Museum)
Ask Ss to find and read aloud sentences with have/has to
2 Where are they going to have lunch? (in the museum
in the conversation in Exercise 1.
cafe)
• If Ss ask about the use of have to and must (Lesson 26),
3 Does the boy think having lunch in the museum cafe
point out the difference in meaning in the negative forms,
is a drag? (No, he thinks it's cool.)
e.g.
• Play the recording again for Ss to listen and answer the
The girls don't have to wear make-up.
questions.
The girls mustn't wear make-up.

4 Read and write 6 Speak

• Look at the example item with the class. Point out the
• Ask Ss to look at the photo. Ask: How old do you think
change of pronoun from your to our. Read aloud the
the girl is? What's she wearing?
things (1-7) in the list and check that Ss understand
• Read aloud the first three sentences of the text about
the vocabulary.
Rachel /'re1tf;:il/. Elicit the second answer from the class.
• Ss work in pairs or small groups, saying what they have/
• Advise Ss to read through the remaining text quickly
don't have to do at their school. Monitor and help Ss
for general understanding. Ss then work individually,
correct any language errors.
completing the text with the correct form of have to. Ss
• Check answers by asking individuals to say the sentences
can compare answers in pairs before checking answers as
for the class to hear.
a class.
• Encourage Ss to make more sentences about their school
• Check Ss' answers by asking individuals to read aloud
using have to/don't have to, e.g. do homework every day/
the sentences.
do sports every day/learn Chinese/our parents sign a
homework book.
Answers
2 have to wear 3 have to wear 4 don't have to wear
5 has to wear 6 don't have to think 7 don't have 7 Write
to buy • Read aloud the instruction and example sentences. Elicit
suggestions to complete the second sentence . .
• Ss work individually, choosing some of the thmgs from
• t Exercises 4 and 6 to write about in more detail. Tell Ss
s (3\
if 3011 Lis en to write eight to ten sentences. Monitor and point out any
• Give Ss time to read through the questions. errors for Ss to correct.
Play the recording twice and check if Ss ~ave co!llpleted • In pairs or small groups, Ss read each other's sentences.
the exercise. If necessary, play the recordmg agam.
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions.
8 Game: Where am I?
• Read out the instructions. Ask three Ss to read aloud
Audio script Team A's sentences.
• Divide the class into two teams. Each team thinks of two
Teacher: Now, don't forget we're going to the Science
or three places and writes three sentences about each .
Museum tomorrow.
place. Monitor and help Ss correct any language errors m
Girl: What time do we have to leave?
their sentences.
Teacher: At 9.30.
• The teams take turns to read out their sentences. If the
Boy 1: Do we have to wear our school uniform?
other team guesses the place correctly, they. get a point. If
Teacher: Yes, you do!
they can't guess the place, they are told the answer. Make
Boy 2: Oh, and my mum wants to know. Does she
a note of any problems with have to and go over these
have to make a packed lunch for me?
with the class at the end of the game.
Teacher: No, she doesn't have to give you anything
to eat or drink. We're having lunch in the

9 ~ m&CP The School Time Rap

museum cafe.
Boy 2: Cool!
Girl: Do we have to take any school books?
• Ss turn to page 96. Play the first recording for Ss to listen
Teacher: No, you don't have to take any books but you and read. Check that Ss understand the vocabulary.
do have to take a notebook and a pen.
• Play the recording again, several times if necessary, for
Girl: Why do we have to take a notebook and pen?
Ss to listen and complete. After checking answers, play
Teacher: Because you have to do a project. It's a the recording again for Ss to join in. If you wish, divide
normal school day.
the class into three groups to say a verse each.
• Play the second recording for Ss to say the rap on their
Answers own with the backing track.
1 at 9.30 2 school uniform 3 No, they don't.
Answers
4 a notebook and a pen
1

1 have 2 to 3 can't 4 have 5 to 6 have 7 to 8 have

9 to 10 can't 11 have 12 to 13 have 14 to 15 can't

89
 Is he good t·un?
LESSON OBJECTIVES out that we usually use 'pretty' to describe women/girls
but not men/boys. We can use 'nice-looking' to describe
Structures women/girls and men/boys. Ask Ss ro find one pair of
Questions with like opposites in the New words (generous and mean).

Functions
Describe people 3 Check
• Ss work individually, referring back to the text and
Vocabulary answering the questions.
Personality adjectives • Check Ss' answers by asking pairs of Ss to ask and
answer the questions.

Background information Answers

• Young people use a lot of abbreviations in text
messages. In the dialogue on Alice's computer
screen on page 76, we see 'How RU?' to represent
'How are you?'. Other common text message
abbreviations include 'RUOK?' for 'Are you OK?',
'2DAY' for 'today' and 'CU' for 'see you'.
Getting started
• Revise adjectives for describing people (Lesson 33).
Write gapped words on the board for Ss to complete
with vowels:
· 1 P _ L _ T _(polite) 2 R _ D _(rude)
3 H _PP Y (happy) 4 _ N GR Y (angry)
5 Q U __ T (quiet) 6 L __ D (loud)
• Check Ss' answers by asking individuals to complete the
words on the board and say them.
1 (3\ •
1132 11 Listen an
d rea d
• Ask Ss to look at the photo of Alice and the picture of
her computer screen and say what she is doing. Ask
Ss: Do you chat online to your friends? What's your
username?
• Make sure Ss understand the text message abbreviation
HowR U?
• Play the recording two or three times for Ss to listen and
read. Explain or encourage Ss to guess the meaning of
any new words. Check pronunciation of Shaun /J;,:n/.
• Divide the class into two groups to be Alice (Alipal)
and Madeleine /'mredglm/ (Madcap). Play the recording
again, this time leaving a pause after each speaker's
section, for the groups to listen and repeat their lines and
then change parts.
Ss then work in closed pairs, reading the dialogue aloud
and changing parts. Monitor and correct any serious
pronunciation errors.
2 (3\
tfllll New words: Persona 1·1ty
adj~ctives
• Play the recording several times for Ss to listen and
repeat the adjectives, chorally and individua!ly. Point
1 her cousin, Shaun (from Australia) 2 He's very
friendly and Alice thinks he is kind. 3 He's lazy and
sometimes bad-tempered. 4 Because he's going back to
Sydney tomorrow.
4 Write
Look at the example answer with the class. Elicit the
second answer from the Ss. Ss then work individually,
referring back to Exercise 2 and writing the adjectives
under the pictures. Ss can compare answers in pairs
before checking answers as a class.
• Check Ss' answers by asking individuals to say the
adjectives and spell them.
Answers
2 funny 3 shy 4 lazy 5 clever 6 bad-tempered
7 generous 8 nice-looking
Further practice
• Ask Ss to look at the pictures and make sentences, using
the adjectives, e.g. (Picture 1) Jane was very helpful to an
old lady yesterday. She walked across the road with her.
Look and learn
• Give Ss time to read through the questions and answers.
Ss then repeat them after you.
• Ask Ss to look back at the text in Exercise 1. Read aloud
and write on the board these phrases from the text:
a bit (shy) very (friendly) sometimes (bad-tempered)
Ask Ss how they would say these phrases in their Ll.
5 Speak
a) Ask and answer about the people in Exercise 4.
• Ask two Ss to read out the example question and answer
about Picture 1 in Exercise 4. Elicit the question and
answer for Picture 2 from the Ss. (A: What's he like?
B: He's very funny.)
• Ss work in closed pairs, taking turns to ask and answer
questions about the people in Exercise 4. Monitor and
point out any errors for the pairs to correct.

90
• Check Ss' answers by asking pairs of Ss to say the
questions and answers for the class to hear.
b) Ask and answer about people's friends.
• Ask two Ss to read aloud the example dialogue.
• In open pairs, three or four pairs of Ss make dialogues
about their best friend.
• Ss then work in groups of three or four, taking turns to
ask and answer about their friends. Monitor the activity
but try not to interrupt Ss' fluency. Make a note of any
general language problems to go over with the class
afterwards.
f3\ .
6 Listen
lf34 f1
• Read aloud the instruction. Read through the adjectives
in the box with the class.
• Play the first extract on the recording for Ss to listen and
read the example answer. Play the second extract and
pause the recording for Ss to give the second answer.
Then continue playing the recording for Ss to listen
and answer the remaining items. If necessary, play the
recording two or three times for Ss to complete the
exercise.
• Check Ss' answers by playing the recording again,
pausing it after each extract for Ss to give the answer.
Audio script
1 A: Beth, I don't understand this Science homework.
B: OK, what's the problem? I'll help you.
2 C: Hi, Jonah. How are you?
D: Oh, go away. I don't want to talk to you.
3 E: I've got a present for you.
F: Oh, thank you, Sally. But it's not my birthday ...
Oh, it's great. Thanks ever so much.
4 G: Luke, can you help me to lay the table, please?
H: Oh, Mum. I'm watching this TV programme. Do I
have to?
5 I: Sarah, would you like to come to my party?
J: Oh, no, I can't. I won't know any people there.
6 K: Ben, you got 99 percent in your Maths test. Very
well done!
L: Thanks, Miss Collins.
Answers
2 bad-tempered 3 generous 4 lazy 5 shy 6 clever
7 Read and write
a) Read the description. Which of these adjectives
describe Tom? Put a tick (.I) or a cross (.X) after
the adjectives.
• Read aloud the instruction and check that Ss understand
what to do. Ss work individually, reading the description
and ticking or crossing the adjectives. Ss can compare
answers in pairs before checking answers as a class.
• When checking answers, ask Ss to read out the section of
the description that gives the answer.
Answers
2 cross 3 tick 4 cross 5 tick 6 tick 7 tick 8 cross
b) Which adjectives are good points and which are
bad points?
• Ss work in pairs. Tell them to read the adjectives in
Part a) and make a list of adjectives for good points and
adjectives for bad points. Tell Ss that some adjectives do
not describe good or bad points, e.g. 'blonde hair', 'tall'.
• Check Ss' answers by asking individuals to write the
adjectives in three lists on the board ('good points', 'bad
points', 'not good or bad').
Answers
good points funny generous clever nice-looking
helpful
bad points bad-tempered
not good or bad short dark-haired
• After checking answers, read aloud the description.
Encourage Ss to use clues from the context to guess the
meaning of:
[Football], of course.
[But] it's not all good.
Most of the time [he's good fun].
c) Write a short description of your
best friend.
• Tell Ss to use Ben's description to help them write their
own text. Tell them to write about their best friend's
appearance, good points and bad points. Write prompts
on the board for Ss to use if they wish:
quite very a bit sometimes
• Ss work individually, writing their description. Monitor
and point out any language errors for Ss to correct.
• In pairs or small groups, Ss read each other's
descriptions.
f3\
8 113s 11 l110lP The Perfect Rap
• Ss turn to page 96. Play the first recording for Ss to
listen and read. Check that Ss understand that makes me
scream! in this context is a feeling of frustration that the
friend is so perfect.
• Play the recording again, several times if necessary, for
Ss to listen and complete. Check answers by asking
individuals to say the lines and write the words on the
board. When checking answers, point out fhat good-
looking has a stronger 'positive' meaning than nice-
looking.
• Play the recording again for Ss to join in. If you wish,
divide the class into two groups to say a verse each.
• Play the second recording for Ss to say the rap on their
own with the backing track.
Answers
1 friendly 2 funny 3 helpful 4 kind 5 good 6 fun
7 generous 8 mean 9 good-looking 10 tall
11 beautiful 12 clever 13 smart 14 good 15 fun
16 generous 17 pretty
91
 It's to protect London.
LESSON OBJECTIVES
Structures
Infinitive of purpose with to
Functions
Ask and talk about why you are doing things
Vocabulary
Geographical words
Everyday phrases: It's amazing. How do you mean?
How does [it] do that?
Background information
• The Thrunes Barrier: a movable flood lflAdl barrier
/'breri;}/, built across the Thames at Woolwich to
protect London from tidal floods. Construction
started in 1974 and the Barrier was completed in
1984. The River Thames has a history of flooding.
One of the worst floods was in 1953 when over 300
people died in the UK.
• The London Eye: see Lesson 34 Background
information. With reference to Exercise 6b) question
4 in Lesson 38, note that, although the wheel does
not usually stop to take on passengers, it can be
stopped to allow disabled or elderly passengers time
to embark and disembark safely.
Getting started
• Revise question words with the class. Write on the board:
Who .. . ? Where ... ? What . .. ? How (old) ... ?
When ... ? Why ... ?
• Ask Ss to look again at Ben's description of his best
friend in Lesson 37 (Exercise 7 on page 77). Ask
questions for Ss to answer in complete sentences, e.g.
Who wrote the description? (Ben wrote it.), Where does
Ben live? (He lives in Bristol.), How old is Ben? (He's
thirteen.), What do Ben and Tom talk about? (They talk
about football.), When is Tom bad-tempered? (He's bad-
tempered when they lose a football match.), Why does
Ben usually pay when he is out with Tom? (Ben usually
pays because Tom is a bit mean.), What are Tom's good
points? (He's funny, clever, helpful and usually good
fun.), What are his bad points? (He's a bit mean and
sometimes he's bad-tempered.).
1 ()\ . d
i1 16 11 listen an rea
d to. (They built the Barrier to stop the sea water flooding
• Ask Ss to read the title of the lesson. Explain or
encourage Ss to guess the meaning of 'protect'. Ask
Ss to look at and talk about the picture on page 78.
Encourage them to guess what the things are on the
River Thames. Use the picture to introduce some of the
new words that are used in the dialogue, e.g. the Thames
Barrier,floods, high tide.
92
• Play the recording several times for Ss to listen and read.
Explain or encourage Ss to guess the meaning of any
new words.
• Play the recording again, this time leaving a pause
after each section, for Ss to listen and repeat, chorally
and individually. Encourage Ss to copy the stress and
intonation patterns of the speakers.
• Choose a group of four students to be Mum, Alice, Lily
and Ben and to read out and act the dialogue in front of
the class. When allocating roles, bear in mind that 'Mum'
and 'Ben' have much more to say in this dialogue than
'Alice' and 'Lily'.
• Different groups of four students then read out and act
the dialogue in front of the class. Try to ensure that each
S takes part in one of the dialogues.
Everyday phrases
• Ask Ss to listen and say the phrases after you. Ask Ss
what they say in their Ll for these phrases.
2 Check
• Advise Ss to read through all the items quickly before
they start matching them.
• Ss work individually, referring to the text if necessary
and matching the two parts of each sentence. Ss can
compare answers in pairs before checking answers.
• Check Ss' answers by asking pairs of Ss to read aloud
the sentences.
Answers
lb) 2a) 3d) 4c)
()\
3 1137 11 New words
• Play the recording several times for Ss to listen and
repeat the words. Check that Ss understand the new
words. Ask Ss to translate some of the words (e.g. steel
gate, barrier, tide) into their Ll.
look and learn
• Give Ss time to study the questions and answers in
the box. Ss then repeat them after you. Check that Ss
understand the meaning of infinitive and purpose.
• Ask Ss to look back at the dialogue in Exercise 1 and
find two more examples of an infinitive of purpose with
London. The gates come up to make a steel wall.)
4 Speak
• Ask two Ss to read aloud the example question and
answer.
• Give Ss time to read through the question prompts and
match them with the answer prompts.
• Check answers by asking pairs of Ss to say the questions
and answers.
• Ss then work in pairs, taking turns to ask and answer
the questions. Monitor and point out any errors for Ss
to correct.
Answers
Why are you turning on the TV? To watch the football
match.
Why are you phoning Grannie? To wish her Happy
Birthday.
Why are you going to the supermarket? To buy some
milk.
Why are you switching off the TV? To get some sleep.
Why are you going to evening classes? To learn
Spanish.
Further practice
• Ask questions for Ss to make similar answers using
to ... , e.g. Why are you going to the bank/library/train
station/airport/post office/video shop/leisure centre/park/
computer shop!cafe? ·
7 Write
• Read aloud the instruction and the questions. Point out
that the last question (Why do tourists visit it now?)
is particularly important for very old buildings which
people don't use today in the same way, e.g. castles,
palaces, Roman amphitheatres. Elicit suggestions of
famous tourist attractions in the Ss' country. Ss may
need time (at home or in class) to find out information to
answer the questions. Encourage Ss to find a picture of
the tourist attraction to attach to their writing.
• Tell Ss to answer the questions and add more information
if they wish. Ss work individually, drafting their text.
Monitor and point out any errors for Ss to correct.
• Ss then write a fair copy of their text and attach a picture
of the tourist attraction.
• In pairs or small groups, Ss read each other's texts.
• If there is space in your classroom, Ss can display their
work under the title 'Famous Tourist Attractions in ...
(name of country)'.

5 Write
• Read through the verbs in the box with the class. Check
that Ss understand the meaning of borrow.
• Ask one of the Ss to read out the example sentence.
Advise Ss to read through the text for general
understanding before they start completing it. Ss work
individually, completing the sentences with to and one of
the verbs.
• Check Ss' answers by asking individuals to read aloud
the sentences.

Answers
2 to ask 3 to get 4 to make 5 to borrow 6 to say

6 Read
a) Read about the London Eye.
• Ask Ss to read through the text silently to get a general
understanding of the meaning. Tell them not to worry
about understanding every word at this stage but to try to
guess the meaning of any new words from the context.

b) Choose the correct answer to the questions.

• Read through the questions with the class. Give Ss time
to refer back to the text and read it again more carefully
to answer the questions. Ss can compare answers in pairs
before checking answers as a class.
• When checking Ss' answers, ask them to read out the
section of the text that gives the answer.

Answers
1 b) 2 a) 3 a) 4 b) - see Background information note
5 a) 6 b)

• After checking answers, ask Ss to read the text again

silently and make a note of any new words. Explain or
encourage Ss to guess the meaning of the remaining new
words.

93
 Difficult journeys
LESSON OBJECTIVES
Structures - revision
Infinitive of purpose with to
Past simple
going to future
Vocabulary - new
century, dangerous, furniture, gold, hold-up,
jewellery, journey, luggage, mail, mules, oxen,
passenger, Pony Express, railroad, rider, stagecoach,
together, wagon train
New past forms: carry (carried), cross (crossed), end
(ended), last (lasted), pull (pulled)
Skills
• To read and understand factual information about
travel and difficult journeys in the past, using
visuals, texts and a recording
• To listen to an interview and complete a table of
information
To prepare and hold a team quiz about the USA
• To read a Study tip and use a dictionary to find the
meaning of words and note the example sentences
• To write about a long journey in your country
• To relate the content of the lesson to topics from
other subjects in the school curriculum
• Play the recording several times for Ss to listen and read.
• If you have a large map of the USA, display it during
this lesson so that Ss can find the places mentioned in the
texts on the map.
Further practice
• Read out the following sentences. Ask Ss to refer to the
text and correct the wrong facts:
1 There were usually five or six wagons in a wagon train.
(seven or eight wagons)
2 The best wagons had small wheels. (big wheels)
3 A stagecoach carried four passengers. (six passengers)
4 The Pony Express took thirty days to travel from New
York to San Francisco. (two weeks/fourteen days)
New words
• Ask Ss to listen and say the words after you. Ask Ss to
find the new words in the text. Explain or encourage Ss
to guess the meaning of the words.
• Ask Ss to repeat the new past forms after you. Advise Ss
to record the past forms in their vocabulary books. -
Further practice
• In pairs, Ss choose four or five of the new words and past
forms and write their own sentences containing them.
Monitor and help Ss correct any errors.

Getting started 2 Check

• Write 'sequences' of words on the board for Ss to • Look at the example sentence and answer with the class.
complete. All the missing words come in this lesson: Check that Ss understand the meaning of settlers. Ask
Ss to correct the sentence. (Oxen or mules pulled the
1 1859 ... 1861 1862 1860 (eighteen sixty) wagons.)
2 winter spring . . . autumn summer • Ss work individually, referring back to the text and
3 north south east .. . west completing the exercise. Ss can compare answers in pairs
4 3500 4000 5000 4500 (four thousand five before checking answers as a class.
hundred) • When checking Ss' answers, ask them to correct the
5 year month day week 'wrong' sentences. If Ss disagree about any of the
6 18th .. . 20th 21st 19th (nineteenth) answers, ask them to read out the section of the text that
7 April May .. . July June supports their answer.
Ss work individually or in pairs, completing the
sequences. Answers
• Check Ss' answers by asking individuals to write the 2 right 3 right 4 wrong (They travelled all night.)
answers on the board and say them. SDK

f3'\
1 tlls 11 Read
• Read out the title of the text. Give Ss time to look at the
map and the pictures. Check pronunciation of California
/,heh'fo:nig/ and San Francisco /,si:en frgn's1skgu/.
Encourage Ss to talk about the pictures and to say what
they know about travel in the USA in the nineteenth
century (using English as much as possible). Use the
pict\lres to introduce some of the vocabulary from
the text, e.g. wagon train, (big) wheels, oxen, mules,
stagecoach, hold-up, Pony Express.
f3'\ •
3 tll9I• Listen
• Give Ss time to read through the headings in the box.
Check that Ss understand the meaning of weight. Ask
Ss to read the question prompts and say the complete
questions. (How old is he? How much does he weigh?
When did he start work? How many kilometres a day
does he ride? How many hours does it take him?)
• Play the recording twice and see if Ss have completed
the information. If necessary, play the recording again.

94
• Check Ss' answers by asking individuals to write the • Monitor and point out any language errors in the
answers on the board and say them. questions for Ss to correct.
• It may be useful to point out that the recording uses
several AmE expressions: You sure can instead of Yes, b) Ask another team your questions.
of course; I sure am instead of I certainly am; I guess • The groups take turns to ask and answer their quiz
instead of I think; I dunno instead of I don't know. questions. Give one mark for each correct answer. At the
However, some AmE expressions are now used in spoken end, the group with the most marks is the winner.
BrE as well, in particular I guess and I dunno.
Further practice
Audio script • Ss work in groups, writing three questions about their
Interviewer: Hi, can I ask you your name? country. Give Ss time to find their information and check
Pete: You sure can. My name's Pete Black. the answers. Monitor and point out any language errors
Interviewer: How old are you, Pete? for Ss to correct.
Pete: I'm sixteen. • The groups take turns to ask and answer their quiz
Interviewer: So you're quite young. And you don't questions.
look very heavy, either.
Pete: No, I'm not. I'm only 49 kilos . It's good Study tip
to be light if you're a Pony Express rider.
Interviewer: And when did you become a Pony Using a dictionary (4)
Express rider? • Ensure that Ss have access to good dictionaries. Read
Pete: Last year, in June 1860 to be exact. aloud the Study tip. Check that Ss remember that n
Interviewer: And how far do you ride in a day? stands for noun.
Pete: I guess about 150 kilometres. • Ss work individually, looking up the meaning of the
Interviewer: How long does that take you? words and noting the dictionary 's example sentence for
Pete: Oh, I dunno. About ten hours I guess. each word.
Interviewer: So you ride for ten hours? • Ask individuals to read aloud the example sentences in
Pete: That's right. their dictionaries. Encourage Ss to suggest their own
Interviewer: Are you tired after that? example sentences for the words.
Pete: I sure am! • Give Ss time to record the words and example sentences ·
Interviewer: OK. Well, I'd better let you get some in their vocabulary books. ..
sleep. Thanks for talking to me, Pete.
Pete: You're welcome. Project
A long journey in your country
Answers
• Read through the instructions and the list of points with
Age 16 the Ss.
Weight 49 kilos • Look at the map of Spain with the class. Read aloud the
When/started work last year/June 1860 example text and point out how the separate points are
Rides a day (km) about 150 included. Draw Ss' attention to the use of going to future
Takes him (hours) 10 hours and also hope to.
• Check pronunciation of Spain /spem/, Madrid /mg'dnd/,
Santiago de Compostela /srenti,a:ggu dg kompo'stelg/ and
4 Speak Burgos /'buggos, 'b3:gos/.
• Give Ss time to find out information (at home or in class)
a) Form groups. Each team discuss and then write about their route, make a map and collect pictures. Ss
five questions about the USA. write a draft of their project for you to check. Ss then
• Read aloud the instructions and the list of topics (1-5). copy out their text and attach their map and p,ictures.
• Read out the example question for Geography and elicit • In groups, Ss read each other's projects. If there is space
the answer from the class (The Rocky Mountains). Ask in your classroom, Ss can make a display of the projects
the class a question for each of the other topics. If you with the title 'Long Journeys'.
wish, use information from previous lessons, e.g.
History: Who was the sixteenth President of the USA?
(Abraham Lincoln, Lesson 14)
Famous Americans: Who were the first men on the
moon? (Armstrong and Aldrin, Lesson 12)
Sport: What is the national sport in the USA? (baseball,
Lesson 4)
Music and films: How old was Marilyn Monroe when
she died? (thirty-six, Lesson 11)
• Ss work in groups of three or four. Give them time
in class or at home to find their information, write
their questions and make a note of the answers. If the
questions are difficult, Ss could write multiple choice
questions with two or three possible answers to choose
from.

95
 Revision
Language revised
Lessons 36-38
1 What jobs do these four friends
· do at home? Look at the chart and
complete the sentences with have
to do, don't have to do, etc.
• Read out the instruction. Give Ss time to look at the
chart. Ask one of the Ss to read aloud the sentence about
Carl.
• Ss work individually, reading and completing the
sentences about Matt and Elly and Sophie. Remind Ss to
use the correct form of have to.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
4 doesn't have to 5 has to 6 have to 7 have to
8 don't have to
Further practice
• Ss work in pairs or groups of three, talking about the
jobs they have to do at home. Tell them to talk about the
three.jobs in the chart and other jobs, e.g. lay the table,
walk the dog, do the shopping. Monitor and help Ss
correct any errors.
2 Fill in the missing letter a, e, i,
o or u.
• Ss work individually, reading the sentences and
completing the words. ·
• Check Ss' ans wets by asking individuals to read aloud
the sentences and spell the words. When checking
answers, point out that there is a hyphen in ' make-up'.
Answers
2 clothes 3 shirt 4 tie 5 trousers 6 jeans 7 make-up
3 Complete the sentences and
then complete the mountain of
adjectives.
• Read out the instructions. Ask Ss to look at the
'mountain'. Point out that the longest word goes at the
bottom and the shortest word (shy) at the top of the
mountain.
• Ss complete the exercise working individually or in
pairs.
• Check Ss' answers by asking individuals to read aloud
the sentences.
96
• Then, ask individuals to make the mountain on the board,
starting at the top with the shortest adjective.
Answers (to the sentences and the 'mountain')
1 shy 2 lazy 3 funny 4 clever 5 helpful 6 generous
7 friendly
4 Match the words on the left and
right.
• Advise Ss to read through all the words before they start
matching them. Explain that more than one combination
may be possible, e.g. sea bed and river bed, but the
correct matched phrases are all in Lesson 38 about the
Thames Barrier. Ss can refer back to Lesson 38 if they
wish. Ss do the exercise working individually or in pairs.
Monitor and help if necessary.
• Check Ss' answers by asking individuals to say the
matched number and letter (e.g. One d) and the words
(e.g. flood barrier).
Answers
1 d) (flood barrier) 2 g) (high tide) 3f) (river bed)
4 b) (steel gates) 5 c) (visitors' centre) 6 a) (craft
market) 7 e) (sea water)
5 Complete these sentences with to
and one of the verbs in the box.
• Give Ss time to read through the verbs in the box. Ask
one of the Ss to read out the example sentence.
• Ss work individually, completing the sentences.
• Check Ss' answers by asking individuals to read aloud
the sentences.
Answers
2 to send 3 to buy 4 to see 5 to read 6 to ask 7 to go
8 to speak
Further practice
• Write prompts on the board, Ask Ss to make sentences
with infinitive of purpose with to, e.g.
1 She came early ...
2 I'm writing to my cousin ...
3 They went to the youth club .. .
4 We went to the park ...
5 Do you want to go to the shopping centre ... ?
6 He sent an email to all his friends . ..
 (]\
6 114011 Sounds fun /sp/, /st/ and /sk/
a) Listen and repeat.
• Play the recording once for Ss to read and listen.
• Play the recording several times for Ss to listen and
repeat. If necessary, isolate the three sounds for Ss to
repeat each sound after you.
b) Listen again and underline the /sp/ sounds
in red, the /st/ sounds in green and the /sk/
sounds in blue.
• Play the recording, several times if necessary, for Ss to
listen and underline the sounds.
• Check Ss' answers by asking them to list all the words
containing each sound.
Answers
/sp/ m.eaks SJlanish
/st/ Stella gamp gar
!ski school Scotland skate school Scotland's
(]\ .
7 11 41 11 Chat room
Complete the conversation.
• Ask Ss to read through all of Ben's sentences silently to
get an overview of the conversation. Read aloud each of
Ben's sentences and elicit several example answers from
the Ss. Ask Ss if they remember what they said in Lesson
35 when Adam said Thanks for talking to me. (Ss may
have responded with That's OK. See you later./That's
all right. Have a nice day.) Ask Ss if they can remember
what Pete (the American Pony Express rider) said in the
same situation in Lesson 39. (He said: You're welcome.)
Ss may like to practise using this expression.
• Ss work individually, planning their part of the
conversation. They can make notes of their part of the
conversation, if they wish, but tell them not to write out
full sentences.
Listen and practise with Ben.
• Play the recording several times for individual Ss to give
their answers.
• Play the recording for the class to rehearse their answers,
speaking very quietly.
Then practise with a friend.
• Play the recording for Ss to listen and repeat Ben's
sentences.
• Ss work in pairs, taking turns to ask and answer the
questions. Monitor the activity but do not interrupt Ss'
fluency. Make a note of any general language difficulties
to go over afterwards with the whole class.
• Some of the pairs then say one of their conversations for
the class to hear.
8 Game: Make words
• Read aloud the instructions. Check that Ss understand
what to do.
• Look at the example answers (talk, book) with the Ss.
Elicit the other two words ending in 'K' for the first
picture.
• Ss complete the words, working in pairs or groups of
three. Monitor and help where necessary.
• Check Ss' answers by asking individuals to write the
words on the board in groups and say them. Point out
that there may be more than one possible answer in some
cases, e.g. read/road, band/bend, hand/head, send/said/
sand, mean/moon.
Answers
look cook
date made same ride
read band hand send
moon down soon rain
Further practice
• Ss work in pairs, writing five or six sentences containing
some of the words. Monitor and point out any errors for
Ss to correct.
• In turn each S reads out one of their sentences to the
class.
What can you do?
• Ask individual Ss to read aloud the I can sentences.
Elicit one or two situations and language for each I can
sentence. For example:
1 talking about what you have to do at school or at home
2 describing your best friend or a member of your family
3 asking your friend why he/she is going to the shopping
centre (infinitive of purpose)
4 talking about a very good or a very bad journey you
had.
• Ss work in pairs or groups of three. Each pair or group
chooses one of the four I can sentences and makes a
conversation for that situation. Advise Ss to look back
through Lessons 36-40 to check the language they need
to use. Monitor and help the groups as necessary.
• Each group then acts out their conversation for the class
to hear.
• Encourage Ss to say how confident they feel .about
doing each of the things in the I can sentences. Ss work
individually, ticking the boxes for the language they feel
they can use confidently. Go round and give each S your
own feedback, building their confidence by emphasising
what they can do in English, as well as drawing their
attention to any language points that still need practice.
97

Splash!
LESSON OBJECTIVES
Structures - revision
Present simple
Pr~sent continuous
have/has got
like/hate + -ing
(this is) yours
many/a lot of
Functions - revision
Greetings: Hi, Kevin. How are you doing?
Give personal information about someone: He's an
only child.!He hates swimming.
Describe a sequence of actions: He crosses a river
and stops on the bridge.
Describe what is happening now: Kevin is putting his
books away.
Vocabulary - new
after, brave, bridge, call (v), canoe, captain, catch
(v), cross (adj), cross (v), cry, fall (v), get to school
(v), head teacher, hear (v), Help!, hero, laugh (v),
only child, push (v), put away (v), save (v), smile (v),
Sp lash!, suddenly, swimming trunks, throw (v), towel
Skills
• To understand a narrative story using information
from pictures, a text and a recording
• To consolidate known language
• To learn new words
• To write scenes from a story and act them
• To write a different ending for the story
Getting started
• Ask Ss about their own routine and their school, e.g.
What time do you get up/have breakfast/finish school?
Can you swim? Do you have football/a computer club at
school?
1 1t3\ •
142 11 Listen an d rea d
• Ask Ss to look at and talk about the pictures using the
Present simple (Where is he?) and Present continuous
(What are they doing?). Revise vocabulary (e.g.
swimming pool) and introduce some new words (e.g.
swimming trunks) .
• Play the recording for Ss to listen and read.
• Play the first two sections of the recording for Pictures
1 and 2, then pause. Explain any difficult words or
encourage Ss to guess the meaning from the context.
Encourage Ss to speculate: Why do you think Kevin
hates swimming? What do you think Daisy is thinking?
• ._Play the last two sections of the recording for Pictures
3 and 4. Go through difficult words, then ask Ss to read
the newspaper headline and find a.word that isn't true
98
(Dean isn't Kevin's 'friend'). Ask: What do you think
Kevin says to Dean and Daisy? What do you think Kevin
does next?
New words
• Ss repeat the new words after you several times.
• Check Ss' understanding, e.g.
Are you an only child?
What's the name of the head teacher in our school?
2 Check
• Read through the questions with the Ss.
• Ss work individually, answering the questions and then
compare answers in pairs.
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions.
Answers
1 Because he 's got swimming today. 2 twelve 3 no
4 no 5 He's the school football captain. 6 Because
Dean pushes Kevin into the swimming pool. Dean
throws a towel to Kevin but the towel falls in the water.
7 Dean 8 Dean can't swim. 9 He jumps into the cold
river (from the bridge) and saves Dean. 10 Because
Dean and Daisy are his friends now.
3 Act
• There are alternative ways to act out the story, depending
on your Ss' confidence in speaking English and acting, as
well as the time available for them to learn their parts. If
some Ss become anxious about memorising their parts,
they can use their 'scripts' when acting out the scenes.
• Read through the story with the class and draw Ss'
attention to the conversation between the people in the
story. Elicit the first conversation from the Ss and write
it on the board. (Explain that Kevin can 'say' what he is
thinking):
Mum: Time to get up, Kevin. Your breakfast is on the
table. You've got swimming today.
Kevin: I don't want to go to school today.
• Play the recording several times for Ss to join in the
conversations. Focus on the pronunciation and intonation
patterns of the speaker on the recording.
• List the conversation scenes on the board and write the
first words of each conversation, e.g.
1 Mother and Kevin (Time to get up, Kevin ... )
2 Dean and Kevin (Good morning, Kevin ... )
• Working in groups, Ss write out some or all of the
conversations. Ss can continue a conversation, e.g. in
the first scene, Kevin's mum could ask him: Why don't
you want to go to school today? Check that Ss copy the
speeches correctly.
• Ss work in their groups, practising their conversations.
Monitor, helping where necessary.
• If time, each group acts out a scene for the class.
Reassure Ss that they can read from their script.
Encourage the rest of the class to be supportive.
4 Write
• Ask questions to encourage Ss to think about the
characters (Kevin, Dean, Daisy), e.g.
 1 Dean is fifteen. Kevin is twelve. How old do you think
Daisy is? Do you think Dean has got brothers and
sisters? What about Daisy?
2 Kevin doesn't like spo1t. What does he like?
(computers).
Do you think Dean or Daisy like computers?
• Read aloud Section 4 of the story. Encourage Ss to
imagine different places for this scene, e.g. at the
swimming pool, in the computer room. Elicit different
ideas about what the characters say to each other, e.g.
1 Dean and Daisy don't speak first. Kevin speaks to them
first. (Kevin is putting his books away. He sees Daisy
and Dean and says ... )
2 Dean speaks first to Kevin but he doesn't say: 'Come
and walk home with us.' What does he say?
• Some Ss may like to write what happens next in Section
4 of the story. Ask: What does Kevin say to Daisy and
Dean? Does he walk home with them? What do they talk
about? What happens in the future - do Dean and Kevin
become friends? Does Kevin teach Dean to swim?
• Ss work individually, writing a draft (four to six
sentences) of their ending to the story. Monitor and help
Ss correct any language errors. Ss then write a fair copy
of their ending.
• In small groups, Ss read each other's endings. Each
group chooses one of their endings to read to the class.

99
 ~····· 2
-· l The secret 2 Check
• Read through the questions with the Ss.

:I (/)
t-______~.
_____
:
J of Tower • Ss work individually, answering the questions and then
compare answers in pairs.

House • Check Ss' answers by asking pairs of Ss to ask and

answer the questions.

I
LESSON OBJECTIVES
Structures - revision
Past simple: be, regular and irregular verbs
Superlative of long adjectives
Functions - revision
Ask for and give information
Describe past events
Vocabulary - new
I another, arrest (arrested), cage, cellar, crack,
endangered, explain (explained), follow (followed),
hide (hid), immediately, island, light, line, quietly,
II run (ran), something, whole, wolf, zoo
Mom is the AmE for Mum (BrE)
I Skills
• To understand a narrative story using information
from pictures, a text and a recording
• To consolidate known language
• To learn new words
• To write scenes from a story and act them
• To write a different ending for the story
Getting started
• Write animal words from Lesson 17 on the board for Ss
to complete with vowels:
1 CH __ T _ H (cheetah) 2 F _ X (fox)
3 T _ G _ R (tiger) 4 WH _ L _(whale)
• Check Ss' answers by asking individuals to complete the
words on the board and say them.
• Encourage Ss to say what they remember about these
animals, e.g. The cheetah is the fastest animal in the
world.!The blue whale is an endangered animal.
1 13'\ .
114311 Listen an d rea d
,.
I • Ask Ss to look at and talk about the pictures. Ask: What
sort of place/house is it? What do you think the men
are doing? Use the pictures to revise vocabulary (e.g.
endangered animals) and introduce some new words
(e.g. cellar, cage, wolf). Play the recording for Ss to
listen and read for general understanding.
• Play the first part of the recording for Section 1, then
pause. Ask: Does Millie live on the island? Who is Millie
f.
staying with? What is the other house called?
• Play the recording of Sections 2-4, then pause. Explain
difficult words or encourage Ss to guess the meaning
from the context.
• Repeat this procedure for Sections 5-7 .
New words
•
• Ss repeat the new words after you several times. Check
that Ss remember the meaning of the words.
Answers
1 It was on a small island/Rock Island (in the USA).
2 Dr Holstein 3 She saw something strange/a line of
small lights from the sea up to Tower House.
4 endangered animals/an Arctic fox, a cheetah, a baby
white tiger and a wolf 5 She fell. The men put her in
the cellar. 6 for his zoo 7 He told his mom and she
called the police.
3 Act
• Read through the story with the class and draw Ss'
attention to the conversation between the people in the
story. Elicit the first conversation (Section 2) and write it
on the board:
Millie: Owen! Wake up! Come and look!
Owen: How weird! Let's go and look.
• Play the recording several times for Ss to join in the
conversations. Focus on the pronunciation and intonation
patterns of the speaker on the recording.
• List the conversation scenes on the board and write the
first words of each conversation, e.g.
1 [Section 2] Millie and Owen (Owen! Wake up! ... )
2 [Section 3] Millie and Owen (Millie: What are the men
doing? ... )
• Working in groups, Ss write out a few of the
conversations. Ss could add more speeches to the scenes,
e.g. the conversation when Mom phones the police
station [Section 6]. Some groups may like to write the
scene where the police arrest Dr Holstein and rescue
Millie. Monitor and help Ss correct any errors.
• Ss work in their groups, practising their conversations.
Monitor, helping where necessary.
• If time, each group acts out a scene for the class. If
necessary, a few extra Ss from another group can be
police officers and the 'men' who have the animals.
Reassure Ss that they can read from their script.
Encourage the rest of the class to be supportive.
4 Write
• Play the recording again and ask Ss to think of different
events between Sections 6 and 7 of the story to make
new endings, e.g. Does Owen's mom believe him? Do
the police believe Owen and his mom? Do the police
find Millie, Dr Holstein and the men at Tower House?
(Perhaps they left and took Millie with them. What do the
police do then? Where/When/How do the police find Dr
Holstein and Millie?)
• Ss work individually, writing a draft of their ending to
the story. Monitor and help Ss correct any language
errors. Ss then write a fair copy of their ending.
• In small groups, Ss read each other's endings. Each
group chooses one of their endings to read to the class.

100

Red Snake
LESSON OBJECTIVES
Structures - revision
going to future
must (obligation and prohibition)
Let's .. .
Functions - revision
Talk about the future : I'm never going to write
graffiti again.
Make suggestions: Let's meet behind the sports hall.
Vocabulary - new
anxious, assembly, believe (believed), can, corner,
design (designed), fair, fall (fell) off, flag, graffiti,
half term, hurt (hurt), ·ladder, last, letter, news,
serious, slip (slipped), sports hall, spray (sprayed),
spray paint, whisper (whispered)
Skills
• To understand a narrative story using information
from pictures, a text and a recording
To consolidate known language
• To learn new words
• To write scenes from a story and act them
• To write a different ending for the story
Getting started
• Revise going to future. Write prompts on the board
for Ss to ask questions: What are you going to do .. . ?
Where are you going to go .. . ? this evening/at the
weekend/in the next school holidays
1 11f3\ •
44 11 Listen an d rea d
• Ask Ss to look at and talk about Picture 1. Introduce
the word graffiti. Ask Ss if graffiti is a problem in their
school or town. Encourage Ss to suggest what people
can do to stop the problem of graffiti.
• Play the first two sections of the recording for Pictures
1 and 2, then pause. Explain any difficult words or
encourage Ss to guess the meaning from the context.
• Repeat this procedure for Sections 3-5.
New words
• Ss repeat the new words after you several times. Check
that Ss understand the meaning of the words.
2 Check
• Read through the questions with the Ss.
• Ss work individually, answering the questions and then
compare answers in pairs.
• Check Ss' answers by asking pairs of Ss to ask and
answer the questions.
Answers
1 graffiti 2 a red snake 3 Jt's very serious and it must
stop. 4 No one is going to have a half-term holiday.
S a small red snake 6 behind the sports hall 7 He falls
off the ladder. 8 no 9 Sam and Benny go to school in
the half-term holiday and clean all the school walls.
3 Act
There are alternative ways to act out the story, depending
on your Ss' confidence in speaking English and acting, as
well as the time available for them to learn their parts. If
some Ss become anxious about rriemorising their parts,
they can use their 'scripts' when acting out the scenes.
• Read through the story with the class and draw Ss'
attention to the conversation between the people in the
story. Divide the class into three groups, one group to be
Jade, one group to be Sam and the third group to be both
Mr Piper and Benny. Play the recording several times
for the groups to join in and say their lines and then to
change parts. ·
• List the conversation scenes on the board and write the
first words of each conversation, e.g.
1 Jade and Megan (Look! On the wall!)
2 Mr Piper, Jade and Sam (This is very serious .. . )
• Working in groups, Ss write out a few of the scenes.
Encourage Ss to add speeches to the scenes, e.g. in
the first scene, Jade and Megan can continue the
conversation and talk about the graffiti they saw in
school last week/last month. Do they think a student in
their class is doing it? Why is someone doing this? What
do they think the snake means?
• Ss work in their groups, practising their conversations.
Monitor, helping where necessary.
• If time, each group acts out a scene for the class.
Reassure Ss that they can read from their script.
Encourage the rest of the class to be supportive.
4 Write
• Look at Sections 4 and 5 of the story with the Ss. Elicit
suggestions for different endings if: ·
Sam doesn't fall off the ladder
Sam falls off the ladder and breaks his leg
The next morning, Sam and Benny don't go to see
Mr Piper.
• Ss work individually, writing a draft (four to six
sentences) of their ending to the story. Monitor and help
Ss correct any language errors. Ss then write a fair copy
of their ending.
• In small groups, Ss read each other's endings. Each
group chooses one of their endings to read to the class.
101
r
Wild Wind
LESSON OBJECTIVES
Structures - revision
by (boat)
Adverbs and adjectives
Functions - revision
Describe geographical location: east, five miles wide
Describe the history of a place and what it is like
today
Vocabulary - new
airport, anchor (anchored), angrily, asleep, crow,
emerald, gallop (galloped), get on/off, go back,
harbour, hit (hit), hurry (hurried), international, iron
hook, jump (jumped) .on, main square, mine, nothing,
pirate, resort, rowing boat, sail, search (searched),
shout (shouted), side, village, wind
Skills
• To understand a narrative story using information
from pictures, a text and a recording
• To consolidate known language
• To learn new words
• To write scenes from a story and act them
• To write a different ending for the story
Getting started
• Use the map to revise north, south, east, west, island,
coast, sea, beach. (If you do not have a suitable map,
revise some of the vocabulary by referring to the
geography of the Ss' own region or country.)
an d rea d
1 1f3\ .
14s 11 Listen
• Ask Ss to look at the pictures and guess when the story
happened (in the 1900s? a long time ago?).
• Play the recording for Ss to listen and read.
• Play the first part of the recording from Captain Sinclair,
then pause. Explain difficult words or encourage Ss to
guess the meaning from the con.text. Ask: How did they
get to Secret Harbour? (by rowing boat), Did they find
Ben Crow? (no).
• Repeat this procedure for Sections 1-3. Ask: What was
on the sail of the pirate ship ? (a picture of a red crow),
How far were Franrois and Sophie from their village?
(five miles), Where did the villagers hide ? (in Emerald
Cave), Did the pirates find the villagers ? (no) .
• Play the final section of the recording about Tortola
today and go through difficult words. Ask: Would you
like a holiday in Tortola? What water sports do you
think are good there? (sailing, swimming, snorkelling,
surfing).
102
New words
• Ss repeat the new words after you several times. Check
that Ss understand the meaning of the words.
2 Check
a) Label Captain Sinclair's ship, Secret Harbour,
Kingston and Emerald Cave on the map of
Tortola.
• Ss refer to the text from Captain Sinclair and label the
places on the map. Ss can compare answers in pairs
before checking answers as a class.
Answers
A Secret Harbour B Captain Sinclair's ship
C Kingston D Emerald Cave
b) Put the sentences in the correct order to tell the
story.
Advise Ss to read through all the sentences quickly
before they start putting them in order.
• Check Ss' answers by asking individuals to read aloud
the sentences in the correct order.
Answers
2 e) 3 c) 4 d) 5 a) 6f)
3 Act
• There are alternative ways to act out the story, depending
on your Ss' confidence in speaking English and acting, as
well as the time available for them to learn their parts. If
some Ss become anxious about memorising their parts,
they can use their 'scripts' when acting out the scenes.
• Ask Ss to look at Section 1 of the story. Divide the class
into two groups, one group to be Fran\:ois and the other
to be Sophie. Play the recording of this section several
times for the groups to join in and say their lines and
then to change parts.
• Play the recording of Section 2. Elicit suggestions for the
conversation between the two children and the village
people when the children decide to hide in Emerald
Cave.
• Play the recording of Section 3. Elicit suggestions for the
conversation when Ben Crow orders his men to search
for the villagers and then the men returning to say they
found nothing.
• Working in groups, Ss write two or three scenes from the
story adding to scenes in the story and inventing extra
conversations.
• Ss work in their groups, practising their conversations.
Monitor, helping where necessary.
• If time, each group acts out a scene for the class.
Reassure Ss that they can read from their script.
Encourage the rest of the class to be supportive.
4 Write
• Look at Section 3 of the story with the Ss. Elicit
suggestions for different endings, e.g.
Crow's men find the village people in Emerald Cave
Ben Crow finds Wild Wind in the village
Frarn;:ois and Sophie decide to kill Ben Crow.
• Ss work individually, writing a draft (four to six
sentences) of their ending to the story. Monitor and help
Ss correct any language errors. Ss then write a fair copy
of their ending.
• In small groups, Ss read each other's endings. Each
group chooses one of their endings to read to the class.

103
Photocopiable resources
Teaching notes
Resource A (Lesson 1)
Classroom arrangement: pairs or small groups
Objective: to practise the Present simple tense for talking
about habits and routines
Context: family
• Organise Ss into groups and give each group a set of the cut
up questions and answers.
• Ss put the correct answer next to the questions on the table
in front of them.
• The winning group is the first to organise the questions and
answers correctly.
• Stronger Ss/groups can then test each other by turning over
the questions and trying to remember the answers, then
turning over the answers to remember the questions.
Resource B (Lesson 2
Classroom arrangement: pairs
Objective: to practise talking about families
Context: activities around the house
• Copy one set of pictures for each A and B·pair.
• Explain that Ss have to find the differences between their
pictures. They must keep their pictures secret and not look
at their partner's picture.
A: What is Mary doing ?
B: She's doing her homework in the bedroom.
• They continue until they have found all the differences.
Resource C (Lesson 3)
Classroom arrangement: pairs
Objective: to practise talking about likes and dislikes
Context: sport
• Photocopy and cut up one sheet for each A and B pair.
• Explain that they both have some information about the
people on the sheet but they need to ask their partners
questions to find out the rest of the information. Ss take it in
turns to ask questions. Check they understand that one tick
means likes, two ticks means loves, one cross means doesn't
like and two crosses means hates.
A: Does Kay like motor racing?
B: Yes, she does. She loves it.
• When they get the information from their partner they write
it down in their chart.
• When they have all the information about the people, they
then ask their partner what sports they like.
A: Do you prefer football or rugby?
B: I prefer football.
104
Resource D (Lesson 6)
Classroom arrangement: pairs (or individually)
Objective: to practise using possessive pronouns
Context: people's possessions
• Give one set of sentences to each pair or S.
• Ss should put the dialogue into the correct order as quickly
as they can. The first to finish are the winners.
• Ss read out the dialogue together.
• Stronger Ss can then practise and develop the dialogue by
replacing the names, nouns and colours with alternatives.
A: ls that your folder, Peter?
B: No, it's not mine. I think it's Anna's.
Resource E (Lesson 7)
Classroom arrangement: pairs
Objective: to practise talking about countable _and
uncountable food and drink
Context: a camping trip
• Photocopy and cut up one sheet for each A and B pair.
• Tell Ss to imagine they are going on a camping trip and they
want to find out what food they need to buy. Ss take it in
turns to ask each other what food they have.
A: Have you got any coffee? B: Yes, I have.
• If they find that neither of them has something, then they
need to buy it. Tell them to make a shopping list of food and
drink to buy.
• When all the pairs have finished, check that everyone has
the same shopping list.
Resource F (Lesson 8)
Classroom arrangement: groups of three
Objective: to practise countable and 'uncountable
expressions of quantity
Context: around town
• Photocopy and cut up one sheet for each group.
• Ss place the dominoes face down in the middle of the table
in front of them in a pile.
• Ask Ss to take four dominoes each.
• The first S places a domino on the table and then the next S
must place a domino next to it lengthways (as in dominoes)
at either end, making sure that it makes a correct sentence.
[ There isn't much ) ~ or
( There are a lot of ) [ hotels )
• If the S cannot place a domino to make a correct sentence,
he/she must pick up another domino.
• If Ss are not sure if the sentence is correct, they should ask
the teacher.
• The winner is the first S with no dominoes left.
© Pearson Education Limited 2009 iQl!.iM91IQ'4:1!i
 Resource 6 (Lesson 11)
Classroom arrangement: groups of three
Objective: to practise talking about the past with be
Context: famous people
• Photocopy and cut up one sheet for each group.
• In each group one S is Student A, one S is Student B and
one S is Student C.
• Explain that they all have some information about the people
on the sheet but they need to ask the other Ss in their group
questions to find out the rest of the information. Check that
Ss understand the titles of the columns and can pronounce
the names of the people. Ss take it turns to ask questions.
A: What was John Wayne's job?
B: He was an actor.
• When they get the information, they write it in the table.
• They finish when they have all the information.
Resource H Lesson 12)
Classroom arrangement: pairs
Objective: to practise talking about the past using
regular verbs
Context: travel
• Give one set of cards to each A and B pair.
• Give Cards lA and lB to Student A and give Cards 2A and
2B to Student B.
• Explain that it is a memory game. Student A goes first and
gives Card lA to Student B for only one minute. Student B
reads it and tries to remember the information.
• After one minute, Student A takes Card lA back and asks
Student B the questions on Card lB, making a note of how
many questions they answer correctly.
• It is then Student B 's turn to let Student A read Card 2A for
one minute and ask the questions on Card 2B.
• The winner is the person who answered more questions
correctly.
Resource I Lesson 13)
Classroom arrangement: groups of three or four
Objective: to practise irregular Past simple forms
Context: none
• Photocopy and cut up a set of cards for each group (or S).
Mark the back of the infinitives cards so Ss see which cards
are infinitives and which are Past simple forms.
• Ask each group or S to place all the cards face down on the
table spread out in front of them.
• Ss take it in turns to turn over two cards (one infinitive and
one Past simple) and read them to the others in their group.
• If the two cards go together, they keep the pair of cards and
have another turn.
• If they don ' t, they put them back in the same place.
• It's then the next player's turn. Ss should try to remember
where the cards are on the table.
• They continue until there are no more cards. The winner is
the player with the most pairs.
l@m•IQ•@hij © Pearson Education Limited 2009
Resource J(Lesson 16)
Classroom arrangement: pairs
Objective: to practise questions and numbers with
adjectives
Context: geography/rivers
• Photocopy and cut up one sheet for each group.
• In each pair one S is Student A and one S is Student B.
• Explain that they all have some information about the rivers
on the sheet but they need to ask their partners questions to
find out the rest of the information. Ss take it in turns to ask
questions. Check Ss understand the titles of the columns and
can pronounce the names of the rivers.
A: How deep is the River Thames?
B: It's 25 metres deep.
• When they get the information, they write it in the table.
• They finish when they have all the information.
Resource K (Lesson 17)
Classroom arrangement: pairs
Objective: to practise comparative and superlative
adjectives
Context: animals
• Divide the class into pairs and photocopy one board and one
set of cards for each A and B pair.
• Cut up the cards for each group. Ss will also need a coin or
a counter for the game.
• Explain how to play the game. Ss must cross from one side
of the board (A or B) to the other by answering questions.
Place the question cards on the table in a pile face down
next to the board. Student A starts by placing a coin on one
of the spaces on his/her side. Student B picks up a card and
reads the question out to Student A. If Student A answers the
question correctly, he/she writes A in the space and moves
forward on to another space. If the answer is wrong, he/she
doesn't move and it is the other person's turn. Student A now
picks up a question card and reads it to Student B.
• You can't move on to a space with the other S's letter in it.
• The winner is the first person to reach the other side.
Resource l (Lesson 18)
Classroom arrangement: pairs (or individually)
Objective: to practise adjectives
Context: various
• Photocopy one sheet for each pair or S.
• Check that all Ss are familiar with crosswords and understand
across and down.
• Explain that all the words are from Lesson 18 in the SB.
• Ss complete the crossword.
• The first pair to finish are the winners.
• Check the answers with the class.
Answers
Across 1 difficult 4 safe 7 exciting 8 popular
Down 1 dangerous 2famous 3 unusual
5 easy 6 cheap
105

Classroom arrangement: groups of three
Objective: to practise going to for intentions
Context: intentions for next year
• Divide the class into groups of three
• Give each member of the group a different card. Tell them not
to show their card to the other Ss. Explain that they all have
some information about what Tom, Charlotte and Robbie are
and aren't going to do next year and that they have to find
out the rest by asking questions. Check Ss understand that
a tick means someone is going to do something and a cross
means they are not.
• Ss ask one question in turn to another student.
A: Is Charlotte going to make her bed next year?
B: Yes, she is.II don't know.
• If they have the information, they give it. Ss write down the
new information on their cards.
• The activity finishes when the Ss have used all the cards.
Classroom arrangement: pairs or small groups
Objective: to practise the language of suggestions
Context: free time
Give out a sheet of cut up sentences to each group.
• Ss look at the sentences together and write the words out in
the correct order with correct punctuation.
• The winners are the first group with all the sentences correct.
Answers
1 What shall we do tomorrow?
2 Why don't we go swimming after school?
3 What about watching a video at home?
4 Let's have a party for his birthday.
5 Why don't we meet at the cinema?
6 What about going karting this weekend?
7 What shall we have for dinner today?
8 Let's go to a concert on Saturday.
Resource O (Lesson 23)
Classroom arrangement: pairs
Objective: to practise the Present continuous for
arrangements and making suggestions
Context: diary
• Give one set of cards to each A and B pair.
• Explain that the two Ss are friends and want to arrange . to
meet each other next week. Ss must talk to each other and
suggest a time to do these things. The other must check their
diary and either make an arrangement with their friend or
say why they can't.
A: Why don't we watch some videos on Friday afternoon?
B: Sorry, I can't. I'm going to basketball club.
A: What about Tuesday afternoon?
B: OK. What time shall we meet?
• Ss take it in turn to make suggestions and continue until they
have made all the arrangements. They must write their new
a'rrangements in their diaries.
106
Resource P (Lesson 26)
Classroom arrangement: pairs or small groups
Objective: to practise must!mustn 't for talking about
rules
Context: around town
• Photocopy and cut up one set of cards for each group. Draw
a black line on the back of cards with place names.
• Ss put the cards face down on the table.
• The first S chooses a pair of cards (one with a black line and
one without) and then says what he/she thinks the rule is and
if he/she thinks this is a rule for this place. If the other Ss
agree (they should check with the teacher if unsure), the S
keeps the cards and it is the next S's turn.
• The winner is the S with the most cards at the end.
Resource g (Lesson 27)
Classroom arrangement: groups of three (or
individually)
Objective: to practise ordering food
Context: at a restaurant
• Divide Ss into groups of three and give each group a set of
cut up sentences.
• Ss should put the dialogue into the correct order as quickly
as they can.
• The first group to finish are the winners.
• Ss read out the dialogue together in groups of three.
• Stronger Ss can then practise and develop the dialogue by
replacing the food, drink and numbers with alternatives.
Resource R (Lesson 28)
Classroom arrangement: whole class mingling (if the
class is larger than twenty, have two large groups)
Objective: to practise invitations
Context: free time
• Give the cards to the Ss. If Ss have a shaded card, ask them
to write a large B on the back of their card. If their card is
not shaded, they should write an A.
• Explain that Ss must talk to as many people in the class or in
their group as possible. A Ss have to invite B Ss to do what
it says on the card. B Ss must accept if they have a tick and
refuse if they have a cross, giving the reaso.n stated on their
card.
A: Would you like to come to a party?
B: Yes, please./Sorry, I can't. I'm doing my homework.
• When they have finished, they swap cards and talk to
another S.
Continue until Ss have spoken to most of the people in the
class/their group.
©Pearson Education Limited 2009 i§l!.li11ij1!§tj:i!j

Classroom arrangement: whole class mingling
Objective: to practise asking and answering about
journey times
Context: getting to school
• Photocopy one survey sheet for each S in the class.
• Ss write the names of all the Ss in the class in the 'Names'
column.
• Explain that each S must ask all the other Ss how they travel
to school and about the journey time.
A : How do you get to school?
B: By car.
A : How long does it take you?
B: About twenty minutes.
• Ss walk around the class and talk to all the other Ss, writing
down the information they get on the sheet.
• At the end, ask Ss what the most popular form of transport
is (and, perhaps , what the average journey time is).
Resource T (Lesson 32)
Classroom arrangement: pairs
Objective: to practise asking for and giving directions
Context: around town
Give one sheet to each pair.
• Explain that Ss have maps with different information. They
also each have four different places that they want to find.
They have to ask their partner where the four places are and
write the new information on the map. They must keep their
maps secret and not look at their partner's map.
A: Can you tell me the way to the railway station?
B: Go up this road and turn right. It's in front of the cafe.
• Ss take it in turns to ask for directions to each of the four
places. They continue until they find all the places.
Resource U (Lesson 33)
Classroom arrangement: groups of three
Objective: to practise adverbs of manner
Context: various
• Photocopy and cut up one set of cards for each group.
• Ss place cards face down in a pile in the middle of the
table.
• The first S takes a card and looks at it secretly without
showing the other Ss.
• He/She must act out the meaning of the word (without
speaking) in one minute. The other Ss must guess what the
word is. If the other Ss guess the word correctly, the acting
S gets a point and the S who guesses it gets a point. If no
one guesses the word, no one gets any points. It is then the
next S's turn to take a card and mime it. The game continues
until all the cards are used.
• The winner is the person with most points.
i§i!•u•IQ•l§f.i:jli © Pearson Education Limited 2009
Resource V (Lesson 36)
Classroom arrangement: pairs
Objective: to practise have to
Context: school trip
• Photocopy and cut up one sheet for each pair.
• In each pair one S is Student A and one S is Student B.
• Explain that they each have some information about the
arrangements for the school trip. They have to ask their
partner to find out the rest of the information.
A: Do we have to take sandwiches today?
B: Yes, we do.
• Ss take it in turns to ask and answer questions. They must
keep their sheets secret.
• They continue until they have all the information.
Classroom arrangement: pairs (or individually)
Objective: to practise talking about people's
personality
Context: a friend
• Give one set of sentences to each pair or S.
• Ss should put the dialogue into the correct order as quickly
as they can.
The first pair to finish are the winners .
• Ss read out the dialogue together in pairs.
• Stronger Ss can then practise and develop the dialogue
by replacing the pronouns and character adjectives with
alternatives.
Classroom arrangement: groups of three
Objective: to practise the infinitive of purpose with to
Context: various
• Photocopy and cut up a set of cards for each group. Mark
the back of the question cards so that Ss can see which cards
are questions and which are answers.
• Ask each group or S to place all the cards face down on the
table in front of them in two piles (a question pile and an
answer pile). ·
• Ss take it in turns to turn over two cards, reading them to the
others in their group. .
• If they think the two cards go together (as correct question
and answer), they keep the pair of cards.
• If they don't, they put them back in the same place.
• It's then the next player's turn.
• They continue until there are no more cards. The winner is
the player with the most pairs.
• When the game is finished, ask Ss to mix all the cards up
again, then arrange the answers beside the correct questions
on the table in front of them. This could be done as a race.
107
 Photocopiable resources

I Resource A (Lesso~
-- - -------- -- -- - -- - -------- - - - ------- - ---- - - ----- -- --- - --- - ----- ---- - ---- --- ----- - - ----- - - - - - ------------------ - --- -- - - ---------- ------ - ---- - - - - -- --- -- ------------------------------ - - -~

Do you live in Wimbledon?

---- - -- - ---- - -------------- - - - -- - - - -- - -- - - - ------------------------- - ----------------------------------------------------- - - -- -------------- - ----------------- - --------------- - - -- - - - - --·~
I!
Where do you live? ·
-- - ------ - - - ----- - - - - -- - - - - -- - -- - - - -- - ---------------------- - -- - ---- - --- - -- - - - - -- - ------- - - - - -- - - - - - - --- - - --- - --------------- - ------- - --------- - - - --- -------- ---------------------------·~
Ii
Which street do you live in?
- - -"---- - ---- -- - --- -- - -- - ---------- - --------------------- - - -- - ---- - - -- - - -- - - - - ---------- -- -- - -- - - - --- - -- ----- - - ---- - - - -- - - - -- ---- - - ---- ------------ ---- - --------------- - --------------- - ·~:
Ii
When does Tessa go to a dance class?
-- - ---- - ------------ - ------ - - - -- - - -- ------ - --------------------------------------------------------- - ----------------- - ------- - ----------------------------- - - - --------- - -- - ---- - -------·~:
Ii
Do you go to a dance class, too?
- - -- - - - - -- - - ------- - ------- - ---- - ---- ---- - - - -- - - - -- --------- - ------ -- ------ - --------- - ------ - ------ - ---------- - -------------- -- ------ - ------------------------ - --- -- - -- - -- - - ----------- - ·~:
Ii
What are your hobbies? Ii
-------------- - - -- - - ---- - --------------------------- - -- - - - -- - - -- - - - -- - - - -- - - - - -- - -- - - - ------ - -- - - - -- - -- - - --- -- - - - -- - - - -- - - - -- - -- - ----------- - -- - - - - - -- -- - -- - - - - ---- - --------------- - --- - ·~:

What time do you get up on Saturday?

-- - -------- - --------------- - - - ---- - -- - -------------- - ------------------------------ - ------------------------------------------ - ------ - ----------------- - -- - - - - - ---- - -- - - - - -- ----------- - ·~:
Ii
What do you do after that? -I!
- - --------- -- ------------ - --- --- - ----- ---- - ---- - ------------ - ------ - -- - ---- - - - ----- - - - ------ - ------- -- -------- - ------ - ---- - --- - ---- - - - -------- -- ------------------------ - -- - - ---- -- - --- - ·~:

Does your brother go to bed before you?

- - ---- - --- - --- - - - -- - - - ---- - -------- - ----------------------- - --------------------------------------- - - -- - - -- - ---- -- - - - - - -- - - -- - - - ------------------------------ - --- - ---- - --- --- -- - - - - ---- ·~:
Ii
I When do your mum and dad go to bed? I!
i
L------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------J
--------- --- ----------- -------------- --- - ---- --- ------ - - - ----- - -------- - -------- - ------- - - ---- - - - - - ---- -- -- - - - -- ----------------------- - ---- - ------ - - -- - ----- --- ---- - -- ----- - ------------~

No, we don't, we live in Wembley I

-- - ------- -- ------- - ----------- - ---- -- - - - - -------------- - --------------------------- - ------- - -------- - ----- - ---- - ------- - ---- - ---------------- - --------------- - -------- - --------------- - ·~

We live in Wembley, too! I

-- - ------- - ------- - --- ' ----- - -- -- - - - - - -- - - - -- - - - - -- - - - -- - -- - -- - - - - ---- - -- - - - - - - -- -- - - - ---- - - - - -- - - - -- - -- - - - ----------------- - ---------------- -- --------------------------- - -- - - - - - - -- - - -·~

· We live in Riverway Road. Ii

------------------------------- - - -- - - -- - - - -- - - - -- - - - ------------------- - -- - - - ------- - ---- - ------------------- - ---- - - - ---- - ------------------- - ---- - -------- - - -- - - - - --------------------- ·~

She goes on a Saturday morning. · Ii

-- - - - ---- -- - ------- - ------ - -------- - --- -- - - ----- -- ---------- - -------------------------- - ---- - ------- - ------------------ - ------ - - - - - - -- ---- - - - ---- -- ------ - ---- - ------------------------- ·~:

No, I don't like dancing. ·

------ - - - ----- - - -- - - - - ---- - -------- - --- - -------- - --- - - - ---------- -- -- ---- ---- - ------- - - - ------------------- - - - ---- - -- --- -- -- - ---- - - - -- - - - - - - ----- -- ----------- - ------- -- ------ -- -- - -- -- -·~:
Ii
I like skateboarding.
---- - - - - - - - --- - ------------ - ------- - - - - -- - - - - -- - - - --------------- - -------- - ------------ - ---- - ---------------------------- - --- - ---- - - - --------- - -- - ---- - ---------------------- - ------- - --·~:
Ii
I normally get up at about eight o'clock.
--- -- ------ -- ------ - ------ -- --- - -- -- --------------- -- --------------------------- - -- - ------ - --- ------ --- - ------------- - ----- - --------- - ------------ - - - - -- - - - - - -- - - - -- ------------------- - ·~:
Ii
I normally listen to the radio.
----------- - -- - - -- - - ---- - - - -------- - ------------------ - - -- -- - - - - ----- - - --- - ----------- - ----- - ------------------ - - - --- - - - -- - -- -- - - - - - -- -- - ------------- -- ------ - ------ - - - -------- - - - - -- - - ·~:
Ii
Yes, he does.
-------------------------------- -- - -- - - ---- - ------------------------ - ---- - - - -- - - - -- - ---- - - - -- - - - - - ----- - --------- - --------- - --------- - --------- - ---- - -- - - -- - - - - ---- - ------------------- - ·~:
Ii
~~~~ :~- ~~ ~~~ ~~ ~~~~~ ~~~ ~~~~~: - ------ -- Ji
108
l © Pearson Education Limited 2009 ip:tem'i•@.j;j!i
 Photocopiable resources

Resource B (Lesson 2)

Student A

fSusAN

/--/
/ C.--

I
I ,
I/

0
u:---1
0

/- - ,,,.
7 /_

109
l@1ml§1!Qfri9i © Pearson Education Limited 2009 I
New Sky 2

Resource C (Lesson 3)

: -------------- ----------------- --- ---- - ---- - - ------------- - ---- - ---- -- - - ---- - ---- - ------ - -- ------------ --- --------------- -- - - ---------------------------------- - -- ------ - --------- - ------ ~~

Student A

e
Kay
~~) ~
xx
"- w e ./
'°'<' I

Justin

Rachel ./
x
xx
e
Tim

your partner
././
e

Student B

e
~ ~\\'I

--- ~
~) w e !j .

Kay ././
e
Justin xx ./

Rachel

Tim xx
x
./
e
~your partner

110
I © Pearson Education Limited 2009 l41!1m'9•1QfJ-i!I
 Photocopiable resources

Resource D (Lesson 6)
[------------------------ - ----------------------------------------------------------------------------------------- - ---------- - ------------------ ------------- ----------------------------~

. What a mess! Everything's on the floor. I

--- ------ - - -- ----------------------------------------------------------------------------------------------------------------------------------------------------------------- - ---------·~:

Is that your bag, Jack? I

------------------------------------------- -- ------- ---- ----------- - - - ------ - --------------------------------- - ----------- - --------------------------- - - - - - ----------------------------- ·~

No, it's not mine. I think it's Susan's. I

------------------ --- ------ ---------------------------- --- -- ---------- --- -- - ----------- ------ ---------- ------------ ------------------- ------------------------------ ----------- ---- ----- ·~

Are those Susan's gloves, too? I

-------------- --------------- - ------------- ------------ - ------ ------------------------------ - ------ -- -------------------------------- -------- -- ------------------- ----------- ----------- ·~

No, they're not hers. Hers are black. They're Laura's. I

- --- -------------- - ---- -------------------------------- --- -- ---- - - ----- --------------- - ------- -- ------------ ------------------------------------------------------- ----------- - --------- ·~

Are those glasses Laura's, too? Ii

--------------------------------------- - - --- ---- - ---------------------- --------- ---------- --- ---------------- --------------- - -- ---------------- - - - ---- -- - - ------------------------------·~!

No, they're not hers. I think they're Tom's. _· I

-- ------------- ------------------------ ----------- -------------- - - ---- - -------------------- -- ------------------------------------------------------------------------------------------- ·~!

No, they're not his. His are green. i

1..----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------J

Student A
·-------------------------------------------------------------------------- - -------------------- - ------ ------- --------------------- - -----------------------------------------------------~

tea ,/ milk ,/
coffee x carrots x
bread ,/ pasta ,/
sausages ,/ biscuits x
yoghurt x jam x
rice x chicken ,/
cheese ,/ potatoes ,/

Student B
·----- - ---------------------------------------------------------------- - --------------~----------------------------------- ------ - -------- ----------------- - ------------- ------- ----------~

tea x milk ,/
coffee ,/ carrots ,/
bread ,/ pasta x
sausages ,/ biscuits x
yoghurt ,/ jam x
rice x chicken x
cheese x potatoes ,/

111
IQit•mlli•IQfr!31 © Pearson Education Limited 2009 I
New Sky 2

,- - - ----------------- -- -- - --- --- --- - - -----------~--------------- --- ---- ----------------------~--------------------------------------------~ --- -------------- - -- ----------- - -- --------~:

There are There's a

open space houses
a lot of ••• lot of •••

-------------------------------- --- ----------f----- - --- ----- -------------------- -----------+--- -----------------------------------------i--------------------------------------------- ~

There aren't There isn't

litt~r hotels
many ••• much •••

--------------- ------- -----------------------~--- ------ -------------------------------------·------------------------- - ------------------ ~---- ------ ----------------------------------- ~.i

Are there Is there

traffic parking
many ••• ? much ••• ?

-- i -- r -----r--, -- -- ~
There are theatres There's a public
a lot of ••• lot of ••• transport

--------------------------------------------- ---------------------------- - ------------ - --·----- - ------------ - - ---- ---- - ---------------------------- ---- ----------- -- --------- - -- -- - ~

There aren't There isn't

live music supermarkets
many ••• much •••

________________ ___ _____ ___ __________________ [________ ____ ____ _____ _______ ______ ~ ________ __ [ __________ ___ ___ ______ ____ ___________________ ] ____ __________________________ _____________ _~

Are there Is there

cafes record shops
many ••• ? much ••• ?

l~ ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
112
© Pearson Education Limited 20091§1!.U.19•1§t.j;j!i
 Photocopiable resources

Resource G (Lesson 11

Student A
, ---------------------------- -- --------------- - ------ ---------- -- - ------- -- ----- ------------------------------ - ----- --------- - ---------- ------------- -- --- -- - - ---- - - -------------- --------~

Name Profession Born Nationality Why famous

in a lot of
John Wayne actor
cowboy films

Albert
scientist
Einstein

Emily Bronte 1818

she danced
Margot
British with Rudolf
Fontaine
Nureyev

Student B

Name Profession Born Nationality Why famous

John Wayne actor American

he won the
Albert
Einstein
1879 Nobel Prize for
Physics

Emily Bronte writer

Margot
1919
Fontaine

Student C
,- ---- - - ----- ----------------- --------------- - -- ---- --- -- -- - - --- --- --------- - ---- --- --------- - --- - -- --- ---- - -- - - - ------------- - ---------- - --------------------- ----- ----------------------~

Name Profession Born Nationality Why famous

John Wayne actor 1907

Albert Swiss and

Einstein American

her book
Emily Bronte British Wuthering
Heights

Margot
ballet dancer
Fontaine
~

113
l@emlQ•!Qthlj © Pearson Education Limited 2009
New Sky 2

Apollo 12 1 When was the second voyage to the

Moon?
The second voyage to the Moon was on
14th November 1969. The rocket was 2 How many people were in the rocket?
called Apollo 12. There were three men 3 How long did it take to get to the
on the rocket. It took five days to travel Moon?
to the Moon. The men spent seven and a
4 How long did they spend on the Moon?
half hours on the Moon. They returned to
Earth on 24th November 1969. 5 When did they return?

Concorde 1 When did Concorde fly for the first

time?
Concorde flew for the first time in 1969.
It travelled from London to New York for 2 When did it first fly to New York? ·
the first time in November 1977. It took 3 How long did it take to fly to N~w York?
,, three hours and twenty minutes to fly to
4 How many passengers used
New York. More than 2.5 million
Concorde?
passengers used Concorde before it
stopped flying in 2003. 5 When did it stop flying?

!
~
~...._~~~~~~~~~~~~~~--
----------------------- ---- -------------- ------------ ------------------------ -------------------- ---------------------------------------------------------------------------- ----- -- -----------~

114
© Pearson Education Limited 2009 PHOTOCOPIABLE
 Photocopiable resources

Resource I (Lesson 13)

, ----- - ---------- -------- ------- ----------- - -- - ~~-------------- --- - - -- ------- -- --- ------ - --- -~~ -- -- - - - - --------- -------------- -- -------- --~- --- -- ------- - ---- - --- - -------------------~

be was/were buy bought

come came do did

---------------------------------------------L--------------------------------------------·---------------------------------------------L------------------------------------------- ~

drop dropped find found

get got have had

---------------------------------------------, - - ---- - -------- - -------------------- - - - ------·-- - -- - ------- - -------------------------- - -- - -~------- - -- - --------------.-------------- - ----- ~

put put see saw

sit sat steal stole

---------------.- -----------------------------f---------------------------------------------- -------------------------------------------- - - ------------ - ---- -- ---------------------- - ~

take took go went

115
MQU.U1tg1!§fhlj ©Pearson Education Limited 2009
 New Sky 2

Resource J (Lesson 16)

---------------------- ----------------- ----- -- ---- - -- ----- --- ----- --- ----- ----- ---- - ---------- -- - - ---------- ------ -------------- -------------------------- - -- --------------------------- -~

Student A long (km) deep (m) wide (m)

the Amazon 6,280 11,000

the Nile 51

the Thames 344 100

the Danube 50

the Tiber 405 80

Student B long (km) deep (m) wide (m)

the Amazon 40

the Nile 6,670 7,500

the Thames 25

':'

the Danube 2,850 200

the Tiber 7
•

116
© Pearson Education Limited 2009 ip:i•m'9•1#1:!11
 Photocopiable resources

Resource K (Lesson 17)

·----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------·''
''

,----------- - - ------- - -------------------------~~--------------------------------------------~t------ ----------------------------- ---- ----x- ------------------------ -------- ----------~

:
:
::
1 Q: What is the i 2
:
Q: Which is faster: 3 Q: Which animal is 4 Q: Which is the i:
biggest animal : a lion or a tiger? heavier: a horse smallest: a cat, :
on Earth? l: A : A 1ion.
. or a giraffe? a koala bear or ii
A: The whale. i A: A horse. a fox? i
! A: A cat. !

5 Q: Which is louder: 6 Q: Which is heavier: 7 Q: Which animal is 8 Q: Which animal is

a monkey or a a panda or a lighter: a hippo- longer: a cheetah
sheep? donkey? potamus or an or a horse?
A: A monkey. A : A pan d a. elephant? A : A horse.
j A: A hippopotamus.
---------------------------------------------l----------------------------------------------·---------------------------------------------'--------------------------------------------- ~
' '
! . i
9 Q: :i:::s~~ ~~~eep, 10 Q: ~:i~~i=~~~~I is : :, 11 Q: ~=~~~ :n~~:~~s 12 Q: ~:i~hn~~~~al is i
a rabbit or a tortoise, a 1
or an ostrich? a lion, a tiger or
a fox? snail or a rabbit? A: An ostrich. a cheetah?
A: A rabbit. A: A snail. A: A tiger.
--------------------------------------------- _____ ___ _____________________________________ l __________________ ______ ______________ ______ _i-------------------------------------------- ~:
13 Q: Which animal is 14 Q: Which animal is 15 Q: Which animal is 16 Q: Which animal is :
smaller: a cow the heaviest: lighter: a rabbit the quieter:
or a zebra? a monkey, a or a fox? a lion or a
A: A zebra. fox or a koala A: A rabbit. cheetah?
bear? A: A cheetah.
A: A monkey.

117
l§h1mig1!§r.!:llj © Pearson Education Limited 2009
 New Sky 2

Resource L (Lesson 1a}

1 2 3

- -

- - 4 5

- -
- -

- 6

-
.,____
7

-
8

Across
1 This crossword is not - -- - --
4 When you drive, wear a seatbelt and be _ _ _ __
l 7 Wow! That film was so _ __ _ _
8 Pink is a very _ _ _ _ _ singer.
I
Down
1. 1 Don't cross the road here, it's _____
2 Everybody knows David Beckham. He's _ _ _ __
t' 3 Those shoes are very . They are so different.
5 Opposite of difficult. _ _ __
I 6 £1 for the CD! That's very _ __ _ _

I 118
I © Pearson Education Limited 2009 i#hm•ld•l§r·i:l!i
 Photocopiable resources

Resource M (Lesson 21)

Student A Robbie Charlotte Tom

make his/her bed x

lay the table for meals ,/

tidy his/her room x

fight with his/her brother ,/

eat a lot of sweets x

- Student B
----- Robbie Charlotte Tom
----1 -

make his/her bed ,/

l'
lay the table for meals x
tidy his/her room ,/

fight with his/her brother x

eat a lot of sweets x

·------------------------------------- -- - - --------------- - - ----- - - - - ------------ -- - -- -------- - --- ------- - ----- - ---------------- - --- - - - - --- ------------------- -------------·------------ ----~

Student C Robbie Charlotte Tom

make his/her bed ,/

lay the table for meals x

tidy his/her room x
fight with his/her brother ,/

eat a lot of sweets x

~L---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------·
119
l41!1mIQ1!§f.i:i9j ©Pearson Education Limited 2009
New Sky 2

I Resource N (Lesson 22) I

,-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~,
, ~

1 shall do we tomorrow ? what

~ ~

,---------------------------------------------------------------------------------- -- ------ ---- ------- --------- -------------- -------------------------------------------------------------~~

,
2 swimming don't go? we school why after
"""
1..----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~i
~
,
3 about at a what home DVD ? watching
~ ~

~-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~~ ·
, ~

4 his have let's a birthday party . for

~ ~

,----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~1
,
5 we? cinema why meet the don't at
~ ,J
'----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~~

6 ? karting weekend what going this about

' ~ ,J
[__--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~~
r

7 dinner for shall ? what we today have

~ . ~

,----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~~
,
8 on a to let's Saturday . concert go

120
I © Pearson Education Limited 2009 MQU.Jmij•@.MHI
 Photocopiable resources

Resource 0 (Lesson 23)

i
Student A
----- -- i
l This is your diary for next week. Talk to your partner and arrange to:
l

• watch some videos • go shopping for CDs

am pm

Monday dentist

Tuesday swimming club

Wednesday cinema with family

Thursday football with friends

Friday

-
Saturday do homework

Sunday
t____________________ __ _________________________________________________________________________________________________________________ ______ ______________________________________ _____ _______ j

[----------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------~.

Student B
This is your diary for next week. Talk to your partner and arrange to:
• have a pizza • play computer games
am pm
.
Monday karting with friends

Tuesday

Wednesday

Thursday watch football match with Dad

Friday basketball club

Saturday do homework

Sunday visit Grandmother

121
l4i11mlQ•@.i:jii © Pearson Education Limited 2009
New Sky 2

Resource P (Lesson 26}

~
-------- --------------------- ----- ------------ ------------------------------------------------------------------------ - ------------ - - ----------- --------- -- - ---- --------------------------~

The zoo

r l
---------------------------------

;~~~~~~~~; ~
--------------------------------------------------------------------------------------------t---------------------------------------------------------------------------------------- :
l :

The classroom I ~~~ - 1 1~~ ~ i

i i

The car

- ;~~ ~~~~~~ r ----------------------------------------------------------------------------------

mmmm;~~m~~~m~~~~~~;mmmmrmmnmn~pnm~:mmnm~~mmml
, !L""- , . ~ ~,
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Waiter: Good afternoon. What would you like? I

~ ~ !
'--- --- -- - - ----- - - - - --------------- --- - - -- -------- ---- - - -- --- --- - ------------------- -------------------- -- ---------- - ----- ------------------- - -------------- --- ---- - - ----------- - - --- --- -~j

r Katy: I'd like a Margherita pizza, please. ' I

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rWaiter: That's two pizzas. Would you like any ~ I

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i Katy: Yes, please. Can I have a green salad?

I'" What about you, Sam? ~
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r Sam: No, thanks. ' i

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! ~aty: Just mineral water. Thank you.

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 New Sky 2

Resource R Lesson 28)

- ~~~~~- ~ ~~~~: ----------------------~-- -----1

--------------------------------------------------------------------------------------------r----------------------------------------------------------------------------------------
1

go to a concert X homework
!
i
--------------------------------------------------------------------------------------------r---------------------------------------------------------------------------------------

come to a party ! .I
--------------------------------------------------------------------------------------------r·---------------------------------------------------------------------------------------

go shopping j X have dinner

------ ~~~~~- ;~~~ r ·- -;
- - -- - ;~ ~~~::~:; r ~~~~;-:; ~~~:-
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gokeskating I .I
:

watch football !
on TV ! X wash the car
I · ---------------------------------------------------------------------------------------------r----------------------------------------------------------------------------------------- ·

~' watch a pop .I

· music show
!::::

---------------------------------------------------------------------------------------------'" ----------------------------------------------------------------------------------------

come to our
barbecue X cook dinner
--------------------------------------------------------------·--------------------------------------------------------------------------------------------------------------------------------
?

124
I © Pearson Education Limited 2009 IQH•mitJ•@.i:\91
 Photocopiable resources

Class Survey

Names Transport Journey time

'

125
l@elmd•l§i.MHI © Pearson Education Limited 2009
New Sky 2

·------------------------------------------------------------------- - ------------------------------------------------------------ -- --- - - - ---- - ----------------------- - - - ---- - ------------~,

Student A

I hairdresser's I post office

I police
station I cafe

High Street
cinema

supermarket CD shop

car park

x
chemist's I
You are here

Find out where these places are:

• the town hall • the garden centre • the railway station • the bank

' ~
~-- - ---------------------- --- -------------- -- ------------- ---- - - ------- - ---- - ------------------------ - ------------- -------------------- ------------------------ ------ - - -- ------ ------ - ----~~

Student B

garden
centre I I post office
I I cafe

railway
High Street station
cinema

supermarket computer shop

town hall
•

x
You are here
I bank
I

Find out where these places are:

• the police station • the chemist's • the hairdresser's •the CD shop

'
\.----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------J'

126
© Pearson Education Limited 2009 l4i11iM91!§(.j:i!I
 Photocopiable resources

Resource U Lesson 33)

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rude careful quiet

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-- r loud angry
, --- happy
- -1

polite fast slow

127
i41i.Jl1Ig1!Qf.!:lll ©Pearson.Education Limited 2009 I
New Sky 2

Student A
Arrangements for the school trip

wear school uniform .I

take sandwiches
take our passports x
buy a ticket today
pay today x
do a project
our parents write a letter .I
take some money
take a camera .I
be at school early
take a notebook .I
take a school textbook
take warm clothes x
take a hat

---------------------- - - -
give the teacher our mobile number .I

~!
Student B
Arrangements for the school trip

wear school uniform ·:

take sandwiches .I
take our passports
buy a ticket today ./.
pay today
do a project x
our parents write a letter
take some money .I
take a camera
be at school early .I
take a notebook
take a school textbook x
take warm clothes
take a hat x
~
give the teacher our mobile number

·------------------------··----------------------------------------------------------------------------------------------------------------------------------------------------------------------

128
© Pearson Education Limited 2009 IQH1milJ•@.MHM
 Photocopiable resources

Resource W (Lesson 37)

·------------ - -- ---- --------------------------------------------------------------------------------------------------------------------- - ------ -- ----------------- ------- --------------- ~

I ( Who did you speak to at the cinema? ) I

f-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~
J ( She was a friend from school. ) I
f-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~~
J ( What's she like? ) I
f-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------~~

J (She's nice and very friendly. ) I

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Resource X (Lesson 38)

,------ ------------- ---------------------------- ---------------------- ----------------------------- - --------- ---- - - ------------------- ---- ------------- --- ---------------------------------~

I What's the barrier for? ~ To protect London from floods.

i _______ _____________________________________________________________ _____ _____________ ______ _L_ __ ___ _________________________________ _________________________ _____ _________ ________ ~

j Why are you going to i

the supermarket? j To buy some more bread.
-------- - --------- -- - - ---- --- ----------------------------------------- - --------- ------- - ----+------------------ ------------ --- ----- ----------------------------------- --------------~

Why did he phone you? ! To invite me to his party. .

---------------------------------------------------------------------------------------------l--------------------------------------------------------------------------------------~
Why are you waiting j
"d th e SC h 00 l?•
OU t SI e
:i To talk to my teacher. ·
---------------------------------------------------------------------------------------------,--------------------------------------------------------------------------------------~
Why does _your father ! To learn Spanish.
go to evening classes? !
-- ---- - - ---- - - ------------------ --- ---------------------------- ------- -----------------------f------------------ - -------------------------- -------------- -------- ------- ------------ ~
Why are you going j •
t o .Jo h n ,s h ouse.? :: To watch a video.
---------------------------------------------------------------------------------------------~--------------------------------------------------------------------------------------~
Why did you get up ! To o on a school trip.
early yesterday? : g
---------------------------------------------------------------------------------------------~--------------------------------------------------------------------------------------~
Why are you going ! To get some money.
to the bank? :
--------------------------------------------- ------------ ------ ------ - ---------------------- -~------- -- --------------------------------- ------------ - ---------- --------------------- ~
Why is your mother j
going upstairs? ! To have a rest.

129
l41!1IMd•@.Mii © Pearson Education Limited 2009
New Sky 2 Activity Book

Exercise 3

Answer key 2 talks 3 don't go 4 are watching

7 is listening 8 listens
5 does 6 hasn't got

1 We live in Wembley too! Exercise 4a

2 usually 3 often 4 sometimes 5 never
Exercise 1a
2 cousin 3 grandfather 4 wife 5 husband 6 mother 7 aunt Exercise 4b
8 uncle 9 brother 10 father 2 is sometimes 3 usually plays 4 is never 5 often cooks
6 usually meets
Exercise 1b
2 brother 3 aunt 4 cousin 5 grandfather 6 uncle
3 I love playing football.
Exercise la Exercise 1a
2 Do you live in Richmond? 3 They go to my school. 2d 3a 4f Sb 6g 7h Se
4 Where does he live? 5 Garth doesn't go to Upton Road School.
Exercise 1b
Exercise lb
2 swimming; football 3 cycling; basketball
2 goes 3 does 4 practises 5 take 6 is 7 wins 8 want 4 rollerblading; gymnastics 5 motor racing; tennis
9 says 10 think 11 works 12 loves 13 understand
Exercise l
Exercise le
3 We prefer basketball to motor racing.
2 doesn't drive 3 don't speak 4 don't watch 5 doesn't live 4 Do you prefer rollerblading or football?
6 don't walk 5 Does she prefer gymnastics or cycling?
Exercise ld 6 They prefer skateboarding to rugby.
7 He prefers tennis to swimming.
2 Which sport does he do?
He does judo. Exercise 3a
3 When does he practise? 2 playing 3 doesn't like 4 swimming 5 Jove 6 playing
He practises on Mondays, Wednesdays and Saturdays.
4 Where do his parents take him at weekends? Exercise lb
They take him to judo competitions. 2 loves swimming; likes rollerblading; hates playing volleyball;
5 What does he want to be? doesn't like watching motor racing
He wants to be a judo champion. 3 likes playing tennis; hates watching motor racing;
6 What do his parents think? doesn't like skateboarding; loves doing gymnastics
They understand his ambition. 4 loves playing football; likes playing basketball; doesn't like cycling;
hates skateboarding
Exercise 3
2 What's your name? 3 Do you live round here? 4 Who's 'we'? Exercise 4
5 Does she like it? 6 Which·street do you live in? 3 Does Katy love gymnastics?
Yes, she does.
Exercise 4
4 Do you like cycling?
2 What's your surname? 3 How old are you? No, we don't.
4 (I go to) Ledminster High School. 5 what's your address? 5 Do you like rollerblading?
6 what's your phone number? Yes, I do.
6 Do Georgia and Katy like motor racing?
2 What are you doing? No, they don't.
7 Do you like skateboarding?
Exercise 1a
No, I don't.
2c 3a 4e 5d 6b 8 Do Harvey and Tom like playing basketball?
Exercise 1b Yes, they do.
2 walk the dog 3 ride a bike 4 have a picnic 5 watch a DVD
6 meet friends 7 write an email Secret phrase: make pasta 4 Skills practice
Exercise la Exercise 1
2 Are 3 'm 4 aren't 5 Is 6 isn 't 1 Hurling 2 Gaelic football

Exercise lb Exercise l
3 Tom isn't reading a magazine. 2 Both sports 3 Gaelic football 4 Gaelic football 5 Hurling
4 Georgia 's drinking water. 6 Hurling 7 Gaelic football 8 Both spo1ts
5 Harvey and Katy are playing football.
Exercise la
6 Tom's listening to his MP3 player.
1 correct 2 volleyball 3 correct 4 basketball 5 correct
7 Geor~ ia and Tom aren't eating ice creams.
6 correct 7 cricket 8 tennis

130
Exercise 4 Exercise 3
Verse 1 C Verse 2 D Verse 3 D Verse 4 A 3 She hasn't got any pasta. 4 I've got some milk.
S Have you got any eggs? 6 They haven't got any tea/coffee.
Exercise 5 7 He's got some biscuits?
2 doing 3 Sorry 4 hurry S out 6 rush 7 comes 8 hate
Exercise 4
5 Revision 2 sausages 3 chicken 4 steak S potatoes 6 strawberries 7 ice cream

Exercise 1 Exercise 5
2 has 3 play 4 do S wears 6 meets 7 watch 8 go 2 Yes, we have. 3 've got some 4 Have we got any
S No, we haven't 6 ' ve got some strawbetTies
Exercise 2 7 some bananas 8 've got some 9 haven't got any
3 Where does he go to school? 4 Does Jenny go to Upton Road School?
S No, she doesn't. 6 Where does she live?
7 Where do Steven and Emma' live? 8 They live in Richmond.
8 There isn't much traffic.
9 Do they go to Upton Road School? 10 Yes, they do. Exercise 1a
2 traffic 3 library 4 restaurant S sports centre 6 park 7 bus stop
Exercise 3 8 theatre
2 walks 3 is reading 4 sits S isn't sitting 6 's driving 7 plays
8 'm reading Exercise 1b
2 pet shop 3 supermarket 4 fast food place S book shop
Exercise 4 6 swimming pool 7 baker's 8 post office
2 tennis 3 rollerblading 4 rugby S cycling 6 motor racing
7 gymnastics 8 swimming Exercise 2a
2T 3F 4T SF 6F 7T
Exercises
2 Is she 3 singing 4 Do you S don't 6 Does she 7 talking Exercise 2b
2 aren't many 3 is a lot of 4 are a lot of S is a lot of
Exercise 6 6 aren't many 7 are a lot of
2 In 3 Nice 4 stop S comes 6 doing
Exercise 2c
6 Is that bag yours? 2 a) a lot of 3 a) many 4 b) many Sa) much 6 a) a lot of

Exercise 1 Exercise 2d
2 Music 3 Geography 4 Science S French 6 History 2 many 3 much 4 a lot of S any 6 a lot of

Exercise 2a
2 a comb 3 keys 4 glasses S pens 6 a hairbrush 7 a lunch box
9 Skills practice
8 a calculator Exercise 1
Holiday A: Carlos; Holiday B: Vibeke
Exercise 2b
2 file 3 laptop 4 socks S diary 6 gloves 7 folder 8 sweets Exercise 2
9 purse
Tresco Dartmoor
Exercise 3 1 Location 28 miles from Cornwall Devon
3 Whose files and folders are they? 2 There is/are a lot of beautiful beaches, prehistoric ruins, some
They're Freda's. gardens, a shop, two hotels pubs and cafes
4 Whose laptop is it? 3 There isn't/aren't any cars, many places many villages
It's Anne's. to stay
S Whose sweets are they? 4 Popular food seafood, crab, lobster Devon cream tea
They're Anne's. ·
S Good points sunny, tropical climate, very beautiful, perfect
6 Whose backpack is it?
beautiful flowers for walking and
It's Sam's.
clil11bing
Exercise 4a 6 Bad points quiet remote and wild,
2 his; hers 3 mine 4 yours S mine; theirs 6 ours often wet and windy,
a lot of snow in winter
Exercise 4b
2 yours 3 Hers 4 His S Theirs 6 ours Exercise 3
2C 3U 4C SU 6C
7 Have we got any tomatoes? Exercise 4
Exercise 1a 1 Hawaii 2 Yes, there are. 3 Yes, there are. 4 No, there aren't.
2 a) jam: sweet thing 3 b) milk: dairy food 4 d) strawberries: fruit S rice, meat and vegetables
Sc) honey: sweet thing 6 b) chicken: meat
Exercise 7
Exercise 1b 2 like 3 recipe 4 doing S panic 6 disgusting 7 matter
Sandwich 1: d) cheese e) bananas
Sandwich 2: a) steak b) yoghurt c) tomatoes d) an egg e) a sausage
Sandwich 3: a) carrots b) honey c) pasta d) a potato e) strawberries
10 Revision
Exercise 1
Exercise 2a
1 sweets 2 purse; calculator 3 glasses and a hairbrush
2... some 3 some 4 a S an 6 a 7 some 8a 9 some
Exercise 2
Exercise 2b
2 mine 3 yours 4 ours S hers 6 his
2a 3an 4some Ssome 6some 7a 8.some 9a lOa

131
Exercise l
2 bread 3 butter 4 steak 5 carrots 6 eggs 7 honey 8 pasta
12 They explored space.
Secret food: sausages Exercise 1
1 b) experiment c) rock d) space module
Exercise 4 2 e) Sun f) planet g) Earth
2 some 3 any 4 some 5 any 6 any 7 any 3 h) star i) space craft j) Moon

Exercise 5 Exercise 2a
2 fast food place 4 theatre 5 book shop 6 library 7 sports centre 2 February 3 March 4 April 5 May 6 June 7 July 8 August
8 swimming pool 9 September 10 October 11 November · 12 December
Exercise 6 Exercise 2b
2 much 3 a lot of 4 many 5 a lot of 6 many 7 much 2 2 April 2001
3 the third of August, two thousand and five
Exercise 7
4 1S September 1856
2e 3a 4f Sd 6c 5 October the ·first, two thousand
6 29 May, 1419
11 Were they American? Exercise la
Exercise 1a 2 completed 3 stayed 4 landed 5 returned 7 completed 8 walked
2 composer 3 inventor 4 artist S musician 6 dancer 7 comedian 9 stayed 10 planted
8 scientist 9 explorer 10 actor
Exercise lb
Exercise 1b 2 What did she do?
2 actress 3 composer 4 scientist S artist 6 writer 7 explorer 3 Where did her space craft land?
8 dancer 4 When did Liv Arneson walk to the South Pole?
5 Where did she stay/What did she do at night?
Exercise 2
6 What did she plant/What did she do at the South Pole?
1870 eighteen seventy
1900 nineteen hundred Exercise le
1956 nineteen fifty-six 3 collected rocks 4 didn't collect rocks 5 walked on the Moon
1988 nineteen eighty-eight 6 didn't walk on the Moon 7 returned to Earth 8 returned to Earth
2000 two thousand
2004 two thousand and four
13 You left your purse •••
Exercise la Exercise 1a
2 Grace Kelly was a film star. She was born in 1929. 2 went 3 bought 4 put 5 stole 6 sat Secret word: irregular
3 Fred Astaire and Ginger Rogers were dancers. They were American.
4 Michelangelo was an artist. He was born in 1475. Exercise 1b
5 Laurel and Hardy weren't composers. They were comedians and film u G p s
stars. c 0 T F
A T A 0
Exercise lb
L G Q
2 Was Mozart a composer? M z u N
Yes, he was . p p
R D
3 Were Edmund Hillary and Tenzing Norgay scientists? p u H T
No, they weren't. They were explorers.
4 Were the Beatles a pop group? Exercise 2a
Yes, they were. 3 stole Steven's backpack
5 Was Dickens an inventor? 4 didn't buy any food; didn't have any money
No, he wasn't. He was a writer. 5 found his backpack on the street; was empty
6 Was Columbus Italian? 6 went to bed very early
Yes, he was.
Exercise 2b
Exercise 4 2 Did Steven take his keys with him? No, he didn't.
2 Know-all! 3 What did someone steal from Steven? His backpack ..
3 Look! That's about the pop group Abba. 4 Why didn't Steven buy any sandwiches? Because he didn't have any
4 Yes, they were a famous group in the 1970s. money.
5 No, they weren't. They were a pop group from Sweden. 5 Where did Steven find his backpack? On the street.
6 They're Dad's favourite group! 6 When did Steven go to bed? Very early.

Exercises Exercise l
Correct order: 2 He had a pizza the day before yesterday.
Katy: Was he your grandfather, Tom? 3 He found a mobile phone last Saturday.
Tom: Yes, he was. 4 He saw two films at the weekend.
Katy: What was his name? SHe bought some shoes last week.
Tom: Henry Dean. He was a writer. 6 He went to the USA last month.
Katy: A writer! Was he famous?
Tom: No, he wasn't. But his books were very good. Exercise 4
Katy: And who were they? I really like your little planet
Tom: They were his parents, George and Mary. They were born in 1900! I live on a planet very far away,
I came to earth last Saturday.
My spaceship landed on a big old tree,
Everyone looked at me.

132
 I walked to the park and planted a flag, Exercise 5
I collected rocks. in my space bag. 2 Armstrong and Aldrin walked on the Moon.
Then a girl said 'Hi' to me, 3 Did you stay in a nice hotel?
Her name was Janet and she was pretty! 4 I didn 't walk to school.
(chorus) 5 When did she return from New York?
I really like your little planet 6 We planted a tree in the garden.
And I like my new friend Janet.
Exercise 6
I only came here on Saturday
But now I want to stay. 2 yesterday 3 last week 4 last night 5 last month 6 last year

We had a look at my photos of space, Exercise 7

We went to a fast food place, 2 dropped a bag 3 found a wallet 4 had a pizza 5 sat on an ice cream
We had burger, chips and chocolate milk shake,
It was really great. Exercise 8
We went to a park - there weren 't any cars, 2 Hang 3 bet 4 silly 5 Excuse me 6 dropped 7 Brilliant
And we watched the Moon and the stars.
She said: 'You're an alien but I like you.'
I said: 'I like you too.'
16 How far is it?
Exercise 1a
(chorus)
2c 3g 4f Sb 6h 7a 8d

14 Skills practice Exercise 1b

Exercise 1a 2 nine hundred and sixty five 3 one thousand and sixty 4 ten thousand
one hundred and ten 5 fifty-nine thousand three hundred and thirty-
1 animals 2 Laika 3 survived 4 Kennedy
two 6 eight hundred and fifty-four thousand three hundred
Exercise 1b 7 two million
1 Scientists wanted to understand how bodies reacted to space travel. Exercise 2a
2 The first animals died in space because it was difficult for them to adapt
2 wide 3 long 4 high 5 deep 6 far 7 heavy
to the conditions.
3 They usually used female dogs. Exercise 2b
4 No, they travelled with forty mice and two rats. 2 short 3 narrow 4 slow 5 light 6 low 7 shallow 8 short
·s Sputnik 5 travelled rour\d the Earth eighteen times. 9 quiet 10 small
6 Strelka and Belka stayed in space for one day.
7 The new owner of one of the puppies was President J.F. Kennedy's Exercise la
daughter. 2 How wide is the river? 3 How long is the banana?
8 No, she wasn't! 4 How high is the mountain? 5 How deep is the swimming pool?
6 How far is it to London? 7 How heavy is the bag?
Exercise 2
2 She's got blue eyes and she's got fair hair. Exercise lb
3 We cycled to the park and we played football. 2 far 3 is 4 how 5 It's 6 deep 7 bet
4 Tea is a popular drink in England but I prefer coffee.
5 I invited Mark to a party but he didn't want to come.
6 Dad cooked dinner and we all enjoyed it.
17 The longest legs
7 I've got a dog and I walk him every evening. Exercise 1a
8 I tried to do the homework but it was too difficult. 2 giraffe 3 snail 4 fox 5 tiger 6 kangaroo 7 panda 8 crocodile
9 hippopotamus 10 lion
Exercise l
Sample answer: In April 1970 three astronauts blasted off from the Kennedy Exercise 1b
Space Center in Apollo 13. They planned to land on the Moon but there 2 a zebra's leg 3 a hippo's mouth 4 a giraffe's neck
was an explosion in the space craft on the third day. They passed around the 5 an elephant's foot 6 a leopard's tail
Moon but they didn't land, and they travelled back to Earth in the craft's
space module. There wasn't much water, food or oxygen but the astronauts Exercise 2a
stayed alive, and in 1995 Tom Hanks statTed in a film about the voyage. 2 London is larger than Rome.
3 The caff is noisier than the library.
Exercise 4 4 Gemma is older than her sister.
2 much 3 Brilliant 4 ace 5 on 6 bet 7 silly 5 The book shop is smaller than the supermarket.
6 Our school is bigger than your school.
15 Revision Exercise 2b
Exercise 1 3 The tiger is heavier than the lion.
2 artist 3 explorer 4 musician 5 comedian 6 scientist 4 The monkey's tail is longer than the fox's tail.
5 The monkey is slower than the fox.
Exercise 2 6 The fox is lighter than the monkey.
2 the second of November, nineteen sixty 7 The elephant is longer than the hippopotamus.
3 the twenty-fifth of June, nineteen ninety-nine 8 The hippo's tail is shorter than the elephant's tail.
4 the twelfth of October, two thousand and five 9 The hippo is lighter than the elephant.
5 the thirty-first of May, nineteen oh three
Exercise l
Exercise l 2 Tokyo is the largest city in Japan.
2 was 3 was 4 Were 5 wasn't 6 Were 7 weren't 8 were 3 The giraffe is the tallest animal in the world.
4 The cheetah is the fastest animal in the world.
Exercise 4
5 The supermarket is the busiest shop in our town.
Down: 3 Earth; Across: 2 rock 4 planet 5 star

133
Exercise 4 Exercise 2
2 is the tallest 3 's the tallest 4 isn't the oldest S 're older R w
6 's the youngest
T
18 It's more exciting ••• PI

Exercise 1
':-~~~:;::=;:~~;__.i L
L
2 dangerous 3 famous 4 easy S expensive 6 important 7 boring
8 unusual Exercise 3
2 How deep is the swimming pool? 3 Low long is the swimming pool?
Exercise 2 4 How tall is the man? S How high is the diving board?
2 model cars 3 snowboarding 4 train set S model plane
6 collecting stamps 7 skydiving Exercise 4
2 tiger 3 whale 4 elephant S donkey 6 horse 7 tortoise 8 giraffe
Exercise 3 9 ostrich
2 more dangerous -> the most dangerous 3 better -> the best
4 more exciting -> the most exciting S more unusual -> the most unusual Exercise 5
6 more difficult -> the most difficult 7 worse -> the worst 3 The donkey is smaller than the horse. 4 The giraffe is the tallest of all .
8 more interesting -> the most interesting S The elephant is heavier than the horse.
6 The tortoise is the slowest of all.
Exercise 4 7 The elephant is shorter than the giraffe.
3 Skydiving is the most exciting sport of all.
4 Model cars are more interesting than model planes. Exercise 6
S Snowboarding is more expensive than collecting coins. 2 more exciting 3 the best 4 more expensive S more difficult
6 Skydiving is more dangerous than collecting stamps. 6 the most exciting 7 better than 8 the most expensive
7 Snowboarding is the most expensive hobby.
Exercise 7
8 Model planes are more difficult than model cars.
2 depends 3 Nothing 4 Anybody S what 6 mean
Exercise 5
And I saw a green crocodile. 21 It's going to be fun.
Give them to me now, Lucy,
B: But why did he do that? Exercise 1
A: We're stealing his habitat. He took a big pair of scissors, 2b 3f 4d Sa 6e
He said, 'How are you today, Lucy?'
Exercise 2
2 lay the table 3 wash the car 4 empty the bins
19 Skills practice S do my homework 6 watch a DVD
Exercise 2
Exercise la
the highest the largest the largest 3 I'm going to wear my new T-shirt. 4 I'm going to have a shower.
mountain volcano ocean
S I'm not going to phone my friends. 6 I'm going to tidy my room.
name Mount Everest Manna Loa the Pacific Ocean
7 I'm not going to wear my old jeans. 8 I'm going to cook dinner.
where Nepal Hawaii
how high/large nine kilometres 19 kilometres 166 million Exercise lb
(but only four square kilometres 3 He's going to wash his bike. 4 He isn't going to read a magazine.
kilometres above S She's going to lay the table.6 She isn't going to listen to music.
the sea)
7 They aren't going to watch TV. 8 They're going to go to the cinema.
an important May 29th, March 2Sth, March 30th,
date 19S3 1984 2001 Exercise 4
why? the first people the last time the first person to 2 Is she going to go to bed?
to climb it erupted row across it
3 Are you going to have dinner?
4 Is she going to get up before lunch?
Exercise 3 S Are you going to buy them today?
2 verb 3 verb 4 noun S noun 6 Are they going to watch TV at home?
7 Are you going to play football?
Exercise 4
8 Are you going to phone him?
l the Nile 2 Africa 3 6,69S kilometres 4 the Amazon
S A team of people started a journey by boat from one end of the Nile to Exercises
the other. 2 tidy 3 empty 4 wash S wear 6 tell

Exercise 5
Sample answer: The coldest place in the world is Antarctica. It covers
22 Let's go swimming.
about eight million square miles in winter, and four million square miles Exercise 1a
in summer. The temperature there is between -40°C and -70°C. On 1 go 2 go 3 go to the 4 go S have a/go to a 6 go 7 go
December 14th, 1911, Roald Amundsen became the first person to walk to 8 go to the 9 go to a
the South Pole.
Exercise 1b
Exercise 6 l go shopping 2 go karting 3 go to a disco 4 have a barbecue
2 push 3 who 4 famous S It 6 or S go bowling 6 go to the beach 7 go swimming 8 go to the cinema
9 go ice skating
20 Revision Exercise 2a
ExerciseJ 2F 3D 4B SA 6E
b 99 c 1,100 d 80,000 e 1,001,000 f S,OSO
Exercise 2b
2 Why don't we go to a disco? 3 Let's go ice skating.

134
4 Let's go shopping. 5 Why don 't we go swimming? Exercise 4
6 What about having a barbecue? 7 Why don 't we go karting? 2 a) 3 b) 4 c) 5 a) 6 b)
8 Let's go to the beach.
Exercise 5
Exercise 3a 2 I'm singing 3 I'm not doing 4 I'm playing 5 my mum is coming
2 we do; go to the beach 3 we do; about going shopping 6 we're having 7 I'm not staying 8 My mum and I are going
4 shall we do; don't we go ice skating 5 shall we do; have a barbecue 9 are you staying 10 I'm leaving
6 shall we do; about going to a disco
Exercise 6
Exercise 3b 2 jazz; pop 3 classical; soul 4 rap; R&B
2 c) 3 c) 4 b) 5 a) 6 c)
,
23 What are you doing on ••••
Exercise 7
2D 3F 4C SA 6E

Exercise 1a 26 You must hold my hand.

2 They're going bowling. 3 We're having a pizza at a restaurant.
4 He 's having a party. 5 We're going to the swi mming pool. Exercise 1
6 She's staying at home. 7 I'm/We're singing in a concert. 2 hold 3 climb 4 get down 5 show 6 feed 7 switch on
8 They 're meeting friends in town. 8 switch off

Exercise 1b Exercise 2a
2 is going 3 isn 't playing; 's doing 4 are going 2 You mustn 't talk in lessons. 3 You mustn't use your phone in a cinema.
5 isn't watching; 'going to 6 are playing 7 aren't staying; 're going 4 You must say ' please' and 'thank you'. 5 You must wear a helmet.
6 You mustn ' t be late for school.
Exercise 2
2 Is Simona having 3 Are Harry 's brothers going 4 Are you going Exercise 2b
5 Is Matt's sister watching 2 You mustn 't talk on your mobile phone.
3 You must stop at the red lights.
Exercise 3 4 You must switch your lights on at night.
2 techno 3 dance 4 heavy metal 5 reggae 6 soul 7 classical 5 You mustn't ride in the middle of the road.
8 folk Secret word: indy rock 6 You mustn 't carry another person on your bike.

Exercise 4 Exercise 3
2 game 3 afternoon 4 Sorry 5 doing 6 football 7 often 8 star 2 You must make your bed. 3 You mustn 't touch the painting.
4 You mustn't feed the tiger. 5 You must tidy your bedroom.
Exercise 5 6 You mustn 't put Yiour drink on the television.
Verse I 3, 6, I , 2, 5, 4
Verse 2 4, 2, 3, 6, I , 5 Exercise 4
3 Can we sit by the window?
24 Skills practice Yes, sure.
4 Can we go bowling after lunch?
Exercise 1 No, I'm sorry, we can't.
2C 3A 5 can we go home early?
Yes, sure.
Exercise 2 6 can I switch on my mobile phone?
2 two weeks 3 Sydney Opera House No, I'm sorry, you can't.
4 the Queen Victoria Building shopping centre 7 can I use a calculator?
5 the Space exhibition 6 Bondi Beach No, I'm sorry, you can't.
Exercise 3 8 can I sit next to Lisa?
Yes, sure.
I My dad doesn't know about the party. He thinks I am going to stay at my
friend's house.
2 My sister always washes the car, cleans the rabbit hutch and tidies her 27 Would you like chips?
room. Exercise 1a
3 We are going to go shopping, go to the cinema and go ice skating.
Desse1ts: fruit salad; cheesecake
Exercise 5 Pizzas: Four Seasons; Margherita
2 Come . 3 Tell 4 believe 5 matter 6 not 7 pain 8 hopeless Pasta: lasagne; spaghetti bolognese
Side orders: chips; tomato salad
Drink: cola
25 Revision
Exercise 1b
Exercise 1
2 mineral water 3 apple tart 4 vanilla ice cream 6 vegetarian burger
Across: 3 make 6 c;lean 7 tidy; Down: 2 empty 4 lay 5 wash
7 green salad 8 garlic bread
Exercise 2
Exercise 2
2 When are you going to make your bed?
2 chips 3 Chips 4 potato 5 potato 6 pizza 7 salad 8 tomato
3 They're going to watch TV.
9 Cola
4 I'm not going to listen to music.
5 Who is goi ng to clean the rabbit hutch? Exercise la
6 We aren't going to wash the car. 3 Would you like 4 What would you like? 5 Would you like
6 Would you like 7 What would you like? 8 What would you like?
Exercise 3
2 go to the cinema 3 go bowling 4 go to the beach 5 go swimming

135
 Exercise 6
J have a spaghetti bolognese, please? 2 careful 3 horrible 4 Stop S for 6 bossy 7 sorry
. 6 Can I have a pizza, please?
30 Revision
4 Do you want 5 Can I 6 Would you like a Exercise 1
2 chew 3 switch on 4 feed S shout 6 switch off
,
28 Would you like to •••• Exercise l
2 must go 3 must make 4 mustn't have S mustn't swim 6 must do
Exercise 1 7 must get up
Correct order:
Adam: Hi. It's me, Adam. What are you doing this evening? Exercise 3
Ben: Nothing much. 2 please 3 we 4 like S Can 6 can't 7 certainly
Adam: Would you like to come over and watch TV?
Exercise 4
Ben: What's on?
2Canl 3Do 4Yes SI'd 6Would 7No
Adam: There's a sports programme. Well, it's a documentary.
Ben: It sounds a bit boring. Exercise S
Adam: No, it isn't. It's all about the World Cup.
2 Would you like to watch football on the TV?
Ben: OK.
3 Would you like to go shopping?
Adam: And after that, there's The X Factor.
4 Would you like to listen to my Justin Timberlake CD?
Ben: Yes, but it's on quite late.
S Would you like to go ice skating?
Adam: Would you like to sleep over?
Ben: Yes, please. I'll ask Mum. Exercise 6
Adam: Cool. See you later! 2 spaghetti bolognese 3 tomato salad 4 baked potato S apple tart
6 mineral water
Exercise la
2 Would you like to go bowling with us? Exercise 7
3 Would you like to use my phone? 2 soap 3 show 4 the S show
4 Would you like to come ice skating?
Exercise 8
Exercise lb 2d 3a 4b Sc
2 Would you like to use 3 Would you like to play
4 Would you like to see S Would you like to go
31 I go by train.
Exercise le Exercise 1
2 Would you like to play football?
2 car 3 underground 4 bus S bike; cycle 6 foot; walk 7 train
Yes, I would.
8 ski
3 Would you like to go karting?
Yes, please. Exercise la
4 Would you like to go to the cinema? 2 How do you and your friends get to the shopping centre?
No, I can't. We go by bus.
S Would you like to watch TV? 3 How does Mrs Baker get to work?
Yes, I would. She goes by underground.
4 How do the students get to the swimming pool?
Exercise 3a
They cycle/go by bicycle.
2 b) 3 c) 4 a) Sc) 6 a)
S How does William get to the station?
Exercise 3b He walks/goes on foot.
2 quiz show 3 chat show 4 sports programme S pop music show Exercise lb
6 the news
2 My mum goes to the office by car. It takes her 3S minutes.
3 Dave goes to the beach by bus. It takes him 40 minutes.
29 Skills practice 4 My brother and I walk to the library. It takes us fifteen minutes.
S Jackie and Lynn go to the swimming pool on foot. It takes them ten
Exercise 1
minutes.
1 dark 2 mirror 3 Switch 4 position The science: light; separates
6 I go to my friend's house by underground. It takes me fifteen minutes.
Exercise l
Exercise le
2F 3T 4F SF 6T
2 How do you get to the station?
Exercise 3 I go by bus.
2 meeting; met 3 making; made 4 eating; ate S leaving; left How long does it take you?
It takes me fifteen minutes.
Exercise 4 3 How do you get to the beach?
2 must wear special 3 mustn't switch on I walk/go on foot.
4 mustn't get; cupboards; front S must all wash their hands How long does it take you?
It takes me thirty minutes.
Exercise S
Students must wear trainers. Exercise 3
Students mustn't bring food or drink. 2 your journey to work 3 get to work 4 How long does S It takes
Students must wear a tracksuit. 6 on foot 7 get to school 8 was your age 9 drives him 10 takes ages
Students mustn't remove dangerous objects.
Exercise 4
Students mustn't use equipment without the instructor's permission.
Verse 1 B Verse 2 D Verse 3 A Verse 4 C

136
32 Can you tell me the way? 35 Revision
Exercise 1a Exercise 1
2 gym 3 aquarium 4 railway station 5 square 6 hairdresser's 2 by bicycle 3 walk/go on foot 4 by train 5 ski 6 by boat
7 by car 8 by underground
Exercise 1b
2 the police station 3 the chemist's 4 the underground station Exercise 2
5 the museum 6 the bank 2 Hi, Ross . I'm going to the swimming pool.
3 Do you usually walk there?
Exercise 2 4 Yes, it only takes me 20 minutes. How do you usually get there?
2 morning 3 front 4 corner 5 map 6 Square 7 station 8 bridge 5 By car. It takes about five minutes.
9 far 10 minutes 6 That's quick!
Exercise la Exercise 3
2 Go past the museum. 3 It's on your left. 4 Go straight ahead. 2 hairdresser 3 police station 4 computer shop 5 bank 6 chemist's
5 It's on your right. 6 Turn left. 7 railway station 8 town hall
Exercise 3b Exercise 4
2 up/down; right 3 up/down; turn; opposite 4 past; Turn; on 2 Go down the hill. 3 Turn right at the garden centre/the corner.
4 Go past the bank. 5 Turn left into Charles Street.
Exercise 3c
6 Turn right into Tower Street.
2 Go up/down this road and turn right into Richmond Road. It's on the left.
3 Go up/down this road and turn left into Green Road. It's on the left. Exercise 5
4 Go up/down this road and turn right into Richmond Road. It's on the left, 2 quietly 3 late 4 bad 5 carefully 6 angry 7 slowly 8 early
opposite the bank. 9 quickly 10 easily

Exercise 6
33 Listen carefully!
2 That's 3 Here 4 Excuse 5 right 6 It's 7 Great 8 have
Exercise 1a
1 polite/rude 2 fast/slow 3 happy/angry 4 quiet/loud
Extra adjective: careful
36 He doesn't have to •••
Exercise 1a
Exercise 1b 2 make-up 3 earring 4 ring 5 dress 6 belt 7 shoe
2 quiet 3 loud 4 slow 5 fast 6 careful 7 happy 8 rude 9 polite
Exercise 1b
Exercise 2a 1 shoes 2 socks 3 trainers 4 trousers 5 tie Secret word: skirt
Add -ly: quickly, politely, carefully, slowly, loudly, rudely
y changes to i before -ly: easily, happily Exercise 2a
IITegular: fast, well, early 2 has to 3 have to 4 have to 5 has to 6 has to 7 have to 8 have to

Exercise 2b Exercise 2b
2 He drives slowly. 3 He drives fast. 4 She skis well. 2 have to 3 has to 4 don't have to 5 has to 6 have to
5 He speaks loudly. 6 He speaks quietly. 7 She gets up early.
8 He gets up late. Exercise 2c
1 Yes, I do.
Exercise 3a 2 Do you have to wear a school uniform?
2 polite 3 loudly 4 quickly . 5 happy 6 badly; well 7 loud No, I don't.
3 Does your mum look at your homework?
Exercise 3b
Yes , she does.
2 I always speak politely. 3 Rollerblading is easy. 4 Is she careful? 4 Do you do your homework every evening?
5 My sister doesn't get up early. 6 Sandra is always late. No, I don't.
7 Do/Can you swim fast? 8 He speaks very quietly. 5 Do your parents meet your teachers every year?
No, they don 't.
34 Skills practice 6 Do you have to take any exams this year?
No, I don't.
Exercise 1
lB 2C 3A
37 Is he good fun?
Exercise 2 Exercise 1a
Activity 1 cycling 2 canoeing 3 walking 2 shy 3 Joyal 4 pretty 5 clever 6 lazy 7 kind 8 funny 9 mean
How far do Exercise 1b
we go? 40 miles five miles eight miles
2 a) 3 b) 4 b) 5 c) 6 b)
How Jong
does it take? four hours three hours six hours Exercise 1c
Speed fast slowly slowly 2 shy 3 funny 4 kind 5 rude 6 pretty
Lunch picnic barbecue picnic
Exercise 2
Equipment bikes, helmets, · canoes, walking shoes,
Sample answers
gloves life jackets warm jacket, camera
2 She's pretty and friendly. 3 They 're good fun and generous.
4 What's Andy like? 5 What are the children like?
Exercises
2 Excuse 3 far 4 age 5 nice 6 odd 7 foot Exercise 3a
2 What does he look like? 3 Is he nice-looking?
4 What is his girlfriend like? 5 I'm pretty and friendly, too!

137
Exercise lb
40 Revision
2 They're called Mauro and Antonella. 3 What are they like?
4 Antonella is clever and she's very pretty. Exercise 1
5 What does she look like? 6 She's slim, and she's got long dark hair. river bank high tide visitors' centre steel gate craft market
7 What's Mauro like? 8 He's good fun .
Exercise 2
2 tides 3 barrier 4 An ocean 5 tourist attraction 6 river
38 It's to protect London.
Exercise 3
Exercise 1
2 doesn ' t have to get up 3 have to wear 4 has to draw 5 have to pay
2 river bed 3 river bank 4 ocean 5 craft market 6 visitors' centre
6 have to go
7 flood 8 sea
Exercise 4
Exercise 2a
2 mean 3 nice-looking 4 clever 5 rude 6 loyal 7 funny 8 shy
2f 3a 4e Sd 6b
Secret adjective: generous
Exercise 2b
Exercise 5
2 to buy some disks. 3 to visit her grandmother.
2 What's Fabrizio like? 3 What's she called? 4 What 's she like?
4 to see the new Cameron Diaz film. 5 to get some cheese.
5 What's your cousin like? 6 What's she called?
6 to catch a bus.
Exercise 6
Exercise 2c
E F K
2 To buy 3 To learn 4 to send 5 to change 6 To tell
B G H Q u T
Exercise 3 I N E R s R
Verse 1 D, A, C, F, E, B y J K T Q 0
Verse 2 B, F, A, C, E, D F y D B u
w I R p N s
39 Skills practice c v E G y E
K L p 0 B s A F R
Exercise 1 Z A D E M T H
b) Hilda c) Mathilde d) Massimo
Exercise 7
Exercise 2 2 I got up early to walk the dog.
3 Dad turned on the TV to watch the news.
Name Mathilde Josh Hilda Massimo 4 Your aunt phoned to wish you a happy birthday.
1 Age 14 19 16 15 5 Steve went home early to do his homework.
2 Nationality French Australian Portuguese Italian 6 Melanie bought flowers to put in her bedroom.
3 Length of two weeks three months two years one month
Exercise 8
stay in
the UK? 2 no 3 place 4 so 5 sure
4 Where in
the UK? Scotland London Bristol Cambridge
5 Personality clever mean good fun , shy friendly, funny

Exercise 3
Sample answers: I Mathilde is touring round Scotland for two weeks.
2 Josh is taking a break from university.
3 Josh is working in the UK for three months to earn some money.
4 Massimo is staying in the UK for a month to improve his English.

Exercise 4
Hilda

Exercise 5
I go on the London Eye 2 staying in London
3 Heathrow Airport; meet Hilda's grandma 4 one week

Exercise 7
2 forget 3 late 4 yet 5 amazing 6 so

138
Activity Book Audio Script

Lesson 9, Exercise 4, page 19 Lesson 29, Exercise 4, page 59

Listen to Emma and Garth and answer the questions. Listen to the teacher. Complete the sentences.
Emma: Hey, Garth. What are you looking at? Teacher: Welcome, everyone, to the science class. My name is Mr Foster,
Garth: These are my holiday photos. Do you want to see them? and before we start I'm going to tell you a few rules that you
Emma: OK, but we've got lessons in five minutes. must follow in the Science Lab so that we are all safe. First of
Garth: Here, have a look. This is Hawaii - it's my favourite holiday place. all, all students must wear a white coat. I can see that you're all
Emma: Hawaii? Wow! I really want to go there. wearing those already, so that's great. When we're doing some
Garth: It's beautiful. There are a lot of tropical plants and some beautiful experiments, you must also wear special glasses. You can get the
beaches. This is a picture of Waikiki Beach. glasses from that box over there. Next, students mustn't switch
Emma: It's beautiful. on the electricity or the gas. Only I or another teacher can do
Garth: And these are the mountains. Sometimes people ski on one of the that. Also, students mustn't get anything out of the cupboards
mountains. It's called Mauna Kea. at the front of the classroom. Those cupboards contain some
Emma: Are there any lakes? dangerous materials. Finally, you must all wash your hands
Garth: No, there aren't. Look, this is a picture of some popular Hawaiian at the end of a lesson. Now, is that clear? Do you have any
food . It's rice, meat and vegetables. Mmm, it's very nice. questions ... ?
Emma: I want to go but not at the moment.
Garth:
Emma:
Why not?
Because we've got lessons in two minutes. Come on!
Lesson 39, Exercise 4, page 79
Listen to the conversation. Is it about Mathilde, Josh,
Lesson 19, Exercise 4, page 39 Hilda or Massimo?
Rabi: Hey, Hilda. Hi. How are you?
Listen to the conversation and answer the questions. Hilda: Hi, Rabi. I'm fine thank you. How are you?
Teacher: ... and if you look over here on the wall, you can see a picture Rabi: Great. Thanks for meeting me on Saturday. I had a great time.
of a river. It's the longest river in the world. Do you know what Hilda: Me too.
river it is? Rabi: Perhaps we can meet again next Saturday?
Leila: Is it the Amazon, sir? Hilda: [laughing] I can't I'm afraid. I'm going to London with my mum
Teacher: No, not the Amazon. Yes, Oliver? and dad.
Oliver: Is it the River Nile, sir? Rabi: What are you going to do?
Teacher: Very good. Yes, it is the River Nile. And where is the River Nile? Hilda: We ' re going on the London Eye and we're staying in London on
Yes, Leila. Saturday night.
Leila: It's in Africa. Rabi: Wow! That's great.
Teacher: Yes, that's right. The River Nile is in Africa and it's about Hilda: And on Sunday we're going to Heathrow Airport.
6,695 kilometres long. That's about 250 kilometres longer than Rabi: Heathrow Airport! Why?
the Amazon in South America. It flows through nine different Hilda: My grandma is coming from Portugal. We're going to the airpo1t to
countries from its stait in the east of Africa to its finish in the meet her.
north. Rabi: What's she like?
Oliver: Sir, can you travel from one end to the other in a boat? Hilda: She's very old but she's very funny and clever. We always laugh a
Teacher: Well, Oliver, that's an interesting question. On January 17th, lot.
2004, a man .called Hendri Coetzee and his team started a Rabi: How long is she staying with you?
journey by boat from one end of the River Nile to the other. Hilda: She's staying for one week. Would you like to meet her?
Lei la: Did they finish it? Rabi: Meet her?
Teacher: Why don ' t you go on the internet and find out? Hilda: Yes. Why don ' t you come to my house for dinner next week?
Leila and Oliver: Oh, sir! Please. Rabi: Oh, OK. Yes, great! ·
Teacher: OK, OK. Yes, they did finish it, in May 2004.

139
Word list
[It was] ace. /e1s/ 13
[Chips are] bad for you.
/'beed fa ju/ 27
[Dad], don't! /dgunt/ 2
[Dad's] not well. /,not
'well 31
[in] class /kla:s/ 26
[It's going to be] so cool.
/,sgu 'ku:l/ 23
[It's] on quite late.
/,on kwait 'le1t/ 28
[television] camera
/'keemgrg/ 24
[This drink] is disgusting!
IIz d1s'gAst1u/ 6
A bit later. fa ,bit 'le1tg/ 7
Abba /'eebg/ 2
about /g'baut/ 16
abseiling /'eebse1hu/ 33
across fa'kras/ 14
activity centres /gk 't1vgti
,sentgz/ 33
actor/actress /' eektg,
'eektns/ 11
advertisement(s)
/gd 'v3:t1smgnts/ 24
after /' a:ftg/ Sl
after school / 'o:ftg
'sku:l/ 13
afternoon /,o:ftg'nu :n/ 2
against fa 'genst,
g'gemst/ 14
airport /'egp;):t/ S4
Alice is mad about football.
/,eehs 1z ,meed gbaut
'futb;): l/ 3,4
album /eelbgm/ 23
alone /g'}gun/ 29
American Civil War
fa,menkgn ,s1vgl
'w;):/ 14
anchor (v) /tu 'eeub/ S4
and /gn, gnd, eend/ 14
angrily /' eeugrgli/ 33, S4
angry /'eeugri/ 33
another fa'nAog/ S2
antelope /'eentgfaup/ 17
anxious /'eenkfgs/ S3
Anybody famous?
/, embgdi 'fe1mgs/ 18
Anything to drink?
/,en'i011J tg 'dnuk/ 27
Anyway, .... /'eniwe1/ 31
apple(s) /'eepgl, 'eepglz/ 9
140
apple tart /,eepgl 'ta:t/ 27
aquarium fa'kwegrigm/ 32
arcade /a: 'ke1d/ 19
Arctic Circle /, a:kt1k
's3:kgl/ 17
Are you OK? fa ,j u :
gu 'ke1/ 1
around fa 'raund/ 14
arrangement(s)
/g'remd3mgnt,
-mgnts/ 25
arrest (v) /tu g'rest/ S2
art gallery /'a:t ,geelgri/ 34
artist /' a:tist/ 11, 24
asleep fa'sli:p/ S4
assembly fa 'sembli/ S3
an astronaut fan
'eestrgn;):t/ 12
At last ... fat 'la:st/ 36
Atlantic Ocean fat ,leent1k
'gufgn/ 14
attraction fa 'treekfgn/ 34
audition h:'d1Jgn/ 24
backpack /'beekpeek/ 6
bad-tempered /, beed
'tempgd/ 37
baked potato /,be1kt
pg'te1tgu/ 27
bakery /'be1kgri/ 8
balanced /'beelgnst/ 9
ballpoint /'b;):}p;)mt/ 19
bananas Jbg 'no:ngz/ 7
band /beend/ 24
bank /beeuk/ 32
barbecue (BBQ)
/'bo:b1kju:/ 7
barrier /'beerig/ 38
basketball /'bo:sk1tb;):l/ 3
be /bi, bi:/ 13
Be careful! /bi 'kegfal/ 26
beach /bi:tfI 34
beans /bi:nz/ 7
bear /beg/ 17
become /b1 1kAm/ 14, 19
believe /b1 'li:v/ S3
belong to /b1 'lou tg, tu/ 6
below /b1 'lgu/ 2
bet(= guess) /bet/ 13
big /big/ 16
Big Ben /,big 'ben/ 32
billionaire /,bdj g'neg/ 19
biro /'ba1grnu/ 19
biscuits /'b1sk1ts/ 7
blow(s) /blgu/ 17
boat trip /'bgut tnp/ 13
boring /' b:mnJf 4, 18
brake /bre1k/ 19
brave /bre1v/ Sl
bread /bred/ 7
breakfast /'brekfast/ 9
bridge /bnd3/ Sl
Brilliant! /'bnljgnt/ 13
brown bread /,braun
'bred/ 9
Bugatti /bju: 'geeti/ 18
building(s) /' bdd11J/ 16
buns JbAnz/ 10
burger(s) /'b3:gg/ 27
Burgos /'buggos,
'b3:gos/ 39
bus station /'bAs
,ste1Jgn/ 32
but /bgt, bAt/ 14
But not a lot! /bgt ,not
g 'lot/ 36
butter /'bAtg/ 7
buy /ba1/ 13
cage /ke1d3/ S2
Cairns /kegnz/ 31
calculator /'keelkjule1tg/ 6
call (v) /'b:l/ Sl
Cambridge Folk Festival
/,ke1mbnd3 'fauk
,fest1vgl/ 24
Camino de Santiago
/kg 1mi:ngu dg
,seenti'o:ggu/ 39
camp (v) /keemp/ 24
can /keen/ S3
Can you do me a favour?
/kgn ju ,du: mi g
'fe1vg/ 23
Canadians /kg'ne1dignz/ 4
canoe /kg 'nu:/ Sl
canoeing I kg 'nu:11J/ 34
can't stop /,ko:nt 'stop/ 3
captain /' keeptgn/ Sl
carbohydrates
/,ko:bguha1dre1ts,
-drgts/ 9
careful /'kegfal/ 33
carefully /'kegfali/ 33
carrots /'keergts/ 7
carry /'keeri/ 39
cartoon /' ko: 't u :n/ 28
catch (v) /t 'keetf/ Sl
cellar /'selg/ S2
century /' sentfgri/ 39
change /tfemd3/ 29
chat room l'tf eet ru:m,
rum/ 5
chat show J'tfeet f gu/ 28
cheap /tfi:p/ 18
cheese /tfi:z/ 7
cheesecake I tJi:zke1k/ 27
cheetah /' tfi:tg/ 17
chemist /' kem1st/ 32
chemist's shop /'kem1sts
fop/ 19
chicken l'tf1kgn/ 7
chimpanzee /,tJ1mpeen'zi:,
-pgn-/ 17
chips !tf1ps/ 9
chocolate cake l'tf okht
ke1k/ 2
Civil Rights /,s1vgl
'ra1ts/ 14
classical /' klees1bl/ 23
clean windows /,kli:n
'wmdguz/ 21
clever /'klevg/ 29, 37
climb /klaim/ 26
climbing shoes /'klaim11J
fu:z/ 33
coast /bst/ 34
coffee /'kofil 7
collecting coins /b, lekt11J
'bmz/ 18
collecting model cars
/b,lekt11J ,modl
'ko:z/ 18
collecting stamps /b, lekt11J
'steemps/ 18
comb /bum/6
Come here! /, kAm 'h1g/ 1
Come on! /,kAm 'on/ 6, 21
come over /kAm 'guvg/ 28
comedian /b 'mi:dign/ 11
communication
/b ,mju:m 'ke1f gn/ 4
company /' kAmpgni/ 29
competition
/,kompg't1fgn/ 23
composer /kgm' pguzg/ 11
computer shop /kgm'pju:tg
fop/ 32
concert /'konsgt/ 23
Congress /'kougres/ 14
contain /kgn 'tgm/ 9
cook dinner /,kuk 'dmg/ 2
Cool or what? /,ku:l ;)!
'wot/ 18

corner /'k::i:n;:i/ S3
corridor /'kond::i:/ 26
countable /'kaunt;:ib;:il/ 7
country and western /,kAntri
;:in 'west;:in/ 23
countryside /'kAntrisaid/ 34
crack /krrek/ S2
craft market /'kra:ft
1ma:k1t/ 38
cream /kri:m/ 7
crisps /knsps/ 9
crocodile / 'krok;:idad/ 17
cross (adj) /kros/ Sl
cross (v) /'kros/ 39, Sl
crow /krnu/ S4
cry /krai/ S 1
cycle / 1sa1bl/ 31
cycling /' sa1kl1J/ 3
dairy / 'de;:iri/ 9
dairy foods /'de;:iri fu:dz/ 7
dance /da:ns/ 23
dance class /'dams kla:s/ 1
dancer /'da:ns;:i/ 11
(in) danger /'dernd3;:i/ 17
dangerous
/'dernd3;:ir;:is/ 4, 18
deep /di:p/ 16
design (v) /d1 1zam/ S3
desk /desk/ 2
dessert(s) /d1'z3:t/ 27
develop /d1 1vel;:ip/ 29
dialogue /'dai;:ilog/ 8
diary /'dai;:iri/ 6, 13
a diet /g 'da1;:it/ 9
difficult / 1d1f1blt/ 4, 18, 29
dimensions /da1'menf;:inz,
d1-/ 20
disappear /,d1s;:i'p1;:i/ 14
discover /dis 'kA v;:i/ 14, 29
do /du:/ 13
do your homework /,du: j;:i
'h;:iumw3:k/ 2, 21
documentary
/'dokju'ment;:iri/ 28
Don't be silly. /,d;:iunt bi
'sdi/ 11, 13
Don't be so [silly] /,d;:iunt
bi s;:iu/ 36
Don't be so bossy! /,d;:iunt
bi s;:iu 'bosi/ 26
Don't be so mean! /,d;:iunt
bi S;JU 'mi:n/ 23
Don't forget ... /,d;:iunt
fa'get/ 6, 36
Don't leave it too late.
/,d;:iunt li:v 1t tu:
'le1t/ 36
Don't panic! /,d;:iunt
'premk/ 7
Don't push! /,d;:iunt
'puf/ 16
download(s) /'daunl;:iud,
-l;:iudz/ 24
drinks /drIIJks/ 7, 27
driver / 1dra1v;:i/ 26
drums /drAmz/ 24
the Earth /oi '3:8/ 12
easy /'i:zi/ 18
eat sweets /,i:t 'swi:ts/ 21
eggs /egz/ 7
electric /1'lektnk/ 19
elephant /' el;:ifant/ 17
emerald / 'em;:ir;:ild/ S4
Empire State Building
/ 1empa1;:i ste1t
'bdd11)/ 16
empty (v) /'empti/ 21
empty /'empti/ S4
empty rubbish bins / ,empti
1
rAb1f brnz/ 21
end /end/ 39
endanger /rn ' dernd3;:i/ 17
endangered
/rn'dernd3;:id/ S2
enemies /'en;:imiz/ 29
energy /' en;:id3i/ 9
engineer /' end31'm;:i/ 19
enormous /I'n::i:m;:is/ 17
enter /'ent;:i/ 24
equality II 'kwol;:iti/ 14
Er, sorry. /,3: 'sori/ 26
exam /Ig'zrem/ 24, 36
excellent /'eks;:il;:int/ 36
excitement /1k'saitm;:int/ 34
exciting /Ik 1sait11J/ 18
Excuse me. /Ik'skju:z mi,
mi:/ 6, 13, 31
expensive 1Ik'spens1v/ 18
explain /1k 'splem/ S2
explorer /1k' spb:rn/ 11
extinct Ilk' s t IIJ kt/ 17
fair /feg/ S3
fall /fo:l/ 3
fall (v) I fo:l/ 29, Sl
fall off /, fo:l 'of/ S3
false /fo:ls/ 7
famous / 1fe1m;:is/ 18
far /fa:/ 16
farmer /'fa:m;:i/ 29
fascinating / 1fres;:ine1t11J/ 34
fast /fa:st/ 16, 33
fast food place /fa:st 'fu:d
ple1s/ 8
fat /fret/ 9
favourite / 1fe1v;:int/ 3
feed /fi:d/ 26
Ferrari /fa'ra:ri/ 18
festival / 1fest1v;:il/ 24
file( s) /fad/ 6
film /film/ 28
film star /'film sta:/ 11
find /farnd/ 13
fish /hfI 9
flag /flreg/ S3
flood lflAd/ 38
flour /flau;:i/ 9
folder(s) /'fauld;:i/ 6
folk /fauk/ 23
follow /'fol;:iu/ S2
football (soccer) /'futb::i:l,
'sob/ 3
football pitch /'futb::i:l
,p1tf/ 16
forest / 'for;:ist/ 17
Four Seasons /,fo:
'si:z;:inz/ 27
fox /foks/ 17
free (adj) /fri:/ 23
free (v) /fri:/ 14
fresh fruit salad /,fref fru:t
'srel;:id/ 27
fridge /fnd3/ 7
friendly /'frendli/ 37
fruit /fru:t/ 7,9
funeral /'fju:n;:ir;:il/ 14
funny /'fAni/ 37
funny(= strange) /'fAni/ 21
fur /fa:/ 17
furniture /'fa:mtf;:i/ 39
gallop (v) /'g refap/ S4
game /ge1m/ 4
garden centre /'ga:dn
,sent;:i/ 32
garlic bread /,ga:hk
'bred/ 27
gazelle /g;:i'zel/ 17
generous / 1d3en;:ir;:is/ 37
genius / 1d3i:nj;:is/ 29
get /get/ 13
get down /get 'daun/ 26
get dressed /get 'drest/ 1
get married /get 'mrerid/ 29
get on/off /get 'on , of/ S4
get to school /get t;:i
'sku:l/ Sl
get up / ,get 'Ap/ 1
giraffe /d31'ra:f/ 17
glasses /'gla:s1z/ 6
gloves /glA vz/ 6
go /g;:iu/ 1, 13
go back /g;:iu 'brek/ S4
go bowling /g;:iu
'b;:iuh!J/ 22
go by bike /,g;:iu ba1
'ba1k/ 31
go by boat /,g;:iu ba1
'b;:iut/ 31
go by bus /,g;:iu ba1 'bAs/ 31
go by car /,g;:iu bai 'ka:/ 31
go by train /,g;:iu ba1
1
tre1n/ 31
go by underground /,g;:iu ba1
'And;:igraund/ 31
=
go climbing /,g;:iu 'kla1m11J/
22
go ice skating /g;:iu 'ais
,ske1t11J 22
go karting /g;:iu 'ka:tIIJ/ 22
Go on! /,g;:iu 'on/ 23
go on foot /,g ;:iu on 'fut/ 31
go shopping /,g;:iu
'fopIIJ/ 22
go swimming /,g;:iu
I SWimII)/ 22
go to a disco /,g;:iu tu
;:i 'd1sk;:iu/ 22
go to the beach /,g;:iu t;:i o;:i
'bi:tf/ 22
go to the cinema /,g;:iu t;:i o;:i
'srn;:im;:i/ 22
gold /g;:iuld/ 39
good for me /'gud fa mi/ 9
good fun /'gud 'fAn/ 37
graffiti /gr;:i 'fi:ti/ S3
grassland(s) /'gra:slrend ,
-lrendz/ 17
gravity /' grrev;:iti/ 29
Great! /gre1t/ 32
green salad /,grim
'srel;:id/ 27
Greenland /'gri:nl;:ind/ 17
Guess what [Adam's hobby
is]. /'ges wot/ 18
Guess who! /'ges 'hu:/ 18
guitar /g1 1ta:/ 24
gym /d31m/ 22, 32
gymnastics
/d31m'nrest1ks/ 3
habitat / 'hreb1tret/ 17
hairbrush /'he;:ibrAf/ 6
hairdresser /'he;:i,dres;:i/ 32
half term /,ha:f 't3:m/ S3
hamburger(s)
/'hremb3:g;:i/ 9
Hang on! /,hrel) 'on/ 13
happily / 'hrep;:ili/ 33
happy /,hrepi/ 33
harbour /,ha:b;:i/ S4
hate /he1t/ 3
have /hrev/ 1,13
have a barbecue /h;:iv g
1
ba:b1kju:/ 22
:&lave a look [inside].
/h;:iv ;:i 'luk/ 6
Have a nice day. /,hrev ;:i
na1s 1de1/ 32
have a picnic /h;:iv g
'p1kmk/ 2
head teacher /,hed
'ti:tf;:i/ Sl
healthy /'hel8i/ 9
hear / 1h1;:i/ Sl
heavy /'hevi/ 16
heavy metal / ,hevi 'metl/ 23
141
 helmet /'helm1t/ 4, 26
Help! /help/ S 1
helpful /'helpfal/ 37
Here comes [Tessa]. /'h1g
kAmz/ 3
Here they are.
/'h1g oe1 a:/ 21
Here's [our bus]. /h1n/ 6
hero(es) /'h1grgu,
'h1grguz/ 14, Sl
Hey! /he1/ 1
hide /'ha1d/ S2
high /'ha1/ 16
hill /hd/ 34
hip hop /,hip 'hop/ 23
hippopotamus
/ h1pg'potgmgs/ 17
1
History project / 1h1stgri
,prod3ekt/ 2
hit (v) /'hit/ S4
Hmm! /hm/31
hobby /'hobi/ 18
hold /hguld/ 26
hold-up /'hguld Ap/ 39
honey /'hAni/ 7
hostel(s) /'hostl, -tlz/ 39
hot air balloon /hot 'eg
b<i,lu:n/ 12
hotel /hgu'tel/ 8
How [amazing]! /haul 26
How are you doing? /,hau
;J ju 'dU:IIJ/ 2
How do you know so much
about [Abba]? /,hau du
ju ,ll;JU S;JU 'mAtf
gbaut/ 11
How do you mean? /,hau du
ju 'mi:n/ 38
How does [it] do that? /,hau
dn It 'du: Oret/ 38
How sad is that! /hau ,sred
1z 'oret/ 11
I Hungarian
/hAIJ'gegfign/ 19
[You're] in a hurry. /m
;'.) 'hAri/ 3
I hurry /'hAri/ S4
Hurry up [everyone].
/'hAri 1Ap/ 16
I hurt /'h3:t/ S3
I
I bet [someone] stole it.
/ai ,bet sAmw An
I 'stgul 1t/ 13
I don't believe it! /ai 'dgunt
b1 1li:v It/ 22
I don't believe you! /ai
I ,dgunt b1'li:v ju/ 2
I don't care. /ai ,dgunt
'ke@/ 21
i1 I hope you're well. /ai ,hgup
j:): 'well 8
I 142
I
I must stop now. /a1 ,mAst jazz /d3rez/ 23 London Eye /,lAndgn
'stop nau/ 8 jet plane /,d3et 'ai/ 38
I see. /a1 'si:/ 32 'plem/ 17, 29 long /lol)/ 16
ice cream /,ais 'kri:m/ 7 jewellery /'d3u:gJri/ 39 Look out! /luk 'aut/ 26
I'm fine. /aim 'fam/ 1 journey /'d33:ni/ 31 Look! /luk/ 21
I'm hopeless at [swimming]. judge(s) /d3Ad3/ 24 loud /laud/ 16, 33
/aim 'hguplgs gtf 22 jump on / 1d3Amp 'on/ S4 loudly /'laudli/ 33
I'm not going to tell you. kangaroo /,krel)gg'ru:/ 17 love /lAv/ 3
/aim ,not ggmlJ tg keys /ki:z/ 6 Love from [Grannie].
'tel ju/ 21 kill (v) /'kd/ 14 / lA V frgm/ 8
1
I'm not sure yet. /aim ,not kind /kamd/ 37 low /lgu/ 16
'h: jet/ 36 King snake /'kIIJ sne1k/ 18 loyal /'b1gl/ 37
I'm OK, thanks. /aim know /ngu/ 4 luggage / 1lAg1d3/ 39
,gu 'ke1 8reIJks/ 2 Know-all! /'ngu :):1/ 11 lunch /lAntJ/ 9
immediately II'mi:digtli/ S2 koala bear /kgu,a:lg lunch box /lAntJ boks/ 6, 9
important IIm'p:):tgnt/ 18 'beg/ 17 machine /mg'Ji:n/ 19
in her way /m hg 'we1/ 8 Krakow /'krrekof/ 16 Madrid /mg'dnd/ 39
in italics /m 1'trehks/ 6 ladder /'lredg/ S3 magician /mg'd31Jgn/ 5
in public /m 'pAbhk/ 24 lady /'le1di/ 12 mail /med/ 39
India /' mdig/ 4 lake(s) /le1k/ 34 main square /,mem
indoors /,m'd:):z/ 33 land (v) /lrend/ 12, 14 'skwe;:i/ S4
indy rock /,mdi 'rok/ 23 laptop /'lreptop/ 6 Major League /'me1d3g
information lasagne /lg'srenjg, li:g/ 4
/ mfa'me1Jgn/ 14
1 -'zren-/ 27 make / 1me1k/ 14, 19
inline skating I, mlam last (n and v) make a bed /,me1k g
'ske1t1IJ/ 33 /la:st/ 4, 12, 39, S3 'bed/ 21
instructor /m'strAktg/ 33 last month /,la:st make pasta /me1k 'prestg/ 2
instrument(s) /'mstrgmgnt, 'mAn8/ 13 making model planes
-m<ints/ 24 last night /,la:st 'na1t/ 13 /,me1k1IJ ,modl
intention(s) /m'tenfgn, last Saturday /,la:st 'plemz/ 18
-Jgnz/ 25 'sret<idi/ 13 Manchester
interesting /' mtrgst1IJ/ 18 last week /,la:st 'wi:k/ 13 /'mrentfgstg/ 24
international last weekend /,la:st Margherita
/,mt<i'nrefgngl/ 4, S4 wi:k'end, 'wi:kend/ 13 /,ma:gg'ri:tg/ 27
internet /'mtgnet/ 14 last year /,la:st 'j1g/ 13 marry /'mreri/ 14
interview /'mtgvju:/ 1 later /'le1tg/ 25 match /mretf/ 4
introduce [yourself] laugh /'la:f/ Sl match (v) /mretf/ 2
/,mtrn'dju:s/ 4 launch (v) /b:ntJ/ 12 match(es) (n) /mretJ,
invent /m' vent/ 19 lay the table / 1le1 og 'mretf1z/ 19
inventor /m'vent<i/ 11 'te1bgl/ 21 mathematician
iron hpok /,aign 'huk/ S4 lazy / 1le1zi/ 37 /,mre8;:img't1Jgn/ 29
island /'adgnd/ 31, S2 lead /'li:d/ 14 Me too, please. /,mi: 'tu:
It depends. /It d1 1pendz/ 16 leader /'li:dg/ 14 pli:z/ 27
It isn't far. /1t 11zgnt 'fa:/ 32 leave /li:v/ 13 meal /mi:l/ 9
It looks [awesome]. Leicester Square !Jestg mean /mi:n/ 37
/It luks/ 16 'skweg/ 32 meat /mi:t/ 7
It sounds [a bit boring]. leopard /'lepgd/ 17 meet friends /,mi:t
/It saundz/ 28 letter /'letg/ S3 'frendz/ 2
It was [really] great! /It wgz library /'laibrgri, -bri/ 8 Mega Vegetarian Burger
'gre1t/ 13 life (n) /laif/ 14 /,megg ved3g'tegrign
It's a secret. /Its g light/lait/ 16 ,b3:gg/ 27
'si:knt/ 21 light (n) /la1t/ 29, S2 memory /'memgri/ 29
It's amazing. /Its
g'meIZIIJ/ 38
like /laik/ 3
limerick /'hmgnk/ 8
Miami /ma1' remi/ 18
milk /milk/ 7
It's me. /Its 'mi:/ 28 line /lam/ S2 millions /'mdjgnz/ 14
It's quite near here. /Its lion / 1la1gn/ 17 mine (emerald) Imam/ S4
,kwait 'mg h1g/ 32 listen /'hsgn/ 1 minerals /'mmgrnls/ 9
I've got a good idea. /'aiv listen to music !J1sgn tg missing /'m1s1IJ/ 15
got g ,gud ai'd1g/ 22 'mju:z1k/ 2, 21 modem /'modn/ 19
jaguar /'d3regjug/ 17 live (v) /hv/ 1 mom/mom/4
jam /d3rem/) local /'faubl/ 24 monkey /'mAIJki/ 17
the moon /og 'mu:n/ 12
motor racing /' mgutg
,relSllJ/ 3, 4
mountain /'mauntgn/ 16
mouse /maus/ 17
movement /'mu:vmgnt/ 14
mozzarella cheese
/, motsgrelg 'tf i:z/ 27
MTV studios /,em ti: vi:
'stju:diguz/ 23
mule(s) /mju:l, mju:lz/ 39
museum /mju:'zi:gm/ 32
mushroom /'mAfru:m,
-rum/ 7
musician
/mju:'z1f gn/ 11, 24
mystery man /'m1stgri
mren/ 11,15
narrow /'nrergu/ 16
national /'nref gngl/ 4, 14
near /mg/ 16
New York /nju: 'j:J:k/ 24
news /nju:z/ S3
the news fog 'nj u:z/ 28
Nice to meet you. /, na1s tg
'mi:t ju/ 3
nice-looking /, nais
1
luk11)/ 37
No problem. /,ngu
'problgm/ 6
noise /n:J1z/ 8
non-stop /,non 'stop/ 24
notebook /'ngutbuk/ 36
nothing / 1nA811J/ S4
Nothing much. /,nA81IJ
'mAtf/ 28
nuts /nAts/ 9
obligation
/,obh'ge1fgn/ 30
ocean /'guf gn/ 14, 38
Oh no! /,gu 'ngu/ 7
olive /' ohv/ 27
once /'wAns/ S4
online /,on'lam/ 24
only child /, gunli
'tfadd/ Sl
open space /,gupgn
'spe1s/ 8
orbit (v) / 1:J:b1t/ 12
orchestra / 1:J:k1strn/ 24
order /':J:dg/ 27
ostrich /'ostntf/ 17
outdoors /,aut 'd:J:z/ 33
over /'guvg/ 14
oxen /'oks;:in/ 39
pace /pe1s/ 12
Pacific Ocean /pg 1s1f1k
'guf;:in/ 12
Pakistan / 1prek1'sto:n/ 4
panda /' prendg/ 17
park /po:k/ 8
Parliament Square
/,po:famgnt 'skweg/ 32
passenger /'presgnd3g/ 39
pasta /'prestg/ 7
patent /'pe1tnt, 'pre-/ 19
path /po:8/ 34, 39
pay (v) /pe1/ 27
peas /pi:z/ 9
penicillin / 1peng's1hn/ 14
perform /pg 'fo:m/ 24
permission /pg 'm1f gn/ 30
pet /pet/ 18
pet shop /pet f op/ S2
pilot /'pa1fat/ 14
pineapple /'pamrepgl/ 9
ping pong /'pllJ pol)/ 19
pirate /' pa1grgt/ S4
pizza(s) /'pi:tsg/ 7
planet /'plrengt/ 12
play (n) /ple1/ 14
play (v) /ple1/ 36
play computer games / 1ple1
bm'pju:tg ge1mz/ 2, 18
player /'ple1g/ 4
playing with train sets
/ 1ple1-11J w10 'trem
sets/ 18
pocket /'pok1t/ 6
polar bear /' pgulg 'beg/ 17
police station /'pg'li:s
,ste1fgn/ 32
polite /pg 'la1t/ 33
politely /pg'la1tli/ 33
pony express /,pguni
1k'spres/ 39
pop /pop/ 23
pop group /'pop gru:p/ 11
pop music show /'pop
mju:z1k .Jgu/ 28
pop star contest /'pop sto:
,kontest/ 28
popular /' popjufa/ 4, 24
post office /'pgust ,of1s/ 8
potatoes /pg'te1tguz/ 7
powe1ful /'paugfal/ 14
practise (v) /'prrekt1s/ 24
prefer /pn 'fa:/ 3
prehistoric
/ 1pri:h1'stonk/ 34
president /'prez1dgnt/ 14
pretty /'pnti/ 37
Prime Minister /,pra1m
'mmrst;:i/ 14
programme /' pr;:iugrrem/ 36
prohibition
/,pr;:iuh1 'b1f;:in/ 30
protein /'pr;:iuti:n/ 9
pull /' pul/ 39
purse /p3: s/ 6
push (v) /puff S 1
put /put ~ 13
put away /,put g'we1/ Sl
qualified /'kwohfa1d/ 33
Queen /kwi:n/ 14
Queensland
/'kwi:nzlgnd/ 31
queue /kju:/ 19
quick(ly) /kw1k,
'kw1kli/ 33
quiet /'kwa1gt/ 16, 33
quietly /'kwawtli/ 33, S2
quiz show /'kw1z f gu/ 28
R & B (rhythm and blues)
/, o:r gn 'bi:, ,nogm ;m
'blu:z/ 23
racing driver /'re1s11J
,draJVg/ 18
radio station /'re1digu
,ste1f gn/ 24
railroad /'reJlrgud/ 39
railway station /'redwe1
'sterfgn/ 32
rap /rrep/ 23
read a magazine /, ri:d g
mregg 'zi:n/ 2
reality TV show /ri,relgti
ti: 'vi: f gu/ 28
red nose /,red 'nguz/ 21
reggae /'rege1/ 23
replace /n 'ple1s/ 6
reporter /n'p:J:tg/ 12
resort /n'z:J:t/ S4
restaurant /'restgront/ 8
return (v) /n 't3:n/ 12
rice /ra1s/ 7
rich /ntf/ 14
ride (v) /raid/ 38
ride a bike /, raid g 'ba1k/ 2
rider /'ra1dg/ 39
river /'nvg/ 16, 38
river bank /'nvg breIJk/ 38
river bed /'nvg bed/ 38
a rock /g 'rok/ 12
rock group /'rok gru:p/ 11
rocks /roks/ 33
rollerblading
/'rguJgble1di1J/ 3
ropes /rgups/ 33
[Do you live] round here[?]
/,raund 'hrg/ l
rough /rAf/ 4
rowing boat /'rguIIJ
b;:iut/ S4
rude /ru:d/ 33
rudely /'ru:dli/ 33
rugby /' rAgbi/ 3
run /'rnn/ S2
safe /s erf/ 18
safely /'serfli/ 33
sail (n) /serl/ S4
sailor(s) /'serl;:i, -l;:iz/ 14
salt /s:J: lt/ 7
sandwich /'srenwrd3/ 9
Santiago /,srenti'o:ggu/ 39
sausages /'sosgd31z/ 7
save (v) /'se1v/ 14 17, Sl
scarf /sko:f/ 6
scary /'skegri/ 18
scenery /' si:ngri/ 39
school dance /,sku:l
'do:ns/ 24
school uniform /, sku:l
'ju:mfo:m/ 26
scientist
/'sa1gnt1st/ 11, 14, 29
sea /si:/ 38
search (v) /' s3:tf/ S4
seaside /' si:sa1d/ 34
season /' si:zgn/ 4
seat belt /'si:t belt/ 26
Second World War /,sekgnd
W3:ld 'W:J:/ 14
see /si:/ 13, 29
See you later! /,si: ju
'le1tg/ 28
serious /' s1gngs/ S3
shallow /'f relgu/ 16
short /f :J:t/ 16
shout /faut/ 33
shout (v) /'f aut/ S4
show (v) /' f gu/ 26
shy /fa1 / 37
side /said/ S4
side orders /'said ,:J:dgz/ 27
signed photo /,samd
'fautgu/ 18
Silly me! /,sdi 'mi:/ 6
simply /'s1mpli/ 29
sing along (v) /,SllJ g'lol)/ 2 .j
singer/' Sil)';!/ 11
sitcom /' s1tkom/ 28
site /sa1t/ 34
skateboarding
/'ske1tb:J:d11J/ 3, 4
ski /ski:/ 31
skydiving /'ska1,daiv11J/ 18
slave /sle1v/ 14
slavery /'sle1vgri/ 14
sleep over /,sli:p 'guvg/ 28
slip (v) /shp/ S3
slow /slgu/ 16, 33
slowly /'slguli/ 33
small /sm:J:I/ 16
smile (v) /' small/ Sl
snack(s) /snrek, snreks/ 26
snail /sne11/ 17
snake /sne1k/ 18
snowboarding
I' sngub:J:d11J/ 18
soap (opera) /sgup/ 28
sofa /'s;:iufa/ 2
solo /'s;:iul;:iu/ 14
something / 1sAm811J/ S2
143
r
Son-y! /'sori/ 1
soul /sgul/ 23
a space craft fa 'spe1s
kra:ft/ 12
spaghetti bolognese
/spg 1geti bolg'ne1z/ 27
spare time /,speg 'ta1m/ 5
speak /spi:k/ 1
special /'spef gl/ 4
special harness /,spef gl
'ha:ngs/ 33
speech /spi:tf/ 14
speed /spi:d/ 29
spelling /'spehl)/ 4
spidergram
/'spa1dggrrem/ 30
Splash! /splrefIS 1
sports centre /'sp;,:ts
,sentg/ 8
sports hall /' sp;,:ts h;,:l/ S3
sports programme /' sp;,:ts
,prgugrrem/ 28
spray (v) /'spre1/ S3
spray paint /'spre1
pemt/ S3
spots (=pattern) /spots/ 17
square /skweg/ 32
stagecoach
/'ste1d3butfI 39
a star fa 'sta:/ 12
stay (v) /ste1/ 12
stay (in bed) /ste1/ 5
steak /ste1k/ 7
steal /sti:l/ 13
steel gate /,sti:l 'ge1t/ 38
still /std/ 14
stomach /'stAmgk/ 17
Stop it! /'stop 1t/ 26
strange /stremd3/ 29
strawberries /'str;,:bgriz/ 7
strong /strol)/ 33
studio /'stju:digu/ 24
study (v) /'stAdi/ 29
suddenly /'sAdnli/ Sl
sugar /'fugg/ 7
suggestion(s) /sg'd3estf gn,
-tfgnz/ 25
sum lsAml 20
the Sun fog 'sAnl 12
sunbathe (v) / 1sAnbe10/ 34
Superman /'su:pgmren/ 6
surfing /'s3:f1IJ/ 34
sweet things /'swi:t 81IJz/ 7
sweets /swi:ts/ 6
swimming /'sw1m1IJ/ 3, 4
swimming trunks /'sw1m1IJ
trAl)ks/ Sl
switch off /,sw1tf 'of/ 26
switch on /,sw1tf 'on/ 26
table tennis /'te1bgl
,tems/ 19
144
take /te1k/ 13
take off (plane)
/,te1k 'of/ 14
tall /t;,:l/ l 6
Tatra Mountains /, tretrg
'mauntgnz/ 16
tea /ti:/ 7
team /ti:m/ 4
techno /'tekngu/ 23
technology /tek'nolgd3i/ 4
Tell me. /'tel mi/ 21
tennis /'tems/ 3
terrible /'ternbgl/ 10
test /t est/ 36
text books /'tekst buks/ 36
Thames /temz/ 38
The Thames Barrier Jog
,temz 'brerig/ 38
Thank you for your custom.
/,8rel)k ju fa j;,:
'kAstgm/ 27
Thank you so much for [the
card.] /,8rel)k ju sgu
'mAtf fa/ 8
Thank you very much!
/,8rel)k ju veri 'mAtf/ 13
That is such a drag! /,oret 1z
,sAtf g 'drreg/ 36
That's all. /,orets ';,:I/ 16
That's all right. /,orets
';,:l ,ra1t/ 1
That's funny! /,orets
'fAni/ 32
theatre / 181gtg/ 4, 8
theme park(s) /'8i:m
pa:k/ 16
theory / 181gri/ 29
There it is. /'oegr 1t 1z/ 26
There's nothing good on. I
oegz ,nA8Il) 'gud on/ 22
Things like that. /,8IIJZ la1k
'oret/ 21
thinker / 181IJb/ 29
through /8ru:/ S2
throw (v) /8rgu/ S 1
tick /t1k/ 6
tide /ta1d/ 38
tidy /'taidi/ 21
tiger /'ta1gg/ 17
time /ta1m/ 17
together /tg 'geog/39
tomato salad /tg,ma:tgu
'srelgd/ 27
tomato sauce /tg,ma:tgu
's;,:s/ 7
tomatoes /tg,ma:tguz/ 7
too /tu:/ i
top hat /,top 'hret/ 21
tortoise /'t;,:tgs/ 17
touch !tAtfl 26
towel l.'taugl/ Sl
town hall /,taun 'h;,:l/ 32
traffic /'trref1k/ 8
traffic jam /'trref1k d3rem/ 8
trainers /'tremgz/ 33
travel (v) /'trrevgl/ 12, 14
trip /tnp/ 34
true /tru:/ 7
try /tra1/ 14
tune in /,tju:n 'm/ 24
typical /'t1p1kgl/ 1
Ugh! /AX, Ag/ 6
uncountable
/An'kauntgbgl/ 7
underground station
I' Andggraund
,ste1fgn/ 32
underline /,And~'lam/ 1
unfriendly /,An'frendli/ 29
unusual /An'ju:3ugl,
-3gl/ 18
use /ju:z/ 19
vacuuming /'vrekjum1IJ/ 23
vanilla ice cream /vg,mfa
a1s 'kri:m/ 27
variety /vg 'raigti/ 34
vegetable(s) /'ved3tgbgl,
-bglz/ 7
version /'v3:fgn/ 19
video games /'v1digu
ge1mz/ 19
village /'v1hd3/ S4
vinegar /'vm1gg/ 9
violin / 1va1g'hn/ 24
visitor /'v1z1tg/ 34
visitors' centre /'v1z1tgz
,sentg/ 38
Vistula /'v1stjulg/ 16
vitamins /'v1tgmmz/ 9
voice /v;,1s/ 24
volleyball /'volib;,:l/ 3
wagon train /'wreggn
trem/ 39
wait /we1t/ 4
Wait for it! /'we1t far 1t/ 23
waiter /'we1tg/ 27
walk /w;,:k/ 31
walk the dog /,w;,:k og
'dog/ 2
wallet /'wolgt/ 6
wash a car /,wof g 'ka:/ 21
watch /wotf/ 1
watch a video /, wotf g
'v1digu/ 2
Watch out! /,wotf 'aut/ 1
Wawel Castle /,wa:vgl
'ka:sgl/ 16
We can [just] see the sea.
/wi kgn ,si: og 'si:/ 8
wear (v) /weg/ 1
weekend /,wi:k'end,
'wi:kend/ 2
at the weekend fat og
,wi:k'end, 'wi:kend/ 13
Welsh /welf/ 4
Wembley /'wembli/ 1
whale /we1l/ 17
What a pain! /,wot g
'pem/ 22
What sort of [jobs]?
/'wot s;,:t gv/ 21
What's it got? /,wots 1t
'got/ 8
What's on? /,wots 'on/ 28
What's the matter? /,wots
og 'mretg/ 6, 22
What's the rush? /,wots og
'rAff 3
When I was your age ... I
wen 'a1 wgz j;,:r
,e1d3/ 31
whisper (v) /'w1spg/ 33, S3
white bread /,wait 'bred/ 9
whole /hgul/ S2
wide /waid/ 16
wig /wig/ 21
win /wm/ 14
wind /wmd/ S4
with confidence /w10
'konfidgns/ 15
wolf /wulf/ S2
World Cup /,w3:ld 'kAp/ 28
World Food Aid Week
/,w3:ld 'fu:d e1d
,wi:k/ 21
Would you like a taste? I
wud ju ,la1k g 'te1st/ 7
Wow! /wau/ 16
write /'ra1t/ 14
write an email /,ra1t
gn 'i:med/ 2
writer /'ra1tg/ 11
Yeah. /jeg/ 18
Yes, I think so. /,jes a1
'81l)k sgu/ 27
yesterday !'°jestgdi/ 13
yoghurt /'joggt/ 7
You areri't doing anything.
/ju ,a:nt 'dual)
,eni81IJ/ 23
You can't miss it. /ju ,ka:nt
'm1s 1t/ 32
You 're [crazy]! /j;,:/ 21
You're a star! /,j;,:r g
'sta:/ 23
You're joking! /,j;,:
'd3guk1IJ/ 2
youth club /'ju:e klAb/ 36
youth club leader /,ju:e
klAb 'li:dg/ 36
Yum! ljAml 7
zebra /'zi:brg, 'ze-/ 17
zoo /zu:/ S2
>· COURSE COMPONENTS
• Students' Book
• Activity Book with Students' Multi-ROM
• Class Audio CDs
• Teacher's Book with Test Master Multi-ROM
• Photocopiable Test Book with A and B tests
• Two DVDs - Kirsty's Secret and Life in Britain