mw2 Tanari Kezikonyv

Contents
Magical World Student’s Book 2 Kulcsárné Olvasó Nikoletta, Laczkó Andrásné, Laczkóné Vajda
Lévay Andrea Edit, Lakatos Margit, Lakatosné Antoni Veronika, Lapos Ágnes,
Losonci Lászlóné, Mátyus Andrea, Mesterházy Ágnes, Miklóshalmi
Klett Kiadó Kft., Budapest 2011 Péterné, Muzsai Ildikó, Nagy Róbert, Nagy Sándorné, Nagyné Péter
Internet: www.klett.hu Katalin, Naszrainé Sárossi Eszter, Németh Mariann, Ottmárné Gyányi
E-mail: klett@klett.hu Gabriella, Papp Nikolett, Pataki Sándorné, Páva Zoltánné, Pecze-
Minden jog fenntartva! Halász Adrienn, Peresztegi Nóra, Petrik Zoltánné, Pinczés Ákos, Contents of Student’s Book
Pisch Róbertné, Pivók Attila, Pölöskei Janka, Rácz Krisztina, Ráczné Introduction to Magical World
Felelôs Kiadó: Tomaž RaËiË ügyvezetô Vetési Enikô, Ságodi Henrietta, Seresné Mekis Erika, Sigmondné
Illusztrációk: Laszlovszky Zsófia Forintos Judit, Stahorszki Krisztina, Szabóné Soós Mária, Szakos
General Suggestions for Teachers
Lektor: Czene Zsuzsanna Erika, Szalai Edina, Szatzker Ibolya, Szénás Anett, Szentiványi-Szeles
Vezetô szerkesztô: Kratina Andrea Beáta, Szolnok Ádám, Szüllôné Czôdör Mária, Timárné Mikola
Introduction 2
Tördelés: Hunyár Design, Rácz Ildikó Erzsébet, Tóth Ágnes, Tóth Etelka, Tóthné Klema Dorottya, Varga-
ISBN: 978-615-5127-64-9 Turi Katalin, Viola Erika, Volfné Micheller Ildikó, Zoltáni-Brok Erika Unit 1 Family and Friends 16
1. kiadás A4321 /2014 2013 2012 2011 Unit 2 Home and Town 26
A Klett kiadó ezúton mond köszönetet az alább
Unit 3 Wild World 36
felsoroltaknak, akik részvételükkel, tanácsaikkal Review 1 46
és véleményükkel segítséget nyújtottak
Unit 4 Jobs and Play at Home 50
a tankönyv és a munkafüzet összeállításában:
Agócs Tibor, Asquiné Papp Klára, Badicsné Kurucz Unit 5 Learning In and Out of School 60
Olívia, Bakosné Lapis Erika, Balogh Tamás, Unit 6 It was Cold Yesterday 70
Baloghné Szigeti Julianna, Barcziné Széles
Zsuzsanna, Bezdán Andrea, Boda Réka, Boér
Review 2 80
Boglárka, Boros Ildikó, Bozóki Krisztina, Busa Unit 7 Entertainment 84
Zoltánné, Csanády Szilvia, Csordásné Lantos Lívia
Unit 8 Into the Past 94
Katalin, Dóczi Boglárka, Domoszlai Józsefné,
Dr. Veresné Dálnoki Anita, Dubóczi Katalin, Unit 9 What Do You Eat? 104
Dubóczkiné Urbán Erzsébet, Elsasser Hajnal Mária, Review 3 114
Esztrenga-Horváth Máté, Ficzéné Kovács Zsuzsanna,
Frang Ilona, Fromvald Nikolett, Futár Ernôné, Notes on Fun and Games 118
Gulyás Györgyi, Hasznosi Mária Krisztina, Hederics Notes on Wordsearches and Crosswords 124
Szilvia, Héráné Tomasovszki Sylvia, Hlavácsné
Find the Stickers 140
Molnár Mária, Hônig Anikó, Huszanagics Melinda,
Jakabacska Tibor, Jakab-Darai Melinda,
Kalmárné Máriás Ildikó, Kincsesné Varga Éva, Test 1
Kisné Kordély Györgyi, Kiss Adrienn, Kitta Józsefné,
Kobzos Éva, Kolarovszki Edit, Kolozsyné Grech Test 2
Judit, Kondri Szilvia, Kovács Anita, Test 3
Kovácsné Ferenczi Erika, Kovácsné Taksás Ildikó,
Track list
2 1/1 1/1 3
Introduction to Magical World General suggestions for teachers
Welcome to Magical World an exciting new 6 level- The Internet sources give teachers opportunity to get Every English teacher dreams of having the ideal class • If you are short of time, you could assign the task
course which brings the world of English language some more information about the topics. – students who are eager to learn, do everything with as homework.
learning to life through fascinating images and pleasure, follow the instructions, don’t make too much • Always give homework to students so that they can
informative facts that interest and stimulate students. Students will be highly motivated by the full colour noise, and respect them. practise at home too.
Students cannot feel bored during the lessons; they must pages, lively illustrations and captivating National
be motivated by all these wonders. Geographic photographs. Unfortunately, this is only a dream. The real world does • Ask parents to support and give help to their child
not contain classrooms like this and students are not at home. Parental involvement strongly affects the
Magical World has been designed to take students from Magical World 2 Workbook always enthusiastic about your ideas. You’re lucky if language success of children. Parents must be highly
beginner to pre-intermediate level. you can get them to work as often as it is possible. encouraged to participate with their children in home
The Workbook accompanies Magical World 2 Student’s language learning activities to promote student
Book. Like the Student’s Book, it is also divided into There are a number of suggestions that can be offered,
Course Components however, each teacher must find his or her own style achievement.
revising units, nine units with the ‘Let’s Remember’ part
and a Vocabulary Builder containing words with their and be flexible. What works one time might not work
Magical World 2 Student’s Book the next. Remember, you should find your own personal How to do reading and writing tasks?
definitions and a sentence where the missing part is
the word itself. The units consolidate vocabulary and technique to find success in the classroom. Bear in • Use the English language to give all instructions.
The student’s book is divided into an Introduction, grammar from the relevant lesson of the Student’s Book. mind, you have the power to motivate students. Students should get used to hearing and following
nine topic-based units, each containing a double- The Workbook’s clear and simple format means that it instructions naturally. Don’t use the same structure
page photo and three mostly two-page lessons, three can be used at home as well as in class. As a teacher, always put this question to yourself: of instructions so that students always have to listen
reviews and three tests. At the end of each unit there is “Would I be enjoying this task or lesson if I were a to you.
a ‘Let’s Remember’ part to revise all the grammar and Magical World 2 CD-ROM student in this class?”
• Tell students to read instructions and look at examples
vocabulary the unit contains. Magical World 2 CD-ROM is designed to recycle in the Student’s book before they do activities.
General tips for teachers
vocabulary and grammar from each unit in the Student’s • Ask questions after they have read the instructions
Each unit begins with a dialogue that approaches Book. It is compatible with both PCs and Macs. • Make writing and illustrations on the board neat and
to ensure they know what they have to do.
the topic from a funny angle. Then clear and concise Native speakers are used in all recordings to ensure legible. Use an easily-read writing style. A clean
grammar presentations followed by task or tasks make board is essential. • Encourage students to check their spelling and
clarity and accurate intonation and pronunciation.
students practise form and usage. At the end of the practise commonly misspelt words.
• Make sure to have correct answers on the board.
first lesson the ‘Photo World’ part gives a huge photo • Make students do regular activities where they have
of the topic of the unit. In lesson 2 the tasks after the • Do not correct any mistakes students make, but make
to spell words in a correct way.
colourful picture are connected to the image. Lesson 3 a note of them to pick up on after they have finished
is mainly about creativity; the students can write, draw the task. • Make students practise writing and make sure they
and/or colour. At the end of each unit students can listen write clearly.
• Write the mistakes on the board, without saying
to a song or a rhyming poem and finally some kind of who made them, and ask students to correct them. • Make students practise silent reading.
‘Project Work’ is given to students to do it at home on Always rub off the mistake so that the students • Give students time limits to complete exercises.
their own or with some other students (individual work, cannot memorize them.
pairwork or group work). Throughout each unit there are • Tell students to always check their work before
• Always correct student’s pronunciation but never handing in.
topic-related vocabulary tasks that practise and build
interrupt them.
on vocabulary, and grammar and vocabulary related
listening tasks allow students to practise these elements. • Explain any words that the students don’t know. How to do speaking tasks?
• Ask individual students at random round the class. • Never forget to take a small ball with you. Students
The Introduction part revise basic vocabulary and enjoy combined tasks – catching the ball and saying
grammar from primary level. The Student’s Book also • When there is pairwork or groupwork, always go
something.
contains three reviews, one after every three units that round the class monitoring students and making sure
they are carrying out the task properly. • Use the English language to give all instructions.
consolidate vocabulary and grammar taught within those Students should get used to hearing and following
units. The three tests help teachers check how much • Encourage students to always find other partner/s to
instructions naturally. Don’t use the same structure
students learned throughout the units. work with so that they can get used to different
of instructions so that students always have to listen
people’s way of thinking, communication skills and
to you.
At the back of the Student’s Book, there are two plays working habits.
(The School Fair, Surprise) that can be performed by • Encourage students to use English if they want to say
• Make sure each student do the activities with other
students, and wordsearches and crosswords related to or ask something.
partner/s when they do not work individually.
each unit. • Use pictures and photos from the Student’s book for
• Do not let students get distracted while doing
practice.
The Find the stickers part make students play a little bit pairwork or groupwork.
• Make connection to students. Keep track of students’
as if they were in their earlier years. • Make sure all students have a chance to speak.
interests, what they do in their free time, what sports
• To encourage less confident students to participate in they do, etc.
dialogues, assign the shortest role to them.
• When you ask questions in class, always say the
• Always try to give students extra speaking practice complete question before calling out a student
by getting them to use new words and phrases to by name to answer it. All the students should be
speak about themselves. encouraged to listen to the question.
2 1/2 INTRODUCTION TO magical world GENERAL SUGGESTIONS FOR TEACHERS 1/2 3

• Ask questions and make students answer as often as • Help them become active learners, tell them briefly Kim’s game Simon says
you can. Encourage each student to participate in this why they are doing it: “Let´s play a game to In my pocket/shopping bag/house/garden/country/ Students should only obey the commands if you start
task asking “Who can repeat what Peter said?” or remember the months we learnt yesterday.” dream, there is/are/was/were ... each one with Simon says. If you omit Simon says
“Who can help Kate?” any student who obeys the command can no longer
• Make students ask as often as they can. • Get feedback from students about the activity by I packed my bag and in it I put: participate in the game. The last student to remain in the
asking some relevant questions e.g.: ´Did you enjoy a pen (longer and longer list) game is the winner.
• Give students regular practice in talking about it?‘ ‘Is April in spring?‘
themselves either at the beginning or at the end of a pen and some pencils.
The activity is boring. a pen, some pencils, a rubber, an orange and some Simon says: “hands up”, “hands down”, “thumbs up”,
the lesson.
apples ... “thumbs down”, “fingers up”, “fingers down”.
• Encourage students to talk with friends or fellow • Think first whether it is something you yourself would Simon says: “touch your eyes / ears / nose / mouth with
students as often as they can. enjoy doing. the forefinger / middle finger / ring finger / little finger / of
Blip
• Ask students to move around the room asking their • Consider doing it in a more challenging way. your (right)(left) hand.
questions and answering the other students’ Each student is given a verb suitable for the level of the Simon says: “put your right hand / left hand / both hands
The activity is too easy or difficult.
questions until they have all spoken to each other. class. on your right / left knee.”
• Form groups of three or four; some students may Simon says: “shut / open your eyes”, “stand up / sit
Once they sit back down, point to one student at In pairs or as a class, ask questions.
finish early and start fidgeting. down”, “stand on your right / left leg”.
a time and ask the others one of the questions. The nonsense word “blip” should be substituted for the
• Check immediately whether they have understood target verb. Simon says: “bend your knees / body”, “straighten your
• Make students practise storytelling in lessons, e.g. knees / body”.
what they are supposed to do.
begin a story and ask each student to continue the Simon says: “fold your arms”, “put your arms by your
story by adding one sentence. Students can also • Early finishers should be challenged. Have a box of Write sample questions on the board:
When / Where / Why / How do you blip? side”.
do this activity in smaller groups. Later pictures can extra activities to make them work.
Who is blipping? Simon says: “wave your right hand”, “STOP”, “jump up
be included in their story. • You can make one group working on one task and and down”, “STOP”.
Can you blip someone / something / somewhere?
get the other group to do different tasks. Do you often blip? Simon says: “point at the ceiling / floor with the
How to do listening tasks?
You’ve forgotten materials you need to set up an Did you blip yesterday? forefinger/ middle finger / ring finger /
• Use the English language to give all instructions. activity. Are you blipping now? little finger / of your right / left hand.
Students should get used to hearing and following Are you going to blip this weekend?
instructions naturally. Don’t use the same structure • You should always have some extra activities in Yes/no game.
a box, e.g. You wanted to review simple present, Do you like blipping?
of instructions so that students always have to listen Do you blip with your hands? Students ask each other questions and the aim is not
to you. Use Hungarian when it is absolutely but you do not have your materials, just pick out
some pictures from your box and start miming. to say ‘yes’ or ‘no’, but to think of other ways to respond
necessary, e.g. giving safety instructions. The aim of the game is not to guess the meaning of the e.g. ‘Of course, I do’, ‘Not very often’.
• Play the CD for an activity twice or three times and • Having a box full of pictures can be useful. You can word “Blip”. When you think you know the meaning of
give students thinking and checking time in between save the lesson. the word “Blip”, you could ask further questions which (Games are taken from
the two or three listenings. The equipment doesn’t work. make the meaning of the word “Blip” clear to the rest of http://www.btinternet.com/~ted.power/games.htm#g01.)
• Make sure that the CD is in good condition and set the class or which amuse the student who is answering
• Check your DVD before lessons. Today’s Word
your CD-recorder to avoid wasting time. Never fiddle the questions.
• Set your CD-recorder to avoid wasting time. Never Each student selects a word taking turns each week.
around with machines. fiddle around with machines. Guess the word For example, the first week it might be the teacher who
How to make children concentrate during lessons? One student goes out of the room. The rest of the class writes a word on a card and puts it on the blackboard.
• Prepare some funny games or activities to maintain
A list of language games to make lessons think of a noun or the teacher selects one and writes it Every student must use that word as much as possible
their concentration.
more playful and lively on the board for everybody to see. It is rubbed off the during the lesson. The next day it’s a student’s turn,
board before the student outside returns. The returned and then another student’s turn, and so on until it is the
• Create a good atmosphere and warm up the Alphabet game student asks a variety of questions to different students. teacher’s turn again. As the words are used, they are
students, the first five minutes of the lesson is very posted on a cabinet door to stimulate continued usage.
Write the alphabet on the board. Throw a ball to a
important; the warm-up activity can be talking, Classroom observation
student and say a word beginning with the letter A. This
listening to a song or playing games. Ask them about Sound Game
student must catch the ball, say a word beginning with Seat two students at the front of the class facing the
their week-end, or their plans for the rest of the day. The students can say words start with a consonant
the letter B and then throw it to another student. This board with the other students looking on. The two
• Come up with some activity at any time of the third student says a word beginning with the letter C and students are both given a chance to answer each followed by a vowel-for example, “say, look, go,“ etc. or
lesson when you see that students start to lose their so on. question and they are awarded points for correct words begin with two consonants such as “play, plate,
concentration. answers. brush,” etc.
Word prompts
Why cannot students concentrate for a longer time? Sample Questions “Mandy has got a ... “
Students from Team B have to guess the words on
Your instructions are not clear, students do not your list. Before each guess, say a word which will help 1. How many windows / tables / chairs / students are Example: “Mandy has got a bag, and in it he has got
understand them. Team B to guess correctly. But do not say the word there? something that begins with the letter B.” (book)
• You should always demonstrate rather than asking on your list. 2. What are their names?
them if they understand; ask questions: “Do you have 3. Who is sitting next to Peter / between Peter and Jack Name Game
to put down the sentences?” Students from Team A have to guess the words on / opposite Frank / on the left / on the right? “Let’s name everything we can see in the classroom,
your list. Before each guess, say a word which will help 4. What is he/she wearing? / What colour is Peter’s in the room that begins with the letter B.” Next time, it
• You should not start giving instructions until each
Team A to guess correctly. But do not say the word shirt? might be naming everything that begins with the letter
student listens to you.
on your list. G. Or everything that is the colour purple.
• They do not know why they are doing the activity. I spy with my little eye – something beginning with
+ letter ABC. (Games are taken from
The objects sighted must be in view of all the students in http://www.childdevelopmentinfo.com/learning/
the classroom. vocabulary.shtml)
2 1/3 GENERAL SUGGESTIONS FOR TEACHERS GENERAL SUGGESTIONS FOR TEACHERS 1/3 3
What’s in the box? Objectives Vocabulary Revision Test
Take a cardboard box with a hole cut out to put hands • to motivate students to learn English • Use the board to help students remember. What is the “core” reason for testing? First of all, it
into. All sorts of things can be placed in the box and the • to increase the level of student’s self-esteem • Ask students to tell you as many words as possible involves an “individual” and a test is simply a point
students have to put their hands in the box and try to through activities they learned in the unit. in time reference of a student’s ability on a set of
guess what the object is. predetermined standards/objectives. There are several
• to allow students to use their imagination • Check that students remember the words of the unit. views that teachers consider when testing:
Peter’s Pen • to encourage team work • Ask students in pairs or in groups to make lists of • to determine whether or not the students have
Students sit in a circle. The first player starts by saying, words they learned throughout the unit. mastered the objectives.
Peter has got a pen. The next student must repeat Peter • to get used to each other’s working habits • Ask them to look back at the unit for a reminder • to help the students by diagnosing academic
has got a pen and add another object. Peter has got a if they need to. weaknesses.
pen and a pencil. This continues all the way around the • to use English as a communication tool
• Remind them that playing games makes learning • to convince the students that a test will not only point
circle with each student reciting the objects in the exact • to cover topics that are attractive to students
more effective. out what they don’t know, but what they do know.
order they have been given and then adding a new • to develop student’s creativity, creativity makes
one. If a student makes a mistake, they slide out of the project work a very personal experience. • to explain to the students that a test should be used
circle and the game continues. The student left who can Grammar Revision as positive feedback.
perfectly recite the long sentence wins. • to encourage students to experiment with the form
• Elicit from students the grammar they learned in • to take into consideration that many factors contribute
You can make it difficult by adding one more person to besides poster format, which is mainly used to do
the unit. to a test score – home environment, socio-economic
the list. e.g. Peter and Mary have got a pen. Peter and projects
• Check that students remember grammar. status, cognitive ability, testing environment, specific
Mary have got a pen and a pencil, etc. • to help families see their children’s daily work learning disabilities, etc.
• Use the board to help students remember.
• Note that project work can produce errors but do not • to analyze the results for each individual student.
Some more games • Write words or sentences on the board and ask
make students feel discouraged.
• Story-Go-Round Game students to come and do the task. http://careertechtesting.blogspot.com/2009/04/why-do-
• Make sure that each student in the group takes part
• Who am I? • Get students to correct mistakes but ask them not we-test-students.html
in the project work.
• Word association to hurt anyone.
• Consider the fact that some of the projects are worth
• A long word putting on the classroom wall. • Playing games makes learning more effective.
Teachers should always do their best when they
• Describe a picture make students do tests.
Let’s remember Review
• Dictation – a memory game
• Memory game – look at it and describe what you saw Objectives Objectives
• Find somebody who ... • to revise vocabulary and grammar at the end of • to discover how effective learning period was
• It is red, small, and nice … each unit • to check how experienced students are to do
• Write a postcard to ... • to get prepared for a written test routine tasks
• Alphabet Game • Explain to students that there will be a Let’s • to check whether students feel comfortable and
remember part after each unit in Magical World 2. confident about using grammar and vocabulary
• Bingo
Tell them that this part is specifically designed to • to check whether revision time was planned carefully
• Hangman revise grammar and vocabulary in a written form.
• to check whether students feel competent at
• Word snake • Explain to students that the tasks are based on the answering the types of question which they will see
• Scrabble (board game) material they learned in the unit. in the test
• Explain to students that they can ask for your help • to give feedback to students about their knowledge
You can find even more games here: with the exercises.
• to give feedback to teachers about students’
http://iteslj.org/c/games7.html • Explain them that they can look back at the unit if knowledge
they are not sure about an answer.
Project Work
• Decide how you will carry out Let’s remember. You When checking students’ answers to the review tasks,
“A project is an extended piece of work on a particular could ask students to do one task at a time, and then make a note of any problem areas in vocabulary and
topic where the content and the presentation are correct it immediately, or ask students to do all the grammar that they still have. Try to do extra work on
determined principally by the learners.”1 tasks and then correct them together at the end. these areas so that your students progress well.
Each project as a unique piece of communication is
done by a lot of hard work. The students of the learner- • Ask students not to leave any answers blank.
centred projects have found information about the topic,
collected or drawn pictures, written down their ideas,
and then put all the parts together to form a creative,
coherent presentation.
1
http://oupeltglobalblog.com/2010/11/26/introduction-to-project-work-what-is-a-project/
2 1/4 GENERAL SUGGESTIONS FOR TEACHERS GENERAL SUGGESTIONS FOR TEACHERS 1/4 3
Contents
Introduction pp 6-15 – Hello
– Alphabet
– Numbers
– Days and months
– Seasons
– Colours
– Body parts
– Time
– A / an; plurals; this / these; pronouns; possessive adjectives; there is / are; question words
– Classroom language
– Telling the time
Unit Topic (s) Grammar Vocabulary Function
Unit 1 pp 16-25 Family and friends Verb ’to be’ present simple Family Talking about relationships
Project: Saxon genitive Clothes Talking about possessions
Drawing / writing about a pet you’ve got or want Have got Body parts
Let’s remember Pets
Unit 2 pp 26-35 Home and town Ordinal numbers Names of places in town Talking about favourite things
Project: Present simple Details about places Asking for and giving locations in town
Drawing a plan of your town; describing how to get to Everyday activities Asking for and giving directions to places in town
different places Rooms in a house
Let’s remember Furniture & fittings
Prepositions of place
Unit 3 pp 36-45 Wild world Comparative of adjectives Wild animals Comparing things
Project: Superlative of adjectives Body parts Writing about wild animals
Draw and write about the most important things in
your life
Let’s remember
Review 1 pp 46-49
Unit 4 pp 50-59 Jobs and play at home Imperatives Everyday activities Talking about everyday actvities
Project: Present continuous vs present simple Household equipment Talking about hobbies
Drawing / writing about people doing domestic jobs Hobbies
Let’s remember
Unit 5 pp 60-69 Learning in and out of school Must / mustn’t School subjects Talking about favourite subjects
Project: Present simple + adverbs of frequency Places in London Talking about routines and habits
Inventing the school timetable you want
Let’s remember
Unit 6 pp 70-79 It was cold yesterday Past simple of ’to be’ Weather Talking about past activities
Project work: Seasons Talking about the weather
Keeping a record of the weather for a week Temperature
Let’s remember Past time expressions
Clothes
Review 2 pp 80-83
Unit 7 pp 84-93 Entertainment Past simple of regular verbs Carnival words Talking about past actions
Project work: Types of entertainment Talking about entertainment
Writing a film review Talking about favourite performers
Let’s remember
Unit 8 pp 94-103 Into the past Past simple or irregular verbs Historical buildings Talking about past actions
Project: Prepositions of movement Measurements Talking about historical information
Write a biography of a famous person from the past Dates
Let’s remember
Unit 9 pp 104-113 What do you eat? ’Going to’ future Healthy / unhealthy food Talking about health / unhealthy food
Project: Lots of, a little, a few Time expressions Describing how to cook something
Recording what you eat/drink for a week Kitchen utensils and vessels Talking about likes / dislikes
Let’s remember Cooking verbs
Food around the world
Review 3 pp 114-117
Plays pp 118-121 The school fair; Surprise
Wordsearches pp 122-139 Unit 1-9
and crosswords
Find the stickers pp 140-141
4 5
Introduction Background information
The scarlet macaw is a member of the parrot family.
Alphabet Numbers
These brightly coloured birds are enormous. Their • Ask students if they remember the English alphabet • Write the numbers 20, 30, 40, 50, 60, 70, 80, 90 and
bodies can measure nearly 86 cm long and can and encourage them to say it out loud as a class. 100 on the board. Ask students to say these numbers
Objectives weigh over 1 kilogram. Scarlet Macaws live in tall
• Ask them to spell either their first name or surname in English.
trees that are near rivers and coastal areas. They
• revising key expressions to talk about themselves eat basically any tropical fruits and nuts. Scarlet in English. (choose the more difficult name) • Write random numbers between 1-100 on the board
• revising the alphabet and practising writing Macaws mate for life. They are very caring parents • Ask students to spell the words below: scarlet but not in the correct order. e.g.: 27, 5, 39, 70, 55,
and care for their young until the young ones reach macaw, rainforest, snake, yellow, photo. 100, 61, 92, 84, 13. Point to the numbers and ask
• revising numbers 1-100 students to say these numbers in English.
maturity (like humans). • Make sure each student has a chance to speak.
• practising days and months; and seasons http://www.wildernessclassroom.com/students/ • Ask them to find the correct order of numbers.
• revising colours archives/2005/03/macaws.html
• Make sure each student has a chance to speak.
• practising parts of the body B Write the missing letters.
• practising a/an A Listen and write, then practise the • Ask students to look at the alphabet and to complete
dialogue with a partner. track 2 the alphabet by filling in the missing letters.
• revising regular and irregular plurals
• Ask students to close their books and listen to the • Check the answers as a class.
• revising this/these/that/those
recording. Ask them to tell you how old Polly is.
• practising subject and object pronouns
Answers
• revising possessive adjectives Answers
missing letters: A, C, E M, R CAMERA
• revising there is/there are eleven
• practising question words
• revising prepositions of place
• Ask students to open their books and to find the • Ask students to count the consonants and the vowels.
• practising classroom language answers to the questions while listening to the (21 consonants and 5 vowels)
• revising and extending telling the time recording for a second time.
• Check the answers as a class. Answers
Materials needed
• coloured pens, pencils and/or crayons, glue consonants (21): b, c, d, f, g, h, j, k, l, m, n, p, q, r, s,
Answers t, v, w, x, y, z,
Way in 1. Hi! 2. My name’s Polly. vowels (5): a, e, i, o, u
• Greet students and welcome them to the new school 3. I’m fine, thanks. 4. I’m eleven.
year. Introduce yourself and go round the class C Listen and write the words. track 3
asking each student to say his or her name and how • Ask students to listen to the recording and write the
old they are. Asking students everyday questions until • Assign the roles of Max and Polly and ask students
words on the lines.
each student has a chance to speak. to role play the dialogue.
• Play the recording for a second time and make them
• Explain to students that the course book you will be • Get students to practise the dialogues in pairs while
check their answers.
using is Magical World 2. moving around the room until they have all spoken to
each other. • Check the answers as a class.
• Explain to students that the introduction will revise
basic English that they should already know from • Go round the classroom and correct students’
junior classes. pronunciation where necessary. Answers
1 BOY 2 CAR 3 DESK
• Encourage students to speak in English as much 4 HORSE 5 PENCIL 6 SCHOOL
as possible in the introductory lessons to revise the
language they have learned previously. This will help
to rebuild their confidence as some months may have D Write the missing letters.
passed since their last English lesson, and they may • Ask students to do the task individually.
not have spoken English since then. • Check the answers as a class.
Hello
• Ask students to look at the picture on page 6. Tell Answers
them to read the information about the Scarlet Macaw 1 apple 12 book 3 later 4 trousers
/maka:/ 5 monkey 16 teacher 7 football 8 mother
• Give them more information about this animal. 9 picture 10 classroom
• Ask students to spell the words.
6 INTRODUCTION INTRODUCTION 7
Introduction Seasons The Body Time
• Ask students if they can tell you what time it is now.
J Write the name of the four seasons. L Match. • Draw a clock face on the board and revise the time
• Ask students about the present season and tell them • Ask students about the number of their body parts in English by changing the position of the hands on
Days and months

about your favourite season and give reasons. Make
them speak about their favourite season and ask

e.g.: How many eyes/ears/fingers etc. have you got?
Have you got one head, hand/leg etc? Can you eat
the clock. Ask students to tell you what time it is.
• Make sure each student has a chance to speak.
them why they prefer that season. with ten fingers? etc.
• Ask students what day of the week it is. Then ask
• Ask students to unscramble the words. • Make sure each student has a chance to speak.
them what day it was yesterday and what day it will
be tomorrow. • Check the answers as a class. • Ask students to find the matching pairs in the book. N Complete the times with these words.
• Check the answers as a class. • Ask students to do the task. Explain that they should
Answers look at the clock faces to help them fill in the gaps.
G Write the days in the correct order. 1 winter 2 autumn 3 summer 4 spring Answers • Check the answers as a class.
• Ask students what the first day of the week is and get 1 arm – b 12 ear – g 13 eye – i 14 finger – a
them to write it on the first line. Then ask them to find 5 foot – c 16 hair – l 17 hand – j 18 head – k Answers
Colours
the missing day first and then to make the order. 9 leg – e 10 mouth – f 11 nose – h 12 toe – d 1 past 2 o’clock 3 half
• Check the answers as a class. 4 past 5 nine 6 half
K Listen and colour the picture of Planet M Write the answers.

Answers
Od. track 4 • Ask students to give answers to the questions about O Write the answers
missing day: Tuesday
1 Monday 2 Tuesday 3 Wednesday • Ask students what colour are the clothes you are the body parts. • Ask students to answer the questions about their
4 Thursday 5 Friday 6 Saturday wearing today. (Put on colourful clothes in the • Check the answers as a class. own life.
7 Sunday morning so that students can name a lot of colours.) • Check the answers as a class.
• Ask students to listen to the recording and to follow
Answers
the instructions.
1. I’ve got two arms. Answers
• Give students a few minutes to colour the picture.
H Write the missing months. Play the recording a second time so that students
2. She’s got ten fingers. Students’ own answers
3. I’ve got five toes on my left foot.
• Ask students how many months there are in a year. can check their work.
4. She’s got two eyes.
Then ask students which month they were born in. • Go round to see whether they have done the task 5. I’ve got one nose.
• Ask students to remember the order of months and properly. 6. They’ve got sixteen hands. • Ask them to give short answers too e.g.: What time
to complete the task individually. do you get up on school days?
• Check the answers as a class. Answers At half past six.
The trees are purple.
Answers The flowers are yellow.
There is a pink duck.
February, May, July, October, December
The sun is red.
The sky is gray.
The dogs are green and white.
I Write which is your favourite month. The birds are orange.
The car is brown.
• Ask students about the present month and tell them Ziggy is blue and Bleck is red.
about your favourite month and give reasons. Make
them speak about their favourite month and ask them
why they prefer that month. Extra activity
• Tell them to do the task individually. • Ask students questions about the picture.
• Check the answers as a class. Suggested questions
What colour is the car?
What is yellow in the picture?
Answers Can you tell me something blue in the picture?
Students’ own answers Are there any black birds in the picture?
Has Ziggy got a red hat?
Introduction This/These/That/Those Subject and There is/There are
• Show a picture to students and ask about different
object pronouns • Bring in a box or a basket full of different things into
things: What’s this? What’s that? Are these animals? the classroom. Make students ask questions.
a/an
Can you see those birds? • Show pictures of famous people to students. Tell and
Suggested questions
ask them: I like Mel Gibson. Do you like him? My son
• Make sure each student has a chance to speak. Is there a pen there?
likes Madonna but I don’t like her.
Are there any rulers there?
• Write a hand and an arm on the board. Revise the • Make sure each student has a chance to speak. How many rubbers are there?
use of articles with children, Ask them why we have R Talk about things using this, that, • Make sure each student has a chance to speak.
a or an before nouns. Ask them to make two columns these and those.
with the title a and an and to make a list. T Complete the table.
• Ask students to say sentences using the • Revise these pronouns with students. W Write the words in the correct order
• Check the answers as a class. demonstrative pronouns.
• Ask them to complete the table individually.
to make sentences.
• Make students do the task until each of them has • Point to objects in the classroom and say: There is
a chance to speak. • Check the answers as a class.
a shelf on the wall. There are posters on the wall etc.
P Write a or an. Tell them negative sentences, stressing the use
• Ask students to fill in the gaps with one of the articles. Answers of any: There aren’t any beds in the classroom. Ask
• Check the answers as a class. S Now complete the fact file about You. Subject Pronouns Object Pronouns questions about objects which are not in the
I me classroom, stressing the use of any.
• Write your fact file on the board and then ask
you you • Remind students to use singular or uncountable
Answers students to make their own.
he him nouns with There is and plural nouns with There are.
1 a 2 a 3 an 4 a 15 an • Tell them to stick one of their photos there if they she her
6 a 7 an 8 an 9 a 10 an want to. • Point out that we start questions saying Is there ...?
it it
or Are there ...?
• Check their answers as a class. we us
you you • Ask students to put down the words to make correct
Plurals
they them sentences.
Extra activity
• Check the answers as a class.
• Tell students to write a fact file about a/about
• Make two circles. Write hand into the left one and a few famous people. U Write the correct object pronouns. Answers
hands into the right one.
• Ask students whether we put object pronouns before 1. There aren’t any children in the classroom.
• Write body parts on the board and ask students to or after a verb. (after) 2. There is a black cat in the room.
put them into the correct circle. 3. Are there any penguins in the zoo?
• Ask students to complete the sentences with object
• Make sure students understand that words ending pronouns individually. 4. Is there a pencil on your desk?
in -x, -s, -ss, -ch, -sh form the plural with -es; words 5. There are lots of children at the beach.
ending in -y form the plural with -ies. Explain that
Question words
irregular plurals need to be learnt by heart.
Encourage students to make a note of how plurals Answers
are formed when recording vocabulary in their 1 Me 2 us 3 him 4 them 5 her
vocabulary notebooks.
• Remind students that we use question words when
we want more information in the answer than just yes
Q Write the plurals of these nouns in Possessive adjectives

or no. Ask students which question word we use to
ask about people (who), things (what), time (when),
the correct columns. places (where) and which word asks about who
• Revise the plurals with students and tell them to write V Circle the correct words. something belongs to (whose).
the plural forms of these nouns. • Demonstrate the use of possessive adjectives before • Write Whose pen is this? and Who’s this boy? on the
• Check the answers as a class by asking a student you ask students to do the task. Hold up your book board and remind students of the difference in
to come to the board and write the words there. and point to yourself, then say: It’s my book. Point to meaning. Ask them which question It’s Peter’s would
objects belonging to students and elicit sentences answer (Whose pen is this?) and which one It’s Peter.
• Ask students to check spelling. from the students. Help them with the different (Who’s this boy?).
possessive adjectives.
Answers • Explain that we put possessive adjectives before X Complete.
1 toy – toys 12 box – boxes nouns to show who something belongs to.
• Complete the questions with a question word from
3 bus – buses 14 glass – glasses • Tell students to choose the correct possessive the box.
5 tomato – tomatoes 16 family – families adjectives individually.
7 knife – knives 18 child – children • Check the answers as a class.
9 foot – feet 10 mouse – mice
Answers Answers
1 His 2 my 3 our 4 Its 5 their 1 Who 2 Whose 3 What
4 Where 5 When
Introduction C Complete what the people are saying
using like. Prepositions of place
• Ask students to look at the pictures and ask and
• Demonstrate the use of the prepositions by pointing
answer questions. Tell them that they should answer
to objects in different positions and making sentences
yes when there is a tick and no when there is a cross.
Classroom language
about them, using a different preposition for each
• Check the answers as a class. object.

• Ask students to look at the pictures and ask them Answers
where the people are (in a classroom). Explain that G Circle the correct words.
1. Do you like football? Yes, I do.
they can use these words and phrases in the • Tell students to look at the pictures and the
2. Do you like dogs? Yes, I do.
classroom during the year. sentences. Ask them to find the correct preposition
3. Do you like flowers? No, I don’t.
in each of the sentences individually.
A Listen and match the words and phrases
with the pictures. track 5 D Write sentences about what the people
like/don’t like. Answers
• Ask students to read the words and phrases.
• Ask students to use their own ideas. 1 between 2 next to 3 on
• Ask them to listen to the recording and to fill 4 in front of 5 in 6 near
in the gaps. • Check the answers as a class. 7 under 8 behind
• Play the recording a second time and tell students
to check their answers. Answers
• Check the answers as a class. • Ask students to find a partner and tell them to ask
1. I like pizza.
and answer questions about the positions of different
2. She doesn’t like carrots.
objects in the classroom.
Answers 3. He likes apple juice.
4. I don’t like chocolate. • Go round the class while they are doing the activity
1 e 2 a 3 f 4 b 5 d 6 c 7 g to check their work. Don’t interrupt them but help
them where necessary. Correct their mistakes and
pronunciation.
E Write.
B Listen and write what the teacher is • Ask students to look at the table and write sentences
saying under the pictures. track 6 Extra activity
using can or can’t. Tell them that they should answer
• Ask students to read the sentences in the box and yes when there is a tick and no when there is a cross. • Tell students that you are going to play a memory
look at the pictures. game. Bring in a poster with pictures on it: a pen
next to a rubber, a book between a ruler and a bag,
• Tell them to match the sentences with the pictures.
three oranges on a table, a belt in a box, shoes
• Check the answers as a class. Answers under a table, a mouse behind some cheese, a boy
in front of a house, a girl near a film star, etc.
1 can 2 can’t 3 can’t • Ask students to look at the pictures for about two
Answers 4 can’t 5 can 6 can minutes then put it away and ask them questions.
Be quiet, please. Show them the poster again whenever they are not
Stand up, please. sure about the answer.
Don’t eat in class, please. F Write sentences about what the people Suggested questions
Don’t write in your books. can/can’t do. Is the mouse in the box?
Sit down, please. • Ask students to write sentences using can or can’t. Is the boy near a film star?
Are the shoes under the bed?
Where is the rubber?
Where are the oranges?
Answers
1. I can play tennis.
2. He can’t ride a horse. Answers
3. She can cook. Students’ own answers
4. I can’t play chess.
Introduction C Write.
• Ask students to look at the clocks and complete the
sentences with the words from the box.
Telling the time Answers

11 – half 12 – to 13 – o’clock.
• Tell students that you have forgotten your watch or 14 – past 15 – twenty 16 – quarter
mobile phone at home and ask them about the time. 17 – nine 18 – one 19 – eleven
Check their answers by looking at their watches or 10 – past 11 – seven 12 – twelve
mobiles.
• Draw a circle on the board and
make to halves.
• Colour the right half green D What’s the time? Write.
and the left half red. to past • Write the actual time on the board e.g.: It’s 9 a.m.
• Write past on the right, to on the Tell students that a.m. (ante meridiem) is a Latin
left. abbreviation meaning before 12 midday. Explain that
we use a.m. for times between 12 (night) and
• Explain to students that in the
12 (noon) and p.m. for times between 12 (noon) and
green zone we have past, so
12 (night).
when the big hand is in this area
it’s past the hour. When it’s in the red area on the left • Ask students to write the time.
then we say it’s to. • Check the answers as a class.
A Look and read. Answers

• Tell students to look at the clocks and read the 11. It’s five pm.
sentences. 12. It’s five a.m.
13. It’s quarter past four a.m./p.m.
• Ask questions: Is it one o’clock? What’s the time?
14. It’s sixteen to eight
What do you usually do at half past one? etc.
15. It’s quarter to two p.m.
• Correct their mistakes where necessary. 16. It’s ten past six a.m.
• Find time games here: 17. It’s twenty past seven a.m.
http://www.teachingtime.co.uk/ 18. It’s twenty to seven p.m.
19. It’s five past seven a.m./p.m.
10. It’s two past two p.m.
B Match. 11. It’s twenty-five past three a.m.
12. It’s twenty-five to nine a.m./p.m.
• Ask students to look at the clocks and the sentences
telling the time and find the pairs.
• Check their answers as a class.
Answers
12:20 It’s twenty past two.
19:15 It’s quarter past nine.
14:05 It’s five past four.
10:50 It’s ten to eleven.
16:35 It’s twenty-five to seven.
12:45 It’s quarter to three.
15:40 It’s twenty to six.
11:00 It’s eleven o’clock.
16:00 It’s six o’clock.
15:15 It’s quarter past five.
12:30 It’s half past twelve.
18:07 It’s seven minutes past eight.
Unit
1 Family and friends
Way in
B Listen, look and say. track 8
• Ask one student to draw his large family on the board
and ask questions. Who is this? Who are these?
Make students ask questions too.
• Tell them that they are going to listen to a recording
F Photo World
• Ask students to look at the photo on pages 18-19.
• Ask students some questions about the photo using
the vocabulary and grammar they have learned.
Suggested questions
Warm up Who is in the picture?
with questions like this. Ask them to listen to it and
• Begin each lesson by revising key language • Draw yourself and your family members on the board. What are they doing there?
put down the family members they can hear.
from the previous lesson. Tell them what they can see there and make them How old are they?
ask questions about the drawing. Make sure each • Play the recording a second time and ask them to
What are their clothes like?
student has a chance to ask. check their answers.
What kind of house do they live in?
Way in Possible questions • Check the answers as a class and ask one student
Is it your family? to put the names of family members on the board.
• Ask students to count how many family members and Answers
Who is this/that? • Make students ask and answer questions as they
friends they have got. Are they your parents? There are two people, a mother and a child in the
can see it in the book.
• Ask students what their family members do for Is it your mother? picture.
a living. What’s your father’s name? The mother is feeding the fawn and the child is
• Give students letters to name some clothing items. C Listen, look and learn. track 9 watching them.
• Write some words on the board and ask students Answers • Ask students to look at the grammar box and read The woman is about 25, the child is about two
to match them: ice – igloo, sun – hot, belt – long, Students’ own answers the sentences. years old.
elephant – big, teacher – blackboard. • Ask them to listen to the recording while reading They are wearing traditional (Peruvian) clothes/
• Check the answers as a class. the sentences. dresses.
• Play the recording a second time and ask students They live in a house made of leaves.
A Listen and read. track 7 to draw and label the family members they can hear.
Lesson 1 • Ask students to close their books and listen • Check the answers as a class.
to the recording. • Tell them some words about Peru.
Objectives
• Ask them how many people are talking and
Reading Talking about Frank’s family where they are. D Look and write. Background information
Vocabulary text-related words, family members • Ask students to open their books and listen • Ask students to look at the family tree and then Peru is the third largest country in South America,
Listening reading the text while listening to the to the recording a second time while reading the text. to complete the sentences. after Brazil and Argentina. It is made up of a variety
recording, question with who of landscapes, from mountains and beaches to
• Assign the roles of Frank, Jack and Olivia and get • Check the answers as a class.
deserts and rain forests. Most people live along the
Speaking asking and answering questions using students to role play the dialogues in groups of three.
Answers coast of the Pacific Ocean, where the capital, Lima, is
who and this and these • Go round the class monitoring students to make located. The world’s largest rain forest, the Amazon,
Writing writing sentences using family sure they are carrying out the task properly. Lucy, father’s, grandparents, mother’s, wife, children, covers nearly half of Peru. The people of Peru are
members and Saxon genitive (‘) cousins a mix of many different cultures, including Indians,
• Correct their mistakes where necessary.
Spaniards and other Europeans, descendants of
African slaves, and Asians. Until recently, most
Peru Extra activity

• Ask students to draw their own family tree and write
people lived in the countryside. But now, more than
70 percent live in cities.
Climate: cool summers, cold winters.
a short description of their family.
Population: 28,302,603. Official Languages: Spanish,
Quechua.
http://kids.nationalgeographic.com/kids/places/find/
peru/
E Write about your family.
• Ask students to give information about their family
members. Tell them to write full sentences.
Answers
Students’ own answers
16 UNIT 1 UNIT 1 17
Unit
1 Lesson 2
Family and friends
A Photo World
F Listen and read the email.
track 11
• Ask students when and why people write emails.
(very often, almost every day/ several times a day;
to send messages, to arrange things)
• Ask students to listen to the email written to a new
• Ask students in pairs to make a list of any possible friend while reading the text. Tell them to make a list
Objectives furniture in this house (p 18-19). of the information Alex is giving to Sally.
Reading email friends • Make students write their list on the board and check • Play the recording a second time and ask students
the answers as a class. to complete the list.
Vocabulary task-related words, body parts,
adjectives – long, short, • Check the answers as a class.
Listening reading the text while listening B Listen and read. track 10 Answers
to the recording
• Ask students to close their books and listen to the
Speaking picture description, family members name, Alex; age 10; wearing blue shirt; mum is
recording. Ask them to tell you whether the fawn has
Janet; brother, Sam, 6; dad is Amjit;
Writing email got a mother. (No, probably, it hasn’t.)
little sister is Lina, 1; living in a white house in
• Play the recording for a second time and ask them to Windsor;
check their answer.
Way in • Assign the roles of Jack and Olivia and get students
to role play the dialogue in groups of two. Extra activity
• Draw a family on the board or bring in a family picture
• Correct their mistakes where necessary but don’t • Ask students to look at the picture and give a short
and ask students in pairs to choose someone in the
interrupt them. description of the family.
picture and tell some words about him/her to the
other student. • Ask students to describe the houses in the second
picture.
• Go round the class monitoring whether students are C Ask and answer.
doing this activity properly.
• Tell students to ask and answer questions in pairs.
• Correct their mistakes where necessary.
• Go round the class monitoring whether students are G Circle the correct answer.
• Check the answers as a class. doing this activity properly.
• Tell students that this task is based on Exercise F.
• Don’t correct any mistakes but make a note of them.
• Ask students to read the sentences and find the
When students have finished the activity, write the
correct answer individually.
mistakes on the board without saying who made
them, and ask them to correct them. • Check the answers as a class.
Answers
1 doesn’t know 2 garden 3 sister
D Look and say. 4 in 5 blue 6 Janet
• Ask students to point to different objects or people in
the picture on pages 18-19.
• Tell them to say as many sentences about the picture H Write an email to a new friend.
as they can, using the vocabulary and grammar they • Ask students to write an email to a new friend. Tell
have learned. Tell them to use: have got, can, must, them that they can use Alex’s email as an example.
there is/are, This is a ..., I can see ...,
E Talk about people in your family. Answers

Use the words in the box. Students’ own answers
• Tell students in pairs to draw their family members
and ask and answer questions about them.
• Go round the class monitoring whether students are
doing this activity properly and ask false questions:
Has your mother got brown hair? No, she hasn’t. etc.
20 UNIT 1 UNIT 1 21
Unit
1 Lesson 3
Family and friends F Ask and say.
• Ask students questions first.
• Ask students to ask and answer questions in pairs.
Tell them to use adjectives too. (little, white)
• Go round the class monitoring whether students are
B Listen, look and learn. track 13 doing this activity properly. Make a note of any
• Ask students to look at the grammar box and listen mistakes in structure and pronunciation that you notice.
Objectives to the recording. Tell them to write down the names • Check the task as a class.
Reading a dialogue about pets of animals they can hear.
• Correct their mistakes and pronunciation.
Vocabulary task-related words, animals at home • Play the recording a second time and ask them
Grammar regular and irregular plurals, to check their answers.
have/has got • Check the answers as a class. G Listen and say. track 15
Listening animals and body parts • Play the recording a third time and stop the recording • Tell students that they are going to listen to a song
after each phrase and make students repeat them. about pets.
Writing names of animals and body parts
recording. Tell them to answer the question: Who has
C Ask and answer. got pets? (family members) Remind them that granny
Way in • Tell students to ask and answer questions in pairs. is the short form of grandmother.
• Go round the class asking questions about flats/ • Go round the class monitoring whether students are • Ask students to open their books. Play the recording
houses and objects in the flat/house. doing this activity properly. a second time and ask students to follow the text with
Suggested questions the recording and sing along.
• Don’t correct any mistakes but make a note of them.
Is there a living-room in your flat/house? When students have finished the activity, write the • Play the recording a number of times if the
Are there chairs in the kitchen? mistakes on the board without saying who made students enjoy it.
Have you got a TV in your room? them, and ask them to correct them.
Have you got an animal at home? Extra activity
What animal is it?
• Ask students to find his: uncle, aunt, sister, brother,
granny and cousin in the picture.
Answers D Read and say.
Students’ own answers • Assign the roles of Paul and Kate and make students
to role play the dialogue. H Project Work
• Ask students to do the same in pairs. • Tell students to do the task individually.
A Listen and write. track 12 • Walk around the classroom and make sure they are • Walk around the classroom and make sure they
carrying out the task properly. are carrying out the task properly. Make a note of any
• Ask students to listen to the recording and write mistakes in structure and pronunciation that you
down the words they can hear. • Make a note of any mistakes in structure and
pronunciation that you notice. notice.
• Play the recording a second time and ask students • Make students speak about their drawing.
to check their answers. • Check the task as a class.
• Correct their mistakes and pronunciation.
E Listen and write. track 14
Answers • Ask students to listen to the recording and label
1 guinea pig 2 a snake 3 a mouse the picture.
4 a rabbit 5 a tortoise 6 a cat 7 a dog • Play the recording a second time and ask students
8 a parrot 9 a goldfish to check their work.
Answers
1 head 2 body 3 leg
4 tail 5 ear 6 nose 7 eye
22 UNIT 1 UNIT 1 23
Unit
1 Let’s remember
A Complete the questions and answers

D Write the names of the pets correctly.
• Ask students to unscramble the words individually.
• Tell students to look at Exercise A ( p 22)
for a reminder if they need to.
Extra activity
• Ask students to use not in the sentences e.g.:
My name is not Julie.
• Ask students to use yes/no questions e.g.:
Is her name Julie?
with the correct form of to be, plus • Tell students to ask wh-questions e.g.:
it/that/this/they. Answers Whose name is Julie?
• Revise the to be forms with students. Tell them that 1 parrot 2 tortoise 3 rabbit • Give students some other words e.g. Peter,
they can use the short form too. 4 goldfish 5 mouse grandfather, black cat, Susie, two goats, squirrel
• Ask them whether they can remember the use of this/ and ask them to write a story. Begin like this:
that/these/those. Remind them that this and that are My name’s Peter...
used in the singular; these and those are used in the E Write the plurals of the words below.
plural.
• Revise the regular and irregular plural forms with
• Ask students to finish the sentences individually. students. Answers
• Check them as a class. • Tell students to look at the grammar box (p 22) Students’ own answers
Answers • Ask students to find the plurals individually.
1 is That is • Check the answers as a class.
2 is It is
3 are They are
4 are They are Answers
5 is This is 1 books 2 cats 3 goldfish 4 children
5 apples 6 mice
B Complete the sentences.

• Revise the family members with students and ask F Read the text and answer the questions.
students to fill in the gaps individually. • Read the text out loud to students.
• Tell students to look at the grammar box (p 17) for • Ask students to read the text and answer the
a reminder if they need to. questions. They can give short answers too.
• Check them as a class. • Check the answers as a class.
Answers Answers
1 aunt 2 grandfather 3 husband 1. (She has got) 14 (animals).
4 cousin 5 uncle 6 wife 2. (Her dog is) white.
3. (She has got) two (cats).
4. (They are) in a pool in the garden.
C Put the words in the box into the 5. No, (she doesn’t).
correct sentences. 6. Yes, (he can).
• Make sure that students know all the words in the box.
• Ask students to complete the sentences with one
word from the box individually.
• Check them as a class.
Answers
1 beautiful 2 new 3 blond
4 red 5 short
24 Let’s remember – Unit 1 Unit 1 – Let’s remember 25

Unit
2 Home and town
Way in
B Listen, look and learn. track 17
• Ask students to look at the sentences and listen to
them using the question What’s your favourite ...?.
• Ask them to repeat the sentences.
Answers
Warm up • Ask students to say sentences using this question. F Photo World
• Begin each lesson by revising key language • Tell students to line up. Ask one student to count Make sure students can understand how to use it.
• Ask students to look at the photo on pages 28-29.
from the previous lesson. his/her classmates. Ask them where each student
is standing. Give them possible answers: Peter is • Ask them some questions about the photo using the
next to Tom. He is between Tom and Mary. He is the vocabulary and grammar they have learned.
fifth student in the line. Is he really the fifth student? C Ask and answer.
Way in Suggested questions
No, he is the fifth boy, not the fifth student. • Tell students to find a partner. Get them to ask and What can you see in the photo?
• Write the sentences below on the board and answer questions. What houses can you see there?
ask students to find the correct word order to make Answers • Walk round the class monitoring students to make Can you see any people there?
questions. Then ask them to answer the questions. sure they are carrying out the task properly. Is it dark in the photo?
1. bag / draw / can / a / brown / you / ? Students’ own answers
Is there a river in the photo?
2. photos / how / they / many / take / can / ? • Check the answers as a class.
Do you like this photo?
3. school / the / are / they / in / ?
4. cameras / there / shelves / many / the / are / on / ? Answers
5. they / are / who / ? A Listen and read. track 16 Students’ own answers Answers
• Ask students to close their books and listen
Answers to the recording.
Students’ own answers • Ask them how many people are talking and
where they are. D Listen, read and write. track 18 • Give them some information about Shanghai.
• Ask students to open their books and listen to the • Ask students to close their books and listen to the
Lesson 1 recording a second time while reading the text. recording. Ask them to tell you what Kay’s favourite
• Assign the roles of Olivia, Jack and Frank and get thing is and what it looks like. (It’s a bicycle. It’s new, Background information
Objectives students to role play the dialogues in groups of three. fast, and orange.)
Shanghai is located on the east China coast just to
Reading reading about favourite things to • Go round the class monitoring students to make sure • Play the recording a second time and ask students the south of the mouth of the Yangtze river. Its name
photograph they are carrying out the task properly. to check their answers. literally means «on the sea». Shanghai is one of the
• Check the answers as a class. most populated cities in China. It has a permanent
Vocabulary text-related words, basic nouns • Correct their mistakes where necessary but don’t
resident population of over 14.57 million. Central
Grammar What’s your favourite ... ? interrupt them. • Ask some students to read the text out loud.
Shanghai is divided into two areas: Pudong (east of
ordinal numbers • Ask students to take a photo of their favourite things the Huangpu River) and Puxi (west of the Huangpu
Listening reading the text while listening to the or draw them on a separate sheet of paper. Collect river). On the east side of the Huangpu is Pudong,
recording, ordinal numbers their photos or drawings, put them on the teacher’s a special economic zone of banks, skyscrapers and
table and make students ask questions to find out new residential areas. The Puxi side of the Huangpu
who the photos or drawings belong to. Is it Peter’s River is the historic zone of the city.
bike? Has Mary got it? etc.
http://www.shanghaihighlights.com/essential/
• Tell students to write about their own favourite thing.
Kína

You should read them out loud to students and
students should find out whose thing it is by asking:
Is it Peter’s bike? Has Mary got it? etc.
E Listen, look and learn. track 19

• Ask students to look at the grammar box and listen
to the recording.
• Play the recording a second time but stop the
recording after each word and make students repeat
the words.
• Draw students’ attention to the spelling of ordinal
numbers.
• Ask students: Which floor do you live on? Which
district do you live in? Which class are you in?
26 Unit 2 Unit 2 27
Unit
2 Lesson 2
Home and town B Listen, look and learn.
at the pictures and words.

track 20
• Ask students to listen to the recording while looking
• Play the recording a second time and ask them

to say the words with the recording.
F Look and learn. track 22
• Read the text out loud to students.
• Ask students to read the text about a British house
and point at the rooms and places in the picture.
• Tell students to ask yes/no questions and
G Write. Use the verbs in the box to answer
the questions.
• Ask students to read and answer the questions
What do you do ...?.
• Make sure students know all the words.
wh-questions. Give them some questions as an
Objectives example e.g.: Is it a typical British house? How many Possible answers
C Point and say. floors are there? 1. You sleep in a bedroom.
Reading a text about Shanghai and its buildings
• Tell students things in the picture on page 28-29 2. You wash your face in a bathroom.
Vocabulary task-related words, places in town, • Correct their mistakes where necessary but don’t
and ask them to point at them and to say what they 3. You park your car in a garage.
rooms in a house, furniture and interrupt them.
are and where they are. 4. You make breakfast in a kitchen.
fittings 5. You play in the garden.
• Correct their mistakes where necessary but don’t Extra activity
Grammar present simple 6. You watch TV in a living-room.
interrupt them. • Ask students to draw their own house or flat and to 7. You have dinner in a kitchen.
Listening reading the text while listening to describe it.
the recording
D Listen and read. track 21 • Ask them what they can do in each of the places. We Extra activity
Speaking names of places in town can cook in the kitchen; we can watch TV in the
• Ask students to listen to the recording and to tell you • Describe a picture to students and they should find
Writing rooms in a house, furniture and fittings living-room, etc.
how tall the building is. (88 floors or 421 m) out which picture you are speaking about. It’s a light
room. There isn’t a sofa here. etc.
• Play the recording a second time and ask students to
check their answers. • Ask students to describe the pictures.
Way in Answers
• Tell students about your favourite places in town. Students’ own answers
• Make sure students know all the words: world,
Suggested sentences financial, equipment, oriental, pearl. Tell them that H Write. Put the things in the correct room.
My favourite place is ... . equipment hasn’t got a plural form. Write word and
I like ... • Make sure students know all the words.
world on the board and ask them what they can see.
I can see ... Draw their attention to the difference in spelling. • Ask students to do the task individually.
There is a/There are ...
It has got ...
• Go round the class monitoring students to make sure
E Circle. they are carrying out the task properly.
• Ask them what their favourite places in town are.
• Tell students that this task is based on Exercise D.
Answers • Tell them to read the sentences and circle the
correct ones individually. Answers
• Check the answers as a class. bedroom bathroom kitchen living-room dining-room
a wardrobe a shower a cooker a sofa a table
a bed a toilet a fridge a television a chair
Answers a washstand a cupboard an armchair
A Photo World 1 is 2 isn’t 3 are 4 isn’t 5 is
• Ask students to compare Shanghai with their
Hungarian town or village. Get them to tell you what
they can and cannot see in their town/village.
Suggested sentences
There is a big river in Shanghai, in my town/village
there is a big river too.
We cannot see bridges here; in my town/village we
can see bridges (over the river).
Shanghai hasn’t got a lot of parks; in my town/village
we have got a lot of parks.
There are a lot of big houses in Shanghai, in my town/
village there aren’t many big houses.
Shanghai has got much light; in my town/village we
haven’t got so much light.
30 UNIT 2 UNIT 2 31
Unit
2 Lesson 3
Home and town A Listen and say. track 23
recording.
• Play the recording for a second time and ask them
to say the words with the recording.
D Look and learn.
• Ask students to look at the drawing and the words
there.
•

Tell them that you are standing at the end of the
street where straight ahead is written. Ask them to put
a cross there. Tell them if you want to go somewhere
G Listen and say.
about giving directions.

track 26
• Tell students that they are going to listen to a song

recording. Tell them to answer the question: Who can
• Play the recording a number of times so that the tell you the way if you lose your way? (a nice old lady)
from here, you can go either straight ahead or you
Objectives students can say the words properly. can turn left or right. • Ask students to open their books. Play the recording
Vocabulary task-related words, prepositions • Make sure students know the words. a second time and ask them to follow the text with
• Give them places and ask them to give directions:
of place the recording and sing along.
There is a hotel at the end of the street where left is
Grammar present simple written. How can I get to the hotel? Go straight ahead • Play the recording a number of times if the students
B Listen, look and learn. track 24 then turn left and the hotel is at the end of the street. enjoy it.
Listening reading the text with the recording, There is a school at the end of the street where right
names of places in town • Ask students to look at the grammar box and read is written. How can I get to the school? Go straight
Speaking giving directions the sentences. ahead then turn right and the school is at the end of H Project Work
• Ask them to listen to the recording while reading the street. • Get students to do the task individually. Ask them to
the sentences. show their work to other students.
• Play the recording a second time and ask students • Make them speak about their drawing by giving
Way In to say the questions and answers with the recording. E Listen and follow on the map.
directions.
• Ask students what they can find in a kitchen. (cooker, track 25
• Get students to ask questions about other drawings.
fridge, cupboard) • Ask students to listen to the recording and read e.g.: Where’s the hotel? How do I get from the hotel
C Ask and answer. the sentences. Draw their attention to the words and
• Tell students how you can get to the kitchen from the to the pet shop?
classroom. Give them directions: • Ask students to do the task in pairs. phrases in red.
Go along the corridor, at the end of the corridor turn • Walk round the class monitoring students to make • Play the recording a second time and ask them
left/right. Go down the stairs, the kitchen is on your sure they are carrying out the task properly. to follow the instructions.
right.
• Correct their mistakes where necessary but don’t
interrupt them.
F Ask and answer about the picture
• Check the answers as a class. in Exercise B.
• Tell them to find a partner and to ask and answer
Answers questions while looking at Exercise B.
1. Where’s the pet shop? It’s in Victoria Avenue, opposite the school. • Walk round the class monitoring students to make
2. Where’s the swimming pool? It’s in Hill Street, next to the computer shop. sure they are carrying out the task properly.
3. Where’s the town hall? It’s in Victoria Avenue, next to the bank.
4. Where’s the school? It’s in Victoria Avenue, opposite the pet shop. • Correct their mistakes where necessary but don’t
5. Where’s the cinema? It’s in Hill Street, on the corner of Hill Street and Redgate Lane. interrupt them.
6. Where’s the supermarket? It’s in Victoria Avenue, between the book shop and the post office.
Answers
How do I get from the cinema to the post office?
Go along Hill Street. Turn right into Victoria Avenue.
Go straight ahead. The post office is on your left
after the supermarket.
How do I get from the town hall to the swimming

pool? Go along Victoria Avenue. Turn left into Hill
Street. Go straight ahead. The swimming pool is on
your right after the computer shop.

How do I get from the park to the book shop?
Go along Victoria Avenue. The post office is on your
right after the supermarket.
32 UNIT 2 UNIT 2 33
Unit
2 Let’s remember
A Complete the list of ordinal numbers.

D Write the words in the correct order.
• Tell students to look at the grammar box (p 32)
• Revise the different types of shops and their location
with students. Show the picture of a street with shops
F Read the text and write T (True) or F
(False) next to the sentences.
• Ask students to read the text and to decide whether
the sentences are true or false.
and buildings and ask questions. • Check them as a class.
Revise ordinal numbers with students. Make a row Suggested questions
of ten pens/objects on the table. and ask questions. Are there any shops in this street?
Answers
First tell students to count the objects then ask them Is there a book shop in this street?
questions using ordinal numbers e.g.: Is it the fifth pen Is the computer shop next to the supermarket? 1 F 2 T 3 F 4 F 5T
in the row? Make sure each student has a chance to Is the church opposite the park?
speak. Where is the restaurant?
• Tell students to look at the grammar box (p 27) for
a reminder if they need to. Answers Extra activity
• Ask students to fill in the gaps individually. 1. The book shop is on the corner of Victoria Road. • Ask students to find a partner and to write a short
2. The post office is next to the swimming pool. description of the school area.
3. The school is opposite the church. • Check their task as a class.
4. The pet shop is in The Hill Street.
Answers • Correct their mistakes where necessary.
5. Where is the computer shop?
1 first 2 second 3 third 4 fourth 5 fifth
6 sixth 7 seventh 8 eighth 9 ninth 10 tenth
E Put the phrases in the box into the

B Write the rooms in the house correctly. correct sentence.
• Revise the types of rooms in a house with students • Tell students to look at Exercise D and E (p 33) for
by listing objects. After each object students should a reminder if they need to.
tell you which room they are in e.g.: • Ask students to do the task individually.
sofa – living-room. • Check them as a class.
• Tell students to look at Exercise G (p 31) for
a reminder if they need to. Answers
• Ask students to do the task individually. 1 straight ahead 2 Go along 3 on your right
• Check them as a class. 4 on the corner 5 turn left into
Answers
1 bathroom 2 bedroom 3 kitchen
4 dining-room 5 living-room
C Write the name of one thing you find in

each of these rooms.
• Ask students to do the task individually.
• Check them as a class.
Answers

Unit
3 Warm up
Wild world Way in
• Ask students some questions about parks.
Suggested questions
Is there a zoo near here?
Do you often go to a zoo?
B Listen, look and learn.
•

track 28
Ask students to look at the grammar box and listen
to the recording while reading the words and
sentences in the book. Explain the meaning of any
grammar terms that students are not familiar with.
D Ask and answer.
• Ask students to read the examples in the book. Make
them ask and answer in pairs.
they are carrying out the task properly.
What can you do there? • Play the recording for a second time and ask students • Don’t correct any mistakes but make a note of them.
• Begin each lesson by revising key language from Can you buy anything there? to repeat the adjectives.
the previous lesson. Are you in a zoo now? • Draw students’ attention to the fact that we write Answers
double consonants in one-syllable adjectives in the Students’ own answers
Answers comparative form e.g.: hot – hotter, big – bigger.
Way in Students’ own answers Explain that -y becomes -ie in the comparative form
e.g.: happy – happier.
• Write the sentences below on the board and ask • Write the mistakes on the board, without saying who
students to find the correct word order. • Tell students that good, bad, many/much and far are made them, and ask students to correct them
irregular adjectives.
1. animal / second / she / a / parrot / is /
2. next to / the / swimming pool / shops / the / are /? A Listen and read. track 27 • Ask students to look back at the text and to find the
comparatives. Ask students which two things these E Photo World
3. in / sleeps / a / bedroom / she • Ask students to close their books and listen to the
4. got / grandmother / his / has / in / a / sofa recording. adjectives are used to compare. • Ask students to look at the photo on pages 38-39.
/ living-room / the • Ask them to write down the animals they can hear. • Check the answers as a class. • Ask them to describe where they think these animals
5. go / often / rides / country / we / for / the / in (monkeys, lions, tigers, cats) are. (in a hot spring)
Answers • Write sentences on the board and make students
Answers • Ask students to open their books and listen to the
recording a second time while reading the text and better, nicer, faster, more difficult, bigger, closer, decide whether the statements are true (T)
1. The second animal is a parrot. checking their answers. sweeter, easier, more intelligent or false (F).
2. Are the shops next to the swimming pool?
• Check the answers as a class. Suggested sentences
3. She sleeps in a bedroom.
There are ten monkeys in the picture.
4. His grandmother has got a sofa in the living-room. • Assign the roles of Frank, Jack and Olivia and get I like lions and tigers better than monkeys. They are The monkeys are playing with each other.
5. We often go for rides in the country. students to role play the dialogues in groups of three. nicer animals. The water is hot.
• Go round the class monitoring students to make sure Monkeys move faster and are more difficult to The visitors can swim in the water.
they are carrying out the task properly. photograph. There is snow on the ground.
Lesson 1 It’s (the baby) sweeter than all the others.
This place is bigger and better than the other cages
Objectives because we can go inside and be closer to the Answers
monkeys. F F T F T
Reading In the zoo
It’s easier to take good photos when you are next to the
Vocabulary text-related words, wild animals monkeys.
Grammar comparative of short and long That monkey is more intelligent than the others.
adjectives, irregular adjectives • Tell students some information about Japan.
Listening reading and listening to dialogues C Write.
Writing sentences practising comparatives Background information
• Ask students to look at the first sentence and write
similar sentences individually. Japan is an archipelago, or string of islands, on the
eastern edge of Asia. There are four main islands.
Japán
• Remind students that the plural of sheep is sheep, Honshu is the largest one – it includes the cities of
and the plural of mouse is mice. Tokyo, Osaka, Kyoto and Yokohama. There are
• Check the answers as a class. also nearly 4,000 smaller islands! Japan’s nearest
mainland neighbours are the Siberian region of
Answers Russia in the north, and Korea and China farther
1. Monkeys are faster than lions. south. Almost four-fifths of Japan is covered with
2. Elephants are bigger than tigers. mountains. Japanese food is very different from food
3. I am happier than you (are). in Western countries. There is lots of rice, fish, and
4. English is easier than maths. vegetables, but little meat. With little fat or dairy,
5. Ice creams are sweeter than apples. this diet is very healthy. Capital: Tokyo. Population:
6. Pigs are fatter than sheep. 127,463,611. Official Language: Japanese.
7. Summer is nicer than winter. http://images.nationalgeographic.com/wpf/sites/kids/
8. Cats are more intelligent than mice. NGS/wpf/printplace/japan.html
36 UNIT 2 UNIT 2 37
Unit
3 Lesson 2
Wild world Answers
snow: white frozen water
monkey: animal that is like a human
steam: when you boil water, it is coming out of the pot
hot spring: hot water coming up from the ground
rock: a big stone
F Listen to someone talking about
crocodiles and complete the fact sheet.
track 31
• Ask students to read the text first.
• Ask them to listen to the recording and to fill in the
• Ask them to write sentences using the comparative
forms.
• Check their answers as a class. Correct their
mistakes.
Possible answers
Swans are more beautiful than whales.
fence: you can see it round a field or garden gaps with information about crocodiles. Whales are more dangerous than dolphins.
Objectives photographer: a person who takes photos as a job • Play the recording for a second time and tell students Worms are uglier than leopards.
Reading Japanese Macaques or Snow Monkeys visitor: a person who goes to a place to look at it to check their answers. Eagles are cleverer than snakes.
Vocabulary task-related words, facts about snow • Check the answers as a class. Leopards are smaller than whales.
C Point and say. Dolphins are cleverer than the other animals.
monkeys, adjectives
• Ask students to look at the picture on pages 38-39 Leopards are bigger than snakes.
Listening reading the text while listening with a partner and to find the things from Exercise B. Answers Swans are shorter than snakes.
to the recording Make them say sentences. Size: can be (1) six meters long. Leopards are stronger than dolphins.
Speaking compare animals Suggested sentences Eats: a lot of (2) fish, birds, snakes and big animals
Writing fact sheets about crocodiles and We can see snow behind the people. like zebras an (3) lions.
Extra activity
Japanese Macaques The monkeys are sitting in the hot water. Country: (4) Australia, India, America, Africa
There is steam above the spring. Lives in: the sea, (5) rivers and lakes • Ask students to write negative sentences e.g.:
The monkeys are in a hot spring. Lives for: up to (6) sixty years. Swans are not cleverer than eagles.
Way in
There are big rocks round the hot spring. • Tell students to ask yes/no questions e.g.:
• Ask students about Japan to check how much they The visitors want to take photos of the monkeys. Are leopards uglier than snakes?
remember from the previous lesson. The photographer has got a better camera than the visitors. G Write. • Tell students to ask wh-questions e.g.: Which
We can see a fence on the right. animal is more dangerous, a whale or a dolphin?
• Ask students to read the text about Japanese
A Photo World Macaques on page 40 and to make their own fact
D Listen and read. track 30
• Explain that the monkeys in the photo are called sheet about these animals.
macaque monkeys and that they come • NOTE. It’s not an easy text so you should spend
more time on it. • Check the answers as a class.
from Japan. Tell students that the macaques are also
called snow monkeys, because they live in the north • Tell students that they are going to listen to a text
of Japan where it gets very cold in the winter. about Japanese Macaques. Ask them to listen to the Japanese Macaque Facts
• Write adjectives to students on the board and recording while reading the text.
Size: can be 95 cm
ask them to make sentences about the picture e.g.: • Ask them to put down what these numbers refer to: Eats: fruit, seeds, nuts, insects, snails and roots
monkeys – big – people; people – small – monkeys; 14, 95, 14, 30-40 Country: Japan
water – hot – ground; people – happy – monkeys; old • Play the recording a second time while they are Lives in: the mountains of Honsho
monkeys – intelligent – young monkeys; people – looking for the answers. Lives for: 30-40 years
many monkeys. Other information: other name – snow monkey,
• Check the answers as a class. can live in temperatures of -14°C, have shorter tails
Answers than other species, males are bigger than females,
are more intelligent than other monkeys, can steal
Answers Japanese Macaques can live in temperatures of money, know how to operate machines
The monkeys are bigger than the people. -14°C. An adult male grows to 95 cm and weighs up
The people are smaller than the monkeys. to 14 kg. They can live for 30-40 years.
The water is hotter than the ground.
• Give students questions and ask them to find and put H Listen and say. Talk to your partner and
The people are happier than the monkeys.
down the answers. compare these animals. Use these words
The old monkeys are more intelligent than the young
monkeys. Suggested questions to help you. track 32
There are more people than monkeys. Why do people call these animals snow monkeys? • Ask students to look at the pictures and to give the
Why do they get into hot springs in winter? names of these animals.
Where do they spend more time?
B Listen, look and learn. track 29 What do they eat?
• Ask students to look at this picture about the monkeys Why are they a problem?
Answers
and to listen to the recording. What do they know?
Are they more intelligent than other monkeys? 1 swan 2 whale 3 worm
• Play the recording a second time and tell them to 4 eagle 5 leopard 6 dolphin
repeat the words. E Write T (True) or F (False) next to
• Remind students that snow and steam are the sentences.
uncountable nouns – no indefinite article (a/an) is • Tell students that this task is based on Task D.
used with them.
• Ask them to decide whether these statements are
• Give them the definitions of the words in the photo true or false.
and ask them to match the words and the definitions.
You can write them on cards and give them to • Check the answers as a class.
students working in pairs or in groups.
Answers
1 T 2 T 3 F 4 F 5 T 6 F 7 F 8 F
40 UNIT 2 UNIT 2 41
Unit
3 Lesson 3
Wild world B Quiz.
• Ask students to read the sentences and the possible
answers.
•

Make sure they know all the words e.g.: they might
not know moose (the largest type of deer living in
North America). Tell them that the singular and the
C Ask and answer.
• Ask students to read the example in the book. Make
them ask and answer in pairs.
they are carrying out the task properly.
• Don’t correct any mistakes but make a note of them
plural forms are the same. and when you have finished the activity write them on
Objectives • Tell them to circle the correct answer individually. the board and ask students to correct them.
Grammar superlative of adjectives • Check the answers as a class.
Vocabulary task-related words, short and long Answers
adjectives, irregular adjectives Answers Students’ own answers
Listening adjectives, song/verse 1 c 2 b 3 a 4 c 5 b
Speaking sentences using superlative
Writing writing sentences using superlative Extra activity
forms • Ask students to say sentences about the pictures
using the superlative of adjectives. • Tell students that they can practise the superlative
saying sentences about the picture.
• Make them say comparative sentences too.
Way in
• Draw three balls on the board. Compare them and
tell students sentences: The first one is a big ball. The D Listen and say. track 34
second one is a bigger ball. The third one is the
biggest ball. • Ask students to listen to the recording and read the
song/verse.
• Ask one student to come to the board and tell him/
her to draw three things on the board. Get him/her or • Ask one student to come to the board and write
the others to say the first two sentences. You should the three forms of the adjectives on the board:
say the sentence using the superlative. Make them small-smaller-the smallest, tall-taller-the tallest,
do the activity until each student has a chance to good-better-the best, wet-wetter-the wettest,
speak. funny-funnier-the funniest, sunny-sunnier-the sunniest
• Play the recording for a second time and tell
students to say/sing along.
A Listen, look and learn. track 33 • Play the recording a number of times if the students
• Ask students to look at the grammar box and listen enjoy it.
to the recording while reading the words and
sentences in the book. Explain the meaning of any
grammar terms that students are not familiar with. E Project Work
• Play the recording for a second time and ask students • Ask students to draw their ‘mosts’. Tell them to give
to repeat the adjectives. reasons why they like these things.
• Point out that the superlative is used when we talk • Tell students to show their drawings to other students
about more than two things or actions. and say why they are the most loved ones.
• Tell students that the superlative is used with the • Go round the class monitoring students to make sure
definite article the best, the most intelligent. they are carrying out the task properly. Don’t correct
• Draw students’ attention to the fact that we write any mistakes but make a note of them and when you
double consonants in one-syllable adjectives in have finished the activity write them on the board and
the superlative form e.g.: hot – hottest, big – biggest. ask students to correct them.
Explain that -y becomes -ie in the superlative form • Ask one student to tell the others what he/she has
e.g.: happy – happiest. drawn.
• Tell students that good, bad, many/much and far are
irregular adjectives.
42 UNIT 3 UNIT 3 43
Unit
3 Let’s remember
A Write sentences about these animals.

D Write the names of the animals correctly.
Answers
Extra activity
• Play a game with students. Start saying when I
go to the zoo, I can always see a horse, a pig, an
elephant, etc. Each student adds one more animal.
The student who cannot continue the word snake is
1 monkey 2 giraffe 3 whale 4 elephant out. The student who can say all the words without
Use the comparative form. any mistakes is the winner.
5 anaconda 6 cheetah
• Tell students to look at the grammar box (p 37) for • Ask students to fill in the gaps with the words in
a reminder if they need to. the box.
• Ask students to do the task individually. E Put the adjectives in the box into the
• Check the answers as a class. correct sentences. got, lovely, most, tallest, three
• Ask students to do the task individually. My name’s Peter, and for me the .....................
Answers • Check the answers as a class. ........... (1) interesting thing is history. I love the
1. Butterflies are more beautiful than worms. History Museum in London, and I always go there
2. Cats are cleverer than birds. Answers two or ......................... (2) times a year. They’ve
3. Lions are stronger than monkeys. ......................... (3) everything in there from old
1 old 2 nice 3 happy 4 fast 5 short houses to modern buildings. They have got the
4. Bats are more interesting than insects.
5. Ponies are nicer than crocodiles. photo of the .......................... (4) building in the
world, too. It’s amazing! They also have lots of doors
and windows. Lots of them are very beautiful with
F Read and choose the correct answers. ............................... (5) colours.
B Complete the sentences with the • Ask students to read the text and choose the correct
superlative forms of the adjectives in answers individually.
brackets. • Make sure students understand everything.
Answers
• Tell students to look at the grammar box (p 42) for • Check the answers as a class.
1 most 2 three 3 got 4 tallest 5 lovely
a reminder if they need to.
Answers
1 – c 2 – b 3 – b 4 – 2 5 – c
Answers
1 the best 2 the biggest 3 the ugliest
4 the worst 5 the scariest
C Choose the correct answers.

Answers
1 – a 2 – b 3 – a 4 – b 5 – a

Review 1 Answers
cardinal numbers ordinal numbers
Units 1–3
five fifth
three third
ten tenth
one first
Objectives two second
• To revise vocabulary and grammar from Units 1-3 nine ninth
eight eighth
four fourth
six sixth
Revision Grammar revision seven seventh
• Explain to students that there will be a review after • Ask students to make two columns. Write in cardinal
every three units in Magical World 2. and ordinal numbers between 1 and 10 and ask them • Draw a family tree on the board and tell students to
to complete the table. ask who is who using this and these. Ask students to
• Tell them that Review 1 revises the material they saw
tell you what family members they have got. Ask them
in Units 1-3.
cardinal numbers ordinal numbers to name the family members too.
• Explain to students that they can ask you for help with fifth • Ask students to describe their family members to
the exercises or look back at the units if they are not three each other. You can play a game ‘Guess who’ with
sure about an answer as the review is not a test. tenth and about students in the class: This person has got
• Decide how you will carry out the review. You could one long brown hair, brown eyes. He’s tall and is wearing
ask students to do one exercise at a time and then second a red T-shirt.
correct it immediately, or ask students to do all the nine
eight • Ask each student to tell you one person or thing
exercises and then correct them together at the end.
four that he or she knows or doesn’t know e.g.: I know
If you do all the exercises together, let students know
sixth your mother but I don’t know your father. You know
every now and again how much time they have got
seven me but you don’t know my father, etc.
left to finish the task.
• Write 1 mouse – 2 ..., 1 fish – 3 ..., 1 sheep – 4 ...,
• Ask students not to leave any answers blank and
1 moose – 6 .., on the board and ask students to give
to try to find any answers they are not sure about in
the plural forms.
the units.
• Bring in pictures in which there are minimum
• Revise the vocabulary and grammar as a class before
three people, animals or objects. Tell students to say
students do the review. Now you have experience
comparative sentences about the pictures.
about their difficulties after completing the Let’s
remember part. • Put several things into a box and ask students to
answer your questions: Which is the heaviest thing
• Make sure students understand the tasks.
here? Is the ruler longer than the book? Is the DVD
the most interesting thing here?
Vocabulary revision
• Draw a man on the board. Ask students to tell you
as many parts of the body as possible. Make students
write these words on the board. Check spelling and
pronunciation. Ask students to spell the words.
• Spell some family members (father, mother, son,
daughter, sister, brother, uncle, aunt, husband, wife,
grandmother, grandfather, cousins) to them and make
students write them on the board. Check their spelling
and ask students to say the words out loud.
• Check that students remember local and wild
animals. Make two columns on the board with the
titles local animals/wild animals and ask students to
put the words into the related column.
• Play a game with students. Ask them to form groups
and their task is to make a list of things they can find
in a bedroom, bathroom, etc. Make them write as
many words as they can. The winner is the group
who has got things the others haven’t.
• Bring in a map of a city with shops and ask students
to give directions to each other. Tell students to give
the order of the shops and buildings: The first building
in the street is a bookshop, the second is ....
46 1/1 Review 1 Review 1 1/1 47

Review 1 D Label the cat with the words in the box.
Units 1–3
A Write. Answer the questions about family Answers

members down to find out the word at ear tail
7 across. head body
• Ask students to do the crossword in pairs. eye leg
nose
Answers
E Write the name of the room or place
H C U in a home where you do these things.
D U H N C
A S I C O • Ask students to unscramble the words individually.
U B L L U • Check the answers as a class.
G R A N D P A R E N T S
H N R U I
Answers
T D E N N
E N T S 1 bedroom 2 kitchen 3 garden
R 4 bathroom 5 dining-room
6 garage 7 living-room
1 daughter 2 husband 3 children

4 aunt 5 uncle 6 cousins 7 grandparents
F Put the correct number of the phrase
in the box on the correct picture.
B Write the correct form of the verb to be
in these sentences. • Ask students to fill in the gaps individually.
• Ask students to do the task individually. • Check the answers as a class.
Answers
Answers 5 3 4 2 1 6
1 is 2 are 3 Are 4 Is 5 are 6 am 7 are
C Write the names of these pets correctly.

Answers
1 cat 2 dog 3 rabbit 4 mouse 5 parrot
6 tortoise 7 snake
46 1/2 Review 1 Review 1 1/2 47

Review 1 J Write the words in the box under
the correct picture.
Units 1–3
• Ask students to do the task individually..
G Match.
Answers
• Ask students to find the sentence pairs.
1 seeds 2 insects 3 big cats 4 wallet
5 fruits 6 snakes 7 cages 8 fence
Answers
1 – e 2 – c 3 – a 4–f Extra activity
5 – b 6 g 7d
• Tell students to describe the pictures.
Suggested ideas
What can students see there?
How many objects or people can they see there?
H Draw a line to follow the instructions. What are the people or animals doing there?
• Ask students to read the text and find the place. What is the relationship between the animals or
people?
Answers
cinema
K Make superlative sentences.
• Ask students to answer the questions.
I Make comparative sentences using
the adjectives in brackets. Answers
• Ask students to do the task individually. 1. Elephants are the biggest land animals.
2. Whales are the biggest animals in the world.
3. The giraffe is the tallest animal in Africa.
4. Paul is the fastest boy in our class.
Answers 5. Holidays are the best time in the year.
1 nicer than 2 fatter than 6. Films are the most interesting things on TV.
3 more interesting than 4 worse than
5 easier than 6 taller than
7 more intelligent than
Extra activity
• Tell students to describe the pictures.
Suggested ideas
What can students see there?
How many objects or people can they see there?
What are the people or animals doing there?
What is the relationship between the animals or
people?
Is it the tallest, the biggest or the most dangerous
animal in the world?
48 Review 1 Review 1 49
Unit
4 Warm up
Jobs and play at home
Way in
B Write.
• Write Sit down. and I sit down. on the board and ask
students what the difference between the two
sentences. (no subject in the imperative)
•

Explain students that in a sentence using the
imperative there is no subject, the sentence begins
•

NOTE. Mime challenges students to convey
meaning in unusual ways. It helps them learn about
communication and in particular body language.
Some students will feel comfortable about
communicating through mime and others will find they
are stretched. Encourage students to mime as much
as it is possible.
• Begin each lesson by revising key language from the • Say some imperative sentences to students: Stand with the infinitive without to verb form. Tell them that
previous lesson. up. Sit down. Come here. Go back. Give me a pen in writing it is not usual to use an exclamation mark
Look at me. Go to the blackboard. Come here., etc. at the end of the sentence; instead we use a full D Listen and say. track 37
Way in Ask one student to tell the others to do something stop. If we put an exclamation mark at the end of an
• Ask students to find a different partner and to tell
then ask students to find a partner and make them imperative sentence, it becomes more urgent.
• Give students family members and adjectives and their partner to do something as they can see it in the
say sentences to each other. • Ask students to look back at the pictures on page
make them say comparative sentences: father, example.
mother, brother, sister, grandparents, cousin – old, • Go round the class monitoring students and make 50 and to circle all the verbs of the imperative (come
• Go round the class monitoring students and make
intelligent, clever, tall, young, funny sure they are carrying out the task properly. here, climb up, take pictures, hurry up, be careful).
sure they are carrying out the task properly.
Suggested sentences • Ask them to do the first part of the task individually.
• Check the task as a class.
My grandparents are the oldest family members. A Listen and read. track 35 • Check the answers as a class.
My cousin is younger than my brother. • Ask students to look back the pictures on page
My mother is more intelligent than my father.
recording and say how many pictures Jack should 50 and to underline all the verbs of the present E Photo World
My father is older than my mother. continuous. (are working, are cleaning, are hurting,
take of Olivia. (six) • Ask students to look at the photo on pages 52-53.
My sister is cleverer than my brother. am taking).
My sister is taller than my cousin. • Ask students to open their books and listen to the • Ask students what they can see outside the building
My grandfather is the funniest person in the family. recording a second time while reading the text. • Ask them to do the first part of the task individually. in the picture. (a broom, a ladder, chickens, bags,
• Check the answers as a class. etc.)
• Make them ask questions: Is your mother smaller • Get students to answer your questions.
than your father? Are your grandparents older than • Tell them that these people traditionally built their
Suggested questions
my grandparents? Who is the oldest person in the Answers homes in caves in the mountains.
What photos are Jack and Olivia taking?
family? What does Jack think about the idea? • Tell them some words about Venezuela.
Orders Describing
• Give them orders: Show me your pen. Give Peter What is Olivia’s idea? come here they’re working
your book. Open your book. Close your book. etc. What is Olivia doing with the brush? climb up the ladder she’s cooking Background information
Why does Olivia want Jack to hurry up? take six pictures of Olivia you’re cleaning
Venezuela is the sixth largest country in South
hurry up my knees are hurting
Lesson 1 Answers be careful I’m taking pictures
America. Venezuela lies at the northern extreme
of South America, bordered by Colombia to the
They are taking photos of their family when they are
Objectives working around the house.
West, Brazil to the South, Guyana to the East, and
the Caribbean Sea to the North. Because of its
Reading how to take photos Jack thinks it’s not interesting. proximity to the Equator, Venezuela experiences
Vocabulary text-related words, everyday Olivia thinks it can be interesting if Jack takes photos C Listen and say. track 36 few climatic variations. Climate: tropical; hot, humid,
classroom activities from a different place. more moderate in highlands. There are really only
• Ask students to stand up and mime what the teacher
She is cleaning the floor with the brush. two seasons: dry and wet. The nation has a few
Grammar present continuous, the imperative is doing while listening to the recording.
She wants Jack to hurry up because her knees are geographical superlatives, including the world’s
Listening reading the text while listening to the hurting. • Remind students what miming is. (When miming,
highest waterfall and South America’s biggest lake.
recording, present continuous and the talking or mouthing the words is not necessary.
Capital: Caracas. Population: 25,730,435 (July
imperative Instead, use facial expressions and make use of
2006 est.) Languages: Spanish (official), numerous
Speaking

ordering people, describing what
people are doing
Venezuela
•
your whole body to do the 'talking'.)
Check whether students are doing the activities
indigenous dialects.
http://www.kidskonnect.com/subject-index/26-
properly. Help them mime the activities. Play the
Writing writing sentences using the present countriesplaces/395-venezuela.html
recording a second time and ask students to do the
continuous and the imperative
activities again. Now you shouldn’t help them, let
them mime without any help.
• Ask students to find a partner and tell him/her what
he/she is doing.
• Check the task as a class.
50 UNIT 4 UNIT 4 51
Unit
4 Lesson 2
Jobs and play at home
• Ask students to listen to the recording for a second
Answers
1 ✔ 2 3 4 ✔ 5 ✔ 6 ✔ 7 8✔
Extra activity
• Give students question words to each of the
pictures and make them first ask questions then
answer them.
Suggested question words
time and make them repeat the words. Extra activity He’s cooking the dinner. Where?
• Ask students to look at the picture for about 30 They’re washing the car. Where?
Objectives • Ask them questions about the equipment.
He’s cleaning the windows. Who?
seconds. Ask them to close their books. Give
Reading A description of the photo Suggested questions them a short text and ask them to fill in the gaps They’re digging the garden. How?
Vocabulary task-related words, household Is the broom longer than the spade? with the missing words. She’s making her bed. Where?
equipment What can you put into a plastic bag? She’s sweeping the floor. How?
When do you use a basket? • Tell them that it is individual work.
Grammar present continuous vs present simple Where is the dustbin usually? • Check the answers as a class.
Listening reading the text while listening to the Have you got a wheelbarrow?
Answers
recording This ................ lady is standing at the door of her .....
Possible answers house. The front of the house is a wall of ............. . Where is he cooking dinner?
Speaking saying sentences using present simple
Yes, it is. You can see the ............................. of her stove – He’s cooking dinner in the kitchen.
Writing sentences using the present We can put bread, milk, clothes, pens , pencils, rubbers, Where are they washing the car?
it’s coming out through the wall on the right, above
continuous and the present simple rulers and books into a plastic bag. They are washing the car in the street.
the .............................. . There are ......................
We use a basket when we go shopping. chickens. They are looking for things to eat on the Who is cleaning the window?
The dustbin is usually in the corner. ......................... . The window cleaner is washing the window.
Yes, I have. / No, I haven’t. She’s got lots of ....................... and ........................ How are they digging the garden?
Way in They are digging the garden with a spade.
to put things in. And there are two wooden
• Ask students in pairs or in groups to make a list of .................... to keep things on. It’s very clean and Where is she making her bed?
words about the picture. C Point and say. ............................ . She isn’t sweeping now, but She’s making her bed in the bedroom.
• Ask students in pairs to look at the picture and point you can see that she often sweeps in front of her How is she sweeping the floor?
at the things in Exercise B and give their names. ..................... with her green plastic ......................... . She’s sweeping the floor with a broom.
• Ask questions using the grammar and vocabulary
they have learned. • Go round the class monitoring students and make
sure they are carrying out the task properly. Correct
Suggested questions G Say.
their pronunciation.
What is grey in the picture? Answers • Ask students to find a partner and ask and answer
What is the woman doing there? old, cave, rocks, chimney, ladder, three, ground, questions as they can see them in the example.
Is she old? bags, baskets, buckets (any two can be accepted),
What is she wearing?
D Listen and look at the picture on pages • Go round the class monitoring students and make
52-53. track 39 shelves, tidy, house, broom sure they are carrying out the task properly.
What can she do around the house?
• Ask students to look at the picture and listen to • Check the answers as a class.
Answers the recording. F Look at the pictures and use the correct
The rocks are grey in the picture. • Ask students to listen to the recording for a second form of the verbs in the box to write what
time and follow the instructions. the people are doing. H Write. Complete the sentences about
She is standing in the door.
your family.
Yes, she is. (She is about 65.) Script: • Ask students to look at the pictures and the words in
She is wearing a red pullover, a pink skirt and white This old lady is standing at the door of her cave house. • Revise the family members with students.
the box. Tell them to write what the people are doing.
shoes (trainers). The front of the house is a wall of rocks across the cave. • Remind students of the third person singular -s
She can work, feed the chickens, clean the house, • Tell them that it is individual work.
You can see the chimney of her stove – it’s coming out (work – works).
go up the ladder there. through the wall on the right, above the ladder. There • Check the answers as a class.
• Make sure students remember the frequency
are three chickens. They are looking for things to eat on adverbs.
the ground. She’s got lots of bags, baskets and buckets Answers
to put things in. And there are two wooden shelves • Tell students to do the task individually.
He’s cooking the dinner.
A Photo World to keep things on. It’s very clean and tidy. She isn’t • Check the answers as a class.
sweeping now, but you can see that she often sweeps in They’re washing the car.
• Ask students how many people they think live in this He’s cleaning the windows.
front of her house with her green plastic broom.
cave. They’re digging the garden. Answers
• Ask students to imagine how this home looks inside, She’s making her bed. Students’ own answers
how many rooms it has got, whether there is a E Read then tick (✔) the correct statements. She’s sweeping the floor.
kitchen, a bathroom, etc. Ask them what furniture and
fittings there are in this cave.
• Ask students to read the text again and decide which
• Ask them what people can do here.
sentence/statement is correct. Tell them to tick the
correct ones.
B Listen, look and learn. track 38 • Ask them to do the task individually.
• Ask students to look at the grammar box and listen • Check the answers as a class.
to the recording while reading the words in the book.
54 UNIT 4 UNIT 4 55
Unit
4 Lesson 3
Jobs and play at home D Complete the sentences with words
from the interview.
• Ask students to read the interview again and fill in the
missing words in the sentences individually.
G Project Work
• Ask students to draw a picture of different jobs at
home and write about it.
Answers • Ask students to show their picture and read out their
Students’ own answers Answers sentences to each other or collect the drawings, put
Objectives them face down on the teacher’s desk. Tell each
Reading an interview between the interviewer 1 cloud 2 750 3 lift 4 photographs 5 away
student to pick one and say sentences about the
and Brett picture.
B Work with a partner. Ask and answer
Vocabulary task-related words, hobbies questions about your hobbies. • Check the task as a class. Correct their mistakes
Grammar present simple E Tell a partner about an unusual or and pronunciation where necessary.
• Tell students to find a partner and to ask and answer
Listening an interview between the interviewer questions as they can see them in the example. dangerous hobby you know about.
and Brett, a song about jobs • Get them to change partners. • Ask students to think of an unusual hobby they know
Speaking everyday and unusual, dangerous and to find a partner.
hobbies sure they are carrying out the task properly. • Ask them to tell about the hobby to their partner. Tell
Writing gap-filling based on the interview the other student to express his/her astonishment by
using adjectives: incredible, fantastic, wonderful.
Answers
• If they cannot think of an unusual hobby, give them
Way in Students’ own answers a card with a short description of the hobby. Remind
• Ask students about their hobbies. them of bungee jumping, bull fighting, lion hunting,
Suggested questions cave diving, etc.
Can you play the piano?
Where can you play the piano? C Listen and read. track 40
Do you go swimming? • Tell students that they are going to listen to an F Listen and say. track 41
Where do you go swimming? interview about an unusual hobby. • Ask students to close their books and to listen to the
Have you got a bike? recording. Tell them to put down as many orders as
How often do you ride your bike? • Ask them to read the dialogue while listening to the
recording. they can.
Is there a piano in your home?
If yes, where is it? • Give them questions and ask them to underline the • Play the recording for a second time and tell students
If no, do you play the guitar? answers in their books. to check their answers.
Do you do sports on Sundays? • Check the answers as a class. Ask one student to
Suggested questions
What do you do? come to the board and write the orders on the board.
What does a tornado look like?
How many tornadoes are there in the US in a year? Ask the others to add their own orders and correct the
Answers mistakes where necessary.
Why can tornadoes move fast in the west of the US?
Students’ own answers What can tornados do? • Remind students that in writing it is not usual to use
What is scary to Brett? an exclamation mark at the end of the sentence;
• NOTE. In British English the plural form of tornado is instead we use a full stop. If we put an exclamation
tornadoes, in the US it is tornados. mark at the end of an imperative sentence, it
A Match the verbs in Column A with the becomes more urgent. That is the reason why there
hobbies in Column B. is an exclamation mark in each of the imperative
• Make sure students know the words. Answers sentence here.
• Ask them to do the task individually. A tornado looks like a long black cloud.
There are 750 tornadoes in the US in a year. Answers
Tornadoes can move fast in the west of the US General – without exclamation mark Urgent –with exclamation mark
because there aren’t many mountains there. Tidy your room. Tidy your room!
Answers Tornadoes can lift houses and cars off the ground. Make your bed. Make your bed!
They can destroy everything near them. Wash the apples. Wash the apples!
1 – d 2 – c 3 – e 4 – f 5 – a 6 – b
When a tornado suddenly comes towards him. Cut the bread. Cut the bread!
Clean the windows. Clean the windows!
Wash the car. Wash the car!
Extra activity • Ask them to listen to the recording for a second time Dig the garden. Dig the garden!
• Ask students questions about these hobbies. and check their answers. Sweep the floor. Sweep the floor!
Suggested questions • Divide the interview into at least three parts and
Who plays the piano? assign the roles of the interviewer and Brett to • Play the recording a number of times if the students
Where do you do gymnastics? students and ask them to role play the dialogue. Then enjoy it.
When do you go skiing? get all the students in class to do this task.
What stickers do you collect? • Go round the class monitoring students and make
Who helps you to make models? sure they are carrying out the task properly. Correct
Where can you read comics? their pronunciation where necessary.
56 UNIT 4 UNIT 4 57
Unit
4 Let’s remember
A Put the verbs in the box into the correct

D Write the verbs in brackets in the present
simple or present continuous.
• Tell students to look at the grammar box (p 51 – C)
Extra activity
• Asks students to write about themselves
on a separate sheet of paper.
• Collect their writings, put them on the teacher’s
desk face down and ask each student to draw
imperative sentences. • Check the answers as a class. one. Make them guess who it was written by.
• Tell students to look at the grammar box (p 51 – D) • Correct their mistakes where necessary.
for a reminder if they need to. Answers
• Ask students to do the task individually. 1 is having 2 are working 3 leaves
• Check the answers as a class. 4 are going 5 walk 6 buys
Answers
1 Climb 2 Buy 3 Look 4 Take 5 Come 6 Write
E Match the verbs in Column A with
the nouns in Column B.
B Put the verbs in brackets into the present • Check the answers as a class.
continuous.
• Tell students to look at the grammar box (p 51 – C) Answers
for a reminder if they need to. a – 4 b – 1 c – 6 d – 3 e – 2 f – 5
F Read and answer the questions.
Answers
• Ask students to read the dialogue and answer the
1 is doing 2 is baking 3 are sitting questions.
4 am playing 5 are watching 6 is eating
Answers
C Write the household objects correctly.
1. George’s mother and father
• Tell students to look at the word box (p 54) for (go out to do the shopping).
a reminder if they need to. 2. Yes, he does.
• Ask students to do the task individually. 3. No, he doesn’t.
4. They work in the garden (if the weather is good).
• Check the answers as a class. 5. After lunch they rest and George watches the
sport on TV.
Answers
1 dustpan 2 broom 3 brush 4 spade
5 wheelbarrow 6 bucket

Unit
5 Warm up
Learning in and out of school B Listen, look and learn.
to the recording.
track 43
• Ask students to look at the grammar box and listen
• Explain all the grammar terms used, if necessary.

• Draw students’ attention to the fact that we never
E Listen and say. track 44
• Ask students to listen to the recording while reading
the dialogues.
• Play the recording a second time and ask students
to say along.
A Listen and read. track 42
• Begin each lesson by revising key language from the use to after must, but only the bare infinitive. • Tell students to find a partner and ask and answer
• Ask students to close their books and listen to the questions.
previous lesson. • Read the affirmative, negative and question forms
recording.
from the grammar box with the class. Ask students • Go round the class monitoring students and make
• Ask them to tell you what animals are beautiful. a few questions using must to elicit short answers. sure they are carrying out the task properly.
Way in (swans)
• Remind students of the correct spelling of mustn’t.
• Bring in some pictures about household equipment • Ask students to open their books and listen to the Students often make a mistake by leaving the t out.
and give each student one picture. Ask them to tell recording a second time while reading the text. F Photo World
you what they can do with that thing e.g.: • Play the recording for a second time and ask
• Get students to answer your questions. students to read the sentences. • Ask students to look at the photo on pages 62-63.
bucket – I can put water in it and wash the floor.
Suggested questions • Ask students some questions.
• Ask students to form groups of three or four and tell
Have they got life jackets? Suggested questions
them to mime hobbies to each other e.g.: play the
piano, do gymnastics, go swimming/skating/running,
What photos are Jack and Olivia taking? C Complete the sentences with must How many children can you see in the picture?
What is the water boat like? or mustn’t. Where are these children?
collect stickers, make models, read books/comics etc.
Who is the fourth person in the boat? Why aren’t they wearing swimming costumes and
Can Jack swim? • Ask students to read the sentences and do the
task individually. swimming trunks?
Lesson 1 What season is it?
• Check the answers as a class. What is the weather like?
Objectives Answers
Reading getting out of the classroom Yes, they have. Answers
Answers
Vocabulary task-related words, everyday activities They are taking photos of life on the river – the birds, 1 must 2 Must 3 must 4 must
the boats, the people. I can see eleven children in the picture.
Grammar all forms of must 5 mustn’t 6 mustn’t 7 mustn’t 8 Must
It is amazing – it can go on the land and in the water. They are on the seashore/at the seaside.
Listening getting out of the classroom, The captain is the fourth person in the boat. It is quite cold.
must forms Yes, he can. It is spring or autumn.
It isn’t sunny, it is cloudy.
Writing sentences practising must and mustn’t D Write.
• Assign the roles of Olivia, Frank and Jack and
• Ask students to do the task about your family
ask students to role-play the dialogues. • Tell students some words about Wales.
individually.
Way in
• Ask students to collect their ideas in pairs what they
United Kingdom • Check the answers as a class.
Background information
can and cannot do in the classroom. Extra activity
Wales is part of Britain and the United Kingdom.
• Ask students to give their ideas; after each sentence • Ask students to write yes/no questions using It’s situated to the west of England and is around
tell them what they must or mustn’t do. must e.g. Must my brother get up early on 170 miles (256 km) long and 60 miles (96 km) wide.
Saturday morning? Capital: Cardiff. Official Languages: Welsh, English.
Suggested answers • Check the answers as a class. Population: 2,980,000 (2007)
We can learn English. http://www.wales.com/en/content/cms/English/About_
You must learn English. Wales/Where_is_Wales/Where_is_Wales.aspx
We can write into our notebooks. Answers
You must write into your notebooks. Students’ own answers
We can read texts.
You must read texts.
We can listen to recordings.
You must listen to recordings.
We can talk to the teacher.
You must talk to the teacher.
We cannot run here.
You mustn’t run here.
We cannot talk with each other during the lesson.
You mustn’t talk with each other.
We cannot listen to music during the lesson.
You mustn’t listen to music.
We cannot eat during the lessons.
You mustn’t eat during the lessons.
60 UNIT 5 UNIT 5 61
Unit
5 Lesson 2
Learning in and out of school
A Photo World
E Listen and read.
recording.
track 47
• Ask students to read the text while listening to the
• Play the recording a second time but stop it after

each paragraph and summarize with students what
the paragraph is about.
• Ask students what children are wearing in the picture.
Objectives (a T-shirt and shorts) • Ask students to write the summaries into their
Reading field trips notebook.
• Ask students to look at the picture on pages 62-63
Vocabulary task-related words, school subjects and to tell you what children must and mustn’t do • Check the answers as a class.
here.
Grammar present simple
Possible sentences Extra activity
Listening reading the text while listening to the They must be careful.
recording about field trips and • Ask students in pairs to write about their field trip.
They must listen to their teacher here.
school subjects They mustn’t swim here. • Check the answers as a class.
Speaking favourite school subjects They mustn’t kill animals here.
Writing school subjects and field trips
Answers F Write.
Students’ own answers • Ask students to read the sentences and to decide
Way in whether the statements are true or false.
• Ask students about their school life.
B Listen and match. track 45
Suggested questions Answers
• Ask students to listen to the recording and to match
Do you know what a field trip is?
the pictures with the subjects. 1 T 2 F 3 F 4 T 5 F 6 T 7 F 8 T
Do you have field trips in your school?
How many lessons do you have a day/a week? • Check the answers as a class.
What is your favourite subject?
Do you speak English?
Answers G Look and say.
Background information 1 – h 2 – c 3 – f 4 – b 5e • Ask students in pairs to make a presentation about
6 – a 7 – d 8-g the picture to the others.
A field trip is a journey by a group of people
to a place away from their normal environment.
The purpose of the trip is usually observation for C Listen and write the school subjects. H Write.
education, non-experimental research or to provide track 46
students with experiences outside their everyday • Ask students to look at the pictures and places and
activities, such as going camping with teachers • Ask students to listen to the recording and write to write about a field trip to London.
and their classmates. The aim of this research is to the subjects. Suggested answer
observe the subject in its natural state and possibly • Play the recording a second time and ask students One of the best things we do at school is to go on field
collect samples. to check their answers. trips. It’s great to get out of the classroom and go to an
http://en.wikipedia.org/wiki/Field_trip • Check the answers as a class. interesting place.
At my school, we often go to visit buildings and places.

Answers Answers
My favourite subject is English, and the next week we’re
Students’ own answers lesson 1 - geography
going on an English field trip to London. That’s really
lesson 2 - maths
great! We are staying at a hotel near the River Thames.
lesson 3 - art
lesson 4 - sport
When we go on field trips, our English teacher always
puts us into groups. Each group looks at a different
D Say. place.
• Ask students to read the phrases in the box and the My group is looking at the Parliament and a London bus.
questions and answers. We are taking a lot of photographs.
• Get them to ask and answer questions in pairs.
Other groups are studying the parks in London, the river
Thames and Harrods, the most famous shop in London.
Then we get back to school, each group is doing a
presentation about the project.
64 UNIT 5 UNIT 5 65
Unit
5 Lesson 3
Learning in and out of school C Say.
• Tell students to read the question and the answers.
Ask them to do the activity with a partner. Tell them
that they can use the letter to get some ideas.
G Project work
•

Ask students to fill in the timetable with their own ideal
subjects. Tell them that it is not necessary to have all
the school subjects. If a student doesn’t like history,
he/she doesn’t have to write history in the timetable
but he/she has to have more English lessons instead.
Answers
• Check the task as a class. • Ask students to show their timetables to each other.
Objectives • Check the task as a class.
Reading Anna’s letter Answers
Vocabulary task-related words, places in London Students’ own answers Extra activity
Grammar present simple, adverbs of frequency • Tell students to write their weekend activities in
• Ask students to read the text while listening to the the timetable too.
Listening Anna’s letter, students’ preferences, recording.
song • Ask them to underline the adverbs of frequency in the D Listen to three children talking about
Speaking school day activities, song text. Tell them to look at the three sentences too. school. Tick ( ✔ ) what they like.
Writing present simple, adverbs of frequency, • Play the recording a second time and ask students track 49
timetable to check their answers.
• Tell students to do the task individually.
• Ask students to listen to the recording and give their
answers.
Answers
Way in • Play the recording a second time and tell students
always, usually, sometimes
to check their answers.
• Bring in a lot of photos of London and Budapest and • Check the answers as a class.
ask students to make two piles.
• Ask students to complete the letter with one sentence
• Ask them to tell you what they can see in the picture. Answers
from the list.
Eleanor Paola Rashid
Answers English lesson ✔
Students’ own answers Answers homework ✔
(1) c (2) a (3) b teachers ✔
uniform ✔
• Write school subjects and things on the board and school lunch ✔
ask students to match them.
Extra activity computer lessons ✔
Suggested school subjects and things
• Ask students to write a similar letter to Anna
English ruler on a separate sheet of paper.
maths brush
geography basketball • Collect the letters and place them face down E Say.
science map on the teacher’s desk.
• Tell students to find a partner and talk about the
art dictionary • Ask students to pick one and to guess who it was subjects whether they like them or not.
music microscope written by.
sport a picture of a famous person from the past
history guitar
B Write. • Check the task as a class.
Answers • Tell them to read the letter again and answer the
questions.
English – dictionary maths – ruler geography – map F Listen and say. track 50
• Make sure students know the adverbs of frequency.
science – microscope art – brush music – guitar • Tell students they are going to listen to a song about
Remind them that we put them before the main verb
school.
sport – ball history – a picture of a famous person in the sentence.
• Ask them to close their books and listen to the song.
• Ask them to make a list of the subjects they can hear.
Extra activity (mathematics, English, biology, history)
Answers
• Ask students to make a list of their subjects. Tell • Play the song again and ask students to check their
them to start with their favourite one; the last one Anna always gets up at 7 o’clock. answers.
is going to be the least favourite subject. She goes to a boarding school.
The students usually do their homework. • Play the recording a number of times if the students
• Make statistics which subject is the most popular They always have dinner at 6:30. enjoy it.
one in the class. After dinner, she sometimes watches
a DVD with her friends.
She usually talks with her friends until 10:30.
66 unit 5 unit 5 67
Unit
5 Let’s remember
A Write the words in the correct order.
D Write names of the school subjects
correctly.
• Ask student to unscramble the words. Tell them that
the pictures can help them.

a reminder if they need to. Answers
• Remind students of the correct spelling of mustn’t. 1 English 2 maths 3 music
Students often make a mistake by leaving the t out. 4 history 5 geography
E Write sentences using the verbs
Answers in brackets and a different adverb of
frequency from the box in each one.
1. You mustn’t come home late tonight.
2. We must finish our homework today. • Make sure students remember the adverbs of
3. I must visit my grandparents today. frequency. Remind them that these adverbs are used
4. They mustn’t run in the classroom. before the main verb.
5. You must finish your biology project by Wednesday. • Ask students to do the task individually.
B Make questions with must for these Answers

sentences. Students’ own answers
• Tell students to look at Exercise E (p 61) for
• Check the answers as a class. F Read and answer the questions.
• Ask students to read the text and answer the
Answers questions individually.
1. What must you do on Friday? • Check the answers as a class.
2. What must you do in the next game?
3. What must she play at the concert? Answers
4. What must they tell us? 1. His favourite subject is art.
5. What must the dog do when it’s cold? 2. He likes history because it is very interesting.
3. She helps him a lot with his work.
4. No, he doesn’t.
5. He wants to be an artist (who paints pictures
C Complete the dialogue with must about history).
or mustn’t.
• Tell students to read the dialogue and fill in the gaps.
• Tell students to look at the grammar box (p 61) for Extra activity
a reminder if they need to. • Asks students to write about their own school
• Check the answers as a class. subjects and school teachers.
• Collect their writings and place them face down on
Extra activity the teacher’s desk. Ask them to pick one and to
read it out to students. Ask them to guess which
• Assign the role of Paul and Lisa to students and
student it belongs to.
ask them to role play the dialogue in pairs.
• Correct any mistakes in structure and
pronunciation.
Answers
1 must 2 mustn’t 3 must 4 mustn’t 5 must
68 Let’s remember – Unit 5 unit 5 69

Unit
6 Warm up
It was cold yesterday
Lesson 1
Way in
• Ask students questions using the present simple.
Suggested questions
Are you happy today?
Is Peter intelligent?
• Ask students to close the book and listen to the
recording. Ask them to answer the question:
What photos has Olivia got?
• Ask students to open their books and listen to the
Are your classmates clever? recording for a second time while reading the text.
• Begin each lesson by revising key language from the Tell them to check their answer.
Is your mother at home now?
previous lesson.
Objectives Am I hungry?
Answers
Way in Reading school conversation about the weather
Answers She has got photos of a beautiful rainbow
Vocabulary text-related words, yesterday’s (the weather).
• Ask students what lessons they have got today weather, past time expressions Yes, I am. / No, I’m not.
(English, maths, history, geography, science, art, Yes, he is. / No, he isn’t.
music, sport). Grammar past simple -be (affirmative, negative,
question, short answers), time Yes, they are. / No, they aren’t. • Ask students what colours there are in a rainbow.
• Ask them to draw a table with the school subjects and expressions used in the past simple Yes, she is. / No, she isn’t. (red, orange, yellow, green, blue, indigo and violet)
the number of lessons per week. Tell them to sentences Yes, you are. / No, you aren’t. • Assign the roles of Frank, Jack and Olivia and get
complete the table. students to role play the dialogues in groups of three.
Listening reading the text while listening to the
1 lesson 2 lessons 3 lessons 4 lessons 5 lessons recording, past simple -be, • Now ask the same questions but put them in • Go round monitoring students to check they are
/week /week /week /week /week weather-related words the past simple. carrying out the task properly.
English Speaking dialogues about everyday activities Suggested questions
maths in the past Were you happy yesterday?
history Writing past simple -be sentences Was Peter intelligent?
Were your classmates clever?
geography
Was your mother at home on Friday?
science Was I hungry?
art
music Answers
sport Yes, I was. / No, I wasn’t.
Yes, he was. / No, he wasn’t.
Yes, they were. / No, they weren’t.
Yes, she was. / No, she wasn’t.
Answers Yes, you were. / No, you weren’t.
• Explain students that was and were are the past
Japan simple form of am/is/are.

• Ask students when you were happy (yesterday) and
when your mother was at home (on Friday).
70 1/1 UNIT 6 UNIT 6 1/2 70

C Complete the dialogue with was, wasn’t,
B Listen, look and learn. track 52 were or weren’t. Answers
• Ask students to look at the grammar box and listen 1. Where were you at six o’clock last night? Students’ own answer
• Ask students to read the dialogue and to write the
to the recording. 2. Where were you yesterday afternoon at two o’clock? Students’ own answer
past tense forms into the sentences.
• Explain all the grammar terms used, if necessary. 3. Where were you last Saturday morning at ten o’clock? Students ‘own answer
• Ask students to do the task individually. 4. Where were you last Sunday afternoon at three o’clock? Students’ own answer
• Tell students that we use the past simple to talk
• Check the answers as a class. 5. Where were you yesterday evening at seven o’clock? Students’ own answer
about events and habits in the past.
6. Where were you last summer holiday? Students’ own answer
• Ask them when was the food delicious (last night) Answers
and when you were late for school (every day).
1 were 2 weren’t 3 Were 4 wasn’t 5 were
Explain that in the first sentence was is used to talk E Photo World
6 was 7 was 8 were 9 Was 10 was
about an event that happened in the past and ask
students when it happened (last night). Explain that • Ask students to look at the picture on pages 72-73.
in the second sentence was is used to talk about • Ask them to tell you where the picture was taken and
a habit in the past and ask students how we know Background information if they would like to go there. Ask them why/why not.
this (because it says ‘every day’). The Bedouins are Arabic-speaking nomadic people • Remind students that they learned about Japan
• Tell them that we often use time expressions living in the Middle Eastern and North African in Unit 3, where they read about the snow monkeys.
(yesterday, two days/a month ago, last night/week/ deserts, especially in Saudi Arabia, Syria, Jordan, Revise some information about Japan with them.
month, in July/2011 in the sentences). Sudan, Egypt, and Libya. As nomads, they have
no fixed homes but travel continuously throughout
• Read the affirmative, negative and question forms Background information
the region. Bedouins are Arabic speaking nomadic
from the grammar box with the class. Ask students
tribes that originate from the Arabian Peninsula Japan is an archipelago, or string of islands, on the
a few questions using was/were to elicit short
(mainly Saudi Arabia) and would travel the desert eastern edge of Asia. There are four main islands.
answers.
to locations where they would find drink and food. Honshu is the largest one – it includes the cities of
• Draw students’ attention to the note about There Sometimes travelling for days before they arrived Tokyo, Osaka, Kyoto and Yokohama. There are
was and There were. at their final destinations. Each tribe would have an also nearly 4,000 smaller islands! Japan’s nearest
• Play the recording a second time and ask students area of land under their responsibility from which mainland neighbours are the Siberian region of
to read the sentences. they would make income by allowing travellers and Russia in the north, and Korea and China farther
traders to pass through. The Bedouin people can south. Almost four-fifths of Japan is covered with
Extra activity teach us much about surviving extreme conditions. mountains. Japanese food is very different from food
They are excellent trackers recognising animal and in Western countries. There is lots of rice, fish, and
• Draw two columns on the board and ask students human tracks and they are able to find their way in vegetables, but little meat. With little fat or dairy,
to complete the table with the be forms in the the desert without compass or map. Bedouin men this diet is very healthy. Capital: Tokyo. Population:
present and in the past. Write some of the pronouns and women traditionally carry out different roles in 127,463,611. Official Language: Japanese.
and forms into the table and ask them to find the society. Bedouin men are generally the ones who
remaining ones. http://images.nationalgeographic.com/wpf/sites/kids/
go out to earn a living for their families, some work NGS/wpf/printplace/japan.html
today as safari guides, drivers, shop keepers, or in
construction and maintenance. Whilst the women
Answers work in the home looking after the house, the family
and the livestock of goats and camels.
personal pronoun present past http://kids.britannica.com/elementary/article-352838/
I am was Bedouins
you are were http://sheikhsalemhouse.com/bedouins.asp
he/she/it is was
we are were
you are were D Listen and say. track 53
they are were
the dialogues.
• Ask questions at random round the class and ask • Play the recording a second time and ask students
students to answer in full sentences or using short to say along.
answers as appropriate.
• Tell students to find a partner and ask and answer
Suggested questions questions.
Where were you last night?
What was your favourite film last year? • Go round the class monitoring students and make
Were you on holiday in August? sure they are carrying out the task properly.
Was it cold on Thursday?
Were your parents at home yesterday evening?
Answers
71 1/1 UNIT 6 UNIT 6 1/2 71

Unit
6 Lesson 2
It was cold yesterday E Write. Complete the names of the
months.
• Remind students that months are written with
a capital letter.
Extra activity • Check the answers as a class.
• Make them ask any questions about the picture
Objectives using all vocabulary and grammar structures they Answers
Vocabulary task-related words, seasons, months, have learned, e.g. Is there a boat in the picture? Can
you see people/animals there? How many houses January February March April
Grammar present simple, past simple – be forms are there? Was it cold when the photographer took May June July August
the photo? etc. September October November December
Listening people talking about their holidays
Speaking favourite season, (summer) holidays
Writing answering questions, seasons, months B Write
• Ask students to look at the pictures on pages 72-73 F Write the months into the correct
and answer the questions individually. seasons.
Way in • Check the answers with a partner. • Ask students to do the task individually.
• Ask students what they do in different months/ Answers
seasons. 1 Japan 2 spring 3 pink 4 sunny 5 snow Answers
• Ask them to make a list of things they take with them
spring summer autumn winter
on holiday.
March June September December
Suggested items April July October January
sunhat, raincoat, sandals, swimming costume, C Write the jumbled seasons under May August November February
swimming trunks, towel, pullover, T-shirt, skirt, trousers, the correct picture.
umbrella, sunglasses • Ask students to do the task individually.
• Check the answers as a class. G Listen to people talking about their
Answers
summer holidays. Tick ( ✔ ) the correct
Students’ own answers Answers
picture. track 54
1 spring 2 summer 3 autumn 4 winter
• Ask students to listen to the recording and tick
the picture that matches the recording.
A Photo World • Play the recording a second time and ask students
Extra activity to check their answers.
• Ask students to look at the picture on pages 72-73.
• Ask students to tell you what they can see in the • Check the answers as a class.
• Ask them what they can see there. pictures.
Answers Answers
Students’ own answers – mountains, ocean/sea/ Answers 1 b 2 a 3 c
river, houses/buildings, blossom, cherry tree,
1. There are a lot of flowers in the field. / I can see a
branches
lot of flowers in the field. It is sunny.
2. There is a spade and a bucket on the shore. It’s H Say.
sunny and hot. I can see mountains in the picture.
Background information 3. I can see trees in the picture. / There are trees in • Ask students to talk about their last holiday.
Mount Fuji is located in the Chubu region on Honshu the picture. • Make them find a partner and ask and answer
– the largest island of Japan. Geological estimates 4. There is snow on the ground. It is cold and cloudy. the questions.
suggest that Mt. Fuji was created around 600,000 • Go round the class monitoring students and make
years ago. The last time Mount Fuji erupted was sure they are carrying out the task properly.
on 6th December, 1707. The Japanese Buddhists D Say.
believe that Mt. Fuji is a gateway to the other world. • Ask students to read the question and answers. Answers
Its name means “everlasting life.” Mount Fuji is
• Get them to ask and answer the question about their Students’ own answers
worshiped by the Japanese as a sacred mountain,
favourite season in pairs.
and a religious spot for Shinto and Buddhists in
Japan. • Go round the class monitoring students and make
http://www.buzzle.com/articles/mount-fuji-facts.html
Answers
• Ask them about the season and weather. Students’ own answers
74 UNIT 6 UNIT 6 75
Unit
6 Lesson 3
It was cold yesterday
C Look and learn.

E Listen and write the numbers next
to the weather symbols.
•

track 57
Ask students to listen to the recording and to write
the numbers next to the weather symbols. Remind
students that there is one extra symbol they do not
need to use.
H Listen and say. track 59
• Ask students to listen to the recording about the
weather while reading the text.
to sing along.
• Write - 10 °C 0 °C 15 °C 25 °C 35 °C • Play the recording a second time and ask students • Play the recording a number of times if the
on the board and ask students what activity they do to check their answers. students enjoy it.
Objectives
when it is -10 °C etc. Tell students that we say It’s • Check answers as a class.
Vocabulary task-related words, weather, minus 10 degrees centigrade/Celsius. etc.
temperatures, clothes I Project work
Answers
Speaking questions and answers about the • Tell students that this time the task is to keep
Answers a 4 b 2 c 3 d 3 e 1
temperature and clothes a record of the weather and the temperature for
Students’ own answers a week.
• Ask students to make a table like the one in the
Way in book and complete it.
Possible answers F Listen, look and learn. track 58
• Ask students about the four seasons. I go snowboarding when the temperature is -10 °C. • Ask students to look at the vocabulary box and • Ask students to show their tables to each other and
I stay at home when the temperature is 0 °C. listen to the recording. to compare them.
Suggested questions
I go for a walk when the temperature is 15 °C • Check the task as a class.
Is it winter now? • Play the recording for a second time and ask
I go swimming when the temperature is 25 °C.
What do you usually do in winter? students to repeat the words after the recording.
I travel to Italy when the temperature is 35 °C.
What is spring like?
Is summer your favourite season? Extra activity
• Make sentences to students e.g.: It’s freezing. It’s
What clothes do you wear in autumn?
cold. It’s warm. It’s hot. It’s boiling. And ask them • Ask students in which season they would wear
to say the sentences with you. these clothes.
Answers
D Listen and repeat. track 56 Answers
• Ask students to listen to the recording and to read a raincoat – autumn a scarf – winter a pair of sandals – summer
the sentences. an overcoat – winter a sunhat – summer a woolly hat – winter
A Match. • Play the recording a second time, stop it after an anorak – spring a pair of wellington boots – autumn
• Ask students to look at the pictures and the each sentence and ask students to repeat them
weather-related words. after the recording.
• Ask them to do the task individually. • Ask students to answer the last question:
What’s the temperature outside now?
G Say.
• Check the answers as a class. • Ask students to find a partner and read the questions
and answers in the box.
Answers Answers
• Make them collect different types of weather
1 – d 2 – f 3 – b 4 – c 5 – a 6 – e Students’ own answers and clothes.
Suggested words
rainy a raincoat
Extra activity sunny an anorak
B Listen and write. track 55 cloudy an overcoat
• Hold a temperature race. Group your students into snowy a scarf
two teams and get them to race against each other. windy a sunhat
the song and match each paragraph with a letter
First, write down a dozen or so temperatures in foggy a woolly hat
from Exercise A.
Celsius. Then, either using pictures or actual clothes, hot a pair of wellington boots
• Ask them to do the task individually. create two piles (one for each team) that includes warm a pair of sandals
• Play the recording a second time and ask students sandals, trainers, boots, long and short sleeve shirts, cold a pair of trousers
to check their answers. trousers, shorts, swimming suits, coats and jackets. freezing a pair of gloves
• After calling out a temperature, one student from boiling a pullover
• Check the answers as a class. each team must run to his pile of clothes and choose
• Play the recording a number of times if the the appropriate item for the temperature. Whoever • Get them to ask and answer questions in pairs.
students enjoy it. picks up the correct item first gets a point for his Ask them to change partners after a certain time.
team.
Answers sure they are carrying out the task properly.
1 – f 2 – b 3 – d 4 – a 5 – c
Answers
76 UNIT 6 UNIT 6 77
Unit
6 Let’s remember
A Write was or were in these sentences.
D Write the months correctly.
• Remind students that the names of the months are
written with a capital letter.
for a reminder if they need to. Answers
• Ask students to do the task individually. 1 February 2 October 3 March
4 January 5 November
Answers
Extra activity
1 were 2 were 3 was 4 was 5 were
• Match the pictures with the months.
B Make questions using was or were. Answers (clockwise)

• Tell students to look at the grammar box (p 71) for February October March
a reminder if they need to. August September
E Match the words in Column A with
Answers the descriptions in Column B.
1 Were 2 Was 3 Were 4 Was 5 Were • Ask students to do the task individually.
Answers
Extra activity
1 – b 2 – d 3 – e 4 – a 5 – c
• Ask students to say sentences about the pictures
on the right using the present and the past forms of
be.
F Read and answer T (True) or F (False).
Possible answers • Read the text about Lizzie’s favourite season out
She is at home. / She is in the living-room. loud to students.
She was at home yesterday/on Monday. / She was in • Asks students to read the text silently and to do
the living-room. the task individually.
He is in the field. / He was in the field yesterday/on • Check the answers as a class.
Wednesday.
Answers
1 F 2 T 3 F 4 T 5 F
C Complete the sentences with the
correct form of be in the past simple.
a reminder if they need to. Extra activity
• Ask students to do the task individually. • Ask students to write briefly about their favourite
• Check the answers as a class. season. Start like this: My name’s …
Answers the teacher’s desk. Ask them to pick one and guess
who it was written by.
1 Were 2 weren’t 3 was 4 was 5 wasn’t

Review 2 Units 4–6
Objectives
• To revise vocabulary and grammar from Units 4-6
Revision Grammar revision

• Explain to students that it’s time for them to do • Elicit from students that we use the present
Review in Magical World 2. continuous to express that something is happening
• Tell them that Review 2 revises the material they now, at this moment. It can also show that something
saw in Units 4-6. is not happening now. Elicit from students that we
use the present simple to express the idea that an
• Explain to students that they can ask you for help action is repeated or usual. The action can be a habit,
with the exercises or look back at the units if they are a hobby, a daily event, a scheduled event or
not sure about an answer, as the review is not a test. something that often happens. It can also be
• Decide how you will carry out the review. You could something a person often forgets or usually does not
ask students to do one exercise at a time and then do. Check that they remember the third person
correct it immediately, or ask students to do all the singular forms of verbs by writing I eat, I go, I finish,
exercises and then correct them together at the end. etc. on the board. Ask students to write he/she/it and
If you do all the exercises together, let students know the correct form of each verb beside them.
every now and again how much time they have got • Write present simple sentences and adverbs of
left to finish the task. frequency on the board and ask students to put an
• Ask students not to leave any answers blank and adverb into each sentence. Remind them that these
to try to find any answers they are not sure about in adverbs are placed in front of the main verb.
the units. Suggested sentences Adverbs of frequency
• Revise the vocabulary and grammar as a class before He goes home by bus. never, sometimes, usually,
students do the review. Now you have experience We eat sandwiches. often, always
about their difficulties after completing the Let’s They play basketball.
remember part. I go skiing.
You wear a skirt.
• Make sure students understand the tasks.
• Check that they remember the negative form of the
present simple by making the verbs they have just
Vocabulary revision written down negative for both I and he/she/it forms.
• Ask students to tell you what household equipment
• Revise the question form of the present simple by
they would use in the classroom and why. They
asking students to ask a classmate a question about
should remember dustpan, brush, bucket, broom,
something he or she does on Saturdays. Remind the
dustbin, plastic bag, etc. Ask them where they would
other student to give a short answer. Make sure that
use a wheelbarrow and a spade (in the garden).
all students have the chance to ask and answer at
• Write ‘everyday activities at home’ on the board and least one question.
ask students what they can do (cook the dinner, tidy
• Give sentences to students using the imperative, e.g.
the room, wash the car, clean the windows, dig the
Sit down. Stand up. etc. Make students say
garden, make the beds, sweep the floor, wash
sentences like this.
the plates, etc.)
• Use the sentences you had with the imperative again
• Tell students about a hobby and make them guess
forming must and mustn’t sentences e.g.: You must
who you are thinking of e.g. You think of playing the
sit down. You mustn’t stand up, etc.
piano:
You need an object and your two hands to do this
activity. You are in the living-room. You can do it with
or without a partner. It is not a silent activity, you make
noise. You play music. Make students do the same; one
student thinks of a hobby and the others try to guess.
They can think of everyday hobbies doing gymnastics/
karate, going skiing, collecting stickers, making models,
playing the violin, playing volleyball, reading books/
comics, or unusual or dangerous hobbies watching
tornadoes, skydiving, etc.
80 1/1 Review 1 Review 1 1/1 81

Review 2 D Write.
• Tell students to do the crossword individually.
Units 4–6
Answers
A Write.
• Ask students to do the crossword individually. B
U
• Check the answers as a class. C S
S K P B
Answers W H E E L B A R R O W
E T A D U A
F C E D E S L
W O R L P D H L
S P R I N G S E A S O N E
U N G N I U R
N D Y O N D
N Y W Y Y
Y Y E Put the verbs in brackets into the correct
form of the present continuous.
B Put the correct form of the verb to be in • Ask students to unscramble the words individually.
the past simple into these sentences. • Check answers as a class.
11. Maria is working at home today.
Answers 12. are playing 3 Is ... coming 4 are ... going 5 is making
1 was 2 were 3 Was 4 were 5 Were 16. Are ... wearing 7 are leaving 8 is ... singing 9 is ... washing
6 was 7 were 8 were 9 was 10 was 10. are doing
C Write the months correctly.

• Ask students to find the months.
Answers
1 May 2 June 3 December 4 February
5 July 6 April 7 September 8 August
Extra activity
• Describe the pictures on the right to students. Ask
them to name the season you are speaking about.
• Ask students to do the same in pairs.
• Go round monitoring students to check if they are
carrying out the task properly.
80 1/2 Review 1 Review 1 1/2 81

Review 2 I Write must /mustn’t in these sentences.
Units 4–6
F Make short answers. Answers
• Ask students answer the questions individually. 1 must 2 mustn’t 3 must

4 mustn’t 5 mustn’t 6 must
Answers
1 Yes, they are. 2. Yes, she is. J What subjects are they?
3. No, I’m not. 4. Yes, they are. • Ask students to write the school subjects on the lines.
5. No, it isn’t. 6. Yes, you are Tell them that the pictures on the right help them.
7. No, you aren’t.
• Check the answers as a class. Correct students’
pronunciation where necessary.
G Put the correct preposition from the box Answers

into the time expressions. 1 English 2 biology 3 art
• Ask students to fill in the gaps individually. 4 history 5 music 6 maths
Answers Extra activity

1 in 2 on 3 after 4 at 5 at 6 in • Ask students in pairs to write the definitions of
sport, science and geography.
H Put one of the adjectives in the box

into each sentence.
Answers
• Make sure students know all the adjectives.
sport: You play ball games and do gymnastics.
• Ask students to fill in the gaps with one word from science: You learn about the sun, the moon, the
the box. light.
• Check the answers as a class. geography: You get information about rivers,
mountains, tornadoes, rain and snow.
Answers
1 beautiful 2 clean 3 sweet
4 dangerous 5 interesting 6 difficult 7 far K Write about what you like and don’t like.
Use the verb in brackets.
• Ask students to write sentences about their
preferences.
Answers
Student’s own answers
1 I like ... 2 I like ... 3 I don’t like …
4 I love … 5 My favourite ... 6 I hate …
Unit
7 Warm up
Entertainment Way in
•

Make two columns on the board. Write kitchen,
bathroom, living-room, dining-room, bedroom, garage
and garden in one column and wanted, washed, tried,
watched, played, worked, painted in the other one.
•

track 61
Explain to students that some parts of the text in the
Reading exercise tell us about things in the past. Ask
them to tell you which parts talk about the past
(pictures 1 and 2) and which parts talk about the
•

Write the personal pronouns on the board and ask
students to write the past simple verb forms of stop
next to each of them. Explain to students that the
past simple form of the verb is the same for all
persons of the verb.
Ask students to tell you where they were yesterday and present (pictures 3, 4, 5 and 6). Ask them which
• Begin each lesson by revising key language from the what they did there e.g.: I was in the kitchen; I wanted to other grammar they can find in these pictures (going C Write.
previous lesson. make sandwiches, etc. Ask them what they can see at to future). Ask students to look back through the • Ask students to do the task individually.
the end of the verb forms. Elicit -ed from students. Tell dialogues and to underline examples of the past
simple (watched, listened, did, played and surfed). • Make sure the students know all the words.
Way in them that the verbs are in the past simple and you are
going to learn about this tense in this unit. • Ask students to look at the grammar box and listen • Check the answers as a class.
• Ask students to tell you where they were yesterday,
where their mother, father, sister, brother was on Friday/ to the recording.
Saturday, etc. Answers • Explain all the grammar terms used, if necessary. Answers
Students’ own answers • Tell students that we use the past simple to talk 11. liked 2. snowed 3. cooked
Answers about events and habits in the past. 14. did ... stop 5. painted 6. used
Students’ own answers 17. rained 8. Did ... dance 9. didn’t wash
• Write I was in the kitchen yesterday; I wanted to make
10. carry
sandwiches on the board. Ask students when he/she
Possible answers wanted to make sandwiches (yesterday). Explain that
I was in the bathroom, I washed my clothes. in the first clause was and in the second clause
• Ask them if the dustbin was in the corner in the morning. I was in the living-room, I watched TV. wanted are used to talk about events that happened
I was in the dining-room, I painted eggs. D Listen and say. track 62
• Ask them about yesterday’s weather and temperature. in the past.
I was in the bedroom, I listened to music. • Ask students to listen to the recording and check the
I was in the garage, I worked. • Tell them that we often use time expressions
verbs and time expressions in the boxes.
Lesson 1 I was in the garden, I played. (yesterday, two days/a month ago, last night/week/
• Play the recording a second time and ask them to
month, in July/20119) in the sentences.
Objectives find the words they are going to use in their
• Read the affirmative, negative and question forms
A Listen and read. track 60 questions and answers.
Reading school conversation about from the grammar box with the class. Ask students
yesterday’s programmes • Tell students that you are going to read about a few questions using did to elicit short answers. • Ask students to find a partner and make them ask
entertainment in the text. and answer questions.
Vocabulary text-related words, basic verbs • Draw students’ attention to the note about There
Grammar past simple (regular verbs) • Ask students to close their books and listen to the was and There were. • Go round the class monitoring students and make
recording. Ask them to tell you what their new project sure they are carrying out the task properly.
Listening reading the text while listening to the • Play the recording a second time and ask students
recording, past simple (regular verbs), is. (people’s favourite entertainment – They are going to to check what they have learned about the past
time expressions photograph people enjoying their favourite simple (regular verbs).
entertainment.) E Photo World
Speaking past simple (regular verbs), • Ask them what they notice about the past simple
• Ask students to open their books and listen to the • Ask students to look at the picture on pages 86-87.
time expressions forms of regular verbs. Explain that we usually add
recording a second time while reading the text and check -ed to form the past simple (want – wanted), but with • Ask them to tell you what they think about these
Writing sentences using past simple and people, where these people live and if students would
their answer. verbs that end in -e, we add -d (live – lived), with
time expressions like to go there. Ask them why/why not.
• Assign the roles of Frank, Jack and Olivia and get verbs that end in a consonant and -y we drop the -y
students to role play the dialogues in groups of three. and add -ied (study – studied), with verbs that end in • Give students some information about Mexico.
a vowel and -y, we just add -ed (play – played)
• Go round the class monitoring students and make sure and with verbs that end in a stressed vowel and a
they are carrying out the task properly. consonant, we double the final consonant and add Background information
-ed (stop – stopped) to form the past simple. Mexico is located partway between the Equator
• Put two columns on the board with the headings and the Arctic Circle. It is a land of extremes, with
infinitive and past simple. Write the verbs below in high mountains and deep canyons in the centre
the infinitive column and ask students to write past of the country, sweeping deserts in the north, and
simple forms in the other column. dense rain forests in the south and east. Mountains
cover much of Mexico. It was once the home of the
infinitive past simple Maya civilization, an ancient culture whose amazing
clean cleaned buildings can still be seen today. Capital: Mexico
Mexikó

cook
fry
cooked
fried
City Population: 106,202,903 Official Language:
Spanish
listen listened http://images.nationalgeographic.com/wpf/sites/kids/
live lived NGS/wpf/printplace/mexico.html
look looked
move moved
study studied
talk talked
visit visited
84 UNIT 7 UNIT 7 85
Unit
7 Lesson 2
Entertainment B Reading.
• Ask students to read the text about the Tarahumara
people and to tell you what these people don’t have
(computers, mobile phones).
• Make sure the students know all the words in the
text (tired, kick, crucifixion, feathers),
G Listen and read. track 64
• Tell students that they are going to listen to the
recording about a carnival in Greece.
• Ask them to listen to the recording while reading the
text and underline all the activities people can do
• Ask students to describe the carnival picture.
Ask students if they ever dress up like this.
•

Ask students if there are any famous carnivals
in their country. Ask when and where the carnivals
are and what people do during the carnival. (Flower
Carnival in Debrecen, Hungary on August 20 –
there. different compositions are made of flowers. Flower
Objectives • Ask students to write about these people in the
• Play the recording a second time and ask students cars are accompanied by Hungarian and foreign
past individually. dance ensembles, music bands and art groups who
Reading The Tarahumara People of Mexico, to check their answers.
Carnival Crazy! • Check the answers as a class. entertain the audience).
Vocabulary task-related words, carnival words
Listening reading the text while listening to the Answers Answers
recording about carnival The Tarahumara people lived in the Tarahumara Answers Students’ own answers
Speaking picture description, suppositions Mountains at between 2000 and 3000 metres above Take part in the festival, have fun, wear costumes,
about pictures sea level. They lived a very simple life. They were dance in the streets, make models, paint them, look
Writing answering questions famous for running. When they went from one village for treasures, get great prizes, burn the Carnival
to the next, they ran. When they hunted a deer, they King, preparations start. H Answer.
ran after it.
Way in • Tell students that the sentences are about the
All their sports were about running. They played a carnival text.
• Ask students questions about their programmes and special game. Background information
activities in the past. Point at a student and ask him/her • Ask students to do the task individually.
At Easter they had a special festival. They performed Patras is a small town in the northern Peloponnese
what he/she did last week, etc. region of Greece. The street carnival with floats • Check the answers as a class.
the story of the Crucifixion of Jesus. Some men
painted their bodies with white spots, wore special and parades dates back to 1870 and was originally
Suggested questions organised by wealthy residents. It stopped during the
coloured clothes and put feathers in their hair. There Answers
Did you go swimming in the morning? Second World War and started again in 1951, but the
was also music and dancing. The festival was one 1 people 2 make things
Where did you travel last year? organisation was taken over by the Municipality of
of the most important entertainments of the year for 3 treasure 4 clues 5 isn’t
Who did you visit last week? Patras. The carnival begins on 17 January and ends
these people
Why did you go with your mother in the evening? on Clean Monday. The main carnival events take
Did your friends play with you in the playground? place during the last weekend before Lent.
Clean Monday is the first day of the Eastern Orthodox I Say.
Answers C Look and say. Christian and Eastern Catholic Great Lent. • Ask students to find a partner and ask and answer
Students’ own answers Lent is the period of the liturgical year from Ash questions about the carnival he/she last had. Tell
Wednesday to Easter in the Christian tradition. students to use the words and phrases they read in
Ask students to find a partner and to tell him/her what
Katrina Gormley: World Wonders 1 Teacher’s Book the carnival text.
he/she can see in the picture from the text.
Heinle, 2010. p. 44.
A Photo World • Go round the class monitoring students and make • Go round the class monitoring students and make
sure they are carrying out the task properly. sure they are carrying out the task properly.
• Ask them questions about the picture. • Check the answers as a class.
Suggested questions
What are these people doing in the picture? Answers
What clothes are they wearing? Students’ own answers
Why are their backs painted?
Do these people belong to the same family?
What is the weather like here?
D Write.
Answers
• Ask students to read the text about the Tarahamura
Students’ own answers people again and answer the questions.
• Make students ask question about the picture using Answers

all vocabulary and grammar structures they have
1. They live in the mountains in northwest Mexico.
learned, e.g. Is there a house in the picture? Can you
2. They are famous for running.
see trees there? Do you think there are a lot of people
3. It’s a kind of running football with a small
in front of these people? How many people are sitting
wooden ball.
on the wall? What is the man in white shirt doing
4. They wear special coloured clothes.
there? Do you like this picture? Give reasons, etc.
5. They paint their bodies with white spots.
Give them prompts, e.g.: there is/are, have/has got,
how many, like, must, be +-ing, present simple, past
simple, be going to, etc.
88 1/1 UNIT 7 UNIT 7 89

Unit
7 E Say.
Entertainment

• Ask them to find a partner and tell him/her what is
happening on the other side of the wall.
• Ask them to tell you what they can see on this side
of the wall.
F Listen, look and learn. track 63

the sentences about carnival.
to try to memorize the words and their definitions.
• Give students definitions and make them say the
word e.g.: People cover their faces with them: masks.
Alternatively, you give the words and students should
give the definitions.
• Ask students to find a partner and to do the task in
pairs. They can think of any words.
88 1/2 UNIT 7 UNIT 7 1/2 89

Unit
7 Lesson 3
Entertainment Answers
1. Who is your favourite male singer?
2. Who is your favourite female singer?
3. Who is your favourite pop group?
4. What is your favourite song?
E Write.
• Ask students to read the interview again and answer
the questions.
+ Students’ own answers

Answers
Objectives 1. She learns singing, dancing and acting.
Reading interview with a young girl who goes C Listen. track 65 2. It only takes a few new pupils every year.
to a dance and drama school • Ask students to read and do the quiz individually. 3. She is twelve now.
Then ask them to listen to the recording and check 4. She performed a song from the musical Annie
Vocabulary task-related words, types of at the audition.
entertainment their answers.
5. Famous stars often feel nervous too.
Grammar past simple questions and answers • Check the answers as a class.
Listening a quiz about famous singers, a song
(rhyming poem) about entertainments Answers
F Say.
Speaking questions about your favourite singer, 1 a 2 b 3 c 4 a 5 a
• Ask students to find a partner and ask and answer
song, pop band and entertainments
questions about their entertainment. Tell them to use
Writing answering questions the verbs in the box.
Extra activity
Way in • Write a paragraph (80-100 words) about your
• Ask students to tell you if there are famous people favourite pop group. Include the name of each
at carnivals. Ask them if there is a concert at member, where are they from, their nationality, their G Listen and say. track 66
carnivals. Ask them when (in which month or season) physical appearance, etc.
• Tell students they are going to listen to a song
carnivals are organized. Ask students if they know (rhyming poem) about entertainments.
who are interviewed at carnivals.
• Ask them to read the text and listen to the recording.
Answers D Read. • Play the recording for a second time and ask
• Ask students to read the interview with Zoe, a twelve students to sing along.
year old girl. • Play the recording a number of times if the students
• Ask students to tell you why Zoe thinks this is a great enjoy it.
school.
A Match. H Project work
• Ask students to match the pictures with the words. Answers • Ask students to write about the film they last saw.
• Make sure the students know all the words. Students’ own answers Tell them to write about the negative things too.
• Check the answers as a class. • Ask students to read out some sentences and make
the others guess which film he/she was writing about.
Answers • Assign the roles of the interviewer and Zoe and get
1 f 2 c 3 b 4 a 5 e 6 d students to role play the dialogue in pairs.
Extra activity
• Ask students to describe the pictures.
B Say.
• Ask students to find a partner and ask and answer
questions about their favourite singer, pop group
and song.
90 UNIT 7 UNIT 7 91
Unit
7 Let’s remember
A Complete the sentences with these verbs
D Write the entertainment words correctly.
• Tell them that the pictures help them find the words.
F Read and answer the questions.
• Ask students to read the text and answer the
questions individually.
in the past simple. Answers Answers

• Tell students to look at the grammar box (p 85) for 1 pop group 2 audience 3 concert 1. No, he isn’t.
a reminder if they need to. 4 stage 5 interview 6 singer 2. Yes, she is.
• Remind students of the spelling rules: stop – stopped, 3. He has three lessons a week.
carry – carried. 4. He filmed Ray’s dancing.
• Ask students to describe the pictures. 5. He changed some of the things in his dances.
• Check the answers as a class. • Check the answers as a class.
Extra activity
Answers Answers
Asks students to write about their own school
1 wanted 2 stopped 3 danced Students’ own answers subjects and school teachers.
4 watched 5 carried
the teacher’s desk. Ask them to pick one and to read
it out to students. Ask them to guess which student it
B Make past simple questions using belongs to.
the words. E Put the words in the box into the correct
sentences. • Correct any mistakes in structure and
• Tell students to look at the grammar box (p 85) for pronunciation.
a reminder if they need to. • Ask students to do the task individually.
• Ask students to do the task individually. • Make sure students know all the words.
• Check the answers as a class. • Check the answers as a class.
Answers
Answers
1 parade 2 carnival 3 costume
1. Did your brother phone me yesterday?
4 mask 5 fireworks
2. Did he play football last Saturday?
3. Did they paint their house at the weekend?
4. Did mum wash my trousers last night?
5. Did your parents work on Saturday and Sunday? Extra activity
• Write When? How many?
What? Who? When?
on the board and ask students to write questions
C Make negative sentences from 1-5 about each of these sentences using different
in Exercise B. question words.
• Tell students to look at the grammar box (p 85) for • Check the answers as a class.
1. When do many cities have a parade?
Answers 2. How many people walk through the streets
(in special clothes)?
1 didn’t phone 2 didn’t play 3 didn’t paint
3. What is an important part of a carnival?
4 didn’t wash 5 didn’t work
4. Who wear a mask on their face?
5. When are there beautiful fireworks?

Unit
8 Warm up
Into the past Lesson 1
Objectives
Reading
Vocabulary
inside a castle
text-related words, historical things,
the past simple irregular verbs.

track 68
• Tell students that they are going to learn about
• Revise the past simple of regular words with students.

Tell them to look at the grammar box (p 85) for
D Listen and say. track 69
• Ask students to look at the verb box and the time
expressions box and listen to the recording.
• Play the recording for a second time and ask students
to say the sentences and questions after the
irregular verbs, time expressions a reminder if they need to. recording.
• Begin each lesson by revising key language from
the previous lesson. Grammar past simple – irregular verbs • Ask students to look at the grammar box and to listen • Ask students to find a partner and to do
Listening reading the text while listening to to the recording while reading the sentences. Elicit the task in pairs.
the recording, past simple – irregular that kept is the past simple of keep and that wore is • Go round the class monitoring students and making
Way in verbs, time expressions the past simple of wear. sure they are carrying out the task properly. Correct
• Ask students the following questions at random. Make Writing sentences practising the past simple • Draw students’ attention to the list of irregular verbs their pronunciation.
sure each student has the chance to answer at least of irregular verbs in Exercise D. Explain that they should use this list as • Check the answers as a class.
one question. Tell them to use the past simple of a reference while doing the rest of this book.
regular words. • Ask students to underline the irregular verbs in Answers
Suggested questions Way in the Reading text and ask them to find the infinitive
What did you do on Saturday? forms in the irregular verbs list (kept – keep, wore –
• Ask students what their favourite activity is. Make
Did you eat a hamburger at McDonald’s last week? wear, made – make, thought – think). Explain that
them write all the activities on the board. Write
What did you do after school yesterday? they should use the list in this way whenever they
yesterday on the board and help them say the
Did you take photos in January? come across an irregular verb.
sentences in the past simple.
Where were you at half past six in the morning? • Remind students that the third person singular verb E Photo World
form in the past simple is not inflected, there is no • Ask students to look at the picture on pages 96-97.
Answers Answers -s at the end of the verb: I went, you went, he/she/it • Ask them to tell you where the picture was taken and
Students’ own answers Students’ own answers went. Make it clear that in negative sentences and if they like this picture or not. Ask them why/why not.
in a question we do not use the past tense of the
verbs e.g.: I didn’t go there. Did you go there? • Give them some information about China.
• Write Carnival on the board and ask them to write • Play the recording a second time and ask students to
A Listen and read. track 67 Background information
sentences about what they did there. Give them verbs if check what they have learned about the irregular
• Ask students to close their books and listen to the verbs in the past simple. Stretching 5,000 kilometres from east to west and
they cannot do the task on their own.
recording. Ask them to answer the question: What is 5,500 kilometres from north to south, China is a large
Suggested verbs the furniture like? (wonderful) country with widely varying landscapes. Its territory
dance, practise, talk, walk, wash, watch, work, listen to, C Write answers to the questions using includes mountains, high plateaus, sandy deserts,
phone, play, use, paint, visit • Ask students to open their books and listen to the
recording for a second time while reading the text.
the past simple of irregular verbs. and dense forests. One-third of China’s land area
is made up of mountains. The tallest mountain on
Answers • Ask students to do the task individually.
• Assign the roles of Frank, Jack and Olivia and get Earth, Mount Everest, sits on the border between
Students’ own answers students to role play the dialogues in groups of three. • Tell them to check the verb forms in the verb China and Nepal. China has thousands of rivers.
box in Exercise D. The Yangtze and the Yellow Rivers are the most
• Go round the class monitoring students and making
sure they are carrying out the task properly. Correct • Check the answers as a class. important. At 6,300 kilometres long, the Yangtze is
their pronunciation. the world’s third largest river. The giant panda lives in
Answers the misty mountains of southwest China and nowhere
else on Earth. They eat bamboo and usually live near
Kína 1. came
5. learnt
8. wrote
2. felt
6. said
9. slept
3. went
7. had
10. saw
4. knew
stands of the woody evergreen plant. China is the
home of one of the world’s oldest civilizations, but it
has only recently become a «modern» nation. In the
last 20 years, China has changed faster than any
other country in the world.
Official Name: People’s Republic of China. Capital:
Beijing (Peking). Population: 1,306,313,812. Official
Languages: Standard Chinese, Mandarin.
http://images.nationalgeographic.com/wpf/sites/kids/
NGS/wpf/printplace/china.html
94 UNIT 8 UNIT 8 95
Unit
8 Lesson 2
Into the past B Read.
•

Ask students to read the text about the Great Wall of
China and to underline the cardinal and ordinal
numbers they can find there. Tell them that BC stands
for ‘Before Christ’ and it means the number of years
before the time of Jesus Christ.
E Listen, look and learn.
prepositions of movement.
track 70
• Tell students that they are going to learn about the
• Ask students to look at the grammar box and to listen

to the recording while checking the words and
Script:
Last week I went to visit the Wekerle Estate in the
nineteenth district of Budapest. It’s not a place that
tourists usually go to when they are in the city, but it’s
very interesting. One hundred years ago, the Prime
Minister, Sándor Wekerle, decided to create a garden
pictures. suburb in Budapest. The idea was to provide a nice
• Write these numbers on the board. area of small houses and flats, surrounded by gardens,
Objectives 8,851.8 hundreds eighth one where people were happy to live. In the centre of the
to repeat the words after the recording. Wekerle Estate is Kós Károly tér, which they named
Reading the Great Wall of China 221 first 1386-1644 7.6
4.6 9.1 3–6 70 • Write the prepositions on the board and give two after the architect who designed it. Kós used ideas from
Vocabulary task-related words, measurements, 1000 thousands more words to each of them e. g.: along – go – street. Transylvania to design the beautiful buildings in the
dates Ask students to write sentences using the imperative. square. There are two lovely gates in wood and stone
Grammar prepositions of movement • Ask them to read text again and to write down what Write one example sentence on the board: Go along on either side of the square, and many other interesting
the numbers are about. this street. Revise the use of the imperative with buildings all around. It took twenty years, from 1909 to
Listening prepositions of movement, a person them. 1929 to finish the Estate. It’s a very peaceful place, and
talking about the Wekerle Estate in very different from the rest of the city.
Budapest Answers Suggested words
across – swim – river
Speaking about the picture of the Great Wall One part of the wall is 8,851.8 kilometres long.
over – fly – skyscrapers Answers
of China The Chinese connected the wall over hundreds of
under – sleep – bed 1 b 2 c 3 c 4a
Writing prepositions of movement years.
into – put – bag 5 c 6a
The Chinese started building walls in the eighth
onto – throw – book
century.
out of – go – building
China became one country in the Qin Dynasty, from
Way in past – walk – hotel
221 BC onwards.
• Ask students to give their ideas about what Chinese The Chinese made many of the first walls out of Extra activity
people did on the wall – walk, watch, work, play, earth. Answers
• Give students this text about a wall in Britain and
eat, saw, make, read, write, wear, sleep. The Ming Dynasty (1386-1644) made the wall look Swim across the river. ask them to read it.
like what we see today. Fly over the skyscrapers.
Answers The wall was up to 7.6 metres high and between 4.6 Sleep under the bed.
and 9.1 metres wide at the bottom. Put it into the bag.
On top it was between 3 and 6 metres wide. Throw the books onto the table. Hadrian’s Wall
The most famous part of the Wall is at Badaling, 70 Go out of the building. The Romans invaded Britain in 43 AD; they
kilometres north of Beijing, at 1000 metres up in the Walk past the hotel. conquered England and Wales, but not Scotland.
mountains. When Hadrian became Emperor in 117AD, he
• Ask them if they know which sport is very popular Thousands of tourists go there every day. wanted to consolidate the empire, not expand,
in Canada. (ice hockey), when it is played (always, at • Check the answers as a class. and build several walls in different countries and
weekends, all the year round) and whether the continents, including northern England. It was 73
players have got a special uniform (yes – sports • Check the answers as a class. miles long, 8 to 10 feet wide, and took 6 years to
clothes). F Write one of the prepositions in exercise build. Hadrian’s Wall is still intact today in many
• Ask students to underline the past simple verb forms
in the text and to put them into groups: regular verbs, E into each sentence. places, and can be walked along for much of its
irregular verbs, to be. length. It is the most popular tourist attraction in
A Photo World • Remind students that this task is based on Exercise E. Northern England.
• Ask students to look at the picture on pages 96-97. • Ask them to read the sentences and to fill in the gaps http://www.history-for-kids.com/hadrians-wall.html
Answers individually.
• Ask them questions about the picture.
connected, started, linked, became, made, wanted, • Check the answers as a class.
Suggested questions built, was, were, saw, lit, knew, came
Where is the wall?
What can you see from the wall? Answers
regular irregular to be
Are there any people on the wall? connected became was 1 across 2 into 3 onto 4 past
Which season is it? started made were 5 along 6 under 7 over 8 out of
What animals are there in this place? linked built
wanted saw
Answers lit
The wall is in Badaling, China.
knew G Listen to the person talking and circle
came the correct answer. track 71
I can see the mountains from the wall.
No, there aren’t. • Ask students to listen to the recording about the
It is winter. Wekerle Estate and to do the task individually.
There are snakes, goats, squirrels, frogs, lizards in
this place.
98 1/1 UNIT 8 UNIT 8 1/1 99

Unit
8 Into the past

• Ask students to find a partner and make them ask
D Write T (True) or F (False) next to these
sentences.
• Ask students to read the sentences and to decide
whether they are true or false.
• Ask them to do the task individually.
• Tell them that AD stands for Anno Domini, which is
Latin for ’year of our Lord’ and it dates from the birth
of Jesus Christ.
•

Give students simplified definitions of the possible
unknown words in the text:
invade – to enter a country to control it
questions about the text. • Check the answers as a class. conquer – to control a country with strong hands
• Check the task as a class. emperor – one person who controls a group of
Answers countries e.g.: Hadrian
• Write true or false statements on the board and ask consolidate – to make sth stronger so that it can
students to give their answers. 1 F 2 T 3 T 4 F 5 T 6T
continue
Suggested sentences empire – one person controls a group of countries
1. The Great Wall of China is about 9 thousand e.g.: the Roman Empire
kilometres long. expand – to make sth greater in size
2. The Chinese made the first walls out of brick. intact – complete not damaged
3. Carts were not able to travel along the wall. length – the size of sth from one end to the other
4. The soldiers lit a fire to make dinner. attraction – an interesting place to visit
5. Thousands of tourists visit the Badaling wall every • Give students the conversion chart and ask them to
day. give the measurements in kilometres and
centimetres.
Answers
1 T 2 F 3 F 4 F 5T Conversion chart
• 1 mile = 1.609344 kilometres
• 1 foot = 30.48 centimetres
C Look at the picture of the Great Wall on

pages 96-97. Talk to a partner about the Answers
things you can see which you read about. 73 miles = 117.5 km
• Ask students to describe the picture in pairs. Tell 8 feet = 243.8 cm
them to speak and talk about objects, animals, 10 feet = 304.8 cm
colours, numbers, measurements, dates, seasons,
weather and temperature. Remind them to use past
simple, present simple, can, must, etc. • Ask students to underline the past simple verb forms
individually.
sure they are carrying out the task properly. Correct • Check the answers as a class.
their pronunciation. Don’t correct any structure
mistakes but make a note of them. Answers
• Check the task as a class. invaded, conquered, became, wanted, was, took
• Write the mistakes in structure students made on the
board, without saying who made them, and ask them
to correct them • Find a jigsaw puzzle here: http://www.jigzone.com/
puzzles/2C148069587. Print it in several copies and
cut out the pieces. Ask students to form groups of
three or four and to do the puzzle.
98 1/2 UNIT 8 UNIT 8 1/2 99

Unit
8Lesson 3
Into the past A Listen and read.
•

•

reading the text.
track 72
Ask students to listen to the recording while
Play the recording a second time and ask students

to underline the past simple verbs.
D Write.
• Ask students to get some information about one of
these people from the Internet. Give them an example
to show how they should do the task.
Éva Janikovszky was a famous Hungarian writer.

Walt Disney
• Walter Elias Disney was born on December 5, 1901,
in Chicago, Illinois. On July 13, 1925, he married
Lillian Bounds, one of his first employees, and they
had two daughters, Diane and Sharon. His brother,
Roy Disney, served as his life-long business partner.
• Check the answers as a class. She wrote novels for both children and adults. He died on December 15, 1966, in Los Angeles,
They translated her children’s books into 35
Objectives languages.
California. Walt Disney created Mickey Mouse and
Answers his buddies, including Donald, Minnie, Goofy and
Reading the Mystery of the Mummy They published her first book in 1957. Pluto. He planned and founded Disneyland in
found, were, thought, was, discovered, had, didn’t Among her most famous picture books are ‘If I Were California and Walt Disney World in Florida. He was
Vocabulary task-related words, historical
a Grown-Up’ and ‘Who Does This Kid Take After?’. the first to make a cartoon with sound in "Steamboat
information
http://www.yatedo.com/p/%C3%89va+Janikovszky/fa Willie," which was also the first Mickey Mouse cartoon
Listening reading the text while listening to the mous/4329137421c9657ef7d3f884c4c6c3b5# released. His "Snow White and the Seven Dwarfs"
recording, listening to a song • Ask students what treasure the scientists found in an was the first full-length cartoon movie, and his "Silly
Speaking ask and answer questions about ancient pyramid (rings, necklaces and other jewellery, Symphonies" short cartoons were the first cartoons
and many fine clothes). Explain to students that • Ask students to do the task individually.
a different person to use colour.
jewellery is an uncountable noun; we don’t use it in • Check the answers as a class. Make students come http://www.ehow.com/list_6119204_walt-disney-kids.
Writing notes about famous people the plural. to the board and ask them to write the most important html
• Ask students what body parts they can find in the facts about the person on the board.
Way in text (skin, arms, legs and feet). Mother Theresa
• Ask students to describe the mummy. Examples • Agnes Gonxha Bojaxhiu, later Mother Theresa was
• Show a picture of a mummy to students and ask born on August 27, 1910, in what is now Macedonia,
them whether they know what a mummy is. Ask them John Lennon she was the youngest child to Albanian parents.
Answers
which country they can think of when they hear about • 1940 – John Lennon born in Liverpool • At the age of 18, Agnes joined the Sisters of Loretto,
mummies. (Egypt) The mummy is 1600 years old. The mummy was a • 1957 – He meets Paul McCartney
young woman between 20 and 30 years old. She which was a community of Irish nuns who ran schools
• 1962 – Beatles first UK hit with Love Me Do in India. This is where she took the name Teresa. Her
was not an ordinary woman. She had strange tattoos • 1967 – Sgt Peppers Lonely Hearts Club Band is
Answers of animals on the skin of her arms, legs and feet. career of helping others first began by teaching
released lessons in geography to students in Calcutta. These
A mummy is a body of a human being or an animal She didn’t seem hurt or ill. • 1969 – John marries Yoko Ono students called her Mother Teresa and that is who
that has been mummified/preserved for future times. • 1970 – The Beatles stop recording she became.
• 1971 – John Lennon releases the album Imagine
• Ask students what they can see in the picture on the • 1980 – John Lennon dies • Teaching was too limited for her. Mother Teresa
• Ask students about Peru. Remind them that they left. (an ancient pyramid) • 1994 – Inducted into Rock and Roll Hall of Fame wanted to do more, she found the Missionary Sisters
learned about Peru in Unit 1 at the end of Lesson 1. as a solo artist of Charity, and many more organizations and shelters
• Ask students to answer the question there. Tell them to aid the less fortunate.
Suggested questions that they can find the answer in the black box: • 2004 – A collection of recordings with John
Where is Peru? Because we don’t know why or how she died. performing solo with a guitar is released • Catholic brothers, priests, and many nuns joined
How big is Peru? http://news.bbc.co.uk/cbbcnews/hi/newsid_5310000/ her and together they treated everyone from victims
What is the capital city of the country? newsid_5313300/5313324.stm of AIDS, battery, and drugs, to the hungry, homeless,
Where do most Peruvian people live? B Circle the correct words. and dying.
What languages do people speak there? Queen Elizabeth I
• Tell students that this task is based on Exercise A. • She died on 2 September 1997, a massive heart
• Queen Elizabeth I was born September 7, 1533 in attack was the cause of her death.
Answers • Ask students to do the task individually. Make sure
they know all the words there. Greenwich. She died March 24, 1603 in Richmond, • Among the many well deserved awards that she
Peru is in South America. Surrey. received during her lifetime are the Nobel Peace
Peru is the third largest country in South America. • Check the answers as a class. Prize, the Presidential Medal of Freedom, and the
• Elizabeth was the daughter of King Henry VIII and
The capital city of Peru is Lima. Bharat Ratna, which is India’s highest civilian award.
his second wife, Anne Boleyn.
Most people (70%) live in cities. http://www.strange-facts.info/mother-teresa-interesting-
People speak Spanish and Quechua. Answers • Henry had Anne beheaded in 1536. One of the
facts
1 under 2 a lot of 3 a woman reasons why he had her killed was because she did
4 under 5 animals not give birth to a son. Henry wanted a son to replace
him as king after his death. Bartók Béla
• Elizabeth became Queen on November 17, 1558, • Béla Bartók was born in today’s Romania Sînnicolau
Quechua is an indigenous language of the Andean the day her elder sister, Queen Mary died. She was Mare, 25 March 1881, died New York, 26 September
region, spoken today by approximately 13 million C Complete the sentences with the words crowned two months later on January 15, 1559, in a 1945. In 1899 he entered the Royal Academy of
people in Bolivia, Peru, Ecuador, Northern Chile, from Exercise B. coronation ceremony. Music in Budapest. By 1905 he had begun to study
Argentina, and Southern Colombia. It was the official
• Ask students to do the task individually. • The Queen spoke Greek, French, Italian, Latin, and, Hungarian folk music and in 1906 he and Kodály
language of the Inca Empire.
• Check the answers as a class. of course, English. published a collection of these folk songs. Works
http://ullanta.com/quechua/#about include many piano pieces, piano concertos, vocal
• During her reign, England defeated the Spanish works, one opera, chamber music and orchestral
Answers Armada. Because the Spanish navy was thought to works.
1 necklace 2 tattoo 3 ordinary be better than the British navy, this victory raised the http://www.8notes.com/biographies/bartok.asp
4 mystery 5 ancient status of England in Europe.
• Queen Elizabeth never married. She is sometimes
called "The Virgin Queen."
• She died in 1603.
http://www.folger.edu/template.cfm?cid=1257
100 1/1 UNIT 8 UNIT 8 1/1 101

Unit
8 Into the past E Say.

•

Make students find a partner and get them to talk
about or/and ask and answer questions either about
one of these famous people or about the historical
person they are interested in. Make cards and give
them facts about these people if they don’t have any.
F Listen and say. track 73

• Tell students they are going to listen to a song about
history.
• Ask them to read the text while listening to the song?
• Play the song again and ask students to say/sing
along.
• Play the recording a number of times if the students
enjoy it.
Extra activity
• Play Words in a Word with students in pairs. Write
H I S T O R Y on the board and tell them they will
have five minutes to find all the words contained in
that word. Tell them that proper nouns do not count.
Answers
his, hit, host, hot, is, shirt, short, sit, story, toy, try, etc.
G Project work
• Ask students to find a famous historical person
or a person from the list above. Make them write
a paragraph about him/her. Tell them to illustrate it.
Ask them to make a poster.
• Ask students to show their posters to the other
students too.
• Check the task as a class. Correct all their mistakes.
• Put the best posters on the classroom wall.
100 1/2 UNIT 8 UNIT 8 1/2 101

Unit
8 Let’s remember
A Complete the sentences with the C Complete the dialogue with
E Rewrite the sentences with the verbs
in bold in the negative form of the past
simple.
F Read and answer T (True) or F (false).
• Read the text out loud to students. It’s about Nancy’s
summer holiday.
• Make sure students know all the words.
• Ask students to read the text and do the task
past simple of the verbs in brackets. the past simple of the verbs individually.
in brackets. • Check the answers as a class. • Check the answers as a class.
for a reminder if they need to. • Tell students to look at the grammar box (p 95) for
a reminder if they need to. Answers Answers
• Remind them that there are irregular verbs in each
of the sentences. • Tell them that there are both regular and irregular 1. I didn’t like the film on TV last night. 1 F 2 F 3 F 4 T 5F
verbs in the sentences. 2. They didn’t sell the photo for a lot of money.
3. Steve didn’t speak to the famous actor.
• Check the answers as a class. • Ask students to do the task individually.
4. The singers didn’t sing for two hours.
• Check the answers as a class. • Ask them to describe the picture on the right.
5. Leslie didn’t buy tickets for the theatre.
Encourage them to use all the vocabulary and
Answers
grammar they have learned e.g.: I can see..., There
1 went 2 wore 3 drank Answers is/are ... It has got ... You must/mustn’t ..., etc.
4 had 5 did 1 Did you go 2 went 3 wanted
4 did you stay 5 took Extra activity
• Ask students to write briefly about one of their
B Complete the questions. holidays.
• Tell students to look at the grammar box (p 95) for • Assign the roles of Mario and Nelly and ask students
to role play the dialogue in pairs. • Tell them to use the past simple.
• Go round the class monitoring students they are • Collect their writings and ask questions: How
• Remind them that they should use the infinitive form many of you went with their parents?
of the verb in an interrogative sentence. carrying out the task properly.
Who stayed in a hotel? Did you visit a small village/a
• Ask students to do the task individually. big town? Did you spend there more than a week?
Extra activity Did you stay there less than four days? Did you
• Ask students to describe the picture on the right. sleep in a tent? Was it cold during the holiday?
Was the temperature below zero? Was it freezing/
Answers boiling? How many of you wore warm clothes? Did
1. ‘Where did he go yesterday?’ D Complete the dialogue with the correct you eat a lot? Did you eat ice cream? Did you enjoy
2. ‘Who did your dad see?‘ (‘Who saw your dad?’) form of the past simple. your holiday? Was it fantastic/boring? Are you happy
3. ‘Which film did she like?’ now? Ask students to put their hands up in response
4. ‘When did the lesson start?’ • Tell students to look at the grammar box (p 95) for to your question if their answer is yes.
5. ‘Why did she buy you a ticket?’ a reminder if they need to.
• Remind them that they should give short answers
to the questions.
Answers
1 Did she go 2 No, she didn’t.
3 Did you call 4 No, I didn’t. 5 spoke
6 Did she give 7 gave 8 came
• Assign the roles of Ann and George and ask

students to role play the dialogue in pairs.
• Go round the class monitoring students they are
carrying out the task properly.
Extra activity
• Ask students to describe the picture on the right.

Unit
9Warm up
What do you eat? Way in
• Ask some questions about students’ plans for
the future.
Suggested questions
Are you learning English now?
Are you going to learn Spanish next month?
B Listen, look and learn. track 75
• Ask students about the weather. Ask:”Is it going to
rain today?/Is it going to be sunny today?” Explain
that we use be going to for the future.
• Ask students to look at the grammar box and to listen
Thailand food is delicious! Kids will love it. In Thailand
local chefs usually say “The best Thai food looks like
a mess, but tastes like heaven”. The Thai cuisine is
a balance of spicy, sour, sweet and salty. Thai food
to the recording while reading the sentences. is generally cooked with fresh herbs and spices and
• Begin each lesson by revising key language from Is Peter playing football now? fish sauce. Several dishes are generally served at
the previous lesson. Is he going to play football on Saturday? • Play the recording a second time and ask students the same time and accompanied by rice. Like other
Are the teachers talking with you today? to repeat the sentences. Asian cuisines, there are numerous health benefits of
Are they going to talk with you after the lessons? • Ask students to look back at the text again (p 104) eating Thai food, and its satisfying blend of flavours
Way in and to underline all the going to future forms. Explain may even help you shed a few pounds. Most Thai
• Ask students whether there is a historical building Answers to students that we use the going to future when we food is healthy and naturally low in fat and calories.
close to their school or home. Ask them to list some talk about future plans. Even the desserts are healthy. Many restaurants will
Students’ own answers offer you a choice of protein for some dishes such as
historical buildings, places or objects and their
locations e.g.: pyramid – Egypt, Peru, castle – Answers beef, chicken, pork, seafood or tofu.
England, Scotland, Wales, Hungary, wall – China, http://thaifood.about.com/od/thaicookingessentials/a/
We are going to take photographs of healthy food. date_article.htm
England – Scotland, mummy – Egypt, Peru.
A Listen and read. track 74 What are you going to take photos of? http://www.family-travel-scoop.com/thailand-food.html
• Ask them to give their measurements e.g.: The I’m going to take pictures of that.
pyramid is about 250 metres long and 150 metres • Ask students to close their books and listen to the
high the Great Wall is about recording. Ask them to answer the question: Where is
Frank’s food? (in his lunch box)
• Ask students what they think the mummy ate C Say.
and drank while she was alive. Elicit from students • Ask students to open their books and listen to the
recording for a second time while reading the text. • Ask one student what he/she is going to do after
vegetables, fruit, meat, water. Ask them how healthy
school.
her life was. • Assign the roles of Frank, Jack and Olivia and get
students to role play the dialogues in groups of three. • Ask students to find a partner and to ask and answer
• Write E A T I N G on the board and tell students that
questions in pairs. Remind students to use time
this is the theme of Unit 9. Ask students to form two • Go round the class monitoring and making sure they
expressions in the questions.
groups and ask them to brainstorm as many words to are carrying out the task properly. Correct their
do with eating as possible. Make a list of the words mistakes in pronunciation. • Check the answers as a class.
on the board.
Suggested questions
Lesson 1 1. What are you going to do after school?
2. What are you going to do in the evening?
3. What are you going to do on Saturday morning?
Objectives 4. What are you going to do on Sunday?
Reading school conversation about taking 5. What are you going to do in the next holidays?
photos of food 6. What are you going to do when you leave school?
Vocabulary
Grammar
text-related words, time expressions
going to future Thaiföld Answers
Listening reading the text while listening Students’ own answers
to the recording, going to future
Speaking questions and answers using
going to future
D Listen, change and say. track 76

• Ask students to find another partner and ask about
his/her first partner’s plans.
E Photo World
• Ask them to tell you where the picture was taken and
if they would like to go there. Ask them why/why not.
• Give them some information about Thai food.
104 UNIT 9 UNIT 9 105

Unit
9Lesson 2
What do you eat? B Listen, look and learn.
the recording.
track 77
• Ask students to look at the word box and listen to

to repeat the words.
F Listen. track 78
• Tell students that they are going to listen to a recipe.
• Ask students to listen to the recording and to number
the pictures in the correct order.
a lot of (+, -, ?) lots of (+, -, ?) a few (+, ?) a little (+, ?)

books
chairs
beds
children
doctors
books
chairs
beds
children
doctors
books
chairs
beds
children
doctors
sugar
milk
water
meat
air
sugar sugar
• Give students definitions and ask them to match to check their answers. milk milk
Objectives them with the words. • Check the answers as a class. water water
Reading definitions of some verbs about • Ask them to do the task individually but check meat meat
cooking, a doctor’s advice the answers as a class. air air
Answers
Vocabulary task-related words, kitchen utensils 1 e 2 f 3 c 4 a 5 b 6 d
and vessels, cooking verbs, a recipe Answers
H Listen and read. track 80
Grammar a lot, lots of, a few, a little chef: a professional cook
cooker: a large piece of equipment for • Ask students to draw two circles with the titles
Listening a recipe for spaghetti with tomato cooking food healthy and unhealthy. Ask them to listen to the
sauce, sentences using a lot of, lots Extra activity recording about healthy eating and to write the words
ladle: a large deep spoon used for
of, a few, a little, reading and listening serving soup • Ask students to write a recipe. into the appropriate circle.
to a text about healthy eating saucepan: a deep round metal pot used • Check the answers as a class. • Make sure students know all the words and phrases:
Speaking kitchen utensils and vessels for cooking things over heat still water, each day, fizzy orange, carefully, look
Writing verbs about cooking, sentences colander: a metal or plastic bowl with a lot after.
about healthy eating of small holes in it
• Tell them that advice hasn’t got a plural form.
frying pan: a large pan with a long handle Answers
used for frying food • Play the recording a second time and ask students
Students’ own answers to check their answers.
Way in knife: a sharp blade with a handle used
for cutting • Check the answers as a class.
• Write the sentences below on the board and ask chopping board: a board made of wood or plastic
students to correct them. used for cutting meat or vegetables on
Are you going visit your parents next week? fridge: a piece of electrical equipment G Listen, look and learn. track 79 Answers
Is you teacher going to give you mark 5? in which food is kept cold • Ask students to look at the grammar box and listen healthy: fruit, vegetables, still water, a little meat or
I’m going to buying a new camera. to the recording. fish, a few potatoes, a little bread, some pasta or
She is going to take her lunch box with him. rice, a few biscuits and sweets, a little chocolate and
Where are you going onto holiday? • Explain all the grammar terms used, if necessary.
C Point and say. cake,
• Explain that a lot of and lots of mean a large number unhealthy: pasta and rice or bread and potatoes
Answers • Ask students to look at the pictures on pages 106-107 or amount of something, that a few means some and
with a partner and to find the things from Exercise B together, a lot of sweet things – cola and fizzy
Are you going to visit your parents next week? a little means a small amount of something. orange and lemonade, sweet drinks
and to say what they are.
Is your teacher going to give you mark 5? • Go round the class monitoring and making sure they • Draw students’ attention to the use of a few with
I’m going to buy a new camera. are carrying out the task properly. Correct their countable nouns and a little with uncountable nouns. I Write.
She is going to take her lunch box with her. mistakes in pronunciation. • Play the recording a second time and ask students to • Ask students to write sentences about what is
Where are you going on holiday?
• Check the answers as a class. check what they have been told about the use of healthy and what is not based on Exercise H.
these words.
A Photo World • Draw four columns on the board with the titles: a lot
D Read these definitions of some verbs • Check the answers as a class.
• Ask students to look at the picture on pages 106-107. about cooking. of, lots of, a few, a little. Give students words and ask
them to complete the columns.
• Ask them questions about the picture. • Ask students to read the definitions of some verbs Answers
about cooking. Suggested words
Suggested questions 1. It’s healthy to eat lots of fruit every day.
book, chair, bed, child, doctor
What colour is the picture? i.e. What colour dominates • Read the definitions out loud to students, and then 2. It’s healthy to eat lots of vegetables every day.
sugar, milk, water, meat, air
the picture? mime the activities to students. Ask them to tell you 3. It’s healthy to eat a little meat or fish.
What can you see in the picture? what you are doing. • Explain to students which quantifier they can use
4. It’s healthy to eat a little chocolate sometimes.
Can these people cook? in affirmative sentences, negative sentences or in
5. It’s unhealthy to eat bread and pasta together.
How dangerous is their job? questions.
6. It’s unhealthy to drink a lot of sweet drinks.
Have they got uniforms? E Match the pictures with the verbs in • Write the symbols and signs next to the words:
What are they doing? the box, then use them to complete we use the quantifiers in …
the recipe. + affirmative sentences
Answers • Ask students to read the sentences and to look at - negative sentences
The picture is red. the verbs in the box and the pictures. ? questions
I can see a big kitchen and chefs there. • Ask students to find the matching pairs individually.
Yes, they can. That’s their job. • Check the answers as a class.
It’s quite dangerous. They use sharp knives, and
they work with hot water and oil. Answers
Yes, they have. They have got a white hat, a white
shirt, a white apron and white trousers. 1 chop 2 fry 3 boil 4 add 5 mix 6 slice
They are cooking.
108 UNIT 9 UNIT 9 109

Unit
9Lesson 3
What do you eat? B Listen and read. track 81
the text about food.
to underline the different types of food.
C Say.
• Ask students to look at the questions and the
answers in the book.
•

Ask them to find a partner, and ask and answer
questions about food from around the world. Tell
students to change partners. Remind them to use the
F Project work
•

Ask students to complete the chart with the food
and drinks they eat and drink for a week. Ask them to
compare them with other students’ charts. Make them
choose which one is healthy or unhealthy.
• Check the task as a class. Correct all their mistakes
• Check the answers as a class. phrases they can find there to express likes and in structure and pronunciation.
Objectives dislikes.
Reading food around the World Answers • Go round the class monitoring and making sure they Extra activity
Vocabulary task-related words, different types fish and chips, biscuits, croissants, frogs’ legs, are carrying out the task properly.
• Ask students to make a chart with healthy food
of food croque monsieur, crepes, paella, tapas, pizza,
and drinks for each day of the week.
spaghetti with cheese and tomato sauce,
Listening food around the World, a chant Answers • Put this chart on the classroom wall so that
hamburgers, hot dogs, fried chicken
about eating students can check the healthy food and drinks at
Speaking questions and answers about any time.
likes and dislikes • Ask students to do the task at the bottom of the
Writing writing a paragraph about the page individually.
food you like or dislike • Check the answers as a class. D Write.
• Ask students to write a paragraph about the food they
Answers like and hate. Tell them to give reasons why they like
Way in Scotland: fish and chips or hate the food they are writing about.
• Ask students what they eat in a fast food restaurant. France: crepes with chocolate • Check the answers as a class.
Elicit hamburger, hot dog, pizza from students. Spain: Paella
Ask them what they eat when they are having a party USA: spaghetti with cheese and tomato sauce
(chips, sandwiches, snacks). Ask them whether they Answers
are healthy or not. Students’ own answers
• Write these words on the board: add, boil, chop, fry, • Ask them to answer these questions:
mix, slice and ask students what they can chop, slice Why do Scottish people eat a lot of hot food?
etc. What is France famous for? E Listen and say. track 82
Answers Which food is very healthy in Spain and why? • Tell students that they are going to listen to a verse
add – vegetables to rice Why is spaghetti with cheese and tomato sauce very about eating.
boil – rice, vegetables popular in the US? • Ask students to listen to the recording while reading
chop – onions the text.
fry – vegetables, meat Answers
mix – vegetables • Play the recording a second time and ask students
slice – tomato, meat People in Scotland eat a lot of food because it’s cold to follow the text with the recording and say along.
there.
• Play the recording a number of times if the students
France is famous for croissants and frogs’ legs.
enjoy it.
Paella is very famous food in Spain because it has
A Match the name of the food with got a lot of vegetables, chicken, fish and rice.
the description. Spaghetti with cheese and tomato sauce is very
popular in the US because it’s delicious and easy
• Ask students to do the task individually. to cook.
• Check the answers as a class
Answers • Give students this recipe and make them guess which
food it is. (croque monsieur)
1 - d 2 g 3 a 4 e 5 b 6 c 7 f
1. Spread the bread with some butter; make 4
sandwiches, each with one slice of ham and one
slice of cheese. Press them firmly together.
• Ask them what they need to make a hamburger, etc. 2. Beat the eggs with the water, add the salt and pepper
(a bun, a little meat, a little lettuce, a few onion rings, to taste, and dip the sandwiches into the egg mixture,
a little cheese, a little ketchup, a little mustard, a little coating all sides well.
mayonnaise). 3. Heat the rest of the butter in a heavy-bottomed frying
pan, when it has melted and is very hot, but not
brown, fry the sandwiches for about 5–8 minutes,
turning once.
4. Serve immediately.
http://www.food.com/recipe/the-classic-french-bistro-
sandwich-croque-monsieur.234010
110 UNIT 9 UNIT 9 111
Unit
9 Let’s remember
A Complete the sentences with
D Put the verbs in the box into the
correct sentence.
• Make sure students know the verbs. Draw their
attention to the difference between chop (to cut into
small pieces) and slice (to cut into thin pieces).
a few or a little.
• Check the answers as a class
Answers
• Remind them that we use a few with countable
nouns and a little with uncountable nouns. 1 boil 2 mix 3 chop
4 slice 5 fry
Answers E Circle the correct phrase.

1 a little 2 a little 3 a few 4 a few 5 a little • Tell students to look at the grammar box (p 109) for
B Put the words in the correct order
to make sentences and questions.
Answers
for a reminder if they need to. 1 a few 2 a little 3 a lot of
4 a little 5 lots of
Answers F Read and answer the questions.

1. Tina drinks lots of water. • Read the text about Angela’s Sunday lunch out
2. Mark makes a lot of sandwiches. loud to students.
3. Have we got a lot of water? • Ask students to do the task individually.
4. Ann hasn’t got a lot of chips.
5. Do we need a few plates? • Check the answers as a class.
Answers
• Help them with ideas if they don’t know what to write. 1. No, she doesn’t.
• Look for student/students who has got sentences/ 2. Yes, she is.
ideas that nobody else has. 3. She cooks a lot of vegetables with the meat.
4. She likes apple pie best.
5. She helps her grandmother in the kitchen.
C Write the kitchen words correctly.
• Tell them that the pictures can help them find Extra activity
the words. • Ask students to write briefly about their Sunday
• Check the answers as a class. lunch: My name’s ...
• Ask students to find partners and to tell them
Answers about their Sunday lunch.
1 cooker 2 fridge 3 saucepan • Go round the class monitoring the students are
4 knife 5 colander carrying out the task properly.

Review 3 •

Ask students what healthy food they can find in
a restaurant (vegetables, fruit, fish, chicken). Ask
Units 7–9
them what they mustn’t eat (bread, pasta, sweet
drinks, chocolate, ice cream, sweets). • Ask about pronunciation too. Say them walked, talked
(/t/); played, tried (/d/) and wanted, painted (/id/). Elicit
Grammar revision from them the difference they can hear.
Objectives
• Elicit from students that we use the past simple to talk • Write work and think on the board and elicit from
• To revise vocabulary and grammar from Units 7-9
about completed events and habits in the past. Write students that work is a regular verb, think is an
the following sentence on the board and ask students irregular verb. Ask them to explain to you how
Revision • Ask students in groups to draw a castle and put to make a negative sentence, a yes/no question with we make the negative sentences, how we make the
• Explain to students that it’s time for them to do things into it (soldiers, clothes, swords, armour, a short answer and a wh-question: I lived in a hotel interrogative sentences and how we give short
Review in Magical World 2. furniture). Ask them to write sentences what people last year. I didn’t live in a hotel last year. Did you answers.
• Tell them that Review 3 revises the material they saw did with them (We took photos of a castle. The live in a hotel last year? Yes, I did. Where did you live • Throw the ball to a student and give him/her an
in Units 7-9. soldiers lived in those rooms. They wore unusual last year? Elicit from them that live is a regular verb, irregular verb. Ask him/her to say and spell the past
clothes. They had big swords and heavy armour. its past tense is lived. Give them some more tense form of the verb. Tell one student to come to
• Explain to students that they can ask you for help with They had wonderful furniture.) sentences: He walked home yesterday. They had the board and ask him/her to write the present and
the exercises or look back at the units if they are not breakfast at seven thirty. You stopped at the bus stop. the past forms of the verb on the board e.g.: eat,
sure about an answer, as the review is not a test. • Give students a few verbs with prepositions and ask
them to make sentences: go along, walk across, fly She did her homework with her mother. come, do, give, learn, leave, make, see, read, write,
• Decide how you will carry out the review. You could over, walk under, come into, put onto, go out of, run • Ask them to tell you more time expressions besides say, teach, wear, sleep. Continue throwing the ball
ask students to do one exercise at a time and then past. last year: yesterday, yesterday afternoon, yesterday until all the students have had a turn.
correct it immediately, or ask students to do all the morning, yesterday evening, last night, last week, last • Check that they remember the going to future by
exercises and then correct them together at the end. • Ask students in pairs to write about the mummy
introducing herself: “Scientist found me under the Sunday, etc. writing I’m going to wash my car. Elicit from
If you do all the exercises together, let students know students that we can talk about future plans
every now and again how much time they have got floor of an ancient pyramid in Peru.” etc. • Throw the ball to a student and give him/her a regular
• Write some dates on the board and ask students verb. Ask him/her to spell the past tense form of the using this future form. Elicit from students how we
left to finish the task. use the going to future, how we make negative
what happened at that time. verb. Tell one student to come to the board and ask
• Ask students not to leave any answers blank and to him/her to write the present and the past forms of the sentences and how we make questions.
try to find any answers they are not sure about in the 200 BC 1265 1897 1948 2010
verb on the board e.g.: wash, talk, want, paint, try, • Revise the going to interrogative sentence with
units. stop, watch, play, clean, visit, help, phone, use, work, a wh-question too.
• Revise the vocabulary and grammar as a class before Possible answers cycle. Continue throwing the ball until all the students
• Draw four columns on the board. Ask students to
students do the review. Now you have experience In 200 BC people didn’t eat hamburgers. have had a turn.
complete the table revising the grammar structure
about their difficulties after completing the Let’s In 1265 people had a lot of animals around the house. • Write walk, dance, try, stop on the board and ask they have learned.
remember part. In 1897 people were often ill. students about the spelling rules of these verbs in the
• Make sure students understand the tasks. In 1948 people watched TV. past.
In 2010 people travelled by plane a lot.
past simple present simple present continuous going to
Vocabulary revision • Ask students to open their books at page 98 and to I washed the car. I wash the car. I’m washing the car. I’m going to wash the car.
• Write carnival on the board and ask students to write into their notebook all the sentences about the He cleans the doors.
collect words. They should remember festival, Great Wall of China which contain measurements. They are taking photos.
costume, mask, parade, fireworks, treasure, etc. Make them draw the things and write the She cooked some
Ask them to tell you about the clothes, the food and measurements there too. vegetables.
the activities they do at carnivals. Ask about the • Ask students to imagine themselves into the He’s going to spend two
month, the season and the weather when there is kitchen cooking something. Make them collect words weeks in London.
a carnival. and phrases about cooking. They should remember You walk in the park.
• Ask students to form groups of three or four. Ask cookery book, cooker, ladle, chef, fryjng pan, We are reading emails.
them how much they remember about the people saucepan, colander, kitchen knife, chopping board,
living in Mexico, what life they live (a very simple life), fridge, etc Answers
what they wear (special coloured clothes with • Make two columns on the board and ask students past simple present simple present continuous going to
feathers in their hair) what sport they do in their to match the verbs with the nouns: I washed the car. I wash the car. I’m washing the car. I’m going to wash the car.
free time (running, running football) etc. (They can add meat He cleaned the doors. He cleans the doors. He’s cleaning the doors. He’s going to clean the doors.
find some information on page 88.) Give them enough boil rice with vegetables They took photos. They are taking photos. They are taking photos.
time to collect their ideas (about 10 mins). Make them chop tomatoes to pasta She cooked She cooks She is cooking She is going to cook
collect some objects they don’t have (computers, fry water some vegetables. some vegetables some vegetables. some vegetables.
mobile phones, TV-sets) and activities they don’t mix onions He spent two weeks He spends two weeks He is spending two weeks He’s going to spend two
do (travelling by underground, going to restaurants, slice in oil in London. in London. in London. weeks in London.
skateboarding).
You walked in the park. You walk in the park. You are walking in the park. You are going to walk
• Write the following words on the board and elicit in the park.
a word or notion (concert) from students: pop group, We read emails We read emails. We are reading emails. We are going to read emails.
Answers
singer, interview, audience, stage.
add – tomatoes to pasta boil – water • Check that they remember a lot of, lots of, a few, a nouns, a little is used with uncountable nouns. Remind
• Put some words on the board and ask students to
chop – onions fry – in oil little. Elicit from students which nouns we use them them that we use a lot of, or lots of in affirmative and
unscramble them: dauitoni (audition)
mix – rice with vegetables slice – meat with: a lot of, lots of are used with countable and negative sentences and questions; we use a few and a
lacsumi (musical) amrad (drama) rast (star)
vusoren (nervous) uncountable nouns, a few is used with countable little in affirmative sentences and questions.
114 1/1 Review 3 Review 3 1/1 115
Review 3 D Put the correct form of the regular verbs
in brackets into the sentences.
Units 7–9
• Remind students of the spelling rules e.g.:
stop – stopped, study – studied.
Extra activity • Check the answers as a class.
Brainstorm/ board race
• Divide the board into two halves and the class into Answers
two teams. Tell one half of the class that they have
to write uncountable nouns on their side of the board 1 worked 2 Did ... play 3 helped
and the other that they have to write uncountable 4 didn’t like 5 Did ... walk
nouns. You can also be more specific, e.g. limiting 6 studied 7 didn’t show
them to foods or things in the classroom. They then 8 stopped 9 Did ... phone 10 danced
stand up in two lines in front of their halves of the
board. The person at the front of the line takes the
pen and writes something in their category, with help
from their classmates (e.g. telling them the spelling) E Put the verbs in the box into the regular
if they need it. They then pass the pen to the person past simple form, and then in the right
behind them and go to the back of the line. This column for the pronunciation.
continues until the teacher says “Stop”, and the team • Remind students of the pronunciation rules.
with the most correct words in their category wins.
You can also have both teams working on the same • Ask students to do the task in pairs.
category at the same time, or allow teams to choose • Check the answers as a class.
their categories.
Answers
/t/ /d/ /id/
A Write the food words correctly. washed tried wanted
• Ask students to do the task individually. talked played painted
• Tell them that the pictures help them find the words. stopped cleaned visited
helped phoned
• Check the answers as a class. worked used
watched cycled
Answers
1 fruit 12 pasta 3 chips 4 cake
5 biscuits 16 bread 7 meat 8 vegetable
9 pizza 10 potatoes
F Put one of the prepositions from the box
into the sentences, if it needs one.
B Make sentences with going to a reminder if they need to.
+ the verbs in brackets. • Ask students to do the task individually.
• Ask students to do the task individually. • Remind students to use a preposition in a sentence
• Tell them that the pictures help them make the if it is needed.
sentences more descriptive. • Check the answers as a class.
Answers
Answers
1 on 2 in 3 in 4 at 5 at
1 going to travel 2 are going to play 6 – 7 on 8 at 9 – 10 –
3 Are ... going to cook 4 aren’t going to watch
5 Is ... going to do 6 isn’t going to drink
C Circle the correct word or phrase for

each sentence.
Answers
1 – b 2 – a 3 – a 4 – b 5 – a 6 – b
114 1/2 Review 3 Review 3 1/2 115

Review 3 J Circle the correct word.
Units 7–9
• Make sure they know all the words.
G Put one of the words in the box into
each sentence. Answers
• Ask students to do the task individually. 1 – b 2 – c 3 – a 4 – c 5–b
• Make sure they know the words in the box. 6 – c 7 – a 8–c
Answers K Write your own sentences in the past

1 carnival 2 costume 3 fireworks simple using the noun and verb
4 mask 5 parade 6 party in brackets.
H Put the correct form of the verbs in
brackets into the sentences in the Answers
irregular past simple.
• Tell them that there are irregular verbs used in
the sentences.
• Check the answers as a class. Possible answers
1. I didn’t see him because it was foggy.
2. I didn’t eat because I wasn’t hungry.
Answers 3. I didn’t visit the museum because I visited the tower.
1 went 12 ate 4. I didn’t go there because I went to the hotel.
3 Did ... read 14 didn’t come 5. I didn’t write a letter because I wrote an e-mail.
5 made 16 didn’t sleep 6. I didn’t ride a bike because I rode a horse.
7 did ... tell 18 got
9 Did ... see 10 gave
I Write one of the prepositions from the box

into the correct sentences.
• Tell them to do the task individually.
Answers
1 across 2 out of 3 onto 4 over
5 past 6 into 7 under 8 along

Notes on the Play - The School Fair Preparing the set and the props
The set and props for the play are simple and shouldn’t
between the poles on the left of the stage so that they are
ready for the children to play the apple game.
require a lot of preparation or expense. A length of string When the scene starts, the teacher should be standing
should be stretched between three or four poles. Each behind the table with the raffle tickets. Kate, Mandy, Jake
apple should be tied on to the end of a short piece of string and Robbie should enter the stage from the left and go
Introduction (20-30cm), and then they should be hung from the length towards the table to buy raffle tickets. Harry, the head
of string so that they are high enough for the apples to hang teacher and the children who don’t have speaking parts
The play in Magical World 2 Student’s Book has been designed to give students the chance to use the English they have should be near the apples. The basket of fruit should be on
learnt throughout the year creatively. The play contains grammar, vocabulary and functional language from the whole of down in front of students’ faces. Students can make the
raffle tickets from pieces of paper and make the poster by the right of the stage next to the head teacher. At the end
the Student’s Book, so it is designed to be performed at the end of the school year. It can be found on pages 122 and 123 of the scene, Kate, Mandy, Jake, Robbie and Harry should
of the Student’s Book and there is a recording of it on the Student’s Audio CD and also on the Class Audio CDs. drawing pictures of a camera, roller skates and a watch to
show the 1st, 2nd and 3rd prizes. They can draw the RAFFLE leave the stage. The curtain should be drawn, and then
sign on a large piece of paper or card. If it isn’t possible to the stage hands can put away the poles with the string and
Cast During the second rehearsal, put the characters into their find real objects to use for the prizes (watch, roller skates, clear away the remains of the apple game.
The main characters from The Cortuga Adventure (Jake, positions and give them directions about where to stand digital camera), students can make boxes from card and
Kate, Mandy and Robbie) star in the play as well as their and what to do while they say their lines. Ask students draw the items on the side of the boxes. Scene 3
school friends, Jake’s friend Harry, their teacher and the to pay attention to how their character is feeling in each When the scene starts, the children should be in front of
head teacher. section and to act it out. Once students have practised their Scene 1 or near the raffle table. The teacher should take out each
Encourage all students to get involved in the play, but be lines in position a few times, encourage them to learn each of the winning tickets, one by one, from the box and hand
section by heart. In Scene 1, the story takes place in Mandy and Jake’s
sensitive to students who feel too shy to take on a speaking out the respective prize for each ticket after reading the
garden. If the play is performed on a stage, the curtain can
role. These students can play school friends or be more number.
The story be drawn at this point and Scene 1 can take place on the
active in preparing props and costumes. Allocate the front of the stage in front of the curtain, so that the stage can
roles according to students’ confidence levels and ability. It’s Saturday afternoon, and Kate and Mandy are sitting on be prepared for Scenes 2 and 3. Mandy and Kate should Costumes
Develop a positive and fun atmosphere during rehearsals the grass in Mandy and Jake’s garden. Jake and Robbie be sitting on the ground at the start of the scene and then The play doesn’t require any special costumes to be made.
and allow scope for students’ creativity. At this level, it’s arrive and Robbie is eating a banana. Jake invites the girls Jake and Robbie should come on stage. Robbie should be Kate, Jake, Mandy, Robbie, Harry and the girl in Scene 3
more important that students enjoy performing than be to come to his school fair. Robbie explains that the fair is eating a banana. The children should walk off the stage can wear casual clothes throughout the play and shouldn’t
word perfect. to help animals in danger. Kate asks Robbie how many together at the end of the scene. have any costume changes. The head teacher and the
Give students positive feedback during rehearsals so that bananas he has eaten. Mandy laughs at him and calls teacher can also wear casual clothes. Students can provide
they feel more confident and proud of their achievements. him a monkey because he’s eaten four bananas. When their own clothes, but you might like to suggest that the
the children arrive at the fair, they buy some raffle tickets, Scene 2
students who play the head teacher and the teacher wear
Rehearsals which cost £2 each. Then they play a game where they If the curtain is drawn, these preparations can be made
something more formal so that it is clear they are adults.
Decide on a date at the end of the year that is convenient have to eat apples without using their hands. It costs £1 before the play begins. Otherwise, as soon as the children
for the performance and schedule at least two rehearsals to play the game and Jake’s friend Harry wins the prize. It leave the stage, the rest of the cast and any students who
is a basket of fruit and he wants to give it to his grandma. don’t want to have a speaking part can come on stage and Promotion
before that date. Rehearsals can take place during class
time or, if possible, you can arrange extra lessons for Robbie wants the banana from the basket, so he gives prepare the scene for the school fair. The table should be Students who don’t want to perform can also be responsible
rehearsals. Harry a raffle ticket for it because he hasn’t got any money on the left of the stage with the box of raffle tickets on it. The for promoting the play. They can design and make posters
Before allocating roles, allow students to listen to the play left. Harry is happy because he didn’t have enough money RAFFLE sign should be hung up on the wall near the table to hang up on the school walls to inform fellow students
on the recording all the way through and to follow the script to buy a ticket. Then Kate and Mandy go to buy cakes and and the poster showing the prizes should be placed next to when and where the play will take place. They can also
in their books at the same time. Ask students why the play Jake and Robbie go for a walk. At five o’clock, the teacher the table. The apples should be hanging from the strings design invitations to give to students’ family and friends.
is called The School Fair (because it is about a fair which reads the winning ticket numbers and gives out the raffle
takes place at the children’s school to collect money for prizes. Mandy wins a watch, another girl wins roller skates
wild animals in danger). Ask them what Robbie is doing and Harry wins the digital camera, which is the first prize,
in Scene 1 (eating bananas). Then ask them what Harry with the ticket that Robbie gave him. Robbie is sorry that
buys in Scene 2 (a ticket for the game) and what he wins he didn’t keep the ticket, but Kate laughs at him. She says
(a basket of fruit). Ask what Robbie wants from Harry (a he got a banana instead of a camera because he was too
banana) and what he gives him in return (a raffle ticket). greedy.
Ask what Harry wins in Scene 3 (a digital camera) and how
Robbie feels now (sorry that he gave Harry his ticket). Characters
Play the recording again in sections and ask students Kate, Jake, Mandy, Robbie, Harry, Jake’s friend,
to take turns to read different parts of the script. Do this Other children, Teacher, Head teacher
several times so that students become familiar with the
script and make a note of any vocabulary and structures Props and materials
that students have problems with. Do remedial work on • 2 bananas
these points before the performance or adapt them to • 10 apples
your class’s ability if you think they are too challenging for • raffle tickets in a box/basket
your students, but make sure students make a note of any • a table
changes you make to the script. • a poster with pictures of the raffle prizes
Allocate the roles and ask students to practise their lines • a sign with the word RAFFLE
at home before the next rehearsal. Tell students to highlight • a basket of fruit with a banana on top
their parts on the script to help them to do this. Encourage • a ball of string to tie the apples
them to listen to the play on their Student’s Audio CD at • 3 or 4 poles (eg volleyball net stands) to hold up the string
home so that they can try to copy the pronunciation and • a watch
stress patterns for their lines. Suggest that they practise in • a pair of roller skates
front of a mirror, a friend or a member of their family so that • a digital camera
they can develop confidence.
118 Notes on the Play – The School Fair Notes on the Play – The School Fair 119
Notes on the Play - Surprise! give the impression that they’re speaking on the phone
and not directly to each other. There should be a small
Costumes
The play doesn’t require any special costumes to be
table in each living room for the telephones. Use mobile made. Kate can wear casual clothes throughout the play
phones if you can’t provide ordinary house phones. and shouldn’t have a costume change. Jake, Mandy,
There should be at least one chair in Kate’s living room Robbie and Kate’s dad can wear casual clothes in
Introduction to stand and what to do while they say their lines. Ask for Robbie to come and sit down on and his trainers Scene 1, but can change into party clothes for Scene 2.
students to pay attention to how their character is feeling should be behind this chair from the beginning. The table Students can provide their own clothes, but you might like
The play in Magical World 2 Student’s Book has been that will be used for the party can also be there from the
designed to give students the chance to use the English in each section and to act it out. Once students have to suggest that the student who plays Kate’s dad wears a
practised their lines in position a few times, encourage beginning, but there shouldn’t be anything for the party tie so that it’s clear that he’s an adult.
they have learnt throughout the year creatively. The play on it.
contains grammar, vocabulary and functional language them to learn each section by heart. Tell students to
from the whole of the Student’s Book, so it is designed highlight their lines on the script to help them to do this. Promotion
to be performed at the end of the school year. It can be Scene 2 Students who don’t want to perform can also be
found on pages 124 and 125 of the Student’s Book and The story As soon as Kate leaves for her grandma’s, the rest of the responsible for promoting the play. They can design and
there is a recording of it on the students’ Class CD. It’s Saturday morning and it’s Kate’s birthday. She speaks cast and any students who don’t want to have a speaking make posters to hang up on the school walls to inform
to Jake on the phone and is disappointed that he doesn’t role can come on stage and prepare Kate’s living room fellow students when and where the play will take place.
Cast remember it’s her birthday. Then she realises that Robbie for the party. The audience can see these preparations They can also design invitations to give to students’
The main characters from the Cortuga Mystery (Jake, and her dad don’t remember it’s her birthday and she feels happening. family and friends.
Kate, Mandy and Robbie) star in the play as well as their very sad. Her dad tells her to go to her grandma’s house,
friends, Kate’s mum and dad, and Kate’s dog Coco. as this is what she always does on Saturday afternoons.
Encourage all students to get involved in the play, but Kate does what her dad tells her to do, but she feels very,
be sensitive to students who feel too shy to take on a very sad. Nobody wishes her ‘happy birthday’ and she
speaking role. These students can play Kate’s friends or doesn’t get any presents. While Kate is at her grandma’s,
be more active in preparing props and costumes. Allocate her family and friends prepare a surprise party for her.
the roles according to students’ confidence levels and When she comes home from her grandma’s she finds
ability. Develop a positive and fun atmosphere during everyone at her house and everything ready for the party.
rehearsals and allow scope for students’ creativity. At this They wish her ‘happy birthday’ and give her presents.
level, it’s more important that they enjoy performing than Kate is very happy and they begin dancing.
be word perfect.
Give students positive feedback during rehearsals Characters
so that they feel more confident and proud of their Kate, Jake, Mandy, Robbie, Kate’s dad,
achievements. Kate’s mum, Friends, Coco, the dog
Rehearsals Props and materials

Decide on a date at the end of the year that is convenient • 2 telephones
for the performance and schedule at least two rehearsals • a chair
before then. Rehearsals can take place during class • a pair of trainers for Robbie
time or, if possible, you can arrange extra lessons for • a toy dog
rehearsals. • a table with a colourful table cloth, drinks
Before allocating roles, allow students to listen to the and party cups
play on the recording all the way through and to follow • party hats, balloons, decorations, presents
the script in their books at the same time. Ask students • a birthday cake
why the play is called Surprise! (because Kate’s family
and friends throw a surprise birthday party for her) Ask Preparing the set and the props
them how Kate feels in Scene 1 (sad) and how she feels The set and props for the play are simple and shouldn’t
in Scene 2 (happy). require a lot of preparation or expense. Students can make
Play the recording again in sections and ask students party hats by cutting out cones from cardboard, colouring
to take turns to read different parts of the script. Do this them and stapling the ends together. Presents can be
several times so that students become familiar with the made by wrapping empty boxes with colourful paper and
script and make a note of any vocabulary and structures sticking bows and ribbons on them. Decorations can
that they have problems with. Do remedial work on these be made by cutting triangles out of coloured paper and
points before the performance or adapt them to your stapling them to string to hang on the walls. A birthday
class’s ability if you think they are too challenging, but cake can either be made out of coloured cardboard or
make sure students make a note of any changes you you could ask one of the parents to make a real cake so
make to the script. that the cast can eat it after the performance. The table
Allocate the roles and ask students to practise their cloth, cups and drinks can be brought from home by
lines at home before the next rehearsal. Encourage yourself or various students.
students to listen to the play on their Student’s CD at
home so that they can try to copy the pronunciation and Scene 1
stress patterns. Suggest that they practise in front of a
In Scene 1, the story takes place in two different places
mirror, a friend or a member of their family so that they
– Kate’s living room and Jake’s living room. It’s not
can develop their confidence.
necessary to have two separate rooms on stage. The
During the second rehearsal, put the characters into
characters can be at different ends of the stage or can
their positions and give them directions about where
be fairly close to each other but not facing each other, to
120 Notes on the Play – Surprise! Notes on the Play – Surprise! 121
Wordsearches and crosswords Unit 1
Introduction Way in B Write the names of animals.

Word search puzzles and crosswords are great fun for • Explain to students that these tasks will revise
kids. English vocabulary they learned during lessons. Across: Down:
• Do the first wordsearch and crossword together with 1. rabbit 1. tortoise
Wordsearch puzzles and crosswords can make learning the students to show them how to do these tasks. 2. parrot 2. cat
English vocabulary more enjoyable. Many children are 3. cow 3. mouse
born puzzle solvers. Looking for words through such • Ask students to check their answers with
4. goldfish 4. dog
puzzles can get them more excited and enthusiastic a partner first.
5. guineapig 5. lion
about the subject. • Then check the answers as a class. 6. snake
Wordsearches and crosswords can be used to entertain, Extra activity
build vocabulary, practice spelling and strengthen
• Students can make wordsearch and crossword
problem solving skills.
tasks of their own individually or with a partner or
partners.
Word searches also provide an opportunity for parents
to engage children in learning activities at home.
A Find 15 family-related words.

mother brother grandfather
father parents sister
grandmother aunt uncle
son family wife
cousin daughter husband
S Q A J A D L R Z D T A L I S
A W V P M O H Y V A Z L K P I
C I G O H L N K S U O R L H S
K F Z B U N C L E G W T W G T
Z E G E S S M O T H E R A R E
D Z K I B R Z O M T D S F A R
F X F S A F A T H E R S F N C
G K O D N A L O A R S G N D O
G R A N D M O T H E R F A F P
G M W K R I K O M R M I O A L
B A R O L L K L S O N B M T P
Y W A V E Y P K M I L K Z H I
C O U S I N K U O M K M B E Q
J P N K B R O T H E R G V R S
A P T W C C P A R E N T S O T
122 Wordsearches and crosswords Wordsearches and crosswords 123

A Find 20 house-related words. B Find the odd words and write them into the crosswords
living-room table Across:

bedroom kitchen 1. boat street ship helicopter
downstairs toilet 2. book shop supermarket pet shop church
bed upstairs 3. tree avenue flower plant
armchair bathroom 4. bridge road street lane
carpet garage 5. skyscraper town hall tower road
chair shower 6. taxi tower bus airplane
wardrobe dining-room 7. park school hospital church
sofa cooker
fridge home Down:
1. car bicycle metro skyscraper
2. cinema avenue lane road
3. street park building river
4. lane sea lake ocean
5. opera cinema town hall theatre
6. river ship boat waterbus
B H L I V I N G R O O M L K D
E E R D O W N S T A I R S K I
D Z L M K A N L S U K P K G N
R J P B A R M C H A I R K A I
O G B I S D L P O H T L I R N
O C H A I R K M M T C F K A G
M K F D S O F A E K H G F G R
H K C D K B L R A M E U U E O
B T A B L E B M G F N K P F O
E K R L R P K O M R K I S L M
D J P U D M K T O I L E T K H
Z D E K E L P K M D L K A H R
B A T H R O O M K G K R I E W
J K N P B S H O W E R Z R O P
R C O O K E R A P F G T S O H

A Find 20 adjectives. B Write the names of animals into the crosswords.

short young 11. polarbear
interesting sweet 12. blue whale
easy big 13. tiger
difficult close 14. anaconda
new small 15. moose
old incredible 16. cheetah
warm far 17. monkey
tall hot 18. giraffe
near happy 19. dolphin
cold intelligent 10. ostrich
Answer: rhinoceros
S H O R T W L P Z D T A B K J
A A V P M O R K V D Z L I P M
M P I N T E R E S T I N G L I
N P N B K N T L E G W T R K N
H Y T K S H O T T K E L C R C
K Z E I F R D O M S M A L L R
H J L S E A S Y K E R S O R E
D K L D N A L O A R S G S D D
G D I F F I C U L T R F E F I
M M G L A I K N M R M I O A B
R A E O R L K G S O N S A T L
K W N V E C P K M N E W Z H E
D O T S I O L D O M K E B E P
S P N K B L O T H E N E A R K
W A R M C D P A R E N T A L L

A Find 8 housework-related verbs. B Find 8 house-related words and use them to complete the sentences.
1. bake Across:
2. cook 1. upstairs
3. clean 2. sofa
4. wash up 3. toilet
5. sweep 4. wardrobe
6. make the bed
7. dig Down:
8. dry 1. armchair
2. fridge
3. oven
4. window
S P C I S W E E P K
U H O C F A U G M B
M B O L I S T E R P
M A K E T H E B E D
E K O A D U M S V R
R E T N M P D I G Y

A Find 12 school-related words. B Complete the crossword puzzle.
biology art Across:

geography history 1. send
science mathematics 2. waterbus
grammar literature 3. diary
music physics 4. fishingnet
kids break 5. letter
6. stay
Down:
1. penfriend
2. rule
3. travel
4. swan
5. sick
6. forget
G R A M M A R K B L C M L P O
E D K D A L P U K A W R T K D
O Z L M T F S C I E N C E G H
G J G B H R P D H L I K K P L
R D G I E M L P L D K L I H Z
A C H A M R K B I O L O G Y D
P K F G A R T A T K H G F S M
H D C G T B L R E M E U U I G
Y T A H I S T O R Y N K P C D
E K R L C P K O A R K I D S G
D K R M S M K T T I L A D J Z
A D R K I B P M U S I C D H L
D B R E A K O M R M K D H E P
J L M D B S C H E M I S T R Y
D W O M K I R D R F A T I O J

A Find 15 weather-related words. B Complete the crossword puzzle.
autumn cloud shine Across:

summer weather foggy 1. anorak
spring sunny windy 2. sandals
winter storm rain 3. woollyhat
freezing temperature blow 4. gloves
Down:
1. scarf
2. wellingtonboots
3. raincoat
4. sunhat
D E K A U T U M N D L A B J
A S U M M E R D V D Z W D K
M T I N T M R E S P R I N G
H O N B K P T L H G W N R J
D R B K S E O T I K E D K L
K M L I F R A I N S M Y D M
C L O U D A S Y E E R S O B
D K W E A T H E R G F M S H
G D H F S U N N Y T O F E K
W I N T E R K N M R G K M A
R A E F R E E Z I N G S K O
A Y N V E C P K M N Y H Z M

A Find 12 entertainment-related words. B Put the letters in order to make words and complete the crossword puzzle.
opera cinema
fireworks mask Across Down
entertainment theatre city building
dance festival village sea
play parade town ocean
costume perform country mountain
lake road
river
S W A M I D L D Z M O P E R A
A W V T M O H Y F A Z A K K M
C C D H H F I R E W O R K S D
K I Z E U P C L S G W A D G R
Z N G A S E M O T H E D A I M
D E N T E R T A I N M E N T D
F M F R A F A T V E F O F M C
H A M E N O L D A N C E N H P
G D A N D R O P L A Y K H I O
C O S T U M E D P O M I O A K
B A K O F L K J S O N B U T H

A Find 10 past-related words. B Complete the crossword puzzle.
treasure enemy Across: Down:

soldier pyramid today afternoon
castle ancient century week
mummy sword evening yesterday
armour emperor year month
morning
day
C R D E D A S K T L O
A R K D T N P E A M D
S Z L M T M S N U H L
T R E A S U R E H A I
L D M I E M L M L N D
E H P A C M C Y I C M
P K E G P Y R A M I D
H D R G S B J H E E A
Y T O H W S T O R N O
E A R M O U R O A T K
D K R M R M O T L I E
A S O L D I E R H G T

A Find 7 food-related words and use them to complete the sentences. B Find 10 kitchen-related words and use them to complete the sentences.
Boil some water and add the spaghetti in it. Look at the recipe in the cookery book.
Fry the chicken for 30 minutes. Use a frying pan when you make ham and eggs.
Chop the tomatoes into little pieces. Cook the pastry in water, then put it in a colander.
Slice the mushrooms. Always use a chopping board when you cut things.
Cook the chicken, tomatoes and mushrooms with the spaghetti. Be careful with that kitchen knife. Don’t cut your finger.
Mix the cheese to the spaghetti. Always use fresh vegetables.
Use a ladle to serve food.
Can I have a bottle of apple juice?
Hamburgers are not healthy for you.
Put the meat and vegetables in a saucepan and cook them for 45 minutes.
S P A I F R Y V
I H D K I M U K
D C D L A M I A D C K A U T F R E S H
E H I S L I C E A H U M H E R D B G I
B O I L P X O R C O O K E R Y B O O K
R P Z L R H O A H P N B A P I L T G I
Z O T P M P K E D P B K L E N T T K T
K I L I T R G I L S C
C N O U H A P Y E E H
D G W E Y T A E R G E
G B H L S U N N Y T N
C O L A N D E R M R K
R A E D R E E K I N N
O R N L E C P K M N I
S D E E R P E H I N F
S A U C E P A N M N E

Find the Stickers Find the Stickers
A Students should look at the last page B Students should look at the last page
of the book and find the stickers, of the book and find the stickers,
and stick them in the correct place. and stick them in the correct place.
140 Find the Stickers Find the Stickers 141

Test 1 Units 1-3
4 Complete the sentences with the correct verb. /6
Name: Date: Mark: /40
cross get go is turn walk
1 Complete the sentences. /6

You are standing outside the supermarket. along Hill Road, and
1 My mother has got a husband. He is my ... . right into High Street. the road, and then turn left
2 My father has got a brother. His children are my ... . by the swimming pool. Go straight down that road. When you to
the crossroads, go straight ahead. At the end turn left and along
3 Our daughter has got a son. We are his ... . that street. The building you are looking for on the corner of
4 My mother’s sister is my ... . James Road and Will Street.
5 My mother is my father’s ... .
6 My parents’ daughter is my ... . 5 Complete the sentences with the correct adjective. /6
big easy far fast favourite intelligent

2 Circle the odd word out. /6
1 bedroom bathroom garage 1 My thing is my skateboard.
2 fast interesting nice 2 Your father has got a house, but he hasn’t got a garden.
3 mouse giraffe tiger 3 Jack drives a car every day.
4 fence steam snow 4 Are dolphins animals?
5 cheetah whale moose 5 These tasks are I can do all of them.
6 first tenth eight 6 His house is very from the post office.
6 Choose the correct answer. /5

/10
3 Put the words in the correct order.
1 This book is than that book. a the oldest b old c older
1 dog / most / the / I / got / have / intelligent 2 My mother has got a in the kitchen.
a sofa b cooker c bed
2 cat / than / is / cat / Peter’s / fatter / that 3 A has got a lot of windows. a skyscraper b bridge c road
4 She works on the floor. a ninth b nineth c ninnth
3 grandmother / his / old / is / very 5 Snow Monkeys live in . a Jappan b Japan c Yapan
6 It’s 12:30. It’s .
4 you / always / happy / are / ? a half past twelve b half past one c half to one
5 sister’s / new / is / bag / where / your / ? 7 Extra activity Extra /10
Write 8-10 sentences about your family. Start like this: My name’s Peter.
1 Test 1 Test 1 2
Key to test 1 Units 1-3
4 Complete the sentences with the correct verb. /6
cross get go is turn walk
1 Complete the sentences. You are standing outside the supermarket. Walk along Hill Road, and
1 My mother has got a husband. He is my father. /6 turn right into High Street. Cross the road, and then turn left by the
2 My father has got a brother. His children are my cousins. swimming pool. Go straight down that road. When you get to the
crossroads, go straight ahead. At the end turn left and go along that
3 Our daughter has got a son. We are his grandparents. street. The building you are looking for is on the corner of James Road
4 My mother’s sister is my aunt. and Will Street.
5 My mother is my father’s wife.
6 My parents’ daughter is my sister. 5 Complete the sentences with the correct adjective.
/6
big easy far fast favourite intelligent
2 Circle the odd word out. /6
1 My favourite thing is my skateboard.
1 bedroom bathroom garage
2 fast interesting nice 2 Your father has got a big house, but he hasn’t got a garden.
3 mouse giraffe tiger 3 Jack drives a fast car every day.
4 fence steam snow 4 Are dolphins intelligent animals?
5 cheetah whale rabbit 5 These tasks are easy . I can do all of them.
6 first tenth eight 6 His house is very far from the post office.
/10 /6
3 Put the words in the correct order. 6 Choose the correct answer.
1 dog / most / the / I / got / have / intelligent 1 This book is c than that book. a the oldest b old c older
I have got the most intelligent dog. 2 My mother has got a b in the kitchen.
2 cat / than / is / cat / Peter’s / fatter / that a sofa b cooker c bed
That cat is fatter than Peter’s cat. / Peter’s cat is fatter than that cat. 3 A a has got a lot of windows. a skyscraper b bridge c road
3 not / grandmother / his / old / is / very 4 She works on the a floor. a ninth b nineth c ninnth
His grandmother isn’t very old. 5 Snow Monkeys live in b . a Jappan b Japan c Yapan
4 you / always / happy / are / ? 6 It’s 12:30. It’s c .
Are you always happy? a half to twelve b half past one c half past twelve
5 sister’s / new / is / bag / where / your / ?
Where is your sister’s new bag? 7 Extra activity Extra /10
Write 8-10 sentences about your family. Start like this: My name’s Peter.
3 Key to test 1 Key to test 1 4

Test 2 Units 4-6
4 Complete the sentences with the correct past form of be. /5
1 you happy last Monday?
2 He not at home yesterday.
1 Complete the table.
3 I in London in March.
/20
anorak art boiling broom bucket cloudy dustpan 4 They not in the park at half past six.
foggy freezing geography gloves history maths overcoat
5 What the film like?
sandals scarf science spade sunhat windy
5 Read about Mary and answer the questions. /5

household school
weather clothes
equipment subjects I get up very early in the morning, at 6:30. I usually have breakfast with my sister.
We go to school at 7:30. After the last lesson we have lunch and talk to the teachers.
We go home at 3:30. At home I do my homework and watch TV. I go to bed late.
1 What time does she get up?

2 What do the children do in the morning?

3 When do they have lunch?
2 Match the adjectives with the nouns. /5

1 dark a night 4 When does she go home?
2 beautiful b boots
3 last c people 5 What does she do in the evening?
4 nice d clouds
5 wellington e rainbow
/10 6 Complete the sentences with must or mustn’t. /5
1 Students do their homework.
1 to / next / teacher / your / sit
2 They eat in the classroom.

3 you go to the doctor’s?
2 working / are / the / in / they / garden / ?
4 You go outside.

5 He stay in the classroom.
3 often / makes / my / sandwiches / mother

4 got/ has / who / hobby / unusual / an / ?

5 help / students / must/ teachers / their

5 Test 2 Test 2 6
Test 2 Units 4-6
7 Extra activity Extra /10
Write 8-10 sentences about your school life. Start like this:
My school
7 Test 2 Test 2 8
4 Complete the sentences with the correct past form of be. /5
1 Were you happy last Monday?
2 He was not at home yesterday.
1 Complete the table.
/20 3 I was in London in March.
anorak art boiling broom bucket cloudy dustpan 4 They were not in the park at half past six.
foggy freezing geography gloves history maths overcoat
sandals scarf science spade sunhat windy 5 What was the film like?
household school subjects weather clothes 5 Read about Mary and answer the questions. /5
equipment
I get up very early in the morning, at half past six. I usually have breakfast with my
broom art boiling anorak sister. We go to school at 7:30. After the last lesson we have lunch and talk to the
bucket geography cloudy gloves teachers. We go home at half past three. After dinner I do my homework and watch
dustpan history foggy overcoat TV. I go to bed late.
spade maths freezing sandals
1 What time does she get up?
science windy scarf She gets up at half past six (6:30).

sunhat
2 What do the children do in the morning?
2 Match the adjectives with the nouns. /5 They have breakfast.
1 dark a night 3 When do they have lunch?
2 beautiful b boots They have lunch after the last lesson.
3 last c people 4 When does she go home?
4 nice d clouds She goes home at half past three (3:30).
5 wellington e rainbow 5 What does she do in the evening?
/10 She does her homework and watches TV in the evening.
1 to / next / teacher / your / sit /5
6 Complete the sentences with must or mustn’t.
Sit next to your teacher.
1 Students must do their homework.
2 working / are / the / in / they / garden / ?
Are they working in the garden? 2 They mustn’t eat in the classroom.

3 Must you go to the doctor’s?
3 often / makes / my / sandwiches / mother
My mother often makes sandwiches. 4 You mustn’t go outside. It’s cold out there.

5 He must stay in the classroom.
4 got/ has / who / hobby / unusual / an / ?
Who has got an unusual hobby?
5 help / students / must/ teachers / their
Teachers must help their students.
(If two words are not in the correct order, but all the others are in the correct order: 1p)

Write 8-10 sentences about your school life. Start like this:
My school


Test 3 Units 7-9
4 Complete the sentences with the past simple of the verbs in brackets. /5
1 Jane (see) the Tower in London.
2 We (go) to lots of museums last year.
1 Complete the word groups.
3 She (swim) in the sea yesterday.
/10
armchair back bed blackboard brother classroom 4 He (eat) a huge sandwich on Saturday.
deacting carnival carrots crucifixion foggy leave spade
5 They often (read) their letters last month.
stage star wash
1 dustpan, broom 6 watch, work 5 Choose the correct answers. /5
2 potatoes, tomatoes 7 audience, concert 1 We a to Mexico last week. a went b are going
3 sunny, windy 8 singing, dancing 2 Hey! What b you do there? a were b did
4 mask, costume 9 singer, popgroup 3 Jack and Olivia a gymnastics yesterday.
5 easter, festival 10 give, make a didn’t do b was doing
/10 4 Frank b athletics in the school last week.
2 Write questions and short answers using be going to.
a does b did
1 it / snow / this weekend (yes)
5 My friends a TV last night. a watched b don’t watch

2 Sam and Nick / have / a party (no)
6 Match the questions with the answers. /5

3 I / find / the treasure (no) 1 What’s your favourite food? a Once a week.
2 What about hot dogs? b My dad.
4 you / buy / that fridge (yes) 3 How often do you eat spaghetti? c Fish and chips.
4 Who makes lunch in your family? d Yes, it is.
5 we / win / the competition (no) 5 Is paella healthy? e They are horrible.

7 Answer these questions. /5
3 Write questions using the past simple. /5
1 Were they happy last week?
1 Robbie Williams / sing / Destiny’s Child / with / ?
2 Did they have many cars?

2 tickets / the / buy / you / concert / for / ? 3 Was there a pyramid in Hungary?
4 Did the babies play in the garden?
3 want / home / sleep / at / to / she / ? 5 Was he at home in the evening?

4 how/ people / Wales / in / many / see / you / ?

5 milk / of / a / Peter / lot / drink / ?
13 Test 3 Test 3 14
Test 3 Units 7-9
Extra /10
8 Extra activity
Write about your activities and programmes yesterday in 8-10 sentences.
Write about these things:
• What was the weather like?
• Where were you?
• What did you do?
• What did you eat and drink?
• Did you like the people you met?
Start like this:
Yesterday I
15 Test 3 Test 3 16
4 Complete the sentences with the past simple of the verbs in brackets. /5
1 Jane saw (see) the Tower in London.
2 We went (go) to lots of museums last year.
1 Complete the word groups.
/20 3 She swam (swim) in the sea yesterday.
acting carnival carrots crucifixion foggy 4 He ate (eat) a huge sandwich on Saturday.
leave spade stage star wash
5 They often read (read) their letters last month.
1 dustpan, broom, spade 16 watch, work, wash
2 potatoes, tomatoes, carrots 17 audience, concert, stage 5 Choose the correct answers. /5
3 sunny, windy, foggy 18 singing, dancing, acting 1 We a to Mexico last week. a went b are going
4 mask, costume, carnival 19 singer, pop group, star 2 Hey! What b you do there? a were b did
5 easter, festival, crucifixion 10 give, make, leave 3 Jack and Olivia a gymnastics yesterday.
2 Write questions and short answers using be going to. /10 a didn’t do b was doing
4 Frank b athletics in the school last week.
1 it / snow / this weekend (yes)
a does b did
Is it going to snow this weekend? Yes, it is.
5 My friends a TV last night. a watched b don’t watch
2 Sam and Nick / have / a party (no)
Are they going to have a party? No, they aren’t.
6 Match the questions with the answers. /5
3 I / find / the treasure (no)
1 What’s your favourite food? a Once a week.
Am I going to find the treasure? No, I’m not.
2 What about hot dogs? b My dad.
4 you / buy / that fridge (yes)
3 How often do you eat spaghetti? c Fish and chips.
Are you going to buy that fridge? Yes, I am.
4 Who makes lunch in your family? d Yes, it is.
5 we / win / the competition (no)
5 Is paella healthy? e They are horrible.
Are we going to win the competition? No, we aren’t.
3 Write questions using the past simple. /10 7 Answer these questions. /5
1 Robbie Williams / sing / Destiny’s Child / with / ? 1 Were they happy last week? Yes, they were. / No, they weren’t.
Did Robbie Williams sing with Destiny’s Child? 2 Did they have many cars? Yes, they did. / No, they didn’t.
2 tickets / the / buy / you / concert / for / the / ? 3 Was there a pyramid in Hungary? No, there wasn’t.
Did you buy the tickets for the concert? 4 Did the babies play in the garden? Yes, they did. / No, they didn’t.
3 want /home / sleep / at / to / she / ? 5 Was he at home in the evening? Yes, he was. / No, he wasn’t.
Did she want to sleep at home?
4 how/ people / Wales / in / many / see / you / ?
How many people did you see in Wales?
5 milk / of / a / Peter / lot / drink / ?
Did Peter drink a lot of milk?
Write about your activities and programmes yesterday in 8-10 sentences.

Write about these things:
• What was the weather like?
• Where were you?
• What did you do?
• What did you eat and drink?
• Did you like the people you met? Start like this:
Yesterday I

Tracklist
Unit Track number Page Exercise Unit Track number Page Exercise
Intro Track 1 2 Intro

Introduction Track 2 6 A Unit 5 Track 42 60 A
Track 3 7 C Track 43 61 B
Track 4 8 K Track 44 61 E
Track 5 12 A Track 45 64 B
Track 6 12 B Track 46 64 C
Track 47 65 E
Unit 1 Track 7 16 A Track 48 66 A
Track 8 17 B Track 49 67 D
Track 9 17 C Track 50 67 F
Track 10 20 B
Track 11 21 F Unit 6 Track 51 70 A
Track 12 22 A Track 52 71 B
Track 14 22 E Track 54 75 G
Track 15 23 G Track 55 76 B
Track 56 76 D
Unit 2 Track 16 26 A Track 57 77 E
Track 17 27 B Track 58 77 F
Track 18 27 D Track 59 77 H
Track 19 27 E
Track 20 30 B Unit 7 Track 60 84 A
Track 21 30 D Track 61 85 B
Track 22 31 F Track 62 85 D
Track 23 32 A Track 63 88 F
Track 24 32 B Track 64 89 G
Track 25 33 E Track 65 90 C
Track 26 33 G Track 66 91 G
Unit 3 Track 27 36 A Unit 8 Track 67 94 A

Track 28 37 B Track 68 95 B
Track 30 40 D Track 70 99 E
Track 31 41 F Track 71 99 G
Track 32 41 H Track 72 100 A
Track 33 42 A Track 73 101 F
Track 34 43 D
Unit 9 Track 74 104 A
Unit 4 Track 35 50 A Track 75 105 B
Track 36 51 C Track 76 105 D
Track 37 51 D Track 77 108 B
Track 38 54 B Track 78 109 F
Track 39 54 D Track 79 109 G
Track 40 56 C Track 80 109 H
Track 41 57 F Track 81 110 B
Track 82 111 E
21 Tracklist 22

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Contents

2 1/2 INTRODUCTION TO magical world GENERAL SUGGESTIONS FOR TEACHERS 1/2 3

Unit Topic (s) Grammar Vocabulary Function

• Ask students to spell the words.

K Listen and colour the picture of Planet M Write the answers.

Telling the time Answers

A Look and read. Answers

1 Family and friends

Peru Extra activity

E Talk about people in your family. Answers

A Complete the questions and answers

B Complete the sentences.

24 Let’s remember – Unit 1 Unit 1 – Let’s remember 25

2 Home and town

E Listen, look and learn. track 19

at the pictures and words.

• Play the recording a second time and ask them

about giving directions.

• Ask students to close their books and listen to the

How do I get from the town hall to the swimming

A Complete the list of ordinal numbers.

E Put the phrases in the box into the

C Write the name of one thing you find in

34 Let’s remember – Unit 2 Unit 2 – Let’s remember 35

A Write sentences about these animals.

C Choose the correct answers.

44 Let’s remember – Unit 3 Unit 3 – Let’s remember 45

46 1/1 Review 1 Review 1 1/1 47

A Write. Answer the questions about family Answers

1 daughter 2 husband 3 children

C Write the names of these pets correctly.

46 1/2 Review 1 Review 1 1/2 47

A Put the verbs in the box into the correct

58 Let’s remember – Unit 4 Unit 4 – Let’s remember 59

• Explain all the grammar terms used, if necessary.

• Play the recording a second time but stop it after

At my school, we often go to visit buildings and places.

• Tell students to look at the grammar box (p 61) for

B Make questions with must for these Answers

68 Let’s remember – Unit 5 unit 5 69

Japan simple form of am/is/are.

70 1/1 UNIT 6 UNIT 6 1/2 70

71 1/1 UNIT 6 UNIT 6 1/2 71

C Look and learn.

B Make questions using was or were. Answers (clockwise)

78 Let’s remember – Unit 6 Unit 6 – Let’s remember 79

Revision Grammar revision

80 1/1 Review 1 Review 1 1/1 81

C Write the months correctly.

80 1/2 Review 1 Review 1 1/2 81

F Make short answers. Answers

• Ask students answer the questions individually. 1 must 2 mustn’t 3 must

G Put the correct preposition from the box Answers

Answers Extra activity

H Put one of the adjectives in the box

• Make students ask question about the picture using Answers

88 1/1 UNIT 7 UNIT 7 89

• Ask students to look at the picture on pages 86-87.

F Listen, look and learn. track 63

88 1/2 UNIT 7 UNIT 7 1/2 89

+ Students’ own answers

in the past simple. Answers Answers

92 Let’s remember – Unit 7 Unit 7 – Let’s remember 93