Unit 3 People

What's in this unit?

► Topic: People
► Vocabulary: family members, parts of the
body, appearance, free time, daily
routine
► Grammar: present simple,
adverbs of frequency,
like/love/hate + -ing
► Reading: an article
► Listening: dialogues, a monologue
► Speaking: identifying & describing people,
asking about/telling the time
► W riting: an email describing my best
friend
► Culture: A British charity
► CLIL: (Science) Our skeleton
► Skills: speaking (dialogue completion),
use of English (text completion,
sentence completion),
listening (multiple
matching, multiple
choice)

Reading
Do you know the “The flea’
man in the pictures? Ickname. jUne, 1987
W h at is he famous for?
Date°?Sv
Which o f these sentences are
true about him?

1 He gets up very early.

2 He has breakfast after
he goes jogging.
Check these words
3 He tra in s only in the
• nickname • flea • get up • breakfast
m ornings.
• take a shower • football training • continue
4 He is short. • lunch break • field • score goal • magic feet
5 He w a tch e s TV in • work • charity • poor • family • important
his free tim e. • spend time • alive • country
6 His fam ily is
special to him. Read the te x t and match the headings (A-D)
to the paragraphs (1-3). One heading is
Listen and
extra.
read to find
out
i early start free time
c A TYPICAL DAY
*« !-I ,

DURING the match

42
W hat’s in this unit?
In this unit Ss will explore the topics of people, family
members, parts of the body, appearance, the time, free
time and daily routines. They will learn the possessive
case, who’s/whose, the present simple, adverbs of
frequency and like/love/hate + -ing. They will learn to write
an email about Messi, an article about a charity in their
country and an informal email describing their best friend.

1 To introduce the topic

Direct Ss to the pictures and elicit who this person is
and what he is famous for.
Answer Key
The man in the pictures is Lionel Messi. He is a
famous football player, both for Barcelona and the
Argentinian national team.

2 To listen and read for specific

information
• Ask Ss to read the sentences (1-6) and explain/
elicit the meanings of any unknown words.
• Ask Ss to guess which of the sentences are true
about Lionel Messi.
• Play the recording. Ss listen, read and check if
their guesses were correct.
Answer Key
1 T (£. 1-2) 4 T (£. 8)
2 T (£. 2-3) 5 F (£. 12)
3 F (£ .3 -6 ) 6 T(£. 13-14)

Background inform ation

Argentina or the Argentine Republic is the second
largest country in South America and the Latin
American region. It borders Chile to the west and
south, Bolivia and Paraguay to the north and Brazil
and Uruguay to the northeast. Its capital city is
Buenos Aires and it has a population of about 41
million people. Its official language is Spanish.

3 (ftjfSr To match headings to paragraphs

• Direct Ss’ attention to the headings (A-D) and give
them time to read the text again and complete the
task. Ask Ss to find words synonymous to those
in each heading.
• Check Ss’ answers.
Answer Key
1 C (gets up, has breakfast, A t 8 am, lunch break,
A t 4 pm)
2 D (on the field, scores goals, fast, magic feet)
3 B (doesn’t have training or a match he likes
t o ...)

42(T)

'A i*® To reac* f ° r general comprehension
(sentence completion)
Ask Ss to read the sentence stubs and then read the
text again and complete them. Allow Ss some time to
do the task. Check Ss’ answers.
Answer Key (See overprinted answers)
• Give Ss time to look up the meanings of the
words in the Check these words box, in their
dictionaries or look them up in the Word List.
Suggested Answer Key
nickname (n): informal name
flea (n): a type o f insect
get up (phr v): to wake up and get out o f bed
breakfast (n): the first meal o f the day in the morning
take a shower (phr): to wash your body under falling
water
football training (phr): exercises to improve football
skills
continue (v): to carry on doing sth
lunch break (phr): to stop to eat a midday meal
field (n): a large area of grass (on the field [phr] = when
playing sports)
score a goal (phr): to gain a point by kicking the ball
into the net (in football)
magic feet (phr): talented at running, kicking, etc.
work (v): to have a job
charity (n): an organisation that helps people in need
poor (adj): having little or no money
family (n): parents, husband, wife, children, etc.
important (adj): special; valuable
spend time (phr): to be in the company of
alive (adj): living
country (n): a land with specific borders having its
own government, language, etc.
To consolidate new vocabulary
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key (See overprinted answers)
» To consolidate new vocabulary through
synonyms
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Answer Key
great = excellent; usually = normally; continues =
carries on; nickname = informal name; fast = quick;
poor = not rich; important = valuable; alive = living
To consolidate information in a text
Ask Ss to copy the headings into their notebooks,
then look back at the text and make notes under
each one.
• Then ask various Ss around the class to use their
notes to present themselves as Lionel Messi to
the class. Invite Ss to use first, after that, then to
present the various daily activities.
Suggested Answer Key
Morning activities: gets up at 6:30 am, goes
jogging, eats breakfast, takes a shower, goes to
football training at 8 am
Afternoon activities: has a lunch break at 2:30 pm,
continues training at 4 pm
Free-time activities: relaxes and plays video games,
works for his charity, spends time with family
Hello. My name’s Lionel Messi. I get up at 6:30 am every
morning. First, I go jogging. After that I eat breakfast and
then take a shower. After that, I go to football training at
8 am. I have a lunch break at 2:30 pm. Then, I continue
training at 4 pm. In my free time I like relaxing and playing
video games. I also work for my charity, i love spending
time with my family.
Did you Know?
Read through the Did you Know? box. Point out that we
use in with parts of the day. Elicit the parts of the day in
Ss’ country and what they are called.
(Ss’ own answers)
8 To write an email
• Explain the task eliciting appropriate beginning/
ending for an informal email. Give Ss time to write
an email including all the points in the rubric.
• Check Ss’ answers by asking various Ss to read
their emails to the class.
• Alternatively, assign the task as HW and ask Ss to
present their emails in the next lesson.
Suggested Answer Key
Hi Greg,
Hope you are well. I want to tell you about my favourite
football player. He’s Lionel Messi. I think he’s special.
Lionel trains very hard. He gets up early in the morning
and goes jogging. Then he has breakfast. After that he
goes to football training. He has lunch at 2:30, then he
rests. He also trains after lunch.
In his free time, Lionel relaxes and plays video games.
He also works for his charity and spends time with his
family.
Who’s your favourite football player? Write back soon
and tell me,
Roger
Note: If you want you can write on the board parts of
the email and leave gaps for students to complete. Ss
fill in the gaps.
 Reading
Vocabulary
Complete the sentences. Use: have, break,
get up, take, spending, playing.

1 We usually g e t u p very early in the

m orning.
2 After we have breakfast, we go to college.
3 I always take a shower before I go to bed in
the evening.
4 We usually have a lunch b re a k at one
o ’clock.
5 We like p la y in g video games in our free
tim e.
6 He likes s p e n d in g tim e with his family.

V S Match the words in bold in the te x t w ith

Lionel Messi is a great footballer. He usually gets up
very early at 6:30 am and goes jogging. After that he
eats breakfast and then takes a shower. At 8 am,
Lionel goes to football training. Lionel always has a
lunch break at about half past two and then rests for a
while. At 4 pm, he continues training.
their synonyms: normally, excellent, quick,
carries on, not rich, living, valuable, informal name.
Speaking
Make notes under the headings.
Imagine you are Lionel Messi. Present
yourself to the class.

On the field Lionel often scores goals. His nickname is

‘the flea’ because he is small and fast. People say he F(ree—fi’m e
has got magic feet! He is the only player to score five acA W V W «*
àc/fiVi-fi’e ç
goals in one match in the Champions League.

A f+ eV'^ O O H
When Lionel doesn’t have training or a match he likes
to relax and play video games. He also works for his à t/H v i- H e s

charity that helps poor children. His family is very

important to him and he likes spending time with
V J Did you Know?
them. “ I am the happiest man alive and I am happy for
myself, my family and my country,” he says.
Read again and complete the sentences.
V__________ ____________________ _________
1 Lionel is from R osa rio , A rg e n tin a .
2 A t 8 am Lionel goes to fo o tb a ll tra in in g .
3 A t 2:30 pm Lionel has a lu n c h b re ak.
4 His team m ates call him ‘the fle a ’
because he is s m a ll a n d fast.
5 In his free tim e, he likes playing vide o
g a m e s.
6 He likes spendin g tim e w ith h is fa m ily.
In England
morning: 12:00 am - 12:00 noon
afternoon: 12:00 noon - 6:00 pm
evening: 6:00 pm - 12:00 am
Is it the same in your country?
Note: in the morning/afternoon/evening
y
Writing
Use the information in the text to w rite a
short email (50-100 words) to your English
e-friend. In your email:
• explain w hy Lionel Messi is special,
• describe w hat he does during the day,
• m ention w hat he does in his free tim e.

8 W orkbook p. 24 43
 Vocabulary
Family members a) Read the example.

who's: asks about a person

whose: asks about possession

A : W h o ’s A n n ?
B : S h e ’s S u e ’s siste r. W hose d a d is A le x ?
A : H e ’s S ue a n d A n n a ’s dad.

b) In pairs ask and answer questions using

the prompts.

• Alex • Tom • Ned • Helen • Sue • Lara

• cousins/A nna and Sue • daugh ter/M olly
• brother/N ed • husband/A lex • uncle/Tom

Parts of the body

a) Listen and say.

head
hair
ear

face teeth

• g ra n d a d - grandm a • son - d a u g h ter nose

• d ad - m um
• husband - w ife
• b ro th e r - sister
• uncle - a u n t
• n e p h ew - niece
• cousin - cousin
mouth
• fa th e r-in -la w -
m o th e r-in -la w arm

b) Choose the correct w ord.

1 M ary is A le x ’s sister/w ife.

2 Alex is Anna and S ue’s uncle/dad.
stom ach
3 Helen is Anna and Sue’s m um /grandm a.
4 Lara is Bob and H elen’s sister/daughter.
fin g er
5 M olly is A n n a ’s niece/cousin.
6 Ned is A le x ’s nephew /uncle.
7 Mary is M o lly ’s au n t/n iece.
leg
8 Helen is M ary’s m o th e r-in -la w /m u m .
knee
9 Bob is A n n a ’s g ran d ad /u n cle.
10 Lara is A le x ’s sister/d au g h ter.

foot ankle
To show possession we use:
• noun singular + 's. Who's Bob? He's Helen's husband.
• plural noun + -s'. Whose a un t Is Lara? She's the
girls' aunt.
• irregular plural noun + 's. This Is the men's house.
b) Point to various parts o f your body. Your
partner says the w ord.

44
 Suggested Answer Key
1 a) TO i® 1 To present new vocabulary A: Who’s Alex?
• Direct Ss to the family tree and ask them to read the B: He’s Lara’s brother.
pairs of words. Explain any unknown vocabulary. A: Who’s Tom?
• Elicit these words in Ss’ L1. B: H e’s Lara’s husband.

A: Who’s Ned?
b) To practise new vocabulary B: H e’s (Tom and) Lara’s son.
• Ask Ss to read the sentences (1-10) and A: Who’s Helen?
choose the correct words referring to the B: She’s (Molly and) Ned’s grandma.
family tree in Ex. 1a to help them.
A: Who’s Sue?
• Check Ss’ answers around the class.
B: She’s Anna’s sister.
Answer Key
A: Who’s Lara?
1 wife 6 nephew B: She’s B ob’s daughter.
2 dad 7 aunt
3 grandma 8 mother-in-law A: Whose cousins are Anna and Sue?
4 daughter 9 grandad B: Anna and Sue are (Molly and) Ned’s cousins.
5 cousin 10 sister A: Whose daughter is Molly?
B: Molly is Tom and Lara’s daughter.
2 a) To present possession A: Whose brother is Ned?
• Ss’ books closed. To present's genitive start B: Ned is Molly’s brother.
by pointing to a student and saying: Who’s A: Whose husband is Alex?
(Bill)? He’s (Maria’s) best friend/brother etc. B: Alex is Mary’s husband.
Write it on the board. Then, point to a
A: Whose uncle is Tom?
student’s book and say then write on the
B: Tom is (Anna and) Sue’s uncle.
board: Whose book is this? It’s Martha’s.
Indicate some desks in the classroom and say
then write on the board: Whose desks are 3 a) $§!!&■ To present new vocabulary
those? They are the students’ desks. Say then Play the recording with pauses for Ss to repeat
write: Who’s the students’ teacher? I ’m the chorally and/or individually. Elicit what these
students’ teacher. words are in Ss’ L1.
• Explain the difference between w ho’s (= who
is -*• asks for a person) and whose (asks for
possession). b) To consolidate new vocabulary
• Ss open their books. Ask Ss to read out the • Ss work in pairs and do the task.
example dialogue in pairs. • Monitor the activity around the class.
• Refer Ss to the Grammar Reference section
Suggested Answer Key
for more information.
A: (points to ankle)
B: That's your ankle.
b) To practise who’s/whose and family
A: (points to knee)
members
B: That’s your knee, etc
• Ask Ss to work in pairs and using the dialogue
in Ex. 2a as an example, ask and answer
questions using w ho’s and whose for the list
of names. Remind Ss to use the family tree in
Ex. 1a to help them.
Note: Write on the board: Helen is Alex and
Lara’s mum. Point out that when we refer to
common possession we put the apostrophe at
the last name.
• Monitor the activity around the class and then
ask some pairs to ask and answer in front of the
class.

44(T)
 Suggested Answer Key
4 To present new vocabulary ... We have lessons and then at noon I have lunch. In
the afternoon, I come home from school and do my
• Ask Ss to read the descriptions (1-5) and explain/
homework. Then I play video games in my room. In
elicit the meanings of any unknown words in bold.
the evening, I have dinner with my family. After that, I
You can refer Ss to the Word List.
watch TV, then I go to bed.
• Give Ss time to match the descriptions to the
people.
• Check Ss’ answers. 7 To talk about family members

Answer Key • Give Ss time to draw their family tree and then ask
1 Steve 3 Ann 5 Larry various Ss around the class to present their family
2 Bob 4 Fiona members to the rest of the class.
• If the task is assigned as HW, Ss can add photos
and present their family in the next lesson.
5 a)
Suggested Answer Key
• Ask Ss to look at the pictures and elicit
This is my grandpa Thomas and this is my grandma
relevant vocabulary which they may hear in
Laura. They are 60 years old with short, grey hair.
the recording for each person, (e.g. 1: long,
This is my mum, Sue. She is tall and slim with long,
straight, brown hair, young, thin, tall, etc.)
fair hair. This is my dad, John. He is tall and plump
• Play the recording.
with short, brown hair. This is my sister, Nina. She’s
• Ss listen and complete the task.
19 years old with long, fair hair.
• Check Ss’ answers.
Answer Key
8 f r jjjP To practise new vocabulary in
Person no. 2 is missing. His name is Adam Hodge. descriptions
Person no. 3 is missing. Her name is Ann Whitfield.
• Give Ss time to write short descriptions about
their friends and then ask various Ss around the
b) H U To practise new vocabulary and class to present them to the rest of the class.
describe people • If the task is assigned as HW, Ss can add photos
f Ask various Ss around the class to use the and present their friends in the next lesson.
vocabulary in Ex. 4 and describe the other two Suggested Answer Key
people in the pictures 1 and 4 in Ex. 5.
Philip is my friend. He is tall with short, brown hair
Suggested Answer Key and glasses.
Person no. 1 is a young girl. She is around 12 years
old. She is tall and slim with long brown hair.
Person no. 4 is a young woman. She is around 20
years old. She is slim with long black hair.

6 a) (ftifSf To present new vocabulary

• Explain the task and go through the list of
verbs in the rubric.
• Give Ss time to look at the pictures and
complete the phrases with the verbs in the list.
• Check Ss’ answers around the class.

Answer Key
2 take/have 5 have 8 work 11 play
3 have 6 come 9 have 12 go
4 walk 7 do 10 watch

b) To personalise the topic

• Allow Ss some time to prepare their answers.
• Ss should use the phrases in Ex. 6a.
• Invite various Ss to tell the class about their
routine on Mondays.

45(T)
 Daily routine/Free time
|M U a) Complete the phrases. Use: watch, work,
go, do, play, have (x3), walk, come, take.

g e t up a show er breakfast to college

^ 1 H e’s young and fat. H e’s g o t a beard

and a m oustache.
2 H e’s tall and slim. H e’s got short dark .............................................................................................. on
hair. lunch back home h om ew ork/ co m p u te r
assignm ent
3 S he’s young, short and thin w ith long
brown hair.
4 S he’s young and slim w ith long fa ir hair.
5 H e’s old and plum p w ith short grey hair
and glasses.

a) Listen to the descriptions. Which

people are missing? W hat are their names?
dinner TV video gam es to bed

b) Use phrases from Ex. 6a to tell the class

about your routine on Mondays.

I g e t up a n d take a s h o w e r. Then, I have

b re a k fa s t. A fte r that, I w a lk to c o lle g e . ...

F I ( s p e a k in g Draw your family tree. Stick on

pictures. Present the people to the class.

ÇWRITING ^ W rite about

your friends. Use pictures.

... (name) is my friend. ...

is (tall/short) ... w ith ...
hair and ... .

b) Describe the other tw o people.

8 ! W orkbook p. 25 45
 Grammar in use
Put the verbs in brackets into the correct
P^T)o you know w h a t ^
loses its head in the form o f the present simple.
m orning and gets it back
1 He ................................... (spend) tim e w ith
at n i g h t ? ^ ^ ^
his fam ily every evening.
2 S h e ................................(work) in a school.
3 We ............................ ... (do) our hom ew ork
in the evening.
4 He ...................................... (take) a show er
every m orning.
A pillow ! 5 T h e y .................................. (listen) to m usic
in the evening.

Read the theory. Find examples in the joke.

A ffirm ative
I like fish. She likes fish. You like fish.
Present simple (negative/interrogative)
You like fish. It likes fish. They like fish. Negative
He likes fish. We like fish. l/You don't like fish.
Use: He/She/lt doesn't like fish.
daily routine - He walks the dog In the morning. W e/You/They don't like fish.
habits - / eat lunch a t 1:30 every day. Interrogative
repeated actions - He usually plays football Do l/you like fish?
on Fridays. Does he/she/it like fish?
perm anent states - She lives in London. Do w e/you/the y like fish?
Spelling: 3rd person singular Short answers
• verb + -s - 1eat - he eats, I like - he likes Yes, l/you do./No, l/you don't.
Yes, he/she/it does./No, he/she/it doesn't.
• verb -ss/-sh/-ch/-x/-o + -es - / go - he goes,
Yes, w e/you/the y do./No, w e/you/the y don't.
I wash - she washes
• verb ending in consonant + -y >see pp. GR3-GR4
- V - * -ies / cry - he cries
BUT vow el + -y - I play - he plays
Put the verbs in brackets into the correct
Time expressions: every day, on Mondays, etc
form o f the present simple.
see p. GR3
1 He ................................................. (not/have)
Read the theory. Find examples in the joke dinner at 8:00.
above. 2 .............................................. (you/eat) lunch
at w ork?
Read the text. Put the verbs in brackets into 3 I ................................................. (not/w alk) to
the present simple. college.
4 ................................................... (sh e/g et up)
Chris 1 ) ..................... (get up) at 7:00 every at 6:30 every m orning?
m orning. He 2 ) .................. (have) breakfast and 5 We ............................................ (not/go) to
then he 3 ) ........................ (walk) to w ork. He college on Saturdays.
4 ) .....................(finish) w ork at 5:00 and then he
6 ....................................................... (they/like)
5) ...................... (go) to the gym. In the evening, football?
he 6 ) ................... (watch) TV or he 7 ) .....................
(play) c o m p u te r gam es w ith his friends. He
8 ) ........................ (eat) dinner at 8:30.
1 To present the present simple
(affirmative)
• Ss close their books. Present the present simple.
Say: / live in Barcelona. Write it on the board.
Underline live and explain that this verb is in the
present simple. Point to a S, say: You live in
Barcelona. Then write it on the board. Underline
live. Point to a male S and say: He lives in
Barcelona. Then write it on the board. Underline
lives. Explain that the third person singular usually
takes an -s. Present the other persons in the same
way.
• Explain the spelling rules of the third person
singular by writing the verbs miss, finish, watch,
mix, go, cry on the board. Stress the difference
between the spelling of play and cry.
f c f l f l i ..................
! Play a game to drill Ss. Say various verbs in the
; first person singular. Ss, in teams, say the third
! person singular. Check spelling on the board. Each
; correct sentence gets 1 point. The team with the
| most points is the winner.
T: I brush.
j Team A S I: He brushes (B-R-U-S-H-E-S)
T: I fix
\ Team B S1: He fixes (F-l-X-E-S) etc.
• Ss open their books.
• Ask Ss to read the theory box.
• Elicit examples in the joke from Ss around the
class. Refer Ss to the Grammar Reference
section for more information
Answer Key
Examples in joke: loses, gets
2 To practise the present simple
• Explain the task and give Ss time to complete it.
• Check Ss’ answers on the board.
Answer Key
1 gets up 4 finishes 7 plays
2 has 5 goes 8 eats
3 walks 6 watches
3 To practise the present simple
• Explain the task and give Ss time to complete it.
• Check Ss’ answers on the board.
Answer Key
1 spends 3 do 5 listen
2 works 4 takes
4 yftjgiF To present the present simple (negative &
interrogative)
• Ss close their books. Write on the board: / don’t
like jazz and She doesn’t like rock. Underline /
don’t in the first sentence and She doesn’t in the
second sentence. Explain that we use l/you/wel
they do not!don’t and he/she/it does not/ doesn’t
to form the negative of the present simple. Point
out that the main verb is the same for all persons.
Then write: Do I like jazz? - No, I don’t and Does
she like rock? No, she doesn’t. Explain that we
use Do l/you/we/they and Does he/she/it to form
questions in the present simple. Focus Ss’
attention on the position of do/does (before the
personal pronoun). We answer in short form with
Yes/No, l/you/we/they do/don’t and he/she/it
does/doesn’t.
• Ask Ss questions to check understanding.
T: Do you like painting?
S1: No, I don’t./Yes, I do.
!
T: Does your mother sing?
;
S2: No, she doesn’t./Yes, she does.
!
T: Do we live in Spain?
|
S3: Yes, we do. etc.
\
• Ss open their books.
• Ask Ss to read the theory box.
• Elicit examples in the joke from Ss around the
class. Refer Ss to the Grammar Reference
/
section for more information.
Answer Key
Examples in joke: Do you know, No, I don’t
5 To practise the present simple
Give Ss time to complete the sentences and then
check Ss’ answers around the class.
Answer Key
1 doesn’t have 4 Does she get up
2 Do you eat 5 don’t go
3 don’t walk 6 Do they like
 • Ask Ss to write sentences about their daily routine
6 To practise the present simple using the adverbs of frequency.
• Give Ss time to complete the task.
• Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.
Ss work in closed pairs.
• Check Ss’ answers around the class. Suggested Answer Key
I always get up at 7:30 am.
Answer Key
I usually have lunch at 1 pm.
1 do you get up 5 finish 9 eat
I often play sports after college.
2 makes 6 play 10 do you do
I never listen to music in the evening.
3 doesn’t go 7 listen
I sometimes watch TV in the evening.
4 works 8 watches
• As an extension Ss in closed pairs compare their
daily routines.
7 To practise the present simple
• Explain the task and read out the example.
12 a) m m To present like/love/hate + -ing form
• Ss complete the task.
• Check Ss’ answers around the class. • Ask Ss to read the example sentences and
then elicit the L1 equivalents from Ss around
Answer Key
the class.
2 Yes, she does.
Ss’ own answers
3 Yes, they do.
4 No, they don’t. They eat dinner with their mum • Explain that when we use these verbs, the
and dad. nouns that follow refer to an action always have
an -ing ending, e.g. swimming, running,
dancing etc.
8 To present adverbs of frequency
• Explain the spelling rules (Most forms are base
• Ask Ss to read the sentences and then elicit the L1 forms of the verb + -ing (play - playing). Verbs
equivalents for the adverbs of frequency. that end in a consonant + -e drop the -e and
• Refer Ss to the Grammar Reference section for add -ing (dance - dancing). Verbs that end in
more information. a stressed vowel + consonant double the
Ss’ own answers consonant and add -ing.
• Refer Ss to the Grammar Reference section
for more information.
9 To practise adverbs of frequency
Ss’ own answers
• Give Ss time to complete the sentences referring
to the table in Ex. 8 as necessary.
• Check Ss’ answers around the class. b) m uSs To practise like/love/hate + -ing form

Answer Key • Explain the task and give Ss time to complete

it.
1 always 3 often 5 usually
• Check Ss’ answers around the class.
2 sometimes 4 never
Suggested Answer Key
10 To practise word order with adverbs of 1 I like doing my homework.
frequency 2 I don’t like making breakfast.
3 My dad hates playing video games.
• Explain the task and refer Ss to the theory in Ex. 8.
4 My mum likes reading books.
• Give Ss time to complete the task.
5 My best friend loves watching TV.
• Check Ss’ answers around the class.
6 My best friend hates walking to college.
Answer Key
1 He is always early for work. 13 To write about the likes/dislikes of a
2 She is sometimes shy. family member
3 He often has a shower in the morning.
• Explain the task and give Ss time to complete it.
4 We usually go to bed at 10:30.
• Ask various Ss to read their sentences to the
class.
11 To practise adverbs of frequency using
Suggested Answer Key
personal examples
My sister loves playing video games. She likes
• Elicit activities Ss do in their weekly routine (go to watching TV. She doesn’t like eating fish. She hates
school, watch TV, get up etc.) playing football.
47(T)
 Read the email and fill in the gaps w ith the Fill in the gaps w ith the correct adverb o f
words in the correct form: finish, work, eat, frequency.
not/go, you/get up, watch, you/do, make, play,
1 J o h n ............... .. (100% ) w alks to college.
listen.
2 Helen ............ ....... (25% ) w atches TV in
the evening.
Hi Joshua! 3 They .............. (50%) do their assignm ents
How are you? W hat tim e 1 ) ........................ in after dinner.
the m orning? I get up at 7:30 and my mum 4 He is ............ .... (0% ) late fo r college.
2 ) ..................... breakfast fo r me and my
5 My dad ......... .... (75% ) has lunch at work.
sister, Karen. Karen is 19 and she
3 ) ....................to college. She 4 ) ...................... j Put the words in the correct order.
in a bank. Have you got any brothers or
1 a lw a y s /e a rly/is/fo r/w o rk/h e
sisters? I go to college and my lessons
5 ) ...................... at 3:00. A fte r th a t I
2 she/sh y/so m e tim e s/is
6 ) ...................... fo o tb a ll in the park w ith my
friends. In the evening, I 7 ) ........................ to
m usic and my sister 8) ........................ TV. We 3 sh o w e r/h e /in /m o rn in g /o fte n /h a s /a /th e

9 ) ......................dinner w ith our mum and dad

at 8:00. W hat 1 0 ) ........................ every day? 4 g o /to /u s u a lly /w e /b e d /1 0 :3 0 /a t
W rite back,
Paul W h at about you? W hat do you alw ays/
II
usually/often/never/sometimes do in your
N ow answer the questions based on the w eekly routine?
te x t in Ex. 6.
like, love, h a te + -in g fo rm
1 Does Paul get up at 8:00? j Julia is 16 years old. She loves playing football.^
No, he d o e s n ’t. H e g e ts u p a t 7:30.
She likes listening to music. (
2 Does Karen w o rk in a bank?
Julia doesn't like cooking dinner. (
3 Do Paul’s lessons finish at 3:00?
She hates ge ttin g up early in the m orning. @
4 Do Paul and Karen eat dinner w ith th eir
grandm a? |^j see p. GR4

a) Say the sentences above in your language.

Adverbs of see p. GR4
a
frequency b) Use these ideas to complete the sentences.
Read the sentences. Say the • do hom ew ork • w atch TV • w alk to college
adverbs in your language. • play video gam es • read books
• m ake breakfast

TÏJa daim routine 1 I like

I d o n ’t like ...............
I always get up at 7:00.
My dad hates ...........
I usually eat breakfast.
My mum likes ...........
I often walk to college.
I sometimes play football in the afternoon. My best friend loves
I never watch TV in the evening. My best friend hates

( writing ^ W rite four sentences about

Adverbs of frequency usually go before the main a member o f your family - what they love,
verb, but after the verb to be. She sometimes goes \ like, don't like and hate doing.
to bed after 11:00. She is usually happy.
M y b ro th e r lo v e s re a d in g b o o ks. H e ...

W orkbook pp. 26-27 47

 Across Cultures
[ Skills W o rk T
Reading
Read the title and the first paragraph in the
leaflet. W h at does this charity do to help
children?
Listen and read to find out.
Barnardo’s k
Adr<°ji
Do you have some free tim e this summer? Then w hy not
volunteer at one of Barnardo's Children's Centres?
Barnardo's is a charity th a t helps children in need in the
UK. Children like Sally from Leeds ...
n the morning, Sally gets up and goes to school.
I Then, in the afternoon, she comes back home,
does her homework and goes to bed at around 9
o’clock. But the truth is that Sally’s daily life is
difficult. Sally lives with her parents and her baby
brother, Alex. Her parents can’t find a job, so they
have very little money. They all live in one room in a
cheap hotel. They share a kitchen with many other
families and use a public bathroom. Sally is often
a) Read the te x t and the sentences (1-6).
Which contain negative words?
1 B arnardo’s is a B ritish c h a rity ...................
2 Sally never goes to school. .........
3 S ally’s parents w o rk every d a y .................
4 Sally is rarely hungry. .........
5 Sally d o e sn ’t have her own
bedroom .
6 There are C h ild re n ’s C entres
around the UK.
..........
..........
b) M ark the sentences T (true)
. or F (false).
kzr
(P L ,
Check these words
• give a helping hand • volunteer
• charity • truth • daily life • cheap
• share • toy • playroom • safely
• study room • supervise
• make a difference • sign up
Hi
hungry and she doesn’t have any toys to play with.
Thousands of children in the UI< are like Sally. But
you can help! We need volunteers for our Children’s
Centres around the country. Each centre has a
playroom where children like Sally can play safely
and a study room where they can do their homework.
We need volunteers to supervise these children. Do
you want to make a difference? Then sign up to be a
Barnardo’s volunteer today!
1 To introduce the topic and listen for
specific information
• Ask Ss to look at the pictures, then read the title
and the first paragraph in the text.
• Elicit Ss’ guesses in answer to the question.
• Play the recording. Ss listen, read and find out.
Answer Key
The charity helps children by organising Children’s
Centres where children in need can get help.

2 a) To prepare for a reading task

• Ask Ss to quickly read the text and the
statements (1 -6).
• Explain/Elicit any unknown words.
• Elicit which of the statements contain negative
words.
Suggested Answer Key
2 never 4 rarely 5 doesn’t

b) m To read for specific information

(T/F statements)
• Give Ss time to read the statements (1-6) and
the text again and complete the task.
• Check Ss’ answers. Ss should justify their
answers.
Answer Key
1 T (in the UK)
2 F (Sally goes to school)
3 F (parents can’t find a job)
4 F (is often hungry)
5 T (all live in one room)
6 T (around the country)

• Give Ss time to look up the meanings of the

words in the Check these words box, in their
dictionaries or look them up in the Word List.
Suggested Answer Key
give a helping hand (phr): to help sb in need
volunteer (v): to give your time freely
charity (n): an organisation that helps people in need
truth (n): reality; not a lie
daily life (phr): things you do during a day
cheap (adj): not expensive
share (v): to use sth with others
toy (n): a plaything
playroom (n): a room for children to play
safely (adv): not dangerously
study room (phr): a room where people can study/do
their homework
supervise (v): to look after and watch over
make a difference (phr): to have a positive effect on
sign up (phr v): to join

3 To consolidate information in a text
• Ask Ss to read the questions, then look back
through the text and answer them.
• Explain/Elicit any unknown words.
• Check Ss’ answers around the class.
Suggested Answer Key
1 Sally’s daily life is normal in the way that she goes
to school, comes home, does her homework and
goes to bed early.
2 Sally’s family doesn’t live in a flat because they
don’t have enough money to pay rent.
3 Volunteers at Barnardo’s Children’s Centres can
supervise children while playing and doing their
homework.
4 t i p To consolidate new vocabulary through
synonyms
• Give Ss time to match the words in bold in the
text with the synonyms in the list.
• Check Ss’ answers and then elicit the part of
speech of each of the words in bold.
Answer Key
truth (n): reality
difficult (adj): hard
share (v): to have with other people
public (adj): common
safely (adv): without risk
need (v): to want
supervise (v): to take care o f
5 To consolidate new vocabulary
• Read out the Study Skills box.
• Explain the task and give Ss time to complete it.
• Tell Ss to copy these phrases in the Collocations
Section in their notebooks and revise them as
often as possible and then check Ss’ answers.
Answer Key
1 cheap 3 public 5 study
2 daily 4 baby 6 free
To consolidate new vocabulary
Explain the task and give Ss time to complete it.
Tell Ss to copy these words in the Collocations
Section in their notebooks and revise them as
often as possible and then check Ss’ answers.
Answer Key
1 volunteers 3 supen/ises 5 find
2 shares 4 comes back 6 need
7 To ask and answer questions on a text
Read out the example and ask Ss to ask and
answer questions in pairs based on the text.
Monitor the activity around the class and then ask
some pairs to ask and answer in front of the class.
49(T)
Suggested Answer Key
A: Does Sally do her homework at home?
B: Yes, she does.
A: Do Sally’s parents have jobs?
B: No, they don’t.
A: Do volunteers at Children’s Centres supen/ise
children?
B: Yes, they do. etc.
8 To compare two people’s daily
routines
• Ask various Ss to make notes under the headings
TYPICAL DAY, DIFFICULTIES in answer to the
questions in the rubric and compare Sally’s daily
life to their daily life, then Ss use their notes to tell
their partner.
• Monitor the activity around the class and then ask
some pairs to report back to the rest of the class.
Suggested Answer Key
Sally gets up, goes to school, comes home, does her
homework and goes to bed at 9 pm. My typical day is
different. I also live with my family, but I go to college.
After college, I hang out with my friends. Sometimes
we go to the cinema. I go to bed at 11 pm. My life
doesn’t have many difficulties. It is hard work at
college, but the rest o f my life is comfortable. I always
have enough to eat, but Sally is often hungry. Sally
lives in a hotel, but I live in a house. Also, Sally doesn’t
have her own room, but I do.
9 m To listen for specific information
(T/F statements)
• Ask Ss to read the sentences (1-3) and underline
the key words (only child, flat, near park, doesn’t
like city life).
• Play the recording twice.
• Ss listen and mark the statements accordingly.
• Check Ss’ answers.
Answer Key
1 T 2 F 3 F
10 ICTj f f M p To write about a children’s charity
in your country
• Ask Ss to think of a children’s charity in their country
and find out information about it from the Internet.
• Give Ss time to write a short article about it.
• Ask various Ss to read their article to the class.
• Alternatively, assign the task as HW and check
Ss’ answers in the next lesson.
Suggested Answer Key
Kitezh is a children’s charity in Russia. It helps orphans -
children without parents. The charity offers many
services in a special village, also called Kitezh. There,
orphans can grow up safe and happy. About 40 children
live there, as well as 26 adult volunteers. In the village of
Kitezh, there is a school, a farm, and workshops. The
children learn English, play sport and do art.
 Answer the questions. ( COLLOCATIONS )
3 Fill in: cheap, daily, public,
free, baby, study.
1 In w hat w ays is S a lly ’s daily life norm al?
1 .......................... 4 ..........................
2 W hy d o e s n ’t S a lly’s fam ily live in a flat?
hotel brother
3 W hat can voluntee rs do at B a rn a rd o ’s
2 ..........................life 5 ..........................
C h ild re n ’s Centres?
3 .......................... room
bathroom 6 ..........................tim e
Vocabulary
K V j Match the words in bold to their synonyms: Complete the sentences. Use: comes back,
have with other people, reality, want, common, supervises, shares, volunteers, find, need.
without risk, take care of, hard. W hat part of
1 Every weekend, G eorge ...............
speech are these words?
at a ch a rity fo r hom eless children.
2 Terry .............................. his bedroom w ith
S t u d y S k il l s
his brother, Mark.
Collocations 3 The te a c h e r ............................ the students
A collocation is a combination of two words that are during th e ir lunch break.
often used together. Learn the words that go together
4 My dad ............................ hom e from w ork
so that you sound natural to a native English speaker.
at 6 o ’clo c k every evening.
5 Please, help me look fo r my glasses. I
c a n ’t ..............................them anywhere.
6 T h e y ............................. people to help them
in the centre.

Speaking
In pairs, ask and answer questions based on
the text.

A : D oes S a lly g o to s c h o o l in th e m o rn in g ?
B : Yes, she does.

W h at is Sally's typical day like?

W hat difficulties does she have? Make
notes, then compare it w ith your daily life.
Tell your partner.

Listening
Listen to Susan talking about her daily
routine and mark the sentences T (True) or
F (False).

1 Susan is an only child.

2 She lives in a flat near the park.
3 She d o e sn ’t like c ity life.

Writing
|ICT| Collect information about a children's
charity in your country. W rite a short article
about it. Write: who it helps, what services it
offers.
W orkbook p. VB3 49
 Listening skills
Multiple choice Multiple matching
a) Read the rubric, then look at the pictures. W h at does Preparing fo r th e task
each show?
Read the text and the options.
You are going to listen to five recordings. For each question Then match the people to the
(1 -5) choose the answer which matches what you have activities.
heard by circling the appropriate letter (A, B or C).
A : So, M ary, d o y o u p la y vide o
1 W hat does Sally do in the evening? g a m e s in the e v e n in g s ?
B : I do som etim es, b u t I p re fe r
B C
liste n in g to m u s ic . I alw ays listen to
m y favourite songs in the evenings.
It m akes me feel relaxed. Mv
b ro th e r alw ays plavs video gam es.
2 W h o ’s L u cy’s sister? H e ’s crazy a b o u t th e m .

B
PEOPLE A C TIVITIES
1 Mary A play video
M ary’s gam es
2
brother B listen to
3 How m any b rothers has Ann got? m usic

Listen and match the

people to the activities. There
is one extra activity.
4 W here are the speakers?

PEOPLE A C TIVITIES

Peter A listen to m usic

Steve B play fo otball
P eter’s C w atch TV
5 Mary w ants Stella dad D surf the
A to meet her. B to give her some money. P eter’s Internet
C to lend her som ething. mum E play video
gam es
b) Do the listening task.

Pronunciation
T/F statements /s / /z / /iz /
a) Read the rubric, then read the sentences and underline
the key words. W hat do you think the announcement is Listen and tick ( / ) . Listen
about? again and repeat.

You will hear an announcement. Decide which sentences is/ iz! /iz/
(1 -3) are true (T) and which are false (F). listens
goes
1 The stu d e n ts have c o m p u te r classes every d a y ........
teaches
2 The stu d e n ts can do sp o rts in the a fte rn o o n s............ reads
3 The teacher announces changes in the tim etable........... does
likes
b) Listen to the announcement and do the task. walks
Which words helped you decide? w atches
50 W orkbook p. 28
1 a) I g l g ) To prepare for a listening task 3 to IS P T o prepare for a listening task (multiple
(multiple choice) matching)
• Ask Ss to read the rubric, then read the • Ask Ss to read the text and the options and then
questions and look at the pictures. match the people to the activities. Ask Ss to pay
• Elicit what each picture shows. attention to the underlined phrases.
• Check Ss’ activities.
Suggested Answer Key
1 A - watching TV Answer Key
B - listening to music 1 B 2 A
C - playing video games
2 A - a short, young girl with short, fair hair
IJgP To listen for specific information (multiple
B - a tall, slim girl with long, dark hair
matching)
C - a tall, slim girl with short, dark hair
3 A - two • Ask Ss to read the list of activities.
B - three • Play the recording twice.
C - four • Ss listen and match the people to the activities.
4 A - a kitchen • Check Ss’ answers.
B - a living room Answer Key
C - a bedroom
ID 2 E 3 A 4 C

b) To listen for specific information

jjjr To learn to pronounce /s/, /z/, In i
(multiple choice)
Model the sounds.
• Play the recording twice. Ss listen and choose
Play the recording. Ss listen and tick the sounds
the correct answers.
they hear.
• Check Ss’ answers.
Check Ss’ answers.
Answer Key Play the recording again with pauses for Ss to
1 B 2 A 3 A 4 A 5 C repeat chorally and/or individually.
Check Ss’ pronunciation.

2 a) To prepare for a listening task Answer Key

(T/F statements)
Is / hi In i
• Ask Ss to read the rubric and then the listens /
sentences and underline the key words. Ask Ss goes /
to guess what the announcement is about. teaches /
• Check Ss’ answers. reads /
Suggested Answer Key does /
Key words to be underlined: likes /
1 students, computer classes, every day walks
2 students, sports, afternoon watches
3 teacher, announces changes, timetable

I think the announcement is about a timetable in a

secondary school.

b) To listen for specific information

(T/F statements)
• Play the recording twice. Ss listen and choose
the correct answers.
• Check Ss’ answers and elicit which words
helped Ss decide on their answers.
Answer Key
1 T (computer classes each day)
2 F (no PE classes and no after-school sports)
3 T (changes in the timetable)
 Suggested Answer Key
To read for gist Brian: Hey, look at that boy over there.
Tom: Which one?
Ask Ss to read the dialogue and elicit Ss’ guesses as
to what it is about. Brian: The one with short black hair. Who is he?
Tom: He’s my study partner.
Suggested Answer Key Brian: What’s his name?
The dialogue is about two girls talking about a person Tom: Trevor.
that one o f them knows. Brian: How old is he?
Tom: He’s 16.
Brian: What’s he like?
a) {tjJJP To complete a dialogue (missing
Tom: He’s a really nice guy. Come and meet him.
sentences)
Ask Ss to read the sentences (A-D) and then read
5 a) To introduce asking about/telling the
the dialogue and match the sentences to the gaps time
(1-4).
Ask Ss to look at the clock and read the phrases
Answer Key in the table. Explain when we use them. Ask Ss to
1 B 2 D 3 C 4 A say them in their L1.
Helen is the girl on the left.
b) m m To practise asking about/telling the
time
b) To listen for confirmation
• Ss work in pairs. Ss look at the clock faces
Play the recording. Ss listen and read and check
and use the language in the table to ask about
their answers.
and tell the time, following the example.
• Explain/Elicit any unknown words.
To role play a dialogue • Tell Ss that in English to tell the time we say:
minutes + past/to + hour.
Ss do the task in pairs. Ss should pay attention to
• Monitor the activity around the class and then
stress pronunciation and intonation. Invite Ss to use
ask some Ss to ask about and tell the time in
gestures while speaking. Monitor the activity around
front of the class.
the class. Ask some pairs to act out their dialogues in
closed pairs. Answer Key
A: What time is it?
To act out a dialogue B: It’s quarter past six.

• Go through the phrases in the box. A: Have you got the time?
• Ss complete the task in pairs using the dialogue in B: It’s a quarter to eight.
Ex. 2 as a model to help them and phrases from A: Excuse me, what’s the time, please?
the Useful Language box. Write this diagram on B: It’s half past seven.
the board for Ss to follow.•
A: What time is it?
B B: It’s three o ’clock.
Point to sb and tell B. Ask which person A is A: Have you got the time?
talking about. B: It’s half past nine.
Describe the person. Say who the person is.
Ask who the person is 6 To practise dialogue completion
Ask about person’s Say the person’s name.
• Ask Ss to read the dialogues and the possible
name.
answers for each one and give them time to
Ask how old the Say the person’s age.
complete the task.
person is.
• Check Ss’ answers.
Ask about the Describe person’s
person’s character. characters and take A Answer Key
to meet him/her. 1 A (asking about profession)
2 C (asking what the time is)
• Monitor the activity around the class and then ask 3 B (asking about appearance)
some pairs to act out their dialogue in front of the
rest of the class. • As an extension ask Ss to think of questions/
answers that could match the other options.
(e.g. 1B. H ow ’s your father?)
 Speaking skills
Everyday English Asking about/Telling the time
Id e n tify in g & Describing people
to ° 'c!?ck past
|№ Read through the dialogue. W h at is it [■^1 a) Look at
3 J about? the clock a quarter | - a quarter
and read to tV past
p a a) Use the sentences (A-D) to complete the
the phrases. half past
dialogue. Find Helen in the picture.
Asking

What time is it, please? • It’s five o ’clock.

Have you got the • It’s half (past) five.
tim e, please? • It’s (a) quarter past
Excuse me, w h a t’s six.
the tim e, please? • It’s (a) quarter to two.

b) Use the table and the clocks to ask each

Anna: Hey, look at th a t girl over there. other the time.

Emma: W hich one?
Anna: The one w ith the long brow n hair.
1) ...............................................................................................................
Emma: S he’s m y cousin.
Anna: 2) ...............................................................................................................
Emma: Helen.
Anna: 3) ............................................................
Emma: S he’s 18.
Anna: 4) ............................................................
A : W hat tim e is it, p le a s e ?
Emma: S he’s frie n d ly
B : I t ’s 12 o ’c lo c k .
and clever.
A W hat’s She like?
Com e and
B Who is she?
Dialogue completion
m eet her.
c How old is she?
B W hat s her name?
Q Read the rubric and complete the task.

Read the dialogues below. Complete them

w ith the appropriate response (A, B or C).
b) Listen, read and check.

1 X: W hat does your father do?

Take roles and in pairs read the dialogue Y: ..................................................
aloud. A H e’s a doctor.
B H e’s fine, thanks.
W ork in pairs. You are on a field trip w ith C H e’s w atching TV.
your fellow students. Act out a similar
dialogue to the one in Ex. 2a. Use phrases
Y: It’s half past five.
from the language box.
A How m uch is it?
B W hat num ber is it?
f Asking a b o u t p eople l
C Have you g o t the tim e?
• W hat does he/she • H e/S he’s tall and
3 X: W ho is David?
lo o k like? slim etc.
• W hat is he/she like? • H e/S he’s clever.
• H ow old is he/she? • H e/S he’s 16. X: Oh yes, I can see him.
• W h o ’s he/she? • H e/S he’s my A H e’s kind and polite.
co u sin /frie n d etc. B The one w ith black hair.
• W h a t’s his/her name? • John/A nn a etc. C He likes playing golf.
 Writing
Rubric analysis
a) Read the rubric and answer
the questions.
Write an email to your English-
speaking friend (50-100 words).
In your email:
• w rite w ho your best friend is.
• describe him/her.
• say w hat you do together.
1 W hat are you going to write?
2 W ho is going to read it?
3 W hat is it about?
4 How many w ords should you
write?
b) W hat inform ation should
you include in your email?
Tick ( / ) the boxes.
1 your fa m ily news □
2 your best frie n d ’s
nam e/age
3 how your best friend
spends his/her free tim e [
4 w hy your best friend
likes you
5 your best frie n d ’s
appearance
6 what you and your
best friend usually do
together
7 your best frie n d ’s
character
Model analysis
p S a) Read the email and
complete the missing words.
b) W hat inform ation from
Ex. 1b has it got?
c) Match the paragraphs to
the headings.
a ctivitie s to g e th e r
request to w rite back
best friend’s appearance,
character
4 reason fo r w ritin g ; nam e and
age o f best friend
52
An email describing your best friend
Hi John,
1 ) ............. are things? I’d 2 ) ............... to tell you about
my best friend, Alex. He’s sixteen and he’s a good student.
Alex is tall 3 ) ............. dark hair. He’s very funny, but he
4 ) ............. be shy sometimes, too.
Alex and I 5 ) ............. in the same class. At
the weekends, we often play football 6 ) .............
we sometimes go to the cinema. We also
7 ) ............. video games. He’s a great person.
(£> What about 8) ............. best friend? Write
9 )............
Bye for 1 0 )............. ,
Alan
PJj How does Alan begin and end his email? Replace the
opening and closing remarks w ith suitable ones from the
Useful Language box.
Linkers also/too/or
We use:
• also to give additional information about someone/something.
We usually put it in front of the verb but after the verb to be.
Gemma is clever. She Is also kind.
• too to give additional information about someone/something.
We usually put it after the verb. My mum is tall. She is slim, too.
• or to introduce an alternative idea/thing/person etc. On
Sundays they go for a walk or sometimes they go to the cinema.
Read the theory box and find examples o f also, too, or in
the model email.
Q Rewrite the sentences using the linkers in brackets.
1 Danny is strong. He is brave, (too)
2 M att likes H istory. He likes G eography, (also)
3 We can play football. We can go to the theatre, (or)
4 John goes to the gym on S aturdays. He goes to the
mall. (too)
5 Cora is beautiful. She is clever, (also)
6 Do you like w atching DVDs? Do you like w atching
film s at the cinem a? (or)
 Suggested Answer Key
1 a) ® I|S P To analyse a rubric Opening remarks: How are things? - Hope you are OK.
• Ask Ss to read the rubric aloud. Closing remarks: Write back. Bye for now. - Write
• Read the questions aloud one at a time and back soon.
elicit the answers from Ss around the class.
To present and identify linkers
Answer Key
1 an email • Ask Ss to read the theory and explain any points
2 my English-speaking friend Ss are unsure of.
3 my best friend • Elicit examples of linkers in the email from Ss
4 50-100 words around the class.
Answer Key
b) To predict content of an email Examples in email: ...b u t he can be shy sometimes,
• Give Ss time to look at the points and too.,... we often play football or we sometimes go to
complete the task. the cinema. We also play video games.
• Check Ss’ answers.
w To practise linkers
Answer Key
Items to be ticked: 2, 3, 5, 6, 7 • Explain the task and give Ss time to complete it.
• Check Ss’ answers around the class.

2 a) •jv To complete an open cloze Answer Key

Ask Ss to read the email and think of 1 Danny is strong. He is brave, too.
appropriate words to fill the gaps (1-10). 2 Matt likes History. He also likes Geography.
Give Ss time to complete the task, in closed 3 We can play football o r we can go to the theatre.
pairs and then check Ss’ answers. 4 John goes to the gym on Saturdays. He goes to
the mall, too.
Answer Key 5 Cora is beautiful. She is also clever.
1 How 3 with 5 are 7 play 9 back 6 Do you like watching DVDs or (do you like
2 like 4 can 6 and 8 your 10 now watching) films at the cinema?

b) m i # To read for content; to confirm

predictions
• Ask Ss to read the email again and the list in
Ex. 1b again and say which points are included.
• Check Ss’ answers.
Answer Key
2, 3, 5, 6, 7

c) To match headings to paragraphs;

to consolidate content of paragraphs
• Explain the task and give Ss time to read the
email and complete the task.
• Check Ss’ answers.
Answer Key
1C 2D 3 B 4 A

3 To identify and substitute opening/

closing remarks in an email
• Explain the task and give Ss time to complete the
task. Ss can use phrases from the Useful
Language box on p. 53.
• Check Ss’ answers.

52(D
 Suggested Answer Key
6 a) To learn about word order in Hi Tara,
sentences Hope you’re OK. I’d like to tell you about my best
• Go through the theory box with Ss. friend, Danielle.
• Explain the word order and ask them to give She’s 17 years old. She’s got long black hair. She's
you sentences following the rules in the table. short and slim with brown eyes. She’s very
hardworking and she is really fun to be with.
A t weekends, she enjoys watching TV and playing
b) To practise word order tennis. She’s a really good friend.
• Explain the task and give Ss time to complete Bye for now,
the task. Debbie
• Check Ss’ answers.
Answer Key
1 When do you go to the gym?
2 He sometimes walks to work.
3 Do you always catch a bus to college?
4 She likes basketball.
5 He is good at English.
6 He doesn’t play football often.
7 What time does he go to work?

№ To prepare for a writing task

Explain the task and give Ss time to answer the
questions in their notebooks.
Suggested Answer Key
1 My best friend’s name is Danielle.
2 She is 17 years old.
3 She is slim with long black hair.
4 She is very hardworking. She is fun to be with.
5 In her free time, she likes watching TV and playing
tennis.

8 a) TftljjS/ To analyse a rubric

Ask Ss to read the rubric.

b) To write an informal email

• Give Ss time to write their email using their
notes from Ex. 7 and phrases from the Useful
Language box.
• Remind Ss to use the plan and the email
skeleton to help them. They can also use the
email in Ex. 2 as a model.
• Ask Ss to use the Checklist to check their
work for mistakes and then ask various Ss to
read their emails to the class.
• Alternatively, assign the task as HW and ask
Ss to read out their emails in the next lesson.

530)
 Word order Useful Language
Opening remarks
a) Study the tables.
• How are you? • Hope you are OK.
Appearance
W ord order - A ffirm ative/N egative sentences • She's tall with green eyes.
adverb of adverb of • He's got fair hair and blue eyes.
subject verb adjective object
frequency time/place • She's short and thin.
I always play football at the weekends. Character
W ord order - Questions • ... is very brave/kind/hardworking etc.
• ... is fu,n to be with.
adverb
question auxiliary main • ... is ... but he/she can be ...
subject adjective object o f tim e/
w ord verb verb Free-time activities
place
W hat time do you go to bed? • He/She really loves/likes/enjoys reading/
playing sport/surfing the Net. etc
Has he got a big desk?
• His/Her favourite free time activity is ...
Closing remarks
b) Put the words in the correct order. • Write back soon. • Bye for now.

1 d o /w h e n /g o /y o u /to the gym?

2 to w o rk/h e /w a lks/so m e tim e s

(Para 1) opening remarks, best friend’s

3 to c o lle g e /d o /a b u s/yo u /ca tch /a lw a ys?
name & age
(Para 2) best friend’s appearance &
4 like s/sh e /b a ske tb a ll character
(Para 3) weekend activities
5 a t/E n g lis h /is /h e /g o o d (Para 4) closing remarks
sign off
6 d o e s n ’t/h e /fo o tb a ll/o fte n /p la y (your first name)

7 g o /d o e s /w h a t tim e /h e /to w ork?

Writing
Q Answer the questions about your best friend.

1 W hat is h is/her name?

2 How old is he/she?
3 W hat does he/she look like?
4 W hat is he/she like?
5 W hat does he/she do in his/her free tim e?

Read the rubric.

Checklist
W rite an email to your English-speaking friend (50-100 When you finish writing your email, check
words). In your email: for the following:
• w rite your best friend's age.
• clear paragraphs
• describe his/her character.
• w rite what he/she does at the weekends. • appropriate opening and closing remarks
• appropriate use of linkers

b) Use your answers in Ex. 7 to complete your email. Use • grammar and spelling mistakes
the language in the Useful Language box. Follow the plan. • word length

W orkbook p. 30
 CLIL

Science
j How many bones are there in
our skeleton? How many
Oar skeleton
From our head to our toes our body is fu ll o f
bones are there in our fingers? bones. An a d u lt has g o t o ver 200 bones.
Listen and read to find They make up our skeleton.
out.

Read the text. M ark the

sentences T (true) or F (false).
Arms: Each arm
Skull: It has
1 Our arm s have got contains three
got flat bones.
short bones. long bones.
It protects our
2 There are fla t bones

V
brain.
in the skull.
3 We all have 24 rib s ............
4 Our fin g e rs have got
the sam e num ber of
Ribs: These
bones as our th u m b s ........ Spine: It holds our
bones protect
5 The spine helps our body upright. It
our heart, lungs
body w alk. contains 83 bones.
and liver. Most
6 The legs have g o t big
people have 12
bones.
pairs of ribs.

Replace the words in bold w ith

words from the list. Add any
necessary words to make
correct sentences.

• arm s • spine • feet • w rist

• brain • heart, lungs & liver
W rist: It has got 8
1 It co n ta in s bones th a t can
small bones. They
move.
can move. Fingers: Each
2 We stand on them .
finger has got 3
3 The skull p ro te cts it. bones. The thumb
4 Our ribs p ro te c t them . has got 2.
5 It helps our body stand Legs: Each
upright. leg has got
6 They contain six large bones. large, strong
bones. Each
leg supports A n kle/F eet:
W h at do these numbers refer our body. They have got
to? Use them in sentences of 52 bones. They
your own. help us stand
• 200 • 8 « 1 2
and walk.
Check these words
• 83 » 5 2 * 2
• head • toe • bone • adult
• make up • skeleton • skull
Tell the class three things • protect • brain • wrist • spine
you have learnt from the • hold • upright • contain
text. • support • heart • lungs • liver
• rib • thumb • ankle

54 g W orkbook p. 31
1 m m To listen and read for specific m To identify reference in a text
information
• Explain the task and give Ss time to complete it.
• Explain the task and elicit Ss’ answers around the • Check Ss’ answers.
class.
Suggested Answer Key
• Play the recording. Ss listen and read to find out.
• Check Ss’ answers. 1 The wrist contains bones that can move.
2 We stand on our feet.
Answer Key 3 The skull protects our brain.
There are over 200 bones in our skeleton. Each finger 4 The ribs protect our heart, lungs and liver.
has got three bones. The thumb has got two bones. 5 The spine helps our body stand upright.
6 The arms contain six large bones.
||!P To read for specific information
(T/F statements) m To consolidate information in a text
• Ask Ss to read the statements (1 -6) and give Ss • Explain the task and give Ss time to complete it.
time to read the text again and complete the task. • Check Ss’ answers.
• Check Ss’ answers. Ss should justify their answers.
Answer Key
Answer Key Adults have over 200 bones in their bodies.
1 F (long bones) The wrist has got 8 small bones.
2 T (flat bones) Not everybody has 12 pairs o f ribs.
3 F (most people) The spine is made up o f 83 bones.
4 F (fingers: 3, thumb: 2) The 52 bones in the ankles and feet help us to walk.
5 T (holds body upright) The thumb has only got 2 bones.
6 T (large bones)

• Give Ss time to look up the meanings of the H i To consolidate information in a text

words in the Check these words box in their Read out the rubric and elicit answers from Ss around
dictionaries or look them up in the Word List. the class.
Suggested Answer Key Suggested Answer Key
head (n): the body part attached to your neck that I have learnt that our spine contains 83 bones. I have
contains your eyes and brain learnt that not all people have 12 pairs o f ribs. I have
toe (n): one o f the digits on your foot also learnt that each finger has got 3 bones but our
bone (n): the hard parts inside your body that form thumb has got 2.
the skeleton
adult (n): a fully grown person
make up (phr v): to form
skeleton (n): all the bones in the body
skull (n): the bony skeleton o f the head
protect (v): to keep from harm
brain (n): the organ we think with
wrist (n): the part that connects the hand to the arm
spine (n): the series o f bones in the back
hold (v): to carry
upright (adj): in a vertical position
contain (v): to have inside
support (v): to hold sth up
heart (n): the organ that pumps blood around the body
lungs (pi n): the organs we breathe with
liver (n): the organ that cleans the blood
rib (n): one o f the bones around our lungs
thumb (n): the short digit on the hand next to the
fingers
ankle (n): the part that connects the foot to the leg

5400
 1 To consolidate vocabulary from the unit 7 To practise the third-person singular
• Give Ss time to complete the task. • Give Ss time to complete the task.
• Check Ss’ answers. • Check Ss’ answers.
Answer Key Answer Key
1 mother-in-law 3 brother 5 grandad 1 works 3 washes 5 cries
2 wife 4 father 2 goes 4 thinks

2 To consolidate vocabulary from the unit 8 To practise word order

• Give Ss time to complete the task. • Give Ss time to complete the task.
• Check Ss’ answers. • Check Ss’ answers.

Answer Key Answer Key

1 ankle 3 lips 5 hand 1 Do you walk to college?
2 nose 4 face 2 Tom doesn’t usually get up early.
3 We always eat dinner at 8:00.
4 Do you watch TV in the evening?
3 To consolidate vocabulary from the unit
5 She never plays video games.
• Give Ss time to complete the task.
• Check Ss’ answers.
9 To practise the present continuous
Answer Key
• Give Ss time to complete the task.
1 hair 3 slim 5 long • Check Ss’ answers.
2 short 4 young
Answer Key
1 playing 3 spending 5 eating
4 To consolidate verbs from the unit
2 reading 4 watching
• Give Ss time to complete the task.
• Check Ss’ answers. Gram m ar in Focus
Answer Key JJJJ To consolidate grammar structures learnt
1 play 3 take 5 go in the unit
2 watches 4 does
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
To consolidate everyday English
Answer Key
expressions/exchanges learnt in the unit
1 has got 3 walking 5 any
• Give Ss time to complete the task.
2 h is 4 is
• Check Ss’ answers.
Answer Key
1 Who’s he?
2 What’s her name?
3 What’s she like?
4 How old is he?
5 What does he look like?

6 To practise the possessive case

• Give Ss time to complete the task.
• Check Ss’ answers.
Answer Key
1 Lydia’s 3 m en’s 5 boys’
2 Whose 4 Who’s

5500
 Progress Check
Grammar
Choose the correct item.

1 This is Lydias’/L y d ia ’s sister.

2 W h o se/W h o ’s co m p u te r is that?
3 T h a t’s the m en’s /m e n s ’ office.
4 W h o se/W h o ’s th a t girl?
5 Luke is the boys/boys’ cousin.
(5x2=10)
1 M ary is S ue’s ..............................................
W rite the third-person singular.
2 Sue is A le x ’s ................................................
3 John is A n n a ’s ............................................ 1 I w ork - she
4 A lex is T o m ’s .............................................. 2 I go - 1
h e .....
5 Bob is J o h n ’s .............................................. 3 I wash - she
(5x2=10)
4 I th in k - he ..
Choose the odd w ord out. 5 I cry - she ... (5x2=10)

1 eye - hair - m outh - ankle

Put the words in the right order.
2 leg - nose - knee - toe
3 lips - arm - hand - finger 1 y o u /c o lle g e /w a lk /d o /to ?

4 fo o t - ankle - toe - face

2 d o e s n ’t/T o m /g e t u p /early/usu ally
5 m outh - hand - teeth - lips (5x2=10)

W rite the words. 3 a lw a ys/w e /a t/d in n e r/8 :0 0 /e a t

1 H e’s g o t fair h_ _ r and w ears glasses.

2 S he’s s ____ t and plum p.
3 S he’s s _ _ m and tall.
4 H e’s y ____ g and fat.
5 S he’s g o t I _ _ g brow n hair.
Fill in: take, play, go, do, watch in the correct
form.
1 In the evening I .................. video games.
2 In the afternoon s h e .................. TV.
3 In the m orning I .................. a show er.
4 In the afternoon h e ..........his hom ew ork.
4 e ve n in g /in /d o /w a tch /yo u /T V /th e ?
5 p lays/she/vid eo gam es/never
(5x2=10)
(5x2:
| Put the verbs in the correct form.
1 I lik e ....................... (play) fo o tb a ll.
2 Mary lo v e s ....................... (read) books.
3 He lik e s ............ (spend) tim e with friends.
4 Jane h a te s ....................... (w atch) TV.
5 I lo v e ............ (eat) dinner w ith my fam ily.
(5x2=10)

5 In the evening w e .................. to bed.

(5x2=10)

Everyday English
Fill in: What's she like? - Who's he?- How old is
he? - What does he look like? - What's her name? Fill in the correct form o f the words in
brackets, choose the correct word or fill in
1 A: ............................ 4 A: ......................... the gap.
B: H e’s my friend. B: H e’s eighteen 1 L u c y ............ (have got) long brow n hair.
2 A: ............................ 5 A: ......................... 2 Ja ck lives w ith him /his grandm a.
B: Anna. B: H e’s tall and 3 I lik e ............ (walk) to college.
3 A: ............................ slim. 4 Lionel M e s s i............(be) a great footballer.
B: S he’s friendly. (5x4=20) 5 Do you h a v e ............... brothers?
 Skills

Speaking Use of English

[ Dialogue completion J ( Text completion [
Preparing fo r th e task Preparing fo r the task

' j Read the question and the a) Look at the gaps. W hat word is missing: noun? verb?
answers (A-C). Which answer preposition? adjective? Which gaps test: grammar? lexis?
best completes the exchange?
b) Choose the word th at best completes each gap.
Why?
1 H e’s g o o d ................... Maths.
Does M ark like video gam es?
A at B fo r C in
A He often plays.
2 B o b ....................like football.
B H e’s crazy about them . A is n ’t B d o e sn ’t C d o n ’t
C It’s his gam e. 3 M ary lik e s ................... basketball.
A play B to play C playing
4 Steve is tall a n d ......................
A long B slim C good
Dialogue completion 5 He likes v id e o ......................
Read what X or Y says carefully to A film s B gam es C plays
understand what the exchange is
about, e.g. asking for directions, etc.
K l i Read the text. Complete the gaps w ith the appropriate
Read the options and decide which
best completes the exchange. Read expressions (1-3), by circling A, B or C.
the completed exchange to check how
it reads.
Frank wakes up every day 1 ) ........7 am. He has a shower, eats
breakfast and takes the bus to college. He likes 2 ) ........the bus
Read the dialogues (1-3). because he meets his friends and chats with them. He also likes
Complete them w ith college and is a good student. When Frank finishes college he
responses by circling the often plays basketball with his friends. He is very 3 ) ........so he
appropriate letter (A, B or C). is very good at basketball.

1 X: W hat does Jane look like?

When he goes home he has 1 A in b at c fo r
Y: ................................................ dinner and does his 2 A take b takes c taking
A I like her. assignments. 3 A long b slim c tall
B S he’s tall and slim.
C S he’s very nice. Listening
2 X: H ow ’s your new flat?
[M ultiple matching-)-
Y:
A It’s great.
You are going to hear a conversation betw een tw o
B It’s in London.
friends. Match the activities (A-E) to the people (1-4).
C It’s on the fo u rth floor.
W rite the appropriate letter (A-E) in the right box. One
3 X: How do you spell it? activity is extra and does not match any o f the people.
Y:
X: Thank you. PEOPLE A C TIVITY
A It’s easy. 1 Ruth A listen to m usic
B It’s Ben. 2 John B do hom ew ork
C B-E-N. 3 Mum C w alk the dog
4 Dad D play video game
E read a book

56 g W orkbook p. 32
1 fMJKy To prepare for a dialogue completion 4 To complete a text
task
• Ask Ss to read the text and choose the correct
• Ex. 1 aims to prepare Ss to always pay special answer for each gap from the choices (A-C) for each
attention to synonymous words or phrases that one.
will help them choose the right option. • Check Ss’ answers.
• Ask Ss to read the question and the possible
Answer Key
answers and elicit which answer best completes
the exchange. 1 B (at + time phrases)
2 C (like + -ing form)
Answer Key 3 C (description; appearance; slim is irrelevant to
The answer is B because the phrase ‘to be crazy playing basketball; we don’t use long to
about sth’ describes liking something very much. describe a person’s height)

2 To complete dialogues To listen for specific information (multiple

matching)
• Ask Ss to read the Study Skills and point out that
this advice will help Ss to complete the task • Ask Ss to read the activities and then play the
successfully. recording twice if necessary.
• Ask Ss to read the exchanges (1-3) and the • Ss listen and complete the task.
possible answers (A-C) for each one. • Check Ss’ answers.
• Give Ss time to complete the task and then check
Answer Key
Ss’ answers.
1 E 2 B 3 A 4 C
Answer Key
1 B (asking about appearance)
2 A (asking about opinion)
3 C (asking about spelling)

3 a) To understand sentence cohesion

• Ex. 3 prepares Ss to identify what type of
word is missing from each one.
• Elicit whether each gap tests grammar or lexis
from various Ss around the class.
Answer Key
1 preposition - lexis 4 adjective - lexis
2 auxiliary verb - grammar 5 noun - lexis
3 -ing form - grammar

b) » To decide on appropriate lexis/

grammar structure; to complete a sentence
for a text completion task
• Give Ss time to complete the task.
• Check Ss’ answers.
Answer Key
1 A (good at)
2 B (3rd person singular, negative, Simple Present)
3 C (like + -ing form)
4 B (description)
5 B (collocation)

56(T)
 Check your progress
a) < 1 3 & To learn to form sentences that are Ask Ss to assess their own performance in the unit by
grammatically correct ticking the boxes according to how competent they feel
• Ex. 1 prepares Ss to identify the grammar for each of the listed activities.
structures needed to successfully complete
this type of task.
• Ask Ss to look at the sentence and the word in
brackets and then give Ss time to underline
the best option in the sentences (A-C).
• Check Ss’ answers.
Answer Key
A third-person singular C preposition
B negative

b) /1 ||S I To check grammar knowledge

depending on context
• Give Ss time to complete the task.
• Check Ss’ answer.
Answer Key
B

2 To complete sentences showing

grammar knowledge depending on context
• Ask Ss to look at the sentences and the words in
brackets and complete the gaps with the correct
words.
• Check Ss’ answers.
Answer Key
1 likes playing (like + -ing)
2 do you get up (routine - Present Simple)
3 doesn’t/does not eat (routine - Present Simple,
negative)
4 walks to college (routine - Present Simple)
5 is always (verb to be + adverb o f frequency)

3 To listen for specific information

• Ask Ss to read the rubric and the questions and
possible answers to familiarise themselves with
the content of the recording.
• Play the recording twice.
• Ss listen and complete the task.
• Check Ss’ answers
Answer Key
IB 2 C 3 A 4 A 5 A 6 B

jJ J j To self-assess performance on
a listening task
Ask Ss to share with the class which answers they
got right/wrong and which words confused them.
This helps them improve their listening skills.

Ss’ own answers

5700
 Skills

Use of English Listening

[ Sentence completion] [M ultiple choice"]“

Preparing for the task

You are going to hear tw o texts twice.
a) Read the sentence. Then underline the
Questions 1-3 refer to recording 1, while
correct option in sentences A, B and C.
questions 4-6 refer to recording 2. Answer
P a u l................(not/go) the gym on Sundays. the questions according to w h a t you hear
by circling the appropriate letter (A, B or C).
A The verb in brackets should be in the first
Recording 1
person singular/third-person singular.
The girls w ould like to
B The verb in b rackets should be in the
A buy a book. B have a dog.
a ffirm ative/n eg ativ e.
C take a photograph.
C The verb needs a noun/preposition after it.
The girls decide to
b) Choose the correct option to complete A ask th e ir mum. B get a new book.
the gap. C play a game.

A d o n ’t go at B d o e sn ’t go to The conversation takes place

A at home. B in a library.
Complete the second sentence using the C in a pet shop.
words in brackets so th at it is grammatically
correct. Do not change the order o f the
Recording 2
words. Add any necessary words.
4 At the weekend, Peter gets up at
1 David (like/play) tennis. A 7 o ’clock. B 7:30. C 8 o ’ clock.
David ...............................................tennis.
5 In the m ornings, the co ffe e shop is
2 W hat tim e (yo u /g et up) on M ondays? A busy. B closed. C quiet.
W hat tim e ............................. on M ondays?
6 The te x t is about P eter’s
3 Dan (n o t/eat) breakfast every m orning.
A neighbourhood. B job.
Dan ................................................. breakfast
C fa vourite place.
every m orning.
4 Emily (w alk/co lleg e) on her own.
Emily ..........................................on her own. Check your answers. Which ones did you
5 Brian (be/alw ays) late in the m orning. answer correctly? Which words confused you?
Brian ...........................late in the m orning.
8 W orkbook p. 33

describe my family dialogue completion (speaking)

describe parts of the body text completion (use of English)
describe appearance [ ___ multiple matching (listening)
talk about my daily routine sentence completion (use of English)
identify people [ | multiple choice (listening) j j
ask about/tell the time I
write an email describing my best friend

V*.