Unit 2 Home!

« m J ________________________

What's in this unit?

► Topics: Houses, Places in a town

► Vocabulary: houses, rooms, furniture &
appliances, ordinal numbers,
places in a town
► Grammar: prepositions of place, possessive
adjectives/pronouns, there
is/there are, a/an - some - any,
this/these - that/those, have got
► Reading: an article
► Listening dialogues, monologues,
an announcement
►

►
►
Speaking

W riting:
Culture:
describing your house, giving
directions, asking questions
an email describing your home
Bekonscot Model Village
“b*>i
►
►
CLIL:
Skills:
(D&T) A green home
reading (multiple matching),
listening (multiple choice),
use of English (text completion),
writing (an email)
HOUSE
Imagine a house in the shape of bubbles! That’s what the
Bubble House is like. It’s a beautiful house near Cannes, France.
Learning new words
Associate new words with pictures. This The Bubble House isn’t like an ordinary house! Outside
helps you remember them.
there is a garden with a waterfall, a stream, palm trees and
Reading exotic plants. It has also got several pools.

Look at the pictures. Which shows:

1 a kitchen with a glass table?
2 a bathroom?
3 a round house like bubbles?
Where is this house? How many rooms are there in
4 a waterfall and a garden with
palm trees?
^ Listen and read to find out.
5 a bedroom with a round bed
and a thick carpet? Read the text and match the paragraphs to the headings.
6 a living room and stairs? One heading is extra.
7 a round window with a view of
A A different kind of house b A special place to visit
the sea?
c Great location D Many,ooins
What’s in this unit?
In this unit Ss will explore the topics of houses, rooms,
furniture, appliances, places in a town, materials and
shapes. They will learn there is/there are, prepositions of
place, a/an, this/these, that/those, some, any, have got,
possessive adjectives, possessive pronouns and ordinal
numbers. They will also learn to write a description of their
area, a paragraph about their house, a short text
describing a tourist attraction and an email describing their
home. They will make a poster about strange houses and
another one about buildings in various shapes and
materials.
3 To match headings to paragraphs
1 To present new vocabulary
• Read the Stu d y Skills box aloud and explain that
it is useful for Ss to connect the pictures to the
vocabulary. This will help them remember the new
vocabulary more easily.
• Explain/Elicit the meanings of the words in bold in
the sentences (1-7).
• Direct Ss to the pictures and elicit what each
picture shows (a strange bubble house, a bedroom,
a living room, a kitchen, a bathroom, a view) and
give Ss time to match the sentences (1-7) to the
pictures (A-F).
• Alternatively, read each sentence aloud miming
the meaning of the words in bold. Ss match the
sentences to the pictures.
A n sw er K ey
1 D 3 A 5 B 7 F
2 E 4 A 6 C
To listen and read for specific
information
• Read out the rubric.
• Play the recording. Ss listen and read the text to
find out.
• Check Ss’ answers.
A n sw er K ey
This house is near Cannes in France. There are 28
rooms in it.
Background information
Cannes is a city located in the French Riviera. It is a
busy tourist destination and host of the annual
Cannes Film Festival. It is also famous for its luxury
shops, restaurants, and hotels.
France is a country located in western Europe. It
extends from the Mediterranean Sea to the English
Channel and the North Sea, and from the Rhine
River to the Atlantic Ocean. It is the largest country
in Western Europe and the third-largest in Europe
as a whole. Its capital city is Paris.
The Mediterranean Sea is a sea connected to the
Atlantic Ocean. It is almost completely enclosed by
land: to the north by Europe and Anatolia, to the
south by North Africa, and to the east by the Levant.
The name Mediterranean means ‘inland’ or ‘in the
middle of the land’. It covers about 2.5 million km2
and has an average depth of 1,500 m. The deepest
recorded point is 5,267 m in the Calypso Deep in the
Ionian Sea.
• Direct Ss’ attention to the headings (A-D) and
explain/elicit any unknown words.
• Give Ss time to read the text again and complete
the task.
• Check Ss’ answers.
A n sw er K ey
1C 2 A 3D
• Give Ss time to look up the meanings of the
words in the C h e ck these words box, in their
dictionaries or look them up in the Word List.
Su gge ste d A n sw er K ey
in the shape o f (phr): having the form of
ordinary (adj): plain, usual
outside (adv): the outer part o f sth
stream (n): a small river
exotic plant (phr): a plant usually found in hot,
tropical climates
several (det): more than a few
sm ooth (adj): even, not rough
round form (phr): sth that has the shape of a circle
or a sphere
straight line (phr): a line that doesn’t bend
soap bubble (n): small ball of air in a soapy liquid
view (n): what you can see from a place
thick (adj): not thin
sim ple (adj): easy, not complex
furniture (n): chairs, tables, etc.
sofa (n): a comfortable seat for more than one
person
coffee table (n): a small table usually in a living room
picture (n): a photo or painting on a wall
wall (n): one o f the solid parts o f a building that
divides rooms
am azing (adj): fantastic
 The Bubble House is near Cannes in France. Outside
4 To read for specific information the house there is a garden. It has got a waterfall, a
(completing sentences) stream, palm trees, exotic plants and several pools.
Inside the house there are 28 round rooms with oval
• Give Ss time to read the texts again and complete
windows. There are two kitchens, two bathrooms, a
the sentences.
living room and ten bedrooms with round beds and
• Check Ss’ answers.
thick carpets. There are round sofas, beds and coffee
A n sw er K ey tables.
1 Cannes in France
2 a garden (with a waterfall, a stream, palm trees, 7 [ICT » To make a poster about strange
exotic plants and several pools) houses around the world
3 bedrooms
• Explain the task and ask Ss to work in groups and
4 round
look up information on the Internet about strange
houses around the world and collect pictures.
5 mm To identify synonymous words • Give Ss time to make a poster sticking
photographs and write a few words about each
• Go through the list of words with Ss and explain/
house.
elicit any unknown words.
• Alternatively, assign the task as HW and ask Ss to
• Explain the task and give Ss time to complete it.
present their posters in the next lesson.
• Check Ss’ answers around the class.
Su g g e ste d A n sw er K ey ---- - 1
A n sw er K ey
The Nautilus House is in Mexico City, Mexico. It is in
ordinary - common
the shape of a giant seashell. There is a river inside
exotic = unusual
the house. It’s like a fairytale house!
several = some
form = shape
great = excellent
thick = heavy
sim ple = plain

6 To consolidate information in a text

• Ask Ss to copy the table into their notebooks. Ss
look back at the text and make notes in each
column of the table. Elicit answers from various
Ss and write them on the board.
• Ask various Ss around the class to use their notes
to present the Bubble House to the class.
• Explain that Ss have to use there is (with countable
nouns in the singular) and there are (with countable
nouns in the plural or uncountable nouns) to
describe the house.
Su g g e ste d A n sw er K ey

Location Outside Inside

near garden, 28 round rooms,
Cannes, waterfall, oval windows,
France stream, two kitchens,
palm trees, two bathrooms,
exotic plants, living room,
pools ten bedrooms,
round beds,
sofas, coffee tables,
thick carpets

27(T)
Inside, the house has got a smooth
round form with almost no straight
lines. There are 2 8 round rooms like soap
bubbles with oval windows. There are
two kitchens, two bathrooms and a living
room with a great view of the blue
Mediterranean Sea. There are also
ten bedrooms with round beds,
thick carpets and simple furniture.
Most of the furniture, like sofas,
beds and coffee tables, is round.
There aren’t any pictures on the
walls. The Bubble House is an
amazing house.

Check these words

• in the shape o f • ordinary • outside
• stream • exotic p lant • several • sm ooth
• round form • straight line • soap bubble
• view • thick • simple • furniture • sofa
• coffee table • picture • w all • am azing

Read again and complete the sentences.
1 The Bubble House is near
2 Outside the house there is
Speaking
Complete the table, then use your notes to
present the Bubble House to the class.

3 Inside there are te n ...........................

4 Most of the furniture like sofas and beds
i s ...........................
Vocabulary
Match the words in bold in the text with
their synonyms.
• unusual • excellent • plain • some
• common • shape • heavy
Writing
ICTj In groups, collect information about
strange houses around the world. Prepare
a poster. Include photographs and write a
few sentences about each house. Present
your poster to the class.
Workbook p. 14 27
 Vocabulary
Rooms
Match the rooms (1-5)
to the pictures (A-E).

kid’s bedroom
kitchen
bathroom
master bedroom

- : ~ W .\-
Furniture & ■
Appliances ^S i

a) In which rooms can you see Use the prepositions of place to complete
the following? the description.
• s in g le b e d • w a r d r o b e
• d o u b le b e d • fr id g e
• co o k e r • ca rp e t
• w a s h b a s in • c u r t a in s
• p illo w s • d e s k • c h a ir s
Prepositions
of place ar • on under

• ta b le • d is h w a s h e r
• c u s h io n s • s o fa
• a r m c h a ir • c u p b o a r d behind opposite in front of between next to
• boo kca se

I can see a dou b le b e d in the

m aster bedroom and a single
b e d in the k id ’s bedroom .
b) List the words in Ex. 2a
under the headings:
FURNITURE - APPLIANCES -
OTHER. Compare with your
partner.
This is my parents' bedroom. Their bed is very big and has a
pillow 1 ) ....................it. There is a carpet 2 ) ........................the
floor 3 ) .....................the bed. The bed is 4 ) .......................two
bedside cabinets. 5 ) .....................the bed there is a window.
There is also a wardrobe in their room. 6 ) ........................the
wardrobe is a sofa. 7 ) .....................the wardrobe there is a tall
plant. My parents' bedroom is very nice.

a) Listen to Stella
describing her room. Make
notes.

b) How similar is Stella's room

to your room? Tell the class. I
'
c) How many rooms are there
in your house? Tell your partner.
28
 A n sw er K ey
1 Aljij) To present new vocabulary Furniture: single bed, wardrobe, double bed, desk,
• Read out the rooms (1-5). chairs, table, sofa, armchair, cupboard, bookcase
• Ask Ss to look at the house and match the rooms Appliances: fridge, cooker, dishwasher
to the pictures in the house. Other: carpet, washbasin, curtains, pillow, cushions
• Check Ss’ answers.
A n sw er K ey
3 a) To listen and note main points
1 A 2 E 3 C 4 B 5 D • Play the recording and give Ss time to make
notes in their notebooks about Stella’s room.
• Elicit answers from Ss around the class and
2 a) To present new vocabulary write them on the board.
• Read out the list of furniture and appliances
Su gge ste d A n sw er K ey
and explain/elicit the meanings of any
unknown words. big, single bed, wardrobe, desk, chair, computer,
• Direct Ss’ attention to the picture in Ex. 1 again. posters
• Read out the example and then elicit answers
from Ss around the class. b) To compare two rooms
A n sw er K ey Ask various Ss around the class to answer the
i can see a wardrobe in the kid’s bedroom. question in the rubric.
I can see a fridge and a cooker in the kitchen. Su gge ste d A n sw er K ey
I can see a carpet in the kid’s bedroom, the master
My room is similar to Stella’s room. There is a single
bedroom and the living room.
bed and a wardrobe, but there isn’t a desk, a chair or
I can see a washbasin in the bathroom.
a computer in my room. There are also posters on the
I can see curtains in the kid’s bedroom and the living
wall, but my posters are o f my favourite films.
room.
I can see pillows in the bedroom.
I can see a desk and chairs in the kid’s bedroom and c) € ! § ) To personalise a topic; To talk about
in the kitchen. your house
I can see a table in the living room and the kitchen. • Ask Ss to talk in closed pairs about their houses.
I can see a dishwasher in the kitchen. • Ask various pairs to report back to the class.
I can see cushions, a sofa and an armchair in the
living room. Su gge ste d A n sw er Key
I can see a cupboard in the kitchen. There are five rooms in my house; a living room,
I can see a bookcase in the living room. a kitchen, a bathroom, and two bedrooms.

• As an extension ask Ss to describe each room.

4 m
Su g g e ste d A n sw er K ey
A In the kid’s bedroom I can see a single bed,
a wardrobe, a carpet, curtains, a pillow, a desk
and a chair.
B In the master bedroom I can see a double bed,
a carpet and pillows.
C In the bathroom I can see a washbasin.
D In the living room I can see a carpet, curtains,
a table, cushions, a sofa, an armchair and
a bookcase.
E In the kitchen I can see a fridge, a cooker, chairs,
a table, a dishwasher and cupboards.
b) To categorise new vocabulary
• Ask Ss to write the headings into their
notebooks.
• Then give Ss time to write the words in Ex. 2a
under the correct headings.
• Check Ss’ answers on the board.
To present and practise prepositions of
place
• Ss close their books. Present prepositions of
place using your book. Put your book on the desk,
then ask and answer: Where’s my book? It’s on the
desk. Put your book in your bag, then ask and
answer: Where’s my book? It’s in my bag. etc.
Present the rest of prepositions of place in the
same way. Then put your book in various places in
the classroom and ask Ss to tell you its location.
• Ask Ss to open their books and read through the
prepositions of place in the box.
• Direct Ss’ attention to the picture and give Ss time
to read the description and fill in the gaps with the
correct prepositions.
• Check Ss’ answers.
A n sw er Key
1 on 4 between 7 Opposite
2 on 5 Behind
3 in front of 6 Next to

5 a) To consolidate new vocabulary;
to personalise a topic
• Give Ss time to read through the list and tick
the appropriate items.
• Ask various Ss around the class to tell the
class which items they ticked.
Su g g e ste d A n sw er K e y (See overprinted answers)
b) mm To consolidate new vocabulary and
practise prepositions of place
• Ask Ss to work in closed pairs and ask and
answer, as in the example.
• Monitor the activity around the class.
Su g g e ste d A n sw er K e y (See p. 30(T))
6 To present ordinal numbers
• Play the recording. Ss listen and say the numbers.
• Check Ss’ pronunciation.
7 To listen for specific information
• Play the recording twice if necessary.
• Ss listen and write the correct floors.
• Check Ss’ answers by asking Ss to say which
floor each person’s room is on in full sentences.
A n sw er K e y (See overprinted answers)
Su g g e ste d A n sw er K ey
• Mary’s room is on the third floor.
• Peter’s room is on the fifth floor.
• Sandra’s room is on the tenth floor.
• Steve and Paul’s room is on the sixth floor.
8 To present and practise possessive
adjectives/pronouns
• Ss close their books. Hold your pen and say: This
is my pen. Then write it on the board. Underline
the word my. Explain that my is a possessive
adjective, i.e. a word which goes before a noun
and shows possession.
• Point to a S’s pencil. Say: This is your pencil. Then
write it on the board. Underline the word your.
Present the rest of the possessive adjectives in
the same way.
• Keep your book in your hands. Say, then write on
the board: This book is mine. Underline the word
mine. Explain that mine is a possessive pronoun,
i.e. a word which isn’t followed by a noun and
shows possession. Present the rest of the
possessive pronouns in the same way.
• Ss open their books and read out the table. Ss
translate the possessive adjectives and the
possessive pronouns into their own language in
order to check understanding. Drill your Ss. Write
2900
these sentences on the board: This is my
notebook. This notebook is mine. Point to various
Ss. Ss should replace my and mine with the
appropriate possessive adjective and possessive
pronoun.
• Ask Ss to read the theory and the examples and
then give Ss time to choose the correct word in
the sentences (1-4).
• Check Ss’ answers. Ss should identify what each
word is. Refer Ss to the Gram m ar Referen ce
section for more information.
A n sw er K ey
1 my (poss. adj), yours (poss. pron)
2 Our (poss. adj), Yours (poss. pron)
3 Her (poss. adj), theirs (poss. pron)
4 their (poss. adj), Ours (poss. pron)
To present new vocabulary
• Ask Ss to look at the pictures and read the place
names.
• Explain/Elicit the meanings of any unknown words
in sentences 1-15 and then give Ss time to match
the places to what they can see there.
• Check Ss’ answers around the class.
A n sw er K e y (See p. 30(T))
• Ask Ss which of these words are the same or
similar in their language.
10 To listen for specific information
• Play the recording twice if necessary. Ss listen and
note which places from Ex. 9 the speaker mentions.
• Check Ss’ answers.
A n sw er K ey
In Mark’s neighbourhood there is a museum, a post
office, a gym, a zoo, a park, a police station, a hospital
and a fire station.
11 m m To personalise a topic; to talk about
places in your town
• Ask Ss to prepare their answers, then tell their
partners.
• Monitor the activity around the class and then ask
some Ss to report back to the class.
Su gge ste d A n sw er K e y (See p. 30(T))
12 To write about places in your town
• Give Ss time to use their answers in Ex. 11 to
write about what places are in their area.
Alternatively, assign this exercise as written HW.
• Check Ss’ answers.
• Ss can draw a map indicating the places in their
area and write a short text below.
Su g g e ste d A n sw er K e y (See p. 30(f))
 which of these are in your
SjjjK a) ( speaking ^ Places in a town
bedroom? Tick (/). Look at the pictures. In which place can you:
1 b e d [/ ] ; 2 desk 0 ; 3 window ;
1 see statues? 9 take a train?
4 door [7] ; 5 computer \7} ; 6 TV [~x] ;
2 buy clothes? 10 see firefighters?
7 chair [7 ] ; 8 plant [ / ] ; 9 wardrobe \7\ ;
3 see fish ? 11 see police
10 bookcase 0 ; 11 carpet [ 7 ] ; 12 poster 0
4 post letters? officers?
b) Show your list to your partner. He/She 5 see doctors? 12 get money?
asks where each is. 6 see flowers? 13 see paintings?
A : W h ere's the bed? 7 read books? 14 exercise?
B: It's o p p o site the w ardrobe. 8 take a flight? 15 see zebras?

Ordinal numbers
Listen and say.

• it jtth. atm

jst - first 13ft = thirteenth

2nd - second = fourteenth
trd = third 15ft = fifteenth
Ifto = fourth 16* = sixteenth
= fifth 17ft = seventeenth
5**
6* = sixth 1 6* = eighteenth
p - seventh l^ f t = nineteenth
0 ft = eighth 20* = twentieth
= ninth 21st. = twenty-first
I
10* = tenth 22nd= twenty-second |
11* = eleventh 23rd = twenty-third 1 SHOPPING
12* - twelfth 100* = a hundredth f iHosmrp

Listen and write which floor each

person's room is on, then say.
• Mary - 3rd • Peter - 5th • Sandra - 10th
• Steve & Paul - 6th

fppi Listen to Mark talking about his

neighbourhood. Which of the places in Ex. 9
are there?

K V ( speaking Which of the places in Ex. 9 can

Choose the correct word.
you see in your area? Tell your partner.
1 This is my/mine bed. It isn’t your/yours.
In m y area you can see a park, ... a nd ....
2 Our/Ours room is small. Your/Yours is big.
3 Her/Hers house is next to their/theirs. ttll ( writing Use your answers in Ex. 11 to
4 This is their/theirs flat. Our/Ours is on write about what is in your area.
the next floor.
a Workbook p. 15 29
 Grammar in use
< Anna! There is a ^
cooker next to the TV and Fill in there is, there is n ’t, there are, there aren't
there are some saucepans to make the sentences true for you.
\ on the sofa! In our kitchen ...

1 3 a carpet.
a cooker. 4
three chairs.
two windows. 5 a table.
I know. Sue says
r that most accidents happen in ^
.the kitchen, so from now on, we have Read the examples. Complete the rules in
Ih h ^ to cook in the living r o o m . ^ ^ sentences (1-4).

Read the examples and complete the rules. [o/an some

- - any
Find examples in the joke. Is there a desk in your room?
Yes, there is a desk but there isn't an armchair
There is - There are Are there any books on the desk?
Singular Plural Yes, there are some books but there aren't
There is a bathroom There are two any flowers.
downstairs. bedrooms upstairs. Is there any money on the table?
Yes, there is some money on the table.
There isn't a bookcase There aren't three
in the kitchen. beds in the bedroom. We use 1 ) ................in affirmative, negative
Is there a garage Are there cushions on and interrogative sentences with countable
outside? nouns in the singular.
the sofa?
We use 1 ) ................ / .................in the singular. We use 2 ) ............. in affirmative sentences
with uncountable nouns or nouns in the plural.
We use 2 ) ................ / .................in the plural.
We use 3 ) ................ in negative sentences
We use 3 ) ................ / .................in questions.
with uncountable nouns or nouns in the plural.
We use 4 ) ....................in questions with
uncountable nouns or nouns in the plural.
Complete the sentences with there is/isn't, frs e e p. GR2
there are/aren’t, is/are there.

1 A: A re there four bedrooms in your house?
B: No, there a re n ’t four bedrooms in my
house. There are two.
2 A: Is there a bookcase in the living room?
B: No, there is n ’t a bookcase, but there is
a table.
3 A: A re there four chairs in the kitchen?
B: No, there are three.
4 A: A re there two beds in your bedroom?
B: No, there is one.
5 A: Is there a desk in your room?
B: No, there is n ’t, but there is a bedside
table.
Complete the sentences with som e/any, a/an.
1 There a re ....... .... cupboards in the kitchen.
2 There aren’t ............ art galleries in the
town.
3 There i s ......... .. aquarium opposite our
house.
4 There i s ......... ... vase on the table.
5 Are there............ paintings in the museum?
6 There i s ......... ... armchair in the room.
7 Is th e re ............. library in the town?
8 There aren’t .. ..........parks in the city.
9 There a re ...... .... clothes in the wardrobe.
10 Is there.......... .. dishwasher in the kitchen?
11 Are th e re ....... .... zebras at the zoo?
12 There a re ..... ..... plants in the garden.
1 m w To present there is - there are 5 ^ To practise a/an, som e/any
• Explain that we use there is to talk about the Give Ss time to complete the sentences and then
existence of sth in the singular and there are in check Ss’ answers. Ss justify their answers.
the plural.
• Go through the joke and the theory box with Ss. A n sw er K ey
Give Ss time to complete the rules and then check 1 some (C, affirm.) 7 a (C, question)
Ss’ answers. 2 any (C, negative) 8 any (C, negative)
• Elicit examples in the joke from Ss around the 3 an (C, affirm.) . 9 some (U, affirm.)
class. Refer Ss to the Gram m ar R eference 4 a (C, affirm.) 10 a (C, question)
section at the back of the book. 5 any (C, question) 11 any (C, question.)
6 an (C, affirm.) 12 some (C, affirm.)
A n sw er K ey
1 there is/there isn’t 3 Is there/Are there
2 there areI there aren’t

Exam ples in joke: There is a cooker, there are some

saucepans From p. 29(T), Ex. 5b
Su g g e ste d A n sw er K ey
2 m To practise there is - there are A: Where’s the desk?
B: It’s in front o f the window.
• Explain the task and give Ss time to complete it.
A: Where’s the window?
• Check Ss’ answers.
B: It’s behind the desk.
A n sw er K e y (See overprinted answers) A: Where’s the door?
B: It’s opposite the bed.
3 To practise there is - there are using A: Where’s the computer?
personal examples B: It’s on the desk.
• Explain the task and give Ss time to complete it. A: Where’s the chair?
• Check Ss’ answers around the class. B: It’s in front of the desk.
A: Where’s the wardrobe?
Su g g e ste d A n sw er K ey B: It’s next to the door.
1 there is a cooker. A: Where’s the bookcase?
2 there aren’t two windows. There is one. B: It’s next to the desk.
3 there isn’t a carpet. A: Where’s the poster?
4 there aren’t three chairs. There are four. B: It’s on the wall.
5 there is a table.
From p. 29(T), Ex. 9
4 "Aff® To present a/an, som e/any A n sw er K ey
• Ss close their books. Show Ss a bag with many 1 museum 9 train station
books in it. Say out loud and write on the board: 2 shopping centre 10 fire station
There are some books in the bag. Underline the 3 aquarium 11 police station
word some. 4 post office 12 bank
• Take the books out of the bag. Show Ss the empty 5 hospital 13 art gallery
bag. Ask Ss: 6 park 14 gym
T: Are there any books in the bag? 7 library 15 zoo
Ss: No. 8 airport
T: That’s right. There aren’t any books in the bag.
• Write the question and negation on the board and From p. 29(T), Ex. 11
underline any. Su gge ste d A n sw er K ey
• Ss open books. Go through the examples in the In my area you can see a park, a shopping centre,
theory box with Ss. Explain that countable nouns a library, a bank, a post office, a police station and
are those we can count (one bed, two beds), a train station.
whereas uncountable nouns are those we cannot
count (money). Give Ss time to complete the rules From p. 29(T), Ex. 12
and then check Ss’ answers. Su g g e ste d A n sw er K ey
• Refer Ss to the Grammar Reference section for
In my area you can see a park, a shopping centre,
more information.
a library, a bank, a post office, a police station and
A n sw er K ey a train station.
1 a/an 2 some 3 any 4 any

6 To present this/that - these/those
Ss close their books. Present this/these - that/
those. Point to a book close to you and say: This
is a book. Then write it on the board. Point to a
book far away from you and say: That is a book,
too. Then write it on the board. Present the plural
forms in the same way.
Ask questions to check Ss’ understanding: What do
we use for things near us? (this/ these). What do we
use for things faraway from us? (that/those).
As an extension, point to various things in the
classroom. Ss, in teams, make sentences using
this/these - that/those. Each correct sentence gets 1
point. The team with the most points is the winner.
T: (points to the board, standing next to it)
Team A S1: This is a board.
T: (points to the window far away from
him/her).
Team B S2: That is a window, etc
• Ss open their books. Ask Ss to read the examples
in the theory box. Elicit which words we use to refer
to things near/far from us. Ss complete the rules.
• Refer Ss to the Gram m ar R eference section for
more information.
A n sw er K e y (See overprinted answers)
1 To practise this/that - these/those
• Explain the task and read out the example.
• Ss complete the task in pairs.
• Monitor the activity and then ask some pairs to
report back to the class.
Su g g e ste d A n sw er K ey
A: (points to a desk)
B: This is a desk, (points to the blackboard)
A: That is a blackboard, etc.
s m To present have got
• Ss close their books. Present the verb ‘have got’.
• Point to your eyes and say: / have got blue eyes.
Then write it on the board.
• Repeat the same to present the rest of the
affirmative forms.
• Drill your Ss. Give prompts. Ss make sentences
using have/has got.
T: Mary/long hair.
S1: Mary has got long hair.
T: l/long hair.
S2: I have got long hair, etc
• Point to your nose and say: / have got a small
nose. I haven't got a big nose. Write the negative
form on the board and underline haven’t got. Give
examples in all persons.
• Point to a S and ask: Has Tim got small ears? (Yes,
he has.) Ask: Has Tim got big ears? (No, he hasn’t.)
31(1)
Write these on the board and underline has, got
(interrogative), Yes, he has/ No, he hasn’t.
• Explain that the last two sentences are short
answers. Elicit from Ss how short answers are
formed. (Yes + personal pronoun/noun + have/
has - No + personal pronoun/noun + haven’t/hasn’t)
• Ask Ss to read the joke and the theory box.
• Elicit an example in the joke.
• Refer Ss to the Gram m ar Referen ce section for
more information.
A n sw er K ey
Exam ples in joke: Have you got a guitar? -
Yes, I have. - It’s got a hole.
To practise have got (affirmative & negative)
• Ask Ss to look at the table and then write sentences,
as in the example.
• Check Ss’ answers around the class.
A n sw er K ey
Tom and Jason have got a desk and a TV in their
bedroom. They haven’t got a computer.
Amy has got a TV in her bedroom. She hasn’t got a
desk or a computer.
10 To practise have got (affirmative & negative)
• Give Ss time to complete the email.
• Check Ss’ answers while they read the text aloud.
A n sw er K e y (See overprinted answers)
11 To practise have got (questions and short
answers)
Give Ss time to complete the task using the text in Ex.
10 and then check Ss’ answers.
A n sw er K ey
2 Have, Yes, they have.
3 Has, No, it hasn’t. It has got two bathrooms.
4 Have, No, they haven’t. They have got two beds in
their bedroom.
5 Has, No, he hasn’t. He has got a computer in his
room.
12 To write about your house; to consolidate
grammar structures presented in the lesson
• Explain the task and give Ss time to complete it.
Remind Ss to use the email in Ex. 10 as a model.
• Ask various Ss to read their descriptions while
showing their pictures to the class.
• Alternatively, assign this task as HW.
Su g g e ste d A n sw er K ey
My house is really great. It has got a kitchen, a
bathroom and a living room with a big sofa. It has also
got two bedrooms. My parents' bedroom is big but
mine isn’t. It has got a bed and a wardrobe in it. It
hasn’t got a computer, but it has got a desk.
 'm

Read the examples. Then complete the rules. Look at the table below. Then write
sentences about what the people have/haven't
g o t in their bedrooms, as in the example.

Lucy Tom & Amy

C .
Jason

; / / X

V.\ | G
U. ^
X / /

/ X X

L u c y h a s g o t a desk a n d a co m p u te r in h er
( speaking ) Point to things b ed room . S h e h a s n 't g o t a TV.
near to/far from you. Your partner makes
sentences using this/these, that/those. Fill in have g o t or has got.

A : (points to a chair)
B: This is a chair, (p o in ts to the w indow )
Hi Tony,
A : That is a w indow .
How are you? I'm fine. My new house is great! It
1) has g o t a big kitchen, a nice living room and
two bathrooms. My bedroom is small, but it
2) has g o t a big bed and a wardrobe in it. My
sisters, Amy and Kate, 3) have g o t a big room. It
4) h as g o t two beds, a desk and a chair in it. They
5) have g o t a TV in their room, but I 6) have g o t a
computer in mine.
Come and see us soon.
It's got a hole
Write back,
in the m iddle^/
Mike

P I Read the theory. Find examples in the joke. ZMtKKtKtKKtKM..

Fill in have or has. Then answer the
rH a ve g o t 1 questions based on the text in Ex. 10.
Affirmative Negative 1 Has Mike got a wardrobe in his bedroom?
l/You have got a TV. l/You haven't got Yes, he has.
a computer. 2 ............. Amy and Kate got a desk in their
He/She/lt has got a He/She/lt hasn't got bedroom ?.............................
TV. a computer.
3 ........... their new house got three
We/You/They have We/You/They haven't
bathroom s?.............................
got a TV. got a computer.
Interrogative Short Answers 4 ..........Amy and Kate got one bed in their
bedroom ?...............................
Have l/you got Yes, l/you have./
a desk? No, l/you haven't. 5 ............. Mike got a TV in his bedroom?
Has he/she/it got Yes, he/she/it has./
a desk? No, he/she/it hasn't.
Have we/you/they Yes, we/you/they have./ j ( w r itin g ) Draw a simple picture of your
got a desk? No, we/you/they haven't. house. Then write a short paragraph
describing it. Use Ex. 10 as a model.
§>see p. GR3
Workbook pp. 16-17 31
 "4 k
« •■I
!■»»#

Across Cultures
Skills W ork j

BEKO N SCO T
Model Village
There are many model villages in the UK, but Bekonscot
Model Village in Beaconsfield is one not to jmiss .
Visitors can explore six towns and villages on a site the size
of two football pitches. One special attraction is a ten-mile
track model railway through the whole place. As many as
twelve trains can operate at the same time, going through
tunnels, crossing bridges over rivers and a lake, passing
the windmill and the castle, and stopping at the stations.
Walk down Bekonscot Town High Street, past the police
station and school. Bend down and look in the windows to
see the people inside! Visit the zoo with |miniature animals
and the small fishing village with little boats in the harbour.
Bekonscot Model Village is one hour by car from London.
That's close enough for a day trip, but there are too many
things to see in just one day!

Reading Read the text and mark the sentences T (true), F (false) or
DS (doesn't say).
Look at the pictures. Which
shows: 1 Bekonscot Model Village is the only model
1 a fishing village with a village in England.
harbour and fishing boats? 2 More than twelve trains can travel round the
2 a railway bridge? track at a time.
3 a lake? 3 You can jump on a train at the station.
4 a castle? 4 There are miniature people in the houses.
5 a train station? 5 It is not expensive to visit.
6 an airport? 6 Bekonscot Model Village is quite near London.
7 a windmill?
Vocabulary
Fill in: pitch, explore, crossing, sta tio n , attractions, bend.
1 There are a lot of places to .................... in this model
Where is this place? What can village.
you see there? What is special 2 We can play football on th is .......................
about it?
3 The village has got a lot of sp ecial.......................
Listen and read to find
out. 4 There is a tra in ..................... the bridge.
5 ...........................down to see the inside of the miniature
house.
6 There is a police in the village.

5 Match the highlighted words to their synonyms:

very sm all, entire, near, a lo t o f, skip, going past.
32
 p a ss (v): to walk by
1 To introduce the topic and new pa st (prep): further than; beyond; forward
vocabulary through pictures bend down (v): to bend one’s body towards the
ground
• Ask Ss to look at the pictures (A-F).
zo o (n): a place where you can see wild animals
• Read out the descriptions (1-7) and explain/elicit
miniature (adj): very small
the meanings of any unknown words.
close (adj): near
• Give Ss time to match the descriptions to the
day trip (phr): a journey to a place and back again
pictures and then check Ss’ answers.
within a day, usu for fun
A n sw er K ey
1 E 3 A 5 F 7 C 4 m To practise new vocabulary
2 A 4 B 6 D
• Explain the task and give Ss time to complete it.
• Check Ss’ answers, asking individual Ss to read
2 To listen and read for specific the completed sentences.
information
A n sw er K ey
• Play the recording. Ss listen and read the text and
1 explore 3 attractions 5 Bend
find the answers to the questions in the rubric.
2 pitch 4 crossing 6 station
• Check Ss’ answers.
Su g g e ste d A n sw er K ey
5 To identify synonyms words/phrases
This place is in Beaconsfield in the UK. You can see
• Give Ss time to match the highlighted words to
six miniature towns and villages with a model railway,
the synonyms in the list.
tunnels, bridges, rivers and a lake, a police station, a
• Check Ss’ answers.
school and a zoo. It is special because it has got so
many things to see. A n sw er Key
m iss = skip
3 To read for specific information whole = entire
(T/F/DS statements) p a ssin g = going past
miniature = very small
• Give Ss time to read the statements (1-6) and then
clo se = near
read the text again and complete the task.
too m any = a lot of
• Check Ss’ answers. Ss justify their answers.
A n sw er K ey
1 F (i. 1) 3 F (£. 5, 8) 5 DS
2 F (i. 5, 6) 4 T (£. 10, 11) 6 T (i. 14)•

• Give Ss time to look up the meanings of the

words in the C h e ck these words box, in their
dictionaries or look them up in the Word List.
Su g g e ste d A n sw er K ey
m odel village (n): a replica of a village on a small
scale
m iss (v): to fail to see sth
visitor (n): sb who goes to a place to see sth
explore (v): to discover things about a place by
walking around; to see around
town (n): a place with streets, buildings and houses
larger than a village and smaller than a city
village (n): a small place with streets, buildings and
houses
site (n): a place where sth is
football pitch (n): a grassy area where football is
played
track (n): the rails that trains travel on
operate (v): to work
tunnel (n): a passage through a hill or underground
cro ss (v): to travel across
 6 a) W To make notes on a text
Ask Ss to copy the table into their notebooks
and look back through the text and complete
it.
Check Ss’ answers on the board.
Su g g e ste d A n sw er K e y
Place Bekonscot Model Village
Location Beaconsfield, UK
six miniature towns and villages, model
railway, bridges, windmill, castle,
A ttractions
stations, high street, police station,
school, zoo, fishing village
Distance one hour by car from London
b) To summarise a text using notes
Ask various Ss to use the notes from Ex. 6a to
describe Bekonscot Model Village to the class.
Su g g e ste d A n sw er K ey
Bekonscot Model Village is in Beaconsfield in the UK.
This model village has got six miniature towns and
villages. One o f the special attractions is the model
railway. You can see the trains pass over bridges and
go past a windmill, a castle and stop at stations. In
Bekonscot high street you can see a police station
and a school. There is also a zoo and a fishing village.
Bekonscot Model Village is just one hour by car from
London.
7 To express an opinion
• Ss complete the sentence.
Background information
Legoland Windsor is a theme park for children in
Windsor, Berkshire in England. Its theme is about
the Lego toy system. The park opened in 1996 on
the former Windsor Safari Park site as the second
Legoland after LegolandBillund in Denmark. The
park's attractions consist of Lego-themed rides,
models and building workshops.
9 To write about an attraction in
your country
• Ask Ss to think of a special attraction in their
country and make notes about it under the
headings from Ex. 6a.
• Give Ss time to use their notes to write a short
text about the place and add pictures.
• Check Ss’ answers.
• Alternatively, assign the task as HW and check Ss
answers in the next lesson.
Su g g e ste d A n sw er K ey
Place Copernicus Science Centre
Location Warsaw, Poland
see interactive exhibits, do science
A ttractions
experiments,
Distance close to the centre city
The Copernicus Science Centre is an amazing tourist
attraction in Warsaw, Poland. There you can see
interactive exhibits and do science experiments. It is
close to the city centre, so it is easy to get to. Don’t
miss it!

Su g g e ste d A n sw er K e y
. . . I would like to see the model railway. I have got a
model railway in my house, but the one in Bekonscot
Model Village is really big!

• Ask Ss to compare answers with other Ss to find

someone with the same opinion as them.

8 fjJJgP To listen for specific information (gap

filling)
• Ask Ss to read the gapped text and think about
what words may be missing.
• Play the recording twice if necessary.
• Ss listen and complete the gaps.
• Check Ss’ answers on the board.
A n sw er K e y
1 Theatre 3 model 5 34.20
2 Castle 4 1 pm

33(T)
Check these words
• m odel village • m iss • visitor • explore • tow n • village • site
• football pitch • track • operate • tunnel • cross • pass • past
• bend dow n • zo o • m iniature • close • day trip

Speaking Listening
a) Read the text again and
complete the table. m i Listen to an advert about a special
attraction in England and complete
the gaps (1-5).

Special UK theme 0) park

b) Use your notes to describe
Bekonscot Model Village to
the class.
Watch a show in the Duplo 1)....
Meet a dragon in the Knight’s 2)
See 3 ) ........................ buildings and cars in Miniland
Open daily 9:30 am to 4 ) ............................pm
Ticket Prices: Adults £43.20 Children

sentence.
Complete the
£ 5 ) ......................
r r
Writing
I would like to visit Bekonscot
Model Village because ... Think of a special attraction in your country.
Find someone in the class who Make notes under the headings in Ex. 6a. Write a short
wants to visit the place for the text advertising the place. Decorate it with pictures.
same reasons as you do. Present it to the class.
33
 Listening skills
Multiple choice T/F statements
Preparing for the task Preparing for the task
E h Read the question and look at the pictures. What does Match the sentences with
^ eac^ sj10W7 c an yOU thjnk 0f any related words? similar meanings.
Where are the speakers? 1 There’s a living room next to
the kitchen.
2 I have got posters on my wall.
3 We’ve got a garden.
4 We’ve got a view of the park
Now read the script. Which is the correct answer? from our house.

A: Oh look! There’s the main entrance to the museum over there. A There is a lovely garden outside
B: Yes, b u t I need to park the car first. the house.
A: I can go and buy the tickets and you can fin d an em pty space.
B The kitchen is next to the living
B: OK. See you inside a t the g ift shop.
room.
C There’s a park opposite our house.
! a) Read the rubric, then read questions 1-5. What can D There are posters in my room.
you see in each picture?
riH a) Read the rubric and the
You are going to hear five short recordings. For questions
1-5 choose the answer which matches what you have sentences. Underline the key
heard by circling the appropriate letter (A, B or C). words.

1 Where’s the desk? You're going to listen to an

announcement twice. Decide
A 1^ B which sentences (1-3) are
T (true) and which are F (false).

1 The art gallery has got

2 Which floor is John’s house on? two floors.
2 It is opposite the park.
A2nd B 5 » c 8th 3 The announcement is
about the opening of
3 What hasn’t Kate got in her bedroom? the art gallery.
A — B ________ C
b) Do the listening task.

Pronunciation:
4 Where’s Peter? Word stress
A B
Listen and underline the
stressed syllables. Listen again
and repeat.

5 Dad wants Bill to ... Each word only has one stress.
A water the flowers. B bring him a ladder. We only stress vowels.
C look for the cat.
• library • cooker • sofa
• wardrobe • bookcase
b) Do the listening task.
• bedroom • garden • nice
• fantastic • beautiful
34
1 To brainstorm for words related to To identify synonymous phrases
pictures Ex. 3 prepares Ss to identify synonymous phrases,
• Ex. 1 prepares Ss to think of similar words and a tip which will help them listen for key information.
ideas from those shown in the pictures of the Ask Ss to read the sentences (1-4) and match
listening task. This will help them succeed more them to similar ones in A-D.
easily in a task of this type. Check Ss’ answers.
• Ask Ss to read the questions and look at the
A n sw er K ey
pictures.
• Elicit what each picture shows and any related 1 B 2D 3 A 4 C
words.
Su g g e ste d A n sw er K ey 4 a) To analyse a rubric & identify key
words
Picture A shows a picture o f a car park. Words related
to this picture include: ticket, vehicle, per hour, etc. • Ask Ss to read the rubric and the sentences
Picture B shows a picture of a souvenir shop. Words (1-3) and underline the key words.
related to this picture include: tourist, abroad, local • Check Ss’ answers.
crafts, etc. Su gge ste d A n sw er K ey
Picture C shows a picture o f the main entrance o f a
rubric: announcement, true, false
museum. Words related to this picture include:
1 art gallery, two floors
statue, history, ancient, entrance, tickets, etc.
2 opposite, park
• Ask Ss to read the script and elicit the correct 3 opening, art gallery
answer. Point out that all the pictures or words
related to them are mentioned in the recording. b) To listen for specific information
Check Ss’ answers. (T/F statements)
A n sw er K ey • Play the recording twice. Ss listen and choose
A the correct answers.
• Check Ss’ answers.
2 a) To prepare for a listening task A n sw er K ey
Ask Ss to read the rubric and the questions and 1 T 2 F 3 T
then elicit what each picture shows or implies.
A n sw er K ey 5 To understand word stress
1 A - a desk in front o f a window • Read the theory box aloud. Use the first word in
B - a desk next to a wardrobe the list as an example.
C - a desk opposite a bed • Play the recording with pauses if needed. Ss listen
2 A -se co n d and underline the stressed syllables.
B - fifth • Check Ss’ answers.
C - eighth • Play the recording again with pauses for Ss to
3 A - a carpet repeat chorally and/or individually.
B - a desk • Check Ss’ pronunciation
C - a bookcase
A n sw er K ey
4 A - a desk, a book and a lamp (bedroom)
B - a statue (museum) library bedroom
C - some weights (gym) cooker garden
wardrobe nice
sofa fantastic
b) To listen for specific information bookcase beautiful
(multiple choice)•
• Play the recording twice. Ss listen and choose
the correct answers.
• Check Ss’ answers.
A n sw er K ey
1 A 2 C 3 C 4 C 5 B
 B
1 Aiw To predict the content of the dialogue Greet B. Ask about -w Describe your home.
Ask Ss to read the first and last exchange in the A’s house.
dialogue and elicit Ss’ guesses as to what it is about. Ask B what his/her- ^ l^ S a y how many rooms
house/flat is like it has.
Su g g e ste d A n sw er K ey
I think the dialogue is about Sally’s new flat.
Ask what floor Say which floor your
it is on. flat is on. Invite A
to visit.
a) To complete a dialogue (missing
Ask how you can Give directions to B
sentences)
get to A’s home. to find your house.
• Ask Ss to read the sentences (A-D) and then Greet B ♦-Greet A.
read the dialogue and match the sentences to
the gaps (1-3). • Monitor the activity around the class and then ask
• Tell Ss to read the answer of the questions some pairs to act out their dialogue in front of the
first so as to choose the correct item to fill the rest of the class.
gap.
Su gge ste d A n sw er K ey
A: Hi Billy. What’s your new flat like?
b) ||P To listen for confirmation
B: It’s really great.
Play the recording. Ss listen and read and A: What’s it like?
check their answers. B: It’s really big. It’s got a large kitchen, three
A n sw er K e y bedrooms and two bathrooms.
A: What floor is it on?
1 B What’s it like?
B: It’s on the twelfth floor. Why don’t you come and
2 D What floor is it on?
visit me tomorrow?
3 A How can I get there?
A: OK. How can I get there?
• As an extension ask Ss to describe the room B: Go down Fleet Street. After you pass a cinema,
in Ex 1. turn left into Henry Road. Walk past the fire
station. It is opposite the gym.
3 To role play a dialogue A: See you tomorrow, then!

Ss complete the task in pairs. Monitor the activity

around the class. e m m To ask for information
• Explain the task and go through the cards
m To read for spécifie information and explaining any unknown words.
locate a place on a map • Ask Ss to work in pairs and take turns to ask and
answer questions using the cards.
• Ask Ss to read the dialogue in Ex. 2 again and find • Monitor the activity around the class and then ask
Sally’s house on the map using the information in some pairs to ask and answer in front of the class.
the dialogue.
• Check Ss’ answers. Su gge ste d A n sw er K ey
SB: What's your name?
A n sw er K ey
SA: It’s Ann Richards.
Sally’s house is the building next to the gym opposite SB: Where are you from?
the park. SA: I’m from England.
SB: How old are you?
5 f i g ) To act out a dialogue SA: I’m 17 years old.
SB: What’s your address?
• Ss complete the task in pairs using the dialogue in
SA: It’s 16, High Street.
Ex. 2 as a model to help them. They can also use SB: What floor is your flat on ?
phrases from the U seful Language box. SA: It’s on the 2nd floor.
• Draw this diagram on the board for Ss to follow. SB: What’s your postcode?
SA: It’s WF9 3EZ.

35(T)
 Speaking skills
Everyday English
Describing your house & Giving directions
Read the first and the last exchange in the
dialogue. What is the dialogue about?

|L4i Work in pairs. Your partner wants to find out

about your home. Describe it, and invite him/
her to visit. Give directions. Use the language
below to act out a dialogue similar to the
one in Ex. 2a.
Helen: Hi, Sally. How’s your new flat? Describing your home
Sally: It’s pretty cool.
Helen: • What’s your new • It’s big/small/nice/
D ........................................................
home like? beautiful/cool, etc.
Sally: It’s really big. It’s got a large living
• How many • There are five rooms in it:
room, a modern kitchen, two
rooms are there? a small kitchen, a ...
bedrooms and one bathroom.
• What floor is it • It’s on the first/second/
Helen: 2 ) .........................................................................
on? third, etc floor.
Sally: It’s on the third floor. My room has
• Is it big? • Yes, it’s quite big./
got a great view of the park. Why
It’s small but cosy.
don’t you come visit us tomorrow?
Helen: 3) ................................................... ЙШ тшШ Giving directions
Sally: Go up Middle Street, past the library
• How can I get • Go down ... street.
and turn left into Hill Street. Walk
there? • Take the first/second
past the gym. It is opposite the
• Could you tell me turning on your left/right.
park.
how to get there? • Walk past the ... .
Helen: See you tomorrow,then.
• What’s your • Turn left/right into ... .
address, please? • Walk down/up ... street.
a) Read the dialogue and complete the gaps
with the sentences below. One sentence is
Asking questions
extra. Work in pairs.
S tu d e n t A : Look at Card A.
S tu d e n t B: Look at Card B and ask Student A
A How can I get there?
questions.
B What’s it like? S tu d e n t A : Answer the questions.
C What’s the address?
D What floor is it on?
Ann’s profile
Full name: Ann Richards
Q b) Listen, read and check. Country: England
Age: 17
Take roles and in pairs read out the Address: 16, High Street,
dialogue. 2nd floor
PC: WF9 3EZ
35
 Writing
Rubric analysis
Read the rubric. Use the
underlined words to answer
the questions.
Write an email to your English-
speaking friend (50-100 words).
In your email include this
information:
• say where your new house is
• describe your favourite room
• invite him/her to visit
1 What are you going to write?
2 Who is it for?
3 What should it contain?
Model analysis
a) Read the email and fill in
the missing words.
b) Which of the following are in
John's email?
A John’s address
B what is in John’s bedroom
C what there is in each room
D how many rooms it has
E where his house is
F an invitation to spend a
weekend together
S ' i l Match the paragraphs (A-C) to
the headings (1-3).
1 rooms & John’s
bedroom
2 invitation & closing
remarks
3 opening remarks &
general description of
house
K l Find and replace the opening
and closing remarks in John's
email with phrases from the
Useful Language box.
36
An email describing your home
From: John
To: Mark
Subject: my new home
5**'tTT^g!
Hi Mark,
How are you? I'm so happy 1 ) .............. my new
house! It's in a quiet street near a park. It's 2 ) ..............
the first floor with a great view of the garden outside.
It's got a large living room, a nice kitchen and
two bedrooms. My favourite room 3 ) .............. my
bedroom. It's very big. It's got a bed, a desk and a
wardrobe. There 4 ) .............. posters of my favourite
footballers 5 ) .............. the walls.
I can't w ait for you to come and see it. How
6 ) .............. next weekend? Let me know.
Write back soon,
John
Punctuation
We use a(n):
• full stop (.) at the end of affirmative and negative sentences
(It's on the third floor. It isn't very big.)
• comma (,) to separate items in a list (There is a bed, a desk
and a bookcase.)
• question mark (?) at the end of questions (Is it big?)
• exclamation mark (!) at the end of sentences to express
strong feelings (It's just great!)
Read the theory. Find examples in John's email.
Put the correct punctuation marks in these sentences.
1 Which floor is it on
2 There’s a sofa a coffee table a fireplace and a bookcase
in it
3 It isn’t very big but it’s got a great view of the park
4 It’s fantastic
5 Is there a park in the area
6 It’s near my favourite café
7 The garden is so beautiful
8 Is there a garage
 Suggested Answ er Key
1 To analyse a rubric Opening rem arks: Hi Mark, How are you? - Hello
• Ask Ss to read the rubric aloud and pay special Mark, Hope you are OK.
attention to the underlined words. Closing rem arks: Write back soon. - Please write
• Read the questions aloud one at a time and elicit soon.
the answers from Ss around the class.
Answ er Key
5 To present and identify punctuation
1 an email • Go through the theory box with Ss and explain
2 my English-speaking friend any points Ss are unsure of.
3 where my new house is, a description of my • Elicit examples of each type of punctuation in the
favourite room and an invitation to my friend to email from Ss around the class.
visit me Suggested Answ er Key
fu ll stop: Let me know.
2 a) To complete an open cloze text comma: It’s got a bed, a desk and a wardrobe.
• Ask Ss to read the email and think of question m ark: How are you?
appropriate words to fill the gaps (1-6). exclam ation m ark: I’m so happy in my new house!
• Give Ss time to complete the task and then
check Ss’ answers. 6 To practise punctuation
Answ er Key • Explain the task and give Ss time to complete it.
1 in/about 3 is 5 on • Check Ss’ answers.
2 on 4 are 6 about Answ er Key
1 Which floor is it on?
b) To read for content 2 There’s a sofa, a coffee table, a fireplace and
• Ask Ss to read the list (A-F) and then read the a bookcase in it.
email again and say which elements are 3 It isn’t very big but it’s got a great view
included. of the park.
• Check Ss’ answers. 4 It’s fantastic!
5 Is there a park in the area?
Answ er Key 6 It’s near my favourite café.
B (para B), D (para B), E (para A), F (para C) 7 The garden is so beautiful!
8 Is there a garage?
3 To match heading to paragraphs
• Explain the task and give Ss time to read the
email and complete the task.
• Check Ss’ answers.
Answ er Key
IB 2 C 3 A

4 ^ To identify and substitute opening/

closing remarks in an email
• Explain that opening remarks are sentences/
phrases we use to start an email and closing
remarks are sentences/phrases we use to end an
email. Ask Ss to find these remarks in John’s
email. Refer Ss to the Useful Language table on
p. 37 and focus their attention on opening/closing
remarks sections.
• Give Ss time to complete the task.
• Check Ss’ answers.

36(T)
 Su gge ste d A n sw er K ey
7 To learn about the use of adjectives Hi Sarah,
How are you? I live in a big flat. It’s in a busy street.
Explain use and position of adjectives and then elicit
It’s on the sixth floor. It’s got a large living room and
examples from the email from Ss around the class.
a nice kitchen. My favourite room is m y bedroom.
A n sw er K ey It’s got a bed, a bookcase and a wardrobe. It’s also
Exam ples in email: new house, quiet street, great got a d e sk with a com puter on it and cool posters
view, large living room, nice kitchen, favourite room, on the wall!
favourite footballers, It’s very big I can’t wait to show it to you! How about next
w eekend?
Write back,
m To practise word order in sentences with
Je n n y
adjectives
• Explain the task and give Ss time to complete the
task.
• Check Ss’ answers.
A n sw er K ey
1 My house is in a busy street.
2 The living room is big.
3 My room is small.
4 It’s got a nice garden.
5 My new house is great.
6 It’s got a large desk.

9 To brainstorm for useful vocabulary

related to houses
• Read the Stu d y Skills box aloud.
• Explain the task and ask Ss to read the rubric and
underline the key words.
• Then ask Ss to copy the headings into their
notebooks and make notes under each one.
• Check Ss’ answers on the board.
Su g g e ste d A n sw er K e y
K e y words: email, where house is, describe favourite
room, invite him/her to visit
Location: city centre, close to school
Your favourite room: my bedroom
Furniture: bed, desk, bookcase, wardrobe
Other: posters, computer, curtains, pillows

10 To write an informal email

• Give Ss time to write their email using their notes
from Ex. 9 and phrases from the Useful
Language box. Ss can use the email in Ex. 2 as a
model.
• Remind Ss to use the plan and the email skeleton
to help them.
• 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.

3700
 Adjectives Useful Language
Opening remarks
• Hi! • Hello! • How are you?

(
Adjectives describe nouns. They can go before nouns or after the
verb to be, (My house is big. It's a big house.) • Hope you are OK.
General description
■ ' m tm • It's in a quiet/busy street.
• It's opposite the park.
mM Read the theory. Find examples of adjectives in John's • It's on the first/second etc. floor.
email. • It's got a garage/a balcony etc.
Rooms
|^j| Put the words in the correct order. • There are three etc. rooms in my house.
• It's got a large/small etc. living room,
1 My/in/busy/house/a/street/is a modern/small/cosy etc. kitchen.
• There are two/three etc. bedrooms.
2 The/is/living room/big Favourite room
• My favourite room is...
• It's got (a large bed, a desk, etc.)
3 is/My/small/room
• There is (a bookcase, a wardrobe, etc.)
• There are (paintings, etc) on the walls.
4 nice/lt’s/garden/got/a Invitation
• Come visit us.
5 great/is/My/house/new • Can't wait to show you my (new) house.
Closing remarks
• Write back soon. • Please write soon.
6 a /lt’s/large/got/desk

Writing
(Para 1) opening remarks
(Para 2) general description of house
(location, rooms), description of
favourite room
(Para 3)J invitation, closing remarks
sign off
(your first name)

Write an email to your English-speaking friend (50-100 words).

In your email:
• explain where your house is,
• describe your favourite room,
• invite him/her to visit.

LOCATION Checklist
YOUR FAVOURITE ROOM
When you finish writing your email, check
for the following:
OTHER
• grammar mistakes
• use of capital letters
FURNITURE
• correct punctuation
• word order in sentences
j f | j Use your notes in Ex. 9 to complete your email to your
friend. Use the plan and phrases from the Useful • clear paragraphs
Language box to guide you. • appropriate opening/closing remarks
37
 C L IL

D&T

A heliotrope is a plant with leaves that can turn to follow the

sun across the sky. This is the idea behind the Heliotrope House
square triangle rectangle circle by Rolf Disch.
This 'green' house is about 15 metres high and has the shape of

ta 4» I W
cube pyramid cylinder sphere
an upside-down bottle. The main part of the house is a cylinder
on a pole that can turn in a complete circle. The outside of it is
glass and the inside is wood. In the
summer, when it is hot, the glass can
keep the heat out so the house is
cool inside. In the winter,
a) Listen and repeat.
the glass can let the heat
Which of these materials is the
in to keep the house
house made of? What shape is
warm.
the house in the picture?
There are
b) Why is this house 'green'? now three
Listen and read to find Heliotrope
out. Houses in
Germany.
Read the text and answer the
questions.
1 What is a heliotrope?
2 How tall is the house?
3 Why is the main part of the
house a cylinder?
4 Where is the Heliotrope
House?

Match the words in bold in the

text to their synonyms.
• not hot • central • track Check these words vt
• full • tall • not cold
• p la n t • leaves • turn • fo llo w • su n • sk y
• upside-dow n • b ottle • pole • com plete
Use these words/phrases to • outside • inside • h o t • co o l • w arm
make sentences based on the
text.
• heliotrope • in the shape of ICT in groups of four, collect pictures of buildings in
• cylinder • pole • glass different shapes and materials. Prepare a poster. Label the
• complete circle • wood pictures with the names and locations of the buildings, the
• cool • warm • design
architect's names and the buildings' shape and material.
38 y w a a a a i» «
1 a) m m To present new vocabulary and 3 m To consolidate new vocabulary through
introduce the topic synonyms
• Play the recording with pauses for Ss to repeat • Explain the task and give Ss time to complete it.
chorally and/or individually. • Check Ss’ answers.
• Elicit what materials Ss think the house in the
A n sw er K ey
picture is made of and what shape it is.
follow = track com plete = full
A n sw er K ey
high = tall coo l = not hot
The house is made o f glass and wood. The house is in main = central warm = not cold
the shape of a cylinder.
m To consolidate information by using
b) To listen and read for specific words in context to make sentences
information
• Explain the task and give Ss time to complete it.
• Read the rubric aloud. • Check Ss’ answers.
• Play the recording. Ss listen and read to find out.
• Check Ss’ answers. Su gge ste d A n sw er K ey
A heliotrope is a plant that can sense the sun and
A n sw er K ey
turn towards it.
The house is green because it can turn to follow the
The Heliotrope House is in the shape o f an upside-
sun to keep the house cool in summer and warm in
down bottle.
winter.
The main part of the Heliotrope House is a cylinder.
This cylinder is on a pole that can turn around.
2 To read for specific information The outside of the Heliotrope House is made o f glass.
(comprehension questions) The Heliotrope House can turn in a com plete circle
• Ask Ss to read the questions (1-4) and then give on the pole.
Ss time to read the text again and complete the The inside of the Heliotrope House is made o f wood.
task. In the summer, the Heliotrope House can stay cool.
• Check Ss’ answers. In the winter, the Heliotrope House can keep warm.
The design for the Heliotrope House is by Rolf Disch.
A n sw er K ey
1 A heliotrope is a plant with leaves that can turn to
follow the sun across the sky.
5 l*C~n To prepare a poster; to practise
2 The house is 15 metres tall.
research skills
3 The main part of the house is a cylinder on a pole • Give Ss time to collect pictures and information
that can turn in a complete circle. about different shaped houses from the Internet.
4 The Heliotrope Houses are in Germany. • Ask Ss to prepare a poster and label it according
to the instructions in the rubric.
• Give Ss time to look up the meanings of the
• Ask various Ss to present their posters to the
words in the C h e ck these words box, in their
class.
dictionaries or look them up in the Word List.
• Alternatively, assign the task as HW and ask Ss to
Su g g e ste d A n sw er K ey present their posters in the next lesson.
plant (n): a living thing with leaves, roots and a stem
Su g g e ste d A n sw er K ey
leaves (pi n): flat, thin, green parts of plants
turn (v): to move in a circle Name: Turning Torso Tower
follow (v): to go after sth Location: Malmo, Sweden
sun (n): the large ball of light in the sky; the star of our A rch ite ct’s name: Santiago Calatrava
solar system that gives us light and heat Shape: a cube with nine sections that twist as it rises
sk y (n): the atmosphere around the Earth Materials: concrete and steel
upside-dow n (adv): not the right way up
bottle (n): a container for liquids!drinks The Turning Torso Tower is in
pole (n): a long thin cylinder Malmo, Sweden. The architect’s
com plete (adj): full name is Santiago Calatrava. The
outside (n): the outer part of sth; not inside building is in the shape of a
inside (n): the interior part o f sth cube with nine sections. It is
hot (adj): having heat, not cold made of concrete and steel.
coo l (adj): not hot at all
warm (adj): quite hot
 [HP To consolidate vocabulary for furniture & HP To practise som e/any
appliances Give Ss time to complete the task.
• Give Ss time to complete the task. Check Ss’ answers.
• Check Ss’ answers.
A n sw er K ey
A n sw er K ey 1 any 3 any 5 any
1 carpet 3 pillow 5 statue 2 some 4 some
2 library 4 garden
To practise prepositions of place
2 To consolidate vocabulary for places in a Give Ss time to complete the task.
town Check Ss’ answers.
• Give Ss time to complete the task. A n sw er K ey
• Check Ss’ answers.
1 on 3 on 5 next to
A n sw er K ey 2 opposite 4 in front of
1 museum 3 airport 5 library
2 post office 4 bank HP To practise word order
• Give Ss time to complete the task.
3 To consolidate ordinal numbers • Check Ss’ answers.
• Give Ss time to complete the task.
A n sw er K e y
• Check Ss’ answers.
1 Has Stella got a big garden?
A n sw er K ey 2 The town hasn’t got an aquarium.
1 fourth 3 first 5 twelfth 3 Has Paul got a TV?
2 third 4 second 6 twentieth 4 We haven’t got any plants in our house.
5 The city has got a fire station.
4 To consolidate everyday English
expressions/exchanges learnt in the unit Grammar in Focus
• Give Ss time to complete the task. To consolidate grammar structures learnt
• Check Ss’ answers. in the unit
A n sw er K ey • Explain the task and give Ss time to complete it.
• Check Ss’ answers.
1 Walk past the park. 3 It’s small but cosy.
2 16, Hill Street. 4 It’s on the third floor. A n sw er K ey
1 is 4 on 7 What
5 To practise this/that, these/those, is!are 2 on 5 The/Her
3 has got 6 some
• Give Ss time to complete the task.
• Check Ss’ answers.
A n sw er K ey
1 This is a plant. 3 Those are flowers.
2 These are books. 4 That is a computer.

6 To practise there is!there are

• Give Ss time to complete the task.
• Check Ss’ answers.
A n sw er K e y
1 There are 3 There are 5 There are
2 There is 4 There is

39(T)
 Progress Check
Vocabulary Fill in with there is or there are.
Choose the odd word out. 1 ........................ curtains in the bedroom.
1 kitchen - bedroom - bathroom - carpet 2 ........................ a cooker in the kitchen.
2 bookcase - wardrobe - library - cupboard 3 .............................. cushions on the sofa.
3 pillow - armchair - sofa - chair 4 ....................... a table in the living room.
4 floor - door - window - garden 5 ..................... chairs in the kid’s bedroom.
5 fridge - cooker - washing machine - statue (5x2=10)
(5x2=10)
Fill in som e or any.
Fill in the right word. 1 Are th e re ........... books on the table?
1 You can see statues there, m ______ 2 There a re ........... pillows on the bed.
2 You post letters there, p ___ o ________ 3 There aren’t ........... stairs in her flat.
3 You can take a flight there, a ________ 4 There a re ........... chairs in the garage.
4 You can get money there, b ___ 5 Are th e re ........... plants in the kitchen?
(5x2=10)
5 You can borrow books there. I _
Choose the correct preposition.
(5x2=10)
Write the ordinal numbers. 1 The flowers are on/between the table.
2 The sofa is under/opposite the chair.
1 4th 4 2nd
3 The computer is in/on the desk.
2 3rd 5 12th
4 The bank is on/in front of the post office.
3 1st 6 20th
5 The wardrobe is in/next to the bed.
6x2=12) (5x2=10)
Everyday English Put the words in the right order.
Fill in: W alk p ast the park - It's on the third 1 got/Stella/garden/has/a/big?
flo o r - It's sm a ll b ut co sy - 1 6 , H ill Street.

1 A: How can I get there? 2 the town/got/an/hasn’t/aquarium

B: ..................................................
3 has/a /TV/got/Paul?
2 A: What’s your address, please?
B: ..................................................
4 p Iants/got/we/ou r/any/h aven ’t/h ouse/i n
3 A: What’s your new home like?
B: ..................................................
5 the city/fire station/got/has/a
4 A: What floor is it on?
(5x2=10)
B: ..................................................
(4x5=20) Total: 100

Grammar
Complete the sentences with this, these, that
or those and is or are.

a plant. 2 ...................books.

flowers. 4 .......... a computer.

(4x2=8)
 Reading Listening
[Multiple matching} [Multiple choice
Preparing for the task
a) Read the questions and look at the
Read the extract. Which of the two pictures. What do you see?
sentences best matches it?

This tiny house is in a quiet area near the park.

Ba b) You are going to hear five short
recordings. For questions 1-5, choose the
It’s got two bedrooms, a small kitchen and a
answer which matches what you have
small bathroom. Outside there is a large garden
heard by circling the appropriate letter (A, B
for children to play in.
orC).
The house is ideal for 1 What hasn’t the flat got?
A a small family.
A B C
B only one person.

Read the information about three towns (A-

C) and the questions (1-4) below. For every
question choose the town it refers to and
write the appropriate letter in the box. One
of the towns matches two questions.
2 Where is Ned’s book?
Roundwood is a very small and old town in the A B C
Wicklow Mountains in Ireland. It has got
fantastic scenery and is a favourite place of many
photographers. Visitors can go horse riding, fish
m the lake, play golf, or just go for a walk. There
are very nice restaurants in the town.

Lavenham is a small quiet town m Suffolk 3 What floor is Karen’s flat on?
Enaland I t is a very old town with beautiful
A B C
old9 houses. I t has got a traditional butchers
and a baker's and other nice shops where you
/*\ [/^\
can buy clothes and other great things. I t is
great place to visit for a day or a weekend, bu
?t hasn't got a train station. You can stay
one of its lovely hotels. __ J ___ /V
©
/~xl
y
4 Where are the speakers?
Port Douglas is a small town in Australia. It is
on the sea and not far from the Great Barrier A B C
Reef. It is very popular with young people. It has
got nice hotels with pools. There are good
restaurants where you can eat and have fun, too.

Which place is ideal for ...

1 buying things?
5 Dave is calling Jim to ...
2 swimming?
A ask to meet him this evening.
3 doing sports?
B invite him to a football match.
4 taking pictures? C say sorry.
1 To identify theme related words
• Ask Ss to read the extract and underline the key
words in sentences A and B.
• Elicit which sentence best matches it. Ss should
justify their answer.
A n sw er K ey
A (small house, two bedrooms, children)

11$ To read for specific information (multiple

matching)
• Ask Ss to read the texts (A-C) and the questions
(1-4) and then match them. Ss should find words
in the texts that are related to the key words/main
ideas in each sentence.
• Check Ss’ answers. Ss should justify their answers.
A n sw er K ey
1 B (i. 5) 2 C (£. 2) 3 A (£.4-5) 4 A (1.2-4)

3 a) To identify content/key words related

to visual prompts
Ask Ss to read the questions and elicit what each
picture shows from various Ss around the class.
A n sw er K ey
1 A - a cooker
B - a table
C - a fridge
2 A - a desk
B - a sofa
C - a bag
3 A - t h e number twenty
B - the number twenty-one
C - the number twenty-three
4 A - a bedroom
B - a kitchen
C - a living room

To listen for specific information

(multiple choice)
• Play the recording twice.
• Ss listen and complete the task.
• Check Ss’ answers.
A n sw er K ey
1 B 2 B 3 A 4 B 5 C

40(T)
 Check your progress
1 irjvjjÿr To identify type of word within a sentence Ask Ss to assess their own performance in the unit by
Ask Ss to look at the sentence and the word in ticking the boxes according to how competent they feel
brackets and elicit which type of word the gap asks for each of the listed activities.
for and then elicit which word best completes the
gap.
A n sw er K ey
The gap asks for a possessive adjective.
The answer is ‘My’

2 To identify type of word needed in a

sentence (text completion)
• Ask Ss to look at the sentences and the words in
brackets and completes the gaps with the correct
words. Ss should think of the appropriate
grammar structure needed.
• Check Ss’ answers.
A n sw er K ey
1 has 2 pillows 3 third 4 books

3 To complete a text
• Read the Stu d y Skills aloud and explain that this
advice will help Ss to complete the task
successfully.
• Give Ss time to read the text and choose the best
word from A-F in the correct form to fill each gap.
• Check Ss’ answers
A n sw er K ey
1 My 4 more comfortable
2 rooms 5 first
3 living

4 ® To write an email
• Ask Ss to read the rubric and then write their
email.
• Tell Ss they may look at Writing B ank 1 for a
model and useful language to help them.
• Give Ss time to complete the task and then check
Ss’ answers. Alternatively, assign it as HW.
Su g g e ste d A n sw er K ey
Hi Ken,
How are you? My town is Portsmouth in the south of
England. It is near the sea. It’s quite big and really
great. There is a university, a library and a hospital.
There are lots o f parks and museums. What I like most
about it is the harbour. There are lots of boats and
ships there.
Write back and tell me about your town,
Carl
 Use of English
[Text completionj
Preparing for the task
Look at the sentence and the word in
brackets. What does the gap ask for?
flat is on the second floor. (I)
Which of these words best completes the
sentence: my? me?
Complete the gaps with an appropriate
word based on the one in brackets.
1 My brother.................got a big
bedroom, (have)
2 There are so m e .................on the bed.
(pillow)
3 Our flat is on th e .................floor, (three)
4 There are some ................. on the desk.
(book)
A one D appliance
B room E I
C comfortable F live
Dear Michelle,
How are you? 1 ) .......................... sister and I are
very happy because we’ve got a new house in the
country. It’s in a very beautiful and quiet place
about three kilometres from town, so I am not far
from college at all. It is a modern two-storey house
and has got lots of 2 ) ............................It has got a
huge 3 ) ......................... room, a modern kitchen
and dining room, and three bedrooms. It is
4 ) ......................... than our old flat in town. The
master bedroom is on the ground floor and mine is
on the 5 ) ......................... floor. I’ve got a lovely
view of the sea from my room. It’s fantastic!
Love,
Charlotte

study S kills
Writing
Text completion Writing Bank 1
Read the text carefully to get to know the gist of it.
Identify what is missing in each gap (noun, adjective, Q | Read the rubric, then write your email.
etc). Carefully select the word that best fits each gap.
You can't change the words given. Read the completed
Write an email to your English-speaking e-friend
text to see if it makes sense.
(50-100 words). In your email:
• tell him/her where your town is,
H | i Read the text. Complete the gaps (1-5) with • describe your town,
the correct form of the appropriate word • write what you like most about it.
from the box. Correct grammar and spelling
is required. One word does not match any
of the gaps. ^W orkbook p. 23

C h e c k your
progress
Now I can do these in English and I can do these tasks

describe a house l___ j • multiple matching (reading) Q I

describe a room l • multiple choice (listening) j
talk about places in a town | | • text completion (use of English)
give directions I | • writing (an email) | [
write an email describing your house