Teacher’s Notes

Vocabulary 1: Objects Vocabulary 2: Numbers 1–99

Aims To revise the singular and plural forms of the Aim To revise numbers 1–99.
vocabulary of the lesson; to practise How many …
t You need one worksheet for every six students. Cut it
are there? There is / are …
and give each student a lottery ticket.
Pairwork t Pre-teach lottery, lottery ticket, draw, prize and lucky
t Put students in pairs. You need one worksheet for each winner.
pair of students. Cut it and give each student one half. t Tell students they will hear a person reading out the
t Students work on their own to find the number of numbers for lottery prizes. Explain that there will be
things in their picture and complete the corresponding four draws. They have to listen and cross out the
column in the table. numbers they hear. If they cross out all the numbers in
t Then they ask and answer to find out how many things a row, they are a winner. Note: There are winning rows
their partner has found. They can then complete the on four of the tickets, but all the tickets have some
table. Make sure they look at the example so they winning numbers on them.
know what language to use. t Play the recording for students.
t When they have finished, go through the answers with t Ask Who is a winner?
the class. t Ask several winners to read their winning numbers back
to you.
Answer key
Answer key and tapescript
Picture A Picture B
Draw 1: 3, 16, 35, 57, 86, 90 (ticket 4)
pencils 8 4
Draw 2: 2, 14, 29, 64, 87, 95 (ticket 6)
bags 5 2 Draw 3: 9, 11, 27, 45, 79, 91 (ticket 5)
exercise books 6 3 Draw 4: 1, 12, 19, 39, 61, 88 (ticket 1)

oranges 10 6 Hello, everybody. Here are the numbers for today’s prize
lottery draw.
watches 4 2 Draw 1. The lucky numbers are: 3, 16, 35, 57, 86 and 90.
windows 1 3 That’s 3, 16, 35, 57, 86 and 90. Are you a lucky winner?
Draw 2. These lucky numbers are: 2, 14, 29, 64, 87 and
chairs 3 7
95. That’s 2, 14, 29, 64, 87 and 95.
umbrellas 2 5 Draw 3. Are you a lucky winner in this draw? The
toothbrushes 7 8 numbers are: 9, 11, 27, 45, 79 and 91. That’s 9, 11, 27,
45, 79 and 91.
boxes 2 1 And now, draw 4. Here we go. Listen, everyone. The
lucky numbers are: 1, 12, 19, 39, 61 and 88. Are you a
lucky winner?

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 Teacher’s Notes
Grammar 1: a / an; plurals Grammar 2: Imperatives, negative
Aims To practise a and an; to practise plural endings.
1
t Give each student a worksheet. Aim To reinforce the negative form of imperatives.
t Students work on their own to complete it. Then they
check their answers with their partner. t Give each student a worksheet.
t When they have finished, go through the answers with t Ask students if they know what circular signs with a
the class. diagonal line mean. (They are used to show that people
must not do the actions shown.)
Answer key t Students look at the signs. They work on their own to
1 an 11 a write negative instructions.
2 two apples 12 two men t When they have finished, tell them to check their
3 a 13 an answers with a partner.
4 three boxes 14 five oranges t Go through the answers with the class.
5 a 15 a
2 Pairwork
6 two children 16 six toothbrushes
t Tell students they are going to play a game:
7 an 17 an
Student A gives an instruction in the affirmative. For
8 four exercise books 18 two umbrellas
example, Sit down.
9 a 19 a
Student B makes Student A’s instruction negative, for
10 two glasses 20 two women example, Don’t sit down. Then they give an affirmative
instruction.
Student A makes Student B’s instruction negative and
gives another affirmative instruction, and so on.
t Students give themselves a point for every instruction
they give correctly.
t Go round the class and monitor, helping when needed.
t When they have finished, go through the answers with
the class.
Answer key
1
1 Don’t write. 6 Don’t draw.
2 Don’t listen. 7 Don’t look.
3 Don’t put down your 8 Don’t close your
pen. exercise book.
4 Don’t sit down. 9 Don’t write.
5 Don’t open your 10 Don’t stand up.
exercise book.

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 Teacher’s Notes
Speaking 1: Greetings Speaking 2: Instructions
Aim To practise greetings. Aim To practise giving and responding to instructions.

Pairwork Pairwork
t Put students in pairs. You need one worksheet for each t You need one worksheet for each pair of students.
pair of students. Cut out the squares and give each Cut out the squares and give each student one set.
student a set of expressions. (There are two sets on t Students take turns to pick up a card and say what the
each worksheet.) instruction is.
t Ask students to shuffle their squares. t Check answers with the whole class.
t Students work with their partner, taking it in turns to t Students then shuffle the cards and put them face
put squares down to make dialogues. Ask students to down. They take turns to pick up a card and mime the
read out the word or expression on the square as they instruction. Their partner has to guess.
put it down.
Answer key
t When they have finished one dialogue, they can make
1 Listen. 10 Come here.
another.
2 Read. 11 Give me your book.
t Go round the class and monitor, helping when needed.
3 Open your exercise book. 12 Look (at the picture).
t When they have finished, ask a few pairs of students to
read out their dialogues. 4 Close your exercise book. 13 Sit down.
5 Pick up your pencil. 14 Go to the board.
Answer key 6 Stand up. 15 Don’t open your
(Possible dialogues) 7 Draw. exercise book.
1 8 Put down your pencil. 16 Don’t talk.
A Hello. / Hi! / Good morning. / Good afternoon. / 9 Write on the board.
Good evening.
B Hello. / Hi! / Good morning. / Good afternoon. /
Good evening.
A How are you?
B I’m fine, thanks. And you?
A Fine.
B That’s good.
A See you. / See you later.
B Goodbye. / Bye. / Goodnight.

2
A Hello. / Hi! / Good morning. / Good afternoon. /
Good evening.
B Hello. / Hi! / Good morning. / Good afternoon. /
Good evening.
A What’s your name?
B My name’s …
A Who’s this?
B This is …
A See you. / See you later.
B Goodbye. / Bye. / Goodnight.

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 Teacher’s Notes
Culture: Names 1 Hello. My first name is Oliver. No one calls me that.
They call me Ollie. That’s O double L I E.
Aim To revise the vocabulary of the Culture page in the 2 Hi. My full name is Samantha Ann Fielding. Everyone
Student’s Book. calls me Sam. You spell it S A M.
1 3 Hi. I’m Jess. That’s J E double S. It’s a short name. My
t Give each student a worksheet. full name is Jessica Alice Brown.
t Students read the sentences. Ask them to guess what 4 Hi. Everyone calls me Rob. You spell it R O B. It’s short
the short names are. for Robert.
t Play the recording for students to listen and check. 5 My name’s Charlotte Jones. But my friends call me
t Go through the answers with the class. Charlie. That’s C H A R L I E.
6 Hi. My name’s Jacob Simmons. Only my mum calls
2 me Jacob. My friends and my teachers call me Jake.
t Ask students to look at the names of some famous You spell it J A K E.
people on the left. Ask if they know who they are and 7 Hello. Most people call me Matt. M A double T. But
what they do. my parents call me Matthew.
t Ask students to look at the names on the right. Explain
2
that they are nicknames or parts of the people’s full
1 David 7 Lightning
names. Students see if they can match them to the
famous names. Ask a few students for their ideas. 2 Alexander 8 Destiny
t Students listen to the recording and complete the table. 3 Efron 9 Cyrus
t Go through the answers with the class. 4 Zac 10 Miley
11 Justin
5 Usain
3 Group work 12 Drew
6 Bolt
t Put students in groups of three or four.
t Tell students to draw a table like the one in exercise 2. Zac is a short name. But Zac Efron’s full name isn’t short.
It’s Zachary David Alexander Efron.
t Students ask each other questions to complete it.
Make sure they look at the example so they know what People call Usain Bolt ‘Lightning Bolt’. Lightning is his
language to use. nickname. His full name is Usain St Leo Bolt.
t When students have finished, tell them to write Miley is a nickname. Miley’s real name is Destiny and her
questions for the rest of the class. For example: What’s full name is Destiny Hope Cyrus.
…’s full name? What’s …’s middle name? What’s …’s Justin Beiber hasn’t got a nickname and he hasn’t got a
nickname? short name, but he has got a middle name. It’s Drew. His
t Put groups together so they can ask and answer each full name is Justin Drew Beiber.
other’s questions.
Answer key and tapescript
1
1 Ollie 5 Charlie
2 Sam 6 Jake
3 Jess 7 Matt
4 Rob

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 Teacher’s Notes
Across the Curriculum: Maths: sums
Aims To revise numbers; to practise doing sums in English.
1
t Give each student a worksheet.
t Draw the shapes (a circle, a triangle, a square and a
rectangle) on the left side of the board and the symbols
+, –, x and ÷ on the right.
t Tell students that each shape represents one of the
mathematical symbols.
t Focus their attention on the four sums and ask them
which shape represents which symbol. When they have
agreed, students do the sums in exercise 1b.
2
t Explain to students this is a puzzle. They have to write
numbers in the blank squares, not letters. To find the
right numbers they have to do the sums.
t Go round the class and monitor, helping when needed.
t When they have finished, go through the answers with
the class.
Answer key
1a
1 x 2 – 3 ÷ 4 +
1b
1 4 3 54 5 8 7 9
2 17 4 19 6 6 8 55
2
1 2
1 0 0 1 7
3
3 4 8
2 0 3 3
5 6
1 8 1 2
5
9 10
4 5
7
2 7 8

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 Teacher’s Notes
Vocabulary 1: Countries; days of the week Vocabulary 2: Family
Aim To practise countries and days of the week. Aim To practise family words.

Pairwork Pairwork
t Give each student a worksheet. t Put students in pairs. You need one worksheet for each
t Students follow the ribbons and find which country pair of students. Cut it and give each student one of
each person is from and how old they are. the family trees.
t Students ask and answer about the people with their t Students work out the relationship of the other people
partner. Make sure they look at the example so they to Owen or Gemma and write the family words in the
know what language to use. boxes.
t Go round the class and monitor, helping when needed. t Students then ask and answer with their partner to find
t When they have finished, go through the answers with the missing first names. For example, Student A asks:
the class. Who is Owen’s sister? Who is his mum? Who is his
t Students then write about some of the people. aunt? etc. Student B asks: Who is Gemma’s brother?
Who is her dad? Who is her uncle? etc.
Answer key t Go round the class and monitor, helping when needed.
1 Dan is from the USA. He’s eleven on Thursday. t Go through the answers with the class.
2 Angela is from Spain. She’s ten on Saturday.
Answer key
3 Kanji is from Japan. He’s eleven on Monday.
Grandma: Meg Uncle: Ben
4 Julia is from Brazil. She’s nine on Tuesday.
Granddad: Nigel Sister: Gemma
5 Jack is from Britain. He’s twelve on Wednesday.
Mum: Louise Brother: Owen
6 Lin is from China. She’s ten on Sunday.
Dad: Ted Cousin: Hanna
7 Jean is from France. He’s twelve on Friday.
Aunt: Karla Cousin: Alfie
8 Anna is from Russia. She’s nine on Thursday.
9 Martin is from Australia. He’s ten on Monday.
10 Elsa is from Germany. She’s eleven on Tuesday.
11 Panos is from Greece. He’s twelve on Saturday.
12 Maria is from Italy. She’s ten on Friday.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 2

 Teacher’s Notes
Grammar 1: be, affirmative and negative
Aim To practise be, affirmative and negative.
t Give each student a worksheet.
t Students look at the pictures and read the labels.
Explain that all the labels are wrong, so students have
to decide where the people and things are really from.
t Students write one negative and one affirmative
sentence. Tell them that they will need to use the
preposition in.
t Go round the class and monitor, helping when needed.
t When students have finished, they ask and answer with
a partner and compare their answers.
t Go through the answers with the class.
Answer key
1 It isn’t in the USA. It’s in Australia.
2 She isn’t in Germany. She’s in Japan.
3 He isn’t in Spain. He’s in the USA.
4 It isn’t in Britain. It’s in Spain.
5 We aren’t in Greece. We’re in Britain.
6 They aren’t in China. They’re in Brazil.
7 You aren’t in Russia. You’re in France.
8 I’m not in Japan. I’m in Italy.
9 He isn’t in France. He’s in Russia.
10 They aren’t in Australia. They’re in Greece.
11 She isn’t in Italy. She’s in China.
12 I’m not in Brazil. I’m in Germany.
Grammar 2: be, questions
Aim To practise be, questions.
Pairwork
t Put students in pairs. You need one worksheet for each
pair of students. Cut it and give each student one half.
t Students read the text on their own.
t Ask them to read the answers under the text and to
work out what the questions are.
t Students work on their own, writing the questions.
t Go round the class and monitor, helping when needed.
t Ask students to read the text again and write four
new questions about information not covered in their
questions.
t When they have finished, students ask and answer with
their partner.
Answer key
Student A
1 What’s the girl’s / her (first) name?
2 How old is she?
3 What day is it (today)?
4 Where’s Rhys / her brother / her granddad?
5 What’s the dog’s name?
6 Where are they from?
Student B
1 Where’s Grace?
2 What’s her brother’s name?
3 Where are Grace’s / Grace and Rhys’ / her / their
parents?
4 How old is Rhys / her brother?
5 Where’s their house?

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 2

 Teacher’s Notes
Speaking 1: Questions; introductions t Sophie and Tamsin.
Sophie’s friend: her name’s Tamsin. She’s at her
Aims To practise asking questions; to practise language grandparents’ house.
for introductions. Tamsin’s friend: She’s from France. She’s eleven years old.
Whole class
t You need one worksheet for every sixteen students. Cut Speaking 2: Whose is this …?
out the squares and give each student one. Note: The Aim To practise using Whose.
‘friend’ of the person in one square is the person in the
square below it on the worksheet. t Put students in pairs. You need one worksheet for each
t Students read who they are and who they are trying to pair of students. Cut it and give each student one half.
find. t You may want to ask students to cut out the six small
t Go through the questions they will need first so they pictures at the bottom of their half of the worksheet so
know what language to use: What’s your name? Are they can pick them up and show them to their partner.
you a boy or a girl? How old are you? Where are you If not, students should fold their half of the worksheet
from? Where are you? so that only the main picture can be seen or the smaller
individual ones, but not both together.
t Students ask other students questions in order to find
their friend. Make sure they use English and do not t Ask students to look at their picture for two minutes
show each other their cards. and to try and remember who has got what.
t When they have found their friend, put two pairs t If students have cut out the small pictures, they line
together and ask the members of each pair to introduce them up in front of them in any order, and put the
each other to the pair they have just met. You may have worksheet with the main illustration face down so they
to remind them of the language of introductions. For cannot see it. Alternatively, if they have not cut out the
example: small pictures, they fold their worksheet in such a way
that the small pictures are visible when they put their
A Hi. My name’s … and this is my friend, …
worksheet face down.
B Pleased to meet you. I’m … and this is my friend, …
t Students take turns to ask and answer (from memory)
A Pleased to meet you, too. about the six objects.
Answer key Answer key
The friends are: 1 Whose is this dog?
t Sadie and Amy. It’s Callum’s.
Sadie’s friend: Her name is Amy. She’s in the garden. 2 Whose is this pen?
Amy’s friend: Her name is Sadie. She’s ten years old. It’s Nathan’s.
t Charlie and Claude. 3 Whose is this chair?
Charlie’s friend: He’s ten years old. His name’s Claude. It’s Lisa’s.
Claude’s friend: He’s eleven years old. He’s at his 4 Whose is this book?
grandparents’ house. It’s Nina’s.
t Maria and Emma. 5 Whose is this toothbrush?
Maria’s friend: Her name’s Emma. She’s at home. It’s Andy’s.
Emma’s friend: Her name’s Maria. She’s nine years old. 6 Whose is this glass?
t Javier and Makoto. It’s Zoe’s.
Javier’s friend: He’s nine years old. He’s from Japan. 7 Whose is this umbrella?
Makoto’s friend: His name’s Javier. He’s in the garden. It’s Ruby’s.
t Ben and Andrew. 8 Whose is this school bag?
Ben’s friend: He’s eleven years old. He’s at school. It’s Fred’s.
Andrew’s friend: His name’s Ben. He’s at school. 9 Whose is this pencil?
t Laura and Hatsumi. It’s Oscar’s.
Laura’s friend: Her name’s Hatsumi. She’s ten years old. 10 Whose is this watch?
Hatsumi’s friend: Her name’s Laura. She’s at her aunt’s house. It’s Daisy’s.
11 Whose is this cat?
t Fabio and Kevin.
It’s Alice’s.
Fabio’s friend: His name’s Kevin. He’s at home.
12 Whose is this exercise book?
Kevin’s friend: He’s from Italy. He’s at his neighbour’s
house. It’s Alex’s.

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 Teacher’s Notes
Culture: Addresses
Aim To learn more about famous addresses in
English-speaking countries.

Pairwork
t Give each student a worksheet.
t Students read the addresses and the texts on their own.
t Ask them to work with their partner to match the
addresses to the people.
t Go through the answers with the class, but do not tell
them if they are right or wrong. Ask them if they have
heard of any of these addresses.
t Play the recording for students to listen and check.
t Go through the answers with the class.
t Ask students if they know any other famous addresses.
Then ask them to tell the class whose addresses they
are.
Answer key and tapescript
1 c 4 a
2 d 5 b
3 f
1 The President of the United States lives at 1600
Pennsylvania Avenue, Washington DC 20500, the
USA. It’s a very big house. There are 132 rooms,
35 bathrooms and 147 windows. It’s got a very big
garden.
2 A famous cartoon family lives at 742 Evergreen
Terrace, Springfield, the USA. The parents are Homer
and Marge, and the children are Bart, Lisa and
Maggie. It’s a big house. There are four bedrooms
and a garage.
3 124 Conch Street, Bikini Bottom isn’t an address in a
country. It’s in the sea. SpongeBob Squarepants lives
here with his pet snail, Gary.
4 Harry Potter’s house is at 4 Privet Drive, Little
Whinging, Surrey, England. It’s a large, square house.
It’s about 80 years old. There are four bedrooms.
Harry’s bedroom is very small.
5 Clark Kent (Superman) lives at 1938 Sullivan Place,
Metropolis, the USA. It’s a flat, not a house. It’s in the
centre of town.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 2

 Teacher’s Notes
Across the Curriculum: The world
Aim To learn more about rivers, oceans, mountains and
continents.

Pairwork
t Put students in pairs. You need one worksheet for each
pair of students.
t Students work with their partner to answer the
questions.
t Go round the class and monitor, helping when needed.
t Go through the questions with the class, but do not tell
them if they are right or wrong.
t Play the recording for students to listen and check.
t Go through the answers with the class.
t
"TL
XIP
IBT
HPU
BMM
UIF
RVFTUJPOT
SJHIU
POF
RVFTUJPO

wrong, etc.
Answer key and tapescript
1 a 4 b 7 c 10 b
2 b 5 b 8 c 11 c
3 c 6 c 9 a 12 b
1 The Nile River flows into the Mediterranean Sea. It’s
over 6,650 kilometres long.
2 The Amazon River is in Brazil. It’s about 6,400
kilometres long.
3 The Tigris River isn’t in Europe. It’s in Asia. It goes
through Turkey, Syria and Iraq.
4 New Zealand is in the Pacific Ocean. There are two
islands in New Zealand: the North Island and the
South Island.
5 How far is it from South Africa to Australia across
the Indian Ocean? About 10,000 kilometres. The
Pacific Ocean is 15,500 kilometres across!
6 How big is the Pacific Ocean? It covers thirty percent
of the Earth’s surface. The Indian Ocean covers
twenty percent.
7 Mount Everest is 60 million years old. It’s 8,848
metres high.
8 The Rocky Mountains are in the USA and Canada.
They start in New Mexico in the USA and end in
British Columbia in Canada.
9 Mount Kilimanjaro is in Africa. It’s in Tanzania.
10 The continents, in order of size, from biggest to
smallest, are: Asia, Africa, North America, South
America, Antarctica, Europe and Australia. Europe
isn’t very big.
11 Turkey is in Asia and Europe. The Bosphorus Bridge
in Istanbul joins the two continents.
12 Which mountain range is between Europe and
Asia? The Urals. These mountains are in Russia and
Kazakhstan.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 2

 Teacher’s Notes
Vocabulary 1: Possessions Vocabulary 2: Pets and animals
Aim To practise possessions vocabulary. Aim To practise animal vocabulary.
1 Pairwork
t Give each student a worksheet. t Put students in pairs. You need one worksheet for each
t Students unscramble the letters and write the words, pair of students. Cut it and give each student one of
one letter or number in each box. the tables.
t When they have finished, ask them to compare their t Tell students they have to find how their squares are
answers with a partner. different from their partner’s by asking and answering
t Go through the answers with the class. questions and noting down the answers.
2 t Ask students to copy a blank grid into their exercise
Tell students to write the letters in the circles in order to books so they can complete it as they find out what
find what all the children have got. their partner has got in each square.
t Go through the example with the class.
Answer key
t Go round the class and monitor, helping when needed.
1
t When they have finished, go through the answers with
Mia: games console the class.
Ben: television
Sarah: radio
Ralph: mobile phone
Holly: MP3 player
Matt: DVD player
Tia: bike
Jake: camera
Louis: remote-controlled car
2
skateboard

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 3

 Teacher’s Notes

Grammar 1: have got, affirmative Grammar 2: have got, questions

and negative; adjectives Aim To practise have got, questions.
t Give each student a worksheet.
Aims To practise have got, affirmative and negative; to
practise the position of adjectives. t Students work on their own and do the exercises.

1 Answer key
t Give each student a worksheet. 1
t Focus students’ attention on the first item. Explain that 1 Have you got Maths on Monday?
they have to cross out every second letter in the spiral No, I haven’t.
to reveal a sentence which tells them what the present 2 Has your pet got feathers?
in the box is. Yes, it has.
t Students work on their own or with a partner. 3 Has an elephant got a small nose?
t Go round the class and monitor, helping when needed. No, it hasn’t.
t When they have finished, go through the answers with 4 Have you got an apple in your packed lunch?
the class. Yes, I have.
2a 5 Have we got sandwiches for lunch?
t Remind students that adjectives go before a noun. Elicit No, we haven’t.
some adjectives and write them on the board.
6 Have I got a spider on my head?
t Students complete the sentences.
Yes, you have.
t Go through the answers with the class.
2
Answer key 1 What has got a long, grey nose and big ears?
1 An elephant.
1 She has got a new, red skateboard. 2 When have we got lunch?
2 They have got big, orange jumpers. We have lunch at (students’ own answer).
3 He has got a yellow watch. 3 What have you got in your bedroom?
4 We have got blue and green caps. (Students’ own answer.)
2a 4 What has the snake got in its mouth?
1 (I’ve got a) thick book. (Students’ own answer.)
2 (You’ve got a) good camera. 5 Has Mut got a new bone and blanket?
3 (He’s got a) big, black and white dog. (Students’ own answer.)
4 (They’ve got) short hair.
5 (She’s got a) new mobile phone.
b
1 I haven’t got a thick book.
2 You haven’t got a good camera.
3 He hasn’t got a big, black and white dog.
4 They haven’t got short hair.
5 She hasn’t got a new mobile phone.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 3

 Teacher’s Notes
Speaking 1: School subjects
Aim To practise talking about school subjects.
Pairwork
t Put students in pairs. You need one worksheet for each
pair of students. Cut it and give each student one of
the timetables.
t Tell students that their partner’s timetable has some
subjects on the same day and hour as theirs, and some
subjects on different days or hours. They have to find
which lessons they have together with their partner.
t Go through the example with the class.
t Go round the class and monitor, helping when needed.
t When students have finished, go through the answers
with the class.
Answer key
Students A and B have the following lessons together:
Maths: Monday, lessons 1 and 2
Maths: Tuesday, lesson 2
Maths: Friday, lessons 5 and 6
English: Tuesday, lessons 5 and 6
English: Wednesday, lessons 1 and 2
English: Friday, lessons 1 and 2
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Speaking 2: Questions and answers
Aims To practise asking and answering questions; to
practise talking about someone in the third person.
1 Pairwork
t Give each student a worksheet. Put students in pairs.
t Ask students to look at the first column and complete
the questions they are going to ask. Focus their
attention on the example.
t Students answer the questions about themselves.
t Students work with their partner, asking and answering
the questions and making notes.
t When they have finished, put two pairs of students
together so they can tell the new members of the
group about their partner.
Answer key
Have you got (a pet?)
(What) is it? / (What) pet have you got?
Have you got (a brother or sister?)
Have you got (a computer in your living room?)
Have you got (a mobile phone in your school bag?)
Have you got (Maths on Monday?)
Have you got (a football?)
Have you got (cousins?)
Have you got (a cap?)
What colour (is it?)
Unit 3
 Teacher’s Notes
Culture: Places in a school
Aim To learn new vocabulary about places in a school.
1
t Give each student a worksheet.
t Students work on their own or with a partner to find
the places in the picture.
t When they have finished, go through the answers with
the class.
2
t Students answer the questions on their own.
t When they have finished, go through the answers with
the class.
Answer key
1
art room 1
canteen 9
classroom 3
computer room 2
gym 10
library 6
music room 8
playground 11
school hall 10
science laboratory 4
stairs 5
2
1 canteen
2 school hall
3 playground
4 science laboratory
5 computer room

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 3

 Teacher’s Notes
Across the Curriculum: Wild animals A This bird is a bald eagle. It’s from North America. It’s
got a big beak and very big wings. The feathers on its
Aims To learn about wild animals; to revise and learn parts body are brown. It isn’t bald. It’s got white feathers
of the body. on its head.
1a B This elephant is from Africa. It’s got very big ears. It’s
t Give each student a worksheet. also got a big, grey body and a long nose called a
trunk.
t Students match the photos to the texts by quickly
scanning the information. C This snake is from India. It hasn’t got fur. It’s got
t When they have finished, go through the answers with scales. It’s got a very long body and a thin tongue. It
the class. hasn’t got a big head. Its head is small but its neck is
big when it’s angry.
b
t Ask students to look at the words in the box. Check D This monkey is from South America. It’s got hands
that they understand neck. with fingers and thumbs like humans. It’s got thick
brown fur all over its body. It’s got a small head and a
t Students work on their own to complete the texts.
very long tail.
t When they have finished, play the recording for
students to listen and check.
t Play the recording again if necessary.
t
(P
UISPVHI
UIF
BOTXFST
XJUI
UIF
DMBTT
c
t Explain to students that the words in bold in the texts
relate to the features in the pictures labelled a–e.
t Ask them to read the text for the words and label the
photos. They should be able to work out which word is
needed from the context.
2
t Ask students to choose one of the photos and write
a few sentences about the animal. Tell them that the
words in the box in exercise 1b and the texts will help
them.
t Go round the class and monitor, helping when needed.
Answer key and tapescript
1a
A 3
B 1
C 4
D 2
b
A North America, beak, feathers
B Africa, nose, eyes
C snake, fur, neck
D South America, humans, body
c
a trunk
b fingers
c thumbs
d scales
e tongue

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 3

 Teacher’s Notes
Vocabulary 1: Time; daily routines
Aims To practise telling the time; to revise daily routines.
1 t You need one worksheet for each pair of students. Cut
t Give each student a worksheet.
t Ask students to look at the pictures for a minute and
decide what is happening in each. Tell them they have
to decide in what order the boy does these things.
t Play the recording for students to listen.
t Tell students they will hear the recording again. This
time they have to draw the hands on the clocks.
t Play the recording again, pausing where necessary for
students to draw the hands.
t Play the recording again for them to check their answers.
t Go through the answers with the class.
2 Pairwork
t Ask students to draw hands on the four clocks. They
can draw any time they want.
t Students take it in turns to tell each other the times
they have drawn and to draw the times they hear.
t Go round the class and monitor, helping when needed.
Vocabulary 2: Free-time activities
Aim To revise hobbies and free-time activities.
out the cards and give each pair a set.
t Students work with a partner to match the pictures
to the verbs by putting the picture next to the correct
verb. Ask them to say the full expression out loud as
they put the picture down, for example, go shopping.
t Go round the class and monitor, helping when needed.
t When they have finished, go through the answers with
the class. Accept any valid answers (given in brackets).
Answer key
collect: badges, football cards, (books), (comics)
go (to): a concert, a party, shopping, skiing
have: an exam, a guitar lesson, a piano lesson, a singing
lesson, (a party)
play: computer games, football, tennis, the violin (the
guitar, the piano)
read: books, comics
watch: a DVD, football, tennis, television

Answer key and tapescript

1
a 3 (2.30) d 4 (3.30)
b 5 (9.30) e 1 (10.30)
c 2 (10.30) f 6 (10.00)
In the holidays I get up late. My mum comes in my room
at half past ten and I get up then. I have breakfast at half
past ten. I usually read at the same time.
Sometimes we go for picnics at lunch time. But lunch
is late in the holidays so we eat at half past two. In the
afternoon my friends come to my house at half past
three and we play football or go to the park.
We have dinner at about half past six. After that I watch
TV for an hour. At half past nine I brush my teeth. Then
at ten o’clock I go to bed.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 4

 Teacher’s Notes
Grammar 1: Prepositions of time Grammar 2: Present simple,
Aim To practise prepositions of time. affirmative and negative
1
Aim To practise the present simple, affirmative and
t Give each student a worksheet. negative.
t Students work on their own to complete the invitations.
1a and b
t When they have finished, go through the answers with
the class. t Give each student a worksheet.
2 t Students work on their own to complete the sentences.
Then they write sentences in the third person singular.
t Students work on their own to complete the text.
t When they have finished, go through the answers with
t Ask them to check their answers with a partner.
the class.
t Go through the answers with the class.
2a
Answer key t Tell students that they have to write sentences about
1 themselves. The sentences don’t have to be true.
1 on, at 3 on, at t Go round the class and monitor, helping when needed.
2 on, at 4 on, at b Group work
2 t Put students in groups of four.
1 On 6 at t One student says the first sentence they have written
7 at in exercise 2a; encourage students to say the sentences
2 at
without reading them. The next student changes
3 at 8 On
the sentence to the third person (using he or she, as
4 on 9 At
appropriate). They then say a sentence they themselves
10 on have written. The next student tries to repeat what
5 On
the first two students have said using the third person,
before adding their own sentence.
t When students have completed one round of
sentences, they can start again.
Answer key
1a
1 like
2 go
3 don’t like
4 don’t have
5 get up
6 watch
b
1 (Sophie) likes singing.
2 (Matt) goes swimming on Saturdays.
3 (Natalie) doesn’t like sport.
4 (Ben) doesn’t have guitar lessons.
5 (Mia) gets up at half past seven.
6 (Bill) watches television.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 4

 Teacher’s Notes
Speaking 1: Regular activities Speaking 2: Present simple,
Aims To practise talking about what they regularly do; questions and answers
to ask people what they do regularly.
Aims To practise asking questions to find out information
Pairwork about people using the present simple; to practise
t Put students in pairs. You need one worksheet for each answering questions.
pair of students. Cut it and give each student one of
the timetables. Group work
t Tell students that the timetables show them what they t Give each student a worksheet.
do every week. They have to find a time when they t Ask students to look at the information they need to
can meet their partner. To do this, they ask and answer find in the first column.
questions.
t Ask them to write the questions they are going to ask.
t Go through the example with them.
t Students ask and answer with the other members of
t Go round the class and monitor, helping when needed. the class. They can ask the following questions:
t When they have finished, ask a few pairs what day and Do you play football?
time they found to meet.
Do you collect sports cards?
Answer key When do you do your homework?
Students can meet: Do you watch basketball?
on Monday at eight o’clock Do you go skiing?
on Tuesday at five o’clock Do you play the guitar?
on Thursday at five o’clock Do you have dance lessons?
on Friday at eight o’clock Do you get up before 8 o’clock / 8 am?
on Saturday at five o’clock Do you read in bed?
on Sunday at half past two Do you do sport?
Do you play the violin?
Do you go swimming on Saturday?
t Ask a few students to say some of the questions.
t Go round the class and monitor, helping when needed.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 4

 Teacher’s Notes
Culture: Sport Answer key and tapescript
1
Aims To revise and learn sports vocabulary; to learn about 1 skiing
the national sports of six countries.
2 athletics
1 3 football
t Give each student a worksheet. 4 ice hockey
t Elicit the names of some sports. Then tell students they
1 I go skiing with my family in winter. We usually go for
are going to listen to four people talk about different
a week. I go to ski school for lessons in the morning.
sports.
Then I ski with my family in the afternoon.
t Play the recording for students to listen and write their
answers. 2 I like athletics. I like running and I’m quite fast. My
favourite race is the 100 metres. I also like the long
t Play the recording again so they can check.
jump.
t Go through the answers with the class.
3 I play football. I’m not in the school team, but I play
2
at the weekend with my friends. It’s fun.
t Ask students to look at the pictures. Explain that they
are the national sports of the countries on the left. 4 I play ice hockey. It’s a very fast sport and I love it. I go
to training in Bristol every Tuesday. The Bristol team is
t Students guess which is the national sport of each
called the Bristol Bulldogs.
country.
t Students can confirm their suggestions by putting the 2
jumbled letters in the correct order. 1 f cricket
t Go through the answers with the class. 2 d cycling
t Ask them if their country has a national sport. Is it their 3 a sumo wrestling
favourite sport? 4 e (cross country) skiing
3 5 c rugby
t Students work on their own to find the odd ones out. 6 b ice hockey
t Go through the answers with the class and ask students 3
for their reasons. 1 cricket (It is not a winter sport.)
4 2 football (It is not played with a racket.)
t Students work on their own to find the sports. 3 snooker (All the others are track and field events.)
t Ask them to check their answers with a partner. 4 baseball (It is played with a bat.)
t Go through the answers with the class. 4
1 athletics
2 baseball
3 swimming
4 netball
5 long jump
6 golf

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 4

 Teacher’s Notes
Answer key and tapescript
Across the Curriculum: 1
Musical instruments clarinet
double bass
Aims To practise musical instruments vocabulary; to
learn types of musicians; to revise of letters of the drums
alphabet. flute
guitar
1
harmonica
t Give each student a worksheet.
harp
t Tell students that in the picture there are some
piano
instruments that are easy to see, and some that are
hidden. They have to find them all. saxophone
t Students work on their own to find the musical tambourine
instruments and write the words. trombone
t Ask students to check their answers with a partner. trumpet
They should check each other’s spelling. violin
t Go through the answers with the class. xylophone
2 2
t Students work on their own to match the words for the pianist 1
musicians to the people in the picture in exercise 1. singer 8
t Play the recording for students to listen, check and guitarist 4
repeat. drummer 7
t As a follow-up, ask students if they know the names of violinist 5
any famous musicians and what type of musician they saxophonist 6
are. double bass player 2
trombonist 3

1 pianist
2 double bass player
3 trombonist
4 guitarist
5 violinist
6 saxophonist
7 drummer
8 singer

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 4

 Teacher’s Notes
Vocabulary 1: Furniture Vocabulary 2: Places in a town
Aim To practise furniture vocabulary. Aim To practise places in a town vocabulary.
t Give each student a worksheet. t Give each student a worksheet.
t Students read the clues and complete the crossword. t Students read the sentences on their own and decide
t Go through the answers with the class. what the buildings are. Then they write the name next
to the corresponding number on the map.
Answer key
t Go round the class and monitor, helping when needed.
Across t When they have finished, ask them to check their
1 lamp answers with a partner. Encourage them to speak
3 carpet in English. They should say which street or road the
4 wardrobe place is and if it is near or opposite another place. For
5 poster example:
6 bed A What’s 9?
7 rug B It’s the sports centre. Where is it?
8 bedside table A It’s in Castle Street, opposite the hospital.
9 desk t Go through the answers with the class.
Down
Answer key
2 mirror
3 chest of drawers 1 (train) station
6 bookshelf 2 swimming pool
3 cinema
4 café
5 supermarket
6 museum
7 hospital
8 square
9 sports centre
10 hotel

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 5

 Teacher’s Notes

Grammar 1: Prepositions of place; Grammar 2: can / can’t

Is there … ? Are there …? Aim To practise can and can’t.
1
Aims To practise saying where things are; to practise
asking questions with Is there …? and Are there …? t Give each student a worksheet.
t Students do the exercise on their own.
1
t Go through the answers with the class.
t Give each student a worksheet.
t Students do the exercise on their own. 2a and b Pairwork
t Go through the answers with the class. t Students look at the pictures and write questions.
2a t When students have prepared their questions, they ask
Students draw the objects in the pictures in exercise 1 as and answer with their partner.
they choose. t When they have finished, ask a few students what their
partners can do.
2b Pairwork
When they have finished, students take it in turns to tell Answer key
each other where the objects are, taking care not to show 1
each other their pictures. 1 (Joe) can swim, (but he) can’t dive.
2 (Tilly) can ride a bike (up the hill, but she) can’t run
Answer key
(up it).
1
3 (I) can carry (my bag, but I) can’t carry (my sister).
1 Is there, No, there isn’t.
4 (You) can ski, (but you) can’t walk (on ice).
2 Is there, Yes, there is.
5 (Ian and Peter) can play (the guitar, but they) can’t
3 Is there, Yes, there is. play (the saxophone).
4 Are there, Yes, there are. 6 (We) can do (crossword puzzles, but we) can’t do (our
5 Is there, No, there isn’t. homework).
6 Is there, Yes, there is. a
1 Can you stand on your head?
2 Can you draw a horse?
3 Can you ice-skate?
4 Can you skip?
5 Can you swim underwater?
6 Can you dive?

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 5

 Teacher’s Notes
Speaking 1: Is there a …? Speaking 2: Can you …?;
Aim To practise describing places in a town. Is there …? Are there …?
Pairwork Aims To practise asking questions about what people can
t Put students in pairs. You need one worksheet for each do; to revise asking about things in a room.
pair of students. Cut it and give each student one of
Whole class
the maps.
t You need one worksheet for every twelve students. Cut
t Tell students that the layout of the town is the same
out the squares and give each student one.
on both maps. Write on the board: hotel, post office,
station, hospital and café. Explain that these buildings t Students read what they can do and who they are
are in the same place on both maps, but the other trying to find.
buildings are in different places. t Go round the class and monitor, helping when needed.
t Students ask and answer with their partner to find t When the students have found their friend, ask a few
the differences. Check that they have understood students who they were looking for and which student
what they have to do and make sure they look at the it was.
example so they know what language to use. Tell them Answer key
to keep notes so they can report back to you at the end
The friends are:
of the activity.
Mark and Maurice Myra and Martha
t Go round the class and monitor, helping when needed.
Maria and Magda Matt and Myron
t Go through the answers with the class.
Mickey and Miles Miranda and Maggie
Answer key
Picture A Picture B
The post office is next to The post office is next to
the bank in the square. the cinema in the square.
The hotel is next to the The hotel is next to the
theatre in West Street. library in West Street.
The library is between The library is between
the cinema and the café. the museum and the
hotel.
There’s a supermarket at There’s a museum at the
the corner of West Street corner of West Street
and Green Street. and Green Street. The
supermarket is opposite
the post office.
There’s a library next to There’s a bank next to
the café. the café.
The cinema is opposite The cinema is next to the
the post office. post office.
There’s a park next to the There’s a theatre next to
hospital. the hospital.
The park is between The park is next to the
the museum and the theatre.
hospital.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 5

 Teacher’s Notes
Culture: British seaside resorts
Aim To learn about some popular British seaside resorts.
1
t Give each student a worksheet.
t Tell students to look at the map. What do they notice
about the position of all the towns? (They are on the
coast.) Explain the meaning of resort (a place where
people go for their holidays or their health). Ask them if
they know any resorts in their own country.
t Play the recording for students to listen and put the
resorts in order.
2 in June there’s a bike ride from London to Brighton.
t Ask students if they remember any of the events and
activities mentioned in the recording. What are they?
t Students listen again and write which place.
t Go through the answers with the class.
3 the sea and walk on the coastal path.
t Ask students to look at the questions.
t Play the recording again. Pause where necessary to
allow them to write their answers.
t Go through the answers with the class.
4a
t Tell students they are going to listen to four people
talking about a resort they go to a lot.
t Play the recording for them to listen and write the
name of the resort.
t Go through the answers with the class.
b 2 Tenby
t Play the recording again for students to listen to the
things the people do.
t Go through the answers with the class.
Answer key and tapescript
1 3
Hastings 2 Ayr 1
Brighton 3 Tenby 4
Scarborough 5
© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/(
Ayr is a small town in the west of Scotland. It’s forty-
eight kilometres from Glasgow. It’s got sandy beaches
and you can do water sports here, for example sailing,
surfing and snorkelling.
Hastings is a town in the south of England. It is about
eighty kilometres from London. People go there on
holiday but it’s also a fishing port. Young people from
other countries also go to the language schools in the
town.
Brighton is a city in the south of England. A lot of people
in Brighton go to London every day for work. And
people from London like visiting Brighton at weekends.
There are beaches and lots of cafés and shops. Every year
Tenby is in South Wales. It’s a very small town – and a
very old one. Its Welsh name, Dinbych-y-Pysgod, means
‘little town of fishes’. Its walls are 700 years old. It has
nice beaches. You can ride horses on the beach, swim in
Scarborough is in the north-east of England. It’s a very
old town. It’s almost 1,000 years old. It’s a fishing port,
but a lot of people come here for their holidays. People
also come here for the jazz festival and for the theatre.
2
jazz festival: Scarborough horse riding: Tenby
bike ride: Brighton snorkelling: Ayr
fishing: Hastings
3
1 Tenby and Scarborough 4 Ayr and Tenby
5 Brighton
3 Brighton
4a b
1 Tenby 1 Beth
2 Brighton 2 Andrew
Ayr 3 Molly
4 Scarborough 4 David / Molly
Hi! I’m David. I live in Cardiff. That’s the capital of Wales.
We go to Tenby a lot. Sometimes we go for the weekend
and sometimes for the day. I really like it, and I like going
swimming in the sea there.
I’m Molly. I live in Oxford. We go to Brighton a lot.
My grandma lives there. She’s got a flat near the sea.
Sometimes we go swimming in the summer. I also like
visiting the shops in Brighton.
Hello! I’m Andrew. I live in Glasgow. We go to Ayr in the
summer. We go for the day and take a packed lunch. I
like the beach there. Sometimes we go with my uncle
and we go sailing or surfing. I love water sports, but the
sea is often very cold.
Hi! I’m Beth. I live in Manchester. We often go to
Scarborough. We go to the beach but I don’t often go in
the sea. I don’t like swimming. Sometimes we walk along
the coast. We often go to cafés and eat fish and chips.
Unit 5
 Teacher’s Notes

Across the Curriculum: Roman

towns and cities in Britain
Aim To learn about Roman towns and cities in Britain.
1
t Give each student a worksheet.
t Read the text as a class.
t Give students time to look at the names of the towns
and decide which are Roman.
t Go through the answers with the class. Ask students
why they ticked the towns they did. They should
mention the name endings (‘caster’, ‘chester’ and
‘cester’).
2
t Ask students to look at the map in exercise 1 and point
to Watling Street.
t Ask them the names of some of the other roads and if
anything surprises them about the map (for example,
the large number of Roman roads and towns).
3
Students read the text again on their own and tick the
places mentioned.
4
Ask students which buildings they think are the oldest
in their town and how old they are. What do they know
about these buildings?
Answer key
1
Doncaster
Colchester
Leicester
3
Students tick 1, 2 and 5.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 5

 Teacher’s Notes
Vocabulary 1: Descriptions Vocabulary 2: Clothes
Aim To revise vocabulary for describing people. Aim To revise vocabulary for clothes.
Version 1 (weaker students) t Give each student a worksheet.
t Give each student a worksheet. t Students look at the pictures and do the crossword.
t Students read the descriptions of the people and draw t When they have finished, students compare their
them. crosswords in pairs.
t Go round the class and monitor, helping when needed. t Go through the answers with the class.
Version 2 (stronger students)
Answer key
t Put students in pairs. You need one worksheet for each
Across
pair of students. Cut it and give each student half.
2 coat
t Students read the descriptions of the three people on
their half and draw them. 4 boots
t When they have finished, they fold the descriptions 7 sweatshirt
over so their partner can see the pictures but can’t read 8 trousers
the descriptions. 9 shirt
t Students swap pictures and describe the people by 10 socks
looking at the pictures. 11 dress
t Go round the class and monitor, helping when needed. Down
t Ask some students to describe their partner’s drawings. 1 jacket
3 jumper
5 trainers
6 shorts
9 skirt

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 6

 Teacher’s Notes
Grammar 1: Describing people:
be + adjective, have / has got
(+ adjective) + noun
Aim To practise describing people using be + adjective
and have / has got (+ adjective) + noun.
Version 1
t Give each student a worksheet.
t Explain that you are going to say a letter a–p and that
students need to find the letter in the square. Keep a
note of the letters you say.
t Students work on their own or with a partner and use
the word in the square to write a sentence about a
person in their class. Make sure they understand they
can use the affirmative or negative form, for example,
Marek has / hasn’t got a moustache.
Version 2
t Put students in two teams, Team A and Team B.
t Give each team a worksheet.
t Team A choose a word for Team B to use. If Team B
use it correctly in a sentence, they get two points and
choose the next word. If they use it incorrectly, Team A
get a point and choose the next word.
t The winner is the team with the most points when all
sixteen words have been used.
© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/(
Grammar 2: Present continuous
Aim To practise saying what people are doing using the
present continuous.
1
t Give each student a worksheet.
t Students look at the picture and write sentences using
the present continuous and the verbs in the box. Do an
example with the class to make sure they understand
what they have to do: Dad is eating breakfast.
t When they have finished, ask students to check their
sentences with a partner.
t Go through the answers with the class.
2
t Students work on their own to make the sentences
negative and write correct affirmative sentences.
t When they have finished, go through the answers with
the class.
Answer key
1
(Possible answers)
1 Mum and Dad are sitting (in the kitchen / on chairs /
at the kitchen table).
2 Mum is reading a book. / Mum is drinking juice.
3 Dad is eating breakfast. / Dad is reading a newspaper.
4 The dog is sleeping (under a table).
5 Meg is talking on her mobile phone.
6 Ryan is drawing a circle.
2
(Possible answers)
1 Dad isn’t having a shower. He’s having breakfast. /
He’s reading a newspaper.
2 Mum isn’t talking to Meg. She’s reading a book. /
She’s drinking juice.
3 The dog isn’t lying on the sofa. It’s lying under the
table.
4 Meg isn’t watching television. She’s looking out of
the window. / She’s talking on her mobile phone.
5 Ryan isn’t making breakfast. He’s watching television. /
He’s doing his homework. / He’s drawing a circle.
6 They aren’t all having breakfast together. Dad and
Mum are having breakfast.
Unit 6
 Teacher’s Notes
Speaking 1: Shopping
Aim To practise asking for and giving the price of things
when shopping.
Pairwork
t Put students in pairs. You need one worksheet for each
pair of students. Cut it and give each student one half.
t Tell students to look at the pictures on the left-hand
side of the worksheet. Explain that Student A is the
shopper and can see the things he / she wants to buy.
Student B is the shop assistant and can see the prices of
the things.
t Remind them that Student A only has £5 to spend so
they have to ask for the prices and think carefully what
to buy.
t Go round the class and monitor, helping when needed.
t When Students A have decided what to buy, students
swap roles and work with the pictures on the right-
hand side of the worksheet.
t When students have finished, ask a few pairs to tell the
class what they chose to buy.
© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/(
Speaking 2: Describing people
Aims To revise describing what people are doing; to
practise asking what people look like; to practise
describing people.
Pairwork
t Put students in pairs. You need one worksheet for
each pair of students. Cut it and give each student one
picture.
t Tell students that they have a picture which is similar to
their partner’s but not exactly the same. The people in
the pictures are doing similar things, but not exactly the
same things. Some of the people look different.
t Students have to find six differences.
t Go round the class and monitor, helping when needed.
t Go through the answers with the class.
Answer key
1
1 In picture A three boys are playing basketball. Two
boys are short and one boy is tall. In picture B one
boy is short and two boys are tall.
2 In picture A a girl is sitting on the floor. She’s got dark
hair. In picture B the girl has got fair hair.
3 In picture A a girl with dark hair is playing the guitar.
In picture B a girl with fair hair is playing the flute.
4 In picture A two girls are playing volleyball. They’ve
got long, fair hair. In picture B they’ve got short, dark
hair.
5 In picture A two boys are sitting on a bench and
talking. In picture B they aren’t talking.
6 In picture A a girl is looking out of the window. She
isn’t slim. In picture B she’s very slim.
Unit 6
 Teacher’s Notes
Culture: Festivals The Notting Hill Carnival is always the last weekend in
August.
Aim To learn about different festivals that are celebrated Pancake Day is always a Tuesday. It’s six and a half weeks
in English-speaking countries around the world. before Easter so it’s in February or March.
1 Diwali is a Hindu festival and the Hindu calendar is
t Give each student a worksheet. different from the western one. Diwali isn’t always in the
same month. It’s in September, October or November.
t Ask students to look at the photo and describe what
they can see. Help them with vocabulary such as The Chinese New Year is in January or February. In the
carnival, parade, costume, pancake, frying pan, candle, Chinese calendar, the moon is very important, and the
Chinese lion, fireworks. Chinese New Year is always on a New Moon.
t Students work on their own to match the festivals to Bonfire Night is always on the same day, the fifth of
the photos. November. The nights are long in November so people
can light their fireworks early.
2
Ask students to read the sentences and complete them
with the names of the festivals. Give help with any
additional vocabulary.
3
t Play the recording for the students to listen and write
the festivals.
t Play the recording again for them to listen and check.
Answer key and tapescript
1
1 c
2 b
3 a
4 e
5 d
2
1 Notting Hill Carnival
2 Pancake Day
3 Diwali
4 Chinese New Year
5 Bonfire Night
3
1 Bonfire Night
2 Diwali
3 Chinese New Year
4 Notting Hill Carnival
5 Pancake Day

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 Teacher’s Notes
Across the Curriculum: Copying pictures
Aim To learn how to copy a picture accurately.
1–6
t Bring some magazines and comics to class. They are a
good source of pictures which are easy to copy using
the method described. Allow students time to look
through them and choose a picture they want to copy.
Make sure the picture of their choice is simple and
clear. Alternatively, ask students to bring a picture to
class.
t Give each student a worksheet.
t Go through the instructions 1–6 with students step
by step. You may need to help them with some
vocabulary, for example square, blank and rub out. You
could explain that the squares they are going to draw
are a grid.
t Make sure that students draw a grid over the picture.
The grid should be very even and the squares should
not be too big. Squares of one or two centimetres are
probably the easiest to use.
t Give students a blank piece of paper and ask them to
draw a second grid. Alternatively, they can draw a grid
in their exercise books. Tell them this grid should be
drawn lightly in pencil so that they can rub it out easily
later on.
t Make sure students understand that they should copy
the picture grid by grid. They should note where the
lines of the picture lines touch each of the squares
before drawing.
t When they have finished, they rub out the pencil grid
and colour their picture. They could use the same
colours as the original or the colours of their choice.
7
Put students in pairs and ask them to describe their
pictures to their partner in as much detail as they can.

© OXFORD UNIVERSITY PRESS 2013 ä3+272&23,$%/( Unit 6