KEMENTERIAN PENDIDIKAN,

KEBUDAYAAN, RISET, DAN

1 He’s Footballer
TEKNOLOGI
REPUBLIK INDONESIA, 2021
English in Mind Second Edition–
Teacher's Book Grade 7
Penulis: Herbert Puchta, Jeff Stranks
& Peter Lewis-Jones
Penyadur: Ika Lestari Damayanti,
Pipit Prihartanti Suharto
ISBN: 978-602-244-528-9 (jil.1)

Unit overview Kelly Clarkson (born 24 April 1982) is an American

pop singer. She won the first season of the television
series American Idol in 2002. Her biggest hit is My Life
TOPIC: Countries and nationalities Would Suck Without You, which reached No. 1 in the
US.
TEXTS
Reading and listening: a dialogue about famous Lily Allen (born 2 May 1985) is an English singer. Her
people first album Alright, Still sold over 2.6 million copies
Listening: a text about heroes and heroines and included the No. 1 hit Smile.

jut
Writing: a text about yourself

I
Warm-up

eb NG
SPEAKING AND FUNCTIONS

lan
Talking about nationalities and where people Give students a few minutes to look at the picture.
are from Ask them: What is happening? (Two girls are

us A ET
nl A
waiting to go into a concert) and Who are they

ih
LANGUAGE thinking about?

ika KW
rib UC M
Grammar: the verb be (singular); question words: a AUDIO
who, what, how old, where?  Students read the question. Play
the recording while students listen and read.
ist P LA

Vocabulary: countries and nationalities

Check answers. Play the recording again, pausing
Pronunciation: from
as necessary to clarify any problems
did RI 1 O S

TAPESCRIPT
See the dialogue on page 10 of the Student’s Book.
1 Read and Listen
tuk E N

Answer
If you set the background information as a homework
un EG IYO

Emma
research task, ask students to tell the rest of the class
what they found out. b AUDIO  Give students a few minutes to
look at the pictures and names of the stars in the
ak P N UD

BACKGROUND INFORMATION box. Tell them that they must match the names to
Fernando Torres (born 20 March 1984) is a footballer the pictures. Play the recording, pausing to give
students time to write the names in the spaces.
Tid SM B

who plays for Liverpool and Spain. He scored the

winning goal in Spain’s 1–0 win over Germany in the
Euro 2008 final.
Kakà (born Ricardo Izecson dos Santos Leite, 22
April 1982) is a Brazilian footballer who plays for Real
Madrid and Brazil. He was FIFA World Player of the
Year in 2007.
Rafael Nadal (born 3 June 1986) is a Spanish tennis
player. He has won six Grand Slam titles and is
recognised as the world’s best player on clay.
Angelina Jolie (born 4 June 1975) is an American
actress, star of films such as Mr & Mrs Smith and
Lara Croft: Tomb Raider. She lives with Brad Pitt with
whom she has six children.
Matt Damon (born 8 October 1970) is an American
actor, star of films such as The Bourne Ultimatum, The
Talented Mr Ripley and The Departed.
Brad Pitt (born 18 December 1963) is an American
actor, famous for such films as Fight Club, Ocean’s
Eleven and Troy.
Students can compare answers in pairs before
checking as a class.
TAPESCRIPT
Emma: Who’s your favourite celebrity, Olivia?
Olivia: Well, Rafael Nadal is my favourite
sportsman.
Emma: Who’s your favourite singer? Is it Taylor
Swift?
Olivia: No, it isn’t. It’s photo number 2, Lily
Allen. She’s my favourite. What about you ... oh
... is it Beyoncé?
Emma: No way! My favourite singer is Kelly
Clarkson, photo number 1. She’s great.
Olivia: Yeah, she’s OK.
Emma: What about actors?
Olivia: Guess who is my favourite actor.
Emma: Er ... Will Smith? Or Matt Damon,
number 4?
Olivia: No.

Free Time 13
 Emma: OK – a clue. He’s blonde and good looking. example as a class, if necessary. Students complete
Olivia: Oh, yeah! Brad Pitt, number 3. the exercise. Remind students they are using the
negative form this time. Check answers.
Emma: Yes, and who’s your favourite?
Olivia: Matt Damon, of course! He’s the best! Answers
2 She isn’t a film star.
Answers 3 You’re not the winner.
1 Kelly Clarkson 2 Lily Allen 3 Brad Pitt  4 I’m not a tennis player.
4 Matt Damon

2 Grammar Students read the examples in the box. Ask them

what they notice about the positive and the
The verb be (singular) question form in English (to make the question
a Stronger classes: Students look at the sentences. form we invert the subject and the verb).

jut
Ask them which sentences are positive, negative
e This exercise can be set for homework. Students

I
and questions. Ask them what they notice about

eb NG
read through questions 1 to 4. Go through the

lan
the verb in each one (positive: I’m, it is), negative
example with students. Students complete the
(uses n’t), question (subject and verb inverted).
exercise. Remind them to look carefully at the

us A ET
This can be done in L1 if necessary.

nl A
subject of each sentence before they choose the

ih
Weaker classes: Books closed. Write some example verb. Check answers.

ika KW
rib UC M
sentences of your own on the board, e.g. I’m (your
name). Am I a teacher? You’re a student. I’m not Answers
ist P LA

a singer. Ask students what they notice about 2 Are 3 Is 4 Is

the verb in each sentence and elicit the positive,
f Divide the class into pairs. Ask a stronger pair to
did RI 1 O S

negative and question forms. Students now open

demonstrate the example question and answer.
their books at page 13 and look at the examples
Give students a few minutes to ask and answer and
from Exercise 1. Ask them which person each verb
then ask a few pairs to feedback to the class.
is for (I’m = first person, Is it/it is = third person,
tuk E N

He isn’t = third person) and then ask them to

Language note
un EG IYO

identify the different forms.

Explain to students that in English we use the verb
b Students read through the table quickly and fill in be when asking about someone’s age. We say: I am
the missing verbs. Give them a few minutes to do 15 NOT I have 15 years.
ak P N UD

this, reminding them to refer back to the examples

from Exercise 2a to help them. Check answers.
Grammar notebook
Answers
Tid SM B

Remind students to note down the verb forms

Positive: You’re, She’s, It’s
Negative: She isn’t, It isn’t
Question: Are, Is, Is, Is
Short answer: are, aren’t, is, is, isn’t, is, isn’t
3 Vocabulary
Language note
Remind students that we use the word not to make
a positive verb negative. If you feel it would be
useful for students, explain that the short form
is usually used when speaking and the full form
when writing more formally.
c This exercise can be set for homework. Students
read through sentences 1 to 4. Go through the
first item as an example, if necessary. Students
complete the exercise. Check answers.
Answers
2 ’s 3 ’re 4 ’s
d This exercise can be set for homework. Students
read through sentences 1 to 4. Go through the
from this unit in their notebooks.
Countries
Warm-up
Books closed. Ask students how many countries
they know the names of in English. Elicit the
names and put them on the board. Check the
pronunciation of each country they have given.
Alternatively, you could use a large wall map and
ask students to come and identify the countries
they know the names of in English.
a AUDIO
 Give students a few minutes to
read through the names of the countries. Play the
recording, pausing after each country for students
to repeat. Point out the stress marks above each
country. If students have produced countries in the
Warm-up which are not in this exercise, ask them
to identify the number of syllables in each country.

14 English In Mind Teacher’s Book for Junior High School Grade 7

 TAPESCRIPT
Spain Belgium Britain Poland Indonesia Switzerland 4 Grammar
b AUDIO  Give students a few minutes to read Where are you from?
through the countries in the box.
Warm-up
Stronger classes: They can pronounce the countries
Give students a few minutes to read the dialogue. Can
themselves and decide on the number of syllables and
students predict any of the missing words? Accept all
fit them into the table. They can listen and check their
suggestions at this stage but do not give the answers.
answers.
a AUDIO  Play the recording for students to
Weaker classes: Play the recording once for students to
complete the dialogue and check their predictions from
listen only. Play the recording a second time, pausing to
the Warm-up.
give students time to fill in the table.
Weaker classes: Play the recording once and then play it
TAPESCRIPT/ANSWERS a second time, pausing after each gap to give them time

jut
China Russia Turkey Japan Italy Canada Germany to fill in the answers. Check answers.

I
eb NG
c Divide the class into pairs. Give students a few

lan
TAPESCRIPT/ANSWERS
minutes to look at the map. Ask a stronger pair
Andrea: Hi! I’m Andrea. I’m from Switzerland.

us A ET
to demonstrate the example question and answer.

nl A
Students complete the exercise. Students can compare Tomasz: Hi, Andrea. I’m Tomasz.

ih
ika KW
answers with another pair, but do not check answers at Andrea: Where are you from, Tomasz?
rib UC M
this stage. Tomasz: Poland.
ist P LA

d AUDIO  Play the recording for students to b Students read through items 1 to 3. Students complete
listen and check their answers to Exercise 3c. the exercise. Check answers.
did RI 1 O S

TAPESCRIPT/ANSWERS Answers
1   C a n a d a   2   B r a z i l   3   B r i t a i n   4   S p a i n  1 ’m 2 are 3 from
5   B e l g i u m   6   G e r m a n y   7   P o l a n d 
tuk E N

8  Switzerland  9  Italy  10  Turkey  11  Russia  Grammar notebook

un EG IYO

12 China 13 Japan Remind students to note down the new structures from

this section in their notebooks.
Language note
5 Pronunciation
ak P N UD

Remind students that we always use a capital letter

when we write a country in English.
See notes on page 104.
Tid SM B

e Give students a few minutes to look at the photos. Go

through the example as a class.
Answers
1 Japan  2 Italy  3 Britain  4 Brazil 5 Turkey 
6 Poland
OPTIONAL ACTIVITY
Whole class or small groups. You will need a large wall
map. Point to a country and ask a student to name it in
English and then spell the name out. The student who
answers correctly can come out and choose another
country. You can award points for each correct country
and spelling.
Vocabulary notebook
Encourage students to start a section called
Countries in their vocabulary notebooks and to
note down the countries from this section and
any others they come across later in the course.
6 Vocabulary
Nationalities
Warm-up
Write the countries from Exercise 3b on the board. Ask
students if they know or can work out the nationality
adjectives for any of them. Students can come and write
the nationalities they know beside the relevant country
if there is time.
a Give students a few minutes to read through the
countries in the box. Go through the examples as a
class, making sure students can see which endings go
in which column. Students complete the exercise. They
can then add in any other countries from the Warm-up
to the table. Do not check answers at this stage.

He’s a footballer 15
 Language note
Explain to students that they may need to make
some spelling changes from the country to the
nationality. If necessary, practise the change in
stress from country to nationality as a class.
b AUDIO   Play the recording for students
to check their answers. Alternatively, write the
column headings on the board and ask students to
come and write the nationalities under the correct
heading. Check spelling. Play the recording a
second time, pausing after each adjective for
students to repeat. Make sure students are
using the correct stress when pronouncing the
who the person is. The person who has chosen
must give information to the rest of the group.
For example:
S1: I am from [country]. I am not American. I am
a film star.
The student who guesses correctly takes the next
turn and so on.
7 Grammar
Wh- question words
a Students read through the question words. Elicit
how they say them in their own language. Ask

jut
nationality adjectives. them if they know which words apply to the

I
eb NG
following things: people (who), places (where),

lan
TAPESCRIPT/ANSWERS things (what) and manner (how), and elicit the
Italian Belgian Brazilian Russian answers.

us A ET
nl A
Pol ish B r i t ish Tu r k ish Spa n ish
b Students read through items 1 to 6. Go through

ih
Chinese Japanese Portuguese

ika KW
the example as a class, asking students what
rib UC M
c Give students a few minutes to look at the flags they notice about these questions (the verb goes
immediately after the question word). Students
ist P LA

and read through the nationalities. Go through

the first item as an example, if necessary. Students complete the exercise. Check answers.
complete the exercise. Do not check answers at Answers
did RI 1 O S

this stage. 2 Where 3 What 4 Where 5 How 6 Who

d Divide the class into pairs. Ask a stronger pair
to demonstrate the example. Give students a few
tuk E N

OPTIONAL ACTIVITY
minutes to discuss their answers to Exercise 6c.
A fun way to practice who, what and where is
un EG IYO

e AUDIO  Play the recording for students to to cover a magazine picture with nine post-its
check answers. (numbered 1–9). Ask Who/Where/What is it?
depending on the picture. Divide the class into
ak P N UD

TAPESCRIPT/ANSWERS two teams. Students call out a number which is

1  Belgian 2  Chinese 3  Polish 4  Russian  then removed from the picture. Students guess the
5 Turkish 6 Italian 7 British 8 Brazilian object, person or place using It is … . Continue
Tid SM B

until someone guesses correctly.

Students read through the examples in the box. Grammar notebook
Elicit the rule for nationality adjectives which Encourage students to start a section called Wh-
start with a vowel and a consonant. Students may question words and to note down these question
remember this rule from Welcome section C, words and others that they come across.
Exercise 2.
Vocabulary bank  Refer students to the
vocabulary bank. Read through the words and
phrases in open class and check understanding.
Culture in mind
Get it ri ht!  Refer students to the Get it right!
section. These exercises can be used as homework
or for fast-finishers.
8 Speak
If you set the background information as a
Vocabulary notebook homework research task, ask students to tell the
Encourage students to start a section called rest of the class what they found out.
Nationalities and to note down the nationalities
from this section.
BACKGROUND INFORMATION
OPTIONAL ACTIVITY Lionel Messi (born 24 June 1987) is an Argentine
In small groups, students take turns to choose a footballer who plays for Barcelona and Argentina.
famous person and the other students must guess In 2004 he became the youngest player ever to

16 English In Mind Teacher’s Book for Junior High School Grade 7

 5 Rodrigo Santoro is an actor. He’s from Rio de
Janeiro. He’s Brazilian.
play professionally in Spain. In 2008–2009 he 6 
Lorena Ochoa is a golfer. She’s from
scored 38 goals. Guadalajara. She’s Mexican.
Lorena Ochoa (born 15 November 1981) is a
Mexican golfer, ranked the number one female
golfer in the world. She won the Women’s British
9 Listen
Open in 2007 and the Kraft Nabisco Championship a AUDIO  Play the recording for students to
in 2008. listen and check their answers to Exercise 8.
Dinara Safina (born 27 April 1986) is a Russian
TAPESCRIPT/ANSWERS
tennis player, formerly ranked World No. 1.
1. Sertab Erener is my heroine. She’s a singer from
She has been runner-up in three Grand Slam
Istanbul in Turkey.
competitions. Her brother Marat Safin has been
ranked World No. 1 men’s player. 2. My heroine is an actress. She’s from Newark,
New Jersey in the USA. Her name is Queen
Kanye West (born 8 June 1977) is an American
Latifah.

jut
rapper. He has released four albums including

I
Graduation (2007). His biggest hits are Gold 3. My hero is a rap singer. He’s from Chicago, in

eb NG
lan
Digger and Stronger, both of which made No. 1 in the USA. He’s Kanye West.
the US. 4. My hero is a football player from Rosario in

us A ET
Argentina. His name is Lionel Messi.

nl A
Sertab Erener (born 4 December 1964) is a Turkish

ih
pop star. She released her first album in 1992 and 5. My hero is Brazilian. He’s from Petropolis near

ika KW
rib UC M
has since made 11 more. In 2003 she won the Rio de Janeiro and he’s an actor. Can you guess
Eurovision song contest with Every Way That I his name? Yes, it’s Rodrigo Santoro.
ist P LA

Can. 6 My heroine is a golfer. Her name is Lorena

Rodrigo Santoro (born 22 August 1975) is a Ochoa. She’s Mexican. She’s from Guadalajara.
did RI 1 O S

Brazilian actor. He began acting in soap operas, b Students read through sentences 1 to 7. Go through
before making films in the United States such as the example as a class, reminding students to
Charlie’s Angels: Full Throttle, 300 and Che. He correct the information if it is false. Remind them
tuk E N

also starred in the TV show Lost. to use their answers from Exercise 9a to help them.
Students complete the exercise. Check answers.
un EG IYO

Queen Latifah (born Dana Owens, 18 March 1970)

is an American actor and rapper. She released her
Answers
first album All Hail The Queen in 1989. She starred
2 No, he isn’t. He’s from Rosario.
in the US TV comedy Living Single before moving
ak P N UD

3 No, she isn’t. She’s from Istanbul.

on to films. She won the Oscar for Best Actress in a
4 No, she isn’t. She’s Mexican.
Supporting Role for her role in Chicago (2002).
5 No, he isn’t. He’s an actor.
Tid SM B

6 No, she isn’t. She’s from Newark.

Warm-up
Ask students if they know any of the famous people
in the pictures and where they come from. Divide
the class into pairs. Give students a few minutes
to read through the information and check any
problems. Go through the example sentence as a
class, drawing students’ attention to the use of the
third person singular be form. Students complete
the exercise. Monitor and check students are using
the third person singular forms correctly, noting
down any repeated errors to go through as a class
after the exercise. Do not check answers at this
stage.
Answers
1 Sertab Erener is a singer. She’s from Istanbul.
She’s Turkish.
2 
Queen Latifah is a film star. She’s from
Newark. She’s American.
3 Kanye West is a rap singer. He’s from Chicago.
He’s American.
4 Lionel Messi is a football player. He’s from
Rosario. He’s Argentinean.
7 No, he isn’t. He’s from Chicago.
c In pairs, students discuss who their hero or
heroine is. They must say where the person is from
and what they do. Ask pairs to feedback to the rest
of the class about their partner.
10 Write
Warm-up
a Give students a few minutes to read the example
text and answer the questions.
Answers
Joanna is from Manchester. She’s 14. Her
heroine is Alicia Keys.
b This part of the writing can be set for homework.
Encourage students to make notes on the areas the
text covers: name, age, nationality, where from,
address, phone number, hero/heroine and where
hero/heroine is from. Students can draft their notes
before checking them and writing the full text.

He’s a footballer 17
Memo from Mario
He’s a footballer
 Extra practice of Is it a …?
 Extra
● Tell the students you are going to draw an everyday
object line by line and at each stage of the process you
want them to ask you: Is it a ...?
● Suppose the picture you have in mind is a bicycle. Start
by drawing two back wheel spokes, then look at the class
to invite hypotheses. Then draw the front mudguard,
and so on.
2  Extra
Extra practice of the verb be
● Preparation: you need one sticky label for each person in
the class. Put the name of one hero/heroine or profession
on each label. Use the famous names given in the text
and/or the names of people who are really familiar to
your students. Depending on the size of your class, you
may end up with more than one label with the same
name/profession.

jut
● Be ready to help students with the English words for ● In the lesson, pick a student to put a label on each of

I
their classmates’ backs. The students must not see what’s

eb NG
the objects that they imagine (there is no better time to

lan
teach vocabulary than when the student is reaching out written on the label on their own backs.
for the word). ● Ask the students to get up and move around the room.

us A ET
nl A
● Play the game twice (two different objects) with the Their task is to ask other people questions using Am I ...?

ih
whole class. to find out who they are, e.g.

ika KW
rib UC M
● Teach the students these new patterns: ● Am I an actor?
● The students mingle until they discover who is on their
ist P LA

● Is it maybe a ...?
● Could it be a ...? label.
● I guess it’s a ...? ● Then ask the students to swap identities (labels) and to
did RI 1 O S

hide their new labels. They continue mingling and ask

● Put the students in groups of four. They play the game each other questions using Are you ...? to find out who
four times. Each time a different student takes the role they are, e.g.
of picture-maker. Encourage them to try out the new
tuk E N

patterns. ● Are you Kanye West?

un EG IYO

● Are you a footballer?

● When the students have had a chance to interact
RATIONALE with about half their classmates, tell them to go up to
This activity will appeal to students who have strong somebody whose identity they think they know and say:
ak P N UD

spatial awareness, some of whom may not even like But aren’t you X?
learning English.
● In the last phase of the exercise they go up to a classmate,
The exercise allows real human interaction using the
Tid SM B

point to another and ask:

very limited language resources the students have so far.
● Is s/he X?

RATIONALE
Apart from practising the unit’s grammar, the students
are up and moving, making fluid, though brief, contact
with all their classmates. The students are practising
English as they approach and leave other people in the
group. The exercise is a useful way of getting students
to meet their classmates and start building a group.

18 English In Mind Teacher’s Book for Junior High School Grade 7