Teacher's Book

Leah Williams Chelsey Smith

Carmen A. Racheal S.
 BOOK 5

Unit Topic Listening/ Reading/ Phonics Gram- Vocabu- CLIL Functions

Speaking Writing mar lary
1 Feelings - Asking and - Reading Initial silent Present - Feelings The Navy - Expressing
answering about fu- k and w Perfect and Emo- present results
questions nerals and at the be- Tense tions from past situa-
about feelings shocking ginning of tions.
and emotions. emotions. words.

- Playing roles - Writing

relating to an informal
funerals. letter.
2 Giving - Asking and - Reading Silent gh Reported - Directions Travelling - Reporting
Direc- answering about plac- at the be- State- to London what people
tions questions es and di- ginning of ments - Places have said.
about how to rections. words.
get to a place. - Means of - Giving and
- Reporting Silent w, k transporta- receiving direc-
- Reporting statements. at the be- tion tions.
what people ginning of
have said. - Writing words.
an informal
letter ac-
cording to
its parts.
3 At the - Asking and - Reading Silent b, p Reported - Food and Shopping - Reporting
shops answering about going at the end Ques- spices. Trip what other peo-
questions shopping. of a word tions ple have asked.
about prod- - Places to
ucts in differ- - Writing buy goods.
ent types of formal let-
shops. ters.

- Role playing
about going
shopping.
4 Park - Talking - Reading Silent l in Must - Camping Rules at - Expressing
Rules about rules at about rules consonant School advice, prohi-
the park. at the parks clusters at Have to bitions, rules,
and at the end of obligations and
- Talking school. words. Mustn’t - Environ- no obligations.
about rules at ment
the school. - Writing a Don’t
postcard. have to

2
5 At the - Playing roles - Reading Silent t in Passive - Dishes at A Student - Using polite
Restau- about eating about meals the middle Voice a Restau- Exchange requests at a
rant at a restau- at a restau- of words in rant Programme restaurant.
rant. rant. consonant
/Menu clusters. - Talking about
- Asking and - Writing an processes.
answering email.
questions - Emphasising
about pro- and action in-
cesses and stead of who or
actions. what makes it
happen.

6 At the - Asking and - Reading Silent h af- Partici- - Made-to- Fashion - Describing
Tailors answering and writing ter w ples Measure how a person
questions about wed- Clothing feels.
about special dings.
occasions. - Describing
- Reading Intensifi- clothes.
- Talking and writing ers
about feel- describing
ings. feelings and
objects.
- Describing
objects. - Writing an
email about
a wedding.
7 Camp- - Playing roles - Reading Homo- Should - Camping Camping - Giving advices.
ing about going and writ- phones Equipment Trip
Needs camping. ing about - Expressing
camping past expecta-
- Asking and equipment. Should tions.
answering have
questions - Reading - Talking about
about event’s and writing situations that
that are not about situ- are possible,
Condi- but not proba-
or were not ations that tional
possible to are not like- ble to happen.
Type 2
happen. ly to happen and 3
in the pres- - Talking about
ent or didn’t past conditions
happen in
the past.

- Writing
short letters
asking for
advice.
8 House- - Playing roles - Reading ph /f/ Verbs - Chores A Special - Discussing
hold and about house- and writ- sound followed Day about chores.
Chores hold and ing about by the
chores. chores. gerund - Expressing
or infini- ideas using ver-
- Writing a tive bal phrases.
short letter
giving ad-
vice.

3
9 Helping - Asking and - Reading gh /f/ Express- - Planting a Flood - Talking about
Out answering about plant- sound ing the Garden the future:
questions ing an allot- future plans, predic-
about the fu- ment. using the tions, offerings
ture. simple and schedules.
- Reading present
- Offering and writing and will - Talking about
help. using ex- broken and
pressions damage objects.
about the
future.

- Writing a
short story
based on il-
lustrations.
10 School - Asking and - Reading -ed ending Express- - Holidays Vacation - Talking about
Trip answering and writing ing the Homework the future for
questions about holi- /t/ /d/ /ɪd/ future arrangements
about holi- days. using the or intentions.
days. present
- Retelling a contin-
- Talking short story. uous, be
about future going to
plans.

4
 INTRODUCTION
The course Fluency Elementary is a six-level course
for elementary school students. This is a series for
learning English as a foreign language so students are
in a context where English is not spoken outside the
classroom. These books provide the main source of
English contact students have. Besides, the syllabus
is systematically planned and developed so students
learn language effectively at a steady pace, with a wide
range of activities. Thanks to the variety of learning
resources that stimulates the practice of student’s
skills, students’ learning is reinforced through prac-
tice. Activities are designed to increase learner’s in-
terest in learning.
Each level of Fluency Elementary consists of a Stu-
dent’s Book, a Student’s Workbook, a Teacher’s Book,
an Audio CD and an interactive application.
Student’s Book
The Student’s Book has 10 units of 8 pages each, with
full colour illustrations. Units are organised around
a topic to contextualised vocabulary, grammar and
functions. At the same time, units are divided into six
sections.
Section 1 is Words and Conversation and it is related
to vocabulary and grammar acquisition. The topic of
the unit is introduced on this section, and it shows
how vocabulary and grammar input work in commu-
nicative situations. Dialogues have an attractive pre-
sentation and a set of exercises stimulates vocabulary
practice.
The second section contains two pages related to
Grammar. It provides graded exposure to the gram-
mar structure through oral and written practice. In
the grammar section students have the opportunity to
practice the vocabulary from the unit.
The third section is Use of English. This section pres-
ents a new group of words to increase students’ vo-
cabulary and also it provides more grammar and re-
view vocabulary from previous unit.
Phonics is the fourth section. On this page, a group
of sounds are emphasised to help students to rec-
ognise and produce English sounds properly. Addi-
tional exercises reinforce sound acquisition.
The fifth section is CLIL (Content and Language
Integrated Learning). This part provides students
the opportunity to combine language learning with
topics of other subjects and even daily life, from the
perspective of content-based subject. Students im-
prove not only their knowledge about the language
but also enrich their view on different topics. The
topics allow students to see English beyond a mere
subject; moreover, motivating contents encourage
students to language acquisition and active partic-
ipation.
The last section is related is Writing. Students have
the opportunity to practice the grammar and vo-
cabulary while developing writing skills.
The audio CD
The audio CD contains all the listening activities
form the Students’ Book. It includes sections such
as: listening to conversations, phonics, odd one out
exercises and songs.
Student’s Workbook
The Student’s Workbook provides additional read-
ing and writing exercises to expose students to
more opportunities to practice the target language.
Besides, the exercises on the Workbook help teach-
er to monitor students’ learning process so he can
design any additional strategy to reinforce learn-
ing.
Teachers’ Book
The Teachers’ Book contains accurate and detailed
description of how to use the Students’ Book. Be-
sides, it has the answer Key of every exercise in the
Students’
5
Book and Workbook. Each unit has a Warm up at This collection combines different methodologies
the beginning of every unit and a set of additional to create an environment rich of stimuli to motivate
activities throughout the lessons to provide vari- students towards language acquisition. Language is
ety and to avoid routinization and predictability in introduced progressively and students are always
class, thanks to games, dramatizations, songs and recycling and practising previous structures and
additional practice. This book also gives teacher vocabulary. They have the opportunity to realise
the opportunity to develop his/her own creativity how they have progressed throughout the course.
to improve and adapt the exercises according to the The text is student-centred and language is always
characteristics of the group. contextualised and focused on a topic, so English
is functional and meaningful to students. The tasks
The Teachers Book has a section dedicated to ac- improve communicative language with graded dif-
tivities and games that allow the flexibility that ficulty. Each session provides students new vocab-
teachers need to complement the daily routine and ulary and experiences to make the language acqui-
customising the content according to the group, the sition process meaningful and stimulating.
topic and objectives of the class session.
The text bears in mind the theory of Multiple Intel-
Another section of the Teacher’s Book is the Gram- ligences, so it involves a great variety of activities
mar and Usage. It has general information about to get to different learner styles. Students are ex-
grammar and it is especially designed for teachers. posed to a wide variety of stimuli, such as visual,
If students require more grammar practice, there is auditory, kinaesthetic, experiential, interpersonal,
a full section dedicated to provide students the op- intrapersonal, naturalistic and logical. Besides, the
portunity to practice and study the new structures. Teacher’s Book offers the opportunity to choose
and adapt the activities according to the character-
The assessment section has ten exams, one for each istics of the group and leaving space for teachers to
unit, so teachers can check students’ progress. The detect students’ needs and use the adequate strat-
Teacher’s Book includes a Teaching Resources sec- egy.
tion, where teachers can find pedagogical materials
such as FlashcardFlashcards, games, puzzles and Students are also benefit from the global view and
craft, to stimulate students’ learning process. cultural awareness of the Content and Language
Integrated Leaning (CLIL) approach. The collection
Finally, there is a worksheet section, with printable prepares students to take English beyond the class-
material to promote extra activities and more op- room, not only because of the application and ad-
portunities to exposed students to the target lan- ditional practice students have, but also because of
guage. the meaningful material that demonstrate students
how important English is to modern world.

On the other hand, the text creates opportunities

Interactive Application
An interactive application complements this
course. The application reinforces the content of
every unit with a wide range of interactive activi-
ties that helps students be in contact with English
beyond the school. The interactive application
helps students be in contact with English using
new technologies and stimulating language acqui-
sition through games and activities out of the class-
room, increasing student’s opportunities to be in
contact with English.
for cooperative work. There are discussion groups,
group work and pair work. These activities not
only provide the opportunity to change the pace of
the class work, but also encourage students’ partic-
ipation and avoid routinization.
The text provides a lot of opportunities for teach-
ers with potential activities that he/she can include
enriching students’ experience. The Teacher’s Book
is just an instrument to guide teachers to the day-
to-day work, but it provides teachers opportunities
to develop their own creativity and adapt the text
to his/her immediate reality.

Approach.
6
Lesson Planning class to internalise the target language.

4. Closing: all sessions finish with a funny addition-

al activity to review the content studied in a memo-
Lesson plans are designed combining different rable experience to help students to remember and
approaches to achieve the main purpose of the reinforce the contents of the class.
course: to promote English language acquisition
through a set of memorable experiences that con-
tribute to the integral formation of students. The
Lesson Plans have a detail explanation about how
to use the Student’s Textbook, all the possibilities
TEACHER’S GUIDE
of leaning experiences that the book can provide to
Classroom Management
students.

Lesson Plans include an accurate description of

how to exploit the Students’ Book, and a collection
Motivation
of warm up and activities to avoid routinization
and predictability in the class: games, songs, and
puzzles are just some of the opportunities students
have to practice vocabulary, grammar structures Motivation is an essential part in language teaching.
and writing. Besides, teachers are encouraged to Students are motivated when they are engaged in
introduce new activities or omit others he/she may classroom activities and in their own learning pro-
consider irrelevant for his/her group. The main cess. There are some ideas to keep students moti-
idea of the lesson plan section is to structure the vated:
session according to students’ needs and to keep a
Learn your students’ name and use them as
motivating and enriching environment to learn the
often as possible. But it is not only a matter
language. The activities are graded, so students go
to just knowing their names: pay attention
from simple to more complex structures and exer-
to the strengths and limitation of your stu-
cises. Every unit has a set of meticulously organ-
dents and design strategies to reinforce their
ised activities to enable students to improve their
strength and strengthen their weakness. If
language skills in a communicative environment.
students feel you are concerned about get-
Each lesson plan contains four distinctive sections:
ting to know them, they feel appreciated and
1. Warm-up: every session starts with a warm up known as individuals.
based on the vocabulary or grammar focus of the
Get students to stablish goals and make a
unit or a review of the previous one. The warm-
plan to accomplish it. Let students come up
up activities are short, around five minutes, but
the idea by themselves. It is important that
enough to provide energy and stimulate students’
students find their intrinsic motivation. Help
curiosity about what they are going to study on the
them to find their own reasons to doing class
session.
work, working hard and learning the lan-
2. Introduction of the Target Language: Flashcard- guage. On this way, students will feel more
Flashcards, Word Cards, realia, charts, gestures and interested on the subject.
games are used to introduce meaningfully the vo-
Give feedback and offer chances to improve.
cabulary or grammar. The idea is to make it memo-
Avoid frustration by focusing students’ ener-
rable and consolidate the assimilation.
gy in how to overcome difficulties. Help them
3. Practice the Target Language: besides the text- to design their own strategies to deal with
book, students have the opportunity to have a wide difficult issues.
variety of experiences, involving all different kinds
Your attitude is very important: be enthusi-
of activities to stimulate multiple intelligences,
astic, motivated, show with your face, body
using oral and written practice, applications, CDs
language and words that you are really en-
and different types of individual and group work in

7
joying your job. Smile. Remember that if you behaviour with your face expression, body
show a positive attitude, students will feel it. language, and use words of acknowledge-
ment such as:
Vary the instructional strategies. Be sensi-
tive to student’s attitude towards an activity. Excellent
If they do not like it, change to another. It is
important to prepare beforehand alternative Good job
strategies and activities in case one of the Very good
planned activities does not work.
You can do this
Move from one activity to another while
students are motivated. Canalise the ener- Good try
gy to the following activity. Do not wait until
students have over practiced or get bored, Try again
because raising motivation again will be a
I believe in you
tough work. Each activity cannot last more
than 20 minutes, with youngers no more That’s good work
than 10. Bear in mind this detail when plan-
ning your class. I really notice your effort

Make learning fun and memorable by using a You have improved a lot
wide variety of exercises, games and compe-
Congratulations
tition that help students to learn while hav-
ing a good time.

Move around the classroom while you teach.
Do not stay only in front of the class: move
between the rows, maintain body flexibility
and use body language to shorten the dis-
tance between you and your students. Make
frequent eye contact. Monitor students when
they are working in groups. Make them feel
you are there.
Your tone of voice and inflexion are very im-
portant. Not only use the appropriate inflex-
ions and pitches of the language. Use your
voice as an instrument to catch students’
motivation.
Encourage students to share their ideas and
ask questions during the class. You can ask
a general question, address a question to a
student, or ask for an example. This is the
best way to know if students are getting the
idea; it does not matter if it is right or not.
The idea is to give students the opportunity
to speak in the class.
Stimulate students to make them feel suc-
cessful. Even if they failed, there is always
something positive to say. Reinforce partici-
pation, language achievements and adequate
Use English as much as possible. Design ac-
tivities in which students can communicate
in English, even in pairs, group work or in
front of the class. Be gradual. Some students
may be shy or reticent, so help them to build
up their self-esteem and do not force them to
speak publicly if they are not ready to do so.
Stablish goals and objectives clear to your
students at the beginning of every lesson. Be
realistic and stablish them according to the
characteristics of the group.
Discipline
Discipline problems generally occur when students
are not motivated. To keep students engage with
the class activity, plan in blocks in which you inter-
change different strategies through the class, such
as work in pairs, group work, your oral presentation
input, games, and so on. These are some tips to help
you manage discipline in class:
From the first class, establish a set of expec-
tations, goals, rules and daily routine they
are going to deal with during the rest of the

8
 school year. Stablish the rules clearly from
the first class and make students involve in
the elaboration of rules, such us, bring the
material, be cooperative, respect your class-
mates, and so on. Stablish a short set of rules,
easy to remember.
Get ready for disruptions and observe how
and when they occur, and be ready to change
activities to avoid routinization.
Manage conflicts in the classroom by en-
gaging both parts in a dialogue, relocating
students, and speak with students privately,
if possible. Remember not to threaten stu-
dents, but talk to them and try to make them
feel involved with the class activity.
Be fair. Treat your students respectfully and
equitably. Be sensitive to students’ needs
and difficulties. Some discipline problems
are not related to the class itself, but external
problems such as weather, family, bullying,
and so on.
Stablish a routine to assign homework.
Stablish a routine to revise homework, for
example, some minutes at the beginning or
end of the class. Vary strategies to check stu-
dent’s homework, for example, discuss the
answers with the group as a whole or choose
some key exercises to revise.
Assign tasks that students can complete by
their own and give clear instructions in class.
If it is necessary, do one or two exercises to
illustrate what they have to do.
Motivate students to do their homework,
such as a monthly basis award, stickers, let-
ters to their parents, comments and so on. Be
sensitive detecting reasons why students do
not do their homework. External factors may
influence student’s commitment to home-
work activities so do not abuse with punish-
ments.

Verbal reprimands should be private, brief Multiple Intelligences

and as immediate as possible.

Avoid excess of negative comments and try

to use positive sentences Students have different learning styles so it is essen-
tial to take them into account when planning a class.
Increase parental involvement: contact par- Observe student in class and take notes about how
ents periodically through the year. Parents they react to activities. Also, vary the strategies so
can help to provide solutions to difficult all students will feel comfortable in class because of
classroom problems. the wide variety of stimuli you use. It is an impossi-
ble task to please all students at the same time, but
the Teacher’s Book will help you to improve motiva-
tion by using different methods of teaching. There
Homework basically eight learning styles:

Linguistic: use listening activities, written

Homework is a great opportunity to use English
outside the classroom. Homework gives students
the opportunity to reinforce what they have learned
in class and in young learners it provides parents
the opportunity to be involved in their kid’s learn-
ing. There are some tips to bear in mind in relation
to homework:
Homework is an extension of classwork, so
keep students motivated during class in such
a way that they conceive homework as a task
to complete classwork.
text and speaking tasks. This type of intel-
ligence is fond of reading and writing. They
also enjoy memory games and trivia quizzes.
Logical/mathematical: use questions, cate-
gorisations, and substitution drills. Include
in the activities, puzzles, reasoning, logic and
problem solving.
Visual/Spatial: use visual stimuli, such as
drawings, arts, craft, Flashcards, colours, pic-
tures, relia and project works.

9
 Musical: use rhythms, songs, musical instru-
ments, body percussion and chants.
Bodily/Kinaesthetic: use movements to in-
volve students, such as action songs and
games, mime, realia, Total Physical Response
activities, circuits and any other activity
where drama and gestures are employed.
Interpersonal: students with this learning
style are fond of cooperative learning strat-
egies, such as group work, debates and dis-
cussions
Intrapersonal: Students prefer to work indi-
vidually because they are focus in their own
interests.
Naturalistic. Use topics related to nature or
use analogies using nature, such as spider
maps and trees.
Teacher Tools
Lesson Plans
Lesson plans are designed combining different
approaches to achieve the main purpose of the
course: to promote English language acquisition
through a set of memorable experiences that con-
tribute to the integral formation of students. The
Teacher’s Book has a step-by-step lesson plans to
exploit students’ book, beside many other option-
al activities that can enrich the experience in the
classroom. However, the teacher has a final word
according to what his/her group really needs and
the lesson plans are flexible enough to be adapted
and customised according to the classroom envi-
ronment.
Word Cards and Flashcards
Cards are an important visual resource that can
be used in the classroom to reinforce vocabulary,
to warm-up, to play games, and many other pos-
sibilities. The student’s book has a Word Cards at
the end of the edition. Students can colour them
and cut them out. There are many activities in the
10
Teacher’s Book to exploit these cards in different
activities in the classroom.
Besides, Flashcards have a special section in the
Teacher’s Book. Flashcards are very useful to intro-
duce or reinforce vocabulary. There are many tech-
niques to use Flashcards to introduce vocabulary.
For example:
Reveal progressively the card until one of
the students reveals the name, either in the
target language or the mother tongue. Get
students to listen and repeat the word in
English.
Flip the card as many times as possible until
a student says the name, either in the target
language or mother tongue. Get students to
listen and repeat the word in English.
Stick the cards on the board as soon as they
are introduced and get students to say the
name when you point to the illustration.
A variation from the previous, students re-
cite the name of each item and you start to
take the card off the wall. Students have to
keep recite the word even the card is not
there.
For younger kids, stick the cards on the
board. Make them close their eyes and de-
lete one of the Flashcard from the set. Stu-
dents open their eyes and say the name of
the missing Flashcard.
With smaller groups, stick the Flashcards
in different places of the room and students
have to run to the Flashcard to the word
that represents the word you say.
Play action games dividing the groups ac-
cording to the Flashcard of the vocabulary
of the lesson. Say a verb and then the group,
for example, “Touch your nose, cow,” and
only the group of the Flashcard “cow” can
touch their nose.
Another visual resource is the use of realia, pic-
tures form magazines and drawings done by
students. The idea is to bring reality to class and
provide a wide variety of memorable experience to
facilitate language learning.

Games and activities
The following activities provide teachers the op-
portunity to enrich their classes and scape from
predictability and routinisation, adapting new
strategies in classroom management. These activ-
ities are useful to review vocabulary and grammar
structures, either as a warm-up at the beginning of
a class or as a closure of a session. Besides, the flex-
ibility of the text allows teacher’s creative develop-
ment. These activities are short. Do not allow
this activity to be long and draggy and remember
to keep moving to next activity while students are
still motivated. Some of the games are:
Pass the Ball. Students sit on the floor in a
circle. With a ball in your hands say a sen-
tence or word studied in class. Roll the ball
to any student and help him to do the same.
Invite him/her to roll the ball to another stu-
dent. It is important to stimulate students’
participation. Use mother tongue when nec-
essary.
Hot Potato. Sit the whole class in a circle.
With a potato or a beanball in your hands,
give simple instructions. Speak in English
but use gestures to explain the game. Use
students’ mother tongue when necessary.
Students are going to pass the potato/bean-
ball to the next student on his/her right as
soon as possible. Say (close your eyes), “Hot
potato, hot potato, hot potato… Stop”. When
you say stop, the student with the potato
says a sentence or word studied during the
class that day or one studied in previous les-
sons. Close your eyes again and repeat the
process. Never take out a student from the
activity. The main idea is to encourage par-
ticipation. With older students, the student
who has the ball is the new leader in the
game, and he/she is the one who says, “Hot
potato, hot potato, stop.”
Word Puzzles. This activity is excellent to
review grammar structures. Prepare Word
Puzzles by writing a sentence and separate
the words. Put the words in an envelope.
Prepare enough sets to have students work
11
in pairs. Another option is that each group
has a different set. In class, students work
in pairs. Give one envelop to each pair. Stu-
dents build up the sentences and then write
them on the board.
Get me. This activity is for very young
learners. Get students to sit down in a cir-
cle. Spread the Flashcards or objects in the
middle. Ask a student to fetch something
for you, for example, “…, can you get me an
apple, please.” The appointed student takes
the object and gives it to you.
Whisper Game. Line up students into two
groups. Whispers in the first student’s ear a
sentence studied in the lesson or previous
units. Students whisper to the following
students’ ear what he/she understood. They
pass the message until the message reaches
the last student in the line. The last student
says the message. Write the message on the
board and write also the original message.
There are no rights or wrongs on this exer-
cise. The idea is to enjoy and compare the
messages.
Action Games. There are many possibilities
for action games to practice verbs. Simon
Says is perhaps one of the most popular, but
also teachers can divide the classroom into
groups according to gender or the vocabu-
lary learned in class and say commands and
the specific group which has to perform the
command.
Mime. Mime is an excellent resource to
practice verbs and vocabulary. There are
many possibilities using this resource. For
example, different volunteers mime a verb
or a word and his/her classmates guess the
verb or the object.
The one in the middle. Get students to
arrange chairs in a circle. All students are
on their chairs except one who is standing
in the middle of the circle. Assign each stu-
dent a number, a colour or an animal. The
student in the middle says a colour, number
or animal and those students assigned with
that item interchange seats. When he/she
says a key word, for example, rainbow, sal-
 ad, soup or any other you have agreed be-
fore, everybody stands up and change seats.
The student in the middle looks for a chair.
The student who could not get a chair is the
new in the middle.
Look for your partner. Each student has
a different card according to the content
of the unit. They cannot show the card to
anybody. They have to look for a partner
based on the description. When they find a
partner, they stay together. When the group
is big, students have to continue looking for
the rest of the members of the group.
A variation: Stick the image on students’
backs so they cannot see it, only his/her
classmates. Students walk around the class-
room and ask questions about what he has
on his/her back, but nobody can tell him/
her the word. Only yes or no questions
about the object are allowed. They find their
partner and if the group is big, they have to
continue looking for them until all students
are together.
Counting. This game is for young learners.
Students stand up in a circle. Ask students
to count themselves from one to any num-
ber you are studying. When they reach the
last number, they have to start again.
Walking around the chairs. Line up the
chairs. Play a lively music. Ask students to
walk around the chairs. While they are do-
ing so, take a chair out of the group. When
you stop the music, they have to sit down in
a chair. The student with no chair has to say
a sentence or word related to the unit stud-
ied that day or the previous class.
Role play activities. There are a lot of po-
tential activities to practice role plays on
the textbook. For example: Stick pictures on
the wall and students stand up and practice
a model dialogue based on the pictures or
playing roles at a restaurant or at a zoo.
Songs and Chants
Singing is very appealing for learners. It is an im-
12
portant resource to get rhythm, intonation and
fluency. Although there are many songs available
on the Internet, there are many options that can be
used in the classroom.
Poems and rhymes. Sit students in a circle.
Bring an easy poem to learn based on the
grammar or vocabulary focus for the class
or the previous one. Say the poem first and
invite students to join you. The poem or
rhyme should have a repeated pattern in
rhythm and words, so students can internal-
ize it easily.
Songs. Create simple songs based on previ-
ously learnt grammar or vocabulary. Songs
should have a repeated pattern in rhyme
and rhythm. Some sentences should be re-
peated so students can get easily the idea to
sing along. Traditional songs can be adapted
to the objectives or improvise jazz chants or
hip-hop songs. In jazz chants and hip-hop
songs, use hands, feet and body in general to
create a rhythmic pattern.
Singing a word. Students stand in a circle.
Select a student and ask him/her which
word or sentence he/she remembers from
the whole unit. Tell him to repeat his word
with rhythm, using his palms or another
body expression to accompany the word.
The student has to keep the rhythm without
stopping. Ask another student to say a word
or sentence and add another way to express
it with rhythm. Students keep saying their
word simultaneously, but softly, so they can
listen what the next one says. Add another
student and continue until all the class is
included in the improvised rhyme.
Dramatizing songs. Prepare a tradition-
al song and extract elements which can be
used for drama purposes. For example, “Ten
Green Bottles” and “Five Little Monkeys”
are very useful to encourage students’ par-
ticipation. Bring any additional resource to
complement the song. There are also many
traditional nursery rhymes and games that
encourage students participation and are
appropriate to this level, for example, “If you
are happy”, “Simon Says”, “This little Piggy”,
“Old MacDonald”

Pair and Group Work
Use quick methods to form groups in class to avoid
disruption. Although some methods can be at ran-
dom, in occasions it is important to bear in mind
cooperative learning strategies, where students can
help each other to understand the content. Some
strategies to form class are:
Students work in pairs formed with the
nearest classmate.
Form groups according to the row.
Form groups with students sitting nearby.
Students count themselves up to the num-
ber of groups you need (for example, 6).
Students with the repeated number, sit
down together.
Write words in different sheet of paper or
use cards and introduce them in a paper
bag. Students take a sheet of paper or card
and work with the classmates who got the
same word or picture.
Practical Teaching Tips
Daily Routine
It is important to stablish a daily routine to keep
the rhythm of the class, completely independent
from what you are going to do. The routine gives
students the sense of security. These actions must
be a constant in all your classes:
Choose a sign or sound to get students at-
tention, for example clap your hands, sing
a rhyme, or any other short action that can
catch students’ attention. Use always the
same sign, so students will not be confused
and are clear of the purpose of the sign.
Change the activities periodically, for young-
er kids at least every five or seven minutes,
for older ten minutes. It is important to
change the activity before students lose in-
terest. The idea is to change while they are
13
still motivated. For example, dialogues or
role-plays have to be a short activity so stu-
dents are not tempted to use their mother
tongue and talk about different matters to-
tally different from the English class.
Warn students that you are about to change
the activity, for example, say “one minute
left” so they hurry to close the activity.
Ask students their feedback about your
class so you can take these observations to
improve your planning.
Use English as a language of instruction.
Help yourself with gestures, facial expres-
sion, body language, drawings or visual aids.
Avoid using the mother tongue as much as
possible.
Assessment and Corrections
The language acquisition process is continuous.
Not only a traditional written test is enough to
evaluate: teacher’s close observation in classes is
very important and through this way it is possible
to help students to improve gradually.
Correcting mistakes is part of this process and
teachers should be very careful about the method
to correct to avoid students’ rejection to the sub-
ject, losing confidence or losing motivation. Some
tips for corrections are:
Observe students’ reaction when they are
corrected.
Avoid over-correction.
Try not to interrupt students’ flow of ideas
if it is a group discussion or an oral presen-
tation.
Correct when there is a pause, by using the
intonation and stress to focus on the mis-
pronounced word. You can get the student
or the whole class to repeat the word if nec-
essary.
Another way to correct oral speech is to re-
peat students’ sentence but doing a pause
before the word which was mispronounced,
and raise your intonation to emphasise the
 correct pronunciation. Get the student or work
the whole class to repeat the word.
Inform parents about students’ progress.

Send monthly report to parents.

Large Classes
Meet with parents at least twice a year, in
Teaching large classes can be difficult when mon- the middle of the school year and at the end.
itoring groups. To improve large class teaching
there are some ideas: Prepare presentations for parents, for exam-
ple, songs, choral reading, dramatizations,
Do not be static. Move around the class- art exhibitions, and so forth.
room, the row, be flexible in your body lan-
guage. Do not stay in a fixed point in front of
the class. Go closer to those who are in the
back or the room as well. WORDS AND CONVERSATION
When there are games, divide the classroom
in groups, so while one group play, the oth-
SAMPLE PAGE AND LESSON
er may observe or do another activity, and PLAN
then interchange roles.

When the visual aid is not big enough, walk

also up to the middle of the class so they can
visualise the material. Try to use posters if
possible.

When using the board, do not use the last

lines because students from the back cannot
see it. Also write in a letter big enough to be
seen from the back chairs.

Warm up and review

Culture in the Classroom
As English is a foreign language, keep students
open minded to learn about English speaking cul-
tures. Bring to class folk tales, nursery rhymes,
legends, music, coins and videos. Also compare
and contrast oral expressions such as idioms and
phrasal verbs and compare them to the native cul-
ture. Bring native speakers to class, food, clothes
and any other realia that help students be in con-
tact with English speaking countries.
1. Do an activity to review the Writing learned in
the previous lesson. An example activity is provid-
ed in every lesson.
2. Check the Workbook assignment completed ei-
ther in class or for homework. In the Answer Key
section there are detailed instructions about how
to check each question according to the nature of
the activity.

Introduce the conversation

Involving Parents
Keep close contact with parents. They are the best
source of information to understand your students
better.
1. Many activities are provided to introduce the
new vocabulary of the unit. All of them require the
Teaching Material at the end of the book. Detailed
activities are explained in each lesson.

Try to involve them with students’ home- 2. Students open their books and listen, point and

14
repeat the vocabulary of the lesson. Four words
are illustrated to make learning vocabulary more
meaningful.
3. Students match the words with the defini-
tions. Students can check the dictionary to im-
prove vocabulary. Some games and additional ac-
tivities with vocabulary are specified on each unit.
Listen and read
1. There is a dialogue that contextualises grammar
structures and vocabulary.
2. Students listen to the dialogue.
3. Go through each line to explain vocabulary rele-
vant to the lesson.
4. Divide the class into two groups to play the dif-
ferent roles and then interchange them.
5. Ask for volunteers to read the dialogue.
Read again and choose the correct answer
1. Students read the dialogue again.
2. Students answer open ended questions.
3. Check the answers as a group.
Fill in the blanks with suitable words
1. Students read the text and complete it by fill in
the blanks using the vocabulary from the previous
page.
2. There are many different strategies to check the
passage according to the unit.
Find words in the conversation
Students are provided a set of meanings or syn-
onyms and students have to find the word in the
dialogue.
Fill in the blanks with a suitable word
15
A summary of the dialogue is given. Students have
to fill in the blanks using the words provided in the
vocabulary exercises.
Practice with a partner
1. Students in pairs or bigger groups discuss the
questions
2. Monitor groups and clarify any doubts.
3. There are many strategies to discuss the ques-
tions: seminars, dramatisations, group rotation,
phillis 66, and many others. Strategies vary accord-
ing to the unit and all the steps are specified ine
each one.
Games and activities
Many activities and games are provided to facilitate
students the process of learning the conversation.
Three or more games or activities are provided in
each lesson plan. Some activities focus on vocabu-
lary, whereas others focus on full sentences. On oc-
casions, they can practice vocabulary and grammar
from previous lessons.
Finish the lesson
1. Each lesson plan contains an activity or game to
review the main content of the lesson.
2. Explain and assign the Word and Conversation
exercise in the workbook. It is important to provide
instructions according to the Instructions and An-
swer Key for the Workbook.
GRAMMAR
SAMPLE PAGE AND LESSON
PLAN

Warm up and review
1. Review the Words and Conversation section
learned in the previous lesson. An activity is provid-
ed in every lesson.
2. Check the Workbook assignment completed ei-
ther in class or for homework. In the Answer Key
section there are detailed instructions about how to
check each question according to the nature of the
activity.
Introduce the grammar structure
1. The grammar section has two pages.
2. In every grammar lesson, there is a set of activi-
ties suggested to introduce the grammar.
3. The pattern is introduced step-by step.
4. When students are familiar, stimulate them to
provide examples on their own.
5. For additional grammar input, there is a friendly
Grammar Reference section in the Student’s Book.
Practice the pattern
1. Students open their books. They read the sample
provided to contextualise the grammar structure.
2. The pattern is explained in context with addition-
al examples to illustrate usage.
3. There are different types of exercises which grad-
ually introduce more complex structures.
4. There are additional grammar explanations to - Synthesis and transformation exercises: students
introduce more complex elements within the struc-
ture. For example: first, students learn how to use
the structure; then, how to write a question; and fi-
nally, how to answer in affirmative or negative.
5. There are different types of exercises, all of them
are in the key in the Teacher’s Book:
- Write the verb in brackets into the correct form:
students read a passage or a sentence and write the
verb in the correct verb tense.
- Underline the correct verb, noun, adverb or prepo-
sition in brackets: students read a sentence careful-
ly and have to underline the correct option.
- Fill in charts to apply a grammar rule: this type of
exercise is appropriate to form the plural, third per-
son singular, gerunds, past tense and past participle.
- Read instructions and complete a chart.
- Multiple choice: students carefully read the sen-
tence and choose the most appropriate one of the
four options.
- Complete sentences or passages: students read the
information provided and fill in the passage/sen-
tence with the missing word, based on the pattern
studied.
- Write negatives or questions from the sentences
provided: students are given a sentence that they
have to change into the interrogative or negative
form.
- Place a given word into the correct place in a sen-
tence: a full logical sentence is provided and stu-
dents have to add a piece of information provided.
- Error analysis: students have a set of sentences
with a grammar mistake. They have to correct and
rewrite the sentence.
- Grammar cloze: a list of words is provided and stu-
dents have to complete a passage or a list of sen-
tences, using them.
- Each word can be used once only.
- Organising words to make a sentence: students are
provided with a list of scrambled words. They have
to organise them to make a correct sentence.
16
have to join two sentences using a connector pro-
vided.

6. To check exercises, many options are provided in

each exercise:

- Read a part of the sentence/passage provided and

stop when there is a blank.

- Students complete as a group.

- Ask for volunteers to write answers on the board.

- Students share their answers in pairs, while you

monitor and correct their answers

- Volunteers write the answers on the board.

- Volunteers answer orally.

5. Additional grammar exercises are provided in the

Teacher’s Book. Warm up and Review

1. Do an activity to review the Grammar section. An

Games and activities
Many activities and games are provided to facilitate
students the process of learning new vocabulary.
Three or more games or activities are provided in
each lesson plan. Some activities focus on vocabu-
lary, whereas others focus on full sentences. On oc-
casions, they can practice vocabulary and grammar
from previous lessons.
activity is provided in every lesson. Some-
times, it could be a game or a written exercise, de-
pending on the nature of the lesson.
2. Check the Workbook assignment either complet-
ed in class or for homework. In the Answer Key sec-
tion there are detailed instructions about how to
check each question according to the nature of the
activity.

Introduce the words

Finish the lesson
Many activities are provided to introduce the new
1. Each lesson plan contains an activity or game to vocabulary of the unit. Each unit specifies the addi-
review the main content of the lesson. tional material required.

2. Explain and assign the Grammar exercise in the

Workbook. It is important to provide instructions
according to the Instructions and Answer Key for Match the word to the definition
the Workbook. 1. Students open their books on the lesson.

2. The words are introduced in the form of a match-

ing exercise. Depending on the nature of the vocab-
VOCABULARY EXTENSION and ulary, students can either work in pairs or individ-
ually.
ENGLISH IN USE
3. Students use the dictionary to check their infer-
SAMPLE PAGE AND LESSON ences.

PLAN
17
Idioms, verb phrases and slang

1. Students observe the idioms and match them

with their meanings.

2. There are many strategies to discuss the answers,

such as working in pairs, group work and the class
as a whole.

Different types of exercises to reinforce content

1. Students are provided with different exercises to

practice and consolidate the acquisition of the new
vocabulary.

2. Each unit has different types of exercises accord-

ing to the content.

3. Instructions for the specific exercises are provid-

ed in each unit. Warm up and review

1. Do an activity to review the vocabulary and gram-

mar learned in the previous lessons. This activity is
Games and activities
usually a dictation of sentences from previous units.
Many activities and games are provided to facilitate Read it at least three times: the first time, for them
students the process of learning new vocabulary. to listen; the second time, for them to write; and the
Three or more games are provided in each lesson last time, for them to check. Ask for volunteers to
plan. Some activities focus on vocabulary, whereas write the words on the board. Sentences to dictate
others focus on full sentences. On occasions, they are provided in every lesson.
can practice vocabulary and grammar from previ-
2. Check the Workbook assignment completed ei-
ous lessons.
ther in class or for homework. In the Answer Key
section, there are detailed instructions about how
to check each question according to the nature of
Finish the lesson the activity.
1. Each lesson plan contains an activity or game to
review the main content of the lesson.
Introduce the sounds
2. Explain and assign the Vocabulary Enrichment
and English in Use exercise in the Workbook. It is 1. Sounds are usually introduced with Flashcards
important to provide instructions according to the from the Teacher’s Resources at the end of the book
Instructions and Answer Key for the Workbook. or by brainstorming words with the same pronun-
ciation.

2. When listening and repeating, focus student’s at-

PHONICS tention on the target sound.

3. Some sounds are presented in pairs.

SAMPLE PAGE AND LESSON
4. The lessons are focused on vowel sounds or con-
PLAN sonant clusters.

5. Each unit has additional explanations according

18
to the target sound. the Workbook.

Sounds studied in the Student’s Book

Introducing the sound

1. Different activities are suggested according to the Grapheme(s) Sound Sample Word
target sound. Instructions are carefully detailed in
a / æ/ apple
each case.
b /b/ banana
c, k, q /k/ cat, koala, question
Students listen to the passage and underline or cir- d /d/ doll
cle the target sounds. e /ɛ/ elephant
f /f/ food
2. The sounds in the book are presented in context.
g /g/ goat
h /h/ hen
Listen and circle i /I/ insect
j /ʤ/ jam
1. Students identify the target sound in words: ei- l /l/ lollipop
ther in words isolated or in context.
m /m/ mother
2. Specific instructions are provided according to n /n/ nose
the sound. o /o/ orange
p /p/ parrot
r /r/ radio
Consolidation exercise
s /s/ sun
There are many different types of activities that can t /t/ table
be done to reinforce the sounds studied. Detailed u /u/ umbrella
instructions are provided in each case accordingly. v /v/ vase
w /w/ watch
x /ks/ six
Games and activities
y /y/ yogurt
Many activities and games are provided to facilitate z /z/ zebra
students the process of learning new vocabulary. sh /ʃ/ ship
Two or more games or activities are provided in
ch /ʧ/ chair
each lesson plan. Some activities focus on vocabu-
lary, whereas others focus on full sentences. On oc- th /θ// ð/ thumb, that
casions, they can practice the vocabulary and gram- CLIL
mar from previous lessons.
SAMPLE PAGE AND LESSON
Finish the lesson
PLAN
1. Each lesson plan contains an activity or game to
review the main content of the lesson.

2. Explain and assign the Phonics exercise in the

Workbook. It is important to provide instructions
according to the Instructions and Answer Key for

19
 2. To check, there are many possible strategies, each
unit has its specific suggested explanation:

- Read the word and students indicate the answer.

- Ask for volunteers.

- Mime and play games to check vocabulary.

Read the following passage and fill in the blanks

with the words in Exercise A

1. Students read the text silently.

2. Students complete the text with the words pro-

vided.

Warm up and review 3. Check the words by reading the passage and stu-
dents as a group say the missing word.
1. Do an activity to review Phonics. An activity is
provided in every lesson. 4. Answer any questions that students have; use
gestures and body language to help them under-
2. Check the Workbook assignment completed ei- stand the meaning.
ther in class or for homework. In the Answer Key
section there are detailed instructions about how to 5. Any additional activity is carefully described on
check each question according to the nature of the each lesson plan.
activity.

Read again and answer the following questions

Introduce the vocabulary of the reading
1. Students read the text again (now they have all
1. The material to introduce the vocabulary varies the words) and discuss with a partner (or bigger
from Flashcards to realia. groups) the answer to each question.

2. The topic is introduced in an interactive and at- 2. Any additional detail is carefully explained in
tractive way. Each lesson has its own instructions. each lesson plan.

Exercise to introduce vocabulary Choose the best answer

1. Depending on the nature of the unit, students 1. The closing exercise of the unit provides students
have a labelling exercise, a matching exercises, or a the opportunity to revise any additional expres-
listen and repeat exercise. Each lesson has its activ- sions, idioms, proverbs or additional vocabulary
ities carefully explained. taken from the text.

2. According to the unit, additional activities are

carefully explained in the lesson plan.
Match the words to their definitions and check
your dictionary 3. There are many options to check. Each unit ex-
plains how to revise students’ answers according to
1. Students match the words to the meaning. In the nature of the unit.
some cases, they can infer it, in others, they have to
use the dictionary.

20
Games and activities section there are detailed instructions about how to
check each question according to the nature of the
Many activities and games are provided to facilitate activity.
students the process of learning the new vocabu-
lary. Three or more games or activities are provided
in each lesson plan. Some activities focus on vocab-
ulary, whereas others focus on full sentences. On oc- Introduction to writing
casions, they can practice vocabulary and grammar 1. Revise some keywords from the lesson. Each les-
from previous lessons. son plan has its own suggested activities and strat-
egies.

Finish the lesson

1. Each lesson plan contains an activity or game to Analysing a model

review the main content of the lesson. 1. Students have an example and analyse the text
2. Explain and assign the CLIL exercise in the Work- structure according to the text type.
book. It is important to provide instructions ac- 2. Discuss the model and the sections of each text.
cording to the Instructions and Answer Key for the
Workbook. 3. Each lesson plan has a group of ideas according to
the text studied.
WRITING
SAMPLE PAGE AND LESSON Writing exercise
PLAN 1. Students have to write a composition following
two parameters:

- Note: This part gives a guideline about how to pres-

ent ideas, including information about the grammar
structure they need, linking words, punctuation
marks and vocabulary notes, characteristics of the
sentence, topics, and so forth.

- Brainstorming: general ideas to improve writing

composition and important structure hints.

- Proofreading: guidelines to check if the paper has

the basic elements to be complete.

- Track your progress: this part reminds students of

the steps to write a paragraph: brainstorming, or-
ganisation, first draft, edition and final draft.

2. Students have to write a composition in the space

Warm up and review
1. Do an activity to review the CLIL. Example activi-
ties are provided for every lesson.
2. Check the Workbook assignment completed ei-
ther in class or for homework. In the Answer Key
provided.
3. To check, each unit suggests strategies to revise
and provide feedback.
4. On some occasions, the exercise suggests to start
with a specific exercise from the Workbook.

21
Games and activities

Many activities and games are provided to facilitate

students the process of learning new vocabulary.
Three or more games or activities are provided in
each lesson plan. Some activities focus on vocabu-
lary, whereas others focus on full sentences. On oc-
casions, they can practice vocabulary and grammar
from previous lessons.

Finish the lesson

1. Each lesson plan contains an activity or game to

review the main content of the lesson.

2. Explain and assign the Writing exercise in the

Workbook. It is important to provide instructions
according to the Instructions and Answer Key for
the Workbook.
Warm-up and review
Unit 1: Feelings
1. Pass the ball: Students pass the ball after intro-
ducing themselves. They have to say where they
are from, how old they are, their favourite food,
Words and Conversation TV show, sport, hobby, and any other additional
information. The introduction has to be in English.
Language Focus: Feelings
Model the introduction and pass the ball to next
student.

Functions: Talking about feelings and emotions.

Materials: CD, beanball, board, markers and dic-
tionary.
Introduce the conversation
1. Discuss with students about feelings. Use facial
expressions to show emotions and write on the
board each facial expression.

2. Students listen and repeat the word. Make ges-

tures at random and students have to say the feel-
ing as a group.

3. Pass the ball and ask the student to make a facial

expression while the rest of the group says the feel-
ing.

4. Ask students to open their books on the Words

and Conversation section, in Unit 1. Students ob-
serve the pictures in the Listen, Point and Repeat
section.

5. Play the CD and students listen, point and repeat

each word.

22
Match the words with the definitions and check
your dictionary
1. Before starting the activity, play a game with the
students.
reads one role: Dad, Lara or Casper.
6. Three volunteers read the dialogue aloud. Ask
another group to do the same.

2. Discuss with students how they look for a word

in their dictionary. Revise the alphabet. Read again and answer the questions

3. Divide the classroom into two groups. Say one of
the words from the reading and all students have to
look for the meaning of the word in the dictionary.
The first one to find the word properly, gets a point
for their group.
4. Students work in pairs to match the word to its
meaning. They can do it first without a dictionary,
and then check what they have done.
1. Students read the text again.
2. Students answer the comprehension questions.
Tell them they may go back to the text to look for
the correct answer.
3. Organise the classroom into pairs so students
can share their answers.

5. To revise, ask volunteers to read the meaning of

the word.

6. Students revise the word in the dictionary again

to learn search skills.

Answer Key
1. (d) 2. (c) 3. (f)
4. (a) 5. (e) 6. (b)

Listen and read

1. Play the CD to go through all the conversation.

2. Then read each line of the dialogue and clarify

the vocabulary. It is essential that students under-
stand the meaning of each word and the sense of
each sentence. Some words and expressions are:
in her sleep, shock, mature, memories, guess, worse
what’s wrong?
3. Go through the reading to also ask comprehen-
sion questions. Prompts: What news did the fa-
ther say? How did Lara feel? How did Casper feel?
How did the grandmother die? Why did Casper feel
worse? What are the different ways that the kids
processed the information? What would you do in
their case?
4. Play the CD and students listen and repeat each
line after the CD (or after you).
4. Monitor groups and clarify any doubts.
Answer Key
1. The grandmother died.
2. Lara wants to burst into tears and
Casper is quiet (answers vary).
3. Each person processes the information
differently (answers vary).
4. The final advice is “It’s much better for
us to celebrate her life than mourn her
death.” (answers vary).

5. Divide the classroom into three parts, each one Find words in the conversation which mean

23
1. Explain the exercise to the students. Pair and Group work

2. Students read the words provided.
3. Students read the dialogue again and look for the
words that can be substituted by the words in the
exercise or the words that can be defined by the
meaning provided.
1. Students discuss these questions as a dialogue.
They have to exchange information about their
family.
2. Encourage students to use their dictionaries to
improve their vocabulary.

4. Students discuss their answers in pairs. 3. Monitor groups and supply any additional words
they may need.
5. To check, ask for volunteers to read the answer.
Use the board and markers if necessary. 4. Involve the whole class in a discussion about the
topic of the unit. Encourage students to express
Answer Key ideas using the words from the unit.
1. pass away
2. shock Games and Activities
3. memories 1. Toss the ball. Students have to answer your
questions based on the dialogue. In particular, use
4. mature
the seven questions from Discuss the following
Fill in the blanks with the suitable word with your partner(s). The student replies and
brings the ball back to you. Try to ensure that most
1. Students read the passage and complete it using of the students participate. Check pronunciation
the new words from the lesson. and fluency. Help them to build up sentences. If
there is an important pronunciation problem, get
2. Students work first individually and then they
the whole class to listen and repeat.
share their answers with a classmate.
2. Guessing game. Write different feelings on the
3. To check, read the passage and stop at the miss-
board, for example, happy, sad, frown, smile, weep,
ing words. Students answer as a group.
laugh, and so forth. Encourage students to help
you write the list. Ask students to listen, mime and
repeat. Divide the classroom into two. Place a seat
Answer Key in front of the class with the back against the word,
so the one who is going to be seated cannot see
passed the board. A volunteer from their group is going
to mime the word you are going to point to. The
numb
student on the seat has to say the word. They have
shock three chances. If they cannot guess, neither group
gets a point. Then, another student from the op-
digest posite group sits on the chair. The group with the
most marks wins.
burst
3. Gossip. Write sentences from the dialogue on a
process
sheet of paper. Divide the class into two. Give the
memories first student of each group the first sentence. They
have to read it, memorise it, and then go to the sec-
mature ond student in the row to secretly say the sentence,
celebrate whispering in their ear. Once the student gets the
message, they then pass it on the same way, until
mourn the message reaches the last student. The last stu-
dent has to say the message. Have fun comparing

24
the original message and the final one. Some sug-
gested sentences are:
Finish the lesson
I feel sad about grandmother’s death.
1. Toss the ball. Toss the ball to a student and ask
You have to accept what happened. a question from the Pair and Group Work section.
The student has to answer and toss the ball back to
Your feelings come to you later on. you. Then toss the ball to another student.
Everyone processes bad news differently 2. Explain and assign the Word and Conversation
4. Sentence puzzle. Write some lines of the con- section on their Workbook (See the Workbook sec-
versation on a sheet of paper and put all of them in tion in the Teacher’s Book).
an envelope, with the words split up. Make enough
copies for students to practice in pairs. You can
prepare different sets so there will be more than Grammar
one line in the class. In class, students work in
pairs. Give them one of the envelopes and students
have to organise the words to make a sentence.
Grammar Focus: Present perfect tense. Differences
Some of these sentences can be:
between the present perfect and past simple tense.
I don’t have time to digest the information.
Functions: To talk about actions in the past or ac-
That’s a really mature and healthy way of thinking. tions that still affect the present.

I just want to burst into tears.

It is better to celebrate her life than mourn her Materials: CD, a beanball, board and markers.
death.

5. Organise the conversation. Write a conversa-

tion on the board and the students have to organ-
ise it. Then ask students to listen and repeat after
you. Divide the class into two groups, each group
will read a role. Ask for volunteers to read aloud. A
sample dialogue could be:

Dad: I have got bad news: your grandma has died.

Lina: When did she die?

Dad: She died last night at the hospital. How are you
feeling?

Lina: I am in shock.

Dad: Do not worry. You will feel better when you

have time to digest the information.

Lina: I am going to talk to mum.

5. Write a dialogue. Students work in pairs and
write a dialogue based on the structures on page 2
and 3. Then they interchange dialogues with anoth-
er group, check the dialogue and read the dialogue
aloud in front of the class.
Warm-up and review
1. Complete the conversation. Write on the
board an unfinished conversation. Students have to
complete the dialogue with their own ideas. Then
they present the dialogue in pairs. A sample dia-

25
logue can be:
A: I have bad news to tell you. Your grandma has
passed away.
B: ___________________________________
A: How do you feel?
B: ___________________________________
A: We have to celebrate her life.
B: ___________________________________
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).
Introduce the grammar structure
1. Write on the board the sentences: I have been to
Paris this year and I have just arrived. Underline
the words have been and have just arrived.
2. Explain that this tense is called the present per-
fect and it is used to talk about an action in the past
that you have just finished or has not been finished
yet.
3. Explain how the verb is formed, with the appro-
priate form of the verb to be and the past partici-
ple. Tell students that some past participles they
have to learn by heart, but most of them are regular 1. Ask students to open their books on Lesson 2,
verbs.
4. Tell them they have a guide for most common
irregular verbs at the end of the book to learn and
all these verbs will be evaluated throughout the
course. Motivate them to study at least five a day.
It is advisable to do pop quizzes (which cannot af-
fect the evaluation of the course itself) to stimulate
them to study the verbs.
5. Motivate students to provide examples of sen-
tences in the present perfect tense. Write some
of these sentences and use them as examples for
questions and negative questions.
6. Explain to students that to make a question they
have to interchange the position of the subject and
the appropriate form of verb “have”. Remind stu-
dents that for the third person singular they have
to use “has”.
7. Write the questions with the sentences on the
board, using arrows to illustrate how the subject
and the auxiliary verb interchange places.
8. To form the negative, explain that they have to
use have+not or has+not, and the contractions ha-
ven’t and hasn’t. Write the negative statements, for
example, “I haven’t studied for the text.” or “She
hasn’t found the keys.”
9. Write on the board the sentences in the past sim-
ple using the verbs students provided in their ex-
amples, for example: I went to Paris last month and
I arrived two months ago.
10. Explain the difference in meaning between
sentences in the present perfect tense and sentenc-
es in the past tense: with the first one, the action is
in the past, while the other one means that the pe-
riod of time, such as this year, is not finished yet, so
they travel three times this year and they have the
possibility to travel again this year.
11. Motivate students to build up their own sen-
tences contrasting how to use each verb tense, in
questions, affirmative and negative statements.
12. Go to the Grammar Reference section in the
Student’s Book for further information.
Practice the pattern
grammar section, Present Perfect.
2. (1) Circle the verbs in the following sentences
and then fill in the table below. Students read
the sentences carefully and circle the verbs. Then
they have to fill in the table, the first column for the
present, the second for the past tense, and the third
for the past participle. Encourage students to com-
plete the table by themselves,
26
 tences.

5. (2)Put the verbs in brackets into the present

perfect tense. Students read the sentences and
rewrite them using the words in brackets. To check,
ask for volunteers to write the answers on the
board.

although they may need help finding the verb list at
the end of the book or a dictionary.
Answer Key
1. Tim has already sent an email to his
uncle.
2. Tom has just gone to bed.
3. I haven’t seen such a good film before.
4. The girls haven’t eaten their breakfast
yet.
5. Mary has/hasn’t brushed her hair yet.
6. The dog has been in the garden all day.
7. I have bought a new laptop recently.

To check, draw the chart on the board and ask for 8. Mum and Dad have done the shopping.
volunteers to complete it.
9. Tanya has visited her parents twice this
Answer Key week.
10. Alice hasn’t had a shower since last
Present Past Past Participle week.
read read read
6. Read through the Note and discuss the key words
see saw seen used in the present perfect tense. Encourage stu-
dents to build up their own sentences.
visit visited visited
7. (3) Fill in the gaps with how long, ever, never,
do did done
just already, for and yet. Students read each sen-
phone phoned phoned tence and write the correct keyword for each case.
To check, read the statements up to the blank spac-
be was/were been es and have students say the answers as a group.
Use the board to clarify any doubts.
draw drew drawn
go went gone
have had had
study studied studied

3. Read through the Note and answer any addition-

al questions that students may have.

4. Encourage students to build up their own sen-

27
Answer Key questions they may have. Use the board if it is nec-
essary.
1. ever – never
Answer Key
2. yet – already
1. recently
3. ever
2. yet
4. yet – just
3. yesterday
5. never – already
4. ago
6. how long – for
5. already
7. already/just
6. already
8. Read through the Note and review the present
perfect vs. past simple tense. Ask students to pro- 7. never
vide their own examples and answer any questions
8. last wee
or doubts they may have.
9. so far
9. (4) Complete each sentence using the present
perfect or past simple form. Students read the 10. yet
words provided. Then they read the statements
and fill in the blanks using the appropriate verb Games and Activities
and verb tense in each case. Students discuss their
1. Pass the bag. Write different verbs on sheets
answers in pairs. To check, ask for volunteers to
of paper and put them in the bag. Students take a
write the answers on the board. Discuss each case
sheet of paper and build up a sentence using the
and answer any questions that students may have.
verb in the simple past tense and then in the pres-
Answer Key ent perfect tense. Then they pass the bag.

1. reached 2. Puzzles. Write some statements and split them

up into words. Put them in envelopes. In class, give
2. has done students an envelope to organise the sentences.
To check, ask for volunteers to write them on the
3. has marked board. Some sample sentences are:
4. has called
She bought a new house in the suburbs.
5. left
My mother has already cooked dinner.
6. have worked
I have never visited Japan.
7. have bought
Have you ever been to Korea?
8. helped
3. Error Analysis. Write a list of sentences with
9. have had one mistake in each one. Students have to read the
sentences and determine the mistake. Then they
10. saw rewrite the sentence. To check, ask for volunteers
to write the correct answer on the board.
10. (5)Circle the correct item. Students have two
options to choose the correct word to complete Some sample sentences might be:
the sentence. To check, read the statement until
you get to the blanks, then have students complete I have visited my uncle yet.
them as a group. Discuss each case and answer any
She has gone to a safari last year.

28
I haven’t never visited the Pyramids.
They have already visited the zoo twice this year.
Finish the lesson
1. Hot Potato. Organise the classroom into a circle
if possible (If not, they can do it from their seats).
Students have to pass the ball while you say, “Hot
potato, hot potato, hot potato, stop!” The student
with the ball has to say a sentence using any of the
structures studied in class. Then they are the next
one saying, “Hot potato.”
2. Explain and assign the section for Grammar from
the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: Feelings and emotions.
Functions: Using vocabulary related to expressing
feelings and emotions.
Materials: CD, a beanball, board, markers and dic-
tionary.
29
Warm-up and review
1. Revise the grammar structure from the previous
class. Write different verbs on sheets of paper and
put them in a bag. Students pass the bag, take out a
piece of paper and say a sentence using the verb in
the present perfect tense and using a key word ap-
propriately. Then they pass the bag to the next one.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).
Introduce the words
1. Brainstorm different terms related to a funeral. If
students use their native language, encourage them
to look for the word in the dictionary and help
them with the pronunciation.
2. Write the words on the board and ask students
to listen and repeat.
3. Point to the words at random to check if students
have learned them.
(1) Match the word to the definition.
1. Students open their books on Lesson 3, Unit 1.
Ask students to carefully read each word on the
left. Then they read the words on the right. They
have to match the word to its meaning.
2. Ask students to use the dictionary only if neces-
sary.
3. Students work in pairs. Monitor groups and an-
swer any questions that students may have.
4. Discuss with students the words as a group.
Answer Key
1. d 2. e 3. a 4. b 5. c
(2) Match the idioms of the word “dead” with
the ideas a-e.
1. Students read the statements on the left. Then
they read the expressions on the right.
2. Students match the expression to its meaning.
3. Students discuss their answers in pairs.
4. To check, discuss with the class as a group and
compare the expression with one the students
know in their native language if there is an equiva-
lent.
Answer Key
1. c 2. b 3. d 4. a
(3) Use the correct form of these verbs in the
sentences below.
1. Students have a group of words in the box and
they have to fill in the blanks of the sentences be-
low using one of these words.
2. Students discuss in pairs.
3. To check, read the sentences up until the blanks
and have students as a group say the answer. Use
the board if necessary.
Answer Key
1. smile
2. laughing
3. crying
4. moaned
5. frowning
(4) Read the following expressions and write
(H) if you say them when somebody is happy or
“S” if you say them when somebody is sad. Stu-
dents work in pairs and read the expressions. They
have to indicate if they can use the expressions
when they are happy or sad. To check, draw a chart
on the board with two headings: “happy” and “sad”.
Ask for volunteers to complete the table with the
words from the exercise.
Answer Key
Happy: Congratulations! Well done!
Sad: What’s the matter? I feel a bit sorry
for you. Cheer up! I am really sorry to hear
that. Thar’s a pity.
30
Games and Activities
1. Toss the ball. Toss the ball to a student and say
any expressions related to feelings, such as frown,
happy, cheer up, moan, laugh, cry, smile, and add
others that students know from previous years and
units, like angry and upset. Students have to show
a facial expression that corresponds to the feeling.
Then they toss the ball back to you. Toss the ball to
another student and repeat the steps.
2. Guessing game. Write the name of different
words studied in class on the board. Ask students
to listen and repeat each one. Place a seat in front
of the class, against the wall. Divide the classroom
into two groups. One volunteer from a group sits
down. A member from their group defines the
word, or gives examples for the use of the word,
without saying it. The student on the seat has three
opportunities to guess. If they do not guess, there is
no mark awarded to either group. When a student
guesses correctly, their group gets a mark. At the
end, the group with the most marks wins.
Finish the lesson
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and have to define the word
and the rest of the class have to guess. Then they
pass the bag and the process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book).
Phonics
Sound Focus: initial silent sounds: k and w.
Materials: CD, beanball, board and markers.

Warm-up and review
1. Dictation. Dictate some sentences from the pre-
vious lesson. Read the words three times: the first
time to listen; the second time to write; and the
third time to check. To check the answers, ask for
volunteers to write them on the board. Some sam-
ple sentences are:
The undertaker is a person who buries the dead.
This place is completely dead after ten o’clock at
night.
I am trying to take a picture.
This film is very funny.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).
Introduce the sounds
1. Write on the board words that have a silent k and
w at the beginning of the words, for example, know
and wrong.
2. Encourage students to look for words they know
with similar features, such us, knee, knife, write,
knock, wrist.
31
3. Write some of these words on the board.
4. Students listen and repeat the words on the
board.
5. Point to students individually to check pronunci-
ation.
(1) Listen and circle each initial silent sound in
the following words.
1. Read the instructions carefully.
2. Students listen to the CD the first time to be fa-
miliar with the content. They circle the letter which
is not pronounced in each word.
3. Students listen and repeat each sound.
(2) Write the letter k and w to represent each
initial silent sound in the name of each picture
and say the words.
1. Students write down the missing words to label
the pictures.
2. Ask for volunteers to write and pronounce each
word.
3. Students listen and repeat.
Answer Key
1. knight, write, wren, knave
2. kneecap, wreck, knuckles, wring
3. wrinkle, knead, wrestle, wrapper
4. knife, wrench, knot, wreath
Games and Activities
1. Pass the bag. Write different words on a piece
of paper and put them in a bag. Students take a
word from the bag and read it with the appropriate
pronunciation. The rest of the class listens and re-
peats.
2. Circle the odd one out. Students are going to
circle the word that does not belong to the group
because it does not have the same sound(s) at the
end of words. To check, students as a group say
which word is the odd one out. Then students lis-
ten and repeat after you. Some suggested groups
are:

knife – know – now – knee

rest – wrist – wrestler – wrong

knight – knowledge – note – knave

wren – ring – wring – wrote

Finish the lesson

1. Chant. Students have to pick a word which has

either a silent k or w. Ask for a volunteer. They have
to say the word rhythmically, using body move-
ments or noise in a way that creates a constant
rhythm. Ask for another volunteer to do the same.
Each time a student is included, the previous ones
have to keep their word and rhythm going quietly.
In such a way, the new word always sounds louder
than the murmur of the rest. When all students
have added their word, move your hands up to in-
crease volume or down to lower it.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
Warm-up and review
1. Revise the sounds studied in the previous class:
silent k and w. Provide a list of words where stu-
dents have to identify whether there is a letter
missing or not. Students complete the words with
the missing letter. To check, ask for volunteers to
write the answers on the board. Some possible
words are (remember to omit silent k or w).
know – knot – now –write – right – wrong – route –
nest – need – knee - nuts

2. Revise the Workbook assignment (for Instruc-

CLIL tions and Answer Key, see the Workbook section in
the Teacher’s Book).
Language Focus: Talking about feelings, emotions
and funerals.

Introduce the vocabulary of the reading

Functions: Reading about a funeral.
Materials: CD, beanball, board, markers and a dic-
tionary.
1. Discuss with students what do people do at fu-
nerals and how to behave. Prompts. Have you ever
been to a funeral? What do people do at a funeral?
What do they talk about? If you have been to differ-
ent funerals, what were the differences?

2. Write the words on the board and students listen

and repeat them.

(1) Match the words with the definitions.

32
1. Ask students to open their books at the CLIL les- Answer Key
son.
passed away
2. Ask students to observe the words on the left
and try to guess the meanings on the right. funeral

3. Students work in pairs to revise their options. fascinating

4. Students revise the words in the dictionary. It Navy

is important to observe if they know now how to
use the dictionary properly. Provide any additional
instructions either to individual groups or the class
as a whole.
5. To check, read the words on the left and students
have to complete them.
Answer Key
1. Navy: the branch of the army operating
at sea.
adventures
terrifying
beg
5. Ask students some comprehension questions
while reading the text. For example: Who died?
Who attended the funeral? Who was Uncle John?
What did he do when he was 18? When was that?
What did he talk about? Where is he living now?
What would the narrator like to do? What did the
narrator write about?

2. Adventure: fun and exciting experience.

3. Terrifying: really scary. (3) Read again and answer the questions.

4. Pass away: to die.
5. Beg: to plead with someone for some-
thing.
6. Funeral: service to mark someone’s
death.
7. Fascinating: really interesting.
(2) Read the following passage and fill in the
blanks with the words from Exercise 1 in the
correct form.
1. Students read the questions carefully and find
the information in the text.
2. To revise, students work in pairs and correct
each other.
3. Monitor groups and answer any questions they
may have.
4. To check, ask the questions and for volunteers
respond.

1. Students silently read the text. Answer Key

2. Students complete the passage with the words
from the previous exercise.
3. Students share their answers in pairs.
4. To check, read the text and pause at the missing
words so that students can complete them as a
group.
1. Because they saw Uncle John who is a
fascinating guy.
2. Dad says he has never met someone
else as brave and crazy as John/Uncle
John/his brother.
3. Because he is always telling stories.
4. He is 38 years old.

(4) Choose the best answer.

1. Ask students to read the statement and analyse

33
the three options provided.
2. Students read the questions and the options
they have. Then they answer. They have to infer the
meaning of the context.
3. To check, read the statement and students say
the correct option when you finish.
1. Toss the ball. Toss the beanball to a student and
they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.
2. Explain and assign the section for CLIL from the
Workbook (see the Workbook section in the Teach-
er’s Book).

Answer Key Writing

1. b 2. twenty Language Focus: Vocabulary and grammar re-
view.
Games and Activities
Functions: Write a paragraph describing the fam-
1. Pass the bag. Write on different sheets of paper
ily.
different words from the lesson. Students take a
sheet of paper and say a sentence using the word Materials: beanball, board and markers.
or describing it. Then they pass the bag. In case
any student has difficulties, help them to build up
sentences by asking questions or providing vocab-
ulary.

2. Puzzle. Write a sentence and divide it into

words. Put them in an envelope. Students have to
put the words together and organise the sentence.
There may be more than a set. Ask for volunteers
to write their sentences on the board. Some sug-
gested sentences are:

We were all delighted to see him.

He has worked in the Navy since he was eighteen

/18.

He has been living on one of the boats at the sea.

He has had so many interesting experiences.

3. Play roles. Students work in pairs. They have to

imagine they are Uncle John. They have to write a
paragraph about an imaginary adventure he had.
Provide some key words to help them, such as des-
ert, forest, attack, war, pilot, crash, sink, and so for.
Discuss the meaning of these words. Monitor while
students write their composition and help them in
case of any doubts. To check, ask for volunteers to
read their adventure aloud. Provide feedback on
their grammar.
Finish the lesson
Warm-up and review
1. Toss the ball. Toss the ball to a student. They
have to say a word they have learned in the unit
and then a full sentence using the word or provide
the meaning. Then they toss the ball back to you.
Repeat the process with another student.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).

34
Introduction to writing
1. Discuss with students how they communicate
with people when they are not near. Prompts. How
do you talk to people who are not near? Samples of
oral communication. Samples of written communi-
cation.
2. Explain that the organisation of a letter does not
change, even if they are writing an email, so it is
important to know how to write a letter.
Observe the structure of a letter
1. Students open their books on Unit 1, Writing les-
son.
2. Focus students’ attention on the letter. Explain
that the blue boxes indicate the different parts of
the letter.
3. Point to the parts and explain what they have to
write on each section and where that part has to be
written.
4. The personal address is in the upper right corner
and then the date below the address and written in
the correct format: month, day, year.
5. On the left comes the greeting in one single line.
6. The next part is the body, which should be at
least three paragraphs: the first paragraph contains
some brief, general information about health or
where the person is; the following paragraphs talk
about different subjects or events.
7. The closing sentence is short.
8. Signature: which can be a full name, a nick name
or a formal signature.
9. Clarify any doubts about the general structure.
10. Ask students to read the letter carefully. Ask
some comprehension questions. Prompts. Who is
writing the letter? What happened to Uncle Bill? Is
Ana near Jane?
Complete Jane’s condolence letter. Write the
missing paragraph. You have to say how you feel
about Uncle Bill’s death. Use some of the words
in the box to complete the letter with your
ideas.
35
1. Students are going to write a reply letter to the
sample provided.
2. The letter has most of the sections, except the
body. Students have to write a short paragraph us-
ing some of the words provided, it is not necessary
to use them all.
3. Students can make some notes in the margin to
help them organise their ideas.
4. Monitor students and provide any help they may
need.
5. When they finish, students work in pairs and
share their letters.
6. Ask for volunteers to read their letters aloud.
Games and Activities
1. Puzzle. Write some sentences on a sheet of pa-
per and split them into words. Bring enough sets
for at least half of the class, so students will work in
pairs. In class, students organise the words to make
sentences. Provide different sentences so groups
may have different words. To check, ask for volun-
teers to write them on the board.
2. Pass the bag. Write words from the different les-
sons on small pieces of paper, enough for every stu-
dent in class. Put the words in a bag. Students pass
the bag and they have to build up a sentence with a
word taken from the bag. The student then passes
the bag to next student who has to do the same.
Finish the lesson
1. Pass the ball. Pass the ball and each student
with the ball has to say a sentence about what they
have learned in the unit.
2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
Unit 2: Giving Directions
Words and Conversation
Language Focus: Feelings
Functions: Giving and receiving directions.
Materials: CD, beanball, board, markers and a dic-
tionary.
Warm-up and review
1. Pass the bag: Write on different pieces of paper
a group of verbs, some regular and some irregular.
Students pass the bag and take a sheet. They have
to build up a sentence using the present perfect
and then pass the bag. Repeat the process until all
students have participated.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).
Introduce the conversation
1. Discuss with students what they do when they
are in a place they do not know.
2. Brainstorm different instructions and terms
related to asking for directions, such as street, av-
enue, traffic light, turn right, turn left, go straight,
and so on.
3. Students listen and repeat the words.
36
4. Ask students to open their books on the Words
and Conversation section, in Unit 2. Students ob-
serve the pictures in the Listen, Point and Repeat
section.
5. Play the CD and students listen, point and repeat
each word.
Match the words with the definitions and check
your dictionary
1. Before starting the activity, play a game with stu-
dents.
2. Discuss with students how they look for a word
in the dictionary. Revise the alphabet.
3. Divide the classroom into two groups. Say one of
the words in the reading and all students have to
look for the word’s meaning in the dictionary. The
first one to find the word properly gets a point to
the group.
4. Students work in pairs to match the word to its
meaning in the lesson. They can do it without a
dictionary first, and then to check what they have
done after.
5. To revise, ask volunteers to read the meaning of
the word.
6. Students revise the word in the dictionary again
in case there is different criteria in the course.
Answer Key
1. (c) 2. (b) 3. (f)
4. (e) 5. (a) 6. (d)
Listen and read
1. Play the CD to go through all the conversation.
2. Then read each line of the dialogue and clarify
any vocabulary. It is essential that students know
the meaning of each word and the sense of each
sentence. Some words and expressions are: sup-
pose, recognise, yikes!, far away, turn off.
3. Go through the reading also to ask comprehen-
sion questions. Prompts: What happened to Frank
and Charles? What did they decide to do? Did the
man recognise the name of the street? Which place
is near to the street? Does the man know where it is?
How far is it? How can they get there?

4. Play the CD and students listen and repeat each

line after the CD (or after you).

5. Divide the classroom into two parts, each one

reads one role: Charles or Frank. Each group reads
a different section and then they interchange roles.

6. Two volunteers read the dialogue aloud. Ask an-

other group to do the same.

Read again and answer the questions

1. Students read the text again.

2. Students answer the comprehension questions.

Tell them that they may go back to the text to look
for the correct answer.
Find words in the conversation which mean
3. Organise the classroom into pairs so students
can share their answers. 1. Explain the exercise to students.

4. Monitor groups and clarify any doubts. 2. Students read the statements provided, which
are the definition of a word from the text.
Answer Key
3. Students read the dialogue again and look for the
1. They are going to Charing Boulevard. words that can be defined by the statement provid-
ed.
2. Yes, they are.
4. Students discuss their answers in pairs.
3. Yes, he could.
5. To check, ask for volunteers to read the answer.
4. It will take 20 minutes to get there if Use the board and markers if necessary.
there is no traffic.
Answer Key
1. crossroad
2. go straight
3. sign
4. traffic lights

Fill in the blanks with the suitable words

1. Students read the passage and complete it using

the new words from the lesson.

2. Students work first individually and then they

share their answers with a classmate.

37
3. To check, read the passage and stop at the miss-
ing words. Students answer as a group.
Answer Key
officially
wind down
directions
recognise
traffic
straight down
crossroad
traffic lights
sign
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to exchange information about getting to
different places.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the unit. Encourage students to express
ideas using the words from the unit.
Games and Activities
1. Role play. Bring different maps from zoos, parks,
city, or floor plans for malls, buildings or even
schools. Provide each group with a different map.
Students have to practice similar dialogues asking
how to get to different animal enclosures (zoo), an
area in the park, a place in a city, a store in a mall or
a room at school. One student asks where the place
is and the other explains how to get there. Provide
students with some useful keywords (additional
to the ones in the unit), such as, turn right/left, in
front of, behind, between, right in front of you, turn
around, among others.
38
2. Toss the ball. Students have to answer your
questions based on the dialogue. In particular, use
the seven questions on Discuss the following with
your partner(s). The student replies and brings
the ball back to you. Try that most of the students
participate. Check pronunciation and fluency. Help
them to build up sentences. If there is an important
pronunciation problem, get the whole class to lis-
ten and repeat.
3. Giving directions. Write the name of different
places near school or school departments and
offices on pieces of paper and put them in a bag.
Students are going to take out a piece of paper and
explain how to get there. Then they pass the bag to
the next student.
Variation: Students say how to get to the place,
without saying the name, and the rest of the stu-
dents have to guess.
4. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
Give the first student from each group the first sen-
tence. They have to read it, memorise it, and then
go to the second student in the row to secretly say
the sentence, whispering in their ear. Once the stu-
dent gets the message, they then pass it on in the
same way, until the message reaches the last. The
last student has to say the message. Have fun com-
paring the original message and the final one. Some
suggested sentences are:
Let’s stop and ask this man.
I’ll wind the window down and you ask him.
I don’t recognise the street name.
It is not far from the History Museum
5. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them in
an envelope, with the words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so there will be more than
one line for the class. In class, students work in
pairs. Give them one of the envelopes and students
have to organise the words to make a sentence.
Some of these sentences can be:
You are pretty far away.
Drive straight down this road until the traffic light.
You will see a sign for the History Museum.

Have you ever helped anyone who got lost?

6. Organise the conversation. Write a conversa-

tion on the board and students have to organise it.
Then ask students to listen and repeat after you.
Divide the class into two: each part will read a role.
Ask for volunteers to read aloud. A sample dialogue
could be:

A: Excuse me. I am lost. Can you help me?

B. Of course. Where are you going?

A: I am going to the hospital.

B: You are pretty far away then.

A: How far do you think we are? Warm-up and review

B: Probably about ten minute drive depending on the
bad traffic.
7. Write a dialogue. Students work in pairs and
write a dialogue based on the structures on page
10 and 11. Then they exchange dialogues with an-
other group, check the dialogue and read the dia-
logue aloud in front of the class.
1. Complete the conversation. Write on the
board an unfinished conversation. Students have to
complete the dialogue with their own ideas. Then
they present the dialogue in pairs. A sample dia-
logue can be:
A: I think I am lost. Can you help me?
B: ___________________________________

A: How can I get to ____________?

Finish the lesson
B: ___________________________________
1. Toss the ball. Toss the ball to a student and ask
a question from the Pair and Group Work. The stu- A: How long will I take to get there?
dent has to answer and toss the ball back to you.
Then toss the ball to another student. B: ___________________________________

2. Explain and assign the Word and Conversation 2. Revise Workbook assignment (for Instructions
section in their Workbook (see the Workbook sec- and Answer Key, see the Workbook section in the
tion in the Teacher’s Book). Teacher’s Book).

Introduce the grammar structure

Grammar
1. Write on the board the sentences: Mary said, “I
have to study.” (Change the name Mary to the name
Grammar Focus: Reported Speech of student that is going to read the statement.

Functions: To report what has been said. 2. The student reads what it is written in quotation
marks.

3. Explain that when a person speaks in a story, it

Materials: CD, a beanball, board and markers. is represented with quotation marks, and it means
that we are producing the exact words that the per-

39
son has said.
4. Write below the statement Mary said she had to
study. Discuss that this is reported speech because
you are not using the exact words of what a person
said. Ask students for the differences they observe.
5. Go to the Grammar Reference in the Student’s
Book and discuss with students the chart for the
changes. Illustrate with examples and encourage
students to create their own.
Practice the pattern
1. Ask students to open their books on Lesson 2,
Grammar section, Reported Speech.
2. (1) Underline pronouns and verbs in the fol-
lowing sentences and then write “D” for direct
speech and “R” for reported speech. Do as in
the example. Students read the sentences careful-
ly and determine which sentences are direct and
which ones are reported.
3. Students analyse in pairs to see the changes from
the direct speech to the speech reported.
4. Explain that if the main verb is in the present
tense, there are no changes to the verb tense.
4. Read through the Note and clarify any additional
doubts they may have.
5. (2) Change into reported speech. Students
read the statements provided and fill in the blanks
to complete the report. To check, ask for volunteers
to write the answers on the board. It is important
to highlight the importance of the verb in the main
clause (present or past) to make changes in the
verb tense.
40
Answer Key
1. he went to the cinema
2. he will play a tennis match next Sunday.
3. he is
4. she wants
5. is having dinner
6. finished
7. Mum says to me that she has washed
the dishes.
8. Antony says he will arrive/call you.
9. Sam says he is going to be there in time.
10. David says he can drive a lorry.
6. Read through the Note to see some changes that
occur to the main verb in the reported sentences.
7. (3) Change the sentences to reported speech.
Use a formal sequence of tenses. Students re-
port the statements provided in the correct form,
following the chart from the Grammar Reference.
To check, ask for volunteers to write them on the
board.
Answer Key
1. Sara said that John was reading her
notes.
2. Dan said to me that he had replied to
our teacher’s letter.
3. Andrew said to Mark that their goods
wouldn’t be as high quality as they expect-
ed!
4. Sophie said that she had lunch for an
hour.

8. (4) Choose the correct answer. Students have
two options to complete the statement according
to the context. To check, read the statement until
you reach the blank and students say the correct
answer as a group. Write on the board if necessary.
Answer Key
1. (a) 2. (a) 3. (b)
4. (a) 5. (a) 6. (b)
9. (5) Underline the mistake in each of the fol-
lowing sentences correctly. Students read the
statements carefully, find the mistake and write
their style.
41
Answer Key
1. He said that he was reading a letter.
2. Mum told me that she had cooked lunch
tow hour before.
3. They said to me that it was cloudy that
day.
4. She says she will send the email tonight.
5. Danny told (me) that he had visited
some friends the week before.
6. Ramon said that he was studying sci-
ence then.
7. Erika told her that that she would be
late that night.
8. Ray said that she would be available on
Monday.
Games and Activities
1. Pass the bag. Write different statements on
pieces of paper and put them in the bag. Students
take a sheet of paper out and build up a sentence
changing the tenses for reported speech.
2. Pass the bag 2. Write verbs on different pieces
of paper. Students have to take a sheet and say a
statement using that verb. The following student
receives the bag and reports what their classmate
said. They then take another sheet and build up a
sentence using the new verb. The following student
has to report it, and then continue the game until
most students have participated.
3. Error Analysis. Write a list of sentences with
one mistake in each one. Students have to read the
sentences and determine the mistake. Then they
rewrite the sentence. To check, ask for volunteers
to write the correct answer on the board.
Some sample sentences might be:
Martha said she will stay with her grandmother the
following week. (she would)
John told Peter that he is going to buy a bunch of ba-
nanas that day. (was going)
Robert said that he was going to France next week-
end. (the following weekend)
Finish the lesson
1. Hot Potato. Organise the classroom into a circle
if possible (if not, they can do it from their seats).
Students have to pass the ball while you say, “Hot
potato, hot potato, hot potato, stop!” The student
with the ball has to say a sentence and the follow-
ing student has to report it. Then the student that
reports is the next one to say “Hot potato.”
2. Explain and assign the section for Grammar from
the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: Travelling.
Functions: Using vocabulary related to travel and
means of transportation.
Materials: CD, a beanball, board, markers and a
Dictionary.
Warm-up and review
1. Revise the grammar structure from the previous
42
class. Write different sentences of direct speech
on pieces of paper and put them in a bag. Students
pass the bag, take a paper and say a sentence re-
porting what the paper says. Then they pass the
bag to the next one.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).
Introduce the words
1. Brainstorm different terms related to travel.
Motivate by asking questions and stimulate class
discussion. Prompts. Have you travelled by plane?
How did you feel? What compartments are in a
plane? Did you travel in first class or tourist? Have
you ever travelled on a boat? What did you do? Have
you travelled by train? Where did you go? How long
was the trip? Who travelled with you? Have you
travelled by bike? Where did you go? How often do
you travel by bus? Where do you go when you travel
by bus? And by car? What means of transportation
do you prefer?
2. Write words on the board to improve students’
vocabulary and ask students to listen and repeat.
3. Point to the words at random to check if students
have learned them.
(1) Match the words with the definitions.
1. Students open their books on Lesson 3, Unit 1.
Ask students to carefully read each word on the
left. Then they read the words on the right. They
have to match the verb with the means of trans-
port.
2. Ask students to use the dictionary only if neces-
sary.
3. Students work in pairs. Monitor groups and an-
swer any questions that students may have.
4. Discuss with students the words as a group.
Answer Key
1. c 2. d 3. b 4. a
(2) Match each of these words in one of the lists
below.
1. Students read the words in the box and then the
words in the five different lists.
2. Students have to write in the space provided the
means of transportation according to the relation-
ship with the list of words.
3. Students work in pairs to share their answers.
4. To check, ask for volunteers to read each list.
Answer Key
1. boat
2. car
3. train
4. bike
5. bus
(3) Put the highlighted words into the correct
column.
1. Students have groups of sentences and each one
has a highlighted word.
2. Students have to infer the meaning and write
them in the corresponding column according to the
headings: ship, bike, plane and train.
3. Students work in pairs and check the meaning of
the words in the dictionary.
4. To check, draw the chart on the board and ask
for volunteers to complete it.
Answer Key
1. Ship: deck, pool.
2. Bike: puncture, pedaling.
3. Plane: take-off, landing, passengers,
seats, compartment, wings.
4. Train: platform.
(4) Driving fast or slowly. Does the speaker
want the driver to go faster (F) or more slowly
(S)?
43
1. Students work in pairs and read the expressions.
They have to indicate if the expression can be used
to talk about driving fast or slow.
2. To check, read the expression and students say
the answer as a group.
Answer Key
1. S 2. F 3. S 4.S 5. F 6. F
Games and Activities
1. Toss the ball. Toss the ball to a student and say
an expression related to a means of transportation,
such as train, plane, bus, car, boat, bike. Students
have to say a sentence related to the means of
transportation, using words learned in the lesson.
Then they toss the ball back to you. Toss the ball to
another student and repeat the steps.
2. Guessing game. Write the name of different
words studied in class on the board. Ask students
to listen and repeat each one. Place a seat in front
of the class, against the wall. Divide the classroom
into two groups. One volunteer from a group sits
down. A member from their group defines the
word, or gives examples of the use of the word,
without actually saying it. The student on the seat
has three opportunities to guess. If they do not, no
mark is awarded for either group. When a student
guesses, their group wins a mark. At the end, the
group with the most marks wins.
Finish the lesson
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper out and have to define the
word and the rest of the class has to guess. Then
they pass the bag and the process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book)
Phonics
Sound Focus: silent sounds at the end of words
(gh).
Materials: CD, beanball, board and markers.
Warm-up and review
1. Gossip. Write some sentences from the previous
lesson on different sheets of paper. In class, divide
the classroom into at least two groups (it could be
more depending on the number of students). Draw
a chart and a column for each group. The first stu-
dent in the group reads the message. Then they say
the messages secretly into next student’s ear. Then
the message is passed on in the same way until
it reaches the last student of the group. The last
student in each group writes the message on the
board. Reveal the original message and enjoy shar-
ing the differences. Some sample sentences are:
I always get nervous before landing.
Our cabin was fantastic.
I had a sear over one of the wings of the plane.
You must reduce speed when you approach a pedes-
trian crossing.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).
44
Introduce the sounds
1. Write words with the silent sound gh at the end
of them, such as knight, right, high.
2. Encourage students to look for words they know
with similar features, such as, tight, weight, weigh.
3. Write some of these words on the board.
4. Students listen and repeat the words on the
board.
5. Point to students individually to check pronunci-
ation.
(1) Listen and circle each silent sound in the
following words.
1. Read the instructions carefully.
2. Students listen to the CD the first time to be fa-
miliar with the content. They circle the letter which
is not pronounced in each word.
3. Students listen and repeat each sound.
(2) Write the letters that represent each silent
sound in the name of each picture and say the
words.
1. Students label the pictures.
2. Students label the picture and circle the silent
sounds, either at the beginning, the middle, or the
end of words.
3. Ask for volunteers to write the words on the
board and pronounce each word.
4. Students listen and repeat.
Answer Key
1. weight, high, light, upright
2. fighter, thigh, fight, night
3. tight, flight, delighted, highway
4. bright, naughty, right, knight
(3) Look at each picture, name it and choose the
correct word.
1. Students observe the picture and circle the cor-
rect word. Both words are homonyms: they are
pronounced the same but written differently.
2. Students discuss their answers in pairs.
1. Chant. Students have to pick a word which has
any silent sound in any position. Ask for a volun-
teer. They have to say the word rhythmically, using
body movements or noise in a way that creates a
constant rhythm. Ask for another volunteer to do
the same. Each time a student is included, the pre-
vious ones have to keep the word and rhythm going
quietly. In such a way, the new word always sounds
louder than the murmur of the rest. When all stu-
dents have added their word, move your hands up
to increase volume or down to lower it.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).

3. To check, volunteers write the answers on the

board. CLIL
Language Focus: Family trips.
Answer Key
Functions: Reading about travelling.
write knead
Materials: CD, beanball, board, markers and a dic-
wrap knob tionary.
wring knot
knight knife

Games and Activities

1. Pass the bag. Write different words on a piece

of paper and put them in a bag. Students take a
word from the bag and read it with the appropriate
pronunciation. The rest of the class listens and re-
peats.

2. Circle the odd one out. Students are going to

circle the word that does not belong to the group
because it does not have the same sounds at the
end of words. To check, students as a group say
which word is the odd one. Then students listen
and repeat after you. Some suggested groups are:

right – know – knew – knob

upright – light – bright – highway Warm-up and review

tight – lighter – tighter – higher 1. Revise the sounds studied in the previous class:
silent sounds. Provide a list of words and students
have to identify whether the word has a silent
sound and circle it. To check, read the words and
Finish the lesson
students identify whether there is a missing sound
or not. Then students listen and repeat. Some pos-

45
sible words are:
right – know – knight – strict – right – knot – high
– height – straight – fig – tight – slight – lit – fight –
fighter
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key, see the Workbook section in
the Teacher’s Book).
Introduce the vocabulary of the reading
1. Discuss with students if they have used any ap-
plication to find a place from a phone or computer.
Ask students how it works.
2. Ask students if they have ever been at a bus stop
waiting for a bus that never stopped there and how
they manage to solve the situation.
3. Ask students if they have ever been to a different
country or city, how they (or their parents) did to
find out the different places in the city.
4. Write on the board any necessary words that
come up during the conversation to improve stu-
dent’s vocabulary.
5. Students listen and repeat the words on the
board.
Match the words with the definitions
1. Ask students to open their books on the CLIL les-
son.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary. It
is important to observe if they now know how to
use the dictionary properly. Provide any additional
instructions either to individual groups or the class
as a whole.
5. To check, read the words on the left and students
have to complete them.
46
Answer Key
1. Download: to get a programme or appli-
cation on your phone/computer from the
internet.
2. Big Ben: the famous clock tower in Lon-
don.
3. Meant to: the plan was.
4. Navigate: to find your way.
5. Vast: really big.
6. For ages: for a long time.
7. Smartphone: a phone that connects to
the internet.
Read the following passage and fill in the
blanks with the words in Exercise 1 in the cor-
rect form
1. Students silently read the text.
2. Students complete the passage with the words
from the previous exercise.
3. Students share their answers in pairs.
4. To check, read the text and pause on the missing
words so students can complete them as a group.
Answer Key
meant
vast
smartphone
downloaded
Big Ben
ages
navigate
5. Ask students some comprehension questions
while reading the text. For example: Who went to
London? How big is the city? What new device did
the narrator’s mother have? What did her friends
advise her? Was Google Maps easy to use? Did they
follow Google Maps’ instructions? How did they get
to the place? Could they take the bus at the bus stop?

Read again and answer the questions
1. Students read the questions carefully and find
the information on the text.
2. To revise, students work in pairs and have to cor-
rect one another.
3. Monitor groups and answer any questions they
may have.
4. To check, ask the questions and volunteers re-
spond.
Answer Key
1. It was not very good.
2. The family wanted to visit Big Ben.
3. They could not reach the place with
Google Maps because they went in the op-
posite direction.
4. They had to take the 143 bus.
Choose the best answer
1. Ask students to read the statement and analyse
the three options provided.
2. Students read the questions and the options
they have. Then they answer. They have to infer the
meaning for the context.
3. To check, read the statement and have students
read the option when you finish.
Answer Key
1. c 2. a
Games and Activities
1. Pass the bag. Write on different sheets of paper
different words from the lesson. Students take a
sheet of paper and say a sentence using the word
or describing it. Then they pass the bag. In case
any student has difficulties, help them to build up
sentences, by asking questions or providing vocab-
ulary.
47
2. Puzzle. Write a sentence and divide it into
words. Put them in an envelope. Students have to
put the words together and organise the sentence.
There may be more than a set. Ask for volunteers
to write their sentences on the board. Some sug-
gested sentences are:
We can get anywhere using Google Maps app.
Google Maps is not as easy as we thought.
We had to wait for the 143 to arrive.
We stood for ages, but it never came.
3. Play roles. Students work in pairs. They have to
imagine that Student 1 is lost in a city and Student
2 is a resident and helps them to get to the place.
Write some key words on the board to help hem
give directions, for example, turn right, turn left, go
straight, crossroad, traffic light, bus stop, subway.
They can give instructions about how to get to dif-
ferent places in the city from the school. Monitor
groups and suggest words, vocabulary and ideas
to improve the conversation. Ask for volunteers to
present the dialogue in front of the class.
Finish the lesson
1. Toss the ball. Toss the beanball to a student and
they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.
2. Explain and assign the section for CLIL from the
Workbook (see the Workbook section in the Teach-
er’s Book).
Writing
Language Focus: Vocabulary and grammar re-
view.
Functions: Write a letter to a friend.
Materials: beanball, board and markers.

Warm-up and review
1. Toss the ball. Toss the ball to a student. Say a
word they have learnt in the unit and they have to
say a full sentence using the word or provide the
meaning. Then they toss the ball back to you. Re-
peat the process with another student.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduction to writing
1. Revise the structure of a letter.
2. Explain that the organisation of a letter has not
changed even if they are writing an email, so it is
important to know how to write a letter.
Imagine you have gone to Paris. Write a letter to
a friend about your experience. For the body of
the letter follow these instructions
1. Students open their books on Unit 2, Writing les-
son.
2. Read the situation in which students are going to
base their composition.
48
3. Read through the organisation of the letter.
4. Remind students that the boxes tell them what
they have to write in each paragraph.
5. Students answer the letter following the format.
6. Monitor and include any additional terms to im-
prove their compositions.
7. Students have some notes in the margin to help
them organise their ideas.
8. Monitor students and provide any help that they
may need.
9. When they finish, students work in pairs and
share their letters.
10. Ask for volunteers to read their letters aloud.
Games and Activities.
1. Puzzle. Write some sentences on a sheet of pa-
per and split them into words. Bring enough sets
for at least half of the class, so students will work in
pairs. In class students organise the words to make
sentences. Provide different sentences so that
groups may have different words. To check, ask for
volunteers to write them on the board.
2. Pass the bag. Write words from the different les-
sons on small sheet of paper, enough for every stu-
dent in the class. Put the words in a bag. Students
pass the bag and they have to build up a sentence
with a word taken from the bag. The student pass-
es the bag to next one has to do the same.
Finish the lesson
1. Pass the ball. Pass the ball and each student
with the ball has to say a sentence about what they
have learned in the Unit.
2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
 Unit 3: At the shops
Words and Conversation
Language Focus: Food
Functions: Buying at the market
Materials: CD, beanball, board, markers and dictio-
nary.
Warm-up and review
1. Pass the bag: Write on different sheets of paper
different verbs and put them in a bag. In class, stu-
dents pass the bag and take a sheet. They have to
build up a sentence and pass the bag. The student
who receives the bag has to report what the previ-
ous student has said. Then they take a sheet, build
up a sentence and pass the bag. Repeat the process
until all students have participated.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the conversation
49
1. Discuss with students about their favourite food.
Write on the board some of the dishes.
2. Ask students to say the ingredients of some of
these dishes.
3. Introduce new words if necessary. Get students
to listen and repeat the new word.
4. Talk about spices and ask them what their favou-
rite spice is. Provide the names in English if neces-
sary. Students listen and repeat.
5. Review all the new words on the board and point
to them at random to see if they get the pronuncia-
tion and the meaning.
6. Ask students to open their books on the Words
and Conversation section, in Unit 3. Students ob-
serve the pictures on the section Listen, Point and
Repeat.
5. Play the CD and students listen, point and repeat
each word.
Match the words with the definitions. Check
your dictionary.
1. Divide the classroom into two groups. Say one of
the words in the reading which is not in the match-
ing, for example, except, fresh or actually. Write the
words on the board and the students have to look
for the word in the dictionary. The first student
who finds the word raises their hand and says the
meaning. If it is correct, their group gets a mark.
Repeat the game with three or four more words.
The group with the most marks wins.
2. Students work in pairs to match the word to its
meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.
3. To revise, ask volunteers to read the meaning of
the word aloud.
4. Students revise the word in the dictionary again
in case there is a different criterion in the course.
Answer Key
1. (d) 2. (b) 3. (f)
4. (e) 5. (a) 6. (c)
Listen and read
1. Play the CD to go through all of the conversation.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that students know the
meaning of each word and the sense of each sen-
tence. Some words and expressions are: except,
fresh, meal, instead, taste, fantastic and actually.
3. Also go through the reading to ask comprehen-
sion questions. Prompts: Where are they? What
is Brian doing? What does he need six spices for?
Does he have a list? What are the spices he needs?
Where are they? Which species does the store
have? What did the shopkeeper say about fresh
ginger? Have you tried fresh ginger? Have you ever
tried Sri Lankan dishes?
4. Play the CD, students listen and repeat each line
after the CD (or after you).
5. Divide the classroom into two groups, each one
reads one role, either Brian or the Shopkeeper.
Each group reads a different section and then they
interchange roles.
6. Two volunteers read the dialogue aloud. Ask an-
other group to do the same.
50
Read again and answer the questions.
1. Students read the text again.
2. Students answer the comprehension questions.
Tell them that they may go back to the text to look
for the correct answer.
3. Organise the classroom into pairs so students
can share their answers.
4. Monitor the groups and clarify any doubts.
Answer Key
1. He wants to cook an authentic Sri Lank-
an meal.
2. He said the spices are in aisle 10
3. Yes, he could.
4. Because the shopkeeper doesn’t have
ground ginger.
Find words in the conversation which mean
something
1. Explain the exercise to the students.
2. Students read the statements provided, which
are the definition of a word from the text.
3. Students read the dialogue again and look for the
words that can be defined by the statement provid-
ed.
4. Students discuss their answers in pairs.
5. To check, ask for volunteers to read the answer
aloud. Use a board and markers if necessary.
Answer Key
1. clove
2. ginger
3. recipe
4. nutmeg
Fill in the blanks with the suitable word.
1. Students read the passage and complete it using
the new words from the lesson.
2. Students work first individually and then they
share their answers with a classmate.
3. To check, read the passage and stop at the miss-
ing word. Students answer as a group.
Answer Key
spices
definitely
turmeric
cumin
cloves
nutmeg
aisle
store
ginger
Sri Lankan
grate
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to interchange information about buying
food and recipes.
2. Encourage the students to use their dictionaries
to improve their vocabulary.
3. Monitor groups and supply any additional words
they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities
1. Role Play. Students are going to play roles as if
they were at the store. Divide the situation below
into different groups, so that each group will have
a different conversation to present in front of the
class at the end of the practise. They have to follow
the dialogue in the Unit, but can include variations.
They can also add more ingredients if they wish.
Explain the vocabulary in case students are not fa-
51
miliar with them. Some hypothetical situations are:
Situation 1: Japanese food. Ingredients: Soybeans,
rice, azuki beans, green onion.
Situation 2: Indian food. Ingredients: cloves, curry,
black sesame seeds, tamarind, onion, cinnamon,
mustard seeds, chillies
Situation 3: Mexican food. Ingredients: avocado,
chocolate, lime, tomatoes, corn flour, chillies, pepper.
2. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions on Discuss the following
with your partner(s). The student replies and
passes the ball back to you. Try to get most of the
students to participate. Check their pronunciation
and fluency. Help them build up sentences. If there
is an important pronunciation problem, get the
whole class to listen and repeat.
3. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
Give the first student of each group the first sen-
tence. They have to read it, memorise it, and go to
the second student on the row to secretly say the
sentence, whispering in their ear. Once the student
gets the message, they transmit it on to the next
student in the same way, until the message reach-
es the last student. The last student has to say the
message aloud. Have fun comparing the original
message and the final one. Some suggested sen-
tences are:
I need to get quite a lot of items for a Sri Lankan
meal.
Tell me what it is you’re looking for.
I need six different spices I have on this list.
All spices are down the aisle just at the back of the
store
4. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them
in an envelope, with words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so that there will be more
than one line for the class. In class, students work
in pairs. Give them one of the envelopes and stu-
dents have to organise the words to make a sen-
tence. Some of these sentences can be:
Grammar
All your spices are here except ground ginger.

We have got fresh ginger at the back of the store.

Grammar Focus: Reported Questions
Grated ginger is better than ground ginger.
Functions: To report questions. Ask and answer
You have been very helpful. indirect questions.
5. Organise the conversation. Write a conversa-
tion on the board and students have to organise
it. Then ask the students to listen and repeat after Materials: CD, a beanball, a board and markers.
you. Divide the class into two groups, each group
will read a role. Ask for volunteers to read it aloud.
A sample dialogue can be:

A: I need some ingredients to make an authentic

Mexican meal.

B. All right. Tell me what it is you’re looking for.

A: I need fresh hot pepper, tomatoes, chocolate and

corn flour.

B: We have tomatoes and chocolate down aisles 5

and 8. But some of these ingredients we do not have.

A: Do you have fresh pepper?

B: No, we don’t have fresh pepper or corn flour.

B: Oh, what a pity! I really needed them to make a

really authentic meal.

A: I’m sorry.

5. Write a dialogue. Students work in pairs and Warm-up and review

write a dialogue based on the structures on pages
1. Complete the conversation. Write on the
18 and 19. Then they interchange dialogues with
board an unfinished conversation. Students have to
another group. Check the dialogue and read the
complete the dialogue with their own ideas. Then
dialogue aloud in front of the class.
they present the dialogue in pairs. A sample dia-
logue can be:

Finish the lesson Shopkeeper: How can I help you?

1. Toss the ball. Toss the ball to a student and ask a
question from Pair and Group work. The student
has to answer and toss the ball back to you. Then
toss the ball to another student.
2. Explain and assign the Word and Conversation
section of their Workbook (see the Workbook sec-
tion in the Teacher’s Book).
B: ___________________________________
Shopkeeper: Tell me what it is you are looking for.
B: ___________________________________
Shopkeeper: We have some of these ingredients
down aisle _______?
B: What ingredients do you have?

52
Shopkeeper: ___________________________
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
are direct or reported. Write “D” for direct and
“R” for reported like the examples given. Stu-
dents read the sentences carefully and determine
which sentences are direct and which ones are re-
ported.

3. Students analyse this in pairs to see the changes

Introduce the grammar structure from the direct questions to the reported.

1. Write on the board the sentences: Mary said, “Do 4. Discuss the answers as a group.
you have a bike?” (Change the name Mary to the
name of a student who is going to read the state-
ment. Answer Key
2. The student reads aloud what is written in quo- 1. D 2. R 3. D
tation marks.
4. R 5. D 6R
3. Write below the statement: Mary asked if I had a
bike. Discuss with students the differences between 5. Read through the Note and clarify any additional
the direct and indirect questions, including verb doubt that they may have.
tense, word order, deleting the auxiliary and add-
6. (2) Change into reported questions. Students
ing if.
read the questions provided and fill in the blanks to
4. Write other Yes/No questions on the board for complete the report. To check, ask for volunteers to
students to practise, using different auxiliaries write the answers on the board.
such as does and did.
Answer Key
5. Write on the board a sentence like Mary asked
me, “Did you go to the theatre yesterday?” 1. He asked if he might use my camera.

6. Write the reported question on the board, high-
lighting the different changes, and how to keep the
auxiliary in the case of may, might, can, will, would,
should, and so on.
7. Write some more questions on the board to prac-
tise these changes.
8. Add a Wh- question word to a sentence and ex-
plain that in this case if is not necessary because it
can be only used in Yes/No questions.
2. Julie asked Mark if they might meet
soon.
3. Pam asked me if I had met Tina.
4. Dan wondered if it would rain the fol-
lowing/next day.
5. Mark wondered if Mary/she were doing
her homework at the moment.
6. I wondered if she could drive a car.

9. Practise some Wh- questions to report.

10. For further explanation and practise, go to the

Grammar Reference section in the student’s book.

Practice the pattern

1. Ask students to open their books on Lesson 2,

Grammar Section, Reported Questions.

2. (1) Decide whether the following questions

53
 Answer Key
1. Anna asked me whether/if I did my
homework.
2. I asked my sister if she had revised her
lessons well.
3. Can you explain where you would travel
next week?
4. Mary asked if they were leaving at ten
o’clock.
5. Pam wondered if the film was attracting
lots of attention.
9. Read through the Note to discuss again how to
report questions with Wh- words. Read and moti-
vate students to provide their own examples.

10. (5) Choose the correct answer. Students have

two options to complete the statement provided.
They have to underline the appropriate one accord-
ing to the context. To check, read the statement and
7. (3) Correct the verb between brackets. Stu- students can answer as a group.
dents observe the given direct questions and
change the verb tense according to the context. To Answer Key
check, read the statement up to the verb and stu-
dents say the verb as a group. Write the verb on the 1. (a) 2. (b) 3. (b)
board. 4. (b) 5. (b)
Answer Key 11. (6) Write the verbs in brackets correctly.
Students read the direct questions and choose
1. was going
the appropriate verb for the indirect question. To
2. should check, ask for volunteers to read aloud. Write the
answer on the board if necessary.
3. would call
Answer Key
4. had been still waiting
1. would have
8. (4) There is a mistake in each sentence. Find
and correct the mistake in each sentence. Stu- 2. was going
dents should read the statements carefully, localise
the mistake and write their correction. 3. they had hidden
4. would wear

12. (7) Change into indirect questions using the

words in brackets. Students report the questions
using the words in brackets as a main clause. To
check, ask for volunteers to write the answers on
the board.

54
Answer Key and cooking.

1. He asked me where I thought they

spent their summer vacation. Materials: CD, a beanball, a board, markers and a
2. She wonders what the weather is like in dictionary.
England.
3. My friend asked why Tom had looked
so embarrassed when he saw/he had saw
Jane.
4. She wondered what they were going to
do about publicity for the event.

Games and Activities.

1. Pass the bag. Write different questions on

sheets of paper and put them in the bag. Students
take a sheet of paper and change them into an indi-
rect question, and then they pass on the bag.

2. Pass the bag 2. Write verbs on different sheets

of paper. Students have to take a sheet and say a
question using that verb. The following student
receives the bag and reports what their classmate
said. Then they take another sheet and builds up a
question using the new verb. The following student
has to report it, and continue the game until most
students have participated.
Warm-up and review

1. Revise the grammar structure of the previous

Finish the lesson
1. Hot Potato. Organise the classroom into a circle
if possible (if not, they can do it from their seats).
Students have to pass the ball while you say “hot
potato, hot potato, hot potato, stop!” The student
with the ball has to say a question and the follow-
ing student has to report it. Then the student that
reports is the next one to say “Hot potato.”
class. Write different questions on sheets of paper
and put them in a bag. Students pass the bag, take a
paper and say a sentence reporting what the paper
says. Then they pass the bag to the next person.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).

2. Explain and assign the section for Grammar from

the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: Going shopping
Introduce the words
1. Brainstorm different terms related to different
types of shops. Motivate the class by asking ques-
tions and stimulate class discussion. Prompts.
Where do we buy flowers? If I want to buy bread,
where should I go? I feel sick, where can I get my
medicine? What other shops do you know? What
can you buy there?

Functions: Using vocabulary related to shopping 2. Write words on the board to improve students’

55
vocabulary and ask students to listen and repeat. Answer Key
3. Point to the words at random to check if the stu- 1. shop assistant
dents have learnt them.
2. customer
3. shop assistant
(1) Match the words with the definitions.
4. shop assistant
1. Students open their books on Lesson 3, Unit 3.
Ask students to read carefully the words in the box 5. customer
and see what people sell according to their jobs.
6. customer
2. Ask students to use the dictionary only if neces-
(3) Match each of the following sentences to say
sary.
something was free (F), cheap (C) or expensive
3. Students work in pairs. Monitor groups and an- (E).
swer any questions that the students may have.
1. Students read the statements carefully.
4. Discuss with students the words as a whole.
2. According to what the sentence says, students
have to infer whether the goods are free, cheap or
Answer Key
expensive, and write (F), (C) or (E) respectively.
1. meat – butcher’s
3. Students work in pairs and check the meaning of
2. flowers – florist’s any unknown words in the dictionary.

3. bread and cakes – baker’s
4. magazines and newspapers –
newsagent’s
5. fruit and vegetables – greengrocer’s
4. To check, read the statement and students as a
group indicate if it is free, cheap or expensive. Ask
students which key words make them think so.
Answer Key

6. medicine - chemist 1. E 2. C 3. E 4. E

7. tools, nails, candles, etc. – ironmonger’s 5. C 6. F 7. E

(2) Who would say each of these. The customer (4) Complete the dialogues using the following
or the shop assistant. verb phrases.

1. Students have a list of expressions.
2. Students have to determine who would say those
sentences or expressions: a customer or the shop
assistant.
1. Students read the words in the box, then read
the passage.
2. Students have to fill in the blanks with a suitable
word from the box.

3. Students discuss in pairs. 3. Students share their answers in pairs.

4. Ask for volunteers to read the statement aloud 4. To check, volunteers read the passage aloud.
and students as a group say who would say it.

56
Answer Key Phonics
1. make a list Sound Focus: silent sounds at the end of words p
and b
2. try this on
3. get a refund
Materials: CD, a beanball, a board and markers.
4. keep the receipt

Games and Activities

1. Toss the ball. Toss the ball to a student and

say a type of shop. The student should pass the
ball back to you and say something you can buy
from that shop. For example, toss the ball and say
“Newsagent’s” and a student tosses the ball back to
you and says “magazine”. Repeat the process with
another student.

2. Role play. Give a list of words and students work

in pairs to build up a dialogue. Tell them that it is
not necessary to use all of them. Discuss the words
and expressions to be sure that the students know
their meanings and how to use them. They prepare
their dialogue and then they present it to the rest
of the group. Some suggested words and expres-
sions are:

Can I help you?

I need…

A bit pricey
Reasonable price
Try this on
Why don’t you…?
Your receipt is in the bag
Finish the lesson.
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and have to define the word
and the rest of the class have to guess. Then they
pass the bag on and the process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book).
Warm-up and review
1. Gossip. Write some sentences from the previous
lesson on different sheets of paper. In class, divide
the classroom into at least two groups (it could be
more depending on the number of students). Draw
a chart with a column for each group. The first stu-
dent in the group reads the message. Then they say
the message secretly into the next student’s ear.
Then the message is transmitted in the same way
until it reaches the last student of the group. The
last student of each group writes the message on
the board. Reveal the original message and enjoy
sharing the differences. Some sample sentences
are:
This jacket cost me an arm and a leg because it is
made of silk.
Two weeks in Paris costs a fortune.

57
The flight to New York is a bit pricey in this season.
This new car didn’t cost me a penny because my
brother gave it to me.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the sounds
1. Write words with silent sounds p and b at the
end of words, such as plump and climb.
2. Encourage students to look for words that they
know with similar features, such as, dumb, comb,
plumb, and so forth.
3. Write some of these words on the board.
4. Students listen and repeat the words on the
board.
5. Point to students individually to check pronunci-
ation.
(1) Listen and circle each silent sound in the
following words.
1. Read the instructions carefully.
2. Students listen to the CD the first time to be fa-
miliar with the content. They circle the letter which
is not pronounced in each word.
3. Students listen and repeat each sound.
Answer Key
1. lamb – comb – pump – limbs
2. climb – dumb – drum – thumb
3. crumb – bomb – plums – lamp
4. honeycomb – ring – plumber – tomb
(2) Listen and write the words, then circle each
silent sounds in the name of each picture.
1. Students label the pictures.
58
2. Students label the pictures and circle the silent
sounds in each word.
3. Ask for volunteers to write the words on the
board and to pronounce each word.
4. Students listen and repeat.
Answer Key
1. climb, lamb, knight, comb
2. tomb, wrinkles, thumb, write
3. ___________, plumb, knob, bomb
4. ___________, naughty, wrap, ring
Games and Activities.
1. Pass the bag. Write different words on a piece of
paper and put them in a bag. Students take a word
from the bag and read it aloud with the appropri-
ate pronunciation. The rest of the class listens and
repeats.
2. Circle the odd one out. Students are going to
circle the word that does not belong to the group
because it does not have the same sound at the end
of word. To check, students as a group say which
word is the odd one out. Then students listen and
repeat after you. Some suggested groups are:
lamp – pump – slam – stomp
upright – dumb – plumb – tomb
knight – light – lamp – height
Finish the lesson
1. Chant. Students have to pick a word which has
any silent sound at any position. Ask for a volun-
teer. They have to say the word rhythmically, using
body movements or noises in a way that creates
a constant rhythm. Ask for another volunteer to
do the same. Each time a student is included, the
previous ones have to keep the word and rhythm
quietly. In such a way, the new word is always loud-
er than the murmur of the rest. When all students
have said their word, move your hands up to in-
crease volume or down to lower it.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
CLIL
Language Focus: Family trips
Functions: Reading about shopping
Materials: CD, a beanball, a board, markers and a
dictionary.
Warm-up and review
1. Revise the sounds studied in the previous class:
silent sounds. Provide a list of words and the stu-
dents have to identify if the word has a silent p or b
sound and then circle it. To check, read the words
and students should identify whether there is a
missing sound or not. Then the students listen and
repeat. Some possible words are:
bomb – plumb – Bob – rob – climb – limb – lamb –
mob – mop – plumber – crumb – cube – cap – band
– climber - lamp
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
59
Introduce the vocabulary of the reading
1. Discuss with students if they have gone shopping
in a crowded store. Prompts. Have you ever been
to a very crowded shop? So, did you/your parents
manage to get what you needed? Was it a special
sale? Do you go with your mom to by your uni-
forms? Tell us about the experience.
2. Write on the board any necessary words during
the conversation to improve the student’s vocabu-
lary.
3. Students listen and repeat the words on the
board.
(1) Match the words with the definitions.
1. Ask students to open their books on CLIL lesson.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary.
5. To check, read the word on the left and the stu-
dents have to complete it.
Answer Key
1. fit: to be the right size.
2. reserve: to make sure something is
waiting for you.
3. sold out: all items have been bought by
people and there are no more left.
4. guarantee: to know something definite-
ly.
5. beforehand: before doing something.
6. bump into: to meet someone you know
when you have not planned to meet them.
7. despair: to lose hope that we’d find
what we needed.
(2) Read the following passage and fill in the
blanks with the words in Exercise 1 in the cor-
rect form.
1. Students read the text silently.
2. Students complete the passage using the words
from the previous exercise.
3. Students share their answers in pairs.
4. To check, read the text and pause on the missing
word so that students can complete it as a group.
Answer Key
sold out
despair
bump into
beforehand
fit
reserve
guarantee
5. Ask students some comprehension questions
while reading the text. For example: Where are
they? What are they doing? Who is the narrator
with? Who did they find in the shop? What did Lau-
ra’s mother say? How can you buy it on the Internet?
Why did the narrator’s mother not like online shop-
ping? What are they planning to do the next day?
(3) Read again and answer the questions.
1. Students read the questions carefully and local-
ise the information in the text.
2. To revise, students work in pairs and they have
to correct one another.
3. Monitor groups and answer any questions that
they may have.
4. To check, ask questions and volunteers can re-
spond.
60
Answer Key
1. Because everywhere was busy and
most of the things they needed had al-
ready sold out.
2. Because they ordered everything on-
line.
3. You can make a reservation beforehand,
go to the store and try the clothes on.
4. When she had done online shopping
she had to send everything back again be-
cause it didn’t fit.
(4) Choose the best answer.
1. Ask students to read the statement and analyse
the three options provided.
2. Students read the questions and the options
they have. Then they answer. They have to infer the
meaning from the context.
3. To check, read the statement and students read
the option when you finish.
Answer Key
1. b 2. It turned out
Games and Activities.
1. Pass the bag. Write on different sheets of paper
different words from the lesson. Students take a
sheet of paper and say a sentence using the word
or describing it. Then they pass the bag. In case
any student has difficulties, help them build up
sentences, by asking questions or providing vocab-
ulary.
2. Puzzle. Write a sentence and divide it into
words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There may be more than one set. Ask for volun-
teers to write their sentences on the board. Some
suggested sentences are:
My mum asked me to go to the shops last weekend.
My friend Laura and her mum seemed more cheerful
than us.
My mum said she hates Internet shopping.

Laura and her mum will come round tomorrow.

3. Play roles. Students work in pairs. They have

to imagine that they are in a shop in one of the oc-
casions mentioned below. They have to use some
of the words provided to present a short role-play
to the rest of the class. They can take notes to get
some ideas.

Situation buying on: (1) Christmas, (2) Mother’s/Fa-

ther’s day (3) Special sales

Useful words: fit – reserve – sold out – beforehand

– despair – online shopping – Internet – expensive –
cheap.

Monitor groups and suggest words, vocabulary and

ideas to improve their conversations. Ask for vol-
unteers to present the dialogue in front of the class.
Warm-up and review

1. Toss the ball. Toss the ball to a student. Say a

Finish the lesson
1. Toss the ball. Toss the beanball to a student and
they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.
2. Explain and assign the section for CLIL from the
Workbook (see the Workbook section in the Teach-
er’s Book).
word that they have learnt in the Unit and they
have to say a full sentence using the word or pro-
vide its meaning. Then they toss the ball back to
you. Repeat the process with another student.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).

Introduction to writing

Writing 1. Revise the structure of a letter.

Language Focus: Vocabulary and grammar re-
view.
Functions: Writing a formal letter.
Materials: a beanball, a board and markers.
2. Explain that the organisation of a formal letter
is similar to the informal one, but there are some
important aspects in language and in presentation
to bear in mind.

(1) Formal letters have the same structure of

an informal letter. However, there are some as-
pects to bear in mind.

1. Students open their books on Unit 3, Writing les-

son.

2. Read through each of the characteristics in the

formal letter and ask students to localise the char-
acteristic in the sample letter.

61
3. Discuss with students situations where they Unit 4: Park Rules
have to use a formal letter, for example a complaint
letter to a store, a letter to the head of the school, a
letter to an official department, a letter to the po-
lice department, to a newspaper, and so on. Words and Conversation
(2) Write a similar complaint letter. Imagine Language Focus: Park rules
you bought a package of socks but when you
arrived home, they were dirty and used.
Functions: Talking about rules
1. Students are going to follow the model of the
complaint letter in Exercise 2. Materials: CD, a beanball, a board, markers and a
dictionary.
2. Students read the Note to bear in mind these as-
pects during their writing.

3. Students write the letter following the format.

4. Monitor and include any additional terms to im-

prove their compositions.

5. When they finish, students should work in pairs

and share their letters.

6. Ask for volunteers to read their letters aloud.

Games and Activities.

1. Puzzle. Write some sentences on a sheet of pa-

per and split them into words. Bring enough sets
for at least half of the class, so students will work in
pairs. In class students organise the words to make
sentences. Provide different sentences so that the
groups may have different words. To check, ask for
volunteers to write them on the board. Warm-up and review

2. Pass the bag. Write words from the different
lessons on small sheets of paper, enough for every
student in the class. Put the words into a bag. Pass
the bag to a student and they have to build up a
sentence with a word taken from the bag. The stu-
dent then passes the bag to the next student who
has to do the same.
Finish the lesson
1. Pass the bag: Write on different sheets of paper
different sentences or questions and put them into
a bag. In class, students pass the bag and take a
sheet. They have to report the statement or ques-
tion and pass on the bag. Repeat the process until
all students have participated.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).

1. Pass the ball. Pass the ball and each student

with the ball has to say a sentence about what they
have learned in the Unit.
2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
Introduce the conversation
1. Discuss camping with the students. Prompt: Do
you like to go to parks? Which parks have you visit-
ed? How you should behave in a park? How do you

62
know what things you can or cannot do in a park? Answer Key
Have you ever camped? What things do you bring
to a camping trip? What do you usually do on a 1. (e) 2. (c) 3. (b)
camping trip? What can you do to preserve a park?
4. (a) 5. (d) 6. (f)
2. Introduce new words if necessary. Get students
to listen and repeat the new words. Listen and read

3. When a student does not know the word in En-
glish add the word on the board and students listen
and repeat.
4. Point to the different words on the board and ask
students to give a definition of each. If possible, ask
them to check in the dictionary.
5. Ask students to open their books on the Words
and Conversation section, in Unit 4. Students ob-
serve the pictures in the section Listen, Point and
Repeat.
5. Play the CD and students listen, point to and re-
peat each word.
1. Play the CD and go through all of the conversa-
tion.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that students know the
meaning of each word and the sense of each sen-
tence. Some words and expressions are: trip, park
ranger, make a note, apart, designated, and forest.
3. Also go through the reading to ask comprehen-
sion questions. Prompts: Where are they? What
are they going to do? What does the park ranger
recommend? What are the recycling bins for? What
are the fire pits for? Why can you get fine? Why is it
important to sign in and out?

4. Play the CD and students listen and repeat each

line after the CD (or after you).
Match the words with the definitions. Check
your dictionary. 5. Divide the classroom into two groups, each one
reads one role, either Melissa or Greg/Park ranger.
1. Divide the classroom into two groups. Say one Each group reads a
of the words in the reading, which is not in the
matching, for example spot, rule, or ranger. Write
the words on the board and students have to look
for the word in the dictionary. The first student
who finds the word raises their hand and says the
meaning. If it is correct, give a mark to their group.
Repeat the game with three or four more words.
The group with the most marks wins.

2. Students work in pairs to match the word to its

meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.

3. To revise, ask volunteers to read the meaning of

the word aloud.

4. Students revise the word in the dictionary again

in case there is a different criterion in the course.

different section and then they interchange roles.

6. Two volunteers read the dialogue aloud. Ask an-

63
other group to do the same.
Read again and answer the questions.
1. Students read the text again.
2. Students answer the comprehension questions.
Tell them they may go back to the text to look for
the correct answer.
3. Organise the classroom into pairs so that stu-
dents can share their answers.
4. Monitor groups and clarify any doubts.
Answer Key
1. Because they are on their first camping
trip in the park.
2. No fires apart from in designated fire
pits.
3. They have to pay a fine.
4. The final rule is to sign in and out.
5. They sign at the park ranger’s office.
Find words in the conversation which mean:
1. Students read the statements provided, which
are the definition of a word from the text.
2. Students read the dialogue again and look for the
words that can be defined by the statement provid-
ed.
3. Students discuss their answers in pairs.
4. To check, ask for volunteers to read the answer
aloud. Use a board and markers if necessary.
Answer Key
1. spot
2. campers
3. absolutely
4. accidentally.
5. points
Fill in the blanks with the suitable word.
64
1. Students read the passage and complete it using
the new words from the lesson.
2. Students work first individually and then they
share their answers with a classmate.
3. To check, read the passage and stop at the miss-
ing word. Students answer as a group.
Answer Key
camp
register
park ranger’s office
go through
fire pits
fine
the recycling
sign
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to interchange information about camp-
ing.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities
1. Role Play. Draw a box on the board. In each
column write the name of different public places
which have rules. Ask them to think about differ-
ent places where rules are important, for example
national parks, museums, national monuments
and theatres. Discuss with students the rules of
each place and write them on the board. Students
are going work in pairs and play roles as if they
were visiting one of these places. One is the visitor,
tourist or camper, and the other the park ranger,
a tourist guide or guard. Students distribute the
roles and practise similar dialogues to the one in
the lesson. Volunteers present their dialogues in
front of the class.
2. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions on Discuss the following
with your partner(s). The student replies and
throws the ball back to you. Try to get most of the
students to participate. Check their pronunciation
and fluency. Help them build up sentences. If there
is an important pronunciation problem, get the
whole class to listen and repeat.
3. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
Give the first student of each group the first sen-
tence. They have to read it, memorise it, and go to
the second student on the row to secretly say the
sentence, whispering in their ear. Once the student
gets the message they transmit it in the same way
until the message reaches the last person. The last
student has to say the message aloud. Have fun
comparing the original message and the final one.
Some suggested sentences are:
I am so excited about this camping trip.
I wanted to camp in this national park.
We have to go to the park ranger’s office.
We have to find a spot to camp.
4. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them
in an envelope, with words split up. Make enough
copies for the students to practise in pairs. You can
prepare different sets so that there will be more
than one line for the class. In class, students work
in pairs. Give them one of the envelopes and stu-
dents have to organise the words to make a sen-
tence. Some of these sentences can be:
I hope you have a great camping trip.
I need to go through the park rules.
This map shows the rubbish and recycling points.
You must sign out when you leave.
5. Organise the conversation. Write a conversa-
tion on the board and students have to organise it.
65
Then ask students to listen and repeat after you.
Divide the class into two groups, each one will read
a role. Ask for volunteers to read it aloud. A sample
dialogue can be:
A: Is this your first time visiting the Pyramids?
B: Yes, it is. I am so excited about that.
A: You have to keep certain rules to make your visit
better. First of all, do not throw litter in the adjacent
areas.
B: You are right. This is a big area for you to take
care of. I brought a special bag to throw the litter in
it.
A: Excellent. Eating inside the Pyramids is also for-
bidden.
B: Ok. Thank you very much.
A: And finally, don’t climb the Pyramids.
B: Yes. It is very dangerous to climb the Pyramids.
Thanks for your warnings.
5. Write a dialogue. Students work in pairs and
write a dialogue based on the structures on pages
26 and 27. Then they interchange dialogues with
another group, check the dialogue and read the di-
alogue aloud in front of the class.
Finish the lesson
1. Toss the ball. Toss the ball to a student and ask a
question from Pair and Group work. The student
has to answer and toss the ball back to you. Then
toss the ball to another student.
2. Explain and assign the Word and Conversation
section in their Workbook (see the Workbook sec-
tion in the Teacher’s Book).
Grammar
Grammar Focus: Must/Have to
Functions: Expressing obligations and lack of obli-
gation.
Materials: CD, a beanball, a board, markers and
paper.
Warm-up and review
1. Complete the conversation. Write on the board
an unfinished conversation. Students have to com-
plete the dialogue with their own ideas. Then they
present the dialogue in pairs. A sample dialogue
can be:
A: Are you new campers?
B: ___________________________________
A: Which rules do you know?
B: ___________________________________
A: Have you registered yet?
B: ___________________________________
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the grammar structure
1. Write on the board the sentence: You have to use
66
the recycling bins.
2. Discuss with students the meaning of this ex-
pression. Explain that this expression communi-
cates an obligation stated by law or rule that every-
one should respect.
3. Ask students to think about other rules using
have to.
4. Write on the board I must study today.
5. Explain that must is used to express the speak-
er’s feelings, a personal perception of what to do.
Also it is a strong piece of advice, persuading peo-
ple to do the best option from the speaker’s per-
spective.
6. Ask students to provide examples and write
some of them on the board.
7. Write on the board: You mustn’t eat during class.
8. Discuss with students that when must is nega-
tive, the meaning is completely different: mustn’t
expresses a prohibition, a person is not allowed to
do something.
9. Encourage students to talk about prohibitions at
school, in the street and in parks.
10. Write on the board: You don’t have to come.
11. Discuss that don’t have to means you are not
obliged to do something, it is optional.
12. Encourage students to provide their own exam-
ples.
13. Review the four structures studied, asking for
an example of different places or situations, for
example at the theatre, at the cinema, at a national
park, at a national monument, at the hospital, and
so on.
14. For further explanation and practise, go to the
Grammar Reference section in the Student’s book.
Practice the pattern
1. Ask students to open their books on Lesson 2,
Grammar section, Must/Have to.
2. (1) Read the sentences and decide whether
they mean strong advice, a rule, prohibition or
no obligation. Students read the statements and
work in pairs classifying them according to the
terms strong advice, rule, prohibition or no obliga-
tion. To check, read the statements and discuss the
answers with students.

Answer Key
1. rule
2. rule
3. strong advice
4. obligation
5. obligation
6. strong advice
7. prohibition

5. Read through the Note and clarify any additional Answer Key
doubt that they may have.
1. must
6. (2) Correct the verbs between the brackets.
Students read the statements and choose the ap- 2. must
propriate verb to complete each one. To check, read
the statement and stop at the brackets. Students 3. have to
read their option as a group. Discuss why they have 4. must
chosen that option.
5. have to
6. have to
7. must
8. have to

7. Read through the Note and discuss the use of the

auxiliaries in the negative form. Clarify any addi-
tional doubt and complement with examples.

8. (3) Circle the correct answer. Students read the

statements aloud and choose the appropriate verb
to complete each one. To check, read the statement
and stop at the brackets. Students read their option
as a group. Discuss why they have chosen that.

67
Answer Key
1. don’t have to
2. doesn’t have to
3. mustn’t
4. don’t have to
5. don’t have to
6. doesn’t have to
7. musn’t
8. Do
9. Does
10. have to
9. Read through the Note. Explain that in the future
or past tense the auxiliary verb must cannot be
used and it has to be replaced by have to. Read the
examples in the book and encourage students to
say their own.
10. (4) Rewrite the following sentences using
the words given. Students read the statement and
they have to express the same idea in the future
and in the past. To check, volunteers write the an-
swers on the board.
Answer Key
1. Yesterday, I had to do my homework.
Tomorrow, I will have to do my home-
work.
2. Two days ago she had to visit her uncle
in hospital. Next week she will have to vis-
it her uncle in the hospital.
3. Will you have to come on time next Sun-
day? Did you have to come on time last
Thursday?
4. I didn’t have to do all housework last
Friday. I won’t have to do all housework
next Monday.
11. (5) Fill in the blanks with correct of forms
of “must / have to”. Students read the statements
and choose the appropriate form of must or have to
to complete the idea. To check, read up to the blank
68
and students say the answer as a group. Use the
board if necessary.
Answer Key
1. must
2. have to
3. have to
4. had to
5. must
6. has to
7. doesn’t have
8. has to
9. don’t have to
10. mustn’t
12. Practise the Additional Grammar exercises for
Unit 4 in the Teacher’s Book. (for Instructions and
Answer Key see the corresponding section in the
Teacher’s Book).
Games and Activities.
1. Pass the bag. Write different verbs on sheets
of paper and put them into the bag. Students take
a sheet and build up a sentence using any of the
forms of have to or must. Then they pass the bag
on.
2. Work group. Divide the students into groups of
three to four students. Write on the board differ-
ent places where rules are applied, for example at
school, on the street, at a hospital, at the library,
at the mall. Each group has a different place. They
have to design a poster with the rules of each place.
When they finish, they present the rules to the rest
of the class. All students in the group have to ex-
plain at least one rule each.
Finish the lesson
1. Hot Potato. Organise the classroom into a circle
if possible (if not, they can do it from their seats).
Students have to pass the ball while you say “hot
potato, hot potato, hot potato, stop!”. The student
with the ball has to say an obligation or prohibition
at school. Then he is the next one who says “hot
potato”.
2. Explain and assign the section for Grammar from
the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: Recycling
Functions: Using vocabulary related to recycling.
Materials: CD, a beanball, a board, markers and a
dictionary.
Warm-up and review
1. Revise the grammar structure of the previous
class. Discuss with students about different rules in
parks to protect flora and fauna. Stimulate students
to participate, using different forms of must and
have to.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
69
Introduce the words
1. Brainstorm different terms related to protecting
the environment. Motivate by asking questions and
stimulate class discussion. Prompts. Why is it im-
portant to use the fire pits in a park? Why is it im-
portant to recycle? How do you classify the litter?
Why mustn’t you throw litter in parks and public
places? What is pollution? How do we contaminate
the environment?
2. Write words on the board to improve students’
vocabulary and ask students to listen and repeat.
3. Point to the words at random to check if students
have learnt them.
(1) Match one word from “A” with a suitable
word from “B”.
1. Students open their books on Lesson 3, Unit 4.
Ask students to read carefully the words in the box
and see which word it can be associated with in
column B. They are going to build up a common
expression (collocation).
2. Ask students to use the dictionary only if neces-
sary.
3. Students work in pairs. Monitor groups and an-
swer any questions that students may have.
4. Discuss with students the words as a class.
Answer Key
1. unleaded – (f) petrol
2. public – (e) transport
3. recycling – (d) points
4. bottle – (a) bank
5. environmentally – (b) friendly
6. renewable – (c) energy
(2) Complete the sentences using the expres-
sions from Exercise 1.
1. Students read the statements and fill in the
blanks with one of the expressions from the previ-
ous exercise. and 5 can be changed to protecting the environ-
ment.
2. Students share their answers in pairs.
Answer Key
3. To check, read up to the blank and students as a
class say the answer. Protecting the environment: 1 – 3 – 6.

Answer Key Polluting the environment: 2 – 4 – 5.

1. unleaded petrol Games and Activities

2. public transport
3. recycling point
4. environmentally friendly
(3) Use the words to complete the sentences.
1. Students read the words in the box and then the
statements carefully.
2. Students fill in the blanks with one of the words
from the box.
3. Students work in pairs to share their answers.
4. To check, read the statements to the blank and
students say the answer as a group.
5. Ask students how it is possible to correct the
pollution?
Answer Key
1. damage
2. factory
3. pollution
4. waste – recycled
5. Environmentalists – emissions
6. protect
(4) Fill in the right group with what people do.
1. Students read the statement and they have to
categorize the answer in one of the two categories:
protecting the environment or polluting the environ-
ment.
2. To check, draw a chart on the board and ask for
volunteers to complete it.
3. Discuss with students how the sentences 2, 4
1. Pass the ball. Students pass the ball and say one
action that they can do to protect the environment.
Then the ball goes to the next student.
2. Poster designing. Students work in groups of
three or four students. They have to think about a
group of actions that students can do at school to
help the environment. They pick at least three or
four rules (depending on the number of students)
and design their poster. They have to present their
final product to the rest of the class, each student
talks about one of the recommendations.
3. Guessing game. Divide students into two
groups. Write on the board some words related to
the Unit. Place a seat in front of the class with the
back to the board so that the student on the seat
cannot read it. A volunteer sits down and one of the
members of the group gives the definition of the
word you are going to point to. The student on the
seat has three opportunities to guess. If he guesses
it is a mark for their group, but if not there is no
mark given to any group. Then a volunteer from the
other group sits down and repeats the process. At
the end, the group with the most marks wins.
Finish the lesson.
1. Pass the bag. Write on different sheets of paper
the words learnt in Lessons 1 and 3. Students take
a sheet of paper and have to build up a sentence
using the word. Then they pass the bag and the
process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book)
Phonics
Sound Focus: silent l

70
Materials: CD, a beanball, a board and markers.
Warm-up and review
1. Gossip. Write some sentences from the previous
lesson on different sheets of paper. In class, divide
the classroom into at least two groups (it could be
more depending on the number of students). Draw
a chart, with a column for each group. The first
student of the group reads the message. Then they
say the message secretly into the next student’s ear.
Then the message is transmitted in the same way
until it reaches the last student of the group. The
last student in each group writes the message on
the board. Reveal the original message and enjoy
sharing the differences. Some sample sentences
are:
Use public transportation instead of taking your car.
Take plastics to recycling points.
We can recycle old batteries and electronics.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
71
Introduce the sounds
1. Write words with the silent sound l in consonant
clusters at the end of a word, such as half and chalk.
2. Encourage students to look for words they know
with similar features, such as talk, walk, calm, palm,
and so forth.
3. Write some of these words on the board.
4. Students listen and repeat the words on the
board.
5. Point to students individually to check their pro-
nunciation.
(1) Listen and circle each silent sound in the
following words.
1. Read the instructions carefully.
2. Students listen to the CD the first time to be fa-
miliar with the content. They circle the letter which
is not pronounced in each word.
3. Students listen and repeat each word.
Answer Key
1. talk – bald – walk – cold
2. stalk – sidewalk – goat – chalk
3. yolk – build – half – shelf
4. calm – calf – palm – balm
(2) Listen and write the words, then circle each
silent sound in the name of each picture.
1. Students label the pictures as they listen to the
words.
2. Students circle the silent sounds in each word.
3. Ask for volunteers to write the words on the
board and pronounce each word.
4. Students listen and repeat.
Answer Key CLIL
1. palm, lamb, yolk, walk Language Focus: Rules at school.

2 tomb, wrestler, chalk, corn Functions: Reading about rules at school.

3. talk , knot, half, knee Materials: CD, a beanball, a board, markers and a
dictionary.
4. light, fight, calm, sidewalk

Games and Activities.

1. Pass the bag. Write different words on a piece

of paper and put them into a bag. Students take a
word from the bag and read it with the appropriate
pronunciation. The rest of the class listens and re-
peats.

2. Circle the odd one out. Students are going to

circle the word that does not belong to the group
because it does not have the same sounds at the
end of the word. To check, students as a group say
which word is the odd one out. Then students lis-
ten and repeat after you. Some suggested groups
are:

height – light – half – right

knee – calf – half – chalk

palm – balm – calm – jam
walk – write – chalk – yolk
Finish the lesson
1. Chant. Students have to pick a word which has
a silent sound at any position. Ask for a volunteer.
They have to say the word rhythmically, using body
movements or noise in a way that creates a con-
stant rhythm. Ask for another volunteer to do the
same. Each time a student is included, the previous
ones have to keep the word and rhythm going qui-
etly. In such a way, the new word is always louder
than the murmur of the rest. When all students
have said their word, move your hands up to in-
crease volume or down to lower it.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
Warm-up and review
1. Revise the sounds studied in the previous class:
silent sounds. Provide a list of words and the stu-
dents have to identify if the word has a silent l and
circle it. To check, read the words and students
identify whether there is a missing sound or not.
Then students listen and repeat. Some possible
words are:
Plumber – calm – limb – calf – half – bald – walk
– wall – sidewalk – talk – wrestler – chalk – palm –
please – claim – tale
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the vocabulary of the reading
1. Talk to students about rules they have inside the
classroom and within a school building. Prompts.
What are you allowed to do in the classroom? What
mustn’t you do? Can you shout/scream/bring an-

72
imals/eat inside the classroom? Why not? When 3. Students share their answers in pairs.
you are in the schoolyard, what can you do? How
do you have to behave? What mustn’t you do? What 4. To check, read the text and pause on the missing
do you have to do? word so that students can complete it as a group.

2. Write on the board any necessary words during Answer Key

the conversation to improve students vocabulary.
assembly
3. Students listen and repeat the words on the
obeying
board.
pedestrian crossing
lollipop lady
(1) Match the words with the definitions.
entrance
1. Ask students to open their books on CLIL lesson.
location
2. Ask students to observe the words on the left
and try to guess the meaning on the right. demonstration
3. Students work in pairs to revise their options. 5. Ask students some comprehension questions
while reading the text. For example: What hap-
4. Students revise the words in the dictionary. pened at school on the previous week? How is the
5. To check, read the word on the left and the stu- kid now? What rules are discussed in the assembly?
dents have to complete it. How many pedestrian crossings are near the school?
What does the lollipop lady do? What must kids un-
der 13 do now?

Answer Key
1. location: a place or position. (3) Read again and answer the questions.

2. lollipop lady: someone who helps 1. Students read the questions carefully and local-
school kids cross busy roads. ise the information in the text.

3. pedestrian crossing: an official place 2. To revise, students work in pairs and they have
where people can cross the road. to correct one another.

4. demonstration: be shown how to do 3. Monitor groups and answer any questions that
something. they may have.
5. assembly: a big meeting of people. 4. To check, ask questions and volunteers can re-
spond.
6. entrance: where you go into some-
where.
7. obey: to follow the rules.

(2) Read the following passage and fill in the

blanks with the words in Exercise 1 in the cor-
rect form.

1. Students read the text silently.

2. Students complete the passage with the words

from the previous exercise.

73
Answer Key
1. Teachers talk about the importance of
obeying the rules when crossing the road.
2. They must now wait until their parents
come to pick them up.
3. A child crossed over the road and got
hit by a car.
4. A lollipop lady helps school kids cross
the road.
(4) Choose the best answer.
or four students. They have to imagine that they
are going to discuss the rules to keep the order
at school. They can pick rules for classrooms, re-
strooms, the gym, the playground, and so forth. As-
sign each group one different area at school. They
write the rules down on a sheet of paper and then
they have to present them to the rest of the class.
Give students some helpful words apart from the
reading, for example must, have to, mustn’t, run,
bully, paint, eat, and so forth.
Monitor groups and suggest words, vocabulary and
ideas to improve their conversation.

1. Ask students to read the statement and analyse

the three options provided. Finish the lesson

2. Students read the questions and the options that
they have and then they answer. They have to infer
the meaning for the context.
3. To check, read the statement and students
should read the option when you finish.
1. Toss the ball. Toss the beanball to a student and
they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.
2. Explain and assign the section for CLIL from the
Workbook (see the Workbook section in the Teach-
er’s Book).

Answer Key
1. b 2. c Writing
Games and Activities. Language Focus: Vocabulary and Grammar re-
view.
1. Pass the bag. Write on different sheets of paper
different words from the lesson. Students take a Functions: Writing a postcard.
sheet of paper and say a sentence using the word
or describing it. Then they pass the bag. In case any Materials: a beanball, a board, markers and post-
student has difficulties help them build up sentenc- cards.
es by asking questions or providing vocabulary.

2. Puzzle. Write a sentence and divide it into

words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There can be more than one set. Ask for volunteers
to write their sentences on the board. Some sug-
gested sentences are:

There was an accident outside school last week.

The teachers did a whole school assembly.

We must cross the street at the pedestrian crossing.

A lollipop lady helps school kids cross busy roads.

3. Play roles. Students work in groups of three

74

Warm-up and review
1. Toss the ball. Toss the ball to a student. Say a
word they have learnt in the Unit and they have to
say a full sentence using the word or provide the
meaning. Then they toss the ball back to you. Re-
peat the process with another student.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduction to writing
1. Revise the structure of a letter.
2. Explain that the organisation of a postcard is
similar to the informal one, but it is important to be
concise with the message.
3. Bring postcards from different countries or loca-
tions within the country. Ask students if they can
recognise the places and if they have seen post-
cards before.
(1) A postcard is a rectangular piece of card-
board that can be mailed without an envelope.
A photo is printed on the back and people send
them especially when they are on a trip. The
postcard has the same sections of a letter, but
the information has to be brief because of the
75
space. See the following example.
1. Students open their books on Unit 4, Writing
Lesson.
2. Read through each of the characteristics of the
postcard and discuss with students the similarities
between an informal letter and a postcard.
3. Discuss with students when they can use a post-
card.
(2) Imagine you went on a camping trip and you
are writing a postcard to a friend who couldn’t
go because he was ill. Use some of the words in
the box to write your postcard.
1. Discuss with students the situation.
2. Read through the Note to know the aspects to
bear in mind.
3. Encourage students to write their own postcard.
4. Monitor and help students. Clarify any doubts.
5. Ask students to revise before sharing their post-
cards with their classmates.
6. Students share their postcards.
7. Monitor and correct the postcards.
8. Volunteers read their cards aloud to the rest of
the class.
Games and Activities.
1. Puzzle. Write some sentences on a sheet of pa-
per and split them up into words. Bring enough
sets for at least half of the class, so students will
work in pairs. In class, students organise the words
to make sentences. Provide different sentences so
that groups can have different words. To check, ask
for volunteers to write them on the board.
2. Pass the bag. Write words from the different
lessons on small sheets of paper, enough for every
student in the class. Put the words in a bag. Stu-
dents pass the bag and they have to build up a sen-
tence with a word taken from the bag. The student
then passes the bag to the next person who has to
do the same thing.
3. Guessing game. Write on the board some words
from the lesson. Divide the class into two groups.
Place a seat in front of the class with the back
against the board, so that the student on the seat
cannot see it. A volunteer sits down on the chair
while another one from their group says a defini-
tion or description of the word you are going to
point to, without mentioning. The student on the
seat has to guess the word. They have three chanc-
es. If not, the word is revealed and there is no mark
for any of the teams. Then it is the other groups
turn.

Finish the lesson

1. Pass the ball. Pass the ball and each student

with the ball has to say a sentence about what they
have learned in the Unit.

2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
Unit 5: At the restaurant /
menu
Words and Conversation
Language Focus: At the restaurant
Warm-up and review
1. Pass the bag: Write different rules on sheets of
paper and put them into a bag. In class, students
pass the bag and take a sheet. They have to say a
statement using must, have to, mustn’t or don’t
have to, related to the rule on the paper. The rules
have to be written like this:
Don’t throw litter on the floor
Use recycling bins

Keep quiet
Functions: Asking and ordering food at a restau- Don’t make noise
rant.
Don’t eat in the classroom
Materials: CD, a beanball, a board, markers and a
dictionary. Don’t run or jump inside the building

2. Revise Workbook assignment (for Instructions

and Answer Key see the Workbook section in the
Teacher’s Book).

Introduce the conversation

1. Discuss with students about eating out. Prompt:

How often do you eat out of your house? Who goes
with you? What type of food do you eat/would you
like to eat? Are you allergic to any kind of food?
What do vegetarians eat? What does a person who

76
is allergic to lactose have to avoid? Do you know a Answer Key
person with a gluten allergy? What beverages do
you like? 1. (b) 2. (e) 3. (a)

2. Introduce new words if necessary. Write the 4. (a) 5. (c) 6. (f)

words on the board and students listen and repeat
the new words. Listen and read

3. When students do not know the word in English
add the word on the board and students listen and
repeat.
4. Point to the different words on the board and ask
students to give a definition of each. If possible, ask
them to check in the dictionary.
5. Ask students to open their books on the Words
and Conversation section, in Unit 6. Students ob-
serve the pictures in the section Listen, Point and
Repeat.
7. Play the CD and students listen, point and repeat
each word.
1. Play the CD to go through all of the conversation.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that students know the
meaning of each word and the sense of each sen-
tence. Some words and expressions are: symbol,
fantastic, mushroom, risotto, vegetable bake, half
portion, wine.
3. Go through the reading also to ask comprehen-
sion questions. Prompts: Where are they? What
are they going to do? What does the park ranger
recommend? What are the recycling bins for? What
kind of food does Daisy eat? How is the gluten free
food presented on the menu? What vegetarian food
does

Match the words with the definitions. Check

your dictionary.

1. Divide the classroom into two groups. Say one of

the words in the reading which is not in the match-
ing, for example mushrooms risotto, wine. Write the
words on the board and the students have to look
for the word in the dictionary. The first student
who finds the word raises their hand and says the
meaning. If it is correct, they get a mark for their
group. Repeat the game with three or four more
words. The group with the most marks wins.

2. Students work in pairs to match the word to its

meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.

3. To revise, ask volunteers to read the meaning of

the word.

4. Students revise the word in the dictionary again

in case there is a different criterion in the course.
the restaurant have? What is Daisy going to have?
How many kids does Daisy have? What are the kids
going to eat? Why do they eat half portions? What
soft drinks does the restaurant have? What drinks
does Daisy not like? What drinks are they going to
order?

77
4. Play the CD and students listen and repeat each 5. To check, ask for volunteers to read the answer
line after the CD (or after you). aloud. Use the board and markers if necessary.

5. Divide the classroom into two groups, each one Answer Key
reads one role: Daisy or the waiter. Each group
reads a different section and then they interchange 1. symbol
roles.
2. vegetarian
6. Two volunteers read the dialogue aloud. Ask an-
3. menu
other group to do the same.
4. fizzy

Fill in the blanks with the suitable word.

Read again and answer the questions.
1. Students read the passage and complete it using
1. Students read the text again.
the new words from the lesson.
2. Students answer the comprehension questions.
2. Students work first individually and then they
Tell them they may go back to the text to look for
share their answers with a classmate.
the correct answer.
3. To check, read the passage and stop at the miss-
3. Organise the classroom into pairs so that stu-
ing word. Students answer as a group.
dents can share their answers.

4. Monitor groups and clarify any doubts. Answer Key

allergy
Answer Key
free
1. Because there is a symbol in the menu
to point to gluten free food. symbol
2. There are only two vegetarian dishes: grilled
mushroom risotto and vegetable bake.
fries
3. She orders grenadine cordial for the
kids and a bottle of wine. fizzy

4. It is a French drink Pair and Group work

5. She orders: mushroom risotto, two
dishes from the children’s menu (chicken
in a tomato sauce and pasta, and chicken
grilled with garlic and fries), two grena-
dine cordials and a bottle of wine.
Find words in the conversation which mean:
1. Explain the exercise to students.
2. Students read the statements provided, which
are the definition of a word from the text.
3. Students read the dialogue again and look for the
words that can be defined by the statement provid-
ed.
4. Students discuss their answers in pairs.
1. Students discuss these questions as a dialogue.
They have to interchange information about eating
out.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities

78
1. Role Play. Provide samples of menus from near-
by restaurants, published on the Internet or from
newspapers. Organise students in groups of three
or four. Provide a list of expressions listed below.
One of the students is going to be the waiter and
the rest are a family at a restaurant. The family are
going to ask for the dishes and the waiter takes the
order and provides information about the menu.
The waiter has to stand up as if they were at a
restaurant and take an order. Then another student
plays the role of the waiter. Monitor groups and
add any additional information that is required,
as if you were the chef. Help students with their
vocabulary and grammar structure. Then students
practise their dialogues in front of the rest of the
class. Some useful expressions include:
Waiter Customer
- Do you have any - Yes, please. I have…
questions about the
menu? - Are you able to tell
me what … is?
- Are you ready to
order? - Do you have
- Would you like any- - I will have
thing to drink?
2. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions in Discuss the following with
your partner(s). The student replies and brings
the ball back to you. Try to get most of the students
to participate. Check their pronunciation and fluen-
cy. Help them build up sentences. If there is an im-
portant pronunciation problem, get the whole class
to listen and repeat.
3. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
Give the first student of each group the first sen-
tence. They have to read it, memorise it, and go to
the second student on the row to secretly say the
sentence, whispering in their ear. Once the student
gets the message, they transmit it in the same way,
until the message reaches the last person. The last
student has to say the message aloud. Have fun
comparing the original message and the final one.
Some suggested sentences are:
Grenadine cordial is a French drinking syrup made
79
from pomegranates.
She prefers to order gluten free dishes.
What vegetarian dishes do you have?
4. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them
in an envelope, with words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so there will be more than
one line for the class. In class, students work in
pairs. Give them one of the envelopes and the stu-
dents have to organise the words to make a sen-
tence. Some of these sentences can be:
Do you have a children’s menu?
We have chicken grilled with garlic and fries.
Squash is a fruit drink mixed with water.
A portion is the amount of food given to one person.
5. Organise the conversation. Write a conversa-
tion on the board and students have to organise it.
Then ask students to listen and repeat after you.
Divide the class into two groups, each one will read
a role. Ask for volunteers to read it aloud. A sample
dialogue can be:
A: Welcome to Big Burger. Are you ready to order?
B: Yes, please. Do you have children’s menu?
A: Yes, our Mini-burgers are for children. They come
with drinks and fries.
B: Can I change the fizzy drinks?
A: No problem. You can have any squash.
B: Fantastic. We are going to get two Mini-burgers
with squash.
5. Write a dialogue. Students work in pairs and
write a dialogue based on the structures on pages
34 and 35. Then they interchange dialogues with
another group, check the dialogue and read the di-
alogue aloud in front of the class.
Finish the lesson
1. Toss the ball. Toss the ball to a student and ask
a question from the Pair and Group Work. The
student has to answer and toss the ball back to you.
Then toss the ball to another student.
2. Explain and assign the Word and Conversation
section in their Workbook (see the Workbook sec-
tion in the Teacher’s Book).
Grammar
Grammar Focus: Present a simple past passive
Functions: expressing ideas using passive voice.
Materials: CD, a beanball, a board, markers and
paper.
Warm-up and review
1. Complete the conversation. Write on the board
an unfinished conversation. Students have to com-
plete the dialogue with their own ideas. Then they
present the dialogue in pairs. A sample dialogue
can be:
A: Are you ready to order?
80
B: ___________________________________
A: Yes, we have children’s menu. They are half por-
tions of any of the dishes in the menu. Do you want
to order one?
B: ___________________________________
A: What drink would you like?
B: ___________________________________
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the grammar structure
1. Write on the board the sentences: The mechanic
repaired Henry’s car and Henry’s car was repaired.
2. Discuss with students the meaning of both sen-
tences. Explain that the first one is focused on the
mechanic, while the second one is focused on the
car. The first sentence is active and the second pas-
sive.
3. Use an arrow to demonstrate how the words
change place.
4. Focus on the verb. Ask students how the verb
changes from active to passive.
5. Discuss that in every passive sentence the verb
to be is used in the same tense as the active sen-
tence. The active verb changes to past participle.
4. Write the sentence, Lin eats my favourite choco-
late. Stimulate students to change the active verb
into passive. Highlight the importance of determin-
ing if the subject is singular or plural to pick the
appropriate form of the verb.
5. Encourage students to say active sentences and
then change them into passive ones.
6. Go to the Grammar Reference section in the Stu-
dent’s Book for further practice.
Practice the pattern
1. Ask students to open their books on Lesson 2,
Grammar section, Present and simple past passive.

2. (1) Write (P) for passive and (A) for active

next to each of the following sentences. Then
complete the table below. Students read the
statements and work in pairs classifying them into
active or passive. To check, draw a chart on the
board and ask for volunteers to complete it.

Answer Key
1. (A) 2. (P)
3. (A) 4. (A)
5. (P) 6. (P)
7. (P) 8. (A)
9. (A) 10. (P)

3. Read through the Note and clarify any additional

doubts that they may have.

4. (2) Choose the correct answer. Students read

the statements and choose the appropriate verb, Answer Key
active or passive, to complete each one. To check,
read the statement and stop at the blank. Students 1. Cotton is grown in Egypt.
read their option as a group. Discuss why they have 2. Interesting stories are told (by my
chosen that. grandmother).

Answer Key 3. BMW cars are made in Germany.

1. (b) 2. (b) 4. A snowman was built in winter (by us).

3. (a) 4. (b) 5. Books are read sometimes (by my fa-

5. (a) 6. (b)
5. (3) Change the active sentences into passive.
Students read the statements and change them
into passive ones. To check, volunteers write the
answers on the board. Provide any additional infor-
mation if required.
ther).
6. We are always helped (by the teacher).
6. (4) Match active and passive sentences. Stu-
dents read the statements in both columns and
then match the active sentence with the passive
one that corresponds in the right column. To check,
read the statement on the right and students say
the number in the left.

Answer Key
1. -3
2. -4
3. -1
4. -2
7. Write some of the sentences used in previous

81
exercises, for example We are helped, and use an
arrow to illustrate how the subject and verb inter-
change places to build up a question. Stimulate stu-
dents to create their own examples.
8. With the same example, illustrate how to place
the subject of the active sentence using by. High-
light that the agent is used when we want to say
who or what did the action, but it is not always nec-
essary.
9. Discuss the Note. Discuss with students the in-
formation and clarify any additional doubts.
11. (5) Choose the correct answer. Students read
the statement and choose the appropriate one be-
tween the two options. To correct, read the state-
ment up to the blank and students say the answers
as a group.
Answer Key
1. (b) 2. (a)
3. (b) 4. (b)
5. (a)
12. (6) Correct the verb between brackets. Stu-
dents read the statements and write the appropri-
ate form of the verb in brackets, active or passive.
To check, ask for volunteers to write the answers
on the board.
Answer Key
1. is made
2. was called
3. was delivers
4. helps
5. was done
6. are used
7. does
13. (7) Change into active. Students read the
passive sentences provided and change them into
active ones. If there is no by agent, they use a pro-
noun. To check, ask for volunteers to write the
answers on the board and answer any additional
questions that students may have.
82
Answer Key
1. I did my homework at eight o’clock yes-
terday.
2. He fixed our washing machine last
week.
3. We/They play a match every weekend.
4. Did you clear your room?
5. They don’t grow cotton in this area.
6. Do you dust your house everyday?
14. Practise the Additional Grammar exercises for
Unit 4 in the Teacher’s Book. (for Instructions and
Answer Key see the corresponding section in the
Teacher’s Book).
Games and Activities.
1. Pass the bag. Write different active sentences on
sheets of paper and put them into the bag. Students
take a sheet and change the sentence into passive.
Then they pass the bag.
2. Pass the ball. The student with the ball says a
sentence, active or passive, and passes the ball. The
following student has to change the sentence into
passive or active (depending on what the previous
student said) and then says another sentence for
the next classmate. Try to get most of the students
to participate.
Finish the lesson
1. Hot Potato. Organise the classroom into a circle
if possible (if not, they can do it from their seats).
Students have to pass the ball while you say “hot
potato, hot potato, hot potato, stop!”. The student
with the ball has to say a sentence and the follow-
ing student changes it into passive. Then they are
the next one who says “hot potato”.
2. Explain and assign the section for Grammar from
the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: Meals
Functions: Using vocabulary related to what to eat
at breakfast, lunch, dinner and snacks.
Materials: CD, a beanball, a board, markers and a
dictionary.
Warm-up and review
1. Revise the grammar structure of the previous
class. Toss the ball to a student and say a sentence.
The student has to change it into passive voice and
then bring the ball back to you. Repeat the process
with more students.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the words
1. Brainstorm different terms related meals. Write
on the board the words breakfast, lunch and dinner
in three different columns and write the approxi-
mate time that they usually eat those meals.
2. Motivate students to say different dishes they
83
may eat for each meal.
3. Write down as many words as possible. If stu-
dents do not know the word in English, provide the
word and get students to listen and repeat.
4. Point to the words at random to check if the stu-
dents have learnt them.
(1) Match each of the following lines of words
with one of the types of food in the box.
1. Students open their books on Lesson 3, Unit 5.
Ask students to read carefully the words in brack-
ets. Then they read the different groups of words.
2. Students have to write in the blank the word in
brackets that corresponds to the list of food on the
left.
3. Students discuss in pairs their answers.
4. To check, read the words and students as a group
say the word in brackets that corresponds to the
list you have read.
Answer Key
1. salad
2. cake
3. bread
4. soup
5. cheese
6. rice
7. oil
(2) Match the words in bold with the definition.
1. Students read the statements on the left and look
for the corresponding meaning on the right.
2. Students discuss their answers in pairs.
4. To check, read aloud the statement on the left
and ask for volunteers to say the definition on the
right. In case of any doubts, ask students to use the
dictionary.
Answer Key Answer Key
1. a 1. stir 2. peel
2. c 3. grate 4. pour
3. h 5. slice 6. beat
4. a 7. squeeze 8. melt
5. f 9. chop 10. mix
6. b Games and Activities
7. d 1. Pass the ball. Students pass the ball and say one
dish that they like. The rest of the class says wheth-
8. g
er it is for breakfast, lunch, dinner or supper. Then
(3) Match the sentences with the comments. they pass the ball to the following student.

1. Students read the sentences on the right and 2. Guessing game. Divide students into two
look for an adequate expression to complete the groups. Use the words you have written throughout
idea on the left. the class. Place a seat in front of the class, with the
back to the board so that the student on the seat
2. Students share their answer with a partner. cannot read it. A volunteer sits down and one of
the members of their team gives the definition of
3. Ask for a pair of volunteers to read aloud each the word you are going to point to. The student on
sentence and comment. the seat has three opportunities to guess. If they
guess their group gets a mark, but if not there is no
Answer Key mark to any group. Then a volunteer from the oth-
1. d er group sits down and repeats the process. At the
end, the group with the most marks wins.
2. a
3. Organise the recipe. Prepare several sets of
3. e instructions for a recipe. Split them into sentences
and put them into an envelope. In class, students
4. b
work in groups of three or four with an envelope
5. c and they have to organise the recipe. Then they
have to design a poster with the recipe and the in-
structions to share with the rest of the class.
(4) Complete the sentences using the expres-
sions from Exercise 1.
Finish the lesson.
1. Students read the statements and fill in the
blanks with one of the verbs in the box. 1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
2. Students share in pairs their answers. take a sheet of paper and have to build up a sen-
tence using the word. Then they pass the bag and
3. To check, read up to the blank and students as a
the process is repeated.
class say the answer.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book).

Phonics

84
Sound Focus: silent l
Materials: CD, a beanball, a board and markers.
Warm-up and review
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and say the definition aloud.
The rest of the class have three chances to guess.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the sounds
1. Write words with the silent sound t in the mid-
dle, for example whistle and match. Students listen
and repeat.
2. Encourage students to look for words they know
with similar features, no matter if they have stud-
ied the sound in previous lessons such as palm,
watch, tomb.
3. Write some of these words on the board.
85
4. Students listen and repeat the words on the
board.
5. Point to students individually to check their pro-
nunciation.
(1) Listen and circle each silent sound in the
following words.
1. Read instructions carefully.
2. Students listen to the CD the first time to be fa-
miliar with the content. They cross out the words
that do not have silent sounds and circle those that
do have the silent sound.
3. To check read each word and discuss the answer
with students.
4. Students listen and repeat the words.
Answer Key
1. listen – muscle – whistle – palm
2. house (X) – castle – wreath – wrestle
3. watch – butcher – clock (X) - match
4. tomb – scratch – six (X) – witch
(2) Listen and write the words, then circle each
silent sound in the name of each picture.
1. Students label the pictures as they listen to the
words.
2. Students circle the silent sounds in each word.
3. Ask for volunteers to write the words on the
board and pronounce each word.
4. Students listen and repeat.
Answer Key Functions: Reading about rules at school.

1. whistle – scratch – watch – wolf Materials: CD, a beanball, a board, markers and a
dictionary.
2. tomb – castle – chalk – butcher
3. muscle – knee – wrestler – ring
4. palm – balm – half – listen

Games and Activities.

1. Pass the bag. Write different words on a piece

of paper and put them into a bag. Students take a
word from the bag and read it with the appropriate
pronunciation. The rest of the class listens and re-
peats.

2. Circle the odd one out. Students are going to

circle the word that does not belong to the group
because it does not have the same sound at the end
of word. To check, students as a group say which
word is the odd one out. Then students listen and
repeat after you. Some suggested groups are:

palm – balm – calm – listen Warm-up and review

muscle – listen – whistle - castle
match – watch – catch – palm
tomb – club – comb – bomb.
Finish the lesson
1. Chant. Students have to pick a word which has
a silent sound at any position. Ask for a volunteer.
They have to say the word rhythmically, using body
movements or noise in a way that creates a con-
stant rhythm. Ask for another volunteer to do the
same. Each time a student is included, the previous
ones have to keep saying the word and rhythm
quietly. In such a way that the new word is always
louder than the murmur of the rest. When all stu-
dents have said their word, move your hands up to
increase volume or down to lower it.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
CLIL
Language Focus: Rules at school.
1. Revise the sounds studied in the previous class:
silent sounds. Provide a list of words and students
have to identify if the word has a silent sound and
circle it. To check, read the words and students
identify whether there is a missing sound or not.
Then students listen and repeat. Some possible
words are:
plumber – castle – tomb – whistle – wrestler – knee
– calf – half – listen –
watch – scratch – wolf – chalk – butcher.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the vocabulary of the reading
1. Talk to students about cuisine from different
countries. Prompts. What food from other coun-
tries have you tried? What ingredients make them
different? What is the typical food of your country?
What ingredients makes them different? Which
dish from other country would you like to try?

86
2. Write on the board any necessary words during
the conversation to improve students vocabulary.
3. Students listen and repeat the words on the
board.
(1) Match the words with the definitions.
1. Ask students to open their books on CLIL lesson.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary.
5. To check, read the word on the left and students
have to complete it.
Answer Key
1. cuisine: type of food
2. serve: to provide food or drinks
3. customs: ways of behaviour, different in
different places.
4. culture: the arts, experience and history
of a certain place.
5. politeness: to be very nice and consid-
erate.
6. host: someone who welcomes you into
their home.
7. appetite: how hungry you are.
(2) Read the following passage and fill in the
blanks with the words from Exercise 1 in the
correct form.
1. Students read the text silently.
2. Students complete the passage with the words
from the previous exercise.
3. Students share their answers in pairs.
4. To check, read the text and pause on the missing
word so that students can complete it as a whole.
87
Answer Key
cultures
host
cuisine
appetite
served
customs
politeness
5. Discuss with students any additional words, by
describing the meaning or getting them to use a
dictionary. Some words can be: whole, scary, pile,
throw up, whilst, rude.
6. Ask students some comprehension questions
while reading the text. For example: Where is the
narrator? Why did they go there? What did the fam-
ily do on the first day? How was the restaurant? Did
he like the food? What happened to him later? Why
was he afraid of being listened to?
(3) Read again and answer the questions.
1. Students read the questions carefully and local-
ise the information in the text.
2. To revise, students work in pairs and they have
to correct one another.
3. Monitor groups and answer any questions that
they may have.
4. To check, ask questions and volunteers can re-
spond.
Answer Key
1. To learn about different cultures and to
try to speak a new language.
2. The host family took him to a restau-
rant.
3. Because he was the guest.
4. No, he wasn’t.
(4) Choose the best answer.

1. Ask students to read the statement and analyse
the three options provided.
2. Students read the questions and the options that
they have and then they answer. They have to infer
the meaning from the context.
Finish the lesson
1. Toss the ball. Toss the beanball to a student and
they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.

3. To check, read the statement and students read 2. Explain and assign the section for CLIL from the
the options when you finish. Workbook (see the Workbook section in the Teach-
er’s Book).

Answer Key
Writing
1. a 2. c
Language Focus: Vocabulary and grammar re-
Games and Activities. view.
1. Pass the bag. Write on different sheets of paper Functions: Writing a postcard.
different words from the lesson. Students take a
sheet of paper and say a sentence using the word Materials: a beanball, a board, markers and post-
or describing it. Then they pass the bag. In case cards.
any student has difficulties, help them build up
sentences by asking questions or providing vocab-
ulary.

2. Pass the bag 2. Students pass the bag and take

a word from it, but this time they have to define or
describe the word and the rest of the students have
to guess the word. They only have three chances.

2. Puzzle. Write a sentence and divide it into

words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There may be more than one set. Ask for volun-
teers to write their sentences on the board. Some
suggested sentences are:

I spent a whole week with a host family in France.

They took me to their favourite restaurant.

Later I threw up that night.

3. Play roles. Students work in groups of three or Warm-up and review

four students. They have to imagine that they are
going to a restaurant with a person from another
country. One of the students is the waiter. Write on
the board a tentative menu of national dishes and
discuss with students how the dish is. The foreign-
er asks the waiter and host about different dishes.
Monitor groups and suggest words, vocabulary and
ideas to improve the conversation.
1. Toss the ball. Toss the ball to a student. Say a
word they have learnt in the Unit and they have to
say a full sentence using the word in passive voice.
Then they toss the ball back to you. Repeat the pro-
cess with another student.
2. Revise Workbook assignment (for instructions

88
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduction to writing
1. Ask students if they have written an email. Dis-
cuss how they usually write them.
2. Explain that the organisation of an email is quite
similar to that of a letter.
3. Discuss the parts of an informal letter.
(1) A well-written email should have the five
sections of a traditional letter.
1. Students open their books on Unit 5, Writing les-
son.
2. Read through each of the characteristics of the
email and discuss with students the similarities
between an informal letter and an email.
3. Discuss with students when they can write an
email and how email has substituted the informal
letter for many people.
(2) Write an email to a friend about a special
meal you had, it could be real or imaginary. You
may use some of the words in the box.
1. Discuss with students the situation.
2. Read through the Note to know the aspects to
bear in mind.
3. Students discuss in pairs about what they would
write about.
4. Encourage students to write their own email.
5. Monitor and help students. Clarify any doubts.
6. Ask students to revise before sharing their
emails with their classmates.
7. Students share their postcards.
8. Monitor and correct the emails.
9. Volunteers read their emails to the rest of the
89
class.
Games and Activities.
1. Puzzle. Write some sentences on a sheet of pa-
per and split them up into words. Bring enough
sets for at least half of the class, so students will
work in pairs. In class, students organise the words
to make sentences. Provide different sentences so
groups may have different words. To check, ask for
volunteers to write them on the board.
2. Pass the bag. Write words from the different
lessons on small sheets of paper, enough for every
student in the class. Put the words into a bag. Stu-
dents pass the bag and they have to build up a sen-
tence with a word taken from the bag. The student
passes the bag to the next student who has to do
the same.
3. Guessing game. Write on the board some words
from the lesson. Divide the class into two groups.
Place a seat in front of the class with the back
against the board, so that the student on the seat
cannot see it. A volunteer sits down on the chair
while another one from their group says a defini-
tion or description of the word you are going to
point to, without mentioning it. The student on the
seat has to guess. They have three chances. If not,
the word is revealed and there is no mark for any
of the teams. Then it is the other group’s turn.
Finish the lesson
1. Pass the ball. Pass the ball and each student
with the ball has to say a sentence about what they
have learned in the Unit.
2. Explain and assign the section for Writing (See
the Workbook section in the Teacher’s Book).
Unit 6: At the Tailor’s
Words and Conversation
Language Focus: At the Tailor’s: clothes

Functions: Talking about clothes.
Materials: CD, a beanball, a board, markers and a
dictionary.
Warm-up and review
1. Pass the bag: Write different words from the
previous unit on sheets of paper and put them into
a bag. In class, students pass the bag and take a
sheet. They have to say a statement using the word
provided or the definition of the word.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the conversation
1. Ask students to describe what they are wearing.
Include new words, for example fashion, well-
dressed, casual, and scruffy.
2. If students use a word in their mother tongue,
translate immediately and get students to listen
and repeat the word. Write it on the board.
3. Ask students to compare the clothes they are
wearing to the ones they would wear at a wedding.
90
Prompt: What clothes would you wear for a wed-
ding? Would you use what you are wearing now?
Why would you wear a different kind of clothes?
What clothes would you wear to go to a park / fu-
neral / birthday party?
4. Write on the board any additional words you
need.
5. Students listen and repeat all of the new words.
Ask the words randomly and get volunteers to de-
scribe them. If necessary, ask them to check them
in the dictionary.
6. Ask students to open their books on the Words
and Conversation section, in Unit 6. Students ob-
serve the pictures in the section Listen, Point and
Repeat.
5. Play the CD and students listen, point and repeat
each word.
Match the words with the definitions. Check
your dictionary.
1. Divide the classroom into two groups. Say one
of the words in the reading which is not in the
matching, for example take down, undressed, block,
realise. Write the words on the board and students
have to look for the word in the dictionary. The first
student who finds the word raises their hand and
says the meaning of it. If it is correct, their group
gets a mark. Repeat the game with three or four
more words. The group with the most marks wins.
2. Students work in pairs to match the word to its
meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.
3. To revise, ask volunteers to read the meaning of
the word aloud.
4. Students revise the word in the dictionary again
in case there is a different criterion in the course.
Answer Key
1. (c) 2. (e) 3. (b)
4. (a) 5. (f) 6. (d)
Listen and read
1. Play the CD to go through all of the conversation.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that students know the
meaning of each word and the sense of each sen-
tence. Some words and expressions are: made-to-
measure, dressing room, jumper, single-breasted,
double-breasted.
3. Go through the reading also to ask comprehen-
sion questions. Prompts: Where are they? What
are they going to do? Why does Steve need a spe-
cial suit? Is this his first suit? What was the first
thing the tailor asked him to do? What types of
suits are there? What type of suit did Steve choose?
What did he say about a waistcoat?
4. Play the CD and students listen and repeat each
line after the CD (or after you).
5. Divide the classroom into two parts, each one
reads one role: Steve or the Tailor. Each group
reads a different section and then they interchange
roles.
6. Two volunteers read the dialogue aloud. Ask an-
other group to do the same.
Read again and answer the questions.
91
1. Students read the text again.
2. Students answer the comprehension questions.
Tell them that they may go back to the text to look
for the correct answer.
3. Organise the classroom into pairs so students
can share their answers.
4. Monitor groups and clarify any doubts.
Answer Key
1. Because he needs a suit for his sister’s
wedding.
2. No he didn´t because he did not have
the occasion.
3. He has to take down all of Steve’s mea-
surements.
4. The classic suit and the slim fit suit,
single-breasted and double-breasted.
5. He chose the slim fit and a waistcoat.
Find words in the conversation which mean:
1. Explain the exercise to students.
2. Students read the statements provided, which
are definitions of the words from the text.
3. Students read the dialogue again and look for the
words that can be defined by the statement provid-
ed.
4. Students discuss their answers in pairs.
5. To check, ask for volunteers to read the answer
aloud. Use the board and markers if necessary.
Answer Key
1. occasion
2. undressed
3. waistcoat
4. dressing room
Fill in the blanks with the suitable word.
1. Students read the passage and complete it using
the new words from the lesson.
2. Students work first individually and then they
share their answers with a classmate.
3. To check, read the passage and stop at the miss-
ing word. Students answer as a group.
Answer Key
measured
wedding
occasion
take down
take off
bulky
measuring tape
slim fit
single-breasted
waistcoat
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to interchange information about special
occasions and clothing.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities
1. Role Play. Ask students to imagine that they
are going to buy clothes at the store. One of the
students is the customer and the other the shop
attendant. Provide the vocabulary on the board, for
example sneakers, pants, gloves, medium size, fitting
room, and so on. Monitor groups and add any ad-
ditional information when required, as if you were
the tailor. Help students with their vocabulary and
grammar structure. Then students practise their
92
dialogues in front of the rest of the class.
2. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions from Discuss the following
with your partner(s). The student replies and
brings the ball back to you. Try to get most of the
students to participate. Check their pronunciation
and fluency. Help them build up sentences. If there
is an important pronunciation problem, get the
whole class to listen and repeat.
3. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
Give the first student of each group the first sen-
tence. They have to read it, memorise it, and go to
the second student on the row to secretly say the
sentence, whispering in their ear. Once the student
gets the message, they transmit it on in the same
way, until the message reaches the last person. The
last student has to say the message aloud. Have fun
comparing the original message and the final one.
Some suggested sentences are:
Is this your first time getting a suit made-to-mea-
sure?
I have never had an occasion where I’ve needed to
wear a suit before.
Let’s take down all your measurement.
There’s a dressing room just there.
4. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them
in an envelope, with words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so there will be more than
one line for the class. In class, students work in
pairs. Give them one of the envelopes and students
have to organise the words to make a sentence.
Some of these sentences can be:
Take off your trousers and any bulky jumper/jump-
ers or bulky coat.
Lift up your arms and I will measure your chest.
You can have a classic suit or a slim fit suit.
5. Organise the conversation. Write a conversa-
tion on the board and the students have to organise
it. Then ask students to listen and repeat after you.
Divide the class into two groups, each one will read
a role. Ask for volunteers to read it aloud. A sample
dialogue can be:

A: I need to be measured for a suit.

B: Is this your first time getting a suit made-to-mea-

sure?

A: Yes it is.

B: OK, let’s take down all your measurements. That’s

the dressing room

A: Should I get completely undressed?

B No, just take off your trousers and any bulky coats.

5. Write a dialogue. Students work in pairs and

write a dialogue based on the structures on pages
44 and 45. Then they interchange dialogues with
another group, check the dialogue and read the di-
alogue aloud in front of the class.

Warm-up and review

Finish the lesson
1. Toss the ball. Toss the ball to a student and ask
a question from the Pair and Group Work. The
student has to answer and toss the ball back to you.
Then toss the ball to another student.
1. Complete the conversation. Write on the board
an unfinished conversation. Students have to com-
plete the dialogue with their own ideas. Then they
present the dialogue in pairs. A sample dialogue
can be:

2. Explain and assign the Word and Conversation
section in their Workbook (see the Workbook sec-
tion in the Teacher’s Book).
Grammar
A: Is this your first time that you are getting a suit
made-to-measure?
B: ___________________________________
A: OK. Let’s take down your measurements. There’s a
dressing room just there.

Grammar Focus: Participle. B: ___________________________________

Functions: expressing ideas using present and A: No, just take off your trousers and any bulky
past participle. coats.

B: ___________________________________

Materials: CD, a beanball, a board, markers and 2. Revise Workbook assignment (for Instructions
paper. and Answer Key see the Workbook section in the
Teacher’s Book).

Introduce the grammar structure

1. Write on the board the sentences: I am excited
about the news and The news is exciting.

93
2. Ask students what is the difference in meaning
between these sentences. Highlight the difference
between the adjectives form with the past and
present participle.
3. Encourage students to build up new sentences
with words like bored-boring interested-interesting,
relaxed-relaxing.
4. Go to the Grammar Reference section in the Stu-
dent’s Book for further practice.
Practice the pattern
1. Ask students to open their books on Lesson 2,
Grammar section, Present and simple past passive.
Answer Key
1. exhausted.
2. worried
3. depressing
4. amusing
5. disgusting
5. (3) Change the verbs in brackets into adjec-
tives by adding –ed or –ing. Rewrite the sen-
tences correctly. Students read the statements and
change the verb into the correct adjective form. To
check, ask for volunteers to write the answers on
the board. Discuss and justify all of the answers.

2. (1) Circle the adjectives in the following sen- Answer Key

tences. Students read the statements and work
in pairs underlining the adjectives. To check, read 1. I am satisfied with my exam results.
each sentence and ask students which is the adjec- 2. I am too depressed.
tive.
3. I am trying to have a relaxing bath.
Answer Key
4. I was surprised to see I got the full
1. bored marks in the final exam.
2. tired 5. She gets tired very quickly. She needs to
see a doctor.
3. surprised
6. This noise is so annoying.
4. exciting
5. tired
6. terrifying
7. interesting
8. disgusting

3. Read through the Note and clarify any additional

doubts that they may have.

4. (2) Choose the correct answer. Students read

the statements and choose the appropriate adjec-
tive according to the context. To check, read the
statement and stop at the blank. Students read
their option as a group. Discuss why they have cho-
sen that one.

94
 Answer Key
1. All students were impressive.
2. The journey is tiring.
3. Adam is worried by/about the experi-
ence.
4. Working here is exhausting.
5. Dad is encouraging.
6. I was pleased by the experience.
7. The news was delightful.
8. We were delightful.

9. Read the Note. Read about the use of the expres-

sion so+adjective+that. Write other examples on
the board, like a substitution drill, similar to this
(complete the last part of the sentence):
6. (4) Complete the sentences using an appro-
priate form (present or past participle) like the Ali is smart he got…
example given. Students read the example and
We were so bored that we …
observe how the highlighted word changes. They
have to read the statement and complete it with the I am busy I don’t…
correct form of the italicised verb. To check, volun-
teers write the answers on the board. 10. Use the same process with the structure such
(a/an)+adjective+noun+that.
Answer Key
11. Ask students to provide their own examples.
2. pleased – pleasing
12. (6) Choose the correct answer. Students
3. confusing – confused read the statement and choose the appropriate
one between the two options. To correct, read the
4. tired – tiring statement up until the blank and students say the
7. Discuss the Note. Highlight that some adjectives answers as a group.
that come from verbs have an irregular ending.
Read through the Note, and encourage students to Answer Key
think about other similar adjectives.
1. (b) 2. (a)
8. (5) Rewrite these sentences using –ed / -ing
ot other endings. Make necessary changes. Stu- 3. (b) 4. (b)
dents read the statements and change the verb into
5. (a) 6. (b)
the appropriate form of an adjective. To check, ask
for volunteers to write the answers on the board. 12. (7) Fill in with “so” or “such” and an article if
Discuss each case. necessary. Students read the statements and write
the appropriate word so or such according to the
context. To check, read the statement up until to
the blank and students answer as a whole. Use the
board if necessary.

95
Answer Key
1. such Materials: CD, a beanball, a board, markers and a
dictionary.
2. so
3. such a
4. so
5. such
6. such a
7. such a

Games and Activities.

1. Pass the bag. Write different verbs on a sheet

of paper and put them into the bag. Students take
a sheet and say a sentence using the verb as adjec-
tive. Provide immediate feedback and encourage
them to build up another sentence in case of mis-
takes. Then the student passes the bag.

2. Pass the ball. The student with the ball says one
adjective from the lesson and passes the ball. The
following student has to say a sentence using the
adjective and then says another adjective and pass-
es the ball. Repeat the process until most of the stu-
dents have participated.
Finish the lesson
1. Hot Potato. Organise the classroom into a circle
if possible (if not, they can do it from their seats).
Students have to pass the ball while you say “hot
potato, hot potato, hot potato, stop!”. The student
with the ball has to say a sentence with an adjec-
tive you provide using so or such. Then they are the
next one who says “hot potato”.
Warm-up and review
1. Revise the grammar structure of the previous
class. Toss the ball to a student and say a sentence
using an adjective you provide. They have to use
the adjective and complete a sentence using so. that
or such that. Repeat the process with more stu-
dents.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the words

2. Explain and assign the section for Grammar from
the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: Describing clothes.
Functions: Using vocabulary to describe different
styles of clothes.
1. Brainstorm different terms related to clothes
by asking students about what they are wearing.
Write some of the new words on the board that are
related to the Unit.
2. If students do not know the word in English, pro-
vide the word and get students to listen and repeat.
3. Point to the words at random to check if students
have learned them.

96
(1) Match the beginnings and endings of these 1. Students read the words in the box and the dia-
sentences. logue provided.

1. Students open their books on Lesson 3, Unit 6. 2. Students have to complete the dialogue by filling
Ask students to read carefully the sentences on the in the blanks with one of the words from the box.
left and the look for how to complete them with the
phrases on the right. 3. In case of doubt, they can use the dictionary.

2. Students discuss in pairs their answers. 4. Students discuss their answers in pairs.

3. To check, ask for volunteers to read the full state- 5. To check, ask for a pair to read aloud each state-
ment aloud. ment with the correct answer.

Answer Key Answer Key

1. He took his clothes off. 1. smart

2. He has got no clothes on. 2. dress well

3. Tony had bare feet. 3.casual

4. Toby was completely naked. 4. fashionable

5. My brother had undressed. 5. scruffy

(2) Fill in the blanks with the words in the box. 6. worn out

1. Students read the words in the box and the state- (4) Write the following words with the correct
ments provided. group of words.

2. Students have to complete the statements by 1. Students read the words in the box and the list of
filling in the blanks with one of the words from the words provided.
box. 2. Students have to fill in the blanks with one of the
3. In case of doubt, they can use the dictionary. words from the box.

4. Students discuss their answers in pairs. 3. In case of doubt, they can use the dictionary.

5. To check, read the statement and stop at the 4. Students discuss their answers in pairs.
blank. Students as a group complete the idea. 5. To check, read the list of words and students as a
group say the correct answer.
Answer Key
1. fit Answer Key

2. suit 1. trousers

3. wrong 2. skirt

4. goes with 3. shoes

5. tight 4. shirt

6. match Games and Activities

(3) Complete the following dialogue with these 1. Pass the ball. Students pass the ball and say one
words. of the words from the lesson to describe a person
they know (it could be an artist, a friend, a teacher,

97
but not a classmate to avoid uncomfortable jokes).
Then they pass the ball to another student.

2. Guessing game. Write on the board some of

the words studied during the lesson. Discuss with
students the meaning of each one. Divide students
into two groups. Place a seat in front of the class,
with the back to the board so that the student on
the seat cannot read it. A volunteer sits down and
one of the members of their team gives the defini-
tion of the word you are going to point to. The stu-
dent on the seat has three opportunities to guess.
If they guess they get a mark for their group, but if
not there is no mark given to any group. Then a vol-
unteer from the other group sits down and repeats
the process. At the end, the group with the most
marks wins.

Finish the lesson.

1. Pass the bag. Write on different sheets of paper
the words learnt in Lessons 1 and 3. Students take
a sheet of paper and describe the word or meaning.
The rest of the class have to guess. Then they pass
the bag on and the process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book)
Phonics
Sound Focus: silent sound h.
Warm-up and review
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and say a sentence using the
word. Then they pass the bag on.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the sounds

1. Write words with the silent sound h in the mid-

Materials: CD, a beanball, a board and markers. dle of the word, for example whistle and what. Stu-
dents listen and repeat.

2. Encourage students to look for words they know

with similar features, no matter if they have stud-
ied the sound in previous lessons such as where,
wheat, whale.

3. Write some of these words on the board.

4. Students listen and repeat the words on the

board.

5. Point to students individually to check their pro-

nunciation.

98
(1) Listen and circle each silent sound in the
following words. Cross out the words that do
not have a silent sound.
1. Read the instructions carefully.
2. Students listen to the CD the first time to be fa-
miliar with the content. They cross out the words
that do not have silent sounds and circle the ones
with a silent sound.
3. To check, read each word and discuss the answer
with students.
4. Students listen and repeat the words.
Answer Key
1. whisper – witch (X) – wheel – bald
2. whiskers – whack – whirlpool – wheat
3. white – fight – whistle – run (X)
4. whirlwind – draw (X) – whale – castle
(2) Listen and write the words, then circle each
silent sound in the name of each picture.
1. Students label the pictures as they listen to the
words.
2. Students circle the silent sounds in each word.
3. Ask for volunteers to write the words on the
board and pronounce each word aloud.
4. Students listen and repeat.
Answer Key
1. whistle – whirlpool – relax – write
2. climb – whisper – half – chalk
3. yolk – dough – whale – white
4. fight – knob – heat.
Games and Activities.
1. Pass the bag. Write different words on a piece
of paper and put them into a bag. Students take a
word from the bag and read it aloud with the ap-
99
propriate pronunciation. The rest of the class lis-
tens and repeats
2. Circle the odd one out. Students are going to
circle the word that does not belong to the group
because it does not have the same sounds at the
end of the word. To check, students as a group say
which word is the odd one. Then students listen
and repeat after you. Some suggested groups are:
wait – white – whack – whale
whiskers – listen – whistle - castle
dough –although – low – though
yolk –walk – chalk – war.
Finish the lesson
1. Chant. Students have to pick a word which has
a silent sound from the ones studied. Ask for a
volunteer. They have to say the word rhythmically,
using body movements or noise in a way that cre-
ates a constant rhythm. Ask for another volunteer
to do the same. Each time a student is included, the
previous ones have to keep saying the word and
rhythm quietly. In such a way, the new word is al-
ways louder than the murmur of the rest. When all
students have said their word, move your hands up
to increase volume or down to lower it.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
CLIL
Language Focus: Rules at school.
Functions: Reading about rules at school.
Materials: CD, a beanball, a board, markers and a
dictionary.

Warm-up and review
1. Revise the sounds studied in the previous class:
silent sounds. Provide a list of words and students
have to identify if the word has a silent sound and
circle it. To check, read the words and students
identify whether there is a missing sound or not.
Then students listen and repeat. Some possible
words are:
Whale – whiskers – why – wheat – wait – walk –
whirlwind – what – which – witch
wheel – whisper – wind – wrong – write.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the vocabulary of the reading
1. Talk to students about fashion and fashion
events. Prompts. Have you ever gone to a fashion
event? Have you watched it on TV? What do people
do there? Have you heard about a fashion designer?
What do they do?
2. Write on the board any necessary words during
the conversation to improve students vocabulary.
3. Students listen and repeat the words on the
board.
100
(1) Match the words with the definitions.
1. Ask students to open their books on CLIL lesson.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary.
5. To check, read the word on the left and students
have to complete it.
Answer Key
1. touching: makes you feel really grateful
and happy.
2. collection: the new clothes a designer
releases for each season.
3. discount card: a card that gives you
money off something.
4. fashion designer: someone who design
clothes.
5. saving: the money one has saved.
6. Notorious: well known.
7. Goody bag: a bag filled with free things.
(2) Read the following passage and fill in the
blanks using the words from Exercise 1 in the
correct form.
1. Students read the text silently.
2. Students complete the passage with the words
on the previous exercise.
3. Students share their answers in pairs.
4. To check, read the text and pause on the missing
word so students can complete it as a class.
Answer Key Answer Key
designers 1. It is a show to exhibit fashion designers’
collection (answers vary).
collection
2. Because tickets are difficult to get and
notorious she loves fashion (answers vary).
touching 3. Because the girls want to get a goody
bag and a discount card (answers vary).
goody bag
4. Their parents will drive them there.
a discount card
savings (4) Choose the best answer.

5. Discuss with students any additional words by
describing the meaning or getting them to look in
the dictionary. Some words can be: annoy, looking
forward, tempted, blow.
6. Ask students some comprehension questions
while reading the text. For example: Where is the
narrator going to? Who will go along with her? How
did they get the tickets? Why is it so important to get
there early? Who will have a relaxing day? What did
her father give her? Why?
(3) Read again and answer the questions.
1. Students read the questions carefully and local-
ise the information in the text.
2. To revise, students work in pairs and they have
to correct one another.
3. Monitor groups and answer any questions that
they may have.
4. To check, ask the questions and volunteers can
respond.
1. Ask students to read the statement and analyse
the three options provided.
2. Students read the questions and the options
they have. Then they answer. They have to infer the
meaning from the context.
3. To check, read the statement and students read
the option aloud when you finish.
Answer Key
1. c 2. c
Games and Activities.
1. Pass the bag. Write on different sheets of paper
different words from the lesson. Students take a
sheet of paper and say a sentence using the word
or describing it. Then they pass the bag. In case
any student has difficulties, help them to build up
sentences by asking questions or providing vocab-
ulary.
2. Pass the bag 2. Students pass the bag and take
a word from it, but this time they have to define or
describe the word and the rest of the students have
to guess the word. They only have three chances.

3. Puzzle. Write a sentence and divide it up into

words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There may be more than one set. Ask for volun-
teers to write their sentences on the board. Some
suggested sentences are:

My sister and I got tickets from our parents.

Our parents will drive us there.

101
I will be annoyed if we don’t get the goody bags.

I hope it will be as fascinating as we expect it to be.

4. Play roles. Students work in pairs. They have

to imagine that one of them is the girl who went
to the fashion event and the other is her father or
mother. They have to tell a recount about how the
event was and what they did. Monitor and help stu-
dents to add any additional words that they need
and answer any questions that they may have.

Finish the lesson

1. Toss the ball. Toss the beanball to a student and

they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.

2. Explain and assign the section for CLIL from the

Workbook (see the Workbook section in the Teach- Warm-up and review
er’s Book).
1. Toss the ball. Toss the ball to a student. Say a
word they have learnt in the Unit and they have to
say a full sentence using the word and using so…
Writing that or such a…that. Then they toss the ball back to
you. Repeat the process with another student.
Language Focus: Vocabulary and grammar re-
view. 2. Revise Workbook assignment (dor Instructions
and Answer Key see the Workbook section in the
Functions: Writing a postcard. Teacher’s Book).
Materials: a beanball, a board, markers and post-
cards.
Introduction to writing

1. Discuss with students about different experienc-

es they have had with weddings. Prompt. What do
you wear at a wedding? How are people dressed at
a wedding? Why is that event special? Who are the
most important people at the wedding? What do
you usually do at a wedding?

2. Write any new words on the board and then ask

students to listen, repeat and discuss the meanings
of the words.

3. Explain that the organisation of an email is quite

similar to that of a letter.

3. Discuss the parts of an informal letter.

102
(1) Write the words in the box in the right col- 8. Monitor and correct the emails.
umn.
9. Volunteers read their emails aloud to the rest of
1. Students open their books on Unit 6, Writing les- the class.
son.

2. Students read the words in the box and then they

categorise them in the chart. Games and Activities.

3. To check, draw the box on the board and ask for 1. Puzzle. Write some sentences on a sheet of pa-
volunteers to complete it. per and split them up into words. Bring enough
sets for at least half of the class, so students will
Answer Key work in pairs. In class students organise the words
to make sentences. Provide different sentences so
Noun Adjective that groups can have different words. To check, ask
collection touching for volunteers to write them on the board.

coat notorious 2. Pass the bag. Write words from the different
lessons on small sheets of paper, enough for every
suit fashionable student in class. Put the words in a bag. Students
pass the bag and they have to build up a sentence
dress smart with a word taken from the bag. The student pass-
wedding casual es the bag to the next one who has to do the same.

trousers scraggy 3. Guessing game. Write on the board some words

waist coat slim fit
long
short
(2) Write an email to a friend about a wedding
that you have been to (real or imaginary). Use
some of the words in the box.
1. Discuss with students the situation.
2. Read through the Note to know the aspects to
bear in mind.
3. Students discuss in pairs about what they would
write about.
4. Encourage students to write their own email.
5. Monitor and help students. Clarify any doubts.
from the lesson. Divide the class into two groups.
Place a seat in front of the class with the back
against the board, so that the student on the seat
cannot see it. A volunteer sits down on the chair
while another one from their group says a defini-
tion or description of the word you are going to
point to, without mentioning it. The student on the
seat has to guess. They have three chances. If not,
the word is revealed and there is no mark for any
of the teams. Then it is the other group’s turn.
Finish the lesson
1. Pass the ball. Pass the ball and each student
with the ball has to say a sentence about what they
have learnt in the Unit.
2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
Unit 7: Camping Needs

6. Ask students to revise before sharing their

emails with their classmates. Words and Conversation
7. Students share their postcards. Language Focus: Camping.

103

Functions: Talking about camping: equipment and
activities.
Materials: CD, a beanball, a board, markers and a
dictionary.
Warm-up and review
1. Pass the bag: Write different words from the
previous unit on sheets of paper and put them into
a bag. In class, students pass the bag and take a
sheet. They have to say a statement using the word
provided or the definition of the word.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the conversation
1. Ask students if they have ever gone on a camping
trip. Prompts. Have you ever gone on a camping
trip? What do you need for a camping trip? What is
it (each item mentioned by students) for?
2. If students use a word in their mother-tongue,
translate immediately and get students to listen
and repeat the word. Write it on the board.
104
3. Write on the board any additional words that the
students may need.
4. Students listen and repeat all the new words. Ask
the words randomly and get volunteers describe
them. If necessary, ask them to check them in the
dictionary.
5. Ask students to open their books on the Words
and Conversation section, in Unit 7. Students ob-
serve the pictures in the section Listen, Point and
Repeat.
5. Play the CD and students listen, point and repeat
each word.
Match the words with the definitions. Check
your dictionary.
1. Divide the classroom into two groups. Say one of
the words in the reading which is not in the match-
ing, for example pack or tie. Write the words on
the board and students have to look for the word in
the dictionary. The first student who finds the word
raises their hand and says the meaning. If it is cor-
rect, their group is given a mark. Repeat the game
with three or four more words. The group with the
most marks wins.
2. Students work in pairs to match the word to its
meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.
3. To revise, ask volunteers to read the meaning of
the word aloud.
4. Students revise the word in the dictionary again
in case there is a different criterion in the course.
Answer Key
1. (c) 2. (f) 3. (b)
4. (d) 5. (a) 6. (e)
Listen and read
1. Play the CD to go through all of the conversation.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that the students know
the meaning of each word and the sense of each
sentence.
3. Go through the reading also to ask comprehen-
sion questions. Prompts: Where are they? What
are they going to do? Where do they have their
camping equipment? What condition is the camp-
ing equipment in? Why did this happen? What are
they going to do? What can you find in an outdoor
store? What things are they going to buy? How
many people are going on the camping trip? How
many tents are they going to buy? What else are
they going to buy? What for?
4. Play the CD and students listen and repeat each
line after the CD (or after you).
5. Divide the classroom into two groups, each one
reads one role either Cora or Dad. Each group
reads a different section and then they interchange
roles.
6. Two volunteers read the dialogue aloud. Ask an-
other group to do the same.
Read again and answer the questions.
1. Students read the text again.
2. Students answer the comprehension questions.
Tell them they may go back to the text to look for
105
the correct answer.
3. Organise the classroom into pairs so students
can share their answers.
4. Monitor groups and clarify any doubts.
Answer Key
1. Because they did not pack the equip-
ment well.
2. The tent and the awning are ruined.
3. They need a tent (a big or two small),
blow-up mattresses and a hammock.
4. They can get them at the outdoors
store.
5. They store their camping equipment in
a shed.
Find words in the conversation which mean:
1. Explain the exercise to students.
2. Students read the statements provided, which
are the definition of a word from the text.
3. Students read the dialogue again and look for the
words that can be defined by the statement provid-
ed.
4. Students discuss their answers in pairs.
5. To check, ask for volunteers to read the answer
aloud. Use a board and markers if necessary.
Answer Key
1. awning
2. shed
3. hammock
4. mattress
Fill in the blanks with the suitable word.
1. Students read the passage and complete it using
the new words from the lesson.
2. Students work first individually and then they
can share their answers with a classmate.
3. To check, read the passage and stop at the miss-
ing word. Students answer as a group.
Answer Key
shed
camping equipment
containers
awning
blow-up
awesome
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to interchange information about special
occasions and clothing.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities
1. Role Play. Ask students to imagine that they
are going to buy new camping equipment. Based
on the dialogue and vocabulary, one student plays
the role of Dad and the other of the salesperson.
Provide any additional vocabulary that they many
need. Monitor groups and add any additional in-
formation as required, as if you were the manager.
Help students with their vocabulary and grammar
structure. Then students practise their dialogues in
front of the rest of the class.
2. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions in Discuss the following with
your partner(s). The student replies and brings
the ball back to you. Try to get most of the students
to participate. Check their pronunciation and flu-
ency. Help them to build up sentences. If there is an
important pronunciation problem, get the whole
class to listen and repeat.
3. Gossip. Write sentences from the dialogue on
106
a sheet of paper. Divide the class into two groups.
Give the first student of each group the first sen-
tence. They have to read it, memorise it, and go to
the second student on the row to secretly say the
sentence, whispering in their ear. Once the student
gets the message, they transmit it on in the same
way, until the message reaches the last. The last
student has to say the message aloud. Have fun
comparing the original message and the final one.
Some suggested sentences are:
The mice have eaten through our camping equip-
ment.
You have to pack everything in containers.
The tent and the awning are both ruined.
We can find everything we need at the outdoor store.
4. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them
into an envelope, with words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so that there will be more
than one line for the class. In class, students work
in pairs. Give them one of the envelopes and stu-
dents have to organise the words to make a sen-
tence. Some of these sentences can be:
We can find everything we could possibly need.
We have to make a list of what we need.
We should get a great blow-up mattress.
Let’s get one of those awesome hammocks.
5. Organise the conversation. Write a conversa-
tion on the board and students have to organise it.
Then ask students to listen and repeat after you.
Divide the class into two groups, each one will read
a role. Ask for volunteers to read it aloud. A sample
dialogue can be:
A: Good morning. How can I help you?
B: I need to buy some equipment for a camping trip.
A: Do you have a list?
B: Yes. This is the list. First I need a tent.
A: What type of tent would you like?
B I would like a big one for my family or two smaller ones.
5. Write a dialogue. Students work in pairs and
write a dialogue based on the structures on pages
52 and 53. Then they interchange dialogues with
another group, check the dialogue and read the di-
alogue aloud in front of the class.
Finish the lesson
1. Toss the ball. Toss the ball to a student and ask
a question from the Pair and Group Work. The
student has to answer and toss the ball back to you.
Then toss the ball to another student.
2. Explain and assign the Word and Conversation
section in their Workbook (see the Workbook sec-
tion in the Teacher’s Book).
Grammar
Grammar Focus: Should/Should have – Condition-
al type 2 – Conditional type 3.
Functions: Giving and receiving advice. Talking
about unreal conitions.
Materials: CD, a beanball, a board, markers and
paper.
107
Warm-up and review
1. Complete the conversation. Write on the board
an unfinished conversation. Students have to com-
plete the dialogue with their own ideas. Then they
present the dialogue in pairs. A sample dialogue
can be:
A: Do we need to buy anything for our camping trip?
B: ___________________________________
A: OK. Let’s go to the outdoors store. What do you
think?
B: ___________________________________
A: We are only going to buy what we really need.
B: ___________________________________
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the grammar structure
1. Write on the board the sentences: You should
arrive on time to class and You should listen to your
mom.
2. Explain students that the word should expresses
a piece of advice or suggestion.
3. Provide more examples and encourage students
to provide their own examples.
4. When the advice is about something that has
already happened, they use the expression with
should + have + past participle.
5. Provide examples and then encourage students
to build up their own.
6. Check the Grammar Reference section in the Stu-
dent’s Book.
Practice the pattern
1. Ask students to open their books on Lesson 2,
Grammar section, Should/should have
2. (1) Read the situation in the table and write
sentences using “should” or “should have” like
the examples. Students are going to work in pairs.
Discuss with students the first example and the Answer Key
second one.
1. should have returned
2. Students read the list of words in the box and
write advices using should for Mary and should 2. should have come
have for Toby. To check, ask for volunteers to write
3. should do
the answers on the board. Analyse and discuss
each case. 4. shouldn’t have lent

Answer Key 5. should say

Sarah 6. should have called

1. Sarah should clean her room every day. 7. should play

2. Sarah should get up early. 8. should take

3. Sarah should do all her homework.

4. Sarah should make her bed.
5. Sarah should help with the housework.
Toby
1. Toby should have done his daily exer-
cise.
2. Toby should have helped his father
wash the car.
3. Toby should have done the shopping
with his mother.
4. Toby should have studied hard for his
exams.
5. Toby should have listened to his teach-
er’s advice.

3. Read through the note and clarify any doubts.

Discuss and answer any additional questions that
students may have. Introducing the pattern

4. (2) Fill in the gaps in the sentences below us-
ing the verb in brackets. Students complete the
sentences using the verb provided. They do the ex-
ercise individually and then they discuss it in pairs.
To check, read the statement and stop at the blank.
Students complete it as a class. Use the board if
necessary.
1. Write on the board the following sentence taken
from the box in Exercise 1: If I were Sarah, I would
study for the exam.
2. Discuss with students that this sentence means
that it is not possible to be Sarah, so we are ex-
pressing a condition that is not real in the present.
3. Explain the structure If+subject +past tense, sub-
ject + would/should .

4. Stimulate students to build up their own sen-

tences.

108
5. Write on the board a sentence related to Toby If
I had been in Toby’s place, I would have returned the
book to the library.
6. Explain that the sentence is related to an action
in the past, so the structure is If+subject+past per-
fect, subject+would+have+past participle
7. Encourage students to build up their own sen-
tences. Go to Grammar Reference in the Student’s
book.
Practise the pattern
1. Students open their books on Exercise 3.
2. (3) Look at the table in Exercise 1 and com-
plete like the examples. This exercise is to intro-
duce the conditional sentence. Students read the
statements in Exercise 1 and they write what they
would do if they were Sarah or Toby, following the
model and using conditional types 2 and 3. Then
they discuss their answers in pairs. To check, ask
for volunteers to write the answers on the board.
109
Answer Key
Sarah
1. If I were Sarah, I would/should clean
her/my room every day.
2. If I were Sarah, would/should get up
early.
3. If I were Sarah, I would/should do all
her homework.
4. If I were Sarah, I would/should make
her bed.
5. If I were Sarah, I would/should help
with the housework.
Toby
1. If I had been in Toby’s place, I would
have done his daily exercise.
2. If I had been in Toby’s place, I would
have helped his father wash the car.
3. If I had been in Toby’s place, I would
have done the shopping with his mother.
4. If I had been in Toby’s place, I would
have studied hard for his exams.
5. If I had been in Toby’s place, I would
have listened to his teacher’s advice.
3. Read through the note about the second condi-
tional. Discuss the structure and ask students to
provide examples and practice.
4. (4) Make conditional sentences from the sit-
uation stated. Students follow the example. They
have to read the situation and write the second
conditional. Focus students’ attention on how the
conditional changes the sentence: if the action is
positive in the reality the conditional is negative
and vice versa. Then students discuss their an-
swers in pairs. Ask for volunteers to write the an-
swers on the board.
Answer Key
1. If she weren’t rude, I would invite her.
2. If I didn’t have to do my homework, I
could have come to the mall with you.
3. If my mother had time, she would cook
for us.
4. If I had the money, I could give you a
loan.
5. If I liked the main actor, I would go to
see that movie.
6. If I could afford it, I would buy this lap-
top.
7. If the store weren’t out of DVD copies of
the movie, we could watch the movie.
8. If she knew him well, she would marry
him.
5. Read through the note and discuss with students
possible examples and how to use the third condi-
tional. Answer any doubts.
6. (5) Form the third conditional by using the
right verb tenses. Students read the statements
and fill in the blanks with the appropriate form of
the verb to complete a third conditional sentence.
To check, ask for volunteers to write the answers
on the board.
Answer Key
1. had studied – would have had
2. had had – would have bought
3. had slept – wouldn’t have been
4. hadn’t been – would have had to
5. had arrived early, we would have gone
6. had had – wouldn’t have left
7. had won – would have travelled
8. had caught – would you have done?
Games and Activities.
1. Pass the bag. Write different verbs on a sheet
of paper and put them into the bag. Students take
110
a sheet and say a sentence using any type of con-
ditional with the verb provided. Give immediate
feedback and encourage them to build up another
sentence in case of mistakes. Then the student
passes the bag.
2. Pass the ball. Ask students to choose one fa-
mous actor/actress or singer. Vote for the most
popular. Ask students to build up sentences using
the structure If I were …. , I would… They pass the
ball to use their turn to speak using the second
conditional.
3. Pass the ball 2. Describe a situation that already
happened, for example a natural disaster or an
incident in the street. Ask students to build up sen-
tences using conditional type 3. They say what they
would have done and then pass the ball on
Finish the lesson
1. Hot Potato. Organise the classroom into a circle
if possible (if not, they can do it from their seats).
Students have to pass the ball while you say “hot
potato, hot potato, hot potato, stop!” The student
with the ball has to say a sentence using should
to give some advice to a friend, for example, “You
should watch less TV” or “You shouldn’t play com-
puter games.”
2. Explain and assign the section for Grammar from
the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: Describing clothes.
Functions: Using vocabulary to describe different
styles of clothes.
Materials: CD, a beanball, a board, markers and a
dictionary.

Warm-up and review
1. Revise the grammar structure of the previous
class. Toss the ball to a student and ask a question
like “What would you do if you were in a place
during an earthquake? Or “What would you do in
case of an earthquake?” Students say the sentence
and bring it back to you. Repeat the process with
other students.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the words
1. Brainstorm different terms related to hobbies.
Prompts. What do you do in your spare time? Do
you collect something? What do you like to play?
Do you like any handicrafts?
2. Use the opportunity to introduce the differences
between do, play and collect, according to the hob-
bies that students choose.
3. Write on the board any new vocabulary or ex-
pressions. Students listen and repeat.
4. Point to the words at random to check if the stu-
dents have learned them.
111
(1) Match sentences with the endings.
1. Students open their books on Lesson 3, Unit 7.
Ask students to read carefully the sentences on the
left and to look for how to complete them with the
phrases on the right.
2. Students discuss in pairs their answers.
3. To check, ask for volunteers to read the full state-
ment aloud.
Answer Key
1. c 2. f 3. b
4. a 5. d 6. e
(2) Write the words in the box with the correct
group.
1. Students read the words in the box and the state-
ments provided.
2. Students have to choose the appropriate collo-
cation for each expression in the box and complete
the statements by filling in the blanks with one of
the words from the box.
3. In case of doubt, they can use the dictionary.
4. Students discuss their answers in pairs.
5. To check, read the statement and stop at the
blank. Students as a group complete the idea.
Answer Key
1. go to 2. go for 3. go
(3) Use “do”, “play” or “collect” with the follow-
ing words.
1. Students read the list of words and choose the
appropriate collocation of the words provided do,
play or collect.
2. In case of doubt, they can use the dictionary.
3. Students discuss their answers in pairs.
4. To check, ask for a pair to read each statement
with the correct answer.
Answer Key other group sits down and the process is repeated.

1. collect 2. play 3. Toss the ball. Toss the ball to a student and say
one of the expressions from Exercise 2 or 4. The
3. do 4. collect student with the ball has to build up a sentence us-
ing the expression provided. Then they tosses the
5. collect 6. play
ball back to you. Repeat the process with another
7. do 8. play student.

9. collect 10. collect

11. do 12. play Finish the lesson.

(4) Use the correct form of the following ex-
pressions to complete the dialogues.
1. Students read the words in the box and the sen-
tences.
2. Students have to fill in the blanks with one of the
words from the box.
3. In case of doubt, they can use the dictionary.
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and describe the word or
meaning. The rest of the class have to guess. Then
they pass the bag and the process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book).

4. Students discuss their answers in pairs.

Phonics
Sound Focus: homophones.
5. To check, read the list of words and students as a
group say the correct answer.

Answer Key Materials: CD, a beanball, a board and markers.

1. having a party – come along

2. meet up with
3. go round
4. get together

Games and Activities

1. Pass the bag. Put different sheets of paper into

a bag with words from Exercise 2 (e.g.: coins, cross-
words, antiques, and so forth). Students have to
build up sentences using the words provided.

2. Guessing game. Write on the board the vocab-

ulary from Exercise 3. Discuss with students the
definition of each word. Place a seat in front of
the board, with the back against it and divide the
class into two teams. A volunteer from a group sits
while another volunteer provides the definition of
the word you point to. The student on the seat has
three chances to guess correctly. If they do their Warm-up and review
group is given a mark. If not, there is no mark giv-
en for any group. Then another volunteer from the 1. Pass the bag. Write on different sheets of paper

112
the words learned in Lessons 1 and 3. Students
take a sheet of paper and say a sentence using the
word. Then they pass the bag.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the sounds
1. Write on the board the words write and right.
Assign number 1 or 2 to each word.
2. Explain that those words have the same pronun-
ciation but when they listen to them they know the
meaning and the correct word to use by the con-
text.
3. Say some sentences and ask students which of
the two words you are using. For example, “Turn
right”, “I write the letter” and“That’s right!” Each
time you say a sentence ask students which word
you are using, 1 or 2.
4. Discuss that there are many other similar words,
for example see and sea.
5. Repeat the process of assigning a number and
saying sentences for students to distinguish if you
are using one number or another (1 or 2), for ex-
ample “I have never been to the Mediterranean
Sea,” “I will see Martha later,” “The Sea is an im-
mense mass of water”, “See you later”, and so on.
(1) Look, listen and choose the correct word.
1. Read instructions carefully.
2. Students listen to the CD, observe the picture and 2. Match the words. Write two columns of words,
decide which of the two words is the correct one.
3. To check read each word and discuss the answer ilar pronunciation to one of the left. Students work
with students.
4. Students listen and repeat the words.
Answer Key
1. whale – witch
2. wheat – listen
3. chalk – match
4. palm – stalk
(2) Look at each picture, name it and choose the
correct word.
1. Students observe the pictures and decide which
word is represented in the picture.
2. Some of these words are not homophones, but
have similar pronunciation.
3. Students discuss their answers in pairs.
4. To check, read the word and discuss with stu-
dents the correct answer.
5. Students listen and repeat.
Answer Key
1. right – wrist
2. dumb – plumber
3. ring – bomb
4. lamb – wheel
Games and Activities.
1. Pass the bag. Write different words from the
lesson on a piece of paper and put them into a
bag. Students take a word from the bag and read it
aloud with the appropriate pronunciation. The rest
of the class listens and repeat.
one on the right and another on the left. Students
have to match the word on the right that has a sim-
individually first, and then discuss the answers in
pairs. To check, ask for volunteers to solve the exer-
cise on the board. Some sample words are:
wheel – will
sea – see
read – red
113
tale – tail

right – write

witch – which

3. Underline the word. Using the same words

from the previous exercise, say some sentences and
the students have to determine which word is the
one you are using in your sentence. Some suggest-
ed sentences are:

The wheels of the bus go round and round.

I saw Mary this afternoon.

Have you read the novel yet?

The horse’s tail is long.

You are right.

Which one is your book? Warm-up and review

1. Revise the sounds studied in the previous class:

Finish the lesson
1. Toss the ball. Toss the ball to a student and say
one of the words studied during the lesson. The
student who receives the ball has to say a sentence
using either of the words, but he has to spell the
word he is saying. Then they toss the ball back to
you. Repeat the process with another student.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
silent sounds. Read some sentences and students
write down what you have dictated. Dictate three
times: the first time for students to listen, the sec-
ond for them to write and the last time to check. To
check the dictation, ask for volunteers to write the
sentences on the board. Some sample sentences
are:
The witch gave the apple to the princess.
Which one is your book?
You are right.

Write the letter.

I have read the book.

CLIL
Language Focus: Camping experiences. My dress is red.

Functions: Reading about good and bad experienc-
es when camping.
Materials: CD, a beanball, a board, markers and a
dictionary.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the vocabulary of the reading

1. Talk to students about their experiences of

camping. Focus on negative experiences or expe-
riences caused by disobedience or not following
advice. Prompts. Have you ever had a bad experi-

114
ence when camping/going to the beach? What hap-
pened? Did anyone give you an advice (not) to do
so? Was it funny? Was it bad? How did you fix it?
2. Write on the board any necessary words during
the conversation to improve students’ vocabulary.
3. Students listen and repeat the words on the
board.
(1) Match the words with the definitions.
1. Ask students to open their books on CLIL lesson.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary.
5. To check, read the word on the left and students
have to complete it.
Answer Key
1. erect: to put up / to build
2. (not) bothered: bad / casing gloom
3. put off: to make someone dislike some-
thing.
4. dismal: too tired or too lazy
5. terrible: extremely bad
6. tent skin: the layers of tent material
7. warn: to try and tell someone some-
thing that might happen.
(2) Read the following passage and fill in the
blanks using the words from Exercise 1 in the
correct form.
1. Students silently read the text.
2. Students complete the passage with the words
from the previous exercise.
3. Students share their answers in pairs.
115
4. To check, read the text and pause on the missing
word so students can complete it as a class.
Answer Key
bad
bothered
terrible
skin
put off
warned
erect
5. Discuss with students any additional words, by
describing their meaning or getting them looking
in the dictionary. Some words can be: minded, in-
ner, wet.
6. Ask students some comprehension questions
while reading the text. For example: Where are the
narrator and his parents going? How was the expe-
rience last year? What did his mother not do? What
happened to her? What would have happened if she
had listened to her husband and son? What is the
narrator going to do this time?
(3) Read again and answer the questions.
1. Students read the questions carefully and local-
ise the information in the text.
2. To revise, students work in pairs and they have
to correct one another.
3. Monitor groups and answer any questions that
they may have.
4. To check, ask for the questions and volunteers
can respond.
Answer Key We tried to help my mom.

1. No, they didn’t She should have fixed her second tent skin.

2. She had a bad experience last year/the
previous year.
3. Because it rained and she got wet.
4. She didn’t put the second skin on the
tent.
(4) Choose the best answer.
1. Ask students to read the statement and analyse
the three options provided.
3. Play roles. Students work in pairs. They have to
imagine that one of them is the mother in the story
and the other is a friend. The mother says how was
her experience on the camping trip while the sec-
ond asks questions to look for details of the story.
Monitor and help students to add any additional
words that they need and answer any questions
that they may have. Some suggested questions for
the friend are:
How was your trip?

2. Students read the questions and the options Did your husband and your son help you?
they have. Then they answer. They have to infer the
Why did you not listen to them?
meaning from the context.
What happened then?
3. To check, read the statement and students read
the option when you finish. Do you want to go camping again?

Finish the lesson

Answer Key
1. Toss the ball. Toss the beanball to a student and
1. build 2. year they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
Games and Activities.
who receives the ball says another sentence.
1. Pass the bag. Write on different sheets of paper
2. Explain and assign the section for CLIL from the
different words from the lesson. Students take a
Workbook (see the Workbook section in the Teach-
sheet of paper and say a sentence using the word
er’s Book).
or describing it. Then they pass the bag. In case
any student has difficulties, help them to build up Writing
sentences by asking questions or providing vocab-
ulary. Language Focus: Vocabulary and grammar review.

2. Pass the bag 2. Students pass the bag and take Functions: Writing a postcard.
a word from it, but this time they have to define or
describe the word and the rest of the students have Materials: a beanball, a board, markers and post-
to guess the word. They only have three chances. cards.

2. Puzzle. Write a sentence and divide it up into

words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There may be more than one set. Ask for volun-
teers to write their sentences on the board. Some
suggested sentences are:

I wouldn’t have minded going in the bad weather.

My dad and I were sleeping in one tent.

116

Warm-up and review
1. Toss the ball. Toss the ball to a student. Say a
word they have learned in the Unit and they have
to say a full sentence using the word and using
a conditional sentence, either type two or three.
Write the structure on the board to review the
structure.
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduction to writing
1. Bring some magazines or newspapers where
people write a letter and a person gives advice. You
may use examples from the Internet as well, but
check the appropriateness of the structure of the
letter.
2. Organise students into groups. Ask them to read
the information.
3. Students discuss the following questions about
the text:
What do these letters have in common?
Who asks for advice?
Who gives advice?
117
Do they use their real name?
Why do you think these people look for advice?
4. Students use their dictionaries to check any
words, but it is not necessary that they understand
all of the words, just to get the idea of this kind of
publication.
5. Monitor and answer any questions.
6. Explain that these type of letters also have the
structure of a letter: greeting, body, closing and
signature. The signature is usually a nickname,
and the date is usually omitted when they are pub-
lished in the newspaper or magazine.
(1) Read the following letters.
1. Students open their books on Unit 7, Writing les-
son.
2. Students read the short letters “Letters to So-
phia”.
3. Give students time to read both stories.
4. Ask questions about both texts:
What problem does the writer have?
Why did both women write to Sophia?
Who has the problem in the first letter? And the sec-
ond?
What is the relation between the pseudonym or nick-
name and the problem?
5. Ask students to work in groups and think about
a possible solution. Tell them to use the third type
of conditional and should for advice.
6. Discuss the conclusions of the group as a class.
(2) Pick one of the problems in the box and
write a short letter asking for advice.
1. Students work in pairs and discuss the situation
presented.
2. They pick one of the problems. Each one writes
their own letter although the topic chosen is the
same. 2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
3. Discuss with students the scheme of this type of
letter.
Unit 8: Household Chores
4. Students write the letter following the structure
bearing in mind the guidelines in the note.

5. Students interchange letters. Words and Conversation

6. Students suggest ideas about how to solve the Language Focus: Chores.
problem.

7. Ask for volunteers to read their letters aloud to Functions: Talking about household chores.
the rest of the class.

Materials: CD, a beanball, a board, markers and a

Games and Activities. dictionary.
1. Puzzle. Write some sentences on a sheet of pa-
per and split them up into words. Bring enough
sets for at least half of the class, so students will
work in pairs. In class students organise the words
to make sentences. Provide different sentences so
that groups may have different words. To check,
ask for volunteers to write them on the board.

2. Pass the bag. Write words from the different

lessons on small sheets of paper, enough for every
student in class. Put the words into a bag. Students
pass the bag and they have to build up a sentence
with a word taken from the bag. The student pass-
es the bag to next student who has to do the same.

3. Guessing game. Write on the board some words

from the lesson. Divide the class into two groups.
Place a seat in front of the class with the back
against the board, so that the student on the seat
cannot see it. A volunteer sits down on the chair
while another one from their group says a defini-
tion or description of the word you are going to Warm-up and review
point to, without mentioning it. The student on the
1. Pass the bag: Write different situations on
seat has to guess. They have three chances. If not,
sheets of paper and students take one sheet and
the word is revealed and there is no mark given to
say a conditional sentence using the situation. For
any of the teams. Then it is the other group’s turn.
example: ”If I were millionaire, I…”, “If I were a ma-
gician, I…”, “If I were president, I…” Then they pass
the ball.
Finish the lesson
2. Revise Workbook assignment (for Instructions
1. Pass the ball. Pass the ball and each student and Answer Key see the Workbook section in the
with the ball has to say a sentence about what they Teacher’s Book).
have learned in the Unit.

118
Introduce the conversation

1. Discuss with students if they have ever helped Answer Key

with household chores. Prompts. Have you ever
helped at home? How often do you help at home?
What chores do you prefer? What chores do you
not like? Do you have a chore which is your respon-
sibility? Have you ever helped with cooking? What
is your favourite recipe? Can you do it by yourself?
2. If students use a word in their mother tongue,
translate immediately and get students to listen
and repeat the word. Write it on the board.
3. Write on the board any additional words that
students may need to express their ideas.
4. Students listen and repeat all of the new words.
Ask the words randomly and get volunteers to de-
scribe them. If necessary, ask them to check them
in the dictionary.
5. Ask students to open their books on the Words
and Conversation section, in Unit 8. Students ob-
serve the pictures in the section Listen, Point and
Repeat.
5. Play the CD and students listen, point and repeat
each word.
1. (c) 2. (f) 3. (b)
4. (d) 5. (a) 6. (e)
Listen and read
1. Play the CD to go through all of the conversation.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that students know the
meaning of each word and the sense of each sen-
tence.
3. Go through the reading also to ask comprehen-
sion questions. Prompts: Where are they? What
are they going to do? What chores did Hanna do?
Who is coming tonight? How is she going to help?
How many people are going to eat? What are they
going to eat? What’s Hannah’s favourite dessert?
4. Play the CD and students listen and repeat each
line after the CD (or after you).
5. Divide the classroom into two groups, each one
reads one role: Mum or Hannah. Each group reads
a different section and then they interchange roles.

6. Two volunteers read the dialogue aloud. Ask an-

other group to do the same.
Match the words with the definitions. Check
your dictionary.

1. Divide the classroom into two groups. Say one of

the words in the reading which is not in the match-
ing, for example chores, hamster, pick up, home-
made. Write the words on the board and students
have to look for the word in the dictionary. The first
student who finds the word raises their hand and
says the meaning. If it is correct their group gets
a mark. Repeat the game with three or four more
words. The group with the most marks wins.

2. Students work in pairs to match the word to its

meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.

3. To revise, ask volunteers to read the meaning of

the word aloud.

4. Students revise the word in the dictionary again

in case there is a different criterion in the course.

119
Read again and answer the questions.
1. Students read the text again.
2. Students answer the comprehension questions.
Tell them they may go back to the text to look for
the correct answer.
3. Organise the classroom into pairs so that stu-
dents can share their answers.
4. Monitor groups and clarify any doubts.
Answer Key
1. She took out the garbage, cleaned the
hamster cage and helped Joey with his
homework.
2. Because the grandparents are coming
to dinner.
3. She has to pick up her toys, lay the table
and goes to the shop with her mum.
4. She likes cooking.
5. They are going to cook roast chicken
with salad, homemade garlic bread and a
Victoria sponge cake.
Find words in the conversation which mean:
1. Explain the Exercise to students.
2. Students read the statements provided, which
are the definition of a word from the text.
3. Students read the dialogue again and look for the
words that can be defined by the statement provid-
ed.
4. Students discuss their answers in pairs.
5. To check, ask for volunteers to read the answer.
Use board and markers if necessary.
Answer Key
1. take out the garbage
2. Victoria sponge
3. chores
4. favourite
Fill in the blanks with the suitable word.
120
1. Students read the passage and complete it using
the new words from the lesson.
2. Students work first individually and then they
share their answers with a classmate.
3. To check, read the passage and stop at the miss-
ing word. Students answer as a group.
Answer Key
chores
pick up
lay
ingredients
roast
dessert
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to interchange information about special
occasions and clothing.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities
1. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions in Discuss the following with
your partner(s). The student replies and brings
the ball back to you. Try to get most of the students
to participate. Check their pronunciation and flu-
ency. Help them to build up sentences. If there is an
important pronunciation problem, get the whole
class to listen and repeat.
2. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
Give the first student of each group the first sen-
tence. They have to read it, memorise it and go
to the second student on the row to secretly say
the sentence, whispering it in their ear. Once the
student gets the message, they transmit it on in
the same way, until the message reaches the last
student. The last student has to say the message
aloud. Have fun comparing the original message
and the final one. Some suggested sentences are:
a question from the Pair and Group Work. The
student has to answer and toss the ball back to you.
Then toss the ball to another student.
2. Explain and assign the Word and Conversation
section in their Workbook (see the Workbook sec-
tion in the Teacher’s Book).

I already did all of my chores this week.

Grammar
I took out the garbage and helped Joey with his
homework.
Grammar Focus: Gerund and Infinitive.
I love cooking Victoria Sponge.
Functions: Using verbs followed by gerund or in-
3. Sentence puzzle. Write some lines of the con-
finitive.
versation on a sheet of paper and put all of them
into an envelope, with words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so there will be more than Materials: CD, a beanball, a board, markers and
one line for the class. In class, students work in paper.
pairs. Give them one of the envelopes and students
have to organise the words to make a sentence.
Some of these sentences can be:

My mum is going to start cleaning the house.

I am going to buy all of the ingredients for tonight.

You have to pick up all of your toys.

We are going to make roast chicken with salad.

4. Debate. Divide students into several groups.

Each group is going to discuss about one chore
you are going to assign. The team has to discuss
all the positive aspects of this chore to be the most
voted one. They have to choose a speaker and they
have to prepare a poster to promote voting for that
chore. They discuss and prepare the poster. Then
each speaker presents the chore with the poster. At
the end, students vote for their favourite chore.

5. Write a dialogue. Students work in pairs and

write a dialogue based on the structures on pages
60 and 61. Then they interchange dialogues with
another group, check the dialogue and read the di-
alogue aloud in front of the class.
Warm-up and review

1. Complete the conversation. Write on the board

Finish the lesson an unfinished conversation. Students have to com-
plete the dialogue with their own ideas. Then they
1. Toss the ball. Toss the ball to a student and ask present the dialogue in pairs. A sample dialogue

121
can be:
A: What chores did you do last weekend?
B: ___________________________________
A: I like cooking. What chore do you like?
B: ___________________________________
A: I hate tidying up my bedroom. I can play all day,
but I dislike picking up all my stuff. How about you?
B: ___________________________________
A: I want to bake a cake. Will you help me beat the
eggs?
B: ___________________________________
2. Revise Workbook assignment (for Instructions
and Answer Key see the Workbook section in the
Teacher’s Book).
Introduce the grammar structure
1. Focus students’ attention on the verbs in the con-
versation.
2. Ask students to underline the expressions said
by Speaker 1 where there are two verbs together.
3. Volunteers write the verbs on the board: like
cooking, hate tidying, can play, dislike picking, want
to bake and help beat.
4. Ask students what they observe in the combi-
nation of verbs. Some verbs are followed by –ing,
to+infinitive, or infinitive.
5. Explain that with modal verbs (like can, could,
will, would, should, may, must, might) they use the
base form of the verb.
6. They have to learn by heart which verbs are fol-
lowed by the verb in gerund and infinitive.
7. Check the Grammar Reference section in the Stu-
dent’s Book.
Practice the pattern
1. Ask students to open their books on Lesson 2,
Grammar section, Gerund and Infinitive.
122
2. (1) Some verbs are followed by gerynd (v+
-ing) while others are followed by infinitive (to
+ base verb). Read and circle gerunds and un-
derline infinitives. Students are going to work in
pairs. They read the statements and followed the
instructions provided.
2. To check, discuss each case individually.
3. Besides the rule of the verbs which are followed
by infinitive or gerund, explain to students that
they have to write a gerund after a preposition.
Also, if a verb is a subject, it can be gerund or in-
finitive. The verb cannot stand in the base form be-
cause that is a command.
Answer Key
1. They have promised to help us in times
of need (promised to help, verb + to+ verb
base).
2. I’ve invited her to have dinner with me
at the weekend (invite to have, verb + to+
verb base).
3. I don’t mind going to work after my
Husband was injured (mind going, verb +
-ing).
4. Has she decided to take that job yet?
(decide to take, verb + to+ verb base).
5. He’s always complaining about spend-
ing too much money (about complaining,
preposition + -ing).
6. He claims to be her cousin but the po-
lice found that he isn’t (claims to be, verb
+ to+ verb base).
7. Why are you always blaming me for
getting low marks? (for getting, preposi-
tion + -ing).
8. I can ride a horse (can ride, modal +
verb base).
9. I know you don’t approve of working
late, so I’ll go to bed (of working, prep-
osition + - ing )(will go, auxiliary + verb
base).
10. The coach told me to train hard for the
next match (tell + pronoun/noun + to +
-ing).
11. Walking is a fantastic way to get into
shape (walking, subject).
12. To wait is not often a good thing (to
wait, subject).
 6. (3) There is a mistake in each of the following
sentences. Find it and rewrite them correctly.
Students read the sentences provided, localise the
mistake and rewrite the appropriate sentence. To
check, ask for volunteers to write the answers on
the board.

Answer Key
1. My parents suggested going to the the-
atre.
2. I want to buy a new villa.
3. I regret going to the cinema. It was not a
very good film.
4. He offered to help us.
5. They promised to help him do a small
project of his own.
6. I regret to tell you that the trip was can-
3. Read through the note and clarify any doubts. celled.
Discuss and answer any additional questions that
students may have. 7. We finished reading the lesson.

4. Encourage students to say their own sentences 8. They wished to leave early.
using the verb provided in the note. 9. My teacher told me to study hard.
5. (2) Underline correct the verbs in brackets. 10. The officer told the soldiers to fire at
Students underline the correct verb to complete the enemy.
the statement. They do the exercise individually 7. (4) Fill in the gap with the correct form of the
and then they discuss it in pairs. To check, read the following verbs. Students read the words in the
statement and stop at the brackets. Students com- box. Then they read the sentence. They have to fill
plete it as a class. Use the board if necessary. in the blanks using the words provided. To check,
read up to the blank and students read the answer
Answer Key as a group. Use the board if necessary.
1. to teach
Answer Key
2. playing
1. to see
3. being
2. going
4, becoming
3. living
5. doing
4. tell
6. getting
5. stay
7. letting
6. to speak
8. to sing
7. eating
9. swimming
8. remain
10. Studying

123
8. (5) Read and correct the verbs in brackets. 1. I visited my grandmother last weekend. I love…
Students read the passage and change the verb in
brackets to the correct tense. To check, ask for vol- 2. Tomorrow, my father has guests for dinner. My
unteers to read the passage and write on the board mother has lots of things to do. I help her…
the verb. 3. This year we have a school trip to Paris. To enjoy…
Answer Key
making Finish the lesson
to study 1. Hot Potato. Organise the classroom into a circle
if possible (if not, they can do it from their seats).
Tutoring
Students have to pass the ball while you say “hot
to get potato, hot potato, hot potato, stop!” The student
with the ball has to say a sentence using any com-
going bination of verbs studied throughout the lesson.
to get Then they are the next one saying “hot potato.”
9. (6) Fill in the table with information from the 2. Explain and assign the section for Grammar from
above exercises. Students categorise the verbs the Workbook (see the Workbook section in the
from the previous exercises into followed by gerund Teacher’s Book).
or followed by infinitive. To check, draw the chart
on the board and get students to complete the Vocabulary Enrichment and English in
chart. Use
Answer Key Language Focus: Chores.

Verbs followed by gerund. Concern, about,
admire, avoid, imagine, enjoy, finish, re-
gret, suggest, adopt, agree on, keep, care
about, dream about, approve of, think
about.
Functions: improving vocabulary about chores.
Materials: CD, a beanball, a board, markers and a
dictionary.

Verbs followed by infinitive. Dedicate, en-

able, expects, wait, can, hesitate, rather,
tell, wish, promise, offer, want, ask

Games and Activities.

1. Pass the bag. Write different two verbs on

sheets of paper and put them into the bag. Students
take a sheet and say a sentence using both verbs
bearing in mind if the second verb goes in gerund,
to+infinitive or base form of the verb. Once they
say the sentence, they pass the bag.

2. Dicto-comp. Dictate different sentences in which

they have to complete the idea. Read each sentence
three times: the first time for students to listen, the
second they write and the third they review what
they have written. To check, ask for volunteers to
read their sentences aloud. Sample dictations:
Warm-up and review

124
1. Revise the grammar structure from the previous ment aloud.
class. Prepare a bag with sheets of paper with a
combination of two verbs. In class, students take Answer Key
a sheet of paper from the bag and build up a sen-
tence using the verbs in the appropriate form ac- 1. f 2. e 3. a
cording to what was studied in the previous lesson 4. c 5. b 6. d
(gerunds and infinitive).
(2) Match the verb with the nouns and make
2. Revise the Workbook assignment (for Instruc- sentences.
tions and Answer Key see the Workbook section in
the Teacher’s Book). 1. Students read the words in the box from both
columns.

2. Students combine the verbs with the appropriate

Introduce the words
1. Brainstorm different terms related to chores and
where to do them. Prompts. What chores can you
do in the bedroom? What chores can you do in the
kitchen? What chores can you do in the garden?,
and so forth.
2. Write on the board a chart using the part of the
house you mention as a heading and the chores be-
low each heading. For example, in the garden they
may mention water the plants, rake the leaves, plant
a seed, cut the grass, and so forth. Some headings
can be: garden, kitchen, bedroom, bathroom, living
room. Some actions can be: wash the dishes, clear
the table, cook the dishes, bake a cake. For a bed-
room: pick up the toys, tidy up, make the bed. For
the bathroom, they can mention: clean the toilet,
mop the floor, dry the floor; and so forth.
3. Write on the board any new vocabulary or ex-
pressions. Students listen and repeat.
4. Point to the words at random to check if students
have learned them.
5. Encourage students to say full sentences using
the new vocabulary and collocation learned.
(1) Match sentences with the comments.
1. Students open their books on Lesson 3, Unit 8.
Ask students to read carefully the sentences on the
left and to look for how to complete them with the
phrases on the right.
2. Students discuss in pairs their answers.
3. To check, ask for volunteers to read the full state-
noun.
3. Students can make use of the dictionary if neces-
sary.
4. Students work in pairs to discuss their answers.
5. To check, read the word in column a and they say
the answer on column b as a class.
6. Ask students to write sentences using each com-
bination.
7. To check, volunteers read aloud their sentences.
Some of them can write the answers on the board.
Answer Key
1. c 2. d
3. a 4. b
5. f 6. g
7. h 8. e
(3) Complete the following sentences with the
correct words in the box.
1. Students read the words in the box and then
read the sentences. They have to complete the sen-
tences with the words provided.
2. Students may use the dictionary if they need it.
3. In case of doubt, they can use the dictionary.
4. Students discuss their answers in pairs.
5. To check, ask for volunteers to complete the sen-
tences.

125
Answer Key paragraph with five to ten sentences about the
chores practised in the lesson. Provide the intro-
1. clean ductory sentence, for example “Every Saturday I
help my family doing some chores.”
2. clear
3. put
Finish the lesson.
4. empty
1. Pass the bag. Write on different sheets of paper
5. throw out
the words learned in Lessons 1 and 3. Students
(4) Complete the following sentences using the take a sheet of paper and describe the word or
words in the box. meaning. The rest of the class have to guess. Then
they pass the bag and the process is repeated.
1. Students read the words in the box and then
read the sentences. They have to complete the sen- 2. Explain and assign the section for Vocabulary
tences with the words provided. Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book)
2. Students may use the dictionary if they need it.
Phonics
3. In case of doubt, they can use the dictionary.
Sound Focus: /f/ sound.
4. Students discuss their answers in pairs.

5. To check, ask for volunteers to complete the sen-

tences. Materials: CD, a beanball, a board and markers.

Answer Key
1. something
2. favour
3. hand
4. mind

Games and Activities

1. Role play. Students practise short conversations

following a model (see the Role play worksheets),
about asking or offering help for chores.

2. Guessing game. Write on the board the com-

bination of verbs and nouns from Exercises 2 and
3. Place a seat in front of the board, with the back
against it and divide the class into two teams. A vol-
unteer from one group sits while another volunteer
from their group mimes the action. The student on
the seat has to say the full expression to get a mark
for the group. They have three chances. If they
cannot guess correctly, there is no mark given to
any group. Then another volunteer from the other
group sits down and the process is repeated.
Warm-up and review
3. Write a short composition. Students write a

126
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and say a sentence using the
word. Then they pass the bag on.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the sounds
1. Write on the board the words fashion, photo and
enough.
2. Read the words and ask students what do these
words have in common.
3. Underline the graphemes f, ph and gh. Explain
that in some positions the letters ph and gh have
the same sound as f.
4. Encourage students to think about some words
with the same pronunciation.
5. Students listen and repeat the words after you.
(1) Listen and circle the letters that represent
each f sound in the following words. Cross out
the words that do not have the f sound.
1. Read the instructions carefully.
2. Students listen to the CD, read and circle the f
sound in each word and cross out the one that does
not have the sound.
3. To check read each word and discuss the answer
with students.
4. Students listen and repeat the words.
Answer Key
1. physician – pharmacist – photocopier –
thigh (X).
2. Pamphlet – elephant – knight (X) – graph.
3. trophy – lighter (X) – apostrophe – fight
(X).
4. photographer – microphone – right (X)
– asphalt .
127
(2) Listen and write the word, then circle the
letters that represent each f sound in the name
of each picture.
1. Students observe the pictures and listen to the
word on the recording.
2. They take dictation.
3. Play the CD again, for students to check the
sounds and circle the letters that represent the f
sound.
4. To check, ask for volunteers to write the words
on the board.
5. Students listen and repeat each word.
Answer Key
1. photo – sphere – trophy – saxophone.
2. phone – dolphin – microphone – photo.
3. alphabet – xylophone – check – check.
4. elephant – cellphone – check – film.
Games and Activities.
1. Pass the bag. Write different words on a piece of
paper with the studied sound and put them into a
bag. Students take a word from the bag and read it
aloud with the appropriate pronunciation. The rest
of the class listens and repeats.
2. Circle the odd one out. Dictate four different
words to each group. Students have to write num-
ber 1 to 4 to designate each sound. They have to
cross out the number that does not belong to the
group. To check, ask for volunteers to take the dic-
tation on the board. Then students listen and re-
peat. Some words can be:
photo – philosophy – flower – phantom
enough – film – frame – fin
phone – friend – fine – fast
physics – elephant – trophy – saxophone.
3. Dictation. Dictate a group of sentences that
contain words with the studied sound. Read them
three times: the first time for students to listen, the
second time to check and the third time to review.
To check, ask for volunteers to write the answers
on the board. Then students listen and repeat.
Some sentences can be:
I took a photo of a dolphin with my phone.
The saxophonist plays the saxophone in front of a
microphone.
Sophia won a trophy spelling the alphabet.
Finish the lesson
1. Toss the ball. Toss the ball to a student and say
one of the words studied during the lesson. The
student who receives the ball has to say a sentence
using it. Then they toss the ball back to you. Repeat
the process with another student.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
CLIL
Language Focus: Camping experiences.
Functions: Reading about chores.
Materials: CD, a beanball, a board, markers and a
dictionary.
128
Warm-up and review
1. Revise the sounds studied in the previous class:
silent sounds. Read some sentences and students
write down what you have dictated. Dictate three
times: the first time for students to listen, the sec-
ond for them to write and the last time to check. To
check the dictation, ask for volunteers to write the
sentences on the board. Some sample sentences
are:
I saw a famous elephant at the zoo.
I phoned my friend Ralph because he won a trophy.
I learnt the alphabet and I spelt names.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the vocabulary of the reading
1. Talk to students about how they helped at home
when they were young and now. Prompts. What
chores did you do when you were younger? What
is the difference between chores before and now?
What advantages does a family have when every-
one helps at home? How do you feel when you
help? What do you think your parents feel when
you help them?
2. Write on the board any necessary words during
the conversation to improve students’ vocabulary.
3. Students listen and repeat the words on the
board.
(1) Match the words with the definitions.
1. Ask students to open their books on CLIL lesson.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary.
5. To check, read the word on the left and students
have to complete it.
 ise the information in the text.

Answer Key 2. To revise, students work in pairs and they have

to correct one another.
1. d 2. e
3. Monitor groups and answer any questions that
3. g 4. f they may have.
5. b 6. a 4. To check, ask the questions and volunteers can
respond.
7. c

(2) Read the following passage and fill in the

blanks using the words from Exercise 1 in the
correct form.
1. Students silently read the text.
2. Students complete the passage with the words
from the previous exercise.
3. Students share their answers in pairs.
4. To check, read the text and pause at the missing
word so that students can complete it as a whole.
Answer Key
chores
appreciate
benefits
Answer Key
1. His brother prefers to read and he pre-
fers to play football with his friends.
2. They appreciate the benefits of helping
out more.
3. His brother cleaned all the windows
and tided the kitchen, while the narrator
helped his dad to hang out all of the wash-
ing.
4. They went to the beach.
(4) Choose the best answer.
1. Ask students to read the statement and analyse
the three options provided.

motivated 2. Students read the questions and the options

they have. Then they answer. They have to infer the
in record time meaning from the context.

guilty 3. To check, read the statement and students read

the option when you finish.
bond

5. Discuss with students any additional words by

describing their meaning or getting them to look in Answer Key
the dictionary. Some words can be: indoors, hang
out. 1. a 2. b

6. Ask students some comprehension questions Games and Activities.

while reading the text. For example: When do they
help with the chores? What did they feel about
chores when they were younger? What did they pre-
fer to do when they were younger? What chores do
they do now? How do their parents feel? As they fin-
ish early, what do they do?
(3) Read again and answer the questions.
1. Pass the bag. Write on different sheets of paper
different words from the lesson. Students take a
sheet of paper and say a sentence using the word
or describing it. Then they pass the bag. In case
any student has difficulties, help them to build up
sentences by asking questions or providing vocab-
ulary.

1. Students read the questions carefully and local- 2. Pass the bag 2. Students pass the bag and take

129
a word from it, but this time they have to define or
describe the word and the rest of the students have
to guess the word. They only have three chances.

3. Puzzle. Write a sentence and divide it up into

words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There may be more than one set. Ask for volun-
teers to write their sentences on the board. Some
suggested sentences are:

My brother and I like helping our parents.

We used to hate doing chores before.

We have started to appreciate the benefits of helping

more.

We got all of the household chores finished in record

time.

Finish the lesson Warm-up and review

1. Toss the ball. Toss the beanball to a student and
they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.
2. Explain and assign the section for CLIL from the
Workbook (see the Workbook section in the Teach-
er’s Book).
1. Toss the ball. Toss the ball to a student. They
have to describe a chore without saying it. The rest
of the class have to guess. Then they toss the ball to
another student who has to do the same.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).

Writing Introduction to writing

Language Focus: Vocabulary and grammar re-
view.
Functions: Writing a letter asking or giving advice.
Materials: a beanball, a board, markers and post-
cards.
1. Bring some magazines or newspapers where
people write a letter and a person gives advice. Use
only the letter that asks for advice, do not reveal
the advice. You may use examples from the Internet
as well, but check the appropriateness of the struc-
ture of the letter.

2. Organise students into groups. Ask them to read

the information. Each group will have different let-
ters.

3. Students discuss the following questions about

the text:

What is the problem of this person?

What recommendation would you give?

130
Think about two possible solutions.
4. Students use their dictionaries to look up any
words, but it is not necessary that they understand
all the words, just to get the idea of this kind of
publication.
5. Monitor and answer any questions.
6. When students have finished, one student pres-
ents the problem to the rest of the class and the
other presents the advice.
(1) Read the following letters.
1. Students open their books on Unit 8, Writing les-
son.
2. Students read the short letters “Letters to So-
phia” and the advice given in the first sentence.
3. Discuss the parts of the reply letter. They are ex-
actly the same as the different types of letters they
have studied.
(2) Read the following letters asking for advice.
1. Students work in pairs and discuss the two let-
ters presented. They have to find out the answer
to questions such as: What is the problem? Is it the
problem easy to solve? Which advice would you give
to each case?
2. They pick one of the problems.
3. In pairs, they have to make a list of possible solu-
tions to the problem.
4. Monitor and help students in case they need vo-
cabulary or clarification of any doubts.
5. To check, read what they have written and dis-
cuss while monitoring.
(3) Pick one of the letters and write a piece ad-
vice.
1. Students, based on the letter chosen, are going to
write the answer.
2. They have to follow the structure suggested in
the box on the right.
131
3. They have to bear in mind the note on the left.
4. They start writing their advice.
5. Monitor, answer questions and provide any addi-
tional vocabulary.
6. Check student’s composition while monitoring.
7. Some volunteers can read the composition aloud.
Games and Activities.
1. Puzzle. Write some sentences on a sheet of pa-
per and split them up into words. Bring enough
sets for at least half of the class, so students can
work in pairs. In class students organise the words
to make sentences. Provide different sentences so
that groups have different words. To check, ask for
volunteers to write them on the board.
2. Pass the bag. Write words from the different
lessons on small sheets of paper, enough for every
student in class. Put the words into a bag. Students
pass the bag and they have to build up a sentence
with a word taken from the bag. The student pass-
es the bag to next person who has to do the same.
3. Guessing game. Write on the board some words
from the lesson. Divide the class into two groups.
Place a seat in front of the class with the back
against the board, so that the student on the seat
cannot see it. A volunteer sits down on the chair
while another one from their group says a defini-
tion or description of the word you are going to
point to, without mentioning it. The student on the
seat has to guess. They have three chances. If not,
the word is revealed and there is no mark given to
any of the teams. Then it is the other group’s turn.
Finish the lesson
1. Pass the ball. Pass the ball and each student
with the ball has to say a sentence about what they
have learned in the Unit.
2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
 Unit 9: Helping out
Words and Conversation
Language Focus: Tasks and work.
Functions: Asking and offering help.
Materials: CD, a beanball, a board, markers and a
dictionary.
Warm-up and review
1. Pass the ball: Students are going to build up a
story while passing the ball. You start a story, for
example “One day I was planting some carrots in
the garden when…” and pass the ball. The following
student has to add another piece of information
and then passes the ball on. The activity continues
until all students have said a part of the story.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the conversation
1. Discuss with students if they have ever helped in
132
different situations, such as fund raising, a person
crossing the street, an old woman taking a bus,
giving your seat to an elder on a train, and so forth.
Prompts. Have you ever helped an elder on the
street or the bus? Have you ever given your seat
to a pregnant woman or an old woman on a bus?
Have you ever participated in a fund raising event?
What have you done to help others?
2. If students use a word in their mother tongue,
translate immediately and get students to listen
and repeat the word. Write it on the board.
3. Write on the board any additional words stu-
dents may need to express their ideas.
4. Students listen and repeat all of the new words.
Ask the words randomly and get volunteers de-
scribe it. If necessary, ask them to check in the dic-
tionary.
5. Ask students to open their books on the Words
and Conversation section, in Unit 8. Students ob-
serve the pictures in the section Listen, Point and
Repeat.
5. Play the CD and students listen, point and repeat
each word.
Match the words with the definitions. Check
your dictionary.
1. Divide the classroom into two groups. Say one of
the words in the reading which is not in the match-
ing, for example cool, growing, outdoors. Write
the words on the board and students have to look
for the word in the dictionary. The first student
who finds the word raises their hand and says the
meaning. If it is correct, their group get a mark. Re-
peat the game with three or four more words. The
group with the most marks wins.
2. Students work in pairs to match the word to its
meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.
3. To revise, ask volunteers to read the meaning of
the word aloud.
4. Students revise the word in the dictionary again
in case there is a different criterion in the course.
Answer Key
1. (e) 2. (f) 3. (c)
4. (a) 5. (d) 6. (b)
Listen and read
1. Play the CD to go through all of the conversation.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that students know the
meaning of each word and the sense of each sen-
tence.
3. Go through the reading also to ask comprehen-
sion questions. Prompts: Where are they? What
day is Henry free? What are they going to do on
Sunday? What does his dad need? Does Henry like
the idea? What vegetables are they going to plant?
What’s his sister’s name? Are they going to the al-
lotment too? What are they going to bring?
4. Play the CD and students listen and repeat each
line after the CD (or after you).
5. Divide the classroom into two groups, each one
reads one role: Dad or Henry. Each group reads a
different section and then they interchange roles.
133
6. Two volunteers read the dialogue aloud. Ask an-
other group to do the same.
Read again and answer the questions.
1. Students read the text again.
2. Students answer the comprehension questions.
Tell them they may go back to the text to look for
the correct answer.
3. Organise the classroom into pairs so that stu-
dents can share their answers.
4. Monitor groups and clarify any doubts.
Answer Key
1. To help him with the allotment.
2. carrot, parsnip, potato.
3. It means he has a lot of work to do. He
needs help.
4. Because they have a lot of things to do.
5. He suggested to ask mum and his sister
(Jenny) to come around and help out too.
Find words in the conversation which mean:
1. Explain the exercise to students.
2. Students read the statements provided, which
are definitions of words from the text.
3. Students read the dialogue again and look for the
words that can be defined by the statement provid-
ed.
4. Students discuss their answers in pairs.
5. To check, ask for volunteers to read the answer
aloud. Use a board and markers if necessary.
Answer Key
1. plant
2. parsnip
3. outdoors
4. free
Fill in the blanks with the suitable word.
1. Students read the passage and complete it using
the new words from the lesson.
2. Students work first individually and then they
can share their answers with a classmate.
3. To check, read the passage and stop at the miss-
ing word. Students answer as a group.
Answer Key
allotment
plenty
root
parsnip
snacks
gardening
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to interchange information about tasks
and working.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities
1. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions in Discuss the following with
your partner(s). The student replies and brings
the ball back to you. Try to get most of the students
to participate. Check their pronunciation and flu-
ency. Help them to build up sentences. If there is an
important pronunciation problem, get the whole
class to listen and repeat.
2. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
134
Give the first student of each group the first sen-
tence. They have to read it, memorise it and go to
the second student on the row to secretly say the
sentence, whispering it in their ear. Once the stu-
dent gets the message, they transmit it on in the
same way, until the message reaches the last per-
son. The last student has to say the message aloud.
Have fun comparing the original message and the
final one. Some suggested sentences are:
I thought you might like to come and help me out at
the allotment.
I’ve got football practice on Saturday but I’m free all
day Sunday.
Vegetables need planting and I’ve only got two
hands.
3. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them
into an envelope, with words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so there will be more than
one line for the class. In class, students work in
pairs. Give them one of the envelopes and students
have to organise the words to make a sentence.
Some of these sentences can be:
We need to plant all the root vegetables.
We should ask mum and Jenny to help out.
It will be a fun family day at the allotment.
4. Role Play. Ask students to imagine they are go-
ing to help out organising an attic or shed. One stu-
dent is the Dad and the other is Henry/Jenny. Give
a list of words to help them express their ideas,
such as attic, box, containers, memories, scrapbook,
pictures, toys, antiques. Monitor and help the stu-
dents with any additional words that they may
need. Some groups can present their dialogues in
front of the class.
5. Write a dialogue. Students work in pairs and
write a dialogue based on the structures on pages
67 and 68. Then they interchange dialogues with
another group, check them and read the dialogue
aloud in front of the class.
Finish the lesson
1. Toss the ball. Toss the ball to a student and ask
a question from the Pair and Group Work. The
student has to answer and toss the ball back to you.
Then toss the ball to another student.
2. Explain and assign the Word and Conversation
section in their Workbook (see the Workbook sec-
tion in the Teacher’s Book).
Grammar
Grammar Focus: The future tenses: the present
simple and future simple.
Functions: Using different verb tenses to express
ideas in the future: future simple, present simple.
Materials: CD, a beanball, a board, markers and
paper.
Warm-up and review
1. Complete the conversation. Write on the board
an unfinished conversation. Students have to com-
plete the dialogue with their own ideas. Then they
present the dialogue in pairs. A sample dialogue
135
can be:
A: What are you going to do next weekend?
B: ___________________________________
A: Can you give me a hand? I have to plant some
roots in the garden.
B: What roots are you going to plant?
A: ___________________________________
B: We can ask your mum to help us.
A: ___________________________________
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the grammar structure
1. Write on the board sentences like:
I will go to the market with you.
I will help you with the allotment.
It will rain tomorrow.
I hope I will get a good grade on the test.
2. Underline the auxiliary will in the sentences.
3. Explain to students that these expressions are
actions in the future, which use future simple for
predictions, quick decisions, and promises and are
used after certain expressions like “hope”.
4. Ask students to determine each case in the sen-
tences provided.
5. Write these sentences on the board: The train
departs in 10 minutes, She mixes red and blue so she
gets purple and The match starts at 8 p.m.
6. Ask students what the sentences have in com-
mon.
7. Explain that the present simple can also be used
in the future to express timetable in the future or
actions that are always repeated. Encourage stu-
dents to add their own sentences.
8. Go to the Grammar Reference section in the Stu-
dent’s Book.
Practice the pattern
1. Ask students to open their books on Lesson 2,
Grammar section, Ways of expressing future.
2. (1) Circle the verbs in the following sentenc-
es. Students are going to work in pairs. They read
the statements and follow the instructions provid-
ed. They have to circle the verb in each one.
3. To check, for each case individually discuss the
type of future expression they have.
Answer Key.
1. I will carry your heavy bag.
2. I will turn off the light.
3. He will give me a present when I pass
my exams.
4. He will get up early tomorrow.
5. Will I get you a drink?
6. I will not lie again.
7. It will rain heavily next week.

Answer Key
1. The plane arrives at 6 o’clock.
2. I will send you the information when I
get it.
3. I will not do your homework for you.
4. She has yoga class tomorrow morning.
5. The restaurant opens at seven thirty
tonight.
6. Next Thursday at 2 o’clock, there is an
English exam.
7. She will be twelve next week.
8. The doorbell is ringing. I will open the
door.
9. The bus leaves in ten minutes.
10. I will translate the email when I re- 6. Read through the second Note. It is about the
ceive it.
present tense. Discuss again the situations in which
4. Read through the note. Answer any additional present tense is used to express actions and ideas
questions that students may have and ask them to for the future, repeated actions and things that are
provide more examples. always true. Ask students to provide their own an-
swers after reading the Note.
5. (2) Rewrite the following sentences using
“will”. Students read the statements and change
them into the future tense with “will”. To check, ask 7. (3) Correct the verbs in brackets using the
for volunteers to write them on the board. present simple tense. Students read the state-
ments and then rewrite them changing the verb in
brackets into the present tense. To check, ask for
volunteers to write the answers on the board.

136
Answer Key
1. Joshua speaks Russian and German.
2. Bernard drinks three cups of coffee ev-
ery day.
3. It often takes an hour and a half to get
to Washington from where I live.
4. The dress costs $200.
5. Ted practices for football early in the
morning.
8. Read through the Note to compare the differenc-
es between the use of present simple and the sim-
ple future to express actions in the future. Clarify
any doubts.
9. (4) Choose the correct answer. Students read
the sentences provided, and decide which of the
two options is the correct to complete the idea. To
check, read up to the blank and students complete
it as a class. Use a board and markers if necessary.
Discuss each answer carefully.
Answer Key
1. begins
2. will enjoy
3. will welcome
4. leaves
5. will help
10. (5) Change the verb into either present
simple or the future simple. Students change the
verb in brackets into the correct tense analysing
the context to determine the appropriate form. To
check, read up to the blanks and students complete
it as a class. Use the board if necessary.
137
Answer Key
1. reach
2. will apply
3. arrives
4. will be
5. find
6. opens
11. (6) Find the mistake in each of the following
sentences and correct it. Students read the state-
ments and determine what is wrong with it. Then,
they rewrite the sentence in the correct form. To
check, ask for volunteers to write it on the board.
Answer Key
1. you will feel better.
2. … people will be living
3. I will answer it.
4. We will carry some of them…
5. takes off…
6. you will enjoy it.
7 will be
8. arrives….
Games and Activities
1. Pass the bag. Write different verbs on sheets of
paper and put them into the bag. Students take a
sheet and say a sentence using the verb in future
tense, thinking about a plan to do the following
weekend. Then they pass the bag and repeat the
process until all students have participated.
2. Dicto-comp. Dictate different sentences in which
they have to complete the idea. Read each sentence
three times: the first time for students to listen, the
second they write and the third they review what
they have written. To check, ask for volunteers to
read their sentences aloud. Sample dictation:
1. Thelma and Jane are planning a surprise party for
Peter. If I have time, I…
2. I like English classes. Next Tuesday I…
3. The Maths examination is next month. I hope we …
Finish the lesson
1. Hot Potato. Write a list of verbs on the board.
Organise the classroom into a circle if possible (if
not, they can do it from their seats). Students have
to pass the ball while you say “hot potato, hot po-
tato, hot potato, stop!” The student with the ball
has to say a sentence with any of the verbs on the
board using a schedule plan for the future. Then
they are the next one saying “hot potato.”
2. Explain and assign the section for Grammar from
the Workbook (see the Workbook section in the
Teacher’s Book).
Vocabulary Enrichment and English in
Use
Language Focus: helping out at home.
Functions: improving vocabulary about helping
out fixing things at home.
Materials: CD, a beanball, a board, markers and a
dictionary.
138
Warm-up and review
1. Revise the grammar structure from the previous
class. Write on the board a timetable at the airport.
Students have to work in pairs and ask and answer
questions about next flights. Monitor and help
them with any additional words that they need.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the words
1. Brainstorm different terms related to problems
at home or things at home that need to be fixed.
Prompts. Have you ever helped out at home? Have
you ever helped repair something? What kind of
problems can we have with the roof of the house?
With the walls? In the bathroom? How can we fix
each of them? How can you help?
2. Write on the board any new vocabulary or ex-
pressions. Students listen and repeat.
3. Point to the words at random to check if students
have learned them.
4. Encourage students to say full sentences describ-
ing a problem at home.
(1) Match endings to the start of a sentence.
1. Students open their books on Lesson 3, Unit 9.
Ask students to read carefully the sentences on the
left and to look for how to complete them with the
phrases on the right.
2. Students discuss in pairs their answers.
3. To check, ask for volunteers to read the full state-
ment aloud.
Answer Key
1. c 2. d 3. f
4. b 5. e 6. a
(2) Make expressions to describe a problem.
1. Students read the words in the box from both
columns. A: The bathroom ceiling needs fixing.

2. Students combine the first part of each sentence
and complete it with the rest of a sentence from the
column on the right.
3. Students discuss their answers in pairs.
4. To check, read the first part and students as a
group have to complete it. Ask students to describe
a situation in which they may use the expression.
Answer Key
1. c 2. d
3. a 4. b
(3) Match the sentences with the responses.
1. Students read the words in the box on the right.
2. Students read the options on the left and match
which option on the left is an appropriate response
for the right. They can repeat the answers on the
left.
3. Students then read the sentences. They have to
complete the sentences with the words provided.
4. Students answer individually and then they dis-
cuss in pairs.
5. To check, read the statement on the left and stu-
dents read together the second part.
Answer Key
1. c 2. a
3. b 4. a
5. a 6. b
B: You’d better an electrician.
2. Guessing game. Write on the board the different
words from the Unit. Place a seat in front of the
board, with the back against it and divide the class
into two teams. A volunteer from one group sits
while another volunteer from their group mimes
the action. The student on the seat has to say the
full expression to get a mark for the group. They
have three chances. If they cannot guess correctly,
there is no mark given to any group. Then another
volunteer from the other group sits down and the
process is repeated.
3. Write a short composition. Students write a
paragraph with five to ten sentences about the
problems at home and how to solve them. Provide
the introductory sentence, for example “Last week
we have a serious problem with….”
Finish the lesson.
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and describe the word or
meaning. The rest of the class have to guess. Then
they pass the bag and the process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book)
Phonics
Sound Focus: /f/ sound.

7. c 8. b
9. a Materials: CD, a beanball, a board and markers.

Games and Activities

1. Role play. Students practise short conversations

about problems at home. Provide the following
model:

A: I have a problem with my roof.

B: What happened?

139

Warm-up and review
1. Pass the bag. Write on different sheets of paper
the words learned in Lessons 1 and 3. Students
take a sheet of paper and say a sentence using the
word. Then they pass the bag on.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the sounds
1. Review the different graphemes that represent
the f sound. Write on the board the words flute,
photo and tough.
2. Read the words and ask students what do these
words have in common.
3. Underline the graphemes f, ph and gh. Explain
that in some positions the letters ph and gh have
the same sound than f.
4. Encourage students to think about some words
with the same pronunciation.
5. Students listen and repeat the words after you.
140
(1) Listen and circle the letters that represent
each f sound in the following words. Cross out
the words that do not have the f sound.
1. Read the instructions carefully.
2. Students listen to the CD, read and circle the f
sound in each word and cross out the one that does
not have the sound.
3. To check read each word and discuss the answer
with students.
4. Students listen and repeat the words.
Answer Key
1. cough – rough – trophy - laugh
2. graph – tough – trough – dolphin
3. alphabet – xylophone – graphite – geog-
raphy
4. photographer –photocopier – elephant –
cellophane
(2) Look at each picture, name it and choose the
letters that stands for the f sound.
1. Students observe the pictures and write the
name of the picture.
2. They take dictation.
3. Play the CD again, for students to check the
sounds and circle the letters that represent the f
sound.
4. To check, ask for volunteers to write the words
on the board.
5. Students listen and repeat each word.
Answer kKey
1. elephant 2. cough
3. laugh 4. radiograph
5. dolphin 6. trough
7. graphite 8. photo
(3) Look at the pictures, name it and choose
the correct sound of gh. Students look at the pic-
tures, label and determine their situation with the
gh, whether it is pronounced as an f or it is a silent
sound. Students work in pairs to say the answer. To
check, ask for volunteers to write the words on the
board. Then students listen and repeat.
Answer Key
1. trough (f) 2. night (silence)
Finish the lesson
1. Toss the ball. Toss the ball to a student and say
one of the words studied during the lesson. The
student who receives the ball has to say a sentence
using it. Then they toss the ball back to you. Repeat
the process with another student.

3. thigh (silent) 4. cough (f) 2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
5. lighter (silent) 6. Laugh (f) Teacher’s Book).
7. right (silent) 8. weight (silent)

Games and Activities

CLIL
1. Pass the bag. Write different words on a piece of Language Focus: Natural disasters.
paper with the studied sound and put them into a
bag. Students take a word from the bag and read it Functions: Reading about natural disasters and
aloud with the appropriate pronunciation. The rest helping out.
of the class listens and repeats.
Materials: CD, a beanball, a board, markers and a
2. Circle the odd one out. Dictate four different dictionary.
words to each group. Students have to write num-
ber 1 to 4 to designate each sound. They have to
cross out the number that does not belong to the
group. To check, ask for volunteers to take the dic-
tation on the board. Then students listen and re-
peat. Some words can be:

sigh – laugh – tough – cough

photograph – Sophia – graphic – fame

graph – cough – trough – enough.

3. Dictation. Dictate a group of sentences that

contain words with the studied sound. Read three
times: the first time for students to listen, the sec-
ond time to check and the third time to review. To
check, ask for volunteers to write the answers on
the board. Then students listen and repeat. Some
sentences can be:

A famous photographer took enough photos of a dol-

phin in a famous zoo.
Warm-up and review
I have to learn the alphabet.
1. Revise the sounds studied in the previous class:
The radiograph was taken by a famous radiologist. silent sounds. Read some sentences and students
write down what you have dictated. Dictate three
The singer has fun singing famous songs using an times: the first time for students to listen, the sec-
old microphone. ond for them to write and the last time to check. To

141
check the dictation, ask for volunteers to write the
sentences on the board. Some sample sentences
are:
I have enough photos of this dolphin cove.
They won a trophy for spelling the alphabet.
They laughed a lot when they saw the elephant fall
on the trough.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the vocabulary of the reading
1. Talk to students about natural disasters around
the world. Prompts. Have you ever been to a place
when an earthquake/flood/drought has occurred?
How did you feel? Have you ever seen a natural di-
saster on TV? How did people react? What are the
consequences? How can people raise funds? What
do people need in this situation?
2. If students use their mother tongue looking for a
word, provide the word and ask students to listen
and repeat.
3. Write on the board any necessary words during
the conversation to improve students’ vocabulary.
4. Point to the words at random to check if students
have understood. Use mime and body language to
complement the meaning.
(1) Match the words with the definitions.
1. Ask students to open their books on CLIL lesson.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary.
5. To check, read the word on the left and students
have to complete it.
142
Answer Key
1. c 2. a
3. f 4. b
5. g 6. d
7. e
(2) Read the following passage and fill in the
blanks using the words from Exercise 1 in the
correct form.
1. Students silently read the text.
2. Students complete the passage with the words
from the previous exercise.
3. Students share their answers in pairs.
4. To check, read the text and pause at the missing
word so that students can complete it as a class.
Answer Key
flood
devastating
fundraising
fee
announcement
run
donation
5. Discuss with students any additional words by
describing their meaning or getting them to look in
the dictionary. Some words can be: terrible, recent-
ly, luckily, practically, drum up.
6. Ask students some comprehension questions
while reading the text. For example: What hap-
pened? What are the conditions of people in the
village? What is the narrator doing? What is the
purpose of the event? What are they going to do with
the money? How are they going to make it public?
What are the basic supplies people need?
(3) Read again and answer the following ques-
tions.
1. Students read the questions carefully and local-
ise the information in the text.
2. To revise, students work in pairs and they have
to correct one another.
3. Monitor groups and answer any questions that
they may have.
4. To check, ask questions and volunteers can re-
spond.
Answer Key
1. Many houses were practically de-
stroyed.
2. They are going to hold a fundraising
event in the local community hall.
3. They are organising a local football
team to play a match to raise funds.
4. A football match.
(4) Choose the correct answer.
1. Ask students to read the statement and analyse
the three options provided.
2. Students read the questions and the options
they have. Then they answer. They have to infer the
meaning from the context.
3. To check, read the statement and students read
the option when you finish.
Answer Key
1. c 2. a
Games and Activities
1. Guessing game. Divide the students into two
groups. Place a seat with the back against the
board. Using the natural disasters written on the
board at the beginning of the class, a student sits
on a chair and guesses the name of the event ac-
cording to the clues one of their group members
says (based on the word you point to). If the stu-
dent guesses it correctly a mark is given to the
group. The group with the most marks wins.
143
2. Pass the bag. Write on different sheets of paper
different words from the lesson. Students take a
sheet of paper and say a sentence using the word
or describing it. Then they pass the bag on. In case
any student has difficulties, help them to build up
sentences by asking questions or providing vocab-
ulary.
3. Pass the bag 2. Students pass the bag and take
a word from it, but this time they have to define or
describe the word and the rest of the students have
to guess the word. They only have three chances.
4. Puzzle. Write a sentence and divide it up into
words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There may be more than one set. Ask for volun-
teers to write their sentences on the board. Some
suggested sentences are:
There was a terrible flood in the village.
Some of our neighbours’ homes were practically de-
stroyed.
We are going to hold a fundraising event in the local
community hall.
We will also ask people to bring donations.
Finish the lesson
1. Toss the ball. Toss the beanball to a student and
they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one
who receives the ball says another sentence.
2. Explain and assign the section for CLIL from the
Workbook (see the Workbook section in the Teach-
er’s Book).
Writing
Language Focus: Vocabulary and grammar re-
view.
Functions: Writing a short story.
Materials: a beanball, a board and markers.

Warm-up and review
1. Toss the ball. Toss the ball to a student. He has
to describe a natural disaster, without saying it.
The rest of the class has to guess. Then they toss
the ball to another student who has to do the same.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduction to writing
1. Pass the ball to improvise a short story. Start by
saying, for example “Once upon a time there was a
boy lost in the woods…” and pass the ball. The stu-
dent with the ball has to improvise the following
part of the story by adding a sentence or a phrase
and then passes the ball on.
2. Let them improvise, no matter how absurd the
short story may look.
3. If the topic is completed, start another so that
the rest of the class continues with another story.
All students should participate.
(1) Look at the following pictures.
144
1. Students open their books on Unit 9, Writing les-
son.
2. Students work in groups and discuss the story in
the pictures.
3. Ask students to observe the pictures. Prompts:
Who are they? What do you think they are talking
about? Do you know the fable? How does it end?
4. Write on the board the following words: setting,
characters, conflict, climax, resolution.
5. Ask students to discuss in groups the setting. Ex-
plain that setting means when and where the story
occurred. Ask students to take notes.
6. Characters are the people (or animals that act
like people) in a story. Ask students to write notes
about each character, the hare and the tortoise.
Prompts: how is he? Is he fast? Slow? Smart?
Greedy?
7. Next element is the conflict(s) in the story. Ask
students to think about the main problem in this
story. Prompts: what happens in the story? Why
do they occur? What is the main problem between
the hare and the tortoise? Students take notes
about this aspect.
8. To understand a climax in a story, students have
to think about the most important point in the
story. Prompts: What is the most important mo-
ment in the story? When the hare woke up? When
the tortoise crossed the lane? Students take notes
about this aspect.
9. The resolution is the logical ending of the story.
Prompts: What was the end of the story? Was it
fair? Was it predictable? Is it logical according to
what happened throughout the story? Students
take notes about this aspect.
10. Discuss with students about the point of view:
who narrates the story. For example, in the CLIL
lesson the narrator is the person who speaks in the
story and says “I did…”, “I read…”, “I saw”.
(2) Write a short story based on the fable “The
Hare and the Tortoise”, but tell the story from
the perspective of the hare.
1. Students work in pairs and discuss the notes
they have.
2. Students have to think about how the hare felt
in the competition at the beginning and when he is
defeated.
3. Students are going to write the story according
to your instructions, in other words, they are going
to write the composition at the same time.
4. Ask students to write a paragraph about the set-
ting according to the notes they have during the
discussion, writing two to four sentences.
6. Students describe the characters: first the hare
using “I”, for example “I was the fastest animal in
the forest”. Ask students to write two to four sen-
tences about the hare and then the same about the
tortoise.
7. Students describe the moment in which the hare
is challenge by the tortoise.
8. Students describe the day of the competition and
when the race starts. They will also need two to
four sentences (if they feel confident enough, they
can write more sentences).
9. Students explain why the hare decides to take a
nap.
es the bag to the next person who has to do the
same.
3. Guessing game. Write on the board some words
from the Unit. Divide the class into two groups.
Place a seat in front of the class with the back
against the board, so that the student on the seat
cannot see it. A volunteer sits down on the chair
while another one from their group says a defini-
tion or description of the word you are going to
point to, without mentioning it. The student on the
seat has to guess. They have three chances. If not,
the word is revealed and there is no mark given to
any of the teams. Then it is the other group’s turn.
Finish the lesson
1. Pass the ball. Pass the ball and each student
with the ball has to say a sentence about what they
have learned in the Unit.
2. Explain and assign the section for Writing (see
the Workbook section in the Teacher’s Book).
Unit 10: School Trip

10. Students explain how the hare felt when he Words and Conversation
woke up. Remind students to use “I”. Language Focus: school trip and excursions.
11. Ask students to write the closing of the story.

12. Ask for volunteers to read their compositions. Functions: talking about plans for the future.

Games and Activities Materials: CD, a beanball, a board, markers and a

dictionary.
1. Puzzle. Write some sentences on a sheet of pa-
per and split them up into words. Bring enough
sets for at least half of the class, so students can
work in pairs. In class students organise the words
to make sentences. Provide different sentences so
groups have different words. To check, ask for vol-
unteers to write them on the board.

2. Pass the bag. Write words from the different

lessons on small sheets of paper, enough for every
student in class. Put the words into a bag. Students
pass the bag and they have to build up a sentence
with a word taken from the bag. The student pass-

145

Warm-up and review
1. Pass the ball: Students are going to build up a
story while passing the ball. But the story is about
a plan about what to do the following weekend.
Model a story by giving the starting point, for ex-
ample “This weekend I am going to visit my grand-
mother…” and pass the ball. The following student
has to add another piece of information and then
passes the ball on. The activity continues until all
students have said a part of the story.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the conversation
1. Discuss with students about different school
trips they have had in previous years. Prompts.
Have you ever gone on a school trip? Where did
you go? What did you do? What was the best part
of the trip? What was the worst? Imagine we are
going to plan a school trip. Where would you like to
go? What are we going to do there? What are you
going to do? How are we going to get there? What
are we going to eat?
2. If students use a word in their mother tongue,
translate immediately and get students to listen
and repeat the word. Write it on the board.
146
3. Write on the board any additional words that
students may need to express their ideas.
4. Students listen and repeat all of the new words.
Ask the words randomly and get volunteers to de-
scribe them. If necessary, ask them to check in the
dictionary.
5. Ask students to open their books on the Words
and Conversation section, in Unit 8. Students ob-
serve the pictures in the section Listen, Point and
Repeat.
5. Play the CD and students listen, point and repeat
each word.
Match the words with the definitions. Check
your dictionary.
1. Divide the classroom into two groups. Say one of
the words in the reading which is not in the match-
ing, for example birthplace, far, national, local, com-
fy. Write the words on the board and students have
to look for the word in the dictionary. The first stu-
dent who finds the word raises their hand and says
its meaning. If it is correct, their group gets a mark.
Repeat the game with three or four more words.
The group with the most marks wins.
2. Students work in pairs to match the word to its
meaning in the lesson. They can do it without a dic-
tionary first, and then check what they have done.
3. To revise, ask volunteers to read the meaning of
the word.
4. Students revise the word in the dictionary again
in case there is a different criterion in the course.
Answer Key
1. (d) 2. (f) 3. (a)
4. (b) 5. (c) 6. (e)
Listen and Read
1. Play the CD to go through all of the conversation.
2. Then read each line of the dialogue and clarify
vocabulary. It is essential that students know the
meaning of each word and the sense of each sen-
tence. 4. Monitor groups and clarify any doubts.

3. Go through the reading also to ask comprehen- Answer Key

sion questions. Prompts: Who are they? What are
they talking about? What does the girl think they 1.They are going to Stratford-Upon-Avon.
are going to? Where are they going? What are they
2. The teacher said it was related to what
going to do there? What are they going to eat?
they had been studying.
What are they going to wear?
3. They have to wear something comfy.
4. Play the CD and students listen and repeat each
line after the CD (or after you). 4. They will be rehearsing one of Shake-
speare’s plays with the Royal Shakespeare
5. Divide the classroom into two groups, each one Company.
reads one role: Zoe or the
5. He was born in Stratford-Upon-Avon.

Find words in the conversation which mean:

1. Explain the exercise to students.

2. Students read the statements provided, which

gives definitions of words from the text.

3. Students read the dialogue again and look for the

words that can be defined by the statement provid-
ed.

4. Students discuss their answers in pairs.

5. To check, ask for volunteers to read the answer

aloud. Use board and markers if necessary.

Answer Key
1. national
2. local

Teacher. Each group reads a different section and 3. sure

then they interchange roles.
4. trip
6. Two volunteers read the dialogue aloud. Ask an-
other group to do the same. Fill in the blanks with the suitable word.

1. Students read the passage and complete it using

the new words from the lesson.
Read again and answer the questions.
2. Students work first individually and then they
1. Students read the text again. share their answers with a classmate.

2. Students answer the comprehension questions. 3. To check, read the passage and stop at the miss-
Tell them they may go back to the text to look for ing word. Students answer as a group.
the correct answer.

3. Organise the classroom into pairs so that stu-

dents can share their answers.

147
Answer Key
trip
clue
guess
packed
comfy
rehearsing
Pair and Group work
1. Students discuss these questions as a dialogue.
They have to interchange information about school
trips and excursions.
2. Encourage students to use their dictionaries to
improve their vocabulary.
3. Monitor groups and supply any additional words
that they may need.
4. Involve the whole class in a discussion about the
topic of the Unit. Encourage students to express
ideas using the words from the Unit.
Games and Activities
1. Toss the ball. Students have to answer your
questions based on the dialogue. Use specifically
the seven questions in Discuss the following with
your partner(s). The student replies and brings
the ball back to you. Try to get most of the students
to participate. Check their pronunciation and fluen-
cy. Help them build up sentences. If there is an im-
portant pronunciation problem, get the whole class
to listen and repeat.
2. Gossip. Write sentences from the dialogue on
a sheet of paper. Divide the class into two groups.
Give the first student of each group the first sen-
tence. They have to read it, memorise it and go to
the second student on the row to secretly say the
sentence, whispering in their ear. Once the student
gets the message, they transmit it on in the same
way, until the message reaches the last person. The
last student has to say the message aloud. Have fun
comparing the original message and the final one.
Some suggested sentences are:
148
We are going on an extra special school trip next
week.
We will travel in the minibus to the swimming pool.
We are going to bring a packed lunch.
3. Sentence puzzle. Write some lines of the con-
versation on a sheet of paper and put all of them
into an envelope, with words split up. Make enough
copies for students to practise in pairs. You can
prepare different sets so there will be more than
one line for the class. In class, students work in
pairs. Give them one of the envelopes and students
have to organise the words to make a sentence.
Some of these sentences can be:
The teacher gave us a clue but we didn’t guess.
We don’t have to wear our school uniform.
We are going to rehearse one of Shakespeare’s plays.
4. Role Play. Brainstorm different places that stu-
dents can go to on a school trip: a swimming pool,
a park, a museum. Write all students ideas on the
board. Make another list of things that they have
to think about when they are on a school trip, for
example transportation, clothes, shoes, and food.
Write another list, but this time of activities, for
example swimming, see a play, see a gallery, paint,
carving, camping, and so on. With these three lists
on the board, write at the top “We are going to…”
Ask students to use this structure to talk about
their plans. Students are going to work in pairs
writing a list of activities they are going to do on
their imaginary school trip. Monitor groups and
help with any additional grammar, vocabulary,
structure or words that they may need. Then stu-
dents present their ideas to the rest of the class. At
the end, students vote for the best idea.
5. Write a dialogue. Students work in pairs and
write a dialogue based on the structures on pages
76 and 77. Then they interchange dialogues with
another group, check them and read the dialogue
aloud in front of the class.
Finish the lesson
1. Toss the ball. Toss the ball to a student and ask
a question from the Pair and Group Work. The
student has to answer and toss the ball back to you.
Then toss the ball to another student.
2. Explain and assign the Word and Conversation
section on their Workbook (see the Workbook sec-
tion in the Teacher’s Book).
Grammar
Grammar Focus: the future tenses: be going to and
the present continuous.
Functions: using different verb tenses to express
ideas in the future: future simple, present simple.
Materials: CD, a beanball, a board, markers and
paper.
Warm-up and review
1. Complete the conversation. Write on the board
an unfinished conversation. Students have to com-
plete the dialogue with their own ideas. Then they
present the dialogue in pairs. A sample dialogue
can be:
A: What are you going to go for our school trip this
year?
B: ___________________________________
149
A: That is fantastic. What are we going to there?
B: ___________________________________
A: What are we going to eat?
B: ___________________________________
A: Do we need to wear our uniforms?
B: ___________________________________
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the grammar structure
1. Write on the board sentences like:
We are going to travel to Japan next vacation.
She is going to play her first piano concert soon.
We are visiting the dentist next Thursday.
My mother is picking my father at the airport next
Friday.
2. Ask students to indicate the verbs. Discuss with
students which verb tense is used in each sentence.
3. Ask students which verb tense corresponds to
the sentences. All of them are in the future. Discuss
with students what differences they can observe.
4. Indicate that the present continuous is used
when they have planed an event or have arranged
the event to be done at a specific time in the future.
These expressions are actions in the future. En-
courage students to provide their own examples.
5. Explain that be going to is used to express when
you intend to do something in the future or to
make predictions that are likely to happen. Encour-
age students to provide their own examples based
on predictions or when they have the intention to
do it. It is important that students internalise the
difference between something which is already
planned or arranged and a prediction or intention.
6. Go to the Grammar Reference in the Student’s
Book.
Practice the pattern

1. Ask students to open their books on Lesson 2,

Grammar section, Future using “going to” and the
present continuous.

2. (1) Read and circle the verbs in the following

sentences. Students are going to work in pairs.
They read the statements and follow the instruc-
tions provided. They have to circle the verb in each
one.

3. To check, for each case individually discuss the

type of future expression they have.

Answer Key
1. I am going to travel to move to U.S.A.
when I finish my study.
2. I’m flying to Rome next week.
3. He is going to study French next year.
4. We are playing a match on Friday.
5. She is travelling to Marseilles next
month.
6. Are you going to decorate your flat next
week?
7. He is giving a party next Sunday.
8. We are going to leave for Paris next
summer.
9. It’s cloudy and dark. It is going to rain.
10. What are you going to do for the sum-
mer holidays?
4. Read through the Note. Answer any additional
questions that students may have and ask them to
provide more examples.
5. (2) Correct the verbs in brackets using the
present continuous or “be going to”. Students
read the statements and change the verb in brack-
ets to the appropriate form. Then they share the
answers in pairs. To check, volunteers write the
answers on the board.
Answer Key.
1. I am playing tennis tonight with Mark.
2. I am going to make you a cake the next
time you come.
3. We are expecting visitors tonight.
4. My cousin is coming to stay with me
next week.
5. It’s very hot. I think he is going to turn
on the air conditioning.
6. We are going to travel to France this
summer. We intend to do so.
7. Father is going to repaint the living
room. There is a bucket of paint on the
floor.
8. We are meeting some friends for lunch
tomorrow.
9. Grandpa is having a job interview next
Monday.
10. I have packed my luggage. I am travel-
ling to Madrid tomorrow.
6. (3) Choose the correct answers. Students have

150
two options to complete the idea of each statement.
They select the appropriate one. To check, read the
statement up until the blank and students say the
answer as a class. Write on the board and discuss
in case of any doubts.
Answer Key
1. a 2. a
3. b 4. a
5. b 6. a
7. a 8. b
9. a 10. a
7. (4) Choose the correct form of the verbs in
brackets to fill in the blanks. Use “be going to”
future or present continuous for future. Stu-
dents read the statements and then write the ap-
propriate form of the verb, with be going to or the
present continuous. To check, read up to the blank
and students say the answer as a class. Use the
board if necessary. Clarify any doubts.
1. Pass the bag. Write different verbs on sheets of
paper and put them into the bag. Students take a
sheet and say a sentence for what they intend to
do. Then ask them to use the same verb for a plan
or arrangement. Then they pass the bag and repeat
the process until all students participate.
2. Dicto-comp. Dictate different sentences in which
they have to complete the idea using an action for
the future. Students have to complete the sentence
using present continuous or be going to depending
on the context. Read each sentence three times:
the first time for students to listen, the second they
write and the third they review what they have
written. To check, ask for volunteers to read their
sentences. Sample dictation:
1. I am not sure about my plans for today. I…
2. We have already made some arrangements. Next
Thursday we…
3. There are dark clouds in the horizon. It..
4. I am sorry I cannot go with you tonight. I…

Answer Key
Finish the lesson
1. am going to read
1. Hot Potato. Write a list of verbs on the board.
2. are going to win Organise the classroom into a circle if possible (if
3. are having not, they can do it from their seats). Students have
to pass the ball while you say “hot potato, hot po-
4. are going to crash tato, hot potato, stop!” The student with the ball
has to say a sentence using any of the verbs on the
5. are you going to do
board using the present continuous or be going
am meeting to to express an action in the future. The student
has to express if the sentence is a plan, an arrange-
are eating ment, an intention or a prediction. Then they are
the next one saying “hot potato”.
6. am going to walk
2. Explain and assign the section for Grammar from
am going to do
the Workbook (see the Workbook section in the
7. am going to tell Teacher’s Book).

are flying Vocabulary Enrichment and English in

Use
8. are landing
Language Focus: helping out at home.
are staying
Functions: improving vocabulary about helping
is going to be
out fixing things at home.
Games and Activities

151
Materials: CD, a beanball, a board, markers and a
dictionary.
Warm-up and review
1. Revise the grammar structure from the previous
class. Students have to say what they intend to do
next weekend, using be going to and the action they
prefer. Then they pass the ball to the following stu-
dent.
2. Revise the Workbook assignment (for Instruc-
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the words
1. Brainstorm different terms related to vacations.
Prompts. Have you ever gone on a special vaca-
tion? Where have you gone? How did you travel?
Did you need a guide? Where did you stay? How
was the place? What did you do in the place?
2. Write on the board any new vocabulary or ex-
pressions, especially those present in the Unit, such
as tour, guide, resort, holiday, tourist, seaside, boat,
and so forth. Students listen and repeat.
3. Point to the words at random to check if stu-
dents have learned them.
(1) Match the word with the definition.
152
1. Students open their books on Lesson 3, Unit 10.
Ask students to read carefully the words or phrase
on the left and read the definitions on the right.
2. Students have to match the word to the defini-
tion.
3. Students discuss in pairs their answers.
4. To check, ask for volunteers to read the their an-
swer aloud.
Answer Key
1. d 2. e 3. b
4. a 5. c
(2) Fill in the blanks with a word from the box
that goes with each list.
1. Students read the words in the box.
2. Students read the set of words in each group and
write in the lines the word that is better associated
to the group of words.
3. Students discuss their answers in pairs.
4. To check, read the list of words and students as a
group indicate the word.
Answer Key
1. tour
2. resort
3. holiday
4. trip
(3) Match the questions with the answers.
1. Students read the questions and answers.
2. Students match the questions to the appropriate
answer.
3. Students discuss the answers in pairs.
4. To check, ask for volunteers to read both col-
umns, one student reads the question and another
the answer.
Answer Key
1. b 2. e Finish the lesson.

3. a 4. c 1. Pass the bag. Write on different sheets of paper

5. d
(4) Match the verbs with words or phrases.
1. Students read the verbs on the left and then the
words on the right.
2. Students choose the appropriate collocation of
verb and nouns.
3. To check, ask for volunteers to read their an-
swers aloud.
the words learned in Lessons 1 and 3. Students
take a sheet of paper and describe the word or
meaning. The rest of the class have to guess. Then
they pass the bag and the process is repeated.
2. Explain and assign the section for Vocabulary
Enrichment and English in Use from the Workbook
(see the Workbook section in the Teacher’s Book).
Phonics
Sound Focus: verb endings.

Answer Key
Materials: CD, a beanball, a board and markers.
1. g 2. e
3. d 4. b
5. c 6. a
7. h 8. f

Games and Activities

1. Role play. Students practise short conversations

about a holiday vacation, using the model of ques-
tions and answers in Exercise 3. They can change
the answers and ask more questions. Then some
volunteers present their dialogues to the rest of the
class.

2. Guessing game. Write on the board the different

words from the Unit. Place a seat in front of the
board, with the back against it and divide the class
into two teams. A volunteer from one group sits
while another volunteer from their group mimes
the action. The student on the seat has to say the
full expression to get a mark for the group. They
have three chances. If they cannot guess correctly
there is no mark given to any group. Then another
volunteer from the other group sits down and the
process is repeated.

3. Write a short composition. Students write a

paragraph with five to ten sentences about imag-
inary travels on vacation. They may use the ques-
tions in Exercise 3 as a guide, and the vocabulary in
Exercises 1, 2 and 4 to get ideas.

153
 classify the words according to the ending.

Warm-up and review 3. To check read sentence and discuss the categori-
sation.
1. Pass the ball. Students are going to say two to
four sentences about a trip they have had, no mat- 4. Students listen and repeat the words and sen-
ter if it has been a school trip, a holiday or a visit to tences.
a relative. Then they pass the ball and the following
student has to do the same.

2. Revise the Workbook assignment (for Instruc- Answer Key

tions and Answer Key see the Workbook section in
the Teacher’s Book). 1. t 2. t
3. d 4. t
5. id 6. t
Introduce the sounds
7. id 8. d
1. Write on the board different regular verbs. Ask
students to write the past tense of each verb. Some 9. t 10. id
suggested verbs are: want, finish, listen, work, move,
decide, cough, engage.
(2) Add “ed” at the end of the following verbs
2. Draw a box on the board. The heading should and say the verbs. Then write “t”, “d” or “id” for
correspond with the endings of pronunciation: /t/, the ending sound.
/d/ and /ed/. Write an example for each, for exam-
ple worked, listened and decided. 1. Students observe the verbs and write the past
tense of each one.
3. Ask students to classify the verbs. Read each one
of the verbs written on the board. Students listen 2. Students determine the pronunciation of the fi-
and copy the verb in the appropriate column. nal sound.

4. To check, ask for volunteers to transcribe the 3. To check, ask for volunteers to write the words
verbs in the appropriate column. on the board.

5. Explain the rules: 4. The whole class listen and repeat after you.

- /t/ if the verb ends in silent sound (p, f, k, s, sh, ch, Answer Key
th).
jumped /t/ played /d/
- /d/ if the verb ends in voiced sound (b, v, g, z, j, th,
l, m, n, r) looked /t/ started /id/

- /id/ if the verb ends in t or d. seemed /d/ followed /d/

6. Students listen and repeat each verb. turned /d/ cleaned /d/
watch /t/ ended /id/

(1) Listen and circle the “ed” ending in
bold-written verb. Then, write “t”, “d” or “d” for
the sounds that represents the ending letters.
1. Read the instructions carefully.
2. Students listen to the CD, read the sentences and
Games and Activities
1. Pass the bag. Write different verbs on a piece
of paper and put them into a bag. Students take
a piece of paper, read the verb in present (as it is
in the bag) and then they pronounce it in the past
tense. The rest of the class listens and repeat.

154
2. Circle the odd one out. Dictate four different
words from each group. Students have to write
number 1 to 4 to designate each sound. They have
to cross out the number that does not belong to
the group. To check, ask for volunteers to take the
dictation on the board. Then students listen and
repeat. Some words can be:

finished – laughed – wanted – coughed

photographed –played – listened –stayed

wanted – needed – reign – decided.

3. Dictation. Dictate a group of sentences that

contain words with the studied sound. Read three
times: the first time for students to listen, the sec-
ond time to check and the third time to review. To
check, ask for volunteers to write the answers on
the board. Then students listen and repeat. Some
sentences can be: Warm-up and review
We decided to go to the park and played football. 1. Revise the sounds studied in the previous class:
They stayed at home and watched television. final endings of regular verbs. Pass the ball and say
a verb. The student who receives the ball builds up
Liz visited her mother but received a surprising cele- a sentence using the verb in past tense. Then they
bration due to her birthday. say a verb and pass the ball. Repeat the process un-
til most of the students have participated.

2. Revise the Workbook assignment (for Instruc-

Finish the lesson
1. Toss the ball. Toss the ball to a student and say
one of the verbs studied in class, in the present
tense. The student who receives the ball has to say
a sentence using the word in the past tense. Then
they toss the ball back to you. Repeat the process
with another student.
2. Explain and assign the section for Phonics from
the Workbook (see the Workbook section in the
Teacher’s Book).
CLIL
Language Focus: Holiday.
Functions: reading about vacation and holidays.
Materials: CD, a beanball, a board, markers and a
dictionary.
tions and Answer Key see the Workbook section in
the Teacher’s Book).
Introduce the vocabulary of the reading
1. Talk to students about what they expect to do
this holiday. Prompts: What would you like to do
this vacation? Do you have any plans? Would you
like to do anything special? Have you ever been to a
place when an earthquake/flood/drought has oc-
curred? What do you not like about holidays? What
do you like the most?
2. If students use their mother tongue when look-
ing for a word, provide the word and ask students
to listen and repeat.
3. Write on the board any necessary words during
the conversation to improve students’ vocabulary.

4. Point to the words at random to check if students

have understood. Use mime and body language to

155
complement their meaning. 5. Discuss with students any additional words by
describing their meaning or getting them to look in
the dictionary. Some words can be: break up, come
(1) Match the words with the definitions. up, behaviour, beat.

1. Ask students to open their books on CLIL lesson.
2. Ask students to observe the words on the left
and try to guess the meaning on the right.
3. Students work in pairs to revise their options.
4. Students revise the words in the dictionary.
6. Ask students some comprehension questions
while reading the text. For example: What time of
the year the narrator is talking about? How was last
year with the summer homework? What did their
parents decide to do this year? Why does the narra-
tor want to do this? Why is it so important to win the
challenges? Is the narrator honest? Why?

5. To check, read the word on the left and students

have to complete it. (3) Read again and answer the following ques-
tions.

1. Students read the questions carefully and local-

Answer Key ise the information in the text.
1. d 2. f 2. To revise, students work in pairs and they have
3. e 4. b to correct one another.

5. a 6. G 3. Monitor groups and answer any questions that

they may have.
7. c
4. To check, ask for the questions and volunteers
(2) Read the following passage and fill in the can respond.
blanks using the words from Exercise 1 in the
correct form.

1. Students silently read the text. Answer Key

2. Students complete the passage with the words 1. His parents are very strict this year.
from the previous exercise.
2. They take them to the place they want.
3. Students share their answers in pairs.
3. Because he wants to go to the big skate
4. To check, read the text and pause on the missing park in the next town.
word so that students can complete it as a whole.
4. He plans to ask one of his friends to
help him do part of his homework.
Answer Key
(4) Choose the correct answer.
downside
strict 1. Ask students to read the statement and analyse
the three options provided.
stressful
2. Students read the questions and the options
skate they have. Then they answer. They have to infer the
meaning from the context.
sneaky
3. To check, read the statement and students read
illustrate the option when you finish.
challenge

156
 who receives the ball says another sentence.

Answer Key 2. Explain and assign the section for CLIL from the
Workbook (see the Workbook section in the Teach-
1. five 2. b er’s Book).
Games and Activities

1. Guessing game. Divide the students into two Writing

groups. Place a seat with the back against the
board. Using the natural disasters written on the Language Focus: Vocabulary and Grammar re-
board at the beginning of the class, a student sits view.
on a chair and guesses the name of the event ac-
Functions: writing an alternative ending for a tra-
cording to the clues one of their group members
ditional short story.
says (based on the word you point to). If the stu-
dent guesses it is a mark for their group. The group Materials: a beanball, a board and markers.
with the most marks wins.

2. Pass the bag. Write on different sheets of paper

different words from the lesson. Students take a
sheet of paper and say a sentence using the word
or describing it. Then they pass the bag on. In case
any student has difficulties, help them to build up
sentences by asking questions or providing vocab-
ulary.

3. Pass the bag 2. Students pass the bag and take

a word from it, but this time they have to define or
describe the word and the rest of the students have
to guess the word. They only have three chances.

4. Puzzle. Write a sentence and divide it up into

words. Put them into an envelope. Students have to
put the words together and organise the sentence.
There may be more than one set. Ask for volun-
teers to write their sentences on the board. Some
suggested sentences are:

We have just broken up from school for the summer

holidays.
These holidays are going to be the best summer ever.
I am going to get up early every morning and start
working before my sister and brother.
I ‘d love to go to the big skate park in the next town.
Warm-up and review
1. Toss the ball. Toss the ball to a student. He has
to describe an activity they can do on a holiday,
without saying it. The rest of the class has to guess.
Then they toss the ball to another student, who has
to do the same.

2. Revise the Workbook assignment (for Instruc-

tions and Answer Key see the Workbook section in
Finish the lesson the Teacher’s Book).

1. Toss the ball. Toss the beanball to a student and

they have to say a sentence about the text. Then
they toss the beanball to a classmate and the one Introduction to writing

157
1. Pass the ball to improvise a short story. Start by
saying, for example “Once upon a time there was a
girl who lives in the woods…” and pass the ball. The
student with the ball has to improvise the following
part of the story by adding a sentence or a phrase,
and then passes the ball on.
2. Let them improvise, no matter how absurd the
short story may look.
groups have different words. To check, ask for vol-
unteers to write them on the board.
2. Pass the bag. Write words from the different
lessons on small sheets of paper, enough for every
student in class. Put the words into a bag. Students
pass the bag and they have to build up a sentence
with a word taken from the bag. The student pass-
es the bag to next person who has to do the same.

3. If the topic is completed, start another so the rest
of the class continues with another story. All stu-
dents should participate.
(1) Write a short story using ideas from the box
below.
1. Students open their books on Unit 10, Writing
lesson.
2. Discuss with students about their favourite short
story when they were kids (or now).
3. Guessing game. Write on the board some words
from the Unit. Divide the class into two groups.
Place a seat in front of the class with the back
against the board, so the student on the seat can-
not see it. A volunteer sits down on the chair while
another one from their group says a definition or
description of the word you are going to point to,
without mentioning it. The student on the seat has
to guess. They have three chances. If not, the word
is revealed and there is no mark given to any of the
teams. Then it is the other group’s turn.

3. Students work in groups or pairs and think Finish the lesson

about an alternative ending for the story.
4. Monitor groups and include any additional
words or grammar observations that they need.
Clarify any doubts.
5. Students in groups decide to include a new
character in the story and how this character may
change the events of the story. It could be a charac-
ter from another short story.
1. Pass the ball. Pass the ball and each student
with the ball has to say a sentence about what they
have learned in the Unit.
2. Congratulate students for their effort and en-
courage them to continue working hard for next
level.

6. Encourage students to write their story individu- Workbook Instructions and

ally, following the ideas suggested in the box. Mon-
itor and answer any questions that students may Answer Key
have.

7. Students work in groups and choose one of the

stories to act out and present it to the rest of the
class.

Games and Activities

1. Puzzle. Write some sentences on a sheet of pa-

per and split them up into words. Bring enough
sets for at least half of the class, so students will
work in pairs. In class students organise the words
to make sentences. Provide different sentences so

158
Unit 1
3. Organise the conversation. Students read the
conversation carefully and write the numbers from
Words in Conversation. 1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
group. Then read the second and students read the
third, and so on.
1. Underline the appropriate word. Students have
three options to complete the statement. Students Answer key
have to read the sentence and choose the appropri-
ate word for each blank. To check, read the passage Your grandmother had died.
except the blanks and students as a group say the
When did she die?
correct answer.
Last night. How are you feeling, Casper?
Answer key
I am in shock. I have so many wonderful memories
a
of her.
b
We’ll all miss her because we are not going to see
c her again.

b 4. Organise the words to form sentences. Stu-

dents organise the words provided to build up
a a sentence. To check, ask for volunteers to write
them on the board.
b
Answer key

She passed away peacefully in her sleep.

2. Complete the conversation with the words in
the box. Students read the words in the box. Then This is the first time any of our family has died.
they read the passage. They have to complete the
passage with the words provided. To check, read I want to burst into tears.
the passage and stop in the word so students com-
Everyone processes bad news differently.
plete it.
We have so many wonderful memories of nana.
Answer key
I feel kind of numb.
passed away

sorry
5. Answer the following questions with your per-
feel
sonal information. Students read the questions
burst into tears and answer them according to their personal expe-
rience. To check, ask for volunteers to read aloud
process their answers.
mature Answer key
numb (Answers vary)
celebrate

159
Grammar They haven’t seen the movie four times.

1. Write the verb in parentheses in present per-

fect. Students read the statements and write the
verbs in the appropriate form. To check, read the Have you gone to school this week?
statement and students answer as a group. Write I haven’t gone to school this week.
the words on the board if necessary.

Answer key
3. Fill in the blanks using ever, never, just, al-
have worked ready, for and yet. Students read the sentences
have washed and complete the ideas using any of the key words
provided. To check, read the statement and stop
hasn’t written in the blank. Students as a group say the answer.
Write on the board if necessary.
has read
Answer key
has bought
just
has arrived
yet
has passed
already
haven’t had
ever
haven’t seen
never
have decided
for

yet
2. Write the question and negative sentences for
the following statements. Students are provided yet
with an affirmative statement. They have to write
the question and the negative answer. To check, ask already – just
for volunteers to write them on the board. ever – never
Answer key

Have you seen her before? 4. Choose the correct verb tense. Students read
I haven’t seen her before. the sentences and choose the appropriate verb in
brackets. To check, read the statement provided
and let students complete it as a group.

Has she gone to Egypt twice this year? Answer key

She hasn’t gone to Egypt twice this year. have had

lived

Have we worked there for five years? have played

We haven’t worked there for five years. played

haven’t seen

Have they seen the movie four times? fixed

160
planted b

called

went 2. Organise the following sentences. Students or-

ganise the words provided to build up a sentence.
have been To check, ask for volunteers to write them on the
board.

5. Write sentences with the words in parenthe- Answer key

ses. Be careful with the verb tense. Students
are provided a set of word and they have to make
a sentences in past tense or present perfect. To
check, ask for volunteers to write them on the
board.
Tony is upset.
They smile because she is taking a picture.
Sally is moaning in her room.

Answer key Why are you unhappy?

I have just remembered something. This is a dead place after 10 o’clock.

She went to New York last year

They have already started studying at the universi-
ty.
We finished high school last year.
I went shopping earlier.
The aircraft has just landed.
I have never been to Madrid.
They have already cleaned their bedroom.
We won the game without problems.
3. Write the correct expression in the blank. Stu-
dents read the expressions in the box. Then they
read the passage. They have to complete the pas-
sage with the words provided. To check, read the
passage and stop in the blank so students complete
it.
Answer key
Congratulations.
Cheer up.
I’m really sorry to hear that.

Vocabulary Extension and English Usage Phonics

1. Underline the correct and logical sentence
according to the context. Students have three sen-
tence in a set. They have to choose which one is the
correct one. To check, ask for volunteers to read
aloud.
Answer key
1. Circle the words having silent k and w. Stu-
dents read the passage and according to the les-
son in class, they circle the words with the target
sound. To check, read the text first and ask which
words on the first line have the sound. Then repeat
the process with the rest.

a Answer key

b The wrestlers have an exciting wrestling fight last

night. A wrestler called Midnight Knife won the
c fight by knockdown. He got a problem on his knee,
but he defeated the other fighter, Wreck Man amaz-
a ingly. I haven’t seen a wrestling fight before.

161
 Answer key

2. Organise these words in the right column and

read them. Students categorise the words in the
correct group. To check, draw the chart on the
board and students complete it. Then they listen
and repeat.

Answer key

Silent k Silent w
Knap Wrack
Knead Wrath
Knee Wrangle
Kneecap Wrap 2. Complete the following sentences using the
Kneel Wrestled words in the crossword puzzle. Students read the
sentences provided. Then they have to complete
Knife Wrench the passage with the words from the crossword
puzzle. To check, read the passage and stop in the
Knit Wreck word so students complete it.
Knock Wrong
Answer key
knuckle Write
passed away
3. Circle the odd one out. Students are provided
widow
with a list of words and they have to circle the only
word in each line that does not have the same pro- undertaker
nunciation. To check, read aloud and ask students
which word does not have the sound. Then stu- navy
dents listen and repeat after you. Do the same with
fascinating
the rest of the lines.
adventures
Answer key
beg
knife – knight – knit – keen (X)
terrifying
wrack - wreck – road (X) – wrist

knee - know (X) – kneel – kneecap

wrack – wrath – wrangle – wreck (X)
CLIL
1. Fill in the crossword puzzle. According to the
vertical and horizontal hints, students complete the
crossword puzzle, writing only one letter in each
box. To check, read the hint and students say the
answer as a group. Write on the board any word
that has problems.
3. Write a sentence using the word in parenthe-
ses. Students write their own sentences using the
word provided. To check, ask for volunteers to read
their sentences aloud. Write on the board if neces-
sary.
Answer key
(answers vary)
Writing

162
1. Write the address and the date in the box. Dis-
cuss with students the information provided about
a letter and how to write the address. Analyse and
discuss the main features based on the illustration.
At home, students have to organise the information
and write the address and the date properly. To
check, ask for volunteers to write the answers on
the board.
Answer key
6573 Green Tower Street,
Callao, Lima 907,
Peru.
1. Underline the meaning of the underlined
words. Two meanings would be correct. Each
item on the exercise has three option, two of them
are correct because they are meanings of the word
provided. Students have to underline the two cor-
rect meanings. To check, ask for volunteers to read
their answers.
Answer key
a–c
a–b
a–c
b–c

a–b
February 2, 201
b-c
91 Picture Park a-c
Venice, Florence 2314, a–c
Italy.

2. Match the question to the answer. Students

December 4, 2017.
2. Opening greetings. Students read the informa-
tion and then classify the words if they can use
them as opening or closing. To check, draw the
chart on the board and ask for volunteers to com-
plete the table.
read the column of questions on the left and look
for the appropriate answer on the right column.
They have to write the number of the question
in the brackets of the correspondent answer. To
check, read the questions on the left column and
students as a group read the corresponding answer
on the right.

Answer key Answer key

Can you help us?

Opening Closing
Dear Sir or Madam, Best regards, I’ll sure try if I can
My dearest Tony, All the best,
Dear Sally, Yours, Where are you going?
Thanks, To Charing Boulevard.
Best wishes,

Unit 2 Do you know where it’s near?

It’s close to the History Museum.

Words in Conversation.
How far away do you think we are?

163
About 20 minutes. say

tells

How can I get there? say

Drive straight down this road until next traffic light says
and then turn right.
tell

5. Organise the words to make sentences. Stu-
dents organise the words provided to build up
a sentence. To check, ask for volunteers to write
them on the board.
Answer key
Definitely, we are officially lost.
Stop and ask this man walking for directions.
tell
say
2. Change place and time in the following report-
ed sentences. Students complete the reported sen-
tences making changes of place and time. To check,
read up to the blank and students say the answer
as a group. Write on the board if necessary.

I don’t recognize the street name. Answer key

It’s not far from the History Museum the following day

How far away we are? that day

that – the month before/he previous month

6. Answer the following questions with your per- the following weekend
sonal information. Students read the questions
and answers according to their personal experi- that – that day
ence. To check, ask students at random to see their the previous week/the week before
answers.
that
Answer key

(answers vary)
3. Change the following sentences into reported
speech. Be careful with present and past tense
Grammar in the main clause. Students write the reported
speech to each of the direct speech statements. To
1. Fill in the blanks using tell or say. Students check, ask for volunteers to write the answers on
complete the statement using any of the two verbs the board.
provided. To check, read the sentences and stop in
the blank. Students as a group say the word as a Answer key
group. Write on the board if necessary. Mary says that she won’t go with Sally to the Beach.
Answer key My parents told me that I had to study harder.
tells Teddy says he has gone to Rome three times this
say year.

tell Sophia tells Jenny that she was working too hard in
her last job.

164
Ned said he had been working at the bank.
He told me that there were three students in the
classroom.
The seller told my mother that that was a fine
leather bag.
My father told me I had played football three times
that week.
Tina said she would go to the beach the following
weekend.
Peter says that we have studied too much today.
4. Change the following conversation into re-
ported speech. Complete the paragraph. Students
report all the statements in the dialogue by com-
pleting the paragraph provided. To check ask for
volunteers to write the paragraph on the board.
Answer key
Yesterday morning Sarah said (told James/him)
that she had studied a lot that week. James replied
that the history exam was going to be very difficult
and that he had studied four hours the day before.
Then Sara said that Tina and Betty would come
tomorrow to her house. James told Sarah that he
could go there if she wanted to. Sarah said that he
could join them at 4 o’clock. Finally James told Sar-
ah that he would see her there/that place.
5. Change the following reported speech sen-
tences into direct speech. Students change the
reported speech sentences into direct speech. To
check, ask for volunteers to write the answers on
the board.
Answer key
Sally said, “I will go to the beach next weekend.”
Bart told John, “We are going to our grandmother’s
house.”
Jenny said, “I can play tennis today.”
Frank said, “I studied/have studied for a test.”
Sarah said, “I will stay at home today.”
165
Vocabulary Extension and English Usage
1. Choose the correct sentence according to the
grammar and context. Students have three sen-
tences in a set. They have to choose which one is
the correct one. To check, ask for volunteers to read
aloud.
Answer key
The planes fly from the airport.
The plane is landing
Passengers were nervous after turbulences.
The tyre got a puncture on the way home.
I pedaled by bike up the hill.
2. Organise the following sentences. Students or-
ganise the words provided to build up a sentence.
To check, ask for volunteers to write them on the
board.
Answer key
I always get nervous just before take-off.
I didn’t have a pump with me.
I went in a first-class compartment.
I had a seat over one of the wings
Can you tell me which platform it leaves from?
3. Match the second part of each sentence. Each
sentence is split into two parts. Students have to
look for the correct second part of each statement.
To check, read the first part and students as a
group read the answer.
Answer key
There is a police car. Slow down a bit./ I think you
should get a move if we’re going to get home before
dark.
It’s getting late. Can you speed up a bit?/ You must
reduce speed.
It’s getting late. I think you should get a move if
we’re going to get home before dark./ Slow down a
bit
There is a pedestrian crossing. You must reduce
speed./ Can you speed up a bit?/
sound. To check, read aloud and ask students
which word does not have the sound. Then stu-
dents listen and repeat after you. Do the same with
the rest of the lines.
Answer key

Copyright –daylight – light – sleigh (X)

Phonics Weight – delight – distraught – plough (X)

1. Circle the words having silent ght and gh at Although – eight (X) – though – through
the end of a word. Students read the passage and
according to the lesson in class, they circle the Sigh (X) – thought – drought – firefight
words with the target sound. To check, read the Flashlight – thought – night – though (X)
text first and ask which words on the first line have
the sound. Then repeat the process with the rest.

Answer key CLIL

The moonlight was shining bright on the borough.
The night was clear and at first sight I saw a fight
between two owls for a prey. It escaped light and
fast through the camp and it hid under a plough.
2. Organise these words in the right column and
read them. Students categorise the words in the
correct group. To check, draw the chart on the
board and students complete it. Then they listen
and repeat.
1. Fill in the crossword puzzle. According to the
vertical and horizontal hints, students complete the
crossword puzzle, writing only one letter in each
box. To check, read the hint and students say the
answer as a group. Write on the board any word
that has problems.
Answer key

Answer key

Silent ght Silent gh

Light Though
Backlight Although
Bright Breakthrough
Right Dough
Brought High
Sight Sigh
Bought Through
Caught Ugh
Fight Borough
2. Complete the following sentences using the
3. Circle the odd one out. Students are provided words in the crossword puzzle. Students read the
with a list of words and they have to circle the sentences provided. Then they have to complete
only word in each line that does not have the same

166
the passage with the words from the crossword 1350 Blue Garden Park,
puzzle. To check, read the passage and stop in the
word so students complete it. Brussels 23451,

Answer key Belgium

smartphone

downloaded Abril 17, 2014

Big Ben

ages Dear Ana,

navigate

compartment Hello. Howe are you? I am fine and having a

lot of fun in Belgium.
passengers

I have visited many museums and restau-

Writing rants. What I like the most is the kindness
of people. They are so cordial and well edu-
1. Correct the following letter and rewrite it. The cate. It is a shame you couldn’t come.
letter provided has mistakes. Students find the
mistakes and rewrite them. To check, ask for volun-
teers to write them on the board. I will be back in a week, so see you then.
Answer key

Bye,

Jane.

Unit 3

Words in Conversation.

1. Underline the meaning of each word. Each

item on the exercise has three option, two of them
are correct because they are meanings of the word
provided. Students have to underline the correct
meaning. To check, ask for volunteers to read their
answers.

Answer key

167
c

a 4. Organise the words to form sentences. Stu-

dents organise the words provided to build up
b a sentence. To check, ask for volunteers to write
b them on the board.

a Answer key

a I’m going to cook an Indian meal.

I need to get a lot of items.

2. Complete the recipe with the words in the box.
Students read the words in the box. Then they read
the passage. They have to complete the passage
with the words provided. To check, read the pas-
sage and stop in the word so students complete it.
I want to buy six different spices.
Spices are down aisle ten at the back of the store.
We’ve got fresh ginger which you can grate.

Answer key
Why are you so excited?
chicken
I’m going to a camping trip.
species
Great! Where are you going to camp?
turmeric
To National Park.
ginger
Is this your first time there?
clove
Yes, it is.
nutmeg
I hope you have a great camping trip.

3. Organise the conversation. Students read the

conversation carefully and write the numbers from
1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
group. Then read the second and students read the
third, and so on.
Answer key
Good morning. Can I help you?
4. Answer with your information. Students read
the questions and answers according to their per-
sonal experience. To check, ask students at random
to see their answers.
Answer key
(answers vary)

Yes, please. I need some items for a Sri Lankan Grammar

meal.
1. Change the following questions into reported
What spices do you need? speech. Students read the questions provided and
Turmeric, cumin, cloves, nutmeg and ginger. they have to change them into reported speech. To
check, ask for volunteers to write the answers on
Follow me, please. Species are at the end of this the board and explain each case to the rest of the
aisle. class.

Thank you. Answer key

168
I asked the travel agent if (whether) he could give
me some brochures.
She wondered when her grandmother would come.
Toby asked me if (whether) I needed a break.
Sally asked Henry if (whether) he had finished his
homework.
My mother said where Penny had been since the
previous day (the day before)
My parents wondered who he was.
The police officer asked my mom where her driv-
er’s license was.
The woman asked where the post office was.
Tony asked me if (whether) I would go to Penny’s
party the following weekend.
I wondered how much that car had cost.
2. Complete the following reported questions.
Students read the question and complete the re-
port. To check, ask for volunteers to write the an-
swers on the board and discuss each case.
Answer key
Peggy wants to know what the weather forecast
had said.
Mrs. Smith needed to know what Toby was doing at
the moment.
The travel agent asked me if (whether) I had been
to Paris
My roommate asked me which subject I had taken
the previous semester.
Students asked the Math teacher if (whether) they
could use calculators.
Ted aske Jenny if (whether) she was going to the
beach the following weekend.
The attendant asked my mom how many cupcakes
she wanted to buy.
My grandmother asked my friend when he had left
school.
169
Tom wondered if (whether) Peter played football
that week.
3. Correct the mistakes in the following sentenc-
es. Students read the sentences and find the mis-
take. Then rewrite the sentence correctly. To check,
ask for volunteers to write the correct statement
on the board.
Answer key
My mother needs to know who he was.
Teddy asked what they were doing.
I wanted to know how much money you had.
He asked why they had been going to school.
They wanted to know whether she would go to Ti-
na’s welcome party.
4.Transcribe the following dialogue into a para-
graph. Students read the dialogue and then fill
in the blanks of the paragraph given with the re-
ported sentence. To check, ask for volunteers to
transcribe the paragraph on the board. Answer any
question students may ask.
Answer key
Sarah said that she was going to prepare
her grandmother’s special chicken. Patty asked
her if (whether) she knew how to cook and Sarah
replied that her grandmother had taught her when
she was younger. Then Patty wanted to know what
ingredients she needed for the chicken and Sarah
told her that she needed six different spices. After
that, Patty asked Sarah if (whether) she had pre-
pared that recipe before. Sarah told her hat she had
prepared it three times since the previous (last)
year. Then Patty wanted to know if she could go
and tried her dish, and finally Sarah answered that
she would be very happy if she can come.
5. Transcribe the following questions from re-
ported speech to direct speech. Students read the
reported statements provided and change them
into reported speech. To check, ask for volunteers
to write the answers on the board. expensive

Answer key

They wanted to know, “How much did the racket
cost?/have the racket cost?”
Phil asked Mary, “Have you gone to Tokyo before?”
Teddy wondered, “Is the car new?”
My mother asked me, “Have you done all your
homework”/”Did you do all your homework?”
My mother asked my father, “Are you tired?”
3. Match the sentences. Students read the sen-
tences in the column on the left and look for the
appropriate complement to the statement on the
right. They have to write the name in the brackets.
Ro check, read aloud the column on the left and
students read the appropriate matching sentence
on the right.
Answer key
I have to make a list.

I am going to get a refund.

Vocabulary Extension and English Usage
Keep the receipt in case of any claim.
1. Choose the correct sentence in each group,
according to the grammar and context. Students I have to try them one before I buy them.
have three sentences in a set. They have to choose
which one is the correct one. To check, ask for vol-
unteers to read aloud. Phonics

Answer key 1. Read the following words and circle the words
having a silent sound. Students read the words
a carefully, circling the word having a silent sound.
c To check, ask for volunteers to read a word and
saying if whether they have the silent letter or not.
b The rest of the class listens and repeat.

b Answer key

c Crumb – climb

Numb - comb

2. Complete the following sentences. Students Catacomb – dumb - lamb

read the words in the box. Then they read the pas-
sage. They have to complete the passage with the plumb - succumb – tomb
words provided. To check, read the passage and thumb - honeycomb
stop in the word so students complete it.
limb – firebomb – breadcrumb
Answer key

bread and cake

2. Organise these words in the right column.
newsagent Read the words. Students read the list of words
free and write the word according to the pronunciation
of the grapheme. To check, draw the chart on the
bargain board and ask students to complete it. Then stu-
dents listen and repeat each word.
fortune
Answer key

170
 Silent b Sound b
Crumb – climb ambition – am-
bient – cucumber
Numb - comb - – symbol – com-
bo – combine –
Catacomb –
bomber – climber
dumb – lamb -
–amber -
plumb - succumb
– tomb
thumb - honey-
comb -
limb – firebomb
– breadcrumb

3. Circle the odd one out. Students are provided

with a list of words and they have to circle the
only word in each line that does not have the same
2. Fill in the blanks with the words from the
sound. To check, read aloud and ask students
crossword puzzle. Students read the sentences
which word does not have the sound. Then stu-
provided. Then they have to complete the passage
dents listen and repeat after you. Do the same with
with the words from the crossword puzzle. To
the rest of the lines.
check, read the passage and stop in the word so
Answer key students complete it.

Climb - ambition (X) – plumb - limb Answer key

Climber – plumber - amber – ambition guarantee

Combo(X) – comb – tomb - womb bump

Ambush – ambulance – ambition – drummer (X) online

Thumb- dumb – numb – limb (X) reserve

sold out

CLIL despair

1. Fill in the crossword puzzle. According to the fit

vertical and horizontal hints, students complete the
crossword puzzle, writing only one letter in each
box. To check, read the hint and students say the
answer as a group. Write on the board any word
that has problems.
Answer key
Writing
1. Read the greetings. Discuss with students the
differences between a formal and informal letter.
Students at home have to complete the chart clas-
sifying the list of phrases into formal and informal.
To check, draw the chart on the board and ask for
volunteers to complete it.

Answer key

Formal Informal

171
 Greeting Dear Sir or Mad- My dearest Tony, 1. Choose the meaning of the underlined word.
am, Two answers are correct. Each item on the ex-
Dear Sally ercise has three option, two of them are correct
Dear Mr. Nick because they are meanings of the word provided.
Thomas, Students have to underline the correct meaning. To
Closing Best regards, All the best, check, ask for volunteers to read their answers.

Yours faithfully, Yours, Answer key

Sincerely, Thanks, a–b

Best wishes, b–c

2. Circle the mistakes in the following formal let- a–b

ter. Students read the letter and circle the mistakes
on it. In class, ask for volunteers to transcribe the b–c
letter on the board without mistakes. b–c
Answer key a–c

a–b

2. Match the question to the answer. Students

read the column of questions on the left and look
for the appropriate answer on the right column.
They have to write the number of the question
in the brackets of the correspondent answer. To
check, read the questions on the left column and
students as a group read the corresponding answer
on the right.

Answer key
- Your address is missing.
Are you new campers?
- The date is written incorrectly and it should be on
the right margin. Yes, we are.

- Too informal greeting.

- Use of contractions. Is this your first time in the park.

- Informal language to explain the problem. Yes, this is our first time here.

- Informal closing.

- Incomplete name. What is the most important rule.

No fires apart form in designated fire pits.

Unit 4
How much is the fine? $100

Words in Conversation.

172
When you must sign?
When I arrive and when I live.
3. Organise the conversation. Students read the
conversation carefully and write the numbers from
1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
group. Then read the second and students read the
third, and so on.
Answer key
Why are you so excited?
I’m going to a camping trip.
Great! Where are you going to camp?
To National park
Is this your first time there?
Yes, it is.
4. Complete the conversation with the words in
the box. Students read the words in the box. Then
they read the conversation and fill in the blanks
with the words in the box. To check, read up to the
blank and students complete the statement as a
whole.
Answer key
campers
rules
recycling
register
fine
Organise the words to make sentences. Students
organise the words provided to build up a sen-
tence. To check, ask for volunteers to write them on
the board.
Answer key
I’m so excited about this camping trip.
173
I’ve always wanted to camp in this National Park.
I need to go through the park rules with you.
There can be fire in designated fire pits.
We wouldn’t want to accidentally star a forest fire.
5. Answer the following questions with your per-
sonal information. Students answer their ques-
tions with their personal information. To check, ask
for volunteers to read their answers. Use the board
if necessary.
Answer key
(Answers vary)
Grammar
1. Complete the following sentences with have
to or must. Students read the statements and fill
in the blanks using must or have to. To check, read
the text up to the blank and students as a group
complete the statement. Write on the board the an-
swers if necessary.
Answer key
has to
must
have to
have to
have to
must
must
must
have to
must
2. Choose the appropriate option to complete the
idea. Students read the sentences and choose the
appropriate word in brackets. To check, read the
statement provided and let students complete it as and the sentence provided, using must, mustn’t,
a group. have to, and don’t have to. To check, ask for volun-
teers to write the answers on the board.
Answer key
Answer key
have to
(Answers vary. Some possibilities:)
has to
You have to drive slowly.
must
You mustn’t drive fast.
have to

must
You have to drive at 50 MPH
have to
You mustn’t drive faster than 50 MPH
must

must
You have to look for another street.
has to
Cars mustn’t get this street.

3. Fill in the blanks with don’t have to or mustn’t.

Students read the statements and fill in the blanks You have to go straight.
using musn’t or don’t/doesn’t have to. To check,
read the text up to the blank and students as a You mustn’t turn right.
group complete the statement. Write on the board
the answers if necessary.
Vocabulary Extension and English Usage
Answer key
1. Choose the appropriate sentence in each
musn’t group according to the context of protecting the
don’t have environment. Students have three sentences in a
set. They have to choose which one is correct. To
musn’t check, ask for volunteers to read aloud.

don’t have Answer key

don’t have to c

mustn’t b

mustn’t a

don’t have to b

mustn’t c

don’t have to

2. Complete the following sentences using the

words in the box. Students read the words in the
4. See the following traffic signals and write two box. Then they read the passage. They have to
sentences using have to or mustn’t. Use your own complete the passage with the words provided. To
ideas. Students write sentences using the images

174
check, read the passage and stop in the word so l. To check, draw the chart on the board and ask
students complete it. students to complete it. Then students listen and
repeat each word.
Answer key
Answer key
recycling
Silent l Voiced l
fines
Yolk Colder
emissions
Calm Hold
greenhouse
Psalm Holder
protect
Walk Bald
public
Palm Bolder
renewable
Half Build
Should Bold
3. Underline the sentences that gives advices
to protect the environment. Students read the
statements and choose the sentences that gives 3. Circle the odd one out. Students are provided
advice about the environment. To check, read each with a list of words and they have to circle the
sentence and ask student if the sentence gives and only word in each line that does not have the same
advice or not. sound. To check, read aloud and ask students
which word does not have the sound. Then stu-
Answer key
dents listen and repeat after you. Do the same with
Recycling plastic bottles the rest of the lines.

Using public transportation Answer key

balm – almond – calf – colder (X)

Phonics would - mould – psalm (X) – should

1. Circle the words having silent l. Students read half – chalk – talk – salve (X)
the passage and circle the words with the target
holder (X) – stalk – sidewalk – alms
sound. To check, read the text first and ask which
words on the first line have the sound. Then repeat bold – hold – fold – half
the process with the rest.

Answer key
The Palmer family are fishing salmon. The river
waters were calm and clear and salmons were
jumping on the surface. Ralph, the older brother,
caught one and they ate it with almond and yolk
near the sidewalk.
2. Organise these words in the right column.
Students read the list of words and write the word
according to the pronunciation of the grapheme
CLIL
1. Complete the crossword puzzle. According to
the vertical and horizontal hints, students com-
plete the crossword puzzle, writing only one letter
in each box. To check, read the hint and students
say the answer as a group. Write on the board any
word that has problems.
Answer key

175
 (2)Rome is such a fantastic city! We would like to
be here with us.

(3)The city is so beautiful, with all its antique ar-

chitecture. My favourite place is the Coliseum.

(4)Also the food is so different from home. We have

eaten a lot of pasta and ice cream. I am sure I have
gain weight.

(5)Tell my aunt I love her a lot and we’ll be back

soon.

(6)Love,

(7)Fred

2. Rewrite the postcard. Based on the previous ex-

2. Complete the following sentences using the ercise, students rewrite the postcard in the correct
words in the crossword puzzle. Students read the order. Ask for volunteers to write it on the board.
sentences provided. Then they have to complete
the passage with the words from the crossword Answer key
puzzle. To check, read the passage and stop in the Hi!
word so students complete it.
Rome is such a fantastic city! We would like to be
Answer key here with us. The city is so beautiful, with all its
pedestrian antique architecture. My favourite place is the Col-
iseum. Also the food is so different from home. We
Luckily have eaten a lot of pasta and ice cream. I am sure I
have gain weight.
entrance
Tell my aunt I love her a lot and we’ll be back soon.
obey
Love,
lollipop
Fred
assembly

demostration
Unit 5
Writing Words in Conversation.

1. Organise the paragraphs in this postcard.
Students read the postcard and write the numbers
1-7 to provide an order to the paragraphs of the
postcard. To check, discuss with students the parts
of the postcard and students orally say the correct
order.
Answer key
(1)Hi!
1. Choose the sentence that uses the underlined
word appropriately. Students read the three
statements. Only one of them uses the underlined
word(s) properly, and they have to choose it. To
check, ask for volunteers to read aloud.
Answer key
a
b

176
a gluten free.

c Fantastic!

a 4. Match the question to the answer. Students

have to columns: on the left they have the ques-
b tions and on the right the answers. Students have
a to write in the brackets the number of the corre-
spondent question. To check, read the question and
students as a group answers.

2. Match the word with the definition. Students Answer key

read the column on the left and look for the ap-
propriate definition on the right, and write the Do you have vegetarian food?
number of the matching word on the right column. Only tha last two on the menu
To check, read the word on the left column and stu-
dents as a group read the corresponding answer on
the right.
Do you have children menu?
Answer key
You can ask for half portion for children.
Grenadine cordial: a French drinking syrup made
from pomegranates.

Portion: the amount of food given to one person. Do you have chicken dishes?

Fizzy: a beverage with bubbles of gas in it. We have chicken cooked in tomato sauce with pas-
ta.
Vegetarian: not containing meat.

Menu: a list of dishes in a restaurant.

Do you have a ny squash or something that isn’t
Squash: a fruit mixed with water. fizzy?

We have grenadine cordial.

3. Organise the conversation. udents read the

conversation carefully and write the numbers from
1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
group. Then read the second and students read the
third, and so on.
5. Organise the words to make a sentence. Stu-
dents organise the words provided to build up
a sentence. To check, ask for volunteers to write
them on the board.

Answer key Answer key

Are you ready to order? These symbols show which ones are vegetarian
dishes.
No, we haven’t
I would like to eat a mushroom risotto.
Do you have any questions about the menu?
My two kids won’t eat a whole dinner.
Yes, I have a gluten allergy. Which dishes are gluten
free? Would you like chicken grilled and fries?

There is a symbol here that shows which ones are We are going to take some soft drink.

177
 The Coliseum was built in 70 A.D. (by Romans).

5. Answer the following questions with your per-
sonal information. Students answer their ques-
tions with their personal information. To check, ask
for volunteers to read their answers. Use the board
if necessary.
Answer key
(Answers vary)
The Coliseum was damaged (by a storm).
The wall has been painted (by them).
Her dog is being washed (by her).
The Opera Nabucodonosor was written (by Gi-
useppe Verdi) in 1842.
London was founded in 43 A.D.

The bicycle was being repaired (by Sally).

Grammar Cotton is being produced (by Egypt)
1. Underline the correct verb. Students read the
statement. They have two options to complete the
idea. Students underline the correct option. To 3. Change the following passive sentences into
check, read aloud the statement until the blank. active. Students change the passive sentences pro-
Students as a group say the correct answer. Use the vided into active. To check, ask for volunteers to
board if necessary. write them on the board.
Answer key Answer key
is being washed Victor Hugo wrote “Le Misérables”.
is made Sally makes the best cheesecake in town.
barks Victor, the mechanic, didn’t repair Tony’s car.
were stopped Mary isn’t washing the dog.
have been imported My mom is preparing lunch.
has planted The President will open the History Museum exhi-
bition.
was departing
Peter didn’t sell the house.
will be repaired
Leonardo Da Vinci painted Mona Lisa.
was arrested
The chef at Chez Jules prepares my favourite mush-
was room risotto.

Nancy decorated the living room.

2. Change the active sentences into passive voice.
Students read the statements and change the active
voice into passive. To check, ask for volunteers to
write them on the board.
Answer key
Her homework has been done (by her).
4. Write passive sentences with the words in
parentheses. Studens use the words provided to
build up new sentences using passive voice. To
check, ask for volunteers to write the answers on
the board.

The car was stolen (by the thieves). Answer key

178
The telephone was invented by Graham Bell.
The dress is(was) made of silk.
The car was washed/had been washed yesterday.
The first movies were produced without sound.
Dubai is considered to be one of the best places to
live.
5. Write the questions to the following passive
voice sentences. Students write the questions to
the statements provided. To check, ask for volun-
teers to write the answers on the board.
Answer key
Was the bicycle fixed?
Were the shoes being repaired by the shoemaker?
Was “One Hundred Year of Solitude” written by Ga-
briel Garcia Marquez?
Has the Interworld Bank been robbed twice this
year?
Vocabulary Extension and English Usage
1. Underline the logical sentence in each group.
There are two correct sentences.. Students have
three sentences in a set. They have to choose the
two correct sentences in each group. To check, ask
for volunteers to read aloud.
Answer key
b–c
a–c
b–c
a–c
a–b
2. Fill in the blanks with a word grom the bos.
Students read the words in the box. Then they read
the passage. They have to complete the passage
with the words provided. To check, read the pas-
179
sage and stop in the word so students complete it.
Answer key
snacks
starving
barbecue
appetite
breakfast
dinner
3. Match the sentences according to the context.
Students read the sentences in the column on the
left and match with the complementary sentence
on the right. They write on the brackets numbers 1
to 4. To check, read the statement on the right and
students as a group read the statement on the left.
Answer key
I am not going to eat now.
I ate some snacks and now I’m full.
It’s good I did some exercises.
No I’m starving.
That dish smells delisious.
It’s really given me an appetite.
I ate a chocolate bar before I came
And it really spoil my appetite.
Phonics
1. Circle the words with silent sounds. Students
read the passage and circle the words with the
silent sound. To check, read the text first and ask
which words on the first line have the sound. Then
repeat the process with the rest.
Answer key
Pete and Pat Holmes climbed a mountain on an is- Answer key
land. Their muscles ached and there was no sign of
water in the mountain. But she knew how to obtain
water with a knife and a cactus. When they reached
the edge or the cliff they could see a wonderful
view of the island and its abandoned castle.

2. Organise these words in the right column.

Students read the list of words and write the word
according to the silent sound. To check, draw the
chart on the board and ask students to complete it.
Then students listen and repeat each word.

Answer key

Silent b: comb debt doubt numb crumbs subtle

tomb
Silent c: muscle scissors acquire
Silent d: bridge edge handsome
Silent g: sign light through reign
2. Fill in the blanks with the words from the
crossword puzzle. Students read the sentences
provided. Then they have to complete the passage
with the words from the crossword puzzle. To
check, read the passage and stop in the word so
students complete it.

Answer key

3. Circle the odd one out. Students are provided cuisine

with a list of words and they have to circle the
only word in each line that does not have the same guests
sound. To check, read aloud and ask students serve – customs – culture
which word does not have the sound. Then stu-
dents listen and repeat after you. Do the same with local
the rest of the lines.
host
Answer key

comb – crumbs – numb – bomber (X)

bridge – high(X) – edge – judge
acquire (X) – though – thought - caught
comb (X) – acquire – muscle – scissors.
Writing
1. Compare the following letter and the email.
Students complete the comparative chart by lo-
calizing the different sections in both, the email
and the letter. To check, discuss with students as a
group.

CLIL Answer key

1. Fill in the crossword puzzle. According to the Address Letter √

vertical and horizontal hints, students complete the Email √
crossword puzzle, writing only one letter in each Date Letter √
box. To check, read the hint and students say the
Email √
answer as a group. Write on the board any word
that has problems.

180
Time Letter
Email √ 2. Match the word to the definition. Students read
Subject Letter the column on the left and look for the appropriate
Email √ definition on the right, and write the number of
√ the matching word on the right column. To check,
Greeting Letter
read the word on the left column and students as a
Email √ group read the corresponding answer on the right.
Body Letter √
Email √ Answer key
Closing Letter √ Wedding: a marriage ceremony.
Email √
Chest: top part of the trunk of your body.
Signature Letter √
Email √ Take off: to remove a clothing item from your body.

Write a short email answerin Stan’s. Students Slim fit: close to the body.
read the model email and then they write a reply,
Lift up: raise
keeping all the sections of an email. To check, re-
vise students workbook. Smart: well-dressed.
Answer key Single breasted: a jacket with just one row of but-
tons at the front.
(Answers vary)

3. Organise the conversation. Students read the

Unit 6 conversation carefully and write the numbers from
1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
group. Then read the second and students read the
Words in Conversation.
third, and so on.
1. Choose the meaning of the word. Students have
Answer key
to choose between three options which one is the
correct meaning of the word. They may use a dic- I need to be measure for a suit.
tionary to check. To check, ask for volunteers to
read the meaning of the word. Is this your first time getting a suit made-to-mea-
sure?
Answer key
Yes. I’ve never had an occasion where I needed a
b suit before.
a What type of suite would you like?
b A classic suit.
a There is a dressing room. Take off your coat and
trouser.
c

a
4. Match the questions to the answers. Students
b
read the column of questions on the left and look
a for the appropriate answer on the right column.

181
They have to write the number of the question
in the brackets of the correspondent answer. To
check, read the questions on the left column and
students as a group read the corresponding answer
on the right.
Answer key
Should I get completely undressed?
Leave on a t-shirt and your under pants.
(Answers vary)
Grammar
1. Choose the correct answer. Students read the
statement. They have two options to complete the
idea. Students underline the correct option. To
check, read aloud the statement until the blank.
Students as a group say the correct answer. Use the
board if necessary.
Answer key

worrying
Why types of suit do you have
upset
The classic suit and the slim fit suit.
surprising

puzzling
Would you prefer single-breated or double-breast-
ed suit? shocking

Double breasted. satisfied

pleased

Would you like a waistcoat? intriguing

Great! A waistcoat sounds very smart. enchanted

energising

5. Organise the words to form a sentence. Stu-

dents organise the words provided to build up
a sentence. To check, ask for volunteers to write
them on the board.
Answer key
This is the first time I need to wear a suit.
There is a dressing room on your right.
The suit comes with a matching waistcoat.
I’ll have the slim fit suit please.
2. Change the verb into adjective adding –ed pr
–ing accordingly. Students change the verbs into
adjective, writing a final –ed or –ing according to
the context. To check, read the statement up to the
blank. Students as a group say the answer.
Answer key
alarming
confusing
relaxing

devastated
6. Answer the following questions with your per-
sonal information. Students answer their ques- exasperated
tions with their personal information. To check, ask
for volunteers to read their answers. Use the board encouraging
if necessary. exciting
Answer key exhausted

182
fascinating

fascinated That noise is irritating.

I was irritating by the noise.

3. Fill in the blanks with so or such, and an arti-

cle if necessary. Students read the statement and
fill in the blanks using either so or such. To check, That exam is frustrating.
ask for volunteers to write the answers on the I was frustrated by the exam.
board.

Answer key
The football team is disappointing.
so
I was disappointed by the football team.
such a

so
The movie is amusing.
so
I was amused by the movie.
such a

such a
The news are satisfying.

I was satisfied by the news

4. Write sentences using present and past par-
ticiple using the words in parentheses. Students
follow the model and build up new sentences with
the words provided. To check, ask for volunteers to
write the answers on the board.
Answer key
(Answers may vary. Some suggestions:)
It’s a terrifying book
I was terrified by the book.
5. Fill in the blank with the appropriate form of
the adjective in parentheses. Be carful because
some are irregular. Students fill in the blank using
the appropriate form of the adjective according to
the context. To check, ask for volunteers to write
the adjective on the board.
Answer key
delightful

captivated
That’s a worrying problem hateful
I am worried about the problem. confusing

impressive
That’s a tempting chocolate. irritated
I am tempted by the chocolate upsetting

worried
Her new look is shocking. excited
I was shocked by her new look.

183
pleasant
Vocabulary Extension and English Usage
1. Choose the meaning of each word. Choose the
meaning of the word. Students have to choose
between three options which one is the correct
meaning of the word. They may use a dictionary
to check. To check, ask for volunteers to read the
meaning of the word.
Answer key
a The blouse is purple and your pants is shining
b
c
c
b
a
2. Fill in the blanks with the words on exercise
1. Students read the statements and use the words
from the previous exercise to complete the blanks.
To check, read the statement until the blank and
students say the answer as a whole.
Answer key
smart
tight
worn-out
scruffy
platforms
collarless
3. Match the sentences to complete the idea. Stu-
dents have to match the expressions on the left and
the appropriate sentence to complete the idea on
the column on the right. Students write the num-
bers 1 – 4 on the brackets. To check, read the state-
ment on the left and students say the sentence as a
184
group.
Answer key
These trousers don’t fit me.
They are too tight.
This dress is the wrong size.
It’s too big.
green-
I think the blouse doesn’t go with the pants.
I like modern clothes. I don’t like the blouse.
It’s old fashion.
That suit looks nice on you.
It’s very smart.
Phonics
1. Circle the words with silent sounds. Students
read the passage and circle the words with silent
sounds. To check, read the text first and ask which
words on the first line have the sound. Then repeat
the process with the rest.
Last weekend we went to the aquarium. I saw a
trained whale making whirlpools and jumping at
the sound of a whistle. What impressed me more
is how she went out of the water and put his white
belly up while the trainer scratched its head and
belly. It was so amazing.
2. Organise these words in the right column.
Students read the list of words and write the word
according to the silent sound. To check, draw the
chart on the board and ask students to complete it.
Then students listen and repeat each word.
Answer key

Silent h: what hour whether ghost

Silent k: knife knock know knot

Silent l: would should calf yolk

Silent s: aisle island

Silent t: castle listen soften often gourmet

Silent w: write who

3. Circle the odd one out. Students are provided

with a list of words and they have to circle the
only word in each line that does not have the same
sound. To check, read aloud and ask students
which word does not have the sound. Then stu-
dents listen and repeat after you. Do the same with
the rest of the lines.
Answer key
would - whistle (X) – should - half
castle – listen – caught – soften
knife – knight – knock – debt
what – where – when – how
aisle – should – would – could
2. Complete the following sentences using the
words in the crossword puzzle. Students read the
sentences provided. Then they have to complete
the passage with the words from the crossword
puzzle. To check, read the passage and stop in the
word so students complete it.
Answer key
fashion
discount
savings
annoy

notorious
CLIL event
1. Fill in the crossword puzzle. According to the
vertical and horizontal hints, students complete the
crossword puzzle, writing only one letter in each Writing
box. To check, read the hint and students say the
1. Circle the mistakes in the following email. Stu-
answer as a group. Write on the board any word
dents identify the mistakes in the email provided.
that has problems.
Discuss in class the mistakes and how to improve
Answer key them.

2. Rewrite the email. Students rewrite the email

corrected in exercise 1. To check there are two pos-
sible options: check students email individually or
write an email on the board.

Answer key

185
(Answers vary, but the letter needs a good subject,
an opening, even if it is in the same paragraph, and
a closing. Also the signature is not appropriate, it
has to be at least the name of the person. Example:)
Subject: My sister’s wedding.
2. Fill in the blanks with a word from the box.
Students read the words provided in the box. Then
they read the passage. They have to complete the
passage with the words on the box. To check, read
until the blank and students say the answer as a
group.

Answer key
Hello, Mary. camping equipment

tent
My sister’s wedding was fabulous. It’s a pitty you awning
couldn’t come. The food was great, the cake so deli-
cious. The guest look fantastic in their fancy dress- blow mattresses
es. We all have a great time.
comfy
Hope to see you soon.
hammock
Stan.

3. Organise the conversation. Students read the

Unit 7 conversation carefully and write the numbers from
1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
group. Then read the second and students read the
Words in Conversation. third, and so on.

1. Underline the two meanings of each word. Two Answer key

answers are correct. Each item on the exercise has
three option, two of them are correct because they Mice have eaten our camping equipment.
are meanings of the word provided. Students have What are we going to do?
to underline the correct meaning. To check, ask for
volunteers to read their answers. Let’s head to the outdoor store to get what we
need.
Answer key
That’s a great idea. I’m going to make a list.
a–c
Well, we need a tent, two blow-up mattresses and a
a –b hammock.
a–c

b–c 4. Match the questions to the answers. Students

a–c read the column of questions on the left and look
for the appropriate answer on the right column.
a–b They have to write the number of the question
in the brackets of the correspondent answer. To
a–c check, read the questions on the left column and
students as a group read the corresponding answer
a–b
on the right.

186
Answer key
Are the tents and the awning ready for our camp-
ing trip?
No, they are completely ruined.
What happen to them?
The mice have eaten through a lot of it.
Should we have packed in containers?
Yes, you are probably right
What are we going to do?
Let’s go to the outdoor store.
Are you going to make a list?
Yes, I am.
Should we buy a hammock?
That’s an excellent idea.
5. Organise the words to form sentences. Stu-
dents organise the words provided to build up
a sentence. To check, ask for volunteers to write
them on the board.
Answer key
Those mice are everywhere at the moment.
We should have packed everything away better.
I was so lazy the last time we went to camping.
The tent and the awning are both ruined.
The outdoor store has everything you need for a
camping trip.
Grammar
1. Complete the sentences using should or should
have with the verb in parentheses. Students read
the passage and fill in the blanks using the word
provided with should or should have. To check,
read until the blank and students say the answer as
a whole. Write on the board if necessary.
187
Answer key
should take
should have been
should have bought
should practice
should report
should have gone
should clean
should have delivered
should have told me
Peer should come
2. Match the situation to the advice and then
write the advice in a sentence. Students read the
situations on the left and match the advice on the
right, writing the numbers 1 to 10 in the brackets.
Then they write a sentence giving the advice. To
check, ask for volunteers to write the answers on
the board.
Answer key
(answers may vary:)
(1) You should take an aspirin
(2) You should buy an alarm clock.
(3) I should have studied more.
(4) You should take a French course
(5) You should stay at home.
(6) He should have work harder.
(7) I should have changed the batteries last week.
(8) They should take a trip to the Mediterranean
sea.
(9) You should have called him yesterday
(10) You should have opened a saving account.
3. Write the verb in brackets in the correct verb
tense using Conditional Type 2 and 3. Students
read the statements carefully and write the verb in
the correct tense, using conditional types 2 and 3.
To check, ask for volunteers to write the answers
on the board and discuss each case.
Answer key
were – would travel
the concert.
5. Underline the correct answer. Students read
the statement and read the two possible answers.
They choose the appropriate one according to
the context. To check, read the statement up to
the blank and students say the missing word as a
group. Use the board if necessary.

had known – would have never invited Answer key

had read – wouldn’t have failed had taken

had – would go wasn’t

had given – would have gone would be

didn’t’ eat – would be would have cost

allowed – would finish had studied

was/were – would find

Vocabulary Extension and English Usage

4. Write conditional sentences using the informa-
tion. Students read the statements provided and
write a conditional sentence based on the informa-
tion. Provide an example before the assignment. To
check, ask for volunteers to write the answers on
the board.
1. Underline the correct sentence. Students have
three sentences in a set. They have to choose which
one is the correct one. To check, ask for volunteers
to read aloud.
Answer key

Answer key c

If she wasn’t/weren’t ill, she would go to the party. b

If he hadn’t overslept, he would have arrived earli- a

er/wouldn’t have arrived late. c
If Fred had known about computers, he would have c
find a job.

If Mary had studied, she would have passed the

exam. 2. Complete the following sentences using the
verbs do, play and conllect in their correct form.
If the weather wasn’t/weren’t bad, we would go to Students complete the statements using the appro-
the beach. priate verb tense. To check, read the statement up
If the ticket wasn’t/weren’t expensive, we would go to the blank and students say the missing word as
to the zoo. a group.

If I hadn’t missed the bus, I wouldn’t have arrived Answer key

late. collects
If I had enough money, I would buy the tickets for plays

188
plays Wood - b

doing Fined – b

playing Add – b

does Aloud – b

plays Flu – b

playing Blew – a

playing

2. Underline the correct word according to the

illustration. Students have a list of words which
3. Match the following sentences. Students match are homophones and they have to determine which
the sentences on the left to the adequate response word describes the picture. To check, ask students
on the right. To check, read the sentence on the left for the correct answer, a or b
and students as a group read the correct answer.
yolk (a) see (b)
Answer key
maze (b) sum (b)
(1) Why are you doing with so many snacks?
root (a) sun (b)
We’re having a party this weekend.
knight (a) rest (a)
(2) We are having a party tomorrow.
hi (b) tail (b)
Why don’t you come along.

(3) When are you meeting Tina?

We’ll meet up again tonight.
(4) You look sick.
That’s the flu going round the school.
(5) I have nothing to do next weekend.
Why don’t you come along?
CLIL
1. Fill in the crossword puzzle. According to the
vertical and horizontal hints, students complete the
crossword puzzle, writing only one letter in each
box. To check, read the hint and students say the
answer as a group. Write on the board any word
that has problems.
Answer key

Phonics

1. Choose the correct word according to the con-

text. Students are given a minimal pair to choose
the appropriate word to complete the statement.
They can use the dictionary. To check, ask students
as a group which one is the correct answer, a or b.

Answer key

Sigh – b

Mail – a

189
 2. Answer the following questions. Students based
on the form of a letter studied on the previous les-
sons, answer the questions. In class, discuss with
students the answer and stimulate their participa-
tion.

Answer key

Address and date.

Because these letters are anonymous.

2. Fill in the blanks with the words from the
crossword puzzle. Students read the sentences
provided. Then they have to complete the passage
with the words from the crossword puzzle. To
check, read the passage and stop in the word so
students complete it.
3. Organise the letter and rewrite it. The letter
provided is disorganised. Students have to organise
it, and rewrite it in the space provided. To check,
ask for volunteer to write the letter on the board.
Answer key

Answer key Dear Sophia,

dismal I wonder if you can help me with a problem. I am

finishing high school and I want to study education.
properly My parents want me to study engineering because
both of them are excellent professionals in that
terrible
field, but I would like to be in a classroom and help
bothered students to learn. How can I explain this to my par-
ents?
erect
A future teacher.
skin

Writing Unit 8
1. Read the following letter looking for advace in
a magazine column. Write the parts of the letter.
Students observe the letter in a magazine. It has Words in Conversation.
the same parts of a normal letter, but shorter. Stu-
1. Mark the sentence that uses the underlined
dents have to label each section. In class, students
word appropriately. Students read the three state-
as a group say the parts. Read and answer any
ments and choose the one that uses the underlined
doubt.
word(s) correctly. To check, ask for volunteers to
Answer key read the correct sentence.

(1) Greeting Answer key

(2) Boding b

(3) Closing b

(4) Signature c

190
a read the column of questions on the left and look
for the appropriate answer on the right column.
c They have to write the number of the question
b in the brackets of the correspondent answer. To
check, read the questions on the left column and
a students as a group read the corresponding answer
on the right.
c
Answer key

What are you doing, mum?

2. Match the word to the definition. Students read
the column on the left and look for the appropriate
definition on the right, and write the number of
the matching word on the right column. To check,
read the word on the left column and students as a
group read the corresponding answer on the right.
Answer key
Roast: something cooked slowly in the oven.
Extra: more
Dessert: sweet course at the end of a meal
Favourite: best liked.
Plate: a flat round dish.
Garbage: a rubbish collected in a household.
I’m cleaning the house. Your grandparents are com-
ing to dinner this evening.
What do you need me to help you with?
Pick all your toys and take them into your room
After that, could I lay the table?
That’s a good idea. Lay the table for all six of us.
What are we cooking tonight then?
Roast chicken with salad.
Are you going to make a dessert?
Yes. Victoria sponge.

4. Organise the words to make a sentence. Stu-

3. Organise the conversation. Students read the
statements and write numbers 1 – 6 to put an or-
der to a conversation. To check, ask for volunteers
to read the conversation in the correct order.
Answer key
Would you help me with some things around the
house?
Sure. What do you need?
Your grandparents are coming to dinner.
Could I help you with the cooking?
Yes, but first you have to pick up all your toys.
dents organise the words provided to build up
a sentence. To check, ask for volunteers to write
them on the board.
Answer key
I did all my chores this week.
I took out the garbage and cleaned the hamster
cage.
I need some extra help
I will let you help me with the cooking.
Victoria sponge is my favourite dessert.

Okay, mum. 6. Answer the following questions with your per-

sonal information. Students read the questions
and answers according to their personal experi-
4. Match the question to the answer. Students ence. To check, ask students at random to see their

191
answers. to lose

Answer key cooking

(answers vary) going

attending

Grammar to visit

1. Underline the correct form of the verb. Stu- to take

dents read the statement. They have two options to
complete the idea. Students underline the correct
option. To check, read aloud the statement until the 3. Correct the mistakes in the following sentenc-
blank. Students as a group say the correct answer. es and rewrite them. Students read the sentences
Use the board if necessary. and find the mistake. Then rewrite the sentence
Answer key correctly. To check, ask for volunteers to write the
correct statement on the board.
playing
Answer key
going
The policeman prevented the old woman from
to get crossing the street.

to stay He offered to bring the salad to the party.

getting Thanks for telling the truth.

to work He agreed to play a match with me.

arriving He suggested watching TV.

to get I talked to her before I go to the doctor.

painting

to visit 4. Choose the correct sentence for each group.

Students have a pair of sentence and they have to
determine which one is correct. To check, ask for
2. Fill in the blanks with the appropriate form of volunteers to read the correct sentence.
the verb in parentheses. Students read the words Answer key
in the box and statements and fill in the blanks.
To check, read the first part of the sentence and b
students complete as a whole. If there are relevant
doubts, clarify on the board. a

Answer key a

going b

eating a

to play b

Buying a

192
 dishes – clear

5. Complete the sentences with a word in the box. loosen

Students read the statements and complete them
with one of the verbs in the box in the appropriate watering
verb tense according to the context. To check, read sweep
the first part of the statement and students as a
group say their answer. favour
Answer key something
to visit – playing

to get up 3. Match the sentences. Students read the state-

ments on the right and then the ones on the col-
to let – go umn on the left. They have to write in the brackets
eating the number of the corresponding sentence that
complements the idea. To check, read the state-
becoming ment on the right and students as a group read the
correspondent statement or question on the left.
getting
Answer key

(1) Could you give me a hand?

Vocabulary Extension and English Usage
Could you wash the dishes?
1. Underline the correct meaning of the word.
Students have three sentences in a set. They have (2) The front gate looks terrible.
to choose which one is the correct meaning of the
word provided. They can use the dictionary to look It really could do with a coat of paint.
for the meaning. To check, ask for volunteers to (3) The plants are too dry.
read aloud.
You have to water them
Answer key
(4) Would you mind helping me with the chores?
c
Sure. What can I do for you?
b
(5) I need you to do me a favour.
a
What do you need?
a

b
Phonics

1. Circle the words having the f sound. Students

2. Fill in the blanks with the words in the box.
Students read the words in the box. Then they read
the passage. They have to complete the passage
with the words provided. To check, read the pas-
sage and stop in the word so students complete it.
Answer key
make
read the passage and circle the words with the tar-
get sound, f. It can be written with f, ph or gh. To
check, read the text first and ask which words on
the first line have the sound. Then repeat the pro-
cess with the rest.
Answer key
Ralph is a photographer. He has enough experience

193
to be the best on his area. He’s an expert with ani-
mals like elephants, dolphins, amphibians, and so
on. He is an oceanographer and he plays the saxo-
phone, but what he likes the most is taking photos.

2. Organise these words in the right column.

Students read the list of words and write the word
in the right column depending on the grapheme.
To check, draw the chart on the board and ask
students to complete it. Then students listen and
repeat each word.

Answer key

ph gh f 2. Cross out the wrong sentences. Students have

Phone enough fact a list of sentences, some of them are correct, some
other incorrect. They have to cross out the incor-
photo tough face rect ones. To check, ask for students to read the
first sentence and the rest of the class says whether
physician cough feast
it is correct or not. Repeat the process with the rest
microphone laugh form of them.

earphones rough French Answer key

graphic sough File They record time.

3. Cross out the words that do not have the f
sound. Circle the odd one out. Students are pro-
vided with a list of words and they have to cross
out the words that do not have the sound f. To
check, read aloud and ask students which word
does not have the sound. Then students listen and
repeat after you. Do the same with the rest of the
lines.
Bond is when a person is a prisoner.
Appreciate is the pleasure you have to recognise
the good qualities of something.
Benefit is a name of an organization.
Cooperate is a noun that means doing something
together.

Answer key The report was written with the cooperate of two
companies.
pest – politics – psychologist -

CLIL
1. Fill in the crossword puzzle. According to the
vertical and horizontal hints, students complete the
crossword puzzle, writing only one letter in each
box. To check, read the hint and students say the
answer as a group. Write on the board any word
that has problems.
Answer key
Writing
1. Write a letter to Sophia, looking for an advice.
Pick one of the following topics. Students pick one
out of four topics to write a letter looking for an
advice in a magazine, bear in mind the structure of
this type of letter. To check, ask volunteers to read
or read each student’s composition.
Answer key
(Answers vary)

194
 I am free.

2. Write the advice to the problem you have

picked. Use structures such as “You should”, “If
you…”, “If I were you, I…”. Students write a reply to (2) Would you like to help me out at the allotment?
the problem they picked on exercise one, keeping Of course!
the format of this type of letters. To check, ask vol-
unteers to read or read each student’s composition.

Answer key (3) Should we ask mum to go with us?

(Answers vary) Yes! It will be great to have a family day at the allot-
ment.
Unit 9

(4) What are we going to plant?

Words in Conversation. Carrots, parnsnips, potatoes and onions.
1. Choose the meaning of the word in a sentence.
Students have three options to choose the correct
meaning of the underlined word according to the (5) Will my mum prepare her special lemonade?
context. To check, ask for volunteers to write their
answer on the board. Yes. And she will bring some yummy snacks, too.

b 3. Organise the conversation. Students read the

conversation carefully and write the numbers from
c 1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
b group. Then read the second and students read the
c third, and so on.

b Answer key

a What are you doing this weekend?

c I’ve got a football practice on Saturday, but I’m free

all day Sunday.

Would you like to come and help me out at the al-

2. Match the questions to the answers. Students lotment?
read the column of questions on the left and look
for the appropriate answer on the right column. That would be great! What are we going to plant?
They have to write the number of the question We need to plant carrots, parsnips and onions.
in the brackets of the correspondent answer. To
check, read the questions on the left column and Wow! That’s a lot but we will have a great Sunday.
students as a group read the corresponding answer
on the right.

Answer key 4. Complete the sentences with the words in the

box. Students read the words provided in the box.
(1) What are you doing this weekend? Then they read the passage. They have to complete
the passage with the words on the box. To check,

195
read until the blank and students say the answer as ing word as a group. Use the board if necessary.
a group.
Answer key
Answer key
will rain
parsnips/carrots
help
carrots/parsnips
wake
yummy
will have
gardening
will go
allotment
is
roots
is

will travel
5. Organise the words to make a sentence. Stu-
dents organise the words provided to build up will go
a sentence. To check, ask for volunteers to write arrives
them on the board.

Answer key
This is the time of the year when all vegetables
need planting.
I’d like to learn about growing our own food.
Let’s have a fun family day at the allotment.
2. Choose the correct verb. Students read the
statement. They have two options to complete the
idea. Students underline the correct option. To
check, read aloud the statement until the blank.
Students as a group say the correct answer. Use the
board if necessary.

It’s supposed to be good weather. Answer key

Maybe I will make my special lemonade. is

will travel

6. Answer the following questions with your per- study

sonal information. Students read the questions
and answers according to their personal experi- get
ence. To check, ask students at random to see their helps
answers.
will go
Answer key
will come
(answers vary)

Grammar
1. Fill in the blanks with will or present simple
using the verb in the brackets. Students read the
statement and according to the context write the
appropriate form of the verb provided, either fu-
ture simple or present simple. To check, read the
sentence up to the blank and students say the miss-
3. Correct the following sentences. Students read
the sentences and find the mistake. Then rewrite
the sentence correctly. To check, ask for volunteers
to write the correct statement on the board.
Answer key
If I call you, you come to look for me.

196
I work every day.
She goes to school at eight o’clock.
When I arrive, you will prepare lunch.
I think we will go to the mall next weekend.
4. Complete the conversation with one of the
verbs in the box. Use will or present simple. Stu-
dents read the statements and complete them with
one of the verbs in the box in the appropriate verb
tense according to the context. To check, read the
first part of the statement and students as a group
say their answer.
Answer key
will discuss
departs
will take/take
arrive
visit
walk
will go
will arrange
stay
will go
4. Write sentences using the information in pa-
rentheses using present simple or will. Students
use the sentences provided and write sentences us-
ing simple present or simple future. To check, ask
for volunteers to write their answers on the board.
Answer key
(Answers vary. Some possible answers:)
Tony will probably go to London.
Sally goes to Paris at 7 o’clock.
She practices tennis every day.
197
Brazil will win the World Cup.
Will you come with us?
I visit my grandparents every weekend.
5. Make sentences using will or present simple.
Use the information to write the sentence on
your own. Students read the instructions and write
a sentence using one of the target verb tenses.
Exemplify the firs one in class when assigning the
homework. To check, ask for volunteers to write
them on the board.
Answer key
(Answers vary. Some possible answers:)
Sarah has history class at 10 o’clock.
I think “Bull” Martinez will defeat “Eagle” Smith.
Toby goes to Perth at 11 o’clock.
If the weather is nice, George will go/goes to the
beach.
When Tina finishes with some papers, she will
send some emails.
Vocabulary Extension and English Usage
1. Cross out the incorrect sentence. Each set of
sentences have one which is incorrect. Students
read them carefully and cross out the incorrect one.
To check, ask for volunteers to read the incorrect
one. Discuss every case.
Answer key
b (X)
c (X)
b (X)
c (X)
a (X)
2. Complete the sentences with the words in the
box. Students read the words in the box, and then
the sentences. They have to fill in the blanks with
the appropriate word from the box. To check, read
the sentences and students answer as a whole. Use 2. Organise these words in the right column.
the board if necessary. Students read the list of words and write the word
in the right column depending on the grapheme.
Answer key To check, draw the chart on the board and ask
students to complete it. Then students listen and
stuck repeat each word.
dripping Answer key
leaking
Sound f Silent gh
replaced phone through
gone laugh although
enough caught

3. Organise the following sentences. Students physician through

have a scramble sentence. They have to organise
rough taught
them. The first word is capitalize. To check, ask for
volunteers to write them on the board. tough fought
Answer key sough night
There is something wrong with my blender. alphabet thigh
My car is making a funny noise. cough sigh
The ceiling in the living room needs fixing. 3. Cross out the words that do not have the f
sound. Students read the words and cross out
This is the third time the central heating system is
those which do not have the sound f. T check, read
repaired.
aloud and ask students which words do not have
Some cables have to be replaced. the sound on each line. Then students listen and
repeat.

Answer key
Phonics
though (X)
1. Circle the words having the f sound. Students
read the passage and circle the words with the tar- knight (X)
get sound, f. It can be written with f, ph or gh. To
night (X)
check, read the text first and ask which words on
the first line have the sound. Then repeat the pro- thought (X)
cess with the rest.
taught (X)
Answer key
caught (X)
Sophia is a physician. She works at the hospital.
She is a radiographer. It is like taking a photo with
radiation that passes through the external part of
CLIL
the body to see the organs inside. Though this work
doesn’t look tough, it is dangerous because of radi- 1. Complete the crossword puzzle. According to
ation. the vertical and horizontal hints, students com-
plete the crossword puzzle, writing only one letter

198
in each box. To check, read the hint and students Answer key
say the answer as a group. Write on the board any
word that has problems. (1) There was a beautiful farm near a town.

Answer key (2) A milkmaid lived in the farm.

(3) She was daydreaming on her way to the market

with a pail full of milk ono her head.

(4) She though that with the money she would earn
with the milk she would sell, she would buy an egg.

(5) Then, she would borrow a hen to lay the egg

and she would have her own hen.

(6) Her own hen would give her more eggs, so she
would sell them on the market and become very
rich.

(7) She was so happy about all the things she could
do with the money she would get.

(8) She jumped of happiness and suddenly, the pail

on her head fell onto the floor.
2. Complete the sentences with the words from
(9) Her milk was spilt on the floor.
the crossword puzzle. Students read the sentences
provided. Then they have to complete the passage (10) So the milkmaid had to return home with no
with the words from the crossword puzzle. To milk, no egg, and no hen
check, read the passage and stop in the word so
students complete it.

Answer key 2. Identify the following parts of the story. Write

the number of the sentence. Students identify
donation what the sentences present. They have to write the
number of the sentence in the space provided. To
announcement
check, explain each term, for example, “Setting is
flood when and where the story takes place”, “Charac-
ters are the people in the story”, “Conflicts are the
devastate struggle and problems characters have”, “Climax is
the peak of the story, when the excitement is on its
basic highest point” and “Resolution is how all the prob-
drum lems in the story are solved”. When you say the
concept, students say the number of the sentence
fundraiser that corresponds with the element.

Answer key

Writing Setting: (1)

1. Organise the following short story. Students Characters: (2) (3)

have a short story. They have to write numbers
1-10 in the brackets according to the order. To Conflicts: (4-7)
check, volunteers read the sentences. Read the first Climax: (8-9)
one and students continue.

199
Resolution: (10)

3. Organise the conversation. Students read the

conversation carefully and write the numbers from
Unit 10 1 to 6 according to the order. To check, read the
first one and ask students to say the second as a
group. Then read the second and students read the
third, and so on.
Words in Conversation.
Answer key
1. Choose the meaning of the word. Two answers
are correct. Each item on the exercise has three Are you going on an extra special school trip this
option, two of them are correct because they are year?
meanings of the word provided. Students have to
underline the correct meaning. To check, ask for I am not sure. Where are we going?
volunteers to read their answers. I am not going to tell you. You have to guess.
Answer key Well, give me a clue.
b–c It is related to what we are studying.
a–c Shakespeare?
a–b That’s right. We are going to visit his birthplace.
a–c

b–c 4. Match the question to the answer. Students

a–b
a–c
a–c
2. Fill in the blanks with the appropriate word.
Use the words from exercise 1. Students read the
passage and complete it using the words from the
previous exercise. To check, read up to a blank and
students provide the answer as a group.
read the column of questions on the left and look
for the appropriate answer on the right column.
They have to write the number of the question
in the brackets of the correspondent answer. To
check, read the questions on the left column and
students as a group read the corresponding answer
on the right.
Answer key
What are you going to do next weekend?

Answer key I’m going on a school trip this weekend.

theatre

play Where are you going?

birthplace To Stratford-upon-Avon, Shakespeare’s birthplace.

trip

company Will you visit his house?

clues Yes, I will

guess

200
What will you be doing after that? is starting

After that we will see a rehearsing of the Royal are going to wash
Shakespeare Company.
is going to snow
Do you have to wear your uniform?

No, just something comfy.

5. Organise the words to form sentences. Stu-
dents organise the words provided to build up
a sentence. To check, ask for volunteers to write
them on the board.
Answer key
I am going to a national park this weekend.
We will need to bring a packed lunch.
2. Use the words in parentheses to write two sen-
tences: one with be going to and another with
present continuous. Add any necessary idea.
Students have to write two sentences using present
continuous and be going to. They have to follow the
example. To check, ask for volunteers to write their
answers on the board.
Answer key
(Answers vary. Students add precise information in
present continuous. Some possible answers:)

We have to wear something comfy. He is visiting his uncle at 5 o’clock.

We will be rehearsing one of Shakespeare’s plays. He is going to visit his uncle.

6. Answer the following questions with your per- They are moving to Belgium next month.
sonal information. Students read the questions They are going to move to Belgium.
and answers according to their personal experi-
ence. To check, ask students at random to see their
answers.
Mary is driving to work tomorrow.
Answer key
I am going to drive to work.
(answers vary)

Grammar
I am calling you later.
1. Choose the correct verb. Students read the
statement. They have two options to complete the I am going to call you.
idea. Students underline the correct option. To
check, read aloud the statement until the blank.
Students as a group say the correct answer. Use the Fred and Harry are studying English next weekend.
board if necessary.
Fred and Harry are going to study English.
Answer key

are going to cut

We are visiting France next summer.
is going to rain
We are going to visit France quite soon.
is meeting

are going to get hurt

3. Write the verb in brackets in be going to or
am doing present continuous. Students read the statements

201
and write the verbs in the appropriate form. To are meeting
check, read the statement up to the blank and stu-
dents answer as a group. Write the words on the
board if necessary. Vocabulary Extension and English Usage
Answer key 1. Cross out the wrong sentence on each group.
is flying Each group of three sentences have one wrong sen-
tence. Students have to cross out the sentence. To
is the train arriving check, volunteers read the sentences and indicate
which one is the wrong one.
is going to rain
Answer key
are you travelling
We are having a trip to England, Switzerland and
am having breakfast Germany next summer.
he is going to see The guide includes four days at a resort.
are getting The trip includes several islands in the Caribbean.
is the ferry leaving The guide was very short. We went to the beach
am going to take and come back the same day.

are going to take the train. We took a trip as a souvenir from the city.

4. See Ted’s plan for next week in the afternoon 2. Fill in the blanks with the words in the box.
and fill in the blanks using present continuous or Students complete the statements using the words
be going to. Students study the chart and complete in the box. To check, read up to the blank and stu-
the conversation using the appropriate form of the dents say the missing word as a group. Write on
verb. To check, volunteers read the conversation. the board if necessary.
Write on the board the verb. Answer key
Answer key package holiday
am visiting pictures trip
am going Museum
am returning guest house
am going to be souvenirs
am doing/am going to do nothing sightseeing
Are you going to have/Are you having

am playing 3. Write the missing verb. Students read the pas-

am dining sage and write the missing verb in the appropriate
verb tense. To check, ask for volunteers to write the
am jogging passage on the board.

are you going to do/are you doing Answer key

am doing stayed

202
look round t d Id
hired laughed bored decided

took passed stayed visited

bought watched travelled excited

sent stopped loved fascinated

finished arrived wanted

Phonics looked watered needed

1. Underline the verbs with –ed ending in the
following sentences. Students underline the verbs
ending in –ed. To check, read each sentence and
students as a group say the verbs.
Answer key
Sarah was bored, so she decided to go to the mov-
ies.
booked rained planted
3. Circle the odd one out. Students are provided
with a list of words and they have to circle the
only word in each line that does not have the same
sound of –ed. To check, read aloud and ask students
which word does not have the sound. Then stu-
dents listen and repeat after you. Do the same with
the rest of the lines.

Nelly and Fred stayed at home while their parents
visited their grandmother.
I travelled to Tokyo last year. I was so excited and
fascinated about the architecture and culture.
Answer key
jumped – stomped – stopped – decided (x)
looked (x) –listened – dreamed – screamed

Tina loved to make jokes and laughed out loud, un- decided – planted – scanned (x) – wanted
til she passed through and embarrassing situation jumped – seemed – cleaned – rained
with a stranger.
booked (x) – visited – attended – needed
Betty wanted to go to the beach and Toby needed a
football practised. At the end, they watched a video laughed – finished – jumped – watered (x)
at home.
trained – rained – worried – interested (x)
He stopped talking when she arrived.
concerned (x) – stayed – delayed – played
She planted and watered an apple tree in the gar-
den.

He finished eating quite early. Then he looked for CLIL

his umbrella. It rained a lot that afternoon.
He booked a room at a very luxurious hotel.
2. Organise the underlined words in the right
column. According to the pronunciation of –ed,
students categorized the underlined verbs on ex-
ercise 1. To check, draw the chart on the board and
ask for volunteers to complete it.
1. Complete the crossword puzzle. According to
the vertical and horizontal hints, students com-
plete the crossword puzzle, writing only one letter
in each box. To check, read the hint and students
say the answer as a group. Write on the board any
word that has problems.
Answer key

Answer key

203
2. Complete the following sentences using the
words in the crossword puzzle. Students read the
sentences provided. Then they have to complete
the passage with the words from the crossword
puzzle. To check, read the passage and stop in the
word so students complete it.

Answer key

skate

clever

illustrate

strict

behavior

stressful

challenge

downside

sneaky

Writing

This is an exercise of creative writing. Students

have to choose different elements to write their
own short story. This activity can be very enriching
for children especially if they do it in class in pairs.
If it is not possible, they write their story at home.
To check, it is better to provide individual feedback,
and some volunteers can read their story aloud.

Answer key

(Answer varies)

204
 Worksheets
Grammar worksheet

UNIT 1

Part 1. Underline the correct verb in the brackets.

1. I (read – have read) the books several times.

2. She (travelled – has travelled) three times this year.

3. They (finished – have finished) the project last week.

4. My mother (had – has had) a headache for two weeks.

5. Melissa (bought – has bought) a new dress for her prom last month.

6. I (didn’t finish – haven’t finished) the homework yet.

7. The teacher (gave – has given) us the examination yesterday.

8. Phil (took – has taken) the placement test two days ago.

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence.

1. I knew her since we were kids.

______________________________________________________________________________________

2. Did you go to Chicago yet?

______________________________________________________________________________________

3. I haven’t finished the book already.

______________________________________________________________________________________

4. He has known Mary since three years.

______________________________________________________________________________________

5. They didn’t never listen to his grandmother advice.

______________________________________________________________________________________

Part 3. Complete the sentences with a verb from the box. Write the verb in the appropriate verb tense.

205


find tell Arrive

wash have Visit
keep wake Bring

1. I (not) _________________ my keys. Have you seen them?

2. Mary _________________ me about your problem.

3. He _________________ a dog when he was a boy.

4. Gina (not)_________________ the secret.

5. I _________________ up late all this week.

6. Ed _________________ late this morning.

7. Tina _________________ sodas to Fred’s last party.

8. We _________________ Tina last weekend.

9. My mother _________________ the dishes last night.

Grammar worksheet

UNIT 2

Part 1. Change the following sentences into reported speech.

1. Sophie told me “I have to go to the dentist.”

____________________________________________________________________________________________

2. Sarah and Peter say “We will participate in the competition.”

____________________________________________________________________________________________

3. He told me, “You had a problem with my sister.”

____________________________________________________________________________________________

4. Franks tells Sally, “They didn’t go to Lyn’s house.”

____________________________________________________________________________________________

5. Ginger said, “The teacher is assigning too much homework for tomorrow.”

____________________________________________________________________________________________

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence.

206
 1. Fred said that he is working with Frank.

______________________________________________________________________________________

2. Cynthia and Kate told me that they had listened to music and hour ago.

______________________________________________________________________________________

3. They said that the day is cloudy.

______________________________________________________________________________________

4. Penny told me she had found the keys last week.

______________________________________________________________________________________

5. Tracy and Paul said that they will play with me tonight.

______________________________________________________________________________________

Part 3. Underline the appropriate word to complete the statement.

1. I _________________ you that you were right.

(1) told (2) said

2. Trisha _________________ that she is in perfect condition.

(1) tells (2) says

3. Patrick _________________ me to leave him alone.

(1) told (2) said

4. She said that Mark _________________ playing football with a local club.

(1) is (2) were

5. Stella says that she _________________ her grandmother tonight.

(1) visits (2) visited

6. Larry and Roger said that they ______________ go to the concert the following month.

(1) will (2) would

Grammar worksheet

UNIT 3

207
Part 1. Change the following questions into reported speech.

1. Sophie asked me “Did you go to the dentist?”

____________________________________________________________________________________________

2. He wondered, “Where are they going at this moment?”

____________________________________________________________________________________________

3. Henry wanted to know, “Have Lisa found her keys?”

____________________________________________________________________________________________

4. I asked Sylvia, “May I help you tomorrow?”

____________________________________________________________________________________________

5. Frank said to Richard, “Will you buy the tickets to the concert next weekend?”

____________________________________________________________________________________________

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence.

1. Can you tell me when does Hellen work?

______________________________________________________________________________________

2. She asked me if I go to the concert by car.

______________________________________________________________________________________

3. Fred wanted to know weather I played with Phillip.

______________________________________________________________________________________

4. Stella wondered if we wash the dishes that day.

______________________________________________________________________________________

5. Do you know where did I put my keys?

______________________________________________________________________________________

Part 3. Underline the appropriate word to complete the statement.

1. She asked me where _________________ the umbrella.

(1) did I put (2) I put

2. Peter _________________ when she is going to Tunisia.

208
 (1) asks (2) asked

3. Where do you think _________________ the problem.

(1) they could solve (2) could they solve

4. I wondered what she _________________ from the new teacher.

(1) expects (2) expected

5. Tina asked peter “_________________ go to Monaco soon?”

(1) Will you (2) You will

6. The teacher asked where we ______________ go on vacation.

(1) will (2) would

Grammar worksheet

UNIT 4

Part 1. Circle the correct answer.

1. You play video games every day. I think you (have to – must) play outside with your friends.

2. Teachers (don’t have to – mustn’t) smoke in the classroom.

3. You look sick. You (have to – must) take the day off and rest.

4. My father (hast to – must) travel to Japan next month. It is a business trip.

5. In England you (have to – must) drive on the right.

6. You (don’t have to – mustn’t) go to Lisa’s party if you don’t want to.

7. (Do I have to – Must I) come on Saturdays?

Part 2. Rewrite the following sentences in past tense and future tense.

1. I must leave on time.

Yesterday, ____________________________________________________________________________________

Tomorrow, ____________________________________________________________________________________

2. You have to write a short story.

Yesterday, ____________________________________________________________________________________

209
 Tomorrow, ____________________________________________________________________________________ 3. She
must leave a message for the teacher.

Yesterday, ____________________________________________________________________________________

Tomorrow, ____________________________________________________________________________________ 4. We
must wait for the midnight train.

Yesterday, ____________________________________________________________________________________

Tomorrow, ____________________________________________________________________________________ 5.
They don’t have to say their opinion in the History class.

Yesterday, ____________________________________________________________________________________

Tomorrow, ____________________________________________________________________________________

Part 3. Fill in the blanks with the correct form of must or have to.

1. I _____________ write a condolence letter.

2. You _____________ interrupt the teacher.

3. We _____________ ask for permission if we want to go out. It is a rule in class.

4. You _____________ participate in the debate if you don’t want to.

5. You _____________ use the fire pits in the park.

6. You _____________ build a fire apart from in designated fire pits.

7. You _____________ throw all the litter in the recycling bins.

8. You _____________ pay a fine if you break the rules.

Grammar worksheet

UNIT 5

Part 1. Underline the correct verb in brackets.

1. Notebooks (make – are made) of paper.

2. She (speaks – is spoken) English.

3. This salad (makes – is made) of fresh vegetables.

4. My mother (helped – is helped) me with my homework.

5. Fred and Melissa (play – are played) tennis.

210
 6. My room (cleans – is cleaned) once a week.

7. He (painted – was painted) our house last week.

8. Phil (expected – was expected) to win the competition by the spectators.

Part 2. Change the active sentences into passive ones.

1. I bought all vegetables.

______________________________________________________________________________________

2. We grow silk in Japan.

______________________________________________________________________________________

3. Alice explained the maths exercise.

______________________________________________________________________________________

4. Carl paints a beautiful canvas.

______________________________________________________________________________________

5. We built a sandcastle at the beach.

______________________________________________________________________________________

6. The mechanic fixes my father’s car.

______________________________________________________________________________________

Part 3. Change the passive sentences into active ones.

1. Sandy was robbed last month by a famous burglar.

______________________________________________________________________________________

2. The novel was published by Benny two years ago.

______________________________________________________________________________________

3. Sarah’s keys were lost yesterday.

______________________________________________________________________________________

4. The bedroom is made by my mom every day.

______________________________________________________________________________________

5. The package was delivered to me yesterday by the mailman.

211
 ______________________________________________________________________________________

6. A delicious cake was made by my grandmother.

______________________________________________________________________________________

Grammar worksheet

UNIT 6

Part 1. Underline the correct word in brackets.

1. I was very (bored – boring) in the maths lesson.

2. You look really (tired – tiring).

3. I have some (excited – exciting) news to tell you.

4. Alex is too (depressed – depressing) after failing the test.

5. I am going to take a (relaxed – relaxing) bath.

6. The pyramids are one of the most (interested – interesting) places I have been to.

7. That movie is very (terrified – terrifying).

8. The football match was (entertained – entertaining).

Part 2. Rewrite the sentence using the appropriate form of the verb given.

1. That problem is (confuse).

______________________________________________________________________________________

2. I am very (worry) about the final tests.

______________________________________________________________________________________

3. That film isn’t (amuse).

______________________________________________________________________________________

4. That noise is (annoy).

______________________________________________________________________________________

5. I was (surprise) by the news she told me.

______________________________________________________________________________________

6. She has run many miles this morning. She is (exhaust).

212
 ______________________________________________________________________________________

Part 3. Choose the correct option.

1. It was __________ windy that they couldn’t camp near the shore.

(a) so (b) such a

2. It was __________ boring film that I fell asleep.

(a) so (b) such a

3. The restaurant was __________ crowded that we had to go somewhere else.

(a) so (b) such a

4. It is __________ expensive toy that nobody buys it.

(a) so (b) such an

5. He was __________ ill that he had to stay at the hospital.

(a) so (b) such an

6. He was __________ intelligent boy that he is only twelve and studies medicine.

(a) so (b) such an

Grammar worksheet

UNIT 7

Part 1. Underline the correct verb in brackets.

1. I failed the exam. I (should study – should have studied) more.

2. Sarah’s has an exam tomorrow. She (should study – should have studied) hard.

3. John is always arriving late to class. He (shouldn’t play– shouldn’t have played) computer games
until so late at night.

4. Kim gave his mobile phone to his sister and she lost it at the mall. He (shouldn’t lend – shouldn’t
have lent) his phone to her.

5. Lisa (should bring – should have brought) her delicious cupcakes to the party next week.

6. Wait for me at 5 pm. I (should finish – should have finished) this homework at 4 pm.

213


Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence.

1. She shouldn’t has worked so hard yesterday. Now she is exhausted.

______________________________________________________________________________________

2. If I have time, I would rake the backyard.

______________________________________________________________________________________

3. I would have help you with your chores if I would have known it.

______________________________________________________________________________________

4. Tim failed the examination. He shouldn’t have studied so hard.

______________________________________________________________________________________

5. If they had listen to me, they won’t be on that situation.

______________________________________________________________________________________

Part 3. Choose the correct option to complete the statements.

1. There are many clouds in the sky. You __________ your umbrella.

(a) should take (b) should have taken (c) shouldn’t take (d) shouldn’t have taken

2. If I __________ you, I would have returned that book long ago.

(a) was (b) were (c) would be (c) would have been

3. The restaurant is very crowded. We __________ here.

(a) should come (b) should have come (c) shouldn’t come (d) shouldn’t have come

4. If the weather __________ sunny last week, we would have gone surfing.

(a) was (b) were (c) would be (c) had been

5. If I had a lot of money, I __________ around the world.

(a) travel (b) travelled (c) would travel (c) would have travel

6. Where __________ if you could live anywhere in the world?

(a) do you live(b) would you live (c) would you have live (c) will you live

Grammar worksheet

214
 UNIT 8

Part 1. Write the verb in brackets in the correct tense.

1. Martha promised (study) _________________ more for the next exam.

2. Lisa and Phil invited us (go) _________________ to their party next week.

3. My sister doesn’t mind (study) _________________ until late every night.

4. Have you decided (participate) _________________ in the marathon yet?

5. We have to think about (go) _________________ to the school trip this year.

6. My parents don’t approve of me (be) _________________ at football.

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence.

1. They want going to China next year.

______________________________________________________________________________________

2. I offered helping my mom with the household chores.

______________________________________________________________________________________

3. She finished to do her homework right on time to go out with her friends.

______________________________________________________________________________________

4. I wish leaving in another city.

______________________________________________________________________________________

5. Have you imagined to live on the moon?

______________________________________________________________________________________

Part 3. Choose the correct option to complete the statements.

1. It is difficult __________ there by bus.

(a) to get (b) getting

2. Sarah went to Moscow __________ Russian.

(a) to study (b) studying

215
 3. __________ is a healthy activity.

(a) To swim (b) Swimming

4. The teacher told us __________ the examination before handing it in.

(a) to check (b) checking

5. They invite me __________ them in their working team.

(a) to join (b) joining

6. She enjoys __________ poetry.

(a) to read (b) reading

7. My mother is blaming me for __________ the sugar pot, but it wasn’t me.

(a) to spill (b) spilling

8. The boss is always complaining about __________ time at the office.

(a) to waste (b) wasting

Grammar worksheet

UNIT 9

Part 1. Write the verb in brackets in the correct future expression, the simple future or the simple present
tense.

1. Martha (have) _________________ Geography next Thursday.

2. Lisa and Phil (do) _________________ the washing-up to help their mum.

3. My brother (travel) _________________ to France next weekend. He has the flight tickets.

4. Don’t worry! I (carry) _________________ the bags for you.

5. We (play) _________________ football every weekend.

6. My parents (pay) _________________ the tickets with their credit card.

Part 2. Write sentences using the words in brackets in the correct future expression, future or the present
tense.

1. (go – we – cinema – tonight)

______________________________________________________________________________________

216
 2. (carry – I – the bag – for you)

______________________________________________________________________________________

3. (be – English exam – tomorrow – 10 am)

______________________________________________________________________________________

4. (rain – it – tonight)

______________________________________________________________________________________

5. (be – he – 14 – next weekend)

______________________________________________________________________________________

Part 3. Choose the correct option to complete the statements.

1. __________ to the theatre tonight?

(a) Do we go (b) Will we go

2. The train __________ at 7 pm.

(a) departs (b) will depart

3. I promise I __________ him a word about it.

(a) don’t tell (b) will not tell

4. My parents __________ at six tomorrow.

(a) arrive (b) will arrive

5. I __________ you when I arrive.

(a) call (b) will call

6. __________ I bring you a drink?

(a) Do (b) Shall

7. Wait there until she __________ it.

(a) opens (b) will open

Grammar worksheet

UNIT 10

217
Part 1. Write the verb in brackets in the appropriate form, present continuous or going to.

1. Emily (fly) _________________ to Paris next week.

2. Eliza and Paul (decorate) _________________ their new apartment.

3. My mother (visit) _________________ the dentist tomorrow afternoon.

4. We (study) _________________ Mandarin next year.

5. Tracy (give) _________________ a party next weekend.

6. What (do) _________________ next summer vacation?

Part 2. Write sentences using the words in brackets in the correct future expression, present continuous
or be going to, to complete the idea.

1. (paint – we – bedroom). I have the buckets here.

______________________________________________________________________________________

2. It is cloudy and dark. (rain – it)

______________________________________________________________________________________

3. (travel – we – South Africa – next holiday). We intend to do so.

______________________________________________________________________________________

4. She is very excited. (have – she – job interview – on Monday)

______________________________________________________________________________________

5. (see – Kent – tonight) so I will tell him the news.

______________________________________________________________________________________

Part 3. Choose the correct option to complete the statements.

1. This book looks interesting. I __________ it.

(a) am reading (b) am going to read

2. We __________ the Thompsons this afternoon

(a) are meeting (b) are going to meet

3. The competitors are not skillful. I think we __________.

(a) are winning (b) are going to win

4. I cannot visit you tomorrow. I __________ to New York tonight.

218
 (a) am flying (b) am going to fly

5. What __________ after school today?

(a) are you doing (b) are you going to do

6. Be careful! You __________ on the broken glass.

(a) are stepping (b) are going to step

7. That is my favourite actor. I __________ the movie tonight.

(a) am watching (b) am going to watch

Worksheet Instructions and Answer Key

UNIT 1

Part 1. Underline the correct verb in brackets. Students have two options to choose the correct word to
complete the statement. They underline the correct one. To check read the statement and stop in the blank.
Students say the answer as a group.

Answer key

1. have read

2. has travelled)

3. finished

4. has had

5. bought

6. I (didn’t finish – haven’t finished) the homework yet.

7. gave

8. took

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence. All the sentences
provided have at least one mistake. Students have to find them and rewrite the sentences. To check, ask for
volunteers to write them on the board.

Answer key

1. I have known her since we were kids.

2. Have you gone to Chicago yet?

3. I haven’t finished the book yet.

4. He has known Mary for three years.

5. They have never listen to his grandmother advice.

219
Part 3. Complete the sentences with a verb from the box. Write the verb in the appropriate verb tense.
Students read the words on the box. Then they have to read the statement and complete them using the
verbs provided in the appropriate verb tense.

Answer key

find tell arrive

wash have visit

keep wake bring

1. haven’t found

2. told

3. had

4. didn’t keep

5. have woke up

6. arrived

7. brought

8. visited

9. washed

UNIT 2

Part 1. Change the following sentences into reported speech. Students read the statements provided.
They have to change direct speech into indirect speech. To check, ask for volunteers to write the answers
on the board.

Answer key

1. Sophie told me she had to go to the dentist.

2. Sarah and Peter say (that) they will participate in the competition.

3. He told me that I had a problem with my sister.”

4. Franks tells Sally, that they didn’t go to Lyn’s house.

5. Ginger said (that) the teacher is assigning too much homework for tomorrow.

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence. All the sentences

220
provided have at least one mistake. Students have to find them and rewrite the sentences. To check, ask for
volunteers to write them on the board.

Answer key

1. Fred said that he was working with Frank.

2. Cynthia and Kate told me that they listened to music and hour ago.

3. They said that today is cloudy.

4. Penny told me she found the keys last week.

5. Tracy and Paul said that they would play with me tonight.

Part 3. Underline the appropriate word to complete the statement. Students read the statement and
choose the appropriate verb to complete it. To check, read up to the blank and students as a group answer.

Answer key

1. (1) told

2. (2) says

3. (1) told

4. (2) were

5. (1) visits

6. (2) would

Unit 3

Part 1. Change the following questions into reported speech. Students read the questions provided.
They have to change direct questions into indirect questions. To check, ask for volunteers to write the an-
swers on the board.

Answer key

1. Sophie asked me if/whether I had gone to the dentist.

2. He wondered where they were going at that moment

3. Henry wanted to know if Lisa had found her.

4. I asked Sylvia whether/if I might help her the following day.

5. Frank said to Richard whether/if he would buy the tickets to the concert the following weekend.

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence. All the sentences

221
provided have at least one mistake. Students have to find them and rewrite the sentences. To check, ask for
volunteers to write them on the board.

Answer key

1. Can you tell me when Hellen works

2. She asked me if I went to the concert by car.

3. Fred wanted to know whether I played with Phillip.

4. Stella wondered if we washed the dishes that day.

5. Do you know where I put my keys?

Part 3. Underline the appropriate word to complete the statement. Students read the statement and
choose the appropriate verb to complete it. To check, read up to the blank and students as a group answer.

Answer key

1. (2) I put

2. (1) asks

3. (1) they could solve

4. (1) expects

5. (2) you would

6. (2) would

UNIT 4

Part 1. Circle the correct answer. Students read the statements and complete each one with one of the
words in the brackets. To check, read the statement up to the brackets and students say the correct word
as a group.

Answer key

1. must

2. mustn’t

3. must

4. hast to

5. have to

6. don’t have

7. Do I have to

222
Part 2. Rewrite the following sentences in past tense and future tense. Students read the statements
and change them into past or future using will have to or had to. To check, ask for volunteers to write the
answers on the board.

Answer key

1. Yesterday, I had to leave on time.

Tomorrow, I will have to leave on time.

2. Yesterday, you had to write a short story.

Tomorrow, you will have to write a short story.

3. Yesterday, she had to leave a message for the teacher.

Tomorrow, she will have to leave a message for the teacher.

4. Yesterday, we had to wait for the midnight train.

Tomorrow, we will have to wait for the midnight train.

5. Yesterday, they didn’t have to say their opinion in the History class.

Tomorrow, they won’t have to say their opinion in the History class.

Part 3. Fill in the blanks with the correct form of must or have to. Student read the statements and
complete them with the correct form of must or have to. To check, ask for volunteers to write the answers
on the board.

Answer key

1. I must write a condolence letter.

2. You mustn’t interrupt the teacher.

3. We have to ask for permission if we want to go out. It is a rule in class.

4. You don’t have to participate in the debate if you don’t want to.

5. You have to use the fire pits in the park.

6. You mustn’t build a fire apart from in designated fire pits.

7. You have to throw all the litter in the recycling bins.

8. You have to pay a fine if you break the rules.

UNIT 5.

Part 1. Underline the correct verb in brackets. Students have two options to choose the verb to complete
the statement. They underline the correct one. To check, read the statement and stop in the brackets. Stu-
dents say the answer as a group.

223
Answer key

1. are made

2. speaks

3. is made

4. helped

5. plays

6. is cleaned

7. painted

8. was expected

Part 2. Change the active sentences into passive. Students read the statements and then change them
into passive voice, bearing in mind if it is present or past tense. To check, ask for volunteers to write the
answers on the board.

Answer key

1. Al vegetables were bought.

2. Silk is grown in Japan.

3. The math exercise was explained (by Alice)

4. A beautiful canvas is painted (by Carlos)

5. A sandcastle was built (by us).

6. My father’s car is fixed (by the mechanic)

Part 3. Change the passive sentences into active. Students read the passive voice statements and
change them into active. To check, volunteers write the answers on the board.

Answer key

1. A famous burglar robbed Sandy last month.

2. Benny published the novel two years ago.

3. Sarah lost her keys yesterday.

4. My mom makes the bedroom every day.

5. The mailman delivered the package yesterday.

6. My grandmother made a delicious cake .

UNIT 6

224
Part 1. Underline the correct word in brackets. Students have two options to choose the correct word
to complete the statement. They underline the correct one. To check, read the statement and stop in the
brackets. Students say the answer as a group.

Answer key

1. bored

2. tired

3. exciting

4. depressed

5. relaxing.

6. interesting

7 terrifying

8. entertaining

Part 2. Rewrite the sentence using the appropriate form of the verb given. Students read the state-
ment and write the correct form of the participle of the verb in brackets. To check, ask for volunteers to
write the answers on the board.

Answer key

1. That problem is confusing.

2. I am very worried about the final test.

3. That film isn’t amusing.

4. That noise is annoying.

5. I was surprised.

6. She has run many miles this morning. She is exhausted.

Part 3. Choose the correct option. Students read the statements and choose the appropriate option to
complete it. To check, read aloud and stop before the blank. Students say the answer as a group.

Answer key

1. (a)

2. (b)

3. (a)

4. (b)

225
5. (a)

6. (b)

UNIT 7

Part 1. Underline the correct word in brackets. Students have two options to choose the correct word
to complete the statement. They underline the correct one. To check, read the statement and stop in the
brackets. Students say the answer as a group.

Answer key

1. should have studied

2. should study

3. shouldn’t play

4. shouldn’t have lent

5. should bring

6. should finish

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence. All the sentences
provided have at least one mistake. Students have to find them and rewrite the sentences. To check, ask for
volunteers to write them on the board.

Answer key

1. She shouldn’t have worked so hard yesterday. Now she is exhausted.

2. If I had time, I would rake the backyard.

3. I would have helped you with your chores if I had known it.

4. Tim failed the examination. He should have studied so hard.

5. If they had listened to me, they wouldn’t be on that situation.

Part 3. Choose the correct option. Students read the statements and choose the appropriate option to
complete it. To check, read aloud and stop before the blank. Students say the answer as a group.

Answer key

1. (a)

2. (b)

3. (c)

226
4. (d)

5. (c)

6. (b)

UNIT 8

Part 1. Write the verb in brackets in the correct tense. Students read the statement and write the verb
into the correct verb tense. To check, read up to the brackets and students complete the statement with
their answer.

Answer key

1. to study

2. to go

3. studying

4. to participate

5. going

6. being

Part 2. Correct the mistakes in the following sentences. Rewrite the correct sentence. All the sentences
provided have at least one mistake. Students have to find them and rewrite the sentences. To check, ask for
volunteers to write them on the board.

Answer key

1. They want to go to China next year.

2. I offered to help my mom with the household chores.

3. She finished doing her homework right on time to go out with her friends.

4. I wish to live in another city.

5. Have you imagined living in the moon?

Part 3. Choose the correct option to complete the statement. Students read the statements and choose
the appropriate option to complete it. To check, read aloud and stop before the blank. Students say the
answer as a group.

Answer key

1. (a)

2. (a)

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3. (b)

4. (a)

5. (a)

6. (b)

7. (b)

8. (b)

UNIT 9

Part 1. Write the verb in brackets in the correct future expression: future simple or the present
tense. Students read the statement and write the verb into the correct verb tense. To check, read up to
the brackets and students complete the statement with their answer.

Answer key

1. haves.

2. will do

3. travels

4. will carry

5. play

6. will pay

Part 2. Write sentences using the words in brackets in the correct future expression, future or the
present tense. Students read the words provided and build up sentences using them in the future or
present simple. To check, ask for volunteers to write them on the board.

Answer key

1. We will go to the cinema tonight

2. I will carry the bag for you.

3. The English exam is tomorrow at 10 am

4. It will rain tonight.

5. He will be 14 next weekend

Part 3. Choose the correct option to complete the statements. Students read the statements and choose
the appropriate option to complete it. To check, read aloud and stop before the blank. Students say the
answer as a group.

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Answer key

1. (b)

2. (a)

3. (b)

4. (a)

5. (b)

6. (b)

7. (a)

UNIT 10

Part 1. Write the verb in brackets in the appropriate form, present continuous or going to. Students
read the statement and write the verb into the correct verb tense. To check, read up to the brackets and
students complete the statement with their answer.

Answer key

1. is flying

2. are going to decorate

3. is visiting

4. are going to study

5. is giving

6. are you going to do

Part 2. Write sentences using the words in brackets in the correct future expression, present contin-
uous or be going to, to complete the idea. Students read the words provided and build up sentences us-
ing them in the future or present simple. To check, ask for volunteers to write them on the board.

Answer key

1. We are going to paint the bedroom.

2. It is going to rain

3. We are travelling to South Africa next holiday.

4. She is having a job interview on Monday.

5. I am seeing Kent tonight.

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Part 3. Choose the correct option to complete the statements. Students read the statements and choose
the appropriate option to complete it. To check, read aloud and stop before the blank. Students say the
answer as a group.

Answer key

1. (b)

2. (a)

3. (b)

4. (a)

5. (b)

6. (b)

7. (b)

UNIT TEST
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 1

1. Answer the following questions with your personal information (4 marks).

1. Describe one occasion that you have in your family. ____________________________________
______________________________________________
2. What were your feelings on such occasion?
__________________________________________________________________________________
3. What feelings did the members of your family have?
__________________________________________________________________________________
4. How often do you remember this occasion? ____________________________________
______________________________________________

2. Write the verb in brackets in the correct tense, present perfect or simple past (5 marks).
1. I (have) ___________________ many exams this week, and the last one is the English test to-
morrow.

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 2. Sandra (finish) ___________________ my chores at 1 p.m.
3. Ahmed (play) ___________________ tennis since he was four.
4. Ann (visit) ___________________ the dentist yesterday.
5. My mother (lose) ___________________ her purse. She doesn’t know where it is.

3. Correct the mistake in the following sentences. Rewrite the sentences (5 marks).
1. I haven’t never visited my uncle at his new house. ____________________________________________
______________________________________________
2. We have eaten lunch two hours ago.
__________________________________________________________________________________________
3. Kirk didn’t finish the portrait yet.
__________________________________________________________________________________________
4. Barbra looked for her purse for hours.
__________________________________________________________________________________________
5. Did you ever go to Disneyland?
__________________________________________________________________________________________

4. Circle the odd one on each line (2 marks).

1. wing write wren wrong
2. know keen knew knee
3. ring real wrist rest
4. knight night knife knit

5. Write a sentence in present perfect using the words in the brackets (4 marks).
1. (she – be – widow – 2015)
______________________________________________________________________________________
2. (we – attend the funeral – two hour)
______________________________________________________________________________________
3. (Sarah – cry – an hour)

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 ______________________________________________________________________________________
4. (you – visit – Central Park – yet)?
______________________________________________________________________________________

6. Complete the passage using the words in the box (5 marks).

mourned fascinating widow Navy passed away

When my grandma ____________________, she had an extraordinary funeral. Relatives from differ-
ent parts of the country came to say goodbye, but it was a special occasion to celebrate her
wonderful life. She became a ____________________ almost thirty years ago. My grandpa was in the
____________________ and he died during a war. She ____________________ his death for the rest of her life
but she raised her kids teaching the ____________________ life she lived with her husband.

7. Write your address the greeting and the missing body paragraph in the following letter. You
have to give your condolence to a friend whose grandfather passed away (5 marks).

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 _____________________________________
_____________________________________
_____________________________________

October 12, 2018

_____________________________________

I am far from you now but I would like to be with you in this difficult moment.

___________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

Next month I will be back and we can share lots of moments together.

Love,

________________________________________
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 2

1. Complete the conversation. Bill is completely lost and you have to tell him how to get to the
theatre. Use the hints in brackets to complete the conversation (4 marks).

Bill: Excuse me, can you help me? I think I am lost.

You: _____________________________________________________
Bill: To the Mountain Theatre. (you are not familiar with the place)

233
 You: _____________________________________________________
Bill: Is it far from here? (explain how to get there)
You: _____________________________________________________
_____________________________________________________
Bill: How far away do you think we are?
You: _____________________________________________________

2. Change the following sentences into reported speech (5 marks).

1. Mary said “I am going to help my mom.”

__________________________________________________________________________________________
2. Jerry tells me “You finished the exercise before the rest of the class.”
__________________________________________________________________________________________
3. My mother told Sarah “You have to study English today.”
__________________________________________________________________________________________
4. They said, “We are going to play tennis at the club this afternoon.”
__________________________________________________________________________________________
5. Bill says, “I don’t visit my grandmother this week.”
__________________________________________________________________________________________

3. Circle the odd one on each line (2 marks).

1. night right night sign
2. lighter fighter naughtier upright
3. thigh fight sigh high
4. tilt tight right light

4. Correct the mistake in the following sentences. Rewrite the sentences (5 marks).
1. Tina said she is training for a marathon.
__________________________________________________________________________________________

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 2. Fred said that he has worked in the project since last week.
__________________________________________________________________________________________
3. Maria says that she has finished her piano lesson three hours ago.
__________________________________________________________________________________________
4. Barry and Stan told Sarah that they are going to visit their grandmother.
__________________________________________________________________________________________
5. Peter said to Liz that she has to practice her tennis service more.
__________________________________________________________________________________________
5. Underline the correct word in brackets (4 marks).

1. Peter (told – say) Mary that the game was a disaster.

2. Frank (tell – says) he needs my papers.
3. Sarah told me that she (is – was) worried about the teacher’s health.
4. Emily said that her presentation would be a disaster (tomorrow – the next day).

6. Complete the passage using the words in the box (5 marks).

meant to puncture pedaled pump downloaded

Last holidays in Paris, we rented some bikes. We _______________ see the Eiffel Tower but we didn’t
know how to get there. My father _______________ Google maps on his smartphone but he didn’t
know how to use it. We _______________ to the opposite direction. Suddenly I got a _______________ on
my bike and we didn’t have a _______________. At the end of the day we were tired and sad because
we didn’t visit the tower.

7. Write a letter to a friend about one of the following topics (5 marks):

- A trip to a city or town
- An exam you did when she didn’t come to class
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

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 UNIT 3

1. Imagine you are going to buy some special ingredients you need for a dish. Write a dialogue
between the shopkeeper and yourself. You can use some of the words in the box (3 marks).

turmeric – aisle – authentic – cloves – spices – wrote down

Shopkeeper: Good morning. How can I help you?

You: _____________________________________________________
Shopkeeper: _____________________________________________________
You: _____________________________________________________
Shopkeeper: _____________________________________________________
You: _____________________________________________________
Shopkeeper: _____________________________________________________
You: Thank you very much.

2. Change the following questions into reported speech (5 marks).

1. Mary said to her mom “Where were you going at 5am this morning?
__________________________________________________________________________________________
2. Jerry asked me, “Did you see Linda last week?” ____________________________________________
______________________________________________
3. My mother wanted to know, “Are they going to dine out tonight?”
__________________________________________________________________________________________
4. They said, “Whose umbrella is this one?” ___________________________________________________
_______________________________________
5. Tilly says to Tim, “Which book is yours?”
__________________________________________________________________________________________

3. Circle the odd one on each line (2 marks).

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 1. bomb dumb crumb plums
2. ring working limbs eating
3. plump comb pump lamp
4. plumber number dumb comb

4. Change the following indirect questions into direct questions (5 marks).

1. Lois wanted to know where Lisa worked.
__________________________________________________________________________________________
2. She wonders if Peter is going to arrive on time.
__________________________________________________________________________________________
3. Michael asked me when she would participate in a concert.
__________________________________________________________________________________________
4. Freddy said to me if I was thinking about moving to another place.
__________________________________________________________________________________________
5. Tina asks me if Gabriel works in El Cairo.
__________________________________________________________________________________________
5. Underline the correct word in brackets (4 marks).

1. Liz wants to know if Mary (is – was) a good student.

2. Francine (asks – asked) if he needs my papers.
3. Sarah said where they (will – would) finish the science project.
4. My friend Karen asked why (was Tom – Tom was) so worried.
5. Sam asked Sarah what she (means – meant).

6. Complete the passage using the words in the box (5 marks).

get a refund keep fit sold out Internet

Last week my mother bought a new dress on the _______________. When the dress arrived it did not
_______________. She wrote to the company, but her size was _______________. The company said that

237
she had two options: she can choose another product or _______________. The problem is that my
mother didn’t _______________ the receipt.

7. Your mother bought a dress, but when the dress arrived it didn’t fit. Write a complaint letter
asking for a refund (5 marks).

Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 4

1. Imagine you are going to camp in a national park for the first time. Write a dialogue between
the park ranger and yourself (4 marks).

Park ranger: Hello, are you new campers just arriving at the park?
You: _____________________________________________________
Park ranger: Welcome and have a great camping trip. We need to go through the park rules
first.
You: _____________________________________________________
Park ranger: The first rule is there can be absolutely no fires, ____________________
_____________________________________________________
You: _____________________________________________________
Park ranger: This map also shows __________________________________________________
There is also a fine if __________________________________________________
You: How much is the fine, just out of curiosity?
Park ranger: _____________________________________________________

2. Choose the correct verb (5 marks).

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 1. Your beard is too long. I think you __________ get it cut.
a. have to b. must c. don’t have to d. mustn’t
2. She has worked a lot today. She __________ go to bed.
a. has to b. must c. doesn’t have to d. mustn’t
3. That is a very expensive restaurant. You __________ wear a tie if you want to eat there.
a. have to b. must c. don’t have to d. mustn’t
4. Your blood sugar levels are too high. You __________ eat candies.
a. have to b. must c. don’t have to d. mustn’t
5. You __________ to buy that umbrella if you don’t want to.
a. have to b. must c. don’t have to d. mustn’t

3. Circle the odd one on each line (2 marks).

1. half – shelf – calf – self
2. chalk – talk – sock – walk
3. balm – yolk – palm – calm
4. knot – comb – tomb - lamb
4. See the following sentences. Correct the mistake and rewrite appropriately (5 marks).
1. I will must buy a new pair of shoes soon.
__________________________________________________________________________________________
2. You don’t have to smoke in a classroom.
__________________________________________________________________________________________
3. I was very tired yesterday. I have to go to bed earlier.
__________________________________________________________________________________________
4. You mustn’t wash your hands before you eat.
__________________________________________________________________________________________
5. The exam is very early tomorrow. We must arrive on time.
__________________________________________________________________________________________

5. Underline the correct word in brackets (5 marks).

239
 1. You (have to – must) go with your mother. If not, you cannot get in.
2. Lisa (doesn’t have to – mustn’t) be worried about her classes. When she gets better, I will
give her my notes.
3. I (have to – must) finish this homework today. I think I will feel better and relax.
4. If you want to get this ready by tomorrow, you (have to, must) do it yourself.
5. You (don’t have to – mustn’t) eat during the class.

6. Complete the passage using the words in the box (5 marks).

demonstration transport recycling bins obey pedestrian crossing

We have to _______________ many rules at school. First of all, we must show respect to our teachers
and classmates. We have to arrive on time, no matter if we go by car or public _______________. We
also have to use _______________ to preserve and reuse plastic, paper and glass. When our classes
are over, we have to cross the road using the _______________. If we do not follow the rules, we have
to attend to a _______________ and stay there until our parents come to pick us.

7. Imagine you are on a trip to _______________. Write a postcard to tell your friend how beautiful
places (beaches, parks, malls) you have visited and delicious national food you have tried (4
marks).
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 5

1. Fill in the blanks with the appropriate word from the box (4 marks).

vegetarian pomegranate grilled fizzy

squash allergy grenadine free

Daisy has a gluten ____________________ so when she goes to a restaurant she wants gluten
____________________ dishes. She likes to go to Chez Jules because they have many dishes she can
eat. She also likes ____________________ dishes because she likes salads and vegetable soup. She
doesn’t like ____________________ chicken and fries. To drink, she doesn’t like ____________________

240
drinks. She prefers any ____________________, especially with strawberry and banana. She also likes
____________________ cordial, a drinking syrup made from ____________________.

2. Change the active sentences into the passive voice (5 marks).

1. My sister drew a beautiful windmill.

__________________________________________________________________________________________
2. The baker sells special bread on Saturday.
__________________________________________________________________________________________
3. They make Ferrari cars in Italy.
__________________________________________________________________________________________
4. My mother reads novels every night.
__________________________________________________________________________________________
5. The teacher always helps us.
__________________________________________________________________________________________

3. Rewrite the sentences using the verb in brackets appropriately (5 marks).

1. My father is very satisfied. His car (fix) last weekend.
__________________________________________________________________________________________
2. Patrick (sell) a book a month ago.
__________________________________________________________________________________________
3. The dog chose the cat and it (hit) by a car.
__________________________________________________________________________________________
4. The blackout (cause) by an electric storm.
__________________________________________________________________________________________
5. The wind (blow) gently when we went to the beach.
__________________________________________________________________________________________
5. Circle the odd one on each line (2 marks).
1. listen – whistle – palm – clock

241
 2. tomb – scratch – butcher – match
3. wrestle – wrong – write – worm
4. house – wreath – six – clean

6. Correct the mistake in the following sentences. Rewrite the sentences (4 marks).
1. She is mixed flour, eggs and sugar.
__________________________________________________________________________________________
2. The grenadine cordial makes from pomegranate.
__________________________________________________________________________________________
3. Bob is a waiter. He is served dishes at a restaurant.
__________________________________________________________________________________________
4. Elise’s blouse lost yesterday.
__________________________________________________________________________________________
6. Complete the statements using the words in the box (5 marks).

culture serves squeeze peel appetite

cuisine beat slice starving host
1. _______________ a lemon to prepare lemonade.
2. _______________ the potatoes and boil them in a pan.
3. _______________ is the arts, experience and history of a certain place.
4. Fred is a great _______________. He welcomed us into his home and took us everywhere with him
and his family.
5. To make a cake you have to _______________ the eggs until light and fluffy.
6. Please, _______________bread as thinly as possible.
7. I hope you have got a good _______________. My mother baked a delicious vegetable pie.
8. I haven’t eaten since breakfast. I am _______________.
9. The waiter _______________ grenadine cordial.
10. I usually go to French restaurants because I love the French _______________.

7. Write an email to a friend. You are in another country and you have tried the delicious local

242
dishes. Write to you friend about your culinary experience (5 marks).
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 6

1. Fill in the blanks with the appropriate word from the box (4 marks).

occasion bulky measurements wedding

double breasted measured slim take

Hi! I am Steve. The first time I needed to be ____________________ for a suit was because of my
sister’s ____________________. I had never had an ____________________ when I had to wear a suit. The tai-
lor took my ____________________ in the dressing room. The tailor asked me to ____________________ off my
trousers and any ____________________ clothes. The tailor asked me which model I preferred, a classic
or a ____________________ suit. I also chose a ____________________ waistcoat.

2. Change the verb in brackets by adding –ed or –ing. Rewrite the sentence correctly (5 marks).

1. Thalia brought (surprise) news.

__________________________________________________________________________________________
2. I was (amaze) by what she said.
__________________________________________________________________________________________
3. She cycled from school to the park. She got (tire) very quickly.
__________________________________________________________________________________________
4. This is one of the most (interest) books I have read.
__________________________________________________________________________________________
5. This dish doesn’t look nice. It is (disgust).
__________________________________________________________________________________________

3. Underline the correct option to complete the sentences (5 marks).

1. The football match was very ________________.

243
 (a) entertained (b) entertaining
2. The information is not clear. It is ________________.
(a) confused (b) confusing
3. I am very ________________ because the final paper looks nice.
(a) satisfied (b) satisfying
4. He is playing the music so loud. It is really ________________.
(a) annoyed (b) annoying
5. He failed the test. He is ________________.
(a) depressed (b) depressing
4. Circle the odd one on each line (2 marks).
1. what – where – who – which
2. whiskers – whistle – whirlwind – white
3. write – why – when – whisk
4. where – wrong – written – wrist
5. Underline the correct word in brackets (5 marks).

1. Sheila was (so – such a) kind that she always shared her lunchbox with her class-
mates.
2. Brenda and Pat are finishing (so – such a) wonderful carving that I am sure they will win
the contest.
3. My brother is (so – such a) helpful that he always works with my dad at the workshop.
4. It was (so – such a) boring film that I fell asleep.
5. I am (so – such) fascinated about the fashion event next week.

6. Complete the passage using the words in the box (4 marks).

relaxing designers notorious events discount card

touching savings goody bags

I like fashion _______________. My sister and I always save money to buy tickets to attend them. Next
week, the event is to raise funds for a kids with cancer foundation. It is so _______________. We have

244
to get up early that day because the first to arrive will receive _______________ . There will be sev-
eral collections of the most famous and _______________ fashion _______________ of the country. I have
a _______________ so I can buy many things without blowing my _______________. My parents are plan-
ning a _______________.

7. Write an email to a friend. Talk about a wedding you are going to attend or you have attended
before (5 marks).

Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 7

1. Imagine you are going to buy camping equipment with your dad. Discuss what you will need (4
marks).
Dad: The camping equipment was eaten by mice!
You: _____________________________________________________
Dad: What can we do?
You: _____________________________________________________
Dad: That is a good idea. Let’s make a list. What should I write first?
You: _____________________________________________________
Dad: Let’s buy some of those great blow-up mattresses this time.
You: _____________________________________________________

2. Choose the correct verb (5 marks).

1. Sarah got a low grade on the exam. She __________ harder yesterday.
a. should study b. should have studied c. will study
2. We __________ our homework regularly.
a. should do b. should have done c. will do d. would do
3. If we had time, I __________ you up at 4 pm.

245
 a. pick b. will pick c. would pick d. had picked
4. If I had won the lottery last week, I __________ by plane all over the world.
a. would travelled b. travelled c. had travelled d. would have travelled
5. She __________ a delicious dish if we had been there on time.
a. would cooked b. would have cooked c. cooked d. had cooked

3. See the following sentences. Correct the mistake and rewrite appropriately (5 marks).
1. I will buy a new pair of shoes if I had money.
__________________________________________________________________________________________
2 If I had worked harder, I had passed my exam. ____________________________________________
______________________________________________
3. You have a higher grade if you had worked harder.
__________________________________________________________________________________________
4. If we would have saved enough money, we would have travelled last Holidays.
__________________________________________________________________________________________
5. If I were hungry, I would have eaten.
__________________________________________________________________________________________
4. Circle the odd one on each line (2 marks).
1. wheel – will – while – whale
2. lamp – clamp – stamp – lamb
3. ring – wrestler – wring – wrong
4. rest – ring – rang – write

5. Write the correct form of the verb in brackets in the space provided (4 marks).

1. You (buy) ___________________________ if you had had enough money.

2. If she didn’t work, she (sleep) __________________________ more hours.
3. If my father (arrive) ___________________________ early yesterday, we would have eaten out.
4. If I (be) ___________________________ rich, I would give you a loan.

246
6. Complete the passage using the words in the box (5 marks).

erected tents skin warns sunshine

Our last camping trip was fantastic. The weather was great during the day; we had bright
_________________ all day long. We had two _________________, one for my mum and my sister and an-
other for my dad and me. We _________________ the tent with its proper tent _________________, which is
very useful in case of a sudden rain. My father always _________________ us to put it up properly.

7. Imagine you have a problem and you are writing a letter asking for a piece of advice to a per-
son who gives advice in magazines. Choose one of the problems in the box and write your letter
(5 marks).

You need to get better grades – Your sister takes your stuff without permission –
Your best friend is a bully – You are spending too much time on video games.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 8
1. Imagine you are going to help out your mum with some chores. Complete the conversation log-
ically (4 marks).
Mum: I need you to help me with some things around the house.

247
 You: _____________________________________________________
Mum: What chores have you done yet?
You: _____________________________________________________
Mum: That is great. Your parents are coming and having dinner with us.
You: _____________________________________________________
Mum: That is a good idea. What else can you do?
You: _____________________________________________________

2. Choose the correct verb (5 marks).

1. My sister promised __________ the laundry tomorrow.

a. to do b. doing
2. Alex invited her __________ dinner in a nice restaurant.
a. to have b. having
3. My parents complained about __________ much time on video games.
a. to spend b. spending
4. My family enjoys __________ kites on the beach.
a. to fly b. flying
5. It is easy __________ a cake.
a. to bake b. baking

3. See the following sentences. Correct the mistake and rewrite appropriately (5 marks).
1. The teacher suggested to do our homework early in the afternoon.
__________________________________________________________________________________________
2. She finished to read that long novel. ___________________________________________________________
_______________________________
3. My father told me arriving early.
__________________________________________________________________________________________
4. You’d better to eat you salad.

248
 __________________________________________________________________________________________
5. She is worried about get a good grade.
__________________________________________________________________________________________
4. Cross out the word that does not have the sound f in each group (2 marks).
1. thigh – enough – cough – elephant
2. pamphlet – physics – family – Perth
3. fantasy – night – flavour – tough
4. thought – phone – sphere – dolphin

5. Write the correct form of the verb in brackets in the space provided (4 marks).

1. She finished her homework before (go) ___________________________ to her ballet class.
2. They went to Egypt (see) __________________________ the Sphinx.
3. My parents do not approve of (stay) ___________________________ out until late at night.
4. Martha was asked (sing) ___________________________ for the final school concert.

6. Complete the passage using the words in the box (5 marks).

hand throw out cutting coat tightening

Peter’s father is fixing some things at home and Peter is giving him a _________________. The front
door looks terrible and they think it needs a _________________ of paint and the screws need
_________________. In the garden the grass needs _________________ and they have to _________________ all
of the empty bottles.

7. Imagine you are a person who gives advice in magazines. Write a piece of advice about how to
get good grades to a person who calls himself a “desperate student” (5 marks).

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

249
 __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 9

1. Imagine you are planning to work with your father in the allotment next weekend. Complete
the conversation (4 marks).
Dad: I am going to the allotment this weekend.
You: _____________________________________________________
Dad: Of course you can come! I need help to plant some roots. Which roots do you
think I am going to plant?
You: _____________________________________________________
Dad: That is right!
You: _____________________________________________________
Dad: Yes we can invite them to come with us.
You: _____________________________________________________

2. Choose the correct verb (5 marks).

1. Someone is at the door. __________ a look.
a. Take b. Will take
2. I __________ the letter as soon as I receive it.
a. translate b. will translate
3. The train __________ at 6pm.
a. arrives b. will arrive

250
 4. We __________ the English class tomorrow.
a. have b. will have
5. I __________ a lie again, I promise.
a. don’t tell b. won’t tell

3. All these sentences express ideas in the future. Correct the mistake and rewrite appropriately
(5 marks).
1. I don’t do your homework for you next week. It is your responsibility.
__________________________________________________________________________________________
2. I will have the geometry exam on Thursday.
__________________________________________________________________________________________
3. The school term will start this week.
__________________________________________________________________________________________
4. You have had a bad day. You feel better if you take a warm bath.
__________________________________________________________________________________________
5. That’s the phone. I answer it.
__________________________________________________________________________________________

4. Circle the words that have a f sound (2 marks).

1. cough – enough – ghost – graph
2. future – photography – again – elephant
3. night – thigh – tough – dolphin
4. light – right – high – laugh

5. Write the correct form of the verb in brackets in the space provided. Use the future simple or
the present tense (4 marks).

1. The play (begin) ___________________________ at six.

2. If you visit Paris, I am sure my brother (welcome) _______________________ you.
3. I need some sugar for this cake. (buy/you) ___________________________ it for me at the su-

251
 permarket?
4. The plane to Tokyo (take off) ___________________________ in an hour.

6. Complete the passage using the words in the box (5 marks).

Builder came off damp leaking dripping

This house is too old, but if we fix some details it will be perfect soon. The pipe is _________________
and we have to replace it. We can also replace the light bulbs because they _________________. The
bathroom tap is _________________. The _________________ on that wall is terrible and the wall doesn’t
look safe. We have to call a _________________.

7. Rewrite your favourite short story (50 words)(5 marks).

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Name: ________________________________________________________________________________________
Section: _________________ Date: ___________________________ Grade: _____________ /30 marks

UNIT 10

252
1. Your teaching is talking about a school trip. Complete the following conversation (4 marks).
Teacher: Next month we are going on a school trip.
You: _____________________________________________________
Teacher: I will give you a clue. We are studying about that.
You: _____________________________________________________
Teacher: That is right!
You: _____________________________________________________
Teacher: You will need some comfortable clothes and to bring your own packed lunch.
You: _____________________________________________________
Teacher: We are leaving at 8 o’clock.

2. Choose the correct verb (5 marks).

1. I __________ French next year.
a. am studying b. going to study
2. Tina __________ to China soon.
a. is flying b. is going to fly
3. My parents __________ visitors tonight.
a. are expecting b. are going to expect
4. I __________ the air conditioning. It is very hot in here.
a. am turning on b. am going to turn on
5. My mother __________ the doctor on Friday afternoon
a. is visiting b. is going to visit

3. All these sentences have to express ideas in the future. Correct the mistake and rewrite appro-
priately (5 marks).
1. My grandmother stays with us next week.
__________________________________________________________________________________________
2. The afternoon is suddenly so dark. I think it rains.
__________________________________________________________________________________________

253
 3. I make you some cupcakes the next time you come.
__________________________________________________________________________________________
4. My father repaints the front door.
__________________________________________________________________________________________
5. I travel to South Africa on next vacation.
__________________________________________________________________________________________

4. Organise the verbs in the box in the right column according to the pronunciation of the final –
ed (2 marks).

worked – listened – wanted – decided – packed – dreamed – learned - stomped

d t id

5. Write the correct form of the verb in brackets in the space provided. Use the present continu-
ous or going to (4 marks).

1. We (meet) ___________________________ Tina and Lina at the cinema.

2. Sophie (travel) _______________________ Sri Lanka soon.
3. My father (buy) ___________________________ a new car.
4. My mother arrives at four. I (pick her up) __________________________ at the airport.

6. Complete the passage using the words in the box (5 marks).

seaside plane beach holiday resort

This summer we are going to have the best _________________ ever. We are going to the
_________________ and stay five days in a very popular _________________. We are going to get there by
_________________. I can’t wait to spend all these days swimming at the _________________.

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7. Write a recount about your favourite holiday ever. (50 words)(5 marks).

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Unit Test Instructions and Answer Key

UNIT 1

1. Answer the following questions with your personal information (4 marks). Students answer the
questions with personal information.

Answer key

(Answers vary)

2. Write the verb in brackets in the correct tense, present perfect or simple past. (5 marks) Students
complete the statements using the correct form of the verb in brackets.

Answer key

1. have had

2. finished

3. has played

4. visited

5. has lost

3. Correct the mistake in the following sentences. Rewrite the sentences (5 marks). Students read the
statements provided. Each one of them has at least one mistake. Students have to correct and rewrite the
sentences.

Answer key

255
1. I have never visited my uncle at his new house.

2. We ate lunch two hours ago.

3. Kirk hasn’t finished the portrait yet.

4. Barbra has looked for her purse for hours.

5. Have you ever gone to Disneyland?

4. Circle the odd one on each line (2 marks). Students read the words and circle the one which has dif-
ferent pronunciation in any feature in comparison to the rest.

Answer key

1. wing

2. keen

3. wrist

4. night

5. Write a sentence in present perfect using the words in the brackets ( 4 marks). Students use the
words in brackets to write sentences in present perfect. They have to use all the words.

Answer key

(Answers may vary)

1. She has been a widow since 2015.

2. We have attended the funeral for two hour.

3. Sarah has cried for an hour.

4. Have you visited Central Park yet?

6. Complete the passage using the words in the box (5 marks). Students read the words in the box.
Then they read the passage and fill in the blanks with the words provided.

Answer key

mourn Fascinating widow Navy pass away

passed away

window

Navy

Mourned

fascinating

256
7. Write your address the greeting and the missing body paragraph in the following letter. You have
to give your condolence to a friend whose grandfather passed away. (5 marks). Students complete the
letter by writing the address, the greeting, the second paragraph of the body and signature.

UNIT 2

1. Complete the conversation. Bill is completely lost and you have to tell him how to get to the thea-
tre. Use the hints in brackets to complete the conversation (4 marks). Students are going to complete
the conversation. In some sentences they have the help of a sentence in brackets to describe the situation.

Answer key

(Answers vary)

2. Change the following sentences into reported speech (5 marks). Students change the direct speech
into indirect speech, making formal changes in pronouns, verbs and time expressions.

Answer key

1. Mary said that she was going to help her mom.

2. Jerry tells me I finished the exercise before the rest of the class.

3. My mother told Sarah that she has to study English that day.

4. They said that they were going to play tennis at the club that afternoon.

5. Bill says that he doesn’t visit his grandmother the week before/the previous week.

3. Correct the mistake in the following sentences. Rewrite the sentences (5 marks). Students read the
statements, find the mistake and rewrite the statement.

1. Tina said she was training for a marathon.

2. Fred said he had worked in the project since last week.

3. Maria says that she finished her piano lesson three hours ago.

4. Barry and Stan told Sarah that they were going to visit their grandmother.

5. Peter said to Liz that she had to practise her tennis service.

4. Circle the odd one on each line. (2 marks). Students read the words and determine which word from
each set does not belong to the group.

Answer key

257
1. sign

2. upright

3. fight

4. tilt

5. Underline the correct word in brackets ( 4 marks). Students choose the word that completes the sen-
tence according to the context.

Answer key

1. told

2. tell

3. was

4. the next day

6. Complete the passage using the words in the box (5 marks). Students read the words in the box.
Then they read the passage and fill in the blanks with the words provided.

Answer key

meant to

downloaded

pedaled

puncture

pump

7. Write a letter to a friend about one of the following topics (5 marks). Students read the options pro-
vided and choose one to write a letter, bear in mind the parts of the letter.

UNIT 3

1. Imagine you are going to buy some special ingredients you need for a dish. Write a dialogue be-
tween the shopkeeper and you. You can use some of the words in the box (3 marks). Students read the
words provided in the box and they have to write a dialogue. They can use all the words or just some of
them.

Answer key

(Answer varies)

258
2. Change the following questions into reported speech (5 marks). Students change the direct speech
into indirect speech, making formal changes in pronouns, verbs and time expressions.

Answer key

1. Mary said to her mom where she had been going at 5am. that morning?

2. Jerry asked me if/whether I had seen Linda the previous week/the week before

3. My mother wanted to know if they were going to dine out that night?

4. They said whose umbrella that one was

5. Tilly says to Tim which book is his

3. Circle the odd one on each line (2 marks). Students read the words and determine which word from
each set does not belong to the group.

Answer key

1. plums

2. limbs

3. comb

4. number

4. Change the following indirect questions into direct questions. (5 marks). Students read the state-
ments and change them into direct questions.

Answer key

1. Lois wanted to know, “Where does Lisa work?”

2. She wonders, “Is Peter going to arrive on time?”

3. Michael asked me, “When will she participate in a concert?”

4. Freddy said to me, “Are you thinking about moving to another place?”

5. Tina asks me, “Does Gabriel work in El Cairo?”

5. Underline the correct word in brackets. ( 4 marks) Students choose the word that completes the sen-
tence according to the context.

Answer key

1. is

2. asks

3. would

259
4. Tom was

5. meant

6. Complete the passage using the words in the box (5 marks). Students read the words in the box.
Then they read the passage and fill in the blanks with the words provided.

Answer key

Internet

fit

sold out

get a refund

keep

7. Your mother bought a dress, but when the dress arrived it didn’t feet. Write a complaint letter ask-
ing for a refund (5 marks). Students write a formal letter complaining about the size of a dress.

Answer key

(Answer varies)

UNIT 4

1. Imagine you are going to camp in a national park by the first time. Write a dialogue between the
park ranger and you (4 marks). Students read the parts of the dialogue provided, and they complete the
dialogue between themselves and the park ranger using their own ideas.

Answer key

(Answer varies)

2. Choose the correct verb in brackets (5 marks). Students read the statement and choose one out of the
four options provided.

Answer key

1. b

2. a

3. a

4. d

260
5. c

3. Circle the odd one on each line. (2 marks). Students read the words and determine which word from
each set does not belong to the group.

Answer key

1. calm

2. sock

3. yolk

4. knot

4. See the following sentences. Correct the mistake and rewrite appropriately (5 marks). Students
read the statements and find the mistake. Then they write the correct sentence.

Answer key

1. I will have to buy a new pair of shoes soon/ I must buy a new pair of shoes soon.

2. You mustn’t smoke in a classroom.

3. I was very tired yesterday. I had to go to bed earlier.

4. You must/have to wash your hands before you eat.

5. The exam is very early tomorrow. We have to arrive on time.

5. Underline the correct word in brackets (4 marks). Students read the statements and underline the
correct option in each blank.

Answer key

1. have to

2. doesn’t have to

3. must

4. have to, must

5. mustn’t

6. Complete the passage using the words in the box (5 marks). Students read the passage and complete
the statements using the words in the box.

Answer key

obey

261
transport

recycling bins

pedestrian crossing

demonstration

demonstration

7. Imagine you are on a trip to _______________. Write a postcard to tell your friend how beautiful places
(beaches, parks, malls) you have visited and delicious typical food you have tried (5 marks). Students
choose a place they have been to (or have heard about) a write a postcard from that place. They can talk
about either of the aspects mention in the instructions; they can pick what would be relevant for them.
The words beaches, parks, malls and food are just suggestions.

Answer key

(answers vary)

UNIT 5

1. Fill in the blanks with the appropriate word from the box. (4 marks). Students read the passage and
complete the statements using one of the words in the words in the box.

Answer key

allergy

free

vegetarian

fizzy

squash

grenadine

pomegranate

2. Change the active sentences into passive voice (5 marks). Students read the statements and change
them into passive voice.

Answer key

1. A beautiful windmill was drawn (by my sister)

2. Special bread is sold (by the baker) on Saturday.

3. Ferrari cars are made in Italy.

262
4. Novels are read by my mother every night.

5. We are always helped (by the teacher).

3. Rewrite the sentences using the verb in brackets appropriately (5 marks). Students change the verb
in brackets into the appropriate verb tense, active or passive, present or past tense.

Answer key

1. My father is very satisfied. His car was fixed last weekend.

2. Patrick sold a book a month ago.

3. The dog chose the cat and it was hit by a car.

4. The blackout was caused by an electric storm.

5. The wind blew gently when we went to the beach.

5. Circle the odd one on each line (2 marks). Students read the words and determine which word from
each set does not belong to the group.

Answer key

1. clock

2. tomb

3. worm

4. wreath

6. Correct the mistake in the following sentences. Rewrite the sentences (4 marks). Each of the follow-
ing sentences has a mistake. Students read carefully each one, find the mistake and rewrite the sentence
without mistake.

Answer key

1. She mixes flour, eggs and sugar.

2. The grenadine cordial is made from pomegranate.

3. Bob is a waiter. He serves dishes at a restaurant.

4. Elise’s blouse was lost yesterday.

6. Complete the statements using the words in the box (5 marks). Students read the passage and com-
plete the statements using one of the words in the words in the box.

Answer key

263
1. Squeeze

2. Peel

3. Culture

4. host

5. beat

6. slice

7. appetite

8. starving

9. serves

10. cuisine

7. Write an email to a friend. You are in another country and you have tried the delicious local dish-
es. Write to you friend about your culinary experience. (5 marks). Students write an email about the
topic provided.

Answer key

(Answer varies)

UNIT 6

1. Fill in the blanks with the appropriate word from the box (4 marks). Students read the passage and
complete the statements using one of the words in the words in the box.

Answer key

measured

wedding

occasion

measurements

take

bulky

slim

double breasted

2. Change the verb in brackets by adding –ed or –ing. Rewrite the sentence correctly (5 marks). Stu-

264
dents write the appropriate form of the adjective by adding –ed ot –ing to the verb given.

Answer key

1. surprising

2. amazed

3. tired

4. interesting

5. disgusting

3. Underline the correct word to complete the statement (5 marks). Students read the statement and
choose the appropriate word to complete it.

Answer key

1.(b) entertaining

2. (b) confusing

3. (a) satisfied

4. (b) annoying

5. (a) depressed

5. Circle the odd one on each line. (2 marks) Students read the words and determine which word from
each set does not belong to the group.

Answer key

1. who

2. white

3. write

4. where

6. Underline the correct word in brackets ( 4 marks). Students read the sentence carefully and under-
line one of the two words in brackets to complete the idea.

Answer key

1. so

2. such a

3. so

4. such a

265
5. so

6. Complete the passage using the words in the box (5 marks). Students read the statement and choose
the appropriate word to complete it.

Answer key

events

touching

goody bags

notorious

designers

discount card

savings

relaxing

7. Write an email to a friend. Talk about a wedding you are going to attend or you have attended be-
fore (5 marks). Students write an email, following the format studied in class.

Answer key

(Answer varies)

UNIT 7

1. Imagine you are going to buy a camping equipment with your dad. Discuss about what
you need. (4 marks). Students read the conversation provided and complete it with logical sen-
tences.
Answer key
(answers vary)

2. Choose the correct verb (5 marks). Students are given three to four options to complete each
statement. Students choose the appropriate one according to the context.
Answer key
1. b
2. a

266
3. b
4. d
5. b

3. See the following sentences. Correct the mistake and rewrite appropriately (5 marks). Stu-
dents read the statements provided, find the mistakes and write the correct sentence.
Answer key
1. I would buy a new pair of shoes if I had money.
2 If I had worked harder, I would have passed my exam.
3. You would have had a higher grade if you had worked harder.
4. If we had saved enough money, we would have travelled last Holidays.
5. If I were hungry, I had eaten /If I had been hungry, I would have eaten.

4. Circle the odd one on each line (2 marks). Students read the words on each seat and circle the
one that does not belong to the group.
Answer key
1. will
2. stamp
3. wrestler
4. rest

5. Write the correct form of the verb in brackets in the space provided (4 marks). Students
read the sentence and according to the context they write the appropriate form of the given verb.
Answer key
1. would have bought
2. would sleep
3. had arrived
4. were

6. Complete the passage using the words in the box (5 marks). Students read the passage pro-

267
vided and complete it using the words given in the box.
Answer key
sunshine
tents
erect
skin
warns

7. Imagine you have a problem and you are writing a letter asking for a piece of advice to a
person who gives advice on magazines. Choose one of the problems in the box and write your
letter. (5 marks). Students pick one of the situations in the box and write a letter asking for ad-
vice following the patterns studied in class.
Answer key
(Answer varies)

UNIT 8

1. Imagine you are going to help out your mum with some chores. Complete the conversation
logically (4 marks). (4 marks). Students read the conversation provided and complete it with
logical sentences.
Answer key
(answers vary)

2. Choose the correct verb (5 marks). Students are given three to four options to complete each
statement. Students choose the appropriate one according to the context.
Answer key
1. a
2. a
3. b
4. b
5. a

268
3. See the following sentences. Correct the mistake and rewrite appropriately (5 marks) Stu-
dents read the statements provided, find the mistakes and write the correct sentence.
Answer key
1. The teacher suggested doing our homework early in the afternoon.
2 She finished reading that long novel.
3. My father told me to arrive early.
4. You’d better eat you salad.
5. She is worried about getting a good grade.

4. Cross out the word that does not have the sound f in each group (2 marks), Students read
the words provided and cross out the word that does not have the word with f sound, wit f, gh or
ph.
Answer key
1. thigh (X) – enough – cough – elephant
2. pamphlet – physics – family – Perth (X)
3. fantasy – night (X) – flavour – tough
4. thought (X) – phone – sphere – dolphin

5. Write the correct form of the verb in brackets in the space provided (4 marks). Students
read the sentence and according to the context they write the appropriate form of the given verb.
Answer key
1. going
2. to see
3. staying
4. to sing

6. Complete the passage using the words in the box (5 marks). Students read the passage pro-
vided and complete it using the words given in the box.
Answer key
hand

269
coat
tightening
cutting
throw out

7. Imagine you are a person who gives advice on magazines. Write a piece of advice about
how to get good grades to a person who calls himself “desperate student” (5 marks). Students
write a short letter following the structure studied in class.
Answer key
(answers vary.

UNIT 9

1. Imagine you are going to buy a camping equipment with your dad. Discuss about what
you need. (4 marks). Students read the conversation provided and complete it with logical sen-
tences.
Answer key
(answers vary)

2. Choose the correct verb (5 marks). Students are given three to four options to complete each
statement. Students choose the appropriate one according to the context.
Answer key
1. b
2. b
3. a
4. a
5. b

3. See the following sentences. Correct the mistake and rewrite appropriately (5 marks). Stu-
dents read the statements provided, find the mistakes and write the correct sentence.
Answer key

270
1. I won’t do your homework for you next week. It is your responsibility.
2. I have the geometry exam on Thursday.
3. The school term starts this week.
4. You have had a bad day. You will feel better if you take a warm bath
5. That’s the phone. I will answer it.

4. Circle the words that have a f sound. (2 marks). Students read the words provided and circle
the words which have the f sound.
1. cough – enough – graph
2. future – photography – elephant
3. tough – dolphin
4. laugh

5. Write the correct form of the verb in brackets in the space provided (4 marks). Students
read the sentence and according to the context they write the appropriate form of the given verb.
Answer key
1. begins
2. will welcome
3. will you buy
4. takes off

6. 6. Complete the passage using the words in the box (5 marks). Students read the passage
provided and complete it using the words given in the box.
Answer key

leaking
came off
dripping
damp
builder

271
7. Rewrite your favourite short story (50 words) (5 marks). Students summarise their favourite
short story in the space providing, writing at least 50 words.

UNIT 10

1. Imagine you are going to buy a camping equipment with your dad. Discuss about what
you need. (4 marks). Students read the conversation provided and complete it with logical sen-
tences.
Answer key
(answers vary)

2. Choose the correct verb (5 marks). Students are given three to four options to complete each
statement. Students choose the appropriate one according to the context.
Answer key
1. b
2. b.
3. a.
4. b
5. a

3. See the following sentences. Correct the mistake and rewrite appropriately (5 marks). Stu-
dents read the statements provided, find the mistakes and write the correct sentence.
Answer key
1. My grandmother is staying with us next week.
2. The afternoon is suddenly so dark. I think it is going to rain.
3. I am going to bake you some cupcakes the next time you come.
4. My father is going to repaint the front door.
5. I am going to travel to South Africa on next vacation.

4. Organise the verbs in the box in the right column according to the pronunciation of the

272
final –ed (2 marks). Students read the list of verbs in the box and organise them in the chart ac-
cording to the pronunciation.
Answer key

d T id
listened worked wanted
dreamed packed decided
learned stomped

5. Write the correct form of the verb in brackets in the space provided (4 marks). Students
read the sentence and according to the context they write the appropriate form of the given verb.
Answer key
1. are meeting
2. is going to travel
3. is going to buy
4. picking her up

6. Complete the passage using the words in the box (5 marks). Students read the passage pro-
vided and complete it using the words given in the box.
Answer key
holiday
seaside
resort
plane
beach

7. Write a recount about your favourite holidays ever. (50 words) (5 marks). Students write a
short paragraph of at least 50 words talking about their favourite holiday.
Answer key
(Answer vary)

273
 Grammar Reference
GRAMMAR REFERENCE
Unit 1
Present Perfect
Form present with the present tense of verb have and the past participle of a verb

We have worked at the bank since 2014.

She has been to Chicago twice this year.

We use the present perfect for:

1. Actions which started in the past and still continue in the present.

They have lived in China all their lives

2. Experiences

This has been the best day of my life.

3. Actions which have recently finished and their results are visible in the present.

I have just finished my breakfast

4. Actions which happened at an unspecified time in the past. The exact time is not mentioned because it
is not important.

I have lost my keys.

5. Repeated actions in the past that continue in the present.

I have played the piano since I was 5 years old.

Questions and Negatives

To write the question, move verb have before the subject.

Have you ever been to Chicago?

Has he studied English for years?

Where have you been?

274
For short answers, use the verb have.

Yes, I have

Yes, he has

For negative answers, use verb have and not, or the contractions haven’t or hasn’t.

No, I have not

No I haven’t

No, he has not

No he hasn’t

Time expressions

Some expressions used with the present perfect are:

How long – for questions

Already – normally in positive sentences.

Yet – normally in questions or negative sentences.

Ever- normally in both positive of negative sentences.

Never – negative meaning.

For – over a period of time.

Since – from a starting point in the past.

Recently – normally in positive sentences

So far – normally in positive statements.

Differences between present perfect and past simple.

The main differences are:

1. The present perfect is used for unfinished actions that started in the past and continue to the present:

I’ve known Penny for ten years (and I still know her).

2. The past simple is used for finished actions:

I knew Penny for ten years (but then she moved away and we lost touch).

275
UNIT 2.

Direct Speech and Reported Speech

Direct speech is the actual words people say, while reported or indirect speech tells us what people
have said. In direct speech we use quotation marks.

She said, “This is a wonderful day.”

In reported speech we do not use quotation marks.

She says this is a wonderful day.

She said that was a wonderful day.

When reporting in present tense, there are no changes in the verb.

Direct Speech: “Mary is a good friend.”

Indirect Speech: She tells me (that) she is a good friend.

When reporting using a past verb, we change the tense of all the verbs that follow and words referring to
time and place.

Verb changes

When the report is in past tense, there are some changes to bear in mind. These are some of the verb
changes

Direct Speech Reported Speech

Present Tense Past Tense

She plays tennis She said she played

tennis.
Present contin- Past continuous
uous
She was playing.
She is playing
Past Tense Past Perfect

She played tennis She said she had

played tennis.

276
 Present Perfect Past Perfect

She has played She said she had

tennis played tennis.
Past Perfect Past Perfect

She said she had She said she had

played tennis. played tennis.
Auxiliary will Auxiliary would

She will play ten- She would play tennis

nis
Auxiliary would Auxiliary would

She would play She would play tennis

tennis
Auxiliary may Auxiliary might

She may play She might play tennis

tennis
Auxiliary can Auxiliary could

She can play ten- She could play tennis

nis

Pronoun changes

Observe the following changes

Direct Indirect
She said, “I am She said she was work-
working.” ing.
She said, “This is She said this was her
my book.” book.
She said Peter, She said Peter (that) he
“You need time.” needs time.
She said Peter, She said Peter that was
“That’s your his book.
book”
She told me “You She told me I need
need time.” time.
She told me, She told me that was
“That’s your my book
book.”
She said, “We She said they had stud-
studied.” ied
She said, “That is She said that was their
our book.” book.

277
Time expressions

Direct Indirect
Today That day
Tonight That night
Tomorrow The following day
Yesterday The day before/The
previous day
Now That moment
Next week/year The following week/
next year
This month/ That month/week/
week/year year
Last Sunday The previous Sunday

Examples:

Direct Speech: “They will come tomorrow.”

Indirect Speech: She said they would come the following day.

Direct Speech: “I need the papers now.”

Indirect Speech: She said she needed the papers in that moment.”

Place expressions

Direct Indirect
Here There
This That
These Those

Examples:

Direct Speech: “He will arrive here soon”

Indirect Speech: Mary said he would arrive there soon.

UNIT 3

Reporting questions
Some general guidelines to report questions are the following:

278
 1. Word order changes from question to statement.

2. Do not use auxiliaries do, does and did.

3. For yes or no questions, you if or whether to introduce the clause.

Examples:

Direct Speech: “What’s your name?”

Indirect Speech: She asked me what my name was.

Direct Speech: “Where do you work?”

Indirect Speech: She asked me where I worked.

Direct Speech: “Are you from Chicago?”

Indirect Speech: She asked me if I was from Chicago.”

To report a question-word question, use the same question word, but change the rest of the question into
a statement.

Mary said, “Where is my new dress?

Mary asked where her new dress was.

UNIT 4

Must and Have to

Both must and have to express obligation or necessity, but there are some small differences:

1. Must expresses the speaker’s feelings, whereas have to expresses an impersonal idea, a rule or a law:

You must come. You are obliged to come (I require that you come)

You have to come. You are obliged to come. (There’s a rule requiring you to come)

Must I wear this tie? Am I obliged to wear this tie? (What do you think?)

2. Have to mainly expresses general obligations, while must is used for specific

obligations:

I have to brush my teeth twice a day.

I must tell you something.

279
In their negative forms, mustn’t and don’t have to have completely different meanings:

1. Mustn’t expresses prohibition

You mustn’t drive.

(You are prohibited to drive. You are not allowed to drive).

2. Don’t have to expresses the absence of obligation or necessity:

You don’t have to drive. (You are not obliged to drive, but you can if you want to).

2. In questions, do (does) ….. have to is used.

Do I have to do all this work?

Does she have to go to school today?

To express obligation, duty or necessity in the future or the past, must is

not used. It is replaced by have to:

We must (need to) buy another ticket.

We had to buy another ticket yesterday.

We’ll have to buy another ticket later.

UNIT 5

Passive Voice. Present and Past Tense

We use the passive when we are more interested in the action than who or what is responsible for it (the
agent). The passive is formed with the verb be in the main tense of the active sentence and the past par-
ticiple of the main verb.

Active: English people serve tea with cakes.

Passive: Tea is served with cakes (by English people).

Active: The kids are watching the film.

Passive: The film is being watched by the kids.

We can summarise the main changes from active to passive in the following chart

280
 Active Passive
Present simple is/am/are + pp (*)
Present continuous is/am/are + being
+ pp
Past simple was/were + pp

(*) pp: past participle.

UNIT 6

Participles
a. The past participle (-ed) adjective describes how a person feels.

I worked hard, so I’m tired.

I was excited when I was watching the match.

b. The present participle (-ing) adjective describes the cause of the feeling.

The news was surprising.

The book is interesting.

The work was tiring.

The match was exciting.

Some irregular adjectives do not end with an -ing like: delightful, impressive, pleasant. Examples:

The party was delightful.

The statue was impressive.

So – Such

To increase the degree of adjective we can use so or such:

The film was so boring.

It was such a boring film.

You can add a clause following the following patterns:

281
 so + adjective + that

The man is so tall that he can touch the ceiling.

such (a / an) + adjective + noun + that

He is such a tall man that he can touch the ceiling.

Never use so and such after a or an.

UNIT 7.

Should – Should have

We use should + infinitive to give advice to someone. Should also expresses

a suggestion or something that needs to happen.

You should do your homework regularly.

Should have expresses a past expectation that was not met. What we normally expect did not happen.

He didn’t pass his exams. He should have studied hard.

Conditional Sentences Type 2

The second conditional is used to talk about ‘unreal’ or impossible things in the present time. These sit-
uations are unreal or imaginary situations which are unlikely to happen in the present or the future. The
structure is usually:

if + past simple, would + infinitive

If we had a lot of money, we would buy a farm in the country.

If I were you, I wouldn’t buy a car.

Conditional Sentences Type 3

Type 3 conditional expresses imaginary situations in the past, that is, they refer to past situations that did
not happen. The structure is the following:

if + had + past participle, would + have + past participle.

282
 If she had called, I would have told her about the meeting.

If he had told me, I wouldn’t have come.

UNIT 8

Gerund and Infinitive

The gerund is a noun formed by adding an ing to the end of the verb. We can use it as subject or object:

Baking bread is not difficult.

My hobby is baking desserts.

There are certain rules to form gerunds with the verbs and their –ing form

Case Example
Most verbs: add -ing Listening

Speaking
Verbs ending in a e: Live – living

Delete e and add –ing Write – writing

Verbs ending in Plan – planning
consonant + vowel +
consonant: double the Swim – swimming
final consonant and
add –ing.
But to not double the Know – knowing
consonant in verbs
ending in w, x or y Enjoy – enjoying

Mix - mixing

Gerund can be used in the following cases:

1. Gerunds can be the subject of a sentence:

Racing cars is his hobby.

2. Gerunds can be an object of a verb:

My hobby is racing cars.

283
3. Gerunds can be the object after a preposition:

I will call you before leaving.

4. Gerunds are used after the following verbs: avoid, deny, dislike, enjoy, practise, imagine, finish, keep,
go, mind, come.

They avoid talking about the project.

I don’t mind helping you.

Infinitive

An infinitive is a verb form with to and the base form of the verb.

I want to go to the movies.

I would like to buy a car.

There are some verbs that go with infinitive, such as afford, decide, deserve, want, hope, learn, mean, offer,
promise, pretend, refuse, agree, seem, plan, arrange.

He agree to play a match with me.

She hopes to get the full mark.

Note. Some verbs are followed by “to + inf.” or an “ing” form with no difference in meaning: continue,
start, begin, intend, hate , like, love. For example:

I intend to play a match next Friday.

= I intend playing a match next Friday.

She continued studying her lessons till midnight.

= She continued to study her lessons till midnight.

UNIT 9

Future Tenses
There are several ways in English that you can talk about the future. We are going to study will and pres-
ent simple.

284
Auxiliary verb will

The auxiliary verb will has three possible uses:

1. Making predictions or simple statements of fact about the future.

The sun will rise at 6.30 tomorrow.

She will be fifteen next week.

2. Meaning want to.

I hope you will be on time next time

3. Offers and promises.

I will call you later.

We use will after “hope/ expect / think, I’m sure”

I hope you will come to my party.

I think he will help us.

To ask a question with will, just move the auxiliary before the subject:

He will help you.

Will he help you?

For negative answers use will not or won’t.

I won’t/will not go to Mexico.

For short responses are:

Yes, I will

No, I won’t

Present simple

The present simple tense is usually used to refer to future events that are scheduled (and outside of our
control).

Hurry up! The train departs in 10 minutes.

School finishes in June.

285
Use do or does to make questions (does is for third person singular)

Do you study English?

Does she speak French?

Where do you study?

What does he do for a living?

To express negative statements add not. Use do not (don’t) and does not (doesn’t)

I don’t work at a bank. (I do not work at a bank)

He doesn’t like milk. (He does not like milk)

UNIT 10

Future Tenses
There are several ways in English that you can talk about the future. We are going to study be going to
and present continuous.

Be going to

We use (be) going to:

1. To talk about plans and intentions:

I’m going to walk to school today.

They are going to study French in the summer.

2. When we can see that something is likely to happen:

Look at those black clouds. I think it’s going to rain.

To form questions with be going to, interchange position between the subject and verb to be

She is going to work at the bank.

Is she going to work at the bank?

For negative answers use isn’t/is not, aren’t/are not or am not.

She isn’t going to visit them.

The aren’t/are not going to Sri Lanka

286
 I’m not going to solve the problem.

For short answers use:

Yes, she is.

Yes, they are.

Yes, I am.

No, he isn’t/is not

No, they aren’t/are not.

No, I am not.

Present Continuous

The present continuous tense is used in talking about arrangements. (An arrangement is a plan for the
future that you have already thought about and discussed with someone else.)

I’m meeting my mother at the airport tomorrow.

To form questions in present continuous, interchange position between the subject and verb to be

She is seeing the dentist next Friday.

Is she seeing the dentist next Friday?

For negative answers use isn’t/is not, aren’t/are not or am not.

She isn’t meeting them.

The aren’t/are not coming next Wednesday.

I’m not talking to the doctor this week.

For short answers use:

Yes, she is.

Yes, they are.

Yes, I am.

No, he isn’t/is not

No, they aren’t/are not.

No, I am not.

287
 REVIEW UNITS
ANSWER KEY

REVIEW UNITS
ANSWER KEY

UNITS 1-2

1. Complete the conversation talking about direction. Students read the statements and complete them
with their own ideas. To check, ask for volunteers in pairs to complete the dialogue.

Answer key

(Answers vary)

2. Write the verb in parentheses in present perfect. Students read the statement and fill in the blank
with the past perfect tense. To check, read the statement up to the blank and students say the answer as a
whole.

Answer key

have studied

have gone

haven’t done

have read

have lost

hasn’t washed

has worked

hasn’t gone

3. Write the negative and the interrogative form of the following sentences. Students are provided
with an affirmative statement. They have to write the question and the negative answer. To check, ask for
volunteers to write them on the board.

Answer key

I haven’t lost my keys

288
Have you lost your keys?

They haven’t bought a new house in our neighborhood

Have they bought a new house in our neighbourhood?

We haven’t studied the lesson

Have we studied the lesson

She hasn’t solved the problem

Has she solved the problem?

The kids haven’t painted the house an hour ago.

Have the kids painted the house an hour ago?

4. Fill in the blanks using ever, never, just, already, for and yet. Students read the statements and com-
plete them with the words provided. To check, read up to the blank and students say the word as a whole.

Answer key

yet

already/just

already

ever

never

yet

already/done

5. Write the verb in brackets into the correct verb tense. Students read the statement and fill in the blank
with the past perfect tense. To check, read the statement up to the blank and students say the answer as a
whole.

Answer key

has just left

have found

has finished

289
have worked

brush

have known

ate

Have they met

6. Change the following sentences into reported speech. Be careful with present and past tense in the
main clause. Students read the direct statements and then change each one into reported speech making
the necessary changes.

To check, ask for volunteers to write the answers on the board.

Answer key

Sarah says she will never talk to her again

My sister told me that I had to take the rubbish out.

My parents said that we would go out that day

Sally tells Bill that she had gone to the cinema the day before

Ned said I didn’t tell his mother the problem

Fred told me he had won the competition.

7. Change the following reported speech sentences into direct speech. Students change the sentences
from reported speech to direct speech. To check, ask for volunteers to write the answers on the board.

Answer key

Sarah says, “I will study today.”

My mother told me, “You have to study the lesson.”

My mother told my sister “you can/could go to the park this afternoon.

Ginger says “I have a new puppy.”

Sarah said “I will/would eat pizza tonight.”

8. Circle the odd one out. Students are provided with a list of words and they have to circle the only word
in each line that does not have the same sound. To check, read aloud and ask students which word does
not have the sound. Then students listen and repeat after you. Do the same with the rest of the lines.

Answer key

know (kit) knit knee

290
(rack) wreck wrong wrist

known knew kneel (key)

wrack wrath wrangle (ranch)

knight (night) knock knuckle

(ring) wrist write written

9. Organise these words in the right column. Students categorise the words in the correct group. To
check, draw the chart on the board and students complete it. Then they listen and repeat.

Answer key

ght: throught, light, sunlight, bright, right, sight, bougt, caught, fight, brought

gh:enough, although, dough, through, rough , though, breakthrough, sigh, high, borough

10. Organise and transcribe the letter. Students have to read the letter. Then they have to organise the
presentation and change it into a letter. They have to transcribe it. To check, ask for different students to
write different sections of the letter on the board.

Answer key

2347 Edward Avenue

Singapor e6792

Singapore
April 11, 2017

Dear Lynn

Hello. How are you? I am fine and enjoying my holidays in Singapore.

I have visited many amusement parks and restaurants. I like people. They are very kind and
well educated.

It is a pity you could come. I will be back in few days so see you then.

Bye.

Bill

UNIT 3 - 4

291
1. Complete the following conversation between Phil and the park ranger. Students read the state-
ments and complete them with their own ideas. To check, ask for volunteers in pairs to complete the dia-
logue.

Answer key

(Answers vary)

2. Change the following questions into reported speech. Students read the direct statements and then
change each one into reported speech making the necessary changes. To check, ask for volunteers to
write the answers on the board.

Answer key

I asked my mother if I might go to Sally’s party

She wondered how she could get there

Tod asked me if I would come to the beach

Sam asked Jill if she had done the picture for the art class

Lisa said where Mary worked

My parents asked me who they were

3. Complete the following reported questions. Students read the direct speech and then complete each
indirect sentence. To check, ask for volunteers to write the answers on the board.

Answer key

Freddy wants to know what Melissa said

My teacher needed to know where we were in that moment.

The travel agents asked me if I had ever seen a kangaroo

My roommate asked me if I had passed the examinations

The teacher wanted to know who was in charge of the group

4. Complete the following sentences with have to or must. Students complete each sentence using have
to or must. To check, read the statement until the blank and students say the answer as a group. Use the
board if necessary and explain in case of any doubt.

Answer key

has to

have to

hast to

292
have to

must

mst

must

5. Fill in the blanks with don’t have to or mustn’t. Students complete each sentence using don’t have to
or mustn’t. To check, read the statement until the blank and students say the answer as a group. Use the
board if necessary and explain in case of any doubt.

Answer key

don’t have to

don’t have to

mustn’t

mustn’t

don’t have to

doesn’t have to

6. Read the following words and circle the words having a silent sound. Students read the words and
circle those which have a silent sound. To check, volunteers read a word and the rest of the class indicate
whether it has a silent sound or not. Then, the whole class listens and repeat.

Answer key

slum (lamb) ambition (climb)

(numb) (comb) cucumber symbol

(catacomb) (dumb) (breadcrumb) ambient

(plumb) (succumb) (tomb) combine

(thumb) bomber climber (honeycomb)

7. Organise these words in the right column. Students categorise the words in the correct group. To
check, draw the chart on the board and students complete it. Then they listen and repeat.

Answer key

Silen l: yolk, walk, would, should, mould, half,

Voiced l: colder, holder, bald. milk, build, mild, psalm

293
8. Circle the mistakes in the formal letter and transcribe it. Students read the letter and localise the
mistakes. They they transcribe the letter. To check, ask for different students to write the whole letter on
the board.

Answer key

UNIT 5 - 6

1. Complete the following conversation between Ralph and the waiter. Students read the statements
and complete them with their own ideas. To check, ask for volunteers in pairs to complete the dialogue.

Answer key

(Answers vary)

2. Change the active sentences into passive voice. Students read the sentences and change them into
passive. To check, ask for volunteers to write the answers on the board.

Answer key

The car was painted in red by Henry

Her purse was stolen byt the thief

Recycled paper is made by Ann

I am helped by Joe

Interesting stories are narrated by Lisa

The dishes are washed by my mother

The project was finished by me

Her granny was visited by Sarah

3. Choose the verb in active or passive. Students read the statements and choose the active or passive
verb according to the context. To check, read up to the blank and students say the missing verb as a

294
group. Write on the board if necessary and clarify doubts.

Answer key

(a)

(b)

(b)

(b)

(b)

(a)

(b)

4. Change the following sentences from passive to active. Students change the sentences from passive
voice to active voice. To check, ask for volunteers to write the sentences on the board.

Answer key

My grandmother and Sally made a cake

The plumber repaired the sink

The doctor prescribed the medicine

Chris paints those pictures

Charles Dickens wrote “Oliver Twist”

My mom designs those dresses

5. Choose the correct answer. Students choose the appropriate form of the adjective, -ed or –ing, accord-
ing to the context. To check, ask for volunteers to write the answers on the board.

Answer key

(a)

(b)

(a)

(a)

(b)

(a)

6. Change the verb into adjective adding –ed or –ing accordingly. Students choose the appropriate
form of the adjective according to the context. To check read up to the blank and students say the answer

295
as a group. Use the board if necessary.

Answer key

satisfied

confusing

stressed

amusing

pleased

encouraging

7. Fill in the blanks with so or such and an article if necessary. Students read the sentences and fill
in the blanks using so or such and if they need an article they have to include it. To check, read up to the
blank and students say the answer as a whole.

Answer key

such

so

so

so

such

so

8. Circle the odd one out. Students are provided with a list of words and they have to circle the only word
in each line that does not have the same sound. To check, read aloud and ask students which word does
not have the sound. Then students listen and repeat after you. Do the same with the rest of the lines.

Answer key

comb tomb (amber) crumb

ridge lodge edge (high)

(enough) bought thought brought

(scalpe) scent muscle scissors

9. Read the following words. Underline the silent consonant sound. Students read the words and under-
line the word which has a silent sound, and mark the silent sound. To check, different students read the
words and indicate whether they have or not a silent sound. Then the whole class listens and repeat.

Answer key

296
aisle ghost castle know

calf bought honest would

knife listen muscle comb

who often knight island

10. Write an email to a friend who is very sick and has not gone to school for many days. Remember
the basic parts of an email. Students write an email following the structure discussed in class. Check in-
dividually their emails.

Answer key

(Answers vary)

UNIT 7 - 8

1. Complete the following conversation between Ralph and his mum. Students read the statements and
complete them with their own ideas. To check, ask for volunteers in pairs to complete the dialogue.

Answer key

(Answers vary)

2. Complete the sentences using should or should have with the verb in parentheses. Students read
the statements provided and fill in the blanks using the word provided with should or shouldn’t. To check,
read up to the blank and students say the answer as a whole. Use the board if necessary.

Answer key

should take

should arrive

should have brought

should practise

should have called – should have reported

should have told

should have helped

should arrive

3. Write the verb in brackets in the correct verb tense using Conditional Type 2 and 3. Students read
the statements and complete them by using the appropriate form of the verb. To check, ask for volunteers

297
to write them on the board.

Answer key

would buy

would have never invited

had read

had finished

travelled

wouldn’t have had

would paint

would have accepted

4. Underline he correct answer. Students read the statement and complete the blank with one of the two
options provided. To check, read up to the blank and students say the answer as a whole. Use the board if
necessary.

Answer key

(b)

(a)

(b)

(a)

(b)

5. Underline the correct form of the verb. Students have three options to complete the sentences. They
have to choose the appropriate one according to the context and underline it. To check, ask for volunteer
to read the sentences. Use the board if necessary.

Answer key

(a)

(b)

(c)

(c)

(c)

(c)

(a)

298
6. Complete the sentences with your own ideas using the verbs in brackets. Students use their own
ideas and the verb provided to write a sentence. To check, ask for volunteers to write the answers on the
board, and other to read aloud.

Answer key

(answers vary)

7. Choose the correct word according to the context. Students read the statement and underline the
adequate homophone according to the context. To check, ask for volunteers to write the answers on the
board.

Answer key

eight

bear

bye

ferry

flour

aloud

four

here

8. Cross out the words that do not have the f sound. Students read the words carefully and cross out
the words which do not have the f sound. To check, ask for volunteers to read the words and say if the f
sound is present or not. Then the rest of the class listens and repeat.

Answer key

pension phonics possibility photography

famous feasible philosophy photography

orphan phosphorus phrase pine

fine physics femur cartography

prision final enough Philadelphia

9. Write a letter to Sophia, looking for an advice. Pick one of the following topics. Students choose one
of the three options to write a letter to a magazine. To check, ask for volunteers to read aloud, and revise
students’ letters.

Answer key

299
(Answers vary)

10. Write the advice to the problem you have picked. Use structures such as “You should”, “If you …”,
“If I were you, I…”. Students write a short letter to reply their own letter on exercise 9. To check, ask for
volunteers to read aloud, and revise students’ letters.

Answer key

(Answers vary)

UNIT 9 – 10

1. Complete the following conversation between Ralph and Ed. Students read the statements and com-
plete them with their own ideas. To check, ask for volunteers in pairs to complete the dialogue.

Answer key

(Answers vary)

2. Fill in the blanks with will or present simple using the verb in brackets. Students read the state-
ments and fill in the blanks using the verb provided in simple suture or simple present. To check, read up
to the blank and students complete it as a whole. Use the board if necessary.

Answer key

visit

will help

have

departs

will go

will organise

leave

won’t need

eat

will accept

3. Choose the correct verb. Students have to read the sentence and choose the appropriate verb accord-
ing to the context. To check, read up to the blank and students complete it as a whole.

Answer key

300
(a)

(b)

(a)

(a)

(a)

(b)

4. Make a sentence using will or present simple. Use the information to write the sentence on your
own. Students read the statement provided and write a sentence expressing the same idea express in the
hypothetic sentence. To check ask for volunteers to write them on the board.

Answer key

(answers vary, but some suggested answers are:)

Peter has geography at 7 am

I think there we will live on Mars.

Toby arrives to El Cairo at 10 am

If the weather is fine, George will go camping

5. Choose the correct verb. Students read the sentence and choose one of the two options to complete
the idea. To check, read up to the blank and students answer as a group.

Answer key

(b)

(b)

(a)

(b)

(a)

(a)

(b)

(b)

6. See Sarah’s plan for next week in the afternoon, and fill in the blanks using present continuous or
be going to. Students read the schedule and complete the dialogue using present continuous or be going
to. To check, ask for volunteers to read the sentences. Write the answers on the board.

301
Answer key

is going to have

am going

am visiting

am dinning

am going to take

are you going to do

I am doing nothing

are going to meet

7. Circle the odd one out. Students are provided with a list of words and they have to circle the only word
in each line that does not have the same sound. To check, read aloud and ask students which word does
not have the sound. Then students listen and repeat after you. Do the same with the rest of the lines.

Answer key

phobia bibliography orphan (pest)

(politics) alphabet phase enough

face psychologist emphasise (post)

enough French (empathy ) Philippines

(sough) tough trophy fest

8. Organise the words in the right column. Students read the list of words and write the word according
to the pronunciation of –ed at the end of the word. To check, draw the chart on the board and ask stu-
dents to complete it. Then students listen and repeat each word.

Answer key

t: wanted – decided – interested – molested – ended

d: learned – combed – legged – roared – seemed

Id: looked – mopped – blessed – kissed – tapped

9. Writing. Students answer the questions to pick aspects to write a story: setting, characters, situation.
Then they have to write a story with those elements. To check, ask for volunteers to read their composi-
tions and read students’ compositions individually.

Answer key

302
(Answers vary)

GLOSSARY
A

Accidentally – do something without meaning to.

Actor – a person whose profession is acting (Unit 9).

Adventure – fun and exciting experience (Unit 1).

Aisle – rows within a supermarket or big shop (Unit 3).

Allergy – a condition that makes a person sick or develop skin or breathing problems (Unit 5).

Allotment – a communal garden where vegetables and plants are grown (Unit 9).

Announcement – a public statement giving information about something (Unit 9).

Appetite –the desire for food (Unit 5).

Appreciate – to know how good something is (Unit 8).

Assembly – a big meeting of people (Unit 4).

Authentic – very genuine (Unit 3).

Awesome – how great something is (Unit 7).

Awning – a sheet of canvas used to keep the sun or rain off a place (Unit 7).

Backpack -a bag with shoulder straps that can be on your back (Unit 4).

Baggy – loose shorts or trousers with wide legs (Unit 6).

Barbecue – when you grill food outside (Unit 5).

Bargain – very cheap (Unit 3).

Beforehand – before doing something (Unit 3).

Beg – to plead with someone for something (Unit 1).

Benefits – good points.

Big Ben – famous clock tower in London (Unit 2).

Birthplace – a place where a person was born (Unit 10).

303
Blow-up – filled with air so it can be used (Unit 7).

Bond – to build a stronger relationship (Unit 8).

Bother – make the effort to do something (Unit 7).

Breakfast – the first meal of the day (Unit 5).

Bulky – thick and heavy (Unit 6).

Bump into – to meet someone you know when you have not planned to meet them (Unit 3).

Burst into tears – to start crying suddenly (Unit 1).

Cage – a structure of bars where animals are confined (Unit 8).

Camp – a place of temporary accommodation (Unit 4).

Camper – a person who is going camping (Unit 4).

Camping equipment – things needed for going camping (Unit 7).

Carrot – a long, orange root vegetable with a sweet flavour (Unit 9).

Casual - relaxed (Unit 6).

Celebrate – to talk about and remember fondly (Unit 1).

Challenge – a contest or difficulty of some sorts (Unit 10).

Chest – the front part of a person’s body (Unit 6).

Chores – little jobs around the house (Unit 8).

Cloves – a dried flower bud of a tree used to cook (Unit 3).

Clue – some information that helps you to find the answer to a problem or question (Unit 10).

Coat of paint – a layer of paint (Unit 8).

Collection – the new clothes a designer releases for each season (Unit 6).

Come along – to arrive to a place (Unit 7).

Come around – to visit someone at his/her house (Unit 7).

Come off – succeed (Unit 9).

Come over – change to another point of view / to come to a place (Unit 7).

Comfy – a short form for “comfortable”; being at physical ease (Unit 7).

Company – an organisation that sells goods or services in order to make money (Unit 10).

304
Compartment – a separate section of a structure (Unit 2).

Collarless – without collar (Unit 6).

Containers – objects used to store things (Unit 7).

Cost a fortune – (Idiom) expensive (Unit 3).

Cost an arm and a leg – (Idiom) very expensive (Unit 3).

Cost me a packet – (Idiom) very expensive (Unit 3).

Crossroads – where two roads cross each other (Unit 2).

Cuisine – a style of cooking of a particular region (Unit 3).

Culture – the arts, experience and history of a certain place (Unit 5).

Customs – ways of behaviour; different in different places (Unit 5).

Deck – the horizontal structure of a ship or a boat (Unit 2).

Definitely – without a doubt (Unit 3).

Designated areas – areas marked out for a certain use (Unit 4).

Despair – to lose hope we’d find what we need (Unit 3).

Dessert – sweet course at the end of a meal (Unit 8).

Devastate – to cause a lot of damage (Unit 9).

Digest – to think about and understand something (Unit 1).

Dinner – the main evening meal (Unit 5).

Direction – instructions on how to get somewhere (Unit 2).

Discount card – a card that gives you money off something (Unit 6).

Dismal - depressing (Unit 7).

Donation – money or goods that are given to help a person or organisation (Unit 9).

Download – to get a programme or application on your phone/computer from the internet (Unit 1).

Downside – the one negative point (Unit 10).

Drain – cause the water to run out (Unit 9).

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Energy – the power a living being or something has (Unit 4).

Entrance – where you go into somewhere (Unit 4).

Environmentally – related to environment(Unit 4).

Erect – put up/build (Unit 7).

Extra – more (Unit 8).

Fascinating – really interesting (Unit 1).

Fashion designer – someone who designs clothes (Unit 6).

Fashionable – popular trend or style (Unit 6).

Favourite – best liked or most enjoyed (Unit 8).

Fee – a cost for going somewhere (Unit 9).

Fine – money charged for doing something you are no supposed to (Unit 4).

Fit – to be the right size (Unit 3).

Fitting room – a room at shops where you can try clothes on (Unit 6).

Fire-pits – a pit dug in the ground for cooking outdoors (Unit 4).

Fizzy – got bubbles in it (Unit 5).

Flared – gradually wider (Unit 6).

Flood – when it rains so much that the water runs through the streets (Unit 9).

For ages – for a long time (Unit 2).

Free – not have any work to do (Unit 9).

Fries – fried potatoes (Unit 5).

Frown – facial expression characterised by furrowing your brows (Unit 1).

Fundraiser – an event to collect money to help others (Unit 9).

Funeral – the ceremony for burying someone (Unit 1).

Fuse – a appliance for circuits (Unit 9).

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Garbage – the rubbish collected in a household (Unit 8).

Gardening – doing things in the garden (Unit 9).

Garlic – a plant related to the onion used for flavouring (Unit 5).

Get together - gather (Unit 7).

Ginger – a hot fragrant spicy (Unit 3).

Gluten – protein found in wheat (Unit 5).

Gluten free – doesn’t have any gluten (Unit 5).

Go round – spin / revolve (Unit 7).

Go straight – keep going along the same path/road (Unit 2).

Go through – talk about in detail (Unit 4).

Goody bag – a bag filled with free things (Unit 6).

Grate – turn food into shreds using a metal grater (Unit 3).

Grenadine cordial – a French drinking syrup made form pomegranates (Unit 5).

Grilled – cook something using a grill (Unit 5).

Guarantee – to know something definitely (Unit 3).

Guess – give an answer and you aren’t sure if you are correct (Unit 10).

Guide – a person who shows tourists around or a book (Unit 10).

Guilty – feel bad about something (Unit 8).

Hammock – a piece of cloth that is hung on its extreme and it is used as a bed (Unit 7).

Hang out – to hang clothes on a line to dry / to stay in a particular area for no reason (Unit 8).

Have good ining – (Idioms) to be successful (Unit 1).

Hoover – a vacuum cleaner (Unit 8).

Host – who welcomes you into their home.

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I could eat a horse – (Idiom) extremely hungry (Unit 5).

Illustrate – to add drawings to (Unit 10).

It didn’t cost a penny – (Idiom) it was free, it was not necessary to pay (Unit 3).

In record time – (Idiom) very quickly (Unit 8).

Ingredients – the food items required to make a meal (Unit 8).

Knee – a part of the leg (Unit 6).

Landing – coming from the air to the land, for example, an aircraft arrival (Unit 2).

Laugh – make an instinctive expression of amusement (Unit 1).

Lay the table – set out plates, forks and knives ready for a meal (Unit 8).

Leaking – an accidentally loose of liquid or gas (Unit 9).

Lemonade – a juice made of lemons and water (Unit 9).

Litter – to leave rubbish outside (Unit 4).

Local – existing in a small area of a country (Unit 10).

Location – place or position (Unit 4).

Lock – a mechanism to keep something close (Unit 9).

Lollipop lady – someone who helps school kids across busy roads (Unit 4).

Long-sleeved – a clothes with long sleeves until the wrist (Unit 6).

Lunch – the meal eaten around midday (Unit 5).

Made-to-measure – especially made to fit (Unit 6).

Mattress – a fabric case made to sleep on it (Unit 7).

Mature – like a grown-up (Unit 1).

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Meant to – that plan was (Unit 2).

Measuring tape – a long thin piece of plastic or fabric with measures on it (Unit 6).

Meet up with – informal meeting (Unit 7).

Memories – a thoughts of past experience (Unit 1).

Menu – a list of dishes in a restaurant.

Mind – regard something as important (Unit 8).

Minibus – a small bus for no more than fifteen passengers (Unit 2).

Motivated – to really want to do something (Unit 8).

Mourn – to feel sad about someone’s death (Unit 1).

National – relating to a whole country (Unit 10).

Navigate – to find your way (Unit 2).

Navy – the branch of the army operating at sea (Unit 1).

Notorious – well known to be (Unit 6).

Numb – to not to feel anything (Unit 1).

Nutmeg –a seed of tropical tree used for cooking (Unit 3).

Obey – to follow the rules (Unit 4).

Officially – for sure, 100%.

Options – different things available to choose from.

Package holiday – a holiday where you travel and the hotel is arranged for you (Unit 10).

Packed – something put into a bag or box (Unit 10).

Parsnip – a long, cream-coloured root vegetable with a sweet flavor (Unit 9).

Pass away – to die (Unit 1).

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Passengers – a person who travels in a means of transportation (Unit 2).

Pedaling –move by working the pedals (Unit 2).

Pedestrian crossing – an official place where people can cross the road (Unit 4).

Petrol - gasoline (Unit 4).

Pick up – get off the floor and tidy away (Unit 8).

Platform –shoes with very sick soles, higher than normal (Unit 2).

Plant – grow (Unit 9).

Plenty – a lot (Unit 9).

Plug on – to advertise something (Unit 8).

Politeness – to be very nice and considerate.

Pool – an area of still water (Unit 2).

Portion – the amount of food given to one person (Unit 5).

Pricey – expensive (Unit 3).

Process – to take something in/accepting something has happened (Unit 1).

Public – general people / concerning to people (Unit 4).

Pump – a machine to pump liquid or gas / to force liquid or gas to go somewhere (Unit 2).

Puncture – a hole, perforation (Unit 2).

Put up – to stay in a place different from home (Unit 7).

Recipe – a set of instructions for cooking a meal (Unit 3).

Recycling – convert waste into useful material (Unit 4).

Recycling points – specific bins made for recycling rubbish. (Unit 4).

Recognise – to know about (Unit 2).

Re-decorating – decorate a place again, but differently (Unit 8).

Refund – pay back money (Unit 3).

Register – write your name down to mark your arrival somewhere (Unit 4).

Rehearse – to practice a play in order to prepare it for performance (Unit 10).

Renewable – energy that can be reuse, removable (Unit 4).

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Reserve – to make sure something is waiting for you (Unit 3).

Resort – a place where a lot of people go on holiday, usually by the sea (Unit 10).

Roast – something cooked slowly in the oven (Unit 8).

Root – the part of the plant that is underground (Unit 9).

Ruined – no longer able to be used (Unit 7).

Savings – the money one has saved (Unit 6).

Seats – an object used for sitting on (Unit 2).

Serve – to provide food or drinks

Scrub – rub hard to clean (Unit 8).

Scruffy - untidy (Unit 6).

Shed – a small building to store things (Unit 7).

Short-sleeved - a clothes with sleeves shorter than the elbow (Unit 6).

Sign – a visual aid that tells you where something is (Unit 2). Write your name somewhere so they
know you are there (Unit 4).

Single-breasted – a jacket with just one row of buttons at the front (Unit 6).

Skate park – a place with ramps and jumps for skateboarding (Unit 10).

Slim fit – tight fitting/close to the body (Unit 6).

Smart – well-dressed (Unit 6).

Smartphone – a phone that connects to the internet (Unit 2).

Smile – a pleased and amused facial expression (Unit 1).

Snack – a quick and easy meal (Unit 5).

Sneaky – something you’re doing without telling anyone (Unit 10).

Sold out – all items have been bought by people and there are no more (Unit 3).

Spices – ingredients used to flavour food (Unit 3).

Sponge cake – a soft, light cake (Unit 8).

Squash – a fruit drink mixes with water (Unit 5).

State – condition (Unit 8).

Starving – very hungry (Unit 5).

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Strict – making sure something is done (Unit 10).

Stressful – making you feel worried and nervous (Unit 10).

Store – a big shop or supermarket (Unit 3).

Stuck – unable to move (Unit 9).

Suit – a garment used for special occasions, usually formed by a jacket and trousers (Unit 6).

Supper – a small meal eaten just before going to bed (Unit 5).

Swimming pool – an artificial pool (Unit 9).

Symbol – a mark or drawing that stands for something (Unit 5).

Take off – when a means of transportation is going to the air, like aircrafts and rockets (Unit 2). Get
undressed or take a clothing item out of the body (Unit 6).

Take something down – make a note of something

Tent – a portable shelter made of clothes, especially for camping (Unit 4).

Tent skin – the layer of tent material (Unit 7).

Terrible – extremely bad (Unit 7).

Terrifying – really scary (Unit 1).

Theatre – a building where plays are given / the activity of working on plays (Unit 9).

Tighten – to become tight (Unit 8).

Traffic – vehicles on the road

Traffic lights – the lights that tell the motorists when to stop and go (Unit 2).

Trip – a journey in which you go somewhere, usually for a short time (Unit 10).

Transport – carry people from one place to another (Unit 4).

Touching – makes you feel really grateful and happy (Unit 6).

Tour – a journey to visit different places (Unit 10).

Turmeric – a bright yellow powder used as a spice (Unit 3).

Turn left – a turns that make people face the previously left side (Unit 2).

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Undertaker – the person whose job is to bury the dead (Unit 1).

Unleaded – not covered (Unit 4).

Vast – really big (Unit 2).

Vegetarian – not containing any meat (Unit 5).

Waistcoat – a close fitting garment without any sleeves that is typically worn over a shirt as part of a
suit (Unit 6).

Warn – to try and tell someone something that might happen

Water – to pour water on plants (Unit 8).

Wedding – a ceremony when people get married

Weep – shed tears (Unit 1).

Widow – a woman whose husband is dead (Unit 1).

Widower – a man whose wife is dead (Unit 1).

Will – the paper which says what will happen to your possessions when you die (Unit 1).

Wind down – to open a car window (Unit 2).

Wing – Part of the anatomy of a bird that helps them fly / part of an aircraft that help it fly(Unit 2).

Wipe – clean something, rubbing with a cloth (Unit 8).

Worn-out – shabby, damaged (Unit 6).

Yummy – tasting extremely good (Unit 9).

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 IRREGULAR VERB LIST

Infinitive Simple Past Past Participle

be was / were been
become became become
begin began begun
bet bet/betted bet/betted
bite bit bitten
blow blew blown
break broke broken
bring brought brought
build built built
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
deal dealt dealt
do did done
draw drew drawn
dream dreamt/dreamed dreamt/dreamed
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fly flew flown
forget forgot forgotten
get got got
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hidden
hit hit hit

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hold held held
hurt hurt hurt
keep kept kept
know knew known
lead led led
learn learnt/learned learnt/learned
leave left left
lie lay lain
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode ridden
ring rang rung
rise rose risen
run ran run
say said said
see saw seen
sell sold sold
send sent sent
set set set
show showed shown/showed
shrink shrank/shrunk shrunk
shut shut shut
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slide slid slid
speak spoke spoken
spell spelt/spelled spelt/spelled
spend spent spent
stand stood stood
steal stole stolen
sweep swept swept
swim swam swum
take took taken
teach taught taught
tell told told

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think thought thought
throw threw thrown
understand understood understood
wake woke woken
wear wore worn
weep wept wept
win won Won
write wrote written

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