Sách Giáo Viên Điện Tử (Bài Học) - Tiếng Anh 6 Right on!

01 RO gr6 VIET Ts Contents_NOV_01 RO gr6 VIET Ts Contents 7/7/2021 10:58 AM Page 1
Võ Đại Phúc (Tổng Chủ biên kiêm Chủ biên)

Nguyễn Thị Ngọc Quyên
Preface
Tiếng Anh 6 Right on! is a course at CEFR A2 Start specially designed to develop skills
students need to face the challenges of the 21st century.
The coursebook consists of six units and contains CLIL sections, Culture sections,
Projects, Presentations and Values. All texts are accompanied by theme-related videos.
Think! Exercises aim to develop students’ critical thinking skills. Grammar is presented
in context. Study Skills help students become autonomous learners while ICT tasks aim
to develop students’ research skills.
There are also tasks that aim to promote collaboration and creativity.
Each unit ends with a Progress Check and a Competences section based on CEFR for
students to evaluate themselves.
We would like to thank Ministry of Education and Training for reviewing the course
and providing us with their insight into how to bring the course to perfection.
Symbols
Key to symbols used in the Student’s Books
to indicate that Ss are encouraged to answer the exercises in writing using a pencil
audio
Video videos thematically linked to the theme of the text they accompany
pairwork
groupwork
words to be explained using the context each appears in
Note! grammar explanations or vocabulary items
? Word question words
research
Study skills suggestions to help students become autonomous learners
sections to develop students’ critical thinking skills
Culture Spotshort texts to give students information of the culture of their country, and develop
cross-cultural awareness
VALUES sections to help students develop critical thinking skills & values
CLIL sections that link the themes of the unit to a subject from the school curriculum
to ask students to do something extra that is important to do
UNITS Vocabulary Grammar
pp. 4-19 • Countries & Nationalities • can

• Sports • Subject personal pronouns
• Family members • Possessive adjectives
• Appearance/Character • The verb to be and have got
• Cardinal numbers (1-100) • Possessive case (’s – of the)
• Greetings • Adjectives
• Introducing yourself to others • a/an – the
• Classroom language • Imperative
Home & Places • Rooms/Places of a house • Plurals

• Furniture & Appliances • this/these – that/those
pp. 20-33 • House features • there is – there are
Progress Check 1 • Ordinal numbers • a/an – some – any
pp. 34-35 • Places in a town • Prepositions of place
• Possessive case (’s/’)
Every day • Daily routine/Free-time activities • Linkers (first, then, after, next)
• The time • Present Simple
pp. 36-49 • School subjects • Prepositions of time (at, on, in)
Progress Check 2 • Adverbs of frequency
pp. 50-51 • Question words
All about food • Food & Drinks • love, like, hate + -ing form
• Food preparation • Countable/Uncountable nouns
pp. 52-65 • Cooking tools • Partitives
Progress Check 3 • Quantifiers
pp. 66-67 • Comparisons
Review (Units 1-3) pp. 68-69

Holidays! • Seasons/Months/Activities • Present Continuous
• The weather • Prepositions of movement
pp. 70-83 • Clothes/Accessories/Footwear • Object personal pronouns –
Progress Check 4 • Geographical features Possessive pronouns
pp. 84-85 • be going to – will
• Present Continuous
(future meaning)
• have to – don’t have to
London was great! • Famous people & Jobs • Past Simple (the verb to be)
• Means of transport • Past Simple
pp. 86-99 • Animals (regular – irregular verbs)
Progress Check 5
pp. 100-101
Entertainment • Fun activities • will – be going to –

• Places of entertainment Present Continuous (future
pp. 102-115 • Types of TV programmes/films meaning)
Progress Check 6 • Do/Go/Have phrases • might – should(n’t)
pp. 116-117 • Conditional (Type 1)
• -ed/-ing adjectives
Review (Units 1-6) pp. 118-119

Songs (pp. 120-122) Going Green (pp. 131-143) Pronunciation (p. 148)
2 Writing (pp. 123-130) Word List (pp. 144-147) Rules of Punctuation (p. 149)
Reading Listening Speaking Writing
Friends around the • Presenting your family A blog entry about

world • Describing people yourself (linkers:
• Greetings and, or) CLIL
• Introducing yourself/others
• Asking about telephone HELLO! (Geography): The UK p. 18
numbers UNIT 1 (Maths): Draw a map p. 32
• Blended consonants UNIT 2 (Citizenship): Green
Neighbourhood
Saturday p. 48
• Darren’s blog dialogues • Describing your home A letter about your
• British homes (multiple • Sentence stress house (punctuation) UNIT 3 (Food Technology):
• Culture Spot: UK choice) • Pronunciation: \A…\, \O…\ The Eatwell Guide p. 64
Prime Minister UNIT 4 (PSHE): Safe Camping p. 82
office UNIT 5 (Art & Design):
Landmarks p. 98
UNIT 6 (Citizenship): Travel
• School days in Miguel’s • Describing your daily • Your school
with care p. 114
the UK timetable routine timetable for
• Gareth Bale (gap fill) • Making invitations – Monday
• Culture Spot: UK Accepting/Refusing • An email about
Projects
most popular sport • Pronunciation: -s ending your daily routine HELLO! A map of Vietnam p. 19
third person singular; (opening/closing UNIT 1 Your dream house p. 33
\T\, \D\ remarks)
UNIT 2 My ideal
• What’s your dialogues • Expressing likes/dislikes • A text about your neighbourhood p. 49
favourite food? (multiple • Giving instructions favourite dish UNIT 3 Healthy eating
• Street Food choice) • Intonation: Word stress • A blog entry (poster) p. 65
around the World about street food UNIT 4 Holiday destinations
• Culture Spot: UK in your country (poster) p. 83
most popular dish
UNIT 5 National Wonders p. 99
UNIT 6 Smart travellers
(leaflet) p. 115
• Holiday Fun Angela’s • Agreeing/ Disagreeing • An instant
• On holidays holiday • Making suggestions message about a Presentation Skills
• Culture Spot: (R/W) • Intonation: in exclamations festival you are HELLO! Landmarks p. 19
British holiday celebrating UNIT 1 Your dream house p. 33
destinations • A letter about
your holiday UNIT 2 Your ideal
(linkers: so, neighbourhood p. 49
because) UNIT 3 Healthy/Unhealthy
eating habits p. 65
• The London a dialogue • Reading years • A quiz UNIT 4 Holiday destinations p. 83
Transport Museum (R/W/DS) • Describing animals • A letter
UNIT 5 National wonders p. 99
• Dino snores at the • Describing your last describing an
Natural History holiday experience of UNIT 6 How to be a smart
Museum • Pronunciation: -ed ending yours (opening/ traveller p. 115
• Culture Spot: (Past Simple) closing remarks)
British museums Values
HELLO! National pride p. 19
• Worth the a dialogue • Making plans • A text message
experience (multiple • Describing your favourite (text language) UNIT 1 Home p. 33
• Fun in All choice) amusement park • A letter about UNIT 2 Cooperation p. 49
Weathers • Making predictions your weekend UNIT 3 Healthy eating habits p. 65
• Culture Spot: • Choosing TV programmes plans (opening/
UNIT 4 Travel p. 83
British places to • Pronunciation: Diphthongs closing remarks)
hang out UNIT 5 Responsibility p. 99
UNIT 6 Respect for others p. 115
American English – British English Irregular verbs (p. 151)

Guide (p. 150) 3
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Introduction to the Teacher

Tiếng Anh 6 Right on! consists of six units at CEFR Level IWB
A2 Start. Each unit consists of six lessons plus CLIL The IWB contains all the material in the Student’s Book,
sections, Project Time, Presentation Skills & Values. Teacher’s Book, Workbook & Companion, Grammar
The corresponding unit in the Workbook provides the Book and Audio CDs and aims to facilitate lessons in the
option of additional practice. classroom. It also contains grammar presentation of all
the grammar structures in the Student’s Book as well as
COURSE COMPONENTS videos tightly linked to the texts in the course and
activities for Ss to further practise their English and
Student’s Book expand their knowledge as well as games for students
The Student’s Book is the main component of the to revise vocabulary and grammar taught.
course. Each unit is based on specific themes and the
topics covered are of general interest. All units follow ELEMENTS OF THE COURSEBOOK
the same basic structure. (see Elements of the Each unit begins with a modular spread that contains: a
Coursebook) brief overview of what will be covered in the unit,
pictures and words/phrases related to the theme of the
Workbook unit, and exercises to practise the vocabulary presented.
The Workbook Student’s Book is in full colour and
contains units corresponding to those in the Student’s Each unit contains the following sections:
Book containing practice in Vocabulary, Grammar, Vocabulary
Everyday English & Reading. There is a Revision Section Vocabulary is introduced in a functional and meaningful
every two units for students to revise vocabulary, context. It is practised through a variety of exercises such
grammar and functional language taught. There is also as picture-word association and completing set phrases
a Skills Practice section for students to have more in order to help students use everyday English correctly.
practice on Reading, Listening & Writing. The book also
contains Grammar Bank with exercises. All the exercises Reading
in the Workbook and Grammar Bank sections are Each unit contains reading texts, such as: dialogues,
marked with graded level of difficulty (★, ★★, ★★★). articles, blog entries, postcards, emails, etc. These allow
The Presentation Skills section helps students develop skills, such as reading for gist and reading for specific
their public speaking skills giving guidance on how information, to be systematically practised.
students structure their presentations. There is also a
Fun Time section with board games for students to Grammar
revise vocabulary and grammar structures taught in the The grammar items taught in each unit are first presented
corresponding units in a fun way. in context, then highlighted and clarified by means of
The Workbook Teacher’s Book contains overprinted clear, concise theory boxes. Specific exercises and activities
answers to all the exercises and audioscripts for the methodically reinforce students’ understanding and
listening tasks as well as suggested models for the mastery of each item. The Workbook contains practice on
writing tasks. each grammar structure presented within each unit as
well as exercises in the Grammar Bank.
Teacher’s Book Listening
The Teacher’s Book contains step-by-step lesson plans Students develop their listening skills through a variety
and suggestions on how to present the material. It also of tasks which employ the vocabulary and grammar
includes overprinted answers to the exercises in the practised in the unit in realistic contexts. This reinforces
Student’s Book, the audioscripts of all the listening students’ understanding of the language taught in the
material, suggested speaking and writing models as unit.
well as evaluation sheets.
Speaking
Class Audio MP3 files Controlled speaking activities have been carefully
The Class Audio MP3 files contain all the recorded designed to allow students guided practice before
material which accompanies the course. This includes leading them to less structured speaking activities.
the monologues/dialogues and texts in the Listening
and Reading sections as well as the Pronunciation/
Intonation section and songs in the Student’s Book, and
the material for all listening tasks in the Workbook.
i
Everyday English This provides students with a quick reference list for
Functional dialogues set in everyday contexts familiarise verb forms they might be unsure of at times.
students with natural language. The dialogues also
present useful expressions so that students can practise SUGGESTED TEACHING TECHNIQUES
everyday English. A Presenting new vocabulary
Much of the new vocabulary in Tiếng Anh 6 Right on! is
Pronunciation
presented through pictures. Ss are asked to match the
Pronunciation activities help students to recognise the
pictures to listed words/phrases. (See Student’s Book,
various sounds of the English language, distinguish
Unit 3, p. 52, Ex. 1)
between them and reproduce them correctly.
Further techniques that you may use to introduce new
Writing vocabulary include:
There are writing activities throughout the units, based • Miming. Mime the word you want to introduce.
on realistic types and styles of writing, such as letters, For instance, to present the verb sing, pretend you
notes, postcards and emails. This progress from short are singing and ask Ss to guess the meaning of the
sentences to paragraphs and finally to full texts, allows word.
students to gradually build up their writing skills. • Synonyms, opposites, paraphrasing, and giving
definitions. Examples:
CLIL/Culture Spot – present the word strong by giving a synonym:
Each unit is accompanied by a CLIL/Culture Spot section. ‘powerful’.
• In each Culture Spot section, Ss are provided with – present the word strong by giving its opposite:
cultural information about aspects of Vietnam that ‘weak’.
is thematically linked to the unit. Ss are given the – present the word weekend by paraphrasing it:
chance to process the information they have learnt ‘Saturday and Sunday’.
and find out more about the culture of the UK. – present the word famous by giving its
• Each CLIL section enables Ss to link the themes of definition: ‘very well-known (person or thing)’.
the unit to a subject from their school curriculum, • Example. Use of examples places vocabulary into
thus helping them contextualise the language they context and consequently makes understanding
have learnt by relating it to their own personal easier. For instance, introduce the words city and
frame of reference. Lively and creative tasks town by referring to a city and a town in the Ss’
stimulate Ss and allow them to consolidate the country: ‘Da Nang is a city, but Ben Tre is a town.’
language they have learnt throughout the unit. • Sketching. Draw a simple sketch of the word or
words you want to explain on the board. For
Songs instance:
This section appears at the end of the book and
contains songs that are connected to the themes of the
units. Listening to lively, high quality songs is a tall
humanistic activity which lowers the students’ affective
filters and allows them to absorb language more easily. short
Going Green
This section aims to raise Ss’ awareness towards • Use of L1 (Vietnamese). In a monolingual class, you
environmental issues. There are six lessons, one for each may explain vocabulary in L1 (Vietnamese). This
unit in the course. method, though, should be employed in
moderation.
Study Skills • Use of a Dictionary. In a multilingual class, Ss may
Brief tips, explanations and reminders, at various points occasionally refer to a bilingual dictionary.
throughout each unit, help students to develop
strategies which improve holistic learning skills and The choice of technique depends on the type of word or
enable students to become autonomous learners of the expression. For example, you may find it easier to
English language. describe an action verb through miming than through a
synonym or a definition.
Progress Check
This section appears at the end of each unit, and
reinforces students’ understanding of the topics, Note: sections can be treated as follows: Go
vocabulary and structures that have been presented in through the list of words after Ss have read the text
the unit. A Competences marking scheme at the end of and ask Ss to explain the words using the context they
every Progress Check section allows students to appear in. Ss can give examples, mime/draw the
evaluate their own progress and identify their strengths meaning, or look up the meaning in their dictionaries.
and weaknesses.
Irregular Verbs
ii
B Choral & individual repetition • It would be well-advised to actually complete the

Repetition will ensure that Ss are thoroughly familiar task orally in class before assigning it as written
with the sound and pronunciation of the lexical items homework. Ss will then feel more confident with
and structures being taught and confident in their producing a complete piece of writing on their
ability to reproduce them. own.
Always ask Ss to repeat chorally before you ask them to
repeat individually. Repeating chorally will help Ss feel F Assigning homework
confident enough to then perform the task on their When assigning writing tasks, prepare Ss as well as
own. possible in advance. This will help them avoid errors and
get maximum benefit from the task.
C Listening & Reading
You may ask Ss to read and listen for a variety of Commonly assigned tasks include:
purposes: Copy – Ss copy an assigned extract;
• Listening for detail. Ss listen for specific information. Dictation – Ss learn the spelling of particular words
(See Student’s Book, Hello!, p. 6, Ex. 1) without memorising the text in which they appear;
• Listening and reading for gist. Ask Ss to read or Vocabulary – Ss memorise the meaning of words and
listen to get the gist of the dialogue or text being phrases or use the new words in sentences of their own;
dealt with. (See Student’s Book, Hello!, p. 11, Ex. 4. Reading Aloud – Assisted by the ieBook, Ss practise at
Tell Ss that in order to complete this task home in preparation for reading aloud in class;
successfully, they do not need to understand every Writing – After thorough preparation in class, Ss are
single detail in the dialogue.) asked to produce a complete piece of writing.
• Reading for detail. Ask Ss to read for specific
information. (See Student’s Book, Hello!, p. 6, Ex. 2. G Correcting students’ work
Ss will have to read the text in order to do the task. All learners make errors – it is part of the learning
They are looking for specific details in the text and process. The way you deal with errors depends on what
not for general information.) the Ss are doing.
Note: VIDEOS • Oral accuracy work:

Main texts in the Student’s Book are accompanied by Correct Ss on the spot, either by providing the
videos that are included in the IWB and ieBook. The correct answer and allowing them to repeat, or by
videos can be watched after Ss have read the text. indicating the error but allowing Ss to correct it.
Activities that accompany the videos can be done in Alternatively, indicate the error and ask other Ss to
class or assigned as HW. provide the answer.
D Speaking • Oral fluency work:

• Speaking activities are initially controlled, allowing
Allow Ss to finish the task without interrupting,
for guided practice. (See Student’s Book, Hello!, but make a note of the errors made and correct
p. 11, Ex. 7 where Ss use the same structures to act them afterwards.
out a dialogue.)
• Written work:
• Ss are led to free speaking activities. (See Student’s
Do not over-correct; focus on errors that are
Book, Unit 1, p. 27, Ex. 4 where Ss are provided
directly relevant to the point of the exercise. When
with the necessary lexical items and structures and
giving feedback, you may write the most common
are asked to act out their dialogue.)
errors on the board and get the class to attempt to
correct them.
E Writing
All writing tasks in Tiếng Anh 6 Right on! have been Remember that rewarding work and praising Ss is of
carefully designed to closely guide Ss to produce a great importance. Post good written work on a display
successful piece of writing. They are all further analysed board in your classroom or school, or give ‘reward’
in an extra writing section at the back of the book with stickers. Praise effort as well as success.
model texts and exercises that aim to help students H Class organisation
improve their writing skills.
• Open pairs
• Make sure that Ss understand that they are writing The class focuses its attention on two Ss doing the
for a purpose. Go through the writing task so that set task together. Use this technique when you
Ss are fully aware of why they are writing and who want your Ss to offer an example of how a task is
they are writing to. (See Student’s Book, Unit 1, done. (See Ex. 2 on p. 106 of the Student’s Book.)
p. 31, Ex. 7. Ss are asked to write a letter.)
iii
• Closed pairs • Rolling questions

Pairs of Ss work together on a task or activity while Ask Ss one after the other to ask and answer
you move around offering assistance and suggestions. questions based on the texts.
Explain the task clearly before beginning closed
pairwork. (See Ex. 3 on p. 59 of the Student’s Book) I Using L1 (Vietnamese) in class
Use L1 (Vietnamese) in moderation and only when
• Stages of pairwork necessary.
– Put Ss in pairs.
– Explain the task and set a time limit.
– Rehearse the task in open pairs. ABBREVIATIONS
– In closed pairs, get Ss to do the task. Abbreviations used in the Student’s Book and Teacher’s
– Go around the class and help Ss. Book:
– Open pairs report back to the class.
T Teacher p(p). Page(s)
• Group work S(s) Student(s) e.g. For example
Groups of three or more Ss work together on a task HW Homework i.e. That is
or activity. Class projects or role play are the most
L1 Students’ native etc. Et cetera
easily done in groups. Again, give Ss a solid
language sb Somebody
understanding of the task in advance.
(Vietnamese) sth Something
Ex(s). Exercise(s)
iv
03 RO gr6 VIET Ts ModPgs_03 RO gr6 VIET Ts ModPgs 7/7/2021 2:09 PM Page 11
Hello!
Topic pp. 14-15
In this unit, Ss will explore the topics of countries, Lesson Objectives: To learn numbers 1-100; to learn
nationalities, sports, family members, appearance, a/an – the
numbers and character. Vocabulary: Numbers (1-100); personal objects & colours
(anorak, purse, alarm clock, watch, umbrella, e-reader,
pp. 4-5
sharpener, schoolbag, pink, purple, black, yellow, blue,
Lesson Objectives: Overview of unit, to learn red, grey, brown, orange, green, white)
nationalities
Vocabulary: Countries & Nationalities (Canada, the USA,
pp. 16-17
Argentina, Brazil, the UK, Greece, Russia, Vietnam, Lesson Objectives: To learn greetings & introducing
Spain, Turkey, Egypt, South Africa, Australia, New yourself/others; to learn classroom language; to learn
Zealand, Canadian, American, Argentinian, Brazilian, the imperative
Bristish, Greek, Russian, Vietnamese, Spanish, Turkish,
Egyptian, South African, Astralian, New Zealander) p. 18
Lesson Objectives: To learn about the UK, to present a
pp. 6-7 part of the UK, to present your country
Lesson Objectives: To listen and read for gist, to read Vocabulary: Nouns (island, landmark, monument,
for specific information, to present people, to learn stadium, bridge, wall); Phrase (official language)
sports, to learn the verb can, to talk about abilities, to
write a blog entry about yourself p. 19
Vocabulary: Sports (football, martial arts, basketball, Lesson Objectives: To draw a map, to present landmarks,
gymnastics, tennis); Nouns (capital city, town); Adjective to learn about the value of national pride
(close to); Adverb (near)
pp. 8-9
Lesson Objectives: To learn subject/personal pronouns/
possessive adjectives, to learn the verb to be, to write
about yourself
Vocabulary: Our things (schoolbag, bicycle, guitar,
watch, ball)
p. 10
Lesson Objectives: To learn family members, to draw a
family tree
Vocabulary: Family members (husband, wife, grandad,
grandma, grandparents, dad, mum, parents, aunt,
uncle, sister, brother, son, daughter, cousin)
p. 11
Lesson Objectives: To practise describing people, to
learn blended consonants, to learn question words (how
old, where, who), to learn character adjectives
Vocabulary: Appearance (thin, young, short, tall, plump,
old); Character (kind, funny, friendly, polite, clever)
pp. 12-13
Lesson Objectives: To learn the verb have got
(affirmative/ negative/ interrogative & short answers),
to learn possessive case (‘s – of the), to learn the question
word whose
Vocabulary: Pets (dog, cat, parrot, rabbit, goldfish,
hamster, frog)
v
Unit 1 Home & Places

Topic 1f Skills 30-31
In this unit, Ss will explore the topics of rooms/places of Lesson Objectives: To listen and read for gist, to read
a house, furniture & appliances, house features and for specific information, to talk about British homes, to
places in a town. listen for specific information, to write a letter about
your house
Unit page 20-21 Vocabulary: Nouns (countryside, suburb, driveway, floor,
Lesson Objectives: Overview of unit, to learn row)
rooms/places of a house, furniture & appliances
Vocabulary: Rooms/Places of a house (child’s bedroom,
1 CLIL (Maths) 32
kitchen, bathroom, parents’ bedroom, living room); Lesson Objectives: To read for cohesion and coherence,
Furniture & Appliances (curtain, pillows, bed, toilet, to read for specific information, to draw a map
bath, washbasin, desk, wardrobe, single bed, bedside Vocabulary: Verb (measure), Nouns (step, measurement)
cabinet, carpet, sink, cupboards, cooker, fridge, table,
chairs, sofa, coffee table, armchair, lamp, painting, Right on! 1 33
fireplace) Lesson Objectives: To draw a dream house, to present a
dream house, to learn about the value of home
1a Reading 22-23
Lesson Objectives: To listen and read for gist, to read Progress Check 1 34-35
for specific information, to present adjectives with their Lesson Objectives: To test/consolidate vocabulary and
opposites, to learn house features, to learn ordinal grammar learnt throughout the unit, to practise
numbers, to talk and write about a house everyday English, to read for specific information, to
Vocabulary: House features (chimney, roof, garden, listen for specific information, to write a letter
door, walls, window, balcony); Nouns (canal boat,
shower); Adjectives (ordinary, long, cosy, quiet)
1b Grammar 24-25
Lesson Objectives: To learn plurals, to learn this/these –
that/those, to learn there is/there are, to compare two
living rooms
1c Vocabulary 26
Lesson Objectives: To learn places in a town, to read
a map, to give directions, to learn signs
Vocabulary: Shops & services (hospital, cinema, police
station, school, park, department store, supermarket,
restaurant, gym, post office, clothes shop, fast food
restaurant, car park, sports shop, music shop, bookshop,
toy shop, theatre, museum, fishmonger’s, library)
1d Everyday English 27
Lesson Objectives: To practise describing your home, to
act out a dialogue, to role play a dialogue, to
pronounce /A…/, / O…/
1e Grammar 28-29
Lesson Objectives: To learn a/an – some – any, to learn
possessive case ('s/'), to learn prepositions of place, to
learn the question word where, to write a description
of an ideal bedroom
vi
Every day Unit 2

Topic 2 CLIL (Citizenship) 48
In this unit, Ss will explore the topics of daily Lesson Objectives: To listen and read for gist, to make a
routine/free-time activities, the time and school subjects. leaflet about Green Neighbourhood Day
Vocabulary: Phrases (raise awareness); Verb (breathe)
Unit page 36-37
Lesson objectives: Overview of unit, to learn daily
Right on! 2 49
routine/free-time activities Lesson Objectives: To talk and write about an ideal
Vocabulary: Daily routine/Free-time activities (get up, neighbourhood, to give a presentation on an ideal
take a shower, have breakfast, brush my teeth, walk to neighbourhood, to learn/talk about the value of
school, have lunch, finish school, come back home, do cooperation
my homework, go to basketball practice, have dinner,
watch TV, watch videos online, play video games, go to Progress Check 2 50-51
bed) Lesson Objectives: To test/consolidate vocabulary and
grammar learnt throughout the unit, to practise
2a Reading 38-39 everyday English, to read for specific information, to
Lesson objectives: To listen and read for gist, to read for listen for specific information, to write an email
specific information, to talk about Michael’s daily
routine, to learn the time, to learn school subjects, to
listen for specific information, to write your school
timetable
Vocabulary: The time (o’clock, [a] quarter past, twenty
past, half past, twenty to, [a] quarter to); School subjects
(English, Maths, Science, Art, Physical Education (PE),
Geography, History, Music); Nouns (uniform, registration,
packed lunch, canteen, team); Phrase (chat online)
2b Grammar 40-41
Lesson objectives: To learn the Present Simple
affirmative and negative, to learn prepositions of time
(at, on, in)
2c Vocabulary 42
Lesson objectives: To learn free-time activities, to talk
about free-time activities
Vocabulary: Free-time activities (hang out with friends,
play board games, do jigsaw puzzles, go to the theatre,
go bowling, watch a film, go skateboarding, go to the
mall, go to the amusement park)
Lesson objectives: To make invitations – accept/refuse,
to act out a dialogue, to pronounce /T/, /D/
2e Grammar 44-45
Lesson objectives: To learn adverbs of frequency, to
learn the Present Simple interrogative & short answers
2f Skills 46-47
Lesson objectives: To listen and read for gist, to read for
specific information, to talk about Gareth Bale, to listen
for specific information, to write an email about your
daily routine
Vocabulary: Nouns (nickname, training, field, wizard,
charity); Adverb (twice)
vii
Unit 3 All about food

Topic 3 CLIL (Food Technology) 64
In this unit, Ss will explore the topics of food & drinks, Lesson Objectives: To listen and read for gist, to read
food preparation and cooking tools. for specific information, to talk and write about the
Eatwell Guide
Unit page 52-53 Vocabulary: Nouns (vitamin, fat, protein, energy, spread,
Lesson Objectives: Overview of unit, to learn food & calcium)
drinks, to express likes/dislikes
Vocabulary: Food & drinks (biscuits, pasta, fruit juice,
Right on! 3 65
meat, cucumbers, strawberries, salt, apples, lettuce, Lesson Objectives: To create a poster, to present
tomatoes, carrots, milk, potatoes, onions, eggs, tea, healthy/unhealthy eating habits, to learn about the
sugar, pepper, bread, flour, butter, yoghurt, cereal, value of healthy eating habits
oranges, chicken, crisps, coffee, fish, cheese, rice)
Progress Check 3 66-67
3a Reading 54-55 Lesson Objectives: To test/consolidate vocabulary and
Lesson Objectives: To listen and read for gist, to read grammar learnt throughout the unit, to practise
for specific information, to talk about chefs, to write a everyday English, to read for specific information, to
short text about your favourite dish listen for specific information, to write a blog entry
Vocabulary: Nouns (pie, meal, recipe, flavour)
3b Grammar 56-57
Lesson Objectives: To learn countable/uncountable
nouns, to learn partitives, to learn quantifiers
3c Vocabulary 58
Lesson Objectives: To learn verbs relating to food
preparation, to learn cooking tools, to talk about
cooking tools
Vocabulary: Food preparation (slice, peel, grate, add,
mix, chop, beat); Cooking tools (knife, saucepan, bowl,
whisk, cake tin, grater, frying pan, spoon)
Lesson Objectives: To give instructions, to act out a
dialogue, to learn word stress
3e Grammar 60-61
Lesson Objectives: To learn the comparative, to learn
the superlative
3f Skills 62-63
Lesson Objectives: To listen and read for gist, to read
for specific information, to talk about street food, to
listen for specific information, to write a blog entry
about street food in your country
Vocabulary: Verbs (fry, steam); Nouns (vendor, cod,
haddock, batter, vinegar, cart, bun, oven, relish)
viii
Holidays! Unit 4
Topic 4f Skills 80-81
In this unit, Ss will explore the topics of seasons/ Lesson Objectives: To listen and read for text type and
months/activities, the weather, clothes/accessories/ key information, to read for specific information, to
footwear and geographical features. learn geographical features, to talk about holiday
destinations, to talk about fixed arrangements, to listen
Unit page 70-71 for specific information, to write a letter about your
Lesson Objectives: Overview of unit, to learn seasons/ holiday
months/activities, to talk about seasonal activities Vocabulary: Geographical features (rainforest, lake, river,
Vocabulary: Seasons (winter, spring, summer, autumn); waterfall, island); Nouns (plant, resort, bottom, trek)
Months (December, January, February, March, April, May,
4 CLIL (PSHE) 82
June, July, August, September, October, November);
Activities (make a snowman, go skiing, go sledging, Lesson Objectives: To listen and read for specific
have a barbecue, have a picnic, take a bike ride, go information, to learn have to – don’t have to, to talk
sightseeing, go to the beach, go sailing, pick pumpkins, about obligation, to talk and write about how to stay
visit museums, go camping) safe from the sun on the beach
Vocabulary: Verbs (allow, attend); Phrasal verb (put
4a Reading 72-73 out); Nouns (container, leash, disease); Adjective
Lesson Objectives: To listen and read for gist, to read (contaminated)
for specific information, to learn the weather, to talk
Right on! 4 83
about the weather, to talk about festivals, to write an
instant message about a festival Lesson Objectives: To create a poster, to present holiday
Vocabulary: (It's hot, It's warm and sunny, It's cloudy, It's destinations in your country, to learn about the value of
raining, It's snowing, It's cold); Verb (celebrate); Phrasal travel
verb (dress up); Nouns (parade, fireworks, folk music,
symbol); Adjective (colorful); Phrase (hang flags)
Lesson Objectives: To test/consolidate vocabulary and
4b Grammar 74-75 grammar learnt throughout the unit, to practise
Lesson Objectives: To learn the Present Continuous, to everyday English, to read for specific information, to
learn prepositions of movement listen for specific information, to write a letter
4c Vocabulary 76
Lesson Objectives: To learn clothes/accessories/footwear,
to talk about clothes/accessories/footwear
Vocabulary: Clothes/Accessories/Footwear (belt, cap,
gloves, scarf, leggings, trainers, boots, shoes, socks,
T-shirt, shirt, jumper, shorts, skirt, dress, jeans, jacket,
hat)
Lesson Objectives: To make suggestions, to learn object
personal pronouns/possessive pronouns, to learn
intonation in exclamations
4e Grammar 78-79
Lesson Objectives: To learn be going to, to learn will
ix
Unit 5 London was great!

Topic 5 CLIL (Art & Design) 98
In this unit, Ss will explore the topics of famous people Lesson Objectives: To listen and read for specific
& jobs, means of transport and animals. information, to listen and read for key information, to
prepare a poster about landmarks around the world, to
Unit page 86-87 write a postcard
Lesson Objectives: Overview of unit, to learn famous Vocabulary: Materials (marble, glass, brick, wood, steel,
people & jobs, to listen for specific information, to talk stone, plastic, bronze); Verb (connect); Nouns (hero,
about famous people tomb, fog); Phrase (in memory of)
Vocabulary: Famous people (Elizabeth I, Princess Diana,
Margaret Thatcher, Charles Dickens, Audrey Hepburn,
Right on! 5 99
Vincent Van Gogh, Charlie Chaplin, Elvis Presley, Albert Lesson Objectives: To create a poster about famous
Einstein); Jobs (painter, stateswoman, actress, queen, national wonders, to present famous natural wonders,
princess, actor, writer, singer, physicist) to learn about the value of responsibility (protect
national wonders)
5a Reading 88-89
Lesson Objectives: To listen and read for gist, to read
for specific information, to present means of transport, Lesson Objectives: To test/consolidate vocabulary and
to compare means of transport, to talk about the grammar learnt throughout the unit; to practise
London Transport Museum, to prepare a quiz everyday English, to read for specific information, to
Vocabulary: Means of transport (plane, helicopter, bus, listen for specific information, to write a letter
car, train, motorcycle, tram, taxi, ship, bike/bicycle);
Nouns (transport, tube station, railway station); Verbs
(move, arrive); Adjective (interactive); Adverb (later)
5b Grammar 90-91
Lesson Objectives: To learn the Past Simple of the verb
to be, to learn the Past Simple of regular verbs
(affirmative & negative), to learn the Past Simple of
irregular verbs (affirmative & negative)
5c Vocabulary 92
Lesson Objectives: To learn animals and animal body
parts
Vocabulary: Animals (parrot, cat, horse, rabbit, lion,
elephant, snake, giraffe, duck); Body parts (tail, eyes,
beak, wings, neck, trunk, mane, legs, head, fur, ears,
body); Adjectives (long, small, sharp, thick, big)
Lesson Objectives: To practise describing your last
holiday, to act out a dialogue, to pronounce -ed ending
(Past Simple)
5e Grammar 94-95
Lesson Objectives: To learn the Past Simple (interrogative
& short answers)
5f Skills 96-97
Lesson Objectives: To listen and read for key information,
to read for specific information, to talk about a museum,
to listen for specific information, to write a letter
describing an experience of yours
Vocabulary: Verb (snore); Nouns (torch, scientist);
Adjective (informative); Phrase (set up camp)
x
Entertainment Unit 6
session, rate); Adjectives (outdoor, life-sized)
Topic
In this unit, Ss will explore the topics of fun activities, 6 CLIL (Citizenship) 114
places of entertainment, types of TV programmes/films, Lesson Objectives: To listen and read for gist, to read
do/go/have phrases for specific information, to talk about travelling with
care
Unit page 102-103
Vocabulary: Nouns (planet, souvenir, ivory, tusk,
Lesson objectives: Overview of unit, to talk about fun custom); Phrase (take care)
activities in London
Vocabulary: Fun activities (see works of art at the Tate Right on! 6 115
Modern, play ping pong at Bounce, pick up bargains at Lesson Objectives: To categorise travel activities, to
stalls at Brick Lane Market, go down the River Thames create a leaflet, to give a presentation on being a smart
in a speedboat, watch a football match at Wembley traveller, to learn about the value of respect for others
Stadium, take a ride in a capsule on the London Eye, go
horse riding at the Hyde Park Stables, sample delicious Progress Check 6 116-117
street food in Camden Market)
Lesson Objectives: To test/consolidate vocabulary and
6a Reading 104-105 grammar learnt throughout the unit, to practise
everyday English, to read for specific information, to
Lesson objectives: To listen for gist, to read for key listen for specific information, to write a letter
information, to learn prepositional phrases, to learn
places of entertainment, to present an amusement
park, to write a text message
Vocabulary: Places of entertainment (amusement park,
concert hall, circus, exhibition centre, theatre, stadium);
Verbs (protect, bend, vanish); Phrasal verb (put on);
Nouns (speed, safety glasses, track, ride); Adjective
(underwater)
6b Grammar 106-107
Lesson objectives: To learn will – be going to –
the Present Continuous (with future meaning)
6c Vocabulary 108
Lesson objectives: To learn about types of TV programmes/
films, to express an opinion
Vocabulary: Types of TV programmes/films (game show,
science fiction, soap opera, thriller, cookery show,
documentary, action/adventure, fantasy, animation/
cartoon)

Lesson objectives: To learn -ing/-ed adjectives, to act
out a dialogue choosing a TV programme/film to watch,
to pronounce Dipthongs /aU/, /eI/, /I´/, /aI/, /e´/
6e Grammar 110-111
Lesson objectives: To learn might – should(n’t), to learn
the Conditional (Type 1)
6f Skills 112-113
Lesson objectives: To listen and read for gist, to read for
specific information, to learn do/go/have phrases, to
invite – accept/refuse, to listen for specific information,
to write a letter about your weekend plans
Vocabulary: Phrasal verb (pick sb up); Nouns (track,
xi
04 RO gr6 VIET Ts Hello_NOVHN_04 RO gr6 VIET Ts Hello 7/6/2021 4:30 PM Page 18
Video
What’s
What’s in this
in this unit?
module?
Ann
• Vocabulary
• Vocabulary
- countries Canada
- Countries
- nationalities
- sports
- Nationalities
- family members
- Sports
- appearance
- Appearance/
- numbers
Character
- character
- Family members
• Grammar
-•indefinite
Grammararticle a/an
- definite article the
- Definite article
- can
- subject
the personal
pronouns John
- Subject pronouns
- possessive adjectives
- to- be
Possessive the USA
- haveadjectives
got
- possessive
- can case
(’s/of the)
- to be
- adjectives
- have got
- imperative
- Possessive case
• Reading
-•Friends
Speakingaround the
world (blog –
- describing
identifying R/Wa
statements)
family member
• Speaking
• Writing
- greetings Lino
- a blog entry
- introducing yourself/
others Camila Brazil
about yourself
- presenting a family Argentina
CLIL: the UK
-•describing people
- asking about
- a profilenumbers
telephone
• Writing
- a blog entry about
yourself Vocabulary
• CLIL (Geography):
The UK Countries & Nationalities
• Values: National pride
1 Look at the map. Match the countries on the map to the nationalities.
1 Canada
________ – Canadian 8 Vietnam – Vietnamese
Note! 2 the UK – British 9 Russia – Russian

3 Australia – Australian 10 Spain – Spanish
We do not use the with
most names of countries 4 South Africa – South African 11 Egypt – Egyptian
e.g. Poland. Countries
with State, Kingdom or
5 the USA – American 12 Greece – Greek
Republic in their name 6 New Zealand – New Zealander 13 Turkey – Turkish
take the, e.g. the USA.
7 Brazil – Brazilian 14 Argentina – Argentinian
4
Hello!
What’s in this unit?
Go through the What’s in this unit? box and tell Ss that
these are the topics, skills and activities this unit will
cover.
1 To match countries to nationalities

• Read the Note! box aloud.
• Ask Ss to look at the map and then give them
time to match the countries on the map to the
list of nationalities.
• Check Ss’ answers around the class.
• Play the video for Ss and elicit their comments.
4(T)
Hello!
2 To present vocabulary for countries and
nationalities
• Play the recording with pauses for Ss to repeat
chorally and/or individually.
• Check Ss’ pronunciation and intonation.
3 To act out dialogues and practise countries

and nationalities
• Explain the task.
• Ask two Ss to model the example dialogue.
• Ask Ss to work in pairs and act out similar
dialogues for the people on the map.
• Monitor the activity around the class.
Suggested Answer Key
A: Where’s Lino from?
B: He’s from Brazil. He’s Brazilian.
A: Where’s Camila from?
B: She’s from Argentina. She’s Argentinian.
A: Where’s Liz from?
B: She’s from the UK. She’s British.
A: Where’s Maria from?
B: She’s from Greece. She’s Greek.
A: Where’s Igor from?
B: He’s from Russia. He’s Russian.
A: Where’s Quang from?
B: He’s from Vietnam. He’s Vietnamese.
A: Where’s Rosa from?
B: She’s from Spain. She’s Spanish.
A: Where’s Ahmet from?
B: He’s from Turkey. He’s Turkish.
A: Where’s Omar from?
B: He’s from Egypt. He’s Egyptian.
A: Where’s Simba from?
B: He’s from South Africa. He’s South African.
A: Where’s Helen from?
B: She’s from Australia. She’s Australian.
A: Where’s Martin from?
B: He’s from New Zealand. He’s New Zealander.
4 To personalise the topic

Ask Ss to complete the sentences about themselves.
Elicit answer from Ss around the class.
Extra Activity
Ss look at the map. Call out a name. Ss, in teams,
say what nationality each person is.
5(T)
Igor
Russia
Liz
the UK
Maria
Greece
Quang
Ahmet Vietnam
Turkey
Rosa
Spain
Omar
Egypt
Martin
New
Zealand
Simba
South Africa
Helen
Australia
2 Look at Exercise 1.
1.2 Listen and repeat.
3 Act out dialogues as in the example.
A: Where’s Ann from? A: Where’s John from?

B: She’s from Canada. B: He’s from the USA.
She’s Canadian. He’s American.
4 Complete the sentences. (Suggested Answer Key)

I’m from Vietnam (country). I’m Vietnamese (nationality).
5
Hello!
Video
Hello! My name’s James and I’m

Hello! I’m Vicky and I’m 11 years old. I’m from 11 years old. I’m from Stittsville,
Sydney, Australia. Sydney is a big city, but it Canada. Stittsville is a beautiful
isn’t the capital city of Australia. Canberra is village. It’s close to the capital city of
the capital city of Australia! I’m good Canada – Ottawa! Martial arts is my
at basketball. favourite sport. This
My e-friend is Jill. She’s 11, is my e-friend, Alicia.
too. She’s not Australian. She’s 10 years old. She’s
She’s from Wellington – the from Worcester, South
capital city of New Zealand. Africa. Worcester is a small
Jill can play tennis very well. town near Cape Town, the
She’s great! capital city of South Africa.
Alicia can play basketball
very well. She’s in the
school basketball team.
• capital city
Reading
• close to
• town
1 1.3 Look at the pictures. Where is each person from? Listen and read
to find out.
• near
2 Read the text. Decide if the sentences are R (right) or W (wrong).

1 Vicky is 10 years old. W 3 James is Canadian. R
2 Jill is good at tennis. R 4 Alicia can play tennis. W
Speaking
3 Complete the personal profiles. Choose a person and present him/her to
the class.
Name: Vicky Age: 11 years old Name: Jill Age: 11 years old
Nationality: Australian Nationality: New Zealander
From (city/town/village): Sydney From (city/town/village): Wellington
Australia
Country: ____________ Country: New Zealand
Sports: basketball Sports: tennis
Name: James Age:11 years old Alicia

Name: __________ Age: 10 years old
Nationality: Canadian Nationality: South African
From (city/town/village): Stittsville From (city/town/village): Worcester
Country: Canada Country: South Africa
Sports: martial arts Sports: basketball
… is … years old. He/She is … (nationality). He/She is from … . He/She can … .

6
Hello!
1 To listen and read for gist
• Ask Ss to look at the pictures and elicit Ss’
guesses as to where each person is from.
• Play the recording. Ss listen and read and find
out.
Answer Key
Vicky is from Sydney, Australia. Jill is from
Wellington, New Zealand. James is from Stittsville,
Canada. Alicia is from Worcester, South Africa.
2 To read for specific information

• Give Ss time to read the text again and mark
the statements according to what they read.
• Check Ss’ answers.
3 To consolidate comprehension of a text

• Allow Ss time to review the text and complete
the personal profiles.
• Check Ss’ answers on the board.
• Ask various Ss to choose a profile and present
the person to the class.
Vicky is 11 years old. She is from Sydney, Australia.
She is Australian. She can play basketball.
Extra Activity
Tell Ss you are going to read out information from
one of the profiles in Exercise 3 but will include a
mistake. Ss have to listen and correct the mistake
you have made.
e.g. T: Vicky is 11 years old. She’s from
Canberra. She’s Australian.
Team A S1: She’s from Sydney.
6(T)
Hello!
4 To present sports and the verbs associated
with them (play, do)
• Ask Ss to look at the sports in the pictures and
then use the verbs play, do to complete the gaps.
5 To present can; to practise can (interrogative

& short answers)
• Present can. Say, then write on the board: I can
play football. Underline the word can and explain
that it shows that we are able to do sth. Say, then
write on the board: I can’t do martial arts.
Underline the word can’t and explain that this
word shows that we are unable to do sth.
• Ask Ss to read the table. Point out that can/can’t is
the same in all persons.
• Ask Ss to ask and answer in pairs following the
example using the sports in Exercise 4
A: Can you do martial arts?
B: Yes, I can./No, I can’t.
A: Can you play basketball?
A: Can you do gymnastics?
A: Can you play tennis?
6 To practise can (affirmative & negative).

• Read out the Note! box and explain the linkers
(and, or) to Ss.
• Ask various Ss to tell the class what their partner
can and can’t do using and, or.
Tom can play football and tennis . He can’t do
gymnastics or play basketball.
Sara can do gymnastics and play football. She can’t
play basketball or do martial arts.
7 To write a blog entry

• Read out the Note! box and then ask Ss to
complete the profile about themselves.
• Demonstrate the task presenting yourself. (Hello!
I'm An and I'm 12 years old. I'm from Hanoi,
Vietnam. I'm good at basketball.)
• Allow Ss some time to complete the task using
linkers. Check Ss’ answers.
7(T)
Vocabulary
Sports
4 Complete the gaps with play or do.
5 play tennis
2 do martial
arts
4 do
3 play
1 play gymnastics
basketball
football
5 Read the theory box. Ask and answer questions about the sports in
Exercise. 4.
can
affirmative
I/ You/ He/ She/ It/ We/ You/ They can play tennis.
negative
I/ You/ He/ She/ It/ We/ You/ They can’t do gymnastics.
interrogative & short answers
Can I/ you/ he/ she/ it/ we/ you/ they ride a bike?
Yes, I/ you/ he/ she/ it/ we/ you/ they can.
No, I/ you/ he/ she/ it/ we/ you/ they can’t.
A: Can you play football? B: Yes, I can./No, I can’t.

Note!
Linkers: and, or
6 Tell the class what your partner can/can’t do.
Peter can play football, basketball and tennis. He can’t do martial arts or
and: link similar
ideas gymnastics.
or: link two or
more alternatives
Writing (a blog entry about yourself)
7 Complete the profile about yourself. Then complete a blog entry about
yourself (about 30 words). (Suggested Answer Key)
Hello! I’m An and I’m

Name: An
12 years old. I’m from
Age: 12 years old
Hanoi, Vietnam. I’m
Nationality: Vietnamese
good at basketball.
From (city/town/village): Hanoi
Country: Vietnam
Sports: basketball 7
Hello!
Subject personal pronouns/Possessive adjectives
Note! Hi Helen. I’m
subject personal possessive Hi, I’m Helen.
pronouns adjectives Maria, and this is my
• We use it for
animals and things.
friend Nat.
I my
• We use they for
people, animals or you your
things. he his
she her
it its
we our
you your
they their
1 Read the theory box. Then match the sentences.
I am Tony. 1 a Their teacher is Mr Brown.

You’re Australian. 2 b Its colour is black.
He’s Alan. 3 c His friend is Laura.
She’s 12. 4 d Your friend is Australian, too!
It’s my book. 5 e My friend is Eric.
Paul and Mary are British. 6 f Her name is Amy.
2 Complete the gaps with the correct subject pronoun or possessive adjective.
1 Julie and I are friends. Our home is in London.
2 This is Mario and Lyn. Their friend is Rosa.
3 We’re Greek. Our friends are Greek, too.
4 This is Tom. He is from Canada.
A
schoolbag 5 Jane is from the UK. She is 10 years old.
3 Look at the pictures. Read the sentences (1-5) and choose the correct item.
Then complete the gaps with the correct words (A-E).
B
bicycle
C
guitar
watch 1/A Julie 2/B Jake 3/C Anna & Ben 4/D Jessica 5/E Tim & Paul
D
schoolbag .
1 I’m Julie and this is her/my _________________
2 This is Jake and this is his/your bicycle.
3 I’m Anna and this is my/his brother Ben. This is your/our guitar.
ball E
4 This is Jessica and this is her/its watch.
5 Tim and Paul are friends and this is your/their ball.
8
Hello!
1 To present subject personal pronouns/
possessive adjectives
• Read out the Note! box.
• Present the subject pronouns.
• Point to yourself and say: I, then write it on the
board. Point to a S and say: you, then write it
on the board. Point to a male S and say: he.
Write it on the board. Explain that we use he
for a boy or a man. Continue for the rest of the
subject pronouns.
• Present the possessive adjectives. Hold up a
pen. Say, then write on the board: This is my
pen. Underline the word my. Explain that my is
a possessive adjective. Present the other
possessive adjectives in the same way. e.g. This
is his pen., This is her pen., etc.
• Ask Ss to read the theory. Ask Ss to go through
the cartoon and identify the words in bold (I:
subject personal pronoun, my: possessive
adjective). Then, explain the task and read out
the example.
• Give Ss time to complete the task and then
check Ss’ answers. One student reads out the
first part of the sentence and another student
reads out the second part. Ss can be in open or
closed pairs.
2 To practise subject pronouns/possessive

adjectives
• Explain the task. Allow Ss some time to replace
the words in bold.
3 To practise subject pronouns/possessive

adjectives
• Explain the task. Allow Ss some time to choose
the correct words in bold and complete the
sentences using the colour-coded pictures.
8(T)
Hello!
4 To present/practise the verb ‘to be’ The contractions game
• Present the verb ‘to be’. Write on the board: I am Ss need to learn the contractions as they are very
White. I’m White. Present the full and contracted commonly used when speaking English.
forms of the Present Simple affirmative of the One simple activity you can do is to tell Ss you are going
verb ‘to be’. to say sentences. If the sentence is in the contraction
• Point to a S. Say: You’re Mario. Write it on the form, Ss stay seated, but if the sentence is NOT
board. contracted, then Ss should stand up and repeat the
• Point to a male S in the class and say: He’s Tony. sentence with the contraction.
Write it on the board. Example
• Point to a female S in the class and say: She’s T: I’m English.
Maria. Write it on the board. Continue with the Ss: [Stay seated]
rest. T: She is Canadian.
• Present the simple negative of the verb ‘to be’. Ss: [Stand up and say 'She's Canadian.']
Say, then write on the board: I’m English. I’m
not French. Underline the words I’m not. Elicit
how the negative of the verb ‘to be’ is formed
(by adding not after am, is, are). Do the same to
present all persons singular and plural in both
full and contracted forms.
• Present the interrogative form and short
answers. Say, then write on the board: Am I a
teacher? Underline Am I. Explain that we form
the interrogative of the verb ‘to be’ by putting
the verb ‘to be’ before the subject pronoun.
• Answer the question on the board: Yes, I am.
Explain that this is a positive short answer.
Explain that we form positive short answers
with yes, the appropriate personal pronoun and
the verb in the affirmative.
• Write on the board: Am I a doctor? No, I’m not.
Explain that we form a negative short answer
with no, the appropriate personal pronoun and
the verb in the negative.
Alternatively, use the cartoon to present the
affirmative, negative and interrogative of the
verb ‘to be’ or ask Ss to identify what the words
in bold are (I’m not = negative form of the verb
‘to be’)
• Ask Ss to read the table and then explain the
task and read out the example.
• Allow Ss time to complete the task and check
Ss’ answers.
5 To practise the verb ‘to be’

• Explain the task and read out the example.
• Give Ss time to complete the task.
6 To practise the verb ‘to be’

• Explain the task and give Ss time to complete it.
9(T)
The verb to be
Hello, Helen!
affirmative negative interrogative short answers
I’m not Helen.
I’m Maria. I am (’m) I am not (’m not) Am I …?
Yes, I am.
Are you No, I’m not.
Ms Smith? Yes, you are.
You are (’re) You are not (aren’t) Are you …?
No, you aren’t.
He/ She/ It is not Yes, he/ she/ it is.
He/ She/ It is (’s) Is he / she/ it …?
(isn’t) No, he/ she / it isn’t.
We/ You/ They We/ You/ They Are we/ you/ Yes, we/ you/ they are.
are (’re) are not (aren’t) they …? No, we/ you/ they aren’t.
No, I’m not.
I’m Ms White.
4 Read thetheory box. Complete the gaps. Then match the sentences (1-6)
to the sentences (a-f).
isn’t 10 years old.
Pam _______ 1 a We aren’t (are) Australian.
They aren’t (are) Spanish. 2 b I ’m not (‘m) Canadian.
I ’m (‘m not) British. 3 c It is in the UK.
We are (aren’t) Russian. 4 d is 12.
She ____
London isn’t in the USA. 5 e You aren’t (are) 10.
You are (aren’t) 12 years old. 6 f They are (aren’t) Brazilian.
5 Read the text. Complete the questions, then answer them.
Hi! I’m Peter Knowles.

I’m 10 years old and
I’m from the USA.
This is my best friend, Kate.
She’s 11 years old.
Our favourite sport
is tennis.
Is Peter from the USA?

1 _____ Yes, he is.
___________
2 Is he 11? No, he isn’t.
3 Are Kate and Peter best friends? Yes, they are.
4 Is Kate 11 years old? Yes, she is.
5 Is basketball their favourite sport? No, it isn’t.
6 Make sentences that are true about you. Use the affirmative or negative.
1 I am/am not 15 years old.
2 My best friend is/isn’t from Greece.
3 My favourite sport is/isn’t tennis.
4 My friends are/aren’t 14 years old.
5 Our favourite colour is/isn’t green.
6 I am/am, not good at tennis. 9
Hello!
wife
and &
sb
hu
ts)
Bob
Helen
en
gr
ar
an dp
da n
Tom
d&
gr a n d m a (gr a
Mary
da
d& ts)
m u m ( p a re n
le
Alex
Lara
nc
au u
n / d ghter &
so au n
t
Emma
y)
Nick
sis
bo
te
r (g r( Jim Sue
irl) / brothe co
u si n l)
( b o y / gi r
This is my
family.
Anna
Note!
Family members dad = father
mum = mother
1 Look at Anna’s family tree.
1.4
grandma = grandmother
Listen and repeat. grandad = grandfather
2 Look at Anna’s family tree. Complete the sentences with words from
Exercise 1.
1 Bob is Anna’s grandad.
____________ 6 Lara is Alex’s wife.
Note!
2 Lara is Anna’s aunt. 7 Mary is Nick’s mum/mother.
We use ’s to 3 Nick is Anna’s brother. 8 Helen is Anna’s grandma/grandmother.
express
possession or 4 Sue is Anna’s cousin. 9 Alex is Anna’s uncle.
relation
e.g. Tony’s book,
5 Anna is Mary’s daughter. 10 Tom is Anna’s dad/father.
Tony’s dad.
3 Draw your family tree. Present your family to the class.
10
Hello!
1 To present vocabulary for family members
• Play the recording. Ss listen and repeat chorally
or individually.
2 To practise vocabulary for family members

• Read out the Note! box about ‘s with Ss.
• Direct Ss’ attention to the family tree and
explain the task.
• Ss complete the task. Check Ss’ answers.
• As an extension, say sentences about the
people in Anna’s family tree. Ss, in teams, find
who the person/people is/are.
Example
T: He’s Helen’s husband.
Team A S1: Bob. etc.
3 To prepare and present your family tree

• Allow Ss time to make their family tree and
then choose various Ss to present their family
members to the class.
Arthur Iris
Amanda Paul Carol Tony
me Lisa Dylan
This is my family. My grandma is Iris and my

grandad is Arthur. My mum is Amanda and my dad
is Paul. My aunt is Carol and my uncle is Tony. My
sister is Lisa and my brother is Dylan.
Extra Activity for weaker classes

Ss find pictures of their family members and
present their families to the class.
e.g. This is my dad, Pedro. etc.
10(T)
Hello!
4 To listen and read for specific information;
to present vocabulary for appearance
• Direct Ss to the pictures and go through the
words. Read out the Note! box.
• Play the recording. Ss listen and find out who
the girls are.
• Go through the blended consonants. NOTE: Ask
Ss to find words in the dialogue that contain
blended consonants.
Answer Key
Jessica is the tall one.
Mary is the short one.
Blended consonants: great, Australia, friend, plump

• Read out the ?Word box and present the question
words.
• Give Ss time to read the text again and answer
the questions.
6 To present character adjectives

• Ask Ss to look at the pictures and play the
recording with pauses for Ss to repeat chorally
and/or individually.
• Check Ss’ pronunciation and intonation. Then,
elicit which words contain blended consonants.
Answer Key
kind, friendly, clever
7 To practise character adjectives

Answer Key
A: Who’s Helen?
B: She’s my mum.
A: What is she like?
B: She’s kind.
A: Who’s Mary?
B: She’s my sister.
A: What is she like?
B: She’s friendly.
A: Who’s Ted?
B: He’s my brother.
A: What is he like?
B: He’s funny.
11(T)
Describing people
Look at the picture. Who are the girls? Listen and read the
4 1.5
dialogue to find out. Find the words that contain blended consonants.
Note!
plump
Blended consonants
are two consonants Barry Hi, Nat. How are you?
old
together (bl, br, cl, Nat Hi, Barry. I’m great, thanks. thin tall
cr, dr, fr, fl, gl, gr, pl, And you?
pr, sl, sm, sp, st, scr, short
str, tr, etc.). When Barry Not bad. Hey, who’s that girl
pronounced we hear over there? young
all consonants
e.g. bl – blue. Nat Who? ... The tall thin one?
Barry No, that’s my cousin Jessica.
The short one.
Nat Oh, that’s my friend Mary.
Barry Where’s she from?
Nat Australia. She’s Australian. Note!
Barry How old is she? tall >< short
Nat She’s 11. Come on, let’s go and say hello. thin >< plump
young >< old
Barry Cool!
? Word
How old: ask for
age
5 Answer the questions.
1 Who is Barry’s cousin? Jessica is Barry’s cousin.
2 Where is Mary from? Mary/She is from Australia.
Where: ask about
place 3 How old is Mary? Mary/She is 11.
Who: ask about
people
Vocabulary
Character adjectives
6 1.6 Listen and repeat. Which words contain blended consonants?
Note!
Adjectives
In English, adjectives do 1 kind 2 funny 3 friendly 4 polite 5 clever
not change in gender
or in number. They go
before a noun but after
the verb to be
7 Write the
names of four of your family members. Ask and answer as in the example.
e.g. Ann is tall. She’s
got a clever parrot. A: Who’s Paul? A: What is he like?
Her parrot is clever. Paul Helen
B: He’s my dad. B: He’s clever. Mary Ted
11
Hello!
have got (affirmative/negative)
affirmative negative
I/ You have got I/ You have not got
(‘ve got) (haven’t got)
He/ She/ It has got He/ She/ It has not got
(’s got) (hasn’t got)
We/ You/ They have We/ You/ They have not
got (’ve got) got (haven’t got)
I’ve got a dog.

I haven’t got a cat.
Maria has got a cat.
Read the theory box. Then look at the table below and complete the
1 sentences as in the example.
Gary Helen
hamster ✓
parrot parrot ✓
goldfish ✓ ✓
rabbit ✓ goldfish
frog ✓
has got a hamster.

1 Gary _____________
2 Gary has not/hasn’t got a parrot.
rabbit hamster
3 Gary and Helen have/’ve got a goldfish.
4 Helen has/’s got a rabbit.
5 Helen has not/hasn’t got a frog.
6 Gary has/’s got a frog.
frog
Correct the sentences as in the example.
2
No! Kelly hasn’t got a cat. She’s got a dog.
1 Kelly has got a cat. (a dog) ___________________________________________
2 Joey has got a brother. (a sister)
No! Joey hasn’t got a brother. He’s got a sister.
3 They have got a daughter. (a son)
Note!
No! They haven’t got a daughter. They’ve got a son.
4 I have got a parrot. (a frog) No! I haven’t got a parrot. I’ve got a frog.
’s is the short form
of the third person
Rewrite the sentences as in the examples.
singular (he/she/it) 3
of the verbs have Paul is from the UK.
1 Paul’s from the UK. _________________________
got and be (is)
e.g. He’s got a cat. = 2 Steve’s got a rabbit. Steve has got a rabbit.
_________________________
He has got a cat.
He’s eleven. = He is
3 Mary’s American. Mary is American.
eleven. 4 Tony’s got a hamster. Tony has got a hamster.
5 Bob’s got a sister. Bob has got a sister.
12
Hello!
1 To present and practise the verb ‘have got’
(affirmative & negative)
• Ss’ books closed. Write on the board: I have got
a pen. Show your pen to Ss. Explain that we use
have got to show possession. Write next to the
sentence: I’ve got a pen. Explain how the
contracted form of the verb have got is formed.
Continue with the rest of the persons.
Alternatively, use the cartoon to present have
got. Go through the table with Ss.
• Ask Ss to read the theory.
• Explain the task and read out the example in
Ex. 1.
• Ask Ss to complete the sentences in closed pairs.
2 To practise the verb ‘have got’ (affirmative

& negative)
• Give Ss time to correct the sentences.
3 To consolidate comprehension of the short

form of the third-person singular of have/be
• Read out the Note! box and then explain the
task and read out the examples.
• Give Ss time to rewrite the remaining sentences
and then check their answers on the board.
12(T)
Hello!
4 To present and practise the verb ‘have got’
(interrogative & short answers)
• Present the interrogative form of ‘have got’.
Point to a S and ask: Has Tim got a dog? (Yes, he
has.) Ask: Has Tim got a cat? (No, he hasn’t.)
Write these on the board and underline ‘Has …
got’, Yes, he has. /No, he hasn’t.
• Explain that the last two sentences are short
answers. Elicit from Ss how short answers are
formed (Yes + personal pronoun/noun + have/
has – No + personal/pronoun/noun + haven’t/
hasn’t). Alternatively, you can use the cartoon
to explain how we form the interrogative &
short answers of have got.
• Ask Ss to read the table and then read out the
examples.
check Ss’ answers on the board.
5 To practise the verb ‘have got’

• Explain the task and then read out the example.
check Ss’ answers.
6 To present/practise the possessive case

(’s – of the)
• Read out the theory box and explain the
possessive case.
• Go through the cartoon with Ss. Elicit when we
use whose (to ask about possession). Give Ss
time to complete the task.
7 To present whose
• Point to a student’s book and say: Whose book
is this? (It’s [Paula’s].) Write it on the board.
Indicate some desks in the classroom and say:
(Whose desks are these? They are the students’
desks.) Write it on the board.
• Read out the ?Word box.
• Give Ss’ time to complete the remaining items.
13(T)
have got (interrogative & short answers)

interrogative short answers
Yes, I/ you have.
Have I/ you got …?
No, I/ you haven’t.
Yes, he/ she/ it has.
Has he/ she/ it got …?
No, he/ she/ it hasn’t.
Yes, we/ you/ they have.
Have we/ you/ they got …?
No, we/ you/ they haven’t.
Have you got a Yes, I have.

Read the theory box. Complete the questions. sister, Helen?
4 Then answer them.
Her name’s Iris.
Have you ________

1 “________ got a cat?” “Yes, I ________
have .“
2 “Has Jack got a brother?” “Yes, he has.“
3 “Have they got a frog?” “No, they haven’t.“
4 “Has Julie got a sister?” “No, she hasn’t.”
5 “Have Zack and you got a hamster?” “Yes, we have.”
Form complete questions, then answer them as in the example.

5
1 you/a big family? Have you got a big family? Yes, I have.
__________________________________________
2 your best friend/brother? Has your best friend got a brother?
Yes, he/she has./No, he/she hasn't.
Whose notebook
3 you/a sister? Have you got a sister?
is this ?
Yes, I have./No, I haven't.
4 your parents/cat? Have your parents got a cat?
It’s Nat’s Yes, they have./ No, they haven't.
notebook.
Possessive case (’s – of the)

one person + ’s two people + ’s
Mary’s aunt Bob and Al’s dog
Note: We do not use ’s for objects. We use of the.
The colour of the book is blue. (NOT: The book’s colour.)
Read the theory box. Then choose the correct item.

6
1 It’s the book of the girl/girl’s book.
2 The bag’s colour/colour of the bag is red.
3 Kate’s sister/The sister of Kate has got a frog.
4 Mark and Sam’s dog/The dog of Mark and Sam is small.
? Word
Whose: ask for
7 Write questions and answers as in the example.
1 book? Ann
2 hamster? Mario
Whose book is this? It’s Ann’s book.
_______________________________________
Whose hamster is this? It’s Mario’s hamster.
possession
3 ball? Tom and Peter Whose ball is this? It’s Tom and Peter’s ball.
13
Hello!
Numbers 1-20
1 1.7 Listen and repeat.
1 one 6 six 11 eleven 16 sixteen

2 two 7 seven 12 twelve 17 seventeen
3 three 8 eight 13 thirteen 18 eighteen
4 four 9 nine 14 fourteen 19 nineteen
5 five 10 ten 15 fifteen 20 twenty
Note!
Asking about telephone
In English,
numbers
when we
use 0 (zero) 2 Ask and answer as in the example. 1 26 50 82 78
in telephone 2 55 24 30 89
numbers, we
1 A: What’s your telephone number?
say oh NOT B: It’s two-six-five-oh-eight-two-seven-eight. 3 22 94 33 18
zero.
4 72 09 86 32
5 37 02 59 21
Numbers 21-100
Note! 21 twenty-one 27 twenty-seven 60 sixty

In English,
when we write
22 twenty-two 28 twenty-eight 70 seventy
23 twenty-three 29 80 eighty
a compound
number (any twenty-nine
number made
up of two
words), we use 24 twenty-four 30 thirty 90 ninety
a hyphen in
between them
e.g. 46 forty-six. 25 twenty-five 40 forty
100 a/one hundred
26 twenty-six 50 fifty
4 1.9 Listen and circle the number you hear.
1 12 20 3 50 15 5 30 13
2 10 100 4 42 24 6 8 80
14
Hello!
1 To present & practise numbers (1-20)
• Play the recording. Ss listen and repeat the
numbers.
• Ask Ss to count from 1-20 one after the other.
2 To practise asking about telephone numbers

• Read the Note! aloud.
• Choose two Ss to read through the example
dialogue.
• Allow Ss some time to complete the task with the
rest of the numbers in closed pairs.
• Ask some pairs to act out their dialogues.
Answer Key
B: It’s double five – two – four – three – oh –
eight – nine.
B: It’s double two – nine – four – double three –
one – eight.
B: It’s seven – two – oh – nine – eight – six – three
– two.
B: It’s three – seven – oh – two – five – nine – two
– one.
3 To present and practise numbers (21-100)

• Read the Note! aloud.
• Play the recording. Ss listen and repeat the
numbers.
4 To distinguish between numbers

• Play the recording.
• Ss listen and circle the correct number.
• As an extension, T can prepare bingo cards with
various numbers from 1-100, then play BINGO
with their Ss. Say numbers, from 1-100. Ss in
teams write the number on the board.
T: 26
Team A S1: twenty-six
14(T)
Hello!
5 To present a/an and the
• Read out the cartoon. Elicit/Explain that the
words in bold are used when we talk about sb
or sth in general. Elicit when we use a (before
singular nouns starting with a consonant
sound) or an (before singular nouns that begin
with a vowel sound). Go through the grammar
rules.
• Ask Ss to give other examples of their own if
possible.
• Go through the use of the in the theory table.
6 To practise a/an, the

• Allow some time for Ss to complete the
exercise. Ss can work in closed pairs.
15(T)
a/an – the
a an This is
a smartphone a ball an ipod an umbrella a ball. This is an
umbrella.
• We use a/an when we talk about a person, animal

or thing in general.
• We use a before singular nouns that begin with
a consonant sound, e.g. a book
• We use an before singular countable nouns that
begin with a vowel sound, e.g. an egg BUT an hour
the
We use the when we talk about something specific or
something mentioned before.
The pen on the desk is Mary’s.
This is a smartphone. The smartphone is black.
5 Read the theory box.
6 Fill in the gaps with a/an or the, then

circle the correct colour. Which of the
words in bold contain blended
consonants? green, purple, black, blue,
grey
1 2 3 4
This is an anorak. This is a purse. This is an alarm This is a watch.

The anorak is The purse is clock. The alarm The watch is
pink/white. green/purple. clock is yellow/black. purple/blue.
5 6 7 8
This is an umbrella. This is an e-reader. This is a sharpener. This is a schoolbag.

The umbrella is The e-reader is The sharpener is The schoolbag is
red/black. grey/brown. orange/yellow. pink/green.
15
Hello!
Greetings
Goodbye!/
Bye! Hi!/Hello!
Good
morning!
Good Good
afternoon! Good night!
evening!
Greetings – Introducing yourself/others
2 a) Complete the dialogue with the phrases below.

• Goodbye • Hello • This is • Nice to meet you
Note! Mrs White: 1) Hello, I’m Mrs White.

What’s your name?
In English speaking
countries, people use Nat: Hello, Mrs White. My name’s Nat.
Mr/ Mrs/ Ms + a 2) This is Barry.
surname to address
Mrs White: 3) Nice to meet you, Barry.
their teacher
e.g. Hello, Ms Green. Barry: Nice to meet you, too. 4) Goodbye!
(NOT: Hello Kate or
Hello teacher.) Mrs White: Bye.
b) 1.11 Listen and check. Then read the dialogue aloud.
16
Hello!
1 To present greetings
• Explain that the sentences in Exercise 1 are
typical ones the British use to greet people.
• Play the recording. You can ask Ss to provide
their native language equivalents.
• Ss repeat chorally or individually.
2 a) To complete a dialogue
• Read out the phrases and give Ss time to use
them to complete the dialogue.
b) To listen and read a dialogue

• Play the recording. Ss listen and check their
answers to Exercise 2a.
• Divide the class into groups of three and ask
them to take roles and read the dialogue
aloud.
16(T)
Hello!
3 To present classroom language
• Pay attention to Ss’ pronunciation and
intonation.
4 To present and practise the imperative

• Read out the Note! box and go through the
table. Elicit how we form the imperative. Point
out that we can use please to sound more
polite.
• Ask a pair of Ss to model the activity using the
example.
• Have Ss complete the task in pairs. Ask various
pairs around the class to share their answers.
(Ss’ own answers)
17(T)
Classroom language
Listen. Don’t talk, please.
Read.
Sit down, please.
Close your books. Open your books.
Come to the
board, please. Write in your
notebooks.
Stand up, please.
Imperative
Note!
We use the form example

imperative to affirmative base form of the verb Open your books.
give: an order
negative Don’t + base form of the verb Don’t open your books.
e.g. Stand up.;
instructions
e.g. Open your
book on page 25.
4 Make imperative sentences. Then your partner acts out what you
ask him/her to do.
Student A: Stand up, please.
Student B: (stands up)
17
England, Scotland, Wales and Northern Video

Ireland are parts of the United Kingdom (UK).
London is the capital city. English is the
official language. Great Britain is the island
with England, Wales and Scotland.
★ Edinburgh is the capital city of Scotland.

A famous landmark in Edinburgh is
Edinburgh Castle.
• Stirling is a city in Scotland. A famous
landmark in Stirling is the William
1) Stirling
Wallace Monument.
★ London is the capital city of England. 2) Edinburgh
A famous landmark in London is the
Palace of Westminster. 8) Derry
• Bath is a city in England. A famous
landmark in Bath is the ancient Roman Spa.
7) Belfast
★ Cardiff is the capital city of Wales. A famous
landmark in Cardiff is the Millennium 6) Bangor
Stadium.
• Bangor is a city in Wales. A famous
landmark in Bangor is the Menai Straits
Bridge.
★ Belfast is the capital city of Northern Ireland. 3) London

A famous landmark in Belfast is the Albert 5) Cardiff
Clock.
4) Bath
• Derry is a city in Northern Ireland. A famous
landmark in Derry is the old City Wall.
• official language • island • landmark • monument

• stadium • bridge • wall
What are the

benefits of speaking 1 Look at the map. Which countries are in Great Britain? Listen,
1.13
English? Discuss. read and check.
2 Read the texts and complete the cities on the map. Choose one part of
Note! the UK and present it to the class.
We do not use the
with names of cities, 3 Collect information about your country under the headings: country –
towns or villages. capital city – other cities – landmarks. Present your country to the class.
18
Hello!
1 To present the United Kingdom
• Ask Ss to look at the map. Elicit which countries
are in Great Britain.
• Play the recording. Ss listen and read the text
and check.
Answer Key
England, Wales and Scotland are in Great Britain.
2 To complete a map
• Ask Ss to read the texts and then complete the
labels on the map.
• Ask various Ss to present different parts of the
UK to the class.
England is one part of the UK. The capital city of
England is London. The Palace of Westminster is a
famous landmark in London. Bath is another city in
England and a famous landmark in Bath is the
ancient Roman Spa.
3 To develop presentation skills;

to develop research skills
Ask Ss to work in groups and look up information on
the Internet or in encyclopaedias/ other reference
books and then use the information to present their
country to the class.
Country: Vietnam
Capital city: Hanoi
Other cities: Ho Chi Minh City, Đà Nẵng and Huế
Landmarks: Hạ Long Bay, Hanoi Citadel, Khải Định
Tomb
I am from Vietnam. The capital city of Vietnam is Hanoi.
Other cities are Ho Chi Minh City, Đà Nẵng and Huế.
Some famous landmarks in Vietnam are Hạ Long Bay,
Hanoi Citadel and Khải Định Tomb.
18(T)
Hello!
1 To draw a map To draw an itinerary
• Explain the task and give Ss time to draw their • Explain the task and explain what an itinerary is
map and complete it including pictures. (A planned route or journey). Ask Ss to plan a
• Ask various Ss to present their maps to the class. trip to the cities in Exercise 1 and draw an
• Alternatively, assign the task as HW and display itinerary on their map.
the maps around the class. • Ask various Ss to share their answers with the
Suggested Answer Key class.
(Ss’ own answers)
Hanoi Ho Chi Minh City
4 a) To do research about the Vietnamese

flag
• Give Ss time to research online about the
colours of the Vietnamese flag and their
meanings.
• Ask Ss to tell the class.
• Note: As the English words for the meanings
of the colours are advanced, Ss are not
Huế Đà Nẵng expected to know them. Accept answers in
students' native language and try to explain
their meanings in simple terms.
2 To prepare a poster
• Explain that ‘national pride’ is a feeling of
• Ask Ss to work in small groups and copy the happiness and satisfaction from being a
headings into their notebooks. Give them time citizen of your country.
to collect information about famous landmarks • Ask Ss how they feel about their flag and
in the cities in Exercise 1 and complete their their nationality.
notes.
• Give Ss time to prepare a poster. Display the
The colours of the Vietnamese flag are red and
posters in the class.
yellow. Red is for bloodshed during the struggle
Suggested Answer Key for liberation and yellow is for the colour of
Name of landmark What it is Where it is Vietnamese people’s skin.
Ho Chi Minh mausoleum Hanoi
Mausoleum b) To expand the topic
Củ Chi Tunnel tunnel Ho Chi Minh City • Explain the task and give Ss time to research
other flags with the same colours as theirs.
• Ask Ss to tell the class.
3 To present landmarks in Vietnam
Ask various Ss to present Vietnamese landmarks to
China, Spain, Croatia, Liechtenstein, Kyrgyzstan,
the class using the map in Exercise 1 and their
Belgium, etc.
notes from Exercise 2.
My country is famous for its landmarks. Ho Chi
Minh Mausoleum is a mausoleum in Hanoi. The Củ
Chi Tunnel is a system of tunnels in Ho Chi Minh
City.
19(T)
■ Hanoi (capital city)
● Ho Chi Minh City
● Đà Nẵng ● Huế
Project Time
1 Draw the map of Vietnam in 2 Copy the headings below in
your notebook and complete it with your notebook. Collect information
the name of the capital city and other about famous landmarks in each of
cities/towns. Put photos of each the cities in Exercise 1 and write it
city/town and label them. under the headings. Prepare a poster.
Label the photos.
Name of the landmark What it is (castle, bridge, wall, monument, tower, etc.) Where it is
Plan a trip to
the cities in
Exercise 1. Draw Presentation Skills
an itinerary.
3 Use the map in Exercise 1 and your notes in Exercise 2 to present the
landmarks to the class.
My country is famous for its landmarks. ... is a ... in ... .
VALUES
National pride
4 a) Look at the flag of Vietnam. What do the colours

on it mean? Research information. Tell the class.
b) Find flags of other countries with the same colours as

the Vietnamese flag. Tell the class.
See Writing Hello! p. 124 19

05 RO gr6 VIET Ts Mod 1_NOVHN_05 RO gr6 VIET Ts Mod 1 7/6/2021 4:49 PM Page 50
What’s in this unit? 1
2
• Vocabulary
- rooms/places of
a house 3
- furniture & appliances
- house features
- ordinal numbers
- places in a town
• Grammar
- plurals
- this/these – that/those
- there is/there are
Upstairs
- a/an – some – any
- prepositions of place Downstairs
- possessive case (’/’s)
• Reading E
- Darren’s blog (blog –
completing sentences)
- British homes (article
– identifying R/W/DS
statements)
22
21
• Listening
- dialogues (multiple
choice)
• Speaking 23
- describing your home
- presenting your 20
dream house 19
18
• Writing
- a letter about your
house
• CLIL (Maths): Draw a map
• Culture Spot: UK Prime
Minister office
• Values: Home
Vocabulary
Rooms/Places of a house
1 Match the rooms (1-5) to the pictures (A-E).

1.14 Listen and check, then repeat.
1 C child’s bedroom 4 A parents’ bedroom

2 D kitchen 5 E living room
3 B bathroom
20
Home & Places

cover.
1 To match rooms to pictures

• Ask Ss to look at the pictures and then read out
the rooms in the list.
• Give Ss time to match the rooms to the pictures.
• Play the recording for Ss to check their answers.
• Play the recording again with pauses for Ss to
repeat chorally and/or individually.
20(T)
2 To present vocabulary for furniture &

appliances
• Tell Ss to point to the numbered items.
• Elicit the students’ native language equivalents.
(Ss’ own answers)
3 To categorise vocabulary
• Explain the task. Ask Ss to write the headings
into their notebooks.
• Ask Ss to work in pairs and write all the words
in Exercise 2 under the correct headings.
4 To ask and answer questions and

consolidate the new vocabulary
• Ask Ss to work in pairs and ask and answer
questions following the example.
A: Where are the curtains?
B: They are in the parents’ bedroom.
A: Where’s the toilet?
B: It’s in the bathroom.
A: Where’s the desk?
B: It’s in the child’s bedroom.
A: Where’s the coffee table?
B: It’s in the living room. etc.
Extra Activity
Ask Ss to look at the pictures of the rooms for 1
minute. Ss work in pairs. S1 closes their book. The
other says a sentence. The first S has to say in
which room the item is.
e.g. S1: cooker
S2: kitchen
After some time swap roles and continue.
21(T)
Video
B C
B C 8
8
7
4 7 9
6 9
10
5 11
D
13
15
12
14 Garage
16
17
Furniture & Appliances

2 1.15 Listen, point and say. What are these words in your language?
1 curtains 7 desk 12 sink 18 sofa
2 pillows 8 wardrobe 13 cupboards 19 coffee table
3 bed 9 single bed 14 cooker 20 armchair
4 toilet 10 bedside 15 fridge 21 lamp
5 bath cabinet 16 table 22 painting
6 washbasin 11 carpet 17 chairs 23 fireplace
3 Complete the table with the number of the words in Exercise 2.

furniture 3, 7, 8, 9, 10, 13, 16, 17, 18, 19, 20
appliances 14, 15, 21
others 1, 2, 4, 5, 6, 11, 12, 22, 23
4 Ask and answer as in the example.

A: Where’s the single bed? B: It’s in the child’s bedroom.
21
1a
1a Reading
Reading
Reading
1 Look at the picture. What type of house is it? Video

1.16 Listen and read to find out.
Hello,
my name’s Darren There are all types of houses in London, but my house isn’t an ordinary home –
and I’m from London, my house is a canal boat!
England. My mum’s Lyn Canal boats are long, thin boats. Our boat is red and green, and its name is
and my dad’s Peter.
“Paper Moon”. It isn’t very big, but it is very cosy.
Paper Moon is our
house. Inside, there are four rooms. There is my parents’ bedroom. There is also a
living room, with a small sofa and a table. My bed is under the sofa. There is a
bathroom with a shower and a toilet. There is also
a small kitchen with a cooker.
My house is small, but it is quiet and
beautiful.
It’s a great place to live!
• ordinary • canal boat • long
• cosy • shower • quiet
2 Read the text and complete the sentences.

1 Darren is from London, England.
2 His house is a canal boat.
3 Canal boats are long and thin.
4 The name of Darren’s boat is “Paper Moon”.
5 Darren’s bed is under the sofa.
22
Reading
Reading 1a
1a
1a
• Ask Ss to look at the picture and elicit Ss’
guesses as to what type of house it is.
out.
Answer Key
The house is a canal boat.

• Give Ss time to read the text again and
complete the sentences.
• Give Ss time to look up the meanings of the
words in the box.
22(T)
11a
a 3
Reading
Reading
To consolidate comprehension of a text Darren’s house is a canal boat. It is a long, thin
• Allow Ss time to review the text and find the boat. It is red and green. Its name is “Paper Moon”.
items. There are four rooms: his parents’ bedroom, the
• Check Ss’ answers on the board. living room with a sofa and a table, the bathroom
with a shower and a toilet, and the kitchen with a
Answer Key cooker.
Furniture: sofa, table
Appliance: cooker
7 To write about Darren’s house
• Ask Ss to write two reasons why Darren’s house
4 To present adjectives and match them to
is special and then to compare their house and
their opposites
Darren’s house.
• Read out the Study Skills box.
• Read out the adjectives in the list and explain/
elicit their meanings. Darren’s house is special because it is a canal boat
• Give Ss time to find the opposites in the text. and it is very beautiful. My house is bigger. It is
• Check Ss’ answers. very big and has got a garden.
5 To present/practise vocabulary for house Extra Activity

features Working teams
• Play the recording with pauses for Ss to repeat One S from Team A says cardinal number from 1
chorally and/or individually. to 100. One S from Team B says and writes the
• Give Ss time to complete the gaps in the ordinal number.
sentences 1-6. e.g. Team A S1: 12
• Check Ss’ answers. Team B S1: 12th twelfth
After some time swap roles and continue the
Ordinal numbers activity.
• Go through the list of numbers with Ss. Focus
Ss’ attention on how we write ordinal numbers.
• Ss do the task. Check on the board.
Answer Key
27th twenty-seventh
30th thirtieth
42nd forty-second
56th fifty-sixth
64th sixty-fourth
6 To present Darren’s house

• Ask Ss to write the headings in their notebooks.
• Give Ss time to make notes under them.
• Ask various Ss to use their notes to present
Darren’s house to the class.
Type of house: canal boat
Description: long, thin boat, red and green
Name: “Paper Moon”
Rooms & furniture: Four rooms, living room – sofa
and table, bathroom – shower and toilet, kitchen –
cooker
23(T)
Reading
Reading 1a
1a
3 Read the text again. Find two pieces of furniture and one appliance.
4 Find the adjectives in the text that are opposites to the adjectives below.
Study skills
1 unusual home >< ordinary home 3 big sofa >< small sofa
Learning opposites
2 short boats >< long boats 4 noisy house >< quiet house
Learn words with
their opposites. 5 ugly house >< beautiful house
This helps you
remember them
e.g. thin >< plump.
Vocabulary
House features
5 Listen and repeat. Then complete the gaps with the words
1.17
in the picture. roof

chimney
balcony
door
walls windows
garden
Ordinal numbers
1 The walls are white.
1st = first
2 The door is blue.
2nd = second
3rd = third 3 The roof is yellow with a chimney on it.
4th = fourth
5th = fifth 4 There are beautiful flowers in the garden.
6th = sixth 5 There are four windows with a great view of the garden.
7th = seventh
8th = eighth 6 There’s a big balcony upstairs outside the bedroom.
9th = ninth
10th = tenth
11th = eleventh
Speaking & Writing
12th = twelfth
13th = thirteenth 6 Read the text in Exercise 1 again and make notes under the headings:
20th = twentieth type of house – description – name – rooms & furniture. Use your notes to
21st = twenty-first present Darren’s house to the class.
Write the ordinal
numbers for: 27, 30,
42, 56, 64. 7 Write two reasons why Darren’s house is special. Which house is
bigger, Darren’s or yours? Why?
23
1b
1b Grammar
Grammar
This is my room.
This is my bed and Plurals – this/these – that/those
those are posters of my
favourite singers. Nouns most nouns -s, -ss, -sh, -ch, -x, -o vowel + -y consonant + -y -f, -fe
ending in + -s + -es + -s y + -ies f/fe + -ves
Singular
cap dress key butterfly leaf
Plural
caps dresses keys butterflies leaves
Irregular: person – people, man – men, child – children, woman – women,
foot – feet, tooth – teeth
1 Read the theory box. Write the plurals.
1 one brush – two brushes 5 one bus – two buses
2 one baby – two babies 6 one boy – two boys
3 one box – two boxes 7 one scarf – two scarves
4 one child – two children 8 one tooth – two teeth

Note!
We use this/these
for people/things 2 Look at the picture. Write what Mary says.
near us. This is my cap. 7
We use that/those 6
for people/things
far from us.
4
5
1
3
2
24
Grammar
Grammar 1b
1b
1 To present/practise plurals
• Direct Ss’ attention to the theory box and ask
various Ss to read the cartoon and the examples
aloud.
• Read the theory aloud and make sure Ss
understand how to form plural nouns.
• Give Ss time to write the plurals.
2 To practise this/these – that/those

• Point to a thing near you and say. This is a pen.
Explain that we use this for sth/sb near us. Point
to sth far from you and say: That is a desk.
Explain that we use that for sth/sb far from us.
• Ask Ss to look at the picture and read out the
example.
Answer Key
2 These are my keys.
3 This is my watch.
4 Those are my posters.
5 Those are my boxes.
6 That is my guitar.
7 That is my dress.
24(T)
11b
b Grammar
Grammar
3 To present/practise there is – there are 6 To compare two living rooms
• Ss’ books closed. Say and write on the board. • Explain the task and read out the example.
There is a pen on the desk. Explain that we use • Ask Ss to work in pairs and compare their living
there to say that sth exists. Say and write on the room to Paul’s living room.
board. There isn’t a book on the desk. Elicit how • Monitor the activity around the class and then
we form the negative form of there is. Say and ask some Ss to share their answers with the
write on the board. Are there pencils on the class.
desk? Yes, there are. Elicit how we form the • Check Ss’ answers.
interrogative and short answers. Go through
the cartoon, then go through the table. Allow
In my living room, there is a sofa. In Paul’s living
Ss some time to complete the gaps.
room, there is a sofa, too. In my living room, there
is a desk. In Paul’s living room, there isn’t a desk. In
my living room, there is a coffee table. In Paul’s
4 To practise there is – there are living room, there is a coffee table, too.
• Explain the task. Allow Ss some time to complete
the sentences.
5 To practise there is – there are

• Explain the task and read out the example
exchanges.
• Ask Ss to ask and answer in pairs using the
picture and the prompts.
A: Is there a sofa?
B: Yes, there is.
A: Is there a carpet?
B: Yes, there is.
A: Is there a coffee table?
B: Yes, there is.
A: Is there an armchair?
B: Yes, there is.
A: Are there two windows?
B: No, there aren’t.
A: Is there a cooker?
B: No, there isn’t.
A: Are there curtains?
B: No, there aren’t.
A: Is there a fridge?
A: Is there a lamp?
B: Yes, there is.
A: Is there a desk?
25(T)
Grammar
Grammar 1b
1b
Is there a sofa in
there is – there are your bedroom?
singular plural
affirmative There is/ ’s … There are …
negative There is not/ isn’t … There are not/ aren’t …
interrogative Is there …? Are there …?
Yes, there is. Yes, there are.
short answers
No, there isn’t. No, there aren’t. No, there isn’t.
There’s an
armchair.
3 Read the theory box. Complete the gaps with is, isn’t, are or aren’t.
In the living room, ...
1 there isn’t a bed. (✗) 4 there is an armchair. (✓)
2 there is a bookcase. (✓) 5 there are books on the desk. (✓)
3 there aren’t four chairs. (✗) 6 there aren’t two windows. (✗)
4 Complete the gaps with the correct form of there is or there are.
1 A: Is there a carpet in the 3 A: Is there a bookcase in your

room? room?
B: Yes, there is. B: No, there isn’t.
2 A: Are there paintings on the 4 A: Are there four chairs in the

walls? kitchen?
B: No, there aren’t. B: Yes, there are.
5 Look at Paul’s living room. Ask and answer questions as in the

example.
se
gs • bookca
• two paintin ta ble
et • coffee
• sofa • carp s
two window
• armchair • id g e
rtains • fr
• cooker • cu
• lamp • desk
A: Are there two paintings? A: Is there a bookcase?

B: No, there aren’t. B: Yes, there is.
6 Compare your living room to Paul’s.

In my living room, there is a sofa. In Paul’s living room, there is a sofa, too.
In my living room, there are three armchairs. In Paul’s living room, there is
one armchair.
25
1c
1c Vocabulary
Vocabulary
Cannon Street MA
CINE
HOSPITAL POLICE STATION SCHOOL
SUPERMARKET
Apple Street DEPARTMENT
STORE
PARK
CLOTHES FAST FOOD Palm Street SPORTS

Orange Street
GYM POST SHOP RESTAURANT SHOP
Oak Street
Mar
RESTAURANT OFFICE
ple
CAR
PARK
Stre
Brown Street
et
MUSEUM LIBRARY
venue
THEATRE
MUSIC SHOP BOOKSHOP FISHMONGER’S
Pine A
TOY SHOP
Park Avenue
Places in a town
Note!
1 Look at the map.
We use the imperative
to give: an order e.g.
Stand up.; instructions
e.g. Open your book
2 Tell your partner which places are/aren’t near your house.
on page 25. Near my house, there is a cinema, a gym and a park. There isn’t a toy shop.
Speaking
Giving directions
• Go up /down /
3 Use the phrases in the box and the map to give directions from:
along (a road).
• the school to the bookshop • the fishmonger’s to the hospital
• Turn left.
• the police station to the library • the gym to the museum
• Turn right.
• the restaurant to the police station
• Take the first/second, etc. A: Can you tell me how to get to the bookshop, please?
left/right.
B: Certainly. First, go down Marple Street and turn right into Park Avenue ... .
1
Announcements & Messages in public places
4 Look at the pictures below. In which of the places in Exercise 1 can you
see them? What do they mean? 6
4
2
3 5
26
Everyday English
Everyday 11cd
1 To present shops & services Suggested Answer Key
• Ask Ss to look at the map. Play the recording 1 library – do not use your mobile phone
with pauses for Ss to repeat chorally and/or 2 park – do not walk on the grass
individually. 3 hospital – only emergency vehicles can park here
• Check Ss’ pronunciation and intonation. 4 supermarket – please return your trolley here
5 cinema – the film showing at the moment
6 gym – shower before you use the pool
• Allow Ss some time to do the task in closed pairs.
(Ss’ own answers)
3 To give directions
• Read out the box and explain the task and ask
two Ss to model the example.
• Ask Ss to take turns and give directions in pairs
using the phrases in the box and the map.
• Monitor the activity around the class and then
ask some pairs to give directions in front of the
class following the example.
B: … and the bookshop is opposite the toy shop
on the corner of Pine Avenue.
A: Can you tell me how to get to the hospital,
please?
B: Certainly. First, go along Park Avenue and then
turn right into Pine Avenue. Then, take the
second left into Apple Street and the hospital is
on the right.
A: Can you tell me how to get to the library, please?
B: Certainly. First, turn right into Marple Street
and then turn left into Park Avenue. The library
is next to the fishmonger’s.
A: Can you tell me how to get to the museum,
please?
B: Certainly. First, turn right into Pine Avenue.
Then, turn left into Park Avenue. The museum
is next to the theatre.
A: Can you tell me how to get to the police station,
please?
B: Certainly. First, turn left into Pine Avenue. Then,
turn right into Apple Street. The police station
is next to the cinema.
4 To read for comprehension

• Ask Ss to look at the pictures and elicit in which
of the places in Exercise 1 you can see each of
the signs.
• Elicit what they mean from various Ss around
the class.
26(T)
11d
c Vocabulary
Vocabulary
1 a) To read for specific information Suggested Answer Key
Ask Ss to look at the pictures and then give A: Your house is great!
them time to read the dialogue and decide B: Thanks. What’s your house like?
which picture shows Barry’s bedroom. A: It’s quite big. There is a living room and a
kitchen downstairs. Upstairs there are three
Answer Key
bedrooms and two bathrooms.
B B: Is your room big?
A: Yes, it is. There’s a bed, a desk with a computer
b) To read for cohesion and coherence on it, a bookcase, a wardrobe and a carpet on
• Ask Ss to read the sentences A-D and then the floor.
give them time to read the dialogue again B: Is there a balcony?
and complete the gaps. A: No, there isn’t but that’s OK.
• Check Ss’ answers. B: Why’s that?
A: Because there is a really big garden outside.
2 To act out a dialogue
Pronunciation
Ask Ss to work in pairs, take roles and act out the
dialogue. To pronounce \A…\, \O…\
• Explain the task and play the recording.
3 To complete exchanges • Ss listen and tick the correct box. Check Ss’
answers.
• Play the recording again. Ss listen and repeat
either chorally or individually.
4 To role play a dialogue

• Explain the situation and ask Ss to read the
advert.
• Remind Ss that they can use the dialogue in
Exercise 1 as a model as well as any ideas of
their own to complete the task.
• Ss complete the task in pairs. To help Ss, draw
the following diagram on the board and elicit
appropriate phrases Ss should use. Write them
on the board. Ss can refer to the diagram while
doing the task.
A B
Your house is …! Thanks. What’s your
(Comment on house) house like?
(Thank A. Ask about
their house.)
It’s … There is … Is your room …?
(Describe house) (Ask about room)
Yes. There’s a … and Is there a …?
(Respond & describe (Ask about a
bedroom) feature)
No, there isn’t. But … Why’s that?
(Respond & (Ask reason)
comment)
Because there is …
(Give reason)
27(T)
Everyday
Everyday English 1d
1d
Describing your home
1 a) Which is Barry’s bedroom, A or B? Read through the dialogue to find out.
A Barry Your house is awesome!

Nat 1) Thanks. What’s your house like?
Barry It’s really big. There are four bedrooms.
Nat 2) Is your room big?
Barry Yes, it is. There’s a bed and a desk with
a computer on it.
Nat 3) Sounds nice. Is there a garden?
B Barry No, there isn’t, but
that’s OK. A Why’s that?
t’s your
Nat 4) Why’s that? B Thanks. Wha
house like?
Barry Because there’s a big
big?
park opposite my C Is your room
Is there
house! D Sounds nice.
a garden?
Note!
b) Complete the dialogue with the sentences (A-D).
Sentence stress is 1.19 Listen and check. Which words are stressed in each sentence?
accent on certain
words within a
sentence.
2 Act out the dialogue in pairs.
3 Complete the exchanges with the phrases below.

• What’s your house like? • Is your room big? • Is there a garage?
• Is it near a park?
What’s your house like?
1 A: ___________________________ 3 A: Is your room big?
B: My house is small and modern. B: No, it’s small.
2 A: Is there a garage? 4 A: Is it near a park?
B: No, there isn’t, but there’s B: Yes, it is.
a garden.
4 Act out a dialogue similar to the one in Exercise 1 about your

house and bedroom. Mind the sentence stress.
Pronunciation a \A…\, \O…\
1.20 Listen and tick (✓). Listen again and repeat.
\A…\ \O…\ \A…\ \O…\ \A…\ \O…\

garden ✓ bathroom ✓ small ✓
awesome ✓ wardrobe ✓ carpet ✓
27
1e
1e Grammar
Grammar
a/an – some – any There is a book
There are some books
Note! on the table, too.
in the bookcase.
singular (a/an) plural (some/any)
a/an + singular
countable nouns There are some
affirmative There is a book.
some + plural books.
countable nouns in There isn’t a There aren’t any
the affirmative negative
poster. posters.
any + plural
countable nouns in Is there an Are there any
interrogative
the negative and armchair? armchairs?
interrogative
1 Look at the picture. Complete the sentences (1-10). Use There is, There
isn’t, There are, There aren’t, Is there, Are there and a/an, some or any.
1 There is a bed.
2 There aren’t any windows.
3 There isn’t a wardrobe.
4 Are there any pillows on the bed?
5 There isn’t an armchair.
6 There are some books in the bookcase.
7 There aren’t any cupboards.
8 There is a lamp.
9 There aren’t any tables.
10 Is there a desk?
Possessive case (’s/’)
singular countable nouns + ’s e.g. the boy’s guitar

plural countable nouns + ’ e.g. the boys’ bicycles
irregular plural nouns + ’s e.g. the children’s room
2 Use the words in brackets to complete the gaps as in the example.

boys’ watches . (boys/ watches)
1 These are the _________________
2 This is the girls’ room. (girls/ room)
3 That is the men’s office. (men/ office)
4 Those are the women’s hats. (women/ hats)
5 These are the children’s caps. (children/ caps)
28
Grammar
Grammar 1e
1e
1 To present/practise a/an – some – any,
there is/there are
• Read out the Note! box and the theory and
elicit/explain that we use a/an for singular
countable nouns and some for plural countable
nouns and uncountable nouns. Go through the
cartoon with Ss.
• Ask Ss to look at the picture and then give them
time to complete the sentences.
2 To present/practise the possessive case (’s/’)

• Read out the theory box and then explain the
task.
• Give Ss time to complete the sentences.
28(T)
11e
e Grammar
Grammar
3 To present prepositions of place Suggested Answer Key
• Present prepositions of place using your book. Hello everyone!
Put your book on the desk, then ask and My ideal bedroom is big with blue curtains and a
answer: Where’s my book? It’s on the desk. Put carpet on the floor. There is a bed with some pillows
your book in your bag, then ask and answer: on it. There is a poster of my favourite singer on the
Where’s my book? It’s in my bag. etc. Present wall above the bed. It’s great! What’s your ideal
the rest of prepositions of place in the same bedroom like?
way.
• Read out the Note! box. Extra Activity
• Refer Ss to the drawings and ask Ss to say where
Work in pairs. A S hides the ball somewhere in the
the owl is.
bedroom in Exercise 4. The other S asks questions
Suggested Answer Key until he/she finds where the ball is.
The green owl is in the box. e.g. S1: (Hides ball under the bed.) Where is the
The blue owl is under the box. ball?
The blue owl is in front of the box. S2: Is it on the bed?
The blue owl is behind the box. S1: No, it isn’t.
The blue owl is near/next to the green owl. S2: Is it behind the bedside cabinet?
The blue owl is opposite the green owl. S1: No, it isn’t. etc.
The blue owl is below the box.
The blue owl is above the box.
4 To practise prepositions of place

• Ask Ss to look at the pictures and then read the
text and choose the correct prepositions.
5 To practise prepositions of place

• Read out the ?Word box.
• Read out the example and ask Ss to ask and
answer in pairs following the example using
prepositions of place and the question word.
A: Where is the poster?
B: It’s above the bed on the wall.
A: Where is the box?
B: It’s under the bed. etc.
6 To describe your ideal bedroom

• Read out the Warning box. Ask Ss to complete
the description of an ideal bedroom using their
own ideas and using the text in Exercise 4 as a
model.
check Ss’ answers around the class.
29(T)
Grammar
Grammar 1e
1e
Prepositions of place
Note!
We use
prepositions of
place to show
in front of
where someone on in under behind
or something is.
next to/near opposite below above
3 Look at the drawings and say.

The blue owl is on the box.
4 Look at the picture. Read the text and choose the correct preposition.
This is my bedroom. It has got brown

curtains and a carpet 1) under/in
front of the bed 2) in/on the floor.
There is a bedside cabinet
3) opposite/under the window
4) next to/below the bed.
There is a lamp 5) on /in the bedside
cabinet. There is a poster 6) above/
on the bed 7) on /below the wall and
there is a box 8) in front of/under
the bed. My bedroom is great!
? Word
Where: ask about
5 Look at the picture in Exercise 4. Ask and answer questions.
A: Where’s the bedside cabinet?
place
B: It’s next to the bed.
Writing
6 Post a description of your ideal bedroom (about 40-50 words). Use

the text in Exercise 4 as a model.
Warning IDEAL BEDROOM ✎ Update Status Add Photos/Video

Internet safety:
Hello everyone!
Do not give
your personal My ideal bedroom is ____________________ . There is ______________________ .
information to There are ____________________ .
people you It’s great! What’s your ideal bedroom like?
don’t know. Friends only ▼ Post
29
1f
1f Skills
Skills
Video
terraced
Terraced houses are in long rows.
They are in city centres. There is
sometimes a garden at the back.
There are many types of houses in the UK. Let’s take a look!
detached cottage
A detached house is on its own
In the
with a garden and a driveway.
countryside,
Detached houses are big and
there are
expensive and are usually in
cottages. They
the suburbs.
are small and
pretty with big
semi-detached gardens.
Semi-detached houses
are two houses together. block of flats
They are in the suburbs.
In city centres, there are blocks
of flats. These homes are on
top of each other!
bungalow
Bungalows have
only got one
floor. They are in
small towns and
the suburbs.
• driveway
• suburb
Reading
• floor
• row 1 1.21 Look at the pictures. Which of these houses are in big cities in
• countryside
the UK? Read and listen to find out.
2 Read the text again and decide if the sentences are R (right), W (wrong)
or DS (doesn’t say).
1 Bungalows have got two floors. W
2 Terraced houses have always got a garden in the back. W
3 Cottages are expensive houses. DS
4 Blocks of flats are in city centres. R
30
1f
1f
1 To listen and read for specific information
• Ask Ss to look at the pictures. Explain that they
show types of houses in the UK. Elicit which of
the houses are in big cities in the UK.
• Play the recording. Ss listen and read to find
out.
Answer Key
There are terraced houses and blocks of flats in big
cities in the UK.

• Ask Ss to read the text again and then mark the
statements according to what they read.
• Ask Ss to look up the meanings of the words in
the box.
• Play the video and elicit Ss’ comments.
30(T)
11ff Skills
Skills
3 To read for specific information 7 To complete a letter about your house
• Ask Ss to read the text again and answer the • Explain the task and ask Ss to write a letter to
questions. their English-speaking friend about their house
• Check Ss’ answers. using the letter frame to help them and
including the points mentioned.
4 To present British houses • Allow Ss time to complete the task and check
their answers.
Read out the example and then ask various Ss
• Alternatively, assign the task as HW and then
around the class to present other types of British
check Ss’ answers in the next lesson.
houses to the class.
Answer Key
Hi Liam,
Bungalows are small. They’re in small towns and
Thanks for your letter. My house is great! It is in the
the suburbs. They’ve only got one floor.
suburbs. Outside, there is a big garden and a
garage. Inside, there is a living room and a kitchen
Culture Spot
downstairs. Upstairs there is a bathroom and three
To develop cross-cultural awareness; to large bedrooms.
practise research skills Write soon.
Ask Ss to read the information about the Presidential Katerina
Palace in Hanoi. Ss, research for the place where the
Prime Minister of the UK works and present it to the
class.
Number 10 Downing Street in London is where the
Prime Minister of the UK works. It is a brick building
with a black front door.
5 To listen for specific information

• Ask Ss to read the questions and look at the
picture options.
• Play the recording. Ss listen and complete the
task.
6 To practise punctuation
Read out the Punctuation box and explain the task.
Give Ss time to complete it and check their answers.
31(T)
Skills 11ff
3 Answer the questions. What types of houses …
1 are in city centres? There are terraced houses and blocks of flats in city
centres.
2 have got a garden? Detached houses, cottages and some terraced
Culture Spot houses have got a garden.
The Presidential 3 are expensive? Detached houses are expensive.
Palace in Hanoi is 4 are in the countryside? Cottages are in the countryside.
the office of the
President of
Vietnam. It is a big
Speaking
yellow building with
a beautiful garden.
4 Present one of the different types of British homes to the class.
Detached houses are big. They’re usually in the suburbs. They’ve got
gardens and driveways. They are expensive.
Listening
5 1.22 Listen and choose the correct answer (A, B or C).

Where is the 1 Where’s the sofa?
office of the Prime
Minister of the UK? A B C
2 Which floor is Mark’s house on?

A
4th B
5th C
6th
3 What isn’t there in his room?
A B C
Punctuation
Punctuation marks
We use:
• a full stop (.) at the
end of a sentence Writing (a letter about your house)
e.g. My house is big.
• commas (,) to
separate elements
6 Punctuate the sentences.
in a list 1 Is there a garden outside?

e.g. There is a sofa, 2 My house has got a kitchen, a living room, two bedrooms and a bathroom.
a lamp, an armchair
and a TV in the 3 My house is great!
living room.
• a question mark (?)
at the end of
7 Complete a letter to your English-speaking friend about your house (about
50 words). Write about where it is and what there is outside/inside.
interrogative
sentences
e.g. Is it small? Hi ______________ ,
• an exclamation Thanks for your letter. My house is great! It is in
mark (!) when we __________________ . Outside, there is ____________ . Inside, there is
want to give
____________ .
emphasis in an
affirmative or Write soon.
negative sentence ______________
e.g. I love my house!
See Writing 1 p. 125 31

Video
1 How can you draw a map of your bedroom? Read through to find out.
2 1.23 Read the text and complete the missing words. Listen and check.
Draw a Map
Maps are pictures. They show the real world, but very small.
Let's draw a map!
What you need:
graph paper
ruler
pencil
What you do:
Choose two objects 1) in your bedroom,

like your bed and your desk.
Walk from the bed to 2) the desk. Count

how many steps you take. Write down the
number of steps. Measure everything in
your bedroom – the furniture, the floor and
the windows – in the same way.
Use the measurements to draw a map of

3) your bedroom on the graph paper.
Every step is the same as one square
on the graph paper. Draw straight lines
with your ruler.
At the bottom of the paper, write

• step 1 step = 1 square. This 4) is a map of
• measure your bedroom.
• measurement

1 What is a map? A map is a picture. It shows the real world, but very small.
2 What are the things you need to draw a map?
You need a pencil, a ruler and graph paper to draw a map.
4 Use the information in the text to draw a map of your bedroom.

32 Present it to the class.
CLIL (Maths)
1 To read for gist
• Elicit Ss’ guesses as to how to draw a map of
their bedroom.
• Give Ss time to read the text and find out.
Answer Key
You measure the distance with steps and write
them down. You draw a map using the
measurements in steps.
2 To read for cohesion and coherence

• Give Ss time to read the text and complete the
words with the missing letters.
• Play the recording for Ss to listen and check
their answers.
words in the box.
3 To answer comprehension questions based

on a text
• Give Ss time to answer the questions referring
back to the text as necessary.
4 To draw a scaled map of your room;

to practice Maths
• Explain the task and give Ss time to complete it
and then ask them to present their maps of
their rooms to the class.
• Alternatively, assign the task as HW and have Ss
present their maps in the next lesson.
bed
bookcase
carpet
desk

1 square = 1 step
This is a map of my bedroom. There is a single bed
and a carpet on the floor. There is a desk opposite
the bed and a bookcase next to it.
32(T)
Right on! 1
1 To describe Hugo's dream house Suggested Answer Key
Ask Ss to look at the picture and describe it. “There’s no place like home”, right? What is your
dream home like? A big house? A small house? Well,
my dream house is a special one. My dream house is
Hugo’s dream house is on a tree. It has got two in the suburbs. It is huge. Outside the house, there is
floors and is very small. a big garden and a garage with a driveway. Inside
the house, there are six rooms. There is a kitchen
2 To develop critical thinking skills and a living room downstairs and a bathroom and
• Explain the task and ask Ss to complete the two bedrooms upstairs. My bedroom is on the top
table. floor.
• Give Ss time to draw a picture. In the living room, there is a sofa and a coffee table.
It has got big windows with red curtains. There is a
fridge, a cooker and some cupboards in the kitchen.
There is a table with six chairs, too. There is a big
my bedroom bath, a toilet and two washbasins in the bathroom.
There is a bed, a desk and a chair in my sister's room
and a big bed and two bookcases in my parents’
sister’s parent’s bedroom. In my room, there is a desk with a
room bathroom bedroom computer on it, a big bed and a balcony with a
great view of the garden. Wherever our house is,
big or small, it is special to us. After all, “home is
living where the heart is.”
kitchen garage
room
4 a) To develop values
Read the saying aloud and give Ss time to
driveway consider what it means and discuss it in pairs.
garden
Then elicit explanations from various Ss.
Where it is: suburbs ‘My home, my castle’ means that you can do
Size: huge whatever you want in your home and that you
Outside: garden, garage, driveway should take care of it.
Inside: living room, kitchen, 3 bedrooms,
bathroom
b) To develop critical thinking skills
Furniture in each room: living room – sofa, coffee
table, curtains, windows; kitchen – fridge, cooker, • Explain the task and read out the words.
cupboards, table, six chairs; parents’ bedroom – • Give Ss time to complete the sentence and
big bed and two bookcases; bathroom – big bath, Elicit answers from Ss around the class.
toilet, two washbasins; my sister’s bedroom – bed, Suggested Answer Key
desk and a chair; my bedroom – desk, computer, My home is great because it’s modern.
big bed, balcony
My dream house isn’t similar to Hugo’s dream • Refer Ss to the Song Section on p. 120
house.
3 To develop presentation skills

• Ask various Ss to present their dream house to
the rest of the class using their answers to
Exercise 2 and their drawing.
• Refer Ss to the Presentation Skills Section in the
workbook for more details.
33(T)
Project Time 1
1 Look at Hugo’s dream house. Where is it? How many floors has it got?
Is it big?
2 What is your dream house like? Complete the table below,

then draw a picture of it. How similar is it to Hugo’s?
Furniture in
Where it is Size Outside Inside
each room
countryside small balcony kitchen _________________

town big garden living room _________________
suburb huge garage bathroom _________________
city centre driveway bedroom _________________
Presentation Skills
3 Use your answers in Exercise 2 and your drawing to present your dream
house to the class.
My dream house is in … . It is … . Outside the house, there is … . Inside the
house, there are … rooms. There is a … . In the living room, there is … etc.
VALUES
My home, my castle.
Home
4 a) Discuss the saying.
b) Complete the sentence. Use one of these words: big,

beautiful, small, old, modern, cosy.
My home is great because it’s ______________________________ .
See Song Section p. 120 33

1 Progress
Progress Check
Vocabulary 5 Choose the correct item.
1 These are the men’s/mens’ hats.
1 Choose the odd word out.
2 The sofa is under/opposite the chair.
1 kitchen – bedroom – bathroom – carpet
3 These are the girls/girl’s dresses.
2 bookcase – wardrobe – library – cupboard
4 The carpet is above/in front of the bed.
3 pillow – armchair – sofa – chair
5 The wardrobe is in/near the bed.
4 floor – door – window – garden
5x1=5
5 hospital – garage – gym – cinema
5 x 2 = 10
6 Fill in the gaps with this, these, that, and those.
2 Find the places and complete the

crossword. 1 ☞ ☞
2 That is a chair and this is a desk.
1
2 ☞ ☞
4
These are books and those are magazines.
4
L
I
1 2
3 ☞ ☞
G Y M B
U R That is a guitar and these are glasses.
3
3 H O S P I T A L
E R 4 ☞ ☞
U Y
M Those are shoes and this is a cap.
4x2=8
4x2=8
Everyday English
Grammar
7 Complete the dialogue with:
3 Fill in the gaps with there is or there are. • It’s great!
1 There are curtains in the bedroom. • Is there a balcony?
• What’s your new house like?
2 There is a cooker in the kitchen.
• What’s your room like?
3 There are two windows in the room.
A Hi, Paul! 1) What’s your new house like?
4 There is a table in the living room.
B Hi, Jessie! 2) It’s great! It’s got a kitchen,
4x1=4
a living room and a bathroom
downstairs, and two bedrooms and a
4 Fill in the gaps with some or any. bathroom upstairs.
A 3) What’s your room like?
1 Are there any books on the desk?
B It’s not very big. There’s a bed, a desk
2 There are some pillows on the bed. and a chair.
3 There aren’t any posters on the wall. A 4) Is there a balcony?
4 There are some cupboards in the B Yes, there is.
kitchen. 4x1=4 4 x 3 = 12
34
Reading Writing
8 Read the text and answer the questions 10 Complete a letter to Mark about your
in your notebook. neighbourhood (about 50 words).
Write about where it is, what there
is/isn’t in it and how you like it.
ce
Independence Pala See Suggested Answer Section
Hi Mark,
My neighbourhood is ____________________ .
Independence Palace, or Reunification Palace, is a It’s got _______________________________ .
beautiful palace in Ho Chi Minh City. The palace has There isn’ t ____________________________ .
got five levels with over 100 rooms. There is one My neighbourhood is ____________________ .
ground floor, three main floors and two mezzanines. What about your neighbourhood?
There are tunnels, a war room, a card-playing room, Write soon.
a casino and a telecommunications centre. There is a ___________________
heliport on the roof where helicopters can land.
Outside, there are beautiful gardens. It is open every
17 points
day from 7:30 a.m. until 4:00 p.m. The palace is
TOTAL: 100 points
close to Bến Thành Market. There, people can buy
souvenirs and try amazing Vietnamese dishes.
Competences
See Suggested Answer Section
1 Where is Independence Palace? Good Very Good Excellent

2 How many levels has it got?
3 What is there on the roof? Now I can …
4 When is it open?
4 x 5 = 20
Vocabulary
• talk about rooms, furniture & appliances in
Listening
a house
9 Listen and choose the correct
1.24 • talk about places in my town
answer (A, B or C). • use ordinal numbers
1 Where’s the desk? Reading
A B C • complete sentences
• identify R/W/DS statements
Listening
2 Which floor is John’s house on? identify key information (multiple choice
A 2nd B 5th C 8th questions)
Speaking
3 What hasn’t Kate got in her bedroom?
A B C • give directions
• describe my house
• present my ideal house
4 Where’s Peter? Writing
A B C • punctuate sentences
• write a letter about my house
4 x 3 = 12
35
06 RO gr6 VIET Ts Mod 2_06 RO gr6 VIET Ts Mod 2 7/6/2021 4:37 PM Page 80
e&
ily routin
Mary’s da ctivities
a
free-time
IN THE MORNING 12:00 a.m. – 12:00 noon

What’s in this unit? 1 2
• Vocabulary
- daily routine/
free-time activities
- the time
- school subjects
• Grammar
- linkers (first, then,
next, after (that)) get up take a shower
- Present Simple
- adverbs of frequency
- prepositions of time AT NOON 12:00 p.m. IN THE AFTERNOON 12:00 noon – 6:00 p.m.
- question words
• Reading 6 7
- School days in the UK
(article – identifying
R/W/DS statements)
- Gareth Bale (article –
matching, completing
sentences)
• Listening
- Miguel’s timetable
(gap fill)
• Speaking have lunch finish school
- describing your daily
routine IN THE EVENING 6:00 p.m. – 12:00 a.m.
- making invitations –
accepting/refusing
11 12
• Writing
- your school timetable
for Monday
- an email about your
daily routine
• CLIL (Citizenship):
Green Neighbourhoods
• Culture Spot: UK most
popular sport have dinner watch TV
• Values: Cooperation
Note!
Vocabulary
In English, we can use the 12-hour clock or
the 24-hour clock when writing. We Daily routine/Free-time activities
normally use the 12-hour clock when
speaking, e.g. It’s 6:00 p.m. NOT: It’s 18:00.
1 2.1 Look at the pictures. Listen and repeat.
80
36
Every day
cover.
1 To present vocabulary for daily routine/

• Tell Ss to look at the numbered pictures.
36(T)
2 To talk about your daily routine/free-time

activities
• Ask various Ss around the class to tell the rest of
the class about your (Mary’s) Monday routine.
I get up at 7 o’clock in the morning, take a shower
and have breakfast. Then, I brush my teeth. After
that, I walk to school. At noon, I have lunch. In the
afternoon, I finish school and come back home. I do
my homework and then I go to basketball practice.
In the evening, I have dinner. Then, I watch TV and
after that I watch videos online. Then, I play video
games and after that I go to bed.
37(T)
Video
3 4 5
have breakfast brush my teeth walk to school
8 9 10
come back home do my homework go to basketball practice
13 14 15
watch videos online play video games go to bed
Note!
Speaking
Linkers
We use first, then,
next, after (that)
2 Imagine you are Mary. Use phrases from Exercise 1 to tell the class about
your morning/afternoon/evening routine on Mondays.
to show sequence
of events. In the morning, I get up and take a shower. Then, I … .
37
2a
2a Reading
Reading
Video
Michael gets up at 7:30 a.m. and has his breakfast. His best
friend, Ben, lives next door, so they walk to school
together. They are in the same class at Greenwood
Primary School. There are 30 students in their class. All
students wear a school uniform.
The students have registration at 8:45 a.m. and lessons start
at 9:00 a.m. There is a short break at 10:30 a.m. and a lunch
break at 12:30 p.m. Michael brings a packed lunch from home,
but Ben buys a hot school dinner from the canteen.
In the afternoon, there are lessons again from 1:15 p.m. until
3:40 p.m. When school finishes, Michael and Ben have
football practice because they play for the school team.
At 4:30 p.m., Michael and Ben walk back home.
Michael takes a shower and does his homework. He has
dinner at 7:00 p.m. with his family. Then, he chats
online. He goes to bed at 9:30 p.m.
Note!
School dinners are hot
meals schools make.
We call them 'dinner'
though people eat
them at lunchtime.
• uniform
• registration
Reading
• packed lunch
• canteen 1 Michael and Ben are friends. What is a typical school day of theirs?
• team
• chat online
2 Read the text and decide if the sentences are R (right), W (wrong) or
DS (doesn’t say).
1 Michael and Ben walk to school together. R
2 There are three breaks in a school day. W
3 Ben likes the food from the canteen. DS
4 Michael and Ben aren’t good at football. W
5 Michael has a big family. DS
Speaking
3 Read the text again and say what Michael’s daily routine is. Use first,
then, next and after (that) to tell the class.
Michael gets up at 7:30 a.m. First, he has his breakfast, then he walks to
school.
38
Reading
Reading 2a
2a
• Ask Ss to look at the picture and elicit Ss’
guesses as to what a typical school day of theirs
is like.
out.
Answer Key
They get up, have breakfast and then go to school.
Then, they have football practice. After that, they
go home.

the statements according to what they read. Ss
check their answers in closed pairs.
words in the box.

• Allow Ss time to review the text and then ask
various Ss to talk about Michael’s daily routine.
Answer Key
Michael gets up at 7:30 a.m. First, he has his
breakfast and then he walks to school. He has
registration at 8:45 a.m. and then lessons. He has a
break at 10:30 a.m. and then eats lunch at 12:30
p.m. At 1:15 p.m., he has more lessons. After that,
he goes to football practice. Then, at 4:30 p.m., he
walks home. After that, he has a shower and next
does his homework. At 7:00 p.m., he has dinner with
his family. Then, he chats online until 9:30 p.m. After
that, he goes to bed.
38(T)
22a
a Reading
Reading
4 To present the time Answer Key
• Present the time. Draw a clock face on the 1. A: What time is it? 4. A: What time is it?
board. Explain when we use o’clock, a quarter B: It’s five o’clock. B: It’s half past five.
past, half past, a quarter to. 2. A: What time is it? 5. A: What time is it?
B: It’s (a) quarter B: It’s twenty to six.
o’clock past five. 6. A: What time is it?
3. A: What time is it? B: It’s (a) quarter to
B: It’s twenty past six.
a quarter to a quarter past
five.
half past 5 To present/practise vocabulary for school

• Read out the Note! box. subjects
chorally and/or individually. • Play the recording with pauses for Ss to repeat
• Ask Ss to work in pairs and ask and answer chorally and/or individually.
about the time following the example and • Elicit Ss’ favourite subjects from various Ss
using the clocks. around the class.
• Monitor the activity around the class. Suggested Answer Key
• If you want you can present digital times to Ss. My favourite school subjects are Science and Art.
You can use the following images.
• Ask Ss to look at the timetable.
• Play the recording and have Ss listen and
complete the gaps.
7 To write your school timetable; to

compare two timetables
• Ask Ss to write their school timetable for Monday
1 five o’ clock 2 ten past five 3 (a) quarter past using Tony’s as a model.
five • Have Ss compare the two timetables.
• Elicit comparisons from Ss around the class.
Time Monday Room
09:00-10:00 English E6
10:00-11:00 Music M2
11:00-11:15 Break
11:15-12:15 Science G5
12:15-01:15 Lunch
01:15-02:15 Maths M1
4 twenty past five 5 half past five 6 twenty to six 02:15-03:15 Art A7
My first lesson is English, but Tony’s is Maths. We

both have Music and then we both have a break. I
have Science at 11:15, but Tony has it at 1:30. We
both have a lunch break. After lunch, Tony has
Science and Art, but I have Maths and Art.
7 (a) quarter to six 8 ten to six 9 five to six
39(T)
Reading
Reading 2a
2a
Vocabulary
The time
Note!
We use falling 4 2.3 Listen and repeat. Then ask
intonation in
and answer.
wh-questions. A: What time is it? 1 five o’clock 2 (a) quarter
e.g. What time is it?
B: It’s __________________ . past five
3 twenty past 4 half past 5 twenty to 6 (a) quarter

five five six to six
School subjects
5 2.4 Listen and repeat. What are your favourite school subjects?
1 2 3 4
What are your
favourite school
activities? English Maths Science Art
• play basketball
• do computer- 5 6 7 8
based activities
• play music
• draw
• do crafts Physical Geography History Music
• sing songs, etc. Education (PE)
Tell your partner.
Listening & Writing
6 Listen to Tony talking about his school timetable for
2.5
Monday and complete the gaps (1-4).

Monday Room
8:30 J= 9:30 j~íÜë= oNM=
9:30 J= 10:30 1) jìëáÅ= oNO=
10:30 J= 10:45 _êÉ~â= =
10:45 J= 11:45 2) båÖäáëÜ= oU=
11:45 J= 12:45 mb= =
12:45 J= 1:30 iìåÅÜ=_êÉ~â= =
1:30 J= 2:30 3) pÅáÉåÅÉ= oT=
2:30 J 3:30 4) ^êí= oR
7 Write your school timetable for Monday. Compare it to Tony’s.

Tony has Maths from 8:30 to 9:30. I have Science from 8:20 to 9:20.
39
We play football
every Saturday.
Note! Present Simple (affirmative)

We use the Present
Simple for habits/ affirmative
routines, e.g. I go to singular I/ You play
school at 8:00 a.m.
He/ She/ It plays
Time adverbs/phrases
used with the Present plural We/ You/ They play
Simple: usually, often,
every day/week, etc.
1 a) Read the theory box. Write the third-person singular of the verbs
Spelling Rules in brackets.
3rd person singular
• verbs + -s
\s\ \z\ \Iz\ \s\ \z\ \Iz\
I eat – he eats 1 writes
(write) ________ ✓ 5 (eat) eats ✓
I like – he likes 2 (walk) walks ✓ 6 (do) does ✓
• verbs ending in -ss/
-sh/-ch/-x/-o + -es 3 (watch) watches ✓ 7 (try) tries ✓
I go – he goes, 4 (buy) buys ✓ 8 (finish) finishes ✓
I push – he pushes
• verbs ending in
consonant + -y: b) 2.6 Listen and tick (✓) the correct box. Then repeat.
-y ➝ -ies
I cry – he cries,
BUT verbs ending 2 Put the verbs in brackets into the Present Simple.
in vowel + -y + -s
I enjoy – he enjoys 1 He has (have) dinner at 8:00.
2 Ann catches (catch) the bus to school at 7:30 a.m.
3 Mary reaches (reach) school at 8:00 a.m.
4 Eric does (do) his homework in the afternoon.
5 Kate enjoys (enjoy) her lessons.
6 Bob washes (wash) his dog every Friday.
3 Complete the text with the verbs in the list in the correct form of the
Present Simple.
• chat • finish • eat • get up • go (x2) • have • watch • walk
Hà 1) gets up at 7:00 every morning. She 2) has/eats breakfast

and then she and her friend Hồng 3) walk to school. They
4) finish school at 4:30 and then Hà 5) goes to basketball
practice. In the evening, she 6) watches TV or she 7) chats with
her friends online after she 8) eats/has dinner. Hà 9) goes to
bed at 10:00.
40
Grammar
Grammar 2b
1 a) To present/practise the Present Simple
affirmative (third-person singular) Extra Activity
Say various verbs. Ss, in teams write the 3rd
• Present the Present Simple. Say: I go to
person singular on the board. Each correct answer
school. Write it on the board.
gets one point. The team with the most points is
• Underline go and explain that this verb is in
the winner.
the Present Simple. Point to a S, say: You go
e.g. T: I eat
to school. Write it on the board. Underline
Team A S1: he/she eats
go. Gesture to yourself and the class, say:
T: Correct! 1 point. I watch.
We go to school. Write it on the board.
Team B S1: he/she watches. etc.
Underline go. Point to a group of Ss, say:
They go to school. Write it on the board.
Underline go. Point to a S, and say: He/She
likes Maths. Write it on the board. Underline
likes. Explain that the 3rd person singular
usually takes an -s.
• Explain that we use the Present Simple for
habits & routines (actions we do every day),
permanent states (an action we do all the
time) and timetables. Explain that we form
the Present Simple in the affirmative with
personal pronoun + bare infinitive.
• Read out the theory box, the Note! box and
the cartoon.
• Read the Spelling Rules box aloud and give
Ss some time to study it.
• Offer further examples of the spelling rules
of the third-person singular by writing the
verbs miss, brush, catch, mix, go, cry on the
board. Stress the difference between the
spelling of play and cry.
Give Ss time to complete it.
b) To pronounce \s\, \z\ and \Iz\

(3rd-person singular verb endings)
• Play the recording. Ss listen and tick the
correct box.
• Play the recording again with pauses for Ss
to repeat chorally and/or individually.
2 To practise the Present Simple


• Give Ss time to read the text and complete the
gaps with the Present Simple form of the verbs
in the list.
40(T)
2b
4 To present the Present Simple negative
• Read out the theory box.
• Present the Present Simple negative. Write on
the board: I don’t like Maths and She doesn’t
like Art. Underline I don’t in the first sentence
and She doesn’t in the second sentence. Explain
that we use I/you/we/they don’t and he/she/it
doesn’t to form the Present Simple negative.
Read out the cartoon. Elicit how we form the
negative of the Present Simple.
Give Ss time to complete it.
5 To practise the Present Simple negative

with personal examples
• Give Ss time to complete the task and then read
their sentences to their partner.
• Ask various Ss around the class to share their
sentences with the class.
On Sundays, I don’t have lunch with my family at
12:00. I have lunch at 1:00 p.m.
On Sundays, I don’t prepare dinner. My mum
prepares dinner.
On Sundays, we don’t eat at a restaurant. We eat
at home.
On Sundays, I don’t go to the cinema. I watch a
DVD at home.
On Sundays, I don’t play football in the park.
I meet my friends.
6 To present prepositions of time

• Go through the table with Ss and read through
the example.
41(T)
Grammar
Grammar
Present Simple (negative)
full form short form

I/you do not like don’t like
singular
he/she/it does not like doesn’t like
plural we/you/they do not like don’t like
4 Read the theory box. Complete the sentences I don’t like

using the verbs in the list in the negative form. Maths. He doesn’t
like History.
• go • have • like • start • prepare
doesn’t like Music.
1 Chris _________________
2 They don’t have dinner at 4:00 p.m.
3 Lessons don’t start at 8:00 p.m.
4 He doesn’t go to school on Saturdays.
5 My mum doesn’t prepare lunch for us. We have lunch at school.
5 What do/don’t you do on Sundays? Use the phrases in the list to write
sentences. Tell your partner.
• have breakfast at 8:00 • have lunch with my family at 12:00
• prepare dinner • eat at a restaurant • go to the cinema
• play football in the park • meet my friends
On Sundays, I don’t have breakfast at 8:00. I have breakfast at 9:00.
Prepositions of time (at, on, in)
at on in
time: at 7 o’clock days: on Monday, months: in January

holidays: at Easter, on New Year’s Day seasons: in the winter/ spring/
at Christmas dates: on 2nd summer/ autumn
in the expressions: August in the expressions: in the morning/
at noon, at the part of a particular afternoon/ evening, in an hour, in a
weekend, at night day: on Friday minute, in a week/ month/ year/ few
night days
6 Fill in the gaps with at, on or in.

1 He doesn’t get up at 8:00 in the morning.
2 I haven’t got a music lesson on Thursdays.
3 We can meet in the afternoon.
4 We don’t visit our grandparents on Sunday mornings.
5 The children finish lessons at 3:00 p.m.
41
2c
2c Vocabulary
Vocabulary
Free-time activities
1 listen to music 2 do puzzles online 3 chat online
4 hang out with friends 5 play board games 6 do jigsaw puzzles
7 go to the theatre 8 go bowling 9 watch a film
10 go skateboarding 11 go to the mall 12 go to the amusement park
Note!
We use -ing form 2 Which of the activities in Exercise 1 do you like/love/not like/hate
after the verbs like, doing in your free time? Tell your partner. You can use your own ideas as
love, don’t like, hate well.
e.g. I like listening to
music. In my free time, I like chatting online and hanging out with my friends. I
don’t like going to the mall. I hate playing board games.
42
Everyday English
Everyday 2
2cd
1 To present free-time activities
2 To talk about free-time activities

• Ask Ss to tell their partner about the activities
they like/love/dislike/hate doing in their free
time.
ask some Ss to tell the class.
In my free time, I like listening to music. I love
watching films. I don’t like going bowling and I
hate doing jigsaw puzzles.
Extra Activity
Ss work in pairs. One S mimes activities from
Exercise 1. The other S says what he/she
likes/doesn’t like doing in his/her free time.
42(T)
22d
c Vocabulary
Vocabulary
1 To complete a dialogue Suggested Answer Key
Read out the phrases and give Ss time to use them A: Hi James!
to complete the dialogue. Ss work in closed pairs. B: Hello Rachel. How are you?
A: I’m great, thanks. Are you free on Saturday?
B: I think so. Why?
2 To listen for confirmation; to act out a
A: Can we go to the cinema?
dialogue
B: I’d love to. What time?
• Play the recording. Ss listen and check their A: Is 5:30 p.m. OK with you?
answers to Exercise 1. B: I’m afraid I can’t make it. I have basketball
• Ss take roles and act out the dialogue. practice until 6:00 p.m.
A: How about 7:00 p.m. then?
3 To complete exchanges B: 7:00 p.m is fine. See you!
• Read out the phrases and give Ss time to use Pronunciation
them to complete the exchanges. To pronounce \T\, \D\
• Explain the task, then play the recording.
4 To role play a dialogue • Ss listen and tick the correct box. Check Ss’
• Read out the Study Skills box. answers.
• Explain the situation and ask Ss to take roles and • Play the recording again. Ss listen and repeat
act out a dialogue similar to the one in Exercise 1. either chorally or individually.
• Remind Ss to use the dialogue in Exercise 1 as a
model as well as any ideas of their own to
complete the task.
doing the task.
A B
Hi …! Hi, … How are you?
(Greet B) (Greet A)
I’m OK. And you? I’m fine … Are you
(Respond) free …?
(Ask about A’s
plans)
I think so. Why? Can we go …?
(Respond & ask (Ask A to go to
reason) cinema)
Sure. … What time? Is … OK …?
(Agree and ask time) (Suggest a time)
I’m afraid … I have … How about …?
(Refuse and give (Suggest another
reason) time)
… is fine. See you!
(Agree)
43(T)
Everyday English
Everyday 2d
2d
Making invitations – Accepting/Refusing
1 Complete the dialogue. Use the

sentences (A-E).
Helen Hi, Nat!

Nat 1) Hi, Helen. How are you?
Helen I’m OK. And you?
Nat 2) I’m fine, thanks. Hey, are you free this afternoon?
Helen I think so. Why?
Nat 3) Can we go to the mall?
A Can we go to the ma
Helen Sure. I’d love to. What time? ll?
B Let’s meet at 4 o’cloc
Nat 4) Let’s meet at 4 o’clock. k.
C How about 5:30 th
en?
Helen Sorry, I can’t make it at 4:00. I have football
D I’m fine, thanks. He
practice at school until 5:00 y, are
you free this afternoo
Nat 5) How about 5:30 then? n?
E Hi, Helen. How are
Helen 5:30 is fine. See you! yo u?
2 2.8 Listen and check. Act out the dialogue in pairs.
3 Complete the exchanges with the sentences below.

• Is 3:00 OK with you? • I can’t make it. • How about 7:00 then? • I’d love to.
Is 3:00 OK with you?
1 A: ________________________
B: Yes, that’s fine with me.
2 A: Let’s go to the park.
B: Sure. I’d love to.
3 A: Would you like to meet this Saturday?
Study skills
B: Sorry. I can’t make it.
Speaking 4 A: How about 7:00 then?
Practise pronouncing
B: I’m afraid I can’t.
words/phrases in
English. This can
help you improve
your speaking skill. 4 You want to go to the cinema this Saturday with your friend.
Act out a dialogue similar to the one in Exercise 1. Mind the sentence stress.
Pronunciation th /T/, /D/
2.9 Listen and tick (✓). Listen again and repeat.

\T\ \D\ \T\ \D\ \T\ \D\
three ✓ then ✓ think ✓
that ✓ thanks ✓ there ✓
43
I always have
breakfast in the
Adverbs of frequency morning.
Note!
My daily routine
Adverbs of 100%
frequency show I always get up early.
how often we do
something. We I usually walk to school.
put them after
the verb to be I often go to the gym.
but before the
main verb.
I sometimes chat online in the evening.
I never go to bed late.

0%
Read the theory box. Then write the correct adverb of frequency.
1
1 John always (100%) walks to school.
2 Helen sometimes (≈25%) watches TV in the evening.
3 They often (≈50%) do their homework after lunch.
4 He is never (0%) late for school.
5 My dad usually (≈75%) has lunch at work.
Put the words in the correct order.

2
1 always/early/is/for work/He He is always early for work.
2 She/late/sometimes/is She is sometimes late.
3 shower/He/in the evening/usually/takes/a He usually takes a shower in
the evening.
4 on Sundays/They/go/often/to the park They often go to the park on
Sundays.
Put a tick (✓) in the correct box. Then tell your partner.
3
always usually often sometimes never

7:00 a.m. get up ✓
8:00 a.m. leave for school ✓
1:30 p.m. have lunch ✓
5:00 p.m. do homework ✓
7:00 p.m. have dinner ✓
9:30 p.m. go to bed ✓
I usually get up at 7:00 a.m.
Imagine your friend is a famous person. What is his/her daily

4 routine like?
Steve is a famous actor. He never gets up early. He always has a big breakfast.
44
Grammar
Grammar 2e
1 To present/practise adverbs of frequency
• Read out the theory and the cartoon. Elicit/
Explain what these adverbs show (show how
often we do something).
• Give Ss time to complete the sentences referring
to the table as necessary.
2 To practise adverbs of frequency and word

order
• Elicit where in the sentence the adverbs of
frequency appear (before the main verb, but
after the verb ‘to be’)
3 To practise adverbs of frequency with

personal examples
• Ask Ss to read the table and then put ticks in
the correct boxes for themselves.
• Read out the example and then elicit further
sentences from Ss around the class.
I usually get up at 7:00 a.m.
I always leave for school at 8:00 a.m.
I often have lunch at 1:30 p.m.
I sometimes do my homework at 5:00 p.m.
I never have dinner at 7:00 p.m.
I usually go to bed at 9:30 p.m.
4 To present a daily routine of an

imaginary famous person
• Explain the task and give Ss time to think about
their answers.
• Read out the example sentences and then ask
various Ss to present the daily routine of their
famous friend to the class.
Mark is a famous singer. He never goes to school.
He always eats lunch in a restaurant.
He often goes to the gym in the afternoon.
He usually goes to bed late.
44(T)
2e
5 To present/practise the Present Simple 7 To practise the Present Simple
interrogative & short answers • Explain the task and give Ss time to complete
• Present the Present Simple interrogative & short the task and check Ss’ answers.
answers. • Read out the example. Have Ss ask and answer
• Say and write on the board: Do I work in a in pairs.
school? – Yes, I do. and Does he work in a • Monitor the activity around the class.
school? No, he doesn’t. Explain that we use Do Answer Key
I/you/we/they and Does he/she/it to form
2 Yes, she does.
questions in the Present Simple. Focus Ss’
3 Yes, they do.
attention on the position of do/does (before
4 No, they don’t. They have dinner at 8:00.
the personal pronoun). We answer in short
form with Yes/No, I/you/we/they do/don’t and
he/she/it does/doesn’t.
• Ask Ss questions to check understanding.
T: Do you work?
S1: No, I don’t./Yes, I do.
T: Does your mother work?
S2: No, she doesn’t./Yes, she does.
T: Do we live in …?
S3: Yes, we do. etc.
• Alternatively use the cartoon to elicit how we
form the Present Simple interrogative & short
answers.
• Ask Ss to read the theory box and read out the
Note! box.
• Give Ss time to choose the correct items and
complete the answers.

interrogative & short answers
• Give Ss time to complete the task in pairs.
Answer Key
2 A: Does Sandra have Maths on Mondays?
B: Yes, she does.
3 A: Do you watch TV after dinner?
B: No, I don’t.
4 A: Do they have lunch at home?
B: Yes, they do.
45(T)
Grammar
Grammar
Do you like History?
Present Simple
No, I don’t.
Yes, I do.
Yes, I/ you do.
Do I/ you work?
singular
No, I/ you don’t.
Does he/ she/ it Yes, he/ she/ it does.
work? No, he/ she/ it doesn’t.
plural
Do we/ you/ they Yes, we/ you/ they do.

work? No, we/ you/ they don’t.
Note!
Read the theory box. Choose the correct item. Then complete the answers
In English, when we 5
give a short answer to
1 Do/Does you eat lunch at school? Yes, I do.
a Yes/No question, we
use the auxiliary verb 2 Do/Does your friends have dinner at 7:00 p.m.? No, they don’t.
do/does
e.g. Do you like Maths? 3 Do/Does Mary drive to work? Yes, she does.
Yes, I do. 4 Do/Does he have a shower in the morning? No, he doesn’t.
No, I don’t.
(NOT: Yes, I like. 5 Do/Does you and your friends play tennis? No, we don’t.
No, I don’t like.)
Form questions, then answer them.
We use rising
6
intonation in 1 Mario / like Art? (No)
Yes/No questions A: “Does Mario like Art?” B: “No, he doesn’t.”
e.g.
Do you walk to school? 2 A: “Does Sandra have Maths on Mondays?” - B: “Yes, she does.”
3 A: “Do you watch TV after dinner?” - B: ”No, I don't.”
4 A: “Do they have lunch at home?” - B: “Yes, they do.”
7 Fill in the gaps with the Present Simple of these verbs:

finish, work, have, not/go, you/get up, watch, you/do,
make, play and listen. Then answer the questions.
Hi Joshua!
How are you? What time 1) do you get up in the morning? I get up at 7:30 and my mum
2) makes breakfast for me and my sister, Karen. Karen is 21 and she 3) doesn’t go to
school. She 4) works in a bank. I go to school and my lessons 5) finish at 3:00. After that,
I 6) play football in the park with my friends. Then, I do my homework. In the evening, I
7) listen to music and my sister 8) watches TV. We usually 9) have dinner with our
parents at 8:00. What 10) do you do every day?
Write back.
Paul
1 Does Paul get up at 8:00? 3 Do Paul’s lessons finish at 3:00?

No, he doesn’t. He gets up at 7:30.
Yes, they do.
2 Does Karen work in a bank?
4 Do Paul and Karen have dinner at 9:00?
Yes, she does.
No, they don't. They have dinner at
8:00. 45
Fact File
Nickname: The Welsh Wizard
Date of birth: 16th July, 1989
Place of birth: Cardiff, Wales
Video
Gareth Bale is a great footballer. He usually

gets up early at 7:00 a.m. and goes to the gym.
After that, he takes a shower and then he eats
breakfast. At 9:00 a.m., Gareth goes to football
practice. Gareth always has a lunch break at
about half past one and then continues
training. He has Spanish lessons twice a week.
On the field, Gareth often scores goals.
His nickname is ‘the Welsh Wizard’.
Gareth is tall and runs very fast.
When Gareth doesn’t have training or a
match, he plays computer games and
watches DVDs or sports matches on TV. He
plays golf, too. He also helps different charities
that help children. His family is very important
to him and he likes spending time with them.
• nickname • training • twice

• field • wizard • charity
Reading
Culture Spot
1 Look at the picture. Say three things you think
Gareth Bale does every day.
Football is very
2.10 Listen, read and check.
popular in
Vietnam.
2 Read the text. Match phrases (1-3) to phrases (a-c) to make sentences.
Gareth Bale is 1 a very fast.
His birthday is 2 b a footballer.
Gareth runs 3 c on 16th July.
3 Complete the sentences.

1 Gareth goes to football practice at 9:00 a.m.
2 People call him the Welsh Wizard.
3 In his free time, he plays computer games, watches DVDs or sports
What is the
most popular sport
matches on TV and plays golf.
in the UK? 4 He likes spending time with his family.
46
2f
1 To predict the content of the text; to listen
and read for specific information
• Direct Ss to the picture and elicit Ss’ guesses as
to who Gareth Bale is and what he does every
day.
• Play the recording. Ss listen and follow the text
in their books and find out if their guesses were
correct.
I think he plays football every day. He probably goes
to the gym every day, too. In his free time, maybe he
plays computer games.
2 Reading for specific information

• Ask Ss to read the texts again and match the
phrases according to what they read.

• Give Ss time to complete the sentences referring
to the text as necessary.
Culture Spot
To develop cross-cultural awareness

Read out the box and then elicit the national game
of the UK.
Answer Key
The most popular sport in the UK is football.
46(T)
2f
4 To present/practise verbs associated with
• Explain the task and go through the list of verbs
and explain/elicit any unknown meanings.
5 To talk about Gareth Bale

• Ask Ss to ask and answer questions about
Gareth Bale following the example and using
question words from the Note! box as well as
the text to help them.
A: When is his birthday?
B: 16th July. What time does he get up in the
morning?
A: 7:00 a.m. Where does he go after he wakes up?
B: He goes to the gym. etc.

• Explain the task and ask Ss to read through the
gapped text about Miguel and think about
what information may be missing. (e.g. 1 time,
2 noun, 3 time, 4 noun, 5 time)
• Play the recording. Ss listen and fill the gaps.
7 To complete an email
• Read out the Opening/Closing remarks box.
• Ask various Ss to read their email to the class.
• Alternatively, assign the task as HW and check
Ss’ answers in the next lesson.
Hi Jack,
How are things? Here’s my daily routine. In the
morning, I get up at 7:00 a.m. Football practice
starts at 9:00 a.m. and at 12:30 p.m. we have lunch.
After lunch, we play a match. Dinner is at 6:30 p.m.
Then, at 9:30 p.m., I go to bed. It’s very tiring, but
it’s really great here!
Write back soon.
Miguel
47(T)
Vocabulary
Free-time activities
Note! 4 Complete the sentences with goes, have, plays, helps or spend.
Question words 1 My dad plays golf on Sundays.
Whose ball is this? Mark’s. 2 Robin goes to the gym in the afternoon.
(possession)
Who is he? He’s my best 3 At the weekend, I spend time with my family and friends.
friend. (people) 4 My mum helps a charity for children at weekends.
What is his surname?
Harris. (specific information) 5 I have piano lessons every Saturday.
How old is he? 12. (age)
Where does he come from?
New York. (place)
Speaking
When is his birthday?
2nd August. (time) 5 In pairs, ask and answer questions based on the text. Use question
Which school does he go to, words from the Note! box.
Aston or Brigges?
Aston. (choice between two A: Who is Gareth Bale?
alternatives) BUT B: A great footballer. What is his nickname?
How does he go to school? A: ‘The Welsh Wizard.’
By bus. (manner)
We use falling intonation in
wh- questions. Listening
e.g.
What’s his favourite sport? 6 2.11 Listen and complete Miguel’s timetable.
Miguel’s timetable
1) 7:00 a.m. get up
7:30 a.m. have breakfast
9:00 a.m. have football 2) practice
3) 12:30 p.m. have lunch
2:00 p.m. play a 4) match
6:30 p.m. have dinner
5) 9:30 p.m. go to bed
Writing (an email about your daily routine)

Opening/Closing remarks
7 Imagine you are Miguel. Complete an email to your English e-friend,
Thanks for the email. Jack, about your daily routine (about 50-60 words). You can use
How are things? phrases from the box to start/end your email.
Hope you are OK.
…
Have to go now. Talk ___________________
to you later. Hi Jack,
Hi Jack,
How are things?
… Here’s my dailyHere’s my In
routine. daily
theroutine.
morning, InI the morning, I. After
______________ ______________
lunch, we.
After lunch, we
______________ very tiring, .but
______________
. It’s It’s it’s
veryreally
tiring, but here!
great it’s really great here!
Write back soon.
Write back soon,
Miguel
Miguel

Reading
1 Look at the announcement. What does it advertise? What events are
taking place?
OF
BE PART
NEIGHBOURHOOD
on 28th June
Hambley Town Council is Other ways to help
organising events all over
• Drop off all your old
town to raise awareness
electrical items at the
about the environmental
town hall.
problems in our
neighbourhoods. There’s lots • Organise a
to see and do, so join in, and neighbourhood clean-up
help make your day and pick up litter on
neighbourhood green! your street.
• Help plant trees for a new • Cut down on air
‘green space’ behind the pollution by leaving your
town library. Let’s create car at home and walking
a relaxing place where or cycling. Let the
everyone can enjoy neighbourhoods breathe
Mother Nature! easy for a day!
And don’t forget that going green isn’t just

for a day, it’s a way of life.
For more information, visit the council’s website.
• raise awareness
• breathe 2 Think of another title for the announcement.
3 Match the phrasal verbs in bold to their synonyms in the list.

Note!
• collect • take something somewhere and leave it there • reduce
Phrasal verbs
consist of a verb and
a preposition or an 4 Think of one more environmental thing to do during this event.
adverb. When we add
the preposition or the 5 Imagine that it is Green Neighbourhood Saturday. Make a
adverb, then the leaflet about how to make neighbourhoods better. Display it in the
meaning changes classroom.
e.g. look for = search.
48
CLIL (Citizenship)
1 To predict the content of a text, to listen Suggested Answer Key
and read for gist Green Neighbourhood Saturday
• Ask Ss to look at the announcement and elicit There are lots of ways to make our neighbourhood
Ss’ guesses in answer to the questions. green!
• Play the recording. Ss listen and read to find out • Using electricity means burning fossil fuels so
if their guesses were correct. we should all try to cut down. Turn off the
lights when you’re not in a room and don’t
leave your computer on all night.
The announcement is for an environmental • We often don’t think about it, but there are
awareness day. The event is tree planting. water shortages around the world, so we
should be careful about the amount we use.
2 To provide an alternative title Don’t use a hosepipe to clean your balcony or
Elicit Ss’ suggestions from around the class. yard, turn off the tap when you’re brushing
your teeth, and have showers instead of baths.
• Most of what ends up in our bins is the
GET READY TO GO GREEN on 28th June packaging that our food comes in. But if you
make smart choices you can cut down on the
3 To consolidate phrasal verbs amount of food packaging that you put in the
• Ask Ss to read the phrasal verbs in bold. rubbish. For example, you could shop at
• Give Ss time to match them to the synonyms in farmers’ markets and choose supermarket items
the list. that have as little packaging as possible.
Answer Key
drop off – take something somewhere and leave it
there
pick up – collect
cut down on – reduce
words in the box.
4 To expand the topic

• Read out the rubric and give Ss time to consider
their answers.
• Ask various Ss to share their answers with the
rest of the class.
5 To make a leaflet
• Explain the task and ask Ss to work in small
groups and research online for suggestions
about what people can do to make their
neighbourhood green. Elicit answers and offer
help (e.g. volunteering to clean up rubbish,
raising money, planting trees, etc.)
• Give Ss time to prepare a leaflet covering all the
points mentioned.
• Alternatively, assign the task as HW.
• Display the leaflets around the classroom.
48(T)
Right on! 2
1 To draw a map of one’s ideal 4 a) To discuss the value of cooperation
neighbourhood • Ask Ss to read the statements and discuss
• Ask Ss to work in small groups and research which ones they agree/disagree with in pairs.
online about great neighbourhoods and collect • Ask various Ss to tell the class.
ideas about their ideal neighbourhood for each Suggested Answer Key
of the aspects listed.
I agree that working together is fun. It brings
• Have Ss draw a map and tell their ideas to the
people together and it encourages people to talk.
rest of the class.
It means everyone makes decisions, and it makes
Suggested Answer Key the work easier. I disagree that it leads to more
My ideal neighbourhood is a place where the mistakes or that it takes more time.
streets have wide pavements and bicycle lanes.
There are brick houses with grey roofs. There is a b) To express an opinion
park with a playground for kids, too. People say
Give Ss time to consider their answers and then
hello to each other and they feel safe. It has a good
ask various Ss to tell the class.
public transport system, too. It’s a place where
there are lots of other facilities. There is a Suggested Answer Key
supermarket, a post office, a cinema and a gym. I think people should work together because more
There are some nice cafés, too. people means more ideas and less work because
everyone shares it.
Play the recording. Ss listen and make notes. Elicit
which of the ideas in the recording were the same
as their ideas.
The recording mentions wide streets and people
talking to each other and feeling safe. These are
also some of the features of my ideal
neighbourhood.
3 To give a presentation on one’s ideal

neighbourhood
Give Ss time to prepare their presentation and then
ask various Ss to present their ideal neighbourhoods
to the class.
Good morning everyone! What does your
neighbourhood look like? Is it in a busy city or in a
quiet village? My ideal neighbourhood is a place in
the city where people feel comfortable and safe.
There are wide streets, beautiful buildings and a
good public transport system. There are lots of
facilities such as a supermarket, a post office, a
cinema and a gym. Children play in the park while
older people enjoy walking or reading their
favourite book there in the mornings. Police
officers patrol my neighbourhood, so everyone
feels safe. Would you like to live in my ideal
neighbourhood? I would. Thanks for listening.
49(T)
Project Time 2
1 What is your ideal neighbourhood like? Think about

streets, buildings, parks, transport and facilities. Draw a map of the
area and tell the class.
My ideal • where everyone talks to each other

neighbourhood • where people feel safe on the streets
is a place … • with good schools and libraries
2 2.13 Listen to two people presenting their ideal neighbourhoods and
make notes in your notebook. Are the features of their neighbourhoods

the same as yours?
Presentation Skills
3 Use your ideas in Exercise 1 to present your ideal neighbourhood to the class.
VALUES
Cooperation
4 a) Read the statements. Which do you
agree with? Which do you disagree with?
Talk with your partner.
Working together ...
1 is fun. 5 encourages people to talk.

2 brings people together. 6 means everyone makes decisions.
3 leads to more mistakes. 7 makes the work easier.
4 takes more time.
b) Why should people work together? Tell the class.

2 Progress Check
Progress
Vocabulary 5 Choose the correct item.
1 Does Anna live/lives in Madrid?
1 Underline the correct word.
No, she does/doesn’t.
1 He goes/gets up at 8:00. 2 Paul and I don’t/doesn’t play tennis.
2 We usually have/do lunch at 1:00. 3 Do/Does you walk to school?
3 Tom has/does his homework in the Yes, I do/ does.
afternoon. 4 My mum tidy/tidies the house every day.
4 We walk/take back home after school. 5 She doesn’t/don’t go to work on
5 She helps/watches a charity for Saturdays.
children. 6 He live/lives in Hanoi.
5x1=5
6x1=6
2 Fill in the gaps with take, play, go, watch

and brush.
1 In the evening, I play video games. 6 Put the words in the right order.
2 We watch TV in the afternoon. 1 We/school/walk/to/every day/.
3 I always take a shower in the morning. We walk to school every day.
4 We brush our teeth in the morning. 2 late/Tom/is/for school/never/.

Tom is never late for school.
5 They go to the gym in the evening.
3 always/We/at/dinner/8:00/have/.
5x1=5
We always have dinner at 8:00.
3 Fill in the gaps with amusement, hanging, 4 evening/in/watch/They/TV/the/.
puzzles, board and shopping They watch TV in the evening.
1 Ann likes playing board games. 5 have/Mondays/We/music lessons/on/.
We have music lessons on Mondays.
2 He hates doing jigsaw puzzles.
5x1=5
3 Keith likes hanging out with his friends
at weekends.
4 We don’t like going shopping at the Everyday English
mall.
5 They love going to the amusement 7 Complete the dialogue with:
park every Saturday evening. • Sure. • Are you free on Saturday?
5x1=5 • Why? • How about 3:00 then?
• Let’s meet at 1 o’clock.
Grammar A Hi Justin! 1) Are you free on Saturday?
B I think so. 2) Why?
4 Write the third-person singular.
A Can you come to my house?
1 She works (work) as a teacher.
B 3) Sure. What time?
2 He buys (buy) books online.
A 4) Let’s meet at 1 o’clock.
3 She washes (wash) the car every Friday.
B Sorry, I can’t make it at 1:00. I have a
4 He chats (chat) online in the evenings. piano lesson.
5 She studies (study) English on Mondays. A 5) How about 3:00 then?
5x1=5
B 3 o’clock is fine. See you there.
5 x 3 = 15
50
Reading Writing
8 Read the text and complete the sentences. 10 Complete an email to your English
friend, Stan, about what you do on
School life in Vietnam Sundays (about 50-60 words).

The school year in Vietnam begins in September and
ends in May. Most schools in Vietnam require uniform.
Primary school lasts for five years (between first and MAILBOX SEND
fifth grade), and students finish it at the age of eleven.
At the end of primary school, students go to secondary Hi Stan!
school. Secondary school lasts four years (sixth to How are you? On Sundays, I usually wake up at
ninth grade) and students finish it at the age of fifteen. __________ . In the morning, I ______________ .
After students complete four years of secondary school, In the afternoon, I ________________________ .
they go to high school for three years (at the age of
sixteen to eighteen.) In the evening, I __________________________ .
After high school, students can either choose to go to What about you?
professional training schools (vocational schools) or Write back.
colleges or universities. ___________________
21 points
1 The school year in Vietnam starts in September. TOTAL: 100 points
2 Primary school lasts five years.

3 A 7-year-old Vietnamese child goes to primary school. Competences
4 Secondary school lasts four years.
Good Very Good Excellent
5 High school is for students aged sixteen to
eighteen.
Now I can …
6 Students can choose to do professional training
after they finish high school. Vocabulary
• talk about daily routine & free-time
activities
6 x 3 = 18 • tell the time
• talk about school subjects
Listening Reading
9 Listen and complete Aga’s daily
2.14
• match phrases to make complete
routine.
sentences
• complete sentences
Listening
1) 5:30: get up
listen for specific information (gap fill)
6:30: leave the house
Speaking
2) 8:30: arrive at school
• describe a person’s daily routine
3) 3:30: school finishes
• make invitations – accept/refuse
7:30: 4) have dinner
Writing
5) 10:00: go to bed
• write my school timetable for Monday
• write an email about my daily routine (opening
5 x 3 = 15
– closing remarks)
51
07 RO gr6 VIET Ts Mod 3_NOV 2_07 RO gr6 VIET Ts Mod 3 7/6/2021 4:39 PM Page 110
Video
• Vocabulary
- food & drinks
- food preparation
- cooking tools
• Grammar
- love/like/hate + -ing onions
form
- countable/
uncountable nouns
- partitives
- quantifiers
- comparisons
• Reading
- What’s your favourite
food? (article –
multiple choice)
- Street food around
the world (article –
identifying R/W/DS
statements, answering
questions)
apples
• Listening milk
- dialogues (multiple
choice) 1) cucumbers carrots
• Speaking
- expressing likes/ lettuce
dislikes
- giving instructions
• Writing potatoes
tomatoes 2) strawberries
- a short text about
your favourite dish
- a blog entry about
street food in your
country
Vocabulary
• CLIL (Food Technology):
The Eatwell Guide Food & Drinks
• Culture Spot: British
most popular dish 1 a) Label the pictures.
• Values: Healthy eating • biscuits • pasta • fruit juice • meat • cucumbers • strawberries • salt
habits
b) 2.15 Listen and check, then repeat. Say the words in your language.
2 List the food/drinks under the headings: Grain – Vegetables –

Fruit – Dairy products – Animal products – Other.
52
All about food

cover.
1 a) To present vocabulary for food & drinks

• Read out the words in the list and explain/
elicit their meanings.
• Give Ss time to label the pictures with the
words.
b) To present vocabulary for food & drinks

• Play the recording for Ss to check their
answers to Exercise 1a.
• Play the recording again with pauses for Ss
to repeat chorally and/or individually.
• Check Ss’ pronunciation and intonation and
elicit the students' native language
equivalents.
(Ss’ own answers)
• Play the video for Ss and elicit their
comments.
2 To categorise food & drinks

• Ask Ss to work in pairs and write the headings
in their notebooks.
• Give Ss time to write the food & drinks under
the correct headings.
Grain: pasta, flour, cereal, rice, bread
Vegetables: lettuce, cucumbers, tomatoes, carrots,
potatoes
Fruit: apples, strawberries, oranges
Dairy products: milk, butter, yoghurt, cheese
Animal products: eggs, chicken, meat, fish
Other: fruit juice, tea, sugar, salt, pepper, biscuits,
crisps, coffee
52(T)
3 To talk about food & drinks likes/dislikes

• Explain the task and read out the examples.
• Ask various Ss around the class to tell the
rest of the class about their food & drinks
likes/dislikes.
I love eating cheese. I really like eating pasta and
rice. I quite like eating fish and eggs. I don't like
drinking milk very much. I hate eating cucumber.
53(T)
4) pasta
3) fruit juice
tea 5) salt
eggs
sugar pepper
6) biscuits
butter
bread flour yoghurt cereal
fish
chicken
crisps
rice
oranges
7) meat coffee cheese
Speaking
Note!
Expressing likes/dislikes
We use -ing
form after love, 3 Use the keys to talk about your likes/dislikes, as in the example.
like, hate.
I love I quite like I hate
I really like I don’t like ... (very much)

I love eating cereal and eggs. I really like drinking milk. I quite like eating
fish. I don’t like eating yoghurt very much. I hate drinking coffee.
53
Video
What’s your favourite
? We love watching TV chefs prepare

our favourite dishes, but what are
THEIR favourite foods?
Jamie likes all kinds of foods, but his

favourites are bread and pasta. They
are healthy and tasty. He doesn’t like
unhealthy sugary drinks.
Gordon is famous for his difficult dishes,

but he enjoys eating simple food at home.
A meal of fish with vegetables is all it
takes to make Gordon happy ! It’s easy to
make and tastes great.
Lorraine knows all about healthy eating.

She writes books about it. People love her
special recipes! Her favourite meal is
one of them: Thai fish pie. It’s British fish
pie with flavours from Thailand. It’s
healthy and delicious!
• meal Reading
• recipe
• pie 1 Who are the people in the photos? Who is famous for his/her difficult
• flavour recipes?
2 For questions (1-3), choose the best answer (A, B or C).

1 Jamie Oliver doesn’t like …
A pasta. B bread. C sugary drinks.
2 At home, Gordon Ramsay likes …
A fish with vegetables. B difficult dishes. C unhealthy food.
3 Lorraine writes books about …
A healthy eating. B Thai food. C British pies.
54
3a
1 To listen and read for gist and specific
information
• Ask Ss to look at the pictures. Elicit whether they
know the people and ask them to guess which
person is famous for his/her difficult recipes.
out.
Answer Key
They are TV chefs. Gordon Ramsay is famous for
his difficult recipes.

• Ask Ss to read the questions and the answer
choices.
• Give Ss time to read the text again and complete
the task.
words in the box.
54(T)
3a
3 To consolidate new vocabulary
4 To consolidate new vocabulary through

antonyms
• Direct Ss to the highlighted words in the text
and then give them time to match them to their
opposites 1-4 using their dictionaries if necessary.
5 To develop critical thinking skills;

to express a preference
Elicit Ss’ opinions in answer to the question.
I like Jamie Oliver the most because he makes
cooking look like fun.
6 a) To complete a spidergram
Ask Ss to copy and complete the spidergram in
their notebooks about their favourite dish.
name/ingredients
Arroz de Tamboril;
rice, fish, tomatoes,
peppers and onions
why you like it

where popular
simple and DISH
in Portugal
delicious
b) To complete a short text about your

favourite dish
• Give Ss time to use their notes from Exercise 6a
to write a short text about their favourite dish.
• Ask various Ss to read out their text to the class.
55(T)
Vocabulary
Food
3 Complete the sentences with flavour, pies, meal, chef, drinks or recipe.
1 I always use my grandma’s recipe when I make lemon cake.

2 Chocolate is my favourite flavour of ice cream.
3 My mum makes excellent apple pies.
4 Jamie Oliver is a famous chef; his dishes are excellent.
5 I don’t like sugary drinks. They are unhealthy.
6 Fish and chips is a British meal.
4 Match the highlighted words in the texts to their opposites below.
1 easy >< difficult 3 unhealthy >< healthy

2 ordinary >< special 4 sad >< happy
Speaking
5 Which chef do you like the most? Why?
Writing (a short text about your favourite dish)
6 a) Think of your favourite dish. Copy and complete the spidergram in

your notebook.
name/ingredients
why you where

like it
D I S H popular
b) Use your notes in Exercise 6a to complete a short text about your

favourite dish for a cookery magazine (about 50 words).
Special Dishes
Arroz de Tamboril is a dish with rice, fish, tomatoes, peppers and
onions. It’s a popular dish in Portugal. I like it because it’s simple
and delicious.
55
Countable/Uncountable nouns
Note!
Countable
• Countable nouns are singular plural
nouns we can count.
They have singular and
affirmative There’s an onion. There are some onions. We need to buy
plural forms There isn’t a There aren’t any some apples and
negative a bottle of milk.
e.g. an apple – two/ cucumber. cucumbers.
some apples.
interrogative Is there an egg? Are there any eggs?
• Uncountable nouns are
nouns we cannot count. Uncountable
They usually have singular
singular forms, e.g.
some milk – NOT: milks. affirmative There’s some cheese.
These nouns include: negative There isn’t any flour.
food (cheese, meat,
interrogative Is there any butter?
flour, sugar, salt, etc.),
liquid (coffee, tea, We can use some in interrogative sentences to make
Let’s go to the
water, etc.) offers and requests. Would you like some milk? (offer) supermarket.
Can I have some tea, please? (request)
1 Read the theory box and the note. How do we use a/an, some, any?
2 Decide if the nouns below are C (Countable) or U (Uncountable). Write

the plural form of the countable nouns.
1 apple C
➝ ____ apples
__________ 6 meat ➝ U _____________
2 coffee ➝ U __________ 7 carrot ➝ C carrots
3 water ➝ U __________ 8 lemon ➝ C lemons
4 rice ➝ U __________ 9 strawberry ➝ C strawberries
5 burger ➝ C burgers 10 salt ➝ U _____________
3 Choose the correct word.

r
ga
su
1 Is there some/any sugar? 4 I need some/any milk for my cereal.

of
ilo
2 There isn’t some/any flour left. 5 There’s a/an apple on the table.
ak
3 Would you like a/an biscuit? 6 Can I have some/any chips, please?
Partitives
Here are some phrases of partitives:
a bag of cherries a can of cola a jar of jelly beans
a bar of chocolate a carton of milk a loaf of bread
a bottle of mustard a cup of tea a packet of biscuits
a bowl of cereal a glass of water a piece of pizza
56
3b
1 To present countable/uncountable nouns
• Present countable/uncountable nouns. Write on
the board: I have an apple. I have some bread.
Underline an apple and some bread. Elicit/
Explain that nouns like apple can be counted,
so we call them countable nouns (e.g. one
apple, two apples, three apples, etc.).
• Ask Ss to look at the second example. Point out
that we cannot use a/an before the word bread.
Explain that nouns like bread cannot be
counted, so we call them uncountable nouns.
• Elicit/Explain the use of some/any. Ask Ss to give
you examples. Point out that we use any in the
negative and interrogative and some in the
affirmative.
• Ask Ss to read the theory box, the cartoon and
the Note! box and elicit how we use a/an,
some/any.
Answer Key
We use a/an with a countable noun in the singular.
We use some with countable nouns in the plural
and uncountable nouns in affirmative sentences and
in interrogative sentences requesting or offering.
We use any with countable nouns in the plural and
uncountable nouns in negative and interrogative
sentences.
2 To practise countable/uncountable nouns

• Explain that countable nouns are nouns which
we can count and they have a singular and a
plural form (an/one apple – two/some apples).
Explain that we can use a/an or some with
countable nouns.
• Explain that uncountable nouns are nouns
which we cannot count and they only have one
form (water, milk, tea, etc.). Explain that we
cannot use a/an with uncountable nouns but
we can use some.
• Direct Ss to the example and then give Ss time to
complete the task and then check Ss’ answers.
3 To practise a/an, some/any

56(T)
3b
4 To present partitives
• Read out the table on p. 56 and explain/elicit
the meanings of any unknown words.
• Give Ss time to match the columns in closed
pairs.
5 To present/practise quantifiers
• Direct Ss’ attention to the table and ask various
Ss to read the examples aloud.
6 To personalise the topic; to decide on

shopping items and write a shopping list
• Draw Ss’ attention to the table and ask various
Ss to read the examples aloud.
• Tell Ss that we use how many, many, a few with
countable nouns, how much, a little, much with
uncountable nouns and a lot of/lots of, some,
any, no with both. Ask Ss to provide examples
of their own.
• Explain the task. Ask Ss to work in pairs and
decide on items they need from the supermarket
through a dialogue following the example.
• Have Ss write their shopping list.
A: Do we need any milk?
B: Yes. We haven’t got any.
A: How many cartons?
B: Two. What about eggs?
A: We’ve got a few, but we need some more.
B: How many?
A: Six. And there isn’t any bread.
B: Let’s get two loaves.
Shopping list
2 cartons of milk
6 eggs
2 loaves of bread
57(T)
4 Read the table on page 56. Match the two columns.
a bar of 1 a crisps
a packet of 2 b juice
a can of 3 c chocolate
a carton of 4 d soda
a loaf of 5 e water
a jar of 6 f jam
a bottle of 7 g bread
I want to make
a cake. How much
flour have we got?
Quantifiers
Countable nouns Uncountable nouns
How many biscuits are there? How much milk is there?
There are too many biscuits. There is too much milk.
There are a lot of/ lots of biscuits. There is a lot of/ lots of milk.
There are some/ a few biscuits. There is some/ a little milk.
There are (very) few/not There is (very) little/

A bag. But there are many biscuits. not much milk.
very few eggs. Let’s go
and buy some. There aren’t any/ are no biscuits. There isn’t any/ is no milk.
5 Read the theory box. Then choose the correct word.
1 There isn’t many/much milk left. 5 There is many/lots of sugar in this

2 How much/many bread is in ice cream.
the cupboard? 6 We haven’t got many/much
3 How many/much eggs go in orange juice.
the cake mix? 7 There are a few/a little apples.
4 He’s got a lot of/a little sweets Let’s make an apple pie.
in his bag. 8 There’s very few/little butter left.
6 It’s Saturday. Decide on what you need to buy from the

supermarket for the week. Write your shopping list.
A: Do we need any apples?
B: No, we have got a lot of apples. We need some milk.
A: How much?
B: A carton.
57
3c
3c Vocabulary
Vocabulary
Food preparation
1 2.17 Listen and repeat. Say the
words in your language.
1 3 5 7
2 4 6
slice grate mix beat
peel add chop
Cooking tools
2 2.18 Listen and repeat. Say the words in your language.
2 3 4
1
knife saucepan bowl whisk
6 8
5
7
cake tin grater frying pan spoon
3 a) Match the cooking tools (1-4) to the correct phrases (a-d).
whisk 1
a grate cheese
knife 2
b mix vegetables
grater 3
c beat eggs
spoon 4
d chop, peel or slice onions
b) Make sentences using your answers in Exercise 3a. Tell your

partner.
You need a whisk to beat eggs.
58
Everyday English
Everyday 3cd
3
1 To present vocabulary for food preparation
• Ask Ss to look at the pictures.
• Elicit the students' native language equivalents.
(Ss’ own answers)
2 To present cooking tools

• Elicit the students' native language equivalents.
(Ss’ own answers)
3 a) To practise vocabulary for food preparation

and cooking tools
• Explain the task
b) To talk about food preparation and

cooking tools
• Ask Ss to work in pairs and make sentences
about food preparation and cooking tools using
their answers to Exercise 3a following the
example and tell their partner.
• Elicit answers from around the class.
Answer Key
You need a knife to chop, peel or slice onions.
You need a grater to grate cheese.
You need a spoon to mix vegetables.
58(T)
33d
c Vocabulary
Vocabulary
1 To complete a dialogue A B
Read out the phrases and give Ss time to use them This … delicious! Thanks. It’s …
to complete the dialogue. (Compliment B’s dish) recipe.
(Thank A &
2 To listen for confirmation; to act out a comment on recipe)
dialogue Is it easy ...? Yes. First …
• Play the recording. Ss listen and check their (Ask about difficulty) (Respond and tell A
answers to Exercise 1. first step)
• Ss take roles and act out the dialogue.
And then? Then …
(Ask about next step) (Tell A next step.)
3 To complete exchanges
How long …? For …
• Read out the recipe and ask Ss to work in pairs (Ask about cooking (Tell A cooking
and ask and answer questions following the time) time)
example using the ingredients list in Exercise 1.
• Monitor the activity around the class and then Wow, it sounds …
ask some pairs to ask and answer in front of the (Comment)
class.
Answer Key
A: This potato dish is delicious!
A: How much butter do we need?
B: Thanks! It’s my own recipe.
B: We need 120 grammes of butter.
A: Is it easy to make?
A: How much flour do we need? B: Yes. First, wash the potatoes carefully.
B: We need 180 grammes of flour. A: And then?
B: Then, put them in a saucepan and add some
A: How much baking powder do we need?
carrots, butter, sugar and salt.
B: We need 2 teaspoons of baking powder.
A: How long do you cook them for?
A: How much milk do we need? B: Cook them for about ten minutes. Mix them
B: We need 120 millilitres of milk. together and add a little yoghurt.
A: How many strawberries do we need? A: Wow, it sounds simple!
B: We need 12 strawberries.
Intonation
4 To role play a dialogue To learn word stress

• Explain the situation and ask Ss to take roles • Explain the task and play the recording.
and act out a dialogue similar to the one in • Ss listen and underline the stressed syllables.
Exercise 1 about an unusual dish. Check Ss’ answers.
• Remind Ss to use the dialogue in Exercise 1 as a • Play the recording again. Ss listen and repeat
model as well as any ideas of their own to either chorally or individually.
complete the task.
doing the task.
59(T)
Everyday English
Everyday 3d
3d
Giving instructions
1 Complete the dialogue. Use the sentences (A-E).

Grandma’
s
Cake Reci
Nat This cake is delicious! pe
Helen Thanks! It’s my grandma’s recipe.
Ingredients:
Nat 1) Is it easy to make?
• 200 g sugar • 2 tsp baking
Helen Yes. First of all, beat the butter and sugar. • 120 g butter powder
2) Next, break the eggs and add them to the • 2 eggs • 12 strawberries
bowl, one at the time. Then, mix some more. • 120 ml milk
Nat 3) And then? • 180 g flour
Helen Then, use a spoon to mix in the flour, milk and * g = gramme/gram(s)
ml = millilitre(s)
baking powder, and pour it into the cake tin. tsp = teaspoon(s)
tbsp = tablespoon(s)
Finally, slice the strawberries and add them to
the cake tin.
Nat 4) How long do bake it for? A And then?
Helen For forty minutes at 220 degrees Celsius. B Wow, it sounds sim
ple!
Nat 5) Wow, it sounds simple! C How long do you ba
ke it for?
Helen It really is. D Is it easy to make?
E Next, break the eg
gs and add
them to the bowl, on
e at a time.
2 2.19 Listen and check. Then act out the dialogue in pairs.
3 Look at the ingredients in the recipe. Ask and answer questions

as in the example.
!
A: How much sugar do we need? A: How many eggs do we need?
B: We need 200 grammes of sugar. B: We need 2 eggs.
CREATE
4 Think of an unusual dish. Tell your partner how to make it. Act out
AN UNUSUAL a dialogue similar to the one in Exercise 1. Mind the sentence stress.
DISH!
Intonation Word stress

2.20 Listen and underline the stressed syllables. Then listen again and repeat.
Each word below has got one stress. We only stress vowels, e.g. orange.
• apple • chicken • cereal • tomato • pepper • onion • coffee • lemon

59
Comparative
adjective comparative
small smaller (than) Cola or apple

short large larger (than) juice?
adjectives big bigger (than)
tasty tastier (than)
long
expensive more expensive (than)
adjectives
Note: clever, common, friendly, narrow form

their comparative with -er or more
friendly – friendlier/ more friendly Apple juice for me,
Irregular adjectives: good ➝ better (than); please. It’s healthier
bad ➝ worse (than); (a) little ➝ less (than); than cola.
many/ much ➝ more (than)
Spelling Rules Special case: a lot of ➝ more (than)
• adjective + -er
long – longer
• -e + r 1 Read the theory box. How do we form the comparative degree of short/
nice – nicer
long adjectives? Which word do we use after an adjective in the
• one-syllable comparative form? Are there similar structures in your language?
adjective ending in
vowel + consonant
➝ double
2 Put the adjectives in brackets into the comparative form.
consonant + -er 1 Paul’s restaurant is busier (busy) than Rico’s.
thin – thinner
• -y ➝ -y + -ier 2 Rico’s is more expensive (expensive) than Paul’s.
happy – happier 3 The waiters at Rico’s are more polite (polite) than the ones at Paul’s.
4 The service at Rico’s is quicker (quick) than at Paul’s.
5 Paul’s is more crowded (crowded) than Rico’s.
6 Rico is friendlier/more friendly (friendly) than Paul.
Say the
comparative
form. Then use it
in a sentence. 3 Look at the table. Compare the cafés.
e.g. tasty – tastier

Fish is tastier Sam’s Ann’s
than chicken. busy ★★ ★
expensive ★ ★★
old ★ ★★
big ★★ ★
quiet ★ ★★
Sam’s is busier than Ann’s.
60
3e
1 To present the comparative
• Write on the board. I’m older than Jane. Explain
how we form the comparative degree. Point out
that we don’t always add -er to the adjective.
Explain that we use comparative forms to
compare two people/things/objects/places etc.
Ask Ss to read the cartoon. Elicit what ending
has been used (-ier). Read the table aloud and
explain/elicit that the comparative is formed by
adding -er to one-syllable adjectives and more
to adjectives with two or more syllables and that
irregular adjectives have different forms.
Explain/Elicit that we use than after an adjective
in the comparative form to make a comparison
between two people/things.
Focus Ss’ attention on the different endings.
• Read out the Spelling Rules! box.
• Elicit any similar structures in Ss’ students' native
language.
Answer Key
We form the comparative degree of short adjectives
by adding -er. We form the comparative of long
adjectives with more. After an adjective in the
comparative form, we use the word than.
(Ss' own answers)
2 To practise the comparative form

3 To practise the comparative form

• Ask Ss to look at the table and then compare
the two cafés as in the example.
Answer Key
Ann’s is more expensive than Sam’s.
Ann’s is older than Sam’s.
Sam’s is bigger than Ann’s.
Ann’s is quieter than Sam’s.
Game!
Write a list of adjectives on the board. Divide the
class into two teams and play the game
following the instructions with each team taking
turns. Each correct answer gets a point. The team
with the most points after an equal number of
turns wins.
60(T)
3e
4 To present the superlative 8 To practise comparative/superlative forms
• Ask Ss to read out the cartoon. Elicit/Explain using personal examples
how we form the superlative forms of • Explain the task and give Ss time to complete it.
adjectives. Explain that we use the superlative • Elicit answers from Ss around the class.
to compare one person, animal, object, place, Suggested Answer Key
etc. to two or more people, animals, objects,
Potatoes are the cheapest food.
places, etc.
My sister is cleverer than me.
• Go through the table and explain that we form
That’s the best restaurant in the city!
the superlative by adding the before the
This restaurant is more crowded than that one.
adjective and + -est to the end of one-syllable
This is the most difficult recipe in the book.
adjectives and the most before adjectives with
This dish is the spiciest in the menu.
two or more syllables. Read out the Spelling
I’ve got more recipes than Jane.
Rules! box. Focus Ss’ attention on different
She has less money than me.
endings.
• Explain/Elicit that we use of/in with superlative
adjectives.
• Elicit any similar structures in Ss’ students' native
language.
Answer Key
We form the superlative degree of short adjectives
by adding -est. We form the superlative degree of
long adjectives with most. Before an adjective in
the superlative form, we use the word the. After
an adjective in the superlative form, we use the
word of/in.
(Ss’ own answers)
5 To practise the superlative form

• Explain the task, read out the example and give
Ss time to complete it.
6 To practise the superlative form

7 To practise comparative/superlative forms

61(T)
Superlative
adjective comparative superlative
small smaller (than) the smallest (of/ in)

This is the trendiest
short large larger (than) the largest (of/ in)
restaurant in town.
adjectives big bigger (than) the biggest (of/ in)
tasty tastier (than) the tastiest (of/ in)
long more expensive the most expensive

expensive
adjectives (than) (of/in)
Note: clever, common, friendly, narrow form their
superlative with -est or the most
It is the most
friendly – the friendliest /the most friendly
expensive as well.
Irregular adjectives: good ➝ the best; bad ➝ the worst;
(a) little ➝ the least; many/ much➝ the most
Special case: a lot of ➝ the most
4 Read the theory box. How do we form the superlative degree of

short/longer adjectives? Which words do we use with an adjective in the
superlative form?
Spelling Rules
• adjectives + -est
5 Write the superlative form.
long – longest 1 cheap the cheapest
– ________________ 5 difficult – the most difficult
• -e + st
nice – nicest 2 clever – the cleverest 6 spicy – the spiciest
• one-syllable
adjectives ending in
3 good – the best 7 a lot of – the most
vowel + consonant 4 crowded – the most crowded 8 a little – the least
➝ double consonant
+ -est
thin – thinnest 6 Put the adjectives in brackets into the superlative form.
• -y ➝ -y + -iest 1 Marco’s is the most popular (popular) restaurant in town.
happy – happiest
2 This is the easiest (easy) dish ever!
3 This café is the oldest (old) in the area.
4 This is the best (good) place to eat Thai fish pie.
5 This is the most delicious (delicious) dish on the menu.
7 Put the adjectives in brackets into the comparative or superlative forms.

1 Mario’s is the most expensive (expensive) restaurant in the area.
2 Fruit juices are healthier (healthy) than sugary drinks.
3 This cake recipe needs more (many) eggs than that one.
4 Ramsay is one of the most famous (famous) chefs in the world.
5 Thai fish pie is the tastiest (tasty) meal of all.
8 Use the adjectives in Exercise 5 in the comparative and superlative form

in sentences of your own.
61
3f
3f Skills
Skills
Stre e t F o o d
the World
Around
A
Fish and Chips

A very popular street food in the UK is fish and chips. Vendors take
the fish (usually cod or haddock) and cover it in batter before they
fry it in very hot oil. Then, they use some special paper to wrap the
Video fish and chips. People usually put salt and vinegar on their fish and
chips. It’s really tasty!
B
Hot Dogs
In many cities in the USA, people love eating hot dogs. A hot
dog is a sausage in a bun. There are hot dog carts on almost
every street. The vendors usually steam the sausages, and
warm the buns up in a special oven. People then put their
favourite toppings on their hot dogs. Some popular toppings
• vendor • cod are mustard, ketchup, onions and relish. Many people also
• haddock add some red pepper to make it spicy! Hot dogs are delicious.
• batter • fry
• vinegar • cart
• bun • steam
Reading
• oven • relish
1 Read the title of the text and look at the pictures. Which countries are
these street foods popular in?
2 Read the text and decide if the sentences are R (right), W (wrong)
1 Vendors fry fish and chips in very hot oil. R
Culture Spot 2 Vendors use flour and water to make batter. DS
3 Vendors steam the buns in a cart. W
Ph� is one of the
most popular 4 Vinegar is a popular topping for hot dogs. W
dishes in Vietnam.
1 What fish do vendors use to make fish and chips? _____________________
2 What do people usually put on their fish and chips? ___________________
3 Where can you buy hot dogs in the USA? ______________________________
What is the
4 What do people usually put on their hot dogs? ________________________
most popular dish
in the UK? 4 Find four adjectives that describe food and four verbs related to food
preparation. Then list all types of food in the text. Which are vegetables?
fish?
62
Skills
Skills 3f
3f
1 To listen and read for gist Culture Spot
• Ask Ss to read the title and look at the pictures. To develop cross-cultural awareness
Elicit which countries the foods are popular in.
Read out the box and then give Ss time to think of
the most popular dish in the UK. Ask Ss to tell the
out.
class.
Answer Key
Fish and chips is popular in the UK and hot dogs
The most popular dish in the UK is fish and chips.
are popular in the USA.

• Ask Ss to read the sentences 1-4. Give Ss time to
read the text again and mark them according to
what they read.
words in the box.
3 To consolidate information in a text

• Give Ss time to answer the questions referring
to the text as necessary.
Answer Key
1 Vendors use cod or haddock in fish and chips.
2 People put salt and vinegar on their fish and
chips.
3 You can buy hot dogs on almost every street of
many cities in the USA.
4 People put mustard, ketchup, onions and relish
on their hot dogs.
4 To scan a text
• Ask Ss to scan the text and find the items listed.
Answer Key
Adjectives that describe food: popular, tasty, spicy,
delicious
Verbs related to food preparation: fry, steam,
warm up, add
Types of food: fish (fish), chips (vegetable), cod
(fish), haddock (fish), oil, salt, vinegar, hot dog,
sausage, bun, toppings, mustard, ketchup, onions
(vegetable), relish, red pepper (vegetable)
62(T)
33ff Skills
Skills
5 To consolidate new vocabulary
• Read out the Note! box and elicit the meaning of
the highlighted phrasal verb in the text. (make
hotter = warm up)
• Explain the task and go through the list of words
and explain/elicit any unknown meanings.
The words "fry" and "steam" describe cooking methods.
6 To express an opinion
Elicit answers from Ss around the class.
I would like to try fish and chips because I like
chips and I think fish is tasty.

• Read out the Study skills box. Explain the task
and ask Ss to read through the questions and
look at the picture choices.
• Play the recording twice. Ss listen and choose
the answers.
• Check Ss’ answers. You can play the recording
with pauses for Ss to check their answers.
8 To develop research skills; to write a blog

entry
• Read out the Study skills box.
• Explain the task and give Ss time to research
online and collect information under the headings
provided.
• Give Ss time to use their notes to write a blog
entry about street food in their country.
• Ask various Ss to read their blog entry aloud.
Rice noodle soup is a popular street food in
Vietnam. People steam some kinds of meat to make
hot brorth. Vendors serve rice noodles in hot broth
with slices of beef, pork or chicken and some kind
of fresh vegetables. You can add chili, lemon juice
or fish sauce if you like. It’s the best way to start
your day in Vietnam.
63(T)
Skills
Skills 3f
3f
Vocabulary
Food
Bánh mì is the Vietnamese
word for bread. It is also the
5 Complete the sentences with toppings, steam, spicy and fry. Which words
describe cooking methods?
name of a very popular
street food. This Vietnamese 1 People fry potatoes in oil to make chips.
sandwich is a baquette filled
2 My dad puts toppings like mustard and onions on his burger.
with pickled vegetables,
coriander, fresh chilli, slices 3 I add pepper to my soup to make it spicy.
of pork meat and a coat of
4 Boil the water and steam the carrots for 15 minutes before you serve
pâté. Other toppings can
them.
include egg, chicken or
meatballs.
What is your favourite Speaking
Vietnamese street
food? 6 Which of the street foods in Exercise 1 would you like to try? Why?
Tell your partner.
I would like to try ______________ because ______________ .
Listening
Study skills
7 2.22 Listen and choose the correct answer (A, B or C).
Multiple choice 1 What’s Paul’s favourite food?
listening
Read the questions
and look at the
pictures. Think of A B C
words related to
them. This will help
you do the task.
2 What does Ann want to drink?
A B C
3 What does Lyn need to buy?
A B C
Study skills
Using a search
engine Writing (a blog entry about street food in your country)
Use key words
(nouns, adjectives)
for your search. Do
8 Think of a popular street food in your country. Collect information
under the headings: name of street food – how they make it – what they
not write articles
serve with it. Use your notes to write a blog entry about it (about 50 words).
or pronouns.
The Guide Video

Check out the ‘Eatwell Guide’ for
healthy eating habits!
Bread, Rice, Potatoes, Pasta & Cereal
Fruit & Vegetables give us energy to get through the day.
have got lots of vitamins.
They help us stay fit and
healthy.
Beans, Fish, Meat

& Eggs
give us the protein we
need to grow big and
strong. Oils & Spreads
have got lots of fat, but are
good for us in small amounts.
Drinks (water, fruit
juice, tea)
help us stay healthy. We need six Milk, Yoghurt, Butter & Cheese
to eight glasses every day. Biscuits, Crisps,
Cake, Sweets & have got lots of calcium to help our bodies
Chocolate grow strong bones and teeth.
are very unhealthy, so don’t
eat them often!
Reading
• vitamin • energy
• protein • spread 1 Which food do you think you should eat more, meat or potatoes?
2.23 Listen, read and check.
• fat • calcium
2 Read the text again. Complete the sentences.

1 Fruit and vegetables have got lots of vitamins.
2 Potatoes and rice give us energy.
3 Meat and eggs help our body grow big and strong.
4 Oils are rich in fat.
5 We need to drink lots of water to stay healthy.
Writing & Speaking

3 Which foods/drinks do/don’t you usually eat/drink from the Eatwell
Guide? Tell the class.
I usually eat ______________ and drink ______________ . I don’t ______________ .
4 What is the purpose of the text: to inform? to entertain? Do you

want to change anything in your diet because of the information in it?
64
CLIL (Food Technology)

• Read out the question and elicit Ss’ guesses.
• Play the recording. Ss listen and read to find out.
Answer Key
We should eat more potatoes than meat because
they give our body energy throughout the day.

• Ask Ss to read the sentence stems 1-5. Give Ss
time to read the text again and complete them
according to what they read.
words in the box.

Ask various Ss around the class to tell the rest of
the class their answers to the question.
I usually eat bread, rice and potatoes, fruit and
vegetables and fish, and drink water or fruit juice.
I don't usually eat crisps, cake or sweets. I don't
usually drink tea or milk.
4 To identify the purpose of the text

Read the rubric aloud and elicit answers from Ss
around the class.
Answer Key
The purpose of the text is to inform us about
eating more healthily.
I want to eat more fruit and vegetables, because
the text says they help us stay fit and healthy.
64(T)
Right on! 3
1 To create a poster
• Ask Ss to work in small groups.
• Explain the situation and give Ss time to complete
the task and make notes and then use their notes
and draw/add pictures to create a poster (or two
separate posters one for unhealthy food/drinks
and one for healthy food/drinks).
unhealthy food/drinks: sweets, cake, sugar, cola,
ice cream, crisps, biscuits, etc.
healthy food/drinks: vegetables, meat, fish, rice,
pasta, eggs, cereal, olive oil, milk, etc.

• Ask various groups of Ss to give a presentation
on healthy/unhealthy eating habits using their
poster and the Eatwell Guide to help them.
• You can refer Ss to the Presentation Skills
Section in the workbook for more details.
Our eating habits are important. We can help our
body to be healthy by eating healthy food and not
eating unhealthy food.
Bread, rice, potatoes, pasta and cereal are healthy
and give us energy. Beans, fish, meat and eggs help
us grow strong and milk, yoghurt and cheese are
good for our bones and teeth. Eat five portions of
fruit and vegetables every day to stay healthy and
get lots of vitamins.
Biscuits, crisps, cake, sweets and chocolate are
unhealthy. It’s OK to eat chocolate or sweets
sometimes, but don’t eat them every day!
It’s easy to have a good diet! Give it a try!
3 To do a quiz about a healthy diet;

to consolidate the value of healthy eating habits
• Give Ss time to read through the items and tick
the ones that are true for them.
• Ask Ss to check their results and conduct a class
poll via a show of hands for the results.
(Ss’ own answers)
65(T)
Project Time 3
1 Create a poster about Healthy Eating.
chocolate
fruit
Presentation Skills
2 Use your poster in Exercise 1 and the information from the Eatwell Guide
to give a presentation about healthy/unhealthy eating habits to the class.
VALUES
Healthy eating habits
3 Tick (✓) the sentences that are true about you.
How healthy is your diet?

1 I eat lots of fruit and vegetables.
2 I drink 6 to 8 glasses of water or juice a day. Results
3 I eat potatoes, rice or bread with every meal. 0-2 Your diet
is very
4 I eat beans or fish three times a week. unhealthy.
3-5 Your diet is
5 I have cheese, milk or yoghurt every day.
healthy.
6 I don’t drink cola. 6-8 Your diet is
very healthy.
7 I don’t eat a lot of crisps, biscuits or chocolate.
8 I don’t eat a lot of fast food (burgers, hot dogs, etc.).

3 Progress Check
Progress
Vocabulary 4 Put the adjectives in brackets into the
comparative or superlative form.
1 Choose the correct word.
1 This café is more expensive (expensive)
1 Chop/Add the onions with a whisk/knife. than that one.
2 Grate/Beat the eggs with a grater/whisk. 2 The restaurant near my house is cheaper
3 To make potato chips, mix/peel the (cheap) than Karen’s.
potatoes and slice/mix them thin. 3 This is the trendiest (trendy) restaurant
3x2=6 in town.
4 This is the most delicious (delicious) pie
2 Circle the odd word out. of the café!
1 Vegetables: onions – rice – lettuce – 5 Here’s the best (good) place to have a
cucumber juicy burger.
2 Fruit: cherries – strawberries – chicken 6 I find hot dogs tastier (tasty) than fish
– oranges and chips.
3 Dairy products: tea – milk – butter – 7 Mark’s is the most popular (popular) fast
cheese food restaurant in the area.
4 Grain: bread – flour – cereal – fish 8 There are more (many) dishes to choose
from at Paul’s than at Mike’s.
4x2=8
8x1=8
Reading
Grammar 5 Read the text and answer the questions
below in your notebook.
3 Choose the correct word. See Suggested Answer Section
1 How much/How many apples do we Lunchtime My name’s Tony and I’m 15
in the years old. I live in London. In
need? Not much/Not many.
2 There isn’t many/much pasta. Can you
UK my country, students usually
bring a packed lunch to school
buy a can/packet, please? or have a school dinner. Parents
3 Can I please have any/some tea? A cup/ make packed lunches at home.
They are usually a sandwich
bowl is fine.
and some fruits. School dinners
4 There are a few/a little oranges in the are hot meals the school
fridge. We can make some/an orange makes. We call them ‘dinner’
cake. even though lunchtime is in
the middle of the day. They
5 There aren’t some/any oranges. Let’s
usually cost £2 a day.
go and buy a little/some.
School dinners are very healthy
6 There isn’t some/any milk. Would you in the UK. Children get fruit
like any/some apple juice? and vegetables in every meal,
7 Can you please buy a jar/loaf of bread rice or potatoes or pasta and
and two bars/cartons of milk? chicken or fish.
8 There’s a few/a little yoghurt. Would 1 Where is Tony from?
you like a few/some? 2 What is a packed lunch?
8 x 2 = 16
3 What is a school dinner?
4 How much does a school dinner cost?
5 What food is usually in a school dinner?
5 x 4 = 20
66
Everyday English Writing

6 Read the recipe. Complete the questions 8 Complete a blog entry about your favourite meal
with How much or How many. Then (about 50 words). See Suggested Answer Section
answer them.
Hi, everyone. My favourite

meal is ____________ . It’s a dish
Ingredients: of ____________________________ .
• 3 eggs It’s ______________________ to make. I like it
because ______________________________ .
• 1 tomato
• 50 ml milk
• 80 g cheese
18 points
1 A: How many eggs do we need?
TOTAL: 100 points
B: We need 3.
2 A: How much milk do we need? Competences
B: We need 50 ml.
3 A: How many tomatoes do we need? Good Very Good Excellent
B: We need 1.
4 A: How much cheese do we need? Now I can …
B: We need 80 g.
Vocabulary
4 x 3 = 12
• talk about food & drinks
Listening • talk about food preparation & cooking
methods
7 Listen and choose the correct
2.24
• talk about cooking tools
answer (A, B or C).
Reading
1 What is Mary’s favourite food?
• do a multiple choice task
A B C • identify R/W/DS statements
• answer comprehension questions
• complete sentences
2 What does Tony want to eat?
Listening
A B C
listen for key information (multiple choice)
Speaking
3 What do they order?
• express likes/dislikes
A B C
• give instructions
Writing
4 What is Anna’s favourite food? • write a short text about my favourite dish
A B C • write a blog entry about street food in my
country
4 x 3 = 12
67
08 RO gr6 VIET Ts Mid Review_08 RO gr6 VIET Ts Mid Review 7/2/2021 8:42 AM Page 140
Review (Units 1-3)

Vocabulary 16 I like learning about other countries in
my _______ lessons.
1 Choose the most appropriate option.
A Geography B English C History
1 I _______ back home from school at 17 Please don’t sit on the _______ , Kevin!
4 o’clock.
A have B finish C come A coffee table B armchair C sofa
2 Do you _______ out with your friends at 18 Let’s go to the amusement _______
the weekend? tomorrow.
A chat B play C hang A mall B store C park
3 Fry the eggs in this frying _______ . 19 Rice is a _______ .

A pan B tin C bowl A grain B vegetable C spread
4 My house has got a chimney on the 20 Is there a lamp on your _______ ?

_______ . A washbasin B desk C bed
A sofa B garden C roof
5 You can watch a film at the _______ . Grammar

A theatre B cinema C library
2 Choose the most appropriate option.
6 He likes _______ jigsaw puzzles.
A watching B playing C doing 1 How _______ bread have we got?
A much B lot C many
7 I keep all my clothes in my _______ .
A wardrobe B bookcase C sink 2 There are _______ in the garden.
A flys B flyes C flies
8 Can you _______ some salt to the soup?
A mix B beat C add 3 Her birthday is _______ June.
A on B in C at
9 She _______ a shower in the evening.
A takes B gets C does 4 The _______ bedrooms are upstairs.
A girls’ B girls C girl’s
10 Put the milk in the _______ .
A cupboard B fridge C cooker 5 _______ he get up at 7:30?
A Do B Does C Is
11 Ron’s favourite subject is _______ . He
loves football. 6 This is the _______ popular shop.
A Science B Maths C PE A more B ––––– C most
12 We _______ potatoes in oil to make 7 _______ , I take a shower. Then, I have

chips. breakfast.
A fry B steam C peel A Next B After C First
13 There are pink _______ on her bedroom 8 We always _______ dinner at 8 o’clock.
window. A eats B eat C eating
A carpets B curtains C pillows
9 There aren’t _______ books on my desk.
14 Katie can’t eat dairy products like A a B some C any
yoghurt and _______ .
10 Ben _______ tired because he stays up
A cheese B flour C eggs
late.
15 Use a _______ to chop the onions. A often is B is often C often
A grater B knife C spoon
68
08 RO gr6 VIET Ts Mid Review_08 RO gr6 VIET Ts Mid Review 7/2/2021 8:42 AM Page 141
11 “_______ is she?” “She’s my cousin.” Reading

A Who B Whose C How
4 Read the text and decide if the
12 There _______ a bookcase in our living sentences are R (right), W (wrong) or
room. DS (doesn’t say).
A am B are C is
13 I _______ like Maths. It’s difficult.

A don’t B doesn’t C not Hi Nam!
My name is Luke and I’m happy to be your
14 Is _______ your bike over there by the new e-friend! I’m 11 years old and I live in
tree? London in the UK. I go to Maxwell
A this B that C those Secondary School. My favourite subjects
are Geography and History. I don’t like Art
15 The poster is _______ the wall above my
because I’m not good at drawing!
bed.
In my free time, I hang out with my
A in front of B on C in
friends in the park. We play football and
16 They _______ on Bristol Road. ride our bikes. However, we don’t go to
A lives B are live C live the park every day! On rainy days, we play
video games and listen to music at my
17 Let’s buy a _______ of milk. house.
A jar B carton C can What do you do in your free time?
Write back.
18 _______ you play video games every day?
Luke
A Does B Doing C Do
19 Our new house is _______ than our old êt 1 Luke likes his teachers at Maxwell
one. Secondary School. DS
A biggest B more big C bigger
2 He enjoys History and Geography. R
20 Lucy doesn’t _______ to bed after 10 3 He is good at Art. W
o’clock.
A go B goes C going 4 Luke and his friends go to the
park every day. W
5 Luke sometimes plays video
games in his free time. R
Listening
3 Listen and complete Lisa’s
2.25 Writing
timetable for Saturday.
5 Imagine you are Lisa. Complete an email
to your English e-friend about your
Lisa’s timetable Saturday routine (about 50-60 words).
See Suggested Answers Section
1) 8:00 get up and have breakfast
10:00 a.m. 2) football practice
3) 1:00 have lunch with family Hi Anna,
How are you? Here’s my Saturday routine.
3:00 p.m. go to the 4) mall with Kelly I get up at _____________ and _____________ .
meet 5) parents for pizza at Then, I _______________ and _______________ .
7:30 p.m.
Marco’s At 3:00, I go to the ______________ and then
we ______________ . Saturdays are great!
Write back.
Lisa
69
What’s in this unit? WINTER

er
Decemb
• Vocabulary January
- seasons/months/ February
activities make a snowman
- the weather
- clothes/accessories/
footwear
- geographical features
• Grammar SPRING
- Present Continuous March
- prepositions of
April
movement
- object personal May
pronouns – possessive have a barbecue
pronouns
- be going to – will
- have to – don’t have to
• Reading SUMMER
- Holiday Fun (text June
messages – multiple
matching) July
- On Holiday (letter, August
postcard – identifying
R/W/DS statements) go sightseeing
• Listening
- Angela’s holiday
(identifying R/W
N
statements) AUTUM
ber
• Speaking Septem
r
- agreeing/disagreeing Octobe
- making suggestions ber
Novem
• Writing
- an instant message pick pumpkins
about a festival
Vocabulary
holiday Seasons/Months/Activities
• CLIL (PSHE): Safe
camping 1 Listen and repeat. What are the seasons in your country?
2.26
• Culture Spot: British In Australia?

holiday destinations
• Values: Travel 2 Write the missing months.
1 July, August, September, October
! Seasons are not
the same in all
2 December, January, February
3 March, April, May, June
places on Earth.
4 October, November, December, January
70
Holidays!
cover.
1 To present vocabulary for seasons/

months/activities
• Tell Ss to look at the pictures.
• Check Ss’ pronunciation and intonation and
elicit the seasons in Ss’ country and in Australia.
In the north of Vietnam, we have four seasons as
other countries. However, in the south of Vietnam,
we have only two seasons - the rainy season
usually from May to October and the dry season
usually from November to April. In Australia,
summer is December to February and autumn is
March to May. Winter is June to August and spring
is September to November.
2 To consolidate the months

• Give Ss time to write the missing months.
70(T)
3 To talk about activities

• Explain the task and ask two Ss to read out the
examples.
• Ask Ss to discuss the activities following the
example.
• Ask various Ss around the class to tell the rest of
the class about the activities and their
likes/dislikes.
A: I like making a snowman.
B: Me too.
A: I like going sledging.
B: Same here.
A: I like having barbecues/a barbecue.
B: Really? I don’t.
A: I don’t like going sightseeing.
B: Really? I do.
71(T)
Video
go skiing go sledging
have a picnic take a bike ride
go to the beach go sailing
visit museums
go camping
Speaking
3 Which of the activities in the pictures

do/don’t you like doing? Discuss as in the example.
Note! A: I like going to A: I like going camping.

the beach. B: Really? I don’t.
Agreeing
B: Me too. A: I don’t like visiting
Me too.
Same here. A: I don’t like museums.
Disagreeing going skiing. B: Really? I do.
Really? I don’t.
B: Same here.
Really? I do.
71
Video
Hi Tony,
We’re having a great time in Paris, France.
Today is 14th July. It’s Bastille Day and people
are celebrating it with parties and parades.
A They hang flags everywhere and dress up. It’s
warm and sunny here. Oh, guess what? There
are fireworks at midnight! I can’t wait to
watch them.
B See you soon.
Cheryl
Hi Susan,
I’m writing to you from Hanoi. People here are celebrating Tết, the
Lunar New Year. Locals decorate their houses with colourful
flowers and family members eat together and visit relatives.
Children usually get money in a red envelope as a present from
their parents or elder relatives. Right now, we are eating bánh
C
chưng. This is a steamed square cake. It is delicious. We’re going to
see a lion dance performance later.
See you next week.
Katy
Reading
D 1 Where is Cheryl? Katy? Can you guess from
the pictures?
Look at the messages quickly and say.
2 Read the texts and write P (for Paris) or

H (for Hanoi).
• celebrate • parade
• hang flags • dress up Where can you see …
• fireworks • colourful
1 a parade? P
• steamed
2 lion street performances? H
3 parties? P
4 fireworks at midnight? P
5 colourful flowers? H
72
4a
1 To read for gist
• Ask Ss to look at the pictures and guess where
Cheryl and Katy are.
• Give Ss time to look quickly through the texts
and find out.
• Elicit where the girls are.
Answer Key
Cheryl is in Paris, France and Katy is in Hanoi,
Vietnam

• Give Ss time to read the questions and then
read the texts again and answer them.
• Give Ss time to look up the words in the box.
• Ask Ss to match the photos to each girl’s
message.
Cheryl: A, D
Katy: B, C
Background Information
Paris is the capital city of France. France is a
country in Europe.
Hanoi is the capital city of Vietnam, in Asia. It
is the second largest city in Vietnam.
72(T)
3 To present the weather 7 To write an instant message

• Play the recording with pauses for Ss to repeat • Explain the task and the situation.
chorally and/or individually. • Give Ss time to complete it and then ask various
• Check Ss’ pronunciation and intonation and Ss to read out their instant message to the class.
elicit the students' native language equivalents. Suggested Answer Key
(Ss’ own answers) Hi Jordan!
I’m having a great time in Hanoi. It’s warm and
4 a) To talk about the weather sunny today. I’m here for the Hương Pagoda
Elicit answers to the questions from Ss around Festival. People visit the pagoda to pray for
the class. themselves and their family. Today we are going to
the Hương Pagoda on a boat. I can't wait to see it.
Suggested Answer Key See you soon.
In the summer, it’s hot. In the autumn, it’s cloudy. An
In the winter, it’s cold. Today, it’s raining here.
b) To find out the weather in other places

• Ask Ss to research online and find out the
weather in the places listed.
• Ask various Ss to tell the class.
In Brasilia, it’s cloudy. In Cairo, it’s hot. In London,
it’s raining. In Los Angeles, it’s hot. In Madrid, it’s
hot. In Moscow, it’s cold. In New York, it’s raining.
In Rome, it’s warm and sunny. In Paris, it’s cloudy
and in Tokyo, it’s warm and sunny.
5 To consolidate information in the texts

• Play the recording. Ss listen and read the
messages.
• Ask various Ss to tell the class how people
celebrate each festival.
Answer Key
On Bastille Day, the French have parties and
parades. They hang flags and dress up. There are
fireworks, too. In Hanoi, people eat bánh chưng
during Tết. There are lion dance performances.
People decorate their houses with colourful
flowers.

to express an opinion
Ask various Ss to tell the class which festival they
think is exciting and why.
Bastille Day sounds exciting to me because I love
parades.
Tết sounds exciting to me because they have lion
dance performances.
73(T)
Vocabulary
The weather
3 2.27 Listen and repeat. Say the sentences in your language.
It’s warm and sunny.

It’s hot. It’s cloudy.
It’s snowing.
It’s raining. It’s cold.
4 a) What’s the weather like in the spring, summer, autumn and

winter in your country? What’s the weather like today?
In the spring, it’s sunny.
b) Search online and say what the weather is like today in Brasilia,
Cairo, London, Los Angeles, Madrid, Moscow, New York, Rome, Paris and
Tokyo.
Speaking
5 Listen and read the messages on page 72. Tell the class how
2.28
people celebrate each festival.

On Bastille Day, the French have parties … .
6 What makes each festival exciting for you?
Writing (an instant message about a festival)
7 Imagine you are celebrating a festival in your country. Write an instant

message to your English friend about it (about 50 words). Write about
the place, the weather, name of the festival, what the people do and
what you are doing. 73
Present Continuous (affirmative/negative)

Note! Look! Barry’s
affirmative negative playing basketball.
We use the Present am sleeping am not sleeping He isn’t playing
Continuous for actions I football.
happening now
(’m sleeping) (’m not sleeping)
e.g. He’s sleeping now. are sleeping are not sleeping
You
Time expressions used (’re sleeping) (aren’t sleeping)
with the Present is sleeping is not sleeping
Continuous: today, He/ She/ It
now, at the moment.
(’s sleeping) (isn’t sleeping)
are sleeping are not sleeping
We/ You/ They
(’re sleeping) (aren’t sleeping)
Spelling Rules
-ing ending
Read the table. Write the -ing form. Then read them aloud.
• most verbs: + -ing
go – going
1
• verbs ending in 1 drink – drinking
__________ 5 study – studying
consonant + -e ➝
2 marvel – marvelling 6 put – putting
-e + -ing
dance – dancing 3 take – taking 7 lie – lying
• verbs ending in
a stressed vowel 4 run – running 8 come – coming
between two
consonants ➝
Complete the sentences. Use listen, ride, eat, watch, have and surf in the
double the
consonant + -ing
2 Present Continuous.
shop – shopping
• verbs ending in -l ➝ is eating now.
1 The dog _____________
double the -l + -ing
travel – travelling 2 Bob is surfing the Internet at the moment.
• verbs ending 3 I am watching a film on TV now.
in -ie ➝ drop -ie
and add -y + -ing 4 She is riding her bike in the park.
die – dying
5 You are listening to music now.
6 We are having a barbecue in the garden now.
Correct the sentences. Use the words in brackets.

3
1 Pat is swimming. (walk the dog)
No! Pat isn’t swimming. She’s walking the dog.
____________________________________________________________________________
2 The boys are reading. (play football)
No! The boys aren't reading. They’re playing football.
3 They are skiing. (make a snowman)
No! They aren't skiing. They’re making a snowman.
4 Vinh is visiting a museum. (fish)
No! Vinh isn't visiting a museum. He’s fishing.
74
4b
1 To present/practise the Present
Continuous (affirmative/negative)
• Say and then write on the board: I am reading
now. Underline am reading. Explain that this is
the Present Continuous tense. Explain that we
use this tense to talk about actions which are
happening now. Explain that we use the verb to
be + main verb + -ing to form the affirmative
Present Continuous. Read out all the persons
and the contracted forms.
• Say and then write on the board: I am not
reading now. Underline am not reading. Explain
that we use the verb to be + not + main verb +
-ing to form the negative Present Continuous.
Read out all the persons and the contracted
forms.
• Ask Ss to read the Note! box theory and the
cartoon.
• Read out the Spelling Rules! box and the
example and give Ss time to complete the -ing
forms for the remaining items.
2 To practise the Present Continuous

• Explain the task and give Ss enough time to
complete the sentences.

(negative)
• Give Ss some time to look at the pictures and
correct the remaining sentences. Ss compare
their answers with their partner’s.
Extra Activity
Ss play in teams. Say a verb. Ss write the -ing form
on the board. Each correct answer gets 1 point.
The team with the most points is the winner.
e.g. T: go
Team A S1: going
T: Well done! 1 point for Team A.
Come.
Team B S1: coming etc.
74(T)
4b
4 To present/practise the Present
Continuous (interrogative & short answers)
• Present the Present Continuous interrogative
and short answers. Say and then write on the
board: Am I playing tennis now? Explain that
this is the interrogative form of the Present
Continuous. Tell Ss that we answer in short
form with Yes/No, I am/’m not, Yes/No,
you/we/they are/aren’t, Yes/No, he/she/it is/isn’t.
• Ask Ss to read the theory and the cartoon.
• Ask Ss to look at the picture and read the
example.
• Give Ss time to write questions for the rest of
the items and answer them.
Answer Key
2 Are Mark and Bill taking a bike ride? No, they
aren’t. They're eating sandwiches.
3 Are Anna and Mary drinking tea? No, they
aren’t. They're talking.
4 Is Ms Smith making a snowman? No, she isn't.
She's taking photos.
5 Is the dog playing? No, it isn't. It's sleeping.

• Explain the task and give Ss time to complete it
in pairs.
ask some pairs to ask and answer in front of the
class.
1 Are you having an English lesson now? Yes, I am.
2 Is your mum visiting the market at the moment?
Yes, she is./No, she isn’t.
3 Are your friends having a barbecue now? Yes,
they are./No, they aren’t.
4 Is your teacher watching TV now? Yes, he/she
is./ No, he/she isn’t.
6 To present/practise prepositions of
movement
• Give Ss time to look at the pictures and then
choose the correct prepositions of movement in
the sentences.
Extra Activity
Ss work in pairs. One S mimes a preposition of
movement. The other S says which preposition it is.
e.g. A: (mimes into)
B: into etc.
75(T)
Present Continuous (interrogative & short answers)
Interrogative Short answers Are you playing an

Yes, I am. online game, Nat?
Am I sleeping?
No, I’m not.
Yes, you are.
Are you sleeping?
No, you aren’t.
Yes, he/ she/ it is.
Is he/ she / it sleeping?
No, he/ she/ it isn’t.
Yes, we/ you/ they are.
Are we/ you/ they sleeping? No, Mr Drake. I’m
No, we/ you/ they aren’t. sending a message
to Maria.
Read the theory box. Look at the picture. Write questions, then answer them.
4
Bill
1 Mr Smith/eat? (✗) / have a barbecue (✓)
Is Mr Smith eating? No, he isn’t. He’s having a barbecue.
_______________________________________________________________
2 Mark and Bill/take a bike ride? (✗) / eat sandwiches (✓)
Ms Smith _______________________________________________________________
Mark
3 Anna and Mary/drink tea? (✗) / talk (✓)
_______________________________________________________________
4 Ms Smith/make a snowman? (✗) / take photos (✓)
_______________________________________________________________
Mr Smith Mary
Anna 5 the dog/play? (✗) / sleep (✓)
_______________________________________________________________
Ask and answer in pairs. Use the ideas below.

5
1 you/have an English lesson now?
2 your mum/visit the market at the moment?
3 your friends/have a barbecue now?
4 your teacher/watch TV now?
Prepositions of movement
to into onto across along out of over through
Choose the correct preposition.

6
1 Dad is putting sausages onto/into the barbecue.
2 She is swimming across/over the river.
3 The children are diving into/along the sea.
4 She is coming through/out of the theatre now.
5 Look! He is jumping out of/over the fence.
75
4c
4c Vocabulary
Vocabulary
Clothes/Accessories/Footwear
1 2.29 Match the words (1-18) to the pictures (A-R). Listen and check,
then repeat. Which are accessories?

1 F belt 6 R trainers 11 P shirt 16 Q jeans
2 O cap 7 L boots 12 N jumper 17 H jacket
3 J gloves 8 E shoes 13 M shorts 18 A hat
4 B scarf 9 K socks 14 C skirt Accessories:
belt, cap, gloves,
5 D leggings 10 I T-shirt 15 G dress
scarf, hat
I
G H
Becky
O P
J K L
F Q
Barry
D
Speaking
2 What is each person wearing? Tell your partner.

Becky is wearing a skirt, ...
R
E 3 What are you wearing today? Tell the class.
Today, I’m wearing a T-shirt, jeans and trainers.
76
Everyday English
Everyday 4d
4d
4c
1 To present vocabulary for clothes/
accessories/footwear
• Ask Ss to look at the pictures and then read the
words in the list.
• Give Ss time to match them.
• Play the recording for Ss to check their answers.
• Play the recording again with pauses for Ss to
• Elicit which items are accessories from various
Ss.
2 To practise describing appearance (clothing)

• Ask Ss to describe what the people are wearing
in pairs.
• Ask some Ss to tell the class.
Answer Key
Becky is wearing a skirt, leggings, shoes and a T-shirt.
Barry is wearing a shirt, jeans and trainers.

• Ask Ss to describe what they are wearing.
Today, I'm wearing a jumper, jeans and boots.
Extra Activity
Choose a S. He/She chooses a person in the class
and describes his/her clothes. The class, in teams,
finds who the person is.
76(T)
4c
44d
c Vocabulary
Vocabulary
1 To complete a dialogue
Read out the phrases and give Ss time to use them
to complete the dialogue.

dialogue
answers to Exercise 1.
• Have Ss take roles and act out the dialogue.
3 To present object personal pronouns/

possessive pronouns
• Go through the table and read out the
examples.
• Ask Ss to read the sentences and choose the
correct items.
Intonation
To learn intonation in exclamations
• Explain the task and play the recording.
• Ss listen and compare the intonation.
77(T)
Everyday English
Everyday 4d
4d
Making suggestions
Helen Wow! I love it here in Moscow! The sights are amazing.

Maria Yes, they are, but my hands are freezing.
Helen 1) Why don’t you put on your gloves?
Maria I haven’t got them with me.
Helen 2) Here, take mine.
I’ve always got an extra pair in my bag.
Maria Thanks!
Helen 3) No problem.
Maria Umm … Helen?
Helen 4) What’s wrong now?
Maria My head is cold, too. Have you got a hat in your bag?
Helen No, I haven’t. … I know. 5) Let’s ask Nat for his.
He’s always got one in his bag.
A What’s wrong now?
Maria Good idea! Thanks!
B Here, take mine.
C Why don’t you put on
your gloves?
D Let’s ask Nat for his.
2 2.30 Listen and check.
E No problem.
Take roles and read the dialogue
aloud.
Object personal pronouns/Possessive pronouns

Note!
object personal pronouns me you him her it us you them
In English, there is
no possessive possessive adjectives my your his her its our your their
pronoun for it. possessive pronouns mine yours his hers – ours yours theirs
Look at me! It’s my cap. It’s mine.
3 Read the theory box. Then choose the correct item.

1 My/Mine coat is blue. Her/Hers is red.
2 These aren’t their/theirs shoes. They are our/ours.
3 Look at him/his. He/His is wearing my/me scarf.
4 Your/Yours socks are green. Their/Theirs are orange.
5 These aren’t her/hers jeans. They are my/mine.
6 This isn’t me/my hat. It’s your/yours.
Intonation in exclamations
2.31 Listen and compare the intonation in the sets of sentences. Listen again and repeat.
• Sounds great. – Sounds great! • Good idea. – Good idea! • Thanks. – Thanks!
77
Are we going to take

the books back to the be going to
library tomorrow?
I am (’m) going to swim. I am not (’m not) going to swim.
You are (’re) going to swim. You are not (aren’t) going to swim.
He/ She/ It is (’s) going to swim. He/ She/ It is not (isn’t) going to swim.
We/ You/ They are (’re) going to swim. We/ You/ They are not (aren’t) going to swim.
Am I going to swim? Yes, I am./ No, I’m not.
Are you going to swim? Yes, you are./ No, you aren’t.
Is he/ she/ it going to swim? Yes, he/ she/ it is./ No, he/ she/ it isn’t.
Yes, we are. Are we/ you/ they going to swim? Yes, we/ you/ they are./ No, we/ you/ they aren’t.
Note: We can use the Present Continuous with go. I’m going to go swimming.
OR I’m going swimming.
Note!
We use be going to 1 Read the theory box and the Note! box. Complete the sentences.
for: Use the affirmative or negative form of be going to and the verbs in the
• future plans and list.
intentions
e.g. We’re going to • visit • listen • eat • chat • study • play • watch • go
visit Lisbon next
This weekend ...
Monday. (We
intend to) isn’t going to play football. (✗)
1 John ________________________
• predictions based
2 Alice is going to eat at an Indian restaurant. (✓)
on what we can see
or know 3 Stan isn’t going to watch a film at the cinema. (✗)
e.g. There are black 4 Peter is going to listen to music. (✓)
clouds in the sky.
It’s going to rain. 5 Jim and Ann are going to chat to each other online. (✓)
(evidence) 6 Kim and her mum aren’t going to visit an art gallery. (✗)
Time adverbs &
expressions with be 7 Kate is going to go shopping with her friends. (✓)
going to: tomorrow, 8 The brothers are going to study for their exams. (✓)
next/this Monday/
week/month/summer,
etc. 2 Ask and answer using the ideas below.
1 you/visit a museum this weekend?
___________________________________________________________________________
A: Are you going to visit a museum this weekend?
___________________________________________________________________________
B: No, I’m not./Yes, I am.
2 your parents/go to the cinema/this Saturday evening?
3 it/rain/tomorrow?
4 you/play football/tomorrow?
5 your teacher/have a picnic/next weekend?
3 What are/aren’t you/your friends going to do this weekend/next Friday

morning/next summer? Tell the class.
I’m going to play football this weekend. I’m not going to visit my cousins.
78
4e
1 To present/practise be going to
• Say then write on the board: I am/’m going to
go out later. Underline am/’m going to go and
ask Ss to repeat chorally and/or individually.
Explain that be going to + infinitive is a
grammar structure we use to talk about future
plans and intentions and when there is visible
evidence that something will happen. Elicit all
the other persons from Ss around the class.
• Say then write on the board: I am/’m not going
to go out later. Underline am/’m not going to
go. Explain that not + be going to + infinitive is
the negative form.
• Say then write on the board: Are you going to
go out later? Underline Are you going to go.
Explain that we form the interrogative with be
+ personal pronoun + going to + infinitive. Elicit
all the other persons from Ss around the class.
• Ask Ss to read the table and the cartoon. Read
out the examples and then ask Ss to complete
the sentences.
2 To practise be going to
• Give Ss time to complete the task in pairs and
monitor the activity around the class and then
check Ss’ answers.
Answer Key
2 Are your parents going to go to the cinema this
Saturday evening?
Yes, they are./No, they aren’t.
3 Is it going to rain tomorrow?
Yes, it is./No, it isn’t.
4 Are you going to play football tomorrow?
Yes, I am./No, I’m not.
5 Is your teacher going to have a picnic next
weekend?
Yes, he/she is./No, he/she isn’t.
3 To practise be going to with personal

example
• Give Ss time to complete the task and then ask
various Ss to share their answers with the class.
My best friend is going to visit me this weekend.
My friends and I are going to go to school next
Monday morning.
I’m going to visit my cousin in Scotland next
summer.
78(T)
4e
4 To present/practise will
• Say then write on the board: I will go on
holiday this summer. Underline will go and ask
Ss to repeat chorally and/or individually. Explain
that will is the same in all persons. Alternatively
use the cartoon to present will.
• Explain that will + infinitive is the future Simple
tense in the affirmative. Explain that we use the
future Simple to talk about what we think will
happen in the future and to make on-the-spot
decisions. Point out that the short form is ’ll (I’m
tired, I’ll go to bed early tonight.)
• Explain that won’t + infinitive is the future
Simple tense in the negative.
• Say then write on the board: I won’t go on
holiday this summer. Underline won’t go and
Elicit all the other persons from Ss around the
class.
• Explain that we form the interrogative of the
future Simple with will + personal pronoun +
infinitive.
• Say then write on the board: Will you go on
holiday this summer? Underline Will you go and
Elicit all the other persons from Ss around the
class.
• Ask Ss to read the table and then explain the
task and read out the example.
• Ss do the task. Check Ss’ answers around the
class.
5 To practise will and be going to

• Check Ss’ answers in open pairs.
6 To practise will and be going to with

personal example
To talk about houses in the future

• Ss work in closed pairs and prepare their answers.
• Elicit answers from Ss.
(Ss’ own answers)
79(T)
Will you come on the

Note! will excursion?
We use will for:

affirmative negative Yes, we will. I think we’ll
• on-the-spot decisions have a great time.
e.g. It’s hot. I’ll open I/ You/ He etc. will not
I/ You/ He etc. will (’ll) try.
the window. (won’t) try.
• predictions based on
what we think, believe
or imagine, often with Yes, I/ you/ he etc. will.
Will I/ you/ he etc. try?
the verbs think, No, I/ you/ he etc. won’t.
believe, etc.
e.g. I think it’ll be cold
tomorrow.
4 Read the theory box and the Note! box. Use will/won’t and the words
in brackets to complete the gaps.
Will your brother come (your brother/come) with us?
1 A: _____________________________
B: No, he won’t. I think he will go (go) to the park.
2 A: Will you help (you/help) me make some pancakes?
B: Yes, I will.
3 A: Do you think it will rain (rain) tomorrow?
B: No, it won’t. I think it will be (be) very cold, though.
4 A: I think James won’t go (not/go) sightseeing.
B: Really? What will he do (he/do) then?
5 Use will or be going to and the verbs in brackets to complete the gaps.
1 A: Look at the clear blue sky!
B: It __________________
’s going to be (be) a beautiful day.
2 A: It’s really cold in here!
B: I will close (close) the window.
3 A: I can’t wait for the parade!
B: I think it will be (be) great.
4 A: Is this cake for Ann?
B: No, I am going to bake (bake) hers later.
5 A: I’m really hungry.
What houses B: I will make (make) you a sandwich.
will be in the 6 A: Do you want to drink something?
future?
B: Yes, I’m thirsty. I think I will have (have) some orange juice.
6 Complete the sentences.

1 Tomorrow, I think the weather will be cloudy.
2 In the summer, I’m going to go to Italy.
3 In ten years’ time, I believe I will be a teacher.
4 This Monday evening, we are going to watch a DVD.
79
Video
Hi Peter,
Greetings from the island of Puer to Rico! We’re staying
in a hotel next to the beach. It’s hot and sunny and we go
swimming every day. Right now, I’m sitting in a café with
my family. Tomorrow we’re going to visit the El Yunque Peter Hayes
,
National Rainforest. Lots of plants and animals live there 97 Black Street
and it’s got waterfalls, lakes and rivers, too! London
Mario UK
Hi Mario!
Hello from Cairns, Australia! We’re staying in a
fantastic resort near the sea. The weather is cold,
but sunny. Today, we’re going to the Great Barrier
Reef on a boat with a glass bottom, so we can look
at all the fish. Tomorrow we’re going on a trek in
the rainforest. I can’t wait!
Sam
• plant • resort • bottom • trek
Culture Spot
Reading
Nha Trang is a popular
summer holiday place
1 Look at the texts. Which is a letter? a postcard? Where is Mario? Sam?
in Vietnam. There are
lots of hotels,
beautiful beaches and
exciting activities to
do, such as surfing,
2 Read the text and decide if the sentences are R (right), W (wrong) or
DS (doesn’t say).
snorkelling and scuba
diving. 1 Mario is on an island. R
2 Mario’s family is at El Yunque National Rainforest now. W
3 El Yunque National Rainforest has a variety of wildlife. R
4 Sam goes swimming every day. DS
5 Going to the Great Barrier Reef on a boat is expensive. DS
Name a popular
summer holiday 6 Sam is going on a trek now. W
destination in the UK.
80 Name a popular summer

holiday resort in the UK.
4f
1 To read for text type and key information
• Ask Ss to look at the texts and identify which is
a letter and which is a postcard. Elicit Ss’
guesses as to where the writers are.
• Play the recording. Ss listen and read the text
and find out.
Answer Key
The first text is a postcard. The second is a letter.
Mario is in Puerto Rico. Sam is in Cairns, Australia.

• Ask Ss to read the sentences 1-6 and then read
the text.
words in the box.
Culture spot
To develop cross-cultural awareness

a summer holiday destination in the UK, find
pictures online and make a poster. Ask Ss to
present them to the class.
Blackpool is a popular summer holiday destination
in the UK. It's a fantastic resort.
Puerto Rico is an island in the northeast
Caribbean Sea. Its capital is San Juan.
Cairns is a major city in Queensland, Australia.
It was named after William Wellington Cairns,
Governor of Queensland.
80(T)
4f
3 To consolidate new vocabulary Answer Key
• Explain the task and give Ss time to complete it. 2 Sam wants to see the Great Barrier Reef, so he’s
• Check Ss’ answers. going on a boat tour.
3 People can see under the water because the
boat has got a glass bottom.
4 To talk about holiday destinations
Read the rubric aloud and elicit answers from Ss
8 To personalise the topic; to write a letter
around the class.
about your holiday
• Give Ss time to write their letter including all
Puerto Rico is special because it’s a tropical the points.
paradise. Cairns is special because there’s so much • Remind Ss to use linkers.
to do. • Ask various Ss to read their letter to the class.
• Alternatively, assign the task as HW and ask Ss
5 a) To present the Present Continuous to read out their letters in the next lesson.
(future meaning)
• Read out the Note! box. Hi Michelle,
• Elicit the difference between the Present I'm having a great time here in Madeira! It's a
Continuous with a future meaning and be beautiful island in Portugal. I'm staying with my
going to. (We use the Present Continuous uncle and his family. It's sunny and hot here! Right
for fixed future arrangements. We use be now, I'm sitting in a café in Funchal. Tomorrow, I’m
going to for a future plan/intention.) going sightseeing. I'm so happy to be here!
• Elicit which of the sentences 1-2 refers to See you soon!
which. An
b) To practise the Present Continuous

(future meaning)
• Ask Ss to talk in pairs about their fixed
arrangements for the weekend. Go round
the class and offer help where necessary.
This weekend I’m going fishing with my dad and
brother. We’re going to catch lots of fish!

• Read the rubric aloud and ask Ss to read the
statements 1-4 and underline the key words.
• Play the recording. Ss listen and complete the
task.
• Play the recording again if necessary and check
Ss’ answers.
7 To practise linkers (because, so)

81(T)
Vocabulary
Geographical features
3 Fill in the gaps with
rainforest, lake, river,
waterfall and island. 1 2 3
1 T’Nưng is a(n) lake in
Vietnam. It’s very deep.
2 Cát Tiên National Park is home to the
largest tropical rainforest with amazing
wildlife.
3 Phú Quốc is a very popular island with
4
sandy beaches.
5
4 Dambri is the highest waterfall in Lâm Đồng province.
It’s 60 m high.
Note!
5 Cửu Long is the river of Nine Dragons. It’s very long.
We can use the Present
Continuous for fixed Speaking
arrangements.
Compare: We are
visiting Italy this 4 What is special in each place in the texts on page 80?
summer. (Present
Continuous – fixed
arrangement)
5 a) Read the Note! box. Then read the sentences. Which refers to
a fixed future arrangement? a future plan/intention?
We are going to take
lots of pictures. 1 I’m meeting my friends tonight. fixed future arrangement
(be going to – future
plan/intention) 2 We’re going to have dinner at Mario’s. a future plan/intention
b) What are your fixed arrangements for this weekend?

What are you going to do? Tell your partner.
Listening
6 2.33 Listen and mark the sentences R (right) or W (wrong).
1 New Zealand is near Australia. R
2 In New Zealand, it rains all day. W
3 Angela’s hotel is in the rainforest. R
4 Angela goes on treks in the afternoon. W
Linkers: because, so
Writing (a letter about your holiday)
because: to give reason 7 Rewrite the sentences using because or so. Then tell your partner.
e.g. We’re happy
because we’re going
1 Mario’s excited. They are planning their visit to a rainforest.
on holiday. Mario’s excited because they are planning their visit to a rainforest.
so: to express result 2 Sam wants to see the Great Barrier Reef. He’s going on a boat tour.
e.g. It’s raining, so
people are holding 3 People can see under the water. The boat has got a glass bottom.
umbrellas.
8 It’s summer. You are on holiday. Write a letter to your English friend
(about 50-60 words). Write about where you are, who you are with, what
the weather is like, what you are doing now and what you are going to
do tomorrow. See Writing 4 p. 128 81
Video
Welcome to e and
Stay saf mping!
a
Follow these tips for a safe and healthy happy c
camping trip.
1 Food: Pack your food in tightly closed containers and
keep it in your cool box so it doesn’t get contaminated.
2 Fires: Campfires are allowed between 5:00 p.m. and
10:00 p.m. Attend the fire all the time and make sure you
put it out with water.
3 Pets: Pets are welcome but they must be on a leash.
4 Wild animals: Stay away from them. Don’t feed or touch
them because they can carry dangerous diseases.
5 First aid kit: You are welcome to bring your own but the
campsite has its own medical centre.
6 Cleanliness: Keep the campsite clean and tidy.
Listening & Reading

• container
• contaminated
• allow • attend
1 Look at the picture. Where are they? What do you have to do to stay
safe at a campsite?
• put out • leash 2.34 Listen and read to find out.
• disease
have to – don’t have to

I/ We/ You/ They have to I/ We/ You/ They don’t have to
He/ She/ It has to (It’s the rule.) He/ She/ It doesn’t have to (It isn’t necessary.)
You have to check out at 2:00 p.m. They don’t have to bring medicine with them.
2 Read the theory box. Use the information in the leaflet to complete the
sentences. Use have/has to, don’t/doesn’t have to.
1 We have to keep the campsite clean.
2 Campers don’t have to pack a first aid kit.
3 John doesn’t have to leave his dog at home.
4 We have to put out the fire with water.
Study skills
Speaking
Finding Internet
content
Use trustworthy sites
3 Your partner wants to go camping at Sunnyvale. Use the leaflet
to tell him/her what he/she has to/doesn’t have to do.
such as newspapers,
journals, libraries,
etc. Always check
the publication date.
4 Collect information about how to stay safe from the sun on the
beach. Tell the class. Use have to/don’t have to.
82
CLIL (PSHE)
questions. Elicit Ss’ guesses.
• Play the recording. Ss listen and find out.
Answer Key
They are at a campsite in the countryside. To stay
safe at a campsite, you have to keep your food in a
cool box, attend your campfire at all times, put the
fire out with water and stay away from wild
animals.

words in the box.
2 To present/practise have to – don’t have to

• Ask Ss to read out the theory box and the
examples.
3 To talk about obligations at Sunnyvale

campsite
• Explain the task and ask Ss to talk in pairs using
the leaflets about what campers have to/don’t
have to do at Sunnyvale.
You have to pack your food in tightly closed
containers and keep it in your cool box.
You have to attend the campfire at all times and
you have to put it out with water. You don’t have
to leave your pet at home. You have to keep it on
a leash.
You have to stay away from wild animals.
You don’t have to bring a first-aid kit.
You have to keep the campsite clean and tidy.
4 To develop research skills; to talk about

staying safe from the sun
• Read out the Study Skills box and give Ss time
to do some online research.
• Ask various Ss to tell the class using have to/
don’t have to. Alternatively, assign it as HW. Ss
can work in pairs or groups.
You have to put on sun cream.
You have to stay out of the midday sun.
You have to stay under an umbrella. You don’t
have to bring your own – most beaches have some
to hire.
You have to wear a hat.
82(T)
Right on! 4
1 To develop research skills; to create a • Tell Ss to use the poster and their answers to
poster Exercise 2 to help them. Refer Ss to the
• Ask Ss to work in small groups. Presentation Skills Section in the workbook for
• Explain the situation and give Ss time to more details.
complete the task and make notes and then use Suggested Answer Key
their notes and add pictures to create a poster. There are many places to visit in Vietnam. Here are
Suggested Answer Key four of them.
Hạ Long Bay is in north-east Vietnam. This is an area
famous for its beautiful islands. The Old Quarter is
part of the capital city, Hanoi. You can go shopping
at markets or try street food there. For people tired
of city life, Phong Nha – Kẻ Bàng National Park in
central Vietnam is excellent. It has a lot of
interesting caves to explore. Finally, why not visit
Hạ Long Bay Old Quarter, Hanoi Nha Trang in south-east Vietnam? You can go
swimming at the beautiful beach and do water
sports there. Whatever you want for a perfect
holiday, Vietnam can offer it to you!
4 To develop values of travel; to develop

critical thinking skills
• Read out the quotation.
Phong Nha – Nha Trang
• Give Ss time to read through the ideas and
Kẻ Bàng National Park
discuss them in pairs as well as their own ideas.
2 To develop research skills; to brainstorm ask some Ss to tell the class.
for ideas
• Ask Ss to work in small groups and ask them to
A: I love to travel to new and interesting places.
collect information from the Internet about the
I think it’s a good way to relax.
holiday destinations in the poster.
B: That’s true. And it’s fun to see new places and
• Give Ss time to collect their information and
try new things. You can meet some interesting
complete the table in their notebooks.
people, too.
Suggested Answer Key A: Yes, you can, both on the journey and when
you stay in a place. Also, of course, you learn
Holiday What you can
Where it is about the culture of another place.
destination do there
B: That’s very important. People who don’t travel
north-east see beautiful
Hạ Long Bay have a limited view of the world.
Vietnam islands
A: And don’t forget the new food you can try.
go shopping at
Old Quarter, B: Yes, and all the new experiences you can have!
northern Vietnam markets, try
Hanoi
street food
Phong Nha
– Kẻ Bàng
central Vietnam visit caves
National
Park
south-east go swimming,
Nha Trang
Vietnam do water sports

• Ask various Ss to give a presentation on holiday
destinations in their country as if they are
speaking to a group of foreign students visiting
their school.
83(T)
Project Time 4
1 Make a poster of four holiday destinations in your country.

Stick a picture of each one and write the name under the box.
_____________________________ _____________________________
_____________________________ _____________________________
2 Collect information about the holiday destinations in

Exercise 1. Copy and complete the table in your notebook.
Holiday destination Where it is What you can do there
Presentation Skills
3 Use your poster in Exercise 1 and your notes in Exercise 2 to present

various holiday destinations in your country to a group of foreign
students visiting your school.
The world is a book, and tho

se who
VALUES don’t travel, read only a pa
ge.
Travel Saint Augustine
4 Why is it good to travel? Discuss the ideas below with your

partner. Use your own ideas as well.
• It’s a good way to relax and have fun.
• It’s a great way to make new friends.
• You learn about the culture of other places.
• You try new food.
4 Progress
Progress Check
Vocabulary 5 Choose the correct word.
1 Where’s my/mine scarf? I can’t find it/its.
1 Fill in the gaps with take, have, go, make,
2 We have to/don’t have to be there on
visit and play.
time or we will miss the bus.
1 play sports 4 visit a museum 3 Her/Hers gloves are red. The blue ones
2 make a snowman 5 have a picnic are me/mine.
3 go swimming 6 take a bike ride 4 Look at their/them! Theirs/Their jackets
are the same colour.
5 You have to/don’t have to pack a life
2 Unscramble the words to find the clothes. jacket. We can hire there.
1 trisk skirt 8x1=8
6 Use will, be going to or the Present

Continuous and the verbs in brackets to
2 gelngisg leggings complete the gaps.
1 A: Look at those clouds!
3 sfrac scarf B: It is going to rain (rain).
2 A: It’s really hot in here!
4 ratnires trainers B: I will open (open) the window.
3 A: What are your plans for the
weekend?
4x2=8
B: We are going (go) to the theatre.
Here are the tickets.
3 Choose the odd word out.
4 A: Are you going out?
1 lake – belt – river – waterfall B: Yes, I am seeing (see) Ann at
2 sunny – cloudy – thin – warm 8 o’clock.
3 gloves – hat – cap – boots 5 A: Be careful! You are going to drop
4 trainers – dress – skirt – jeans (drop) the boxes.
B: Can you help me, please?
5 rainforest – hot – island – waterfall
5x1=5 6 A: Do you want to come with us?
B: No, thanks. I think I will have (have)
a sandwich and go to bed.
Grammar
7 A: Is Steve back?
B: I think he won’t come (not/come)
4 Complete the questions in the Present
back before 7 o’clock.
Continuous with the words in brackets,
then answer them. 7x1=7
1 Is Julie swimming (Julie/swim)?

Everyday English
Yes, she is.
7 Choose the correct response.
2 Are Bob and you tidying (Bob and you/
1 A: I love it here in Paris!
tidy) your room?
B: a Really? I do. b Same here.
Yes, we are.
2 A: Thank you!
3 Are the girls taking (the girls/take)
B: a Here! b No problem.
pictures?
No, they aren’t. 3 A: Why don’t you ask Mark?
6x1=6 B: a Good idea! b Take mine.
3x3=9
84
Reading Writing
8 Read the email and decide if the 10 It’s winter. You are on holiday. Complete
sentences are R (right), W (wrong) or a letter to your English friend, Simon
DS (doesn’t say). (about 50-60 words). Write about where
you are, what the weather is like, who
you are with, what you are wearing and
what you are going to do.
Hi Angela!
How are you? I’m on
Hi Simon,
holiday in Mekong Delta in
Vietnam with my family! Greetings from _________ . Today it’s ________ .
We’re staying at a beautiful Right now, I _____________________________ .
hotel by the river. Every morning, we I’m wearing _____________________________ .
swim at the pool, and then we go sightseeing. In the I’m going to _____________________________ .
evenings, we have dinner at local restaurants. The food Write back.
here is delicious. Right now, we are visiting Ngã Bảy ______________
Floating Market. It isn’t raining now, so there are a lot
19 points
of people here. Dad’s going to buy some Vietnamese
TOTAL: 100 points
clothes and Mum’s going to look for some souvenirs.
We’re having a nice time.
Hope you’re OK. See you soon. Competences
Susan
Now I can …
1 Susan is on holiday with her
friends. W Vocabulary
2 Susan’s hotel is near a market. DS • talk about seasons, months & activities
3 There’s a restaurant at the hotel. DS • talk about the weather
• talk about clothes, accessories & footwear
4 It’s not a rainy day today. R
• talk about geographical features
5 There aren’t many people at the
W Reading
market.
• do a multiple matching task
5 x 4 = 20
Listening
Listening listen for specific information (R/W statements)
9 Listen and mark the sentences

2.35
Speaking
R (right) or W (wrong).
• agree/disagree
1. Nancy’s staying on an island. W • talk about the weather
2. The weather’s sunny but cold. W • describe what I’m wearing
3. Right now, Nancy is wearing a dress. W • make suggestions
4. She’s eating at a café now. R Writing
4 x 3 = 12 • write an instant message about a festival
• write a letter about my holiday
85
What’s in this unit? Video
• Vocabulary
- Famous people & Jobs
- Means of transport
- Animals
• Grammar
- Past Simple (the verb
to be)
- Past Simple (regular/
irregular verbs)
• Reading
- London transport Vocabulary
museum (webpage –
identifying R/W/DS Famous people & Jobs
statements)
- Dino Snores (blog – 1 3.1 Listen and circle the
multiple choice) correct year. A

• Listening Elizabeth I
(1533-1603 / 1604)
- a dialogue
(identifying R/W/DS
Queen of England
statements)
• Speaking
- describing your last
holiday
• Writing
- a quiz
- a letter describing an
experience of yours B
Princess Diana
• CLIL (Art & Design):
(1961-1979 / 1997)
Landmarks
English princess
• Culture Spot:
British museums
• Values: D
Responsibility Charlie Chaplin
(1889 / 1890-1977)
English actor
C
Vincent van Gogh
(1815 / 1853-1890)
Dutch painter
86
London was great!

cover.
1 To learn famous people; to listen for

specific information
• Ask Ss to look at the pictures and read the
names and the dates.
• Play the recording. Ss listen and circle the
correct year.
86(T)
2 To talk about famous people

• Ask two Ss to model the example exchanges.
Explain that we use was to refer to the past.
• Ask Ss to work in pairs and ask and answer
similar exchanges for the remaining people.
3 A: Was Charlie Chaplin American?
B: No, he wasn’t.
4 A: Was Charles Dickens a writer?
B: Yes, he was.
5 A: Was Vincent van Gogh a German painter?
B: No, he wasn’t.
6 A: Was Margaret Thatcher the Queen of
England?
B: No, she wasn’t.
3 a) To present dates
• Play the recording with pauses for Ss to
b) To talk about famous people

• Ask Ss to look at the pictures again and then
ask and answer in pairs following the
example.
Answer Key
A: Who was Vincent van Gogh?
B: He was a Dutch painter.
A: Who was Princess Diana?
B: She was an English princess.
A: Who was Charlie Chaplin?
B: He was an English actor.
A: Who was Charles Dickens?
B: He was an English writer.
A: Who was Audrey Hepburn?
B: She was a British actress.
A: Who was Margaret Thatcher?
B: She was a British stateswoman.
A: Who was Elvis Presley?
B: He was an American singer and actor.
A: Who was Albert Einstein?
B: He was a German physicist.
87(T)
2 Ask and answer as in the example.
1 Albert Einstein/Germany? 3 Charlie Chaplin/American?

A: Was Albert Einstein from Germany? 4 Charles Dickens/writer?
B: Yes, he was.
5 Vincent van Gogh/German
2 Elvis Presley/painter painter?
A: Was Elvis Presley a painter?
B: No, he wasn’t. 6 Margaret Thatcher/Queen of
England?
3 a) 3.2 Listen and repeat.
1052 ten fifty-two 1500 fifteen hundred

1246 twelve forty-six 2000 two thousand
1405 fourteen oh five 2010 two thousand and ten
b) Look at the pictures. Discuss as in the example.

A: Who was Elizabeth I?
B: She was the Queen of England.
E
Charles Dickens
(1812-1850 / 1870)
English writer
F
Audrey Hepburn
(1929-1993 / 1995)
British actress
I
Albert Einstein
(1879-1955 / 1965)
German physicist
H
Elvis Presley
(1913 / 1935-1977)
G American singer & actor
Margaret Thatcher
(1925-2013 / 2003)
British stateswoman
87
Top trips for visitors to London…

Video
About Picture gallery Exhibitions News
Tel: 020 7379 6344

Entrance: Adults £17.50, children free
Opening hours: Mon-Thu, Sat-Sun 10:00 a.m. - 6:00 p.m.,
Fri 11:00 a.m. - 6:00 p.m.
London Transport Museum has over 450,000 items from 200 years of London’s transport history.
There are photographs, posters and films, as well as old buses, taxis, trams and trains. The museum
first opened in the 1960s in an old garage. It moved three times before it arrived in Covent Garden in
1980. In 2005, it closed to make it more modern. It opened again two years later. Today, it is an
interactive, family-friendly museum with over 300,000 visitors every year. It is just three minutes on
foot from Covent Garden tube station and seven minutes from Charing Cross railway station.
Alex, 15 Kelly, 12 Jackie Beal, 32

I went to the museum I was at the museum I was there on a school
on Sunday with my on Saturday. Enjoyed outing on Friday. My
dad. Had a great time. the interactive exhibits. class is doing a project on
Perfect for a train fan like me! Learning to drive an underground the history of buses in London.
Go early, though – it gets train was really exciting – you The kids got some great info!
crowded! feel like you’re going really fast!
Click here for more reviews.
• transport Reading
• move
• arrive
• later
1 Look at the text. Where would you find it? What is it about? Who is it for?
• interactive
• tube station
• railway station
2 Read the text and decide if the sentences (1-5) are R (right), W (wrong)
1 Children pay to enter the museum. W
2 The museum is not open on Fridays. W
3 The collection of London buses is the best in the UK. DS
4 Visitors can walk there from a train station. R
5 Schools take classes to the museum. R
88
5a
• Ask Ss to look at the text and elicit Ss’ guesses
as to where you would find it, what it is about
and who it is for.
out.
You would find this text on the Internet. It is
about a museum in London. It is for visitors to
London.

the statements according to what they read.
words in the box.
88(T)
5a
3 To present means of transport 7 To develop research skills; prepare a quiz
• Ask Ss to look at the means of transport in the • Ask Ss to work in small groups.
pictures. • Give them time to research online and prepare
• Play the recording with pauses for Ss to repeat a quiz on the London Transport Museum for
chorally and/or individually. their classmates.
• Check Ss’ pronunciation and intonation. Suggested Answer Key
1 Where is the London Transport Museum?
4 To recognise means of transport from A) near the River Thames
sounds B) far from the River Thames
• Play the recording. Ss listen and identify the 2 How old are the exhibits in the museum?
means of transport. A) over 100 years old
• Check Ss’ answers. B) less than 100 years old
Answer Key
3 What was the Covent Garden site first used as?
1 motorbike
A) a vegetable, fruit and flower market
2 plane
B) a train station
3 train
4 helicopter 4 On which day is the museum closed?
A) the International Day of Free Public Transport
5 To compare means of transport B) Christmas Day
• Read out the Note! box. 5 Where was the Museum first opened?
• Ask Ss to use the adjectives in the list to A) in a market
compare means of transport following the B) in a garage
example.
• Ask Ss to work in pairs and then ask various Ss
to tell the class.
Trains are slower than planes.
Helicopters are more exciting than buses.
Trains are more relaxing than cars.
Bikes are more tiring than cars.
Ships are more boring than planes.
Buses are cheaper than taxis.
Planes are more expensive than trains.

to describe an imaginary situation
• Allow Ss time to review the text again if necessary
and then compose their answers.
I am in the London Transport Museum with my
family. We are on holiday in London for the week,
so we are tourists. I like going to museums. I can see
all kinds of transport, both old and new. There are
red London buses and underground trains. I feel
very excited because I’m a train fan.
89(T)
Vocabulary
Means of transport
3 3.4 Listen and repeat. 1 plane
2 helicopter 3 bus 4 car 5 train
6 motorcycle 7 tram
10 bike/bicycle
8 taxi 9 ship
4 Listen to the sounds. Which of the means of transport in

3.5
Exercise 3 can you hear?
5 Use the adjectives in the list to compare the means of transport in Exercise 3.
Tell your partner.
Note! • fast >< slow • exciting >< boring • relaxing >< tiring • cheap >< expensive
by bike/bicycle/bus/ Cars are faster than bicycles.
car/helicopter/
motorcycle/
plane/ship/taxi/
Speaking
train/tram
on a bike/bicycle/ 6 Imagine you are in the London Transport Museum. Why are you
bus/motorcycle/ there? Who is with you? What can you see? How do you feel?
plane/ship/train/
tram (Also: on
foot)
Writing
in a car/helicopter/
taxi 7 Collect more information about the London Transport
Museum. Prepare a quiz for your classmates.
1 What was the London Transport Museum building before it was
a museum?
A a department store B a market C a theatre
89
5b
5b I listened to
Grammar
Grammar
Bob’s new song last Past Simple (the verb to be)
night. It was great.
affirmative negative interrogative short answers
I/ He/ She/ I/ He/ She/ It was Was I/ he/ she/ it? Yes, I/ he/ she/ it was.
It was not (wasn’t) No, I/ he/ she/ it wasn’t.
We/ You/ We/ You/ They were Were Yes, we/ you/ they were.
They were not (weren’t) we/ you/ they? No, we/ you/ they weren’t.
We use the Past Simple for actions that happened at a specific time in the past.
Really? I didn’t
like it at all.
Read the theory box. Then complete the gaps with was, wasn’t, were or
1 weren’t.
1 A: Were you at Madame Tussauds yesterday?
B: Yes, I was. My friends were there, too.
2 A: When was Elizabeth I Queen of England?
B: Between 1558 and 1603. Those were important years for England.
3 A: Steve and Mark weren’t at school yesterday.
B: I know. They were sick.
4 A: Was Charles Dickens a rich child?
B: No, he wasn’t. He was very poor.
Spelling Rules Past Simple (regular verbs)

• Verbs ending in
-e, add -d.
arrive ➝ arrived I/You/He etc. played tennis yesterday. I/You/He etc. didn’t play rugby.
• Verbs ending in We use the Past Simple for actions that happened at a stated time in the past.
consonant + -y Adverbs of time & time expressions with the Past Simple: yesterday (morning/
change -y to -i
and add -ed.
evening, etc.), last Monday/ week/ month/ summer, etc., a week/ month/ year
study ➝ studied etc., ago
• Verbs ending in
vowel + -y add -ed.
play ➝ played Put the verbs in brackets into the Past Simple.
• Verbs ending in
2
a consonant after 1 Jane wanted to visit Scotland. (want)
a stressed vowel, 2 She invited Jenny to go with her. (invite)
double the
consonant and 3 They stayed in a hotel. (stay)
add -ed.
stop ➝ stopped
4 Jane planned their trip down to the last detail. (plan)
• Verbs ending in -l, 5 They travelled to Scotland by train. (travel)
double the l and
add -ed. 6 They tried local dishes. (try)
travel ➝ travelled 7 They enjoyed their trip. (enjoy)
Rewrite the sentences in Exercise 2 in the negative.

3
Jane didn’t want to visit Scotland.
90
Grammar
Grammar 5b
5b
5b
1 To present was (the Past Simple of the • Present the Past Simple negative. Say then write
verb to be) on the board: I didn’t watch TV yesterday. and
• Go through the cartoon with Ss. Elicit that the She didn’t watch TV yesterday. Underline
verbs in bold refer to the past. Present the Past I didn’t in the first sentence and She didn’t in
Simple affirmative of the verb to be. Say then the second sentence. Explain that we use didn’t
write on the board: I was at home yesterday. in all persons to form the negative of the Past
Underline was and explain that this is the verb Simple. Point out that the verb is the same in all
to be in the Past Simple. Point to a S and say: persons.
You were at home yesterday. Write it on the • Read out the theory box and then give Ss time
board. Point to a male S and say: He was at to complete the task.
home yesterday. Write it on the board. Present • Check Ss’ answers on the board.
the other persons in the same way. Elicit that
the verb asked for is was in the first and third 3 To practise the Past Simple negative
person and were in the second person. • Explain the task and read out the example.
• Present the Past Simple negative of the verb to • Give Ss time to complete it.
be. Say then write on the board: I was not/ • Check Ss’ answers on the board.
wasn't at home yesterday. and You were not/
Answer Key
weren't at home yesterday. Underline I was not/
wasn’t in the first sentence and You were not/ 2. She didn’t invite Jenny to go with her.
weren’t in the second sentence. Explain that we 3. They didn’t stay in a hotel.
use wasn't/weren't + base form of the verb in all 4. Jane didn’t plan her trip down to the last detail.
persons to form the negative of the Past Simple. 5. They didn’t travel to Scotland by train.
• Present the Past Simple interrogative of the 6. They didn’t try local dishes.
verb to be. Say then write on the board: Was I 7. They didn’t enjoy their trip.
at home yesterday? Yes, I was/No, I wasn't and
Were you at home yesterday? Yes, you were./
No, you weren’t. Explain that we use Was/Were
+ personal pronoun to form questions in the
Past Simple. Point out that we answer in the
short form with Yes/No, personal pronoun +
was/were.
• Ask Ss to read the table.
• Explain the task and then allow Ss time to
complete the task.
• Check Ss’ answers in open pairs.
2 To present the Past Simple (affirmative &

negative) of regular verbs; to practise the Past
Simple affirmative
• Read out the Spelling Rules! box.
• Explain/Elicit the spelling rules of the Past
Simple for regular verbs with the example verb
work. Explain that work becomes worked and
that most verbs take –ed to form their Past
Simple form.
• Present the Past Simple affirmative. Say then
write on the board: I watched TV yesterday.
Underline watched and explain that this verb is
in the Past Simple. Point to a S and say: You
watched TV yesterday. Write it on the board.
Point to a male S and say: He watched TV
yesterday. Write it on the board. Present the
other persons in the same way. Elicit that the
verb is the same in all persons.
90(T)
55b
5bb Grammar
Grammar
4 To present and practise the Past Simple
(irregular verbs)
• Read out the grammar table and the cartoon.
Explain that irregular verbs have different Past
Simple forms and refer Ss to the irregular verbs list
at the back of their books.
• Give Ss time to complete the task and then check
their answers.
5 To practise the Past Simple (irregular verbs)

their answers.
6 To practise the Past Simple (regular & irregular

verbs)
their answers.
I studied for a Maths exam.
I didn’t visit a friend.
I didn’t cook pasta. I cooked pizza.
I talked to my friend on the phone.
I walked the dog.
My friend Tom watched online videos.
He didn’t listen to a CD.
He didn’t go to a party.
He didn’t eat pizza. He ate fish and chips.
I didn’t meet my friends.
My friends Suzy and Christine didn’t buy a video game.
They sent emails.
Extra Activity
Play in teams. Say a verb. Ss, in teams say the Past
Simple and write it on the board. Each correct
answer gets 1 point. The team with the most
points wins. Alternatively, ask Ss to use the verbs
in Exercise 4 and do a chain story activity. Start like
this:
S1: Last week, I sent my friend an email.
91(T)
Grammar
Grammar
I went to the new
5b
5b
Past Simple (irregular verbs) theme park last weekend but
I didn’t take my camera
with me.
I/ You/ He etc. left. I/ You/ He etc. didn’t leave.
(See list of Irregular verbs on page (151)
Write the Past Simple of these verbs.

4
1 send – sent
______ 6 think – thought
2 break – broke 7 run – ran
3 drink – drank 8 can – could
4 see – saw 9 bring – brought
5 do – did 10 write – wrote
Complete the sentences. Use verbs from the list in the Past Simple.
5
• leave • go • not pay • have • eat • drive • buy • ride • not feel • take
1 Last December, we _____________

went to Ho Chi Minh City for a week.
2 We didn’t pay for the tickets by credit card.
3 We left the house in plenty of time to get our flight.
4 We got in the car and drove to the airport.
5 When we got to Ho Chi Minh City, we rode around on bicycles.
6 Although it was cold, it didn’t feel like winter.
7 In the evenings, we ate delicious Vietnamese food.
8 Dad bought a Vietnamese hat (nón lá).
9 I took a lot of photos.
10 We had a great time.
Use the phrases in the list to say what you/your friends did/didn’t do last
6 weekend. You can use your own ideas.
• play football • study for an exam • visit a friend • cook pasta
• talk to your friend on the phone • walk the dog • watch online videos
• listen to a CD • go to a party • eat pizza • meet my friends
• buy a video game • send emails
I didn’t play football. I played basketball.
91
5c
5c Vocabulary
Vocabulary L
Animals duck
1 Look at the pictures.

A 2 Which of these
K
animals are pets?
wild animals?
A giraffe isn’t a pet.
B A cat is a pet.
parrot giraffe
3 Match the letters (A-L) to
the parts of the body.
1 C long tail
cat 2 A small eyes
C 3 B sharp beak
4 L long wings
5 K long neck
Choose an animal 6 H long trunk
from the ones in the 7 G thick mane 10 F thick fur
pictures and describe
8 D long legs 11 E big ears
it to your partner.
He/She guesses 9 I big head 12 J long body snake J
which animal it is.
A: It’s an animal
giraffe
with big ears,
and a big head.
B: It’s an elephant.
I
horse
elephant
D
E lion
G
F
rabbit
92
Everyday English
Everyday 5cd
5
5d
1 To present animals
• Play the recording with pauses for Ss to listen
and repeat chorally and/or individually.
2 To categorise animals
• Ask Ss around the class to say which animals are
wild and which are pets. Alternatively, Ss do the
task in closed pairs.
Answer Key
A lion/elephant/duck isn’t a pet.
A cat/horse/snake/parrot/rabbit is a pet.
A lion/elephant/giraffe/duck/snake/parrot is a wild
animal.
3 To match body parts to animals

• Explain the task and the example.
• Give Ss time to complete the task in closed pairs.
Game!
• Ask Ss to follow the directions and play the
game in pairs as in the example.
A: It’s got long wings, small eyes and a sharp beak.
B: It’s a parrot. etc.
92(T)
55d
5cc Vocabulary
Vocabulary
Read out the phrases and give Ss time to use them
to complete the dialogue.

dialogue
answers in Exercise 1.
• Then Ss take roles and act out the dialogue.
• Ask Ss to read the dialogue and complete it
using the phrases from Exercise 1 as well as their
own ideas.
• Have Ss work in pairs to complete the task and
ask some pairs to act out their dialogue in front
of the class.
Pronunciation
To learn to pronounce the -ed ending

(Past Simple)
• Ask Ss to write the verbs in the correct box in
the Past Simple.
93(T)
Everyday English
Everyday 5d
5d
Describing your last holiday
Andy Hi, Emma. 1) How was your holiday?

Emma It was great, thanks. We went to London.
Andy Oh! 2) What was the weather like?
Emma It was nice and sunny.
Andy 3) What did you do there?
Emma We visited London Zoo. It
was amazing! A What did you do th
er e?
Andy Wow! 4) It sounds like
B How was your holid
you had a great time. ay?
C It sounds like you ha
Emma Yes, it was perfect. I took d a great time.
lots of photos. D What was the weat
her like?
Andy 5) Can I see them? E Can I see them?
Emma Sure!
2 Listen and check. Take roles and read the

3.7
dialogue aloud. Mind the sentence stress.

Note!
There was/were is
the Past Simple of
3 Imagine you went on holiday. Complete the dialogue. Use phrases
from the dialogue in Exercise 1 as well as your own ideas.
there is/are. (Suggested Answer Key)
A Hi, John. Nice to see you. 1) How was your holiday?
Imagine you
visited London B It was great, thanks. We went to 2) Ho Chi Minh City.
Zoo. What was A Oh! 3) What was the weather like?
there?
B It was nice and sunny.
A 4) What did you do there?
B We went 5) to the Ho Chi Minh City Museum and 6) the Reunification Palace.
A Wow! Lucky you!
Pronunciation -ed ending (Past Simple)

Write the verbs in the correct
\t\ verbs ending in \d\ verbs ending \Id\ verbs ending
box in the Past Pimple.
unvoiced sounds in voiced sounds in \t\ & \d\ sounds
promised loved visited
• promise • love • visit • look looked, kissed, borrowed ended
• borrow • kiss • walk • end walked, hoped cleaned sounded
• sound • hope • clean
93
5e
5e Grammar
Grammar
Did you have a nice
Past Simple (interrogative & short answers) time at the party?
interrogative short answers Yes, I did. It

Did I/ you/ he, etc. was fantastic.
play tennis? Yes, I/ you/ he, etc. did.
Did I/ you/ he, etc.
leave? No, I/ you/ he, etc. didn’t.
We use rising intonation with Yes/No
questions.
Did he call you?
Look at what Peter did/didn’t do yesterday. Write questions, then

1 answer them.
Did Peter go to the mall? No, he didn’t.
1 go to the mall? (✗) ____________________________________________
2 play basketball (✗) Did Peter play basketball? No, he didn’t.
3 meet his friends (✓) Did Peter meet his friends? Yes, he did.
4 watch a film (✓) Did Peter watch a film? Yes, he did.
5 listen to music (✗) Did Peter listen to music? No, he didn’t.
6 go to the park (✗) Did Peter go to the park? No, he didn’t.
7 chat online (✓) Did Peter chat online? Yes, he did.
8 go to bed late (✓) Did Peter go to bed late? Yes, he did.
Use the phrases to ask and answer questions.

2
1 you/get up early/yesterday?
A: Did you get up early yesterday?
B: Yes, I did.
2 your mum/go to work/yesterday?
3 teacher/give you lots of homework/last week?
4 you/go on holiday/last summer?
5 your best friend/call you/last night?
6 your dad/drive you to school/this morning?
Note!
Use the words in brackets to write questions as in the example. Read
Past Simple
(question words)
3 them aloud.
We always put the
question words
1 She left at 9:00. (When?) When did she leave?
_______________________
before did to form 2 He went to the theatre last night. (Where?) Where did he go last night?
Wh-questions in the
Past Simple. We use 3 Ann met Harry yesterday. (Who?) Who did Ann meet yesterday?
falling intonation 4 He called Bob to invite him to his party. (Why?) Why did he call Bob?
with Wh-questions.
e.g. 5 The film started at 7:00 p.m. (What time?) What time did the film start?
Who did you talk to?
6 I went to the cinema on foot. (How) How did you go to the cinema?
7 They wore coats. (What?) What did they wear?
94
Grammar
Grammar 5e
5e
5e
1 To present the Past Simple (interrogative/
short answers)
• Say then write on the board: Did you watch TV
yesterday? No, I didn’t and Did I watch TV
yesterday? No, you didn’t. Explain that we use
Did + personal pronoun + base form of the
main verb to form questions in the Past Simple.
Focus Ss’ attention on the position of did
(before the personal pronoun). Point out that
we answer in the short form with Yes/No,
personal pronoun + did/didn’t. You can use the
cartoon to present the Past Simple.
• Ask Ss to read the grammar table and the
cartoon.
2 To practise the Past Simple (interrogative/

short answers)
Answer Key
2 Did your mum go to work yesterday? Yes, she
did./No, she didn’t.
3 Did your teacher give you lots of homework last
week? Yes, he/she did./No, he/she didn’t.
4 Did you go on holiday last summer? Yes, I did./
No, I didn’t.
5 Did your best friend call you last night? Yes,
he/she did./No, he/she didn’t.
6 Did your dad drive you to school this morning?
Yes, he did./No, he didn’t.
3 To practise the Past Simple (interrogative/

short answers) and question words
94(T)
55e
5ee Grammar
Grammar
4 To practise the Past Simple

A: Did you walk to school last Friday?
B: No, I didn’t. Did you stay in yesterday?
A: Yes, I did. Did you meet Jane a month ago?
B: Yes, I did. Did you come home late yesterday
evening?
A: Yes, I did. Did you send a parcel last weekend?
B: No, I didn’t. Did you go to France a week ago?
A: No, I didn’t. Did you have dinner yesterday
evening?
B: Yes, I did. Did you try sailing last summer?
A: Yes, I did. Did you do your homework at noon?
B: No, I didn’t. etc.

• Explain the task and give Ss time to complete
the task.
95(T)
Grammar
Grammar 5e
5e
Put the verbs in brackets into the Past Simple, then complete the
4 answers.
Did Tom fly (Tom/fly) to Brussels?
1 A: _____________
didn’t . He ___________
B: No, he ________ travelled (travel) by train.
2 A: Did you enjoy (you/enjoy) the party?
B: Yes, we did. We stayed (stay) there until midnight.
3 A: Did Tony pay (Tony/pay) for the concert tickets?
B: No, he didn’t. We each bought (buy) our own.
4 A: Did you book (you/book) a table at the restaurant?
B: Yes, I did. I booked (book) it last night.
5 A: Why didn’t Louise come (not/Louise/come) with you?
B: She wasn’t (not/be) well.
6 A: Did you have (you/have) a barbecue last Saturday?
B: Yes, we did. Paul didn’t come (not/come) because he was (be) sick.
Use verbs from the list and time words/phrases to ask and
5 answer as in the example.
• eat • walk • stay • meet • yesterday afternoon

• come • send • go • have • last Friday • yesterday
• try • do • travel • study • a month ago • last week
• write • buy • make • last weekend • a week ago
• break • swim • wear • yesterday evening
• spend • read • last summer • at noon
A: Did you eat pasta yesterday afternoon?

B: Yes, I did.
Put the verbs in brackets into the Past Simple.

6
Hi Sam,
Hope you 1) had (have) a great weekend. Mine 2) was (be)
fantastic. We 3) went (go) to Ho Chi Minh City. Ann 4) didn’t
come (not/come) with us. She 5) spent (spend) the
weekend at our grandparents’ house.
We 6) stayed (stay) at a hotel in the centre and we
7) travelled (travel) around by bus. It 8) was (be) cold but it
9) didn’t rain (not/rain). We 10) visited (visit) all the sights
such as the Reunification Palace, Tao Đ�n Park and the
History Museum.
Write back and tell me your news.
B�o
95
5f
5f Skills
Skills
Dino Snores
at the Natural
History Museum
Video
Remember that film, Night at the Museum? Well, you can spend the night at
museums in real life! I was at the Natural History Museum, London just last
night!
It was my birthday present. Mum and Dad took my cousin and me there. We
arrived at the museum as it closed. First, we got out our sleeping bags and set
up camp – right under a stegosaurus! Then, we got out our torches and went
on a guided tour of the dark museum. It was quite scary! After that, we made
T-Rex T-shirts, and a scientist gave us an informative talk. At midnight, it was
time to sleep, but that wasn’t easy because we were so excited! It was an
unforgettable experience!
• snore • set up camp

• torch • scientist
• informative
Reading
1 Read the title of the text and look at the pictures. Why did Jenny go to
this museum?
96
Skills
Skills 5f
5f
5f
1 To listen and read for key information
• Ask Ss to look at the title of the text and the
pictures.
• Read out the question and play the recording.
Ss listen and read the text and find out the
answer.
Answer Key
Jenny went to this museum to spend the night
there. It was her birthday present.
96(T)
55ff
5f Skills
Skills
2 To read for specific information 6 To listen for specific information
• Ask Ss to read the questions 1-3 and the answer • Read the rubric aloud and ask Ss to read the
choices. questions 1-4 and the answer choices.
• Give Ss time to read the text and complete the • Play the recording. Ss listen and complete the
task. task.
• Check Ss’ answers. • Play the recording again if necessary and check
• Give Ss time to look up the meanings of the Ss’ answers.
words in the box.
• Play the video and elicit Ss’ comments. Culture spot
To raise cross-cultural awareness

• Give Ss time to read the text again if necessary a popular museum in the capital city of the UK and
and answer the questions. what people can see and do there. Ask Ss to
• Check Ss’ answers. present them to the class.
4 To develop critical thinking skills
The British Museum is a popular museum in London,
Read the rubric aloud and elicit answers from Ss UK. People can see objects from ancient Egypt,
around the class. Greece, Rome and more. They can go on guided
Suggested Answer Key tours, eat at the museum café and buy souvenirs at
I would love to spend the night in this museum. It the shop.
is a great experience – and very educational.
7 To write a letter describing an experience
5 To learn/practise collocations • Give Ss time to write their letter including all
• Read out the Study Skills box. the points.
• Explain the task and give Ss time to complete • Ask various Ss to read their letter to the class.
the collocations. • Alternatively, assign the task as HW and ask Ss
• Check Ss’ answers. to read out their letters in the next lesson.
• Give Ss time to make sentences and elicit Suggested Answer Key
answers from Ss around the class. Hi Mark!
Suggested Answer Key How are you? Last night, I spent the night in the
1 I can’t believe you can spend the night in a Natural History Museum in London! I was with my
museum in real life! friend Nadia and lots of other children. First, there
2 Spending the night in the Natural History was a guided tour of the museum. Then, we made
Museum was a great birthday present. T-shirts and learned about dinosaurs. We slept in
3 There’s a Brontosaurus in one of the main one of the main galleries. It was one of the best
galleries. nights of my life!
4 We slept in sleeping bags. Write soon.
5 People learn more on a guided tour of the Natasha
museum.
6 A scientist gave a talk on dinosaurs.
97(T)
Skills
Skills 5f
5f
2 Read the text. For the questions (1-3), choose the correct answer
(A, B or C).
1 Who did Jenny spend the night with?
A her mum B her dad C her cousin
2 What did the children do first?
A got their beds ready B went on a guided tour C found their torches
3 What did Jenny find difficult to do?
A make the T-shirt B understand the scientist C fall asleep

1 Why was the tour of the museum ‘quite scary’?
The tour was ‘quite scary’ because there were no lights except torches.
2 How did Jenny feel about her night in the museum?
Study skills
Jenny really enjoyed her night in the museum.
Collocations
Collocations are
words that go 4 Why would you spend a night in this museum? Give two reasons.
together. List
collocations in
your notebook and Speaking
revise regularly.
This will help you
sound more 5 Fill in the gaps with main, give, birthday, guided, real and sleeping. Use
natural in English. the collocations to make sentences based on the text.
1 real life 4 sleeping bags

2 birthday present 5 guided tour
3 main galleries 6 give a talk
Culture Spot
The Vietnam
National Fine Arts Listening
Museum is a popular
museum in Hanoi,
Vietnam. Visitors 6 Listen to Frances talking to Tim about her holiday. Then decide if
3.10
can see traditional the statements (1-4) are R (right), W (wrong) or DS (doesn’t say).
and modern
1 Frances and her family usually stay in the UK for their holidays. W
Vietnamese art
there, go on guided 2 The weather in London was cold. W
tours and join in
with educational 3 They didn’t go shopping in London. R
activities. 4 Frances’ parents enjoyed the curry they ate. DS
Writing (a letter describing an experience of yours)
7 Imagine you spent the night in the Natural History Museum or another
What is a museum. Write a letter to your English friend, Mark (about 50-60 words).
popular museum in Write about where you went, who you were with, what you did and how
the capital city of the
UK? What can people
you felt.
see and do there?
5 CLIL (Art
CLIL (Art & Design)
Reading & Listening
1 3.11 Listen and repeat. Which of these materials did they
use to build each landmark (1-4) in the text? Read through to 1 marble
find out.
2 glass 3 brick 4 wood 5 steel 6 stone 7 plastic 8 bronze
Video
1 Nelson’s Column, London, UK 3 The Pyramids of Giza,

This stone statue of Admiral Horatio Egypt
Nelson, a hero in the British Navy, The ancient Egyptians used stone 4
stands on a tall column, so its total pyramids as tombs for their pharaohs.
height is 51.6 m! There are three There are three at Giza, one for each of
bronze lions at the base. the pharaohs Khufu, Khafre and
Menkaure. The largest pyramid, the
2 Taj Mahal in Agra, ‘Great Pyramid’, was for Menkaure.
Uttar Pradesh, India
Emperor Shah Jahan built this 4 The Golden Gate Bridge, San
amazing marble building in Francisco, USA
memory of his mother, This steel bridge across San Francisco
2
Mumtaz Mahal. It’s the Bay opened in 1937. It is 27 km long. Its
most popular tourist bright colour, International Orange,
attraction in helps people see the bridge in
India. the fog.
3
1
• hero 2 Each text contains one incorrect fact. Can you see what it is?
• in memory of 3.12 Listen to the radio quiz to check if you are right.
• tomb
• connect
• fog 3 Work in groups of three. Collect information about various
landmarks around the world under the headings: Name – Location –
History/Interesting facts. Prepare a poster.
4 Look at other groups’ posters. Which landmark do you find most

How can we impressive? Why?
protect and
preserve 5 Imagine you are at one of these landmarks. Write a postcard to your
English friend (about 50-60 words). Write about where you are, when
landmarks?
you arrived and what you did/saw yesterday.
98
CLIL
Rig(Art n! 5
ht &oDesign)
1 To present new vocabulary; to read for Suggested Answer Key
key information
Name: The Eiffel Tower
Location: Paris, France
History/Interesting facts: It got its
• Elicit Ss’ guesses as to which material was used
name after Gustave Eiffel, the
to build which building and then give Ss time to
engineer who designed the tower.
read the text and find out.
This iron tower is 324 metres tall.
Answer Key
1 They used stone to build Nelson’s Column. They
used bronze to build the lions at the base. Name: Parthenon
2 They used marble to build the Taj Mahal. Location: Athens, Greece
3 They used stone to build the Pyramids of Giza. History/Interesting facts: It is
4 They used steel to build the Golden Gate Bridge. almost 2,500 years old. They
used marble to build it in
honour of the goddess Athena.
2 To identify false information; to listen for
It took 9 years to build.
• Ask Ss to look through the text again and try to
identify the false piece of information in each Name: Stonehenge
text. Location: Wiltshire, England
• Play the recording. Ss listen and check if their History/Interesting facts: They probably
guesses were correct. built it between 3,000 BC to 2,000 BC. It
• Check Ss’ answers around the class. consists of 30 enormous sarsen stones. They brought
Answer Key them to the site from around 25 miles away.
1 There aren’t three lions at the base of Nelson’s
Column. There are four. 4 To express an opinion
2 Shah Jahan didn’t build the Taj Mahal for his
Ask Ss to look at the posters from other groups and
mother. He built it for his wife.
then ask various Ss to tell the class which landmark
3 The largest pyramid of Giza wasn’t for they think are the most impressive and why.
Menkaure. It was for Khufu.
4 The Golden Gate Bridge isn’t 27 km long. It’s
I think Stonehenge is the most impressive because it is
2.7 km long.
so old and they brought the huge stones from far away.
words in the box. 5 To write a postcard
• Play the video for Ss and elicit their comments. • Allow Ss some time to write their postcards or
assign it as HW.
3 To develop research skills; to prepare a • Check Ss’ answers.
poster Suggested Answer Key
• Ask Ss to work in small groups and give them Hi Mary,
Greetings from Athens, Greece. I’m having a great
time to research online and collect information
time. We arrived Athens three days ago and visited
about various landmarks around the world
some places. Yesterday we visited the Parthenon. It’s
under the headings provided.
a marble temple they built to honour the goddess
• Give Ss time to use this information to prepare
Athena. It took 9 years to build it. It’s 2,500 years old.
a poster.
It’s amazing.
• Ask various groups to present their posters to Talk soon.
the class and then display them around the Cam
classroom.
To develop thinking skills
• Ss work in groups and prepare their answers.
• Elicit answers from Ss around the class.
S1: I think we shouldn’t write on the walls.
S2: You’re right. We shouldn’t throw rubbish, etc.
98(T)
5Right
CLILon! 5
CLIL (Art & Design)
(Art
1 To read for key information 3 To present national wonders
• Ask Ss to read the text and then ask Ss to copy Ask various groups of students around the class to
and complete the table into their notebooks. present their national wonders from Exercise 2 to
• Check Ss’ answers around the class. the class.
Answer Key Suggested Answer Key
Name Place Age Good morning. Today I want to tell you about
some famous landmarks. Perhaps you will know
Stonehenge UK 5,000
some of them.
Material Interesting facts The Eiffel Tower is an iron landmark in Paris. It is
The sun on Midsummer’s Day around 130 years old. It gets its name from the
stone shines through the centre. man who designed it.
Over a million visitors per year. The Coliseum is a stone landmark in Rome. It is
almost 2,000 years old. Gladiators used to fight
2 To create a poster there.
The Sagrada Família is a stone landmark in
• Ask Ss to work in small groups and then give Barcelona. It is around 140 years old and it still
them time to research online and find isn’t finished.
information about four national wonders. Sigismund’s Column is a granite and bronze
• Ask Ss to copy the headings from the table into landmark in Warsaw. It is around 370 years old and
their notebooks and make notes and then add it shows King Sigismund III Vasa, who moved
pictures and use their notes to make a poster. Poland's capital from Kraków to Warsaw in 1596.
Suggested Answer Key If you get the chance to visit them, you should.
Thanks for listening.
Name Place Age
Eiffel Tower Paris 130
4 To learn about the value of responsibility
Coliseum Rome almost 2,000
Ask Ss to read the rules. Explain/Elicit the meanings
Sagrada Família Barcelona 140
of any unknown words and then elicit why we
Sigismund’s Column Warsaw 370 have these rules from Ss around the class.
Material Interesting facts
We have these rules to protect our monuments
and ancient ruins.
Gets its name
iron from the man who 5 To develop critical thinking
designed it
Give Ss time to think of other rules relating to
responsibility for protecting ancient ruins and
monuments and then ask various Ss to tell the class.
Gladiators used to Suggested Answer Key
stone
fight there Don’t drop litter.
Respect the local culture and traditions.
stone It still isn’t finished.
It shows King
Sigismund III Vasa,
Granite and
who moved Poland's
bronze
capital from Kraków
to Warsaw in 1596
99(T)
Right on! 5
Project Time 5
1 Read the text. Copy and complete the table below in your notebook.
Stonehenge in the UK is about 5,000

years old. It is a monument of large
stones. They are in two circles and when
the sun rises on Midsummer's Day, its
light shines through the centre. Over a
million people visit Stonehenge each year.
Name Place Age Material Interesting facts
2 Choose national wonders from around the world. The

students in your group decide on four. Copy the table in Exercise 1 into
your notebook and make notes under the headings. Find pictures of the
national wonders and create a poster.
Presentation Skills
3 Present your national wonders to the class. Describe and compare them.
VALUES
Responsibility (protect national wonders)
4 Read the rules. Why do we have these rules?
Rules for responsible travellers

1 Don’t climb on ancient ruins.
2 Don’t sit on monuments to take selfies.
3 Don’t move stones at ancient sites, and don’t
take them away with you!
4 Never paint, write on or scratch words into
old stones or buildings.
5 Can you think of two other

rules? Tell the class.

5 Progress Check
Progress
Vocabulary 5 Put the verbs in brackets into the
affirmative or negative form of the Past
1 Look at the picture and Simple.
choose the correct
1 Darren booked (book) his holiday
answer.
online. (✓)
The lion has got a thick 2 He didn’t visit (visit) any museums
trunk/mane. during his trip. (✗)
It’s got a long tail/neck, too! 3 He ate (eat) local dishes at a restaurant.
(✓)
2x1=2
4 He didn’t have (have) a very good time.
2 Match the adjectives (1-4) to their
(✗)
opposites (a-d). 4x1=4
fast 1 a tiring
exciting slow
2 b
6 Use the words in brackets to write questions.
relaxing 3 c expensive 1 The flight left at 11:30 a.m. (What time?)
cheap 4 d boring What time did the flight leave?
4x2=8
2 I got to work by bus. (How?)
How did you get to work?
3 Look at the pictures and choose the
correct answer. 3 I went on holiday to Portugal last summer.
1 2 (Where?)
Where did you go on holiday last summer?
4 He packed his suitcase to travel abroad.
(Why?)
Why did he pack his suitcase?
4x1=4
3 4
7 Look at what Sarah

did/didn’t do on her
holiday. Write
1 Lucy goes to school by bus/car. questions, then
answer them.
2 We went to London on the ship/train.
3 He goes to work on foot/a bicycle. 1 go sightseeing? (✓)
Did she go
4 She went to the airport in a tram/taxi.
sightseeing?
4x2=8
Yes, she did.
Grammar
2 stay at a hotel? (✗)
Did she stay in a
4 Write the Past Simple of the verbs.
hotel?
1 think thought 6 enjoy enjoyed No, she didn’t.
2 study studied 7 decide decided 3 eat local dishes? (✓)
3 eat ate 8 want wanted Did she eat local dishes? Yes, she did.
4 buy bought 9 take took 4 go cinema? (✗)

Did she go to the cinema? No, she didn’t.
5 book booked 10 have had
4x2=8
10 x 1 = 10
100
Everyday English Listening
8 Complete the dialogue with: 10 Listen to Ben talking to Molly

3.13
about his holiday. Then decide if the

• What was the hotel like? statements (1-4) are R (right), W (wrong)
• What did you do? or DS (doesn’t say).
• It sounds like you had a great time.
• How was your holiday? 1 Ben usually goes on holiday
to Italy. W
Lucy Hi, Jake. Welcome back! 1) How was 2 Most of the time, the weather
your holiday? was cloudy. W
Jake It was amazing. We went to Spain. 3 Ben spent lots of money on
Lucy Wow! 2) What was the hotel like? souvenirs. DS
Jake It was fantastic! It was close to the 4 Ben’s favourite food was ice cream. R
beach and our room was huge! Writing 4 x 3 = 12
Lucy 3) What did you do?
Jake In the morning, we went sightseeing. 11 Write a letter to your English-speaking
Then, in the afternoon, we went pen-friend about a recent trip of yours
snorkelling. (about 50-60 words). Write about where
you went, who you were with and what
Lucy 4) It sounds like you had a great time.
you saw/did.
4x2=8 20 points
Reading See Suggested Answer Section TOTAL: 100 points
9 Read the text and decide if the sentences

Competences
are R (right), W (wrong) or DS (doesn’t say).

GREAT MINDS Now I can …
William Shakespeare was born in
Stratford-upon-Avon, England, in 1564
and died in 1616. He was an actor, Vocabulary
poet and playwright. He wrote many • talk about famous people & jobs
plays during his life and they are still • talk about means of transport
performed in theatres and studied by school • describe animals
children all over the world. Shakespeare got married
Reading
when he was 18 years old to Anne Hathaway, who
was 26 years old, and they had three children. Today, • identify detail (R/W/DS statements)
tourists from all over the world visit Stratford-upon- • answer questions
Avon to see Shakespeare’s birthplace, the school he • read for specific information (multiple
went to and the cottage where he lived with his wife. choice)
Listening
1 Shakespeare performed as an
listen for specific information (R/W/DS
actor in theatres all over the world. DS
statements)
2 Children learn about Shakespeare’s
R Speaking
plays at school.
describe my last holiday
3 Shakespeare’s wife was 18 when
they got married. W Writing
• a quiz
4 Stratford-upon-Avon is a tourist
attraction. R • a letter describing an experience of mine
4 x 4 = 16
101
Vocabulary
Fun activities Video
• Vocabulary
- fun activities
1 a) Look at the pictures and fill in the gaps with the verbs
in the list.
- places of entertainment
- types of TV • take • play • see • watch • sample • go (x2) • pick
programmes/films
- do/go/have phrases b) 3.14 Listen and check your answers.
• Grammar
- will – be going to –
Present Continuous
(with future meaning)
- -ed/-ing adjectives B O U N C E
- conditional (type 1)
- should/shouldn’t –
might
• Reading
- Worth the Experience
(webpage – multiple
matching)
- Fun in All Weathers
(email/advert –
identifying R/W/DS
statements) 2 Play ping pong at Bounce.
• Listening
- a dialogue (multiple
choice) e
s of art at th
• Speaking 1 See work
.
- discussing weekend Tate Modern
plans
- choosing TV
programmes
- expressing an opinion
- inviting – accepting/
refusing
- showing interest –
giving advice
• Writing
- an instant message
weekend plans
• CLIL (Citizenship):
Travel with care
• Culture Spot: British
places to hang out
• Values: Respect for others
102
Entertainment
cover.
1 a) To present vocabulary for fun activities

• Ask Ss to look at the pictures and read the
verbs in the list.
• Give Ss time to do the task.
b) To listen for confirmation

Play the recording for Ss to listen and check
their answers.
102(T)
2 To talk about fun activities in London

• Explain the task and ask two Ss to model the
example.
• Ask Ss to work in pairs and discuss fun activities
to do in London following the example.
ask some pairs to tell the class.
A: We’re going to pick up some bargains at Brick
Lane Market this Saturday. What about you?
B: We’re going to watch a football match at
Wembley Stadium. I can’t wait.
A: Sounds good!
103(T)
4 Go down th
e River Thames
speedboat. in a
at Brick Lane
3 Pick up bargains at stalls
Market.
in a capsule on the
6 Take a ride
5 Watch a footba London Eye.
ll match at Wem
Stadium. bley
7 Go horse ri
ding at Hyde Park
Stables.
8 Sample delicious street food in
Camden Market.
2 Imagine you are in London. Say what you are going to do this weekend.
A: We’re going to play ping pong at Bounce this Saturday. What about you?
B: We’re going to go horse riding at Hyde Park Stables. I can’t wait.
A: Sounds good!
103
6a Reading
Reading
1 Go through the text quickly. Which is

3.15
the top attraction in each place? Listen and

read to find out.
2 Read the article and choose the roller coaster

which matches the sentences.
On which roller coaster (A or B) …
1 do you need to wear special equipment? A
Sue Davies
2 do you travel at extremely fast speeds? A
Do you like roller
coasters? HF :) 3 do you disappear from sight? B
#funtime
4 do you travel on a bendy track? A
3 What do these numbers stand for?

• 240 • 32 • 2,440 • 2
Video
Worth the
You can find roller coasters in most amusement parks around

the world – but some are more extreme than others!
B Cosmo World Yokohama, Japan

There are 32 fun attractions at Cosmo
A Ferrari World Abu Dhabi, UAE World, but Vanish is unique. This roller
If you have a need for speed, you’ll love coaster’s track is 2,440 feet long and the
the Formula Rossa at Ferrari World. It’s ride lasts two minutes. It’s the only
the fastest roller coaster in the world! It roller coaster in the world where
goes up to 240 kilometres per hour and you vanish into an underwater
has lots of bends. Actually, it’s so fast tunnel! It’s very scary … and very
that you need to put on safety glasses to wet!
protect your eyes!
• speed • bend
• put on
• safety glasses
• protect • track
• ride • vanish
• underwater
104
Reading 6a
6a
• Ask Ss to look at the text and elicit the top
attraction in each place.
out.
Answer Key
The top attraction in Ferrari World is the Formula
Rossa. The top attraction in Cosmo World is Vanish.

• Give Ss time to read the text again and match
the roller coasters to the sentences.
words in the box.

• Give Ss time to read the text again and find
what the numbers represent.
Answer Key
240 – The Formula Rossa goes up to 240 kilometres
per hour.
32 – There are 32 fun attractions in Cosmo World.
2,440 – Vanish is 2,440 feet in length.
2 – A ride on Vanish lasts 2 minutes.
Abu Dhabi is the capital of UAE as well as the
capital of the Emirate of Abu Dhabi.
Yokohama is the second largest city in Japan. It
is on Honshu island.
104(T)
6a
6a Reading
4 To present new vocabulary Asterix Park is an amazing amusement park outside
• Ask Ss to look at the pictures. Paris in France. It’s open from 10:00 a.m. to 6:00 p.m.
• Play the recording with pauses for Ss to repeat seven days a week. This amusement park is based
chorally and/or individually. on the famous comic book series. Its attractions
• Check Ss’ intonation and pronunciation. include Goudurix, which is a large multi-looping
roller coaster, and Tonnerre de Zeus, which is a
large wooden roller coaster. Tickets cost €41 for
5 To match places to activities
adults and €38 for children. It’s well worth a visit!
• Ask Ss to read the list of activities. Explain/Elicit
the meanings of any unknown words. 8 To match abbreviations to definitions
• Read out the example and ask Ss to tell their
partner what they can do in each of the places • Read out the Study skills box. Then read out the
in Exercise 4 following the example. abbreviations often used in text messages and
• Monitor the activity around the class and then elicit which ones Ss are familiar with.
ask some Ss to tell the class. • Give Ss time to match the abbreviations to their
definitions.
Answer Key
2 You can listen to classical music at a concert hall.
Answer Key
3 You can see clowns and acrobats at a circus.
4 You can see a robotics exhibition at an exhibition 1 d 2 a 3 e 4 b 5 c
centre.
5 You can attend a performance at a theatre. 9 To write a text message
6 You can see a sports event at a stadium. • Explain the situation and give Ss time to
complete the task including all the points.
6 To learn prepositional phrases • Check Ss’ answers.
• Explain the task and give Ss time to complete it. Suggested Answer Key
• Check Ss’ answers. Hi Bill! You won’t believe it. I’m at Ferrari World
• Elicit answers to the questions. with John. We went on the Formula Rossa roller
Suggested Answer Key coaster. It is the fastest roller coaster in the world.
1 The mall is popular with teens in my area. It goes up to 240 kilometres per hour and has lots
2 Yes, there is an amusement park in my city. It is of bends. You have to wear safety glasses to
famous for its huge roller coaster. protect your eyes. It was amazing! B4N!
3 Yes, I’m fond of visiting amusement parks.
4 Yes, I’m afraid of going on roller coasters.
7 To present an amusement park; to

develop public speaking skills
• Ask Ss to work in small groups and think about
an amusement park that they like and make
notes about it under the headings.
• Give Ss time to use their notes to prepare a
presentation.
• Ask various groups to present their amusement
park to the class.
Name: Asterix Park
Place: outside Paris, France
Opening hours: 10:00 a.m. to 6:00 p.m., seven
days a week
Special attractions: based on famous comic book
series, Goudurix – a large multi-looping roller
coaster, Tonnerre de Zeus – a large wooden roller
coaster
Tickets: €41 for adults, €38 for children
105(T)
Reading 6a
Vocabulary
Places of entertainment

1 amusement 2 concert hall
3 circus 4 exhibition centre 5 theatre 6 stadium
5 What can you do in the places in Exercise 4? Choose from the list. Tell
your partner.
• attend a performance • see a sports event • listen to classical music
• go on a roller coaster • see clowns and acrobats • see a robotics exhibition
You can go on a roller coaster at an amusement park.
6 Choose the correct preposition. Then answer the questions.

1 What place is popular in/with teens in your area?
2 Is there an amusement park in your city? What rides is it famous for/on?
3 Are you fond in/of visiting amusement parks?
4 Are you afraid of/in going on roller coasters?
Speaking
7 What is your favourite amusement park? Write about its

name, place, opening hours, special attractions and tickets. Present the
amusement park to the class.
Writing (a text message)
8 Match the abbreviations to what they mean.
1 CU2moro 2 B4N 3 TTYL 4 THX 5 HF
Study skills a bye for now b thanks c have fun d see you tomorrow e talk to you later
Text language
We can use 9 Imagine you are at one of the places in the
abbreviations when texts in Exercise 1. Send a text message to
believe it.
we write text your friend (about 50-60 words). Write about
messages. Using
where you are, who you are with and what You won’t h … .
abbreviations saves
the roller coaster is like. You can use I’m … wit .
N
We … . B4
time and space.
abbreviations.
105
6b
6b Grammar
Grammar
Let’s go to will – be going to – Present Continuous
the amusement park
tomorrow. You’ll We use will for:
love it. • on-the-spot decisions. I’m too tired. I won’t go out tonight.
• predictions based on what we think, believe or imagine with
the verbs think, believe, hope, know.
I think forests will disappear in 50 years’ time.
• promises. I’ll be back in an hour. Don’t worry.
Sorry, • offers. I’ll help you with your project.
I can’t. I’m going to We use be going to for:
take part in a sports • future predictions based on what we know or see.
competition. Kelly and
Look at the sky! It’s not going to rain today.
Sally are coming, too.
• future plans & intentions. Are you going to buy a new
Can I come?
laptop now that you have the money? No, I’m not. I’m going
Sure. to buy a new smartphone, instead.
Time expressions: tomorrow, next week/month/year, soon, etc.
1 Complete the gaps. Use will or won’t and the verbs in the list.
• rise • join • be • go • rain
1 A: Look outside – it’s raining heavily. We can’t go to the park.
B: That’s OK. We will go to Paul’s house to play computer games,
then.
2 A: It’s so cold at the moment!
B: You’re right, but I believe that the temperatures will rise later in the
week.
3 A: I hope that the weather will be nice while we’re on holiday.
B: Don’t worry! I’m sure it won’t rain.
4 A: Ted won’t join us at the cinema. He has to work late.

B: Oh no!
2 Ask and answer using the prompts and will or won’t.
1 newspapers/exist/in the future? 4 robots/do our housework/in the

A: Will newspapers exist in the future?
future? 5 people/go on holidays/to other
B: No, they won’t. planets/in 50 years?
2 everyone/speak/same 6 students/learn in virtual
language/in 100 years? classrooms/in the future?
3 people/travel in flying cars/in
the future?
3 What are your predictions about life in the future? Think about
housing, transport, food and lifestyle. Write sentences. Tell the class.
106
Grammar
Grammar 6b
6b
6b
Theory box 3 To make predictions
To present will – be going to • Ss work in closed pairs and make predictions

about life in the future.
• Ss’ books closed. Say, then write on board: I’ll
• Go round the class and monitor the task.
visit grandma later. Will you come? No, I won’t.
• Ask Ss to share their predictions with the rest of
Elicit the forms will + bare infinitive
the class.
(affirmative), will not/won’t + bare infinitive
(negative) and will + personal pronoun + bare Suggested Answer Key
infinitive (interrogative). Draw Ss’ attention to Housing: People will live in underwater cities.
the short forms will = ’ll and will not = won’t. Transport: There will be flying cars.
Then, write on board: I’m going to visit Paris Food: People will eat 3D-printed meals.
this summer. Elicit the form be going to + bare Lifestyle: People will do all their shopping online.
infinitive. They will have robot assistants. etc.
• Say, then write on board: I think the new factory
will pollute the river. We don’t need these lights
on. I’ll switch them off. Elicit the use of will. (To
make predictions about the future based on
what we think; to make on-the-spot decisions).
Then, write on board: We’re going to join a
conservation group. Look out! You’re going to
drop those boxes. Elicit the use of be going to.
(To talk about plans and intentions in the future;
to make predictions on what we can see).
• Ss’ books open.
• Ask Ss to read the table and the cartoon. Elicit
the form and use of the verbs in bold.
1 To practise will – won’t (affirmative/

negative)
2 To practise will – won’t (interrogative)

• Explain the task and read out the examples.
• Give Ss time to complete the task in pairs.
2 Will everyone speak the same language in 100
years? No, they won’t.
3 Will people travel in flying cars in the future?
Yes, they will.
4 Will robots do our housework in the future?
Yes, they will.
5 Will people go on holidays to other planets in
50 years? No, they won’t.
6 Will students learn in virtual classrooms in the
future? Yes, they will.
106(T)
66b
6bb Grammar
Grammar
4 To practise be going to (affirmative/ 8 To practise will – be going to with
negative) personal examples
• Explain the task and read out the example. Give Ss time to complete the task in pairs and then
• Give Ss time to complete the sentences with the check their answers around the class.
correct form of the verbs in the list. Suggested Answer Key
• Check Ss’ answers. I’m going to do my homework tonight. I’m not
going to go out with my friends. This weekend, I’m
5 To practise be going to (interrogative) going to go to the cinema with my brother. I’m not
• Explain the task and give Ss time to complete it. going to go to the beach.
1 Are you going to travel abroad this summer?
Yes, I am.
2 Are you going to work on TV when you grow
up? No, I’m not.
3 Where are you and your family going to spend
the weekend? We’re going to spend it at home.
4 Are your parents going to attend a performance
next Saturday? No, they aren’t.
6 To practise will – be going to

• Give Ss time to complete the sentences with the
correct form of the verbs.
7 To practise the Present Continuous (future

meaning)
• Explain that we can use the Present Continuous
with a future meaning for fixed arrangements.
• Read out the notes and the example.
check their answers.
Answer Key
2 Tom isn’t playing video games on Sunday. He’s
attending a performance.
3 Tom and Mark aren’t attending a performance
on Saturday. They’re going shopping.
4 Ann and Sam aren’t going shopping on Saturday.
They’re playing video games.
5 Ann is not attending a performance on Sunday.
She’s watching a basketball match.
107(T)
Grammar
Grammar 6b
6b
4 Complete the sentences. Use the appropriate form of be going to and the
verbs in the list.
• visit • chat • play • watch • attend
This weekend ...
isn’t going to play football. (✗)
1 John _______________________
2 Steve is going to watch a film at the cinema. (✓)
3 Paula isn’t going to visit her cousins. (✗)
4 Jim and Andy are going to chat to each other online. (✓)
5 Kim and her mum aren’t going to attend a theatre performance. (✗)
5 Ask and answer using the prompts and be going to.

1 you/travel abroad this summer?
2 you/work on TV when you grow up?
3 where/you and your family/spend the weekend?
4 your parents/attend a performance next Saturday?
6 Put the verbs in brackets in the Future Simple (will) or the be going to form.
1 A: Have you got this week’s Teen Sports magazine?
B: I’m not sure. I will/’ll have (have) a look.
2 A: The drama club is/’s going to hold (hold) a performance this Sunday.
B: Really? I will/’ll come (come)!
3 A: There’s a documentary about celebrities on TV tonight.
B: I know. I am/’m not going to watch (not/watch) it, though.
4 A: Do you think Peter will/’ll come (Peter/come) to the party?
B: No. He ‘s/is going to spend (spend) the weekend with his uncle.
7 Look at the notes. Correct the sentences. Write in your notebook.
Saturday Sunday
Ann play video games
with Sa m Ann watch a baseball match
Tom go shopping w
ith Mark Tom attend a performance
Note!
1 Ann is watching a basketball match with Sam on Saturday.
We use the Present Ann isn’t watching a basketball match with Sam on Saturday.
Continuous for She’s playing video games with Sam.
fixed arrangements
in the near future 2 Tom is playing video games on Sunday.
e.g. John’s leaving 3 Tom and Mark are attending a performance on Saturday.
tomorrow. He
bought his train 4 Ann and Sam are going shopping on Saturday.
ticket yesterday.
5 Ann is attending a performance on Sunday.
8 Tell your partner about what you are/aren’t doing this evening
and what you are/aren’t going to do this weekend.
107
6c
6c Vocabulary
Vocabulary
Types of TV
programmes/films
2 science fiction
1 game show
4 thriller
3 soap opera
6 documentary
5 cookery show
7 action/adventure 8 fantasy
9 animation/cartoon
Expressing an opinion
Study skills 2 Use the adjectives to discuss TV programmes and films as in the example.
Intonation • good • great • interesting • educational • fantastic • amusing • funny

Use suitable • OK • not bad
intonation to show • silly • childish • awful • boring • terrible
your feelings. This
helps your listener A: What do you think of documentaries?
understand you B: I find them boring. I prefer science-fiction films. What do you like
better.
watching?
A: I love thrillers. They’re fantastic.
3 What do you think the future of entertainment will be?

Discuss in pairs.
108
Everyday English
Everyday 6cd
6
6d
1 To present new vocabulary
2 To express an opinion
• Read out the Study skills box.
• Explain the task. Read through the list of
adjectives and explain/elicit their meanings.
• Read out the example dialogue and then ask Ss
to discuss TV programmes and films in pairs
using the adjectives and following the example.
A: What do you think of game shows?
B: I find them amusing. What do you like watching?
A: I prefer cookery shows. They’re great!
A: What do you think of soap operas?
B: I find them awful. I prefer documentaries. What
do you like watching?
A: I love soap operas. They’re good.
A: What do you think of action films?
B: They’re not bad. I prefer fantasy films. What do
you like watching?
A: I love animation films. They’re funny.
3 To make predictions
• Ss work in closed pairs to do the task.
• Elicit answers from Ss.
People will use VR headsets to watch films. There
will be digital music and digital films.
108(T)
66d
6cc Vocabulary
Vocabulary
1 To listen and read for specific information Suggested Answer Key
Play the recording. Ss listen and say what Steve and A: Jim, your favourite sitcom is on TV. Do you want
Anna choose to watch. to watch it?
B: ‘Friends’? No, not really. What else is on?
Answer Key
A: Well, there’s this show on – it looks like it’s a
They choose to watch a science-fiction film, and
fantasy show.
then they will watch a football match at 8:00 on
B: Oh, I know that one. It’s called ‘Magic Forest’.
Channel 4.
Let’s watch it.
A: OK, but I want to watch a comedy film later.
2 To learn and practise -ing/-ed adjectives B: What time is it on?
• Read out the Note! box and explain the A: It’s at 7:30 on Channel 4. Henry and Laura are
difference between -ing and -ed adjectives. coming over to watch it, too.
• Explain the task and give Ss time to complete it. B: Don’t worry. The show will be over before it
starts.
Extra Activity A: Great. I’ll go and get some snacks, then!
Ss play in teams. Say an -ing/-ed adjective. Ss say a
sentence using the other form. Each correct answer Pronunciation
gets 1 point. The team with the most points is the To pronounce diphthongs
winner.
• Explain what diphthongs are.
e.g. T: interesting
• Play the recording with pauses for Ss to listen
Team A S1: I am interested in documentaries.
and repeat chorally and/or individually.
T: Well done! 1 point for Team A.
• Check Ss’ pronunciation and elicit more words
bored
with the same sounds.
Team B S1: I think soap operas are boring. etc.
3 To act out a dialogue

• Ask Ss to take roles and act out the dialogue in
closed pairs using the Internet TV guide and the
dialogue in Exercise 1 as a model. Write this
diagram on the board for Ss to follow.
A B
Tell B what is on TV. Say no. Ask what
Ask if he/she wants to else is on.
watch it.
Describe what is on. Say its name;
suggest watching it.
Agree. Say you want
to see sth else later. Ask what time it is
on.
Say time & Channel.
Mention who else is Explain what you
coming to watch it, too. will watch will be
over by then.
Agree. Offer to go and
get snacks.
• Monitor the activity around the class. Then ask

some pairs to act out the dialogue in front of
the class.
• Correct their pronunciation and intonation if
necessary.
109(T)
Everyday English
Everyday 6d
6d
Choosing TV programmes
1 Steve and Anna are trying to decide what to watch on TV.

3.18
What do they choose to watch? Listen and read to find out.
Steve Anna, that new game show is on TV. Do you want to watch it? It
started 5 minutes ago.
Anna Not really. What else is on?
Steve Well, there’s this film on – it looks like it’s a science-fiction film.
Anna Oh, I know that one. It’s called Fourth World. Let’s watch it.
Steve OK, but I want to watch a football match later.
Anna What time is it on?
Steve It’s at 8:00 on Channel 4. Mary and Josh are coming over to watch
it, too.
Anna Sounds good. I’ll get some popcorn.
Note!
• -ing adjectives
2 Complete the gaps with -ing or -ed adjectives of the verbs in brackets.
describe what 1 The action film is really exciting (excite).
something is/was
like, e.g. The film 2 They are interested (interest) in watching the documentary.
was boring. (What 3 You’ll be disappointed (disappoint) by the acting.
was the film like?
Boring.) 4 The special effects are amazing (amaze).
• -ed adjectives
describe how
someone feels/ 3 Act out a dialogue choosing a TV programme/film to watch.
felt, e.g. We were Use the online TV guide below and the dialogue in Exercise 1 as a model.
bored. (How did Mind the sentence stress.
we feel? Bored.)
TV tvguide.com
GUIDE
6:00 p.m. 6:30 p.m. 7:00 p.m. 7:30 p.m. 8:00 p.m.
Channel 1 Friends Missing EastEnders Elephants

(US sitcom) (Thriller) (soap opera) (documentary)
Channel 2
Magic Forest Eggheads Lost (action film)
(fantasy film) (game show)
Ready Steady Do you England vs

Channel 3 Cook! News & Weather know it? France
(cookery show) (game show) (live football match)
Channel 4 The Simpsons Sharks (documentary) B&C (comedy)

(cartoon)
Pronunciation Diphthongs (sound that combines two

vowels – when pronounced sound like one)
3.19 Listen and repeat. Can you think of more words with these sounds?
\aU\ town brown \eI\ play they \I´\ deer hear
\aI\ light bite \e´\ hair pair
109
6e
6e Grammar
Grammar
It might snow might – should(n’t)
today, Miss.
• We use might to express possibility. It might rain tonight.

• We use should to give advice.
You should wear your raincoat. It’s raining. (I advise you)
You shouldn’t talk to strangers. (I advise you not to)
You should stay in,

then. You shouldn’t
1 Look at the pictures. Use the prompts to make sentences as in the
example.
go out.
• become a pianist • fall • fall behind with homework • have a car crash
1 2 3 4
Ann Steve Mark Laura
Ann might fall.
Mime an activity. 2 Look at the notes. What should/shouldn’t one do while visiting someone
The class in teams in Canada?
guess what might
happen to you. Etiquette
1 take off sunglasses when you talk to someone (✓)
2 arrive late at a meeting (✗)
3 put elbows on the table when eating (✗)
4 eat with your hands (✗)
5 talk with your hands in your pockets (✗)
6 bring flowers or chocolates when you visit someone (✓)
3 What is the etiquette in your country? Prepare a list.

Show interest Act out a dialogue. Use the phrases in the box.
• Really?
• I didn’t know that.
A: I’m going to Vietnam next week.
• Oh!
B: Really? It’s a beautiful country.
Give advice
A: You were there last year. Is there something I should know?
• You should/
shouldn’t … B: Well, you should ...
A: Really? Anything else ...
110
Grammar
Grammar 6e
6e
6e
Theory box
To present might – should(n’t)

• Ask two Ss to read out the cartoon. Elicit when
we use might (express possibility) / should(n’t)
(give advice).
• Go through the theory with Ss.
1 To practise might
Allow Ss a few minutes to prepare their answers.
Check around the class.
Answer Key
2 Steve might fall behind with his homework.
3 Mark might have a car crash.
4 Laura might become a pianist.
2 To practise should(n’t)
• Go through the notes and explain any unknown
words Ss may have.
• Allow time for Ss to do the task.
1 You should take off your sunglasses when you
talk to someone.
2 You shouldn’t arrive late at a meeting.
3 You shouldn’t put your elbows on the table
when eating.
4 You shouldn’t eat with your hands.
5 You shouldn’t talk with your hands in your
pockets.
6 You should bring flowers or chocolates when
you visit someone.
3 To prepare a list; to act out a dialogue

• Ask two Ss to read the example aloud.
• Ss, in closed pairs, do the task.
• Go around the class and offer help if necessary.
• Ask various pairs to act out their dialogues in
front of the class.
B: Well, you should pass items with two hands.
A: Really? Anything else I should know?
B: You shouldn’t pass anything over someone’s
head.
A: Oh! All right.
B: If you visit a Vietnamese house as a guest, you
should bring fruit, sweets or flowers.
A: OK!
.
110(T)
66e
6ee Grammar
Grammar
4 To present the first conditional
• Say, then write on board: If I study hard, I will
pass my exams. Ask Ss to identify the if-clause
(If I study hard) and which tense we use
(Present Simple). Ask Ss to identify the main
clause (I will pass my exams) and the tense used
(Future Simple). Explain that this is a type 1
conditional and we use it to talk about things
that are likely to happen in the future. Tell Ss
that we can use unless = if not in this type of
conditional sentences by altering the given
example: Unless I study hard, I won’t pass my
exams.
• Ask Ss to read the table and the cartoon.
• Elicit how we form the first conditional.
Answer Key
We form the first conditional with if + Present
Simple ➞ Future Simple (will + infinitive without
to)
5 To practise the first conditional

6 To practise first conditional

Game!
Ss play the game as instructed.
S1 If it’s hot tomorrow, I will go to the beach.
S2 If I go to the beach, I will swim.
S3 If I swim, I will see some fish. etc.
111(T)
Grammar
Grammar 6e
6e
Conditional (Type 1) If Barry keeps
practising hard, he will
help his team win the
match.
Form: if + Present Simple ➝ Future Simple (will + infinitive
without to)
If you study, you’ll get good grades.
It won’t be fun if you don’t come with us.
Use: We use the first conditional to talk about a possible
or probable situation in the present or future. We also
use it to make promises and offers.
Note: unless = if not Unless it rains, we’ll go to the park. (If it
doesn’t rain, we'll go to the park.)
4 Read the theory box. How do we form the first conditional?
5 Put the verbs in brackets into the Present Simple or Future Simple.
Put commas where necessary.
1 If we go (go) to the stadium, we ‘ll/will see (see) our favourite band
perform live.
2 The teacher will explain (explain) the exercise to you if you ask (ask)
him.
3 I won’t/will not lend (not/lend) you my camera unless you are (be)
careful with it.
4 I ‘ll/will come (come) to your party if my parents let (let) me.
5 If I meet (meet) Joe tonight, I ‘ll/will tell (tell) him the good news.
6 If Kathy visits (visit) us, we ‘ll/will order (order) pizza for dinner.
6 Put the verbs in brackets into the correct tense.
1 If Joe isn't busy, he will help (help) you.

Continue the 2 If it rains, we won’t go (not/go) to the exhibition centre tomorrow.
story.
3 My parents won't let me come to the circus unless I do (do) my
S1 If it’s hot homework first.
tomorrow,
4 If you’re hot, I will open (open) the window.
I will go to
the beach. 5 If the tickets are not (not/be) expensive, we’ll go to the theatre.
S2 If I go to the
beach, … etc.
111
6f
6f Skills
Skills
Reading Video
1 3.20 Look at the texts. Which is an advert? a letter?
What is each about? Listen and read to find out.
A Hi Julian,
Hope you’re well! On Saturday,
my brother and I are going to
Jurassic Falls Adventure Golf, an
outdoor mini-golf course in East
London. It’s got a dinosaur theme! There
are life-sized model dinosaurs everywhere and
a dinosaur-themed restaurant, Gogyuzu.
Why don’t you join us? We’ll pick you up at 10:00.
Let me know if you can make it.
Alex
Capital Karts B Capital Karts in Barking, just 15 minutes

from Central London, has the UK’s longest
Feel the Speed! indoor go-karting track. It’s 1,050 metres
long and you can drive at speeds of up to
45 miles per hour! For just £10 per person
you can enjoy a 30-minute session. Coming
as a large group? Give us a call and we’ll
find a special rate for you!
2 Read the texts and decide if the statements are R (right), W (wrong) or
DS (doesn’t say).
1 Jurassic Falls Adventure Golf is an indoor mini-golf course. W
• outdoor
• life-sized 2 You can get a special price if you have lunch at Gogyuzu. DS
• pick sb up 3 Alex offers to give Julian a lift to the mini-golf course. R
• track
4 Capital Karts has a dinosaur theme. W
• session
• rate 5 People always book their go-karting session before they get there. DS
6 You can get a discount if you and your friends go to Capital Karts
together. R
3 Which of the places in the texts would you like to visit? Why? Tell
the class.
112
Skills
Skills 6f
6f
6f
1 To identify text types, to listen and read
for gist
• Ask Ss to look at the texts and try to identify
which one is an advert and which one is a letter.
Elicit their answers.
Answer Key
Text A is a letter. Text B is an advert.
• Play the recording. Ss listen to and read the
texts and find out what they are about.
Answer Key
Text A is about a mini-golf course with a dinosaur
theme.
Text B is about a go-karting track.

• Give Ss time to read the text again and then
read the statements and mark them according
to what they read.
words in the box.
3 To express an opinion; to develop

critical thinking skills
Give Ss time to prepare their answers and then elicit
answers from Ss around the class.
I would like to visit Jurassic Falls Adventure Golf
because it sounds very enjoyable. Plus, there is a
place to have lunch there, too!
112(T)
66f
f Skills
Skills
4 To present new vocabulary Suggested Answer Key
• Explain the task and give Ss time to complete it. Hi James,
• Play the recording. Ss listen and check their I’m going to go to Capital Karts in Barking with my
answers. brother. It’s an indoor go-karting track just 15
minutes from Central London. It’s only £10 for a 30-
minute session. We can also have lessons there
5 To invite – accept/refuse
with a professional racing driver. Would you like to
• Ask Ss to talk in pairs and invite – accept/refuse come with us? I think it will be a lot of fun.
using the activities in Exercise 4 as well as their Let me know soon.
own ideas and following the example. Sam
ask some pairs to ask and answer in front of the Culture Spot
class. To develop cross-cultural awareness
Suggested Answer Key Read out the box and then give Ss time to research
A: Would you like to go roller skating this online and find a popular place for teens to hang
weekend? out in London, UK, as well as what they can do
B: Sure, why not? there. Ask Ss to present it to the class.
A: Would you like to have a sleepover on Friday Suggested Answer Key
night? Camden Market is a popular place for teens in
B: That’s a great idea. London. With a lot of stalls, shops, cafés and
restaurants, it is the perfect place to pick up
A: Would you like to go windsurfing in July?
bargains and try delicious street food.
B: Thanks, but I can’t.
A: Would you like to have a games night on Thursday?
B: I’d love to, but I can’t.
A: Would you like to do Vovinam tomorrow morning?
B: Sure, why not?

• Ask Ss to read the questions and answer choices
and underline the key words. Elicit what the
recording will be about.
• Play the recording, twice if necessary. Ss listen
and choose their answers.
• Check Ss’ answers. Play the recording with pauses
for Ss to check their answers.
7 To write a letter about your weekend plans

• Read out the language box.
• Explain the task and give Ss some time to complete it
referring back to the text if necessary and covering
all the points in the rubric.
• Alternatively, assign the task as HW.
113(T)
Skills
Skills 6f
6f
Vocabulary
do/go/have phrases
4 3.21 Choose the correct item. Listen and check.
1 have/go roller skating

3 go/do windsurfing
2 have/do a sleepover
4 do/go paintballing
5 have/do a games night

6 do/go Vovinam
Culture Spot
Speaking
The Old Quarter in
Hanoi, Vietnam is a
popular place for 5 Discuss as in the example. Use the ideas in Exercise 4 as well as
teens to hang out.
your own ideas.
With shops, trendy A: Would you like to go paintballing this Saturday?
cafés, restaurants
B: Sure, why not?/That’s a great idea./Thanks, but I can’t./I’d love to, but I can’t.
and lively nightlife;
it's a perfect place
to go shopping, Listening
have a meal or go
dancing with
friends.
6 Listen to John and Sue discussing a weekend activity and for the
3.22
questions (1-5), choose the correct answer (A, B or C).

1 What will Sue do on Saturday afternoon?
A play tennis B attend a party C go to an escape room
2 The escape room they will go to looks like a room in ________ .
A a spaceship B a normal house C a castle
Where is 3 They are going to an escape room ________ .
a popular place A opposite a post office B beside a library C near an office building
for teens to hang out in
London, UK? What can 4 Entry to the escape room will cost ________ .
they do there? A £5 B £10 C £15
5 Sue and John agree to meet at ________ .
A 7:00 B 6:30 C 6:45
Opening/Closing
remarks
Writing (a letter about your weekend plans)
• How are you
doing?
• How are things? 7 Imagine you are going to Capital Karts this weekend. Write a letter to
• Write back soon. your English-speaking friend (about 50-60 words). Write about where
you are going, who you are with and what you are going to do. Invite
him/her to join you.
6 CLIL (Citizenship)
CLIL (Citizenship)
Reading
1 Read the title and the headings in the text. What is the text about?
3.23 Listen and read the text to find out.
Video
with Care
Travelling the world is fun, but we need to take care
when we visit new places. Here’s how!
Care for the planet

• It’s nice to get souvenirs during your travels, but be careful
what you buy. Some are ivory from elephant tusks, or
wood from rainforest trees.
• Never drop litter on beaches and mountains, or in forests
and oceans.
Spend your money wisely

• Spend your money in local shops and markets. Then,
your money goes back to that place and the people that
live there.
Show respect
• People all over the world have got different
customs, so always respect local traditions.
• In some places, people wear special clothes
or cover their hair. When you visit them, dress in
the same way.
• take care • planet • souvenir

• ivory • tusk • custom
2 Read the text again and complete the sentences.

1 Be careful when you buy souvenirs.
2 Don’t drop litter.
3 Spend money in local shops and markets.
4 Always respect the local traditions.
5 Dress in the same way.
Speaking
3 Use your answers from Exercise 2 to tell your partner about

what travelling with care means. Use should or shouldn’t.
Travelling with care means that you should(n’t) … .

114
RCLIL
ight on! 6
(Citizenship)

title of the text and the headings.
• Ask Ss to guess what they will read about.
out.
The text is about how to travel carefully.
2 To read for key information

• Give Ss time to read the text again and complete
the sentences.
• Refer Ss to the box.

• Ask Ss to use their answers to Exercise 2 to talk
about travelling with care and what it means.
Travelling with care means that you shouldn’t buy
souvenirs from elephant tusks, or wood from
rainforest trees and you shouldn’t drop litter. You
should stay in small local hotels and spend your
money in local shops and markets. You should also
respect the local traditions and sometimes dress in
the same way as the local people to show respect.
114(T)
6Right
CLILon! 6
CLIL (Citizenship)
(Citizenship)
1 To categorise travel activities Suggested Answer Key
• Ask Ss to read the phrases. Good morning/afternoon everyone. My name is
• Explain/Elicit the meanings of any unknown Maja and today, I am going to talk to you about
words. how to be a smart traveller. First of all, there are a
• Ask various Ss to copy the table into their number of things you should do and things you
notebooks and complete it with the phrases. should know before you visit a place. For example,
• Check Ss’ answers on the board. you should know how to read a map so you don’t
get lost. You should know how to swim so you
don’t get into trouble in the water. You should also
Should Shouldn’t learn about the local culture before you visit a place
• know how to • take pebbles and shells and ask people before you take their photos.
read a map from the beach Secondly, there are a number of things you shouldn’t
• learn about the • treat animals badly do while in another country. For example, you
local culture (ride elephants, walk shouldn’t waste water or any other resource. You also
• know how to lions) shouldn’t take pebbles or shells from the beach. You
swim • drop litter should respect the animals as well as the people and
. you shouldn’t treat animals badly by taking part in
any tourist attraction that hurts them such as riding
2 To create a leaflet an elephant or walking a lion. Most importantly, you
• Explain the task and give Ss time to create a shouldn’t drop litter. You should leave a place how
leaflet using their answers from Exercise 1. you found it and treat the local people, animals and
• Ask various Ss to share their leaflets with the nature with respect.
class. Thank you for listening. Are there any questions?
• Give Ss time to complete the task or assign the
task as HW. 4 To learn about the value of respect for
others
Are you a smart traveller? Follow these rules and • Read the quotations and give Ss time to read the
you can be. meanings and match them to the quotations.
Smart Travellers • Check Ss’ answers.
should:
• ask before taking photos 5 To present a quotation on respect for
• know how to read a map others
• learn about the local culture
Give Ss time to research online for a suitable
• know how to swim
quotation and then ask various Ss to share their
shouldn’t:
quotations with the class.
• waste water
• take pebbles and shells from the beach Suggested Answer Key
• treat animals badly (ride elephants, walk lions) The Earth does not belong to us. We belong to the
• drop litter Earth.
Marlee Matlin (American actress,
author and activist)
3 To give a presentation on being a smart
traveller
• Ask Ss to work in small groups and give Ss time
to use the information from Exercises 1 & 2 to
prepare a presentation.
• Ask various groups of Ss to give their
presentations to the class.
115(T)
Right on! 6
Project Time 6
1 a) What should smart travellers do? Put the ideas in the list
under the correct headings. Write in your notebook.
• waste water • ask before taking photos • know how to read a map
• learn about the local culture • take pebbles and shells from beach
• treat animals badly (ride elephants, walk lions)
• know how to swim • drop litter
Should Shouldn’t
ask before taking waste water, ...
photos, ...
2 In your notebook, use the ideas from Exercise 1 and your own ideas to
create a leaflet for smart travellers.
Presentation Skills
3 How can one be a smart traveller? Give the class a presentation.
VALUES
Respect for others
4 Read the quotations and match them to their meanings. Which quotation ...
1 tells us that looking after the world is good for us as well? B
2 means that we don't understand how important something is until we don't
have it anymore? C
3 says that all of us should look after our world? A
A
"The greatest threat to our planet is the belief that someone else will save it."
Robert Swan (British explorer)
B
"Teaching a child not to step on a caterpilla
r is as valuable to the child as it
is to the caterpillar."
Bradley Miller (American author)
C
"When the well is dry, we will know the worth of water."
Benjamin Franklin (American politician, inventor and writer)
5 Find another quotation about respecting our world, the people and
the animals in it. Use the key words environment quotations.
See Song Section p. 122
115
6 Progress Check
Progress
Vocabulary 4 Put the verbs in brackets in the correct
tense.
1 Fill in the gaps with circus, theatre, stadium,
1 If I am (be) tired, I’ll go home.
concert hall, amusement park, and
exhibition centre. 2 If you ask her, she will help (help) you.
1 You can watch a performance with actors 3 If you leave (leave) now, you’ll be
at a(n) theatre. there before the lecture starts.
2 You can see a robotics exhibition at a(n) 4 If it rains this afternoon, we won’t go
exhibition centre. (not/go) to the park.
3 You can listen to classical music at a(n) 5 They won’t come (not/come) if they
concert hall. finish late.
5 x 2 = 10
4 You can see a sports event at a(n)
stadium.
5 You see clowns and acrobats at a(n) Everyday English
circus.
6 You can go on a roller coaster at a(n) 5 Complete the dialogue. Use the
statements (a-e).
amusement park. 6x1=6
a What time is it on?
2 Choose the correct item.
b Do you want to watch it?
1 Let’s do/go paintballing next weekend.
c Don’t worry.
2 Lisa is going to have/do a sleepover
with her school friends. d Oh, I know that one.
3 How often do you go/do rollerskating? e What else is on?
4 Henry usually plays/goes windsurfing A Paul, your favourite cookery show is on
at the weekend. TV. 1 b
5 I enjoy watching documentaries/ B Not really. I’m not interested in that
thrillers because they are educational. show anymore. 2 e
6 Let’s do/go Vovinam. A Well, there’s this film on – it looks like
7 He likes picking/sampling up bargains an action film.
at markets. B 3 d It’s called Fifth Gear. Let’s watch
8 He enjoys watching soap shows/operas. it.
8x1=8
Grammar A OK, but don’t forget I want to watch a
documentary later.
3 Choose the correct item.
B 4 a
1 We will travel/are going to travel to A It’s at 7:00 on Channel 4.
Warsaw next Saturday.
B 5 c The film will be over before it
2 It’s too cold. I will close/am closing the starts.
window.
A Great. I’ll get some snacks.
3 If you go to Rome, you are seeing/will 5 x 3 = 15
see the Colosseum.
4 They are leaving/will leave tomorrow
morning at 7:30 by train.
5 We will travel/travel abroad this summer
if we have enough money.
5 x 2 = 10
116
P
Reading Listening
6 Read the text. Decide if the sentences are 8 3.24 Listen to Suzanne and Kent talking
R (right), W (wrong) or DS (doesn’t say). about a film and for the questions (1-4),
choose the correct answer (A, B or C).
Video 1 What kind of film does Suzanne suggest?
A a horror film B a drama film
C a science-fiction film
2 The sitcom Suzanne’s brother wants to
watch is at _______ .
A 7:00 B 9:00 C 9:30
3 Kent will watch the film with his _______ .
A The aim of the Young At Art Children’s Museum, A brother B cousin C aunt
South Florida is to introduce children to art in an
4 What will Kent eat while watching the
exciting way.
film?
B There are lots of things to do. For example, A popcorn B crisps C carrots
children can use interactive exhibits to create their
own work of art. There is even a special gallery for very 4 x 4 = 16
young children where they can play and explore TOTAL: 100 points
materials with their hands.
C The museum offers lots of activities, too, from
birthday parties to field trips. Children can sign up for
summer camps, and there are scholarships for talented
Competences
young artists.
D Anyone can become a member of YAA. Membership
includes unlimited visits for a year and other discounts.
If you are 15 or older, you can also volunteer at the
Now I can …
museum. Vocabulary
• talk about fun activities
• talk about places of entertainment
1 You are not allowed to touch the • talk about TV programmes & films
exhibits in the museum. W
Reading
2 The museum isn’t suitable for very • read for specific information (multiple
young kids. W matching)
3 You can have a birthday party there. R • identify detail (R/W/DS statements)
4 Summer camp at the museum lasts Listening
for a month. DS listen for specific information (multiple choice)
5 You need to be 15 years old to
volunteer at the museum. R Speaking
5 x 4 = 20
Writing • choose a TV programme/film
• express an opinion
7 Write a letter to your English friend about • invite – accept/refuse
your plans for the summer (about 50-60
Writing
words). Write about where you are going
to go, who you are going to go with and • write a text message
what you are going to do there. Invite • write a letter about my weekend plans
your friend to come with you.
15 points
See Suggested Answers Section 117
12 RO gr6 VIET Ts End Review_12 RO gr6 VIET Ts End Review 6/29/2021 2:15 PM Page 232
3 Progress Check
Progress
Vocabulary 16 There is a table and six _______ in the
kitchen.
1 Choose the most appropriate option. A armchairs B sofas C chairs
1 My cat has got thick _______ .
17 It’s cold outside. Don’t wear _______!
A mane B fur C trunk
A shorts B jeans C gloves
2 I love _______ the food at the market.
18 My grandma watches this soap _______
A sampling B picking C taking
every day.
3 Please can you _______ those potatoes? A show B action C opera
A beat B mix C peel
19 I wear _______ when I play basketball.
4 They made the pyramids in Egypt of A trainers B boots C shoes
_______ .
20 I want to _______ a sleepover for my
A stone B plastic C wood
birthday.
5 We went to the concert _______ last A do B have C go
night.
A stadium B centre C hall
Grammar
6 The months of spring in the UK are
March, _______ and May. 2 Choose the most appropriate option.
A June B August C April 1 _______ you visit Hanoi when you went
to Vietnam last year?
7 It’s important to _______ time with your
A Do B Did C Are
family.
A spend B hang C attend 2 We sailed _______ the lake in a boat.
A across B along C onto
8 It’s _______ and it’s snowing.
A warm B hot C cold 3 We _______ to stay in France next
summer. We booked the tickets last
9 Your rabbit has got really _______ ears.
night.
A sharp B long C thick
A are going B will C did
10 Do you want to _______ bowling
4 What _______ you doing at the moment?
tonight?
A do B are C did
A go B play C do
5 You _______ bring your own tent. It’s
11 My favourite type of film is science
the rule.
_______ .
A have to B should C might
A fantasy B thriller C fiction
6 This isn’t your notebook. It’s _______ .
12 Phú Quốc is a beautiful _______ with
A my B me C mine
sandy beaches.
A lake B waterfall C island 7 I _______ to the theatre this afternoon.
A ‘ll go B ‘m going C go
13 They saw acrobats at the _______ last
Friday. 8 Amy _______ three pages for her History
A circus B theatre C gym homework last night!
A wrote B is writing C writes
14 My dad rides his _______ to work.
A car B bike C taxi 9 It’s quite warm today. I _______ wear a
coat.
15 Do you _______ sledging in the winter?
A don’t B didn’t C won’t
A go B have C make
118
12 RO gr6 VIET Ts End Review_12 RO gr6 VIET Ts End Review 6/29/2021 2:15 PM Page 233
10 If I finish my homework before 5:00, I Reading

_______ to the park with you.
A ‘ll come B ‘m coming C come 4 Read the texts and write SC (for
Sunnydale Campsite) or RBH (for Rocky
11 Joe is _______ the guitar in his bedroom Bay Hotel).
right now.
A practises B practising C practised Hi Jamie,
How are you? I’m great! I’m staying at
12 You _______ eat cake every day. That’s
Sunnydale Campsite in Devon. It’s next to
my advice.
the River Teign and it’s beautiful. It costs
A shouldn’t B don’t C won’t
just £10 a night for all four of us to stay
13 We _______ travel abroad last year. here! We buy food in Bridford village and,
A don’t B didn’t C won’t in the evenings, we cook it over the
campfire. I love it!
14 I think she _______ win the race. Write back.
A is B going C will Tom
15 They usually _______ the bus to school.
A catches B catch C catching
Hi Tom,
16 Do you like _______ new car? I’m in Devon, too! I’m staying at Rocky Bay
A their B them C theirs Hotel next to the beach. I go swimming
there every morning. There’s also a
17 I only want a _______ sugar in my tea. swimming pool at the hotel, a gym and a
A few B little C some cinema! Of course, it’s expensive to stay
18 He isn’t _______ TV now. here, but we get three huge meals at the
A watching B watched C watch restaurant every day. Delicious!
See you soon.
19 Is she _______ to start English lessons next Jamie
year?
A going B go C went
Where can you …
20 There are _______ people in Ho Chi Minh 1 swim in the sea? RBH
City than in Hanoi.
2 cook food over a fire? SC
A much B many C more
3 watch a film? RBH
4 sleep in a tent? SC
Listening 5 eat at a restaurant? RBH
3 Listen to Laura talking to Ben
3.25
about her holiday and decide if the

sentences are R (right), W (wrong) or Writing
DS (doesn’t say).
1 Laura usually goes on holiday
5 Imagine you are staying at Rocky Bay
Hotel. Write a letter to your English friend
to France. R about your holiday (about 50-60 words).
2 She stayed in a hotel in Spain. W Write about where you are, what the
3 The weather was cold. W weather is like, who you are with, what
you are wearing and what you are going
4 Laura really likes Spanish food. DS to do.
5 She wants to go to Spain again
(See Suggested Answers Section)
next year. W
119
13 RO gr6 VIET Ts Songs_13 RO gr6 VIET Ts Songs 6/29/2021 2:19 PM Page 234
Video
1
Home sweet
a) Complete the gaps with welcome,
TV, desk, castle and place.
2
b) 3.26 Listen and check, then sing along.
Which of the words below best
home
describe your home? Home sweet home,
• big • small • cosy • tall • perfect The best 1) place to be.
• full of love • sweet Home sweet home,
(Suggested Answer Key) There’s a 2) welcome here for me!
My house is small but it is cosy and full of love. There’s no place like home,
It’s where I am free.
There’s my 3) desk and computer,
3 What is home to you?
Home is the best place to be. My bed and 4) TV!
There’s no place like home,
That’s one thing that’s true.
My home is my 5) castle
What about you?
Unit 1
1 Complete the gaps with weekend, Video
Every Day
lessons, rest, routine, special and
play.
2 3.27 Listen and check, then
sing along.
is New!
3 How similar is your daily Every day the same 1) routine,
routine to the singer’s? With lots of things to do!
See Suggested Answer Section But every day is 2) special
Because every day is new!
I get up every morning,

I have 3) lessons, meet my friends.
I go to school five days a week,
And then comes the 4) weekend!
On Saturdays and Sundays,

I find some time to 5) play.
But work or 6) rest, do you know what’s best?
I enjoy every single day!
Unit 2
120
1 Complete the gaps. Use pies, ingredients, food, meat, steam and beat.
Video
2 3.28 Listen and check, then sing
along. In the kitchen, that’s the spot,
That’s where things get really hot!
I love cooking, I love 1) food,
It always puts me in the mood!
Slice it, 2) beat it, chop it,

Peel it, grate it, mix!
Boil it, fry it, 3) steam it,
You can take your pick!
In the kitchen, that’s the space,

4) ingrediennts all around the place!
Eggs, potatoes, cheese and 5) meat ,
All the things I love to eat!
In the kitchen, that’s my style

‘Cause cooking always makes me smile!
Preparing salads, baking 6) pies
I love food, and that’s no lie!
Unit 3
1 3.29 Listen and fill in the
gaps with the correct word,

then sing along.
2 Which parts of the song

Whether the weather is sunny and hot,
best match each picture?
Or whether it’s 1) rainy today,
Whatever the weather, let’s all get together,
Let’s all have some fun anyway!
A I like it when it’s raining,
I go 2) shopping with my friends.
I like sitting in a cool café
Video Especially at 3) weekend!
C
I like it when it’s sunny,
I like riding in the park.
I like sitting on a 4) sunny beach
Until the day gets dark!
B
I like it when it’s 5) snowing,
I go skiing quite a lot.
I like having fun the whole day long,
When it’s 6) cold or when it’s hot!
Unit 4
121
Video
1 Listen and fill in the gaps
3.30
with the correct word, then sing along.

• acted • painted • sang • wrote
Famous Forever
Dickens 1) wrote great stories.
2 Do you want to be famous? Why
He made us turn the page.
(not)? See Suggested Answer Section
Van Gogh 2) painted works of art.
That never ever age.
Chaplin fell and made us laugh.

He 3) acted on the screen.
Elvis 4) sang his greatest hits.
He made the audience scream.
Famous Forever.
Shout their names out loud.
They are still famous.
They stood out from the crowd.
Unit 5
Video
1 Complete the gaps with
fun, backs, me, stuff, seaside,
inside, pouring and do. Weekend uploading
2 3.31Listen and check, then Saturday’s here, let’s head outside
sing along. It’s not the day to stay 1) inside
Don’t stay at home, don’t watch TV
3 What is the weekend Hey come and play ping pong with 2) me
like for you?
The weekend’s here for everyone
See Suggested
Shake off the week and have some 3) fun
Answer Section
Meet up with friends, they love it too
There’s so much now to see and 4) do
Sunday is here, so go for a ride
Go hiking, go fishing, go to the 5) seaside
But if you feel tired, stay home and relax
Watch some cool series and lie on your 6) backs
Monday’s dull and Tuesday’s boring
Wednesday’s slow, and Thursday’s 7) pouring
But Friday’s here and sure enough
The weekend’s back to do fun 8) stuff!
Unit 6
122
14 RO gr6 VIET Ts Writing_14 RO gr6 VIET Ts Writing 7/6/2021 5:07 PM Page 237
Writing
An email about you (p. 124)
A letter about a building (p. 125)
A blog entry about your routine (p. 126)
A recipe (p. 127)
An instant message (p. 128)
A letter about your last holiday (p. 129)
A postcard about your plans (p. 130)

1 Read the task. Use the underlined key Writing Tip Capital letters
words to complete the table in your
notebook. In English we use a capital letter:
• at the beginning of a sentence (What about you?).
Write an email to your new English e-friend • with names (Andrew) and the personal
about you (about 50 words). In your email pronoun I (I’m a student.).
write: ■ your name ■ where you are from • with days of the week (Monday), months
■ your age ■ the name of your school (August), names of cities (Los Angeles),
■ sports you can do ■ what your favourite countries (Italy), nationalities (Italian) and
colour is. continents (Africa).
Type of writing an email

Who to my new English e-friend 3 Rewrite the sentences using capital
my name and age, where letters where necessary.
Topics I’m from, my school, sports 1 i am italian. I am Italian.
I can do, favourite colour
2 my name’s antonio.
Number of words 50
3 my favourite sport is tennis.
Model analysis 4 i am from madrid. it is the capital city
of spain.
2 Read the model. Copy the spidergram
5 my favourite colour is blue.
into your notebook and complete it with
information from the email. 6 my birthday is in january. it’s my
favourite month!
Your turn
From: Steve
To: Mark 4 a) Brainstorming: Copy the spidergram in
Subject: Hello! Exercise 2 into your notebook. Complete
Hi Mark! it about you.
How are you? My name’s
Steve Harris and I’m b) Use the task in Exercise 1 to write an
from New York, USA. email to your new e-friend about you.
I’m twelve years old and Use your ideas from Exercise 4a and
I’m a student at King phrases from the Useful Language box.
George School. I can
Useful Language
play football very well! My favourite
colour is green. Greeting
What about you? Write back. Hi/Hello … !
Yours, Opening remarks
Steve How are you?/How’s everything?
Personal information
• My name’s/I’m … . • I’m from … .
opening remarks • I’m … (years old). • I’m a student at … .
closing
where from • I can play … very well.
remarks
• My favourite colour is … .
Name age Closing remarks
(............) • What about you? • What is/are your favourite … ?
favourite
colour name of • Write back soon./Write back and tell me.
school Ending
sport
• Yours, • Take care! • Best wishes, • Bye for now.
124
An email about you

1 To analyse a rubric b) To write an email
• Ask Ss to read the rubric and look at the Give Ss time to write their email using the task
underlined words. in Exercise 1, their ideas from Exercise 4a and
• Tell Ss to copy the table into their notebook and phrases from the Useful Language box.
complete it with the underlined words. Suggested Answer Key
From: Anna
To: Lisa
2 To analyse a model Subject: Hello!
• Ask Ss to read the model and then copy the Hi Lisa!
spidergram into their notebooks and complete How are you? My name’s Anna Martinez and I’m
it with information from the email. from Madrid, Spain. I’m eleven years old and I’m a
• Check Ss’ answers on the board. student at King George School. I can play tennis
very well! My favourite colour is blue. What about
you? Write back.
opening remarks Yours,
closing (How are you?) where from Anna
remarks (New York,
(Write back) USA)
Name
favourite (Steve Harris)
age
colour
(12)
(green)
sport name of school

(football) (King George
School)
3 To practise capital letters

• Read out the Writing Tip box.
• Explain the task and read out the example. Give
Answer Key
2 My name’s Antonio.
3 My favourite sport is tennis.
4 I am from Madrid. It is the capital city of Spain.
5 My favourite colour is blue.
6 My birthday is in January. It’s my favourite
month!
4 a) To brainstorm for ideas

Ask Ss to copy the spidergram from Exercise 2 into
their notebooks and complete it with information
about themselves.
(Ss’ own answers)
124(T)
A letter about a building

1 To analyse a rubric 5 a) To brainstorm for ideas
• Ask Ss to read the rubric and look at the • Ask Ss to research online and collect
underlined words. information about a famous building in their
• Tell Ss to copy the table into their notebook and country.
complete it with the underlined words. • Then, ask Ss to copy the spidergram from
• Check Ss’ answers. Exercise 2 into their notebooks and complete
it with the information about the famous
2 To analyse a model building.
• Ask Ss to read the model and then copy the Suggested Answer Key
spidergram into their notebooks and complete opening remarks
it with information from the letter.
closing remarks (How’s everything?) name
(Write back.) (Pena Palace)
Kind of
opening remarks outside location
building
closing remarks (How are you?) name (large forest, (Sintra,
(big palace)
(Hope it helps.) (Villa d’Este) amazing national Portugal)
park)
Kind of
outside location
building inside
(large gardens, (Tivoli,
(big palace) (spacious rooms,
fountains, Rome)
beautiful furniture)
balconies, great
inside
views)
(spacious rooms, b) To write a letter
beautiful paintings) Give Ss time to write their letter using the task in
Exercise 1, their ideas from Exercise 5a and
phrases from the Useful Language box.
3 To identify adjectives
• Give Ss time to identify the adjectives for the Hi Norman,
nouns in the list. How’s everything? Portugal is famous for its
• Elicit answers from Ss around the class. wonderful buildings. Pena Palace in Sintra is
Answer Key amazing! It’s a big palace with lots of spacious rooms
wonderful buildings, big palace, spacious rooms, inside. There is beautiful furniture in the rooms.
beautiful paintings, large gardens, great views Outside there is a large forest and an amazing
nature park. Follow this link:
4 To practise punctuation http://www.parquesdesintra.pt/en/parks-and-
monuments/park-and-national-palace-of-pena/.
• Read out the Writing Tip box. Write back.
• Explain the task and read out the example. Give Cam
125(T)
1 Read the task. Use the underlined key words Writing Tip Punctuation
to complete the table in your notebook.
We use:
This is part of a letter from your English • a full stop (.) at the end of an affirmative or
friend, Norman. negative sentence. (It’ a palace. It isn’t a museum.)
We’ve got a project at school about famous • a comma (,) between items on a list.
buildings in various countries. Can you please (The walls are green, yellow and red.)
suggest a building in your country and send • a question mark (?) at the end of a question.
me some information about it? (How are you?)
Write your letter to Norman (about 50 • an exclamation mark (!) at the end of an
words). Write the name of the building, affirmative or negative sentence to give
where it is and what there is inside/outside. emphasis. (It’s great! No way!)
• an apostrophe (’) for short forms. (I’m French.)
Type of writing a letter
Who to my English friend, Norman
name of building, where it 4 Punctuate the sentences.
Topics is, what there is inside/
1 How are you?
outside
Number of words 50 2 It is a great building.
3 It’s in Krakow, Poland.
Model analysis 4 My favourite museum is the Louvre. It’s
amazing!
2 Read the model. Copy the spidergram
into your notebook and complete it with 5 How’s everything?
information from the letter.
6 There’s a huge bed, a wardrobe, four
chairs and two windows.
Your turn
5 a) Brainstorming: Collect information
about a famous building in your country.
Complete a spidergram similar to the one
Hi Norman, in Exercise 2 in your notebook.
How are you? Rome is famous for its wonderful
buildings. Villa d’Este in Tivoli is amazing! It’s a big b) Use your answers in Exercise 5a to
palace with lots of spacious rooms inside. There are write your letter to Norman. You can use
beautiful paintings on the walls. Outside, there are phrases from the Useful Language box.
large gardens, fountains and balconies with great
views over the gardens. Follow this link: Useful Language
http://www.villadestetivoli.info/storiae.htm.
Greeting
Hope it helps.
Hi/Hello … !
Monica
Opening remarks
Opening remarks
• How are things? • How’s everything?
Closing remarks Describing a building
Kind of building name • (name) is in (name of town/city)
outside • It’s a (palace, castle, museum, etc.)
location • Inside, there are (huge rooms, statues, etc.)
inside
• Outside, there are (beautiful gardens, fountains, etc.)
3 Find the adjectives Monica uses to Closing remarks
describe the: buildings, palace, rooms, • Hope it helps. • Write back. • Have to go now.
paintings, gardens. views.
125
1 Read the task. Use the underlined key 3 Complete with and, or, before or after.
words to complete the sentences.
1 At weekends, I go to the mall or hang
Write a blog entry about your daily routine out with my friends.
(about 50 words). In your blog entry, write: 2 Paul goes straight home after lessons
■ what you do in the morning ■ what you do finish.
in the afternoon ■ what you do in the evening.
3 Ann gets her bag ready before she
1 You need to write a(n) blog entry. leaves the house.
2 It is for bloggers. 4 We have dinner and then, we watch TV.
3 You need to write about your daily

routine (morning, afternoon, evening).
4 You need to write 50 words.
Model analysis Your turn
2 Read the model. Make notes under the 4 a) Brainstorming: Copy the spidergram
into your notebook. Complete it with
headings: ■ In the morning ■ In the
information about your daily routine.
afternoon ■ In the evening. Use your
notes to present Hoa’s daily routine.
opening remarks
closing remarks
Hey bloggers.
in the morning
My day starts early. My daily routine
I get up at 7:00 o’clock in the
morning, have a shower and
in the evening in the afternoon
then I have breakfast. I go to
school at 8:15. I get back at
3:15 and do my homework
before I go to basketball b) Use the task in Exercise 1 to write a
practice. After we have dinner at 7:00, I chat with blog entry about your daily routine. Use
my friends online or watch TV. I go to bed at your ideas from Exercise 4a and phrases
10:00 What about you? from the Useful Language box.
Post a comment
Useful Language
Writing Tip Linkers and/or/before/after
Opening remarks
• We use and to link similar ideas. • Hi bloggers! • Hi there!
I get up and take a shower. Describing daily routine
• We use before to show that an action morning
happens earlier than another action. • In the morning, I get up at … and then I … .
Before I go to school, I have breakfast./I have • My day starts (early). I … and then I … .
breakfast before I go to school. afternoon
• We use after to show that an action happens • After lunch/In the afternoon, … .
later than another action. • I finish school at … .
After I have breakfast, I go to school./I go to evening
school after I have breakfast. • I usually … in the evening. • I go to bed at … .
• We use or to link opposing ideas. Closing remarks
In the evenings, I watch TV or chat online. What about you?
126
A blog entry about your routine

1 To analyse a rubric b) To write a blog entry
• Ask Ss to read the rubric and look at the Give Ss time to write their blog entry using the
underlined words. task in Exercise 1, their ideas from Exercise 4a
• Tell Ss to use the underlined words to complete and phrases from the Useful Language box.
the sentences. Suggested Answer Key
Hi there!
This is my daily routine. I always get up at 7:30 and
2 To analyse a model take a shower. Then, I go to school at 8:15. In the
• Ask Ss to read the model and then make notes afternoon, I finish school at 3:30 and go home. I
under the headings provided. do my homework and then I go to tennis practice.
• Ask various Ss to use their notes to present In the evening, I usually eat dinner with my family
Hoa’s daily routine. at 8:00 and then watch TV before I go to bed at
9:45. What about you?
In the morning: get up at 7:00, have a shower,
have breakfast, go to school at 8:15
In the afternoon: get home at 3:15, do homework,
go to basketball practice
In the evening: have dinner at 7:00, chat with
friends online or watch TV, go to bed at 10:00
Hoa gets up at 7:00 and she has a shower. After
that, she has breakfast and then at 8:15, she goes
to school. She gets back home at 3:15 and then
does her homework. After that, she goes to
basketball practice. She has dinner at 7:00 and
then chats with her friends online or watches TV
before she goes to bed at 10:00.
3 To practise linkers
• Read out the Writing Tip box.
• Explain the task and read out the example. Give

Ask Ss to copy the spidergram from Exercise 2 into
their notebooks and complete it with information
about themselves.
opening remarks
closing remarks
Hi there!
What about you?
in the morning
My daily routine
get up at 7:30,
take a shower,
in the evening go to school at 8:15
eat dinner with in the afternoon

family at 8:00,
watch TV, go to bed finish school at 3:30,
at 9:45 go home, do homework,
go to tennis practice
126(T)
A recipe
1 To analyse a rubric b) To write a recipe
• Ask Ss to read the rubric and look at the Give Ss time to write their recipe using the task
underlined words. in Exercise 1, their ideas from Exercise 5a and
• Tell Ss to use the underlined words to complete phrases from the Useful Language box.
the sentences. Suggested Answer Key
Ingredients
200 g butter
2 To understand a list of ingredients
200 g sugar
Ask Ss to look at the list of ingredients and elicit 4 medium eggs
what we need to make an omelette. 200 g flour
Answer Key 1 tsp vanilla extract
250ml whipped cream
We need two eggs, olive oil, salt and pepper.
6 tbsp jam
3 To complete a recipe Method
• Explain the task and give Ss time to complete it. • Mix together the butter and sugar in a bowl.
• Check Ss’ answers. • Beat the eggs and add them to the mixture.
• Add the flour and the vanilla extract and fold it
into the mixture.
4 a) To understand abbreviations
• Pour the mixture into a cake tin and bake at
• Read out the Writing Tip box. 180º C for 20 minutes.
• Explain the task and the example. Give Ss • Allow to cool and then put the jam and whipped
time to complete it. cream onto the sponge.
• Check Ss’ answers. • Serve straight away.
b) To identify and explain abbreviations

• Ask Ss to read the method and find and
explain the abbreviations.
Answer Key
150º C = 150 degrees Celsius
½ tbsp = half a tablespoon

Ask Ss to copy the spidergram into their
notebooks and complete it with information
about their favourite dish. Ss can look up
recipes online or in magazines if they like.
method
(mix together the butter and sugar, add
eggs, flour and vanilla, pour mixture into
a cake tin, bake at 180oC for 20 minutes)
ingredients
(200g butter, 200g
sugar, 200g flour, name
4 eggs, 1 tsp (Victoria Sponge)
vanilla extract,
250ml whipped
cream,
6 tbsp jam)
My Recipe
127(T)
1 Read the task. Look at the underlined key Writing Tip Using abbreviations
words and complete the sentences (1-4).
When we write recipes, we usually use
Your English school magazine wants students abbreviations e.g. min – minute.
to send in recipes of their favourite dish. Write
your recipe (about 50 words). 4 a) What do these abbreviations mean?
Read and match.
1 You need to write a recipe.
tsp 1 a gram
2 It is for the English school magazine.
tbsp 2 b minute
3 You need to write about your favourite
g 3 c millilitre
dish.
kg 4 d tablespoon
4 You need to write 50 words.
ml 5 e degrees Celsius
Model analysis min 6 f teaspoon

°C 7 g kilogram
2 Look at the ingredients. What do we
need to make an omelette? b) Go through the method. Find examples
of abbreviations. What do they mean?
Ingredients
• 2 eggs Your turn
• olive oil
• salt 5 a) Brainstorming: Copy the spidergram
• pepper information about your favourite dish.
name
My Recipe
method
3 Read the model and complete the gaps
ingredients
with the words below.
• serve • fold • put • pour • add b) Use the task in Exercise 1 to write your
recipe. Use your ideas from Exercise 5a and
Useful Language
Omelette Listing ingredients

• a tsp/tbsp of honey/sugar/salt
• a kg of potatoes/beef
• a litre of milk/water • a cup of flour/water
Method Method
• Beat the eggs in a bowl. • Add (the meat to the vegetables, etc.)
1) Add salt and • Bake (the cake in an oven, etc.)
pepper. • Chop (vegetables into small pieces, etc.)
• 2) Put a frying pan on a low heat (150°C). • Boil (the pasta in water, etc.)
• Add ½ tbsp of oil, then 3) pour in the eggs. • Mix (everything together in a bowl, etc.)
• 4) Fold the omelette over in half. • Cook (the dish for 30 minutes, etc.)
• When it is golden brown, remove the pan • Peel (the skin of the tomato, etc.)
from the heat. • Pour (the milk into the bowl, etc.)
• 5) Serve hot. Serving suggestions
• Serve straightaway/while still hot/when cool.
• You can serve the dish hot or cold.
127
1 Read the tasks. Use the underlined key 3 Replace the underlined phrases in the
words to answer the questions. models with phrases from the Useful
Language box.
A You are going to the beach tomorrow. Write
a message to your friend ,John, inviting him
to come with you (about 30-50 words).
Your turn
B You and your family are going on a picnic
next Sunday. Write a message to your friend, 4 a) Read the task. Underline the key
Anna, inviting her to come on the picnic with words.
you (about 30-50 words).
You are going to the cinema tomorrow. Write
1 What are you going to write? a message to your friend, Mark, inviting him
2 Who are you going to write to? to come with you (about 30-50 words).
3 What information are you going to

include? b) Brainstorming: Use the key words to
answer the questions.
4 How many words are you going to write?
1 What are you going to write?
Model analysis 2 Who are you going to write to?
2 Read the models. Find examples of the 3 What information are you going to
Present Continuous. Which expresses include?
an action happening now? a fixed future
4 How many words are you going to
arrangement?
write?
A
John, 5 Use the task in Exercise 4a to write a

message to your English-speaking friend,
How are things? 1) What are you doing Mark. Use your answers from Exercise 4b
tomorrow? I’m going to the beach. and phrases from the Useful Language
2) Why don’t you come with me? We box.
can meet up at about 11. 3) Let me
know if you can make it. Useful Language
4) Talk later. Asking about someone’s fixed arrangements
Andy • Any plans for …?
• What are you doing on (Friday)/this/next
weekend/later tonight, etc.?
B Making suggestions
• Do you fancy + -ing …?
Anna, • Would you like to …?
How are you? I’m • Why don’t you/we/I …? Let’s (go together) … .
doing my homework • How about + -ing …?
right now. We’re going on a picnic Asking for future contact
with my family next Sunday. 5) How • Call me. • Give me a call later.
about joining us? We can pick you up • Call me and let me know.
at about 10. What do you think? Call • Let me know if you can make it.
me later. Ending a message
6) Cheers, • Cheers, • See you. • Talk later.
Laura • Talk to you soon.
Send
128
An instant message
1 To analyse a rubric b) To brainstorm for ideas
• Ask Ss to read the rubric and look at the • Ask Ss to answer the questions using the key
underlined words. words from Exercise 1.
• Tell Ss to use the underlined words to answer • Check Ss’ answers around the class.
the questions. Answer Key
1 a message
Answer Key 2 my friend Mark
A 1 a message 3 an invitation to the cinema tomorrow
2 my friend John 4 30-50
3 an invitation to the beach tomorrow
4 30-50 5 To write a message
B 1 a message Give Ss time to write their message using the task
2 my friend Anna in Exercise 4a, their answers from Exercise 4b and
3 an invitation to a family picnic next Sunday phrases from the Useful Language box.
4 30-50
Mark,
2 To identify Present Continuous forms and Any plans for tomorrow? Do you fancy going to
uses the cinema with me? The film is on at 7:30 so we
• Ask Ss to read the model and find the Present can meet at 7:00. What do you think? Call me and
Continuous forms and say what they express. let me know.
• Check Ss’ answers. Talk later.
Answer Key An
1 I’m going to the beach. (a fixed future
arrangement)
2 We’re going on a picnic with my family next
Sunday. (a fixed future arrangement)
I’m doing my homework right now. (an action
happening now)
3 To develop writing skills

• Give Ss time to read the Useful Language box and
select suitable alternatives for the underlined
phrases in the model.
1 Any plans for
2 Would you like to
3 Call me and let me know.
4 Talk to you soon.
5 Do you fancy
6 Talk later.
4 a) To analyse a rubric
• Ask Ss to read the rubric and underline the
key words.
Answer Key
Key words to be underlined: the cinema
tomorrow, message, your friend Mark, inviting him
to come with you, 30-50 words
128(T)
A letter about your last holiday

1 To analyse a rubric 5 a) To brainstorm for ideas
• Ask Ss to read the rubric and underline the key Ask Ss to copy the spidergram into their
words. notebooks and complete it with information
• Then give Ss time to answer the questions. about their last holiday.
• Check Ss’ answers. Suggested Answer Key
Answer Key
opening where I
1 a letter to my English-speaking friend
remarks went
2 my holiday (where, how long, weather, what I
closing remarks (How are (Zakynthos,
did, feelings)
3 50-60 (Write back.) you doing?) Greece)
2 To identify adjectives how long

my feelings Holiday
• Give Ss time to identify the adjectives for the (best holiday ever) (two weeks)
nouns in the list.
• Elicit answers from Ss around the class. weather
what we did
Answer Key (fantastic)
(boat trips, swam in
small hotel, fabulous weather, warm sea, local
sea, souvenir shopping,
food
took lots of photos)
3 To develop writing skills

b) To write a letter
• Explain the task and ask Ss to identify the
adjectives which do not collocate with the Give Ss time to write their letter using the task
nouns. in Exercise 1, their ideas from Exercise 5a and
• Check Ss’ answers around the class. phrases from the Useful Language box.
4 To recognise informal style Hi Jessica,
• Read out the Writing Tip box. How are you doing? Did you enjoy your holiday?
• Give Ss time to identify examples of informal We went to Zakynthos in Greece. We stayed in a
style in the letter in Exercise 2. big hotel for two weeks. The weather was
• Check Ss’ answers. fantastic. We went on boat trips, swam in the sea
and went souvenir shopping. I took lots of photos.
Answer Key
It was the best holiday ever!
short verb forms: How's Write back.
simple sentences: I had the time of my life. Allison
simple linking words: and
129(T)
1 Read the task. Underline the key words Writing Tip Informal style
and answer the questions.
When we write letters to people we know well,
You were on holiday. Write a letter to your we use informal style. That is:
English-speaking friend. In your letter write: • short verb forms (I’m …)
■ where you went ■ how long you stayed • simple sentences (We’re back from Egypt.)
there ■ what the weather was like ■ what • simple linking words (and, or, etc.)
you did ■ your feelings. Write your email
(about 50-60 words).
1 What are you going to write? Who to?

4 Find examples of informal style in the
email.
2 What are you going to write about?
3 How many words are you going to Your turn
write?
Model analysis 5 a) Brainstorming: Copy the spidergram
information about your last holiday.
2 Read the model. Which adjectives does
Carl use to describe the: hotel? weather? opening
closing remarks
sea? food? remarks
where
I went
my feelings Holiday
how long
what we did weather
b) Use the task in Exercise 1 to write your

letter. Use your ideas from Exercise 5a and
Hi Bob! Useful Language

How’s everything? Did you enjoy your holiday? Greetings
We went to Phú Quôc. Hi,/Hello (person’s first name)!
We stayed in a small hotel for a week. The weather Opening remarks
was fabulous. We swam in the warm sea, went • How’s everything? • How are you doing?
sightseeing and tried local food. Where you went
I had the time of my life. See the photos attached. • We’re back from … .
Talk to you soon. • We were there for … days.
Carl Describing the weather
• The weather was (great/fine/fabulous, etc.)
• It was hot and sunny, etc. there.
3 Find the odd word out.
• It was very cold …
1 The weather was great/fantastic/cool/ What you did
traditional. • I/we went/visited/saw … .
• I took (lots of) photos.
2 We stayed in a(n) expensive/big/
Describing your feelings
healthy/five-star hotel.
• I really enjoyed it there.
3 The hotel was by a sandy/busy/quiet/ • It was the best holiday ever./It was great! etc.
seaside beach. Closing remarks
4 The food was lovely/tasty/friendly/ • Write back. • Have to go now. • Talk later.
delicious.
129
1 Read the task. Underline the key words Writing Tip Informal style
and answer the questions.
When we write postcards to our family and
You are on holiday. Write a postcard to your
friends, we use informal style. This includes:
English-speaking friend describing where you
• missing words (Hope you can come.)
are going, who with, your plans and inviting
• short verb forms (I'm going bowling.)
him/her to join you (about 50-60 words).
• informal expressions (Drop me a line ...)
1 What are you going to write?

2 Who is going to read it? 3 Rewrite the following sentences in
3 What is it going to be about? informal style as in the example.
4 How many words are you going to 1 I am going ice skating tomorrow. I’m
write? looking forward to it!
I’m going ice skating tomorrow.
Model analysis Looking forward to it!
2 You are welcome to join us.
2 Read the model and complete the table.
3 I’ll be back in a week.
4 I cannot wait to visit it!
5 We will see you there.
Hi Emma,
Greetings from Cardiff. My family and I Your turn
arrived yesterday. We’re staying at my
uncle’s house. The weather’s great.
How are you? Tomorrow I'm going to
4 Brainstorming: Imagine you are on
holiday. Copy the table in Exercise 2 into
Roller World with my cousin, Amy. It's a your notebook. Complete it about you.
fantastic indoor centre. You can go
bowling and play games there, too, but
we're going to go roller skating. 5 Use your notes in Exercise 4 to write
Afterwards, we're going to shopping. a postcard to your friend about your plans
Why don't you come? You can stay and inviting him/her to join you. Use
with us. I hope you can make it! Dad phrases from the Useful Language box.
can pick you from the train station.
Let me know.
Karen Useful Language
Opening remarks
• How's everything? • How are you doing?
• I'm going to … on … with … .
• On …, my (friend/cousin/brother, etc.) and I are
Where Roller World planning to go to … .
Activities
When tomorrow • We're going to play/go/do … .
• Tomorrow, we're going to … .
Who with cousin, Amy Inviting
• Would you like to join us? • Please come.
Activities go roller skating, go shopping Closing remarks
• Let me know. • Tell me if you can come.
130
A postcard about your plans

1 To analyse a rubric 5 To write a postcard
• Ask Ss to read the rubric and underline the key Give Ss time to write their postcard using the task
words. in Exercise 1, their ideas from Exercise 4 and
• Then have Ss answer the questions. phrases from the Useful Language box.
• Check Ss’ answers. Suggested Answer Key
Answer Key Hi Jamie,
1 a postcard How are you doing? I'm going to Crazy Bowling
2 my English-speaking friend on Friday night with my best friend, Jenny. You
3 my weekend plans and invitation to join me can play crazy golf there and go roller skating, but
4 50-60 words we're going bowling. Afterwards, we're going to
get pizza from the Crazy Café. Would you like to
2 To analyse a model join us? We’re sure to have a great time!
Call me soon.
• Ask Ss to read the model and then copy the
Ivana
table into their notebooks and complete it with
information from the postcard.
3 To practise informal style

• Read out the Writing Tip.
• Give Ss time to rewrite the sentences in informal
style.
Answer Key
2 You’re welcome to join us.
3 Be back in a week.
4 Can’t wait to visit it!
5 (We’ll) See you there.
4 To brainstorm before a writing task

Ask Ss to copy the table from Exercise 2 into their
notebooks and complete it with information about
a trip they’re planning this weekend.
Where Crazy Bowling

When on Friday night
Who with best friend, Jenny
go bowling, get pizza from the
Activities
Crazy Café
130(T)
15 RO gr6 VIET Ts GoingGreen_15 RO gr6 VIET Ts GoingGreen 7/7/2021 10:57 AM Page 253
Going Green
Going Green
1 a) In which room can you find each of the appliances below? What do
you use each one for? What powers them?
kettle
hair dryer air conditioner
television
iron
fridge
telephone
lamp
toaster
A vampire device
is an appliance b) Read the definition. How many of the household appliances above
that we connect are vampire devices?
to a power supply
and never
unplug, so it uses
a small amount 2 Look at the drawing and talk about the ways people waste energy in
the house.
of electrical
energy,
constantly, e.g.
a TV set.
132
1
1 To present and practise vocabulary Suggested Answer Key
• Focus Ss’ attention on the pictures. Ask Ss: In the kitchen, people sometimes leave the fridge
Which of the appliances have you used open.
today? How did you use it/them? How does In the bedroom, people sometimes don’t turn off
each one work? etc. Ss answer the questions the light when they leave the room.
in pairs.
• Monitor Ss’ performance offering assistance if
necessary.
You can find a fridge, a kettle, an iron and a
toaster in the kitchen.
You can find a telephone, a lamp and a television
in the living room.
You can find a hair dryer in the bedroom.
We use a fridge to keep food cool. Sometimes
there is a part that keeps food frozen.
We use a telephone to talk to people who are not
in the same place as we are.
We use a lamp to light up a small area.
We use a hair dryer to dry our hair after we have
washed it.
We use an iron to press clothes.
We use a toaster to toast bread, crumpets, bagels,
etc.
We use a kettle to boil water for tea and coffee.
We use a television to watch programmes.
We use an air conditioner to keep a room cool in
hot weather.
They all use electricity to function. / Electricity
powers them.
b) To understand a dictionary entry

• Read the dictionary definition aloud. Check
that Ss understand the definition.
• Elicit answers to the question from different
Ss. Encourage Ss to disagree/agree with their
classmates’ answers. Discuss as a class.
All the appliances have the potential to be vampire
devices if we never unplug them.
2 To talk about the ways we waste energy

in the house
• Elicit ways to save energy in the home and
write them on the board.
• Focus Ss’ attention on the picture on p. 129.
What rooms can they see? (kitchen, bedroom,
bathroom and living room).
• Ask Ss to talk the ways people waste energy in
the house.
132(T)
1
3 To talk about how to save energy; to read
for confirmation
• Ask Ss to look at the drawing on p. 133 to get
ideas on how we can save energy at home. Elicit
answers (not leave lights on if we don’t need
them, etc.). Ss talk in pairs.
• Ss read to check their answers.
• Elicit how many things they mentioned in the
reading and how many things they didn’t
mention. Also ask several Ss which of the
energy wasting devices wastes the most energy
and why.
Close all doors and windows to keep in the heat.
Turn off all electrical appliances when not in use.
Turn off lights when you don’t need them.
Don’t waste water.
4 Project: To keep a log about saving energy

• Explain what a log is. Explain the task. Give Ss
an example of how to do it. (See Suggested
Answer Key)
• Check and mark Ss’ logs every Friday for the
month.
Week 1
Monday
Turned off the light and the computer in my
brother’s room. My brother was out for the
evening.
Wednesday
Asked Dad to replace the washer on the bathroom
tap because it was leaking.
Thursday
Stayed five minutes less than usual in the shower
and saved water.
133(T)
Video
1
People use more energy now than in the past. American households, for example, double the
amount of energy they use every 20 years! Just stop for a minute and think about all the things in
your house that use electricity. Here are some simple ways to help save some energy in the house!
Don’t take long baths.

Take short showers instead.
It takes less electricity to
warm up the water. Insulate around windows
Don’t leave the tap and doors to stop heat
running. You’re from escaping the house.
wasting water!
Turn off the lights.
Don’t leave the

fridge door open.
When you use the
Turn off TVs,
washing machine, use
computers and
cold water and wash
video games
only full loads.
when you leave
the room.
Cover pans when

boiling water or soup.
It cooks faster.
For more information visit: http://www.powerhousekids.com
3 How can you save energy at home? Read the text and say.
Project
4 Portfolio: Keep a learning log during this month. Write three entries per
week on what you do to save electricity in your home.
133
Going Green
ARE THE BINS AT YOUR SCHOOL
ALWAYS FULL OF RUBBISH?
THERE ARE LOTS OF THINGS YOU
CAN DO TO HELP REDUCE WASTE
AT SCHOOL.
1 Which of the objects in the pictures do you use at school?
2 Read the title and the headings in the text. How can the objects in the
pictures be related to it? Read to find out.
3 Read again and complete the sentences.

1 If you have a computer, you can ask your teacher if you can hand in
your homework on a disk.
2 If you take care of your backpack, you can use it for a long time.
3 Don’t take a lot of food with you. Take only as much as you want to eat.
4 Don’t throw away paper and drinks cans. Put them in recycling bins.
134
2
1 To revise vocabulary
Ask Ss to look at the pictures. Elicit the meaning of
unknown words (recycled, refillable). Ss answer the
question.
At school I use a refillable pen and pencil and a
lunch box.
2 To predict content
• Read the title aloud. Mime the idea of ‘waste’
(e.g. pretending to throw things such as paper in
the bin).
• Elicit what the title means.
• Ss in pairs try to guess the relationship between
the title and the pictures. Check in open pairs.
I think that the text gives us information on how
we can have less rubbish at school.

• Allow Ss three minutes to read the text silently
and complete the sentences. Ss discuss answers
with their partners.
134(T)
2
4 To talk about what you learnt
• Allow Ss two minutes to look over the text. Ss
close their books and tell their partner three
things they remember from the text.
• Elicit a variety of answers from Ss around the
class.
• use less paper
• use refillable pens and pencils
• recycle paper and cans
5 Project: To research and present other

ways to reduce waste at school or at home
• Ss discuss the task in pairs. Elicit a variety of
ideas and write them on the board. Ss can use
the Internet as well as magazines to collect
information and complete the task. Encourage
Ss to present the information as a poster with
pictures.
• Choose some Ss to present their work to the
class. Ss may vote for the ones they like the best.
(Ss’ own answers)
135(T)
Video
2
USE LESS PAPER PACK A NO-WASTE
• Don’t throw away paper that only has writing LUNCH
on one side. Use the other side, too.
• Take your food to
• Ask your teacher if you can hand in your school in reusable
homework on a computer disk. containers.
• Use a cloth napkin.
• Take only as much
food as you want to
computer disk
eat so you don’t
waste any.
BUY REUSABLES
• Use refillable pens and pencils.
• Buy a good backpack and take care of it so ORGANISE A
you can use it next year.
RECYCLING CLUB
• Ask your teacher to get recycling bins and
put paper and drinks cans in
refillable pencil them for recycling.
• Swap old books and
toys with your school
refillable pen
friends. Don’t throw
backpack them away.
4 Say three things you remember from the text.
Project (a presentation)
5 Think of other ways to reduce waste at school or at home.

Collect information. Present it to the class.
135
Going Green
There are a lot of ways you can

be environmentally-friendly when it comes to food.
Make a step in the right direction.
1 How often do you go shopping for food with your parents? Where do
you go? What do you buy?
2 Make a list of foods you often buy. Which are fresh? Which are frozen?
Which have got a lot of wrapping? Which are organic?
3 Read the title of the text. The following words appear in it. What can
the text be about? Read through and check.
• local area • fewer exhaust fumes • organic food

• chemicals and pesticides • little packaging • fresh food
• frozen food • loose • plastic wrapping • make a big difference
136
3
1 To talk about shopping for food
Elicit answers to the questions in the rubric from
various Ss around the class.
I go shopping for food once a week with my mum.
We shop at the local supermarket and we get the
things we need for the week. We buy fruit and
vegetables, meat and fish, bread and cereal,
snacks, etc.
2 To categorise
• Elicit/Explain the meanings of any unknown
words in the rubric. Ss make a list of the food
they often buy.
• Draw a table on the board with the headings
fresh, frozen, lots of wrapping, organic. Ss copy
it into their notebooks and put the foods from
their lists under the right heading. Elicit
answers from around the class to complete the
table on the board. Discuss the results as a class.
Lots of
Fresh Frozen wraping Organic
milk, eggs, fish, cereal, broccoli,

bananas, meat, biscuits, carrots,
cheese, etc. etc. etc. apples, etc.
3 To predict the content of a text

• Read out the words in the list and elicit/explain
their meanings. Ask Ss to predict what the text
is going to be about.
• Ss read the text and check their predictions.
The text is about food, how production methods
and packaging harm the environment and things
we can do to help the environment.
136(T)
3
4 To read for specific information, gap filling 6 Project: To research and give a
• Focus Ss’ attention on the gaps in the text. Point presentation about how to be environmentally
out that the words that are missing are function friendly when it comes to food
words (i.e. prepositions, conjunctions, quantifiers) • Explain the task. Ss do research on the Internet on
and that Ss must read the text and use the other things we can do to be environmentally
context and the words before and after the friendly when it comes to food. Ss organise the
missing word to work out what the missing word information they collected and give a five minute
is. Do the first item with Ss to model the task. presentation to the class.
• Check answers with the class and ask some Ss to • Tell Ss to pay special attention to the presentations
read the completed text out loud. and say two new ways they learnt about how to be
• Ss explain the words in bold, using a dictionary environmentally friendly when it comes to food.
when necessary. Suggested Answer Key
Suggested Answer Key We can buy less processed food. For example, buy
transporting (n): the act of moving people or food such as raw cane sugar and unbleached flour.
goods from one place to another This would save energy and would be more
e.g. Large lorries are used in transporting goods to healthy too.
supermarkets. We can buy foods that come in recyclable
exhaust fumes(pl n): the waste gas from a vehicle's packaging. This saves on waste.
engine cause air pollution and damage the environment We can ask for paper bags instead of plastic ones
e.g. Car exhaust fumes. when we go shopping so we can recycle them. We
organically grown produce (phr): plants that are can also use our own bags when we go shopping.
grown without the use of chemicals That way we don’t collect loads of plastic bags.
e.g. I buy organically grown produce like fruits and
vegetables from the farmer's market.
chemicals (pl n): substances that are produced by
chemistry, artificially
e.g. You should wear protective gloves when
handling dangerous chemicals.
pesticides (pl n): chemicals that are used to kill
insects that harm plants
e.g. Some farmers spray their crops with pesticides
to protect them from insects.
packaging (n): the paper, box etc. that sth is
wrapped in so that it can be sold or sent somewhere
e.g. The perfume is sold in lovely packaging with
pink ribbons.
refrigerator (n): fridge; a large metal container
that uses electricity to keep food cool and fresh
e.g. We store dairy products, fruits and vegetables
in the refrigerator to keep them fresh.
bin (n): a container that is used to put waste in
e.g. Try and keep streets clean by throwing rubbish
into the bins.
5 To talk about what you learnt

• Allow Ss two minutes to look over the text. Ss
close their books and tell their partner four
things they remember about the text.
• Elicit various answers around the class.
(Ss’ own answers)
137(T)
3
Video
Check out this list of ways to be environmentally-friendly

when it comes to food!
• Buy food from your local area. Food that grows locally
doesn’t need transporting. This means fewer vehicles
and fewer exhaust fumes.
• Buy organically grown produce. Farmers doesn’t use
harmful chemicals and pesticides to grow organic
food. It’s better for the environment 1) and better for
you.
• Buy food with as little packaging 2) as possible.
A packet 3) of cheese from the refrigerator comes with
much 4) more packaging than a piece of cheese from
the cheese counter.
• Buy fresh food instead of frozen food, and buy fruit,
vegetables and bread loose. This way you don’t have to
throw 5) any/the plastic wrapping in the bin.
difference.
Little things can make a big
Try some of these ideas today – save the environment tomorrow.
4 Read the text and complete the gaps (1-5). Then explain the words in bold.
Show interest
• Really?
• That’s 5 Use the information in the text and the phrases in the box to
interesting! give advice to your friend on how to be environmentally friendly when it
Give advice comes to food.
• It’s a good idea
…
• We/You can/ Project
should …
• Why don’t you
…? 6 Portfolio: What else can we do to be environmentally
• How about …? friendly when it comes to food? Collect information, then give the class a
five-minute presentation. Record yourself.
137
Going Green
1 Read the saying. What do you think it means? Choose a, b or c.
a We are free to treat the environment in any way we want.

b The environment doesn’t belong to us; we owe it to the future
generations to take care of it.
c The world belonged to the previous generations but now it belongs
to us.
“We have not inherited the

world from our forefathers – we
have borrowed it from our
children.”
2 Read the text, then read sentences (a-e). Which sentence (a-e) can you
use to fill in the gaps (1-5)?
a He did, but still not enough people were working on the problem.
b Since then, people all over the planet celebrate Earth Day.
c Senator Nelson knew that our world was getting dirty and that many
of our plants and animals were dying.
d He wrote letters to all of the colleges and put a special article in
Scholastic Magazine, which most of the schools got, to tell the
students about this special day.
e See what happens when people care about our world?
138
4
1 To match a saying to its definition
• Read out the saying and explain any unknown
words in the saying or explanations (a-c).
• Ss match the saying to the correct explanation.
• Check answers.
2 To read for detailed understanding

• Preteach any unknown words (e.g. senator – a
politician responsible for making laws).
• Ss read the text and fill in the missing sentences.
• Check answers. Then have Ss read out the
completed text. Assign one paragraph to each
volunteer.
• Ask questions to ensure that Ss have
understood the text (e.g. What was Senator
Nelson worried about? When and why did he
create Earth Day? How is the saying in
Exercise 1 related to Senator Nelson’s
concerns?).
138(T)
4
3 Project: To make a pine cone bird feeder,
experiential learning
Read and explain the instructions and bring the
materials needed to class. Give out the materials to
Ss. Ss make their pine cone bird feeders and hang
them on branches of trees in the school yard or in
their garden.
4 To develop presentation skills; to develop

research skills; to give a presentation
• Ss work in groups to do the task.
• Invite various groups to give their presentations
to the class.
(Ss’ own answers)
139(T)
Video
4
I
n 1963, former Senator Gaylord Nelson
began to worry about our planet. 1 c
He wondered why people weren’t trying
to solve these problems. He talked to other
senators and to the President. They decided
that the President would go around the country
and tell people about these concerns. 2 a
Then, in 1969, Senator Nelson had another

idea. He decided to have a special day to teach
everyone about the things that needed to
change in our environment. 3 d
22nd April, 1970, was the first Earth Day.

People all over the country made promises to
help the environment. 4 b
People all over the world know that there are
APRIL 22 problems we need to work on and this is our

special day to look at the planet and see what
needs changing. Isn’t it great? One person had
an idea and kept working until everyone began
working together to solve the problem. 5 e
Project
3 Make a pine cone bird feeder.
What you need Instructions

• a large, open pine cone
Mix all the different
• bird seeds 1 types of food in a bowl.
• sunflower seeds
• oatmeal Tie a piece of string to
• dried fruit 2 the pine cone.
• chopped nuts
• suet1 Roll the pine cone in
• some string
3 the mixture and then
hang it from a tree
1
fat from animals branch.
4 Collect information about how to protect the environment

and build a better world. Make notes. Use your notes to prepare and
give a presentation.
139
Going Green
ecosystem: an
environment 1 Read the definition, then look at the pictures. What ecosystems
where living can you see? Name a plant/animal/fish which lives in each one.
and non-living
elements have 2 Read the text and answer the questions.
connections 1 What is there in an ecosystem?
with each other In an ecosystem, there are living parts, such as plants and animals, and
and work non-living parts, such as rock and water.
together
2 How do the different parts work in an ecosystem?
The different parts interact with each other.
3 What happens if something changes in an ecosystem?
If something changes in an ecosystem, everything changes.
3 Explain the words in bold. Mime or draw their meaning.
140
5
1 To introduce the topic Suggested Answer Key
• Refer Ss to the definition of an ecosystem and grow up (phr v): gradually change from being a
ask them to name some general living and non- child into being an adult
living elements in order to check understanding e.g. Tom spent his childhood on the farm and he
(e.g. insects, fish, rocks, soil, etc.). wants his grandchildren to grow up there too.
• Allow time for Ss to identify the ecosystems in soil (n): earth in which plants grow
the pictures and to think about what creatures e.g. Flowers need rich soil to grow.
they associate with each. Discuss answers with imaginary web (phr): a group of things that join
the class. together in a way that isn't real
e.g. The Internet is like an imaginary web of
different things that are all linked together.
swamp – alligators, crocodiles, ferns, mosquitoes, produce energy (phr): to make what plants and
etc. animals need to live
coral reef – coral, sponges, sea urchins, etc. e.g. Plants use sunlight to produce energy and
ocean – lobsters, dolphins, whales, tuna fish, grow.
swordfish, plankton, etc. nest (n): the home of a bird; where it lays its eggs
rainforest – trees, monkeys, frogs and toads, bats, e.g. Birds build their nests in tree tops.
centipedes, snakes, etc. delicate balance (phr): a sensitive relationship
desert – cactuses, camels, scorpions, snakes, etc. between different parts of sth
river – trout, reeds, pike, swans, ducks, beavers, e.g. In the rainforest, there is a delicate balance
otters, frogs, etc. between plants, animals, birds and insects that we
grassland – grass, shrubs, rabbits, grass snakes, must be careful not to change.
bees, grasshoppers, etc.
2 To use previous knowledge of a subject to

predict answers
• Explain that thinking about what Ss know
about the topic before they read can help them
understand the text. However, they should only
use information given in a text to answer
questions about the text.
• Ss talk about possible answers to the questions
in pairs. Discuss suggestions with the class, but
do not confirm answers at this stage.
• Ss read the text. Allow time for Ss to modify
their predicted answers if necessary and then
check answers with the class.
3 To develop vocabulary
• Ss use contextual clues to explain the words in
bold. Alternatively, they may use their
dictionaries to look up the meanings of words
they do not know.
• Check answers with the class.
140(T)
5
4 To identify synonyms
Allow time for Ss to complete the matching task
and then compare answers with a partner. Check
answers with the class.
Answer Key
rely on: depend on
interact: work together
feed on: eat
upset: disturb
maintain: keep
5 To describe a picture and reading for

• Ask various Ss to say what they can see in the
picture (a bird making a nest, a tree, a rabbit,
green grass, a grasshopper, etc.). Ask Ss to read
the text again and elicit the answer to the
question in the rubric.
• Elicit what living and non-living elements are in
the ecosystem in the drawing (living: grass,
tree, bird, rabbit, grasshopper; non-living: air,
heat, soil and light).
• Conduct a brief classroom discussion on how
this ecosystem might work.
The sun helps the grass grow. The grasshoppers eat
the grass and the birds eat the grasshoppers. The
bird uses the tree and the grass to make its home
and the rabbit uses the soil and the grass to make
its home. The animals use the air to breathe and
the sun for heat and light.
6 Project: To describe a local ecosystem

• Explain the task and answer any questions Ss
may have. Allow time for Ss to discuss their
research and write about their ecosystems.
Alternatively, assign the task as HW.
• Display Ss’ work in the class.
• Offer individual and class feedback on Ss’
achievements.
(Ss’ own answers)
141(T)
Video
5
1 Most people grow up in communities and

rely on each other. Plants and animals live in
communities, too, in places with the weather, soil
and food they need.
2 These communities are ecosystems. They have
living parts, such as plants and animals, and non-
living parts, such as rock and water.
3 An ecosystem is like an imaginary web – all
the living and non-living parts interact with each
other. For example, grass uses sunlight to produce
energy. A rabbit hides in the grass, grasshoppers
feed on it, and a bird weaves it into its nest.
4 If a part of an ecosystem changes, everything
changes. Unfortunately, we often upset ecosystems.
It is important to maintain the delicate balance
between the parts in an ecosystem.
4 Match the highlighted words to their meaning.

• keep • depend on • work together • disturb • eat
5 Which paragraph describes the drawing? Look at it and say how this
ecosystem works. Paragraph 3
Project
6 Draw or find pictures of the ecosystem in your area. Include: the

place you live and other people/animals/plants that share your
ecosystem. Write a short paragraph explaining how your ecosystem
works.
141
Going Green
1 Describe the picture above. What place does it show? What is strange
about it?
2 Look at the souvenirs on page 143. What materials did they use to make
them?
• ivory • coral • macaw feathers • snake skin • tiger fur • tortoiseshell
They used ivory to make the table.
3 What do you expect the text to be about? Read through and check.
142
6
1 To describe a picture; to infer meaning and
relate it to a title
• Focus Ss’ attention on the picture.
• Ss, in small groups, brainstorm for the answers
to the questions.
• Elicit answers for each question from several Ss
and initiate a class discussion.
The picture shows various African wild animals
including a tiger, a zebra, an antelope, a leopard
and an elephant lying together on an airport
baggage carousel. They are all dead. Some are
whole and others are in pieces.
The place is the baggage claim area of an airport.
The whole scene is strange and shocking.
These and other animals are traded illegally either
alive as exotic pets or dead as tourist souvenirs
because many people on holiday buy souvenirs
made of animal parts.
2 To practise vocabulary related to souvenirs

• Explain/Elicit the meanings of any unknown
words.
• Focus Ss’ attention on the six pictures on p. 143.
Read the example aloud.
• Ss do the task in pairs.
They used coral to make the necklace.
They used macaw feathers to make the fan.
They used snake skin to make the belt.
They used tiger fur to make the coat.
They used tortoiseshell to make the hair pins.
3 To predict the content of a text

• Ask Ss to brainstorm what they expect the text
to be about. Write some suggestions on the
board.
• Ss read the text and check their predictions.
The text is about the illegal trade in animal parts of
endangered species and gives advice on how to
avoid buying these kinds of souvenirs.
142(T)
6
4 To complete an open cloze text
• Do item 1 with Ss, then Ss continue in pairs or
small groups and fill in the remaining gaps with
the missing word.
• Check and discuss answers with the class.
5 Role play, to talk about safe souvenir

shopping
• Divide Ss into small groups.
• Each group research online and collect the
information that they need.
• Allow Ss time to go through the text and take
notes. Ss then imagine that they are tour guides
and take it in turns to speak to their groups
about safe souvenir shopping.
• Monitor the task helping Ss if necessary.
• Ask some Ss to act out their talk in front of the
class.
I’d like to talk to you about what souvenirs you
should and shouldn’t buy. A lot of animal poachers
continue to do their cruel work in Africa. These
people kill animals illegally – often endangered
animals – and trade in their animal parts. It is
therefore illegal to buy anything that they made
from ivory, coral, macaw feathers, tortoiseshell,
animal fur or snake skin.
Be especially careful when it comes to bags, belts,
ornaments and jewellery. If you do buy these
things either on purpose or by accident, customs
officers will take them away from you and fine
you. If you are uncertain about what they used to
make something, don’t buy it!
6 Project: To make a poster to help protect

endangered animals from illegal trade
• Ss research online and collect the information
that they need.
• Ss then make a poster to help protect
endangered animals from illegal trade.
• Encourage Ss to find examples of other illegal
tourist souvenirs made from endangered
species and to stick pictures of the animals on
their posters.
(Ss’ own answers)
143(T)
6
Video
You are on holiday in one of the 1) most exotic

destinations in the world, but beware! Many of the
souvenirs you see 2) in the shops helped to kill some
of 3) the world’s most endangered species.
Animal parts such 4) as ivory, tortoiseshell, fur and
feathers are a big part of the souvenir market.
People use 5) them to make products that are very coat fan
popular 6) with tourists.
When people buy these products, it is cruel and also
illegal. To protect nature and avoid getting into
trouble, 7) make sure you
NEVER BUY:
• ivory souvenirs
• skin, teeth or bones from wild cats
table necklace
• tortoiseshell products
• coral or coral jewellery
… and REMEMBER:
If you aren’t sure whether a souvenir is legal 8) or
not:
z
hair pins belt
4 Read again and write the missing words (1-8).
5 Collect more information about safe souvenir shopping. Imagine

you are a tour guide in an exotic destination. Talk to your group about it.
Project
6 Collect information, then make a poster to help protect
endangered animals from illegal trade.
143
14 RO gr6 VIET Ss Word List 2021.qxp_14 RO gr6 VIET Ss Word List 3/26/21 16:22 Page 146
Hello! martial arts /ÆmA…S´l "A…ts/ (pl n): bedside cabinet /ÆbedsaId "kœbIn´t/
võ thuật (n): tủ đặt cạnh đầu giường
American /´"merIkń/ (adj): near /nI´/ (prep): gần carpet /"kA…pIt/ (n): tấm thảm
quốc tịch Mỹ tennis /"tenIs/ (n): quần vợt child’s bedroom /"tSaIldz ÆbedrUm/
Argentina /ÆA…dZń"ti…n´/ (n): town /taUn/ (n): thị trấn (n): phòng ngủ dành cho trẻ em
Argentina (quốc gia) aunt /A…nt/ (n): cô, dì, mợ, thím, bác coffee table /"kÅfi ÆteIb´l/ (n):
Argentinian /ÆA…dZń"tIniń/ (adj): gái bàn cà phê (bàn phòng khách)
quốc tịch Argentina brother /"brøD´/ (n): anh/em trai cooker /"kUk´/ (n): bếp/lò
Australia /Å"streIli´/ (n): cousin /"køzń/ (n): anh/chị/em họ cupboard /"køb´d/ (n): tủ nhà bếp
Úc (quốc gia) dad /dœd/ (n): bố curtain /"k‰…tń/ (n): màn cửa, rèm
Australian /Å"streIliń/ (adj): daughter /"dO…t´/ (n): con gái cửa
quốc tịch Úc grandad /"grœndœd/ (n): ông nội, desk /desk/ (n): bàn học, bàn làm việc
Brazil /br´"zIl/ (n): Brazil (quốc gia) ông ngoại fireplace /"faI´pleIs/ (n): lò sưởi
Brazilian /br´"zIliń/ (adj): grandfather /"grœnÆfA…D´/ (n): fridge /frIdZ/ (n): tủ lạnh
quốc tịch Brazil ông nội/ngoại furniture /"f‰…nItS´/ (n): đồ nội thất
British /"brItIS/ (adj): quốc tịch Anh grandmother /"grœnÆmøD´/ (n): painting /"peIntIN/ (n): bức tranh
Canada /"kœn´d´/ (n): bà nội, bà ngoại parents’ bedroom /"pe´rńts ÆbedrUm/
Canada (quốc gia) grandparents /"grœnÆpe´rńts/ (pl n) : (n): phòng ngủ của bố mẹ
Canadian /k´"neIdiń/ (adj): ông bà nội, ông bà ngoại pillow /"pIlÚ/ (n): cái gối
quốc tịch Canada husband /"høzbńd/ (n): chồng room /ru…m/ (n): phòng
Egypt /"I…dZIpt/ (n): Ai Cập (quốc gia) mum /møm/ (n): mẹ single bed /ÆsINg´l "bed/ (n):
Egyptian /I"dZIpSń/ (adj): parents /"pe´rńts/ (pl n): bố mẹ, cha giường đơn
quốc tịch Ai Cập mẹ, ba mẹ, ba má sink /sINk/ (n): bồn rửa
Greece /gri…s/ (n): Hy Lạp (quốc gia) sister /"sIst´/ (n): chị, em gái (trong nhà bếp)
Greek /gri…k/ (adj): quốc tịch Hy Lạp son /søn/ (n): con trai sofa /"sÚf´/ (n): ghế sofa
New Zealand /Ænju… "zi…lńd/ (n): New uncle /"øNk´l/ (n): chú, cậu, dượng, toilet /"tOIl´t/ (n): bồn cầu
Zealand (quốc gia) bác trai wardrobe /"wO…drÚb/ (n): tủ quần áo
New Zealander /Ænju… "zi…lńd´/ (n): wife /waIf/ (n): vợ washbasin /"wÅSÆbeIsń/ (n): bồn rửa
người New Zealand clever /"klev´/ (adj): khéo léo, mặt.
Russia /"røS´/ (n): Nga (quốc gia) thông minh
Russian /"røSń/ (adj): quốc tịch Nga friendly /"frendli/ (adj): thân thiện
South Africa /ÆsaUT "œfrIk´/ (n): Nam funny /"føni/ (adj): vui tính, khôi hài 1a
Phi (quốc gia) kind /kaInd/ (adj): tốt bụng, tử tế balcony /"bœlkńi/ (n): ban công
South African /ÆsaUT "œfrIkń/ (adj): old /Úld/ (adj): già chimney /"tSImni/ (n): ống khói
quốc tịch Nam Phi plump /plømp/ (adj): béo cosy /"kÚzi/ (adj): ấm cúng
Spain /speIn/ (n): Tây Ban Nha (quốc polite /p´"laIt/ (adj): lịch sự feature /"fi…tS´/ (n): đặc trưng
gia) short /SO…t/ (adj): thấp, lùn long /lÅN/ (adj): dài
Spanish /"spœnIS/ (adj): tall /tO…l/ (adj): cao ordinary /"O…dń´ri/ (adj):
quốc tịch Tây Ban Nha thin /TIn/ (adj): ốm bình thường, thông thường
the UK /D´ Æju… "keI/ (n): young /jøN/ (adj): trẻ quiet /"kwaI´t/ (adj): yên tĩnh
Vương quốc Anh bridge /brIdZ/ (n): cây cầu roof /ru…f/ (n): mái nhà
the USA /D´ Æju… es "eI/ (n): island /"aIlńd/ (n): hòn đảo shower /"SaU´/ (n): vòi sen
Mỹ, Hoa Kỳ (quốc gia) landmark /"lœndmA…k/ (n): danh wall /wO…l/ (n): bức tường
Turkey /"t‰…ki/ (n): Thổ Nhĩ Kỳ (quốc thắng window /"wIndÚ/ (n): cửa sổ
gia) monument /"mÅnjumńt/ (n):
Turkish /"t‰…kIS/ (adj): đài tưởng niệm
quốc tịch Thổ Nhĩ Kỳ official language /´ÆfIS´l "lœNgwIdZ/ 1c
Vietnam /vjet"nœm/ (n): Việt Nam (n): ngôn ngữ chính thức
(quốc gia) stadium /"steIdi´m/ (n): sân vận động fishmonger's /ˈfiSÆmøN.g´rz/ (n): cửa
Vietnamese /vjetnami…z/ (adj): wall /wO…l/ (n): bức tường hàng bán cá
quốc tịch Việt Nam gym /dZIm/ (n): phòng tập thể dục
basketball /"bA…skItbO…l/ (n): bóng rổ hospital /"hÅspIt´l/ (n): bệnh viện
capital city /ÆkœpItl "sIti/ (n): thủ đô Unit 1 library /"laIbr´ri/ (n): thư viện
close to /"klÚz tu/ (prep): gần với museum /mju…"zi…´m/ (n): bảo tàng
appliance /´"plaIńs/ (n): thiết bị,
football /"fUtb…O…l/ (n): bóng đá
dụng cụ
gymnastics /dZIm"nœstIks/ (n):
armchair /"A…mtSe´/ (n): ghế bành
thể dục dụng cụ
bath /bA…T/ (n): bồn tắm
144
1f half past (seven) /hA…f pA…st/ (phr): Unit 3

30 phút sau (bảy giờ)
countryside /"køntrisaId/ (n): o’clock /´ "klÅk/ (adv): giờ đúng animal products /"œnIm´l ÆprÅdøkts/
nông thôn, miền quê registration /ÆredZI"streISń/ (n): (n): sản phẩm từ động vật
driveway /"draIvweI/ (n): việc đăng kí, việc ghi danh cereal /"sI´ri´l/ (n): ngũ cốc
đường lái xe vào nhà team /ti…m/ (n): đội, nhóm crisps /krIsps/ (pl n): khoai tây chiên
(trong khu vực một tòa nhà) uniform /"ju…nIfO…m/ (n): đồng phục giòn
floor /flO…/ (n): sàn (nhà), tầng (nhà) cucumber /"kju…kømb´/ (n): dưa leo
row /rÚ/ (n): dãy nhà phố dairy products /"de´ri ÆprÅdøkts/ (n):
suburb /"søb‰…b/ (n): ngoại ô, 2c sản phẩm làm từ sữa
ngoại thành grain /greIn/ (n): các loại hạt nói
chat online /"tSœt "ÅnÆlaIn/ (phr): trò
chung
chuyện trực tuyến
lettuce /"letIs/ (n): rau xà lách
CLIL 1 do jigsaw puzzles /du… "dZIgsO… "pøzlz/
onion /"ønjń/ (n): củ hành tây
(phr): chơi ghép hình
measure /"meZ´/ (v): đo lường pasta /"pœst´/ (n): mì ống
do puzzles online /du… "pøzlz "ÅnÆlaIn/
measurement /"meZ´mńt/ (n): sự đo pepper /"pep´/ (n): tiêu
(phr): giải đố trực tuyến
lường, phép đo salt /sO…lt/ (n): muối
go bowling /"gÚ "bÚlIN/ (phr): chơi
step /step/ (n): bước (đi) strawberry /"strO…b´ri/ (n): quả dâu
bowling
tây
go skateboarding /"gÚ "skeItÆbO…dIN/
sugar /"SUg´/ (n): đường
(phr): chơi trượt ván
Unit 2 go to the amusement park /"gÚ t´ Di…
tea /ti…/ (n): trà
vegetable /"vedZt´b´l/ (n): rau củ
brush teeth /"brøS Æti…T/ (phr): ´"mju…zmńt ÆpA…k/ (phr):
yoghurt /"jÅg´t/ (n): sữa chua
đánh răng đi đến một công viên giải trí
come back home /"køm "bœk "hÚm/ go to the mall /"gÚ t´ D´ mO…l/ (phr):
(phr): trở về nhà đi đến trung tâm thương mại 3a
daily routine /ÆdeIli ru…"ti…n/ (n): go to the theatre /"gÚ t´ D´ "TI´t´/
thói quen hằng ngày (phr): đi đến rạp hát chef /Sef/ (n): đầu bếp
do homework /"du… "hÚmw‰…k/ (phr): hang out with friends /"hœN aUt wID difficult /"dIfIk´lt/ (adj): khó, khó khăn
làm bài tập về nhà frendz/ (phr): đi chơi với bạn bè drink /drINk/ (n): thức uống
finish school /"fInIS sku…l/ (phr): play board games /pleI "bO…d ÆgeImz/ easy /"i…zi/ (adj): dễ, dễ dàng
kết thúc giờ học ở trường (phr): chơi board game flavour /"fleIv´/ (n): hương vị
free-time activities /Æfri… taIm healthy /"helTi/ (adj): khỏe mạnh, có
œk"tIv´tiz/ (pl n): các hoạt động lợi cho sức khỏe
trong thời gian rảnh
2f ingredient /In"gri…dińt/ (n):
get up /"get øp/ (phr): thức dậy thành phần, nguyên liệu
charity /"tSœr´ti/ (n): tổ chức từ thiện
go to basketball practice /"gÚ t´ meal /mi…l/ (n): bữa ăn
field /fi…ld/ (n): sân cỏ
"bA…skItbO…l "prœktIs/ (phr): pie /paI/ (n): bánh nướng
go to the gym /"gÚ t´ D´ dZIm/ (phr):
đi tập bóng rổ recipe /"resIpi/ (n): công thức nấu ăn
đi đến phòng tập thể dục
go to bed /"gÚ t´ bed/ (phr): đi ngủ special /"speS´l/ (adj): đặc biệt
have piano lessons /h´v pI"œnÚ
play video games /"pleI "vidiÚ unhealthy /øn"helTi/ (adj): không lành
"lesńz/ (phr): học piano
"geImz/ (phr): chơi trò chơi điện tử mạnh, có hại cho sức khỏe
nickname /"nIkneIm/ (n): biệt danh
take a shower /"teik ´ "SaU´/ (phr): spend time with someone /spend
tắm vòi sen "taIm wID "sømwøn/ (phr): 3c
walk to school /"wO…k t´ sku…l/ (phr): dành thời gian với ai đó
đi bộ đến trường training /"treInIN/ (n): sự huấn luyện, add /œd/ (v): thêm vào
watch videos online /wÅtS "vidiÚz sự tập luyện beat /bi…t/ (v): đánh (trứng)
"ÅnÆlaIn/ (phr): xem video trực twice /twaIs/ (adv): hai lần bowl /bÚl/ (n): cái bát, cái chén
tuyến wizard /"wIz´d/ (n): nhà thiên tài, phù cake tin /"keIk tIn/ (n): khuôn bánh
thuỷ chop /tSÅp/ (v): chặt, thái, băm
frying pan /"fraIIN pœn/ (n): chảo rán,
2a chảo chiên
(a) quarter past/to (seven) / ´ "kwO…t´
CLIL 2 grate /greIt/ (v): nạo
pA…st\tU/ (phr): mười lăm phút sau grater /"greIt´/ (n): cái nạo, bàn nạo
breathe /bri…D/ (v): hít thở
/mười lăm phút nữa (bảy giờ) knife /naIf/ (n): dao
raise awareness /reIz ´"weń´s/ (phr):
canteen /kœn"ti…n/ (n): căn tin, nhà ăn mix /mIks/ (v): trộn
nâng cao nhận thức
chat online /"tSœt "ÅnÆlaIn/ (phr): peel /pi…l/ (v): lột, gọt, bóc vỏ
trò chuyện trực tuyến saucepan /"sO…spń/ (n): cái nồi
145
slice /slaIs/ (v): cắt, thái 4a CLIL 4

spoon /spu…n/ (n): cái thìa/muỗng
whisk /wIsk/ (n): dụng cụ đánh trứng celebrate /"sel´breIt/ (v): ăn mừng allow /´"laU/ (v): cho phép
attend /´"tend/ (v): tham gia, tham dự
cloudy /"klaUdi/ (adj): có mây, nhiều container /kń"teIn´/ (n):
3f mây vật chứa/đựng
cold /kÚld/ (adj): lạnh contaminated /kń"tœmIneItId/ (adj):
batter /"bœt´/ (n): bột nhồi dress up /Ædres "øp/ (v): mặc đồ đẹp bị hư hỏng, nhiễm khuẩn
bun /bøn/ (n): bánh dạng tròn firework /"faI´w‰…k/ (n): pháo hoa disease /dI"zi…z/ (n): bệnh
cart /kA…t/ (n): xe đẩy hang flags /hœN flœgz/ (phr): treo cờ leash /li…S/ (n): dây xích (động vật)
cod /kÅd/ (n): cá tuyết hot /hÅt/ (adj): nóng put out /ÆpUt "aUt/ (v): dập tắt (lửa)
fry /fraI/ (v): chiên, rán parade /p´"reId/ (n): cuộc diễu hành
haddock /"hœd´k/ (n): cá tuyết nhỏ raining /reInIN/ (adj): mưa
oven /"øvń/ (n): lò nướng snowing /snÚIN/ (adj): có tuyết Unit 5
relish /"relIS/ (n): nước xốt, nước chấm sunny /"søni/ (adj): có nắng, nhiều
spicy /"spaIsi/ (adj): cay actor /"œkt´/ (n): diễn viên nam
nắng actress /ˈaktrəs/(n): diễn viên nữ
steam /sti…m/ (v): hấp
warm /wO…m/ (adj): ấm áp painter /"peInt´/ (n): họa sĩ
vinegar /"vInIg´/ (n): giấm
physicist /"fIzIsIst/ (n): nhà vật lý học
CLIL 3 4c princess /prIn"ses/ (n): công nương,

công chúa
belt /belt/ (n): dây thắt lưng queen /kwi…n/ (n): nữ hoàng, hoàng
calcium /"kœlsi´m/ (n): can-xi
boots /bu…t/ (pl n): đôi giày ống hậu
energy /"en´dZi/ (n): năng lượng
cap /kœp/ (n): mũ lưỡi trai singer /"sIN´/ (n): ca sĩ
fat /fœt/ (n): chất béo
gloves /glʌvz/ (pl n): đôi găng tay stateswoman /"steItswUmń/(n):
protein /"prÚti…n/ (n): chất đạm
jacket /"dZœkIt/ (n): áo khoác nữ chính khách
spread /spred/ (n): chất phết lên bánh
jeans /dZi…nz/ (pl n): quần jeans writer /"raIt´/ (n): nhà văn
vitamin /"vIt´mIn/ (n): vitamin
jumper /"dZømp´/ (n): áo ngoài mặc
chui đầu (của phụ nữ)
Unit 4 leggings /"legINz/ (pl n): quần ôm sát 5a
chân arrive /´"raIv/ (v): đến
go camping /"gÚ "kœmpIN/ (phr): scarf /skA…f/ (n): khăn quàng cổ boring /"bO…rIN/ (adj): chán nản
đi cắm trại shirt /S‰…t/ (n): áo sơ mi cheap /tSi…p/ (adj): rẻ (giá)
go sailing /"gÚ "seIlIN/ (phr): skirt /sk‰…t/ (n): váy exciting /Ik"saItIN/ (adj): thú vị, hứng
đi chèo thuyền socks /sÅks/ (pl n): đôi tất, vớ thú, phấn khích
go sightseeing /"gÚ "saItÆsi…IN/ (phr): T-shirt /"ti… S‰…t/ (n): áo thun expensive /Ik"spensIv/ (adj): đắt (giá)
đi ngắm cảnh trainers /"treIn´z/ (pl n): giày thể thao fast /fA…st/ (adj): nhanh chóng
go skiing /"gÚ "ski…IN/ (phr):
interactive /ÆInt´r"œktIv/ (adj): có tính
đi trượt tuyết
go sledging /"gÚ "sledZIN/ (phr): 4f tương tác
later /"leIt´/ (adv): sau đó
đi xe trượt tuyết
bottom /"bÅt´m/ (n): phần dưới cùng, means of transport /Æmi…nz ´v
go to the beach /"gÚ t´ D´ bi…tS/
phần đáy "trœnspO…t/ (n): phương tiện giao
(phr): đi biển
island /"aIlńd/ (n): hòn đảo thông
have a barbecue /h´v ´ "bA…bIkju…/
lake /leIk/ (n): hồ move /mu…v/ (v): di chuyển
(phr): làm tiệc nướng
plant /plA…nt/ (n): thực vật railway station /"reIlweI ÆsteISń/ (n):
have a picnic /h´v ´ "pIknIk/ (phr):
rainforest /"reInfÅrIst/ (n): rừng nhiệt nhà ga xe lửa
đi dã ngoại
đới relaxing /rI"lœksIN/ (adj): thư giãn,
make a snowman /"meIk ´ "snÚmœn/
resort /rI"zO…t/ (n): khu nghỉ dưỡng giải trí
(phr): chơi đắp người tuyết
river /"rIv´/ (n): con sông slow /slÚ/ (adj): chậm chạp
pick pumpkins /"pik "pømkInz/ (phr):
tour /tU´/ (n): chuyến du lịch tiring /"taI´rIN/ (adj): mệt mỏi
hái bí ngô
trek /trek/ (n): chuyến đi bộ đường dài transport /"trœnspO…t/ (n): vận tải, vận
take a bike ride /"teIk ´ baIk raId/
(đường rừng/đồi núi) chuyển
(phr): đi xe đạp
waterfall /"wO…t´fO…l/ (n): thác nước tube station /"tju…b ÆsteISń/ (n): ga tàu
visit museums /"vIzIt mju…"zi…´mz/
điện ngầm
(phr): tham quan viện bảo tàng
winter /"wInt´/ (n): mùa đông
146
5c 6a 6f
beak /bi…k/ (n): mỏ (chim) amusement park /´"mju…zmńt pA…k/ life-sized /"laIf saIzd/ (adj):
big /bIg/ (adj): to lớn (n): công viên giải trí có kích thước như vật thật
body /"bÅdi/ (n): cơ thể, thân thể, thân bend /bend/ (n): đoạn khúc khủy, outdoor /"aUtdO…/ (adj): ngoài trời,
hình đoạn gấp khúc ở ngoài
fur /f‰…/ (n): lông thú circus /"s´…k´s/ (n): rạp xiếc, gánh xiếc pick (sb) up /ÆpIk "øp/ (phr v):
leg /leg/ (n): chân concert hall /"kÅns´t hO…l/ (n): phòng đón (rước) ai đó
mane /meIn/ (n): bờm (ngựa, sư tử) hòa nhạc rate /reIt/ (n): giá cả
neck /nek/ (n): cổ exhibition centre /ÆeksI"bISń "sent´/ (n): session /"seSń/ (n): buổi, phiên
pet /pet/ (n): thú cưng trung tâm triển lãm sleepover /"sli…pÚv´/ (n): tiệc ngủ
sharp /SA…p/ (adj): sắc, nhọn, bén last /lA…st/ (v): kéo dài qua đêm
thick /TIk/ (adj): dày protect /pr´"tekt/ (v): bảo vệ track /trœk/ (n): đường đua
trunk /trøNk/ (n): vòi con voi put on /ÆpUt Ån/ (phr v):
wild /waIld/ (adj): hoang dã mặc (quần áo), đeo (mắt kính)
wing /wIN/ (n): cánh ride /rAId/ (n): vòng quay CLIL 6
safety glasses /"seIfti "glA…sIz/ (pl n): custom /"køst´m/ (n): tập quán
kính bảo hộ ivory /"aIv´ri/ (n): ngà (chất liệu)
5f speed /spi…d/ (n): tốc độ planet /"plœnIt/ (n): hành tinh
stadium /"steIdi´m/ (n): sân vận động take care /"teIk ke´/ (phr): chú ý,
informative /In"fO…m´tIv/ (adj): nhiều
track /trœk/ (n): đường ray (tàu lượn) quan tâm
thông tin
underwater /Æønd´"wO…t´/ (adj): ở dưới tusk /tøsk/ (n): ngà (voi)
scientist /"saIńtIst/ (n): nhà khoa học
mặt nước
set up camp /set øp kœmp/ (phr):
vanish /"vœnIS/ (v): tan biến, biến mất
dựng trại
snore /snO…/ (v): ngáy
torch /tO…tS/ (n): đèn pin 6c
action/adventure /"œkSń/´d"ventS´/
CLIL 5 (n): (phim) hành động/phiêu lưu
animation/cartoon /ÆœnI"meISń/
complete /k´m"pli…t/ (v): hoàn thành
kA…"tu…n/ (n): phim hoạt hình
connect /k´"nekt/ (v): kết nối
childish /"tSaIldIS/ (adj): ngây ngô, trẻ
fog /fÅg/ (n): sương mù
con
hero /ˈhi´.rÚ/ (n): người hùng
cookery show /"kUk´ri SÚ/ (n):
in memory of /In "mem´ri ´v/ (phr):
chương trình nấu ăn
tưởng nhớ
documentary /ÆdÅkj´"ment´ri/ (n):
tomb /tu…m/ (n): mộ, ngôi mộ
phim tài liệu
educational /ÆedZU"keISń´l/ (adj):
Unit 6 có tính giáo dục
fantasy /"fœnt´si/ (n): phim kỳ ảo,
capsule /"kœpsju…l/ (n): buồng phim siêu nhiên, phim thần tiên
(cáp treo, vòng đu quay) game show /"geIm SÚ/ (n):
bargain /"bA…gIn/ (n): món hời trò chơi truyền hình
works of art /Æw‰…kz ´v "A…t/ (phr): science ction /ÆsaIńs "fIkSń/ (n):
tác phẩm nghệ thuật phim khoa học viễn tưởng
soap opera /"sÚp ÆÅp´r´/ (n):
phim/kịch dài tập
thriller /"TrIl´/ (n): phim kịch tính
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Pronunciation
Vowels n \n\ next, not, tenth, month, kind, snake,
a \e´\ care, rare, scare, dare, fare, share snip, noon, run
\eI\ name, face, table, lake, take, day, age, p \p\ pay, pea, pen, poor, pink, pencil,
ache, late, snake, make plane, please
\œ\ apple, bag, hat, man, flat, lamp, fat, q \kw\ quack, quarter, queen, question, quiet
hand, black, cap, fan, cat, actor, r \r\ rat, rich, roof, road, ready, cry, grass,
factor, manner bring, fry, carry, red, read
\O…\ ball, wall, call, tall, small, hall, warn, s \s\ sit, set, seat, soup, snow, smell, glass,
walk, also, chalk dress, goose
\Å\ want, wash, watch, what, wasp \z\ houses, cousin, husband
\´\ alarm, away, America t \t\ two, ten, tooth, team, turn, tent, tool,
\A…\ arms, dark, bar, star, car, ask, last, fast, trip, train, tree
glass, far, mask v \v\ veal, vet, vacuum, vote, arrive, live,
e \e\ egg, end, hen, men, ten, bed, leg, tell, leave, view
penny, pet, bell, pen, tent w \w\ water, war, wish, word, world
e \I\ eraser, email, equal y \j\ youth, young, yes, yacht, year
i \I\ in, ill, ink, it, is, hill, city, sixty, fifty, lip, z \z\ zoo, zebra, buzz, crazy
lift, silly, chilly
\‰…\ girl, sir, skirt, shirt, bird Diphthongs
\aI\ ice, kite, white, shine, bite, high, kind ea \e´\ pear, wear, bear
o \Ú\ home, hope, bone, joke, note, rope, \I´\ ear, near, fear, hear, clear, year, dear
nose, tone, blow, know, no, cold \i…\ eat, each, heat, leave, clean, seat,
\Å\ on, ox, hot, top, chop, clock, soft, neat, tea
often, box, sock, wrong, fox \‰…\ earth, pearl, learn, search
\aU\ owl, town, clown, how, brown, now, ee \i…\ keep, feed, free, tree, three, bee
cow \I´\ cheer, deer
oo \U\ book, look, foot ei \eI\ eight, freight, weight, vein
\u…\ room, spoon, too, tooth, food, moon, \aI\ height
boot ai \eI\ pain, sail, tail, main, bait, fail, mail
\ø\ blood, flood ie \aI\ die, tie, lie
\O…\ floor, door ou \ø\ tough, touch, enough, couple, cousin,
u \‰…\ turn, fur, urge, hurl, burn, burst trouble
\ø\ up, uncle, ugly, much, such, run, jump, \aU\ mouse, house, round, trout, shout,
duck, jungle, hut, mud, luck doubt
\U\ pull, push, full, cushion oi \OI\ oil, boil, toil, soil, coin, choice, voice,
\j\ unique, union join
y \aI\ sky, fly, fry, try, shy, cry, by oy \OI\ boy, joy, toy, annoy, employ
ou \O…\ court, bought, brought
Consonants au \O…\ naughty, caught, taught
b \b\ box, butter, baby, bell, bank, black
c \k\ cat, coal, call, calm, cold Double letters
\s\ cell, city, pencil, circle sh \S\ shell, ship, shark, sheep, shrimp,
d \d\ down, duck, dim, double, dream, shower
drive, drink ch \tS\ cheese, chicken, cherry, chips,
f \f\ fat, fan, first, food, lift, fifth chocolate
g \g\ grass, goat, go, gold, big, dog, glue, ph \f\ photo, dolphin, phone, elephant
get, give th \T\ thief, throne, three, bath, cloth,
\dZ\ gem, gin, giant earth, tooth
h \h\ heat, hit, hen, hand, perhaps \D\ the, this, father, mother, brother,
BUT hour, honest, dishonest, heir feather
j \dZ\ jam, just, job, joke, jump ng \N\ thing, king, song, sing
k \k\ keep, king, kick nk \Nk\ think, tank, bank
l \l\ lift, let, look, lid, clever, please, plot,
black, blue, slim, silly
m \m\ map, man, meat, move, mouse,
market, some, small, smell, smile
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18 RO gr6 VIET Ts Punct_18 RO gr6 VIET Ts Punct 7/1/2021 10:13 AM Page 283
Rules of Punctuation
Capital letters Exclamation mark (!)
A capital letter is used: An exclamation mark is used to end an
• to begin a sentence. exclamatory sentence (i.e. a sentence showing
It is hot today. admiration, surprise, joy, anger, etc.).
• for days of the week, months and public You’re so funny!
holidays. What a nice day!
Sunday, July, May Day Bank Holiday, etc.
• for names of people and places. Quotation marks (‘ ’ “ ”)
This is Marie and she’s from Paris. • Single quotes are used when you are
• for people’s titles. quoting someone in direct speech (nested
Mr and Mrs Smith, Dr Sanders, Prince Harry, quotes).
etc. “She got up, shouted ‘I’m late’ and ran out
• for nationalities and languages. of the room,“ Adam said.
She is Italian. • Double quotes are used in direct speech to
Can you speak Chinese? report the exact words someone said.
Note: The personal pronoun I is always a “Evita called for you,“ Lucy told me.
capital letter. Ben and I are cousins.
Colon (:)
Full stop (.) A colon is used to introduce a list.
A full stop is used to end a sentence that is not To make an omelette we need the following:
a question or an exclamation. eggs, milk, cheese, salt and pepper.
Leo is away on holiday. He’s in Rome.
Brackets ( )
Comma (,) Brackets are used to separate extra
A comma is used: information from the rest of the sentence.
• to separate words in a list. The Taj Mahal (built between 1622 and 1653)
There’s lettuce, tomatoes, eggs and cheese is an amazing place to visit.
in the salad.
• after certain joining words/transitional Apostrophe (‘)
phrases (e.g. in addition to this, moreover, An apostrophe is used:
for example, however, in conclusion, etc.). • in short forms to show that one or more
For example, I like swimming and kayaking. letters or numbers have been left out.
• when a complex sentence begins with an She’s (= she is) cooking dinner.
if-clause or other dependent clauses. This shop opened in ’89. (= 1989)
If Stephen isn’t there, leave a message for • before or after the possessive -s to show
him. ownership or the relationship between
Note: No comma is used, however, when people.
they follow the main clause. Rob’s dog, my mum’s brother (singular
• before the words asked, said, etc. when noun + ’s)
followed by direct speech. the twins’ parents (plural noun + ’ )
David said, “It was nice to see you again.” the children’s toys (irregular plural + ’s)
Question mark (?)

A question mark is used to end a direct
question.
What time does her flight land?
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19 RO gr6 VIET Ts AmBrEngl_19 RO gr6 VIET Ts AmBrEngl 6/29/2021 2:27 PM Page 284
Irregular
Irregular
Americanverbs
English - British English Guide
American English British English American English British English
A O
airplane \"erpleIn\ aeroplane \"e´r´pleIn\ office (doctor’s/dentist’s) \"A…f´s\ surgery \"s‰…dZ´ri\
anyplace/anywhere anywhere \"eniwe´\ one-way (ticket) \Æwøn "weI\ single (ticket) \"sINg´l\
\"enipleIs\"eniwer\ overalls \"oUv´rÅ…lz\ dungarees \ÆdøNg´"ri…z\
apartment \´"pA…rtmńt\ flat \fœt\ P
B pants/trousers \pœnts\"traUz´rz\ trousers \"traUz´z\
bathrobe \"bœTroUb\ dressing gown \"dresIN gaUn\ pantyhose/nylons \"pœntihoUz\ tights \taIts\
bathtub \"bœTtøb\ bath \bA…T\ \"naIlA…nz\
bill \bIl\ banknote \"bœNknÚt\ parking lot \"pA…rkIN lA…t\ car park \"kA… pA…k\
billion (= a thousand million) billion \"bIljń\ = a million million pavement \"peIvmńt\ road surface \"rÚd s‰…fIs\
\"bIljń\ pedestrian crossing \p´Ædestriń zebra crossing \Æzebr´ "krÅsIN\
busy (phone) \"bIzi\ engaged (phone) \In"geIdZd\ "krÅ…sIN\
C (potato) chips \“pÅ"teItoU‘ tSIps\ crisps \krIsps\
cab \kœb\ taxi \"tœksi\ public school \ÆpøblIk "sku…l\ state school \"steIt Æsku…l\
call \kÅ…l\ ring up/phone \ÆrIN "øp\fÚn\ purse
- \p‰…rs\ handbag \"hœndbœg\
can \kœn\ tin \tIn\ R
candy \"kœndi\ sweets \swi…ts\ railroad \"reIlroUd\ railway \"reIlweI\
check \tSek\ bill (restaurant) \bIl\ rest room \"rest rUm\ toilet/cloakroom \"tOIl´t/"klÚkrUm\
closet \"klA…z´t\ wardrobe \"wO…drÚb\ S
connect (telephone) \k´"nekt\ put through \ÆpUt "Tru…\ salesclerk/salesgirl \"seIlzkl‰…rk\ shop assistant \"SÅp ´ÆsIstńt\
cookie \"kUki\ biscuit \"bIskIt\ \"seIlzg‰…rl\
corn \kO…rn\ sweetcorn/maize \"swi…tkO…n\meIz\ schedule \"skedZu…l\ timetable \"taImteIb´l\
crosswalk/pedestrian crossing zebra crossing \Æzebr´ "krÅsIN\ sidewalk \"saIdwÅ…k\ pavement \"peIvmńt\
\"krÅ…swÅ…k\p´Ædestriń "krÅ…sIN\ stand in line \Æstœnd In "laIn\ queue \kju…\
D store/shop \stO…r\SA…p\ shop \SÅp\
desk clerk \"desk kl‰…rk\ receptionist \rI"sepSńIst\ subway \"søbweI\ underground \"ønd´graUnd\
dessert \dI"z‰…rt\ pudding/dessert/sweet T
downtown \ÆdaUn"taUn\ \"pUdIN\ dI"z‰…t\swi…t\ truck \trøk\ lorry \"lÅri\
drapes \dreIps\ (city) centre \(ÆsIti) "sent´\ two weeks \Ætu… "wi…ks\ fortnight/two weeks
drugstore/pharmacy \"drøgstO…r\ curtains \"k‰…tńz\ \"fO…tnaIt/Ætu… "wi…ks\
"fA…rm´si\ chemist’s \"kemIsts\
duplex \"du…pleks\ semi-detached \Æsemi dI"tœtSt\ V
vacation \veI"keISń\ holiday(s) \"hÅl´deI(z)\
E vacuum (v) \"vœkjUm\ hoover \"hu…v´\
eggplant \"egplœnt\ aubergine \"Úb´Zi…n\ vacuum cleaner \"vœkjUm kli…n´r\ hoover \"hu…v´\
elevator \"elIveIt´r\ lift \lIft\ vest \vest\ waistcoat \"weIskÚt\
F W
fall \fÅ…l\ autumn \"O…t´m\ with (milk/cream in coffee) \wIT\ white \waIt\
faucet \"fÅ…sIt\ tap \tœp\ without (milk/cream in coffee)/ black \blœk\
first floor, second floor, etc. ground floor, first floor, etc black \wID"aUt\blœk\
\Æf‰…rst "flO…r\, \Æsekńd "flO…r\ \ÆgraUnd "flO…, Æf‰…st "flO…\
flashlight \"flœSlaIt\ torch \tO…tS\ Y
French fries \ÆfrentS "fraIz\ chips \tSIps\ yard \jA…rd\ garden \"gA…dń\
front desk (hotel) \Æfrønt "desk\ reception \rI"sepSń\ Z
G (pronounced \zi…\) (pronounced \zed\)
garbage/trash \"gA…rbIdZ\trœS\ rubbish \"røbIS\ zero \"zi…roU\ nought \nO…t\
garbage can \"gA…rbIdZ Ækœn\ dustbin/bin \"døstbIn\bIn\ zip code \"zIp koUd\ postcode \"pÚstkÚd\
gas \gœs\ petrol \"petr´l\
gas station \"gœs ÆsteISń\ petrol station/garage \"petr´l Grammar
ÆsteISń\"gœrIdZ\ He just went out./ He has just gone out.
grade \greId\ class/year \klA…s\jI´\ He has just gone out.
I Hello, is this Steve? Hello, is that Steve?
intermission \ÆInt´r"mISń\ interval \"nt´v´l\ Do you have a car? Have you got a car?
intersection \ÆInt´r"sekSń\ crossroads \"krÅsrÚdz\
J Spelling
janitor \"dZœn´t´r\ caretaker/porter \"ke´ÆteIk´\"pO…t´\
aluminum \´"lu…mIn´m\ aluminium \Æœl´"mIni´m\
K analyze \"œn´laIz\ analyse \"œn´laIz\
kerosene \"ker´si…n\ paraffin \"pœr´fIn\ center \"sent´r\ centre \"sent´\
L check (n) \tSek\ cheque \tSek\
lawyer/attorney \"lÅ…j´r\´"t‰…rni\ solicitor \s´"lIsIt´\ color \"køl´r\ colour \"køl´\
line \laIn\ queue \kju…\ honor \"A…n´r\ honour \"Ån´\
lost and found \ÆlÅ…st ń "faUnd\ lost property \ÆlÅst "prÅp´ti\ jewelry \"dZu…´lri\ jewellery \"dZu…´lri\
M practice (n, v) \"prœktIs\ practice (n) \"prœktIs\
mail \meIl\ post \pÚst\ practise (v) \"prœktIs\
make a reservation \ÆmeIk ´ book \bUk\ program \"proUgrœm\ programme \"prÚgrœm\
Ærez´r"veISń\ realize \"ri…´laIz\ realise \"rI´laIz\
motorcycle \"moUt´rsaIkl\ motorbike/motorcycle tire \taIr\ tyre \taI´\
\"mÚt´baIk\"mÚt´saIkl\ traveler \"trœv´l´r\ traveller \"trœv´l´\
movie \"mu…vi\ film \fIlm\
Expressions with prepositions and particles
movie theater \"mu…vi ÆTi…´t´r\ cinema \"sIn´m´\
live on X street live in X street
N on a team in a team
newscaster \"nu…zkœst´r\ newsreader \"nju…zri…d´\ on the weekend at the weekend
Monday through/to Friday Monday to Friday
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Irregular verbs
Vietnamese Vietnamese
Infinitive Past Infinitive Past
meanings meanings
be \bi…\ was \wÅz\, were \w‰…r\ thì; là; ở; bị; được leave \li…v\ left \left\ ra đi; để lại
bear \be´\ bore \bO…\ mang; chịu đựng; sinh lend \lend\ lent \lent\ cho mượn; cho vay
beat \bi…t\ beat \bi…t\ đánh; đập let \let\ let \let\ cho phép; để cho
become \bI"køm\ became \bI"keIm\ trở nên lie \laI\ lay \leI\ nằm
begin \bI"gIn\ began \bI"gœn\ bắt đầu light \laIt\ lit \lIt\ thắp sáng
bite \baIt\ bit \bIt\ cắn lose \lu…z\ lost \lÅst\ làm mất; mất
blow \blÚ\ blew \blu…\ thổi
break \breIk\ broke \brÚk\ gãy; vỡ make \meIk\ made \meId\ chế tạo; sản xuất
bring \brIN\ brought \brO…t\ mang mean \mi…n\ meant \ment\ có nghĩa là
build \bIld\ built \bIlt\ xây dựng meet \mi…t\ met \met\ gặp mặt
burn \b‰…n\ burnt (burned) đốt; cháy
\b‰…nt “b‰…nd‘\ pay \peI\ paid \peId\ trả (tiền)
burst \b‰…st\ burst \b‰…st\ nổ; vỡ tung put \pUt\ put \pUt\ đặt; để
buy \baI\ bought \bO…t\ mua
read \ri…d\ read \red\ đọc
can \kœn\ could \kUd\ có thể ride \raId\ rode \rÚd\ lái xe; cưỡi
catch \kœtS\ caught \kO…t\ bắt; chụp ring \rIN\ rang \rœN\ rung chuông
choose \tSu…z\ chose \tSÚz\ chọn; lựa rise \raIz\ rose \rÚz\ mọc; gia tăng
come \køm\ came \keIm\ đến; đi đến run \røn\ ran \rœn\ chạy
cost \kÅst\ cost \kÅst\ có giá; tiêu tốn
cut \køt\ cut \køt\ cắt; chặt say \seI\ said \sed\ nói
see \si…\ saw \sO…\ nhìn thấy
deal \di…l\ dealt \delt\ giao thương sell \sel\ sold \sÚld\ bán
dig \dIg\ dug \døg\ đào send \send\ sent \sent\ gửi
do \du…\ did \dId\ làm set \set\ set \set\ bố trí; đặt; để
draw \drO…\ drew \dru…\ vẽ sew \sÚ\ sewed \sÚd\ may vá
dream \dri…m\ dreamt (dreamed) mơ thấy shake \SeIk\ shook \SUk\ lay; lắc
\dremt “dri…md‘\ shine \SaIn\ shone \SÅn\ chiếu sáng
drink \drINk\ drank \drœNk\ uống shoot \Su…t\ shot \SÅt\ bắn
drive \draIv\ drove \drÚv\ lái xe show \SÚ\ showed \SÚd\ biểu lộ; chỉ ra; cho xem
shut \Søt\ shut \Søt\ đóng lại
eat \i…t\ ate \eIt\ ăn sing \sIN\ sang \sœN\ ca hát
sit \sIt\ sat \sœt\ ngồi
fall \fO…l\ fell \fel\ ngã; rơi sleep \sli…p\ slept \slept\ ngủ
feed \fi…d\ fed \fed\ cho ăn; dùng (thức ăn) smell \smel\ smelt (smelled) ngửi; có mùi
feel \fi…l\ felt \felt\ cảm thấy \smelt “smeld‘\
fight \faIt\ fought \fO…t\ chiến đấu speak \spi…k\ spoke \spÚk\ nói
find \faInd\ found \faUnd\ tìm thấy spell \spel\ spelt (spelled) đánh vần; phát âm
fly \flaI\ flew \flu…\ bay \spelt “speld‘\
forbid \f´"bId\ forbade \f´"beId\ cấm đoán; cấm spend \spend\ spent \spent\ tiêu xài; trải qua
forget \f´"get\ forgot \f´"gÅt\ quên stand \stœnd\ stood \stUd\ đứng
forgive \f´"gIv\ forgave \f´"geIv\ tha thứ steal \sti…l\ stole \stÚl\ đánh cắp
freeze \fri…z\ froze \frÚz\ (làm) đông lại stick \stIk\ stuck \støk\ ghim vào; đính
sting \stIN\ stung \støN\ châm; chích; đốt
get \get\ got \gÅt\ có; được; nhận swear \swe´\ swore \swO…\ tuyên thệ; thề
give \gIv\ gave \geIv\ đưa; cho sweep \swi…p\ swept \swept\ quét
go \gÚ\ went \went\ đi swim \swIm\ swam \swœm\ bơi lội
grow \grÚ\ grew \gru…\ mọc; trồng
take \teIk\ took \tUk\ cầm; lấy
hang \hœN\ hung (hanged) móc lên; treo lên teach \ti…tS\ taught \tO…t\ dạy; giảng dạy
\høN “hœNd‘\ tear \te´\ tore \tO…\ xé; làm rách
have \hœv\ had \hœd\ có tell \tel\ told \tÚld\ kể; bảo
hear \hI´\ heard \h‰…d\ nghe think \TINk\ thought \TO…t\ suy nghĩ
hide \haId\ hid \hId\ giấu; trốn; nấp throw \TrÚ\ threw \Tru…\ ném; vứt
hit \hIt\ hit \hIt\ đụng; đánh
hold \hÚld\ held \held\ cầm; nắm; tổ chức understand understood hiểu
hurt \h‰…t\ hurt \h‰…t\ làm đau \Æønd´"stœnd\ \Æønd´"stUd\
keep \ki…p\ kept \kept\ giữ wake \weIk\ woke \wÚk\ thức giấc
know \nÚ\ knew \nju…\ biết wear \we´\ wore \wO…\ mặc
win \wIn\ won \wøn\ thắng; chiến thắng
lay \leI\ laid \leId\ đặt; để write \raIt\ wrote \rÚt\ viết
lead \li…d\ led \led\ dẫn dắt; lãnh đạo
learn \l‰…n\ learnt (learned) học; được biết
\l‰…nt “l‰…nd‘\
151
21 RO gr6 VIET Ts SuggAnsw_21 RO gr6 VIET Ts SuggAnsw 7/7/2021 2:02 PM Page 285
Suggested Answer Section

Progress Check 1 Progress Check 4
8 1 Independent Palace/ It is in Ho Chi Minh City. 10 Hi Simon,
2 It has got 6 levels (one ground floor, three main Greetings from Sicily, a beautiful island in Italy!
floors and two mezzanines). Today it's hot and sunny! Right now, I'm sitting in a
3 There is a heliport on the roof. café. I’m having a meal and writing my postcards.
4 It is open every day from 7:30 a.m. to 4:00 p.m. I’m wearing shorts and a T-shirt. I’m going to go
sightseeing tomorrow. I’m having a great time!
10 Hi Mark, Write back!
My neighbourhood is great. It’s got a supermarket, Ahmed
a library, a hospital and a gym. There isn’t a
cinema, a park, a department store or a museum. Progress Check 5
My neighbourhood is quiet and very beautiful. 11 Hi Mike,
What about your neighbourhood? Guess what? I went to Italy last week with my mum
Write soon. and my sister. We had a great time. The weather
Joanna was warm and sunny. In the mornings, we went to
museums. In the afternoons, we went for walks. In
Progress Check 2 the evenings, we ate pizza or pasta at restaurants.
10 Hi Stan! Delicious! How are you?
How are you? On Sundays, I usually wake up at Write soon.
9:00 a.m. In the morning, I take a shower, have my Violeta
breakfast and watch TV. In the afternoon, I play
football at the park and hang out with my friends. Progress Check 6
In the evening, I eat dinner with my family at 7:00 p.m. 7 Hi Bill,
and then I chat online. I go to bed at 9:30 p.m. Hope you're well. Today is the first day of my
What about you? summer holidays.
Write back. This summer, I’m going to go on holiday to Italy
Emily with my family. We’re going to stay in Rome and
go sightseeing around the city. Also, we are going
Progress Check 3 to go camping in the countryside for a few days.
5 1 Tony is from London. I can't wait!
2 A packed lunch is a lunch parents make at Take care.
home. Sammy Violeta
3 A school dinner is a hot meal the school makes.
4 A school dinner costs £2 a day.
5 There is fruit and vegetables, rice or potatoes or Review (Units 1-6)
pasta and chicken or fish in a school dinner. 5 Hi Jenny,
How are you? I’m on holiday in the UK. I’m staying
8 Hi, everyone. My favourite meal is Caldo Verde. It's at Rocky Bay Hotel in Devon. The weather is hot
a dish of potatoes and kale. We sometimes add and sunny. I’m sitting on the beach at the moment
sausage, too. It's easy to make. I like it because it's and I’m wearing a T-shirt and shorts. I’m going to
delicious. go swimming in the sea this afternoon, and then
have dinner at the hotel.
Review (Units 1-3) Write back.
5 Hi Anna, Hoa
How are you? Here’s my Saturday routine. I get up
at 8:00 and have breakfast. Then, I have football
practice at 10:00 and I have lunch with my family.
At 3:00, I go to the mall with my friend, Kelly, and
then we meet my parents at Marco’s for pizza.
Saturdays are great!
Write back.
Lisa
SAS1
21 RO gr6 VIET Ts SuggAnsw_21 RO gr6 VIET Ts SuggAnsw 7/7/2021 2:02 PM Page 286
Suggested Answer Section
Song 2 Song 5
3 The singer’s routine is very similar to my daily 2 I want to be famous because I want people to
routine. I get up every morning at 7:30, I have know my story.
breakfast and walk to school. I meet my friends
there. I go to school five days a week, too. At Song 6
weekends, I rest, go out with my friends and do my 3 At the weekend, I always sleep in late. I have
homework. breakfast with my family on Saturdays and
sometimes we all go out together. We usually go
Song 4 shopping or go for a walk. On Sundays, I sometimes
2 Picture A = I like it when it’s snowing, I often go go to the park with my friends and play football, or
skiing. I stay home and watch a film or play video games.
Picture B = I like riding in the park. No matter what I do at the weekend, I have lots of
Picture C = I like it when it’s raining. fun!
SAS2
22 RO gr6 VIET Ts Audios_22 RO gr6 VIET Ts Audios 6/29/2021 2:33 PM Page 287
Audioscripts
Unit 1 A: What about all your books?
1.22 – Exercise 5 (p. 31) B: They are in the bookcase in the living room, but
that’s OK because I can read them on the sofa!
1 Where’s the sofa?
My living room is nice. It’s got a sofa, two armchairs
4 Where’s Peter?
and a coffee table. The sofa is in the middle of the
A: Hi, Peter! Why are you here? Why aren’t you in
room and the coffee table is opposite it. One
the library? Haven’t you got an exam on
armchair is next to the sofa on one side and the
Tuesday?
other is next to the sofa on the other side. I really
B: Hi, Sarah. No, that exam is on Friday. On
like my living room.
Tuesday, we’ve got a class trip to a museum.
A: Oh! So that’s how you’ve got time to be in the
2 Which floor is Mark’s house on?
gym!
Hi Robert. It’s Mark. Where are you? I can’t reach you
B: That’s right!
on your mobile phone. Anyway, we’ve got exams
next week. Can you come over this afternoon at
6.00 p.m. so we can study together? I live at 5, Maple Unit 2
Street on the 4th floor. See you then! 2.5 – Exercise 6 (p. 39)
Boy: Mondays are great! My first lesson is Maths from
3 What isn’t there in his room? 8:30 until 9:30. Then it’s Music. Break is at 10:30. At
A: Hi Ken. How’s your new house? 10:45, it’s English, and then it’s PE. Lunch break is from
B: Hi James. It’s great but it isn’t very big. 12:45 until 1:30. Then it’s Science until 2:30. From 2:30
A: Have you got your own room? until 3:30 it’s Art. It’s my favourite school subject!
B: Yes, but it’s small. It’s got a single bed and a
carpet on the floor. It’s also got a wardrobe for 2.11 – Exercise 6 (p. 47)
my clothes and bookcase for my books.
My name’s Miguel. I’m at Vencedores Football Academy
A: What about a desk?
for two weeks. It’s great fun here, but it’s a lot of hard
B: I haven’t got one yet and I haven’t got a chair
work. I get up at seven o’clock because at half past
either.
seven, I have breakfast. At nine, I have football practice
and I have lunch at half past twelve. I’m usually very
1.24 – Progress Check 1, Exercise 9 (p. 35)
hungry! In the afternoon, at two o’clock, we all play a
1 Where’s the desk? match. After that, I take a shower and at half past six I
My bedroom is great! It has got a single bed, a big have dinner. I have some free time in the evening to
wardrobe and a window. Also, there is a desk so I watch TV or play video games, but then it’s time to go
can do my homework in the evenings. to bed at half past nine.
The wardrobe is next to my bed and the desk is in
front of the window so I can look outside. 2.13 – Exercise 2 (p. 49)
Speaker 1
2 Which floor is John’s house on?
What does your ideal neighbourhood look like? Are
Hi, Emma! It’s John. Where are you? I can’t reach
there nice houses with gardens and quiet streets?
you on your mobile phone or on your home phone.
Anyway, my birthday party is tomorrow evening. My ideal neighbourhood is a place in the city where I
Please come! My house is at 2 Park Street, on the can really feel comfortable and safe. It’s a place with
8th floor. There is no lift on my floor, but you can wide streets and pavements where I can walk safely.
go to the fifth floor and walk up to the 8th. See And there are lots of car parks so that people can find
you there! parking easily. Also, police officers patrol the streets
and make people feel safe. Older people can spend
3 What hasn’t Kate got in her bedroom? their mornings in the park while younger ones can jog
A: Hi, Kate! How is your new house? there. Children can walk or cycle to school. There are
B: Hi, Jill. It’s just great! It’s so big. shops for people to do their shopping and great
A: So, have you got your own room? restaurants to enjoy a meal.
B: Yes, I have. It’s got a single bed and a thick How does my ideal neighbourhood sound to you?
carpet and a desk for my computer. Would you enjoy living there? I would.
A1
Audioscripts
Speaker 2 3 What does Lyn need to buy?

What does your ideal neighbourhood look like? Is it in a A: Have you got everything you need for dinner,
busy city or in a quiet village? Rory?
My ideal neighbourhood is a quiet place in a village. B: Why, Lyn? Are you going to the supermarket?
There are small cottages with beautiful gardens. There A: Yes, I am. I have to get some apples for the pie
are lots of trees and flowers along the streets. It is a tomorrow.
place where neighbours know each other and talk to B: Well, I’ve got the onions for the soup and
each other on the street. Children play happily in the cucumbers for the salad … . So, I think I’m OK.
streets or at the school playground, or go swimming in A: OK, see you later!
the lake. There’s a main street with nice little shops, a
small café and a pizza house. The nearest city is a 15- 2.24 – Progress Check 3, Exercise 7 (p. 67)
minutes’ drive. 1 What is Mary’s favourite food?
So, what do you think? Would you live in my ideal A: What’s for dinner, Mary?
neighbourhood? B: It’s my favourite.
A: Oh, what’s that? Burgers?
2.14 – Progress Check 2, Exercise 9 (p. 51) B: No, that’s your favourite.
A: Don’t tell me it’s fish. I can’t stand fish.
I live in Alaska, so my day is a bit different to most
B: No, it’s pizza.
children’s. First of all, I get up at 5:30 in the morning
A: Great!
and leave my house at 6:30. That’s because it takes two
hours to get to school. And I don’t go on the bus.
2 What does Tony want to eat?
There’s a boat that comes along the river and picks up
A: Come on Tony. Let’s have an ice cream.
the students one by one! In the middle of winter, we
B: No, thanks. I’m really hungry.
don’t have any school at all. That’s because the water in
A: Do you want to get a burger instead then?
the river turns into ice! Also, at that time of year, it’s
B: No, I prefer to have a sandwich.
dark 24 hours a day! Anyway, I usually get to school at
A: OK. Let’s go to the café.
8:30 and we leave again at 3:30 in the afternoon. When
I get home, I do some work for my parents and then we
3 What do they order?
all have dinner at about 7:30. It’s a tiring day, so I just
A: I’m hungry! Let’s order.
chat online after that for an hour or so, and I’m in bed
B: What do you like: pizza or burgers?
at 10:00 p.m.
A: I want pizza. How about you?
B: Yes, me too. Do you want chips with it?
Unit 3 A: Not really. I want a dessert.
2.22 – Exercise 7 (p. 63) B: Ice cream or apple pie?
1 What’s Paul’s favourite food? A: Ice cream.
A: What’s for dinner, Dad? Not chicken again, I
hope? 4 What is Anna’s favourite food?
B: No, it’s your favourite, Paul – hot dogs. A: Mmm! Chicken! Do you like chicken, Becky?
A: Hot dogs aren’t my favourite food anymore. B: Not really, Anna. I prefer red meat and I can’t
B: So what is? stand fish.
A: Ever since we got that lovely fish in Brighton, I A: I don’t like fish, either but chicken … yummy!
can’t stop thinking about it!
Mid-term Review (Units 1-3)
2 What does Ann want to drink? 2.25 – Exercise 3 (p. 69)
A: Do you want something to drink, Ann? How
Hi, my name is Lisa and I’m 12 years old. On Saturdays, I
about a glass of this lovely apple juice?
am usually very busy! I get up at 8 o’clock and I have
B: No, thanks – it’s too cold outside for juice.
breakfast. At 10 o’clock, I have football practice until
Could I have a nice hot cup of tea?
11:30. Then, I come back home and have lunch with my
A: Of course. Do you want some milk in that?
family at 1 o’clock. At 3 o’clock, I go to the mall with my
B: No, thanks. Black is fine.
friend, Kelly. We like going shopping! Sometimes, we
A: Sugar?
watch a film at the cinema or go bowling. You can do
B: Just a little, please. Half a teaspoon.
lots of different things at the mall! At half-past seven,
A2
Audioscripts
we always meet my parents at Marco’s and have pizza. M1: That’s right! He was just 37 when he died. Now,
Then, my parents take Kelly back to her house and we Charlie Chaplin, the English actor. He died in 1977,
go home. Saturday is always a great day! It’s my but when was he born? Was it in 1889 or 1890?
favourite day of the week. Fiona again.
F: It was in 1890.
Unit 4 M1: That’s … wrong, I’m afraid. The correct answer is
1889. Question 5 is about Charles Dickens, the
2.33 – Exercise 6 (p. 81)
English writer. He was born in 1812. When did he
Lisa: Hi, Angela! How are you? die – 1850 or 1870? Yes, Mark?
Angela: Hi, Lisa. I'm fine! I'm on holiday with my family M2: He died in 1870.
in New Zealand. It's near Australia. M1: Correct again, Mark! Next is Audrey Hepburn, the
Lisa: Is it hot there? famous British actress. She was born in 1929 but
Angela: Not really. It's sunny in the mornings, but it when did she die?1993 or 1995? Yes, Fiona?
rains every day in the afternoon. F: 1993
Lisa: Where are you staying? M1: Correct Fiona. Next question, Margaret Thatcher,
Angela: In Tongariro National Park. Our hotel is in the the famous British stateswoman, was born in 1925.
rainforest. It's amazing! When did she die? Was it 2013 or 2003? Yes, Mark.
Lisa: What do you do there? M2: She died in 2013.
Angela: In the mornings, we go on treks to see lakes M1: Correct again, Mark! Next is Elvis Presley, the
and waterfalls. We see lots of different animals, trees American singer and actor. He died in 1977. When
and plants, too. Maybe we can meet when I get back. was he born? Was it in 1913 or 1935? Fiona, you
We can look at my photos. were first.
Lisa: That sounds great! See you then. F: It was in 1935.
M1: Well done, Fiona. You needed that point. OK, last
2.35 – Progress Check 4, Exercise 9 (p. 85) question of this part. Albert Einstein was a German
Nancy (vlogging): I'm on holiday in the city of Porto. It's physicist. He was born in 1879, but when did he
on the coast of Portugal and our resort is right by the die? 1955 or 1965? Mark …
sea. The weather is lovely. It's sunny every day. I've got M2: I think it was 1965.
my jeans with me, but it's so hot. I wear shorts and a T- M1: Sorry, Mark, but that’s not correct. The answer is
shirt every day! I want to buy a dress to wear at dinner 1955. And that’s the end of this part. You both got
tonight, though. My mum is coming shopping with me three points there. (fade)
later while my dad goes on a trek with his new friends.
First, we're having lunch at a café. I'm waiting for my 3.10 – Exercise 6 (p. 97)
food now and the view is amazing. I love it here. It's so Tim: I see you’re back from your holiday, Frances. How
beautiful! was it?
Frances: It was great! You know, we usually go abroad
Unit 5 on holiday – to France or Italy, but, this year, my parents
3.1 – Exercise 1 (p. 86) decided to stay in the UK and visit London.
Tim: What was the weather like?
M1: So the next part of our quiz is about famous
Frances: In the week before we went, it was nice and
people. Question 1: Queen Elizabeth I, the Queen
sunny. But on our first day in London, the weather
of England, was born in 1533, but when did she
changed and it was really cloudy. The good thing was
die? Was it in 1603 or 1604? Yes, Mark?
that it wasn’t cold.
M2: She died in 1603.
Tim: So what did you do there?
M1: That’s ... correct! Next, Princess Diana was a
Frances: We saw all the sights like St Paul’s Cathedral,
member of the British royal family and mother of
Buckingham Palace and the British Museum. We went
Prince William and Prince Harry. She was born in
somewhere new every day. There was so much to see
1961. When did she die? 1979 or 1997? Mark?
that we didn’t have time to go shopping. It wasn’t a
M2: She died in 1997.
relaxing holiday at all!
M1: That’s correct! Next, Vincent van Gogh, the Dutch
Tim: What was the food like? When I was in London, I
painter, died in 1890, but when was he born? Was
had some great fish and chips.
it in 1815 or 1853? Fiona, what do you think?
F: It was in 1853.
A3
Audioscripts
Frances: I’m not a big fan of fish, but there was lots of Molly: What was the weather like?
good food. I had a pie every day. They were really tasty! Ben: It was warm and sunny, except for one day when it
My mum and dad had a curry one day. I tried some of it, was very cloudy and cold.
but I didn’t really like it. It was too hot for me! Molly: So what did you do there?
Ben: Well, Rome’s beautiful and there’s so much to see!
3.12 – Exercise 2 (p. 98) In the mornings, we visited museums and art galleries,
M1: Welcome to Know your Globe, our geography and in the afternoons, we went shopping. They have
quiz. Today it’s landmarks, and I want you to tell lots of shops to buy different things, like clothes,
me if the following statements are true or false. souvenirs and food. Mum and Dad bought lots of Italian
First, Nelson’s Column in London. It’s made of clothes, but I just got some souvenirs.
stone, Tony. Molly: How about the food? Did you try any Italian
M2: That’s true, it is. dishes?
M1: It is indeed. It’s 51.6 metres high, Janine. Ben: We ate lots of Italian dishes, including pasta and
W: No, that’s false. pizza. They were delicious, but the best of all was the
M1: Sorry, Janine – it is in fact true. There are three ice cream.
lions at the base, Tony. Molly: It sounds like you had a great time.
M2: No, there are four. Ben: It really was the trip of a lifetime!
M1: Well done, Tony! Two points for you. Now let’s
move on to the Taj Mahal in Uttar Pradesh, India. Unit 6
Janine, it took 22 years to build. 3.22 – Exercise 6 (p. 113)
W: Without being sure, I’ll say that’s true.
John: Hi Sue. Are you free this Saturday?
M1: And… it is true! 2-1. Tony, Shah Jahan built it to
Sue: Well, I have a tennis match in the morning, and
remember his mother.
then at noon I have to go to a birthday party. But I’m
M2: That sounds like it’s true.
free in the evening.
M1: But it isn’t! He built it to remember his wife! Still
John: OK, great. My sister and I are going to an escape
2-1. An easy one for you to draw level, Janine.
room at 7:00 p.m. in the evening. Do you want to come
There are three Great Pyramids of Giza, Egypt.
along?
W: Yes, there are.
Sue: Oh, I’ve heard about them. They are rooms that
M1: That’s correct, and that makes the score 2-all! Tony,
you have to escape from by solving puzzles, right? You
the largest of the pyramids was for the pharaoh
can definitely count me in!
Menkaure.
John: I love escape rooms. Last month, I went to one
M2: False!
which looked like a room in a spaceship, and the one
M1: It is false. It was for the pharaoh Khufu. 3-2. Now
we’re going to on Saturday has a medieval castle theme!
to the Golden Gate Bridge in San Francisco. They
Sue: Wow! I thought they all were all just set in normal
built it in 1973, Janine.
houses. So, is it the escape room opposite the post
W: No, no way.
office? My brother went there once with some friends
M1: Correct, Janine – they built it in 1937, in fact. 3-3. It
from his office.
is 27 kilometres long, Tony.
John: No, that one’s closed. We’re going to a new one
M2: No, that’s much too long.
next to the library.
M1: Correct, Tony, it’s 2.7 km long, actually. 4-3 to Tony.
Sue: OK, I see. And do you know how much it costs? I’ve
Janine, you need the next one to stay in the game.
just got £10 left from my pocket money for this week.
The bridge’s colour was chosen so it would be easy
John: Don’t worry – it’s just £5. It’s a good price because
to see in bad weather.
entry to most escape rooms costs around £15.
W: No, I don’t think so…
Sue: OK, great! Do you want to meet outside the escape
M1: It’s true, I’m afraid, Janine, and that means we
room at 7:00 p.m., then?
have a winner… [fade]
John: Let’s meet a bit earlier. Is 6:45 OK with you?
Sue: That’s fine. I guess I’ll leave my house at around
3.13 – Progress Check 5, Exercise 10 (p. 101)
6:30, then.
Molly: Hi, Ben! How was your holiday? John: OK, see you later, Sue!
Ben: I had a great time. Usually I go to France or Spain
with my family, but this year we went to Italy. We
stayed in a hotel in Rome.
A4
Audioscripts
3.24 – Progress Check 6, Exercise 8 (p. 117) End-of-term Review (Units 1-6)
Suzanne: Hi, Kent. Do you fancy watching a science- 3.25 – Exercise 3 (p. 119)
fiction film at the cinema this evening? It looks really Boy: Hi Laura! Did you enjoy your holiday?
good. Girl: Yes, it was fantastic, thanks!
Kent: No, thanks, Suzanne. I’m going to stay in to watch Boy: Did you go to France again?
a horror film on TV. It’s called The Back Room. Girl: No, we usually go there, but this year we went to
Suzanne: Oh, I’ve heard of that film – but I always Spain instead. We didn’t stay in a hotel like we usually
thought it was a drama. If I stay in, I’ll watch it, but my do, either. We went camping!
brother usually watches TV on Friday evenings. Boy: Really? Was it cold?
Kent: Really? What does he watch? Girl: No – the weather was warm and sunny. We stayed
Suzanne: He really loves a sitcom that’s on at 7:00 p.m. near a lake and we went on lots of walks through the
He never misses an episode. forest. It was beautiful!
Kent: Well, the film is on at 9:00 or 9:30 – I can’t Boy: What about food? Did you cook dinner over the
remember. But it’ll probably start after the sitcom has campfire?
finished. Girl: No, we didn’t cook our food. We walked into the
Suzanne: Yes, you’re right. Maybe I’ll watch it then. Will town every evening. There was a great restaurant there!
you watch it on your own? Boy: Are you going to go back again next year?
Kent: Well, my cousin’s staying with us for a few days, Girl: We loved it, but I don’t think we’ll go back to the
but he’s a bit young for horror films. I’m sure my aunt same place again. We really enjoyed trying something
doesn’t allow him to watch films like that. So, I’ll different, and we want to visit more new places! Have
probably watch it with my brother. you got any ideas?
Suzanne: OK, enjoy it then. I have to go to the Boy: How about trekking in the rainforest?
supermarket to get some carrots for my mum. And I Girl: Hmm … sounds exciting! I’ll ask my parents about
think I’ll pick up some popcorn to watch the film with, it.
too!
Kent: Oh, good idea! I think there’s some crisps in the
house that I can snack on.
A5
23 RO gr6 VIET Ts Evaluations_23 RO gr6 VIET Ts Evaluations 6/29/2021 2:32 PM Page 292
Formative Evaluation Chart
Name of game/activity: .........................................................................................................................

Aim of game/activity: ............................................................................................................................
Unit: ......................................................... Course: ............................................................................
Students’ names: Mark and comments

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© Express Publishing PHOTOCOPIABLE E1

Cumulative Evaluation
Student’s Self Assessment Forms
CODE
**** Excellent *** Very Good ** OK * Not Very Good
Student’s Self Assessment Form Unit 1
Go through Unit 1 and find examples of the following. Use the code to evaluate yourself.
• talk about furniture & appliances
...............................................................................................................................................
• read for gist
...............................................................................................................................................
• read for key information/specific information
...............................................................................................................................................
• present sb’s house
...............................................................................................................................................
• compare houses
...............................................................................................................................................
• talk about places in town
...............................................................................................................................................
• give directions
...............................................................................................................................................
• role play a dialogue describing your home
...............................................................................................................................................
• pronounce /a…/, /O…/
...............................................................................................................................................
• sentence stress
...............................................................................................................................................
• present British homes
...............................................................................................................................................
• listen for detail
...............................................................................................................................................
• present your dream house
...............................................................................................................................................
• discuss a saying about the value of home
...............................................................................................................................................
Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a description of your ideal bedroom
...............................................................................................................................................
• write a letter about your house
...............................................................................................................................................
• draw a map to scale of your bedroom
...............................................................................................................................................
• draw your dream house
...............................................................................................................................................
E2 © Express Publishing PHOTOCOPIABLE

CODE
• talk about your daily routine
...............................................................................................................................................
• listen and read for gist
...............................................................................................................................................
• read for specific information
...............................................................................................................................................
• talk about sb’s daily routine
...............................................................................................................................................
• listen for specific information
...............................................................................................................................................
• talk about free-time activities
...............................................................................................................................................
• role play a dialogue making invitations – accepting/refusing
...............................................................................................................................................
• pronounce /T/, /D/
...............................................................................................................................................
• read for key information
...............................................................................................................................................
• talk about Gareth Bale
...............................................................................................................................................
...............................................................................................................................................
• present your ideal neighbourhood
...............................................................................................................................................
• talk about the value of cooperation
...............................................................................................................................................
• write your school timetable
...............................................................................................................................................
• write an email about your daily routine
...............................................................................................................................................
• make a leaflet
...............................................................................................................................................
• draw a map of your ideal neighbourhood
...............................................................................................................................................

CODE
• express likes/dislikes relating to food & drinks
.............................................................................................................................................
.............................................................................................................................................
• talk about chefs
.............................................................................................................................................
• talk about food preparation & cooking tools
.............................................................................................................................................
• role play a dialogue giving instructions
.............................................................................................................................................
• learn intonation in stressed syllables
.............................................................................................................................................
• read for gist
.............................................................................................................................................
.............................................................................................................................................
• talk about street food
.............................................................................................................................................
.............................................................................................................................................
.............................................................................................................................................
• talk about food/drinks in the eatwell guide
.............................................................................................................................................
• present healthy/unhealthy eating habits
.............................................................................................................................................
• talk about the value of healthy eating habits
.............................................................................................................................................
• write a short text about your favourite dish
............................................................................................................................................
• write a blog entry about street food in your country
............................................................................................................................................
• create a poster about healthy eating
............................................................................................................................................

CODE
• talk about seasonal activities
...............................................................................................................................................
• read for gist
...............................................................................................................................................
...............................................................................................................................................
• talk about festivals
...............................................................................................................................................
• describe people’s clothes
...............................................................................................................................................
• act out a dialogue making suggestions
...............................................................................................................................................
• learn intonation in exclamations
...............................................................................................................................................
...............................................................................................................................................
• talk about holiday destinations
...............................................................................................................................................
...............................................................................................................................................
• talk about safe camping
...............................................................................................................................................
• present safe sunbathing
...............................................................................................................................................
• present holiday destinations
...............................................................................................................................................
• talk about the value of travel
...............................................................................................................................................
• write an instant message about a festival
...............................................................................................................................................
• write a letter about your holiday
...............................................................................................................................................
• make a poster of four holiday destinations
...............................................................................................................................................
E5 © Express Publishing PHOTOCOPIABLE E5

CODE
• talk about famous people
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
• talk about the London Transport Museum
...............................................................................................................................................
• talk about animals
...............................................................................................................................................
• act out a dialogue describing your last holiday
...............................................................................................................................................
• learn to pronounce the -ed ending
...............................................................................................................................................
...............................................................................................................................................
• talk about spending a night in a museum
...............................................................................................................................................
• listen for key information
...............................................................................................................................................
...............................................................................................................................................
• present famous national wonders around the world
...............................................................................................................................................
• talk about the value of responsibility
...............................................................................................................................................
• write a quiz about the London Transport Museum
...............................................................................................................................................
• write a letter describing an experience
...............................................................................................................................................
• create a poster about various landmarks around the world
...............................................................................................................................................
• create a poster about famous national wonders around the world
...............................................................................................................................................

CODE
• talk about fun activities in London
...............................................................................................................................................
• listen for gist
...............................................................................................................................................
...............................................................................................................................................
• talk about and present your favourite amusement park
...............................................................................................................................................
• express opinions
...............................................................................................................................................
• role play a dialogue choosing a TV programme/film to watch
...............................................................................................................................................
• pronounce diphthongs
...............................................................................................................................................
...............................................................................................................................................
...............................................................................................................................................
• invite – accept/refuse
...............................................................................................................................................
...............................................................................................................................................
• listen and read for key information
...............................................................................................................................................
...............................................................................................................................................
• talk about what travelling with care means
...............................................................................................................................................
• give a presentation on how one can be a smart traveller
...............................................................................................................................................
• talk about the value of respect for others
...............................................................................................................................................
• write a text message
...............................................................................................................................................
• write a letter about your weekend plans
...............................................................................................................................................

Progress Report Cards
Progress Report Card
.............................................................. (name) can: Unit 1
very well OK not very well
talk about furniture & appliances
read for gist
read for key information/specific information
present sb’s house
compare houses
present shops & services
give directions
role play a dialogue describing my home
pronounce /a…/, /O…/
sentence stress
present British homes
listen for detail
present my dream house
discuss a saying about the value of home
write a description of your ideal bedroom
write a letter about your house
draw a map to scale of your bedroom
draw your dream house

.............................................................. (name) can: Unit
talk about your daily routine
listen and read for gist
read for specific information
talk about sb’s daily routine
listen for specific information
talk about free-time activities
role play a dialogue making invitations – accepting/refusing
pronounce /T/, /D/
read for key information
talk about Gareth Bale
present your ideal neighbourhood
talk about the value of cooperation
write your school timetable
write an email about your daily routine
make a leaflet
draw a map of your ideal neighbourhood

.............................................................. (name) can: Unit 3
express likes/dislikes relating to food & drinks
talk about chefs
talk about food preparation & cooking tools
role play a dialogue giving instructions
learn intonation in stressed syllables
read for gist
talk about street food
talk about food/drinks in the eatwell guide
present healthy/unhealthy eating habits
talk about the value of healthy eating habits
write a short text about your favourite dish
write a blog entry about street food in your country
create a poster about healthy eating

.............................................................. (name) can: Unit 4
talk about seasonal activities
read for gist
talk about festivals
describe people’s clothes
act out a dialogue making suggestions
learn intonation in exclamations
talk about holiday destinations
talk about safe camping
present safe sunbathing
present holiday destinations
talk about the value of travel
write an instant message about a festival
write a letter about your holiday
make a poster of four holiday destinations

.............................................................. (name) can: Unit 5
talk about famous people
talk about the London Transport Museum
talk about animals
act out a dialogue describing your last holiday
learn to pronounce the -ed ending
talk about spending a night in a museum
listen for key information
present famous national wonders around the world
talk about the value of responsibility
write a quiz about the London Transport Museum
write a letter describing an experience

create a poster about various landmarks around the
world
create a poster about famous national wonders around
the world

.............................................................. (name) can: Unit 6
talk about fun activities in London
listen for gist
talk about and present their favourite amusement park
express opinions
role play a dialogue choosing a TV programme/film to
watch
pronounce diphthongs
invite – accept/refuse
listen and read for key information
talk about what travelling with care means
give a presentation on how one can be a smart traveller
talk about the value of respect for others
write a text message
write a letter about their weekend plans

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01 RO gr6 VIET Ts Contents_NOV_01 RO gr6 VIET Ts Contents 7/7/2021 10:58 AM Page 1

Võ Đại Phúc (Tổng Chủ biên kiêm Chủ biên)

words to be explained using the context each appears in

Note! grammar explanations or vocabulary items

? Word question words

Study skills suggestions to help students become autonomous learners

sections to develop students’ critical thinking skills

UNITS Vocabulary Grammar

pp. 4-19 • Countries & Nationalities • can

Home & Places • Rooms/Places of a house • Plurals

Review (Units 1-3) pp. 68-69

Entertainment • Fun activities • will – be going to –

Review (Units 1-6) pp. 118-119

Reading Listening Speaking Writing

Friends around the • Presenting your family A blog entry about

American English – British English Irregular verbs (p. 151)

Introduction to the Teacher

B Choral & individual repetition • It would be well-advised to actually complete the

Note: VIDEOS • Oral accuracy work:

D Speaking • Oral fluency work:

• Closed pairs • Rolling questions

Unit 1 Home & Places

Every day Unit 2

Unit 3 All about food

Unit 5 London was great!

6d Everyday English 109

Note! 2 the UK – British 9 Russia – Russian

1 To match countries to nationalities

3 To act out dialogues and practise countries

4 To personalise the topic

3 Act out dialogues as in the example.

A: Where’s Ann from? A: Where’s John from?

4 Complete the sentences. (Suggested Answer Key)

Hello! My name’s James and I’m

2 Read the text. Decide if the sentences are R (right) or W (wrong).

Name: James Age:11 years old Alicia

… is … years old. He/She is … (nationality). He/She is from … . He/She can … .

2 To read for specific information

3 To consolidate comprehension of a text

5 To present can; to practise can (interrogative

6 To practise can (affirmative & negative).

7 To write a blog entry

4 Complete the gaps with play or do.

A: Can you play football? B: Yes, I can./No, I can’t.

Hello! I’m An and I’m

1 Read the theory box. Then match the sentences.

I am Tony. 1 a Their teacher is Mr Brown.

2 To practise subject pronouns/possessive

3 To practise subject pronouns/possessive

5 To practise the verb ‘to be’

6 To practise the verb ‘to be’

5 Read the text. Complete the questions, then answer them.

Hi! I’m Peter Knowles.

Is Peter from the USA?

2 To practise vocabulary for family members

3 To prepare and present your family tree

Amanda Paul Carol Tony

This is my family. My grandma is Iris and my

Extra Activity for weaker classes

5 To read for specific information

6 To present character adjectives

7 To practise character adjectives

I’ve got a dog.